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.

W2 P1Student Book — Read together review + Student Book (CLIL)

Lesson Goals

To help students understand and express emotions through story review and interactive movement

Students will be able to

Identify characters’ feelings from the story using key emotion words
Express basic emotions (happy, sleepy, angry, shy, hungry) using facial expressions and simple sentences
Improve their emotional communication and intelligence with the help of the teacher and peers

1. Warm-Up

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

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

Briefly go over the story one more time. Ask key questions about the story: “What does Otto feel?” “What happened to Jindo?” “Look at Tigo’s tail.”

3. CLIL — Emotion Mirror (Student Book pg 23)

Objectives: students practice feelings vocabulary (happy, sleepy, angry, shy, hungry) and express emotions with facial expressions and English sentences.
a) Introduce what an emotion mirror is: doing the same emotion as the chosen student.
b) Introduce key phrases: mirror, copy, guess, switch.
c) Practice them one at a time: “What emotion am I showing?” “Yes, a happy face!” “Everyone, mirror my facial expression and make a happy face too.”
d) Action: first have students mirror the teacher, or have them mirror a chosen student. Then play guess the feelings. Incorporate the book: “(She/He/Teacher) is happy like Boogi.” Do this with each emotion and character.

4. Wrap-up

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

W2 P2Phonics (Workbook)

Lesson Goals

Students will be able to

1. Warm-Up

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

2. Phonics Introduction — H h

a) Demonstrate pronunciation. Write uppercase “H” and lowercase “h” on the board. “The letter H makes the /h/ sound.” “To make the /h/ sound, open your mouth slightly and breathe out softly.” “Imagine you are breathing on a mirror to make it foggy.” “Let’s make the sound together: /h/, /h/, /h/!” Exaggerate the sound.
b) Direct students to the pictures on workbook page 8 and point to each image. “/h/, /h/, /h/ like in hat, /h/, /h/, /h/ like in hand, /h/, /h/, /h/ like in horse.”
Hat — pretend to put a hat on your head, adjust it, and say “Hat!” Hand — hold up one hand, wave it back and forth, and say “Hand!” Horse — pretend to hold reins and gallop in place while saying “Neigh!”, and say “Horse!” 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

Have students color the horse by distinguishing between uppercase ‘H’ and lowercase ‘h’ with the designated crayons.

4. Phonics Introduction — M m

Write uppercase “M” and lowercase “m” on the board. “The letter M makes the /m/ sound.” “To make the /m/ sound, press your lips together and make a humming sound in your throat.” “Let’s make the sound together: /m/, /m/, /m/!” Exaggerate the sound.
b) Direct students to the pictures on workbook page 9. “/m/, /m/, /m/ like in milk, /m/, /m/, /m/ like in man, /m/, /m/, /m/ like in map.”
Milk — pretend to hold a glass and drink, and say “Milk!” Man — stand tall, put your hands on your hips confidently, and say “Man!” Map — pretend to unfold a large paper map, look at it closely as if searching for treasure, and say “Map!” Encourage students to copy your actions.
c) Practice saying these words numerous times, focusing on whatever gives students difficulty.

5. Workbook pg 9 — Phonics

Guide students to find the path to the treasure chest by following the letters ‘Mm’ and pictures of ‘milk’ and ‘man’ along the maze.

6. Activity 1 (Phonics) — Fishing for H and M

Objective: students demonstrate their understanding of /h/ and /m/ sounds by writing target words and illustrating their meanings.
Materials: white boards, markers, erasers.
a) Give each student a white board, marker and eraser.
b) Tell or show the students a word that matches the phonics.
c) Have them write the word and draw a picture.
d) To make it more difficult, give them more words. Example: milk man, map with a hat, happy horse.

7. Activity 2 (Phonics) — Sound Train

Objective: students practice blending individual phonics sounds to decode and read complete words accurately.
Materials: alphabet cards.
a) Make a train using alphabet cards.
b) Point to each card and say the sounds slowly: /m/ – /a/ – /p/.
c) Say the sounds faster and blend them together.
d) Read the whole word aloud: Map!

8. Wrap-up

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

CLIL and Phonics