Glossary-Only: High-Yield Terms for the TKT CLIL Practice Test (With Official Links & Video Resources)

Ahmed Elmalla
Feb 15, 2026
Teacher Training & Professional Development
71

Understanding CLIL at Its Core

Let’s start at the top: what even is CLIL? You’d be surprised how many candidates sit the TKT: CLIL test without clearly grasping the central concept. CLIL stands for Content and Language Integrated Learning. In simple terms, it’s when learners are taught a subject like Science, Geography, or History in a language that isn’t their mother tongue—usually English. The goal? To help learners gain subject knowledge and develop their language skills at the same time.

This dual-focus approach is at the heart of modern bilingual and multilingual education. It’s not just about learning vocabulary; it’s about learning through language. Teachers guide learners to explore content while naturally acquiring functional and academic language. That’s why understanding CLIL isn’t optional—it’s fundamental. The glossary starts here, and so should your prep.

CLIL principles appear throughout the TKT CLIL test, particularly in Q1–7 and Q51–57, so make sure you can clearly explain what CLIL means and why it matters in a classroom context. Not just for theory’s sake—but because it’ll pop up on the exam.

The 4Cs of CLIL Explained

If CLIL is the framework, the 4Cs are the blueprint. These four interconnected pillars—Content, Communication, Cognition, and Culture—shape how teaching and learning happen in a CLIL environment.

Let’s break them down:

Content: The actual subject matter—maths, science, art—you name it. It’s about knowledge, concepts, and skills in non-language subjects.
Communication: The language needed to learn and express the content. It’s not just grammar or vocabulary, but also functional language, discourse, and interaction.
Cognition: Thinking processes that help learners engage with content. It goes beyond rote memorization to real-world skills like analyzing or justifying.
Culture: This promotes awareness of one’s own culture and others. In a global classroom, intercultural understanding is key.

The TKT CLIL test loves the 4Cs. Expect them across Paper 1 (general understanding) and Paper 3 (classroom language and strategies). You might be asked to match an activity to a ‘C’ or explain how a task addresses cognition or culture.

If you only remember one framework for the exam, make it this one. And better yet—see it in action in lessons, so you connect it to reality, not just theory.

Cognition: The Heart of CLIL Thinking

You’ve probably heard this term thrown around, but in CLIL, cognition is a powerhouse. It's more than just "thinking." It's how learners engage, process, and transform content into meaningful understanding. This is where CLIL gets exciting—because we’re not just filling students with facts; we’re helping them use their minds.

Think of it as a ladder. At the bottom, you have basic skills like recalling facts. At the top, learners are solving problems, evaluating information, or creating something new. The TKT CLIL test breaks this down further into LOTS and HOTS—and yes, you’ll definitely see these acronyms in questions.

Cognition is tested in multiple sections, especially Q20–25. If you're not comfortable distinguishing between types of thinking, it's time to level up.

Lower Order Thinking Skills (LOTS)

LOTS stands for Lower Order Thinking Skills, and these include foundational cognitive tasks like:

Remembering (e.g., listing facts or terms)
Understanding (e.g., summarizing a topic)
Applying (e.g., using knowledge in a simple task)

In the classroom, this might look like matching pictures to words, labeling a diagram, or sorting vocabulary into categories. It’s basic, yes—but essential. You’ll often use these early in lessons to build up to more complex tasks.

On the test, you might see LOTS referenced in a question about the progression of a lesson plan. Recognizing when a task is asking learners to recall versus analyze is crucial for accurate answers.

Higher Order Thinking Skills (HOTS)

Now we’re talking! HOTS, or Higher Order Thinking Skills, are where students really flex their brains. These skills include:

Analyzing (breaking things down)
Evaluating (making judgments)
Creating (developing new ideas)

A HOTS task might ask learners to debate an issue, design a poster, or justify a point of view. It’s deeper, richer, and much more interactive.

Why does it matter? Because the TKT exam wants to see if you understand how lessons move beyond simple recall. If a question describes a group project where learners create a weather report or compare ecosystems, HOTS is likely the answer.

Information Processing Skills

Ever seen a question on the test asking what skill a learner uses when sorting, categorizing, or counting data? That’s information processing.

These skills help learners organize and interpret what they learn. Think of:

Who?
What?
Where?
How many?

Activities using tables, Venn diagrams, or charts often target information processing. Questions 20–25 tend to focus on this concept, so being able to identify a task’s thinking demand will help you pick the right answer under pressure.

Communication in the CLIL Classroom

CLIL isn't a silent method—it thrives on talk. Communication in CLIL means learners aren’t just receiving input—they’re producing language too, through:

Speaking activities
Written assignments
Group work and discussions

The test often describes scenarios where learners explain, describe, or ask questions. You’ll need to decide what kind of communication is happening: is it subject-specific? Are learners using functional language? Are they interacting meaningfully?

Effective communication is directly tied to successful learning—and in the exam, you'll need to identify tasks that promote it.

Functional Language Use

What does “functional” mean in this context? It refers to language used for specific purposes, like:

Obligation: “You must wear goggles.”
Speculation: “It might explode.”
Certainty: “It will melt.”

Learners need this kind of language to express ideas about content. If you're teaching a science experiment or analyzing a poem, students must go beyond basic grammar and use functions.

The TKT test often checks if you can recognize when functional language is being used—and whether learners have the right tools to communicate effectively.

Classroom Management Language

This includes:

Management questions (e.g., “Can you all see the screen?”)
Wait time (giving students time to think before answering)
Exploratory talk (learners justifying, disagreeing, and building on each other’s ideas)

These terms appear in Q14–19 and again in Q51–57. Knowing them helps you analyze classroom dialogue and teaching strategies in the test.

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Planning for Learning in CLIL

One of the most powerful parts of any lesson is the planning stage—and in CLIL, it’s even more critical. Why? Because you’re planning not just for what learners will learn, but how they’ll learn it through a non-native language.

Here are the big glossary terms to know:

Learning outcomes: These describe what learners should know, be able to do, or understand by the end of a lesson or unit. Think of them as the lesson’s “north star.”
Activate prior knowledge: A technique that gets learners thinking about what they already know. For example, before teaching “volcanoes,” you might show a picture and ask what they’ve seen in movies.
Resources: Materials like worksheets, visuals, and digital tools used to support the lesson.
Evaluation: Reflecting on what worked and didn’t in a lesson. Did students meet the learning outcomes? What can be improved?

These ideas show up directly in Q26–31 on the test. You might be asked which resource best supports a task or how to revise a lesson based on evaluation results. Always look at how the planning supports both language and content development—that’s the CLIL way.

Scaffolding and Language Support

CLIL learners face a double challenge—they’re tackling tough subject matter in a foreign language. That’s where language support and scaffolding come in.

Let’s clarify the terms:

Language demands: These are the linguistic skills students need to understand a topic. For example, if the subject is “photosynthesis,” students need to understand vocabulary like “chlorophyll” or structures like the passive voice.
Language support: This refers to strategies teachers use to help students manage those demands. It could be visuals, sentence starters, or guided activities.
Scaffolding: Temporary support that helps learners complete a task they couldn’t do alone. Once they’re confident, the support is removed.

CLIL teachers don’t lower expectations—they provide support so learners can rise to meet them. In the exam, you’ll often be asked which kind of support best helps learners at different stages. Make sure you can identify both the demand and the support used to meet it.

Learning Strategies and Metacognition

How do learners actually learn? That’s what this section explores. These terms show up in Q58–64:

Learning strategies: These are techniques learners use to help themselves, like taking notes, asking questions, or making mind maps.
Metacognition: Thinking about how you think. It’s a fancy word for learners reflecting on what strategies work for them and how they learn best.
Personalising learning: Connecting content to the learner’s life. For example, asking students to relate environmental issues to their local area.

In the exam, you might see a question asking which task supports metacognitive development. If learners are setting goals, evaluating their work, or discussing how they solved a problem—that’s metacognition in action.

Differentiation in the CLIL Context

No two learners are the same. Some need extra help, while others need more challenge. That’s where differentiation comes in—a massive focus in CLIL and heavily tested in Q65–70.

Key terms include:

Differentiation: Adapting teaching so all learners can succeed. This can be done through:
- Input: Simplifying texts or resources.
- Output: Changing what learners produce (e.g., sentence vs. paragraph).
- Tasks: Offering different versions of an activity based on ability.
Task differentiation: Modifying the activity itself.
Modified input/output: Changing how content is delivered or how learners respond.

Expect exam questions that describe learners with different abilities or language levels—and ask how to adapt the lesson. Hint: the best answer always supports both access and challenge.

Assessment in CLIL

You can’t teach without assessing progress. The TKT CLIL exam puts a huge focus on different types of assessment, especially in Q71–80.

Let’s break it down:

Assessment criteria: Clear statements used to judge performance.
Formative assessment: Ongoing checks to improve learning (e.g., quizzes, observation).
Summative assessment: End-of-unit evaluation (e.g., final test).
Peer assessment: Students assess each other’s work.
Self-assessment: Students reflect on their own progress.
Performance assessment: Watching students perform tasks in real-time.

The exam will ask about how assessment links to learning outcomes, or which form is most appropriate in a scenario. Know the difference between formative and summative. It’s a frequent trap question!

Visual Organisers: Your Exam Lifesavers

These tools turn abstract info into something visual and memorable. They appear in Q32–37 and Q45–50—and if you don’t know them, you’ll be guessing.

Key types:

Mind map: Central idea with branches showing connections.
Venn diagram: Shows similarities and differences.
Timeline: Events in chronological order.
Tree diagram: Shows hierarchy or classification.
T-chart: Compares two aspects (e.g., pros/cons).
Binary key: Yes/no or true/false questions that lead to a result.
Cause-effect diagram: Shows relationships between actions and outcomes.

Study these not just by name—but by purpose. If the question asks what kind of organiser helps compare and contrast, the answer is probably a Venn diagram.

Data Handling & Transfer

CLIL goes beyond textbook learning—it includes real-world skills like data handling and transfer.

Data handling: Collecting, recording, analyzing, and interpreting info. Think graphs, surveys, and charts.
Transfer: Using a skill learned in one context in another. For example, using classification skills from science in a history project.

Expect questions that ask how learners use these skills across subjects or how a task builds transferable thinking.

🔑 Minimal Must-Memorise List for Exam Success

Short on time? This bare-bones list covers what you absolutely must know to succeed:

CLIL
The 4Cs
Cognition
LOTS / HOTS
Learning outcomes
Activate prior knowledge
Language demands / support
Scaffolding
Differentiation
Learning strategies / metacognition
Functional language
Visual organisers
Assessment types (formative vs. summative, peer, self)
Transfer

Write these on flashcards. Review daily.

Top Official CLIL Glossary Resources

📄 Download the official Cambridge CLIL Glossary (PDF):
https://www.cambridgeenglish.org/Images/22191-tkt-clil-glossary-document.pdf

This is the exact glossary the test is based on—don't study without it.

Best YouTube Videos to Understand CLIL Glossary Terms

🎥 Recommended Videos:

What is CLIL? by Cambridge English
CLIL: The 4 Cs Explained
LOTS vs HOTS – Bloom’s Taxonomy for CLIL
Assessment in CLIL classrooms

These videos simplify complex terms and help you visualize them in the classroom.

How to Study the CLIL Glossary Efficiently

Tips for retention:

Use mind maps and T-charts to break terms into types
Group terms by function: assessment, thinking, communication
Use Quizlet to make flashcards and test yourself
Watch video examples of lessons using the terms
Apply them in real teaching or teaching practice

Repetition + application = retention.

Conclusion

The TKT: CLIL glossary isn’t just a list—it’s the key to unlocking the exam. Each term connects to real-life teaching strategies, thinking skills, and student outcomes. Master this list and you won’t just pass—you’ll understand how to teach effectively in a CLIL setting.

Take your time. Break it down. Use the official resources and make learning visual. Whether you’re teaching geography in English or leading a science experiment in Spanish, these glossary terms are your roadmap.

FAQs

1. What is the most important CLIL glossary term to know?
Start with the 4Cs and Cognition. These shape how everything else in CLIL functions.

2. How do I download the official glossary?
Go here: Cambridge CLIL Glossary PDF

3. Are visual organisers really tested in the exam?
Absolutely—they’re central to Q32–37 and Q45–50. Know what each type is used for.

4. What’s the best video for understanding HOTS?
Watch this: LOTS vs HOTS – Bloom’s Taxonomy for CLIL

5. How can I memorize these terms quickly?
Use flashcards, real classroom examples, and teach the terms to someone else. Teaching is the best form of learning.

About the Author

Ahmed Elmalla is a senior ICT and Computer Science teacher at Sky International School in Jalal-Abad, Kyrgyzstan, with more than 19 years of international teaching and software development experience. He is recognized for delivering the Cambridge curriculum (IGCSE & A-Level Computer Science) as well as AP Computer Science A with a focus on deep conceptual understanding and exam readiness.

As a Cambridge ICT teacher in Kyrgyzstan, Ahmed designs structured lessons that combine theory, hands-on coding, and real-world applications. He teaches Python, Java, SQL, and algorithmic thinking while promoting higher-order cognitive skills and independent problem-solving.

His expertise extends to supporting slow learners and students with learning difficulties, using neuroscience-informed strategies and differentiated instruction techniques. This balanced approach has helped students significantly improve their academic confidence and performance.

Currently based in Central Asia, Ahmed also works with international students through online tutoring, serving learners from Malaysia, the United States, Germany, and beyond.

He remains committed to advancing digital education and empowering the next generation of programmers and innovators.