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Content:
This is the most obvious C and, as teachers, something we cannot avoid. It is heavy preparation in a CLIL classroom, but we have to see it as an investment. To ease the burden, the more we can share CLIL activities, the better. In addition, cross-curricular activities are strongly recommended, working together with other teachers.
Communication

This is where the language production takes place and you can see how well the students have grasped the subject matter. The second or third (or fourth...) language is needed here but it is definitely not the main focus. Set the activity up so it requires certain structures, guiding the students to use it (for example, modals of speculation when making predictions in science; present continuous when describing different paintings in art).
Cognition

Encyclopedia Britannica says that ‘Cognition includes all conscious and unconscious processes by which knowledge is accumulated, such as perceiving, recognizing, conceiving, and reasoning.’ So in the classroom, this means guiding students to learn, and at the level they are ready for, i.e. will they be required to use HOTS
Culture

This is about understanding our own culture (and language) and others, raising awareness of the responsibilities of global and local citizenship. This is a great opportunity to go beyond the classroom and set up situations where communication is required, e.g. projects between schools in different countries.

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No. 1: Rich Input
Meaningful, challenging, and authentic. Those should be the main criteria for

selecting  appropriate  classroom  materials.  SLA  studies  have  shown  that

meaningful and challenging input is one of the main pillars of foreign language

acquisition. Classroom content  should  be  meaningful in a  sense  that it  focuses

on  global  problems  facing  mankind  (Klafki’s  “epochaltypische  Schlüssel-

probleme”) while connecting with the daily lives of our students and their areas

of  interest.
No. 2: Scaffolding Learning
To make sure that students successfully deal with authentic materials and that

as  much  input  as  possible  can  become  intake,  it  is  essential  for  students  to

receive ample support. They need scaffolding to help them cope with language input  of  all  sorts.  The  quantity  and  intensity  of  scaffolding  can  be  reduced  as students’ language skills advance.
No. 3: Rich Interaction and Pushed Output
Long’s Interaction Hypothesis proposes that language acquisition is strongly

facilitated  by  the  use  of  the  target  language  in  interaction.  Long  suggests  that feedback  obtained  during  conversational  interaction  promotes  interlanguage development  because  interaction  “connects  input,  internal  learner  capacities, particularly  selective  attention,  and  output  in  productive  ways”  (Long  1996: 451f.).
No. 4: Adding the (Inter-)cultural Dimension Grimalda  (2006)  recently  examined  the  degree  of  interaction  among individuals  in  the  process  of  globalization.  Preliminary  results  indicate  that people’s  willingness  to  cooperate  significantly  increases  the  better  they  know each  other.  This  means  that  students  need  to  learn  about  other  countries. However, factual knowledge about other countries and cultures is not enough for successful  intercultural  communication;  neither  are  foreign  language  skills alone.  Cultures  differ  in  many  aspects  including  view  of  self,  perceptions  of time, and verbal and non-verbal communication styles, which need to be taken into account also.
No. 5: Make it H.O.T
A word to the wise: of the approximately 80 000 questions asked on average annually by teachers, 80  per cent are at the lowest level  of thinking – factual knowledge. (Gall 1984;

Watson/Young 1986 in Mehisto et al. 2008)

Indeed,  thinking  skills  (H.O.T.s)  are  the  key  to  success  in  the  Information Age. The citation above shows how far away we are from this goal regarding the teaching  of  thinking  skills  in  class.
No. 6: Sustainable Learning

“Julia, could you please sum up the main points of last week’s lesson?” “No, I can’t. You see,  first we were doing stuff on the Internet and then there were only presentations  and  we  didn’t  write anything  down.  So  there  was  nothing  to  start  with  to prepare for today’s lesson.”

Such encounters are not uncommon and this example serves to illustrate what is meant by sustainable learning: we have to make sure that what we teach in class is taught in a way that new knowledge  becomes deeply rooted in our students’ long-term memory. Passive knowledge has to be turned into active  knowledge. Competent learners are those who can deliberately retrieve knowledge and apply it  to  solve  problems  or  complete  tasks.  Ideally,  many  of  their  sub-skills  have become  highly  automatized  through  meaningful  practice  and  they  are  able  to display the accurate and spontaneous use of their knowledge.

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 What are the components of creating and adapting didactic learning materials?

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 What are the components of creating and adapting didactic learning materials?

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The characteristics of the designer of the didactic material must be: capacities, cognitive styles, interests, previous knowledge, experience and abilities required for the use of these materials. Didactic materials made with environmental resources provide experiences that children can take advantage of to identify properties, classify, establish similarities and differences, solve problems, among others, and, at the same time, help teachers to better interrelate with their students.
The didactic resources have two main elements: a technical structure that facilitates the learning process and graphic elements that make their reading attractive for students. It is presented as a systemic structure with six components: didactic objectives, content, means, communication relations, organization and evaluation. The main dynamic element of teaching is the communication relationship.

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Presentation and explanation of the CLIL-Pyramid.

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Presentation and explanation of the CLIL-Pyramid.

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The  CLIL-Pyramid  was  designed  to  visually represent the  idea  that  quality CLIL based on the tenets of the 4Cs-Framework can only be achieved when all of the four Cs are considered in lesson planning and materials construction. The four Cs are the cornerstones of the base area of the CLIL-Pyramid which comes into existence when one tries to find the point where lines originating from each corners meet (Figure 5). It is meant to be a tool for lesson planning and materials construction/adaptation, and tries to incorporate all the principles and strategies mentioned in this article.  It  is  important  to  understand,  however,  that  all  the  quality  principles introduced in  this  article  can  hardly  ever be  incorporated  in one  single  lesson. Therefore, the unit (a sequence of several lessons on one topic) must become the

focal  point  for  teachers  and  material  writers.  The  CLIL-Pyramid  suggests  a systematical,  tried  and tested  sequence  for  planning CLIL  units  and  materials, starting  with  topic  selection  and  ending  with  a  review  of  key  content  and language elements that we have come to call the CLIL workout.