Choose the main learning objective that best matches the classroom activity: Learners put the names of different habitats on the world map.

Choose the main learning objective that best matches the classroom activity: Learners observe the effect that different weights have on the length of a steel spring, and consider why this happens.

Choose the main learning objective that best matches the classroom activity: Learners find out how their classmates gathered information for their marketing projects.

Choose the main learning objective that best matches the classroom activity: Learners label a diagram of the digestive system.

Choose the main learning objective that best matches the classroom activity: Learners research how musical instruments are used to celebrate different national days.

Choose the main learning objective that best matches the classroom activity: Learners rank the factors leading to the unification of Italy in order of importance.

Choose the feature of language that best matches the tasks: Producing a leaflet about saving energy in the home and writing instructions for using a computer game.

Choose the feature of language that best matches the tasks: Writing a maths problem and designing a class survey about transport.

Choose the feature of language that best matches the tasks: Predicting the results of a science experiment and planning who does what for the next group history project.

Choose the feature of language that best matches the tasks: Writing recommendations for local bank services and completing a group project about three countries.

Choose the feature of language that best matches the tasks: Labelling a poster about the sections of an orchestra and talking with a partner about daily eating habits.

Choose the way of expressing the communicative function: Clarifying what you want to say.

Choose the way of expressing the communicative function: Presenting solutions.

Choose the way of expressing the communicative function: Disagreeing.

Choose the way of expressing the communicative function: Inviting others’ opinions.

Choose the way of expressing the communicative function: Asking for clarification.

Choose the cognitive skill that best matches the activity: Look at the four musical instruments in the picture, and discuss why they are used in different musical contexts.

Choose the cognitive skill that best matches the activity: Look at the three descriptions of fish that live in caves. Write down the similarities, and say why you think these fish have all evolved in these ways.

Choose the cognitive skill that best matches the activity: Change the percentage for the amount of tax each person pays, and see if their income is what you calculated.

Choose the cognitive skill that best matches the activity: Look at these rules for how eye colour is inherited, and work out how likely the children are to have brown eyes.

Choose the planning heading that best matches the extracts from a lesson plan: Deciding, recalling, analyzing.

Match the extracts from a lesson plan with the planning headings listed A–E. Most learners can identify quadrilaterals. Choose the correct heading.

Match the extracts from a lesson plan with the planning headings listed A–E. 2-D/sides/angles. Choose the correct heading.

Match the extracts from a lesson plan with the planning headings listed A–E. A selection of 2-D shapes, including quadrilaterals. Choose the correct heading.

Match the extracts from a lesson plan with the planning headings listed A–E. Sort shapes into two groups with a partner. Choose the correct heading.

Match the extracts from a lesson plan with the planning headings listed A–E. Know that quadrilaterals have four sides. Choose the correct heading.

Match the teachers’ lesson aims with the types of text genre listed A–E. To enable learners to write about the features of a landscape. Choose the correct genre.

Match the teachers’ lesson aims with the types of text genre listed A–E. To enable learners to write a sports news item in the school magazine. Choose the correct genre.

Match the teachers’ lesson aims with the types of text genre listed A–E. To enable learners to produce typical business communication with customers. Choose the correct genre.

Match the teachers’ lesson aims with the types of text genre listed A–E. To enable learners to tell a personal story in the past tense in a literacy class. Choose the correct genre.

Match the teachers’ lesson aims with the types of text genre listed A–E. To enable learners to express themselves through music. Choose the correct genre.

Match the teachers’ lesson aims with the types of text genre listed A–E. To enable learners to write about the results of an investigation in a science class. Choose the correct genre.

Match the learners’ comments on materials with the ways of adapting materials listed A–E. I couldn’t fully understand the text about how the heart works. It was hard to imagine how all the different veins and arteries are connected to the heart. Choose the best adaptation.

Match the learners’ comments on materials with the ways of adapting materials listed A–E. I had to look up so many words to try to understand the labels on the diagram that I didn’t have time to finish the report. Choose the best adaptation.

Match the learners’ comments on materials with the ways of adapting materials listed A–E. The teacher told us to write down facts about the important dates, but there was so much information I couldn’t work out which dates these were. Choose the best adaptation.

Match the learners’ comments on materials with the ways of adapting materials listed A–E. The stories of the explorers were really exciting, but I wanted it to be clearer which route they all followed on their journeys around the world. Choose the best adaptation.

Match the learners’ comments on materials with the ways of adapting materials listed A–E. The video about volcanoes was really good but reading the coursebook afterwards was boring and took a long time. Choose the best adaptation.

Match the learners’ comments on materials with the ways of adapting materials listed A–E. I spent such a long time talking to my partner about the meaning of the vocabulary in the text about classical art that we didn’t have time to work out the answers. Choose the best adaptation.

Match the learners’ comments on materials with the ways of adapting materials listed A–E. The business report was very confusing because there were so many technical terms that I hadn’t seen before. Choose the best adaptation.

Match the CLIL activities with the activity types listed A–E. Which of these inventions is most useful to humans? Number them from most useful (1) to least useful (5). The light bulb, penicillin, the wheel, the mobile phone, plastic. Choose the correct activity type.

Match the CLIL activities with the activity types listed A–E. Think of as many ways as you can for the school to save energy. Choose the correct activity type.

Match the CLIL activities with the activity types listed A–E. Put this text into the correct order: Then, like electricity, it goes into a meter. Thin pipes take the gas to different parts of the house. In towns, gas, like water, often comes into a building from an underground pipe. Choose the correct activity type.

Match the CLIL activities with the activity types listed A–E. You are ready to start a 1500‑metre race. Take time to remember all the training and preparation you have done. Now you are walking up to the starting line. Think about your start. Will you start quickly or go slowly at first? What will your strategy be in the final part of the race? It’s nearly time to start. Choose the correct activity type.

Match the CLIL activities with the activity types listed A–E. Many objects around you contain electromagnets. They are found in electrical motors and loudspeakers. Very large and powerful electromagnets are used as lifting magnets to pick up, then drop old cars, and other old iron and steel. 1. Where you can find electromagnets. 2. What you can use electromagnets for. Choose the correct activity type.

Look at the cognitive demands and the questions a teacher could ask. A–E. Choose the teacher’s question which matches the cognitive demand Comparing and contrasting.

Choose the teacher’s question which matches the cognitive demand: Evaluating.

Choose the teacher’s question which matches the cognitive demand: Recalling.

Choose the teacher’s question which matches the cognitive demand: Analysing.

Choose the teacher’s question which matches the cognitive demand: Creative thinking.

Match the teachers’ words with the scaffolding techniques listed A–E. Mark the correct letter (A–E). Teachers’ words: ‘Just try the new paint and we can check it when it has dried.’

Match the teachers’ words with the scaffolding techniques listed A–E. Mark the correct letter (A–E). Teachers’ words: ‘OK, so the first thing I do is click on the icon here, and then drag it into the desktop.’

Match the teachers’ words with the scaffolding techniques listed A–E. Mark the correct letter (A–E). Teachers’ words: ‘So, what was the most difficult part of working out the percentage?’

Match the teachers’ words with the scaffolding techniques listed A–E. Mark the correct letter (A–E). Teachers’ words: ‘Let’s look at how you organised the data.’

Match the teachers’ words with the scaffolding techniques listed A–E. Mark the correct letter (A–E). Teachers’ words: ‘So, what we’re going to do is learn about how the engine of the car works.’

Match the teachers’ words with the scaffolding techniques listed A–E. Mark the correct letter (A–E). Teachers’ words: ‘Why don’t you go to the internet and find out the date Shakespeare was born?’

Match the teachers’ words with the scaffolding techniques listed A–E. Mark the correct letter (A–E). Teachers’ words: ‘OK, can anyone tell me why we are using the passive to describe how the wind turbine works?’

Match the teachers’ words with the scaffolding techniques listed A–E. Mark the correct letter (A–E). Teachers’ words: ‘Are you trying to find out the number of people in the class with brown eyes or brown hair?’

Match the learners’ comments about their work with the learning strategies listed A–E. Learners’ comments: ‘Before doing the experiment, we talked about the equipment we would need.’

Match the learners’ comments about their work with the learning strategies listed A–E. Learners’ comments: ‘I put the biology notes into different folders according to the topics in our coursebook.’

Match the learners’ comments about their work with the learning strategies listed A–E. Learners’ comments: ‘I noticed that the text sometimes said ‘is made of’ so I included that in my report, too.’

Match the learners’ comments about their work with the learning strategies listed A–E. Learners’ comments: ‘“Mousemat” is a strange word, but I used the diagram to work out its meaning.’

Match the learners’ comments about their work with the learning strategies listed A–E. Learners’ comments: ‘I wrote down the important points about respiration, as I thought they might be useful when I had to explain it in my own words.’

Match the assessment activities with the types of assessment listed A–E. Assessment activities: The teacher gives the learners feedback about how far they have achieved the learning outcomes during the lesson.

Match the assessment activities with the types of assessment listed A–E. Assessment activities: Learners keep examples of their best IT work and show them all together at the end of the term or year.

Match the assessment activities with the types of assessment listed A–E. Assessment activities: Learners read each other’s projects on local politics and write comments on them.

Match the assessment activities with the types of assessment listed A–E. Assessment activities: The teacher gives a history test at the end of term that covers all the work that has been done that term.

Assessment activities. Learners go through a checklist and decide which areas of technical graphics they understand, and which they need to work on more. Choose the type of assessment.

Assessment situations. You want to help learners understand key words. Choose the assessment scaffolding strategy.

Assessment situations. You want to help learners process and write down all their ideas in the target language. Choose the assessment scaffolding strategy.

Assessment situations. You want to help learners see the kinds of answer they are required to give. Choose the assessment scaffolding strategy.

Assessment situations. You want to help learners understand exactly what they need to do. Choose the assessment scaffolding strategy.

Assessment situations. You want to help learners draft a well-organised report. Choose the assessment scaffolding strategy.

Classroom activities. Learners discuss in groups how they set up their science experiments. Choose the main aim of CLIL.

Classroom activities. Learners find out about different ways to reuse materials. Choose the main aim of CLIL.

Classroom activities. The teacher highlights the parts of a river from geography text which the learners have just read. Choose the main aim of CLIL.

Classroom activities. In pairs, learners present their technology projects using PowerPoint. Choose the main aim of CLIL.

Classroom activities. Learners predict the outcome of an electricity experiment. Choose the main aim of CLIL.

Classroom activities. Learners do a web search to see how to clean a local pond. Choose the main aim of CLIL.

For writing about an experiment on gravity the learners did in the lab. Choose the most relevant area of language.

For writing a quiz on “Facts about Whales”. Choose the most relevant area of language.

For designing a poster describing the digestive process. Choose the most relevant area of language.

For working in groups to label parts of the body. Choose the most relevant area of language.

For taking part in a class discussion speculating about the climate in the future. Choose the most relevant area of language.

For reconstructing a text on how glass is made. Choose the most relevant area of language.

How would you assess the different rhythms you heard played on the percussion instruments? Choose the main thinking skill this question aims to develop.

According to the graph, which is the city with the highest rainfall? Choose the main thinking skill this question aims to develop.

Who do you think are the most interesting characters in the historical biography? Choose the main thinking skill this question aims to develop.

Which features would you like to have in your ideal ecological school? Choose the main thinking skill this question aims to develop.

Match the teacher’s questions with the main thinking skills they aim to develop listed A–E. What new sport would you invent which could be played in space?

Match the instructions with the learning skills listed A–E. Instructions. Listen to the music then beat out the rhythm to your partner.

Match the instructions with the learning skills listed A–E. Instructions. Do a web search to help you find out how rubbish is recycled in different countries.

Match the instructions with the learning skills listed A–E. Instructions. Decide which data to put on the x axis of the graph.

Match the instructions with the learning skills listed A–E. Instructions. Put the pictures in order of the life cycle.

Match the instructions with the learning skills listed A–E. Instructions. Use any classroom resources to discover if there are any birds which can’t fly.

Match the instructions with the learning skills listed A–E. Instructions. Show your example of 15th-century Italian art and explain four of the symbols in it.

Match the extracts from a geography lesson plan with lesson plan headings listed A–E. Extracts. To be able to explain how rivers are formed.

Match the extracts from a geography lesson plan with lesson plan headings listed A–E. Extracts. Identifying processes, identifying cause and effect, predicting consequences.

Match the extracts from a geography lesson plan with lesson plan headings listed A–E. Extracts. A model of mountains and a valley, a tub of water.

Match the extracts from a geography lesson plan with lesson plan headings listed A–E. Extracts. What have studied how rain affects different soils (sand, clay, rock) and next lesson we will go on a trip to study our local river.

Match the extracts from a geography lesson plan with lesson plan headings listed A–E. Extracts. A valley, it cuts through, an estuary, it runs down/towards, steep, deep, it wears away.

Match the extracts from a geography lesson plan with lesson plan headings listed A–E. Extracts. Learners 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.

Match the science activities with the examples of activity types listed A–E. Science activities. Read the text then add the key words to the diagram of the ear.

Match the science activities with the examples of activity types listed A–E. Science activities. Look at the description again. Number the stages as they occur in the design process.

Match the science activities with the examples of activity types listed A–E. Science activities. There are three states of matter: s _ _ _ _, l _ _ _ _ _ and g _ _.

Match the science activities with the examples of activity types listed A–E. Science activities. Put the materials into the correct column. Plant, mineral, animal.

Match the science activities with the examples of activity types listed A–E. Science activities. Listen to the recording about planets and complete the table in your coursebook.

Match the science activities with the examples of activity types listed A–E. Science activities. Draw a line from the adjectives to the definitions: fragile, transparent, flexible, waterproof. Which definition matches the adjective fragile?

Match the science activities with the examples of activity types listed A–E. Science activities. Draw a line from the adjectives to the definitions: fragile, transparent, flexible, waterproof. Which definition matches the adjective transparent?

Match the science activities with the examples of activity types listed A–E. Science activities. Draw a line from the adjectives to the definitions: fragile, transparent, flexible, waterproof. Which definition matches the adjective flexible?

Match the science activities with the examples of activity types listed A–E. Science activities. Draw a line from the adjectives to the definitions: fragile, transparent, flexible, waterproof. Which definition matches the adjective waterproof?

Match the teacher’s language with its teaching purpose listed A–E. Teacher’s language. Let’s brainstorm together different ways of recording information.

Match the teacher’s language with its teaching purpose listed A–E. Teacher’s language. These are called databases. This is Excel. These are known as column graphs.

Match the teacher’s language with its teaching purpose listed A–E. Teacher’s language. Discuss with a partner which of the databases will be the most effective for presenting average monthly temperatures.

Match the teacher’s language with its teaching purpose listed A–E. Teacher’s language. 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.

Match the teacher’s language with its teaching purpose listed A–E. Teacher’s language: Complete these sentences using the information from your graph. January was ____ month. July and August were ____ months. November wasn’t ___ month.

Match the teacher’s language with its teaching purpose listed A–E. Teacher’s language: 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.

Match the teacher’s language with its teaching purpose listed A–E. Teacher’s language: You’ve missed out a column on your spreadsheet. Look at it again and tell me what it is.

Match the learner’s language with the scaffolding strategies used during groupwork listed A–E. Learner’s language: The first thing we have to do with the data is decide which criteria we’ll use to sort it into different columns.

Match the learner’s language with the scaffolding strategies used during groupwork listed A–E. Learner’s language: The weather map we’ve drawn should really help us with our homework.

Match the learner’s language with the scaffolding strategies used during groupwork listed A–E. Learner’s language: We need to work out the fractions without using a calculator.

Match the learner’s language with the scaffolding strategies used during groupwork listed A–E. Learner’s language: So the idea is to find out which material is the strongest, OK?

Match the learner’s language with the scaffolding strategies used during groupwork listed A–E. Learner’s language: Right, we must make sure we’ve saved our results on the spreadsheet before we go on.

Match the learner’s language with the scaffolding strategies used during groupwork listed A–E. Learner’s language: Come on. What we have to do is identify the healthiest food, not the three healthiest foods.

Match the learner’s language with the scaffolding strategies used during groupwork listed A–E. Learner’s language: The pie chart’s accurate but you need to add a title.

Match the teaching instructions to the learning strategies listed A–E. Teaching structures: The teacher tells the students to divide their maths notebooks into separate sections for different topics.

Match the teaching instructions to the learning strategies listed A–E. Teaching structures: The teacher tells the students to write the key words in their geography notebook and illustrate them.

Match the teaching instructions to the learning strategies listed A–E. Teaching structures: The teacher tells the students to ask for help whenever they have not understood how to record data on graphs.

Match the teaching instructions to the learning strategies listed A–E. Teaching structures: The teacher tells the students to write a list of the things they want to achieve in economics by the end of term.

Match the teaching instructions to the learning strategies listed A–E. Teaching structures: The teacher tells the students to express their ideas about protecting the environment even when they are not sure of all the English words.

Match the teaching instructions to the learning strategies listed A–E. Teaching structures: The teacher tells the students to read their “Keep Healthy” advertisements aloud to themselves at home.

Match the assessment activities with the types of assessment listed A–E. Activities: The learners are looking through their notebooks and answering questions to find out what they know and don’t know about population growth.

Match the assessment activities with the types of assessment listed A–E. Activities: The learners have written sentences using comparative forms which the teacher is now marking.

Match the assessment activities with the types of assessment listed A–E. Activities: Learners are conducting interviews about what they did last week and making a note of their partner’s use of sequencing words.

Match the assessment activities with the types of assessment listed A–E. Activities: 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.

Match the assessment activities with the types of assessment listed A–E. Activities: 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.

Match the language problems a teacher can face when writing a CLIL test with the possible support strategies listed A–E. Learners may not understand the general structure of a population report.

Match the language problems a teacher can face when writing a CLIL test with the possible support strategies listed A–E. Learners may not understand key words in the report about the electricity experiments.

Match the language problems a teacher can face when writing a CLIL test with the possible support strategies listed A–E. Learners may not understand what they need to do in answering the maths problems.

Match the language problems a teacher can face when writing a CLIL test with the possible support strategies listed A–E. Learners may not have enough English to write full sentences for the economics questions.

Match the language problems a teacher can face when writing a CLIL test with the possible support strategies listed A–E. Learners often take longer to process both content and target language when reading several long history texts.

Progression in knowledge, skills and understanding related to specific elements of a defined curriculum.

Using language to learn whilst learning to use language.

Developing thinking skills which link concept formation (abstract and concrete), understanding and language.

Exposure to alternative perspectives and shared understandings, which deepen awareness of otherness and self.