Keys2 Unit 2: The Fun Bus

Keys 2 Literacy Development (Keys2)

Unit 2: The Fun Bus

Unit of Work

Book Synopsis:
Mr. Bigelow is a bus driver. One day while driving his bus around the town the
passengers got on with different types of birds. Mr. Bigelow was angry but everyone
else sang and danced. He complained to Mrs. Bigelow who decided she would
become a bus driver. She called her bus, ‘The Fun Bus.’ People enjoyed riding on her
bus.

Duration of lessons 13 x 35 min

Reading text type Narrative text: Recount with rhyme and rhythm

Writing text type Narrative Text: Imaginative recount

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Introductory Statement

Units have been designed to exemplify ways of using the ELCG to develop learning
and teaching activities. Furthermore, the unit includes learning intentions and
assessment approaches relevant to Key Stage 2.

These units reflect the integrated learning approach central to the four language skills
on page 69-70 of the ELCG as well as in Appendix 5 of ELE KLACG 2017 focusing on
reading and writing. The units emphasise the need for student-centered activities that
incorporate the three generic strands into the Keys 2 Literacy Development (Keys2).
Units are written to develop students’ reading and writing skills progressively over all
the levels of Key Stage 2. The units build on and reference previous programmes
developed by the NET Section, CDI, EDB, HKSAR.

A. About this Unit

This P.4 unit uses the book, The Fun Bus. It has been specifically designed to continue
the development of reading and writing skills.

It incorporates the following teaching strategies:

a) Shared Reading; and

b) Process Writing.

It also incorporates:

a) guidance for assessment (e.g. high frequency words);

b) suggestions for the setting up of a language rich environment (see PD
package);
c) classroom management routines (see PD package);
d) development of decoding and comprehension reading strategies;
e) co-operative learning (see PD package);
f) student self-reflection (e.g. reflection of learning intentions, end of unit student
self-reflection);
g) writing checklist; and
h) e-learning (Optional).

B. Unit Organisation

The lessons are designed to be taught in a consecutive series. This block approach
provides for consistent and optimal learning opportunities.

Some lessons are designed to be taught within a double lesson (two single lessons
back to back) for continuity of learning.

Resources are provided every time you see the code (2.1a). This translates to ‘Unit 2,
Lesson 1, Resource a).

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Keys2 Unit 2: The Fun Bus

‘Teacher Talk’ is provided to give teachers more information about activities and to
assist them to explain activities to their students. A hyperlink to ‘Teacher Talk’ is
indicated by in the bottom right-hand corner of an activity.

Videos are provided for teacher reference for some activities. A hyperlink to a video is
indicated by in the bottom right-hand corner of an activity.

Suggestions for e-learning opportunities are provided for schools which would like to
incorporate e-learning in their English language curriculum. A hyperlink to e-learning
is indicated by in the bottom right-hand corner of an activity.

Suggestions for differentiation opportunities are provided for schools to cater for the
learner’s needs. A hyperlink to the differentiated materials is indicated by in the
bottom right-hand corner of an activity.

C. Before the Unit Task (2-3 weeks before the unit starts)

Choosing High Frequency Words for the Unit

Before the unit starts, students conduct a self-assessment of 49 High Frequency

Words (HFW) that are from the text, The Fun Bus (2.1a). Students tick off the words
that they know how to read (not focusing on the meaning). Once students have
completed this task the teacher will need to analyse the majority of words the students
do not know to plan for the words to be introduced in the lesson. This self-assessment
is done so teachers can focus on teaching students the unfamiliar words. If possible,
invite a Teaching Assistant (TA) to help with compiling the data for the self-
assessment.

D. Classroom Display

Posters will be provided to help enhance the language-rich environment. These

include, ‘Decoding Strategies Poster’, ‘Reading Comprehension Strategies Posters’,
‘Process Writing Posters’ and ‘Revising Triangles Posters’. Teachers are encouraged
to display students’ work throughout the unit.

E. Features of the Unit

Reading Text Type

Narrative text: Recount with rhyme and rhythm
Focus Content Words

 Adjectives: blue, purple, yellow, green, fun, terrible

 Nouns: bus, town, girl, box, rooster, cage, parrot, people, man, basket, peacock
 Verbs: jiggled, wiggled, sang, stamped, clapped, flew, opened, drives, said
 Connectives: and, so, now
Writing Text Type

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Narrative Text: Imaginative recount

Purpose of
Imaginative Text-type features Language features
Recount
 To entertain  Title  Tenses – Simple past
 Illustrations and simple present
 Organisation  Connectives
o Orientation  Adjectives
o Events  Dialogue
o Conclusion

F. Features of the Lessons:

1. Reading

Before the Reading

 Learning intentions
 Warm up activities
 High frequency words
 Content words
Reading the Text
 Shared reading
After the Reading
 Reading skills activities
 Reflection on learning intentions

2. Writing

Before the Writing

 Learning intentions
 Vocabulary building task – warm-up activities
Shared Writing
 Pre-writing (Thinking) – Brainstorming / Drafting / Revising / Editing
Independent Writing
 Pre-writing (Thinking) – Brainstorming / Drafting / Revising / Editing
After the Writing
 Sharing
 Reflecting on learning intentions
 Writing Checklist
 Self-reflection
 Portfolios

G. Guided Reading and Home Reading

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Guided Reading and Home Reading are recommended to be carried out weekly
through-out the school year. Although these units of work do not specifically include
Guided Reading and Home Reading, they are strongly recommended. When Guided
Reading is scheduled, two teachers are needed for that lesson. Schools requiring
assistance in implementing Guided Reading can refer to the Keys2 Guided Reading
and Home Reading Packs.

H. Ways to revisit Keys2 strategies in GE lessons

a. Display decoding or comprehension poster(s) and make reference to them
while teaching GE lessons.
b. Put content words of student’s choice in their Word Bank.
c. Link ideas, book terminology, HFW from the Keys2 lessons to GE lessons
whenever possible.
d. Refer students to the reading strategies posters to solve reading problems;
invite students to share what strategies work for them, e.g. self-monitoring,
making connections.
e. Remind students to apply the strategies introduced in Keys2.

f. Use ‘Thumb Gestures’  to reflect on learning in GE lessons.

I. Differentiation for Learner’s Needs

The units have been developed to cater for different students’ needs. This has been
done through, differentiated texts and differentiated task requirements. Suggestions
will be provided in the lesson plan accordingly.

J. Cooperative Learning Strategies

Cooperative learning strategies are strategies that allow the students to work together
to learn and solve problems. Cooperative learning also allows students to learn more
about social interaction and how to work well with others. Students get very excited
and love to participate in cooperative learning strategies.

K. Self-managing Activities (SMA)

Self-managing activities have been included in the unit to cater for the needs of early
finishers. Teachers can select the tasks they feel are most appropriate for their
students. The resources can be found in the ‘Self-managing Activities’ folder.

L. Portfolios

Samples of learners’ written work such as worksheets, first and final writing drafts, lists
of achieved high frequency words, personal vocabulary lists and self-assessment
sheets can be included in a portfolio. Students can analyse their work to see their
strengths and weaknesses and plan some personal goals. Students can take their
portfolios home to share their work with parents/guardians, while teachers can refer to
portfolios to analyse students’ learning.

Unit Outcomes

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Keys2 Unit 2: The Fun Bus

The main reading focus of this unit is to revisit and further explore a narrative text.
Within this unit, students will use a narrative text with a focus on reading with
expression and dialogue. The narrative text will be used as stimulus to motivate the
students to create their own imaginary recount. Students will be aware of the text-type
features of a recount which include an orientation, events and an ending.

In this unit students will develop the following skills:

Reading

Keys2 reading skills Related skills in ELCG

Graphophonic I know the word Sight read a wide range of
common phonically irregular words
I know a word that looks Recognize known clusters of letters in
similar unknown words, e.g. in, chin, thin
I find a small word in a big Use known parts of words or word
word association to work out the meaning of
unknown words, e.g. happy/unhappy,
care/careless, bath/bathroom
Semantic I predict what might Predict the likely development of a topic
happen by recognising key words, using
personal experiences, and making use
of context and knowledge of the world
I use what I already know Guess the topic and the likely
development of the topic by using
personal experiences and knowledge of
the world
I look at the picture Guess the meaning of unfamiliar words
by using contextual or pictorial clues
I retell the story in my own Identify details that support the gist or
words main ideas
I read with expression and Understand intentions, attitudes and
intonation feelings conveyed in a text by
recognising features such as the choice
and use of language
I understand the use of Recognise the format and language
talking verbs in a recount features of a variety of text types, e.g.
journals, letters, menus, reports
Syntactic I understand the structure Recognise recurrent patterns in
of a sentence language structures, such as word
structure, word order, sentence
structure
I understand the tense Recognise the format and language
used in a recount features of a variety of text types, e.g.
journals, letters, menus, reports

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Keys2 Unit 2: The Fun Bus

Writing

Keys2 writing strategies Related strategies in ELCG

I use adjectives to improve my
Express imaginative ideas with the help of cues
writing
I use dialogue and talking verbs to Use a small range of language patterns, such
improve my writing as different verb forms and structural patterns
I use connectives to improve my Use appropriate cohesive devices, e.g. also, at
writing last, because, however, therefore
I know the features of the text type Use appropriate formats, conventions and
that I am going to write language features when writing a variety of
text-types, e.g. journals, e-mails, procedures
I know why I am writing Plan and organise information, and express
own ideas and feelings by
 Identifying purpose and audience for a
writing task
 Deciding on the sequence of content
I brainstorm my ideas Gather and share information and ideas by
using strategies such as brainstorming,
questioning and interviewing
I draft my writing Write paragraphs which develop main ideas
I revise my writing …Revise… written texts with teacher and/or
peer support by
 using a range of techniques, such as
combining ideas, rearranging the order
of ideas, adding details, substituting
words or phrases with more appropriate
ones
I edit my writing …Editing… written texts with teacher and/or
peer support by
 Re-reading the draft and correcting
spelling, punctuation, grammar and
vocabulary
 Using available references or resources,
e.g. dictionaries, glossaries
I publish my writing Present writing using appropriate layout and
visual support such as illustrations, tables and
charts
I use a checklist to guide and Use self-assessment forms or checklists to
assess my writing assess performance

These strategies can be found at the top of each activity in the lesson plan.
References:

The Curriculum Development Council (2004). English Language Education Key

Learning Area: English Language Curriculum Guide (Primary 1 – 6).

The Curriculum Development Council (2017). English Language Education Key

Learning Area Curriculum Guide (Primary 1 – Secondary 6).

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Keys2 Unit 2: The Fun Bus

Features of each stage of Process Writing

Pre-writing (input)  Teachers help students make connections

between what they read and what they are
going to write.
 Students are made aware of the language,
vocabulary and text-type features that they can
use for their writing.
Pre-writing (thinking)  Students brainstorm ideas and organise them
into a graphic organiser.
Drafting  Teacher introduces the rubric and explains the
expectations.
 Students recall the features of a text type to
form a foundation for writing.
 Students use their ideas to draft their writing,
focusing on content.
Revising  Teacher suggests ways for students to improve
the content of their draft through the use of
‘Revising Triangles’(R).
 Students make changes to improve their writing.
Editing  Teacher introduces editing code.
 Students correct the focus errors, such as
spelling and punctuation.
Publishing  Students share their piece of work and
celebrate their effort.
 Teachers provide opportunities for students to
publish their work, such as classroom displays.

Teachers monitor students at all stages of the writing process. They provide a positive
environment where it is safe to make mistakes.

Students are provided an opportunity to monitor their own writing through:

Self-reflection  Students reflect on their own learning, based on

the unit objectives and feedback received from
others.
Writing Checklist  Students evaluate their own writing through the
writing checklist which particularly highlights the
text type features of the specific text introduced.
 Students comment on each other’s writing with
reference to the writing checklist.

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Keys2 Unit 2: The Fun Bus

N. Editing Code

An editing key includes symbols that teachers may use to indicate errors in students’
writing. It allows teachers to support students in proof-reading their mistakes without
doing the correction for them. No more than two to three symbols should be used at
one time. This will allow teachers and students a specific focus when editing.

Symbol Meaning Example

(p) (Ben)
(a) Let me know if you see ben.
(p) punctuation (p) (“) (p) (”)
(b) What is your name? asked John.

(sp) (umbrella)
(sp) spelling My umbella was at school.

(t) (bought)
(t) tense I buy ice-cream yesterday.

(pl) (apples)
(pl) plural Bananas and apple are delicious.

(w) (taller)
(w) wrong word Tom was tallest than John.

(to)
^ missing word(s) I want send this letter.
^
(/)
(/) extra word The student she studies often.

O. Writing Checklist

A checklist helps students understand the features of the writing task. Teachers need
to introduce the checklist for students’ reference in the drafting lessons and inform
them it will be used as a guide in the revising and editing lessons. The checklist is
specific to the text-type. It will be used for self and peer assessment.

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Keys2 Unit 2: The Fun Bus

Lesson 1: Reading (35 min)

Activities Resources
Activity 1: Learning Intentions Have the following resources ready:

I need to know what I’m going to learn.

1. Settle the students, ensuring they can all see the text.
2. Use ‘Zero Noise Signal’ to gain students’ attention.
3. Display the learning intentions and explain them:
a. I listen to and understand the story.
b. I predict what might happen.
c. I decode words when I know a word that looks
similar.
Before Reading (10 minutes)

Activity 2: High Frequency Words Have the following resources ready:

Graphophonic – I know the word already Refer to the selected

words from HFW self-
1. ‘Show – Ask – Model – Class say’ the HFW PPt/cards assessment
(2.1b). Introduce a maximum of six HFW only. (Use
the selected words from the students’ self- HFW PPt (2.1b)
assessment).
Activity 3: Book Terminology and Book Features Have the following resources ready:

Semantic – I predict what might happen Big book – The Fun Bus
1. Display the big book- The Fun Bus.
2. Re-visit book terminology using book cover.
3. Invite students to make predictions using the book
cover and illustration.
Activity 4: Picture Walk Have the following resources ready:

Semantic – I use what I already know Big book – The Fun Bus
1. Conduct a brief ‘Picture Walk’ to establish vocabulary
for the characters and setting. Elicit or provide: bus
driver, Mr Bigelow, box, rooster, people, cage, parrot.
Stop at p.11.

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Keys2 Unit 2: The Fun Bus

Activity 5: Shared Reading (First Reading) Have the following resources ready:

Semantic – I predict what might happen Big book – The Fun Bus
1. Read the book as students listen.
2. Stop at p.11. Ask students, “What animals were
brought on the bus?” (Elicit rooster and parrot)
3. Ask students, “What kind of animals are these?” (Elicit
birds)
4. Ask students, “Do you think the next animal will be a
Reading the Text (15 minutes)

bird? Why?”
5. Continue reading to p.17.
6. Ask students, “Do you think Mrs Bigelow will become a
bus driver? Why?”
7. Read to the end of the book and check predictions.
8. Ask comprehension questions to check for
understanding:
a. Who is the main character? What is his job?
b. Who got on the bus? What did they bring?
c. What did Mr Bigelow do? How did he feel?
d. What did Mr Bigelow tell his wife? How did Mrs
Bigelow feel? What did she do?
9. Ask 1-2 of the following Higher-order Thinking
questions (HOT):
a. Do you want to take Mr Bigelow or Mrs Bigelow’s
bus? Why?
b. Do you think pets should be allowed on the bus?
Why?
c. What could Mr Bigelow do to prevent animals from
coming on his bus in future?
Activity 6: Shared Reading 2 Have the following resources ready:

Graphophonic – I decode words when I know a word Ways to Help Me Read

that looks similar Poster (1.1c)

1. Tell students, “This is the second time we read the

text and we are going to practise our strategy, ‘I know
Reading the text (8 minutes)

a word that looks similar.’”

2. Tell students, “Join in with any parts of the book you
know.”
3. Open the book to p.2 and read to the word ‘down’.
4. Ask students “Can you see another word that looks
similar?” (Elicit, town)
5. Write ‘down’ and ‘town’ on the board.
6. Ask students, “Do you know any other words that look
like ‘down’ and ‘town’?” (Possible suggestions: brown,
clown, frown, crown).
7. Continue reading to p.6. Teacher reads ‘jiggled’. Ask
students, can you find another word that looks similar
to ‘jiggled?’ (Elicit, wiggled) Teacher says, ‘If I know
the word jiggled, I can also read the word ‘wiggled.’
8. Continue reading to p.9 and stop at the word ‘parrot.’

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Keys2 Unit 2: The Fun Bus

9. Ask students, “Do you know any words that look

similar?” (Elicit carrot)
10. Continue reading the book till the end.
Activity 7: Conclusion Have the following resources ready:
Conclusion
(2 minutes)
I reflect on my learning
1. Re-read the learning intentions.
2. Check understanding using Thumb Reflection 

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Keys2 Unit 2: The Fun Bus

TT: Lesson 1
Activity 1: Learning Intentions
Learning intention 3c:
“For example, I can read ‘class,’ so this helps me read ‘grass’.”
Activity 3: Book Terminology and Book Features
1. “Today we are going to read a book about a bus.”
2. “Tell me about a bus ride you have been on?” (Accept only a few answers due
to time.)
3. Display big book - The Fun Bus.
4. “Which parts of the book cover do you know?” (Elicit – title, author, illustrator)
5. “Read the title. Why do you think the book is called ‘The Fun Bus’? (Accept any
reasonable answers.)
6. “Is there an illustration that made you think that?”
7. “What do you think is in the girl’s box? Why do you think that?”

Back

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Keys2 Unit 2: The Fun Bus

Lesson 2: Reading (35 min)

Activities Resources
Activity 1: Learning Intentions Have the following resources ready:

I need to know what I’m going to learn.

1. Display the learning intentions and explain them:
a. I read the story with expression and intonation.
Before Reading (5 minutes)

b. I use the strategy ‘I find a small word in a big word’

to decode new words.
Activity 2: High Frequency Words Have the following resources ready:

Graphophonic – I know the word already Refer to the selected

words from HFW self-
1. ‘Show – Ask – Model – Class say’ the HFW cards/PPt assessment
(2.1b). Introduce a maximum of six HFW only (Use the
selected words from the students’ self-assessment.) HFW PPt (2.1b)
Activity 3: Content Words 1 Have the following resources ready:

Semantic – I look at the picture Content Word Cards

(2.2a)
1. Remind students of the strategy,
‘I look at the picture.’
2. Show content word cards for parrot, basket, rooster
(2.2a). (Elicit or provide words.)
Activity 4: Shared Reading 3 Have the following resources ready:
Reading the Text

Semantic – I read with expression and intonation Big book – The Fun
(10 minutes)

Bus
1. Read the story with students joining in with actions and
expression.
2. Stop at ‘jiggled’ and ‘wiggled’. Discuss author’s use of
font.

Activity 5: Content Words 2 Have the following resources ready:

Graphophonic – I find a small word in a big word Ways to Help Me Read

Poster (1.1c)
Reading the Text

1. Show ‘Ways to help me read’ poster (1.1c) and point to

(10 minutes)

strategy, ‘I find a small word in a big word.’

2. Tell students, “Another way we can read new words is
to use the strategy – I find a small word in a big word.”
3. Turn to p.2 of the book and point to the word Bigelow.
Write the word ‘Bigelow’ on the board.
4. Ask students, “Can you find a small word in the big
word?” (Elicit ‘big’)

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Keys2 Unit 2: The Fun Bus

5. Invite a student to circle the word ‘big.’

6. Ask students, “Can you find another small word?” (elicit
‘low’)
7. Invite a student to circle the word ‘low’.
8. Tell students to say ‘big’ and ‘low’ separately and ask
what sound does the letter ‘e’ make? (elicit /e/)
9. Repeat with – cage (age), beat (eat), peacock (pea –
cock).
Activity 6: Reading Strategies Practice Have the following resources ready:

Graphophonic – I find a small word in a big word Small Word in Big

Word Worksheet
1. Tell students, “We are going to practise the reading (2.2b)
After Reading (10 minutes)

strategies we learned in this unit, ‘I find a small word in

big word.’
2. Show students the worksheet (2.2b) and explain what
they are going to do.
3. Students complete the worksheet.
4. Check answers together and invite students to explain
their answers.

Activity 7: Conclusion Have the following resources ready:

I reflect on my learning
1. Re-read the learning intentions.
2. Check understanding using Thumb Reflection 

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Keys2 Unit 2: The Fun Bus

TT: Lesson 2
Activity 4: Shared Reading 3
1. “What do you notice about the words ‘jiggled’ and ‘wiggled’?” (Elicit that the font
is different.)
2. “Why do you think the author wrote the words like that?” (Possible answers may
include: The words are written as if they are wiggling and jiggling. It looks like
they are moving. They look happy.)
Activity 6: Reading Strategies Practice
1. “We are going to practise the reading strategy we learned in this unit, ‘I find a
small word in a big word.’ (Display worksheet.)
2. “You need to look at the word and find a small word in it. Circle the small word.”
3. “Some words may have more than 1 small word in them.”
4. “Let’s do the first one together. Who can see a small word in driver?” (Elicit
‘drive’ and ‘river. Do more examples if further clarification is necessary.)
5. “Complete the sheet and we will check the answer together.”

Back

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Keys2 Unit 2: The Fun Bus

Lesson 3: Reading (35 min)

Activities Resources
Activity 1: Learning Intentions Have the following resources ready:
Introduction (5 minutes)

I need to know what I’m going to learn.

1. Display the learning intention and explain it:

a. I retell a recount.
Activity 2: High Frequency Words Have the following resources ready:

Graphophonic – I know the word already Refer to the selected

words from HFW self-
1. ‘Show – Ask – Model – Class say’ the HFW cards/PPt assessment
(2.1b). Introduce a maximum of six HFW only. (Use
the selected words from the students’ self- HFW PPt (2.1b)
assessment.)
Activity 3: Text deconstruction (Text Structure) Have the following resources ready:
Main Activity (15 minutes)

Semantic – I retell the story in my own words Recount frame (2.3a)

1. Invite students to retell the recount using a recount Word cards – Recount
frame (2.3a). structure (2.3b)
2. Elicit the answers from students and write them in the
corresponding place in the recount frame (orientation, Word cards –
events and conclusion). connectives (2.3c)
3. Show students the structure of a recount using word
cards (2.3b).
4. Introduce the connectives to show the sequence of
events using word cards (2.3c).

Activity 4: Whole class Retelling Have the following resources ready:

Syntactic – I understand the structure of a sentence Word cards- Recount

structure (2.3b)
1. Tell students, “We are going to sequence the events
Main Activity (10 minutes)

in groups.” Word card for group

2. Give each group a few sentences from the set of activity (2.3d)
cards (2.3d). Students sequence the cards into a
meaningful sentence. Students need to discuss which
part of the recount their sentence is from.
3. Display orientation, events and conclusion cards
(2.3b).
4. Groups with that part write their group number next to
the word on the board.
5. Retell the story with each group reading their own part
and including an appropriate connective (e.g. first,
then, next, after that, finally).

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Keys2 Unit 2: The Fun Bus

Activity 5: Conclusion Have the following resources ready:

Conclusion
(5 minutes)
I reflect on my learning
1. Re-read the learning intention.
2. Check understanding using Thumb Reflection 

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TT: Lesson 3
Activity 1: Learning Intentions
“This means that I can tell a story I have read in my own words.”
Activity 3: Text deconstruction (Text Structure)
1. “Today we are going to retell the recount using a recount frame.” (Display
recount
Frame (2.3a).)
2. “I will ask some questions and write your answers on the recount frame.”
Orientation
a. “Who is the main character? This answer goes in this box.” (Write on frame.
Repeat with following questions.)
b. “When did the event happen?”
c. “Where did the event happen?”
Events
d. “Next, what happened in the story? Who got on the bus? What did they
bring? What did the people do on the bus? How did Mr Bigelow feel?” (Elicit
key information from students e.g. girl, rooster, sang and dance, angry.
Write in ‘events’ box.)
e. “What did Mr Bigelow do after work? What did Mrs Bigelow think?”
Conclusion
f. “What happened in the end? What did Mrs Bigelow do? How did the people
on Mrs Bigelow’s bus feel?” (Record answers in ‘conclusion.’)
3. “There are 3 parts in a recount, do you know what they are?” (Elicit or provide:
orientation, events and conclusion. Display word cards as the name is said.)
4. “Who would like to try and match the word cards to the parts of the recount
frame?” (Assist if necessary e.g. give first letter clues.)
5. “What is the largest section in our recount frame? (Elicit and point to ‘events’
section.)
6. “We can use sequencing words to show the order of the events in the recount.”
(Display and read word cards first, next, then, after that, finally).
7. “Who can put the sequencing word cards onto the correct place on the recount
frame?” (Student places cards on frame.)
8. “Does it make sense if I swap ‘next’ and ‘then’? (Swap cards.) Can I swap ‘then’
and ‘after that?’ Can I swap ‘first’ and ‘next’? Some sequence words may be
swapped, but ‘first’ must always be first.”
8. “An interesting title can attract readers.”
9. “Who can suggest another title for our book?” (Accept all appropriate answers.
Possible suggestions may include Mr Bigelow’s Day, The Crazy Bus, An
unforgettable Experience for Mr Bigelow, The Unfun Bus, The Birds on the Bus)

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Keys2 Unit 2: The Fun Bus

Lesson 4: Reading (35 minutes)

Activities Resources
Activity 1: Learning Intentions Have the following resources ready:
Introduction (5 minutes)

I need to know what I’m going to learn.

1. Display the learning intentions and explain them:
a. I understand the tense used in a recount.
b. I understand the use of talking verbs in a recount.
Activity 2: High Frequency Words Have the following resources ready:

Graphophonic – I know the word already Refer to the selected

words from HFW self-
1. ‘Show – Ask – Model – Class say’ the HFW cards/PPt assessment
(2.1b). Introduce a maximum of six HFW only. (Use
the selected words from the students’ self- HFW PPt (2.1b)
assessment.)
Activity 3: Text Deconstruction (Language features) Have the following resources ready:

Syntactic – I understand the tense used in a recount Big book- The Fun Bus
1. Tell students, “Today we will look at the language
features of a recount.”
2. Open the book to p.2 and read. Ask students, “What
tense did the author use?” (Elicit ‘present tense.’)
3. Ask students, “What present tense words can you
see?” (Elicit ‘is’, ‘drives’)
Main Activity (20 minutes)

4. Tell students, “The author used present tense

because Mr Bigelow drives a bus every day.” (Similar
to “I get out of bed every day.”)
5. Turn to p.4 and 5. Read the first sentence. (A girl with
a box got on Mr Bigelow’s bus.)
6. Ask students, “What tense did the author use in this
sentence?” (Elicit ‘past tense.’)
7. Ask students, “Which word tells you this?” (Elicit ‘got’.)
8. Elicit examples of past tense verbs on p.4 and 5.
(said, opened, flew.)
9. Ask students, “Why do you think the author used past
tense here?” (Elicit or provide ‘because it happened
one day in the past.’)
10. Repeat with p.6. (Elicit sang, clapped, stamped,
jiggled, wiggled.)
11. Tell students, “We use past tense in recounts because
we are writing about something that happened in the
past.”

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Keys2 Unit 2: The Fun Bus

Activity 4: Identifying talking verbs in the text Have the following resources ready:

Semantic – I understand the use of talking verbs in a Big book- The Fun Bus
recount
Picture cards needed for
1. Turn to p.7. Ask students, “What did Mr Bigelow say talking verbs (2.4a)
to the girl?” Read as whole class.
2. Point to the word ‘said,’ and say “This is a talking verb.
We use it when people are talking.”
3. Ask students, “Instead of ‘said,’ what other talking
verbs can we use?” (Elicit other talking verbs and write
on board, for example whispered, shouted, laughed,
ordered, suggested, yelled, cried, screamed. Accept
any appropriate answers). Display picture cards for
talking verbs (2.4a).
4. Demonstrate reading the dialogue on p.7 using one of
the above talking verbs.
Activity 5: Talking Verbs Game Have the following resources ready:
Follow-up Activity

Semantic – I understand the use of talking verbs in a Talking Verbs Board

(8 minutes)

recount Game (2.4b)

1. Explain ‘Talking Verbs Game’ (2.4b).
2. Distribute the game to students in groups.
3. Students play the game.
4. If time allows, teacher plays the ‘Talking Verbs Game’
with the class.

Activity 6: Conclusion Have the following resources ready:

Conclusion
(2 minutes)

I reflect on my learning
1. Re-read the learning intention.
2. Check understanding using Thumb Reflection 

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Keys2 Unit 2: The Fun Bus

TT: Lesson 4
Activity 5: Talking Verbs Game
1. “In the Talking Verbs game, players pretend to be Mr. Bigelow telling animals to
get off his bus.”
2. “To play the game, you need a dice and a board.” (Display dice and board.)
3. “Players read the sentence in the bubble, and fill this space with one of these
animals.” (Point to space and animals.)
4. “To know what tone to use when reading the sentence, players must roll the
dice, and choose the talking verb that has that number next to it.”
5. “If number two is rolled, with what expression must the player read the
sentence?”
6. “Let’s try.” (Ask a student to select an animal, roll the dice and read the
sentence in an appropriate tone.)
7. “Quietly get into groups. Play scissors, paper, stone to decide who goes first
then begin.”

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Keys2 Unit 2: The Fun Bus

Lesson 5 and 6: Pre-writing (Thinking) (70 min)

Recommendation: These lessons are designed to be taught within a double lesson

Activities Resources
Activity 1: Learning Intentions Have the following resources ready:

I need to know what I’m going to learn.

1. Display the learning intentions and explain them:
a. I know the features of a recount.
b. I use a mind-map to organise my ideas.
Activity 2: High Frequency Words Have the following resources ready:

Graphophonic – I know the word already Refer to the selected

words from HFW self-
1. ‘Show – Ask – Model – Class say’ the HFW cards/PPt
assessment
(2.1b). Introduce a maximum of six HFW only (Use the
selected words from the students’ self-assessment.) HFW PPt (2.1b)
Activity 3: Vocabulary Building Have the following resources ready:

Writing Skills – I use adjectives to improve my writing Revising Triangle -

Adjectives
1. Ask students, “How do you feel today?” (Accept any
Before Writing (15 minutes)

answers)
2. Tell students, “We’re going to look at some people and Vocabulary Building -
think of words to describe how they feel. Try to think of Feelings (2.5a)
interesting and different words. Then we will add them
to our ‘Revising Triangle – Adjectives’ in the Writing
Word Bank.”
3. Show PPt of people with different feelings (2.5a). Elicit
adjectives to describe the people’s feeling. Ask
students to think of other alternatives for the adjective.
(e.g. happy – excited – ecstatic)
4. Discuss where in the Revising Triangle the words
could be added and add them to the triangle.
Activity 4: Pre-writing (Input) – Setting the purpose Have the following resources ready:

Writing Skills – I know why I am writing Big Book – The Fun Bus
1. Display big book - The Fun Bus.
2. Ask students, “Do you like this book? Why?” (Elicit: to
enjoy it, because it looks funny, it looks like an
interesting book, for entertainment.)
3. Tell students, “The author wrote this book because
she wants to entertain people.”
4. Ask students. “Do you remember who got on the Fun
Bus?” (Elicit a girl with a rooster - p.5, a boy with a
parrot - p.9 and a man with a peacock – p.13, write
them on the board)
5. Tell students, “You are going to write a recount about
one of these characters getting off the Fun Bus and
meeting different interesting people. Your classmates
and friends will enjoy reading.”

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Keys2 Unit 2: The Fun Bus

Activity 5: Pre-writing (Thinking) – Shared Have the following resources ready:

Writing Skills – I brainstorm my ideas Process Writing Poster 1

– Pre-writing (1.5a)
1. Refer students to ‘Process Writing Poster 1 – Pre-
writing.’ (1.5a) Fun Bus Stops (2.5b)
2. Tell students, “The Fun Bus stops at different places
on its way. It stops at the park, Fun Land and the
Shared and Independent Brainstorming (50 minutes)

Writing Mind-map (2.5c)

shopping mall.” Display the pictures of Fun Bus Stops
(2.5b). Briefly discuss what is in the pictures.
Introduce vocabulary if necessary.
3. Show the Writing Mind-map (2.5c). Tell students, “We
are going to write a recount for one of the characters
who got off the Fun Bus. We will brainstorm what
happened to the character and who are the funny
people the character met.”
4. Elicit ideas and complete the shared Mind-map (2.5c)
together.
Activity 6: Pre-writing (Thinking) – Independent Have the following resources ready:

Writing Skills – I know why I am writing Revising Triangles –

– I brainstorm my ideas Adjectives
1. Tell students, “You are going to choose your main Writing Mind-map (2.5c)
character who got off the bus at one stop and (1 per student)
complete your mind-map (2.5c).”
2. Distribute mind-map. Remind students to use their Self-managing Activities
‘Revising Triangle – Adjectives’ in their Writing Word
Bank to help with ‘how do they feel’.
3. Tell students, “You will use the mind-map in the next
lesson to write the recount.”
4. Invite students to share.
5. Collect students’ mind-map for next lesson.
N.B.: If students finish early, suggest suitable self-
managing activities.
Activity 7: Conclusion Have the following resources ready:
Conclusion
(5 minutes)

I reflect on my learning
1. Re-read the learning intentions.
2. Check understanding using Thumb Reflection 

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Keys2 Unit 2: The Fun Bus

TT: Lesson 5 and 6

Activity 5: Pre-writing (Thinking) - Shared

1. “We are going to complete this mind-map together, and then you will do your
own.” (Display mind-map 2.5c.)
2. “Who can tell me the different parts of a recount?” (Elicit orientation, events and
conclusion. Identify them on mind-map.)
3. “Let’s begin with orientation. Do you still remember the three characters who got
on the Fun Bus? (Elicit a girl with a rooster, a boy with a parrot and a man with a
peacock. Write the ideas on the board.) I want to know what happened to the
girl with a rooster after she got off the bus. I will select her as the main character
of my recount.”
4. “Where did the girl get off?” Refer to the pictures of Fun Bus Stops (2.5b). Select
scene 1 and write ‘at the park’ in the shared mind-map. Elicit ideas about ‘when’
and record it on the mind-map.
5. “Now let’s look at the events of the recount. We are going to brainstorm ideas on
who the girl met in the park. Who can tell me what is in the park?” (Elicit fish
pond, flower garden, playground and tuck shop.)
6. Display the vocabulary building page (2.5c, p.4). “Who do you think the girl met
first? Let’s choose one from the first column.” (Elicit ideas from students, select
one and circle the character. Record the idea on the mind-map.)
7. “What do you think s/he bring with them?” (Elicit ideas from students and record
them in the second column.) Select one and record it on the mind-map.
8. “What do you think s/he did in front of the girl?” (Elicit ideas from students and
record them in the third column.) Select one and record it on the mind-map.
9. “How did the girl feel? You may refer to your Revising Triangle.” (Elicit ideas
from students and record it on the mind-map)
10. Refer to the events table in the mind map. Ask students, “What do you think we
need in (1)? What are the words we can use to show the sequence of the
events?” (Elicit ideas from students and record ‘first’ in the mind-map.)
11. Repeat step 6-9 for event 2 and 3.
12. “We need a conclusion to our story. What do you think the main character did
after she visited the park? How did she feel?” (Elicit ideas on the board. Select
one for the shared mind-map e.g. have a party with all the friends, go home and
sleep, have dinner with new friends. Write it in the ‘conclusion’ box.)

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Keys2 Unit 2: The Fun Bus

Lesson 7 and 8: Writing (Drafting) (70 min)

Recommendation: These lessons are designed to be taught within a double lesson

Activities Resources
Activity 1: Learning Intentions Have the following resources ready:

I need to know what I’m going to learn.

1. Display the learning intentions and explain them:
a. I use my mind-map to write sentences and
paragraphs for my recount.
b. My recount has an orientation, events in order and
a conclusion.
c. I know how to use a Writing Checklist.
Activity 2: High Frequency Words Have the following resources ready:

Graphophonic – I know the word already Refer to the selected

Before Writing (15 minutes)

words from HFW self-

1. ‘Show – Ask – Model – Class say’ the HFW cards/PPt assessment
(2.1b). Introduce a maximum of six HFW only. (Use
the selected words from the students’ self- HFW PPt (2.1b)
assessment.)
Activity 3: Vocabulary Building Have the following resources ready:

Graphophonic – I know the word already Revising Triangle –

Adjectives
1. Show students the Revising Triangle – Adjectives
from the previous lesson.
2. Invite students to make appropriate facial expressions
to match the chosen adjectives.
3. Model one example.
Activity 4: Introducing Writing Checklist Have the following resources ready:

Writing Skill – I use a checklist to guide and assess Writing Checklist (2.7a)
my writing
1. Display the enlarged writing checklist (2.7a).
2. Explain why we need the checklist and how to use it.
3. Give students an individual copy of the checklist to be
kept with their mind-map and first draft in their
portfolio.

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Keys2 Unit 2: The Fun Bus

Activity 5: Drafting (Shared and Independent) Have the following resources ready:

Writing Skills – I draft my writing Process Writing Poster 2

– Drafting (1.7b)
1. Refer students to Process Writing Poster 2 – Drafting.
(1.7b) in Writing Word Bank. Completed shared
2. Tell students, “We are going to share write a recount writing mind-map from
for the main character we chose in the previous previous lesson (2.5c)
lesson. We will use our mind-map and drafting frame.”
Shared and Independent Drafting (45 minutes)

3. Tell students our first paragraph will be the orientation. Drafting Frame (2.7b)
Point to orientation part of the shared mind-map
(2.5c). Writing Word Bank
4. Ask students, “Who can put the ideas from the
orientation into one sentence? Write responses on the
shared drafting frame (2.7b). (If students cannot give
full sentences, provide an example.)
5. Distribute Drafting Frame (2.7b) and students’ mind-
map (2.5c) from previous lesson.
6. Tell students, “Look at your mind-map, you are going
to use the information to write the orientation for your
recount.” Students complete the orientation part of the
Drafting Frame.
7. Repeat steps 3, 4 and 6 to complete the events and
conclusion.
8. Tell students not to worry about spelling and
punctuation at this stage. They can fix that later.
9. Tell students, “We need an interesting title for the
recount so that it will make your classmate interested
in reading it. Can you suggest a title for my recount?”
(Elicit suggested titles for the shared writing and select
one.)
10. Remind students after they finish their writing, they
need interesting titles for their recount.
11. Collect students’ drafts for next lesson.
Activity 6: Sharing Have the following resources ready:
After Writing (10 minutes)

I share my ideas
1. Invite one or two students to share their work. Point out
good features, such as orientation, events in order,
conclusion, adjectives and connectives.
Activity 7: Conclusion Have the following resources ready:

I reflect on my learning
1. Re-read the learning intentions.
2. Check understanding using Thumb Reflection 

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Keys2 Unit 2: The Fun Bus

Note:

1. Collect students’ drafts.

2. Give written prompts for students to address what is missing in their drafts.
(Teachers can refer to Revising Ppt (2.9c) for ideas.)

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Keys2 Unit 2: The Fun Bus

TT: Lesson 7 and 8

Activity 3: Vocabulary Building

1. “I am going to point to and say a feeling word from the ‘Adjective – Revising
triangle’ and you need to make a face that shows that feeling.”
2. “I will do the first one.” (Demonstrate.)
3. “It’s your turn.” (Point to a few words and check students’ faces. Praise efforts.)
Activity 4: Introducing Writing Checklist

1. “This is a Writing Checklist.” (Display enlarged checklist.)

2. “A checklist reminds us of the things we need to put in our writing; things we
have talked about in class that make our writing better. Your classmate will use
it when they read your work and give comments later.”
3. “What does the first part of the checklist tell you? (Elicit organisation) What
should we include in the recount?” (Elicit orientation, events and conclusion)
4. “What does the second part of the checklist tell you? (Elicit language) These are
the special language items you need to include in the recount.”
5. “You will use this checklist as a guideline throughout your writing.”
6. “Keep it in your portfolio with your mind-map and draft.” Distribute writing
checklist.

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Keys2 Unit 2: The Fun Bus

Lesson 9 and 10: Writing (Revising) (70 min)

Recommendation: These lessons are designed to be taught within a double lesson

Activities Resources
Activity 1: Learning Intentions Have the following resources ready:

I need to know what I’m going to learn.

1. Display the learning intentions and explain them:
a. I use my Revising Triangles to improve my writing
by using dialogue and a variety of talking verbs.
b. I use my writing checklist to revise my work.
Activity 2: High Frequency Words Have the following resources ready:

Graphophonic – I know the word already Refer to the selected

words from HFW self-
1. ‘Show – Ask – Model – Class say’ the HFW cards/PPt assessment
(2.1b). Introduce a maximum of six HFW only (Use the
Before Writing (20 minutes)

selected words from the students’ self-assessment.) HFW PPt (2.1b)

Activity 3: Introduce dialogue and talking verb Have the following resources ready:

Revising Triangles
Big Book - The Fun Bus
Writing Skills – I use dialogue and talking verbs to
improve my writing Process Writing Poster 3
- Revising (1.9a)
1. Tell students we are going to make our writing more
interesting by adding dialogue. Completed Shared
2. Show students the Process Writing Poster 3 – Drafting Frame (2.7b)
Revising (1.9a). from previous lesson
3. Show students the completed shared Drafting Frame
(2.7b) from previous lesson. Dialogue and Talking
4. Explain and model how to use dialogue and talking Verbs Triangle (2.9a)
verbs.
5. Display Dialogue and Talking Verbs Triangle (2.9a). Speech Bubble Card
Highlight the rules for writing speech by referring to big (2.9b)
book p.7.
6. Display Speech Bubble Card (2.9b). Model how to
turn the dialogue into a sentence by adding
appropriate punctuation and talking verbs.
7. Invite students to choose another talking verb to
substitute ‘said.’ Read with an appropriate tone.
Repeat with another example.

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Keys2 Unit 2: The Fun Bus

Activity 4: Revising (Shared and Independent) Have the following resources ready:

Writing Skills – I revise my writing Complete Shared

Drafting Frame (2.7b)
Shared and Independent Revising (35 minutes) 1. Show the shared Drafting Frame (2.7b) from previous from previous lesson
lesson. Teacher and students look for opportunities to
add dialogue. (Improvements made to the draft are Writing Word Bank
added in a different color.)
2. Ask students, “What do you think the character said?” Revising PPt (2.9c)
Elicit ideas from students. Demonstrate how to add
dialogue to the shared writing. Writing Checklist (2.7a)
3. Discuss other opportunities to improve writing using
dialogue and interesting talking verbs. Self-managing Activities
4. Tell students, “I want you to add more details in your (SMA)
writing.” Show Revising PowerPoint (2.9c) and elicit
ideas from students based on the prompts given.
5. Remind students to revise their work with reference to
their Writing Word Bank and Writing Checklist (2.7a).
N.B.:
(a) Encourage students to use words in higher levels of
the Revising Triangles.
(b) Teachers focus on ideas and content. Grammar,
tense and spelling mistakes will be covered in the next
lesson.
(c) If students finish early, suggest suitable self-managing
activities.
Activity 5: Sharing Have the following resources ready:
After Writing (15 minutes)

I share my ideas

1. Invite one or two students to share their ‘before and

after’ revised work on the visualiser.
2. Elicit how one student improved his/her work.
Have the following resources ready:
Activity 6: Conclusion
I reflect on my learning

1. Re-read the learning intentions.

2. Check understanding using Thumb Reflection 
Note:
1. Collect students’ revised drafts.
2. Check revising is finished.
3. In preparation for editing, before the next lesson correct students’ mistakes, such as
tenses, articles and word order. Do not correct spelling and punctuation – use editing
code for these mistakes. Only require students to correct a maximum of 10 errors. The
teacher corrects any additional spelling or punctuation mistakes.

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Keys2 Unit 2: The Fun Bus

TT: Lesson 9 and 10

Activity 3: Introduce dialogue and talking verb Revising Triangles

1. “In the previous lesson, we did the first draft.” (Display ‘shared writing first
draft.)
2. “Next, we will re-read the first draft and make it better. This is called revising.
These posters tell us about that.” (Refer to Process Writing Posters).
3. “To make our writing better we will add dialogue. Dialogue is what characters
say; their speech.”
4. “What did Mr Bigelow say on this page?” (Display p.7 of The Fun Bus. Elicit ‘I
won’t, I won’t….’)
5. “How do you know that is what he said? What shows us?” (Elicit ‘said’ and
speech marks.)
6. “This is a Dialogue and Talking Verbs Triangle. (Display triangle.) It has some
interesting talking verbs and the rules for writing dialogue.” (Read the rules
and highlight them by referring to p.7.)
7. “Now, let’s look at what Mr Bigelow said to his wife.” (Display the Speech
Bubble Card (2.9b). Read the text in the speech bubble and ask students how
they can turn it into a sentence using the rules introduced.)
8. “To add dialogue, first choose the character that will talk.”
9. “Write their name and a talking verb after it.” (Write ‘Mr Bigelow said’)
10. “A comma must come after the talking verb.” (Add a comma to example.)
11. “The dialogue or part that is spoken must have these two marks before the
first word. (Insert the opening speech marks and write dialogue from the
speech bubble.) “The speech marks should also be added at the end of the
dialogue.” (Add closing speech mark.)
12. “The first word must also have a capital letter.”
13. “A full stop goes at the end, but it must go inside the speech marks.” (Add full
stop.)
14. “We used ‘said,’ as our talking verb, but our triangle has more interesting
talking verbs to choose from. Choose one please.” (Replace ‘said’ with
student’s suggestion from triangle and read with appropriate tone.)
15. “Let’s re-read our shared writing, and find places to add dialogue.” (Revise
shared writing.)

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Keys2 Unit 2: The Fun Bus

Lesson 11: Writing (Editing) (35 min)

Activities Resources
Activity 1: Learning Intentions Have the following resources ready:

I need to know what I’m going to learn.

1. Display the learning intentions and explain them:
a. I correct my mistakes through editing e.g. tenses,
spelling and punctuation.
b. I use the writing checklist to check my work.
Activity 2: High Frequency Words Have the following resources ready:
Refer to the selected
Before Writing (10 minutes)

Graphophonic – I know the word already words from HFW self-

assessment
1. ‘Show – Ask – Model – Class say’ the HFW cards/PPt
(2.1b). Introduce a maximum of six HFW only. (Use the HFW PPt (2.1b)
selected words from the students’ self-assessment.)
Activity 3: Introduce Editing Have the following resources ready:

Writing Skills – I edit my writing Process Writing Poster 4

1. Tell students that we will improve our writing by - Editing (1.11a)
correcting our mistakes.
2. Show students ‘Process Writing Poster 4 - Editing’ Editing Code Poster
(1.11a) and the Editing Code Poster (1.11b). (1.11b) – If you have
3. Tell students, “Editing is when we re-read and correct your own editing code,
our spelling, punctuation and grammar mistakes.” please use your own.
4. Tell students, “Today we will be correcting our
punctuation, spelling as well as tenses.” Editing PPt (2.11a)
5. Show Editing PowerPoint (2.11a). Discuss how to edit
the text and elicit ideas from students. Writing Word Bank

N.B.: Invite students to make reference to the verb table

in their textbook before seeking help.
Activity 4: Independent Writing – Editing Have the following resources ready:
Independent Writing

Writing Skills – I edit my writing

Writing Checklist (2.7a)
(20 minutes)

1. Tell students, “Today we are going to correct our

mistakes and then early finishers may begin their
Publishing Template
illustrations.”
(2.12a)
2. Show students the Publishing Template (2.12a).
3. Tell students, “If you have finished your editing, you
Writing Word Bank
can begin your illustration. Use your Writing Word
Bank, brainstorming poster and dictionaries (if
available) before asking the teacher for assistance.”
Activity 5: Conclusion Have the following resources ready:
Conclusion
(5 minutes)

I reflect on my learning
1. Re-read the learning intentions.
2. Check understanding using Thumb Reflection 

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Keys2 Unit 2: The Fun Bus

Lesson 12: Writing (Publishing) (35 min)

Activities Resources
Activity 1: Learning Intentions Have the following resources ready:
Before Writing (5 minutes)

I need to know what I’m going to learn.

1. Display the learning intention and explain it:

a. I publish my work with my best handwriting and
attractive illustrations.
Activity 2: High Frequency Words Have the following resources ready:

Graphophonic – I know the word already Refer to the selected

words from HFW self-
1. ‘Show – Ask – Model – Class say’ the HFW cards/PPt assessment
(2.1b). Introduce a maximum of six HFW only (Use the
selected words from the students’ self-assessment. HFW PPt (2.1b)
Activity 3: Publishing – Independent Have the following resources ready:

Writing Skills – I publish my writing Process Writing Poster 5

Independent Writing

– Publishing (1.12a)
1. Show Process Writing Poster 5 – Publishing (1.12a) in
(25 minutes)

the Writing Word Bank. Publishing Template

2. Revise the features (e.g. illustrations, title, orientation, (2.12a)
events and conclusion) needed for their final copy.
3. Students complete their final copy in the Publishing Writing Word Bank
Template (2.12a).
N.B.: Encourage students to use the e-learning options to
create their final product.

Activity 4: Conclusion Have the following resources ready:

Conclusion
(5 minutes)

I reflect on my learning
1. Re-read the learning intention.
2. Check understanding using Thumb Reflection 

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Keys2 Unit 2: The Fun Bus

Lesson 13: Writing (Sharing and Self-reflection) (35 min)

Activities Resources
Activity 1: Learning Intentions Have the following resources ready:
Introduction (5 minutes)

I need to know what I’m going to learn.

1. Display the learning intentions and explain them:
a. I share my work with my classmates.
b. I give positive feedback to my classmates.
c. I reflect on my work.
Activity 2: High Frequency Words Have the following resources ready:

Graphophonic – I know the word already Refer to the selected

words from HFW self-
1. ‘Show – Ask – Model – Class say’ the HFW cards/PPt assessment
(2.1b). Introduce a maximum of six HFW only (Use the
selected words from the students’ self-assessment.) HFW PPt (2.1b)
Activity 3: Self-reflection Have the following resources ready:
Self-reflection
(10 minutes)

I reflect on my learning Self-reflection form

(2.13a)
1. Show the self-reflection form (2.13a).
2. Explain each point and concept.

Activity 4: Sharing Have the following resources ready:

I share my ideas Writing Checklist (2.7a)

Sharing (15 minutes)

1. Display and discuss feedback comments (2.13b). Completed Publishing

2. Tell students, “You will read your classmaters’ final Template (2.12a)
copy and give comment. (Display Writing Checklist)
First, I want you to check if your classmate has Feedback Comments
included all the information on the Writing Checklist, if (2.13b)
yes, put a tick in the box. If no, leave it blank. Next,
write comments on a post-it and stick it on your Post-it notes
classmates’ final copy.”
3. Students pass their work (2.12a) around in a group
and write a comment about their groupmates’ work on
a post-it note.
Activity 5: Conclusion Have the following resources ready:
Conclusion
(5 minutes)

I reflect on my learning

1. Re-read the learning intentions.

2. Check understanding using Thumb Reflection 

© NET Section, CDI, EDB, HKSAR Page 35

Keys2 Unit 2: The Fun Bus

TT: Lesson 13
Activity 3: Self-reflection

1. “This is our self-reflection form.” (Display form.) “We did one with I’m Going to
the Moon as well.”
2. “Who remembers why we have it?” (Elicit the self-reflection form makes us think
about what we have learnt, and how well we think we learnt it.)
3. “Let’s read the boxes at the top and do the thumb sign that goes with each box.”
(Read 3 boxes.)
4. “Let’s look at ‘reading’ box ‘a’. (Read first one.) If I think that I read with
expression, which thumb would I circle?” (Elicit the thumbs up picture and circle
it.)
5. “Let’s look at writing box ‘e.’ If I use talking verbs with dialogue sometimes - not
all the time, which thumb would I circle?”
6. “When you have finished your self-reflection form, I will collect them.”
7. “I would like you to quietly complete the self-reflection form. Raise your hand if
there is something you don’t understand.” (Distribute forms.)

Back

© NET Section, CDI, EDB, HKSAR Page 36

Keys2 Unit 2: The Fun Bus

Suggestions for e-learning

Here are some user-friendly apps that allow students to publish their final product.

Name of Web: StoryJumper

https://www.storyjumper.com/

Customer support:
https://www.youtube.com/channel/UC7OlYwOl73CLvFypDHCrxSw
Name of App: Book Creator ONE
Available on iPhone, iPad
Tutorial
https://www.youtube.com/watch?v=TE5DTD87-IE

Name of App: flipsnack

Available on website

Tutorial: https://www.youtube.com/watch?v=drreH70wH6c

Reference tools (if needed)

Name of App: Dictionary.com
Available on iPhone, iPad, Andriod

Name of App: Merriam-Webster Dictionary

Available on iPhone, iPad, Andriod

Name of App: Oxford Dictionary of English

Available on iPhone, iPad, Andriod

Lesson 12: Writing

© NET Section, CDI, EDB, HKSAR Page 37

Keys2 Unit 2: The Fun Bus 2.1a

Name: ___________________________________________( ) Class: _____________ Date: ___________________________________

High Frequency Words – Pre Unit 2 Self-Assessment: The Fun Bus Total HFW: 49

Yes () Yes () Yes () Yes ()

No (x) No (x) No (x) No (x)
1 a 21 just 41 too
2 and 22 made 42 up
3 be 23 my 43 want
4 blue 24 never 44 we
5 box 25 now 45 went
6 boy 26 off 46 what
7 call 27 on 47 with
8 down 28 open 48 won’t
9 ever 29 out 49 yellow
10 for 30 people
11 girl 31 said
12 got 32 she
13 green 33 so
14 have 34 take
15 he 35 that
16 home 36 the
17 I 37 their
18 in 38 there
19 is 39 they
20 it 40 to
Back
© NET Section, CDI, EDB, HKSAR Page 38
 Keys2 Unit 2: The Fun Bus 2.1b

Lesson 1: Reading Lesson 2: Reading Lesson 3: Reading Lesson 4: Reading Lesson 5-6: Pre-writing

Lesson 7-8: Writing Lesson 9-10: Writing Lesson 11: Writing Lesson 12: Writing Lesson 13: Writing
© NET Section, CDI, EDB, HKSAR
Keys2 Unit 2: The Fun Bus 2.1b

© NET Section, CDI, EDB, HKSAR

Keys2 Unit 2: The Fun Bus 2.1b

© NET Section, CDI, EDB, HKSAR

Keys2 Unit 2: The Fun Bus 2.1b

© NET Section, CDI, EDB, HKSAR

Keys2 Unit 2: The Fun Bus 2.1b

© NET Section, CDI, EDB, HKSAR

Keys2 Unit 2: The Fun Bus 2.1b

© NET Section, CDI, EDB, HKSAR

Keys2 Unit 2: The Fun Bus 2.1b

© NET Section, CDI, EDB, HKSAR

Keys2 Unit 2: The Fun Bus 2.1b

© NET Section, CDI, EDB, HKSAR

Keys2 Unit 2: The Fun Bus 2.1b

© NET Section, CDI, EDB, HKSAR

Keys2 Unit 2: The Fun Bus 2.1b

© NET Section, CDI, EDB, HKSAR

Keys2 Unit 2: The Fun Bus 2.1b

© NET Section, CDI, EDB, HKSAR

Keys2 Unit 2: The Fun Bus 2.1b

© NET Section, CDI, EDB, HKSAR

Keys2 Unit 2: The Fun Bus 2.1b

© NET Section, CDI, EDB, HKSAR

Keys2 Unit 2: The Fun Bus 2.1b

© NET Section, CDI, EDB, HKSAR

Keys2 Unit 2: The Fun Bus 2.1b

© NET Section, CDI, EDB, HKSAR

Keys2 Unit 2: The Fun Bus 2.1b

© NET Section, CDI, EDB, HKSAR

Keys2 Unit 2: The Fun Bus 2.1b

© NET Section, CDI, EDB, HKSAR

Keys2 Unit 2: The Fun Bus 2.1b

© NET Section, CDI, EDB, HKSAR

Keys2 Unit 2: The Fun Bus 2.1b

© NET Section, CDI, EDB, HKSAR

Keys2 Unit 2: The Fun Bus 2.1b

© NET Section, CDI, EDB, HKSAR

Keys2 Unit 2: The Fun Bus 2.1b

© NET Section, CDI, EDB, HKSAR

Keys2 Unit 2: The Fun Bus 2.1b

© NET Section, CDI, EDB, HKSAR

Keys2 Unit 2: The Fun Bus 2.1b

© NET Section, CDI, EDB, HKSAR

Keys2 Unit 2: The Fun Bus 2.1b

© NET Section, CDI, EDB, HKSAR

Keys2 Unit 2: The Fun Bus 2.1b

© NET Section, CDI, EDB, HKSAR

Keys2 Unit 2: The Fun Bus 2.1b

© NET Section, CDI, EDB, HKSAR

Back to original
Keys2 Unit 2: The Fun Bus 1.1c

Lesson 1: Reading Lesson 2: Reading

© NET Section, CDI, EDB, HKSAR
Keys2 Unit 2: The Fun Bus 2.2a

Shared Reading: ‘The Fun Bus’

rooster

CW

© NET Section, CDI, EDB, HKSAR

Lesson 2: Reading
Keys2 Unit 2: The Fun Bus 2.2a

Shared Reading: ‘The Fun Bus’

parrot

CW

© NET Section, CDI, EDB, HKSAR

Keys2 Unit 2: The Fun Bus 2.2a

Shared Reading: ‘The Fun Bus’

basket

CW

© NET Section, CDI, EDB, HKSAR

Lesson 2: Reading
Keys2 Unit 2: The Fun Bus 2.2b

Decoding activity: I find a small word in a big word (Worksheet)

I find a small word in a big word.

Name: ________________( ) Class: P.4___ Date:

__________

Circle the small word in the big word.

1. driver 2. Bigelow
3. shout 4. cage
5. beat 6. clap
7. friendly 8. snail
9. because 10. appearance
11. reflection 12. cheerful
13. joyful 14. wider
15. around 16. party

Write words with small words circled.

17. 18.
________________ ________________

Lesson 2: Reading

© NET Section, CDI, EDB, HKSAR

Keys2 Unit 2: The Fun Bus 2.2b

Decoding activity: I find a small word in a big word (Answer)

I find a small word in a big word.

Name: ________________( ) Class: P.4 ___

Date:__________

Circle the small word in the big word.

1. driver 2. Bigelow
3. shout 4. cage
5. beat 6. clap
7. friendly 8. snail
9. because 10. appearance
11. reflection 12. cheerful
13. joyful 14. wider
15. around 16. party

Write words with small words circled.

17. 18.
________________ ________________

© NET Section, CDI, EDB, HKSAR

Lesson 2: Reading
Keys2 Unit 2: The Fun Bus 2.3a

Recount Frame “The Fun Bus”

Who? When? Where?

Who is your main character? When did the recount take Where did the recount happen?
place?

© NET Section, CDI, EDB, HKSAR

Lesson 3: Reading
Keys2 Unit 2: The Fun Bus 2.3a

Recount Frame “The Fun Bus”

Who? When? Where?

Who is your main character? When did the event happen? Where did the recount happen?

Mr Bigelow One day (Accept any the town

reasonable answer)

girl / rooster / box

people / sang and danced
Mr Bigelow / angry

boy / parrot / cage

people / sang and danced
Mr Bigelow / angry

man / peacock / basket

people / sang and danced
Mr Bigelow / angry

Mr Bigelow / home / complains

Mrs Bigelow / fun

Mrs Bigelow / drives a bus

people / fun

© NET Section, CDI, EDB, HKSAR Lesson 3: Reading

Keys2 Unit 2: The Fun Bus 2.3b

Orientation

Events

Conclusion
© NET Section, CDI, EDB, HKSAR

Lesson 3: Reading
Keys2 Unit 2: The Fun Bus 2.3c

First
Then
Next
After that
Lesson 3: Reading

© NET Section, CDI, EDB, HKSAR

Keys2 Unit 2: The Fun Bus 2.3d

Mr Bigelow drives a bus

up and down the town.
A girl with a rooster
in a box got on the bus.
© NET Section, CDI, EDB, HKSAR

Lesson 3: Reading
Keys2 Unit 2: The Fun Bus 2.3d

Mr Bigelow was angry.

A boy with a parrot

in a cage got on the bus.
Mr Bigelow was mad.
© NET Section, CDI, EDB, HKSAR
 Keys2 Unit 2: The Fun Bus 2.3d

A man with a peacock

in a basket got on the bus.
Mr Bigelow was furious.
Mr Bigelow went home
© NET Section, CDI, EDB, HKSAR
Keys2 Unit 2: The Fun Bus 2.3d

and talked to his wife.

Mrs Bigelow became
a bus driver.

© NET Section, CDI, EDB, HKSAR

Lesson 3: Reading
Keys2 Unit 2: Fun Bus 2.4b

Lesson 4: Reading
© NET Section, CDI, EDB, HKSAR
Keys2 Unit 2: Fun Bus 2.5a

Lesson 5-6: Pre-writing

© NET Section, CDI, EDB, HKSAR

Keys2 Unit 2: Fun Bus 2.5a

© NET Section, CDI, EDB, HKSAR

Keys2 Unit 2: Fun Bus 2.5a

© NET Section, CDI, EDB, HKSAR

Keys2 Unit 2: Fun Bus 2.5a

© NET Section, CDI, EDB, HKSAR

Keys2 Unit 2: Fun Bus 2.5a

Lesson 5-6: Pre-writing

© NET Section, CDI, EDB, HKSAR

Keys2 Unit 2: The Fun Bus 2.5b

Scene 1: At the Park

Fish pond

Swing
Playground

Slide

Flower Garden

Spring riders

Sand box

© NET Section, CDI, EDB, HKSAR Lesson 5-6: Pre-writing

Keys2 Unit 2: The Fun Bus 2.5b

Scene 2: At Fun Land

Ferris Wheel

- Dolphin Show
- Seal Performance

© NET Section, CDI, EDB, HKSAR

Keys2 Unit 2: The Fun Bus 2.5b

Scene 3: At the shopping mall

© NET Section, CDI, EDB, HKSAR

Keys2 Unit 2: The Fun Bus 2.5b

Vocabulary Building

Which three characters does the

What do they do in front of the
character meet? What do they bring with them?
main character?
(circle the characters you choose)
 peacock  jiggle and wiggle
 rooster  sing and dance
 school bag  jump up and down
 a dog  clap their hands
 a bike  stamp their feet
Police officer A clown
 a big hat  tell a joke

Clwon  a birthday present  eat a giant pizza

 balloons  _________________
 _________________  _________________
Mr Bigelow
 _________________  _________________
 _________________  _________________
 _________________

A sales person

Security
guard

A chef

?
Lesson 5-6: Pre-writing

© NET Section, CDI, EDB, HKSAR

Keys2 Unit 2: The Fun Bus 2.5c

Writing Mind-Map

Orientation

Main Character

When?

Where?
Keys2 Unit 1: I’m Going to the Moon 1.1b

Events

(a) Who did the (b) What did (c) Where did (d) What did (a) (e) How did the
main (a) bring the main do in front main
character with them? character of the main character
meet? meet (a)? character? feel?
1
_____

2
_____

3
_____

Conclusion

Opener – In the end / after the long day

How did the main character feel?
/ Finally

© NET Section, CDI, EDB, HKSAR

Lesson 7-8: Pre-writing

Lesson 5-6: Pre-writing

Keys2 Unit 2: The Fun Bus 2.5c

Writing Mind-Map

Orientation

Main Character A girl with a rooster in the box, Polly

Where? at the park

When? yesterday
Keys2 Unit 1: I’m Going to the Moon 1.1b

Events

(a) Who did the (b) What did (a) (c) Where did (d) What did (e) How did the
main character bring with the main (a) do in main
meet? them? character front of the character
meet (a)? main feel?
character?
1
sang and
First Police officer a dog tuck shop surprised
danced

2
jiggled and
Then A clown balloons playground amazed
wiggled

3
Next A boy school bag fish pond told a joke happy

Conclusion

Opener – In the end / after the long day /

How did the main character feel?
Finally

After a long day, tired, sleepy, hungry

Polly, Fun Bus, home

Lesson 7-8: Writing

© NET Section, CDI, EDB, HKSAR

Lesson 5-6: Pre-writing
 Keys2 Unit 2: The Fun Bus 2.7a
Keys2 Unit 2: The Fun Bus 2.7a

Name: _________________________________ Class: _____________ ( )

Recount
Checklist
Organisation Checklist
Self I have included: Peer

 an orientation that
gives information
about who, when,
where
 at least three events in
my recount
 a conclusion for my
recount

Language Checklist
Self I have included: Peer

 adjectives
 connectives to show
the order of events
 connectives to tell
‘why’
 talking sentences

Lesson 13: Writing

Lesson 11: Writing

Lesson 9-10: Writing

© NET Section, CDI, EDB, HKSAR

Lesson 7-8: Writing
 Keys2 Unit 2: The Fun Bus 2.7b

Drafting Frame

Name: ( ) Class: 4______ Date:

Title

Orientation
___________________________________________________________
1. Who is the main
___________________________________________________________
character in the
recount? ___________________________________________________________
2. Where did it
take place? ___________________________________________________________
3. When did your
recount take
place?

Events
___________________________________________________________
1. Who did the main
character meet? ___________________________________________________________
2. What did (a)
bring with them? ___________________________________________________________
3. Where did the
main character
meet (a)?
4. What did (a) do in ___________________________________________________________
front of the main
character? ___________________________________________________________
5. How did the main
character feel? ___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

Conclusion
1. What happened
___________________________________________________________
in the end?
2. How did s/he
___________________________________________________________
feel?

Lesson 7-8: Writing Lesson 9-10: Writing

Objectives: I draft my writing © NET Section, CDI, EDB, HKSAR

 Keys2 Unit 2: The Fun Bus 2.7b

Drafting Frame

Name: ( ) Class: 4__________ Date:

Title
A day at the Park

Orientation

1. Who is the main

character in
the recount?
2. Where did it Yesterday, Polly with a rooster got off the bus at the park.
take place?
3. When did your
recount take
place?
Events
First, Polly met a police officer with a dog at the tuck shop. He sang and danced in
1. Who did the
main
front of her. She was surprised.
character
meet?
2. What did (a)
bring with
them? Then, Polly met a clown with balloons at the playground. He jiggled and wiggled in
3. Where did the
main character front of her. She was amazed.
meet (a)?
4. What did (a) do
in front of the
main character?
5. How did the Next, Polly met a boy with his school bag at a fish pond. He told her a joke. She
main character
feel? was happy.

Conclusion
1. What happened After a long day, Polly took the Fun Bus and went home. She was hungry and tired.
in the end?
2. How did s/he
She had a good day.
feel?

Lesson 7-8: Writing

Objectives: I draft my writing © NET Section, CDI, EDB, HKSAR

Keys2 Unit 2: The Fun Bus 2.9a

Lesson 9-10: Writing

Objectives: I draft my writing © NET Section, CDI, EDB, HKSAR

Keys2 Unit 2: The Fun Bus 2.9b

Lesson 9-10: Writing

© NET Section, CDI, EDB, HKSAR

Keys2 Unit 2: The Fun Bus 2.9c

© NET Section, CDI, EDB, HKSAR

Keys2 Unit 2: The Fun Bus 2.9c

Lesson 9-10: Writing

© NET Section, CDI, EDB, HKSAR

Keys2 Unit 2: The Fun Bus 2.11a

© NET Section, CDI, EDB, HKSAR

Keys2 Unit 2: The Fun Bus 2.11a

Lesson 11: Writing

© NET Section, CDI, EDB, HKSAR

Keys2 Unit 2: The Fun 2.12a

____________________________________

Written and illustrated by ______________( ) Class: ______

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

________________________________________

________________________________________

________________________________________

_______________________________________

____________________________________________________________

_______________________________________

_______________________________________

_______________________________________

____________________________________________

© NET Section, CDI, EDB, HKSAR

Keys2 Unit 2: The Fun 2.12a

______________________________________________________________

______________________________________________________________

____________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

© NET Section, CDI, EDB, HKSAR

Keys2 Unit 2: The Fun 2.12a

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

Lesson 11: Writing Lesson 12: Writing Lesson 13: Writing

© NET Section, CDI, EDB, HKSAR

Keys2 Unit 2: The Fun 2.13a

Student Self-reflection Form

Name: ________________________( ) Class: 4____ Date: _____________

Read the sentences below and circle the thumb that best describes how you feel.

  
Yes, I can Sometimes I can No, I can’t

Reading

a) I read the story with expression

and intonation.   
b) I know how to read new words:
- I know a word that looks
similar.
  

Writing

a) I can use a mind-map to organise my ideas.   

b) I can draft my writing.   
c) I can revise my writing by adding adjectives
and connectives.   
d) I can use talking verbs when using dialogue.   
e) I can use the editing code to edit my
writing.   
f) I can write a recount including an
orientation, events in order and conclusion.   

Lesson 13: Writing

© NET Section, CDI, EDB, HKSAR
Keys2 Unit 2: The Fun 2.13b

Feedback Comments for Classmates Work

 Well done. Your recount has an orientation, events and conclusion.

 I like this word / dialogue …….

 I think your adjective ‘…………’ makes your recount interesting.

 My favourite part of your recount is ‘…………………..…’

 You used the connective ‘…………..’

 Your pictures match your events. Good Job!

© NET Section, CDI, EDB, HKSAR Lesson 13: Writing

Keys2 Unit 2: The Fun Bus 1.5a

© NET Section, CDI, EDB, HKSAR

Lesson 5-6: Pre-writing
Keys2 Unit 2: The Fun Bus 1.7b

© NET Section, CDI, EDB, HKSAR

Lesson 7-8: Writing
 Keys2 Unit 2: The Fun Bus 1.9a

Lesson 9-10: Writing

© NET Section, CDI, EDB, HKSAR
Keys2 Unit 2: The Fun Bus 1.11a

© NET Section, CDI, EDB, HKSAR Lesson 11: Writing

Keys2 Unit 2: The Fun Bus 1.12a

Lesson 12: Writing

© NET Section, CDI, EDB, HKSAR
 Keys2 Unit 2: The Fun Bus 1.11b

Editing Code
Symbol Meaning Example
(p) (Ben)
(a) Let me know if you see ben.
(p) punctuation (p) (“) (p) (”)
(b) What is your name? asked John.

spelling (sp) (umbrella)

(sp) My umbella was at school.

(t) (bought)
tense
(t) I buy ice-cream yesterday.

(pl) (apples)
(pl) plural Bananas and apple are delicious.

(w) (taller)
(w) Tom was tallest than John.
wrong word
(to)
missing I want send this letter.
^
word(s) ^

(/)
extra word The student she studies often.
(/)

Writing
© NET Section, CDI, EDB, HKSAR
Keys2 Unit 2: The Fun

Suggestions for e-Learning

Here are some user-friendly apps that allow you to create posters and various invitation cards.
Students can design their own poster or invitation card individually, in pairs or in groups as a
consolidation activity.

Name of Web: StoryJumper

Customer support:
https://www.youtube.com/channel/UC7OlYwOl73CLvFypDHCrxSw

Name of App: bookcreator

Available on iPhone, iPad, iPod touch

Tutorial:
https://www.youtube.com/watch?v=TE5DTD87-IE

Name of App: Publisher Free

Available on iPhone, iPad, Andriod

Name of App: Picturebook

Available on iPhone, iPad, iPod touch

Tutorial:
https://www.youtube.com/watch?v=wojaVgugBnQ

Back

© NET Section, CDI, EDB, HKSAR

Keys2 Unit 2: The Fun 2.4a

cried
© NET Section, CDI, EDB, HKSAR
Lesson 4: Reading
Keys2 Unit 2: The Fun 2.4a

ordered
© NET Section, CDI, EDB, HKSAR
Keys2 Unit 2: The Fun 2.4a

shouted
© NET Section, CDI, EDB, HKSAR
Keys2 Unit 2: The Fun 2.4a

suggested
© NET Section, CDI, EDB, HKSAR
Keys2 Unit 2: The Fun 2.4a

whispered

© NET Section, CDI, EDB, HKSAR yelled

Lesson 4: Reading