Progress test 1

I. Read the article. Which aspect of the subject does each paragraph cover? Choose the
correct paragraph for the summaries.

1 Challenges for language teachers

2 Ways of making CLIL successful

3 Introducing the subject

4 Challenges for subject teachers

5 Whether or not CLIL works

6 A reason for CLIL

Could you learn physics in Japanese?

A. Learning a language is hard enough, as is learning a subject like maths or physics. But doing
both things simultaneously in the same class? It may sound daunting, but that's precisely the
approach taken in the now widespread methodology known as CLIL (Content and Language
Integrated Learning).
B. CLIL was introduced in Europe in the 1990s, primarily to meet the European Union aims of
producing multi-lingual populations. One of its main justifications was efficiency – if languages
could be picked up through exposure in other subject lessons, pressure on packed timetables
would be reduced.
C. Of course, CLIL brings many challenges, not least for teachers who are required to make radical
adjustments to the way they teach. For language teachers, there is a near-complete reversal of
what they are accustomed to: whereas in a traditional language course, texts are constructed
primarily as a vehicle for the language points they want to teach, in CLIL the language emerges
somewhat randomly from the subject content. With grammar, for example, there is much less
 opportunity to focus on specific points, but the theory is that students learn appropriate use
through the context in which they come across the language.
D. Conversely, subject teachers can no longer talk about their subjects to their students and assume
they will understand everything. They will almost certainly need to adopt some different
approaches, such as greater levels of practical demonstration or experimentation rather than
relying so heavily on language to convey information. There is also a good deal of fear to
overcome. Subject teachers may have attained only low levels of language skills and therefore
lack confidence in teaching in a foreign language, while a language teacher's initial reaction to
the idea of teaching maths will often be one of horror!
E. Solutions to these problems will vary according to the setting in which teachers work. Good
CLIL teaching materials are increasingly available, while many schools practise a collaborative
approach, with language and subject teachers negotiating both the balance between language and
content, and the ways in which their different teaching styles can be brought together in a
successful lesson.
F. So does CLIL work? Well, as with many so-called innovations, the basic theory of CLIL has
been around for centuries, with even upper-middle class Ancient Romans preferring their
offspring to be educated in Greek. Ideas don't tend to persist if they have no value, and now that
many schools have been implementing CLIL for a number of years, research seems to indicate
that it has been producing good results, with mixed-ability classes as well as elite students. It
could be that the concentration required to understand the language means that the subject
information is correspondingly well-absorbed.

II. According to the article, are the sentences true or false, or is there not enough information
to be sure? Choose the correct answers.

1. The CLIL method is used in many places.

2. Using CLIL means that schools save lesson time.
3. CLIL materials are designed to present language structures in a logical order.
4. Students learn grammar better in CLIL classes.
5. Subject teachers usually have language courses before teaching CLIL.
6. When content and language teachers teach CLIL, they both have to change their style.
7. CLIL only works with highly able students.
8. CLIL students end up with better language skills than students taught traditionally.

III. Complete the sentences with an appropriate word. The first letter of the word has been
given.
1. My French is r----.I haven't practised for ages. I need to brush up on some important phrases
before my trip to Paris.

2. My father is very good at a-------- languages. He speaks Spanish, Italian and Portuguese. He
picks up phrases very easily.

3. A: I have trouble g------- new words that I hear in a foreign language.

B: Really? I usually understand them right away. I guess I have an ear for languages.

4. The quickest way to attain a high level of fluency is to i------ yourself in the language.

5. A: I can't get to g---- with irregular verbs.

B: Keep at it. If you practise a lot, you'll get accustomed to the forms.

6. Welcome to New Town Language School. If you struggle with vocabulary or can't hold a
conversation, we will help you. At our school, we put language into p------- right away.

7. He may be granted legal aid if his d--------- i----- is not more than £700.

8. I'm so sorry! I know I wasn't supposed to share your news yet, but it just s------ ---!

9. The kite s----- through the sky.

10. The penguin p------ into the water to catch a fish.

11. People own expensive cars in the a------- areas of the city.
12. In some countries, people are extremely poor. They are so i----------- that they cannot even afford
transport to get to the doctor.
13. After John and Sue both lost their jobs, they couldn't pay their rent or their car loan. They lost
their house and their car, and the family was left d--------. They had nothing at all.

IV. Complete the sentences with the correct form of the given word. There is one extra word
that you don’t need to use.

hold myself back make ends meet bring out the best fit in

well off live in hardship live within their means come across

1. This ice cream is delicious! I had to ------------ from eating the entire container.

2. I don't ------------- very well with the other students at my school. We come from different

backgrounds and don't have a lot in common.

3. You should try to be nicer when you meet people. You --------------- as sort of mean.

4. My mother always challenges me to work hard and succeed. She ------------------- in me.

5. My friend's parents both have high -paying jobs, so they can afford a nice house and two cars. They

are ------------.

6. A: People don't have good access to health care in impoverished communities.

B: How can we fix that? They are already ----------------- , and a lack of health care makes it even

worse.

7. Jana and Steve sometimes don't have enough money to pay all their bills. They have trouble ---------
V. Choose the correct option.

1. Can you meet me at five o'clock?

A. No, I won't have finished my work by then.
B. No, I won't have been working.
C. No, I had been working since 3:00.

2. Your clothes are all wet.

A. Will you have walked in the rain?
B. Had you walked in the rain?
C. Have you been walking in the rain?

3. We ……….. spaghetti and meatballs for dinner three times this week. Can we have
something different tonight?
A. Will have been having
B. Have been having
C. Have had

4. How long …………….(be) writing that paper? By the time you finally hand it in, we
…………….(get) our marks already.
A. Have you been
B. Had you been
C. Have got
D. Will have got

5. When are you going to visit your grandparents?

A. I'm visiting them tomorrow.
B. I will go to visit them this afternoon.
C. I'm due to visit them in three years.
 6. I've just realised that it's very cold out today. I ……………wear a jacket to keep warm.
A. I’m about to
B. I aim to
C. I will

7. Jonathan ------------- running a marathon.

A. is thinking of
B. is planning to
C. is aiming to

8. The bride and groom ……………. here at 3 o'clock to get ready, and then the service starts
at 5. We have a lot to set up before this wedding!
A. come
B. are coming
C. will come

VI. Unscramble the words to make a sentence.

1. Looking / without / street / you / no / under / cross / should / circumstances / the.

2. Crowded / school / very / had / it / in / one / class / than / students / 30 / fewer / the / was / not.

3. Than / up / one / the / no / child / woke / had / other / sleep / sooner / he / got / to.

4. Is / job / she / for / smart / she's / not / candidate / dedicated, / great / only / a / the / the.

5. Even / did / couldn't / change / not / help / obviously / the / to / once / by / anyone / myself / stop
/ I / wheel / though / did / me / to.

6. You / do / around-the-world / find / such / for / an / amazing / an / Seldom / airfare / £1,000?.

7. That / the / in / house / moment / know / was / burglar / little / a / very / did / they / at / the.
8. When / the / realised / they / was / suspect / damaged / they / wrong / only / door / something /
did / they / was.