The Integration of Biology Content Lessons in the English Curriculum through

6.2.2. Procedures:
The procedure implemented during this study was soft CLIL, which is a type of 
the CLIL approach. term postulated by Marsh (1994). This type of CLIL allows 
increasing the students English language proficiency through the implementation of 
some parts of a content subject, which was included into the English curriculum. 
Through the implementation of this procedure, emerged the possibility to implement the 
Engage Study and Activate method (ESA) stated by Harmer (2007). This is a 
methodology that helps the planning and implementation of lessons, engaging students 
before providing them the topic to be covered during each lesson. ESA method was 
included in the core methodology Soft CLIL since having students language improved 
as an aim, it was expected to reduce the use of the mother tongue among students. 
Which at the same time, increase their motivation to learn the language through 
engaging content activities.
By following ESA each lesson was narrowed to follow a similar structure that lead 
to achieve the aim of the lesson. A basic presentation of the procedure of a lesson will 
be exemplified further in this project.
6.2.3. Assessment:
CLIL units and lessons were evaluated depending on its methodology focus. As 
this study aimed to develop language skills following a Soft CLIL focus, the main aspect 
evaluated in this study was the students’ linguistics outcomes and performance on the 
English language during the implementation. However, evaluation periods were aligned 
to the Biology content topics students were currently on. In this sense, this is consistent 

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with what Myriam Met (1999) stated. She said that following a language driven (Soft 
CLIL) purpose it is not intended for students to master content; nevertheless, content 
cannot be excluded from assessment. On the contrary it should be a vehicle for 
students’ communicative outcomes.
In the same line, students were assessed at the end of the study. However, when 
possible, students’ performance during each lesson in the production activities were 
also assessed. These outcomes were measured through a designed criteria, where 
students’ language proficiency was measured by the use of a final test. On the other 
hand, the performances that happened during the lessons had a set of rubrics, which 
were focused on certain aspects such as the speaking skill, and all what this skill 
includes. The rubrics served to this project as tools in order to measure students’ 
proficiency in an objective. through the use of these rubrics, it was avoided the use of 
subjective scores since this rubric criteria was based on specific elements to be 
evaluated. This method was useful to evaluate classroom performances that requires 
deep analysis to see if the lesson aim was accomplished.