4.6: Post-viewing Activities
- Page ID
- 128447
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\(\newcommand{\avec}{\mathbf a}\) \(\newcommand{\bvec}{\mathbf b}\) \(\newcommand{\cvec}{\mathbf c}\) \(\newcommand{\dvec}{\mathbf d}\) \(\newcommand{\dtil}{\widetilde{\mathbf d}}\) \(\newcommand{\evec}{\mathbf e}\) \(\newcommand{\fvec}{\mathbf f}\) \(\newcommand{\nvec}{\mathbf n}\) \(\newcommand{\pvec}{\mathbf p}\) \(\newcommand{\qvec}{\mathbf q}\) \(\newcommand{\svec}{\mathbf s}\) \(\newcommand{\tvec}{\mathbf t}\) \(\newcommand{\uvec}{\mathbf u}\) \(\newcommand{\vvec}{\mathbf v}\) \(\newcommand{\wvec}{\mathbf w}\) \(\newcommand{\xvec}{\mathbf x}\) \(\newcommand{\yvec}{\mathbf y}\) \(\newcommand{\zvec}{\mathbf z}\) \(\newcommand{\rvec}{\mathbf r}\) \(\newcommand{\mvec}{\mathbf m}\) \(\newcommand{\zerovec}{\mathbf 0}\) \(\newcommand{\onevec}{\mathbf 1}\) \(\newcommand{\real}{\mathbb R}\) \(\newcommand{\twovec}[2]{\left[\begin{array}{r}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\ctwovec}[2]{\left[\begin{array}{c}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\threevec}[3]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\cthreevec}[3]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\fourvec}[4]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\cfourvec}[4]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\fivevec}[5]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\cfivevec}[5]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\mattwo}[4]{\left[\begin{array}{rr}#1 \amp #2 \\ #3 \amp #4 \\ \end{array}\right]}\) \(\newcommand{\laspan}[1]{\text{Span}\{#1\}}\) \(\newcommand{\bcal}{\cal B}\) \(\newcommand{\ccal}{\cal C}\) \(\newcommand{\scal}{\cal S}\) \(\newcommand{\wcal}{\cal W}\) \(\newcommand{\ecal}{\cal E}\) \(\newcommand{\coords}[2]{\left\{#1\right\}_{#2}}\) \(\newcommand{\gray}[1]{\color{gray}{#1}}\) \(\newcommand{\lgray}[1]{\color{lightgray}{#1}}\) \(\newcommand{\rank}{\operatorname{rank}}\) \(\newcommand{\row}{\text{Row}}\) \(\newcommand{\col}{\text{Col}}\) \(\renewcommand{\row}{\text{Row}}\) \(\newcommand{\nul}{\text{Nul}}\) \(\newcommand{\var}{\text{Var}}\) \(\newcommand{\corr}{\text{corr}}\) \(\newcommand{\len}[1]{\left|#1\right|}\) \(\newcommand{\bbar}{\overline{\bvec}}\) \(\newcommand{\bhat}{\widehat{\bvec}}\) \(\newcommand{\bperp}{\bvec^\perp}\) \(\newcommand{\xhat}{\widehat{\xvec}}\) \(\newcommand{\vhat}{\widehat{\vvec}}\) \(\newcommand{\uhat}{\widehat{\uvec}}\) \(\newcommand{\what}{\widehat{\wvec}}\) \(\newcommand{\Sighat}{\widehat{\Sigma}}\) \(\newcommand{\lt}{<}\) \(\newcommand{\gt}{>}\) \(\newcommand{\amp}{&}\) \(\definecolor{fillinmathshade}{gray}{0.9}\)1. Vocabulary Review
Directions: For various activities to reinforce the learning of the key vocabulary, follow the links on Quizlet below.
2. Exercises
2-1. Level 1: -서 & -고 Conjunction
Directions: Complete each sentence by filing in the blanks with appropriate verbs in either the – 서 or –고 conjunction form.
| 가다 / 내려오다 / 입다 / 앉다 / 만나다 / 찾아가다 / 읽다 / 찾아오다 / 보다 |
1) 환웅은 바람, 비, 구름 신과 함께 _______________ 세상을 잘 다스렸습니다.
2) 지난 주말에 재미있는 영화를 _______________ 좋은 책을_______________ 맛있는 저녁을 먹었습니다.
3) 심청은 뱃사람들을 ___________ 재물이 되겠다고 했습니다.
4) 오후에 도서관에 _______________ 공부할 거예요.
5) 어느날 곰과 호랑이가 환웅을_______________ 말했습니다.
6) 날씨가 추운데 코트를 _______________ 나가세요.
7) 의자에 _______________ 잡수세요.
8) 친구들을 _______________ 같이 놀았습니다.
2-2. Level 1: Identifying Characters - 나는 누구입니까? Who Am I?
Directions: Based on the story of DanGoon, answer the question, “나는 누구입니까? Who Am I?”
| 환인 / 웅녀 / 환웅 / 곰 / 호랑이 |
1) 나는 단군의 어머니입니다. 나는 누구입니까? _______________
2) 나는 단군의 아버지입니다. 나는 누구입니까? _______________
3) 나는 단군의 할아버지입니다. 나는 누구입니까? _______________
4) 나는 인간이 되고 싶었습니다. 그런데 환웅의 말을 다 듣지 못하고 동굴을 나왔습니다. 나는 누구입니까? _______________
5) 나는 인간이 되고 싶었습니다. 그래서 동굴에서 끝까지 견디었습니다. 나는 누구입니까? _______________
2-3. Level 2: VS+(으)면서 V2
Directions: Complete each sentence by filling in the blanks with the appropriate verbs from the given box to tell the story of DanGoon. One of the verbs in the sentence should be in the [VS+(으)면서 V2] form to express simultaneous actions.
| 실천하다 / 다스리다 / 살다 / 견디다 / 안 되다 / 내려다보다 / 만들다 / 먹다 / 생각하다 |
1) 환웅은 하늘에서 인간세계를 _______________ 매일 _______________ .
2) 환웅은 인간과 자연을 조화롭게 _______________ 좋은 세상을 _______________ .
3) 곰과 호랑이는 인간이 되기 위해서는 백 일동안 동굴에서 _______________ 햇빛을 보면 _______________ .
4) 곰과 호랑이는 환웅한테서 받은 쑥과 마늘을 _______________ 지냈습니다.
5) 곰은 힘들었지만 환웅의 말을 그대로 ______________ 어려움을 _______________ .
2-4. Level 2: Summary
Directions: Based on the video viewing and the reading, fill in the blank with the appropriate word chosen from the given box. The completed paragraph will give you an outline of the story’s main ideas.
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옛날 옛날에 하늘의 왕 _________에게 _________ (이)라는 아들이 있었습니다. 그는 _________을/를 잘 다스리고 싶었습니다. 그래서 하늘의 왕이 _________의 신, _________의 신, _________의 신과 삼 천명의_________와/과 함께 환웅을 인간세계에 내려보내셨습니다. 그래서 환웅은 원하던 대로 세상을 잘 다스리게 되었습니다 . 그러던 어느날 _________와/과 _________이/가 환웅을 찾아와서_________이/가 되고 싶다고 했습니다. 환웅은 그들에게 _________와/과_________만 먹어야 하고 100 일동안_________에서 지내야 한다고 했습니다. _________은/는 참지 못하고 동굴을 뛰쳐나갔지만_________은/는 잘 참고 견디어서 인간이 되었습니다. 그리고 그 후에 환웅과_________ 하고_________을/를 낳았습니다. 이름은 _________이었습니다. 단군은 우리 민족 _________의 나라를 세웠습니다.
2-5. Level 3: Sentence 1. 이는 ~ sentence 2 N
Directions: Based on the story, complete the second sentence with the verb given in the parentheses in the appropriate form.
1) 환웅은 인간세계에 특별한 관심과 애정을 가지고 매일 하늘에서 인간세계를 내려다보았습니다. 이는 ___________________________________________ ______________________________________________________________ . (생각을 가지다)
2) 곰과 호랑이는 백 일동안 동굴안헤 살면서 밖으로 나오지 말아야 했습니다. 이는 _______________________________________________________________ . (안 되다)
3) 스물 하루가 되는 날에 곰은 자신이 아름다운 여자로 다시 태어난 모습을 불 수 있었습니다 이는 _________________________________________________ _______________________________________________________________ . (이루다)
2-6. Level 3: Discussion
Directions: Review the given vocabulary and the key themes of this legend presented in the box below. Then, briefly explain how you think each theme is illustrated in the story.
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| 1. “홍익인간” 2. “천지화합” | ||
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3. Creative Writing
Level 2 & Level 3:
Directions: Complete the two tasks below.
1) Imagine that you have been commissioned to create a folktale-like story to teach children the virtues of endurance and perseverance. Take ideas from the plot in The Myth of DanGoon, which centers on the bear and the tiger, and what they were ordered to endure by HwanWoong. Then think of two (or more) animals, trials they have to endure, and the rewards that those who demonstrate patience and perseverance eventually receive. With those elements, create your own story.
2) DanGoon founded Korea’s first kingdom , Gojoseon 고조선, and is said to have established The Eight Laws 팔조법, among which only three remain. Follow the two links below for resources designed to educate children in Korea and study what the three laws are. Now, think about what the other five laws would likely be and complete The Eight Laws. You should maintain the speech style used in the illustration in the second link. Suggestion: Remember that it was an agricultural society then, and some laws would reflect that.
- Click EBS Length 0:43
- Click Chunjae Edu (Illustrations)
4. Discussion
Level 2 & Level 3:
1) Here are three resources with which you can learn more about the founding philosophy of Korea, "HongIk Ingan 홍익인간” and its applications. Select one of the three and talk about the content in your own words.
- Click Arirang Culture Length 4:13
- Click UNESCO-IBE (Review the first section of the article in English.)
- Click NAVER (Recommended for advanced level or higher.)
2) Do individual research on the founding myths of any two countries. Based on your findings, discuss similarities and/or differences between them and The Myth of DanGoon.