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The Rabbit and the TurtleLesson 1

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

Objectives At the end of this lesson, the student will be able to better1) Understand the story elements; characters and settings2) Remember the characters’ names and looks3) 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: Turtle)How about this animal? (Ss: Rabbit.)How about these characters? (Ss: Duckling, rabbit, a boy

anda vampire.)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: a boy)Where are they? (Ss: in the jungle.)Do you know the title(name) of the story? (Ss: Little Simba and

Four Tigers.)Listen! The title of the story is Little Simba and Four Tigers.(Ss: The title of the story is Little Simba and Four Tigers.)

*Optional (for higher level or older students)----------------------------------Make a storyWho do you see? (Ss: rabbit, turtle, girl, woman.)What do you think will happen? Try to make a story using thesepictures.

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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? Where are they? What about the setting?

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. How many are there? (Ss: six.)

T: (Showing Rabbit) What is the color of her fur? (Ss: white.) Do you think the rabbit is slow? (Ss: No, fast!) Can you find an animal that is fast? (Ss: fox.) How about animals that are slow? (Ss: turtle.)

T: (Showing elephant) Is the elephant fast or slow? (Ss: slow) Can you find an animal that is slow? (Ss: turtle.)

T: (Showing narrator) What is he wearing on his neck? (Ss: ???) It is a bow tie. He is a narrator. He is a racoon that tells the story.

Game: Who’s missing?T: Now we are playing a game called What’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. What’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 wears a bow tie. It is cute. It has a red nose.

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

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Workbook(10 min.)

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

Before Reading- Characters (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 animals. (p.3 Bottom)

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

Teaching Materials Drama Book, Work Book, Teacher’s Tool (PPT), Song & Dance filesClass 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: Imagine (4 min.)T: Imagine that you were a turtle in the story. Do you know how

the turtle walks? How do they eat? (*Model mouse walking and eating to Ss.)When I say “Walk,” you walk like a turtle.When I say “eat,” you eat like a turtle.When I say “stop,” then you stop.(*You can add more instructions).(mix up the commands to energize your students.)


3. Review (2 min.)T: Do you remember what we learned last time?

What is the title of the story? (Ss: The Rabbit and the Turtle.)Who are the characters? (Ss: Rabbit Turtle, Elephant …)Where does the story take place? Is it in the village? (Ss: forest.)

4. Words (4 min.)T: Let’s look at some animals. What is it? (Ss: rabbit.) Yes, what

is the first letter of the word “rabbit”? (Ss: r.) What sound does “r” make? (Ss: rrrr) How many syllables are there? (Ss: …) Let’s count it by clapping. Are you ready? Rabbit. 2 syllables.

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Main Activity T: What is it? (Ss: turtle) Good. What is the first letter of the word “turtle”? (Ss: tttt) How many syllables are there? (Ss: 2) Are you sure? Turtle. 2 syllables. Wow.

T: What is it? (Ss: parrot.) Yes, what is the first letter of the word “parrot”? (Ss: pppp) How many syllables are there? (Ss: 2) Let’s check. Are you ready? Parrot. 2 syllables.

T: What is it? (Ss: Elephant) What is the first letter of the word “Elephant”? (Ss: eeee) How many syllables are there?(Ss: 3) Elephant. 3 syllables. 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 (for higher level or older students)----------------------------------Ask them about fast and slow animals. Ask them to divide the animals into fast and slow animals.*They might have learned about body parts, so use this exercise to double check if they know more body parts or not.T: Which animal is faster? Elephant or the rabbit?

5. Jump into the story (24 min)Picture Walk(p.4)T: Look at the picture. How is the weather? (Ss: sunny.) Who can

you see? (Ss: rabbit and turtle.) What is the rabbit doing? (Ss eating carrot.) What is the turtle doing? (Ss: walking.) What do you think will happen? Let’s find out.

(p.5)T: Who is faster? Rabbit or turtle? (Ss: rabbit.) That’s right. Now,

can you find other animals in the picture? (Ss: Elephant and fox.)

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.

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Extra Activity *Craft: Slider craftMaterials: Colored papers (green and white), scissors.

1. Draw Rabbit on white paper and Turtle on green2. Cut out Rabbit.3. Cut a strip of white paper.4. Draw scenes from p.4 to 7 (Drama Book) on the strip.5. Cut 2 locations on Rabbit and insert the strip.6. Color Rabbit.7. Repeat the steps for Turtle using green paper.

*Fun activity (5 min.)Story telling

1. Get Ss into pairs.2. Each student choose Rabbit or Turtle.3. Use each slide to move each scene to retell the story in their

own words.

Workbook(10 min.)

6. Workbook time (10 min.)Have students open their workbook p. 4.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)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-C. Find and Draw/ 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. What is it?

Wrap-up(4 min.)

- Ask Ss to read pp.4-5 together (choral reading)- Sing one more time and finish the lesson.

Homework:Read pp.4-5 (3 times)

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Objectives At the end of this lesson, the student will be better able to1) match lines to the characters who said them2) 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 Rabbit.” And pass this ball to the person next to you. (modeling! And everybody tries 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, “Rabbit to Turtle.” 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.)


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

(Ss: The Rabbit and the Turtle) The title of the story is the Rabbit and the Turtle. Who are the characters? (Ss: Rabbit, Turtle…)

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.

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Main Activity 4. Words in sentence (4 min.)T: Let’s review the words we have learned in our last lesson. I am____ (Ss: Rabbit). Right! Let’s read the whole sentence. (Ss: I’m Rabbit.) Good! How many syllables does “Rabbit” have? (clapping) Two!

T: I am _____ (Ss: turtle.). Let’s read the whole sentence together. (Ss: I am a turtle.) How many syllables does “turtle” have? (Ss: two).

T: I am a ______ (Ss: parrot.). Let’s read the whole sentence together (Ss: I am a parrot.). How many syllables does “parrot” have? (Ss: two).

T: I am an _____ (Ss: elephant.). Let’s read the whole sentence together (Ss: I am an elephant). How many syllables does “elephant” have? (Ss: three). Perfect!

5. Jump into the story (20 min.)Picture Walk(p.6-7)T: Where are they? (Ss: in the forest.)What are they doing? (Ss: they are hiding.)Can you find other animals? (Ss: Elephant, parrot…)Who do you think will win?*You do not have to ask all these questions. Just pick some questions.

Read & Sing(p.6)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.

(p. 7)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)

Main Activity 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 “Turtle and Rabbit” When everybody stands up, have them follow the dance and sing along.)

Turtle and Rabbit.I am a turtle. I am slow.Slow, slow, I am slow.I am a turtle. I am slow.I am slow, but I will win!

I am a rabbit. I am fast.

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Fast, fast, I am fast.I am a rabbit. I am fast.I am fast, and I will win!

Extra Activity Optional*Fun Activity (5 min.) Use Teacher’s Resource Tool.T: What did Turtle say?(Example: I am slow.)

Workbook(10 min.)

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

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 put the stickers.

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.

Optional: ____ is faster than ________. (7 min.)Prepare a sketchbook. On every piece of paper, put a different character. Divide students into teams and have each team stand in line. The teacher will flip the papers and Ss will make a sentence. Within 1 minute, the team that makes the most sentences will win.

T: (Showing the Rabbit and Turtle)Ss: Rabbit is faster than Turtle.

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.)


2. Warmer: Tableau (4 min.)Review the character’s names in the story.T: Imagine that you were a rabbit and saw a slow turtle.

How would you act? What would you do?(Teacher’s modeling is required) I would feel very happy to see the turtle. So I act like this! (Acting happy) And Freeze. Alright?Let’s try it together. A slow turtle is here. (Ss act out.) And everybody freeze.


3. Review (6 min.)Through this activity, students can recycle the expression“Hi ____”and “I am a ____.”

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: Slow.)

What if the first letter of the word “slow”? (Ss: s) What sound does “s” make? (Ss: ssss) How many syllables are there? (Ss: 1)Let’s count it by clapping. Are you ready? Slow. 1 syllable.Can you tell me an animal that is slow? (Ss: Turtle.)

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Main Activity T: What is the word? (Ss: fast.)What is the first letter of the word “fast”? (Ss: f) What sound does “f” make? (Ss: ffff) How many syllables are there? Fast. 1 syllable.Can you tell me a fast animal? (Ss: rabbit.)

T: What is the word? (Ss: hungry.)What is the first letter of the word “hungry”? (Ss: h) What sound does “h” make? (Ss: hhhh) How many syllables are there? Hungry. 2 syllables.What would you like to eat when you are hungry?

T: What is the word? (Ss: thirsty.)What is the first letter of the word “thirsty”? (Ss: g) What sound does “t” make? (Ss: tttt) How many syllables are there? Thirsty. 2 syllables.What do you drink when you are thirsty?

*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(pp.8-9)T: What are they doing? Are they racing? (Ss: yes.) Who is fast? (Ss: rabbit.) Who is slow? (Ss: turtle.)

Who do you think will win? (Ss: rabbit.)

Read and Sing(pp.8-9)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.

Main Activity 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 “Fast or Slow” When everyone stands up. Get Ss to follow the dance and sing along.)

Fast or SlowFast or slow, Fast or slow.Fast or slow. Fast or slow.Who will win the race, race?Who will win the race, race?Fast or slow. Fast or slow.Who will win the race, race?Who will win the race?Fast or slow.

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Workbook (10min)

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


B. Look and read. (p.9)Review the words and say the words 3 time.

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)Sing one more time and finish the lesson.

Homework:Read pp. 8-9(3 times)

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Objectives At the end of this lesson, the student will be better able to better1) 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, we 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: What is the word? (Ss: sleep.) What is the first letter of “sleep”? (Ss: s What sound does “s” make? (Ss: ssss) How many syllables are there in “sleep”? (Ss: 1) Let’s count it by clapping. Are you ready? Sleep. 1 syllable. Sleep. 1 syllable.

T: What is the word? (Ss: Wake up.) What is the first letter of the word “walk up”? (Ss: w) What sound does m”w”make? (Ss: wwww) How many syllables are there in “wake up”? (Ss: 2) That’s right. Let’s check.

T: What is the word? (Ss: walk.) What is the first letter of the word “walk”? (Ss: w) What sound does “w” make? (Ss: wwww) How many syllables are there in “walk”? (Ss: 1) Great. Are you ready? Walk. 1 syllable.

T: What is this? (Ss: go.) What is the first letter of “go”? (Ss: g) What sound does “g” make? (Ss: gggg) How many syllables are there in “go”? (Ss: 1) Are you ready? Go. 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 is Rabbit doing? (Ss: Rabbit is eating.)

Who is talking to Rabbit? (Ss: Parrot.)What is Fox doing? (Ss: He is saying no.)What is Turtle doing? (Ss: running.)Who is helping Turtle? (Ss: Elephant.)What is Elephant doing? (Ss: He is giving water.)

(pp.12-13)T: What is Rabbit doing? (Ss: sleeping.) Who is Elephant cheering for? (Ss: Turtle.) What is Fox doing? (Ss: He is looking at time.) What is Parrot doing? (Ss: He is waking up Rabbit.)

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 “Animal’s Cheer” When everyone stands up. Get Ss

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to follow the dance and sing along.)Animal’s CheerGo, go, go! Go, go, go!Go, Rabbit, go! You can do it.Wake up, wake up! You can do it.Go, Turtle, go! You can do it.Walk, walk! You can do it.Go, Rabbit, go! Go, go, go!You can do it. Go, go, go!Go, Turtle, go! Go, go, go!You can do it. Go, go, go!

OptionalMimingTeacher reads some lines and students have to mime each activity.T: Now I am going to read some part 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 p.10Story 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. Check the answers together.

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

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 circle. (p.13)Find and circle the correct words.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 2.” 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.

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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 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“Hi, I am …,” “I am … ,“ with the whole class.

T: Hi, I am fast. I like carrots. Who am I?Ss: (Raise their hand and answer the question.)

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

the word “lose”? (Ss: l) What sound does “l” make? (Ss: llll) How many syllables are there? (Ss: 1) Let’s count it by clapping. Are you ready? Lose. 1 syllable.

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

T: What is the word in the picture? (Ss: win) What is the first letter of the word “win”? (Ss: w) What sound does “w” mqke? (Ss: wwww) How many syllables are there? (Ss: 1) Are you ready? Win. 1 syllable.

T: What is the word in the picture? (Ss: hop) What is the first letter of the word “hop”? (Ss: h) What sound does “h” make? (Ss: hhhh) How many syllables are there? (Ss: 1) Are you ready? Hop. 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 waking up Rabbit? (Ss: Parrot.) Who is winning the race? (Ss: Rabbit.)

(pp.16-17)T: Who won the race? (Ss: Turtle.) Who lost the race? (Ss: Rabbit.)

(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 red by themselves.4th Reading: Then play the song and have them sing together. (2

times)

(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 red 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.

6. Workbook time (10 min.)Have Ss to open their workbook 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 put the stickers.

Workbook Read and Circle. (p. 14 bottom)17

(10 min.) 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.


B. Look and read. (p.17 top)Find and circle the correct words.

C. Read and circle (p.17 bottom)Read the sentences and choose the correct words.

Wrap-up(4 min.)

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

Homework: Read pp14-17(3 times)

The Rabbit and the Turtle18

Lesson 7Pages Drama Book Workbook

Book cover, pp. 18-19 pp. 18-19Objectives At the end of this lesson, the student will be better able to better

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. 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.)



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 make 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.

Jump into the story (20 min.)Picture Walk(pp.18-19)T: Can you name all the animals? (Ss: Elephant, giraffe…)

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

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 “Hooray! Hooray!” When everybody stands up, have them follow the dance and sing along.)

Hooray! Hooray!Hooray! Hooray!Hooray, hooray, hooray!Hooray, hooray, hooray!Turtle wins. Turtle wins the race.(repeat)

Workbook(10 min.)

5. Workbook time (10 min.)Have Ss open their workbook 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 put the stickers.

Read and circle. (p. 18 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 “Hooray! Hooray” once more and finish the

lesson.

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


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Objectives At the end of this lesson, the student will be better able to1) 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.)



2. Warm-up activity: Tongue twisters (4 min.)Try these tongue twisters with Ss. Try to do it slowly then faster.1) Wood Turtle

How much myrtle would a wood turtle hurdle if a wood turtlecould hurdle myrtle?A wood turtle would hurdle as much myrtle as a wood turtle could hurdle if a wood turtle could hurdle myrtle

2) Harry HuntHarry hunt hunts heavy hairy hares.Does Harry hunt hunts heavy hairy hares?If Harry hunt hunts heavy hairy hares,Where are the heavy hairy hares Harry Hunt hunts?


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

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together.*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 p.28

After Reading (p.24)Ask Ss to put the pictures in order. Get Ss to retell the story using these 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 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, 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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