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Gift Giving 선물하 기 PowerPoint Presentation
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Gift Giving 선물하 기

Gift Giving 선물하 기

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Gift Giving 선물하 기

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  1. Gift Giving선물하기 Korean Heritage Language Teachers’ Project NHLRC/STARTALK 2012 Heritage Language Teacher Workshop July 16-20, 2012 Los Angeles, California HeeJu, Mijeong Kim, Ok-Sook Park, JaeminRoh

  2. 1st Birthday Celebration gifts

  3. 60th Birthday Celebration Gifts

  4. Wedding Gifts

  5. Background Information for Unit • Theme: Gift giving practices and traditions • Age: 9 college students enrolled in HL class • Language Level: - Listening & Speaking: Intermediate - Reading & Writing: Novice-mid/Novice-high • Time Frame: 4 class periods (50 minutes each)

  6. Korean HL Learner Profile • Background • Children of small business owners/professionals • Exposure to Korean: Community Korean Schools, one or two years • Primary care giver: grandparents, parents • Grandparents : Primarily monolingual Korean speakers • Parents: Korean and English • Sequential bilinguals • Presence of Korean culture in daily lives

  7. Korean HL Learner Profile • Social-Linguistic Context • Family and relatives • Religious groups and student organizations • Korean language programs • Study-abroad and travel • Media and Internet: - Film, drama, variety shows, news

  8. Korean HL Learner Profile • Students’ Strengths • Comprehension of concrete vocabulary • Speaking with string of simple sentences • Writing with string of simple sentences • Students’ Weaknesses • Use of honorifics, irregular verbs, relative clauses, connectives • Limited writing skills, spelling errors • Limited vocabulary • Misuse of registers • Pronunciation – sound discrimination and intonation

  9. Desired Outcome • Students will be able to use appropriate register and terms forgift-giving occasions such as돌 (1stbirthday), 환갑 (60thbirthday), 결혼 (wedding), 장례식 (funeral), etc.in the interviews • Students will understand various gift-giving practices in a Korean community • Students will be able to talk about gift-giving practices and learn proper etiquettes

  10. Unit Plan • Day 1: Scaffolding activities – pictures, survey, vocabulary • Day 2: Reading activities • Day 3: Creating interview questions, interview elders over the weekend • Day 4: Presentations

  11. Day 1: Scaffolding Activities Goals: • Introduce unit topic • Introduce essential words related to gift-giving in special occasions • Compare and contrast gift-giving cultures in Korea and in the U.S.

  12. Day 1: Scaffolding Activities Material: • Pictures • Survey • Distribute reading material: “What gift do you give for these special occasions?” “이런 때 어떤 선물을 사세요?”

  13. Day 1: Scaffolding Activities • Comparing 1st birthday pictures

  14. Day 1: Scaffolding Activities • Survey: Compare and contrast different practices of gift-giving or receiving across cultures.

  15. Day 2: Reading Activities • Reading material “What gift do you give for these special occasions? 이런 때 어떤 선물을 사세요?” is presented as Word Cloud. Students discuss relevant vocabulary (10 min) • Differentiated Teaching: Students are grouped into 3 groups: Novice-Intermediate-Advanced • Each group answers comprehension questions; Novice level answers #1-5, Intermediate level answers #6-10, Advanced level answers #11-15 (15 min) • The whole group shares all the answers # 1-15 (15 min) • Students report Exit Card by the end of the day (5 min)

  16. Day 3:Creating Interview Questions • Students design interview questions on gift-giving practice in Korean (15 min) • Whole class instruction on: appropriate and formal use of registers when addressing to elders, use of honorifics and interview etiquettes (20 min) • Students check with each other whether the interview questions are valid (10 min) • Distribute and explain the rubrics of Day 4 presentation (5 min)

  17. Day 4: Presentation • Student Presentation • Oral report: Summary of the interviews (5 minutes x 9 = 45 minutes ) • Use PowerPoint slides (No sentences, keywords only) - Audience fills out presentation summary chart

  18. Day 4: Presentation • Audience fills out presentation summary chart while listening to each report.

  19. Day 4: Presentation • Presentation assessment rubric (Check point: 1 lowest – 5 highest)

  20. Conclusion: 5 C’s Real-world use in student’s home and community, Participating in discussions and practices of gift-giving Interpersonal, Interpretive, Presentational (Interview, presentation) Gift-giving traditions, special occasions Language, history, sociology, medicine, business/economics Practice of gift-giving and special occasions