πŸ•΅οΈKorean Level 4, Activity 4: λˆ„κ°€ μŠ€νŒŒμ΄μ˜ˆμš”?/ Who is the Spy?

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Description:

In this activity, students will learn how to make an assumption and how to support their assumptions. They will be able to achieve this goal by participating in a Spy Game, where students will ask questions to acquire enough information to make an educated guess.

Semantic Topics:

guess(μΆ”μΈ‘ν•˜λ‹€), advertise(κ΄‘κ³ ν•˜λ‹€), reason(이유), assumption(μΆ”μ •), facial expression(ν‘œμ •), support(μ§€μ§€ν•˜λ‹€)

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 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 culture.

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.
  • CONN 1.1 Compare and contrast information acquired from other content areas.

NCSSFL-ACTFL Can-Do Statements:

  • I can make an assumption based on the facts I know already.
  • I can ask questions to check if my assumption is correct or incorrect.
  • I can explain the reasoning behind my guess.

Materials Needed:Β 

Warm-Up:Β 

1. Begin by introducing theΒ Can-DosΒ for today’s activity.
였늘의 ν•™μŠ΅λͺ©ν‘œλ₯Ό μ†Œκ°œν•˜λŠ” κ²ƒμœΌλ‘œ μˆ˜μ—…μ„ μ‹œμž‘ν•˜μ„Έμš”.

2.Β Students will be divided into groups of 2-3 people.
2~3λͺ…을 ν•œ 그룹으둜 λ‚˜λˆ„μ„Έμš”.

3. As a group, students will create an advertisement poster using aΒ whiteboardΒ and aΒ marker.
그룹을 μ§€μ–΄μ„œ κ΄‘κ³  ν¬μŠ€ν„°λ₯Ό λ§Œλ“œμ„Έμš”. ν™”μ΄νŠΈλ³΄λ“œμ™€ 마컀λ₯Ό μ΄μš©ν•  수 μžˆμŠ΅λ‹ˆλ‹€.

4.Β  After completing the poster, they will present it to the class.
ν¬μŠ€ν„°λ₯Ό μ™„μ„±ν•˜λ©΄ 반 μΉœκ΅¬λ“€μ—κ²Œ λ°œν‘œν•˜μ„Έμš”.

5. The rest of the class will try to guess what the group is trying to advertise and sell.
λ‚˜λ¨Έμ§€ 학생듀은 κ·Έ 그룹이 무엇을 κ΄‘κ³ ν•˜λŠ”μ§€ λ§žμΆ°λ΄…μ‹œλ‹€.

  • I think they are trying to sell a cell phone.
  • νœ΄λŒ€ν°μ„ νŒ”λ €κ³  ν•˜λŠ” 것 κ°™μ•„μš”.
  • I think they’re trying to sell a sofa.
  • μ†ŒνŒŒλ₯Ό νŒ”λ €κ³  ν•˜λŠ” 것 κ°™μ•„μš”.

Main Activity:Β 

1.Β Have students open up theΒ Spy GameΒ with theΒ provided link.
학생듀이 슀파이 κ²Œμž„ 링크에 μ ‘μ†ν•˜λ„λ‘ ν•˜μ„Έμš”.

2. On this website, students will enter as a player, and the room code will be provided.
학생듀은 ν”Œλ ˆμ΄μ–΄λ‘œμ„œ 접속할 것이며, κ²Œμž„ μ½”λ“œκ°€ 제곡될 κ²ƒμž…λ‹ˆλ‹€.

3. After entering the game, students will be given their workplace and their job position. The workplace will be the same for all players.
κ²Œμž„μ— μ ‘μ†ν•˜λ©΄ ν•™μƒλ“€μ—κ²ŒλŠ” μž₯μ†Œμ™€ 역할이 μ£Όμ–΄μ§‘λ‹ˆλ‹€. λͺ¨λ“  ν•™μƒλ“€μ—κ²Œ λ˜‘κ°™μ€ μž₯μ†Œκ°€ μ£Όμ–΄μ§‘λ‹ˆλ‹€.

4. However, there will be one or two people who are a spy, and the spy will not know where other players work at.
ν•˜μ§€λ§Œ 1~2λͺ…μ˜ 학생은 μŠ€νŒŒμ΄κ°€ 될 수 μžˆμŠ΅λ‹ˆλ‹€. μŠ€νŒŒμ΄λŠ” λ‹€λ₯Έ ν”Œλ ˆμ΄μ–΄λ“€μ΄ μ•Œκ³  μžˆλŠ” μž₯μ†Œλ₯Ό μ•Œ 수 μ—†μŠ΅λ‹ˆλ‹€.

5. Throughout the game, players will try to guess and find who the spy is by asking questions regarding the workplace.
κ²Œμž„μ˜ ν”Œλ ˆμ΄μ–΄λ“€μ€ μž₯μ†Œμ— κ΄€ν•œ μ§ˆλ¬Έμ„ ν•¨μœΌλ‘œμ¨ λˆ„κ°€ μŠ€νŒŒμ΄μΈμ§€ 맞좜 수 μžˆμŠ΅λ‹ˆλ‹€.

  • When do people go here?Β 
  • μ‚¬λžŒλ“€μ€ μ—¬κΈ° μ–Έμ œ κ°€μš”? 

6. When the question is asked, the player has to answer the question.
μ§ˆλ¬Έμ„ 받은 ν”Œλ ˆμ΄μ–΄λŠ” λŒ€λ‹΅μ„ ν•΄μ•Ό ν•©λ‹ˆλ‹€.

  • We go here when we are hungry.
  • λ°°κ³ ν”Œ λ•Œ κ°€μš”. 

7. Depending on the answer students give, they will be able to guess who the spy is.
κ·Έ λŒ€λ‹΅μœΌλ‘œ λˆ„κ°€ μŠ€νŒŒμ΄μΈμ§€ μΆ”μΈ‘ν•  수 μžˆμŠ΅λ‹ˆλ‹€.

  • I think the spy is Jihyo.
  • μŠ€νŒŒμ΄λŠ” μ§€νš¨μΈ 것 κ°™μ•„μš”. 

8. When a student makes a guess, ask what led to that assumption.
학생이 좔츑을 ν•˜λ©΄ μ™œ κ·Έλ ‡κ²Œ μƒκ°ν–ˆλŠ”μ§€ λ¬Όμ–΄λ³΄μ„Έμš”.

  • When we asked Jihyo when we would go here, she said that she goes to the restaurant when she is sick.
  • μ§€νš¨μ—κ²Œ μ–Έμ œ 여기에 가냐고 μ§ˆλ¬Έν–ˆμ„ λ•Œ μ§€νš¨λŠ” μ•„ν”Œ λ•Œ 식당에 κ°„λ‹€κ³  ν–ˆμ–΄μš”.

Wrap-Up:Β 

Discuss the following question to finish the lab(이 질문으둜 λž©μ„ λ§ˆλ¬΄λ¦¬ν•˜μ„Έμš”):

  • When do you have to make a guess or assumptions? In what situations?
  • μ–Έμ œ μΆ”μΈ‘ λ˜λŠ” 좔정을 ν•΄μ•Ό ν•˜λ‚˜μš”? μ–΄λ–€ μƒν™©μ—μ„œμš”?

End of activity:Β 

  • Read Can-Do statementsΒ 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 make an assumption based on the facts I know already.
  • I can ask questions to check if my assumption is correct or incorrect.
  • I can explain the reasoning behind my guess.

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