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Key Facts: TKT: CLIL Exam

TKT: CLIL is a module of the Cambridge English Teaching Knowledge Test for teachers using a CLIL approach.

The TKT: CLIL paper has 80 objective questions answered in 1 hour 20 minutes (80 minutes).

Task types in TKT: CLIL include matching, multiple choice and odd-one-out, each worth one mark.

TKT: CLIL results are reported in four bands, from Band 1 (limited) to Band 4 (extensive knowledge).

The TKT: CLIL syllabus has four parts: knowledge of CLIL, lesson preparation, lesson delivery and assessment.

Coyle's 4 Cs framework (Content, Communication, Cognition, Culture) is central to the TKT: CLIL syllabus.

Candidates are advised to have at least CEFR B1 English, but no teaching qualification is required.

The official handbook allocates the 80 questions as 25 CLIL principles, 25 lesson preparation, 20 lesson delivery and 10 assessment.

TKT: CLIL is a Cambridge English teaching-knowledge module that tests teachers' understanding of Content and Language Integrated Learning across 80 objective questions in 80 minutes, scored in four bands rather than pass or fail.

Sample TKT: CLIL Practice Questions

Try these sample questions to review concepts for the TKT: CLIL exam. Each question includes a detailed explanation. Start the interactive quiz above for the full 125+ question experience with AI tutoring.

1In Coyle's framework, what do the 4 Cs of CLIL stand for?
A.Content, Comprehension, Coursework and Citizenship
B.Content, Communication, Cognition and Culture
C.Content, Curriculum, Competence and Confidence
D.Context, Communication, Creativity and Collaboration
Explanation: Coyle's 4 Cs framework is the central principle of CLIL: Content (subject matter), Communication (language learning and using), Cognition (thinking and learning processes) and Culture. The fourth C is sometimes called Citizenship or Community. All four must be integrated in a CLIL lesson.
2What does the abbreviation CLIL stand for?
A.Content Led Interactive Language
B.Content and Language Integrated Learning
C.Curriculum Linked Independent Learning
D.Communicative Language Instruction and Learning
Explanation: CLIL stands for Content and Language Integrated Learning, an approach in which a curricular subject is taught and learned through the medium of a second or additional language. Both the subject content and the target language are learning aims at the same time.
3In Cummins' distinction, what does BICS refer to?
A.Bilingual Integrated Curriculum Standards for subject teaching
B.Basic Instructional Classroom Strategies for teachers
C.Background Information for Cognitive Subjects in CLIL
D.Basic Interpersonal Communicative Skills used in everyday social conversation
Explanation: BICS stands for Basic Interpersonal Communicative Skills, the everyday, context-embedded social language learners acquire relatively quickly. Cummins contrasts BICS with CALP (Cognitive Academic Language Proficiency), the more demanding academic language needed for curricular subjects.
4In Cummins' framework, CALP (Cognitive Academic Language Proficiency) is best described as the language that is:
A.Cognitively demanding and needed to understand and produce academic subject content
B.Concerned only with correct pronunciation
C.Identical to a learner's first-language vocabulary
D.Used only in informal playground and social conversations
Explanation: CALP is the more cognitively demanding, often context-reduced academic language that learners need to access curricular content such as explaining a process or interpreting data. It typically takes much longer to develop than conversational BICS.
5A teacher asks learners to find out about attitudes to keeping fit in different societies. Which main aim of CLIL does this activity most clearly support?
A.Practising pronunciation drills
B.Testing grammar accuracy
C.Raising awareness of culture
D.Developing content vocabulary only
Explanation: Comparing attitudes across different societies develops intercultural awareness, which is the Culture strand of the 4 Cs. CLIL aims to raise awareness of culture and citizenship alongside content and language.
6Learners label a diagram of the digestive system. Which main learning objective does this activity primarily serve?
A.To develop intercultural awareness
B.To raise awareness of citizenship
C.To focus on content vocabulary
D.To practise persuasive writing
Explanation: Labelling a diagram requires learners to recall and apply subject-specific terms such as organ names, so its main objective is to focus on content vocabulary. This is a clear example of language across the curriculum supporting content learning.
7Learners discuss in groups how they set up their science experiments. Which main aim of CLIL does this best develop?
A.Communication skills
B.Content vocabulary only
C.Handwriting accuracy
D.Spelling memorisation
Explanation: Discussing experiments in groups requires learners to explain, agree, disagree and clarify, which develops communication skills across the curriculum. Spoken interaction about subject content is a core CLIL aim.
8In CLIL, the term 'language across the curriculum' chiefly refers to:
A.Teaching grammar rules in isolation before any subject content
B.Using only the learners' first language in lessons
C.The language demands of curricular subjects so learners can understand and communicate the content
D.Translating every subject word into the first language
Explanation: Language across the curriculum means the listening, speaking, reading and writing demands that each subject places on learners, such as passive forms for processes or comparatives for data. Teachers analyse these demands so learners can access and express the content.
9A teacher wants learners to describe how a fridge works. Which feature of language is most needed for this task?
A.Passive forms
B.First conditional
C.Negative imperatives
D.Modal verbs for permission
Explanation: Describing how a process or machine works usually requires passive forms, such as 'the gas is compressed' or 'heat is removed'. Passives let learners focus on the process rather than on who performs the action.
10Learners interview a classmate about the sports they like and dislike. Which feature of language is most needed?
A.Reported commands
B.Passive forms
C.Sequencing words
D.Adverbs of frequency
Explanation: Talking about how often someone does sports requires adverbs of frequency such as 'usually', 'sometimes' and 'never', often with present-simple verbs. These let learners express habitual likes and routines.

About the TKT: CLIL Exam

The Teaching Knowledge Test: Content and Language Integrated Learning (TKT: CLIL) is a specialist Cambridge English module for teachers using curricular content through English. It tests CLIL principles, lesson preparation, delivery and scaffolding, and assessment rather than subject knowledge or observed teaching performance. The test has 80 objective questions in 1 hour 20 minutes and reports Bands 1–4 rather than pass or fail.

Exam sponsor: Cambridge Assessment English (Cambridge University Press & Assessment). The requirements and fees below concern the certification or admission exam, separate from our free practice resources.

Questions

80 questions

Time Limit

1 hour 20 minutes (80 minutes)

Passing Score

Reported in four bands (1-4) rather than pass or fail; Band 3 shows breadth and depth of knowledge and Band 4 extensive knowledge of TKT: CLIL content areas.

Exam / Certification Fees

Set locally by each authorised Cambridge English centre; no universal Cambridge price is published.

Exam sponsor website

Fees, eligibility, and exam policies can change. Confirm them with the exam sponsor before applying or paying.

Our practice resources: topics covered

We aim to reflect publicly available exam outlines and topic information in our study resources. Coverage, format, and difficulty may differ from the actual exam, and we cannot guarantee that every detail is accurate or current. Confirm exam requirements, fees, and policies with the official exam sponsor.

25 questions (31.25%)

Knowledge of CLIL and principles of CLIL

Aims and rationale of CLIL, the 4 Cs, BICS and CALP, and language, communication, cognitive and learning skills across the curriculum.

25 questions (31.25%)

Lesson preparation

Lesson planning, objectives and outcomes, language demands and text genres, resources and visual organisers, ICT, materials adaptation and activity types.

20 questions (25%)

Lesson delivery

Classroom language and questioning, scaffolding content and language, learning-strategy methods, consolidating learning and differentiation.

10 questions (12.5%)

Assessment

Focus of assessment, types of assessment such as formative, summative, peer, self and portfolio, and assessment support strategies.

Preparing for the TKT: CLIL Exam

What You Need to Know

  • Passing score: Reported in four bands (1-4) rather than pass or fail; Band 3 shows breadth and depth of knowledge and Band 4 extensive knowledge of TKT: CLIL content areas.
  • Exam length: 80 questions
  • Time limit: 1 hour 20 minutes (80 minutes)
  • Exam / certification fees: Set locally by each authorised Cambridge English centre; no universal Cambridge price is published. Official sources

Using Our Practice Resources

  • Work through all 125 available questions
  • Review every answer and explanation
  • Track weak areas and revisit them
  • Use our AI tutor for tough concepts

TKT: CLIL: Suggested Study Strategy

1Study the official TKT: CLIL Handbook and Glossary first, since the test rewards precise CLIL terminology.
2Learn Coyle's 4 Cs (Content, Communication, Cognition and Culture) and Cummins' BICS and CALP distinction thoroughly.
3Memorise the six cognitive processes (remembering, understanding, applying, analysing, evaluating, creating) and example verbs for each.
4Practise matching activities to learning, cognitive and communication skills, as these task types appear often.
5Revise scaffolding strategies, visual organisers, text genres and assessment types, which are common testing focuses.
6Do the official sample paper under timed conditions to get used to the 80-question, 80-minute matching format.

Frequently Asked Questions

What is the TKT: CLIL module?

TKT: CLIL is a specialist module of Cambridge English's Teaching Knowledge Test. It tests teachers' knowledge of Content and Language Integrated Learning, the approach where curricular subjects are taught and learned through the medium of English.

How many questions are in TKT: CLIL and how long is the test?

There are 80 objective questions in one paper, completed in 1 hour 20 minutes. Task types include matching, multiple choice and odd-one-out, and each question carries one mark.

Is TKT: CLIL scored as a pass or fail?

No. Results are reported in four bands. Band 1 shows limited knowledge, Band 2 basic but systematic knowledge, Band 3 breadth and depth of knowledge, and Band 4 extensive knowledge of the content areas.

Do I need teaching experience or qualifications to take TKT: CLIL?

No formal entry requirements apply. Candidates are advised to have at least CEFR B1 English and to be familiar with CLIL terminology from the TKT and TKT: CLIL Glossaries.

Does TKT: CLIL test my subject knowledge or my English level?

No. It tests knowledge of CLIL concepts, not subject-specific content, practical teaching performance or English proficiency, although subject-related language is used in the questions.

How is the TKT: CLIL blueprint allocated?

The official handbook allocates 25 questions to CLIL principles, 25 to lesson preparation, 20 to lesson delivery, and 10 to assessment. Cambridge issues a separate result and certificate for this module.