Oops! It Is Too Hot!

2. Story Review (Student Book pg 10–21)

• Revisit the story and reinforce weather sentences through guided reading.

3. CLIL — Weather Dice (Student Book pg 23)

• Objective: students apply weather language through movement and real-time response.
• Materials: weather dice (in the Workbook), tape.
• a) Prepare the dice. Students tear out the weather dice from the workbook and tape it together.
• b) Review weather words. Show the completed weather dice. Review each weather word using gestures and facial expressions. Model example reactions with the body (e.g. shivering, wiping sweat).
• c) Roll the dice. One student rolls the weather dice. The teacher asks “What’s the weather?” The student answers “It’s ___!”
• d) React and express. The same student adds a reaction sentence using gestures: “Oops! I’m ___!” The teacher leads the class to repeat the sentence together.
• e) Whole-class movement. All students act out the weather and reaction together using their bodies.
• Teacher Tips: encourage students to speak loudly and clearly while acting. Focus on expression and movement, not accuracy. Keep the pace quick and energetic.

4. Wrap-up

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

2. Phonics Introduction — C c

• a) Demonstrate pronunciation. Write uppercase “C” and lowercase “c” on the board. “The letter C makes the /k/ sound.” “To make the /k/ sound, open your mouth a little and make a sharp sound from your throat.” “Let’s make the sound together: /k/, /k/, /k/!” Exaggerate the sound.
• b) Direct students to the pictures on workbook page 8. “/k/, /k/, /k/ like in cat, /k/, /k/, /k/ like in car, /k/, /k/, /k/ like in cup.”
• Cat — use your fingers to draw whiskers on your face and say “Cat!” Car — pretend to hold and turn a steering wheel and say “Car!” Cup — pretend to hold a cup and drink from it and say “Cup!” Encourage students to copy your actions.
• c) Practice saying these words numerous times. If some students have difficulty with a certain aspect of pronunciation, focus on that again and again until it is understood.

3. Workbook pg 8 — Phonics

• Students follow the path by tracing C c in the picture. Students quietly say the sound as they move: “/k/, /k/, /k/, car”, “/k/, /k/, /k/, cup”.

4. Phonics Introduction — R r

• a) Demonstrate pronunciation. Write uppercase “R” and lowercase “r” on the board. “The letter R makes the /r/ sound.” “To make the /r/ sound, curl your tongue up!” “Let’s make the sound together: /r/, /r/, /r/!” Exaggerate the sound.
• b) Direct students to the pictures on workbook page 9. “/r/, /r/, /r/ like in rain, /r/, /r/, /r/ like in ring, /r/, /r/, /r/ like in robot.”
• Rain — move your fingers down from high to low like falling water and say “Rain!” Ring — pretend to slide a ring onto your finger and show it off and say “Ring!” Robot — move your arms and legs stiffly like a machine and say “Robot!” Encourage students to copy your actions.
• c) Practice saying these words numerous times, focusing on whatever gives students difficulty.

5. Workbook pg 9 — Phonics

• Students look at the picture box and find the hidden pictures that start with R r, then circle them.

6. Activity (Phonics) — Phonics Hunt

• Objective: students identify and distinguish between the initial sounds /k/ and /r/ by matching them with corresponding objects or cards.
• Materials: picture cards or quick classroom objects.
• a) Place picture/word cards (cat, car, cup, ring, robot, rain) around the classroom.
• b) Teacher calls: “Find something with /k/ (C c)!”
• c) Students race to touch or pick the correct card/object. Repeat for /r/ (R r).
• Extra challenge: students say the full sentence — “C is for cat.” “R is for robot.”

7. Wrap-up

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