The Integration of Biology Content Lessons in the English Curriculum through

7.4. Reflection report focused on lesson 4
This reflection keeps in line with the previous reflective work. The researchers will 
analyze the same aspects regarding the professional growth, students’ responses and 
linguistic outcomes. Also, the team will highlight that this is the second class where 
students are working with the set of worksheets previously handled.
Respecting the professional growth, it is important to mention the good 
responses coming from students. This make the implementer and observer have more 
confidence and to have a better performance of the lesson. The setting up of the 
different activities become more effective and the challenge for students is still present.

---

- 40 -
The integration of the content and language on their specific topics is still an issue that 
is why students have been working on the set of worksheets taken from a specialized 
web site. Furthermore, to keep working on the current English topic in certain moments 
of the lesson some activities are designed to focus students in the linguistic topic in this 
case comparatives and superlatives. 
Appendix 9.4. / 9.4.1. Lesson 4. DNA and scientific thinking-writing/reading aim, and 
observation format of the lesson 4. 
Regarding the students’ responses it is noticeable how they keep a general 
interest and good attitude towards the lesson even if they feel more confident in front of 
the team and in consequence some disciplinary issues are evident in some moments of 
the class. There is nothing that really affects the flow of the lesson and talks aloud or 
loss of focus are corrected by the in service teacher or the implementer. Towards the 
tasks proposed for this lesson; we could notice the lack of reading and writing strategies 
even in L1 made that students take more time and explanation to understand the 
activity. They were working in groups and most of these groups did the task as asked. 
These students keep showing commitment and responsibility for this set of lessons, 
which is a positive aspect to remark.
Appendix 9.4.1. Observation format of the lesson 4. Evidence. 
The specific skill to analyze the linguistic outcomes for this class was writing, 
where students also had to do use reading skills. As stated before, this was a challenge 
for students as the unknown vocabulary previously explained made more difficult the 
understanding of the general task. Additionally, the use of critical thinking in order to 

---

- 41 -
organize a similar text based on the model previously presented took more time than 
the expected. However; students identified the parts of the text that corresponded to 
each heading. The time designed for this lesson was an important issue since there was 
not enough time for students to complete the last task and to show substantial evidence 
of linguistic production. 
Appendix 9.4.2. Evidence of the implementation 4 (Assessing students’ reading 
comprehension).