๐Ÿ’ธKorean Level 4, Activity 11: ์—ฌํ–‰์‚ฌ/ Travel Agency

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Description:

In this activity, students will become travel agents. They will read the descriptions of the travelers and plan the trip according to the travelers’ interests.

Semantic Topics:

travel agents(์—ฌํ–‰์‚ฌ), plan(๊ณ„ํš), itinerary(์—ฌํ–‰ ์ผ์ •), transportation(๊ตํ†ต), budget(์˜ˆ์‚ฐ), trip(์—ฌํ–‰), traveler(์—ฌํ–‰์ž)

NCSSFL-ACTFL World-Readiness Standards:

  • Standard 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.
  • Standard 1.2: Students understand and interpret written and spoken Korean on a variety of topics.
  • Standard 1.3: Students present information, concepts, and ideas 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 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 2.1 – Understand, interpret, and analyze what is heard, read, or viewed on a variety of topics.
  • 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 1.1 – Analyze the cultural practices/patterns of behavior accepted as the societal norm in the target culture.
  • CONN 2.1 – Access authentic materials prepared in the target language by or for native speakers.

NCSSFL-ACTFL Can-Do Statements:

  • I can interpret information about different travel options in the target language
  • I can advise others on options based on their interests.
  • I can compare and contrast famous tourist locations in Korea and the U.S.

Materials Needed:ย 

Warm-Up:

1. Begin by introducing theย Can-Dosย for todayโ€™s activity.
์˜ค๋Š˜์˜ ํ•™์Šต๋ชฉํ‘œ๋ฅผ ์†Œ๊ฐœํ•˜๋Š” ๊ฒƒ์œผ๋กœ ์ˆ˜์—…์„ ์‹œ์ž‘ํ•˜์„ธ์š”.

2. Students discuss their traveling experiences.
์ž์‹ ์˜ ์—ฌํ–‰ ๊ฒฝํ—˜์„ ์ด์•ผ๊ธฐํ•ด ๋ด…์‹œ๋‹ค.

If they are having difficulty getting started, ask them a couple of questions such as:
ํ•™์ƒ๋“ค์ด ์ด์•ผ๊ธฐ๋ฅผ ์‹œ์ž‘ํ•˜๋Š” ๊ฒƒ์„ ์–ด๋ ค์›Œ ํ•œ๋‹ค๋ฉด ์•„๋ž˜์˜ ์งˆ๋ฌธ๋“ค์„ ์ด์šฉํ•˜์„ธ์š”.

  • Where did you go?ย 
  • ์–ด๋””์— ๊ฐ”์–ด์š”?
  • What was your favorite part of the trip?ย 
  • ์—ฌํ–‰ ์ค‘ ๊ฐ€์žฅ ๋งˆ์Œ์— ๋“ค์—ˆ๋˜ ๋ถ€๋ถ„์€ ๋ญ์˜ˆ์š”?
  • What was the best food you ate?ย 
  • ๋‹น์‹ ์ด ๋จน์€ ์ตœ๊ณ ์˜ ์Œ์‹์€ ๋ญ์˜€์–ด์š”?

Main Activity:ย 

1.ย Spread out theย Traveler Profiles Cardsย on the table in front of the group.
์—ฌํ–‰์ž ํ”„๋กœํ•„ ์นด๋“œ๋ฅผ ํ…Œ์ด๋ธ” ์œ„์— ํŽผ์ณ ๋†“์œผ์„ธ์š”.

2. Students will divide into partners.
ํ•™์ƒ๋“ค์€ ์ง์ด ์ง€์–ด์ง‘๋‹ˆ๋‹ค.

3. Each partner will choose aย traveler profile card.
๊ฐ ํ•™์ƒ์€ ์—ฌํ–‰์ž ํ”„๋กœํ•„ ์นด๋“œ ํ•˜๋‚˜๋ฅผ ์„ ํƒํ•ฉ๋‹ˆ๋‹ค.

4. Students will use theย traveler profile cardย to plan a trip to Korea for their traveler.
ํ”„๋กœํ•„ ์นด๋“œ๋ฅผ ์ด์šฉํ•˜์—ฌ ํ•œ๊ตญ ์—ฌํ–‰ ๊ณ„ํš์„ ์„ธ์šฐ์„ธ์š”.

5. Students should keep in mind their traveler’s likes/dislikes for the trip.
๊ณ„ํš์„ ์„ธ์šธ ๋•Œ ์—ฌํ–‰์ž๊ฐ€ ์ด ์—ฌํ–‰์„ ์ข‹์•„ํ• ์ง€ ์•ˆ ์ข‹์•„ํ• ์ง€๋ฅผ ์—ผ๋‘์— ๋‘์–ด์•ผ ํ•ฉ๋‹ˆ๋‹ค.

6. Students should include and write down at least 3 tours in their travel plan.
์—ฌํ–‰ ๊ณ„ํš์— ์ตœ์†Œ 3๊ฐœ์˜ ์ผ์ •์„ ํฌํ•จํ•ด์•ผ ํ•ฉ๋‹ˆ๋‹ค.

7. Students must include how the traveler will go to Korea, travel around Korea, and return home.
ํ•™์ƒ๋“ค์€ ์—ฌํ–‰์ž๊ฐ€ ์–ด๋–ป๊ฒŒ ํ•œ๊ตญ์— ๊ฐˆ์ง€, ์–ด๋–ป๊ฒŒ ์—ฌํ–‰ํ• ์ง€, ์–ด๋–ป๊ฒŒ ๋Œ์•„์˜ฌ์ง€๋ฅผ ๊ณ„ํš์— ํฌํ•จํ•ด์•ผ ํ•ฉ๋‹ˆ๋‹ค.

8. Give students about 15 minutes total to complete this, or until students have felt that they have created the โ€œultimate dream vacationโ€ for their traveler (probably will take at least 10 minutes).
ํ•™์ƒ๋“ค์ด ๊ณ„ํš์„ ์™„์„ฑํ•  ์ˆ˜ ์žˆ๋„๋ก ์•ฝ 15๋ถ„์„ ์ฃผ์„ธ์š”. ํ˜น์€ “๊ฟˆ๊ฐ™์€ ์—ฌํ–‰”์„ ๋งŒ๋“ค์—ˆ๋‹ค๊ณ  ๋งŒ์กฑํ•  ๋•Œ๊นŒ์ง€ ์‹œ๊ฐ„์„ ์ฃผ์„ธ์š”. (์ตœ์†Œ 10๋ถ„์€ ์ฃผ์„ธ์š”.)

10. One by one, students will go around the group and introduce their traveler, and then explain the trip they have planned, including how they will get to Korea, travel in-country, and get home.
ํ•™์ƒ๋“ค์€ ํ•œ ๋ช…์”ฉ ๊ทธ๋ฃน์„ ๋Œ๋ฉด์„œ ์ž์‹ ์ด ๋งก์€ ์—ฌํ–‰์ž์— ๋Œ€ํ•ด์„œ ์†Œ๊ฐœํ•˜์„ธ์š”. ๊ทธ๋ฆฌ๊ณ  ํ•œ๊ตญํ–‰, ํ•œ๊ตญ์—์„œ์˜ ์—ฌํ–‰, ๊ท€๊ตญํ–‰์„ ํฌํ•จํ•œ ์—ฌํ–‰ ๊ณ„ํš์„ ์„ค๋ช…ํ•˜์„ธ์š”.

11. Students should explain why they made the choices they did.
ํ•™์ƒ๋“ค์€ ์™œ ๊ทธ๋Ÿฐ ๊ณ„ํš์„ ์งฐ๋Š”์ง€ ์„ค๋ช…ํ•ด์•ผ ํ•ฉ๋‹ˆ๋‹ค.

  • Steve loves Korean food, so he will travel based on the restaurants.ย 
  • ์Šคํ‹ฐ๋ธŒ๋Š” ํ•œ๊ตญ ์Œ์‹์„ ์ข‹์•„ํ•ด์„œ ์‹๋‹น ์œ„์ฃผ๋กœ ์—ฌํ–‰์„ ํ•  ๊ฑฐ์˜ˆ์š”.ย 

Wrap-Up:

Discuss the following question to finish the lab(์ด ์งˆ๋ฌธ์œผ๋กœ ๋žฉ์„ ๋งˆ๋ฌด๋ฆฌํ•˜์„ธ์š”):

  • What is important to you when you are traveling?
  • ์—ฌ๋Ÿฌ๋ถ„๋“ค์€ ์—ฌํ–‰์„ ํ•  ๋•Œ ์–ด๋–ค ๊ฒƒ์„ ์ค‘์š”ํ•˜๊ฒŒ ์ƒ๊ฐํ•˜๋‚˜์š”?

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 interpret information about different travel options in the target language
  • I can advise others on options based on their interests.
  • I can compare and contrast famous tourist locations in Korea and the U.S.

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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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