ABSTRACT
This chapter introduces strategies for unit planning based on the Soft CLIL approach in an intermediate-level EFL context. The author has developed these strategies in upper secondary school EFL classes in Japan. The primary technique is identifying a non-linguistic concept which serves to unify a unit of instruction. This unifying concept is identified through a process introduced in this chapter, termed concept mining. A unifying concept can be related to the EFL textbook material in one of two ways. It is either explicitly presented in EFL materials, or it is used to analyse and explore the EFL text. The former relationship is referred to as defining and the latter as framing. Throughout the chapter, examples from classes done by the author are used. The purpose of this chapter is to provide strategies for teachers who wish to implement Soft CLIL, but who are also required to use EFL materials which have not been designed with CLIL in mind.
