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This 4C framework is a method used to improve the practice of English, since it seeks for the student to absorb the language in a natural way using the language in real life situations, placing it in the context of each learner, that is, take English with a tool and not as such content to study. This method or technique works in two approaches, the first is to learn English through the content of the subject and the second is to learn the content of the subject through the use of the language. With this, students improve not only their performance in the subject but also in the language.

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Communication
It defines language as a conduit for communication and learning.It defines language as a conduit for communication and learning.

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Content
It is that CLIL must pose a cognitive challenge for students: so that they can develop their thinking skills in conjunction with their basic interpersonal communication skills and their proficiency in cognitive-academic language.

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Quality Principle No. 4: Adding the (Inter-)cultural Dimension 

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Quality Principle No. 4: Adding the (Inter-)cultural Dimension 

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Knowing the culture of other countries although it helps in learning a language is not enough, interaction with other people, vocabulary used, grammar, the context in which they develop play an important role in learning, it is therefore necessary to take into account not only verbal but also non-verbal communication, cultural codes the linguistic and non-linguistic means to be used to address issues and thus maintain a flow in communication assertively without hurting sensitivities. Looking at various topics from different cultural angles, realizing that other cultures tend to see things differently, have different values and beliefs, is one of the most valuable experiences that CLIL can offer.

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Quality Principle No. 6: Sustainable Learning

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Quality Principle No. 6: Sustainable Learning

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This principle is based on the knowledge acquired by the students, that is, the new knowledge must be solid, fixed, permanent so that they can use it when necessary, making them automated through meaningful practice being able to show their precise use and the spontaneity of their knowledge. Teachers must generate assertive teaching both in the learning of specific content and in the learning/ acquisition of a foreign language creating connections with the attitudes, experience and knowledge of students.

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Content
Successfully places the acquisition of
knowledge, skills and understanding inherent in that discipline, at the very heart of learning process.

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 Quality Principle No. 2: Scaffolding Learning 

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 Quality Principle No. 2: Scaffolding Learning 

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Scaffolding is therefore those structures, activities or strategies of support that the teacher provides for the student to build knowledge. It is not simply to help the student by giving the answer but to facilitate and provide a support that serves those students who need it to achieve the objective of learning. This scaffolding is fundamental in CLIL and should be given for both content and language.
To facilitate skills learning, instructional activities should " establish contexts in which these skills can be properly displayed, monitored and feedback given the form of their acquisition "(Lyster 2007: 149).

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Quality Principle No. 3: Rich Interaction and Pushed Output 

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Quality Principle No. 3: Rich Interaction and Pushed Output 

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It is a task-based approach to language learning. consists of proposing to pupils the performance of a series of tasks in the target language, which is being studied, in order to develop their communication skills in that second language; are activities in which the target language is used as a communicative route to achieve an outcome. That is, the teacher proposes situations in which the student must achieve a result by expressing himself in the language he wants to learn. The teacher explains grammar concepts or dicta vocabulary lists and the student attends, the explanations, with this method the apprentice is committed to their learning, is participatory and achieves satisfactory progress, taking into account that it is based on real situations, the teacher can effectively analyze and detect the needs of each student and also, reinforce teaching in that item allowing the student to develop in its context.

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This approach reflects that, although  have techniques for language learning, sometimes they are not effective so it is important to look for the best methods for teaching - learning to be accurate, developing tasks, using resources, putting what has been learned into practice in real contexts helps the student to commit to learning. Academic thinking skills can be properly incorporated into the teaching routine by encouraging activities and the use of grammar in the process.

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Culture:
Intercultural awareness is fundamental to CLIL. Its rightful place is at the core of CLIL.

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Using the CLIL-Pyramid and the template offers several advantages:

• The model enables multifocal lesson planning: content, communication, cognition, and culture are inextricably linked.

• Higher order thinking skills become an integral part of CLIL lessons.

• Scaffolding, study skills, and learning strategies are essential parts of the planning and teaching process.

• The model raises awareness for multi-modal input and leads to highly differentiated lessons and materials.

• It is very flexible regarding various models of interaction/cooperation (individual/pair/group work).

• Intercultural communication is taken seriously.

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The teaching of the subjects must be challenging, meaningful and authentic, keeping the attention of the apprentice at all times, using the context in which it operates as a means for its learning to be assertive, Likewise, it leads the student to build their knowledge, enrich their knowledge, motivate them through videos, animations and interactive resources in this way is always attentive.
The teacher is only a facilitator of knowledge, his teaching is directed, giving autonomy and confidence to the student to expand their knowledge.

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3. The nature of the selected input (i.e. texts, charts, maps, video clips, etc.) and the students’ familiarity with it determines how much and what kind of scaffolding is needed. It also indicates which subject specific study skills need to be practised with the students so they can successfully cope with that input.

4. Tasks need to be designed to trigger both higher order thinking skills and lead to authentic communication/interaction in different interactive formats (solo work, pair work, group work, etc.).

5. The nature of the desired output (poster, interview, presentation, map, etc.) determines how much and what kind of output-scaffolding is necessary.

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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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1. Planning a CLIL unit starts with content selection. The specific needs of the content subject are at the heart of every CLIL lesson and the starting point for material construction.

2. Providing multimodal input and distributing it evenly across the new CLIL unit produces highly differentiated materials which accommodate different learning styles and activate various language skills. Multimodal input also facilitates the development of new literacies.

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The four C's are the cornerstones of the base area of ​​the CLIL Pyramid. It is intended to be a tool for lesson planning and construction / adaptation materials. The CLIL pyramid suggests a systematic, tried and tested sequence for planning CLIL units and materials, beginning with the selection of topics and ending with a review of the key content and language elements that we have come to call CLIL training.