세종사이버대학교 한국어학과 한국어교육실습 온라인 수업 참관 자료 영상_박지현 선생님(세종한국어2 / 3과 음식)

Main ideas / lessons conveyed

• The lesson’s theme is food vocabulary and simple restaurant conversation in Korean.
• Students practice:
  • Asking others what they want to eat.
  • Responding with preferences (e.g., liking certain foods).
  • Making restaurant orders using polite requests.
• The video also teaches grammar for future intent/plans, especially:
  • “I will + verb” patterns (e.g., “I will eat…”, “I will go…”), including pronunciation rules based on whether verbs end with a consonant.
• Toward the end, students do structured pair practice and role-play of restaurant ordering.
• Additional conversational functions are practiced:
  • Planning activities for the weekend (“What are you going to do this weekend?”)
  • Inviting someone (“Do you want to… together?”)
  • Declining politely (“Sorry, I have another appointment/plan.”)
  • Asking/using time (“When do you want to go home?” / “At what time…?”)
  • Completing conversations from a workbook using target vocabulary.

Concepts and language used (from the subtitles)

1) Food preference and restaurant ordering (Lesson 3: Food)

Core scenario

• In a restaurant, characters look at the menu and place orders.

What students learn to do

• Ask: “Mark, what would you like to eat?”
• Answer with dish preferences (examples mentioned):
  • galbi, bulgogi, bibimbap, naengmyeon, gop / “nakgopsae” (찜/튀김류로 들림)
  • seolleongtang, samgyetang
  • kimchi jjigae, doenjang jjigae
  • gimbap, ramen, sundaeguk, sundubu jjigae
  • tteokbokki, jjigae variations
• Use polite ordering phrases such as:
  • “Auntie/ma’am, please give us [dish(es)].”
  • “Please give me [dish] here.”

Dialogue patterns demonstrated

• Ordering 2 items
  • One person orders: naengmyeon
  • Another person orders: bibimbap
  • Then they confirm the restaurant can make them well.
• Meal-asking practice
  • “What do you want to eat?”
  • “I want to eat [X].”
• Follow-up repetition
  • The teacher uses call-and-response; students repeat model sentences.

2) Food vocabulary walkthrough (brief descriptions)

The teacher introduces multiple foods and gives short descriptions (ingredients, typical context, and taste).

• Bulgogi: meat
• Bibimbap: rice mixed dish
• Seolleongtang: warm ox-bone soup style (mentions meat inside); eaten often in winter, also summer
• Samgyetang: chicken + ginseng; considered healthy; eaten in summer when sweating
• Galbi: (grilled meat dish)
• Kimchi jjigae: kimchi + tofu; slightly spicy and salty
• Doenjang jjigae: soybean paste stew; tofu + many vegetables; described as a health staple
• Naengmyeon: cold noodles; eaten in summer because it’s cold
• Gimbap: (rice roll snack)
• Ramen: (noodle dish)

Additional items referenced later for practice:

• Sundaeguk, Sundubu jjigae, Tteokbokki, etc.

3) Grammar: “-eul-rae / -ul-rae” future intent (“I will + verb”)

The video teaches future-intent step-by-step with a pronunciation rule.

Core idea

• “To eat” is treated as “먹다 → 먹을래” (intention: “I will [eat]” / “I’m going to [eat]”).

Rule explained (as described in the subtitles)

• If the verb stem ends with a final consonant, use -ul-rae.
• If the verb stem has no final consonant, use -ri-ul-rae.

Examples given (“I will …”)

• eat → I will eat…
• go → I will go…
• read → I will read…
• wear → I will wear…
• photograph → I will photograph…
• find → I will find…
• make → special handling: described as “make-lae” without splitting as “make-l ae” (the subtitles emphasize the intended pronunciation)

Instructional practice

• Repetition drills led by the teacher, such as:
  • “What will you eat?” → “I will eat …”
  • “I am going to the library today.”
  • “No, I’m a bit tired, so I will rest at home.”
• Vocabulary is paired with actions for transformation drills (examples):
  • know / sit / read / wear / take / find / next to / drink coffee / meet a friend / study Korean / wait / make / go home / drink / meet / study / wait, etc.

4) Using “-eul/nekkka-eulnyeo”-style for asking intentions/thoughts

• The subtitles mention a form (likely an intention/question pattern related to 겠-, though subtitles include a likely placeholder/wordplay such as “geukkka eulnyeo”).
• Lesson goal:
  • When asking about the listener’s intention/thoughts, use one structure.
  • When answering, use the corresponding response structure.

5) Weekend planning + invitation/decline

Planning questions and answers

• Ask: “What are you going to do this weekend?”
• Example answers:
  • “I’m going to go hiking.”
  • “I’m going to the concert.”
  • “I’m going to play soccer.”
  • “I’m going to shop at the department store.”
  • “I’m going to watch a movie.”
  • “I’m going to study / read a book.”

Invitations

• “Do you want to watch a movie together today?”
• “Do you want to… together on Sunday morning?”

Polite declines

• “Sorry, I have another appointment/another plan.”

6) Time questions (“when”)

Workbook-style content includes:

• “When do you want to go home?”
• “At what time do you want to go home?” (alternative phrasing taught)

Detailed instruction/list format (how the class activity works)

A) Menu conversation practice (main pattern)

• The teacher sets a restaurant context.
• Students practice in turns:
  • Question: “What would you like to eat?”
  • Answer: “I want to eat [dish].”
  • Order request (polite): “Please give me/us [dish(es)] here.”
• The teacher verifies correctness by repeating and correcting student answers.

B) Workbook completion / structured Q&A

• The teacher calls out items like:
  • What is the other person telling you to eat?
  • What are they telling you to drink?
  • What are you telling them to buy?
  • What time are you telling them to go home?
• Students answer using the target vocabulary and learned question patterns.

C) Role-play in small groups (pair practice)

• Students are assigned partners.
• Teacher asks who they want to practice with.
• Pairs practice for about 5 minutes.
• Students then perform roles publicly (multiple pair/rounds are shown in the subtitles).

D) Rock-paper-scissors as a turn-taking mechanic

• Rock, Paper, Scissors decides who goes first / places (1st, 2nd, 3rd).
• After winners are determined, students begin role-play order conversations.

E) Final restaurant role-play rounds (group variation)

• Students practice restaurant ordering with different combinations, such as:
  • bulgogi + cold noodles, gimbap, jjigae options, sundae-guk, doenjang jjigae, kimchi jjigae, nakgopsae, tteokbokki, etc.
• The teacher instructs switching roles:
  • Students swap who plays which character (e.g., switch from Laura/Mark to other pairs) and repeat the conversation.

Speakers / sources featured

• 박지현 선생님 (Teacher Park Ji-hyun) (primary speaker)
• Video lesson mentions multiple student characters/roles in dialogue, including:
  • Ronald, Sarah, Laura, Mark, Sujin, Yuki, Tao, Ni / Naomi,
  • Linea / Alison / Aria, Gasi / Ga / Nishi (names vary by subtitle transcription)
• 세종사이버대학교 한국어학과 / 한국어교육실습
  • Referenced in the video title; not described as a distinct spoken source in the subtitles.