preface
Note
Characters

1 It is a [noun], is it a [noun]?
2 [noun] is/is 1
3 [Noun] It is/It is
4 [noun] this/that
5 [noun]
6 [noun] is not
7 [Verb] is it/is it/is it/is it?
8 [noun]
9 this/that/that [noun]
10 Chinese character words
11 native words
12 [Verb] Ah/eoyo
13 [noun] in 1
14 [noun] and
15 unit noun
16 b irregular
17 [Noun] is/is 2
18 not [verb], not [verb]
19 [noun]
20 [Verb] High 1
21 [noun] in 2
22 [noun]
23 [Verb] was/was-
24 [Action Verbs] Grade 2
25 [Action Verb] I want to
26 [Action Verb] Want to
27 [action verb](으)세요, [action verb](으)세요
28 [noun] 1
29 [noun] to/to/to
30th place eliminated
31 [verb] but
32 [noun] than
33 [noun] only
34 [noun] 2
35 From [noun] to [noun], from [noun] to [noun]
36 [Action Verb] Ah/Come on 1
37 [verb](eu)si-
38 [Noun] to/to/to
39 [verb](으)ㄹ will, [verb](으)ㄹ will
40 [Action Verb] Shall we do it?, [Action Verb] Shall we do it?
41 Not [verb of action], [verb of action] not to be able to
42 [Action Verb] I will- 1
43 L eliminated
44 [Action Verb] (으)ㄹ can/cannot
45 [Verb] Ah/Come on 2
46 [Action Verb] Don't
47 [Action Verb] I will do it
48 [verb](으)니 1
49 [Action Verb] is
50 [noun] and/or

[supplement]
Listening passage
Model answer
Grammar explanation
Activity sheet

- The learning content was organized by selecting 50 grammar points suitable for beginner communication situations.
- The introduction is presented in the form of dialogues and pictures related to the usage situations of each grammar, and the dialogues can be heard through MP3 files.
- The presentation was not structured as a separate item so that it could proceed through the teacher's speech.
However, the meaning and usage examples of the target grammar are provided in the appendix so that learners can study on their own.
- The exercises are structured to begin with exercises that pursue morphological accuracy in line with the characteristics of beginner grammar, and then move on to communication activities through connecting exercises, completion exercises, etc.
- The activities were structured around speaking activities that use the relevant grammar as a core, but some grammar was presented in writing situations.
- The summary is composed of speaking situations linked to the introduction so that students can reconfirm or rephrase the communication activities learned in the introduction situation.
Because the introduction is structured to be repeated and expanded, learners can practice speaking on their own.
- For grammar related to listening, speaking, reading, and writing, a functional curriculum is provided at the end of each unit to help students use grammar in communication situations.
- The appendix ‘Grammar Explanation’ describes the meaning of the target grammar and examples of its use.
The National Institute of the Korean Language's 『Korean Basic Dictionary』 was used as a reference, and the meaning, usage situation, and form of the target grammar were described, and the expanded usage meaning and examples were described with different editing.
- When presenting target grammar, the categories of grammar are indicated as nouns, verbs, action verbs, and state verbs so that learners can easily understand the conditions for combining grammar.
- Introduction and practice of grammar, and vocabulary used in activities are provided separately to learners.