Busan Then and Now

2. Brief Story Review

• “Let’s quickly remember our Busan Then And Now.” Open the Student Book to page 10 and quickly flip through pages 10-21, pointing to the pictures.
• Key questions: “Where did they find the funny looking glass?” “What is this bridge’s name?” “Where do you need to go to ride a train?” “How do the houses look now?” (emphasis on present tense) “What was the train like in the past?” (emphasis on past tense)

3. CLIL Activity (Student book page 23)

• a) Materials needed: a “Then and Now” worksheet (3 sections: Past – Present – Future); pictures of objects from the past and present (phone, car, train, house, camera, TV, bicycle, shoes); pencils, crayons, markers.
• b) Key language. Write the following on the board and go through each phrase and adjective together as a class. Focus on contextualising the difficult words by creating examples and physical actions. Key phrases: “Then, it was…” (small, slow, simple, gray, heavy…) “Now, it is…” (big, fast, colorful, light…) “In the future, it will be…” (flying, tiny, smart, invisible…) Useful adjectives: big / small, slow / fast, old / new, simple / colorful, heavy / light.
• c) How to play. Show examples: show two pictures of the same object from the past (then) and the present (now). Ask: “What is this?” “Which one is THEN?” “Which one is NOW?” “How are they different?”
• Explain the activity: students pick one object and compare Then (past) / Now (present) / Future (20 years later).
• Worksheet time: students choose an object (e.g. a phone). In the Then box → draw the old version. In the Now box → draw the current version. In the Future box → imagine and draw what it might look like 20 years later.
• Sharing time: students show their worksheets to a partner or small group and say one sentence about each — “Then, it was…” “Now, it is…” “In the future, it will be…”
• Wrap-up: display some creative examples on the wall as a “Then–Now–Future Gallery”.

4. Finish the class

• Finish with the chant in Student book pg. 9.

1. Introduce the Letters

• b) Write “o_e” with a blank space between O and E (like o__e) and underline it.
• c) Explain: “Sometimes we add a magic E at the end of a word. Magic E is silent, but it makes the O say its name — /oʊ/. So O + Magic E makes the long O sound.” Example: home, code, note.
• d) Model the sounds: O says /ŏ/ (short o), E says /ĕ/, Magic E makes O say /oʊ/ (long O).
• e) Have students repeat the long O sound while making a big O shape with their arms.

2. Demonstrate Pronunciation

• a) Short O /ŏ/. “Short O is relaxed. Your mouth opens a little: /ŏ/.” Model slowly three times and have students copy. “/ŏ/… hot.” “/ŏ/… dog.” “/ŏ/… mom.” Walk around, check pronunciation and praise students.
• b) Short E /ĕ/. “Short E is like a tiny smile: /ĕ/.” “/ĕ/… pen.” “/ĕ/… bed.” “/ĕ/… red.” Have students repeat in chorus. Teacher tip: if students confuse /ĕ/ and /ŏ/, exaggerate the two sounds back-to-back.
• c) Long O (Magic E) /oʊ/. “Now listen… Magic E makes the O say its name: O = /oʊ/.” Stretch it out: “/oooooh/”. “/oʊ/… home.” “/oʊ/… code.” “/oʊ/… note.” Have students make a big circle with both arms each time they say the long O.

3. Vocabulary Practice and Actions

• a) Home — make a roof shape over your head. Say: “Home!” b) Code — pretend to type a secret code. Say: “Code!” c) Note — pretend to write a note in the air. Say: “Note!” Students copy each action.

4. Connect Vocabulary to Students’ Lives

• a) Home: “Do you live in a house or apartment?” “What color is your home?” b) Code: “Can you type a secret code?” c) Note: “Do you write notes in class?” Students answer using simple words or gestures.

5. Workbook page 8

• a) Look at the picture in the workbook and ask students if they can identify anything in it.
• b) Look at each word with the missing “E” and ask students what they think the word is.
• c) Repeat the answer as a class to ensure they understand the word and can pronounce it.
• d) Then instruct students to stick the Magic E at the end of the word.
• e) At the bottom of the page, instruct students to find and circle the word, then write it below.

6. Phonics game

• a) Setup. On the floor (tape or paper), make two spaces: a Short O Zone labeled “o” and a Magic E Zone labeled “o_e”. Prepare word cards — short O: hop, cod, not; Magic E: home, code, note. Place the cards face down in a pile.
• b) Play the game. A student comes to the front and picks a card. You read it aloud first (or help them read). The student must decide whether the word belongs in the Short O Zone or the Magic E Zone, hops to the correct zone and drops the card into that area. The class says the word together: “H–o–p, hop!” “H–o–m–e, home!”
• Speed Round: “Next student, go!” Faster and faster. Teacher Trick Round: read a word but show a different card — the kids shout “NO!” and correct you.

7. Wrap-up

• Finish the class with the “Goodbye Song”.