Hanoi 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: NGUYEN THI MINH HOA
CLASS: K72.01
ACADEMIC YEAR: 2025
Hanoi – May/2025
LESSON PLAN
TEACHING SCIENCE IN ENGLISH TO PRIMARY SCHOOL
STUDENTS
Teacher: Nguyen Thi Minh Hoa
Learners: Grade: 3 School:
1. Objective(s) of the lesson
2. Students’ Previous knowledge
3. Teaching aids and materials
4. Procedure/steps of the lesson (Model 5E)
TEACHER’S ACTIVITIES STUDENTS’ACTIVITIES
1. Engage
- Gather students' attention by starting
with the story: "This morning, I made a - Listen attentively to the story.
hot cup of tea. I put a spoonful of sugar
in it... and guess what? I couldn't see
the sugar anymore!"
- Ask questions: "Where do you think
the sugar went? Did it disappear? Did it
melt? Did it hide at the bottom?" - Share their ideas and experiences
- Ask: "Have you ever put sugar or salt about sugar/salt in water.
in water before? What happened to it?"
- Ask: "Can you still find it if you look
really hard?" - Look at the picture and respond to the
question.
"Look at this cup of lemonade. Do you
see the sugar? Why not?"
-Lead in the lesson: "Today, we are - Understand the science mystery that
going to become scientists to solve this Ss will investigate.
mystery: Where does the sugar (or salt)
really go when we put it in water?"
2. Explore
- Divide students into small working
groups. - Work in small groups, receiving or
- Distribute materials safely: 2 clear collecting materials.
cups with water, measured samples of
sugar, sand, oil, flour and a spoon
- Provide clear instructions:
Ensure safety procedures are
followed (no tasting, careful
handling).
1. "Add one spoonful of sugar to a cup - Follow the step-by-step instructions
of water." for mixing sugar and water.
2. "Use the spoon to stir the water and - Stir the mixture thoroughly using the
sugar thoroughly. Stir for about 30 spoon.
seconds." - Observe the sugar/water mixture
3. "Look carefully at the closely after stirring.
water after you finish stirring. Can you - Discuss observations with group
still see the sugar grains? What does the members and write down on the
water look like?" observation worksheet.
- Follow the step-by-step instructions
- Repeat the steps for the second cup, for mixing sand and water.
using sand instead of sugar. - Stir the mixture thoroughly.
1. "Add one spoonful of sand to a cup - Observe the sand/water mixture
of water” closely. Discuss observations with
2 ."Stir the water and sand thoroughly group members
by a spoon. Stir for about 30 seconds " - Compare the two cups and discuss the
3 "Look carefully at the water. Can you differences they observe.
still see the sand? What does the water
look like now? Did it change in the
same way as the sugar water?"
- Circulate and observe student actions
and interactions among the groups
during the activity. -Record observations as instructed
- Instruct students to record
observations
3. Explain
- Gather students' attention.
- “Let’s check what you observed -Stop their activity and back to the
together”. lesson.
- T both do the experiments again to
check Ss’ results and introduce new -Watch carefully to check their results.
words.
+ T prepare two cups of water, a spoon
and sugar, sand as well.
+ “When I add sugar to water, you still -Ss reply “Yes”
see the sugar, right?”
+ “And when I stir (for 30 seconds), -Ss reply “No”
can you see sugar now?”
“So, we can say: Sugar seems to -Ss listen carefully.
dissolve in water”
T introduce the word “dissolve” (write -Ss write new word and read aloud
on the board, show slide and ask Ss “dissolve”
repeat)
+ “Ok, now let’s look at the water. Can -Ss reply “Yes”
you see through it?
“Many liquids are see through. -Ss listen carefully
We say they are transparent.”
T introduce the word “transparent”
(write on the board, show slide and ask
Ss repeat) -Ss write new word and read aloud
-T continue with the second “transparent”
experiment:
+ “When I add sand to water, you see
sand clearly, right?” -Ss reply “Yes”
+ “And when I stir (for 30 seconds),
can you see sand now?” -Ss reply “Yes”
+ “Now, we say: Sand dissolve or
doesn’t dissolve in water?” -Ss reply “Doesn’t dissolve”
+ T “Correct!”
-After the experiment, T show 2 cups,
one with sugar and one with sand
together.
-“Let’s see together, class. -Ss watch and listen T carefully.
Sugar that dissolves in water is called
soluble.
Sand that doesn’t dissolve in water is
called insoluble.
T introduce the next two words (write
on the board, show slide and ask Ss -Ss write two new words and read
repeat) aloud “soluble” , “insoluble”
-Ask Ss to check the worksheet then -Check worksheet in pairs then look
look through and read aloud all the new through and read aloud all the new
words today on the screen. words.
4. Elaborate
“Class, let’s do one more quick test to
see whether sugar/salt dissolve or
doesn’t dissolve in a liquid that isn’t
water. Are you excited?” -Ss reply “Yes”
- T quickly distribute small cups
containing the new liquids (cooking oil,
vinegar) along with sugar, salt.
- Divide Ss into 4 groups with different -Receive materials and do the
experiments: experiment in group.
+ Group 1: Sugar – Cooking oil
+ Group 2: Sugar – Vinegar
+ Group 3: Salt – Cooking oil
+ Group 4: Salt- Vinegar
- Instruct Ss as the experiments before:
”You will add sugar/salt to the new -Listen T’s instruction carefully.
liquid. Stir for about 30 seconds and
watch what happens.”
-Encourage Ss to write the conclusion
with new words they’ve learnt -Do the experiment, observe carefully,
and then use the new word learnt to
-Ask each group to share their write the conclusion.
conclusion with the whole class -One representative of each group will
share the conclusion of the experiment.
5. Evaluate
-Gather the Ss’ attention. -Ss turn their attention to the teacher.
“Alright, class, it’s time to review what
we learned today!”
5. Reflection (not compulsory)
