LO: Introduce the topic and get familiar with each other.

TG
1. Introduce the title and the topic of this lesson.
2. Have an open discussion about the given question.

What sports are you

interested in?

1:00
1/27
 LO: Get to know the learning goals of this lesson. TG
Learning Goals
Go through the learning goals with Ss. If time allows, tell Ss that they’re
going to learn an important reading strategy in this lesson.

1. Identify and pronounce the long vowel sounds of i and a,

decode the words with a vowel in the middle and a silent
e at the end.
2. Learn the key words skateboard, turn, trick, ramp, stand,
hill, and keeper, and use them in sentences.
3. Learn about the reading skill and strategy: Make mental
pictures.
4. Talk about the story Floppy and the Skateboard and
discuss what you should do before trying a new outdoor
activity.
00:30 2/27
 LO: Present their homework.
1. Show the writing task from last lesson to Ss.
TG
Presentation
2. Ask Ss to present their own homework one by one.

Presentation 3. Give feedback.

Tips: If Ss have not completed their homework, just skip the slide, but
remind Ss to do their homework next time.

Please Present Your Writing

Writing Task:

Write about the book Long Legs.

Share with partners.

2:00
3/27
 LO: Identify and pronounce the long vowel sound i and a, and decode
words with a vowel in the middle and a silent e at the end.
TG
Phonics
1. Click and show Ss the phonics words; ask Ss to read the phonic
words. If Ss cannot read them accurately, correct them.
2. After presenting the phonics words, ask Ss to explain what sound i_e

Listen
Let’s read & Say
these words.
and a_e make.
3. Click and present all the phonics words, and ask Ss to take turns
reading these words aloud.

face
kite ride
place bike
bike
safe

face place safe

2:00
4/27
 LO: Accurately decode words with a vowel in the middle and a silent e
at the end; read the text fluently.
TG
1. Read the chant to Ss with rhythm. Phonics
2. Guide Ss to read the chant aloud together; have Ss read the chant in
turns.

Read on Your Own 3. Give feedback.

Mother Cat put the cake in a safe place.

Baby Cat woke up and saw its face in the lake.

Mother cat likes to fly kites on fine days.

Baby cat likes to ride bikes.

1:00
5/27
 LO: Get to know the character in this story. TG
Introduction
Tell Ss they are going to meet the character in the story.

Characters
people or animals in the story

Floppy

1:00 6/27
 LO: Identify the basic information about the book; talk about what they TG
Lead-in
can learn from the book cover; motivate Ss’ interests in reading.

Book Cover Have Ss discuss the given questions.

Before Reading

Before Reading

1. What is Floppy looking at? What

will Floppy do with it?

2. What kind of sports do you want

to play?

Written by Roderick Hunt

Illustrated by Alex Brychta
2:00 7/27
 LO: Use details from the pictures to make predictions. TG
Lead-in
1. Ask Ss to recall how to make predictions.
2. Have Ss to make predictions using the provided questions.

Make Predictions
Using details in the picture.

1. What is Floppy doing? Why does Wilf run after Floppy?

2. What will happen to Floppy?
2:00 8/27
 LO: Understand the key word skateboard; understand the text; apply TG
Floppy and the Skateboard Reading
the reading strategies and skills for reading comprehension.
1. Read the text to Ss.
2. Elicit the word skateboard from Ss; click the word in the text;
explain it.

Read Page 1
3. Have Ss talk about the comprehension questions; encourage them to
skateboard (n.)
support their answers with the clues from the text.

Comprehension

1. Where were Biff and Chip?

What was the place like?

Definition:
2. Why did they come to this
a piece of wood with wheels at each
end, place?
which you ride for sport
Biff and Chip were at the
Example:
skateboard park with Wilf.
He is good at riding a skateboard.

2:00
9/27
 LO: Understand the key words turn and trick; understand the text; TG
Floppy and the Skateboard Reading
apply the reading strategies and skills for reading comprehension; make
connections.
1. Read the text to Ss.
2. Have Ss talk about the comprehension questions; encourage them to
support their answers with the clues from the text.
Read Pages 2-3
trick
turn (n.)
3. Elicit the words turn and tick from Ss; click the words in the text and
explain them.
4. Have Ss discuss the connections question; encourage Ss to talk more
Comprehension
about themselves.

1. Was Wilf good at riding the

skateboard? How do you know?
2. What did Chip wear to ride the
skateboard? Why?
Definition:
Definition:
skills to perform a single, amazing
a change in direction, usually to the
act
Wilf went fast. Then he did a turn. leftConnections
or the right
It was a fantastic trick! Example:
He did a jump. What
He do
didtheanyou wear when on
at trick
amazing youthe
I saw professional skier did a
play in
sports?
bicycle.
turn Why?
the air.
3:00
10/27
 LO: Understand the key word ramp; understand the text; apply the TG
Floppy and the Skateboard Reading
reading strategies and skills for reading comprehension.
1. Read the text to Ss.
2. Elicit the word ramp from Ss; click the word in the text and explain
it.
Read Pages 4-5ramp (n.)
3. Have Ss talk about the comprehension questions; encourage them to
support their answers with the clues from the text.

Comprehension

Comprehension

1. What were Chip and Biff doing?

How did they feel?
Definition:
Chip had a go on his skateboard. He anWhat
2. inclined
wassurface
Floppyused to connect
doing? Was
went down and up again. two areas of different heights
Floppy interested in the sport?

Biff went down the ramp, too. Example:

How do you know?
They are going to slide down the
“This is fun!” they said. ramp.

2:00
11/27
 LO: Understand the key word stand; understand the text; apply the TG
Floppy and the Skateboard Reading
reading strategies and skills for reading comprehension.
1. Read the text to Ss.
2. Elicit the word stand from Ss; click the word in the text and explain
it.
Read Pages 6-7 stand (v.)
3. Have Ss talk about the comprehension questions; encourage them to
support their answers with the clues from the text.

Comprehension

Comprehension

1. Did Floppy want to have a try?

How do you
Past know?
Tense: stood
Definition:
2. raise
to Howoneself
did Floppy get two
up onto the feet

Floppy wanted a go, too. He stood skateboard?

Example:
on the skateboard. She stood on the beach and looked out
at the sea.

2:00
12/27
 LO: Understand the key word hill; understand the text; recognize and TG
Floppy and the Skateboard Reading
understand the unfamiliar phrase set off in the text; understand the text;
apply the reading strategies and skills for reading comprehension.
1. Read the text to Ss.
2. Have Ss talk about the first comprehension question; encourage
them to support their answers with the clues from the text.
Read Page 8 hill (n.)
3. Elicit the word hill from Ss; click the word in the text and explain it.
4. Have Ss talk about the second comprehension question.
Comprehension

Comprehension

1. What does set off mean? Look for

clues in the illustration and text.
Definition:
2. Why did Wilf shout, “No,
a raised piece of earth, bigger
Floppy”?
than What
a mound of would happen to
dirt, and
smaller than a mountain
Floppy?
Floppy set off down the hill. “No, Example:
Floppy!” shouted Wilf. This hill is not hard to climb.

2:00
13/27
 LO: Apply the reading strategies and skills for reading comprehension. TG
Floppy and the Skateboard Reading
Ask Ss to go through the text quickly and ask Ss to talk about the two
comprehension questions.

Read Pages 9-11

Comprehension

Comprehension

1. Who came to stop Floppy? Did

they succeed? Why?

Floppy went faster and faster. “Stop 2. Was it dangerous to ride a

him!” shouted Chip. skateboard like Floppy? Why?
Wilf’s mum ran after Floppy. But
he was going too fast.

2:00
14/27
 TG
LO: Apply the reading strategies and skills for reading comprehension.

Floppy and the Skateboard Reading

Ask Ss to go through the text quickly and ask Ss to talk about the two
comprehension questions.

Read Pages 12-13

Comprehension

Comprehension

1. How did Wilf’s dad feel? How

do you know?

2. What was the difference between

the jump Wilf did and the one
But Floppy kept going. The Floppy did?
skateboard did a jump.

2:00
15/27
 LO: Understand the key word keeper; understand the text; apply the TG
Floppy and the Skateboard Reading
reading strategies and skills for reading comprehension.
1. Read the text to Ss.
2. Elicit the word keeper from Ss; click the words in the text; explain
it
Read Pages 14-15
3. Have Ss talk about the comprehension questions; encourage them
keeper (n.)
to support their answers with the clues from the text.

Comprehension

Comprehension

1. Who joined the team to stop

Floppy? How many people
were running after Floppy?
“Stop that dog!” shouted Wilf’s dad. The Definition:
2. How
a job did Floppy
to secure stop in the
an area
park keeper ran after Floppy.
end? What would happen to
Example:
Floppy?
But he was going so fast, she The keeper of the garden is my
uncle.
did not stop him.
2:00
16/27
 TG
LO: Apply the reading strategies and skills for reading comprehension;

Floppy and the Skateboard

make connections.
Reading
1. Ask Ss to go through the text quickly and ask Ss to talk about the
first two comprehension questions.
2. Have Ss discuss the connections question; encourage Ss to share
more ideas.
Read Page 16
Comprehension

Comprehension

1. How did Floppy finally stop?

2. Why did Wilf say, “Good trick,

Floppy"?

Connections

If you were Floppy,

at what would you
Splash! Floppy fell into the pond. want to say in the end?
“Good trick, Floppy!” said Wilf.
2:00
17/27
 LO: Make mental pictures by using the illustrations and the texts.
TG
Reading Strategy
1. Explain why readers need to make mental pictures as they read a
story.

Make Mental Pictures

2. Explain how to make a mental picture while reading a story
3. Demonstrate with one illustration and one excerpt from the story

Picture Wilf in your mind.

and model for Ss, showing them how to make a mental picture.

Details
My in
mental the text:
picture:
Good readers make mental pictures as they read a
story.
Fantastic;
Do it again;
Wilf
I willwas soaexcited
have go. after he saw
Biff’s and Chip’s performances.
Make your own mental pictures by using the
details in the story andHe cheered
Details in for
thethem and waited
illustration:
the illustration.
“Fantastic!” said Wilf. “Do it again. to ride the skateboard again.
Wilf stretched his arms.
Then I will have a go.”
Biff and Wilma were happy.

2:30
18/27
 LO: Have Ss use the strategy to make mental pictures of the story. TG
Reading Strategy
1. Ask Ss to identify the details in the illustration and text.

Make Mental Pictures 2. Have Ss make mental pictures by themselves.

3. Give Ss feedback.

Picture Floppy in your mind.

.

Details in the text:

Details in the illustration ：

Splash! Floppy fell into the pond. Mental picture:

“Good trick, Floppy!” said Wilf.

2:00
19/27
 LO: Check their understanding of the words and phrases learned in the
lesson. TG
Vocabulary
1. Ask Ss to work together to fill in the blanks with the right words.
2. Give feedback.

Read and Choose Notes ： If time is limited, just skip this slide.

turn
1. Give the handle a ______ to open the door.

stand
2. She was so weak that she couldn’t ______.

3. He knew a good _____ to catch flies.

trick

stand trick turn

2:00
20/27
 LO: Talk about what Floppy did with the skateboard. TG
Listening & Speaking
1. Read the question to Ss and model how to answer it.
2. Encourage Ss to answer the question by using the tips; assist Ss if
necessary.

Let’s Talk

What did Floppy do

with the skateboard?

 stood on the skateboard

 went faster and faster
 did a jump
 fell into the pond
2:30
21/27
 LO: Talk about what you should do to play a sport safely. TG
Listening & Speaking
1. Ask Ss to talk about what they should do while playing a sport and
how they play it safely.
2. Encourage Ss to talk more; assist Ss if necessary.

Let’s Talk

What should you do

 warm up
to play a sport
 wear a helmet
safely?
(skateboard,  wear kneepads
basketball . . .)  practice on the flat ground
first

2:30
22/27
 LO: Talk about the value of the story: what you should do before trying TG
Value
a new outdoor activity; read the question to Ss and model how to answer
it.
1. Ask Ss to talk about what they should do before trying a new
outdoor activity.

What should you do before trying a

2. Encourage Ss to answer the question by using the tips; assist Ss if
necessary.

new outdoor activity?

3:00
23/27
 LO: Describe the similarities and differences between the tricks Floppy TG
Oral Writing
did and the tricks Wilf did by using the diagram as shown.

Get Ready to Present

1. Read the question to Ss and model how to answer it.
2. Guide Ss to identify the similarities and differences between
Floppy’s and Wilf’s tricks.
3. Have Ss work together to describe the similarities and differences
between their tricks.

1. Describe the similarities

Floppy Wilf
and differences between
the tricks Floppy did and
the tricks Wilf did by set off down went down the
rode a
using the diagram as the hill ramp
skateboard
shown.
fell into the
2. Discuss your opinions did a jump did a turn
pond
about the story with your
partner.

2:00
24/27
 LO: Understand what the writing task is; know that they can complete
TG
Writing
the writing task with the help of the post-class instructional video.

Homework
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.

Task: A letter to Friends

Write a letter to your friends about something fun,
pretending you are Kipper or one of the other kids from the
story.

Step 1: Brainstorm Step 4: Revise

Step 2: Prewrite Step 5: Edit
Step 3: Draft Step 6: Publish
Tip: Don’t forget to watch the post-class video before writing.
1:00
25/27
 LO: Review what they learned in class. TG
Review
1. Ask Ss to recall the meaning of the key words.
2. Have Ss read the key sentences from the story

Let’s Review

Vocabulary
skateboard, turn, trick, ramp,
stand, hill, keeper

Sentence
 It was a fantastic trick!
 The skateboard did a jump.

pack, laugh, cottage,

torch, shadow, game station
1:30 26/27
 1. Briefly comment on Ss.
TG
2. Say “goodbye” to each other.

0:30 27/27