Text types which learners read and write in different curricular subjects and which have specific purposes, structures and language features.
Each genre has characteristics which make it different from other genres.
Types of genre include: discussion; explanation; instruction; narrative; persuasion; proposal; recount (to retell events, usually in chronological order, e.g. autobiography, setting up an experiment); report; review.
Learners read and write more nonfiction genres in CLIL than in most ELT courses.

A process approach to reading and writing which helps learners develop an awareness of how vocabulary and grammatical forms are used in different text types.
Learners are helped to identify the kinds of texts they need to read and write.
There are several stages in the genre process:
1) a lead-in to activate prior knowledge;
2) using models of the text type to examine the overall structure, the features and layout of the text;
3) shared writing when teachers and learners cooperate to write a text similar to the model, then independent writing.
Learners then look at further examples of the genre.

When events are written without reference to a time order.

1) A text which retells events, usually in order of when they happened (e.g. how an experiment was set up.)
2) To tell a sequence of events or sequence of stages in a process.

language features of a text such as the use of technical vocabulary, adjectives, quantities and others.

language features of a text which are produced in sentences. Examples include use of imperative forms, use of cause and effect clauses or examples in a sentence.

the discourse features of a text
(e.g. an instruction text: statement about what is to be made, a list of items needed, steps written in chronological order, use of visuals or diagrams)