Your goal
Report who asked whom to do what, keeping the beneficiary unchanged.
The requester, person acting and person benefiting may differ. Identify all three before choosing the reporting form.
Before you start
- 부탁
- request or favor
- 지시
- instruction
- 대상
- the person an action concerns
- 빌려주다
- lend
- 제출하다
- submit
Explore the situation
Original message and participants
Three roles in a request
Mina and Aki relay other people’s words.
| Who / when | Original words or recorded facts |
|---|---|
| Staff → Jun | “공책을 가져오세요.” |
| Jun → Mina | “저에게 펜을 빌려 주세요.” |
| Teacher → Jun | “아키를 도와주세요.” |
Check requester and beneficiary separately.
Learn the expressions
Staff tell Jun 공책을 가져오세요. Report 직원이 준에게 공책을 가져오라고 했어요. Jun is the person expected to act.
| Original expression | Reported expression |
|---|---|
| 가세요 / 가져오세요 | 가라고 / 가져오라고 했어요. |
| 읽으세요 | 읽으라고 했어요. |
| 만드세요 | 만들라고 했어요. |
| 준 → 미나: “저에게 펜을 빌려 주세요.” | 준이 미나에게 펜을 빌려 달라고 했어요. |
| 선생님 → 준: “아키를 도와주세요.” | 선생님이 준에게 아키를 도와주라고 했어요. |
Use -라고 after a vowel or ㄹ stem and -으라고 after other consonants. When the original speaker asks for something for themselves, these examples use -아/어 달라고. The pen Jun requested is for Jun, not for the messenger.
Read the conversation
Keep the person who must act
준 씨, 공책을 가져오세요.
Show meaning
Jun, bring a notebook.
직원이 준에게 공책을 가져오라고 했어요.
Show meaning
Staff told Jun to bring a notebook.
네. 공책을 가져올게요.
Show meaning
Okay, I will bring one.
Keep the beneficiary
미나 씨, 저에게 펜을 빌려 주세요.
Show meaning
Mina, please lend me a pen.
준이 미나에게 펜을 빌려 달라고 했어요.
Show meaning
Jun asked Mina to lend him a pen.
네. 준에게 빌려줄게요.
Show meaning
Okay, I will lend it to Jun.
Build a sentence
Check the details shown on the cards and try a sentence before revealing the example. Then assemble the sentence pieces.
Compare original and relayed messages
Instruction
- Original
- 직원 → 준: “공책을 가져오세요.”
Example and explanation
직원이 준에게 공책을 가져오라고 했어요.
Jun is expected to act.
For the requester
- Original
- 준 → 미나: “저에게 펜을 빌려 주세요.”
Example and explanation
준이 미나에게 펜을 빌려 달라고 했어요.
The pen goes to Jun.
Help a third person
- Original
- 선생님 → 준: “아키를 도와주세요.”
Example and explanation
선생님이 준에게 아키를 도와주라고 했어요.
Requester and beneficiary differ.
Sentence-piece practice
1. Relay the submission instruction.
Sentence pieces
- 준에게
- 직원이
- 신청서를 내라고 했어요.
2. Relay Jun’s request for help for himself.
Sentence pieces
- 미나에게
- 준이
- 도와 달라고 했어요.
Practice
Choose a response that fits the situation using the expressions you learned.
1. Staff → Jun: “Bring a notebook.” Which report is correct?
- 직원이 준에게 공책을 가져오라고 했어요.
- 준이 직원에게 공책을 가져오라고 했어요.
- 직원이 준에게 공책을 가져왔다고 했어요.
2. Jun: “Lend me a pen.” Who wants to use it?
- 전달자 아키
- 아직 등장하지 않은 친구
- 준
3. Teacher → Jun: “Help Aki.” Which is correct?
- 준이 선생님에게 아키를 도와 달라고 했어요.
- 선생님이 준에게 아키를 도와주라고 했어요.
- 선생님이 준에게 선생님을 도와 달라고 했어요.
4. Report 자료를 읽으세요.
- 자료를 읽으라고 했어요.
- 자료를 읽라고 했어요.
- 자료를 읽자고 했어요.
Try a new situation
Original message and participants
Relay new requests and instructions
Yuna explains these original messages to another person. Completion is unknown.
| Who / when | Original words or recorded facts |
|---|---|
| Staff → Aki | “신청서를 내세요.” |
| Jun → Mina | “저에게 공책을 빌려 주세요.” |
| Teacher → Jun | “아키를 도와주세요.” |
| Aki → Mina | “저를 도와주세요.” |
| Staff → Jun | “자료를 읽으세요.” |
The direction differs by message; do not merge all requests under one speaker.
Use the new role information. Write the required details in Korean and try saying them.
Tasks
Try the tasks first, then compare with the answers and examples in step 10.
1. Relay staff’s submission instruction to Aki.
Show a hint
Use the pattern and keep the supplied information.
2. Relay Jun’s request for Mina to lend him a notebook.
Show a hint
Use the pattern and keep the supplied information.
3. Relay the teacher’s instruction for Jun to help Aki.
Show a hint
Use the pattern and keep the supplied information.
4. Relay Aki’s request for Mina to help Aki.
Show a hint
Use the pattern and keep the supplied information.
5. Relay the staff instruction for Jun to read the materials.
Show a hint
Use the pattern and keep the supplied information.
Who asked whom?
Compare six reports with the new original requests. Whether the actions happened remains unknown.
직원이 아키에게 신청서를 내라고 했어요.
- Matches the original
- Changes the original
- Not established
아키가 직원에게 신청서를 내라고 했어요.
- Matches the original
- Changes the original
- Not established
준이 미나에게 공책을 빌려 달라고 했어요.
- Matches the original
- Changes the original
- Not established
선생님이 준에게 선생님을 도와 달라고 했어요.
- Matches the original
- Changes the original
- Not established
아키가 신청서를 이미 냈어요.
- Matches the original
- Changes the original
- Not established
미나가 준에게 공책을 이미 빌려줬어요.
- Matches the original
- Changes the original
- Not established
Check your learning
Read the new conditions and distinguish the key information.
1. Staff told Aki to submit the form. Which matches?
- 아키가 직원에게 신청서를 내라고 했어요.
- 직원이 준에게 신청서를 내라고 했어요.
- 직원이 아키에게 신청서를 내라고 했어요.
2. Report a request to open the door for the original speaker.
- 문을 여냐고 물었어요.
- 문을 열어 달라고 했어요.
- 문을 열었다고 했어요.
3. Report 김밥을 만드세요.
- 김밥을 만들라고 했어요.
- 김밥을 만들으라고 했어요.
- 김밥을 만든다고 했어요.
4. Aki asks Mina to help Aki. Which report is correct?
- 미나가 아키에게 도와 달라고 했어요.
- 아키가 미나를 도왔다고 했어요.
- 아키가 미나에게 도와 달라고 했어요.
5. You only know staff said to submit it. Was it submitted?
- Submission is impossible.
- Needs further confirmation.
- It was already submitted.
6. Which core details must remain unchanged?
- Requester, actor and beneficiary
- Make the messenger the beneficiary
- Convert all requests to completed actions
Reflect on your reading
Tick only what you actually checked. Feedback from another person is optional and is not required to finish the lesson.
Answers and explanations
Show answers and explanations
Practice questions
1. Staff → Jun: “Bring a notebook.” Which report is correct?
Answer: 직원이 준에게 공책을 가져오라고 했어요.
The instructor and actor are preserved.
- 준이 직원에게 공책을 가져오라고 했어요. — The roles are reversed.
- 직원이 준에게 공책을 가져왔다고 했어요. — An instruction became a completed event.
2. Jun: “Lend me a pen.” Who wants to use it?
Answer: 준
Me refers to Jun, the original speaker.
- 전달자 아키 — Do not change the beneficiary to the messenger.
- 아직 등장하지 않은 친구 — No friend is mentioned.
3. Teacher → Jun: “Help Aki.” Which is correct?
Answer: 선생님이 준에게 아키를 도와주라고 했어요.
Aki is the beneficiary.
- 준이 선생님에게 아키를 도와 달라고 했어요. — Requester and actor changed.
- 선생님이 준에게 선생님을 도와 달라고 했어요. — The beneficiary became the teacher.
4. Report 자료를 읽으세요.
Answer: 자료를 읽으라고 했어요.
Attach -으라고 to 읽-.
- 자료를 읽라고 했어요. — This stem needs 으.
- 자료를 읽자고 했어요. — Instruction became a joint suggestion.
Learning check
1. Staff told Aki to submit the form. Which matches?
Answer: 직원이 아키에게 신청서를 내라고 했어요.
Aki is the actor.
- 아키가 직원에게 신청서를 내라고 했어요. — The instruction direction is reversed.
- 직원이 준에게 신청서를 내라고 했어요. — It was not directed at Jun.
2. Report a request to open the door for the original speaker.
Answer: 문을 열어 달라고 했어요.
Use -어 달라고 for the request.
- 문을 여냐고 물었어요. — It is a request, not an information question.
- 문을 열었다고 했어요. — The action is not recorded as completed.
3. Report 김밥을 만드세요.
Answer: 김밥을 만들라고 했어요.
ㄹ-final 만들다 takes -라고.
- 김밥을 만들으라고 했어요. — Do not insert 으 after ㄹ here.
- 김밥을 만든다고 했어요. — An instruction became a statement.
4. Aki asks Mina to help Aki. Which report is correct?
Answer: 아키가 미나에게 도와 달라고 했어요.
Aki requested help.
- 미나가 아키에게 도와 달라고 했어요. — Requester and addressee are reversed.
- 아키가 미나를 도왔다고 했어요. — A request became an action already done.
5. You only know staff said to submit it. Was it submitted?
Answer: Needs further confirmation.
Instruction and execution differ.
- Submission is impossible. — Impossibility is not stated either.
- It was already submitted. — There is no completion evidence.
6. Which core details must remain unchanged?
Answer: Requester, actor and beneficiary
Keep the roles so it remains the same request.
- Make the messenger the beneficiary — Changing the beneficiary changes the request.
- Convert all requests to completed actions — A request does not establish execution.
Example answers
Written responses are examples. Other wording can also meet the same conditions.
1. Relay staff’s submission instruction to Aki.
직원이 아키에게 신청서를 내라고 했어요.
직원이 아키에게 신청서를 제출하라고 했어요.
Keep the staff-to-Aki direction.
2. Relay Jun’s request for Mina to lend him a notebook.
준이 미나에게 공책을 빌려 달라고 했어요.
준이 미나에게 공책을 빌려 달라고 부탁했어요.
Jun will use the notebook.
3. Relay the teacher’s instruction for Jun to help Aki.
선생님이 준에게 아키를 도와주라고 했어요.
선생님이 준에게 아키를 도와주라고 하셨어요.
Aki remains the beneficiary.
4. Relay Aki’s request for Mina to help Aki.
아키가 미나에게 도와 달라고 했어요.
아키가 미나에게 도와 달라고 부탁했어요.
In this example the original requester benefits.
5. Relay the staff instruction for Jun to read the materials.
직원이 준에게 자료를 읽으라고 했어요.
직원이 준에게 자료를 읽으라고 말했어요.
This does not say he has read them.
Who asked whom?
Original message and participants
Relay new requests and instructions
Yuna explains these original messages to another person. Completion is unknown.
| Who / when | Original words or recorded facts |
|---|---|
| Staff → Aki | “신청서를 내세요.” |
| Jun → Mina | “저에게 공책을 빌려 주세요.” |
| Teacher → Jun | “아키를 도와주세요.” |
| Aki → Mina | “저를 도와주세요.” |
| Staff → Jun | “자료를 읽으세요.” |
The direction differs by message; do not merge all requests under one speaker.
직원이 아키에게 신청서를 내라고 했어요. → Matches the original
Source, actor and action are preserved.
아키가 직원에게 신청서를 내라고 했어요. → Changes the original
Aki and staff have been reversed.
준이 미나에게 공책을 빌려 달라고 했어요. → Matches the original
Jun requested the loan for himself from Mina.
선생님이 준에게 선생님을 도와 달라고 했어요. → Changes the original
The beneficiary is Aki, not the teacher.
아키가 신청서를 이미 냈어요. → Not established
Only the instruction is recorded, not submission.
미나가 준에게 공책을 이미 빌려줬어요. → Not established
There is a loan request but no record of fulfillment.
Sentence-piece practice
1. Relay the submission instruction.
직원이 준에게 신청서를 내라고 했어요.
Jun must perform the action.
2. Relay Jun’s request for help for himself.
준이 미나에게 도와 달라고 했어요.
Jun is the beneficiary.
Review and continue
Come back to these
Recall with the example closed
Report who asked whom to do what, keeping the beneficiary unchanged.
Change one detail
Change a person, action or time and make two sentences.
Combine with earlier expressions
Make a short exchange with a question and response.
Review what felt difficult
Review this expressionRelay requests and instructions →Earlier learningReconnect the foundation →Look separately at activity completion and core learning results.