종합 과제 1: 연결된 자기소개Unit I Assessment: A Connected Self-Introduction
Chapter Objectives
This is an assessment chapter. No major new grammar, particle, or speech-level system is introduced. By the end of this chapter, you will be able to:
- Combine self-description, topic chains, and Hangeul-only reading from Chapter 1 with relationship and address vocabulary from Chapter 2.
- Describe habits, ongoing activity with -고 있다, and expanded descriptive predicates from Chapter 3 as part of a longer connected profile.
- Narrate a short sequence of past events using sequence connectors, -기 전에/-(으)ㄴ 후에, and past noun-modifying forms from Chapter 4.
- Produce one connected spoken and written self-introduction that moves smoothly from identity, to relationships, to habits, to a short past narrative.
- Maintain consistent everyday polite -아요/어요 speech level, accurate spacing, and accurate particle use across a longer connected text.
- Read and listen to connected self-introductions that combine all four chapters' systems without introducing new grammar.
- Self-assess readiness for Unit II using the Unit I checklist provided in this chapter.
Communication Scenario
The study group's meeting with 수진 has arrived. Each member of the group will give a short spoken self-introduction and submit a written version for a shared class booklet. 지은 reminds everyone that a good introduction is not four separate paragraphs about identity, relationships, habits, and the past — it is one connected profile where those parts flow into each other naturally. 라일라 decides to use everything she has practiced since Chapter 1: her topic chain from her first self-description, the relationship and address terms from Chapter 2, her daily routine and descriptive language from Chapter 3, and the short biography she wrote in Chapter 4.
- This chapter introduces no new grammar, particle, speech-level, or honorific system. Every pattern used here was activated in Chapters 1 through 4.
- The task of this chapter is synthesis: combining four separate chapters' systems into one connected, well-organized spoken and written performance.
- Assessment in this chapter focuses on cumulative accuracy, cohesion between sections, and independent control — not on introducing anything unfamiliar.
Unit I Systems Map
The table below shows where each system used in this chapter was first introduced. Nothing in this chapter goes beyond this list. If any row feels uncertain, return to the listed chapter before continuing.
| System | First Introduced | Role in This Chapter |
|---|---|---|
| Self-description and topic chains | Chapter 1 | Opens the connected profile with identity information |
| Hangeul-only reading and writing | Chapter 1 | Entire chapter is produced and read without romanization |
| Titles, kinship terms, address forms | Chapter 2 | Introduces family members and important people in the profile |
| Noun modifiers and 의 control | Chapter 2 | Links people, places, and possessions within the narrative |
| Frequency adverbs and routine contrast | Chapter 3 | Describes daily and weekly habits |
| -고 있다 (ongoing aspect) | Chapter 3 | Describes what the speaker is currently doing or studying |
| Expanded descriptive predicates | Chapter 3 | Adds detail and personality to people, places, and routines |
| Sequence connectors (그 다음에, 그 후에, 먼저, 마지막으로) | Chapter 4 | Organizes the past-narrative section in order |
| -기 전에 / -(으)ㄴ 후에 | Chapter 4 | Marks one before/after relationship in the narrative |
| Past noun-modifying form of action verbs | Chapter 4 | Describes a person, place, or thing tied to a past action |
This chapter also recycles everyday polite -아요/어요 speech level, established from the beginning of the volume, and expects it to remain consistent throughout.
Core Vocabulary Review
No new productive vocabulary is introduced in this chapter. The table below reorganizes selected vocabulary from Chapters 1 through 4 by the section of the connected profile it supports, so you can review efficiently before producing your own version.
| Profile Section | Sample Vocabulary | Source Chapter |
|---|---|---|
| Identity | 이름, 나이, 학생, 전공 | Chapter 1 |
| Relationships | 가족, 친구, 선생님, -씨, -님 | Chapter 2 |
| Habits and routine | 보통, 자주, 가끔, 요즘, -고 있다 | Chapter 3 |
| Past narrative | 태어나다, 이사하다, 졸업하다, 그 다음에 | Chapter 4 |
You may use any vocabulary from Chapters 1 through 4 in your Unit I performance task. Do not use vocabulary that has not yet been activated by the scope.
Pronunciation Consolidation
This chapter introduces no new sound-change rule. It consolidates control of the sound changes practiced across Chapters 1 through 4, including liaison across batchim before vowel-initial endings, past-tense liaison with 았/었, and stable pronunciation of high-frequency particles and endings.
When reading or speaking a longer connected text such as this chapter's self-introduction, maintain the same syllable timing and liaison patterns you used in short sentences. Do not slow down and separate syllables at sentence boundaries; instead, use natural pauses at commas and full stops while keeping each sentence's internal liaison smooth.
저는 요즘 한국어를 배우고 있어요 · 가족들과 자주 연락해요 · 어릴 때 부산에서 서울로 이사했어요
Grammar Synthesis
This chapter introduces no new grammar system. It reviews how the systems from Chapters 1 through 4 combine into one connected text, and it practices the transitions between sections.
Review: Moving between sections smoothly
A connected profile does not simply list four separate topics. Each section should lead naturally into the next. The table below shows one way to move from identity, to relationships, to habits, to past narrative, using only systems already activated.
| Transition | Function | Example |
|---|---|---|
| 저는 [이름]이에요/예요. | opens with identity (Ch. 1) | 저는 라일라예요. |
| 저는 가족이 있어요. / 제 [관계]는 ... | moves into relationships (Ch. 2) | 제 언니는 회사원이에요. |
| 요즘 저는 ... | moves into current habits (Ch. 3) | 요즘 저는 한국어를 배우고 있어요. |
| 저는 [장소]에서 태어났어요. 그 다음에 ... | moves into past narrative (Ch. 4) | 저는 시카고에서 태어났어요. 그 다음에... |
These transitions are not a new grammar system; they are a review strategy for organizing already-known sentence patterns into one text.
Review: Cumulative accuracy checkpoints
- 제 동생은 학생이고, 저는 회사원이에요. My younger sibling is a student, and I am an office worker. noun modifier + 의 control (Ch. 2) recycled with -고 coordination
- 저는 매일 운동하고 있어요. 그리고 주말에는 가족을 만나요. I am exercising every day. And on weekends I see my family. frequency adverb + -고 있다 (Ch. 3)
- 고등학교를 졸업한 후에 이 학교에 입학했어요. After graduating from high school, I entered this school. -(으)ㄴ 후에 + past noun-modifying pattern (Ch. 4)
Assessment chapters in this volume are designed to test independent control of previously activated systems, not to introduce new material under time pressure. If a sentence in your profile requires a grammar point not yet covered — for example, quoted speech or the passive voice — restate the idea using a system from Chapters 1 through 4 instead of reaching for an untaught form.
Practice — Combining sections
- Write one sentence that introduces your identity (Chapter 1 pattern).
- Write one sentence that introduces a family member or friend using a title or kinship term (Chapter 2 pattern).
- Write one sentence using -고 있다 to describe something you are currently doing (Chapter 3 pattern).
- Write one sentence using a sequence connector or -기 전에/-(으)ㄴ 후에 to describe a past event (Chapter 4 pattern).
- Combine your four sentences with one transition phrase from the table above between each pair.
Model Dialogue
Setting: 수진 asks 라일라 to introduce herself at the study group meeting, combining everything from identity to past narrative.
내용 이해 — Comprehension questions:
- Identify one sentence from each of the four sections: identity, relationships, habits, and past narrative.
- What is 라일라's major, and who is her sister?
- What is 라일라 currently doing every morning?
- What happened to 라일라 before she moved, according to the dialogue?
Guided Practice
Complete each task using only vocabulary and patterns activated in Chapters 1 through 4.
- Write a two-sentence identity section for your own profile.
- Write a two-sentence relationship section that names at least one person and uses a title or kinship term.
- Write a two-sentence habits section that includes at least one frequency adverb and one -고 있다 sentence.
- Write a three-sentence past-narrative section that includes a sequence connector, one -기 전에 or -(으)ㄴ 후에 sentence, and one past noun-modifying phrase.
- Connect all four sections into one paragraph using the transition phrases from the Grammar Synthesis section.
Listening Practice
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.
준호의 자기소개
안녕하세요. 저는 준호예요. 저는 이 학교 학생이고, 전공은 컴퓨터공학이에요. 제 가족은 대전에 살아요. 남동생이 한 명 있는데, 남동생은 아직 고등학생이에요. 요즘 저는 태권도를 배우고 있어요. 그리고 주말마다 도서관에서 공부하고 있어요. 저는 대전에서 태어났어요. 고등학교를 졸업한 후에 서울에 있는 이 학교에 입학했어요. 여기에 오기 전에는 서울에 한 번도 안 와 봤어요. 이 학교에서 처음 만난 친구가 지은 씨예요.
듣기 과제 — Listening task: Listen and answer in English.
| 질문 | 답 |
|---|---|
| What is 준호's major, and who is his younger brother? | ______ |
| What two activities is 준호 currently doing? | ______ |
| What happened before 준호 came to Seoul, and who was the first friend he met? | ______ |
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, particles, and speech-level consistency.
- (a sentence from the habits section using -고 있다)
- (a sentence from the past-narrative section using -기 전에 or -(으)ㄴ 후에)
Reading Practice
Below is 수진's own connected self-introduction, written for the class booklet. Read it and answer the questions below. No romanization is provided.
제 소개 — 수진
안녕하세요. 저는 수진이에요. 저는 이 학교의 새 학생이에요. 제 부모님은 대전에 사시고, 언니와 남동생이 있어요. 언니는 회사원이고, 남동생은 아직 초등학생이에요. 요즘 저는 새 학교생활에 적응하고 있어요. 그리고 매일 저녁에 한국어 숙제를 하고 있어요. 저는 대전에서 태어났어요. 어릴 때 가족과 함께 여러 번 이사했어요. 초등학교를 졸업한 후에 지금 이 학교에 입학하기로 결정했어요. 이 학교에 오기 전에는 친구가 많지 않았지만, 여기에서 좋은 친구들을 많이 사귀었어요. 처음 만난 친구는 라일라 씨였어요.
This passage combines self-description and topic chains (Ch. 1), kinship terms and honorific awareness for parents (Ch. 2), current habits with -고 있다 (Ch. 3), and past narrative with sequence connectors and past noun-modifying forms (Ch. 4). Only vocabulary and grammar activated through Chapter 4 are used.
내용 이해 — Comprehension questions:
- Where do 수진's parents live, and who are her siblings?
- What two things is 수진 currently doing, according to the passage?
- What happened in 수진's life before and after entering this school?
- Find one example each of a Chapter 2 pattern, a Chapter 3 pattern, and a Chapter 4 pattern in the passage.
Writing Workshop
This chapter's writing task is your Unit I performance piece: 연결된 자기소개 ("A Connected Self-Introduction"), combining identity, relationships, habits, and past narrative into one organized text.
- Open with identity. State your name and at least one identity fact, as in Chapter 1.
- Introduce at least one relationship. Use a title, kinship term, or 의 possession pattern from Chapter 2.
- Describe your current habits. Use at least one frequency adverb and one -고 있다 sentence from Chapter 3.
- Narrate a short past sequence. Use at least one sequence connector, one -기 전에 or -(으)ㄴ 후에 sentence, and one past noun-modifying phrase from Chapter 4.
- Connect the sections. Use transition phrases so the text reads as one profile, not four separate lists.
- Revise. Check your draft against the editing checklist below.
체크리스트 — Editing checklist:
- All four sections (identity, relationships, habits, past narrative) are present and connected.
- At least one Chapter 2 pattern (title, kinship term, or 의) is used correctly.
- At least one Chapter 3 pattern (frequency adverb or -고 있다) is used correctly.
- At least one Chapter 4 pattern (sequence connector, -기 전에/-(으)ㄴ 후에, or past noun-modifying form) is used correctly.
- Speech level is consistent everyday polite -아요/어요 throughout.
- Only Hangeul is used; no romanization appears in the final draft.
- No grammar, particle, or vocabulary item beyond Chapters 1 through 4 appears in the text.
Speaking Practice
통제 연습 — Controlled practice: 네 부분 연결하기
Practice saying your four prepared sentences from Guided Practice aloud in order — identity, relationships, habits, past narrative — using the transition phrases from the Grammar Synthesis section until the whole sequence feels smooth.
의사소통 과제 — Communicative task: 자기소개 발표하기
With a partner or in a small group, present your connected self-introduction as in the Model Dialogue. The listener should be able to identify all four sections and ask one follow-up question about any part of the introduction.
혼자 하는 연습 — Solo alternative
Record yourself presenting your full connected self-introduction in eight to ten sentences, covering all four sections without reading directly from your written draft.
Culture and Communication
As noted in Chapter 4, self-introductions in many South Korean school and community settings often move beyond name and current activity to include brief biographical and relational information. A connected introduction that moves from identity, to family, to daily life, to a short personal history reflects a common structure for this kind of spoken and written self-presentation, though the exact content and order vary by setting, relationship, and personal preference.
A common beginner tendency is to produce four unconnected paragraphs rather than one cohesive text. Reusing topic chains and omission from Chapter 1, rather than repeating 저는 at the start of every single sentence, helps the profile read as connected narration rather than a checklist of unrelated facts.
Common Mistakes to Avoid
Error: Beginning the identity section in everyday polite -아요/어요 and switching to plain or formal endings in the past-narrative section without a reason to do so.
Correction: Keep everyday polite -아요/어요 consistent across all four sections in this chapter's task, since no new speech level has been activated yet.
Error: 저는 라일라예요. 저는 학생이에요. 저는 언니가 있어요. 저는 운동을 해요. (four disconnected sentences with no transitions)
Correction: Use transition phrases and topic-chain omission, as in 저는 라일라예요. 이 학교 학생이고, 언니가 한 명 있어요. 요즘 운동도 하고 있어요., so the sections read as one connected profile.
Error: Attempting to use quoted speech, the passive voice, or formal -습니다 endings because they sound more sophisticated.
Correction: Express the same idea using a Chapter 1–4 pattern instead. This chapter assesses independent control of what has already been taught, not early use of unscheduled systems.
Chapter Review
Section A — 어휘 (Vocabulary)
1. List one vocabulary item from each of Chapters 1 through 4 that you plan to use in your connected self-introduction.
Section B — 문법 (Grammar)
1. Identify which chapter introduced each of the following: -고 있다; -기 전에; 의 possession; topic chains.
2. Correct the error: 저는 라일라예요. 저는 학생이에요. 저는 언니가 있어요. (rewrite as one connected sequence using a transition).
Section C — 독해 이해 (Reading Comprehension)
1. According to 수진's introduction, what happened before and after she entered this school?
Section D — 쓰기 (Writing)
1. Write your connected self-introduction following the Writing Workshop steps and checklist.
Section E — 말하기 (Speaking)
1. Present your connected self-introduction aloud to a partner or record it, following the Speaking Practice guidance.
누적 복습 — Cumulative review
This chapter recycles self-description and topic chains from Chapter 1, relationship and address vocabulary from Chapter 2, habits and -고 있다 from Chapter 3, and past narrative systems from Chapter 4, without introducing any new grammar, particle, or speech-level system. If any earlier system still feels uncertain, review the relevant chapter before beginning Unit II.
Unit I Performance Task
수행 과제
연결된 자기소개 — A Connected Self-Introduction
You will produce one connected spoken and written self-introduction that combines identity, relationships, habits, and past narrative, demonstrating independent control of every system activated in Chapters 1 through 4.
- Written: Write your connected self-introduction from the Writing Workshop, covering all four sections and using transition phrases to connect them into one text.
- Spoken: Present the same content aloud to a partner or recorded alone, as in the Model Dialogue, and answer at least one follow-up question.
- Reflection: Write one English sentence identifying which chapter's system (1, 2, 3, or 4) you feel most confident recycling, and one area you want to keep practicing as you begin Unit II.
| Criterion | What is evaluated |
|---|---|
| Identity section (Ch. 1) | Accurate self-description and use of topic chains |
| Relationship section (Ch. 2) | Correct use of at least one title, kinship term, or 의 possession pattern |
| Habits section (Ch. 3) | Correct use of at least one frequency adverb and one -고 있다 sentence |
| Past-narrative section (Ch. 4) | Correct use of a sequence connector, -기 전에/-(으)ㄴ 후에, and a past noun-modifying phrase |
| Cohesion across sections | Sections connect smoothly using transitions and topic-chain omission rather than reading as unrelated lists |
| Speech-level consistency | Everyday polite -아요/어요 maintained throughout |
| Hangeul and spacing accuracy | Accurate spelling and level-appropriate spacing throughout, no romanization |
| Scope discipline | No structures used beyond Chapters 1 through 4 |
Answer Key
Grammar Synthesis Practice — Combining Sections
1. Sample answer: 저는 라일라예요.
2. Sample answer: 제 언니는 회사원이에요.
3. Sample answer: 저는 요즘 한국어를 배우고 있어요.
4. Sample answer: 고등학교를 졸업한 후에 이 학교에 입학했어요.
5. Sample answer combining all four: 저는 라일라예요. 제 언니는 회사원이에요. 요즘 저는 한국어를 배우고 있어요. 그리고 고등학교를 졸업한 후에 이 학교에 입학했어요. (any accurate combination using the transitions is acceptable)
Model Dialogue — Comprehension
- Identity: 저는 라일라예요. Relationships: 언니가 한 명 있는데... Habits: 한국어를 열심히 배우고 있어요. Past narrative: 시카고에서 태어났어요...
- Her major is Korean, and her sister is an office worker.
- She is studying Korean and exercising every morning.
- Before she moved, she didn't know any Korean at all.
Listening comprehension
- 준호's major is computer engineering; his younger brother is still a high school student.
- He is learning taekwondo and studying at the library every weekend.
- Before coming to Seoul he had never visited before; the first friend he met was 지은.
Reading comprehension
- Her parents live in Daejeon; her siblings are an older sister and a younger brother.
- She is adapting to her new school life and doing Korean homework every evening.
- Before entering this school she moved several times and did not have many friends; since then she has made many good friends.
- For example, Chapter 2: 언니와 남동생이 있어요; Chapter 3: 적응하고 있어요; Chapter 4: 졸업한 후에.
Chapter Review — Section B
1. -고 있다 and 의 possession/topic chains were introduced with -고 있다 in Chapter 3 and 의/topic chains across Chapters 1–2; -기 전에 was introduced in Chapter 4.
2. Sample correction: 저는 라일라예요. 이 학교 학생이고, 언니가 한 명 있어요.
Section D — Sample connected self-introduction
안녕하세요. 저는 라일라예요. 이 학교 학생이고, 전공은 한국어예요. 제 언니는 회사원이고, 우리 가족은 미국에 살아요. 요즘 저는 한국어를 열심히 배우고 있어요. 그리고 매일 아침에 운동하고 있어요. 저는 시카고에서 태어났어요. 열 살 때 여기로 이사했어요. 이사하기 전에는 한국어를 전혀 몰랐어요. 이 학교에서 처음 만난 친구는 지은 씨예요.
Check that: all four sections appear and connect smoothly, at least one pattern from each of Chapters 2, 3, and 4 is used correctly, speech level is consistent everyday polite throughout, and no structures beyond Chapter 4 appear.
Looking Ahead
지금 할 수 있는 것 — What you can do now
You can produce one connected spoken and written self-introduction that combines identity, relationships, current habits, and a short past narrative, using consistent everyday polite speech level, accurate Hangeul, and accurate particle and predicate control. This completes Unit I of Volume II.