The Integration of Biology Content Lessons in the English Curriculum through

9.1.2. Evidence of the implementation 1. 
STUDENTS ATTENDING AT THE EXPLANATION
PRACTITIONER EXPLAINING THE TRUE OR FALSE TASK

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PRACTITIONER SETTING THE CLASS FOR THE LISTENING ACTIVITY
WORKING ON CLASS EVIDENCED
These artifacts serve as evidence gathered during the implementation number 1. This 
is connected with the lesson plan and the observation format in appendix number 9.1. 

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9.2 Lesson 2. The excretory system-listening aim.
School: San Joaquin School. 
Grade: 8
th
A grade
Date: Wednesday April 27
th
2016 
Schedule: 2:30 – 3:30 pm. 
Number of students: 34 students
Vocabulary for the first lesson CLIL Project:
Kidneys, excretion, bladder, excretory system, bean form, ureter, urethra. 
English and biology topics: 
∑
Possessive adjectives. 
∑
Excretory system. 
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 parts that form the excretory system.
∑
Describe the parts of the excretory system using possessive adjectives. 
Learning aim:
when asked in a listening comprehension activity, Ss. will be able to 
complete a questionnaire related to true and false statements without errors.