Let's Chat!

Korean
Let's Chat! Korean
CONVERSATION ACTIVITIES | THE PATHWAYS PROJECT

DAUM JUNG; DANIELLE ALI; AMBER HOYE; MISEON CHOI; ABBY DANIELS; YURIM LEE;
AND SOYEON PARK

Boise State University

Boise, Idaho
Let's Chat! Korean Copyright © 2022 by Daum Jung; Danielle Ali; Amber Hoye; Miseon Choi; Abby Daniels; Yurim Lee; and Soyeon Park
is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License, except where otherwise
noted.

Cover Photo by: Bella Antonucci

All materials created by faculty, staff and students involved with the Pathways Project are covered under a Creative Commons 3.0
Attribution-NonCommercial-ShareAlike license (CC BY-NC-SA 3.0).

This means you are free to:

• Share — copy and redistribute the material in any medium or format

• Adapt — remix, transform, and build upon the material

Under the following terms:

• Attribution — You must give appropriate credit, provide a link to the license, and indicate if
changes were made. You may do so in any reasonable manner, but not in any way that suggests
the licensor endorses you or your use.
• NonCommercial — You may not use the material for commercial purposes.
• ShareAlike — If you remix, transform, or build upon the material, you must distribute your
contributions under the same license as the original.

No additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing
anything the license permits.

Learn more about Creative Commons Licenses

Note: Every effort has been made to properly credit third party resources in our materials. If you catch an error or find something to
be mislabeled, kindly let us know at [email protected].
 Contents

Introduction viii
Why a Collection of Interpersonal Speaking Activities? viii
How to Use the Activities in this Book x
How to Find an Activity xi
What’s Included in a Pathways Project Activity? xi
Revise for Your Language Classroom: xi
How to Remix An Activity xii
How are Pathways Activities Formatted? xiv
About the Pathways Project xvi
About the Pathways Project xvi
Support the Pathways Project xvii
Meet the Pathways Project Team xviii
Thematic Table of Contents li
Table of Contents- Idaho GEM Course Sequencing lxvi
Face-to-Face and online lxvi
Frequently Asked Questions lxix

KOREAN LEVEL 1

Korean Level 1, Activity 1: 커피 좋아해요?/ Do You Like Coffee? 2

Korean Level 1 Activity 2: 무슨 동아리 해요?/ What Club Are You In? 6

Korean Level 1 Activity 3: 이 모자는 누구 모자예요?/ Whose Hat is This? 10

Korean Level 1 Activity 4: 책상은 어디에 있어요?/ Where is Your Desk? 14

Korean Level 1, Activity 5: 아이다호는 어디에 있어요?/ Where is Idaho? 18

Korean Level 1, Activity 6: 노래방에 같이 가요!/ Let's Go to the Singing Room 23

Together!

Korean Level 1, Activity 7: 오늘 뭐해요?/ What are you Doing Today? 27

Korean Level 1, Activity 8: 대학생의 하루/ College Students' Daily Schedule 31

Korean Level 1, Activity 9: 주말에 뭐해요?/ What Do you Do on the Weekends? 37

Korean Level 1, Activity 10: 장기자랑/ Talent Show 42

Korean Level 1 Activity 11: 생일이 며칠이에요?/ When is Your Birthday? 46

Korean Level 1, Activity 12: 룸메이트 찾기/ Roommate Search 51

Korean Level 1, Activity 13: 스피드 데이팅/ Speed Dating 55

Korean Level 1, Activity 14: 여행을 떠나요!/ Travel Preferences! 59

KOREAN LEVEL 2

Korean Level 2, Activity 1: 새해 계획은 무엇인가요?/ What Are Your Plans for the 64
New Year?

Korean Level 2, Activity 2: 그것은 얼마예요?/ How Much is It? 69

Korean Level 2, Activity 3: 어떤 사람이에요?/ What Kind of Person Are You? 73

Korean Level 2, Activity 4: 한국 음식/ Korean Food 77

Korean Level 2, Activity 5: 노래로 공부할래요?/ Do you Want to Study with a Song? 81

Korean Level 2, Activity 6: 대학생활에서 동아리란?/ What is a Club in the College 85

Life?

Korean Level 2, Activity 7: 우리 가족을 소개할게요./ Let Me Introduce My Family. 90

Korean Level 2, Activity 8: 한국의 고궁에 방문해 보고 싶어요./ I Want to Go to the 94

Korean Palace.

Korean Level 2, Activity 9 - 벚꽃 엔딩/ Cherry Blossom Ending 98

Korean Level 2, Activity 10 -너는 어떤 동물을 좋아하니?/ What Kind of Animal Do 102
you Like?

KOREAN LEVEL 3

Korean Level 3, Activity 1: 이름이 어떻게 되세요?/ What is Your Name? 107

Korean Level 3, Activity 2 연필을 빌릴 수 있을까요?/ Can I Borrow a Pencil? 112

Korean Level 3, Activity 3: 수업이 끝난 다음에 뭐 하세요?/ What are you doing after 116
class?

Korean Level 3, Activity 4: 오늘 뭐 했어요?/ What Did you Do Today? 121

Korean Level 3, Activity 5: 친구 만나서 영화를 봤어요./ Watching Movies with 126
Friends

Korean Level 3, Activity 6: 인사동에 어떻게 가요?/ How do I get to Insa-dong? 131

Korean Level 3, Activity 7: 생일 축하합니다!/ Happy Birthday! 136

Korean Level 3, Activity 8: 오늘 시간 있어요?/ Do you Have Time Today? 140

Korean Level 3, Activity 9: 영화와 드라마/ Movies and Dramas 144

Korean Level 3, Activity 10: 여기 앉아도 돼요?/ Can I Sit Here? 150

Korean Level 3, Activity 11: 같이 공부할래요?/ Would you Like to Study Together? 155
Korean Level 3, Activity 12: 쇼핑하러 가요!/ Let's Go Shopping! 160

Korean Level 3, Activity 13: 무엇을 먹고싶어요?/ What Would you Like to Eat? 165

Korean Level 3, Activity 14: 은지는 노래 듣는 걸 좋아한다고 했어요./ Eunji Told Me 169
That She Likes Listening to Music

KOREAN LEVEL 4

Korean Level 4, Activity 1: 앤디씨 옆에 있는 사람을 아십니까?/ Do you Know a 174

Person Next to Andy?

Korean Level 4 Activity 2: 누가 노란색 코트를 입었어요?/ Who is Wearing a Yellow 179
Coat?

Korean Level 4, Activity 3: 한국의 설날/ Korean New Year 184

Korean Level 4, Activity 4: 누가 스파이예요?/ Who is the Spy? 189

Korean Level 4, Activity 5: 모자를 썼어요/ She is Wearing a Hat. 193

Korean Level 4, Activity 6: 여행 계획/ Travel Itinerary 199

Korean Level 4, Activity 7: 민정이가 도서관 가자고 했어요./ Minjeong Said we Should 204
go to the Library.

Korean Level 4, Activity 8: 성격이 어때요?/ What is your Personality Like? 208

Korean Level 4, Activity 9: 고민상담/ Consultation 214

Korean Level 4, Activity 10: 약을 먹어도 머리가 아파요./ I Still Have a Headache Even 218
Though I Took Medication.

Korean Level 4, Activity 11: 여행사/ Travel Agency 222

Korean Level 4, Activity 12: 복습 게임/ Review Game 226

Korean Level 4, Activity 13: 학교와 직장/ School and Work 230

Korean Level 4, Activity 14: 의견 말하기/ Reflection 234

viii INTRODUCTION

Photo by Hue Herrick

Welcome to Let’s Chat! Korean

Korean, a collection of interpersonal speaking activities for the Korean classroom.

WHY A COLLECTION OF INTERPERSONAL SPEAKING ACTIVITIES?

Many language students consider the most challenging aspect of language learning to be speaking. What makes
it so difficult? Out of the four skills (reading, writing, speaking, and listening), speaking is the only skill that actively
requires the presence of another person. And yet, while tough, conversation or an innate desire to connect with
others is often why our students enroll in language courses in the first place. They picture themselves traveling
to new destinations, experiencing the target culture and engaging with native speakers. How can we best prepare
them for this “real-world” experience in a language classroom?

Designing fun, authentic, and engaging speaking activities is often a time-consuming process, and we must
develop our students’ ability to be spontaneous communicators. As a result, many instructors find themselves
relying more on interpretive and presentational activities in their classrooms. While these activities are important
to build valuable language skills, in our globalized world it is more important than ever that our students gain

viii
INTRODUCTION ix

“the ability to use language in real-world situations in spontaneous interaction and non-rehearsed context and
in a manner acceptable and appropriate to native speakers of the language” (ACTFL Proficiency Guidelines, 2012,
p.4). We want them to have the necessary speaking and listening skills to thrive when they engage with native
speakers outside of the classroom! Being able to confidently engage in spontaneous conversations is the best skill
for students to be able to use their language skills in the real world.

Language learners need 720 instructional hours to reach the advanced level and only 320 of those are typical for
most university foreign language programs (General Accounting Office). Even in a four year high school program,
only “15% of students reach a proficiency level near Intermediate-Mid, even after approximately 720 hours of
study” (CASLS 2010). In other words, it is critical that we provide our students with as many opportunities as
possible to engage in interpersonal communication in their target language.

In our Let’s Chat! Series, we hope to make it easier for language teachers to implement spontaneous conversation
into their curriculum by providing “classroom-ready” activities that are exciting and culturally relevant, with the
goal of providing teachers interactive lessons that are easily adaptable in order to facilitate active language
learning.

In this book, we’ve provided a foundation of over 100 activities that you can use with your students, but we hope
that you won’t stop there! These activities are designed to be revised and remixed, meaning that we encourage
you to adapt the materials to fit the needs of your students and add into new original content or from other
open educational resources (OER). We encourage you to share your feedback and the materials you create by
emailing us at [email protected]. Together, we can build a comprehensive collection of Korean
interpersonal speaking activities!

We look forward to hearing from you,

The Pathways Project Team

References

ACTFL. (2012). ACTFL Proficiency Guidelines 2012. http://www.actfl.org/publications/guidelines-and-manuals/actfl-

proficiency-guidelines-2012

Center for Applied Second Language Studies (CASLS), University of Oregon. (2010). How Many Hours of Instruction
Do Students Need to Reach Intermediate-High Proficiency? https://casls.uoregon.edu/wp-content/uploads/pdfs/
tenquestions/TBQHoursToReachIH.pdf

United States General Accounting Office (2002). Foreign Languages, Human Capital Approach Needed to Correct
Staffing and Proficiency Shortfalls. (No.GAO-02- 375). Washington, DC: Author.
x HOW TO USE THE ACTIVITIES IN THIS BOOK

How to Use the Activities in this Book

Abby Cain, former Pathways Project team member, presents her project at the Pathways Project Showcase.

Each activity featured in this book is complete and ready to be implemented in your classroom.

Before you begin:

• Most activities are designed to be 30 minutes in duration, unless otherwise specified. Depending on the
level of your students and size of the group you are working with, more or less time may be allocated.
• Be sure to read through the activity description and review the list of required materials.
• Every activity includes the required digital materials. For face-to-face activities, you may occasionally

x
HOW TO USE THE ACTIVITIES IN THIS BOOK xi

need other supplies such as whiteboard markers or dice.

HOW TO FIND AN ACTIVITY

One or more interactive elements has been excluded from this version of the text. You can view them online here:
https://boisestate.pressbooks.pub/pathwayskorean/?p=722#oembed-1

WHAT’S INCLUDED IN A PATHWAYS PROJECT ACTIVITY?

The following interactive photos will help you to learn more about what’s included in each Pathways Project
activity. Click on the + icon located next to the different activity sections to learn more.

An interactive H5P element has been excluded from this version of the text. You can view it online here:
https://boisestate.pressbooks.pub/pathwayskorean/?p=722#h5p-2

An interactive H5P element has been excluded from this version of the text. You can view it online here:

https://boisestate.pressbooks.pub/pathwayskorean/?p=722#h5p-3

REVISE FOR YOUR LANGUAGE CLASSROOM:

Revising an activity allows you to adapt the activity to meet the unique needs of your language classroom. You
can modify the activity instructions, add or take away a portion of the activity, or make adjustments to the Google
Slideshow. We have provided editable versions of all Google Slideshows and Printable Activity materials.
xii HOW TO USE THE ACTIVITIES IN THIS BOOK

GOOGLE SLIDESHOWS:

One or more interactive elements has been excluded from this version of the text. You can view them online here:
https://boisestate.pressbooks.pub/pathwayskorean/?p=722#oembed-2

1. To begin, go to File -> Copy to create an editable version of the slideshow.

2. Once finished with your changes, please complete the following steps to share:
3. Click on Share
4. Who Has Access
5. Ensure link sharing is on and allow external access.

PRINTABLE ACTIVITY MATERIALS:

One or more interactive elements has been excluded from this version of the text. You can view them online here:

https://boisestate.pressbooks.pub/pathwayskorean/?p=722#oembed-3

Most of our printable activity materials are developed using Canva, a free online graphic design program. Before
making changes to a material, you’ll want to sign up for a free account.
If you’re a K-12 educator, consider requesting a free Canva for Education account!

HOW TO REMIX AN ACTIVITY

Feeling creative? Language instructors sometimes feel reluctant to share back their great ideas, but we want to
change that by making it easy to share back with the larger Pathways Project Community!

Try taking an activity to the next level by:

• Adding new content (something you’ve created or from another OER source)
• Additional activity suggestions
• New authentic materials
HOW TO USE THE ACTIVITIES IN THIS BOOK xiii

• Suggestions on implementing the activity in the classroom

• Localizing the content for a specific audience or group of learners

One or more interactive elements has been excluded from this version of the text. You can view them online here:

https://boisestate.pressbooks.pub/pathwayskorean/?p=722#oembed-4

When you are ready to begin remixing the activity, simply look for the “Remix This Activity” link at the bottom of
the activity page. This will then take you to a screen with a NEW, editable version of the activity. Please note that a
free OER Commons account is required.
xiv HOW ARE PATHWAYS ACTIVITIES FORMATTED?

How are Pathways Activities Formatted?

ABOUT THE ACTIVITIES

The activities provided by the Pathways Project serve as interpersonal speaking activities which can be
adapted by any language and scaled up or down on the proficiency scale. These activities seek to help
students solidify their interpersonal speaking and interpretive skills through task-based situations or
communicative activities and should be facilitated in the target language, for approximately 90% (or more),
per the recommendation of the American Council on the Teaching of Foreign Languages.

An interactive H5P element has been excluded from this version of the text. You can view it online here:
https://boisestate.pressbooks.pub/pathwayskorean/?p=724#h5p-1

Activity Format

1. We begin by introducing the NCSSFL-ACTFL Can-Do Statements for the activity and complete a Warm-
Up. This helps students to prepare for the main activity, boost confidence and transition into the target
language.
2. Next, we move on to a Main Activity. Time for a linguistic workout! The main activity is focused around
tasks (i.e. the provided Can-Do Statements) and challenges students to use and apply what they are
learning in class in a spontaneous manner.
3. Finally, we move on to a Cool Down and final review of the NCSSFL-ACTFL Can-Do Statements. The
purpose of these final two activities is to help students to self-evaluate their progress on each of the can-
do statements and to boost confidence, hopefully ending on a happy note! (In other words, we hope to

xiv
HOW ARE PATHWAYS ACTIVITIES FORMATTED? xv

help students forget about how hard they just worked! 😊)

xvi ABOUT THE PATHWAYS PROJECT

About the Pathways Project

ABOUT THE PATHWAYS PROJECT

One or more interactive elements has been excluded from this version of the text. You can view them online here:
https://boisestate.pressbooks.pub/pathwayskorean/?p=796#oembed-1

The Pathways Project, an initiative from the Department of World Languages at Boise State University, is a
collaborative network of open educational resources (OER) including instructional language teaching materials
and professional development created by and uniquely for Idaho’s K-16 language teachers and students.

Teachers and students participating in the Pathways Project come from different fields of study and schools across
Idaho to create open (i.e., free), digital activities that support the teaching and learning of foreign languages and
promote intercultural competence. We hope to impact the opportunities learners have to connect to the global
world!

xvi
ABOUT THE PATHWAYS PROJECT xvii

SUPPORT THE PATHWAYS PROJECT

Students and faculty involved in the Pathways Project work together to create high-quality open educational
resources (OER) for Idaho’s K-16 language classrooms. The activities, professional development, and other
materials developed by the project are freely available to language instructors and students worldwide!

Your investment supports hiring undergraduate and graduate students who help to design and create OER and
free/low-cost professional development for K-16 language instructors. It is because of you that we’re able to make
such an impact on the lives of many students, our community, and beyond.

Give to the Pathways Project

This link will take you to a direct page to give to the Pathways Project. Under designated funding source, “Pathways
Project” should appear. If you do not see this as the designated source, please use the search button at the bottom of
the page to search for “Pathways Project.”
xviii ABOUT THE PATHWAYS PROJECT

MEET THE PATHWAYS PROJECT TEAM

PROJECT CO-DIRECTORS

Kelly Arispe

Kelly Arispe (Ph.D. UC Davis), is an Associate Professor at Boise State

University where she teaches upper-division Spanish Linguistics courses and
Teacher Education courses in methods, literacy and assessment for pre-
service language teachers. She is Program Coordinator for Language
Secondary Education Majors and Director of the Graduate Certificate
in Computer Assisted Language Learning. Her primary research focuses on L2
pedagogy and CALL/MALL and intermediate and advanced language learners.
Her current projects include using video tagging software to impact best
practices in language teaching and the Pathways Project.

Amber Hoye

Amber Hoye (M.E.T), is the Director of the World

Languages Resource Center at Boise State
University where she supports faculty
implementing educational technology and other
innovative practice including OER, supervises an
interdisciplinary team of student employees,
and teaches a required course for language
majors to prepare for attending graduate school
or entering the workforce. Her current projects
include supervising the creation of ancillary
teaching materials in collaboration with
university faculty, staff, students, and K-12 teachers, and managing the Pathways Project OER repository.

STUDENT TEAM MEMBERS (LISTED ALPHABETICALLY BY FIRST NAME)

This collection of activities would not be possible without the efforts of our student OER editors and conversation
assistants! We invite you to learn more about present and past members of the Pathways team in this section.

Note: The World Languages Resource Center (WLRC) at Boise State University is the hub for Pathways Project team
members.
ABOUT THE PATHWAYS PROJECT xix

(Listed alphabetically by first name)

Abby Cain
Conversation Assistant, OER Editor, and Lab Desk Assistant
Spanish Secondary Education Major
Language: Spanish

What are you up to now?

Teaching middle school Spanish in the West Ada School District in Boise,
Idaho.

“Working at the WLRC throughout college prepared me so well for a career

in education and gave me lifelong friendships I will always cherish.“

Abby Daniels
OER Editor
Global Studies Major, Korean Studies Minor
Language: Korean

“Working with the WLRC has inspired me and kept me inspired to learn Korean even
when it is difficult because everyone that works here is so passionate about language
learning.”

Anna Gamino
Conversation Assistant
English Major (Linguistics Emphasis), Arabic
Studies Minor, Elementary and Intermediate
Certificates in Arabic, French, and Spanish
Language: Arabic, French, Spanish
xx ABOUT THE PATHWAYS PROJECT

Annika Henderson
Conversation Assistant, Lab Desk Assistant
German and Global Studies Major, Arabic Studies Minor
Languages: Arabic, German

“I love the community of learners at the WLRC. We are all language

learners, we share a similar passion, and we are passionate about
helping others and forming a better global relationship.”

Antoine Abjean
Conversation Assistant, Lab Desk
Assistant
Mechanical Engineering Major,
Industrial Engineering Minor
Language: French

What are you up to now?

I am working in a career of
project management and
project engineering.

“[Working in the WLRC] was a

great experience for me throughout, allowing me to grow in social aspects as well as develop my creativity.”

Armilene Cabreros
Conversation Assistant
Communications Major, ASL & Ethnic Studies Minor
Languages: ASL, Tagalog

“I’m excited to be working here, because it allows me to gain experience

for my future career, in the future I hope to be teaching secondary
education in ASL. I also love being able to work here, because it allows for
me to be able to share my love for this language with others!”
ABOUT THE PATHWAYS PROJECT xxi

Ashlyn Nutting
Conversation Assistant, Lab Desk Assistant
Spanish and Linguistics Double Major, Global Studies Minor
Language: Spanish

“The WRLC has been an integral part of my academic career as a Spanish

major, and I’m excited to contribute to other students’ experiences by
joining the conversation assistant team. I also think that language
learning in general is awesome, and I’m really looking forward to helping
to make it more accessible and available by creating free resources for
educators.”

Ashley Johnson
OER Editor, Team Lead Assistant
Strategic Communications Major,
German Minor
Language: German

“My time spent here at the WLRC has

been amazing. I have loved working
in such a positive and diverse
environment. Working on OER and
Pressbooks has been a fulfilling
process and I am so excited that we
🙂
get to share it with all of you “

Audra Dooley
Conversation Assistant
Kinesiology Major, ASL Minor
Language: ASL

“I have loved learning ASL and think that learning any language should be accessible to
everyone. Learnings other languages is so important to be able to make communication
easier and it should not be expensive to learn. “
xxii ABOUT THE PATHWAYS PROJECT

Berty Nlemvo
Conversation Assistant
International Business Major, Marketing and French Minor
Language: French, Lari

I’m excited to be working here because I think it is a great experience to have. I

think doing this so far has taught me that it is one thing to speak the languages and
another thing to explain it. I’m learning new skills and excited to learn more!””

Blake Simony
Conversation Assistant, Lab Desk Assistant
Communications and Spanish Double
Major, Psychology Minor
Language: Spanish

What are you up to now?

I work at a non-profit organization that
helps Colorado residents and businesses
find the best health insurance options for
themselves. I do communications and
marketing: writing technical documents,
copywriting for the website, and assisting with internal communications.

“These conversation activities helped build language skills with the students I worked with, but they also improved my
own Spanish proficiency and made me a better conversationalist.”

Brooke Staszkow
Conversation Assistant, OER Editor
Spanish Secondary Education Major with English Teaching Endorsement
Language: Spanish
ABOUT THE PATHWAYS PROJECT xxiii

Bree Manchester
Conversation Assistant
English Teaching Major, Japanese Studies Minor
Language: Japanese

“I personally love learning languages, and I love having the opportunity to

experience art and culture outside of the small world I’ve grown up in. I’m
excited to share these resources for students that want to expand their
world the same way I did.”

Brenna McNeil
OER Editor
German Secondary Education Major,
Global Studies Minor
Language: German

“[The WLRC is the] best group of

people I have worked with! It is
always so fun to get to share our love
of languages together!”

Camille Daw
OER Editor, Lab Desk Assistant
History Major
Language: German

What are you up to now?

Currently I am focusing on my M.A. in Public History at Boise State. I am in the process of curating an exhibit on
the Japanese American confinement experience during World War II to be displayed in the Albertson’s Library and
I work at the Old Idaho Penitentiary.

“I started in the WLRC as one of the earliest OER editors. Working alongside the team, everyone contributed so many
ideas and input on this project. The e-books would not be where they are today without the hard work that everyone
has put in over the years. Working at the WLRC was an amazing experience that exposed me to so many different
languages, cultures, and ways to learn about these languages and cultures.“
xxiv ABOUT THE PATHWAYS PROJECT

Cassy Ponga
Conversation Assistant
Molecular Biology Major with Biomed emphasis (pre-dental)
Language: French

What are you up to now?

I’m still an International student at Boise State, Junior standing and will apply
for dental school in the Spring of 2022. I’m also a first year Resident Assistant
(RA).

“It was really nice to connect and have conversations with people that are willing
to learn more about another culture. I think having a conversation lab assistant
allows students to become more confident, involved and accelerates their
learning process.”

Chinatsu Kaneko
Conversation Assistant
Sustainability Studies Major
Languages: Japanese and French a bit

“I know learning a new language is a hard thing because I am learning too. I

want to help students who study Japanese and Japanese is a less commonly
taught language so I want to be a part of promoting Japanese here. Also I am
doing a similar thing (conversation assistant) in my university for
international students, so I like to do this kind of thing!! Tt’s interesting that I
can know what students have interest in about Japan.”

Chloe Pampush
Conversation Assistant, Lab Desk Assistant
Graphic Design Major, German Minor
Language: German

What are you up to now?

I am working as a WordPress Developer at a local marketing agency.

“I loved working at the WLRC! I built life-long friendships, was able to contribute to a
larger cause, and developed leadership skills that are helping me to this day!”
ABOUT THE PATHWAYS PROJECT xxv

Chloe Robinson
Conversation Assistant, Lab Desk Assistant
Spanish and Health Sciences Double Major
Language: Spanish

What are you up to now?

Continuing my studies at Boise State!

Claire Oberg
Conversation Assistant, OER Editor, Lab Desk Assistant
Dual Elementary Education and Special Education
Major, ASL Minor
Language: ASL

What are you up to now?

4th grade public school teacher

“Working at the WLRC for almost three years

provided me with so much exposure to different
cultures and languages. It provided me with a
community of diverse people where we all came
together to create conversation activities for Boise
State language students but with the goal to
support other language learners and teachers from all over!”

Claire Werlin
Conversation Assistant, Lab Desk Assistant
Elementary Education Major
Language: ASL

What are you up to now?

I am about to finish up my MEd through Boise State! After graduating, I will be
pursuing a Kindergarten teaching position (hopefully at a bi-lingual school)!

“I look back so fondly on my time at the WLRC! It was such a valuable experience for
me to develop my Spanish language skills and connect with others. I also loved
working with such amazing coworkers!”
xxvi ABOUT THE PATHWAYS PROJECT

Collin Dauenhauer
Conversation Assistant
History Major, ASL Minor

I’m excited to be working here because I think it will be great experience for my future
career which is hopefully teaching history and ASL! So this will prepare me to create
activities for ASL and history in a sense. And it’s also great to be working with such cool
people!

Cora Lytle
OER Editor
International Business major, Japanese Studies
Minor
Language: Japanese

“Some of my best academic experiences have been

facilitated by language learning programs and
alongside fellow language learners. Creating
accessible and easy to use educational resources is so
exciting because language builds community!”

Daum Jung
OER Editor, Conversation Assistant
Nursing Major
Language: Korean
ABOUT THE PATHWAYS PROJECT xxvii

Daniela Toledo
Conversation Assistant, Lab Desk Assistant
International Business Major, Entrepreneurship Minor
Language: Spanish

“I am excited to be a part of the WLRC because I love teaching other students my

mother tongue, and having fun while learning a new language. I also like being part
of the WLRC team and creating an impact by providing free language activities for
K-16 teachers. I am learning a lot when I prepare for my labs about different Latin
American cultures, similarities, and differences, and I know the knowledge I am
developing is going to be helpful for my professional journey after I graduate.”

Danielle Snyder
OER Editor
Psychology Major, Spanish Minor
Language: Spanish

Deana Nassans
Conversation Assistant, Lab Desk Assistant
Accounting and International Business Double Major, Japanese Studies Minor
Language: Japanese

What are you up to now?

I am currently working in San Jose as a tax accountant at one of the Big 4
accounting firms. I handle tax returns for Japanese expats who come to the US on
assignments. I usually spend the weekends hanging out with my dog Buddy Boy!

“My experience at the WLRC has helped me improve my communication skills. It also
helped me make new friends and open up to others.”

Delaney Obaldia
Conversation Assistant, OER Editor, Lab Desk
Assistant
Psychology Major, ASL Minor
Language: ASL

What are you up to now?

I am working full time and getting a Master’s
degree at Boise State in school counseling!

“I loved working at the World Language

Resource Center, I met two of my best friends
and my husband there. The WLRC will always be
a special place for me!”
xxviii ABOUT THE PATHWAYS PROJECT

Denise Hutchins
Conversation Assistant
Illustration (BFA) Major, Japanese Studies Minor
Language: Japanese

What are you up to now?

I’m currently finishing up my capstone illustration project, a bilingual picture
book featuring animal onomatopoeia in Japanese and English. After I graduate in
December, I’ll continue this book project, illustrating all the main animal
onomatopoeia, and getting the book published by a relevant publisher or
through Kickstarter. After that, I will move on to my next illustrated book project!

“Connecting with people through our shared journey of learning a new language is a
uniquely rewarding experience. No matter what other similarities or differences we
may have, or whether we are on the teaching or learning side of the coin, when we’re
all aiming for the same language goals, we naturally end up having fun while making
progress together. Having fun while learning is the ultimate educational experience, an experience I am grateful to have
shared while working at the WLRC.”

Derek Cross
OER Editor, Lab Desk Assistant
History Major, Chinese Studies Minor
Language: Chinese

What are you up to now?

Working at the Gift Planning Office at UC Berkeley and looking into graduate programs.

Elián Tovar
Conversation Assistant
Elementary Education TESOL/ENL Major, Romance Languages Minor
Language: Spanish

“The opportunity that I have to be a part of the WLRC is amazing because this is helping me to get experience for when
I am in my future classroom and teaching them how to speak a language.”
ABOUT THE PATHWAYS PROJECT xxix

Emily Blackburn
OER Editor, Lab Desk Assistant
French, Secondary Education Major, Visual Art Minor
Languages: French, Portuguese

What are you up to now?

I am now a high school French teacher in the Treasure Valley!

“Some of my best friends to this day are those that I met working at the WLRC. I worked
with so many amazing people and learned so much that helped me become the
educator I am today.“

Emily Hawley
Conversation Assistant, Lab Desk Assistant
Spanish Secondary Education Major
Language: Spanish

Emily Muro
Conversation Assistant, OER Editor, Lab Desk Assistant
German Secondary Major, Spanish Minor
Languages: German and Spanish

“I’m very excited to help create free language activities for K-16 teachers,
because I plan on teaching world languages! I believe learning languages
helps us see into the minds of others and helps us build relationships.
Learning languages has opened up a lot of doors for me, and I hope to
provide my future students with the same, and more opportunities than I
have had.”

Emma Eason
OER Editor
German Secondary Education Major, History Minor and Teaching Endorsement
Language: German

“I loved the positive environment I worked in at the WLRC and all the new relationships I
was able to make!

Emma Wilkinson
Conversation Assistant, OER Editor, Lab Desk Assistant
Elementary Education Major (Literacy Endorsement), ASL Minor
Language: ASL
xxx ABOUT THE PATHWAYS PROJECT

”Working in the WLRC is a great place for people who are invested in learning to not only work together but share their
passion for language! It’s been an incredible experience and one I wouldn’t trade!”

Erica Laursen
Conversation Assistant, OER Editor
German Major, TESOL Certification
Language: German

What are you up to now?

I’m working at the city’s local community center and fulfilling my passion
of connecting and learning about others through my travels!

“I had an amazing time working in the WLRC! The tools and resources that
I was introduced to have been so beneficial, not only in lesson planning
and creating activities, but in my day to day life. I learned more than I
thought I would and it was fun to see my growth in my abilities and
knowledge. I am incredibly grateful for the amazing connections and life
long friends that I made and I will be forever grateful for Amber and the
time I spent working with the WLRC!”

Ethan Hoggan
Conversation Assistant, Lab Desk Assistant
English Major, Linguistics Emphasis, History Minor
Language: Japanese

What are you up to now?

I worked as a tutoring lead at CWI for a year, and am tentatively looking at graduate
programs in crisis management.

“The best part of the WLRC was the people surrounding me. My coworkers were not only
inspirational, but were also kind, enjoyable people. It was such a joy spending time each
day with such incredible peers, and the WLRC is still one of my favorite places I’ve ever
worked for.”
ABOUT THE PATHWAYS PROJECT xxxi

Gabby Bates
Conversation Assistant, OER Editor, Lab Desk Assistant
Accountancy and Spanish Double Major
Language: Spanish

What are you up to now?

I am working at a public accounting firm in Portland, Oregon.

“The WLRC is such a fantastic place on Boise State’s campus. I am so lucky to have been
a part of it for the 3 years that I was.”

Gabrielle Mahias
Conversation Assistant
History Major (Human and Social Sciences in my
home country)
Languages: French, English, Turkish, German (and
a little Spanish and Italian)

“It’s incredible to be able to share our knowledge

to each other nowadays (one century ago it was
not even imaginable). It’s crazy and I think it’s this
opportunity that excite me the most!”

Germán Tovar
Conversation Assistant, Lab Desk Assistant
Electrical Engineering Major
Language: Spanish

“Working in WLRC as a conversation lab assistant is helping me be more confident at the

time to talk. I’m a shy person!”
xxxii ABOUT THE PATHWAYS PROJECT

Grace McGrorty
Conversation Assistant, Lab Desk Assistant
Global Studies Major, Japanese Studies Minor
Languages: Japanese, Korean, Latin and Spanish

“Learning Japanese is an ongoing process for me, and I believe that being part of the WLRC
team will help me with my own language skills. I am also excited to be part of a friendly
team that shares a passion for language learning. I have created free language learning
resources for OER before, so I am looking forward to expanding upon those materials and
creating more activities that can benefit more teachers and learners.”

Halle Robertson
Conversation Assistant, Lab Desk Assistant
Multidisciplinary Studies Major, Japanese Studies Minor, Leadership Certificate
Language: Japanese

“It has been a great time teaching and learning languages at the WLRC!”

Hannah Steiner
Lab Desk Assistant
Linguistics Major, Chinese Studies Minor, TESOL Certificate
Language: Chinese

What are you up to now?

I am about to enter my final semester of my MA TESOL and Applied Linguistics
program at University of Wisconsin-Milwaukee. I am about to start my thesis project
where I am creating an entire ESL writing program curriculum from scratch for a local
adult education non-profit organization! After graduating with my MA, I plan to set
off overseas and teach around Asia for a few years!

“I learned a TON working at the WLRC about creating quality, meaningful speaking
activities for students learning foreign languages. As a graduate student I have been able
to apply the skills I gained as a front desk assistant creating the Chinese speaking
materials to my lesson plans and materials creation projects for classes. It has really
given me a leg up over my peers who might not have any materials creation experience, and I am looking forward to
using that knowledge and skill more creating lessons for my future students!”

Hideaki Furukawa
Conversation Assistant
Marketing Major
Language: Japanese
ABOUT THE PATHWAYS PROJECT xxxiii

Ibrahem Alotaibi
Conversation Assistant, OER Editor
Master of Public Administration, Bachelor of Business Administration
Language: Arabic

“Working in the WLRC was one of my best experiences for learning about
leadership, solving problems, and developing.“

Iris Torres
Conversation Assistant, Lab
Desk Assistant
Spanish Secondary
Education Major
Language: Spanish

“The WRLC has given me

a lot of experience to
grow in my
communicational and
organizational skills. I
love to meet other
people who also love to
learn languages and
learn from them. It is a
great place to do an
internship or work. I am so thankful for this opportunity.”

Jacob Steele
Conversation Assistant
Kinesiology Major with Emphasis in Pre-Allied Health, ASL Minor
Language: ASL

What are you up to now?

Finishing up my undergrad and looking to pursue PA school as well as possibly
pursuing interpreting school.

“The WLRC fosters learning, has friendly staff, great conversation assistants, and always
has the best interest of language students.”
xxxiv ABOUT THE PATHWAYS PROJECT

Jaelyn Quisel
OER Editor
Spanish and Integrated Media and Strategic Double Major
Language: Spanish

“I’m excited to be involved because this project seems like the perfect
intersection of my interests and skills by being able to write and edit
content in Spanish. On top of that, I loved my Spanish teachers that used
cultural engagement and artifacts to teach the language, and I am excited
to help build resources for that kind of learning!”

Jasmine Wall
Conversation Assistant, OER Editor
French and Global Studies Double Major
Language: French

“I am excited to create free language activities for K-16 teachers, because

I am passionate about foreign language education, and I can’t wait to see
how making these activities from my team accessible to such a wide
range of fellow educators and students makes a difference in language
learning across Idaho and beyond!”

Jorge Corea
Conversation Assistant, OER Editor, Lab Desk Assistant
International Business Major, French Minor
Languages: French, Spanish

What are you up to now?

I graduated from Boise State and now I’m doing my OPT.

“Learning French was one of my most cherished experiences in Boise. Learning and teaching in the WLRC was an
important part of my college career.”

Josepha Sowanou
Conversation Assistant
French Secondary Education Major
Language: French

“I loved teaching and interacting with students.”

ABOUT THE PATHWAYS PROJECT xxxv

Julia Dryer
Conversation Assistant, Lab Desk Assistant
Global Students Major (Sustainable Futures Emphasis), Spanish Minor
Languages: German, Spanish

“I think the work being done in the WLRC is amazing! I am so impressed

with the amount of materials there are across a variety of topics and levels.
It makes it so fun to come to work!”

Kailyn Phillips
Conversation Assistant, Lab Desk Assistant
Psychology and Spanish Double Major
Language: Spanish

“I strongly believe that access to

education and educational materials
should be readily available to everyone!
Learning is one of my greatest passions,
and being a part of an organization that
facilitates that process is something
that I am super excited about!”

Katherine Bukhantsov
OER Editor
German Major, Linguistics, English Literature, and Global Studies minor
Languages: Russian and German

“I am always excited to be involved in anything language related, so this project is no

exception. I’m also really glad to be a part of something that encourages others to
learn other languages and provide resources that would help accomplish their
language goals.”

Kaden Davis
Conversation Assistant, Lab Desk Assistant
Computer Science Major, Japanese Minor
Language: Japanese

Kaho Otsuki
Conversation Assistant
xxxvi ABOUT THE PATHWAYS PROJECT

Pre-Business Major
Language: Japanese

Kennedy Steinau
Conversation Assistant, Lab Desk Assistant
Biology with an emphasis in Ecology, Evolution, and Behavior Major, ASL Minor
Language: ASL

“ASL is such a useful language that is hardly taught because there are not a lot of
teachers and options to teach it. I am excited to make ASL more accessible to
everyone who wants to learn it and also bring attention to Deaf culture. It’s such a
beautiful language and culture! The world would benefit from even just having
access to resources for ASL!”

Keslee Seegmiller
Conversation Assistant, Lab Desk Assistant
Creative Writing Major, Spanish Minor
Language: Spanish

“I am excited to strengthen my teaching and lesson creating skills, so I can one day teach my own children.”

Lillie Cobb
Conversation Assistant
Spanish and Psychology Double Major
Language: Spanish

“I’m excited to be a part of the WLRC because I can practice my Spanish and provide
evidence for why the language has the rules it does. I am also able to learn more
about a language I truly have a passion for. While discovering a new love for teaching
the language, I am actively learning more as well. This is such a unique
experience–creating language activities for a broad spectrum of ages which have the
opportunity to reach so many people and touch several lives. I’m eager to continue
learning!”
ABOUT THE PATHWAYS PROJECT xxxvii

Lily Nelson
Conversation Assistant, OER Editor
French Major
Languages: French

“I love fun and engaging curriculum! I think that being able to help create it sounds
like so much fun, and provides so many opportunities to make language learning
accessible to more people. As for conversation labs, I love being able to speak in
French–it’s my favorite language. :)”

Madison Mackey
Conversation Assistant
Biology (Biomedical, Molecular and Cellular)
Major, ASL Minor
Language: ASL

Madalen Bieter Lete

Conversation Assistant, Lab Desk Assistant
Spanish and Kinesiology (Exercise Science Emphasis) Double Major, Iberian Studies and Basque Studies Minors
Languages: Basque, Spanish
xxxviii ABOUT THE PATHWAYS PROJECT

What are you up to now?

I will be receiving my Doctorate in Physical therapy and Master in Public Health in May 2022!

“I will always cherish the friends I made working at the WLRC both with other lab assistants and students in my
conversation labs. It definitely helped keep my passion for languages & culture alive!”

Madelynn Ruther
Conversation Assistant
French Secondary Education Major
Language: French

Accessibility is so important in the classroom! It’s important to me that

teachers don’t have to pay for access to learning. I also think this allows
teachers access to fun, creative activities that they can spend less time
editing rather than creating something entirely new!

Manon Pretesesille
Conversation Assistant
French Secondary Education Major
Language: French

“I absolutely love working as a French conversation assistant! I want to become a French Teacher and this experience
has helped me improve my teaching skills and get to know Boise State’s students who are learning French!”

Mardy Morales
Conversation Assistant, OER Editor, Lab Desk Assistant
Language: Spanish
Spanish, Secondary Education Major

What are you up to now?

I teach Spanish 1 and 2 at a high school in the West Ada School District.

“Working at the World Language Resource Center was one of the best
experiences of my life. It helped me think about my career path for the
future, learn more about technology and so much more!”
ABOUT THE PATHWAYS PROJECT xxxix

Mark Nelson
Conversation Assistant, Lab Desk Assistant
Spanish and Psychology Double Major
Language: Spanish

“I am excited to be a part of the WLRC because we encourage people to become

bilingual in order to understand other cultures and languages. By understanding
other cultures and languages, we double our understanding of the world around
us and help us to be available for assistance to many more people, through verbal
communication and cultural interpretations. In my short time at the WLRC I have
learned about many different cultures and immersed myself with proficient
Spanish speakers who have been extremely helpful on my journey to learning a
new language. Being a lab assistant has been so rewarding on many levels.”

Mary Alania
Conversation Assistant, Lab Desk Assistant
Writing, Rhetoric and Technical Communication Major
Language: Japanese

What are you up to now?

Client contract management at an accounting firm.

Mary Berheim

Conversation Assistant
German Secondary Education Major
Language: German

What are you up to now?

I am currently studying abroad at the Technische Universität Dortmund in
Germany!

“I love how the WLRC turns studying a language into a community and provides
the opportunity to meet peers both in your own language of study as well as in
others.”

Maya Grubaugh
Conversation Assistant, Lab Desk Assistant
xl ABOUT THE PATHWAYS PROJECT

Spanish Major, English Minor

Language: Spanish

“Even though I’m the one leading the labs, working at the WLRC has really helped me grow as a student. I’ve developed
stronger speaking skills, a stronger command of the language overall, and I’ve had the incredible opportunity to work
with Boise State’s amazing language students! Thank you to everyone who has been part of my experience here!”

Megan Beiler
Conversation Assistant, Lab Desk Assistant
Health Sciences and Spanish Double Major
Language: Spanish

Where are you now?

I am in graduate school in Chicago, IL getting a doctorate in occupational therapy.
Right now I am living in Ecuador and completing a clinical fieldwork rotation at a
pediatric outpatient clinic (& using Spanish every day!)

“My whole experience working at the WLRC was amazing. I loved getting to meet and
work with so many people, expand my knowledge, and confidence, using Spanish
and learn skills that I still use to this day. Hands down one of the best jobs I’ve ever
had.”

Megan Joerger
Social Media Assistant
Nursing Major, Spanish minor
Language: Spanish

“I am looking forward to working in the WLRC because I love the

encouraging, fun, and imaginative environment that students have
created. This is an opportunity that will allow me to share people’s diverse
perspectives and voices and encourage people from all walks of life to
want to learn another language!”

Miguel Mancias
Conversation Assistant, Lab Desk Assistant
Electrical Engineering Major
Language: Spanish

“I have learned so much about how languages are great at creating

opportunities and new experiences.”
ABOUT THE PATHWAYS PROJECT xli

Mimi Fahnstrom
OER Editor, Team Lead Assistant
Criminal Justice and Psychology Major, Intermediate French Certificate
Language: French

“The WLRC is a place where I feel accepted and welcome. Language and culture
are two things that always bring people together, so working at the WLRC is
always filled with wonderful people and a fantastic atmosphere for learning and
making connections with others.”

Monica Potts
Conversation Assistant
Psychology and Art Double Major, ASL Minor
Language: ASL

“This is my second semester working as an

ASL conversation lab assistant and I love
helping my students learn signs and seeing
them grow. This position has not only helped
me maintain my signing capabilities but it
has allowed me to fall in love with ASL all
over again.”

Naia Robinson
Conversation Assistant
Global Studies Major, Intermediate and Elementary German Certificates
Language: German

What are you up to now?

I am currently living in Australia. I work at the Australian – American Fulbright
Commission, where I am passionate about promoting cross-cultural learning!

“I loved working in the WLRC. It really inspired a love for content creation and opened up
a future for curriculum and language activity creation. “
xlii ABOUT THE PATHWAYS PROJECT

Natalie Mendoza
OER Editor
Social Work Major, Spanish and Family Studies Minors
Language: Spanish

“I am very excited to work at the WLRC because it gives me an opportunity to use my

Spanish, whether it is speaking, reading, or writing it.”

Océane Aubagnac
Conversation Assistant
International Business Major
Languages: French, and a bit of Spanish

“The most exciting part for me is sharing

knowledge and culture, I really enjoy sharing what
I can with people eager to learn. I give my time to
these classes but I think it brings me a lot in
return!”

Patrick Duvall
Conversation
Assistant, OER
Editor, Lab Desk
Assistant
Spanish Major,
Teaching
Certification
Language:
Spanish and
beginning to
study
Portuguese

“I am excited to be in the WLRC as it gives me a chance to help students better understand and speak a second
language, and then from there themselves go on with a better understanding of other cultures and languages around
the world! The United States is a Spanish speaking country as is much of the Americas and I am proud to help, even if
just a little bit, students engage with this other aspect of the world, our country and the Americas as a whole!”
ABOUT THE PATHWAYS PROJECT xliii

Reagan Solomon
Conversation Assistant, OER Editor, Lab Desk Assistant
German Major
Language: German

“Working at the World Languages Resource Center has been such an eye-opening
experience and has taught me so much about what it is like to be a language teacher.“

Robin Wagner
Conversation Assistant, OER Editor, Lab Desk Assistant
English Education Major
Languages: French, German

“It was great to be working with all these awesome people while providing many opportunities to learn about different
cultures.”

Robyn Holland
Conversation Assistant
Social Work Major, ASL Minor
Language: ASL

“I am excited to use ASL and help others learn about a language I am so passionate about.”

Ryan Byrd
Conversation Assistant, Lab Desk Assistant
Mechanical Engineering Major
Language: Spanish

What are you up to now?

I’m a field service engineer at turn-key medical, working on x-ray equipment.

“The WLRC is the best!”

xliv ABOUT THE PATHWAYS PROJECT

Rylie Wieseler
OER Editor
Global Studies Major, French Minor
Language: French

“I’ve loved working for the WLRC! Everyone is super kind and helpful, and I’ve
found my passion for education through my work as a French OER editor.”

Sara Bakari
Conversation Assistant, Lab Desk Assistant
Languages: Arabic

Serena
Krause

Conversation Assistant
English Teaching Major, American Sign Language Minor
Language: ASL

“Working at the WLRC is such a rewarding experience! Utilizing our language skills and being able to teach those skills
to others is what makes the job so enjoyable!”
ABOUT THE PATHWAYS PROJECT xlv

Sharon Westbrook
OER Editor
French Major
Language: French

What are you up to now?

I am teaching junior high French in the Boise School district.

“The WLRC is an amazing resource for teaching as well as learning.”

Shawn Moak
OER Editor
German Major, History Minor
Language: German

“German is my major and the WLRC at Boise State

has been an awesome resource. I have loved
working on the OER project and can’t wait to use it
as a German educator after University.”

Shelby Cole
OER Editor
Biology Major, Elementary and Intermediate
German Certificate
Language: German

“The atmosphere in the WLRC is amazing and it makes me feel like I am able to ask questions.”
xlvi ABOUT THE PATHWAYS PROJECT

Sophie Campbell
Lead Social Media Assistant
Communication Major, German Minor, Public Relations Certificate
Language: German

Sophia Orm
Conversation Assistant
Chemistry Major, ASL, Biology, and
Criminal Justice Minor
Language: ASL

“I love expanding my understanding

of different cultures and think it is
something everyone should
experience. I want to give students
the opportunity to do the same.”

Taylor Ewing
Conversation Assistant, Lab Desk Assistant
Interdisciplinary Studies Major, ASL and Business minors, Innovation and Design certificate
Language: ASL

“I enjoy practicing my ASL and watching the new students gain a better understanding of the language. While this does
not directly help with my target career, being able to work with a variety of people and create activities for different skill
levels are helpful tools for the future.”

Tea Recanzone
OER Editor, Conversation Assistant
Spanish Secondary Education Major
Language: Spanish

What are you up to now?

I am currently studying abroad in Alicante, Spain for the Fall 2021
semester!

“I absolutely loved worked at the WLRC because it gave me a good

perspective of what it will be like to be a future high school Spanish
teacher.”
ABOUT THE PATHWAYS PROJECT xlvii

Thaïs Lacar
Conversation Assistant
Public Health Major, Spanish Minor
Language: Spanish

“I’m excited to be working here because this is a great opportunity to consistently

speak in Spanish. Being comfortable in speaking Spanish will be a useful skill in my
future career as healthcare systems continue to evolve and globalize in response to
global health needs.

Theadora Callahan
Conversation Assistant
Linguistics Major, Japanese Studies Minor,
Elementary Arabic Certificate
Languages: Arabic and Japanese

What are you up to now?

I moved to Colorado! And work at the
Nordstrom Ebar at the Park Meadows Mall.

“Working at the WLRC was life changing. My

students, my coworkers, my boss, and all the
opportunities that were given to me made all the
hardships of college worth it.”

Tori Fisher
Conversation Assistant, Lab Desk Assistant
Education, ASL Minor
Languages: Proficient in French and learning ASL

“As someone who wants to be a middle school teacher, I’m excited to have the
opportunity to work on these activities and to be a part of such an enthusiastic and
positive community!”
xlviii ABOUT THE PATHWAYS PROJECT

Yulilana Cisneros
Conversation Assistant, Lab Desk Assistant
Spanish Secondary Education Major
Language: Spanish

What are you up to now?

I’m a Spanish middle school teacher.

Yurim Lee
OER Editor, Conversation Assistant
Language: Korean
Intensive English Program (IEP) Student

“I’m excited to be working here because it is good

opportunity for me. I can teach Korean and also
learn English. And I can meet good people here!”

Zahra Akbari
OER Editor
Biology Major
Language:
German

What are you

up to now?
Planning to
graduate next
year!

“I love how
everyone is
always willing to help you in the WLRC!”

Additional Pathways Project Team Members

American Sign Language

• Amanda Adams
ABOUT THE PATHWAYS PROJECT xlix

• Armilene Cabreros
• Bridget Lawrence
• Carly Souhrada
• Emily Harrison
• Izabelle Finner
• Gabi Jones
• Kate Maryon
• Megan McAllister
• Rebecca Mulgrew
• Samantha Showers
• Sarra Foerster
• Tiana Gratiot

French

• Justin Snyder
• Samantha Lind

German

• Alexandria Crandall
• David Crasper
• Jacob Cortez
• Nicole Woychick
• Sarah Lausch
• Stephi Arth

Japanese

• Cation Jones
• Haruna Ishikawa
• Kaoru Mitsukude
• Sarah Dowd
• Yurika Mochida

Spanish

• Alexis Araiza
• Alejandra Garcia
• Alejandro Montoya
• Austin Robishaw
l ABOUT THE PATHWAYS PROJECT

• Ashley Potzernitz
• Carla Lara
• Cecilia Morales
• Daniel Felix
• Jenna Del Toro
• Jordyn Preble
• Kimberly Murphy
• Ismenia Gallegos
• Linzy Carpenter
• Madi Goertzen
• Mariela Montoya
• Mayra Saldivar
• Nicholas Sulier
• Ninna Payne
• Sergio Sarmiento
• Sue Juarez
• Zachary Zaleski
THEMATIC TABLE OF CONTENTS li

Thematic Table of Contents

Looking for activities that cover a specific theme? This Thematic Table of Contents lists common themes
(such as family, food, shopping, etc.) in world language classes and the associated activities in this
Pressbook collection. Try using the search button below to find an activity!

li
lii THEMATIC TABLE OF CONTENTS

Thematic Related
Associated Keywords
Topic Activities

The Alphabet
tongue-twisters, finger-spelling receptivity, spelling, useful
and Survival
phrases
Phrases

Around the
parts of a house, household chores, furniture, table
House and
settings, daily routines, apartments, dorms, room mates,
Living
budgeting, money matters
Arrangements
THEMATIC TABLE OF CONTENTS liii

Thematic Related
Associated Keywords
Topic Activities

The Arts,
Movies, movies, music, art, TV shows, theater, museums
Music, etc.

Childhood childhood memories, toys

liv THEMATIC TABLE OF CONTENTS

Thematic Related
Associated Keywords
Topic Activities

city life, errands, money, banking, post office, describing

City Life
locations

politics, current events, the news, the media, podcasts,

Current
economy, radio, public opinion, global problems, speed
Events
limits, discussion strategies, sharing opinions
THEMATIC TABLE OF CONTENTS lv

Thematic Related
Associated Keywords
Topic Activities

Days of the
Week,
days of the week, schedules
Months, Time,
and Holidays

Daily
Routines/ Chores and daily routines
Chores
lvi THEMATIC TABLE OF CONTENTS

Thematic Related
Associated Keywords
Topic Activities

Describing
Appearance nationalities, adjectives, physical appearance, personality,
and personal information, emotions
Personality

prepositions, commands related to directions. landmarks,

Directions expressions used to give directions, stations/stops,
addresses
THEMATIC TABLE OF CONTENTS lvii

Thematic Related
Associated Keywords
Topic Activities

The
nature, the environment, recycling, conservation, natural
Environment
disasters , pollution
and Outdoors

Family identifying people, family members, pets

lviii THEMATIC TABLE OF CONTENTS

Thematic Related
Associated Keywords
Topic Activities

food, food descriptions, meals, restaurants, cooking,

ingredients for cooking, kitchen equipment, cooking
Food
expressions, recipes, menus, food specialties, paying the
bill, types of eating establishments

Free Time and pastimes, sports, likes/dislikes, weekend activities, leisure

Hobbies time, clubs
THEMATIC TABLE OF CONTENTS lix

Thematic Related
Associated Keywords
Topic Activities

ice breakers, Learning about culture, fun quizzes,

Grab Bag
socializing, cognates, slang

Greetings and greetings, introductions, expressions of courtesy,

Introductions manners, asking about someone's well-being
lx THEMATIC TABLE OF CONTENTS

Thematic Related
Associated Keywords
Topic Activities

health, medical terms, parts of the body, symptoms,

Health and
medical conditions, health professions, well-being,
the Body
exercise, physical activity, nutrition, hospitals

Invitations/ parties, celebrations, holidays, national holidays, stages of

Parties/Social life, personal relationships, friendship, dating, invitations,
Events/ accepting an invitation, rejecting an invitation, making
Holidays plans
THEMATIC TABLE OF CONTENTS lxi

Thematic Related
Associated Keywords
Topic Activities

Jobs and professions, occupations, workplace, job interviews, job

Careers hunting, business environments, job applications

Auction, Price is Right, time, small numbers, large

Numbers
numbers, currency, ordinal numbers, frequency
lxii THEMATIC TABLE OF CONTENTS

Thematic Related
Associated Keywords
Topic Activities

Review
Jeopardy, Pirate Game, Heads up, Fly Swatter, Pictionary
Games

Seasons and
climate, weather, time of year
Weather
THEMATIC TABLE OF CONTENTS lxiii

Thematic Related
Associated Keywords
Topic Activities

classroom, academic life, fields of study, academic

School
subjects, days of the week, class schedules

clothing, shopping, negotiating a price, buying an item,

Shopping markets, gifts, types of stores, shopping malls, weights
and measures
lxiv THEMATIC TABLE OF CONTENTS

Thematic Related
Associated Keywords
Topic Activities

rumors, disasters, accidents, memories, talking about

Story-Telling
what happened

home electronics, computers, the internet, cars, text

Technology
messages, cellphones, social media, the future
THEMATIC TABLE OF CONTENTS lxv

Thematic Related
Associated Keywords
Topic Activities

travel, vacation, preparation, hotels, transportation,

popular attractions, travel complications, planning a trip,
Travel
buying a ticket, reserving a hotel room, asking for
recommendations

Credits: All icons on this page are from Freepik.com.

lxvi TABLE OF CONTENTS- IDAHO GEM COURSE SEQUENCING

Table of Contents- Idaho GEM Course Sequencing

The following table of contents is formatted to align with the course sequencing used by Idaho General Education
Matriculation (GEM) Courses:

FACE-TO-FACE AND ONLINE

Photo by Yan Krukov, via Pexels

KOREAN 101, FACE-TO-FACE

• Korean Level 1, Activity 1: 커피 좋아해요?/ Do You Like Coffee?

lxvi
TABLE OF CONTENTS- IDAHO GEM COURSE SEQUENCING lxvii

• Korean Level 1 Activity 2: 무슨 동아리 해요?/ What Club Are You In?
• Korean Level 1 Activity 3: 이 모자는 누구 모자예요?/ Whose Hat is This?
• Korean Level 1 Activity 4: 책상은 어디에 있어요?/ Where is Your Desk?
• Korean Level 1, Activity 5: 아이다호는 어디에 있어요?/ Where is Idaho?
• Korean Level 1, Activity 6: 노래방에 같이 가요!/ Let’s Go to the Singing Room Together!
• Korean Level 1, Activity 7: 오늘 뭐해요?/ What are you Doing Today?
• Korean Level 1, Activity 8: 대학생의 하루/ College Students’ Daily Schedule
• Korean Level 1, Activity 9: 주말에 뭐해요?/ What Do you Do on the Weekends?
• Korean Level 1, Activity 10: 장기자랑/ Talent Show
• Korean Level 1 Activity 11: 생일이 며칠이에요?/ When is Your Birthday?
• Korean Level 1, Activity 12: 룸메이트 찾기/ Roommate Search
• Korean Level 1, Activity 13: 스피드 데이팅/ Speed Dating
• Korean Level 1, Activity 14: 여행을 떠나요!/ Travel Preferences!

KOREAN 102, FACE-TO-FACE

• Korean Level 2, Activity 1: 새해 계획은 무엇인가요?/ What Are Your Plans for the New Year?
• Korean Level 2, Activity 2: 그것은 얼마예요?/ How Much is It?
• Korean Level 2, Activity 3: 어떤 사람이에요?/ What Kind of Person Are You?
• Korean Level 2, Activity 4: 한국 음식/ Korean Food
• Korean Level 2, Activity 5: 노래로 공부할래요?/ Do you Want to Study with a Song?
• Korean Level 2, Activity 6: 대학생활에서 동아리란?/ What is a Club in the College Life?
• Korean Level 2, Activity 7: 우리 가족을 소개할게요./ Let Me Introduce My Family.
• Korean Level 2, Activity 8: 한국의 고궁에 방문해 보고 싶어요./ I Want to Go to the Korean Palace.
• Korean Level 2, Activity 9 – 벚꽃 엔딩/ Cherry Blossom Ending
• Korean Level 2, Activity 10 -너는 어떤 동물을 좋아하니?/ What Kind of Animal Do you Like?

KOREAN 201, FACE-TO-FACE

• Korean Level 3, Activity 1: 이름이 어떻게 되세요?/ What is Your Name?

• Korean Level 3, Activity 2 연필을 빌릴 수 있을까요?/ Can I Borrow a Pencil?
• Korean Level 3, Activity 3: 수업이 끝난 다음에 뭐 하세요?/ What are you doing after class?
• Korean Level 3, Activity 4: 오늘 뭐 했어요?/ What Did you Do Today?
• Korean Level 3, Activity 5: 친구 만나서 영화를 보고 있어요./ Watching Movies with Friends
• Korean Level 3, Activity 6: 인사동에 어떻게 가요?/ How do I get to Insa-dong?
• Korean Level 3, Activity 7: 생일 축하합니다!/ Happy Birthday!
• Korean Level 3, Activity 8: 오늘 시간 있어요?/ Do you Have Time Today?
lxviii TABLE OF CONTENTS- IDAHO GEM COURSE SEQUENCING

• Korean Level 3, Activity 9: 영화와 드라마/ Movies and Dramas

• Korean Level 3, Activity 10: 여기 앉아도 돼요?/ Can I Sit Here?
• Korean Level 3, Activity 11: 같이 공부할래요?/ Would you Like to Study Together?
• Korean Level 3, Activity 12: 쇼핑하러 가요!/ Let’s Go Shopping!
• Korean Level 3, Activity 13: 무엇을 먹고싶어요?/ What Would you Like to Eat?
• Korean Level 3, Activity 14: 은지는 노래 듣는 걸 좋아한다고 했어요./ Eunji Told Me That She Likes Listening
to Music

KOREAN 202, FACE-TO-FACE

• Korean Level 4, Activity 1: 앤디씨 옆에 있는 사람을 아십니까?/ Do you Know a Person Next to Andy?
• Korean Level 4 Activity 2: 누가 노란색 코트를 입었어요?/ Who is Wearing a Yellow Coat?
• Korean Level 4, Activity 3: 한국의 설날/ Korean New Year
• Korean Level 4, Activity 4: 누가 스파이예요?/ Who is the Spy?
• Korean Level 4, Activity 5: 모자를 썼어요/ She is Wearing a Hat.
• Korean Level 4, Activity 6: 여행 계획/ Travel Itinerary
• Korean Level 4, Activity 7: 민정이가 도서관 가자고 했어요./ Minjeong Said we Should go to the Library.
• Korean Level 4, Activity 8: 성격이 어때요?/ What is your Personality Like?
• Korean Level 4, Activity 9: 고민상담/ Consultation
• Korean Level 4, Activity 10: 약을 먹어도 머리가 아파요./ I Still Have a Headache Even Though I Took
Medication.
• Korean Level 4, Activity 11: 여행사/ Travel Agency
• Korean Level 4, Activity 12: 복습 게임/ Review Game
• Korean Level 4, Activity 13: 학교와 직장/ School and Work
• Korean Level 4, Activity 14: 의견 말하기/ Reflection
FREQUENTLY ASKED QUESTIONS lxix

Frequently Asked Questions

An interactive H5P element has been excluded from this version of the text. You can view it online here:
https://boisestate.pressbooks.pub/pathwayskorean/?p=798#h5p-4

lxix
1 SOYEON PARK

KOREAN LEVEL 1

1
KOREAN LEVEL 1, ACTIVITY 1: 커피 좋아해요?/ DO YOU LIKE COFFEE? 2

Korean Level 1, Activity 1: 커피 좋아해요?/ Do You Like

Coffee?

Photo by pixabay

Description:

2
3 SOYEON PARK

In this activity, students will learn how to read and distinguish different sounds in Korean. They will read
loan words in Korea to help practice pronunciation. They will be able to answer simple yes or no questions.

Semantic Topics:

Introduction(소개), Loan Words(외래어), 받침, Yes, and No questions(예/아니오 질문)

NCSSFL-ACTFL World-Readiness Standards:

• Standard 1.1: Students engage in conversations, provide and obtain information, express
feelings and emotions, and exchange opinions.

• Standard 1.2: Students understand and interpret written and spoken Korean on a variety of
topics.

Idaho State World-Readiness Standards:

• COMM 1.1 – Interact and negotiate meaning (spoken, signed, written conversation) to share
information, reactions, feelings, and opinions.

• CLTR 1.2 – Explain the relationship between cultural practices/behaviors and the perspectives
that represent the target culture’s view of the world.

NCSSFL-ACTFL Can-Do Statements:

• I can identify memorized or familiar words when they are supported by gestures or visuals in
informational texts.

• I can express basic preferences or feelings, using practiced or memorized words and phrases,
with the help of gestures or visuals.

• In my own and other cultures, I can identify some typical practices related to familiar everyday
life.
KOREAN LEVEL 1, ACTIVITY 1: 커피 좋아해요?/ DO YOU LIKE COFFEE? 4

Materials Needed

• Projector

• iPad or Computer

• Google Slides

WARM-UP

Begin by introducing the Can-Dos for today’s activity.

오늘의 학습목표를 소개하는 것으로 수업을 시작하세요.

Students will introduce themselves.

학생들은 자기소개를 할 것입니다.

• 저는 _______입니다.

MAIN ACTIVITY

Display the PowerPoint to the screen.

파워포인트를 화면에 띄우세요.

Students will attempt to read the word that appears on the screen.
학생들은 화면의 단어를 따라 읽을 것입니다.

Students will also practice their listening skills by listening and choosing the correct final consonant.
학생들은 받침을 듣고 올바른 받침을 선택하면서 듣기 실력을 향상시킵니다..

• 익 vs 일

Students will practice answering questions using yes or no.

학생들은 “예”, “아니오”를 사용하여 질문에 대답하는 것을 연습할 것입니다.

• 커피 좋아해요?
◦ Do you like coffee?
• 네
◦ Yes
• 아니요
◦ No

WRAP-UP

Wrap-up questions (Pick a few you’d like to ask):

“What food do you like the most?”

5 SOYEON PARK

• 무슨 음식을 가장 좋아해요?

END OF ACTIVITY

• Read Can-Do statements once more and have students evaluate their confidence.
◦ (Use thumbs up/thumbs down or download our student cards.)
• Encourage students to be honest in their self-evaluation.
• Pay attention, and try to use feedback for future labs!

NCSSFL-ACTFL Can-Do Statements:

• I can identify memorized or loan words when they are supported by gestures or visuals in
informational texts.

• I can express basic preferences or feelings, using practiced or memorized words and phrases,
with the help of gestures or visuals.

• In my own and other cultures, I can identify some typical practices related to familiar everyday
life.
KOREAN LEVEL 1 ACTIVITY 2: 무슨 동아리 해요?/ WHAT CLUB ARE YOU IN? 6

Korean Level 1 Activity 2: 무슨 동아리 해요?/ What Club

Are You In?

photo by Porapak Apichodilok

Description:

6
7 SOYEON PARK

In this activity, students will practice introducing themselves. They will be able to say their names,
nationality, interests, and their jobs.

Semantic Topics:

Hobby (취미), Job (일), 한국어, Name (이름), Nationality(국적), Student (학생)

NCSSFL-ACTFL World-Readiness Standards:

• Standard 1.1: Students engage in conversations, provide and obtain information, express
feelings and emotions, and exchange opinions.

• Standard 1.2: Students understand and interpret written and spoken Korean on a variety of
topics.

Idaho State World-Readiness Standards:

• COMM 1.1 – Interact and negotiate meaning (spoken, signed, written conversation) to share
information, reactions, feelings, and opinions.

• CLTR 1.2 – Explain the relationship between cultural practices/behaviors and the perspectives
that represent the target culture’s view of the world.

NCSSFL-ACTFL Can-Do Statements:

• I can introduce myself using practiced or memorized words and phrases, with the help of
gestures or visuals.

• I can answer questions about my favorite weekend activities.

• I can fill in a chatbox by answering who, what, where, and or when questions.
KOREAN LEVEL 1 ACTIVITY 2: 무슨 동아리 해요?/ WHAT CLUB ARE YOU IN? 8

Materials Needed

• Projector

• iPad or Computer

• Google Slides

• Kahoot

WARM-UP

Begin by introducing the Can-Dos for today’s activity.

오늘의 학습목표를 소개하는 것으로 수업을 시작하세요.

Ask students regarding their hobbies.

학생들의 취미에 대해 물어보세요.

• What is your hobby?

• 취미가 뭐예요?

MAIN ACTIVITY

The main activity will start with a Kahoot, where students will practice their vocabularies.
어휘를 연습하는 게임인 카훗을 이용하여 메인 활동을 시작하세요.

Few of the Kahoot questions will have a blank, and students will have to fill in the blank.
학생들은 빈칸으로 되어 있는 카훗의 질문을 채웁니다.

An example conversation will be given to the students.

예시 대화가 학생들에게 주어집니다.

After looking at the example, students will practice conversing and introducing themselves with a partner.
예시를 본 후에, 학생들은 파트너와 함께 대화하고 자신을 소개합니다.

Breakout rooms on zoom can be used if needed.

필요한 경우 줌을 사용할 수 있습니다.

A role will be assigned to the student, and the student will have to answer questions as if he or she was that
person.
학생들은 자신에게 주어진 역할에 맞춰 질문에 대답합니다.

• 무슨 일 하세요? What do you do for work?

• 저는 선생님이에요. I am a teacher.

The conversation lab assistant will go around the groups and help to facilitate the conversation.
랩 조교는 그룹을 돌며 학생들의 대화를 도와주세요.
9 SOYEON PARK

WRAP-UP

Wrap-up questions (Pick a few you’d like to ask):

• “What country do you want to travel to?”

• 어느 나라에 가보고 싶어요?

END OF ACTIVITY

• Read Can-Do statements once more and have students evaluate their confidence.
◦ (Use thumbs up/thumbs down or download our student cards.)
• Encourage students to be honest in their self-evaluation.
• Pay attention, and try to use feedback for future labs!

NCSSFL-ACTFL Can-Do Statements:

• I can introduce myself using practiced or memorized words and phrases, with the help of
gestures or visuals.

• I can answer questions about my favorite weekend activities.

• I can fill in a chatbox by answering who, what, where, and or when questions.
KOREAN LEVEL 1 ACTIVITY 3: 이 모자는 누구 모자예요?/ WHOSE HAT IS THIS? 10

Korean Level 1 Activity 3: 이 모자는 누구 모자예요?/

Whose Hat is This?

photo by Erik Mclean

Description:

In this activity, students will practice asking and answering questions by participating in a lost and found

10
11 SOYEON PARK

game. They will also practice Sino Korean numbers by learning how to provide their phone numbers in
Korean.

Semantic Topics:

Sino Korean numbers(한국 숫자/번호), Lost and Found game(분실물 게임), 전화번호가 뭐예요? (What is your
number?)

NCSSFL-ACTFL World-Readiness Standards:

• Standard 1.1: Students engage in conversations, provide and obtain information, express
feelings and emotions, and exchange opinions.

• Standard 1.2: Students understand and interpret written and spoken Korean on a variety of
topics.

Idaho State World-Readiness Standards:

• COMM 1.1 – Interact and negotiate meaning (spoken, signed, written conversation) to share
information, reactions, feelings, and opinions.

• CLTR 1.2 – Explain the relationship between cultural practices/behaviors and the perspectives
that represent the target culture’s view of the world.

NCSSFL-ACTFL Can-Do Statements:

• In my own and other cultures, I can identify some typical products related to familiar everyday
life.

• I can name very familiar people, places, and objects using practiced or memorized words and
phrases, with the help of gestures or visuals.

• I can provide information by answering a few simple questions on very familiar topics, using
KOREAN LEVEL 1 ACTIVITY 3: 이 모자는 누구 모자예요?/ WHOSE HAT IS THIS? 12

practiced or memorized words and phrases, with the help of gestures or visuals.

Materials Needed

• Projector

• iPad or Computer

• Google Slides

WARM-UP

Begin by introducing the Can-Dos for today’s activity.

오늘의 학습목표를 소개하는 것으로 수업을 시작하세요.
Students will be asked about their phone numbers, and they will answer using numbers.
학생들은 전화번호를 묻는 질문에 대답합니다.

• What is your phone number?

• 전화번호가 뭐예요?

MAIN ACTIVITY

The main activity includes lost and found activity.

메인 활동은 분실물 찾기입니다.

Students will first read an example conversation presented on the google slide.
학생들은 먼저 슬라이드의 예시 대화를 읽습니다.

Students will be assigned to an item that they found and an item that they own.
학생들은 자신이 발견한 물건과 자신이 소유한 물건에 배정됩니다.

After being assigned with items, students will ask for an owner of the item that they found. They will also state
their phone number so that the original owner can contact them.
물건이 배정된 후에 학생들은 자신이 찾은 물건의 주인에게 질문합니다. 그리고 물건의 진짜 주인이 전화할 수 있도록 자
신의 전화번호를 말합니다.

• Hello, I am Sofia. This book is not mine. Whose book is this? My phone number is 111-1111. Please give
me a call.
13 SOYEON PARK

• 안녕하세요. 저는 소피아예요. 이 책은 제 책이 아니에요. 이거 누구 책이에요? 제 전화번호는 111-1111이에요.

전화 주세요.
• The original owner of the item will state that the item is her or his item. The owner will state gratitude
towards the founder.
• 물건의 주인은 그 물건이 자신의 것이라고 말합니다. 그리고 물건을 찾아준 사람에게 감사를 표합니다.

• Hello Sofia. That book is mine. Thank you.

• 안녕하세요. 소피아 씨. 그 책은 제 책이에요. 고마워요.

WRAP-UP

Wrap-up questions (Pick a few you’d like to ask) :

• “What item have you lost, but found through lost and found?”
• 잃어버렸다가 다시 찾은 물건이 있나요?

END OF ACTIVITY

• Read Can-Do statements once more and have students evaluate their confidence.
◦ (Use thumbs up/thumbs down or download our student cards.)
• Encourage students to be honest in their self-evaluation.
• Pay attention, and try to use feedback for future labs!

NCSSFL-ACTFL Can-Do Statements:

• In my own and other cultures, I can identify some typical products related to familiar everyday
life.

• I can name very familiar people, places, and objects using practiced or memorized words and
phrases, with the help of gestures or visuals.

• I can provide information by answering a few simple questions on very familiar topics, using
practiced or memorized words and phrases, with the help of gestures or visuals.
KOREAN LEVEL 1 ACTIVITY 4: 책상은 어디에 있어요?/ WHERE IS YOUR DESK? 14

Korean Level 1 Activity 4: 책상은 어디에 있어요?/ Where

is Your Desk?

photo by Pixabay

Description:

In this activity, students will be describing the locations of items. They will be arranging their bedroom,
and they will have a friend who is helping them to move furniture. They will converse with their friend to
place the furniture in the correct location.

14
15 SOYEON PARK

Semantic Topics:

Listening exercise(듣기 훈련), Locations(위치): Behind (뒤에), Next to (옆에) In Front of (앞에), etc., Bed (침
대)

NCSSFL-ACTFL World-Readiness Standards:

• Standard 1.1: Students engage in conversations, provide and obtain information, express
feelings and emotions, and exchange opinions.

• Standard 1.2: Students understand and interpret written and spoken Korean on a variety of
topics.

Idaho State World-Readiness Standards:

• COMM 1.1 – Interact and negotiate meaning (spoken, signed, written conversation) to share
information, reactions, feelings, and opinions.

• CLTR 1.2 – Explain the relationship between cultural practices/behaviors and the perspectives
that represent the target culture’s view of the world.

NCSSFL-ACTFL Can-Do Statements:

• I can describe locations accurately.

• I can give some simple information about my bedroom.

• I can work with a target language peer and rearrange the bedroom together.

Materials Needed:

• Projector (optional)

• iPad or Computer

• Google Slides
KOREAN LEVEL 1 ACTIVITY 4: 책상은 어디에 있어요?/ WHERE IS YOUR DESK? 16

WARM-UP:

Begin by introducing the Can-Dos for today’s activity.

오늘의 학습목표를 소개하는 것으로 시작하세요.

Students will read a short paragraph that describes the structure of a studio room. Students will answer the
following questions based on their reading.
학생들은 원룸의 구조를 소개하는 짧은 글을 읽습니다. 그리고 읽은 글과 관련된 질문에 대답합니다.

• What is next to this studio?원룸 옆에 뭐가 있어요?

• Where is the desk?책상은 어디에 있어요?
• What is on the desk?책상 위에 뭐가 있어요?
• What is/are not there in the room?원룸에 뭐가 있어요? 원룸에 뭐가 없나요?

MAIN ACTIVITY:

First, students will be divided into partners.

먼저, 학생들은 짝을 정합니다.

Students will be instructed to draw a new layout of their bedroom, including bed, desk, chair, pictures, and closet.
학생들은 침대, 책상, 의자, 그림, 옷장을 포함하여 침실의 새로운 배치를 그리도록 지시받습니다.

Based on the drawing, students will answer the questions that their partner asks. Student B represents the
student asking the question, and Student A represents the student answering the question.
학생들은 그림을 기반으로 파트너의 질문에 대답합니다. 학생 B는 질문을 하고, 학생 A는 그 질문에 대답합니다.

• (B): Where is the desk? 책상이 어디에 있어요?

• (A): It’s behind the chair, and it’s next to the bed. 의자 뒤에 있어요. 그리고 침대 옆에 있어요.
• (B): Where is the chair? 의자가 어디에 있어요?
• (A): It’s in front of the desk. 책상 앞에 있어요.
• (B): Where is the bed? 침대가 어디에 있어요?
• (A): It’s next to the desk.책상 옆에 있어요.
• Once they have finished conversing, students will take different roles of asking and answering the
questions.
대화가 끝나면 역할을 바꿔 다시 질문하고 대답합니다.

WRAP-UP:

Wrap-up questions (Pick a few you’d like to ask):

• “Do you want to change your placement of furniture? If so, how would you like to change it?”
• 가구 위치를 바꾸고 싶나요? 바꾸고 싶다면 어떻게 바꾸고 싶나요?
17 SOYEON PARK

END OF ACTIVITY:

• Read Can-Do statements once more and have students evaluate their confidence.
◦ (Use thumbs up/thumbs down or download our student cards.)
• Encourage students to be honest in their self-evaluation.
• Pay attention, and try to use feedback for future labs!

NCSSFL-ACTFL Can-Do Statements:

• I can describe locations accurately.

• I can give some simple information about my bedroom.

• I can work with a target language peer and rearrange the bedroom together.
KOREAN LEVEL 1, ACTIVITY 5: 아이다호는 어디에 있어요?/ WHERE IS IDAHO? 18

Korean Level 1, Activity 5: 아이다호는 어디에 있어요?/

Where is Idaho?

18
19 SOYEON PARK

photo by Lara Jameson

Description:

In this activity, students will be providing the locations of different states in the United States. They will
KOREAN LEVEL 1, ACTIVITY 5: 아이다호는 어디에 있어요?/ WHERE IS IDAHO? 20

be looking at various pictures to identify the placements of different objects. Lastly, they will describe the
locations of campus buildings with the expressions they have learned.

Semantic Topics:

USA States(미국), Campus Buildings(학교 건물), Household objects(가정 용품), Location Words: Above (위
에), Behind(뒤에), In Front of (앞에), Next to (옆에), Under (아래에)

NCSSFL-ACTFL World-Readiness Standards:

• Standard 1.1: Students engage in conversations, provide and obtain information, express
feelings and emotions, and exchange opinions.

• Standard 1.2: Students understand and interpret written and spoken Korean on a variety of
topics.

Idaho State World-Readiness Standards:

• COMM 1.1 – Interact and negotiate meaning (spoken, signed, written conversation) to share
information, reactions, feelings, and opinions.

• CLTR 1.2 – Explain the relationship between cultural practices/behaviors and the perspectives
that represent the target culture’s view of the world.

NCSSFL-ACTFL Can-Do Statements:

• I can describe where Idaho is located based on the map of the United States.

• I can find an object with a description.

• I can navigate to the correct campus building with the description that I was given.
21 SOYEON PARK

Materials Needed:

• Projector (optional)

• iPad or Computer

• Google Slides

WARM-UP:

Begin by introducing the Can-Dos for today’s activity.

학습목표를 소개하는 것으로 수업을 시작하세요.

Students will look at the map of the United States. They will be asked about the location of the state, and they will
answer the question using descriptive words.
학생들은 먼저 미국 지도를 봅니다. ‘주’의 위치를 묻는 질문을 받으면 위치를 뜻하는 단어를 사용하여 대답합니다.

• Where is Idaho? 아이다호가 어디에 있어요?

• Where is California? 캘리포니아가 어디에 있어요?
• Where is New York? 뉴욕은 어디에 있어요?
• Where is Ohio? 오하이오가 어디에 있어요?

Main Activity:
Students will be given various pictures to look at. Based on the pictures, the students will answer the following
questions regarding locations.
학생들에게 다양한 사진들이 주어집니다. 학생들은 사진을 보고 위치에 대한 질문에 대답합니다.

• Where is the bed?침대가 어디에 있어요?

• Where is the chair?의자가 어디에 있어요?
• Where is the cup?컵이 어디에 있어요?
• Where is the sink? 싱크대는 어디에 있어요?

Students will also describe the locations of the school buildings on campus.
학생들은 학교 건물의 위치에 대해 묘사합니다.

• The library is next to the Education Building. 도서관은 Education 건물 옆에 있어요.

• The student union is next to the Lincoln Garage. Student Union은 Lincoln Garage 옆에 있어요.
• SMASH building is behind the ILC. SMASH 건물은 ILC 뒤에 있어요.
KOREAN LEVEL 1, ACTIVITY 5: 아이다호는 어디에 있어요?/ WHERE IS IDAHO? 22

WRAP-UP:

Wrap-up questions (Pick a few you’d like to ask):

• What building do you go to the most on campus, and where is it located?

• 무슨 건물을 학교에서 가장 많이 가요? 그 건물은 어디에 있어요?

END OF ACTIVITY:

• Read Can-Do statements once more and have students evaluate their confidence.
◦ (Use thumbs up/thumbs down or download our student cards.)
• Encourage students to be honest in their self-evaluation.
• Pay attention, and try to use feedback for future labs!

NCSSFL-ACTFL Can-Do Statements:

• I can describe where Idaho is located based on the map of the United States.

• I can find an object with a description.

• I can navigate to the correct campus building with the description that I was given.
23 SOYEON PARK

Korean Level 1, Activity 6: 노래방에 같이 가요!/ Let's Go

to the Singing Room Together!

photo by Andrea Piacquadio

Description:

23
KOREAN LEVEL 1, ACTIVITY 6: 노래방에 같이 가요!/ LET'S GO TO THE SINGING ROOM TOGETHER! 24

In this activity, students will be practicing new vocabulary by playing jeopardy. After practicing the words,
they will learn how to apply it by filling in the blank after reading a dialogue.

Semantic Topics:

Jeopardy game, Read and Fill in the blank(빈 칸 채우기), Vocabulary: Together (우리), alone(혼자), singing
room (노래방), library (도서관)

NCSSFL-ACTFL World-Readiness Standards:

• Standard 1.1: Students engage in conversations, provide and obtain information, express
feelings and emotions, and exchange opinions.

• Standard 1.2: Students understand and interpret written and spoken Korean on a variety of
topics.

Idaho State World-Readiness Standards:

• COMM 1.1 – Interact and negotiate meaning (spoken, signed, written conversation) to share
information, reactions, feelings, and opinions.

• CLTR 1.2 – Explain the relationship between cultural practices/behaviors and the perspectives
that represent the target culture’s view of the world.

NCSSFL-ACTFL Can-Do Statements:

• I will be able to describe the location of the restaurant that I am going to.

• I can name familiar places, such as the library, supermarket, and school.

• I can ask my friends to go to the convenience store together.

25 SOYEON PARK

Materials Needed:

• Projector

• iPad or Computer

• Google Slides

WARM-UP:

Begin by introducing the Can-Dos for today’s activity.

오늘의 학습목표를 소개하는 것으로 수업을 시작하세요.

Students will be asked a few questions to allow them to think and speak in Korean.
학생들은 한국어로 생각하고 말할 수 있도록 질문을 받을 것입니다.

• Where do you go to exercise? Do you go alone?

• 운동하러 어디로 가요? 혼자 운동 가요?
• Do you go to the library often? Who do you go with?
• 도서관에 자주 가요? 누구랑 같이 가요?

MAIN ACTIVITY:

Students will play jeopardy to practice new vocabulary. They will play the game as an individual player.
학생들은 새로운 단어를 연습하기 위해 제퍼디 게임을 합니다. 1인 1팀으로 게임을 합니다.

Students will be given a dialogue to read. The lab assistant will help the students to understand the dialogue.
학생들은 주어진 대화를 읽습니다. 랩 조교는 학생들이 대화 지문을 이해하도록 도와주세요.

Students will fill in the blank based on what they read in the dialogue. Most words have been reviewed in the
jeopardy game.
학생들이 읽은 대화를 기반으로 빈 칸을 채우세요. 대부분의 단어들을 제퍼디 게임에서 복습했습니다.

• Byunggon, where are you going on Saturday? 병곤씨, 토요일에 어디 가요?

• I am going to the singing room too! 저도 노래방 가요!
• Then, let’s go together! 그럼, 저하고 같이 가요!

WRAP-UP:

Wrap-up questions (Pick a few you’d like to ask):

• What building do you go to the most on campus, and where is it located?

• 무슨 건물을 학교에서 가장 많이 가요? 그 건물은 어디에 있어요?
KOREAN LEVEL 1, ACTIVITY 6: 노래방에 같이 가요!/ LET'S GO TO THE SINGING ROOM TOGETHER! 26

END OF ACTIVITY:

• Read Can-Do statements once more and have students evaluate their confidence.
◦ (Use thumbs up/thumbs down or download our student cards.)
• Encourage students to be honest in their self-evaluation.
• Pay attention, and try to use feedback for future labs!

NCSSFL-ACTFL Can-Do Statements:

• I will be able to describe the location of the restaurant that I am going to.

• I can name familiar places, such as the library, supermarket, and school.

• I can ask my friends to go to the convenience store together.

27 SOYEON PARK

Korean Level 1, Activity 7: 오늘 뭐해요?/ What are you

Doing Today?

photo by Bich Tran

Description:

27
KOREAN LEVEL 1, ACTIVITY 7: 오늘 뭐해요?/ WHAT ARE YOU DOING TODAY? 28

In this activity, students will be conversing about their weekly routines. Based on their schedule, students
will make plans with their friends. They will also discuss popular Youtube trends in Korea.

Semantic Topics:

Week(일주일), daily(매일), plan(계획), trend(유행), calendar(달력), and shopping(쇼핑)

NCSSFL-ACTFL World-Readiness Standards:

• Standard 1.1: Students engage in conversations, provide and obtain information, express
feelings and emotions, and exchange opinions.

• Standard 1.2: Students understand and interpret written and spoken Korean on a variety of
topics.

Idaho State World-Readiness Standards:

• COMM 1.1 – Interact and negotiate meaning (spoken, signed, written conversation) to share
information, reactions, feelings, and opinions.

• CLTR 1.2 – Explain the relationship between cultural practices/behaviors and the perspectives
that represent the target culture’s view of the world.

NCSSFL-ACTFL Can-Do Statements:

• I can understand a short description of one’s weekly routines.

• I can set up a time to meet with another person by asking and answering questions about each
other’s weekly schedule.

• I can make a weekly vlog describing my weekly routines.

• I can talk about Youtube trends in South Korea.

29 SOYEON PARK

Materials Needed:

• Projector

• iPad or Computer

• Google Slides

WARM-UP:

Begin by introducing the Can-Dos for today’s activity.

오늘의 학습목표를 소개하는 것으로 시작하세요.

Students will be given a weekly schedule. Based on the schedule, the students will arrange a time to go shopping
with their friends.
학생들에게는 주간 스케쥴이 주어집니다. 스케쥴을 보고 친구와 쇼핑 갈 시간을 정하세요.

• A: (Let’s go shopping this week. What about Wednesday?)우리 이번주에 같이 쇼핑해요. 수요일에 뭐해요?
• B: (Wednesday I have part-time job at the cafe.)수요일에 카페 아르바이트를 해요.
• A: (Then what about Monday?) 그럼 월요일에는 뭐해요?
• B: (On Monday I go to the school library. How about Thursday evening?)월요일에는 학교 도서관에 가요. 목
요일 저녁은 어때요?

MAIN ACTIVITY:

Students will be divided into partners and placed into zoom breakout rooms.
학생들은 짝을 지어 줌에 배치됩니다.

Students will converse with each other by asking and answering questions about their schedules.
자신의 스케쥴에 대해 서로 질문하고 대답합니다.

They will arrange a time to meet and go shopping together.

같이 쇼핑 갈 시간을 정합니다.

Once students finish conversing, students will be invited back to the main room.
대화가 끝나면 메인 룸으로 돌아옵니다.

Youtube trends in Korea will be discussed.

한국에서의 유튜브 트렌드를 이야기해 봅시다.

• Eating shows are popular in Korean culture. 한국에서는 먹방이 유명해요.

Students will listen to an interview of a famous Youtuber.

유명한 유튜버의 인터뷰를 듣습니다.

Based on what they heard, students will formulate a weekly schedule for the Youtuber.
인터뷰를 듣고, 그 유튜버의 한 주 스케쥴을 만드세요.
KOREAN LEVEL 1, ACTIVITY 7: 오늘 뭐해요?/ WHAT ARE YOU DOING TODAY? 30

WRAP-UP:

Wrap-up questions (Pick a few you’d like to ask):

• What kind of Youtube videos do you watch the most?

• 어떤 유튜브 영상을 가장 많이 봐요?

END OF ACTIVITY:

• Read Can-Do statements once more and have students evaluate their confidence.
◦ (Use thumbs up/thumbs down or download our student cards.)
• Encourage students to be honest in their self-evaluation.
• Pay attention, and try to use feedback for future labs!

NCSSFL-ACTFL Can-Do Statements:

• I can understand a short description of one’s weekly routines.

• I can set up a time to meet with another person by asking and answering questions about each
other’s weekly schedule.

• I can make a weekly vlog describing my weekly routines.

• I can talk about Youtube trends in South Korea.

31 SOYEON PARK

Korean Level 1, Activity 8: 대학생의 하루/ College

Students' Daily Schedule

31
KOREAN LEVEL 1, ACTIVITY 8: 대학생의 하루/ COLLEGE STUDENTS' DAILY SCHEDULE 32

photo by Miriam Alonso

33 SOYEON PARK

Description:

In this activity, students will be conversing about their weekly routines. They will try to find a time to meet
with their classmates to work on a group assignment. They will also compare college life in South Korea
compared to the United States.

Semantic Topics:

Schedule(계획), group assignments(조별 과제), college(대학교), routine(일상), meet(만나다), plan(계획)

NCSSFL-ACTFL World-Readiness Standards:

• Standard 1.1: Students engage in conversations, provide and obtain information, express
feelings and emotions, and exchange opinions.

• Standard 1.2: Students understand and interpret written and spoken Korean on a variety of
topics.

Idaho State World-Readiness Standards:

• COMM 1.1 – Interact and negotiate meaning (spoken, signed, written conversation) to share
information, reactions, feelings, and opinions.

• CLTR 1.2 – Explain the relationship between cultural practices/behaviors and the perspectives
that represent the target culture’s view of the world.

NCSSFL-ACTFL Can-Do Statements:

• I can understand a short description of one’s daily schedule

• I can set up a time to meet with another person by asking and answering questions about each
other’s daily schedule.

• I can understand and compare college life in Korea with college life in the U.S.
KOREAN LEVEL 1, ACTIVITY 8: 대학생의 하루/ COLLEGE STUDENTS' DAILY SCHEDULE 34

Materials Needed:

• Projector (optional)

• iPad or Computer

• Google Slides

• Kahoot

WARM-UP:

Begin by introducing the Can-Dos for today’s activity.

오늘의 학습목표를 소개하는 것으로 수업을 시작하세요.

Students will listen to a dialogue between Seungwoo and Alice.

학생들은 승우와 앨리스의 대화를 듣습니다.

• 승우: (Hello Alice. What are you doing tomorrow?)앨리스 씨 안녕하세요? 내일 뭐 해요?
• 앨리스: (I am studying alone at home. On Wednesday I have a test and on Thursday I have homework.)집
에서 혼자 공부해요. 수요일에 시험이 있고 목요일에도 숙제가 있어요.
• 승우: (Oh, really? What time do you go to bed everyday?)아 그래요? 요즘 몇 시에 자요?
• 앨리스: (I go to bed at 3am everyday.)매일 새벽 3시에 자요.
• 승우: (Woah, so what time do you get up?)와, 그래서 몇 시에 일어나요?
• 앨리스: (I get up at 11am.) 아침 11시에 일어나요.
• 승우: (Really? I go to sleep at 10 pm and wake up at 7am. So let’s study tomorrow.)진짜요? 저는 밤 10시에
자고 아침 7시에 일어나요. 그럼 우리 내일 같이 공부해요!
• (I also have a test on Thursday.)저도 목요일에 시험이 있어요.
• 앨리스: (Good. What time is okay?)좋아요. 몇 시가 괜찮아요?
• 승우: (How is 10am?) 아침 열 시 어때요?
• 앨리스: (I am sorry. I wake up at 11am.) 미안해요. 전 열한 시에 일어나요.
• 승우: (So how about we meet at 1pm and eat lunch.)그럼 오후 한 시에 만나서 점심 먹어요.
• 앨리스: (Where should we meet?)) 어디서 만나요?
• 승우: (Let’s meet in front of the dorm.)기숙사 앞에서 만나요.
• 앨리스: (Great! See you tomorrow.) 좋아요! 내일 봐요.
• 승우: (Yes, See you tomorrow.) 네, 내일 봐요.

MAIN ACTIVITY:

Students’ comprehension of the dialogue will be evaluated through Kahoot.

카훗을 이용하여 학생들이 대화를 얼마나 이해했는지 평가하세요.
35 SOYEON PARK

Students will look at an example conversation in which the students are finding a time to meet for a group
assignment.
학생들은 예시 대화를 읽습니다. 조별 과제를 하기 위해 만날 날을 정하는 대화입니다.

• A: (Nice to meet you. Let’s meet on Thursday. Is 10:30am okay?)만나서 반가워요. 우리 목요일에 만나요. 10
시반 괜찮아요?
• B: (I have class at 10:30am.)10
10시반에 수업이 있어요.
• A: (Oh, really?? Then what time would be okay?)아, 그래요? 그럼 몇 시가 괜찮아요?
• C: (How about 2pm?)2
2시 어때요?
• B: (I have a business team play at 2pm.) 2시에는 비즈니스 팀플이 있어요.
• A: (Also at 2pm I have an appointment. How about 4pm?) 저도 2시에 약속이 있어요. 그럼 4시는 어때요?
• B: (At 4pm I have a club meeting. How about 7pm?) 4시에 동아리 모임이 있어요. 7시는 어때요?
• A: (Oh, okay.)오, 괜찮아요.
• C: (Yes, That is also okay.)네, 저도 좋아요.
• B: (So let’s meet at 7pm in the library.)그럼 7시에 도서관에서 만나요.

Students will be in groups of 3-4 in the breakout rooms.

3~4명을 한 그룹으로 소모임을 구성합니다.

Using their own schedule, they will schedule a group meeting.

본인의 스케쥴을 이용하여 그룹 미팅을 만드세요.

Discuss differences between Korean college students and American college students.
한국 대학생과 미국 대학생의 차이에 대해 말해봅시다.

WRAP-UP:

Wrap-up questions (Pick a few you’d like to ask):

• Do you like group assignments?

• 조별과제를 좋아해요?

END OF ACTIVITY:

• Read Can-Do statements once more and have students evaluate their confidence.
◦ (Use thumbs up/thumbs down or download our student cards.)
• Encourage students to be honest in their self-evaluation.
• Pay attention, and try to use feedback for future labs!
KOREAN LEVEL 1, ACTIVITY 8: 대학생의 하루/ COLLEGE STUDENTS' DAILY SCHEDULE 36

NCSSFL-ACTFL Can-Do Statements:

• I can understand a short description of one’s daily schedule

• I can set up a time to meet with another person by asking and answering questions about each
other’s daily schedule.

• I can understand and compare college life in Korea with college life in the U.S.
37 SOYEON PARK

Korean Level 1, Activity 9: 주말에 뭐해요?/ What Do you

Do on the Weekends?

37
KOREAN LEVEL 1, ACTIVITY 9: 주말에 뭐해요?/ WHAT DO YOU DO ON THE WEEKENDS? 38

photo by Ksenia Chernaya

39 SOYEON PARK

Description:

In this activity, students will practice vocabulary and learn about adjectives. Students will discuss their
weekend activities and compare them to other people’s weekend activities. They will make suggestions to
their friends to do something together during the weekend using a grammar expression learned in class.

Semantic Topics:
Weekend(주말), hobby(취미), leisure(여가), Kahoot game, Vocabulary practice(단어 연습), plans with
friends(친구와의 계획)

NCSSFL-ACTFL World-Readiness Standards:

• Standard 1.1: Students engage in conversations, provide and obtain information, express
feelings and emotions, and exchange opinions.

• Standard 1.2: Students understand and interpret written and spoken Korean on a variety of
topics.

Idaho State World-Readiness Standards:

• COMM 1.1 – Interact and negotiate meaning (spoken, signed, written conversation) to share
information, reactions, feelings, and opinions.

• CLTR 1.2 – Explain the relationship between cultural practices/behaviors and the perspectives
that represent the target culture’s view of the world.

NCSSFL-ACTFL Can-Do Statements:

• In my own and other cultures, I can identify some typical practices related to familiar everyday
life.

• I can understand the time in a meeting request.

• I can state my favorite free-time activities and those I don’t like.

KOREAN LEVEL 1, ACTIVITY 9: 주말에 뭐해요?/ WHAT DO YOU DO ON THE WEEKENDS? 40

Materials Needed:

• Projector

• iPad or Computer

• Google Slides

• Kahoot

WARM-UP:

Begin by introducing the Can-Dos for today’s activity.

오늘의 학습목표를 소개하는 것으로 수업을 시작하세요.

Students will practice their vocabulary with Kahoot.

카훗을 이용하여 단어를 연습합니다.

MAIN ACTIVITY:

Students will look at popular weekend activities among Korean people.

한국인이 많이 하는 주말 활동에 대해 알아봅시다.

They will discuss whether they do or not do those activities. They will explain the reason.
어떤 활동을 하고 어떤 활동을 하지 않는지 이야기 합시다. 이유도 말해봅시다.

• A: (Most Korean people watch television during the weekends. Do you watch television as well?)
한국 사람들 대부분은 주말에 티비를 봐요. _____씨도 주말에 티비를 봐요?
• B: (No, I do not watch television. I have too much homework.)
아니요, 저는 티비를 못 봐요. 숙제가 많아요.

Using the grammar expression introduced in the class, the students will make suggestions to their friends.

• A: (Let’s watch television together during the weekend!) 주말에 같이 티비 봐요!

• B: (Sounds good. How is 2 o’clock?) 좋아요. 2시 어때요?
• A: (That works for me. I will see you at 2 then.) 괜찮아요. 그럼 2시에 봐요.

WRAP-UP:

Wrap-up questions (Pick a few you’d like to ask):

• What activities do you not want to do during the weekend?

• 주말에 하기 싫은 일은 뭐예요?
41 SOYEON PARK

END OF ACTIVITY:

• Read Can-Do statements once more and have students evaluate their confidence.
◦ (Use thumbs up/thumbs down or download our student cards.)
• Encourage students to be honest in their self-evaluation.
• Pay attention, and try to use feedback for future labs!

NCSSFL-ACTFL Can-Do Statements:

• In my own and other cultures, I can identify some typical practices related to familiar everyday
life.

• I can understand the time in a meeting request.

• I can state my favorite free-time activities and those I don’t like.

KOREAN LEVEL 1, ACTIVITY 10: 장기자랑/ TALENT SHOW 42

Korean Level 1, Activity 10: 장기자랑/ Talent Show

photo by Monica Silvestre

Description:

42
43 SOYEON PARK

In this activity, students will be planning a talent show. Each student will discuss what they are good at and
decide whether they will participate in a talent show.

Semantic Topics:

Talent show(장기자랑), perform, good(좋은), dance(춤), sing(노래), plan(계획), audition(오디션)

NCSSFL-ACTFL World-Readiness Standards:

• Standard 1.1: Students engage in conversations, provide and obtain information, express
feelings and emotions, and exchange opinions.

• Standard 1.2: Students understand and interpret written and spoken Korean on a variety of
topics.

Idaho State World-Readiness Standards:

• COMM 1.1 – Interact and negotiate meaning (spoken, signed, written conversation) to share
information, reactions, feelings, and opinions.

• CLTR 1.2 – Explain the relationship between cultural practices/behaviors and the perspectives
that represent the target culture’s view of the world.

NCSSFL-ACTFL Can-Do Statements:

• I can respond to an invitation and ask questions about the event.

• I can interact with a partner to plan who will do what for an upcoming project, and when.

• In my own and other cultures, I can identify how people celebrate events or festivals.

Materials Needed:
KOREAN LEVEL 1, ACTIVITY 10: 장기자랑/ TALENT SHOW 44

• Projector

• iPad or Computer

• Google Slides

WARM-UP:

Begin by introducing the Can-Dos for today’s activity.

오늘의 학습목표를 소개하는 것으로 수업을 시작하세요.

Discuss the following question.

질문에 대답해 보세요.

• Have you ever participated in a talent show before? If yes, what did you do?
• 예전에 장기자랑에 나간 적이 있나요? 있다면 무엇을 했어요?

MAIN ACTIVITY:

Students will be planning a talent show. Each student will discuss what they are good at.
장기자랑 계획을 세우세요. 각 학생들은 자신이 무엇을 잘하는지 이야기해 봅시다.

• (I am good at Taekwondo.) 저는 태권도를 잘 해요.

• (I am good at singing.) 저는 노래를 잘 해요.

While they are planning for a talent show, they will assign each student a specific time slot.
장기자랑 계획을 세울 때 각각의 학생에게 시간을 정해주세요.

• (Do you have time from 6 to 6:30 pm?) 토요일 저녁 6시에서 6시 반까지 시간 괜찮아요?

Based on the time, students will answer whether they could participate or not participate in the talent show.
이야기하는 시간을 가진 후, 학생들은 장기자랑에 참여할 수 있는지 없는지 이야기합니다.

• (Sorry, I am busy during that time.) 미안해요. 그때는 바빠요.

• (Yes, sounds good!) 네, 좋아요!

WRAP-UP:

Wrap-up questions (Pick a few you’d like to ask):

• Are Korean talent shows different from American talent shows? Why or why not?
• 한국 장기자랑은 미국 장기자랑이랑 어떻게 달라요?

END OF ACTIVITY:

• Read Can-Do statements once more and have students evaluate their confidence.
45 SOYEON PARK

◦ (Use thumbs up/thumbs down or download our student cards.)

• Encourage students to be honest in their self-evaluation.
• Pay attention, and try to use feedback for future labs!

NCSSFL-ACTFL Can-Do Statements:

• I can respond to an invitation and ask questions about the event.

• I can interact with a partner to plan who will do what for an upcoming project, and when.

• In my own and other cultures, I can identify how people celebrate events or festivals.
KOREAN LEVEL 1 ACTIVITY 11: 생일이 며칠이에요?/ WHEN IS YOUR BIRTHDAY? 46

Korean Level 1 Activity 11: 생일이 며칠이에요?/ When is

Your Birthday?

46
47 SOYEON PARK

photo by Vlada Karpovich

KOREAN LEVEL 1 ACTIVITY 11: 생일이 며칠이에요?/ WHEN IS YOUR BIRTHDAY? 48

Description:

In this activity, students will pick a historical figure, an athlete, or celebrity and search for information on
the person. After searching the person, students will ask and answer questions about the person that they
chose.

Semantic Topics:

Birthday(생일), job(직업), where, live, born, 생일이 며칠이에요?, name(이름), address(주소), phone
numbers(전화번호)

NCSSFL-ACTFL World-Readiness Standards:

• Standard 1.1: Students engage in conversations, provide and obtain information, express
feelings and emotions, and exchange opinions.

• Standard 1.2: Students understand and interpret written and spoken Korean on a variety of
topics.

Idaho State World-Readiness Standards:

• COMM 1.1 – Interact and negotiate meaning (spoken, signed, written conversation) to share
information, reactions, feelings, and opinions.

• CLTR 1.2 – Explain the relationship between cultural practices/behaviors and the perspectives
that represent the target culture’s view of the world.

NCSSFL-ACTFL Can-Do Statements:

• I can give some simple information about historical figures or celebrities.

• I can fill out a simple form with my name, address, phone number, birth date, and nationality.

• I can wish someone a “Happy Birthday”.

49 SOYEON PARK

Materials Needed:

• Projector (optional)

• iPad or Computer

• Google Slides

WARM-UP:

Begin by introducing the Can-Dos for today’s activity.

오늘의 학습목표를 소개하는 것으로 시작하세요.

Students will listen to a script and answer questions.

학생들은 지문을 듣고 질문에 대답합니다.

• Script: (My Birthday is October 21st, It was last Saturday. My friends came to the party, but my brother
didn’t. So it was a little sad. I ate cake and sang with my friends. And I got a present. Yesterday’s birthday
was really fun.)
내 생일은 10월 21일이에요. 지난 주 토요일이었어요. 친구들이 파티에 왔지만 동생은 못 왔어요. 그래서 조금
슬펐어요. 나는 친구들과 케이크를 먹고 노래를 했어요. 그리고 선물도 받았어요. 어제 생일은 정말 재미있었어
요.

Answer true or false questions((질문에 진실 혹은 거짓으로 대답하세요)):

• (Pororo’s birthday was October 20th.) 뽀로로 생일은 10월 20일이었어요.

• (My brother couldn’t come to Pororo’s birthday.)뽀로로 생일에 동생이 못 왔어요.
• (My friend gave me a present.) 친구들이 선물을 줬어요.

MAIN ACTIVITY:

Students will choose a historical figure, an athlete, or a celebrity they like and research the person. (2-4 min)
학생들은 역사적 인물, 운동선수, 또는 유명인을 선택하고 2~4분 동안 그들에 대해 조사합니다.

Students will discuss the following questions with their partners using the information that they found.
학생들은 본인이 찾은 정보를 이용하여 짝과 함께 질문에 대답하는 시간을 가집니다.

• (When is his or her birthday?) 생일이 며칠이에요?

• (What year was this person born?)몇 년에 태어났어요?
• (Where did the person live?) 어디에서 살았어요?
• (What was the person’s job? /What did the person do?) 직업이 뭐였어요? /무슨 일을 했어요?

With the information they have gathered, students will guess the person their partner chose.
알게 된 정보를 이용하여, 짝이 선택한 사람이 누구인지 맞춰봅시다.

• (Is it King Sejong?) 세종대왕이에요?

KOREAN LEVEL 1 ACTIVITY 11: 생일이 며칠이에요?/ WHEN IS YOUR BIRTHDAY? 50

• (Is it Michael Jordan?) 마이클 조던이에요?

END OF ACTIVITY:

• Read Can-Do statements once more and have students evaluate their confidence.
◦ (Use thumbs up/thumbs down or download our student cards.)
• Encourage students to be honest in their self-evaluation.
• Pay attention, and try to use feedback for future labs!

NCSSFL-ACTFL Can-Do Statements:

• I can give some simple information about historical figures or celebrities.

• I can fill out a simple form with my name, address, phone number, birth date, and nationality.

• I can wish someone a “Happy Birthday”.

51 SOYEON PARK

Korean Level 1, Activity 12: 룸메이트 찾기/ Roommate

Search

photo by Liza Summer

Description:

In this activity, students will listen to a conversation and identify the good and bad things about having a
roommate. They will also attempt to find a roommate who has similar living habits and routines.

51
KOREAN LEVEL 1, ACTIVITY 12: 룸메이트 찾기/ ROOMMATE SEARCH 52

Semantic Topics:

Roommate(룸메이트), living habits(생활습관), routine, match, concern(걱정), 기숙사(dorm), Korean living

culture(한국 생활)

NCSSFL-ACTFL World-Readiness Standards:

• Standard 1.1: Students engage in conversations, provide and obtain information, express
feelings and emotions, and exchange opinions.

• Standard 1.2: Students understand and interpret written and spoken Korean on a variety of
topics.

Idaho State World-Readiness Standards:

• COMM 1.1 – Interact and negotiate meaning (spoken, signed, written conversation) to share
information, reactions, feelings, and opinions.

• CLTR 1.2 – Explain the relationship between cultural practices/behaviors and the perspectives
that represent the target culture’s view of the world.

NCSSFL-ACTFL Can-Do Statements:

• I can ask and answer questions about what kinds of chores I do at home.

• I can explain some of my concerns to my friends.

• In my own and Korean culture, I can compare and contrast how living situations differ among
college students.

Materials Needed:

• Projector (optional)

• iPad or Computer

• Google Slides
53 SOYEON PARK

WARM-UP:

Begin by introducing the Can-Dos for today’s activity.

오늘의 학습목표를 소개하는 것으로 수업을 시작하세요.

Students will discuss how living situations among college students differ in Korea compared to their own culture.
학생들은 한국 대학생과 자기 나라 대학생의 생활이 어떻게 다른지 이야기합니다.

MAIN ACTIVITY:

Students will listen to a script and answer questions.

지문을 듣고 질문에 대답하세요.

• Script:
• 세준: (Subin, it has been a while. How are you these days?)수빈 씨, 오랜만이에요. 요즘 어떻게 지내요?
• 수빈: (Yes, I am doing well, but it has been very stressful.)네, 잘 지내고 있어요. 그런데 조금 스트레스가 있
어요.
• 세준: (Why?)왜요?
• 수빈: (My roommate does not clean often.) 룸메이트가 청소를 자주 안 해요.
• 세준: (Really? How often do you clean?)진짜요? 수빈 씨는 얼마나 자주 청소해요?
• 수빈: (I do it twice a week.) 저는 일주일에 두 번이나 해요.
• 세준: (Yeah, then it is really stressful.)그래요, 그럼 진짜 스트레스예요.
• 수빈: (Yes, He doesn’t wash the dishes or take out the trash. So I do chores everyday.)네, 그리고 설거지도
안 하고 쓰레기도 안 버려요. 그래서 내가 매일 집안일 해요.
• 세준: (Geez, then how do you live together?) 아유, 그럼 어떻게 같이 살아요?
• 수빈: (It’s really hard, but he cooks well, do laundry well, and have fun. How am I?)정말 힘들어요. 그런데
요리도 잘 하고 빨래도 잘 하고 재미있어요. 저 어떻게 해요?
• 세준: (Then talk to your roommate and you will be fine.)그럼 룸메이트한테 한번 얘기해 보세요. 그럼 괜찮을
거예요.
• 수빈: (Yes, okay. Thank you.)네, 그럴게요. 고마워요!

Answer the following questions((질문에 대답하세요)):

• What is the conversation about? 대화는 무엇에 대한 내용입니까?

• How often does Subin do the cleaning? 수빈이는 얼마나 자주 청소를 합니까?
• List three good things and three bad things about Subin’s roommate.
수빈이의 룸메이트의 좋은 점 세가지와 나쁜 점 세 가지를 이야기해 보세요.
• What will Subin most likely do after the conversation?
이 대화 후에 수빈이는 무엇을 할까요?

Students will be given information about Sunhwa’s living habits.

학생들에게 선화의 생활습관에 대한 정보가 주어집니다.
KOREAN LEVEL 1, ACTIVITY 12: 룸메이트 찾기/ ROOMMATE SEARCH 54

They will be provided with dialogue, and they will fill in the blanks based on Sunhwa’s living habits.
대화가 주어지면 선화의 생활습관에 맞춰 빈 칸을 채우세요.

At the end of the conversation, students will determine whether Sunhwa and Hyojoo are a good match as
roommates.
대화가 끝나면 선화와 효주가 룸메이트로 잘 어울리는지 판단하세요.

WRAP-UP:

Wrap-up questions (Pick a few you’d like to ask):

• What kind of living habits do you have?

• 어떤 생활 습관을 가지고 있나요?

END OF ACTIVITY:

• Read Can-Do statements once more and have students evaluate their confidence.
◦ (Use thumbs up/thumbs down or download our student cards.)
• Encourage students to be honest in their self-evaluation.
• Pay attention, and try to use feedback for future labs!

NCSSFL-ACTFL Can-Do Statements:

• I can ask and answer questions about what kinds of chores I do at home.

• I can explain some of my concerns to my friends.

• In my own and Korean culture, I can compare and contrast how living situations differ among
college students.
55 SOYEON PARK

Korean Level 1, Activity 13: 스피드 데이팅/ Speed Dating

photo by cottonbro

Description:

In this activity, students will review the materials they learned over the semester through a speed dating
activity. Students will converse freely using the example questions or their own questions with their
partners.

55
KOREAN LEVEL 1, ACTIVITY 13: 스피드 데이팅/ SPEED DATING 56

Semantic Topics:

Speed Dating(스피트 데이팅), Name(이름), age(나이), where(어디), event(행사), location, time(시간),

birthday(생일)

NCSSFL-ACTFL World-Readiness Standards:

• Standard 1.1: Students engage in conversations, provide and obtain information, express
feelings and emotions, and exchange opinions.

• Standard 1.2: Students understand and interpret written and spoken Korean on a variety of
topics.

Idaho State World-Readiness Standards:

• COMM 1.1 – Interact and negotiate meaning (spoken, signed, written conversation) to share
information, reactions, feelings, and opinions.

• CLTR 1.2 – Explain the relationship between cultural practices/behaviors and the perspectives
that represent the target culture’s view of the world.

NCSSFL-ACTFL Can-Do Statements:

• I can introduce myself and provide basic personal information.

• I can tell someone what I’m doing.

• I can ask who, what, when, or where questions.

• I can tell someone the time and location of an event.

Materials Needed:

• Projector (optional)

• iPad or Computer

• Google Slides
57 SOYEON PARK

WARM-UP:

Begin by introducing the Can-Dos for today’s activity.

오늘의 학습목표를 소개하는 것으로 수업을 시작하세요.

Students will review the example questions provided in the Google Slides.
학생들은 구글슬라이드에 있는 예시 질문으로 복습합니다.

MAIN ACTIVITY:

Students will be broken into two zoom breakout rooms.

학생들은 두 개의 줌 소모임 방으로 나뉩니다.

They will be given 6-7 minutes to converse with their partner.

6~7분동안 파트너와 대화하세요.

• (How old are you?) 몇 살이에요?

• (Where are you from?) 어느 나라 사람이에요?
• (Where do you live?) 어디에 살아요?
• (Who do you live with?) 누구하고 같이 살아요?
• (What do you like? What do you hate?) 뭐 좋아해요? 뭐 싫어해요?
• (What do you do on Tuesday?) 화요일에 뭐 해요?
• (Where do you go after class?) 수업이 끝나고 나서 어디에 가요?

After the allotted time has passed, students will be in a breakout room with a new partner.
정해진 시간이 지나면 새로운 파트너를 만나세요.

They will also have a free conversation with their new partner.
새 파트너와 자유롭게 대화하세요.

WRAP-UP:

Wrap-up questions (Pick a few you’d like to ask):

• What are your plans for the Christmas break?

• 크리스마스 방학에 뭐 할 거예요?

END OF ACTIVITY:

• Read Can-Do statements once more and have students evaluate their confidence.
◦ (Use thumbs up/thumbs down or download our student cards.)
• Encourage students to be honest in their self-evaluation.
• Pay attention, and try to use feedback for future labs!
KOREAN LEVEL 1, ACTIVITY 13: 스피드 데이팅/ SPEED DATING 58

NCSSFL-ACTFL Can-Do Statements:

• I can introduce myself and provide basic personal information.

• I can tell someone what I’m doing.

• I can ask who, what, when, or where questions.

• I can tell someone the time and location of an event.

59 SOYEON PARK

Korean Level 1, Activity 14: 여행을 떠나요!/ Travel

Preferences!

photo by Leah Kelley

Description:

In this activity, students will discuss their preferences when traveling. They will talk about future travel
plans or create a future travel plan.

59
KOREAN LEVEL 1, ACTIVITY 14: 여행을 떠나요!/ TRAVEL PREFERENCES! 60

Semantic Topics:

Travel (여행하다), where(어디), vacation(방학/휴가), break(방학/휴가), country(나라), preference(선호)

NCSSFL-ACTFL World-Readiness Standards:

• Standard 1.1: Students engage in conversations, provide and obtain information, express
feelings and emotions, and exchange opinions.

• Standard 1.2: Students understand and interpret written and spoken Korean on a variety of
topics.

Idaho State World-Readiness Standards:

• COMM 1.1 – Interact and negotiate meaning (spoken, signed, written conversation) to share
information, reactions, feelings, and opinions.

• CLTR 1.2 – Explain the relationship between cultural practices/behaviors and the perspectives
that represent the target culture’s view of the world.

NCSSFL-ACTFL Can-Do Statements:

• I can answer questions about what I like and dislike when traveling.

• I can ask the preferences of others.

• I can ask questions related to vacations and hotels.

Materials Needed:

• Projector (optional)

• iPad or Computer

• Google Slides
61 SOYEON PARK

WARM-UP:

Begin by introducing the Can-Dos for today’s activity.

오늘의 학습목표를 소개하는 것으로 수업을 시작하세요.

Students will list some country names they know in Korean.

한국어로 아는 나라들의 이름을 나열해봅시다.

MAIN ACTIVITY:

Students will be discussing as a group using these questions:

학생들은 주어진 질문에 대해 그룹을 지어 이야기합니다.

• (Where do you want to go for travel?) 어디로 여행을 가고 싶어요?

• (Who do you want to travel with?) 누구와 같이 여행을 가고 싶어요?
• (What do you want to do when you travel?) 여행을 가서 무엇을 하고 싶어요?
• (What kind of vacation would you like to have?) 어떤 휴가를 보내고 싶어요?

WRAP-UP:

Wrap-up questions (Pick a few you’d like to ask):

• Students will provide comments and feedback by reflecting on the semester.

학생들은 스스로 한 학기를 되돌아보며 의견과 피드백을 제공하세요.

END OF ACTIVITY:

• Read Can-Do statements once more and have students evaluate their confidence.
◦ (Use thumbs up/thumbs down or download our student cards.)
• Encourage students to be honest in their self-evaluation.
• Pay attention, and try to use feedback for future labs!

NCSSFL-ACTFL Can-Do Statements:

• I can answer questions about what I like and dislike when traveling.

• I can ask the preferences of others.

• I can ask questions related to vacations and hotels.

KOREAN LEVEL 1, ACTIVITY 14: 여행을 떠나요!/ TRAVEL PREFERENCES! 62
63 SOYEON PARK

KOREAN LEVEL 2

63
KOREAN LEVEL 2, ACTIVITY 1: 새해 계획은 무엇인가요?/ WHAT ARE YOUR PLANS FOR THE NEW YEAR? 64

Korean Level 2, Activity 1: 새해 계획은 무엇인가요?/

What Are Your Plans for the New Year?

64
65 SOYEON PARK

photo by Jill Wellington

Description:

In this activity, students will be introduced to their instructor and will learn about the New Year that
recently passed. They will be asked questions regarding their plans for the New Year and what their
hobbies are. Students will be able to review their past semester of learning through conversation and talk
about popular Korean New Year’s resolutions.

Semantic Topics:

New Year(새해), Resolutions(결심), Travel(여행), Introductions(소개), Working out(운동), New Job(새 직장)

NCSSFL-ACTFL World-Readiness Standards:

• Standard 1.1: Students engage in conversations, provide and obtain information, express
feelings and emotions, and exchange opinions.

• Standard 1.2 Students understand and interpret spoken and written Korean on a variety of
topics.

• Standard 2.1 Students demonstrate an understanding of the relationship between the practices
and perspectives of Korean cultures.

• Standard 4.2: Students demonstrate an understanding of the concept of culture through

comparisons between Korean cultures and their own.

Standards for Korean Language Learning from American Association of Teachers of Korean:

• Students understand and interpret written and spoken Korean on a variety of topics.

• Students point out similarities and differences between Korean and their own cultures with
regards to manners and daily routines in various situations
KOREAN LEVEL 2, ACTIVITY 1: 새해 계획은 무엇인가요?/ WHAT ARE YOUR PLANS FOR THE NEW YEAR? 66

• Students recognize and understand Korean daily practices (e.g., removing shoes before
entering homes, sitting and sleeping on the floor, bowing to elders).

Idaho State World Language Standards:

• COMM 1.1 – Interact and negotiate meaning (spoken, signed, written conversation) to share
information, reactions, feelings, and opinions

• CONN 1.2 – Relate information studied in other subjects to the target language and culture.

• COMM 3.1 – Present information, concepts, and ideas to inform, explain, persuade, and narrate
on a variety of topics using appropriate media in the target language

NCSSFL-ACTFL Can-Do Statements:

• I can get to know my instructor and classmates through introductions.

• I can talk about New Year’s Resolutions.

• I can share my hobbies and interests with my classmates.

• I can share where I want to go travel.

Materials Needed:

• Google Slideshow

WARM-UP:

1. Begin by introducing the Can-Dos for today’s activity and opening up the Google Slideshow.
오늘의 학습목표를 소개하고 구글 슬라이드를 여세요.

• (Today, let’s talk about New Year’s Resolutions.) 오늘은 새해 결심에 대해 이야기해볼게요.

2. Students will introduce themselves briefly and ask questions about name and hobbies.
학생들은 간단하게 자기소개를 하고 상대방의 이름과 취미를 물어보세요.

• (What is your hobby?) 취미가 뭐예요?

3. If students need some assistance getting the discussion going, use the questions below.
학생들이 대화를 하는 것에 있어서도움을 필요로 한다면 아래의 질문을 활용하세요.

• What is your name?

67 SOYEON PARK

• 이름이 뭐예요?
• Why do you like …?
• 왜 …을/를 좋아해요?

MAIN ACTIVITY:

1. Students will read about New Years to practice their reading and become familiar with New Year’s in Korean.
읽기를 연습하기 위해 ‘새해’에 대해 읽고 한국의 ‘새해’에 익숙해집시다.

• Happy New Year. 새해 복 많이 받으세요.

2. Students will also talk about where they would like to travel.
여행하고 싶은 곳에 대해 이야기해봅시다.

• I wanted to go on a trip, but I couldn’t because of Coronavirus.

저는 여행을 가고 싶었지만 코로나 때문에 가지 못했어요.

3. Students will go into depth about what their plans are for New Years and what their New Year’s resolutions are.
새해 계획과 새해 결심에 대해 깊이 있게 이야기해봅시다.

• What are your plan’s for New Year’s?

당신의 새해 계획은 무엇인가요?
• I’m in 2022 I want to save money and go on a trip to Europe.
저는 2 2022
022년에 돈을 모아서 유럽여행을 가고 싶어요.

WRAP-UP:

Ask the following questions to finish the lab (이 질문으로 랩을 마무리하세요)):

◦ What do you want to do for Spring Break?
◦ 봄방학에는 무엇을 하고 싶어요?

END OF ACTIVITY:

◦ Read Can-Do statements once more and have students evaluate their confidence.
▪ (Use thumbs up/thumbs down or download our student cards.)
◦ Encourage students to be honest in their self-evaluation.
◦ Pay attention, and try to use feedback for future labs

NCSSFL-ACTFL Can-Do Statements:

KOREAN LEVEL 2, ACTIVITY 1: 새해 계획은 무엇인가요?/ WHAT ARE YOUR PLANS FOR THE NEW YEAR? 68

◦ I can get to know my instructor and classmates through introductions.

◦ I can talk about New Year’s Resolutions.

◦ I can share my hobbies and interests with my classmates.

◦ I can share where I want to go travel.

69 SOYEON PARK

Korean Level 2, Activity 2: 그것은 얼마예요?/ How Much

is It?

photo by Erik Scheel

Description:

In this activity, students will learn how to ask how much an item is at a store. Students will also be able to

69
KOREAN LEVEL 2, ACTIVITY 2: 그것은 얼마예요?/ HOW MUCH IS IT? 70

ask questions about how much an item costs or how many items come in a pack at a store. Students will
practice asking each other these questions.

Semantic Topics:

Money(돈), How much is(얼마예요), oranges(오렌지), bananas(바나나), tomatoes(토마토), buy(사다),

kimchi(김치)

NCSSFL-ACTFL World-Readiness Standards:

• Standard 1.1: Students engage in conversations, provide and obtain information, express
feelings and emotions, and exchange opinions.

• Standard 1.2 Students understand and interpret spoken and written Korean on a variety of
topics.

• Standard 2.1 Students demonstrate an understanding of the relationship between the practices
and perspectives of Korean cultures.

• Standard 4.2: Students demonstrate an understanding of the concept of culture through

comparisons between Korean cultures and their own.

Standards for Korean Language Learning from American Association of Teachers of Korean:

• Students understand and interpret written and spoken Korean on a variety of topics.

• Students point out similarities and differences between Korean and their own cultures with
regards to manners and daily routines in various situations

• Students recognize and understand Korean daily practices (e.g., removing shoes before
entering homes, sitting and sleeping on the floor, bowing to elders).

Idaho State World Language Standards:

71 SOYEON PARK

• COMM 1.1 – Interact and negotiate meaning (spoken, signed, written conversation) to share
information, reactions, feelings, and opinions

• CONN 1.2 – Relate information studied in other subjects to the target language and culture.

• COMM 3.1 – Present information, concepts, and ideas to inform, explain, persuade, and narrate
on a variety of topics using appropriate media in the target language

NCSSFL-ACTFL Can-Do Statements:

• I can ask “How much…” an item is at a store

• I can role play with other students to practice asking questions in a store

• I can learn names of grocery items

Materials Needed:

• Google Slideshow (Linked)

WARM-UP:

1. Begin by introducing the Can-Dos for today’s activity and opening up the Google Slideshow.
오늘의 학습목표를 소개하고 구글슬라이드를 여세요.

• I can ask “How much…” an item is at a store

저는 상점에 있는 물건을 “얼 마예요”라고 물을 수 있습니다.

얼마예요

2. Students will discuss what they did over the weekend for about 5 minutes.
학생들은 주말에 무엇을 했는지 5분동안 이야기합시다.

• What did you do during the weekend? 주말에 뭐 했어요?

3. If students need some assistance getting the discussion going, use the questions below.
학생들이 대화를 하는 것에 있어서 도움을 필요로 한다면 아래의 질문을 활용하세요.

• 1. What did you eat with your friend this weekend?

이번 주말에 친구와 무엇을 먹었습니까?

• 2. Did you hang out with your friends this weekend?

KOREAN LEVEL 2, ACTIVITY 2: 그것은 얼마예요?/ HOW MUCH IS IT? 72

이번 주말에 친구들과 놀았습니까?

• 3. Did you do anything fun this weekend?

이번 주말에 재미있는 일을 하셨나요?

MAIN ACTIVITY:

1. The students will begin by reading the questions that go with the customer and cashier activity.
가게에서 손님과 직원이 서로 하는 질문을 읽어봅시다.

• How much is an orange per bag? 오렌지는 한 봉지에 얼마예요?

2. The students will ask each other about what they want to buy.
학생들은 사고 싶은 것에 대해 서로 물어보세요.

• What do you want to buy? 무엇을 사고 싶어요?

• I want to buy one carton of milk? 나는 우유를 한 개 사고 싶어요.

3. The students will also take turns asking each other questions about certain items and how much they cost.
학생들은 교대로 특정 물건과 가격에 대해 물어봅니다.

• Cashier: What are you going to buy? 점원 : 무엇을 살 거예요?

• Customer: How much are two bananas? 손님: 바나나는 두 개에 얼마예요?
• Cashier: Two bananas are 3000 won. 점원 : 바나나는 두 개에 3000원입니다.
• Customer: Thank you. 손님: 감사 합니다.
감사합니다

WRAP-UP:

Ask the following questions to finish the lab((이 질문으로 랩을 마무리하세요)):

• 1. Do you have any questions? 질문있으세요?

END OF ACTIVITY:

• Read Can-Do statements once more and have students evaluate their confidence.
◦ (Use thumbs up/thumbs down or download our student cards.)
• Encourage students to be honest in their self-evaluation.
• Pay attention, and try to use feedback for future labs.
73 SOYEON PARK

Korean Level 2, Activity 3: 어떤 사람이에요?/ What Kind

of Person Are You?

photo by Andrea Piacquadio

Description:

In this activity, students will be able to describe themselves, friends, family and teacher using adjectives.

73
KOREAN LEVEL 2, ACTIVITY 3: 어떤 사람이에요?/ WHAT KIND OF PERSON ARE YOU? 74

Students will also be able to talk about how foods taste, describe the weather, and describe how they are
feeling.

Semantic Topics:

Feelings(기분), good(좋은), weather(날씨), hot(덥다), cold(춥다), sweet(달다), spicy(맵다), food(음식),

tteokbokki (떡볶이), squid (오징어)

NCSSFL-ACTFL World-Readiness Standards:

• Students engage in conversations, provide and obtain information, express feelings and
emotions, and exchange opinions.

• Students show an understanding of the cultural usage of kinship terms and titles to address and
refer to people.

• Students use Korean vocabulary to share or present simple facts learned from other disciplines
such as history, science, and music.

Idaho State World Language Standards:

• COMM 1.1: Interact and negotiate meaning (spoken, signed, written conversation) to share
information, reactions, feelings, and opinion.

• CLTR 1.1: Analyze the cultural practices/patterns of behavior accepted as the societal norm in
the target culture.

• COMP 1.1: Observe formal and informal forms of language.

NCSSFL-ACTFL Can-Do Statements:

• I can describe my self and my classmates personalities

• I can describe food and order at a restaurant

75 SOYEON PARK

• I can talk about the weather or my feelings

Materials Needed:

• Google Slides

WARM-UP:

1. Begin by introducing the Can-Dos for today’s activity and opening the Google Slideshow on the projector.
오늘의 학습목표를 소개하고 구글슬라이드를 여세요.

• I can talk about the weather or my feelings

저는 날씨나 내 감정에 대해 말할 수 있어요.

2. Ask students what kind of person they are and what kind of people their friends, family and teacher are.
학생들에게 자기가 어떤 사람인지, 친구들, 가족, 선생님은 어떤 사람이지 물어보세요.

• What kind of person is your Korean teacher? 한국어 선생님은 어떤 사람이에요?

• My Korean teacher is a smart person. 한국어 선생님은 똑똑한 사람이에요.

If students need some assistance in getting the discussion going, use the questions below.
학생들이 대화하는 것에 있어서 도움을 필요로 한다면 아래의 질문을 활용하세요.

• What kind of person is your mom? 엄마는 어떤 사람이에요?

• What kind of person is your dad? 아빠는 어떤 사람이에요?
• What kind of person is your friend?친구는 어떤 사람이에요?

MAIN ACTIVITY:

1. Ask students “what would you like to order?” and have them answer with Korean dishes.
학생들에게 “무엇을 주문하시겠어요?” 라고 묻고, 한국 음식을 대답하도록 하세요.

• Would you like to order? 주문하시겠어요?

• Yes, can I have Sundubu? 순두부를 먹을 수 있어요?

2. Students will then talk about the weather and use the example adjectives to describe the weather.
학생들은 날씨에 대해 이야기하고 날씨를 설명하기 위해 예시의 형용사를 이용합니다.
KOREAN LEVEL 2, ACTIVITY 3: 어떤 사람이에요?/ WHAT KIND OF PERSON ARE YOU? 76

• How is the weather today? 오늘 날씨가 어때요?

• The weather is cold. 날씨가 추워요.

3. Then students will describe tastes of foods.

학생들은 음식의 맛을 설명합니다.

• How is the taste? 맛이 어때요?

• Patbingsu is sweet. 팥빙수가 달아요.

4. Students will also describe how they are feeling.

학생들은 또한 자신의 기분을 설명합니다.

• How are you feeling? 기분이 어때요?

• I feel okay. 괜찮아요.

5. The students will repeat these steps with a different classmate.

학생들은 이 과정을 다른 친구들과 반복합니다.

WRAP-UP:

Ask the following questions to finish the lab((이 질문으로 랩을 마무리하세요)):

• What kind of person are you? 당신은 어떤 사람이에요?

• I am a funny person. 나는 재밌는 사람이에요.

END OF ACTIVITY:

• Read Can-Do statements once more and have students evaluate their confidence.
◦ (Use thumbs up/thumbs down or download our student cards.)
• Encourage students to be honest in their self-evaluation.
• Pay attention, and try to use feedback for future labs!

NCSSFL-ACTFL Can-Do Statements:

• I can describe my self and my classmates personalities

• I can describe food and order at a restaurant

• I can talk about the weather or my feelings

77 SOYEON PARK

Korean Level 2, Activity 4: 한국 음식/ Korean Food

photo by J MAD

Description:

In this activity, students will learn the Korean terms that are said at dinner, restaurants, or when talking

77
KOREAN LEVEL 2, ACTIVITY 4: 한국 음식/ KOREAN FOOD 78

about going out to eat. Students will practice with their peers saying phrases to a server as well as being a
server and practice saying polite phrases to customers.

Semantic Topics:

food(음식), rice(밥), kimchi(김치), meal(식사), menu(메뉴), restaurant식당), won (원, Korean currency), and
customer(손님)

NCSSFL-ACTFL World-Readiness Standards:

• Students engage in conversations, provide and obtain information, express feelings and
emotions, and exchange opinions.

• Students show an understanding of the cultural usage of kinship terms and titles to address and
refer to people.

• Students use Korean vocabulary to share or present simple facts learned from other disciplines
such as history, science, and music.

Idaho State World Language Standards:

• COMM 1.1: Interact and negotiate meaning (spoken, signed, written conversation) to share
information, reactions, feelings, and opinion.

• CLTR 1.1: Analyze the cultural practices/patterns of behavior accepted as the societal norm in
the target culture.

• COMP 1.1: Observe formal and informal forms of language.

NCSSFL-ACTFL Can-Do Statements:

• I can talk to a server in Korean ordering a meal

• I can ask a customer what they would like to order

79 SOYEON PARK

• I can learn the proper phrases to ask someone about their day at a restaurant

Materials Needed:

• Google Slides

WARM-UP:

1. Begin by introducing the Can-Dos for today’s activity and opening the Google Slideshow on the projector.
오늘의 학습목표를 소개하고 구글슬라이드를 여세요.

• I can ask a customer what they would like to order.

저는 고 객에게 무엇을 주문하고 싶은지 물어볼 수 있어요.

고객에게

2. Students will practice common Korean foods and suffixes that are associated with Restaurant etiquette.
학생들은 식당 예절과 관련된 일반적인 한국 음식과 접미사를 연습합니다.

• salty stew: 찌개
• broiled meat or fish: 구이
• noodles: ~면
• rice-based dish: ~밥

MAIN ACTIVITY:

1. Practice the common greetings at a restaurant when you are meeting a friend.
식당에서 친구를 만났을 때 하는 인사를 연습해봅시다.

• Instead of saying “Hi, hello, How have you been? 밥 먹었어?

2. Students will also practice what to say when you are leaving your friend.
친구와 헤어질 때 하는 인사도 연습해봅시다.

• (Let’s have a meal someday) Goodbye, see you later. 나중에 밥 한번 먹자.
3. Students will then practice being a server and a customer with the following phrases.
학생들이 직원과 손님이 되어 아래의 문장을 연습해봅시다.
KOREAN LEVEL 2, ACTIVITY 4: 한국 음식/ KOREAN FOOD 80

• Welcome! 어서오세요.
• How many in your party? 몇 분이세요?
• Please take a seat here. 여기 앉으세요.
• Would you like to order? 주문하시겠어요?
• Can I please have 00 of ________. ________ 00인분 주세요.

• I understand. 알겠습니다.
• Here is your ________. ________ 나왔습니다.
• Enjoy your meal. 맛있게 드세요.

WRAP-UP:

Practice more of the phrases you say after eating a meal.

식사 후에 하는 말을 연습해봅시다.

• To be full (=satisfy) 배부르다

• Thank you for the food(I ate well). 잘 먹었습니다.

END OF ACTIVITY:

• Read Can-Do statements once more and have students evaluate their confidence.
◦ (Use thumbs up/thumbs down or download our student cards.)
• Encourage students to be honest in their self-evaluation.
• Pay attention, and try to use feedback for future labs!

NCSSFL-ACTFL Can-Do Statements:

• I can talk to a server in Korean ordering a meal

• I can ask a customer what they would like to order

• I can learn the proper phrases to ask someone about their day at a restaurant
81 SOYEON PARK

Korean Level 2, Activity 5: 노래로 공부할래요?/ Do you

Want to Study with a Song?

photo by Andrea Piacquadio

Description:

81
KOREAN LEVEL 2, ACTIVITY 5: 노래로 공부할래요?/ DO YOU WANT TO STUDY WITH A SONG? 82

In this activity, students will learn Korean by listening to a song and then try to figure out the lyrics.

Semantic Topics:

song(노래), sky(하늘), love(사랑), night(밤), where(어디), breeze(산들바람), night streets(밤거리), twinkling

stars(빛나는 별)

NCSSFL-ACTFL World-Readiness Standards:

• Students engage in conversations, provide and obtain information, express feelings and
emotions, and exchange opinions.

• Students show an understanding of the cultural usage of kinship terms and titles to address and
refer to people.

• Students use Korean vocabulary to share or present simple facts learned from other disciplines
such as history, science, and music.

Idaho State World Language Standards:

• COMM 1.1: Interact and negotiate meaning (spoken, signed, written conversation) to share
information, reactions, feelings, and opinion.

• CLTR 1.1: Analyze the cultural practices/patterns of behavior accepted as the societal norm in
the target culture.

• COMP 1.1: Observe formal and informal forms of language.

NCSSFL-ACTFL Can-Do Statements:

• I can listen to a song and understand some of the words

• I can read the lyrics to a song

83 SOYEON PARK

• I can guess the missing lyrics of the song

Materials Needed:

• Google Slides

WARM-UP:

1. Begin by introducing the Can-Dos for today’s activity and opening the Google Slideshow on the projector.
오늘의 학습목표를 소개하고 구글슬라이드를 여세요.

• I can read the lyrics to a song. 노래 가사를 읽을 수 있어요.

2. Students will then go over some unknown vocabulary that is in the song they will later learn.
학생들은 앞으로 배울 노래에 있는 모르는 단어들을 배웁니다.

• cold breeze 찬 바람
• a thought strikes/occurs 문득 생각이 나다
• night streets 밤거리

MAIN ACTIVITY:

1. Watch a lyric video on the song that the students are learning.
학생들이 배우는 노래의 가사 영상을 봅시다.
• When the cold wind blows little by little, the night sky twinkles.

찬 바람이 조금씩 불어오면은 밤하늘이 반짝이더라.

2. Students will then guess what the missing words of the lyrics are.
학생들은 빈칸의 가사를 맞춰보세요.

• Where are you now?

지금 어디야?
• Won’t you go see the stars with me?
나랑 별 보러 가지 않을래
않을래?
KOREAN LEVEL 2, ACTIVITY 5: 노래로 공부할래요?/ DO YOU WANT TO STUDY WITH A SONG? 84

3. Then students will practice using the grammar expression they have learned for this week.
이번주에 배운 문법 표현을 활용하여 연습해봅시다.

• Won’t you do/go? ~하(가)지 않을래?

• Won’t you? ~(ㄹ)래요?
• Won’t you have a meal? 밥 먹지 않을래? 밥 먹을래요?

WRAP-UP:

Ask the following questions to finish the lab((이 질문으로 랩을 마무리하세요)):

• Do you understand the grammar expression? 문법 표현을 이해하셨나요?

• Did you understand the song? 노래를 이해하셨나요?
• What Korean songs do you know the lyrics to? 가사를 알고 있는 한국 노래는 무엇입니까?

END OF ACTIVITY:

• Read Can-Do statements once more and have students evaluate their confidence.
◦ (Use thumbs up/thumbs down or download our student cards.)
• Encourage students to be honest in their self-evaluation.
• Pay attention, and try to use feedback for future labs!

NCSSFL-ACTFL Can-Do Statements:

• I can listen to a song and understand some of the words

• I can read the lyrics to a song

• I can guess the missing lyrics of the song

85 SOYEON PARK

Korean Level 2, Activity 6: 대학생활에서 동아리란?/

What is a Club in the College Life?

photo by Cedric Fauntleroy

Description:

85
KOREAN LEVEL 2, ACTIVITY 6: 대학생활에서 동아리란?/ WHAT IS A CLUB IN THE COLLEGE LIFE? 86

In this activity, students will talk about college clubs and their hobbies. Students will ask other students
what clubs they like and what hobbies they have.

Semantic Topics:

hobbies(취미), school club(동아리), guitar(기타), song(노래), music(음악), photo(사진), drama(드라마),

yoga(요가), plants(식물), dance(춤)

NCSSFL-ACTFL World-Readiness Standards:

• Students engage in conversations, provide and obtain information, express feelings and
emotions, and exchange opinions.

• Students show an understanding of the cultural usage of kinship terms and titles to address and
refer to people.

• Students use Korean vocabulary to share or present simple facts learned from other disciplines
such as history, science, and music.

Idaho State World Language Standards:

• COMM 1.1: Interact and negotiate meaning (spoken, signed, written conversation) to share
information, reactions, feelings, and opinion.

• CLTR 1.1: Analyze the cultural practices/patterns of behavior accepted as the societal norm in
the target culture.

• COMP 1.1: Observe formal and informal forms of language.

NCSSFL-ACTFL Can-Do Statements:

• I can ask a club member what about their club and possibly join

• I can talk about my interests/hobbies with other students

87 SOYEON PARK

• I can watch a video about college clubs and understand some of the video

Materials Needed:

• Google Slides

WARM-UP:

1. Begin by introducing the Can-Dos for today’s activity and opening the Google Slideshow on the projector.
오늘의 학습목표를 소개하고 구글슬라이드를 여세요.

• I can talk about my interests/hobbies with other students

저는 다른 학생들과 나의 관심사/취미에 대해 이야기할 수 있어요.

Students can watch a video about the college clubs and understand some of the phrases and college life in
Korea.
학생들은 학교 동아리에 대한 영상을 보고 한국어 문구와 한국 대학 생활을 이해할 수 있습니다.

• Daegu University club street recruitment site!

대구대학교 동아리 가두모집 현장!

MAIN ACTIVITY:

1. Students can create their own college club names, activities, and who should join?
학생들은 동아리 이름과 활동을 직접 만들고 누가 가입할 수 있는지 정해봅시다.

• Club Name- “Guitar-holic”

동아리 이름- “기타홀릭”

• Activity- To learn how to play the guitar and sing.

활동 – 기타 치는 법을 배우거나 노래를 부릅니다.

• Who?- People who like to sing and want to learn how to play the guitar.

누구?- 노래하는 것을 좋아하고 기타 치는 법을 배우고 싶은 사람.

KOREAN LEVEL 2, ACTIVITY 6: 대학생활에서 동아리란?/ WHAT IS A CLUB IN THE COLLEGE LIFE? 88

2. Students will use the given script to talk to other students about their clubs.
주어진 대본을 가지고 자신의 동아리에 대해 다른 친구에게 이야기해봅시다.

• A: Hello. Welcome.

안녕. 어서 와.

• B : What kind of club is this?

무슨 동아리야?

• A : It is the guitar club “Guitarholic”.

우리는 기타 동아리 “기타홀릭” 이야.

• B : What can I do in the club?

동아리에서 뭐 할 수 있어?

• A: Learn to play the guitar or sing.

기타 치는 법을 배우거나 노래를 불러.

• B : Do I have the necessary qualifications to join this club?

어떤 사람들이 동아리를 할 수 있어?

• A : Do you like to sing?

노래 부르는거 좋아해?

• A : You want to learn how to play the guitar?

기타 연주 하는걸 배우고 싶어?

• B : Yes, I like to sing. And I want to learn how to play the guitar.

응, 나는 노래하는 것을 좋아해. 그리고 기타치는걸 배우고 싶어.

WRAP-UP:

Ask the following questions to finish the lab((이 질문으로 랩을 마무리하세요)):

• What is your hobby? 취미가 뭐야?

• My hobby is hiking. 내 취미는 등산하는거야.

END OF ACTIVITY:

• Read Can-Do statements once more and have students evaluate their confidence.
◦ (Use thumbs up/thumbs down or download our student cards.)
• Encourage students to be honest in their self-evaluation.
89 SOYEON PARK

• Pay attention, and try to use feedback for future labs!

NCSSFL-ACTFL Can-Do Statements:

• I can ask a club member what about their club and possibly join

• I can talk about my interests/hobbies with other students

• I can watch a video about college clubs and understand some of the video
KOREAN LEVEL 2, ACTIVITY 7: 우리 가족을 소개할게요./ LET ME INTRODUCE MY FAMILY. 90

Korean Level 2, Activity 7: 우리 가족을 소개할게요./ Let

Me Introduce My Family.

photo by Pixabay

Description:

90
91 SOYEON PARK

In this activity, students will practice using honorifics and normal speech as well as learning about family
members. Students will also practice introducing their family members to other students.

Semantic Topics:

grandma(할머니), family(가족), mom(엄마), dad(아빠), honorifics(존댓말), sister(여자형제), brother(남자형

제), bicycle(자전거), picture(사진)

NCSSFL-ACTFL World-Readiness Standards:

• Students engage in conversations, provide and obtain information, express feelings and
emotions, and exchange opinions.

• Students show an understanding of the cultural usage of kinship terms and titles to address and
refer to people.

• Students use Korean vocabulary to share or present simple facts learned from other disciplines
such as history, science, and music.

Idaho State World Language Standards:

• COMM 1.1: Interact and negotiate meaning (spoken, signed, written conversation) to share
information, reactions, feelings, and opinion.

• CLTR 1.1: Analyze the cultural practices/patterns of behavior accepted as the societal norm in
the target culture.

• COMP 1.1: Observe formal and informal forms of language.

NCSSFL-ACTFL Can-Do Statements:

• I can draw a picture of my family and explain it

• I can choose when to use honorifics or not

KOREAN LEVEL 2, ACTIVITY 7: 우리 가족을 소개할게요./ LET ME INTRODUCE MY FAMILY. 92

• I can talk about my family and use honorifics when needed

Materials Needed:

• Google Slides

WARM-UP:

1. Begin by introducing the Can-Dos for today’s activity and opening the Google Slideshow on the projector.
오늘의 학습목표를 소개하고 구글슬라이드를 여세요.

• I can draw a picture of my family and explain it.

나는 우리 가족의 그림을 그리고 설명할 수 있어요.

2. Students will practice choosing between honorific and normal speech for talking about family.
가족을 소개할 때 언제 존댓말을 써야 하는지 연습해봅시다.
1) My grandfather is in Korea. 할아버지가 한국에 있어요. x
2) My grandfather is in Korea. 할아버지가 한국에 계세요. o

MAIN ACTIVITY:

1. Students will begin by practicing honorific expressions that you say to be polite.
공손하게 말하기 위해 존댓말을 연습합시다.

• to sleep, normal-자다 , to sleep, honorific- 주무시다

2. Students will then refresh their memory on family names in order to later talk about their families.
가족을 소개하기 전에 가족을 부르는 호칭을 연습해 봅시다.

• Dad- 아빠, Mom- 엄마, Older sister- 언니/누나 , Older brother- 오빠/형

3. Students will then practice forming sentences with the vocabulary they recently learned.
배운 단어로 문장을 만드는 연습을 합시다.

• There are 5 people in my family. I have a father and a mother, an older brother and a younger brother.

우리 가족은 5명이에요. 저희 가족은 5명이에요. 아빠랑 엄마, 그리고 오빠랑 남동생이 있어요.
93 SOYEON PARK

4. Students will draw a picture of their family and explain the picture to their classmates.
가족 그림을 그리고 친구들에게 소개해 봅시다.

WRAP-UP:

Students will look at pictures of relatives and read honorific and normal statements.
사진을 보고 존댓말과 존댓말이 아닌 말을 읽어봅시다.

• 1. Grandpa is reading a book. 할아버지는 책을 보고 계세요.

• 2. My older sister is studying. 누나는 공부를 하고 있어요.

END OF ACTIVITY:

• Read Can-Do statements once more and have students evaluate their confidence.
◦ (Use thumbs up/thumbs down or download our student cards.)
• Encourage students to be honest in their self-evaluation.
• Pay attention, and try to use feedback for future labs!

NCSSFL-ACTFL Can-Do Statements:

• I can draw a picture of my family and explain it

• I can choose when to use honorifics or not

• I can talk about my family and use honorifics when needed

KOREAN LEVEL 2, ACTIVITY 8: 한국의 고궁에 방문해 보고 싶어요./ I WANT TO GO TO THE KOREAN PALACE. 94

Korean Level 2, Activity 8: 한국의 고궁에 방문해 보고 싶

어요./ I Want to Go to the Korean Palace.

photo by Vishnu Murali

94
95 SOYEON PARK

Description:

In this activity, students will research Korean palaces and bring back information to their peers about their
palace and ask and answer questions in Korean. Students will also watch a video of women going to the
palace and be able to pick out Korean phrases as well as answer questions about the video.

Semantic Topics:

Korean palace(한국의 궁), hanbok(한복), young girls(소녀), traditional(전통), prices(가격), tickets(티켓),

locations(위치), geography(지리)

NCSSFL-ACTFL World-Readiness Standards:

• Students engage in conversations, provide and obtain information, express feelings and
emotions, and exchange opinions.

• Students show an understanding of the cultural usage of kinship terms and titles to address and
refer to people.

• Students use Korean vocabulary to share or present simple facts learned from other disciplines
such as history, science, and music.

Idaho State World Language Standards:

• COMM 1.1: Interact and negotiate meaning (spoken, signed, written conversation) to share
information, reactions, feelings, and opinion.

• CLTR 1.1: Analyze the cultural practices/patterns of behavior accepted as the societal norm in
the target culture.

• COMP 1.1: Observe formal and informal forms of language.

NCSSFL-ACTFL Can-Do Statements:

KOREAN LEVEL 2, ACTIVITY 8: 한국의 고궁에 방문해 보고 싶어요./ I WANT TO GO TO THE KOREAN PALACE. 96

• I can research a Korean palace and report the information to my peers

• I can watch a video of travelers going to a Korean palace and answer questions

• I can ask questions to other students about their palace

Materials Needed:

• Google Slides

WARM-UP:

1. Begin by introducing the Can-Dos for today’s activity and opening the Google Slideshow on the projector.
오늘의 학습목표를 소개하고 구글슬라이드를 여세요.

• I can ask questions to other students about their palace.

저는 다른 학생들에게 그들의 궁전에 대해 질문할 수 있어요.

2. Have the students do research on a Korean Palace and bring back information to share with the other students.
한국의 궁에 대한 정보를 조사하고 다른 친구들에게 알려주세요.

• I want to go to the Gyeongbok Palace. 경복궁에 가고 싶어요.

If students need some assistance in getting the discussion going, use the questions below.
학생들이 대화할 때 도움을 필요로 하면 아래의 질문을 이용하세요.

• Which palace will you visit? 어느 궁을 방문할 거예요?

• How much is the admission fee? 관람 요금은 얼마예요?
• Where do I get off if I take the subway? 지하철을 타고 가면 어디에서 내려요?

MAIN ACTIVITY:

1. Students will watch a YouTube video of young girls who travel to Gyeongbok palace and wear hanboks there.
한복을 입고 경복궁을 방문한 소녀들의 영상을 봅시다.

• The video has Korean and English subtitles, but students will try their best to understand when they use
English and Korean.

영상에는 한국어와 영어 자막이 있지만 학생들은 한국어를 이해하려 노력해야 합니다.

97 SOYEON PARK

2. Ask students to try and answer in Korean what they were doing in the video.
영상에서 소녀들이 무엇을 하는지 학생들이 한국어로 대답하도록 물어보세요.

• The girls wore hanboks and went to Gyeonbok Palace.

소녀들은 한복을 입고 경복궁에 갔어요.

3. Next the students will take turns asking and answering questions about the places that they researched.
그 다음에는 학생들이 궁에 대해 조사한 것을 서로 묻고 답합니다.

• Which palace are you going to visit? 어느 궁을 방문할 거예요?

I’m going to visit 000. 저는 000을/를 방문할 거예요.

WRAP-UP:

Ask the following questions to finish the lab((이 질문으로 랩을 마무리하세요)):

• Was this hard, easy? 이것은 어려웠나요, 쉬웠나요?

• Do you have questions? 질문이 있나요?
• Which palace did you like? 어느 궁전이 좋았어요?

END OF ACTIVITY:

• Read Can-Do statements once more and have students evaluate their confidence.
◦ (Use thumbs up/thumbs down or download our student cards.)
• Encourage students to be honest in their self-evaluation.
• Pay attention, and try to use feedback for future labs!

NCSSFL-ACTFL Can-Do Statements:

• I can research a Korean palace and report the information to my peers

• I can watch a video of travelers going to a Korean palace and answer questions

• I can ask questions to other students about their palace

•
KOREAN LEVEL 2, ACTIVITY 9 - 벚꽃 엔딩/ CHERRY BLOSSOM ENDING 98

Korean Level 2, Activity 9 - 벚꽃 엔딩/ Cherry Blossom

Ending

photo by Taryn Eliiott

98
99 SOYEON PARK

Description:

In this activity, students will learn vocabulary about the song “Cherry Blossom Ending” and listen to the
song. Students will also learn about when to use proper honorifics to their grandparents and parents.
Students will then learn about restaurant conversation and practice sentences about visiting a palace.

Semantic Topics:

food(음식), restaurant(식당), song(노래), cherry blossom(벚꽃), honorifics(존댓말), grandparents(조부모님),

parents(부모님), palace(궁), travel(여행), visiting(방문)

NCSSFL-ACTFL World-Readiness Standards:

• Students engage in conversations, provide and obtain information, express feelings and
emotions, and exchange opinions.

• Students show an understanding of the cultural usage of kinship terms and titles to address and
refer to people.

• Students use Korean vocabulary to share or present simple facts learned from other disciplines
such as history, science, and music.

Idaho State World Language Standards:

• COMM 1.1: Interact and negotiate meaning (spoken, signed, written conversation) to share
information, reactions, feelings, and opinion.

• CLTR 1.1: Analyze the cultural practices/patterns of behavior accepted as the societal norm in
the target culture.

• COMP 1.1: Observe formal and informal forms of language.

NCSSFL-ACTFL Can-Do Statements:

KOREAN LEVEL 2, ACTIVITY 9 - 벚꽃 엔딩/ CHERRY BLOSSOM ENDING 100

• I can read, listen and recite phrases from a song

• I can learn and correctly distinguish honorific form

• I can talk about going to visit a palace in Korea

Materials Needed:

• Google Slides

WARM-UP:

1. Begin by introducing the Can-Dos for today’s activity and opening the Google Slideshow on the projector.
오늘의 학습목표를 소개하고 구글슬라이드를 여세요.

• I can talk about going to visit a palace in Korea.

저는 한국에 있는 궁에 가는 것에 대해 말할 수 있어요.

2. Have students read the song Cherry Blossom.

노래 “벚꽃엔딩” 가사를 읽으세요.

• Today let’s walk together. 오늘은 우리 같이 걸어요.

3. Students will then watch the video and then try to pick out phrases that they heard from the song.
노래 영상을 본 후에 기억나는 구절을 뽑아봅시다.

MAIN ACTIVITY:

1. Review how to use restaurant language in Korea and practice being a server and a customer.
식당에서 손님과 직원이 하는 대화를 복습합시다.

• Welcome. 어서오세요.
• How many are in your party? 몇 분이세요?

2. Students will then practice their honorifics by picking the correct example of honorifics used regarding your
father.
올바른 존댓말을 선택하여 아버지에 대해 이야기해 봅시다.

• What is father doing? 아버지(아빠)는 무엇을 하고 있나요?

• Father is riding a bike. 아버지는 자전거를 타고 계세요.
101 SOYEON PARK

3. Either by using examples or by forming new questions, students will practice using the expression in a
conversation.
예시를 사용하거나 새로운 질문을 만들고, 대화할 때 이 표현을 사용하는 것을 연습합시다.

• Grandma is eating kimchi. 할머니는 김치를 드시고 계세요.

4. Students will then practice answering questions about school clubs.

학생들은 학교 동아리에 대한 질문에 대답하세요.

• What can I do in the club? 동아리에서 뭐 할 수 있어?

• You can watch movies. 영화를 볼 수 있어.

WRAP-UP:

Ask the following questions to finish the lab((이 질문으로 랩을 마무리하세요)):

• 1. (What kind of palace are you going to visit?)어느 궁을 방문할 거예요?

• 2. (From what time to what time can I visit?) 몇 시부터 몇 시까지 방문할 수 있어요?
• 3. (What is the admission fee?) 관람 요금은 얼마예요?

END OF ACTIVITY:

• Read Can-Do statements once more and have students evaluate their confidence.
◦ (Use thumbs up/thumbs down or download our student cards.)
• Encourage students to be honest in their self-evaluation.
• Pay attention, and try to use feedback for future labs!

NCSSFL-ACTFL Can-Do Statements:

• I can read, listen and recite phrases from a song

• I can learn and correctly distinguish honorific form

• I can talk about going to visit a palace in Korea

KOREAN LEVEL 2, ACTIVITY 10 -너는 어떤 동물을 좋아하니?/ WHAT KIND OF ANIMAL DO YOU LIKE? 102

Korean Level 2, Activity 10 -너는 어떤 동물을 좋아하니?/

What Kind of Animal Do you Like?

photo by bin Ziegler

102
103 SOYEON PARK

Description:

In this activity, students will learn how to talk about their favorite animal. They will also learn how to ask
questions about the directions where they want to go and will be able to answer the question.

Semantic Topics:

animals(동물), pet(반려동물), direction(방향), cafe(카페)

NCSSFL-ACTFL World-Readiness Standards:

• Students engage in conversations, provide and obtain information, express feelings and
emotions, and exchange opinions.

• Students show an understanding of the cultural usage of kinship terms and titles to address and
refer to people.

• Students use Korean vocabulary to share or present simple facts learned from other disciplines
such as history, science, and music.

Idaho State World Language Standards:

• COMM 1.1: Interact and negotiate meaning (spoken, signed, written conversation) to share
information, reactions, feelings, and opinion.

• CLTR 1.1: Analyze the cultural practices/patterns of behavior accepted as the societal norm in
the target culture.

• COMP 1.1: Observe formal and informal forms of language.

NCSSFL-ACTFL Can-Do Statements:

• I can talk about my favorite animal.

• I can ask for directions where I want to go.

KOREAN LEVEL 2, ACTIVITY 10 -너는 어떤 동물을 좋아하니?/ WHAT KIND OF ANIMAL DO YOU LIKE? 104

Materials Needed:

• Google Slides

WARM-UP:

1. Begin by introducing the Can-Dos for today’s activity and opening the Google Slideshow on the projector.
오늘의 학습목표를 소개하고 구글슬라이드를 여세요.

• I can talk about my favorite animal.

가장 좋아하는 동물에 대해 이야기할 수 있습니다.
• I can ask for directions where I want to go.
가고싶은 곳의 방향을 물어볼 수 있습니다.

2. Ask students about what animal they like.

학생들에게 무슨 동물을 좋아하는지 물어보세요.

• What kind of animal do you like? 어떤 동물을 좋아하세요?

Main Activity:
1. Students will converse with their partners about their favorite animal.
학생들은 짝과 함께 좋아하는 동물에 대해 이야기하세요.

• What kind of animal do you like? 어떤 동물을 좋아하세요?

• I like cats. 나는 고양이를 좋아해요.

2. Students will ask for directions where they want to go.

학생들은 가고싶은 곳의 방향을 물어볼 수 있습니다.

• How can I go to the raccoon cafe? 라쿤카페

라쿤카페에에 어떻게 가나요?

WRAP-UP:

Ask the following questions to finish the lab((이 질문으로 랩을 마무리하세요)):

• Have you ever had an animal? What kind of animals have you had?

동물을 키워본 적이 있나요? 어떤 동물을 키워봤나요?

• What animals do you want to pet?

어떤 동물을 키우고 싶나요?

END OF LAB:

• Read Can-Do statements once more and have students evaluate their confidence.
105 SOYEON PARK

◦ (Use thumbs up/thumbs down or download our student cards.)

• Encourage students to be honest in their self-evaluation.
• Pay attention, and try to use feedback for future labs!

NCSSFL-ACTFL Can-Do Statements:

• I can talk about my favorite animal.

• I can ask for directions where I want to go.

LET'S CHAT! KOREAN 106

KOREAN LEVEL 3

106
107 SOYEON PARK

Korean Level 3, Activity 1: 이름이 어떻게 되세요?/ What

is Your Name?

photo by polina Zimmerman

107
 108

Description:

Students will learn how to introduce themselves. They will also learn how to ask questions about other
people. To guide their conversation, the instructor will provide them with question cards about concepts
such as name and age. Students will also present their partner to the rest of the class

Semantic Topics:

Introduction(소개), name(이름), hello(안녕하세요), greetings(인사), interests(흥미)

NCSSFL-ACTFL World-Readiness Standards:

• Communication 1.1: Students engage in conversations, provide and obtain information, express
feelings and emotions, and exchange opinions.

• Communication 1.3: Students present information, concepts, and ideas in Korean to an

audience of listeners or readers on a variety of topics.

Idaho State World-Language Standards:

• COMM 1.1: Interact and negotiate meaning (spoken, signed, written conversation) to share
information, reactions, feelings, and opinions

• COMM 3.1: Present information, concepts, and ideas to inform, explain, persuade, and narrate
on a variety of topics using appropriate media in the target language.

• CLTR 1.1: Analyze the cultural practices/patterns of behavior accepted as the societal norm in
the target culture

NCSSFL-ACTFL Can-Do Statements:

• I can introduce myself, and I can also introduce other students.

• I can ask people about their background and what they like.
109 SOYEON PARK

• I can greet somebody from a different culture in an appropriate way.

Materials Needed:

• Question Cards

• Google Slides

WARM-UP

1. Begin by introducing the Can-Dos for today’s activity and distributing the question cards to each student.
오늘의 학습목표를 소개하고 학생들에게 질문 카드를 나눠주세요.

• (Today, we are going to learn how to introduce ourselves when we meet someone for the first time. You
will learn not only to introduce yourself, but also to ask questions to others.)
“오늘은 처음 보는 사람을 만났을 때 어떻게 자기소개를 하는지 배워 볼 거예요. 자기소개뿐만 아니라 다른 사람
에게 질문을 하는 법도 배울 거예요”

2. Have students come up with three words that describe their own characteristics.
학생들이 자신의 특징을 묘사할 수 있는 세 단어를 생각하도록 하세요. 하세요
(Think of the three words that best describe you.)
“자신에게 가장 잘 어울리는 세 단어를 생각해보세요.”

3. Students will explain why they picked those three words, and how they relate to their personal characteristics.
학생들은 자신이 선택한 세 단어를 설명하고, 그 단어가 자신의 특징과 어떤 연관이 있는지 설명하세요.
(Why did you choose those words?)““그 단어들을 선택한 이유가 뭔가요?”
If students need some assistance in getting the discussion going, use the questions below.
학생들이 대화를 하는 데 있어서 도움을 필요로 한다면 아래의 질문을 이용하세요.

• 1. “Are you quiet or lively?”

• 2. “Do you like to play outside or play at home?”
• 1. “여러분들은 조용한 편이에요, 아니면 활발한 편이에요?”
• 2. “밖에서 노는 걸 좋아해요, 아니면 집에서 노는 걸 좋아해요?”

MAIN ACTIVITY:

1. Students will receive a question card, and they will begin the activity by going through the questions with a
 110

partner.
학생들은 질문 카드를 받고, 카드의 질문으로 짝과 함께 활동을 시작하세요.

• What is your major?

• “전공이 어떻게 돼요??””
• What grade are you in?
• “몇 학년이에요?

2. When students are finished conversing with their partners, they will introduce their partners to the rest of the
class.
짝과의 대화가 끝나면 반 친구들에게 짝을 소개하세요.

• (Introduce your partner to other students.)““여러분들의 파트너를 다른 학생들에게 소개해주세요.”

• (Example) My partner’s name is Hannah. Hannah is a sophomore and is studying engineering.)
예) “제 파트너의 이름은 한나예요. 한나는 2학년이고 엔지니어링을 공부하고 있어요..””

3. After the introduction, students will find similarities with their classmates.
소개 후에 다른 학생들과 자신의 공통점을 찾아보세요.

• (Find out what you have in common with other students.)

“다른학생들과 공통점이 있는지 찾아보세요.”
• (Ex) “Hannah and I like chocolate.)
예) “한나와 저는 초콜릿을 좋아해요.”

4. If students have anything they would like to know more about their classmates, then they will take this time to
ask questions to their classmates.
학생들이 반 친구들에게 궁금한 것이 있으면 질문할 수 있도록 하세요.

• (If you want to ask a classmate, ask a question.)

“반 친구에게 물어보고 싶은 게 있으면 질문을 해 보세요.

WRAP-UP:

Ask the following questions to finish the lab((이 질문으로 랩을 마무리하세요)):

• What was the name of the friends you met today?

• What are you going to do this weekend?
• “오늘 만난 친구들의 이름이 뭐였어요?”
• “이번 주말에 뭐 할 거예요?”

Talk about a few phrases that are used to greet someone. 인삿말에 대해 이야기해 보세요.

END OF ACTIVITY:

• Read Can-Do statements once more and have students evaluate their confidence.
◦ (Use thumbs up/thumbs down or download our student cards.)
111 SOYEON PARK

• Encourage students to be honest in their self-evaluation.

• Pay attention, and try to use feedback for future labs!

NCSSFL-ACTFL Can-Do Statements:

• I can introduce myself, and I can also introduce other students.

• I can ask people about their background and what they like.

• I can greet somebody from a different culture in an appropriate way.

KOREAN LEVEL 3, ACTIVITY 2 연필을 빌릴 수 있을까요?/ CAN I BORROW A PENCIL? 112

Korean Level 3, Activity 2 연필을 빌릴 수 있을까요?/ Can

I Borrow a Pencil?

photo by Brett Jordan

Description:

In this activity, students will learn how to ask for a favor from a stranger. They will also learn how to accept
or decline a request and provide reasons why.

112
113 SOYEON PARK

Semantic Topics:

request(부탁), borrow(빌리다), can I(~해도 되나요), pencil(연필), do you have(~을 가지고 있나요)

NCSSFL-ACTFL World-Readiness Standards:

• Standard 1.1: Students engage in conversations, provide and obtain information, express
feelings and emotions, and exchange opinions.

• Standard 1.2: Students understand and interpret written and spoken Korean on a variety of
topics.

• Standard 2.1: Students demonstrate an understanding of the relationship between the products
and perspectives of Korean culture.

• Standard 3.2: Students acquire information and recognize the distinctive viewpoints that are
only available through the Korean language and culture.

Idaho State World-Readiness Standards:

• COMM 1.1 – Interact and negotiate meaning (spoken, signed, written conversation) to share
information, reactions, feelings, and opinions.

• CLTR 1.2 – Explain the relationship between cultural practices/behaviors and the perspectives
that represent the target culture’s view of the world.

• COMP 2.1 – Identify, describe and compare/contrast products and their use in the target culture
with the learner’s culture.

NCSSFL-ACTFL Can-Do Statements:

• I can ask questions to someone when I ride a subway or a bus.

• I can request and answer questions on multiple topics in full sentences.

• I can understand a variety of words and sentences to keep the conversation going.

Materials Needed:
KOREAN LEVEL 3, ACTIVITY 2 연필을 빌릴 수 있을까요?/ CAN I BORROW A PENCIL? 114

• Projector (optional)

• iPad or Computer

• Google Slides

WARM-UP:

1. Begin by introducing the Can-Dos for today’s activity.

오늘의 학습목표를 소개하는 것으로 시작하세요.

• (Today we are going to learn how to ask someone a favor. Find out what expressions and words to use
when making a request.)
오늘은 다른 사람에게 어떻게 부탁하는지 배워볼 거예요. 부탁을 할 때 무슨 표현과 단어를 사용하는지도 알아
봅시다.

2. Pull up the Google slide on the projector, and review the vocabulary using the pictures on the slides. Students
will become familiar with the vocabulary.If students need some assistance getting the discussion going, use the
questions below.
구글슬라이드를 띄우고 사진을 이용하여 단어를 복습하세요. 학생들은 단어에 익숙해질 것입니다. 학생들이 대화를 하는
데 있어서 도움을 필요로 한다면 아래의 질문을 이용하세요.

• (What do you use to write?)““글씨를 쓰기 위해서 뭘 사용해요?”

• (What do I need to take the subway?)““지하철을 타려면 뭐가 필요해요?”
• (It’s too hot, isn’t there a fan?)““너무 더운데 선풍기 없어요?”

MAIN ACTIVITY:

1. Distribute the picture cards to students. Break students into pairs.

학생들에게 그림 카드를 나눠주고 짝을 지어주세요.

2. One student will try to guess which cards their classmates have by asking questions.
첫 번째 학생은 질문을 함으로써 친구들이 가지고 있는 카드를 추측할 수 있습니다.

3. The second student will answer whether they have the object or not.
두 번째 학생은 그 물건을 가지고 있는지 아닌지 대답합니다.

• (No, I don’t have an eraser.)““아니요, 저는 지우개가 없어요.”

4. If the answer is yes, the first student will ask if they could borrow the object and will explain why he needs it.
만약 가지고 있다면, 첫 번째 학생은 그 물건을 빌릴 수 있는지 물어보고 왜 그 물건이 필요한지 설명합니다.

• (Can you lend me the eraser? I have to erase the part where I made a mistake.)
“지우개 빌려줄 수 있어요? 제가 실수한 부분을 지워야 해요.”

5. If the second student does allow the first student to borrow the object, then they will tell the first student to
115 SOYEON PARK

bring back the item by a certain time.

물건을 빌려주기로 했다면, 정해진 시간까지 돌려달라고 말하세요.

• (I’ll lend you the eraser, but give it back after this class.)
“지우개를 빌려줄게요. 하지만 이번 수업이 끝나면 돌려주세요.”

6. If the second student does not allow the first student to borrow the object, they must explain why.
물건을 빌려주지 않기로 했다면 그 이유를 설명하세요.

WRAP-UP:

• 1. “How do I ask a question if I’m on the subway and don’t know where it’s coming from?”
• 2. “How can I ask you if I can see you along the way?”
• 1. “만약 지하철을 탔는데 어디서 오는 건지 모를 때 어떻게 질문을 할까요?”
• 2. “버스 노선을 같이 볼 수 있는지 부탁할 때 어떻게 물어봐요?”

END OF ACTIVITY:

• Read Can-Do statements once more and have students evaluate their confidence.
◦ (Use thumbs up/thumbs down or download our student cards.)
• Encourage students to be honest in their self-evaluation.
• Pay attention, and try to use feedback for future labs!

NCSSFL-ACTFL Can-Do Statements:

• I can ask questions to someone when I ride a subway or a bus.

• I can request and answer questions on multiple topics in full sentences.

• I can understand a variety of words and sentences to keep the conversation going.
KOREAN LEVEL 3, ACTIVITY 3: 수업이 끝난 다음에 뭐 하세요?/ WHAT ARE YOU DOING AFTER CLASS? 116

Korean Level 3, Activity 3: 수업이 끝난 다음에 뭐 하세

요?/ What are you doing after class?

photo by Pixabay

Description:

In this activity, students will discuss their hobbies. They will be able to describe their schedule and daily
activities. Students will also be able to discuss preferences they have about their daily activities. Students
will learn to ask others questions about their schedule and daily activities.

116
117 SOYEON PARK

Semantic Topics:

hobbies(취미), free time(자유시간). schedule(계획), daily(일상), activity(활동), lifestyles(생활 방식)

NCSSFL-ACTFL World-Readiness Standards:

• Standard 1.1: Students engage in conversations, provide and obtain information, express
feelings and emotions, and exchange opinions.

• Standard 1.3 Students present information, concepts, and ideas in Spanish to an audience of
listeners or readers on a variety of topics.

• Standard 2.2 Students demonstrate an understanding of the relationship between the products
and perspectives of Korean cultures.

Standards for Korean Language Learning from American Association of Teachers of Korean:

• Students understand and interpret written and spoken Korean on a variety of topics.

• Students point out similarities and differences between Korean and their own cultures with
regards to manners and daily routines in various situations

• Students ask and answer questions concerning their daily routines, family, school events, and
celebrations.

Idaho State World Language Standards:

• COMM 1.1 – Interact and negotiate meaning (spoken, signed, written conversation) to share
information, reactions, feelings, and opinions.

• CLTR 1.1 – Analyze the cultural practices/patterns of behavior accepted as the societal norm in
the target culture.

• CONN 1.2 – Relate information studied in other subjects to the target language and culture.

NCSSFL-ACTFL Can-Do Statements:

• I can tell my activities and schedule for the day.

• I know how to say “after doing something” or “after something happens” in a sentence.

• I can describe common hobbies in Korean culture and in my own culture.

KOREAN LEVEL 3, ACTIVITY 3: 수업이 끝난 다음에 뭐 하세요?/ WHAT ARE YOU DOING AFTER CLASS? 118

Materials Needed:

• Picture Cards

• Google Slides

• Opaque Container

WARM-UP:

1. Begin by introducing the Can-Dos for today’s activity.

오늘의 학습목표를 소개하는 것으로 수업을 시작하세요.

• (Today we are going to talk about your hobbies. And describe the activities or behaviors you do every
day.)
오늘은 여러분들의 취미에 대해서 이야기해 볼 거예요. 그리고 여러분들이 매일 하는 활동이나 행동을 설명해주
세요.

2. Download and print the picture cards from the material section. Put the picture cards in an opaque container.
자료 파트에서 그림카드를 다운로드하여 프린트하세요.
3. Students will pick one or two cards from the container, and they will perform the action shown on the picture
card.
학생들은 카드 1~2개를 뽑은 후 카드의 사진을 보고 연기합니다.

• (After you draw a card from the cup, look at the picture on the card and act.)
컵에서 카드를 뽑은 다음, 카드에 있는 사진을 보고 연기를 해 주세요.

4. Other students will guess what action the present is performing.

다른 학생들은 그 학생이 무엇을 연기하는지 맞춥니다.

• (What do you think this student is doing now?)

지금 이 학생이 뭐 하는 것 같아요?

MAIN ACTIVITY:

1. Review the vocabulary using the picture cards and distribute half of the cards to students.
그림 카드를 이용하여 단어를 복습하고 카드의 반을 학생들에게 나눠주세요.

2. In a group of two, a student will ask the partner what she or he is doing.
두 명씩 짝을 짓고, 짝이 무엇을 하고 있는지 질문하세요.

• (What is Minsu doing now?)민수는 지금 뭐 해요?

3. The other student will answer the question using correct grammar.
질문을 받은 학생은 올바른 문법을 사용하여 질문에 대답하세요.

• (I work out now.)저는 지금 운동해요.

119 SOYEON PARK

4. Distribute the remaining cards to the rest of the students.

학생들에게 남은 카드를 나눠주세요.

5. With a new set of cards, students will explain what they are doing after doing an action.
새 카드를 이용하여 방금 한 행동 후에 무엇을 할 것인지 설명하세요.

• ex) After exercising, I am going out to eat.

• 저는 운동 한 다음에 밥을 먹으러 가요.

6. Students will explain the reason for an action.

학생들은 자신이 왜 그 행동을 하는지 이유를 설명하세요.

• ex) I exercise because I want to be healthy.

• 저는 건강하고 싶어서 운동을 해요.

WRAP-UP:

• 1. What are your hobbies?

• 2. What do you like to do when you have time?
• 3. What are some common hobbies in Korea?
• 4. What are some common hobbies in your culture?
• 5. What do you do every day?
• 1. 여러분들의 취미는 뭐예요?
2. 시간이 있을 때 뭐 하는 것을 좋아해요?
3. 한국에서 흔한 취미는 뭐가 있을까요?
4. 여러분들의 문화에서 흔한 취미는 뭐예요?
5. 매일 하는 행동이 뭐가 있어요?

END OF LAB:

• Read Can-Do statements once more and have students evaluate their confidence.
◦ (Use thumbs up/thumbs down or download our student cards.)
• Encourage students to be honest in their self-evaluation.
• Pay attention, and try to use feedback for future labs!

NCSSFL-ACTFL Can-Do Statements:

• I can tell my activities and schedule for the day.

KOREAN LEVEL 3, ACTIVITY 3: 수업이 끝난 다음에 뭐 하세요?/ WHAT ARE YOU DOING AFTER CLASS? 120

• I know how to say “after doing something” or “after something happens” in a sentence.

• I can describe common hobbies in Korean culture and in my own culture.

121 SOYEON PARK

Korean Level 3, Activity 4: 오늘 뭐 했어요?/ What Did

you Do Today?

photo by Bich Tran

Description:

In this activity, students will learn how to describe their day and their actions. They will also learn how to

121
KOREAN LEVEL 3, ACTIVITY 4: 오늘 뭐 했어요?/ WHAT DID YOU DO TODAY? 122

explain the reason behind the action. Students will learn how to ask questions about a classmate’s day
and will be able to answer the question.

Semantic Topics:

today(오늘), before(~전에), class(수업), go(가다), school(학교), lifestyle(생활 방식), interest(흥미), eat(먹다)

NCSSFL-ACTFL World-Readiness Standards:

• Standard 1.1: Students engage in conversations, provide and obtain information, express
feelings and emotions, and exchange opinions.

• Standard 1.2 Students understand and interpret spoken and written Korean on a variety of
topics.

• Standard 2.1 Students demonstrate an understanding of the relationship between the practices
and perspectives of Korean cultures.

• Standard 4.2: Students demonstrate an understanding of the concept of culture through

comparisons between Korean cultures and their own.

Standards for Korean Language Learning from American Association of Teachers of Korean:

• Students understand and interpret written and spoken Korean on a variety of topics.

• Students point out similarities and differences between Korean and their own cultures with
regards to manners and daily routines in various situations

• Students recognize and understand Korean daily practices (e.g., removing shoes before
entering homes, sitting and sleeping on the floor, bowing to elders).

Idaho State World Language Standards:

• COMM 1.1 – Interact and negotiate meaning (spoken, signed, written conversation) to share
123 SOYEON PARK

information, reactions, feelings, and opinions

• CONN 1.2 – Relate information studied in other subjects to the target language and culture.

• COMM 3.1 – Present information, concepts, and ideas to inform, explain, persuade, and narrate
on a variety of topics using appropriate media in the target language

NCSSFL-ACTFL Can-Do Statements:

• I can tell someone specific details about my schedule.

• I can express my preferences and opinions about my daily life.

• I can share an experience related to my lifestyle or interests.

Materials Needed:

• Question cards

• Google Slideshow (Linked)

WARM-UP:

1. Begin by introducing the Can-Dos for today’s activity and opening up the Google Slideshow.
오늘의 학습목표를 소개하고 구글슬라이드를 여세요.

• Today, let’s talk about your daily life.

• 오늘은 여러분들의 일상생활에 대해 이야기해 봅시다.

2. Students will discuss what they did over the weekend for about 5 minutes.
주말에 무엇을 했는지 5분 동안 이야기 합시다.

• What did you guys do this weekend?

• 여러분들은 이번 주말에 무엇을 했나요?

3. If students need some assistance getting the discussion going, use the questions below.
학생들이 대화를 하는 데 있어서 도움을 필요로 하면 아래의 질문을 이용하세요.

• 1. What did you eat with your friend this weekend?

• 2. Did you watch football this weekend?
• 3. What drama did you watch this weekend?
KOREAN LEVEL 3, ACTIVITY 4: 오늘 뭐 했어요?/ WHAT DID YOU DO TODAY? 124

• 1. 이번 주말에 친구와 무슨 음식을 먹었나요?

• 2. 이번 주말에 풋볼 경기를 보셨나요?
• 3. 이번 주말에 무슨 드라마 봤어요?

MAIN ACTIVITY:

1. Distribute the question cards to students.

질문 카드를 학생들에게 나눠주세요.

2. With the cards the students have, students will practice asking questions.
학생들은 자신이 가진 카드를 이용하여 질문합니다.

• (Ask a friend a question using a card.)카드를 사용해서 친구에게 질문을 해 보세요.

3. Use this model for an example. 이 예시를 이용하세요.

• 1. What are you doing before you go to sleep?

• 2. I brush my teeth before I go to bed.
• 1. What do you do after you wake up?
• 2. I sleep and get up and wash my face.
• 1. 잠 자기 전에 뭐해요?
• 2. 저는 잠 자기 전에 양치를 해요.
• 1.자고 일어난 다음에 뭐해요?
• 2. 저는 자고 일어나서 세수를 해요.

3. When students are answering, they will explain or reason why they performed an action.
질문에 대답할 때는 그 행동의 이유도 설명하세요.

• I brush my teeth to prevent tooth decay.

• 저는 충치를 예방하려고 양치를 해요.

4. With each question, students will compare common responses in Korean culture and responses in their own
culture.
각 질문에 한국 문화에서의 입장과 자신의 문화에서의 입장에서 대답하고 비교해봅시다.

• In Korea, I usually go to work by subway. But in America, I drive to work.

• 한국에서는 주로 지하철을 타고 회사에 가요. 하지만 미국에서는 차를 타고 회사에 가요.

WRAP-UP:

Ask the following questions to finish the lab((이 질문으로 랩을 마무리하세요)):

• 1. What are the things that are bother some to do every day?
• 2. Is there anything special next week?
• 3. What does everyone do every day?
125 SOYEON PARK

• 1. 매일 하지만 하기 귀찮은 것들이 뭐가 있나요?

• 2. 다음 주에 특별한 일이 있나요?
• 3. 모든 사람들이 매일 하는 것들이 뭐가 있나요?

END OF ACTIVITY:

• Read Can-Do statements once more and have students evaluate their confidence.
◦ (Use thumbs up/thumbs down or download our student cards.)
• Encourage students to be honest in their self-evaluation.
• Pay attention, and try to use feedback for future labs

NCSSFL-ACTFL Can-Do Statements:

• I can tell someone specific details about my schedule.

• I can express my preferences and opinions about my daily life.

• I can share an experience related to my lifestyle or interests.

KOREAN LEVEL 3, ACTIVITY 5: 친구 만나서 영화를 봤어요./ WATCHING MOVIES WITH FRIENDS 126

Korean Level 3, Activity 5: 친구 만나서 영화를 봤어요./

Watching Movies with Friends

photo by Acharaporn Kamornboonyarush

Description:

126
127 SOYEON PARK

In this activity, students will practice asking about the daily routines of their peers. They will also be able
to describe their own daily activities to others.

Semantic Topics:

Daily tasks(매일 할 일) routines(일상), school(학교), meal(식사), sleep(자다), activity(활동), hobby(취미)

NCSSFL-ACTFL World-Readiness Standards:

• Students engage in conversations, provide and obtain information, express feelings and
emotions, and exchange opinions.

• Students show an understanding of the cultural usage of kinship terms and titles to address and
refer to people.

• Students use Korean vocabulary to share or present simple facts learned from other disciplines
such as history, science, and music.

Idaho State World Language Standards:

• COMM 1.1: Interact and negotiate meaning (spoken, signed, written conversation) to share
information, reactions, feelings, and opinion.

• CLTR 1.1: Analyze the cultural practices/patterns of behavior accepted as the societal norm in
the target culture.

• COMP 1.1: Observe formal and informal forms of language.

NCSSFL-ACTFL Can-Do Statements:

• In my own and other cultures, I can interpret simple schedules and consider how people think
about time. (Intercultural)

• I can understand questions about someone’s social schedule. (Novice High)

KOREAN LEVEL 3, ACTIVITY 5: 친구 만나서 영화를 봤어요./ WATCHING MOVIES WITH FRIENDS 128

• I can tell a peer or colleague what I did this weekend. (Novice High)

• I can describe a simple routine, such as getting lunch at a cafeteria or restaurant. (Novice High)

Materials Needed:

• Projector

• Dry-erase marker and eraser

• Activity Cards

• Google Slides

WARM-UP:

1. Begin by introducing the Can-Dos for today’s activity and opening the Google Slideshow on the projector.
오늘의 학습목표를 소개하고 구글슬라이드를 여세요.

• (Today, I’m going to explain to a friend an action or activity that you do every day. We’re going to talk
about it using correct grammar.) “오늘은 여러분들이 매일 하는 행동이나 활동을 친구에게 설명해줄 거예요.
설명할 때 정확한 문법을 사용하면서 대화를 해봅시다.”

2. Ask students about their daily routine.

학생들에게 매일 하는 일이 무엇인지 물어보세요.

• (What activities do you do every day?)““여러분들이 매일 하는 활동은 뭔 가요?”

If students need some assistance in getting the discussion going, use the questions below.
학생들이 대화를 하는 데 있어서 도움을 필요로 한다면 아래의 질문을 이용하세요.

• 1. Where does Suyeon eat?

• 2. What does Dohyun do after school?
• 3. What does Younghyeon do before practicing her instrument?
• 4. When does Sungjin get up?
• 5. What does Jiyoon do before bed?
• 6. What does Dongwon do at the market?
• 7. Does Hyojeong cook before eating?
• 1. 수연이는 어디서 밥을 먹어요?
129 SOYEON PARK

• 2. 도현이는 학교 끝나고 뭐해요?

• 3. 영현이는 악기 연습하기 전에 뭐해요?
• 4. 성진이는 언제 일어나요?
• 5. 지윤이는 잠 자기 전에 뭐해요?
• 6. 동원이는 시장에 가서 뭐해요?
• 7. 효정이는 밥 먹기 전에 요리를 하나요?

MAIN ACTIVITY:

1. Review the expressions students started learning last week by going through the Google slide.
구글슬라이드를 이용하여 지난주에 배운 표현들을 복습하세요.

• When~
~을 때
• After ~아/어서
• Before~
~기 전에

2. Ask students to generate some examples that use the expressions we reviewed.
학생들이 복습한 표현을 이용하여 문장을 만들도록 하세요.

• (Make up a question using the expressions you learned last week.)

“저번 주에 배웠던 표현들을 사용해서 질문을 만들어 보세요.”

3. Either by using examples from step 2 or by forming new questions, students will practice using the expression
in a conversation.
학생들이 배운 표현을 대화에 사용해봅시다. Step2의 예시를 이용하거나 새로운 질문을 만들 수 있습니다.

• Ex) What is Jiyeon doing before class?

• 예) 지연이는 수업 가기 전에 뭐해요?

4. The student being asked will answer the question. The student who asked the question will write down
keywords from the answer she received on the question card.
질문을 받으면 대답하세요. 질문을 한 학생은 대답의 키워드를 질문 카드에 쓰세요.

• I have breakfast before class.

• 저는 수업 가기 전에 아침을 먹어요.

5. The students will repeat these steps with a different classmate.

다른 학생들과 이 과정을 반복하세요.

6. When the students had the chance to converse with all of their classmates, we will have the students introduce
other student’s schedule and their activities.
학생들이 서로 대화하는 시간을 가진 후, 서로의 스케쥴을 소개하는 시간을 가지세요.

• Ex) Jiyeon has breakfast before class.

• 지연이는 수업 가기 전에 아침을 먹어요
KOREAN LEVEL 3, ACTIVITY 5: 친구 만나서 영화를 봤어요./ WATCHING MOVIES WITH FRIENDS 130

WRAP-UP:

Ask the following questions to finish the lab(이 질문으로 랩을 마무리하세요):

• 1.. (How similar is your friend’s routine to mine?)

친구의 루틴과 나의 루틴은 얼마나 비슷하나요?
• 2. (What do you do every day?)
여러분들이 매일 하는 행동은 뭐가 있나요?
• 3. (Are you planning to change my routine this semester?)
이번학기에 나의 루틴을 바꿀 생각이 있어요?

END OF ACTIVITY:

• Read Can-Do statements once more and have students evaluate their confidence.
◦ (Use thumbs up/thumbs down or download our student cards.)
• Encourage students to be honest in their self-evaluation.
• Pay attention, and try to use feedback for future labs!

NCSSFL-ACTFL Can-Do Statements:

• In my own and other cultures, I can interpret simple schedules and consider how people think
about time. (Intercultural)

• I can understand questions about someone’s social schedule. (Novice High)

• I can tell a peer or colleague what I did this weekend. (Novice High)

• I can describe a simple routine, such as getting lunch at a cafeteria or restaurant. (Novice High)
131 SOYEON PARK

Korean Level 3, Activity 6: 인사동에 어떻게 가요?/ How

do I get to Insa-dong?

photo by Isaque Pereira

Description:

In this activity, students will be able to provide and follow directions in groups of two. They will also learn
how to interpret subway line network maps and discuss when to get off at certain stations.

131
KOREAN LEVEL 3, ACTIVITY 6: 인사동에 어떻게 가요?/ HOW DO I GET TO INSA-DONG? 132

Semantic Topics:

direction(방향), right(오른쪽), left(왼쪽), turn(돌다), transfer(환승), bus(버스), subway(지하철), ask(묻다)

Idaho State World Language Standards:

• COMM 1.1: Interact and negotiate meaning (spoken, signed, written conversation) to share
information, reactions, feelings, and opinions.

• COMM 1.2: Understand, interpret, and analyze what is heard, read, or viewed on a variety of
topics.

• COMM 1.3: Present information, concepts, and ideas to inform, explain, persuade, and narrate
on a variety of topics using appropriate media in the target language.

• CLTR 1.1: Analyze the cultural practices/patterns of behavior accepted as the societal norm in
the target culture.

• CLTR 1.2: Explain the relationship between cultural practices/behaviors and the perspectives
that represent the target culture’s view of the world.

NCSSFL-ACTFL World-Readiness Standards:

• Standard 1.1: Students engage in conversations, provide and obtain information, express
feelings and emotions, and exchange opinions.

• Standard 1.2: Students understand and interpret spoken and written Korean on a variety of
topics.

• Standard 1.3: Students present information, concepts, and ideas in Korean to an audience of
listeners or readers on a variety of topics.

• Standard 2.1 Students demonstrate an understanding of the relationship between the practices
and perspectives of Korean cultures

NCSSFL-ACTFL Can-Do Statements:

• I can ask for directions when I am lost.

• I can give simple directions to a nearby location.

• In my own and other cultures, I can identify familiar landmarks and monuments and what they
represent to people.
133 SOYEON PARK

Materials Needed:

• Landmarks Map– Retrieved from Korea Tourism Organization

• Google Slides

• Dry Erase Markers

WARM-UP:

1. Begin by introducing the Can-Dos for today’s activity.

오늘의 학습목표를 소개하는 것으로 수업을 시작하세요.

• Today we are going to learn how to give someone direction when they are lost. And learn how to use
public transportation in Korea.
• 오늘은 다른 사람이 길을 잃었을 때 어떻게 길을 알려줄 수 있는지 알아볼 거예요. 그리고 한국에서 대중교통을
어떻게 이용하는지도 배워봅시다.

2. The students will discuss the buildings around the campus and how to get to one building from another
building.
학생들은 캠퍼스 내의 건물에서 다른 건물에 어떻게 가는지 이야기합니다.

• Do you have to go straight or turn right to go to the science building from the math building?
• 수학 건물에서 과학 건물에 가려면 직진해야 돼요 아니면 우회전해야 돼요?

3. Ask the location of the building in relation to another building.

한 건물 근처에 있는 다른 건물의 위치에 대해 물어보세요.
If students need some assistance getting the discussion going, use the questions below.
학생들이 대화하는 것에 있어서 도움을 필요로 한다면 아래의 질문을 이용하세요.

• What is the building in front of the math building?

• 수학 건물 앞에 있는 건물은 무슨 건물 이예요?
• What is the building next to the music building?
• 음악 건물 옆에 있는 건물은 무슨 건물 이예요?

MAIN ACTIVITY:

1. Hand out the laminated map of landmarks to students as well as a dry erase marker.
학생들에게 코팅된 랜드마크 지도와 마커를 나눠주세요.

2. The students will be given their start location and their destination.
학생들에게는 출발 위치와 그들의 목적지가 주어집니다.

• cosmetic shop –> hospital화장품 가게 –> 병원

3. Starting from their initial location, the students will practice giving directions to the destination based on the
KOREAN LEVEL 3, ACTIVITY 6: 인사동에 어떻게 가요?/ HOW DO I GET TO INSA-DONG? 134

map.
학생들은 지도를 바탕으로 출발 위치로부터 목적지로 가는 길을 알려주는 연습을 합니다.

• To go to the hospital from the cosmetics store, head straight toward Gwanghwamun and turn left before
the US Embassy Seoul.
• 화장품 가게에서 병원에 가려면 광화문 쪽으로 쭉 직진하다가 주한 미국 대사관이 나오기 전에 좌회전을 하세
요.

4. As students are providing direction, another student will be following along by drawing lines on his map. This
will ensure that the students are giving the correct information, and it will also ensure the students can understand
the directions being given to them.
한 학생이 길을 알려주면 다른 학생은 지도에 선을 그으며 따라가세요. 이것은 학생들이 정확한 정보를 제공하는 것을 확
실히 합니다. 또한 학생들이 자신에게 주어진 방향을 이해할 수 있도록 합니다.

5. Repeat step 3 and 4 with a different start location and destination, having students swap roles.
학생들이 역할을 바꾸도록 하면서 다른 시작 위치와 목적지에서 스텝3와 스텝4를 반복하세요.

6. When students had sufficient practice, we will discuss the significant landmarks on the map.
학생들이 충분한 연습을 했다면 지도에 있는 중요한 랜드마크에 대해 이야기합시다.

• ex)
ex)Discuss its historical significance-광화문

7. Lastly, we will talk about the subway network in Korea and how we interpret the lines.
마지막으로, 한국의 지하철과 어떻게 지하철 라인을 알아보는지 이야기 합시다.

• Where should I change from Myeong-dong Station to Gangnam Station?

• 명동역에서 강남역으로 가려면 어디에서 갈아타야 돼요?

WRAP-UP:

Ask the following questions to finish the lab((이 질문으로 랩을 마무리하세요)):

• (If you travel to Korea later, where would you like to go? Why do you want to go?)
나중에 한국에 여행을 간다면 어디에 가보고 싶나요? 가고 싶은 이유는 뭔가요?
• (How will you get to where you want to go? Should I take the bus or subway?)
여러분이 가고 싶은 곳에 어떻게 갈 건가요? 버스나 지하철을 타야 되나요?
• (What would you do if you saw someone lost?)
만약에 길을 잃은 사람을 본다면 어떻게 할 건가요?

END OF ACTIVITY:

• Read Can-Do statements once more and have students evaluate their confidence.
◦ (Use thumbs up/thumbs down or download our student cards.)
• Encourage students to be honest in their self-evaluation.
• Pay attention, and try to use feedback for future labs!
135 SOYEON PARK

NCSSFL-ACTFL Can-Do Statements:

• I can ask for directions when I am lost.

• I can give simple directions to a nearby location.

• In my own and other cultures, I can identify familiar landmarks and monuments and what they
represent to people.
KOREAN LEVEL 3, ACTIVITY 7: 생일 축하합니다!/ HAPPY BIRTHDAY! 136

Korean Level 3, Activity 7: 생일 축하합니다!/ Happy

Birthday!

photo by Ylanite Koppens

Description:

In this activity, students will discuss birthday parties and presents. They will also discuss where they would
go to buy the presents and how they would decide which presents they would give to the friends. They will
explain why they choose to buy the presents they do, explaining preferences to others.

136
137 SOYEON PARK

Semantic Topics:

Birthday(생일), Party(파티), Present(선물), Invitation(초대), Shopping(쇼핑), Subway(지하철)

NCSSFL-ACTFL World-Readiness Standards:

• Standard 1.1: Students engage in conversations, provide and obtain information, express
feelings and emotions, and exchange opinions.

• Standard 1.2: Students understand and interpret spoken and written Korean on a variety of
topics.

• Standard 1.3: Students present information, concepts, and ideas in Korean to an audience of
listeners or readers on a variety of topics

Idaho State Standards:

• COMM 1.1: Interact and negotiate meaning (spoken, signed, written conversation) to share
information, reactions, feelings, and opinions.

• COMM: 2.1 Understand, interpret, and analyze what is heard, read, or viewed on a variety of
topics.

• COMM 3.1: Present information, concepts, and ideas to inform, explain, persuade, and narrate
on a variety of topics using appropriate media in the target language.

NCSSFL-ACTFL Can-Do Statements:

• I can ask who, what, where, or when questions about a party.

• I can tell about others’ likes and dislikes.

• I can understand simple directions to a nearby location.

Materials Needed:

• Google Slides

• Whiteboards and board markers for each student

KOREAN LEVEL 3, ACTIVITY 7: 생일 축하합니다!/ HAPPY BIRTHDAY! 138

• Invitation Cards

WARM-UP:

1. Begin by introducing the Can-Dos for today’s activity.

오늘의 학습목표를 소개하는 것으로 수업을 시작하세요.

• Today we are going to learn how to celebrate birthdays in Korea. Let’s talk about your ideal birthday
party.
• 오늘은 한국에서 생일을 어떻게 축하해주는지 알아볼 거예요. 여러분이 생각하는 이상적인 생일파티를 한번 말
해봅시다.

2. Discuss when a student’s birthday is and what kind of birthday presents one would like to receive.
생일이 언제인지 어떤 선물을 받고싶은지 이야기해 봅시다.

• What do you want to receive for your birthday?

• 여러분들은 생일에 어떤 선물을 받고 싶나요?

3. Discuss how students like to celebrate their birthdays.

어떻게 자신의 생일을 기념하고 싶은지 이야기해 봅시다.

MAIN ACTIVITY:

1. Hand out the laminated invitation cards to students and pull up the PowerPoint onto the screen projector.
Distribute markers and whiteboards to students.
학생들에게 코팅된 초대장을 나눠주고 파워포인트를 띄우세요. 마커와 화이트보드를 나눠주세요.

2. The students will be provided with the likes and dislikes of a person who is having a birthday party.
학생들에게는 생일파티를 하는 사람이 무엇을 좋아하고 싫어하는지에 대한 정보가 주어집니다.

• “Youngjin hates candy and likes toys.”

• 영진이는 사탕을 싫어하고 장난감을 좋아해요.

3. With that information, the students will determine what kind of birthday presents they would like to give.
주어진 정보를 이용하여, 어떤 선물을 줄 것인지 이야기하세요.

• “I will give Lego as a gift to Young Jin.”

• 저는 영진이에게 레고를 선물로 줄 거예요.

4. They will draw out their presents on the whiteboard, and explain why they drew that object and where they can
obtain that object.
화이트보드에 선물을 그리고, 왜 그 물건을 그렸는지 어디서 살 수 있는지 설명하세요.

5. Then, we will discuss which floor of the department store students should go to in order to find the object they
are looking for.
그리고 그 물건을 사기 위해 백화점 몇 층으로 가야 하는지 이야기하세요.
139 SOYEON PARK

• “If you want to buy a toy, you have to go to the third floor.”
• 장난감을 사고 싶으면 3층으로 가야 돼요.

6. Lastly, the students will talk about how they are going to go to the place holding the birthday party, and which
directions they should follow to reach their destination.
마지막으로 어떻게 생일파티 장소에 갈 것인지, 목적지에 도착하기 위해 어떤 방향으로 가야 하는지에 대해 이야기해 보
세요.

WRAP-UP

Ask the following questions to finish the lab((이 질문으로 랩을 마무리하세요)):

• What is the difference between Korean and American ages?

한국 나이와 미국 나이의 차이는 뭐예요?
• What is your favorite gift?
받은 선물 중에 가장 아끼는 선물은 뭔가요?
• Have you ever planned a birthday party for your friends or family?
친구나 가족을 위해 생일파티를 계획해본 적이 있나요?

END OF ACTIVITY:

• Read Can-Do statements once more and have students evaluate their confidence.
◦ (Use thumbs up/thumbs down or download our student cards.)
• Encourage students to be honest in their self-evaluation.
• Pay attention, and try to use feedback for future labs!

NCSSFL-ACTFL Can-Do Statements:

• I can ask who, what, where, or when questions about a party.

• I can tell about others’ likes and dislikes.

• I can understand simple directions to a nearby location.

KOREAN LEVEL 3, ACTIVITY 8: 오늘 시간 있어요?/ DO YOU HAVE TIME TODAY? 140

Korean Level 3, Activity 8: 오늘 시간 있어요?/ Do you

Have Time Today?

photo by Kindel Media

Description:

In this activity, students will converse with their partners to make a plan to meet. The students will ask
their partners when they are able to meet and where they would like to meet. Students will learn about
days of the week, time, and making plans with other people.

140
141 SOYEON PARK

Semantic Topics:

Time(시간), Downtown(다운타운), Movie(영화), When(언제), Where(어디), Place(장소), Plan(계획), Fun(재밌

는)

NCSSFL-ACTFL World-Readiness Standards:

• Standard 1.1: Students engage in conversations, provide and obtain information, express
feelings and emotions, and exchange opinions.

• Standard 1.2: Students understand and interpret spoken and written Spanish on a variety of
topics

• Standard 1.2 Students understand and interpret spoken and written Spanish on a variety of
topics

• Standard 1.3: Students present information, concepts, and ideas in Spanish to an audience of
listeners or readers on a variety of topics

Idaho State World Language Standards:

• COMM 1.1: Interact and negotiate meaning (spoken, signed, written conversation) to share
information, reactions, feelings, and opinions.

• COMM 2.1: Understand, interpret, and analyze what is heard, read, or viewed on a variety of
topics.

• COMM 3.1: Present information, concepts, and ideas to inform, explain, persuade, and narrate
on a variety of topics using appropriate media in the target language.

NCSSFL-ACTFL Can-Do Statements:

• I can contribute to a conversation about a story by identifying who, what, when, and
where. (Novice High)

• I can confirm with my partner the time, place, and reason for a meeting. (Novice High)

• I can exchange information with a doctor’s office to prepare for an upcoming appointment.
(Intermediate low)

Materials Needed:
KOREAN LEVEL 3, ACTIVITY 8: 오늘 시간 있어요?/ DO YOU HAVE TIME TODAY? 142

• Google Slides

• Question Cards

WARM-UP:

1. Begin by introducing the Can-Dos for today’s activity.

오늘의 학습목표를 소개하는 것으로 수업을 시작하세요.

• Today we are going to learn how to make an appointment with a friend. Decide where you will meet
your friends and what you will do.
• 오늘은 친구와 약속 잡는 법을 배워봅시다. 친구와 어디서 만나서 무엇을 할 건지 정해보세요.

2. Discuss if students have any upcoming plans with friends or families. If they do have plans, then talk about
what they are planning to do.
친구 또는 가족들과 함께할 계획이 있는지 이야기해 봅시다. 계획이 있다면 무엇을 할 것인지 이야기해 봅시다.

• Do you have any special plans this weekend? Do you meet your parents or friends?
• 이번 주말에 특별한 계획이 있나요? 부모님이나 친구를 만나나요?

MAIN ACTIVITY:

1. Review the vocabularies that are used to describe what people like to do as a hobby.
취미를 묘사하기 위해 사용하는 어휘를 복습합시다.

• What are your hobbies? What do you like to do?

• 여러분 취미가 뭐예요? 뭐 하는 걸 좋아해요?

2. Hand out the question cards, and go through the questions as a group.
질문 카드를 나눠주고 그룹을 만들어 질문을 하세요.

3. The students will then take turns asking their partners about what they like to do, and if they would like to do it
together.
돌아가면서 짝이 무엇을 좋아하는지 질문하세요. 그리고 같이 하기를 원하는지 물어보세요.

• Do you want to go to karaoke?

• 만나서 노래방 갈래?

4. After questioning and answering, they will be able to make an appointment with their friends.
질문과 대답이 끝나면, 친구와 약속을 잡으세요.

• Then let’s go to karaoke at 5 o’clock this Saturday.

• 그럼 우리 이번 주 토요일 5시에 노래방 가자.

5. When students are finished with planning with their friends, they will write what time and where they decided
143 SOYEON PARK

to meet.
친구와 약속을 잡았으면 언제 어디서 만날 것인지 쓰세요.

6. Lastly, the students will talk about the plans they made with their friends to the class.
마지막으로, 친구와 무엇을 하기로 했는지 반 친구들에게 말해주세요.

• I decided to go to karaoke with Soyoung at 5 o’clock on Saturday.

• 소영이랑 토요일 5시에 노래방 가기로 했어요.

WRAP-UP:

Ask the following question to finish the lab((이 질문으로 랩을 마무리하세요)):

• 1. What if my appointments overlap?

• 2. How do you change your appointment?
• 3. How do I make an appointment at the hospital?
• 1. 약속이 겹치면 어떻게 해요?
• 2. 약속을 어떻게 바꿔요?
• 3. 병원 예약 어떻게 해요?

END OF ACTIVITY:

• Read Can-Do statements once more and have students evaluate their confidence.
◦ (Use thumbs up/thumbs down or download our student cards.)
• Encourage students to be honest in their self-evaluation.
• Pay attention, and try to use feedback for future labs!

NCSSFL-ACTFL Can-Do Statements:

• I can contribute to a conversation about a story by identifying who, what, when, and
where. (Novice High)

• I can confirm with my partner the time, place, and reason for a meeting. (Novice High)

• I can exchange information with a doctor’s office to prepare for an upcoming appointment.
(Intermediate low)
KOREAN LEVEL 3, ACTIVITY 9: 영화와 드라마/ MOVIES AND DRAMAS 144

Korean Level 3, Activity 9: 영화와 드라마/ Movies and

Dramas

144
145 SOYEON PARK

photo by Tima Miroshnichenko

Description:
KOREAN LEVEL 3, ACTIVITY 9: 영화와 드라마/ MOVIES AND DRAMAS 146

In this activity, students will discuss what movies and dramas they have watched. They will share their
favorite movie or drama and give a simple summary of it. Students will learn to describe the plot,
characters, and action of a story. Additionally, they will describe preferences and explain the reason
behind their preferences.

Semantic Topics:

Drama(드라마), Movie(영화), Favorite(가장 좋아하는), Plot(플롯), Summary(요약), Character(주인공), Story(이

야기)

NCSSFL-ACTFL World-Readiness Standards:

• Standard 1.1: Students engage in conversations, provide and obtain information, express
feelings and emotions, and exchange opinions.

• Standard 1.2: Students understand and interpret spoken and written Korean on a variety of
topics

• Standard 1.3: Students present information, concepts, and ideas in Korean to an audience of
listeners or readers on a variety of topics

• Standard 2.1: Students demonstrate an understanding of the relationship between the

practices and perspectives of Korean culture.

Idaho State World Language Standards:

• COMM 1.1: Interact and negotiate meaning (spoken, signed, written conversation) to share
information, reactions, feelings, and opinions.

• COMM 2.1: Understand, interpret, and analyze what is heard, read, or viewed on a variety of
topics.

• COMM 3.1: Present information, concepts, and ideas to inform, explain, persuade, and narrate
147 SOYEON PARK

on a variety of topics using appropriate media in the target language.

• CLTR 1.1: Analyze the cultural practices/patterns of behavior accepted as the societal norm in
the target culture.

NCSSFL-ACTFL Can-Do Statements:

• I can identify likes and dislikes.

• I can briefly summarize or retell a story.

• I can give a presentation recommending something I like, such as a movie, television show,
famous athlete, celebrity, or historical figure.

• I can compare television show preferences with a peer in the target culture.

Materials Needed:

• Question Cards

• Google Slides

WARM-UP:

1. Begin by introducing the Can-Dos for today’s activity and opening the Google slideshow.
오늘의 학습목표를 소개하고 구글슬라이드를 여세요.

• Today, I will introduce my favorite movie or drama. And I will recommend the movie to other friends.
• 오늘은 자기가 좋아하는 영화나 드라마를 소개해볼 거예요. 그리고 그 영화를 다른 친구에게 추천해 볼 거예요.

2. The students will share which movies they watched recently.

최근에 무슨 영화를 봤는지 이야기해 봅시다.

• What movie did you see recently?

• 최근에 본 영화가 뭔가요?

3. Discuss what kind of manners students have to keep in mind when watching a movie in a movie theater.
영화관에서 영화를 볼 때 어떤 예의를 지켜야 할 지 이야기해 봅시다.
KOREAN LEVEL 3, ACTIVITY 9: 영화와 드라마/ MOVIES AND DRAMAS 148

MAIN ACTIVITY:

1. Place the questions cards faced down on the table.

질문 카드를 테이블 위에 엎어놓으세요.

2. Each student will pick a card, and the students will read and answer the question. The other students in the lab
will also answer the question.
각 학생들은 카드를 하나씩 뽑아서 질문을 읽고 대답하세요. 다른 학생들 또한 질문에 대답하세요.

• “Where do you watch movies often?”

• “I usually go to the movies and watch movies.”
• 영화를 주로 어디서 자주 봐요?
• 저는 주로 영화관에 가서 영화를 봐요.

3. We will repeat this so every student had a chance to pick a question.

모든 학생들이 질문 카드를 뽑을 수 있도록 반복하세요.

4. When all students have finished sharing, then we will discuss similarities and differences of their preferences.
질문이 모두 끝나면 각자 취향의 공통점과 차이점을 이야기해 봅시다.

• “Is your movie taste the same as your friend or is it different?”

• 친구와 영화 취향이 같은가요 ,아니면 다른가요?

5. Discuss similarities and differences between a Korean movie and an American movie.
한국 영화와 미국 영화의 공통점과 차이점을 이야기해 봅시다.

• “What is the difference between Korean and American movies?”

• 한국 영화와 미국 영화는 어떤 점이 다른가요?

WRAP-UP:

Ask the following questions to finish the lab((이 질문으로 랩을 마무리하세요)):

• 1. Do you have a movie or drama you want to see?

• 2. Do you have a favorite movie character?
• 1. 보고싶은 영화나 드라마가 있나요?
• 2. 가장 좋아하는 영화 캐릭터가 있나요?

END OF ACTIVITY:

• Read Can-Do statements once more and have students evaluate their confidence.
◦ (Use thumbs up/thumbs down or download our student cards.)
• Encourage students to be honest in their self-evaluation.
• Pay attention, and try to use feedback for future labs!
149 SOYEON PARK

NCSSFL-ACTFL Can-Do Statements:

• I can identify likes and dislikes.

• I can briefly summarize or retell a story.

• I can give a presentation recommending something I like, such as a movie, television show,
famous athlete, celebrity, or historical figure.

• I can compare television show preferences with a peer in the target culture.
KOREAN LEVEL 3, ACTIVITY 10: 여기 앉아도 돼요?/ CAN I SIT HERE? 150

Korean Level 3, Activity 10: 여기 앉아도 돼요?/ Can I Sit

Here?

150
151 SOYEON PARK

photo by SHVETS production

Description:
KOREAN LEVEL 3, ACTIVITY 10: 여기 앉아도 돼요?/ CAN I SIT HERE? 152

Students will practice asking permission and making requests. With this activity, students will be able to
identify some cultural etiquettes and values in South Korea. Students will also discuss different etiquettes
from different cultures.

Semantic Topics:

Permission(허락), Requests(부탁), Etiquette(예절), Rules(규칙)

NCSSFL-ACTFL World Readiness Standards:

• Standard 1.1 Students engage in conversations, provide and obtain information, express
feelings and emotions, and exchange opinions.

• Standard 1.2 Students understand and interpret written and spoken Korean on a variety of
topics.

• Standard: 2.1 Students demonstrate an understanding of the relationship between the

practices and perspectives of Korean culture.

Idaho State World Language Standards:

• COMM 1.1: Interact and negotiate meaning (spoken, signed, written conversation) to share
information, reactions, feelings, and opinions.

• COMM 2.1: Understand, interpret, and analyze what is heard, read, or viewed on a variety of
topics.

• CLTR 1.2: Explain the relationship between cultural practices/behaviors and the perspectives
that represent the target culture’s view of the world.

• CLTR 1.3: Function appropriately in diverse contexts within the target culture.

NCSSFL-ACTFL Can-Do Statements:

153 SOYEON PARK

• I can exchange messages with my host family to learn about each other’s daily routines, chores,
and house rules.

• I can exchange messages with my teacher to request an extension due to an unforeseen

personal matter.

Materials Needed:

• Google Slideshow

WARM-UP:

1. First ask the students. 먼저 학생들에게 질문하세요.

• Do you have rules with your roommate or family?

• 룸메이트나 가족들과 지켜야 될 규칙이 있나요?

Examples((예시)):

• We clean together every Sunday.매주 일요일마다 청소를 같이 해요.

• Everyone does the dishes. 설거지는 각자 해요.
• No loud noises after 10 o’clock. 10시 이후에는 시끄러운 소리를 내지 않아요.

MAIN ACTIVITY:

1. Open up the Google Slideshow.

구글슬라이드를 여세요.

2. Students will review phrases used to ask for permission.

허락받기 위해 요청하는 말을 복습합시다.

• _______ can I do that?

• _______해도 돼요?

3. Have each student formulate a question based on the picture presented on Google Slideshow.
학생들이 구글슬라이드의 그림을 바탕으로 질문을 만들도록 하세요.

• Can I go to the bathroom? 화장실 가도 돼요?

KOREAN LEVEL 3, ACTIVITY 10: 여기 앉아도 돼요?/ CAN I SIT HERE? 154

4. In response, other students will either accept or reject the request. They will explain why they accepted or
rejected.
이에 대해 다른 학생들은 요청을 들어주거나 거절할 것입니다. 그 이유를 설명하도록 하세요.

• Yes, I have time, so you can go to the bathroom.네, 시간이 있으니까 화장실 가셔도 돼요.
• No, we don’t have enough time, so you can go to the bathroom later. 아니요, 시간이 별로 없어서 나중에
가실 수 있어요.

5. Do steps 3-4 yourself to show the students what they will be doing.
스텝3와 스텝4를 어떻게 하는지 학생들에게 보여주세요.

6. Once students have worked through each slide, they will discuss Korean etiquettes and etiquettes from their
own culture.
이 과정을 모두 마치면, 한국의 예절과 자기 나라의 예절에 대해 이야기해 봅시다.

WRAP-UP:

Come back together as a group and ask the students the following question.
그룹으로 돌아와서 학생들에게 이 질문을 하세요.

• What behaviors are allowed in the United States but not in Korea?
• 한국에서 조심해야 될 행동이 뭐가 있을까요?

END OF ACTIVITY:

• Read Can-Do statements once more and have students evaluate their confidence.
◦ (Use thumbs up/thumbs down or have them rate 1-5 on how they feel after the activity.)

NCSSFL-ACTFL Can-Do Statements:

• I can exchange messages with my host family to learn about each other’s daily routines, chores,
and house rules.

• I can exchange messages with my teacher to request an extension due to an unforeseen

personal matter.
155 SOYEON PARK

Korean Level 3, Activity 11: 같이 공부할래요?/ Would you

Like to Study Together?

photo by Tirachard Kumtanom

Description:

In this activity, students will be either asking for a favor or making suggestions. They will practice

155
KOREAN LEVEL 3, ACTIVITY 11: 같이 공부할래요?/ WOULD YOU LIKE TO STUDY TOGETHER? 156

answering questions as well. Students will learn how to use connector phrases appropriately through a
matching activity.

Semantic Topics:

Could you(~해주실래요?), Would you(~해줄래요?), Together(함께), Today(오늘), Tomorrow(내일), Able to(할

수 있다), Because(왜냐하면)

AATSP Standards for Learning Korean:

• Students describe and discuss with peers their personal and academic lives, such as making
friends with people of different backgrounds, going to college, and choosing majors.

• Students recognize the similarities and differences in word orders between Korean and their
own language.

• Students recognize clause connectors in Korean and compare their meanings and usages to
English clause connectors.

NCSSFL-ACTFL World-Readiness Standards:

• Standard: 1.1 Students engage in conversations, provide and obtain information, express
feelings and emotions, and exchange opinions.

• Standard: 1.2 Students understand and interpret written and spoken Korean on a variety of
topics.

• Standard: 2.1 Students demonstrate an understanding of the relationship between the

practices and perspectives of Korean culture.

Idaho State World Language Standards:

• COMM 1: Interact with others in the target language and gain meaning from interactions in the
157 SOYEON PARK

target language.

• COMM 1.1: Interact and negotiate meaning (spoken, signed, written conversation) to share
information, reactions, feelings, and opinions

• COMM 2.1: Understand, interpret, and analyze what is heard, read, or viewed on a variety of
topics.

• COMP 1: Investigate, explain, and reflect on the nature of language through comparisons of the
language studied and their own.

NCSSFL-ACTFL Can-Do Statements:

• I can give a reason why I can not go hiking this weekend.

• I can ask other people whether they would like to play soccer with me.

• In my own and other cultures, I can compare practices related to everyday life and personal
interests or studies.

Materials Needed:

• Google Slides

• Matching Cards

• matching card (corrected)

WARM-UP:

1. Review these expressions. 이 표현을 복습합시다.

• “Well I feel this way or wow I am surprised by that” “나는 이렇게 느꼈다. 그것에 놀랐다.”
• “~~~ 은데요”
• “~~~ 는데요”

Examples((예시)):

• Wow, pretty.예쁜데요
• Well, I am sick.아픈데요
• Wow, difficult.어려운데요
KOREAN LEVEL 3, ACTIVITY 11: 같이 공부할래요?/ WOULD YOU LIKE TO STUDY TOGETHER? 158

MAIN ACTIVITY

1. Print the matching cards, and place them faced down on a table.
매칭카드를 인쇄하여 테이블 위에 엎어놓으세요.

2. Explain the rules of a matching game. Students will try to match two cards. They will determine if the card they
picked matches with another card they picked.
매칭게임의 규칙을 설명하세요. 학생들은 두 개의 카드를 맞춰야 합니다. 학생들은 선택한 카드와 다른 카드가 일치하는
지 결정합니다.

3. If a student picked cards that match, he will formulate an appropriate response based on the question.
학생들이 일치하는 카드를 고르면, 질문을 바탕으로 적절한 대답을 합니다.
The answer should be in “~ ~은데요” or “~ ~는데요” form.
대답은 “~은데요” 또는 “~는데요” 형식이어야 합니다.

• Can you translate what the professor said? 교수님께서 뭐라고 하셨는지 통역해줄래요?
• Well, I can’t speak English. 저 영어 못하는데요.

4. Students will repeat the process until all cards have been matched.
학생들은 모든 카드가 일치할 때까지 이 과정을 반복합니다.

WRAP-UP:

Come back together as a group and ask the students the following question:
그룹으로 돌아와서 학생들에게 다음과 같은 질문을 하세요.

• What would you like to do with your friends in Korea?

• 한국에서 친구들과 같이 하고 싶은 것이 있나요?

END OF ACTIVITY:

• Read Can-Do statements once more and have students evaluate their confidence.
학습목표를 한 번 더 읽고 학생들이 자신감을 평가하도록 합니다. 합니다
◦ (Use thumbs up/thumbs down or have them rate 1-5 on how they feel after the activity.)
엄지손가락을 위 또는 아래로 내리거나 활동 후 기분에 대해 1-5 등급을 매깁니다. 매깁니다

NCSSFL-ACTFL Can-Do Statements:

• I can give a reason why I can not go hiking this weekend.

159 SOYEON PARK

나는 이번주 주말에 등산을 못 가는 이유를 말 할 수 있다.

• I can ask other people whether they would like to play soccer with me.
나는 다른 사람들에게 나랑 같이 축구하고 싶은지 물어볼 수 있다.

• In my own and other cultures, I can compare practices related to everyday life and personal
interests or studies.
나의 문화와 다른 문화에서, 일상생활과 개인적인 관심사, 또는 공부와 관련된 것을 비교할 수 있다.
KOREAN LEVEL 3, ACTIVITY 12: 쇼핑하러 가요!/ LET'S GO SHOPPING! 160

Korean Level 3, Activity 12: 쇼핑하러 가요!/ Let's Go

Shopping!

photo by Ron Lach

160
161 SOYEON PARK

Description:

In this activity, students will learn how to shop in Korea. Students will discuss the phrases used for
shopping, and they will practice using the phrases by pretending to be a customer and a salesperson. They
will also compare and contrast popular products from Korea and from their own culture.

Semantic Topics:

Buy(사다), Money(돈), Clothes(옷), Size(사이즈), Shopping(쇼핑), Grocery(식료품), Pay(지불하다), Colors(색깔)

AATSP Standards for Learning Korean:

• Students use Korean to ask for goods, services, or information on personal interests through
oral communication, writing, or the internet.

• Students demonstrate an understanding of nuances in various expressions of refusal, apology,

and gratitude in both formal and informal settings.

• Students identify tangible products of Korean culture (e,g., toys, clothing, household items,
food).

Idaho Content Standards for World Languages:

• COMM 1.1 – Interact and negotiate meaning (spoken, signed, written conversation) to share
information, reactions, feelings, and opinions

• COMM 2.1 – Understand, interpret, and analyze what is heard, read, or viewed on a variety of
topics.

• CLTR 1.1 – Analyze the cultural practices/patterns of behavior accepted as the societal norm in
the target culture.

• CLTR 1.3 – Function appropriately in diverse contexts within the target culture.

• CLTR 2.2 – Describe the connections of products from the target culture with the practices and
KOREAN LEVEL 3, ACTIVITY 12: 쇼핑하러 가요!/ LET'S GO SHOPPING! 162

perspectives of the culture.

NCSSFL-ACTFL Can-Do Statements:

• I can ask and respond to simple questions about popular products.

• I can pay for products I am trying to buy.

• I can use rehearsed behaviors when shopping in a familiar type of store.

Materials Needed:

• Product Cards 1

• Product Cards 2

• Shopping List

• Google Slides

WARM-UP:

1. Begin by introducing the Can-Dos for today’s activity

오늘의 학습목표를 소개하는 것으로 수업을 시작하세요.

2. Students will discuss phrases that are used to buy products in Korea.
한국에서 물건을 살 때 할 수 있는 말에 대해 이야기해 봅시다.
Examples((예시)):

• 1. How much is this?

• 1. 이거 얼마예요?
• 2. Is there a different size?
• 2. 사이즈 다른 거 있나요?
• 3. Could you give me a discount?
• 3. 깎아 주실 수 있어요?

MAIN ACTIVITY:

1. Half of the students will be customers and the other half will be sellers.
학생들의 반은 손님이 되고 나머지 반은 판매자가 됩니다.
163 SOYEON PARK

• What products are popular in Korea?

• 한국에서 인기가 많은 물건은 뭔가요?

2. The customer will receive a shopping list.

손님은 쇼핑 리스트를 받습니다.

3. They will go to the appropriate seller and ask whether the seller has the item they are looking for.
손님은 적절한 판매자에게 가서 판매자가 자신이 찾는 물건을 가지고 있는지 물어봅니다.

• Do you sell socks?

• 양말 팔아요?

4. The seller will answer whether they have the product or not.
판매자는 자신이 그 물건을 갖고있는지 아닌지 대답합니다.

5. If the seller does have the item, the customer will ask how much the item is.
판매자가 물건을 가지고 있다면, 손님은 물건의 가격을 물어봅니다.

• How much are the socks? Could you give me a discount?

• 양말 얼마예요? 가격 깎아 주실 수 있어요?

6. The seller will tell the customer the price and the customer will decide whether they still want the item after
looking at the product and finding out the price.
판매자는 손님에게 가격을 말해주고 손님은 가격을 알아본 후 살지 안살지 결정합니다.

7. Students will repeat steps 5-6 until they bought or sold all of their products.
학생들은 모든 제품을 사고 팔 때까지 스텝5와 스텝6를 반복합니다.

WRAP-UP:

Discuss the following question to finish the lab((이 질문으로 랩을 마무리하세요)):

• What do you want to buy when you go to Korea?

• 한국에 가면 무엇을 사고 싶어요?

END OF ACTIVITY:

• Read Can-Do statements once more and have students evaluate their confidence.
◦ (Use thumbs up/thumbs down or download our student cards.)
• Encourage students to be honest in their self-evaluation.
• Pay attention, and try to use feedback for future labs
KOREAN LEVEL 3, ACTIVITY 12: 쇼핑하러 가요!/ LET'S GO SHOPPING! 164

NCSSFL-ACTFL Can-Do Statements:

• I can ask and respond to simple questions about popular products.

• I can pay for products I am trying to buy.

• I can use rehearsed behaviors when shopping in a familiar type of store.

165 SOYEON PARK

Korean Level 3, Activity 13: 무엇을 먹고싶어요?/ What

Would you Like to Eat?

photo by SenuScape

Description:

Students will discuss their food preferences and choose a restaurant and a menu based on their

165
KOREAN LEVEL 3, ACTIVITY 13: 무엇을 먹고싶어요?/ WHAT WOULD YOU LIKE TO EAT? 166

preferences. They will learn how to make a Korean dish and which ingredients are needed. They will be
able to explain it to the classmates at the end.

Semantic Topics:

Dish(접시), Food(음식), Menu(메뉴), Preferences(선호), Recipe(요리법), Restaurant(식당)

World-Readiness Standards:

• Students express their likes and dislikes regarding various objects, topics, people, and events in
their daily environment.

• Students understand and demonstrate culturally appropriate Korean table manners (e.g.,
appropriately using spoons and chopsticks, waiting until elders begin eating).

• Students compare and contrast the uses and functions of public facilities and services in
Korea with their own culture (e.g., public transportation, market, hospitals, postal and delivery
services).

Idaho Content Standards for World Languages:

• COMM 1: Interact with others in the target language and gain meaning from interactions in the
target language.

• CLTR 1.1 Analyze the cultural practices/patterns of behavior accepted as the societal norm in
the target culture.

• COMP 1: Investigate, explain, and reflect on the nature of language through comparisons of the
language studied.

NCSSFL-ACTFL Can-Do Statements:

• I can state multi-step instructions for completing a process, such as preparing a recipe.
167 SOYEON PARK

• I can work with a partner to determine what to order at a restaurant.

• I can interact with others to ask for restaurant recommendations.

Materials Needed:

• Question and Answer cards

• Google Slides

WARM-UP:

Begin by introducing the Can-Dos for today’s activity.

오늘의 학습목표를 소개하는 것으로 수업을 시작하세요.

First, ask the students. 먼저 학생들에게 질문하세요.

• How do I order food in Korea?

• 한국에서는 음식 주문을 어떻게 하나요?
• How do I order food in the United States?
• 미국에서는 음식 주문을 어떻게 하나요?

MAIN ACTIVITY:

1. Half of the students will receive question cards, and the other half will receive the answer and recipe cards.
학생들의 반은 질문 카드를 받고, 나머지 반은 요리법 카드를 받고 대답합니다.

2. The student with a question card will ask questions on the cards to their partner.
질문 카드를 받은 학생은 짝에게 카드에 있는 질문을 합니다.

• What ingredients do you need to make bulgogi?

• 불고기를 만들기 위해 어떤 재료가 필요합니까?

3. Students who have cards with recipes and ingredients will explain how to make certain Korean dishes to their
partners.
요리법과 재료가 써진 카드를 가진 학생은 한국 요리를 어떻게 만드는지 짝에게 설명합니다.

• To make bulgogi, you need beef, soy sauce, salt, onions, and so on.
KOREAN LEVEL 3, ACTIVITY 13: 무엇을 먹고싶어요?/ WHAT WOULD YOU LIKE TO EAT? 168

• 불고기를 만들기 위해서는 소고기, 간장, 소금, 양파 등이 필요해요.

• To make bulgogi, mix the beef first with seasoning and fry with vegetables.
• 불고기를 만들려면 먼저 소고기를 양념에 버무린 후 야채와 함께 볶아주세요.

4. Switch the cards and partners. After switching, students will have the questions if they had recipes and
ingredients before, and students who had recipes and ingredients will have the question cards.
카드와 파트너를 바꾸세요. 이전에 요리법과 재료를 가지고 있던 학생들은 질문 카드를 받습니다.

5. Repeat steps.
이 과정을 반복하세요.

WRAP-UP:

Ask the following question to finish the grant:

• What Korean dish do you want to make? Have you tried making a Korean dish before?
• 어떤 한국 요리를 만들고 싶습니까? 전에 한국 요리를 만들어 본 적이 있습니까?

END OF ACTIVITY:

• Read Can-Do statements once more and have students evaluate their confidence.
◦ (Use thumbs up/thumbs down or download our student cards.)
• Encourage students to be honest in their self-evaluation.
• Pay attention, and try to use feedback for future labs

NCSSFL-ACTFL Can-Do Statements:

• I can state multi-step instructions for completing a process, such as preparing a recipe.

• I can work with a partner to determine what to order at a restaurant.

• I can interact with others to ask for restaurant recommendations.

169 SOYEON PARK

Korean Level 3, Activity 14: 은지는 노래 듣는 걸 좋아한다

고 했어요./ Eunji Told Me That She Likes Listening to
Music

169
KOREAN LEVEL 3, ACTIVITY 14: 은지는 노래 듣는 걸 좋아한다고 했어요./ EUNJI TOLD ME THAT SHE LIKES
170
LISTENING TO MUSIC

photo by Dziubi Steenbergen

Description:

Students will learn how to quote what someone else said. They will be able to explain their conversation
with a friend to another person.

Semantic Topics:

Conversation(대화), Informal(격식 없는), Friend(친구), Casual(일상적인)

NCSSFL-ACTFL World-Readiness Standards:

• Students engage in conversations, provide and obtain information, express feelings and
emotions, and exchange opinions.

• Students use a variety of Korean language resources to gather information related to their
career of interest (e.g., medicine, law, journalism, education, engineering, entertainment).

• Students demonstrate an awareness of the use of age-appropriate speech styles of the Korean
language.

Idaho State World Language Standards:

• COMM 2: Discover meaning from what is heard, read, or viewed on a variety of topics in the
target language.

• CLTR 1.1Analyze the cultural practices/patterns of behavior accepted as the societal norm in the
target culture.

• COMP 2.2 Compare and contrast appropriate gestures and oral expressions in the target culture
with the learner’s culture.

NCSSFL-ACTFL Can-Do Statements:

171 SOYEON PARK

• I can exchange information about the types of music and movies people prefer.

• I can talk about an experience related to my hobbies or activities

• In my own and other cultures, I can compare how attitudes toward informality and formality
in relationships affect behavior and language. (We will be conducting this lab in informal
language.)

Materials Needed:

• Google Slides

• Question Card

WARM-UP:

Begin by introducing the Can-Dos for today’s activity.

오늘의 학습목표를 소개하는 것으로 수업을 시작하세요.

1. Review how to quote someone in Korean.

한국어로 어떻게 인용하는지 복습해 봅시다.

• ~는다고 하다
• ~았/었다고 하다
• ~을 거라고 하다

MAIN ACTIVITY:

1. Open up Google Slides. Distribute the Question Cards to students.

구글슬라이드를 여세요. 질문 카드를 학생들에게 나눠주세요.

2. Students will converse with their partners using the Question Cards.
질문카드를 이용하여 짝과 대화하세요.

• Do you go to the library often?

• No, I go to coffee shops often instead of going to the library.
• 도서관에 자주 가?
• 아니, 도서관 안 가고 카페에 자주 가.
KOREAN LEVEL 3, ACTIVITY 14: 은지는 노래 듣는 걸 좋아한다고 했어요./ EUNJI TOLD ME THAT SHE LIKES
172
LISTENING TO MUSIC

3. When they finish conversing, switch partners.

대화가 끝나면 파트너를 바꾸세요.

4. With new partners, students will ask their partners what their previous partners talked about.
새 파트너에게 전 파트너가 뭐라고 했는지 물어보세요.

• Where does Eunji study?

• She told me that she studies at coffee shops.
• 은지는 어디서 공부한다고 했어?
• 은지는 카페에서 공부한다고 했어.

WRAP-UP:

Ask the following question to finish the lab((이 질문으로 랩을 마무리하세요)):

• What do you want to know more about your classmates? Ask them!
• 반 친구에게 궁금한 게 있나요? 물어보세요!

END OF ACTIVITY:

• Read Can-Do statements once more and have students evaluate their confidence.
◦ (Use thumbs up/thumbs down or download our student cards.)
• Encourage students to be honest in their self-evaluation.
• Pay attention, and try to use feedback for future labs

NCSSFL-ACTFL Can-Do Statements:

• I can exchange information about the types of music and movies people prefer.

• I can talk about an experience related to my hobbies or activities

• In my own and other cultures, I can compare how attitudes toward informality and formality
in relationships affect behavior and language. (We will be conducting this lab in informal
language.)
173 SOYEON PARK

KOREAN LEVEL 4

173
KOREAN LEVEL 4, ACTIVITY 1: 앤디씨 옆에 있는 사람을 아십니까?/ DO YOU KNOW A PERSON NEXT TO ANDY? 174

Korean Level 4, Activity 1: 앤디씨 옆에 있는 사람을 아십

니까?/ Do you Know a Person Next to Andy?

photo by Wendy Wei

Description:

Students will discuss popular artists and celebrities in Korea. They will pick one celebrity and introduce

174
175 SOYEON PARK

him or her to their classmates. Students will also learn descriptive words and how to describe the outfit
the celebrity is wearing.

Semantic Topics:

Famous(유명한), Celebrity(유명인사), Outfit(옷차림), Occupation(직업), Introduce(소개), Profile(프로필)

World-Readiness Standards:

• Standard 1.1: Students engage in conversations, provide and obtain information, express
feelings and emotions, and exchange opinions.

• Standard 1.2: Students understand and interpret spoken and written Korean on a variety of
topics

• Standard 1.3 Students present information, concepts, and ideas in Korean to an audience of
listeners or readers on a variety of topics.

• Standard 2.1 Students demonstrate an understanding of the relationship between the practices
and perspectives of Korean cultures.

• Standard 4.2: Students demonstrate understanding of the concept of culture through

comparisons of Korean culture and their own.

Idaho Content Standards for World Languages:

• COMM 1.1: Interact and negotiate meaning (spoken, signed, written conversation) to share
information, reactions, feelings, and opinions.

• COMM 2.1:Understand, interpret, and analyze what is heard, read, or viewed on a variety of
topics.

• COMM 3.1: Present information, concepts, and ideas to inform, explain, persuade, and narrate
on a variety of topics using appropriate media in the target language.
KOREAN LEVEL 4, ACTIVITY 1: 앤디씨 옆에 있는 사람을 아십니까?/ DO YOU KNOW A PERSON NEXT TO ANDY? 176

• CLTR 2.1: Analyze the significance of a product (art, music, literature, etc…) in a target culture.

• CLTR 2.3: Justify the underlying beliefs or values of the target culture that resulted in the
creation of the product.

• CONN 2.2: Analyze the content and cultural perspectives of authentic materials prepared in the
target language by or for native speakers

NCSSFL-ACTFL Can-Do Statements:

• I can introduce myself, and I can also introduce other students.

• I can understand a conversation between two friends discussing last weekend‘s activities.

• I can talk about a simple profile of a famous athlete, celebrity, or historical figure.

• I can introduce other people in an appropriate and polite way.

Materials Needed:

• Google Slides

• Introduction Cards

WARM-UP:

Begin by introducing the Can-Dos for today’s activity.

오늘의 학습목표를 소개하는 것으로 수업을 시작하세요.

1. Discuss this question.

이 질문에 대답해 봅시다.

• What did you do over the winter break?

• 겨울방학 때 뭐 했어요?

2. Ask the students to do a simple introduction of themselves. (age, major, hobbies, etc…)
학생들이 간단한 자기소개를 하도록 하세요. (나이, 전공, 취미 등)

MAIN ACTIVITY:

1. Open up the Google Slides. Discuss the celebrities that are shown on the Google Slides.
구글슬라이드를 여세요. 슬라이드에 나오는 유명인들에 대해 이야기해 봅시다.
177 SOYEON PARK

2. Students will pick a celebrity they are interested in and conduct simple research.
자신이 좋아하는 유명인을 선택하여 간단하게 조사해 봅시다.
3. They will be given about 5 minutes to find simple facts about their celebrity. They will use the name card
as their research guide.
선택한 유명인에 대해 5분 동안 조사하세요. 조사할 때 이름 카드를 이용하세요.
4. After students are finished with research, they will introduce the celebrity to the whole class.
조사가 끝나면 반 친구들에게 그 유명인을 소개하세요.

• Sungjin is part of a group called Day6.

• 성진이는 데이식스라는 그룹에 속해 있어요.
• Their most famous song is “You Were Beautiful”.
• 가장 유명한 노래는 “예뻤어”예요.

5. They will also present one picture and describe the outfit the celebrity is wearing.
또한 그 유명인이 입고 있는 옷을 설명하세요.

• He is wearing a blue button-up shirt with black slacks.

• 이 사진에서 그는 파란색 남방과 검은색 정장 바지를 입고 있어요.

WRAP-UP:

Ask the following question to finish the lab((이 질문으로 랩을 마무리하세요)):

• Who is your favorite Korean celebrity? Why?

• 여러분이 가장 좋아하는 한국 연예인은 누구인가요? 어떤 이유 때문에 좋아하나요?

END OF ACTIVITY:

• Read Can-Do statements once more and have students evaluate their confidence.
◦ (Use thumbs up/thumbs down or download our student cards.)
• Encourage students to be honest in their self-evaluation.
• Pay attention, and try to use feedback for future labs

NCSSFL-ACTFL Can-Do Statements:

• I can introduce myself, and I can also introduce other students.

• I can understand a conversation between two friends discussing last weekend‘s activities.

• I can talk about a simple profile of a famous athlete, celebrity, or historical figure.
KOREAN LEVEL 4, ACTIVITY 1: 앤디씨 옆에 있는 사람을 아십니까?/ DO YOU KNOW A PERSON NEXT TO ANDY? 178

• I can introduce other people in an appropriate and polite way.

179 SOYEON PARK

Korean Level 4 Activity 2: 누가 노란색 코트를 입었어요?/

Who is Wearing a Yellow Coat?

179
KOREAN LEVEL 4 ACTIVITY 2: 누가 노란색 코트를 입었어요?/ WHO IS WEARING A YELLOW COAT? 180

photo by Mikhail Nilov

181 SOYEON PARK

Description:

Students will learn how to describe clothing using color and descriptive vocabulary. They will also learn
about various types of accessories and items.

Semantic Topics:

clothing(옷), shoes(신발), color(색깔), introductions(소개), guessing(추측), descriptions(묘사)

NCSSFL-ACTFL World-Readiness Standards:

• Standard 1.1: Students engage in conversations, provide and obtain information, express
feelings and emotions, and exchange opinions.

• Standard 1.2: Students understand and interpret written and spoken Korean on a variety of
topics.

• Standard 2.2: Students demonstrate an understanding of the relationship between the products
and perspectives of Korean culture.

• Standard 4.1 Students demonstrate an understanding of the nature of language through

comparisons of the Korean language and their own.

Idaho Content Standards for World Languages:

• COMM 1.1 Interact and negotiate meaning (spoken, signed, written conversation) to share
information, reactions, feelings, and opinions.

• COMM 2.1 Understand, interpret, and analyze what is heard, read, or viewed on a variety of
topics.

• COMP 2.1 Identify, describe and compare/contrast products and their use in the target culture
with the learner’s culture.

NCSSFL-ACTFL Can-Do Statements:

KOREAN LEVEL 4 ACTIVITY 2: 누가 노란색 코트를 입었어요?/ WHO IS WEARING A YELLOW COAT? 182

• I can recognize spoken clothing vocabulary.

• I can formulate questions using clothing vocabulary.

• I can introduce another person in an appropriate and polite way.

Materials Needed:

• Google Slides

• Guess Who Cards

WARM-UP:

Begin by introducing the Can-Dos for today’s activity.

오늘의 학습목표를 소개하는 것으로 수업을 시작하세요.

1. Hand out Guess Who Cards to each student.

학생들에게 “Guess Who”카드를 나눠주세요.

2. The lab instructor will ask for a person with a specific clothing item.
랩 조교는 학생들에게 특정 복장을 한 사람에 대해 질문하세요.

• “Who is wearing the yellow shoes?”

• “노란색 구두를 신은 사람은 누구예요?”

3. The students will look at their cards and see if they have the person with the asked clothing item.
학생들은 질문을 듣고 자신이 그 복장을 한 사람의 카드를 가지고 있는지 살펴보세요.

MAIN ACTIVITY:

1. Lay out all the Guess Who Cards on the table and discuss the outfits as a group.
“Guess Who”카드를 테이블 위에 나열하고, 그룹을 지어 복장에 대해 이야기하세요.

2. Place the Guess Who Cards faced down on the table.

“Guess Who”카드를 테이블 위에 엎어놓으세요.

3. A student will choose a card and not share it with his or her classmates.
한 명의 학생이 카드를 선택하고 다른 학생들에게는 카드를 보여주지 마세요.

4. The other students will take turns asking questions in the “20 Questions” style to figure out which card was
183 SOYEON PARK

chosen.
다른 학생들은 선택된 카드의 복장을 맞추기 위해 스무고개 질문을 하세요.

5. They should ask questions related to the outfit that the person on the card is wearing.
카드의 인물이 입고 있는 복장에 관한 질문을 해야 합니다.

• Is the person wearing a red dress?

• 빨간색 원피스를 입었어요?
• Is the person wearing a purple scarf?
• 보라색 목도리를 하고 있나요?
• Is the person wearing black suits?
• 검은색 정장을 입었나요?

WRAP-UP:

Ask the following question to finish the lab((이 질문으로 랩을 마무리하세요)):

• What are you wearing right now?

• 지금 어떤 옷을 입고 있나요?

END OF ACTIVITY:

• Read Can-Do statements once more and have students evaluate their confidence.
◦ (Use thumbs up/thumbs down or download our student cards.)
• Encourage students to be honest in their self-evaluation.
• Pay attention, and try to use feedback for future labs

NCSSFL-ACTFL Can-Do Statements:

• I can recognize spoken clothing vocabulary.

• I can formulate questions using clothing vocabulary.

• I can introduce another person in an appropriate and polite way.

KOREAN LEVEL 4, ACTIVITY 3: 한국의 설날/ KOREAN NEW YEAR 184

Korean Level 4, Activity 3: 한국의 설날/ Korean New Year

photo by Anna Tarazevich

Description:

Students will learn what expressions and phrases are used when they want to make a guess. Then, they
will discuss the Korean New Year’s, including what they do, eat, and wear. Students will also compare and
contrast different New Year’s traditions among different cultures.

184
185 SOYEON PARK

Semantic Topics:

guess(추측), emotion(감정), New Year’s(새해), traditions(전통), Lunar calendar(음력), holiday(공휴일)

World-Readiness Standards:

• Standard 1.1 Students engage in conversations, provide and obtain information, express
feelings and emotions, and exchange opinions.

• Standard 1.2: Students understand and interpret written and spoken Korean on a variety of
topics.

• Standard 2.1 Students demonstrate an understanding of the relationship between the practices
and perspectives of Korean culture.

• Standard 2.2: Students demonstrate an understanding of the relationship between the products
and perspectives of Korean culture.

• Standard 4.2 Students demonstrate understanding of the concept of culture through

comparisons of Korean culture and their own.

Idaho Content Standards for World Languages:

• COMM 1.1 Interact and negotiate meaning (spoken, signed, written conversation) to share
information, reactions, feelings, and opinions.

• COMM 2.1 Understand, interpret, and analyze what is heard, read, or viewed on a variety of
topics.

• CLTR 1.1: Analyze the cultural practices/patterns of behavior accepted as the societal norm in
the target culture.

• CLTR 1.2: Explain the relationship between cultural practices/behaviors and the perspectives
that represent the target culture’s view of the world.

• COMP 2.1 Identify, describe and compare/contrast products and their use in the target culture
with the learner’s culture.

NCSSFL-ACTFL Can-Do Statements:

• I can follow a conversation that friends are having about what they are wearing for an occasion.

• I can understand why we eat certain foods or follow certain traditions for the New Year’s
KOREAN LEVEL 4, ACTIVITY 3: 한국의 설날/ KOREAN NEW YEAR 186

celebration.

• I can understand how Koreans celebrate New Years’s and compare it to my family’s tradition.

Materials Needed:

• Google Slides

• Emotion Cards

WARM-UP:

Begin by introducing the Can-Dos for today’s activity.

오늘의 학습목표를 소개하는 것으로 수업을 시작하세요.

1. Place Emotion Cards faced down on the table.

테이블 위에 감정 카드를 엎어놓으세요.

Students will pick out Emotion Card. Based on the card, students will try to act the word out.
학생들은 감정 카드를 뽑고 카드의 단어를 연기하세요.

2. Other students will try to guess what they are feeling through their actions.
다른 학생들은 그 연기를 보고 어떤 감정인지 맞추세요.

3. Through this activity, students will practice using the “~같아요” expression, which translates into “it seems like…”.
이 활동을 통해 학생들은 “it seems like”라는 뜻의 “~같아요”라는 표현을 연습할 수 있습니다.

• I think the person is happy.

• 기쁜 것 같아요.
• I think the person is sad.
• 슬픈 것 같아요.

MAIN ACTIVITY:

1. Open up Google Slides.

구글 슬라이드를 여세요.

2. Students will discuss the Korean New Year’s. During this lab, they will practice expressions used when one is
187 SOYEON PARK

unsure about information.

한국의 새해에 대해 이야기해 봅시다. 랩을 하는 동안 확신할 수 없을 때 쓰는 표현을 연습할 수 있습니다.

3. Ask students when the Korean New Year’s is and why it is different than the American New Year’s.
학생들에게 한국의 새해가 언제인지 묻고, 왜 한국의 새해는 미국의 새해와 다른지 물어보세요.

4. Students will state their guesses.

학생들은 자신의 추측을 말합니다.

5. Students will also make guesses on what people do, eat, and wear on the Korean New Year’s.
학생들은 한국의 새해에 무엇을 하고, 먹고, 입는지 추측합니다.

• I think they will wear Hanbok on New Year’s.

• 설날에는 한복을 입을 것 같아요.
• I think they will eat rice cake soup on New Year’s.
• 설날에 떡국을 먹을 것 같아요.

5. After discussing the Korean New Year’s, talk about if any other students have special events or traditions in their
family or culture on New Year’s Day.
한국의 새해에 대해 이야기한 다음, 새해에 자신의 가족이나 문화만의 특별한 행사나 전통이 있는지 이야기해 봅시다.

WRAP-UP:

Ask the following question to finish the lab((이 랩으로 질문을 마무리하세요)):

• What other holidays are there in Korea and in America?

• 미국과 한국에는 어떤 다른 공휴일이 있나요?

END OF ACTIVITY:

• Read Can-Do statements once more and have students evaluate their confidence.
◦ (Use thumbs up/thumbs down or download our student cards.)
• Encourage students to be honest in their self-evaluation.
• Pay attention, and try to use feedback for future labs

NCSSFL-ACTFL Can-Do Statements:

• I can follow a conversation that friends are having about what they are wearing for an occasion.

• I can understand why we eat certain foods or follow certain traditions for the New Year’s
celebration.
KOREAN LEVEL 4, ACTIVITY 3: 한국의 설날/ KOREAN NEW YEAR 188

• I can understand how Koreans celebrate New Years’s and compare it to my family’s tradition.
189 SOYEON PARK

Korean Level 4, Activity 4: 누가 스파이예요?/ Who is the

Spy?

photo by Pixabay

Description:

In this activity, students will learn how to make an assumption and how to support their assumptions.
They will be able to achieve this goal by participating in a Spy Game, where students will ask questions to
acquire enough information to make an educated guess.

189
KOREAN LEVEL 4, ACTIVITY 4: 누가 스파이예요?/ WHO IS THE SPY? 190

Semantic Topics:

guess(추측하다), advertise(광고하다), reason(이유), assumption(추정), facial expression(표정), support(지지

하다)

World-Readiness Standards:

• STANDARD 1.1 Students engage in conversations, provide and obtain information, express
feelings and emotions, and exchange opinions.

• STANDARD 1.3 Students present information, concepts, and ideas to an audience of listeners or
readers on a variety of topics.

• STANDARD 2.2 Students demonstrate an understanding of the relationship between the

products and perspectives of Korean culture.

Idaho Content Standards for World Languages:

• COMM 1.1 – Interact and negotiate meaning (spoken, signed, written conversation) to share
information, reactions, feelings, and opinions.

• COMM 3.1 – Present information, concepts, and ideas to inform, explain, persuade, and narrate
on a variety of topics using appropriate media in the target language.

• CLTR 1.3 – Function appropriately in diverse contexts within the target culture.

• CONN 1.1 Compare and contrast information acquired from other content areas.

NCSSFL-ACTFL Can-Do Statements:

• I can make an assumption based on the facts I know already.

• I can ask questions to check if my assumption is correct or incorrect.

• I can explain the reasoning behind my guess.

Materials Needed:

• Google Slides
191 SOYEON PARK

• Spy Game

• Whiteboard & Marker

WARM-UP:

1. Begin by introducing the Can-Dos for today’s activity.

오늘의 학습목표를 소개하는 것으로 수업을 시작하세요.

2. Students will be divided into groups of 2-3 people.

2~3명을 한 그룹으로 나누세요.

3. As a group, students will create an advertisement poster using a whiteboard and a marker.
그룹을 지어서 광고 포스터를 만드세요. 화이트보드와 마커를 이용할 수 있습니다.

4. After completing the poster, they will present it to the class.

포스터를 완성하면 반 친구들에게 발표하세요.

5. The rest of the class will try to guess what the group is trying to advertise and sell.
나머지 학생들은 그 그룹이 무엇을 광고하는지 맞춰봅시다.

• I think they are trying to sell a cell phone.

• 휴대폰을 팔려고 하는 것 같아요.
• I think they’re trying to sell a sofa.
• 소파를 팔려고 하는 것 같아요.

MAIN ACTIVITY:

1. Have students open up the Spy Game with the provided link.
학생들이 스파이 게임 링크에 접속하도록 하세요.

2. On this website, students will enter as a player, and the room code will be provided.
학생들은 플레이어로서 접속할 것이며, 게임 코드가 제공될 것입니다.

3. After entering the game, students will be given their workplace and their job position. The workplace will be the
same for all players.
게임에 접속하면 학생들에게는 장소와 역할이 주어집니다. 모든 학생들에게 똑같은 장소가 주어집니다.

4. However, there will be one or two people who are a spy, and the spy will not know where other players work at.
하지만 1~2명의 학생은 스파이가 될 수 있습니다. 스파이는 다른 플레이어들이 알고 있는 장소를 알 수 없습니다.

5. Throughout the game, players will try to guess and find who the spy is by asking questions regarding the
workplace.
게임의 플레이어들은 장소에 관한 질문을 함으로써 누가 스파이인지 맞출 수 있습니다.

• When do people go here?

KOREAN LEVEL 4, ACTIVITY 4: 누가 스파이예요?/ WHO IS THE SPY? 192

• 사람들은 여기 언제 가요?

6. When the question is asked, the player has to answer the question.
질문을 받은 플레이어는 대답을 해야 합니다.

• We go here when we are hungry.

• 배고플 때 가요.

7. Depending on the answer students give, they will be able to guess who the spy is.
그 대답으로 누가 스파이인지 추측할 수 있습니다.

• I think the spy is Jihyo.

• 스파이는 지효인 것 같아요.

8. When a student makes a guess, ask what led to that assumption.

학생이 추측을 하면 왜 그렇게 생각했는지 물어보세요.

• When we asked Jihyo when we would go here, she said that she goes to the restaurant when she is sick.
• 지효에게 언제 여기에 가냐고 질문했을 때 지효는 아플 때 식당에 간다고 했어요.

WRAP-UP:

Discuss the following question to finish the lab((이 질문으로 랩을 마무리하세요)):

• When do you have to make a guess or assumptions? In what situations?

• 언제 추측 또는 추정을 해야 하나요? 어떤 상황에서요?

END OF ACTIVITY:

• Read Can-Do statements once more and have students evaluate their confidence.
◦ (Use thumbs up/thumbs down or download our student cards.)
• Encourage students to be honest in their self-evaluation.
• Pay attention, and try to use feedback for future labs

NCSSFL-ACTFL Can-Do Statements:

• I can make an assumption based on the facts I know already.

• I can ask questions to check if my assumption is correct or incorrect.

• I can explain the reasoning behind my guess.

193 SOYEON PARK

Korean Level 4, Activity 5: 모자를 썼어요/ She is Wearing

a Hat.

193
KOREAN LEVEL 4, ACTIVITY 5: 모자를 썼어요/ SHE IS WEARING A HAT. 194

photo by Ksenia Chernaya

195 SOYEON PARK

Description:

In this activity, students will play a bingo game to review grammatical expressions they learned in the
lecture. Students will describe clothing items and colors. They will also use correct expressions to state
their guesses, such as “he seems angry.”

Semantic Topics:

wear(입다), fashion items(패션 아이템), color(색깔), assumptions(추정) (it seems like), review games(복습 게
임)

NCSSFL-ACTFL World-Readiness Standards:

• STANDARD 1.1 Students engage in conversations, provide and obtain information, express
feelings and emotions, and exchange opinions.

• STANDARD 1.2 Students understand and interpret written and spoken Korean on a variety of
topics.

• STANDARD 4.1 Students demonstrate understanding of the nature of language through

comparisons of the Korean language and their own.

Idaho State World Language Standards:

• COMM 1.1 – Interact and negotiate meaning (spoken, signed, written conversation) to share
information, reactions, feelings, and opinions.

• COMM 2.1- Understand, interpret, and analyze what is heard, read, or viewed on a variety of
topics.

• COMP 1.2 – Identify patterns and explain discrepancies the sounds and the writing system in
the target language.

• CONN 1.2 – Relate information studied in other subjects to the target language and culture.
KOREAN LEVEL 4, ACTIVITY 5: 모자를 썼어요/ SHE IS WEARING A HAT. 196

NCSSFL-ACTFL Can-Do Statements:

• I can use grammatically correct sentences to communicate my message.

• I can give a reason why I was late to work.

• I can describe different types of clothing and fashion items in various cultures.

Materials Needed:

• Google Slides

• Bingo Cards

• Dry Erase Marker & Eraser

WARM-UP:

1. Begin by introducing the Can-Dos for today’s activity.

오늘의 학습목표를 소개하는 것으로 수업을 시작하세요.
2. Review the following grammatical expressions.
아래의 문법 표현을 복습하세요.

• I wore it (clothes).입었어요
• I wore it (shoes).신었어요
• I wore it (head items-glasses, hat).썼어요
• I think ~ ~ 은/는 것 같다

3. Students will create sentences that use these grammatical expressions.

학생들이 문법 표현을 활용하여 문장을 만들도록 하세요.

• She is wearing red shoes.

• 그녀는 빨간색 신발을 신었어요.
• He seems happy.
• 그는 행복한 것 같아요.
197 SOYEON PARK

MAIN ACTIVITY:

1. Distribute the Bingo Cards and Dry Erase Marker to students.

학생들에게 빙고 카드와 마커를 나눠주세요.

2. A student will pick a spot on the bingo card, and he will formulate a sentence related to the picture using the
correct grammatical expression.
빙고 카드에서 하나의 그림을 고른 후 올바른 문법을 사용하여 그 그림을 설명하는 문장을 만드세요.

• This person is wearing yellow shoes.

• 이 사람은 노란 구두를 신었어요.

3. If the picture involves an emotion or an action, students will make an assumption on what led to that situation.
그림이 감정이나 행동과 관련됐다면, 무엇이 그 상황을 만들었는지 추측해 봅시다.

• I think this person is upset because he had an argument with his friend.
• 이 사람은 친구와 싸워서 화가 난 것 같아요.

4. A student who has a bingo will shout out bingo.

빙고인 학생은 “빙고”를 외치세요.

5. The student will have to describe five pictures in the grammatically correct form in order to win the game.
학생들은 게임에서 이기기 위해 5개의 그림을 올바른 문법으로 묘사해야 합니다.

WRAP-UP

• Where do you buy your clothes?

• 어디에서 옷을 사요?

END OF ACTIVITY:

• Read Can-Do statements once more and have students evaluate their confidence.
◦ (Use thumbs up/thumbs down or download our student cards.)
• Encourage students to be honest in their self-evaluation.
• Pay attention, and try to use feedback for future labs

NCSSFL-ACTFL Can-Do Statements:

• I can use grammatically correct sentences to communicate my message.

• I can give a reason why I was late to work.

KOREAN LEVEL 4, ACTIVITY 5: 모자를 썼어요/ SHE IS WEARING A HAT. 198

• I can describe different types of clothing and fashion items in various cultures.
199 SOYEON PARK

Korean Level 4, Activity 6: 여행 계획/ Travel Itinerary

photo by Jason Toevs

199
KOREAN LEVEL 4, ACTIVITY 6: 여행 계획/ TRAVEL ITINERARY 200

Description:

In this activity, students will discuss and make a travel itinerary with their partners. They will choose the
destination, length of stay, mode of transportation, and budgets. After creating the plan, students will
present and explain their decisions to other classmates.

Semantic Topics:

travel(여행), itinerary(여행 일정), budget(예산), ticket(티켓), plan(계획), accommodation(숙소),

transportation(교통)

World-Readiness Standards:

• Standard 1.1 Students engage in conversations, provide and obtain information, express
feelings and emotions, and exchange opinions.

• Standard 1.2 Students understand and interpret written and spoken Korean on a variety of
topics.

• Standard 3.1 Students reinforce and further their knowledge of other disciplines through the
Korean language.

Idaho Content Standards for World Languages:

• COMM 1.1 – Interact and negotiate meaning (spoken, signed, written conversation) to share
information, reactions, feelings, and opinions.

• COMM 3.1 – Present information, concepts, and ideas to inform, explain, persuade, and narrate
on a variety of topics using appropriate media in the target language.

• CLTR 1.3 – Function appropriately in diverse contexts within the target culture.

NCSSFL-ACTFL Can-Do Statements:

201 SOYEON PARK

• I can discuss what I like to do when I am traveling.

• I can explain my budget and monthly expenses.

• I can create and organize travel plans in the target language.

Materials Needed:

• Google Slides

• Travel Itinerary

• Dry Erase Marker & Eraser

WARM-UP:

1. Begin by introducing the Can-Dos for today’s activity.

오늘의 학습목표를 소개하는 것으로 수업을 시작하세요.

2. Review the grammar expression.

아래의 문법 표현을 복습하세요.

• I think it will be…

• ~을 것 같다

3. Have students create examples using this expression.

학생들이 이 표현을 사용하여 예문을 만들도록 하세요.

• Would you ride a roller coaster at Lotte World when we go to Seoul?

• 서울에 가면 롯데월드 가서 롤러코스터 탈래요?
• I think there will be a lot of people at Lotte World.
• 롯데월드에 가면 사람이 많을 것 같아요.

MAIN ACTIVITY:

1. Distribute the Travel Itinerary and Dry Erase Marker to students.

학생들에게 여행 일정표와 마커를 나눠주세요.

2. Instruct students to plan a trip with a friend.

학생들이 친구와 여행 계획을 짜도록 하세요.
KOREAN LEVEL 4, ACTIVITY 6: 여행 계획/ TRAVEL ITINERARY 202

3. They will discuss the following:

다음의 항목에 대해서 이야기해 봅시다.
a. Destination 목적지

• Would you like to go to France together?

• 프랑스에 같이 갈래요?

b. How long they are going to stay 얼마나 머물 것인가

• How long should we stay?

• 얼마동안 있을거예요?

c. How they are going to get there ex) car, train, plane
어떻게 갈 것인가 예) 차, 기차, 비행기

• 어떻게 갈 거예요?

d. What they want to do during their trip 여행 동안 무엇을 할 것인가

• What do you want to do during our trip?

• 여행 가서 뭐 하고 싶어요?

e. Their budget for the trip including flight, accommodation, and food.
비행편, 숙소, 식비를 포함한 여행 예산

• How much is needed for our trip?

• 얼마가 필요할까요?
• 4. After creating a plan, they will introduce their plan to the rest of the class.
계획을 짠 후에 반 친구들에게 계획을 소개하세요.

• Chaemin said that we should go to Paris.

• 채민이가 파리에 가자고 했어요.
• Chaeyeon said that we should see the Eiffel Tower in Paris.
• 채연이가 파리에 가서 에펠탑을 보자고 했어요.

WRAP-UP:

Discuss the following question to finish the lab((이 질문으로 랩을 마무리하세요)):

• Which country do you want to visit the most and why?

• 가장 가고 싶은 나라는 어디인가요? 왜 그 나라에 가장 가고 싶나요?

END OF ACTIVITY:

• Read Can-Do statements once more and have students evaluate their confidence.
◦ (Use thumbs up/thumbs down or download our student cards.)
203 SOYEON PARK

• Encourage students to be honest in their self-evaluation.

• Pay attention, and try to use feedback for future labs

NCSSFL-ACTFL Can-Do Statements:

• I can discuss what I like to do when I am traveling.

• I can explain my budget and monthly expenses.

• I can create and organize travel plans in the target language.

KOREAN LEVEL 4, ACTIVITY 7: 민정이가 도서관 가자고 했어요./ MINJEONG SAID WE SHOULD GO TO THE
204
LIBRARY.

Korean Level 4, Activity 7: 민정이가 도서관 가자고 했어

요./ Minjeong Said we Should go to the Library.

photo by Andrea Piacquadio

Description:

In this activity, students will discuss symbols or beliefs that either stand for good luck or bad luck. After
the discussion, students will talk with a partner, pretending as if they are talking on the phone. Through
this activity, students will learn how to make plans through a phone call.

204
205 SOYEON PARK

Semantic Topics:

conversation(대화), phone(전화기), luck(운), plan(계획), suggestion(제안)

World-Readiness Standards:

• STANDARD 1.1 Students engage in conversations, provide and obtain information, express
feelings and emotions, and exchange opinions.

• STANDARD 1.1 Students express opinions and preferences about people, events, and everyday
activities through simple contrast and comparison, on topics such as favorite celebrities, foods,
movies, and sports.

• STANDARD 2.1 Students observe and discuss Korean superstitions and their manifestation in
the lives of Korean people (e.g., eating traditional taffy on college examination day, avoiding
writing one’s name in red), with an emphasis on the meanings behind these superstitions.

Idaho Content Standards for World Languages:

• COMM 1.1 – Interact and negotiate meaning (spoken, signed, written conversation) to share
information, reactions, feelings, and opinions.

• COMM 2.1 – Understand, interpret, and analyze what is heard, read, or viewed on a variety of
topics.

• COMP 1.3 – Compare and analyze idiomatic expressions in the target language.

NCSSFL-ACTFL Can-Do Statements:

• I can exchange text messages with my friend to suggest an activity for this weekend.

• I can interact with my friends to plan an ideal date.

• I can discuss what is considered as bad luck in Korean culture and in my culture.

Materials Needed:

• Google Slides
KOREAN LEVEL 4, ACTIVITY 7: 민정이가 도서관 가자고 했어요./ MINJEONG SAID WE SHOULD GO TO THE
206
LIBRARY.

WARM-UP:

1. Begin by introducing the Can-Dos for today’s activity.

오늘의 학습목표를 소개하는 것으로 수업을 시작하세요.

2. Students will discuss their luck, whether it’s usually bad or good.
자신이 운이 있는지 없는지 이야기해 봅시다.

• I always have bad luck.

• 저는 항상 운이 안 좋아요.
• The line that I get on is always the slowest moving.
• 제가 서 있는 줄은 항상 느리게 움직여요.
• It always rains when I don’t have an umbrella.
• 제가 우산 없는 날만 비가 내려요.

3. Students will also discuss common beliefs or symbols related to luck in their culture and in Korean culture.
자신의 문화에서와 한국 문화에서의 운과 관련된 믿음이나 상징에 대해 이야기해 봅시다.

• If a black cat crosses my path, then I have a bad day.

• 검은색 고양이가 제 앞에 지나가면 운이 안 좋은 날이에요.

MAIN ACTIVITY:

1. Students will pretend like they are talking with their partner on the phone. They will ask their partners what they
are currently doing and if they have free time.
짝과 통화하는 것처럼 해보세요. 그리고 짝이 지금 무엇을 하고 있는지, 자유 시간이 있는지 물어보세요.

• What are you doing right now?

• 지금 뭐 해요?

2. They will also ask their partners where they would like to go, what they want to do, and when they want to meet.
짝에게 어디에 가고싶은지, 무엇을 하고싶은지, 어디서 만나고싶은지 물어보세요.

3. Students will organize and write a detailed plan with their partners.
짝과 함께 자세한 계획을 세우세요.

4. Students will talk about the plan to other classmates and ask if they would like to join them.
자신의 계획에 대해 다른 친구에게 이야기하고 같이 가자고 제안하세요.

• We are planning to watch a movie tomorrow. Would you like to join us?
• 우리 내일 영화 보러 갈 건데 같이 갈래요?

5. After listening to their peers’ plans, students will either accept or reject the suggestion.
친구의 계획을 들은 후에 제안을 수락하거나 거절하세요.

6. Students will provide a reason why they either accepted or rejected the invitation.
초대를 수락하거나 거절한 이유를 설명하세요.
207 SOYEON PARK

• I have a test tomorrow, so I will be unable to go to the movie theater.

• 아니요, 저는 내일 시험이 있어서 영화관에 같이 못 가요.

WRAP-UP:

Discuss the following question to finish the lab((이 질문으로 랩을 마무리하세요)):

• What do you usually do with your friend?

• 친구와 만나면 주로 뭐해요?

END OF ACTIVITY:

• Read Can-Do statements once more and have students evaluate their confidence.
◦ (Use thumbs up/thumbs down or download our student cards.)
• Encourage students to be honest in their self-evaluation.
• Pay attention, and try to use feedback for future labs

NCSSFL-ACTFL Can-Do Statements:

• I can exchange text messages with my friend to suggest an activity for this weekend.

• I can interact with my friends to plan an ideal date.

• I can discuss what is considered as bad luck in Korean culture and in my culture.
KOREAN LEVEL 4, ACTIVITY 8: 성격이 어때요?/ WHAT IS YOUR PERSONALITY LIKE? 208

Korean Level 4, Activity 8: 성격이 어때요?/ What is your

Personality Like?

208
209 SOYEON PARK

photo by Michelle Leman

KOREAN LEVEL 4, ACTIVITY 8: 성격이 어때요?/ WHAT IS YOUR PERSONALITY LIKE? 210

Description:

In this activity, students will describe their personality and their family members’ personality. They will also
learn how to compare and contrast their personality to other people’s personality.

Semantic Topics:

personality(성격), introvert(내향적인), shy(수줍은), extrovert(외향적인), outgoing(외향적인), funny(웃긴),

kind(친절한)

World-Readiness Standards:

• Standard 1.1 Students gather and compare and contrast information through a variety of
sources on topics of interest to support their opinions and perspectives.

• Standard 2.1 Students demonstrate an understanding of the relationship between the practices
and perspectives of Korean culture.

• Standard 4.2 Students demonstrate understanding of the concept of culture through

comparisons of Korean culture and their own.

Idaho Content Standards for World Languages:

• COMM 1.1 – Interact and negotiate meaning (spoken, signed, written conversation) to share
information, reactions, feelings, and opinions.

• CLTR 1.1 – Analyze the cultural practices/patterns of behavior accepted as the societal norm in
the target culture.

• COMP 2.2 – Compare and contrast appropriate gestures and oral expressions in the target
culture with the learner’s culture.

NCSSFL-ACTFL Can-Do Statements:

211 SOYEON PARK

• I can describe other people’s personalities.

• I can compare my childhood experiences and personality with my current personality.

• I can state my similarity and differences with another person.

Materials Needed:

• Google Slides

• Video: Running Man

WARM-UP:

1. Begin by introducing the Can-Dos for today’s activity.

오늘의 학습목표를 소개하는 것으로 수업을 시작하세요.

2. Discuss students’ family members and their personality.

가족들의 성격에 대해 이야기해 봅시다.

• My mom is a quiet person.

• 저희 엄마는 조용한 분이세요.

3. After talking about their family members’ personalities, students will compare and contrast with their own
personalities.
가족들의 성격에 대해 이야기한 후에 자신의 성격과 비교해 봅시다.

• My mom is quiet, but I am loud.

• 저희 엄마는 조용하신데 저는 시끄러워요.

MAIN ACTIVITY:

1. Students will begin the activity by watching a video clip from a Korean show called Running Man.
한국의 TV 프로그램인 런닝맨을 보고 활동을 시작합시다.

• Video: Running Man

2. Instruct the students to pay attention to the characters and their behaviors.
학생들이 인물의 성격에 집중하도록 하세요.
KOREAN LEVEL 4, ACTIVITY 8: 성격이 어때요?/ WHAT IS YOUR PERSONALITY LIKE? 212

3. After watching the video, students will pick one character and describe the person’s personality.
영상을 본 후에 한 인물을 선택하고 그 사람의 성격을 묘사해 봅시다.

• Kwangsoo is funny.
• 광수는 웃겨요.

4. Then, students will compare and contrast their own personalities with the person they picked.
그리고 그 사람의 성격과 자신의 성격을 비교해 봅시다.

• Kwangsoo tends to joke around, but I do not.

• 광수는 장난기가 많은데 저는 없어요.

5. Students will also discuss their personality or activities they used to do when they were younger.
또한 자신이 어렸을 때의 성격이나 어렸을 때 한 활동을 이야기해 봅시다.

• I used to swim when I was little.

• 저는 어릴 때 수영을 했어요.

6. Have students compare and contrast their childhood with their current personality and what activities they are
participating in now.
어릴 때의 자신과 지금의 자신을 비교해 보세요.

• I used to do ballet when I was a child, but I do not anymore.

• 저는 어릴 때 발레를 했지만 지금은 안 해요.

WRAP-UP:

Discuss the following question to finish the lab((이 질문으로 랩을 마무리하세요)):

• What type of person do you get along with the best? On the other hand, what type of person do you not
get along with?
• 어떤 성격을 가지고 있는 사람과 가장 잘 어울리나요? 반대로 잘 맞지 않는 사람들의 성격은 어떤가요?

END OF ACTIVITY:

• Read Can-Do statements once more and have students evaluate their confidence.
◦ (Use thumbs up/thumbs down or download our student cards.)
• Encourage students to be honest in their self-evaluation.
• Pay attention, and try to use feedback for future labs
213 SOYEON PARK

NCSSFL-ACTFL Can-Do Statements:

• I can describe other people’s personalities.

• I can compare my childhood experiences and personality with my current personality.

• I can state my similarity and differences with another person.

KOREAN LEVEL 4, ACTIVITY 9: 고민상담/ CONSULTATION 214

Korean Level 4, Activity 9: 고민상담/ Consultation

photo by cottonbro studio

Description:

In this activity, students will discuss their own concerns and ask for advice from their classmates. They will
also read a social media post that discusses someone’s worries and think about strategies that could help
the person.

214
215 SOYEON PARK

Semantic Topics:

consultation(상담), advice(조언), concern(고민), post, social media(소셜미디어), help(돕다)

World-Readiness Standards:

• STANDARD 1.1 Students engage in conversations, provide and obtain information, express
feelings and emotions, and exchange opinions.

• STANDARD 1.1 Students describe and discuss with peers their personal and academic lives,
such as making friends with people of different backgrounds, going to college, and choosing
majors.

• STANDARD 1.1 Students use multiple modes of communication, conventional or digital, such as
letters, text messaging, and social networking websites, about topics of interest with peers and
teachers.

Idaho Content Standards for World Languages:

• COMM 1.1 – Interact and negotiate meaning (spoken, signed, written conversation) to share
information, reactions, feelings, and opinions.

• COMM 3.1 – Present information, concepts, and ideas to inform, explain, persuade, and narrate
on a variety of topics using appropriate media in the target language.

• CONN 1.2 – Relate information studied in other subjects to the target language and culture.

NCSSFL-ACTFL Can-Do Statements:

• I can talk about my concerns with my friends and family.

• I can give advice to my friend after listening to their concerns.

• I can recognize issues that other individuals are dealing with on a day-to-day basis.

Materials Needed:

• Google Slides
KOREAN LEVEL 4, ACTIVITY 9: 고민상담/ CONSULTATION 216

• Social Media Postcards

WARM-UP:

1. Begin by introducing the Can-Dos for today’s activity.

오늘의 학습목표를 소개하는 것으로 수업을 시작하세요.

2. Students will discuss concerns that they have currently.

학생들은 자신이 요즘 고민하는 것에 대해 이야기합니다.

• I am concerned about my difficulty with falling asleep.

• 저는 요즘 잠을 못 자서 고민이에요.

3. Students will ask for advice from their classmates.

학생들은 반 친구들에게 조언을 구하세요.

• I suggest minimizing phone use before going to bed.

• 자기 전에 휴대폰 사용을 줄여봐요.

MAIN ACTIVITY:

1. Hand out Social Media Post Cards that discuss one’s concern to students.
학생들에게 고민이 쓰인 소셜미디어 Post Card를 나눠주세요.

2. After reading the cards, students will come up with advice for the person.
카드를 읽은 후에 그 사람에게 해 줄 조언을 생각해 보세요.

3. Students will present the concern and advice using the “~으라고 하다” phrase to the class.
고민에 대한 조언을 “~으라고 하다” 표현을 사용하여 반 친구들에게 발표하세요.

• The writer of this post is concerned about his grades. I think it will help him if he writes a study planner.
• 이 게시물을 작성한 사람은 성적이 고민이라고 했어요. 제 생각에는 이 분이 공부 계획표를 짜면 도움이 될 것 같
아요.

4. After listening, other students will suggest more advice.

조언을 들은 후에 다른 학생도 조언을 해줄 수 있습니다.

• I think it will also help him if he takes notes in class.

• 이 분이 수업 중에 필기하는 것도 도움이 될 것 같아요.

WRAP-UP:

Discuss the following question to finish the lab((이 질문으로 랩을 마무리하세요)):

• How do you usually cope with your stress?

217 SOYEON PARK

• 여러분들은 주로 어떻게 스트레스를 해소하나요?

END OF ACTIVITY:

• Read Can-Do statements once more and have students evaluate their confidence.
◦ (Use thumbs up/thumbs down or download our student cards.)
• Encourage students to be honest in their self-evaluation.
• Pay attention, and try to use feedback for future labs

NCSSFL-ACTFL Can-Do Statements:

• I can talk about my concerns with my friends and family.

• I can give advice to my friend after listening to their concerns.

• I can recognize issues that other individuals are dealing with on a day-to-day basis.
KOREAN LEVEL 4, ACTIVITY 10: 약을 먹어도 머리가 아파요./ I STILL HAVE A HEADACHE EVEN THOUGH I TOOK
218
MEDICATION.

Korean Level 4, Activity 10: 약을 먹어도 머리가 아파요./ I

Still Have a Headache Even Though I Took Medication.

photo by Karolina Grabowska

218
219 SOYEON PARK

Description:

In this activity, students will practice using grammar expressions they learned in class through a matching
game. With this activity, students will be able to explain the reason and interpret suggestions.

Semantic Topics:

health(건강), suggestion(제안), in order to(~하기 위해서), even though(그럼에도 불구하고), why(왜)

NCSSFL-ACTFL World-Readiness Standards:

• Standard 1.1 Students engage in conversations, provide and obtain information, express
feelings and emotions, and exchange opinions.

• Standard 3.1 Students reinforce and further their knowledge of other disciplines through the
Korean language.

• Standard 4.1 Students demonstrate understanding of the nature of language through

comparisons of the Korean language and their own.

Idaho World Language Standards:

• COMM 1.1 – Interact and negotiate meaning (spoken, signed, written conversation) to share
information, reactions, feelings, and opinions.

• COMM 2.1 – Understand, interpret, and analyze what is heard, read, or viewed on a variety of
topics.

• COMP 1.2 – Identify patterns and explain discrepancies the sounds and the writing system in
the target language.

NCSSFL-ACTFL Can-Do Statements:

• I can explain to someone how my health got better.

KOREAN LEVEL 4, ACTIVITY 10: 약을 먹어도 머리가 아파요./ I STILL HAVE A HEADACHE EVEN THOUGH I TOOK
220
MEDICATION.

• I can say to my friend that I don’t get tired even after walking for three hours.

• I can tell someone to drink hot tea to alleviate a sore throat.

Materials Needed:

• Google Slides

• Matching Cards

WARM-UP:

1. Begin by introducing the Can-Dos for today’s activity.

오늘의 학습목표를 소개하는 것으로 수업을 시작하세요.

2. Review the following grammar expressions.

아래의 문법 표현을 복습하세요.

• Passive Expression ~아/어지다

• Second clause is expected to occur regardless of what happens in the first clause.~
~아/어도
• Command~
~으라고 하다

MAIN ACTIVITY:

1. Print the matching cards and place them faced down on a table.
매칭 카드를 인쇄하여 테이블 위에 엎어높으세요.

2. Explain the rules of a matching game. Students will try to match two cards.
매칭 게임의 규칙을 설명하세요. 학생들은 두 카드를 맞춰야 합니다.

3. They will determine if the card they picked matches with another card they picked.
학생들은 자신이 뽑은 두 카드가 일치하는지 결정합니다.

• Why did you wear a coat?

• 왜 코트를 입었어요?
• I wore a coat because the weather is getting cold.
• 날씨가 추워져서 코트를 입었어요.
• What did the doctor say?
221 SOYEON PARK

• 의사 선생님께서 뭐라고 말씀하셨어요?

• He told me to take medications.
• 약을 먹으라고 하셨어요.

4. Students will repeat the process until all cards have been matched.
모든 카드를 맞출 때까지 이 과정을 반복하세요.

WRAP-UP:

Discuss the following question to finish the lab((이 질문으로 랩을 마무리하세요)):

• What do you do when you are sick?

• 여러분들은 아플 때 무엇을 하나요?

END OF ACTIVITY:

• Read Can-Do statements once more and have students evaluate their confidence.
◦ (Use thumbs up/thumbs down or download our student cards.)
• Encourage students to be honest in their self-evaluation.
• Pay attention, and try to use feedback for future labs

NCSSFL-ACTFL Can-Do Statements:

• I can explain to someone how my health got better.

• I can say to my friend that I don’t get tired even after walking for three hours.

• I can tell someone to drink hot tea to alleviate a sore throat.

KOREAN LEVEL 4, ACTIVITY 11: 여행사/ TRAVEL AGENCY 222

Korean Level 4, Activity 11: 여행사/ Travel Agency

photo by Torsten Dettlaff

Description:

In this activity, students will become travel agents. They will read the descriptions of the travelers and plan
the trip according to the travelers’ interests.

222
223 SOYEON PARK

Semantic Topics:

travel agents(여행사), plan(계획), itinerary(여행 일정), transportation(교통), budget(예산), trip(여행),

traveler(여행자)

NCSSFL-ACTFL World-Readiness Standards:

• Standard 1.1: Students engage in conversations, provide and obtain information, express
feelings and emotions, and exchange opinions.

• Standard 1.2: Students understand and interpret written and spoken Korean on a variety of
topics.

• Standard 1.3: Students present information, concepts, and ideas to an audience of listeners or
readers on a variety of topics.

• Standard 2.1: Students demonstrate an understanding of the relationship between the

practices and perspectives of Korean culture.

Idaho Content Standards for World Languages:

• COMM 1.1 – Interact and negotiate meaning (spoken, signed, written conversation) to share
information, reactions, feelings, and opinions.

• COMM 2.1 – Understand, interpret, and analyze what is heard, read, or viewed on a variety of
topics.

• COMM 3.1 – Present information, concepts, and ideas to inform, explain, persuade, and narrate
on a variety of topics using appropriate media in the target language.

• CLTR 1.1 – Analyze the cultural practices/patterns of behavior accepted as the societal norm in
the target culture.

• CONN 2.1 – Access authentic materials prepared in the target language by or for native
speakers.

NCSSFL-ACTFL Can-Do Statements:

• I can interpret information about different travel options in the target language

• I can advise others on options based on their interests.

• I can compare and contrast famous tourist locations in Korea and the U.S.
KOREAN LEVEL 4, ACTIVITY 11: 여행사/ TRAVEL AGENCY 224

Materials Needed:

• Google Slides

• Traveler Profiles Card

WARM-UP:

1. Begin by introducing the Can-Dos for today’s activity.

오늘의 학습목표를 소개하는 것으로 수업을 시작하세요.

2. Students discuss their traveling experiences.

자신의 여행 경험을 이야기해 봅시다.

If they are having difficulty getting started, ask them a couple of questions such as:
학생들이 이야기를 시작하는 것을 어려워 한다면 아래의 질문들을 이용하세요.

• Where did you go?

• 어디에 갔어요?
• What was your favorite part of the trip?
• 여행 중 가장 마음에 들었던 부분은 뭐예요?
• What was the best food you ate?
• 당신이 먹은 최고의 음식은 뭐였어요?

MAIN ACTIVITY:

1. Spread out the Traveler Profiles Cards on the table in front of the group.
여행자 프로필 카드를 테이블 위에 펼쳐 놓으세요.

2. Students will divide into partners.

학생들은 짝이 지어집니다.

3. Each partner will choose a traveler profile card.

각 학생은 여행자 프로필 카드 하나를 선택합니다.

4. Students will use the traveler profile card to plan a trip to Korea for their traveler.
프로필 카드를 이용하여 한국 여행 계획을 세우세요.

5. Students should keep in mind their traveler’s likes/dislikes for the trip.
계획을 세울 때 여행자가 이 여행을 좋아할지 안 좋아할지를 염두에 두어야 합니다.

6. Students should include and write down at least 3 tours in their travel plan.
여행 계획에 최소 3개의 일정을 포함해야 합니다.
225 SOYEON PARK

7. Students must include how the traveler will go to Korea, travel around Korea, and return home.
학생들은 여행자가 어떻게 한국에 갈지, 어떻게 여행할지, 어떻게 돌아올지를 계획에 포함해야 합니다.

8. Give students about 15 minutes total to complete this, or until students have felt that they have created the
“ultimate dream vacation” for their traveler (probably will take at least 10 minutes).
학생들이 계획을 완성할 수 있도록 약 15분을 주세요. 혹은 “꿈같은 여행”을 만들었다고 만족할 때까지 시간을 주세요. (최
소 10분은 주세요.)

10. One by one, students will go around the group and introduce their traveler, and then explain the trip they have
planned, including how they will get to Korea, travel in-country, and get home.
학생들은 한 명씩 그룹을 돌면서 자신이 맡은 여행자에 대해서 소개하세요. 그리고 한국행, 한국에서의 여행, 귀국행을 포
함한 여행 계획을 설명하세요.

11. Students should explain why they made the choices they did.
학생들은 왜 그런 계획을 짰는지 설명해야 합니다.

• Steve loves Korean food, so he will travel based on the restaurants.

• 스티브는 한국 음식을 좋아해서 식당 위주로 여행을 할 거예요.

WRAP-UP:

Discuss the following question to finish the lab((이 질문으로 랩을 마무리하세요)):

• What is important to you when you are traveling?

• 여러분들은 여행을 할 때 어떤 것을 중요하게 생각하나요?

END OF ACTIVITY:

• Read Can-Do statements once more and have students evaluate their confidence.
◦ (Use thumbs up/thumbs down or download our student cards.)
• Encourage students to be honest in their self-evaluation.
• Pay attention, and try to use feedback for future labs

NCSSFL-ACTFL Can-Do Statements:

• I can interpret information about different travel options in the target language

• I can advise others on options based on their interests.

• I can compare and contrast famous tourist locations in Korea and the U.S.
KOREAN LEVEL 4, ACTIVITY 12: 복습 게임/ REVIEW GAME 226

Korean Level 4, Activity 12: 복습 게임/ Review Game

photo by Markus Winkler

Description:

In this activity, students will review the vocabulary and phrases they learned by playing jeopardy. They will
learn how to apply what they learned to real-life situations.

226
227 SOYEON PARK

Semantic Topics:

Review(복습), game(게임), vocabulary(어휘), apply(적용하다), jeopardy(제퍼디), daily(일상)

World-Readiness Standards:

• STANDARD 1.1 Students engage in conversations, provide and obtain information, express
feelings and emotions, and exchange opinions.

• STANDARD 1.2 Students understand and interpret written and spoken Korean on a variety of
topics.

• STANDARD 1.3 Students present information, concepts, and ideas to an audience of listeners or
readers on a variety of topics.

Idaho Content Standards for World Languages:

• COMM 1.1 – Interact and negotiate meaning (spoken, signed, written conversation) to share
information, reactions, feelings, and opinions.

• COMM 2.1 – Understand, interpret, and analyze what is heard, read, or viewed on a variety of
topics.

• CONN 1.2 – Relate information studied in other subjects to the target language and culture.

NCSSFL-ACTFL Can-Do Statements:

• I can utilize the vocabulary learned in real-life situations.

• I can express my opinion and thoughts accurately in Korean.

• I can explain why I took a nap.

Materials Needed:

• Google Slides

• Jeopardy Game
KOREAN LEVEL 4, ACTIVITY 12: 복습 게임/ REVIEW GAME 228

WARM-UP:

1. Begin by introducing the Can-Dos for today’s activity.

오늘의 학습목표를 소개하는 것으로 수업을 시작하세요.

2. Students will discuss the following questions:

아래의 질문에 대해 이야기하세요.

• Why did you decide to learn Korean?

• 왜 한국어를 배우기로 했나요?
• What kind of special or fun events did you experience recently?
• 요즘에 특별한 일이나 재밌는 일이 있었나요?

MAIN ACTIVITY:

1. Open the Jeopardy Game

제퍼디 게임에 접속하세요.

2. Students will play a jeopardy game and review the vocabulary they learned over the semester.
학생들은 제퍼디 게임을 하면서 이번 학기에 배운 어휘를 복습합니다.

3. The English definition will appear on the page.

영어 정의가 화면에 나타날 것입니다.

4. Students will answer with words or phrases in Korean that match the definition.
학생들은 영어 정의와 일치하는 답을 한국어 단어나 구문으로 대답합니다.

5. With the vocabulary, the students will formulate a sentence that can be used in real-life situations.
배운 어휘를 이용하여 일상 생활에서 쓸 수 있는 문장을 만들어 봅시다.

• I am planning to take a nap this afternoon because I wasn’t able to sleep last night.
• 저는 어제 잠을 못 자서 오늘 오후에 낮잠을 잘 거예요.

WRAP-UP:

Discuss the following question to finish the lab((이 질문으로 랩을 마무리하세요)):

• Do you feel confident about applying what we learned into your daily life?
• 이번 학기에 배운 것을 일상생활에 응용할 수 있나요?

END OF ACTIVITY:

• Read Can-Do statements once more and have students evaluate their confidence.
◦ (Use thumbs up/thumbs down or download our student cards.)
• Encourage students to be honest in their self-evaluation.
• Pay attention, and try to use feedback for future labs
229 SOYEON PARK

NCSSFL-ACTFL Can-Do Statements:

• I can utilize the vocabulary learned in real-life situations.

• I can express my opinion and thoughts accurately in Korean.

• I can explain why I took a nap.

KOREAN LEVEL 4, ACTIVITY 13: 학교와 직장/ SCHOOL AND WORK 230

Korean Level 4, Activity 13: 학교와 직장/ School and

Work

photo by Pixabay

Description:

In this activity, students will try to explain a vocabulary or concepts without using a specific word. Students
will utilize other vocabulary or descriptions to communicate their message.

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Semantic Topics:

Taboo(타부) job promotion(승진), interview(면접), graduate school(졸업), memory(기억)

World-Readiness Standards:

• STANDARD 1.1 Students engage in conversations, provide and obtain information, express
feelings and emotions, and exchange opinions.

• STANDARD 1.2 Students understand and interpret written and spoken Korean on a variety of
topics.

• STANDARD 1.3 Students present information, concepts, and ideas to an audience of listeners or
readers on a variety of topics.

• STANDARD 3.2 Students acquire information and recognize the distinctive viewpoints that are
only available through the Korean language and cultures.

Idaho Content Standards for World Languages:

• COMM 1.1 – Interact and negotiate meaning (spoken, signed, written conversation) to share
information, reactions, feelings, and opinions.

• COMM 2.1 – Understand, interpret, and analyze what is heard, read, or viewed on a variety of
topics.

• CONN 1.2 – Relate information studied in other subjects to the target language and culture.

NCSSFL-ACTFL Can-Do Statements:

• I can describe new concepts in my target language.

• I can use new vocabulary to gain a better understanding of Korean culture.

• I can describe a job interview without using certain words, such as job and formal attire.

Materials Needed:

• Google Slides
KOREAN LEVEL 4, ACTIVITY 13: 학교와 직장/ SCHOOL AND WORK 232

• Taboo Cards

WARM-UP:

1. Begin by introducing the Can-Dos for today’s activity.

오늘의 학습목표를 소개하는 것으로 수업을 시작하세요.

2. Students will discuss the following questions.

아래의 질문에 대해 이야기해 봅시다.

• What are you planning to do over the break?

• 방학 동안에 어떤 활동을 할 건가요?
• Is there a goal that you want to achieve by the end of the break?
• 방학이 끝나기 전에 이루고 싶은 목표가 있나요?

MAIN ACTIVITY:

1. Place the taboo cards in the center of the table.

타부 카드를 테이블 위에 놓으세요.
2. A student will pick a card one at a time.
카드를 하나씩 뽑으세요.
3. Only the student who picked the card will be able to see the word or phrase written on the card.
학생들은 자신의 카드에 있는 단어와 구문만 볼 수 있습니다.
4. The student who looked at the word will describe the vocabulary without saying the word.
카드의 단어를 확인했으면 그 단어를 말하지 않고 단어를 설명해 보세요.

• You need to go through this process if you want to get hired.

• 취업을 하고 싶으면 이 과정을 거쳐야 해요.
• There is a lot of traffic during this time.
• 이 시간에는 차가 많이 막혀요.

5. Students will repeat until they have completed all the cards.
모든 카드를 완료할 때까지 반복하세요.

WRAP-UP:

Discuss the following question to finish the lab((이 질문으로 랩을 마무리하세요)):

• What do you want to do after graduating? What do you need to do in order to do this work?
• 졸업 후에 어떤 일을 하고 싶나요? 이 일을 하기 위해서 어떤 것을 준비해야 될까요?
233 SOYEON PARK

END OF ACTIVITY:

• Read Can-Do statements once more and have students evaluate their confidence.
◦ (Use thumbs up/thumbs down or download our student cards.)
• Encourage students to be honest in their self-evaluation.
• Pay attention, and try to use feedback for future labs

NCSSFL-ACTFL Can-Do Statements:

• I can describe new concepts in my target language.

• I can use new vocabulary to gain a better understanding of Korean culture.

• I can describe a job interview without using certain words, such as job and formal attire.
KOREAN LEVEL 4, ACTIVITY 14: 의견 말하기/ REFLECTION 234

Korean Level 4, Activity 14: 의견 말하기/ Reflection

photo by Andrea Piacquadio

Description:

In this activity, students will reflect on their experience with the Korean conversation labs. They will
provide suggestions and discuss how they are going to utilize Korean in their future.

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Semantic Topics:

Reflection(반성), improvements(향상), apply(적용하다), future(미래), suggestions(제안)

World-Readiness Standards:

• STANDARD 1.1 Students engage in conversations, provide and obtain information, express
feelings and emotions, and exchange opinions.

• STANDARD 1.2 Students understand and interpret written and spoken Korean on a variety of
topics.

• STANDARD 3.2 Students acquire information and recognize the distinctive viewpoints that are
only available through the Korean language and cultures.

• STANDARD 4.1 Students demonstrate understanding of the nature of language through

comparisons of the Korean language and their own.

Idaho Content Standards for World Languages:

• COMM 1.1 – Interact and negotiate meaning (spoken, signed, written conversation) to share
information, reactions, feelings, and opinions.

• COMM 2.1 – Understand, interpret, and analyze what is heard, read, or viewed on a variety of
topics.

• CONN 1.2 – Relate information studied in other subjects to the target language and culture.

NCSSFL-ACTFL Can-Do Statements:

• I can express my opinions and thoughts in the target language.

• I can practice and utilize Korean outside of the class.

• I can discuss and evaluate the class I took this semester with fellow classmates.

Materials Needed:

• Google Slides
KOREAN LEVEL 4, ACTIVITY 14: 의견 말하기/ REFLECTION 236

WARM-UP:

1. Begin by introducing the Can-Dos for today’s activity.

오늘의 학습목표를 소개하는 것으로 수업을 시작하세요.

2. Students will discuss the following questions.

아래의 질문에 대해 이야기해 봅시다.

• How are you going to use Korean in the future?

• 미래에 어떻게 한국어를 사용할 건가요?
• Are you planning to visit Korea?
• 한국에 방문할 계획이 있나요?

MAIN ACTIVITY:

1. Students will ask questions about concepts or lessons they did not understand over the semester.
학생들은 이해가 안됐던 개념이나 수업에 대해 질문할 수 있습니다.

• Were there any labs that you did not understand?

• 이해가 안 됐던 랩이 있었나요?

2. Students will share their experiences with the Korean class at Boise State University.
BSU에서 들은 한국어 수업 경험에 대해 이야기해 봅시다.

3. Discuss what kind of misconceptions students had about Korean culture before they took the class.
수업을 듣기 전에 한국 문화에 대한 오해가 있었는지 이야기해 봅시다.

• Did you have any misconceptions about Korean culture?

한국어 수업을 듣기 전에 한국 문화에 대해 오해가 있었나요?

4. Share how students’ perspectives changed after taking the class.

수업을 들은 후에 생각이 어떻게 달라졌는지 이야기해 보세요.

• How did your perspective change after taking the Korean class?

한국어 수업을 듣고 생각이 어떻게 달라졌나요?

5. Discuss how they are going to utilize Korean outside of the class.
수업 외에 어떻게 한국어를 사용할 수 있는지 이야기해 보세요.

6. Discuss what they would like to see in future Korean lecture classes and conversation labs.
나중에 한국어 수업과 랩에서 무엇을 하고싶은지 이야기해 봅시다.

WRAP-UP:

Discuss the following question to finish the lab((이 질문으로 랩을 마무리하세요)):

• What was the most interesting topic discussed in the Korean class?
237 SOYEON PARK

• 한국어 수업을 하면서 가장 인상 깊었던 주제는 뭐였나요?

END OF ACTIVITY:

• Read Can-Do statements once more and have students evaluate their confidence.
◦ (Use thumbs up/thumbs down or download our student cards.)
• Encourage students to be honest in their self-evaluation.
• Pay attention, and try to use feedback for future labs

NCSSFL-ACTFL Can-Do Statements:

• I can express my opinions and thoughts in the target language.

• I can practice and utilize Korean outside of the class.

• I can discuss and evaluate the class I took this semester with fellow classmates.