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 introduce themselves and greet
each other.
2. Introduce the topic of the lesson.

1:00
 BEA
Class Rules
LO: Get to know and understand the class rules.

1. Go through and explain the class rules by doing the actions.

2. Demonstrate the actions and ask Ss to follow you.
3. Check Ss’ understanding of these rules by doing actions.

Please 1. Listen carefully!

2. Take turns speaking!

3. Give a thumbs-up to
your partner!

0:30
2/29
 Learning BEA
LO: Get to know and understand what will be learned in this
lesson. Goals
Go through the learning goals with Ss.

We are going to . . .
 Identify and pronounce the long
vowel a in one-syllable words.

 Learn different animal words giraffes,

elephants, seals, crocodiles, and
monkeys, and make sentences with
them.

 Read the story Monkey Tricks and

use the pictures to identify details.

 Practice using the sentence

structure ____ looked at ____.
0:30 3/29
 LO: Increase Ss’ attention in listening; talk about the BEA
animals they know.
Warm-up
1. Ask Ss the given question. Then clap hands and read
the chant with rhythm.
2. Ask Ss to do the choral reading with you.
3. Guide Ss to talk about other animals they know with

Let’s chant! the structure I like . . .

What animals do you like?

I like cats.
What do you like?
I like dogs.
What do you like?
I like fish.
What do you like?
1:30
4/29

Let’s listen and speak!
BEA
Phonics
LO: Identify and pronounce the long vowel a; associate the long
vowel sound a with the letter a in one-syllable words.
1. Click and play the show to Ss while describing briefly.
2. Click and read each word that appears (Kate, make & wake) to Ss like: a-
Kate.
3. Ask Ss to listen carefully and tell what sound the letter a makes. Then have
Ss read the long vowel a sound while you are pointing to the letter a in each

wake
word.
make
4. Guide Ss to read each word like: a-Kate.

Kate What sound does the

letter a make?

2:00 5/29
 LO: Identify and pronounce the long vowel a; associate the long vowel
BEA
Phonics
sound a with the letter a in one-syllable words.
1. Say “Let’s go to see monkeys!” to Ss. Then click and tell Ss they will help the
Let’s listen and speak! monkey to find the banana.
2. Click, read the word, identify the letter a makes the long vowel a sound, and
pronounce the word with assistance. Take the word cake for example. Click and
read the word cake to Ss like: a-cake.
3. Then ask Ss to listen carefully and identify what letter makes the long vowel a
cake face
sound. Last, guide Ss to read the word like: a-a-cake.

game

2:00 6/29
 BEA
Phonics
LO: Read the chant fluently; decode the words learned in
text.
1. Point to Kate in the picture and introduce Kate.
Let’s chant! 2. Read the chant to Ss with rhythm.
3. Guide Ss to do choral reading after you. Ask Ss to take turns

Kate, Kate, wake up!

reading one sentence by one sentence.
4. Give feedback.

Let’s play a game!

Let’s make a face!
Let’s eat a cake!

2:00 7/29
 Introduction
LO: Get to know the main characters in the story .
TG
BEA

Let’s meet the characters! 1. Guide Ss to meet the characters in the story.
2. Ask Ss to name the characters they have known well and
introduce other main characters.

Dad
Kipper
Wilf
Wilma
Biff
Chip

0:30
8/29
 BEA
Lead-in
LO: Get to know the title, author, and illustrator of the book;
use pictures to identify some details.
1. Explain what an author and an illustrator refer to in a book and
ask Ss to find them out; click and display the answer.
2. Guide Ss to look at the book cover closely and tell what
they can see.
3. Encourage Ss to talk about the given questions.

Title: Monkey Tricks

_______________
Author: Roderick Hunt
_______________
Alex Brychta
Illustrator: _______________

What can you see on the book cover?

Connections

What do you like to do at the zoo?

Written by Roderick Hunt
2:00
Illustrated by Alex Brychta
9/29
 BEA
Reading
LO: Make predictions about the story using pictures.
1. Explain the concept of predicting, and tell them they can make guesses
Let’s predict! before reading the story using pictures.
2. Model how to use I see . . . and I think . . . to make predictions.
3. Guide Ss to talk about the given questions with the given sentence
structure.

Before Reading
1. What can you see
in the picture?
2. What do you think
Kipper will do next?

?
I see _______.
I think ________.

2:00
10/29
 BEA
Reading
LO: Understand the meaning of zoo and make sentences with

Monkey Tricks
it; identify some details using pictures; read the text fluently.
1. Ask Ss to look at the picture; read the text aloud.
2. Lead Ss to find the word zoo in the text. Then click the penguin button
Vocabulary
and explain it, have Ss read the word and make sentences with it.
3. Have Ss talk about the given questions; take turns reading the
story. Then give feedback.
Details
1. What animals can
you see in the
picture?
2. What was Dad
zoo
Wedoing at animals
can see the zoo?
at the zoo.

The children went to the zoo. zoo

2:00 11/29
 LO: Understand the meaning of giraffes and make sentences with it;
BEA
Reading
identify some details using pictures; read the text fluently.

Monkey Tricks
1. Ask Ss to look at the picture; read the text aloud.
2. Ask Ss to talk about the first question; click the penguin button and
explain the word giraffes using the pictures; guide Ss to repeat the word
and make sentences with it.
3. Have Ss talk about the second question. Then choose one
Ss to read the text.
Vocabulary
They looked at the giraffes. Details
1. What was Dad doing?
2. What did the giraffes
look like? Were they
tall?
giraffes
I can see three
Theygiraffes.
were ____.
?

The giraffes were tall.

giraffes
2:00
12/29
 BEA
Reading
LO: Understand the meaning of seals and make sentences with it; identify

Monkey Tricks some details using pictures and text; read the text fluently.
1. Read the text aloud; click the penguin button and explain the word seals; ask
Ss to repeat the word and make sentences with it.
Details
2. Guide Ss to observe the picture and talk about the first question. Guide
Ss to read the text and talk about the second question; explain the
word hungry if Ss don’t know it.
They looked at the seals. 1. Where were the seals?
3. Ask Ss to find the sight words out in text and guide Ss to read the sight
Vocabulary
words accurately. Then take turns reading the text.

Look at the
illustration for clues.
2. How did the seals feel?

They were ____.?

seals
I can see two
Sight Words
seals on the ice.
they, looked, at
The seals were hungry.
2:30
seals 13/29
 BEA
Reading
LO: Understand the meaning of crocodiles and make sentences

Monkey Tricks
with it; identify some details; read the text fluently;
1. Guide Ss to observe the picture and talk about the first question.
2. Read the text aloud; click the penguin button and explain the word
crocodiles; ask Ss to repeat and make sentences with it.
Details
3. Guide Ss to talk about the second question; explain the word

Vocabulary
asleep; ask them to talk about the third question. Last, have them

They looked at the crocodiles. take turns to read the text.

1. What did Kipper look
at?
2. How did the crocodiles
feel?

were ____.?
crocodiles
They
I can see four crocodiles
3. Why did on the children
stand the
behind
land.the
window?
The crocodiles were asleep.
2:30 crocodiles 14/29
 BEA
Reading
LO: Understand the meaning of parrots and noisy; identify details
using pictures and text; decode the sight words accurately; read the text

Monkey Tricks accurately.

1. Ask Ss to look at the picture and talk about the first question; read the text aloud and
explain the word parrots.
Details
2. Have Ss talk about the second question. Explain the word noisy to Ss.
3. Ask Ss to find out the listed sight words in text; guide them to read the words accurately.
4. Have Ss do the decoding practice. Ask Ss to take turns reading the first sentence of the text
They looked at the parrots. Look for clues in the
accurately. Then give feedback to Ss’ accuracy.

illustration.
1. How many birds can
you see in the picture?
2. What did the birds look
like?

Sight Words
they, looked, at
The parrots were noisy. Decoding
2:00 Read accurately.
15/29
 BEA
identify details; read the text accurately. Reading
LO: Understand the meaning of elephants and make sentences with it;

1. Ask Ss to look at the picture and tell the animal they see; elicit the word elephants,

Monkey Tricks then click the penguin button and explain it; have Ss read the word and make
sentences with it.
2. Guide Ss to talk about the given questions;
3. Guide Ss to do choral reading first. Then have Ss take turns reading the text
Details
accurately. Last, give feedback to their accuracy.

They looked at the elephants. Vocabulary

1. What was Kipper
doing?
2. What did the
elephants look like?

They were ____.?

elephants
I can see five
elephants
Decodingin the
water.
Read accurately.

3:00 The elephants were big.

elephants 16/29
 BEA
Reading
LO: Understand the meaning of monkeys and make sentences with it; know
what funny means; identify details; read the text fluently;
1. Ask Ss to tell the animals they see in the picture; click the penguin button and

Monkey Tricks explain the word monkeys. Have them repeat the word and make sentences with the
word.
2. Read the text to Ss; explain the word funny; have them talk about the given
questions. Details
They looked at the monkeys. 3. Guide Ss to read the given sight words. Then have Ss take turns reading the text.

1. What were the

Vocabulary
monkeys like?
They were ____.?

2. Was Kipper with

Dad? What was
monkeys
Kipper doing?
I can see two monkeys
Sight Words
in the tree.
they, looked, at
The monkeys were funny.
3:00
monkeys 17/29
 BEA
Reading
LO: Identify details using pictures and text; read the story fluently.
1. Ask Ss to look at the picture and talk about the first question;

Monkey Tricks encourage Ss to answer the question with There were….

2. Ask Ss to take turns to read the text.
3. Guide Ss to answer the second question and find Kipper
in the picture. If necessary, explain the meaning of look for.
Details
1. How many monkeys
were behind the
window?
?
There were ____.

2. What were Chip and

Biff doing?

They looked for Kipper.

2:00
18/29
 BEA
Reading
LO: Identify details using pictures and text; read the story fluently.
1. Guide Ss to look at the picture and talk about the first question.

Monkey Tricks
2. Ask Ss to take turns reading the text. Then have Ss talk about the second
question.
3. Encourage Ss to talk about the question in the connection part with the
sentence structure I like to . . . Details
1. What did Kipper look
like?
2. How did Dad feel?

Connections
What funny things do
you like to do? Can you
make a face?
I like to ____. ?
Kipper looked like a monkey.
2:00
19/29
 BEA
Reading
LO: Retell the story with the visual support and assistance.

1 Let’s retell! 1. Guide Ss to recall the story with the given pictures.
2. Have Ss work together to retell the story in turns using the
visual aids and given sentence structures.

They went to _____.

They looked at ____. 7
2

6
3
4 5
2:30 20/29
 LO: Check the understanding of the words in this lesson. BEA
Vocabulary
1. Have Ss read the given words accurately. Then ask them to

Let’s match!
match each picture with the right word.
2. Circle the picture from left to right and ask Ss to compete to say
the word; click and display the answer.
3. The first person who says the word correctly gets one star ；
announce the winner.

zoo monkeys giraffes

0:30 21/29
 LO: Check the understanding of the words in this lesson. BEA
Vocabulary
1. Ask Ss to guess what animal the magician is going to
show.
2. Click the picture and ask Ss to name the animals with
Let’s guess!
e
the help of initial letters.
3. Guide Ss to review these animals again.

elephants
Note: If time is limited, you can skip the practice.

crocodiles
C
S seals

1:00 22/29
 Listening &
LO: Talk about the animals learned in this lesson using the
given sentence patterns.
BEA
Speaking
1. Have Ss name the animals they’ve learned in this lesson. Then
model how to do the dialogue to Ss.

Let’s talk!
2. Have Ss work in pairs to ask and answer the given question with
the given sentence structures.
3. Assist Ss if necessary.

—What did they look at?

—They looked at _____.

Helping Words
• elephants
• crocodiles
• seals • giraffes
• parrots
• monkeys

2:00 23/29
 BEA
Listening &
LO: Talk about the animals they can see at the zoo using the
given sentence patterns.
1. Guide Ss to talk about the animals they know.
Speaking
2. Ask Ss to work in pairs to do asking and answering about

Let’s talk! the given picture using the given language structure .
3. Model first. Then ask Ss to practice; ask them to name at
least three animals in the picture. Assist Ss if necessary.
Notes: T can click Let’s talk! to present the sentence
structure and click again to make it disappear.
—What animals can you
see at the zoo?
—I can see ________ at the zoo.
zebras peacocks lions . . .

2:30 24/29
 BEA
Value
LO: Talk about taking care of pets.
1. Ask Ss the given question. Model first.
2. Guide Ss to talk about the question with the help of the
given pictures. Encourage Ss to talk more about “love
animals”.

How do you take care of your pets?

How do you take care of your pet?

feed it have a walk with it

2:00 25/29
 BEA
structure and language support.Oral Writing
LO: Talk about what they’ve known about the story using the given

1. Guide Ss to talk about what they’ve known about the story.

2. Ask Ss to think about the given question; help Ss to organize ideas from

Get ready to present ！

the story with the given visual support.
3. Model with one picture first. Then ask Ss to take turns presenting their
answers.

Kipper looked at ____.

Kipper went to ______.
tall The _____ were ______.
funny

What
animals did
Kipper not
hungry big see?
asleep
2:00 26/29
 BEA
LO: Understand what the homework is.
Writing
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 send their
homework to the platform. They will present their works
next class.
3. Remind Ss to watch the post-class video and finish the writing task.

Let’s draw and write!

Make a
Poster Now, please follow the steps to finish
your homework, and present it in the
next class:
1. Draw a picture of your favorite
zoo.
2. Write at least two words to
describe it.

0:30 Watch the post-class video about the writing task. 27/29
 BEA
LO: Review today’s lesson Review
Review
1. Get Ss to review the phonics.
2. Guide Ss to review the words.

Let’s review!
3. Guide Ss to review the sentence structure.

Phonics:
Sentence Structure:
Kate/wake/game
They looked at ____.
make/face/cake

Vocabulary:
giraffes/seals/monkeys
crocodiles/elephants
28/29
1:00
 BEA
LO: End the lesson and encourage Ss to perform better next
class.
1. Have briefly comments on Ss.
2. Say goodbye to students
3. Ask Ss to preview the next lesson.

1:00 29/29