LESSON PLAN

 Week : ……

 Period : ……

 Date of teaching : …………………

TEXTBOOK: AMAZING SCIENCE 3

Chapter 1: Human and The Surroundings

Unit 8: Keep your neighborhood clean

A. OBJECTIVES

By the end of the lesson, students will be able to:

1. Core competences

- Identify phrases of cleaning implement.

- Talk about how to keep the surroundings always clean.

- Identify different ways to keep a healthy living environment.

2. General competences

- Communication and collaboration: work in pairs/groups to identify phrases of cleaning

implement.

- Problem-solving and creativity: find out different ways to keep a healthy living
environment.

3. Attributes

- Kindness: help partners to complete learning tasks.

- Diligence: work hard to complete learning tasks.

- Honesty: tell the truth about feelings and emotions or play fair in games.

- Responsibility: appreciate kindness.

- Leadership: collaborate with teachers to enhance language skills.

B. LANGUAGE FOCUS AND SKILLS

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1. Vocabulary and patterns

- Vocabulary: garbage can, mask, gloves, broom, dustpan.

- Recycled patterns:

 To keep the surroundings always clean, I should …

2. Skills: Integrated skills

C. RESOURCES AND MATERIALS

- Student book - page 19, 20

- Audio

- Flashcards/Pictures

- Computer, projector, ….

D. LEARNING EXPERIENCES

Teacher’s activities Students’ activities

WARM-UP/REVIEW (5 minutes)
Objective: To help students feel excited and review words from the previous lesson.

* Game: Who’s faster?

- Divide the class into four groups.

- Give each group a board with letters missing

(uncle, maternal grandfather, maternal
grandmother, Nam, paternal grandmother,
paternal grandfather, aunt).

Example:

- Work in groups.

_ _ _ _ _ => uncle - Students try to guess the correct

- Each team will try to fill in the blanks as fast as words.

possible, add the missing letters to the word if

correctly guessed.

- Give that team one point if it is a correct answer.

- The group that gets the most points will win the

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 game.

- Praise the winner.

- Ask students to read all words aloud. .

- Check students’ pronunciation. - Read all the words again.

 Expected outcomes and assessment.

- Task completed with excellence: Students can write all the words correctly.

- Task completed: Students can write some words correctly.

- Task uncompleted: Students are unable to write any words correctly.

PRESENTATION (10 minutes)

Objective: To help students identify phrases of cleaning implement.

I. LET’S LEARN

* Lead-in: Use a video to lead in the topic.

- Show the big picture from Exercise 1 Part 1 – - Listen to the teacher.
page 19 to present leaning implement: garbage
can, mask, gloves, broom, dustpan. - Identify the pictures by

- Help students identify them by asking some answering the questions.

questions, e.g. What is this?

- Elicit students to answer the questions.

1. Listen, point, and repeat.

garbage can, mask, gloves, broom, dustpan

- Arrange the pictures on the board. Have students - Look at the pictures on the
look at the pictures. board.

- Play the recording. Ask the students to listen and - Listen to the recording and point
point to the words. to the words.

- Play the recording again. Ask the students to - Listen to the recording again and
listen and repeat. repeat.

- Ask students to work in pairs to practice their - Practice your pronunciation and
pronunciation and intonation. intonation.

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 - Invite pairs to say the words.

- Praise the students if they have performed well.

2. Look and match.

- Ask students to look at the pictures and the - Look at the picture and match
words. the word with the correct
picture.
- Ask students to work individually and match the
words with the correct pictures.

- Ask students to exchange their books and invite - Exchange their books.
students to go to the board and do the exercise. - Check the answers.

- Praise the students if they have the correct

answer.

- Give feedback.

 Expected outcomes and assessment.

- Task completed with excellence: Students can identify all phrases of cleaning implement
fluently.

- Task completed: Students can identify some phrases of cleaning implement.

- Task uncompleted: Students are unable to identify phrases of cleaning implement.

PRACTICE (8 minutes)
Objective: To help students identify different ways to keep a healthy living environment.

II. LET’S PRACTICE

1. Look and tick (✓) or cross (x).

- Ask students to open their book and work - Work individually to put the tick
individually in 2 minutes to put the tick or the or the cross in the box.
cross in the box.

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 - Ask them to exchange their books. - Exchange their books.

- Students give their answers. - Give their answers.

- The teacher checks the answers with the whole - Check their friends’ answers.
class.

- Students check their friends’ answers and

exchange their books again.

Answer key:

clean the canal (✓), litter (x), sort out garbage (✓).

- Praise the students if they do well.

2. How clean is your neighborhood? Color the

stars to rate it.

Ask students to color the star to rate how clean their

neighborhood is in one minute. - Color the star.

Ask students to share what they think about their - Sharing your opinions in groups.

neighborhood’s behavior to keep the environment

clean.

Praise the students if they do well.

 Expected outcomes and assessment.

- Task completed with excellence: Students can identify lots of different ways to keep a
healthy living environment and talk about them confidently.

- Task completed: Students can identify some different ways to keep a healthy living
environment and talk about them.

- Task uncompleted: Students are unable to identify different ways to keep a healthy living
environment and talk about them.

PRODUCTION (10 minutes)

Objective: To help students talk about what they should do to keep the surroundings always clean.

3. Choose and fill in the blank with the suitable

words. - Works in pairs.
- Students work in pairs to discuss and choose the

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 correct phrases to fill in the blanks. - Talk about your ideas in groups.

- Ask them to exchange their books. - Exchange their books.

- Students give their answers. - Give their answers.

- Check the answers with the whole class. - Check their friends’ answers.

Answer key: - Raise hands to share in the front.

To keep the surroundings always clean, I should sort

out the garbage, keep the canal clean and pick up the
garbage.

- Students check their friends’ answers and

exchange their books again.

- Praise students if they do try their best.

 Expected outcomes and assessment.

- Task completed with excellence: Students can talk about what they should do to keep the
surroundings always clean confidently and fluently.

- Task completed: Students can talk about what they should do to keep the surroundings
always clean.

- Task uncompleted: Students are unable to talk about what they should do to keep the
surroundings always clean.

HOMEWORK (2 minutes)

- Students learn new words by heart.

- Students read Part 3 – LET’S MEMORISE to remember the key points of the lesson.

- Students look at Unit 9 and try to think about this topic.

REFLECTION

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Handout

STUDENT’S NAME To keep the surroundings always clean,

I should………………………..