LO: Get to know their partners; get a basic idea about the topic of the TG

lesson.
1. Greet Ss and ask Ss to get to know each other.
2. Have an open discussion about the given question.
3. Introduce the title and the topic of the lesson.

What do you know about

dinosaurs?

1:00
1/29
 LO: Get to know the learning goals of the lesson. TG
Learning Goals
Go through the learning goals with Ss. Tell Ss that they’re going to learn
an important reading skill and strategy in this lesson.

1. Identify and pronounce the consonant digraph sh; decode

the words ending with sh.
2. Practice the key words and phrases go through, footprint,
hide, enormous, look around, call, and fierce, and use them
in sentences.
3. Learn the reading skill and strategy: Describe the major
events in a story using key details.
4. Talk about the story Land of the Dinosaurs, and discuss
how to protect yourself while helping others.
1:00
2/29
 TG
LO: Present their homework.
Presentation
1. Have Ss share their writing tasks from the last lesson.

Presentation
2. Ask Ss to present their homework one by one.
3. Give feedback.

Please Present Your Writing

Writing Task:
Thanking Mrs. May

Share what you’ve written

with your partner.

1:00
3/29
 LO: Identify and pronounce the consonant digraph sound sh in simple words. TG
Phonics
1. Click and show Ss the phonic word; ask Ss to read the phonic word. If Ss
cannot read it accurately, correct them.
2. After presenting three phonic words, ask Ss to make the sound of the

Listen & Say consonant digraph sh. Make sure Ss know the sound of consonant
digraph sh.
3. Click three more times and ask Ss to take turns reading the words aloud.

What sound does

the consonant
Let’s read!
digraph sh make?

wish fish cash

wash
dish
brush

1:30 4/29
 LO: Accurately decode the words in the text that begin with sh; read the TG
text fluently.
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.

I buy the fish with cash.

I wash the dish and brush my teeth.
I want to make a wish.

1:00 5/29
 TG
Introduction
LO: Get to know the characters in this story.
1. Tell Ss they are going to meet the characters in the story.

Characters
2. Ask Ss to name the characters and match them with their names.

people or animals in the story

Nadim
Wilf
Chip
Biff

0:30 6/29
 LO: Identify the basic information about the book; talk about what they can TG
Lead-in
learn from the book cover; motivate Ss’ interest in reading.

Book Cover
1. Check Ss’ understanding of a book’s author and illustrator.
2. Have Ss discuss the given questions.

Before Reading

Before Reading

1. What would you do if you met a

dinosaur? How would you feel?

2. What will the children

experience in the adventure?

Written by Roderick Hunt

Illustrated by Alex Brychta
2:00 7/29
 TG
Lead-in
LO: Use details from the picture to make predictions.
1. Explain how to make predictions.
2. Guide Ss to make predictions using the provided questions; encourage Ss

Make Predictions to answer the questions.

Use details in the picture.

 What is Chip looking at?

 What might the children meet in the

adventure?

2:00 8/29
 TG
Land of the Dinosaurs
LO: Check Ss’ understanding of the vocabulary phrase go through, and make
sentences with it; understand the text. Reading
1. Ask Ss to go through the text quickly and find the phrase get through;
explain it, and ask Ss to make sentences with it.
2. Have Ss talk about the questions. Encourage them to support their answers
go through
with clues from the text.
Read Page 1
Note: If Ss can present a correct understanding of the vocabulary phrase, it’s not
necessary to teach it in the vocabulary teaching slide.

Comprehension

1. Where would the magic take

them?
Past Tense: went through
2. Why did Nadim say, “Oh
Definition:
help”?
to enter one side of an entrance
“We are going on a magic
and exit out the other side
adventure,” said Chip. 3. Why was Wilf wearing a plastic
Example:
The children went through the door bag on one foot?
He went through the tunnel
of the magic house.
himself.
“Oh help!” said Nadim.
2:00
9/29
 TG
TG
LO: Understand the vocabulary word footprint and make sentences with it; understand the text; apply

Land of the Dinosaurs Reading

the reading strategies and skills for reading comprehension; make connections.
1. Elicit the word footprint from Ss; click the word in the text; explain it and ask Ss to make
sentences with it.
Read Pages 2-4
footprint (n.)
2. Have Ss talk about the questions. Encourage them to support their answers with clues from the
text.
Comprehension
3. Have Ss discuss the connections question; model first; encourage Ss to talk more about
themselves.

1. What creature did the children

see first?

2. What did Chip think made the

Definition:
footprint? Is your prediction
a mark made by a foot or shoe
correct?
Example:
Chip found a footprint. It was a giant 3.
SheHow did the
left some childrenon
footprints feel
the
footprint.
beach.
when they found the
“Come and look,” said Chip. “It
must be a dinosaur’s footprint.” footprint?
2:30
10/29
 LO: Understand the text; apply the reading strategies and skills for reading TG
TG
Land of the Dinosaurs comprehension; make connections.
1. Have Ss go through the text quickly.
Reading
2. Have Ss talk about the questions. Encourage them to support their answers with

Read Pages 5-7

clues from the text.
3. Have Ss discuss the connections question; model first; encourage Ss to talk
more about themselves.
Comprehension

What did Nadim find? Why didn’t

he think they were bird eggs?

Connections
One of the eggs began to crack.
“It’s going to hatch out,” said Biff. What other creatures do you
Something came out of the egg.
know hatch out of eggs?
“It’s a little dinosaur,” said Nadim.
2:00
11/29
 TG
Land of the Dinosaurs
LO: Check Ss’ understanding of the vocabulary word hide; get familiar
with the text. Reading
Pages 8-9 1. Ask Ss to go through the text quickly and find the word hide.
2. Ask each Ss to define the word using context clues.
Note: If Ss can present a correct understanding of the vocabulary word,
it’s not necessary to teach the word in the vocabulary teaching slide.

Something flew by. The The children ran.

children were frightened.
“What is it?” asked Chip.
“I don’t know,” said Biff.
0:30
“It’s a flying dinosaur,” said
Nadim, “and it’s a big one. Come on,
let’s hide.”
12/29
 LO: Understand the vocabulary word hide, and make sentences with it; understand the TG
TG
Land of the Dinosaurs Reading
text; apply the reading strategies and skills for reading comprehension.
1. If the Ss can present a good understanding of the word in the previous slide, skip
the vocabulary teaching part. If not, elicit the word hide from Ss; explain it, and

hide (v.) ReadaskPages 8-12with it.

Ss to make sentences
2. Have Ss talk about the questions. Encourage them to support their answers with

Comprehension
clues from the text.

1. What did the children see in the

sky? How did they feel about it?
2. What did Nadim tell the other
Definition: children to do? How did he know
to put something in a place so what to do?
that no one can find or see it
3. What did Biff do to save the little
Example: dinosaur? How did Chip feel about
The boy is hiding behind the Biff for what she had done?
door.
2:30
13/29

Land of the Dinosaurs
Pages 14-15
Wilf had not climbed on a hill. He
had climbed on a dinosaur and it was
enormous. It looked round at Wilf.
1:00
TG
Reading
LO: Get familiar with the text; define the vocabulary phrase look around and
words enormous and call; get familiar with the text.
1. Ask Ss to go through the text quickly and find the phrase look around and
words enormous and call.
2. Ask each S to define the words and phrase using context clues.
Note: If Ss can present a correct understanding of the vocabulary words and
phrase, it’s not necessary to teach them in the vocabulary teaching slide.
Wilf was frightened.
“Oh, help!” he said.
He jumped down and ran.
“Let’s get out of here,” he called.
14/29

Land of the Dinosaurs
Pages 16-17
“Don’t be frightened,” said
Chip. “It’s an apatosaurus. It’s
like the one in the museum. It
won’t hurt us.
1:00
TG
Reading
LO: Get familiar with the text; recognize the unfamiliar word hurt and
understand its meaning.
1. Ask Ss to go through the text quickly.
2. Click and guide Ss to read the word hurt; explain its meaning.
Biff took a photograph of it.
“What a long neck it’s got and what
a long tail!” She said. “I need a bigger
camera.”
15/29
 TG
Land of the Dinosaurs
LO: Understand the vocabulary phrase look around and words enormous and call;
make sentences with them; understand the text. Reading
1. Elicit the word enormous from Ss, click the word in the text; explain it and
ask Ss to make sentences with it.
2. Elicit the phrase look around from Ss; click it in the text; explain it and ask Ss

look around
call
enormous (v.)
(adj.) Read Pages 13-17
to make sentences with it.
3. Elicit the word call from Ss; click the word in the text; explain it and ask Ss
to make sentences with it.
4. Have Ss talk about the comprehension questions.

Comprehension

1. How did Wilf feel when they

saw a huge dinosaur? Why
wasn’t Chip afraid of it?
PastPast Tense:
Tense: called
looked around 2. Why did Biff want to have a
Definition: bigger camera? What did she
Definition:
having
to speaka loudly,
very large
or tosize
shout to want to do with it?
to observe one’s surroundings
someone
Example:who is not near you
Example: 3. How do you think the
Example:
I saw an enormous elephant apatosaurus might have felt
Do
She
whenyouI need
called intohelp
wasfor look
the around
when
wild. sheyour
saw
new school? when it saw the children? How
a bug in the room. do you know?
3:30
16/29
 TG
Land of the Dinosaurs Reading
LO: Check Ss’ understanding of the vocabulary word fierce; get familiar
with the text.
1. Ask Ss to go through the text quickly and find the word fierce.
2. Ask each S to define the word using context clues.
3. Have Ss talk about the comprehenshion questions; encourage them to

Read Pages fierce

18-21 (adj.)
support their answers with the illustration and text.
4. Have Ss discuss the connections questions; model first; encourage Ss to
talk more about themselves.

Comprehension
1. How did another dinosaur look to
the children? How was it similar
to and different from the
apatosaurus?
2. Why did Chip ask the other
Definition:
children to run away? What did
angry or ready to attack
Biff do?
Another dinosaur was coming and
it looked very fierce. Example:
Connections
“Let’s get out of here,” yelled IfThe
youlion shows
were Biff,its sharp
would teeth
you and
do the
looks very
same? Why? fierce.
(Page 20)
Chip.
2:00
17/29
 TG
Land of the Dinosaurs Reading
LO: Understand the text; apply the reading strategies and skills for reading
comprehension.
1. Have Ss read the text in turns.
2. Have Ss talk about the questions; encourage them to support their

Read Page 22
answers with the illustration and text.

Comprehension

1. Why did Wilf’s shoes come off?

2. Do you think that what the
children learned about the
dinosaurs helped them in this
adventure?
3. What do you think would have
The magic took the children to Biff’s
bedroom. happened if the key had not
“What an adventure!” said Biff. begun to glow?
“I’ve got some good photographs.”
2:00
18/29

Land of the Dinosaurs
“I took photographs of
dinosaurs,” said Biff.
“Oh yes,” said Dad, “Well, I’m
sorry, I didn’t put a film in the
camera.”
2:00
TG
Reading
LO: Understand the text; apply the reading strategies and skills for reading
comprehension.
1. Have Ss read the text in turns.
2. Have Ss talk about the questions; encourage them to support their
answers with the illustration and text.
Read Pages 23-24
3. Have Ss discuss the connections questions; model first; encourage Ss to
talk more about themselves.
Comprehension
1. What do you think Dad thought
when Biff told him about the
dinosaurs?
2. Was Biff able to develop good
photos of the dinosaurs? How do
you know?
Connections
If you were Biff, how would you
feel to learn that there was no film
in the camera?
19/29
 TG
LO: Understand the meaning of major events; build the basic concept of the
reading strategy.

Describe Major Events Using 1. Have Ss identify the major events in the story.
2. Have Ss choose the most important event and give reasons.
3. Click and demonstrate one illustration from the story and model how to

Key Details
use the key details to describe the major events.

The Major Event Key Details

• a giant footprint
Many events happen
Chip found a
in a story,
footprint.
but major
Events are the things that happen • in
dinosaur’s
a story.footprint
events change the story itself. • took a photograph
...
Which event is more important in the story?
 Chip
Chipfound
foundaafootprint.
giant footprint. He thought it must
be a dinosaur’s footprint. Biff took a
 photograph
Chip saw a giant
of it. dragonfly.

2:30
20/29
 TG
Reading Strategy
LO: Use picture and key details to describe the major events; build the basic

Describe Major Events

concept of the reading strategy.
1. Have Ss practice the reading skill and strategy to describe the major
events.

Using Key Details

2. Guide Ss to work together by describing the event in the story using the
illustration and details.
3. Give feedback.

The Major Event Key Details

1:30
21/29
 LO: Check Ss’ understanding of the words that they learned in the lesson.
TG
Vocabulary
1. Ask Ss to work together to correctly fill in the blanks.
2. Give feedback.

Read & Choose Note: If time is limited, you can skip this slide.

hide
1. I will _______ my diary in a drawer.
enormous
2. The cave was blocked by an ___________ rock.
fierce
3. They live in strong cages because they are ________ animals.

enormous hide fierce

1:30
22/29
 LO: Talk about what Biff did after the flying dinosaur picked up the TG
little dinosaur.Listening & Speaking
1. Read the question to Ss and model how to answer it.
2. Ask Ss to talk about what Biff did after the flying dinosaur picking

Let’s Talk up the little dinosaur; encourage Ss to answer the question in

complete sentences; assist Ss if necessary.

What did Biff do after

the flying dinosaur
picked up the little
dinosaur? Was Chip
right to get angry at
Biff?
 picked up a stick
 ran out
 yelled

2:00
23/29
 LO: Talk about what Ss would do if they saw someone else in trouble or
TG
in danger.
Listening & Speaking
1. Read the question to Ss and model how to answer it.
2. Ask Ss to talk about what they would do if they saw someone else

Let’s Talk
in trouble or in danger; encourage Ss to answer the question in
complete sentences; assist Ss if necessary.

What would you do

if you saw someone
else in trouble or in
danger?
Tips:
 Call the police.
 Ask more people for help.
 Stay calm.
 Keep yourself safe first.
2:00
24/29
 LO: Talk about how Ss can protect themselves while helping others. TG
Value
1. Ask Ss to recall if they would like to help others.
2. Model first; ask Ss to talk about the given question. Provide different
situations.
3. Encourage Ss to share their opinions; assist Ss if necessary.

How can you protect yourself while helping others?

2:00
25/29
 TG
Oral Writing
LO: Describe how the children’s knowledge about the dinosaurs helped them

Get Ready to Present in this adventure using the mind map.

1. Guide Ss to recall what happen to the dinosaurs in the adventure from
the beginning to the end; model first.
2. Have Ss work together to answer the questions.
3. Give feedback.

the dinosaur’s footprint the dinosaur’s eggs

1. Describe how the
children’s knowledge
about the dinosaurs
helped them in this
adventure using the The
the flying Dinosaurs
mind map shown. the
dinosaur
apatosaurus
2. Discuss your opinions
Howwith
did your
the children
partner.
know about the dinosaurs
help them in this another fierce dinosaur
adventure?
2:00
26/29
 TG
Writing
LO: Understand what the writing task is; know that they can complete the

Homework
writing task with the help of the post-class instructional video.
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.

Write a paragraph of an informational report to introduce a

kind of dinosaur in 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
27/29
 TG
LO: Review what they’ve learned in class.
Review
1. Ask Ss to recall the meaning of all the key words.
2. Have Ss read the key sentences from the story.

Let’s Review

Vocabulary
go through, footprint, hide, enormous, look
around, call, fierce
Sentences
 It must be a dinosaur’s footprint.
 The apatosaurus ran into the water.
pack, laugh, cottage,
torch, shadow, game station
1:00
28/29
 TG
1. Briefly comment on1.Ss’
Briefly comment.
performance today.
2. Have Ss say goodbye
2. to
Sayeach other. to each other.
“goodbye”

1:00
29/29