Abstract
Content and Language Integrated Learning (CLIL) is analysed in the context of preparing materials and activities for Geography taught through the medium of French. A text is constructed in differentiated formats targeted at students of differing ability levels. Current theories are also considered in terms of how they support the activities undertaken, in particular social constructivism, ‘output’ and ‘intake’. The article thus offers practical help to those contemplating teaching a subject through a foreign language as well as considering underpinning theories which can be helpful.
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