This is where the language production takes place and you can see how well the students have grasped the subject matter. The second or third (or fourth...) language is needed here but it is definitely not the main focus. Set the activity up so it requires certain structures, guiding the students to use it (for example, modals of speculation when making predictions in science; present continuous when describing different paintings in art).
Cognition

Encyclopedia Britannica says that ‘Cognition includes all conscious and unconscious processes by which knowledge is accumulated, such as perceiving, recognizing, conceiving, and reasoning.’ So in the classroom, this means guiding students to learn, and at the level they are ready for, i.e. will they be required to use HOTS
Culture

This is about understanding our own culture (and language) and others, raising awareness of the responsibilities of global and local citizenship. This is a great opportunity to go beyond the classroom and set up situations where communication is required, e.g. projects between schools in different countries.

selecting  appropriate  classroom  materials.  SLA  studies  have  shown  that 

meaningful and challenging input is one of the main pillars of foreign language 

acquisition. Classroom content  should  be  meaningful in a  sense  that it  focuses 

on  global  problems  facing  mankind  (Klafki’s  “epochaltypische  Schlüssel-

probleme”) while connecting with the daily lives of our students and their areas 

of  interest.
No. 2: Scaffolding Learning
To make sure that students successfully deal with authentic materials and that 

as  much  input  as  possible  can  become  intake,  it  is  essential  for  students  to 

receive ample support. They need scaffolding to help them cope with language input  of  all  sorts.  The  quantity  and  intensity  of  scaffolding  can  be  reduced  as students’ language skills advance.
No. 3: Rich Interaction and Pushed Output
Long’s Interaction Hypothesis proposes that language acquisition is strongly 

facilitated  by  the  use  of  the  target  language  in  interaction.  Long  suggests  that feedback  obtained  during  conversational  interaction  promotes  interlanguage development  because  interaction  “connects  input,  internal  learner  capacities, particularly  selective  attention,  and  output  in  productive  ways”  (Long  1996: 451f.).
No. 4: Adding the (Inter-)cultural Dimension Grimalda  (2006)  recently  examined  the  degree  of  interaction  among individuals  in  the  process  of  globalization.  Preliminary  results  indicate  that people’s  willingness  to  cooperate  significantly  increases  the  better  they  know each  other.  This  means  that  students  need  to  learn  about  other  countries. However, factual knowledge about other countries and cultures is not enough for successful  intercultural  communication;  neither  are  foreign  language  skills alone.  Cultures  differ  in  many  aspects  including  view  of  self,  perceptions  of time, and verbal and non-verbal communication styles, which need to be taken into account also.
No. 5: Make it H.O.T
A word to the wise: of the approximately 80 000 questions asked on average annually by teachers, 80  per cent are at the lowest level  of thinking – factual knowledge. (Gall 1984; 

Watson/Young 1986 in Mehisto et al. 2008) 

 

Indeed,  thinking  skills  (H.O.T.s)  are  the  key  to  success  in  the  Information Age. The citation above shows how far away we are from this goal regarding the teaching  of  thinking  skills  in  class.
No. 6: Sustainable Learning 

“Julia, could you please sum up the main points of last week’s lesson?” “No, I can’t. You see,  first we were doing stuff on the Internet and then there were only presentations  and  we  didn’t  write anything  down.  So  there  was  nothing  to  start  with  to prepare for today’s lesson.” 

 

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  automatized  through  meaningful  practice  and  they  are  able  to display the accurate and spontaneous use of their knowledge.

focal  point  for  teachers  and  material  writers.  The  CLIL-Pyramid  suggests  a systematical,  tried  and tested  sequence  for  planning CLIL  units  and  materials, starting  with  topic  selection  and  ending  with  a  review  of  key  content  and language elements that we have come to call the CLIL workout.