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Content: It is intended that students create their own knowledge, understanding and development of skills considering their interests and needs.

Cognition: Relates to learning and thinking where learners create their own interpretation of content based on their language level and understanding.

Communication: Use the target language at all times in an understandable way to share the content where the interaction develops naturally and the student learns the content through L2.

Culture: Relate the content and L2 with the culture of the student and that of the foreign language.

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1. Rich Input: Ideal materials should be meaningful, challenging and authentic, with meaningful content in the sense that they focus on the reality of society while connecting with students' daily life and interests, where students' motivation and attitude play a fundamental role so that they are willing to receive the contents through an interaction in the foreign language.

2. Scaffolding Learning: It is essential that students receive constant support from the teacher during their process of cognitive mastery of academic language so that they lose their fear of expressing their ideas and recognize or use unknown vocabulary in the language they are learning.

3. Rich Interaction and Pushed Output: Encourage the use of the target language to make it easier to identify the points that should be given feedback. In this quality, the TBLT approach is seen as a great method of help because it allows the student to improve their complexity, precision and fluency skills through various tasks which promote language skills through various procedural contexts.

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4. Adding the (Inter-)cultural Dimension: Countries tend to differ in many aspects of culture, from the way they dress, to the way they act in different environments, which is why language teaching should not focus only on language acquisition and mastery, it is In other words, the student must also be provided with knowledge of the cultural aspects of the foreign language so that they can function appropriately and respectfully in a different cultural context.

5. Make it H.O.T.: Promote thinking skills through the use of basic elements for the adaptation of activities which allow the student and the teacher to work on cognitive and language skills so that the student learns to express their thoughts and ideas safely and with a high level of complexity.

6. Sustainable Learning: Create knowledge that is rooted in the long-term memory of the student so that he can give answers about this knowledge both in his mother tongue and in the foreign language at any time of his life, thus making the student more actively involved in their own learning process.

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COMPONENTS FOR CREATE DIDACTICS MATERIALS 

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COMPONENTS FOR CREATE DIDACTICS MATERIALS 

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Topic selection

Choice of media: Study kills + Input scaffolding

Task design: Cognition + Communication + Output- scaffolding

CLIL-workout

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The 4Cs-Framework they are basis for planning lessons and adapting materials.

Topic selection: You must select the content to recognize what materials can be adopted according to what you want to teach.

Choice of media: Use the diversity offered by multimodal input to produce materials that can be adapted to the learning styles present in the classroom.

Task design: The tasks must contribute to the development of higher thinking skills so that the student can generate authentic communication on a personal and collaborative level.

CLIL-workout: Depending on the quality of the product delivered by the student, the teacher can determine how much and what type of scaffolding is necessary.