Syllabus CLIL aims to:

TKT: CLIL is an examination for both subject teachers and English • introduce learners to new ideas and concepts in
language teachers involved in CLIL programmes. curricular subjects
• improve learners’ performance in both curricular subjects
It tests knowledge of the aims and rationale of a CLIL approach and the target language
and knowledge of CLIL from a teaching perspective: the • encourage stronger links with the citizenship curriculum
planning, teaching and assessment of CLIL. It also focuses on
teachers’ awareness of learning demands (content, language, • increase learners’ confidence in the target language
communication, cognition) and support strategies for learners in • make the content subject the primary focus of
CLIL programmes. classroom materials
• enable learners to access curricular subjects by modifying
Areas of teaching Task types lesson plans to take into account pupils’ ability in the
Title
knowledge and format target language
• provide cognitively challenging materials from the
• aims of and rationale for
CLIL knowledge beginning
• language across the • provide scaffolding to support learning of content
• 4 tasks consisting
Knowledge curriculum and language.
of 25 questions.
of CLIL and • communication skills • Language across the curriculum
• tasks include
principles across the curriculum
matching and The language demands of curricular subjects so that learners
of CLIL • cognitive skills across the
multiple choice. can understand and communicate (listening, speaking, reading
curriculum
• learning skills across the and writing). These include features such as:
curriculum • the use of present, past and future forms (but not in any
more detail e.g. present perfect continuous)
• planning a lesson or a
• comparative/superlative forms
series of lessons
• language demands of • modal verbs for expressing: ability; certainty; deduction;
subject content and obligation; permission; prediction; preference; possibility;
• 4 tasks consisting probability; prohibition; speculation
accompanying tasks
of 25 questions.
Lesson • resources including • conditionals
• tasks include
preparation multimedia and visual
matching and • passive forms
organisers
multiple choice. • imperatives
• materials selection and
adaptation • questions
• activity types and their
• reported speech
purposes
• personal and impersonal pronouns
• classroom language • time expressions
• scaffolding content and • 3 tasks consisting
language of 20 questions. • connectors (and, but, or, because)
Lesson
• methods to help learners • tasks include • collocations
delivery
develop learning strategies matching and • synonyms
• consolidating learning and multiple choice.
differentiation • opposites
• use of specialist subject vocabulary.
• 2 tasks consisting
• Communication skills across the curriculum
• focus of assessment of 10 questions.
Assessment • types of assessment • tasks include This includes features such as:
• support strategies matching and • agreeing or disagreeing
multiple choice.
• asking questions
• clarifying what has been said
Knowledge of CLIL and principles of CLIL • comparing and contrasting
This part of the TKT: CLIL module tests candidates’ knowledge • describing cause and effect; diagrams; images; a process
of a CLIL approach and knowledge of the learning, cognitive,
• evaluating work (own and others’)
language and communication skills across the curriculum.
• expressing ideas
Possible testing focus • giving examples; information; reasons
• CLIL aims • hypothesising
The 4 Cs (Coyle) – Content, Communication, Cognition and
• instructing
Culture (the 4th C is sometimes called Citizenship
or Community). • interpreting data
• BICS (Basic Interpersonal Communicative Skills) and CALP • justifying answers or opinions
(Cognitive Academic Language Proficiency) (Cummins) – • persuading
differences in cognitive demands of teaching materials (see
• predicting
separate TKT: CLIL Glossary).

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 TKT:CLIL
syllabus

• presenting solutions; presenting work • learner interaction

• stating facts and opinions • resources
• suggesting changes; ideas. • Can Do statements
• Cognitive skills across the curriculum • links to other curricular subjects.
*The six main cognitive processes are listed below with • Language needed to deliver subject content and
associated verbs and examples of activities which develop accompanying tasks
these thinking skills:
• word and sentence-level features of oral and written
• remembering: recognise, recall (activities: label, list, language
identify, match, name, recite, spell, state facts, tell)
• text types (genre) in CLIL and their features: layout,
• understanding: explain, interpret (activities: classify, organisation, purpose:
compare, define, describe, draw, give examples, order, - discussion: balanced argument, essay, one-sided
predict, sequence, translate)
argument
• applying: carry out, do (activities: calculate, experiment, - explanation: process, cycle, cause and effect
find out, interview, prepare, present, research, show)
- procedure: instructions (technical or general)
• analysing: examine, reason (activities: analyse, choose, - persuasion: advertisement, notice, proposal, review
decide, deduce, examine, give reasons, justify, show the - recount: account of an event or an experiment,
difference between, solve)
autobiography, biography, diary
• evaluating: evaluate, assess (activities: conclude, consider, - report: article, description of characteristics of
give an opinion, judge, prove, rate, recommend)
something e.g. scienti c, historical, geographical
• creating: make, produce (activities: build, change,
• other text types: letter, narrative, email.
compose, create, design, imagine, invent).
• Resources
*Adapted from Coyle, D, Hood, P and Marsh, D (2010)
CLIL: Content and Language Integrated Learning, • multimedia: visual, auditory, digital
Cambridge: Cambridge University Press. • graphs: bar chart, pie chart and line graph
• Learning skills across the curriculum • visual organisers and their purposes:
This includes features such as: - Carroll diagram
• carrying out investigations - cause–effect or process diagram
• drafting, writing and editing work - cycle
- owchart
• estimating then checking or measuring
- grid
• guessing from context - identi cation key (binary)
• locating, organising and interpreting information - mind map
• note-taking - quadrant
• planning - storyboard
• recording results - T-chart
- table
• reviewing
- timeline
• setting own learning goals - tree diagram
• scanning and skimming text - Venn diagram
• selecting and using reference materials (See TKT: CLIL Glossary for examples and purposes of
• summarising visual organisers)
• transferring information from one source to another. • ICT in CLIL:
- adding animation
- still images and diagrams
Lesson preparation
- changing and interpreting digital images
This part of the CLIL module tests candidates’ knowledge of - collating information on spreadsheets
planning, teaching and assessing curricular subjects taught - creating PowerPoint presentations
through the medium of English.
- designing and using a database
Possible testing focus - doing web searches
- using draw or paint software
• Planning a lesson or series of lessons
- word processing
• teaching objectives
• purposes for using resources and ICT to encourage student
• learning outcomes talking time (STT) – exchanging and sharing information;
• activating prior knowledge to present and revisit subject vocabulary; to encourage
• learner autonomy; to provide learning support; to handle
tasks to develop the 4Cs: content, communicative and
data; to develop enquiry skills; to be creative.
cognitive skills, focus on culture
• differentiation
• support strategies

Syllabus 13
 • Materials selection and adaptation Lesson delivery
Ways of using and adapting materials for CLIL: Possible testing focus
• adding visuals and diagrams • Classroom language
• omitting unnecessary detail • Use of questions to scaffold and promote thinking: lower
• simplifying language order talk (what, where, when, who) → higher order talk
• paraphrasing vocabulary (why, how, what is the evidence, what do you think of ...?).
• highlighting key subject vocabulary • Purpose: presenting subject content, developing
understanding, commenting on what’s happening during
• inserting a word bank or glossary practical work, developing learners’ communicative and/
• reordering activities to progress from least to most or cognitive skills, discussing ideas, encouraging learners,
demanding explaining subject concepts, instructing, modelling subject
• using a variety of layout designs, font sizes and styles language, questioning, recasting, classroom management.
• personalising topics • Ways of encouraging student talking time: pair work; task-
based learning; group presentations; role play; explaining
• adding web links. results; peer and group feedback.
• Activity types and their purposes • Scaffolding content and language
• classifying words, numbers or objects into groups This includes features such as:
• dictation: whole class, group and pair • allowing longer wait time(s)
• feature identification • breaking down tasks into small steps
• freeze frames • creating interest in the subject
• gap-fill • doing practical demonstrations
• information transfer (to use subject-specific language in a • giving constructive feedback
different content or medium)
• providing word banks, glossaries, sentence support and
• interviews and hot seat language frames for input and output of content and
• labelling language
• matching • providing models of effective work
• multiple choice • relating subject topics to personal experience
• ordering letters, words, sentences and paragraphs • allowing some use of the L1 (code switching).
• poster presentations • Methods to help learners develop learning strategies
• predicting from images, words, titles, sentences, sound or This includes features such as:
objects • encouraging predicting and estimating skills
• pyramid discussion • encouraging personalising of content
• questionnaires • encouraging risk taking – not worrying about mistakes
• summarising • encouraging guessing from context
• true/false; yes/no • helping set learners’ own learning goals
• word, sentence, diagram, text completion • helping develop study skills – using dictionaries, the
• word searches internet, reading around subject concepts
• Purposes of activities could include: • encouraging use of visual prompts to aid memory
- revisiting subject-speci c language • helping take quick and accurate notes
- developing communicative and/or cognitive skills • encouraging reviewing of vocabulary and ideas
- developing accuracy
• encouraging questions and problem solving.
- developing uency
- encouraging collaborative learning • Consolidating learning
- developing creativity This includes features such as:
- personalising learning • reminding; repeating; demonstrating again
- encouraging learner autonomy. • 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

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 TKT: CLIL
syllabus

• (modified output) answering fewer questions, producing

shorter texts
- (modi ed 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.

Assessment
Possible 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.

Syllabus 15