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preface
Note

01 middle
02 - That's it
03 - That's it
04 - If you do that
05 -gun, -gun
06 - Isn't that right?
07 _Ge1
08 -G2
09 - Become
10 - to do
11 - That's what happened
12 - Old books
13 - Old books
14 - I'm tired
15 - It is a miracle
16 - Pray
17 - Decide
18 - Deceive
19 - In the period
20 - for
21 - Gilae1
22 -gilrae2, “How much -gilrae”
23 - While I'm at it
24 - As it is
25 -de, -eunde, -nde
26 - in the wind
27 -
28 - or
29 - That is
30 - Come on
31 - When I looked closer
32 - If you look closely
33 - They said
34 - Even if you say so
35 -Dani1
36 - That's all
37 depends (-depends on)
38 Right now
Instead of 39
40 -Dunni1
41 -Duni2
42 - It was more
43 - It was 2
44 - Catalog
45 - or something
Like 46
47 Because1
48 Because2 (-because of/because of)
49 (-answer)
50 in the yard
Less than 51
If not 52
Even at 53
It looks like 54
55 is the law
56 It was obvious
Only 57
It's only 58
Between 59
It's 60
61 -Aya/-Aya/-Yeoya
62 -Ah/-eo/-yeo
63 -Ah/-eo/-yeo to throw away
64 -Ah/-uh/-yeo, I see
65 -Ah/-eo/-yeo is there
66 -was/-was/-was
67 -If it had been/-was/-was
68 -was/-was/-was
According to 69
Unlike 70 and/or
71 -euragyo/-rago
72 -Euran/-ran means
73 -trying/-trying
74 -trying/-trying
75 -If it is/If it is, it will be fine
76 -while/-while
77 -is it/-is it?
78 -I should have done it
79 -eul/-rge not
80 -eul/-rgyeom, -eul/-rgyeom
81 -I'm afraid of -
82 -eul/l worth
83 -eul/-r must be possible
84 -I didn't know -eul/-r
85 -eul/-lteuka
86 -을/-ㄹ든
87 or something like that
88 and/or, and/or
89 but / but
90 Easy/G
91 At this time
92 - That's right
93 'End of -geo-deon': Meaning [negative]
94 - Yes, that's right
95 - That's right
96 -ji(-at/-eot/-yeotji)
97 (-eul/-r) might be
98 was true
(I was going to do it/was about to do it)
99 pretend
100 Special Grammar 1 'Passive Voice'
101 Special Grammar 2 'Causative Verbs'

Correct answer

preface

Over the past years, while working in the Korean language education field, I have often felt the limitations of not having enough textbooks for students to learn Korean grammar with confidence.
Of course, there are textbooks from specific educational institutions that are at the pinnacle of Korean language education, but because the content is structured with a focus on educating students who come directly to the institutions, there are shortcomings when it comes to learning Korean on one's own.


Furthermore, due to the limited volume of textbooks, it was difficult to provide sufficient explanations of grammar and practice problems, and there was no way to check whether grammar was being learned accurately. As a result, most learners who studied Korean on their own ended up with inaccurate Korean language skills compared to the amount of time they put in.


However, in today's world, thanks to the development of the Internet, there are many ways to easily share various information, and with the development of electronic devices, we live in a world where shared information can be utilized at any time.
As these advantages are utilized in various fields to compensate for shortcomings and continuously create new values, it is believed that the time has come for Korean language education to also utilize advanced technology to achieve qualitative advancement.


Accordingly, this textbook was published.
As mentioned earlier, unlike the past when existing Korean language textbooks were unable to supplement the areas where teacher assistance was absolutely necessary and there were insufficient methods to verify the accuracy of grammar learned by students on their own, modern society offers a variety of foundations for supplementing these areas.
In particular, YouTube offers various advantages, such as easy access from any country in the world, no time constraints on sharing and playing recorded videos, and the ability to communicate with learners in real time. Therefore, we planned to utilize this platform to develop teaching materials.

This book primarily considers how to compensate for the difficulties of learners who have to interpret and understand the meaning of completely new sentence structures solely through text by presenting explanations of target grammar in sentences and paragraphs.
In other words, by providing videos on YouTube that are identical to the way teachers explain sentence structures to students during actual class time, we created an environment where students could attend the class in person, and enabled a comment function so that students could ask additional questions through comments if they had difficulty understanding the material.
In addition, by regularly categorizing learners' questions, we supplement the lack of printed textbooks with the consistent production of videos, and by utilizing advance notices and regular real-time broadcasts, we help confirm the accuracy of learned grammar and provide continuous and consistent supplementary explanations.

We hope that this textbook will serve as a starting point for publishing new textbooks that reflect diverse considerations for communication with learners, transcending the limitations of existing Korean language textbooks that focus solely on printing.
Furthermore, we hope for more active participation from learners, keeping in mind that no matter how hard teachers try, they cannot greatly improve students' skills compared to active participation in Korean language education, which is fundamental to 'communication'.


Note

1.
The order of grammar arranged in this textbook follows the general arrangement method used in existing Korean language education.
However, some grammar points that students find confusing have been reordered in a new way for 'emphasis'.
For example, '참이때' in number 97 is presented as '-려던/-려던 참이때' in most textbooks, but the error of focusing on '-려던/-려던' and missing the original meaning of '참이때' often occurs, so considering this, the same arrangement as in number 97 exists in this book.

2.
In intermediate grammar, accurate learning is more important than anything else.
If you study alone diligently but do not study accurately, you may end up creating a lot of inscriptions.
Of course, the best way to learn is through accurate understanding.
However, since the textbook is structured so that even memorizing sentences presented as examples can be sufficiently effective in cases where understanding is difficult, learners who have difficulty understanding are encouraged to first choose a method of acquisition that focuses on memorization.
3.
The 101 grammar items selected from the textbook are organized with a focus on content that can be understood by average learners who have studied Level 1 and Level 2.
Additionally, the example sentences were composed with a focus on the usage and meaning of sentence patterns and considering the most effective way to learn them.

4.
In some sentences, from a Korean perspective, there are some that are awkward and almost like nonsense.
However, we recognize that this is an inevitable limitation that arises in the process of presenting the grammar used by Koreans in various situations in the limited space of a textbook, using limited units called sentences. Therefore, we will supplement this with additional videos.

5.
Intermediate-level textbooks should be structured so that learners can understand them by using only the vocabulary and sentence structures learned in the beginner level.
This is another cause of awkward sentences.
In addition, certain grammar patterns have multiple meanings, and because they must be presented in a limited manner to the extent necessary at the intermediate level, we inform you that the meanings for some sentence patterns have been provided in a limited manner.

6.
The answers provided in the textbook are only a partial summary, and multiple correct answers are possible for certain questions. Therefore, students should actively utilize the comments section after checking the answers if they have any questions.

7.
The various sentences presented in the textbook are simply those that I have prioritized based on my experience teaching Korean, and that I believe are most suitable for understanding grammar.
In other words, it is made clear that the textbook, which is structured with ‘understanding’ as the highest priority, has absolutely no relation to political, sexual, or social issues.

8.
Language is like a living creature.
Although it is natural expression now, it is clear that it may become awkward over time. We will continue to research and continuously share any insufficient content on our YouTube channel, sparing no effort to make it a more complete teaching material.