TKT: CLIL study plan
TKT: CLIL · Give each week a clear focus.
8 weeks · About 6 hours per week
Knowledge of CLIL and principles of CLIL
Define CLIL and contrast it with content-based instruction, immersion and traditional EFL teaching
Distinguish BICS from CALP and supply one subject-specific example of each
Label the 4Cs (content, communication, cognition, culture) in two sample CLIL lesson descriptions
Classify 20 core CLIL terms (scaffolding, comprehensible input, translanguaging, output) in your own words
Explain how Cummins' context/cognitive-demand quadrant applies to three task types
Your checkpoint
A one-page CLIL glossary of 20 terms with your own examples, plus a 4Cs audit table for two lessons
Knowledge of CLIL and principles of CLIL & Lesson planning
Analyse a content syllabus unit and identify the language of, for and through learning
Write three matched sets of content, language and learning-skills objectives for that unit
Sequence the unit into six lessons showing rising cognitive demand using a taxonomy such as Anderson's
Justify three planning decisions in 100 words using named CLIL principles
Your checkpoint
A completed 4Cs planning grid for a real subject unit, including objective sets and a six-lesson sequence
Lesson planning & Planning and preparing CLIL materials
Draft a 45-minute CLIL lesson plan with content, language and learning outcomes plus stage timings
Select authentic subject materials and annotate them for linguistic and cognitive demand
Design three scaffolds (model, writing frame, word bank) matched to the demands you identified
Anticipate five learner difficulties and plan a specific response to each
Your checkpoint
A full lesson plan with annotated materials and scaffolds, checked against a 12-point CLIL planning checklist
Teaching strategies
Demonstrate four scaffolding strategies (modelling, bridging, contextualising, schema building) in a ten-minute micro-teach
Formulate eight higher-order questions and four concept-checking questions for one topic
Apply a noticing activity to a short subject text and record what learners should notice
Evaluate your micro-teach against a self-assessment checklist and list three concrete changes
Your checkpoint
A recorded or peer-observed ten-minute micro-teach plus a written self-evaluation with three revisions
Managing the learning environment
Compile 30 classroom-language phrases for instructions, transitions, grouping and praise suited to CLIL
Plan three interaction patterns for one lesson and state the purpose of each
Write a rationale for when to permit L1/translanguaging and when to push for L2 output
Design routines that build learner autonomy, such as a resource corner or self-access word wall
Diagnose four common CLIL management problems and match a strategy to each
Your checkpoint
A 30-item classroom-language phrase bank plus a one-page interaction and grouping plan with rationale
Planning and preparing CLIL materials
Adapt one textbook page into a CLIL-ready version by simplifying syntax, adding visual support and preserving cognitive challenge
Create a graphic organiser that supports both the content and the target language of that page
Design three DARTs (directed activities related to text) for a subject text
Evaluate two candidate materials against a six-criteria CLIL checklist and rank them
Your checkpoint
A materials pack containing the adapted text, one graphic organiser, three DARTs and a completed evaluation checklist
Assessing learners
Distinguish assessment of content from assessment of language across four sample tasks
Write a two-dimensional rubric with separate content and language criteria for a project
Design three formative assessment techniques (exit ticket, concept map, peer feedback) for one lesson
Plan feedback moves using a correction code that does not penalise content accuracy
Draft five test items at different cognitive levels with an answer key
Your checkpoint
An assessment plan for one unit: three formative techniques, a dual-criteria rubric and five test items with key
Knowledge of CLIL and principles of CLIL & Lesson planning & Managing the learning environment & Teaching strategies & Planning and preparing CLIL materials & Assessing learners
Complete a full timed TKT: CLIL mock paper under exam conditions
Analyse every wrong answer and map it to its domain in a 15-item error log
Re-teach your two weakest areas using self-made summary sheets
Consolidate one one-page formula sheet per domain covering key terms and distinctions
Your checkpoint
A recorded mock score at 80% or above plus a 15-item error log with a corrective action against each entry
Milestones
Week 2: Explain all 4Cs and the language of/for/through distinction aloud from memory in under five minutes, with the completed unit planning grid in your portfolio
Week 4: Score 70% or higher on a self-made 30-item quiz covering domains 1, 2 and 4, and hold a finished lesson plan plus micro-teach evidence
Week 6: Produce a complete materials pack for one unit and justify each adaptation choice in writing using domain 5 criteria
Week 8: Achieve 80% or higher on a full timed mock paper with every error logged, categorised by domain and paired with a revision action