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 help with subject specific vocabulary have a look at the resources in the Vocabulary section.
Inside TKT CLIL Language
In the final article of this series, Kay Bentley looks at how we can best support learners both before and during tests.
In the eleventh article in this series, Kay Bentley highlights the benefits of performance assessment and provides examples of where it can be applied.
In the tenth article in this series, Kay Bentley explores the many forms of differentiation and their effect on the CLIL classroom.
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.
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.
In the seventh article in this series, Kay Bentley discusses why wait time is an important issue in the CLIL classroom.
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.
In the fifth article in her series, Kay Bentley explores the term recount and the importance of differentiating text types and genres.
Drawing on the ‘4Cs' of CLIL, the fourth article in the series of Language for CLIL looks at the importance of culture and its role in the CLIL curriculum.
In the third article of the series, Kay Bentley covers code-switching and explores the benefits for students in the CLIL classroom.
In the second article of her series on language for CLIL, Kay Bentley explains what 'Lower Order' and 'Higher Order' thinking skills' are and how they should be taught.
In the first part of her series on language for CLIL, Kay Bentley explains what content-obligatory language is, how it affects CLIL teaching and what do you need to know about content-obligatory language for TKT: CLIL.