같이 공부 할래요?, Would you like to study together?-Novice High, Korean 201, Lab 11

Created Dec. 4, 2023 by Amber Hoye, Daum Jung, Camille Daw, Mimi Fahnstrom, Yurim Lee

Please Note: Many of the activities on the Pathways Project OER Repository were created by upper-division students at Boise State University and serve as a foundation that our community of practice can build upon and refine. While they are polished, we welcome and encourage collaboration from language instructors to help modify grammar, syntax, and content where needed. Kindly contact pathwaysproject@boisestate.edu with any suggestions and we will update the content in a timely manner.  — The Pathways Project

About the Boise State World Languages Resource Center (WLRC) Language Activity Repository

The activities provided by the Boise State World Languages Resource Center (WLRC) serve as foundational activities which can be adapted by any language and scaled up or down on the proficiency scale. Many of these activities offer an English Version that is “language-agnostic” to provide language instructors from around the country a platform to remix these instructional materials, infusing them with their target language and culture! The activities within the Pathways Project OER Repository seek to help students solidify their interpersonal speaking and interpretive skills through task-based situations or communicative activities. These activities 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.

How to use the WLRC Repository’s Activities:

1. Use the Activity as is:

Before you begin:

  • Most activities are 30 minutes in duration, unless otherwise specified.
  • Be sure to read through the activity description, and review the list of required materials. You will notice that the activity materials are also highlighted in yellow throughout the activity instructions.

If you have any suggestions about grammar, syntax, and content, please kindly contact pathwaysproject@boisestate.edu.

2. Remix for Your Language Classroom:

When you are ready to begin remixing the activity, in order to adapt it for the needs of your language classroom, simply click the blue “Remix This Resource” button at the top of your screen. This will then take you to a screen with a NEW, editable version of this activity. The text provided in purple is a suggestion of what you might say to your students in the target language, and may be altered for different levels and age groups. All activities have “NCSSFL-ACTFL Can-Do” statements, a warm-up, a main activity, and a wrap-up.

Many of the activities include printable cards and other instructional materials such as Google Slideshows. If you would like to make changes to these materials in Korean, follow the instructions below:

  • Google Slideshows:
    • To begin, go to File -> Copy to create an editable version of the slideshow.
    • Once finished with your changes, please complete the following steps to share:
    • Click on Share
    • Who Has Access
    • Ensure link sharing is on and allow external access.
  • Materials Saved as PDF: Please email pathwaysproject@boisestate.edu and we will provide you with an editable copy. Please allow up to two business days for a response. For YouTube videos and other websites, hyperlinks are provided. 

3. Adapt for Another Language:

  • See the linked English Version at the top of the activity (English Version may not be available for all activities)

공부 같이 할래요?

Description:

In this activity, students will be either asking for a favor or making suggestions. They will practice answering questions as well. Students will learn how to use connector phrases appropriately through a matching activity.

Keywords:

could you, would you, together, today, tomorrow, able to, because

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 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


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:

  • Wow, pretty. 예쁜데요
  • Well, I am sick. 아픈데요
  • Wow, difficult. 어려운데요

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.
매칭카드의 규칙을 설명하세요. 학생들은 두 개의 카드를 맞춰야 합니다. 학생들은 선택한 카드와 다른 카드가 일치하는지 결정합니다.

3. If a student picked cards that matched, 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

Wrap-up Questions

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 Lab:

Read Can-Do statements once more and have students evaluate their confidence.
학습목표를 한 번 더 읽고 학생들이 자신감을 평가하도록 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.

NCSSFL-ACTFL Can-Do Statements:

  • I can give a reason why I can not go hiking this weekend.
    나는 이번 주 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 날아 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, 일상생활이나 개인적인 관심사, 또는 공부와 관련된 것을 비교할 수 있다.
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