Idioms are short phrases that carry rich cultural contents and oftentimes figurative meanings. As such, they are particularly difficult to learn and pose a great challenge for L2 teachers and learners alike. In an effort to build the literacy skills of L2 learners seeking to achieve advanced placement in Chinese at an American school in Taiwan, the present study conducted a short-term three-week course that focused on Chinese idioms. The design of the course followed Coyle's 4Cs framework of Content and Language Integrated Learning. Using an online gallery of pictures, the course started with students' discussion about the idioms, including which ones to use in different situations, while guiding them through a writing format for developing narrative texts. The students were then asked to create stories around a Chinese idiom by rearranging and linking the pictures. Native speakers' evaluation of these stories indicates that despite some errors in characters, words and grammar, the students demonstrated clear understanding of the idioms and good organization of the narrative form. The CLIL 4Cs framework provided a useful scaffold for the teacher to design activities that provided opportunities for the students to comprehend the idioms in the context of a logical narrative.