The document outlines the lesson plan for an English class, including introducing vocabulary words, reading a story about children planting trees, practicing pronunciation, and discussing how to protect the environment. It provides learning goals, timing for each activity, and instructions for the teacher.

1. 1/27
1:00
BEA
LO: Get to know their partners; get a basic idea about the
topic of today’s lesson;
1. Say hello to Ss; ask Ss to greet each other.
2. Guide Ss to describe the pictures on the book cover.
3. Introduce the topic of the lesson.

2.  Identify and pronounce the long
vowel u in one-syllable words.
 Learn the different words stream, shed,
pond, bridge, tree, and hole, and make
sentences with them.
 Read the story New Trees and identify the
setting of a story using pictures.
 Practice using the sentence
structure ____ put ____ by ____.
Learning
Goals
BEA
LO: Get to know and understand what will be learned
in this lesson.
Go through the learning goals with Ss.
2/27
0:30
We are going to . . .

3. This is the magic tool I like.
Presentation
1:30
4/28
BEA
LO: Present and share writing assignment from last lesson;
1. Invite Ss to take turns presenting their homework. If time is limited, tell
Ss they have one or two mins to present their writing.
2. Encourage Ss to listen carefully and to ask questions.
3. After both of the Ss have finished, give them feedback and awards
(click the book picture beside the boy or the girl so that they can get
some awards).
4. Click and give each S a trophy to mark their good performance.
Note: You can click the picture of the boy or the girl to give Ss the trophy.
Let’s show!

4. mule
mute
fume
What sound
does the letter u
make?
Phonics
2:30 4/27
Let’s read
these words!
Let’s water
the trees
together!
BEA
LO: Identify and pronounce the long vowel u sound in one-syllable words;
know the spelling-sound correspondences for the letter u and the long
vowel u. Pronounce and decode the words with the long vowel u.
1. Ask Ss to talk about what they can see in the picture; click and ask them to help the
children in the picture water the trees.
2. First click and read each word to Ss when the word appears; click again to help
the child in the picture water the tree.
3. Click and ask Ss to identify what sound the letter u makes; ask Ss to read the
sound after you.
4. Click and ask Ss to read the words in this way: u-mute.
Let’s listen and speak!

5. Phonics
2:30 5/27
huge
Can you help us
pick up
the apples?
Let’s read
these words!
cube music
BEA
LO: Pronounce and decode words with the long vowel u sound.
1. Click and tell Ss to help the children in the picture pick up the apples.
2. Click and read each word when the word appears; click again to
help the child in the picture pick up the apple; ask Ss to read the
sound after you.
3. Click and ask Ss to read each word in this way: u-mute.
Let’s listen and speak!

6. Phonics
The mule is mute.
It makes the mule fume.
The mule likes sugar cubes.
I give him a huge cube.
I play the music for him.
The mule is happy.
2:00 6/27
BEA
LO: Read the text fluently; decode the words learned in the
text.
1. Click and read the text to Ss with rhythm.
2. Guide Ss to read together after you; ask one S to read one
sentence and the other to read the next until they finish
reading the text; give feedback.
Let’s chant!

7. Introduction
0:30
7/27
Dad
Chip
Biff
Wilma
Wilf
Floppy
BEA
LO: Get to know the main characters in the story.
1. Help Ss to recognize the main characters in the story.
2. Ask Ss to name the characters they know in the pictures
and match the pictures with their names on the right.
Let’s meet the characters!

8. Lead-in
Title: _______________
Author: _______________
Illustrator: _______________
New Trees
Roderick Hunt
Alex Brychta
2:00 8/27
Connections
Written by Roderick Hunt
Illustrated by Alex Brychta
What do you think Dad and the
children will do?
Are trees good for the Earth? Why?
BEA
LO: Get to know the title, author, and illustrator of the book; use the
illustration to identify details and make predictions; make
connections.
1. Ask Ss to recall what the author and the illustrator refer to in a book
and ask Ss to point them out; click and display the answer.
2. Have Ss look at the book cover closely and make predictions about
what Dad and the children will do next.
3. Ask Ss to talk about the connections question; assist them if necessary.

9. Reading
1. What might Dad
buy from the
woman?
2. What do you think
the children will do
with Dad?
Before Reading
2:00
9/27
BEA
LO: Make predictions about the story using the illustration;
motivate Ss’ interest in reading the story.
1. Ask Ss to recall what predicting means; have Ss talk about
the first question using the illustration.
2. Have Ss talk about the second question using the given
sentence structure; model first.
Let’s predict!
I think they will
_______.

10. Reading
Where did the children go?
Setting
2:00 10/27
The children went to the park.
What did Dad carry in the
wheelbarrow? Look for clues
in the illustration.
Comprehension
BEA
LO: Identify the setting on this page using the illustration and the
text clues; understand the text; read the text fluently.
1. Read the text aloud to Ss and ask them to look at the illustration; guide
Ss to talk about the setting question using the illustration and the text
clues; tell Ss setting is an important element in every story.
2. Ask Ss to observe the illustration to talk about the comprehension
question and get more clues using the illustration.
3. Ask Ss to take turns reading the text aloud.
New Trees

11. Reading
1. What was in Biff’s
hand? What did Biff
want to do with it?
2. What did everyone
do during the “Give a
tree” week?
Comprehension
2:30
11/27
It was “Give a tree” week.
Everyone wanted to give trees.
tree
Vocabulary
The tree is big and
tall.
tree
BEA
LO: Understand the meaning of the vocabulary word tree and make
sentences with it; understand the text; read the text fluently.
1. Read the text aloud to Ss; click the penguin button to explain the
vocabulary word tree; have Ss read it and make sentences with it;
2. Have Ss observe the illustration and talk about the first question;
3. Ask Ss to talk about the second question using the illustration and the
text clues; encourage Ss to find more clues in the illustration.
4. Ask Ss to read the text aloud together.
New Trees

12. gave
Sight Words
Reading
How did Dad give a tree?
Was it easy to give a tree?
Comprehension
2:30
12/27
Dad gave a tree.
He put it by the shed.
shed
New Trees
Where did Dad put the
tree?
Setting
He put ___ by ___.
BEA
LO: Understand the meaning of the vocabulary word shed and make
sentences with it; identify the setting on this page using the illustration
and the text clues; understand the text; decode the sight word; read
the text fluently.
1. Ask Ss to read the text in turns; click the penguin button to explain the word
shed; have Ss read it and make sentences with it; then have them talk about
the setting question using the illustration and the text clues.
2. Have Ss observe the illustration carefully and talk about the comprehension
question. (Clues: Dad used the spade to dig a hole first. Dad worked very hard.
He was a little tired).
3. Ask Ss to decode the sight word gave accurately.
Vocabulary
There is a small shed
by the river.
shed

13. Fluency.
Decoding
What was Biff doing?
Comprehension
Reading
2:30
13/27
Chip gave a tree.
He put it by the stream.
stream
New Trees
Where did Chip put the
tree?
Setting
He put ___ by ___.
Vocabulary
The stream is quite
clear in autumn.
stream
BEA
LO: Understand the meaning of the vocabulary word stream and make
sentences with it; identify the setting on this page using the
illustration and the text clues; understand the text; read the text
fluently and accurately.
1. Read aloud to Ss and ask them to look at the illustration; click the penguin
button to explain the word stream; have Ss read the word and make new
sentences with it.
2. Have Ss talk about the setting question using the text and the illustration; have
Ss observe the illustration and talk more about the comprehension question.
3. Have Ss read the text fluently and accurately; give feedback.

14. 1. What did Biff use to
give a tree?
2. Who do you think
would give a tree
next? Look for clues
in the illustration.
Comprehension
Reading
3:00
14/27
Biff gave a tree.
She put it by the pond.
New Trees
Where did Biff put the tree?
Setting
She put ___ by ___.
Vocabulary
There is a small but
beautiful pond in the
garden.
pond
BEA
LO: Understand the meaning of the vocabulary word pond and make
sentences with it; identify the setting on this page using the
illustration and the text clues; understand the text; read the text
fluently.
1. Have Ss read the text aloud together; click the penguin button to explain
the word pond; have Ss read the word pond and make new sentences with it;
2. Ask Ss to talk about the setting question using the given sentence structure.
3. Have Ss observe the illustration carefully and talk about the given
comprehension questions.
pond

15. Where was Dad?
Setting
Reading
1. What did Wilf and
Floppy do?
2. What did Wilf use
to give a tree?
Comprehension
Fluency.
Decoding
2:30
bridge 15/27
He put it by the bridge.
Wilf gave a tree.
Vocabulary
There is a new
bridge across the
river.
bridge
BEA
LO: Understand the meaning of the vocabulary word bridge and make
sentences with it; identify the setting on this page using the
illustration and the text clues; understand the text; read the text
fluently and accurately.
1. Read the text aloud to Ss.
2. Click the penguin button to explain the word bridge; have Ss read it and
make sentences with it.
3. Have Ss observe the illustration and talk about the setting question;
4. Ask Ss to talk more about the given comprehension questions using the
illustration.
5. Have Ss take turns reading the text fluently.
New Trees

16. What was Floppy doing?
Comprehension
Reading
2:30
16/27
Wilma gave a tree.
She put it by the swing.
New Trees
Where did Wilma put the
tree?
Setting
She put ___ by ___.
If you gave a tree, where
would you put it?
Connections
I would put _______.
BEA
LO: Identify the setting on this page using the illustration and
the text clues; understand the text; make connections;
read the text fluently.
1. Ask Ss to read the text aloud together.
2. Have Ss talk about the setting question using the text and the
illustration.
3. Have Ss observe the illustration closely and talk about the
comprehension question; encourage Ss to talk more about
the connections question.

17. Fluency.
Decoding
Did Floppy give a tree?
What did Floppy do?
Comprehension
Reading
2:00
17/27
Floppy gave a bone.
He put it in a hole.
hole
Vocabulary
There is a big hole in
the ground.
hole
BEA
LO: Understand the meaning of the vocabulary word hole and make
sentences with it; understand the text; read the text fluently and
accurately.
1. Read the text aloud to Ss and ask Ss to look at the illustration; click
the penguin button to explain the word hole; have Ss read the
word hole and make new sentences with it;
2. Have Ss talk about the comprehension question using the
illustration and the text clues.
3. Have Ss take turns reading the text fluently.
New Trees

18. Reading
1. Why did Chip say the
bone was a funny tree?
2. Why did Dad think it was
a funny bone?
Comprehension
2:30
19/28
“A funny tree,” said Chip.
“A funny bone,” said Dad.
What do you need if you
want to plant a tree?
Connections
BEA
LO: Understand the text; make connections; read the text
fluently.
1. Ask Ss to read the text aloud together.
2. Have Ss observe the illustration and talk about the given
comprehension questions.
3. Encourage Ss to talk more about the connections question.
New Trees

19. Reading
2:30 20/28
___ gave ___. ___ put it by ___.
BEA
LO: Retell the story with visual support and assistance;
1. Have Ss recall the story; model first.
2. Have Ss work together to retell the story using the visual
aids. Help them if necessary.
Let’s retell!

20. Vocabulary
1:00 20/27
s
shed T
tree
h
hole b
bridge
p s
pond stream
BEA
LO: Check Ss’ understanding of the words in this lesson.
1. Ask Ss to compete to review all the learned words in this lesson.
2. Tell Ss to help the kids in the picture to make the apple juice.
3. Click and ask one S to identify the left picture with the capital letter; click and
ask the other S to identify the right picture with the capital letter. Then click the
picture of the boy or the girl to give each S an apple as an award; click again
to show the next group of pictures.
Note: T can click the boy or the girl to give each S an award. Each S can get up
to three apples for the first three pictures, but they can get a bottle of apple
juice when they identify the fourth.
4. Announce the winner of the competition.
Note: If time is limited, skip this step.
Let’s guess!

21. —Where did ____ put the tree?
—____ put the tree by the ____.
• Dad
• Chip
• Biff
• Wilf
• Wilma
• shed
• stream
• pond
• swing
• bridge
Listening &
Speaking
2:00 21/27
BEA
LO: Talk about where the kids and Dad put the trees in
the story.
1. Have Ss work in pairs to talk about the given
illustration using the sentence structure and helping
words; model first.
2. Assist Ss if necessary.
Let’s talk!
Helping Words

22. 2:30
Let’s make the
Earth better!
22/27
Listening &
Speaking
Let’s talk!
—Where can you put a tree?
—I can put a tree by the ____.
hospital, waste bin, ladder . . .
BEA
LO: Talk about where to plant trees to make the community better.
1. Tell Ss to start the activity Let’s Make the Earth Better.
2. Ask Ss to observe the picture carefully and to talk about the places
and the things they can see in their community; ask each S to plant
at least three trees in their community.
2. Click to make the trees appear and ask Ss to talk about the given
illustration using the given language structure; model first. Assist Ss if
necessary.
3. Last, remind Ss to protect trees and make the Earth better.
Note: T can click Let’s Talk to present the sentence structure, and
then click it again to make it disappear.
Please give
at least three trees.

23. Value
pick up rubbish
2:00 23/27
grow some plants
What can you do to protect the Earth?
BEA
LO: Talk about the value of protecting the earth as shown in
the lesson.
1. Ask Ss about the given task; model first.
2. Guide Ss to talk about the question with the help of the
given pictures.
3. Encourage Ss to talk more about the following phrase: the
things we can do for our Earth.

24. Get ready to present!
What did
Floppy see?
Oral Writing
2:00 24/27
Floppy saw ______ give a ______.
Floppy saw ______ put ______ by ______.
Floppy put ______ in ______.
Dad
What did
Floppy do?
Floppy
Chip
Biff Wilf
Wilma
Floppy
BEA
LO: Talk about what they’ve learned from the story using the given
structure and language support.
1. Guide Ss to talk about what they’ve learned concerning New Trees.
2. Ask Ss to think about the given questions; help Ss to organize ideas from
the story with the given visual support and tell them, “This is practice
before your homework.”
3. Model the first question, and then ask Ss to take turns presenting their
answers.

25. Watch the post-class video about the writing task.
Writing
0:30
25/27
Who is the kindest person
you know?
BEA
LO: Understand what the homework is.
1. Explain the writing task to Ss and check their understanding.
2. Tell Ss that they should finish their writing before next class. Make
sure they know they can upload their homework to the platform.
They will present their work next class.
3. Remind Ss to watch the post-class video and finish the writing task.
Let’s draw and write!
Now, please follow the steps to
finish your homework and present it
in the next class:
1. Draw a picture of the kindest
person you know.
2. Write at least two words to
describe him or her.
Opinion Writing

26. Let’s review!
Phonics:
mule/mute/fume
huge/cube/music
Vocabulary:
tree/shed/stream/po
nd/bridge/hole
Review
Sentence Structure:
____ put ____ by ____.
26/27
Review
0:30
BEA
LO: Review today’s lesson.
1. Guide Ss to review the phonics by asking Ss to read the words.
2. Guide Ss to review the words by asking Ss to make sentences
with some of them.
3. Guide Ss to review the sentence structure by asking each S to
make sentences with it.

27. BEA
LO: End the lesson and encourage Ss to perform better
in the next class.
1. Give brief comments on Ss.
2. Say goodbye to students.
3. Ask Ss to preview the next lesson.
27/27
0:30