3, 2, 1 Blast Off!

2. Introduce Characters (Student Book pg 4-5)

• a) Name & Identification. Point to each character and say the name clearly. “This is Boogi. Everyone say, ‘Hello, Boogi!’” “This is Otto. Can you say, ‘Hi, Otto’?” “This is Hoggy. Everyone, ‘Hoggy!’” Review: point to a random character and ask, “Who is this?”
• b) Engaging with Character Stories. “Who is the leader of the team?” (Boogi!) “Who likes to surf?” (Otto!) “Who is a food YouTuber?” (Hoggy!) “Who is Jindo looking for?” (Her owner!) “Tigo has a big imagination! What is he searching for?” (A mystery creature!)
• c) Personal Connection. “Which character is the coolest?” or “Who do you want to play with?”

3. Previous Unit Review & New Unit Introduction (Student Book pg 7)

• a) Review the previous unit (Weather). Review hot, rainy, snowy, windy, stormy from the picture. Guide students to notice the windy scene. “Look at the picture. How’s the weather?” “What other weather words do we know?”
• b) Introduce the New Unit Theme (Shapes). Direct students’ attention to the rocket and windows. “Look at the rocket.” “What do you see on the rocket?” “Yes! I see circles.” “I see triangles.” “We will find shapes and learn their names.”

4. Vocabulary Introduction (Student Book pg 8)

• a) Introduction. Show flashcards for circle, square, triangle, heart. Point to each shape one by one and model clearly. As each word is introduced, teacher and students draw the shape in the air together using a finger.
• b) Physical Demonstration. Add movement to support memory — do the shape gestures together, or draw each shape in the air with a finger while students copy the movement and say the word aloud.
• c) Comprehension Check. Use shape flashcards: “What is this?” Mix the cards and ask yes/no questions: “Is this a circle?” → “Yes!” / “No!” (Optional quick check) Say a shape word and have students point to the correct shape on the page.
• d) Personal Connection. Ask students to look at their own belongings: “Do you have a circle?” Use classroom objects: “What shape is the clock?”
• f) Point & Repeat (pg. 8). Point to each picture. Say slowly: “Circle. Circle. Repeat after me.” Students repeat in chorus, then individually.
• g) Circle & Say (pg. 8). Teacher models: circle ‘circle’ on the page → say “It’s a circle.” Students take turns circling a word and saying it out loud.

5. Activity (Vocabulary) — Draw on My Back

• Objective: students recognize and identify shapes through tactile sensation and correctly name them in English.
• Materials: shape flashcards.
• a) Students stand in one line.
• b) The teacher shows one shape to the first student.
• c) The student draws the shape on the back of the student in front.
• d) Each student passes the shape forward in the same way.
• e) The last student guesses and says the shape aloud.
• f) The class repeats the word together.

5. Let’s Chant (Student Book pg 9)

• a) The teacher reads the chant aloud, clearly and slowly.
• b) The teacher reads aloud again and students repeat. Teacher: “I’m a circle.” Student: “I’m a circle.”
• c) Repeat one more time. Chant together.
• Teacher Tip: use this chant repeatedly throughout the unit whenever students need a quick energy boost, transition, or mood change.

6. Wrap-up

• Finish the class with the Goodbye song.

2. Vocabulary Review (Student Book pg 8)

• Review target vocabulary through actions and explanations.

3. Workbook pg 4-5 — Words

• a) Look & Name. Students look at the shapes on the page.
• b) Trace Half of the Shape. Students begin with partially traced shapes.
• c) Trace the Whole Shape. Students move on to tracing the full shapes.
• d) Color & Say. Students color each completed shape.

4. Story time (Student Book pg 10-21)

• a) Character Introduction. “Today, we’re going to read a fun story about the weather. Let’s meet the characters!” Introduce Jindo, Boogi, Roo, Otto, Hoggy and Tigo, using pictures or puppets if available.
• b) Picture walk. Before reading, guide students to observe: “What do you see?” “What shapes do you find?”
• c) Read together. Read one line slowly and pause after each sentence or short phrase. Students repeat after the teacher. Point to shapes in the illustrations as they appear. Use guide questions to help students follow the plot and naturally use the target vocabulary.
• i) pg 10-11 — introduce the characters on the rocket ship and the theme of a space journey. “Who is on the rocket ship?” “What shapes can you see on the rocket?”
• ii) pg 12-13 — find and identify circles. “Look at the trees and clouds. Are they pointy or round?” “Can you find the circles in the flowers and the butterfly?”
• iii) pg 14-15 — find and identify squares in the environment. “Look at the sandwich. What shape is it?” “What is Otto playing with?”
• iv) pg 16-17 — find and identify triangles. “Look at Boogi’s hat and the flag. Are they triangles?”
• v) pg 18-19 — find and identify hearts. “Look at the alien! What shape is the alien’s body?” “Where is another heart?”
• vi) pg 20-21 — identify and name every shape encountered during the journey to solidify their memory. “Look at our new friends! Can you name their shapes?” “Look at the rocket! How many different shapes can you see?”
• d) Read the story again and have students repeat after the teacher.

5. Activity (Vocabulary) — I Spy

• Objective: students identify and name objects in the classroom based on their shapes to practice shape-related vocabulary.
• a) One person is the spy. They look around and choose something they can see.
• b) The spy gives a clue: “I spy with my little eye, a circle…”
• c) The others take turns trying to guess what the object is.
• d) The spy says yes or no. If someone guesses correctly (e.g. “a clock!”), the spy says “Yes!” and that person becomes the new spy.
• e) Keep playing and take turns being the spy.

6. Wrap-up

• Review target words with the [Let’s Chant] song, then finish the class with the Goodbye song.