ABSTRACT
This chapter describes an example of CLIL-based teaching in educational contexts in Japan. To realise CLIL concepts by using nationally authorised reading-based textbooks for a junior high school English class, an attempt was made to integrate teaching of language and content by borrowing ideas from “round-based teaching” in which the reading text is approached in different ways in multiple rounds of activities. In doing so, students are challenged to engage in a series of tasks, many of which involve collaboration with their peers to answer questions related to the reading text. The basic flow of the lesson is to start from a large picture of what the text is about, then gradually shift to focusing more and more on detailed reading of the text, and eventually go beyond the text to think about how the text content may be applied to the students’ own lives. By so doing, it follows the meaning → form → meaning progression both within and between different rounds of activities.
