Communicative activities (Reception, Interaction, Production and Mediation) as mentioned in section 4.4 of the CEFR, pp. 57 (http://rm.coe.int/1680459f97#page=58)  (right click on the link and select 'open in a new window' to use both websites at the same time).

Check sections 4.4.1 to 4.4.4 of the CEFR, pp. 57-87 (http://rm.coe.int/1680459f97#page=58) (right click on the link and select 'open in a new window' to use both websites at the same time).

Use descriptors in table 2, section 3.4, of the CEFR, pp. 26-7 (http://rm.coe.int/1680459f97#page=27) (right click on the link and select 'open in a new window' to use both websites at the same time).

(for example: Sciences; History; Geography; Literature)

(for example: Photosynthesis; European Imperialism in Africa; Rural Exodus; Renaissance Drama)

Provide the reference(s) to the material(s) used (including texts, videos, pictures, websites, audio files, etc.)

Describe how learners are going to process information related to the content area (analysis of content, identification of linguistic or diagrammatical markers, analysis of illustrations, etc.). Based on S. Darn (2006). Content and Language Integrated Learning (CLIL): A European Overview. https://eric.ed.gov/?id=ED490775

Describe how learners are going to categorise ideas and information from the materials provided (namely through diagrams such as tree diagrams for classification, groups, hierarchies, flow diagrams and timelines for sequenced thinking such as instructions and historical information, tabular diagrams describing people and places, and combinations of these). Based on S. Darn (2006).

Describe how useful language in the text is going to be highlighted (for example, subject specific and academic vocabulary, certain discourse markers, adverb phrases or prepositional phrases, collocations, semi-fixed expressions and set phrases). Also explain how that language can be categorised according to function (for example, comparison and contrast, location or describing a process).

Specify what product or output is expected to result from the task. If you are looking for ideas of products, you can check this list of resources used in the project PETALL (http://petallproject.eu/petall/images/ICT_resources_14052018.pdf).

Insert the process steps (in chronological order). Indicate what resources and materials are going to be used, how students are going to interact and/or collaborate, how they are going to produce or present their product, how the teacher is going to follow the whole process and provide support.

Include the division of roles (if any).

Describe reinforcers (activities aimed at memorizing or consolidating content or language).