여행 계획/ Travel Itinerary, Intermediate Mid, Korean 202, Lab 06

Created Feb. 7, 2024 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 amberhoye@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 amberhoye@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 Spanish, 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 WLRCLAR@gmail.com 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)

여행 계획/ Travel Itinerary

Description:

In this lab, students will discuss and make a travel itinerary with their partner. 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.

Proficiency Level:

Intermediate Mid

Keywords:

travel, itinerary, budget, ticket, plan, accommodation, transportation

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.
  • STANDARD 5.2 Students show evidence of becoming life-long learners by using Korean for personal enjoyment and enrichment.

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.
  • COMT 2.1- Interpret materials and/or use media from the language and culture for enjoyment.

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.

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.

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 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 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 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.

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