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TKT: CLIL study materials
TKT: CLIL study resources

TKT: CLIL practice questions

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Question 1Knowledge of CLIL and principles of CLIL

According to Coyle's 4Cs framework, which element concerns learners' understanding of their own and other cultures?

  1. Content
  2. Cognition
  3. Communication
  4. Culture Correct answer.

Explanation

Coyle's 4Cs framework consists of Content, Communication, Cognition and Culture. The Culture element covers intercultural understanding and learners' developing sense of their own and other identities. Communication, Content and Cognition cover language, subject knowledge and thinking skills respectively.

Question 2Knowledge of CLIL and principles of CLIL

Which term describes the everyday conversational language that learners use socially with peers?

  1. Basic interpersonal communication skills Correct answer.
  2. Genre
  3. Cognitive academic language proficiency
  4. Register

Explanation

Cummins distinguished BICS (basic interpersonal communication skills) from CALP (cognitive academic language proficiency). BICS is the everyday, context-supported language of social interaction, whereas CALP is the more abstract language needed for academic work. BICS usually develops within about two years, while CALP takes much longer.

Question 3Knowledge of CLIL and principles of CLIL

A teacher provides a writing frame with sentence starters for a science report. This support is an example of:

  1. Scaffolding Correct answer.
  2. Assessment
  3. Immersion
  4. Differentiation

Explanation

Scaffolding is temporary support that helps learners complete a task they could not manage alone, and it is gradually withdrawn as competence grows. A writing frame with sentence starters is a typical scaffolding device.

Question 4Knowledge of CLIL and principles of CLIL

Which statement best describes the main aim of CLIL?

  1. To replace the school's foreign language lessons
  2. To teach subject content and language together Correct answer.
  3. To improve learners' pronunciation of the target language
  4. To prepare learners for language examinations

Explanation

CLIL integrates subject content with the language of learning, so learners develop content knowledge and language competence at the same time. It does not replace language lessons, nor is it limited to one language skill.

Question 5Knowledge of CLIL and principles of CLIL

In a CLIL programme, subject content is taught:

  1. in the learners' first language only
  2. through an additional language Correct answer.
  3. by native speakers only
  4. after school as an optional club

Explanation

CLIL means teaching curriculum content through an additional, or target, language rather than through the first language. The language is the medium of instruction for the subject, not the object of a separate lesson.

Question 6Knowledge of CLIL and principles of CLIL

A CLIL teacher uses diagrams, gestures and visuals so that learners can understand a difficult text. This best illustrates:

  1. comprehensible input Correct answer.
  2. the output hypothesis
  3. summative assessment
  4. the language triptych

Explanation

The notion of comprehensible input holds that learners acquire language when they understand messages slightly beyond their current level. Visuals, gestures and diagrams make difficult subject input understandable without translating it.

Question 7Knowledge of CLIL and principles of CLIL

Which of the following is a higher-order thinking skill in Bloom's taxonomy?

  1. Listing
  2. Remembering
  3. Evaluating Correct answer.
  4. Understanding

Explanation

In Bloom's taxonomy remembering and understanding are lower-order skills, while analysing, evaluating and creating are higher-order. Evaluating asks learners to judge against criteria and justify their judgement, which places it near the top of the taxonomy.

Question 8Knowledge of CLIL and principles of CLIL

Which activity best shows learner autonomy in a CLIL lesson?

  1. Learners copy the teacher's notes from the board
  2. Learners complete a gap-fill while the teacher checks answers
  3. Learners repeat new vocabulary after the teacher
  4. Learners choose their own research topic and plan the work Correct answer.

Explanation

Learner autonomy means learners take responsibility for their own learning by setting goals, choosing how to work and monitoring progress. Choosing a topic and planning the work gives learners control, whereas copying and repeating are teacher-directed.

Question 9Knowledge of CLIL and principles of CLIL

A teacher asks learners to write an explanation of photosynthesis from memory, with no pictures or prompts. In Cummins' framework this task is:

  1. cognitively demanding and context embedded
  2. cognitively undemanding and context reduced
  3. cognitively demanding and context reduced Correct answer.
  4. cognitively undemanding and context embedded

Explanation

Cummins' quadrant crosses cognitive demand with contextual support. Recalling and explaining a process in writing without pictures or prompts is both demanding and context reduced, which is the most difficult quadrant for CLIL learners.

Question 10Knowledge of CLIL and principles of CLIL

In the language triptych, 'language through learning' refers to:

  1. the language teachers plan in advance for a topic
  2. language that emerges during classroom activities Correct answer.
  3. the subject-specific vocabulary learners must master
  4. the grammar syllabus followed in language lessons

Explanation

The language triptych divides language into language of learning, language for learning and language through learning. The third element is the language that emerges as learners think and work, so it cannot be fully planned in advance.

Question 11Knowledge of CLIL and principles of CLIL

A geography teacher covers a two-week unit on volcanoes in English as part of the normal curriculum. This is best described as:

  1. language shower
  2. hard CLIL
  3. total immersion
  4. soft CLIL Correct answer.

Explanation

Soft CLIL refers to short, topic-based modules taught through the target language within an otherwise first-language curriculum. Hard CLIL means that a substantial part of the curriculum is taught through the additional language over a long period.

Question 12Knowledge of CLIL and principles of CLIL

Vygotsky's zone of proximal development describes:

  1. the order in which grammatical structures are acquired
  2. the gap between independent and supported performance Correct answer.
  3. the amount of vocabulary a learner already knows
  4. the point at which a learner becomes fully fluent in the language

Explanation

Vygotsky defined the zone of proximal development as the distance between what a learner can do unaided and what they can achieve with guidance from a more able other. Scaffolding is the support offered within this zone.

Question 13Knowledge of CLIL and principles of CLIL

Swain's output hypothesis suggests that when learners produce language they:

  1. learn new words more quickly
  2. pay more attention to accuracy
  3. become more fluent speakers
  4. notice gaps in their language Correct answer.

Explanation

Swain argued that producing language pushes learners to process it more deeply and to notice where their own language falls short of what they want to say. This noticing then drives them to attend to relevant input.

Question 14Knowledge of CLIL and principles of CLIL

In CLIL, using the learners' first language occasionally is generally seen as:

  1. a way to avoid learning the target language
  2. something that should be forbidden
  3. a useful resource for clarification Correct answer.
  4. a sign that the CLIL programme is failing

Explanation

Current CLIL thinking treats the first language as a legitimate learning resource, useful for clarifying concepts, checking understanding and reducing anxiety. It should be used purposefully, with the target language remaining the main medium of instruction.

Question 15Knowledge of CLIL and principles of CLIL

Which assessment approach best fits CLIL principles?

  1. Assessing learners only in their first language
  2. Testing grammar points from the language syllabus
  3. Testing only content knowledge in the target language
  4. Assessing both subject content and language use Correct answer.

Explanation

Because CLIL has dual aims, assessment should provide information about both content learning and the language used to express it. Ignoring one of the two aims gives an incomplete picture of learners' progress.

Question 16Knowledge of CLIL and principles of CLIL

Learners in a group each read a different section of a text and then teach it to their partners. This technique is called:

  1. language shower
  2. jigsaw reading Correct answer.
  3. dictogloss
  4. total immersion

Explanation

In jigsaw reading each learner reads a different part of a text and then shares the information with the group, so every learner depends on the others. This interdependence is what makes the activity cooperative.

Question 17Knowledge of CLIL and principles of CLIL

At the start of a CLIL lesson, the teacher asks learners what they already know about the water cycle. The main purpose is to:

  1. assess grammar accuracy
  2. introduce new vocabulary
  3. activate prior knowledge Correct answer.
  4. practise pronunciation

Explanation

Eliciting what learners already know activates prior knowledge and schemata, which gives new content a framework and makes input more comprehensible. It also gives the teacher useful information about gaps and misconceptions.

Question 18Knowledge of CLIL and principles of CLIL

Which is the best example of differentiation by task in a CLIL class?

  1. Some learners list key facts; others write a full explanation Correct answer.
  2. The teacher reads the text aloud to the whole class
  3. All learners complete exactly the same worksheet at the same time
  4. Learners translate the whole text into their first language

Explanation

Differentiation by task means learners work towards the same content objective through tasks of differing cognitive demand. Setting a listing task for some learners and an extended explanation for others adjusts the challenge appropriately.

Question 19Knowledge of CLIL and principles of CLIL

Why are authentic materials often recommended in CLIL?

  1. They offer real content and natural language Correct answer.
  2. They are written for language learners
  3. They are always much easier than textbook texts
  4. They remove the need for scaffolding

Explanation

Authentic materials come from the real world of the subject and expose learners to genuine content and natural language. Because they are not simplified, they usually require more scaffolding, not less.

Question 20Knowledge of CLIL and principles of CLIL

The principle of 'language across the curriculum' means that:

  1. learners study grammar in every subject
  2. language lessons replace content lessons
  3. every subject teacher supports language development Correct answer.
  4. only the language teacher is responsible for language

Explanation

Language across the curriculum means that language development is the concern of all teachers, since each subject has its own ways of using language. It does not mean replacing content with grammar study.

Question 21Knowledge of CLIL and principles of CLIL

Research suggests that CALP takes considerably longer to develop than BICS. A common estimate for CALP is:

  1. one to two years
  2. ten to twelve years
  3. two to three years
  4. five to seven years Correct answer.

Explanation

Cummins estimated that while BICS can be acquired in about two years, CALP takes roughly five to seven years to reach age-appropriate levels. This gap is why CLIL learners need sustained language support across the curriculum.

Question 22Knowledge of CLIL and principles of CLIL

Learners need to understand terms such as evaporation and condensation. In the language triptych this is:

  1. language of learning Correct answer.
  2. language for learning
  3. language of assessment
  4. language through learning

Explanation

Language of learning is the content-obligatory language needed to understand and talk about the subject, such as key terms and their definitions. Language for learning covers the classroom functions needed to carry out activities.

Question 23Knowledge of CLIL and principles of CLIL

A teacher gives learners a labelled diagram and asks them to explain the process in pairs. In Cummins' framework this task is:

  1. context reduced and cognitively undemanding
  2. context reduced and cognitively demanding
  3. context embedded and cognitively undemanding
  4. context embedded and cognitively demanding Correct answer.

Explanation

The labelled diagram provides strong contextual support, while explaining a process in pairs is a demanding cognitive task. Tasks in this quadrant are a suitable entry point for CLIL because support is high and the challenge is genuine.

Question 24Knowledge of CLIL and principles of CLIL

Which statement reflects a plurilingual view of language learning?

  1. Learners should always keep their languages completely separate
  2. Learners should forget their first language
  3. Learners build one integrated language repertoire Correct answer.
  4. Only the target language has value in school

Explanation

A plurilingual perspective sees the learner's languages as an interrelated repertoire that can be drawn on flexibly. This contrasts with a monolingual view in which languages are kept in separate compartments.

Question 25Knowledge of CLIL and principles of CLIL

In CLIL, 'learning to learn' is best supported when teachers:

  1. test learners at the end of every lesson
  2. help learners reflect on how they plan their work Correct answer.
  3. tell learners exactly what to do at every stage
  4. give learners the answers after each task

Explanation

Learning to learn involves developing learners' awareness of how they learn, so that they can plan, monitor and evaluate their own work. Reflection and strategy discussion foster this, whereas supplying answers or constant direction does not.

Question 26Knowledge of CLIL and principles of CLIL

In the 4Cs framework for CLIL, which element refers to developing learners' understanding of other cultures and of their own?

  1. Content
  2. Communication
  3. Cognition
  4. Culture Correct answer.

Explanation

The 4Cs framework (Coyle) is made up of content, communication, cognition and culture. The culture element covers intercultural understanding, learner identity and preparation for citizenship. It is the dimension most directly concerned with learners' awareness of their own and other cultures.

Question 27Knowledge of CLIL and principles of CLIL

A language teacher builds a reading lesson around a short article about rainforests; the main aims are to practise reading skills and to extend learners' vocabulary. This is best described as:

  1. submersion
  2. hard CLIL
  3. total immersion
  4. soft CLIL Correct answer.

Explanation

Soft CLIL is language-driven: a language teacher uses subject topics as a vehicle for language aims, and the content is not assessed as part of the subject curriculum. Hard CLIL, by contrast, is content-driven, with subject lessons taught through the target language.

Question 28Knowledge of CLIL and principles of CLIL

At the start of a science lesson taught in English, the teacher writes on the board: 'Content: how plants make food. Language: use chlorophyll and glucose to describe the process.' The main purpose of this is to:

  1. limit the vocabulary learners meet
  2. make the content and language aims explicit Correct answer.
  3. give learners a record of the homework
  4. check learners' prior knowledge of plants

Explanation

In CLIL both the subject aim and the language aim are learning objectives, and making them visible helps learners know what to focus on. Shared objectives also support self-assessment of both content and language. Stating objectives is a planning and awareness tool rather than a check of prior knowledge.

Question 29Knowledge of CLIL and principles of CLIL

A maths unit taught in English requires learners to understand and use 'numerator', 'denominator' and 'equivalent fraction'. In CLIL terms these items are best described as:

  1. content-obligatory language Correct answer.
  2. classroom management language
  3. everyday conversational language
  4. content-compatible language

Explanation

Content-obligatory language is the language learners must have in order to understand and demonstrate the subject content. The terms numerator, denominator and equivalent fraction are essential for doing and talking about the topic. Content-compatible language, by contrast, is useful but not essential for understanding.

Question 30Knowledge of CLIL and principles of CLIL

In a science test taught through English, a learner's answer about forces is factually correct but contains several grammar errors. Which response best reflects CLIL assessment principles?

  1. Ask the learner to rewrite the answer in the first language.
  2. Award no marks because the answer is not expressed accurately.
  3. Award full marks and ignore the grammar errors completely.
  4. Award marks for content and give separate language feedback. Correct answer.

Explanation

In CLIL, content and language are separate but linked learning aims, so a content test should reward correct science rather than penalise grammar. Language development is still supported, but through feedback that is kept distinct from the content mark. This keeps assessment valid and gives the learner useful information about both dimensions.

Question 31Knowledge of CLIL and principles of CLIL

In pair work, CLIL learners often ask each other 'What does that mean?', repeat a partner's words and rephrase their own. According to the interaction hypothesis, the main value of this is that:

  1. learners make input comprehensible and notice language gaps Correct answer.
  2. learners avoid using their first language during group work
  3. the teacher reduces the amount of teacher talk in the lesson
  4. learners practise accurate pronunciation of subject terms

Explanation

The interaction hypothesis holds that when learners negotiate meaning through clarification requests, repetition and reformulation, input becomes comprehensible and learners notice gaps in their own language. These negotiation moves are the mechanism through which interaction supports acquisition. The focus is on meaning-making, not on eliminating the first language or on pronunciation drill.

Question 32Knowledge of CLIL and principles of CLIL

A teacher plans three stages: (1) match key terms to definitions, (2) use the terms to label a diagram, (3) explain the process to a partner. This sequence mainly shows:

  1. an increase in the amount of teacher talk
  2. a reduction in cognitive challenge across the lesson
  3. a shift from supported recognition to production Correct answer.
  4. a move from summative to formative assessment

Explanation

The sequence begins with recognition of terms in a tightly supported matching task and ends with learners producing an explanation themselves. This gradual removal of support while language demand rises is a characteristic CLIL scaffolding pattern. Cognitive challenge increases rather than decreases, because explaining is more demanding than matching.

Question 33Knowledge of CLIL and principles of CLIL

Which statement best distinguishes CLIL from a total immersion programme?

  1. CLIL classes are always taught by native speakers of the second language.
  2. CLIL usually covers only some subjects in the second language. Correct answer.
  3. CLIL learners study the whole curriculum through the second language.
  4. CLIL gives no attention to the development of the second language.

Explanation

In CLIL the second language is the medium for a limited part of the curriculum, often one or two subjects, while content mastery remains the priority. Total immersion, by contrast, delivers the whole or most of the curriculum through the second language with substantial exposure time. Both approaches aim to develop the second language, so the amount of curriculum taught through it is the clearest distinguishing feature.

Question 34Knowledge of CLIL and principles of CLIL

A teacher sets a task that introduces a new concept through a dense academic text, with no glossary, model answer or worked example. According to CLIL principles, the main risk is that:

  1. the teacher will have to spend too much lesson time on the plenary
  2. learners will find the task too easy and lose interest in the topic
  3. learners will learn the new vocabulary much too quickly to remember it
  4. unfamiliar language stops learners from showing their understanding Correct answer.

Explanation

CLIL planning requires high cognitive challenge to be matched with adequate language support so that language demand does not mask content understanding. When both the concept and the language are new and unsupported, learners may fail the task for linguistic rather than conceptual reasons. Providing glossaries, models or graphic organisers keeps the challenge high while making the content accessible.

Question 35Lesson planning

In a CLIL lesson plan, which of these is a content aim rather than a language aim?

  1. Students will practise pronouncing key terms accurately.
  2. Students will explain how volcanoes erupt. Correct answer.
  3. Students will learn ten words for rock types.
  4. Students will use the past passive to describe eruptions.

Explanation

Content aims describe the subject knowledge or skills learners should develop, such as explaining a scientific process. Language aims describe the vocabulary, grammar or pronunciation learners will work with. Explaining how volcanoes erupt is a subject-learning outcome.

Question 36Lesson planning

Which set lists the four elements of the 4Cs planning framework used in CLIL?

  1. Content, Competence, Creativity, Culture
  2. Content, Communication, Cognition, Culture Correct answer.
  3. Content, Curriculum, Communication, Cognition
  4. Communication, Collaboration, Critical thinking, Creativity

Explanation

The 4Cs framework asks teachers to plan for content (subject knowledge), communication (language), cognition (thinking skills) and culture (awareness of self and others). These four elements are meant to be integrated within a single lesson or unit. The other lists swap in terms that are not part of the framework.

Question 37Lesson planning

In CLIL planning, "language of learning" refers to:

  1. the grammar syllabus followed in English lessons
  2. the language students already know from previous years
  3. the subject vocabulary and structures needed for the topic Correct answer.
  4. the classroom phrases students use to organise group work

Explanation

"Language of learning" is the subject-specific vocabulary, phrases and structures that carry the topic content, such as "evaporation" or "rises into the air". It is identified from the content, not from a general grammar syllabus. Classroom management language belongs to a different category.

Question 38Lesson planning

What is the main purpose of an activation stage at the start of a CLIL lesson?

  1. to give students a quiet reading period
  2. to present all of the new subject vocabulary to the class
  3. to assess students formally for a grade
  4. to link new content to what students already know Correct answer.

Explanation

An activation stage draws out existing knowledge and experience so that new content has something to attach to. It also gives the teacher information about gaps and misconceptions before the main input. Presenting vocabulary, formal grading and silent reading serve different purposes.

Question 39Lesson planning

Which item belongs in the "anticipated problems" section of a CLIL lesson plan?

  1. Students may confuse "mass" with "weight". Correct answer.
  2. The lesson lasts 50 minutes.
  3. The classroom has an interactive whiteboard.
  4. Students will work in pairs for task 2.

Explanation

The anticipated problems section records likely content, language or learning difficulties and how the teacher will respond to them. A predicted conceptual confusion such as mass versus weight fits here. The other statements describe procedure, timing or facilities.

Question 40Lesson planning

A well-written learning outcome for a CLIL lesson should:

  1. state what students will be able to do Correct answer.
  2. describe the teacher's actions in detail
  3. name the textbook pages to be covered
  4. list every activity in the lesson in order

Explanation

A learning outcome describes observable learner achievement, usually in terms of what students can do or produce by the end. It can then be used to check whether the lesson succeeded. Activity lists, teacher actions and page references describe means rather than outcomes.

Question 41Lesson planning

In the into–through–beyond planning model, what does the "beyond" stage involve?

  1. correcting errors from earlier tasks
  2. reading the main text of the lesson
  3. applying new content in a new context Correct answer.
  4. introducing the topic for the first time

Explanation

The model moves from introduction, through engagement with the core content, to application and transfer. In the "beyond" stage learners use what they have learned in a fresh situation or task. Error correction can happen at any stage and is not the defining feature of this phase.

Question 42Lesson planning

Which of these is an example of scaffolding in a CLIL lesson?

  1. testing students without prior practice
  2. providing a writing frame with starters Correct answer.
  3. removing all support to raise challenge
  4. asking students to copy the whole text from the board

Explanation

Scaffolding is temporary support that lets learners complete a task they could not yet do alone, such as frames, models, glossaries or guided questions. It is gradually withdrawn as competence grows. Copying and unsupported testing do not provide structured support.

Question 43Lesson planning

"Language for learning" in a CLIL lesson is best described as:

  1. the key subject terms defined in the glossary
  2. the target language of the textbook grammar section
  3. the language students need to manage classroom tasks Correct answer.
  4. the grammar structures that will be tested in the final exam

Explanation

"Language for learning" covers the functional classroom language learners need to operate in the lesson, such as asking for clarification, agreeing, or explaining a problem. It differs from the subject vocabulary that carries the content. Exam grammar and textbook grammar sections are separate matters.

Question 44Lesson planning

Following Cummins, which task is likely to be the most cognitively demanding for CLIL learners?

  1. labelling a picture using a word bank
  2. interpreting an abstract diagram without context Correct answer.
  3. copying definitions from the board
  4. matching words to pictures with a partner in class

Explanation

Cummins describes tasks in terms of cognitive demand and contextual support. A task that requires abstract reasoning with little contextual support sits in the most demanding quadrant. Tasks with pictures, word banks or copying provide context or low challenge.

Question 45Lesson planning

A CLIL teacher wants to increase the cognitive challenge of a task about the water cycle. Which task best achieves this?

  1. students repeat the stages after the teacher
  2. students judge which water-saving method works best Correct answer.
  3. students match five terms to their definitions
  4. students copy a labelled diagram of the water cycle from the board

Explanation

Judging and evaluating require higher-order thinking, which raises cognitive challenge while still working with the same content. Copying, repeating and matching are lower-order activities that mainly involve recall or recognition. Challenge is increased by the thinking the task demands, not by the amount of writing.

Question 46Lesson planning

Which strategy best supports comprehension when learners must read a demanding subject text in a CLIL lesson?

  1. replacing the text with a general English story book
  2. asking students to read faster to finish on time
  3. reading the whole text aloud while students follow along quietly
  4. dividing the text into short sections with subheadings Correct answer.

Explanation

Modifying input by chunking the text and adding subheadings reduces the language load while keeping the subject content intact. Comprehension support should preserve the content and make its structure visible. Speed pressure, unrelated texts or passive listening do not achieve this.

Question 47Lesson planning

In a mixed-ability CLIL class, which approach best differentiates support for the same content?

  1. letting students choose whether to take part
  2. asking weaker students to skip the practical task
  3. giving some students a glossary and frames Correct answer.
  4. setting different subject content for each group

Explanation

Differentiation in CLIL usually keeps the content objective constant and varies the language and learning support provided. Glossaries, frames and models allow all learners to engage with the same subject matter. Changing the content, removing tasks or making participation optional undermines the shared objective.

Question 48Lesson planning

Why might a CLIL teacher plan a jigsaw activity with information gaps?

  1. so students exchange information and negotiate meaning Correct answer.
  2. to reduce the amount of speaking in the lesson
  3. to check students' memory of the content taught in the previous lesson
  4. to keep students working alone without support

Explanation

In a jigsaw, each learner holds part of the information and must communicate it to complete the whole task. This creates a genuine reason to speak, listen and clarify meaning. It is an interactive task, not a silent or individual one.

Question 49Lesson planning

A textbook text on ecosystems is too dense for your class. Which adaptation is most appropriate for CLIL?

  1. translate the whole text into the students' first language
  2. keep the text but remove all visuals to save space
  3. delete the text and replace it with a grammar drill
  4. add a glossary and simplify the sentence structure Correct answer.

Explanation

Appropriate adaptation keeps the subject content and makes the language more accessible through glossaries, shorter sentences and clearer structure. This preserves the cognitive challenge while lowering the linguistic barrier. Removing content or visuals, or translating everything, does not develop the target language.

Question 50Lesson planning

Which is an example of assessment for learning built into a CLIL lesson plan?

  1. a final written test at the end of the unit
  2. a graded presentation given only to the teacher alone
  3. a national exam taken at the end of the year
  4. a peer check against success criteria mid-task Correct answer.

Explanation

Assessment for learning happens during learning and is used to move learners forward, often through peer or self-assessment against clear criteria. It informs the next steps rather than only recording a result. Tests at the end of a unit or year are summative.