Boogi Station / UNIT 02 BG02
Where Is My Family?
Where is (my dad)?
LESSON 3LET’S GET STARTED
CLIL and Phonics
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 2 · Day 1- 01Routine
Hello & warm-up
Greetings, feelings, weather and the day.
- 02SB
story review, brief
Student Book · p. 10–21
- 03SB
CLIL, draw a family tree
Student Book · p. 23
- 04WB
phonics
Workbook · p. 8–9
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.
Hello Hello!Official video + no-video activity
Move & freezeTeacher-led · no account needed
Weather picture huntTeacher-led · no account needed
Mystery wordsTeacher-led · no account needed
Bye Bye GoodbyeOfficial video + no-video activity
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.
3. CLIL and Phonics
W2 P1Student Book read together review + Student Book (CLIL)
Lesson Goals
- To review the story
- To introduce and practice family vocabulary
Students will be able to
- Identify family members in the story
- Use simple sentences with “He is…” / “She is…” to describe family members
- Complete Tigo’s family tree and name each family member
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)
- Revisit the story and reinforce the sentences through guided reading.
3. CLIL — Family Tree (Student Book pg 23)
- Objective: Students practise family vocabulary and “He/She” sentences by completing Tigo’s family tree.
- Materials: family tree template (a large tree with empty circles), drawing tools.
- a) Introduce what a family tree is. “Look at this big tree! A family is like a tree. Each branch is a person — dad, mom, and you! We call this a family tree.”
- b) Give each student a template. “Tigo’s family tree is empty! Let’s help Tigo. Let’s draw his family!”
- c) Guide students to draw one member at a time to keep the pace. “First, draw a face on the top branch. This is Tigo’s Dad!” “Next, draw a face here. This is Tigo’s Mom!”
- d) Hold up the family tree in the book and ask: (Point to dad) “Who’s he?” Students: “He’s Tigo’s dad!” Follow the same steps for Mom, Brother, Sister and Tigo.
- Fast finishers (optional): “You are so fast! Now, draw Tigo’s Grandma and Grandpa on the small extra branches.”
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
- To introduce the phonics sound I i
- To support early phonics awareness through listening and speaking activities
- To reinforce phonics learning using familiar vocabulary and visuals
Students will be able to
- Recognize and pronounce the /ɪ/ sound
- Complete workbook activities by matching, sticking and colouring I i
- Identify /ɪ/ words during the game and say them aloud
1. Warm-Up
Hello Song · “How are you?” · “How’s the weather today?” · Day of the week check
2. Phonics Introduction — I i
- a) Demonstrate Pronunciation. Write uppercase “I” and lowercase “i” on the board. “The letter I makes the /ɪ/ sound.” “To make the /ɪ/ sound, relax your mouth and drop your chin just a little bit and push a short puff of air down to your chin!” “Let’s make the sound together: /ɪ/, /ɪ/, /ɪ/!”
- b) Direct students to the pictures on Workbook page 8. “/ɪ/, /ɪ/, /ɪ/ like in iguana, /ɪ/, /ɪ/, /ɪ/ like in in, /ɪ/, /ɪ/, /ɪ/ like in igloo.” Iguana — place your hand under your chin like a lizard’s neck, stick your tongue out quickly, and say “iguana”. In — make a cup shape with one hand and put your other thumb inside it, point into your hand and say “in”. Igloo — reach both arms up and curve them over your head to make a round dome, shiver like you are cold and say “Brrrrrrr, igloo”.
- c) Practice saying these words numerous times.
3. Workbook pg 8 — Phonics
- Guide students to complete the igloo on page 8. Before sticking each brick, lead the students to say the sound: “/ɪ/-/ɪ/-/ɪ/.”
4. Workbook pg 9 — Phonics
- Guide students to complete the iguana on page 9.
- a) Uppercase I: direct students to the sticker page to find the iguana parts and stick them on the big I to match the example.
- b) Lowercase i: ask students to colour the small i green to finish the little iguana.
- c) Finally, guide students to colour the letters at the bottom and read the sentence together: “Ii is for iguana.”
5. Activity (Phonics) — Hungry Iguana
- Objective: Students pretend to be an iguana and hunt for words to practise the /ɪ/ sound.
- Materials: sticky hands (as the iguana’s long tongues), fly cut-outs with target words (Igloo, In, Iguana), baskets.
- Set up: scatter the fly cut-outs on the floor or a table; give each student a sticky hand.
- a) Call a student and say, “Hungry iguana, catch a fly!” b) The student uses the sticky hand to catch a fly cut-out. c) Once caught, the student says: “iguana!” d) The student puts the fly into the correct basket.
- Teacher Tip: prepare plenty of fly cut-outs so every student has multiple chances. Depending on the students’ personalities, you can make it a team game where the team that catches the most flies wins.
6. Wrap-up
- Review target words with the [Let’s Chant] song, then finish the class with the Goodbye song.