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Happy Halloween!Lesson 1

Pages Drama Book WorkbookBook cover, pp. 2-3 pp. 2-3

Objectives At the end of this lesson, the student will be better able to1) understand the story elements: characters and settings.2) remember the characters’ names and looks.3) have an interest in the story that they are going to read.

Teaching Materials Drama Book, Work Book, Teacher’s Tool (PPT), Song & Dance filesClass Time 50 minutes

Procedure & Teacher Talk PPT

Warm Up(6 min.)

1. Greeting (2 min.)Greet the class and begin with the title song.T: Hello everyone. Welcome to Ready, Action! Class.Let’s sing Ready, Action! Song together. Ready?(Play the song)

2. Warmer: Wake Up (4 min.)T: When I say “Start,” you find space and walk.When I say “Stop,” then you stop.(Try and you can add up more instructions.)Now, when I say “Clap,” you clap your hands.When I say “Jump,” you jump.(Mix them all to energize your students.)

Main Activity(30 min.)

3. Story element (10 min.)*Students are not able to understand the concept of characters and setting at once, but it is important to repeat this lesson when starting a new story so that they can catch the idea gradually.

T: We are going to read a new book.Every story has characters and setting.Characters are people like you and me and animals. Who is this? (Ss: crow.)How about this animal? (Ss: bat.)How about these characters? (Ss: duck, rabbit, turtle...)Setting is where and when. Like these pictures, it can be a town, a pond, a castle, or a forest.

*If possible, please elicit these words (town, pond, and castle) from students by pointing out. The last page is optional for higher level or older students.

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T: Are you ready, are you ready? Are you ready to play?Ss: We are ready! We’re ready! We’re ready to play!Teacher & Ss: Ready, Action!

Main Activity Quiz TimeAsk students if they know the characters, setting, and the title.T: Let’s see some pictures. Look at this.

Who do you see? (Ss: frog.)Where are they? (Ss: near the pond.)Do you know the title(name) of the story? (Ss: Little Green Frog.) Listen! The title of the story is Little Green Frog.(Ss: The title of the story is Little Green Frog.)

*Optional (for higher level or older students)----------------------------------Make a storyWho do you see? (Ss: little vampire, witch, mummy and big

vampire.)What do you think will happen? Try to make a story using these

pictures.-------------------------------------------------------------------------------------

4. Jump into the story (20 min.)T: Let’s look at the book we are going to read this month.

Can you find the title? Point it out with your finger!(*T’s modeling is required. Show them where the title is.)How about the characters? Who is he? Where is he?

T: Look at this page. (pp. 2-3) Wow, there are a lot of characters.How many characters are here?Let’s count them together. One, two, three, four, five, six, seven, eight, nine. How many are there? (Ss: nine.)

T: (Showing Vampire) Does Vampire go around in the day? (Ss: No.) How many vampires are there? (Ss: one.) Can anyone tell me where Vampire lives?

T: (Showing Witch) Is the Witch’s skin pink? (Ss: no.) What color is her skin? (Ss: green.) Do you know anyone else who has green colored skin? (Narrator.)

T: (Showing Mummy) Do you know the name of this person? (Ss: Mummy.) Who is the scariest?

Game: Who’s missing?T: Now we are playing a game called “Who’s missing?”, All the

characters are here. I will erase one character and you have to find it. Let’s try. Please close your eyes (*T deletes one character.) Open your eyes. Who’s missing? (Ss: cat) Good. (*Finish all three games.)

*Optional (for higher level or older students)----------------------------------If the students belong to a higher level, play “Guess who I am” game. Show them all the characters. Pick one and describe it.T: This character likes black. It has green skin and has a fang.

(*T does the motion showing student what a narrator does.Who am I? (Ss: Narrator.) That’s right. He is Vampire.

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Workbook(10 min.)

5. Workbook time (10 min.)Have students open their workbook to p.2.

Before ReadingCharacters (p.2)Go over names one by one and have them put on the stickers.

Warm UpA.Look and choose. (p.3 top)Choose the correct title of the story.

B. Circle the Halloween things. (p.3 bottom)Circle things only related to Halloween.

Fun 1 (p.20)When the students finish their workbook and have extra time, get Ss to do “Fun 1.” They can do it at home, too.

Wrap-up(4 min.)

Ask them if they remember any characters and the title of the story.Talk about what characters they like the most so far.

Homework:Go over the names of the characters.

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Objectives At the end of this lesson, the student will be better able to1) learn new vocabulary words with ease.2) express their thoughts and opinions with gestures.3) predict what is going to happen in the story.



Warm Up(6 min.)

1. Greeting (2 min.)Greet the class and begin with the title song.T: Hello everyone. Welcome to Ready, Action! Class.

Let’s sing Ready, Action! Song together. Ready?(Play the song.)

2. Warmer: Imagine (4 min.)T: Imagine that you were a vampire in the story. Do you know

how vampires fly? How do they walk? (*Model vampire flying and walking to Ss.)When I say “fly,” you fly like a vampire.When I say “walk,” you walk like a vampire.When I say “talk,” then you talk like a vampire.(*You can add more instructions.)(Mix up the commands to energize your students.)

Main Activity(30 min.)

3. Review (2 min.)T: Do you remember what we learned last time? What is the title of the story? (Ss: Happy Halloween!)

Who is in the story? (Ss: Vampire, Ghost, Mummy …)Where is the place? Is it in the village? (Ss: house.)

4. Words (4 min.)T: Let’s look at some words. What is the word? (Ss: Halloween.)

Yes, what is the first letter of the word “Halloween”? (Ss: h.) What sound does “h” make? (Ss: hhhh) How many syllables are there? (Ss: …) Let’s count it by clapping. Are you ready? Halloween. 3 syllables.

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Main Activity T: What is the word? (Ss: wake up.) Good. What is the first letter of the word “wake up”? (Ss: w.) How many syllables are there? (Ss: 2) Are you sure? Wake up. 2 syllables. Wow.

T: What is the word? (Ss: scare.) Yes, what is the first letter of the word “scare”? (Ss: s.) How many syllables are there? (Ss: 1) Let’s check. Are you ready? Scare. 1 syllable.

T: What is the word? (Ss: kid.) What is the first letter of the word “kid”? (Ss: k.) How many syllables are there? (Ss: 1) kid. 1 syllable. Great!

*Even though students are done with learning phonics, it might still be confusing. So, it is advisable to check their phonemics & syllabic awareness while covering new words.

*Optional[Pair Work] Get Ss to watch the video with a partner. Get Ss to pick a costume that they like and share it with their partners.

5. Jump into the story (24 min)Picture Walk(pp.4-5)T: Look at the picture. Who is in the picture? (Ss: Vampire.) What is the

date? (Ss: October 31.) Where is Vampire coming out of? (Ss: coffin.)

Read and Sing(p.4)1st Reading: While Teacher reads each line, Ss point to the line together.2nd Reading: Teacher reads line by line and Ss repeat after Teacher.3rd Reading: Get Ss to read by themselves.4th Reading: Then play the song and have Ss sing together. (* 2 times)

(p.5)1st Reading: Teacher reads each line and Ss point to each line while listening.2nd Reading: Teacher reads line by line and Ss repeat after Teacher.3rd Reading: Get Ss to read by themselves.4th Reading: Divide students into four groups and assign each character to each group. Get Ss to read the narrator part together and read their assigned part. Switch the characters and get Ss to practice.

Extra Activity *Craft 1: VampireMaterials: Paper plate, paper (black and white), scissors, glue, crayon, marker.

1. Use paper plate to trace and cut out head of vampire.2. Paste head to the paper plate.3. Cut out eye brows with black paper and paste it on the plate.4. Draw eyes with a marker.5. Draw and color mouth.6. Cut out fangs with white paper and paste it on

* Craft 2: GhostMaterials: Paper plate, toilet paper, paper (white), scissors, glue, crayon, marker.

1. Draw face of ghost on a paper plate.2. Draw and cut out hands using white paper.3. Paste hands onto the paper plates.4. Paste toilet paper onto the paper plate.

*Role Play (5 min.)1. Get Ss to make Vampire and Ghost.2. Get Ss to get into pairs and act out pp.4-5 from the book.

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3. Get Ss to change roles and read pp.4-5 again.

Workbook(10 min.)


Chant in Action (p.4 top)Play the audio or read the chant. While listening, get Ss to point out and chant together.

Words in Action (p.4 bottom)Ask Ss what the words might be. Have them put the correct sticker parts and match the right words with the correct pictures.

Find and color. /Read and circle. (p.5)Get Ss to write the correct answers. Check the answers.

Fun 2 (p.21)When Ss are done with workbook and have extra time, get Ss to do “Fun 2.” Ss can take their work home. Ask Ss what it is.

Wrap-up(4 min.)

Ask Ss to read pp.4-5 together (choral reading). Homework:Read pp.4-5 (3 times)

Happy Halloween!6

Lesson 3Pages Drama Book Workbook

Book cover, pp. 6-7 pp. 6-7Objectives At the end of this lesson, the student will be better able to

1) match lines to the characters who said them.2) express their thoughts and opinions with gestures.3) predict what is going to happen in the story.

Teaching Materials Drama Book, Work Book, Teacher’s Tool (PPT), Song & Dance files, a bouncing ball

Class Time 50 minutes


Warm Up(6 min.)


2. Warmer: Catch my name (4 min.)Review the character’s names in the story.T: (Write each character name on a paper strip then have Ss pick

one.) Has everyone got a character? Okay, let’s make a circle. You are going to say “Hello, I’m Bat.” And pass this ball to the person next to you. (Model it and have everybody try it.) Alright, now you know everyone’s character name. This time say your name and the name of the person you are throwing to. For example, “Bat to Eagle.” Don’t forget to make eye contact before throwing the ball to the person. (*Tip: Have Ss raise their one hand up until they receive the ball. This is to get everyone a chance.)

Main activity(30 min.)

3. Review (6 min.)Story elements (2 min.)T: (Showing the book cover page) What is the title of this book?

(Ss: Happy Halloween!) The title of the story is Happy Halloween! Who are the characters? (Ss: Vampire, Ghost, Mummy…)

Collective role (4 min.)When Teacher says a character, everyone pretends to be that character.

OptionalGuess the character: Teacher describes a character verbally or with motion, then students should guess which character the Teacher was referring to.

Main Activity 4. Words in sentence (4 min.)T: Let’s review the words we have learned in our last lesson. It’s _____ today! (Ss: Halloween). Right! Let’s read the whole sentence. (Ss: It’s Halloween today!) Good! How many syllables does

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“Halloween” have? (clapping) Three!

T: _________, Ghost! (Ss: Wake up.). Let’s read the whole sentence together. (Ss: Wake up Ghost!) How many syllables does “wake up” have? (Ss: two).

T: Let’s ______ the kids. (Ss: scare.). Let’s read the whole sentence together (Ss: Let’s scare the kids.). How many syllables does “scare” have? (Ss: one).

T: Let’s scare the _____ (Ss: kids.). Let’s read the whole sentence together (Ss: Let’s scare the kids.). How many syllables does “kids” have? (Ss: one). Perfect!

5. Jump into the story (20 min.)Picture Walk(pp.6-7)T: Where are they? (Ss: in the house.)What are they doing? (Ss: they are singing and dancing.)Why do you think they are singing? Can you sing and dance?

Read & Sing(pp.6-7)1st Reading: While Teacher reads each line, Ss point to the line together.2nd Reading: Teacher reads line by line and Ss repeat after the Teacher.3rd Reading: Ss read by themselves.4th Reading: Ss listen to the song “It’s Halloween!” and read/sing it together.

Dance and sing along*When students use their body, they learn faster with a lot of fun.T: Now, we are going to sing and dance together. Are you ready? Stand up!(Play the video “It’s Halloween!” When everybody stands up, have them follow the dance and sing along.)It’s Halloween!It’s Halloween.It’s Halloween. It’s Halloween.Trick or treat. Trick or treat.Scare, scare, scare the kids.Scare, scare, scare the kids. Boo!(Repeat)It’s Halloween. Boo!

*Optional

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Who said what?If there’s enough time, have students guess what the characters said by using PPT.

Extra Activity

Workbook(10 min.)


Story in Action (p.6 top)Play the audio or read the lines to the Ss. While listening get Ss to point out and read together. Then ask Ss to stick the correct sticker on the correct place.

Read and circle. (p.6 bottom)Encourage Ss to read and find the right answer. Go over the answers together.

Read and match. (p.7)Get Ss to read each speech bubble and guess who said what. Have them match the speech bubble with the correct character.

Wrap-up(4 min.)

Ask Ss to read pp. 6-7 together (choral reading).Sing the song one more time and finish the lesson.

Homework: pp.6-7

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Objectives At the end of this lesson, the student will be better able to1) learn new vocabulary words with ease.2) express their thoughts and opinions with gestures.3) recycle expressions from the book.

Teaching Materials Drama Book, Work Book, Teacher’s Tool (PPT), Song & Dance files.Class Time 50 minutes


Warm Up(6 min.)

1. Greeting (2 min.)Greet the class and begin with the title song.T: Hello everyone. Welcome to Ready, Action! Class.Let’s sing Ready, Action! Song together. Ready?(Play the song.)

2. Warmer: Tableau (4 min.)Review the character’s names in the story.T: Imagine that you saw a vampire.

How would you act? What should you do?(Teacher’s modeling is required) Let’s try it together.* Tip: Tableau is a still picture. Have Ss imagine and make a still picture (not moving) of the scene with their body.


3. Review (6 min.)Through this activity, students can recycle the expressions from the story. “It’s ____!” and “Let’s _____!”, etc.

1. Do the interactive questions using the PPT.2. Get Ss to read aloud the sentences and choose the right

answer.3. Continue until Ss get the characters right.

4. Words (4 min.)T: What is the word? (Ss: vampire.)

What is the first letter of the word “vampire”? (Ss: v.) What sound does “v” make? (Ss: vvvv) How many syllables are there? (Ss: 2.)Let’s count it by clapping. Are you ready? Vampire. 2 syllables.

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Main Activity T: What is the word? (Ss: ghost.)What is the first letter of the word “ghost”? (Ss: g) What sound does “g” make? (Ss: gggg) How many syllables are there? Ghost. 1 syllable.

T: What is the word? (Ss: face.)What is the first letter of the word “face”? (Ss: f) What sound does “f” make? (Ss: ffff) How many syllables are there? Face. 1 syllable.

T: What is the word? (Ss: body.)What is the first letter of the word “body”? (Ss: b) What sound does “b” make? (Ss: bbbb) How many syllables are there? Body. 2 syllables.

*Even though Ss have finished learning phonics, it might be still confusing for them. So, it is advisable to check their phonemic & syllable awareness while going over new words.

5. Jump into the story (20 min.)Picture Walk(p.8)T: Who is in bed? (Ss: Witch).

What are they doing? (Ss: They are waking up Witch.) What will they do?

(p.9)T: Who do they go and see? (Ss: Mummy.)

What are they doing? (Ss: They are waking up Mummy.)

Read and Sing(p.8)1st Reading: While Teacher reads each line, Ss point to the line together.2nd Reading: Teacher reads line by line and Ss repeat after the Teacher.3rd Reading: Ss read by themselves.4th Reading: Divide students into small groups and assign each character. Have Ss read the Narrator part together and read their own part. Switch the characters and practice further.

(p.9)1st Reading: Teacher reads each line and Ss point to the line together.2nd Reading: Teacher reads line by line and Ss repeat after Teacher.3rd Reading: Ss red by themselves.4th Reading: Then play the song and have them sing together. (2

times)Workbook(10 min.)

6. Workbook time (10 min.)Have Ss to open their workbook to p.8.

Chat in Action (p.8 top)Play the audio or read the chant to Ss. While listening, get Ss to point out and chant together.

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Words in Action (p.8 bottom)A. Stick and match.Have Ss read the words and ask them to stick the correct stickers. Then ask them to match the pictures to the correct words.B. Look and read. (p.9)Review the words and say the words 3 times.C. Read and circle (p.9)Read the sentences and choose the correct words.

Wrap-up(4 min.)

Ask Ss to read pp. 8-9 together (choral reading). Homework:Read pp. 8-9(3 times)

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Objectives At the end of this lesson, the student will be better able to1) learn new vocabulary words with ease.2) express their thoughts and opinions with gestures.3) read and speak with confidence.



Warm Up(6 min.)


2. Warmer: Zip, Zap, Zop (4 min.)Pass the words – zip, zap, zop – and energy around the circle as quickly and smoothly as possible. Instead of zip, zap, zop, you can use some other words.(Alliteration) Big Brown Bear/ Peter Piper Picked / Fresh Fried FishT: Today we are going to pass three words, zip zap zop. Look at this. I

pass Zip to you (Pointing at and pass), and you can pass Zap to someone else. Then the person passes Zop to another student. (Teacher’s modeling is needed.)


3. Review (6 min.)Reading PracticeReview the pages 4-9 we learned so far and practice more reading.(After choral reading, please choose one of the reading activities depending on the time you can use.)

1) Choral reading: Have Ss read together.2) One (or three) word reading: Have Ss read one or three words each quickly.3) Reading with emotion: Choose one emotion each time such as angry, sad, happy. Then read a page with that emotion.

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Main Activity 4. Words (4 min.)T: Who is she? (Ss: witch.) What is the first letter of “witch”? (Ss: w) What sound does “w” make? (Ss: wwww) How many syllables are there in “witch”? (Ss: 1) Let’s count it by clapping. Are you ready? Witch. 1 syllable.

T: What is the person? (Ss: mummy.) What is the first letter of the word “mummy”? (Ss: m) What sound does “m” make? (Ss: mmmm) How many syllables are there in “mummy”? (Ss: 2) That’s right. Let’s check.

T: What is the word? (Ss: house.) What is the first letter of the word “house”? (Ss: h) What sound does “h” make? (Ss: hhhh) How many syllables are there in “house”? (Ss: 1) Great. Are you ready? House. 1 syllable.

T: What is the word? (Ss: door.) What is the first letter of “door”? (Ss: d) What sound does “d” make? (Ss: dddd) How many syllables are there in “door”? (Ss: 1) Are you ready? Door. 1 syllable.

*Even though Ss finished learning phonics, it might be still confusing to them. So, it is advisable to check their phonemic & Syllabic awareness while covering new words.

5. Jump into the story (20 min.)Picture Walk

(pp.10-11)T: What does Vampire have? (Ss: fangs.) What does Ghost have? (Ss: body.) What does Witch have? (Ss: face.) What does Mummy have? (Ss: bandages.)

(pp.12-13)T: Where are they going? (Ss: house.) Who lives in the house? (Ss: Witch, Ghost, Vampire, and Mummy.)

Read & Sing(pp.10-13)1st Reading: While Teacher reads each line, Ss point to the line together.2nd Reading: Teacher reads line by line and Ss repeat after the Teacher.3rd Reading: Ss read by themselves.4th Reading: Divide students into four groups and assign each character. Have Ss read the Narrator part together and read their own part. Switch the characters and practice further.

Dance and sing along*When students use their body, they learn faster with a lot of fun.T: Now, we are going to sing and dance together. Are you ready? Stand up!(Play the video “Ready for Halloween.” When everyone stands up. Get Ss to follow the dance and sing along.)

Ready for Halloween.

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Woo-hoo-hoo-hoo-hoo-hoo. Halloween!Woo-hoo-hoo-hoo-hoo-hoo. Halloween!I am a vampire. Look at my fangs.I am a ghost. Look at my body.I am a witch. Look at my face.I am a mummy. Look at my bandages.Let’s get ready for Halloween!

*OptionalMimingTeacher reads some lines and students have to mime each activity.T: Now I am going to read some parts from the book and you should mime

what I say. (Teacher modeling is required.)

Workbook(10 min.)

6. Workbook time (10 min.)Have Ss to open their workbook to p.10.

Story in Action (p.10 top)Play the audio or read the lines to Ss. While listening, get Ss to point out and read together. Also, ask Ss to place the correct stickers.

Read and Circle. (p. 10 bottom)Encourage Ss to read and find the right answer and circle it. Check the answers together.

Read and match. (p. 11)Have Ss read each speech bubble and guess who said it and match.

Chant in Action (p.12 top)Play the audio or read the chant to Ss. While listening, get Ss to point out and chant together.

Words in Action (p.12 bottom)A. Stick and match.Have Ss read the words and ask them to stick the correct stickers. Then ask them to match the pictures to the correct words.B. Find and color. (p.13)Find and color the same word.C. Read and circle (p.13)Read the sentences and choose the correct words.

Fun 3 (p.22)If the students have extra time after completing the workbook, get Ss to do “Fun 3.” Ss can do it at home, too.

Wrap-up(4 min.)

Ask Ss to read pp. 10-13 together (Choral reading).Get Ss to sing a song of their choice and finish the lesson.

Homework:pp. 10-13.

Happy Halloween!15

Lesson 6Pages Drama Book Workbook


1) learn new vocabulary words with ease.2) express their thoughts and opinions with gestures.3) read the lines with expression and confidence.



Warm Up(6 min.)


2. Warmer: Mirror (4 min.)Team building warmer activity

1) Two students become a team.2) One student (A) does action while the other student (B)

follows A’s action.3) Give one minute and switch the positions. Then switch

partners.


3. Review (6 min.)Review the songs we have learned so far and practice the dance movements.

Optional:Through this activity, students can review the expression “I am …” with the whole class.

Main Activity 4. Words (4 min.)T: What is the word in the picture? (Ss: kind) What is the first letter of

the word “kind”? (Ss: k) What sound does “k” make? (Ss: kkkk) How many syllables are there? (Ss: 1) Let’s count it by clapping. Are you ready? Kind. 1 syllable.

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T: What is the word in the picture? (Ss: cute) What is the first letter of the word “cute”? (Ss: c) What sound does “c” make? (Ss: cccc) How many syllables are there? (Ss: 1) Are you ready? Cute. 1 syllable. Wow!

T: What is the word in the picture? (Ss: candy) What is the first letter of the word “candy”? (Ss: c) What sound does “c” make? (Ss: cccc) How many syllables are there? (Ss: 2) Are you ready? Candy. 2 syllables.

T: What is the word in the picture? (Ss: play) What is the first letter of the word “play”? (Ss: p) What sound does “p” make? (Ss: pppp) How many syllables are there? (Ss: 1) Are you ready? Play. 1 syllable. Great!

*Even though students are done with learning phonics, it might still be confusing. So, it is advisable to check their phonemics & syllabic awareness while covering new words.

5. Jump into the story (20 min.)Picture Walk

(pp.14-15)T: Who is running away? (Ss: kids.) Why do you think they are running away? (Ss: They are scared.)

(p.16)T: What is Witch doing? (Ss: She is scaring the girl.) Why is the girl

surprised? (Ss: because she is a witch.)

(p.17)T: What does Mummy have? (Ss: candy.) What do you think will happen next?

(pp.14-15)1st Reading: Teacher reads each line and Ss point to the line together.2nd Reading: Teacher reads line by line and Ss repeat after Teacher.3rd Reading: Ss read by themselves.4th Reading: Divide students into four groups and assign each

character to each group. Get Ss to read the narrator part together and read their assigned part. Switch the characters and get Ss to practice further.

(pp.16-17)1st Reading: Teacher reads each line and Ss point to the line together.2nd Reading: Teacher reads line by line and Ss repeat after Teacher.3rd Reading: Ss read by themselves.4th Reading: Divide Ss into four groups and assign each character to each group. Get Ss to read the narrator part together and read their assigned part. Switch the characters and get Ss to practice further.

Workbook(10 min.)

6. Workbook time (10 min.)Have Ss to open their workbook to p.14

Story in Action (p.14 top)Play the audio or read the lines to Ss. While listening, get Ss to point out and read together. Then ask Ss to stick the correct sticker on the correct place.

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Read and Circle. (p.14 bottom)Encourage Ss to read and find the right answer. Check the answers together.

Read and match. (p.15)Have Ss read each speech bubble and guess who said it.

Chant in Action (p.16 top)Play the audio or read the chant to Ss. While listening, get Ss to point out and chant together.

Words in Action (p.16 bottom)A. Stick and match.Have Ss read the words and ask them to stick the correct stickers. Then ask them to match the pictures to the correct words.B. Look and read. (p.17)Look and read the phonics part. Have Ss trace the words and write.C. Read and circle (p.17)Read the sentences and choose the correct words.

Wrap-up(4 min.)

Ask Ss to read pp.14-17 together (Choral reading).Sing a song of your choice one more time and finish the lesson.

Homework:Read pp14-17(3 times


Pages Drama Book Workbook

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1) learn new vocabulary words with ease.2) express their thoughts and opinions with gestures.3) read the lines with expression and confidence.



Warm Up(6 min.)


Let’s sing Ready, Action! Song together. Ready?(Play the song)

2. Warm-up activity (4 min.)1) Walk & Stop:Students walk around the classroom and when teacher says “stop,” they have to stop and make eye contact with someone who is close to them.2) 7 Count ShakeWhile the students count the numbers from 1 to 7, they shake their right hand 7 times. (Do the same thing with the left hand, right foot, and left foot.)


Main activity

3. Review (6 min.)Review the songs we have learned so far and practice the dance movements.

4. Review (6 min.)Review the pages 10-17 and the content we have learned so far and practice more reading.

1) Choral reading: Have Ss read together.2) Voice Reading: When they read the story, get Ss to use a

different voice for each reading. Have Ss stand up and read from left to right.

Ex) whispering voice, silent voice, loud voice, super loud voice, very fast voice, very slow voice.

5. Jump into the story (20 min.)Picture Walk(pp.18-19)T: What is happening in the picture? (Ss: They became friends.) Who

is playing with Vampire? (Ss: Kid 1.) Who is playing with Ghost? (SS: Kid 2.)

Read & Sing(pp.18-19)1st Reading: While Teacher reads each line, Ss point the line

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together.2nd Reading: Teacher reads line by line and Ss repeat after Teacher.3rd Reading: Get Ss to read by themselves.4th Reading: Then play the song and have Ss sing together. (* 2 times)

Dance and sing along*When students use their body, they learn faster with a lot of fun.T: Now we are going to sing and dance together. Are you ready?

Stand up!(Play the video “Happy Halloween!” When everybody stands up, have them follow the dance and sing along.)

Happy Halloween!Happy, happy Halloween!Happy, happy Halloween!We love candy. We love you.(Repeat)Trick or treat! Trick or treat!Happy, happy, happy, happy,Happy Halloween!(Repeat)

Workbook(10 min.)

6. Workbook time (10 min.)Have Ss open their workbook to p.18

Story in Action (p.18 top)Play the audio or read the lines to Ss. While listening, get Ss to point out and read together. Then ask Ss to stick the correct sticker on the correct place.

Read and circle. (p18 bottom)Encourage Ss to read and find the right answer. Check the answers together.

Read and match. (p.19)Have Ss read each speech bubble and guess who said it.

Fun 4 (p.23)If the students have extra time after completing the workbook, get Ss to do “Fun 4.” Ss can do it at home, too.

Wrap-up(4 min.)

Ask Ss to read pp.18-19 together (Choral reading).Sing the song “Happy Halloween!” once more time and finish the lesson.

Homework:Read pp.18-19(3 times)


Pages Drama Book Workbook

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1) tell the story element of the target story.2) express thoughts and opinions with gestures.3) read the lines with expression and confidence.



Warm Up(6 min.)


Let’s sing Ready, Action! Song together. Ready?(Play the song)

2. Warm-up activity: Tongue twisters (4 min.)Try these tongue twisters with Ss. Try to do it slowly and then faster.

- Creepy crawler critters crawl through creepy crawly craters- Dracula digs dreary, dark dungeons.- Ghostly ghouls gather gleefully to golf on ghostly golf

courses.- Gobbling gargoyles gobbled gobbling goblins- Horribly hoarse hoot owls hoot howls of horror in

Halloween haunted houses.- If big black bats could blow bubbles, how big of bubbles

would big black bats blow?- If two witches would watch two watches, which witch

would watch which watch?Main activity

(30 min.)3. Review (6 min.)Word in Sentence (6 min.)Review 10 words in the sentences of the story.

Reading Practice (16 min.)1) Choral reading: Separate the students into teams and give

each team different characters. Have Ss read their lines when their turn comes.

2) Reader’s theatre*: Divide the students into groups and allocate the roles to the students.

* Reader's theater is a style of theater in which the actors do not memorize their lines. Actors use only vocal expression to help the audience understand the story rather than visual storytelling such as sets, costumes, intricate blocking, and movement.

Song & Dance (8 min.)Practice and review songs and dance movements from the videos together.

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*Teacher can control the time of the class. If reviewing the words in sentences is not needed, cut down the time for different practice.

Workbook(8 min.)

4. Workbook time (8 min.)Have Ss open their workbook to p.24.

After Reading (p.24)Ask Ss to put the stickers in the correct place. Get Ss to retell the story using the pictures.

My Book Report (p.25)Get Ss to write a simple book report by writing their names and write what they liked about the book.

Extra Activity Optional:Story Map (10 min.)Separate the roles to draw characters, setting, etc.Make a story board and put it on or hang somewhere in your classroom. It helps children to review the story over again.Materials needed: foam board, sticky notes, color pens, color papers glue sticks.

Retelling with picturesGive students a comic strip and ask them to draw three important scenes to retell the story. Get Ss to write an important word for each part.

Wrap-up(4 min.)

Ask Ss about their favorite part from the story.Get Ss to talk about characters, settings, and their favorite part from the story.

*8 lessons are planned in this guide, but you can always add more review & practice to extend the classes from 8 to 12 classes.

- Option I: 8 lessons (Readers)

- Option II: 12 lessons (Readers + Musical/Reader’s Theatre performance)

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