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Roo Station / UNIT 08 RO08

Busan Then and Now

(The ship) is (big) and (fast).

Home learning
LESSON 4

LET’S GET STARTED

Make Together and Review

40 min 19 slides

Follow the shared lesson flow, with room to repeat, pause and play.

Start presentation Slides, audio and teaching notes in one place.

Your lesson flow

Week 2 · Day 2
  1. 01

    Hello & warm-up

    Greetings, feelings, weather and the day.

    Routine
  2. 02

    make together

    Student Book · p. 24

    SB
  3. 03

    stickers

    Student Book · p. 25

    SB
  4. 04

    review

    Workbook · p. 9–11

    WB

  5. Make together

    Let’s Ride the English Waves! · Prepare materials before class.

SING · MOVE · PLAY

A little more play

Built into your lesson. Repeat or skip to suit your class; keep time for the book and conversation.

Hello Hello!Official video + no-video activity
Move & freezeTeacher-led · no account needed
Weather picture huntTeacher-led · no account needed
Mystery wordsTeacher-led · no account needed
Bye Bye GoodbyeOfficial video + no-video activity
More official songs & online games

Preview external pages before class. They open in a new tab and may need internet or show provider content.

Our games add oral practice to the curriculum. They do not measure a child’s English level.

Teaching guide

Original Teacher’s Guide. Each 40-minute lesson covers two guide periods.

4. Make Together and Review

W2 P3Student Book (Make Together)

Lesson Goals

  • To help students build confidence in using everyday English through greetings, weather expressions and day-of-the-week vocabulary in a fun and predictable warm-up routine
  • To introduce students to the class craft project and guide them in understanding the steps, materials and colors involved through modeling, repetition and hands-on practice
  • To encourage students to express themselves creatively by describing their craft using simple English phrases and sharing their finished work during a supportive show-and-tell activity

Students will be able to

  • Respond to basic classroom questions such as “How are you?”, “How’s the weather?” and “What day is it today?” with simple, accurate sentences
  • Follow step-by-step instructions for completing the craft and identify the materials they are using
  • Share their work confidently with classmates using phrases such as “This part is blue” or “I made a ______”

1. Warm-Up

Hello Song · “How are you?” · “How’s the weather today?” · Day of the week check

2. Student book pg 24

  • a) The craft is making a paper boat. Ask questions such as: “Do you remember the boat from our story? What did it look like?” “What color was the boat in the story? What color will your boat be?” “Where do boats go? On land or on water?” “What do you think a boat needs to float?” “Who can go inside your boat? A person? An animal? A toy?”
  • b) Introduce the craft and how to do it, do it together with the students and help them if necessary.

3. During the craft

  • Ask questions such as: “Is your boat big or small?” “What part are you making now?” “What color are you choosing? Why?” “How does your boat look different from the story boat?” “Is your boat loud or quiet? Fast or slow?” “Can your boat carry one friend or many friends?”

4. After the craft

  • Ask questions such as: “Can you show me how your boat works?” “Where will your boat travel?” “Who is the captain of your boat?” “Is your boat strong or shaky? Smooth or rough?” “If your boat could talk, what would it say?” “Would your boat like calm water or big waves? Why?” “What is your favorite part of your boat?” “How is your boat similar to or different from your friends’ boats?”

5. Show and tell

  • Have a show and tell where students introduce their craft to their friends. Be sure to congratulate them afterwards and get the other students to applaud so that they don’t feel nervous showing their craft.
W2 P4Review — Student Book + Workbook (I Can Say)

Lesson Goals

  • To help students practice everyday English routines, including greetings, weather and days of the week, while reinforcing simple sentence structures
  • To review and consolidate target vocabulary and phonics through workbook activities, picture identification and interactive games
  • To encourage participation through the Magic Robot Race game while strengthening comprehension of descriptive words and o_e phonics words

Students will be able to

  • Respond accurately to questions about feelings, weather and days of the week using simple sentences
  • Identify and match vocabulary and phonics words in workbook activities, circling differences, placing stickers and describing their own drawings about Busan in the future
  • Follow instructions during the Magic Robot Race game, moving according to descriptive words (big/small, fast/slow, loud/quiet, shaky/smooth) and running to the correct o_e phonics word corners (home, note, code)

1. Warm-Up

Hello Song · “How are you?” · “How’s the weather today?” · Day of the week check

2. Workbook pg 9 — Review

  • Stick the sticker of the correct word under the picture. Have students do this themselves and when finished review the various words together as a class.

3. Workbook pg 10 — Review

  • Find and circle the three differences in the picture. Encourage students to do this themselves and then go over the answers together. Ask them questions about the picture such as where they are and what the characters are doing.

4. Workbook pg 11 — I Can Say

  • Explain to the students that they should draw what they think Busan will look like in the future. Go over the idea of what the future tense means if they are confused.
  • Go around and check whether students need help with spelling or knowing what the word in English is. Practice speaking it with them if they don’t know the word. Go over the word bank and speech bubbles, stressing what each word means and what the concept is so that they are not confused when starting.
  • After they are finished they should ask a friend what they think Busan will look like and have the friend ask them back. Walk around while students are doing this and let them practice their independence; if they are struggling with the shape of writing or spelling you can help them. If the whole class is struggling then stop and help the whole class with the concept before starting again.

5. Vocabulary game and Phonics game: Magic Robot Race

  • Materials: picture cards, phonics cards (home, note, code), music (optional).
  • b) Setup: place the picture cards on one side of the room (the “Robot Control Wall”). Place the phonics cards in 3 separate corners around the room. Make a start line where students will “be robots”.
  • c) Introduction: “You are magic robots! I will give you instructions. Move like a robot!” Model the movements — slow robot, fast robot, shaky robot, smooth robot, big robot, small robot, loud robot, quiet robot. Let students copy each one. Make it silly and fun.
  • d) Play the game: the teacher says one vocabulary word and students run from the start line to the Robot Control Wall moving like the word. “Go slow!” (walk in slow motion) “Go fast!” (quick run) “Go shaky!” (wiggly robot run) “Go smooth!” (glide smoothly) “Go big!” (big steps) “Go small!” (tiny steps) “Go quiet!” (tiptoe silently) “Go loud!” (stomp, not scream). When they reach the wall, they must touch the correct picture card that matches the movement. Repeat with mixed words.
  • e) Round 2 — Phonics Treasure Corners. “I will say a magic o_e word. Robots must run to the correct corner!” (home, note, code) Hold up a phonics card or say the word aloud: “Go to home!” “Find note!” “Run to code!” Students run to the corner with that card. Then add mixed instructions: “Go fast to home!” “Go shaky to code!” “Go quiet to note!” “Go big to home!”

6. Wrap-up

  • Finish the class with the “Goodbye Song” and tell the students “See you next week!”