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21. ORT_G2A_L21_A_Day_in_London_2_20200529_200529190437.pptx

The document outlines a lesson plan focused on discussing wax museums, interpreting vocabulary related to the topic, and enhancing reading comprehension through various exercises. Students will engage in activities to analyze characters, make predictions, and discuss their impressions of a story set in London. The lesson also emphasizes learning objectives such as vocabulary acquisition, comprehension strategies, and appropriate behavior in public spaces.

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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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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
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
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
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.
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.
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.
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.
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.
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?
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.
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
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.

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21. ORT_G2A_L21_A_Day_in_London_2_20200529_200529190437.pptx

  • 1.
    1:30 1/32 What famouswax 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 youfinished 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 doesdis 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 YourOwn 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 Inour 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 Usedetails 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 ADay 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 theillustration 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 didGran 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 theillustration 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 modelswere 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 illustrationand 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 Londonlike 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 ADay 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. Whatmodels 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 theillustration 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. Whatdid 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 theillustration 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 manwas 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 ADay 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’tmean 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 arewhat 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 Grando? 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 onecharacter 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 Whatdid 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 Whatcan 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 webehave 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 toPresent 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 BookReview 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: ADay 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: Endthe 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.