수업이 끝난 다음에 뭐 하세요?/ What are you doing after class?, Korean 201, Lab 03
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 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 for your classroom, 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)
수업이 끝난 다음에 뭐 하세요? What are you doing after class?, Novice High
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.
Proficiency Level:
Novice High
Keywords:
hobbies, free time. schedule, daily, activity, lifestyles
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.
Materials Needed:
Opaque Container
Warm-up
1. Begin by introducing the Can-Dos for today’s activity.
오늘은 여러분들의 취미에 대해서 이야기해 볼 거예요. 그리고 여러분들이 매일 하는 활동이나 행동을 설명해주세요.
2. Download and print the picture cards from the material section. Put the picture cards in an opaque container.
3. Students will pick one or two cards from the contain, and they will perform the action shown on the picture card.
컵에서 카드를 뽑은 다음, 카드에 있는 사진을 보고 연기를 해 주세요.
4. Other students will guess what action the present is performing.
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.
2. In a group of two, a student will ask the partner what she or he is doing.
민수는 지금 뭐 해요?
3. The other student will answer the question using a correct grammar.
저는 지금 운동해요.
4. Distribute the remaining cards to the rest of the students.
5. With new set of cards, students will explain what they are doing after doing an action.
저는 운동 한 다음에 밥을 먹으러 가요. ex)After exercising, I am going out to eat.
6. Students will explain the reason for an action.
저는 건강하고 싶어서 운동을 해요. ex)I exercise because I want to be healthy.
Wrap-up
Ask some of the following questions to finish the lab:
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?
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?
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. (Novice high)
- I know how to use "after doing something" or "after something happens" in a sentence. (Novice High)
- I can describe common hobbies in Korean culture and in my own culture. (Intercultural)