Yonsei korean 1 1

The textbooks published by the Korean Language Institute are classified into three parts: ‘Yonsei Korean 1' and ‘Yonsei Korean 2’ for beginners, ‘Yonsei Korean 3' and ‘Yonsei Korean 4' f

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Copyright © 2018 by Yonsei University Press

All rights reserved

The textbooks published by the Korean Language Institute are classified into three parts: ‘Yonsei Korean 1' and ‘Yonsei Korean 2’ for beginners, ‘Yonsei Korean 3' and ‘Yonsei Korean 4' for intermediates, and finally 'Yonsei Korean 5' and

"Yonsei Korean 6' for advanced learners Fach book is aimed towards developing required communicative functions based

on the leameis' level of ability in Korean This set of ‘Yonsei Korean’ is an integrated collection of various tasks and activities, as well as focused practice of vocabulary and grammar These activities enhance all of the four communicative skills: listening, speaking, reading and writing The topics and situations discussed in the textbooks will enable learners to perform a wide range of communicative functions using the Korean language

We strongly believe Yonsei Korea’ ta be a valuable tool for all potential leamers hoping to master the Korean language,

as well as for students currently enrolled in the Korean Language Institute of Yonsei University Language Research and

Education Center

Yonsei University Language Research and Education Center

Korean Language Institute Compilation Committee

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‘There are 8 main characters in 'Yonsai Korean 1' The dialogues are based on the every lives of these characters, The content of each unit is presented in the ‘Contents Map’ This table shows the title, vocabulary, grammar, task, and culture so that students have comprehensive grasp of what is to be studied The last lesson of each unit is called ‘Let's Review’, where the vocabulary, grammar and function of each unit is reexamined ‘Let's read together is the section on pronunciation practice The most difficult pronunciation of a sentence from the dialogue will be practiced here In the ‘Culture’ section, ane or two topics related to

each unit are presanted, Korean culture fram the view point of a foreigner is explained under the title ‘Korean as James Sees It!

Fach lesson is arranged in the following otcer ttle, objectives, illustration and introduction, dialogue, vocabulary, grammar, task, grammar natas and dialogue translation

‘The title of each unit is a noun that is related to the content, The title of each lesson is a topic sentence from the dialogue

‘The objectives of each unit introduce the communicative functions, grammar, and vocabulary which are to be studied

in the introduction, pictures to halp leamers understand the topic are presented along with simple questions, This serves to promote interest and motivation in the topic and functions of each unit

For ‘Dialogues’ we attempted ta choose the most typical and representative situation related to the topic of the unit From unit 1 ta Unit 8, dialogues are composed of 4 short sentences with just two questions and answers From unit 4, on dialogues are composed of six sentences with three questions and answers,

In the ‘Vocabulary’ section, additional vocabulary related to the topic and function of each unit is provided New words from the task are listed separately below the task Vocabulary covered in ‘Yonsei Korean 1' total about 995 words

In the ‘Grammar’ section, the core grammar of the unit is presented, One or two grammatical pattems are presented along with simple exercises Explanation of the pattems is presented in ‘Grammar Notes

The Task’ section is composed of activities adequate for each lesscn's communicative objectives Two related task actvities are presented for each lesson Functions of speaking, listening, reading, and writing are combined for that purpose However, we focused move on speaking and listening skills, as this books is designed for beginners

English translation of the dialogues and grammar notes are presented at the end of each lesson

Korean cultural information is presented at the end of each unit The character James, a foreigner in Korea, gives a simple explanation of Korean culture In cases when actual practice is possible, simple classroom activities are attached We encourage

leamers to make comparisons with their home culture and to talk about personal experiences

The ‘Index’ presents a list of vocabulary according to the eo°2"™ alphabet order, and includes the location of wards by unit and by

lesson

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Lesson 1_ Greetings EBA SAA vd ep an Aine prensa nena mnceglalt dapat ua

Lesson 2_ §chool and House -: -.

Lesson 3_ Friends and I0ul0)ÀKƯƯM.K Ả

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Lesson 5_ Daily Routines - . -c 2c

Listening Transcript /Index

1-2

Preface_iii

Introduction_v Contents Map_x

LESSON 7 THAÍNG 22221 6n tá 4 gác H201 104 101116141 6c s04 056

Lesson 8_ Telephones terete

Lesson 9_ Weather and Seasons Lesson 10_ Holidays and School Vacation -

Listening Transcript /index

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Topic’ {Title Task Vocabulary Grammar and Patterns [Culture

Nice to meet you Action Verb 1

Is this a textbook? Names of objects Places to go

Names of eassroom KIẾP

# Is there a map, also? liixex TmoluitevotbÏ pest

Where is the bank? ee lê ocation words The location and spect

|Where do you live? Names of places Koea

I'm looking at my Action Verb 2 (-3+

family pictures =) Titles for

Titles for family mem

|Family ‘The air is fresh and it's Đế ae =1 ‘ajoomma

| | qulanthors escriptive verb 2 [ae auntie and

He studies economics ‘ing < es Dj “ajussi(uncle)

| “ _ jatcollege đriends _ | Meiers 1 ae a

going ‘to a restaurant Peart Restaurants — each kia 'BBIE

What kind of food do Talking about Kinds of food, Taste |-2] tk, Be, = Bar manners:

04 | Food you like? favorite foods \

\I'd like to have Bulgogi lotta food ‘Names ofFood =4, -#~ Generosity

‘Could | get some : Counting units for |S “2AlAl2, 7-8: of Koreans

| water, lease? Ordering food Fogel Number 2 AL, S727"

| What time is itnow? [Talking about time |Number3,Time ZƑ2l,=9}9- 4e?

| + ‘Talking about date Date, Days of the and ‘s}4=

| a {tak q -2|82, ON]

| (Daly What's the date today? tiệt, eek 12.2, als 3

| get up at 7:30 aie Action Verb3 |Sf, XE[~ZPAl|-” Counting

h ar Tế ith fingers What did you do with Talking in past bon ering

| your friends? tense (action verb) LH độ | ae, net

go to buy something Goi ng shopping Places for shopping 28] 7c, aI}/9}

mm =A|WF, —-2(Nounmodifier),| Reading

06 Sonning expensive _|ity and size of things E an ss + untae

How much are these? Asking for prices Counting units ~°] Eh, Counting unit Birthday

Could you give me a Tà ==.=

Hìathui, alesse [Bargaining Gifts tai ni lạ) =

Excuse me, but may | ask é Ic Location and lee :

|for directions, please? rections B

It takes about 40 1 ‘Transportation

minutes by subway i ti ’ methods

Words for using

\

Important

telephone numbers

‘Telephone

Mincheol, Jung? i l'Il give you a call if I'm late T May | speak to Wei, please?

like the winter when |

(apa in go ski = | ; - oe : flowers of :

4 a little cloudy ễ „ Korea

armer than today

|Peaple are working out |

is known for it's scientific and systematic features

To produce a syllable, consonant and vowel should be combined together, as follows:

Ci wad oe wỊ W( "+ + oy 2

Phonetically, there are monophthongs and diphthongs in Korean vowels For monophthongs, the lips and tongue

do not mave while articulating s sound, regardless of how long a speaker pronounces it Monophthongs vary in

the position (front/back and high/low ) of the tongue and the degree to which the mooth is opened, There are 10

monophthongs: +, 1,2, 7, —, |, H, i), |, ~1 Diphthongs are vowels in which there is a change in

sound during pronunciation, such as [wa] There are 11 diphthongs: |, 2, 2, 7, H a), 3), AL, a 4

Position of tongue Front Mid Back

14

Consonants differ in the position and way of producing the sound

~~ —~~ Place of articulation bilabial Se tongue-tip alveo-palatal velar | |

Manner of articulation -—~-—_ | alveolar Ji

21 The stroke of a vowel is ‘|’ or ` - ` The order ofwriting is from top to bottom, and from left to right

When @ vowel has a vertical stroke ( | ) the consonant is placed to its left When a vowel has a horizontal stroke (—), the consonant is placed on top When the first sound is a vowel, the consonant = (5| 5 ›, whtich is silent, is placed on the left side or above the vowel

2.3 Besides the previous 10 basic vowels, there are 11 more vowels

2.4 Letters are also categorized into three groups according to aspiration (i.e., the burst of air when the stop closure is

released) and articulatory strength: simple, aspirated, and tensed

2.6 Every consonant can be placed in the final-syllable position However, there are only 7 sounds for final consonants:

vs, 4, © The other consonants change into one of these 7 sounds in the final position

2.6 It is possible to have two consonants in the final-syllable position There are two ways of pronouncing these

consonants : pronouncement of the first consonant and pronouncement of the second consonant

Pronouncing the first consonant: 1

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BIOS HlOl7t BAS SLIM?

BOL} HlOl7} Of SA] 0|0t2|štL|?‡?

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Rie I'm Rie

Wei I'm Wei

01 9JL|t‡

‘O|C}’ is attached to the end of a noun to make the noun function like a verb It

is used to express the identity or state of a subject, or to designate an object

‘Q|LIC}’ is used to politely speak to the listener

Al as This is my desk

291L|t†, lam a student

+ ø[ e‡o|z} 3| #sInd This child is my daughter

«of7]7} 22) Be This is my house

- 1È 9|^g]L|tị, That person is a doctor

2 2/=

This particle is used with a noun to denote the topic or theme of a sentence

When the noun ends in a consonant, use ‘—©’, When the noun ends in a

XI1nl ©IAC

Itis also used to express comparison or emphasis

BAS a7} BUC AL 717} 4HSU cH My sister's tall {'m short

+ 7] #sHä|d|d†, AJ4k£ Ale}spych | like meat (But) ! don’t like fish

It can be attached to most case particles, except for subject and object particles which drops in case when this topic particle is used :

When did you go to the library?

You can't smoke here

» êm v]el|2|g9- 4 a, Don't let my parents know about it

lO} MBATE Bal BSL?

CD2: 04~05

vol ok Ue ARES?

we ue Ue, eel na

oo oh }a, aE ale Auch,

Dialogue Rie Where (which country) are you from?

Jemes I'm American Are you Chinese?

rie No, I'm not I'm Japanese

James — Oh, really?

0 $]+]7†?

It is the interrogative form of ˆ@JL|F†” A question mark is used at

the end

-6lgtol o|~- t†ẽ† “l#†9Ju|?7†2 — Which country is this person from?

Ae] FE ALLA? Is it two o'clock now?

© of7|7} ABW 7}? Is it Shinchon here?

+o} ae see ale] ay? Whose book is this?

my ie) 7H? What's the date today?

/zziI X|@l^: nịz|oL 1= rỊs†239|L|2I?

n‡z|o‡: Ul, AE rỊ#H49JL|rt, / 0-19, Xl= 7|XF4LIH

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Are you an office worker?

No, I’m not an office worker

Then, are you a student?

Yes, I'm a college student

019} /7} oc

Itis used with a noun It is the negation of ‘O|C}’ When the noun ends in a

consonant, use ‘O| OFLC} , When the noun ends in a vowel, use ‘7} O[LIC}’

I'm not Japanese

Mr Johnson isn't a doctor

This isn't a text book

Miss Linda isn't a teacher

My mother isn't a Korean