The Integration of Biology Content Lessons in the English Curriculum through

9.4.2. Evidence of the implementation 4. 
ASSESSING STUDENTS’ READING COMPREHENSION.

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PRACTITIONER COMPLETING A MATCHING ACTIVITY. 
These artifacts serve as evidence gathered during the implementation number 4. This is 
connected with the lesson plan and the observation format in appendix number 9.4. 
9.5 Lesson 5. DNA and scientific thinking-speaking/reading aim
School: San Joaquin School. 
Grade: 8
th
B grade
Class N°: 5.
Date: Wednesday May 25
th
2016 
Schedule: 2:30 – 3:35 pm. 
Number of students: 34 students
Vocabulary for the CLIL lesson:
DNA, oxygen, cell, chromosome, human body, earth
English and biology topics: 
∑
Comparatives and superlatives

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∑
DNA and Scientific facts 
Standards: 
General:
Leo y comprendo textos narrativos y descriptivos o narraciones y 
descripciones de diferentes fuentes sobre temas que me son familiares, y comprendo 
textos argumentativos cortos y sencillos.
Specifics: 
Listening:
Infiero información específica a partir de un texto oral.
Speaking:
Interactúo con mis compañeros y profesor para tomar decisiones sobre 
temas específicos que conozco.
Reading:
Identifico relaciones de significado expresadas en textos sobre temas que me 
son familiares.
Writing:
Contesto, en forma escrita, preguntas relacionadas con textos que he leído.
Indicadores de logros:
∑
To recognize the general aspects that conform life.
∑
To get familiar with the concepts related general genetics and how it works. 
∑
To organize a scientific text divided by headings and understand the content of 
each paragraph
Learning aim:
At the end of the lesson students will be able to understand and 
categorize a scientific text based on different categories and then organize and write a 
similar text using the skills learnt. To achieve this, students will take advantage of their 
reading and writing strategies relying even on their use of L1.