Handbook for teachers - Cambridge Catania · 2 TKT: CLIL HANDBOOK FOR TEACHERS ... assignment...

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Handbook for teachers TKT: CLIL (Content and Language Integrated Learning)

Transcript of Handbook for teachers - Cambridge Catania · 2 TKT: CLIL HANDBOOK FOR TEACHERS ... assignment...

Handbook for teachers TKT: CLIL (Content and Language Integrated Learning)

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 [email protected]

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

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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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