The Integration of Biology Content Lessons in the English Curriculum through

7.2. Reflection report focused on lesson 2
The following reflection keeps the line of the set of implementation of this project 
and will be focused on three different aspects: professional growth, students´ responses 
and linguistic outcomes. 
Regarding the professional growth it is important to highlight the academic 
learning that the researchers are having in content matters. The weekly training with the 
biology teacher from the institution makes easier the integration of this content with the 
target language. However, it is a challenge that the team has to face since sometimes, 
at the moment of planning the activities, it results difficult to integrate the specific and 
current English topic i.e. possessive adjectives, with the content topic. This would lead 
to elaborate not integrated at all moments in the class where the practitioner teaches 
the linguistic topic as in a regular English class. 
Appendix 9.2. Lesson plan 2: the excretory system, listening aim. 
A different aspect to mention is the development of the activities and the 
students’ participation and reaction towards the challenge they are facing. The planning 
of the different set of activities that have a stablished order, is being well received by the 
students that show willingness to participate, reinforce and learn the concepts given.
As in the previous reflection the time management allows the implementer to fulfil the 
activities proposed in the lesson plan without major inconvenient.

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As mentioned before, the students’ responses so far have been satisfactory and 
without important issues that affect the development of the lesson. Their reaction 
towards this methodology and the way they are being pushed shows evidence that 
demonstrates how a student attitude towards a class might vary according to the input 
given. If we take into consideration Krashen’s input theory then we realize that students 
in order not to get bored –few and very easy input- or stressed –hard to understand and 
analyze input- it is elemental to provide students with something they can manage and 
at the same time they can feel a challenge.
Appendix 9.2.1. Observation format lesson 2: evidence
.
On the other side, we have to mention that since the focused group is a large 
group formed by 33 students. It is difficult to have the same reaction towards the 
lessons. We can evidence some frustration or low self-confidence at the moment of 
participating on certain activities. Also, we have noticed that some students rely on 
some classmates waiting for translation in order to understand. This might be something 
positive if we consider the ZPD postulated by Vygotsky, but in some cases it seems to 
be laziness of the students to go beyond their skills.
Last but not least, the different students’ linguistic outcomes during 
this 
implementation showed us that regarding the linguistic and content topic these students 
have a broad knowledge of the different terms as well as the knowledge of the 
grammatical patterns in this case of possessive adjectives. This makes easier the 
introduction and development of the activities planned. 

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Appendix 9.2 / 9.2.1. lesson plan 2 (activate stage).and observation format lesson 2: 
evidence. 
Regarding the evidences of these linguistic outcomes, it is important to state that 
the team will procure to focus a specific linguistic skill in each class. This case the aim 
was to work on reading skills. There results of the reading test show us the 
understanding of the definitions and their knowledge in content to do the correct match. 
However, they are still in the process and as long as the implementations go by, we can 
keep noticing different linguistic issues and possible improvements.