LO: Guide Ss to greet T and their partner; get a basic idea about the topic of this lesson.

1. Greet Ss.
TG
2. Ask Ss to greet T and their partner.
3. Introduce the topic to Ss.
4. Guide Ss to talk about the pictures on the slide.

00:30 1/22
 TG
We are going to . . .
LO: Understand the learning goals of this lesson.
Briefly go through the learning goals with Ss.
Learning
Goals

• Learn and practice the consonant sound r in

simple words.
• Learn the key words windy, sunny, pool, and
hot, and use them in sentences.
• Read the story Kipper’s Diary, and identify the
events in the story.
• Practice using the sentence structure
It was a _____ day.
1:00
2/22
 TG
Let’s Show LO: Present homework; talk about what they have drawn.
1. Ask Ss to present their homework.
2. Encourage Ss to describe their homework. Presentation
3. Give feedback.

• Did you draw a picture of the gift you want to

give to your pet?
• Now, show it and say, “I want to give ____ to
my pet.”

01:30 3/22
 LO: Identify the consonant sound r; TG
1. Ask Ss to talk about what they can see in the picture; tell Ss that the rabbit will go home; ask Ss

Let’s Listen to follow the rabbit.

2. Click and read each word to Ss like this: r-r-rabbit.
3. Guide Ss to read the sound r like this: r-r-r.
Phonics
4. Notes: Click once and the word will appear. On this slide, Ss don’t need to read the words after
T.

rabbit run rain rat read road

r-r-r
It’s going to rain! Go
home quickly!

02:30 4/22
 LO: Pronounce words with the sound r.
1. Ask Ss to talk about what they can see in the picture; click and read the sentence
TG
Let’s Say with emotion; ask Ss to help the mice store their food.
Phonics
2. Click and ask Ss to take turns reading each word like this: r-r-rabbit; model first.
After Ss read one word, click and help the mice deliver the food.
3. Note: After Ss read the words, give feedback.

road read rat run rain rabbit

It’s going to rain!
Let’s move our food!
r-r-r

02:30 5/22
 LO: Decode the words learned in the text; read the chant; click and read the chant to Ss
TG
Let’s Chant with rhythm.
1. Guide Ss to repeat after T;
2. Ask them to take turns reading the sentences.
Phonics
A rabbit runs in the rain.
3. Give feedback.

A rat reads on the road.

They say hello and goodbye.

02:00 6/22
 LO: Use the book cover to identify details and make predictions;
1. Guide Ss to look at the book cover and encourage them to talk about what they
TG
see. Introduction
Let’s Begin
2. Guide them to talk about the given questions.
3. Note: On this slide, Ss don’t need to say the names of the author and illustrator.

1. What is Kipper doing?

2. What is a diary?

3. When do you write a diary?

What kind of things do you
write in it?

Written by Roderick Hunt

02:00 Illustrated by Alex Brychta 7/22
 LO: Make predictions by using the illustration of the story; read the text fluently.
1. Guide Ss to look at the illustration and to talk about what they see.
TG
Lead-in
2. Guide Ss to talk about the predictions questions and encourage them to make
predictions.
3. Ask Ss to read the text together; give feedback.

Let’s Predict

1. What is the weather like in

this picture?

2. Who might the people be in

the picture? What will they
do on this day? How do you
know?

8/22
03:00
 LO: Identify details by using the illustration; decode the sight word; make connections; understand the text; explain
the unfamiliar word; read the text fluently. TG
1. Read the text to Ss;
Reading
Kipper’s Diary
2. Read the first question; point and read the unfamiliar word Monday to Ss; ask Ss to repeat after T. Ask Ss to
answer the first question with complete sentences.
3. Guide Ss to look at the illustration and to talk about the second question with complete sentences.
4. Guide Ss to talk about the connections question; model first; encourage them to take turns talking more about
themselves.
5. Read the sight word to Ss and have them repeat it.
6. Ask Ss to read the text together; give feedback.
Details
Monday
Sightwas
1. What day Wordit that day?
2. What was the weather like
that day?
day

Connections
What do you usually do on
wet days?

Sight Word
03:00 It was a wet day. 9/22
 LO: Identify details by using the illustration; understand the meaning of the key vocabulary word and make sentences with it; TG
Reading
identify major events by using the illustration; make connections; understand the text; read the text fluently.

Kipper’s Diary
1. Read the text to Ss;
2. Explain the key vocabulary word and the example sentence; encourage Ss to make sentences with the key vocabulary word.
3. Guide Ss to look at the illustration and to talk about the first question with complete sentences.

Details
4. Guide Ss to find more clues in the text and to talk about the events by using the illustration.
5. Guide Ss to talk about the connections questions; model first; encourage them to take turns talking about themselves.
6. Ask Ss to take turns reading the text; give feedback.

1. What was the weather

Tuesday
like on Tuesday?
Vocabulary
2. What animals could
you see at the pet
shop?

Events
What did Kipper do on
Tuesday? windy
Today is a windy day.
Connections
It was a windy day. I went to the shops.
Do you like to go out on windy
days? Why?
03:00
Vocabulary 1
10/22
 LO: Identify details by using the illustration; understand the meaning of the key vocabulary words and TG
Reading
make sentences with them; understand the text; read the text automatically and fluently.

Kipper’s Diary
1. Have Ss identify the words they already know in turns; have Ss read the vocabulary words
accurately by asking, “Which words do you know in this sentence? Please read them as quickly as
you can.” Read the text aloud to them.
2. Explain the key vocabulary words and the example sentences; encourage Ss to make sentences with
the key vocabulary words. Details
Vocabulary
3. Guide Ss to look at the illustration and to talk about the given questions with complete sentences;
assist Ss if necessary.
1. What was the weather like
4. Have Ss read the text fluently; give feedback.

on Wednesday?
Wednesday 2. Why did Kipper go to the
pool on Wednesday? Was it
during school time?
pool
sunny
3. What time of year do you
Thisitiswas
think a very beautiful
when Kipper
I like sunny days.
was writingpool.
this diary?

It was a sunny day. I went to the pool. Decoding

Vocabulary 1 Vocabulary 2 Read automatically.

03:00
11/22
 TG
Reading
LO: Identify details by using the illustration; understand the meaning of the key vocabulary word and make sentences with it; identify

Kipper’s Diary
major events by using the illustration; make connections; understand the text; read the text automatically and fluently.
1. Have Ss identify the words they already know in turns; have Ss read the vocabulary words accurately by asking, “Which words do
you know in this sentence? Please read them as quickly as you can.” Read the text aloud to them.
Details
2. Explain the key vocabulary word and the example sentence; encourage Ss to make sentences with the key vocabulary word.
3. Guide Ss to look at the illustration and to talk about the first question with complete sentences.
4. Ask Ss to talk about the events by using the illustration, and have Ss make their own choice.
What was the weather like on
5. Guide Ss to talk about the connections questions; model first; encourage them to take turns talking more about themselves.
6. Have Ss read the text fluently; give feedback.

Thursday? Vocabulary
Thursday
Events
What did Kipper do on Thursday?
A. Played in the park.
B. Went to the shop.
Connections
hot
What do you often do on a hot day?
Today is a hot day.
Where do you often go on a hot day?
It was a hot day. I went to the park.
Decoding
Vocabulary 1
03:00 Read automatically. 12/22
 LO: Identify details by using the illustration; understand there are seven days in a week; understand the
text. TG
1. Read the text to Ss.
Reading
Kipper’s Diary
2. Guide Ss to look at the illustration and to talk about the first, second and third questions with
complete sentences.
3. Tell Ss that Saturday and Sunday are days in the week and there are seven days in a week; Guide Ss to
talk about the last question; assist if necessary.
4. Ask Ss to read the text together; give feedback. Details
1. Where did Kipper go on
Friday Friday? Look at the illustration.
2. Why was Friday a fun day in
Kipper’s eyes? What did he do?
3. Which day of the week might
Kipper think was the best day?
Why?
4. Which days were missing from
Kipper’s diary? What do you
think he did on those missing
days?
It was a fun day.
04:00
13/22
 LO: Retell the story with the helping words.
1. Guide Ss to recall some of the details from the story. TG
2. Click and model first; have Ss work together to retell the story by using the given illustrations and
helping words.
3. Give feedback.
Reading
Tuesday
Helping Words
• wet
• pet shop
• pool
• park
• fun
1 2
Let’s Retell
Wednesday Thursday Friday

3 4 5
14/22
02:00
 LO: Check Ss’ understanding of the key vocabulary words learned in the lesson.
1. Click and guide Ss to practice the key vocabulary words with the help of the pictures. TG
Let’s Guess 2. Click to show the key vocabulary words (the right answers).
3. Give feedback.
Vocabulary

windy

sunny

pool

hot

02:00 15/22
 LO: Talk about the illustrations with the given sentence structures.
1. Ask Ss to look at the illustration and to identify the details; read the given question and TG
ask one S to answer the question.
2. Click and show the answers to Ss.
Listening &
Speaking
3. Click to show the second illustration and ask one S to look at the illustration; read the

Let’s Talk
given question and ask the other S to answer the question.
4. Give feedback.
Note: Ss should use complete sentences.

—What was the weather like on _____?

—It was _____. Monday
Tuesday

wet
windy
snowy

16/22
02:00
 LO: Talk about the given pictures by using the given sentence structure and helping words.
TG
Listening &
1. Guide Ss to look at the picture and to talk about what they see.
2. Have Ss take turns talking about the given question; model first;
3. Note: Each S should use complete sentences.

Let’s Talk Speaking

What do you often do from

Monday to Friday?
Wednesday Monday I often _____ on _____.

Tuesday Helping Words

· go swimming
· go shopping
Thursday · go fishing
· ...
Friday

03:00 17/22
 TG
LO: Build their awareness of keeping a dairy.
1. Guide Ss to look at the picture; ask them the given question.
Value
Let’s Discuss 2. Click and show the answers; help Ss understand that keeping a diary is a good habit.

Who has a story to tell mom?

02:00 18/22
 LO: Talk about what they’ve learned from the story.
TG
Oral Writing
1. Ask Ss the given question and guide them to think about it.
2. Model first; guide Ss to talk about the questions with the visual aids and sentence structures.

Get Ready to Present

What was the weather like from
Monday to Thursday?
Dad

Monday Tuesday Wednesday Thursday Friday

What did Kipper do during this week?

03:00 19/22
 LO: Understand what the homework is; understand that the post-class video will help them finish TG
TG
their homework.
Writing
1. Explain the writing task to Ss and remind them to watch the post-class video before doing their
homework.
2. Remind Ss to get ready to present their homework in the next class.

Let’s Draw & Say

Opinion Writing
Now you will prepare for your
writing task:
1. Describe what a person looks
like on a rainy day.
2. Trace the sentence.
3. You can say, “___ looks very
funny on a rainy day”
02:00
Tip: Remember to watch the post-class video.
20/22
 TG
TG
LO: Get a better idea about what they’ve learned in this lesson.
1. Ask Ss to read the words in the phonics section; correct Ss’ pronunciation if necessary.
Review
2. Ask Ss to read the key vocabulary words; help Ss with the words if necessary.
3. Have each S make a sentence by using the sentence structure.

Let’s Review
Phonics:
rabbit/run/rain/
rat/read/road
Vocabulary:
windy/sunny/pool/hot

Sentence Structure:
It was a _____ day.

02:00 21/22
 TG
LO: End the lesson and encourage Ss to prepare well for the next class.
1. Briefly comment on Ss.
2. Say goodbye to students.
3. Ask Ss to preview the next lesson.

01:00 22/22