Come Back, Colors!

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

• a) Name & Identification. Point to each character and say the name clearly. “This is Boogi. Everyone say, ‘Hello, Boogi!’” “This is Otto. Can you say, ‘Hi, Otto’?” “This is Hoggy. Everyone, ‘Hoggy!’” Review: point to a random character and ask, “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 (Senses). Use the picture to review the five senses by observing what each character is doing. “Look at the picture! Our friends are at the art museum.” “Look at Tigo. What is he doing? Oh no! He is trying to touch the painting!” “Hoggy is so surprised! Why? Because we shouldn’t touch the art!” “What about Otto? He has headphones. Is he listening (hearing) something?” “Look at Jindo. She is taking a photo. She is seeing the beautiful art.” “Great! We use our senses: see, hear, smell, touch and taste!”
• b) Introduce the New Unit Theme (Colors). Shift the focus from how we see (senses) to what we see (colors) in the museum paintings. “Now, let’s look at the paintings on the wall. They are so pretty!” “What do you see in the paintings? Are there many colors?” “Point to the painting. Can you find Blue?” “Wow, this museum is full of beautiful colors!” “Today, we are going to learn about colors!”

4. Introduction to vocabulary (Student Book pg 8)

• a) Introduction. Clearly pronounce the target words — red, yellow, blue, green, pink — and have students repeat.
• b) Physical Demonstration. Introduce each color by pointing to objects in the classroom and encourage students to find the same colors on their clothes or belongings and repeat the words.
• c) Comprehension Check. Ask simple yes/no questions while pointing to various objects. (Pointing to a red object) “Is this Red?” → Yes! (Pointing to a blue object) “Is this Yellow?” → No! (Pointing to a pink object) “Is this Pink?” → Yes!
• d) Personal Connection. “What is your favourite color?”
• e) Point & Repeat (pg 8). Point to each picture. Say slowly: “Red. Red. Repeat after me.” Students repeat in chorus, then individually.
• f) Circle & Say (pg 8). Teacher models: circle ‘red’ on the page → say “red.” Students take turns circling a word and saying it out loud.

5. Activity (Vocabulary) — Color Touch!

• Objective: students physically identify and touch the correct color in the classroom to reinforce vocabulary.
• a) Explain that students must find and touch an object of the color the teacher shouts.
• b) Shout a target color loudly: “Touch something… Pink!”
• c) Direct students to run and touch anything pink (a friend’s backpack, a pencil case, a poster).
• d) Lead the students who touch the color to shout the word together: “Pink!”
• e) Repeat the process for all target colors: red, yellow, blue, green and pink.

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 simple actions for the color words. 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

• I See Something Blue.

2. Vocabulary review (Student Book pg 8)

• Review target vocabulary through actions and explanations.

3. Workbook pg 4-5 — Words

• Use the coloring page to review vocabulary.

4. Story Time (Student Book pg 10-19)

• a) Character Introduction. “Today, we’re going to read a fun story about colors. Let’s meet our friends Boogi, Otto, Roo, Hoggy, Jindo and Tigo at Gamcheon Culture Village in Busan!”
• b) Picture Walk. Before reading, guide students to observe: “Look at the wall! What do you see? There is a big picture on the wall!” “Oh no, the colors are going away.” “What happened to the colors?” “Where did they go?”
• c) Read Together. Read one line slowly and pause. Students repeat after the teacher. Point to the colors and color characters as they disappear.
• i) pg 10-11 — introduce the setting and engage students with their own experiences. “Look at our friends! Where are they?” “It’s the Gamcheon Culture Village in Busan!” “Have you been there before? Did you see the pretty pictures on the wall?” “Our friends are looking at the wall painting. It is so pretty!”
• ii) pg 12 — “Look at the ball! It had a color, but now it’s white!” “What happened?” “Look! Red is running away!”
• iii) pg 13 — “Oh no, now the crab is white! What happened?” “Where is Blue? Can you find the blue character?”
• iv) pg 14 — “Look up at the sky in the painting! The sun is white!” “Where is Yellow? Is it hiding?” “There it is! Yellow is jumping away!”
• v) pg 15 — “Look at the fish. It’s white now!” “Where is Pink? Is Pink leaving, too?”
• vi) pg 16 — “The hat is not green anymore!” “Where is Green? Green is going away, too!” “The wall is losing all its colors!” “What are they doing?”
• vii) pg 17 — “Look! The colors are playing with a ball!” “Why did they run away from the wall?” “Let’s call the colors!” “Everyone, shout together: Colors! Come back, please!”
• viii) pg 18-19 — “The wall painting is beautiful and colorful again!” “Can you see red, yellow, blue, green and pink?”
• d) Read the story again and have students repeat after the teacher.

5. Wrap-up

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