Busan Then and Now

e) Introduce Characters (Student Book pg 4-5)

• Introduce Boogi: “This is Boogi,” and have students repeat the name. Ask about Tigo: show Tigo and ask “What animal is Tigo?”, providing hints if needed. Introduce Otto: “Do you know Otto the otter?” then clarify “Otto is an otter,” and have students repeat. Review: point to each character and ask “Who is this?”
• Briefly read about the characters to reinforce who they are. Ask questions to engage them: “Who likes to surf?” “Who is a food YouTuber?” “What is Tigo searching for?”

2. Introduce the story and theme (Student Book pg. 7)

• a) The theme of the story is comparing Busan in the past to now.
• b) Look at the picture and ask: “Who is this character?” “What do you think they are doing?” “Where is this beach, have you been there before?” “What vehicle are they getting on?” “Where is Boogi?” “Is this bus big and loud or small and quiet?”
• c) Introduce the concept of the past and the present. On the whiteboard draw 2 dots connected by arrows going forward and backwards. Focus on the right dot and tell them this is the present. Have the students repeat the word “present” after you. Write “today” above the dot and explain again that today is the present. Ask them what the present is and try to elicit “today” from them.
• Now introduce the concept of the past: focus on the left dot and explain that this is the past. Have them repeat “past” after you. Write “yesterday” above the dot and explain that yesterday was the past.
• To further reinforce this concept, ask them questions about their daily lives using the present and the past: “What are you doing today?” “Where are you now?” “What did you do yesterday?” “How about last weekend, what did you do?” Provide some examples for them so they can understand further.

4. Introduction to vocabulary (Student Book pg. 8)

• a) Vocabulary Introduction. Clearly pronounce the target words and have students repeat.
• b) Comprehension Check. Ask students if they know the meaning of the words. Encourage explanations in simple English.
• c) Physical Demonstration. Use gestures or actions to illustrate the meaning of each word. Create brief scenarios to contextualize the vocabulary.
• d) Contextual Repetition. “Look at this picture, there are many different colours. Therefore this is colourful.” “The boy is fast.” “The boy is slow.” “Are you fast, or are you slow?” “Let’s say this word LOUD.” “Let’s say this word quiet.” “Have you ever been on a train before?” “Some trains are old and shaky and some are new and smooth like these pictures.”
• e) Personal Connection. “What is something fast?” “Have you seen something fast today?” “What is something slow?” “Who walks slow — mom, dad, or grandma?” “What colors do you see right now?” “Is the sky ever gray? When?” “Can you show me a quiet voice?” “Can you make a loud clap?”
• f) Interactive Practice. Have the class repeat the word several times together. Provide contexts where they must identify the different words. Ask students to practice saying the word to a partner.

Workbook page 4: Words

• After introducing and practicing the vocabulary you can see if the students have understood you by circling the correct word.

5. Introducing the song (Student book pg. 9)

• “Now, we’re going to sing a song about Busan! Listen carefully!” Play the song. Pause after each sentence and have students repeat the words. Play the song again for fun — faster or slower so that students can enjoy it.

1. SB pg 8 — vocabulary review

• Review target vocabulary through actions and explanations. Get students to circle the word that you say.

2. Story Time

• Character Introduction. Before opening the book: “Today, we’re going to read a fun story! Let’s meet the characters!” Introduce Jindo, Boogi, Roo, Otto, Hoggy and Tigo using the pictures in the book. You can also imitate the characters and have the students guess which one you are. “What’s this character’s name?” “What is their favorite place?”

3. Interactive Reading — Student Book

• Read the story aloud, one page at a time. Read slowly and clearly. Pause after each sentence or short phrase.
• pg 10-11: circle what the friends found. Explain that this is a special magnifying glass that allows them to look into the past.
• pg 12-13: find what the glass shows. Look at the picture of the magnifying glass — it shows shops from the past. Reinforce again that the past is over and this happened a long time ago.
• pg 14: find where they go. They go to the port. Explain what a port is and what ships do there. Ask the students to describe the ship — is it big or small?
• For each picture, ask open-ended questions: “What do you see in this picture?” “Where are they?” “Have you been to a market like this before?” “This glass is old and it shows us the past, do you remember what the past is?” “Do you see the port, are the ships big or small now?” “How about fast, are they fast?”
• Reinforce vocabulary — pg 14: “The ship is big and fast, do you remember what fast means?” pg 15: “The boat is small and slow, do you remember what slow means?” Allow them to engage as a whole so they don’t feel pressured to speak.

5. Wrap-up

• Finish the class with the Goodbye song.