Oops! It Is Too Hot!

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 (Feelings). Look at the characters in the picture and review happy, sleepy, angry, shy, hungry. “Look at Hoggy. How does he feel?” “Is Hoggy sleepy?” “Look at Boogi. How does Boogi feel?” “Is Boogi happy?”
• b) Introduce the New Unit Theme (Weather). Point to the beach scene on page 7 and guide students to notice the bright sun. Model the key language: “How is the weather?” “Is Otto hot or cold?” Elicit responses in full sentences: “It’s hot.”

4. Vocabulary Introduction (Student Book pg 8)

• a) Introduction. Say the target words slowly and clearly and have students repeat. Show flashcards for hot, rainy, snowy, windy, stormy.
• b) Physical Demonstration. Hot: fan yourself with your hand. Rainy: pretend to hold an umbrella. Snowy: hug yourself and shiver. Windy: lean your body and blow. Stormy: cover your ears and pretend thunder. Students copy the actions as they repeat the word.
• d) Personal Connection. “How is the weather today?” “What’s your favorite weather?” Let them answer with one word or short sentences: “It’s rainy today.” “I like snowy weather.”
• c) Comprehension Check. Hold up a flashcard and ask “What’s this?” Mix them up and point randomly: “Is it hot?” → students answer Yes/No. Quick thumbs up/down check: say a weather word, students show thumbs up if correct, thumbs down if incorrect.
• f) Point & Repeat (pg. 8). Point to each picture. Say slowly: “Hot. Hot. Repeat after me.” Students repeat in chorus, then individually.
• g) Circle & Say (pg. 8). Teacher models: circle ‘hot’ on the page → say “It’s hot.” Students take turns circling a word and saying it out loud.

5. Activity (Vocabulary) — Weather Guess

• a) The teacher acts out a weather word using the gestures from the physical demonstration.
• b) Students guess the word and call it out.
• c) Repeat the word together for drilling.

6. Let’s Chant (Student Book pg 9)

• Play the chant and have students listen first. Play it again and have students chant along. Encourage simple actions for each weather word. Repeat the chant once more together.
• 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 — Words

• Students trace the weather words while pronouncing each word. Encourage careful tracing and clear pronunciation.

4. Workbook pg 5 — Words

• Have students find all the circles with the word hot. Students color the hot circles only. Check answers together by saying the word aloud: “Hot.”

5. Story time (Student Book pg 10-12)

• a) Character Introduction. “Today, we’re going to read a fun story about the weather. Let’s meet the characters!” Introduce Jindo, Roo, Otto, Hoggy and Tigo, using pictures or puppets if available.
• Note for the teacher: skip the picture walk to maintain the choice & answer check structure. Use Otto’s segment to model the story pattern — weather check → clothing choice → result. The other characters (Roo, Hoggy, Jindo, Tigo) follow the same pattern in the next lesson.
• b) Read together. Read the story aloud one page at a time, slowly and clearly, pausing after each sentence or short phrase. Follow the weather–choice–result pattern to reinforce logical flow.
• i) pg 11 (checking the weather). Show the weather scene. “Look outside. What do you see?” “Look at the sun. Is it hot or cold?” (Hot!)
• ii) pg 11 (choosing appropriate clothing). Show the two clothing options. (Point to A) “Look. A has a summer hat and shorts.” (Point to B) “B has a winter hat, a scarf, and a thick coat.” “How is the weather?” “Is it hot?” “Which one is better? A or B?”
• iii) Pause before turning the page to build excitement: “Okay… let’s see! Are we right?”
• iv) pg 12 (checking the result). Turn the page and read the result together. Ask simple reaction questions.

6. Wrap-up

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