저는 학생이에요Identity and Classroom Roles
Chapter Objectives
By the end of this chapter, you will be able to:
- Identify yourself and others using 은/는 and the copula 이에요/예요 with nouns for roles and nationalities.
- Deny or correct identity statements using the negative copula 아니에요.
- Use the demonstratives 이, 그, and 저 to point to nearby, mid-distance, and far people or things.
- Refer to people with 이분, 그분, and 저분 as polite third-person forms.
- Build basic noun phrases by combining a demonstrative, a noun, and a topic or subject particle.
- Use the address title 씨 correctly when referring to or addressing another person.
- Complete the basic Hangeul consonant set, including the remaining lax, tense, and aspirated consonants.
- Read and write short sentences using the full set of basic Hangeul letters introduced so far.
Communication Scenario
It is the first full session of the Korean language course. The instructor, Kim Jisu, has written a name tag system on the board: each person's name followed by their role — student, teacher, or guest — in Korean. Students are now introducing themselves and pointing out their classmates to each other.
- If someone asked you "Who is that person?" while pointing across the room, what information would you need to give? In Chapter 1 you learned to say your own name. This chapter gives you the tools to introduce and identify other people, to point toward things and people at a distance, and to correct a mistaken assumption about identity.
- By the end of today's session, you will be able to say not only "I am a student" but also "That person is the teacher," "This is not a book — it's a notebook," and "Layla is not Korean; she is Egyptian." These identity and classification statements are among the most frequently used building blocks in Korean conversation.
Core Vocabulary
신분과 역할 — Identity and roles
| Korean | Romanization | English meaning | Notes |
|---|---|---|---|
| 학생 | haksaeng | student | Used for students at any level, from primary school to university |
| 선생님 | seonsaengnim | teacher / instructor | Also functions as a polite address title for teachers; 님 marks respect |
| 교수님 | gyosunim | professor | Used at university level; 님 signals respect |
| 친구 | chingu | friend | Used for close friends; also used loosely among peers |
| 한국 사람 | hanguk saram | Korean person / Korean national | 한국 = Korea; 사람 = person |
| 미국 사람 | miguk saram | American person | 미국 = the United States |
| 영국 사람 | yeongguk saram | British person | 영국 = the United Kingdom |
| 사람 | saram | person / people | General word for a human being; used after a country name to indicate nationality |
교실 물건 — Classroom objects
| Korean | Romanization | English meaning | Notes |
|---|---|---|---|
| 책 | chaek | book | Common noun; ends in consonant ㄱ (batchim) → copula: 이에요 |
| 공책 | gongchaek | notebook | Literally "empty book"; ends in ㄱ → copula: 이에요 |
| 펜 | pen | pen | Loanword from English; ends in consonant ㄴ → copula: 이에요 |
| 연필 | yeonpil | pencil | Sino-Korean word; ends in ㄹ → copula: 이에요 |
| 가방 | gabang | bag / backpack | Ends in consonant ㅇ /ŋ/ → copula: 이에요 |
| 책상 | chaeksang | desk | Literally "book table"; ends in ㅇ → copula: 이에요 |
| 의자 | uija | chair | Ends in vowel ㅏ → copula: 예요 |
| 칠판 | chilpan | blackboard / whiteboard | Ends in consonant ㄴ → copula: 이에요 |
| 교실 | gyosil | classroom | Ends in ㄹ → copula: 이에요 |
The copula note column in this vocabulary table gives you a quick check: words ending in a consonant (batchim) always take 이에요; words ending in a vowel take 예요. Reviewing this with each new noun is a good habit for building accurate copula use.
지시사와 지칭어 — Demonstratives and referential forms
| Korean | Romanization | English meaning | Distance and use |
|---|---|---|---|
| 이 | i | this (modifier) | Near the speaker; used before a noun: 이 책 (this book) |
| 그 | geu | that (modifier) | Near the listener or previously mentioned; 그 사람 (that person) |
| 저 | jeo | that over there (modifier) | Far from both speaker and listener; 저 가방 (that bag over there) |
| 이분 | ibun | this person (polite) | Polite third-person referential; used when introducing someone nearby |
| 그분 | geubun | that person (polite) | Polite; refers to someone near the listener or contextually known |
| 저분 | jeobun | that person over there (polite) | Polite; refers to someone at a distance from both speaker and listener |
| 이것 | igeot | this thing | Standalone demonstrative pronoun for objects near the speaker |
| 그것 | geugeot | that thing | Standalone; near the listener or contextually known |
| 저것 | jeogeot | that thing over there | Standalone; distant from both parties |
호칭 — Forms of address
| Korean | Romanization | English meaning | When to use it |
|---|---|---|---|
| 씨 | ssi | Mr. / Ms. / a courtesy title after a name | Attached after someone's name (full name or given name) as a neutral polite title; not used with one's own name; not used when speaking of someone in a context requiring a professional title |
| 선생님 | seonsaengnim | teacher (also used as a title) | Used both as a noun ("the teacher") and as a form of address ("Teacher…") |
| 님 | nim | honorific suffix | Added to nouns of occupation or role to mark respect; seen in 선생님, 교수님, 사장님 |
씨 follows the name it attaches to, with a space: 레일라 씨, 김민수 씨. It is an everyday polite title — respectful without being overly formal — and suits most peer or semi-formal situations. Avoid using it with professional titles (선생님, 교수님) or with one's own name.
Hangeul
Chapter 1 introduced five simple vowels, the vowel ㅣ, and ten consonants. This chapter completes the basic Hangeul consonant inventory by adding the remaining lax, tense, and aspirated consonants. With these, you will be able to read and write the vast majority of Korean syllable blocks. Additional vowel shapes and a small number of complex consonants will consolidate across later chapters.
나머지 자음 — Remaining consonants
The consonants below complete the core inventory. The three-way contrast — lax, tense, and aspirated — introduced in Chapter 1 for some consonant pairs now appears in full.
Tense consonants such as ㄲ, ㄸ, ㅃ, ㅆ, and ㅉ are written by doubling the base letter. This doubling is a spelling convention, not a signal that the sound is held for twice as long. The actual phonetic difference between lax, tense, and aspirated consonants involves muscle tension in the throat, airflow, and voice quality — not duration. The romanizations "kk," "tt," "pp," "ss," "jj" may suggest length to English readers, but they are approximations. Focus on the feeling of tightness in the throat for tense consonants, and on the burst of air for aspirated ones.
복합 모음 — Additional vowels: ㅐ, ㅔ, ㅘ, ㅝ
This chapter introduces four more vowel shapes that appear in core vocabulary. These are compound or combined vowels — each built from two simpler vowel shapes joined in one syllable block.
In contemporary Korean, ㅐ and ㅔ are pronounced identically by most speakers (an /e/-like sound). The spelling distinction is preserved in the written language, so you must learn which words use which vowel. These vowels appear in frequent words: 예요 (copula ending), 이에요, 아니에요, and 괜찮아요.
읽기 연습 — Block reading practice
The following syllables and words use consonants and vowels introduced across Chapters 1 and 2. Read each one aloud, then identify the jamo components.
Now read these common words aloud. Parse each syllable block before you try the whole word.
학생 선생님 교실 의자 친구 책 가방 아니에요
Pronunciation
The three-way consonant contrast in full
Korean organizes most obstruent consonants into three-way sets: lax, tense, and aspirated. Chapter 1 introduced this concept. With the new letters in this chapter, the complete picture is:
| Lax | Tense | Aspirated | Place of articulation |
|---|---|---|---|
| ㄱ | ㄲ | ㅋ | velar (back of mouth) |
| ㄷ | ㄸ | ㅌ | alveolar (tongue tip behind upper teeth) |
| ㅂ | ㅃ | ㅍ | bilabial (both lips) |
| ㅈ | ㅉ | ㅊ | palato-alveolar (tongue toward palate) |
| ㅅ | ㅆ | — | alveolar fricative (no aspirated partner) |
The lax-tense-aspirated distinction creates meaningful contrasts in Korean. The words 달 (moon), 딸 (daughter), and 탈 (mask) are three completely different words whose only phonetic difference is the initial consonant. The same applies to 불 (fire), 뿔 (horn/antler), and 풀 (grass / glue). English-speaking learners hear lax consonants as somewhat voiced (like English "b," "d," "g") and aspirated consonants as voiceless with a puff of air (like English "p," "t," "k"). Tense consonants have no English equivalent: they are produced with a catch in the throat, more muscular tension, and no burst of air. Practice all three within the same session so your ear trains on the contrast, not just the individual sounds.
Batchim in this chapter's vocabulary
Several new words contain batchim (final consonants) that are useful to note:
- 책 chaek — the batchim is ㄱ; in isolation the final ㄱ is unreleased (you close but do not release the velar stop)
- 학생 haksaeng — the word has two syllable blocks: 학 (batchim ㄱ) and 생 (batchim ㅇ, pronounced /ŋ/)
- 가방 gabang — the final ㅇ is /ŋ/ as in "sing"; the first syllable 가 has no batchim
- 칠판 chilpan — two batchim: ㄹ in 칠 and ㄴ in 판; ㄹ in final position is a lateral /l/ sound
Grammar Instruction
2.1 Topic particle 은/는 — Extended use
Purpose: mark the topic of a wider range of sentences, moving beyond self-introduction.
In Chapter 1, you used 저는 and 제 이름은 as the only topic-marked phrases. This chapter expands topic-marking to any noun: people, objects, and roles.
- 이분은 선생님이에요. This person is a teacher. 이분 + 은 (consonant-final: 분 ends in ㄴ) + 선생님 + 이에요
- 이 책은 제 책이에요. This book is my book. 이 책 + 은 (consonant-final: 책 ends in ㄱ)
- 저는 미국 사람이에요. I am American. 저 + 는 (vowel-final: 저 ends in ㅓ)
- 의자는 교실에 있어요. The chair is in the classroom. 의자 + 는 (vowel-final: 자 ends in ㅏ)
Beyond marking the topic, 은/는 also signals contrast — often implying "but as for X..." This contrastive use will become important when you are denying or correcting a statement. For now, recognize that when two topic-marked phrases appear together, one often implicitly contrasts with the other:
저는 학생이에요. 선생님은 김 선생님이에요.
I am a student. The teacher is Teacher Kim.
The second 은/는 implicitly sets up a contrast: "I am not the teacher — the teacher is someone else."
2.2 아니에요 — The negative copula
Purpose: deny or correct an identity or classification.
To say that something or someone is not something, use 아니에요. It is the negative counterpart of 이에요/예요 and does not change based on the preceding noun.
- 저는 선생님이 아니에요. 학생이에요. I am not a teacher. I am a student. 선생님 + 이 + 아니에요 — the particle 이/가 appears before 아니에요
- 이것은 책이 아니에요. 공책이에요. This is not a book. It's a notebook.
- 저는 미국 사람이 아니에요. 영국 사람이에요. I am not American. I am British.
- 그분은 학생이 아니에요. That person is not a student.
Before 아니에요, the noun that is being negated takes the particle 이 (after a consonant) or 가 (after a vowel). This is the subject/focus particle 이/가 — which you will study fully in Chapter 3. For now, treat the pattern [noun + 이/가 + 아니에요] as the standard way to negate a copular sentence:
- 선생님이 아니에요 — 선생님 ends in consonant ㅁ → 이 아니에요
- 의자가 아니에요 — 의자 ends in vowel ㅏ → 가 아니에요
Do not add 이/가 before 이에요/예요. The particle appears only in negated sentences.
2.3 이/그/저 — Demonstratives
Purpose: point to nearby, mid-distance, or distant people and objects.
Korean has a three-way demonstrative system. Each demonstrative is used before a noun as a modifier and reflects the physical or conversational distance of the referent.
- 이 가방은 제 가방이에요. This bag is my bag. 이 (near speaker) + 가방 + 은 + 제 + 가방 + 이에요
- 그 책은 뭐예요? What is that book (by you)?
- 저 분은 선생님이에요. That person over there is the teacher.
- 이것은 연필이에요. This is a pencil. 이것 (standalone form of 이 + object) + 은 + 연필 + 이에요
Korean has two words written and pronounced the same way — 저 — with completely different meanings. One is the polite first-person pronoun "I/me" (Chapter 1). The other is the demonstrative meaning "that over there." Context always makes clear which is intended: 저는 학생이에요 uses 저 as "I," while 저 분은 선생님이에요 uses 저 as the demonstrative modifier "that over there." In speech, the demonstrative is often said with a slight lengthening or with a gesture pointing into the distance, but the word itself is the same. Learners quickly sort these out through context and practice.
2.4 이분/그분/저분 — Polite third-person referentials
Purpose: refer to or introduce a third person with appropriate courtesy.
분 is a respectful word meaning "person." When combined with the demonstratives, it produces polite ways to refer to people without using their names:
- 이분은 제 친구 레일라 씨예요. This person is my friend Layla. 이분 (this person, polite) + 은 + 제 친구 레일라 씨 + 예요
- 그분은 한국 사람이에요? Is that person Korean?
- 저분이 선생님이에요. That person over there is the teacher.
Polite vs. plain forms for "person." The plain noun for person is 사람. It is used in neutral contexts: 이 사람 (this person) is fine among close friends or peers. 이분, 그분, and 저분 use 분 — a more respectful word — and are appropriate when introducing or referring to someone in polite company. When in doubt in early-level Korean, use 이분/그분/저분 rather than 이 사람/그 사람/저 사람 to avoid unintended bluntness.
2.5 뭐예요? — What is it?
Purpose: ask for the identity or name of an object or person.
The question 뭐예요? ("What is it?" / "What is this?") uses the question word 뭐 (what) followed directly by the copula ending 예요?. It is one of the most useful and frequent question frames at this level.
- 이것이 뭐예요? What is this?
- 그것이 뭐예요? What is that?
- 이분이 누구예요? Who is this person? 누구 = who (question word for people)
The question words 뭐 (what) and 누구 (who) appear in the same position in the sentence as the word that would answer the question. There is no movement of question words to the front of the sentence in Korean, as there is in English. This is a fundamental structural difference you will practice throughout the course.
Practice — 이에요, 예요, or 아니에요?
Complete each sentence with the correct form of the copula or the negative copula. Then write a correcting sentence using the cue in parentheses.
- 이것은 펜이 아니에요. ___ (공책)
- 저분은 학생이 아니에요. ___ (선생님)
- 저는 영국 사람이 아니에요. ___ (미국 사람)
- 그것은 가방이 아니에요. ___ (책)
Practice — 이/그/저 with nouns
Fill in each blank with the correct demonstrative based on the scenario described.
- You are holding a pen. You say: ___ 펜은 제 펜이에요.
- You are pointing at a bag across the room (far away). You say: ___ 가방은 선생님 가방이에요.
- You are asking about a book the other person is holding. You ask: ___ 책은 뭐예요?
- You are introducing the person standing right next to you. You say: ___ 분은 제 친구예요.
Model Dialogue
Setting: The language center classroom, just before the lesson begins. Layla and Tom are seated next to each other. A new student, Nurul, has arrived. The instructor, Kim Jisu, begins to take attendance. There is also a guest lecturer standing at the front of the room.
(누룰 씨가 교실 앞을 가리켜요. — Nurul points to the front of the classroom.)
(김 선생님이 교실에 들어오세요. — Kim Seongsaengnim enters the classroom.)
내용 이해 — Comprehension questions:
- Who introduces Tom to Nurul, and what does she say about him?
- What nationality does Nurul say she is?
- Who is the special guest, and what title does Kim Seongsaengnim use for her?
- How does Layla correct Nurul's mistaken assumption about the guest lecturer? Write the correcting sentence she uses.
- In the vocabulary drill at the end, why does Kim Seongsaengnim say 공책이에요. 책이 아니에요! rather than 책이 아니에요. 공책이에요? Does the order matter? What is the difference in emphasis?
Kim Seongsaengnim opens the lesson with 여러분, which means "everyone" or "all of you." It is a natural, polite way to address a group in Korean, used in classroom, public, and presentational contexts. It is a fixed formula for now — you will see the internal structure more clearly in later chapters when you study plural reference and address conventions in depth.
Listening
Ask your instructor, a language partner, or a text-to-speech tool to read the following four short conversations aloud at a moderate pace. Listen twice without reading, then answer the questions below.
대화 1
A: 이것은 책이에요?
B: 아니요, 책이 아니에요. 공책이에요.
대화 2
A: 저분은 선생님이에요?
B: 네, 저분은 선생님이에요. 김 선생님이에요.
대화 3
A: 이분은 누구예요?
B: 이분은 제 친구예요. 알리 씨예요.
A: 알리 씨, 반가워요. 저는 다윗이에요.
대화 4
A: 그 가방은 선생님 가방이에요?
B: 아니요, 제 가방이에요. 선생님 가방은 저 가방이에요.
듣기 과제 — Listening task: Listen and complete the table.
| 대화 | What A asks about | What A thinks it is | What B says it actually is |
|---|---|---|---|
| 1 | ______ | ______ | ______ |
| 2 | 저분 | 선생님 | ______ |
| 3 | 이분 | ______ | ______ |
| 4 | ______ | 선생님 가방 | ______ |
받아쓰기 — Dictation: Your partner or instructor reads each sentence once at a natural pace. Write what you hear in Hangeul.
- (sentence 2 from 대화 1)
- (B's second sentence from 대화 4)
- (A's opening sentence from 대화 3)
Reading
The language center has posted short profile cards on the classroom noticeboard. Read each card and answer the questions below.
프로필 카드 1
이름: 박수진
역할: 한국어 교수님
국적: 한국 사람
프로필 카드 2
이름: 톰 화이트
역할: 학생
국적: 미국 사람
프로필 카드 3
이름: 레일라 아마드
역할: 학생
국적: 이집트 사람
내용 이해 — Comprehension questions:
- What is Pak Sujin's role at the language center, and what nationality is she?
- Write a sentence introducing Tom to someone, using 이분 or 그분 as appropriate if Tom is standing beside you.
- Is Layla Korean? Write a sentence using 아니에요 that corrects this assumption, and follow it with a sentence stating what she actually is.
- Which copula ending (이에요 or 예요) do you use after 교수님? Why?
- Read card 2 and card 3. What is the same about Tom and Layla? Write one sentence in Korean using 도 to express something they share.
Hangeul reading practice
Read the following words and short phrases aloud using the complete consonant inventory you now have. Identify the batchim in each syllable block before you begin.
아니에요 교수님 공책 의자 학생 국적 친구 이것
Writing Workshop
This chapter's writing tasks develop the ability to write identity and classification statements — both positive and negative — and to introduce a third person in writing.
- Write your own profile card. Model it on the cards above. Include three fields: 이름 (name), 역할 (role — write 학생), and 국적 (nationality — look up your country's name in Korean if needed, or use ______ 사람). Write everything in Hangeul.
- Write a three-sentence identity paragraph. Sentence 1: greet the reader with 안녕하세요? Sentence 2: state your name. Sentence 3: state your nationality using 저는 ______ 사람이에요 or deny one nationality and state the correct one.
- Introduce another person. Using the profile cards above, write two sentences introducing Layla to a new classmate. Sentence 1: use 이분은 레일라 씨예요. Sentence 2: state her nationality.
- Practice the negative. Write pairs of sentences for each item below — first a mistaken assumption, then a correction:
- Item: 가방. Mistaken identity: 책. Correction: 가방.
- Person: Tom. Mistaken nationality: 영국 사람. Correction: 미국 사람.
- Revise. Check your draft against the editing checklist below.
체크리스트 — Editing checklist:
- Every Hangeul syllable block has both a consonant and a vowel in the correct positions.
- I chose 이에요 or 예요 correctly based on the final sound of each noun.
- In negative sentences, I used [noun + 이/가 + 아니에요] — not 아니에요 directly after the noun alone.
- I chose 이 (consonant-final) or 가 (vowel-final) correctly before 아니에요.
- I attached the topic particle 은/는 directly to the noun with no space.
- I used 저 / 제 (not 나 / 내) for polite first-person reference.
- I used 이분/그분/저분 for polite third-person reference when appropriate.
- I included a period or question mark after each sentence.
Speaking Practice
통제 연습 — Controlled practice: True or false?
Partner A makes a statement about an object or person in the room (or in a picture). Partner B says whether it is true (네, 맞아요) or corrects it using 아니요, ____이/가 아니에요. ____이에요/예요. Alternate roles after each round.
Example:
A: 이것은 연필이에요. (holding a pen)
B: 아니요, 연필이 아니에요. 펜이에요.
의사소통 과제 — Communicative task: Meet the class
In groups of three, take turns in the following roles: introducer, the person being introduced, and the new acquaintance. The introducer must:
- Greet the new acquaintance and use 이분은 ____이에요/예요 to introduce the second person.
- State the introduced person's role: 학생이에요 or another appropriate role.
- State their nationality: ______ 사람이에요.
The new acquaintance responds with ______ 씨, 반가워요. 저는 ____이에요/예요 and introduces themselves. Switch roles until everyone has played each part.
혼자 하는 연습 — Solo alternative
Record yourself completing the following: (1) Introduce three people from the profile cards in the reading section, using 이분은, 그분은, or 저분은 as though pointing to each one in a room. (2) Correct one mistaken identity: "저분은 학생이 아니에요. ______이에요/예요." Listen back and check your copula endings and your use of 이/가 before 아니에요.
Culture and Communication
Korean often reflects a person's role or position through the words used to address or refer to them. When Kim Jisu is introduced as the teacher, the students' greeting shifts from 안녕하세요? to 안녕하세요, 선생님! — the title replaces, or is added to, the greeting. This reflects a broader feature of Korean social language: role-marking words such as 선생님, 교수님, 사장님 (company president), and 의사 선생님 (doctor) are used both as nouns ("a teacher") and as address forms ("Teacher, ...").
The suffix 님 signals that the role carries social or professional respect. It appears on many common titles and is absent from informal or peer-level references. You do not add 님 to your own title — it is directed outward, toward the person you are addressing or describing respectfully.
The title 씨 follows a person's name with a space and is one of the most useful address conventions for adult learners. It is roughly equivalent to "Mr." or "Ms." in formality but is neither gender-specific nor excessively formal — it fits peer-level polite interaction comfortably. 씨 is typically added to either a full name (레일라 아마드 씨) or a given name (레일라 씨), but not to a family name alone and never to one's own name. Using 씨 with a professional title such as 선생님 is inappropriate — the title itself already conveys the necessary respect. In professional or institutional settings, people are often addressed by their job title rather than by 씨.
In Korean, nationality is often expressed through the pattern [country name] + 사람. This is a neutral descriptive formula and carries no cultural loading in itself. Learners should be aware, however, that questions about nationality, background, and home country come up naturally and early in Korean social interaction — particularly with new acquaintances. It is common and considered friendly to ask 어느 나라 사람이에요? ("Which country are you from?") in a getting-to-know-you context. This kind of directness reflects common conversational norms in many Korean-speaking contexts, though individual preferences vary. Knowing how to answer these questions confidently, clearly, and in polite Korean is a practical early skill.
The students in today's dialogue include learners from Malaysia, Egypt, and the United States — a reflection of the genuine diversity of people who learn and use Korean around the world. It is worth noting that Korean is not only spoken in South Korea and North Korea: there are significant communities of Korean speakers in China (the Joseonjok community), Central Asia (Korean Koryo-saram communities), Japan (Zainichi Korean communities), the United States, Canada, Australia, and many other countries. The histories, varieties, and community contexts of these diaspora communities differ considerably. This course teaches contemporary South Korean Standard Korean as the shared productive foundation, while recognizing and respecting the breadth of global Korean-speaking life.
Common Mistakes
Error: 저는 선생님 아니에요. (no particle before 아니에요)
Correction: 저는 선생님이 아니에요. — The negative copula 아니에요 requires the particle 이 or 가 on the noun immediately before it. 선생님 ends in consonant ㅁ, so the particle is 이. Missing this particle is one of the most common early errors in Korean.
Error: 이것은 책가 아니에요. (책 ends in consonant ㄱ but 가 is used)
Correction: 이것은 책이 아니에요. — After a consonant-final noun, the particle is 이. After a vowel-final noun, it is 가. Apply the same vowel-harmony logic you use for 은/는 and for 이에요/예요.
Confusion: A learner writes 저 가방 meaning "my bag" when they intended the polite first-person meaning.
Clarification: 저 가방 means "that bag over there" (demonstrative + noun). "My bag" in polite Korean is 제 가방, using 제 (the possessive form of 저, the pronoun). The polite pronoun "I" is 저 used as subject or topic (저는), while the possessive is 제 (제 책, 제 친구). The demonstrative 저 only appears directly before a noun: 저 분, 저 가방.
Risk: Using 이 사람은 선생님이에요 when addressing or discussing someone present in a polite context.
Guidance: 이 사람 is grammatically correct but may sound abrupt or even slightly rude in formal or semi-formal situations. Use 이분은 선생님이에요 when introducing or referring to someone present in polite company, especially someone senior or unfamiliar. Among close peers, 이 사람 is natural; in classroom or professional settings, 이분 is the safer choice.
Error: 저는 레일라 씨예요. (using 씨 in self-introduction)
Correction: 저는 레일라예요. — 씨 is a courtesy title used when addressing or referring to another person. It is never used by a speaker about themselves, just as an English speaker would not say "I am Ms. Layla" in most everyday contexts.
Chapter Review
Section A — 어휘 (Vocabulary)
1. Write the Korean for each: student · teacher · professor · friend · Korean person · American person · book · notebook · pencil · bag · desk · chair · classroom.
2. What is the difference between 학생 and 선생님? What title element makes 선생님 polite?
3. Write the three demonstratives in Korean. For each one, describe the distance relationship it encodes.
4. What is 씨? Give two rules about its use.
5. What is the difference between 이분 and 이 사람? When should you use each?
Section B — 한글과 문법 (Hangeul and Grammar)
1. Name all five Korean tense consonants introduced in this chapter. Write each in its jamo form and give the romanization used in this book.
2. Complete each sentence correctly:
- 이것은 연필이 ______. (It is not a pencil.) → Then write a correction saying it is a pen.
- 저는 한국 사람이 ______. ______ 사람이에요. (Use your own nationality.)
- 이분은 학생이 ______. 선생님이에요.
3. Fill in the blanks with 이, 그, or 저:
- You are holding a notebook: ___ 공책은 제 공책이에요.
- The bag is across the room far from everyone: ___ 가방은 선생님 가방이에요.
- You are asking about a book your partner is holding: ___ 책은 뭐예요?
4. Write one sentence using 이분은 to introduce a classmate to your instructor.
5. Correct the errors:
- 이것은 가방 아니에요. 책이에요.
- 저는 레일라 씨예요. (in self-introduction)
Section C — 독해 이해 (Reading comprehension)
1. Look at the three profile cards. Which of the three people holds a title using 님? Why is 님 added to this person's title?
2. Write two sentences about Layla Ahmad: one stating what she is (역할), and one about her nationality.
3. In the model dialogue, Kim Seongsaengnim says 이분은 박 교수님이에요. She uses 이분 rather than 이 사람. Why is 이분 more appropriate in this context?
Section D — 쓰기 (Writing)
1. Write a short paragraph (four sentences) introducing yourself and one other person in the class. Include: a greeting, your own name and nationality, an introduction of the other person using 이분은, and their nationality.
Section E — 말하기 (Speaking)
1. Without notes, introduce yourself (name and nationality), then introduce your partner to a third person using 이분. Your partner then corrects one fact about themselves and introduces you to someone else.
누적 복습 — Cumulative review (Chapters 1–2)
Complete the dialogue between two people meeting at a language center for the first time. Speaker A has lines; write Speaker B's natural Korean responses.
A: 안녕하세요? 처음 만나요. 저는 다윗이에요. 이름이 뭐예요?
B: ______________________________________
A: 반가워요, ___ 씨. 학생이에요?
B: ______________________________________
A: (pointing to someone across the room) 저분은 누구예요?
B: ______________________________________
A: 그럼, 또 봐요.
B: ______________________________________
Chapter Performance Task
수행 과제
교실 프로필 카드 — Classroom profile card and mini-presentation
You will create a profile card for yourself and deliver a short spoken introduction.
- Written: Create a profile card in Hangeul with three fields: 이름, 역할 (학생), and 국적. Use correct spacing and Hangeul syllable blocks throughout.
- Written: Write three sentences to accompany your card: (1) a greeting, (2) your name and role, (3) your nationality.
- Spoken: Using your card, introduce yourself to two different classmates or partners. Then introduce one of them to the other using 이분은 ____이에요/예요. Include at least one statement using 아니에요 — for example, correcting a mistaken assumption about your nationality or role.
- Reflection: Write one English sentence identifying the grammar point you found most challenging in this chapter and one strategy you plan to use to practice it.
Assessment focus: correct copula form (이에요/예요), accurate negative construction (이/가 아니에요), appropriate use of 이분/그분/저분, correct use of 씨, Hangeul accuracy, and natural delivery.
Answer Key
Practice — 이에요, 예요, or 아니에요?
1. 이것은 연필이 아니에요. 펜이에요. 2. 저분은 학생이 아니에요. 선생님이에요. 3. 저는 영국 사람이 아니에요. 미국 사람이에요. (or your own nationality) 4. 그것은 가방이 아니에요. 책이에요.
Practice — 이/그/저 with nouns
1. 이 펜은 제 펜이에요. (near the speaker) 2. 저 가방은 선생님 가방이에요. (far from both) 3. 그 책은 뭐예요? (near the listener) 4. 이분은 제 친구예요. (right next to the speaker)
Dialogue — Comprehension
- Layla introduces Tom using 이분은 제 친구 톰 씨예요 — she calls him her friend and gives his name with the title 씨.
- Nurul says 저는 말레이시아 사람이에요 — she is Malaysian.
- The special guest is Professor Park (박 교수님). Kim Seongsaengnim uses the title 교수님, which includes 님 to mark respect.
- Layla says: 아니요, 저분은 선생님이 아니에요. 손님이에요. 선생님은 김 선생님이에요.
- Kim Seongsaengnim states the correct answer first (공책이에요) and then adds the negation for emphasis. This word order foregrounds the correct information and uses the contrast to reinforce the point. Both orders are grammatically acceptable, but leading with the correction and following with the denial is a natural teaching strategy in Korean.
Listening comprehension table
- 대화 1 — A asks about 이것; thinks it is 책; B says 공책이에요.
- 대화 2 — B confirms 선생님; specifically 김 선생님이에요.
- 대화 3 — A asks about 이분; B introduces them as 친구 (알리 씨); A then introduces themselves as 다윗.
- 대화 4 — A asks about 그 가방; thinks it is 선생님 가방; B says it is 제 가방 / 선생님 가방은 저 가방이에요.
Reading comprehension
- 박수진 is a Korean-language professor (한국어 교수님) and is Korean (한국 사람).
- Sample: 이분은 톰 씨예요. 미국 사람이에요.
- Sample: 레일라 씨는 한국 사람이 아니에요. 이집트 사람이에요.
- 교수님 ends in consonant ㅁ → 이에요: 교수님이에요.
- Sample: 톰 씨도 학생이에요. (Tom is also a student — using 도 for inclusion, reviewed from Ch. 1.)
Chapter Review — Section A
- 학생 · 선생님 · 교수님 · 친구 · 한국 사람 · 미국 사람 · 책 · 공책 · 연필 · 가방 · 책상 · 의자 · 교실
- 학생 is a student; 선생님 is a teacher. The suffix 님 on 선생님 signals social respect toward the person holding that role.
- 이 (near speaker) · 그 (near listener or contextually known) · 저 (distant from both speaker and listener)
- 씨 is a courtesy title attached after a person's name. Two rules: (1) use it with someone else's name, never with your own; (2) use it with a name, not as a substitute for a professional title such as 선생님.
- 이분 uses the respectful word 분 (person) and is appropriate in polite contexts or when referring to someone senior or unfamiliar. 이 사람 is neutral or plain-register and suits close peers. Use 이분 in classroom or professional settings when in doubt.
Chapter Review — Section B
- Tense consonants: ㄲ (kk) · ㄸ (tt) · ㅃ (pp) · ㅆ (ss) · ㅉ (jj)
- (a) 이것은 연필이 아니에요. 펜이에요. (b) 저는 한국 사람이 아니에요. [국적] 사람이에요. (c) 이분은 학생이 아니에요. 선생님이에요.
- (a) 이 공책은 제 공책이에요. (b) 저 가방은 선생님 가방이에요. (c) 그 책은 뭐예요?
- Sample: 선생님, 이분은 제 친구 레일라 씨예요.
- (a) → 이것은 가방이 아니에요. 책이에요. (가방 ends in ㅇ consonant → 이) (b) → 저는 레일라예요. (씨 must not be used on one's own name)
Chapter Review — Section C
- 박수진 has 님 in her title: 교수님. 님 signals that the role deserves social respect and is added to mark the speaker's deference toward someone in an elevated professional position.
- Sample: 레일라 씨는 학생이에요. 이집트 사람이에요.
- 이분 is used because Professor Park is present in the classroom and is being introduced in a polite, semi-formal context. Using 이 사람 would sound inappropriately blunt when introducing someone of professor status.
Cumulative Review — Model responses for Speaker B
B: 안녕하세요? 저는 [이름]이에요/예요. 처음 만나요.
B: 네, 학생이에요. / 아니요, 학생이 아니에요. [역할]이에요/예요.
B: 저분은 [이름] 씨예요. 제 친구예요. / 저분은 선생님이에요.
B: 네, 또 봐요. / 안녕히 가세요.
Exact wording will vary. Check that: 씨 is not used on the speaker's own name; copula endings match the preceding noun's final sound; 이/가 아니에요 has the correct particle; spacing is correct throughout.
Looking Ahead
지금 할 수 있는 것 — What you can do now
You can identify yourself and others using nouns for roles and nationalities, with both the positive copula (이에요/예요) and the negative copula (아니에요). You can use the demonstratives 이/그/저 to point to nearby, mid-distance, and far people and objects, and you can refer to people politely using 이분/그분/저분. You know how to use 씨 as a courtesy title and understand its limits. Your Hangeul inventory now includes the full set of basic consonants — lax, tense, and aspirated — along with several key additional vowels. You can read and write the core vocabulary of this chapter without romanization support.