# 인사동에 어떻게 가요?/ How do I get to Insa-dong?, Korean, Novice High

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 for your classroom, follow the instructions below:

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• Once finished with your changes, please complete the following steps to share:
• Click on Share
• Who Has Access
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• 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.

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

## 인사동에 어떻게 가요?/ How do I get to Insa-dong? Novice High

### Description:

In this lab students will be able to provide and follow directions in groups of two. They will also learn how to interpret subway line network map and discuss when to get off at certain stations.

Novice High

### Keywords:

direction, right, left, turn, transfer, bus, subway, ask

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

• "Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.”
• “Students recognize Korean historical figures, events, and inventions presented in various materials.”

### 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.

• 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.

### Materials Needed

Dry Erase Markers

## Warm-up

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

오늘은 다른 사람이 길을 잃었을 때 어떻게 길을 알려줄 수 있는지 알아볼 거예요. 그리고 한국에서 대중교통을 어떻게 사용하는지도 배워봅시다.

2. The students will discuss the buildings around the campus and how to get to one building from another building.

수학 건물에서 과학 건물에 가려면 직진해야 돼요 아니면 우회전해야 돼요?

Do you have to go straight or turn right to go to the science building from the math building?

3. Ask location of the building in relation to another building.

If students need some assistance getting the discussion going, use the questions below:

1. 수학 건물 앞에 있는 건물은 무슨 건물 이예요?

2. 음악 건물 옆에 있는 건물은 무슨 건물 이예요?

1. What building is the building in front of the math building?

2. What building is the building next to the music building?

## Main Activity

1. Hand out the laminated map of landmarks to students as well as a dry erase marker.

2.  The students will be given their start location and their destination.

화장품 가게 --> 병원

3. Starting from their initial location, the students will practice giving the directions to the destination based on the map.

화장품 가게에서 병원에 가려면 광화문 쪽으로 쭉 직진하다가 주한 미국 대사관이 나오기 전에 좌회전을 하세요.

To go to the hospital from the cosmetics store, head straight toward Gwanghwamun and turn left before the US Embassy Seoul.

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.

5. Repeat step 3 and 4 with a different start location and destination, having students swap roles

6. When students had sufficient practice, we will discuss about the significant landmarks on the map.

ex) 광화문- Discuss its historical significance

7. Lastly, we will talk about the subway network in Korea and how we interpret the lines.

명동역에서 강남역으로 가려면 어디에서 갈아타야 돼요?

Where should I change from Myeong-dong Station to Gangnam Station?

## Wrap-up

Ask the following questions to finish the lab:

1. 나중에 한국에 여행을 간다면 어디에 가보고 싶나요? 가고 싶은 이유는 뭔가요?
2. 여러분이 가고 싶은 곳에 어떻게 갈 건 가요? 버스나 지하철을 타야 되나요?
3. 만약에 길을 잃은 사람을 본다면 어떻게 할 건 가요?

1.Where do you want to go if you are going to travel to Korea later? Why do you want to go?

2. How do you get to where you want to go? Do I have to take the bus or the subway?

3. What do you do if you see someone lost?

### End of lab:

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