Centre NumberCandidate Number

Candidate name

UNIVERSITY OF CAMBRIDGE ESOL EXAMINATIONSEnglish for Speakers of Other Languages

004

TEACHING KNOWLEDGE TESTCONTENT AND LANGUAGE INTEGRATED LEARNING

Sample Test
1 hour 20 minutes

Additional material:
Answer sheet

TIME

1 hour 20 minutes

INSTRUCTIONS TO CANDIDATESDo not open this question paper until you are told to do so.
Write your name, Centre number and candidate number on your answer sheet if they are
not already there.
Read the instructions for each part of the paper carefully.
Answer all the questions.
Read the instructions on the answer sheet.
Mark your answers on the answer sheet. Use a pencil.
You must complete the answer sheet within the time limit.
At the end of the test, hand in both the question paper and the answer sheet.
INFORMATION FOR CANDIDATESThere are 80 questions on this paper.
Each question carries one mark.

© UCLES 2010

TKT: Content and Language Integrated Learning

2
For questions 1 – 7, match the classroom activities with the main aims of CLIL listed A – D.
Mark the correct letter (A – D) on your answer sheet.
You will need to use some of the options more than once.

Main aims of CLILA

to focus on content vocabularyB

to develop communication skills

C

to develop cognitive skills

D

to raise awareness of citizenshipClassroom activities
1

Learners discuss in groups how they set up their science experiments.

2

Learners find out about different ways to reuse materials.

3

The teacher highlights the parts of a river from a geography text which the learners havejust read.

4

In pairs, learners present their technology projects using PowerPoint.

5

Learners classify plants according to several criteria.

6Learners predict the outcome of an electricity experiment.

7

Learners do a web search to see how to clean up a local pond.

3For questions 8 – 13, look at the tasks and the three possible areas of language listed A, B and C.
Two of the areas of language are central to the tasks. One of the areas of language is NOT.
Mark the area of language which is NOT central on your answer sheet.

8For writing about an experiment on gravity the learners did in the labABC

9For writing a quiz on ‘Facts about Whales’ABC10

adverbs of frequency
language for checking answers
singular and plural forms of nouns

For taking part in a class discussion speculating about the climate in the futureABC13

reported speech
conjunctions of time
impersonal pronouns

For working in groups to label parts of the bodyABC

12exclamations
question forms
the present tense

For designing a poster describing the digestive processABC11

the past tensecomparative forms
question tags

modal verbs expressing possibility or probability
vocabulary for expressing feelinglanguage for expressing opinionsFor reconstructing a text on how glass is madeABC

passive forms
sequencing words
superlative forms

4For questions 14 – 19, match the teacher’s questions with the main thinking skills they aim to develop
listed A, B and C.
Mark the correct letter (A, B or C) on your answer sheet.
You will need to use some of the options more than once.

Main thinking skills
AreasoningBcreative thinking

Cevaluating

Teacher’s questions
14

How would you assess the different rhythms you heard played on the percussion
instruments?

15

According to the graph, which is the city with the highest rainfall?

16

Who do you think are the most interesting characters in the historical biography?

17

Which features would you like to have in your ideal ecological school?

18

What new sport would you invent which could be played in space?

19

Which Prime Minister behaved responsibly during the talks on the peace process?

5For questions 20 – 25, match the instructions with the learning skills listed A, B and C.
Mark the correct letter (A, B or C) on your answer sheet.
You will need to use some of the options more than once.

Learning skills
A

locating information

B

organising informationC

communicating information

Instructions
20

Listen to the music then beat out the rhythm to your partner.

21

Do a web search to help you find out how rubbish is recycled in different countries.

22

Decide which data to put on the x axis of the graph.

23

Put the pictures in order of the life cycle.

24

Use any classroom resources to discover if there are any birds which can’t fly.

25

Show your example of 15th-century Italian art and explain four of the symbols in it.

6For questions 26 – 31, match the extracts from a geography lesson plan with the lesson planheadings listed A – G.
Mark the correct letter (A – G) on your answer sheet.
There is one extra option which you do not need to use.

Extracts

Lesson plan headings

26

To be able to explain how rivers are formed

ASyllabus fit

27

Identifying processes, identifying cause andeffect, predicting consequences

B

Target language

28

A model of mountains and a valley, a tub ofwaterC

Intended learning outcomes

DProcedure

EThinking skills

29

We have studied how rain affects different
soils (sand, clay, rock etc) and next lesson
we will go on a trip to study our local river.

30

A valley, it cuts through, an estuary, it runs
down/towards, steep, deep, it wears awayF

Teacher’s personal aims

31

Learners take it in turns to pour water onto the tops of the model mountains, andthen describe what happened and will
happen to it.

GResources

7For questions 32 – 38, match the visual organisers with their names listed A – H.
Mark the correct letter (A – H) on your answer sheet.
There is one extra option which you do not need to use.

Visual organiser names
A

thought bubble

Bcolumn table

C

Carroll diagramD

pie chart

EVenn diagram

Fbar chart

G

cycle

H

tree diagram

Visual organisers
32
Warm
down

Warm
up

Play
game

Ball
Practiceanswer33

answerVegetables

root

stem

leaf

8

34

bread
pasta
rice
potatoesanswerFood

Drink

Naturalappleswater

Manufactured

pasta

coke

35

36

20
15
apples10orangesbananas50

answer37

How often do you…

MeFriend 1

go swimming?
play tennis?
do gymnastics?
38

indoor sports

outdoor sports
answerwater sports

Friend 29For questions 39 – 44, match the ways of focusing on content with the examples from acoursebook listed A, B and C.
Mark the correct letter (A, B or C) on your answer sheet.
You will need to use some of the options more than once.

Coursebook examples
ABC

What are teeth for?

An adult has 32 teeth.

What kinds of teeth arethere?

These are three types:

Make a drawing of yourfriend’s teeth.

•Incisors cut food•Canines tear food

•Molars crush andgrind foodColour:red: incisors
blue: canines
green: molars

There are 8 incisors, 4canines and 20 molars.
Adapted from: Science 3 (2006) Madrid: Richmond Santillana (sample materials)

Ways of focusing on content
39

variety of font styles

40

activating prior knowledge

41

classification task

42

personalisation

43

repetition of key vocabulary

44

encouraging production of the target language

10
For questions 45 – 50, match the science activities with the examples of activity types listed A – G.
Mark the correct letter (A – G) on your answer sheet.
There is one extra option which you do not need to use.

Activity types
A

classifying

Bmatching

CorderingD

odd one out

ElabellingF

information transferGword completion

Science activities
45

Read the text then add the key words to the diagram of the ear.

46

Look at the description again. Number the stages as they occur in the design process.

47

There are three states of matter: s _ _ _ _ , l _ _ _ _ _ and g _ _ .

48

Put the materials into the correct column.
animalmineralplant

49

Listen to the recording about planets and complete the table in your coursebook.

50

Draw a line from the adjectives to the definitions.
1.
2.
3.
4.

fragiletransparent
flexiblewaterproofa.
b.
c.
d.

it bends
it doesn’t absorb liquid
it can be seen throughit breaks easily

11For questions 51 – 57, match the teacher’s language with its teaching purpose listed A – H.
Mark the correct letter (A – H) on your answer.
There is one extra option which you do not need to use.

Teaching purposesA

giving a practical demonstrationBdeveloping learner independenceC

activating prior knowledge

Dencouraging use of first languageE

pre-teaching vocabularyFdeveloping communicative skills

Ggiving feedbackHproviding a language support frame

Teacher’s language
51

Let’s brainstorm together different ways of recording information.

52

These are called databases. This is Excel. These are known as column graphs.

53

Discuss with a partner which of the databases will be the most effective for presenting
average monthly temperatures.

54

Look at the screen as I explain. Open Excel. Click on the Chart Wizard button and using
Column graph, write the temperatures. Click Finish to see the graph. Now you try.

55

Complete these sentences using the information from your graph.
January was _________________________________________ month.
July and August were ___________________________________ months.
November wasn’t ______________________________________ month.

56

Use the internet to find the average monthly temperatures in two cities, one in Europe andone in Asia. Put the information into a spreadsheet using Excel.

57

You’ve missed out a column on your spreadsheet. Look at it again and tell me what it is.

12For questions 58 – 64, match the learners’ language with the scaffolding strategies they use duringgroupwork listed A, B and C.
Mark the correct letter (A, B or C) on your answer sheet.
You will need to use some of the options more than once.

Scaffolding strategiesA

giving positive feedbackB

breaking a task down into steps

C

reminding the group of the aim of a task

Learners’ language
58

The first thing we have to do with the data is decide which criteria we’ll use to sort it into
different columns.

59

The weather map we've drawn should really help us with our homework.

60

We need to work out the fractions without using a calculator.

61

So the idea is to find out which material is the strongest, OK?

62

Right, we must make sure we’ve saved our results on the spreadsheet before we go on.

63

Come on. What we have to do is identify the healthiest food, not the three healthiest foods.

64

The pie chart’s accurate but you need to add a title.

13For questions 65 – 70, match the teaching instructions to the learning strategies listed A – G that they
aim to develop.
Mark the correct letter (A – G) on your answer sheet.
There is one extra option which you do not need to use.

Learning strategies
Asetting learning goals

Busing visual prompts to aid memoryCfacilitating auditory learningD

identifying key informationErisk-taking

Forganising learningGseeking clarification

Teaching instructions
The teacher tells the students to…
65

divide their maths notebooks into separate sections for different topics.

66

write the key words in their geography notebook and illustrate them.

67

ask for help whenever they have not understood how to record data on graphs.

68

write a list of the things they want to achieve in economics by the end of term.

69

express their ideas about protecting the environment even when they are not sure of all theEnglish words.

70

read their ‘Keep Healthy’ advertisements aloud to themselves at home.

14For questions 71 – 75, match the assessment activities with the types of assessment listed A – F.
Mark the correct letter (A – F) on your answer sheet.
There is one extra option which you do not need to use.

Types of assessment
A

The teacher is assessing the learners’ language skills.

B

The teacher is assessing the learners’ understanding of content.

C

Each learner is self-assessing his or her own language skills.

D

Each learner is self-assessing his or her own understanding of content.

E

Learners are assessing each other’s language skills.

F

Learners are assessing each other’s understanding of content.

Activities
71

The learners are looking through their notebooks and answering questions to find out what
they know and don’t know about population growth.

72

The learners have written sentences using comparative forms which the teacher is nowmarking.

73

Learners are conducting interviews about what they did last week and making a note of
their partner’s use of sequencing words.

74

Each learner is re-reading a biography they have written for homework before handing it into the teacher. They are checking whether it is well-paragraphed and has a clear
introduction and conclusion.

75

The learners have written some quiz questions about historical events they studied thisterm and are now talking in groups, asking each other their questions.

15For questions 76 – 80, match the language problems a teacher can face when writing a CLIL test withthe possible support strategies listed A – F.
Mark the correct letter (A – F) on your answer sheet.
There is one extra option which you do not need to use.

Support strategies
A

Paraphrase parts of the instructions.

B

Use texts that motivate the learners.

C

Let learners use some L1.

D

Include a diagram of the text.

E

Allow learners more time.

F

Include a glossary.

Language problems76

Learners may not understand the general structure of a population report.

77

Learners may not understand key words in the report about the electricity experiments.

78

Learners may not understand what they need to do in answering the maths problems.

79

Learners may not have enough English to write full sentences for the economics questions.

80

Learners often take longer to process both content and target language when reading
several long history texts.

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