Content description VCKOU203

Korean: F–10 Sequence / Levels 9 and 10 / Understanding / Systems of language

Content description

Understand how grammatical elements, such as particles and suffixes, impact on higher levels of grammar, such as tense, mood, honorification, speech level and formality, and on meaning-making from the phrasal level to that of the entire text

Elaborations

understanding and using the dictionary forms of action and descriptive verbs, for example, to identify the meaningful part or to look up unknown verbs in a dictionary (가다, 오다, 하다, 먹다, 들다, 듣다, 읽다, 덥다, 예쁘다, …)
using a range of case markers and particles, including honorific forms as applicable, for appropriate grammatical functions, for example, –한테/에게, –한테서/에게서, –께, –께서, –께서는,–(으)로, –보다, –만, –마다
understanding various functions/meanings of a topic marker –은/는, using it for functions other than marking the subject as the topic of the sentence (저는 마이클이에요) such as highlighting, emphasising or making contrast, for example, 저는 오렌지를 좋아하지 않아요. 그런데 사과는 좋아해요; 한국에는 태풍이 오고 호주에는 사이클론이 와요. 태풍은 …, 사이클론은 …
making a relative clause, that is, a noun-modifying clause, by replacing the verb ending of the clause- final verb with –(으)ㄴ, –는, or –(으)ㄹ appropriately, for example, 저기에서 노래하는 사람이 누구예요?; 제가 어제 본 영화는 정말 슬펐어요; 언제 갈계획이에요?; 날씨가 좋은 날에 바비큐를 해요; 재미있을 것 같아요
using long negative forms of verbs, such as –지 않다, –지 못하다
using negative questions and answering appropriately, for example, 그 영화를 안 봤어요/보지 않았어요? 아니요, 봤어요 / 네, 안 봤어요/보지 않았어요; 김치를 못먹어요/먹지 못해요? 아니요, 먹어요/ 네, 못 먹어요/먹지 못해요; 숙제가 없어요? 아니요, 있어요 / 네, 없어요)
understanding the concept of different speech levels and styles in Korean, and using sentence-final verb endings in three speech styles appropriately for the audience: –ㅂ/습니다, –ㅂ/습니까, –ㅂ/읍시다, –(으)십시오 (the formal polite style); –어/아요 (the informal polite style); and –어/아 (the intimate style)
analysing the structure of complex verb phrases and expanding their use, understanding how meanings are added to the main verb, such as desire, likelihood, shift of actions, designation, habits, pretence (as if …) and verge (almost ...), for example, 알고 싶어요, 비가 올 것 같아요, 갔다 왔어요, 보러 가요,조깅을 하곤 했어요, 바쁜 척했어요, 가지 못할 뻔했어요
reporting speech or thought using –다고/–(이)라고, forexample, 맞다고 생각해요, 4 번이라고 생각해요; 한국에서 가장 큰 축제라고 해요
connecting ideas in different relationships using a range of conjunctive suffixes, noting the different tense expressions in the two connected clauses, for example:
- –다가: 학교에 가다가 친구를 만났어요: 학교에 갔다가 친구를만났어요
- –(으)니까: 비가 올 것 같으니까 우산을 가지고 가세요
- –(으)ㄴ/는데: 생각을 많이 해 봤는데 아직 잘 모르겠어
- –느라고: 축구를 하느라고 숙제를 못 했어요
- –더니: 한국에 갔더니 아름다운 산이 아주 많았어요
- –(으)면서: 소라가 음악을 들으면서 책을 읽고 있어요
- –다면: 한국에 간다면 제주도에 가 보고싶어요
using the structures: a verb stem + –기 때문에 and a noun + 에 대해서 appropriately, for example, 비가 자주 오지 않기 때문에 물을 아껴야 해요; 쓰레기 분리수거에 대해서 이야기해 봅시다
understanding the function and meaning of a range of defective nouns (불완전 명사, for example, 동안, 때, 뻔, 것/거, 척, …) used in complex structures, and using them appropriately: …노래하는 동안(에) …; 한국에 갈 때(에) …; 비행기를 못 탈 뻔했어요; 학교에 갔을 거예요; 바쁜 척 했어요
using a range of sentence enders and understanding their differences in meaning and appropriateness to the context, for example, –잖아요, –(으)ㄹ래요, –(으)ㄹ까요, –(으)ㅂ시다, –(으)ㄴ/는데요, –지요

Code

VCKOU203

ScOT catalogue terms

Curriculum resources and support

Find related teaching and learning resources in Arc*

Find related curriculum resources on the VCAA resources site

*Disclaimer about use of these sites

Go to Korean curriculum