The document outlines a structured lesson plan focusing on improving students' reading and comprehension skills, particularly related to vowel sounds and vocabulary. It includes activities such as sharing personal experiences, defining unfamiliar words in context, making predictions, and discussing character actions within a story. The lesson also emphasizes classroom rules and goals while encouraging feedback and engagement from the students.

1. 1:30 1/34
What would you like to do at sunset?
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 what they would
like to do at sunset.
TG

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.
TG
0:30 2/34

3. Learning Goals
1. Learn that vowel teams in one-syllable words usually have long vowel sounds.
2. Learn the key words and phrases driftwood, marshmallow, puppet, sunset, bow,
yawn, cut out shapes, and hide-and-seek, and understand them in context.
3. Apply different reading strategies and skills when analyzing and comprehending the
content; describe characters’ actions.
4. Talk about the story and discuss what you might do if there were a power cut.
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 the goals to the Ss.
TG
0:30 3/34

4. Presentation Time
Let’s make predictions!
Did you prepare the presentation
you were assigned in the last lesson?
Present your homework and tell us
about your best holiday.
Presentation
1:30 4/34
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.
TG

5. Phonics
Phonics Learning
2:00 5/34
Listen and identify the long vowel sound in each word.
rain boat leaf food
snail coat
_____________ in one-syllable words usually have long
vowel sounds.
Phonics Rule
Vowel teams
LO: Identify the long vowel sounds in one-syllable words; learn the phonic rule that the
vowel teams in one-syllable words usually have long vowel sounds.
1. Click and read two words to Ss and have them identify the long vowel sounds in them.
2. Click and ask one S to read the given word and have the other S identify the long
vowel sound in the word; take turns.
3. Guide Ss to associate the long 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.
TG

6. Phonics
Read on Your Own
Leo found a snail in rain. He put the snail
on the leaf and gave the snail some food
to eat. Then he went back to his boat
and put on his new coat.
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
1:00 6/34

7. Lead-in
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.
Story Review
TG
1:00 7/34
In our previous lesson we read that the
children had just gone to bed.
1. What happened that changed their
holiday?
2. What did they do before and after the
change?

8. Lead-in
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.
Note: Model how to answer the second question using the sentence
frame.
Use details from the
illustration to make guesses.
Make Predictions
TG
1. Why is someone standing behind
the curtain?
2. Make two predictions based on
the given picture from the book.
The picture of _______ makes me
think ____________.
1:30 8/34

9. Reading
The Power Cut
Pages 16-17
Use the illustration and context clues to
define the word driftwood.
Vocabulary
1:00
9/34
“Let’s get some
driftwood,” said Mum.
“I’ll go and get the food,”
said Dad.
LO: Define the unfamiliar word driftwood 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
driftwood; give feedback.
Note: If Ss can present a correct understanding of the unfamiliar
word(s), it’s not necessary to teach the word(s) in the next slide.
TG

10. Reading
LO: Apply the reading strategies and skills for reading comprehension;
understand the academic word driftwood in context.
1. If the Ss can present a good understanding of the word driftwood
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 given questions and encourage
them to support their answers with details.
1. Where did the family go the next
morning? What did they do there?
2. Why do you think Wilf wanted to
stay a bit longer?
Comprehension
The Power Cut
Read Pages 16-17
TG
After the storm, there was some
driftwood washed up on the shore.
driftwood (n.)
Definition: wood that is floating in the
sea or left on the shore
2:00
10/34

11. The Power Cut
Reading
Dad cooked lots of food on the fire.
Then Mum toasted some marshmallows.
They all sat and looked at the stars.
“I have a surprise,” said Dad. “Sparklers!”
LO: Define the unfamiliar word marshmallow in context.
Have Ss go through the text quickly and use the illustration and
context clues to define the word marshmallow.
Note: If Ss can present a correct understanding of the unfamiliar
word(s), it’s not necessary to teach the word(s) in the next slide.
TG
Pages 18-19
1:00
11/34
Use the illustration and context clues to
define the word marshmallow.
Vocabulary

12. Reading
1. What was the beach like as it got
darker?
2. After the children had finished
building the fire, what did they do?
3. Why did Mum toast marshmallows
before eating them?
Comprehension
Read Pages 18-19
The Power Cut
2:00
12/34
It is a cultural thing to toast
marshmallows, and it makes them taste
better.
marshmallow
(n.)
Definition: a kind of soft candy, usually
white or pink, sweet, and made from
sugar and egg
LO: Apply the reading strategies and skills for reading comprehension;
understand the word marshmallow in context.
1. If the Ss can present a good understanding of the word marshmallow
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 given questions and encourage
them to support their answers with details.
TG

13. Reading
That night Wilma had a good idea. “We
could play hide and seek,” she said. “If you
are ‘It’ you have a torch.” Everyone hid
around the dark cottage. Wilf was ‘It’. He
counted to a hundred.
Pages 20-23
The Power Cut
1:00
13/34
Use the illustration and context clues to
define the word hide-and-seek.
Vocabulary
LO: Define the unfamiliar word hide-and-seek in context.
Have Ss go through the text quickly and use the illustration and context clues to
define the word hide-and-seek.
Note: If Ss can present a correct understanding of the unfamiliar word(s), it’s not
necessary to teach the word(s) in the next slide.
TG

14. Reading
Read Pages 20-23
The Power Cut
1. How did the children feel when there
was still no power? How do you
know?
2. Why didn’t Wilf hide? Where did
everyone else hide?
Comprehension
Joe usually played hide-and-seek with
his friends when he was in the primary
school.
hide-and-seek
Definition: a game in which a child
covers his or her eyes and, after giving
others time to hide, goes looking for
them
2:00 14/34
British spelling:
hide and seek
What is your favorite game? How do
you play it with your friends or
classmates?
Connections
LO: Apply the reading strategies and skills for reading comprehension and
connections; understand the word hide-and-seek in context.
1. If the Ss can present a good understanding of the word hide-and-seek 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. Ask Ss to discuss the Comprehension questions and give feedback.
3. Have Ss work together to discuss the questions in the Connections part.
TG

15. Reading
Pages 24-25
Use the illustration and context clues
to define the word yawn.
Vocabulary
1:00 15/34
“Why have we brought
the boxes and a
sheet?” asked Chip.
“And why are we here
so early?” yawned Wilf.
The Power Cut
LO: Define the unfamiliar word yawn in context; read the text in quotation marks
fluently and with expression.
1. Have Ss work together to define the word yawn in context.
2. Guide Ss to imagine what Chip and Wilf felt when they said the words in
quotation marks; have Ss take turns reading as if they were Chip and Wilf 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) in the next slide.
TG

16. Reading
Read Pages 24-25
The Power Cut
1. The next day, where did the
children go? Why? What did they
do there?
2. Why did they bring boxes and
sheets?
Comprehension
Mrs. May was yawning and she didn’t
want to get up.
yawn (v.)
Definition: to open the mouth wide and
take a deep breath, usually because
you’re tired or bored
2:00 16/34
LO: Apply the reading strategies and skills for reading comprehension; understand
the word yawn in context.
1. If the Ss can present a good understanding of the word yawn 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. Ask Ss to take turns discussing the Comprehension questions and give
feedback.
TG

17. Reading
The children worked all day. They cut
out shapes from the cardboard boxes.
Wilf tied the sheet between two trees.
“What are you doing?” Dad asked. “It’s a
surprise,” said Wilma.
The Power Cut
Page 26
1:00 17/34
Use the illustration and context clues to
define the phrase cut out shapes.
Vocabulary
LO: Define the unfamiliar phrase cut out shapes in context.
Have Ss go through the text quickly and use the illustration and context clues to
define the phrase cut out shapes.
Note: If Ss can present a correct understanding of the unfamiliar phrase, it’s not
necessary to teach the phrase in the next slide.
TG

18. Reading
1. What did the children do to prepare
for the shadow play? What else do
you think the children might need for
the shadow play?
2. Why did Wilf tie the sheet between
two trees?
Comprehension
The Power Cut
2:00 18/34
The children cut out shapes to
decorate the cards they made for their
teachers.
cut out shapes
Definition: to make shapes using a
pair of scissors
LO: Apply the reading strategies and skills for reading comprehension; understand
the phrase cut out shapes in context.
1. If the Ss can present a good understanding of the phrase cut out shapes in the
previous slide, skip the vocabulary teaching part. If not, explain the phrase with
the sample sentence and ask Ss to make new sentences with it.
2. Ask Ss to discuss the given questions and give feedback.
TG

19. Reading
There was a golden sunset that
evening. The children had put down lots
of candles in jars.
“How beautiful!” said Mum.
“It’s like magic!” gasped Dad.
Page 27
The Power Cut
Use the illustration and context clues to
define the word sunset.
Vocabulary
1:00 19/34
LO: Define the unfamiliar word sunset in context.
Have Ss go through the text quickly and work together to define the word sunset
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) in the next slide.
TG

20. Reading
Reading
The beautiful sunset moved us deeply,
and we stayed here for a long time.
sunset (n.)
Definition: the time in the evening when
the sun goes down and night begins
The Power Cut
2:00 20/34
LO: Apply the reading strategies and skills for reading comprehension; understand
the word sunset in context.
1. If the Ss can present a good understanding of the word sunset 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
1. Why did the children do the play at
sunset?
2. Why did the children light candles?
3. What did Mum and Dad think when
they saw what the children had
prepared?
Comprehension

21. The Power Cut
Reading
Pages 28-29
Use the illustration and context clues to
define the word puppet.
Vocabulary
1:00 21/34
The play began. It was
about elves. The elves
were cardboard
puppets. Wilf and Chip
moved the puppets
around.
LO: Define the unfamiliar word puppet in context.
Have Ss go through the text quickly and work together to define the word puppet
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) in the next slide.
TG

22. Reading
Reading
The ancient Chinese puppet show is very
famous, and has a deep influence in
China.
puppet (n.)
Definition: a model of a person or animal
that you can move by pulling strings, or
by putting your hand inside it
1. What did each child do during the
play?
2. Why did the play make Dad cry?
Comprehension
The Power Cut
2:00 22/34
Read Pages 28-29
Which job would you like to do if you
were with the children in the woods?
Connections
LO: Apply the reading strategies and skills for reading comprehension and
connections; understand the word puppet in context.
1. If the Ss can present a good understanding of the word puppet 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 the questions in the Connections part.
TG

23. Reading
The play had finished. Everyone bowed.
“Hooray!” shouted Mum. “Well done!”
“Now,” said Dad, “I’ve got a surprise.”
“What is it?” asked Wilma.
“You’ll see,” smiled Dad.
Use the illustration and context clues to
define the word bow.
Vocabulary
Page 30
The Power Cut
1:00 23/34
LO: Define the unfamiliar word bow in context; read the text fluently and with
expression.
1. Have Ss take turns reading the text with expression.
2. Have Ss work together to define the word bow 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) in the next slide.
TG

24. Reading
The Power Cut
1. What did Mum and Dad think of the
play? How do you know?
2. When they went back to the cottage,
how did Dad surprise the children?
Why had he done that?
Comprehension
2:00 24/34
After the performance, all the actors
bowed to the audience for listening
and clapping.
bow (v.)
Definition: to move the head or body
forwards and downwards in order to
show respect, or to say hello or
goodbye
Read Pages 30-32
If you were on holiday and there was a
power cut, what would you do?
Connections
LO: Apply the reading strategies and skills for reading comprehension and
connections; understand the word bow in context.
1. If the Ss can present a good understanding of the word bow 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 the questions in the Connections part.
TG

25. A Character’s actions are what a person or an animal
does in a story.
Describe Characters’ Actions Reading Strategy
2:30 25/34
Follow the directions:
 Choose one character in the story.
 Identify this character’s actions.
 Use details to describe this character’s actions.
Character Actions Details
• Wilf • played hide-and-seek
• He looked in every room.
• He found Biff hiding behind a big plant.
• He found Chip lying in the bath.
• He found Wilma hiding behind the TV.
• He found Mum hiding under a bed.
• He found Dad hiding behind the curtains.
LO: Review the concept of characters’ actions; understand how to use the reading
strategies and skills for describing characters’ actions.
1. Check what Ss know about characters’ actions; help recall what they know
about the strategy.
2. Guide Ss to review the definition of characters’ actions and tell Ss to describe
characters’ actions with the following directions.
3. Model how to describe actions using the chart; click and display the sample
answer and give feedback.
TG

26. Describe Characters’ Action Reading Strategy
2:00 26/34
Characters Actions
Choose one character in the story and describe his
or her actions using details.
• played on the beach
• built a fire
• cooked food
• did a shadow play
• . . .
• Wilma
• Chip
• Biff
• Dad
• Mum
Details
LO: Apply the reading strategies and skills for describing characters’ actions to
analyze the story.
1. Click and have Ss work in pairs to choose one character and describe his/her
actions.
2. Give feedback.
TG

27. 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 fill in the blanks and read the sentences.
1. Tom was pulling ____________ out of the surf and dragging it up the
beach.
2. The clouds looked like a _______________, which made me want to
take a bite.
3. Every morning when the alarm clock rings, I _________ and then turn
over and go back to sleep.
4. What impressed me most was last week when I watched a funny
__________ show with my grandma.
driftwood
marshmallow
puppet
yawn, marshmallow,
driftwood, puppet
yawn
TG
1:00
27/34

28. Listening & Speaking
LO: Talk about what the family did when there was a power cut using
details.
1. Ask Ss to discuss what the family did when there was a power cut
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.
What did the family
do when the power
didn't come back
on?
TG
1:30 28/34
 play on the beach
 build a fire
 cook food
 play hide-and-seek
 do a shadow play

29. Listening & Speaking
LO: Talk about what the Ss would do if there were a power cut.
1. Ask Ss to talk about what they would do if there were a power cut by
asking each other the given questions.
2. Encourage Ss to answer the questions in complete sentences with the
given clues; assist Ss if necessary.
What would you
do if there were a
power cut?
 stay calm
 check on your neighbors
 turn off electric appliances
 use candles, matches, and
flashlights
 play outside during the daytime
TG
29/34
1:30

30. How do you deal with sudden changes?
Value
LO: Talk about how the Ss deal with sudden changes and if they
know the importance of taking things as they come.
1. Guide Ss to look at the pictures; have Ss talk about how they
deal with sudden changes together.
2. Guide Ss to realize the importance of taking things as they
come; assist Ss if necessary.
TG
2:00
30/34
Take Things as
They Come

31. Get Ready to Present Writing
LO: Describe the shadow play using the bubble map.
1. Explain the task to Ss.
2. Model first; have Ss describe the shadow play in the story
using the bubble map.
3. Give feedback.
Their
Holiday
TG
3:00 31/34
Describe the shadow play by
answering the questions in the
bubble map.
Work together to complete the
task.
What did the children do to
prepare for the play?
Shadow
Play
What did the
children do
during the
play?
Why did Wilma
want to do the
shadow play?
How did Dad and Mum feel
before and after they
watched the play?

32. 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 to 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.
Step 4. Revise: Revise Words and Add Details
Step 5. Edit: Check Spelling, Punctuation, and Capitalization
Step 6. Publish: Share Your Writing With Others
Revise and edit your writing from
the previous lesson and share your
writing with others.
TG
Watch the post-class video
before you start writing.
1:30 32/34

33. 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.
Story: The Power Cut
Key Words:
driftwood, marshmallow, puppet, sunset, bow, yawn,
cut out shapes, hide-and-seek
Key Questions:
1. What did the family do when the power didn't come
back on?
2. What would you do if there were a power cut?
TG
1:00
33/34

34. 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
0:30
34/34