PHGS1 K W1

O
nce upon a time and long ago, there was a peaceful and happy kingdom called Grammar Land. Throughout all
the world, the people of Grammar Land (the Grammarians) were well known to have the greatest and best
understanding of English grammar, spelling and pronunciation.
, , .
() ,
, .
there be (was) + N (): ~ ()
called + N (): ~ , ~
throughout all the world:
be(were) well known to + V (): ~ ()
As a result, the kingdom of Grammar Land flourished -- it

had the best economy, the finest art, the strongest soldiers
and technology, and even the most beautiful princesses,
who also were masters and teachers of English grammar.
As you might expect, Grammarians took great pride in their
perfect usage of English. After all, a kingdom with the best
command of the language was sure to be the strongest
in many other areas of life as well. The king, knights,
princesses, merchants, teachers and artists of Grammar
Land all took great pleasure in each and every English
conversation with one another. All was well in the land, and
it seemed nothing could disturb their excellent way of life.
, . , ,
,
. ,
. , , , ,
.
,
.
flourish:
finest: fine ,
as you might expect:
all was well: all + be + well , . well
, .
As good citizens of Grammar Land,

we should study English diligently every day!
,

!
Then, without warning, tragedy struck.
, , .
tragedy: ( )
strike - struck - struck: () (, ) ,
Suddenly an awful shrieking could be heard from the skies above Grammar Land -- it was the terrible dragon
KONGLISH of the Ungrammatical Land, heading straight for the royal castle! What did he want, the Grammarians
wondered? How and why would Konglish attack? It had been many, many years since anyone had seen Konglish. It
had been so long, in fact, that young Grammarians scarcely believed of his existence, thinking he was only a madeup bedtime story told by the elders of Grammar Land; a fairy tale designed to frighten children into studying their
English lessons every day.
.
!
? .
? .
,
( )
.
.
awful, terrible: ,
head for N: ~
its been so long that~: that~ . it
that~ .
in fact:
believe of N: ~
, thinking~: ~
made-up:
bedtime story: ,
.
elder: , , ,
a fairy tale:
designed to V: ~
frighten someone into N: ~
The Grammarians cowered in fear, hiding in their houses and anywhere else they could be safe from his fiery rage.
Hopefully, they thought, the dragon would just go away without incident, back to the Ungrammatical Land...

, .
.
cower: ,
in fear:
, hiding~:
fiery rage: fiery fire , , , rage , ,
. (collocation: ) .
.
Help! (!)
! .

meme[] .
Unfortunately, Konglish had other plans. Mounting a cunning surprise attack, the fierce dragon swept in,
kidnapping the twelve beautiful princesses from the castle! Wasting no time, Konglish swiftly whisked the lovely
and well-spoken princesses back to Ungrammatical Land, holding them prisoner. To make matters worse, he
dispersed the princesses throughout Ungrammatical Land to make any attempt at a rescue even more impossible.
, . ,
12 !
.
.
.
mount: ,
cunning: ,
fierce: ,
sweep in:
, kidnapping:
wasting no time:
hold someone prisoner: ~

to make matters worse: ,
disperse: .
even more: ( ) ~
The king of Grammar Land was devastated. Without the princesses, the great culture and perfect English of Grammar
Land might be lost forever. The king immediately enacted a plan to rescue the twelve princesses and return them to
their rightful home.
.
.
.
devastated:
be lost:
immediately: ,
enact:
rightful: , ,
Adventuring through the Ungrammatical Land and rescuing the princesses would be no easy task! Everyone was
sure that whoever would go to Ungrammatical Land would need to be equipped with perfect English in order to
survive. The king of Grammar Land, wise in the ways of the evil Ungrammatical Land, knew many battles would lie
ahead for whatever brave warriors, magicians and English experts would accept the quest. With dangerous monsters
and ungrammatical demons lying ahead, the king vowed to destroy the evil and ungrammatical dragon Konglish,
rescue the twelve princesses, and restore perfect English to Grammar Land once and for all!
!
,
.
, ,
.
, , ,
.
adventuring through: ~
whoever would go:
be equipped with N: ~
in order to V: ~
wise in the ways of ~: ~
lie ahead: ,
whatever~: (brave warriors, magicians and
English experts) ~ ... (
) .
vow to+V: ~
once and for all: ,
My poor daughters...
Who in Grammar Land is
brave enough to save them?
...

?
Although the king was resolute in his plan to rescue the princesses, he was in despair. He wondered aloud, Who in
Grammar Land will be brave enough to accept such a dangerous quest to rescue the princesses? Great riches and
noble titles shall be bestowed upon all men who are brave enough to help! To aid in the quest, the king turned to the
faithful and brave families of Grammar Land, including legendary grammar crusader Professor Hoho and his heroic
Grammar Knights.
.
.
? ()
! ,
() .
.
resolute: ,
in despair:
wonder aloud: . wonder
aloud

.
A() enough to V: V A
bestow: , ,
turn to N: ( ) N
legendary:
heroic: ,
Book 1: Korean Translation Book with Answer Key
#001: 10
(The Ten Different word Families
of Grammar Land)
efore our story continues, lets review the history of the ten families of Grammar Land. What are the ten families? They are the Verbs, the Nouns,
the Adjectives, the Adverbs, the Pronouns, the Auxiliary Verbs, the Conjunctions, the Articles, the Prepositions and the Interjections. Of the ten great
families in Grammar Land, some 1 are considered major and others 2 are regarded as minor.
, 10 . 10 ? 10 ,
, , , , , , , , . 10
, .
1
(consider, regard) . ,
.
be considered A/N (/): A/N

be regarded as A/N (/): A/N
The major word families (Verb, Noun, Adjective and Adverb) are major because these word families are open and new people can easily join these
families. This means the number of people in these families is often 1 getting larger. There are always a lot of immigrant (word) people 2 who want
to join these major families. As they are open to newcomers, the major families take the word knights from other families, but 3 only if they 4 are
willing to change their form and appearance to fit their new family. For example, people from the Noun family can become members of the Adjective
family if they add suffixes to their name such as -ly, -ful, -cal and so on. We will talk about words which change families later in more detail.
( ) (, , , )
(major). , .
. , .
. , -ly, -ful,
-cal . .
1
get larger: get+ ~

who want to join: ~ a lot of immigrant
word people
only if: only if ~ .

be willing to V: V
The Verbs, the Nouns, the Adjectives, and the Adverbs are very powerful and brave 1 ; most of them are doing the most important jobs in Grammar
Land. The bravest and most powerful boys from these families often 2 go on to become honorable Grammar Knights. After they become Grammar
Knights and are used in sentences, they change their names, and they are given titles of nobility. They become: Sir Subject, Sir Verb, Sir Object and 3
last but not least, Sir Complement.
, , , ,
. .
. : , ,
( ) .
1
2
3 last but not least: , []

; (): (;) .
go on to become= go on and become: ~
Each word family has 1 a colorful set of 2 combined symbols 3 that shows their favorite animals, their family motto and other details, including
their favorite colors. These symbols, combined into a single image, 4 are known as a family crest. These crests can 5 tell you the function of a word
family, and they are really cute as well!
, ,
. (crest) .
, !
1
2
a colorful set of: ,

combined:
that shows~: ~ a set of combined symbols ,
Before we talk about which knights you often find in sentence groups, lets
of the four major word families. Arent they adorable?
that shows set ()

4 be known as N: N
5 tell you the function: tell+IO+DO ~ ...
1
take a look at the crests of each family. The followings are the beautiful crests
(crest) . 4
. ?
1
K-6
take a look at: ,
Professor Hohos Grammar Story - Book 1: A Dark Tragedy in Grammar Land
[/]
The Four Major Word Families (4 ):

the Verbs, the Nouns, the Adjectives and the Adverbs (, , , )
The Nouns
The Verbs
go
get
like
dig
operate
write
draw
walk
grow
start
drive
...
The Verbs are masters of action. They describe an action, state or

occurrence. The Verbs usually function as Sir Verb in a sentence.
However, they can also 1 be transformed into the Nouns, Adjectives
and Adverbs.
. , ,
.
. , , ,
.
1
name
picture
food
cloth
building
car
train
bag
beauty
book
beer
...
The Nouns refer to people, places and things as well as states of

existence or ideas. The Nouns always give names to everything they
find. They can act as Sir Subject, Sir Object and Sir Complement.
, ,
.
. , ,
.
be transformed into N: N
The Adjectives
good
cool
happy
honest
many
royal
blue
magical
natural
true
smart
...
The Adverbs
well
happily
honestly
fortunately
greatly
soon
very
often
however
therefore
...
The Adjectives are masters of description. As describing words,

the Adjectives usually work to qualify (modify) Nouns and Noun
Phrases, giving information or detail to them.

,
,
The Adverbs are masters of modification. They can modify the Verbs,
Adjectives, Nouns, other Adverbs or even clauses, phrases and
sentences. The Adverbs express manner, place, time, frequency,
degree, level of certainty, etc.
. , ,
, , , , .
, , , , ,
Story #001: 10
K-7
Well, those are the beautiful crests for the Major word families! 1 Dont you want to know more about 2 what they do and
Well talk about the families, individual knights and the small and/or big groups 4 one by one later in this book.
Now, 5 lets move on to the Minor families. 6 Unlike the four Major word families, these six Minor word families are closed,
other families cannot join the families and become members of them.
who they are? Dont worry!

7
which means people from
Even though the name minor 8 sounds less important than major, these traditional and more conservative families have their own special and
important qualities and functions. Here are their family crests with brief 9 descriptions on their values:
, ! , ?
! , !
, (, ) . 4 , 6
. .
,
. (crest) .
1 Dont you~?: ~ ? .
yes, no .
2 what they do: . what do
.
3 who they are . who .
4 one by one: ,
5 lets move on to N: N ,
unlike N: N
A, which means: A. ~ A

8 sound less important: ~ less
.
9 description on N: N on ~
.
7
The Six Minor Word Families (6 ):
the Auxiliary Verbs, the Pronouns, the Prepositions, the Articles, the Conjunctions and the Interjections (, , , , , )
The Auxiliary Verbs

may
will
would
should
must
might
can
could
...
you
one
mine
some
any
they
them
that
those
myself
...
~
~
~
~
~
~
~
~
The Auxiliary Verbs are Verbs that add a functional or grammatical

meaning to the Verbs or a sentence. They are also known as Helping
Verbs.
The Pronouns are substitutes for Nouns or Noun Phrases, which

means they can work as a Noun or a Noun Phrase.
K-8
The Pronouns
[/]
The Prepositions
against
from
with
in
on
within
at
toward
beneath
under
...
The Articles
~
~
~
a
an
the
~
~
~
~
~
~
~
The Prepositions usually explain the spatial or temporal

relationship between the Nouns and Noun Phrases in a sentence.
As their name suggests, they are positioned before the Nouns or Noun
Phrases (Gerunds) to make adverbials.
The Articles appear before Nouns or Noun Phrases to indicate

volumic and numerical scope, and whether we are referencing
a specific Noun. The Articles are also members of the Determiners.

. (
- (pre) (position) ) ,
( V-ing)
.
The Conjunctions
The Interjections
and
but
or
because
when
if
though
unless
that
(a, an), (the)

. .
Cheers!
Hooray!
Ouch!
Wow!
Hi!
Good-bye!
Oh!
Aww!
~
~
~
~
~
( )
!
!
!
!
!
!
!
~!
...
, , .
The Interjections express particular emotions such as excitement,

surprise, anger, happiness and so on. They sometimes stand as a single
word and they dont have to be used in the complete sentences.
The Conjunctions connect words, sentences, phrases or clauses. They

are connectors, connecting whole ideas together.
, , ,
.
We now 1 have an idea of the four Major and six Minor families. Going forward, we will study the families of Grammar Land
about the exciting history of Grammar Land as well!
in depth, and hear more
4 6 . ,
!
1
have an idea of N: N
in depth: ,
Story #001: 10
K-9
#001: 10
(Word Groups)
In English, there are ten word-classes, or parts of speech. These ten classes can be divided into two rather big groups: major and minor word classes.
10 . 10 . .
( : 9 ,
.
.
< > 10 .)
1. Major word classes: open classes to which we can add new words. Here, new nouns and verbs are continually being made. The openness of major
word classes will be talked about later on in [Grammar #003: The Openness of Major Word Groups], page 32].
1. : . .
[ #003: , 32, K-32] .
[ TA B L E #001-1:
MAJOR WORD CLASSES
( ) ]
1, 2, 3
M a j o r Wo rd C l a s s
D e s c r i p t i o n / Fun c t i o n
E xa m p l e
Ve r b
Noun
7, 9
A dj e c t ive
to d es cr i b e a cti on, s ta te a nd occur rence
, ,
to ref er to a nd g ive na mes to p eop l e, p l a ces
a nd thi ng s
, ,

to d es cr i b e a nd qua l i f y nouns a nd noun
p hra s es

to modify verbs, adjectives, nouns and other adverbs
or clauses, phrases and sentences
8, 9
A dve r b
, , , ,
, ,
m ake, go, l i ke, wave,

f orm, play, extend, grow
f ood, dish, leg, picture,
clothes, deliver y
happy, angr y, hungr y,
dead, poor, perf ect
well, greatly, happily,
angr ily, poorly, perf ectly
2. Minor word classes: closed classes to which we cannot add new words.
2. :
[ TA B L E #001-2:
MINOR WORD CLASSES
( ) ]

Major Word Class
Auxiliar y Verb
Pronoun
5, 12
Ar ticle
10
Preposition
11
Conjunction
Interjection
K-10
Descr iption/Function
Example
to add a functional or gram m atical m eaning

to verbs or a sentence

to substitutes f or nouns or noun phrases

to indicate volumic and numerical scope, and
indicate whether we are referencing a specific noun
(a, an)
(the)
to explain the spatial or temporal relationship
between nouns and noun phrases

to connect words, sentences, phrases or
clauses
, ,
to express par ticular em otions such as
excitem ent or sur pr ise
c a n , m ay, s h o u l d , w i l l ,
m i g h t , wo u l d
a ny b o dy, s h e, t h ey,
wh i c h , yo u , t h i s , t h a t
a, an, the
in, at, in spite of , of ,
w i t h , w i t h o u t , t o, a ga i n s t ,
f o r, b e c a u s e o f
wh e n , b e c a u s e, i f ,
a l t h o u g h , p rov i d i n g,
u n l e s s , a n d , bu t , t h a t
wow, o u c h , o h , a h , go s h ,
h e l l o, go o d - bye
[/]
Every word in English belongs to at least one word group. These word families may not seem very important right now, but they are quite important when
trying to understand more advanced English sentence structures. For beginners who might have trouble noticing differences between word groups, see
the Korean Translation Book.
. ,
.
.
If you are having difficulty understanding things so far, dont worry! Repetition and reading often is the key to understanding a new language. Reading
the stories in this book repeatedly will enhance your understanding of grammar structures, and in time, you will begin to assimilate information and
understand the flow of English grammar just as a native speaker does.
! (
) . ,
() !
Professor Hohos
Useful Study Tips
#001: Always use a dictionary and a thesaurus when reading!
(thesaurus) !
1 Dont be afraid to use your dictionary or thesaurus when you 2

encounter unfamiliar English words! You should keep both with you
3 at all times. 4 In addition, there are many good dictionaries and
5 thesauruses online, if 6 carrying books around is too difficult. Try
dictionary.com or thesaurus.com! Even I use these websites when
reading, and 7 so do other native speakers of English.

(thesaurus) !
. , .
. dictionary.com
thesaurus.com !
.
.
1
dont be afraid to V: V!
encounter:
3 at all times = always:
4 in addition:
5 thesauruses: thesaurus ( ) . thesauri
6 carrying books around: ()
7 so do other native speakers of English: so do(es)+ ~
,
.
2

dictionary.com
dictionary
.
, , ,

thesaurus.com
thesaurus
.
,
(synonym)
.
a dictionary is a reference book which provides definitions for

words .
a thesaurus is a reference book that lists words grouped together
according to similarity of meaning (containing synonyms and
sometimes antonyms)
( )
.
Grammar #001: 10
K-11
[ #001: ] 10 / . ,
.
()
. ( ) .
.
Team Project Crisis

My classmates and I were given a homework assignment by our English professor to give
,
a ten minute presentation, all in English. While I am quite confident about my English
~
level and believe I will do fine on presentation day, one of my group members has not
,
contributed anything to the project. She rudely ignored her responsibility to prepare
any kind of speech and help with making a professional-looking PowerPoint slideshow,
so I and the other group members are really angry with her. Additionally, she is not
~
answering our text messages, and the final presentation is tomorrow at 9 AM! What
should we do? Ugh, I am worried about failing English class because of her!
!
K-12
classmates
assignment() (1)
in
English ~
confident
English ~
believe
... ~
will
rudely
(ignored)
and
I() the other group members( )
her
with ,
ugh,
[/]

10
() , ! ,
,
. ,

. ,
,
9! ? ,
F .
1) Nouns
classmates
2) Verbs
believe
3) Adjectives
confident
4) Adverbs
rudely
5) Articles/Determiners /
6) Pronouns
her
7) Prepositions
in
8) Conjunctions
and
9) Auxiliary Verbs
will
10) Interjections
ugh,
Grammar #001: 10 -
K-13
#002:
(Major Word families and their roles in sentences)
s we have now introduced the ten word families of Grammar Land, lets talk about the four Major word families (the Verbs, the Nouns, the
Adjectives and the Adverbs) individually.
Grammar Land is an 1 old, traditional country. As you might expect,

Major word families. Lets study them 4 in greater detail.
each family has special and unique historical
traits, especially the four
First, lets look at the habits of the most influential family in Grammar Land, the Verb family. Do you remember their family crest? As their motto
reads, the Verbs are masters of action. They 5 are in charge of any words that indicate action.
Because they are an active family, the Verbs have a Verb Festival every year in the Verb Village. Below is the Verb Fair which 6 takes place at the Verb
Fair which takes place at the Verb Festival. Each verb booth has its own verb 7 representative to explain 8 what they do. Since they are proud and
competitive, they 9 love telling others 10 about what they can do!
10 , 4 (, , , ) .
. , . 4
. 4 .
, , . ?
. . .
. .
.
!
1 old, traditional: (old , traditional )
and .
2 each family has: / each (has)
3 traits:
4 in greater detail = in more detail: in detail
5 S() be in charge of N: S N
6 take place: ,
7 representative:

8 what they do: explain
9 love telling: love to .
love to tell .
10 about what they can do: about what they can do

1 We are actions!
!
2 We Verbs are the best!

!
1.
2.
3.
4.
5.
4 ...to function as Nouns,

Adjectives and Adverbials.
...,
.
K-14
3 We can also change our form...

...
6 Stand up here to give a speech.

.
[/]
The Verbs can
be broken down into several different categories:
.
1
break something down: ~ . (be broken down) .
1. Intransitive Verbs vs. Transitive Verbs
vs.

.

!

.

.
,
++

.
socialize with N: N ,
,
2. Stative Verbs vs. Dynamic Verbs
vs.

/
.

.
love , hate
, possess

.
- physical: ,
- mental:
!
!

!

!
- be supposed to V: V

- bring something to life:
~ ()
Story #002:
K-15

Wait a minute! If you look at the Verbs on the 1 preceding pages, you may 2 notice that some Verbs appear repeatedly (walk, read, swim, stand...).
We will talk more about this later, but whether the Verbs are stative/dynamic or intransitive/transitive 3 places them in a different category from
4 one another. That means the stative verb like can be transitive while another stative verb such as appear can be intransitive.
Alright then, shall we listen to other Verb family members talk about themselves?
! ( ) (walk , read , swim , stand ...)

. , / , /
. , like appear
.
, , ?
1
2
3 places something in a different category from N: ~ N

, different from ~ .
4 one another: ( )
preceding: ,
notice:
3. Causative Verbs vs. Linking Verbs
, !

!

cause
,

.
vs.
~ ...
~ ...
~ ...
~ ...
~ ...
~ ...
~ ...
~ ...
~ ...
~ ...

(

)
.

!
!
- state:
- neither A nor B: A B

- quiet down: ,
- even more A():

A
Wow, what a Verb Fair! The Verbs really love to 1 boast about themselves, dont they? Before you panic, I understand that a lot of new information has
already been introduced in a short amount of time. This might cause you to become a bit 2 discouraged or 3 confused. Dont worry about not being
able to understand everything about the Verbs right now because we will talk about them in more detail later in this book.
As you already know, the Verbs are the most important word group in Grammar Land. We will talk about their functions repeatedly in this book. In
addition, the Verbs who can be transformed into Nouns, Adjectives and Adverbs in sentences will be talked about in more detail in Book 3.
Next, lets
go look around the Noun Town.
, ! , ?
, .
. . ,
.
() , .
. , , , 3
.
, ?
1
2
3
boast:
discouraged: ,
confused:
K-16
4 go (and) look around: go, come

and .
[/]
The Nouns from the Noun Town 1 are very proud of themselves, because the most important and 2 essential parts of sentences 3 belong to the
Nouns: Sir Subject, Sir Object and Sir Complement. In addition, the most famous place in the Noun Town is the Noun Name-Registration Center. At the
center, you can name people, things, places or ideas. 4 Below are the names you can register at the Noun Name-Registration Center.
. . ,
. , . , , ,
. .
1 are very proud of themselves: be proud of N N ,
themselves The Nouns..

2 essential:
belong to N: N , N
below are...: below
the name... are . ~
.
4
!

. (
) ()
.
fill in: ( )
application form:
3 according to N: N
2
The Noun Name-Registration Center

Noun (wanted name):
1. Common or Proper Noun
Common nouns
a general person, place, thing or idea
ex) lady, girl, school, desk, love
Proper nouns
a specific person, place, thing or idea
ex) Lucy, Seoul, New York, Coca-cola
2. Concrete or Abstract Noun

Concrete nouns
a person, place or thing that can be
perceived by one or more of the five senses
ex) lady, girl, school, desk, coffee
Abstract nouns
an idea or quality that cannot be perceived
by any of the five senses
ex) love, honor, trust, faith, bravery
3. Other Nouns
Compound nouns
two or more words combined to make a single
noun. a single word, two words together or
words connected with hyphens are possible.
ex) cellphone, gas money, brother-in-law
Collective nouns
a singular noun that names a group
ex) team, flock, police, family, pack
( ):
( ):
1.
3. (, )
, , ,
) lady(), girl(), school(), desk(), love()
, , ,
) Lucy, Seoul, New York, Coca-cola
2.
()
() , ,
) lady(), girl(), school(), desk(), coffee
.
, (-)
) cellphone(), gas money(), brother-in-law
()

) team, flock( ), police, family, pack( ,
)
, ,
) love(), honor(), trust(),bravery()
This is the name-registration application form, where the categories of various noun names are listed for the applicants to check. You can check as
many boxes as you want, depending on the name you want to register. Note that the categories listed each have different standards.
Let me explain each noun category one by one. First, we must determine whether a noun is a common or proper noun. This is easy -- common nouns
are for general things and proper nouns are for a specific and unique name or brand. Is this still a bit tricky?
I will give you an example. A cat is a general name to talk about a certain type of animal, so there can be a lot of cats. In this case, the noun cat is
a common noun. However, lets say, somewhere in the world, there is a dog named Cat. Here, the noun dog is a common noun, while Cat with a
capital letter C is a proper noun. As proper nouns are for unique names, you have to capitalize the first letter. We will talk about this in more detail
later on, in Book 5!
- , .
. . .
. , . .
, . ?
. cat . cats .
, cat . , Cat . ,
dog , Cat .
. 5 !
Story #002:
K-17

The motto of the Noun family is People, Places and Things, but the Nouns often talk about ideas which are not physical but conceptual, such as
beauty, love, hate, good, vice, philosophy, and so on. Therefore, we must also determine whether nouns are concrete or abstract. The conceptual
names listed above (beauty, love, hate, good, vice or philosophy) are of course abstract nouns. Physical things, people, or places can be regarded
as concrete nouns.
, , ideas (: beauty , love

, good (), vice (), philosophy ) . , ()
. (beauty, love, hate, good, vice, philosophy) . ,
, .
Also, at the Noun Name Office, you can check if the names you want to register are compound nouns or collective nouns. Compound nouns are names
which are made 1 by combining two or more nouns together. This is really useful; think about the nouns dry-cleaning or haircut. As you can see,
there can be a hyphen (-) to connect the two different words dry and cleaning. Similarly, the two separate words hair and cut can 2 be conjoined
without any space or hyphen. We will talk more about compound nouns in Book 5!
, .
. . dry-cleaning (dry + cleaning) haircut (hair +
cut) . , (-) hair
cut . 5 !
1 by combining: , by+V-ing ~
.
be conjoined: . conjoin
Collective nouns are names for groups: police, family, class, crowd, audience. If you want to register names to represent certain groups, you have to
check the box for the collective nouns category.
(police , family , class , crowd , audience ) () .

.
Now that weve talked about the types of nouns, lets look at a few sample application sheets.
.
Noun (wanted name):
love
V Common nouns

Noun (wanted name):
Gandalf

Common nouns
Proper nouns

Concrete nouns
V Proper nouns

V Concrete nouns


V Abstract nouns
3. Other Nouns
Abstract nouns
3. Other Nouns
Compound nouns
Compound nouns


Collective nouns
Collective nouns
When you look at the first name registration application for the name
love on the left, 1 theyve checked common nouns and abstract nouns.
However, Gandalf on the right is a name of a fictional character from a
book, so proper nouns and concrete nouns 2 have been checked 3
before the submission. What can you learn from these applications? One
noun can be categorized in many different ways.
love ,
common nouns abstract nouns
. , Gandalf
, .
?
.
1 they: they

.
2 have been checked:

(have p.p.)

.
3 before the submission: .

submission submit()
.
1 Once you register your name at the center, it is possible to become 2 part of the Noun family. So, what do the knights from the Noun family do?
They can function as Sir Subject, Sir Object and Sir Complement. 3 Since nouns can function as these three common parts of sentences, they 4 are
always in need of new members. Now we can easily understand why they are trying to recruit 5 more and more word knights.
, . , ?
, , . ,
. .
once S+V: once ~ .

part of: part of /
, a part of N
, . , a part of part of ,
~ part .
1
K-18
3 since: since ~ , ~ . ~
.
4 are always in need of new members: be in need of N N , N
.
5 more and more: and ~ .
[/]
Oh, look! Here is a poster which is being used to
recruit more nouns. Did you know that Verbs and
Adjectives can join the Noun family by adding
suffixes? For example, Verbs can be Nouns when
suffixes such as -ment are added on the end.
Verbs can also be gerunds (V-ing) or to-infinitives
(to+V) to function as a Noun. Adjectives can join
Nouns by adding the suffixes -ness, -ty, and so
on.
, !
.

?
, -ment
. ,
(V-ing) to (to+V)
.
-ness, -ty
.
Next, the Adjectives welcome you all to the Annual Fantastic International Adjective Movie Festival, held at the Adjective Movie Theater.
, .
The brave knights from the 1 honorable Adjective family
function as Sir Complement. Additionally, they can also modify,
describe or 2 qualify the Nouns.

. , (
) .
1 honorable: honor+able

2 qualify: qualify ,
,
( )
.
These are the important duties of the Adjectives. Then, arent you curious
about why they hold a movie festival? As you can see from the posters
of the movies, the Adjectives are artistic and productive people. They
love artistic movement and they also want to express their innermost
feelings!
. ,
?
, .

.
Do the descriptive movie titles of the festival make you interested in

seeing the films? Lets talk more about adjectives in Book 6. 1 For now,
take a look at the adjective chart on the next page which gives you basic
information about all the different kinds of adjectives in English.

? 6
. ,
.
1
for now:
Story #002:
K-19

[ TA B L E #002: DIFFERENT KINDS OF ADJECTIVES ( ) ]
Types
Adjectives
Description
to show possession or ownership of something
my, your, his, her, their, our,...
Possessive Adjectives

to point out specific people or things
this, that, these, those
good, new, first, last, long,

great, little, own, other, old,...
Demonstrative Adjectives
Adjectives
(, )
Participles

Comparative Adjectives

Superlative Adjectives
a word that describes, identifies, modifies, or qualifies nouns and noun phrases
a form of a verb (V-ing, V-ed) that is used in a sentence to modify a noun, noun
phrase
interesting, interested,
breaking, broken,....
(V-ing, V-ed)
better, newer, longer, greater,

less, older,...
best, newest, longest, greatest,

least, oldest,...
to describe that one thing has more or less of something than another noun
to compare three or more nouns to the highest degree
Since they are open, the Verbs and the Nouns can easily join the festival. Below are some posters showing where some Verbs and Nouns have
changed their forms and made their own movies. They want to join the Adjectives and take part in this awesome movie festival!
, .
. !
Verbs + suffixes
(-able, -tive...)
= Adjectives
Nouns + suffixes
(-ly, -ful...)
= Adjectives
+
(-able, -tive)
=
+
(-ly, -ful)
=
un + control + able
hate + ful
Verbs, as you can see, can be changed into the Adjectives by adding suffixes like -able and -tive. Think about how the verb agree can be changed
into the adjective agreeable. Similarly, the verb produce can be changed into the adjective productive. Present participles (V-ing) and past
participles (V-ed) are Adjectives which are modified versions of Verbs, of course.
, , -able -tive . agree agreeable . , produce productive

. (V-ing) (V-ed) .
Likewise, Nouns can join the Adjectives by adding suffixes such as -ful, -ly, -al, -some, and so on. For example, if you see words like beautiful,
friendly, accidental, troublesome, and so on, they are the Adjectives.
, -ful, -ly, -al, -some . , beautiful ,

friendly , accidental , troublesome , .
K-20
[/]
The final three Major families sound pretty important, right? Sir Subject, Sir
Verb, Sir Object and Sir Complement are the most important and necessary
knights in any sentence. If the Verb, the Noun and the Adjective families can 1
take care of every job in a sentence, then the Adverbs arent always necessary.
3 , ?
, , ,
. , ,
,
.
1
diligently
happily
HOW?
well
quickly
take care of: ,
In sentences, the Adverbs can easily and effectively give information about
places, time, method, and so on. The Adverbs are also open, which means
other word knights can join the Adverb family to work as Adverbs in a sentence.
, , ,
. .

.
daily I cook

often
HOW OFTEN ?
everyday sometimes

For example, usually with the help of the suffix -ly, almost all the Adjectives
can become Adverbs. Also, Nouns can join up with Prepositions to become
Prepositional Phrases, which can function just like the Adverbs, telling us time,
place, 1 and the like. Even Sir Subject and Sir Verb can work as Adverbs when
they are combined with Conjunctions.
, -ly
. ,
,
.
.
1
(Adverbial)
. , .
,
.
1
and the like:
All these newcomers 1 who joined the Adverb family 2 are called Adverbials.
3 To form Adverbials, you need Prepositions, Conjunctions and so on. We will
talk about this idea later in this book and also in other Grammar Story books
in the future.
who joined: ~
be called N: N
3 to form Adverbials:
2
to make
healthier
dishes for
my family
when I
invite my
friends
over
I cook

for myself,
my friends
and
my family
because
its my
favorite
hobby

Story #002:
K-21
Remember -- one common thing about the four families is that they are open, so they can join different word families other than their own. Therefore, here is the chart to show
the Openness of the Four Major Families. This helps the word knights to change their form and become new joiners.
-- 4 , .
, 4 . .
other than N: N
The Openness of the Four Major Word Families
agreement
en
-m
b -m
the Nouns
t
en
darkness
to go
)
r
+V going
o
Ve
(t

e g)
agree
iv in
t
+
i
n (V
fi
In und
To er o
G t
n joy
go
-e
n
ou -fy glory
N
- n
en ou
enjoy
N n- fy
e
, glorify

to (to+)
use (-ing/-ed)
the Verbs
To-Infinitive (to+Verb)
Participles (Verb+ing or Verb+ed)
enlarge
amplify
glory
friend
magic
,o
us
No , ly,
No un - al
No un ful
No un ous
un -ly
-al
to use
using
used
tive
(
to+
Ver
b
to amplify
en- Adjective -en large

Adjective -fy
ample
(to
+
joyful
glorious
friendly
magical
the Adverbs
To-I
nfin
i
dark
the Adjectives
amplify
to
K-22
joy
Ad
-l
je
y
ct
iv
e
-ly
en--en
-fy
Ad
je
ct -ne
ive -n ss
es
-fu
s
l
joyfully
gloriously
magically
joyful
glorious
magical
[/]
#002: - , , ,
(Major Word Groups - verbs, Nouns,
adjectives, adverbs)
1. Verbs ()
2 (, , )
A
LOVE
THINK
APPEAR
AGREE
HAVE
2
GO
FLY
SWIM
1
GO
+
FLY , SWIM
2
WANT
+
NEED
, WRITE ,
APPEAR
LOVE
THINK
MAKE
HAPPEN
BUY
HAVE
( 99, K-99)

HAVE
3 ()
BE
~ ,
LOOK
4
WANT
~ ,
+
SEEM ~
SOUND
~ ,
+ + (TO)-V/V-ING
... , TELL ~ ... , ORDER
~ ... ,
+ (~) + (~)
GIVE , BUY , SEND , MAKE , BRING
6
FIND
APPEAR
~ ,
LET
FIND
HAVE
~ ... ,
HAVE
~ ...
+ +
~ ... ,
MAKE
~... ,
CALL
~ ... ,
APPOINT
~ ...
Verbs are often considered the most important word family in English, as they bring action to sentences. Every sentence should have one verb to describe
the action of the subject. When verbs are used as a verb in a sentence, they are called finite verbs. If the verbs are 1 finite, they should be 2 conjugated,
which means they have to have proper 1) tense 2) voice and 3) subject-verb agreement. If youre not familiar with these ideas, dont worry! We will talk
about these concepts later in Book 2! Verbs can also be transformed into nouns, adjectives and adverbs. In this usage, verbs are called non-finite or infinite
verbs. There are three types of non-finite verbs: 1) gerunds 2) to-infinitives and 3) participles. We will talk more about this in detail in Book 3.
According to the context of English sentences, verbs can be either stative (state) or dynamic (action). As you might guess from their name, dynamic verbs
can describe active actions. We will also talk about this more in Book 2, when we talk about continuous tenses.
, .
. , (finite verbs) . ( : finite verbs
,
) , , , 1) , 2) , 3)
. 2 ! , , . ,
(non-finite infinite verbs ( ( ) )) . . 1) , 2)
to , 3) . 3 .
. , ()
. 2 .
1
2
finite: , / non-finite: ,
conjugated: conjugate , , . be
[A COMPLETE LIST OF REGULAR/IRREGULAR VERBS ( / )] A-194 .
Grammar #002: - , , ,
K-23
Depending on what follows a verb in a sentence, we sometimes find intransitive verbs (which dont need any objects or complements), transitive
verbs (which need objects), linking verbs (which need complements), causative verbs (which need objects and non-finite verbs) and so on. We will
talk about these verbs later in this book on page 99 when we talk about sentence (verb) structures.
, ( ) , ( ) , ( )
, ( ) . 99, K-99
() .
go
walk
think
appear
stay
want
love
~,
be
look
owe
have
P #001
order
.
.
.
.
.
.
.
.
.
.
5 .
.
Ia
m
Is
Sh
Y
Sh
Th
Ia
Ia
H
ea
I
ey ou a
I w taye
m
I
m
ha e ow e o
re love
loo
wa
g
an
d w ppe thin
rd
vin
e
ag
er
t
t
k
l
k
a
kin oing
o
ga sm
y
i
th
re
its
ed
str
oo
ou
g
e
o
gm
d
to
m
go
es
dp
5d
us
go
to
the
a
y
s
b
od
y d sch
od
ed
go
t
fr i
o
er
oo
en rupt
tim llar o go
so re.
.
.
o
o
g
u
l.
n
s
l
d.
.
y.
.
e.
t.
.
.
< #002 - >
Tomorrow, Sandy, Mike and I are going hiking. We are all really excited about the trip, but we
need to remember to bring several things along with us. Each of us is going to bring something
different 1 on the trail. I am going to bring some kimbap and lots of water. Sandy loves kimchi,
so she will bring 2 homemade kimchi and some side-dishes. And, since Mike likes to drink on
the mountain top, he is going to bring some beer, meokkoli and peanuts. What is meokkoli, you
ask? It is a traditional Korean rice wine. Anyway, I hope all these things are enough to 3 feed
three people! We are going to have so much fun!
All the words in blue above are verbs. There is only one finite verb in each sentence, and it should be conjugated (changed) according to the number of
the subject. Finite verbs are also underlined. Other verbs are non-finite verbs, which are transformed and used as other parts of speech in sentences.
. , (/) ()
. . , .
Sandy Mike . ,
. .
. Sandy . Mike
, . ?
. , !
!
1 on the trail: trail ,
, , on the trail ~
.
2 homemade:
K-24
3 feed three people: feed

,
.
[/]
2. Nouns ()
1 2 3
, , ,
, , ,
, ,
BOOK , PHONE , BOY , JOB , TABLE , COUNTRY
Art of war , iPhone , Brett, Lazyboi, Korea , IKEA
BOOK , PHONE , BOY , TABLE , COMPUTER , MOUNTAIN

B
()
DEATH , LIFE , HONOR , PEACE , LOVE , ADVICE
1
BOOK , PHONE , TABLE , COUNTRY , COMPUTER
C
2 ()
WATER , SUGAR , ADVICE , INFORMATION
VIDEO GAME , HOMEPHONE , BUS STOP , FIRE-FLY
TEAM , FAMILY , HERD , COMMITTEE
Nouns are important because they can be a subject, object or complement, which are the three most important/vital components in forming sentences.
More information on nouns will be provided in Book 5!
.
5 !
Common nouns are for general things, people and animals, 1 while proper nouns are for specific things with special names, such as brand names
for products or the names of places, countries, things and people. 2 As for proper nouns, we need to capitalize the first letter of the word as they are
unique, describing only one, certain thing.
, , , , ,
. ,
.
1 while: while ~ , ~

as for: as for ~
Depending on the meaning, nouns can be concrete or abstract. Concrete nouns describe things you can perceive with your five senses (see, smell,
hear, feel, taste). For example, books (you can see and feel them) or cats (you can see, feel and hear) are concrete nouns. However, abstract nouns are
the opposite of concrete nouns, which means you cannot perceive them with any of your five senses. For example, you cannot see, smell, hear, feel or
taste beauty, good and philosophy because they are non-physical concepts.
, . (concrete nouns) (sight , olfactory , hearing , touch

, taste ) . , ( ) (books) ( )
(cats) . , (abstract nouns) . , ,
, , , , , .
Another important group is called collective nouns. As nouns are used to talk about names, you need names which can refer to either the entire group
itself or the members of the group, such as family (the entire family or all the family members), police (the entire police force or policemen) and
committee (a group of people appointed for a specific function or the members of the committee).
. ,
, family( ), police( ), committee(-
) .
Finally, you have to remember to use articles (a, an, the) or other determiners before nouns. Information on articles and determiners will be provided on
page 50 later in this book.
, (a, an, the) . 50, K-50

.
Grammar #002: - , , ,
K-25

In the following example sentences, nouns are marked in blue color and articles/determiners are in italics.
,
#0001
Many people believe reading books is the best way to learn new languages.
The words in blue are all nouns: people (common, concrete, collective noun), books (common noun, concrete noun), way (common noun, abstract noun),
language (common, abstract noun)
: people(/ , , ), books(/ , ), way(/ , ), language(/ , )

#0002
Have you seen the new movie about New York City in the 1800s?
Every first letter in the proper noun New York City should be capitalized.
New York City() .

#0003
1800 ?
When making an omelette, dont forget to put butter in the pan before adding eggs.
Omelette, pan and egg are countable, which means you have to add articles like a, an, or the, or you can make them plural nouns. Butter, however, is
an uncountable (mass) noun which you cannot count, meaning the numeral articles or plural forms cannot be used here. Omelette(), pan(), egg(
) , a, an, the . , butter()
, .

#0004
Everyone in my family has a smartphone and a laptop computer.

Family is a collective noun and laptop computer is a compound noun. Here, laptop and computer are combined to make a new compound noun.
Family() , laptop computer( ) . laptop( , ) computer()
.

English nouns can be either countable or uncountable. If they are countable, they are either singular or plural. For singular countable nouns, you
have to use articles such as a, an or the. Plural countable nouns should have -s or -es as a suffix. However, uncountable nouns cannot be used
with the singular articles a or an. With uncountable nouns, plural forms are not possible, either.
Most nouns are countable, so it might be a better idea to remember which nouns are uncountable nouns. Here are some types of uncountable nouns
in a short list:
. .
a, an, the . -s -es . ,
a an . .
.
:

liquids (milk , water , oil )

gas (oxygen , air , nitrogen )
powder and grain (rice , wheat , sand )
matter (bread , cheese , lettuce , butter )
things (equipment , clothing , furniture )
natural phenomena (weather , thunder , rain , snow , sunshine )
abstract ideas (advice , chaos , motivation , information )
states of being (sleep , stress , childhood )
feelings (anger , happiness , enthusiasm , courage )
You cannot use a or an with these uncountable (mass) nouns. Usually, with uncountable nouns, the following phrases are used:
() a, an . , :

How much ...? ...?

a lot of, lots of, plenty of
some information / a piece of information
/
some equipment / a piece of equipment / two pieces of equipment
/ 1 / 2
[A COMPLETE LIST OF UNCOUNTABLE NOUNS ( )] A-214 .
K-26
[/]
3. Adjectives ()
+ LY, F U L, CAL
1
:
2
:
MY, YOUR, HIS, HER, ITS, THEIR, TOMS
THIS, THAT, THESE, THOSE
WHAT, WHICH, WHOSE
NO, ANY, MANY, FEW, SEVERAL
MORE
0 /
GOOD - BETTER - THE BEST, SMALL - SMALLER - THE SMALLEST
Adjectives are descriptive words. They can either modify nouns/pronouns (attributive) or describe them (predicative). Some good examples of
descriptive adjectives are red, black, happy, open, good, wide and narrow. Many adjectives end with suffixes such as -ly, -ful, -al, -cal, -y, -ed, -ing
and -ous. It is important to note that any parts of speech which can come before nouns and modify them can be regarded as adjectives: possessive
adjectives (my, your, their...), demonstrative adjectives (this, that, these, those), interrogative adjectives (what, which, whose), indefinite adjectives
(any, few, no...). For more detailed information on the adjectives, you can refer to Book 7.
Additionally, you can make comparative (-er) and superlative (-est) forms from adjectives. For example: Timmy is tall, but Jack is taller than him and
Paul is the tallest of all. For more information on comparative and superlative adjectives, see Book 9.
. ( ) ( ) .
red , black , happy , open , good , wide , narrow . -ly, -ful,
-al, -cal, -y, -ed, -ing, -ous .
. (my, your, their...), (this, that, these, those), (what, which,
whose), (any, few, no...) 7 .
, (-er) (-est) . , Timmy is tall, but Jack is taller than him and Paul is the
tallest of all. (Timmy , Jack Timmy , Paul .)
9 .
#0005
My phone is sitting on the table over there. Whose phone is this on the red couch?
my - , sitting - , whose - , red -

#0006
. ?
These oranges from Jeju are really delicious this time of year!
The demonstrative adjective these is to describe and also point at a nearby object. these .

#0007
These days, very few people dont have a television in their home.
Few is an indefinite adjective to modify the following noun people. Few is somewhat negative, so this sentence could be rewritten as These days,
there arent many people who dont have a television in their home. few people . few
These days, there arent many people who dont have a television in their home .

, .
( ./ .)
#0008
My professors new book has really helped me understand the English language.
The first noun in the sentence book is being modified and described by the genitive case (-s) and the adjective new.
book (s) new .

.
Grammar #002: - , , ,
K-27
4. Adverbs ()
+ LY
, ,
(), , ,
1 (?)
FAST , QUICKLY , AWKWARDLY
2 (?)
TOMORROW , YESTERDAY , ALWAYS , SOMETIMES
3 (?)
NEARBY , THERE , HERE
DEFINITELY , COMPLETELY , HARDLY ~ , RARELY ~
MORE
0 /
0
WELL - BETTER - BEST, QUICKLY - MORE QUICKLY - MOST QUICKLY
Adverbs can modify verbs, adjectives, adverbs, phrases, clauses, sentences, and even nouns. Adverbs as modifiers typically express manner, place, time,
frequency, degree, level of certainty, and so on, answering questions such as How?, In what way?, Where?, When? and To what extent?. Even
though adverbs are one of the four major parts of speech, your sentences dont have to use adverbs all the time. However, since they can often bring a lot
more detail to your thoughts, if you use adverbs in your sentences, they will become a lot more interesting.
Like adjectives, adverbs also have comparative and superlative forms. To make comparative/superlative adverbs, you can add the suffix -er for
comparatives and the suffix -est for superlatives. Or, you can use the word more for comparatives and most for superlatives which come before adverbs,
if the adverbs have more than two syllables or already end with the suffix -ly. For rules regarding the creation of comparative/superlative adverbs, see
Appendix page A-215.
, , , , , , . , , , , ,
?, ?, ?, ?, ? . 4
, . ,
.
, . / -er
-est . , 2 -ly more, most
. / (Appendix) A-215
#0009
I was going to be late for my doctors appointment, so I skipped breakfast and quickly ran to the
hospital.

ones doctors appointment: . , appointment .

skip breakfast: skip()
#0010
Do you know of a good coffee shop nearby?

know of N: N ()
nearby . nearby coffee shop .
#0011
I found out that I can get to work more quickly by taking the bus than by riding the subway.

get to N: N
more quickly...than quickly . -ly more
#0012
James always keeps his refrigerator filled with plenty of beer and soju!

James .
keep O() A(): O A

plenty of+ / :
K-28
[/]
Professor Hohos
Useful Study Tips
#002: Use as many parts of speech as possible when you make sentences!
() !
When making sentences, try to use 1 as many parts of speech as possible 2 in

order to give more detail to your ideas. Using more adjectives and adverbs is a
great way to give more detail. Adding a preposition and an object gives 3 even
more information.
( )
.
.
.
1 as / as possible: ~ many

2
in order to V: V
even more: even (more) /

.
3
For example, the sentence I walked to a park can be greatly 1 enhanced

an adverb and adjective. Then we will add a preposition and object.
with
I walked to a park
. .
enhance: ,
with an adverb and adjective: with ~ ,
~ .
1
I quietly walked to a nearby park with my girlfriend.

.
#0013
Someone sneakily broke into my small apartment yesterday and stole my laptop!
Someone didnt just break into, but sneakily broke into the small apartment. By using adjectives and adverbs, you can give more detail and express more feeling about something
that happened. small sneakily . ,
.
break into N:
apartment: (house) . .
#0014
My girlfriend angrily screamed at me because I stupidly forgot our anniversary... again!

The adverbs angrily and stupidly are modifying the verbs screamed and forgot, respectively. Also, with the use of the adverb again, you can hint that this happened before, and it
also explains the reason why his girlfriend was angry.
angrily stupidly screamed forgot . , again
, .
#0015
, ... !
I heard a story about a man who cunningly climbed Mount Everest while only wearing a tiny
pair of shorts! Is that true?
The modifiers such as cunningly and tiny describe the situation in a more dramatic and clearer way. To climb a high mountain in freezing cold weather in a pair of shorts sound
shocking. Using modifiers, you can deliver your message more effectively.
cunningly tiny . .
, .
! ?
Grammar #002: - , , ,
K-29
[ #002: - , , , ], 4 (, , ,
) . :
.
New Years Resolution: Quitting Smoking

I have resolved to quit smoking, starting January 1st! I have tried diligently to quit smoking many
times before, but this time, I am serious! Here is my plan: My friends and I will have a New Years
,
Eve party, and we have all decided to have one final, celebratory cigarette at 11:59 PM. After
,
that, my life of smoking will be finished forever! I am highly determined to become healthy by
,
eating better foods, stopping smoking, and going to the gym at least three times a week. Can you
please do me a favor? If you see me after New Years, please dont offer me a cigarette; I need
help from my friends to quit successfully!
Verbs
stop
see
Nouns
plan
friends
life
foods
gym
cigarette
Adjectives
serious
celebratory
healthy
Adverbs
diligently
highly
successfully
:
1 1 ! ,
! : ,
11 59 . !
.
? 1 1 .
.
resolve: , ,
at least:
do O() a favor: O , O
offer: ,
K-30
[/]
Now (The Present)

I
________
(love)
my life
these
days!
After
friends

.

work,
my

always
________
(want) me to hang out with them. Usually, Lily
.
_________ (text) me around the time I ______ (leave) the office to ask if I ________ (be) able to join her for dinner. Howevgreat, friendship, quietly, extremely
er, if I go to dinner, I must _______ (say) no to my friend Ryan
,
who always _______ (ask) me to join him at the gym. Because
being fit ________ (be) quite important for my job, I ________
(think) going to the gym everyday actually ________ (help) my
1
My brothers guitar playing is extremely annoying when I am
work performance. I sometimes _________ (feel) sorry about
trying to study.
skipping a workout, but fortunately, my friend Ryan completely
() .
_____________ (understand) me. My life ______ (be) healthy
be(is) (annoying) (is annoying) (annoy)

friends!
. -ly silently extremely
and
full of
good
, extremely(, ) .
my brothers guitar playing:
In2 Three
Years
(The
Going to
the zoo
andFuture)
quietly watching the animals is a great way
In to
three
years,
I expect
that I ________ (get) a promotion and bequickly
relieve
stress.
come
an assistant manager in my department. Then, I ________ (be)
.
able
to usegoing
a fifteen-day
vacation as a reward. During the vacation, I
to the zoo () watching the animals and is .

animals
(look)

three
watching
________
(go)
to watching
Europethe
and
_________
around
or
four
. -ly quietly extremely , quietly() .
European
countries.
My best
friend,
Simon,
__________
(go)
on .
a

(a) (way)
great .
vacation
with me. We _________ (have) a lot fun and ___________
relieve stress: ,
(experience) many new things in Europe!
If you take a chance on meeting someone new, sometimes you
will be greatly rewarded with a beautiful friendship.
3
,
.
(a) (beautiful, ) . 4
friendship() .
take a chance on N: N
reward: - be rewarded with N: N
Grammar #002: - , , , -
K-31
#003:
(the Openness of Major Word Groups)
he four major word groups are called open word groups, because new words can be made by adding certain prefixes or suffixes to 1 existing
words. This 2 feature gives the English language great 3 flexibility, and allows for the production of more 4 artful and interesting sentences.
4 ,
. .
1
existing:
feature:
+
+
+
+
ment
ing
er/ee
ist
flexibility:
artful:
N OU N
+ en
+ fy
+ ing
+ ed
VERB
+ ness
+ ty
+ fy
+ en
+
+
+
+
ly
ous
ful
al/cal
ABJECTIVE
+ ly
ADVERB
As you can see from the chart above, you can easily make new words to be used as different parts of speech. Lets take a noun such as joy as an
example.
, . joy .
[Sentence 1] I know the joy of painting pictures.
[ 1] .
[Sentence 2] Painting pictures can be a joy activity. (x)
Painting pictures can be a joyful/joyous activity.
[ 2] .
Here, you can add the suffix -ful or -ous to the noun joy to change it into the adjective joyful or joyous.
, -ful -ous joy joyful joyous .

[Sentence 3] I joy painting pictures. (x)
[ 3] .
This sentence is incorrect as there is no verb. By adding the prefix en-, you can make a new verb from the noun joy.
. enjoy .
[Sentence 3] I enjoy painting pictures. (O)
K-32
[/]
[Sentence 4] I joy paint pictures.
I joyfully paint pictures.
[ 4] .
With the verb paint, we want to describe how a person paints, which means we need an adverb to modify the verb. Because joy is a noun, you have
to add -ful to make the adjective joyful. Then, add the suffix -ly to make the adverbial form joyfully.
paint . joy
, -ful joyful . , -ly joyfully
.
Below is a list of ways to make new words by adding prefixes and suffixes to existing words.
+ ment =
interest + ing
interest + ed
= interesting
= interested
create + tion
inform + tion
= creation
= information
en + trap

length + en
= entrap
= lengthen
= notify
= glorify
+ en = ~
= employer
= employee
employ + er
employ + ee
+ tion =
= building
= parking
+ er = ( )
+ ee = ( )
build + ing
park + ing
+ ing = ()
+ ed = ()
= measurement
= judgment
+ ing = ()
measure + ment
judge + ment
+ fy =
notice + fy
glory + fy

+ ize =
standard + ize
hospital + ize
10
+ ness =
= awareness
= richness
special + ist
elite + ist

= specialist
= elitist
11
12
13
+ fy =
+ en =
+ ize =
real + ize
legal + ize
15
+ ist = ( )

null + fy
simple + fy
14
= friendly
= beautiful
= famous
= rhythmical
= normal

= starry
= careless
= foolish
aware + ness
rich + ness
en + large
deep + en

+ ly =
+ ful =
+ ous =
friend + ly
beauty + ful
fame + ous
, rhythm + cal
norm + al

star + y

, care + less
fool + ish

= standardize
= hospitalize
+ cal =
+ al =
+ y =
+ less =
+ ish =
+ ly =
great + ly

abrupt + ly
= nullify
= simplify
= enlarge
= deepen
= realize
= legalize
= greatly
= abruptly
Grammar #003:
K-33
Professor Hohos
Useful Study Tips
#003: You can not only guess the meaning of unfamiliar words, but also make new words!
!
Understanding the concept of the openness of major words

helps you 1 in two ways.
1) You can make new words and put them in sentences as
different parts of speech.
2) You can guess the meaning of unfamiliar words by 2 taking
note of the suffix.
2
.
1)
.
2)
.
1
in two ways: . way
take note of N: N (),
ex) The new mayor of Seoul has proposed new, widened

highways in order to solve the citys traffic problems.
)
, ( ) .
wide - widen (= make wide) - widened (adjective, passive, = in a

state of being made wide)
wide - wide+en (=make wide)

- widen+ed (, = )
#0016
These days, many people believe that being successful is a big part of achieving happiness.
After the linking verb be, a predicative adjective is needed. Therefore, instead of using the noun form success, you can make it into an adjective form by adding the suffix -ful. After
the preposition of, the verb achieve should be changed into a gerund (noun form). be . , success
-ful . of achieve ( ) .
, .
achieve:
#0017
Personally, I believe that a simplistic life with less stress and fewer problems will bring more
happiness than being famous or beautiful.
personally = person + -al + -ly (), simplistic = simple + -ist + -ic (), famous = fame + -ous (), beautiful = beauty + -ful ()
,
.
stress little( ) less , problem fewer
#0018
If I become rich, I would like to deepen my understanding of cooking, and maybe open my own
restaurant in Paris or London.
deepen = deep + -en (), understanding = understand + -ing ( = ), cooking = cook + -ing ( = )
K-34
[/]

GRAMMAR-TOON #001:
INTRODUCING BURGERMAN
AND SMARTYPANTS!
#001: !
2 THIS IS BURGERMAN, WHO REALLY
1 MEET SMARTYPANTS! HE IS SMART
AND SKILLED AT PLAYING HIS GUITAR!

cowboy
hat
sunglasses
LIKES MAKING AND EATING BURGERS.

sesame
seeds
lettuce
tomato
3 WELL HELP YOU UNDERSTAND ENGLISH
GRAMMAR! LETS LEARN TOGETHER!
buns
glasses
cape
sleeveless
white shirt
spatula
guitar
apron
1 !
!
2
.
3
! !
The Konglish word used in Korea is a word which can be spelled like the English word fighting. The meanings of these two words in each
language, however, are totally different. Of course, fighting is an English word formed by adding the suffix -ing to the verb fight. 1 History suggests
that the first copy usage of the popular Korean word 2 originated in Japan, where they used the word () for 3 cheering for such
things as sporting events. The Japanese word () itself came from the English word fight, but ironically, in the Western world, nobody
yells fighting or fight during sporting matches. Languages evolve organically and new words are frequently invented 4 over time, so really, it isnt
strange that Korea now says at sporting matches. In fact, many English words were borrowed from other languages and 6 were assimilated
into English long ago. For example, words like kindergarten, chef, and pasta are not originally from the English language, but were borrowed from the
German language, the French language and the Italian language, 7 respectively. Who knows? Maybe the Korean word will appear in a Korean
dictionary someday if enough people keep using it!
fighting .
. , fighting fight -ing .

, ()
. () fight , ()
fighting fight . ,
. ,
. kindergarten , chef , pasta , ,
, . ?
!
1 history suggests ...: suggest

history
...
...
.
.
2
originate in N: ~ , ~
cheering for N: N
over time: ,
6 respectively: ,

(,) .
were assimilated: assimilate

~ , ~
, ~
,
, .
Grammar #003:
K-35
[ #003: ]
. .
, .
, .
These Days, Reading a Book Is Impossible

With so many
distractions in the modern world,
reading a book can
often times be impossible. Common distractions are cell phones, television or

computer games. In my case, I find my eyes
drifting toward the television
or computer without even
doing it! Whenever I want to
noticing I am
completely focus on reading, I
usually go to a coffee shop and leave
my phone at home. That way, there are fewer ways for me to become
distracted. I have found that this method has
amount I read, and my grades at school are also
10
drastically increased the

improving as a result.
.
, .
, , . ,
! ,
. , .
, .
distraction: ,
often times: ,
common: , ,
drift: / , , ... , ...
leave: ,
drastically: , ,
K-36
[/]
1
5
noun
noun (gerund) ()
adjective (present participle) ()
words
roots
( )
verb
adverb
adjective (past participle) ()
suffixes
word class
meaning
distractions
distract ()
-tion
noun
reading
read ()
-ing
noun
drifting
drift ()
-ing
present
participle
noticing
notice ()
-ing
noun
(gerund)
doing
do ()
-ing
present participle
completely
complete ()
-ly
adverb
10
usually
usual (, )
-ly
adverb
6 ,
distracted
distract ()
-ed
drastically
drastic ()
-ally
improving
improve ()
-ing
()
past
participle
adverb
present
participle
1 ~
8 ,
Pick one number for each meaning. .

1
to be wandering aimlessly
to be paying attention to or to be taking notice of something
~
3
things that prevent someone from giving full attention to a task
the action of a person who reads
to be unable to concentrate
under normal/regularly occurring conditions
/
7
to be making something better
to be in the process of completing an action
to be acting rapidly or violently

10
fully; absolutely; 100%; the state of having every necessary part
100%.
Grammar #003: -
K-37

PHGS1 K W1

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O

As a result, the kingdom of Grammar Land flourished -- it

As good citizens of Grammar Land,

Then, without warning, tragedy struck.

hold someone prisoner: ~

Book 1: Korean Translation Book with Answer Key

be considered A/N (/): A/N

get larger: get+ ~

only if: only if ~ .

3 last but not least: , []

a colorful set of: ,

that shows~: ~ a set of combined symbols ,

that shows set ()

take a look at: ,

Professor Hohos Grammar Story - Book 1: A Dark Tragedy in Grammar Land

The Four Major Word Families (4 ):

The Verbs are masters of action. They describe an action, state or

The Nouns refer to people, places and things as well as states of

The Adjectives are masters of description. As describing words,

Book 1: Korean Translation Book with Answer Key

who they are? Dont worry!

which means people from

The Six Minor Word Families (6 ):

The Auxiliary Verbs

The Auxiliary Verbs are Verbs that add a functional or grammatical

The Pronouns are substitutes for Nouns or Noun Phrases, which

Professor Hohos Grammar Story - Book 1: A Dark Tragedy in Grammar Land

The Prepositions usually explain the spatial or temporal

The Articles appear before Nouns or Noun Phrases to indicate

(a, an), (the)

The Interjections express particular emotions such as excitement,

The Conjunctions connect words, sentences, phrases or clauses. They

in depth, and hear more

Book 1: Korean Translation Book with Answer Key

to d es cr i b e a cti on, s ta te a nd occur rence

m ake, go, l i ke, wave,

to add a functional or gram m atical m eaning

Professor Hohos Grammar Story - Book 1: A Dark Tragedy in Grammar Land

#001: Always use a dictionary and a thesaurus when reading!

1 Dont be afraid to use your dictionary or thesaurus when you 2

a dictionary is a reference book which provides definitions for

Book 1: Korean Translation Book with Answer Key

Team Project Crisis

I() the other group members( )

Professor Hohos Grammar Story - Book 1: A Dark Tragedy in Grammar Land

Book 1: Korean Translation Book with Answer Key

Grammar Land is an 1 old, traditional country. As you might expect,

each family has special and unique historical

traits, especially the four

2 We Verbs are the best!

4 ...to function as Nouns,

Professor Hohos Grammar Story - Book 1: A Dark Tragedy in Grammar Land

3 We can also change our form...

6 Stand up here to give a speech.

be broken down into several different categories:

break something down: ~ . (be broken down) .

1. Intransitive Verbs vs. Transitive Verbs

2. Stative Verbs vs. Dynamic Verbs

Book 1: Korean Translation Book with Answer Key

! ( ) (walk , read , swim , stand ...)

3 places something in a different category from N: ~ N

3. Causative Verbs vs. Linking Verbs

- even more A():