The Integration of Biology Content Lessons in the English Curriculum through

parts labeled.
Ss might relay on their 
previous notes in the biology 
notebook.
Writing
3:00-3:20
T 
will 
project 
some 
disorganized 
sentences in interrogative form. Ss will 
have to organize them and answer the 
questions. These are related to the 
different components of the cell and the 
Ss do not understand nor 
how 
to 
organize 
the 
sentence. Ss might also get 
confused 
organizing 
the 
parts of the speech.

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sentences are based on the use of 
superlatives.
T will do the first example 
and will check if Ss identify 
and recognize the basic 
formulation of sentences.
Speaking
3:20-3:35
Ss will form couples and T will give each 
member a paper (A or B) that contains 
information about a city (London or 
Tallinn) Ss will have to read the facts and 
information about the city they have (each 
member of the couple has a different 
paper) and then they will have to answer 
some questions comparing both places. 
To achieve this, Ss will have to speak to 
each other in order to share information 
about each place. 
Ss start showing the papers 
to their partners to complete 
the questions and do not do 
the speaking request.
T will be monitoring the 
groups in order they are 
doing the task as told.
9.5.1 Observations format lesson 5. 
Class:
5 comparatives / the cell parts 
No of learners:
29 students 
Age of learners:
from 13 to 16
Date:
Wednesday, May 25th 
Length of class:
75 minutes 
Name of the school:
San Joaquin School
Aim of the lesson:
At the end of the lesson students will be able to understand and 
categorize a scientific text based on different categories and then organize and write a 
similar text using the skills learnt. To achieve this, students will take advantage of their 
reading and writing strategies relying even on their use of L1.