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1. Planning a CLIL unit starts with the selection of content.

2. Employs new information in the CLIL unit, where materials are produced highly adapting to diverse learning styles, abilities, and languages.

3 It indicates study skills in relation to the subject so that students end up with excellent efficiency in that entry, that is, maps, graphs, among others.

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What are the components of the creation and adaptation of didactic learning materials?

It is of interest to know that the material does not have value in itself, if not to the extent that the objectives are adapted, activities and contents that are proposed

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Each of the educational situations can make use of certain teaching materials, reflecting the advantages and disadvantages of learning for students, otherwise a single resource can be used in different educational contexts in this way there are a number of reasons why it is of It is very important to take into account which is the most appropriate medium for our teaching task:
1. Importance of learning with various teaching materials.
2. Materials we found in these
moments.
3. Reflection and analysis required by the introduction.
4. For the values ​​that are transmitted through them.

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Quality Principle 1: Enriched Input
Meaningful, challenging and authentic. Those should be the main criteria for
Select appropriate materials for the classroom. SLA studies have shown that
Meaningful and challenging input is one of the main pillars of the foreign language.

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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 learning, to further ensure that students successfully handle a variety of authentic materials and that as much information as possible can be turned into input, as it is essential that students receive broad support.

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Rich Engagement and Driven Exit
Long's Interaction Hypothesis proposes that language acquisition is strongly
facilitated by the use of the target language in the interaction. Long suggests that
feedback obtained during conversational interaction promotes interlanguage
development because the interaction “connects the input, the internal capacities of the learner,
Introducing CLIL-Pyramid 301
particularly selective attention and production in productive ways.

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The intensity amount of scaffolding can be reduced as the language skills of the students, since scaffolds serve several purposes.
1. Reduces the cognitive and linguistic load of content /input (= input-scaffolding) which means that scaffolding helps students understand the content and language of any given material.
2. Allows students to perform a given task through appropriate support activities.

3. Scaffolding also supports language production (= push output) by providing phrases, subject-specific vocabulary, and locations needed to complete tasks, helping students to verbalize their thoughts in a subject-appropriate manner—in other words, scaffolding done well will boost students' cognitive academic language proficiency (CALP).

Quality Principle #3: Rich Engagement and Driven Exit
Long's interaction hypothesis proposes that language acquisition is strongly facilitated by the use of the target language in interaction promotes interlanguage development because the interaction connects the input of the internal capabilities of the learner.
 development because the interaction “connects the input, the internal capacities of the learner.

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Quality Principle 4: Adding the (Inter-)cultural Dimension

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Quality Principle 4: Adding the (Inter-)cultural Dimension

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(Inter-)cultural dimension
Grimalda (2006) recently examined the degree of interaction between individuals in the globalization process, preliminary results indicate that the willingness of people to cooperate increases significantly the better they know each other, this means that students need to know about other countries.
However, knowledge of other countries and cultures is not enough for successful intercultural communication.

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Quality Principle No. 5: Make it H.O.T. 

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Quality Principle No. 5: Make it H.O.T. 

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This is a very inconvenient truth. Functions of academic discourse, the
intersection of content, cognition and language, the ability to express complex thought processes appropriately, do not come automatically, but need to be
systematic instruction, both in L1 and L2. This has several consequences for a
Effective CLIL teaching methodology

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Quality Principle No. 6: Sustainable Learning

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Quality Principle No. 6: Sustainable Learning

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Such encounters are not uncommon and this example serves to illustrate what is
meant by sustainable learning: we have to make sure that what we teach in class
is taught in a way that new knowledge becomes deeply rooted in our students’
long-term memory. Passive knowledge has to be turned into active knowledge.
Competent learners are those who can deliberately retrieve knowledge and apply
it to solve problems or complete tasks. Ideally, many of their sub-skills have
become highly automated through meaningful practice and they are able to
display the accurate and spontaneous use of their knowledge.

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The relationship between languages ​​and cultures is complex, and intercultural awareness is fundamental to CLIL. Its rightful place is at the core of CLIL. (Coyle 2006_9f.) In order to be successful, CLIL teachers and textbook writers need flexible recommendations and tools on how to develop quality materials based on the 4C framework. The Coyle 2007 call for quality and accountability must be answered because frequent studies show that there are many unanswered studies in the CLIL classroom.

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The content is related to learning and thinking, in order to allow students to create their own interpretation of content, where they must be analyzed for their linguistic demands; these cognition thought processes need to be analyzed in terms of their linguistic demands.

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This requires learning a language that is related to the context, learning, learning and rebuilding the content with various related cognitive processes. This must be accessible and transparent; the interaction in the learning context operates through a foreign language.

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Content is not just about acquiring knowledge and skills, it is about students creating their own knowledge and understanding and developing skills Personalized learning; Oliver Mayer 296.