Boogi Station / UNIT 07 BG07
High Five Senses
I (see) a (coin).
LESSON 2LET’S GET STARTED
Story Review and Skills
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 1 · Day 2- 01Routine
Hello & warm-up
Greetings, feelings, weather and the day.
- 02SB
story time; review the story in full & check comprehension
Student Book · p. 10–23
- 03SB
skills
Student Book · p. 24
- 04WB
story
Workbook · p. 6–7
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.
More official songs & online games
Preview external pages before class. They open in a new tab and may need internet or show provider content.
- Walking Walking · movement song ↗Use before seated book work. Model actions in place.
- Starfall ABCs · letter exploration ↗Choose the lesson’s letter with your class. Best after introducing its sound.
- British Council · word games ↗Select the topic first; reading tasks need teacher help for beginners.
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.
2. Story Review and Skills
W1 P3Story Review
Lesson Goals
- To review the five senses through shared story reading
- To help students understand how different senses are used to find clues in a story
Students will be able to
- Identify which sense Roo uses in each part of the story
- Guess the correct sense and object using visual or sensory clues
- Use the five senses vocabulary naturally in context
1. Warm-Up
Hello Song · “How are you?” · “How’s the weather today?” · Day of the week check
2. Story Review (Student Book pg 10-23)
- a) “Let’s look at the story again and remember what happened.”
- b) Open the Student Book to page 10 and go through each page until page 23.
- c) For each page, ask key questions related to the pictures and events: “What sense did Roo use to find a coin?” “What did Roo hear?” “What sense did Roo use to find the sock?” “How did Roo find the teddy bear?”
3. Activity 1 (Story) — Story Detective
- a) Show a page with sensory clues (e.g. sound or smell lines) while covering the next page that reveals the object.
- b) Ask students to guess the sense and the hidden object based on the clues.
- c) Confirm the answer by showing the next page and lead the students in reading the complete sentence together.
4. Activity 2 (Vocabulary) — Sensory Matching Race
- Objective: students hold up the correct sensory cards (see, smell, hear, touch, taste) in response to a given object, recognizing that more than one sense can be a correct answer.
- Materials: sensory card sets (see, smell, hear, touch, taste) and a set of picture cards.
- a) Each team is given a set of five sensory cards.
- b) The teacher shows a picture or an actual object (e.g. an orange).
- c) The teacher asks “What sense do we use?” and students choose the best matching card(s).
- d) On the count of three, all teams lift their cards high.
- Teacher Tip: if one team picks ‘Taste’ and another picks ‘Smell’ for a pizza, accept both as correct answers.
5. Wrap-up
- Review target words with the [Let’s Chant] song, then finish the class with the Goodbye song.
W1 P4Workbook (Story) + Student Book (Skills)
Lesson Goals
- To support students’ understanding of language through story-based learning
- To help students explore senses and shapes through interactive activities
Students will be able to
- Match senses with body parts in the story
- Say simple sensory sentences together
- Recognize and name the shape square
1. Warm-Up
Hello Song · “How are you?” · “How’s the weather today?” · Day of the week check
2. Workbook pg 6-7 — Story
- a) Look at the captions (e.g. “I see a coin.”) and place the matching body part sticker (eye, hand, ear, nose, mouth) on the grey circle.
- b) Find the object from the caption in the picture (e.g. coin, teddy bear) and circle it.
- c) Say the full sentence together: “I see a coin.” “I touch a teddy bear.”
3. Skills — Shapes: square (Student Book pg 24)
- a) Get the square puzzle stickers from the sticker page.
- b) Match and place each sticker onto the grid on page 24.
- c) Complete the story scene and say “It’s a square!”
- d) Look at the finished puzzle and talk about the story scene (e.g. “They are hugging!”).
4. Activity (Shapes) — Square Monster
- Objective: students create a monster using only square shapes to reinforce their recognition of the square shape.
- Materials: one large square paper for each student, various small square paper scraps in different colors, glue sticks.
- a) Give each student a large square piece of paper to be the monster’s body.
- b) Provide smaller square scraps of paper in different colors.
- c) Students glue the small squares onto the large body to create eyes, teeth or patterns.
- d) Have students repeat the sentence: “My monster is a square!”
4. Wrap-up
- Review target words with the [Let’s Chant] song, then finish the class with the Goodbye song.