HA NOI NATIONAL UNIVERSITY OF EDUCATION

FACULTY OF ENGLISH

ASSIGNMENT ON
TEACHING SCIENCE IN ENGLISH
TO PRIMARY SCHOOL STUDENTS

INSTRUCTOR: Ms. PHAN THI NGOC BICH, MA

STUDENT: ĐỖ QUỲNH ANH
STUDENT ID: 705914004
CLASS: K70 – K1
ACADEMIC YEAR: 2023 - 2024

Hanoi – 12/2023
The lesson extracted from an Englishbook:
Board, K. and Cross, A. (2nd edition). CAMBRIDGE Primary Science 1.
CAMBRIDGE UNIVERSITY PRESS.

UNIT 1: LIVING THINGS

Lesson 1.2: Parts of a plant

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 JOURNAL FOR LESSON PLANNING
1. Why did you choose the model?
I chose the SIOP model for my lesson because it is designed to help English language
learners (ELLs) understand content while developing their language skills. SIOP
provides specific strategies to make the lesson accessible and engaging for students with
diverse language abilities. It also emphasizes language development alongside content
learning, making it an effective choice for supporting ELLs. Although the 5E model and
CLIL are effective approaches, they may not provide the same level of language support
for ELLs as the SIOP model does. Therefore, for a lesson geared towards ELLs, the SIOP
model ensures simultaneous promotion of language and content learning, making it the
preferred choice for this context.

2. How could the designed activities help students understand and practise the
scientific concepts and skills?
The activities in the lesson plan help students understand plants by using pictures and
real plants that they can touch and explore (hands-on exploration). When they work
together and do activities, students can practice talking about and understanding plants.
This way, they can learn and practice scientific skills, like observing and discussing,
while having fun. By using diagrams and real plants, the students can see and feel the
different parts of the plants, making it easier for them to remember. Working together
also helps them learn to communicate and share ideas, which are important skills for
learning about science (language development, interaction and cooperation).
Additionally, collaborative tasks and assessments encourage peer learning and
communication, which are essential scientific skills.

3. How would you motivate the students and promote learning?

As a teacher, I would motivate students by making the lesson interactive and
engaging, using real plant specimens and visually appealing materials to capture their
interest. By providing opportunities for hands-on learning, such as labeling plant parts
and drawing their own plants, students are encouraged to actively participate in the
lesson. Additionally, I would promote learning by fostering a collaborative environment

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where students work together, share ideas, and communicate about the plant parts. This
approach not only motivates students to get involved but also cultivates a supportive and
inclusive atmosphere, enhancing their understanding and retention of the scientific
concepts presented.

4. How would you reach different learner styles?

I could reach different learner styles by incorporating various activities into the
lesson:
- Visual learners can benefit from the use of visual aids such as pictures and
diagrams of plants.
- Kinesthetic learners can engage with real plant specimens and hands-on labeling
activities.
- Auditory learners can participate in discussions about the functions of plant parts.
- Linguistic learners can express their understanding by labeling and discussing the
plant parts using the correct vocabulary.
By providing a mix of visual, hands-on, and discussion-based activities, I caters
to different learner styles, ensuring that all students have an opportunity to engage
with and comprehend the lesson.

5. What might be anticipated problems when you teach this lesson and
solutions?
Anticipated problems when teaching this lesson might include students having
difficulty grasping the scientific vocabulary or becoming disengaged during the
activities. To address this, I can employ simplified language and provide multiple
examples to enhance understanding. Besides, I could offer individualized support to
students who require extra assistance with the material. To prevent disengagement, I can
vary the activities to cater to different learning styles and maintain a lively and interactive
atmosphere. Encouraging student participation and incorporating enthusiasm can help
sustain their interest throughout the lesson, ensuring that all students are able to
comprehend and actively engage in the learning process.

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 LESSON PLAN
TEACHING SCIENCE IN ENGLISH TO PRIMARY SCHOOL STUDENTS

Teacher: Đỗ Quỳnh Anh

Learners: Grade 1
Unit 1: Living things
Lesson 1.2: Parts of a plant

1. Objectives of the lesson

Language objectives:
By the end of this lesson, students will be able to:
- Define new vocabulary visually and in writing.
Key vocabulary: stem, flower, leaf/ leaves, roots
- Listen and fill in the blank in the context.
- Apply structures “I can see/ name/ draw + ……” to talk about parts of the plant.
Content objectives:
By the end of this lesson, students will be able to:
- Recognize each part of a plant: stem, flower, lead, roots, seed.
- Define the function of each part of a plant.
- Apply to draw their own plant and present the result with the class.
2. Students’ Previous knowledge
- In subject “Global English”, students already have some knowledge of basic
plant vocabulary such as: plant, tree, fruit, leaves, flower, and seed.
- They also know these vocabularies: food, water, up, still, part.
This foundational knowledge will help them better engage with the specific parts
of a plant and comprehend their functions during the lesson.
3. Teaching aids and materials
- Worksheet
- Powerpoint
- Video for listening and reading
- Observable plants (potted plants)

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4. Procedure/steps of the lesson (Based on SIOP model)

Teacher’s activities Students’ activities

1. Motivations (10 minutes)

Objective:
- Ss know the lesson objectives.
- Define new vocabulary visually and in writing.

- Post, read, and explain the content and

language objectives of this lesson to students.
+ “Let’s look at our language objectives
for today.” - Read content and language
+ “Let’s look at our content objectives for objectives above
today.”
- Explain the objectives.
● Warm up/ Building Background
- Show students the plant, capturing the students'
interest with a question like, "What do you
know about plants? What do you think makes
up a plant?" Encourage them to share their
thoughts and previous knowledge about plants.
- Use think-pair-share activities:
+ Divide the students into small groups and - Work in group to discuss
provide them with simple and easily observable and share the based
plants, such as potted plants. knowledge about plants.
+ Instruct the students to explore the plants,
touching and looking at the various parts. - Groups select a presenter
Emphasize that they handle the plants gently and share the groups
and treat them with care. worksheet

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 + Encourage the children to ask questions about
what they see, and guide them in making simple
observations and taking notes in Worksheet 1.

What can you see?

Group:
What do you know about plants?
What do you think makes up a plant?

+ Have student share their observations with

- Read and memorize the
the class.
vocabulary
- Summarize the results: Parts of a plant
including: stem, flower, fruit, leaf/ leaves,
roots.

2. Presentation (15 minutes)

Objectives:
- Review the name of each part of a plant.
- Know the function of each parts.
- Listen and fill in the blank in the context.

- Each group once again label parts of a different - Work in group to finish the
type plant after learning vocabulary. diagram.
(Worksheet 2) - Share the result with class,
listen to teacher’s feedback
and correct mistake (if any)

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 Label Me!
Group:
Direction: Label the parts of the plant.
______________________

______________________

______________________

______________________

______________________

roots flower
fruit
stem leaf

- Remind Ss the objective: check for

comprehension throughout and discuss
unknown words.
- Tell the students we are going to learn the
functions of each parts of a plant.
- Ask Ss to scan the text, then watch the video to
- Read the text for the first
fill in the blanks. (Worksheet 3).
time and ask teacher if there
Link video
is any new word.
- Explain the new words (if any).
- Do the task individually in 2
minutes: watch, listen to the
video and fill in the blank.
- Share the answers to the
class.
- Listen to their friends and
teacher to check up on the
answers.
- Let's finish the task individually in 2 minutes.
- Check the answers.
- Summarize the functions of each part of a plant.

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3. Practice/ Application (12 minutes)
• Objectives:
- Review the name of parts of a plant.
- Apply to draw their own plant and present the result with the class.
- Apply structures “I can see/ name/ draw + ……” to talk about parts of the
plant.

- Let students review the the name of parts of a - Observe the model diagram
plant using a visual diagram. to review the vocabulary
- Guide students to carry out project: and know how to draw
“MY LITTLE PLANT” their own plants.
- Show a model picture with labelled parts of a
plant, use structure “I can see ….”.
- Provide students with Worksheet 4 to do
individually.
- Listen to instructions and
do the task individually.
- Share the results

- Invite some students to share the result with

the class
- Give feedback and correct mistakes (if any).

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4. Review/ Assessment (3 minutes)
• Objective: Check up the knowledge.

- Review the parts of a plant by asking - Answer the questions

questions and having students identify the
different parts of a real plant
- Use worksheet to access students’
understanding of the plant parts
(self-assessment)
- Students tick to the box or
cross based on what they
have achieved after lesson.

- Read the content and

- Review objectives: “Let's see if we met our
language objectives above
language objectives for today" and discuss
and discuss if met or not
with the whole class.
and why/how.

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5. Appendix
Worksheet 1 Worksheet 2

What can you see? Label Me!

Group:
Group:
What do you know about plants?
Direction: Label the parts of the plant.
What do you think makes up a plant?
______________________

______________________

______________________

______________________

______________________

roots flower
fruit
stem leaf

Worksheet 3: Worksheet 4

Worksheet 5:

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RUBRICS
A. Lesson planning (5 points)
1. The model is applied correctly and appropriately.
2. The lesson objectives are clear and achievable.
3. A variety of teaching activities are used appropriately and effectively.
4. A variety of interaction patterns are used appropriately and effectively.
5. A variety of teaching aids are used appropriately and effectively.
B. A journal (3 points)
Explanations are mentioned clearly, systematically, and appropriately.
C. A demonstration (2 points)
The experiment is instructed clearly and precisely.
The experiment is applicable and suitable to the target learners.

Total: ….. /10

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