๐Korean Level 4, Activity 10: ์ฝ์ ๋จน์ด๋ ๋จธ๋ฆฌ๊ฐ ์ํ์./ I Still Have a Headache Even Though I Took Medication.
Description:
In this activity, students will practice using grammar expressions they learned in class through a matching game. With this activity, students will be able to explain the reason and interpret suggestions.
Semantic Topics:
health(๊ฑด๊ฐ), suggestion(์ ์), in order to(~ํ๊ธฐ ์ํด์), even though(๊ทธ๋ผ์๋ ๋ถ๊ตฌํ๊ณ ), why(์)
NCSSFL-ACTFL World-Readiness Standards:
- Standard 1.1 Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.
- Standard 3.1 Students reinforce and further their knowledge of other disciplines through the Korean language.
- Standard 4.1 Students demonstrate understanding of the nature of language through comparisons of the Korean language and their own.
Idaho World Language Standards:
- COMM 1.1 – Interact and negotiate meaning (spoken, signed, written conversation) to share information, reactions, feelings, and opinions.
- COMM 2.1 – Understand, interpret, and analyze what is heard, read, or viewed on a variety of topics.
- COMP 1.2 – Identify patterns and explain discrepancies the sounds and the writing system in the target language.
NCSSFL-ACTFL Can-Do Statements:
- I can explain to someone how my health got better.
- I can say to my friend that I donโt get tired even after walking for three hours.
- I can tell someone to drink hot tea to alleviate a sore throat.
Materials Needed:ย
Warm-Up:ย
1. Begin by introducing theย Can-Dos for todayโs activity.
์ค๋์ ํ์ต๋ชฉํ๋ฅผ ์๊ฐํ๋ ๊ฒ์ผ๋ก ์์
์ ์์ํ์ธ์.
2. Review the following grammar expressions.
์๋์ ๋ฌธ๋ฒ ํํ์ ๋ณต์ตํ์ธ์.
- Passive Expression ~์/์ด์ง๋ค
- Second clause is expected to occur regardless of what happens in the first clause.~์/์ด๋
- Command ~์ผ๋ผ๊ณ ํ๋ค
Main Activity:
1. Print theย matching cardsย and place them faced down on a table.
๋งค์นญ ์นด๋๋ฅผ ์ธ์ํ์ฌ ํ
์ด๋ธ ์์ ์์ด๋์ผ์ธ์.
2. Explain the rules of a matching game. Students will try to match two cards.
๋งค์นญ ๊ฒ์์ ๊ท์น์ ์ค๋ช
ํ์ธ์. ํ์๋ค์ ๋ ์นด๋๋ฅผ ๋ง์ถฐ์ผ ํฉ๋๋ค.
3. They will determine if the card they picked matches with another card they picked.
ํ์๋ค์ ์์ ์ด ๋ฝ์ ๋ ์นด๋๊ฐ ์ผ์นํ๋์ง ๊ฒฐ์ ํฉ๋๋ค.
- Why did you wear a coat?
- ์ ์ฝํธ๋ฅผ ์ ์์ด์?
- I wore a coat because the weather is getting cold.
- ๋ ์จ๊ฐ ์ถ์์ ธ์ ์ฝํธ๋ฅผ ์ ์์ด์.
- What did the doctor say?
- ์์ฌ ์ ์๋๊ป์ ๋ญ๋ผ๊ณ ๋ง์ํ์ จ์ด์?
- He told me to take medications.
- ์ฝ์ ๋จน์ผ๋ผ๊ณ ํ์ จ์ด์.
4. Students will repeat the process until all cards have been matched.
๋ชจ๋ ์นด๋๋ฅผ ๋ง์ถ ๋๊น์ง ์ด ๊ณผ์ ์ ๋ฐ๋ณตํ์ธ์.
Wrap-Up:
Discuss the following question to finish the lab(์ด ์ง๋ฌธ์ผ๋ก ๋ฉ์ ๋ง๋ฌด๋ฆฌํ์ธ์):
- What do you do when you are sick?
- ์ฌ๋ฌ๋ถ๋ค์ ์ํ ๋ ๋ฌด์์ ํ๋์?
End of activity:ย
- Read Can-Do statementsย 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 explain to someone how my health got better.
- I can say to my friend that I donโt get tired even after walking for three hours.
- I can tell someone to drink hot tea to alleviate a sore throat.
