18. ORT_G2A_L18_THE_RAINBOW_MACHINE_1_20200515_200515193352.pptx

1:30 1/32
What does a rainbow look like?
LO: Introduce the topic and get to know each other.
1. Say hello to Ss and ask Ss to introduce themselves to each
other.
2. Introduce the topic and ask Ss to discuss the given question.

Learning Goals
1. Decode two-syllable words that contain the following vowel teams: ee and ea.
2. Learn the key words lorry, ready, button, double, warden, spin, buzz, and flash,
and understand them in context.
3. Apply the different reading strategies and skills when analyzing and
comprehending the content; describe characters’ traits.
4. Talk about the story and discuss the machines in your home and how you use
them.
0:30 2/32
LO: Get to know the learning objectives.
Go through the learning goals with the Ss. Make sure they know
what they’re going to learn in the lesson.
Note: Don’t read the goals to Ss.

Presentation Time
Let’s make predictions!
Did you prepare the homework
you were assigned in the last lesson?
Present your homework and tell us
about the character of Mr. Johnson.
Presentation
1:30 3/32
LO: Present the writing assignment from the last lesson.
1. Let Ss take turns presenting the writing assignment from the
last lesson.
2. Give feedback.

Phonics
Phonics Learning
weekend
meeting treehouse
teacher season
reader
1:30 4/32
What sound does
ee usually make?
What sound does
ea usually make?
LO: Identify and pronounce the sounds of the vowel
teams ee and ea.
1. Click and read the first group of words to Ss; have them
identify what sound the vowel team ee makes.
2. Click and read the second group of words to Ss; have them
identify what sound the vowel team ea makes.
3. Guide Ss to take turns reading the remaining words.

Phonics
Read on Your Own
My teacher is also a writer. Every week he has a
meeting with his readers. They like to meet during the
weekend. They like to meet in a treehouse. They like
to meet during beautiful seasons.
1:00 5/32
LO: Decode the words in the text accurately and
fluently; read the text fluently.
1. Guide Ss to read the story aloud together and with rhythm.
2. Ask Ss to take turns reading the text one sentence at a time.

Discussion Background
1. When does a rainbow occur?
How is it formed?
2. What is the actual shape of a
rainbow? Why does it look
different to people on the
ground?
Rainbows
A rainbow is a light “trick”, which occurs when
it is raining in one part of the sky and sunny
in another. When the sunlight enters through
a raindrop, the colors of the sunlight
separate, and a rainbow appears. The colors
of the rainbow are Red, Orange, Yellow,
Green, Blue, Indigo, and Violet. A rainbow is a
circle, but people on the ground cannot see
it all. Sometimes sunlight is reflected twice
inside a raindrop, then a double rainbow
occurs.
1:30 6/32
LO: Activate Ss’ background knowledge on the topic;
get to know more about rainbows.
1. Ask Ss to read the given passage silently.
2. Have Ss discuss the given questions.

Lead-in
Book Cover
Before Reading
1. What might a Rainbow Machine do?
2. Who might the man in pink be? What will
the children do in the story?
Connections
What stories or songs about rainbows
do you know?
1:00 7/32
LO: Use the book cover to identify details and to make
predictions.
1. Guide Ss to look at the book cover closely and to talk about
the given questions.
2. Encourage Ss to talk more about the connections question
and give feedback.

Make Predictions Lead-in
Use details from the illustration
to make guesses.
1. Who do you think these people
are? What are they doing? Why do
you think so?
2. Make one prediction based on the
given picture from the book.
1:30 8/32
LO: Use details from the picture to make predictions.
1. Guide Ss to make predictions by using the provided
questions.
2. Ask them to make guesses prior to reading the story by
looking at the pictures.

Reading
Pages 1-3
Use the illustration and context clues to
define the word lorry.
Vocabulary
In a place far away, there was a lorry. It
was a very big lorry because on the back
was a very big machine. The machine
made rainbows and was called The
Rainbow Machine.
The Rainbow Machine 1
1:00 9/32
LO: Define the unfamiliar word lorry in context.
Have Ss use the illustration and context clues to define the word
lorry; give feedback.
Note: If Ss can present a correct understanding of the unfamiliar
word(s), it’s not necessary to teach the word(s) on the next slide.

Reading
1. What did the children see in the sky?
What was the weather like?
2. What was on the big truck? What was it
used for? Why do you think it took
seven people to look after it?
Comprehension
The red truck was trapped because
of the heavy snow.
truck (n.)
Definition: a very large vehicle that
can carry heavy loads
Read Pages 1-3
2:00 10/32
Lorry and truck have the same
meaning. Lorry is the British English
variant; truck is the American English
variant.
lorry vs. truck
LO: Utilize the reading strategies and skills to assist in
reading comprehension; understand the word lorry in context.
1. If Ss can present a good understanding of the word lorry
from the previous slide, skip the vocabulary teaching part. If
not, explain the word with the sample sentence and ask Ss to
make new sentences with it.
2. Ask Ss to discuss the comprehension questions; give
feedback.

Reading
The rainbow machine had to be ready
at any time. Sometimes weeks and weeks
went by and a rainbow was not needed.
But when the call came, the rainbow
makers had to work fast.
Use the illustration and context clues
to define the word ready.
Vocabulary
Page 4
1:00 11/32
LO: Define the unfamiliar word ready in context; read the text
fluently.
1. Take turns reading the passage aloud. Guide Ss to pay
attention to the intonation and emotion of the passage when
reading the in-text quotes.
2. Have Ss go through the text quickly and have Ss use the
illustration and context clues to define the word ready.

Reading
When did the rainbow makers make
rainbows?
Comprehension
TG
Read Page 4
The computer is now set up and
ready to use.
ready
(adj.)
Definition: prepared well and
available for use
2:00 12/32
What kind of weather machine would you
like to invent? Why?
Connections
reading comprehension and in making connections; understand
the word ready in context.
1. If Ss can present a good understanding of the word ready
2. Ask Ss to take turns discussing the comprehension questions;
give feedback.
3. Have Ss discuss the question in the connections section.

Reading
Off they went in the lorry. While it was
going along, the rainbow makers got the
machine ready. Then, one . . . two . . .
three . . . Go! They pressed a button and
the rainbow shot out of the machine.
Page 5
Use the illustration and context clues
to define the word button.
Vocabulary
TG
1:00 13/32
LO: Define the unfamiliar word button in context.
Have Ss use the illustration and context clues to define the word
button; give feedback.

Reading
How did the rainbow makers work in
the truck?
Comprehension
Read Page 5
The man pressed the button on the top
right corner of the keyboard to turn on
his computer.
button (n.)
Definition: a small object on a
machine that you can press to make
the machine work
2:00 14/32
Do you want to be a rainbow maker?
Why?
Connections
reading comprehension; understand the word button in context.
1. If Ss can present a good understanding of the word button
not, explain the word with the sample sentences and ask Ss
to make new sentences with them.
give feedback.

Reading
Pages 6-7
1:00 15/32
1. Were the rainbows always made the
same? What could they be like?
2. Why did children often run toward
the rainbows? What did they want to
do? Was what they wanted to do
possible? Why?
Comprehension
reading comprehension;
Ask Ss to take turns discussing the comprehension questions;
give feedback.

Reading
define the words double and warden.
Vocabulary
1:00
The lorry was on a double yellow line.
Fred saw a traffic warden.
“Oh no!” said Fred. “I must move the
rainbow machine.”
So he climbed into the driver’s cab and
drove away.
Pages 8-9
16/32
LO: Define the unfamiliar words double and warden in context.
Have Ss use the illustration and context clues to define the words
double and warden; give feedback.

Reading
1. Who was Fred? What do you know
about him?
2. How do you think Fred felt when he
was left to look after the machine?
Give reasons for your answer.
3. Why did Fred drive away?
Comprehension
She went through the double doors
and turned right.
double (adj.)
Definition: consisting of two similar or
identical parts
Read Pages 8-9
2:00 17/32
The old man can meet the park
warden every morning.
warden (n.)
Definition: a person whose job is to
make sure the public is safe and
obeying the rules
reading comprehension; understand the words double and
warden in context.
1. If Ss can present a good understanding of the words double
and warden from the previous slide, skip the vocabulary
teaching part. If not, explain the word with the sample
sentence and ask Ss to make new sentences with it.
give feedback.

Reading
define the word spin.
Vocabulary
Oh no! The lorry stuck in the mud. The
wheels spun round and round and the
lorry sank deeper and deeper.
“Now what shall I do?” thought Fred.
Pages 10-11
1:00 18/32
LO: Define the unfamiliar word spin in context.
Have Ss go through the text quickly and have them use the
illustration and context clues to define the word spin.

Reading
1. How did Fred feel when he was
driving? Why did he say, “I’d better
not be too long”?
2. Why did Fred turn the truck round?
What happened there? Why? How
did Fred feel then?
Comprehension
Read Pages 10-11
2:00 19/32
spin (v.)
The metal top has been spinning
for hours, and it seems that it will
never stop.
Definition: to turn around and
around very fast
the word spin in context.
1. If Ss can present a good understanding of the word spin
2. Ask Ss to discuss the given questions; give feedback.

Reading
Pages 12-13
TG
1:00 20/32
What did the children see when the
magic key took them to the field?
What do you think they would do
next?
Comprehension
What would you do if you saw a truck
that was stuck? Discuss some ideas
with your partner.
Connections
reading comprehension and in making connections

Reading
Pages 14-15
1:00
TG
21/36
define the words buzz and flash.
Vocabulary
On the lorry, things began to buzz and
flash.
“Oh no!” said Fred. “A rainbow is
needed. This is The Rainbow Machine. It
makes rainbows. You must all help me.”
LO: Define the unfamiliar words buzz and flash in context.
Have Ss go through the text quickly and have them use the
illustration and context clues to define the words buzz and flash.

Reading
1:00
TG
22/36
1. Could the children move the lorry?
Why or why not?
2. How did Fred know that a rainbow
was needed? Why did he say, “You
must all help me”?
3. What do you think would happen
next in the story?
Comprehension
Read Pages 14-15
I can hear something buzzing around
my picnic table.
buzz (v.)
Definition: to make a continuous
sound, like that of a flying insect
The lights of the ambulance are
flashing.
flash (v.)
Definition: to shine suddenly and
brightly for a short time
the words buzz and flash in context.
1. If the Ss can present a good understanding of the words
buzz and flash from the previous slide, skip the vocabulary
teaching part. If not, explain the words with the sample
sentences and ask Ss to make new sentences with them.

The structure of a complete story consists of a beginning, a
middle, and an end. The beginning part introduces the main
characters and the settings of a story.
Describe the Beginning of a Story
3:00
Characters Settings Beginning
Describe the beginning of a story.
Characters Settings
Beginning
Wilf, Biff, Chip,
Floppy, the
rainbow makers
• the children’s town,
• the rainbow
makers’ town
Describe the children from the story and their town in the beginning.
Wilf, Biff, Chip looked at
the rainbow.
It was raining, but the sun
was also shining. There was a
rainbow across the sky.
What did the children do? What was the weather like?
Characters: the children Settings: the children’s town
Reading Strategy
LO: Introduce the structure of a story and the two
elements that introduce a story. Teach Ss how to describe the
beginning of a story.
1. Introduce the structure of a story and the two elements that
introduce a story: characters and settings.
2. Click and model how to describe the beginning of a story.
23/36

Describe other characters and settings of the story in the beginning.
It’s your turn.
What did the rainbow
makers do?
What was the place like?
What could be found there?
Characters:
The Rainbow Makers
Settings:
The Rainbow Makers’ Town
It’s your turn.
LO: Utilize the reading strategies and skills to assist in describing
the beginning of a story.
1. Click and have Ss work together to identify other characters
and settings found in the beginning of a story and have Ss
describe them.
2. Give feedback.
24/36

Read & Choose Vocabulary
1. He had got everything __________ for the birthday party before his
friends arrived.
2. The word Sunny is spelt with a __________ n.
3. The wheels of the car were ___________ fast in the mud, but the car
still couldn’t move forward.
4. The car stopped on the side of the street with its lights _________.
ready
double
flashing
double, spin
ready, flash
spinning
Complete the sentences. Use the correct
form of the words in the box.
1:00 25/32
LO: Check if Ss understand the words in context.
1. Ask Ss to take turns reading the words aloud.
2. Ask Ss to fill in the blanks and to read the sentences.

Listening & Speaking
How did the seven
people use their
machine to make a
rainbow?
 prepared colors
 cleaned and polished the
machine
 went in the lorry
 got the machine ready
 pressed a button
 the rainbow shot out
1:30 26/32
LO: Use details to talk about how the seven people used their
machine to make a rainbow.
1. Instruct Ss to discuss the given question.
2. Encourage Ss to answer questions by using the given clues,
and encourage Ss to present their answers with at least 3
complete sentences; assist Ss if necessary.

Listening & Speaking
What machines do
you have in your
home? How do you
use them?
1:30 27/32
The Machines in My Home:
an air conditioner, a dishwasher, a refrigerator, a washing
machine, a TV, a microwave oven, a juicer . . .
How to Use My Washing Machine:
Turn it on.
Put my dirty laundry into the drum.
Add laundry detergent.
Choose the washing mode.
Set the washing time.
Take the laundry out.
LO: Talk about the different machines that are in Ss’
homes and have Ss discuss how they use them.
1. Ask Ss to talk about the given question.
2. Encourage Ss to answer the question in complete sentences
with the given clues; assist Ss if necessary.

How can you help your family with housework?
Value
1:30 28/32
LO: Talk about how Ss can help their families with
housework.
1. Guide Ss to look at the pictures; have Ss talk about the given
question.
2. Guide Ss to realize the importance of learning; assist Ss if
necessary.

Get Ready to Present
Writing
29/33
 Describe Fred’s terrible experiences with the help of the sequence chart.
 Work together to complete the task.
2:30
LO: Describe Fred’s terrible experiences by using the
visual aids and given guideline.
1. Explain the task to Ss.
2. Model first; have Ss describe Fred’s terrible experiences by
using the sequence chart.
3. Give feedback.
What was Fred
asked to do when
the other rainbow
makers left?
What did Fred
do when he saw
the warden?
Why?
What happened
to Fred’s lorry in
the field?
Who did Fred
ask for help?
What urgent
task did Fred
get on the lorry?

Homework: A How-To Article Writing
Write a how-to article about a machine that
you want to invent, explaining both what it is
and how to use it in three paragraphs.
Watch the post-class video
before you start writing.
Step 1. Brainstorm: Collect Ideas
Step 2. Prewrite: Make a Plan for Your Writing
Step 3. Draft: Write the First Version of Your Story
1:00 30/32
LO: Understand what the writing task is; know to
complete the writing task with the help of the post-class
instructional video.
1. Introduce and explain the writing task to Ss.
2. Ask Ss to finish the task before the next class and to be ready
to present.
3. Remind Ss to watch the post-class video before writing.

Review
Let’s Review
Story: The Rainbow Machine 1
Key Words:
lorry, ready, button, double,
warden, spin, buzz, flash
Key Questions:
1. How did the seven people use their machine to make a rainbow?
2. What machines do you have in your home? How do you use them?
1:00 31/32
LO: Review the whole lesson.
1. Review the key words with Ss by asking Ss to make sentences.
2. Review the story with Ss by asking the given questions.

0:30 32/32
LO: End the lesson and encourage Ss to perform better
in the next class.
1. Briefly comment on Ss’ performance.
2. Say goodbye to Ss.
3. Ask Ss to preview the next lesson.

18. ORT_G2A_L18_THE_RAINBOW_MACHINE_1_20200515_200515193352.pptx

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18. ORT_G2A_L18_THE_RAINBOW_MACHINE_1_20200515_200515193352.pptx