CAMBRIDGE 1G)CAMBRIDGE UNIVERSTEY PRESS Cambridge, New York, Melbourne, Madrid, Cape Town, Singapore, Sao Paulo, Delhi, Dubai, Tokyo Cambridge University Press The Edinburgh Building, Cambridge CB2 8RU, UK wwwccambridge.org Information on this title: www.cambridge.org/9780521157339 © Cambridge University Press 2010 This publication is in copyright. Subject to statutory exception and to the provisions of relevant collective licensing agreements, no reproduction of any part may take place without the written permission of Cambridge University Press First published 2010 Printed in the United Kingdom at the University Press, Cambridge A catalogue record for this publication is available from the British Library ISBN 978-0-521-15733-9 Paperback Cambridge University Press has no responsibility for the persistence or accuracy of URLs for external or third-party internet websites referred to in this publication, and does not guarantee that any content on such websites is of will remain, accurate or appropriate, Information regarding prices, travel timetables and other factual information given in this work are correct at the time of first printing but Cambridge University Press does not guarantee the accuracy of such information thereafter.Contents Acknowledgements iv Introduction Part1 Knowledge of CLIL and principles of CLIL 1 vale Unit 2 Language across the curriculum: li Unit 4 Cognitive skills across the curriculum, 20 Unit 5 Learning skills across the curriculum 26 Part2 Lesson preparation Unit 6 Planning a lesson or a series of lessons 30 Unit 7 Language demands of subject content and ‘accompanying tasks 37 Unit 8 Resources including mulii-media and visual organisers, AB Unit 9 Materials selection and adaptation 50, Unit 10___Activity types 57 Lesson delivery Unit 11 Classroom language 64 Unit 12 _ Scaffolding content and language learning 69 Unit 13 Methods to help learners develop learning strategies 74 Unit 14 Consolidating learning and differentiation 79 Assessment Unit 15 _Foens of assessment Unit 16 Types of assessment 89 Unit 17__ Support strategies for assessment 95 TKTCLUL Practice test Sample TKT: CLIL answer sheet 14 Exam tips for TKT: CLIL 115 Answer key for Follow-up activities ié Answer key for TKT: CLIL practice tasks 19 Answer key for TKT: CLIL practice test 119 Alphabetical list of terms 120 i 122 References a iiiAcknowledgements Most of all, thank you to Mick Ashton, Simon Smith and Mary Spratt who all helped me find my feet team member of Cambridge ESOL testing materials. Thanks to both Frances Disken and Alysori Maskell at Cambridge University Press who guided me and challenged me while writing. Thanks also to the team of highly dedicated item writers whose work metamorphosed and inspired me during the process of writing this baok. Finally, thank you to my husband whose support and pat appreciated. Kay Beuttey ‘The author and publishers are grateful to the following for permission to use copyright matetial in The TAT Course CLI. Module. While every effort has been made. it has nat been possible to identify the sources of all the material used and in stich cases the publishers would seleome information from the copyright owners p. 8, extract I: reproduced fron Esssta! Siioace I, published by Samillana Richmond, 2006; p. 8, entract 2: reproduced from Join Us fr English: Pupils Book kevel One by Gemgrossand Pushia © Cambridge University Press and ELI 2006, reprinted with permission; p.9, extract 3: reproduced from Challenge: Tupis Book BK. F by Bunce, Bramwell, Brooks, Buck, Palliser and Rohdic published by Pearson Education Limited, 19%6, Reproduced with permission; p. 9, extract reproduced Irom Fit Ce mes by D. Folland A. Kelly © Cambridge University Press, 1994, 1996, reprinted with permission; pp. 16-17: extracts reproduced {noni Essertal Science 26, published by 12 Richmond, 2006, 2007; p. 24: extract reproduced [rom Essent Geography and History 1, published by Santillana Richmond, 2008; pp. 38-39: table adapted from hip\//nationalstrategics.standards.dest govauks p40; extract reproduced trom Esserfal Sec 6 published by Santillana Richmond, 2007; pp. 50, 54: extracts reproduced [rom Mesuages 3: Studerts Book by D. Goody and N. Goodey, published by Cambridge University Press, 2005; pp. 51. 5% trom Digging Deeper t by Paul anal Jane Shutct, publised by Pearson Education Limited, 2007 Reproduced with permission: p.53 Key Stage 3 Seienee Year 8 Consebook: published by Lonsiale, 2001, ISBN 978190306810; p, 58, extract I: reproduced from More! by Hl. Puchta and J. Stranks published by Cambridge University Press, 2006: p. 75: extrac Larguage Learners, edited by Carol Grifiths, published by Can produced from Lessors from Gove ridge University Press, 2008. The publisher has used its best endeavours to ensure that the URLs for external websites referred to in this book are correct and active al the time of going to press. However, the publisher has no responsibility for the websites and can make no. guarantee that a site will remain Jive or that the content is or will temain appropriate, ‘The publishers are grateful to the follow is for permission to reproduce copy photographs and material: Key: 1 5 left, © centre, r= right. U5 top, b= botlom Tessa Traeger Picture Library/ Tessa Traeger for p23/t); Alamy/ Ball Miwake for p23(b), ¢©Paul PhilipsiOpeners for p40(er), /@Les Gibbon lar p5O(), “@John Prior Images far p3Ol {08iockPile Collection for pS4ltr}, /OSteven J Kazlowski for p54 (cl). !David Muscroft for PS4(Ll); Art Directors & TRIP/OHelene Rogers for p40(br); Photolibraryé@Morales Morales for pS4lcr}: Shuttertock/DIKO for p40 (tx), /OKaren Struthers for p107; Still Pictures/OMartin Bond for p®, Picture Research by Hilary Luckcock.Introduction What is the Teaching Knowledge Test: Content and Language Integrated Learning (TKT: CLIL)? ‘The Teaching Knowledge Test: Content and Knowledge Integrated Learning (Tk CLIL) is an additional module of the Teaching Knowledge Test (TKT) developed by Cambridge ESOL. TKT: CLIL is for teachers who teach different curricular subjects through the medium of English and for English language teachers who use curriculum content in their teaching. TIT: CLIL tests candidates’ knowledge of concepts related to teaching subject content ina non-native language, TKT: CLIL is NOT: # atest of subject-specific knowledge # atest of practical skills # atest of English language proficiency. TRT: CLIL consists of one module, There are 80 objective questions in the test Question types include matching. multiple choice and add-ene-out, TKT: CLIL has no entry requirements such as previous teaching experience, subject teaching or language teaching qualifications. Candidates should have at feast an. intermediate level of English. eg. minimum PET, IELTS band 4. CEFR B1. They are expected to be familiar with key CLIL terminology and examples of subject vocabulary from the curriculum, The TRE: CLIL Glossary contains a list of terminology. Examples of subject vocabulary can be found in lists on pages 23-24 of the TAT: CLIE Harfbook {for Teaclters. These are both available on the Cambridge ESOL website at www. cambridgeesol orgéclil. Candidates also need to be familiar with language teaching terminology as represented in the separate TKT Glossary. This is also available on the Cambridge ESOL at wivw.cambridgeesol.ong/tkt. Cambridge SOL. also offers candidates the opportunity to keep a teaching portfolio to help them reflect on their teaching practice. The porttolio is not an essential part of the test and is not assessed. H you would like to keep a portfolio, go to www. teacherportfolio.cambridgeesolorg websit What is The TKT Course CLIL Module? The TRY Gourse CLIL Module bas five main aims: | To introduce readers to the concepts and terms about teaching and learning that arc central (o TKT: CLIL and to give them opportunities to do test practice with TET. CLIL sample tasks and a test paper. 2 To introduce readers to some of the main theories, approaches and activities in CLIL and to encourage analysis of their usefulness to their lcamers and learning contexts. 3 To share with readers some of the resources available to CLIL teachers.