Centre Number Candidate Number

Candidate name

UNIVERSITY OF CAMBRIDGE ESOL EXAMINATIONS

English for Speakers of Other Languages

TEACHING KNOWLEDGE TEST 004

CONTENT AND LANGUAGE INTEGRATED LEARNING SAMPLE PAPER

1 hour 20 minutes
Additional material:
Answer sheet
Soft clean eraser
Soft pencil (type B or HB is recommended)

TIME 1 hour 20 minutes

INSTRUCTIONS TO CANDIDATES
Write your name, Centre number and candidate number in the spaces at the top of this page.
Write these details on your answer sheet if they are not already printed.
Do not open this booklet until you are told to do so.
Answer all questions.
Mark your answers on the separate answer sheet. Use a pencil.
You may write on the question paper, but you must mark your answers in pencil on the answer
sheet. You will have no extra time for this, so you must finish in one hour and twenty minutes.
At the end of the test, hand in both the question paper and the answer sheet.

INFORMATION FOR CANDIDATES

Each question in this paper carries one mark.

This paper consists of 15 printed pages and 1 blank page.

© UCLES 2008 [Turn over

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For questions 1-7, match the classroom activities with the main aims of CLIL listed A, B, C or D.

Mark the correct letter (A, B, C or D) on your answer sheet.

You need to use some options more than once.

Main aims of CLIL

A to focus on content vocabulary

B to develop communication skills

C to develop cognitive skills

D to raise awareness of culture

Classroom activities

1 Learners discuss in groups how they set up their Science experiments.

2 Learners find out about different ways of celebrating spring festivals.

3 The teacher highlights the parts of a river from a Geography text which the class has just
read.

4 Learners give poster presentations about their group projects.

5 Learners classify plants according to several criteria.

6 Learners predict the outcome of an electricity experiment.

7 Learners do a web search to find out about traditional recipes for bread-making.
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For questions 8-13, look at the tasks and the three possible areas of language.

Two of the areas of language are central to the tasks. One of the areas of language is NOT central to
the task.

Mark the area of language which is NOT central on your answer sheet.

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

A the past tense

B comparative forms
C question tags

9 For writing a quiz on ‘Facts about Whales’

A exclamations
B question forms
C the present tense

10 For designing a poster describing the digestive process

A reported speech
B conjunctions of time
C impersonal pronouns

11 For working in groups to label parts of the body

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

12 For taking part in a class discussion speculating about the climate in the future

A modal verbs expressing possibility or probability

B vocabulary for expressing feeling
C language for expressing opinions

13 For reconstructing a text on how glass is made

A passive forms
B sequencing words
C superlative forms

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For questions 14-19, match the teacher’s questions with the main thinking skills they aim to develop,
listed A, B or C.

Mark the correct letter (A, B or C ) on your answer sheet.

Main thinking skills

A analysing

B creative thinking

C evaluating

Teacher’s questions

14 How do you know this animal is a rodent?

15 Which is the city with the highest rainfall, according to the graph?

16 Who do you think are the most interesting people in the story?

17 Which features would you have in your ideal car?

18 What would you do if you won an Olympic gold medal?

19 Which Prime Minister behaved responsibly?

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For questions 20-25, match the instructions with the learning skills listed A, B or C.

Mark the correct letter (A, B or C) on your answer sheet.

Learning skills

A locating information

B organising information

C communicating information

Instructions

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

21 Find three websites to help with your project on recycling rubbish.

22 Decide which information to put on the x axis of the graph.

23 Put the pictures in order of the life cycle.

24 Look in the library books and find two birds that can’t fly.

25 Show your picture and explain the symbols in it.

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For questions 26-31, match the extracts from a Geography lesson plan with the lesson plan headings
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

A Syllabus fit
27 Identifying processes, identifying cause and effect,
predicting consequences B Target language

C Intended learning outcomes

28 A model of mountains and a valley, a tub of water
D Procedure

29 We have studied how rain affects different soils E Thinking skills

(sand, clay, rock etc) and next lesson we will go on
a trip to study our local river. F Teacher’s personal aims

G Resources
30 A valley, it cuts through, an estuary, it runs
down/towards, steep, deep, it wears away

31 Children take it in turns to pour water on to the

tops of the model mountains, and then describe
what happened and will happen to it.
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For 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

B Column table

C Carroll diagram

D Pie chart

E Venn diagram

F Bar chart

G Substitution table

H Tree diagram

Visual organisers

32

play outside?
eat fruit?
How often do you drink water?
do a sport?
eat vegetables?

33
Vegetables

root stem leaf

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34

bread
pasta
rice
potatoes

35 Food Drink

Natural apples water

Manufactured pasta coke

36
20

15
apples
10 oranges
bananas
5

37 How often do you… Me Friend 1 Friend 2

go swimming?
play tennis?
do gymnastics?

38
indoor sports

outdoor sports water sports

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For questions 39-44, match the ways of focusing on content with the examples from a coursebook
listed A, B or C.

Mark the correct letter (A, B or C) on your answer sheet.

Coursebook examples

A B C
‘What are teeth for? An adult has 32 teeth. Make a drawing of your
What kinds of teeth are These are three types: friend’s teeth.
there?’ • Incisors cut food Colour:
• Canines tear food red: incisors
• Molars crush and blue: canines
grind food green: molars
There are 8 incisors, 4
canines 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

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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

B matching

C ordering

D odd one out

E labelling

F information transfer

G word 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 digestive process.

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

48 Put the materials into the correct column

animal mineral plant

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. fragile a. it bends
2. transparent b. it doesn’t absorb liquid
3. flexible c. it can be seen through
4. waterproof d. it breaks easily
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For 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 purposes

A giving a practical demonstration

B developing learner independence

C activating prior knowledge

D encouraging use of first language

E pre-teaching vocabulary

F developing communicative skills

G giving feedback

H providing 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 and
one 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.

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For questions 58-64, match the teachers’ language with the scaffolding strategies they use during
groupwork, listed A, B or C.

Mark the correct letter (A, B or C) on your answer sheet.

Scaffolding strategies

A giving positive feedback

B 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……

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.

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For 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

A setting learning goals

B using visual prompts to aid memory

C facilitating auditory learning

D identifying key information

E risk-taking

F organising learning

G seeking clarification

Teaching instructions

The teacher tells the students to…

65 divide their new Maths notebooks into separate sections for different topics.

66 write the new 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 the
English words.

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

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For 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
about what they know and don’t know about population growth.

72 The learners have written sentences using comparative forms which the teacher is now
marking.

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 in
to 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 this
term and are now talking in groups, asking each other their questions.
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For questions 76-80, match the language problems a teacher can face when writing a CLIL test with
the 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 Write instructions in L1.

B Use texts that motivate the learners.

C Let learners use their L1.

D Include a diagram of the text.

E Allow learners more time.

F Include a glossary in L1.

Language problems

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

77 Learners may not understand key words in the explanation of an electrical circuit.

78 Learners may not understand what they need to do in Maths problems.

79 Learners may not have enough English to write answers to 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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