1. The document introduces a lesson on a story called "The Power Cut" about a family who goes on holiday to a cottage. It includes setting up the topic, introducing vocabulary words found in the story, reading comprehension questions, and discussing related concepts. 2. Key vocabulary words introduced and practiced include short vowel sounds, and words from the story like "pack", "break", "cottage", "sigh", "lamp", "candlelight", "shadow". 3. Sections of the story are read and questions are used to check comprehension, make connections, and discuss the meaning of unfamiliar words in context.

1. 1:30
LO: Introduce the topic and get familiar with 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 where they are going
on holiday.
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1/35
Where are you going on holiday?

2. Class Rules
Listen and give feedback to each
other.
Hand in quality homework on
time.
Ask more than one question in
each class.
1
2
3
LO: Understand the class rules.
Go through the class rules with the Ss.
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3. Learning Goals
1. Learn that single vowel letters in one-syllable words usually have
short vowel sounds.
2. Learn the key words candlelight, shadow, lamp, cottage, laugh,
pack, sigh, and break, and understand them in context.
3. Apply different reading skills & strategies when analyzing and
comprehending the content; make comparison and contrast.
4. Talk about the story and discuss your own holiday.
LO: Get to know what they will learn in class.
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 them to the Ss.
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4. Phonics
Phonics Learning
2:00 4/35
Listen and identify the short vowel sound in each word.
crab shop jump frog
fish fetch
___________________ in one-syllable words usually have
short vowel sounds.
Phonics Rules
Single vowel letters
LO: Identify the short vowel sounds in one-syllable words; learn the phonic rule that the single
vowel letters in one-syllable words usually have short vowel sounds.
1. Click and read two words to Ss and have them identify the short vowel sounds in them.
2. Click and ask one S to read the given word and have the other S identify the short vowel
sound in the word; take turns.
3. Guide Ss to associate the short vowel sounds of the listed words with the letters that make
the sounds; click and ask the Ss to state the rule.
4. Click and guide Ss to apply the rule as they read the rest of the words.
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5. Phonics
1:00 5/35
Read on Your Own
LO: Decode the words accurately and fluently in text; read the text fluently.
1. Guide Ss to read the story chorally with rhythm.
2. Ask Ss to take turns reading the text one sentence at a time.
TG
Mom got a new job at a pet shop. There
are many crabs, frogs, fish, and puppies
at the pet shop. Frogs like to jump, and
puppies like to fetch balls.

6. Background
1. What things need electricity to work?
2. What things need batteries to work?
3. What are different ways to generate electricity?
natural gas, coal, solar power,
wind power, water power . . .
2:00 6/35
Discussion
LO: Activate Ss’ background knowledge of the topic; know what
things need electricity or batteries to work and how electricity is
generated.
1. Lead Ss to recognize what things need electricity or batteries to
work.
2. Guide Ss to discuss some ways to generate electricity.
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7. Lead-in
1. Who are the characters in the
story?
2. Which character do you like
best? Why?
Characters: people or
animals in the story.
Mum
Dad
Wilma
Wilf
Biff
Chip
LO: Understand the concept of characters in a story and get to know the
characters in this story series.
1. Explain what characters are.
2. Have Ss pick 2-3 characters and take turns matching the characters
with the names. Discuss the given questions.
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Characters
people or animals in a story
1:30 8/35
Characters

8. Lead-in
1. What do you think the story will be about?
2. What would you do if there were a power cut?
Title: _________________
Author: _________________
Illustrator: _________________
The Power Cut
Roderick Hunt
Alex Brychta
Book Cover
1:00 7/35
LO: Identify the basic information of the book; talk about what they can know
from the book cover; motivate Ss’ interest in reading.
1. Check Ss’ understanding of an author and illustrator of a book.
2. Ask Ss to identify the title as well as the author’s and illustrator's names. Click
to fill in the information on the slide.
3. Have Ss discuss the given questions.
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9. Lead-in
Using details from the
illustration to make guesses.
1. What is the family doing?
2. Make two predictions based on the
picture from the book.
The picture of _______ makes me
think ____________.
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Make Predictions
LO: Use details from the picture to make predictions.
1. Explain how to make predictions.
2. Guide Ss to make predictions using the provided questions.
Encourage Ss to answer using the sentence frame.
Notes: Model how to answer the second question using the sentence
frame.
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10. The family was going on holiday. They
were taking Biff and Chip. Mum and Dad
were busy packing the car.
“Will you pack these for us, please?”
asked Wilma.
Reading
The Power Cut
Pages 1-3
Use the illustration and context clues
to define the word pack.
Vocabulary
1:00 10/35
LO: Define the unfamiliar word “pack” in context; read the text fluently.
1. Take turns reading the passage aloud. Guide Ss to pay attention to
the intonation and feelings while they read the text in quotation
marks.
2. Have Ss use the illustration and context clues to define the word
“pack.”; give feedback.
Note: If Ss can present a correct understanding of the unfamiliar
word(s), it’s not necessary to teach the word(s) intentionally in the next
slide.
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11. Reading
1. How did Dad feel about the children
packing all of these things?
2. What did the children think they would
do on holiday?
Comprehension
The Power Cut
Read Pages 1-3
The girl is packing her holiday luggage
by herself.
pack (v.)
Definition: to put things into a
bag/suitcase in preparation for a trip
What do you want to take when you’re
going on holiday? Why?
Connections
2:00 11/35
LO: Apply the reading strategies and skills for reading comprehension and
connections; understand the academic word “pack” in context.
1. If the Ss can present a good understanding of the word “pack" in 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. Have Ss take turns discussing the comprehension questions and
encourage them to support their answers with details.
3. Have Ss discuss the connections question.
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12. Reading
The Power Cut
Page 4
It was a long journey. It took hours.
They stopped for a break.
“Let’s get a drink,” said Mum.
“Can we play a game in the arcade
first?” asked Wilf.
Use the illustration and context clues to
define the word break.
Vocabulary
1:00 12/35
LO: Define the unfamiliar word “break” in context; read the text in
quotation marks fluently and with expression.
1. Have Ss go through the text to find the word “break” in the text
and work together to define the word “break” using the
illustration and context clues; give feedback.
Note: If Ss can present a correct understanding of the unfamiliar
word(s), it’s not necessary to teach the word(s) intentionally in the
next slide.
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13. Reading
Why did Wilf want to play in the arcade?
Comprehension
Have you ever been on a long journey?
What was it like?
Connections
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After working all day, Lily sat on the
swing and took a break.
break (n.)
Definition: a period of time when you stop
what you are doing and rest
The Power Cut
LO: Apply the reading strategies and skills for reading
comprehension and connections; understand the academic word
“break” in context.
1. If the Ss can present a good understanding of the word “break”
in 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 one S to ask the first question; encourage the other S to
support his or her answers with details; take turns.
3. Have Ss discuss the connections question.
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14. Reading
At last they arrived at the cottage.
“We’re in the middle of a forest” said
Wilf.
“We’re in the middle of nowhere” said
Wilma.
Page 5
The Power Cut
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Use the illustration and context clues to
define the word cottage.
Vocabulary
LO: Define the unfamiliar word “cottage” in context; read the text in
quotation marks fluently and with expression.
1. Read the first sentence; have Ss to define the word cottage
using the illustration and text.
2. Have Ss role-play reading as Wilf and Wilma; remind Ss to read
like Wilf or Wilma.
3. Give feedback.
Note: If Ss can present a correct understanding of the unfamiliar
word(s), it’s not necessary to teach the word(s) intentionally in the
next slide.
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15. Reading
1. Why did Wilma say they were in the
middle of nowhere? How did Wilma
feel about the place where they
arrived?
2. How did the children feel when they
saw the television? How do you know?
Comprehension
Read Pages 5-7
The Power Cut
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On their last holiday, Mike and his family
went to their cottage deep in the forest.
cottage (n.)
Definition: a small house, always in the
country
LO: Apply the reading strategies and skills for reading
comprehension; understand the academic word “cottage” in
context; know the differences between a cottage and a house.
1. If the Ss can present a good understanding of the word in the
previous slide, skip the vocabulary teaching part. If not, explain
the meaning of “cottage”; guide Ss to compare and contrast
“cottage" with “house”; ask Ss to make sentences. (House: a
building that is usually lived in by a family.)
2. Ask Ss to discuss the comprehension questions and give
feedback.
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16. Reading
The Power Cut
Reading
At breakfast Wilma put on a film. Dad
sighed. “Get dressed everyone. We didn’t
come on holiday to watch TV.”
“Can we watch this first?” asked Wilma.
“Later,” said Dad. “Let’s go out.”
LO: Define the unfamiliar word “sigh” in context; read the text in
quotation marks fluently and with expression.
1. Have Ss work together to define the word “sign” in context.
2. Guide Ss to imagine what Dad felt when he said the words
in quotation marks; have Ss take turns reading as if they
were Dad in the story.
Note: If Ss can present a correct understanding of the
unfamiliar word(s), it’s not necessary to teach the word(s)
intentionally in the next slide.
TG
Page 8
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Use the illustration and context clues to
define the word sigh.
Vocabulary

17. 1. Why did Dad sigh in front of the
children? Why didn’t the children want
to play on the beach?
2. What kind of holiday did Dad and
Mum expect? How do you know?
Comprehension
Reading
Read Pages 8-9
The Power Cut
The old man sighed deeply because he
had lost all his money.
sigh (v.)
Definition: to take and let out a long
deep breath that can be heard, to show
that you are disappointed, sad, tired,
etc.
2:00 17/35
LO: Apply the reading strategies and skills for reading
comprehension; understand the academic word “sigh” in
context.
1. If the Ss can present a good understanding of the word
“sigh” in 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 given questions and give feedback.
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18. The Power Cut
Reading
Mum found a lamp.
“What if the power doesn’t come back
on?” asked Chip, looking at the TV.
“We’ll have to do without it,” said Dad.
“Oh no!“ said the children.
LO: Define the unfamiliar word “lamp” in context.
Have Ss go through the text quickly and use the illustration and context
clues to define the word “lamp.”
Note: If Ss can present a correct understanding of the unfamiliar word(s), it’s
not necessary to teach the word(s) intentionally in the next slide.
TG
Page 11
Use the illustration and context clues to
define the word lamp.
Vocabulary
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19. The Power Cut
Reading
LO: Apply the reading strategies and skills for reading comprehension;
understand the academic word “lamp” in context.
1. If the Ss can present a good understanding of the word “lamp” in
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 given questions and give feedback.
Read Pages 10-11
TG
1. What does power cut mean? What
clues can you find in the text?
2. How did the children feel about the
power cut?
3. What other things did the family need
when there was a power cut?
Comprehension
When the lamp shines in the dark, I can
walk without fear.
lamp (n.)
Definition: a small electrical appliance
that uses batteries and can produce
light
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20. The Power Cut
Reading
The power didn’t come back
on.
“It may be off for a long
time,” said Dad. It was time to
eat. They all sat round the table
and had supper by candlelight.
LO: Define the unfamiliar word “candlelight” in context.
Have Ss go through the text quickly and work together to define the
word “candlelight” using the illustration and context clues.
Note: If Ss can present a correct understanding of the unfamiliar
word(s), it’s not necessary to teach the word(s) intentionally in the next
slide.
TG
Use the illustration and context clues to
define the word candlelight.
Vocabulary
Page 10
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21. The Power Cut
Reading
Eating by candlelight was so
wonderful that they forgot they
were sad about the power cut.
candlelight (n.)
Definition:
the light that candles produce
Read Pages 12-13
What will you do if there is a power cut at
your home?
Connections
1. What did the family do during the
power cut?
2. Do you think Dad wanted the power
to come back on quickly? Why?
Comprehension
2:00 21/35
TG
LO: Apply the reading strategies and skills for reading
comprehension and connections; understand the academic word
“candlelight” in context.
1. If the Ss can present a good understanding of the word
“candlelight” in 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 and give
feedback.
3. Have Ss work together to discuss connections question.
TG

22. The Power Cut
Reading
That night the power didn’t come back on.
The children had to use the lamp to go to
bed. Chip made a shadow on the wall with
his hands.
“Guess what it is,” he said.
LO: Define the unfamiliar word “shadow” in context.
Have Ss go through the text quickly and work together to
define the word “shadow” using the illustration and
context clues.
Note: If Ss can present a correct understanding of the
unfamiliar word(s), it’s not necessary to teach the word(s)
intentionally in the next slide.
TG
Page 14
Use the illustration and context clues to
define the word shadow.
Vocabulary
1:00 22/35

23. The Power Cut
Reading
Reading
She made a shadow on the ground by
blocking light from the sun.
shadow (n.)
Definition:
the dark shape
produced by a person or
an object coming
between a light and a
surface
How can you make a shadow?
Connections
1. How did Chip feel when the power
didn’t come back on? How do you
know?
2. Why didn’t the children go to sleep in
bed?
Comprehension
2:00 23/35
LO: Apply the reading strategies and skills for reading comprehension;
understand the academic word “shadow” in context.
1. If the Ss can present a good understanding of the word “shadow”
in 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 and give feedback.
3. Have Ss discuss the connections question.
TG
Read Page 14

24. The Power Cut
Reading
Wilma shone a torch under her chin.
The light made her face scary.
“Whoooh!” she said. “I’m a monster.”
Everyone laughed. Then Mum came in and
said it was time to go to sleep.
LO: Define the unfamiliar word “laugh” in context; read the text fluently
and read the text in quotation marks with expression.
1. Guide Ss to visualize how Wilma would say the text in quotation
marks; have Ss take turns reading what Wilma said in quotation
marks with expression.
2. Have Ss work together to define the word ”laugh” using the
illustration and context clues.
Note: If Ss can present a correct understanding of the unfamiliar
word(s), it’s not necessary to teach the word(s) intentionally in the next
slide.
TG
Use the illustration and context clues to
define the word laugh.
Vocabulary
Page 15
1:00 24/35

25. Reading
The Power Cut
1. Why did the children laugh?
2. If the power doesn’t come back the
next day, what might the kids play?
3. Why do you think the torch gave out
light when there was no power in the
house?
Comprehension
2:00 25/35
The funny story about Tom made them
all laugh.
laugh (v.)
Definition: to make sounds and to move
your face in a way that shows you are
very happy
LO: Apply the reading strategies and skills for reading
comprehension; understand the academic word “laugh” in context.
1. If the Ss can present a good understanding of the word “laugh”
in 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 and give
feedback.
TG
Read Page 15

26. Compare and Contrast Reading Strategy
kids
same
parents
boy
short hair
hobby:
play games
girl
long hair
hobby:
watch movies
Wilf Wilma
Can you think of two
things that are similar?
Can you think of two
things that are different?
LO: Review the concept of compare and contrast; understand how to use
the reading strategies and skills of comparing and contrasting.
1. Check what Ss know about compare and contrast; help recall what
they know about the strategy.
2. Guide Ss to review the definitions of compare and contrast.
3. Tell Ss to use a Venn diagram when they want to compare and
contrast; model using the diagram to compare and contrast Wilf and
Wilma; have Ss work in pairs to talk about how Wilf and Wilma are
similar and different using the Venn diagram.
4. Click and display the sample answers; give feedback.
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2:00 26/35
Compare
Contrast

27. Compare and Contrast Reading Strategy
Before the Power Cut After the Power Cut
happy
How did they spend their holiday before and after the power cut?
• had supper by candlelight
• told a funny story
• made a shadow
• shined a torch
• were together
• unpacked the car
• ate breakfast
• played a game
• listened to a CD
• were not together
2:00 27/35
LO: Apply the reading strategies and skills of comparing and
contrasting to analyze the story.
1. Ask Ss to recall the story details based on the given question.
2. Click and model how to compare and contrast by using the Venn
diagram; have Ss work together to fill in the Venn diagram.
3. Click and display the sample answer and give feedback.
TG

28. Read & Choose
Vocabulary
LO: Check if Ss understand the words in context.
1. Ask Ss to take turns reading the words aloud.
2. Ask Ss to read the sentences and complete them by filling in the
blanks.
1. The small _________ was deep inside the forest, and the
family walked a long way but they couldn’t find it.
2. He made us all __________ by mimicking the little girl's
voice.
3. This case is full, so I can't _______ any more clothes.
4. It was hot, and we decided to walk in the __________ of the
trees.
cottage
laugh
shadows
pack, laugh,
cottage, shadows,
pack
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1:00
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29. Listening & Speaking
LO: Talk about how the family spent their holiday using details.
1. Ask Ss to discuss how the family spent their holiday by asking
and answering the given questions.
2. Encourage Ss to answer questions using the given clues and
present their answers with at least 3 complete sentences. Assist
Ss if necessary.
How did the family
spend their
holiday? What did
they do in the
cottage?
put on a film
play games
listen to CDs
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1:30 29/35

30. Listening & Speaking
LO: Talk about their own holiday.
1. Ask Ss to work in pairs to talk about their holiday by asking each
other the given questions.
2. Encourage Ss answer the questions in complete sentences with
the given clues. Assist Ss if necessary.
How would you
like to spend your
holiday with your
family?
 take trips
 play sports
 adopt pets
 take up new
hobbies
 have fun with family
and friends
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30/35
2:00

31. How do you enjoy your family life?
Value
LO: Talk about how they enjoy family life and if they feel family
life is important.
1. Guide Ss to look at the pictures; have Ss work in pairs to talk
about how their families enjoy their life together.
2. Guide Ss to realize the importance of family in our lives.
Assist Ss if necessary.
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1:30 31/35

32. Writing
Their
Holiday
Describe the
family’s holiday by
answering
questions in the
bubble map.
3:00 32/35
Get Ready to Present
LO: Describe what the family did for their holiday with the visual
aid and given guideline.
1. Explain the task to Ss.
2. Model first; have Ss discuss the family’s holiday in the story
using the bubble map.
3. Give feedback.
TG
Who went on
holiday?
When did they
go on holiday?
How did they get
there?
Where did
they go?
What activities did they
do?
Their
Holiday
Describe the family’s
holiday by answering
the questions in the
bubble map.
Work together to
complete the task.

33. Homework: My Best Holiday Writing
LO: Understand what the writing task is; know they can complete the
writing task with the help of the post-class instructional video.
1. Introduce and explain the writing task for Ss.
2. Ask Ss to finish the task before the next class and be ready to
present.
3. Remind Ss to watch the post-class video before writing.
TG
Watch the post-class video
before you start writing.
0:30 33/35
Write a personal narrative to
describe your best holiday in three
paragraphs.
Step 1. Brainstorm: Collect Ideas
Step 2. Prewrite: Make a Plan for Your Writing
Step 3. Draft: Write the First Version of Your Story

34. Review
Let's Review
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.
3. Ask Ss to think about what will happen next in the story.
Story: The Power Cut
Key Words:
candlelight, shadow, lamp, cottage,
laugh, pack, sigh, break
Key Questions:
1. How did the family spend their holiday?
2. How would you like to spend your holiday with your family?
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35. 0:30 35/35
LO: End the lesson and encourage Ss to perform better in the next class.
1. Give brief comments on Ss’ performance.
2. Say goodbye to Ss.
3. Ask Ss to preview the next lesson.
TG