Oxford Reading Tree PPTs: Australian Adventure 2. Free Presentation in PowerPoint format for kindergarten and First Graders with Interactive Games & Activities to improve Phonics, Writing and reading skills.

1. 1:30
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 what they would like to
do on an adventure.
TG
1/33
What would you like to do on an adventure?

2. Learning Goals
LO: Get to know what they will learn in class.
Go through the learning goals with Ss.
Note: Don’t read the goals to Ss.
TG
0:30 2/33
1. Review the phonics rules that vowel letters of CVCe and vowel teams in
one-syllable words usually have long vowel sounds.
2. Learn the key words and phrases steal, spread, crawl, water hole, wake
up, lie down, and get rid of, and understand them in context.
3. Apply different reading strategies and skills when analyzing and
comprehending the content; draw inferences.
4. Talk about the story and discuss what you would do in Australia.

3. 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 adventure in a desert with a
treasure map.
Presentation
1:30 3/33
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

4. Phonics
Phonics Learning
1:30 4/33
Listen and identify the long vowel sound in each word.
dice boots sail green
white jeans
________________________ and ___________________ in
one-syllable words usually have long vowel sounds.
Phonics Rule
Vowel letters of CVCe vowel teams
LO: Review the phonics rules that vowel letters of CVCe and vowel teams in one-
syllable words usually have long vowel sounds.
1. Ask Ss to take turns sounding out the vowel letters of CVCe (a-e, i-e, o-e, u-e)
and vowel pairs (oo, oa, ai, ea, ee).
2. Ask Ss to read two words and have them identify the long vowel sounds in them.
3. Click and ask one S to read the given word and ask the other S to identify the
long vowel sound in the word; take turns.
4. 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.
5. Click and guide Ss to apply the rule as they read the rest of the words.
TG

5. Phonics
Read on Your Own
1:00 5/33
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
Nick is always wearing his blue jeans and
green boots. He likes to sail on the sea.
He was quite lucky and picked up a white
dice this morning.

6. 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
1:30 6/33
In our previous lesson, we read about
Floppy going on an adventure.
1. What happened to Floppy during the
adventure?
2. How did Floppy feel during the
adventure?

7. Make Predictions
Lead-in
LO: Use details from the picture to make predictions.
1. Guide Ss to make predictions using the provided questions.
2. Ask them to make guesses prior to reading the story by looking at
the pictures.
Use details from the
illustration to make guesses.
TG
1. Why are the animals running away?
2. Make two predictions based on the
given picture from the book.
1:30 7/33

8. Reading
Use the illustration and context clues
to define the word steal.
Vocabulary
1:00
The story was about a
creature called a kangaroo.
The kangaroo wanted to
steal fire from men. Floppy
was tired. He closed his
eyes. He began to dream.
Pages 18-19
Australian Adventure
8/33
LO: Define the unfamiliar word steal in context.
Have Ss go through the text quickly and use the illustration and context clues to
define the word steal.
Note: If Ss can demonstrate correct understanding of the unfamiliar word(s), it’s
not necessary to teach the word(s) in the next slide.
TG

9. Reading
1. What was the man’s story about?
Do you think the dingoes liked the
story? Why?
2. Who appeared in Floppy’s dream?
Why do you think Floppy dreamed
about him?
Comprehension
Do you often have dreams? Can you
remember what you dream about?
Connections
2:00
Australian Adventure
9/33
LO: Apply the reading strategies and skills for reading comprehension and
connections; understand the word steal in context.
1. If the Ss can present a good understanding of the word steal 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
Read Pages 18-19
The woman wearing the white shirt was
stealing food from the supermarket.
steal (v.)
Definition: to take something from a
person or a place without permission
and without intending to pay for it

10. Reading
Pages 20-21
The dry grass caught fire. The fire
spread quickly. Kangaroo jumped up and
down.
“It’s hot! It’s hot!” he said.
“Run to the water-hole,” said Floppy.
Use the illustration and context clues
to define the word spread.
Vocabulary
1:00
Australian Adventure
10/33
LO: Define the unfamiliar word spread in context; read the text in quotation marks
fluently and with expression.
1. Have Ss work together to define the word spread in context.
2. Guide Ss to imagine how Kangaroo and Floppy felt when they said the words
in quotation marks; have Ss read as if they were Kangaroo and Floppy in the
story.
Note: If Ss can demonstrate correct understanding of the unfamiliar word(s), it’s
not necessary to teach the word(s) in the next slide.
TG

11. Reading
1. Had Kangaroo made fire before?
How do you know?
2. How did Floppy feel when the fire
spread quickly? How do you know?
Comprehension
What would you do if you saw something
on fire near you?
Connections
2:00
The firemen were told the fire had
spread quickly in the farmhouse, so
they came immediately to put the fire
out.
spread (v.)
Definition: to expand over or cover a
larger area
Read Pages 20-21
Australian Adventure
11/33
LO: Apply the reading strategies and skills for reading comprehension and
connections; understand the word spread in context.
1. If the Ss can present a good understanding of the word spread 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

12. Reading
All the animals ran to the water-hole.
As they went into the water, fleas began
to jump off their backs.
“Ah! Fleas don’t like getting wet!”
thought Floppy.
Page 22
1:00
Use the illustration and context clues to
define the word water hole.
Vocabulary
Australian Adventure
12/33
LO: Define the unfamiliar word water hole in context; read the text silently.
1. Have Ss work together to define the word water hole in context.
2. Guide Ss to imagine how Floppy felt when they read the text silently.
Note: If Ss can demonstrate correct understanding of the unfamiliar word(s), it’s
not necessary to teach the word(s) in the next slide.
TG

13. Reading
2:00
Zebras living in the African savanna
usually drink water from the water hole.
water hole
(n.)
Definition: a small pool of water in a
dry area where wild animals drink
1. What did the animals do to protect
themselves from the fire?
2. What did Floppy find out during the
dream? Do you think what he found
out would help the dingoes to solve
their problems? Why?
Comprehension
Australian Adventure
British English: water-hole
13/33
LO: Apply the reading strategies and skills for reading comprehension; understand
the word water hole in context.
1. If the Ss can present a good understanding of the word water hole 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

14. Reading
Floppy woke up. He had an idea.
He crept up to one of the men and
picked up his boomerang.
Page 23
1:00
Use the illustration and context clues to
define the phrase wake up.
Vocabulary
Australian Adventure
14/33
LO: Define the unfamiliar phrase wake up in context.
Have Ss go through the text quickly and use the illustration and context clues to
define the phrase wake up.
Note: If Ss can demonstrate correct understanding of the unfamiliar phrase, it’s not
necessary to teach the phrase in the next slide.
TG

15. Reading
TG
1. What do you think Floppy’s idea
would be?
2. Why did Floppy pick up the man’s
boomerang? What would he do
with it?
Comprehension
The little boy always stretches when he
wakes up.
wake up
Definition: to stop sleeping or to
become awake
2:00
Australian Adventure
15/33
LO: Apply the reading strategies and skills for reading comprehension; understand
the phrase wake up in context.
1. If the Ss can present a good understanding of the phrase wake up 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 comprehension questions and give feedback.
TG

16. Reading
Use the illustration and context clues to
define the phrase get rid of.
Vocabulary
Page 24
1:00
“I have a plan,” Floppy said to the
dingos. “I think I can get rid of your
fleas.”
“You can?” said Amber. “Then we can
make friends with the men.”
Australian Adventure
16/33
LO: Define the unfamiliar phrase get rid of in context; act the dialogues.
1. Have Ss work together to define the phrase get rid of in context.
2. Guide Ss to act as Floppy and Amber and read the dialogues out, with
emotion.
Note: If Ss can demonstrate correct understanding of the unfamiliar phrase, it’s
not necessary to teach the phrase in the next slide.
TG

17. Reading
1. How did Amber feel when Floppy said
he had an idea of getting rid of the
fleas? How do you know?
2. Why did Floppy want to find a water
hole? What would he do there?
Comprehension
I must get rid of these old flowers that
someone gave me three weeks ago.
get rid of
Definition: to throw away, give away, or
otherwise dispose of or remove
something you don’t want
2:00
Australian Adventure
Read Pages 24-25
17/33
LO: Apply the reading strategies and skills for reading comprehension; understand
the phrase get rid of in context.
1. If the Ss can present a good understanding of the phrase get rid of 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 take turns discussing the comprehension questions and give
feedback.
TG

18. “Pick up the boomerang,” said
Floppy. “And walk backwards into
the water.” Ginger walked
backwards into the water. The fleas
on his leg began to crawl on to his
back. They did not want to get wet.
Reading
Use the illustration and context clues
to define the word crawl.
Vocabulary
1:00 18/33
Pages 26-27
Australian Adventure
LO: Define the unfamiliar word crawl in context.
Have Ss go through the text quickly and use the illustration and context clues to
define the word crawl.
Note: If Ss can demonstrate correct understanding of the unfamiliar word(s), it’s
not necessary to teach the word(s) in the next slide.
TG

19. Reading
The woman in blue jeans was
helping a baby crawl on the grass.
crawl (v.)
Definition: to move forward on hands
and knees or with the body close to
the ground
2:00
TG
Read Pages 26-27
1. What happened to the fleas after
Ginger walked into the water? Why?
2. If Ginger hadn’t taken the boomerang
into the water with him, what would’ve
happened to the fleas? Would Ginger
still have been able to get rid of the
fleas?
Comprehension
Australian Adventure
19/33
LO: Apply the reading strategies and skills for reading comprehension; understand
the word crawl in context.
1. If the Ss can present a good understanding of the word crawl 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 given questions and give feedback.
TG

20. Reading
All the fleas were now on Ginger’s head.
“Now put your head under the water,” said
Floppy.
Ginger lay down in the water. The fleas
crawled up his nose and on to the
boomerang.
Page 28
Use the illustration and context clues to
define the phrase lie down.
Vocabulary
1:00
Australian Adventure
20/33
LO: Define the unfamiliar phrase lie down in context.
Have Ss go through the text quickly and use the illustration and context clues to
define the phrase lie down.
Note: If Ss can demonstrate correct understanding of the unfamiliar phrase, it’s
not necessary to teach the phrase in the next slide.
TG

21. Reading
Reading
The woman lay down on the grass and
read books in the sunshine.
lie down
Definition: to put yourself in a position in
which your body is flat on a surface,
usually in order to rest or sleep
1. How did Ginger feel when the fleas
were on his head? How do you
know? Look for clues in the
illustration.
2. How did the boomerang help
Ginger get rid of the fleas? Do you
think Ginger would get the
boomerang back from the water?
Why or why not?
Comprehension
2:00
TG
Australian Adventure
21/33
past tense: lay down
LO: Apply the reading strategies and skills for reading comprehension; understand
the phrase lie down in context.
1. If the Ss can present a good understanding of the phrase lie down 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 take turns discussing the comprehension questions and give
feedback.
TG

22. Reading
“Let go of the boomerang!” said Floppy.
The boomerang floated away. The fleas
stayed on the boomerang.
“Hooray!” cheered the dingos.
Use the illustration and context clues
to define the word cheer.
Vocabulary
Page 29
1:00
Australian Adventure
22/33
LO: Define the unfamiliar word cheer in context.
Have Ss go through the text quickly and work together to define the word cheer
using the illustration and context clues.
Note: If Ss can demonstrate correct understanding of the unfamiliar word(s), it’s
not necessary to teach the word(s) in the next slide.
TG

23. Reading
1. How did Ginger finally get rid of the
fleas? Where did the fleas go?
2. How do you think Floppy got fleas?
How would he get rid of his fleas?
Comprehension
2:00
At the arrival of the New Year,
everyone cheered.
cheer (v.)
Definition: to shout loudly and show
happiness or approval
Read Pages 29-32
Australian Adventure
Have you ever helped a friend solve a
problem? How did you solve the
problem?
Connections
23/33
LO: Apply the reading strategies and skills for reading comprehension; understand
the word cheer in context.
1. If the Ss can present a good understanding of the word cheer 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.
TG

24. Reading Strategy
2:30 24/33
Clues from
this Passage
Drawing
Inferences
Clues from some
other Passages
If you . . . . . . then
hear someone snoring,
wake up in the dark and see
that it’s 3 o’clock,
Someone is asleep.
It’s too early to get up.
Use clues from the text or illustration to figure out the things the author didn’t state.
Drawing inferences helps readers understand what an author is trying to say.
When we draw inferences, we make evidence-based guesses.
Drawing Inferences
Clue One
As they went into the water, fleas began to
jump off their backs. “Ah! Fleas don’t like
getting wet!” thought Floppy. (from page
22)
Clue Two
“I have a plan,” Floppy said to the dingos.
“I think I can get rid of your fleas.” (from
page 24)
Inference
Floppy wanted to ask the
dingoes to go into the water
and help them get rid of the
fleas.
LO: Introduce the concept of drawing inferences; understand how to use the
reading strategies and skills of drawing inferences.
1. Introduce the concept of drawing inferences to Ss and click and explain the
concept using the given examples.
2. Click and show how to draw inferences with the chart.
3. Model how to draw inferences from different clues using the chart and let Ss
realize these clues may come from different pages in the story; click and
display the sample answer and give feedback.
TG

25. Draw Inferences Reading Strategy
2:30 25/33
Inference
He crept up to one of
the men and picked
up his boomerang.
Clue One
“Pick up the boomerang,”
said Floppy. “And walk
backwards into the water.”
Clue Two
Inference
“Oh no!” said Floppy.
“I didn’t bring
anything back from
my adventure.”
Clue One
Mum washed Floppy with
the hose-pipe. “Fleas!”
she said. “How did you
get fleas?”
Clue Two
LO: Apply the reading strategies and skills of drawing inferences to analyze the
story.
1. Click and have Ss work in pairs to take turns drawing inferences using the
given clues.
2. Give feedback.
TG

26. Read & Choose Vocabulary
1. I go to sleep on my back but always ____________ in a different
position.
2.Because of the strong wind, the flames ____________ to the other
buildings very rapidly.
3.One of my friends wanted to __________ some chocolate from
the shop, but I told him not to.
4.Mrs. White wanted her son to ______________ the ugly sofa in the
living room and buy a new one.
wake up
spread
get rid of
steal, get rid of,
spread, wake up
steal
1:00 26/33
LO: Check if Ss understand the words in context.
1. Ask Ss to take turns reading the words aloud.
2. Ask Ss to complete the sentences by filling in the blanks.
TG

27. Listening & Speaking
What did Floppy
do on his
adventure in
Australia?
1:30
 meet dingoes
 look at cave paintings
 hear a story
 find a water hole
 get rid of fleas
27/33
LO: Talk about what Floppy did on his adventure in Australia using details.
1. Ask Ss to discuss what Floppy did on his adventure in Australia by asking and
answering the given question.
2. Encourage Ss to answer the question using the given clues and present their
answers with at least 3 complete sentences, changing the tense to give their
answers; assist Ss if necessary.
TG

28. Listening & Speaking
If you travel to
Australia, what
would you like to
do there?
 see kangaroos/koalas
 go to Sydney/Canberra
 visit Uluru/the Great
Barrier Reef
 try local food and drinks
1:30 28/33
LO: Talk about what Ss would do if they travelled to Australia.
1. Ask Ss to work in pairs to talk about what they would do if they travelled to
Australia by asking each other the given question.
2. Encourage Ss to answer the question in complete sentences with the given
clues; assist Ss if necessary.
TG

29. How can you survive in a new environment?
Value
2:00 29/33
Help Each Other
LO: Talk about how Ss can survive in a new environment and if they know the
importance of helping each other.
1. Guide Ss to look at the pictures; ask Ss to talk about how they can work
together to survive in a new environment.
2. Guide Ss to realize the importance of helping each other; assist Ss if
necessary.
TG

30. Get Ready to Present Writing
LO: Describe how Floppy helped the dingoes in his adventure,
using the visual aid and given guidelines.
1. Explain the task to Ss.
2. Model first; have Ss discuss how Floppy helped the dingoes
in his adventure in the story using the bubble map.
3. Give feedback.
Their
Holiday
Describe how Floppy helped
the dingoes in his adventure
by answering the questions in
the bubble map.
Work together to complete
the task.
TG
30/33
3:00
Who did he
help?
What did he say?
Where did he
go?
What did he do
to help?
How did he feel?
Floppy’s
Big Help

31. Homework: My Adventure in a Desert 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 it in the next class; remind Ss to watch the post-class
video before writing.
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 31/33
Step 4. Revise: Revise Words and Add Details
Step 5. Edit: Check Spelling, Punctuation, and Capitalization
Step 6. Publish: Share Your Writing With Others

32. 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: Australian Adventure
Key Words:
steal, spread, crawl, water hole,
wake up, lie down, get rid of
Key Questions:
1. What did Floppy do on his adventure in Australia?
2. If you travel to Australia, what would you like to do there?
TG
1:00 32/33

33. 0:30 33/33
LO: End the lesson with encouragement and feedback.
1. Give brief comments on Ss’ performance.
2. Say goodbye to students.
3. Ask Ss to preview the next lesson.
TG