Teaching Knowledge Test (TKT)

Content and
Language Integrated
Learning (CLIL)
Handbook for teachers

ISBN 978-1-906438-36-4

*5281669909*

UCLES 2008 EMC/5282/8Y10

www.CambridgeESOL.org/exams/teaching-awards/clil.html

University of Cambridge ESOL Examinations

1 Hills Road
Cambridge
CB1 2EU United Kingdom
Tel.
email

+44 1223 553997

ESOLhelpdesk@CambridgeESOL.org

www.CambridgeESOL.org

781906 438364

Preface
This handbook is intended for course providers who are, or intend to become, involved in preparing
candidates for TKT: Content and Language Integrated Learning (CLIL).
For further information on any of the Cambridge ESOL examinations and teaching awards,
please contact:
Cambridge ESOL Information, 1 Hills Road, Cambridge, CB1 2EU, United Kingdom
Tel: +44 1223 553355, Fax: +44 1223 460278, email: ESOL@ucles.org.uk
www.CambridgeESOL.org

Contents
2

Introduction

An overview of TKT: CLIL

General description and syllabus

Preparation for the CLIL module

10 Sample test

18 TKT: CLIL test administration

18 Grading and results
18 Special Circumstances
19 The production of TKT: CLIL
19 Support for TKT: CLIL candidates and course providers
20 Common questions and answers

20 Sample test answer key

21 Sample OMR answer sheet
22 TKT: CLIL wordlist
23 TKT: CLIL subject-specific vocabulary
26 References

TKT: CLIL HANDBOOK

| CO N T E N T S

shows that learners become more sensitive to vocabulary and

Introduction

ideas presented in their first language as well as in the target

Introduction to Cambridge ESOL

language and they gain more extensive and varied vocabulary.

In the target language, learners reach proficiency levels in all

TKT: Content and Language Integrated Learning (CLIL) is

four skills of listening, speaking, reading and writing far

designed and produced by University of Cambridge ESOL

beyond what is expected in TEYL programmes. This success is

Examinations (Cambridge ESOL), a department of the

shown in ICT skills too. See Johnstone, R and McKinstry, R

University of Cambridge and part of the University of

(2008) Evaluation of Early Primary Partial Immersion document.

Cambridge Local Examinations Syndicate, which has provided

examinations in English for speakers of other languages since
1913. Cambridge ESOL offers an extensive range of
examinations, certificates and diplomas for learners and
teachers of English, taken by over 2 million people a year, in
more than 130 countries.

Introduction to TKT: Content and Language

Integrated Learning a test of professional knowledge
for English language teachers and also subject
teachers who use English as a medium for teaching
their curriculum subject

In Secondary schools, research indicates that, CLIL leads to

better English proficiency, that it has no negative effect on L1
proficiency, nor on the pupils subject knowledge.
Coleman, L (2006) CLIL behind the dykes; the Dutch bilingual model
in IATEFL YLSIG Journal.
CLIL induces the learner to be more cognitively active during
the learning process, Van de Craen, P, Mondt, K, Allain, L and
Gao, Y (2008) Why and How CLIL Works.
Available at http://www.univie.ac.at/Anglistik/ViewS (Accessed
26 April 2008)
TKT: CLIL is an optional extension module of the Teaching

What is CLIL?

Knowledge Test (TKT). It tests knowledge of Content and

CLIL describes an evolving approach to teaching and learning

Language Integrated Learning and concepts related to a CLIL

where subjects are taught and studied through the medium of

approach. It tests knowledge about subject teaching in a target

a non-native language. The experience of learning subjects

language and the learning, thinking and language skills which

through the medium of a non-native language is more

are developed across different curriculum subjects. It tests

challenging and intensive as there is more exposure to the

knowledge of how to plan lessons as well as knowledge of

language and learners acquire knowledge and skills in

activities and resources used to support a CLIL approach. It

different areas of the curriculum. In CLIL, learning a curricular

also tests knowledge of teaching strategies and how

subject in a second, third or sometimes fourth language

assessment is carried out in CLIL contexts.

involves drawing on effective pedagogical practice from a

range of different educational contexts. Curricular subjects
apart from languages are taught through the target language.
These include: Art, Citizenship, Classics, Design Technology,
Economics, Environmental Studies, Geography, History,
Information Computer Technology (ICT), Literacy, Maths,
Music, Physical Education (PE), Philosophy, Politics, Religious
Education (RE), Science, Social Science.

The CLIL module is designed to offer maximum flexibility and

accessibility for candidates and therefore does not test subject
specific knowledge nor include compulsory teaching practice.
It is intended to be a platform for professional development.
However, it is likely that centres and other institutions will
offer courses for TKT: CLIL preparation. These may include
practical issues arising from specific CLIL contexts and some
teaching practice. The CLIL module tests knowledge of a CLIL

There are many different types of CLIL programmes, ranging

approach and the skills that are taught across all subjects. It

from full immersion (Canada) through partial immersion,

should be noted that it does not test teaching ability.

about 5060% of the curriculum (parts of Spain), to language

showers and regular 2030 minute subject lessons in the target
language (parts of Germany). In Secondary schools, subjects
are usually taught in the target language by non-native
speaker subject teachers. In Primary contexts, CLIL
programmes are commonly delivered by non-native subject
teachers or by English language teachers. In some countries
native speaker classroom assistants support the learners too.

The CLIL module offers candidates a step in their professional

development as teachers. As a result of the global need for
language learning, particularly for English, candidates who are
teachers of other curriculum subjects as well as candidates
who are language teachers can add TKT: CLIL to their existing
qualifications. This will demonstrate their understanding of
how to teach a broader range of subjects for the 21st century.

There are also contexts where native speakers teach English to

The CLIL module can be taken at any stage in a teachers

non-native learners (often from minority language groups) to

career. It is suitable for pre or in-service teachers of English or

enable them to integrate into mainstream classes. Examples of

teachers of other subjects who use the medium of English in a

these programmes are EAL (English as an Additional Language

variety of teaching contexts e.g. primary, secondary or adult

in Britain) and CBI (Content Based Instruction in the US).

sectors. It is intended for international candidates who may be

non-first language or first language teachers. It is also suitable

Why CLIL?

for teachers who are moving to English teaching after teaching

There are many advantages to the CLIL approach: it develops

another subject or those who are moving from teaching their

confident learners and enhances academic cognitive processes

subject in the first language to teaching it in English. The CLIL

and communication skills. CLIL encourages intercultural

module forms part of a framework of teaching awards and

understanding and community values. In addition, research

tests for teachers offered by Cambridge ESOL.

TKT: CLIL HANDBOOK

| INTRODUCTION

Cambridge ESOL teaching awards and tests for teachers

TKT Module 1

Teaching

Delta

Delta

Delta

TKT Module 2

TKT: CLIL

TKT: KAL

Module

Module

Module

TKT Module 3

required

recommended

required

recommended

an initial

not essential

not essential

not essential

not essential

not essential

not essential

CELTA

not required

CELTYL

not required

ICELT

experience

Previous
qualifications
/ training

Suggested

qualifications qualifications

local

an initial

an initial

which allow

which allow

requirements

teaching

teaching

teaching

access to

access to

apply

qualification

qualification

qualification

higher

higher

education

education

minimum of

minimum of

minimum of

minimum

minimum

minimum of

minimum

minimum

minimum

language

Council of

Council of

Council of

Council of

Council of

Council of

Council of

Council of

Council of

level

Europe B1

Europe B1

Europe B2

Teaching age
group

Can be taken

primary,

primary,

primary,

secondary or

secondary or

secondary or

adults

adults

adults

yes

yes

yes

Europe C2/C1 Europe C2/C1

adults (16+)

yes

Europe B2

primary or

primary,

primary,

primary,

primary,

secondary

secondary or

secondary or

secondary or

secondary or

adults

adults

adults

adults

not

no

yes

no

pre-service

Course

Europe C2/C1 Europe C2/C1 Europe C2/C1

recommended

not
recommended

not required

not required

not required

yes

yes

yes

not required

yes

not required

no

no

no

yes

yes

yes

no

yes

no

no

no

no

yes

yes

yes

no

yes

no

no

no

no

yes

yes

yes

no

yes

no

yes

yes

yes

no

no

no

yes

no

no

attendance

Assessed
teaching
practice

Continuous
assessment

Involves
coursework

Written test /
examination

Note: Cambridge ESOL also offers IDLTM and the Young Learner Extension to CELTA. IDLTM is an educational management qualification.
The Young Learner Extension to CELTA shares similarities with CELTYL, except that entry is conditional on candidates having completed
CELTA.

TKT: CLIL HANDBOOK

| INTRODUCTION

Cambridge ESOLs tests for teachers include:

The Teaching Knowledge Test (TKT)
TKT: Knowledge about Language (KAL)
TKT: Content and Language Integrated Learning (CLIL)
Cambridge ESOLs practical, course-based qualifications for
teachers include:

English as an Additional Language (EAL) teachers

who work with non-native speaker learners (often
from minority language groups) in mainstream classes.
Candidates taking TKT: CLIL will normally have some
experience of teaching English to speakers of other languages.
TKT: CLIL may also be taken by:
pre-service teachers

CELTA (Certificate in English Language Teaching to Adults)

CELTYL (Certificate in English Language Teaching to
Young Learners)

teachers involved in training programmes

candidates studying for teaching qualifications who may
have non-native learners in their classrooms.

ICELT (In-service Certificate in English Language Teaching)

To access TKT: CLIL teachers need at least an intermediate

Cambridge ESOL also offers the Delta Modules, which cover all

level of English Level B1 of the Council of Europes Common

areas of knowledge at an advanced level and include teaching

European Framework of Reference for Languages (CEFR) e.g.

practice. The Delta Modules are:

PET, IELTS band score of 4. However, candidates are not

Delta Module One: a written examination

Delta Module Two: a course-based qualification
Delta Module Three: an extended assignment

required to have taken any English language examinations.

Candidates taking the CLIL module are expected to be
familiar with the language of teaching as represented in the
separate TKT glossary as well as the terminology related to

Other teaching qualifications offered by Cambridge ESOL

the description of language, subject vocabulary and concepts

include two specifically designed for the further education

for TKT: CLIL. These are found in the syllabus description on

and skills sector within the UK.

A summary of the entry requirements and content of

pages 57, in the separate CLIL glossary (see also wordlist on

page 22), and in the subject vocabulary lists on pages 2324.

Cambridge ESOLs Teaching Awards and tests for teachers can

Candidates are not required to take any other modules of TKT

be found on page 3.

or to fulfil any specific entry requirements for the CLIL module.

An overview of TKT: Content

and Language Integrated
Learning
The aims of TKT: CLIL
to test candidates knowledge of concepts related to a
CLIL approach and knowledge of the practice of
planning, teaching and assessing curriculum subjects
taught in a second, third or fourth language
to provide an easily accessible test about CLIL to

teaching school subjects through the medium of English.

Test format
The CLIL module consists of 80 questions in two parts.
Candidates are required to answer the questions by selecting a
letter for the correct answer. As it tests candidates knowledge
of concepts related to a CLIL approach rather than their subject
knowledge, proficiency in the English language or their
performance in classroom situations, candidates are not
required to listen, speak or produce extended writing when
taking TKT: CLIL.

speakers of other languages, which is prepared and

Approaches to teaching and learning

delivered to international standards, and could be used

A range of approaches to teaching and learning may be

by candidates to access further training, and enhance

covered in the test material. Approaches which might bias

career opportunities

against candidates from particular backgrounds or teaching

to encourage teachers in their professional development

contexts are avoided. Knowledge of communicative and other

by providing a step in a developmental framework of

approaches to teaching is expected, as is familiarity with

awards for teachers of English.

common ELT terminology.

TKT: Content and Language Integrated Learning

candidature

subject teachers who need to teach their subjects in

English and who want to add language teaching to their
portfolio of skills
English language teachers who teach curricular subjects
in a second, third or fourth language
classroom assistants working in CLIL contexts
classroom teachers who teach curriculum subjects

TKT: CLIL HANDBOOK

Sources and text types used in TKT: CLIL

Extracts, original or adapted, from the following sources may
feature in the CLIL module:

TKT: CLIL is suitable for:

Successful candidates are likely to have some experience of

| OV E R V I E W

CLIL coursebooks, activity books or supplementary

materials including CLIL materials found on the web
articles relating to CLIL from journals, magazines and
the internet
diagrams and other visuals (see CLIL glossary for
examples of visual organisers which may be included in
the test tasks)
descriptions of classroom situations.

TKT: CONTENT AND LANGUAGE

INTEGRATED LEARNING

GENERAL DESCRIPTION

PART 2
Title

Lesson Preparation

Examination
format

TKT: CLIL consists of two parts

Number of items 25

Timing

1 hour 20 minutes

Areas of
knowledge

Number of items 80
Task types

3-option multiple choice; 1-1

matching; 3/4/5-option matching; odd
one out; ordering; sequencing

Answer format

For all parts, candidates indicate their

answers by shading the correct
lozenges on their answer sheets.
Candidates should use a pencil and
mark their answers firmly.
Candidates should use an eraser to
rub out any answer they wish to
change.

Marks

resources including multi-media

and visual organisers
materials selection and adaptation
activity types
Task types

4 tasks of 58 items each:

1-1 matching; 3-option multiplechoice; 3/4/5-option matching; odd
one out; ordering; sequencing

PART 2
Title

Each item carries one mark.

planning a lesson or a series of

lessons
language demands of subject
content and accompanying tasks

Lesson Delivery

Number of items 20
Areas of
knowledge

learning
methods to help learners develop
learning strategies
consolidating learning and

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.

classroom language
scaffolding content and language

differentiation
Task types

3 tasks of 58 items each

1-1 matching; 3-option multiplechoice; 3/4/5-option matching; odd
one out

PART 2
PART 1
Title

Title
Knowledge of CLIL and Principles of
CLIL

Areas of
knowledge

Number of items 10
Areas of
knowledge

Number of items 25
aims of and rationale for CLIL
language across the curriculum
communication skills across the
curriculum
cognitive skills across the
curriculum

Assessment

focus: content; content and

language; cognitive, learning and
communication skills
types of assessment
support strategies

Task types

2 tasks of 5 items each:

1-1 matching; 3-option multiplechoice; odd one out

learning skills across the curriculum

Task types

4 tasks of 58 items each:

1-1 matching; 3-option multiplechoice; 3/4/5-option matching; odd
one out

TKT: CLIL HANDBOOK

| CO N T E N T A N D L A N G U A G E I N T EG R AT E D L E A R N I N G

 Part 1

 synonyms
 opposites

This part of the CLIL module tests candidates knowledge of a CLIL

approach and knowledge of the learning, cognitive, language and
communication skills across the curriculum.

Syllabus area

Knowledge of CLIL and Principles

of CLIL

Possible testing focus

 use of specialist subject vocabulary

Communication skills across the curriculum e.g.
agreeing or disagreeing; asking questions; clarifying
what has been said; comparing and contrasting;
demonstrating, describing cause and effect; describing a
process; explaining a point of view; evaluating work (self
and others), expressing ideas; generalising; giving

CLIL aims: The 4 Cs Content, Communication,

examples; giving information; hypothesising;

Cognition and Culture (the 4th C is sometimes called

instructing; interpreting data; persuading; predicting

Citizenship or Community).

and justifying predictions; presenting solutions;

BICS and CALP (Cummins) Differences in cognitive

presenting work; suggesting

demands of teaching materials (see separate CLIL

glossary)

Cognitive skills across the curriculum e.g. remembering

(list; name; recall; recite; recognise; relate spell; state;

CLIL aims to:

tell), ordering (What happens next? order; organise;

 introduce learners to new ideas and concepts in

sequence; rank), defining (What is X? What is the

curriculum subjects
 improve learners performance in both content
subjects and the target language
 encourage stronger links with the citizenship
curriculum

function of . . .? analyse; define; describe; explain;

identify; outline; show; translate), comparing
contrasting (What is X and what is not X? similarities
and differences; compare; contrast; distinguish;
investigate), dividing (What does X belong to? divide;
separate; share; sort), classifying, (How many classes of

 increase learners confidence in the target language

X are there? classify; categorise; decide which group; put

 make the content subject the primary focus of

into), predicting (What will / would / could happen to X?

classroom materials
 enable learners to access content subjects by
modifying lesson plans to take into account pupils
ability in the target language
 provide cognitively challenging materials from the
beginning

predict; think about . . .; guess; hypothesise), reasoning

(Why X? What causes X? What comes as a result of X?
What justifies X to do Y? choose; conclude; decide;
explain; justify; recommend; solve), creative thinking
(What if . . . ? imagine; build; change; compose; design;
invent; make up; plan; produce; suppose), evaluating
(What do you think about X? assess; give opinion; judge;

Language across the curriculum the language

demands of curriculum subjects so that learners can
participate (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)

rate; prove; whats the value of . . . ?)

See details in the CLIL glossary and the list at the end of this
handbook.
Learning across the curriculum e.g. locating, organising
and interpreting information; note taking, drafting;
editing; guessing from context; processing and using

 comparative / superlative forms

knowledge; stating facts and opinions; transferring

 will prediction

information; carrying out investigations, layout,

 modal verbs for expressing: ability; certainty;

deduction; obligation; permission; preference;
possibility; probability; prohibition; speculating
 conditionals
 passive forms

recording results, reviewing; skimming and scanning

skills, summarising

Part 2
This part of the CLIL module tests candidates knowledge of
planning, teaching and assessing curriculum subjects taught through
the medium of English.

 imperatives
 questions

Syllabus area

 reported speech
 personal and impersonal pronouns
 time expressions

Lesson Preparation

Possible testing focus

Planning a lesson and a series of lessons: learning

 connectors (and, but, or, because)

outcomes (knowledge to know; understanding to

 collocations

understand; ability to be able to; awareness to be

aware of). Activating prior knowledge, statement of

TKT: CLIL HANDBOOK

| CO N T E N T A N D L A N G U A G E I N T EG R AT E D L E A R N I N G

goals, activities, plenary, classroom interaction, syllabus

fit, personal teaching aims.

 Purpose developing communicative skills,

encouraging peer feedback, explaining, giving

Language needed to deliver subject content at word,

practical demonstrations, instructing, making

sentence and text levels. Genre texts: advertisements;

associations, modelling, relaying knowledge,

argument; article; autobiography; biography; description;

recasting, questioning

discussion; essays; explanation; instruction; letters;

 Ways of encouraging student talking time: pair work;

narrative; notices; persuasion; poem; process; proposal;

task based learning; group presentations; role play;

recount; report; review; song

explaining results; peer and group feedback.

Resources required: multimedia; visual / graphic

Scaffolding content and language:

organisers such as time lines, flow charts, maps, graphs,

breaking down tasks into small steps, creating interest,

tables, charts, diagrams; key concept maps (to show

providing constructive feedback, use of language frames,

relationships between ideas) description; cause-effect;

substitution tables, word banks, glossaries; use of L1; use

classification; generalisation; process; time sequence

of models for production of language.

(see CLIL glossary).

Methods to help learners develop learning strategies:

Identifying ways to integrate ICT in the curriculum:

PowerPoint presentations; word processing; web
searches; adding graphics; using a database to sort,
question and present information; designing a database;
using, interpreting and manipulating digital images;
using spreadsheets to collate information and plot

developing predicting skills, drafting, encouraging risk

taking, identifying key content vocabulary, setting
learning goals, use of visual prompts to aid memory,
teaching study skills: note taking, planning, organising,
reviewing work.
Consolidating learning:

graphs; use draw or paint software.

The purposes for using resources and ICT: to encourage

reminding, repeating, re-demonstrating, directing to

student talking time (STT) exchanging and sharing

further practice, directing learners to help others.

information; to present and revisit subject vocabulary; to

Differentiation:

encourage learner autonomy; to provide learning

 least advanced learners (modified input) provide

support; to handle data; to develop enquiry skills; to be

additional language frames, word banks, glossaries in

creative.

L1 and target language, additional visual support,

Materials selection and adaptation: ways of using

materials, ways of adapting native speaker materials
and web pages: adding visuals, omitting unnecessary
detail, simplifying, paraphrasing language,

simplified texts (modified output) answering fewer

questions, producing shorter texts
 most advanced learners check own work, help
peers, do extension activities, design activities.

personalisation, underlining key words, including word

banks, providing glossaries (L1 / target language)
reordering to accommodate syllabus, using a variety of
layout and print designs: font sizes and styles.
Activity types: classification; cloze; dictation; feature

Part 2
Syllabus area

Assessment

Possible testing focus

identification; freeze frames (drama stills); gap-fill;

information / data transfer; interviews; labelling;
matching; multiple choice; ordering words, sentences,
text; poster presentations; predicting from words, titles,
first sentences and visuals; questionnaires; skimming,
scanning; summarising; table completion; true false;
sentence completion; text completion; word completion;
word puzzles and word searches.

Focus of assessment: content; language; content and

language cognitive skills, learning skills, communication
skills.
Types: formative, summative, peer, self, portfolio,
performance, Can Do statements.
Support strategies: change vocabulary, simplify language
structures, add visuals, some use of L1 or target
language glossaries, modify test instructions, additional

Part 2
Syllabus area

examples, extra time, oral instructions repeated in L1,

instructions read aloud, instructions explained,

Lesson Delivery

questions from learners in L1.

Possible 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 . . .?)

TKT: CLIL HANDBOOK

| CO N T E N T A N D L A N G U A G E I N T EG R AT E D L E A R N I N G

 Make use of subject material written in English. There are

Preparation

many useful materials available for teachers both in book

form and on the web. When looking at these materials it

General

would be useful to think about how the learner can access

TKT: CLIL is concerned with knowledge about teaching

curriculum subjects in English. It would therefore be useful for
candidates to exploit their teaching situation for opportunities
to prepare for the test. They could use every opportunity to
become aware of issues arising from the planning, delivery and
assessment of their subjects in English. This would include
awareness of the use of target language in the classroom by

them by asking questions such as: What needs to be adapted,

what needs to be omitted and what needs to be inserted? Do
the learners need to know all the information given? What
aspects of the material are difficult for my learners to
understand and use? Why? Do I need to teach my learners all
the language for this lesson or is it unnecessary for them to
understand every word?

both the teacher and the learners at different stages of

Become fully familiar with the exam format and task types

teaching a lesson e.g. lesson preparation, lesson delivery,

for TKT: CLIL. See page 5 for details of the number of sections

evaluation of work as well as during classroom interaction.

the test contains, the number of tasks in each section and the

At the preparation stage candidates could, for example:

examine the subject material, note key words needed for
the lesson, practise saying them, decide how they will be
presented and how the learners will incorporate them
into their active vocabulary
look at the language demands of the lesson and decide

task types that could be used in each section. Look too at the
sample paper on pages 1017 of this handbook. The task types
used are:
1-1 matching (See sample paper page 11 for example)
3/4/5/-option matching (See sample paper pages 2 and
12 for example)

what kind of support is needed so that learners can

3-option multiple choice

produce the language in spoken and written English

odd one out (See sample paper page 3 for example)

notice any particular difficulties and include additional

support for the least able learners

ordering
sequencing

think about extension activities for the most able

Notice the instructions for each task, read them carefully and

learners
write lesson objectives and key subject vocabulary on
the board

always do as instructed.

Check that you can complete the questions in the given

plan a plenary question at the end of the lesson so

learners can reflect on the learning outcome.

time limit (80 minutes) and make sure you know how to
record your answers on the answer sheet. (See page 21 for a
sample answer sheet.) Remember that all answers must be

While delivering a lesson, candidates could:

activate prior knowledge by asking some general
questions about the lesson content before the learners
start reading or writing
use a selection of different types of visual support to
help learners understand new lesson content
note the conceptual difficulties learners are having with
learning new subject content
note what kinds of problems learners are having in
using key content vocabulary
note the use of L1 and target language when learners are
involved in pair or group work.

given on the answer sheet by lozenging the correct letter.

By part
Part 1: Knowledge of CLIL and Principles of CLIL
Candidates
can build up their awareness of different language
features mentioned in the syllabus by noting these
features in the materials used in the classroom
can develop an awareness of what, when and how they
communicate with their learners and what, when and
how the learners communicate with each other
can study the cognitive demands of the curriculum and
consult websites on different types of thinking skills

After a lesson, teachers could:

note the achievements made by the learners
note problems learners have with content and language
think about possible reasons for those problems
consider learner feedback for whole class as well as for
individuals.

TKT: CLIL HANDBOOK

| P R E PA R AT I O N

can become aware of the range of learning skills needed

and used while learners study particular curriculum
subjects.

 Part 2: Lesson Preparation

Part 2: Assessment

Candidates

Candidates

can look at what has to be planned before delivering a

lesson and a series of lessons in a CLIL context
can look at the language demands of their subject
materials and check these with the features mentioned
in the syllabus
can study the types of resources used in the classroom

can look at assessment used in school then analyse

what is being assessed.
can consult reference books and materials in websites to
know about different types of assessment
can become aware of a range of strategies to support
learners who are assessed through the target language.

and become familiar with the use of multimedia and

visual organisers for supporting the delivery of subject
content
can consult books and websites on a range of subject
materials and activities written in English.

Part 2: Lesson Delivery

Candidates
can take advantage of their teaching to raise awareness
of their own classroom language and that of their
learners
can note how and why they use support materials or
graded language to help learners understand the content
of their curriculum subjects
can analyse methods used to encourage learners to
develop and use different learning strategies
can become aware of how learning is consolidated and
how materials and outcomes can be differentiated
(adjusted) for the least able and most able learners.

TKT: CLIL HANDBOOK

| P R E PA R AT I O N

10

TKT: CLIL HANDBOOK

| C L I L SA M P L E T E S T

07=:
 516=<-;

07=:
 516=<-;

   



)6,1,)<- =5*-:

F $"


,-6 3%3)5 '216-676 2*  35-17)( 3%+)6 %1(  &/%1. 3%+)

)+0 9=-;<176 16 <01; 8)8-: +)::1-; 76- 5):3

     

< <0- -6, 7. <0- <-;< 0)6, 16 *7<0 <0- 9=-;<176 8)8-: )6, <0- )6;?-: ;0--<

$851 29)5

'7= 5)A ?:1<- 76 <0- 9=-;<176 8)8-: *=< A7= 5=;< 5):3 A7=: )6;?-:; 16 8-6+14 76 <0- )6;?-:
;0--< '7= ?144 0)>- 67 -@<:) <15- .7: <01; ;7 A7= 5=;< .161;0 16 76- 07=: )6, <?-6<A 516=<-;

):3 A7=: )6;?-:; 21 7,) 6)3%5%7) %16:)5 6,))7 $;- ) 8-6+14

6;?-: %// 9=-;<176;

7 67< 78-6 <01; *7734-< =6<14 A7= ):- <74, <7 ,7 ;7

&:1<- A7=: 6)5- -6<:- 6=5*-: )6, +)6,1,)<- 6=5*-: 16 <0- ;8)+-; )< <0- <78 7. <01; 8)/-
&:1<- <0-;- ,-<)14; 76 A7=: )6;?-: ;0--< -* 7,)< %5) 127 %/5)%(< 35-17)(

    



,,1<176)4 5)<-:1)4
6;?-: ;0--<
"7.< +4-)6 -:);-:
"7.< 8-6+14 <A8-  7:  1; :-+755-6,-,

        

  ! 

1+/-6, *25 3)%.)56 2* 7,)5 %1+8%+)6

 #     "  

)6,1,)<- 6)5-

-6<:- =5*-:

<7 :)1;- )?):-6-;; 7. +=4<=:-

-):6-:; ,7 ) ?-* ;-):+0 <7 .16, 7=< )*7=< <:),1<176)4 :-+18-; .7: *:-),5)316/

-):6-:; 8:-,1+< <0- 7=<+75- 7. )6 -4-+<:1+1<A -@8-:15-6<

-):6-:; +4);;1.A 84)6<; )++7:,16/ <7 ;->-:)4 +:1<-:1)

-):6-:; /1>- 87;<-: 8:-;-6<)<176; )*7=< <0-1: /:7=8 8:72-+<;




#0- <-)+0-: 01/041/0<; <0- 8):<; 7. ) :1>-: .:75 ) -7/:)80A <-@< ?01+0 <0- +4);; 0); 2=;<
:-),

-):6-:; .16, 7=< )*7=< ,1..-:-6< ?)A; 7. +-4-*:)<16/ ;8:16/ .-;<1>)4;

-):6-:; ,1;+=;; 16 /:7=8; 07? <0-A ;-< =8 <0-1: "+1-6+- -@8-:15-6<;

<7 ,->-478 +7/61<1>- ;3144;

/%665220 %'7-9-7-)6

<7 ,->-478 +755=61+)<176 ;3144;

<7 .7+=; 76 +76<-6< >7+)*=4):A

%-1 %-06 2* 

'7= 6--, <7 =;- ;75- 78<176; 57:- <0)6 76+-

):3 <0- +7::-+< 4-<<-:     7:  76 A7=: )6;?-: ;0--<

7: 9=-;<176; 

 5)<+0 <0- +4);;:775 )+<1>1<1-; ?1<0 <0- 5)16 )15; 7.  41;<-,    7: 

Sample test

TKT: CLIL HANDBOOK

| C L I L SA M P L E T E S T

11









<0- 8);< <-6;+758):)<1>- .7:5;

9=-;<176 <)/;

-@+4)5)<176;
9=-;<176 .7:5;
<0- 8:-;-6< <-6;-

:-87:<-, ;8--+0
+762=6+<176; 7. <15158-:;76)4 8:767=6;

),>-:*; 7. .:-9=-6+A
4)6/=)/- .7: +0-+316/ )6;?-:;
;16/=4): )6, 84=:)4 .7:5; 7. 67=6;

57,)4 >-:*; -@8:-;;16/ 87;;1*141<A 7: 8:7*)*141<A

>7+)*=4):A .7: -@8:-;;16/ .--416/
4)6/=)/- .7: -@8:-;;16/ 7816176;




8);;1>- .7:5;
;-9=-6+16/ ?7:,;
;=8-:4)<1>- .7:5;

7: :-+76;<:=+<16/ ) <-@< 76 07? /4);; 1; 5),-




7: <)316/ 8):< 16 ) +4);; ,1;+=;;176 ;8-+=4)<16/ )*7=< <0- +415)<- 16 <0- .=<=:-




7: ?7:316/ 16 /:7=8; <7 4)*-4 8):<; 7. <0- *7,A




7: ,-;1/616/ ) 87;<-: ,-;+:1*16/ <0- ,1/-;<1>- 8:7+-;;




7: ?:1<16/ ) 9=1B 76 D)+<; )*7=< &0)4-;E




7: ?:1<16/ )*7=< )6 -@8-:15-6< 76 /:)>1<A <0- 4-):6-:; ,1, 16 <0- 4)*

):3 <0- ):-) 7. 4)6/=)/- ?01+0 1;  +-6<:)4 76 A7=: )6;?-: ;0--<

$851 29)5

#?7 7. <0- ):-); 7. 4)6/=)/- ):- +-6<:)4 <7 <0- <);3; 6- 7. <0- ):-); 7. 4)6/=)/- 1;  +-6<:)4 <7
<0- <);3

7: 9=-;<176; 
 4773 )< <0- <);3; )6, <0- <0:-- 87;;1*4- ):-); 7. 4)6/=)/-

&07 ,7 A7= <0163 ):- <0- 57;< 16<-:-;<16/ 8-784- 16 <0- ;<7:A

&0)< ?7=4, A7= ,7 1. A7= ?76 )6 4A581+ /74, 5-,)4

&01+0 :15- 161;<-: *-0)>-, :-;876;1*4A




&01+0 .-)<=:-; ?7=4, A7= 0)>- 16 A7=: 1,-)4 +):

&01+0 1; <0- +1<A ?1<0 <0- 01/0-;< :)16.)44 )++7:,16/ <7 <0- /:)80



7? ,7 A7= 367? <01; )615)4 1; ) :7,-6<



)%',)5=6 48)67-216

->)4=)<16/

+:-)<1>- <016316/




)6)4A;16/

%-1 7,-1.-1+ 6.-//6

):3 <0- +7::-+< 4-<<-:    7:   76 A7=: )6;?-: ;0--<

7: 9=-;<176; 
 5)<+0 <0- <-)+0-:E; 9=-;<176; ?1<0 <0- 5)16 <016316/ ;3144; <0-A )15 <7 ,->-478
41;<-,   7: 

12

TKT: CLIL HANDBOOK

| C L I L SA M P L E T E S T

773 16 <0- 41*:):A *773; )6, .16, <?7 *1:,; <0)< +)6E< .4A

"07? A7=: 81+<=:- )6, -@84)16 <0- ;A5*74; 16 1<





=< <0- 81+<=:-; 16 7:,-: 7. <0- 41.- +A+4-

-+1,- ?01+0 16.7:5)<176 <7 8=< 76 <0- @ )@1; 7. <0- /:)80





16, <0:-- ?-*;1<-; <7 0-48 ?1<0 A7=: 8:72-+< 76 :-+A+416/ :=**1;0



+755=61+)<16/ 16.7:5)<176

1;<-6 <7 <0- 5=;1+ <0-6 *-)< 7=< <0- :0A<05 <7 A7=: 8):<6-:

7:/)61;16/ 16.7:5)<176



16758'7-216

47+)<16/ 16.7:5)<176

)%51-1+ 6.-//6

):3 <0- +7::-+< 4-<<-:    7:  76 A7=: )6;?-: ;0--<

7: 9=-;<176; 
 5)<+0 <0- 16;<:=+<176; ?1<0 <0- 4-):616/ ;3144; 41;<-,   7: 

$851 29)5

"A44)*=; .1<

)6621 3/%1 ,)%(-1+6

 014,:-6 <)3- 1< 16 <=:6; <7 87=: ?)<-: 76 <7 <0<78; 7. <0- 57,-4 57=6<)16; )6, <0-6 ,-;+:1*?0)< 0)88-6-, )6, ?144 0)88-6 <7 1<

  >)44-A 1< +=<; <0:7=/0 )6 -;<=):A 1< :=6;

,7?6<7?):,; ;<--8 ,--8 1< ?-):; )?)A

 &- 0)>- ;<=,1-, 07? :)16 )..-+<; ,1..-:-6< ;714;

;)6, +4)A :7+3 -<+ )6, 6-@< 4-;;76 ?- ?144 /7 76
) <:18 <7 ;<=,A 7=: 47+)4 :1>-:

  57,-4 7. 57=6<)16; )6, ) >)44-A ) <=* 7. ?)<-:

:7+-,=:-

 !-;7=:+-;

 #-)+0-:E; 8-:;76)4 )15;

 #016316/ ;3144;

 6<-6,-, 4-):616/ 7=<+75-;


,-6<1.A16/ 8:7+-;;-; 1,-6<1.A16/ +)=;- )6, -..-+<  #):/-< 4)6/=)/8:-,1+<16/ +76;-9=-6+-;

 #7 *- )*4- <7 -@84)16 07? :1>-:; ):- .7:5-,

;75%'76

#0-:- 1; 76- -@<:) 78<176 ?01+0 A7= ,7 67< 6--, <7 =;-

):3 <0- +7::-+< 4-<<-: 
 76 A7=: )6;?-: ;0--<

7: 9=-;<176; 
 5)<+0 <0- -@<:)+<; .:75 ) -7/:)80A 4-;;76 84)6 ?1<0 <0- 4-;;76 84)6 0-),16/;
41;<-,


TKT: CLIL HANDBOOK

| C L I L SA M P L E T E S T

13





:77<

;<-5

%-/-<)*4-;

7? 7.<-6 ,7 A7=

-68%/ 25+%1-6)56

)::744 ,1)/:)5

#:-- ,1)/:)5

4-).

"=*;<1<=<176 <)*4-

84)A 7=<;1,-
-)< .:=1<
,:163 ?)<-:
,7 ) ;87:<
-)< >-/-<)*4-;

): +0):<

%-66 ,1)/:)5

1- +0):<

74=56 <)*4-

#07=/0< *=**4-

-68%/ 25+%1-6)5 1%0)6

#0-:- 1; 76- -@<:) 78<176 ?01+0 A7= ,7 67< 6--, <7 =;-

):3 <0- +7::-+< 4-<<-:   76 A7=: )6;?-: ;0--<

7: 9=-;<176; 
 5)<+0 <0- >1;=)4 7:/)61;-:; ?1<0 <0-1: 6)5-; 41;<-,


$851 29)5

14

TKT: CLIL HANDBOOK

| C L I L SA M P L E T E S T

74):;
  )6,
 .77,

/:--6 574):;

*4=- +)616-;

:-, 16+1;7:;

747=:

)3- ) ,:)?16/ 7. A7=:

.:1-6,E; <--<0

>):1-<A 7. .76< ;<A4-;

)+<1>)<16/ 8:17: 367?4-,/-

+4);;1.1+)<176 <);3

8-:;76)41;)<176

:-8-<1<176 7. 3-A >7+)*=4):A

-6+7=:)/16/ 8:7,=+<176 7. <0- <):/-< 4)6/=)/-











!%<6 2* *2'86-1+ 21 '217)17

,)8<-, .:75 "+1-6+-  

  ),:1, !1+0576, ")6<144)6) ;)584- 5)<-:1)4;

#0-:- ):-  16+1;7:; 

+)616-; )6,  574):;

)616-;
  .77,

&0)< 316,; 7. <--<0 ):<0-:-E

6+1;7:;

.77,

6 ),=4< 0);  <--<0

#0-;- ):- <0:-- <A8-;

D&0)< ):- <--<0 .7:

$851 29)5





.:)/14<:)6;8):-6<
.4-@1*4?)<-:8:77.

)
*
+
,

1< *-6,;
1< ,7-;6E< )*;7:* 419=1,
1< +)6 *- ;--6 <0:7=/0
1< *:-)3; -);14A

:)? ) 416- .:75 <0- ),2-+<1>-; <7 <0- ,-.161<176;

84)6<



516-:)4

1;<-6 <7 <0- :-+7:,16/ )*7=< 84)6-<; )6, +7584-<- <0- <)*4- 16 A7=: +7=:;-*773

)615)4

=< <0- 5)<-:1)4; 16<7 <0- +7::-+< +74=56

#0-:- ):- <0:-- ;<)<-; 7. 5)<<-: ; ( ( ( (  4 ( ( ( ( ( )6, / ( ( 

773 )< <0- ,-;+:18<176 )/)16 =5*-: <0- ;<)/-; ); <0-A 7++=: 16 <0- ,1/-;<1>- 8:7+-;;

!-), <0- <-@< <0-6 ),, <0- 3-A ?7:,; <7 <0- ,1)/:)5 7. <0- -):



'-)1') %'7-9-7-)6

16.7:5)<176 <:)6;.-:


?7:, +7584-<176

4)*-4416/

7,, 76- 7=<

7:,-:16/

5)<+016/

+4);;1.A16/

'7-9-7< 7<3)6

#0-:- 1; 76- -@<:) 78<176 ?01+0 A7= ,7 67< 6--, <7 =;-

2856)&22. );%03/)6

):3 <0- +7::-+< 4-<<-: 
 76 A7=: )6;?-: ;0--<

):3 <0- +7::-+< 4-<<-:    7:  76 A7=: )6;?-: ;0--<

7: 9=-;<176; 
 5)<+0 <0- "+1-6+- )+<1>1<1-; ?1<0 <0- -@)584-; 7. )+<1>1<A <A8-; 41;<-,




7: 9=-;<176; 
 5)<+0 <0- ?)A; 7. .7+=;16/ 76 +76<-6< ?1<0 <0- -@)584-; .:75 ) +7=:;-*773
41;<-,   7: 

TKT: CLIL HANDBOOK

| C L I L SA M P L E T E S T

15

#0- .1:;< <016/ ?- 0)>- <7 ,7 ?1<0 <0- ,)<) 1;CC

,->-47816/ +755=61+)<1>- ;3144;

/1>16/ .--,*)+3

8:7>1,16/ ) 4)6/=)/- ;=887:< .:)5-

7584-<- <0-;- ;-6<-6+-; =;16/ <0- 16.7:5)<176 .:75 A7=: /:)80

'7=E>- 51;;-, 7=< ) +74=56 76 A7=: ;8:-),;0--< 773 )< 1< )/)16 )6, <-44 5- ?0)< 1< 1;

$851 29)5

$;- <0- 16<-:6-< <7 .16, <0- )>-:)/- 576<04A <-58-:)<=:-; 16 <?7 +1<1-; 76- 16 =:78- )6,
76- 16 ;1) =< <0- 16.7:5)<176 16<7 ) ;8:-),;0--< =;16/ @+-4

)6=):A ?); ((((((((((((((((((((((((((((((((((((((((( 576<0

=4A )6, =/=;< ?-:- ((((((((((((((((((((((((((((((((((( 576<0;
7>-5*-: ?);6E< (((((((((((((((((((((((((((((((((((((( 576<0



1;+=;; ?1<0 ) 8):<6-: ?01+0 7. <0- ,)<)*);-; ?144 *- <0- 57;< -..-+<1>- .7: 8:-;-6<16/
)>-:)/- 576<04A <-58-:)<=:-;





#0-;- ):- +)44-, ,)<)*);-; #01; 1; @+-4 #0-;- ):- 367?6 ); +74=56 /:)80;



773 )< <0- ;+:--6 );  -@84)16 8-6 @+-4 41+3 76 <0- 0):< &1B):, *=<<76 )6, =;16/
74=56 /:)80 ?:1<- <0- <-58-:)<=:-; 41+3 161;0 <7 ;-- <0- /:)80 7? A7= <:A

-<E; *:)16;<7:5 <7/-<0-: ,1..-:-6< ?)A; 7. :-+7:,16/ 16.7:5)<176



)%',)5=6 /%1+8%+)

)%51)56= /%1+8%+)

-6+7=:)/16/ =;- 7. .1:;< 4)6/=)/-

8:-<-)+016/ >7+)*=4):A

)+<1>)<16/ 8:17: 367?4-,/-

#0- 81- +0):<E; )++=:)<- *=< A7= 6--, <7 ),, ) <1<4-

75- 76 &0)< ?- 0)>- <7 ,7 1; 1,-6<1.A <0- 0-)4<01-;< .77, 67< <0- <0:-- 0-)4<01-;< .77,;

!1/0< ?- 5=;< 5)3- ;=:- ?-E>- ;)>-, 7=: :-;=4<; 76 <0- ;8:-),;0--< *-.7:- ?- /7 76

"7 <0- 1,-) 1; <7 .16, 7=< ?01+0 5)<-:1)4 1; <0- ;<:76/-;< 

&- 6--, <7 ?7:3 7=< <0- .:)+<176; ?1<07=< =;16/ ) +)4+=4)<7:




#0- ?-)<0-: 5)8 ?-
>- ,:)?6 ;07=4, :-)44A 0-48 =; ?1<0 7=: 075-?7:3

:-516,16/ <0- /:7=8 7. <0- )15 7. ) <);3

*:-)316/ ) <);3 ,7?6 16<7 ;<-8;

,->-47816/ 4-):6-: 16,-8-6,-6+-

/1>16/ 87;1<1>- .--,*)+3

/1>16/ ) 8:)+<1+)4 ,-576;<:)<176

'%**2/(-1+ 675%7)+-)6

):3 <0- +7::-+< 4-<<-:    7:  76 A7=: )6;?-: ;0--<

7: 9=-;<176; 
 5)<+0 <0- <-)+0-:;E 4)6/=)/- ?1<0 <0- ;+)..74,16/ ;<:)<-/1-; <0-A =;- ,=:16/
/:7=8?7:3 41;<-,   7: 



)%',-1+ 385326)6

#0-:- 1; 76- -@<:) 78<176 ?01+0 A7= ,7 67< 6--, <7 =;-

):3 <0- +7::-+< 4-<<-:   76 A7=: )6;?-:

7: 9=-;<176; 


 5)<+0 <0- <-)+0-:E; 4)6/=)/- ?1<0 1<; <-)+016/ 8=:87;- 41;<-,




16

TKT: CLIL HANDBOOK

| C L I L SA M P L E T E S T

=;16/ >1;=)4 8:758<; <7 )1, 5-57:A

.)+141<)<16/ )=,1<7:A 4-):616/

1,-6<1.A16/ 3-A 16.7:5)<176

:1;3<)316/

7:/)61;16/ 4-):616/

;--316/ +4):1.1+)<176

?:1<- <0- 6-? ?7:,; 16 <0-1: -7/:)80A 67<-*773 )6, 144=;<:)<- <0-5

);3 .7: 0-48 ?0-6->-: <0-A 0)>- 67< =6,-:;<77, 07? <7 :-+7:, ,)<) 76 /:)80;

?:1<- ) 41;< 7. <0- <016/; <0-A ?)6< <7 )+01->- 16 +76751+; *A <0- -6, 7. <-:5

-@8:-;; <0-1: 1,-); )*7=< 8:7<-+<16/ <0- -6>1:765-6< ->-6 ?0-6 <0-A ):- 67< ;=:- 7. )44 <06/41;0 ?7:,;

:-), <0-1: D--8 -)4<0AE ),>-:<1;-5-6<; )47=, <7 <0-5;-4>-; )< 075-

$851 29)5

,1>1,- <0-1: 6-? )<0; 67<-*773; 16<7 ;-8):)<- ;-+<176; .7: ,1..-:-6< <781+;

#0- <-)+0-: <-44; <0- ;<=,-6<; <7C

)%',-1+ -16758'7-216

;-<<16/ 4-):616/ /7)4;

)%51-1+ 675%7)+-)6

#0-:- 1; 76- -@<:) 78<176 ?01+0 A7= ,7 67< 6--, <7 =;-

):3 <0- +7::-+< 4-<<-: 
 76 A7=: )6;?-: ;0--<

7: 9=-;<176; 

 5)<+0 <0- <-)+016/ 16;<:=+<176; <7 <0- 4-):616/ ;<:)<-/1-; 41;<-,
 <0)< <0-A
)15 <7 ,->-478



)+0 4-):6-: 1; ;-4.);;-;;16/ 01; 7: 0-: 7?6 4)6/=)/- ;3144;

)+0 4-):6-: 1; ;-4.);;-;;16/ 01; 7: 0-: 7?6 =6,-:;<)6,16/ 7. +76<-6<
-):6-:; ):- );;-;;16/ -)+0 7<0-:E; 4)6/=)/- ;3144;
-):6-:; ):- );;-;;16/ -)+0 7<0-:E; =6,-:;<)6,16/ 7. +76<-6<






#0- 4-):6-:; 0)>- ?:1<<-6 ;75- 9=1B 9=-;<176; )*7=< 01;<7:1+)4 ->-6<; <0-A ;<=,1-, <01;
<-:5 )6, ):- 67? <)4316/ 16 /:7=8; );316/ -)+0 7<0-: <0-1: 9=-;<176;

)+0 4-):6-: 1; :-:-),16/ ) *17/:)80A <0-A 0)>- ?:1<<-6 .7: 075-?7:3 *-.7:- 0)6,16/ 1< 16
<7 <0- <-)+0-: #0-A ):- +0-+316/ ?0-<0-: 1< 1; ?-448):)/:)80-, )6, 0); ) +4-):
16<:7,=+<176 )6, +76+4=;176

-):6-:; ):- +76,=+<16/ 16<-:>1-?; )*7=< ?0)< <0-A ,1, 4);< ?--3 )6, 5)316/ ) 67<- 7.
<0-1: 8):<6-:E; =;- 7. ;-9=-6+16/ ?7:,;

#0- 4-):6-:; 0)>- ?:1<<-6 ;-6<-6+-; =;16/ +758):)<1>- .7:5; ?01+0 <0- <-)+0-: 1; 67?
5):316/

#0- 4-):6-:; ):- 477316/ <0:7=/0 <0-1: 67<-*773; )6, )6;?-:16/ 9=-;<176; <7 .16, 7=<
)*7=< ?0)< <0-A 367? )6, ,76E< 367? )*7=< 878=4)<176 /:7?<0

#0- <-)+0-: 1; );;-;;16/ <0- 4-):6-:;E =6,-:;<)6,16/ 7. +76<-6<

'7-9-7-)6

#0- <-)+0-: 1; );;-;;16/ <0- 4-):6-:;E 4)6/=)/- ;3144;

<3)6 2* %66)660)17

#0-:- 1; 76- -@<:) 78<176 ?01+0 A7= ,7 67< 6--, <7 =;-

):3 <0- +7::-+< 4-<<-: 
 76 A7=: )6;?-: ;0--<

7: 9=-;<176;


 5)<+0 <0- );;-;;5-6< )+<1>1<1-; ?1<0 <0- <A8-; 7. );;-;;5-6< 41;<-,




TKT: CLIL HANDBOOK

| C L I L SA M P L E T E S T

17

   

7: 9=-;<176;

 5)<+0 <0- 4)6/=)/- 8:7*4-5; ) <-)+0-: +)6 .)+- ?0-6 ?:1<16/ )  <-;< ?1<0
<0- 87;;1*4- ;=887:< ;<:)<-/1-; 41;<-,


$;- <-@<; <0)< 57<1>)<- <0- 4-):6-:;

-< 4-):6-:; =;- <0-1:  

6+4=,- ) ,1)/:)5 7. <0- <-@<

447? 4-):6-:; 57:- <15-

6+4=,- ) /47;;):A 16  

-):6-:; 5)A 67< =6,-:;<)6, <0- /-6-:)4 ;<:=+<=:- 7. ) 878=4)<176 :-87:<

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TKT: Content and Language

Integrated Learning
test administration

The reporting of results for TKT: CLIL is subject to ongoing

research. Further guidance on the interpretation of results will
be issued in the future.

Notification of results

Entry procedure

Certificates are despatched to Centres approximately two

Candidates must enter through an authorised Cambridge ESOL

weeks after receipt of answer sheets by Cambridge ESOL.

Centre. A list of Cambridge ESOL Examination Centres is available

Please note that despatch of candidates results will be

from Cambridge ESOL from the address on page 1. Institutions

delayed if they need special consideration or are suspected of

wishing to become Cambridge ESOL Examination Centres should

malpractice (see below).

contact the Centre Registration Unit at Cambridge ESOL.

Enquiries on results may be made through Cambridge ESOL

TKT: CLIL is available throughout the year and Centres contact

Centre Exams Managers within a month of the issue of

Cambridge ESOL to arrange a test date. Candidate details must

certificates.

be submitted to Cambridge ESOL at least six weeks prior to

running the session. Please note that more notice may be
necessary if candidates have special requirements and
therefore need special arrangements (see below).

Appeals procedure
Cambridge ESOL provides a service to enable Centres to
appeal, on behalf of candidates, against assessment

Copies of the Regulations and more details on entry

decisions that affect grades awarded to candidates, e.g.

procedure, current fees and further information about this and

decisions relating to results and decisions relating to

other Cambridge ESOL examinations can be obtained from the

irregular conduct.

Cambridge ESOL Centre Exams Manager in your area, or from

Candidates should first contact their Cambridge ESOL Centre

the address on page 1.

Exams Manager for advice. Further information about the

Answer sheet completion

Candidates mark all their answers on OMR (Optical Mark
Reader) answer sheets, which are scanned by computer in
Cambridge. Candidates must fill in all their answers within
the time allowed for the test.
A sample OMR answer sheet can be found on page 21 of this
Handbook, and it is useful for candidates to practise filling in

appeals procedure can be found at

www.CambridgeESOL.org/support

Special Circumstances
Special Circumstances cover three main areas: special
arrangements, special consideration and malpractice.

an OMR sheet before taking the examination so that they are

Special arrangements

familiar with the procedure.

These are available for candidates with disabilities. They may

Grading and results

include extra time, separate accommodation or equipment,

Braille versions of question papers, etc. If you think you may
need special arrangements, you must contact the Cambridge

Grading

ESOL Centre Exams Manager in your area as soon as possible

Candidates receive a certificate for TKT: CLIL.

so that the application can be sent to Cambridge ESOL in time

Each question carries one mark, so the maximum mark for the

(usually 812 weeks before the examination, depending on

CLIL module is 80. Candidate performance is reported using

what is required).

four bands.

Special consideration

Our trialling research indicates that for a candidate to achieve

Band 3, a score of at least 4550 marks (out of 80) is required.

Cambridge ESOL will give special consideration to candidates

affected by adverse circumstances before or during an
examination. Special consideration can be given where an

BAND A candidate at this level demonstrates

application is sent through the Centre and is made within 10

working days of the examination date. Examples of acceptable

limited knowledge of CLIL content areas

basic, but systematic knowledge of CLIL content areas

reasons for giving special consideration are cases of illness or

other unexpected events.

Malpractice
The Malpractice Committee will consider cases where

breadth and depth of knowledge of CLIL content areas

extensive knowledge of CLIL content areas

candidates are suspected of copying, collusion or breaking the

examination regulations in some other way. Results may be
withheld because further investigation is needed or because of
infringement of regulations. Centres are notified if a
candidates results are being investigated.

18

TKT: CLIL HANDBOOK

| T E S T A D M I N I S T R AT I O N

The production of TKT:

Content and Language
Integrated Learning
Cambridge ESOL is committed to providing examinations of
the highest possible quality. This commitment is underpinned
by an extensive programme of research and evaluation, and by
continuous monitoring of the marking and grading of all
Cambridge ESOL examinations. Of particular importance is the
rigorous set of procedures which are used in the production
and pretesting of question papers.

Support for TKT: Content and

Language Integrated Learning
candidates and course
providers
General information on TKT: CLIL, including administration
details and downloadable versions of this Handbook, the CLIL
glossary and sample materials, can be found by visiting
www.CambridgeESOL.org/CLIL
Support material for teacher trainers will be available on the

The production process for TKT: CLIL is the same as that

for the Cambridge ESOL language examinations. It begins with

Teaching Resources website

www.CambridgeESOL.org/teach/CLIL

the commissioning of materials and ends with the printing of

Further support is also available in the form of seminar

question papers.

programmes in different countries. Contact Cambridge ESOL

There are five main stages in the production process:

Information for further details by emailing:

ESOLhelpdesk@CambridgeESOL.org

commissioning
pre-editing and editing
pretesting
analysis and banking of materials
question paper construction

Commissioning of material
for question papers

Pre-editing and editing

of material

Revision

Pretest construction

Rejection

Pretesting
Item analysis
Live materials bank

Question paper
construction
Question paper production cycle
Pretesting of CLIL test material provides Cambridge ESOL 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 the standard 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 the
pretesting of materials for the CLIL module, please contact the
Pretesting Unit TKT Administrator on + 44 (0) 1223 552998 or
TKTpretesting@CambridgeESOL.org.

TKT: CLIL HANDBOOK

| P R O D U C T I O N A N D S U P P O RT

19

Common questions and

answers

Sample test answer key

Can candidates make notes on the question paper?

Candidates may write on the question paper during the

41 C

examination, but their notes will not be marked. Candidates

42 C

must complete an answer sheet, which is then scanned.

43 B

44 A

45 E

computer.

46 C

Is the use of dictionaries allowed?

No.

What is the mark allocation?

10 A

One mark is given for each correct answer.

11 A

Do candidates have to take the other TKT modules?

12 B

51 C

No. The CLIL module is free-standing. Candidates are not

13 C

52 C

Does it matter if candidates write in pen or pencil?

Candidates must use a pencil to mark their answers on the
answer sheet. Answer sheets marked in pen cannot be read by

47 G

required to take TKT Modules 1, 2 and 3 in addition to TKT: CLIL.

Results are reported in four bands. There is no pass or fail.

15 A

Candidates receive a certificate stating which band has been

16 C

achieved.

17 B

What is the date of the TKT: CLIL examination?

Dates are set by Centres in consultation with Cambridge ESOL,
taking into account local needs and conditions.
Where can candidates enrol?
information about Centres where the examination is taken.
Candidates enrol through local Centres, and not through the

19 C

22 B
23 B

Cambridge ESOL office in Cambridge. Fees are payable to the

local Centre.

25 C

TKT: CLIL certificates are issued to Centres approximately two

weeks after receipt of answer sheets by Cambridge ESOL.

examination before taking TKT: CLIL?

No. However, it is advisable for candidates to have a minimum
language level of Council of Europe Framework level B1.

55 H
56 B
57 G
58 B

60 C
61 C
62 B
63 C
64 A
65 F

26 C
27 E
28 G

Do candidates need to have taken a particular English language

54 A

59 A
20 C

24 A

How do candidates get their results?

50 B

18 B

21 A

Your Cambridge ESOL Centre Exams Manager can give you

49 F

53 F
14 A

What is the pass mark?

48 A

29 A
30 B

66 B
67 G
68 A
69 E
70 C

31 D
71 D

What kind of teaching terminology will be tested in TKT: CLIL?

32 G

See guidelines on pages 67 and the wordlist on page 22.

33 H

Candidates are expected to be familiar with the contents of

the TKT glossary and the CLIL glossary.

34 D
35 C

72 A
73 E
74 C
75 F

36 F
37 B

76 D

38 E

77 F
78 A

39 B
40 A

20

TKT: CLIL HANDBOOK

| FAQS AND ANSWER KEY

79 C
80 E

TKT: Content and Language Integrated Learning sample OMR answer sheet

TKT: CLIL HANDBOOK

| SA M P L E O M R A N S W E R S H E E T

21

TKT: Content and Language

Integrated Learning Wordlist
TKT: CLIL candidates are expected to be familiar
with the language of teaching as represented in the
separate TKT glossary.

learn by heart
learning outcome
list (v)
loop / domino game
majority language
management questions
matching

The list below is indicative only. (For definitions see separate

modify / modification

TKT: CLIL glossary.) Other terms may also be used in TKT: CLIL.

open questions

activating previous / prior knowledge

animated
BICS (Basic Interpersonal Communicative Skills)
CALP (Cognitive Academic Language Proficiency)
category

oracy
partial immersion
performance assessment
pie charts
plenary
primary language

citizenship

puzzle

classify

pyramid discussion

closed questions

quadrants

code switching

query

cognitive skills

questions: open / closed / display

combine / combination

ranking

compare and contrast

rate

compose

reasoning

concept maps
content words / content obligatory
creative thinking

recite
response partners
revisit

criteria

scaffolding

critical thinking

sentence builder

cue

sentence stems

culture
diagram: Carroll / Venn / tree
differentiation

sort

enquiry

specialist vocabulary

evidence

speech bubbles

expand

story board

fair test

structure (v)

findings

substitution tables

flow diagram
frames (speaking and writing)
genre based teaching
higher order thinking skills (HOTS) and
lower order thinking skills (LOTS)

immersion programme
information processing
investigate
justify
keys (binary)

support
synthesis
target language

grid

ICT / IT skills

shared writing
smiley face

enable

hot seat

sequencing

technical terms
thought bubbles
trans-languaging
treasure hunt
unbelievable
visual organisers / graphic organisers
volunteer
wait time
whiteboard / interactive whiteboard (IWB)

L1: first language

L2: second language

22

TKT: CLIL HANDBOOK

| CO N T E N T A N D L A N G U A G E I N T EG R AT E D L E A R N I N G W O R D L I S T

TKT: Content and Language

Integrated Learning
subject-specific vocabulary
The list is indicative only. Other subject related vocabulary
may also be used in TKT: CLIL.
Candidates will not be tested on these items.

Art and Craft / Design

abstract
carve
collage
complementary colour
composition
decorate
dye
engraving
fabric
foreground
impressionist
(mixed) media
mould
ornamental
painting
pastel
perspective
portrait
primary colours
secondary colours
sketch
still life
texture
tone
watercolour

Economics / Business Studies

cash flow
commerce
corporate
debt
earnings
economy
funding
global market
inflation
interest rate
loss
manufacture
marketing
mass produce
negotiate
overheads
peak
process
profit
retail
revenue
shares
takeover
trends
workforce

Environment / Geography
adapted
archipelago
atmospheric pressure
biodegradable
carbon footprint
climate change
compass
ecology / ecological
endangered
energy efficient
equator
erosion
flooding
fossil fuel
glacier / glaciated
global warming
GM (genetically modified) crops
greenhouse effect
habitat
hail
hurricane
infrastructure
lava
natural disaster
organic
ozone layer
packaging
pond
recycling
rural
settlement
tornado
typhoon
urban
volcano
weather fronts
windmill
wind farm
wind turbines

History / Politics
ancient
archaeologist
archaeology
campaign
capitalism
civilisation
community
conflict
constitution
coronation
democracy
era
expansion
expedition
hunters
independence
legislation
Middle Ages
monarchy
Prehistoric Times
rebellion

TKT: CLIL HANDBOOK

| S U B J EC T-S P EC I F I C VO C A B U L A R Y

23

reform
reign
republic
revolution
Roman Empire
source
treaty

ICT
application
bullet points
click and drag
column
computer controlled
database
download
Excel
folder
font size
grammar-check
graphic
hardware
icon
image
input / output
layout
malware
modem
motherboard
multimedia
operating system
output
paste
PowerPoint
processor
row
scanner
search engine
server
sentence builder
Skype
software
spell-check
spreadsheet
spyware
surf the net
toolbar
upload
URL (Uniform Resource Locator)
USB (Universal Serial Bus) / memory stick
virus
web search
Word

Literacy
alphabetical order
anthology
autobiography
chant
chronological
dialogue
distinguish
extracts

24

TKT: CLIL HANDBOOK

| S U B J EC T-S P EC I F I C VO C A B U L A R Y

facts
fantasy
genre
glossary
identify
image
initials
motive
myth
narrative
non-fiction
opinions
playscript
procedure
proposal
recount
repetition
rhyme
setting

Mathematics
algebra
angle
axis (axes)
bar graph
calculate
calculator
chart
circumference
column graph
compasses
coordinates
cube
equation
estimate
formula
fractions
geometry
grid
line graph
parallel
percentage
perimeter
pie chart
protractor
quadrilateral
rectangle
rhombus
set
statistics
symmetry / symmetrical

Music
Baroque
beat
brass
choir
chord
clef
crotchet
harmony
lyrics
march

melody
notes
percussion
pitch
rap
rhythm
Romantic
scale
score
tango
tempo
tune
vocal
waltz
woodwind

PE (Physical Education)
aerobic
anaerobic
apparatus
badminton
beanbag
bounce
circuit training
coordination
dodge
footwork
intercept
keep fit
league
momentum
physical
pitch
racket
rope
shot (e.g. tennis / golf / football)
sit-ups
sprint
stamina
stretch
tactic
tournament
twist

Science
absorb / absorbent
acceleration
acid
alkali
arachnid
artery
bacteria
beaker
blood cell
butterfly
cartilage
caterpillar
chemical

cocoon
conductor
digest / digestion / digestive system
dissolve
ecosystem
electrical circuit
element
evaporate
evolution
flammable
flexible
friction
gas
genes
germinate / germination
gravity
hydro-electric
inherited
life cycle
liquid
magnet / magnetic attraction
micro-organisms
microscope
mineral
molecules
mould
nutrition
organ
organism
oxygen
penicillin
Periodic table
photosynthesis
precipitation
predator
prey
receiver
reflect
respiration / respiratory system
ribs
rodent
skeleton
skull
socket
solid
source
surface
transmitter
transparent
vacuum
veins
vibrate / vibration
vitamin
waterproof
water vapour
yeast

TKT: CLIL HANDBOOK

| S U B J EC T-S P EC I F I C VO C A B U L A R Y

25

References

Rerences

Calabrese, I and Rampone, R (2008) Cross-curricular Resources for

Hall, D (2001) Assessing the Needs of Bilingual Pupils, London:

Young Learners, Oxford: Oxford University Press.

CLIL at School in Europe, Eurydice (2006)
Coleman, L (2006) CLIL behind the dykes; the Dutch bilingual
model, IATEFL YLSIG Journal.
Dalton-Puffer, C (2008) Discourse in Content and Language

Integrated Learning, John Benjamin Publishing Company.

Deller, S, and Price, C (2007) Teaching Other Subjects Through

English (CLIL), Oxford: Oxford University Press.

Fisher, R (2005) Teaching Children to Learn, Cheltenham: Nelson
Thornes.
Portsmouth, NH: Heinemann.

TKT: CLIL HANDBOOK

Johnstone, R and McKinstry, R (2008) Evaluation of Early Primary

Partial Immersion (EPPI), www.scilt.stir.ac.uk/
projects/evaluationwr/documents/EPPI_Book.pdf
Marzano, RJ, 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

Gibbons, P (2002) Scaffolding Language Scaffolding Learning,

26

David Fulton Publishers.

| REFERENCES

How CLIL Works, www.univie.ac.at/Anglistik/Views_0703.pdf

(Vienna English Working Papers Vol. 16)