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1. Detect which is the ZPD point of my group doing a storm brain.
2.  Solve activities in groups of 3-4 people on the students are the protagonist and the teacher only acts like a guide.
3. Teachers can also allow students with more knowledge to assist students who need more guidance

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1. Try to improve the fluency not about using the correct grammar.
2. Don't force to students to talk english but encourage them.
3. Try to feel that the students are in a confident atmosphere.

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1. At the beginning of each topic show to the students the content of the syllabus and the glossary that they will learn.
2. Classes will be more participatory and interactive.
3. Start classes with basic contents to critical thinking.

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Scaffolding activity: Language 1
What kind of scaffolding did you buy? Brainstorming in the class
Why? Because it is an excellent teaching strategy to generate ideas on a given topic.
Topic: Homeopathy
Level: CFGM PHARMACY AND PARAPHARMACY
Time: 10 minutes
Describe how it works: To remember and know the previous knowledgment that our students know of the topic. We can repeat it after the class to reflect what they have learned.

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Scaffolding activity: Speaking 3
What kind of scaffolding did you buy? Debate
Why? because oral argument skills can help develop students reasoning and logic, which may elevates their written arguments.
Topic: Homeopathy
Level: CFGM PHARMACY AND PARAPHARMACY
Time: 30 minutes
Describe how it works: Make groups and discuss homeopathy giving arguments for and against. It is a good final exercise to see if they have really understood the topic.

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Scaffolding activity: Reading 5
What kind of scaffolding did you buy? Repeating key terms as opposed to using pronouns or synonyms
Why? Repeat key terms facilitate that students can recall them.
Topic: Homeopathy
Level: CFGM PHARMACY AND PARAPHARMACY
Time: 10 minutes
Describe how it works: While I explain the topic, in this case homeopathy, I can repeat all the difficult terms like stump, granules, dilutions, allopathy... and try to ask them the meaning and write it to the blackboard to highlight the keywords.

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Create a scheme of the mechanism of action of antibiotics and give two examples of each.

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Activity - Rubric template - Boost for Clil