The Integration of Biology Content Lessons in the English Curriculum through

7.5. Reflection report focused on lesson 5
This reflection will show the positive and negative aspects evidenced during the 
fifth implementation of this project. It will be reported taking into account the 
professional growth, the students’ responses, and the linguistic outcomes. 
Concerning the professional growth, there were 2 positives aspects. The creation 
and adaptation of meaningful material to develop the class with a correct pace, and the 
time management when measuring the time for each activity in order to achieve the 
objectives expected. 
Appendix 9.5. Lesson plan 5: DNA and scientific thinking-speaking/reading aim.
On the other hand there was evidence a negative aspect to take into 
consideration related to classroom management, which was the checking for students. 
Although the activities’ explanation was good, there was not evidenced of any checking 
instruction technique provided by the implementer. 
Regarding the students’ responses, it was evidenced an active students’ 
participation in the activities implemented during the lesson, specifically during the 

---

- 42 -
activities that involved movements and critical thinking. Students were committed with 
the class, providing their own opinions about the topic and their attitude towards and 
participating collectively in a group activity. This proof the students’ interest to the 
integration and implementation of this project. 
Nonetheless, as the instructions to develop some of the activities were provided, 
but they were not checked, some of students did not followed neither comprehend them 
and they felt frustrated when participating in these activities. 
Appendix 9.5.1. Observation format of the lesson 5. 
A possible solution to this problem, will be to implement different strategies to 
check students’ comprehension in order to avoid the anxiety and frustration in students 
while developing an activity. 
Finally, taking into account the student’s linguistic outcomes, there was 
evidenced of students’ improvement in terms of speaking and reading skills. Students 
comprehend the way to use the comparatives and the superlatives in order to describe 
some cell parts, and it was evidenced during the wrap-up stage. This proof that students 
comprehend the topic covered during the last two lessons, but they have a confusion 
about when use the comparatives and when use the superlatives. In this sense, 
students full the researchers’ expectations in terms of language proficiency, but they did 
not exceed it. Nonetheless, students exceeded those expectations in terms of biology 
content knowledge. 
Appendix 9.5.1. Observation format 5. Evidence. 

---

- 43 -