The Integration of Biology Content Lessons in the English Curriculum through

parts and understand what should go on the 
empty spaces.
This will be assigned as homework 
Study /activate 
reading
ASSESSMENT
activity 3:25 –
4:00
T will present five definitions and functions of 
the organs of the excretory system. Ss will 
be organized in rows as this is an 
assessment task. Ss will have the rest of the 
class time to write the definitions, analyze 
them and write down what organ each 
definition refers to.
9.2.1 Observation format lesson 2. 
Class:
2 
No of learners:
25 students 
Age of learners:
from 13 to 16
Date:
Wednesday, April 27
th
Length of class:
45 minutes 
Name of the school:
San Joaquin School
Aim of the lesson:
When asked in a listening comprehension activity, Ss. will be able 
to complete a questionnaire related to true and false statements without errors. 
Observer’s name:
Bryan Steven Parra Serna.
Pre-service teacher observed
: Cristian David Bernal.
CRITERIA
YES NO NA EVIDENCES
CLASS STAGES
X
The teacher started the class by showing a video related 
to the excretory system, then he asked some random 
students choosing them by a hot potatoes game 
Does the student-teacher 
lead the learners into the 
topic of the lesson by a 
clear introduction?

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Does the student-teacher 
model the task/activities 
that learners will do 
during the practice stage?
X
The students got the idea of each activity since the 
teacher explained as many times as possible and also did 
some effective modeling. In certain moments like when 
explaining the matching task, the teacher asked for 
understanding using L1. 
Does the student-teacher 
encourage the learners to 
recall what they learnt in 
previous lesson(s)?
X
The practitioner spends some time of the lesson asking 
the functions and recalling the names in English of the 
different organs of the excretory system. 
Does the student-teacher 
give clear instructions for 
tasks/activities to the 
learners?
X
The teacher does not begin a task or activity without 
make sure that most of the students have understood the 
activity. In the matching activity that is supposed to be 
taken as assessment, the teacher explained first the 
unknown vocabulary of each definition.
Are the teaching 
resources well prepared 
and helpful?
X
The use of the video projector is a great tool for the 
development of the class. Students can know where the 
teacher is focused in and can follow the different 
procedures of the class. However; during the 
presentation of the video the speakers were not good at 
all since the classroom and the group is big and some 
students did not heard very well.
Does the student-teacher 
check learners’ 
comprehension of the 
new topic of the lesson?
X
The way to check students’ comprehension was 
implemented asking in general about the comprehension 
of the topic, but it was not observed the implementation 
of a strategy in order to check, in a meaningful way, the 
students’ comprehension. 
Do learners participate 
actively in the class?
X
A great amount of students participate during the class 
providing opinions and ideas about the topic.
Are ground rules clearly 
established? 
X
This criteria was not relevant in this implementation due 
to different factors, such as the time management.
Are the stages well-
paced?
X
There was an evident sequence of the activities that 
matched with what is on the lesson plan. Nevertheless; 
the times stablished for each activity was not exactly as 
stated. 
Does the student-teacher 
manage time 
appropriately?
X
All the activities were carried out as planned in the time 
given by the institution. 
Does the student-teacher 
provide enough time for 
the learners to 
X
As the students were willing to participate during every 
activity, the teacher gave an important portion of time 
for these interventions. 

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