It is a well-known fact that due to the rapid expansion of the English language in the world, developing countries, including Chile, have encouraged the use of modern English as a foreign language in their country. learning and using this new language through subjects such as history, geography or others, this is what the CLIL (Content and Language Integrated Learning) approach intends to do, thus opening the doors of languages ​​to a wider range of learners, promoting self-confidence. among young learners and those who have not responded well to formal language teaching in general education, providing them with exposure to the language without requiring additional time in the curriculum, enhancing language learning and other subjects and developing in young people a positive 'can do' attitude towards themselves as language learners. However, I argue that CLIL provides exposure to the language, motivates students to learn and use it, and assesses the content of the subject, not their mastery of "grammar", but the teaching materials ( textbooks/course manuals) would also reflect this approach in order to produce a consistent course. First, during the last decades of teaching English as a foreign language in Chile, the CLIL approach has become of great interest. Some schools have adopted this approach as a way to teach and learn EFL in a more natural way. This approach gives teachers and learners the opportunity to either discuss specific content in the foreign language being studied or to practice the foreign language in a content-rich environment. ''...being able to communicate in the classroom and beyond the classroom. Indeed, language is a natural communication tool for the community – the society in which the learner lives. as well as the materials designed by the teacher and the resources he or she uses. In conclusion, understanding history and culture in English and being able to communicate critically in both the native and second language should be to the benefit of every student and a step forward. to a future career. The ideas presented in this writing should guide CLIL teachers in preparing their lessons and possibly show them how to adapt new sources of authentic materials and native language websites. Furthermore, working on motivation must be conceived as a process with others through which all actors involved contribute and benefit. Finally, the last objective of the CLIL approach is to develop multilingual interests and attitudes that will help learners in their work and professional future..