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\begin{document}

\title{Korean}



\author[1]{James S. Wang}%
\affil[1]{Affiliation not available}%


\vspace{-1em}



  
  \date{May 05, 2024}


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\sloppy


Comments: //

Blocks: \^{}\^{}\^{}

Separator: \textasciitilde{}

Heading Character: \#

Number of Headings: 3

Heading Names: Area, Conversation, Part of Speech

Number of Extensions: 5

Extensions: (\&\&, \&\&, Additional Information), (\%\%, \%\%,
Example),~ (!{[}{]}(, ), Image), (!{[}, {]}, Image Explanation)

\section*{Vocabulary}\label{vocabulary}

\subsection*{Lesson 1: Conversation 1}\label{lesson-1-conversation-1}

\subsubsection*{L1 C1: Numbers
(Sino-Korean)}\label{l1-c1-numbers-sino-korean}

\textbf{gong/yeong} \textasciitilde{} 0 \textbf{i} \textasciitilde{} 2
\textbf{sam} \textasciitilde{} 3 \textbf{sa} \textasciitilde{} 4
\textbf{o} \textasciitilde{} 5 \textbf{yug} \textasciitilde{} 6
\textbf{cil} \textasciitilde{} 7 \textbf{pal} \textasciitilde{} 8
\textbf{gu} \textasciitilde{} 9 \textbf{sib} \textasciitilde{} 10
\textbf{baeg} \textasciitilde{} 100 \textbf{ceon} \textasciitilde{} 1000

\subsubsection*{L1 1: Nouns}\label{l1-1-nouns}

\textbf{1hagnyeon} \textasciitilde{} freshman \textbf{2hagnyeon}
\textasciitilde{} sophomore \textbf{3hagnyeon} \textasciitilde{} junior
\textbf{4hagnyeon} \textasciitilde{} senior \textbf{gwa} \textasciitilde{}
lessons (native); lesson number (sino-korean) \textbf{daehagsaeng}
\textasciitilde{} college student \textbf{migug} \textasciitilde{} the
United States \textbf{saram} \textasciitilde{} person, people
\textbf{insa} \textasciitilde{} greeting \textbf{hagnyeon} \textasciitilde{}
school year (sino numbers) \textbf{hagsaeng} \textasciitilde{} student
\textbf{hangug} \textasciitilde{} Korea \textbf{hoju} \textasciitilde{}
Australia \textbf{peurangseu} \textasciitilde{} France

\subsubsection*{L1 C1: Expressions}\label{l1-c1-expressions}

\textbf{na/jeo} \textasciitilde{} I (plain/humble) \textbf{naneun/jeoneun}
\textasciitilde{} As for me\ldots{} (plain/humble) \textbf{nado/jeodo}
\textasciitilde{} I also\ldots{} (plain/humble)

\subsubsection*{L1 C1: Adjectives}\label{l1-c1-adjectives}

\textbf{annyeonghada} \textasciitilde{} to be well \textbf{annyeonghaseyo}
\textasciitilde{} Hi/Hello/How are you? \&\&annyeonghaseyo is a greeting
that asks about the other person's well-being or good health. This
expression can be used at an time of the day. The appropriate response
would be a return greeting of annyeonghaseyo.\&\&

\subsubsection*{L1 C1: Copula}\label{l1-c1-copula}

\textbf{ida/ieyo/yeyo} \textasciitilde{} to be (equation)

\subsubsection*{L1 C1: Particles}\label{l1-c1-particles}

\textbf{do} \textasciitilde{} also, too \textbf{eun/neun} \textasciitilde{}
topic particle (as for)

\subsection*{Lesson 1: Conversation 2}\label{lesson-1-conversation-2}

\subsubsection*{L1 C2: Nouns}\label{l1-c2-nouns}

\textbf{seonsaengnim} \textasciitilde{} teacher \textbf{gyosunim}
\textasciitilde{} professor \textbf{ssi} \textasciitilde{} attached to a
person's name for courtesy \textbf{yeonggug} \textasciitilde{} United
Kingdom \textbf{yeongeo} \textasciitilde{} English language \textbf{ireum}
\textasciitilde{} name \textbf{seongham} \textasciitilde{} name (honorific)
\textbf{ireumi mweoyeyo?} \textasciitilde{} What is your name? \&\&This
expression cannot be used to a senior. The honorific expression seonghami
eoddeohge doeseyo? must be used.\&\& \textbf{ilbon} \textasciitilde{} Japan
\textbf{junggug} \textasciitilde{} China \textbf{keulraeseu} \textasciitilde{}
class \textbf{hangugeo/hangugmal} \textasciitilde{} Korean language, latter
in colloquial speech. \#\#\# L1 C2: Adverbs \textbf{ne}
\textasciitilde{} yes; I see; okay \textbf{yeo} \textasciitilde{} yes;
the statement is true \textbf{aniyo} \textasciitilde{} no; the
statement is false \#\#\# L1 C2: Particles \textbf{i/ga}
\textasciitilde{} subject particle \#\#\# L1 C2: Adjectives
\textbf{geureohda/geuraeyo?} \textasciitilde{} to be so (``Is that right?'')
\textbf{bangabda/bangabseubnida} \textasciitilde{} to be glad (``Glad to meet
you'') \#\#\# L1 C2: Copula \textbf{anida/anieyo} \textasciitilde{}
to not be (negative equation) \#\#\# L1 C2: Pronouns \textbf{mweo}
\textasciitilde{} what \&\&mweo is a combination of mueos\&\&

\subsection*{Lesson 2: Conversation 1}\label{lesson-2-conversation-1}

\subsubsection*{L2 C1: Nouns}\label{l2-c1-nouns}

\textbf{yija} \textasciitilde{} chair \textbf{gabang} \textasciitilde{}
bag \textbf{caeg} \textasciitilde{} book \textbf{gisugsa} \textasciitilde{}
dormitory \textbf{caegbang/seojeom} \textasciitilde{} bookstore \textbf{bang}
\textasciitilde{} room \textbf{cimdae} \textasciitilde{} bed
\textbf{daehaggyo} \textasciitilde{} college, university \textbf{caegsang}
\textasciitilde{} desk \textbf{doseogwan} \textasciitilde{} library
\textbf{kaempeoseu} \textasciitilde{} campus \textbf{yunion bilding}
\textasciitilde{} Union Building \textbf{haggyo} \textasciitilde{} school
\textbf{sigye} \textasciitilde{} clock, watch \textbf{hagsaenghoegwan}
\textasciitilde{} student center \textbf{sigdang} \textasciitilde{}
restaurant \textbf{haggyo sigdang} \textasciitilde{} school cafeteria
\textbf{ap} \textasciitilde{} the front \textbf{dwi} \textasciitilde{}
the back, behind \textbf{yeop} \textasciitilde{} the side, beside
\textbf{eodi} \textasciitilde{} what place, where (question word)
\textbf{ucegug} \textasciitilde{} post office \textbf{wi}
\textasciitilde{} the top side, above \textbf{mit} \textasciitilde{} the
bottom, below \textbf{oenjjog} \textasciitilde{} right \textbf{oreunjjog}
\textasciitilde{} left \#\#\# L2 C1: Suffixes \textbf{-eunyo/neunyo?}
\textasciitilde{} What about\ldots{}?, How about\ldots{}?. \&\&This
verb/suffix is used to request the listener to focus an a different
item.\&\& \%\%caegbangeunyo? (How about the bookstore?)\%\%

\subsubsection*{L2 C1: Counters}\label{l2-c1-counters}

\textbf{ceung} \textasciitilde{} floor/layer (sino numbers) \&\&(1ceung, 2ceung,
3ceung \ldots{})\&\& \#\#\# L2 C1: Interjections \textbf{jeoeo}
\textasciitilde{} uh (expression of hesitation) \&\&jeoeo is an
expression used for hesitation before the speaker says something. The
hesitation draws the attention of the listener.\&\& \#\#\#C2:
Interjections \textbf{a} \textasciitilde{} oh

\subsection*{Lesson 2 : Conversation 2}\label{lesson-2-conversation-2}

\subsubsection*{L2 C2: Nouns}\label{l2-c2-nouns}

\textbf{sugje(hada)}\textasciitilde{} homework
\textbf{acim}\textasciitilde{} (1) breakfast (2) morning
\textbf{eumsig}\textasciitilde{} food \textbf{keopi}\textasciitilde{}
coffee

\subsubsection*{L2 C2: Adverbs}\label{l2-c2-adverbs}

\textbf{aju}\textasciitilde{} very, really \textbf{cam}\textasciitilde{}
really, truly

\subsubsection*{L2 C2: Verbs}\label{l2-c2-verbs}

\textbf{gada}\textasciitilde{} to go
\textbf{meogda(meogeoyo)}\textasciitilde{} to eat
\textbf{anjda}\textasciitilde{} to sit \textbf{alda}\textasciitilde{} to
know \textbf{hada(haeyo)}\textasciitilde{} to do

\subsubsection*{L2 C2: Adjectives}\label{l2-c2-adjectives}

\textbf{gwaencanhda(gwaencanhayo)}\textasciitilde{} to be all right, okay
\&\&gwaencanhayo means that the situation is positive, not disturbing or
displeasing. Depending on the situation, it could mean `It's OK' or
`It's not bad'.\&\& \textbf{neolbda}\textasciitilde{} to be spacious, wide
\textbf{manhda}\textasciitilde{} to be many, much
\textbf{masissda(masisseoyo)}\textasciitilde{} to be delicious
\textbf{ssada(ssayo)}\textasciitilde{} to be cheap \textbf{bissada(bissayo)}
\textasciitilde{} to be expensive
\textbf{eoddeohda(eoddaeyo)}\textasciitilde{} to be how \&\&eoddaeyo? is an
expression asking the other party's opinion: ``How is \_\_\_?''. Note
that {[}eoddeoh + eoyo = eoddaeyo{]}.\&\& \%\%eumsigi eoddaeyo?: How's the
food?\%\%\%\%haggyoga eoddaeyo?: How's school?\%\%
\textbf{johda(johayo)}\textasciitilde{} to be good
\textbf{keuda}\textasciitilde{} to be big

\subsubsection*{L2 C2: Interjections}\label{l2-c2-interjections}

\textbf{eo}\textasciitilde{} oh \#\#\# L2 C2: Suffixes
\textbf{-eoyo/ayo}\textasciitilde{} polite ending \#\#\# L2 C2:
Conjunctions \textbf{geurigo}\textasciitilde{} and \&\&geurigo is a
conjunction that usually connects two sentences.\&\& \%\%daehag kaempeoseuga
neolbeoyo. geurigo hagsaengi manhayo.\%\%

\subsection*{Lesson 3: Conversation 1}\label{lesson-3-conversation-1}

\subsubsection*{L3 C1: Nouns}\label{l3-c1-nouns}

\textbf{gyeongjehag} \textasciitilde{} economics \textbf{gyogwaseo}
\textasciitilde{} textbook \textbf{gyosil} \textasciitilde{} classroom
\textbf{naeil} \textasciitilde{} tomorrow \textbf{sajeon} \textasciitilde{}
dictionary \textbf{sueob} \textasciitilde{} course, class \textbf{sigan}
\textasciitilde{} (1) time (2) (counter) hours (native numbers)
\textbf{yeoja} \textasciitilde{} woman \textbf{oneul} \textasciitilde{}
today \textbf{usan} \textasciitilde{} umbrella \textbf{jilmun}
\textasciitilde{} question \textbf{jib} \textasciitilde{} home, house
\textbf{cingu} \textasciitilde{} friend \textbf{keompyuteo} \textasciitilde{}
computer \textbf{eoje} \textasciitilde{} yesterday

\subsubsection*{L3 C1: Pronouns}\label{l3-c1-pronouns}

\textbf{nugu} \textasciitilde{} who \&\&(nugu+ga=nuga)\&\&

\subsubsection*{L3 C1: Verbs}\label{l3-c1-verbs}

\textbf{insahada} ~ to greet \textbf{ilgda} \textasciitilde{} to read

\subsubsection*{L3 C1: Adjectives}\label{l3-c1-adjectives}

\textbf{eobsda(eobseoyo)} \textasciitilde{} 1. to not be (existence) 2. to
not have \textbf{issda(isseoyo)} \textasciitilde{} 1. to be (existence) 2.
to have \textbf{jaemiissda(jaemiisseoyo)} \textasciitilde{} to be
interesting, fun

\subsubsection*{L3 C1: Suffixes}\label{l3-c1-suffixes}

\textbf{-(eu)seyo} \textasciitilde{} honorific polite ending

\subsection*{Lesson 3: Conversation 2}\label{lesson-3-conversation-2}

\subsubsection*{L3 C2: Nouns}\label{l3-c2-nouns}

\textbf{gongbu(hada)} \textasciitilde{} study \textbf{jeongong(hada)}
\textasciitilde{} major (college) \textbf{namja} \textasciitilde{} man
\textbf{siheom} \textasciitilde{} test, exam \textbf{yeogsa}
\textasciitilde{} history \textbf{juseu} \textasciitilde{} juice
\textbf{telrebijeon} \textasciitilde{} television

\subsubsection*{L3 C2: Adverbs}\label{l3-c2-adverbs}

\textbf{maeil} \textasciitilde{} every day \textbf{eoddeohge}
\textasciitilde{} how \textbf{yeolsimhi} \textasciitilde{} diligently
\textbf{yojeum} \textasciitilde{} these days \textbf{jal} \textasciitilde{}
well \textbf{jigeum} \textasciitilde{} now

\subsubsection*{L3 C2: Verbs}\label{l3-c2-verbs}

\textbf{jugda} \textasciitilde{} to die \textbf{masida} \textasciitilde{}
to drink \textbf{jada} \textasciitilde{} to sleep \textbf{juda}
\textasciitilde{} to give \textbf{mannada} \textasciitilde{} to meet
\textbf{boda(boseyo)} \textasciitilde{} to see, look, watch
\textbf{jinaeda(jinaeseyo)} \textasciitilde{} to get along \&\&jinaeda
literally means ``to pass one's time.'' eoddeohge jinaeseyo?is an expression
asking about the other party's well-being. It is comparable to ``How are
you doing/getting along?'' in English. In response, the other party may
say jaljinaeyo, meaning ``I'm doing fine.''\&\& \textbf{siheomeul boda}
\textasciitilde{} to take a test

\textbf{maseobsda} \textasciitilde{} to be tasteless, not delicious
\textbf{jaemieobsda} \textasciitilde{} to be uninteresting

\subsubsection*{L3 C2: Responses}\label{l3-c2-responses}

\textbf{babbayo} \textasciitilde{} I'm busy. \textbf{geujeogeuraeyo}
\textasciitilde{} Just so-so. // gwaencanhayo I'm all right / Not too bad.
// johayo I'm fine. \textbf{jaljinaeyo} \textasciitilde{} I'm doing well.

\subsubsection*{L3 C2: Particles}\label{l3-c2-particles}

\textbf{deul} \textasciitilde{} plural particle \textbf{eul/reul}
\textasciitilde{} object particle

\subsubsection*{L3 C2: Conjunctions}\label{l3-c2-conjunctions}

\textbf{geuraeseo} \textasciitilde{} so, therefore \&\&geuraeseo indicates a
cause-effect relation between two sentences.\&\& \%\%oneuleun sueobi
eobseoyo. geuraeseo cingureul mannayo. naeil siheomi isseoyo. geuraeseo gongbuhaeyo.\%\%
\textbf{geureom} \textasciitilde{} (if so) then

\subsubsection*{L3 C2: Irregular
Honorifics}\label{l3-c2-irregular-honorifics}

\textbf{ggeseo} \textasciitilde{} subject particle (honorific)
\textbf{ggeseoneun} \textasciitilde{} topic particle (honorific)
\textbf{gyeseyo} \textasciitilde{} to be (existence) (honorific)
\textbf{dolagasida/dolagasyeosseoyo} \textasciitilde{} to die (honorific)
\textbf{deusida/deuseyo} \textasciitilde{} to eat or to drink (honorific)
\textbf{jumusida/jumuseyo} \textasciitilde{} to sleep (honorific)
\textbf{(1)jusida/juseyo (2)deurida/deuryeoyo} \textasciitilde{} to give
(honorific) \textbf{(1)mannasida/mannaseyo (2)boebda/bwaeyo} \textasciitilde{}
to meet (honorific)

\subsection*{Lesson 4: Conversation 1}\label{lesson-4-conversation-1}

\subsubsection*{L4 C1: Nouns}\label{l4-c1-nouns}

\textbf{gae} \textasciitilde{} (1) dog (2) (counter) item (native
numbers)

\textbf{codeunghagsaeng} \textasciitilde{} elementary student \textbf{junghagsaeng}
\textasciitilde{} middle school student \textbf{godeunghagsaeng}
\textasciitilde{} high school student \textbf{daehagweonsaeng}
\textasciitilde{} graduate student

\textbf{daeg} \textasciitilde{} home (honorific) \textbf{bumonim}
\textasciitilde{} parents \textbf{abeoji} \textasciitilde{} father
\textbf{eomeoni} \textasciitilde{} mother \textbf{halmeoni}
\textasciitilde{} grandmother \textbf{halabeoji} \textasciitilde{}
grandfather \textbf{dongsaeng} \textasciitilde{} younger sibling
\textbf{namdongsaeng} \textasciitilde{} younger brother \textbf{yeodongsaeng}
\textasciitilde{} younger sister \textbf{obba} \textasciitilde{} the
older brother of a female \textbf{hyeong} \textasciitilde{} the older
brother of a male \textbf{eoni} \textasciitilde{} the older sister of a
female \textbf{nuna} \textasciitilde{} the older sister of a male
\textbf{ssangdungi} \textasciitilde{} twins

\textbf{boseuton} \textasciitilde{} Boston \textbf{hongkong} \textasciitilde{}
Hong Kong

\subsubsection*{L4 C1: Counters}\label{l4-c1-counters}

\textbf{myeong} \textasciitilde{} persons (native numbers) \textbf{gweon}
\textasciitilde{} (book) volumes (native numbers) \textbf{dal}
\textasciitilde{} months (native numbers) \textbf{mari}
\textasciitilde{} animals (native numbers)

\textbf{dalreo/bul} \textasciitilde{} dollars (sino numbers) \textbf{weon}
\textasciitilde{} (W=) won (Korean currency) (sino numbers) \textbf{weol}
\textasciitilde{} month (with date) (sino numbers) \textbf{nyeon}
\textasciitilde{} years (sino numbers) \textbf{si} \textasciitilde{}
hour (when used with time) (native numbers) \textbf{bun}
\textasciitilde{} minute (when used with time) (sino numbers)

\subsubsection*{L4 C1: Numbers with counters (Native
Korean)}\label{l4-c1-numbers-with-counters-native-korean}

\textbf{hana} \textasciitilde{} 1 \&\&(han with counter)\&\& \textbf{dul}
\textasciitilde{} 2 \&\&(du with counter)\&\& \textbf{ses}
\textasciitilde{} 3 \&\&(se with counter)\&\& \textbf{nes}
\textasciitilde{} 4 \&\&(ne with counter)\&\& \textbf{daseos}
\textasciitilde{} 5 \textbf{yeoseos} \textasciitilde{} 6 \textbf{ilgob}
\textasciitilde{} 7 \textbf{yeodeolb} \textasciitilde{} 8 \textbf{ahob}
\textasciitilde{} 9 \textbf{yeol} \textasciitilde{} 10 \textbf{seumul}
\textasciitilde{} 20 \&\&(seumu with counter)\&\& \textbf{seoreun}
\textasciitilde{} 30 \textbf{maheun} \textasciitilde{} 40 \textbf{swin}
\textasciitilde{} 50 \textbf{yesun} \textasciitilde{} 60 \textbf{ilheun}
\textasciitilde{} 70 \textbf{yeodeun} \textasciitilde{} 80 \textbf{aheun}
\textasciitilde{} 90

\subsubsection*{L4 C1: Pre-nouns}\label{l4-c1-pre-nouns}

\textbf{myeoc} \textasciitilde{} how many, what (with a counter)
\textbf{eolma} \textasciitilde{} how much

\subsection*{Lesson 4: Conversation 2}\label{lesson-4-conversation-2}

\subsubsection*{L4 C2: Nouns}\label{l4-c2-nouns}

\textbf{geo/geos} \textasciitilde{} thing \&\&geo is the contracted form of
geos. In general, geo is used in colloquial speech, and geos is used in
writing and in formal situations.\&\& \textbf{rummeiteu}
\textasciitilde{} roommate \textbf{nyuyog} \textasciitilde{} New York
\textbf{sai} \textasciitilde{} (1) relationship (2) between
\textbf{apateu} \textasciitilde{} apartment \textbf{saengmulhag}
\textasciitilde{} biology \textbf{roseuaenjelreseu} \textasciitilde{} Los
Angeles (L.A.) \textbf{hawai} \textasciitilde{} Hawai`i \textbf{sajog}
\textasciitilde{} family \textbf{sal} \textasciitilde{} age \textbf{nara}
\textasciitilde{} country

\subsubsection*{L4 C2: Adjectives}\label{l4-c2-adjectives}

\textbf{gomabda(gomaweoyo)} \textasciitilde{} to be thankful \&\&Note that
/b/ \selectlanguage{english}in gomabda becomes u when followed by \textasciitilde{}eoyo.\&\&
\textbf{nabbeuda} \textasciitilde{} to be bad \textbf{yebbeuda (yebbeoyo)}
\textasciitilde{} to be pretty \textbf{jagda} \textasciitilde{} to be
small (in size)

\subsubsection*{L4 C2: Verbs}\label{l4-c2-verbs}

\textbf{baeuda} \textasciitilde{} to learn \textbf{oda}
\textasciitilde{} to come

\subsubsection*{L4 C2: Pronouns}\label{l4-c2-pronouns}

\textbf{jeohyi/uri} \textasciitilde{} (humble/plain) we/us/our
\textbf{igeo/igeos/igeon} \textasciitilde{} this \&\&(last is igeo +
neun)\&\& \textbf{je/nae} \textasciitilde{} (humble/plain) my

\subsubsection*{L4 C2: Particles}\label{l4-c2-particles}

\textbf{man} \textasciitilde{} (1) 10000 (2) only \textbf{yi}
\textasciitilde{} (1) dash for telephone numbers (2) of \&\&The
possessive particle yi (usually pronounced {[}e{]}), comparable to the
English preposition `of', may be used sometimes but usually not in
conversation. However, it is used in limited contexts, mostly when both
the possessor and the possessed refer to abstract concepts.\&\& \%\%migug
yi daetongryeong - the president of the United States of America\%\% \%\%yeonggug
yi sudo - the capital of the U.K.\%\% \%\%oneul yi nyuseu the news of the
day\%\%

\subsection*{Lesson 5: Conversation 1}\label{lesson-5-conversation-1}

\subsubsection*{L5 C1: Nouns}\label{l5-c1-nouns}

\textbf{gongweon} \textasciitilde{} park \textbf{teniseu} \textasciitilde{}
tennis \textbf{raeb} \textasciitilde{} lab \textbf{haembeogeo}
\textasciitilde{} hamburger \textbf{baeghwajeom} \textasciitilde{} department
store \textbf{saengil} \textasciitilde{} birthday \textbf{seonmul(hada)}
\textasciitilde{} present, gift \textbf{syoping(hada)} \textasciitilde{}
shopping \textbf{yeonseub(hada)} \textasciitilde{} practice
\textbf{oraeganman} \textasciitilde{} after a long time
\textbf{oraeganmanieyo/oraenmanieyo} \textasciitilde{} Long time no see.
\textbf{undong(hada)} \textasciitilde{} exercise \textbf{il}
\textasciitilde{} (1) 1 (2) day (with date) (sino numbers) (3) (hada)
work \textbf{jeonyeog} \textasciitilde{} (1) evening (2) dinner \textbf{ju}
\textasciitilde{} week \textbf{jeomsim} \textasciitilde{} lunch
\textbf{keopisyob} \textasciitilde{} coffee shop, cafe

\subsubsection*{L5 C1: Verbs}\label{l5-c1-verbs}

\textbf{gareucida} \textasciitilde{} to teach \textbf{sada}
\textasciitilde{} to buy \textbf{cida} \textasciitilde{} to play
(tennis)

\subsubsection*{L5 C1: Particles}\label{l5-c1-particles}

\textbf{e} \textasciitilde{} (1) in, at, on (indicates a static
location) (2) to (destination) (3) at, in, on (time)

\subsubsection*{L5 C1: Adverbs}\label{l5-c1-adverbs}

\textbf{annyeonghi} \textasciitilde{} in peace \#\#\# L5 C1: Conjunctions
\textbf{geureonde} \textasciitilde{} (1) but, however (2) by the way

\subsection*{Lesson 5: Conversation 2}\label{lesson-5-conversation-2}

\subsubsection*{L5 C2: Nouns}\label{l5-c2-nouns}

\textbf{gage} \textasciitilde{} store \textbf{ojeon} \textasciitilde{}
a.m. \textbf{ohu} \textasciitilde{} afternoon \textbf{os}
\textasciitilde{} clothes \textbf{weolyoil} \textasciitilde{} Monday
\textbf{hwayoil} \textasciitilde{} Tuesday \textbf{suyoil}
\textasciitilde{} Wednesday \textbf{mogyoil} \textasciitilde{} Thursday
\textbf{geumyoil} \textasciitilde{} Friday \textbf{toyoil}
\textasciitilde{} Saturday \textbf{ilyoil} \textasciitilde{} Sunday
\textbf{jeongcihag} \textasciitilde{} political science \textbf{ibeon}
\textasciitilde{} this time \textbf{haggi} \textasciitilde{} semester,
academic term \textbf{bam} \textasciitilde{} night \textbf{saebyeog}
\textasciitilde{} dawn

\subsubsection*{L5 C2: Verbs}\label{l5-c2-verbs}

\textbf{geodda (geoleoyo)} \textasciitilde{} to walk \textbf{deudda/(deuleureo)
(deuleoyo)* \textasciitilde{}(1) to listen; (2) to take a course
}johahada** \textasciitilde{} to like

\subsubsection*{L5 C2: Counters}\label{l5-c2-counters}

\textbf{gwamog} \textasciitilde{} course, subject \textbf{ban}
\textasciitilde{} (1) class (2) half (hour)

\subsubsection*{L5 C2: Adverbs}\label{l5-c2-adverbs}

\textbf{gati} \textasciitilde{} together \textbf{eonje} \textasciitilde{}
when

\subsubsection*{L5 C2: Particles}\label{l5-c2-particles}

\textbf{hago} \textasciitilde{} (1) and (with nouns) (2) with

\subsubsection*{L5 C2: Suffixes}\label{l5-c2-suffixes}

\textbf{-(eu)reo} \textasciitilde{} in order to

\subsection*{Lesson 6: Conversation 1}\label{lesson-6-conversation-1}

\subsubsection*{L6 C1: Nouns}\label{l6-c1-nouns}

\textbf{nalssi} \textasciitilde{} weather \textbf{mal(hada)}
\textasciitilde{} speech, words \textbf{bolpen} \textasciitilde{} ball
point pen \textbf{beoseu} \textasciitilde{} bus \textbf{bihaenggi}
\textasciitilde{} airplane \textbf{yeonpil} \textasciitilde{} pencil
\textbf{jajeongeo} \textasciitilde{} bicycle \textbf{jihaceol}
\textasciitilde{} subway \textbf{ca} \textasciitilde{} car \textbf{teureog}
\textasciitilde{} truck \textbf{haru} \textasciitilde{} (one) day
\textbf{hanintaun} \textasciitilde{} Korea town \textbf{bagg}
\textasciitilde{} outside

\subsubsection*{L6 C1: Verbs}\label{l6-c1-verbs}

\textbf{geolrida* \textasciitilde{} to take {[}time{]} }salda**
\textasciitilde{} to live \textbf{sseuda} \textasciitilde{} to write
\textbf{ddwida} \textasciitilde{} to run \textbf{unjeonhada}
\textasciitilde{} to drive

\subsubsection*{L6 C1: Adjectives}\label{l6-c1-adjectives}

\textbf{gaggabda(gaggaweoyo)} \textasciitilde{} to be close, near
\textbf{deobda} \textasciitilde{} to be hot \textbf{meolda}
\textasciitilde{} to be far \textbf{swibda} \textasciitilde{} to be easy
\textbf{eoryeobda} \textasciitilde{} to be difficult \textbf{cubda}
\textasciitilde{} to be cold \textbf{jobda} \textasciitilde{} to be
narrow

\subsubsection*{L6 C1: Particles}\label{l6-c1-particles}

\textbf{ggaji} \textasciitilde{} up to (location) \textbf{(eu)ro}
\textasciitilde{} (1) by means of (2) with \textbf{eseo}
\textasciitilde{} (1) in, at (dynamic location) (2) from (location)

\subsubsection*{L6 C1: Adverbs}\label{l6-c1-adverbs}

\textbf{botong} \textasciitilde{} usually \textbf{eolmana}
\textasciitilde{} how long \textbf{jogeum} \textasciitilde{} a little

\subsubsection*{L6 C1: Suffixes}\label{l6-c1-suffixes}

\textbf{jjeum} \textasciitilde{} about, around

\subsection*{Lesson 6: Conversation 2}\label{lesson-6-conversation-2}

\subsubsection*{L6 C2: Nouns}\label{l6-c2-nouns}

\textbf{suyeong(hada)} \textasciitilde{} swimming \textbf{suyeongjang}
\textasciitilde{} swimming pool \textbf{eumag} \textasciitilde{} music
\textbf{jeonhwa(hada)} \textasciitilde{} telephone \textbf{jumal}
\textasciitilde{} weekend \textbf{teniseujang} \textasciitilde{} tennis
court \textbf{pati} \textasciitilde{} party

\subsubsection*{L6 C2: Adjectives}\label{l6-c2-adjectives}

\textbf{babbeuda} \textasciitilde{} to be busy

\subsubsection*{L6 C2: Adverbs}\label{l6-c2-adverbs}

\textbf{neomu} \textasciitilde{} too much \textbf{mos} \textasciitilde{}
cannot \textbf{an} \textasciitilde{} (1) the inside (2) do not
\textbf{wae} \textasciitilde{} why

\subsubsection*{L6 C2: Verbs}\label{l6-c2-verbs}

\textbf{moreuda(molrayo)} \textasciitilde{} to not know, be unaware of
\textbf{ileonada} \textasciitilde{} to get up

\subsubsection*{L6 C2: Pre-nouns}\label{l6-c2-pre-nouns}

\textbf{jinan} \textasciitilde{} last, past

\subsubsection*{L6 C2: Suffixes}\label{l6-c2-suffixes}

\textbf{eoss/ass/ss} \selectlanguage{english}\textasciitilde{} past tense

\section*{Grammar}\label{grammar}

\textbf{Topic-comment Structure} - This is the basic sentence type. It
is one of the fundamental ways of conveying ideas, where the speaker
picks an idea, or an object as the topic and contributes the subsequent
statements in describing the selected item. \&\&Sentence formula :
N2eun/neunN2ieyo/yeyo. where N1eun/neun is the topic and N2ieyo/yeyo is
the comment\&\& \textbf{Equational Expression} - This is a sentence that
compares two nouns and says those two things are the same. It is of the
form N1eun/neunN2ieyo/yeyo. The ieyo is used when N2 ends with a
consonant and the yeyo is used when N2 ends with a vowel. \&\&In Korean,
subjects/topics are often omitted when they are obvious; one would not
always repeat (jeo/na)neun. Additionally, omissions are not always limited
to subjects. Any element can be omitted as long as the context makes the
referent clear.\&\&

A question in Korean has the same structure as a declarative statement
in Korean. The only thing that changes in polite and intimate speech
styles is the intonation (rising). The word order remains the same, and
the same verbal ending is used both for questions and for statements.

\textbf{Equational Expression Negation} - This is the negative
counterpart of N1eun/neunN2ieyo/yeyo. It follows the sentence formula of
{[}N1eun/neun N2i/ga anieyo{]}, where i is used when the N2 ends in a
consonant, or ga when it ends in a vowel. \&\&In conversation, the
particle i/ga is often omitted.\&\&

\textbf{Reference to a Location} - These sentences require three
elements in Korean: ~ (a) a location (b) a locative particle e (c) a
verb of existence issda(isseoyo). Sometimes, a reference to a location
needs to be further specified with a position-noun, indicating front,
back side, under, or above. Then relative position goes after relative
location. \%\%sopiaga caegbange isseoyo\%\% \%\%gabangeun yija yeope isseoyo\%\%

\textbf{Subject-Object-Verb} - This is a basic sentence pattern in the
form {[}Ni/ga Neul/reul V-eoyo/ayo{]}.

\textbf{Number Spacing} - Writing large numbers: space after every
10,000. \textbf{Noun-Particle-Number-Counter-Verb} - This is a part of
speech that involves a noun, number, and counter, in that order.

\textbf{Alternative Questions} - These are questions used to ask someone
to choose from the given choices. \%\%\emph{seutibeu}: sopianeun ilbon
saramieyo, junggug saramieyo? \emph{yumi}: junggug saramieyo.\%\%

\textbf{Possession} \textasciitilde{} This sentence involves two parts:
the possessor and the possessed. The most common way of expressing this
relation is to place the possessor and the possessed side by side.
\%\%maikeul caeg - Michael's book\%\% \%\%uri abeoji, eomeoni my (our)
father and mother\%\% \%\%hagsaeng ireum the student's name\%\%

\section*{Culture}\label{culture}

In Korea, bowing shows courtesy when you greet someone unless the other
party is a junior. The degree of the bow depends on such factors as the
degree of politeness, seniority, and social status. To show the highest
degree of politeness, you bend your head and waist about 45\selectlanguage{ngerman}°. Common
courtesy to most people is shown by bending your head and waist about
15° with face downward. It is considered to be impolite to stare
directly at someone (especially an older person) in Korea, while
avoiding eye contact implies lack of respect or interest in Western
culture.

Although bowing is the typical greeting in Korea, handshaking is also
very common. Usually, a younger person bows first, going on to shake
hands if the older person starts handshaking. The younger person often
bows while shaking hands with one or both hands, unlike Western people.
Most Koreans hold hands softly, not tightly. In other words, the limp
handshake doesn't imply any negative impression to the other person.

In Korean, as in many other Asian cultures, the family name comes first,
and the given name follows. Most Korean names consist of three
Sino-Korean characters: the first single character is the family name
and the following two characters the given name, although a few family
names such as \selectlanguage{english}nam\selectlanguage{english}gung and \selectlanguage{english}hwang\selectlanguage{english}bo have two characters and a few given names
have a single character. Korean names have no middle names.

In Korea, the school year is divided into two terms. The first semester
(1\selectlanguage{english}hag\selectlanguage{english}gi or \selectlanguage{english}bom \selectlanguage{english}hag\selectlanguage{english}gi) starts in early March and lasts until mid-July. Then
there is summer vacation (\selectlanguage{english}yeo\selectlanguage{english}reum \selectlanguage{english}bang\selectlanguage{english}hag) for about a month. The second
semester (2\selectlanguage{english}hag\selectlanguage{english}gi or \selectlanguage{english}ga\selectlanguage{english}eul \selectlanguage{english}hag\selectlanguage{english}gi) usually resumes in late August and runs
until late February, with a long winter break (\selectlanguage{english}gyeo\selectlanguage{english}ul \selectlanguage{english}bang\selectlanguage{english}hag) from
mid-December to early February. Korean students were required to go to
school every day except Sunday, but as the nation incrementally
introduced a five-day work schedule, schools have been adjusting to the
new system since 2005. Elementary and secondary school students go to
school on Saturday every other week as of 2006. In recent years, a few
colleges and universities have begun to offer classes on Saturday.

ducation is seen as the most important key to success in Korea, and
competition is very heated and fierce. Thus, entrance into a prestigious
college is the focus of intense energy and dedication in high school.
Students are often studying too hard, or they may be attending
segregated high schools, so dating is not that common among Korean high
school students. Thus, many Koreans have the opportunity to date only
during their college years or after graduating high school. Typically, a
big group of friends goes out together to socialize; this gathering is
called \selectlanguage{english}mi\selectlanguage{english}ting. Sometimes, parents or friends set up a blind date. The
blind dates are called `\selectlanguage{english}maj\selectlanguage{english}seon' or `\selectlanguage{english}so\selectlanguage{english}gae\selectlanguage{english}ting'. People often live with their
parents until marriage.

\selectlanguage{english}
\FloatBarrier
\end{document}

