LESSON PLAN
TIẾNG ANH 3 FAMILY AND FRIENDS NATIONAL EDITION
School :
Class :3
Unit : 4 – I like monkeys!
Lesson : STEM - Where do animals live?
Time : 35 minutes
Value : Be kind to animals!
I. AIM AND OBJECTIVES
Language Objectives: By the end of the lesson, students will be able to:
● review and expand vocabulary on the topic of animals: elephant, giraffe, monkey, bird, cat, dog, fish,
whale, parrot, penguin, dolphin, butterfly.
● remember some new vocabulary about the habitats: ocean, jungle, air, home.
● use simple sentences to talk about what animals they like or don’t like.
● listen and respond to questions about animal habitats.
STEM Objectives
● identify different animal habitats.
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● design and build a simple model of a habitat using simple materials.
● observe, and classify animals based on where they live.
21st-Century Skills & Attributes
● Collaboration: work in teams to build animal habitats, share materials, take turns, and help each other
complete the project.
● Communication: practice using full English sentences to describe animals and habitats, present their group
models clearly and listen to others.
● Critical Thinking & Data Literacy: classify animals into correct habitats (jungle, ocean, home, air), make
decisions and explain their choices using reasoning and observation.
● Responsibility & Kindness: show care for animals and the environment, use recycled materials and show
kindness when working with classmates.
II. LANGUAGE CONTENT
Vocabulary Patterns Skills
- animals: elephant, giraffe, monkey, bird, - Listening
- I like …
cat, dog, fish, whale, parrot, penguin, - Speaking
- I don’t like …
dolphin, butterfly. - Reading
- Where does … live? – It lives in/at …
- habitats: ocean, jungle, air, home. - Writing
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III. MATERIALS
● animals and habitats members flashcards
● PPT slide
● habitats and animals templates (printed)
● scissors, glue, crayon
IV. TEACHING PROCEDURE
Stage Teacher’s Activities Students’ Activities
Warm-up - Greet students and ask some questions - Respond to the teacher’s greeting and
(5’) about the feelings, weather, date, answer the questions.
classroom rules etc.
- Make a chant to warm-up, following the - Watch a video, follow, do actions and
video of “Magic Fingers”: chant.
[Link]
v=3m5RXP6U_EA
- Play “Animal Quiz” to quickly review the - Join the game, read the questions
vocabulary about animals: elephant, carefully.
giraffe, monkey, bird, cat, dog, fish,
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Stage Teacher’s Activities Students’ Activities
whale, parrot, penguin, dolphin,
butterfly by asking students to read
carefully and answer “What animal is
it?” - Raise their hands to give the answer.
- Elicit individual responses by answering
full sentences: “It’s a/an …”. - Repeat vocabulary aloud.
- Show all of the words with
flashcards/pictures, remind students by
saying out loud in chorus.
- Ask students “Do you know where they
live?” to lead in and introduce the new
lesson.
Presentation - Introduce some habitats with pictures and - Look and listen.
(8’) check understanding by inviting some - Put the flashcards in the correct
students to put the animals' flashcards in habitats.
the suitable place: ocean, jungle, air,
home. - Listen and repeat.
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Stage Teacher’s Activities Students’ Activities
- Ask students to listen and repeat in chorus
and individually to remember. - Observe the teacher’s demonstration.
- Use a piece of paper or draw simple
pictures of 2 animals on the board, then
make a demonstration: “This is a
monkey. I like monkeys. The monkey
lives in the jungle. This is a shark. I
don’t like sharks. The shark lives in the - Work individually: draw.
ocean.”
- Ask students to draw 2 simple pictures of - Ask for help if needed.
animals on their mini-boards or papers. - Work in pairs: show and talk.
- Walk around to help.
- Ask students to work in pairs, show - Ask for help if needed.
pictures and talk, using the structure in the
example.
- Walk around to support and give
feedback.
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Stage Teacher’s Activities Students’ Activities
Practice - Show habitat templates and ask students - Look and answer.
(17’) “Where is it?” / “What animals live in
this habitat?”.
- Elicit students to answer.
- Ask students to work in groups of 4/6, cut, - Listen to the teacher’s instructions.
color, glue the habitats, then choose the
animals to put in this habitat.
- Give students handouts and ask them to - Work in groups.
work in groups.
- Walk around to help, ask some students - Ask for help if needed.
“What animal is it?” / “What is this - Answer.
habitat?” / “Do you like …?”.
- Instruct students to tidy up. - Tidy up.
- Ask students to show their works and - Check the answer.
check. - Observe the teacher’s demonstration.
- Make an example, point and say: “This is - Practice in groups.
a monkey. The monkey lives in the
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Stage Teacher’s Activities Students’ Activities
jungle.”, then ask students to work in
groups and practice making a presentation.
- Walk around to support and give feedback. - Ask for help if needed.
Production - Invite some students to show their team’s - Make a short presentation based on
(5’) works and make a presentation about the the model.
animal’s habitats.
- Give praise and positive feedback.
- Show the Values Page (page 22), ask - Observe the worksheet pictures, circle
students to look at pictures, circle in in blue/red.
blue/red.
- Check the answer. - Look and check.
- Recap the lesson by showing the students’ - Look and answer.
models, point and ask: “What animal is
it?” / “Where do they live?” / “What
animal do you like?”.
- Emphasize and conclude by giving the - Repeat the sentence: “Be kind to
value of the lesson “It’s good to be kind animals.”
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Stage Teacher’s Activities Students’ Activities
to animals.” - Goodbye to the teacher and
classmates.
V. ASSESSMENT
Task Success Criteria
Identify animal names and follow the teacher's instructions for sorting and building.
Listening
Listen carefully, respond to questions correctly, and follow habitat instructions.
Uses animal and habitat vocabulary clearly with correct pronunciation and sentence
Speaking
structure to describe where animals live.
Reading Understand simple labels or descriptions and connect them to the right animals/habitats.
Writing Spell animal and habitat names correctly and useful structure.
STEM Classify animals correctly, create a clear and creative model, and work well with others.
VI. NOTE/REFLECTION
● What worked: Students liked sorting animals and building habitats. Most could say the sentences well.
They were happy to work in groups and share their ideas.
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● Classroom Management: Clear steps and pictures helped students follow the activity. Group roles helped
them stay focused. The teacher walked around to help and check.
● Challenges: Some students needed help making full sentences. A few groups didn’t have time to finish their
model. Cleaning up took a bit long.
● Next steps: Show one full example before the activity. Prepare materials and group roles early. Give more
time for building and cleaning up. Write sentence frames on the board to help students speak.
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