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1. Find the zone of proximal development of the students.
2. Guide the students in their zone of proximal development introducing new content step by step.
3. Offer them challenging problems with scaffolding. For instance, in this case contextualizated in a hospital simulation about having to teach to the patients how to wash their hands and use the mask.

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1. Make my lessons more creative going from learning basic contents towards to critical thinking.
2. Use and apply action verbs according to Bloom. For instance: Define, explain, develop, analyze, conclud and discuss the importance of isolation contextualized in covid-19.
3. Implement bloom's taxonomy as much as possible  by sharing clear content and language objectives.

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1. Do not force the students to use the L2 and make sure that they undestood the message.
2. Encourage them and make them feel confident to use the foreign language, decreasing anxiety. The most important is the message, not about how they bring it.
3. Give them the specific vocabulary that they will need, contextualizated in a real situation shared (pandemy for example).

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Students
- Development of the communication skills
- Improvement of the foreign language in a significant context
- Increasement of student's motivation

Teachers
- Approaching to different teaching methods
- Increasement of motivation and feel fulfilled.

Society/21th century education
- Globalization, more opportunities to work in a foreign country.
- Economical benefits.

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ACTIVITY 1: Assign a particular section of the text to read at class. Then, when the students had finished, they have to write down: 1.) three things they learned from the reading, 2.) one way that learning might affect them in clinical practice, and 3.) one question they hope to have answered today in class. Have students hand in their written reflections, and then discuss the various takeaways as a class. Ask students to help answer their classmates’ questions from the reading. This short active learning exercise is a great way to ensure students complete the assigned reading ahead of time.

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ACTIVITY 1: Assign a particular section of the text to read at class. Then, when the students had finished, they have to write down: 1.) three things they learned from the reading, 2.) one way that learning might affect them in clinical practice, and 3.) one question they hope to have answered today in class. Have students hand in their written reflections, and then discuss the various takeaways as a class. Ask students to help answer their classmates’ questions from the reading. This short active learning exercise is a great way to ensure students complete the assigned reading ahead of time.

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ACTIVITY 2: EATING BINGO Introduce the class to Eating Bingo by creating bingo boards with feeding and anatomy terms (probe, diaper, bedpan, bottle, sink, hygiene, enema, tray, cutlery, napkin, temperature, soap, syringe, serum, liver, pancreas, stomach, intestines,, etc.). Then ask students questions and have them mark the answer on their boards. The bingo game can also be developed to cover a variety of different nursing concepts and related exemplars. For a creative end-of-the-year review idea, have each of your students develop their own bingo cards and questions surrounding a specific nursing concept. Then have the entire class play a round of bingo to review the concept.

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ACTIVITY 2: EATING BINGO Introduce the class to Eating Bingo by creating bingo boards with feeding and anatomy terms (probe, diaper, bedpan, bottle, sink, hygiene, enema, tray, cutlery, napkin, temperature, soap, syringe, serum, liver, pancreas, stomach, intestines,, etc.). Then ask students questions and have them mark the answer on their boards. The bingo game can also be developed to cover a variety of different nursing concepts and related exemplars. For a creative end-of-the-year review idea, have each of your students develop their own bingo cards and questions surrounding a specific nursing concept. Then have the entire class play a round of bingo to review the concept.

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ACTIVITY 3: PATIENT TEACHING PAMPHLETS Creating sample patient scenarios is a great way to incorporate active learning into nursing and healthcare classes. Create a sample patient that has an illness or injury related to the need to drink, feed and eliminate: main diseases. Then ask each student to develop an educational pamphlet, flyer, or mini-brochure for that patient. Make sure students cover all the necessary information in their pamphlet such as: risk factors; signs and symptoms; when to call the primary care provider; treatments; prevention strategies; and online and community resources for further information. Encourage students to be creative with the design and writing of the piece to make the information engaging and understandable for the patient.

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ACTIVITY 3: PATIENT TEACHING PAMPHLETS Creating sample patient scenarios is a great way to incorporate active learning into nursing and healthcare classes. Create a sample patient that has an illness or injury related to the need to drink, feed and eliminate: main diseases. Then ask each student to develop an educational pamphlet, flyer, or mini-brochure for that patient. Make sure students cover all the necessary information in their pamphlet such as: risk factors; signs and symptoms; when to call the primary care provider; treatments; prevention strategies; and online and community resources for further information. Encourage students to be creative with the design and writing of the piece to make the information engaging and understandable for the patient.

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Activity - Rubric template - Boost for Clil