Hi, My Friends!

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

• a) Name & Identification. The teacher points to each character and says their name clearly. Say each name clearly and have students repeat after you.
• “This is Boogi. Everyone say, ‘Hello, Boogi!’”
• “This is Otto. Can you say, ‘Hi, Otto’?”
• “This is Hoggy. Everyone, ‘Hoggy!’”
• Review: The teacher points to a random character and asks, “Who is this?” to let students shout out the names.
• b) Engaging with Character Stories. Briefly read about the characters to reinforce who they are. Ask them questions to engage with them:
• “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. The teacher asks, “Which character is the coolest?” or “Who do you want to play with?”

3. Unit Introduction (Student Book pg 7)

• This unit is designed to introduce the main characters of the book series and build a friendly connection with them. Show them the picture and ask them questions such as:
• “Look! We have many new friends here! Let’s see who they are.”
• “Let’s say hello to Tigo, Otto, Roo, Jindo, Boogi, and Hoggy!”
• “Are you ready to become friends with them? Let’s start!”

4. Vocabulary Introduction (Student Book pg 8)

• a) Introduction. Clearly pronounce the target words. Have students repeat after you. (like, swim, draw, eat, dig, read)
• b) Physical Demonstration. Use gestures or actions to illustrate the meaning of each word.
• Like: Smile brightly and hug yourself or make a heart shape with your hands over your chest. “Mmm, I like this! I like it!”
• Swim: Move your arms in a breaststroke or freestyle motion as if moving through water. “Splash, splash! Swim.”
• Eat: Pretend to hold a spoon or a sandwich and bring it to your mouth, making chewing sounds. “Yum, yum! Eat.”
• Read: Open your palms together like a book and move your eyes back and forth as if following lines of text. “Look at the book. I read, read, read.”
• Dig: Pretend to hold a shovel with both hands and push it into the ground with your foot, then toss the dirt aside. “Heave-ho! Dig, dig, dig.”
• Draw: Use one finger as a pencil to “draw” a large shape in the air. “Watch me draw.”
• c) Comprehension Check. Quickly check understanding using simple Yes/No questions. Eat: (Pretend to eat) “Eat? Yes or No?” (Students: Yes!) Swim: (Pretend to eat) “Swim? Yes or No?” (Students: No!)
• d) Personal Connection. “Do you like to read?” “Do you like to dig?” “What is your favorite thing to eat?”
• e) Point & Repeat (Student Book pg.8). Show the page. Point to each picture. Say slowly: “Like. Like. Repeat after me.” Students repeat in chorus, then individually.
• f) Circle & Say (Student Book pg.8). Teacher models: circle ‘Like’ on the page → say “Like”. Students take turns circling a word on their book and saying it out loud.

5. Activity (Vocabulary) — The Action Train

• Objective: Students reinforce the understanding of key action verbs (Eat, Swim, Draw, Dig, Read, Like) through rhythmic movement and social interaction.
• a) Form the Train: The teacher starts as the first leader, chanting “I like to draw!” while miming the action. Students who like to draw join behind the teacher to form a train.
• b) Rhythmic March: The train moves around the classroom to a rhythmic beat or background music. The leader changes the action (e.g., “I like eating!”), and all students must copy the new gesture while marching.
• c) Magic Signals: Slow down — move and perform the action in extreme slow motion. Super fast — stomp feet and perform the action as quickly as possible. Tickle tickle — gently tickle the back of the friend in front to “recharge” the train’s energy.
• d) Leader Swap: Periodically stop the music. The current leader moves to the very back, and the next student in line becomes the new captain.
• Teacher Tip — Safety First: Young learners can get overexcited during “Super Fast”; remind them to stay in their train to avoid bumping into furniture.

6. Let’s Chant (Student Book pg 9)

• “Now, we’re going to sing a song about the characters! Listen carefully!”
• Play the ‘Hi! I’m Boogi!’ song. Pause after each sentence and have students repeat the words.
• Play the song again for fun! You can sing the song faster or slower so that students can have fun!
• Teacher Tip: Use this chant repeatedly throughout the unit whenever students need a quick energy boost, transition, or mood change.

7. 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

• Have students look at the characters’ actions and put the right stickers on them while saying the words out loud.
• Check if students are matching the stickers correctly by asking, “Is the tigo reading or swimming?” before they paste.

4. Story Time (Student Book pg 10-23)

• a) Character Introduction: Before opening the book. “Everyone, look! Our friends are here. Let’s say hello and read about what they like to do!” Introduce each main character (Boogi, Otto, Roo, Hoggy, Jindo, Tigo). Use pictures or puppets, if available. Ask: “What’s this character’s name?” “What does Boogi like to do?”
• b) Picture Walk (pgs 10-23): Open to page 10. Before reading the text, focus on the illustrations. Go through each page one at a time. For each picture ask open-ended questions: “What do you see in this picture?” “Where are they?” (Prompt: “Are they at the beach? What do you do at the beach?”) “What is Otto doing?” “Look at Hoggy! Is Hoggy happy?” “Tigo is reading, do you like to read?”
• c) Read together: Read the story aloud, one page at a time. Read slowly and clearly. Pause after each sentence or short phrase.
• i) pg 10-11: “Look! Here are Boogi and friends at the beach. Let’s read and find out who they are! Who is this? (Boogi!) What are the other friends doing?”
• ii) pg 12-13: “Let’s read Otto’s story. Who is this? This is Otto. What does Otto like to do?”
• iii) pg 14-15: “Who is this? This is Roo. What does Roo like?” (Guide students to say “Draw”.)
• iv) pg 16-17: “Look at the Hoggy. What does Hoggy like to do?”
• v) pg 18-19: “Here is Jindo! What does she like to do?” (Guide students to say “Dig”.)
• vi) pg 20-21: “This is Tigo. What does Tigo like to do?”
• vii) pg 22-23: “All the friends are here! They are saying ‘Nice to meet you!’ Do you like our new friends?”
• Allow them to engage as a whole so they don’t feel pressured to speak.
• d) Read the story again and have students repeat after the teacher.

5. Connecting to Students’ Lives & Comprehension

• Show each character’s page again and ask:
• “Hoggy likes to eat. What is your favorite food to eat?”
• “Jindo digs a hole. Do you like playing with sand too?”
• “Tigo likes to read. Do you like to read too?”

6. Wrap-up

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