The Integration of Biology Content Lessons in the English Curriculum through

9.1.1. Observation format lesson 1.
Class:
1 excretory system 
No of learners:
34 students 
Age of learners:
from 13 to 16
Date:
Wednesday, April 20
th
Length of class:
60 minutes. 
Name of the school:
San Joaquin School
Aim of the lesson:
when asked in a listening comprehension activity, Ss. will be able to 
complete a questionnaire related to true and false statements without errors. 
Observer’s name:
Bryan Steven Parra Serna.
Pre-service teacher observed
: Cristian David Bernal.
CRITERIA
YES NO NA EVIDENCES
CLASS STAGES
X
The teacher introduced the topic providing clear 
instructions about the excretory system. He was 
prepared anticipating the vocabulary and the topic the 
students have covered during previous biology classes. 
Does the student-teacher 
lead the learners into the 
topic of the lesson by a 
clear introduction?
Does the student-teacher 
model the task/activities 
that learners will do during 
the practice stage?
X
The student- teacher served as a model using his body, 
and good pronunciation at the moment of explaining 
the activities to implement during the implementation. 
However, the checking instructions were used asking in 
general if the students understand what the topic was 
about. 
Does the student-teacher 
encourage the learners to 
recall what they learnt in 
previous lesson(s)?
X
The student-teacher encouraged students eliciting them 
to participate in a brainstorming activity showing to 
students some images about the excretory system. In 
this sense, he activated students’ background 
knowledge about the topic. 
Does the student-teacher 
give clear instructions for 
tasks/activities to the 
learners?
x
Instructions were provided by the student-teacher using 
code switching (Spanish / English). However, the 
instructions were checked asking in general for 
understanding. 
Are the teaching resources 
well prepared and helpful?
x
Teaching resources were well prepared following a 
correct sequence in order to present the topic, study it 
and obtain students production. The video projector 

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engaged students, and allowed students participation. 
Does the student-teacher 
check learners’ 
comprehension of the new 
topic of the lesson?
x
Students comprehension of the lesson was check at the 
end of the lesson in the activate stage. It was measure 
through the development of some true and false 
statements. Nevertheless, it was not enough 
measurable students’ comprehension of the topic 
through the true and false statement activity. 
Do learners participate 
actively in the class?
x
80% of the students participate actively answering 
questions and developing the activities in a correct way. 
However, some students were not so participative, and 
do not follow correctly the instructions to develop some 
of the tasks during the lesson. 
Are ground rules clearly 
established? 
X
During the lesson, the time for the implementation was 
not enough to stablish clearly the ground rules.
Are the stages well-paced? x
Each of the stages was sequentially implemented 
following the ESA methodology postulated by Harmer 
(2006). Therefore, T. introduced the topic, and directed 
the classes step by step guided by the lesson plan in 
order to achieve the learning aim. 
Does the student-teacher 
manage time 
appropriately?
x
The time management was appropriately used given the 
fact that the learning aim was achieve satisfactorily 
during the time expected. 
Does the student-teacher 
provide enough time for 
the learners to