11과–14과 종합 과제: 도시에서 문제 해결하기Unit III Assessment: Solving Problems Around the City
Chapter Objectives
This is a synthesis chapter. No new grammar, particles, or speech-level systems are introduced. By the end of this chapter, you will be able to:
- Talk about weekend and future plans using -(으)ㄹ 거예요 and invitations with 같이.
- Give and follow directions using 로/으로, 에서...까지, and movement verbs with -(으)세요.
- Talk about ability and make polite requests using -(으)ㄹ 수 있어요, 못, and 아/어 주세요.
- Explain a health problem, state an obligation, and issue a polite prohibition using -아/어서, 해야 해요, and -지 마세요.
- Combine all four systems into a single connected spoken or written performance about solving a real-life problem in the city.
- Maintain accurate Hangeul, spacing, particles, and everyday polite speech level across an extended task.
Communication Scenario
라일라 is finally feeling better after her cold from Chapter 14. Her friend 수진 has invited her to spend Saturday together, but 라일라 also has to run several errands around the city: she needs to find her way to a new pharmacy, ask someone whether she can still pick up a package she was unable to collect earlier in the week, and explain to her Korean class instructor why she needs to reschedule a make-up session. Across a single Saturday, 라일라 must plan, navigate, request help, and explain reasons and needs — all using language from Chapters 11 through 14.
- This chapter introduces no new grammar. It integrates plans and future reference, directions and movement, ability and requests, and health, needs, and reasons into connected performance tasks.
- Every task below also continues to draw on identity, family, dates, food, routines, location, and shopping language from Chapters 1–10.
- By the end of this chapter you will be able to move through a full day of plans, directions, requests, and explanations entirely in everyday polite Korean.
Unit III Map
The table below summarizes the four chapters this assessment brings together. Review any row that still feels uncertain before continuing.
| Chapter | Focus | Key Systems |
|---|---|---|
| 11 | Plans and Future Reference | -(으)ㄹ 거예요, 같이, 그리고/그래서 |
| 12 | Directions and Movement | 로/으로, 에서...까지, -(으)세요 |
| 13 | Ability, Requests, and Learning | -(으)ㄹ 수 있어요, 못, 아/어 주세요 |
| 14 | Health, Needs, and Reasons | -아/어서, 해야 해요, -지 마세요 |
This chapter does not add a fifth system. Every task below recombines these four in new situations.
Cumulative Vocabulary Review
No new productive vocabulary is introduced in this chapter. The table below regroups high-value items from Chapters 11–14 that this chapter's tasks depend on most directly.
계획과 초대 — Plans and invitations
| Korean | Meaning |
|---|---|
| 주말 | weekend |
| 같이 | together |
| 약속 | appointment / plan |
길과 이동 — Directions and movement
| Korean | Meaning |
|---|---|
| 똑바로 | straight |
| 건너다 | to cross |
| 모퉁이 | corner |
능력과 부탁 — Ability and requests
| Korean | Meaning |
|---|---|
| 잘 | well |
| 조금 | a little |
| 도와주다 | to help (someone) |
건강과 이유 — Health and reasons
| Korean | Meaning |
|---|---|
| 아프다 | to hurt / to be sick |
| 걱정하다 | to worry |
| 쉬다 | to rest |
This is a review selection, not a complete list. All productive vocabulary from Chapters 1–14 remains active and assessable in this chapter's tasks.
Pronunciation Review
This chapter introduces no new pronunciation target. It reviews liaison and batchim linking across the four Unit III patterns, since these grammar endings frequently attach directly to consonant-final and vowel-final stems.
Listen for smooth linking between the stem and the ending in phrases such as 갈 거예요, 가야 해요, 할 수 있어요, and 아파서. In each case the final consonant of the stem or the batchim of an attached particle connects forward into the following syllable rather than being pronounced as a separate, isolated block.
Read the following aloud, listening for connected, natural speech rather than separated syllables.
주말에 갈 거예요 · 똑바로 가세요 · 한국어를 할 수 있어요 · 머리가 아파서 쉬어야 해요
Grammar Review
No new grammar is introduced in this chapter. The table below reviews the four systems this chapter integrates. Use it as a quick reference while completing the tasks that follow.
| Chapter | Pattern | Function | Example |
|---|---|---|---|
| 11 | -(으)ㄹ 거예요 | future / intention | 친구를 만날 거예요. |
| 12 | -(으)세요 | polite instruction | 똑바로 가세요. |
| 13 | -(으)ㄹ 수 있어요 / 못 | ability / inability | 한국어를 할 수 있어요. / 오늘 못 가요. |
| 13 | 아/어 주세요 | polite request | 도와주세요. |
| 14 | -아/어서 | reason | 머리가 아파서 못 가요. |
| 14 | 해야 해요 | obligation | 약을 먹어야 해요. |
| 14 | -지 마세요 | prohibition | 걱정하지 마세요. |
Practice — Integrated sentence building
- Write one sentence about a weekend plan using -(으)ㄹ 거예요.
- Write one sentence giving directions to that place using -(으)세요.
- Write one sentence saying whether you can or cannot do something related to that plan, using -(으)ㄹ 수 있어요 or 못.
- Write one sentence giving a reason and an obligation using -아/어서 and 해야 해요.
- Write one polite request using 아/어 주세요 and one polite prohibition using -지 마세요.
Integrated Dialogue
Setting: 라일라 calls 수진 on Saturday morning to plan the day and explain a change.
내용 이해 — Comprehension questions:
- Where does 라일라 need to go first, and why?
- How does 라일라 tell 수진 to get to the pharmacy?
- Why can't 라일라 go to her make-up class today?
- Find one sentence with -(으)ㄹ 거예요, one with -(으)세요, one with -아/어서, and one with 아/어 주세요 in the dialogue.
Listening
Ask your instructor, a language partner, or a text-to-speech tool to read the following passage aloud. Listen twice without reading, then complete the tasks below.
수진의 토요일
저는 수진이에요. 오늘 라일라 씨하고 같이 시내에 갈 거예요. 그런데 라일라 씨가 아직 조금 아파서 먼저 약국에 가야 해요. 저는 길을 잘 알아요. 여기에서 약국까지 걸어갈 수 있어요. 라일라 씨는 오늘 한국어 수업에 못 가요. 그래서 이메일을 써야 해요. 제가 도와줄 거예요.
듣기 과제 — Listening task: Listen and answer in English.
| 질문 | 답 |
|---|---|
| What are 수진 and 라일라 going to do together today? | ______ |
| Why do they need to go to the pharmacy first? | ______ |
| What will 수진 help 라일라 do? | ______ |
받아쓰기 — Dictation: Your partner or instructor reads two sentences from the passage above, once each at natural speed. Write what you hear in Hangeul, then check your spacing and particle accuracy.
- (a sentence with -(으)ㄹ 거예요)
- (a sentence with -아/어서)
Reading
Below is a short email that 라일라 wrote to her Korean class instructor, combining reason, obligation, and a plan. Read it and answer the questions below.
라일라의 이메일
선생님, 안녕하세요. 죄송해요. 목이 아직 아파서 오늘 보충 수업에 못 가요. 다음 주 월요일에 갈 수 있어요. 그날 학교에 어떻게 가야 해요? 죄송하지만 시간을 알려 주세요. 걱정하지 마세요, 지금은 많이 괜찮아요. 감사합니다.
This email recycles email conventions from Chapter 14 and combines them with the ability and request patterns from Chapter 13.
내용 이해 — Comprehension questions:
- Why can't 라일라 attend the make-up session today?
- When does she say she can attend instead?
- What does she politely ask her instructor to do?
- Identify one sentence that uses -(으)ㄹ 수 있어요 and one that uses 아/어 주세요.
Writing Workshop
This chapter's writing task is a connected paragraph, 토요일 계획 ("Saturday Plan"), that combines all four Unit III systems into one short piece of writing.
- State a plan. Use -(으)ㄹ 거예요 to describe something you plan to do this weekend.
- Give directions. Use 로/으로, 에서...까지, or -(으)세요 to explain how to get somewhere connected to your plan.
- State ability or inability. Use -(으)ㄹ 수 있어요 or 못 to say whether you can do part of the plan.
- Give a reason and an obligation. Use -아/어서 and 해야 해요 to explain why you need to do something.
- Make a request or a reassurance. Use 아/어 주세요 or -지 마세요.
- Revise. Check your draft against the editing checklist below.
체크리스트 — Editing checklist:
- Every sentence uses only Hangeul and only systems activated through Chapter 14.
- All four Unit III systems appear at least once: plans, directions, ability/requests, and reason/obligation/prohibition.
- Speech level is consistent everyday polite throughout.
- Endings are formed correctly according to the vowel or consonant pattern of each stem.
- Spacing between nouns, particles, and predicates follows the patterns modeled in Chapters 1–14.
Speaking Practice
통제 연습 — Controlled practice: 계획과 길
Working with a partner or alone, take turns stating a weekend plan with -(으)ㄹ 거예요 and then giving directions to that place with -(으)세요.
의사소통 과제 — Communicative task: 도시에서 문제 해결하기
Work with a partner. One person plays 라일라: state a plan, explain that you cannot do part of it because of a health reason, state what you need to do instead, and make one polite request. The other person plays 수진: respond with concern, offer help, and reassure your partner.
혼자 하는 연습 — Solo alternative
Record yourself describing a full Saturday: one plan, one set of directions, one statement of ability or inability, one reason-and-obligation sentence, and one request or reassurance, in six to eight connected sentences.
Culture and Communication
When a learner needs to reschedule a class, appointment, or meeting in South Korea, it is common and courteous to explain the reason briefly, propose an alternative time, and thank the other person for their understanding, much as 라일라 does in her email to her instructor above.
In many everyday South Korean friendships, offering to help with an errand or task, as 수진 does throughout this chapter's dialogue, is a common way of expressing care, and such offers are often made warmly and readily accepted between close friends.
Common Mistakes to Avoid
Error: 똑바로 마세요. (attempting to say "go straight")
Correction: 똑바로 가세요. — -(으)세요 gives a positive instruction; -지 마세요 only attaches to a stem to give a negative instruction, and the two cannot be mixed.
Error: 한국어를 잘 수 없어요.
Correction: 한국어를 잘 할 수 없어요. or 한국어를 잘 못해요. — the verb stem 하다 must remain in the sentence; -(으)ㄹ 수 없어요 attaches to the verb stem, not directly to an adverb.
Error: 아파요. 약을 먹어야 해요. (two separate sentences where a connected reason is expected)
Correction: 아파서 약을 먹어야 해요. — when a reason directly motivates an obligation, Chapter 14's -아/어서 connects them into one sentence rather than leaving them as two disconnected statements.
Chapter Review
Section A — 어휘 (Vocabulary)
1. List one item each from the plans, directions, ability/request, and health/reason vocabulary sets reviewed in this chapter.
Section B — 문법 (Grammar)
1. Write one sentence each using -(으)ㄹ 거예요, -(으)세요, -(으)ㄹ 수 있어요, and -아/어서.
2. Correct the errors:
- 똑바로 마세요.
- 한국어를 잘 수 없어요.
Section C — 독해 이해 (Reading Comprehension)
1. According to 라일라's email, why can't she attend today's make-up session, and what does she propose instead?
Section D — 쓰기 (Writing)
1. Write a six-to-eight sentence "Saturday Plan" paragraph following the Writing Workshop steps and checklist, using all four Unit III systems.
Section E — 말하기 (Speaking)
1. With a partner, complete the 도시에서 문제 해결하기 role-play from the Speaking Practice section without notes.
누적 복습 — Cumulative review
This chapter recycles identity, family, dates, food, routines, location, and shopping language from Chapters 1 through 10, and integrates plans, directions, ability/requests, and health/reasons from Chapters 11 through 14 without adding new productive systems. If any earlier item felt uncertain while completing this chapter, return to its source chapter before continuing to Chapter 16.
Practical Performance Task
수행 과제
도시에서 문제 해결하기 — Solving a Problem Around the City
You will complete an integrated task about plans, directions, ability, requests, and health/reasons, in speech and in writing, using only the systems activated through Chapter 14.
- Written: Write your "Saturday Plan" paragraph from the Writing Workshop, including a plan, directions, an ability or inability statement, a reason-and-obligation sentence, and a request or reassurance.
- Spoken: With a partner or recorded alone, act out a situation in which you state a plan, cannot complete part of it for a health reason, explain what you need to do instead, and make one polite request.
- Reflection: Write one English sentence identifying which of the four Unit III systems — plans, directions, ability/requests, or reason/obligation/prohibition — still feels least automatic, and one specific thing you will review before Chapter 16.
| Criterion | What is evaluated |
|---|---|
| Plan accuracy | Correct -(으)ㄹ 거예요 formation and appropriate use of invitations |
| Direction accuracy | Correct use of 로/으로, 에서...까지, and -(으)세요 |
| Ability/request accuracy | Correct use of -(으)ㄹ 수 있어요, 못, and 아/어 주세요 |
| Reason/obligation/prohibition accuracy | Correct use of -아/어서, 해야 해요, and -지 마세요 |
| Vocabulary accuracy | Appropriate use of Unit III and earlier vocabulary |
| Cohesion | Ideas presented in a clear, logical order with consistent speech level |
| Hangeul and spacing accuracy | Accurate spelling and level-appropriate spacing throughout |
| Scope discipline | No structures used beyond Chapters 1–14 |
Answer Key
Grammar Review Practice
1. Sample: 저는 주말에 영화를 볼 거예요.
2. Sample: 여기에서 극장까지 똑바로 가세요.
3. Sample: 저는 영화를 같이 볼 수 있어요.
4. Sample: 배가 아파서 집에서 쉬어야 해요.
5. Sample: 좀 도와주세요. / 걱정하지 마세요.
Integrated Dialogue — Comprehension
- 라일라 needs to go to the pharmacy first because her throat still hurts a little.
- Walk from where they are to the bank, then turn right; the pharmacy is visible from there.
- Her throat still hurts, so she can't attend her make-up class today.
- -(으)ㄹ 거예요 — 같이 갈 거예요.; -(으)세요 — 은행에서 오른쪽으로 가세요.; -아/어서 — 목이 아직 조금 아파서 약을 사야 해요.; 아/어 주세요 — 좀 도와주세요.
Listening comprehension
- 수진 and 라일라 are going downtown together today.
- They need to go to the pharmacy first because 라일라 is still a little sick.
- 수진 will help 라일라 write an email to her instructor.
Reading comprehension
- 라일라 can't attend because her throat still hurts; she proposes attending the following Monday instead.
- Ability sentence: 다음 주 월요일에 갈 수 있어요.; Request: 시간을 알려 주세요.
Chapter Review — Section B
- (a) → 똑바로 가세요. (b) → 한국어를 잘 할 수 없어요. or 한국어를 잘 못해요.
Section D — Sample Saturday Plan paragraph
저는 오늘 친구하고 같이 시내에 갈 거예요. 여기에서 지하철역까지 똑바로 가세요. 저는 지하철을 잘 탈 수 있어요. 그런데 목이 아파서 먼저 약국에 가야 해요. 친구가 저를 도와줄 거예요. 걱정하지 마세요, 저는 괜찮아요.
Check that: at least one sentence uses -(으)ㄹ 거예요; at least one uses -(으)세요 or 로/으로/에서...까지; at least one uses -(으)ㄹ 수 있어요 or 못; at least one uses -아/어서 and 해야 해요; at least one uses 아/어 주세요 or -지 마세요; speech level is consistent everyday polite throughout; particles and spacing are accurate.
Looking Ahead
지금 할 수 있는 것 — What you can do now
You can state plans, give and follow directions, talk about ability and make requests, and explain health-related reasons, obligations, and prohibitions, all combined into connected, realistic performances. This completes Unit III.