TKT CLIL Unit 11: Classroom Language Explained
TKT CLIL Unit 11: Classroom Language Explained
Classroom language plays a central role in Content and Language Integrated Learning (CLIL). In Unit 11 of the TKT CLIL module, the focus shifts from planning lessons to how language is actually used during lesson delivery. Understanding this unit is essential not only for classroom practice but also for answering exam questions accurately, as many TKT items test your ability to identify the purpose of teacher and learner language.
In a CLIL classroom, learners are expected to develop subject knowledge while using a non-native language. This means teachers must carefully choose and repeat functional classroom language so learners can focus on content, thinking, and interaction rather than decoding instructions.
What Is Classroom Language in CLIL?
Classroom language refers to the spoken and written language teachers and learners use to:
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manage the lesson
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support understanding of subject content
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encourage thinking and discussion
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promote collaboration
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monitor and respond to learning needs
In CLIL contexts, classroom language must be clear, purposeful, and repetitive, especially in the early stages of a programme.
Key Purposes of Classroom Language (Exam Core)
TKT CLIL Unit 11 requires you to recognise why language is used. Common purposes include:
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activating prior knowledge
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presenting new ideas
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encouraging learners to collaborate
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developing understanding
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identifying learning difficulties
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developing thinking skills
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encouraging creative talk
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monitoring learning
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responding to individual learning needs
In the exam, you are often given a teacher instruction and asked to match it to one of these purposes.
Questioning in the CLIL Classroom
Questioning is described as “at the heart of learning and teaching”. In CLIL, teachers must choose questions carefully to support both content learning and language development.
Closed questions
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have one correct answer
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focus on recall and vocabulary
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develop lower order thinking skills (LOTS)
Examples include:
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What is a food chain?
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What was the final score?
Open questions
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allow multiple answers
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encourage discussion and problem-solving
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develop higher order thinking skills (HOTS)
Examples include:
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What would happen if plants disappeared?
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How could the result have been different?
Improving Learner Responses
Unit 11 also highlights how teachers can extend classroom talk by responding to learner answers. Useful strategies include:
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asking learners to justify answers
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asking others to add ideas
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increasing wait time
Wait time is especially important in CLIL, as learners need extra processing time to think and respond in another language.
Learner Participation and Meaningful Talk
CLIL learners should not only answer questions but also ask them. Unit 11 gives practical strategies such as:
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response partners giving peer feedback
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learners writing questions before and after learning
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creating question games
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preparing questions before Internet research
These activities increase motivation and create more meaningful dialogue.
Exam Tip: How to Answer Unit 11 Questions
In the TKT CLIL exam:
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focus on the purpose, not the surface wording
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ignore subject content details
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ask yourself: What is the teacher trying to achieve here?
To see how this works in real exam questions, the following videos are highly recommended.
🎥 Recommended YouTube Videos for Unit 11
▶️ TKT CLIL: How to Answer Exam Questions
https://www.youtube.com/watch?v=pSxzgzLrCQA
This video walks through real TKT CLIL question types, explaining how to identify the purpose of classroom language and avoid common distractors.
▶️ TKT CLIL Classroom Language Explained
https://www.youtube.com/watch?v=6mm8qn8Ynqk
A clear explanation of classroom language, questioning, and interaction in CLIL lessons, closely aligned with Unit 11 concepts.
▶️ TKT CLIL Practice Test – Classroom Language Focus
https://www.youtube.com/watch?v=KAIoDgrIIVM
Ideal for practising how to match teacher language to purposes, exactly as required in the Unit 11 practice task.
Final Thoughts
Unit 11 helps teachers understand that classroom language is not random — it is intentional and strategic. By recognising the purpose behind questions, instructions, and feedback, teachers can improve both learning outcomes and exam performance.
For TKT candidates, mastering this unit means training yourself to think like an examiner: focus on function, thinking level, and learner interaction, not just the words on the page.
