LESSON PLAN

Unit 3: WE HAVE TO REDUCE TRASH!

I. Background information
1. Description of students:
⮚ Students are at pre-intermediate level and have already learned how to use modal verbs
of obligation and advice. They are able to describe signs and rules as well as give advice.
2. Setting:
⮚ Room 402, Open University
3. Materials:
⮚ National Geographic Learning, Time Zones 3
4. Teachers:
⮚ Trần Đức Phát.
⮚ Mai Thị Thắm.
⮚ Nguyễn Kim Minh Quân.
II. Lesson aims:
By the end of the lesson, students will be able to:
1. Answer questions related to the single-use plastic problem.
2. Make a poster of reducing single-use plastic.
3. Present their ideas about how to reduce single-use plastic using modal verbs.

III. Teaching aids:

● Textbook, A3-4 paper, Handouts, Markers, PowerPoint slide, Crayons
IV. Teaching methods and approaches:
● Project Based Learning approach.
● Inquiry-Based Learning approach.
V. Procedure:

Anticipated
Stage Purposes of
Teacher’s Activities Students’ Activities Problems and
& Time Activities
Solutions
Lead-in Question Race (4 Question Race (4 Question Race (4
groups) groups) groups)
Problem:
●Teacher shows picture ●Students look at the ●Activate
Some SS are
about plastic waste picture and answer students’ critical
not willing to
and asks students questions thinking and
answer in L2.
some related engagement
Solution: T
questions: when making
encourages
⮚ What animal is it? questions
students to use
⮚ What is it
English
holding? ●Introduce the
wherever
⮚ Where is it? topic of the
possible.
lesson
● Teacher divides the ●Students receive a
class into 4 teams and handout from teacher
provides each team a and work in team
piece of paper
● Teacher instructs ●Students listen to Problem:
students that they have teacher’s instruction A student
to write down as many refuses to
questions related to the participate / do
picture as they can. the task
⮚ Write as many
questions related to Solution: T
the picture as you provides
can differentiation
⮚ For every HOW and tasks or
WHY, you get 2 scaffolding to
points help students
⮚ For every other kind with a lower
of question, you get level complete
1 point the task or have
them respond
● Teacher does ICQ to ●Students answer in a non-oral
check understanding teacher’s questions way.
of the task
⮚ Do you write down
your answers on a
piece of paper?
⮚ How many points for
HOW and WHY
questions?
⮚ How many points for
other WH questions?
● After some time, ●Students write down
teacher asks students as many questions as
to do cross-check they can and do
grammar of their work cross-check after
finishing
●Teacher collects
students’ work to
check again and find
the winner

●Teacher chooses some ●Students listen to the

interesting questions teacher's questions
from students’ work to and answers.
ask them.

●Teacher tells students

that they are going to
watch a short video

●Teacher encourages ●Students try to guess

students to guess what what they are going
they are going to to watch.
watch by looking at
 the picture, the answer
will be revealed after
watching the video.
Pre-Pr Watch the video Watch the video Watch the video
oject Problem:
Matching exercise: Matching exercise: Matching exercise
Students ask
●Before watching the ●Before watching the ● Give students a for repeated
video, teacher gives video, students chance to restroom/water
students a matching complete a matching connect their breaks.
worksheet (handout 1) worksheet (handout prior knowledge
and asks them to 1) in pairs. related to plastic Solution:
complete it. problems to the Provide “brain
video. breaks” at
●After students finish ●Students watch the strategic points
the exercise, teacher video and do in the lesson
lets students watch the cross-check. when you see
video and do students
cross-check. becoming
restless.
●Teacher checks
students’ answers as a
whole class and
presents some new
vocabulary which are
included in the
exercise.
⮚ Reusable utensils.
⮚ Reusable straw.
⮚ Soap.
⮚ Shampoo.
⮚ Water bottle.
⮚ Reusable bottle.
⮚ Reusable bag.
● Check students'
●Teacher asks students ●Students listen to the understanding of
some general teacher's questions the video.
questions related to the and answers.
video.

● Teacher does ICQ to

check understanding
of the task.
⮚ What is the woman’s
name? - Marie
⮚ What is she doing? -
traveling
⮚ Does she use any
plastic when she
travels? – No
●Teacher checks ● Confirm their
students’ guesses from guesses and
the previous section encourage
and gives points to making
ones that have correct prediction before
guesses. learning new
lesson

Multiple choices
Multiple choices
Multiple choices exercise:
exercise:
exercise:
● Give students a
●Teacher introduces the
●Students watch the chance to collect
next task by rounding
video again and information
up information on the
complete a about tips on
single use plastics and
multiple-choice how to reduce
useful tips in the video
worksheet (handout single-use
and asks them to work
2) in pairs. plastic.
in pairs.

●Teacher gives each

pair a multiple-choice
worksheet (handout 2)
and asks them to finish
while watching the
video again.

●Teacher check
students’ answers
Discussion (4
Discussion (4 groups)
Discussion (4 groups) groups)
●Teacher asks students ● Give students a
●Students listen to chance to
to work in groups of 4
teacher’s instruction practice speaking
and discuss which tips
are the most useful and in real-life
least useful. context.

●Teacher does ICQ to

●Students listen to the
check understanding
teacher's questions
of the task
and answers.
⮚ Do you work in a
group or in pairs? –
In group
⮚ Are you going to
discuss the tips? –
Yes
⮚ Do you discuss
which ones are most
 useful and least
useful? – Yes

●Teacher gives students

some time to discuss, ●Students work in
then go through some group of 4 and
of their ideas. discuss which tips
are the most useful
●Teacher lets students and least useful
know that they are
going to take part in a
project.

Introduce a project: Introduce a project: Introduce a

How to reduce How to reduce project: How to
single-use plastic single-use plastic reduce single-use
plastic
●Teacher provides ●Students listen to
students a real-life teacher’s instruction ●Introduce an
situation: “Your school authentic
is organizing a situation to
campaign to reduce engage students
single-use plastic, your in the main
job is to design a content of the
poster to encourage lesson.
people bring their own
non-plastic items
instead of using
single-use plastic”

●Teacher lets students

know that they are
going to work in
groups of 4 and make
a poster and present
their ideas for the
project.

●Teacher reviews the ●Students listen to the ●Review the

use of modal verbs by teacher's questions structures and
showing some signs and answers. speaking
and let the students strategies to be
know that they can use well-prepared for
these signs in their the main content
project of making a of the lesson.
poster:
⮚ What modal verbs
have you learned? –
Have to, should,
mustn’t
 ⮚ What do you make
in this project? –
Make a poster
⮚ Can you use signs in
your poster? – Yes

• Teacher gives each ●Students receive A3

group A3 paper to make papers from teacher.
a poster.

While- Do the project: Do the project: Do the project: Problem:

Project Making a poster Making a poster Making a poster Students don’t
get on with
●Teacher gives students ●Students work in ●Give students a each other
some time to do the group of 4 and do the chance to apply
project project their prior as well Solution: Give
as new students an ice
●Teacher walks around knowledge into a breaker activity
and observes students real-life situation
(making a poster
●Teacher helps students for a campaign of
with any language their school)
points or
decision-making if
needed
Post-Pr Present the project Present the project Present the
oject project
●Teacher invites ●Students present
students to present their project about ●Allow students to
their project about how to reduce practice using the
how to reduce single-use plastic target language
single-use plastic using modal verbs as well as
using modal verbs improve their
presentation
●Teacher gives skills
feedback to their
work: ●Allow teacher to
⮚ Do they use modal observe students’
verbs? output for
⮚ Do they use signs? feedback and
⮚ What to improve? correction
Wrap- ●Teacher asks students ●Students listen to the ●Allow teacher to
up some questions related teacher's questions evaluate the
to single-use plastic: and answers. students’
⮚ Is single-use plastic understanding of
bad for the the lesson.
environment? - Yes
⮚ How to reduce
single-use plastic? –
Use reusable items