🕵️Korean Level 4, Activity 4: 누가 스파이예요?/ Who is the Spy?

Daum Jung; Danielle Ali; Amber Hoye; Miseon Choi; Abby Daniels; Yurim Lee; Soyeon Park

🕵️Korean Level 4, Activity 4: 누가 스파이예요?/ 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(추측하다), advertise(광고하다), reason(이유), assumption(추정), facial expression(표정), support(지지하다)

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:

Google Slides
Spy Game
Whiteboard & Marker

Warm-Up:

1. Begin by introducing the Can-Dos for today’s activity.
오늘의 학습목표를 소개하는 것으로 수업을 시작하세요.

2. Students will be divided into groups of 2-3 people.
2~3명을 한 그룹으로 나누세요.

3. As a group, students will create an advertisement poster using a whiteboard and a marker.
그룹을 지어서 광고 포스터를 만드세요. 화이트보드와 마커를 이용할 수 있습니다.

4. After completing the poster, they will present it to the class.
포스터를 완성하면 반 친구들에게 발표하세요.

5. The rest of the class will try to guess what the group is trying to advertise and sell.
나머지 학생들은 그 그룹이 무엇을 광고하는지 맞춰봅시다.

I think they are trying to sell a cell phone.
휴대폰을 팔려고 하는 것 같아요.
I think they’re trying to sell a sofa.
소파를 팔려고 하는 것 같아요.

Main Activity:

1. Have students open up the Spy Game with the provided link.
학생들이 스파이 게임 링크에 접속하도록 하세요.

2. On this website, students will enter as a player, and the room code will be provided.
학생들은 플레이어로서 접속할 것이며, 게임 코드가 제공될 것입니다.

3. After entering the game, students will be given their workplace and their job position. The workplace will be the same for all players.
게임에 접속하면 학생들에게는 장소와 역할이 주어집니다. 모든 학생들에게 똑같은 장소가 주어집니다.

4. However, there will be one or two people who are a spy, and the spy will not know where other players work at.
하지만 1~2명의 학생은 스파이가 될 수 있습니다. 스파이는 다른 플레이어들이 알고 있는 장소를 알 수 없습니다.

5. Throughout the game, players will try to guess and find who the spy is by asking questions regarding the workplace.
게임의 플레이어들은 장소에 관한 질문을 함으로써 누가 스파이인지 맞출 수 있습니다.

When do people go here?
사람들은 여기 언제 가요?

6. When the question is asked, the player has to answer the question.
질문을 받은 플레이어는 대답을 해야 합니다.

We go here when we are hungry.
배고플 때 가요.

7. Depending on the answer students give, they will be able to guess who the spy is.
그 대답으로 누가 스파이인지 추측할 수 있습니다.

I think the spy is Jihyo.
스파이는 지효인 것 같아요.

8. When a student makes a guess, ask what led to that assumption.
학생이 추측을 하면 왜 그렇게 생각했는지 물어보세요.

When we asked Jihyo when we would go here, she said that she goes to the restaurant when she is sick.
지효에게 언제 여기에 가냐고 질문했을 때 지효는 아플 때 식당에 간다고 했어요.

Wrap-Up:

Discuss the following question to finish the lab(이 질문으로 랩을 마무리하세요):

When do you have to make a guess or assumptions? In what situations?
언제 추측 또는 추정을 해야 하나요? 어떤 상황에서요?

End of activity:

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 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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Let's Chat! Korean Copyright © 2022 by Daum Jung; Danielle Ali; Amber Hoye; Miseon Choi; Abby Daniels; Yurim Lee; and Soyeon Park is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License, except where otherwise noted.

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