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Advice for teachers -
Korean Second Language

Teaching and learning activities

Unit 3

Unit 3 – Area of Study 1: Interpersonal communication

Theme: The individual
Topic: Personal identity
Sub topic: Health and wellbeing

Outcome 1

Participate in a spoken exchange in Korean to resolve a personal issue.

Examples of learning activities

  • Read an article outlining the importance of a healthy lifestyle for young people in Korea. Summarise your findings in a 300-cha paragraph.
  • Discuss the findings with classmates.
  • Create a glossary of words and expressions to form a basis for understanding the topic.
  • Read blog posts from Korea about how young people balance co-curricular/school commitments and fitness and/or health.
  • Listen to a conversation between two young people in Korea discussing school routines and finding time for recreational activities/part-time work.
  • Role-play in pairs asking each other questions about tips for the importance of a balanced and healthy lifestyle.
  • Write a 600-cha informative article for the school magazine outlining the importance of a balanced and healthy lifestyle.
  • Create a PowerPoint presentation comparing healthy lifestyles and young peoples’ school commitments.
  • Example icon for advice for teachers
    Imagining that your friend has emailed you about how they are managing the VCE, write them a 600-cha reply to convince them to adopt a more balanced lifestyle during VCE.
Example icon for advice for teachers 

Detailed example

A personal email to a friend

  1. List vocabulary related to health and wellbeing.
  2. Listen to a conversation between students about how their studies are progressing. Take notes on what they say to each other and the language they use.
  3. Watch a vlog in which a teacher offers ideas to students about how to tackle homework and study in the healthiest way possible.
  4. Find and read websites that target students and their study methods. List ideas and advice provided.
  5. Read a youth magazine where students have asked questions about healthy and balanced lifestyles. Discuss the responses and decide whether they are realistic.
  6. Draft an email to a friend suggesting actions they could take to have a balanced and healthy lifestyle. In the draft, include:
    • solutions or ideas
    • language that would be used when addressing a friend
    • vocabulary and expressions that highlight your knowledge in this area
    • grammar that showcases your linguistic facility.

Unit 3 – Area of Study 2: Interpretative communication

Theme: The Korean-speaking communities
Topic: People and places
Sub topic: Tourism

Outcome 2

Interpret information from texts and write responses in Korean.

Examples of learning activities

  • Study a map of Korea and identify the regions, their geographical situation and features.
  • Individually or in pairs, choose a region. Read about it and list the major features, such as tourist sites, towns, farming, traditions, costumes, festivals and food. Prepare a poster or PowerPoint of the most important characteristics of that region and present it to the class.
  • In small groups, research links between the different regions studied. Alternatively, compare the popularity of the regions among tourists.
  • Write a 600-cha personal blog post as though you have just visited the region. Make comments about your reactions to discovering the region and any cultural observations about its role in Korea.
  • Example icon for advice for teachers
    Deliver a three-minute informative speech about a chosen region with emphasis on a particular tourist site.
  • Consider the region’s role in the Korean tourism industry, answering the questions: Is this particular area representative of other tourist sites around Korea? Why/how might that be so? How does it compare with sites in other regions of Korea?
  • Watch a TV program or documentary film introducing popular tourist areas in Korea.
  • View a series of illustrations that depict tourist sites in a number of regional areas and analyse them in pairs.
  • Plan a detailed itinerary for a family trip in Korea  that includes tourist attractions, food, transport, accommodation and shopping.
  • Research different tourism patterns between Koreans and Australians both domestically and internationally.
Example icon for advice for teachers 

Detailed example

A three-minute informative speech on the characteristics of a chosen region and a tourist site.

  1. Research a chosen region and tourist site. Write lists of information about its various attractions and traditions, as well as its geography and people.
  2. Gather images of the area and any of its famous sites or events. Display them on a poster with detailed captions.
  3. Watch a video of someone talking about a site or a region. Make notes about the type of language that they use.
  4. Plan the three-minute speech using the research. Re-read the information gathered about the region and consider which aspects must be included to convey the flavour of the area and its characteristics in the best possible way.
  5. Practise reading the speech aloud and note areas that might pose problems in terms of pronunciation or intonation.
  6. If using images as part of the speech, practise indicating them to others so that the audience is aware of them and appreciate how they support the speech.
  7. Practise the speech and then present it to the class.

Unit 3 – Area of Study 3: Presentational communication

Theme: The world around us
Topic: Global and contemporary society
Sub topic: Sustainability and energy use

Outcome 3

Express ideas in a personal, informative or imaginative piece of writing in Korean.

Examples of learning activities

  • Create a glossary of words and expressions in Korean focusing on concepts and ideas about sustainability and energy usage.
  • Read an article about sustainability and energy usage in Korea. Compare the glossary to the vocabulary in the article. Identify any particular words or expressions not already in the glossary. Consider whether this highlights other cultural concerns in Korea. Discuss the similarities and differences in pairs and write a 400-cha summary explaining why that might be so.
  • Research widely to find information about the views of Korean speakers about improving sustainability and reducing energy usage.
  • Collect information about energy usage by examining examples of power bills. Discuss why some homes might use more than others and how energy can be used more efficiently.
  • Write the script of a TV advertisement to promote sustainable practices.
  • Write an imaginative essay describing how our daily lives would be changed due to a shortage of energy.
  • Consider how Korea and Australia rate in energy usage and sustainability in global terms. Research the major energy usage of both countries. Use statistics to compare costs and efficiencies. List the differences and similarities. Then write comparative sentences about them.
  • Watch a video from Korea in which participants discuss issues of energy usage and sustainability.
  • Research renewable energy, alternative energy and new energy policies in Korea. Prepare for an oral presentation about the research.
  • Listen to people from energy companies and their consumers discussing their needs in the energy market. Discuss personal responses to this topic.
  • Example icon for advice for teachers
    Research the topic of sustainability and energy usage in Korea. Use information extracted from spoken, written and viewed texts on the topic of sustainability and energy usage in Korea to create a leaflet that presents strategies to promote sustainable practices.
Example icon for advice for teachers 

Detailed example

A leaflet on the topic of sustainability and energy usage in Korea

  1. Using information extracted from spoken, written and viewed texts on the topic of sustainability and energy usage in Korea, respond to specific questions.
  2. View a documentary on sustainability and energy usage in Korea.
  3. Read an article on sustainability and energy usage and how it has changed over the last 10 years.
  4. Listen to a conversation between young people in which they discuss their views on sustainability and energy usage in Korea.
  5. In pairs, using full sentences in Korean, discuss how best to answer questions related to the topic.
  6. Individually, select an article and write questions about it. Also, create an answer key for these questions.
  7. Circulate the sets of questions between class members. Answer all of the questions. Correct as a group.
  8. Examine some advertising material and leaflets.
  9. In pairs, draft some paragraphs to be used in the leaflet.
  10. Incorporate the above research into the design of a leaflet presenting strategies to promote sustainable practices.