Wednesday, 21 December 2011

이태리 여자 크리스티나 한국말-재미있어요!

해외:overseas 미녀(美女):beautiful woman
손님: customer                               
목소리:                voice
며느리:daughter in law   며느님(며느리’s respective form)
오다- (came)                오다-오는(coming)        오다-(will come)                         
살아 있다:alive
~같다   : likely to be… e.g.: 비가 같다..(looks like raining.)
애고 세상에…(oh my God..)      올해(this year)
닭띠: the zodiacal sign of the Fowl under which one was born.                      
성격이 맞다: getting along well with someone due to same character
강심장(强心臟): Strong heart   처음:first time, at first   ~잖아요~: isn’t it?
긴장하다: be tensed     긴장되다: became tensed, go out of one’s skull
~보다: compare to~       신기하다: curious, like a magic, very unique
특히: especially               우리 끼리: between ourselves
놀다; to play                     만큼: like this much
뜻하는 거예요? What does it mean?
빨간색:red color              때문에..Because of that thing..
이렇게(like this)/그렇게(like that)/저렇게(like that)
번도 봤어요. (I have never have seen..even not once)     ~: ly소개하다: to introduce  
소개해 드릴게요.: I will introduce…
기대하다: to expect
기대해 보다: try to expect
신기한 : very unique thing
똑바로 :straight               약간: a little bit
돌리다:turn, revolve
준비하다: to prepare
일단 거절(一旦 拒絶): refuse once
치우다: clean up/take a way
마음: mind, sprit
아이고:a yo, oops!
나쁜 며느리:bad daughter in law
번쯤:about once
한국의 미덕(韓國 美德):Korean’s grace, good deed
물어 보다: to ask
그러냐고…: why like that?!
~까지: till
번만: only one time
시간이 지나 가다: time passes
싫으면 싫다 좋으면 좋다!: if you do not like it then say dislike, If you like it then say you like it!
바로: right or immediately
얘기=이야기: story

Monday, 19 December 2011

역시~ & 은/는

라면은 역시 신라면이죠!
~은 is used to emphasize in the AD
역시: of course

Saturday, 17 December 2011

Japchae - Famous Korean Dish

Japchae for 2 persons

Noodle(Dangmyeon): 100g
Spinach: 80g
Brown mushroom: 2-3
Carrot: 1
Onion: half
Garlic: (mashed) :1
Pepper: a bit
Salt: a bit (few pinches)

Soy sauce:3 table spoon
Sugar: 1 table spoon
Sesame oil: 1~2 Table spoon

Thursday, 10 November 2011

Korean Pronoun for persons

Korean Pronoun for persons(인칭대명사): I, You, We..
Respective form
Lowering ton to humble
(1st party)


2 인칭
선생() Mr. Mrs….
(니가: in speaking)

너희() your
,,,누구,아무(anyone),자기(self & is used for honey between lovers or couples)
,, ()
,, 사람
, 사람, 자기야~!, 아무나(anyone)

To Listener (Senior)
To Listener (Junior)
분이 에보니라고 했어요.
저는 에보니예요.
나는 에보니야.
가족들이 퍼스에 산다고 했어요.
저희 가족은 퍼스에 살아요.
우리 가족은 퍼스에 살아.
집에 오시라고 했어요.
선생님께서 저희 집에 오세요.
자네가 우리 집에 오게~
아무 분이나 괜찮다고 했어요.
아무 분이나 괜찮아요.
아무나 괜찮아.
저희= 사람들                                              보기: 저희 가족은 퍼스에서 살아요.
+= 내가                                                    보기: 내가 전화할게.
+=제가                                                     보기: 제가 전화할게요.
+=네가(when you speak”니가”)    보기: 네가 음식을 먹었니!??
+(my)=                                                  보기: 피아노예요.
+(My)=                                                 보기: 피아노예요.
+(your)=                                                보기: 네(니) 피아노니?
+에게(to you)=내게                                     보기: 사랑을 내게~!
+에게(to you)=제게                                     보기: 편지를 제게 보냈어요?
+에게(to you)=네게                                     보기: 선물을 네게 줄게..

//우리/너희: (to your close friend or junior), /저희: (to your distance friend or senior)
당신: “You” for married couple or when any fights are going on.  So, Koreans prefer to call names with Shi or titles.

Sunday, 6 November 2011


국기(flag): 태극기
수도(capital): 서울(Seoul)

국화(national flower): 무궁화(Rose of Sharon)
면적(area): 99,313km2
인구(population): 약 48,000,000 (about 48 million people)
광역시(metropolitan city): 인천(Incheon), 대구(Dae ku), 광주(Kwang Ju), 부산(Busan), 울산(Ulsan), 대전(Dae Jeon)
화폐(money): 원화(Won)
전압(Voltage): 220(V
명설(national holiday): 설날(Lunar New year's day), 추석(Korean Thanksgiving day),
공휴일(Public holiday): 양력설(1 Jan.), 3.1절(1 March), 석가탄신일 4월(Lunar calendar of 8 April), 어린이날 5월 5일(Children day 5 May), 현충일 6월 6일, 광복절 8월 15일, 개천절 10월 3일, 성탄절 12월 25일(Christmas day)

기후(climate): 사계절 Four seasons (-15~32c)

나라 이름 (Country name)


Saturday, 5 November 2011

~고 싶다 & 한테/한테서

. ~고 싶다 means “want” in English and is used for first party.
~고 싶어하다 means  “wants” in English and is used for third party
Text Box: Asking Party
Text Box: Answering Party

First Party

수지: 어디에 가고 싶어요?.                                 토니: 저는 호주에 가고 싶어요.
토니: 어디에 가고 싶어요?                                  수지: 저는 싱가포르에 가고 싶어요.        

Third Party

(Tony is asking Mr. Hiro asks to where Susie wants to go)
토니: 히로씨, 어디에 가고 싶어요?                            저는 도쿄에 가고 싶어요.
히로: 수미씨는 어디에 가고 싶어해요?                       수미씨는 싱가포르에 가고 싶어해요.
. Difference in (에서/한테서, 에게서) and (/한테, 에게)
Often use for place and non feeling things
Use for start point and arriving point.
Often use in speech and living things
Often use in letter writing, speech and living things

월요일: Monday       화요일: Tuesday    수요일: Wednesday   목요일: Thursday  금요일: Friday
토요일: Saturday      일요일: Sunday (토요일+일요일=주말)

공휴일:Public Holiday   명절:Festive day   설날: New Year (usually lunar new year-구정)

Friday, 14 October 2011

Vocabs : "School"

유치원: kindergarten
운동장:oval in the school
초등학교:primary school
중학교:middle school
고등학교:high school
교탁:teacher's desk
칠판:black board
태극기:Taekukgi(Korean national flag)
여학생: female student
남학생: male student
책상: desk
책가방: school bag
졸업생: graduate student
볼펜: ball pen
형광펜: highlight pen
샤프/샤프펜슬: mechanical pencil
색연필: color pencil
호치키스: stapler
가위: scissors
스카치테이프: scotch tape
메모지: memo pad
포스트잍:post it
편지지:letter paper
수첩: pocket note book

조퇴潮退(하다): early leave
결석缺席(하다): absentee
퇴학退學(하다): expel
자퇴自退(하다): drop out (by your will)

Friday, 2 September 2011

간이 크다! (Your liver is really big!)

간이 크다! (Your river is really big!)
겁이 없고 뭐든지 시도하는 사람들을 보고 주로 말한다.
For those people who try anything without hesitation or reconsideration. 
반대로, 무슨 일에 크게 놀랐을 때 “간이 콩 알만 해졌어요” 라고 말한다.
In contrast, when people are shocked, we say like my liver became a bean size!

Long but one vocab!

보잘것없다 : 볼만한 가치가 없을 정도로 하찮다.
하잘것없다 : 시시하여 해 볼 만한 것이 없다. 또는 대수롭지 아니하다.
큰코다치다 : 크게 봉변을 당하거나 무안을 당하다.
가는귀먹다 : 작은 소리를 잘 알아듣지 못할 정도로 귀가 조금 먹다.
온데간데없다 : 감쪽같이 자취를 감추어 찾을 수가 없다. =간데온데없다
안절부절못하다 : 마음이 초조하고 불안하여 어찌할 바를 모르다.
이제나저제나 : 어떤 일이 일어나는 때가 언제일지 알 수 없을 때 쓰는 말. 흔히 어떤 일을 몹시 안타깝게 기다릴 때 쓴다.

Even Koreans make mistakes when they write about the color!

Black in color: 검정, 검은색, 검정색(x)
Yellow in color: 노랑, 노란색, 노랑색(x)
Red in color: 빨강, 빨간색, 빨강색(x)
Blue in color: 파랑, 파란색, 파랑색(x)
White in color: 하양, 하얀색, 하양색(x)

Friday, 26 August 2011

The first report to Education Dept. from W.A. Korean School

Korean Language at KLWA 2010 till early 2011.

By Ebony BAE H.K.(Ms.)

1.    Overview of KSWA
1.1.        Six Classes at KSWA –
2 Alphabet classes, 2 Korean Introductory classes,        
Korean class 3 and Korean class 4
1.2.        Cultural lessons
1.3.        Teaching manpower
1.4.        Textbook
1.5.        Assessments
1.6.        School time Allocation
2.    Case study - Korean Class 4: Evaluation from Jun. 2010 till Feb. 2011.
3.    Conclusion

1.    Overview of KSWA:
The number of Korean immigrants in WA has increased steadily since the early 1990s. The Hangeul School is available on Saturdays to teach their children Korean but many of these Korean immigrants do not seem too keen to take advantage of this facility to give their children a proficiency in the Korean language in Perth compare to Eastern states or South East Asia.
On the positive side, the Australian government has been giving some supportive of this school.  There is currently a lack of teachers and undercharging students does not help the community to recruit good teachers. The school's first priority is teach Korean for second generation and the curriculum is for the young children in Perth.

1.1. Six Classes at KSWA

There are currently six classes operating at KSWA.
3 Korean Alphabet Classes are available for the 5 to 7 year olds.  They are mainly 2nd or 3rd generation Koreans.  Given the cosmopolitan nature of Australia, many of them have only 1 parent who may be Korean.  Classes are made up of both Korean and non-Korean children.   Ideally these 2 groups should be streamed into separate classes.
The Korean Introductory class where Korean 1 textbook is used teaches the students grammar, sentence structure, speaking and writing. The major problem in this class is the disparate learning levels of the individual students.
Korean Class 3 uses textbook Korean 2 and 3 in 2011 and there are two teachers to help  with the two to three different groups of students in the class. Korean Class 4 uses textbook Korean 4, 5 and 6 as well as extracurricular.
Before 2011, Korean alphabet classes did not follow a fixed curriculum.  In January 2011 it was decided at a teachers’ meeting to standardise the curriculum from February 2011 onwards and guidelines were introduced.

Class Name
Age group
Korean Alphabet (Sun)
5~7 or more
Words from Introductory
Korean Alphabet (Moon)
5~7 or more
Words from Introductory
Introductory to Korean 1
6~8 or more
Words from Introductory
Introductory to Korean 2
9 ~ more
Korean 1
Korean 3
9 ~ more including 3 locals
Korean 2 & 3
Korean 4
10~16 years old
Korean 4,5 & 6

1.2. Cultural Lessons

Culture is an integral part of any language development and learning. Thease cultural classes cover topics like the meaning of the Korean flags, festivals, seasons and traditional food.   Concerts also provide an avenue for students to apply them knowledge of the language and use it appropriately in the right social contexts.

1.3. Teaching Manpower

There are six main teachers and a few assistant teachers. Most of the teachers are volunteers.  Honorarium levels are generally poor.  This affects the recruitment of qualified teachers who will be able or willing to prepare quality teaching materials for the classes they hold.

1.4. Textbook

Textbooks are given by KICE[i] [1](Korean Institute of Curriculum and Evaluation) Textbooks come with teaching guidelines. The teachers have agreed to follow the textbook from February 2011 onwards.

1.5. Assessments

There are two tests in semester 1 and 2. Progress reports are given to parents twice yearly commencing in 2011.

1.6. School Time Allocations

KSWA opens at 9:30 A.M. and have a break between 11 A.M. till 11: 30 A.M. then it finishes at 12:30 P.M.

2.    Case Study- Class 4: Evaluation from Jun. 2010 till Feb. 2011.
Class 4 was allocated to me (Ms. BAE) in June 2010. From the outset I experienced difficulty with the students’ fluency and accuracy with Korean.  There were many gaps in their understanding and usage of grammar sentence structure, spacing and punctuation. This is exacerbated by their poor motivation and interest in the language.

They were mature enough to understand flow and writing but vocabulary was poor. Despite the good teaching of the previous teacher, Mrs. Lee, the students were still struggling to answer questions in the pre test for TOPIK (Test of Proficiency in Korean).
I therefore devised a different teaching plan and implemented it in the 4th term. Lessons from textbooks were done first for two and half hours followed by an extra curriculum on basic rules of writing.
More than half of class showed the improvement and two students worked particularly hard and passed intermediate level of TOPIK.  It was rewarding to see that a few of them could now listen and understand Korean better especially when enjoying Korean TV dramas compared to last year.

Textbooks are the minimum tools for these 2nd generation Korean migrants to equip themselves with adequate Korean. There are 3 types of vocabularies from Korean; Pure Korean, Western Korean and Chinese Korean. Even though Koreans can make sentences with pure Korean vocabularies, a higher level of Korean requires using Chinese Korean vocabularies (Hanja[2]) such as in academic institutions, business and news.   In the current system, it is barely possible to prepare students adequately for the basic proficiency test (TOPIK) which is offered to the students (2nd generation Koreans) and locals (foreigners) every 2nd week in September in Perth.

On the first day of school in 2011, assessment tests were conducted in all the classes.  My group of students did not understand irregular verbs, counting nouns, onomatopoeic words and honorific although they should.
Although students know that speaking a second language is an advantage; they may not be highly motivated as the parents may be not involving in homework or encouraging the use of Korean at home. As students get older, standards and requirements also rise.   At this point many students with a low interest level will stagnate.  I was encouraged by my one hard working student who passed the proficiency test at intermediate level last year and meeting new students who take their lessons seriously. My extra preparation of were useful and rewarding particularly for those who took the lessons willingly and showed respect for the teacher.

3.0       Conclusion

In conclusion, the support we get from the Australian and Korean governments are a great start for the Korean language course after all not many governments have a budget for such activities.
It would be appreciated if the government could do even more by promoting use of the language as well as provide the funds.  Meanwhile, are Koreans putting enough effort to teach their children just leaving the dilemma to someone else at the school? What about the students? Do they respect their teachers and complete their homework?  Are they taking it lightly because language is not part of the university main entrance test as Japanese, Chinese and other European languages? Do we have experienced teachers?

There is a great deal of hope for Korean language education in Perth. In fact if more of next generation speak 2nd or 3rd languages, it is a great asset to the country for the next 100 years because education is an investment in the people that will benefit the country and this requires planning for the next decade.  Language is a tool and a bridge to another culture.


This report was given to Education Dept. in Perth in April 2011 and it was the first official report ever written.  Now, Korean school of W.A. is no longer using KICE textbooks and take the easier version of textbook for the children from The Education Foundation of Koreans Foundation.