The Integration of Biology Content Lessons in the English Curriculum through

6.2.1 Planning
This project was implementation during 6 sessions. The aim of each 
implementation was focused on the reinforcement of the students’ language skills as 
well as their knowledge in the content of the Biology subject. Nevertheless, there was 
an aim for each session which was the teaching of certain linguistic aspects covering a 
specific content topic. It was contemplated that during the execution of this project there 
would be possible problems, so possible solutions were formulated, for instance, lack of 

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classes due to extracurricular activities such as cultural days. Poor articulation between 
content and language teachers with the researchers, might be another issue. Low 
students’ interest on the methodology implemented might result in inconvenient for the 
result of the study.
For these problems the anticipated solutions were: to learn as much as possible 
the content topics in order to have certain autonomy with teachers. Also, it was 
important to try to fulfill the aim of each lesson as it was crucial to take advantage of the 
time and space provided. It was relevant to monitor students’ behavior towards the new 
methodology they were being exposed to. Additionally, elements such as stress and 
anxiety levels towards the lessons were recognized and managed by the 
implementation of effective teaching strategies.
For this implementation it was necessary to design material that follows CLIL 
approach requirements. It was properly mainstreamed with the content area of biology 
as well as it considered students’ context, as well as cognitive and linguistic skills. For 
the design researchers needed a proper and constant articulation with the content 
teacher of the institution as well as the English teacher. Topics were exposed to 
researchers and possible strategies and recommendations were shared among 
participants. Collaborative working was essential for the development of effective 
lessons and material, so by having a reliable group of work, the time for developing the 
lessons was reduced and optimized. Resources for the developing of the whole study, 
and everything it implied, came directly from the researchers. The material designed 
was based on what authors’ experts on the field like David Marsh, 2001; Do Coyle, 
2007; and Peter Mehisto, 2012 state on designing material.

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