NCEA Level 2 Korean key terms

The polite speech style used when speaking to people older than you, strangers, or anyone owed respect. It changes verb endings, so a learner must recognise and produce these forms to score well in speaking and listening.

The casual speech style used with close friends and people clearly younger than you. Using it with the wrong person sounds rude, so exam tasks often test whether a learner can tell which style a speaker is using.

Words that raise the person being talked about, for example special verb forms used for grandparents or teachers. It is different from polite endings, and mixing the two up is a common error in writing tasks.

The overall tone or manner of speaking, including endings, pitch and politeness level. Listening questions often ask how a speaker sounds, for example annoyed, friendly or formal, based on clues like 말투.

The standard greeting meaning hello, used with people you are not close to. It is a fixed polite expression learners are expected to recognise instantly and use correctly in introductions and speaking tasks.

A polite way to say thank you, used with strangers, teachers and people older than you. Listening tasks often include it in service situations such as shops or restaurants, where learners must identify what just happened.

A formal apology meaning I am sorry, used in polite situations such as being late or making a mistake. Learners should know the difference between this and lighter casual apologies like 미안.

An introduction of yourself, usually covering name, age, nationality, school and hobbies. Speaking assessments commonly ask for a short self-introduction, so learners should be able to prepare and deliver one smoothly.

A hobby or pastime enjoyed in free time, such as reading, sports or music. It is a very common topic in listening and writing tasks, often paired with how often and how long someone does it.

Free time away from school or work. Exam tasks often ask what someone does in their free time, how much they have, or whether they prefer staying home or going out.

The weekend, Saturday and Sunday. It appears constantly in diary entries, text messages and listening dialogues about plans, so learners should know common expressions like 주말에 뭐 해요?

An arrangement or promise to meet someone, such as a plan to see a friend at a set time and place. Listening tasks often test whether a learner can catch the time and location of an appointment.

Time or an hour, used in both clock times and durations. Learners must handle native Korean numbers with hours and Sino-Korean numbers with minutes, which is a frequent listening and writing checkpoint.

The date, including the month and day. Reading tasks such as notices, timetables and invitations often require finding a date, and Korean dates use Sino-Korean numbers with counters.

A schedule or itinerary listing events and times. Listening and reading tasks about school trips, festivals or travel plans often provide an 일정 that learners must interpret and reorder.

A plan for the future, for example study plans, holiday plans or weekend plans. Writing tasks often ask learners to describe what they will do, so future tense forms usually appear alongside it.

The verb forms used for talking about things that have not happened yet, such as -(으)ㄹ 거예요. Writing and speaking tasks about plans and predictions depend on using these forms accurately.

The verb forms used for events that already happened, such as -았/었어요. Diary entries and recounts in reading passages rely on it, so recognising it quickly helps with comprehension questions.

A diary or journal entry about your day, usually written in past tense and first person. It is a typical writing task format, and reading samples often ask about feelings and events described.

A letter, either personal or formal. Reading tasks may include short letters where learners identify the writer, the purpose and the main request, while writing tasks may ask for an informal letter.

An email message, often used in exam reading passages for invitations, requests or notices. Learners should spot the greeting, the main point and the closing, and know polite request forms.

A notice or announcement giving information, such as a school event, a change of schedule or safety rules. Reading questions frequently ask for the purpose of the notice or a detail from it.

An advertisement for a product, service or event. Reading tasks use adverts to test scanning for prices, dates, discounts and contact details, so learners should read them for specific facts.

The price of something, usually given in won with Sino-Korean numbers. Listening tasks in shops or markets often require catching the price, and learners must not confuse it with a quantity.

Shopping, a frequent topic in dialogues at shops, markets and online stores. Learners should know phrases for asking for an item, asking the price, and paying or receiving change.

An order placed for food or goods, common in restaurant and café dialogues. Listening tasks often ask what the customer ordered, how many, and whether they want it to take away.

A restaurant or eating place. Dialogues there usually involve ordering, asking for recommendations, and paying, so vocabulary for menus, portions and payment is worth learning together.

A menu listing dishes and prices. In listening tasks, a speaker may ask what is recommended or what is available, and learners must match the answer to the correct item on the menu.

Transport and traffic, including buses, trains, taxis and subway lines. Listening and reading tasks often ask which transport someone takes, how long it takes, or why they were delayed.

Asking for and giving directions. Learners need phrases for turning left and right, going straight and landmarks, because map or dialogue tasks often test following a route correctly.

The position or location of something, described with words like 위, 아래, 앞, 뒤 and 옆. Listening and reading tasks often ask where an object or place is relative to another.

A place or venue, such as a library, park, bank or school. Identifying where an event happens is a standard comprehension question, so learners should build a solid set of place nouns.

A building, including its floors and rooms. Tasks often describe where something is inside a building, for example on the second floor next to the stairs, using location words.

The weather, a very common topic in listening and writing. Learners should describe sunny, rainy, windy and snowy days, and understand forecasts that affect plans for outings.

A season of the year, spring, summer, autumn or winter. Exam tasks often link seasons to activities, clothing and weather, and ask which season a speaker prefers and why.

Health, including feeling well or unwell, exercise and habits. Dialogues at a clinic or between friends often cover symptoms and advice, so body-part and symptom vocabulary is useful here.

A hospital or clinic. Listening tasks set there usually involve describing symptoms, how long they have lasted, and what the doctor advises, such as rest or medicine.

Exercise or sport, often discussed with frequency and duration. Learners should handle expressions like how often, how long and since when, which appear in questions about exercise habits.

Terms of address that show respect, such as 씨, 님 or 선생님. Choosing the wrong one can sound rude, and speaking tasks reward using an appropriate title when greeting or referring to someone.