Tr

TG
LO: Greet 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.

1:00 1/26
 Learning
LO: Get to know and understand what will be
learned TG
in this lesson.
Goals
Go through the learning goals with Ss.

 Identify and pronounce the long

We are vowels a, e, i, o, and u in one-syllable
going to words.

...  Learn the different words spade, tide,

helped, dug, and under, and make
sentences with them.

 Read the story The Hole in the Sand

and
learn to ask questions about a story
using the text or the pictures.

 Practice using the sentence structure

___ dug/came/played (in) ___.
0:30 2/26
 lesson;
Presentatio TG
1. Invite Ss to take turns presenting their homework. If
time

n
is limited, tell Ss they have one or two mins to present
their
writing.
Let’s show! 2. Encourage Ss to listen carefully and to ask questions.
3. After both of the Ss have finished, give them feedback
and

This is the kindest person I

awards (Click the book picture beside the boy or the
girl so
that they can get some awards). Click and give each S
know. a
trophy to mark their good performance.
Note: You can click the picture of the boy or the girl to
give
Ss the trophy.

2:00
3/26
 TG
know the spelling-sounds correspondence for the letters a, e and i

Let’s listen and and the long

Phonics
vowels a, e and i. Pronounce and decode the words with the long
vowels a, e and i.

speak! 1. Ask Ss to talk about what they can see in the picture; ask them to help
the children in

whit
the picture get the things with the ring;

mate
Let’s play with the
mat
2. First click and read each word to Ss when the word appears; click to
help the

e e she
children in the picture get the things with the ring.

rings together! 3. Click and ask Ss to identify what sound the letters a, e and i make; ask

she
whit You are
Ss to read the
sounds after you.
4. Click and ask Ss to read the words in this way: a-mate.

e great!

2:30 4/26
 sounds

Phonics TG
Let’s listen and correspondence for the letters a and u, and the long
vowels
o, u. Pronounce and decode the words with the long

speak! vowels
o and u.

ol play the
Let’s mul cute
1. Click and tell Ss to help the children in the picture
plant the flags.

d old muleYeah, we 2. Click and read each word when the word appears; click
flag cute
game e Mom,
again to

together! should help the children in the picture plant the flags; ask Ss
we’re
to read the

play sound after you.

very
3. Click and ask Ss to read each word in this way: u-cute.

safely! happy!

2:30 5/26
 text. Phonics TG
LO: Read the chant fluently; decode the words learned in the

Let’s 1. Point to Kate in the picture and introduce Kate.

2. Read the chant to Ss with rhythm.
3. Guide Ss to do choral reading after you, ask Ss to take turns
chant! reading
one sentence by one sentence.

I have a mate. She is Kate.

4. Give feedback.

She has a bike. The bike is

white.
She has a goat. The goat is
old.
She has a mule. The mule is
cute.

2:00 6/26
 predictions;
make connections. Lead-in TG
1. Have Ss look at the book cover closely and talk
about
the before reading questions; have them identify
Before Reading
details
and make predictions using the illustration and the
title.

1. Where is the family?

2. Ask Ss to talk about the connections question;
assist them
if necessary.
2. What do you think they
are
going to do?

Connections

What do you like to do at the

beach or in the sea? Do you
Written by Roderick think it
Hunt is safe or not?
Illustrated by Alex
2:00
Brychta 7/26
 LO: Identify the details and make predictions about the
story
Reading
using the illustration; motivate Ss’ interest in TG
reading the story.

Let’s predict! 1. Ask Ss to recall what predicting means.

2. Have Ss observe the illustration carefully and talk
about the
given questions.

Before Reading

1. Who might dig the

big hole?
2. What is the hole
like?
3. What do you think
will happen next?
2:00
8/26
 TG
and make sentences with it; understand the text;
read the
text fluently.
Reading
1. Have Ss look at the illustration and talk about the

The Hole in the first

comprehension question.

Sand
2. Read the text aloud to Ss; click the penguin
button to
Vocabulary
explain the vocabulary word spade; have Ss read
it and
make sentences with it; have Ss talk about the
second
Comprehension
1. Where were Dad
question with the text clues.
3. Ask Ss to observe the illustration to talk about the
third
and the
question and get more clues using the illustration.
4. Ask Ss to take turns reading the text aloud.

children?
2. What happened
to Therespade
is an old
Biff’s spade?
spade
3.beside
What wasthe Chip
bag.
doing?
Biff’s spade was no good.

2:30 spade 9/26

 TG
fluently.

Reading
1. Read the text aloud to Ss; have Ss talk about the
questioning

The Hole in the question; help them ask the partner at least a
question. (Note:
The answer to the question they ask is “Right There”
Questioning
Sand in the
text, or the text feature.)
Please ask your
2. Ask Ss to talk about the comprehension questions
using the

partner a question
illustration and the text clues; encourage Ss to find
more clues
in the illustration.
about Dad.
3. Ask Ss to read the text aloud together.

e.g. , Who got a big

spade?
(Tips: What? Where?
When?Comprehension
Who?
1. Where didWhy?
Dad get
How?)
the spade?
Dad got a big
“Let me dig a hole,” 2. What did Dad want to
spade.
he said. do with the big
2:30
spade? 10/26
 helped, and make sentences with them; understand
the text;
Reading
make connections; read the text fluently.
TG
The Hole in the
1. Ask Ss to read the text in turns; ask one S to find the
word dug
Vocabular
Vocabular
or helped in the text, click the penguin button and

Sand explain the

Comprehension
y
y
words; have Ss read the words and make sentences
with them.
1. What did Dad
2. Have Ss talk about the comprehension questions
using the
do? How did
illustration and the text clues.

the children
3. Encourage Ss to talk about the connections question.

help Dad?
2. What did Mum
dug dug
helped
do?brother
My
Connections
The girl helped
a small and
What
her do
mom you like
clean
deep hole in the
to do at dishes.
the the
yard.
beach?
The children
Dad dug a hole.
helped.
3:30 dug helped 11/26
 1. Read the text aloud to Ss; have Ss look at the illustration
and
Reading TG
talk about the first comprehension question and the follow
up

The Hole in the 1

question: How was the hole different from the one on Page

Sand Comprehension
of the story?
2. Help Ss understand the form and the meaning of the word
bigger
1. How big was the
and deeper.
3. Have Ss observe the illustrations and talk more about the

hole
follow-up
question: Do you think it was safe to dig a hole deeper and
bigger in
Dad dug? Look for
the story? Why?
4. Have Ss talk about the connections question.

clues in the
5. Have Ss read the text fluently; give feedback.

The hole got bigger . . . and illustration.

... deeper 2. Why did Dad dig
the Connections
Didhole?
you dig a hole
before? What was the
hole like?
. . . and
. . . and bigger,
2:30 deeper. 12/26
 TG
1. Read the text aloud to Ss and ask them to look at

Reading
the illustration; have Ss talk about the
comprehension

The Hole in the question using the text.

2. Encourage Ss to talk about the follow-up question:
Do

Sand you think it was safe for the children to play in the
hole? Why?
Comprehension
3. Have Ss find the sight word came and take turns
reading it

Who came to the

accurately; have Ss read the text accurately and
fluently.

hole? What did they

do?
Sight Words
came

Decoding

All the children They played in the Accuracy.

came. hole.
2:00
13/26
 talk
Reading TG
1. Read the first sentence in the text aloud to Ss; have Ss

about the questioning question; help them ask the

The Hole in the

partner
at least a question.(Note: The answer to the question
they

Sand Questioning
ask is “Right There” in the text, or the illustration.)
2. Ask one S to read the second sentence in the text and
have
Please ask your
them talk about the comprehension question using the
text.
partner a question
3. Have Ss observe the illustration carefully and talk
about the
follow-up question: Was it safe for Dad to be in the
about the hole.
hole?
What do you want to say to him?
e.g. , What came in the
3. Have Ss take turns reading the text fluently.

hole?
(Tips: What? Where?
When?
Comprehension
Who? Why?
The water came “I can’t stop it,” said What did Dad do in the
How?)
in. Dad. hole? What did he say?

2:00
14/26
 LO: Understand the meaning of the vocabulary word

Reading TG
tide and make sentences with it; understand the
text; read the sight word accurately; read the text
fluently and accurately.

The Hole in the 1. Ask Ss to read the text aloud together.

2. Have Ss talk about the comprehension questions

Sand
using
the text and the illustration.
Vocabular
3. Have Ss find the sight word came and read it
accurately.Comprehension
y
1. What came in
the
hole this time?
2. Where was
Dad’s tide
The tideWhat
spade? is very
do
strong in the
you think would
Sightsea.
Words
happened to it?
came
Dad’s spade was in the
The tide came in.
hole.
2:30
tide 1526
 text; read the text fluently and accurately.

ask
Reading TG
1. Ask one S to read the first sentence in the text and

the other S to look at the illustration; have them

The Hole in the talk about

the first question.

Sand Comprehension
2. Ask one S to read the second sentence in the text
and ask
Vocabular
the other S to look at the illustration; have them
talk about1. What happened
y
the second question.

to
3. Have Ss observe the illustration carefully and talk
about the
third question.
the hole the
4. Have Ss take turns reading the text accurately and
fluently.
next
day?
2. Whereunde
was
There is a little
Dad’s
r
boy under the
spade on this
table.
page?Decoding
Dad’s spade was
Next day, the hole
under Accuracy.
3. What was the
had gone.
the sand. family doing?
2:30 und 16/26
er
 using

fluently. Reading TG
the illustration and the text clues; read the text

1. Read the text aloud to Ss; have them talk about the

The Hole in the comprehension questions using the text and the
illustration

Sand
clues.

Comprehension
2. Have Ss observe the illustration and talk about the
questioning
question; help them ask the partner at least a question.
1. What did Dad want
(Note:

toThe answer to the question they ask is “Right There” in

the text,

do?
or the illustration.)
3. Ask Ss to read the text as they were Dad.

2. Would Dad find the

spade with the small
Questioning
spade in his hand?
Please ask your
partner a question
about the family.
“Let’s dig,” said (Tips: What? Where?
Dad.
2:00
When? Who? 17/26
 LO: Retell the story with the visual support and
assistance.
Reading TG
Let’s 1. Have Ss recall the story; model first.
2. Have Ss work together to retell the story using the

retell!
visual
aids. Help them if necessary.

2:00
Dad ____. The hole got ___ came (in). 18/26
 1. Ask Ss to compete to review all the learned words in this
lesson.
Vocabular TG
2. Tell Ss to help the kids in the picture to make a snowman.
3. Click and ask one S to identify the left picture with the

Let’s guess! capital letter; y

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 put
something on
the snowman; click again to show the next group of
pictures.
Note: T can click the boy or the girl to put something on th
snowman.
Each S can put three different things on the snowman.

h
t
spade
helped
s
tide u
under
dug
d
4. Announce the winner of the competition. Note: If time is
limited, skip
this section.

1:00 19/26
 LO: Talk about what the family did at the beach in
the story. Listening &
1. Have Ss work in pairs to talk about the given
TG
Let’s illustration usingSpeaking
the sentence structure and helping words; model

talk! first.
2. Assist Ss if necessary.

—What did ________ do at the beach?

—_______ _______ a/the hole.

• DadHelping Words
•• Dad • dug
the children
• The • came in
children • played in

2:00 20/26
 TG
LO: Talk about the activities the children can do at the
Listening &
Let’s beach and tell Ss that we should play safely.
1. Ask Ss to observe the pictures carefully.
Speaking
2. Have Ss talk about what the children in the picture can d

talk! 3. Click Let’s talk! and ask Ss to talk about the given pictur
using the given language structure; model first, assist S
necessary.
4. Last, remind Ss to play safely. Notes: T can click Let’s ta
—What can you do at the beach?
to present the sentence structure, and then click it again
to
—I can ____ at the beach. make it disappear.

• make a sand castle

• pick up shells
• enjoy the sunshine
• ...

21/26
2:30
 LO: Talk about the value of playing safely as
shown in
TG
the lesson.
Value
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
question: How can we play safely?

How can we play safely?

ride a bike with play on a scooter with a

a helmet helmet and kneepads

Let’s play safely!

2:00 22/27
 Oral
using the given structure and language support.
1. Guide Ss to talk about what they’ve learned
concerning
TG
The Hole in the Sand. Writing
2. Ask Ss to think about the given questions; help Ss to

Get ready to present! organize

ideas from the story with the given visual support and
tell them,
“This is practice before your homework.”
in the beginning the in the end
3. Model the first question, and then ask Ss to take
turns presenting

hole their answers.

Dad in the middle

?
How did Dad dig a
hole from the
beginning to the
end?
What happened to
the the water the the hole at last?
children tide
2:00 Dad _____ a hole. The hole ____. ______ came in the 23/27
 1. Explain the writing task to Ss and check their
understanding. TG
Writing
2. Tell Ss that they should finish their writing before next
class. Make
sure they know they can upload their homework to the
platform.
Descriptive They will present their work next class.
3. Remind Ss to watch the post-class video and finish the
Writing writing task.

Describe one of your Let’s draw and

good friends. write!
Now, please follow the
steps to finish your
homework and present it in
the next class:
1. Draw a picture of one of
your good friends.
2. Write at least two words
to describe him or her.
0:30
Watch the post-class video about the
writing task. 24/28
 LO: Review today’s lesson
1. Guide Ss to review the phonics by
asking Ss
Review
to read the words.
TG
Review
2. Guide Ss to review the words by asking

Let’s Ss to
make sentences with some of them.
3. Guide Ss to review the sentence

review! patterns by
asking each S to make sentences with
them.

Phonics: Sentence Structure:

mate/she/white/ ____ dug/came/played
old/cute/mule (in)
____.

Vocabulary:
spade/tide/helpe
d/
1:00
dug/under 25/26
 LO: End the lesson and encourage Ss to
perform better
next class.
TG
1. Have brief comments on Ss.
2. Say goodbye to students
3. Ask Ss to preview the next lesson.

0:30

26/26