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1TKT: CLIL HANDBOOK FOR TEACHERS
CONTENTS
Preface
This handbook is intended for tutors and candidates and provides information to help prepare for the TKT: CLIL (Content and Language Integrated Learning) module.
For further information on any Cambridge English Teaching Qualifications and courses, please go to www.cambridgeenglish.org/teachingqualifications
For further copies of this handbook, please email marketingsupport@cambridgeenglish.org
Contents
About Cambridge English Language Assessment 2Cambridge English Teaching Qualifications – an overview 3Cambridge English Teaching Framework 4Continuing development opportunities at every level 6Content and Language Integrated Learning (CLIL) explained 7Introduction to TKT 7TKT: CLIL – an overview 8Support for candidates and course providers 9TKT: CLIL administration 9Special Circumstances 10
TKT: CLIL test overview 11Syllabus 12Sample paper 15Answer key 22Sample answer sheet 23TKT: CLIL subject-specific vocabulary 24References 28More Cambridge English teaching courses and qualifications 29
2 TKT: CLIL HANDBOOK FOR TEACHERS
ABOUT CAMBRIDGE ENGLISH LANGUAGE ASSESSMENT
About Cambridge English Language Assessment
TKT (Teaching Knowledge Test) is developed by Cambridge English Language Assessment, a not-for-profit department of the University of Cambridge.
We are one of three major exam boards which form the Cambridge Assessment Group (Cambridge Assessment). More than 8 million Cambridge Assessment exams are taken in over 170 countries around the world every year.
The world’s most valuable range of English qualificationsWe develop and produce the most valuable range of qualifications for learners and teachers of English in the world. Over 5 million people in 130 countries take our exams every year.
We offer assessments across the full spectrum of language ability. We provide examinations for general communication and for professional and academic purposes. All of our English language exams are aligned to the principles and approach of the Common European Framework of Reference for Languages (CEFR).
To find out more about Cambridge English exams and the CEFR, go to www.cambridgeenglish.org/cefr
Cambridge English Teaching QualificationsOur internationally recognised teaching qualifications provide a route into the English language teaching profession for new teachers and a comprehensive choice of career development for experienced teachers.
Supporting teachersCambridge English Teaching Qualifications such as TKT form an important part of our teacher development range. All of our teaching qualifications are mapped onto the Cambridge English Teaching Framework, which is designed to help teachers identify where they are in their career, plan where they want to get to and identify development activities to get there.
Proven qualityOur commitment to providing assessment of the highest possible quality is underpinned by an extensive programme of research and evaluation, and by continuous monitoring of the marking and grading of all Cambridge English exams. Of particular importance are the rigorous procedures which are used in the production and pretesting of question papers.
All our systems and processes for designing, developing and delivering exams and assessment services are certified as meeting the internationally recognised ISO 9001:2015 standard for quality management and are designed around five essential principles:
Validity – are our exams an authentic test of real-life English or teaching knowledge?
Reliability – do our exams behave consistently and fairly?
Impact – does our assessment have a positive effect on teaching and learning?
Practicality – does our assessment meet candidates’ needs within available resources?
Quality – how we plan, deliver and check that we provide excellence in all of these fields.
How these qualities are brought together is outlined in our publication Principles of Good Practice, which can be downloaded free from www.cambridgeenglish.org/principles
Cambridge International ExaminationsPrepares school students for life, helping them develop an informed curiosity and a lasting passion for learning
Cambridge Assessment: the trading name for the University of Cambridge Local Examinations Syndicate (UCLES)
Cambridge English Language Assessment Provider of the world’s most valuable range of qualifications for learners and teachers of English
OCR: Oxford Cambridge and RSA ExaminationsOne of the UK’s leading providers of qualifications
Departments of the University
Departments (exam boards)
One of the oldest universities in the world and one of the largest in the United Kingdom
Oxford Cambridge and RSA
3TKT: CLIL HANDBOOK FOR TEACHERS
CAMBRIDGE ENGLISH TEACHING QUALIFICATIONS – AN OVERVIEW
Cambridge English Teaching Qualifications – an overview
The following qualifications are available to teachers through Cambridge English Teaching Qualifications centres:
The following courses and qualifications are available to teachers through institutions and educational authorities:
Delta Module Three
Delta Module Two
Delta Module OneDiploma in Teaching English to Speakers of Other Languages
ICELTIn-service Certificate in English Language Teaching
CELTACertificate in Teaching English to Speakers of Other Languages
TKT: Young Learners
TKT: CLIL(Content and Language Integrated Learning)
TKT Modules 1, 2 and 3Teaching Knowledge Test
Recommended
Required
Recommended
Required
Not required
Not essential
Not essential
Not essential
Teac
hing
expe
rienc
e
Candidate requirements
Initial teaching qualification
Initial teaching qualification
Initial teaching qualification
Local requirements for teachers apply
Qualifications allowing access
to higher education
Not required
Not required
Not requiredEn
try
quali
ficat
ions
Primary, secondary or
adults
Primary, secondary or
adults
Primary, secondary or
adults
Primary, secondary or
adults
Adults
Primary
Primary, secondary or
adults
Primary, secondary or
adults
Teac
hing a
ge
grou
p
Qualification features
Can b
e tak
en
pre-
serv
ice
Face-to-face or online/blended
options
Cour
se
parti
cipat
ion
requ
ired
Asse
ssed
teac
hing
prac
tice
Extended assignment
Cont
inuou
s as
sess
men
t/co
urse
wor
k
Pape
r-bas
ed te
st
Language for Teaching – B2
Language for Teaching – B1
Language for Teaching – A2
Certificate in EMI Skills English as a Medium of Instruction
Train the Trainer
CELT-SCertificate in English Language Teaching – Secondary
CELT-PCertificate in English Language Teaching – Primary
N/A
N/A
N/A
Required
Required
Required
Required
Teac
hing
expe
rienc
e
Candidate requirements
B1 level English
A2 level English
A1 level English
Local requirements
apply
Teaching qualification
Local requirements for teachers apply
Local requirements for teachers apply
Entry
qu
alific
atio
ns
Primary, secondary
Primary, secondary
Primary, secondary
Students in higher education
contexts
Adults
Secondary
Primary
Teac
hing a
ge
grou
p
Course/qualification features
Can b
e tak
en
pre-
serv
ice
Cour
se
parti
cipat
ion
requ
ired
Asse
ssed
te
achin
g pra
ctice
Cont
inuou
s as
sess
men
t/co
urse
wor
k
Onlin
e/bl
ende
d lea
rning
cour
se
optio
n
4 TKT: CLIL HANDBOOK FOR TEACHERS
CAMBRIDGE ENGLISH TEACHING FRAMEWORK
Cambridge English Teaching Framework – at the heart of professional development
We developed the Cambridge English Teaching Framework:
• to help teachers identify where they are in their professional career• to help teachers and their employers think about where they want to go next and identify development activities to get there.
• Has a basic understanding of some language–learning concepts.
• Demonstrates a little of this understanding when planning and teaching.
• Is aware of some key terms for describing language.
• Can answer simple learner questions with the help of reference materials.
• Can reflect on a lesson with guidance and learn from feedback.
• Requires guidance in self-assessing own needs.
• Has a reasonable understanding of many language–learning concepts.
• Demonstrates some of this understanding when planning and teaching.
• Has reasonable knowledge of many key terms for describing language.
• Can answer most learner questions with the help of reference materials.
• Can reflect on a lesson without guidance and respond positively to feedback.
• Can self-assess own needs and identify some areas for improvement.
• Has a basic understanding of some key principles of teaching, learning and assessment.
• Can plan and deliver simple lessons with a basic awareness of learners’ needs, using core teaching techniques.
• Can use available tests and basic assessment procedures to support and promote learning.
• Has a reasonable understanding of many key principles of teaching, learning and assessment.
• Can plan and deliver lessons with some awareness of learners’ needs, using a number of different teaching techniques.
• Can design simple tests and use some assessment procedures to support and promote learning.
• Provides accurate examples of language points taught at A1 and A2 levels.
• Uses basic classroom language which is mostly accurate.
• Provides accurate examples of language points taught at A1, A2 and B1 levels.
• Uses classroom language which is mostly accurate.
Learning and the Learner
Language Knowledge and Awareness
Professional Development
and Values
Teaching, Learning and Assessment
Language Ability
Foundation Developing Proficient Expert
5TKT: CLIL HANDBOOK FOR TEACHERS
CAMBRIDGE ENGLISH TEACHING FRAMEWORK
See the full version of the framework for detailed competency statements: www.cambridgeenglish.org/teaching-framework
• Has a good understanding of many language–learning concepts.
• Frequently demonstrates this understanding when planning and teaching.
• Has good knowledge of key terms for describing language.
• Can answer most learner questions with minimal use of reference materials.
• Can reflect critically and actively seeks feedback.
• Can identify own strengths and weaknesses as a teacher, and can support other teachers.
• Has a sophisticated understanding of language–learning concepts.
• Consistently demonstrates this understanding when planning and teaching.
• Has a good understanding of key principles of teaching, learning and assessment.
• Can plan and deliver detailed lessons with good awareness of learners’ needs, using a wide range of teaching techniques.
• Can design effective tests and use a range of assessment procedures to support and promote learning.
• Has a sophisticated understanding of key principles of teaching, learning and assessment.
• Can plan and deliver detailed and sophisticated lessons with a thorough understanding of learners’ needs, using a comprehensive range of teaching techniques.
• Can design a range of effective tests and use individualised assessment procedures consistently to support and promote learning.
• Provides accurate examples of language points taught at A1, A2, B1 and B2 levels.
• Uses classroom language which is consistently accurate throughout the lesson.
• Provides accurate examples of language points taught at A1–C2 levels.
• Uses a wide range of classroom language which is consistently accurate throughout the lesson.
• Has sophisticated knowledge of key terms for describing language.
• Can answer most learner questions in detail with minimal use of reference materials.
• Consistently reflects critically, observes other colleagues and is highly committed to professional development.
• Is highly aware of own strengths and weaknesses, and actively supports the development of other teachers.
Foundation Developing Proficient Expert
6 TKT: CLIL HANDBOOK FOR TEACHERS
Foundation Developing Proficient Expert
CELTA
TKT
CELT-S
CELT-P
ICELT
Delta
Train the Trainer
EMI Skills
Language for Teaching
Face-to-face seminars
Methodology titles from Cambridge University Press
Cour
ses
and
qual
ifica
tions
Reso
urce
s
Online teaching support
Continuing development opportunities at every level
Our teaching qualifications and range of teacher support are mapped onto the framework, so teachers and educational institutions can find the combination of development activities that suits them best.
See page 29 for more information about Cambridge English teaching courses and qualifications.
CONTINUING DEVELOPMENT OPPORTUNITIES AT EVERY LEVEL
7TKT: CLIL HANDBOOK FOR TEACHERS
TKT: CLIL | INTRODUCTION
Content and Language Integrated Learning (CLIL) explained
What is CLIL?CLIL describes an evolving approach to teaching and learning where subjects are taught and studied through the medium of a non-native language.
The experience of learning subjects through the medium of a non-native language can be more challenging and intensive than conventional language lessons. Learners are exposed to a broader range of language while simultaneously gaining knowledge and skills in different areas of the curriculum. In CLIL, learning a curricular subject (Geography for example) in a second or third language involves drawing on effective pedagogical practice from a range of different educational contexts.
CLIL – a variety of approachesThere are many different types of CLIL programmes around the world, ranging from full immersion to short 20–30-minute subject lessons in the target language. Subjects may be taught by subject specialists or by language teachers. In some countries classroom assistants support the learners too. There are also contexts where CLIL is used to integrate learners (often from minority language groups) into mainstream classes. Examples of these programmes are English as an Additional Language (EAL) in Britain and Content Based Instruction (CBI) in the US.
The benefits of CLILThere are many advantages to the CLIL approach: it develops confident learners, enhances academic cognitive processes and communication skills, and encourages inter-cultural understanding and community values.
In addition, research shows that learners become more sensitive to vocabulary and ideas presented in their first language as well as in the target language and they gain more extensive and varied vocabulary. Learners reach proficiency levels in all four skills of listening, speaking, reading and writing far beyond what is expected in other English programmes for young learners. This success is shown in ICT skills too.*
In secondary schools, research indicates that effects are beneficial, and that: ‘CLIL leads to better English proficiency, that it has no negative effect on L1 proficiency, nor on the pupils’ subject knowledge’**; and that it ‘induces the learner to be more cognitively active during the learning process’***.
The global need for language learning, particularly for English, has created a demand for new ways of teaching languages. CLIL is a flexible and effective approach which is being used to respond to this need. Many teachers of curricular subjects are finding they can develop professionally by adding CLIL to their range of skills.
* Johnstone, R and McKinstry, R (2008) Evaluation of Early Primary Partial Immersion (EPPI). www.scilt.org.uk
** Coleman, L (2006) CLIL behind the dykes; the Dutch bilingual model in IATEFL, YLSIG Journal.
*** Van de Craen, P, Mondt, K, Allain, L and Gao, Y (2008) Why and How CLIL Works, Vienna English Working Papers 16, 70–78. Available at researchgate.net/publications (accessed 9 November 2016).
Introduction to TKT
TKT tests knowledge about English language teaching. The tests are designed to encourage teachers in their professional development by providing a step in their progression on the Cambridge English Teaching Framework. Candidates can also use TKT to access further training and enhance career opportunities.
TKT – an overviewTKT is divided into separate modules. Candidates can take them all, or choose the modules that meet their needs. A certificate is received for each module completed.
The core modules are designed to provide a foundation in the principles and practice of English language teaching:
• TKT: Module 1 – Language and background to language learning and teaching
• TKT: Module 2 – Lesson planning and use of resources for language teaching
• TKT: Module 3 – Managing the teaching and learning process.
Teaching knowledge is assessed by means of objective-format tests, which are simple to administer and to take.
There are further specialist modules, which can be taken separately or added to the core modules:
• TKT: CLIL (Content and Language Integrated Learning)• TKT: Young Learners (YL).
Please note: TKT: KAL (Knowledge about Language), TKT: Practical and computer-based TKT Modules 1, 2 and 3 are no longer available after December 2016.
The aims of the modular formatThe format is designed to be accessible and offer candidates maximum flexibility, and therefore does not include a compulsory course component. However, it is likely that centres and other institutions will wish to offer courses for TKT preparation.
What can successful candidates do with TKT?TKT increases teachers’ confidence and enables them to progress to other Cambridge English Teaching Qualifications.
TKT is recognised as an English language teaching qualification by many organisations and institutions around the world.
8 TKT: CLIL HANDBOOK FOR TEACHERS
TKT: CLIL | INTRODUCTION
Approaches to teaching and learningA range of approaches to teaching and learning may be covered in the test. Materials are carefully selected so that they are fair to candidates from all backgrounds and teaching contexts. Knowledge of communicative and other approaches to teaching is expected, as is familiarity with the common terminology of English language teaching (a non-exhaustive list of teaching terminology and definitions is provided in the TKT Glossary and TKT: CLIL Glossary).
Sources and text types for TKT: CLIL preparationExtracts, original or adapted, from the following sources may feature in TKT: CLIL:
• CLIL coursebooks, activity books or supplementary materials, including CLIL materials found online
• the TKT Glossary and the TKT: CLIL Glossary• articles relating to CLIL from journals, magazines and the internet• diagrams and other visuals• descriptions of classroom situations.
TKT: CLIL – an overview
TKT: CLIL is a test of knowledge of Content and Language Integrated Learning and concepts related to a CLIL approach. It tests knowledge about teaching subjects in English to speakers of other languages and the learning, thinking and language skills which are developed across different curriculum subjects.
TKT: CLIL tests knowledge of how to plan lessons, as well as knowledge of activities and resources used to support a CLIL approach. It also tests knowledge of teaching strategies and how assessment is carried out in CLIL contexts.
Who is TKT: CLIL suitable for?TKT: CLIL is suitable for subject teachers who need to teach their curricular subjects in English, English language teachers who teach curricular subjects in a second language and English as an Additional Language (EAL) teachers working within mainstream classes.
It can also be taken by:
• pre-service teachers• teachers who wish to refresh their teaching knowledge• teachers who are moving to teaching English after teaching
another subject.
Entry criteria and language requirementsCandidates are not required to fulfil any specific entry criteria for TKT: CLIL. There are no formal English language requirements; however, candidates are expected to be familiar with language relating to the practice of English language teaching. The TKT Glossary and TKT: CLIL Glossary can also be downloaded from www.cambridgeenglish.org/tkt
Test structureThe TKT: CLIL module consists of a timed pencil-and-paper test, featuring 80 multiple-choice questions.
It tests candidates’ knowledge of concepts related to a CLIL approach to teaching and learning, rather than their subject knowledge, proficiency in the English language, or their performance in classroom situations.
9TKT: CLIL HANDBOOK FOR TEACHERS
TKT: CLIL | INTRODUCTION
TKT: CLIL administration
Entry procedureCandidates must enter through an authorised Cambridge English examination or teaching qualification centre. For a list of centres, go to www.cambridgeenglish.org/teachingcentresearch
TKT: CLIL is available throughout the year and examination centres select their own test dates. Entries must be made at least six weeks in advance of a test date.
Please note that more notice may be necessary if candidates have special requirements and therefore need special arrangements (see section on Special Circumstances).
For copies of the Regulations and more details on entry procedure, current fees and further information about this and our other examinations, contact your local examination centre.
ResultsCandidates receive a certificate for each module taken. Candidate performance is reported using four bands.
Band A candidate at this level demonstrates
4 extensive knowledge of TKT: CLIL content areas
3 breadth and depth of knowledge of TKT: CLIL content areas
2 basic, but systematic knowledge of TKT: CLIL content areas
1 limited knowledge of TKT: CLIL content areas
Notification of resultsTKT results are issued to centres approximately two to four weeks after we receive the answer sheets in Cambridge.
Please note that despatch of candidates’ results will be delayed if they need special consideration or if malpractice is suspected (see section on Special Circumstances).
Enquiries on results must be made through the candidate’s centre.
Appeals procedureWe provide a service to enable centres to appeal, on behalf of candidates, against assessment decisions that affect grades awarded to candidates, e.g. decisions relating to results and decisions relating to irregular conduct.
Candidates should first contact their centre for advice. For more information about the appeals procedure, go to www.cambridgeenglish.org/help/enquiries-and-appeals
Support for candidates and course providers
Support and general information for TKT: CLIL, including a downloadable version of this handbook, can be found at www.cambridgeenglish.org/tkt
Materials for course providers
For course providers, teacher training session plans and other trainer resources can be found at www.cambridgeenglish.org/resources-for-teachers
We also run free seminars and webinars for teachers, with replays available on Cambridge English TV:
Webinars for teachers: www.cambridgeenglish.org/webinars
Seminars and events: www.cambridgeenglish.org/events
Cambridge English TV: www.youtube.com/cambridgeenglishtv
Preparing for TKT: CLILIt is not necessary to complete a course to enter for TKT: CLIL. Candidates can prepare for their exam independently, or can if they prefer, follow a course provided by an exam or teaching qualification centre.
Official Cambridge English preparation materials for TKT: CLIL have been jointly developed by Cambridge English and Cambridge University: www.cambridge.org/cambridgeenglish
PretestingPretesting of TKT test material provides us with valuable information about candidates’ performance on particular tasks. Pretesting is also useful for centres or institutions, as it gives candidates the opportunity to familiarise themselves with TKT task types under test conditions and to receive feedback on areas of strength and weakness.
If your centre or institution would like to be involved in TKT pretesting, find out more at www.cambridgeenglish.org/about-pretesting
Further informationContact your local authorised exam centre or teaching qualification centre, or our helpdesk at www.cambridgeenglish.org/helpdesk for:
• details of entry procedure• current fees• details of exam sessions• more information about TKT and other Cambridge English
Teaching Qualifications and exams.
10 TKT: CLIL HANDBOOK FOR TEACHERS
TKT: CLIL | INTRODUCTION
Special Circumstances
Cambridge English exams are designed to be fair to all test takers. This commitment to fairness covers:
• Special arrangements These are available for candidates with a permanent or long-term disability. Consult your Centre Exams Manager (CEM) for more details.
• Special consideration We will give special consideration to candidates affected by adverse circumstances such as illness or bereavement immediately before or during an exam. Applications for special consideration must be made through the centre no later than 10 working days after the exam date.
• Malpractice We will investigate all cases where candidates are suspected of copying, collusion or breaking the exam regulations in some other way. Results may be withheld while they are being investigated, or because we have found an infringement of regulations. Centres are notified if a candidate’s results have been investigated.
For more information about Special Circumstances go to www.cambridgeenglish.org/help
11TKT: CLIL HANDBOOK FOR TEACHERS
TKT: CLIL TEST OVERVIEW
TKT: CLIL test overview
OverviewTIMING 1 hour 20 minutesNO. OF QUESTIONS 80TASK TYPES Objective tasks, such as matching
and multiple choice.ANSWER FORMAT Candidates indicate their answers by
shading the correct boxes on their answer sheets.
Candidates should use a pencil. MARKS Each question carries 1 mark.
12 TKT: CLIL HANDBOOK FOR TEACHERS
SYLLABUS
Syllabus
TKT: CLIL is an examination for both subject teachers and English language teachers involved in CLIL programmes.
It tests knowledge of the aims and rationale of a CLIL approach and knowledge of CLIL from a teaching perspective: the planning, teaching and assessment of CLIL. It also focuses on teachers’ awareness of learning demands (content, language, communication, cognition) and support strategies for learners in CLIL programmes.
Title Areas of teaching knowledge
Task types and format
Knowledge of CLIL and principles of CLIL
• aims of and rationale for CLIL knowledge
• language across the curriculum
• communication skills across the curriculum
• cognitive skills across the curriculum
• learning skills across the curriculum
4 tasks consisting of 25 questions.
Tasks include matching and multiple choice.
Lesson preparation
• planning a lesson or a series of lessons
• language demands of subject content and accompanying tasks
• resources including multi-media and visual organisers
• materials selection and adaptation
• activity types and their purposes
4 tasks consisting of 25 questions.
Tasks include matching and multiple choice.
Lesson delivery • classroom language
• scaffolding content and language
• methods to help learners develop learning strategies
• consolidating learning and differentiation
3 tasks consisting of 20 questions.
Tasks include matching and multiple choice.
Assessment • focus of assessment
• types of assessment
• support strategies
2 tasks consisting of 10 questions.
Tasks include matching and multiple choice.
Knowledge of CLIL and principles of CLILThis part of the TKT: CLIL module tests candidates’ knowledge of a CLIL approach and knowledge of the learning, cognitive, language and communication skills across the curriculum.
Possible testing focus
• CLIL aims The 4 Cs (Coyle) – Content, Communication, Cognition and Culture (the 4th C is sometimes called Citizenship or Community).
BICS (Basic Interpersonal Communicative Skills) and CALP (Cognitive Academic Language Proficiency) (Cummins) – differences in cognitive demands of teaching materials (see separate TKT:CLIL Glossary).
CLIL aims to:• introduce learners to new ideas and concepts in curricular
subjects• improve learners’ performance in both curricular subjects and
the target language• encourage stronger links with the citizenship curriculum• increase learners’ confidence in the target language• make the content subject the primary focus of classroom
materials• enable learners to access curricular subjects by modifying
lesson plans to take into account pupils’ ability in the target language
• provide cognitively challenging materials from the beginning• provide scaffolding to support learning of content and
language.
• Language across the curriculum The language demands of curricular subjects so that learners can understand and communicate (listening, speaking, reading and writing). These include features such as:• the use of present, past and future forms (but not in any
more detail e.g. present perfect continuous)• comparative/superlative forms• modal verbs for expressing: ability; certainty; deduction;
obligation; permission; prediction; preference; possibility; probability; prohibition; speculation
• conditionals• passive forms• imperatives• questions• reported speech• personal and impersonal pronouns• time expressions• connectors (and, but, or, because)• collocations• synonyms• opposites• use of specialist subject vocabulary.
• Communication skills across the curriculumThis includes features such as:• agreeing or disagreeing• asking questions• clarifying what has been said• comparing and contrasting• describing cause and effect; diagrams; images; a process• evaluating work (own and others’)• expressing ideas
13TKT: CLIL HANDBOOK FOR TEACHERS
SYLLABUS
• giving examples; information; reasons• hypothesising• instructing• interpreting data• justifying answers or opinions• persuading• predicting• presenting solutions; presenting work• stating facts and opinions• suggesting changes; ideas.
• Cognitive skills across the curriculum*The six main cognitive processes are listed below with associated verbs and examples of activities which develop these thinking skills:• remembering: recognise, recall (activities: label, list, identify,
match, name, recite, spell, state facts, tell)• understanding: explain, interpret (activities: classify,
compare, define, describe, draw, give examples, order, predict, sequence, translate)
• applying: carry out, do (activities: calculate, experiment, find out, interview, prepare, present, research, show)
• analysing: examine, reason (activities: analyse, choose, decide, deduce, examine, give reasons, justify, show the difference between, solve)
• evaluating: evaluate, assess (activities: conclude, consider, give an opinion, judge, prove, rate, recommend)
• creating: make, produce (activities: build, change, compose, create, design, imagine, invent).
*Adapted from Coyle, Hood and Marsh (2010). CLIL: Content and Language Integrated Learning, Cambridge: Cambridge University Press.
• Learning skills across the curriculumThis includes features such as:• carrying out investigations• drafting, writing and editing work• estimating then checking or measuring• guessing from context• locating, organising and interpreting information• note-taking• planning• recording results• reviewing• setting own learning goals• scanning and skimming text• selecting and using reference materials• summarising• transferring information from one source to another.
Lesson preparationThis part of the CLIL module tests candidates’ knowledge of planning, teaching and assessing curricular subjects taught through the medium of English.
Possible testing focus
• Planning a lesson or series of lessons• teaching objectives• learning outcomes• activating prior knowledge• tasks to develop the 4Cs: content, communicative and
cognitive skills, focus on culture• differentiation
• support strategies• learner interaction• resources• Can Do statements• links to other curricular subjects.
• Language needed to deliver subject content and accompanying tasks• word and sentence-level features of oral and written language• text types (genre) in CLIL and their features: layout,
organisation, purpose: · discussion: balanced argument, essay, one-sided
argument · explanation: process, cycle, cause and effect · procedure: instructions (technical or general) · persuasion: advertisement, notice, proposal, review · recount: account of an event or an experiment,
autobiography, biography, diary · report: article, description of characteristics of something
e.g. scientific, historical, geographical• other text types: letter, narrative, email.
• Resources• multimedia: visual, auditory, digital• graphs: bar chart, pie chart and line graph• visual organisers and their purposes:
· Carroll diagram · cause–effect or process diagram · cycle · flowchart · grid · identification key (binary) · mind map · quadrant · storyboard · T-chart · table · timeline · tree diagram · Venn diagram
(See TKT: CLIL Glossary for examples and purposes of visual organisers)
• ICT in CLIL: · adding animation · still images and diagrams · changing and interpreting digital images · collating information on spreadsheets · creating PowerPoint presentations · designing and using a database · doing web searches · using draw or paint software · word processing
• purposes for using resources and ICT to encourage student talking time (STT) – exchanging and sharing information; to present and revisit subject vocabulary; to encourage learner autonomy; to provide learning support; to handle data; to develop enquiry skills; to be creative.
• Materials selection and adaptationWays of using and adapting materials for CLIL:• adding visuals and diagrams• omitting unnecessary detail• simplifying language
14 TKT: CLIL HANDBOOK FOR TEACHERS
SYLLABUS
• paraphrasing vocabulary• highlighting key subject vocabulary• inserting a word bank or glossary• reordering activities to progress from least to most
demanding• using a variety of layout designs, font sizes and styles• personalising topics• adding web links.
• Activity types and their purposes• classifying words, numbers or objects into groups• dictation: whole class, group and pair• feature identification• freeze frames• gap-fill• information transfer (to use subject-specific language in a
different content or medium)• interviews and hot seat• labelling • matching• multiple choice• ordering letters, words, sentences and paragraphs• poster presentations• predicting from images, words, titles, sentences, sound or
objects• pyramid discussion• questionnaires• summarising• true/false; yes/no• word, sentence, diagram, text completion• word searches• Purposes of activities could include:
· revisiting subject-specific language · developing communicative and/or cognitive skills · developing accuracy · developing fluency · encouraging collaborative learning · developing creativity · personalising learning · encouraging learner autonomy.
Lesson deliveryPossible testing focus
• Classroom language• Use of questions to scaffold and promote thinking: lower
order talk (what, where, when, who) → higher order talk (why, how, what is the evidence, what do you think of ...?).
• Purpose: presenting subject content, developing understanding, commenting on what’s happening during practical work, developing learners’ communicative and/or cognitive skills, discussing ideas, encouraging learners, explaining subject concepts, instructing, modelling subject language, questioning, recasting, classroom management.
• Ways of encouraging student talking time: pair work; task-based learning; group presentations; role play; explaining results; peer and group feedback.
• Scaffolding content and languageThis includes features such as:• allowing longer wait time(s)• breaking down tasks into small steps• creating interest in the subject• doing practical demonstrations
• giving constructive feedback• providing word banks, glossaries, sentence support and
language frames for input and output of content and language
• providing models of effective work• relating subject topics to personal experience• allowing some use of the L1 (code switching).
• Methods to help learners develop learning strategiesThis includes features such as:• encouraging predicting and estimating skills• encouraging personalising of content• encouraging risk taking – not worrying about mistakes• encouraging guessing from context• helping set learners’ own learning goals• helping develop study skills – using dictionaries, the internet,
reading around subject concepts• encouraging use of visual prompts to aid memory• helping take quick and accurate notes• encouraging reviewing of vocabulary and ideas• encouraging questions and problem solving.
• Consolidating learningThis includes features such as:• reminding; repeating; demonstrating again• directing to further practice; directing learners to help others• revisiting concepts through a different medium• making links with other curricular subjects.
• Differentiation• Providing less challenge:
· (modified input) providing additional language frames, word banks, glossaries in L1 and target language, additional visual support, simplified texts
· (modified output) answering fewer questions, producing shorter texts
· (modified outcome) e.g. produce a simple design rather than a complex one.
• Providing more challenge: · checking own work · helping peers · doing extension activities · designing activities for others.
AssessmentPossible testing focus
• Focus of assessment: content and/or language; cognitive skills; learning skills; practical skills; communication skills.
• Types of assessment: formative, summative, peer, self, portfolio, performance.
• Use of Can Do statements, use of criteria.
• Support strategies:• changing vocabulary• simplifying language structures• adding visuals• some use of L1 or target language glossaries• modifying test instructions• providing additional examples• allowing extra time• repeating oral instructions in L1• reading instructions aloud• explaining instructions• allowing questions from learners in L1.
15TKT: CLIL HANDBOOK FOR TEACHERS
EXAM | LEVEL | PAPER SAMPLE PAPERTKT: CLIL
SAMPLE PAPER
For q
uest
ions
8 –
14,
look
at t
he ta
sks
and
the
thre
e fe
atur
es o
f lan
guag
e (A
, B a
nd C
).
Cho
ose
the
feat
ure
of la
ngua
ge w
hich
mat
ches
the
task
. M
ark
the
corr
ect l
ette
r (A
, B o
r C) o
n yo
ur a
nsw
er s
heet
.
8
D
escr
ibin
g ho
w a
frid
ge w
orks
and
writ
ing
an e
ssay
abo
ut th
e hi
stor
y of
the
first
mot
or c
ars
A
pass
ive
form
s
B
ne
gativ
e im
pera
tives
C
m
odal
ver
bs fo
r exp
ress
ing
oblig
atio
n
9
In
terv
iew
ing
anot
her s
tude
nt a
bout
the
spor
ts th
ey li
ke/d
islik
e an
d de
scrib
ing
a la
ndsc
ape
A
sequ
enci
ng w
ords
B
pr
esen
t ten
ses
C
adve
rbs
of fr
eque
ncy
10
Pro
duci
ng a
leaf
let a
bout
sav
ing
ener
gy in
the
hom
e an
d w
ritin
g in
stru
ctio
ns fo
r usi
ng a
co
mpu
ter g
ame
A
the
past
tens
e
B
po
sitiv
e im
pera
tives
C
m
odal
ver
bs fo
r inv
iting
11
W
ritin
g a
mat
hs p
robl
em a
nd d
esig
ning
a c
lass
sur
vey
abou
t tra
nspo
rt
A
m
odal
ver
bs fo
r giv
ing
advi
ce
B
supe
rlativ
es
C
ques
tion
form
s
12
P
redi
ctin
g th
e re
sults
of a
sci
ence
exp
erim
ent a
nd p
lann
ing
who
doe
s w
hat f
or th
e ne
xt
grou
p hi
stor
y pr
ojec
t
A
fu
ture
form
s
B
pr
epos
ition
s of
pla
ce
C
tech
nica
l voc
abul
ary
13
Writ
ing
reco
mm
enda
tions
abo
ut s
ervi
ces
offe
red
by lo
cal b
anks
and
doi
ng a
gro
up p
roje
ct
abou
t thr
ee c
ount
ries
A
prep
ositi
ons
of ti
me
B
com
para
tives
C
re
porte
d sp
eech
14
La
belli
ng a
pos
ter a
bout
the
sect
ions
of a
n or
ches
tra a
nd ta
lkin
g w
ith a
par
tner
abo
ut d
aily
ea
ting
habi
ts
A
voca
bula
ry fo
r exp
ress
ing
feel
ings
B
co
nditi
onal
s
C
si
ngul
ar a
nd p
lura
l for
ms
of n
ouns
For q
uest
ions
1 –
7, m
atch
the
clas
sroo
m a
ctiv
ities
with
the
mai
n le
arni
ng o
bjec
tives
list
ed A
– D
. M
ark
the
corr
ect l
ette
r (A
– D
) on
your
ans
wer
she
et.
M
ain
lear
ning
obj
ectiv
es
A
to
focu
s on
con
tent
voc
abul
ary
B
to d
evel
op c
omm
unic
atio
n sk
ills
C
to d
evel
op c
ogni
tive
skill
s
D
to
rais
e aw
aren
ess
of c
ultu
re
Cla
ssro
om a
ctiv
ities
1
Lear
ners
find
out
abo
ut a
ttitu
des
to k
eepi
ng fi
t in
diffe
rent
soc
ietie
s.
2
Le
arne
rs p
ut th
e na
mes
of d
iffer
ent h
abita
ts in
the
spac
es o
n th
e w
orld
map
.
3
Lear
ners
obs
erve
the
effe
ct th
at d
iffer
ent w
eigh
ts h
ave
on th
e le
ngth
of a
ste
el s
prin
g, a
nd
cons
ider
why
this
hap
pens
.
4
Le
arne
rs fi
nd o
ut h
ow th
eir c
lass
mat
es g
athe
red
info
rmat
ion
for t
heir
mar
ketin
g pr
ojec
ts.
5
Le
arne
rs la
bel a
dia
gram
of t
he d
iges
tive
syst
em.
6
Le
arne
rs re
sear
ch h
ow m
usic
al in
stru
men
ts a
re u
sed
to c
eleb
rate
diff
eren
t nat
iona
l day
s.
7
Le
arne
rs ra
nk th
e fa
ctor
s le
adin
g to
the
unifi
catio
n of
Ital
y in
ord
er o
f im
porta
nce.
16 TKT: CLIL HANDBOOK FOR TEACHERS
SAMPLE PAPER
TKT: CLIL
For q
uest
ions
20
– 25
, loo
k at
the
activ
ities
and
the
thre
e co
gniti
ve s
kills
list
ed A
, B a
nd C
. C
hoos
e th
e co
gniti
ve s
kill
whi
ch m
atch
es e
ach
activ
ity.
Mar
k th
e co
rrec
t let
ter (
A, B
or C
) on
your
ans
wer
she
et.
20
Rea
d yo
ur p
artn
er’s
des
crip
tion
of a
rain
fore
st e
cosy
stem
, and
then
sug
gest
four
im
prov
emen
ts to
the
desc
riptio
n.
A
plan
ning
B
ev
alua
ting
C
cate
goris
ing
21
Look
at t
he fo
ur m
usic
al in
stru
men
ts in
the
pict
ure,
and
dis
cuss
why
they
are
use
d in
di
ffere
nt m
usic
al c
onte
xts.
A
an
alys
ing
B
rank
ing
C
pred
ictin
g
22
Look
at t
he th
ree
desc
riptio
ns o
f fis
h th
at li
ve in
cav
es.
Writ
e do
wn
the
sim
ilarit
ies,
and
say
w
hy y
ou th
ink
thes
e fis
h ha
ve a
ll ev
olve
d in
thes
e w
ays.
A
im
agin
ing
B
cont
rast
ing
C
reas
onin
g
23
In y
our g
roup
s, d
esig
n a
diag
ram
to g
o on
a p
oste
r abo
ut w
astin
g w
ater
.
A
ca
lcul
atin
g
B
co
mpo
sing
C
di
stin
guis
hing
24
Cha
nge
the
perc
enta
ge fo
r the
am
ount
of t
ax e
ach
pers
on p
ays,
and
see
if th
eir i
ncom
e is
w
hat y
ou c
alcu
late
d.
A
clas
sify
ing
B
defin
ing
a pr
oble
m
C
test
ing
a hy
poth
esis
25
Look
at t
hese
rule
s fo
r how
eye
col
our i
s in
herit
ed, a
nd w
ork
out h
ow li
kely
the
child
ren
are
to h
ave
brow
n ey
es.
A
dedu
cing
from
dat
a
B
co
mpa
ring
info
rmat
ion
C
reco
gnis
ing
a hy
poth
esis
For q
uest
ions
15
– 19
, loo
k at
the
com
mun
icat
ive
func
tions
and
the
thre
e w
ays
of e
xpre
ssin
g th
em,
liste
d A
, B a
nd C
. Tw
o of
the
way
s ar
e ap
prop
riate
for e
ach
func
tion.
One
of t
he w
ays
is N
OT.
M
ark
the
way
(A, B
or C
) whi
ch d
oes
NO
T ex
pres
s th
e fu
nctio
n on
you
r ans
wer
she
et.
15
C
larif
ying
wha
t you
wan
t to
say
A
‘Wha
t I m
ean
is th
at th
e ec
onom
y is
like
ly to
impr
ove
next
yea
r.’
B
‘I th
ink
the
mai
n po
int i
s th
at e
mpl
oyer
s sh
ould
incr
ease
wag
es.’
C
‘To
give
an
exam
ple,
I be
lieve
em
ploy
ees
need
to c
o-op
erat
e w
ith e
mpl
oyer
s.’
16
Pre
sent
ing
solu
tions
A
‘O
ne th
ing
we
coul
d do
is m
easu
re th
e am
ount
s sh
own
in th
e ch
arts
.’
B
‘S
olvi
ng th
e eq
uatio
n is
real
ly im
porta
nt fo
r wor
king
out
the
answ
ers.
’
C
‘T
he b
est w
ay o
f dea
ling
with
the
data
is to
pre
sent
it in
a li
ne g
raph
.’
17
D
isag
reei
ng
A
‘Tha
t mig
ht b
e th
e re
ason
for u
sing
Exc
el. I
thin
k, h
owev
er, w
e ne
ed to
che
ck th
e da
ta
first
.’
B
‘I
see
wha
t you
’re s
ayin
g. O
n th
e ot
her h
and,
wor
d pr
oces
sing
is q
uick
er.’
C
‘Act
ually
, it’s
not
a b
ad id
ea. I
bel
ieve
tryi
ng d
iffer
ent s
earc
h en
gine
s w
ill h
elp
us.’
18
Invi
ting
othe
rs’ o
pini
ons
A
‘Hav
e yo
u go
t any
sug
gest
ions
abo
ut w
hat h
is m
otiv
es m
ight
be?
’
B
‘C
ould
you
just
thin
k ab
out h
is m
otiv
es fo
r a fe
w m
inut
es?’
C
‘C
an y
ou te
ll us
wha
t you
thin
k ab
out h
is m
otiv
es?’
19
A
skin
g fo
r cla
rific
atio
n
A
‘D
id y
ou u
nder
stan
d it?
’
B
‘D
o yo
u m
ean
that
it’s
wro
ng?’
C
‘T
hat’s
wha
t you
’re tr
ying
to s
ay, i
sn’t
it?’
17TKT: CLIL HANDBOOK FOR TEACHERS
SAMPLE PAPER
EXAM | LEVEL | PAPER SAMPLE PAPERTKT: CLIL
For q
uest
ions
32
– 38
, mat
ch th
e te
ache
rs’ l
esso
n ai
ms
with
the
type
s of
text
gen
re li
sted
A –
H.
Mar
k th
e co
rrec
t let
ter (
A –
H) o
n yo
ur a
nsw
er s
heet
.
Ther
e is
one
ext
ra o
ptio
n w
hich
you
do
not n
eed
to u
se.
Text
gen
res
A
artic
le
B
so
ng
C
re
port
D
na
rrat
ive
E
de
scrip
tion
F
ad
verti
sem
ent
G
in
stru
ctio
ns
H
le
tter
Teac
hers
’ les
son
aim
s
32
To e
nabl
e le
arne
rs to
writ
e ab
out t
he fe
atur
es o
f a la
ndsc
ape.
33
To e
nabl
e le
arne
rs to
writ
e a
spor
ts n
ews
item
in th
e sc
hool
mag
azin
e.
34
To
ena
ble
lear
ners
to p
rodu
ce ty
pica
l bus
ines
s co
mm
unic
atio
n w
ith c
usto
mer
s.
35
To
ena
ble
lear
ners
to te
ll a
pers
onal
sto
ry in
the
past
tens
e in
a li
tera
cy c
lass
.
36
To e
nabl
e le
arne
rs to
exp
ress
them
selv
es th
roug
h m
usic
.
37
To e
nabl
e le
arne
rs to
writ
e ab
out t
he re
sults
of a
n in
vest
igat
ion
in a
sci
ence
cla
ss.
38
To
ena
ble
lear
ners
to w
rite
dow
n a
reci
pe th
ey h
ave
crea
ted.
For q
uest
ions
26
– 31
, mat
ch th
e ex
tract
s fro
m a
less
on p
lan
with
the
plan
ning
hea
ding
s lis
ted
A –
G
. M
ark
the
corr
ect l
ette
r (A
– G
) on
your
ans
wer
she
et.
Ther
e is
one
ext
ra o
ptio
n w
hich
you
do
not n
eed
to u
se.
Plan
ning
hea
ding
s
A
In
tend
ed le
arni
ng o
utco
mes
B
A
ctiv
ities
C
R
esou
rces
D
La
ngua
ge o
f lea
rnin
g
E
Thin
king
ski
lls
F
C
lass
room
ass
essm
ent
G
D
iffer
entia
tion
Ex
trac
ts fr
om a
less
on p
lan
26
de
cidi
ng, r
ecal
ling,
ana
lysi
ng
27
M
ost l
earn
ers
can
iden
tify
quad
rilat
eral
s.
28
2-
D/s
ides
/ang
les
29
a
sele
ctio
n of
2-D
sha
pes,
incl
udin
g qu
adril
ater
als
30
so
rt sh
apes
into
two
grou
ps w
ith a
par
tner
31
know
that
qua
drila
tera
ls h
ave
four
sid
es
18 TKT: CLIL HANDBOOK FOR TEACHERS
SAMPLE PAPER
TKT: CLIL Fo
r que
stio
ns 4
6 –
50, m
atch
the
CLI
L ac
tiviti
es w
ith th
e ac
tivity
type
s lis
ted
A –
F.
Mar
k th
e co
rrec
t let
ter (
A –
F) o
n yo
ur a
nsw
er s
heet
. Th
ere
is o
ne e
xtra
opt
ion
whi
ch y
ou d
o no
t nee
d to
use
.
A
ctiv
ity ty
pes
A
in
form
atio
n tra
nsfe
r
B
ju
mbl
ed s
ente
nces
C
br
ains
torm
ing
D
visu
alis
atio
n
E
surv
ey
F
ra
nkin
g
CLI
L ac
tiviti
es
46
W
hich
of t
hese
inve
ntio
ns is
mos
t use
ful t
o hu
man
s? N
umbe
r the
m fr
om m
ost
u
sefu
l (1)
to le
ast u
sefu
l (5)
.
th
e lig
ht b
ulb
peni
cilli
n th
e w
heel
th
e m
obile
pho
ne
plas
tic
47
T
hink
of a
s m
any
way
s as
you
can
for t
he s
choo
l to
save
ene
rgy.
48
P
ut th
is te
xt in
to th
e co
rrec
t ord
er.
The
n, li
ke e
lect
ricity
, it g
oes
into
a m
eter
.
T
hin
pipe
s ta
ke th
e ga
s to
diff
eren
t par
ts o
f the
hou
se.
In
tow
ns, g
as, l
ike
wat
er, o
ften
com
es in
to a
bui
ldin
g fro
m a
n un
derg
roun
d pi
pe.
49
Y
ou a
re re
ady
to s
tart
a 15
00-m
etre
race
. Tak
e tim
e to
rem
embe
r all
the
train
ing
and
pre
para
tion
you
have
don
e. N
ow y
ou a
re w
alki
ng u
p to
the
star
ting
line.
Thi
nk a
bout
you
r s
tart.
Will
you
sta
rt qu
ickl
y or
go
slow
ly a
t firs
t? W
hat w
ill y
our s
trate
gy b
e in
the
final
par
t of
the
race
? It’
s ne
arly
tim
e to
sta
rt.
50
M
any
obje
cts
arou
nd y
ou c
onta
in e
lect
rom
agne
ts. T
hey
are
foun
d in
ele
ctric
al m
otor
s an
d lo
udsp
eake
rs. V
ery
larg
e an
d po
wer
ful e
lect
rom
agne
ts a
re u
sed
as li
fting
mag
nets
to p
ick
up,
then
dro
p ol
d ca
rs, a
nd o
ther
old
iron
and
ste
el.
W
here
you
can
find
ele
ctro
mag
nets
W
hat y
ou c
an u
se e
lect
rom
agne
ts fo
r
For q
uest
ions
39
– 45
, mat
ch th
e le
arne
rs’ c
omm
ents
on
mat
eria
ls w
ith th
e w
ays
of a
dapt
ing
mat
eria
ls li
sted
A, B
and
C.
M
ark
the
corr
ect l
ette
r (A
, B o
r C) o
n yo
ur a
nsw
er s
heet
.
W
ays
of a
dapt
ing
mat
eria
ls
A
incl
ude
a gl
ossa
ry
B
in
clud
e vi
sual
sup
port
C
m
odify
the
text
Lear
ners
’ com
men
ts
39
I c
ould
n’t f
ully
und
erst
and
the
text
abo
ut h
ow th
e he
art w
orks
. It
was
har
d to
imag
ine
how
al
l the
diff
eren
t vei
ns a
nd a
rterie
s ar
e co
nnec
ted
to th
e he
art.
40
I had
to lo
ok u
p so
man
y w
ords
to tr
y to
und
erst
and
the
labe
ls o
n th
e di
agra
m th
at I
didn
’t ha
ve ti
me
to fi
nish
the
repo
rt.
41
The
teac
her t
old
us to
writ
e do
wn
fact
s ab
out t
he im
porta
nt d
ates
, but
ther
e w
as s
o m
uch
info
rmat
ion
I cou
ldn’
t wor
k ou
t whi
ch d
ates
thes
e w
ere.
42
Th
e st
orie
s of
the
expl
orer
s w
ere
real
ly e
xciti
ng, b
ut I
wan
ted
it to
be
clea
rer w
hich
rout
e th
ey a
ll fo
llow
ed o
n th
eir j
ourn
eys
arou
nd th
e w
orld
.
43
Th
e vi
deo
abou
t vol
cano
es w
as re
ally
goo
d bu
t rea
ding
the
cour
sebo
ok a
fterw
ards
was
bo
ring
and
took
a lo
ng ti
me.
44
I s
pent
suc
h a
long
tim
e ta
lkin
g to
my
partn
er a
bout
the
mea
ning
of t
he v
ocab
ular
y in
the
text
abo
ut c
lass
ical
art
that
we
didn
’t ha
ve ti
me
to w
ork
out t
he a
nsw
ers.
45
Th
e bu
sine
ss re
port
was
ver
y co
nfus
ing
beca
use
ther
e w
ere
so m
any
tech
nica
l ter
ms
that
I ha
dn’t
seen
bef
ore.
19TKT: CLIL HANDBOOK FOR TEACHERS
SAMPLE PAPER
EXAM | LEVEL | PAPER SAMPLE PAPERTKT: CLIL
For q
uest
ions
57
– 64
, mat
ch th
e te
ache
rs’ w
ords
with
the
scaf
fold
ing
tech
niqu
es li
sted
A –
E.
Mar
k th
e co
rrec
t let
ter (
A –
E) o
n yo
ur a
nsw
er s
heet
.
Sc
affo
ldin
g te
chni
ques
A
show
ing
lear
ners
how
to d
o th
e ta
sk
B
stat
ing
the
lear
ning
out
com
e of
the
task
C
en
cour
agin
g le
arne
rs to
do
the
task
D
ch
ecki
ng a
nd c
larif
ying
und
erst
andi
ng d
urin
g th
e ta
sk
E r
evie
win
g th
e pr
oces
s in
volv
ed in
doi
ng th
e ta
sk
Teac
hers
’ wor
ds
57
‘J
ust t
ry th
e ne
w p
aint
and
we
can
chec
k it
whe
n it
has
drie
d.’
58
‘O
K, s
o th
e fir
st th
ing
I do
is c
lick
on th
e ic
on h
ere,
and
then
dra
g it
into
the
desk
top.
’
59
‘So,
wha
t was
the
mos
t diff
icul
t par
t of w
orki
ng o
ut th
e pe
rcen
tage
?’
60
‘L
et’s
look
at h
ow y
ou o
rgan
ised
the
data
.’
61
‘So,
wha
t we’
re g
oing
to d
o is
lear
n ab
out h
ow th
e en
gine
of t
he c
ar w
orks
.’
62
‘Why
don
’t yo
u go
to th
e in
tern
et a
nd fi
nd o
ut th
e da
te S
hake
spea
re w
as b
orn?
’
63
‘OK
, can
any
one
tell
me
why
we
are
usin
g th
e pa
ssiv
e to
des
crib
e ho
w th
e w
ind
turb
ine
wor
ks?’
64
‘Are
you
tryi
ng to
find
out
the
num
ber o
f peo
ple
in th
e cl
ass
with
bro
wn
eyes
or b
row
n ha
ir?’
For q
uest
ions
51
– 56
, loo
k at
the
cogn
itive
dem
ands
and
the
thre
e qu
estio
ns a
teac
her c
ould
ask
(A,
B a
nd C
).
Cho
ose
the
teac
her’s
que
stio
n w
hich
mat
ches
the
cogn
itive
dem
and.
M
ark
the
corr
ect l
ette
r (A
, B o
r C) o
n yo
ur a
nsw
er s
heet
.
51
Com
parin
g an
d co
ntra
stin
g
A
‘W
here
is th
e fa
stes
t par
t of t
he ri
ver i
n th
is p
ictu
re?’
B
‘W
hat a
re th
e m
ain
sim
ilarit
ies
and
diffe
renc
es b
etw
een
the
two
river
s on
you
r map
?’
C
‘Wha
t do
you
thin
k ha
ppen
s to
the
spee
d of
the
wat
er w
hen
the
river
get
s w
ider
?’
52
Rea
soni
ng
A
‘Whi
ch s
ports
rule
wou
ld it
be
hard
est t
o ex
plai
n to
som
eone
who
did
n't k
now
how
to
play
?’
B
‘Can
you
tell
your
par
tner
whi
ch e
quip
men
t she
nee
ds to
brin
g to
pla
y ba
dmin
ton?
’
C
‘H
ow d
o w
e ho
ld th
e ra
cket
whe
n w
e ar
e go
ing
to s
erve
in te
nnis
?’
53
Eva
luat
ing
A
‘W
hy is
it h
arde
r to
wal
k up
a h
ill th
an it
is to
wal
k do
wn
a hi
ll?’
B
‘Wha
t hap
pens
to y
our p
enci
l if y
ou d
rop
it?’
C
‘Whi
ch o
f the
se b
ikes
is b
est f
or m
ount
ain
biki
ng?’
54
R
ecal
ling
A
‘W
ho le
d th
e fir
st v
oyag
e of
exp
lora
tion
to s
ail r
ound
the
wor
ld?’
B
‘W
hy m
ight
six
teen
th-c
entu
ry a
dven
ture
rs to
the
New
Wor
ld h
ave
felt
afra
id?’
C
‘H
ow d
o yo
u th
ink
the
com
pass
revo
lutio
nise
d se
a vo
yage
s?’
55
Ana
lysi
ng
A
‘Can
you
rem
embe
r who
this
wom
an is
, the
em
ploy
er o
r the
em
ploy
ee?’
B
‘W
hen
is a
n em
ploy
er a
ble
to b
reak
her
con
tract
with
an
empl
oyee
?’
C
‘Wha
t mak
es y
ou th
ink
the
empl
oyer
’s d
ecis
ion
affe
cted
the
empl
oyee
s’ ri
ghts
in th
is
case
?’
56
Cre
ativ
e th
inki
ng
A
‘Whi
ch c
olou
rs a
re th
e pr
imar
y co
lour
s in
this
abs
tract
pai
ntin
g?’
B
‘Are
ther
e m
ore
war
m c
olou
rs th
an c
old
colo
urs
in th
is la
ndsc
ape?
’
C
‘H
ow w
ould
you
cha
nge
the
artis
t’s u
se o
f col
our i
n th
is p
ortra
it?’
20 TKT: CLIL HANDBOOK FOR TEACHERS
SAMPLE PAPER
TKT: CLIL Fo
r que
stio
ns 7
1 –
75, m
atch
the
asse
ssm
ent a
ctiv
ities
with
the
type
s of
ass
essm
ent l
iste
d A
– F
. M
ark
the
corr
ect l
ette
r (A
– F
) on
your
ans
wer
she
et.
Th
ere
is o
ne e
xtra
opt
ion
whi
ch y
ou d
o no
t nee
d to
use
.
Ty
pes
of a
sses
smen
t
A
po
rtfol
io
B
form
ativ
e
C
su
mm
ativ
e
D
se
lf-as
sess
men
t
E
peer
ass
essm
ent
F
pe
rform
ance
ass
essm
ent
Ass
essm
ent a
ctiv
ities
71
The
teac
her g
ives
the
lear
ners
feed
back
abo
ut h
ow fa
r the
y ha
ve a
chie
ved
the
lear
ning
ou
tcom
es d
urin
g th
e le
sson
.
72
Lear
ners
kee
p ex
ampl
es o
f the
ir be
st IT
wor
k an
d sh
ow th
em a
ll to
geth
er a
t the
end
of t
he
term
or y
ear.
73
Le
arne
rs re
ad e
ach
othe
r’s p
roje
cts
on lo
cal p
oliti
cs a
nd w
rite
com
men
ts o
n th
em.
74
Th
e te
ache
r giv
es a
his
tory
test
at t
he e
nd o
f ter
m th
at c
over
s al
l the
wor
k th
at h
as b
een
done
that
term
.
75
Le
arne
rs g
o th
roug
h a
chec
klis
t and
dec
ide
whi
ch a
reas
of t
echn
ical
gra
phic
s th
ey
unde
rsta
nd, a
nd w
hich
they
nee
d to
wor
k on
mor
e.
For
ques
tions
65
– 70
, m
atch
the
lear
ners
’ com
men
ts a
bout
the
ir w
ork
with
the
lear
ning
stra
tegi
es
liste
d A
– G
. M
ark
the
corr
ect o
ptio
n (A
– G
) on
your
ans
wer
she
et.
Ther
e is
one
ext
ra o
ptio
n w
hich
you
do
not n
eed
to u
se.
Lear
ning
str
ateg
ies
A
re
view
ing
B
plan
ning
C
or
gani
sing
D
us
ing
L1 k
now
ledg
e to
und
erst
and
L2
E
gu
essi
ng fr
om c
onte
xt
F
id
entif
ying
and
usi
ng c
hunk
s of
lang
uage
G
note
taki
ng
Le
arne
rs’ c
omm
ents
65
‘Bef
ore
doin
g th
e ex
perim
ent,
we
talk
ed a
bout
the
equi
pmen
t we
wou
ld n
eed.
’
66
‘I pu
t the
bio
logy
not
es in
to d
iffer
ent f
olde
rs a
ccor
ding
to th
e to
pics
in o
ur c
ours
eboo
k.’
67
‘I
notic
ed th
at th
e te
xt s
omet
imes
sai
d ‘is
mad
e of
’ so
I inc
lude
d th
at in
my
repo
rt, to
o.’
68
‘“M
ouse
mat
” is
a st
rang
e w
ord,
but
I us
ed th
e di
agra
m to
wor
k ou
t its
mea
ning
.’
69
‘I w
rote
dow
n th
e im
porta
nt p
oint
s ab
out r
espi
ratio
n, a
s I t
houg
ht th
ey m
ight
be
usef
ul
whe
n I h
ad to
exp
lain
it in
my
own
wor
ds.’
70
‘I lo
oked
thro
ugh
my
note
s on
alg
ebra
, and
trie
d to
rem
embe
r how
to d
o th
e eq
uatio
ns.’
21TKT: CLIL HANDBOOK FOR TEACHERS
EXAM | LEVEL | PAPER SAMPLE PAPER
SAMPLE PAPER
TKT: CLIL
For q
uest
ions
76
– 80
, mat
ch th
e as
sess
men
t situ
atio
ns w
ith th
e as
sess
men
t sca
ffold
ing
stra
tegi
es
liste
d A
– F
. M
ark
the
corr
ect l
ette
r (A
– F
) on
your
ans
wer
she
et.
Th
ere
is o
ne e
xtra
opt
ion
whi
ch y
ou d
o no
t nee
d to
use
.
A
sses
smen
t sca
ffold
ing
stra
tegi
es
A
pr
ovid
e w
ritin
g fra
mes
B
si
mpl
ify la
ngua
ge s
truct
ures
C
pr
ovid
e a
glos
sary
of s
ubje
ct-s
peci
fic v
ocab
ular
y
D
re
ad in
stru
ctio
ns m
ore
than
onc
e
E
give
exa
mpl
es
F
pr
ovid
e ex
tra ti
me
Ass
essm
ent s
ituat
ions
Y
ou w
ant t
o he
lp le
arne
rs
76
un
ders
tand
key
wor
ds.
77
pr
oces
s an
d w
rite
dow
n al
l the
ir id
eas
in th
e ta
rget
lang
uage
.
78
see
the
kind
s of
ans
wer
they
are
requ
ired
to g
ive.
79
unde
rsta
nd e
xact
ly w
hat t
hey
need
to d
o.
80
dr
aft a
wel
l-org
anis
ed re
port.
21TKT: CLIL HANDBOOK FOR TEACHERS
22 TKT: CLIL HANDBOOK FOR TEACHERS
ANSWER KEY
EXAM | LEVEL | PAPER SAMPLE PAPERTKT: CLIL
Answer key
1 D
2 A
3 C
4 B
5 A
6 D
7 C
8 A
9 B
10 B
11 C
12 A
13 B
14 C
15 B
16 B
17 C
18 B
19 A
20 B
21 A
22 C
23 B
24 C
25 A
26 E
27 F
28 D
29 C
30 B
31 A
32 E
33 A
34 H
35 D
36 B
37 C
38 G
39 B
40 A
41 C
42 B
43 C
44 A
45 A
46 F
47 C
48 B
49 D
50 A
51 B
52 A
53 C
54 A
55 C
56 C
57 C
58 A
59 E
60 E
61 B
62 C
63 D
64 D
65 B
66 C
67 F
68 E
69 G
70 A
71 B
72 A
73 E
74 C
75 D
76 C
77 F
78 E
79 D
80 A
23TKT: CLIL HANDBOOK FOR TEACHERS
Sample answer sheet
0000123456789
123456789
123456789
123456789
Candidate NameIf not already printed, write namein CAPITALS and complete theCandidate No. grid (in pencil).
Candidate Signature
Examination Title
Centre
If the candidate is ABSENT or has WITHDRAWN shade here
Candidate No.
Centre No.
Examination Details
Do not write in this box
Supervisor:
A-I 80 CAS DP777/042
Use a pencil.Mark ONE letter for each question.
Rub out any answer you wish to change with an eraser.
For example, if you think F is the right answer to the question, mark your answer sheet like this:
DCBA1 E F G H I
DCBA2 E F G H I
DCBA3 E F G H I
DCBA4 E F G H I
DCBA5 E F G H I
DCBA6 E F G H I
DCBA7 E F G H I
DCBA8 E F G H I
DCBA9 E F G H I
DCBA10 E F G H I
DCBA11 E F G H I
DCBA12 E F G H I
DCBA13 E F G H I
DCBA14 E F G H I
DCBA15 E F G H I
DCBA16 E F G H I
DCBA17 E F G H I
DCBA18 E F G H I
DCBA19 E F G H I
DCBA20 E F G H I
2324252627282930313233343536373839404142
5253545556575859606162636465666768697071
DCBA E F G H I
DCBA E F G H I
DCBA E F G H I
DCBA E F G H I
DCBA E F G H I
DCBA E F G H I
DCBA E F G H I
DCBA E F G H I
DCBA E F G H I
DCBA E F G H I
DCBA E F G H I
DCBA E F G H I
DCBA E F G H I
DCBA E F G H I
DCBA E F G H I
DCBA E F G H I
DCBA E F G H I
DCBA E F G H I
DCBA E F G H I
DCBA E F G H I
DCBA E F G H I
DCBA E F G H I
DCBA E F G H I
DCBA E F G H I
DCBA E F G H I
DCBA E F G H I
DCBA E F G H I
DCBA E F G H I
DCBA E F G H I
DCBA E F G H I
DCBA E F G H I
DCBA E F G H I
DCBA E F G H I
DCBA E F G H I
DCBA E F G H I
DCBA E F G H I
DCBA E F G H I
DCBA E F G H I
DCBA E F G H I
DCBA E F G H I
4344
DCBA E F G H I
DCBA E F G H I
4546
DCBA E F G H I
DCBA E F G H I
4748
DCBA E F G H I
DCBA E F G H I
4950
DCBA E F G H I
DCBA E F G H I
51 DCBA E F G H I
DCBA21 E F G H I
DCBA22 E F G H I
7273
DCBA E F G H I
DCBA E F G H I
7475
DCBA E F G H I
DCBA E F G H I
7677
DCBA E F G H I
DCBA E F G H I
7879
DCBA E F G H I
DCBA E F G H I
80 DCBA E F G H I
0 DCBA E F G H I
HB
SAMPLE ANSWER SHEET
24 TKT: CLIL HANDBOOK FOR TEACHERS
TKT: CLIL SUBJECT-SPECIFIC VOCABULARY
TKT: CLIL subject-specific vocabulary
This list is indicative only. Other subject-related vocabulary may also be
used in TKT: CLIL.
The subject-specific terms listed here will not be the focus of testing but
may appear in TKT: CLIL tasks.
Art and Craft/Design
abstractcarveclassicalcollagecomplementary colourcompositiondecoratedyeengravingfabricforegroundhorizonimpressionist(mixed) mediamosaicmouldornamentalpaintingpastelperspectiveportraitprimary coloursrepeated patternsecondary colourssketchstill lifesynthetictexturetonewatercolourzigzag
Economics/Business Studies
balance sheetbudgetcapitalcash flowcommercecooperativecorporatedebtearningseconomyexportfundingglobal marketimportinflationinterest rate
lossmanufacturemarketingmass producenegotiateoverheadspartnershippeakprocessprofitretailrevenuesectorsharessupply and demandtakeovertrendsworkforce
Environment/Geography
adaptedarchipelagoatmospheric pressurebiodegradable biofuelcarbon footprintclimate changecommunitycompasscropdistributionecology/ecologicalendangeredenergy efficientequatorerosionfloodingfossil fuelglacier/glaciatedglobal warmingGM (genetically modified) cropsgreenhouse effecthabitathailhurricaneinfrastructureirrigationlavamigratenatural disasterorganicozone layerpackagingpollutionpondrecyclingruralsettlementsolar powersustainabletornado
25TKT: CLIL HANDBOOK FOR TEACHERS
TKT: CLIL SUBJECT-SPECIFIC VOCABULARY
Googlegrammar-checkgraphichardwareiconimageinput/outputlayoutmalwaremodemmotherboardmultimediaoperating systemoutputpastePowerPointprocessorrowscannersearch engineserversentence builderSkypesoftwarespell-checkspreadsheetspywaresurf the nettoolbarTwitteruploadURL (Uniform Resource Locator)USB (Universal Serial Bus)/memory stickvirusweb searchWordYouTube
Literacy
alphabetical orderanthologyautobiographychantchronological ordercomedydialogueextractsfactsfantasygenreglossaryimageinitialsmotivemythnarrativenon-fictionopinionsplayscriptprocedureproposal
typhoonurbanvolcanoweather frontswellwindmillwind farmwind turbines
History/Politics
ancientarchaeologistarchaeologyartefactauthoritycampaigncapitalismcivilisationcommunityconflictconstitutioncoronationdemocracyeraexpansionexpeditionforthuntersindependencelegislationMiddle AgesmonarchyPrehistoric TimesrebellionreformreignrepublicrevolutionRoman Empiresourcetreaty
ICT
alignapplicationbackupblogbrowsebullet pointscolumncomputer controlledcropdatadatabasedownloaddrag and dropExcelfolderfont sizeformat
26 TKT: CLIL HANDBOOK FOR TEACHERS
TKT: CLIL SUBJECT-SPECIFIC VOCABULARY
melodyminornotespercussionpitchraprhythmRomanticscalescoretangotempotunevocalwaltzwoodwind
PE (Physical Education)
aerobicanaerobicapparatusbadmintonbeanbagbouncecircuit trainingco-ordinationdodgefieldingfootworkinterceptkeep fitleaguemarathonmomentumphysicalpitchracketrelayropeshot (e.g. tennis/golf/football)sit-upssprintstaminastretchtackletactictournamenttwist
Science
absorb/absorbentaccelerationacidadaptationalgaealkaliarachnidarterybacteriabeaker
recountrepetitionrhymesettingtragedy
Mathematics
algebraangleaxis (axes)bar graph/chartcalculatecalculatorchartcircumferencecolumn graphcompassesco-ordinatescubediameterequationestimateformulafractiongeometrygridline graphparallelpercentageperimeterpie chartprotractorquadrilateralradiusrectanglerhombusrotatesetspherestatisticssymbolsymmetry/symmetricaltrianglework out
Music
Baroquebassbeatbrasschoirchordclefcrotchetduetharmonykeylyricsmajormarch
27TKT: CLIL HANDBOOK FOR TEACHERS
TKT: CLIL SUBJECT-SPECIFIC VOCABULARY
veinvibrate/vibrationvitaminwater vapourwaterproofyeast
blood cellbutterflycartilagecaterpillarchemicalcocooncondenseconductordigest/digestion/digestive systemdissolveecosystemelectrical circuitelementevaporateevolutionfertiliserflammableflexiblefrictiongasgenesgerminate/germinationgravityhydro-electricinheritedlife cycleliquidmagnet/magnetic attractionmattermicro-organismmicroscopemineralmoleculemouldnutritionorganorganismoxygenpenicillinperiodic tablephotosynthesisprecipitationpredatorpreyreceiverreflectrespiration/respiratory systemribrodentskeletonskullsocketsolidsolve/solutionsourcespeciessurfacetest tubetransmittertransparentvacuum
28 TKT: CLIL HANDBOOK FOR TEACHERS
REFERENCES
References
Bentley, K (2010) The TKT Course CLIL Module, Cambridge: Cambridge University Press.
Calabrese, I and Rampone, R (2008) Cross-curricular Resources for Young Learners, Oxford: Oxford University Press.
Chadwick, T (2012) Language Awareness in Teaching, A Toolkit for Content and Language Teachers, Cambridge: Cambridge University Press.
Coleman, L (2006) CLIL behind the dykes; the Dutch bilingual model in IATEFL, YLSIG Journal.
Coyle, D, Hood, P and Marsh, D (2010) CLIL: Content and Language Integrated Learning, Cambridge: Cambridge University Press.
Dafouz, E and Guerrini, M C (eds) (2009) CLIL Across Educational Levels, Madrid: Santillana.
Dale, L and Tanner, R (2012) CLIL Activities, Cambridge: Cambridge University Press.
Dalton-Puffer, C (2008) Discourse in Content and Language Integrated Learning, John Benjamins Publishing Company.
Deller, S and Price, C (2007) Teaching Other Subjects Through English (CLIL), Oxford: Oxford University Press.
Eurydice (2006) CLIL at School in Europe.Fisher, R (2005) Teaching Children to Learn, Cheltenham: Nelson
Thornes.Gibbons, P (2002) Scaffolding Language, Scaffolding Learning,
Portsmouth, NH: Heinemann.Hall, D (2001) Assessing the Needs of Bilingual Pupils, London: David
Fulton Publishers.Johnstone, R and McKinstry, R (2008) Evaluation of Early Primary
Partial Immersion (EPPI), Available at www.scilt.org.uk (accessed 9 November 2016).
Llinares, A, Morton, T and Whittaker, R (2012) The Roles of Language in CLIL, Cambridge: Cambridge University Press.
Marzano, R J, Pickering, D and Pollock, J (2001) Classroom Instruction that Works, Alexandria, VA: Association for Supervision and Curriculum Development.
Mehisto, P, Frigols, M-J and Marsh, D (2008) Uncovering CLIL, Macmillan.
Van de Craen, P, Mondt, K , Allain, L and Gao, Y (2008) Why and How CLIL Works, Vienna English Working Papers 16, 70–78. Available at researchgate.net/publications (accessed 9 November 2016).
29TKT: CLIL HANDBOOK FOR TEACHERS
MORE CAMBRIDGE ENGLISH TEACHING COURSES AND QUALIFICATIONS
More Cambridge English teaching courses and qualifications
We offer a number of practical, flexible courses and qualifications for new or experienced English language teachers:
CELTA (Certificate in Teaching English to Speakers of Other Languages)CELTA is an initial qualification for people with little or no previous teaching experience, or who have experience but no qualification. The CELTA course focuses on the principles of effective teaching and a range of practical skills for teaching English to adult learners. The course includes hands-on teaching practice and an alternative blended learning delivery option.
Delta (Diploma in Teaching English to Speakers of Other Languages)Delta is a flexible way for experienced English language teachers to progress further in their careers. Delta can be taken at any stage in a teacher’s career and is ideal for those wanting to develop/extend their teaching knowledge and improve their teaching practice. It is made up of three independent modules which can be taken in any order and over any time period. Candidates receive a certificate for each module passed. On completion of all three modules, teachers can request the over-arching Delta certificate. There are both face-to-face and blended/online delivery options.
ICELT (In-service Certificate in English Language Teaching)ICELT is for those already teaching English to speakers of other languages. It is an ideal qualification if a teacher wants to improve their skills in their current role or transfer their teaching skills into a new area. ICELT is a flexible course: there are two modules, which can be taken together or separately, and teachers can study either completely face-to-face, or partly face-to-face with distance learning support.
The following courses and qualifications are available to teachers through institutions and educational authorities:
CELT-P (Certificate in English Language Teaching – Primary)This qualification is for English language teachers working in primary education (6–12 year olds). Teachers learn how to improve their classroom performance through a combination of online study and observed teaching practice.
CELT-S (Certificate in English Language Teaching – Secondary)This qualification is for English language teachers working in secondary education (11–18 year olds). Teachers improve their classroom performance through a combination of online study and observed teaching practice.
Language for Teaching coursesThe three Language for Teaching courses are for English language teachers working in primary and secondary education. They give teachers the language they need to teach English with confidence. Teachers improve their general English, as well as learn the professional language they need for effective communication in English, both inside and outside the classroom. Each Language for Teaching course covers one level of the Common European Framework of Reference for Languages (CEFR), so the three courses combined take teachers from CEFR Level A1 to B2. On completion, teachers can consider taking a Cambridge English language exam.
Certificate in EMI SkillsThe Certificate in EMI Skills is for higher education teaching staff whose first language is not English, but who use English as the Medium of Instruction to deliver their subject. It helps institutions to enhance teaching quality by improving the English skills of their faculty.
Train the Trainer This course is for experienced teachers who would like to develop the knowledge and skills to become teacher trainers. It combines the development of generic training skills with course-specific familiarisation. The course will enable experienced teachers to provide training on the CELT-P and CELT-S courses.
For more information about Cambridge English Teaching Qualifications, visit: www.cambridgeenglish.org/teachingqualifications
www.cambridgeenglish.org/tkt
Cambridge English Language Assessment is part of the University of Cambridge. We develop and produce the most valuable range of qualifications for learners and teachers of English in the world. Over 5 million people in 130 countries take our exams every year. Around the world over 20,000 universities, employers, government ministries and other organisations rely on our exams and qualifications as proof of English language ability. Cambridge English exams are backed by the work of the largest dedicated research team of any English language test provider.
Cambridge English Language Assessment – a not-for-profit organisation.
All details are correct at the time of going to print in December 2016.
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