Beruflich Dokumente
Kultur Dokumente
Content and
Language Integrated
Learning (CLIL)
ISBN 978-1-906438-36-4
www.CambridgeESOL.org/exams/teaching-awards/clil.html
9 781906 438364
*8149716372*
1 Hills Road
Cambridge
CB1 2EU United Kingdom
Tel. +44 1223 553355
Fax. +44 1223 460278
email ESOL@CambridgeESOL.org
www.CambridgeESOL.org
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
10 Sample test
18 Special Circumstances
26 References
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 Module 1 TKT: CLIL TKT: KAL CELTA CELTYL ICELT Delta Delta Delta
TKT Module 2 Module Module Module
TKT Module 3 1 2 3
Teaching not essential not essential not essential not required not required required recommended required recommended
experience
Previous not essential not essential not essential qualifications qualifications local an initial an initial an initial
qualifications which allow which allow requirements teaching teaching teaching
/ training access to access to apply qualification qualification qualification
higher higher
education education
Suggested 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 Europe C2/C1 Europe C2/C1 Europe B2 Europe C2/C1 Europe C2/C1 Europe C2/C1
Teaching age primary, primary, primary, adults (16+) primary or primary, primary, primary, primary,
group secondary or secondary or secondary or secondary secondary or secondary or secondary or secondary or
adults adults adults adults adults adults adults
Course not required not required not required yes yes yes not required yes not required
attendance
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.
• The Teaching Knowledge Test (TKT) who work with non-native speaker learners (often
from minority language groups) in mainstream classes.
• TKT: Knowledge about Language (KAL)
• TKT: Content and Language Integrated Learning (CLIL) Candidates taking TKT: CLIL will normally have some
experience of teaching English to speakers of other languages.
Cambridge ESOL’s practical, course-based qualifications for
TKT: CLIL may also be taken by:
teachers include:
• pre-service teachers
• CELTA (Certificate in English Language Teaching to Adults)
• teachers involved in training programmes
• CELTYL (Certificate in English Language Teaching to
• candidates studying for teaching qualifications who may
Young Learners)
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 Europe’s 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 required to have taken any English language examinations.
Candidates taking the CLIL module are expected to be
• Delta Module Two: a course-based qualification
familiar with the language of teaching as represented in the
• Delta Module Three: an extended assignment
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. pages 5–7, in the separate CLIL glossary (see also wordlist on
page 22), and in the subject vocabulary lists on pages 23–24.
A summary of the entry requirements and content of
Cambridge ESOL’s 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.
■ TKT: Content and Language Integrated Learning ■ Sources and text types used in TKT: CLIL
candidature Extracts, original or adapted, from the following sources may
feature in the CLIL module:
TKT: CLIL is suitable for:
• CLIL coursebooks, activity books or supplementary
• subject teachers who need to teach their subjects in
materials including CLIL materials found on the web
English and who want to add language teaching to their
• articles relating to CLIL from journals, magazines and
portfolio of skills
the internet
• English language teachers who teach curricular subjects
• diagrams and other visuals (see CLIL glossary for
in a second, third or fourth language
examples of visual organisers which may be included in
• classroom assistants working in CLIL contexts
the test tasks)
• classroom teachers who teach curriculum subjects
• descriptions of classroom situations.
opposites
This part of the CLIL module tests candidates’ knowledge of a CLIL
use of specialist subject vocabulary
approach and knowledge of the learning, cognitive, language and
communication skills across the curriculum. • Communication skills across the curriculum e.g.
agreeing or disagreeing; asking questions; clarifying
■ Syllabus area Knowledge of CLIL and Principles
what has been said; comparing and contrasting;
of CLIL
demonstrating, describing cause and effect; describing a
■ Possible testing focus 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 • Cognitive skills across the curriculum e.g. remembering
glossary) (list; name; recall; recite; recognise; relate spell; state;
CLIL aims to: tell), ordering (What happens next? order; organise;
sequence; rank), defining (What is X? What is the
introduce learners to new ideas and concepts in
function of . . .? analyse; define; describe; explain;
curriculum subjects
identify; outline; show; translate), comparing –
improve learners’ performance in both content
contrasting (What is X and what is not X? similarities
subjects and the target language
and differences; compare; contrast; distinguish;
encourage stronger links with the citizenship investigate), dividing (What does X belong to? divide;
curriculum separate; share; sort), classifying, (How many classes of
increase learners’ confidence in the target language X are there? classify; categorise; decide which group; put
into), predicting (What will / would / could happen to X?
make the content subject the primary focus of
predict; think about . . .; guess; hypothesise), reasoning
classroom materials
(Why X? What causes X? What comes as a result of X?
enable learners to access content subjects by
What justifies X to do Y? choose; conclude; decide;
modifying lesson plans to take into account pupils’
explain; justify; recommend; solve), creative thinking
ability in the target language
(What if . . . ? imagine; build; change; compose; design;
provide cognitively challenging materials from the invent; make up; plan; produce; suppose), evaluating
beginning (What do you think about X? assess; give opinion; judge;
• Language across the curriculum – the language rate; prove; what’s the value of . . . ?)
demands of curriculum subjects so that learners can See details in the CLIL glossary and the list at the end of this
participate (listening, speaking, reading and writing). handbook.
These include features such as:
• Learning across the curriculum e.g. locating, organising
the use of: present, past and future forms (but not in and interpreting information; note taking, drafting;
any more detail e.g. present perfect continuous) editing; guessing from context; processing and using
comparative / superlative forms knowledge; stating facts and opinions; transferring
information; carrying out investigations, layout,
‘will’ prediction
recording results, reviewing; skimming and scanning
modal verbs for expressing: ability; certainty;
skills, summarising
deduction; obligation; permission; preference;
possibility; probability; prohibition; speculating
■ Part 2
conditionals
passive forms This part of the CLIL module tests candidates’ knowledge of
planning, teaching and assessing curriculum subjects taught through
imperatives
the medium of English.
questions
■ Syllabus area Lesson Preparation
reported speech
time expressions
• 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
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.
• Classroom language
produce the language in spoken and written English • odd one out (See sample paper page 3 for example)
the board ■ Check that you can complete the questions in the given
• plan a plenary question at the end of the lesson so time limit (80 minutes) and make sure you know how to
learners can reflect on the learning outcome. 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: given on the answer sheet by lozenging the correct letter.
Candidates Candidates
• can look at what has to be planned before delivering a • can look at assessment used in school then analyse
lesson and a series of lessons in a CLIL context what is being assessed.
• can look at the language demands of their subject • can consult reference books and materials in websites to
materials and check these with the features mentioned know about different types of assessment
in the syllabus • can become aware of a range of strategies to support
• can study the types of resources used in the classroom 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
Candidates
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"7.< +4-)6 -:);-:
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| C L I L SA M P L E T E S T
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+762=6+<176; 7. <15-
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8);;1>- .7:5;
;-9=-6+16/ ?7:,;
;=8-:4)<1>- .7:5;
| C L I L SA M P L E T E S T
11
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47+)<16/ 16.7:5)<176
7:/)61;16/ 16.7:5)<176
| C L I L SA M P L E T E S T
"A44)*=; .1<
1;<-6 <7 <0- 5=;1+ <0-6 *-)< 7=< <0- :0A<05 <7 A7=: 8):<6-:
,-6<1.A16/ 8:7+-;;-; 1,-6<1.A16/ +)=;- )6, -..-+< #):/-< 4)6/=)/-
8:-,1+<16/ +76;-9=-6+-;
16, <0:-- ?-*;1<-; <7 0-48 ?1<0 A7=: 8:72-+< 76 :-+A+416/ :=**1;0
-+1,- ?01+0 16.7:5)<176 <7 8=< 76 <0- @ )@1; 7. <0- /:)80 57,-4 7. 57=6<)16; )6, ) >)44-A ) <=* 7. ?)<-: 6<-6,-, 4-):616/ 7=<+75-;
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| C L I L SA M P L E T E S T
13
14
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7: 9=-;<176; 5)<+0 <0- ?)A; 7. .7+=;16/ 76 +76<-6< ?1<0 <0- -@)584-; .:75 ) +7=:;-*773
41;<-,
7: ):3 <0- +7::-+< 4-<<-:
76 A7=: )6;?-: ;0--<
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| C L I L SA M P L E T E S T
.77, /:--6 574):;
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8:7>1,16/ ) 4)6/=)/- ;=887:< .:)5-
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75- 76 &0)< ?- 0)>- <7 ,7 1; 1,-6<1.A <0- 0-)4<01-;< .77, 67< <0- <0:-- 0-)4<01-;< .77,;
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773 )< <0- ;+:--6 ); -@84)16 8-6 @+-4 41+3 76 <0- 0):< &1B):, *=<<76 )6, =;16/
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'7=E>- 51;;-, 7=< ) +74=56 76 A7=: ;8:-),;0--< 773 )< 1< )/)16 )6, <-44 5- ?0)< 1< 1;
$851 29)5
| C L I L SA M P L E T E S T
15
16
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5)<+0 <0- <-)+016/ 16;<:=+<176; <7 <0- 4-):616/ ;<:)<-/1-; 41;<-,
<0)< <0-A 7: 9=-;<176;
5)<+0 <0- );;-;;5-6< )+<1>1<1-; ?1<0 <0- <A8-; 7. );;-;;5-6< 41;<-,
)15 <7 ,->-478
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#0-:- 1; 76- -@<:) 78<176 ?01+0 A7= ,7 67< 6--, <7 =;-
#0-:- 1; 76- -@<:) 78<176 ?01+0 A7= ,7 67< 6--, <7 =;-
| C L I L SA M P L E T E S T
1,-6<1.A16/ 3-A 16.7:5)<176
-):6-:; ):- );;-;;16/ -)+0 7<0-:E; 4)6/=)/- ;3144;
:1;3<)316/
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7:/)61;16/ 4-):616/
;--316/ +4):1.1+)<176
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)%',-1+ -16758'7-216 )*7=< ?0)< <0-A 367? )6, ,76E< 367? )*7=< 878=4)<176 /:7?<0
-):6-:; ):- +76,=+<16/ 16<-:>1-?; )*7=< ?0)< <0-A ,1, 4);< ?--3 )6, 5)316/ ) 67<- 7.
?:1<- <0- 6-? ?7:,; 16 <0-1: -7/:)80A 67<-*773 )6, 144=;<:)<- <0-5 <0-1: 8):<6-:E; =;- 7. ;-9=-6+16/ ?7:,;
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<7 <0- <-)+0-: #0-A ):- +0-+316/ ?0-<0-: 1< 1; ?-448):)/:)80-, )6, 0); ) +4-):
16<:7,=+<176 )6, +76+4=;176
?: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 <0-
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6/41;0 ?7:,; <-:5 )6, ):- 67? <)4316/ 16 /:7=8; );316/ -)+0 7<0-: <0-1: 9=-;<176;
:-), <0-1: D--8 -)4<0AE ),>-:<1;-5-6<; )47=, <7 <0-5;-4>-; )< 075-
$851 29)5
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-:- 1; 76- -@<:) 78<176 ?01+0 A7= ,7 67< 6--, <7 =;-
833257 675%7)+-)6
&:1<- 16;<:=+<176; 16
6+4=,- ) /47;;):A 16
%1+8%+) 352&/)06
-):6-:; 5)A 67< =6,-:;<)6, <0- /-6-:)4 ;<:=+<=:- 7. ) 878=4)<176 :-87:<
-):6-:; 5)A 67< =6,-:;<)6, 3-A ?7:,; 16 <0- -@84)6)<176 7. )6 -4-+<:1+)4 +1:+=1<
-):6-:; 5)A 67< =6,-:;<)6, ?0)< <0-A 6--, <7 ,7 16 )<0; 8:7*4-5;
-):6-:; 5)A 67< 0)>- -67=/0 6/41;0 <7 ?:1<- )6;?-:; <7 <0- +76751+; 9=-;<176;
-):6-:; 7.<-6 <)3- 476/-: <7 8:7+-;; *7<0 +76<-6< )6, <):/-< 4)6/=)/- ?0-6 :-),16/
;->-:)4 476/ 1;<7:A <-@<;
1 limited knowledge of CLIL content areas reasons for giving special consideration are cases of illness or
other unexpected events.
■ Malpractice
2 basic, but systematic knowledge of CLIL content areas
3 breadth and depth of 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
4 extensive knowledge of CLIL content areas
infringement of regulations. Centres are notified if a
candidate’s results are being investigated.
• pretesting
Commissioning of material
for question papers
Pretest construction
Revision Rejection
Pretesting
Item analysis
Question paper
construction