LO: Greet Ss; introduce the topic to Ss.

1. Guide Ss to ask and answer the given question.

TG
2. Introduce the topic of the lesson.

What do you know about war?

1:30
1:30 1/36
 LO: Understand the class rules. TG
1. Go through the class rules with Ss.

Class Rules

1 Try to express your own ideas in

English as much as possible.

2 Take turns asking and answering

questions.

3 Guarantee the quality of your

homework and hand it in on time.

0:30 2/36
 LO: Get to know what they will learn in this class.
TG
Go through the learning goals with the Ss. Make sure they know what
they’re going to learn in the lesson.

Note: Don’t read it to the Ss.

Learning Goals

1. Know spelling-sound correspondences for r-controlled vowel ar.

2. Learn the key words and phrases scene, rehearsal, gasp, pretend, glow, get lost,
shelter, and because of by understanding them in context.
3. Read the first half of the story What Was It Like? and apply different reading
skills & strategies when comprehending and analyzing the content; paraphrase.
4. Talk about the story and discuss helping others.

0:30 3/36
 LO: Identify and pronounce the sound of the letter pair ar.
1. Click and read the first three words to Ss; have them identify
TG
what sound the letter pair ar makes.
2. Click and ask Ss to read the remaining words; ask them to
identify what sound the letter pair ar makes. Then guide Ss to

Listen & Read

read the words together.
Phonics

What sound does the r-controlled vowel ar usually make?

backyard barbecue smart

ar
start bark garden

2:00 4/36
 LO: Decode the words accurately and fluently in text; read the text TG
fluently.
1. Guide Ss to read the story aloud together and with rhythm.
2. Ask Ss to take turns reading the text one sentence at a time.

Phonics
Read on Your Own
ar

Arthur and his mom were having a backyard

barbecue. Their smart dog suddenly started barking
while his dad was parking his car in the garden.
What a happy family they are!

1:30 5/36

Discussion
World War II
World War II was the biggest and
deadliest war in history, involving
more than 30 countries. The war
lasted for 6 years from the 1939
Nazi invasion of Poland to the 1945
Allies defeat of Nazi Germany and
Japan.
1:30
LO: Activate Ss’ background knowledge of the topic; get to know more TG
about World War II and The Blitz.
1. Ask Ss to read the given passage silently.
2. Have Ss discuss the given questions.
Background
The Blitz was the most intense
bombardment of London during
World War II. It started in June
1940 and continued until May
1941.
1. What is a war? What wars do you know
about in history or those are still being
fought today?
2. What usually happens during a war?
6/36
 LO: Understand the concept of characters in a story and get to know the TG
characters in this story series.
1. Explain what characters are.
2. Have Ss pick 2-3 characters, and have them take turns matching the

Characters
characters with their names.
Lead-in
Background

Characters

people or animals in the story

1. Biff

2. Wilf

3. Wilma

4. Chip

5. Gran
1:00 7/36
 LO: Identify basic information about the book; talk about what they
can learn from the book cover; motivate Ss’ interest in reading.
TG
1. Check Ss’ understanding of author and illustrator.
2. Ask Ss to identify the title as well as the author’s and illustrator's

Book Cover
names. Click to fill in the information on the slide.
3. Have Ss discuss the given questions. Lead-in

Title: What Was It Like?

_________________
Author: Roderick Hunt
_________________
Illustrator: Alex Brychta
_________________

1. Where does the magic key take the children?

When is this part of the story set?
2. Does the book cover remind you of any movies or
plays you’ve seen? What were they like?

1:00 7/36
 LO: Use details from the pictures to make predictions.
1. Help Ss to recall how to make predictions.
TG
2. Guide Ss to make predictions using the provided questions. Encourage Ss
to answer the questions using the sentence frame.

ns!
Make Predictions Lead-in
Notes: Model how to answer the second question using the sentence frame.

Use the title and illustrations to

make guesses.

1. Where are the people standing? What

do you think they are doing?
2. Make one prediction based on the
picture from the book.

People may ______ in the story,

because ______________________.

1:30 8/36
 LO: Define the unfamiliar word scene in context
1. Guide Ss to go through the text and find the word scene
TG
2. Have Ss use the illustration and context clues to define the word

What Was It Like? scene; give feedback.

Note: If Ss can demonstrate a correct understanding of the unfamiliar
Reading
word(s), it’s not necessary to teach the word(s) intentionally in the next
slide.

The children were excited. They were going to take

part in a play. It was all about the history of the town.
The play was going to be held in the park, and the
children had to rehearse their scene.
“I hope we don’t forget what to do,” said Chip.

Vocabulary
Use the illustration and context clues to define
Page 1 the word scene.
0:30 9/36
 TG
LO: Apply the reading strategies and skills for reading comprehension;
understand the academic word scene in context.
1. If the Ss demonstrated a good understanding of the word in the

What Was It Like? previous slide, skip the vocabulary teaching part. If not, explain the
word scene with the sample sentence and ask Ss to make sentences
with it.
Reading
2. Have Ss take turns discussing the comprehension questions and
encourage them to support their answers with details.
Read Page 1 3. Have Ss discuss the question in the connections section.

Comprehension
scene (n.) 1. What was the play about? Use the evidence from
the text and illustration to support your answer.

Definition: a part of a play, 2. How did Chip feel when he was preparing to
movie, story, etc., where a rehearse? How do you know?
certain action or activity
occurs
Connections
The movie opens with a scene Have you ever had a similar experience to Chip’s?
in a London apartment.

1:30 10/36
 LO: Define the unfamiliar word rehearsal in context.
TG
Have Ss go through the text quickly to find the word rehearsal in text and

What Was It Like? Reading

work together to define the word rehearsal using the illustration and
context clues; give feedback.

Note: If Ss can present a correct understanding of the unfamiliar word(s),

it’s not necessary to teach the word(s) intentionally in the next slide.

Vocabulary
Pages 2-3 Use the illustration and context clues to
define the word rehearsal.
0:30 11/36

What Was It Like?
rehearsal (n.)
Definition: an event of
practicing an activity (such as
singing, dancing, or acting)
before performing in public
Our new production of
Romeo and Juliet is currently in
rehearsal.
1:30
LO: Apply the reading strategies and skills for reading comprehension;
understand the academic word rehearsal in context.
TG
1. If the Ss demonstrated a good understanding of the word in the
previous slide, skip the vocabulary teaching part. If not, explain the
word rehearsal with the sample sentence and ask Ss to make
sentences with it.
Reading
2. Ask Ss to take turns discussing the comprehension questions and
encourage them to support their answers with details.
Pages 2-3
Comprehension
1. What did girls wear during World War
II? How did Biff feel about the clothes
she wore?
2. What did Gran share with the children
about the war?
12/36
 LO: Define the unfamiliar word gasp in context. TG
What Was It Like? Have Ss to define the word gasp using the text.

Reading
Note: If Ss can present a correct understanding of the unfamiliar word(s),
it’s not necessary to teach the word(s) in the next slide.

“We have to carry these boxes,” said Wilma.

“But they are empty.”
“They weren’t empty in the war,” said Gran.
“They had gas masks in them. We had to take
them to school every day.”
“Gas masks?” gasped Wilf. “Fantastic!”

Vocabulary
Use the illustration and context clues to
Pages 4-5 define the word gasp.

0:30 13/36

What Was It Like?
gasp (v.)
Definition: to take a short quick
breath through the mouth, often due
to surprise, pain, or shock.
He saw a spider next to his hand and
gasped!
1:30
LO: Apply the reading strategies and skills for reading
comprehension; understand the academic word gasp in context.
TG
1. If the Ss demonstrated a good understanding of the word in the
previous slide, skip the vocabulary teaching part. If not, explain
Reading
the word gasp with the sample sentence and ask Ss to make
sentences.
2. Ask Ss to discuss the comprehension questions and give feedback.
Pages 4-5 3. Have Ss discuss the question in the connections section.
1. What was in the box during the war? Did
Wilf feel the same about it as Gran? Why?
2. Why were the children sent to the town in
the play? If they lived in the town, what
would happen to them?
How would you feel if you had to take a gas
mask to school?
14/36
 LO: Define the unfamiliar word pretend in context; read the text in TG
What Was It Like?
quotation marks fluently and with expression.
1. Have Ss go through the text quickly and work together to define the
word pretend in context.
Reading
2. Guide Ss to imagine what Wilf and Biff felt when they spoke.
Note: If Ss can demonstrate a correct understanding of the unfamiliar
word(s), it’s not necessary to teach the word(s) intentionally in the next
slide.

Chip tried to pull a sad face.

“I’m going to pretend to cry,” said Wilf. He
made a loud noise blowing his nose.
“Stop it,” said Biff. “You’re making me
laugh.” The others began to laugh too.
“We shouldn’t laugh,” said Wilma.

Vocabulary
Use the illustration and context clues to
Pages 6-7 define the word pretend.

0:30 15/36

What Was It Like?
pretend (v.)
Definition: to act as if something is
true, but actually it is not
The child pretended to be asleep.
1:30
LO: Apply the reading strategies and skills for reading
comprehension; understand the academic word pretend in context. TG
1. If the Ss present a good understanding of the word in the
previous slide, skip the vocabulary teaching part. If not, explain
Reading
the word pretend with the sample sentence and ask Ss to make
sentences with it.
2. Ask Ss to discuss the given questions and give feedback.
Pages 6-7
1. What did the children do to try and pretend
to be upset?
2. How did the children feel about the war on
page 6? Did Wilma feel the same as the
other children? How do you know?
3. What did Gran tell the children about the
war?
16/36
 LO: Define the unfamiliar word glow in context. ReadingTG
What Was It Like? Have Ss use the illustration and context clues to define the word glow.
Reading
Note: If Ss can demonstrate a correct understanding of the unfamiliar
word(s), it’s not necessary to teach the word(s) intentionally in the
next slide.

“I can’t wait to take these clothes off,”

said Biff. “I hate wearing this dress.”
Suddenly the magic key began to glow.
The magic took the children off on
another adventure. It took them back to a
street in London.

Vocabulary

Pages 8-9 Use the illustration and context clues to

define the word glow.

0:30 17/36
 LO: Apply the reading strategies and skills for reading comprehension;
understand the academic word glow in context.
TG
What Was It Like? 1. If the Ss can demonstrate a good understanding of the word in the
previous slide, skip the vocabulary teaching part. If not, explain the

Reading
word glow with the sample sentence and ask Ss to make sentences
with it.
2. Ask Ss to discuss the comprehension and connections questions and

Pages 8-9 give feedback.

1. Why did Wilf say, “It’s hard to imagine

glow (v.) what it was like”?
2. Did Biff like wearing a dress? How do
you know?
Definition: to produce a steady
light

The lamp glowed in the window. If you were one of the children, what would
you do to know more about the war?

1:30 18/36
 TG
LO: Define the unfamiliar phrase get lost in context; read the text fluently.
1. Have Ss do role play, reading as they were Chip and the little boy.

What Was It Like? 2. Have Ss work together to define the phrase get lost using the
illustration and context clues.
Reading
Note: If Ss can demonstrate a correct understanding of the phrase, it’s not
necessary to teach it intentionally in the next slide.

Vocabulary

Pages 10-11
Use the illustration and text to find out
what get lost means.
0:30 19/36
 LO: Apply the reading strategies and skills for reading comprehension;
understand the academic phrase get lost in context.
TG

What Was It Like?

1. If the Ss can present a good understanding of the phrase in the
previous slide, skip the vocabulary teaching part. If not, explain the
Reading
phrase get lost with the sample sentence and ask Ss to make 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
section.
Pages 10-11

get lost 1. How did Chip know that they came

back to the war? Use the evidence
from the text to support your answer.
2. What sound did the children hear?
Why did people run?
Definition: cannot find your way back

I got lost in the park yesterday.

What would you do if an air raid warning
happened in the real world?
1:30 20/36
 LO: Define the unfamiliar word shelter in context.
TG
What Was It Like? Have Ss go through the text and work together to define the word shelter
using the illustration and context clues.

Reading
Note: If Ss can demonstrate a correct understanding of the unfamiliar
word(s), it’s not necessary to teach the word(s) intentionally in the next
slide.

Pages 12-15

0:30 21/36
 LO: Apply the reading strategies and skills for reading comprehension;
understand the academic word shelter in context.
TG
1. If the Ss can demonstrate a good understanding of the word in the

What Was It Like? previous slide, skip the vocabulary teaching part. If not, explain the
Reading
word shelter with the sample sentence and ask Ss to make sentences
with it.
2. Ask Ss to discuss the comprehension questions and give feedback.

Pages 12-15

shelter (n.) 1. How did Wilma and Biff feel in the

shelter?
2. What did the children see when they
Definition: a structure built to give
got out of the shelter? Was it the same
protection from the weather or attack
as what they had seen before? What
happened to the streets?

They made a shelter from branches. 3. How did the children’s feelings about
the war change?

1:30 22/36
 LO: Define the unfamiliar phrase because of in context. TG

What Was It Like? Use the illustration and context clues to define the phrase because
of.
Reading
Note: If Ss can present a correct understanding of the unfamiliar
phrase, it’s not necessary to teach the phrase intentionally in the
next slide.

The station was crowded with children.

They all had gas masks and they looked upset
and unhappy.
“We are being sent away,” said the little
boy. “It’s because of the bombing. It’s too
dangerous to live here.”

Use the illustration and text to find out what

Pages 16-17 because of means.

0:30 23/36

What Was It Like?
because of
Definition: giving reasons
The football match was called off
because of the bad weather.
1:30
LO: Apply the reading strategies and skills for reading comprehension; TG
understand the phrase because of in context.
1. If the Ss can demonstrate a good understanding of the phrase in the
previous slide, skip the vocabulary teaching part. If not, explain the
phrase because of with the sample sentence.
Reading
2. Ask Ss to discuss the comprehension questions and give feedback.
Pages 16-17
1. Where would the train take the
children? Why?
2. Did the children want to be sent away?
How do you know?
3. How do you think they would use the
gas mask? What was it for?
24/36
 LO: Have a further understanding of war and make connections
between the content in the story and the real world.
TG
1. Introduce the Blitz’s Impact in Britain.
2. Model presenting your thoughts about this event.

Discussion 3. Have Ss discuss the given questions in pairs.

The Blitz’s Impact in Britain

Many German bombs did not only hit 1. What damages can a war
cause?
industrial and military targets, but also
2. How can a war affect
landed in residential areas and on people’s people’s daily life?
homes. Londoners had to shelter in the tube
station during the Blitz.

1:30 25/36
 LO: Review the concept of paraphrasing; understand why and how
to paraphrase the text.
TG
1. Check what Ss know about paraphrasing; guide Ss to review the
definition of paraphrasing.

Reading Strategy
2. Explain why to paraphrase a text.

1. ParaphraseHow to Paraphrase 3. Tell Ss how to paraphrase a text in two steps.

4. Click and model how to paraphrase a text by picking out the big
ideas and retell the event of the text with the displayed graphic
organizer.

Original Text Retell Events

Big Ideas Paraphrased Text
Paraphrasing is when you Paraphrasing helps
What is Why do we
Thesummarize
children were a story in yourCharacters: readers
excited.
paraphrasing? get the gist of a
paraphrase?
They were going to take the children story.
own words.
part in a play. It was all The children were
Setting:
about the history of the going to act in a play
town. The play was going in the park
in the park. They
to be held in the park, and Events:
 the
take the big
children had ideas:
to characters,
• act asettings,
takeinpart in a play and
play
need to prepare for it.
events
How do we paraphrase?
rehearse their scene.
retell the events with your own words
• prepare
rehearse thethe
for scene
scene

3:00 26/36
 LO: Apply the reading strategies and skills to paraphrase a piece of text.
1. Ask Ss to paraphrase the piece of the given text by find the big ideas
TG
and retell the event.
2. Give feedback.

Paraphrase
Big Ideas
Original Text Paraphrased Text
Retell Events

The children came out

of the shelter. They Characters:
couldn’t believe their
eyes. The street had Settings: ?
been bombed. There
was smoke and dust Events:
everywhere.

3:00 28/36
 LO: Check if Ss understand the words in context. TG
1. Ask Ss to take turns reading the words aloud.
2. Ask Ss to read the sentences and complete them by correctly filling
in the blanks.
Vocabulary
Read & Choose
Notes: If time is limited, you can skip the slide.

scene of the movie was filmed in Beijing.

1. The opening ________
shelter
2. After the earthquake, they built a rough _______ from old
pieces of wood.
pretended she wasn’t excited but the expression on her
3. She __________
face was obvious.
glows
4. This toy ___________ in the dark.

Complete the sentences. Use the correct glow, scene, shelter,

form of the words in the box. pretend

1:30 29/36
 LO: Talk about how the children help the little boy.
1. Ask Ss to discuss the children’s experience in an air raid on London
TG
by asking and answering the given questions.
2. Encourage Ss to answer questions using the given clues and present

Listening & Speaking

their answers with at least three complete sentences. Assist Ss if
necessary.

How did the children

help the little boy?  accompanied him
 were kind to him
 chatted with him
 took care of him

Tip: Use the given clues to discuss the question.

1:30 30/36
 LO: Talk about what you can do to be kind to others. TG
1. Ask Ss to work together to talk about their experience by asking
the given questions.
2. Encourage Ss to talk about the questions in complete sentences
Listening & Speaking
with the given clues. Assist Ss if necessary.

 hold the door open

What can you do to
be kind to others?  pay for someone’s meal
 help someone with their homework
 do the dishes
 help someone with their groceries

1:30 31/36
 LO: Talk about how to help others in our daily life and know the
importance of helping others.
1. Guide Ss to look at the pictures; have Ss talk about how they help
TG
others.
2. Guide Ss to realize the importance of helping others in daily life.
Assist Ss if necessary.
Value
How can we help others in our daily life?

2:00 32/36
 LO: Describe how the children’s feelings about the war changed with the TG
visual aid.
1. Explain the task to Ss.

Get Ready to Present 2. Model first; have Ss discuss the children’s feelings about the war in
the story using the bubble map.
3. Give feedback. Oral Writing

How did the children’s feelings about

the war change?

What did the children What did the children do Why did the children
think of the war before when they tried being upset Their laugh during the
the rehearsal? during the rehearsal? rehearsal?
Holiday

What did they think of How did the children feel What did the children
the war when they when they heard the sound know about the war from
waited in the shelter? of the alarm? Gran?

2:30 33/36
 LO: Understand what the writing task is; know that they can complete
the writing task with the help of the post-class instructional video.
TG
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

Homework: A Personal Narrative

present. Writing
3. Remind Ss to watch the post-class video before writing.

Now you will prepare for the task:

Write a personal narrative to describe a day with
someone special in three paragraphs.

Step 1. Brainstorm: Collect Your Ideas.

Step 2. Prewrite: Make a Plan for Your Writing.
Step 3. Draft: Write Your First Version.
Watch the post-class video
before you start the task .
1:00 34/36
 LO: Review the whole lesson.
1. Review the key words with Ss by asking Ss to make sentences.
TG
2. Review the story with Ss by asking the given questions.
3. Ask Ss to think about what will happen next in the story.

Review
Let’s Review

Key Words and Phrases:

scene, rehearsal, gasp, pretend, glow, get lost,
shelter, because of

Key Questions:
1. How did the children help the little boy?
2. What can you do to be kind to others?

1:00 35/36
 TG
LO: End the lesson and encourage Ss to perform better in the next class.

1. Give brief comments on Ss’ performance.

2. Say goodbye to Ss.
3. Ask Ss to preview the next lesson. Review

1:00 36/36