From a didactic point of view, CLIL methodology improves language compentences, it develops multilingual interests and attitudes, it increases learners' motivation and it promotes the internationalisation and it prepares for International Certification. 

Thi methodology has, on the other hand, critical points too. From my brief experience in Italy, subjects teachers with a great level in English are not avaible. I think that it depends on the lack of a formation programme and on the little importance that our school system gives to foreing languages.

Another critical point is teachers' mind set: it is fundamental to change completely our approach in teaching. Teaching must be focused on students and on their needs, we have to leave spreaded modes of teaching and assessing to find out other ones more suitable for CLIL methodology.

I think that extensive reading has, above all, language implications, even if it can be usefull also in a CLIL lesson. 

For example, in my extensive reading project connected with CLIL, I chose to start from a graded readers, Sherlock Holmes Short Stories (level 5), to organize a lesson about detective story. In this plan, the extensive reading is useful for students to improve their vocabulary and, from a contenutistic point of view, to find out the key elements of detective story, making a comparison with stories they have previously read in English and Italian literature.

I suggest them to find out similarities and differences between two characters they meet: Sherlock Holmes and Camilleri's Montalbano. Is their way of investigation similar? What are their most important characteristics? What are the characteristics of their cases? Are they mysterious or characterized by action and suspance?

These are different questions that the teacher can ask the students to guide them in reflecting about this topic, starting from the reading in class.