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 This textbook was compiled for in-class teaching materials faithfully reflecting the needs of
those who want to study Korean language by teaching the language in such a way that it is easy and

interesting based on the experiences of teachers who have been teaching Korean language at vari-

ous Korean language institutes.

We have incorporated in the textbook overall aspects of Korean life reflecting the natural and

lively situations in which conversations are spoken by providing as minimum rules of grammar as

possible so that the students of this textbook can easily be familiarized with the language through

the exercise of sentence patterns.

Especially, we have put an emphasis on the improvement of conversation skill and the students'
ability to manage under the given situations through promotion of interaction in educational objec-

tive and actual implementation of teaching the language to be considered.

As in other language learning situations, students who want to learn Korean language tend to

wish to acquire conversation skill with fluency within such a short time. Responding to this ten-

dency, it has been a common practice that teaching and learning has recently been focused on too

much emphasis on 'conversation skilTthrough communication ability on the part of sutdents.

However, it is evident that if we put too much emphasis on one aspect of language learning
many other important aspects will likely be overlooked. Thus, this textbook tries to cover most of

the elements of teaching the language with impartiality to achieved a status of leading teaching

materials tor Korean language.

We proudly present this textbook with aim of teaching Korean language in both accuracy and
fluency. By studying the lessons on this textbook successfully students will be familiarized with
both accuracy and fluency.

We are greatl) indebted to Mr. Ho Yeul Hum. President of SISA Japanese Publishing House,
who has assisted us to make publication of this textbook possible.

Sincerely.

Representing writers of textbook. Ms. Sang Sook Lee

Korean Language Education Culture Center

kflss@hotmail.com
This textbook is intended to teach the strdents after they have acquired familiarity pronunciation of
Korean alphabets both in consonants and vowels. The textbook consists of 20 lessons and +.$ mark
has been designated at a place where the content of text is being listened to.

1. The Main Text j|

The main text carries dialogs consturcted in a natural setting suitable for each lesson by covering as
many aspects of Korean social life as possible. Teachers are encouraged to teach strdents each lesson
by lesson to make them familiarized with native Korean language spontaneously.

2. New words & expression

We present new words and expressions in the main text on each lesson in the order of appear-
ance in the text. We have added bi-lingual translation of both Japanese, English and Chinese to
each new word and expression in order to make the students understand the meaning easily.

Verbs and adjectives are introduced with conjugation by referring to basic verb or adjective root.

3. Sentence pattern exercises

We
^
present key sentence patterns in a dialog form, which, we then construct them in speaking and
writing by sentence patterns. There are some sentence patterns which are added with simple tasks.

(Please refer to ACTIVITY for the explanation of symblos.) Teachers are encouraged to demonstrate
the exercise of sentence pattern in each lesson after performing sufficient drills to the studensts for
those sentence patterns thought to be difficult in grammatical explanation. We regard the contents of
recorded exercise of sentence pattern as being the model which also makes the listening and self-

study possible.

4. Activity
The following symbols cover the theme of each lesson, application of sentence pattern, and general
exercise for improving conversation skill.

Presentation Guiding each student to enable to write his or her thought and opinions.

Working in pair, guide students to role-play as in "Strdent 1

" and
^^ Working in Pair
"Student 2."

Guiding students to form a group to represent the whole class or a small

($88 Working in Group
group.

Guiding students to ask questions to other strdents in the class and write
j£ rviewms
Inter
the answers.

Teachers should be familiar with the contents and procedures of the activity prior to their participa-
tion so that they can guide the students positively participating in the tasks of this activity.

5. Jump Page(Useful Glossary)

The Useful Glossary contains a variety of key sentence patterns, new words and expressions and
other contexts. Teachers are encouraged to utilize this column for the preparation of future lessons.

6. Other indicatiors
Sentence pattern indices Translated in both English and Japanese, in these indices are arranged
key sentence patterns for strdents' easy reference and study.
Vocabulary Expressions that appear in the exercise of sentence patterns are batched
into a vocabulary form. Student guidance is needed to prepare for home
work or pre-study exercise.
Appendix Arranged in tables for those grammars difficult to understand.
 ktlss@hotniail.coni

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179
 *"7I"£ ?rM %•§- 1 Basic A-Verbs Conjugations 1 S^Rj^/Sffl 1
* S**!S^

w SIDI
«s^h
"^4*1*1

2f"H t&w
"**l*i i£*b

2f"H

ol4 to be ~fz <&AA •15&*M4 °WAA

§fuf to do ~"»T<5 ®AA H^AA AW A AttirAA
7f4 to go ff < Jkir^A 7}$AA
1W to see JH-5 &AA %^AA nN4
7f5^4 to teach ^x.-?> 7\^%AA 7}^%^ A 7}E.*)^AA 7r =*l£#M^
Bfl-f^ to learn 1? ^S
-9 , n^^-AA
^4 to eat J^S ^^^^
&4 there are H&/&-5 is / tl^AA nwA
~*1 &^ to be do not ~&t* / ~*1 &° *m
*W to help ^fc 5 %$AA £3KrM4 H-Mm* £-fS^i}
*^cf to listen HR < %^AA ^SX^AA
*^4 to write IK %AA &&AA

-"**«%* 2" Basic A-Verbs Conjugations 2 ;*ijjf»i;£ffl 2

H**HJ

unmtn mH|*I*i«I
»!«* SIDI
t&™ 3f"H <&KH 3fH

olr) lobe ~£
to do —~?& *iu 3MA 8M& sHa<H&
to go 7}& K°]SL 7MU ^WWA
«."l to sec ty& #<H-2- JM& iL*M-°-
to teach ,<A^ 7}*^SL 7r 2M^^ 7r 5xl4^ 7r sxi^o]^
••11 to learn "imo]o_ Hfl-f^ ufl-ffloU
"hi to eal E*f|& H#<H-2.
?1A there is / arc
SM-& &5a<H.S. 3M1.8. 313W-S.
- *1 £3 to be / <,\o no! ~*1 ?M-S. -*l$5tH.a. ^«2>|i ^ovo^o.
*^l to help £2fo. £#<>U H-fAflA H-f-floJ-S.

A to listen 1--°-^-°- #°.fl<H.a.

to write ^1.2.
,'! ;

*#<H.S.

180
 1

-"£ **« %*~1 8*ff5§!=!;£ffl 1

-7i£<8 2101
T*^*l ^»^
«&KH 3f"H <£kh 2f"W

yl^cf be expensive itjl >

*** ***

^4 be high iti^ feA^Mtj- 3^^M4

^4 be wide f£t* ^ti^ ti°.£3^I*
*W$W 3e interested in && L6
**4 be better (-^J;9HH> *** ***

*^-^4 be heavy fil/^ ***

be pretty ^t»lH> il A^4

*4s.cf be different mo ^i^m 4S4M4
be so ^tofz n^M4 a^M4 n^N4

*"*!£ ^8"^ %"§" 2 Basic D-Verbs Conjugations 2 S*Jf2#PI;£ffl 2

^*iggAf

1**4*1 T|*»«
»i«J SJDI
<&™ 1*71 <£t:h 2f~H

44
til be expensive itj!^ tilths. *** 4 s

^4 be high rUl^ fe.MU £°.a<H.S.

^4 be wide Ja^
be interested in & &> L 3 I

be better (~ckO)V^ ***

be heavy II l*
P 7] Ol O *** ***

*^1M4 be pretty gtl^fd iflMIil

*4i?.4 be different ii 5

*H^4 be so ^tofd

181
 SM 1 Basic Particles 1 S^B^i^] 1

""«! S|D|

-o] / 7\
Subject Particle ^M ^ 4.(The book is big. ^A^TTo)
~# 1
Sin ?} ^MttM^XA friend said. £A^st^£Lfco)
Subject Particle

(A teacher said. 5fc£#*3 ^1^>USU:.)

^I# g] ^^4.(1 read a book. #£i£#-£-fo)

Object Particle

(Every day I listen to music. %U\tU W&M.% ST o

Possessive Particle
-51
~(7) (This is Minsu's book. Zttffi^ >X<D*-V? )

-, Temporal Particle °f^

(I go
7*H 3|*H1
to the office at 7 a.
7
«N4.
m. ^7fl#tc£frtCrf# STo

Location Particle 3}ai- ^dfl ajoi oi^quf.

(The book is on the desk. VHD±.\z*tf$> D ST.,

Location Particle
-41*1
(I work in an office. £*tTli&£ £-f „

Directional Particle (I'm going to China tomorrow. B^S^BIMf #£t~ )

~ °.5. / 5.

(I'm going to travel to Russia. DvT^Sftff fCff cf^To)

Instrumental Particle (I eat lunch with chopsticks. teLTIifc^iA^&^STo)

*lSr££. *1*HI 7
J-M^f.

(I go to the office by subway, flfi K$TC ;T^I:(lf j 5- £T

:

Locative Panicle

I
H M ( I got a gift from a freind. & Art^ BS & £ fc £ U £ L £:«,

vim
Dative Particle *HM|?ll / $31 ### ^££qcf.
^li /
( 1 gave a gift to a friend. £ AtWB $j£*lf £ L fc.
Dative Particle
-'il
( I gave a gift to a teacher. fe^KJf 9&£ML*tf * L/io)

182
 )

*"7l-£ SAF 2 Basic Particles 2 g*K)fl| 2

-"«! filDI oa-g

(contrast) o]^^- ^ o] q 4 (This is a book. £ttfWeT)

Mi 4^ sl^ ^^! am employee. ^li^ttftTTo)

too, also
(The teacher is an American. I'm an American, too.)

(5fc£te7*U;frAT-to &fc7*'J ftAT-To)

only

(I only eat apples. &te 'J ^fc'tt&^Sfo)

and, with (I had lunch with the teacher. 9t$Lt&-k£ t 9 £ bfco)

~£
(I bought a watch and a bag. B#ft £ M 3% £ m ^ Ut fco

and, with

(I had lunch with the teacher. %%.t&M%: Ltlfc.)

and, with (I had lunch with the teacher. 5fc£ t &*£ ISl/io)
^o]^ / ig-

*l*lt 7r"<Mr iHH4.

(I bought a watch and a bag. P#lt <h 7Wi% £ m t ^£ b fc„
H^1a]^.. (Please eat with chopsticks or a fork.
^7J-^-°m- Sl3.S.
or Ub^7t-^Tab±)i)bT<fe^K)
o]4/ uf
~fr S3M- 7r^l~— 5- H -u A _$_.(Please eat with a fork or chopsticks.
"51 l

from ifllPjMH # ^m.

~w ~7^b (Let's study from tomorrow. ^H^fii^lSbcto,)
to, till ^°^M -# ^14.
~;7}.*1
~£T (Let's study till tomorrow. 3J!0£T«l£L£Lj;?o)
every
~*m (I go to church every Sunday. am.BZt\Z%L£^?f g£-t ;

more than
~^.4 f\$7WX<£ 9 if t^1~
~£D (A train is faster than a bus. <,)

like, as 3. £.1^ if- a\ 3\-x\ %j <^] ^t] r}.(The girl is pretty like an apple.
~*i<s
~~(D^O\Z

183
 Korean for foreigners 1

£5^Sfi_ 2000^4^5^
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7H35r3±H_2006 d 1
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URL hup: www.edukorean.com

§^^L2000^ 8 ^17°^
§3££ 1-271851
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i^_-<;> 135-935 'l.

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'IM-?- 3tf V

S^L 1588- 1582 '»: ! (02) J671 -0500

#n)|0|A; http://www.langpl.com

o|ol|fc|_ tltk@chol.com

ISBN 89-5518-U9-3 18710

89-5518-U8-5 18710(set)

• a|y!0|2| Af*j Aft* SISfSloi o| *H°\ £!¥ $£ "M^-^i &Af • a

H 5J*H 5! 3*7| «7|* DH*i|0||2J 2J3£ StfMP.
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Included Japanese, and English translations

We included both Japanese and English translations
for the classroom terms, vocabulary and appendix.

187 10

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t
9 788955"18K94
ISBN 89-5518-149-3
L Horr-l 02)511-9314 www.edukorean.com ISBN 89-551 8-1 48-5(set)
iUJHir^i 02)3671-0594 www.langpl.com