The Integration of Biology Content Lessons in the English Curriculum through

participate?
x
The teacher allowed students participation providing 
them some spaces to discuss and reflect about the 
topic.
Does the student teacher 
use different strategies to 
grouping learners?
X
During the lesson, there were not implemented any 
grouping technique. 
Does the student-teacher 
manage disruptive 
behavior appropriately?
X
There were not presented any case of disruptive 
behavior during the lesson.
Are the standards to teach 
English appropriately 
included in the lesson 
planning?
x
The lesson plan included the general standard as well as 
the specific ones focused on each of the skills. 
Do learners show progress 
in the language learning 
process?
x
Learners evidenced progress regarding the language 
learning process in terms of the topic possessive 
adjectives. Nevertheless, as the student-teacher did not 
have the possibility to observe students before the 

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implementation, this progress is not reliable due to this 
is the first implementation so far. 
Does the student-teacher 
provide a relaxing 
atmosphere to his class?
x
The student-teacher interacted with the students 
pricing them saying good expressions (well done, nice 
job, really good, nice try, etc.), in order to create a good 
atmosphere and good rapport with the students. 
Does the student-teacher 
use strategies to fulfill the 
learners needs based on 
their learning styles?
x
Most of the activities implemented during the lesson 
were created focused on students’ needs related to 
their learning styles. In this sense, the activities allows 
students learning through their learning style (pre-
listening activity, listening activity, flashcards 
description, warm-up activity using TPR, etc.). 
Do students react 
positively to the 
integration of biology 
content lessons in English? 
x
At the beginning, the integration of Biology content 
lessons using English was strange for them. Then, the 
students were feeling more comfortable during the 
class, showing a positive reaction about it participating 
actively during the implementation. 
Do students filled the 
student-teacher’s 
expectations focused on 
the learners’ language 
proficiency? 
x
Students filled the student-teacher’s expectations 
without exceeding these expectations since they have 
the expected level of English language proficiency 
according to the “estandares Basicos de Competencias 
Extrangeras guía 22”(2006). 

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