Words and word classes In Korean, there are 9 classes of words. Based on its grammatical function, each word is categorized into different classes, such as nouns, verbs, adjectives and so on. Korean has the following word classes. The first thing we are going to talk about is, NOUNS. 1. Nouns (명사) 2. Pronouns (대명사) - Personal Pronouns (인칭대명사) - Question Words (의문사) & Indefinite Pronouns (부정대명사) 3. Particle - Particles Part.1 (What are the Particles in Korean) - Particles Part.2 (Case Particles) - Particles Part.3 (Special Particles) 4. Numbers and counters - Numbers & Ordinals (숫자와 서수) - Counter Nouns (Numeral Classifier, 분류사) 5. Verbs - Irregular verbs and adjectives (불규칙동사와 형용사) - Auxiliary verbs I - Auxiliary verbs II - Auxiliary verbs III 6. Adjectives 7. Copula - Copula (Be & Be Not, 이다 & 아니다) - The Verb of Existence and Location (있다 & 없다) 8. Adverbs - Adverbs and adverbials (부사와 부사적 어구) 9. Prenouns (관형사) In addition, Korean words in general fall into two categories: inflected words and uninflected words. Inflected words is inflected by grammatical features such as tense, number, aspect, and person. As you expected, nouns are uninflected words. Only verbs and adjectives are inflected words. Nouns in general refer to the part of speech that indicates a name of thing, quality, place, person, or action. Nouns often serve as the subject and/or object of verbs and/or adjectives. Formation of nouns There are three components that constitute Korean nouns: native Korean words; Sino-Korean words, and loan words. * The three components of Korean word Generally speaking, Korean nouns can be comprised of either a single morpheme or multiple morphemes. * A single morpheme & multiple morphemes Meanwhile, Korean has a group of special nouns that always appear before other nouns to modify or describe the following nouns. These nouns are called “prenouns”. Some nouns are used only after the aforementioned prenouns. These special nouns can not be used by themselves but used always with the prenouns. These nouns are called “bound nouns”. Prenouns and bound nouns will be discussed in detail later. * Prenouns & Bound nouns Some characteristics of Korean nouns Marking plurality English is very specific with respect to number in that when there is more than one item, the item must be marked by the plural “s”. However, Korean nouns are not specific about the number in that it does not have the grammatical category of number. In English, "s" must be attached after a noun when it is plural. However, in Korean, though we attach "들" after a noun, it depends on our choice. Even without "들", it can be plural. * Plural form of Korean Position of nouns Korean nouns appear in a sentence in one of the following ways: (1) by itself (2) before particle (3) before another noun (4) before copula (5) after adjective For instance, consider the following sentence: * Position of nouns Noun usage with verbs People tend to use nouns with certain verbs. For instance, in English, the word “crime” is collocated with the verb “commit,” and “operation” is collocated with the verb “perform.” In the same principle, Korean nouns tend to collocate with certain verbs. However, in Korean, usage with verbs is little bit difference. Consider the following examples: * Noun usage with verbs * Click to read a related post Grammar for Beginners * If you see any error in this post, let me know. Your help makes my blog better. support me for better contents!!
If you could do just one exercise a day in order to improve your writing skills, what would it be? That was the question I wanted to answer for our final journal worksheet this year. After all, practice and improvement are the reason we keep writing journals, right? The most exciting answer for me was…
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An auxiliary verb combines with a main verb to express tense, aspect, mood and/or voice. For instance, English auxiliary verbs include “can”, “have”, “may”, “shall”, and “will”, since they combine with a main verb, as in “I can speak Korean.” This unit first discusses some general structural characteristics of Korean auxiliary verbs. Then, it introduces how the following three verbs, 보다(see), 오다(come), and 가다(go), can serve as auxiliary verbs. Korean auxiliary verbs Korean auxiliary verbs are in fact all regular verbs. However, when these verbs are used as auxiliary verbs, they express different meanings, as shown below: Korean auxiliary verbs always appear after the main verb (or adjectives for limited auxiliary verbs). In addition, the main verb is always conjugated with ~어/아 (or ~고 for limited auxiliary verbs). The compounding process takes the following pattern: [stem of the main verb ~어/아 plus an auxiliary verb]. ~아 is used after the stem that ends in 아 or 오, while ~어 is used after the stem that ends in all other vowels. ~어/아 보다 When the verb 보다(see) is used as an auxiliary verb, it is used to express “try (doing something)/experience”. It is used when a speaker tries doing some action just once so that he/she can explore the consequences. For instance, consider how the auxiliary verb ~어/아 보다 is used with the main verb 배우다(learn). Notice in the examples above that ~어/아 보다 completes each expression and carries all grammatical information, such as tense, sentence types, and honorifics. Here are more examples: ~ 어/아 오다(가다) Korean has two motion verbs 오다(come) and 가다(go). When these motion verbs are used as auxiliary verbs, both indicate that an action of the main verb is carried out continually. Since 오다(come) signifies the motion toward the speaker, ~어/아 오다 is used to express an continuous action that comes toward the present, as shown below: On the other hand, 가다(go) indicates the motion away from the speaker. Consequently, ~어/아 가다 is used to express a continuous action that goes into the future. * Click to read related posts. Grammar for Intermediates Irregular verbs and adjectives (불규칙동사와 형용사) Auxiliary verbs I Auxiliary verbs II Auxiliary verbs III Auxiliary verbs IV * If you see any error in this post, let me know. Your help makes my blog better. support me for better contents!!
Dear Friends: The next two weeks I will be writing about processing speed. This week I will focus on how processing speed can be evaluated, the causes of a slow processing speed, and the 5 ways that a slow processing speed can impact learning. Next week, I will be sharing 7 powerful strategies for student success as well as reasonable accommodations in the classroom. Have you ever noticed that it takes some students longer to make sense of questions, generate an answer, copy from the board, complete a project, or get everyday tasks done? While some learners can quickly absorb information and complete tasks, others require a greater amount of time. Processing speed, or the speed at which an individual makes sense of incoming information from the senses and then generates a response, is a cognitive task that impacts learning. How Can a Student Be Tested for Processing Speed Deficits? There are a number of psycho-educational subtests that measure processing speed such as Coding, Symbol Search, and Cancellation on the WISC intelligence test as well as Paired Cancellation and Rapid Picture Naming on the Woodcock-Johnson - Test of Cognitive Ability and Test of Oral Language. However, one must be aware of the fact that these subtests also measure other areas of cognition such as visual processing and making a fine motor response. Therefore, there is always the possibility that a student with poor scores on these subtests has, for example, visual processing or fine motor deficits that are pulling scores down. As a result, when interpreting these measures, it is important to rule out weaknesses in areas like visual processing and fine motor dexterity. It should also be noted that these subtests do not evaluate, for example, the speed of auditory processing or gross motor processing. Therefore, scores that suggest a slow processing speed should not be generalized to all areas of cognitive processing. The Cause of Processing Speed Deficits: When a student struggles with a slow processing speed, it may be caused by one or more sensory processing area such as visual processing, auditory processing, verbal reasoning, sequential processing, or motor processing to name a few. What’s more, the cause of a delay can reside in any one or combination of the following sequences: Receiving and perceiving information through the senses. Making sense of that information in the brain. Producing a response or action. How Does a Slow Processing Speed Impact Students? Students may miss important information if the stream of sensory input is at an overwhelming pace. For example, if a student cannot keep up with the flow of content, like a damn that is overwhelmed by a large rainstorm, information spills over one’s memory banks and remains unprocessed. As a result, notes can be sparse and understanding of concepts can be limited or incomplete. Learners may take longer to complete homework. Unfortunately, for these students, school work can consume much of their free time and many can become overtaxed and overwhelmed. Students may find it difficult to complete assignments and tests within the allocated time. Because these learners need more time to process, many of them require extended time to show their true knowledge. Learners may struggle to keep up with a lecture and record the information as notes. Modern-day note-taking requires students to listen, read presentations, and write. If anyone of these processes is slow or labored, it can make the note-taking process extremely challenging. Students may find it difficult to reason with information when under time constraints. Some students just need more time to think about content, make sense of it and make personal connections. Activities that can strengthen processing speed CLICK image to learn more. Learners may have a hard time keeping up with the flow and comprehension of both verbal and nonverbal communication. I hope you found this helpful. Next week, I will continue on the topic of processing speed, and I will be defining 7 strategies for success. In addition, I’ll also be discussing reasonable schooling accommodations for those that struggle with this difficulty. Cheers, Dr. Erica Warren Dr. Erica Warren is the author, illustrator, and publisher of multisensory educational materials at Good Sensory Learning and Dyslexia Materials. She is also the director of Learning to Learn and Learning Specialist Courses. Blog: https://goodsensorylearning.com/blogs/news YouTube Channel: https://www.youtube.com/user/warrenerica1 GSL Blog: https://goodsensorylearning.com/blogs/news Stores: www.GoodSensoryLearning.com/ Courses: http://www.learningspecialistcourses.com/ Newsletter Sign-up: https://app.convertkit.com/landing_pages/694000
This blog will provide information of everything about Korea especially language, grammar and travel.
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The Past Tense Marker 었/았 Since the stems of verbs and adjectives cannot be used alone, they are always used with endings. Korean has many different endings that convey much of the grammatical functions such as tense, aspects, sentence types, conjunctions, speech levels, and so on. The endings can be categorized into two types: final endings and pre-final endings, depending on where they appear in the verb or adjective. Final endings include various speech level endings, such as the polite level -어/아요 and the deferential speech level -습니다. Pre-final endings are inflectional elements that come between the stem and the final ending. Pre-final endings include the past tense marker 었/았 and the honorific suffix -(으)시. For instance, consider the following sentence: Notice the past tense marker 었 and the honorific suffix 시 appear between the stem 가르치 and the speech level ending -어요, as in 가르치시었어요 and it contracted to 가르치셨어요(taught). The past tense marker 었/았 is a two-form pre-final ending in that 았 is used after a stem that ends in a bright vowel, while 었 is used after a stem that ends in all other vowels. The following list shows how the marker is placed between the stem and the polite speech level ending -어/아요. * How to make past tense Note that -어요 is used after the past tense marker, 았/었. In addition, the conjugation of the verb 하다(do) is irregular in that the stem 하 is changed to 해, when it is combined with the past tense marker, as in 했어요(did). In general, the Korean past tense is similar to the English past tense in that they both signal the past action or situation. However, there is one subtle difference between them. While the English past tense primarily indicates something that occurred in the past, the Korean past tense indicates not only something that happened in the past but also whether the action or event is complete or not. For example, consider the following sentences: Notice that the above examples all have two interpretations. The first interpretation simply indicates something happened in the past. The second interpretation expresses the completion of an action or event. For instance, one may be at home, since the action of coming home is complete. In addition, one may be wearing socks, since the action of wearing socks is complete. Double Past Tense Marker 었었/았었 In Korean, one can change a past sentence into a double past sentence by adding 었 to the existing past tense marker 았/었. * How to make double past tense The double past tense marker 았었/었었 makes the past action or situation more remote than the regular past tense marker 았/었 does. The double past tense marker indicates that the past event is no longer relevant to the present activity or situation. In addition, it indicates that the past action or situation is totally complete. For instance, consider the following sentences. * One of my friend, +Gaedae Park shared a nice tip. Thank you so much! Hiya, I really enjoy your lessons! I just wanted to add a small grammar rule that helps me a lot. You don't really have to just memorize all of the "maker"s. The rule, as far as I understand is If the final vowel in the verb is ㅏ or ㅗ then the maker is 았 any other final vowel in the verb uses the 었 maker. This is helpful for me, because then I don't have to memorize each one and can just figure it out. Awesome work!! Keep it up!! * Click to read related posts. Grammar for Beginners Endings of Sentences The Deferential Speech Level The Polite Speech Level * If you see any error in this post, let me know. Your help makes my blog better. support me for better contents!!
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보다 The particle 보다 is used to make a comparative sentence. This particle isㅠattached to a noun that is being compared, and it is translated as “more than” or “rather than.” Consider the following example: Notice that Tom’s room is the noun that is being compared to Jane’s room. Adverbs such as 더(more), 덜(less) and 훨씬(by far) can be used along with the particle 보다 to put more emphasis on the comparison, as shown below: Here are more examples: 처럼 and 같이 The particle 처럼 is used to compare one noun with another. It is translated as “as if” and “like”. Consider the following examples: The meaning of the particle 같이 is similar to that of 처럼, as shown below: 만큼 The particle 만큼 is used to express “as much as” or “to the extent to that”. Consider the following examples: * Click to read related posts. Grammar for Intermediates Particles Part.1 (What are the particles in Korean) Particles Part.2 (Case Particles) Particles Part.3 (Special Particles) Other Particles-2 (마다, 마저, 조차, 밖에) * If you see any error in this post, let me know. Your help makes my blog better. support me for better contents!!
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Formal_Informal_English (Formal Writing Expressions) (Formal letter Practice) (For and Against essay) (how to write a film review) (film review) (film review) (opinion essay) (a magazine article) …
Whether via classroom discussions, analysis of written text, higher-order questioning, or other strategies, learn and share ways to help students go deeper with their thinking.
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This month, as I continue my journey toward a more paperless classroom, I've been exploring a collection of new apps for interacting with digital text. As many of you know, Notability has been my app of choice lately (check out my latest post), but I was looking for an app to implement with an entire class of third graders for text annotating, using our building set of iPads. Notability will most likely be our next tool, but I wanted to start off simple with a 'stepping stone' app, to teach this larger group of students the foundations of how to annotate text. Enter my new favorite app (drumroll)... Skitch! Skitch is fabulous. It is a
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Hi there! It’s Deb Hanson from Crafting Connections, and I've decided to share an adverbs anchor chart and free printable with you today. First, however, allow me to express my dismay. Did you know that adverbs are specifically mentioned in the 2nd grade Common Core State Standards, but are not named in 3rd, 4th, 5th, or 6th grade standards?!? This puzzles me. To fully understand the purpose of adverbs, students must first have a firm grasp on nouns, verbs, and adjectives. I must admit, I don't know many second graders who possess that strong necessary foundation! In fact, I have found that most upper elementary and middle school students are easily tripped up by adverbs. Just a few weeks ago, I overheard my daughters (a 5th grader and a 7th grader) moaning about adverbs. My fifth grader was really struggling to complete her language assignment (that focused on adverbs), and my seventh grader stated how "bad at adverbs" she was, too. After helping Brooke complete the homework exercises, it was apparent that she still had no real grasp of what an adverb was. She definitely needed a LOT more practice. Each day that week, I helped her with her homework, and I paid close attention to the concepts that were causing her the most difficulty. (I must admit that I used her as my own little case study!) These are the three adverb concepts that were most challenging for her: Yes, adverbs modify verbs. However, they can also modify adjectives and other adverbs, too. The -LY rule! Many adverbs end in -ly, but there are also many adverbs that do NOT end in -LY. Furthermore, there are words that end in -LY that are NOT adverbs. When adverbs modify verbs, they can answer the question where. However, words like "park", "hospital", and "school" are nouns, not adverbs. Adverbs that answer where tend to be more general in nature, like "here", "there", "high", "low", "outside", "inside", "backward", and "forward". I observed Brooke's understanding of adverbs increase with each passing day, and by the end of the week, she aced her adverbs assessment. Furthermore, I put my case study to good use, and I created a line of adverb resources for my TpT store that directly address the "problem areas" listed above. I also decided that this would be a good topic for a blog post to share with all of you, which leads us here today. :) I created this adverbs anchor chart. It directly addresses the first two challenging concepts listed above. I created a blank anchor chart for you to give to your students. I suggest creating an anchor chart similar to the one shown above prior to the beginning of class. After you discuss your anchor chart with your students, you can distribute the student printable (shown below). I recommend requiring students to write their own example sentence in each box. This will allow you to check their true understanding of each category of adverbs. After you have checked their anchor chart, you may wish to have your students glue it into an interactive notebook for future reference. Click HERE to download this FREE printable! Here is an example of a finished anchor chart. If you'd like to view some of the adverb resources that I created, just click on the image below. The resources pictured can be purchased as one bundle, or all of the images are available for individual purchase, as well. Finally, I ran across a fabulous read aloud book that focuses on differentiating between adjectives and adverbs. Hop over to my blog to view the book, and discover how I plan to use it when I teach about adverbs! Thanks for stopping by today! FREE Newsletter! Blog TpT Store Instagram Facebook Pinterest My YouTube Video
Polyvagal theory in a gist. I love illustrating concepts and putting them into understandable chunks. Hope this helps. POLYVAGAL THEORY When we’re threatened our Sympathetic nervous system is activ…
This blog post features five free idiom activities, like a free idioms PowerPoint, game, task cards, and an engaging anchor chart!
Regardless of whether you’ve just finished your first quarter parent conferences or they are coming up soon, keeping families informed about how their children are doing is of paramount importance to students’ success in school. I’ve written before about why I so enjoyed working with the parents of my English Language Learners and while communicating with non-native English-speaking parents of ELLs can be a challenge, it is also very rewarding. There are also many more tools available now than when I was in the classroom for keeping ELLs families apprised of how their kids are doing in school. Many of these tech tools have built-in translation capabilities, so there’s really no longer any excuse for not maintaining frequent contact with ELL families. Today I’d like to offer several ways you can keep ELL parents and guardians up-to-date about your classroom activities and their children’s progress in school. Of course, you can also use all these tools with native English speakers, too! Most of these ideas were mentioned in our recent #ELLEdTech Twitter chat about tech tools for communicating with parents. For the websites/apps in the list below, I added explanations from the sites themselves (hence the quotation marks) as well as my own comments. Please note that I have not used any of these apps myself to communicate with parents, other than Google Translate and my own resource mentioned at the end, but I have heard positive things about Remind, Google Voice, and Twitter from other teachers who’ve used them for this purpose. Source: The ESL Nexus Websites, Apps & Resources for Staying In Touch * Bloomz "is a new, free tool designed to help teachers, parents, and PTA members share information and photos through real-time communication and coordination. Built primarily for the K-8 environment…" You can send class updates, share photos and videos, manage events, create student portfolios, and track behavior. * brightwheel (sic) is "Designed specifically to meet the needs of early education – brightwheel was built to be your all-in-one solution." It's a program that offers ways to track enrollment, payments, food consumption, and activities as well as other things that are helpful in daycare settings. It can also send messages, reports, and photos about children's activities. * FreshGrade "is an online portfolio where teachers, students and parents all interact to capture and comment on the student's school work. The program also allows teachers to create and grade custom assignments, which are then tracked in the tool." You can create digital portfolios which can then be shared with families. A free e-book and training are also available. * Google Voice and Google Translate: My #ELLEdTech co-host, Laurah, wrote a blog post on how to use these two programs to communicate with the families of ELLs. There is also a very helpful infographic in her post that outlines the steps to follow. * Parent Hub is a way to "Engage parents with updates about the amazing things happening in your classroom." You create "channels" that group people, such as a class or an after-school club, into communities and then you send messages and attachments to them. Recipients can respond to you, too. It’s based in the European Union so privacy laws are different from those in the U.S. * Remind "is a communication tool that helps teachers connect instantly with students and parents. Send quick, simple messages to any device." You can send a text and have it translated into 70 other languages; you can also schedule when you want a text to be sent. * TalkingPoints is a “multilingual texting platform easily connects teachers and families through text messages." You send a text in English, it's translated into the family's language, they text back in their language, and that gets translated into English. * Twitter: Thanks to S@FloradTeach for recommending Twitter to send messages and photos. Tweets can be sent in real time or scheduled in advance. According to Twitter, tweets can also be translated using Bing’s translation program but they may not be 100% accurate so the original tweet is also included. I’d be curious to know if anyone has used this Twitter function; please leave a comment below if you have and let us know how well it worked. * Weekly Progress Update Forms: A TpT resource with one-page forms in English and Spanish that comes in print and Google Drive versions. Teachers fill out the forms on a weekly basis and send them home. Academic progress, homework completion, attitude, participation and behavior are noted and there is space for comments. Signed forms can be saved in folders to show progress during the course of the school year. How do you stay in touch with your ELL families and keep them up-to-date on how their children are doing in school? Please share the resources you use in the link party below! An InLinkz Link-up
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