TKT CLIL Unit 4 Explained: Cognitive Skills Across the Curriculum (LOTS & HOTS with Exam Examples)
What is Unit 4 in TKT: CLIL?
Unit 4 – Cognitive Skills Across the Curriculum focuses on how learners think, process information, and develop understanding in CLIL classrooms.
In the TKT: CLIL exam, this unit tests your ability to:
-
identify different cognitive (thinking) skills
-
match cognitive skills with classroom activities
-
link cognitive skills to question types
-
distinguish between LOTS and HOTS
What Are Cognitive Skills?
Cognitive skills (or thinking skills) are the mental processes learners use when they think and learn.
Learners progress from:
-
Concrete thinking (facts, recall, organising information)
-
to Abstract thinking (reasoning, hypothesising, evaluating)
In CLIL, learners must also develop CALP (Cognitive Academic Language Proficiency) so they can think and learn through a non-native language.
Key Cognitive Skills in CLIL (With Examples)
🔹 Lower Order Thinking Skills (LOTS)
LOTS focus on basic understanding and processing.
| Cognitive Skill | Example Classroom Activity |
|---|---|
| Remembering | Recite a verse from a poem |
| Identifying | Name musical instruments in a picture |
| Ordering / Sequencing | Put historical events on a timeline |
| Defining | Explain what colours were used in a painting |
| Classifying | Group rocks into categories |
LOTS vs HOTS in TKT CLIL (Very Important)
🎥 Video: LOTS vs HOTS Explained (Bloom’s Taxonomy)
Watch: This short video explains the difference between Lower Order Thinking Skills (LOTS) and Higher Order Thinking Skills (HOTS) using clear classroom examples—essential for TKT CLIL Unit 4 exam questions.
🔗 https://www.youtube.com/watch?v=__LOTS_HOTS_SEARCH__
(Search on YouTube: “LOTS and HOTS Explained | Bloom’s Taxonomy Made Simple”)
🔹 Higher Order Thinking Skills (HOTS)
HOTS focus on deep thinking, reasoning, and creativity.
| Cognitive Skill | Example Classroom Activity |
|---|---|
| Predicting | Predict what happens if more water is added |
| Hypothesising | Suggest what could happen if systems fail |
| Reasoning | Justify an economic decision |
| Creative thinking | Design a symbol to save water |
| Evaluating | Judge how clearly a report is written |
Cognitive Skills and Question Types (Exam Focus)
In the TKT CLIL exam, question verbs are critical.
| Type of Thinking | Example Question |
|---|---|
| Concrete / factual | What is a race? |
| Reasoning | Why is this an abstract painting? |
| Creative | How would you paint these shapes to show action? |
| Abstract | What links can we make between these ideas? |
| Evaluative | How has your work improved this term? |
🎥 Video: Using Questions to Develop Thinking Skills
Watch: This video shows how teacher questioning promotes higher-order thinking—directly linked to Unit 4 exam tasks.
🔗 https://www.youtube.com/watch?v=__QUESTIONING_HOTS_SEARCH__
(Search on YouTube: “Higher Order Thinking Skills Through Effective Questioning”)
Cognitive Skills in the CLIL Classroom
Effective CLIL classrooms:
-
use progressively challenging tasks
-
support thinking with language-rich environments
-
allow wait time for learners to process ideas
-
match tasks to learners’ cognitive demands
🎥 Video: Developing Thinking Skills in the Classroom
Watch: A practical overview of how classroom activities can develop different thinking skills across subjects—ideal for CLIL teachers.
🔗 https://www.youtube.com/watch?v=__THINKING_SKILLS_CLASSROOM__
(Search on YouTube: “Developing Thinking Skills in the Classroom”)
Common Exam Traps (Unit 4)
❌ Assuming difficult language = HOTS
❌ Confusing classifying with evaluating
❌ Treating recall questions as higher-order thinking
✅ Always ask:
-
What thinking is required?
-
Is the learner analysing, creating, or judging?
Final Exam Advice for Unit 4
-
Learn cognitive skills together with verbs
-
Practise matching skills ↔ activities ↔ question types
-
Always identify whether a task develops LOTS or HOTS
.png)
.png)
.png)