UNIT 3 CLIL PRINCIPLES

INTRODUCTION
Teachers who are going to teach a non-linguistic area in English require not only competence in the foreign language but
also in methodology and strategies. They have to plan activities that suit different kinds of learning styles, to use
scaffolding techniques, to work systematically on the subject language and on the interaction language using real materials
in real situations with meaningful activities.
In this chapter we go deeper into the study of the guiding principles of CLIL, the use of a foreign language in the teaching
and learning of non-linguistic areas and the strategies and scaffolding needed for doing so.
After some time working with a CLIL approach teachers become more creative and self-confident. They are able to design
units, to create or adapt their own material and thus, develop their professional competence.

OUTCOMES
1. Learning about CLIL, its origins, variants and implementation models.
2. Learning about integration of language, content and learning skills
3. Learning about CLIL core features; the four Cs framework.
4. Reflecting on and learning about the use of English as a medium of instruction
5. Analyse all the elements of a CLIL teaching unit, paying special attention to the tools, frameworks and models that can
help us to plan and design the tasks and the materials for our own teaching unit.

3.1 CLIL Definition

The European Union has coined two acronyms intended to clearly distinguish European bilingual
education efforts from other similar programmes elsewhere (CLIL for Content and Language
Integrated Learning, EMILE for Enseignement dune matire intgre une langue trangre) and a
Spanish version, AICLE (for Aprendizaje Integrado de Contenidos y Lengua). The European initiatives
grouped under the acronyms CLIL/EMILE/AICLE/ TILC take on varied forms.

"CLIL is a dual-focused educational approach in which an additional language is used for the learning and teaching of
content and language with the objective of promoting both content and language mastery to predefined levels." (Maljers,
Marsh, Wol, Genesee, Frigols-Martn, Mehisto, 2010)
CLIL is an umbrella term that embraces any type of programme where an additional language is used to teach
non-linguistic content matter. As stated by Dieter Wolff, CLIL as an educational concept is not homogeneous; a rather large
number of different variants can be distinguished. A CLIL approach varies independently of a specific educational system
or other factors, according to whether it takes place in primary, secondary or tertiary education. Other factors responsible
for variation are environmental. They depend on the educational system of a country and on the wider socio-linguistic
context in which the approach is embedded. According to David Marsh there is no single blueprint for CLIL.
The essence of CLIL is in integration. The dual focus of having simultaneous content and language learning outcomes
marks a change from conventional practice in both subjects and language teaching. This divergence has become more
pronounced as research on CLIL has given rise to the triple focus concept, whereby content and language goals are
pursued with a sophisticated understanding of student cognition, usually referred to as thinking skills (see Mehisto/ Marsh/
Frigols 2008 and Coyle/ Hood/ Marsh 2010).
In CLIL, content goals are supported by language goals, in addition to a focus on content and language, there is a third
element that comes into play: Learning skills which constitute the third driver in the CLIL triad.
European CLIL is highly diverse, with many different types commonplace. Although different, such types have much in
common because the reasons for doing CLIL, what we call the dimensions, are interlinked in CLIL practice. There are five
dimensions based on issues related to culture, environment, language, content and learning:
The language dimension: LANTIX
The content dimension: CONTIX
The learning dimension: LEARNTIX
The culture dimension: CULTIX
The environment dimension: ENTIX
http://www.clilcompendium.com/clilcompendium.htm

For many years, when CLIL played only a minor role in institutionalised teaching and learning, methodological issues
were neglected. In general, teachers taught their content subject in the foreign language just as they would have taught it
in their mother tongue. Similarly, language teaching and learning in a CLIL classroom took place according to traditional
language teaching methodology. In some ways, the content of the content subject simply replaced the traditional content of
the language classroom, and apart from this the CLIL classroom was like a traditional teacher-centred language or content
subject classroom.
The situation has changed considerably in recent years. Educationalists and practising teachers have realised that the
pedagogical potential of CLIL is higher than they had anticipated, and a number of more innovative advocates of CLIL
insist that a specific CLIL methodology should be developed. (Wolff 1997b, Thrmann 2000, Abendroth-Timmer et al.
2004).
Reading skills are regarded as highly important in the CLIL classroom. Most of the acquisitional processes are related to
reading comprehension: learners work with documents and other sources in order to acquire knowledge in the content
subject. Although reading strategies play an important role in all learning contexts, in CLIL they are crucial to the students'
success or failure. A specific CLIL methodology has to take this into account: thus, the promotion of reading strategies
plays an important role in all methodological discussions. And it must not be forgotten that content subject work also
includes specific reading skills: e.g. "reading" graphs, maps, charts etc. Specific processing strategies have to be acquired
which help learners to process the information contained in these materials. In a way, the focus on processing strategies in
the CLIL classroom is characteristic of a new methodological approach, which is not only language- but also contentbased. Learners do not read texts in order to learn language but in order to acquire knowledge in the content subject. This
makes the whole learning process more skill-orientated both with respect to language and to content.
This is also true of the productive skills. Whereas in the communicative language classroom the promotion of oral skills is
regarded as particularly important, in CLIL classrooms writing skills take up a highly significant role. From very early on
learners have to use the foreign language to write down the results of what they have studied: they compose reports,
definitions, compile results of observations etc. Content subject language competence is to a large extent text competence
(cf. Portmann-Tselekas 2002), and a CLIL methodology must be geared towards writing proficiency in the foreign
language.
Methodologically, the CLIL classroom should not be characterised by monolingualism (i.e. using the foreign language
exclusively) but rather by functional bilingualism, i.e. using the mother tongue and mother tongue materials when it is
necessary to provide and promote a multiperspectival, contrastive and integrated view of content. This approach is fairly
new compared to the theories brought forward in foreign language teaching methodology where the exclusive use of the
foreign language is seen as mandatory (cf. Otten & Wildhage 2003).

3.2 CLIL Core Features

Many of the core features of CLIL are not just specific to CLIL, but are part of basic good practice in education. Even so, all
need to be taken into account during the planning and delivery of CLIL lessons. It is precisely the integration of many of
these features into the average lesson, and all of these features into one's teaching repertoire, which presents a challenge
to teachers.
CLIL CORE FEATURES
Multiple focus
supporting language learning in content classes

Safe and enriching learning environment

using routine activities and discourse

supporting content learning in language classes

displaying language and content throughout the

classroom

integrating several subjects

organizing learning through cross-curricular themes
and projects
supporting
(cognition)

reflection

on

the

learning

process

building student confidence

language and content

to

experiment

with

using classroom learning centres (such as the maths

corner, the science corner...)
guiding access to authentic learning materials and
environments
increasing student language awareness

Authenticity

Active learning

letting the students ask for the language help they

need

students communicating more

(verbalization of procedures)

maximizing the accommodation of student interests (

students help set content, language and learning skills

e.g. in the selection of the topics, tasks...)

outcomes

making a regular connection between learning and the

students' lives (e.g. personalizing the tasks)

students evaluate progress in achieving learning

outcomes

connecting

favouring peer co-operative work( pair work, group

with

other

speakers

of

the

CLIL

language(e.g. participating in Comenius projects which

include mathematical tasks)
using current materials from the media and other
sources ( coins, dices, on-line games, etc.)

than

the

teacher

work, whole class)

negotiating the meaning of language and content with
students
teachers acting as facilitators

Co-operation
Scaffolding
planning courses/lessons/themes in co-operation with
building on a student's existing knowledge, skills,
attitudes, interests and experience
repackaging information in user-friendly ways (use of
graphics, manipulatives,etc)
responding

to

different

learning

styles

(visual,

kinesthetic, verbal...)
fostering creative and critical thinking (e.g. in problem
solving)
challenging students to take another step forward and
not just to coast in comfort (e.g. thinking of a different
way of solving a problem)

CLIL and non-CLIL teachers. (e.g. through a Comenius

project)
involving parents in learning about CLIL and how to
support students (e.g. with meaningful homework)
involving the local community, authorities and
employers (e.g. with a project studying geometry in
public buildings)

3.3 The 4 Cs Framework

In CLIL, the primary focus is on substance (content) as opposed to form. In order to acquire new knowledge and skills,
people usually need not only to access new information, but also to connect that information with their own existing
knowledge, skills and attitudes. Moreover, as meaning-making is both a personal and a social process (culture or
community), new knowledge and skills develop through personal as well as co-operative reflection/analysis (cognition)
and through a communicative process (communication).
The 4Cs Framework integrates four contextualized building blocks: content (subject matter), communication (language
learning and using), cognition (learning and thinking processes) and culture (developing intercultural understanding and
global citizenship). In so doing, it takes into account the integration of content learning and language learning within a
specific context and acknowledges the relationship that exists between these elements. (Coyle , Hood, & Marsh, 2010)

CONTENT: Progression in new knowledge, skills and understanding. It does not have to be part of a discrete curriculum
discipline such as Maths, it can be drawn from alternative approaches to a curriculum involving cross-curricular and
integrated studies.(Coyle,D. et al. 2010)
e.g. A game in which students have to go shopping to a supermarket and have to use coins, they solve addition and
subtraction problems, they have to choose the healthy food, they have to consider the price, etc.
COMMUNICATION: Interaction, progression in language using and learning. Learners are encouraged to produce subject
language orally as well as in writing and to participate in meaningful interaction. (Coyle,D. et al. 2010)
e.g. Students verbalize the steps that they have followed to solve a problem.
COGNITION: Engagement in High Order Thinking (HOT) and understanding, problem solving, and accepting challenges
and reflecting on them. CLIL is about allowing individuals to construct their own understandings and be challenged
whatever their age or ability. (Coyle,D. et al. 2010)
e.g. Pupils solve a problem in pairs and then evaluate the different answers and the different procedures.
CULTURE/COMMUNITY: self and other awareness, identity, citizenship and progression towards pluricultural
understanding. (Coyle,D. et al. 2010) CLIL offers rich potential for developing notions of pluricultural citizenship and global
understanding but these need to be planned and transparent (Commission of the European Communities, 2008)

e.g. Students solve a problem using different local measurement units ( students from different regions or countries,
students participating in a Comenius project, students in groups representing different countries, etc.)

3.4. English as a medium of instruction

Language learning in the CLIL classroom
It is assumed that the majority of students entering school have very little or no prior knowledge of the CLIL language.
Although students are encouraged to use the CLIL language from the outset of the first lesson, they will often answer
questions in their first language. This is natural and should not be discouraged. The teacher can recast the student's
answer in the CLIL language. Also, giving praise to students for even attempting to respond in the CLIL language will
encourage them to start using the language.
In CLIL classes, communication and learning take place in a student's additional language. In a systematic manner,
teachers begin to provide students with second-language discourse patterns and vocabulary, while also teaching content
and guiding students towards accomplishing concrete tasks.
Although the building blocks of language are provided systematically, teachers also respond to a student's immediate
linguistic needs as they arise. When a student wants to say something that is important to him or her, but lacks the needed
word or expression, it is given to him or her right away. Within a few months of starting the programme, students are
usually able to use the CLIL language for almost all classroom communication.
Language learning, which is certainly not considered incidental by parents or teachers, in many ways is incidental to the
students. They are above all interested in the subject content, not the vocabulary and mechanics of the CLIL language.
For students, language is a means to an end. Yet the teacher always needs to be aware of language.
Initially, teachers often speak slowly and use plenty of repetition, demonstrations, visuals and "realia". Later, teachers
speak at a more natural pace and encourage peer co-operative and independent learning. They work to create a climate
that fosters continuous language growth. However, paradoxically, more language is learnt when the focus on direct
language teaching is reduced and the content teaching is increased. By guiding students through experiments or activities
that relate directly to their lives and communities, and by focusing on the learning of content while providing language
support, language learning is actually maximized.
The length of the activities delivered during CLIL lessons may need to be modified. At the start of a CLIL programme,
students learning in a second language may become tired more quickly than students studying in their first language. Their
attention span may be limited, as CLIL students need not only to concentrate on the content, but on understanding the
language as well.

Content-compatible and Content-obligatory Language

Every subject has its own terminology. A useful first step is to decide what language the students must really know
(content-obligatory language) to master the content. The language that could be helpful, but is not absolutely necessary
(content-compatible language) for learning the subject takes a back seat, although it needs to be accommodated. Contentcompatible language often comes to the fore as students try to express their own thoughts in relation to the topic under
study. Consequently, content-compatible language is language that truly interests the student. It can sometimes serve as
the foundation into which content-obligatory language can anchor itself.
Cloud, Genesee and Hamayan state that content-obligatory language includes
1) technical vocabulary
2) special expressions
3) multiple meanings of words
4) syntactical features, and
5) language functions which predominate in a particular content area of a lesson (informing, defining, analysing,
classifying, predicting, inferring, explaining, justifying, etc).
These five language abilities are necessary for students to acquire concepts, ask questions, explain understanding,
demonstrate mastery and prepare for future learning in the content area (Cloud et al, 2000).

Scaffolding Strategies
Scaffolding has been defined by Wood, Bruner, and Ross (1976) as an adult controlling those elements of
the task that are essentially beyond the learner's capacity, thus permitting him to concentrate upon and
complete only those elements that are within his range of competence.
The notion of scaffolding has been linked to the work of Vygotsky. However, Vygotsky never used the term
scaffolding (Stone, 1998), but emphasized the role of social interaction as being crucial to cognitive
development, so that learning first occurs at the social or interindividual level.
Thus, when a child learns with an adult or a more capable peer, the learning occurs within the child's zone of
proximal development (ZPD). ZPD is defined as the distance between the child's actual developmental
level as determined by independent problem solving and the higher level of potential development as
determined through problem solving under adult guidance and in collaboration with more capable peers
(Vygotksy, 1978, p. 86).
Enabling the learner to bridge this gap between the actual and the potential depends on the resources or the
kind of support that is provided.
Sadhana Puntambekar (Dec 23, 2009). Scaffolding. Retrieved from http://www.education.com/reference
/article/scaffolding/
Students in a CLIL programme face particular challenges when dealing with the language demands of subject matter
instruction; the challenge of learning specialized disciplinary language is added to the task of learning English.
There are good reasons to believe that content-area instruction can provide an excellent context for the development of
academic English. Science, for example, involves the kind of learning through multiple modalities (talking, reading, writing,
doing firsthand investigations and experiments), which is often considered as characteristic of high-quality instruction for
English language learners (Echevarria, Vogt, & Short, 2004).Recent studies suggest that students learn to read and write
science texts best by learning to do so in authentic contexts for authentic purposes.
Without the proper scaffolds, the language demands can compromise English language learners' understanding of
content. These language demands include understanding and making sense of investigation procedures, explaining
processes, participating in discussions ,acquiring specialized vocabulary (that often carry more than one meaning),
gathering information from books, and writing observations and other expository texts.
Tools such as visual representations (e.g., concept maps, t-charts), inclusion of supplementary materials (books, maps,
illustrations), and pre-teaching content vocabulary are commonly suggested scaffolding strategies.
Vocabulary knowledge has been identified as the most common obstacle to reading for students who are learning
non-linguistic areas in English.
Vocabulary may present special challenges for all students. New words have particular importance, because they are, in
effect, labels for the concepts and processes that are the core of content-area domains. Understanding these words is
essential to reading for comprehension in content-area texts and fundamental to conceptual understanding. The link
between word knowledge and comprehension of content-area text and quality writing makes common sense.
A balanced approach to vocabulary instruction combines immersion in an environment rich in vocabulary, elaborated
interactions with important academic words, explicit instruction of a limited number of well-chosen words, and instruction in
strategies with which students can acquire words independently.
Successful content-area instruction in English:
a) provides additional scaffolding for language.
b) makes connections to students' linguistic resources in L1.
c) provides additional opportunities for practice.
d) supports the development of strategic behaviour.

Supporting language learning in content classes

Whether it is content-obligatory or content-compatible language, there needs to be plenty of opportunities for oral
interaction among students. We do not learn to speak a language simply by listening, reading or writing. For new language
to take root, we need to use it in conversation before it can become a lasting part of our output repertoire. The multifaceted nature of the CLIL approach involves an extra focus on student interests, peer co-operative work and
the fostering of critical thinking, among other methodological strategies. These foster the learning of content and
provide increased forums for discussing and communicating about content. These increased opportunities support
language learning. This view is supported by feedback received from CLIL teachers in the field.
ESSENTIAL ELEMENTS IN SUPPORTING LANGUAGE LEARNING IN CONTENT CLASSES
1. Create a psychologically and physically safe environment
Students must feel free to experiment with the language and not fear making mistakes. Students of all ages need to
understand that they, too, must help create an environment where their classmates will feel comfortable - safe from ridicule,
sarcasm or physical aggression. This is done through having the class establish rules and through adherence to those
classroom rules; by dealing with problems through discussion; by providing positive reinforcement for efforts to
communicate constructively; and by encouraging students to analyse and improve their own commentary, verbal and
non-verbal reactions and behaviours. Above all, it is paramount to believe that your students will succeed and to
demonstrate your faith in them.
2. Consistently use one language
Always strive to use the target language. Initially, when necessary, a student can summarize in the first language what was
said in the CLIL language.
3. In the beginning, it is acceptable for students to use the first language
Expect students at the primary level, who are at the start of a programme, to answer initially in their own language. They
will often immediately verbalize structures taught to them in the target language; however, do not expect spontaneous
self-expression in the target language before the third or fourth month. During these first months, the students are
developing their receptive language skills. More and more, they will understand what you say to them, although they will
not yet be able to express themselves easily in the target language.
Expect primary students to mix languages during the first half of the year, in particular. Encourage the use of the CLIL
language at all times.
In secondary and vocational CLIL classes, students will also mix languages. This facilitates communication. Give the
students the needed phrases in the CLIL language and when possible write them on the board. Once an expression has
been used, consider it to be part of the classroom repertoire. To help students avoid the temptation of relying on you as the
only source of language, you can also ask individuals who are having trouble finding the right word how to get the point
across in another way. You can ask other students for input or guide the student to a dictionary or a vocabulary wall. In
anticipation of language needs associated with a new topic, some of the language can be posted on the wall or on the
board in advance.
4. Speak slowly and articulate clearly
Speak very clearly when introducing new language and structures. However, be careful not to exaggerate words or speak
unnaturally slowly. When planning, be aware of the number of new words or structures you are introducing the students to
at any one time. They will need to be challenged yet comfortable, not frustrated or overwhelmed.
5. Use an appropriate level of language
Avoid structures that are too complicated for your students, but speak in a grammatically correct manner. In order to keep
challenging your students, use a level of language in class that is one step ahead of theirs - enough to make them work at

it without making it too hard.

6. Use facial expressions, gestures and pictures to reinforce meaning
Contrary to what is often common practice, have students listen carefully to the new words to try and discover the meaning
in the target language before you show the visual aids. This way, the idea registers first in the target language.
7. Repetition is required
Repetition will help students to grasp meaning and create a sense of security.
They will begin to repeat to themselves the new vocabulary as they develop their receptive language skills. When they
become more comfortable with the language, they will begin to repeat the vocabulary out loud and express themselves
somewhat more spontaneously. In particular, with younger students, this is where an established routine for the beginning
of each day helps.
8. Make it meaningful
The language, themes and content of classroom lessons must be relevant and of interest to the students. Initially, this
means focusing on the students themselves, their family, their school and the community. Later on, it can include music,
local issues, school events, the environment, problems in the community, community workers, sports, fashion, healthy
lifestyles, etc.
Also, by concentrating on solving problems that require critical thinking and co-operation with small groups of peers,
students become more engaged and interested in learning. By tapping into the experiences, personal interests and
background of the students, and by really challenging them to think, the work students do in school becomes more
meaningful, authentic and relevant to their lives.
9. Provide a variety of language models
Students need to hear the CLIL language spoken by different people in different contexts. The language of school does not
always suit everyday situations. Invite guests into the classroom and arrange field trips. Establish a buddy system between
classes, pairing each younger student with an older student, and arrange for them to meet once or twice a week. Join
international projects or set up a project with a school in another country with students for whom the CLIL language is a
second or first language. Create assignments that require students to use native-language resources such as music, video
clips, blogs or home pages.
10. Create a wealth of opportunities to use the language
Proactive strategies such as group-work, pair-work and activity centres are more effective than having a class do primarily
written exercises, which you then correct by having one student respond at a time. By understanding the students' current
state of knowledge and their attitudes, by taking into account different learning styles, you can develop programmes and
activities that meet a variety of their needs.
Ideas, lessons and activities must be presented within contexts that are relevant to the students. Students will learn the
language by using it. Peer co-operative work (pair and groupwork) that is focused on problem-solving activities can be
particularly useful. This provides them with opportunities to develop collaborative skills and to gain confidence in
presenting their own ideas and opinions to their peers.
11. Communication is of primary importance
It is more important for students to communicate than to worry about having perfect grammar. A student should receive
positive reinforcement for speaking, and for speaking correctly. The teacher can model the right word or phrase, or
correctly recast a faulty sentence. As students progress, you can prompt or guide them to self- or peer-correction. Once
the student has corrected the error, continue the dialogue. Where possible, students can take the lead in conducting a
conversation.

This empowers them and supports the development of a classroom culture where students assume ever-increasing
responsibility for their learning.
12. Create a wide variety of opportunities to develop all four language skills - listening, speaking, reading and
writing
Each language skill reinforces the other. Look for opportunities to combine all four skills into one activity or a series of
activities. For example, if you are discussing globalization, first have the students write down some of their own thoughts
about the pros and cons of globalization. In pairs, each student could read what the other wrote. The two students can
then combine their answers into one written statement.
They can practise presenting their conclusions. One pair then presents to another pair. The two pairs discuss their
differences and try to establish one common text.
13. Work systematically to build equal status for languages used in the school
All languages learnt and used in the school deserve equal attention. For example, opportunities should be taken to make
announcements in the languages of the school. Student assemblies could include performances in the CLIL language. You
can model the value of the CLIL language by speaking to students and colleagues outside the classroom in the halls or
cafeteria. Sheltered opportunities for communication with peers from abroad, who speak the CLIL language, and with
non-CLIL students can help students understand the benefits of language learning. Most students perceive international
communication to be exciting. Languages can further be brought into the school ethos by creating opportunities for
bringing various languages, including the students' native language(s), into the school during assemblies and fairs.
14. Set high, but realistic expectations
Do not underestimate what your students or you can do. Have high, but realistic expectations. At the same time, students
need to see those high expectations as attainable and fair. Also, search for the negative expectations that you have about
students and work to replace them with positive expectations. Above all, expect effort and dialogue from your students
about the learning process. If students are having trouble meeting expectations, build scaffolds to support them in their
efforts. High expectations help to reinforce the meaningful nature of school: they help students to concentrate on learning
and to behave better. They lead to greater achievement.
For example, if students are writing letters to a politician, they would be expected to use the appropriate level of language
and to make realistic proposals for solving an issue of concern. This may involve providing them with a general structure
for the letter and typical discourse patterns. However, students would also be expected to polish language and style, as
well as analyse the extent to which their proposals are logical and realistic.
15. Find ways of recognizing student effort and success
Reward effort. Also, reward co-operation, peer teaching, self-reliance, analysis of the learning process, task completion,
progress in meeting planned outcomes, as well as achievement in all subject areas. Every student needs well chosen
moments in the limelight.
Avoid constantly saying well done - the big pitfall of empty praise. Effective recognition is specific and consists of both
analysis and some form of public recognition. Give students an opportunity to speak about how they achieved their result.
Listening equates with recognition. Display student work in the classroom and hallways. Exhibit project work in the library.
Invite someone to see and comment on the work.
Separate praise from advice about how to move forward. The easiest way to do this is by banishing the word but. For
example, skip the second half of the following sentence. The graphs you used and the repetition of key messages helped
make the presentation a real success, but you have to be careful not to get carried away with the repetition. The word but
cancels out the reinforcement.

VIDEOS ON CLIL

CLIL for the Knowledge Society (David Marsh / Eurydice)

http://youtu.be/TGnkEMjBg4g

Why CLIL?
http://youtu.be/9HhVnG0AYfI

David Marsh on CLIL

http://youtu.be/-Czdg8-6mJA

IATEFL 2009 CLIL Debate - Peeter Mehisto

http://youtu.be/zmR1IABVpMQ

CLIL for the Knowledge Society (Mara Jess Frigols)

http://youtu.be/8YwABHYvHwM

Do Coyle - Levi Think Tank 2009 - CLIL Cascade Network

http://youtu.be/LUiMLDivK2Q

Ken Robinson
http://youtu.be/ga2CYYCrtNE

RSA Animate - Changing Education Paradigms

http://youtu.be/zDZFcDGpL4U

FURTHER INFORMATION
For further information, you can visit the following links:
Read the pdf : Teaching Science through English, a CLIL approach by Cambridge ESOL TKT
https://www.teachers.cambridgeesol.org/ts/digitalAssets/117041_Teaching_Science_through_English__a_CLIL_Approach.pdf
And complete the Tests on CLIL at:
https://www.teachers.cambridgeesol.org/ts/digitalAssets
/113101_LIBS_TASK_MS_Word_CLILS_SAMPLE_PAPER_2009.pdf