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1 q
õ
¼ 
1 Practising Korean vowel sounds
In the list below all the twenty-one Korean vowels are given with approximate Australian English
equivalents. As we will learn in the next unit, each of the twenty-one Korean vowels – not just ‘single’
vowels (ie a, e, o, u and i) but also ‘complex’ vowels (eg ae, ya, wa, etc) – is represented as a
different vowel symbol in Hangeul. Let’s practise the sounds.

a as in part

ae as in cable

ya as in yard

yae as in yabby

eo as in pot

e as in pet

yeo as in yonder

ye as in yet

o as in port

wa as in wonder

wae as in wag

oe as in wet

yo as in your

u as in do

wo as in wobble

we as in wet

wi as in weeds

yu as in few

eu as in urn

ui Say Ernie without the n (and without moving the lips)

i as in feet

2
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2 Practising Korean consonant sounds

What are the consonants that you have in your language but not in Korean?
• As mentioned in the main text, b, d, g and j are pronounced the same
as in English, except when they occur sentence-initially. In this case
they are pronounced as p, t, k and ch, respectively. Now practise
reading the following expressions.
ban-chan a-beo-ji don pa-do
g side dishes father money waves
kk as in sky gom a-gi Jo-a-yo a-ju
bear baby That’s good! very much
n
• Korean r is a ‘flap’ r. Although replacing r with English r does not
d bring about a meaning change, you should know r is produced by a
tt as in stop single, quick flap of the tongue against the alveolar ridge – the inward
projection of the gums between the upper teeth and the hard palate.
r/l Ask your instructor for a demonstration. Now practise.
m sa-rang gu-reum da-ri Geu-rae-yo
b love clouds bridge That’s right!

pp as in spot • Korean l is a ‘retroflex’ l. You produce a retroflex l sound in the same

manner as you do an l, except that your tongue tip should be placed on
s the hard palate, not at the back of the upper teeth. Now practise.
ss sal-lim Mol-la-yo Dal-la-yo gil
ng as in sing house keeping I don’t know. It’s different. road
j • A doubled consonant, ie
pp, tt, ss, jj or kk,
jj indicates tensed
bul ppul pul
ch pronunciation. In English
fire horn grass
tensed consonants do not
k dal ttal tal
constitute separate sound
the moon daughter mask
t categories for
geun kkeun keun
distinguishing between
p root string large
words, but tensed
Ja-yo Jja-yo Cha-yo
h consonants do exist. For
I’m sleeping. It’s salty! It’s cold!
example, the p, t and k
sal ssal
sounds in s clusters are
flesh rice
tensed consonants – such
as spot, stop and sky. Now
practise.
• By convention, s and ss shall be pronounced respectively as sh and ‘tensed’ sh (ie sh with a
stronger hiss) if they are followed by i or y. When you read si, for instance, you should not
read it in the same way of naming the English letter c but as she.
si-heom si Sim-sim-hae-yo Me-i-seun-ssi
exam peom I’m bored! Mr Mason

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3 Understanding basic Insa

Match each of the Korean Insa expressions on the left with its English equivalent on the right.

An-nyeong-ha-se-yo? • • Come in.

An-nyeong-hi ga-se-yo. • • Good-bye (to someone staying behind).

An-nyeong-hi gye-se-yo. • • Good-bye (to someone leaving).

An-jeu-se-yo. • • Hello. How are you?

Ban-gap-sseum-ni-da. • • See you again.

Deu-reo-o-se-yo. • • I’m sorry.

Eo-seo o-se-yo. • • It’s O.K.

Gam-sa-ham-ni-da. • • Pleased to meet you.

Gwaen-cha-na-yo. • • Take a seat.

Mi-an-ham-ni-da. • • Sorry I’m late.

Ne. • • Thank you.

Neu-jeo-seo mi-an-ham-ni-da. • • Thank you.

Tto man-na-yo. • • Welcome.

Go-map-sseum-ni-da. • • Yes.

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4 Reading basic Insa aloud

Read aloud each of the Korean Insa expressions.

• An-nyeong-ha-se-yo?
• An-nyeong-hi ga-se-yo.
• An-nyeong-hi gye-se-yo.
• An-jeu-se-yo.
• Ban-gap-sseum-ni-da.
• Deu-reo-o-se-yo.
• Eo-seo o-se-yo.
• Gam-sa-ham-ni-da.
• Go-map-sseum-ni-da.
• Gwaen-cha-na-yo.
• Jon Me-i-seun-i-e-yo.
• Ka-il-li Wo-keo-ye-yo.
• Mi-an-ham-ni-da.
• Ne.
• Neu-jeo-seo mi-an-ham-ni-da.
• Tto man-na-yo.

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5 Exchanging Insa
This exercise is to help you respond appropriately to Insa. Firstly, cover Column 2. Then read the
first item in Column 1 and try to think of an appropriate response. When you have your response,
uncover the first item in Column two and check your response. Now, repeat for the rest of Column 1.

Column 1 Column 2

An-nyeong-ha-se-yo? Ne, an-nyeong-ha-se-yo?

1.
Ka-il-li wo-keo-ye-yo. YOUR NAME-ye-yo or -i-e-yo.

2. Ban-gap-sseum-ni-da. Ne, ban-gap-sseum-ni-da.

3. Neu-jeo-seo mi-an-ham-ni-da. Gwaen-cha-na-yo.

Ne, gam-sa-ham-ni-da.
4. Gam-sa-ham-ni-da. or
Gwaen-cha-na-yo.

5. An-nyeong-ha-se-yo? Ne, an-nyeong-ha-se-yo?

Ne, go-map-sseum-ni-da.
6. Go-map-sseum-ni-da. or
Gwaen-cha-na-yo.

Ne, gam-sa-ham-ni-da.
7. Deu-reo-o-se-yo. or
Ne, go-map-sseum-ni-da.

Ne, an-nyeong-hi ga-se-yo.

8. An-nyeong-hi ga-se-yo. or
Ne, an-nyeong-hi gye-se-yo.

9. An-nyeong-hi gye-se-yo. Ne, an-nyeong-hi ga-se-yo.

10. Eo-seo o-se-yo. An-nyeong-ha-se-yo?

11. Tto man-na-yo. Ne, tto man-na-yo.

12. Mi-an-ham-ni-da. Gwaen-cha-na-yo.

Ne, gam-sa-ham-ni-da.
13. An-jeu-se-yo. or
Ne, go-map-sseum-ni-da.

6
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6 Practise: What do you say?

Following is a series of social situations. Discuss with your instructor what would be an appropriate
response. Note that in some cases no substantial response may be required.

1. A waitress brings your order.

2. The taxi-driver gives you your change.

3. The taxi-driver reminds you that you’ve left your umbrella in the cab.

4. The class starts at 11.00 a.m, you come at 11.20 a.m.

5. There is a knock, you open the front door and it is your friend.

6. You made a phone call on behalf of a friend who cannot speak English and are now responding to
his thanks.

7. You finish a brief conversation with a friend whom you’ve met by chance on the street.

8. You greet your teacher.

9. The waiter brings your drink, it is not what you remember ordering, the waiter offers to change it,
but you decide to keep it.

10. Your Korean class ends. Your teacher says “Thank you”, you say to your teacher ...

11. The cashier gives you your change and thanks you for your custom.

12. A Korean friend makes a phone-call on your behalf to resolve a problem.

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7 Hangeul preview: Consonants and vowels

Here are the lists of Korean consonants and vowels again, but this time with Hangeul letters as well.
We invite you to have a close look at them, and discuss with your fellow students how tensed
consonants and ‘complex’ vowels are represented in Hangeul in particular.

Consonants Vowels

g a a as in part

kk
as in sky ae b as in cable
ya c as in yard
n 
yae d as in yabby
d 
eo e as in pot
tt  as in stop
e f as in pet
r/l 
yeo g as in yonder
m  ye h as in yet
b  o i as in port
pp  as in spot wa j as in wonder
s wae k as in wag
ss
oe l as in wet

ng  as in sing yo m as in your
u n as in do
j 
wo o as in wobble
jj
we p as in wet
ch 
wi q as in weeds
k 
yu r as in few
t  eu s as in urn
p  ui t Say Ernie without the n (and without moving the lips)
h  i u as in feet

8
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8 Hangeul preview: Basic Insa

Below are basic Insa expressions again, written in Hangeul as well. Using the lists of Hangeul letters
above, ascertain as much as possible how Hangeul letters are used. Do this exercise with your fellow
students. In particular, do you see where spaces are? Do you see how ‘strangely’ the letter  is used?
Are there any discrepancies between what is romanised and what is written in Hangeul?

An-nyeong-ha-se-yo? Go-map-sseum-ni-da.
• •
PÜ
q́ Ä
€; §?
Vx „¥
qTB
ë Œ

† .


An-nyeong-hi ga-se-yo. Gwaen-cha-na-yo.

• •
PÜ
q́ Ä
€ ;
Vx§. s˜
»
Æ" §.
x

An-nyeong-hi gye-se-yo. Jon Me-i-seun-i-e-yo.

• •
PÜ
q́ Ä
€5;
Vx§. ˆ9
ó
w R
u
ˆ
Ù <
Vx§.

An-jeu-se-yo. Ka-il-li Wo-keo-ye-yo.

• •
F̀x
: ˆ; §.
Vx ó̈

À 
ö
<
Wx§.

Ban-gap-sseum-ni-da. Mi-an-ham-ni-da.
• •
‡¡
ó Œ

TB
ë† .
 q́
P® ‹

".

Deu-reo-o-se-yo. Ne.
• •
Š#
÷
¤ Tx
¦; §.
Vx 3.
6

Eo-seo o-se-yo. Neu-jeo-seo mi-an-ham-ni-da.

• •
T"
# Xx
¦; §.
Vx #
†
=T"X
q́
P®‹

" .


Gam-sa-ham-ni-da. Tto man-na-yo.

• •
S
F
3 ®
‹

". ¦ ń
€ P
§.
x

c G Shin 2006 9
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2 ẃ
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1 Writing Hangeul letters
Write all the Hangeul consonants and vowels in the table below.

g kk n d tt

r/l m b pp s
Consonants

ss [ ]/ng j jj ch

k t p h

a ae ya yae eo

e yeo ye o wa

Vowels

wae oe yo u wo

we wi yu eu ui

10
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2 Vowel letters
Re-group the following vowel letters, according to their shapes: vertical, horizontal or mixed. Give
their pronunciations (ie romanisations) as well.

Vertical Vowel Letters

a t i

c e j
Horizontal Vowel Letters
k g m

u d p

b f n

Mixed Vowel Letters

h l o

r s q

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3 Consonant letters
Give the pronunciation (ie romanisation) of each of the following consonant letters.

   

    



12
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4 Reading Hangeul syllables (1)

The following list of words are commonly used English words in Korean. They should not be
regarded as foreign words, but rather as Korean words of foreign origin. Your task is identify, or guess,
what they are.


5:Á
N R¦
9 u 

 



V
; 

 Rø
8 ˆ
s «
| |
«


 #
T 
 r
œ Tw
! ˆ


 x
¦ ;

V|
ˆ R

@ w
ˆ



 «w
| ˆ|
ˆ ö



ˆ
w 

 ©w
‘ ˆ 
 x
¦

9

R
 õ'
¼
q NŽ
® 

}
ˆ

c G Shin 2006 13
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5 Reading Hangeul syllables (2)

Here are more Korean words of foreign origin. Your task is identify, or guess, what they are.


 w
ˆ¡ˆ6
Á
N y
= ˆ ˆ?
w 
/

y
ˆ ¦¡
} ˆ ˆm
} õ'
¼ N

ˆt
wõt
¼ «
¾
õ ¦®
x õ
Ú  
 ­w
ˆ

T'
! N 
 #
T 
? 

ø(
Q
 Nw
ˆ Š

ž s

ˆ

žs
Š ˆ ¦t
xˆ
Þ Óy
ù ˆ

P̧
ø 
½
õ VB
G
9 Ž
‚ y¡

ˆ ˆ
|ˆ

14
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6 Reading Hangeul syllables (3)

Here are more Korean words of foreign origin. Your task is identify, or guess, what they are.


 Ú
²
õrõ
¼ 
A ¾
õ

w
ˆ ö
wˆ

 
sˆ

 

 
 õ
¼
q ½
õ


 N

 œ
r 
­ 
 z
»
ý

'
 N û
ž
ñ 
¬ ¦w
} ˆ'
N

ˆt
} «ˆ
 Jø
 >
 ‹
¹ 
 ­




 y
ˆ ˆ}
w ¦z
ˆ
 Á
N
>

c G Shin 2006 15
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7 Reading Hangeul syllables (4)

Below are some English first names in Hangeul. Tell us what they are.

ˆ
ó
w '
 N B
g
õ

õ
¼
r V:
= Áw
N ˆ ¨ŕ
 ‡

«!
t T|
ˆ ˆ
¡ w
ˆuõ
¼ p
 ¾
¼ 

S
ø
 «

|  «o
t õ
¼

¦x
y ¦
 «!
t T|
ˆ V

= 

L
7s
ˆ %̀s
 ˆ Vs
< ˆö
sˆ

x
 ¦

 ¦g
y B
õ „q
q ˆ
Þ

16
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8 Reading Hangeul syllables (5)

Below are some Korean surnames. Read them aloud, and see if you know any Koreans with these
surnames.

V
F
3 „
q A
:
' †
‰ 

¬

Á
N
3 S
F
4 œ
r ®
Œ ˆ
ë
s

¾
¼
n O
F
8 V
F
8 
: L
ô


¾

õ X
" Ä
¶
Þ ˆ
ó
u Ž
‚
B

¾
¼
p Á
N
9 P
q́ V
G
: ¦
x

­
 ®
 ˆ
ì
v 
 õ
¼
q

Á
N
: V
F
; ½

õ Ä
í
à ¦
y

¨
‘ õ
¼
r 

> Ö

õ

Ä
% ‡
ẃ d
) Á
ß
I C
}
4

c G Shin 2006 17
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3 ẃ
ࢠW (2)
í
1 Reading more Hangeul syllables (1)
The following list of words are commonly used Korean words of foreign origin. Your task is
identify, or guess, what they are.

Q
! (

ç (
É
Ž Ó'
 s
H ß
¼

t
Ö
q À
Ò 
  ›!
Ù
þ Q


ñ9
  š
\ 
&x_
v
 šY
\
9 „
Uq 


Ô!
à 
3 ÔA
Ú t
#Q {
 
9

2
9
€ §
£ Yá
J
 Ô $
n à
Ô

sà
Ô9tX
þ 
O ÐÖ
–
¿ 
n 
“


ï·
 ˜
ú  f
"qÛ
¼ <s
X à
Ô


 à
Ô ™×
½
 ¼ ‰#
K QÛ
¼ 9

{

“
 E
 
¦
e ¦
“w=
n  
l 

18
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2 Reading more Hangeul syllables (2)

Here are more Korean words of foreign origin. In the list you’ll find some of English names as well.
Identify, or guess, what they are.


R  2T
6 '
_ vS
ß
Ì 

v|
Ø
• ¡m
í¿
 ‘ v:
Û
Ì c"
kP !
º(
Û 
8

ç
¡ì
ƒ }
m ¹ 

с
ß
Ç  
m
î _

>)
\

> <Ã
ã
$ ‘û
@
i ¡È
{ ‘[
;
k

R
8
&  vS
<
Ú  >
]
 
Ð 
Ð

>)
b

> »S
«  !
ºP
Û Ã
‘

Ô×
m
ó vÃ
 ‘ 
> G)

> Ôó
m
ó #
 

›

ÿ
¼  ‘Q
à Ã
‘ ™
Óó
á #
 

Ú
Q v
Ç >
b
 E
x
·

c G Shin 2006 19
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3 Reading Hangeul
The following list of words contains some examples of countries’ names. Your task is identify, or
guess, what they are.

Œ
uX{
Π3
6Ü!
CKew
[ Œ £Õ
Ž ¥
` Aw
_ Œ

X
g
•  A
¤
˜ 
Π|
  {
Œ

Z
X 
 S
N œ
ç
^ @[
÷
 
¨

S\
gN
º [
 S
P€Œ€
h
’ CU
'
ß <
S

Œ
{ à¤
A
˜ ÕN

a S Ów
c
ô  6
3[




?  
_{
ŒSe
[ éK
Ú
h ew
[ Œ

Œ‚
 k{
É Œ ÓK
c
ù ew
[ Œ ÓW
c
ô 


í
Ù
  
xŒ˜
¦g¶ `
\ ׀
 Œ

Q[
 
  
vxŒ
à\ ŒA
{ Sô
Ó
c

20
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4 Capital cites ...

Match up the following countries with their capital cities.

1. ”
¸ØÔJ
?s • • s

–
Ðq
2. ˜Y
ú́ Us
r
 • • u
 ´
 
3. Ú
Ô9

| • • ×
 ¼o
×¼
4. ¼J
Û p
?!
D • • Õ
 ª
×¼
5. Û
¼`…

“ • • ½
Ó9
~ q

6. s
ß
¼ • • Ò
 `
…Û¼à
Ô
7. ø
sÍê • • Ô
Ú 9

|o

8. 
•
“ ¸W
1r
 • • ¼:
Û ¤.
ŸËf2
§
£
9. H


 • • 
 


10. H

 • • ¸_
š t–
þ Ð
11. Ç̈
 • • ¸
š <
ü
12. 9
{™
½×
 ¼ • • 

 Ø
Ô
13. ;
2ø
—Íê×
¼ • • ˜
ú
Ç̈· µ
§É
¡ ÒØ
Ô
14. 9
o
€ ;
2
— • • …K
_ ‰ø
Í
ê
15. Ao
+
ù  • • šd
ó
¡
v
ç 

c G Shin 2006 21
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5 Hangeul reading
Look at the following secret messages. Your task is to use the ‘Random Hangeul Character Table’
below and translate each of the messages into English.

• a4 a2 f6 SPACE a1 d3 b5

• a4 a2 f6 SPACE b1 d3 b5

• d1 a3 c5 f4 b5

• c2 SPACE e2 e1 b5

• c4 b3 SPACE a5 d3 b5

• b2 c4 a5 d3 b5

• b6 SPACE f2 f5 e3 f5 d4 b5

• f5 c3 e4 f5 d4 b5

• d6 a6 d2 SPACE d5 e6 f4 b5

• f1

• c1 c6 f3 b5

• b4 e5 d3 b5
Random Hangeul Character Table

a b c d e f
1  
5 s
¬
Æ Á
N
3 

3
6
2 Ü
Ä
€ Š
÷
¤ ¦
€ 
 P
ń R
9
3 V
F
9 X
" ¥

¾ V
; ˆ
Ù
u 

4 P
q́ F̀
: T
# V
< Ä
î
ß W
<
5 ¦
x §
x ­
 ö
 ˆ
x 

6 À
ó̈ ˆ
ó
w "
˜
ª 





22
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6 Writing Hangeul syllables

Write the following Insa expressions from Unit 1 in Hangeul. Note that in each box only one
syllable is to be written. Also, pay attention to spacing where applicable, and put the relevant
punctuation mark at the end as well.

1. An-nyeong-ha-se-yo?

2. Eo-seo o-se-yo.

3. An-nyeong-hi ga-se-yo.

4. An-nyeong-hi gye-se-yo.

5. Tto man-na-yo.

c G Shin 2006 23
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7 More Hangeul reading

Practise reading some Korean words. They are in general items of Korean food and clothing, for
which there are no ready English translations.

3
N
Á  staple Korean side-dish

Š„

§ q Korean-style barbecue

‡A
ẃ‡
µ Korean national dress

< X
S 12-string Korean musical instrument

V†
F
; ‰ hour-glass-shaped Korean drum

‡w
v́œ  dramatic song-narrative art form

R×
ë
¬ ¾E masked dance art form

L
ôó̈
 À the ‘hundred days’ – the major celebration of the birth of a child.

‹
wë
i T¡ a person’s sixtieth birthday – the major celebration in a person’s life.

Oñ
F
7 +
À  cloudy rice wine

>
 ‡
· Korean board game – ‘go’ in Japanese

œ‘
w ¨ distilled Korean liquor

>
9 Œ
¹ knot-tying handicraft

­Þ
’ ½
¶ the Autumn Moon festival – the most significant festival day in Korea

>
U
j traditional Korean horsehair hat

Romanisations: Gimchi, Bulgogi, Hanbok, Gayageum, Janggu, Pansori, Talchum,

Baegil, Hwangap, Makgeolli, Baduk, Soju, Maedeup, Chuseok, and Gat.

24
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8 Word squares
All but one of the countries in the box below can be found in the word square below, if you read
vertically or horizontally. Which one is it?

Australia Bangladesh Brazil Colombia France

Grenada Guinea Hungary Liberia Mali
Mexico New Zealand Pakistan Panama Poland
Saudi Arabia Sri Lanka Sweden Tonga Yugoslavia

ª  < 
—

 ; 2
   _
—  C

C n
–  -
‫ כ‬p
8

 `
e 2 F
> C n  
C

[  [
8
< … < x  
°
C e  2
C Z
 o
) K
– 

e
=

¥
R 2
¹
 — C Z  =
7
 R  F
 3
< n
 
e n
= C

o
) – ¹
7

R 
 < A
b 2

C ¦
™
 2 $
e
>

 2
K
S C – C
e G
- < n
 n «
< Z
C 
 

Z p
, 
C n 2 F
C n 7
– A

H Z
 C —


Z 7
‚ n

C  D 7
}
8 c T 
 < [
< r
2 #
T º
 ™


Ć n
 s
R œ
  F
8
e …
 C n 
R 
" — n
  o
)

c G Shin 2006 25
V4»
= Î

4 #
T §?
 x
1 Places where we go ... (1)
What do we call each of the following places in Korean? Choose a ‘name’ from the list in the box
below.

3Â
V
F Ô§
À
ó [@
O
< 
} @
7 †q
} … ¦"
s d
X\
B

X
"àÁ
í 
61 ½
î
ß ­>
 Z<
T
Q

vŢ
ˆ
Þ û Â
ó
© 

B
Œ
ƒ †M
}
@ û9
 ½5
N V
F
26
c G Shin 2006
 T
# §?
 x

2 Places where we go ... (2)

What do we call each of the following places in Korean? Choose a ‘name’ from the list in the box
below.

<
[
O E
á …
q§À
ó T;
S
< V
F ôÈ
L
 *à
Á
í

T
!wˆ'
N¢
R
ë Ä
î
Ý E
á 
x
¦5


©
(N
µÃ

F
 V
; ‹9
¹
C ½à
N Á
í †q
}
@ …

c G Shin 2006 27
V4»
= Î

3 Crossword
Try this crossword.

1 2 3 4

7 8

10

11 12

ACROSS DOWN
3. library 1. university
5. student dining hall 2. restaurant
8. “He/she takes an exam” 4. book shop
9. inside the department store 6. “He/she writes”
10. airport 7. “He/she telephones”
11. “He/she goes” 8. to city, downtown
12. hospital 10. park

28
c G Shin 2006
 T
# §?
 x

4 Pair work: Question & Answer

Do this exercise in pairs, practising asking, and answering to, a question as shown in the example
below. If you take the A’s role, cover Column B, and ask a question: Are you going to · · ·? using the
picture cue provided. If you take the B’s role, cover Column A, listen carefully what A asks, and
respond: No. I’m going to · · · using the picture cue provided.

EXAMPLE
A B

†q
}
@ …< §?
V x 

 §, ©
x Â<
ó §.
V x

A B A B

1. 1. 7. 7.

2. 2. 8. 8.

3. 3. 9. 9.

4. 4. 10. 10.

5. 5. 11. 11.

6. 6. 12. 12.

c G Shin 2006 29
V4»
= Î

5 Making a Statement and Asking a Question in the Polite Informal Style

Attach -
x§/-#Tx §, ie the Polite Informal ending, to each of the following verb stems. Explain what
rule you have applied to get the answer. Then, practise making a statement or asking a question by
changing the intonation pattern.

• -
• ń
P
-
•;
S
F -
•v
¦-
•
Z
ø ¦-
åv
•x
¦-
•£
Š-

•¤
ˆ-
•
-
•Ü
½-
í
• ó̈
Ð-
•
-
•<
[Ž
O -
­
•B
‡=
„ -
V
•9
½
N -

•v
ˆ>
ë Ž
µ -
•
 -

•
½
õ* -
È

30
c G Shin 2006
 T
# §?
 x

6 What are they doing?

Tell us what the person or persons in each of the picture cues are doing in Korean.

x §.
[Ž
O
< ­B §.
x
Š

£ x§.
"
 Ox§.
P

ń x§.
½#
í
Ü Tx§.
x
À §.
‡=
„
B VB §.
x
å
 øÀ
Z §.
x
½
N
9 B §.
x
hx
- §.
x
 §.
ˆ>
ë
v ŽB
µ §.
x

 Bx§.
Ð#
ó̈ Tx§.
S
F
; x§.
õÈ
½
 *B §.
x

c G Shin 2006 31
V4»
= Î

7 êB
ó §?
x
Tell us what the persons below are doing. Number 1 has been done for you.

1 2 3 4

o
q ).

5 6 7 8

9 10 11 12

13 14 15 16

32
c G Shin 2006
 T
# §?
 x

8 Pair work: Question & Answer

Practise asking, and answering to, a question as shown in the example below. Do this exercise in
pairs. If you take the A’s role, cover Column B, and ask questions in Column A. If you take the B’s role,
cover Column A, listen carefully what A asks, and respond using the picture cue provided.

EXAMPLE
A B

[Ž
O
< ­B
x§? 

 §, £
x Š
 §.
x

A B A B

1. §?
x 1. 7. x
À §? 7.

2. ê
ó §?
Bx 2. 8. ½#
í
Ü §?
Tx 8.

3. [Ž
O
< ­B
x§? 3. 9. ‡=
„
B VB
x§? 9.

4. ˆ>
ë
v ŽB
µ §?
x 4. 10. êB
ó §?
x 10.

5. Ð#
ó̈ §?
Tx 5. 11. õÈ
½
 *B
x§? 11.

6. ê
ó §?
Bx 6. 12. Š

£ §?
x 12.

c G Shin 2006 33
V5»
= Î

5 =
‡
‚ ‘
¨; §.
Vx
1 Things we drink/eat ...
What do we call each of the following items in Korean? Choose a ‘name’ from the list in the box
below.

Î
»ó̈
À Î
» ‡
‚
=  ô‘
K
 ¨


Š
¦ 
: »
 Î 
 



Š
¨ ¦®
x õ
Ú  ­
 ® ¨w
‘ ˆ



 Š
"
¬  ¦s
} ¦ Á
ß
I 
34
c G Shin 2006
 ‡
‚
= ‘
¨; §.
Vx

2 Categories
This is a vocabulary exercise. Put the words in the box under the correct category heading.

Liquor/Beverage Fruits Places

S
F
3 …§
qÀ
ó 
W
¢ T;
S
< V
F

R
ë
° Ru
8 ¦6
3s
ˆ OÀ
F
7 ñ
+ §
9 ˬ
ó ‘w
ˆ

‡B
µ
A Ž
„  ˆc
v õ
B  
 x
¦5
 œ‘
w ¨

¨8
 O
F ¨à
 Ä»
í Î 6
 1 ;
 V
F

½B
N
9 c ½
î
ß ‹
 ¨ Â
ó
©

ŠÂ
}
<  q
 õ
¼ <®
½
ü ¦s
} ¦‘
¨ †q
}
@ …

c G Shin 2006 35
V5»
= Î

3 Word Square
This is a reading exercise. How many places from the vocabulary list in the previous unit can you
find in the word square below? You can look horizontally, vertically and diagonally to find them.


& x
 v
_
 è
™ N
B
/ ½
Ó
† G
F A
+
þ

@
/

¥
æ 
9
| j
[ é
"
¶ ©
Ç Q ©
œ


œ
í Æ
†
< v
þ
_ 
q 
n ¸
š  
>

#
î \
 §
“ Q
! ¸
• f
" '
a
› 


"
é
¶

 ´

z ¼
Û j
] r
É
“ 

’ ê
Ê

¦
`
 r
 /
? 
' 
 
K 
Ÿ
' r
•
@

Æ
†
< t
Ò
q /
? 
p »
à 
( 

Ö
¿

“
§ 
õ f
" ˜
ú
± ©
½ º
Ä ‰
^ G
D
²

š
¸ H

 Æ
†
< ˜
Ñ
þ ¤
¢
¹ ©
œ
y y
p
0 


¥
æ t
Ò
q o
 f
" G
D
² 
_ 
q

‫כ‬
¹ 6
§
£ 
”
d 
h
& 
p è
™ ¸
• ´

z

%

i \
 ©
œ
{ 

z Ë
½
+ 
r ©
œ
 ¦
ú
·

36
c G Shin 2006
 ‡
‚
= ‘
¨; §.
Vx

4 Odd one out

Look at the following groups of words and pick the odd one out. Also, explain why it is the odd one.


¢
W AB
‡
µ Ž
„  >
 V
F
1.
¨8
 O
F ‹
 ¨ ¦s
} ¦

õ
q
¼ Ö
õ<[@
O 
} 9B
½
N c "©
X 
Šß½
î
2.
À7
r
ý L
L*
ô Èà
Á
í S7
F
4 s
ˆ
ë ;V
F V4
F
3 S'
F N
¢R
ë

‡
=
‚  R¦
8 u63s
ˆ w‘
œ ¨
3.
½B
N
9 c ¨w
‘ ˆ Š
"
¬ 

vû
ˆ
Þ Ţ 
­>Z<
T
Q "à
X Á
í
4.
¦"
s XdB
\ [@
O
< 
} VÂ
F
3 Ô§
À
ó

5 L*
ô
 Èà
Á
í Ý
Ä
î E
á
5.
‹9
C
¹ ½à
N Á
í 

B
Œ
ƒ †M
}
@ û9
 ½5
N V
F


 w
ˆ¡ˆ6
Á
N >
 V
F q9
õ
¼ S
F
6.
»
Î ‹
 ¨ q
 õ<
¼ ®
½
ü

8
¨ O
F

ö <
Š
} Â
7.
½B
N
9 c R
ë
° S
F
3

}s
¦ ¦‘
¨ öw
 ˆ
K‘
ô
 ¨
8.
w
œ‘¨ OÀ
F
7 ñ
+ 
Š
¦

c G Shin 2006 37
V5»
= Î

5 Pair Work: Buying things ...

Do this exercise in pairs. In this exercise we practise asking about availability of things in a shop,
and if they are available, we also practise asking for them.
If you take the shopkeeper’s role, cover the right Column, listen carefully what your partner says,
and respond. Things that you have in your shop are listed below.
If you take the customer’s role, cover the left Column, and ask your partner if he/she has the things
that you need, one by one. If your partner says yes, then ask for it. Things that you need are in the
frame below.

EXAMPLES
Customer:

  ó̈
Ì# x?
T§ Do you have coffee?
Shopkeeper: 3, ó̈
6 Ì# §.
Tx Yes, we do.
1. Customer: 

‘¨; §.
Vx Can I have coffee?
Shopkeeper: 3, #
6 U ó̈Ì# §.
Tx Yes, here you are.
Customer: „¥
q TB
ë Œ

† . Thanks.

Customer: }s
¦ ¦‘¨ ó̈
Ì# §?
Tx Do you have wine?
2.
Shopkeeper: q́
 P®‹

" . }
 ¦s¦‘
¨2×#
 §.
Tx I’m sorry, we don’t.

Things to sell ... Things to buy ...

Á
ß
I  ¦s
} ¦‘
¨
¦s
} ¦ ö


Š
"
¬  


ŠÂ
}
<  ŠÂ
}
< 
¦®
x õ
Ú  
 w
ˆ¡ˆ6
Á
N
½B
N
9 c ¨à
 Ä»
í Î
¨8
 O
F œ‘
w ¨
>
 V
F »
 Î

Š
¦ §
9 À‘
ó ¨
Î
»  S
F
3

38
c G Shin 2006
 ‡
‚
= ‘
¨; §.
Vx

6 Pure Korean Numbers (1)

Match up the following Arabic numbers on the left with pure Korean numbers (ie pronunciations) on
the right. Then cover the right column, and read aloud the numbers.

1• •aÃ

10 • • Ã

11 • •¤
Š
12 • •±ú

13 • •wˆ¦ 
Š
14 • •wˆ¦ 
ŠaÃ

15 • •wˆ¦ Š
 Ã

16 • •wˆ¦ 
Š¤
Š
17 • •wˆ¦ 
Š±ú

18 • •wˆ¦ Š
 I¿
ß
19 • •wˆ¦ Š#
 U-ý
Ò
2• •wˆ¦ Š#
 UÃ

20 • •wˆ¦ 
Šó̈
À<Y
O
21 • •wˆ¦ Š
 

22 • •I ¿
ß
23 • •#U- ý
Ò
24 • •#U Ã

25 • •2À

26 • •2Àa

Ã

27 • •2À

Ã

28 • •2À¤


Š
29 • •2À±

ú

3• •2À

I¿
ß
4• •2À#

U-ý
Ò
5• •2À#

UÃ

6• •2Àó̈

À<Y
O
7• •2À



8• • ó̈
À< Y
O
9• • 


c G Shin 2006 39
V5»
= Î

7 Pure Korean Numbers (2)

All but one of the Pure Korean numbers in the following box can be found in the number table
below. Which one is it?

8
Z U
> 
 <º
U´
> ´ <C
[ es
- c
D ‰
 c_
s
 


<º
U
> 
 cº
s
D U´
> 8
Z U
> nº
Un
> #
o
c
s
D ‰


a
n U
. n#
o
c%
s
 e
- nº
Us
> c
D ‰
 cº
s
D Un
> _

c
s
 


s
c
 nº
Un
> º
‰ <C
[ en
- _

cº
s
D U
> 
 <º
Un
> #
o

_

 8
Z U´
> $
n Un
> #
o
cº
s
D U
> 8
Z Us
> c
D ‰


<º
Un
> _

$
n UD
>cs
‰
 cn
s
 _

nº
U´
> cnº
s
 ‰


<º
U
> n
º
‰ 8
Z Un
> _

<º
Us
> c
D ‰
 <C
[ en
- #

o

%
e
- _



 c´
s
 8
Z Un
> #

o

26 27 28 3 30 31 87 88 9 1

10 19 2 11 98 97 13 14 68 7

70 71 38 24 40 41 74 76 99 12

91 16 34 36 37 44 46 47 48 5

40
c G Shin 2006
 ‡
‚
= ‘
¨; §.
Vx

8 Role Play
Study the conversation piece below, and perform a role play with your fellow students. Your role
play can be based on this conversation piece or on your own.

Waitress: T"
# Xx
¦; §.
Vx
David: ¨à
 Ä»
í Τ
Š
 q
„9§
À‘
ó ¨w
ˆ 

Ԭ;
Vx§.
Waitress: q́
 ‹

"
P® . 9
 §À‘
ó ¨w
ˆpˆ2
Ù ×#
 §.
Tx
David: ˆ8
  §? ...
x  ó̈
Ì# §?
Tx
Waitress: 3, I
6 Á
ß 
q„=
‡
‚ , q
õ9
¼ S
F , 
»Î
 ó̈
Ì# x.
T§
David: »
 Î
n>
U ó̈
Ì# §?
Tx
Waitress: 3, n
6 >
U ó̈
Ì# §.
Tx
David: ˆÛ
  Á, 
í ¨àÄ»
í Τ
Š
 q
„»
Î 

‘
¨; §.
Vx
Waitress: 3, 3
6 S
F "
®

‹ .


NOTES: •
q„: and •  
ˆ8 §?: Is that right? •  
x ˆÛÁ: Well, then
í

c G Shin 2006 41
V6»
= Î

6 
 2
À
 <
Wx§?
1 Sino-Korean Numbers (1)
Read aloud the following Sino-Korean numbers.
Alternatively, you can do this exercise in pairs: one person reads the following Sino-Korean numbers
aloud and the other writes down the numbers. When finished, swap roles.

8 3 6 1 9 2 4 7 5 10

70 20 30 10 40 80 60 90 50 100

65 75 45 85 55 5 15 25 35 95

14 89 52 35 47 76 0 23 68 91

2 Sino-Korean Numbers (2)

Do the same as above. But this time you’re practising larger numbers.

400 100 900 600 500 700 200 300 800 1,000

3,000 8,000 6,000 1,000 9,000

4,000 2,000 5,000 7,000 10,000

10,000 40,000 70,000 200,000 600,000

900,000 1,000,000 3,000,000 5,000,000 8,000,000

42
c G Shin 2006
  2
 À
 <
Wx§?

3 Sino-Korean Numbers (3)

All but one of the Sino-Korean numbers in the following box can be found in the number table
below. Which one is it?

Z 
™
 DA
‘
c R
 cK
‘
D H
 b_
‫כ‬

‡A
D R
 ZA
R
 
, Z‘
S

,K
 H
 A
R
 K
H
 HA
K
 R
 ZK
HA
 R
 c_
‘
D ‡A
D R
 ‫כ‬
b

_
‚


_
‡
D s
—
 o
 ‚A
_

R
 u
I
9 ‚K
_

H
 A
o R
 ‚_
_

‡A
D R

IA
u
9 R
 ‚‘
_

SA
 R
 CA
n R
 IK
u
9 HA
 R
 ‡A
_
D R
 C_
n ‡
D I_
u
9 ‡A
D R
 n
C
‘
S
 I_
u
9 ‡
D ‘
o SA
 R
 ‘
c
D CK
n HA
 R
 s
c
D SA
‘
 R
 ‫כ‬
bS

‘


4 9 6 3 0 8 2 7 5 1

20 60 10 700 300 100 900 8,000 1,000

4,000 70,000 30,000 50,000 10,000 60,000 40,000

20,000 800,000 300,000 700,000 100,000

2,000,000 6,000,000 1,000,000 4,000,000

60,000,000 10,000,000 50,000,000 30,000,000

4 Pure Korean Numbers (4)

Practise reading the following pure Korean numbers.

3 10 1 9 2 7 4 8 11 5

6 12 20 80 50 30 70 40 90 60

c G Shin 2006 43
V6»
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5 More Hangeul Reading and Writing ...

Have a look at the following words. They include Korean words of English origin, countries’ names,
and English first names. As you read through, you will find that at least one of the Hangeul characters
in each word is not right – it is upside-down, rotated, etc. Your task is to locate the ‘funny’ character
and re-write the word as it is supposed to be. See if you can finish this exercise within two minutes.

44
c G Shin 2006
  2
 À
 <
Wx§?

6 Grammar: Verb-Ending
Each of the following sentences contains one grammatical mistake. Your task is to underline, and
rectify, each of the mistakes.

1. 5
< x.
V§ 14. ‘
¨wˆ¤
Š;
÷ §.
Vx

2. q
„:V
G 
< §.
Vx 15. ẃ
‡< T#
Q T<
[Ž
O ­
x§.

3. »
Îó̈
À‘¨w
ˆyˆ;
Vx§. 16. £
Š#
 §.
Tx

4. »
ÎÜ
½
í §?
x 17. B
‡=
„ V
x§.

5. 7
@†q
} …<
V 
x§? 18. 
åøv
Z ¦#
Tx§?

6. 

# §.
Tx 19. v
ˆ>
ë Ž
µ §?
x

7. q
ˆ
ø <
Wx§? 20. 
¨
pˆ9
Ù ½
N 
 x?
§

8. 
rõ ó̈
¼ Ì §?
x 21. ©
Â<
ó Vx
¦# §.
Tx

9. 
¥
¾ßÄ
î p
ˆ;
Ù S
F #
Tx§? 22. <
s
} ˆ<
ë §.
Wx

10. 
¨àÄ»
í Î
#
Tx§. 23. P̧
ô <
Wx§.

11. #
U v
¦x§. 24. P̧
ô ó̈
Ð §.
x

12. Â
Ô2
×
 §.
x 25.

ó̈
À
 ń
P

x§?

13. :
F̀#
T§x. 26. @
­
pˆ
Ù õÈ
½ *
x§?

c G Shin 2006 45
V6»
= Î

7 Making New Words ...

Korean nouns usually combine quite freely with each other, and being aware of the combinations can
help us to expand our vocabulary at a rapid rate. Look at the following words, and discuss their
meanings with your instructor. All of them combine elements from the vocabulary lists we’ve studied
so far.

•5
©Â
ó
•»
Îó̈
À‘¨wˆ
•°
Rn
ë >
U
•°
R
ë wˆ¡
ˆ6Á
N
•°
R
ë ­®
•K
ô‘
 ¨ÝÄ
î
•¦
Š5
 
•¦

ŠÝÄ
î
•Ý
ā
îôK‘
¨
•Ý
Đ
î ­®
•
»Î‘¨wˆ
•¨

Š©Â
ó
•
­®ÝÄ
î
•q
õ9
¼ S
F 
•s
>
Œŕ
‡
•s
>
Œ©Â
ó
•}
¦s¦‘¨wˆ

46
c G Shin 2006
  2
 À
 <
Wx§?

8 Ì#
ó̈ §, 2
Tx ×#
 §?
Tx
Look at the objects in the frame below and write answers to the questions that follow, depending on
whether you find the objects in the frame or not.

1.

 ó̈
Ì# §?
Tx 9. q
õ9
¼ S ó̈
F Ì# §?
Tx

2. q
„:V
G  ó̈
Ì# §?
Tx 10. Ý
Ä ó̈
î Ì# §?
Tx

3. 5
 ó̈
Ì# §?
Tx 11. 
¾
õ­À ó̈
ó Ì# §?
Tx

4. 5
©Â ó̈
ó Ì# §?
Tx 12. q
ˆ ó̈
ø Ì# §?
Tx

5. §

Š·Ú
õ ó̈
Ì# §?
Tx 13. –
¶7{
» ó̈
ý Ì# §?
Tx

6. P̧
ô9 V ó̈
F Ì# §?
Tx 14. 
rõ ó̈
¼ Ì# §?
Tx

7. P̧
ô ó̈
Ì# §?
Tx 15. ¨

Š ó̈
Ì# §?
Tx

8. ©
 ó̈
ó Ì# §?
Tx 16. <
s
} ˆ ó̈
ë Ì# §?
Tx

c G Shin 2006 47
V6»
= Î

9 How many of them ... (1)

Tell us how many of them there are in Korean.
1. 2. 3.

4. 5. 6.

7. 8. 9.

10. 11. 12.

10 How many of them ... (2)

Translate the following sentences into Korean and write them in Hangeul.
1. a mandarin 6. ten watermelons 11. four persimmons

2. five cats 7. six peaches 12. two bottles of beer

3. two cups of ginseng tea 8. three hamburgers (Ţ

ø!T) 13. five taxis (R
ô
 )

4. four posters (}
¦w N)
ˆ' 9. seven ice-creams 14. eight dogs

5. three computers (â
Á•
H N)
©' 10. nine plums 15. a glass of water

48
c G Shin 2006
  2
 À
 <
Wx§?

11 How much are they?

Tell us how much they are in Korean. Use a unit noun wherever appropriate.

1. 2. 3.

4. 5. 6.

7. 8. 9.

c G Shin 2006 49
V7»
= Î

7 ẃ
‡< T#
Q Tq
…§À
ó
1 On the left of the first row is ...
Look at the table below and answer the following questions. Number one has been done for you.

1. '
G
ú JªŠc
 o
¬N ‡<
é Vó
ê ó̈
Ì# §?
Tx
Rs
}
 “n
D o).

2. 
úG
' Jª
Š v
 ˆ7
ë L<
Vóê ó̈
Ì# §?
Tx

3. ¤
ŠG
 Jª
Š v
 ˆ7
ë L<
V P̧
ô ó̈
Ì# §?
Tx

4. ¤
ŠG
 Jª
Šx
 ¦r
»N
㠇<
é Vó
ê ó̈
Ì# §?
Tx

5. 
rõv
¼ ˆ#
Þ T
 ó̈
Ì# §?
Tx

6. 
»Îp
ˆx
Ù §?

7. a
ÃG
 Jª
Šc
 o
¬N‡<
é Vó
ê ó̈
Ì# §?
Tx

8. 
 ÃG
 JªŠx
 ¦r
»N
㠇<
é Vó
ê
Ì#
ó̈ Tx§?

9. ó
¥<
È V"
X¤ŠG
 Jª
Šc
 o
¬N‡<
é Vó
ê
Ì#
ó̈ §?
Tx

10. ó
¥<
È V"X¤
ŠG
 Jª 
Š
vˆ7
ë L<
Vpˆx
Ù §?

11. 
­®p
ˆ#
Ù T
 ó̈
Ì# §?
Tx

12. 
7
Oª
F Šc
 o
¬N‡<
é Vó
ê ó̈
Ì# §?
Tx

50
c G Shin 2006
 ‡<
ẃ T#
Q Tq
…§À
ó

2 What’s the left of the first row?

Do the same as above. This time, however, we are practising ‘identifying’ various places. The
expression, eg, the left of the first row, is not used here to designate the location whereon something is,
and thus we don’t need to use the particle -< V. What we are practising here is simply saying “Where, ie,
what place, is the left of the first row?” — “It’s a classroom,” and so on.

1. '
G
ú JªŠc
 o
¬N‡v
é ˆ#
Þ T
< §?
Wx
(_

cn
D Cn
o).

2. 
úG
' Jª
Š v
 ˆ7
ë Lp
ˆ#
Ù T
< §?
Wx

3. 
úG
' Jª
Šx
 ¦r
»N
㠇v
é ˆ#
Þ T
< §?
Wx

4. ¤
ŠG
 Jª
Šc
 o
¬N‡v
é ˆ#
Þ T
< §?
Wx

5. ¤
ŠG
 Jª
Š v
 ˆ7
ë Lp
ˆ#
Ù T
< §?
Wx

6. ¤
ŠG
 Jª
Šx
 ¦r
»N
㠇v
é ˆ#
Þ T
< §?
Wx

7. ±
úG
 Jª
Šc
 o
¬N‡v
é ˆ#
Þ T
< §?
Wx

8. ±
úG
 Jª
Š v
 ˆ7
ë Lp
ˆ#
Ù T
< §?
Wx

9. ±
úG
 Jª
Šx
 ¦r
»N
㠇v
é ˆ#
Þ T
< §?
Wx

10. ¥
È<
ó V"
X¤ŠG
 Jª
Šc
 o
¬N‡v
é ˆ#
Þ T
< §?
Wx

11. ¥
È<
ó V"
X¤ŠG
 Jª
Š v
 ˆ7
ë Lp
ˆT
Ù #
< §?
Wx

12. ¥
È<
ó V"
X¤ŠG
 Jª
Šx
 ¦r
»N
㠇v
é ˆT
Þ #
< §?
Wx

13. 
7
Oª
F Šc
 o
¬N‡v
é ˆ#
Þ T
< §?
Wx

14. 
7
Oª
F Š v
 ˆ7
ë Lp
ˆ#
Ù T
< x?
W§

15. 
7
Oª
F Šx
 ¦r
»N
㠇v
é ˆ#
Þ T
< x?
W§

c G Shin 2006 51
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3 Insa revisted: Polite-Formal

This exercise is to help you say Insa, and respond, in the Polite-Formal style.
Step 1: Cover Column 2

Step 2: Read the first item in Column 1 and try to think of an appropriate response in the polite-formal
mode. When you have your response, uncover the first item in Column two and check your
response against the response in Item 2.

Step 3: Repeat for the rest of Column 1. Note that sometimes no specific response is called for.

Column 1 Column 2

1. ‡¡
ó TB
ë Œ

† .
 3, ó
6 ‡¡ TB
ë Œ

† .


2. PÜ
q́ Ä
€ §
Â

ó ?
 3, q́
6 PÜĀ
§Â

ó ?


3. T"
# Xx
¦§Â
ó ¦.
x —

4. q́
 P®‹
" .

 s
»
Æ "
˜BŒ

† .


5. #
†
= T"
Xq́
P® ‹

" .
 s
»
Æ "
˜BŒ

† .


3, q́
6 PÜĀ
5§
Â
ó ¦.
x
6. PÜ
q́ Ä
€  §
Â
ó ¦.
x or
3, q́
6 PÜĀ
 §
Â
ó ¦.
x

7. PÜ
q́ Ä
€ 5
§Â
ó ¦.
x 3, q́
6 PÜĀ
 §
Â
ó ¦.
x

8. F̀x
: ˆ§Â
ó ¦.
x 3, 3
6 S
F ®
‹

" .


9. ¦x
€ ¦ó
§
 ¦.
x 3, q́
6 PÜĀ
5§
Â
ó ¦.
x

52
c G Shin 2006
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ẃ T#
Q Tq
…§À
ó

4 Insa revisted: Polite-Informal

Now do the same, this time using the polite-informal style. Again, note that sometimes no specific
response is called for.

Column 1 Column 2

1. PÜ
q́ Ä
€ ;
Vx§? 3, q́
6 PÜĀ
; §?
Vx

2. Š#
÷
¤ Tx
¦; §.
Vx —

3. F̀x
: ˆ; §.
Vx —

4. PÜ
q́ Ä
€ 5
; §.
Vx 3, q́
6 PÜĀ
 ;
Vx§.

5. q́
 PB §.
x s
»
Æ ˜
" §.
x

3, q́
6 PÜĀ
5;
Vx§.
6. PÜ
q́ Ä
€  ;
Vx§. or
3, q́
6 PÜĀ
 ;
Vx§.

7. T"
# Xx
¦; §.
Vx —

8. PÜ
q́ Ä
€ ;
Vx§? 3, q́
6 PÜĀ
; §?
Vx

9. ¦¦
€ x;
Vx§. 3, q́
6 PÜĀ
5;
Vx§.

10. #
†
= T"
Xq́
PB §.
x s
»
Æ ˜
" §.
x

c G Shin 2006 53
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5 From Polite Informal to Polite Formal (1)

Review Pages 42 and 43, and change the style of each of following statements into Polite Formal.

1. 2. 3.

½T
í
Ü §.
#x [Ž
O
< ­B
x§. s

¦@
†q
} …< §.
V x

4. 5. 6.

q́
 x
PB §. ¦¦
} s‘
¨wˆp
ˆ2
Ù ×#
 §.
Tx 

 §, 2
x ×#
 §.
Tx

7. 8. 9.

3, #
6 U ó̈
Ì# §.
Tx ‘
 ¨n
>
U ó̈
Ì# §.
Tx 3, £
6 Š
 §.
x

10. 11. 12.



 §, -
x hx§. À«
ó̈ Àt
ó «<
VFS
9§Šx
 ¦§
Â
ó 
 Ã
 
¬<V
§Â9
ó SP
F ń
õ|
Ú
± ˆ<
Wx§. E

á<
Vx§.

54
c G Shin 2006
 ‡<
ẃ T#
Q Tq
…§À
ó

6 From Polite Informal to Polite Formal (2)

Review Pages 42 and 43, and change the style of each of following questions into Polite Formal.

1. 2. 3.

T
# §?
 x ‡
‚
=  ó̈
Ì# §?
Tx Ð#
ó̈ §?
Tx

4. 5. 6.

"
 §?
Ox êB
ó §?
x  ó
 ê< §?
Wx

7. 8. 9.

Îó̈
» À¨‘w
ˆ< §?
Wx U2
>
n ×#
 §?
Tx x
 ¦®
õ
Ú p
ˆ2
Ù À
 W
<x§?

10. 11. 12.

/
: Æ

5 ó̈
Ì# §?
Tx Š

£ §?
x r
 õ/
¼ Æ;

V ó̈
F Ì# x?
T§

c G Shin 2006 55
V7»
= Î

7 From Polite Informal to Polite Formal (3)

Review Pages 42 and 43, and change the style of each of following commands into Polite Formal.

1. 2. 3.

œ‘
w ¨‘
¨; §.
Vx Ðx
ó̈ ˆ;
Vx§. 
 ;
Vx§.

4. 5. 6.

[Ž
O
< ­
; §.
Vx ˆÛ
  Á, ‚
í =
‡ ‘
¨; §.
Vx Îó̈
» Àˆs;
Vx§.

7. 8. 9.

F̀x
: ˆV §.
;x œ;
r §.
Vx T"
# Xx
¦; §.
Vx

10. 11. 12.

;
 O
F ;
Vx§. 
 Ã5
 ń
P¨ ‘;
Vx§. 
 
; §.
Vx

56
c G Shin 2006
 ‡<
ẃ T#
Q Tq
…§À
ó

8 Crossword
Try this crossword.

1 2 3

6 7 8

9 10 11

12 13

14 15

ACROSS
2 “There isn’t/aren’t”; “I don’t have.” (Polite
Formal) 4 “Well done!” (Polite Formal)
5 line 7 “All together!” 9 window
10 “Slowly!” 14 “Listen!” (Polite Informal)
15 the right
DOWN
1 “There is/are”; “I have.” (Polite Formal)
2 Dictionary form of the verb not have, not be
3 “Once again!” 6 “I have a question.”
(Polite Informal) 8 two thousand 11 one
thousand one hundred and fifty 12 “Can I
have ... please?” (Polite Informal) 13 on the
left hand side

c G Shin 2006 57
V8»
= Î

8 ¦–
x µV
<j́
P ó̈
Ì# §?
Tx
1 What time is it now? (1)
Look at the clock faces below, and tell us what time it is in Korean.

1. 2. 3.

4. 5. 6.

7. 8. 9.

10. 11. 12.

58
c G Shin 2006
 ¦–
x µ<
Vj́
P ó̈
Ì# §?
Tx

2 What time is it now? (2)

Look at the clock faces below, and tell us what time it is. This time use Polite Formal endings.

1. 2. 3.

4. 5. 6.

7. 8. 9.

10. 11. 12.

c G Shin 2006 59
V8»
= Î

3 Pure Korean numbers, again

Read aloud the following Pure Korean numbers.
Alternatively, you can do this exercise in pairs: one person reads the following Pure Korean numbers
aloud and the other writes down the numbers. When finished, swap roles.

44 70 1 2 55 66 77 40 50 88 99 19

6 7 46 64 73 82 91 8 9 10 20 30

60 3 4 5 80 90 11 22 33 28 37 12

4 Sino-Korean numbers, again

Do the same as above. But this time you’re practising Sino-Korean numbers.

10 20 30 40 50 15 25 35 45 55 5 100

300 1,000 8,000 6,000 9,000 5,000

10,000 40,000 70,000 200,000 600,000 1,000,000

5 Days of the week

Re-arrange the following days of the week in order. Put Monday first.

Xx
S
< §ó̈
À ‡x
µ
@ §ó̈
À ¨x
 §ó̈
À m

®x§ó̈
À Àx
ó̈ §ó̈
À «x
| §ó̈
À *x
È §ó̈
À

60
c G Shin 2006
 ¦–
x µ<
Vj́
P ó̈
Ì# §?
Tx

6 

 §, ... (1)
x
This exercise is for practising making negative sentences. Answer the following questions in Korean.
For each question, use the picture cue provided. Number 1 has been done for you as an example.

1. @
†q
} …< §?
V x 2. <
[Ž
O ­B
x§? 3. ¬
Š
" 
" §?
Ox

n
Co, ¹
F


(n
sR
 o.
)
™¹

 –n

 o
).
4. 9
½
N B
x§? 5. 
»Îí
Ü#
½ §?
Tx 6. v
ˆ>
ë ŽB
µ §?
x

7. P̧
ô ó̈
Ì# §?
Tx 8. m
õs
\ ˆ{
»
ý <
Vx§? 9. »
Î<
Wx§?

10. Â
Ô ó̈
Ì# §?
Tx 11. 5
< §?
Wx 12. 
>VÜ
F ½#
í x?
T§

13. ©
Â<
ó §?
V x 14. 
õÈ
½ *B
x§? 15. £
Š
 §?
x

c G Shin 2006 61
V8»
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7 

 §, ... (2)
x
Answer the following questions as in Number 1. Use Polite Formal endings.

1. ;
S©
F T

ë ?
 2. ó̈
ÐB Œ

† ?
 3. A
Œ

µ ?


n
Co), }
‚R

}
s †C

.
™H

 ,¹
†

C.
4. 
§Â

ó ?
 5. B
‡=
„ V®
‹

" ?
 6. 
®
‹

" ?


7. v
ˆµ
ëŽ ‹

"
>® ?
 8. Ü
½B
í Œ

† ?
 9. 
õÈ
½ ‹

"
*® ?


10. ń
P¢ T

ë ?
 11. 9
½
N ®
‹

" ?
 12. <
[Ž
O ­®
‹

" ?


13. †
M

Π?
 14. D
Œ

„ ?
 15. ¡
T

ë ?


62
c G Shin 2006
 ¦–
x µ<
Vj́
P ó̈
Ì# §?
Tx

8 Are you free at 2.00?

This is a pair-work exercise. Using each of the clock faces below, exchange a short conversation
according to the Example.

Example

One person asks a question:

2
<V
j́
P ó̈
Ì# §?
Tx
The other person then gives a negative answer with a reason, for instance:
2
p P×
ˆ q́
Ù §. :
éx OB
G ‡ ó̈
‚ Ì# §.
Tx

1. 2. 3.

4. 5. 6.

7. 8. 9.

c G Shin 2006 63
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9 When are you free?

This is a class activity to help you practice asking when people are free. Look at the timetable below
and mark with a cross the times in a week when you are usually busy.
The Situation: Your Korean class was disrupted last week and your teacher has asked you to find
time for an extra class. Various students in your class have various commitments – just as you have, and
a time will have to be negotiated. To do this, form a group of four or five and liaise with each other to
find a time when everyone is free.
Here are some useful phrases.

• È
*x§ó̈
Àx ¦õ
½<
 V
j́
P ó̈
Ì# x?
T§ Have you got time on Tuesday morning?

• È
*x§ó̈
À< V
j́
P2×#
 §.
Tx I haven’t got any free time on Tuesday.

3, Æ
• 6 s
¬ª˜
" §.
x Yes, that’s O.K.

• È
*x§ó̈
Àx µ 2
¦– Æs
¬ª˜
" §?
x Is 2.00 pm on Tuesday O.K.?

• 

§, q́
x P× §.
éx No, it’s no good.

-
 m

®x§ó̈
À *§
È xó̈
À ¨x
 §ó̈
À ‡x
µ
@ §ó̈
À Xx
S
< §ó̈
À

10

11

12

64
c G Shin 2006
 ¦–
x µ<
Vj́
P ó̈
Ì# §?
Tx

10 Let’s sing: Arirang

There can be few countries in the world where communal singing is more a feature of life than is the
case with Korea. Singing is an almost obligatory part of informal partying, and the visitor would be
well advised to come prepared to offer a song. Best of all, of course, would be to come with a Korean
song, and without doubt the best-known of these is Arirang. Arirang is a folk song, sung on the
indigenous Korean five-note scale, and like many folk songs it is not always easy to trace it back in
time. It mainly consists of a distinctive chorus with multiple verses which are not always linked in
meaning very noticeably to the chorus. What is certain is that it is the most easily recognisable tune in
Korea, and well worth taking the time to learn.

Chorus – repeat after every verse


 6
V
F 
6V
F 
x
§

 6
Vq
F „5
t«Ù
Á#
 Tj́
P 
1)

¥½!
ü T
q„ 
pˆ4
Ù Áv
N ˆ
Þ
Â
ó
§ s
¦sÀ "
ø X¦RÝ
ë Ä ḱ
î P 
Áç
2) H
× ¾
 v
ˆ
ø 6
3HÁç
× ¾
 Â
x§
3
 Vṕ
F P9S
F õ
Ö <
VHÁç
× ¾
 Â
x§
û
Z
3) á õ
Ö £
Š²
ò õ0
Ú Às

¦¥
aq
ë „
6
 1 B
‹²
† õ
Ú ¨9
Ás
N ¦¥
a
ë 

Like many folk songs, the literal meaning of Arirang is not very susceptible to analysis and there is
little or no thematic continuity in the verses. Everyone has their own special understanding of what the
song really means – our understanding is as follows.
The Chorus: The chorus suggests a tone of lament – literally ‘(My love) has gone over the hill.’
Verse 1: (The idea) ‘He’s thrown me over and gone, but he won’t even go ten li before he gets
footsore.’ implying that he will come straight back again.
Verse 2: (The idea) ‘It’s been a season of plenty all through the land.’ – no discernible connection
with Verse 1, but a cheering sentiment in a song that is heavily used as a farming and rice-planting song.
Verse 3: (The idea) ‘There are as many stars in the sky as there are sorrows in my heart.’ – a
somewhat conventional expression of sentimentalised sorrow.

Language Notes: •  6V: device like ‘tra-la-la’ • q

F „5: mountain pass • t«: by way of • Ù Á#
 Tj́P : has gone
over •

: me • ¥
½: object marker • !
ü T q „: cast aside (and...) • p ˆ: (one who is) going • 4
Ù Á: my lord/my
N
love • p ˆN
Ù Á
4vˆ: my love who is going • v
Þ ˆ: topic marker • §
Þ Â
ó : distance of ten li (approximately 4km) •
¦: even • s
s À "
ø X: unable to go • ¦
RÝ
ë Ä: lameness (‘foot sickness’) • ḱ
î : has occurred, happened • H
P Áç
× ¾:

abundant harvest • 
: subject marker • v
ˆ
ø 6 3: has come! • Âx §: has come •  : these • 3 P: mountains
Vṕ
F
and rivers • 9
S
F õ
Ö : 3,000 li • 
3Vṕ
F P9 S
F õ
Ö < V: in these 3,000 li of mountains and rivers – poetic reference to
Korea • á
û
Z õ: azure blue •
Ö £Š: the sky • ²
ò õ: in • 0
Ú À: stars • s

¦: also, too • ¥
aq
ë „: are many (and ...) •  : this
•61: my • B ‹Ú
† ²: in (my) heart • 
õ ¨9Á: sorrows • ¥
N a
ë : are many

c G Shin 2006 65
V9»
= Î

9 #
Trˆ

<
V"X.
P#
o §?
Tx
1 Where does she come from?
Answer the following questions. Number one has been done for you as an example.

1 2 3

Tr
# ˆ

<V"
X.P#
o §?
Tx Tr
# ˆ

<
V"X.
P#
o §?
Tx Tr
# ˆ

<
V"X.
P#
o §?
Tx
z
µ ,n
Zv
’n
 o
).

4 5 6

Tr
# ˆ

<
V"X.
P#
o §?
Tx Tr
# ˆ

<
V"X.
P#
o §?
Tx Tr
# ˆ

<
V"X.
P#
o §?
Tx

7 8 9

Tr
# ˆ

<
V"X.
P#
o §?
Tx Tr
# ˆ

<
V"X.
P#
o §?
Tx Tr
# ˆ

<
V"X.
P#
o §?
Tx

10 11 12

Tr
# ˆ

<
V"X.
P#
o §?
Tx Tr
# ˆ

<
V"X.
P#
o §?
Tx Tr
# ˆ

<
V"X.
P#
o §?
Tx

66
c G. Shin 2006
 Tr
# ˆ

<
V"XP
o#
. §?
Tx

2 Is he an Australian?
Answer the following questions. Number one has been done for you as an example.

1 2 3

¬
 R
ë 
6S
F <
Vx§? N

6
S
F <
Vx§? R8
ë
¥ R

6
S
F <
Vx§?
n
Co), <
CIZ7
- ‚n

no
C ).

4 5 6

ḿ
 ‡6
S
F <
Vx§? 

 w
ˆú
‡6
S
F <
Vx§? ˆA
w Rq
õ
¼ 6
S
F <
Vx§?

7 8 9

õs
¼
q ¦6
3
6
S
F <
Vx§? R
:|ˆ4
S
F 6
S
F <
Vx§? Žq
µ
@ „
6S
F <
Vx§?

10 11 12

ń
7 P6
S
F <
Vx§? 
¡
ˆ6
S
F <
Vx§? û
Z
å 6
S
F <
Vx§?

c G. Shin 2006 67
V9»
= Î

3 Where is it located? (1)

Make sentences according to the Example.

Example
Question: 
õ
½ ¥
¾vˆ#
Þ T
<V ó̈
Ì# Tx§?
õ
½
¥¾/ß
ÄQ
îT<
Response: 
õ
½ ¥
¾vˆß
Þ Ä<
î T<
Q V ó̈
Ì# §. 
Tx õ
½ ¥
¾vˆß
Þ Ä<
î TÂ
Q ԏ
¨s¦<
W§x.
NOTE: If we want to say that London is the capital city of the UK, we then say “ ½
õ ¥
¾vˆß
Þ Ä<
î TÂ
Q ԏ¨s
¦< §.” Here, Ô
Wx  is the
possessive marker, equivalent to ’s or of in English, and is pronounced as e in everyday speech.

1. "
X©Š/ẃ
 ‡< T
Q 11. j
õ!
B /~
T ³‘¨

2. à
Ä:
î V/A
G ‡ẃ
· ‡ 12. Š
ŸÅÀ
- /q
õs
¼ ¦

3. :
R Ä(A
;
N ‡Ø
· Ä)/D
I Ž<
„ T
Q 13. 
ò̈
Š
 ˆ/
s 
w
ˆú
‡

4. |
«{´(>
ŽØ
µ Ä)/ó̈
I Àt ˆ
ø 14. 
wˆú
‡§ Š/'
 N#T

5. 
A
R/7
ń
P 15. u
¦wˆ¡
ˆ/
N


6. 8
VF
F ‡/
Ú ó̈
Àcõs
B ˆ 16. Â
9Ä
N õ/
½ <T
Q

7. 
¢À
ó /­
À
ó v
õ
¼ 17. :
R¥½m
ü õ/>
¼ ‡ó̈
µ À

8. “
±ë̈
R?
¾}
× ˆ/¥
ˆt R8
ë R

 18. 
/}
ˆ6Vw
F ˆ

9.
r /:
œ R|ˆ4
S
F 19. t
«/
¬R
ë 


10. 

t
ˆ/q
õs
¼ ¦6
3
 20. B
^ ˆ/6
  3-ý
Àḿ
‡sˆ

4 Where is it located? (2)

Make sentences according to the example.

Examples
½°
Question: 8
N Ú
õvˆ#
Þ T
<V ó̈
Ì# §?
Tx
Big Ben (8
½°
N õ)
Ú
Response: ß
Ä<
î T
Q õ
½ ¾<
¥ V ó̈
Ì# §.
Tx

1. The Eiffel Tower (<

VÏ
÷
1 ö)
 8. The Colosseum (¬
Št
" «;
VC‹)
·

2. Ayer’s Rock (<

V#
Tw º)
ˆ?
Õ 9. the Parthenon (
tˆ@
Rpˆp
ó ¾õ
¼ ½)


3. Disneyland (
yˆ

õ ˆ)
Bs
c 10. Golden Gate Bridge (¢

Wqˆ5
Þ 
|ˆ
ˆF
v m
à )
4. The Great Wall (ń
P ;
VÞ
F Ä)
¶
11. Halong Bay (
?Á:
Õ )
R
5. Mt Fuji (–
µṕ
P) 12. The Petronas Twin Towers (|
ˆáH
ö)
6. Siberia (
:R
) 13. Ancorwat (:
V{
F ‫כ‬t
ˆÂ|
ˆ á)

E
7. The Taj Mahal (

"
‰®) 14. The Charles Bridge (ª
‰w
" ˆv
ˆmÃ
F )

68
c G. Shin 2006
 Tr
# ˆ

<
V"XP
o#
. §?
Tx

5 The street map

This is a pair-work exercise. Look at the sketch map below, and practise making questions and
answers according to the Example.

Example 1 Example 2

A: 
oU%̀<
¹ VvˆŢ
Þ û ó̈
Ì# §?
Tx A: 
oU%̀<
¹ Vß½ ó̈
î Ì# §?
Tx
3, ó̈
B: 6 Ì# §.
Tx B: 

§, 2
x ×#
 §.
Tx

Now ask if the following facilities and amenities can be found nearby.

@
7 †…
} q ‹9
¹
C ½à
N Á
í 

B
Œ
ƒ ­>
 Z<
T
Q

5
 Ä
î
Ý E
á T;
S
< V
F [
O
< E
á

†…
}
@ q ©(
 N


õ Tw
! ˆ'
N¢
R
ë ˆ>
ë
v Ž;
µ V
F

c G. Shin 2006 69
V9»
= Î

6 What floor is it on?

The situation: Below is a diagram of a building in a shopping centre. On each floor there are a
number of shops and businesses. Someone is asking you about them, and your task is to describe which
floor they are located on.

Question 1 x ¦ 5 p ˆ/
Ù ÆE

ÁV
Ù < ó̈ Ì#Tx §?
Response 
 x ¦ 5 p ˆx
Ù ¦E ÁV
Ù < ó̈ Ì#Tx §. NOTES:
Translation The video shop is on the 5th floor. ¦5
À
ó Ä = building;
N
SK - E
Á = the SK-th floor;
Ù
Question 2 T;
S
< Vv
F ˆx
Þ §? È
*;V§
F À = toilette
ó
Translation And the cinema?

8 ~Î
³ ÷
1 @
g̀
CULTURAL NOTE:
Often there’s no fourth
7 

|
ˆFŠ
ò .
 0
6 floor on Korean
buildings, especially if
6 T;
S
< V
F E
x
· the building is a
hospital. This is
because the word for
5 
 x¦ 5  ?

 ‘four’ (sa - ) is
pronounced in the
3 ©(
 N
µÃ

same way as the word
for ‘death’ – and
obviously no one wants
2 

B
Œ
ƒ ‹N
¹
C½9à
Á
í to spend much time on
‘the death floor’!
1 ­>
 Z<
T
Q ˆŢ
Þ
v û

Extension exercise 1: Think a bit about the Extension exercise 2: Now try the same
building you study Korean in. Which of the activity for the Student Union, or whatever the
following rooms and facilities are to be found main building on your campus is called.
in it? Make sentences to describe what floor
they’re located on. For example,
½5
N
9 V
F ¦"
s d
X\
B
nK
C cD
D—#
n}S
 ·sD
“n) o. u
I’
9 ™n
> s
“n
D o
).

Z
>
R ts
U ‹
no
). ... Xà
" Á
í ©(
 N
µÃ




|
ˆFŠ.
ò Â
 ­
>Z<
T
Q
õÈ
½
 * ¦"
s d
X\
B 

B
Œ
ƒ
Ä
î
Ý E
á T;
S
< V
F
È
*;V§
F À
ó ½5
N
9 V
F VÂ
F
3 Ô§
À
ó

Š©
¨ Â
ó 
 x
¦5

Xà
" Á
í 5
 Á•
H
â ©'
Nó
ˤ 

B
Œ
ƒ ˆû
Þ
v Ţ

70
c G. Shin 2006
 Tr
# ˆ

<
V"XP
o#
. §?
Tx

7 The menu
This is a revision exercise. Printed below is a menu from a coffee shop in Seoul. Imagine that you
are describing its contents in Korean for another person, and make sentences as in the Example.

Examples


ˆ 8,000
p
Ù E
á<
Vx§.

‰
O
00 š ­
{
· 8 , 0
· · · · · · · 6,000 š ­
{
· · · ·· · ­
{
š
ݖ · · · · · · · · · · 6,000 š
à ·· · · · ·· 0 , 0 00 { ­
÷
A · 1
À
Q
Í
 · · · · · · · · · · · ,000 š ­
{
–
 )
·· · · · 8
·· ­
{
š
S · · · · · · · · · · 6,000 š
O!
BP ÿ

¤ 
u
x
= ·· · · ·· · , 0 00 {­
ë · · 7
›
š
}
‰ · · · · · · · · · · ,500 š ­
{
’ · · 7
u
’ · · · · · · · · · · ,000 š ­
{
÷
¶ · 7

R
$ · · · · · · · · · · · 0,000 š ­
{
÷
¶ · 1
ª}
— æ
û · · · · · · · · · · · ,000 š ­
{


Q
ô ÷
¶ ·
· · · · · · · · · · · ,000 š
9 ­
{
u
Ÿ 
w · · · · 8 ­
{
ý}
O ¾
™
 ·· · · · · · · 12,000 š
w ·
÷ÒOŸ u · · · · · · · · · · · 0,000 š ­
{
ON
Ò 
 · 1
õ)
ù
ò O
– · · · · · · · · · · · ,000 š ­
{
„
” ¶
·· · · · 8
··
 · · ··· ···
«)
 
ç~

ó –
 Å
|  ··
¾Å
™
V  æ
š
I
–w Å
÷


c G. Shin 2006 71
V9»
= Î

8 CROSSWORD
Try this crossword.

1 2 3 4 5

6 7 8

9 10

11 12 13

14 15 16 17 18

19 20

21 22

23

ACROSS1 in Class 4 India 6 Northeast Asia
11 a little 13 “It’s difficult.” 14 Germany
16 the West 20 Russia 21 ‘canned’ beer (as
opposed to ‘bottled’ beer) 23 Which country?
DOWN1 capital city 2 Middle East 3 four
o’clock 5 nine (a PK number) 7 North Korea
8 The Arabic Language 9 now 10 “It’s easy.”
11 Korea (DPRK) 12 France 15 Japan
17 Ladies and Gentlemen! 18 South America
19 the vicinity 21 Canberra 22 “Please give
me ...”

72
c G. Shin 2006
 Tr
# ˆ

<
V"XP
o#
. §?
Tx

9 Role Play
Study the conversation piece below, and perform a role play with your fellow students. Your role
play can be based on this conversation piece or on your own.

Tae-U: 

< 
pˆ#
Ù Tr
ˆ

<V"
X.P#
o §?
Tx
Annie: ³‘
~ ¨<
V"X.
P#
o §.
Tx
Tae-U: ³‘
~ ¨#
T"
X.P#
o §?
Tx
Annie: 3?
6
Tae-U: ³‘
~ ¨ ... #
T"
X.P#
o §?
Tx
Annie: , 6
 3, 
sˆ

<V"
X.P#
o §.
Tx
Tae-U: ˆ8
  §? 
x sˆ

pˆó
Ù êt
«®Ü
ÄB
î §?
x
Annie: ¢F
W
í §. x
mx ¦A
R
 ˆ,
­w !T v
ˆmÃ
F , ...
s
 ˆ

pˆ#
Ù U
N t
«®ÜÄB
î §.
x
Tae-U: s
 ˆ

pˆ’
Ù ­ö
x§?
Annie: 

 §, 
x Ԭ
~ÀB
Þ §. 
x sˆ

<V
;½ q́
N P
,
…#
¤ §?
Tx
Tae-U: 3, 
6 ; P,
½ q́
N …#
¤ §.
Tx
Annie: ‡
ẃ õv
½ ¦V §. 
;x ‘¨ª
”
 §.
x

Language Notes:
• ~
³‘¨# T" X: Where about in Australia
• #
UN  : various kinds (of things)
• 
;½ q́
N P · · ·: haven’t (done ...) yet
• Note also how to respond to a negative question in Korean, eg, Aren’t you ...?, Don’t you ...?, etc.
Unlike in English, 63 is used to ‘negatively’ disagree, and 

§ to ‘positively’ disagree, with
x
the question that has been asked. Thus:
s
 ˆ
<V; P ,
½ q́
N …#
¤ §? Haven’t you been to Sydney yet?
Tx
3, 
6 ; P ,
½ q́
N …#
¤ Tx§. No (Lit. Yes), I haven’t. (ie, negative disagreement)


 x§, ,…#
¤ §.
Tx Yes (Lit. No), I have. (ie, positive disagreement)

c G. Shin 2006 73
V 10 »
= Î

10 Æ
/

<
V ó̈
À# T¢
^#
ë §?
Tx
1 Dates (1)
Practise pronouncing the following Korean dates, then write them down in Hangeul. Note that the
Month has been put before the date.
Alternatively, you can do this exercise in pairs: one person reads the following dates aloud and the
other writes down the numbers. When finished, swap roles.
1.1 3.6 6.8 4.15 1.30 9.13 11.14

12.2 2.22 7.29 7.8 10.31 9.19 7.27

12.12 2.23 8.15 9.9 6.28 5.23 4.17

7.1 12.25 11.22 5.6 12.29 6.5 10.8

5.8 10.10 8.6 9.26 6.16 10.21 3.4

2 Dates (2)
Do the same as above. But this time you’re practising years as well.

1919.3.1 1945.8.15 1948.7.17 1950.6.25 1953.7.27

1960.4.19 1961.5.16 1972.7.4 1972.10.17 1979.10.26

1980.5.18 1987.6.29 1988.9.17 1988.10.2 1990.10.3

1997.11.17 2000.1.1 2000.6.15 2002.5.31 2002.6.30

74
c G. Shin 2006
 Æ
/

<
V ó̈
À# T¢
^#
ë §?
Tx

3 When’s your birthday?

This is a questionnaire exercise. Ask as many of your fellow students as you can when their
birthdays are and enter them in the grid below

Example
Question: · · ·
, M
ûó̈
 À Æ
/

m
® Uª
÷
* <
Vx§?
If, for example, the answer is 7 July
Response: 7
® 7ó̈
m À<
Vx§.

Ù
¾? M
ûó̈
 À

10

Language Note: • ¾ = name

?
Ù

c G. Shin 2006 75
V 10 »
= Î

4 The past tense marker (I)

Look at the Verb ‘conjugation’ table below, which is incomplete, and your task is to complete it.

Polite Informal Statement Polite Informal Statement

VST Meaning
PRESENT TENSE PAST TENSE

1. - to go x
§ ^#
ë
¡ Tx
§
2. ¦-
v to go and have a look À
x§ ,
…#
¤ Tx
§
3. „¥
q T-
ë to be grateful „
q ö
x§ „
q 
º#
q Tx
§
4. [Ž
O
< -
­ to study [Ž
O
< ­B
x§ [Ž
O
< ­†
#
ÿ Tx
§
5. s
»
Æ ˜-
" to be all right s
»
Æ ˜
" x
§ s
»
Æ "
˜ë̈
^#Tx
§
6. Š-

£ to play Š

£ x
§ As in 5

7. Â-
ý
- to be hot Hö
 x
§ As in 3

8. Š

¤ - to go back Š

¤ x
§ As in 1

9. Š

¤ ¦-
x to come back Š

¤ Â
x§ As in 2

10. ~
 À
Þ - to be warm ~
 ÀB
Þ x
§ As in 4

11. 
 - to drink "
 Ox
§ Þ
 Ì#
î Tx
§
12. P

ń - to meet P

ń x
§ As in 1

13. P¤
ń Š-
÷ to make P¤
ń Š#
÷ Tx
§ P¤
ń Š2
÷ Ì#
 Tx
§
14. a-
ë
¥ to be many a
ë
¥ x
§ As in 5

15. R
ë
¥ - to speak RB
ë
¥ x
§ As in 4

16. ½-
í
Ü to eat ½#
í
Ü Tx
§ As in 13

17. ¦t
u ˆ- to not know Š

¦ x
§ 
Š¤
¦ ^#
ë Tx
§
18. ‡¡
ó T-
ë to be glad (to see you) ‡ö
ó x
§ As in 3

19. 
: ­- to learn ö
: x
§ 
: º#
q Tx
§
20. ¦-
v to see/look at x
À § As in 2

21. R-
ë
§ to live R
ë
§ x
§ As in 5

22. ‡=
„
B -
V to do homework ‡=
„
B VB
x§ As in 4

23. °-
p

to be easy íö
õ x
§ As in 18

24. ;
 O
F - to begin ;
 OB
F x
§ As in 4

25. å
 øv
Z ¦- to take an exam å
 øÀ
Z x
§ As in 2

76
c G. Shin 2006
 Æ
/

<
V ó̈
À# T¢
^#
ë §?
Tx

5 The past tense marker (II)

Do the same as above.

Polite Informal Statement Polite Informal Statement

VST Meaning
PRESENT TENSE PAST TENSE

26. ½
N
9 -
 to have a meal 9
½
N B
x§ As in 4 on the previous page

27. ˆ-
¤ to write h
-x§ Ì#
<
 Tx
§
28. R-
ë̈ to know R
ë̈ x
§ As in 5

29. T:
# Ê-
 to be how T
#DJx
§ Tˆ
# #
 Tx
§
30. TÞ
# Â-
 to be difficult T
#Oö
x§ As in 3

31. ×-
2
 to not have ×#
2
 Tx
§ As in 13

32. ¾

õBŒ
† - to practise ¾
B
õ ŒB
† x
§ As in 4

33. ¦-
x to come x
 § As in 2

34. ˆ>
ë
v Ž
µ - to exercise ˆ
ë
v>ŽB
µ x
§ As in 4

35. ®Ü
 Ä
î - to be famous ®
ÜÄB
î x
§ As in 4

36. -
 to be 
< §/<
Vx Wx§ 2
 Ì#
 §/ß
Tx Ì#
î Tx
§
37. 
 - to talk
 
B
x§ As in 4

38. À#
ó̈
-
T to wake up À#
ó̈ T

x§ As in 3

39. Ð-
ó̈ to read Ð#
ó̈ Tx
§ As in 13

40. Ì-
ó̈ to have Ì#
ó̈ Tx
§ As in 13

41. Å#
N
: TT
!- to forget :#
Å
N T!
TOx
§ As in 11

42. S
F
; - to sleep ;
S
F x
§ As in 3

43. 
= ×-
2
 to be boring 
=2
×#
 Tx
§ As in 13

44. 
=  ó̈
Ì- to be interesting 
= ó̈
Ì# Tx
§ As in 13

45. ½-
í
à to be few à#
½
í Tx
§ As in 13

46. õÈ
½
 -
* to telephone È
½
õ *B
x§ As in 4

47. ”-

ª to be good ”

ª x
§ As in 5

48. ¨-
‘ to give ¨
‘#Tx
§ ¨2
‘ Ì#
 Tx
§ but see 19
49. ¿-
×
E to be cold ­
’öx
§ As in 3

50. -
to do 
Bx§ As in 4

c G. Shin 2006 77
V 10 »
= Î

6 Yesterday I did ...

This is a questionnaire exercise. Ask the following questions to five of your fellow students and enter
the responses in the grid below.

Example
Question: #
T=V/
Æ

<
V ó̈
À# T¢
^#
ë §?
Tx
Response: 
Ã
 <
V ó̈
À# T¢
^#
ë §.
Tx

@M
†
} û1
 @M
†
} û2
 @M
†
} û3
 @M
†
} û4
 @û
†
} 5
M

?¾
Ù ?
 ¾
Ù ?
 ¾
Ù ?
 ¾
Ù 
?¾
Ù

T=
# V/
Æ

<
V ó̈
À# T¢
^#
ë §?
Tx

Æ
/

<
V<
ø9
… ½
N ¥
½†
ü #
ÿ §?
Tx

Æ
/

<
V@†q
} …<
V¡^#
ë §?
Tx

Æ
/

<
VàÁ9
í Á9
N ½
N ¥
½†
ü #
ÿ §?
Tx

Æ
/

<
V©Â<
ó V¡
^#
ë §?
Tx

Æ
/

<
V$\Ü
½
€9½
N ¥
½†
ü #
ÿ §?
Tx

Æ
/

<
V;S©
F Š©
÷ ^#
ë §?
Tx

T=
# V/
Æ

j́
P< [Ž
O ­†
#
ÿ §?
Tx

T#
ẃQ
‡< T¨2Â
  ó̈
Ì2 Ì#
 §?
Tx
Æ
/

j́
P ó̈
Ì2 Ì#
 §?
Tx

v>
ˆ
ë Žv
µ Þ Pÿ
ˆ q́ †#
 §?
Tx
À
2
 µ P†
>q́
Ž T
ÿ §?
#x

Sv
F
; ˆ/
Þ Æ

j́
P© ^#
ë §?
Tx

78
c G. Shin 2006
 Æ
/

<
V ó̈
À# T¢
^#
ë §?
Tx

7 V vs V
< <"X
The particle -<
V indicates progress towards a goal (and is also used with some time expressions), and
the particle -<
V"X indicates the location of an action. Read the following sentences and fill in the blank
space with either -<
V or -<
V" X where appropriate. Discuss your answers with your fellow student.

Example
2....... P¢T
ńë . =⇒ 2 
<V ń
P¢ T
ë .

@M
†
} û9
 ½5
N V....... ń
F P¢ ë
T . =⇒ }
 @M
† û9
 ½5
N V<
F V"X ń
P¢ T
ë .


1. 
<X†
S @q
} …....... x
§?
2. q
…§À....... ó
ó ꮉ
" §?
x
3. s
¦" B....... ¡
d
X\ Z
ë  ẃ
‡< TT
Q #¥
½<
ü [Ž
O ­®
‰
" §?
x
4. x
¦£Šó
ò ©....... ó̈
 ÀE ½¤
N Š
 ë
¡
T .

5. ~
³Î÷
1

BŒ....... ń
ƒ P¢ T
ë .

6. 6
1ç¾....... ẃ
 ‡< T....... ¡
Q T
ë .

7. 

§, <
x Xç
S ¾ 12
 ®....... ‡<
m T....... ¡
ẃQ T
ë .

8. ẃ
‡< T¹
Q C9
‹ ½à
N Á....... 9
í ½
N ®
‰
" §?
x
9. 6
1ó̈
À~³Î
÷8
1 Rw
ˆ| V....... 
«6
F <ø9
… ½
N ¥
½®
ü ‹
" .

10. $
\ܽ....... ¡
€ Z
ë <
[Ž
O ­®
‰
" §?
x
11. 
õ¨
½ ‘¥
R<
ë V ṕ R
P....... ¡
ë §?
x
12. K
ôs
 ¦¢
Rs
ë ˆ....... Ţ
ø! T¥
½Ü
ü ½©
í Š
÷ §?
x
13. x
¦–µ....... s
õ‰
¼ †M
ûó̈
 À ....... x
 §.
14. @
†q
} …....... 
¾
õBŒ®
† ‹
" .

15. $
\ܽ....... ¨
€ 
Š ẃ ‡
‡ ŕ §
Â
ó .

16. 
C‹‘
¹ R.......

¨¥
ë ó̈
À
©Â....... ó̈
ó Àt ˆC
ø ‹9
¹ ½©
N Š ń
÷ P¤ Š
÷ §?
x
17. 

x§, x
¦£Šx
ò µ....... L
¦– 7
sˆ
©Â....... ẃ
ó ‡< TC
Q ‹9
¹ ½©
N Š
÷
P>
ń Œ
¹ .


c G. Shin 2006 79
V 10 »
= Î

8 Using Particles
This exercise is to help you get used to putting together simple sentences in Korean. Make sentences
according to the model and also to the translations. Note in particular the use of particles (case
markers).
Example
ˆ
  6/#
F
S T=V/7
L
sˆ ½/ń
¥
ü P
- That person met David yesterday.
ˆ
  6Sv
F ˆ#
Þ T=
V 7L 
sˆ
¥½ ń
ü P¢ ^#
ë Tx §.

1.  
ˆ@†M
} û/P̧
 ô/¥a
ë /ó̈
Ð- The student reads a lot of books.

2. $
\@†M
} û/Î
 ÷8
1 R
õ/¥
½ a
ë /v
¦- That student (over there) watches TV a lot.

3. @
†q
} …o
U%̀/C
¹ ‹9
¹ ½à
N Á/
í ‘¨/¥
a-
ë There are lots of restaurants near university.

4.  
ˆ@†M
} û/‘
 ¨¥R/B
ë ‡=
„ V/
/
- That student finished the homework over the weekend.

5. @
 /#
­ T=V/x
¦–µ/–
¶7 »/
{
ý - Tae-U bought a mobile phone yesterday afternoon.

6. 
¥
¾ßÄ
î /#
T=V/x
¦–µ/q
„:V
G /
- Seon-Yeong bought a cat yesterday afternoon.

7. <

/3
 Á
N /y
¦<X/Ü
S ½#
í ¦-
Tv Annie tried a little bit of kimchi.

8. $
\@†M
} û/ó̈
 Àt ˆ¥
ø R/y
ë ¦<X/
S - That student (over there) speaks a little Japanese.

9.

ó̈
À /
 ḱ
P‘ R/ẃ
¨¥
ë ‡¢ W/¥
í a
ë /¤
ˆ- Kylie wrote lots of Hangeul last weekend.

10. #
T=V/ẃ
‡<T#
Q T
¨2Â/
  V/>
6
F ‰-
¹ We listened to the ‘Arirang’ yesterday in the Korean class.

11. @
­/#
TV=/#
UÃ
 /ó̈
À# -
T
Tae-U got up at six o’clock yesterday.

12. x
¦–µ/s
õ†
¼ ‰/v
ˆ>
ë Ž/
µ - I exercised with my friend in the afternoon.

13. 7
@†q
} …/ẃ
‡< T#
Q T/:
­- I learn Korean at university

14. 4
W/ẃ
F ‡< TT
Q #/
¾
õBŒ
† - I practised Korean during the day.

15. 7
L
s /8
ˆ S/

F /q́
P/ -
 David doesn’t drink coffee at night.

16. ẃ
‡< T/3
Q Á
N /
®ÜÄ
î - Korea is famous for Gimchi.

17. <

/#
 T=V/ẃ
‡< T#
Q T
¨2Â/=
 5
† /x
¦- Annie came late to the Korean class yesterday.

18. ¥
È/±
ó úG
 Š/c
Jª
 o
¬N‡/q
é „:V
G /ó̈
Ì- On the left of the third last line is a cat.

19. x
¦£Š/x
ò ¦µ– 1
/ẃ
‡< TC
Q ‹9
¹ ½à
N Á/s
í õ†
¼ ‰/à
Á9
í Á/Ü
N ½-
í
I had lunch with my friend at a Korean restaurant at 7.30 yesterday.

20. #
T=V/$
\€
½Ü/7
 ó
‡/DŽ<
„ TC
Q ‹9
¹ ½à
N Á/s
í õ‰
¼ †/$
\ܽ9
€ ½
N /
-
I had dinner with my friend at a Chinese restaurant at 7.30 yesterday.

80
c G. Shin 2006
 Æ
/

<
V ó̈
À# T¢
^#
ë §?
Tx

9 Some real life questions

Answer the following questions in Korean.

1. 
<X#
S T
"X§
R
ë §?
x

2. 10ç

¾½<
õ V#
T"
X§Rë̈
ë ^# §?
Tx

3. Â
<TV
Q < ,
…#
¤ §? #
Tx Trˆ

<
V ,
…#
¤ §?
Tx

4. Â
<T#
Q T¥
½<
ü [Ž
O ­B
,…#
¤ §?
Tx

5. #
T=Vx
¦–µ 5
<Vó
ê†#
ÿ §?
Tx

6. 
ḱ
P‘¨¥
R<
ë Vó
ê†#
ÿ §?
Tx

7. 
õ‘
½ ¨¥
R<
ë Vó
êB §?
x

8. ẃ
‡< T#
Q T
¨2Âv
 ˆ1‘
Þ ¨ó̈
À<V/
Æ

j́
P ó̈
Ì# §?
Tx

9.
Œ­<
V/Æ

j́
P ẃ
‡<T#
Q T¥
½O
ü <Ž
[ ­B
x§?

10. ẃ
‡< Ts
Q õ‰
¼ †
q„¡
Z
ë  ẃ
‡< T#
Q T¥
½
ü ¾
õBŒB
† §?
x

11. x
¦£ŠÞ
òˆ Æ
v/

m
® Uª
÷
* <
Vx§?

12. 6
1ó̈ˆ
Àv
Þ m
®x§ó̈
À <
Vx§?

13. ẃ
‡< T#
Q Tp
ˆ2
Ù À
 >
Žq́
µ P<[Ž
O ­†
T
ÿ §?
#x

14. #
T=V\
$ܽ<
€ V#
T"
X9½
N †
T
ÿ §?
#x

15. <
Xç
S 
¾Þ
ˆv/
Æç

¾
 <
Vx§? 6
1ç
¾Þ
ˆ §?
vx

c G. Shin 2006 81
V 11 »
= Î

11 ë
¥
a s
ˆ; §.
Vx
1 WORD SQUARE
See how many words relating to food you can find in the word-square below. You can look
horizontally, vertically and diagonally to find them.

 Ž
,  , A
Ž

-
–

$
U
 



p
8 
R
 }
–

H
, !
! &
R
' œ
™
 s
D
«




b ª K
R
 }
‡
D x
C ‚
C  F
C

&
'
R ‘
R
 #
f

s
–


 C K
ƒ
D



F
C }
–



 ‘
‚

C 8
…
> Ž
, M
-
e

[


 C < }
–

#
b



b

«
 U
–


e
> Z
C >
, K
†

p
, _


–


-
I }
–


I
 
…
= < n
 _
˜
 Ž
,

o
 F
 Ž
, Œ
C ¶
, _
S
 Œ
 n
C



U n
C s
«
D o
 _
G
D Œ ´
 C
-
e

82
c G. Shin 2006
 a
ë
¥ s
ˆ; §.
Vx

2 Using -(x
ˆ)
x§
Suggest to people that you meet at the following times and places, using the VST – (x
ˆ)
x§?
form.

Example
¦£
x ‡
Š ẃ
ò <
V<[@
O <
} V"
X ń
P¢ R
ë §?
x
at 1.00 at the airport today
Shall we meet at 1 o’clock at the airport today?

1. at 9.00 tomorrow at the university

2. at 11.00 this Saturday at the park

3. at l5.00 today at the movie theatre

4. at 12.00 this Sunday at Seoul station

5. at 3.00 p.m. at the coffee shop

6. at 5.00 at the library

7. at 2.00 this afternoon at the bus terminal

8. at 10.00 at the student canteen

9. at 6.00 this evening at the hospital

10. at 11.00 this morning at the bank

11. at 2.00 this Sunday at the park

12. at 7.00 p.m. this Saturday at In-cheon Airport

c G. Shin 2006 83
V 11 »
= Î

3 Shall we ...?/Yes, let’s ...

Transform the following verb-stems into ‘Shall we ...?’ questions, and then into ‘Yes, let’s ...’
answers.

Example
‰
"
® x?
§ Shall we do it?
-

3, ®
6 ‹
" .
 Yes, let’s do it.

1. ¡
Z
ë „
BV
‡ -
=
2. s
õ‰
¼ †¥
½ ń
ü P
-
3. j́
P; V©
F Š2Ý
÷ Ä
î -
4. –
µ9½©
N Š‘
÷ ¨s
ˆ
ë -
5. §
Šq
 „¥
½Ü
ü ½#
í ¦-
Tv
6. £
bq
ë „ §
x¥
½ ń
ü P¤ Š-
÷
7. Ţ
ø! T¥
½
ü ½-
Ü
í
8. 
¨
 Š
2©
÷ ;
O
F -
9. P̧
ô© Š ó̈
÷ Ð-
10. 
<X9
S ½
N -

11. ẃ
‡< T#
Q Tü
½
¥<[Ž
O -
­
12. x
¦–µ<
VõÈ
½ -
*
13. 
¾M
¥ û4
 Á
N q
„ -

14. Î
÷8
1 R
½
õ Šv
©
÷ ¦-
15. <
[@
O <
} V -
16. 12
<V;
S©
F Š
÷ -
17.  
ˆ „ 4
q <V ó̈
À# -
T

18. 
ú6
# O©
F Š¤
÷ ˆ-
19. 
»Î‘
¨ˆw¥
½
ü -

20. 
<Xq
S ˆ©
ø Š6
÷ 1-

84
c G. Shin 2006
 a
ë
¥ s
ˆ; §.
Vx

4 Using Negatives
Answer negatively to the following questions. For each question use the picture cue provided.
Number one has been done for you as an example.

1. 2.

}¡
¦ ˆ q„
}
ˆt«Ü½#
í §?
Tx ¨<
 §?
Wx
n
Co), «
—;´
 n
C«<3
s RA
 G
no
).
 7
}
Fo

<3
AGn
o.
)

3. 4.

#
U »
Îó̈
À ó̈
Ì# §?
Tx Vq
G
: „¥
½ª
ü ”
 B
x§?

5. 6.

o
¬;
^ V
F <
Vx§? P;
j́ Vv
F ˆ
Þ 9ö
x§?

7. 8.

<
 XÎ
S ÷8
1R
½
õ©ŠÀ
÷ §?
x ¥

¾ßÄ
î p
ˆ
Ù 5¥
½ª
ü ”
 B
x§?

c G. Shin 2006 85
V 11 »
= Î

5 What did you eat yesterday?

Do this exercise in pairs. One of you asks a question: #
T=VóêÜ ½2
í Ì#
 Tx§?, and the other answers
using the picture cue provided. You then exchange at least one follow-up question and the answer.
Number one has been done for you as an example.

1. 2. 3.

#=
T VóêÜ ½2
í Ì#
 §?
Tx
e

M
- C A
G“ n
s o
).
T
# "
XÜ ½2
í Ì#
 §?
Tx
R
¹
 I…
- >_
t G}
D ƒn
ZA
 G
“sn
o).

4. 5. 6.

7. 8. 9.

86
c G. Shin 2006
 a
ë
¥ s
ˆ; §.
Vx

6 Find someone who likes ...

This is a class activity. Your objective is to find someone in the class who likes one or more of the
following. Write the names of up to three students who answer ‘Yes’. in the spaces provided.

TARGET QUESTION: ‡<

ẃ TC
Q ‹9
¹ ½: ‡<
N ẃQ
TC ‹9
¹ ½©
N Šª
÷ ”
 Bx§?
POSITIVE ANSWER: 3, ẃ
6 ‡< TC
Q ‹9
¹ ½©
N Šª
÷ ”
 Bx§.
NEGATIVE ANSWER: WF
í
¢ mx§.
In case you haven’t met ‘¢WF
í mx§.’ before, it is the equivalent of English ‘We-ell...’, and it carries the idea
of negativity effectively – and more politely – than a brusque ‘ 
x§’.

Šq

§ „: (1) (2) (3)

8Á¦
N T:
ë (1) (2) (3)
Á
N
3 : (1) (2) (3)
ˆ
w 5
 (Spaghetti): (1) (2) (3)
|
 ˆ
 (Meat-pie): (1) (2) (3)
O
F
6  (Laksa): (1) (2) (3)
õ9
¼
q S
F : (1) (2) (3)


: (1) (2) (3)
ô‘
K
 ¨: (1) (2) (3)
¦s
} ¨:
¦‘ (1) (2) (3)
w
ö :
ˆ
(1) (2) (3)
W}

¢ ˆ: (1) (2) (3)
R

@ ˆ:
w (1) (2) (3)
Jy
G ˆ: (1) (2) (3)
*
ù®
® ‹:
" (1) (2) (3)
‡<
ẃ Tß
Q Ä*
î È: (1) (2) (3)
‡<
ẃ Tr
Q :
œ8 (1) (2) (3)
:
5 (1) (2) (3)
„:
q V
G : (1) (2) (3)

Language Notes: ß
Ä*
î È = movie; r
œ8 = songs

c G. Shin 2006 87
V 11 »
= Î

7 MAKING DIALOGUE
Make a dialogue to fit the following situation.
• You have been invited to a Korean home. Your host greets you at the door, and invites you in.

• You say hello to your host.

• Your host asks you to sit down, and offers you a cola.

• You accept the cola.

• You and your host talk for while, and then your host suggests that you both eat.

• You all sit at the table. Your host invites you to begin.

• You eat a plateful and remark on how delicious it is.

• Your host asks if you like Gimchi.

• You reply yes, it’s delicious.

• Your host then invites you to have more Galbi.

• By now, you feel you’ve had enough and decline.

• The meal finishes, and you say you’ve eaten well and add what a good meal it has been.

88
c G. Shin 2006
 a
ë
¥ s
ˆ; §.
Vx

8 Role Play
Study the following conversation piece, and do role plays with fellow students on the basis of the
piece or on your own. Below, Seon-Yeong is arranging with Annie to go to a Korean restaurant.

¥

¾ßÄ: 
î õ|
½ «x
§ó̈
À<V
j́
P ó̈
Ì# §?
Tx
Annie: 3?
6
¥

¾ßÄ: 
î õ|
½ «x
§ó̈
À<V
j́
P ó̈
Ì# §?
Tx
Annie: , 6
 3, 
j́
Pó̈
Ì# §.
Tx
¥

¾ßÄ: ẃ
î ‡< TC
Q ‹9
¹ ½#
N TD
Jx§? ª
”
 B
x§?
Annie: 3, ª
6 ”
 B
x§.
¥

¾ß R
Ä: ¡
î ë Ü
½#
í T,
…#
¤ §?
Tx
Annie: 
 §. ¡

x R
ë  #
TD §? n
Jx >
U ó̈
Ì# §?
Tx
¥

¾ßî 3, n
Ä: 6 >
U ó̈
Ì# §. @
Tx †q
} …o
U%̀<
¹ V¡R
ë ©
Â
ó ¥
a
ë §. ¡
x Z
ë ¡
R
ë §?
x
Annie: 3, ¡
6 Z
ë §. /
 x Æ

<
V¡R
ë §? C
x ‹ ... 6
¹ Æs
¬ª˜
" §?
x
¥

¾ßî 3, Æ
Ä: 6 s
¬ª˜
" §.
x
Annie: ˆÛ
  Á, 5
í  ó
‡< V@
†q
} …

B
Œ<
ƒ V"
X ń
P
§.
x

Language Notes: 
, 6
3 = Oh, I see ...; C
‹ ... = uhm ...;  
¹ ˆÛÁ, ... = well, then ...
í

TRANSLATION

S: Are you free this Saturday?

A: Pardon?
S: Are you free this Saturday?
A: Ah – I understand now. Yes, I’m free.
S: What do you think of Korean food? Do you like it?
A: Yes, I do.
S: Have you tried pork Galbi (spare ribs)?
A: No. What’s it like? Is it nice?
S: Yes it is. There are quite a few Galbi places around near
the school. Shall we go?
A: Sure. What time shall we go? Let’s see, is 6 o’clock OK?
S: Yeah, fine.
A: Well, then, let’s meet at the coffee shop at 5.30.

c G. Shin 2006 89
V 12 »
= Î

12 
t §, !
« x Twˆt §?
« x
1 From ... to ...
Look at the pictures below and make sentences according to the Example.

Example

Â<
ó
© V"
X6
1
!Tw
ˆt«¡
^#
ë §.
Tx

(1)

(2)

(3)

(4)

90
c G. Shin 2007
 
t §, !
« x Twˆt §?
« x

(5)

(6)

(7)

(8)

(9)

(10)

c G. Shin 2007 91
V 12 »
= Î

2 HOW MUCH? HOW FAR?

The following table contains basic express bus travel information, giving fares, distance and journey
times between Seoul and a number of major Korean cities. Read the table and make sentences
according to the Examples. The fares are in won, and the distances are in kilometers.


 
 j́
 P

X
"©Š—Ž
 ­ṕ
P 70,000 441 5.30

X
"©Š—Ø
 đ
I ¨ 60,000 363 4.30

X
"©Š—7
 ‰† 55,000 297 4.00

X
"©Š—7
 ½
õ 28,000 153 2.00

X
"©Š—
 õ‘
½ ¨ 37,000 233 3.30

X
"©Š—'
 H‘
: ¨ 50,000 320 4.00

X
"©Š—3
 V?
F Á
Ù 42,000 232 4.00

Examples
How much ..?: "
X©Š<
 X ... 
V" 
 2
À
 <
Wx§?

How far ..?: X©

" Š<
 X ... 
V"  
 2
À
 

× §?
éx

How long ..?: X©

" Š<
 X ... 
V" /
Æ

j́
PN ‹+
† À
ñ §?
Ox

92
c G. Shin 2007
 
t §, !
« x Twˆt §?
« x

3 Jumbled Conversation
This is a reading comprehension exercise. Following is a scrambled conversation between Ji-Su and
David. Unscramble it and write it in the space provided. Ji-Su has just met David after not seeing him
for a few days.

David: 9
õ!
½ Twˆ¥½
ü x§.
David: 3, x
6 ¦8j́
PńP<V§x.
David: 6
 1<V x§.

 ¨: §D
x ‹#
† T+N;Vx§?

 ¨: T
#  x§?
David: 3, ©
6 R
ë 61x§.

 ¨: Æ
/

õ!
½ Twˆ¥½
ü §?
x

 ¨: ˆ8
  x§?  
ˆÛÁ, ¡
í Z
ë ¡
T
ë .


 ¨: ¦8
x j́
Pń
P<Vx§.
David: 3,  
6 ˆ.Â
 .

4 Using the particle s

¦
This exercise is to help you practice using the particle s
¦. Answer B’s question in each example
positively using the particle -s
¦. Number one has been done for you.

1. A: 4
÷
 ¨p
ˆu
Ù ˆÈ
æ ¥
½ª
ü ”
 B
x§. 6. A: j
õK
B ô‘
 ¨¥
½§
ü ^#
ë §.
Tx
B: ß
ď
î ¨p
ˆx
Ù §? B: Ý
ÄK
î ô‘
 ¨p
ˆx
Ù §?
s
—,
 \
aU·
. @8
e~
> ±n´
 o).

7. A: §
Šq
 „¥ ½‘
ü ¨s
ˆ†
ë #
ÿ §.
Tx
2. A: @
 ­pˆ ẃ
Ù ‡< T¥
Q R©
ë Š<
÷ [Ž
O ­B
x§. B: H
Ä
J ¾
õvˆx
Þ §?
B: ó̈
Àt ˆ¥
ø Rv
ë ˆx
Þ §?

8. A: q
„:V
G ¥
½ª
ü ”
 B
x§.
3. A: ẃ
‡< T<
Q V¡
^
ë .P#
o §.
Tx B: 
¥
¾ßÄ
î p
ˆx
Ù §?
B: ó̈
Àt ˆ<
ø Vp
ˆx
Ù §?

4. A: ©
Â<
ó V"X$\Ü
½9
€ ½
N ¥
½B
ü §.
x 9. A: ẃ
‡< Tp
Q ¾s
¼ ˆ©
ë Š ó̈
÷ Ð# §.
Tx
B: 
<ø9
… ½
N p
ˆx
Ù §? B: D
Ž<
„ Tp
Q ¾s
¼ ˆv
ë ˆx
Þ §?

5. A: 
õ½‘
 ¨¥
R<
ë V ṕ
P< §.
V x 10. A: ©
T>
ë ¥
½‘
ü ¨sˆ†
ë #
ÿ §.
Tx
B: 
¨p
ˆx
Ù §? B: ń
P‹ ¨p
ˆx
Ù §?

c G. Shin 2007 93
V 12 »
= Î

5 Which bus goes where?

The table below lists the starting point and the terminus for a number of bus routes. Refer to it to
answer the questions that follow.

QUESTION: 83
õ!
½ Tw
ˆpˆ#
Ù T
 §?
 x
ANSWER: 83
õ!
½ Tw
ˆpˆ
Ù 
@ E
á
 x§.

T
# "
X T
# 
?

83
½
õ X©
" 
Šß½
î @
 
E
á
53
½
õ ĵ
î
܎> Ž7
µ
> s
ˆ
ë
142
õ "
½ X©Š
 7@
†q
} … Á}
N
3 ¦<
[@
O 
}
342
½
õ Žt
‚
D « 1 Sṕ
F
4 P
586
½
õ á
 Z
ûë̈
[ õ;
¾
 V7
@†q
} …
7
½
õ 
 @
E
á 
 E
á
39
½
õ ¾;
¼
p V
5ë̈
[ „B
q ‡!
‚ Tw
ˆ'N
¢R
ë
23
½
õ „
q 7ë̈
[ Ž7
µ
> s
ˆ
ë ;
V
F

1. 586
õT
½ !w
ˆpˆ#
Ù T
"X«

½ë
R¦B
x§?
2. 
E
á<V p
ˆ!
Ù Tw
ˆpˆ/
Ù Æ

õ
½ <
Vx§?
3. 39
õ!
½ Tw
ˆpˆ#
Ù T
 §?
 x
4. 23
õ!
½ Tw
ˆpˆ#
Ù T
"X#
T
 §?
 x
5. 
E
á<V p
ˆ!
Ù Tw
ˆpˆ#
Ù T
"X«

½¦RB
ë §?
x
6. 
@
E
á<V p
ˆ!
Ù Tw
ˆpˆ/
Ù Æ

õ
½ <
Vx§?
7. 586
õ!
½ Tw
ˆpˆ
Ù õ;
¾ V7
@†q
} …< §?
V x
8. 142
õ!
½ Tw
ˆpˆ#
Ù T
 §?
 x
94
c G. Shin 2007
 
t §, !
« x Twˆt §?
« x

6 THE STREET MAP

Look at the street map below and fill in the blanks. Number one has been done for you as an
example.

1. ~
³Î÷v
1 ˆv
Þ ˆŢ
Þ û s
« <
 V ó̈
Ì# x.
T§ 9. L
ôÈ
 *à
Áv
í ˆ~
Þ ³Î
÷
1 V ó̈
< Ì# §.
Tx

2. ˆ

Þ
v 
BŒ2
ƒ É<

V ó̈
Ì# x.
T§ 10.

 B
Œv
ƒ ˆC
Þ ‹9
¹ ½à
N Á
í V
<
Ì#
ó̈ §.
Tx
3. ß
½v
î ˆ~
Þ ³Î
÷
1 V ó̈
< Ì# §.
Tx
11. ˆÝ
Ù
p Ä
î E
áFW
7vˆ
Þ õ<
¾ V ó̈
Ì# §.
Tx
4. vv
ˆ
Þ Þ û¦
ˆŢ xr
»N
㠇2
é É<

V
Ì#
ó̈ x.
T§
12. "
XàÁv
í ˆC
Þ ‹9
¹ ½à
N Á
í V ó̈
< Ì# §.
Tx
5. ˆ
Þ
v ­>
Z<Tí
Q ñ<
V ó̈
Ì# §.
Tx
13. #
UŢ
ûp
ˆ
Ù ©(
N V ó̈
< Ì# §.
Tx
6. <
[
O E
áÞ
ˆv~
³1
÷Î V ó̈
< Ì# §.
Tx
14. C
V©
F Âv
ó ˆ<
Þ [
O E
á V ó̈
< Ì# x.
T§
7. ß
½v
î ˆO
Þ <
[ E
á V ó̈
< Ì# §.
Tx
15. v
ˆ
Þ ­>
Z<Tc
Q o
¬N‡2
é É<

V
8. È
*;Vó
Fˤv
ˆ<
Þ [
O E
á V ó̈
< Ì# §.
Tx Ì#
ó̈ §.
Tx

c G. Shin 2007 95
V 12 »
= Î

7 Conversation Activities
This is a conversation exercise about commuting and travelling in general. Form a small group and
practise asking and answering the following questions.

Travelling to class

©<
Â
ó V"X@†q
} …  2À
 
×éx§?
†q
}
@ …<Vpˆ#
Ù T:Ê5
 Âx§?
†q
}
@ …<Vpˆ/
Ù Æ

õ!
½ Tw ˆ/
õ
½ t«Âx§?

 2À
 <Wx§?
Â<
ó
© V"
X@ †q
} …/Æ

j́
PN‹ñ
† +
À Ox§?
¦£
x Šv
ò ˆ/
Þ Æ

<V© Â<
ó V"
X« 
½¦R†
ë #
ÿ §?
Tx
†q
}
@ …<Vpˆ/
Ù Æ

<Vs ¦<
††
} #
ÿ Tx§?
Â<
ó
© Vp
ˆ/
Ù Æ

<V¤ Š
 x§? (¤
Š
 - = to return)

Your Recent Trips

Have you taken any trips lately – local? interstate? overseas? See if you can recount the details of
the trip by using the following sentences.

1.  P ..........<
ḱ V ..........<
V
^
ë
¡ .P#
o Tx §.
2. ..........(x
ˆ)t
«¡^
ë .
P#
o §.
Tx 1. Last ...... I went to ...... (use ‘
¨¥R, days of the
ë
week, or months of the year)
3. ..........
q„¡
^
ë .
P#
o §.
Tx
2. I went there by ......
4. ..........
<V©
©
ó Š+
÷ N¢
^#
ë §.
Tx 3. I went there with ......
5. ..........
 ..........
j́
P+ÀÞ
ñ Ì#
î §.
Tx 4. I left home at ...... o’clock.

6. ..........<
V"X ..........†
#
ÿ §.
Tx 5. It took ...... hours to get to ......

6. (What did you do when you got there – did

7. ..........<
Vpˆ ..........
Ù j́
P/ó̈
À/‘¨ó̈
À you have a meal, for example?)
Ì2
ó̈ ÌT
 #x§.
7. We were there for ...... hours/days/weeks.
8. ..........<
Vp ˆ ..........ó̈
Ù ÀŽ ­'N 8. We were there from ...... to ...... (Give dates.)
..........ó̈
À 
 ó̈ Ì2 Ì#
 Tx §.
9. We left there at ...... o’clock.
9. ..........
<V ..........©
Š/¥
÷ ½
ü 10. We arrived home at ......
N¢
+ ^T
ë #x§.
10. ..........
<V©
Â<
ó V¤
Š
 .
P#
o x.
T§

96
c G. Shin 2007
 
t §, !
« x Twˆt §?
« x

8 Making Dialogue
In small groups, make a dialogue to fit the following situation.

1. You want to go to the beach tomorrow, and you want your friends to go with you. You ask them
what they’re doing, and would they like to go to the seaside.

2. They say yes, suggest you all go together, and ask if you’ve got a car.

3. You say you have, and ask whereabouts should you all meet.

4. They suggest the station, and ask where you’re planning to go.

5. You say Seaview (

Ž®) Beach is good.

6. They ask how far is it?

7. You tell them it’s twenty kilometres, and that it should take half an hour to get there.

8. They ask you what time you should leave.

9. You suggest nine o’clock, and that you’ll arrive at the beach at nine thirty.

10. Perhaps because all these details make you sound like a tour guide, they ask, as a joke, how much
the fare will be.

11. You answer twenty dollars a person!

c G. Shin 2007 97
V 13 »
= Î

13 D
‡
‚
1 Reading Practice
Read the following conversation and answer the questions that follow. In the conversation Annie and
her friend 
¥
¾ßÄ are talking about their families.
î

ß
¥
¾ Ä: 9
î ½‰
N † u¦‹¨/ Æ

6S
F < §?
Vx
Annie: u
¦‹¨63 6
S
F <Vx§. 
¥
¾ßÄ
î pˆx
Ù §?
¥

¾ßÄ: u
î ¦‹¨Ã
 6S
F <Vx§.
Annie: #
TN

q „!T q
„¦ €Š ž ó̈
Ì# §?
Tx
¥

¾ßÄ: 6
î 3, x
¦ 
, 
õ

½  
 ó̈
Ì# §.
Tx
Annie: x
¦pˆ
Ù <Xÿ
S m
®B §?
x
¥

¾ßÄ: x
î ¦pˆ
Ù <Xv
S ˆŢ
Þ û<V  §.
0x
Annie:  
ˆ8x§? 
õ

½ p
ˆx
Ù §?
¥

¾ßÄ: 
î õ

½ pˆ7
Ù @†M
} û
 < §.  
Vx ˆõ7
½ L, <


pˆŽ
Ù ­u¦4Á
N 5
; §?
Vx
Annie: 6
3, 
5;Vx§.
¥

¾ßÄ: 
î õ

½ , ¦
xpˆx
Ù §?
Annie: 2
×#
 Tx§. 4
S>
F ŽM
µ û
  
 ó̈
Ì# §. 
Tx <Xq
S „>Ž@
¹ †q
} …<
V
0x§.

QUESTIONS
1. <


pˆ9
Ù ½‰
N † /
Æ

6
S
F <
Vx§?
2. 
¥
¾ßÄ
î p
ˆ9
Ù ½‰
N † /
Æ

6
S
F <
Vx§?
3. 
¥
¾ßÄ
î p
ˆå
Ù û=
A V
9 /
Æ ó̈

Ì# §?
Tx
4. 
¥
¾ßÄ
î p
ˆx
Ù ¦
 ó̈
Ì# §? 
Tx õ

½ p
ˆx
Ù §?
5. 
¥
¾ßÄ
î p
ˆ>
Ù ŽM
µ û
  ó̈
Ì# §?
Tx
6. <


pˆŽ
Ù ­u
¦4Á
N 5
; §?
Vx
7. 
¥
¾ßÄ
î p
ˆx
Ù §?
8. <


pˆx
Ù ¦
 ó̈
Ì# §? 
Tx õ
½
p
ˆx
Ù §?
9. <


pˆ>
Ù ŽM
µ û
  ó̈
Ì# §?
Tx
10. 
¥
¾ßÄ
î Â
Ôx¦
pˆ
Ù <
Xÿ
S m
®B x? 
§ õ

½ p
ˆx
Ù §?
11. <


ÂÔ>
ŽM
µ ûv
 ˆ
Þ <
Xÿ
S m
®B x?
§

98
c G. Shin 2007
 D
‡
‚

2 The Family Tree

Look at this family tree and describe the relationship between the pairs of people that follow.

Example
ÄÈ
î
ß —¶
ÞÈ
Ä  =⇒ —·
s
 _
@>
U —·
@q
@sS
 Cn
o).

1. 
ÜÄ=
î —Þ
 ÄÈ
¶ 
2. 8
OC
F ¶ —
Ž ¨È

3. r
õ
¼ ¨—ß
ÄÈ
î 
4. Þ
ÄÈ
¶ —
¨È

5. r
õ
¼ ¨—8
OC
F Ž
¶ 
6. 
¨È
—Þ
ÄÈ
¶ 
7. Ä
%ÜÄC
î ‡
µ —
¨È

8. Ä
%ÜÄC
î ‡
µ —8
OC
F Ž
¶ 
9. 
ÜÄ=
î —Ä
 %ÜÄC
î ‡
µ 
10. Ä
%ÜÄC
î ‡
µ —r
õ
¼ ¨
11. 
¨È
—8
OC
F Ž
¶ 
12. ß
ÄÈ
î —ß
ď
î ¨
13. Þ
ÄÈ
¶ —8
OC
F Ž
¶ 
14. r
õ
¼ ¨—
¨È

15. ß
ÄÈ
î —r
õ
¼ ¨
16. ß
ď
î ¨—r
õ
¼ ¨
17. ß
ď
î ¨—Þ
ÄÈ
¶ 
18. r
õ
¼ ¨—ß
ď
î ¨

c G. Shin 2007 99
V 13 »
= Î

3 How long since ...?

Transform the following sentences according to the Example. In this Example we are assuming that
the conversation took place in 2003.
Example

3
Á
N ¥
¾MûÂ
 Ô° Rv
ë ˆ 1988ç
Þ ¾<
 V@ # T¢ ^#
ë Tx§. _
ƒ
D S_
 ˜q
 @- bn

C  n Rx
 C 15 Sn
 C& ’n
# o).
=⇒
Mr Kim’s daughter was born in 1988. Mr Kim’s daughter was born ten years ago.

1. ß
ď
î ˆ 1985<
¨p
Ù V"X©
Št
 «
.
PT
o §.
#x

2. 9
Á¾
N ¥M
ûv
 ˆ 1982ç
Þ ¾<
 V+
ò
À|
Ƞ#
ÿ x.
T§

3. ®
‰N

" Ù
ˆp 1979ç
¾<
 V¤
Š
 Þ
ÌT
î §.
#x

4.  
ˆ ˆ 2000ç
p
Ù ¾<
 VD
‡2
„ Ì#
 §.
Tx

5. $
\pˆ 1990ç
Ù <
¾ V ẃ
‡< T<
Q V¡
^
ë .
P#
o §.
Tx

6. ß
ď
î ¨
ÂÜÄÈ
î ˆ 1993ç
p
Ù ¾<
 V:
O|
G 
»÷
Š #
©†
ÿ §.
Tx

7. $
\pˆ 2002ç
Ù ¾<
 V ẃ
‡< T¥
Q R<
ë [Ž
O ­¥
½
ü ;
O†
F #
ÿ §.
Tx

8. q́
P ¥
¾Mûv
 ˆ 1999ç
Þ ¾<
 V~
³‘¨<
V.PT
o §.
#x

9. $
\pˆ 1998ç
Ù ¾<
 V;
 ¥
½§
ü ^#
ë §.
Tx

10. $
\pˆ 2001ç
Ù ¾<
 V ẃ
‡< T<
Q V,
…T
¤ §.
#x

11. ß
ď
î ˆ 1990ç
¨p
Ù ¾<
 ¨
V E
áxˆt
«
¡^#
ë §.
Tx

12. $
\pˆ 1997ç
Ù ¾<
 Vq
õs
¼ ¦<
V¡^
ë .
PT
o §.
#x

13. $
\pˆ 1992<
Ù Vs
ˆ
t
«
.P#
o §.
Tx

14. ß
ď
î ¨Â
ÜÄÈ
î ˆ 2000ç
p
Ù ¾<
 V<
qõ
¼ “
º#
p §.
Tx

100
c G. Shin 2007
 D
‡
‚

4 Particles
Choose the appropriate particle from the following list and write it in the blank spaces in the
sentences below.

(<
V)"
XŽ N (x
­' ˆ)t
« (x
ˆ)t
«B"
X /
 
 Ž
­'N
V
< VX
< " /»
 Πˆ/p
Þ
v ©/¥
ˆ ÷
Ù Š ½ Â
ü Ô

1. q
„u¦..... 
! ..... Š
T ž
..... #
U>ŽM
µ û
 <
Vx§.
2. \
d
B'HG
: ½
J¤Š..... Ø
÷ đ
I ¨..... ­
Žṕ
P..... "
X©Š..... 
 ..... #
UŢ #
û..... †
ÿ §.
Tx
3. ˆ
 Â<Tu
Q ˆ4
ó Á..... ó̈
N Àt ˆ¼
ø s‰
õ †..... ó̈
Àt ˆ9
ø ½5
N V..... w
F ˆ


.....
½2
í
Ü ÌT
 §.
#x
4. 6
1sõ†
¼ ‰..... 
<ø
… 
<
T@
Q †M
} û..... ß
 ½..... 18
î õ!
½ ˆ..... 
Tw x§.
5. >
ŽM
µ û..... 
 Ã
 ..... <
[
O á..... s
E õ‰
¼ †..... ń
P¢ ^#
ë §.
Tx
6. 1
ý
À: P p
Oṕ
F ˆ!
Ù ˆ..... U
Tw #Ã
 ..... ß
½ ë̈
î 
[..... «
½¦RB
ë §.
x
7. u
ˆ4
ó Á..... 
N ©(N
µÃ..... P;

V..... §
j́F ^#
ë §.
Tx
8. 
! ..... x
T ¦£Š
ò ø..... <
<
… [@
O ..... #
} U..... !
Twˆ..... .
P#
o §.
Tx
9. Â
®" ..... #
‰N
..... #
TN
TN

< §.
Wx
10. 
u¦..... # ..... 
TN
õ

½ ..... #
U>ŽM
µ û
 <
Vx§.
11. $
\..... #
T=V8
S ó̈
F À< Y
O ..... 2
À

..... ©
Â..... ẃ
ó ‡< T#
Q T..... <
[Ž
O ­†
#
ÿ §.
Tx
12. $
\..... 
# O..... C
ú6
F ‹9
¹ ½..... ©
N RÜ
ë ½#
í §.
Tx
13. 
ḱ
P‘ R..... 3
¨¥
ë Áq
N …
¨4Á..... @
N †M
} û¤
 Š..... 
÷ ..... ṕ ^#
P..... ¡
ë §.
Tx
14. @
†M
} û¤
 Š..... à
÷ Á9
í Á
N j́
P..... s
¦" B..... ẃ
d
X\ ‡< T¥
Q R..... 
ë ¾
õBŒB
† §.
x
15. ®
‰
" !
T..... 
! ..... 
T !T
< §.
Wx

c G. Shin 2007 101
V 13 »
= Î

5 Vocabulary Exercise
Here are three columns containing items of vocabulary. Your task is to write the columns again,
placing the words from the same category on the same line. Number 1 is done for you.

A B C A B C

1. <
 ø
… ‰6
„
B O
F õ

½
  1. n‘
ƒ
D }
ƒ_
ƒ
D 
x G


2. ©
 
Š Á9
í
à Á
N 
 2.

3. Ä
î
Ý T
ë
©  …»
q ÎX
" 3.

4. ¦¡
} ˆ ‡
ŕ ‹
µ
A 4.

5. 
5 ˆ
æ
p õ¦
¼
q s 5.

6. 
8Á¦
N T
ë é
×  Á
Õ
G 6.

7. ¦s
} ¦ ˆ
ë
s \Ü
$ ½
€ 7.

8. ¾s
¼
p ˆ
ë Šq

§ „ P‹
ń¨ 8.

9. ž

Š  ‡ó̈
µ
> À s
}
< ˆ
ë 9.

10. 6
 S
F 
: ú6

# O
F 10.

11. 
N
 ©
Š
÷ Ž
µ
> 11.

12. Ô
  ‡
·
A „:
q V
G  12.

13. 
­>Z<
T
Q ¦
x õ
 ½
 13.

14. 
Ţ
û T;
S
< V
F 
: 14.

15. S
F
4 
W
¢ Ý
Ä
î E
á 15.

102
c G. Shin 2007
 D
‡
‚

6 Conversation: the Family (1)

Form yourselves into groups, designate who will be @ †M
} û #1, #2, #3, #4, and then fill in the

questionnaire sheet about family members below. Mark the appropriate boxes with ticks and crosses.
Remember that this is not just an automatic tick-off exercise, but a real-life conversation activity.
This means that you should take into account what you can see and what you may already know about
the members of your group. It wouldn’t be appropriate, for example, to ask young undergraduates if
they have children, and so on.
The types of questions you will need to ask are:

You ask: A
å=
û V9 ó̈
Ì# §?
Tx
Your partner answers: 6
3, ¤

Š ó̈
Ì# §.
Tx
You then ask: #
U>Ž
µ M
û < §? 4
Vx S>
F ŽM
µ û
 <
Vx§?, and so on

†M
}
@ û#1
 †M
}
@ û#2
 †M
}
@ û#3
 †M
}
@ û#4



½
õ 
ž

Š 
¦
x 
A
û
å
S>
F
4 Žû
µ M

U>
# Žû
µ M

‰
"
® !T
‰N

"
® 
¤
 Š
÷
u
 ¦
„u
q ¦
ˆ
Ù
y !T
Ov
F
; ˆ
Þ !T
Â
9Sx
F »
ý

Finally, sum up the family composition of your conversation partners with the following sentence
pattern
...
pˆŠ
Ù ž

 ¤

Š ó̈
Ì# §. å
Tx ûs
A ¦

 ó̈
Ì# §.  
Tx ˆq
„>ŽM
µ ûs
 ¦


Ì#
ó̈ Tx§.
(“... has two older sisters, an older brother, and a younger brother.”)

c G. Shin 2007 103
V 13 »
= Î

7 Conversation: the Family (2)

This is a group conversation activity. Form a small group and practice asking and answering the
following questions.

•
?¾
Ù #
T:Ê5
 ×
éx§?
•/
Æç

¾<
 V@
#T¢
^#
ë §?
Tx
•#
T"
X@#
T¢^#
ë §?
Tx
•#
T"
X¤
^#
ë §?
Tx
•Ž
­u¦4
Á
N 5
; §?
Vx
•Ž
­u¦4
Áv
N ˆ#
Þ T
"X
Þ
ÌT
î §?
#x
•Ž
­u¦4
Áv
N ˆ#
Þ T
<V
; §?
Vx
•#
Ut
«
vˆ
ø 2
À
 

Ҽ#
p §? or
Tx
õ=
½
 V#
Ut
«
.P#
o §?
Tx
•å
û=
A V
9 ó̈
Ì# §?
Tx
•+
ò
À|
ȠT
ÿ §?
#x
•+
ò
À| ‡
»ẃ 2
À
 

Ҽ#
p x?
T§
•
 ó̈
Ì# §?
Tx

As an extension exercise, think of a family member and answer the above questions from his/her
point of view. For example, if you choose your mother:
“=
V?
¾v
Ù ˆ MARY<
Þ Wx§. 1949ç
¾<
 V@
#T¢
^#
ë §.”
Tx
and so on.

104
c G. Shin 2007
 D
‡
‚

8 How long has it been ...?

This is a group discussion activity. Form a small group with your colleagues and ask questions
according to the Example.
Example

Question:ẃQ
‡< T¥ R<
ë [Ž
O ­¥
½
ü ; ‡
Oẃ
F 2 À
 
“ º#
p Tx §?
How long since you started studying Korean?
Response: ¹
R
 I

- A
b ™,
 H8
eZ
> CF }

¹Rx
 C¹ R#
 bn

C& ’n
# o ).
It’s been a month since I started studying Korean.

Now try the following questions. Remember that some of them may not be entirely appropriate to
your group.

1. ẃ
‡< TC
Q ‹9
¹ ½©
N ŠÜ
÷ ½#
í Tt
ˆ
ø  ...

2. =
ó̈
Ìp ˆß
Ù ÄÈ
î *¥
½t
ü ˆ
ø  ...

3. Â
<T<
Q Vt
ˆ
ø  ...

4. ẃ
‡< TC
Q ‹9
¹ ½à
N Á<
í V"
X9½
N ẃ
‡  ...

5. 
@†q
} …¥
½
ü k
¾
¼  ...

6. ẃ
‡< T#
Q TB
‡=
„ V¥
ü ‡
½ ẃ  ...

7. 
<
Vt
ˆ
ø  ...

8. ẃ
‡< T
Q 6
S©
F Š ń
÷ Pḱ  ...
P

9. \
d
B'H#
: UŢ
û© ‡
Š ẃ
÷  ...

10. 
õ
¾ ¥
½€
ü ˆ
Ù  ...

11. 
<X©
S Âx
ó ˆt
«
vˆ
ø  ...

12. Ţ
ø! T¥
½Ü
ü ½#
í Tt
ˆ
ø  ...

13. CD¥ P
½ ṕ
ü  ...

14. =
ó̈
Ìp ˆ­
Ù TB
ë Ž©
‚ Š¤
÷ Š#
÷ Tt
ˆ
ø  ...

15. 
lU<
> Vt
ˆ
ø  ...

c G. Shin 2007 105
V 13 »
= Î

9 Word Square
Including repetitions, the word square below contains twenty-seven words relating to family
relationships. Can you find them?

A
û
å "
‰
® T
# Ä
î
Ý S
F
4 Ž
µ
> M
û
 ­
Ž



 N K
ô
 
 
 ¥

¾ ¦
u


 9
 




9 Š
÷
¤ R
ë
° Á
N
4

Š
ž P̧
ô P
ṕ 
 Ž
µ
> M
û
 A
û
å V
=

 
 V
; 1
6 
 ½

õ 

³
~

x
¦ 
 T
! O
F
: ¦
u 
 Š
÷
¤ Á
N
4

>
Ž
µ ;
V
F œ
w 
 S
F
4 ¾

õ 
 
9

M

û ‹
¨ „
q 
ú
# "
‰
® 
 T
! 


9
S
F x
»
ý ¦
u Á
N
4 ¦
u ­
Ž ¦
y 

106
c G. Shin 2007
 D
‡
‚

10 I’d like to introduce ...

We did a conversation exercise in the above, in which you exchanged personal information with each
other, asking questions such as

• /ç
Æ

¾<
 V@ #
T¢^#
ë Tx§?
• T
# "X@#T¢^#
ë §?
Tx
• T
# "X¤^#
ë Tx§?
• ­u
Ž ¦4Ás
N ¦ " XÞÌ#
î §?
Tx
• <
 X#
S T"X;Vx§?
• Ut
# «vˆ
ø 2 À
 

“ º#
p §?
Tx
• û=
A
å V
9 ó̈Ì# §?
Tx

Now we’re inviting you to introduce one of your colleagues to the class on the basis of the
information gained during that exercise, and to help you we’ve set out a standard format below. Where
the format doesn’t fit the case of the person whom you’re introducing, you’ll need to improvise.
Note that this is a formal situation, and so we use formal language.

#
U Në t, ....................
ˆ ¥½w
ü œ5  ÃÌB
% Œ

†  .
....................
pˆ ....................<
Ù V"X@# T¢ ^B
ë Œ

†  .  ˆq„
....................<
V" X ¤ ^B
ë Œ
†
 . " X@ †q
} …s ¦ Ü ÌB
€ Œ

† .
<
 X ....................<
S V" X§ T

ë  . Ž­u¦4Á
N q „¡ Z
ë § T

ë .
....................
pˆå
Ù û=
A V9  ± ú ó̈
 ÌBŒ

†  . 4 S>
F ŽM
µ û
 ¤ Š,

U>
# ŽM
µ û
  
 ó̈
ÌB Œ

†  .
....................
pˆ
Ù } @q
† …< V k ¾
¼  ....................ç
¾
 
ì2
½ ÌB
 Œ

†  . ẃ ‡<T#
Q T< [Ž
O ­¥ ½
ü ; Oẃ
F ‡pˆ ....................ç
Ù ¾
 
ì2
½ ÌB
 Œ

†  .  ;½v
N ˆ ẃ
Þ ‡< T<
Q Vs À,
ø …B
¤ Œ

†  .

 ‘I propose to introduce ...’

c G. Shin 2007 107
V 14 »
= Î

14 ½
<
õ [
O ó
ê< §?
Wx
1 I’m going to ...
What are you going to do tomorrow, next week, next year? Look at the time words at the beginning
of the following sentences and complete them accordingly using -(x
ˆ)< Wx§.

1. x
¦£Šv
ò ˆ
Þ

2. x
¦£Š$
ò \Ü
½<
€ Vp
ˆ
Ù

3. 6
1ó̈
Àvˆ
Þ

4. 
õ‘
½ ¨ë
¥<
R Vp
ˆ
Ù

5. 
C‹‘
¹ ¨
m
®x§ó̈
À< Vp
ˆ
Ù

6. 
C‹‘
¹ ¨È
*x§ó̈
À< Vp
ˆ
Ù

7. 
C‹‘
¹ ¨¥
R<
ë Vp
ˆ
Ù

8. <
Xç
S ¾ 10
 m
®<Vp
ˆ
Ù

9. <
Xç
S ¾ 12
 m
®<Vp
ˆ
Ù

10. 6
1ç¾<
 VÙ
ˆ
p

11. 6
1ç¾ 3
 m<
® Vp
ˆ
Ù

88
c G. Shin 2003
 ½

õ<[
O ó
ê< §?
Wx

2 I want to do ...
Look at the picture cues below and make sentences using -q
㤃#
ó §. Number 1 has been done for
Tx
you.

1 2

e

M
- C8
eG
>

A _
«n
D o
).
3 4

5 6

7 8

9 10

c G. Shin 2003 89
V 14 »
= Î

3 He/She wants to do ...

Do the same as above. However, this time we are talking about someone else’s wants, and thus we
make sentences using -q
㤃#
ó TB
x §. Number 1 has been done for you.

1 2

e

M
- C8
eG
>

A _
«n
D ´
)o.
3 4

5 6

7 8

9 10

90
c G. Shin 2003
 ½

õ<[
O ó
ê< §?
Wx

4 THE OVERSEAS STUDENTS

This is a reading comprehension exercise. The table below gives five different categories of
information about five Korean students who are planning to study overseas. The five categories are 1)
the country in which they’re going to study, 2) their study major, 3) their home town in Korea, 4) the
major foreign language they speak, and 5) the university they attend in Korea. Your task is to consult
the table and the information it contains in order to fill in the blanks in the sentences that follow.
Example
úG

' J@
†M
} ûv
 ˆ ..........<
Þ V"X<
[Ž
O ­"
® <
‰ Wx§. −→ ‚
‘
¹
F_

˜t
 U<
> C
In
- Z
™H
 ,¹ o
b n

).

1. '
G
ú J@
†
} Mv
û ˆ ..........<
Þ V"X
†M
}
@ û1
 †M
}
@ û2
 †M
}
@ û3
 @M
†
} û4
 †M
}
@ û5
 [Ž
O
< ­®
‰ <
" Wx§.

2. 
¤G
Š J@
†M
} ûv
 ˆ ..........<
Þ V"X
P#
o
. §.
Tx
<
 T
Q Ä<
î
ß T
Q ³‘
~ ¨ ń
7 P Àt
ó̈ ˆ
ø
3. 
ÃG
 J@†M
} ûv
 ˆ ...........¥
Þ ½
ü

 §.
0x

4. ±
úG
 J@
†M
} ûv
 ˆ ...........¥
Þ ½B
ü §.
x
Ô@
 †
} Ä
I
ØßÄ@
î † ß
} Äs
î ˆ@
ë †
} [@
O
< †
} Ä=
I
Ø V@
†
}
5. 
aG
à J@
†M
} ûv
 ˆ ...........©
Þ Š
÷ ½
õ<[®
O "
‰
< §.
Wx

6. a
ÃG
 J@
†M
} ûv
 ˆ ..........¥
Þ ½B
ü §.
x
‰
7 † 
7 ½
õ ­ṕ
Ž P H‘
:
' ¨ X©
" 
Š
7. ±
úG
 J@
†M
} ûv
 ˆ ...........¥
Þ ½
ü 
0x§.

8. '
G
ú J@
†M
} ûv
 ˆ ...........<
Þ V"X
P#
o
. §.
Tx
Ä#
î
ß T ‡#
µ
> T Š#

§ T Ž#
„
D T À#
ó̈ T
9. 
ÃG
 J@
†M
} ûv
 ˆ ..........<
Þ V"X
[Ž
O
< ­®
‰ <
" Wx§.

10. 
¤G
Š J@
†M
} ûv
 ˆ ...........©
Þ Š
÷ ½
õ<[®
O "
‰
„7
q  õ7
¾
  X©
" Š7
  X
"3V7
F  Ž
­ṕ
P7 < §.
Wx

11. 
7½
õ@†M
} ûv
 ˆ ...........<
Þ V"X
[Ž
O
< ­®‰ <
" Wx§.

12. "
X3V7
F @
†M
} ûv
 ˆ ...........<
Þ V"X<
[Ž
O ­®
‰ <
" Wx§.

13. "
X
Š©7
@†M
} ûv
 ˆ ...........<
Þ V"X<
[Ž
O ­®
‰ <
" Wx§.

14. 7
‰†@
†
} Mv
û ˆ ...........©
Þ Š
÷ ½
õ<["
O‰® <
Wx§.

15. "
X
Š©@
†
} Mv
û ˆ ...........¥
Þ ½B
ü §.
x

16. "
X
Š©@
†
} Mv
û ˆ ...........¥
Þ ½
ü 
0x§.

c G. Shin 2003 91
V 14 »
= Î

5 QUESTIONNAIRE: SCHOOLDAYS
Below is a questionnaire about the things you liked and didn’t like when you were at primary and
secondary school. Form a small group and ask each other the questions below.

z
«>Ž@
¹ †q
} …

•/§
Æ

RD
ë Jz«>Ž@
¹ †q
} …<
V¤ ŠT
÷ #¡^#
ë §?
Tx
•Tr
# ˆz«¹>@
Ž †q
} …¥
½
ü ÜÌ#
€ T§x?
•†q
}
@ … T#ˆ#
 Tx§? =
ó̈
Ì2Ì#
 §?
Tx
•†M
}
@ û
 ¥aë̈
ë ^#Tx§? /
ÆÜ

Ä
î 2
Ì#
 Tx§?
•Â
<T#
Q T¥½:
ü º#
q Tx§?
•†q
}
@ …pˆ#
Ù T:Ê5
 ÜÌ#
€ Tx§? !
Twˆt«Ü
Ì#
€ §? 
Tx 

¾
õ+À#
ñ T"
X
Ü
 Ì#
€ Tx§?
•©
Â<
ó V"X@†q
} …2À
 
+ÀÞ
ñ Ì#
î §?
Tx
•8
V@
F †D
} Jpˆ
Ù ¨
ú©
# Š†
÷ #
ÿ §?
Tx
(D
Ž)q
„ „>Ž@
¹ †q
} …

•(D
Ž)q
„ „>Ž@
¹ †q
} …pˆ
Ù õ=
½ VÜÌ#
€ Tx§?
•Tr
# ˆ (DŽ)q
„ „>Ž@
¹ †q
} …¥½
ü ̀#
Ü Tx§?
•†q
}
@ … T #ˆ#
 Tx§? =
 ó̈
Ì2Ì#
 §?
Tx
•†M
}
@ û
 ¥aë̈
ë ^#Tx§? /
ÆÜ

Ä
î 2Ì#
 §?
Tx
•¾M
¥
 û4
 Á¤
N Š
÷ ©R t
ë ˆá#
A Tx§?
•Â
< T#
Q T¥½:
ü º#
q Tx§?
•‡@
ẃ †<
} V/ Æ»

Î@‡<
µ [Ž
O ­†#
ÿ Tx§?
•¨u
 ˆ»
Ù Î@‡©
µ Š§
÷ Ö#
ó T†
#
ÿ Tx§?
•¨u
 ˆ»
Ù Î@‡©
µ Šª
÷ ”
 †
#
ÿ Tx§?
•†q
}
@ …pˆ#
Ù T:Ê5
 ÜÌ#
€ Tx§? !Twˆt
«ÜÌ#
€ §? 
Tx 

¾
õ+À#
ñ T"
X
Ü
 Ì#
€ T§x?
•©
Â<
ó V"X@†q
} …  2À
 
Ҽ#
p §?
Tx
•8
V@
F †D
} Jpˆ
Ù ¨
ú©
# Š†
÷ #
ÿ x?
T§

92
c G. Shin 2003
 ½

õ<[
O ó
ê< §?
Wx

6 QUESTIONNAIRE: UNIVERSITY
Below is a questionnaire relating to university life, the courses you’re doing/have done, and
graduation. As in the previous Activity, form a small group and ask each other questions as follows.
Remember that not all of them may be appropriate to the members of your group.

• =
½
õ V ó̈
Â@ ††
} #
ÿ §?
Tx
• @
7 †q
} …<V"X< [Ž
O ­
 # TDJx§? =
 ó̈
Ì# §?
Tx
• ½

õ<[
O óê<Wx§?
• 
 ½
õ}@<
† V ¨uˆ»
Ù Î@
‡÷
µ Š
©¤Šx
÷ ˆ;Vx§?
• ¨u
 ˆ»
Ù Î@‡
µ # TOöx§?
• ¨u
 ˆ»
Ù Î@‡
µ õ íöx§?
• ḱ
 P}@<
† V ¨uˆ»
Ù Î@
‡©
µ Š¤
÷ Š2
÷ Ì#
 Tx§?
• Äà
¶
Þ ½v
í ˆ#
Þ Tˆ #
 Tx§?
• @
7 †q
} …<V ó̈
Â@†
}  õV
½ <óê†#
ÿ Tx§?
• <
 XŽ
S ­u¦4Á»
N Ρ Z
ë §R
ë x§? 

õ B
¾ ‡
„ <
V"X§R
ë §?
x
• t
 ˆ|ˆ¥½B
ü x§? 
¨uˆ
Ù t
ˆ|ˆ¥
½B
ü §?
x
• 
Š2
ª Âv
 ˆ
Þ õ=
½ V® ‰ <
" §?
Wx
• 
Š2
ª ‡–
Âẃ
 µ<Vÿ m
®® ‰ <
" Wx§? Â
<T<
Q V#
UŢ
û©Š¡
÷ R <
ë Wx§? ø
;½©
N Š
÷
‰ <
"
® Wx§?

c G. Shin 2003 93
V 14 »
= Î

7 WHAT DID YOU DO YESTERDAY?

This is a questionnaire exercise. Firstly, write a list of up to nine activities that comprised your daily
routine yesterday. They can be any things, and they needn’t be consecutive actions.
Next, form a group of three students, and exchange information on what you all did, linking the
different actions using VST -   õ<
½ V or VST - (v ˆ) 
Þ C‹<
¹ V as appropriate.
Yourself Partner 1 Partner 2

1.

2.

3.

4.

5.

6.

7.

8.

9.

94
c G. Shin 2003
 ½

õ<[
O ó
ê< §?
Wx

8 I WANT TO ...
This is a questionnaire activity to help you to express your likes and dislikes. Form a small
discussion group and ask each other questions that follow from the cue words below. You may have to
use your imagination to ask interesting and meaningful questions, AND DON’T FORGET TO ASK
FOLLOW-UP QUESTIONS!

Example
Cue word ẃQ
‡<T
Question R
¹
 In
- 

_ «n
D o)?
Responses ,

 _«n
D o
). or 
ed
= o
). s
R
 _

«n
D o
).
And when you finish, relate to the class how the other members of your group responded as follows:

Example
...
pˆ ẃ
Ù ‡< T<
Q V q
㤃#
ó TB
x§.
†M
}
@ û1
 †M
}
@ û2
 †M
}
@ û3
 †M
}
@ û4
 †M
}
@ û5

‡<
ẃ T
Q
1ç
6 ¾<
 V
‡<
ẃ T#
Q T
>
 Ž
µ 
Šq

§ „
‡<
ẃ TC
Q ‹N
¹½9à
Á
í
t
 ˆ
|
ˆ
å
 Z
ø
¨¥
‘ R<
ë V
U
# s
õ†
¼ ‰/4
S
F s
õ‰
¼ †
‰N

"
® 
®.
 Â


c G. Shin 2003 95
V 14 »
= Î

9 At parties ...
See how many different activities you can think of for each of the following situations.

Example

AT PARTIES, I ...
Response
e
a
-  <Z
C
‘
S
E ,$
e
> n
Cn  ´

C t…_
> G
D A
Gn
o
).

Now try these. To help you along, here’s a checklist drawn from the verbs you’ve had to date:

- v ¦- <Ž
[
O ­ - †Ø
‰ Ä
I - Š-

£ ˆ©
ø
q Š0
÷ À-
 ‰-
¹
> 
 -
ń-
P
P¤
ń Š-
÷ ½-
í
Ü ÜT
½
í ¦-
#v :
 ­- ¦-
v -
 R-
ë
§
‡=
B
„ V - ;
 O
F - ½
N
9  - ˆ-
¤ ˆ>
ë
v Ž
µ - 
  - À#
ó̈ -
T
Ð-
ó̈

¾B
õ Œ
† - S
F
; - õÈ
½
 * - ¨‘- ¨s
‘ ˆ
ë - -

1. ON WEEKENDS, I ... 2. AT A RESTAURANT, I ...

3. EVERY MORNING BEFORE GOING OUT, I ...

4. AT THE PARK, I ... 5. IN THE CLASSROOM, WE ...

96
c G. Shin 2003
 ½

õ<[
O ó
ê< §?
Wx

10 The looong sentence ...

Look at the pictures in the box below and carry on the chain sentence. Use -
q„ where the item, ie
the ‘name’ of the item, ends in a consonant, and -q
„ where the item ends in a vowel.

G
ú
' Jª Šc
 o
¬N‡v
é ˆ .......... (
Þ )q
„, v ˆ7
ë Lp ˆ .......... (
Ù )q
„, x
¦r»N
㠇v
é ˆ
Þ
.......... (
)q
„, ¤
ŠG
 Jª Šc
 o
¬N‡v
é ˆ .......... (
Þ )q„, and so on.

Language Note:
Á = box, container; ¦
Õ
G 
ŠGÁ = water bucket; 
Õ õÈ
½ * = telephone; - = device, machine

c G. Shin 2003 97
V 14 »
= Î

11 I want to do ..., but ...

Join the following sentences using - P, as shown in the example.
ń

Example
T#
ẃQ
‡< T<
[Ž
O ­¥½¥
ü a
ë  q
„ −→ ¹
R
 In
- 
™H
 ,8eA
> Zn

C ´


É#
ó
§ §. 
Tx j́
P2
×#
 §.
Tx «x
_
D CA
RZ
 CRn
 Cs‹n
o
).
I want to learn English properly but I don’t have the time.

1. ẃ
‡< T<
Q V q
㤃#
ó §. q
Tx ˆ
ø 2
×#
 §.
Tx

2. ẃ
‡< T#
Q T¥
½©
ü R
ë q
㤃#
ó x. D
T§ ‹#
‚ T
Oö §.
x

3. 
lU<
> V q
㤃2
ó Ì#
 §. 
Tx / ­
¨’ º#
q §.
Tx

4. 
<

pˆ
Ù <
V q
„ó§#
É T†
#
ÿ §. <
Tx 

4S
F s
õ‰
¼ †p
ˆ q́
Ù P
q„§
ÉT
ó #†#
ÿ §.
Tx

5. s
õ‰
¼ †©
Â<
ó V
õÈ
½ ½
*¥
ü q
㤃#
ó §. 
Tx õÈ
½ õ~
*
½ ³¥
½:
ü Å#
N T!
TÞÌ#
î §.
Tx

6. 
xȌ
ý A
ûvˆ7
Þ †
@
} E
á<V q
㤃#
ó T†
#
ÿ §. Þ
Tx Äà
¶ ½
í  q́
Pª 
”ë̈
^# §.
Tx

7. „
qu¦Ž
­Ùp7
ˆ @
†q
} …D JÂÔ@†©
} Š
÷ ½
õ<[
O q
㤃#
ó T†
#
ÿ §.  
Tx ˆ4V
G
Äß
I
Ø Ä@
î †©
} Š
÷ ½
õ<[†
O #
ÿ §.
Tx

8. 
¥
¾ßÄ
î ü
¥ ń
½ P
q
㤃#
ó §. 
Tx <XÂ
S T<
<
Q V ó̈
Ì# §.
Tx

9. ¨
‘¥R<
ë Vsõ‰
¼ †
q„¡
Z
ë <
T;
S V<
F V q
㤃#
ó §. 
Tx m
®x§ó̈
À< V ẃ
‡< T#
Q T
å
 Z
ø©ŠÀ
÷ x§.

10. Î
÷8
1 R
½
õ©Šv
÷ ¦q
㤃#
ó §. B
Tx ‡=
„ V ¥
a
ë §.
x

98
c G. Shin 2003
V 15 »
= Î

15 ‰
 †®
"
‰ª
Š ë̈
R §?
x
1 Do you know how to ...? (1)
Look at the picture cues below and make sentences using -(x
ˆ) ª

Š ë̈
R §? Number 1 has been
x
done for you.

1 2 3


¥
F ,‘
c
D es
- bno

)?
4 5 6

7 8 9

10 11 12

98
c G. Shin 2003
 ‰
 †®
"
‰ª
Š ë̈
R §?
x

2 Do you know how to ...? (2)

Do the same as for the previous exercise.

1 2 3

4 5 6

7 8 9

c G. Shin 2003 99
V 15 »
= Î

3 Do you do ...?
Look at the picture cues below again and make sentences, this time, using - T/· · ·B
/# x§ ending.
(You can use -(x
ˆ);Vx§ ending if you wish to sound more polite.) Number 1 has been done for you.

1. 2. 3.

F
¥

,Œ
o)?
4. 5. 6.

7. 8. 9.

10. 11. 12.

13. 14. 15.

16. 17. 18.

19. 20. 21.

100
c G. Shin 2003
 ‰
 †®
"
‰ª
Š ë̈
R §?
x

4 Conversation Exercise
Do the previous exercise again, but this time in pairs. One person (A) asks a question, and the other
(B) provides an answer. For various ways of formulating your answers, see Page 88 in the Textbook.

1. 2. 3.

A: A: A:

B: B: B:

4. 5. 6.

A: A: A:

B: B: B:

7. 8. 9.

A: A: A:

B: B: B:

10. 11. 12.

A: A: A:

B: B: B:

13. 14. 15.

A: A: A:

B: B: B:

16. 17. 18.

A: A: A:

B: B: B:

19. 20. 21.

A: A: A:

B: B: B:

c G. Shin 2003 101
V 15 »
= Î

5 Have you been to ...?

Look at the picture cues below, formulate appropriate questions and respond as in the Example. You
should give real-life answers based on your actual experience.

Example
Question ¹
R
 In
-  ’n
N
 o)?
Responses 
, ’n
N
 o
). or n
Co, n}
GB
D ‘
 ’n
N
 o
).
1 2 3

4 5 6

7 8 9

10 11 12

102
c G. Shin 2003
 ‰
 †®
"
‰ª
Š ë̈
R §?
x

6 WORD SQUARE
Including repetitions, the word square below contains eighteen words relating to sports, hobbies and
pastimes. Can you find them?

O
F
> †
‰ V
F
; R
@ ]
ë
¢ ‡
µ
> X
"

ˆ
ë
v 
 ¨
‹ 

[
O
< 
 Á
N
6


 †
‰ ¦
s ˆ
w 

E

á ?
¾
Ù

­
 

¬ 1
6 
 ¨
 ½
í
Û 


¢̧ P
ṕ ­
” Ä
î
ß  Ä
î
ß ˆ
¡

¨
 Ž
¹
> 
: º
×
E Z
> ¦
y 


Â
ó
© T
# P
ṕ †
‰ ‡
Ç V
F
9 µ
Ã

c G. Shin 2003 103
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= Î

7 Crossword
Try this crossword.

1 2 3 4 5

6 7

8 9 10

11

12 13 14

15

16

17 18

ACROSS
2 stamp collecting 6 boxing 7 waves (cf
surfing) 8 India 9 interesting = ···
11 Teacher! 12 professor 14 husband
15 grandfather 17 No, ... (it isn’t.)
18 bicycle
DOWN
1 Taekwondo Competitor 3 ticket counter
4 Capital City 5 house 10 opposite
12 Education (as a subject of study) 13 father
15 grandmother 16 am (morning)

104
c G. Shin 2003
 ‰
 †®
"
‰ª
Š ë̈
R §?
x

8 What did you do?

Look at the following pairs of pictures, and make one sentence for each pair as shown in the
example. Translate the sentence into English as well.

Example
Question: ê†
ó #
ÿ §?
Tx

Cue:

Your Response: ™H

 ,¹ R t
 …n
> ¹ F


(n  ’n

o ).
Translation: She studied and after that she went to school.

1. 5.

2. 6.

3. 7.

4. 8.

Language Notes: • ó̈
À - = work; • 
õ
¾ ¥
½¤
ü ˆ- = write a letter • p
¾s
¼ ˆ©
ë Ð- = read a newspaper;
Š ó̈
÷
•C
‹:
¹ O©
F Š>
÷ ‰- = listen to music;
¹

c G. Shin 2003 105
V 15 »
= Î

9 What did you do?

Look at the following pairs of pictures, and make one sentence for each pair as shown in the
example. Translate the sentence into English as well.

Example
Question: ê†
ó #
ÿ §?
Tx

Cue:

Your Response: ¹F

(n  C} Sn
  ™H
 ,¹ ”n
 o
).
Translation: She studied before she went to school.

1. 5.

2. 6.

7.
3.

4. 8.

106
c G. Shin 2003
V 16 »
= Î

16 ­
©
Â
ó <
Vx§.
1 Word Squares
All but one of the things/places in the box below can be found in the word square below, if you read
vertically or horizontally. Which one is it?

air-conditioner apartment balcony

gas cook-top heater kitchen sink
microwave oven oven standing lamp

R
ë
¦ V
F
5 R
ë
¦ ˆ
ë
s Ä
N
9 
}
<

‫כ‬
{  Ä
N
9 Ú
®
õ ½

õ V
<



ˆ
¡ ˆ
w ¦
x 
 T
#


7 E

á ˆ
Þ
t ©
a
¾ Ú
®
õ 
ˆ
y



 
 ˆ
| 
 
}
<

N
' ˆ
w B
k
õ ˆ
s O
F
> ˆ
ë
s

108
c G. Shin 2003
 ­
 ©
Â
ó <
Vx§.

2 Memory Game
First, in pairs identify the meaning of each of the following words.

§ À
ó q§
… À
ó @C
‡
µ ‡§
¶ À
ó ;>
V O§
F À
ó C3
Ž
¹ §
 À
ó
ø§
…
< À
ó È
*; V§
F À
ó Ţ
 û V>
;O
F ½;
N
9 Vá
ô
Z
õÈ
½
 * ûw
Z
á œ H
Ä;
J Vq
F „ q
„ À;
ø
v V
F
‡;
ś V
F P̧
ô; V
F

Second, cover the box above, and fill each of the blanks with a appropriate syllable.

1. bedroom ( )§
À
ó
2. lounge room ( )§
À
ó
3. sitting room ( )( )§
À
ó
4. bathroom ( )( )§
À
ó
5. laundry room ( )( )§
À
ó
6. classroom ( )§
À
ó  …
q  H
J
Ä ‡
µ
@
7. toilette ( )( )§
À
ó

 V
; œ
w 9
½
N À
ø
v
8. vacuum cleaner ( )( )
9. washing machine ( )( ) ‡
¶
C Ž
¹
C V
F
; 
½
õ 3
Â

10. dish washer ( )( )( )( )

‡
ś P̧
ô Z
ô
á Z
û
á
11. airplane ( )( )
12. telephone ( )( ) ø
…
< O
F
> Ţ
û È
*

13. wardrobe ( );
V
F
14. cupboard ( );
V
F
15. bookcase ( );
V
F
16. garage ( )q
„
17. refrigerator ( )( )q
„

c G. Shin 2003 109
V 16 »
= Î

3 Modifying Clauses (1)

This is a fluency drill. Make sentences according to the Example. (Note that normally no TOPICs, ie
-v
ˆ/p
Þ ˆ marked NOUNs, occur inside an Adjectival Clause.)
Ù

Example
Task p

ˆ#
Ù T=
Võ
¾ ü
¥8
½ Që̈
F ^# §. (
Tx Ãv
 ˆ ... 
Þ õ
¾ <
Wx§.)
I received a letter yesterday. (This is a/the letter which ...)
Solution C
n t
U
>  x
n K
^t

U‫כ‬
> Sx
 Cn
o).
This is a/the letter that I received yesterday.
LANGUAGE NOTES:

 = I; 6
1 + NOUN = my NOUN; 6
1 = I + SUB;

pˆ = I + TOP;

Ù ¥½=I
ü
+ OBJ, etc

1.

pˆ3ç
Ù ¾
 õ<
½Võ
¾ ¥
½<
ü Ì#
 §. (
Tx Ãv
 ˆ ... 
Þ õ
¾ <
Wx§.)

2. @
­
pˆI
Ù Á
ß ¥
½
ü Þ
Ì#
î §. (
Tx Ãv
 ˆ ... I
Þ Á
ß <
Wx§.)

3.

pˆ#
Ù T=
VLôÈ
 Á<
*à
í X CD¥
V" ½§
ü ^#
ë §. (
Tx Ãv
 ˆ ... CD<
Þ Wx§.)

4. 
¥
¾ßÄ
îpˆ
Ù ḱ
P‘ ¨¥
R©
ë T
ë ¥
½ ó̈
ü Ð2 Ì#
 §. (
Tx Ãv
 ˆ ... ©
Þ T
ë <
Wx§.)

5. ®
‰N

" pˆ
Ù ;
V<
F V"
XMû
 ¥
¾©Š§
÷ ^#
ë §. (
Tx Ãv
 ˆ ... M
Þ û
 ¾
¥ <
Vx§.)

6. x
¦
 
rõ©
¼ ŠE
÷ ½2
N Ì#
 §. (
Tx Ãv
 ˆ ... 
Þ rõ
¼ <
Vx§.)

7.

ó̈
À 
 ©
T>
ë ¥
½ ń
ü P¤ Š2
÷ Ì#
 §. (
Tx Ãv
 ˆ ... ©
Þ T>
ë <
Wx§.)

8. #
TN

  
ˆ6Á©
N Š 
÷ ˆÞ
Ì#
î §. (
Tx Ãv
 ˆ ...  
Þ ˆ6Á
N <
Vx§.)

9. :
R|
«°õ(Bethoven)v
Ú ˆ
Þ 
rϴ
½á
ü #
A §. (
Tx Ãv
 ˆ ... 
Þ r
œ< §.)
Wx

10. 7
L
sˆ
 ẃ
‡ ¥
½<
ü Ì#
 §. (
Tx ÃÞ
ˆv ... ẃ
‡ <
Wx§.)

11. 
¨
pˆ@
Ù †q
}…¥½ª
ü 
Š2†
 #
ÿ §. (
Tx }@q
† ˆ ... @
…p
Ù †q
} …<
Wx§.)

12. 3
Á
N ¾M
¥ û4
 Áv
N ˆ©
Þ Â©
ó Š§
÷ ^#
ë §. (
Tx ©Âv
ó ˆ ... ©
Þ Â
ó <
Vx§.)

13. <


pˆ@
Ù †q
}…¥½
ü Ü
Ì#
€ §. (
Tx @†…
} ˆ ... @
qp
Ù †q
} …<
Wx§.

110
c G. Shin 2003
 ­
 ©
Â
ó <
Vx§.

4 Modifying Clauses (2)

This is a fluency drill. Make sentences according to the Example.

Example
Task p

ˆI
Ù Á
ß ¥
½
ü "
Ox§. (
Ãv
 ˆ ... I
Þ Á
ß <
Wx§.)
I drink tea. (This is the tea which ...)
Solution C
n t
U
>  <Z
CUº
> ™Œn
 o).
This is the tea that I (normally) drink.

1. 
¥
¾ßÄ
î 
õ
¾ ¥
½-
ü §. (
hx Ãv
 ˆ ... 
Þ õ
¾ <
Wx§.)

2. @

­p
ˆI
Ù Á
ß ¥
½ª
ü ”
 B
x§. (
Ãv
 ˆ ... I
Þ Á
ß <
Wx§.)

3. $
\p
ˆ‘
Ù ¨¥
R
ë  CD¥
 ½¤
ü Š#
÷ §. (
Tx Ãv
 ˆ ... CD<
Þ Wx§.)

4. 
¥Ä
¾ß
î  ©
T
ë ¥
½ ó̈
ü Ð# §. (
Tx Ãv
 ˆ ... ©
Þ T
ë <
Wx§.)

5. x
¦
 #
U
¥½ ń
ü P
§. (
x 6
SÞ
Fˆv ... #
U
< §.)
Vx

6.

ó̈
À 
 ©
T>
ë ¥
½ ń
ü P¤ Š#
÷ §. (
Tx Ãv
 ˆ ... ©
Þ T>
ë <
Wx§.)

7. ®
‰N

"   
ˆ6Á©
N Š 
÷ ˆ
; §. (
Vx Ãv
 ˆ ...  
Þ ˆ6Á
N <
Vx§.)

8. >û
ŽM
µ 

rϴ
½%
ü §. (
]x Ãv
 ˆ ... 
Þ r
œ< §.)
Wx

9. 7
L
s
ˆ ẃ
‡ ¥
½-
ü §. (
hx Ãv
 ˆ ... ẃ
Þ ‡ <
Wx§.)

10. @
­
pˆ©
Ù Â<
ó V"
X§R
ë §. (#
x ˆ ... ©
Up
Ù Â
ó <
Vx§.)

11. <


pˆ@
Ù †q
} …¥
½
ü 
0x§. (# ˆ ... @
Up
Ù †q
} …<
Wx§.)

12. >
ŽM
µ û
 ˆr
œ8¥
½©
ü R§
ë Š
 §. (
Nx rœ8
pˆ ... r
Ù œ8<
Wx§.)

c G. Shin 2003 111
V 16 »
= Î

5 Modifying Clauses (3)

This is a fluency drill. Make sentences according to the Example.

Example
Task p

ˆ6
Ù 1ó̈
À  P̧
ô© Š ó̈
÷ Щ Š <
÷ Wx§. (
Ãv
 ˆ ... P̧
Þ ô <
Vx§.)
I’m going to read this book tomorrow. (This is the book which ...)
Solution C
n t
U
>  
cDs
s gt
D e‘
> Hn
 Cn
o).
This is the book that I’m going to read tomorrow.

1. 
¾M
¥ û4
Áv
N ˆ
Þ C
‹‘
¹ ¨<
V ˆ@
†M
} û©
 Š ń
÷ P¢ R <
ë Wx§. ( 
ˆ@†M
} ûv
 ˆ ... @
Þ †M
} û
 <
Vx§.)

2. =
V 
IÁ
ß ¥
½
ü §
À <
ó Wx§. (
IÁ
ß ˆ ... I
p
Ù Á
ß <
Wx§.)

3. 
õ

½  
C‹‘
¹ ¨<
V
>Ž
µ ¥
½§
ü R <
ë Wx§. (
Ãv
 ˆ ... 
Þ >Ž
µ <
Wx§.)

4. >
ŽM
µ û
C
‹9
¹ ½©
N ŠÜ
÷ ½©
í Š <
÷ Wx§. (
C‹9
¹ ½v
N ˆ ... C
Þ ‹9
¹ ½
N <
Vx§.)

5. >
ŽM
µ û
61¾
Ž
ç ­'
N@
†q
} …¥
½
ü ¢
À <
ó Wx§. (
@†q
} ˆ ... @
…p
Ù †q
} …<
Wx§.)

6.

p
ˆ
Ù C
‹:
¹ O©
FŠ¤
÷ Š©
÷ Š <
÷ Wx§. (
C‹F
¹O ˆ ... C
:v
Þ ‹:
¹ O
F <
Vx§.)

7. @

­pˆ
Ù C
‹@
¹ †<
} V»
Î@‡©
µ Š¤
÷ Š©
÷ Š <
÷ Wx§. (
»Î@
‡v
µ ˆ ... »
Þ Î@‡
µ <
Vx§.)

8. >û
ŽM
µ 
rœ8
¥½Ž
ü ­¥
½ <
ü Wx§. (
rœ8
pˆ ... r
Ù œ8<
Wx§.)

9. x
¦£
Šx
ò ¦–
µ<V
 
¥½¬
ü R <
ë Wx§. (
 
pˆ ... 
Ù < §.)
Wx

10. x
¦ 
 P̧
ô© Š§
÷ R <
ë Wx§. (
 P̧
ôv ˆ ... P̧
Þ ô <
Vx§.)

11. 
!T
 6
1ó̈
À ó̈
À© Š®
÷ ‰ <
" Wx§. (
 ó̈
Àv ˆ ... ó̈
Þ À <
Vx§.)

12. <


pˆ©
Ù T
ë ¥
½ ó̈
ü Щ Š <
÷ Wx§. (
Ãv
 ˆ ... ©
Þ T
ë <
Wx§.)

112
c G. Shin 2003
V 17 »
= Î

17 Á
í
ß ü
¥£
½ cv
ë ˆ
Þ Ã¡
 Z
ë §.
x
1 WORD SQUARE
In the following word square, each accessory or item of clothing except one can be found twice.
Which one only occurs once?

†
‰ ¨
‹ ‡
ẃ ˆ
w ë
 N
'
¦
u 
 ‡
µ
A ‡
‚
B À
ø
v V
G
:

 µ
Ã



 ˆ
w R
ë
¥
†
‰ 
5 V
G
: ‡
µ
A 



¨
‹ 
 P
q́ Ä
I
Ø ˆ
| 
5
‡
‚
B 
 H
½
ƒ ˆ
s T
# ˆ
w
À
ø
v 
 µ
Ã


 
 ¾
¼
p
P
q́ V
G
: R
ë
¥ ¾
¼
p 
 

Ä
I
Ø H
½
ƒ 
 
 V
G
: ‡
µ
A
‡
ẃ 

 ˆ
w ë
 N
'
‡
µ
A 
 ˆ
w 

ˆ
| ˆ
z

120
c G. Shin 2003
 Á
í
ß ¥
½£
ü cv
ë ˆ
Þ Ã¡
 Z
ë §.
x

2 What’s in the case?

Look at the picture below and list the items in the suitcase by extending the example sentence.

8 q́Vp
V P<
F ˆH
Ù ½
ƒ 
s¦ ó̈
Ìq „, ........

c G. Shin 2003 121
V 17 »
= Î

3 Verbs of Wearing
What verb of wearing (see the box below) do we use with each of the following clothing and
accessories?

Â-
ó̈ ˆ-
¤ ¾-
¼
p -
-
 -
ú-

# P-
E

"
 Oz
ˆ …A
q ‡
µ ¨ß
 ÄA
î ‡
µ ½
H
ƒ 


‡
ó  ˆ8
s Rw
ˆ ¦
u  ‡
ó 


ˆ
v 
­wˆ ‡v
‚
B À
ø ˆ
w ë'
N ˆ

w }
ˆ

w |
ˆ ˆ
w =
Ä
N PØ
q́ Ä
I V¥
G
: R
ë

VA
G
: ‡
µ ‡+
µ
@ À
ñ  
 "
Ozˆ û
Z
á 


ˆ>
ë
v ŽÈ
µ * E

áw
ˆ µ
 Ã

V¡
F
; T
ë

5
  dv
ë
³ ˆ
Þ 
 Ó+
ï À
ñ  ‡A
ẃ ‡
µ

122
c G. Shin 2003
 Á
í
ß ¥
½£
ü cv
ë ˆ
Þ Ã¡
 Z
ë §.
x

4 Colours
Below is a grid comprising articles of clothing (vertical) with colours (horizontal). Ask your fellow
student(s) if they have one of the articles listed in one of the colours listed.
¦®
x
-M
È
tI
ë
ˆ
SM
F
8
z?
«
µõ
Ú

ô
Á
ß
ô
ô
ºM
Õ
‡M
ḿ
 ‡M
œḿ
r M
ô

ô

ô
ô

M
PM
Rj́
±
ë
PM
q
PM
ń
 ô
ô
 ô








Ozˆ
ˆ

ˆ
ŽÈ
*
}
ˆ



Oz
ˆ
"
Rw
ˆ

'
N

dvÞ
ˆ>µ
ˆ


dvÞ
½
"

ˆ8


õ
VA‡
µ
¦
V¥R
ë
ˆë

³
ë
v
ë
w

ë
³
H
ƒ

Â
s

G
:
u
G
:
w

c G. Shin 2003 123
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5 Some description verbs

Can you think of any person or thing as example for each of the following description verbs?

Examples
x8
¦ ½
ì2#
Ì §:
Tx The song: ‘Yes, Sir. It’s my baby.’
;
O
F §:
x mouse
¡#
À
ó §:
Tx  
d
ë
³ §:
x 

 w ˆ
|ˆ


x§: 
 F Šy
ò ¦ ¥
¾

•3
Ñ#
 Tx
§
•#
TOx
§
•£
š2
ò Ì#
 Tx
§
•¢
bë̈
ë ^#Tx
§
•£
cë̈
ë ^#Tx
§
•©
RM
ë ûØ
 Ì#
I Tx
§
•©
Rs
ë Àû
ø M
ØÌ#
I Tx
§
•x
¦8½
ì2Ì#
 Tx
§
•

x§
•



§x
•;
O
F x
§
•

 ;
O
F x
§
•<
W,hx
§
•
?¾
Ù ö
x§
•³
d
ë x
§
•¡
À#
ó Tx
§
•
­B
x§

124
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í
ß ¥
½£
ü cv
ë ˆ
Þ Ã¡
 Z
ë §.
x

6 It looks like a ...

Look at the shapes below and discuss what they might represent. No 1 has been done for you.

1. 2. 3. 4.


F ¦no

).

5. 6. 7. 8.

7 He/She/They seem to ...

Look at the people below and try to guess what they might be doing, using VST - pˆ
٠á
 Z
ë x§. In
some cases you may not have a ready answer, in which either use your imagination, or else respond
WF
í
¢ mx§, ©Ru
ë ¦tˆÃ Ì#
% Tx§.

1. 2. 3.

4. 5. 6.

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8 What’s up?
Look at the situations described below and make appropriate comments on them using the cue words
plus -
á
 Z
ë x§.

Example: You go outside and the streets are all wet. ( ¦-)
 x
Response: F
C U
t
 
¦no

).

1. You look for a colleague at work but can’t find him. (©

Â<
ó V¤
Š
 -)

2. You see a funeral lantern outside a Korean house, and you know the family’s grandmother is old
and frail. (®
‰N

"  ¤ Š
  -)

3. You see weeds have overrun a garden. (x

¦8>
Žq́
µ PàÄá
í E —
 †¥
½
ü 
 ë̈
a-)

4. You are wondering why the children have no appetite at dinner. (»

Î¥
½
ü /
¨¥a
ë ½-)
Ü
í

5. You hear the thud of a football outside. (

¤
Š
÷ ¦
]<
ë V"
X£Š-)


6. You expect Mr Chon back at eleven but you see his light go on at 9.30. (ó̈
ÀE ½¤
N Š
 x
¦-)

7. Your housemate is rolling up his sleeves, and is going over to the sink. (1
ýØ
À Å
H ¥
½
ü -)

8. You hear a lot of noises from your neighbour’s garage. (2

É©

Â<
ó V"
X>
Ž
µ ¥
½q
ü -)
„

9. Bus No 31 comes but one of the people at the bus stop doesn’t take it. (
C‹!
¹ Tw
ˆ¥½ 
ü -)

10. You see your friend order Bulgogi whenever you go to a Korean restaurant together.
(ẃ
‡< TC
Q ‹9
¹ ½v
N ˆ§
Þ Šq
 „ń P ë̈
R-)

Language Notes
•q
„ - = repair, fix • 
- = wait for

126
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í
ß ¥
½£
ü cv
ë ˆ
Þ Ã¡
 Z
ë §.
x

9 When do you wear ...?

Form a small group and ask each other the questions about the items of clothing listed below. To
make the exercise go more smoothly, prepare your own answers in advance, and write them in the space
provided.

Example

Cue VA
G
: ‡
µ
Question –L
s
 It
 es
> ‡

D  
CZo
)?
(Do you wear a suit? When do you wear a suit?)
Response n
Co, s
Rs
 ‡

D  
o). ´x
CAR, 
 cº
 U_
 Gn
D 
b(


Us
> –L
 It
 es
> ‡n
D o
).
(No, I don’t. But, when I go to a wedding, I do.)

†‹
‰ ¨ ÓÀ
ï ñ
+

½
H
ƒ 
 ˆ8
s Rw
ˆ

N®
½
ü N ¦
u 

‡+
µ
@ À
ñ  
 

¨ß
 ÄA
î ‡
µ 5
 

PØ
q́ Ä
I VA
G
: ‡
µ


 "
Ozˆ ˆ>
ë
v ŽÈ
µ *

dv
ë
³ ˆ
Þ 
 


LANGUAGE NOTES:
• Remember  õ=
½ V
, v
¦GÁ, 
Õ ‘¨ J X0
S Àt

« + Neg, D ‹%̀Û
‚ Á + Neg, 
í õ)
½ e + Neg, ¢ R
ë , 9
ó̈
À,
£
9 R, ó̈
ë À‘¨ó̈À<V ẃ
‡ õ, etc? Review Pages 94 – 95 in Unit 16.
½
• A woman’s suit can be :V;
G V, and the verb to use with it will be
F -; thus, I (female) am wearing a
suit would be :V;
G V©
F Š†
÷ #
ÿ Tx §, and I (generally) wear a suit :
V;
G V©
F ŠB
÷ x §.
• Also, note + ò
À|
»9½<
N V¡RD
ë J. +ò
À|
»9½ = wedding ceremony; to say when I do such and such, we use
N
· · · VST - (x
ˆ) DJ; eg P̧
ô© Š ó̈
÷ Щ ŠD
÷ J = when I read books

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10 He’s wearing red trousers ...

This exercise is to help you practise further describing colours and using some relevant description
verbs in Korean. Below is a grid comprising articles of clothing (horizontal) with colours/appearances
(vertical). Your task is to look at the people around you, make a cross in the appropriate box where
someone is wearing one of the articles listed in one of the colours/appearances listed, and talk to the
class about your findings.
ˆ
w
¦
u
µ

"



N®
v
ëüë'
G
V

Ã


ó
‡
@+
µ
‡
ˆ>
dv
³
ë

 N
:¥
Oz

½ˆ
N
À
ñ
ŽÈ
µ
ˆ
Þ
 R
ë

*


ˆMô


áM
ô

PMô


‡Mô


‡Mô


ºMô


SMô


-M
ô

ˆM
ô


Ìp ˆ
Ù

W
ˆ
Þ

p
ˆ
Ù

p
ˆ
Ù

p
ˆ
Ù

ẃ
‡

p
ˆ
Ù
ÁvÞ

c
i

Rj́

œḿ

ḿ

«?Õ

8
F

Ä¡

Ô ó̈

<

¦

¦

¦

­

¦
Ø
H

±
ë

?
N

v

v

v

Tv
õ
¼

q
¼

áB

õB

PB

Ñ#
¨



E

R{¼

õq́

3



¢
ë

¾


128
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í
ß ¥
½£
ü cv
ë ˆ
Þ Ã¡
 Z
ë §.
x

11 COMPARISONS
This exercise is designed to help you practice making comparisons in Korean. Read the cues below
and make sentences according to the Example.

Example

Cue In Korea, Sorak-san (1ý:

À OP)
F ṕ is commonly recognised as the most beautiful mountain
area, more beautiful than even Jiri-san (
ṕ
P).
Response cs
_
F_

Rt
 Ux
> C2
C_RG
  n8
…r
> /o).

1. David is 1.8m tall, and Ji-Su’s 1.77m.

2. Annie’s got three brothers and sisters, and Seon-Yeong has four.

3. Bulgogi’s delicious, but Galbi’s even nicer.

4. Australia is a big country, but China is bigger.

5. Learning Japanese is more difficult that learning Korean (well, at least to some!).

6. Canberra’s cleaner than Sydney.

7. And Seoul’s noisier than Sydney.

8. New Zealand’s closer to Australia than Fiji.

9. My neighbours are quieter than David’s.

10. In Australia cricket is more popular than baseball.

11. Korean food is hot, but Thai food is even hotter.

12. This University is older than that one.

c G. Shin 2003 129
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18 T
# "
X§R <
ë Wx§?
1 What are you going to buy?
Look at the pictures below and make sentences according to the Example.

Example

Question: m
®ë
ÿ §<
R Wx§?
Response: Œ
n 8
e_
> o
bn

).

1. 2. 3.

4. 5. 6.

7. 8. 9.

130
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 T
# "
X§R <
ë Wx§?

10. 11. 12.

13. 14. 15.

16. 17. 18.

19. 20. 21.

22. 23. 24.

c G. Shin 2003 131
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2 ... IN ORDER TO ...

Make sentences according to the model.

Example
Cue:!
 T
pˆ
Ù ;
V<
F V¡ ^T
ë §. M
#x û
 ¥
¾©Š§
÷ ^#
ë Tx§.
Response: nFx
CU_
> ˜_
 St
 e Z2
> Z
C}–n

’n

o).
Translation: Dad went to the market to buy fish.

1. #
TN

pˆ
Ù ©(
Nµ
Ã<

V¡
^#
ë §. j́
Tx P; V÷
FŠ ^#
©§
ë §.
Tx

2. @
­p
ˆ ó̈
Ù Àt ˆ<
ø V¡
^#
ë §. ó̈
Tx Àt ˆ#
ø T¥
½<
ü [­
O Ž†
#
ÿ §.
Tx

3. Š
ž
p
ˆ'
Ù N
¢R<
ë V¡
^#
ë §. q
Tx „B‡!
‚ Tw
ˆü
½ ^#
¥¬
ë §.
Tx

4. #
TN

pˆL
Ù ôÈ
 Á<
*à
í V¡
^#
ë §. v
Tx À©
ø Š§
÷ ^#
ë §.
Tx

5. x
¦p
ˆ<
Ù [
O E
á<V¡
^#
ë §. #
Tx Us
õ‰
¼ †¥
½ ń
ü P¢ ^#
ë §.
Tx

6. 
¨p
ˆ
Ù ­
©Â<
ó V.
P#
o §. >
Tx ŽM
µ û»
 Îë
¡
Z <
[Ž
O ­†
#
ÿ §.
Tx

7. 
õ

½ p
ˆ@
Ù †q
} …<
V¡^#
ë §. 
Tx ¾M
¥ û4
 Á»
N Î
†
#
ÿ §.
Tx

8. <

p
ˆ"
Ù X©

Šß½<
î V¡
^#
ë §. 
Tx ¨E
á p
ˆ 
Ù ¥½¬
ü ^#
ë §.
Tx

9. Ä
%¾M
¥ ûv
 ˆq
Þ „@
<
~ V¡
^#
ë §. s
Tx õá
¼ Z
ô©Š ń
÷ P¢ ^#
ë §.
Tx

10.

ó̈
Àp
ˆ
Ù ¨
E
á<V¡
^#
ë §. 
Tx ®Ü ‡
Äẃ
î ¨
E
á¡R
ë ¥
½Ü
ü ½2
í Ì#
 §.
Tx

11. å
A
ûvˆ

Þ 
BŒ<
ƒ V+
À#
ñ T¡
^#
ë §. x
Tx ¦8>
ŽP
µ q́ s
À ń
ø Pḱ õ‰
Ps
¼ †¥
½ ń
ü P¢ ^#
ë §.
Tx

12. ®
‰
" !
Tp
ˆ¨
Ù 
Š©Â<
ó V¡
^#
ë §. s
Tx õ‰
¼ †
„qK
ô‘
 ¨¥
½
ü Þ
Ì#
î §.
Tx

13. 
õ

½ p
ˆ ẃ
Ù ‡3 V<
F V¡
^#
ë §. :
Tx ¥½¬
ü ^#
ë §.
Tx

132
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# "
X§R <
ë Wx§?

3 If ...
Complete the following sentences using the words in the brackets.

Example
Cue: i
ë
¡ 
/¨
-; P̧
ô© P
Š q́
÷ -
Response: 
Šn

C
>,F
CdA
SH
 t
‘ es
> R_
 o
b n

).
Translation: If the price is too expensive I won’t buy the book.

1. ¡
i
ë -;  
 ˆ P̧
ô© Š
÷ -

2. C
‹9
¹ ½
N 
/ ù-; q́
¨}
ù PÜ ½-
í

3. C
‹9
¹ ½
N n
U
> ×-; q́
2
 PÜ ½-
í

4. B
‡=
„ V =
 ×-; q́
2
 P -

5. q
õ9
¼ S
F  n
U
> ×-; I
2
 Á
ß ¥
½
ü -


6. R
ô
  
/¨
-; !
Twˆt
« -

7. 3
Á
N ¾M
¥ û4
 Á
N  q́
P5 -; 
 -

8. 
>Ž
µ ¡
i
ë 
/¨
-; x
¦|«
¥
½
ü -

9. 
õ‘
½ ¨¥
R<
ë V¢
R
ë ”-; >
 ª
 Žṕ
¹ P©Š
÷ -

10. q
ˆ
ø  ó̈
Ì-; 6
1ç¾<
 V ẃ
‡< T<
Q V -

11. 
/ ¿-; @
¨E
× †q
} …<
V q́
P -

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4 Introductory Statements
Make sentences according to the Example.

Example
Cue:!w
T ˆ 2
×#
 §. R
Tx ô
 « §.
t x
Response: F
[< s‹
U
> , ¥
HZ
 C3
 o).
Translation: There aren’t any buses – we’ll go by taxi.

1. §
Šq
 „ 2
×#
 §. §
Tx 
Š¡R
ë ¥
½‘
ü ¨s
ˆB
ë §.
x

2. q
õ9
¼ S
F  2
×#
 §. I
Tx Á
ß ¥
½
ü "
Ox§.

3. :
 q
„ §. C
x ‹9
¹ ½à
N Á<
í V¡
T
ë .


4. ‹
¨ 
Ҽ#
p §. q
Tx …§Àt
ó «¡
T
ë .


5. 
j́
P2×#
 §. R
Tx ô
 t §.
« x

6. 8
V©
F Š
÷ 
N.P#
o §. 
Tx q„©
˻
ó 
”vˆ
Þ Ã ó̈
 Ì# §?
Tx

7. 
/¨
 §. 
x H{‡
´ Ã2
 ×#
 §?
Tx

8. I
Á
ß ¾M
¥ û4
 Á
N 
< P5
X q́
S ;
Vx§. D
‹ 
‚ ;
Vx§.

9. >
Ž7
µ s
ˆ
ë ;
V<
F V"
Xsõ‰
¼ †¥
½ ń
ü P
§. >
x Ž
µ 7s
ˆ
ë ;
V<
F Vp
ˆ/
Ù Æ

õ!
½ Tw
ˆ¥½
ü q §?
„ x

10. ẃ
‡< T#
Q T
åø
Z 6
1ó̈
À<
Vx§. #
T:Ê5
 
Bx§?

11. 
 Â
x§. 
­ṕ
P© Š $
÷ Y ;
Vx§.

12. °
R<
ë V5
ª
Šqõå
¼ A
û©Š
÷ 
N.P#
o §. <
Tx Wˆq
Þ õå
¼ A
û ó̈
Ì# §?
Tx

13. N
 
 §. C
x ‹:
¹ O©
F Š¤
÷ Š#
÷ §.
Tx

134
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 T
# "
X§R <
ë Wx§?

5 Conversation ...
Study the conversation below, where Annie is talking to 
¥
¾ßÄ about going shopping, do a role-play
î
with your fellow student.

Annie: ¥
ß
¾ Ä
î , $
\pˆ6
Ù 1ó̈
À4 S7
F s
ˆ
ë ;V<
F V¡
R <
ë §. 4
Wx S7
F s
ˆ
ë ;
V©
F Š
÷
R ë̈
ë
© R §?
x
Seon-Yeong: 6
3, ©
R ë̈
ë R §. ÿ
x m
®§R <
ë Wx §?
Annie: v
À
ø q„ Ü ÁH
€ ¾©
× ŠD
÷ ‹§
‚ R <
ë Wx§.
Seon-Yeong: =
V ë̈Rt«pˆÂ
Ù <T
Q 6S¤
F Š
÷ v¦G
Á
Õ @
E
á<V"XvÀ©
ø Š
÷ §.
x

ń
PvÀv
ø ˆ4
Þ S7
F sˆ
ë H x§.
Annie:  
ˆ8x§? Ü ÁH
€ ¾v
× ˆx
Þ §?
Seon-Yeong: ÜÁH
€ ¾s
× ¦4 S7
F sˆ
ë x§.
Annie: 
, 6
3.  
ˆõ7
½ L" X©Š
 6S¤
F Šv
÷ ˆ#
Þ T
"Xw?
Ä©
N ŠB
÷ x§?
Seon-Yeong: ¢
WF
í mx§. ¦

Š¾<
s V "
X# U $ \"
X p
ˆ
٠á
 Z
ë §.
x

NOTES
• V
= ë̈ Rt «pˆ ...: This is a useful introductory phrase when giving information. =
Ù V ë̈Rt «pˆ
Ù
... corresponds to As far as I know, ... and breaks down as follows. =
V = I;  = subject marker;
R = gerund form of ë̈
ë̈ R-, ie knowing; t « = instrumental particle by (means of). Thus it means
literally By means of what I know, ...

•  
ˆõ7
½ L: by the way, That said, · · ·

• ... <
V
" X ...: This phrase corresponds to According to ..., and thus ¦

Š¾<
s V
 X ... means
"
According to the goods (concerned).

• # \: Literally Here (and) over there ...

U $

c G. Shin 2003 135
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6 YOU CAN GET IT AT THE ...

Look at the pictures below and make sentences according to the Example. Do this exercise in pairs.

Example

Cue:
Question: ƒŒ

D C8
e Z2
> ASn
 
Cn o
)?
Response: 
ƒŒ
D C8
e Z2
> AS_
 G±
D …}
- ƒn
 Z
o).

1.

2.

3.

4.

5.

6.

136
c G. Shin 2003
 T
# "
X§R <
ë Wx§?

7.

8.

9.

10.

11.

12.

13.

14.

15.

c G. Shin 2003 137
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7 MAKING CONVERSATION
The situation:

1. You enter a souvenir shop, the shop assistant greets you and asks what she can do for you.

2. You say you’re leaving Korea next week, and are looking for souvenirs to take home. You ask
what they have.

3. The shop assistant answers that they have bags, fans, dolls, toys, ceramics ...

4. You spot a nice piece of celadon and ask how much it is.

5. The answer is 50,000 won.

6. You say that’s a bit expensive and ask if they have anything cheaper.

7. She says they don’t have cheap celadon, and then suggests you buy a Korean doll.

8. You hesitate and ask if they sell pictures.

9. She says they do and brings out a folder.

10. You see one you like, remark how nice it is and ask the price.

11. She says it’s 10,000 won.

12. You find three more you like and say you’ll take all four.

13. She says that will be 40,000 won, and as you pay says that she’ll give you this fan with the
compliments of the store.

14. You thank her and say good bye.

NOTE: fans = Ž
­>

138
c G. Shin 2003
V 19 »
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19 t
ˆ
ë #
TD §?
Jx
1 BECAUSE ...
Connect the following pairs of sentences using VST + 
/#
T"X or B
"X ...

Example
Cue: ë
i
¡ 
/¨
²^#
ë §. q́
Tx P§ ^#
ë §.
Tx

n

Response: Š C
>,F
CdZ
sR_
 ’n

o
).
Translation: Since it was too expensive I didn’t buy it.

1. 
 .
P#
o §. 
Tx lU<
> V q́
P¡ ^#
ë §.
Tx

2. C
‹9
¹ ½
N 
/ 
¨9 º#
q §. s
Tx ÀÜ
ø ½2
í Ì#
 §.
Tx

3. ¢
R
ë  ª

”ë̈
^# §. <
Tx [á
O E<
V¡^#
ë §.
Tx

4. ¡
À
ó 

±^#
ë §.
Tx t«s
À¡
ø ^#
ë §.
Tx

5. ẃ
‡< T¥
Q R
ë #
TOö
x§. <
[Ž
O ­¥
½¥
ü a
ë B
§x.

6. C
‹9
¹ ½
N 
9 º#
q §. ¬
Tx Š
" ¥
½‘
ü ¨s
ˆ†
ë #
ÿ x.
T§

7. 
­©
Â
ó 
  º#
q §. 
Tx ­©
Âx
ó ˆt
«ë¡#
^ §.
Tx

8. <
[
O E
á/
À2
 Ì#
 §. 
Tx >Ž
µ t
«¡^#
ë §.
Tx

9. 1
ý
À:Oṕ
F PvˆØ
Þ Ä
I  
?¾
Ù ö
x§. \
d
B'H½
:J Š
G¤
÷ ¥
a
ë §.
x

10. ¢
R
ë  
/ ­
¨’ º#
q §. ©
Tx Â<
ó V ó̈
Ì2 Ì#
 §.
Tx

11. ¢
R
ë H
  º#
q §. 
Tx >
Ul<
V¡^#
ë §.
Tx

12. @
†M
} û
 
/¨¥
a
ë §. t
x ˆ  @
ø÷
…Š¤#
Tx§.

13. :
 q
„­^#
ë §. 
Tx ܽ
íÌ2#
Tx§.

14.

B
Œ
ƒ 
ª N
ˆ º#
q §. ¦
Tx ]x
ë ˆt
«
o
.#
P §.
Tx

15. @
‡
µ ¥
R¤
ë ^#
ë §. 
Tx 
¥½;
ü VÝ
Ä
î î
Þ#
Ì §.
Tx

16. 
9V†
F #
ÿ §. 
Tx ,
…#
¤ §.
Tx

17. t
ˆ
ë 

±^#
ë §. ¨
Tx 
Š©Š¥
÷ a
ë Ü
½2
í Ì#
 x.
T§

148
c G. Shin 2007
 t
ˆ
ë #
TD §?
Jx

2 You must be ...

Each of the following sentences describes an action or a situation. From the words in brackets,
choose a response that most appropriately applies to this situation/action.

Example
Cue:#V
T =8
S<
F V;
S©
F Šs
÷ À©
ø ^#
ë §. (
Tx oUB
î §. A
x ‡©
µ TB
ë §. 
x E
áB §.)
x
Response: ª
CU´Z
 C
”n
 o
).
Translation: I couldn’t sleep last night – You must be tired.

1. <
qõ
¼ Â
<T<
Q V¡
^#
ë §. (,
Tx hx§. §

ŠõB
¾ §. ò̈
x Š( §.)
Nx

2. <
[Ž
O ­¥
½¥
ü a
ë †

ÿ ń
P å
Z
ø©Š©
÷ Rø
ë s,
À …#
¤ §. (=
Tx  ó̈
Ì# §. ,
Tx hx§. t
ˆ
ë  q́
Pª ”
 §.)
x

3. <
qõ
¼ Â
<T<
Q V"
X¤Š
 .
P#
o §. (
Tx C‹<
¹ V¤
Š#
÷ §. ,
Tx hx§. 1
Â1
ý ÂB
ý §.)
x

4. #
T=V8
S<
F V¨

Š©Š¥
÷ a
ë 
ÞÌ#
î §. (N
Tx  ª
”
 §. N
x  
 §. N
x 

 §.)
x

5. ẃ
‡ ¥
½¥
ü a
ë :
ö §. (õ
x íö §. Æ
x s
¬ª˜
" §. @
x ø¤
… Š#
÷ §.)
Tx

6. #
TN

 3
Á
N ¥
½ ń
ü P¤ Ì
Š
÷ 2#
Tx§. (n
>
Uó̈
Ì# §. ó
Tx ‡ö §. 
x úó̈
# Ì# §.)
Tx

7. 
61<
V  
/¨¥
a
ë §. (Ž
x ­Nö
x§. A
‡©
µ TB
ë §. §
x 
Šq́
PB §.)
x

8. s
õ‰
¼ † 
Ԭ
{‡
´ ¥
½§
ü ^#
ë §. (
Tx  §. Ž
x ­Nö
x§. ò̈
Š( §.)
Nx

9. #
T=V8
SŽ
F ­'
N<
X
S 
9½
N ¥
½s
ü Àÿ
ø †#
 §. (
Tx /¨ª
”
 §. :
x  q
„ §. 
x oUB
î §.)
x

10. 
åZ
ø©Š©
÷ R,
ë …#
¤ §. (p
Tx ¾
¼ ¢
^#
ë §. £
Tx 
Š¤^#
ë §. +
Tx Â
ñ ¢
^#
ë §.)
Tx

11. x
¦£Š2
ò À;

V
j́
P>Žq́
µ P ó̈
À© Š†
÷ #
ÿ §. (=
Tx  ó̈
Ì# §. :
Tx  q
„ §. 
x oUB
î §.)
x

12. x
¦£Šv
ò ˆ¦
Þ 
Š ẃ
‡ŕ ¦s
‡s À
ø Þ
Ì#
î §. (:
Tx  q
„ §. 
x  §. @
x ‡
µ ¥
R
ë §.)
x

13. 
/¨
"
X<[Ž
O ­®
‰
" j́
P 2
×#
 x. (
T§ 9VB
F §. 
x s
¾3VB
F §. £
x T£
ë TB
ë §.)
x

c G. Shin 2007 149
V 19 »
= Î

3 WHY ..?
In this exercise you are given a series of situations involving people, and you are to make
third-person questions asking how the situation came about. You can omit the subject/topic ’He/She...’

Example
Cue: Your friend didn’t do any homework.
Response: q
!aIx
- 8
es
> R¹
 ”n
 o
)?

1. Your friend moved house.

2. Your friend didn’t come to class.

3. Your friend couldn’t come to your birthday party.

4. Your friend had a headache.

5. Your friend couldn’t meet Mr Kim.

6. Your friend didn’t enjoy Korea.

7. Your friend went back to Korea.

8. Your friend has decided to study Japanese.

9. Your friend worked until 9.00 p.m.

10. Your friend left her umbrella behind.

11. Your friend went to Busan at the weekend.

12. Your friend didn’t sit for the Korean exam.

13. Your friend walked to school today.

14. Your friend sold his car.

15. Your friend likes riding a bike.

150
c G. Shin 2007
 t
ˆ
ë #
TD §?
Jx

4 BECAUSE ...
In this exercise you are given a series of situations. Give explanations using VST 
/#
T"X or B
"X to
explain why you did what you did.

Example
Cue: You couldn’t go to school today. (N
 
}ˆ-)
Response: <
2C nªZ
o
e¹
> F


(n
B‘
 ’n

o
).
Translation: I couldn’t go to school today because I had a headache.

1. You couldn’t do your homework. (®

"
‰ ó̈
À 
/¨¥
a
ë §.)
x

2. You couldn’t go to the park. (

 
Âx§.)

3. You couldn’t buy the shoes. (

/¨
 §.)
x

4. You couldn’t eat the food. (:

 
 §.)
x

5. You couldn’t meet your friend. (

/¨
 §.)
x

6. You didn’t eat the fish you ordered. (n

U
> 2
×#
 §.)
Tx

7. You walked out of the movie theatre. (ß

Ä*
î È =
2
×#
 §.)
Tx

8. You went to the beach (instead of to school). (¢

R
ë  
/ Â-)
¨-
ý

9. You (left the car and) went on foot. (¡

À
ó 

ˆ-)

10. You didn’t write to Sunhui. (‘

¨wœ¥
½
ü ¦¤
Š ^#
ë §.)
Tx

11. You couldn’t eat the kimchi. (

/¨9
 §.)
öx

12. You had another glass of cola. (@

‡
µ ¥
R¤
ë ^#
ë §.)
Tx

13. You took a bus to the market. (R

ô
  
/¨
 §.)
x

14. You didn’t go out at all yesterday. (

oU†
î #
ÿ §.)
Tx

c G. Shin 2007 151
V 19 »
= Î

5 THE REASON IS THAT ...

Choose the phrase in the box that can most suitably explain the actions in the sentences below.


 "
X /
¨
UîB
o"X R
ë
¢  
/¨’
­ö"
X

/
 ¨
"
X 
 
/¨/
À#
 T"
X j́
 P2
×#
 T"
X

/
 ¨§

ŠõB
¾ "
X 
C‹<
¹ V¤
Š#
÷ T"
X /
 ¨ ,
h"X

/
 ¨#
TOö
"X  ©
 
Šá
 Z
ë "
X T£
ë
£ TB
ë "
X

1. ( )r
œ8¥
½†
ü #
ÿ §.
Tx

2. ( )B
‡=
„ V¥
½s
ü À†
ø #
ÿ §.
Tx

3. ( )
¤
Š
÷ ©
Âq́
ó P<V"
X£
Šë̈
^# §.
Tx

4. ( )#
UŢ
û©Š¡
÷ ^
ë .
P#
o §.
Tx

5. ( );
S©
F Š2
÷ À

j́
P© ^#
ë §.
Tx

6. ( )
õÈ
½ *¥
½ø
ü s†
À #
ÿ §.
Tx

7. ( )©
©
ó Š§
÷ ^T
ë §.
#x

8. ( )©
©
ó Š­
÷ Rë̈
ë^# §.
Tx

9. ( )@
†q
} …¥
½ø
ü s
À 
0x§.

10. #
TN

pˆ(
Ù )R
ô
 t
«¡^#
ë §.
Tx

11. å
A
ûvˆ(
Þ )Ý
ÄE
î 
á<V¡
^#
ë §.
Tx

12. ( )
©(N<
V"X
­ṕ
P©Š§
÷ ^#
ë §.
Tx

152
c G. Shin 2007
 t
ˆ
ë #
TD §?
Jx

6 Why couldn’t Debbie ...?

Below is the text of letter written on a visit to Korea. Read it and answer the questions below.

1. 7
Lp
ˆÜ
Ù 
ḱ
PԬ<
V"X©

Š©Šs
÷ À+
ø N¢
^#
ë §?
Tx
2. 7
Lp
ˆÜ
Ù 
ḱ
P‘¨¥
R<
ë V"
X©
Š©Šs
÷ À+
ø N¢
^#
ë §?
Tx
3. 7
Lp
ˆÜ
Ù #
T=V"
X©
Š©Šs
÷ À+
ø N¢
^#
ë §?
Tx
4. 7
Lp
ˆÜ
Ù x
¦£Š"
ò X©

Š©Šs
÷ À+
ø N

x§?
5. 7
Lp
ˆÜ
Ù =
VԬs
¦<Vs §?
À x
ø
6. 7
Lp
ˆÜ
Ù ÁÂ
>
N Ôs
õ‰
¼ †¥
½s
ü À ń
ø P
§?
x

NOTE: to be tired = 
oU
î -; It snows = p
ˆ
æ ¦-; to have a stomach-ache = :
x  
}ˆ-

c G. Shin 2007 153
V 19 »
= Î

7 ON STAGE
In this activity, we practise some of the vocabulary in this Unit by performing simple pantomimes.
Basically, you take turns moving about the room performing a series of actions. When you have
finished, the other students will be asked to describe what you have done. The pantomimes will
basically involve the following actions, but you can add to them if you want to.

I went to the door. sx

ˆ
ë ˆt«¡ ^#
ë Tx§.
I opened the door. ˆ©
ë
s Š2
÷ À2

Ì#
 Tx§.
I entered the room. V q́
F
8 Px ˆt«¤ Š#
÷ T. P#
o Tx§.
I closed the door. ˆ©
ë
s Š5
÷ Që̈
F ^# Tx§.
I sat down. F̀ë̈
: ^#Tx§.
I got up. À#
ó̈ T¢^#
ë Tx §.
I stood there. Ì#
ý
1 Tx§.
I went to the window. s
}
< ˆx
ë ˆt«¡ ^#
ë Tx§.
I stopped in front of the blackboard. *
÷v́
ª ‡ ë̈
[<V" X1Ì#
ý Tx§.
I went out of the room. V©
F
8 Š

÷ ¡^#
ë Tx§.
I went back to my seat. 
 t«¤ Š
 ¡^#
ë Tx§.
I said hello to ... ... ẃ
‡@ Rqõ
¼ ¥½†
ü #
ÿ Tx§.
And then ... ˆ
  q„ ...

Step 1: Think about the pantomime you are going to act out. Write down your script, making sure that
your fellow students will be able to describe what you are about to do.
Step 2: Take turns to leave the classroom and then return and go through your act.
Step 3: After each act, the class describes what they have just scene, saying (in Korean) ‘You came in,
you shut the door, you ...’

154
c G. Shin 2007
 t
ˆ
ë #
TD §?
Jx

8 WHEN I WAS TEN ...

In this exercise we ask you to recall what you were doing at various times in your past life. Below
there are a series of sentences saying “When I was ... years old I was doing such-and-such.” Your task
is to complete the sentences that are relevant to your own circumstances.

Example
You say: 15 §
RD
ë JÇ
÷!
1 Tr
»<
ã V"
X@†q
} …¥
½
ü 

q„ ó̈
Ì2 Ì#
 §.
Tx
Translation: At the age of fifteen I was going to school in Melbourne.

1. 3 §
RD
ë J .....................q
„ ó̈
Ì2Ì#
 §.
Tx

2. 6 §
RD
ë J .....................q
„ ó̈
Ì2Ì#
 §.
Tx

3. 9 §
RD
ë J .....................q
„ ó̈
Ì2Ì#
 §.
Tx

4. 12 §
RD
ë J .....................q
„ ó̈
Ì2 Ì#
 x.
T§

5. 15 §
RD
ë J .....................q
„ ó̈
Ì2 Ì#
 x.
T§

6. 18 §
RD
ë J .....................q
„ ó̈
Ì2 Ì#
 x.
T§

7. 19 §
RD
ë J .....................q
„ ó̈
Ì2Ì#
 x.
T§

8. 20 §
RD
ë J .....................q
„ ó̈
Ì2Ì#
 x.
T§

9. 25 §
RD
ë J .....................q
„ ó̈
Ì2Ì#
 x.
T§

10. 30 §
RD
ë J .....................q
„ ó̈
Ì2Ì#
 x.
T§

11. 35 §
RD
ë J .....................q
„ ó̈
Ì2Ì#
 x.
T§

12. 40 §
RD
ë J .....................q
„ ó̈
Ì2Ì#
 x.
T§

c G. Shin 2007 155
V 20 »
= Î

20 ‡<T<
ẃQ V"
X§R T
ë #D §?
Jx
1 Opposites
In the box below are twenty seven Korean adverbs. Each of them, except one, has an adverb that is
opposite in meaning. Your task is to identify the one that does not have the opposite.

CQ
< 
c
D 

> #
‡

Zn
A

C Žs
A

‹
A
ˆ


s
A
“
D C d
F b2
U

C

c
‡
6 e«
`
> < C
Z <7
‡
d

RA
s
 ˆ
 7
n ‡
 Žs
A

“
D

c‡
s
D G
D }
F

<
x Cs
“
D

t
y ™Ć
+ ‡
n

S‘
‘
 SĆ


s
A
‹
“
‰
- —
; <
x Cs
‹

156
c G. Shin 2007
 ‡<
ẃ T<
Q V"
X§R #
ë TD §?
Jx

2 .., aren’t you?/isn’t it?

Below are a series of situations, and your task is to make appropriate comments using VST- x§.
Use a falling intonation pattern to indicate that you expect the other party to confirm your observation.
Example

Situation: The temperature today is 35 degrees Celsius.

You say: 
o et
> U
> bd

C ‡x
#
Co
)?&

1. Your Korean friend is learning French. (}

ˆ6Vw
F ˆ¥
R÷
ë ©:
Š ­ ...)


2. You’re watching a TV program and your companion yawns. (

oU
î -)

3. Your friend tells you he has a long subway ride to work every morning. (§
õ
Š
¾ -)

4. Your companion eats a tiny portion of Gimchi and leaves the rest. (
/
¨}ù-)
ù

5. Your companion leaves most of the food uneaten. (n

U
> ×-)
2


6. Your friend fails the Korean exam. (ẃ

‡< T#
Q T<
[Ž
O ­
 #
TÞÂ-)


7. Another friend passes the Korean exam. (ẃ

‡< T#
Q T<
[Ž
O ­ °-)


p

8. You think the person you’re addressing is Mr Park. (8

O
F ¾M
¥û4
 Á
N -)

9. You look around the bookshop, but can’t find a Korean-English dictionary. (ẃ
ী
î 
õ
½ ×-)
2


10. Your friend has a desk piled high with papers and files. The phone is ringing constantly. (ˆ-)


11. The temperature is around zero. (E

¿-)
×

12. Your friend keeps frowning and rubbing her forehead. (N
 ˆ-)
}

13. Your companion recites a list of things of things that have to be done today. (®
"
‰ ó̈
À a-)
¥
ë

NOTES: 
oU
î - = tired; ẃ
‡ß Ä
îõ = Korean-English dictionary
½

c G. Shin 2007 157
V 20 »
= Î

3 .., didn’t you?

As in the previous exercise your task is to make appropriate comments using VST- x §. But this
time you’ll be using a rising intonation pattern and inviting the hearer to agree with you on the point
you are making.
Example

Situation: You think Tae-U has met Seon-Yeong, and you ask him to check if this is the case.
You say: p
  ,d
C, _
Ss
 —d
 C8
eA
> R
 ’x

)?%
Co

1. You want to check whether Annie has done her homework.

2. You want to check with the teacher that there’s no exam tomorrow.

3. You want to check if Tae-U has read yesterday’s paper.

4. You want to check with your fellow student that there’s a vocabulary quiz next Monday.

5. You think there’s a restaurant inside the railway station.

6. You’re checking whether Annie has learned Chinese characters or not.

7. You want to check with the teacher that the lesson finishes at 1.00 pm.

8. You want to check that John went there on foot.

9. You want to check with Seon-Yeong that she’s got an appointment at 7.00.

10. Your friend is hanging streamers and laying snack food on the table.

11. You think Kylie’s ordered beef spare ribs but want to make sure that she has.

12. You want to check whether Annie worked in the school library.

13. You want to check whether Annie has ever tried naengmyeon.

158
c G. Shin 2007
 ‡<
ẃ T<
Q V"
X§R #
ë TD §?
Jx

4 IT SEEMS TO BE ...
Look at the pictures below and suggest what tomorrow’s weather will look like.
Example

s
 ct
D U
> bd

C nz
,Ž,u
e
- 
¦no

).

1. 2.

3. 4.

5. 6.

c G. Shin 2007 159
V 20 »
= Î

5 What’s studying Korean like?

When you talk with Koreans you’ll find this is one of the most frequently-asked questions. This
exercise is designed to help you respond.

Learning Korean is a task involving various facets and skills:

speaking – ¥R
ë  pronunciation – ¦RC
ë ‹
¹
listening – >
‰
¹ conversation – È-È*
reading – ó̈
Ð composition – ; Os
F ˆ
ë
writing – ¤
ˆ listening and (then) speaking – >
‰q
¹ „¥
R
ë 
vocabulary – ĺ
P# T acquiring vocabulary – ;ĺ
P# T: ­
grammar – s ˆ0
ë Â
 making sentences – s ˆ;
ë V ń
F P¤ Š
÷

Now look at the grid below and describe how you feel.

‘
 ¨#
TOö
x§ ‹#
‚
D T
Oöx
§ s
»
Æ ˜
" x
§ íö
õ x
§ ‘
 ¨õ
íöx
§
¥
R
ë 
‰
¹
>
Ð
ó̈
ˆ
¤
ˆ0
ë
s Â

RC
ë
¦ ‹
¹
 ĺ
; P# T: ­
ˆ;
ë
s V ń
F P¤ Š
÷
-È
È *

As an extension exercise, find out how your fellow students feel.

Name: Name: Name: Name:

R
ë
¥ 
‰
¹
>
Ð
ó̈
ˆ
¤
ˆ0
ë
s Â

RC
ë
¦ ‹
¹
 ĺ
; P# T:
­
ˆ;
ë
s V ń
F P¤ Š
÷
-È
È *

160
c G. Shin 2007
 ‡<
ẃ T<
Q V"
X§R #
ë TD §?
Jx

6 What’s the weather like?

Yet another common topic of conversation is the weather. In conversations with Korean people
you’ll often be asked about Australia’s climate. In this exercise, see if you can put together a number of
sentences to describe the climate in the area of Australia in which you live, or in the country from
which you came, by responding to the following questions.

1. ~
³‘¨Â
Ô –
µpˆ#
Ù TD
Jx§?

³‘
~ ¨Â
Ô –
µpˆ .........................................................................
Ù

2. #
U?¾¢
Ù R
ë p
ˆ#
Ù TD§?
Jx

U?
# ¾¢
Ù R
ë ˆ .................................... q
p
Ù „ ....................................

3. #
U?¾<
Ù V
 ¥
a
ë §?
x

U?
# ¾<
Ù  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
V

4. 
©
Š¢R
ë p
ˆ#
Ù TD
Jx§?

©
 
Š¢R
ë ˆ .................................... q
p
Ù „ ....................................

5. 
©Š<
 Vp
ˆ
æ §?
x

©
 Š<
 Vp ............................................................................
ˆ
æ

And from the description of Korea’s climate in this Unit can you describe Korea’s climate by
responding to the same five questions?

1. ẃ
‡< TÂ
Q Ô –
µpˆ#
Ù TD
Jx§?

‡<
ẃ TÂ
Q Ô –
µpˆ .........................................................................
Ù

2. #
U?¾¢
Ù R
ë p
ˆ#
Ù TD
Jx§?

U?
# ¾¢
Ù R
ë ˆ .................................... q
p
Ù „ ....................................

3. #
U?¾<
Ù V
 ¥
a
ë Â
x§?

U?
# ¾<
Ù  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
V

4. 
©
Š¢R
ë p
ˆ#
Ù TD§?
Jx

©
 
Š¢R
ë ˆ .................................... q
p
Ù „ ....................................

5. 
©Š<
 Vp
ˆ
æ Â
x§?

©
 Š<
 Vp
ˆ
æ  ............................................................................

c G. Shin 2007 161
V 20 »
= Î

7 FILL IN THE MISSING WORDS

In the conversation below Yongsu is asking Robert about his accommodation. Your task is to supply
the missing words in the conversation from the words in the box below.

Y: t
«!T|
ˆ, t
«!T|
ˆp
ˆ©
Ù Â
ó ( )<
Wx§?

R: p
¾x
¼»q
ý õ7
¼ § ... p
Lx ¾x
¼ »ß
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8 Making Conversation
The situation: You’re in Seoul, and you are riding in a taxi ...

1. The taxi driver starts a conversation by asking where you come from.

......................................................................................

2. You respond.

......................................................................................

3. He then asks you how you find living in Korea.

......................................................................................

4. You say you like it. You like the food and people are kind to you, but because you don’t speak
Korean well, you find it inconvenient from time to time.

......................................................................................

5. He asks you where you learnt Korean.

......................................................................................

6. You say you learnt at the University of New South Wales in Sydney, Australia.

......................................................................................

7. He responds with interests! He asks if you had any Korean Korean teachers.

......................................................................................

8. You say yes.

......................................................................................

9. He asks if you find Korean difficult.

......................................................................................

10. You say that speaking Korean is O.K. but understanding what people say is difficult.

......................................................................................

c G. Shin 2007 163