Stage 5 (Year 9) Korean
Language: Korean
Target group: Stage 5 (Year 9)
What are the key ideas or concepts you want students to learn?
The key concepts I want students to learn are that:
 a variety of language structures can be used to express ideas about school
life in Korea
 school life and expectations vary between countries.
Topic: School Life
Indicative time:
5 weeks (10 hours)
Why does that learning matter?
The learning matters because:
 using simple Korean adds a new dimension to the students’ daily interaction
in the classroom
 comparing schooling in different cultures contributes to broadening students’
perspectives.
Unit description:
In this unit, students learn to describe their school life, subjects, teachers and friends by learning vocabulary and language structures and using technology to
express ideas and create meaning through text.
At the end of this unit, students will be able to:



describe school subjects and timetable
ask about and describe the subjects they like
describe their teachers and friends.
Building the field:
 Brainstorm school life in Korea and Australia based on students’ experiences or prior knowledge.
 List the similarities and differences of school life in Korea and Australia.
 Introduce vocabulary and expressions related to school by constructing a mind map with students.
Intellectual quality

Deep knowledge

Deep understanding

Problematic knowledge

Higher-order thinking

Metalanguage

Substantive communication
Quality learning environment

Explicit quality criteria

Engagement

High expectations

Social support

Students’ self-regulation

Student direction
Significance

Background knowledge

Cultural knowledge

Knowledge integration

Inclusivity

Connectedness

Narrative
Outcomes:
5.UL.1 A student selects, summarises and analyses
information and ideas in spoken texts and
responds appropriately
5.UL.2 A student selects, summarises and analyses
information and ideas in written texts and
responds appropriately
Students learn about:
 the manipulation of structure, format and choice
of vocabulary to achieve specific purposes
Students learn to:
 select and manipulate particular structures to
achieve specific communication goals, e.g. omit
particles when speaking, use appropriate tense
for recounting, emotive languages for effect,
별로, 참, 아주, 정말, 그 이야기(는) 정말
 responding to factual and open-ended questions

5.UL.3 A student uses Korean by incorporating
diverse structures and features to express own
ideas
 the manipulation of structure, format and choice
of vocabulary to achieve specific purposes

5.UL.4 A student experiments with linguistic patterns
and structures in Korean to convey information and
to express own ideas
 the use of technology to express ideas and create
own text

5.MLC.1 A student demonstrates understanding of
the nature of languages as systems by describing
and comparing linguistic features across languages
 the need for consistent application of grammatical
rules and conventions to achieve effective
communication
 the effect of linguistic choices on intended
meaning
5.MLC.2 A student uses linguistic resources to
support the study and production of texts in Korean
 the value of developing respect for and
Intellectual quality

Deep knowledge

Deep understanding

Problematic knowledge

Higher-order thinking

Metalanguage

Substantive communication
Quality learning environment

Explicit quality criteria

Engagement

High expectations

Social support

Students’ self-regulation

Student direction
재미있었어요.
maintain an interaction by responding to and
asking questions and sharing information
select and incorporate particular structures to
achieve specific purposes, e.g. use appropriate
tense for recounting, emotive language for effect,
별로, 참, 아주, 정말
access websites to transfer and manipulate data
to produce a specific text, e.g. multimedia
presentation

use metalanguage to explain linguistic structures
and textual features encountered in text

make linguistic choices to enhance their intended
meaning, drawing on a range of linguistic
structures
Significance

Background knowledge

Cultural knowledge

Knowledge integration

Inclusivity

Connectedness

Narrative
5.MBC.1 A student explores the interdependence of
language and culture in a range of texts and
contexts
5.MBC.2 A student identifies and explains aspects
of the culture of Korean-speaking communities in
texts
appreciation of other cultures
discuss and compare the values and beliefs of
diverse cultures

identify and discuss cultural influences in specific
texts, e.g. newspapers, magazines,
advertisements, video clips, films
present and organise information in ways
appropriate to audience, purpose and context
plan, draft and edit text
 cultural attitudes that add meaning to texts
 the structure and format of particular texts

 the purpose and context of a text and their
influence on the choice of structure, format and
vocabulary
 the logical sequencing of ideas in extended text
 the application of known linguistic structures in
new contexts
 language choices and their effect on intended
meaning
Intellectual quality

Deep knowledge

Deep understanding

Problematic knowledge

Higher-order thinking

Metalanguage

Substantive communication

Quality learning environment

Explicit quality criteria

Engagement

High expectations

Social support

Students’ self-regulation

Student direction

 sequence ideas and information in texts
 apply a range of vocabulary and linguistic
structures across a range of contexts
 evaluate the accuracy and appropriateness of
structures when constructing and editing text
Significance

Background knowledge

Cultural knowledge

Knowledge integration

Inclusivity

Connectedness

Narrative
Suggested teaching, learning and assessment activities:
Note: teaching and learning activities marked with an asterisk (*) could be used as formal assessment
tasks. Structures in italic script could be used for advanced level.
LR: Listening and Responding, RR: Reading and Responding, W: Writing, S: Speaking
1. Reviewing and extending classroom vocabulary in Korean, such as student equipment, classroom
objects and school subjects
2. Information gap/barrier game: Timetables (LR/S), 교시, 과목, 시간표, 국어, 영어, 수학, 과학, 지리,
역사, 음악, 독일어, 미술, 점심시간, 조회, 체육, 특활, 반장, 학생회, 지각, 당번, 주번, 과외, 공부
3. Role playing different classroom situations in Korean.
Students asking others questions about school, subjects, teachers and friends; expressing likes
and dislikes about school, subjects, etc. 수학 좋아해요? …선생님 좋아해요?, 아니오, 나는
…싫어해요.
Online class survey: students identify their favourite subject, extra activities, clubs joined; and
information is collated. (LR/S)
5. Reviewing the calendar dates, days of the week and the time. 월요일, 화요일, 수요일, 목요일,
Evidence of learning and ongoing feedback for students
throughout unit of work
 Class discussion and teacher feedback on student contributions.
 Student use of appropriate vocabulary and structures.
 Student ability to sequence ideas.
 Student use of culturally appropriate behaviour.
 Teacher observation of level of participation in class discussion and
oral feedback.
Ongoing feedback through:
 teacher observation
 oral/written feedback
 student self-evaluation
 peer evaluation.
4.
금요일, 토요일, 일요일, 1교시는 2시 5분에 끝나요, 3월 5일 수요일에 특활있어요.
6. Describing the school/classroom in an email to overseas relatives.*
7. Reading and responding: Group A and Group B read different texts. Group A ask questions about
Group B’s reading texts. Students write down the answers when they are asking questions
(RR/LR/W/S)
8. Dictogloss: Younghee’s first day at school in Korea (RR/LR/W)
9. Writing a recount of the first day of the new school year.*
Intellectual quality

Deep knowledge

Deep understanding

Problematic knowledge

Higher-order thinking

Metalanguage

Substantive communication
Quality learning environment

Explicit quality criteria

Engagement

High expectations

Social support

Students’ self-regulation

Student direction
Listening activities: teacher observation and oral feedback on purpose
and content.
Speaking activities: teacher provides oral feedback on correct
pronunciation and vocabulary and ability to maintain an interaction.
Discussion activities: teacher observation and oral feedback on how
well students participate and recognise and use the vocabulary.
Significance

Background knowledge

Cultural knowledge

Knowledge integration

Inclusivity

Connectedness

Narrative
10. Discussing excursions, education and future aspirations.
11.
Presentation: students imagine they are an exchange student in Korea. They create an oral
presentation about school life in Australia. (S) *
12. Finding out about school life and the educational system in Korea to write an article for your school
magazine imagining that you have been to a school in Korea promoting an exchange program.
Students write about the things they thought were interesting and give reasons why.
Students describe an ideal school life and educational system by combining the best aspects of
the education systems in Korea and Australia. (RR/W/S) *
13. Debating the issue of school uniform (or other issues), e.g. Should school uniforms be
compulsory?
14. Creating a simple poem about school in Korean.
Resources:
Arirang 1 unit 6, Arirang 2 unit 7, workbook and audio tapes/CDs
Flashcards – subject/things in the classroom
Survey forms (authentic and/or students created)
DVD: Explore Korea, part 1
Websites: http://lei.snu.ac.kr/site/click-korean/I_KOR_06/intro.html
hsc.csu.edu.au/korean/continuers/individual/education/2701/speaking/INDedST.htm
www.langintro.com/kintro/numbers/numindex.htm
www.arts.monash.edu.au/korean/klec/photo/index.php?TopicID=Education
www.arts.monash.edu.au/korean/klec/pictorial-exercise-level1/index.php
eng.teenkorean.net/lecture/list.jsp?lec_theme=Basic&lec_chapter=fr&
hompi.sogang.ac.kr/korean/kkl101/lesson04/index.html
Intellectual quality

Deep knowledge

Deep understanding

Problematic knowledge

Higher-order thinking

Metalanguage

Substantive communication
Quality learning environment

Explicit quality criteria

Engagement

High expectations

Social support

Students’ self-regulation

Student direction
Reading activities: teacher gives oral/written feedback on identifying
general or specific information, purpose and content..
Written activities: teacher observation and written feedback on purpose
and content; peer evaluation.
ICT activities: use Korean language websites and DVD to consolidate
and reinforce new structures and to provide additional listening and
speaking activities that allow for independent student progression.
Key structures and vocabulary:
 Formatting questions: 언제 있어요? 어디에 있어요? 몇 시예요? 몇
시에 시작해요? /끝나요? 몇 번 있어요? (어디서, 누가, 무엇을,
어떻게, 왜?).


Cardinal numbers and ordinal numbers.
Descriptive verbs: 재미있어요(없어요), 어려워요, 쉬워요, 잘/못
생겼어요, 멋 있어요.


Complex sentences …하니까, 했지만, …하지만, …그러나.
Expression for ‘o’clock’ 시, ‘half past’ 반, and minutes.

Adverbials: 모두, 때때로, 매우, 결코, 상당히.


Combining verbs: 공부하러 가다.
Indirect quotations: -라고 합니다.
Significance

Background knowledge

Cultural knowledge

Knowledge integration

Inclusivity

Connectedness

Narrative
Evaluation and variation:
(Considerations: Time allocated for unit; variety of teaching strategies used; opportunities for teacher feedback and student reflection; suitability of resources;
suitability of ICT/laptop activities; literacy/numeracy links)
Teacher name: _________________________
Intellectual quality

Deep knowledge

Deep understanding

Problematic knowledge

Higher-order thinking

Metalanguage

Substantive communication
Quality learning environment

Explicit quality criteria

Engagement

High expectations

Social support

Students’ self-regulation

Student direction
Signature:
_________________________
Date:
_________________________
Significance

Background knowledge

Cultural knowledge

Knowledge integration

Inclusivity

Connectedness

Narrative
Intellectual quality

Deep knowledge

Deep understanding

Problematic knowledge

Higher-order thinking

Metalanguage

Substantive communication
Quality learning environment

Explicit quality criteria

Engagement

High expectations

Social support

Students’ self-regulation

Student direction
Significance

Background knowledge

Cultural knowledge

Knowledge integration

Inclusivity

Connectedness

Narrative