Given the ambitious linguistic and cognitive objectives of CLIL classes, teachers are forced to face the difficulties inherent in this twofold mode of teaching. Content teachers and language teachers are not trained in the same way and do not share the same goals. How can we improve the situation of CLIL classes in France? How can we help students to integrate the knowledge obtained in a CLIL class into their general world knowledge? How are we going to help them use a foreign language to communicate meaningful content with reasonable confidence? This article will show how the task-oriented approach advocated by the Common European Framework of Reference for Languages can help create a better synergy between the two aspects of CLIL.