A Day in London. Oxford Reading Tree PPT: A Day in London. Free Presentation in PowerPoint format for kindergarten and Elementary School with Interactive Games & Activities to improve Phonics, Writing and reading skills.

1. 1:30 1/32
What famous wax museums do you know about?
A Day in London 2
ORT-G2A Lesson 21
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.

2. Learning Goals
0:30 2/32
1. Decode words with the following common prefix: dis-.
2. Learn the key words waxworks, fierce, soot, royal, happen, in the first
place, mean, and ride, and understand them in context.
3. Apply different reading strategies and skills when analyzing and
comprehending the content; describe characters' traits.
4. Talk about the story and discuss what you can and can’t do in a wax
museum.
LO: Get to know the learning objectives.
1. Go through the learning goals with the Ss. Make sure they know what
they’re going to learn in the lesson.
2. Note: Don’t read the goals to the Ss.

3. Presentation Time
Have you finished the homework you
were assigned in the last lesson?
Give your presentation and tell us
about your exciting traveling
experiences.
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.

4. What sound does dis make?
Phonics
Phonics Learning
disagree
dislike
discover
1:30 4/32
discomfort
disappear dissatisfied
LO: Identify and pronounce the sounds of the vowel team dis.
1. Click and read the words to Ss; have them identify what sound the vowel
team dis makes.
2. Guide Ss to take turns reading the remaining words.

5. Phonics
Read on Your Own
1:00 5/32
Dylan was dissatisfied with his dancing. He disagreed to
practice more with the background music he disliked.
One day, he discovered a new piece of music. When he
started to dance with it, the discomfort he had suffered
disappeared at once.
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.

6. Story Review
Background
1:30 6/32
In our previous lesson we read that
Gran and the children had arrived in
London.
1. How did they get to Trafalgar
Square? What did they do there?
2. What did the children think of the
Queen and Buckingham Palace?
LO: Review the first part of the story.
1. Review what happened in the first part of the story.
2. Discuss the given questions and give feedback.

7. Make Predictions Lead-in
1:30
Use details from the
illustration to make guesses.
1. Where may Gran and the children
be? What are the figures like? What
may happen to the figures?
2. Make two predictions based on the
given picture from the book.
7/32
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.

8. Reading
Pages 16-17
1:00 8/32
A Day in London 2
1. How did the children feel when
they went under Tower Bridge?
Why?
2. How did the weather change?
What kind of places did Gran
plan to go next? Where do you
think they might go?
Comprehension
LO: Utilize the reading strategies and skills to assist in reading
comprehension;
Ask Ss to discuss the comprehension questions; give feedback.

9. Reading
Pages 18-19
1:00
Use the illustration and context clues
to define the word waxworks.
Vocabulary
9/32
A Day in London 2
They went to the waxworks.
“What is a waxworks?” asked Kipper, as
they went in.
“It has wax models of famous people,”
said Anneena.
LO: Define the unfamiliar word waxworks in context.
Have Ss use the illustration and context clues to define the word waxworks;
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.

10. Reading
1. Where did Gran and the children go?
What could they see there?
2. What did Kipper think of the models?
Why did Anneena say, “You can tell
they are models and not real people”?
Comprehension
2:00
There is a lively wax model of an
old lady sitting on a chair in the
wax museum.
wax museum
Definition: a place having many wax
models of famous people
Read Pages 18-19
10/32
A Day in London 2
Which wax museum do you want to visit
most? What models does the museum
have? What would you do there?
Connections
Waxworks and wax museum
have the same meaning. Waxworks is
the British English variant; wax
museum
is the American English variant.
waxworks vs. wax museum
LO: Utilize the reading strategies and skills to assist in reading
comprehension; understand the word waxworks in context.
1. If Ss can present a good understanding of the word waxworks from the
previous slide, skip the vocabulary teaching part. If not, explain the word
with the sample sentences and ask Ss to make new sentences with it.
2. Ask Ss to discuss the comprehension questions; give feedback.
3. Have Ss talk about the questions in the connections section.

11. Reading
Pages 20-21
Use the illustration and context clues to
define the word fierce.
Vocabulary
1:00
11/32
A Day in London 2
LO: Define the unfamiliar word fierce 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 them use the illustration and
context clues to define the word fierce.
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.

12. Reading
2:00
1. What models were the children
looking at? What was the model
of Queen Victoria like? Why did
Biff think she wasn’t like Gran?
2. Why did Gran say, “I wouldn’t like
to be a queen”?
Comprehension
Read Pages 20-21
12/32
The girl crossed her arms,
looking fierce.
Definition: angry and frightening
fierce
(adj.)
A Day in London 2
LO: Utilize the reading strategies and skills to assist in reading
comprehension; understand the word fierce in context.
1. If Ss can present a good understanding of the word fierce 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 them.
2. Ask Ss to take turns discussing the comprehension questions; give
feedback.

13. Reading
Use the illustration and context clues
to define the word soot.
Vocabulary
Page 22-23
1:00
13/32
A Day in London 2
LO: Define the unfamiliar word soot in context.
Have Ss use the illustration and context clues to define the word soot; 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.

14. Reading
What was London like a long time ago?
What did the children do in those days?
Comprehension
After a big fire, the red bricks of the
house were covered with soot.
soot (n.)
Definition: black powder produced
when something is burned
Read Pages 22-23
1:00
14/32
A Day in London 2
What kind of work would you do if you lived
in London a long time ago? Would you
prefer to work or to study? Why?
Connections
LO: Utilize the reading strategies and skills to assist in reading comprehension;
understand the word soot in context.
1. If Ss can present a good understanding of the word soot 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.
3. Have Ss talk about the question in the connections section.

15. 1:00 15/32
Reading
Pages 24-25
A Day in London 2
Use the illustration and context clues
to define the word royal.
Vocabulary
Gran went off to look at the Royal
Family while the children stayed at the
street scene.
“Do you think Gran should go off by
herself?” said Biff.
“She can’t do much harm in here,” said
Chip.
LO: Define the unfamiliar word royal in context.
Have Ss go through the text quickly and have them use the illustration and
context clues to define the word royal.
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.

16. 1:00 16/32
Reading
1. What models did Gran go to look
at? Did Biff and Chip think Gran
should go off by herself? Why?
2. What did Gran do to the models?
Why? How do you think Gran
would do about that?
Comprehension
A Day in London 2
Buckingham Palace is the royal palace
where the Queen lives.
royal
(adj.)
Definition: relating to or owned by a
king or queen
Read Pages 24-25
LO: Apply the reading strategies and skills for reading comprehension; understand
the word royal in context.
1. If Ss can present a good understanding of the word royal 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 take turns discussing the comprehension questions; give feedback.

17. 1:00 17/32
Reading
Use the illustration and context clues to
define the word happen.
Vocabulary
Pages 26-27
A Day in London 2
LO: Define the unfamiliar word happen in context.
Have Ss go through the text quickly and have them use the illustration and
context clues to define the word happen.
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.

18. 1:00 18/32
Reading
1. What did Gran do? Why did she
ask the children for help?
2. What did Biff mean by saying “I
let you out of my sight for a
second, and this happens”? How
do you think Biff felt?
Comprehension
You should be careful in a math
quiz, otherwise some mistakes will
happen.
happen
(v.)
Definition: to take place or come
into existence
Read Pages 26-27
A Day in London 2
LO: Utilize the reading strategies and skills to assist in reading comprehension and in
making connections; understand the word happen in context.
1. If Ss can present a good understanding of the word happen 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 given questions; give feedback.

19. 1:00 19/32
Reading
Use the illustration and context clues to
define the phrase in the first place.
Vocabulary
Pages 28-29
A Day in London 2
A lady ran up. She was very cross with Gran.
“I can’t think how you knocked the models over
in the first place,” she said. “It’s never happened
before.”
“I’m very sorry,” said Gran.
LO: Define the phrase in the first place in context.
Have Ss go through the text quickly and have them use the illustration and
context clues to define the phrase in the first place.
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.

20. 1:00 20/32
Reading
The man was frustrated and thought
about why he agreed to do the
difficult task in the first place.
in the first
place
Definition: used to talk about the
beginning of a situation or why
something was done before
Read Pages 28-29
1. Why did Anneena say the models
looked strange? What was wrong
with them?
2. Who do you think the lady that ran
up was? What did she ask Gran
and the children to do? How might
they feel?
Comprehension
A Day in London 2
LO: Utilize the reading strategies and skills to assist in reading
comprehension; understand the phrase in the first place in context.
1. If Ss can present a good understanding of the phrase in the first place
from the previous slide, skip the vocabulary teaching part. If not, explain
the phrase in the first place with the sample sentences and ask Ss to
make new sentences with them.
2. Ask Ss to take turns discussing the comprehension questions; give
feedback.
3. Have Ss discuss the question in the connection section.

21. 1:00 21/32
Reading
Pages 30-32
A Day in London 2
Use the illustration and context clues to
define the words mean and ride.
Vocabulary
LO: Define the unfamiliar words mean and ride in context.
Have Ss go through the text quickly and have them use the illustration and
context clues to define the words mean and ride.
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.

22. The boy didn’t mean to upset his
mother.
mean (v.)
Definition: to intend to do
something
Read Pages 30-32
1. Why did Biff think Gran wouldn’t be
allowed to visit the wax museum
again? What did Chip think about
that? What’s your opinion? Give
some reasons.
2. What did the children think of their
adventure in London?
Comprehension
A Day in London 2
My father promised to take me for
a ride in his new car.
ride (n.)
Definition: a journey in a vehicle,
on a bike, or on a horse
Reading
LO: Utilize the reading strategies and skills to assist in reading
comprehension; understand the words mean and ride in context.
1. If Ss can present a good understanding of the words mean and ride from
the previous slide, skip the vocabulary teaching part. If not, explain the
words mean and ride with the sample sentences and ask Ss to make new
sentences with them.
2. Ask Ss to take turns discussing the comprehension questions; give
feedback.
22/32

23. 1:00
Characters’ traits are what the characters are like on
the inside—their personalities.
Describe Characters’ Traits Reading Strategy
Ask yourself:
 What did the character do?
 How did the character feel?
 What do you think of the character?
Characters’
Actions
Characters’
Feelings
Characters’
Traits

24. What did Gran do? How did Gran feel? Gran’s Traits
Analyze Gran’s Traits
• looked at the models
• talked about the models
• knocked some models over
• picked the models up and put
the heads back
• sorry
• ashamed
• regretful
• intelligent
• talkative
• careless
• anxious
LO: Review the concept of character traits; teach Ss how to analyze a character’s
traits.
1. Review the concept of character traits.
2. Teach Ss how to analyze a character’s traits by observing the character’s actions
and feelings.
3. Click and model how to analyze the character traits of Gran by observing her
actions and feelings in the story.
23/32

25. 1:00 24/32
Choose one character in the picture below
and analyze the character’s traits.
Describe Characters’ Traits Reading Strategy
The Character’s
Traits
What did the
character do?
How did the
character feel?
LO: Apply the reading strategies and skills designed to analyze one character’s
traits
1. Choose one character and identify the character’s actions and feelings.
2. Click and have Ss work together analyzing the character’s traits.
3. Give feedback.

26. Read & Choose
1. A pleasant thing ____________ in the office today.
2. I don’t understand why the lady agreed to meet the bad guy
_________________.
3. The little boy with blue eyes comes from ____________ blood.
4. I'm sorry I hurt you. I didn’t _____________ to.
happened
in the first place
mean
royal, happen, mean
in the first place
royal
1:00 25/32
Complete the sentences. Use the
correct form of the words in the box.
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.

27. Listening & Speaking
What did Gran
do in the wax
museum?
1:30
 looked at the models in the
museum
 gave some background
information about the models
 . . .
26/32
LO: Talk about what Gran did in the wax museum.
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 three complete
sentences; assist Ss if necessary.

28. Listening & Speaking
What can you do in
a wax museum?
What can’t you do
there?
 What I can do:
look at the models and respect them
read the introduction of the wax figures
. . .
1:30
27/32
 What I can’t do:
take food or drinks from outside
damage, move, or remove the wax figures
. . .
LO: Talk about what you could do in a wax museum and what you
couldn’t do there.
1. Ask Ss to talk about what they could do in a wax museum and what they
couldn’t do there.
2. Encourage Ss to answer the question in complete sentences with the given clues;
assist Ss if necessary.

29. How should we behave in public places?
Value
2:00 28/32
LO: Have Ss talk about how they should behave in public places.
1. Guide Ss to look at the pictures; have Ss talk about the given question.
2. Guide Ss to realize the importance of sharing; assist Ss if necessary.

30. Get Ready to Present Writing
2:30
29/32
 Describe the models Gran and the children saw in the wax museum by
answering the following questions in the sequence chart.
 Work together to complete the task.
LO: Describe the models Gran and the children saw in the wax museum by using the
visual aids and given guide.
1. Explain the task to Ss.
2. Model first; have Ss describe the models Gran and the children saw in the wax
museum by using the given chart and questions.
3. Give feedback.
What models did they
see first? What were
the models like?
What models did they
see next? What were
the models like?
What scene did they
see then? What were
the models like?
What models did they
see last? What were the
models like?

31. Homework: A Book Review Writing
Write a book review of A Day in London in three paragraphs.
Watch the post-class video
before you start writing.
1:30 30/32
Step 1. Brainstorm: Collect Ideas
Step 2. Prewrite: Make a Plan for Your Writing
Step 3. Draft: Write the First Version of Your Story
Step 4. Revise: Change Your Writing
Step 5. Edit: Check Your Writing
Step 6. Publish: Make Your Final Copy
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.

32. Let’s Review
Story: A Day in London 2
Key Words:
waxworks, fierce, soot, royal, happen,
in the first place, mean, ride
Key Questions:
1. What did Gran do in the wax museum?
2. What can you do in a wax museum? What
can’t you do there?
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.
31/32

33. 0:30 32/32
TG
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.