Helping learners write well organised or well thought out essays or laboratory reports can be extremely rewarding for the CLIL teacher. At these moments, the learners enthusiastically show their understanding and learning. Output can be linguistic (e.g. a newspaper article) or non-linguistic (e.g. an illustration), and formal (e.g. a letter to Greenpeace or informal (e.g. an article for a teenage magazine).

Examples of written output are an article, a summary, a lab report or an e-mail to an exchange student: these all involve producing written language. The production of written output is vital in CLIL for learners to process and deepen their understanding of content and their ability to use language effectively

When working on WRITING, a CLIL teacher:

• provides learners with plenty of writing opportunities, ensuring that learners always use English

1. an example for PE

• sets up authentic writing tasks which are authentic text types including a purpose, an aim and an audience

1. an example for History

• scaffolds output e.g. by providing learners with writing frames

1. an example for History
2. an example for History
3. an example for History

• stimulates and challenges learners to produce more complex output (CALP)

1. an example for Physics
2. an example for History