JAPANESE
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JAPANESE FOR BUSY PEOPLE
PANESE
FOR
BUSY
PEOPLE
Kana Version
Association for Japanese-Language Teaching
-.
KODANSHA INTERNATIONAL
Tokyo = New York
London
*-
The Authors: The Association for Japanese-Language Teaching
(AJALT) was recognized as a nonprofit organization by the
Ministry of Education in 1977. It was established to meet the
practical needs of people who are not necessarily specialists on
Japan but who wish to communicate effectively in Japanese. In
1992 the Association was awarded the Japan Foundation Special
Prize.
The Association maintains a web site on the Internet at
www.ajalt.org and can be contacted over the Internet via
info@ajalt.org by teachers and students who have questions
about this textbook or any of the Association's other publications.
Distributed in the United States by Kodansha America, Inc., and
in the United Kingdom and continental Europe by Kodansha
Europe Ltd.
Published by Kodansha International Ltd., 17-14 Otowa I-chome,
Bunkyo-ku, Tokyo 112-8652, and Kodansha America, Inc.
Copyright O 1996 by the Association for Japanese-Language
Teaching. Al1 rights reserved. Printed in Japan.
ISBN- 13: 978-4-7700-205 1-2
ISBN- IO: 4-7700-205 1-1
First edition, 1990
Revised edition, 1994
Kana version, 1996
100908070605 15 14 13 1211 10
CONTENTS
Preface
vii
About the Kana Version of Japanese for Busy People 11
Introducing the Characters
Lesson
1: Rush Hour
Lesson 2: Lost and Found
Lesson 3: The Health Club
Lesson 4: A Business Trip
Lesson 5: A New Word Processor
Lesson 6: A Pale Face
Lesson 7: Mr. Johnson's Arriva1
Lesson 8: The O-Bon Festiva1
Lesson 9: Prep School
Lesson 10: Letter from Kyushu
Lesson 11: Job Interview
Lesson 12: Hotel Reservations
Lesson 13: A Gift of Chocolate
Lesson 14: The Referee's Role
Lesson 15: A Forgotten Umbreila
Lesson 16: The New Showroom Design
Lesson 17: Brown's Diary
Lesson 18: Birthday Flowers
Lesson 19: The Public Library
...
V111
Lesson 20: Cherry Blossoms
Appendices
A. Plain Forms and Connective Patterns
B. Verb Conjugations
C. Grammatica1 Patterns and Common Constructions
Quiz Answers
Japanese-English Glossary
English-Japanese Glossary
Index
Fu11 Text with Kanji
Preface for the Kana Version of Japanese for Busy People
When Japanese for Busy People I was first published in 1984, rnany non-native learners,
particularly frorn non-kanji cultures, considered Japanese one of the world's rnost difficult
languages because of its seerningly inaccessible writing systern. Japanese for Busy People
was designed especially for such learners-be they businessrnen frorn English-speaking
countries or learners of Japanese-as-a-second-language frorn other parts of the worldpeople wished to learn natural, spoken Japanese as effectively as possible in a limited
arnount of time. To this end, rornanized Japanese was included in the Japanese for Busy
People series so that learners both incide and outside Japan, as well as non-native instructors, could use the textbook to its fu11 extent without the need to read Japanese script. As
a rneasure, however, kana and kanji were progressively introduced through volurnes I to
111.
But in the decade since Japanese for Busy PeopleS first publication, there has been a
growing increase in the number of people learning Japanese-as-a-second-language throughout the world. Many of thern are now interested in studying Japanese in a more comprehensive way, and wish to learn to read and write as well as speak and understand what is
said to thern. Educationalists have pointed out the problerns of teaching and learning accurate and natural pronunciation through rornanization, as well as the inconvenience of not
being able to read and write at an early stage. AJALT has received rnany requests to drop
rornanization and include more exercises in kana and kanji. In this, the Kana Version of
Japanese for Busy People, al1 rornanization has been omitted so that the learner can now
learn Japanese directly through native script frorn Book I.
We sincerely hope that the book will be of much use for the rnany people interested in
Japan and the Japanese language.
Septernber 1995
Association for Japanese-Language Teaching (AJALT)
vii
W
About the Kana Version of Japanese for Busy People 11
How can Japanese for Busy People help you learn Japanese?
The aim of Japanese for Busy People is to help you learn essential Japanese quickly as possible, so that you can actually comunicate with native speakers in their own language. It
has been prepared under the guidance of a working group of AJALT's experienced and
specially-trained language instmctors who have tested and revised the material in a classroom environment. Japanese for Busy People ZZ aims to help you learn Japanese by increasing your awareness of just what kind of language Japanese actually is through basic
conversation patterns.
The Kana Version is a basic textbook for students who intend to master the native
kana and kanji scripts early on in their studies. This edition is designed so that it can be
used by those attending a course in Japanese and for self-study in combination with either
the cassette tapes or compact discs (and indeed al1 other components in the Japanese for
Busy People series).
What does Japanese for Busy People II cover?
Japanese for Busy People ZI carries on from where Book I leaves off, and as in the first
volume, covers "survival Japanese." This means al1 the language that you leam--conversation patterns, sentence structures, grammatica1 principles, and vocabulary-can be put to
immediate use in conversational situations with native speakers.
Unlike many other textbooks that overwhelm the beginner with an excessive and allto-often irrelevant amount of information, Japanese for Busy People 11 limits vocabulary
and grammar patterns to what is essential for the most common situations in which nonnative speakers need to comunicate in Japanese. Simplistic or even juvenile ways of
expression that abound in most introductory texts have been abandoned in favor of
uncomplicated adult speech. Much more than simple grammatical accuracy, emphasis has
been placed on natura1 and authentic linguistic patterns actuaily used in Japanese communication.
These then are the specifications that we believe make Japanese for Busy People I1 the
essential textbook not only for busy, working people who want to learn basic Japanese, but
also for people who already know some Japanese but wish to review the phrases they
know and reconfirm that they are using them in the correct situation.
What Japanese for Busy People II does not include
The Kana Version assurnes that you are thoroughly farniliar with hiragana, katakana, and
the twenty kanji introduced in Appendk M of Book I. Learners should also be confident
with the grammar and vocabulary in Book I. We recommend that anyone who has difficulty with the first lessons in this book should review that text before proceeding to the
more advanced material.
viii
The strutture of Japanese for Busy People II
Each lesson is based on one distinct conversational situation, and in a total of twenty
lessons are included two reading reviews in Lessons 10 and 20. At the back of the book
you will find three appendices covering among other things, particles and verb conjugations. We have also included suggested answers to the Quiz sections, two glossaries, and a
fu11 index of the main grammatical items introduced in this book. The Opening Dialogues
are presented in the standard vertical form of Japanese writing in the Supplement. The
map of Japan printed on the front endpapers and the list of new kanji used in this textbook printed on the back endpapers should also prove useful to your studies.
Typically the lessons evolve around a practical topic or a cultural theme such as
reserving hotel rooms and discussion of the d e s of sumo wrestling. The title of the lesson and the English topic sentence at the beginning of the lesson should give you a f i m
idea of the content of the dialogue or reading passage.
A new feature in Book I1 is the use of kanji throughout this textbook. On its first
occurrence on a page, a kanji is accompanied by hrigana (the contextual reading of the
character in hiragana printed below the kanji.) An exception to this rule is made in the
sections about Grammar & Lesson Objectives and Notes where furigana is added to al1
the kanji.
An idiomatic English translation of the dialogue or reading passage appears immediately after the Japanese text. New vocabulary and new usages of previously learned vocabulary are introduced in a list with their English equivalents. Note that new vocabulary is
treated in exactly the same way when it appears for the first tirne in the Practice section.
New sentence patterns are explained in Grammar & Lesson Objectives. Since the
same constmctions may appear at earlier and advanced levels, grammatical explanations
are not always treated comprehensively in one place and may to some extent be repeated.
When appropriate, explanations include related constructions and patterns.
More detailed analysis of important words and phrases is included in the Notes section
of each lesson. Here, we aim to explain, as accurately and briefly as possible, points that
many non-native learners commonly find difficult to grasp. Although we have concentrated
chiefly on offering linguistic information, in some cases we thought it necessary to add
some social or cultural references.
The Practice section reinforces the main points of the topic. Key Sentences are given
in both Japanese and English to provide further examples of language patterns and vocabulary usage. Many non-native learners will find these examples useful for reference even
after completing al1 twenty lessons. Exercises encourage you to learn new vocabulary, to
practice conjugating verbs, and to acquire many other communication skills. Short Dialogues summarize aii new points introduced in the lesson through variations on the main
situation.
Finally we have included a selection of problems in the Quiz section to enable you to
check how weii you have acquired the new language skills.
The two reading review lessons (Lessons 10 and 20) are somewhat different from
other lessons in that they are presented in the form of written Japanese. In our experience, students leam Japanese most effectively when studying both conversational and
written Japanese from the very beginning. The underlying rationale being that the two
modes of communication, ora1 and written, are different, and it is thought best to highlight
the difference at an early stage. When simply talking, speaker and listener share much
STRUCTURE
information that could be ornitted from the conversation without detriment to comunication. In a story, report, or letter, however, it is essential to be more organized, structured,
and explicit in order to comunicate effectively.
The kanji in Books I1 and III
Modern Japanese is written primariiy with three scripts: kanji, hiragana, and katakana.
Arabic numerals and the English alphabet are also used when needed. Japanese is typically
written as a rnixture of kanji and hiragana, although the number of words written in
katakana is increasing. Katakana is used for words borrowed from other languages, the
names of foreign people and places, the names of plants and animals, and so on.
The Opening Dialogues in Book I are written only in hiragana. A few kanji are introduced in Appendix M of Book I, but from Lesson 1of Book I1 they are introduced systematically. While hiragana is a phonetic writing system in that each symbol represents a
specific sound, kanji are ideographic, that is, the characters represent ideas. Each one has
its own meaning, and a glance at the kanji in a printed text will often reveal the content of
the piece. Learning kanji is an essential element in learning the Japanese language.
In total, there are over 50,000 kanji, but the number used in daily life is between about
2,500 and 3,000. Many newspapers, magazines, and textbooks restrict themselves to the
1,945 kanji (called j6y6 kanji) designated by the Japanese government in 1981 for writing
Japanese.
Japanese kanji have two types of readings: the on and the kun. On readings are the
Japanese versions of the Chinese pronunciations that were introduced into Japan from
China together with characters themselves. The origina1 Chinese pronunciations varied
depending on the era and the region they originated from, so some kanji have two or
more on readings. In most cases, though, only one on reading is used. Kun readings are
Japanese words with meanings similar or identica1 to those of their associated kanji. Some
kanji have severa1 kun readings, while others have none. There are also a few kanji called
kokuji that were created in Japan, and some of these lack on readings. In ordinary kanji
dictionaries, when furigana is attached to kanji, the on readings are generally written in
katakana and the kun readings in hiragana. Combinations of kanji, called jukugo, usually
consist of only on readings or only kun readings. Some jukugo, however, include mixtures
of on and kun readings.
The new kanji that appear at the end of each lesson are presented in the following
form:
l.
*i,+
x
I
Both
kai and ;i't sha are the on readings, so the furigana are written in katakana as
4 -ì i-.
Since ;i't has no kun reading, no furigana are given next to the boxes showing
the stroke order. The kanji
also has the kun reading au, which is given under the
kanji in hiragana. Since a u is a verb, the verbal suffix appears in parentheses.
The complete stroke order for every kanji is shown progressively in the boxes, with
the total number of strokes appearing in parentheses to the right. The stroke order is
KANJI
important both for miting and in order to know the number of strokes in a kanji. When
looking up a word in a dictionary, even if you do not know the meaning or reacimg of a
kanji, you can find it in the index listing characters by the number of strokes.
Some 220 kanjz are introduced in Book I1 which together with the 120 new kanji in
Book I11 makes a total of 340 characters. Additional kanjz are also used throughout the
text to m i t e persona1 and place names as well as to refer to everyday words such as
?%k"No Parking." These characters are only provided for recognition and the learner
need not remember how to m i t e them, only to read them.
The kanji chosen focus on the core requirements of Levels 3 and 4 of the Japanese
Language Proficiency examination, augmented with a few characters that are widely used
in business and everyday life. This means that learners who have mastered the 340 kanji
covered in Books I1 and 111, are well prepared to pass Level 3 of this internationally recognized Japanese language qualification.
This Kana Verszon has been designed so that learners are required to master an average of eleven kanji per lesson in Book I1 and six kanji per lesson in Book 111. Furzgana
(pronunciation guides in the phonetic hiragana) are printed below a kanji the first time
that it appears on a page. An exception to this rule is made in the Vocabulary, Grammar &
Lesson Objectives, and Notes sections where furigana has been added to all kanjz regardless of how many times that a kanji is repeated.
Al1 220 kanji introduced in Book I1 are used indiscriminately throughout the textbook.
For example, a total of 31 kanji are used in Lesson 1. There is, however, no need for the
learner to try and master al1 these characters at once. At the end of Lesson 1, we have
selected the eleven new kanji that we recommend to be studied at this stage. When
selecting kanji, priority has been given to those characters appearing in the Opening Dialogue. Severa1 kanji required for Levels 3 and 4 do not appear in any of the dialogues in
either Book I1 or 111. In such cases, the kanji was identified and picked up from the Key
Sentences, Short Dialogues, or Exercise sections. The important Level 4 kanji 5 "west"
has been presented as a new kanji in Lesson 20 of this volume, even though it does not
appear anywhere in Books I1 and 111.
Abbreviations
aff.
neg.
ex.
Aa
An
i\
adj.
adj.
affirmative
negative
example
answer, affirmative
answer, negative
i \ adjective
6'adjective
Other publications in the Japanese for Busy People series
Teachers and learners alike will find the following publications useful supplementary
materials.
The opening dialogues, reading reviews, key sentences, and short dialogues for al1
twenty lessons in Japanese for Busy People 11 have been recorded in authentic,
natura1 Japanese on four audio cassette tapes and three compact discs.
A workbook for Japanese for Busy People 11 provides drills, tasks, and activities to
KANJI
xi
irnprove ora1 and written fluency. Learners may also find the two sixty-minute
audio cassette tapes of the workbook particularly helpful to self-study.
The Kana Version of Japanese for Busy People 111 is currently being prepared by
an experienced group of instructors at AJALT. This title will focus on further
speech levels and styles.
xii
L
SERIES
ACKNOWLEDGMENTS for Japanese for Busy People 11
Four AJALT teachers have written this textbook. They are Ms. Miyako Iwami, Ms.
Shigeko Miyazaki, Ms. Masako Nagai, and Ms. Kimiko Yamamoto. They were assisted by
two other teachers, Ms. Kumiko Endo and Ms. Chikako Ogura.
For background information, many sources were consulted. The authors would particularly like to thank the Japan Sumo Association for making it possible to write Lesson 14,
and the Meterological Agency for materia1 included in Lesson 20. They also wish to
express their appreciation to the editors at Kodansha International for assistance with
translating and rewriting, as well as the usual editoria1 tasks.
ACKNOWLEDGMENTS for the Revised Edition of Japanese for Busy People 11
We would like to express our gratitude to the following people for preparing the new editions of Books I1 and 111: Mss. Miyako Iwami, Shigeko Miyazaki, Masako Nagai, and Kimiko
Yamamoto. They were assisted by Ms. Mikiko Ochiai.
ACKNOWLEDGMENTS for the Kana Version of Japanese for Busy People 11
We would like to express our gratitude to the following people: Mss. Kimiko Yamamoto,
Mikako Nakayama, Kyoko Tsurumi, and Toshiko Takarada.
ACKNOWLEDGMENTS
x i Ii
ri
-.
-
INTRODUCING THE CHARACTERS
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ti'.:? i n G 3
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L t~fi\i,v & t, L t:, q L 7 ABCI: i a w a L tzo
[2fi\I:, b t z Q 4 5 L ( % L Q ) . 3 C b 5 X / ( % Y T ) . 5 Y ? 5 L (%-z
T) QY.'fiz A B C T [$.t:i , i \ 7 i \ & - f 0
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f:QfixCLii Y i 3 a i T L 3 O . ì ; t ; a ? T t , Y ? 3 a j T X / 3
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i i
Mr. Smith (43 years old)
Mrs. Smith (41 years old)
Mr. Srnith is a lawyer at ABC. He came to Japan with his wife three years ago. They
are both interested in traditional Japanese culture.
Mr. Brown (35 years old)
Mrs. B r o w n (36 years old)
The Browns came to Japan two years ago. Mr. Brown is also a lawyer at ABC. Mrs.
Brown is interested in the history of Japan. Mr. Brown likes Japanese ukiyo-e woodblock prints. He sometimes writes letters in Japanese.
2
ih'TRODUCING THE CHARACTERS
Mr. Hayashi (45 years old)
Mrs. Hayashi (38 years old)
Mr. Hayashi is a division chief at ABC. He sometimes goes jogging. Occasionally he
goes mountain climbing. Mrs. Hayashi is good at cooking. She is concerned with environmental issues.
Mr. Kat6 (37 years old)
Mrs. Kat6 (36 years old)
Mr. Kat6 is a section chief at ABC. He is very busy a t work. He used to live in
Hokkaido.
Mr. Chang (28 years old)
Mr. Chang also works for ABC. He came to Japan last month from the Hong Kong
branch office. He can speak English and Chinese. He likes music.
Mr. Suzuki (25 years old)
Mrs. Suzuki (25 years old)
Mr. Suzuki is also an employee of ABC. He got married two years ago. He often makes
jokes, but sometirnes makes mistakes in his work.
Mr. Johnson (26 years old)
Mr. Johnson used to work at the London office of ABC. He was transferred to the
Tokyo head office this year. He is a cheerful person. He's enjoying life in Tokyo.
Ms. Nakamura (26 years old)
Ms. Nakamura graduated from university the year before last and worked for a trading
company. However, she left that company because her work was not related to her specialty. Then she joined ABC.
Ms. Watanabe, Mr. Kimura, and Mr. Sat6 are other staff members of ABC.
Mr. Tanaka (51 years old)
Mrs. Tanaka (47 years old)
Mr. Tanaka is a division chief at Tokyo Electric. Tokyo Electric is a client of ABC. The
Tanakas are good friends of the Smiths and the Browns.
Keiko Tanaka (18 years old)
Keiko is the daughter of Mr. and Mrs. Tanaka. She graduated from high school this
year. Keiko is a friend of Mr. Johnson.
Daisuke (19 years old)
Daisuke is a friend of Mr. Chang. He is a university student. He lives near Mr. Chang.
Other characters appearing in this book are Linda, who is a friend of Mrs. Smith, and
Mr. Yamakawa of the M Design Office.
INTRODUCING THE CHARACTERS
3
4
Lì Vocabulary
.;. C ,L
a AI-
Mrs., wornan
T L Y i 7 3 (Q)
traditional
before
3 1?&P
-1:
be interested in
h ' )a l t
i 3 L 2
woodblock prints, "floating-world pictures"
.i: C, 1 i
division chief, departrnent head
t:
a i:
occasionaily
OlbO aT
clirnb
+,L 3 L 5
environrnent
6 /"t:\\
problem, issue
$3.3
LA, (Q)
+C, L i
section chief
L ++[\,L
company employee
L->I~"Pa
Llt
fail, make a mistake
i3,LLr
head office
T,L3,LL&-de\ i.fl.7
transfer, be transferred
f:mLAait
enjoy
t:\
university
\fic {
graduate
L k i L r
trading cornpany
L 71. L
however, but
+itL&X,
specialty
?"&a-$
leave, quit
la75\1:
besides, other
l i f : b + a-$
work
Y')iT.+*+
client, business contact
Lt:Lib
friendly with, close
Z j Z i
high school
\ P {-ti\
\
YiCkiL&-$
4
life, living
+???L iL a l t
f<\
-
keen, devoted, enthusiastic
INTRODUCING THE CHARACTERS
university student
aPPear
LESSON
1
I
3
L
RUSH HOUR
~ ~ 7 ~ 7 9 3 .
'
2
,
-,v
Mr. Chang tells Mr. Smith about taking a rush hour train for the
first time.
)i
After meeting Mr. Chang in the elevator Mr. Kato advises him to
take the rest of the day off.
*#,b
CYour) complexion isn't good. Caught cold?
Eh, I went to the doctor the dai before yesterday and got medicine, but it's not getting any better. My temperature this morning was 38 degrees.
In that case it's better to go home early and get some rest.
Actually, since this project has just startedIt's better not to overdo it. Next week'll be (even) busier. It'd be better if you got
well right away.
Weil then, I'm s o n y but 1'11 leave after asking Suzuki or Kimura (to look after) the
rest (of my work).
I just asked Suzuki (to do) some other work. It'll have to be Kimura.
I see. Good-bye, then.
Take care of yourself.
Kato:
Chang:
Kato:
Chang:
Kato:
Chang:
Kato:
Chang:
Kato:
D Vocabulary
$\%E
r.4
complexion
face
e
color
r.4
(lit.) "go, do something and return"
-7<a
Q$.Q$.-Q\
not any/at all
\
.t-kzL'v
in that case
-t:
it's better to .. ./(you) had better . . .
(i!$$< i \ \ \
/Po./,P
b
project
493
a
li C
start
-f:(f
(have)just
ta
C119
overdo
C 11
impossible
-Q\ \
[f j
t, 7 Y
+a,
j
5C)rTli
62
VOCABULARY
i\\\
it's better not to . . .
more
i.2
'
$C
Si:
right away, before it's too late
well then
I'm sorry (lit. "There's no excuse")
EP L hit
excuse, apology
ti
-</L
Mr., Master (informa1 men's speech)
or (particle)
QF
rest
.
,
<yeh,-aefl)
request
a short time ago
some other (thing)
work, business
good-bye
ahead, before, beyond
Take care of yourself. (Said to sick people.)
. . . r a i fif
~ t \ T - f
13idc i \ i \ T t L o
&jM<X,a>
? Ci,
As in these sentences, which are suggestions, the t: form is more comrnon before l3 i
dt i \i\T+,although recently the dictionary form has also come to be used. For negative~,whether verbs or adjectives, always use the plain l'a' i \ form. For either type of
adjective, use the ordinary form, such as 3 i \ i3 idc t \ i \ T t or 4 X, 'I ta' l3 i
l\ i\
+'*l
T t . After nouns add the particle a>.
This is the same as L
ex.
1. k3
<
t;t;
2
t. n,
.
<Q
i \ T + (Book
I, p. 86).
A ') %eL/Qi\T-d-,
A')%t,L/ta'l\T-f,
Sirnilarly with Q adjectives: BQd.TldI I: e $5 'I 2 -tfL or -TX, 1) T i 2 1 L" v A
LI
(introduced in Book I, p. 88) can be BQd.T[d/ I:
L -T
Q \ \T-bor <L
t . These alternative pattems are interchangeable in meaning.
1)
2 +? X,
'I T i 2 1 I: e G'i \T
~ . w L + I : .i=i77
m
t , i , , 7 ' ~ ; aL ~ Z ,
<*'l
This 7 < 6 pattem sometimes has its literal meaning of "go, do something, and retun."
(See Book III, Lesson 7 for a f d e r discussion of tìiis pattem.) The sentence can be
translated, "I went to the doctor, got (some) medicine, and came back."
25
ex.
R
73
T
0.
a<
3. Qd.Qdb
T, "I11 buy bread (and come back)."
Q 'J &eh0
Q jl\ Q 73\ plus a negative implies that, contrary to expectations, something does not
exist or has not happened or a favorable outcome is lacking despite a person's efforts or
expectations.
"CI) still haven't become good at English."
"The letter (I've been waiting for) from Tanaka hasn't arnved."
The pattern
ex.
t:lf 75'
1)
,t:lfd"iT?td\bo
I1 L
indicates something has just happened.
l . $h f.; Ll i 4
' #5t:lf75.iITTo
'7justnowarrived."
rif
!
2.
5.%*<
ti-
bfic
7°0./r7
4. Z a )
+
;f- 0
ZL
-2 5
$VT
L
t: 1275. 1) T?, "ljust learned that news."
A d b *5 HC &< Al: ...
< L is less polite than 'C L. Typically heard when younger boys or men are being spoken to, it is never used between women or when addressing elders.
6. %%l:
* I
L7)21\L
&?to
The sense of this is that by leaving before others, one is doing something one should
excuse oneself for. It is a very cornmon expression, often shortened to either % 35 I: or
'l i
L 9 4t 1 \ L
a T . (See Book I, p. 46.) % B I:
5'
through a door or into a car and so on.
D KEY SENTENCES
1. You'd better telephone the police irnrnediately.
2. I'm going to that shop to buy tobacco.
may also be said when proceeding others
.
Ci Vocabulary
I Review: Study the examples again and convert the verbs into the 2
A. Reg. I
ex. ;f=i
<
RfibQi
\
+
%--t-+
form.
35Qi\
li P
,% <-.+
, g f i s ~ ~ \
a q-,
a t-*{\
B., i -
BhQt\
i*+
&a Q{\
%C+
n
+a'
3. k -hs
<
6. $%q
L
9. L .;:
12. i&
i
7
Q.
B. Reg. I1 and Irreg.
ex.
M&6+
&
a,t
\
L
k;') b +
k;i)Qt\
*a<
--t-&-+
L *i
\
I1 Make dialogues by changing the underlined parts as in the examples given.
A. ex. A:
Y 5'3-T
%T3a L ..t i
B. ex. Q: %T< I l
&
%$&Lt:
f
:i
7.
la i
dC
i\\
\TTdxo
h
4. H $ ' 5 L l = %L;-&&
t: +i*.
C. ex. Q: Y " i
L
L & L a ?dbo
3.T<" & d b l f b
6. (%) < l + %
%77<4
L
T
3% L 7 t i\i\TTd\,
D. ex. Q:
i,$
A:
ti
T
Q
la? dC i\i\TTko
l. f : i f < % T i . l S L < i l : k < Q i \ T T
E. ex. Q: mdc i \ i \TTd\o
F. ex. Q: Y- G L; +?
'%
66
EXERCISES
CI Vocabulary
get well, be f i e d
(heatingl stove
inform
health
announce, publicize
announcement
Chinese cooking
Monday
Tuesday
Shinjuku (area in Tokyo)
weekly magazine
PaY
B:
a % , t:,>
AL^: :ria al) a-f)kd(,-f)-dC ka 1) a - 4 2 ~ ~
A:
Qktli
A:
B:
A:
(Do you have) a cold?
Yes. It's nothing serious, but the coughing doesn't stop.
That's too bad. (lit. '?t doesn't go [welll, does it?")
A:
B:
A:
How's your cold?
Thank you (for asking). It's considerably better
That's good.
\\I$a-f)kh,
SHIRT DIALOGUES
67
4-1
1%
Suzuki:
Kato:
Suzuki:
Heiio. This is Suzuki. I'm going to stop by the hospital, and 1'11 come to the
office after that. So I'ii be a little late.
What's the matter? (lit. "Has something happened . . . ?"l
Well, I've hurt my leg.
LI Vocabulary
serious, important
coughing, cough
stop
Thank you (lit. "Thanks to [youl")
considerably, greatly
from now (on)
stop by, drop in
something is wrong
leg, foot
(be) hurt
injury, wound
I Read this lesson's Opening Dialogue and answer the following questions.
68
QUIZ
I1 Put the appropriate particles in the parentheses.
In Complete the sentences with the appropriate form of the verbs indicated.
1. eBs7dC
h 0 &-tiLd\b, (
C 4.X.
) 139 dC t \ t \ T - f L o (,%C)
i'?
IV Circle the correct words in the parentheses.
l. i
2. 7
3.
a
i .
-
7
a
7 L L n
%M%
%k&-fo
L A. ..:A.
a 3 7 i \ a - f d Q , (Q+Q~/\, @,<i))
(;m&7, 2-r) * 5 L t :
li L
> QTn.
~
i
r
la-&Lo
%b-ti7, (-€#LTli. +#Ld\b) A L Q
~
QUIZ
69
'IM
V Choose a sentence to mal
iggestion appropriate to the situation
described.
A. Your friend is embarrassed about having left his bag on the train.
B. Your friend, despite having a fever, is drinking sake.
io.
a
NEW KANJI
71
cm
LESSON
7
MR. JOHNSON'SARRIVAL
g.$&* B X t c %T{
,,;
,
-;
Q-. .
I.
Mr. Kato and Mr. Suzuki are talking about Mr. Johnson's arriva1
tomorrow.
Kato:
Suzuki:
Kato:
Suzuki:
Kato:
Suzuki:
Kato:
Suzuki:
Kato:
Suzuki:
Kato:
SuzLlki:
Kato:
Suniki:
Tomorrow is the day Mr. Johnson comes to Japan, isn't it?
Yes, that's right.
Won't someone be going to meet (hirn) at Narita Airport?
1'11 go. I have time.
Will the work (I) asked (you to do) this morning be f i s h e d today?
Yes, I can (do it).
Al1 right, please meet him. By the way, do you know Mr. Johnson?
He's (one of the) people in the London Office, I believe.
Right.
(I've) seen (his) picture.
His arriva1 time at Nanta Airport is 14:50. Since planes sometimes arrive early,
please finish lunch earlier and leave.
Yes, sir. Where's the hotel Mr. Johnson's staying at?
Ms. Watanabe knows. Please ask her.
I see.
Lì Vocabulary
someone, anyone
go to meet
meet, greet
London
oifice
early
lunch
finish
VOCABULARY
73
7-
&%+a
La-if?
leave
&%
departure
L*-.if?
raa
e
stay, stop at
*
Modifying nouns
A pattern corresponding to the relative clause in English is made by placing the modifiers before the noun. A verb appearing in the rniddle of the sentence is in a plain form,
as noted earlier (p. 29).
present
past
aff.
;b> L t: Jt\ 5
A
t: 6,"people (who are) corning tomorrow"
L'L
neg.
W L t: $?xi
aff.
?!
neg.
3 a> i $724.7
<
\
^t: 4, "people (who are) not coming tomorrow"
a> i &t:
At:
%, "people (who) came yesterday"
7
L'L
ti Af: ti,"people (who) didn't come yesterday"
L'L
-++ a
The following show how a sentence is converted into a mo-g
ex. 1. $L[$
2.
I?L
aia
i
ht: L
R i a L t:
\
ht; L
d.
'.L 5
$L $</a> R 7 t:
ht: L
n.
IIL
clause.
+ "the book (that) I bought"
IlL
bf: L
i
'.L 5
"the book (which) I bought in the Ginza yesterday"
Note the changes in word order, the verb forms and the particles. Particle
by fiiJ or when a clause is very short, it often becomes a>.
ex. 1. T
2. $m
g7tz
6.
5
la is replaced
klftd'
A
"a person (who is) good at tennis"
Cki-i'
DL
2 a>
-Ei tF3
"a man who haslhaving long legs." Alternatively, "a man with long
;r:
\
+i'
legs" or "a long-legged man."
Clauses ending i and 5.' adjectives and noun plus T t in the plain form, either past or
negative, cari modify nouns. (See Appendix A for the patterns.)
These plain forms, shown in the foilowing three examples, are also discussed in the next
lesson. (See the table, p. 87.)
\
ex. 1. ;d;4%7 t:
t: i).
2. .-f ? t: -7
+ «a book which was expensive"
I1k
t:
3. $40
X
2T
- t n ~
17
"a person
7
1'1 i i ' L
a) once liked"
t: t: 7 & a> "the building which was a hospital unti1
last summern
Take careful note of five sentences in the dialogue in which this type of modification
pattern occurs.
4. I
L
i
er07la
s
t:
C t-b
5. : ì 3 2 ; r 7 . * ~ a >y
aa
1 4 q 50/n\Tf,
..-r.
L
* T I L ~Y~- Z T - + ~ ~ > . ,
m
m
7 < kt 2 +l lC is a form of request, but it would not be used when speaking to a superior. The meaning is "do (something) for (melus)."
ex.
<
#C7 kt 2 +l L
'Won't you please come?"
Some other interrogatives of the same type as tifi+ are iijld',
"something," i \Td.,
+.
"sometime," and Y* Z
ex.
.l-
+,"somewhere."
1. tiktd.
E7 i 2 L f: 73., 'Was anyone watching?"
2.
i
i.
l:
?xir
73.
.f=i 5 t: i \T$, "(I) want to go to Kyoto sometime."
"Give me (any kind o 0 cold drink."
2. V Z j C i t
FF<
l ii
-
{
Z Z t
Aij$To
q
In addition to the information given in Lesson 4, you should observe that Z Y is a noun
meaning "thing," "happening," "experience" and the pattern Z Y 6 $5 1) 2 t conveys
the idea "it sometimes happens that . . . ," "there arelhave been cases of . . ."
ex.
t:i\7i\ %#,%T 6f-T
$-t d C . V Z ? 3 T
1. h R + l i
LLO.L~L
%%*O.
r i
%T< Z Y 6
2 t o
"Ousually go to Osaka on the Shinkansen, but sometimes (D go by plane."
2 . 5r eL ia0r. a -fI+ra
d \ i \ r % -fa Z Y ~h l ~ t ,
L:r
?t
"Saturday is a day off, but sometimes meetings are held."
"Japanese rniddle schools teach English to (their) students, but there are some
schools which teach French."
Li KEY SENTENCES
1. X t X 5 L I i
ABCT
7
dhzLT-It,
NOTES
-
75
1. Mr. Smith is a lawyer who works for ABC.
2. Kyushu is a warm region, but in winter it sometirnes snows.
CI Vocabulary
v b l d q .i,?
it snows (lit. "snow falls")
vbl
.i.
snow
a
faU
I Noun-modifying patterns: Memorize the following sentences.
2.
Ad'
$&*i\
*&
f:Tka7
L t < O
L
3.
+-,T$
%771\6
5.
5i)i
Ffis
*-771\&Td\O
L;?
7
Ali + $ A l f 7
JRta'dx-t=
7
C. 1. d x h l i & t < 2 dC
3. d b k d C E
1
< t 3i\o
ATTO
Ali * v 4 i . + k , ~ t ~
+io<
I1 Make dialogues by changing the underlined parts as in the examples given.
A. ex. Q: Z hli
iiiTTTd.0
*L
A: A $
;3.(
Y*? C T T O
B. ex. Q: TkLa41L. ~?,PI+
-L-
L i i i r i
C. ex. Q: %M% 7
L L.;.L
D. ex. Q: &El
i<.i=t,
7
7
<
/;Ali
Ffi$
%77t\LaTfi'o
L;?
t\*ficL\\TTfi'o
L
Y*)ZTTfi\o
E. ex. Q:
-
Ali
i':&TTfi'o
.
DZ
3. ai':
F. ex. A:
*i':
4 I
*7i\a-t-x,
ha) Ali
i':ktTItd\o
B: h&, ha) & d ' h %
d\lf7i\6
ATItdbo
III Practice the following pattern by changing the underlined parts as in the
example given.
ex.
78
EXERCISES
#t
L i': d x O
IV Make dialogues by changing the underlined parts as in the example given.
ex. Q:
~ \ 3 fi Y Z
i $T 473 $-6fi\o
Lì Vocabulary
lesson
lesson (counter)
stranger
raise
he
irnplement, machine, appliance, t001
boiled egg
cut
toilet
heavy
carry, transport
bake, griil, roast
go throughlpast
even (emphasis)
chat
marital disagreement
husband and wife
quarrel, fight
~ P P ~propose
Y,
attend
attendance
wear, put on (glasses)
cough
stand up
VOCABULARY
79
-4
voice
laugh, smile
short
by oneself
oneseif
choose
(one's own) wife
promise, appointment
keep, obey
once in a while
Section Chief:
Watanabe:
Section Chief:
Watanabe:
2.A:
Won't someone lend me a hand for a moment?
What is it (you want)?
Do me the favor of putting away these papers.
Yes, certainly.
X-~~-lZ
e+$*+<,E 7 7 + $ L ~ j d \ ~
I
i)'
E 9 7 + 7 < t:5\\.,
B:
5zL-A%
A:
B:
I'm going to the supermarket. Can I get you anything?
Please get me some juice.
What kind of juice do you want.
One that's not too sweet.
A:
B:
LI Vocabulary
%-E
n
i
$ 2
7%
+B
80
SHORT DIALOGUES
section chief
lend a hand
lend
Li)&<
papers, docurnents
d\f:ilf b
put away, tidy up
C
I Read this lesson's Opening Dialogue and answer the following questions.
2.
3
i
Y+Za>
CCL a i:
3. mii<x/ia
. / 3 ; . ~ / ; . ~ ~ a ,r a a
n. r ,
i
J
AT-j-fi.,
L'E
3!3T7t\g-j-fi\0
L
I1 Put the appropriate particles in the parentheses.
I11 Complete the sentences with the appropriate form of the verbs indicated.
i.
x
f
i (
x 3 i F'$
3. ' c o i
Aia
(
tf&LT$fi\o (
) Aia
+E
? t i
~ a-j-1
3
R 7 { t:5ibo
(rzai-x,-ii.Lt:)
5. 5 a > i (
(*a
) Ai:
i-LT L t:)
+#-I%$
8
-,7{t:5~\~
T
%<
h'&
6. + E
? t i
(
) +@O)
:m
+T
e*.
C&dc
-&
,'t, I:L
&dbi>f<TTo
t:*.
VI Look at the picture and answer the questions.
2. bjlifkas d b l f 7 t \ 6 Ali
f<&TTd\,
3. 5
f<ktT-kd\a
% 7 ~ \ 6 Ali
V Answer the following questions.
82
q
-
QUIZ
Lf:)
H I I I I I I I~ l ~ l * l ~ l ~ l ~ ~
'
' ' & V * *
(l2)
ii- 7 .
'i(&)
Kanji for recognition: &W 35%
$ 0 I: 7 h 3 0
LESSON
m
THE O-BON FESTIVAL
;f;&,.
Mr. Chang, who's thinking about a trip to Kyoto, asks MI-. Kato for
advice.
Chang:
Kato:
Chang:
Kato:
t
Chang:
Kato:
Chang:
Kato:
Around August 10, I think I'd like to take a (pleasure) trip to Kyoto. Which is more
convenient, the Shinkansen or a plane?
I reckon the Shinkansen is more convenient. But then I'm afraid there aren't any
more Shinkansen reserved tickets. Plane tickets are probably sold out, too.
Why is that?
The O-Bon Festiva1 is around the middle of August. There are hordes of people
returning to their home towns. This homecorning rush begins around the tenth. It'd
be best to give up your trip.
I heard Suzuki's going back to his home in Kyoto on the tenth, too.
Um. He said he bought a ticket a month early.
1s that so? How long does it take to Kyoto by car?
I guess it'd take more than ten hours. Suzuki went by car last year and he said the
congestion was terrible.
Chang:
Kato:
Chang:
Kato:
Chang:
It's because Japan has a lot of people and cars, wouldn't you say? I'd hke to go some
place where it's not crowded.
There is a place without crowds.
Where's that?
Where do you think it is? It's Tokyo around O-Bon.
I see.
-
Ci Vocabulary
think
reserved ticket
appointment, designation, specification
ticket
anylno more, any/no longer
sold out
around the middle
O-Bon (midsummer festiva11
home town, birthplace, country
hordesllots of people
homecoming
rush
give up, stop
house, home
more than
h)
fi -
congestion, traffic jam
many, much
I see, it's reasonable
P
es-h
L t:, (He said)
$ obviously signals quot:ed rnater,ial. It should be note8 that when a third per-
.. . Y
<
son's statement is cited, the verlbis
ex. +%.*Llil
IiCL
t
+ i i Z
. . . Y: $ - , - T \ \ &
:
Lt:or
... Y
$77\\&-#-.
$ 7 7 \ \ &Ltz0
i.
"Hayashi said that he wanted to go to Kyoto."
If the emphasis is on the action of saying, the verb S i is used in the same way as other
L l i tzikl:
verbs, e.g., %$21
Si 2 L :7' d\, "Whom did Mr. Suzuki say (it) to?"
\
L t: is found in story-telling style, written or verbal. See Book III, Lesson 12.
A verb tense form in quoted material has no relation to the tense form of the verb ending the sentente, so it may be the same or it may be different. It is also quite cornrnon
for negation to be expressed in the first, rather than the main verb, and this sometimes
\ 2
contrasts with the pattern in English, as in 2 2 21 ILli ;k> L t: - 7 2 ~ \ Y ,E\
6t
It,if this is translated, "I don't think Srnith is coming tomorrow."
When the subject is the speaker or the listener in interrogative sentences, . . . Y
66
$
is the recornrnended form to use. If the subject is a third person, . . . Y W 7 7 i \ b is
6L
used exclusively.
As in the examples above, verbs, adjectives, and TIt after nouns corning at the end of
quoted material are in plain forms, as shown in the chart below.
Plain forms which precede Y
& 1 Y $i \ 3 T.
Verbs
Present
Reg. I
Reg. 11
Irr.
Past
aff.
i%
i
3 1).
neg.
l%.htìL\
0'
aff.
4%*.7 t:
neg.
@bia'4",
t:
0'
i\&
\\+i-\
1
I\t:
$t:
i\t671\7 t:
4 ~ 7 2 dt:> ~
L t:
L 7271.7 t:
&a
-fa
3
7
7
\
La\\
Adjectives, Noun + T*
aff.
i\adj.
Present
neg.
%
<Q \ \
h*
Past
aff.
* d \ 7 t:
h*
$7
h n.
<
1
neg.
Q d . 7 t:
GRAMMAR & LESSON OBJECTiVES
87
,
i
* T L a i
V Z i30)
3
t:.;:L
.
3 f i T L 1: io
$?l)
1
TL
m
r i,seen in Lessons 2 and 3 as a way to soften a direct question, may indicate con-
jecture or probability, or what the speaker believes to be true. Words coming before T
L r iare in a plain forrn and in the case of td' adjectives, T L 1: icomes directly after
the stem, just as it directly foilows nouns.
ex. l .
$0)
L
:iA L l i 3 d ' T L t i
T
L -I
"That park is probably quiet."
2. d . f i i i
4L:LT-f-
t
3. + t > ? L i a
d.fiii
K L C L T L 1: i"HeJsalawyer,Isuppose."
S
L - T ~ \ ' ~ ~ \ \ Tio
LL
Il
I
'
i
"Chang probably hasn't told Ogawa yet."
For fdler connective pattems, see Appendk A.
Since it irnplies tentativeness, T L 1: i would sound awkward or irresponsible if it
referred to the speaker's own action.
ex. Z : Z - ' r L l i
However,
hLt:
&
ARI:
t;%<$'
4T<TL1:io
<
%T T L 1: iis awkward.
1. % & ( ~ h O-Bon
e
Festival)
IrL
For this festiva1 on August 13-15 (there are a few local variations on the dates), many
companies close down and rnillions of people desert the big cities. Originating in Buddhist beliefs fused with folk traditions, it celebrates the return of ancestral spirits to
their birthplaces for a three-day visit and is, together with the New Year's holidays, a
major event among the literally hundreds of annua1 festivals. Secularized to some
extent in recent times, O-Bon is an occasion for family reunions, and the highlights are
the Bon Odori, "Bon Dance," O-haka-mairi, "visits to (ancestral) graves," and the
lighting of fires and lantems to welcome and send off the spirits of the dead.
The usage of t i, "aiready," t i 'ts l,"not any morellonger," and
need not be confusing. Study the following examples.
ex.1. Q:
2 i' 1 7 .;:li
Aa:
li
An:
tt
2. Q:
\
,
A
d.fi i i
.
2 ti'
$5
$5
li
'I 2 Td., "DO(you) still have tickets?"
a T,
"Yes, there are still (some available)."
t i h 1) -2 -tiLo"No, there aren't any more."
t i & da.[?2 L t:
4i
"Has he gòne out already?"
& dd.If 2 L t:. "Yes, he's aiready gone out."
Aa:
i
An:
\ \ \ \ A , & t i & d ~ l f - T \ \ & - t ? L ,2t:
T
T
"No, he hasn't left yet. HeJs still at home."
88
NOTES
t:, "yet, still,"
$1:
\\$To
%'i
As shown in Book I (p. 841, d i can also mean sirnply "more," i.e., 6 i
. % < t: 5 t \ "Give me one more ticket, please."
3. Y - Z f-'Y
1 2I
\
'4 9
,si\&-6fi~o
t; L
Expressions similar to this one are:
1. Q-tf
2. t<kt fi.'
Y
,CI \ \ 2 -6 fi., 'Why is it, do you think?"
t; L
fi
% 9 f: Y
,% i \ 2 -6 rlbO "(Cad you guess who said so?"
t; t
Ci KEY SENTENCES
1. There's a strike tomorrow, so I expect trains and buses won't be &g.
2. Kimura said he knows Sapporo.
3. Tomorrow will probably be rain(y).
Ci Vocabulary
strike
m, rnove, operate
f:.ì:X,
probably, perhaps
T%
hh
rain
Make dialogues by changing the underlined parts as in the examples given.
EXERCISES
89
h
-
f i
E3*5LI.i
C . ex. Q:
'RiJ&Ltz13\o
6.'
L@i13\t\ii t i
1.
%2ii2Lfz
li
2.
L
z0 -
3.
Efle5Lia
I
L
t i M32Lf:
t i &t\aLf:
b>
RRLiIaiia
4.
t i
2r2I,&Lt:
ltL?ni
D. ex. Q:
m%
ta'3.Mikl:
Ct
A: j k s i g li7 O
i>
L
L 2-4-13.,
0 1:
fT+t:t\z
$l+?y.1:
t:
l. %
IiL
2. 2
<5L
3. I C b 0
?niLni
E. ex. Q: $50 A 0
.t
b
+Ah% 3-6
7
4. t t f l i 0
%C
si
%
A'
S'
f
rt
I:;t'Laa>
DL
A: I $ t \ 5 - 3 0 Z Q ' ) t < Y
90
EXERCISES
lgt\&-j-o
7
$6
Ffi%
LZl,
l%t\2-4-o
%77,\&-4-13\0
F. ex. Q: M 5 X I i i Y
<-T
%-,Tt\2Lf:fi\,
'
i
L
I.
3. X E X , s i L k
fj\t\$+l: & f : < Q t \ ~ - f
T
4. &E,
Pi t:
G. ex. Q: siLf:a>
sia 'i X S - Y S
T a ermC si li
C *L
Y " i T L a id.,
i
?L 1
LI Vocabulary
bo&
A/
research
'
""4
necessary
prime minister
gathering, assembly
minister (of state)
client, guest, visitor
research, study
be brought together, be in order
91
VOCABULARY
I
*
t
l
swimrning
care, trirnming, mending
next, neighboring
graduate
graduation
result
nurse
musical
attend
PI~Y
suitable, appropriate
Brown:
Passerby:
Brown:
A:
B:
92
Where are Shinkansen reserved seat tickets sold?
(They're) sold at the Green (Ticket) Window over there.
I'd like two adult tickets and one child's to Kyoto.
What (number) track does the 10:30 express going to Nagano depart from?
It's track number eight.
SHORT DIALOGUES
CI Vocabulary
Se?
seat
-?Z?&
passerby
A Y- 1) 0 2 Y*O
Green (Ticket) Widow (for reserved seat and express tickets)
(-6
A Y.' 'I
green
a YÙ<- 5
window, clerk
ktj rA
'
i
adult
-e
departure
li?
*R
Q * < o,
-47 ?
Nagano (city)
bound for
special/limted express
-,n?
-%W!
IiLaL
(counter for tracks)
I Read this lesson's Opening Dialogue and answer the following questions.
san i o a z i ;
i. I
6<7
1 ' C - 7 7 i \ a
fi
L
~ ' z - A z F %TCf<t\r
t
%
t$\,
2. &&n zF,ti
IiL
$
6'
551) CkclC
Y"i L 7
.8-< O z i ? ?
li?
'21)
%#@n
?-.i:
LL+LILL
$*$\O
QUIZ
93
,
%
I1 Put the appropriate particles in the parentheses.
IIi Complete the questions so that they fit the answers. (Use a question word.)
IV Complete the sentences with the appropriate form of the verbs indicated.
94
QUIZ
V Answer the following questions.
NEW KANJI
95
a-
LESSON
PREP SCHOOL
L
*
w/;<c:-S
O-(
e%
-
-- l.-
oì M
p ~ s e q-\pev
When going to the Tanakas' house, Mr. Johnson meets their
daughter, Keiko, on her way out.
T ("TT1i.o
C ,
2
z'&hfd5i'o +H*Iz
~V;'%I,
5 i i C n i
L Q i f k t I f Q') atih1i.hO
:i
q L%&%
t i
:
At the prep school.
Keiko:
Johnson:
Keiko:
Johnson:
Keiko:
Johnson:
Keiko:
Oh, Mr. Johnson.
Ah, Keiko, are you going out?
Yes, I have to (go out).
(Do you have to leave) right now?
Sorry, (yes). I have to register at a prep school today.
Prep school?
Yes. I didn't pass the exam for the university I wanted to attend, so I'il take the
exams again next year.
Johnson: Well, well. Good-bye.
Keiko:
Bye-bye.
Keiko:
Are (my) application papers al1 right (like) this? This is the entrance fee and (here's)
three months' tuition. I think I'd like to register for the sumrner course, too. Can't I
register later by mail?
Clerk:
Yes, mai1 is OK. As for payment, you don't have to go to the trouble of coming (al1
the way) here. Please transfer (it) to our bank.
Keiko:
1s sending it by registered-cash mai1 ail right?
Clerk:
Yes, either will be fine.
D Vocabulary
female given name
Oh! (women's speech)
must
I'm sorry, Excuse me
preparatory school
pass (an examination), succeed
success, eligibility
z%
take (an examination), receive, undergo, have
good-bye
good-bye
entrance/matriculation fee
matriculation
3 months' (worth)
portion, share
tuition
instruction, Iesson
fee, charge
summer course
later, aftenvard
mai1
must not
is al1 right
payment
go to the trouble of
especially
don't have to
transfer
registered mai1 (for cash)
registered mai1
either
fine
C.
Obligations, orders, prohibitions, and permission
Z h 71.4
&d.if'a'lfhif 'a'[) &+!L,
+s+t:
C*,
ZL+~,%
~ ~ i f t t i f ~ l ~ a i l ~ ,
i17
'a' lf hI f (made from the 'a' i \ form) Q 1) 2 -t? L,basically a pattern expressing obligation, may be used in making excuses, as here. As an order-"you mustn-it sounds
harsh and willful (not the kind of thing heard in polite circles). On the other hand, the
tone is fairly neutra1 if it reflects conditions beyond the speaker's or listener's control.
ex.
+i rsi i i
/;A&
fthT$k& A bTP75\4. $T
a
(31
6. I ?
%Td,'a'lfhlf 'a'') 2+!LL,
i,
"Since both buses and subways are on strike today, (youll) have to go by car."
Sentences ending with T l i i I f 3. +!L,"must not," have an imperative tone.
\
ex.
2
$7 l i
i\
lf 2 +!L, "You mustn't leave now."
This pattern and 'a' lf hlf +L '1 & -t? X. d \ (with the particle 75. at the end) are freely
used in asking questions. With alrnost the same meaning as T 6 i i T à d\ (Book I,
p. 142), T i i i lf 2 -t? L dx can be a way of asking permission. The pattern Q lf #tlf Q
11 2 -t? L 75. means "Must you . . . ?" or "Must I . . . ?"
\
Noun plus T 6 i i T 8 or T 6 i i \ T à 75. is sirnilarly used to give or ask permission. One meaning of T & being "even," the sense of T 6 i \ i\T? is that it's ali right
even if X happens or a certain condition exists.
\
By using this negative verb form, this pattern says it is OK not to do something.
This cornmon expression is formed with k; plus the 2 8 stem and 7'8.It is used in its
literal sense here but may occur simply as a greeting not particularly requiring an
answer.
%T->
T 4 9 L .r i is said to a person who will return to the place he or she is leaving,
\
so it may be heard in offices and other places as well as homes. The person who leaves
generally replies with %T-> 7 2 i 2 B/%T
-> 7 3 2 8.The expressions used when
\
the person returns are 7': ti\ 2 and k;'% il 'a' ? i \, as given in the Short Dialogues in
\
6.i
this lesson and on p. xvi of Book I.
100
NOTES
3.
a U.%
:
3
Students attend
L U'a,"prep schools," to prepare for college entrance examinations.
7
The ratio of applicants to openings, especially at the top schools, is quite high and aspirants may take entrance exams for two or more years before meeting with success.
Good prep schools may also have more applicants than openings, which explains why
Keiko wants to apply early for the sumrner course.
315.HWm
If?.;:L
4.Zh. X % & Y
i r n i O < <? L
h 5 a ? # Ti - - $ ,
'I t
Note the absence of a particle after Z kt. This actually draws attention to the subject
and here is like saying, "Here is the money for . . ."
After a noun or pronoun, asking perrnission or confiimation is done with T i i T t
d\, and giving it with T i \ i \ T + . (See also Lesson 14.)
. . . T L < Q i T t cannot be used for refusals, the style of which is apt to vary with
the situation.
\
\
ex.
2 <I L li
Z kt T
i
\
i
\
T t -h\, "1s this spelling right?"
An adverb meaning "go to the trouble of," h 5" h 5" may express appreciation or reluctance.
ex.
1
2.
&7<t<'l-77.
;k,OdTjZ"??"i~$t,
"Thank you for coming (al1 this way to see us)."
q L/ - F % R I:
2+
L d.o
i'Wouldn't you like to watch the parade?"
EieEiI:
1:G.t;
L(
hSh21' @
@$T,
I-i ?
"Al1 the way to the Ginza? On Sunday?" (implying, "No thanks.")
Compared with Y+S 4 T 6 i \ i l T$, this is a little politer.
I n q u e s t i o n s , Y + % i , T t / Z k t T i \ i \ T t d \ c a n b e u s e d , b u t r % G T 6 / Z k t T If
7 Z -j Ttil' cannot.
O KEY SENTENCES
PRACTICE
101
1
L,
1. I must go out now.
2. You don't have to go to school tomorrow.
3. Can't I send it by mail?
4. You can send your application form by mail.
I Verbs: Review the examples and convert the verbs into the plain negative
form.
ex.
Reg. I % & 3+%&
i??[\
IIC
Reg. I1 t \ b + t \ t a ' t \
Irreg. #C 3-+#C2
L \
<
1.
ara6
2. t/\ R b (change)
io. t ~ t k a a
19. b 4 i
11. &%Tb
20. ;3\t:31?6
L.r?117
3. tza>;h;
4.
+P
L
i? .tra
5. $L+ )t\i
12. .;.a
21. A r; .;.i
13. 3 a ( c u ~ )
22. 2
14. ; h ; + A 6
23. + ? Z * L $ 3 - 6
16.
25.
ta
Ifr,
7.kab
r
L-fG
t
\
b (need)
I1 Practice the following pattern by changing the underlined parts as in the
example given.
ex. $ 0 i .
6
7
Z
h.f&EI: %Td\td'lfktlf
t-i'
L~kt~\L&-f,
l
5?
%T{
l.
LLr i i , L
102
EXERCISES
L 4.L
ta' 1)
.trLfi\i?
I11 Make dialogues by changing the underlined parts as in the examples given.
+
A. ex. Q:
i,
Aa:
%&%
l
$&bQlf&la' Q
i)
&-ttLd\,
i l i,
[it\.
%i%t\L$To
n o<
5.
+E+I:
' r i
w-tta
L
4%$ @d.+~*< 7 t
B. ex. Q:
'
i
Aa:
C. ex. %%T
Vi
C.ri
L \ i\T$-+,
ik
l i i \, %?2
f:[a'T$
< 76
i \ i\-??To
T77li
i\l?$tkLo
ii%X
1. 13x1:
%<&4
EXERCISES
103
'
i
.
Z Z T
5.
E. ex. Q:
+
t
3 >.L % Y b
L?
/.i/LZ-fl'
$
'I ia-t?,Lo Y
i;/T$,
i.2
A: [ $ t \ , Y i ; / T $ ,
If7ZiT-6.
Lì Vocabulary
change
need
visa
withdraw
passport
be late
rubbish
throw away
air conditioner
seal
signature
pencil
(credit) card
b
104
VOCABULARY
t\t\-r-$fi\.
LESSON
16
THE NEW SHOWROOM DESIGN
+i$kLIf
+i\I3Z"
il+
IiC
iliqyf
Mr. Yamakawa asks Mr. Hayashi on the phone if he likes the new
design for the showroom.
Yamakawa: Hello, is this Mr. Hayashi? This is Yamakawa of the M Design Office. We have finished the showroom design you requested.
Hayashi:
Ah, yes. We received the blueprint by fax (just) a little while ago. It looks quite
good to me.
Yamakawa: Are there any problems? If (we) start construction work next week, it'll be finished by the end of next month.
I see.
Hayashi:
Yamakawa: If there are no problems we'd like to start without delay.
Hayashi:
As it gets near the end of the year, contractors get (quite) busy, don't they?
Yamakawa: Yes. The earlier the better, I think.
Hayashi:
I'm afraid we'd prefer to meet (you) and have one more consultation before (you)
start.
Yamakawa: I understand. If you have tirne, 1'11 come (over) now.
Hayashi:
If you can, please do so. The front entrance is closed at six (lit. "when it gets to be
six"). If you go around to the opposite side, there's a back entrance. Please come
in that way.
Yamakawa: Yes, of c o u s e .
Hayashi:
The back entrance is open unti1 ten o'clock. I'U be expecting you then. (lit. "I
request you to iactl properly.")
CI Vocabulary
design, plan
someone else's request, commission
showroom
be finished/ready/done
blueprint, plan
(polite form of & b i \ 2 L
t:)
some-Ianything, some, any
construction work
= if
without delay, directly
end of the year
contractor, supplier,
trader, businessman
if . . . -er/more/less, (then) . . .
visit, ask (polite)
when (particle)
front, face, surface
be closed
l i L t: i \ficb
opposite side
iiLt:ii
opposite, reverse
-+C+,
side
ib(s
i6
a6L(
back entrance
back, reverse (side)
properly, well, at one's discretion
The I f i l i f i li form is calied the conditional form and is made with verbs, the two types
of adjectives, and nouns as shown below. Note also the negatives (in which practice is
given in the Exercises in this lesson).
/ @,'firbm
178
GRAMMAR & LESSON OBJECTWES
neg.
aff.
Eh'3t i (Reg. I)
,Ftàla'
,%.htìititzla'
tìadj.
iL'Itì
( < L 'lTAitzla')
< L ' )t ì b ( l f ) /f<7f: b
+ L ' l T / L'++tì~t&lf
noun
$
i
ht
(rTfiT
ha
&&la')
atì 4
(la') ,'t:-,
h4
fh ai T / L' r t ì i t i t z l f
t: 4
tì 4la' is found in written Japanese and is a forma1 way of speaking.
To see the conditional in relation to other forms, refer to the verb table in Appendix B.
I2 ... l3r ...
a i t w a ' at\iir<t \ [ \
li Tli TThis pattern uses the conditional form of an t adjective with the dictionary form of the
same adjective plus l i Y" and leads to a conclusion.
\
ex. hhh ? l? & l f
h?
t
\ l iY"
t \t
\T-$, "The larger the better."
I * d " b l i Y*
For tì adjectives the pattern is $dx ?
4 i
t
it \
T t "The quieter the better."
Essentially the same pattern consists of the conditional form of a verb and the dictionary
form of the same verb with l i Y" coming after it.
ex. Ritzla' R b iar'
ia L
<
tì l) 3 t:
"The more (I) look at (it), the more (I) want it."
Particle Z
lfLf:t\d'hI:
b
i h
i 4 ,~ d ' & i ) $ t 2
\
"
A clause endmg with Y followed by a main clause with a present form is a way of saying
if or when A happens, B occurs as a natura1 or habitual result. The sense is often "whenever." Two points to remember are that Y comes after the dictionary or plain negative
form of a verb, and this pattern is not appropriate for expressing one's own requests,
suggestions, intentions, or the granting of permission. Specifically, it is not used in sentences ending in 7 < f:? t \ . 3 L a i , 3 t f L d x and so on.
ex. l. f
t
Lid
LTCY ,
< 4<
tì "I
3 tc
"When the sun sets, it gets dark."
"If you push this button, the machine will (start) running."
Y , t: b , ?A' b and la' are in some cases interchangeable, as when they are translated by
"if," but there are rules and restrictions in the usage of each word. Please refer to the
grarnmar sections on each one.
GRAMMAR & LESSON OBJECTIVES
179
+,,
This word refers to traders, suppliers, and manufacturers who provide goods and services to larger enterprises and government organizations. It can be compared with Y i)
V 'i %, which implies a more equa1 relationship.
I?
2. q*
ilX i7
The fina1 few days in December have traditionally been regarded as the period for finishing the year's business or settling accounts. This feeling still pervades society, even
though the fiscal year for the vast rnajority of companies now extends from Apri1 to
March. People do their best to clear up any outstanding problems within the year so
that they can relax during the New Year's holidays.
CI KEY SENTENCES
1. 1s there any beer?
No. there isn't, but if I call the liquor store they'll bring some over right away.
2. When spring comes, the cherry blossoms come out.
3. As for fish, the fresher the better.
d Vocabulary
%
%
i: 6
'r
spring
<
blossom, flower
I Verbs: Study the examples, convert into the conditional form, and memorize.
ex.
i'? < +i"irf
*a-*ktrw,
<
&,'?,V
180
NOTES
[a‘, 4 ' i l 5 - ~ [ f &la‘
&G~-+&~~LIX,
+fili
t:
;tcai+h[f
-cta--fk~ir, L ~ i t k ~ l r
I1 Practice the following patterns by changing the underlined parts a s in the
example given.
$
ex.
3.
4
,R&T l
*3
L?LX
5.
[a, 5
aa.
GBBW
RI:
gr4dZ
d\d\'j & T o
.;.L
L
9
4.
30%
0.X
C
I
4r.r aa
aL
z )27 KWI aa
~ a - t i ~b d.x ' ) a - t i ~
1)
h
1)
I11 Adjectives: Study the example, convert into the conditional form, and memorize.
\-&71?)2If,
$57
ex. & ? t
< tìl?)2lf
IV Practice the following patterns by changing the underlined parts a s in the
examples given.
A. ex. Slfit2lf
'?-T
R t \ & B d ' , &l$$.rIf
Rl\$-tiLo
h'
t:+
EXERCISES
18 1
IL
V Make dialogues by changing the underlined parts as in the examples given.
A. ex. A: A $ - ' Y
A')&-t)L-t/\O
9 371:
li i
&(jkCIf A 1)
B:
X?
6. $4
h:
\
Y
\
& T,
CC
a <d \ l ;
i#i\7i\&+
h
li?
hid't:t
B. ex. E E l q . ; . I ì X , :
1
i
% 3,
737-93-1:
I73&+-t/\,
+- 3
x i x.;,IìX,: V & $ < hkCIf $ 7 C & + ,
VI Make dialogues by changing the underlined parts as in the examples given.
A. ex. A:
L
182
-
EXERCISES
:r
glSkClf l
li?
- i\r\T+ka,
p=eil
asn
jo a a e ~ u e ~ pa ey e ~'jo asn ayew
Lpeap
e&t&
(I
S "TI
&+l;
L
?ai)
b
\\
rare, unusual
a little, few
\
not delicious
(from) early
Mrs., lady, woman
flower show
baby sitter
be found, find
husband
(house) rent
salary
right in front of (lit. "in front of your eyes")
cancer
button
push
put in
go out, be extinguished, put out
lever
p d
sound
turn
A: Oh dear, it's 10:30 already. It looks like (1%)be late for the plane.
B: 1%take (you) (lit. "send you off") to the airport by car. If (we) hurry, you'll be in time.
A: Thank you. (lit. "If it is not too much trouble for you to do so, please do so.")
184
P rclb,c-
SHORT DIALOGUE
Ci Vocabulary
$l'
f:\\+k
Oh dear!
y!lz!5
be inlon tirne
?J
$5
take, seelsend off, escort
C@\ \h<
trouble, inconveniente
p
p
-
-
-
-
-
~
-
~
~
p
~
p
-
~
I Read this lesson's Opening Dialogue and answer the following questions.
4. ABCO
i b (a5 l i 1.7eI: Q
~
Y
L
1)
&Itdxo
I1 Put the appropriate word or word parts in the parentheses.
III Complete the questions so that they fit the answers.
QUIZ
185
I
I
(4-3 Y 4 . 4 3
W ) " C f (1.5 >4'!\Q42x1
< 4 P $ Z c # ' 4 $ Y @ = 4 ) "-k-P\12 2 (
( 4 P G Z C H '4.2-\\lfl) " G P l P (
( 4 V l 3 ) "4-3
'SWJOJ
(l
P€#
(
) ..TI (
) '.TI (
) .o1
Y 7.1
) .!l%
'6 %
',e] (
) A'-?
)
) 3
>QL.iI A (
'8
'L
J I I ~ ~ . ] qayi
/ J ) oiu! saari3alp~pui? sqJaa 3upiolloj ayi iJaauo3 AI
'L
L81
IINVX MBN
LESSON
17
~
~
-
~
~
~
BROWN'SDIARY
S;A*13.Y
$5 $5
6iEEI
L L iA ì 3
Mr. Brown has to keep a diary as a part of his Japanese study.
~
~
Era .;.f:hra
L6
h a i ) Rtd'i~ ?L+% %lzo
#-t-;/%
x
Wednesday, December 31
Fair, later cloudy
Today is the (year's) final day. At the Ono house next door, beginning in the morning, every
member of the farnily did (some) cleaning up. Everybody washed (somethingl-the fence, the
car, even the dog.
In the afternoon I wrote New Year's cards in Japanese, but they are probably difficult to
read because of my poor handwriting. In the early evening we went to eat soba with the
Tanakas.
(Later) in the evening, I watched television, which I do not ordinanly see very often.
Switching channels one after another, I came across an uproanous show, a samurai period
drama and such like. On Channel 3 they were performing Beethoven's Ninth Symphony. The
other day Nakarnura told me, "Every year when December cornes around Beethoven's Ninth
Symphony is performed al1 over Japan." Interesting country!
Thursday, January 1
Fair
I salute the New Year in Japan! The city has few people or cars and is very quiet. Because
factories and cornpanies (are) on vacation, Tokyo's usually dirty air is clean. (What a) good feeling! The neighborhood stores and the superrnarket are ail closed, too. Where have those rushhour, white-collar workers and students gone, I wonder?
New Year's cards came from Japanese coueagues and friends. They came from business
associates, too. Most were printed ones, but some were written with a bmsh as well. Quite
beautiful, as one would expect. Of the cards (I) received, alrnost aii have lottery (nurnbers) on
them.
Ci Vocabulary
clear
later
cloudy
last day of year
Japanese surname
fence, wall
( h a n d h t i n g , character, letter
poor, unskillful
difficult, awkward
farnily, household
buckwheat noodles
night
ordmariiy
channel
one after another, in turn
uproarious, noisy
show
samurai
period drama
drama
show, play
Beethoven
Ninth (Syrnphony)
( p r e f i for ordina1 numbers)
VOCABULARY
191
r!
%L+?-$&
%A,+?
perform
performance, recital
the other day
%B
@ LC 7
every year
?<?L
%S&
aii over, various districts
%4
L LtlL
t;\ \-L
new year
Z i l i ~ i
factory
a :*ha
beibecome dirty
G
ti,
sky
*.< 6
3filf;
iLC
very
feeling
neighborhood
k
kLQ
ali, everything
37-i177-
msh hour
Y3'J-72
white-coliar (salaried) worker
C<n)t:4i 15,
I wonder
\\A,?
printing
7
.;.T
bmsh
?/i 'J
= ? -> ia" iJ (just) as welyou expected
i 7 <L i \
beautiful
iarkr
alrnost
2%
< L ;:
ali, every
<
L-3
with lottery
<li
lottery
-7-
with,attached, included
Plain style
In this course, the plain forms of verbs have up to this point been used only in the middle of sentences. As the fina1 verbs in sentences, the plain forms are tied into, and are
the main indicators of, the level of politeness. The plain style is used, for example, in a
diary, a thesis, or in informal speech.
In informal speech there is a great variety of usage, related to the sex and age of the
speakers and their relationships. Situation and topic may also be factors influencing the
level of formal~tyand politeness of forms and diction. Read the Short Dialogues in this
and the following lessons carefdly and note how the speech levels depend upon these
factors.
GRAMMAR & LECCON OBJECTIVES
The following table summarizes these expressions, most of which have already been
introduced.
T T / 3 T style
Rt:
1
2.io-j
AFEH+,ld,
3 . it:+h?,.
<~.li
ZYd< h i j & s t o
* & i %
n'i~t~.
ia>i
( ,
C
<i
APXt;H5d,
$521~
?i~t:.,
,,
$ , *. ~ . i i * ' r i ‘ d . t ~ t i t ì i i .
~ t i t t ~w~
* ' r i i n x ~
. T4t:tl.b
l
plain style
:Yds
Rt:
%Al:< i \ t < 4 j o
-. t:
I
added to the & st stem of a verb gives the meaning "difficult," "hard," "awkward," and so on. In this context the translation can be "illegible." The opposite is Y'ib
i \, as in %k Y'ib i "legible, easy to read." Both Y ' t ii and l: < i are themselves
I:
inflected in just the same way as
2
t: ' i d .
+
.
1 i adjectives,
1
l
:
e.g., % k I:
I
<<
'r i "not hard to read."
q73t:0
,.-id.
lf in many varieties is everyday fare in Japan. The buckwheat noodles prepared especially for New Year's Eve go by the name of Y L Z L I f , s i g m n g the passing ( Z L )
of the year ( Y L ), thus by implication the irnminent arriva1 of the New Year.
+
~ . + T ; / ; ~ - I L $t / . i k 4 ~
... e;flJil-f'3$ ?
C
37~'t:~
tfi'
In addition to the Y . . . & T pattern (p. 154, there is the Y . . . iL t: pattern meaning "A did X and then discovered Y" or "X happened and then Y occurred."
ex.LL*'lX.dZ
CI t K
jft&Y,5?4$a> A l i
i it?lt
Vr
'
1 ht:L&Lt:.
"When Yamamoto came, the receptionist handed hirn (his) umbreiia."
In conversation, '7 -> 7 i & is by far the most comrnon way of saying something is on
TV, is being produced on stage, and so on. if the time is the future, Y' & is used.
+
As noted in Lesson 1, Z ,
and h words are not iimited to the tangible or what is
irnmediately at hand. The expanded usage of h can denote "that which both you and I
know about." In this sentence, ha> underscores the unforgettableness of the rush hour
subway experience.
5. t b ~ f : $aLt/'La ? l i
L
q$
@L
i:
<
L9$T&40
Christmas cards are sent in Japan but in nowhere near the quantities of the more traditional New Year's cards (over 3 billion in one recent year). These regular-size but specially printed postcards bearing lottery numbers go on sale at post offices in November.
if mailed by the deadline (around December 20), they are delivered on New Year's Day.
NOTES
193
-I
The lottery is held every year, on or around the second Sunday of January, and the
lucky winners receive things like bicycles or portable radios or consolation prizes of
commemorative postage stamps.
The ending of this sentence, T b 5, is the equivalent of T $ and belongs to a bookish
style of writing.
L I KEY SENTENCES
1. Yesterday was warm so I went swirnrning with my friend.
2. When I opened the box, it (the inside) was empty.
U Vocabulary
I Practice the following patterns by changing verbs and adjectives as in the
examples given.
V
194
PRACTICE
"=4lTYSl 3
&@Ct :C:v
0
.
4 33*
-xa
'a
17 f a
4.24
)o/
A . n
PIY
'C
+a
4 . L Y S l TI 4 -o/.&
.P
4 6 7 2
:P(!
L
l
G P f i
&
$.LC@
C
'I
P I Y C - Y z Y 'i:
>p11-.i=1
L
I
Y
I
@%'
'P
Y Vocabulary
dance, dancing
pilot
tax office
office, bureau
large surn of money
fermented soybeans
smeiiy
bitter
easy to put on
put on, wear (shoes, pants, etc.)
easy to
consdt, look up in
suit
ring
wind
come in
outside, exterior, outer
strong box, safe, vadt
Man A:
Man B:
Man A:
Man B:
Man A:
Have you already seen that movie?
Uhn-un, not yet. How about you?
Un, I saw (it).
How was it?
Not very interesting.
SHORT DIALOGUES
197
fl
3
iaa28a
+%[la
0-f
0 + f i Z ~< 7
~ r t ì ~ f : ~
*:
1-t,
fiif
mfiia
r,s\t:
3:
ii A,. Y " Z I - f , 3 8 1à a>X,2Fi) L +:\\h,
t;YZ
h ?
?
%?.i<
Woman: New Year's will soon (be here), won't it? Which day do you work until? (lit. "[Yourl
work [isl until when?")
Man:
Until December 28. The end of the year is always (so) busy. It's horrible!
Woman: Are you going someplace for New Year's?
Man:
No, nowhere. (I) want to take it easy.
Q Vocabulary
uhn-un, nope, no (informal)
you (informa1 men's speech)
un, un-huh, yeah (informal)
not very (colloquial £or 6
'I )
New Year's
horrible, nasty, unwelcorne
some-Ianyplace
(informal contraction of L" Z 8,)
take it easv
I Read this lesson's opening passage and answer the following questions.
* '.l*
198
QUIZ
I1 Complete the questions so that they fit the answers.
I11 Complete the sentences with the appropriate form of the words indicated.
TV Answer the following questions.
QUIZ
199
I
LESSON
18
BIRTHDAY FLOWERS
s5
<
l iC
2%
Mr. Johnson wants to find out whether giving flowers to a woman
friend is an acceptable practice in Japan.
zoz
+q',+
Johnson: Yes. But she's not a special girlfriend.
Suzuki: It's not strange. It's (quite) OK. (Are you going on) a date? That's nice. (I'm jealous.)
Johnson: Urnm well . . .
Johnson: I'm thinkuig of sendmg flowers to a friend. Can you take care of it?
Florist: Yes, of course. Delivered, you say? We can do that. What's the delivery day (you
have in rnind)?
Johnson: Please deliver (them) tomorrow.
Florist: Certainly.
Johnson: How much are these roses?
Florist: Y250 each.
Johnson: Al1 right. I'd like twenty of them. (They're) meant to be a birthday gift, so would you
include this card and deliver (them)?
Miss (Keiko) Tanaka,
Happy birthday!
Michael
Florist:
Johnson:
Florist:
Johnson:
Yes, of course. Where should they be delivered to?
Yokohama.
There'll be a Y500 delivery charge. 1s that al1 right?
OK.
LI Vocabulary
(voiitional form)
strange, funny
4+%'J
/Q
t<<?
t:i
\
1 j I';,
special, extraordinary
(Q)
al1 nght
umm
send (a present)
deiivery
intention, purpose
include (lit. "attach")
congratulations
consignee, destination
Yokohama (city)
deiivery charge, postage
al] right
VOCABULARY
203
I
k ivolitional form
Verbs ending in L i (plain form) and 3 L a i are in the volitional form and, in general.
are translatable by "1'11," "we'ii" or "let's." As in other cases, the usage of plain forms at
the ends of sentences indicates familiar speech.
i7 :i
"Shall we go by taxi?"
3
4 4
Z i L "Since (it's) close, let's walk."
t,
As for the volitional form of Regular I verbs, note
ex. 9 7 9 - T
\
71,
.
2
Z
i in the example and keep
in mind the correlation with the a, i, u, e, o vowel order.
&t fom
S
iI&t
fi <
Reg. I
$ 3 $7'Reg. 11
Irreg.
dictionary form
$25
C;
(
s<
volitional form
$4
i
fi
s: i
(
& ~ & t $i
9%i
&[?'&t
lr sr' i S & t
Aif5
Sr r'i f 25
gr ri t a i
E&+
2.6
$a
AifL i
i
*L i
Lai
+&t
i&+
4-25
*~bc;,
9
&
l)
is actuaiiy a noun and is much used in this pattern to show intent or purpose.
ex. 1. +Eì
i
SE35
L P JR&-f4', $h+d.r\?&
I L l r
1)
Tt,
"Mr. Yoshida is coming today, but I don't plan to see him."
2. A L
t: 3
7
Z Z , +a>
l
F8
1) & t
+li
'Wiil you go back to Tokyo tomorrow?"
? & l I T t , "Yes,Iintendto."
Polite expressions
The polite expressions in this lesson can be compared with others previously introduced.
.L 4 L i \ T + 4\ is the sarne as r \ i \ T t 4 \ but is more polite. The appropriate response
isnot L 4 L r \ T t , b u t i f 9 Z i T$, r \ r \ T t , o r s i m p l y l i \ \ .
%Frlf T T 4 \ "1s it to be delivered?" In this case, too, prefacing the verb with the honorific
-L is one way of expressing politeness or respect. (See p. 23.)
-LIR
1) T t 4.. When are you coming back?"
*'li
% L 4 Z 2b.T L t:. "Mrs. Hayashi was very pleased."
2. l i++
5 L [i t L
7'L
ex. l. r
f "*
204
GRAMMAR & LESSON OBJECTWES
meaning a s 7
<#
& -tfk
i 7 ) - but is more polite.
!
'1
-
p
-
-
h
1
Lì KEY SENTENCES
1. I intend to study Japanese every day.
2. If it clears up tomorrow, (1) plan to play tennis.
Lì Vocabulary
18
I
lih6
clear up
I Verbs: Study the examples, convert into the volitional form, and memorize.
ex. ;3<+;3Z
i
&<3+&4a
j
ti
6.
%i-%;t;$
3
-
jft3-sRLi
<
-63-Lai
f;
l. lR3 (return)
4. ;t;la'23
b.*
7. 1-I: '1 3
b.
I1 Make dialogues by changing the underlined parts as in the example given.
ex. Q: 4 8
4 1 ;
E?+5 LI:
t f i b .
&i
\&- ~ X J \ ~
h
EXERCISES
205
!"
0 Vocabulary
SITR 6
11
remember, memorize
a i ')+a
a i 1)
Y 6
(5Y"dfic) 7 s 6
COO~
food
take a vacation
have a baby, become pregnant
find spare time
fai1
feilure, mistake
try hard
future
designer
take (a person)
take, bring, be accompanied by
salt
pass
help, assist
Section Chief:
Ogawa:
Section Chief:
Ogawa:
Section Chief:
On the way home shall we have a drink?
My wife has a cold today.
If it's just a short one, it'il be OK (I think).
No, it's really out of the question.
1s it now? Oh well then, I give up.
SHORT DIALOGUES
207
Kato: Are you going to take part in this year's Japanese speech contest?
Brown: Yes, I intend to, but if I cannot do enough preparation, I wiii probably do it next year.
tl Vocabulary
;t- i
dt
h ? $636
z ' - # ~ ~ T t-z
=
-t- i T-$$,
give up, be resigned
speech contest
2 i9-$.
speech
32TXÌ-
contest
&6
participate, be a contestant
i-5'
L n i .L
enough
C YPLS
preparation
I Read this lesson's Opening Dialogue and answer the following questions.
I1 Convert the following verbs into their volitional form.
+
"
-
208
QUIZ
I11 Complete the sentences with the appropriate form of the verbs indicated.
IV Choose a sentence appropriate to the situation described.
A. Congratulate a friend for passing his exarnination.
B. You want to ask your section chief if it's al1 right to call him very late
tomorrow evening.
QUIZ
209
4
-
xaMsuie noA
.qoF xnob )!nb o) puaw! op b~lieaxnob $u.Cies bq uo!)sanb
) E ~ Msxnob
(I
L
I~NtrHMBN
t, . ,#-
d
OLZ
.suo!)sanb $uyo110~
ay) xaMsq A
FIY1 'E:
i,:%&
O.P-&..Z
am!)
e&
i?
.a
.ar.uoy ) a $ ~ ay
~ y
30 axn?)u!enbm uie 30 aj!M ay) ysie nob auoyd ay) u o '3
LESSON
19
-
p
THE PUBLIC LIBRARY
QSE
r
L k d ~ L
Mr. Chang and his neighbor, Daisuke, go for a walk together.
Chang:
Daisuke:
Chang:
Daisuke:
Chang:
Daisuke:
Chang:
Daisuke:
Chang:
Daisuke:
Chang:
Daisuke:
What's that?
It's a library.
Can anyone use it?
Yes, of course. Anyone can go in. You can get books and look at them, so it's very
easy to use.
That's nice. Choosing books by looking through (the card catalogue) is difficult for me.
But I suppose you can read kanji, can't you?
Yes. I understand the meanings. But I like libraries where I myself can look at the
books and choose.
It's in a slightly inconvenient location, but it's roomy and quiet, so it's a pleasant
(place).
Can you borrow books and make photocopies?
Yes. If you go through the formalities, you can borrow books. At present I have borrowed two books.
Can you borrow newspapers and magazines, too?
No, you can only borrow books. But you can ask for photocopies of newspapers and
magazines. We can get there in a couple of rninutes, so shall we go (there) now?
LI Vocabulary
male given name
anyone, everyone, someone
of course
can go in
get, take in one's hands
can see
difficult, poor at
can read
meaning
can choose
but, however
formality, procedure
can borrow
(counter for books)
only
can ask
can get io, reach, can go
Potential form of verbs
Potentiality can be expressed by the verb T 2 5 and also by the pattern Z Z 71' T 5
b . (See Book I for the first and p. 38 for the latter.) In addition, many verbs have a
potential form made by conjugation. It will be noted that in terms of pronunciation, the
fina1 u of Regular I verb is replaced by eru, for example, C
4 , "can read," "be
-
readable." And iì i,.i: -. A 4 i
b, "can choose," "can be chosen." (Aithough it is technically correct to call
b and A b b dictionary forms, in the great majority of cases
this form does not appear in bilingual dictionaries since the verbs are made by regular
transformations of other verbs.)
Regular I
2-f
Q\1
I
conditional
11
7
ti
Potential verbs conjugate the same as Regular I1 verbs but have no volitional form.
Other examples: %T{ +%Tltb,%$
-.%-tib,~@b
~ i)'z ~ fi < ~-.$)24,f
~
b
{
i i 'i
l i 'i
i),%
-
sita,xs xita
l i i,
i ii
The foliowing sentences compare the meanings of the verb and its potential form:
ex. 1. f t 2 'I L l i
2. f t
2
'ILii
EiSE
l:
L
i)'L
L
t
A l) 2 T . "Chang enters the library."
Iii,
iA)2
lt,
2 -f, "Chang can enter the library."
EiSt%l:
L L t +,,L
,
~
For Regular I1 verbs add i; 6 to the stem of the t form as, for example,
R+d't -. J$ b il6, "can see," "can be seen," and 'I 7Cb t -. 4% O b 6 , "can borrow,"
i
"can be borrowed." The Irregular
+ 6 becomes
i;#t 6 ,"can come," and
8 6 is
replaced by T 3 6.
An easier, more practical way to make this form is to insert b )2 (or sometimes only il
in colloquial usage) between the stem and the fina1 6, 3 8, t:,etc.
ex. & I : b & 6 , & " . b ) 2 a ~ t b , & i b h & 8 , & i b ) 2 f :
Regular I1 and Irregular
$8
ii
conditional
l
8 6 -. T $ 6 : ex.
-f Y"t 4
Y"4 4
$11
11
H L 2 8 , "Children use (it) too."
li
H T 3 2 8 , "Children can use (it) too."
$11
'I I +
The topic or subject of a potential verb can be either animate or inanimate. For example, Z 0 t i7 li L < 3 )2- 2 T . "This knife cuts well."
ex. 1. 2
E
25
L li S.),l ? dC C
Y 7L
2. Z 0 i
%& 2 8 , "Smith can read Sino-Japanese characters."
,!l" { 7 %& 2 +iLmeans "the letters are unreadable."
Potential verbs have customarily taken the particle d\
into use.
but recently % has also come
Lli
1 % 8 & 2 8 "Chang can read SineJapanese characters."
'You can borrow books."
2. $ d i / 5 I% 1) b )2 a
3. 3 ko- dPl% it; 0 6 2 8 , "(You) can ask for copies."
ex. l # r 2 5
o
When it comes to a choice between the potential form and Z Y d C T 3 6 , it can be
said that the former, being slightly shorter, is often preferred. # r 2 5 L li EiSE
1:
r L i i).A
A
b
li,,
Z Y d P 7 . 3 2 8 ,although grarnrnatically correct, sounds a bit stiited. Stiii the
forms are interchangeable, and it is not necessary to be overly cautious concerning the
differences between them.
L li L4%l ?,A
KraJ d P 8&2 8 , '5mith can read a Uapanese) newspaper."
2.Ei+%l:
4 T l f l f , 1 0 +( I Li i* Ìi 0 %
M$ 8
ZYdC T 3 & f o
LLii).A
LA.;:A
I
'H (you) go to the library, (you) can read newspapers from ten years ago."
ex. 1. 2
E
25
i'
GRAMMAR & LESSON OBJECTIVES
2 15
-h
-f-t.;/5LIi S $ d z
l. T
i)X L
%bj&-T'La i .
When used like this, T L h i normally has a rising tone and implies, "I suppose (something). Aren't I right?"
I ? E' is a colloquial shortening of l? ì- and I t & Y i, , meaning "although," "but." In
some contexts al1 these are comparable to the particle d' and convey no particular
meaning. (See Book I, p. 76.)
ex. i, L i, L , 9 3 2,)2 7 T 1 5 t / i ? Y . / l ? & ~ ' ~ / l ? & E " i , , i t i \ T 3L l i
3.&i\L
i\i\-T'PLo
L
Lf
IrS
Before the connective L, plain forms can occur as well as TT and the
p. 51.)
t form. (See
g'j &)2$-tfko
4.7pLd'
11X
L 15\ with a negative means "only," "merely," emphasizing that besides X there's nothing else. This contrasts with the usage of i, to emphasize how many or much. (See p.
227, Note 4.)
ex. 1. 5
\\.;,a>
Ipl*I
2. 5%l: L 15.
I r i r
5. 2 .
3
3
X
%
2000W L15'
i).
h
ZX
l!
$-tfL, "Ionly haveY2000inmypurse."
17 !
! ì -tf L T L t:. "I visited Kyoto only."
m
~ a-6a.
One way to indicate the time or money required is with the pattern T plus potential
form. In meaning, this sentence forms a pair with 2 3 .'B\ L 15. 4\15. l! 3 -tf L,rather
71\15\11 $ T .
than 2 . 3
.
ex.
h
/i Q
17lfli' 4000WT R ; i & T L ,
r A.
i),
"At that store (it) can be bought for Y4000."
D KEY SENTENCES
216
7
PRACTICE
1. Mr. Brown can speak Japanese.
2. If they go through the formalities, anybody can borrow books.
3. Watanabe eats only vegetables.
I Verbs: Study the examples, convert into the potential form, and memorize.
ex.
e<-+%lfb \ \ 3 - + t \ G k t 6
Slf Q i
t\GktQi\
;~a-&~kt&
&r;ktQi\
\
I1 Make dialogues by changing the underlined parts as in the examples given.
A. ex. Q:
P\ElSì7
<
+:t,:
j
t
i t:k a-kd.,
':
%
q%%C
b,L L
l.:a>
$h4? 7 G l C
2. A L t :
3. 9hEìAO
%t $2. % T
LL
r):i.:
(
4. B*%T
I . IiL :
2.f-
B. ex. Q: R a q l C
o
T
<-
gla'ita
-ti?b?>\\T4
hb?>r;ktaTr/\,
r
$
i?$%
<&$
o
-
C. ex. Q: V G d ' Q t
tb.L
4.
&d>lfa
1oSai-r
c
iaLa
WaTd.0
EXERCISES
2 17
I
W&
1 ' = 4 G . Z C @ I Y V > T -2
z,\
Yr
MOOS ' 4 \ 1 Z L #
Y % > - 4 3%9
+'I
Lì Vocabulary
foreign language
believe
international telephone call
international
meter
second (counter)
bicycle
motorcycle
pork
weekday
A: I have to find one more receptionist for the meeting. Can anyone come to help the day after
tomorrow?
B: (If I'm good enough) I can come.
A: Thank you (lit. "you save me"). Please do.
D Vocabulary
help, assistance
be relieved, be saved
I Read this lesson's Opening Dialogue and answer the following questions.
SHORT DIALOGUE
2 19
I
.sasay)ua~eday)
Zifì8
OZZ
s p ~ ao) e~! ~ d o ~ d day)
e )nd 11
(,q)
( y ~ f
O (
)
> : Y .>:J
:]&v @i
YCI
1
' ~ 1 V C i r i (..&&.
l
I J I W -6
k g 't.
DE 11'-
80
01'01
-.3 '
,t ' t
PZ'C C 3
O
"t 7
i%&%
C/ ,"
PZZ
Have you heard the term sakura zensen? The flower typifying spring in Japan is, undoubtedly, sakura, the cherry blossom. As spring approaches, people predict the day the cherry
(trees) will blossom and agree with friends on a day to go blossom viewing.
Japan is an island country extenàing in a long (line) from south to north. Kyushu, Shikoku,
Honshu, Hokkaido-there's quite a difference in temperatures, so the day the cherries blossom àiffers somewhat, too. In the southern part of Kyushu the cherries bloom around the end
of March, but in Hokkaido they bloom around the beginning of May. Thus, the cherry blossom
"front," a line starting in the south of the Japanese archipelago and (moving) north, shows the
state of the cherry trees' blossoming. This takes as long as forty days.
In adàition to the cherry blossom front there are other flower fronts, such as the apricot
blossom front and the azalea front. Apricots start in Kyushu a whole lot earlier than the cherry
trees, but they reach Hokkaido at almost the same time (as the cherries). Therefore, if (you)
travel to Hokkaido in early or mid May, (you) can see (various) spring flowers at the same
time. On the other hand, when it gets to be auturnn the autumn leaves front makes its way
from north to south, dyeing the trees in the mountains crirnson or yellow.
With flower viewing in the spring, maple (leaf) excursions in the autumn and so on, people
enjoy each season (in turn).
9 Vocabulary
cherry blossom front
front
word
typify, represent
representation
undoubtedly
people
approach
predict
prediction, estimate
(cherry) blossom viewing
well, incidentally
extend, stretch, postpone
island country
Shikoku (place name)
Honshu (place name)
quite
(air) temperature
difference
differ, be different
southern part
end
beginning, first
thus, in this way
way, manner
about
archipelago
be (in the process of ) blooming
state, circumstance, appearance
line
show, express
in addition to
apricot, Japanese plum
azalea
such as
and so forth
a whole lot, al1 the tirnelway
almost
therefore (same as f:d' b)
IlovpX,
L L i
first third of the month
QLvph
G a i
-71'4 - 1 ;
second third of the month
d'l? 7
from . . . to
. ..
auturnn (lit. "red") leaves
trees
red
yellow
dye
be advancing
maple leaf excursion
maple
excursion, hunting
season
enjoy
dP?
226
VOCABULARY
Supplemental vocabulary
4 ~ L t LO?
a
a species of cherry
MXH
day of blooming
i\?li+;iT
a species of maple
ZiLiv:
day the leaves turn
r)i,d'O
I.
&a#&,
z i L i q#&
5 i h+!Liih
iihrih
These i%,@
are analogous to warm and cold weather fronts, so perhaps it is not surpris+?Lei
ing that information on their progress comes from the 3 L L i S L i , the Meteorologica1 Agency. Arnong its weather-related functions are predicting the harvest time of
fruits, but predictions and reports on the $ i and Z i L i are the most eagerly awaited.
* < h
The harbinger for the many varieties of cherry blossoms is the species known as -T- id>
\ \ L L D , a n d f o r m a p l e s i t i s \\/;li
$\%T'.
2. $2
? < h
i L L 0 only blooms for a very short period, from five to ten days. If it rains or is
windy, which is typical spring weather in Japan, the blossoms may al1 fa11 overnight.
3.mY
'i h
5-376
More literally this means "No matter what anyone says . . ."
The particle 'L here emphasizes the number of days the cherry blossom front takes as
it moves from the south to the north of Japan. This use of 'L reflects the speaker's
feelings of "so many" or "so much."
11 V
5.
-*
\
7T
Iitd
\
<
o
(llit.) "The flowers bloom progressively."
Adding i < , which means "to go," to the 7 form of verbs indicates the continuous
progress of the action.
ex.
i
1
108 "i;
,,89
*t*
Y
tLTi13 3 B o
"Swallows fly (lit. "go flying") south in October."
6.-&I:
i ' &
%O
C
D TB
l i ZI
xdT Chd'L607'$o
l i a'
is equivalent to L TB but less colloquial. (See p. 117.)
NOTES
227
-A
7. *k
-i
-i
The kanji h indicates the repetition of the syllable(s) coming immediately before it,
sometimes with a phonetic change. Nouns in Japanese are generally written and pronounced the same whether singular or plural (as noted in Characteristics of Japanese
Grammar in Book I), but this is one way of specifying plurality. Other examples: E h .
l14' li'&
"flowers"; E!h , "countries"; & h , "islands"; LL h , "mountains"; +k h , "we." (See Book 111,
( f:
<
':
L J L *
? ' Z ?'it
htt
hil
Lesson 1.)
Words made plural with suffixes are comparatively few and must be learned as they are
encountered. ;k> +d~ 7': 27, for example, is one way of pluralizing "you." From familiar to
d t:
formal, there are a number of words for "we," such as If
mon) and $h 'f' t (humble/formal).
<
i;,$h 7':
S (the most com-
hi:(oL
hi: L
8.SI: ia
i1 6
i
,
11.'
i
hl
a
t A L +<i)
When things are listed or enumerated, it is sometimes permissible to omit predicates
and, in fact, this can create a dramatic effect.
I Read this lesson's opening passage and answer the following questions.
QUIZ
h
OEZ
APPENDICES
~p
A: Plain Forms and Connective Patterns
The plain adjective and verb forms given in the charts below are used in a nurnber of patterns. Excep
tions, which occur only in the case of a Q adjective or a noun followed by f:, are shown in boxes.
Verbs
Present
aff.
\\4
Reg. I1
;R4
Irr.
i \Q\
*Q\
l
l
*
\t:
f:
\
-
Adjectives, Noun + T f
I
I
I
Present
I
Past
Four connective patterns using the following words and phrases are encountered in Book 11.
1. Basic Pattern
Before L
,
L%?, L
2. Noun-modifying Pattern
Nouns (Lesson 71, L 3 , la h
( , etc., verbs and adjectives end in the plain form without exception.
i
(Lesson 121, 9 t
'I
(Lesson 18).
When these words are modified, the following exceptions occur:
After Q adj.: %d,
L j i? / L , etc.
<
After noun: Z
L"t 0 $/
L 3 , etc.
li A.
3. T L a i Pattern
7 L I i (Lesson 81, f: 6 i (Lesson 131, d' t L )2 ib \ (Lesson 13)
6' adjectives and nouns plus f i are exceptions. The stem of Q adjectives and nouns comes directly
before these words.
ib adj.: e d ' T L I i (after the stem)
noun:
L"t T L a i
APPENDICES
23 1
n
4. Q 0 7" Pattern
0 1 T - b (Lesson 11). 0 7" (Lesson 13).
Q adjectives and nouns plus f: are exceptions.
Q adj.:
07"
Index: la ;b> i \ (2), f : 4 i (31, 7" L h i (31, 1)' 'L L k1. 3
Y i \ i / M i,$ i i-, f: 2 4 (11, Y ? (21, 3 'L 1) (2).
<
-eL (31, 0 7" (41, 0 1
7-b (41, noun (21,
Notes: The number in the parentheses refer to the pattern number.
For other words and phrases, such as ?A' 1)' 6 , Q 7 'L i \ i\, Z Y 1)'h b , which follow other
forms, refer to their connective pattern in the grarnrnar sections of the respective lessons.
<
B: Grammatica1 Patterns and Common Constructions
'Crh
232
APPENDICES
Lf1$
'I@+
4<q
7%,.V
A
YlYY
C
"4-P &t4
?n
E
TIY %N$
l
T+FI
"147 p 131% ' L f 1I$$ 3% CD2r
- 'L- '.L/l-
8C
LS p1 =ossa7
Lesson l 7 68 Plain Style
-a
69 -r.
L~I
ma: xar. z:g;3: 72~7
V
?
t\&
TLh
lfi,
Lfzo
Lesson 19 7 4 Potential
Lesson 20 78 -7
\
3
af
i9jf,\&
* ** *
3
jL? t:
x;3'
?t\Tt\C
li +r
$0
C: Verb Conjugations
Except for the two irregular verbs { ? and
6 ,al1 verbs belong to either the Regular I or Regular I1
category and conjugate as in the foilowing tables. The 7l f z form comes from the &
form, but
euphonic changes occur in the case of most Regular I verbs. Note the last sound of the &
stem is
underlined.
APPENDICES
-
d
C\
1 S!
)
\
I1 JeImax
1 aqL .uo!lda2xa auo JaquIauIax :aloN
1 JO ~ J O J
CPCf
(
71
D
L
L > I ~ { TI$
-
Y'P
1% Q
'2
(D?
" t )
'.,p
:'t
G.?4
':l'P
"4$!11\14 . L \ j Q
z>Y
(DYE
0 4 . . ~ \ 1 4 \ ~ ~
irjrita
1
:I
> Z (1 ce ..zxl+g'1
> p ':l
'(D
'2.E
(D
TI/:L~X
*lYl
l
(D:
3 '2
'?\4'Z
" k ~ ~ :i) (bl 2
(
'1
D
A
I1
3 1 ( ~ 7 2 3 (D)
uossaq
T uossaq
s uossay
p uossay
E uossay
:Q '6 1 4 8 1 '1 ' L 'I 'CD '9
3 ' 3 'C s4 'CD 'CD ' P l 'a4 ' > 4' I l z 3 C D l T
I1
uossay
ZI uossay
(D
s
(D
' 3 'P >P
'(D
'I
(D
',P ' Z \P ' > 4 '1
I1
JAPANESE-ENGLISH GLOSSARY
h i -'< -> greeting, address, 39
h d ' / 3% crimson, scarlet, 226
h d' 6 i bright, 21, 56
h fi 4dj 6 give up, be resigned, 208
< be vacant, be empty,
(bel open, l28
hit"6. +If6 raise,79
h L ;/Wleg, foot, 68
A % 4' 6 //%d' 6 take care of, keep, 141
h % lf 6 ,'% 1-f 6 deposit, entrust, 167
-la'/-ltdtlf if,178
$5 ji .;C play, 33
h t: t: d ' i \ warm, 56
t: 2 d'i t i bright, clever, 21
-> bJ 6 gather, collect, assemble, 159
h Y /'?& rest, 63
h Y T/'?&T
later, afterward, 99
7t3 2 A announcement, 153
h o &er, 28
T /T- b apartment, 56
U" 6 bathe, 34
$5 .i:'A' i dangerous, 120
h 2 ') not very, 198
$5 dj / 'I% rain, 89
h 4 Oh! (women's speech), 99
h 4 i /#t i wash, 34
h 4 h % /& % show, express, 226
h k L k / g 1 ~ ~ e a c e o f m i n d ; L A-6
6, '$(C% 6 be relieveci1 relaxed, 39
h kt! A / * S safe, 120
h
i guidante; h k Q i \ % 6 show
around, 28
i
i
' 2 ,/& house, home, 86
3 /%TC going, 7
-i
i
i
3
/%Tbound for, 93
< -> how old (for a person), 58
'If If Q / Y l f Z flower arranging, 34
(-7li)
\
i
L"
4
d.
<"
/'
\\If'si~mustnot99
more than, 86
,% hurry, 33
<"
' t: ti5
% (phrase used before eating), 133
accept, receive (politer than 6 4 j1,147
i \ G I z G;-R
(in)aday,lO
i b 6 k l k LYP j - / - ~ ~ a l l y e a r r o u n d , 2 8
i 6 ifk / -& most, number one, 7
i -> d \ / '
family, household, 191
L d. i I f k d j i \ a s h a r d a s o n e c a n , 5 9
i -> 7 2 i \ 'I 2 % good-bye, 99
i
i :'7
ti <
-e
i
i
i
i
i
' -> T 6 any-/sometime, 135
-> 7 4 -> L r i good-bye, 99
' -> /a"\ full, 146
6
always, 153
\
,,' dog, 171
2 0 i 6 l-/+n
it's too late, 62
->
/
i
i 6 1-
right away, before
meaning, 214
(Q) horrible, nasty, unwelcome, 198
i'
4i
i
4 -> L r 6 (polite form of
i
request, commission, 178
< ,/'%T< ,
i
i
< 6 ./'&6 ,
61,167
6 need. 104
0 d t 6 / X d t B putin,184
i 6 / fd color, 62
t ' 6 li 4 . 2 7 a species of maple, 227
i
-'< 7 printing, 192
4 A b 7 5" 5' - instructor, 28
/
;
3
i A
3.- whiskey, 57
'? - IL wool, 16
i + , , ) Cj visit,
. ask (polite), 178
i l f 6 ,.'%i?
6 take (an examination), receive,
undergo, have, 99
i Z' 3 2 h 6 ,., fi E
J 6 move around, 153
? Z' < //% < run, move, operate, 89
i L 6 / ?&6back, 15
i t: song; ? t: ? sing, 33
? 6 C L,,' h deposit, partial payrnent, 128
6 D our, 49
iG
YP
j universe;
i 6 YP i V Z i L
astronaut, 56
7
L i beautiful, 192
<
JAPANESE-ENGLISH GLOSSARY
2 horse, 16
i 2 )2 6 / Y 2 )2 6 be born, 121
dh apricot, Japanese plurn, 226
i 6 back, reverse (side);
6
<' 6
' 6D
back entrance, 178
i 's )2 / 3 ') 3 )2 sold out, 86
)2
i
i
L
7
delighted, happy, 141
driving;
7 f 4 drive, 33
Y" iexercise; i Y' if 4 exercise, 171
Oh dear (excalamation of surprise), 141
\d'L h/%??$%
spoken English, 121
2 Y let me see, 160
3 L \ L/',% E station employee, 15
2 Y" L
\/
%F
Edo period, 111
2 6 \ important, illustrious, eminent, 154
2 6 .i: choose, 80
z L ? iperformance, recitai: X X, ? if 4
perform, l92
2
pencil, 104
2
1 reserve, restraint, diffidente; 2 L
1 ?i without hesitationlreserve, 147
2
2
2
2
<
k; L < 7 how old (for a person), 58
k; k; L \ / 9 L many, much, 86
k; k;+k \ hordesllots of people, 86
f - k / 4 motorcycle, 219
f - f'- OB (old boy), alumnus/i, 153
k; k; A ? -h\ last day of year, 191
k; -h\ 6 5 2 k; 5 2 (someone eise's)
'
mother (polite), 121
k; -h\ 2 Q 5 \ welcome home, 105
k;-h,lf"'c 2 7"Thankyou,68
k; -h, L L strange, funny, 203
k; 's V
k; 2 4
<5
client, guest, visitor, 91
3 4 get up, wake up, 21; happen,
occur, 146
k; put, set up, 44
;h' { 5 2 (someone else's) wife (polite), 111
k; 'I 6 m / %
gift, 141
k; 6 send (a present), 203
k; 4 /% 4 take, seelsend off, escort, 185
k; )2 4 be late, 104
k; z 5 L,/k;'-f 5 X, (someone else's)
child (ren), 58
<
<
<
<
<
<
k;5 3 I C L 7 ) 2 L \ L a f / k ; # l : L 7 ) 2 \ \
rr"
248
JAPANESE-ENGLISH GLOSSARY
L 2 f good-bye, 63
k; L .t.K i) f 4 chat, 79
k; L 1 i - h ' ~ / k ; X 8 NewYear's,198
k; f push, 184
k; f 's ?i 6 07, 'k;* 3 Q%?Jthing(s) you like, 28
k;+khI:?ia
';f;w%l:Q4 beunderthe
care of, be indebted to, 141
k; ? iL 3 funeral, l34
k; ? )2 i
2 f excuse me, be sorry (polite), 128
k; f: i \ L 1: / % h $ I:Take care of yourself, 63
k; % 4 drop, fall, 22; fail, 159
k; 7 Y husband, 184
k; Y sound, 184
k; Y f lose, drop, 22
k; Y Y'lf/k;%if delivery,203
k; Y Y"1f 5 3 /%%l? # consigee,
destination, 203
k; Y Y L year before last, 116
k; Y ?i,/hh adult, 93
k; Y" 5 < be surprised, 159
%?iI'/m L same, 141
k; li +A' / k; E (cherry) blossom viewing, 225
k; 2 Y ibox lunch, 34
k; 13 2 4 remember, memorize, 207
k; 1 3 k / k; O-Bon (midsumrner festival), 86
k; A I?'souvenir, 133
k; dh T Y i5'2<'L 2 f congratulations, 203
k; 6 i \/L heavy, 79
k; 6 i/,%i think, 86
k; 6 7/& front, face, surface, 178
k; a <' swim, 28
k; 6 f withdraw, 104
k; f L warm water; k; f L 7'- )L heated
z
\
\
(swimming) pool, 28
-h, or (particle), 63
d,,/i)C Tuesday, 34
--h\/%
lesson (counter), 79
-h'/% section, 49
fi
- F credit card, 99; greeting card, 141
fl'-
)L 7 1/
F girifriend, 141
--h h side, 178
-h\ /m time(s) (counter), 34
-h\\ L k / & E club/society member, 167
Eì day of bloorning, 227
-h\ L -h\ U;'/
-h'\ \ Z < Z " / Yb 2 foreign language, 219
a
d \ \ \ h/&;%conversation, 121
d\
,/l%
l/ coming back, returning, 7
d' 6 change, 49
d\ ;f; face, 62
d, k; i 6 complexion, 62
d'd' l ) ./i%
person in charge, 128
d' ? bj registered mail, 99
d\ < % //&f& al1 over, various districts, 192
d, lf 6 call, 16; wear, put on (glasses), 79
d\ ZScage, basket, 111
dx L Z 2 I) 2 L f: certainly, 128
d' L ?//d' L E confectioner, confectionary, 142
d.-6 lend, 80
d' f: ,/?7 way, how to, 50
d\-kk a cold; d ' e 5
catch a cold, 56
d'-t? wind, 197
d' f: hard, 183
d, f: +'l? 5 put away, tidy up, 81
section chief, 80
dx% a i
dC7 d' be disappointed, 159
d'Q h 7 be sure to, certainly, 128
d c L-6 5 endure, be patient, 105
d \ k hair, 21
d' k
paper, 15
d'bj L/a & screen, 50
d.6 L)2&-t?L maybe,141
d ' k / A @ Tuesday, 67
d' h empty, 194
(-7)
d ' h after, 50
d \ h ... I - d \ l f 7 f r o m . . . to,226
f i 7 v karaoke, 146
d \ h f!~/#body, health, 120; d' h f<l: 1 \i\'
\
-
v<
#lZ i
good for the health, 122
) excursion, hunting, 226
6. 5
'l 5 borrow, rent, 146
d X 6 \ light, 56
d\)2 he, 79
d ' h leather, 22
d'h
river, creek, stream, 111
d ' h i \i cute, 171
d ' h 5 change, 104
d ' L cancer, 184
d\ dcA 6 //% 2 5 think, consider, 33
d ' k Z".;, nurse, 92
4, L f: L sirnple, easy, 50
d ' L I 2 5 try hard, 207
-d'
\
i
(d'
/e
? :"
%i. feeling: ? I Z i l) 2 L f: / %i. l :A 1)
L f: wasiis satisfactory, 28
? i 4 ./'#Eyellow, 226
? ;ì5 go out, be extinguished, put out, 184
? k; L (air) temperature, 225
? d ' i machine, equipment, 146
? d'i opportunity, occasion, 122
? d \ L system, 7
? T , / * & trees, 226
? z A 5 .'' Brfl Z A 6 can hear, be audible, 153
? -ti1 homecoming; ? -tii i-6 6 return to
\
\
one's home/birthplace, 86
? !t- 7 season, 226
? f: /"jL north, 11
? f : a \ dirty,56
? h silk, 57
? donation, contribution; ?
6 donate,
contribute, 172
? k you (informa1 men's speech), 198
? bj 6 /%%@I 6 decide, 49
%./'%.e
?6
% feeling, 192
? 6 03 /?ikimono,
$%
153
? rp ? i C /,% i suddenly, 121
? rp l/ I i salary, 184
5 I L" surno referee, 153
5 I i L contractor, supplier, trader,
businessman, 178
? I L" vp professor, 21
? I ? L" vp 3 1- / + E q I - withintoday,16
? I i k interest; (I-) ? I i k d C h5 be
interested in, 111
? h \ (id.) dislike, unlike, 146
:" # f 3 giri chocolate; 5 l ) (sense of)
obligation, 141
? 6 cut, 79
? 5 /%6 wear, put on, 44
? L strong box, safe, vault, 197
? L L" I //&& neighborhood, 192
*
=
<" hi
condition, 120
7 - 7 - air conditioner, 104
< 5 smelly, 197
< L" lottery, 192
< I- home town, birthplace, country, 86
< 6 l) cloudy, 191
\
7 7 X class, 34
7 7 7'.club, 28
JAPANESE-ENGLISH GLOSSARY
249
I
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111
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KODANSHA INTERNATIONAL DICTIONARIES
Easy-to-use dictionaries designed for non-native learners of Japanese.
KODANSHA'S FURIGANA JAPANESE DICTIONARY
JAPANESE-ENGLISH 1 ENGLISH-JAPANESE
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Both of Kodansha's popular furigana dictionaries in one portable, affordable volume. A tmly comprehensive and practical dictionary for English-speaking learners, and a n invaluable guide t o
using the Japanese language.
Hundreds of special words, names, and phrases
30,000-word basic vocabulary
Special information on grammar and usage
Clear explanations of semantic and usage differences
Hardcover, 1318 pages; ISBN 4-7700-2480-0
KODANSHA'S FURIGANA JAPANESE-ENGLISH DICTIONARY
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The essential dictionary for al1 students of Japanese.
16,000-word basic vocabulary
Furigana readings added to al1 knriji
Paperback, 592 pages; ISBN 4-7700-2750-8
KODANSHA'S FURIGANA ENGLISH-JAPANESE DICTIONARY
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The companion to the essential dictionary for al1 students of Japanese.
14,000-word basic vocabulary
Furigana readings added to al1 knllji
Paperback, 728 pages; ISBN 4-7700-2751-6
KODANSHA'S ROMANIZED JAPANESE-ENGLISH DICTIONARY
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A portable reference written for beginning and intermediate students.
16,000-word basic vocabulary
No knowledge of krirlji necessary
Paperback, 688 pages; ISBN 4-7700-2753-2
KODANSHA'S CONCISE ROMANIZED JAPANESE-ENGLISH DICTIONARY
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A first, basic dictionary for beginner students of Japanese.
10,000-wordbasic vocabulq
Easy-to-find romanized enhies licted in alphabetical order
Definitions written for English-speaking users
Sample sentences in romanized and standard Japanese script, followed by English translations
Paperback, 480 pages; ISBN 4-7700-2849-0
KODANSHA'S BASIC ENGLISH-JAPANESE DICTIONARY
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An annotated dictionary useful for both students and teachers.
Examples and information on stylistic differences
Over 4,500 headwords and 18,000 vocabulary items
Appendices for technical terms, syntax and grammar
Paperback ,l520 pages; ISBN 4-7700-2895-4
THE MODERN ENGLISH-NIHONGO DICTIONARY
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The first truly bilingual dictionary designed exclusively for non-native learners of Japanese.
Both standard Japanese (withfi~rigniln)
and romanized orthography
Over 6,000 headwords
Numerous explanatory notes and kritiji guides
Sample sentences provided for most entries
Vinyl flexibinding, 1200 pages; ISBN 4-7700-2148-8
www.kodansha-intl.com
KODANSHA INTERNATIONAL DICTIONARIES
Easy-to-use dictionaries designed for non-native leamers of Japanese.
KODANSHA'S ELEMENTARY KANJI DICTIONARY
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A first, basic kunji dictionary for non-native leamers of Japanese.
Complete guide to 1,006 Shin-kyòiku kanji
Over 10,000 common compounds
Three indices for finding kanji
Compact, portable format
Functional, up-to-date, timely
Paperback, 576 pages; ISBN 4-7700-2752-4
KODANSHA'S ESSENTIAL KANJI DICTIONARY
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A functional character dictionary that is both compact a n d comprehensive.
Complete guide to the 1,945 essential joyo k m j i
20,000 common compounds
Three indices for f i d i n g kanji
Paperback ,928 pages; ISBN 4-7700-2891-1
THE KODANSHA KANJI LEARNER'S DICTIONARY
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The perfect kanji t001 for beginners to advanced leamers.
Revolutionary SKIP lookup methocl Five lookup methods and three indices
2,230 entries and 41,000 meanings for 31,000 words
Paperback, 1060 pages (2-coIor);ISBN 4-7700-2855-5
KODANSHA'S EFFECTIVE JAPANESE USAGE DICTIONARY
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A concise, bilingual dictionary which clarifies the usage of frequently confused words and phrases.
Explanations of 708 synonymous terms
Numerous example sentences
Paperback, 768 pages; ISBN 4-7700-2850-4
KODANSHA'S DICTIONARY OF BASIC JAPANESE IDIOMS
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Al1 idioms are given in Japanese script a n d romanized text with English translations. There are
approximately 880 entries, many of which have severa1 senses.
Paperback, 672 pages; ISBN 4-7700-2797-4
A DICTIONARY OF JAPANESE PARTICLES
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Treats over 100 particles i n alphabetical order, providing sample sentences for each meaning.
Meets students' needs from beginning to advanced levels
Treats principal particle meanings as well as variants
Paperback, 368 pages; ISBN 4-7700-2352-9
A DICTIONARY OF BASIC JAPANESE SENTENCE PATTERNS
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Author of the best-selling Al1 About Particles explains fifty of the most common, basic pattems
a n d their variations, along with numerous contextual examples. Both a reference a n d a textbook
for students at al1 levels.
Formulas delineating basic pattem stmcture
Cornrnentary on individua1 usages
Paperback, 320 pages; ISBN 4-7700-2608-0
JAPANESE LANGUAGE GUIDES
Easy-to-use guides to essential language skills
13 SECRETS FOR SPEAKING FLUENT JAPANESE
EI*%EdEJdEJi8TItò!XD 1 30%3 Giles Murray
The most fun, rewarding, and universal techniques of successful leamers of Japanese that anyone
can put immediately to use. A unique and exciting alternative, fu11 of lively commentaries,
comica1 illustrations, and brain-teasing puzzles.
Paperback, 184 pages; ISBN 4-7700-2302-2
BREAKING INTO JAPANESE LITERATURE:Seven Modern Ciassics in Paraiiei Text
EI*ZEAb'tcb30-t;30%Z Giles Murray
Read classics of modern Japanese fiction in the origina1 with the aid of a built-in, customized dictionary, free MP3 sound files of professional Japanese narrators reading the stories, and literal
English translations. Features Ryunosuke Akutagawa's "Rashomon" and other stories.
Paperback, 240 pages; ISBN 4-7700-2899-7
READ REAL JAPANESE: Aii You Need to Enjoy Eight Contemporary Writers
H * Z P % t 7 Janet Ashby
Origina1 Japanese essays by Yoko Mori, Ryuichi Sakamoto, Machi Tawara, Shoichi Nejime,
Momoko Sakura, Ceiko Ito, Banana Yoshimoto, and Haruki Murakami. With vocabulary lists giving
the English for Japanese words and phrases and also notes on grarnmar, nuance, and idiomatic usage.
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Paperback, 168 pages; ISBN 4-7700-2936-5
ALL ABOUT PARTICLES %ahEJIZJPZ
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The most common and less common particles brought together and broken down into some 200
usages, with abundant sample sentences.
Paperback, 160 pages; ISBN 4-7700-2781-8
JAPANESE VERBS AT A GLANCE
m a H*ZDBZJ Naoko Cllino
Clear and straightforward explanations of Japanese verbs-their
politeness levels.
functions, forms, roles, and
Paperback, 180 pages; ISBN 4-7700-2765-6
THE HANDBOOK OF JAPANESE VERBS
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An indispensable reference and guide to Japanese verbs aimed at beginning and intermediate
students. Precisely the book that verb-challenged students have been looking for.
Verbs are grouped, conjugated, and combined with auxiliaries
Different forms are used in sentences
Each form is followed by reinforcing examples and exercises
Paperback, 256 pages; ISBN 4-7700-2683-8
THE HANDBOOK OF JAPANESE ADJECTIVES AND ADVERBS
H$%fl%$A EUA! \3/ F?Y 9 Taeko Kamiya
The ultimate reference manual for those seeking a deeper understanding of Japanese adjectives
and adverbs and how they are used in sentences. Ideal, too, for those simply wishing to expand
their vocabulary or speak livelier Japanese.
Paperback, 336 pages; ISBN 4-7700-2879-2
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