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These are the principles used for planning the CLIC.
• Content: progression into new knowledge, skills, and understanding
• Cognition: engagement and understanding with thinking, problem-solving, accepting, and reflecting on challenges.
• Communication: progression in the interaction in the use and learning of the language
• Culture: awareness of self and others, identity, citizenship, and understanding of other cultures.

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No. 1: Rich Input
It is based on the importance of starting with a topic that is meaningful, challenging, and motivating for students, looking for learning to connect with digital tools that benefit self-directed and autonomous learning, without leaving behind the importance and participation of the teacher in directed learning, Convert information from texts to more didactic tools, promoting the process from L1 to L2, reaching the different needs and learning styles of students and their multiple intelligence.
No. 2: Scaffolding Learning
The purposes of scaffolding are:
1. Reduce the cognitive and linguistic load of the content to help students understand
2. allows students to focus on a particular task or activity.
3. provides subject-specific vocabulary, helping communication and accurate learning.
In this case, it is very important that the student can understand the meaning of the vocabulary that is presented and in many cases the material used by the CLIL teachers is authentic, therefore vocabulary is presented that can be confusing or unnecessary in the subject, for this reason.

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No. 3: Rich Interaction and Pushed Output
Refers to the benefit of learning L2 through interaction and in support of feedback. Strategic Task-based Language Teaching (TBLT) is the approach that benefits the most and fits the needs of CLIL using methodologies for communicative purposes, improving fluency, precision, and complexity of language production.
Students can create drawings or graphs to share information, thus real communication is achieved in short but valuable periods.
No. 4: Adding the (Inter-)cultural Dimension
It is important that students learn about other countries and for assertive communication to exist between cultures, knowing the language is not enough, it is important to understand the differences, for example, the vision of oneself, the perceptions of
timing and styles of verbal and non-verbal communication, CLIL also benefits cultural interaction within the framework of values ​​and respect for others.

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No. 5: Make it H.O.T.
Refers to thinking skills in class, students must be engaged, challenged, and saturated with various types of thinking, without feeling overwhelmed, students need to move forward and each time they are required and shown how to communicate in a way more complex and systematic.
No. 6: Sustainable Learning
It is important that what is taught to students remains in long-term memory, and for this reason, passive knowledge must be converted into active knowledge, and it must also be possible for students to communicate the two knowledge in L1 and L2.

create experiences with the students

that the instructions are clear for the students

the group work must be shared with tools that last in the recipient

promote autonomous learning

promote learning and use of skills.

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The pyramid is focused as a tool for planning classes and materials. in order to incorporate all CLIL principles and strategies all the quality principles can hardly be implemented in the same class, for this reason, the pyramid helps to plan systematized wood

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Components of creating and adapting didactic learning materials

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Components of creating and adapting didactic learning materials

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Topic select

Choice media

task desing

CLIL- work-out

1. Selection of content and materials.
2. Provide multimodal information and distribute it uniformly
3. Determine how much and what kind of scaffolding, skills, and topic is needed.
4. Design tasks and work alone, work in pairs, in group work, etc.).
5. The desired result (poster, interview, presentation, map,
etc.) determines how much and what type of output scaffolding is
necessary.