To encourage learners to produce language or ideas they already know about a CLIL subject before it is taught
(e.g. Tell me six words connected with electricity. Think of three sources of electricity.)

What the teacher wants to achieve in the lesson or in the course.
The main aim is the most important aim; e.g. the teacher's main aim in a lesson could be to teach the present perfect simple or develop listening skills.
A stage aim is the aim or purpose of a stage, step or short section of a lesson, e.g. to provide controlled practice of the present perfect simple or to develop listening for gist.
A subsidiary aim is the secondary focus of the lesson, less important than the main aim. It could be the language or skills learners use in order to achieve the main aim of the lesson, or a skill or language area which is practised while the teacher is working on achieving the main lesson aim.
A personal aim is what the teacher would like to improve in his/her teaching, e.g. to reduce the time I spend writing on the whiteboard.

The knowledge, skills and attitudes for learning across the curriculum.
Competences can be 1) communicative, 2) linguistic, 3) artistic, 4) digital, 5) mathematical and 6) social.

Support for learners who are either less or more able than others in the class.
For less able learners, differentiation involves: modified input, such as providing simplified texts or additional visual support; modified output, such as answering fewer questions; modified tasks.
For more able learners, differentiation can involve supporting peers, doing extension activities or developing independent research.

A fair test is when only one factor or variable is changed at a time and all other factors or variables are kept the same.
For example, if testing the best conditions for growing a plant, three seeds can be tested by giving them the same amount of water, the same soil, the same length of time to grow but a different place to grow: one in full light; one in shadow; one in a dark cupboard. Learners can then see that light affects growth.

An amount or a condition which can change while other amounts or conditions stay the same
(e.g. testing which plants grow well: same soil, same type of seed, same amount of water but different amount of light)

To provide new information about something.
Teachers input new language by providing examples and giving learners information about it
(e.g. teachers can input new vocabulary through a text or by using the board.)

Production of subject content through spoken, written, practical or creative work

What most learners will be able to know and understand, to do and be aware of by the end of a lesson, a unit or course. Sometimes also referred to as learning objectives.

Part of a school or college course. It may be made up of a unit or several units of work.

Part of a lesson when the teacher discusses ideas with the whole class; for example a plenary could be held at the end of a lesson when the teacher might assess learning by asking learners to review what has been learned

When the teacher leads the class and each learner is focusing on the teacher, rather than working alone or in groups. When learners respond, they do so in front of everyone in the class.
(For example, at the beginning of a lesson, the teacher puts a picture on the board and asks all of the learners to look at it. He/she then chooses individual learners to describe the picture while everyone else listens.)

This describes the language and skills to be covered on a course, and the order in which they will be taught.
(The content of a syllabus will be based on the writer's beliefs about language learning.)