Author:
Daum Jung, Amber Hoye, Mimi Fahnstrom
Subject:
Languages
Material Type:
Activity/Lab
Level:
High School, Community College / Lower Division, College / Upper Division
Tags:
  • Borrow
  • Can I
  • Do You Have
  • Pencil
  • Request
    License:
    Creative Commons Attribution Non-Commercial Share Alike
    Language:
    English

    Can I borrow a pencil?, Korean, Novice High

    Can I borrow a pencil?, Korean, Novice High

    Overview

    In this lab, 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. 

    Can I borrow a pencil?, Korean, Novice High

    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 for your language 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)

    Can I borrow a pencil?

    Description:

    In this lab, 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. 

    Proficiency Level:

    Novice Mid/ High 

    Keywords:

    request, borrow, can I, pencil, do you have

    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:

    Warm-up

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

    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: 

    What do you need in order to write?

    What do you need in order to ride a subway?

    Does anyone have a fan? It is very hot.

     

    Main Activity

    1. Distribute the picture cards to students. Picture cards can be found in the google slides. Break students into pairs. 

    2. One student will try to guess which cards their classmates have by asking questions.

    3. The second student will answer whether they have the object or not.

    “No, I do not have the eraser.”

    4. If the answer is yes, the first student will ask if they could borrow the object and will explain why he needs it. 

    “Can I borrow an eraser? I need to erase my mistakes.”

    5. If the second student does allow the first student to borrow the object, then they will tell the first student bring back the item back by a certain time. 

    "I will let you use my eraser, but I need it back at the end of the class.”

    6. If the second student does not allow the first student to borrow the object, they must explain why. 

    Wrap-up

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

    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?"

    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 request and answer questions on multiple topics in full sentences. 

    • I can understand a variety of words and sentences, and I can keep the conversation flowing. 

    • I can ask questions to someone when I ride a subway or a bus.