TKT: CLIL Part 1: Language across the curriculum – trainer’s notes

Description
The aim of the activity is to raise awareness of the grammatical structures which learners will
hear, read, speak and write for their particular subjects. Participants play a game in order to
identify language forms used across the curriculum and decide why they are used in the
contexts described.

Time required: 50 minutes

Materials • Participant’s Worksheet 1 (bingo cards for 6 groups)
required: • Sample task (one for each participant)
Aims: • to know about language features used in CLIL subjects
• to be able to identify language features in sentences
• to be aware of language features used in participants’ subjects

Procedure
1. Before the session, copy Participant’s Worksheet 1 so there is one card for each
group of 3 participants. If possible, each group should have a different card. Copy the
12 teacher’s cards in the Answer Key and cut them up. Copy the Sample Task for
each individual.
2. Write on the board: Food is chewed before it is swallowed. Underline ‘is chewed’ and
‘is swallowed’. Ask participants to identify the words underlined (passive forms) and
then ask why passive forms are used (for formal, impersonal language to describe a
process). This is one of the language features which is tested in TKT: CLIL.
3. Explain they are going to play a CLIL bingo game in groups of 3 to identify language
features. Examples of language features tested in Part 1 of TKT: CLIL will be read
out. (There are 4 examples of each feature on different cards so wait until all four are
identified.)
4. Hand out one card to each group of 3 participants. Tell them you will read out a
language feature, they look at their card and decide if they have an example of it
underlined on their card. (See Key below for the list of language features.) If so, one
of the group puts up their hand and, when asked, reads it out. The other groups listen
to check if it is correct. If it is correct, the group who put up their hand can tick the
sentence. The first group(s) to have all the features calls out ‘CLIL bingo’. Explain
there are four different examples of each feature.
5. Tell participants that in this TKT: CLIL syllabus area, ‘language across the
curriculum’, they will be tested on their knowledge of language features including
grammatical structures. Hand out the Sample Task. They do it individually then
compare their answers with a partner.
6. Check answers together (see Key below).
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 7. Plenary. Round up to summarise points covered. Ask participants:
• What is the TKT CLIL Module syllabus area for this lesson? (language
across the curriculum)
• Which features of language do you use in your subject area? Which do
learners find most difficult? (allow participants to share ideas)
• How can you prepare for this section of the test? (Look at the language
section in the TKT CLIL Handbook and in the TKT Glossary. Check that you
are familiar with the features and their uses.)

Additional information
• For TKT: CLIL, language across the curriculum includes:
• the use of • past and • comparative • modal verbs • personal and
present future forms and for impersonal
superlatives expressing pronouns
ability
• deduction • obligation • permission • prediction • preference
• possibility • probability • prohibition • speculating • conditionals
• passive • imperatives • questions • reported • certainty
forms speech
• time • connectors • collocations • synonyms • opposites
expressions
This list is in the TKT: CLIL Handbook on page 6.
• See TKT: CLIL handbook page 11 questions 8–13 for a further example of a test
from Part 1: Language across the curriculum
• The TKT: CLIL Handbook is available to download at
http://www.cambridgeesol.org/resources/teacher/tkt.html
• See also link to further TKT: CLIL materials at www.cambridge.org/elt/tktclil

Suggested follow-up ideas

• Teachers also need to help learners ‘notice’ these structures so that learners can
produce them as they communicate subject knowledge.

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TKT: CLIL Part 1: Language across the curriculum – answer keys

Key to Procedure Step 4

Language features for CLIL Bingo

present forms modal verbs of possibility

past forms modal verbs of obligation

future forms reported speech

passive forms sequencing adverbs

conditional forms connectors

comparative forms collocations

Key to Participant’s Worksheet 1

Present forms A solar eclipse happens when the moon moves between the
earth and the sun.
Look carefully at how the solution is changing.
The teams are taking part in an inter-school contest this term.
Separate the solids from the liquids then record your results.
Past forms Hundreds of years ago people fought hard for equal rights in
many parts of the world.
Some species of animals adapted to dry conditions.
The town had changed before the rise in tourism.
Demand was rising and profits were growing.
Future forms The leaders will sign the document next week.
The average temperatures are going to be higher.
The musician is performing tomorrow night.
The science lab closes in half an hour.
Passive forms Each area was controlled by a governor.
Forests were being cut down so timber industries were
criticised.
The Earth’s crust is divided into different plates.
Some harmful substances are being thrown into rivers.

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Conditional forms Unless you add more shadow, the drawing will be quite flat.
Trade would be better if the leaders had started negotiating.
The information could be used if the data was accurate.
If you put salt onto watercolour paint, the salt soaks up the
colour.
Comparative forms The graph on the right is drawn more clearly than the one on
the left.
This data is just as accurate as the first set you presented.
Organic products are often more expensive than non-organic
ones.
Some plastics are not as strong as others.
Modal verbs of possibility Sometimes it can be done without breaking but you have to be
careful using glass.
The water may be cleaner now.
Customers might be attracted by the local produce on sale.
The gold could provide evidence of an ancient civilisation.
Modal verbs of obligation You must wear sports shoes in the gym.
Backup files should be on a different storage medium to the
main files.
You ought to clean up all the lab equipment after you use it.
I must remember to log off from the school computer.
Reported speech The teacher suggested that they estimate the amounts before
using calculators.
The scientist informed them that progress was being made to
reduce pollution.
We were told that our senses are affected by the noise and light
we experience.
The referee warned the player to stop pushing his opponent.
Sequencing adverbs Once a leader is appointed, a government is formed and
eventually laws are passed.
First, the water evaporates, and afterwards it condenses.
Before the lines dry, outline the shape then use pens to add
details.
Think of a rhythm. Next clap it to yourself and later to a partner.
Connectors Maps are two-dimensional whereas globes are spherical.

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 Either calculate the perimeters of the shapes or the areas.
Think of a rhythm. Next clap it to yourself and later to a partner.
Many people see zoos are prisons, however, others argue they
keep animals safe.
Collocations Take short breaks while using the computer as long term use
can cause health problems.
Pay attention to the instructions or you won’t be able to do the
experiment.
When you do exercise regularly, your mind and body will feel
better.
Don’t make mistakes when you you’re your calculations onto
the answer sheet.

Key to Sample Task

1 F 2 D 3 C 4 A 5 E

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TKT: CLIL Part 1: Language across the curriculum – Participant’s
Worksheet 1

Card 1

The graph on the The leaders will sign Some plastics are
right is drawn more the document next not as strong as
clearly than the one week. others.
on the left.

Hundreds of years
ago people fought
hard for equal rights
in many parts of the
world.
You ought to clean Take short breaks Sometimes it can be Each area was
up all the lab while using the done without controlled by a
equipment after computer as long breaking but you governor.
using it. term use can cause have to be careful
health problems. using glass.

Card 2

Forests were cut He asked if he A solar eclipse

down so timber should use a happens when the
industries were spreadsheet or a moon moves
criticised. calculator. between the earth
and the sun.

Once a leader is Unless you add more I must remember to

appointed, a shadows, the log off from the
government is drawing will look flat. school computer.
formed and
eventually laws are
passed.
Pay attention to the Maps are two-
instructions or you dimensional whereas
won’t be able to do globes are spherical.
the experiment.

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Card 3

The teacher The average

suggested that they temperatures are
estimate the amounts going to be higher.
before using
calculators.
Look carefully at how First, the water The Earth’s crust is
the solution is evaporates, and divided into different
changing. afterwards it plates.
condenses.

When you do Some species of The water may be

exercise regularly, animals adapted to cleaner now.
your mind and body dry conditions.
will feel better.

Card 4

Either calculate the The scientist Don’t make mistakes

perimeters of the informed them that when you’re copying
shapes or the areas. progress was being your calculations
made to reduce onto the answer
pollution. sheet.
The teams are taking Think of a rhythm.
part in an inter- Next clap it to
school contest this yourself and later to
term. a partner.

Trade would be Customers might be Separate the solids

better if the leaders attracted by the local from the liquids then
had started produce on sale. record your results.
negotiating.

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Card 5

The town had We were told that our The information

changed before the senses are affected could be used if the
rise in tourism. by the noise and light data was accurate.
we experience.

Some harmful This data is just as

substances are being accurate as the first
thrown into rivers. set.

The musician is You must wear Many people think

performing tomorrow sports shoes in the zoos are prisons.
night. gym. However, others
argue they keep
animals safe.

Card 6

The referee warned If you put salt onto Demand was rising
the player to stop watercolour paint, the and profits were
pushing his salt soaks up the growing.
opponent. colour.

Before the paint Organic products are The gold could

dries, outline the often more provide evidence of
shape then use pens expensive than non- an ancient
to add details. organic ones. civilisation.

Backup files should The science lab

be on a different closes in half an
storage medium to hour.
the main files.

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TKT: CLIL Part 1: Language across the curriculum – Sample Task

For questions 1 – 5, match the examples of language used across the curriculum with the
language features 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.

Language features

A past form
B future form
C passive form
D conditional form
E modal verb
F comparative form

Examples of language across the curriculum

1. Explain why a swimming pool appears to be shallower than its real depth.

2. The light goes on unless you need to change the battery.

3. The machine has been redesigned because of a problem with the amount of fuel it
uses.

4. In three years, the Black Death killed nearly one-third of the population of Europe.

5. Employers and employees should take reasonable care of their own and others’
safety.

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