Language Demands of Subject Content and Accompanying Tasks in CLIL

In a discussion text, sentence-level features often include passive voice, conditional sentences, and complex sentence structures. These are necessary for presenting multiple viewpoints clearly and logically. For example, a student might write, “If renewable energy sources are used, pollution will decrease significantly.” Passive voice is used to emphasize ideas rather than the person performing the action, such as, “It is believed that solar energy is the most sustainable option.”

At the word level, discussions require formal vocabulary to maintain an academic tone. Contrast words like however, but, and on the other hand are essential for showing opposing ideas. In an ESL environmental science class, students might say, “Some believe nuclear power is efficient. However, others think it poses serious safety risks.”

Explanation texts focus on describing how something works or why something happens. At the sentence level, they usually employ the present tense, passive forms, and cause-and-effect structures. For instance, in a science lesson, a teacher might model sentences like, “Water evaporates when heated,” or “The water cycle is completed as a result of precipitation.”

At the word level, explanation texts rely on technical, subject-specific vocabulary. Sequencing words such as first, next, and finally help organize steps logically. In a geography class, students might write, “First, warm air rises. Next, it cools and forms clouds.”

Instructions or procedural texts describe a series of steps to achieve a specific goal. At the sentence level, they are characterized by imperative verbs such as mix, add, or stir, and they follow a chronological order. A teacher might guide students using sentences like, “Measure the ingredients carefully,” or “Place the beaker on the stand and heat gently.”

At the word level, these texts often use second-person pronouns like you to directly address the reader. They also include adverbs such as carefully, slowly, or thoroughly to describe how actions should be carried out. For example, in a cooking task during a CLIL lesson, a student might read, “Stir the mixture slowly until it becomes smooth.”

In persuasive texts, the aim is to convince the reader to adopt a certain belief or take action. At the sentence level, these texts typically use the present tense and modal verbs like should, must, and need to. For example, a student writing about recycling might say, “We must recycle more to protect our environment.”

At the word level, persuasion depends on strong, emotive adjectives such as vital, essential, or urgent. Personal pronouns, especially you, help create a direct connection with the audience. For instance, “You can make a difference by reducing plastic waste.” In a CLIL physical education class, students might design posters with slogans like, “You should exercise daily to stay healthy.”

A report presents factual, objective information. At the sentence level, reports use the present tense and straightforward factual statements. For example, “The Amazon rainforest covers an area of over five million square kilometers.”

At the word level, reports require subject-specific vocabulary and descriptive adjectives to provide clear, precise information. In a social studies lesson, students might write, “The democratic government is characterized by elected representatives and a free press.” Reports avoid emotional language, focusing instead on clarity and accuracy.

A recount text retells events in the order they happened. At the sentence level, it primarily uses the past tense and chronological structures to narrate events clearly. For instance, “First, we arrived at the museum. Then, we explored the main gallery.”

At the word level, recounts often include time connectives like after that, then, finally, and a wide range of past tense verbs to describe actions. In a history class, students might write, “The battle began at dawn. Afterwards, the soldiers regrouped and launched another attack.” These features help readers follow the sequence of events smoothly.