Transcript Document 7605881

Introduction to TKT: CLIL
Content and Language
Integrated Learning
Aims of the presentation
 to agree what CLIL is
 to understand the TKT:CLIL test
 to look at some test tasks and items
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What is CLIL?
Content and Language Integrated Learning
An approach in which a f……... language is used as
the m…………….. for teaching a c……………. subject
such as S…………, H………... or …………..t. The
target language and the subject content have a
j……………. role in the learning.
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What are the main aims of CLIL?
Change slide to triangle p.12?
To develop…
 C………………: subject knowledge and skills
 C………………: meaningful interaction
 C………………: thinking skills
 C………………: an awarenessof other societies
of what it is to be a responsible citizen
of being part of local and global communities
‘the 4Cs’ (Coyle, 1999)
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Why CLIL?
Learners:
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become more sensitive to vocabulary and ideas in their L1
as well as in the target language
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gain more extensive and varied vocabulary in the target
language
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reach proficiency levels in all four skills and in ICT skills far
beyond what is expected in ELT programmes
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are more cognitively active during the learning process
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develop intercultural understanding and community values
Johnstone, R. & and R. Mckinstry. (2008)
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and
Van de Craen, P.; Mondt, K; Allain, L and Gao,Y. (2008)
TKT:CLIL
 Who is TKT:CLIL for?
 What does TKT:CLIL test?
 How is TKT:CLIL tested?
 How is TKT:CLIL marked?
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What is TKT:CLIL?
 a test of knowledge about CLIL
 an optional module of TKT
 independent of TKT
TKT:CLIL is NOT
 a test of subject knowledge
 a test of language proficiency
 a test of teaching skills
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Who is TKT:CLIL for?
 subject teachers who use English as a medium
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of study
English language teachers who teach
curriculum subjects
classroom teachers who teach curriculum
subjects in English
classroom assistants working in CLIL contexts
English as an Additional Language (EAL)
teachers who work with non-native speaker
learners in mainstream classes
What does TKT:CLIL test ?
Part 1
 Knowledge of CLIL and Principles of CLIL
Part 2
 Lesson Preparation
 Lesson Delivery
 Assessment
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Part 1 Sample task
Main aims of CLIL
A
B
C
D
to focus on content vocabulary
to develop communication skills
to develop cognitive skills
to raise awareness of culture
Classroom activities
1 Learners discuss in groups how they set up their science experiments.
2 Learners find out about different ways of celebrating spring festivals.
3 The teacher highlights the parts of a river from a geography text which the class has just
read.
4 Learners give poster presentations about their group projects.
5 Learners classify plants according to several criteria.
6 Learners predict the outcome of an electricity experiment.
7 Learners do a web search to find out about traditional recipes for bread-making.
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Part 1 Test Sample: Answers
 1.
 2.
 3.
 4.
 5.
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B (Communication)
D (Culture)
A (Content)
B (Communication)
C (Cognitive)
C (Cognitive)
D (Culture)
Task 2
Visual Organisers – lesson
planning
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Task 2 Part 2: Answers
1. E
2. A
3. C
4. B
5. D
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Candidates are expected to be familiar with
the language of teaching represented in the
separate TKT glossary as well as the
terminology related to the description of
language, subject vocabulary and concepts
for TKT:CLIL.
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How is TKT:CLIL tested?
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80 items
80 minutes
objective test format:
1-1 matching
3/4/5 option matching
3-option multiple-choice
odd-one-out
ordering
sequencing
separate answer sheet
How is TKT:CLIL graded?
Band
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A candidate at this level demonstrates:
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extensive knowledge of TKT: CLIL content areas
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breadth and depth of knowledge of TKT:CLIL content areas
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basic but systematic knowledge of TKT:CLIL content areas
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limited knowledge of TKT:CLIL content areas
What teachers say about CLIL
 “It would have been useful for us if during the last
year of our degree we had had the chance to sit a
test like this.”
 “I was surprised to find such a good mixture of
methodological, psychological and technical
questions, very good indeed”
 “TKT CLIL has made me reflect on my teaching style,
methodology and the way I cater for my students’
needs.”
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Wordlist
Sample
Art and Craft/Design
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abstract
classical
fabric
painting
Economics/Business Studies
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loss
manufacture
marketing
negotiate
Environment/Geography
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adapted
atmospheric pressure
carbon footprint
climate change
History
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ICT
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application
bullet points
click and drag
column
database
Mathematics
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angle
bar graph
calculator
Science
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ancient
archaeologist
coronation
absorb / absorbent
acceleration
acid
TKT:CLIL Glossary
sample
code switching: moving between first and target language while teaching
and learning
compare and contrast: What is X and what is not X? To look for
similarities and differences.
content- obligatory language: language needed for subject matter
mastery in the mainstream classroom. This language may be the primary
focus of second language lessons
visual organisers/ graphic organisers: aids which help learners to
understand and remember new information by making thinking visible. They
involve writing down or drawing ideas and making connections. They
combine words and phrases, symbols and arrows to map knowledge. They
include diagrams, tables, columns and webs.
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Resources
TKT:CLIL Handbook
 TKT:CLIL Syllabus
 Sample Test
 TKT:CLIL Wordlist
 FAQs
Cambridge ESOL Website
 TKT:CLIL Glossary
 TKT Glossary
 The Teacher Portfolio
 PET Wordlist
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Further information
University of Cambridge
ESOL Examinations
1 Hills Road, Cambridge, CB1 2EU, UK
Tel: +44 (0)1223 553355
Fax: +44 (0)1223 460278
Email: [email protected]
Keep up to date with what's new via the Cambridge ESOL
website
www.CambridgeESOL.org
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