We find the knowledge of the subject area, seeking to ensure that students not only receive information but also actively construct their own knowledge based on the topics.

Where the student learns the thinking processes of analyzing, comparing, and synthesizing. Meyer proposes designing tasks that involve higher-order skills and analyzing the linguistic demands these processes impose.

Language is the channel for thinking and expressing oneself. It seeks to interact authentically using language, beyond repeating structures. Meyer points out that assignments should encourage real communication between students.

Intercultural awareness involves recognizing one's own culture (I) and others' cultures, and fostering attitudes of openness, tolerance, and respect. It is an equally vital component that must be integrated into all phases.

Authentic, challenging, and meaningful materials that motivate and activate different learning styles. This fosters new literacies and creates quality CLIL expertise

Structured instruction that includes visual, linguistic, and organizational supports to help students better process and understand content and language.

Communicative tasks that promote real-life interactions, exchange of ideas, and developed language production. Both fluency and accuracy are encouraged in a variety of situations.

Conscious integration of cultural content that fosters awareness of diversity and understanding between different linguistic and cultural communities.

Design tasks that stimulate higher-order cognitive skills analysis, evaluation, creation promoting deep and developed learning for the 21st century.

A focus on study strategies, spiral learning, and metacognitive skills that allow learning to be reinforced and consolidated over time.

At the base of the pyramid are conceptual content, then cognitive tasks are integrated, linguistic support and scaffolding are considered, and finally, authentic interaction and communication.

Each level complements and supports the previous one, promoting balanced learning between content and language, considering both the cognitive difficulty and the needs of the students.