TKT CLIL Language
In association with Cambridge ESOL we are delighted to bring you a new series on 'Language for CLIL'. Each month Kay Bentley will focus on one item in the TKT: CLIL Glossary, explaining - with examples - what the term means and why it is important in the CLIL context.
Not familiar with some of the CLIL terms you hear?
Want to feel more confident using the appropriate language in your CLIL lessons?
This series of short articles will explain and demystify some of the CLIL terms and help you to feel more confident in your lessons. Each article ends with tips for teachers who are preparing for the Teacher Knowledge Test (TKT) CLIL module.
For more information about the TKT: CLIL please go to the Cambridge ESOL TKT website. Read an interview with Kay about the TKT:CLIL and the benefits of taking it for teachers.
For more help with subject specific vocabulary have a look at the resources in the Vocabulary section.
Inside TKT CLIL Language
TKT: Accommodation strategies
Author: Kay Bentley Type: Article
In the final article of this series, Kay Bentley looks at how we can best support learners both before and during tests.
TKT: Performance assessment
Author: Kay Bentley Type: Article
In the eleventh article in this series, Kay Bentley highlights the benefits of performance assessment and provides examples of where it can be applied.
TKT: Differentiation
Author: Kay Bentley Type: Article
In the tenth article in this series, Kay Bentley explores the many forms of differentiation and their effect on the CLIL classroom.
TKT: Activating prior knowledge
Author: Kay Bentley Type: Article
In the ninth article in this series, Kay Bentley discusses and suggests ways of allowing students to demonstrate what they already know about a subject.
TKT: Feature identification
Author: Kay Bentley Type: Article
In the eighth article in this series, Kay Bentley explains how feature identification can be used as a task. Feature identification is not only helpful for the understanding of subject knowledge but also for identifying text types.
TKT: Wait time
Author: Kay Bentley Type: Article
In the seventh article in this series, Kay Bentley discusses why wait time is an important issue in the CLIL classroom.
TKT: Carroll diagram
Author: Kay Bentley Type: Article
In the sixth article in this series, Kay Bentley looks at Carroll diagrams. These are excellent tools to help learners develop subject vocabulary knowledge and logical thinking skills.
TKT: A recount
Author: Kay Bentley Type: Article
In the fifth article in her series, Kay Bentley explores the term recount and the importance of differentiating text types and genres.
TKT: The fourth ‘C’
Author: Kay Bentley Type: Article
Drawing on the ‘4Cs' of CLIL, the fourth article in the series of Language for CLIL looks at the importance of culture and it’s role in the CLIL curriculum.
TKT: Code switching
Author: Kay Bentley Type: Article
Third in the series on Language for CLIL. What is code-switching and what are the benefits for students in the CLIL classroom?
TKT: LOTS and HOTS: Lower Order Thinking Skills and Higher Order Thinking Skills
Author: Kay Bentley Type: Article
Second in the series Language for CLIL. What exactly are 'Lower Order' and 'Higher Order' thinking skills'? How can I teach them? Why is it important for CLIL teachers to be aware of the cognitive hierarchy of questions?
TKT: Content-obligatory language
First in the new series on Language for CLIL. What is content-obligatory language and how does it affect my CLIL teaching? What do I need to know about content-obligatory language for the TKT: CLIL?