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The material to be used must motivate the student, be attractive, novel, that is to say, it must be able to bring his interest and enrich his creativity, it must take into account individual needs and preferences, and above all, it must be easily adaptable to everyday life situations so that the student will feel that his process has a  purpose and is relevant. The teaching of content through a foreign language should guide the student to a level where he/she can connect this information with previous information, relate it to his/her own or external experiences and attitudes.

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Many of the students, whether new or old, require orientation and guidance in their process, this need may progressively diminish as the student reaches a certain degree of knowledge or expertise in an area but it is vital that the teacher accompanies, supports and guides without compromising the development of the student's critical thinking.

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Principle number 3: Rich Interaction and Pushed Output

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Principle number 3: Rich Interaction and Pushed Output

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Interaction in the target language allows the student to acquire it. A skill develops the more it is practiced, so every time the learner interacts with peers and the teacher, he/she is acquiring an awareness of his/her own performance, will be able to know what things he/she can enhance and what things are following an effective course The design of authentic communicative situations encourages interaction and output.

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Principle number 4:Adding the Intercultural Dimension

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Principle number 4:Adding the Intercultural Dimension

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Education helps to forge critical and reflective thinking, it should be oriented to encourage participation, interculturalism and pluralism- Students need to learn about other cultures, learn to accept, tolerate, recognize the endless thoughts, beliefs, customs and traditions that exist within a society different from their own. Language is the medium that brings cultures together, so it is key that the topics covered in class broaden students' horizons and perspectives on worlds different from their own so that they are able to develop friendly, tolerant communication based on respect, tolerance and respect for others.

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Related to thinking skills which are developed through systematic instruction in both the first and second language. This should be done in a way that challenges the learner, but not to the point of overload. Activities such as remembering, understanding, synthesizing, evaluating, and creating helps the student to know how express themselves in an increasingly complex manner.

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Principle number 6: Sustainable Learning

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Principle number 6: Sustainable Learning

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The teacher must ensure that the knowledge given to his/her students is rooted on a solid basis in the students' long-term memory so that they can use this knowledge to solve problems and develop activities when needed and in a natural way. At clil, teachers not only guarantee that students acquire a subject and a language, but also that they are able to speak without difficulty in their mother tongue and the foreign language.

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1. Topic selection:
2. Choice of media: Study skills + Input -Scaffolding
3. Task-design: Cognition + Communication; Output +Scaffolding
4.Clil-Workout

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The Clil-Pyramid is the visual representation of the principles of the 4c framework, is the integrative planning tool for materials construction and lesson planningThe pyramid follows a systematic and proven sequence for planning units and materials, beginning with the selection of topics and ending with a review of key content.
1.Topic selection:Is the starting point for material construction

2. Choice of media: Study skills + Input -Scaffolding: Providing multimodal materials that can be adapted to the needs and learning styles, allows the development of new literacies and the activation of different linguistic skills.
3. Task-design: Cognition + Communication; Output +Scaffolding:

The familiarity the student has with the chosen input will determine the type and amount of support he or she will need and will also indicate what subject-specific study skills should be practiced with students so that they can successfully cope with that input.
4.Clil-Workout Is the review of key content and language elements .

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Content: The students has the autonomy in their learning process for building their own knowledge, comprehension and developing skills.

Cognition :Related to Cognition, the students are able to give an interpretation to that content and it must be in sync with their linguistic needs.

Communication:It has to do with the interaction practices; a clear and real language needs to be used in order to learn language.

Culture:Associated with Intercultural awareness , language enables connections among cultures.