Korean
Stage 3
Food and drink - Masiseoy 맛있어요
Activity context
These digital resources are designed for languages teachers to use with Interactive Whiteboards (IWBs).
This activity has been designed to consolidate the language in the area of food and drink.
Syllabus links:
3.UL.1
Organises and responds to key ideas from spoken texts in familiar contexts
3.UL.2
Organises and responds to key ideas from written texts in familiar contexts
3.UL.3
Interacts with others by sharing key points of information in Korean
3.UL.4
Writes texts to present key points of information in Korean
3.MLC.2
Identifies patterns and features of Korean by making comparisons between languages
3.MBC.1
Demonstrates awareness of cross-cultural influences on language and culture
3.MBC.2
Demonstrates understanding of significant cultural values and practices in Koreanspeaking communities.
Notebook page
Activity
Title page
Press each shape to see it grow to reveal the topic
expression Masiseoyo. ('It is delicious'.)
Building the field: Korean traditional food
Prior to this IWB lesson the students should have
completed suggested activities below.
Students in groups compile a list of Korean food they
know and Korean food they have tried. Students share
the list for class discussion.
Collect colourful menus from Korean restaurants written
both in Korean and English to prompt student
discussion. The menus can be found from websites.
© NSW Department of Education and Training 2009
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Building the field: food images
Press the word in the yellow shape to see it grow to
reveal the topic expression Masiseoyo.
Pull out the food images and say Masiseoyo with the
whole class.
Drinks: vocabulary 1
Teacher pulls down the arrow tab to introduce
vocabulary associated with drinks.
Teacher pulls out the tabs and scatters them around the
screen. Students match the picture with its correct
name.
Teacher/students tap the speaker icon on each picture
to listen to the vocabulary.
Drinks: vocabulary 2
Teacher pulls down the arrow tab to introduce
vocabulary associated with drinks.
Teacher pulls out the tabs and scatters them around the
screen. Students match the picture with its correct
name.
Teacher/students tap the speaker icon on each picture
to listen to the vocabulary.
Students complete the 'Drinks' worksheet (IWB
worksheets, page 1).
© NSW Department of Education and Training 2009
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Cold drinks: revision
In this activity, students drag the vocabulary for cold
drinks into the bucket. The correct word will be accepted
into the bucket. Students could be timed as they
complete the activity.
Students complete a worksheet to categorise cold and
hot drinks (IWB worksheets, page 2).
Cultural information: traditional Korean teas
Teacher clicks on each square to enlarge the image of
Korean traditional tea.
From the images provided, students discuss tea
ingredients, colour, tea cups and pots and illustrate
'Traditional Korean teas' on worksheet (IWB
worksheets, page 2).
Do you like …?
Teacher introduces the expression 'Do you like (drink)?'
Teacher drags the picture into the bracket and asks the
question.
Students respond 'Yes, I like it' and 'No, I don't like it' by
pulling down the faces.
© NSW Department of Education and Training 2009
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Do you like …?
Students click on each face to hear what they like and
dislike. Students use the 'Listening activity' worksheet to
answer questions ( IWB worksheets, page 3).
Korean food and other popular dishes
Teacher pulls down the arrow tab to introduce
vocabulary associated with food.
Teacher pulls out the tabs and scatters them around the
screen. Students match the picture with its correct
name. Add a timer to make the activity more
challenging.
Teacher/students tap the speaker icon on each picture
to listen to the vocabulary.
Korean food & other popular dishes
Teacher pulls down the arrow tab to introduce
vocabulary associated with food.
Teacher pulls out the tabs and scatters them around the
screen. Students match the picture with its correct
name. Add a timer to make the activity more
challenging.
Teacher/students tap the speaker icon on each picture
to hear the vocabulary.
Students fill out the 'Korean food and other popular
dishes' worksheet (IWB worksheets, page 4).
© NSW Department of Education and Training 2009
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Vocabulary consolidation: jumbled words 1
Students rearrange syllables to correctly name each
food in the boxes below.
Add a timer for a class challenge.
Vocabulary consolidation: jumbled words 2
Students rearrange syllables to correctly name each
food in the boxes below.
Add a timer for a class challenge.
Vocabulary consolidation: jumbled words 3
Students rearrange syllables to correctly name each
food in the boxes below.
Add a timer for a class challenge.
Vocabulary consolidation: jumbled words 4
Students rearrange syllables to correctly name each
food in the boxes below.
Add a timer for a class challenge.
© NSW Department of Education and Training 2009
Page | 5
Vocabulary consolidation: jumbled words 5
Students rearrange syllables to correctly name each
food in the boxes below.
Add a timer for a class challenge.
Vocabulary consolidation: jumbled words 6
Students rearrange syllables to correctly name each
food in the boxes below.
Add a timer for a class challenge.
Students fill out the 'Food and drinks find-a word'
worksheet (IWB worksheets, page 5).
Memory game
Students click on two squares to match a picture and a
word. Cover again by clicking on the squares if they
don't match. Repeat until all words/pictures are
matched.
Worksheet 'Odd one out' helps students use reasoning
skills to pick the odd one out (IWB worksheet, page 6).
© NSW Department of Education and Training 2009
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Guess the favourite food!
Teacher uses the eraser to reveal slowly the secret food
until students can guess what it is
Worksheet 'What's for lunch?' further consolidates
vocabulary (IWB worksheets, page 7).
Listening activity: likes and dislikes
Click the green button to listen to a conversation.
Students answer the questions.
Reading activity
Students use the worksheet to answer the 'Reading
activity' (IWB worksheets, page 8).
Teacher can use the IWB to annotate notes and give
further explanation.
As a follow-up activity, students use the 'Class survey'
worksheet and report back to the class (IWB
worksheets, page 9).
Assessment strategies:
The teacher:

observes students participating in activities

provides oral feedback to the class and to individual students.
Assessment criteria:
The student:

listens actively to aid comprehension

contributes to the identification and labelling of the vocabulary

demonstrates comprehension, e.g. by matching words to pictures

develops writing skills in context, e.g. matching words with pictures and labelling objects.
© NSW Department of Education and Training 2009
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The Notebook files for each student can form part of your assessment to inform your teaching and capture
"point in time" learning.
© NSW Department of Education and Training 2009
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