Watch Out!

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

• a) Name & Identification. The teacher points to each character and says their name clearly. “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?”
• 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 (Family). Use the characters in the picture to recall vocabulary from the previous unit (mom, dad, brother, sister, family). “Look who’s here! It’s our friends, the Tigo family!” “You remember him, right? Who is he?” (Dad!) “Who is she?” (Sister!)
• b) Introduce the New Unit Theme (Safety). Use the camping scene to show “Watch Out” in context. Pointing to the rock and fire helps students understand “danger” intuitively without translation.
• “What are they doing?” “Oh no! Look at the rock! Tigo is falling!” “What about the fire? Is it okay to touch?” “Yes! Fire is very hot. We must be careful.” “Let’s find out how we can play together and stay safe!”

4. Vocabulary Introduction (Student Book pg 8)

• a) Introduction. Say the target words slowly and clearly and have students repeat. Point to the specific situations on page 8 to connect the phrase with real actions: Watch out, walk slow, slow down, get down.
• b) Physical Demonstration. Watch out: Pretend to almost trip or walk into something, then stop suddenly with wide eyes. “Whoa! Watch out!” Walk slow: Walk in place with very exaggerated, slow, heavy steps. “One… two… Walk slow.” Slow down: Start by running fast in place, then slowly reduce speed until almost stopping. “Too fast, too fast… Slow down.” Get down: Carefully stand on a chair and then step down to the floor. “Danger! Get down!”
• c) Comprehension Check. Ask students if they know the meaning of the words.
• d) Personal Connection. “Do you like to climb?” “Do you have a bicycle?” “Did you ever fall down from your bicycle?” “Do you walk slow or fast?”
• e) Point & Repeat (pg 8). Show the page. Point to each picture. “Watch out. Watch out. Repeat after me.” Students repeat in chorus, then individually.
• f) Circle & Say (pg 8). Teacher models: circle ‘Watch out’ → say “Watch out”. Students take turns circling a word and saying it out loud.

5. Activity (Vocabulary) — Danger! Danger!

• Objective: Students identify a dangerous situation from three options and use “Watch out!”
• Materials: a PPT with 3-4 sets of slides, each with 3 photos. Set 1: Studying / Crossing the road / Climbing a fence. Set 2: Eating an apple / Sleeping / Touching a hot pot. Set 3: Brushing teeth / Playing with toys / Running with scissors. Set 4: Washing hands / Reading a book / Leaning out of a window.
• a) Show the slide and explain the three situations briefly: “Look! 1, 2, and 3.”
• b) Ask, “Which one is dangerous? Think for 5 seconds.”
• c) On the count of three, all students show the answer using their fingers.
• d) Point to the dangerous photo and ask, “Is #3 safe?” Students answer, “No!”
• e) All students put their hands in an ‘X’ shape and shout together: “Watch out! Watch out!”

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 students to do simple actions for ‘Watch out’. 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 4-5 — Words

• Look at the four characters and identify what they are doing, and use the stickers to review the vocabulary.

4. Story Time (Student Book pg 10-21)

• a) Character Introduction. Before opening the book: “Today, we’re going to read a fun story! Let’s meet the characters!” Introduce each main character (Jindo, Boogi, Roo, Otto, Hoggy, Tigo). Ask: “What’s this character’s name?” “What is their favorite place?”
• b) Picture Walk (pgs 10-19). Open to page 10. Before reading the text, focus on the illustrations, one page at a time. “What do you see in this picture?” “Where are they?” “Are they in a park, do you know this park name?” “What is Otto doing?” (pg 12-13) “Is Hoggy surprised?” (pg 18-19) “They are in the playground, do you like the playground?”
• c) Read together. Read the story aloud, one page at a time, slowly and clearly. Pause after each sentence or short phrase.
• i) pg 10-11: “Look at the friends, where are they?”
• ii) pg 12-13: “Otto is running up the stairs, what should Otto do?” “Let’s read it together.” “Watch out! Walk slow!”
• iii) pg 14-15: “What is Tigo doing? He is climbing the fence! Is this safe?” “Let’s read it together.” “Watch out! Get down.”
• iv) pg 16-17: “Jindo is riding fast, what should he do?” “Let’s read it together.” “Watch out! Slow down.”
• v) pg 18-19: “Look at the friends. Are they happy?”
• 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

• “Do you like to play in the park?” “Do you have a bicycle like Jindo?” “Have you been to this park in Busan?”
• Ask simple comprehension questions: “Why did Otto fall?” “What is Jindo doing?” “What is Hoggy doing?”

6. Wrap-up

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