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B. Summary of the six quality principles proposed in the document.

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B. Summary of the six quality principles proposed in the document.

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D. Presentation and explanation of the CLIL-Pyramid

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D. Presentation and explanation of the CLIL-Pyramid

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

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

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R/:The components of the creation and adaptation of didactic learning materials are the 4C, which are steps to guarantee an adequate integration and construction having a solid base and achieving better results.

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Quality Principle 1: Rich Input
SLA research shows that meaningful and challenging input is one of the main pillars of foreign language learning, i.e. they should be meaningful, challenging and authentic.

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Quality Principle 2: Scaffold Training
To ensure that students are working with authentic material and input as much as possible, it is important that students receive appropriate support. To facilitate the acquisition of skills, learning activities must "create an environment in which these skills can be demonstrated, monitored, and provide appropriate feedback on how the skills are being learned."

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Quality Principle 3: Rich Interaction and Driven Production
The hypothesis suggests that the use of the target language in interaction can significantly facilitate language acquisition. Long suggests that the feedback obtained during spoken language interactions can facilitate interlanguage development because the interactions "connect input, internal learning capacities, implement CLIL-Pyramid 301 highly selective attention and output in productive ways" tasks Repetition is another very effective way to facilitate communication skills.

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Quality principle 4: Adding the (inter)cultural dimension
If we want to prepare our students to succeed in a globalized world, to work in teams that cross national and cultural boundaries, intercultural competence must be the main goal of education and the basis of our teaching.

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Quality Principle 5: Let it warm up.
When teaching thinking, systematic language work is essential. Students must be shown how to express their ideas in increasingly complex ways: "Every study involves language learning, or both language learning and () communication, and is therefore also extremely important to the learning of subjects."

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A.	Explanation of the 4Cs-Framework (Content, cognition, communication, and culture)

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A.	Explanation of the 4Cs-Framework (Content, cognition, communication, and culture)

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Content: Students build their own knowledge and understanding and develop skills (personal learning).

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Communication: Interaction in the learning environment is the foundation of learning. This has consequences if the learning environment operates using a foreign language.

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Cognition: its language needs must be analyzed; thought processes (cognition) must be analyzed in relation to its language needs.

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Culture: The relationship between culture and language is complex. Intercultural understanding is the foundation of CLIL.Summary of the six quality principles proposed in the document.

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Quality principle 6: sustainable learningPassive knowledge must be transformed into active knowledge. Competent learners are those who can consciously acquire knowledge and apply it to solving problems or completing tasks. Ideally, many of their sub-skills have become highly automated through meaningful practice, and they are able to apply their knowledge accurately and spontaneously.

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Quality principle 6: sustainable learningPassive knowledge must be transformed into active knowledge. Competent learners are those who can consciously acquire knowledge and apply it to solving problems or completing tasks. Ideally, many of their sub-skills have become highly automated through meaningful practice, and they are able to apply their knowledge accurately and spontaneously.

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

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2. By providing multimodal input and distributing it evenly across the new CLIL units, highly differentiated material is generated to accommodate different learning styles and activate different language skills. Multimodal input also promotes the development of new literacy skills.

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3. The type of input selected (ie text, diagrams, maps, video clips, etc.) and the learner's knowledge of it will determine how much and what types of support are needed. It also indicates which subject study skills need to be practiced with students in order for them to successfully cope with this investment.

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4. Tasks should be designed to stimulate higher-order thinking skills and ensure authentic communication/interaction in a variety of interaction formats (solo work, pair work, group work, etc.).

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