Content description ACLKOU203

Years 9 and 10 / Understanding / Systems of language / ACLKOU203

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Understand howgrammatical 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 entiretext

[Key concepts: complex structures, modality, irregularity, topicality; Key processes: applying rules, analysing,manipulating]

Elaborations

understanding and using the dictionaryforms of action and descriptive verbs, for example, to identify the meaningful part or to look up unknown verbs in adictionary (가다, 오다, 하다, 먹다, 들다, 듣다, 읽다, 덥다, 예쁘다, …)
using a range of case markers and particles, includinghonorific 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 theclause- 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
usingnegative 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 inthree 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 andexpanding their use, understanding how meanings are added to the main verb, such as desire, likelihood, shift ofactions, 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 thedifferent 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
using the structures: a verb stem + –기 때문에 and a noun + 에 대해서 appropriately, forexample, 비가 자주 오지 않기 때문에 물을 아껴야 해요; 쓰레기 분리수거에 대해서 이야기해 봅시다
understanding the function and meaning of a range ofdefective 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

ScOT catalogue terms

Korean language

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F-10 Curriculum