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AN
INTEGRATED COURSE IN
ELEMENTARY JAPANESE
SECOND EDITION
Eri
Banno
Yoko Ikeda
Yutaka
Ohno
Chikako Shinagawa
Kyoko Tokashiki
^ H The JapanTimes
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Note on the accompanying disk
this book contains digital audio files in MP3 format.
The files can be played on computers or digital audio players, but not on CD players.
The disk that comes with
Copyright ©2011 by Eri Banno, Yoko Ikeda, Yutaka Ohno, Chikako Shinagawa, and Kyoko Tokashiki.
All rights reserved.
No
part of this publication
may be
reproduced, stored in a retrieval system,
or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or
otherwise, without the prior written permission of the publisher.
First edition:
Second
May
edition:
1999
March 2011
8th printing:
May 2012
Illustrations:
Noriko Udagawa and Reiko Maruyama
4M Associates, Inc., and Umes Corp.
Miho Nagahori, Yumiko Muro, Tomoki Kusumi, Tsuyoshi Yokoyama,
and Kit Pancoast Nagamura
Recordings: TBS Service, Inc.
English translations and copyreading:
Narrators:
Typesetting: guild
Cover
art
and
editorial design:
Nakayama Design
Office
Gin-o Nakayama and Akihito Kaneko
Printing:
Tosho Printing Co.,
Ltd.
Published by The Japan Times, Ltd.
5-4,
Shibaura 4-chome, Minato-ku, Tokyo 108-0023, Japan
Phone: 03-3453-2013
Website: http://bookclub.japantimes.co.jp/
Genki-Online: http://genki.japantimes.co.jp/
ISBN978-4-7890- 1440-3
Printed in Japan
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Preface
This
is
a revised edition of the textbook
GENKI: An
Japanese which was published in 1999. Since
,
Integrated Course in Elementary
came
it first
out,
GENKI
has become
widely used by teachers and students of Japanese and has gone through numerous
Such wide acceptance led
reprintings.
to the decision to publish this revised edition.
In 1999, our aim was to develop a textbook that teachers
and
on
helpful,
and one
that students could easily use.
a survey of students needs
and refined
it
We
thus wrote the
many
through
would find convenient
test-teaching situations.
Originally meant as a text for foreign students studying in Japan,
popularity
began
aids
among
to hear
appended
those studying
book based
in other countries as well.
GENKI
gained
As use increased, we
from those who wanted “more information on culture” and “audio
to the text.”
originally published,
It’s
also
been more than ten years since
and the passage of time has required revisions
GENKI was
to vocabulary
and expressions.
we have added new content
While retaining the ease-of-use quality
for teachers,
and revisions
and the voices of those who have used the
text.
that reflect our experiences
The task of revision took two years
resulted in a
book
that instructors
to complete.
and students
We
will find
believe that this effort has
even easier to use and learn
from.
The opinions of the teachers and students who have used GENKI have been
driving force in the preparation of this revised edition.
who
have provided
this input.
The authors would
We
a
GENKI trademark; the staff of The Japan Times; and
Sekido of the Publications Department of The Japan Times,
with us on
It is
major
also like to express their sincere
appreciation to the following: Noriko Udagawa, our illustrator,
become
a
are truly grateful to those
whose work has
particularly to Chiaki
who has worked tirelessly
this project since its inception.
our hope that students of the language will find additional pleasure in learning
Japanese by using this
new
edition of GENKI.
The Authors
January 2011
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18
Introduction
Aim and purpose
I
GENKI: An
Integrated Course in Elementary Japanese
is
a textbook for beginners in the study
of the Japanese language. Students can complete the elementary-level study of Japanese in
the 23 lessons of this text, which
for use in university courses, but
is
least a basic
book
also effective for high school students
is
beginning to learn Japanese either
divided into two volumes. The
at
is
and adults who are
school or on their own. Hopefully, students will have at
knowledge of English, because grammar explanations are given
GENKI: An
Integrated Course in Elementary Japanese
developing the four basic language
skills (listening,
aims to cultivate overall Japanese-language
accuracy, fluency,
and complexity so
designed mainly
ability.
is
a
in English.
comprehensive approach to
speaking, reading, and writing), which
Emphasis has been placed on balancing
that students using the material will not
end up speak-
ing accurately yet in a stilted manner, or fluently but employing only simple grammatical
structures.
Q
Revised edition
The revised edition
1
.
features changes in four
major
areas.
Addition of Culture Notes
Each lesson now contains a “Culture Note,” which
is
designed to enhance students’ knowl-
edge of Japan through information on Japanese culture and daily
2.
Audio material bundled with
Audio
aids,
and workbook
which had previously been sold
and workbook
ing
text
in
MP3
Comprehension”
life.
separately, have
now been added to the textbook
format. The addition of audio material for the workbook’s “Listen-
exercises
is
especially convenient.
We
have also recorded the readings
from the Reading and Writing section of the book.
3.
We
Vocabulary and expressions
rigorously reviewed the vocabulary and expressions to replace words, such as “cassette
Introduction
tape” and “LL” that are
no longer
in
common
use, with
words and phrases
19
that students will
encounter more frequently.
4.
Grammar,
practice
and readings
While no changes were made
plemented the
text
and/or
to the
made
grammatical topics introduced in each lesson, we sup-
the necessary corrections to
make
the material even easier
to understand.
In the revised edition,
we have
replaced the negative forms of adjective and
-ku arimasen/-ja arimasen and -nakucha ikemasen
-ja
,
nai desu and -nakereba ikemasen/ -naky a ikemasen forms, which are
in everyday
We
noun phrases
meaning “must,” with the -ku nai desu/
more commonly used
life.
also increased
would be given
communicative practice material
sufficient
opportunity to practice the
—mainly dialogues—
so that students
grammar that they learn. Moreover, we
have updated the readings in the Reading and Writing section to make them more relevant
to the Japan of today.
QI
Structure of the textbook
This textbook basically consists of three sections: Conversation and
Writing, and the Appendix.
A
Conversation and
A detailed explanation of each part follows.
Grammar
The Conversation and Grammar section aims
abilities
at
improving students’ speaking and listening
by having them learn basic grammar and by increasing
versation
Grammar, Reading and
and Grammar section of each lesson
is
their vocabulary.
The Con-
organized as follows:
# Dialogue
The dialogues revolve around the
and
lives
of foreign students living in Japan and their friends
families, presenting various scenes that students are likely to face in their daily lives.
practicing natural expressions
and aizuchi (responses
students are able to understand
how
that
make
sentences are connected and
how some
phrases are
shortened in daily conversation. Because the Dialogue section of each lesson covers a
of
new grammar and
vocabulary, students
may
feel
it is
By
conversations go smoothly),
too difficult to understand
lot
at first.
Don’t be overly concerned, however, because the grammar and vocabulary will gradually
take root with practice.
Students can listen to dialogues on the accompanying audio aids (in
MP3
format).
Students are encouraged to practice regularly by listening to the audio and carefully noting
pronunciation and intonation.
20
# Vocabulary
The Vocabulary section presents
Practice sections of each lesson.
terisk
(
*
Words
).
all
found in the Index
Words found
Words
new words encountered
in the
that appear in the Dialogue are
subsequent lessons. In addition,
at the
both the Dialogue and
in
are listed according to their function in Lessons
speech in Lesson 3 and
are also
the
all
all
marked with an
and
1
2,
as-
and by parts of
words presented
in the text
end of each volume.
Vocabulary section of each lesson appear frequently in subsequent
lessons, thus encouraging students to learn
little
by
little
each day. The
new
words, along
with their English translations, also appear in the audio material, which enables students to
absorb through listening. Starting with Lesson
rendering, but students are not required to
3,
the Vocabulary section also gives the kanji
memorize
the kanji orthography.
This textbook does not indicate a word’s accents. The accent of a Japanese
considerably, depending
is
varies
on region, the speaker’s age (including the generation gap between
and
speakers), the word’s inflections,
Therefore, there
word
no need
as possible the intonation
to
connection with other words in the sentence.
its
be overly concerned about accent, but try to imitate as closely
heard on the accompanying audio
aids.
# Grammar
Easy-to-understand
own
grammar
explanations are provided so that even those studying on their
can easily follow. Students
All
grammar
school should read the explanations before each
items covered in the lesson’s Practice section are explained in the
Grammar and
section.
at
class.
Grammar
vocabulary that require explanation but are not practiced are sum-
marized in the Expression Notes section
at
the end of each
Grammar section.
# Practice
For each grammar point covered, Practice sections provide
basic practice to application.
naturally
by completing the
The
intent
drills in
is
drills that
the order presented.
Basic exercises that call for a single predetermined answer are
corded with their answers on the audio
their
advance in stages from
to enable students to gain a grasp of Japanese
aids,
marked with
a
Q and
re-
thus allowing students to practice and learn on
own.
The
last
part of the Practice section contains Review Exercises that help
has been learned. For example,
some
exercises
combine various
summarize what
topics covered in the lesson,
while others require students to create dialogues by applying what was learned in the Dia-
logue section.
# Culture Note
We have
culture
integrated a Culture Note section into each lesson, where
and everyday
life
we
explain aspects of the
of Japan. These notes cover a wide variety of topics, ranging from
Introduction
21
kinship terms, to information deeply ingrained
matters closely linked to language, such as
these comments will serve as a
the Japanese climate. Our hope is that
in daily
life,
such as
of Japanese culture even further by
springboard for students to deepen their understanding
from the Internet or by discussof their own, such as by gathering information
taking steps
ing the topics with their Japanese friends.
# Useful Expressions
When
necessary,
we
include sections on Useful Expressions
the end of the lessons in or-
at
and phrases. These sections
der to present supplementary vocabulary
are related to the lesson’s topic (as in
(as in
“At the Station” in Lesson
“Time and Age”
10).
in
Lesson
1)
The vocabulary introduced
list
expressions that
or to particular situations
in Useful Expressions
is
also listed in the index of each volume.
Reading and Writing
B
comprehension and writing ability throug
The Reading and Writing section aims to foster
After
through practice in both reading and writing.
the study of Japanese characters and
learning hiragana in Lesson
Lesson
3.
# Kanji
Each lesson
after
1
and katakana
Lesson 3
is
in
Lesson
2,
students begin studying kanji in
organized as follows:
list
are exposed to about
kanji introduced in each lesson. Students
feasible to learn all of these at once,
new characters in each lesson. Since it is probably not
have formatted each kanji list as follows.
encourage students to tackle a few each day.
The
list
contains the
new
We
we
(1) serial
number
(2) kanji
(3)
reading
(5)
(book; basis)
(5)
—
-f
(7)
stroke order
stroke count
mark appearing next to readings in item (3)
The
character that was imported from China.
native Japanese reading.
Yamamoto
t ^ ^
meaning
(6)
the
^-(ICliA/) Japan
Mr./Ms.
(4)
The
that include the kanji
Japanese language
g
£
T
H
book
li/C
compounds
indicates the on-yomi, or the reading of
t>
mark
indicates the kun-yomi, or the
when the kanji
The sound of on-yomi and kun-yomi may change
$
is gaku, but this
pronunciation of
used in certain words. For example, the ordinary
Such derivative readings are
(gakkoo ).
becomes gak when the kanji is used in the word
is
also included in the readings section.
I
22
Although some kanji have many readings, we include principally those readings that are
appropriate for an elementary level course.
Readings and words that are shaded should be memorized. The others are for reference,
memorize them. The Reading and Writing
so students don't need to
book includes
section of the work-
practice sheets for the kanji learned in each lesson. Students should practice
writing the kanji repeatedly, following the stroke order
shown on
the kanji
list
in the text-
book.
# Practice
GENKI
consists of kanji practice, readings for comprehension, questions about the content
of the readings, and writing practice. Kanji practice
to kanji
through practice in various forms, such
nent parts or making
erally short
new words by combining
and deal with
is
aimed
at getting
students accustomed
as reconstructing kanji
kanji.
from
their
Readings for comprehension are gen-
subjects familiar to the students.
They assume knowledge of the
vocabulary and grammar that the student has learned in the Conversation and
section.
tion,
we
New
words that appear
in the readings are listed.
and writing
ranging from
The readings introduce Japanese
letters
and
fables to essays
grammar
listed in the
as
it is
used in a variety of areas,
and advertisements. They assume knowledge of
that the student has encountered in the lesson so
each lesson the readings become longer and more
We
At the end of each Practice sec-
readings for comprehension, questions about the content of the read-
practice.
the vocabulary and
ics for
Grammar
suggest topics for students to write on.
GENKI II contains
ings,
compo-
difficult.
New words
far,
and with
in the readings are
order in which they appear. At the end of each Practice section,
we
suggest top-
students to write on.
provide recordings of these readings in both Volumes
These are denoted by a
audio aids (in
MP3
Q
mark. Students can
listen to
I
and
II
of the revised edition.
them through the accompanying
format).
C Appendix
The Appendix of Volumes
gana
order, lists
I
and
II
contains an Index. The Japanese-English Index, in hira-
words and expressions from the Vocabulary and Useful Expression sections
of each lesson (the index does not contain the vocabulary used in Culture Notes). The
num-
ber next to a word indicates the lesson in which the word was introduced. In the EnglishJapanese Index, English equivalents to Japanese words are arranged in alphabetical order. In
both indexes of
this revised edition, verbs are indicated
verb group they belong
[ru] [u\ [irr.], to
show which
to.
Also included in the Appendix are a
table of changes in the
with
map
of Japan with the names of
all
the prefectures, a
sounds of numbers and counters, and a table of verb conjugations.
Introduction
23
IV Orthography and font
written in kanji and hiragana. In the case of kanji,
The basic
text
Kanji
However, hiragana
list.
is
is
we
follow the official Joyo
used instead when the Joyo Kanji equivalent
deemed un-
is
necessary for beginning students of Japanese.
The pronunciation of every kanji
in the
Conversation and
in hiragana so that this section can be studied alone.
and allow them
to study
are written in hiragana
on
their
Grammar
section
is
indicated
To lessen the burden on the students
own, however, the “Greetings” unit and Lessons
and katakana alongside which the same statement
,
is
1
and 2
presented in
romanization. The romanizations are purely for supplemental purposes and students should
avoid relying on them too much. Students study hiragana and katakana in Lessons
respectively, of the
1
and
2,
Reading and Writing section.
Students begin studying kanji in Lesson 3 of the Reading and Writing section. To encourage students to maintain a firm grasp of the kanji they have learned, the Reading and Writing section does not provide hiragana readings for kanji that have already been introduced.
The Japanese
in the basic text
writing and serves as a
is
set
good model
mainly in the Textbook
font,
for students. Students will
which resembles hand-
encounter a variety of fonts
used for Japanese materials, however, and should be aware that the shape of some characters
differs considerably,
separate strokes
by
depending on the font used. Note especially that
may merge
into a single stroke because they
mimic
in certain fonts
the characters produced
a writing brush.
Example:
Textbook font
Mincho
A
$
$
§
u
b
z
K9
b
<
*
font
Gothic font
Handwriting
£
A'
A
D
'j
5
b
<Z
two
.
24
Japanese Writing System
There are three kinds of characters
in Japanese: hiragana, katakana,
and kanji
1
.
All three
characters can be seen in a single sentence.
U
t~
£
hi
katakana
JL
i
I
~f 0
watch
television.
hiragana
kanji
Hiragana and katakana,
like the alphabet, represent
ample, hiragana has a roundish shape and
and native Japanese words not covered by
is
sounds. As you can see in the above ex-
used for conjugation endings, function words,
kanji.
Katakana, which has rather straight
lines, is
normally used for writing loanwords and foreign names. For example, the Japanese word for
“television”
is
written in katakana as
f kb
(
terebi ). Kanji, or
Chinese characters, represent
not just sounds but also meanings. Mostly, kanji are used for nouns and the stems of verbs
and
adjectives.
(T)H
1
.
i
a g a n a
r
Basic
Hiragana Syllables
There are forty-six basic hiragana
chart,
you
will
have the
skill to
h
a
i
*
ka
*
ki
s—
L
sa
*shi
ta
li
ha
i
There
is
1
X
u
e
<
It
ku
ke
su
se
all
this
0
ko
so
E
to
te
\z
& n
ni
nu
<D
ne
O'
hi
Once you memorize
*
*tsu
U
are listed below.
of the Japanese sounds.
o r
*chi
na
transcribe
which
i-
%
tz
syllables,
fu
another writing system called romaji
no
11
he
(Roman
ho
letters)
which
is
used for station names, signs, and so on.
Japanese Writing System
*
The
The romanization
is
,
are
and/w,
re-
Hiragana with
diagonal strokes
Diacritical
and
(
"
),
b, respectively.
za
gi
gu
t
-r
%
da
*o
>
If
If
ba
If
pa
Pi
and h become voiced consonants g
p with the addition of a small
ze
zo
de
do
circle
(
°
,
z,
).
If
bo
be
O'
K
pu
pe
O
marks. With a pair of short
go
•<
O'
\
to
t,
diacritic
T
''
bu
bi
as “wo.”
?
zu
ji
pronounced
If
ge
zu
ji
tz
k, s,
The consonant h changes
<"
V
also
is
Marks
the unvoiced consonants
7^'
8a
£
given for general pronunciation reference.
You can transcribe 23 additional sounds by adding
3.
,
and
tsu ,
pronunciation.
* *
n
d,
£>,
,
as shi chi
spectively, to closely resemble English
L
2.
L
syllables
romanized
25
*
If
po
£> (ji)
and
o
(
zu ) are pronounced the
and
-
same
as
tively,
and have limited
U
(ji)
"f (zu), respecuse.
Transcribing Contracted Sounds
Small
and
J;
follow after letters in the second
column
(z-
vowel hiragana except
t
')
and are used to transcribe contracted sounds. The contracted sound represents a single syllable.
26
*
* *
Z
rp
kyu
kya
Lv
L
sha
L
Yp
shu
1-
%
chu
*
IC
U?
th
A
l
There
^
J:
Jt
U K*
tfx
byu
bya
V*
byo
U°YP
U° X
pyu
pya
pyo
ct
myo
YP
ryu
is
‘
another small
X
)
ryo
letter,
which
is
used
when
transcribing double consonants such as
and pp.
Examples:
tz
(1
*5
0
o L
11°
katta
(won)
sakka
(writer)
happa
(leaf)
zasshi
(magazine)
Note double consonant ns
an
initial
n sound
Examples:
*
Other
as in
(tc, 1C, <&, fa,
^ fa L
*>L+£\'
5.
i:
jo
Transcribing Double Consonants
4.
tt
Yp
ju
X
hyo
)
rya
gy°
C
ja
ux
tp
Yp
*
IT*
nyo
myu
mya
U
IC
rp
hyu
hya
gy»
cho
nyu
nya
m
Jt
*X
H'yp
sho
t) yp
cha
X
kyo
cf.
ti'tz
kata
(shoulder)
sannen (three years) are written with
and
L
+
a hiragana with
<7)).
sannen
(three years)
armai
(guide)
Issues Relating to Transcription
and Pronunciation
A. Long Vowels
When
the
same vowel
becomes about twice
is
placed one right after the other, the pronunciation of the vowel
as long as the single vowel.
Be sure
to
hold the sound long enough,
because the length of the vowel can change one word to another.
Japanese Writing System
L
U
aa
U
ii
In
uu
f1
t
C
The long
ee
ee
obaasan
(grandmother)
cf.
io (1 *5
ojiisan
(grandfather)
cf.
L
"5
suuji
(number)
t '
to
sound
is
usually transcribed by adding an
There are a few words, however, in which
$
L
eega
(movie)
oneesan
(big sister)
The long oo sound
oo
is
in
1L is
L
obasan
(aunt)
ojisan
(uncle)
an e-vowel hiragana.
used instead of
v
\
most cases transcribed by adding an 1
hiragana. There are, however, words in which the long vowel
an
27
is
to an o-vowel
transcribed with
io, for historical reasons.
(Ib 'Jo
Y.
In
hooritsu
(law)
too
(ten)
B. Pronunciation of K>
L
“n”
treated like a full syllable, in terms of length.
is
depending on the sound that follows
different
Its
pronunciation varies, however,
Japanese speakers are normally not aware of the
it.
sound values of L. Therefore, you do not need
worry too much about
to
its
pronun-
2
ciation.
Dropped
C. Vowels to Be
The vowels and u
i
p,
and h ), or
the
at
$
Example:
are
sometimes dropped when placed between voiceless consonants
(k, s,
t,
end of an utterance preceded by voiceless consonants.
s(u)kides(u)
T"i~
(I like it.)
D. Accent in the Japanese Language
Japanese has pitch accent:
all
pronounced
syllables are
basically either in high or
low
pitch.
Unlike English stress accent in which stressed syllables tend to be pronounced longer and
louder, in Japanese each syllable
The pitch patterns
2
One
variety of the
utterance,
tilde
L
L
is
pronounced approximately
in Japanese vary greatly,
above vowel
letters.
is
and
When
it is
followed by a vowel or at the end of an
long and nasalized. (Nasalized vowels are shown here with a
You hear nasalized vowels
in
French words such as “bon,” or the English interjection
“uh-uh,” as in “no.”)
ex.
Followed by
ft
n,
(Cio
t,
d, s,
Followed by m, p,
(romance)
reai
and z sounds,
and b sounds,
Followed by k and g sounds,
L
L
is
If /C
ho
(book)
L is pronounced as “n.”
is
pronounced
pronounced
as
stress.
depending on the region of the country.
pronunciation merits discussing here.
indicates that the preceding vowel
in equal length
as “m.”
“ng” as in “song.”
ex.
f?
U
"5
Ulf
onna
sampo
(woman)
ex.
ex.
i U’i*
matjga
(comics)
1j.'
(stroll)
—
28
Examples:
&
a
•$
tt'i
(morning)
sa
ma
i
e
(name)
na
ka
(high)
ta
(i)K a
t
a k a n a
T
7
a
tj
ka
u
i
Y
7
ki
ku
Y V
Y
V
ta
*chi
*tsu
i~
su
0
Y
ke
7
SO
7~
h
to
te
/
nu
ni
ko
se
X
.
na
0
e
-fe
*shi
7
*
JL
X
sa
/ \
i
no
ne
7
t
ha
hi
ma
mi
*
he
ho
A
/
Y
mu
me
mo
fu
-7
Y
3
ZL
yu
ya
yo
7
'J
)l
ra
ri
ru
a
V
re
ro
7
7
wa
0
* The syllables
romanized
y
as shi
-f-,
,
pronunciation.
Y
7"
Y
3"
ga
gi
gu
ge
go
Y
>
if
V
za
P
''
Y
X
zu
V"
ze
zo
,
chi, tsu,
spectively, to closely
n
'7
and
~7 are
and /«,
re-
resemble English
)
Japanese Writing System
—
7
/ \
ba
P
zu
t:
X
t°
X
"S.
P*
pu
kyu
>
XL
chu
—+
— XL
nya
nyu
-V
hya
- dr
mya
t
3.
hyu
*
*
po
pe
X
3
^
>
''
X
3
^
(ji)
and "/ ( zu
V
are
pronounced the
X
same
as
tively,
and have limited
(ji)
and
(
zu ), respec-
use.
X3
3.
rz.
ju
ja
j°
X3
cho
—3
nyo
tf 3bya
t 3
hyo
^ XL
myu
i
myo
3
a.
')
3
')
rya
o
sho
cha
bo
kyo
3.
shu
t
X
be
*=L
kya
F
do
de
bu
bi
pa
sha
V*
7“
da
ryu
if
3
byo
byu
t°3.
pya
pyu
k°
3
pyo
ryo
The pronunciation of katakana and
its
combinations are the same as those of hiragana ex-
—
.
,
cept for the following points.
(1)
The long vowels are written with
Examples:
7—
X *—
x— y
When you write vertically,
Example:
29
kaa
(car)
keeki
(cake)
sukii
(ski)
booru
(ball)
suutsu
(suit)
the
— mark needs to be written vertically also.
*
.
30
(2)
Additional combinations with small vowel letters are used to transcribe foreign sounds
which
originally did not exist in Japanese.
Examples:
—y
^7 ^
/nc7
7
7X
'
^X'f
S
'f
4
^7 *> * — 7 —
(mineral water)
shefu
i/
jeemusu
(James)
chekku
(check)
fasshon
(fashion)
firipin
(Philippine)
x7
X —AX
f" x y 9
7 r y 'y 3 y
7A
7x
7t
7
4
')
'ey
t)7 x
n.
times written as
(m)K a n
j
t:
xl
or
K
>y
sometimes written with
—XX
r>".
fooku
(fork)
paatii
(party)
Dizuniirando
(Disneyland)
dyuetto
(duet)
For example, the word “Venus”
some-
i
more than
the Japanese language did not have a writing system. Hiragana
later in
is
7 4 — i~ X
Kanji are Chinese characters which were introduced to Japan
when
(cafe)
kafe
>r
is
(highway)
(chef)
)\/
7*—7
'*— 7-4 —
f*
-r 4 X — — 7 7
X
r X h
The sound “v”
haiwee
mineraruwootaa
$
1
(Halloween)
'>
x
Z/ x
&X
7T
i/
harowiin
1,500 years ago
and katakana evolved
Japan based on the simplified Chinese characters.
Kanji represents both meanings and sounds. Most kanji possess multiple readings, which
are divided into
On-yomi
is
two
types:
on-yomi (Chinese readings) and kun-yomi (Japanese readings).
derived from the pronunciations used in China.
Some
kanji have
more than one
on-yomi due to temporal and regional variances in the Chinese pronunciation. Kun-yomi are
Japanese readings.
When people started to
use kanji to write native Japanese words, Japanese
readings ( kun-yomi ) were added to kanji.
By the time of high school graduation, Japanese
are expected to
Joyo kanji), which are designated by the Ministry of Education as
total
of 1,006 kanji are taught
at
know
2,136 kanji (called
commonly used
kanji.
A
the elementary school level, and most of the remainder are
taught in junior high school.
There are roughly four types of kanji based on their formation.
Japanese Writing System
(1)
Pictograms
Some kanji
are
made from
pictures:
(tree)
(2)
B
|s|
(day; sun)
Simple ideograms
Some
kanji are
made
of dots and lines to represent numbers or abstract concepts.
(3)
—
*
-*•
(three)
-*•
.
P
Compound ideograms
Some
kanji are
made from
the combination of two or
more
kanji.
(4)
Q
A
(day; sun)
+
(person)
+
A
(moon)
—
(tree)
-
(bright)
A
(to rest)
Phonetic-ideographic characters
Some kanji
are
made up
Meaning element
y
Q
of a meaning element and a sound element.
Sound element
(water)
+
(day; sun)
+
yjf
On-yomi
sei (blue)
sei (clean)
sei (blue)
sei (clear sky)
(up)
SI
fr'U
to
iS\hj
IS 5
/
Vu
Conversation and Grammar Section
3d 0
^©
34
Greetings
» 1 » aBfcSUUtfcfcfS New
Friends
Shopping
m3
58
X — h©ft^]
^ Making a Date
*><*<
84
5
$ 4 R ffl&Z(DT— h The
A Trip
to
38
First
Date
102
Okinawa
128
33£»fcD«>:!:5
A— Sc^f/u© — B
31
A Day
in
Robert’s Life
146
UV5 Id'S
m 7 IS
^S^©^K
?<
A'
*9®
Family Picture
166
Barbecue
186
Uv> LA,
6'
—
fr'/3 \
3
:
Kabuki
208
:
mlOtS $f'fc<fr© P/E’ Winter Vacation Plans
228
^llii fod}(D&<tl After the Vacation
250
*>T
if§12tS
^ S£
If
*5
Feeling
III
266
34
IzsceS
*
3£>2a!§
Ml
Greetings
KOO-G
1~> li
^ Aj
3 XJf/Clio
Konnichiwa.
Konbanwa.
Good morning.
Good morning, (polite)
Good afternoon.
Good evening.
^ X 1 fX b o
Sayoonara.
Good-bye.
&l± X 1
Ohayoo.
o
Ohayoo gozaimasu.
1
v')
&
#>
"t"
')
!)*£ 1
0
0
Good
Thank you.
Thank you.
Arigatoo gozaimasu.
‘J
<&
Oyasumi(nasai).
Arigatoo.
i
-tt
''oTJ
/C 0
i
''oTbo
”t” o
L
'(’I'o
night.
(polite)
Sumimasen.
Excuse me.; I’m
lie.
No.;
Ittekimasu.
I’ll
Itterasshai.
Please go and
Not
sorry.
at all.
go and come back.
come
m home.
/c^'io
Tadaima.
f
(t'^')o
^/;/:'$ito
Okaeri(nasai).
Welcome home.
Thank you for the
IJ
Itadakimasu.
back.
meal,
(before eating)
3"^^
* i (T L
7c)
0
Gochisoosama(deshita).
Thank you
for the meal,
(after eating)
l±
Ui6i L To
X6
l
<
fc^'oLJto
Hajimemashite.
How do you do?
Yoroshiku onegaishimasu.
Nice to meet you.
36
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£15
r
0*5
iiy-h
i\
D tj'ilZ)
Ohayoo
while ohayoo gozaimasu
is
Expression Notes
used between friends and family members,
used between
is
intimate acquaintances, similarly
less
with arigatoo and arigatoo gozaimasu. The rule of
thumb
is: if
you
first-name basis with someone, go for the shorter versions. If you
someone
as
Ohayoo
are
on the
would address
Mr. or Ms., use the longer versions.
is
some people use
the greeting used before noon, but
settings in the afternoon or
workers for the
first
even
when
at night
it
in casual
they see their classmates or co-
time that day.
There are several good-bye expressions
among which depends on
in Japanese, the choice
the degree of separation. Sayoonara indicates that the
speaker does not expect to see the person spoken to before she “turns a page in
her
It
life”;
not until a
new day
sounds dramatic and
arrives, or until fate brings the
ritualistic,
and
its
daily use
is
two together again.
largely restricted to school
children taking leave of their teachers.
itzo
mata.
Jaa,
(between friends, expecting to see each other again
Lotfiv*
L S to
(taking leave
from
a professor’s office, for
(1)
example)
“Excuse me,” to get another person’s atten-
tion, (2) “I’m sorry,” to apologize for the trouble
IMA*.
show appreciation
lie is
for
you have caused, or
what someone has done
(3)
“Thank
for you.
primarily “No,” a negative reply to a question. In the dialogue,
used to express the English phrase “Don’t mention
which you point out
done
soon)
Shitsureeshimasu.
Sumimasen means
you,” to
fairly
that
one
is
not required to
it,”
feel
it is
or “You’re welcome,” with
obliged for what you have
for them.
Ittekimasu and
I
itterasshai
is
a
common
exchange used
at
home when
The person who leaves says ittekimasu which
,
back.”
And the
family
members respond with
literally
a family
means
itterasshai
,
member
“I will
leaves.
go and come
which means “Please go
and come back.”
Tadaima and okaeri
rives
home
are used
says tadaima
(I
when
am home
a person
right
comes home. The person who
now)
respond with okaerinasai (Welcome home).
to the family
ar-
members, and they
1
&Uc!r:3»>37
Tl/uUtfO
Practice
Act out the following situations with your classmates.
for the first time. Greet them.
1.
You meet your host family
2.
It is
3.
You come
4.
On a crowded train, you stepped on someone’s foot.
5.
You dropped your book. Someone picked
6.
It is
eight o’clock at night.
7.
You
are watching
8.
You
are leaving
9.
You have come back home.
one o’clock
10.
You
1 1
You have
.
in the afternoon.
to class in the
You
see your neighbor Mr.
Yamada.
morning. Greet your teacher. Greet your friends.
You happen
to
it
up
for you.
meet your teacher
at the
convenience
store.
TV with your host family. It is time to go to sleep.
home.
are going to start eating.
finished eating.
C ulture(Jj30
Greetings and
Bowing
Aisatsu to ojigi
Japanese people greet each other by bowing, which has many
other functions, such as expressing respect, gratitude, or apologies.
There are different ways of bowing, ranging from a small nod of the
head to
a
45-degree bend
at the waist. Generally, the longer
the deeper you bow, the more formal and respectful
it
and
appears to
others.
Many Japanese tend
to feel uncomfortable with physical contact, although handshaking
becoming quite common
in
is
business situations, especially those involving foreigners.
When meeting someone
it is
business situation for the
first
customary to exchange meeshi (business cards) with
bow. Etiquette guides
just
in a
remember
respect
list
a vast
number
meeshi.
a small
of rules and pointers, but
that the important thing
when exchanging
time,
is
to clearly
show your
38
•
SCSI!
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SsJ_B
L
S
E
fc'Uto
D
o
Q
Mary, an international student
©
» *
2
i)
fAiHfAo
v'£
Sumimasen.
Ima
L
:
t
d>
Juuniji
*7
b
nanji desu ka.
U liX,Ti" 0
han desu.
b
$>
/T'JMearii
4
tz It
New
Friends
N
Arigatoo
L
Takeshi
:
lie.
gozaimasu.
e
u
arrived
i>
Mearii
tb
g
L|i K01-01/02
Takeshi
3
who just
yrutz 1+
0
tb
/£l\
1
S
in
Japan, talks to a Japanese student.
1
HI 111
KOI -03/04
1
tz
111
£(7),
:
Takeshi
)
2
6
/
*
V'
i)
T >J
:
Mearii
3
Tclt L
4
y
f'iv4/c'V'^<<7)
7j<<
Arizona daigaku no
gakusee desu.
-Ur/L
Soo desu
u
J>'o
U,
•?-
:
-9^<
ryuugakusee desu
Ee,
Takeshi
*
r)>
Ano,
ka.
3
ti
Senkoo wa
ka.
^'/CT'-f ©o
nan desu
ka.
i'
r >J
uii/Cr'T-fo
:
Nihongo desu.
Mearii
/C
Ima
-tt v
'tto
ninensee desu.
©
Mary: Excuse me. What time
is it
now?
Takeshi: Its half past twelve.
Mary: Thank you.
Takeshi: You’re welcome.
®
Takeshi:
Mary:
Um ... are you an international student?
Yes,
Takeshi:
I
I
am
see.
a student at the University of Arizona.
What
Mary: Japanese.
I
is
your major?
am a sophomore
now.
>>>•
39
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.
40>>>£i£'3££St
Tc hu
Vocabulary
h<r>
X.
V '
w
L X.
< -t+v
cZr
ano
um
ima
now
eego
English (language)
ee
yes
gakusee
student
.
.go
.
.
(
.
.
.
.
language
kookoo
high school
z z
gogo
P.M.
r'-tfx
gozen
A.M.
.
.
sai
.
ex.
I
C
(
L
3'
nihongo ) Japanese language
z l Z i
.
K01-05
years old
.
.
~$L
~c
.
.
.
.
.
.
san
Mr./Ms.
ji
o’clock
ex.
~c^
.
.
.
jin
.
v '
%
.
.
U
(
people
.
ichiji )
ex.
I
one o’clock
-
LUL
(
.
(nihonjin) Japanese people
-tir/C
3 ^
H±
*
V
senkoo
major
sensee
teacher; Professor
That’s right.
9
T-f
soo desu
9
Ti*
soo desu ka
I
daigaku
college; university
denwa
telephone
tomodachi
friend
Li L
namae
name
LL/LL
nan/nani
what
izliL
Nihon
Japan
<
X Lb
.
.
.
nensee
.
see.; Is that
.
so?
year student
.
.
ex.
v '
.
(
liv
‘j
H>
9
-ttv
btz l
* Words that appear
in
the dialogue
faX
fv
-t
ichinensee ) first-year student
hai
yes
han
half
ex. IZ
C (i/C
(niji
past two
liXZ'9
£>
bangoo
number
ryuugakusee
international student
watashi
I
han) half
1
'
'
ADDITIONAL VOCABULARY
K01-06
Countries
r& /
tb
'j
fi
ij
i)'
T ¥')
V'
ij
S*
*-X
« b
x
t
h -7
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t
tf'/CZ
<
x
f
'J
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e>
T*
x.—T'y
9
"C
x.
k.
Amerika
U.S.A.
Igirisu
Britain
Oosutoraria
Australia
Kankoku
Korea
Suweeden
Sweden
Chuugoku
China
kagaku
science
A,
^i:'<
Majors
TS'TIt/C*
rj»
ajia
-7
kenkyuu
Asian studies
u h
i>
keezai
economics
kokusaikankee
international relations
konpyuutaa
computer
jinruigaku
anthropology
seeji
politics
bijinesu
business
bungaku
literature
rekishi
history
shigoto
job; work; occupation
isha
doctor
kaishain
office
kookoosee
high school student
shufu
housewife
daigakuinsee
graduate student
daigakusee
college student
^3"l
bengoshi
lawyer
a m
y
*5^'*
-25
okaasan
mother
9
^
otoosan
father
fc fc X.
is
L
oneesan
older sister
^ '
J
X/
oniisan
older brother
imooto
younger
otooto
younger brother
'
l+v
3
*
<
'tJ'/CI+v
3y£
L/C£v>^<
Z.
fcf
rtf
Cr
k>
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tz
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vU T X
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ccupation
L 3"L
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1
3
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n> .)>
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7c' V
<
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1V '
v,
'X,-th
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s
worker
1
9 £
fcL 9 £
sister
I
•£:>£
42
Grammar
M
x&YTrr
am
“It is 12:30.” “I
a student.”
“My major
is
the Japanese language.” These sentences will
all
be translated into Japanese using an appropriate noun and the word desu.
Itis...
o
U
2
<
(
()
I-
U ll/CT'-fo
(It) is
half past twelve.
han desu.
Juuniji
-if t
(I)
o
'
am
a student.
Gakusee desu.
L
(My major)
Z' T"~t o
C
Nihongo desu.
I
Note
(
none of these sentences has
that
is
the Japanese language.
a “subject,” like the
“it,” “I,”
their English counterparts. Sentences without subjects are very
and “my major,” found
common
nese speakers actually tend to omit subjects whenever they think
what or who they
What
we
are
what we
are talking about,
when
1
it is
we can
i 2 i /C Z
wa nihongo desu.
Where
in Japanese; Japa-
clear to the listener
are referring to.
to do, then,
(
it is
(
not clear what
is
being talked about? To make explicit
say:
is
o
stands for the thing that
is
the Japanese language.
talked about, or the “topic,” which
is
later in the
sentence identified as nihongo. For example,
/C Z 9 (i
Senkoo wa
-tf
Similarly,
iZtl/CZ' T"i~ 0
IS
(My) major
is
the Japanese language.
nihongo desu.
one can use the pattern
X
in
Y Trlfo
btz b
l±
X-
Watashi
wa
Suu Kimu desu.
•
X
4-AT-fo
X wa Y desu to identify a person or a thing X as item Y.
is Y.
As for X,
I
am
it is Y.
Sue Kim.
?
§§
K*
£
-tf
Yamashita san
U
tb
AT')
wa
T/
wa
'
Tto
Mr. Yamashita
is
43
IS
a teacher.
sensee desu.
* *
t'
—
Mearii san
C-tf
1
i)
'J
#
If
C Tto
Mary
is
an American.
amerikajin desu.
Wa is a member of the class of words called “particles”
So
the
is
to later in this lesson. Particles attach themselves to phrases
word no which we
,
will turn
and indicate how the phrases
relate to the rest of the sentence.
Note
also that
nouns
like
gakusee and sensee in the above examples stand alone, unlike their
English translations “student” and “teacher,” which are preceded by
no item
that corresponds to
nor
“a,”
is
“a.”
In Japanese, there
there any item that corresponds to the plural “-s” at
the end of a noun. Without background situations, a sentence like gakusee desu
ambiguous between the singular and the plural
are/they are students,” as well as
“I
is
interpretations;
am/you are/she
is
therefore
may mean “We
it
are/you
a student.”
is
Question Sentences
It is
very easy to form questions in Japanese. Basically,
all
you need
to
do
is
add ka
at
the end
of a statement.
< -1ft
‘J rp 1
Ryuugakusee desu.
(I
am) an
{
o
)
h>
1
Ryuugakusee desu
ka.
(Are you) an international student
international student.
The above sentence, Ryuugakusee desu
ka,
also contain a “question word” like nan
2
is
a “yes/no” question. Question sentences
(what). In this lesson,
we
learn
how
to ask,
may
and
answer, questions using the following question words: nanji (what time), nansai (how old),
nannensee (what year in school).
MlL z
n li
Senkoo wa
What
1
It is
2
is
Utt^o
nan desu
!i)
(Senkoo wa)
ka.
(My major)
your major ?
not customary to write a question
The Japanese question word
mark
for “what” has
at the
i^Tto
eego desu.
is
English.
end of a question sentence
in Japanese.
two pronunciations: nan and nani. Nan
desu or before a “counter” like;/ (o’clock). The other form, nani
combination nanijin (person of what nationality).
,
is
used before a
is
used immediately before
particle.
Nani
is
also used in the
?
44
'
£*£ •£&*
<m
(tx)
Ima
nanji desu ka.
What
time
is it
now?
Uii'Tt
5f'J-*/Cli
Mearii san
wa
nine
It is
C
tf'o
nansai desu ka.
0
kuji desu.
(Ima)
$
1
ID
o'clock.
1 H
'Tto
V
Juukyuusai desu.
Ym
How old are you, Mary
nineteen years old.
Ute/C-tfoT-fo
Nannensee desu
Ninensee desu.
ka.
What year are you
TXfrlf/CCX
t±
Denwa bangoo wa
What
BM
No
is
is
186 <D 7343
nan desu
Ichi
1
0 noun
at
ka.
Tto
hachi roku no nana san yon san desu.
It is
186-7343.
2
a particle that connects
a student)
two nouns. The phrase Sakura daigaku no gakusee means
Sakura University.” The second noun gakusee provides the main idea
and the
a college student).
(Vs”)
t’/CTt tf' 0
your telephone number?
noun
student
I’m a sophomore.
in college?
first
No
one Sakura daigaku makes
is
very
in English, but that
is
versatile. In the first
it
more
specific (not a
example below,
not the only role no can
play.
See
it
how it
3
“a
(being
high school, but
acts like the possessive
connects two nouns in
the following examples.
T'clll
TLb liXzX
Takeshi san no
denwa bangoo
7XX'<
<n
Takeshi s phone
a college professor
-tfX-tft'
daigaku no
sensee
uiaXwtf)
j>«< -th
nihongo no
gakusee
a student of the Japanese language
\zllL<n tz\'4H
Nihon no
Observe that
same
a college in Japan
daigaku
in the first
two examples, the English and Japanese words are arranged
order, while in the last two, they are in the opposite order. Japanese
consistent in arranging ideas here; the
description placed before
3
Here
the
is
main idea always comes
at
seems
to
in the
be more
the end, with any further
it.
what we mean by the “main idea” In the phrase Takeshi san no denwa bangoo (Takeshis phone number),
noun denwa bangoo (phone number)
number,
is
number
it is
a
not Takeshi.
is
the
main
idea, in the sense that if
phone number. The other noun Takeshi san
is
something
is
Takeshi’s
not the main idea, because Takeshis phone
phone
number
g§in
45
noun 2
noun, CO
/K
t
main idea
further restriction
A
phrase of the form “noun, no noun 2 ” acts more or
less like
one big noun. You can put
wherever you can put a noun, as in the following example:
L
tzl1lisA,n
Takeshi san no
okaasan
Takeshis mother
is
z i z i
li
wa
<o
kookoo no
a high school teacher
T-fo
'
sensee desu.
.
C ulture(J|30
Japanese Names
Nihonjin no
namae
When Japanese
names do not
give their name, they say their family
exist).
When
name first and
given
name
last
(middle
introducing themselves, they often say only their family name.
Here are some typical Japanese names.
Given
Family
name
name
Women
Men
Satoo
tz<*P
t ft
Suzuki
b
tciPU L
tz 4' A'
Erika
tz
Shoota
M'
Ai
Takahashi
-5
o
Ichiroo
4-te<fr
Naomi
Tanaka
b
Hiroshi
Kb
o
Z
Yuuko
Masahiro
b-
£ t
Misaki
which means "middle of the
graphical features. Because
may be
«fc
£
Most Japanese names are written
Yuuko.
AU A'
0
Itoo
nunciation
Takuya
in kanji.
rice field."
many
For example, Tanaka
is
usually written as
E04
1
,
Family names are often related to nature or geo-
kanji share
the same reading, names with the same pro-
written with different kanji, such as
and
\§.T- for
the feminine
name
it
>
46
23b5
*
]&/Za fe
MJ—
Y'
Expression Notes
2
2
\-fhj
A
<5©^Aho
you have some reservations about saying what you
indicates that
You may be worried about
going to say next.
interrupting something
are
someone
is
currently doing, or sounding rude and impolite for asking personal questions, for
example.
Both
IcfclA/ X.X.
pared to haU ee
un
is
hai and ee means “yes” in response to yes-no questions.
is
more
conversational and relaxed. In
more informal
Com-
situations,
used.
Hai
is
also
used to respond to a knock
name, meaning “Here,”
as follows. (Ee
X
at the
door or
to the calling of one’s
cannot be replaced in
Teacher:
X
^
§ A/ ?
Sumisu san?
Mr. Smith?
Student:
t±V> 0
Here.
this case.)
Hai.
desu ka acknowledges that you have understood what was just
said. “Is that so?”
or
“I see.”
Pronunciation of [i
The particle It
is
pronounced “wa” not
“/ia.” It
should be
written with It. All other instances “wa” are written with fo.
37-8667trto
Watashi no
denwa bangoo wa
san nana no hachi roku roku nana desu.
My telephone number is 37-8667.
There are few exceptions, such as konnichiwa (good afternoon) and konbanwa
(good evening). They are usually written with
CL
A K 'hit and
CL
A ti'A/It.
Numbers Many number words have more than one pronunciation.
table at the
end of this book
0
1
V*
U
%
and ft
,
Refer to the
for a general picture.
are both
commonly used.
but pronounced as
l'
o
in V ^
o
A/ (one minute)
and
V*
o$V
(one year old).
2
tL all the time.
When you are reading out each digit separately, as when
you give your phone number,
it
may be pronounced with
a long vowel,
as
3
$A
all
the time. The part that follows
A/, instead
of
it
may change
shape, as in
$A
$ A/A^A/.
)
» 1»»>47
Expression Notes
2
N
4
A/
<=£
o’clock
L
as
most
the
is
i
is
C. In some combinations that
(as in
Cl'
6
^
all
too, as in
When
the time.
long vowel, as CT *9
,
7
&&
8
(±
9
§
10
C
,
$>
<fc
the
most
9
is
,
the
will later learn,
it is
read
number may
it
may be pronounced with
a
.
6o
in
6o
but seven o’clock
basic,
most
and four
<£
/v^/v.
but usually pronounced as (±
9
we
is
part that follows this
read out separately,
but pronounced as
is
The
April).
change shape
5
basic, but fourth-year student
basic,
o
in
L "C D.
ti o & ^ and
is
but nine o’clock
but pronounced as
C $> o
or
(i
o § V\
is
^ C.
Co
in
no
usually placed in between
o ^ A// C o ^ /v
C
and
Giving one’s telephone
the local exchange code
6789
is
zero ichi ni san
,
number The
and the
wa
four
digits.
is
Therefore, the
,
is
usually reserved for describing
sensee desu makes sense, but
somebody else’s
may sound
because the word sensee actually means an “honorable master.”
ber of your family) are a teacher, and
the
word kyooshi
cShj
and
>San
is
a family
kun ),
if
you want
If you (or a
to be really modest,
placed after a
name
as a generic
name. Children are referred
San and other
commonly used
and sensee
Hart, are
\t
title
words
title. It
to as
goes both with a given
chan (and boys
and doctors are usually referred
you Swedish?” should
t
i-
s'—
Haato san
wa
n
i
—
x.
we
you are talking
to with the
title
use the
to.
name and
,
is
a title like
not
san
Therefore, a sentence like “Ms.
be:
-c
A,
suweedenjin desu
ka.
X ^7 x — y* >
instead of
Haato san,
name
in particular as
are never used in reference to oneself.
in Japanese. Instead,
to refer to the person
h
mem-
you can use
Referring to the person you are talking to The word for “you,” anata
very
oc-
slightly arrogant,
instead.
rather than san. Professors
sensee.
number 012-345-
yon go no roku nana hachi kyuu.
ti/utilA^The word sensee
cupation. Watashi
last
particle
anata
wa
suweedenjin desu
0
ka.
J
48>ȣI5-3$S1
Practice
H/uUK&O
(Numbers)
-if o/'jf'U
zero
1
'
ree
v'£>
11
XL/l/U)
shi
14
7
3
15
16
<
roku
+£+£/ L %
17
18
Hi
70
19
kyuu
U
n>
C
80
9
iu
90
li£> U
l±%
100
Un>9^H>9// Cn>9
$
U>
9 U
U- ^ {
hyaku
<
juuku
nijuu
Read the
following numbers.
0
koi-os
(a) 5
(b)
9
(c)
7
(d)
1
(e)
10
(0 8
(g)
2
(h)
6
(i)
4
(j)
3
76
(e)
52
Read the
following numbers. 0koi-o9
45
(f)100
What
(a)
5
H>
20
5
juu
(a)
5
kyuujuu
juushichi
juukyuu
ku
+£+££ * 9
hachijuu
i+ct'/Ctp
H>
?
nanajuu
i:n>9^<
n>
•*
rokujuu
Ut:'
i:
c
60
9 l
juushi
juuhachi
9
C.
L/ U
juunana
shichi
hachi
B.
H> -9 Jt
juuroku
8
A.
U
r
gojuu
juugo
nana
10
50
juuyon
(yo)
go
6
yonjuu
juusan
yon
n
40
13
san
ft
sanjuu
juuni
3
5
30 *
\
12
IC
ni
4
C Q 9
juuichi
ichi
2
KOI -07
Z>
-t?
0
0
(b)
83
(c)
19
(d)
(g)
38
(h)
61
(0 24
(j)97
are the answers? 0koi-io
+3
(b)
9+
1
(c)
3
+ 4 (d)6~6
(e)
10 + 9
(f)8-7 (g)40-25
9
^
©UfcVu
49
_
(Time)
0KO1-11
A.
Look
at the following pictures
Example:
Q
:
v '
i
Ima
A
and answer the questions.
h L Ti" ^'o
nanji desu ka.
ITIiyCT-fo
:
Ichiji
han desu.
0
<01-12
50»>£E-JS£«
B.
Answer the questions.
@ kom
3
/CD T~f ^'o
Example:
Tookyoowa
A
:
ima
Z"-tfX
* /LC
Gozen
sanji desu.
nanji desu ka.
T'-f o
®Tr/ut)lc£/uc:'0 (Telephone Numbers)
A.
Read the
following people’s telephone numbers.
^il/;
Example:
—
283-9547
Yamashita
i:i
ni
951-0326
1.
-tt
X-t± V
3.
362-4519
'
Work— Read
A
TXsbldXw
4.
:
9li
283-9547
nan desu
ka.
T"f „
Ni hachi san no kyuu go yon nana desu.
A
:
283-9547
T'T fao*
(*
fc
=
right?)
Ni hachi san no kyuu go yon nana desu ne.
B
:
liv
Hai,
7; If
L
the dialogue below with your partner.
Denwa bangoo wa
B
5f<J-
020-6921-4236
030-8522-1032
Takeshi
Pair
:
kyuu go yon nana
Mearii
sensee
B.
CX/CXX
±%*L<n
hachi san no
daigaku
2.
Qkoi-m
\
T-f o
soo desu.
0 koms
'
glg»»51
C.
Group Work— Use the dialogue above and ask three classsmates
their
telephone numbers.
name
telephone
number
(
)
(
)
(
)
(
)
(
)
(
)
®U5/uci'CD
Translate the following phrases into
Example:
Japanese using
student of Japanese language
\Z
(D {no).
[IL
^
Zl<D
nihongo no
< -tfv
gakusee
5.
Marys
6.
student of the University of London
3.
my teacher
my telephone number
my name
7.
teacher of the Japanese language
4.
Takashis major
8.
high school teacher
1.
2.
kb
A.
@koi-i6
3d
Look
in (a)
U
D
&
at the chart
through
kb
tz It
1*>C
2
3
if
h
o/n—
t
h
*
L
4.
Robaato san
*>£ L
/c-lf/C-l+t'
Yamashita sensee
Nationality (^)koi-i 7
tb
/
h
U
i'
T — L
'j
Year
in
'J
UyCT-f.
Mearii san
wa
amerikajin desu.
Mearii san
wa
ninensee desu.
school Qkoi-is
tb
Example:
/
&
T —
ij
i'
*5
Mearii san
Age
T/ #
iS
Mearii san
(c)
b
n
*—
.
Suu san
Example:
(b)
'
(e).
Takeshi san
(a)
6
on the next page and describe each person using the cues
-f
1.
D
friend
@
koi -19
Example:
^
/
ib
i]
h
T —^
'j
Mearii san
YT'J
— iJ/Ui
Mearii san
wa
o
$
n>
juukyuu
sai
desu.
L
n>
i
is v
c
52
£fg
(d)
•:£;£,
School @koi- 2 o
tb
/
Example:
h
T —*L
U
h
#>
v
y
^
&
XT'j-iAli T
'J
Mearii san
wa
Mearii san
u
% &
'J
y"f-
/£'.
<
<7)
Arizona daigaku no
'T-fo
< -tfv
gakusee desu.
(e)
Major @koi-2
Example:
i
a *
u
/
'J
i'
T —SC
X
Hart,
7c It
Mary
L
—
^5
/L
<7^
nihongo desu.
Yamashita sensee
British
i'
kankokujin
5‘
'J
t
Japanese
igirisujin
Year
2nd year
4th year
3rd year
4th year
Age
19
22
20
22
47
School
U. of Arizona
Sakura Univ.
Seoul Univ.
U. of London
Sakura Univ.
computer
business
Major
Japanese
history
OKS
Z h
L)
7
tz &>
*>
1:
/
&
'J
*
i'
tf>
T - S /C/T /
'J
t>
Q
:
h
y
bijinesu
IT
[4] koi -22
A
* *
v'
wa
-to
:
Ee,
y
'J
ij
tLTirt'o
amerikajin desu ka.
-
Ti
soo desu.
-f
konpyuutaa
yr'j-5 Cli T7
Mearii san
A
fr
i]
to
amerikajin
Mearii san
—
U
'J
t
(bvtx)
Ask and answer questions using the given cues.
Example
If
{py t‘a-7-)
rekishi
B.
wa
Smith, Robert
Korean
tt'LZ < KJL)
Japanese
-It/CZoli KiaXZfT-fo
senkoo
Kim, Sue
Kimura Takeshi
American
Nationality
0
Mearii san no
Mearii san
(Japanese
teacher)
'
'
'
%lg »>53
Example
/T
2:
— i L,/ ^ Atl/C-lt'.
']
sannensee
Mearii san
—
Q
^ —
^
:
Mearii san
A
^
:
n 'A.
h
U
2
.
&
ichinensee
AltlS/C/IXJAL/C
nihonjin
tz\mL/\zilLt-:^tH<n
Nihon daigaku no
Alt l ^
L/ L
-9
A/X^x-x'y
X — *5
<75
.
u^^
h
10
d/<—
h
Robaato san
6 if ab fc
.
c7 /<— h
tf
*
Look
*
L/K L
l
(a)
9
rp
v
'-5
*
V
'/IXIA
L
A
nihonjin
and
4+/C4+V
^
sensee
about Mary’s host family and describe each person with
(b).
2.
t>'lzo*/C
Occupation/School
L t
otoosan
"?5
0
A
3.
v'fctE
imooto
oniisan
&
<T)
Hawai daigaku no
okaasan
Example:
i-
bijinesu
A 4+ A 4+ V'/ A <7 t
.
(a)
fc
nijuuissai
at the chart
regard to
i;
yonensee
Yamashita sensee
A.
(economics)
L/X fa/C-th'
L A-tf/Cttv
K>t L
'
C
senkoo
Yamashita sensee
12.
'*5' V
keezai
4±X>
X>
^5
Robaato san
11.
'
L/C
/It'-
-7
senkoo
Robaato san no
h if *> t
9
I
-tt
Suu san no
* if * t
8
V.
suweedenjin
Suu san
7.
$
9
ID
i'^x.X.t'A
X—*
i*
*
1
H>
gakusee
juukyuusai
Takeshi san
6.
gakusee
'J
Takeshi san
5.
*
•?
i;
/T — *
Takeshi san
4.
'T"f o
I'
U
Mearii san
3.
ka.
ninensee desu.
Arizona daigaku no
Mearii san
*6
sannensee desu
lcteX,-tiA
lie,
* h
*X,fcX,-t£v'T-ttf' 0
/C(i
^5
wa
koi-23
-*•
t>Lt^A(i
t'V
Otoosan wa
kaishain desu.
L
¥ V 'ATi"o
54
£!£ •£;£!!
0
Age
(b)
koi-24
Jo £ 9 is
otoosan
Example:
J:
/(,
Otoosan
wa
/C
C
n>
l l±o
5\'Tto
yonjuuhassai desu.
Mary’s host family
^5
tJ'v
oniisan
(father)
(mother)
(elder brother)
'
^
L
L
48
45
Answer the questions using the
.
3.
4.
5.
6
feK i
is
kaishain desu ka.
/Cli
Otoosan wa
nansai desu ka.
fctf'&S/Cli
-t±
Okaasan wa
sensee desu ka.
-tir
v.
'Ti"
t
>' 0
fctf'&SXXi ttLiS v'T-fjJ'o
Okaasan wa
nansai desu ka.
&i:v'*/Ui
tf'v.
'
L
^ 'X/T'f tJ'o
t
Oniisan
wa
kaishain desu ka.
Oniisan
wa
nansai desu ka.
.
/cA 'tf«<
7.
Imooto
8
chart above.
&
Otoosan wa
2
.
wa
wa
-t± v
daigakusee desu
i
\
Imooto
(younger
sister)
daigakuinsee
kookoosee
(graduate
(high school
student)
student)
23
16
(housewife)
company)
Age
.
t 0 £
imooto
3 9 3 O-l+V'
O'
(works for
a
1
d>
V '
shufu
School
B.
v
okaasan
kaishain
Occupation/
\z
/0
otoosan
'T"f tf'o
ka.
fr/,* V'T-ftf'o
nansai desu ka.
@
koi-25
v
jjni%->->-55
vn
A.
^<t:&)(D fl/uUiiO (Review Exercises)
Class Activity—Ask
five
classmates questions and
find in the chart below.
h
tb
jo
tl'
i
X.
1
1 ? (What
is
A
your name?)
:
Onamae wa?
L
d)
o L XJi ?
A
(Where do you come from?)
:
Goshusshin wa?
jo L Z £ (1
Oshigoto wa?
A
A
:
:
A
tf'o
l o
Name
B.
li
k
Ti~
4'
V
Vitto
T'J
?$<<
Gakusee desu.
Kta/C-tfyC'fo
Ninensee desu.
ka.
:
U
rb
£ ^ n i
o
\ '
Ti"
Juukyuusai desu.
Nansai desu ka.
Senkoo wa
t
Arizona desu.
? (What is your occupation?)
Nannensee desu
-i+,C
h
li
Mearii Haato desu.
h
Z'
U
yr
A
4/CT-M\,
nan desu
:
Uli/CZ'T-fo
Nihongo desu.
ka.
Nationality/
Occupation/
Hometown
School
Age
Major,
etc.
Self-introduction— Introduce yourself to the class.
Example:
li^iLTo
•}
'T-fo
I-
Ima
ninensee desu.
^3.
^
fj)
h
li
t
o
Juukyuusai desu.
^
Tto
gakusee desu.
'.'i
^
u
ij
^
V'i~ t£\
Arizona daigaku no
i:
&>
Mearii Haato desu.
Hajimemashite.
f
£>
oTt,
-tb/C
3 9
li
Senkoo wa
,
iA l
Yoroshiku
<
l:l I/CZ'T-fo
nihongo desu.
H
' L i "t
jo fa
onegaishimasu.
c
56
C.
£!£ •3&£il
Class Activity—Ask your classmates what their majors are, and find
who has
someone
the following major.
Example:
Q
:
-\±
^Z
n li
Senkoo wa
A
:
LT"t
+£
nan desu
1)' 0
ka.
icl I/Cr'T-fo
Nihongo desu.
name
D.
1.
Japanese
2.
economics
3.
English
4.
history
5.
business
Role Play— Using Dialogue as a model,
make
skits in the following situations.
know what
1.
You
2.
You’ve just met a Japanese person and want to get to
don’t have a
watch with you, but you need
to
time
it is.
know the person.
fg1SI>»>57
Useful Expressions
Time
/
Age
Time
Minutes
Hours
C
1
U
11
1
U
12
2
9
Z
d>
d>
5
5
re
^
e
<
7
L
llo
8
U
li £>
hachiji
9
*3°
ti)
5
kj/
C
18
5
lio3?/C/
juuhappun
(1
kj
hachifun
juuhachifun
L
UlC
9 C\T/C
happun
10
kuji
10
e
d>
e
19
o
5 li^.S'C
U
n>
5
*
n>
i
juukyuufun
kyuufun
u
<
d)
juunanafun
* $ n
9
*LXL
iXLXL
i
U
17
8
1
juu roppun
nanafun
C
t)
d)
i:
16
7
shichiji
^
juugofun
roppun
rokuji
d>
C
15
o
6
T° kj
juuyonpun
gofun
go)'
6
14
yonpun
yoji
o
juusanpun
£LXL
rru
4
l
J;
U
13
sanpun
i:
sanji
4
*/L3°/C
3
c
*
\ N
juunifun
nifun
niji
3
1
juuippun
ippun
ichiji
*1°
L>/
- L d> o
nijuppun
20
kj/
1
juppun
jliuji
ippun
j
11
e
nijippun
3
tp
30
“5 ky C d>
sanjuppun
juuichiji
12
e
3
n>
ic
/fcv'
suffix
or
~$
v
(•
.
.
sai) is
5
v
iz
*
otfii',
6
V '
used to indicate
ri
.
9
t
3
^
8
yonsai
is
9
-J t
jussai
jissai
11
li
o *
juuissai
V '
hassai
%{hatachi )
rp
10
nanasai
sansai
4
$
kyuusai
7
old, li 7c
are you?)
years old.”
.
rokusai
nisai
*For 20 years
(How old
gosai
issai
2
<
Oikutsu desu ka.
Nansai desu ka.
v '
L/
sanjippun
Age
i
T°
e
juuniji
The counter
o
usually used, although
20
li fz t>*
hatachi
icLtfo'SWUCoSv'
( nijussai/nijissai )
can be used.
£
58
£15 -sail
“A
f
fcfU
1
C
S
E
L
0
S
N
to'
X'lX t)0 Shopping
D
Mary goes
J
1
6
/
&
0
1
a
i
o
I
@
to a flea market.
u
g
K02-01/02
"*
T —
i
’i"
:
')
ztu±
Ajc
-tir
Sumimasen.
Mearii
Kore
btth
V' <
wa
ikura desu ka.
2
Mise no
tb
3
/
h
T 'J
&<r>
Takai desu ne.
6
J
y
r 'J
:
Mearii
Mise no
t>
h
'j
/T
'J
hfo-t
Soo desu
Are
L
/
ka.
finds a wallet
:
^<nx it"£
<
sono tokee o
kudasai.
ZsKli
wa
'J
dare no
:
XXT-t
saifu desu.
After shopping,
1
r>X—
ti
b
]yX
Ueetoresu
2
/
r -
Mearii
'j
bx
1
'
o
cX'£t<
Mary goes
to a restaurant.
i~
'
ka.
gozaimasu.
bo L
'
i
-tf o
X'l to
C*lli
Doomo.
Kore
wa
@ko2
/ X a. — £ £9
Menyuu o
Irasshaimase.
:
desu
Watashi no
£> U
t
saifu
btzl<n
Arigatoo
x.
0
tzM
I'
T -
x.
'T-ftio
desu ne.
on the ground.
Kore
Mearii
•9
takai
senhappyaku en desu yo.
Jaa,
ij
fzrt''-
mo
-tfXlioC/X XXT'T J
C
:
bt:\'UX
£>
XXT'To
<
V'
-
Shiranai hito
ato
wa
Kore
hito
Mearii
A man
ikura desu ka.
sanzengohyaku en desu.
f i tt ^'o
cftli
6
7
wa
p < btf
i'
u
#>
Are
hito
x (toil
ano tokee wa
Jaa,
/C-tfXCX
*
<&-tt
Mise no
5
sanzen en desu.
:
Mearii
4
wa
Sore
hito
U
t'LTirbo
nan desu
ka.
03/04
-t'o
doozo.
2
3S2B>»59
9
X
3
X.
—
t
+
ft
X
h lx
ZtiTirti
Dore desu
Ueetoresu
* *
4
-
5
^7
«>
/
z.
X—
*
tonkatsu desu.
£XX'o?
-5
Sakana desu
t
tl
"t
h
lx
X
ka.
lU'i
lie,
sakana
Jaa,
kore o
Ueetoresu
6
Aa,
Tonkatsu?
:
Mearii
X.
o
ka.
v>
o
/ T'J
*)
U^tto
'
I- < T-fo
Niku desu.
ja nai desu.
i'
U
T 'J
lito
zi\i
:
Mearii
onegaishimasu.
*>
7
/
'J
o
:
8
x.
x.
^x—
t
u
h
1/X
* &
/
ij
doko desu
ka.
-f
£>^-3 T-f o
Asoko desu.
Ueetoresu
9
IfZTtK
tli
Toirewa
Sumimasen.
Mearii
9
M
i'
U
*>
r -
*
*
*
i'
T 'J
:
gozaimasu.
Arigatoo
Mearii
©
Mary: Excuse me.
Vendor:
Mary:
3,000 yen.
It is
It’s
I
how much
expensive. Well then,
Vendor: That
Mary:
How much is this?
see.
is
Mary: Then,
is
is
expensive, too.
1,800 yen.
IT1 take that
watch.
*
*
*
Stranger:
Whose wallet
Mary:
my wallet. Thank you very much.
It s
Waitress:
is
is
Which one? Oh,
Mary: Tonkatsu ?
Waitress: No,
Mary: Then,
not
it is
have
fish. It is
tonkatsu (pork cutlet).
meat.
It is
delicious.
this.
*
Mary: Excuse me. Where
It is
this?
Is it fish?
it is
I’ll
*
Waitress:
this?
Welcome. Heres the menu.
Mary: Thank you. What
Waitress:
that watch?
3,500 yen.
That
Vendor: This
is
*
is
the restroom?
over there.
Mary: Thank you very much.
U'T'T Jc c
Oishii desu yo.
'
60
..
.
»>s!£-:£>SH
Tc hj
C
Vocabulary
< 02-05
Words That Point
ZiX
*
kore
this
one
*
-Ztl
sore
that
one
*
#>>ft
are
that
one (over there)
dore
which one
this
*
Z<D
kono
*
:<D
sono
that
.
.
*
1h<r>
ano
that
.
.
dono
which
koko
here
soko
there
*£>-? 3
asoko
over there
*
K'Z
doko
where
*
tziX
dare
who
YKn
z z
.
.
.
(over there)
.
.
Food
*
L
'
*
i
*
*
*
/
/V
/
v
N
oishii
delicious
sakana
fish
£ CtJ'O
tonkatsu
pork
|w <
niku
meat
—U —
cutlet
menyuu
menu
yasai
vegetable
enpitsu
pencil
"5
kasa
umbrella
iX
O
kaban
bag
kutsu
shoes
"5 \ '.3'
saifu
wallet
v-yXT
jiinzu
jeans
i'
A,
U L
jt
jisho
dictionary
jitensha
bicycle
shinbun
newspaper
to
a.
*P
n
Things
f)
s
tf'l
<
*
U
CTAX*
L-
*3'
T >
fi'i'L
*
A>
+• 'V
*
tiishatsu
T-shirt
tokee
watch; clock
o
Elfv*
* Words that appear
in
the dialogue
>
,
/-a h
<y
^
.
.
nooto
notebook
pen
pen
booshi
hat; cap
hon
book
kissaten
cafe
ginkoo
bank
to ire
toilet;
toshokan
library
yuubinkyoku
post office
Amerika
U.S.A.
Igirisu
Britain
Kankoku
Korea
Chuugoku
China
keezai
economics
t
<r>
A,
II'-?
L
ll/C
Places
*
MU
restroom
i'
i;
£ l
J:
^
I/I?
•?
tf'/C
J:
<
Countries
r& /
*>
v
-h
v
I^'JX
5
tu
-r
r
y
^s.
Majors
'
Itv 'J'v,
zi
>
—
t° i — 9
Z.
h>
If
vp
\£ i/ ?U to
H*
7
tz
konpyuutaa
computer
bijinesu
business
rekishi
history
okaasan
mother
otoosan
father
$r>
X
t
L
Family
Money Matters
h
*
V '
*
~ 1L L
*
<
fz
how much
ikura
.
.
.
en
.
yen
.
.
'
takai
expensive; high
irasshaimase
Welcome
Expressions
b
*
*.
*
(~ £ )
'
-o
L
(,
v '
i
tz*\
s
-tf
(
.
(
.
.
.
.
.
o)
onegaishimasu
o)
kudasai
.
.
.
(to
Please give
me
that
&
jaa
then
?
•?’
doozo
Please.;
doomo
Thank you.
C
*
£"
*
£'-?
&
store).
please.
K’
*
our
.
.
;
if
Here
.
.
is
it is.
the case,
£
62
»> £I£
•
j3'\AjI§°
CT
Grammar
5
cn
an
What do we do when we want
to talk
about things that
say “this thing” “that one,” and so forth. In Japanese,
z*ui
wa
Kore
Kore
that
How much
wa
^5
/C-tfX
/CT't'o
close to the person
thing that
is
is
you
£>t
We
,
,
this?
That
is
3,000 yen.
are talking to (“that thing in front of you”),
wa
btzL<n
<>Tto
watashi no
pen desu.
<y T-fo
±H l±
pen desu.
Sore
Kore
wa
also
an expression dore for “which.” Here we
TtK
Dore desu
is
and are
something
refers to a
neither close to the speaker nor the listener (“that one over there”).
zjtii btzl<D
is
of?
kore sore and are.
close to you, the speaker (“this thing here”). Sore
Are
There
is
names
sanzen en desu.
refers to a thing that
is
we use
the
ikura desu ka.
^*ili
Sore
we do not know
ka.
watashi no
Which one
wa
is it
btzl<n
< y Ti~
watashi no
pen desu.
o
will learn to use dore in sentences like:
(that you are talking about)?
H
63
In this lesson,
we
because there
is
will
not explore the
full
extent to which the
words
a slight complication with question
word dore can be put
to use,
Question words
like dove.
like
dore and nani cannot be followed by the particle wa. Instead, you must use the particle ga
and
say:
^
A,
1b +xtz<n
Dore ga
Which one
anata no
pen desu
W&M C ©/?:©/<&©/ £© +
If
you want
ano together with a noun. (Note here
series
must always be followed by
watch ( tokee ), instead
3
ti li
t
wa
Kore
you can
(
'
sore,
,
that the re series
a noun.) Thus,
if
and
are,
you can use kono,
must always stand
you know
and
sono,
alone, while the no
that the item in
your hand
is
a
of:
b Ti~
ow much
is
this?
How much
is
this
ikura desu ka.
say:
3 <7) £ Idt N |i
Kono tokee wa
Similarly, if
can
noun
be slightly more specific than kore
to
your pen?
is
ka.
you
t
<
ijTti'o
watch?
ikura desu ka.
are talking about a
watch that
is
held by the person you are talking
to,
you
say:
•^•<7)
£
Ml
t~t v
Sono tokee wa
And if the watch is
#><?)
£
far
X
3 Ik r ( di
/C-tf
sanzengohyaku en desu.
know that one
already
That watch
from both the speaker and the
Mi ^
1ft
Ano tokee wa
If you
X
'J /C-tf
X. /CT't’o
sanzen en desu.
A^T't'o
of several watches
is
listener,
is
you can
3,000 yen.
say:
That watch over there
3,500 yen but do not
is
3,500 yen.
know which, you can
say:
3<7)
3
Itv
Dono tokee ga
Since dono
with
it;
is
L
r
•$ /C-tf
Z Ik
(
sanzengohyaku en desu
X.CT'f’ d)' 0
Whichwatch
a question word, just like dore discussed above,
we must
use ga.
is
3,500 yen?
ka.
we cannot
use the particle
wa
To summarize:
ends-)
^n(B-)
®n(is~)
We
close to the person speaking
noun (li~)
close to the person listening
from both people
far
unknown
mzz az
z
one more ko-so-a-do
will learn just
words
noun (l£~)
<S® noun (li~)
df® noun (£)'~)
£'n(*'~)
cz
(LCD
-?•©
set in this lesson: koko, soko, asoko,
and doko
are
for places.
here near
<Z cZ
,
,
me
there near you
,
over there
fib-TzZ.
where
You can ask
•f
for directions
Ai-1+ /Co
1 If
If you are close by,
?
L?
i { 11
Yuubinkyoku wa
Sumimasen.
( fj)
by saying:
C/X $
Yl
you can point toward the post
<
J:
1
1)
(Yuubinkyoku wa)
hT: Z
Excuse me. Where
Z T'~t ri' 0
doko desu
is
the post office?
ka.
office
and
say:
(The post
Tffio
office is) right
over there.
asoko desu.
We will learn how to give more specific directions in Lesson 4.
d
TcftCD
In Lesson
1,
we
noun
learned
how
to say things like Mearii san
number) and Takeshi san no okaasan
something belongs
to.
no denwa bangoo (Marys phone
We now
(Takeshi’s mother).
The question word
for
“who”
dare,
is
and
for
how to ask who
“whose,” we simply add
learn
the particle no.
z>ftl±
wa
Kore
fcft® tf'iJXTl-tf'o
-tjftli
dare no
Sore
Whose bag
is
this?
kaban desu
ka.
wa
That
is
^®
Suu san no
Sues
bag.
THiXT-fo
kaban desu.
gj2H>>>65
Ml
noun
In Lesson
“Item
tz
we
1,
learned
how to
say “Item
A
is this,
item B
is that.”
We now learn how to
say
A is this, and item B is this, too”
iti*x,ii ud/ur/CTi-o
wa
Takeshi san
Takeshi
iclI/ClT/CT-fo
mo
Michiko san
a Japanese person.
is
nihonjin desu.
Michiko
Japanese, too.
is
nihonjin desu.
Note that these two sentences are almost identical
claim that a certain person
Japanese.
is
in shape. This
is
natural, as they both
The second sentence, however,
is
different
Mo
from the
We
have
mo
indicates that that item, too, has the given property.
One
thing that you should watch out
first
for
in that
is
we do not
find the particle
where the
exactly
particle
is
wa
in
it.
placed. In English, the
instead.
word
is
a particle that
“too” can be placed after the
sentence as a whole, as in the example above. Not so in Japanese. In the above example,
mo must directly follow Michiko
A
IS
;
j
B
1
t
K*
We
i
tz
mo
2
B
too
form
X wa Y desu
^
(i
san
wa
mo
U
( -tf
gakusee
is
X.
,
where
Y
is
a noun,
you replace desu with ja
'
Tto
to describe a situation like the following:
same
time, she
is
an American. Neither can we
amerikajin
demo
is
is
not a student.
Our
friend, Pat, has dual citizenship; Pat
say,
Patto
mean
wa
that Pat, in addition to
amerikajin
mo
somebody
that has
desu. (Japanese speakers
is
a
say,
been
would
say,
arimasu.)
In the dialogues, there are
desu ne (That one too
Yamada
an American. To describe the second half of this situation, we cannot
,
is
Mr.
ja nai desu.
amerikajin desu because the sentence would
mentioned,
wa
i
.
cannot use
Patto
TrTo
X.
shared property
a statement of the
Japanese, but at the
Patto
is
2
Yamada
1
A
noun
To negate
nai desu
Trfo
|
T
two items
M
X
X
san.
two sentences that end with desu which
,
expensive),
and
Oishii desu
yo
(It is
call for special attention:
delicious).
replacing desu with;a nai desu because takai and oishii are not nouns. Are
,
Are
mo
mo
takai ja nai desu
and
oishii ja nai
desu are therefore not grammatical. Instead, one would have to say takaku nai desu and oishiku nai desu.
learn about the conjugation pattern of adjectives in Lesson
5.
takai
These sentences cannot be negated by
We will
66>»£&-S£5m
You
find several stylistic variants in negative sentences. Ja nai desu
more formal replacement
for nai desu
more formal and more appropriate
sentence,
you
is
arimasen. Ja
is
is
very colloquial. The
a contraction of de wa,
in the written language.
Thus
which
in addition to the
is
above
also find:
(more conservative speech
Yamada
san
wa
gakusee
Yamada
san
wa
gakusee de
style)
arimasen.
ja
(formal, appropriate for writing)
wa
arimasen.
affirmative:
(X IS)
YTrTo
negative:
(X IS)
Y
XisY.
X
Statements often end with the tags ne or yo, depending on the
teraction with the listener. If the speaker
to
what has been
U
')
not
Y.
way the speaker views
the in-
seeking the listeners confirmation or agreement
then ne (“right?”) could be added.
v>
—
L<P> -t+X> Z
(1 X'h'h* { T"t ti a
bungaku desu ne.
senkoo wa
Ms. Lee, your major
is
literature, right?
san no
Rii
Z
said,
is
is
'T'f ti o
|C < U
niku ja nai desu ne.
>H.|i
Kore
wa
Another
particle,
yo
listener of what has
Tonkatsu
Let
me
wa
you”),
(“I tell
been
sakana
said.
ja nai
>f ^r'
Sumisu san
wa
i)
U
igirisujin
is
added
is
not meat,
desu yo.
is
not fish.
t
X U/CT-f Jto
desu yo.
(In case you’re wondering,) Mr. Smith
is
is it?
to a statement if the speaker
With yo added, a statement becomes an
assure you. “Tonkatsu”
w S
This
British.
wants to assure the
authoritative decree.
h
.
.
.
iB2R >>•> 67
my -
Expression Notes
3
\
(~3r) < Tccll\k
(
.
kudasai
o)
.
is
“Please give
me X.” You
can use
it
to request
(concrete) items in general.
(
.
o)
.
onegaishimasu too
used to ask for a concrete object,
upscale than
(“I will
have
( ... o) kudasai. It
.
(
.
.
(
... o) onegaishimasu sounds slightly
heard often when ordering food
more
at a restaurant
such as repairs, explanations, and understanding.
jects,”
il
O
(
.
.
o)
.
doozo
is
used
when an
offer
X. In the dialogue, the restaurant attendant uses
menu
come
When
a request for item X.
onegaishimasu can also be used to ask for “abstract ob-
o)
.
is
is
may
to the customer. It
also be
it
is
made with
when
she
used when a person
is
Onamae
o doozo.
(O
is
waiting for you to
name, would prob-
forth with item X; a telephone operator, asking for your
ably say
respect to item
about to hand the
is
onamae
a politeness marker. Therefore
is
“your
honorable name.”)
On
the pronunciation of
Note
hyaku (hundred), generally change shape
begin with
that the
words
and 8,000 involve sound changes. “Counters” whose
800, 3,000,
like
number words
s,
like sen (thousand),
after 3, 6,
change shape
after 3
and
and
first
Some
8.
8.
for 300, 600,
sound
is h,
counters that
Refer to the table at
the end of the volume.
Big
numbers
In addition to the digit markers for tens (juu ), hundreds (hyaku),
and thousands
(sen),
which are found
in
Western languages
as well, Japanese
uses the marker for tens of thousands (man). Thus 20,000, for example,
(
=2x
in
10,000), rather than nijuusen
Western languages
10,000, that
is,
is
(
= 20 x
1,000).
niman
one million, Japanese describes that number
as 100
x
hyakuman.
More complicated numbers can be considered
the
sums of smaller numbers,
in the following examples.
23 x 10,000
4x
1,000
5 x
100
6 x
10
7
v.
is
While the next unit marker
A,t
i
(nijuusanman)
/v
X Ay^Ay
h
<
(yonsen)
<
(gohyaku)
*5
(rokujuu)
(nana)
as
68
>£!£• sail
C ulture(J|EJO
Japanese Currency
Nihon no okane
Japan's
official
currently
currency
the yen, which
is
pronounced en
in
Japanese. The
bills
and coins
are the following:
in circulation
10,000-yen
is
5,000-yen
bill
bill
Fukuzawa
A
portrait of Ichiyoo Higuchi
Shurei Gate, the
(1835-1901), a philosopher and
(1
872-1 896), a writer and poet.
Shuri Castle in Okinawa.
A
portrait of Yukichi
the founder of Keio University.
1,000-yen
bill
A
portrait of
500-yen coin
100-yen coin
5-yen coin
1-yen coin
Hideyo
Noguchi (18761928), a bacteriologist
who devoted
himself to yellow
fever research.
50-yen coin
All bills
and coins are
1
0-yen coin
different sizes. For example, the
10,000 yen to 1,000 yen. Although credit cards are
shops and restaurants do not accept them, even
usually carry a certain
amount
in
bills slightly
descend
now widespread
major
of cash with them, and
cities.
in
in
Japan,
length from
some
small
Consequently, most people
ATMs can be found almost
every-
where.
Pre-paid cards are available for use for public transportation and shopping. Personal checks
are not used
in
Japan.
*
fl/uUtfO
P
a
r
c
t
c
i
e
IJ1T5L/ (Numbers)
Lil K02-06
100
U
1,000
<
hyaku
200
10,000
sen
KtA*
2,000
<
1
nihyaku
300
*
/C
£/>
400
ILU"?
500
6,000
U
ft
nanahyaku
800
7,000
(
8,000
<
1
B.
Read the
40,000
U?
50,000
goman
h
< -tt/i
rokusen
60,000
li
*
70,000
X,
nanaman
o -tt Kj
rp
*> <
rokuman
trtxx
9,000
<
Jt
yonman
80,000
li^iX,
hachiman
hassen
kyuuhyaku
A.
/C4+/C
nanasen
happyaku
d>
Jt
gosen
roppyaku
£
sanman
5,000
600
ztL
niman
yonsen
<
1
30,000
4,000
<
gohyaku
900
20,000
sanzen
yonhyaku
700
c-tiX
3,000
<
A£L
ichiman
nisen
sanbyaku
v '
1
-tt
^
90,000
kyuuman
kyuusen
following numbers. @ko2-o7
(a)
34
(b)
67
(c)
83
(d)
99
(e)
125
(f)
515
(g)
603
(h)
850
(i)
1,300
(j)
3,400
(k)
8,900
(1)35,000
(m)
64,500
(n)
92,340
Look
and answer how much the things
at the pictures
Example:
Q
:
^ > li
Pen
A
:
li
wa
A
are.
x
v '
<
b T~f
Ex.
@ko2-o8
a.
>
ikura desu ka.
U ^ i x./CT"-to
Hachijuu en desu.
¥80
70
£!£ •:£;£&
(1 )tC/C£A°o
(2)tf'"5
(
3)
L /OO'/O
(
7)
jWJX
(
4 ) il/C
¥50
(5)
<
o
8
(6)
t
9)
v'
a,
(8)
0 L
1
<n
i*
y->X'
(
J;
¥ 8,000
¥ 0,000
¥3,500
(
l+v
10 )
11 )
(
/
fc
—
t
b
(12) (I
9 L
¥2,800
C.
Pair
Work—One of you
(p. 80).
looks at picture
A and the other
looks at picture
(Don’t look at the other picture.) Find out the price of
Example:
A
•
/C Xf"> II
Enpitsu
B
:
U*
<
wa
V '
<
jL/CT-fo
Hyaku en desu.
b
Tt
ikura desu ka.
all
items.
B
§§2t!
®cnu
A.
«/uT?-r6'
through
are near you, and items
through
Items
(1)
friend.
Your friend asks what these things are called
to
dll
(/core)
and
1:
Friend
-ZHl i
Sore
You
:
wa
I Hli
Kore
(6)
(sore).
(7)
wa
+£
LT"t
nan desu
ka.
<>Tir
pen desu.
0
in
(12) are
near your
Japanese. Pay attention
@ko 2 -o 9
Example
Example
:
71
2:
Friend: Zttli ftXT'ftf'o
Kore wa
nan desu ka.
You
:
-S-jHII
Sore
wa
T'>e YT-fo
tiishatsu desu.
72»»>^15-3t;£li
B.
Look
at the picture
Q
Example:
:
dhKU
Are
A
:
wa
tell
+£
what each building
wa
is.
@ko2-io
h'C't fro
nan desu
&*Ui
Are
C.
and
£ L
J:
ka.
frLX'fro
toshokan desu.
Work— Point out five things in the classroom and ask your partner what
they are using 3 ft (kore), irfl (sore), or
(are). Refer the picture on p. 83
Pair
for the vocabulary.
Example
A
B
:
Example
1:
h *111 tuLTir fro
Are
wa
nan desu
Are
wa
tokee desu.
L
:
It'.
A
aftli
:
wa
Sore
ka.
B
'T"f o
:
2:
z*ili
Kore
wa
nan desu
ka.
<>Tir
0
pen desu.
l/KSZrTfr
A.
Look
at the pictures
(ano).
@ko 2
Example:
and make sentences using
3® (kono), ?•© (sono), or &©
-ii
3
© X. L If'? II h
Kono enpitsu wa
( L rs> ? fc.LX'fra
rokujuu en desu.
H
:
o
m2m>»73
B.
Pair
Work— One
of
you looks
(sono), or
card
A and
B
(p. 81).
H©
(kono),
the other looks at card
to find out the price of
Ask and answer questions
^ CO
at
each item. Use
{ano) appropriately. After finding out the price of
all
items,
decide on one item you want to buy.
Example:
Z <7)11X^11
Kono hon wa
Customer;
Store attendant
Customer
:
£
=? <
A,
Nisen hyaku en desu.
ic
I.
You
how much
each item
T
sono kasa o
are a store attendant. Tell
the customer
Tt
<r>-h
IT
Jaa,
Part
b
ikura desu ka.
is.
kudasai.
Part
II.
You
Ask
are a customer.
for the prices of items (l)-(5).
74
Look
and answer where the following
at the pictures
are.
@<
02-12
bank
Example:
A
2X3-511 XZT-tt'o
Ginkoo wa
Sumimasen.
B
:
doko desu
D
O
Q
f=lD
ka.
*>* ZT'to
Asoko desu.
A
z'*\'tir 0
:
Arigatoo
MU
t
(l)
gozaimasu.
i'
fi
(2)
£ L ±
(5)
/ — a-
46
(4)
X
L
7c -t±
Yamashita sensee
-t± V
'
(2
*t>
7
JX
(3)
<
o
-9
(6)
menyuu
C L
jt
jisho
Tc.no
Pair
Work— Point
will refer
at
each item below
to the picture
Example:
A
:
\
(p.
3 jH.I1
Kore wa
46
B
B
&
U
82)
and
(picture A)
tell
you who
tztUD iS'^Tt^'o
dare no
kasa desu ka.
V'
/ T')-*L<r> iJ'iTt.
Mearii san no
kasa desu.
and ask whose
it
belongs
to.
it
is.
Your partner
fjj2jf
Look
at the pictures
below and describe each
picture.
@K02-i3
Ex. Japanese
Example:
titl */Cli Idl/CL/CT-fo
Otoosan
wa
nihonjin desu.
Okaasan
mo
nihonjin desu.
Father
Mother
»
75
(4) 7:00
A.
Look
(5) vegetable
Q
/T'J— ^/U±
:
Mearii san
5
7c It l
Takeshi san
h
2.
3.
if
/Eli
wa
nihonjin desu ka.
&'<—
* *
h
Robaato san
Y’i l
*> 0> 9 Z" < E
chuugokujin desu
t
$>
t'c
/C (i
wa
T7'J
tf/C-ttv'li
wa
Robaato san no
senkoo
/
*
Utt^o
ici^rr-r^o
wa
nihongo desu
desu
b
ka.
<7)
<
-th
'T-ft'o
gakusee desu
ka.
h h ¥ h
K>7^''.'7j
Rondon daigaku no
'j
wa
/cltl-SAdi
wa
if
<
lw ta/C-t± v
ninensee desu ka.
X — *,Cli uA^^•lfpT'tto
wa
c7/n—
ka.
it^^VTt^o
keezai
T — $ A,li d >
Suu san
to.
E/CT-f^
/cV,
<
<
Sakura daigaku no
wa
i>
IJ
Takeshi san
9.
wa
/cltl^XJi ^
Mearii san
8.
ii
<
kankokujin desu ka.
|±
*6
7.
ka.
fr
t'LZ
senkoo
5.
Takeshi san
Amerikajin desu.
^Ttto
-tf/oinii
4.
Suu san no
t 5' )ijtLTiTo
amerikajin desu ka.
Yamashita sensee
6.
tL E
nihonjin ja nai desu.
i)
ichinensee desu ka.
b*,Ui
Robaato san
wa
[^J < 02-14
C /ET'-ftf'o
wa
lc (1 /C
lie,
1.
of London students
on the next page and answer the questions.
at the chart
Example:
(6) U.
J;
yonensee desu
ka.
<7)
'T'-f
gakusee desu
ka.
j£2jg>->>-77
Hart,
Mary
* tJb
/bit L
Kimura
Takeshi
Kim, Sue
Smith, Robert
Yamashita sensee
Nationality
American
Japanese
Korean
British
Japanese
School
U. of Arizona
Sakura Univ.
Seoul Univ.
U. of London
Sakura Univ.
Major
Japanese
history
computer
business
Year
2nd year
4th year
3rd year
4th year
B.
Pair
Work—Ask
are.
Your partner
Example:
A
'
will refer
3
'J
Rii
B
:
to the picture
77 —
tl 11
'J
wa
iS
L<F>
Mearii san no
— iS^<n
san no
is
78)
desu
7C*,
')-iS^<D
Rii
ka.
is t
'.I'Tto
saifu desu.
(1)
through
(7)
(picture A)
and answer the questions.
iS V
fro
desu
Ee,
san no
(p.
ka.
saifu ja nai desu.
v.
saifu
B
saifu
Mearii san no
lie,
:
teacher)
your partner whose belongings items
Kore
A
(Japanese
78
>>•>
£15 £;£H
•
H/uUfiDO (Review Exercises)
A.
Role Play— One student
Use Dialogue
I
is
a store attendant. The other
as a model.
is
a customer.
—
B.
f
Role Play— One student
taurant.
II
Look
at the
as a model.
is
a waiter/waitress. The other student goes to a res-
menu below and
some food
order
(See Culture Note in Lesson 8
[p.
207] for
or drink, using Dialogue
more information on Japanese
*-=Lt
Tv'l
tf
If
o
T
V'
<
jt
$
£
A,
o
V'
v
ft
i>
o t
V'
U
<
f
t±
7M X 7 - A
If
A,
'J
C
3—
O-
it-
l'
"
^-7 7
t
C
9
S>
**>
9
V a-X
h
h
— ff—
i,
<
food.)
80
£*•£»
and ask who each person
Look
at the picture
about
their nationality, occupation, etc.,
Example:
A
as
in
is.
Then, add more questions
the example.
Z4Ui /zltTti'o
Kore
£>
wa
h
ij
dare desu ka.
b
ST -5 /CTi-
B
<)
o
Mearii san desu.
V'
r
i)
-r
T ¥')
X U/CT
Igirisujin
desu ka.
B
T
$>
©k
i:
igirisujin ja nai
lie,
tb
Lm
*
'T"-f
desu.
i)
T/'j
L/CT-f 0
ii
Amerikajin desu.
f
<)
Arizona daigaku no
Soo desu
Pair
Work
©
Example:
< H±v 'T-f
gakusee desu.
ka.
C.
(-
A
V'<
I
Enpitsu
B
:
U*
<
wa
x/CT-fo
Hyaku en desu.
bTth
ikura desu ka.
¥100
P-
70)
Pair
Work (5)
Example:
~~
B.
(— p.
Customer:
C<7)(i/Cli
Kono hon wa
Store attendant
:
I
i)
T't i'o
ikura desu ka.
Ti
~
z-\±
Nisen hyaku en desu.
Customer:
Jaa,
prices of items (l)-(5).
sono kasa o
kudasai.
the customer
how much
each item
is.
73)
82
»»»aB-a%a
Pair
Work
@
Example:
(— p.
A
:
ZtUi tziUD
Kore
wa
h
y
#>
B
:
dare no
t
X—
ST')-* L<n
kasa desu.
B
#>$>!)
XT —
I'
*9
Suu
kasa desu ka.
i-'
Mearii san no
Picture
74)
7
c It
L
Takeshi
1
)
Mearii
b
if
C
/ \
7
&
t
—
Robaato
k
L
/c-tt/C-bfrv
Yamashita sensee
Useful Expressions
SdolO
Do you
fart' 'j i L tz'h'o
Wakarimashita ka.
to#'
‘J
i L
understand?
0
I
understand./I understood.
L0
I
don’t understand./I don’t know.
tz
Wakarimashita.
fart' ') i -tf
Wakarimasen.
tJJoOJ
Yukkuri
{
i'oT
& 1
Moo
£>
J:
ichido
^ N
itte
Please say
it
slowly.
(
/cii'o
Please say
it
again.
kudasai.
o £
Chotto
^
f:^'o
kudasai.
itte
Please wait.
matte kudasai.
T
^ /c
J
Please listen./Please ask.
v ' 0
Kiite kudasai.
10
— i/ £ A T
Juppeeji o
^ /c ^5
mite kudasai.
^ N
o
Please look at page 10.
(
i
o
s
s
e
n
3
|
X— 0 ^^ Making a Date
^
T< T<
D
Tv
fc'U
Q
i
Mary and Takeshi are
1
2
felt L
/
:
T —
'J
:
L
4
talking.
tim
/T
'J
—
:
ista
¥
felt L
7
/T -
X
s
)
'J
TT'J&#*/C
/T
1
J
-
4
6
7
%x%% i if
fev'Tv' t
(it,
:
v^'Tf fc
tt,
xf'
'J
et^l 0 1-B^iHi trMj£
X.I' ^
*
¥ X V
jt
o z
f
y
r 'j
/Cri'o
t>
tf
0
lit to
-?-v
li*
'
Tf ti
)
K03- 03/04
0
ft, -f
0 li /K#lcff $
$
Jn ^
u 'Tf 0
i
V'
-)
>ti
4 A, U
^I^T^i^^ito
f Jitt
^
t f f'o
o
f'-'
'j
f»'f
Tto
fLB#
<
" l|
|
:Tt'ito
fcliJt t
U
aftwIRli?
(fA,
liA/
t
>j
8
-it
0
morning, at Mary’s host family’s.
v
XT —
f'#* A
/r -
U^£>,
ffo
tz
9
D
i t
s
?
*'i>
ii'h
lifto
41 C
If
<k
5
K03-01/02
i:^f, BflSBiiirt T-rt'o
:
On Sunday
3
@
sfi^lifev 'Tv
o
\zhii
2
©
U
ln>tio
tTff
f
:
6
1
Q
v-'
i to
3
5
O
I
fc>
t 9 Tt to
v'oT* if 0
v'oTboL^v'
0
<&
&
)
%3jg>»85
Takeshi: Mary, what do
Mary: Lets
Takeshi:
I
see.
see.
.
Mary: Saturday
Takeshi: Then,
Mary: Thats
usually study at home. But
I
.
you usually do on the weekend?
.
is
Then, would you
not a good day.
I
sometimes see movies.
like to see a
(lit.,
movie on Saturday?
Saturday
is
a
little bit
[inconvenient]
how about Sunday?
fine.
Mary: Good morning.
Host mother:
Mary:
Good morning. You
Yes, I’m going to
are early, aren’t you?
Kyoto today.
I
will see a
Host mother: Good. Around what time
will
Mary: Around nine.
Host mother:
Mary:
I
will
How about dinner?
not
Host mother:
I
eat.
see. Well,
Mary: Good-bye.
have a nice day.
movie
in Kyoto.
you come back?
.
.
.
—
86 >>>£15
.
-gag
§E
V o
cab
@
PP
rc^
u
a
1
r
y
Nouns
Entertainmenf
*
X.
and Sports
movie
v
is
music
^
^ o L
magazine
xtf-y
sports
f—
date (romantic, not calendar)
-r
h
—X
tennis
flrf
TV
Foods and Drinks
T>f X 7
'J
-A
ice
cream
breakfast
fc>@
sake; alcohol
green tea
=7— t
*
coffee
l£XZ"ldX
/\y /
BfcC'fc
Z"I±X
*w<R
lunch
*
water
CA
dinner
hamburger
A-f
Places
%
*
-7
home; house
£
home; house;
Z 9
school
Time
m
*
t.
morning
^B
B
L/c
'O
tomorrow
when
m
*
$
*
~ z'X
at
3 /Cl±*X
tonight
J:
*
L
*
X Jt
id
1
P J
p
O
T/'
* Words that appear
in
the dialogue
today
about
2® 5^.
weekend
±.Bf B
Saturday
.
.
my place
'
fS3H
*
ic
% Jt
£
v
Me
BBSS
n if
Sunday
every day
£>
£ v'liX
every night
(/verbs
*
V '
ft
<
* tf'X.
<
!f £
6
to
go (destination
to
go back; to return
M
<
to listen; to hear
<
fkU
Uir
<nt:
.tt;
to speak; to talk
(language
£ / T)
(~£)
to read
vfit «L'
(~ £ )
(~£)
drink
to
^)
IZ/^)
(destination
i
IZ /
Ru-verbs
io
*
$ 6
fz< 6
4i6
to eat
*
*
to get
up
(~£)
to sleep; to
A6
go to sleep
to see; to look
at;
to
watch
(~ £ )
Irregular Verbs
£
i~ 6
<
*
*
-5>
</C $
1
lir 6
li^'
come
(destination IZ / ^)
(~£)
to study (~£)
to
Adjectives
MH'
*
to
do
good
early
Adverbs
£>£*)
+
-tfX-tfX
*
tz
*
V '
J;
T
negative
+
negative
V
-o JC
not
much
not
at all
usually
a
little
sometimes
*
«t
often;
<
much
Expressions
*
-t
i
*
T
t>
*
£"
*7
Tirn
That’s right.; Let
me
see.
but
Ti~
How about
.
.
.
?;
How is
... ?
87
88
!&/2a fti
•
G
1
r
m
a
m
a
r
IS -5
IS\hj
Cl
Verb Conjugation
Verbs in Japanese conjugate, or take various shapes. In
we
this lesson,
learn three forms: (1)
the “dictionary forms,” (2) the present tense affirmative forms, and (3) the present tense neg-
There are two kinds of verbs that follow regular conjugation patterns, and an
ative forms.
example of each
is
below.
u-verb
ru-ve rb
verb bases
tabe
ik
dictionary forms
lj<
(to eat)
(to
go)
present, affirmative
f-
present, negative
t-
stems
fr€r
i'
tz
belongs to the group of verbs called the “ru-ve rbs.” Ru-ve rbs are so called, because
you add the
suffix ru to the verb
we
form. For the two long forms
masen instead of ru
,
fz
,
4
can be broken
forms
like
ff
1*
down
JL£-f
called the “w-verbs.”
£
(
ik in
The dictionary form of an u-verb
the above example) and the suffix
/C, then, are
formed with the base plus
imasen. In u-ve rb conjugations you find letters shifting in the same
chart (see inside front cover). In ff
the hiragana chart, tfcij has
masu and
suffixes
A.
into the base
Hr and ff $
you simply add the
h
fa
is
form the dictionary
We learn four ru-ve rbs in this lesson:
feSi-f
fa
Another major group of verbs
ft
,
fa'
$JE£-f
fz
tabe in the above example) to
(
learn in this lesson,
to the bases.
fa
^<£1"
base
and
<
,
<&,
for example,
you see
<
suffixes
row of
and $ both
,
both in the £ row, and so forth.
u.
like
The long
imasu and
the hiragana
in the
N
row of
We learn six w-verbs
in this lesson:
1
The use of the term “dictionary form”
is
various constructions in actual sentences.
by no means
restricted to listings in a dictionary.
We will learn their uses in later chapters.
They
also appear in
Don’t be misled by the names
given to the long forms too; the “present tense” in Japanese can indicate both the “present” and the “future.”
will return to this issue in Section 2 below.
For the moment,
we
will concentrate
We
on the forms, not the meaning
of these verbs.
2
In addition to the standard negative forms like
colloquial sub-standard negative forms like
will briefly
come back to
these increasingly popular
£
-tf
L and
$
£-£/(,, you
'T't’ and
new negative forms
'
T't
may also
hear the
much more
used by Japanese speakers.
in Lesson 8.
We
3j3fg>>>89
tfct'
tfct;
J;
<7)
IUit
U-f
l±&
M<
tsii-r
M*i-f
tfcAi-f
co
In later lessons,
we
will
which come before i
many
have
and t
i~
'Jf'ii'f
V'
In addition to ru-verbs
x.
and
,
we
in the long forms. For the sake of ease of reference,
these parts (same as bases with ru-verbs, and bases plus
will call
75'
opportunities to refer to the parts like
L
-t+
^'x.
5
Ii4'
J;
*T<
b
and u-verbs, there
two “irregular
are
their bases are different in the short (dictionary)
1
with u-verbs) “stems.”
Note that the vowels
verbs.”
in
forms and the long forms.
irregular
dictionary forms
i
(to
verbs
<3
do)
(to
come)
present, affirmative
present, negative
U
stems
These two verbs are also used to form compound verbs. In
which conjugates just
verb i"
like
therefore, to
try to
This
memorize each verb
as a set: instead of
especially important with verbs that
with the consonant
you know the verb
r.
If
know why it is wrong to
say
X
-£>,
Jt
‘j
(=
verb bases
£>
,
ff
(
—ft b £
because they
.
may be
and the
you
rules that apply to them,
%i
a ru-verb)
jJflfS
(=
an u-verb that ends with
S
)
A,
A'X
A'X.
last syllable in
yet.) If
you see the vowels
and
the dictionary form;
set aside, if
you can be absolutely sure
you
that they are u-verbs.
e before the final
and
X. in JL
and
%
,
see the vowels u, u, or o right before the
,
(We have not learned any such verbs
in
most
cases, the verbs are ru-verbs.
such a ru-verb. There are exceptions, however; there are also u-verbs that have the
is
vowels
just the dictionary form,
*'X.
example. The irregular verbs
i
idea,
!i§d
final -S,
ft
£i~ and X
b
*
second from the
good
kaer
H
stems
at the
classes
mi
long forms
M
or ru-verbs, or u-verbs whose bases just happen to end
and
<
learn the verb
class. It is a
affirmative, like
end with the hiragana
irregular verbs like "f Z>
Look
memorizing
memorize the dictionary form and the present tense
is
we
.
important to remember which verb belongs to which conjugation
It is
for
this lesson,
i
and
e
before the final
-5>
.
%
is
such an exceptional u-verb.
9o»»£jg-gaai
Verb Types and the “Present Tense”
In this lesson
we
human
learn about a dozen verbs that describe basic
actions.
often called “action verbs,” and the “present tense” of these verbs either
person habitually or regularly engages in these
ning
to,
perform these
activities,
means
or (2) that a person
will,
These are
(1) that a
or
is
plan-
activities in the future.
Habitual actions:
watch TV.
I often
A
btzl
ST ')-* /Clik
$
•{t
hi
\th
Mary sometimes
/C o
doesn't eat breakfast
tz
Future actions:
l
£ £
tz
btz
ij-j
*-5
i
£>
N'Jf
£ ± 7
H
I will
i~ 0
to
Kyoto tomorrow.
>j
i
Sue
-t±/C c
will not return
home
in sentences generally
tions that the
The
nouns bear
particle
£
must be followed by
to the verbs.
3
In this lesson,
we
particles,
which indicate the
learn four particles:
£ T,
,
— t — _£
is
pronounced
“o.”
I drink coffee.
o
(D
£M$ £
I listen to music.
"To
f-Ut'£A£-fo
The
particle
EUMftT^
t LxfrA,
II A/
9
3
4
^>T"t k t
I
watch TV.
T indicates where the event described by the verb takes place. 4
i to
I will read books in the library.
X
&
to
I will
In spoken language, particles are often “dropped”
In later lessons,
I
C,
rela-
and
indicates “direct objects,” the kind of things that are directly involved in,
or affected by, the event. Note that this particle
7?
today.
tf'X.
Particles
Nouns used
-
go
i
we will be introduced
watch
TV at home.
We will learn more about such cases in Lesson
to verbs that require particles other than
15.
T to express location.
o
H3I1!
The
|(_
particle 13 has
which things move, and
( 1 )
(2) the
time
at
we
but here
will learn two: (1) the goal
which an event takes
toward
place.
goal of movement
%Al i 4"
B
3
l±
i
i*
C
$ i 9
btz l
-it
L
not go to school today.
I will
o
*9
£> 13'jf-
btz l
(2)
many meanings,
91
*)
£
I will return
-f 0
home.
i)'*.
time
I will go to Kyoto
\Z%<fc-9
-1-
t
Tf
on Sunday.
V'
— Bf |3^ J
I will go to
-f" o
(Some time words stand
alone, without the particle
1
3
bed at eleven.
tagging along, which will be dis-
cussed in Section 4 below.)
Approximate time references can be made by substituting
-f-
'N
—
3'
<^>
The
fore can
(±
btz
(
1
3
be rewritten using
I will go to
0
3'
or
h
1
3 for
1
3
.
Thus,
bed at about eleven.
movement. The sentences
I will not
/Cc
-
$ X
h
^ instead of 13. Note that this particle
4
L
go
to
is
in (1)
above there-
pronounced
“e.”
school today.
-9
i-f
I will return
home.
tf'X.
I
Note
"j"
particle -"s too, indicates the goal of
‘j
btz
i
) 3lE
Z'
^ may replace the particle
that
for time references
and other
uses,
1
3 only in the
which we
goal-of-movement sense. The
will learn
about in
later lessons,
particle 13
cannot be so
replaced.
Time Reference
You
r
time
eed the particle
13
with
0
or
b
lzt>|£o Xf
and
D
iu
days of the week like “on Sunday,” and (2) numerical
“in September.”
I will go
c
on Sunday.
v>
-tiB#E3-j-.g.#l3 3gA
<
(1) the
expressions, like “at 10:45,”
i/vCn**)
13 'jfu
>1*
75'
x.
o'/v
i-r.
£-f
(
I get
up at
10:45.
£>
I will go back in September.
.
bIS
92
•
X&l
You do not use the
particle lc with (1) time expressions defined relative to the present
ment, such as “today,” and “tomorrow,”
“every day,” and (3) the
h
word
(2) expressions describing regular intervals,
mo-
such as
for “when.”
i tz$k£~t 0
I will
come tomorrow.
$
^ x
I
*
ii'ifx
ft
i
1$
When
~h'o
You normally do not use
and
word
(2) the
watch
\Z
will you
I-,
words
depending on
like
hi tz
and
#0ft
“at night,”
above, however, these
newspaper
in the
morning.
L A/O'A/
^
£
I
go?
emphases, and personal preferences.
styles,
I read the
h)
e>
with (1) the parts of a day, like “in the morning” and
for “weekend.” Unlike
words can be followed by
TV every/ evening.
L i ~f ri'o
What will you do on weekends?
vni-o
(H9
~&tthih'
You can use £
tend an invitation.
(= the present tense negative verb, plus the question particle) to exIt
should be noted that
used. Thus a sentence like
its
affirmative counterpart,
& Z'M £
£
~f
1)',
cannot be so
can only be construed as a question, not as
an invitation.
-tf
O'*
v
What do you
/C
say to having lunch with me?
tz
u \Tir
T“
1
13^
—X
£
Sounds great.
L i H+
^>cto^
,
Will you play tennis with
As’/j'o
Um
0
,
its slightly
me?
(inconvenient for
me
at this
moment).
ritM Word Order
Japanese sentences are
fairly flexible in the
Generally, sentences are
an
adjective,
Among the
which
made up
in turn
is
arrangement of elements that appear
in
them.
of several noun-particle sequences followed by a verb or
often followed
by
a sentence-final particle such as
noun-particle sequences, their relative orders are to a large extent
?)',
free.
fa,
or
J;
A typical
sentence, therefore, looks like the following, but several other arrangements of noun-particle
sequences are also possible.
—
?
g£3jg>>>93
^B 0#«&T
^l±
J i
L
time
tbpic
lilito
H*ff i
t Li-frAs
-}
(i/v
(-
'<XJj:9
*1
verb
object
place
I will study Japanese in the library today.
x<
li
M
Lt>
I
q/ten
go
frac/c
i-r,
‘J
i;
time
frequency
topic
m
-tB#;
-tHfr*
i
verb
goal
/zome at around seven.
Frequency Adverbs
You can add
a frequency adverb such as
#0
(everyday),
J;
<
(often),
and Y A
(some-
tl'IC*.
time s) to a sentence to describe
Y
11
1*
Yl
$
bt
In this lesson,
eveni
is;
we
I
So
-
how often you do
ft A i 't o
S
I
also learn
-tfX-tfX (never; not
itf/UXf
to
a
coffee shop.
two adverbs which describe how infrequent an
at all)
and
h£
•)
U
If
£ jLljfX
activity or
an
(not often; not very much). These adverbs
end of the sentence.
words, you need to conclude the sentence with i
I
sometimes go
l'
anticipate the negative at the
%,
something.
If
-tf
I
you use -tfX-tfX or
i
‘J
,
in other
L.
do not watch
TV at all.
bt:
frit L
5
X, li
ft*
I Mm
Takeshi does not study much.
i 9
The Topic
As
is
w
saw
Lesson
in
such that
.
.
.”). It
may have noted
(Mary
is
1,
Particle
(3:
the particle li presents the topic of one’s utterance (“As for item X,
puts forward the item that you want to talk about and
that the topic phrases in sentences such as
a sophomore), and ^AOO#JjCl±
are the subjects of those sentences.
sentence.
made
We see three
A
topic phrase, however,
topics with the help of the particle li.
Or fro
Mary, what do you usually do on the weekend
4-B lift Cliffs £
n
5 1 9
t
You
')
is
the Japanese language),
need not be the subject of a
sentences in the dialogue of this lesson where nonsubject phrases are
L
5
on.
/ T — i X ti
(My major
H
comment
it
ir 0
w
Yrn going to Kyoto today.
94>ȣis-3tsm
In the above
effects
ends?” “Let
IfX
two examples,
can be paraphrased
(i
promotes time expressions
me say what I will do today;
will
I
liC
as the topic of each sentence. Its
about weekends; what do you do on week-
like these: “Lets talk
go to Kyoto”
tz
How about dinner?
In this example, (i
I will not eat.
used in directing the listeners attention and thereby inviting a com-
is
ment or completion of a
sentence.
You may
broached
also note that the
topic,
%
does
If A,
not stand in subject relation to the verb, but
is
rather
its
If/,
direct object.
r
iiiy-s
Expression Notes
\
When you move
ing.” in English.
nese.
ih
movement
is
However
in a direction
^ tz
for a
§ V'
same
(Please give
moment).
It is
means
me
a
where the hearer
“a
little)
commonly used
(iff
situation,
the place
away from
literally
b
to a place
in the
movement toward
a
4
is,
you say “I’m com-
# Si
where the speaker
is,
is
used in Japa-
while fr
is
a
the speaker.
little,”
and
“a bit,” “a small amount,” as in
i
J:
o
^
J;
o
(Please wait
for a polite refusal. In this case,
it
means
“in-
convenient,” “impossible,” and so on. Japanese people don’t normally reject requests, suggestions, or invitations with V' V' x. (No), because
A if® B
•
B
±®
£
£ n
Xf
sounds too
direct.
Will you see a movie on Saturday?
•
B
it
ioto
Saturday
y
(lit. y
is
not convenient.
Saturday
is
a
little bit.)
J
95
ract
Hi
Uko
!|V
n/u
©
£
A.
Change the
Ucfe
tfo
frA,
Example:
tz
£
U
and ~^t+/u. @ko3-o6/o7
following verbs into
tz^Z>
7c
<£ -f
<6
1.
<F>tJ
l.
*
_ook
a)
-f
4.
7.
8
».
.
at the pictures
Add
6
5.
<
6
B.
c
'
<
4
.
.
11
.
12.
9.
<
10
J;
t
^
-^/C
J:
•?
1"
6
below and make sentences using the cues,
the appropriate verbs to the following direct objects. @ko3-os
Example:
ero
l
eTo
L
i
(2)-r-X
(3) '
school/Saturday
(6)
>'
ISA,
if—
McDonald’s/5:00
0 *ft
(C
home/tonight
'
C
college/every day
<
I
96
>£15 •$;£!
(b)
Add
the place to the above sentences. @ko3-o9
Example:
-*
library
T$t It £
HI
i
C.
Look
<A
£
"f
«£
below and make sentences using the cues. |j
at the pictures
Example:
ffii
t
go to the post
office
—
- -fT
#MfL
K03-10
c
v>
Ex. go to the post office
(2)
come
to school
3:00
(3)
come
to the coffee
shop
(4) return
home
(5) return to the U.S.
tomorrow
D.
Pair
Work— Make
Example:
A
questions, using verbs
:
learned
ti' 0
:
io
k Ith'A.
B
we have
l
£
ii,
£
X
«t
-tf/U
in this
lesson.
H3I1
E.
Pair
Work— Guessing game
Ask questions and
1.
Before you
find out the items
both of you
start,
will
your partner has chosen.
choose one item
in
each row of the table and
mark it.
2.
make
In each row, using the verb and one of the four items,
a yes-or-no-
question sentence and find out which item your partner has chosen.
3.
You can ask
at
most two questions with one
the item your partner has chosen,
away the
4.
right
verb. If you have guessed correctly
you score a
point.
Your partner
will not give
answer when you ask a wrong question.
When you have asked questions about all the verbs in the table,
switch roles
with your partner and answer their questions.
5.
Tabulate the score.
You win the game
if you
have scored higher than your
partner.
Example:
A
B
l'
A
5o $
B
~UIt£
£
XL
lit',
X
W
It
$ i
X
o
(A guessed what B marked, therefore
post office
school
sports
movie
coffee
shop
A won.)
library
i'
news
(—
JL
— X)
cartoon
(i/U'O
sake
green tea
water
coffee
book
newspaper
magazine
Japanese book
date
study
telephone
tennis
<n
~
A i ’t
<£
l£X
97
-gats
98
0raRlcg®rr&'
m
U
A.
U
33
Look
schedule and answer the following questions.
at Mary’s
7:30 a.m.
get up
8:00
eat breakfast
8:30
go
1.
12:00
2.
to school
/T
mm
'J
4 k> U
i
AT'j-i
* Hrti\
4' A/
D
eat lunch
3:00 p.m.
drink coffee
4:00
play tennis
4.
5:00
go home
6:30
eat dinner
7:00
watch TV
liA,
Z7
U
<0
')
4A, U
6.
7.
tz
— b-HUIt^'o
YT )-* /C(i^TH#l3
4
/T -*
%\zm)
1
A/
5.
?5'
x.
/T'J-iAli^ui^Lit^o
4
A/
U
*/<,
U
/T'J—
^A/^i-)
(;:<££
-fjfr' 0
fa
study
8:00
go
11:30
Pair
< 03-1
Or
&
4 A, U
B.
@
to
Work—Ask
Example:
A
bed
your partner what time they do the following things.
3"^ * £-f
t
:
4A, U
*5
13
&
4 A, C
l±£>
*3
&
13
Your partner’s schedule
time
C.
Look
(
)
get up
(
)
eat breakfast
(
)
go
(
)
eat lunch
(
)
go home
(
)
go
at the pictures in I-B
to the sentences.
Example:
(I-B)
@K03
2:00
-i
(p.
95)
1:00
to
and I-C
bed
(p. 96),
and add the time expressions
2 /i 3
— —U B#
£& <A t -f
— — B#|:#MI# Kff $ 4 to
|:
C
(I-C)
to school
l'*>
13
L
t Ltii'L
*i>-)tfA,Sj:<
V'
t
0
99
®n-t-£«393;ti/u6'
(D
A.
Make suggestions
Example:
using the cues below. (4)ko3-i4
37— t —
drink coffee
<F>
1
B.
.
see a
movie
my house
2.
come
3.
play tennis
Pair
to
Work—Ask
Example:
A
:
How
often
•
eat dinner
7.
drink tea
5.
study in the library
8.
listen to the
6.
talk at a coffee
your friend out
B I* H
v
h
t Urt'A.
%1 0 /
'
"t"
do you do the following
Q
&
A
•
x. x.
i
-tf
activities?
£>
J:
o £
Answer the questions using the
<t
>
ct
(
<£>
.t
music
l i Hf /U\,
:
HA,
home
shop
expressions below.
Example:
at
for the activities in the pictures.
K
Xf
B
4.
i
ct
A
.
100
gig
l.
•
X;£$i
X,+°—
l^tK
£
"/
•^•B
ii.'(3£>
So L
i
A £
3.
o
t LtfrAs
4.
X.O
5.
<
J:
2.
-f
*>i u
tf'o
^
£"
£ ^
tf'o
*
~ i -tirX
j
o— — fclfcAi-fd'o
-tfx-tfx
fc
!
(7)
6
.
i:
S
liA,
7.
(iA,
fc
II (Review Exercises)
A.
Answer the
1
following questions.
±i-J)\
.
4A,
i
4.
B.
oof- U
X-t'
Tell
6
.
*7
t'
— "/ £
£ jjLi -ftf'o
7.
Hrfro
8
L
l i*f
^ A,{^A,
.
4(3
#BSL
joifx
IX'o
4 a,
13
fa
your classmates what your plans are today/tomorrow/on the weekend.
-4"B li-
Example:
-
l'*>
i-fo
3'M£'§£X i "To
^ 3X®
06
liA,
13
^B#z'^^i 3 !)f
6
C.
^I3fc(i£"3 izff* i-f j>'o
V'
l i-ftf'o
2.
3.
5.
13
<
Class Activity— Find
13
'-'x.
tz
i£B^|C III^f^T
is
Ay
i-fo
‘J
tS'x.
someone who
.
.
name
up
7 o’clock.
1.
gets
2.
eats breakfast every day.
3.
speaks French.
4.
watches
5.
listens to
6.
plays tennis.
at
TV at home.
Japanese music.
13
fc
L.fc7&'X
B
(3
15 A/
r
£M5£
L
gl3!l>-^101
D.
Suggest to a classmate that you do something together over the weekend.
Use Dialogue I as a model.
Example:
A
B^/Cli-r —
B
liv 'o
L
tlTt\
A
tc-t, «t
BBgaiiA
B
^
Jt
tf
o £
o
xf
*
A
i
t-M'o
t
Binr-7 r-r^'o
J;i tf
B
C ulture(J^J0
Japanese Houses
t:
\IK
Traditionally,
Japanese buildings were made of wood.
Rooms were
floored with tatami (rice-straw mats) and
divided by fusuma or shooji (two types of sliding doors).
Modern Japanese houses have mainly Western-style
rooms, and are equipped with Western-style
However, most bathrooms
istics
toilets.
retain traditional character-
—they are separated from
toilets
and
sinks,
and
have some space for washing one's body outside the
bathtub. Usually,
all
family
members
share the
same bathtub
water, so
it is
necessary to clean
one's body before getting into the bathtub.
Another traditional feature of Japanese homes
where people remove
is
the genkan, a space inside the entrance
their shoes.
Japanese-style toilet
Bathroom
Genkan
A
:
102
>£!%• state
f *4®
S
E
l
0
S
N
|
fflferoj-h The First Date
©
1
2
@
Mary goes downtown.
XT'J—
£p
Dialoque
IS
zs
:
h Av 'A
L
:
h^c 3 icx^
-
0
'
K04-01/02
77
—
f-
*J
£ i"&o
X>t
v?
3
K
>1
h
^fiTT'f £
f
4
/
T —
'j
In
i
2
3
>J
-
^5 X-^
/T
'J
9
fztz^t
£ tf'*.
£ 5tiC*/C
/r
&
3'^'i-fo
the evening, at Mary’s host family’s house.
—
/T
4
5
:
-
:
:
[jj K04- 03/04
l
o
$
'J
v
l± £"
'»
x.'-''
:
o
T L tz
16'*
tz\mLl±&i*kLT'ltz
L T Ti
jLi-tt/CTl/co
xo,
£"•?
-
tJ
:
0
-At^l!l^#l:ft$iU:o
X
A ^
OhU
*9tMJ ^
-t±/Co
a^/c
s /A**
H
7/T'J-:
8
9
/C
io
ii
:
<
l±V'o
i/-:jJ\,
<
L*
0
'
15
6
c
i
LA
S A*‘J £ L/bo
£
b
V'
4^|
§§4|f
Next day
1
/T
'J
tz It
L
-
103
0KO4- 05/06
at school.
£>o, /cltlS/Co
:
$
2
ft? i l/cJ©
:
/r— otWtt—
£x.
i'
3
/T')-
4
t:\il
t*'*— if— t
:
r'46/C^v'
K
:
77
=to
i'*>
L
U
rt'A,
K Ti*
K i~
/=<,
t
J:
<,
!
©
Mary: Excuse me. Where
Stranger: There
a
is
is
McDonalds?
department store over
there.
McDonalds
is
in front of the
department
Mary: Thank you.
Mary: I’m home.
Host
father:
Mary:
Welcome home.
didn’t see
I
it.
Takeshi didn’t come.
Father:
Oh, why?
Mary:
don’t know. So,
Host
I
father:
Mary:
Yes.
I
Were
took
How was the movie?
I
went
to a bookstore
and
a temple alone.
there a lot of people?
many pictures
at
the temple.
I
also
went
to a
department
store.
Here’s a souvenir for you.
Host
father:
Thank you.
Mary: Oh, Takeshi. You didn’t come yesterday, did you?
Takeshi:
I
went
there.
I
waited for one hour in front of the
Mary: Not Mos Burger. McDonald’s!
Takeshi: McDonald’s
.
.
.
I’m sorry!
Mos
Burger place.
store.
i04>>>£fg-:%%&g
§E
PP
cab
TcKj
V
o
c2
u
a
1
r
Nouns
Activities
Til' <4
'
t
part-time job
h
shopping
(T)
77X
class
People and Things
you
h+xtz
chair
'-f
\
V.
*
*
dog
fc±;£
souvenir
Z
child
3"(±/0
*
l
L
•t>
< i_
Z'fe
A
meal
picture;
photograph
desk
TA'A
letter
m
nz
'<y
*
rice;
cat
bread
A
U)Z
/-n
person
e-mail
Places
jo ~C
*
b
temple
All
z i -z_L
*
T—'<—
supermarket
T'
department store
V
t'XH'
if 1 n
*
park
v
bus stop
'A
#11%
hospital
TT/l
hotel
li/C K>
bookstore
£
%
VTs
* Words
®T
l -7
that
>
appear
town; city
restaurant
in
the dialogue
ff§4ti
Time
Hf
*
$
*
~ U f'L
<D 1
L
-tf/C
~B#f4
J;
A
J;
i If
Asia
rjcBS
f'.'X n If
t<Xi
LI
£>
.
.
Thursday
ilf
£sf a
Friday
b
to meet; to see (a
9
there
#> 'S
%n
*
io
*
*
is
.
#o
(place IZ thing
.
^>
v e
r
(~£)
( person IZ
to
understand
Adverbs and O
b
(a
person)
t
AA h
*
*
(~ £
is
in ...
h e
r
stays at
.
Expressions
sorry.
many; a
lot
~¥
together with (a person)
Li IT
U£ T
why
'J
.
tf*)
so; therefore
tz<*L
*
£)
about (approximate measurement)
'
I’m
*
thing
b
(place IZ person
"
^
to wait
v ' <5>
~<
person)
to take (a picture)
N
-
buy
to write
-5)
>h^
R u
to
#<
7$'<
£
<T>)
I-)
.
*
~
(
.
s
( person
*
.
Wednesday
a
y^Bfa
r
.
Tuesday
If
v e
the time of
at
;
.
Monday
{/'
f
week
when
a#
o
hours
.
.
last
f
n>
If
-
.
one hour
£ £
U
yesterday
U A/C
cf.
*
H
—AT"
alone
105
106
•
^/£!i
o
c
a
t
i
o n
Words
A*"
£
right
CA/= U
*
left
i
fr
front
x.
?U
l£
±
T
%-h'<
*4
£
&
X.
+£ U
(~<7))
(~<7))
back (~<7))
t
1
(~<7))
inside
(~<7))
on (~<7))
under
<
near; nearby
(~<D)
K
next (~<7))
H
between (A £ B CD)
$
X.
fg4H>>>107
;3
G
>£
5
\h
m
a
r
m
a
r
IS
1
X
£
'J
means
-f
item X. You can use
ents, the
X
“there is/are
£>
')
(nonliving thing).”
£
The
when you want
IT
introduces, or pres-
particle
to say that there
something
is
at a
certain location.
&
u ~7 9
C
Note that
£>
£
•)
counts. One,
K
i"
different
is
comes
place description usually
tion
You can
also use £>
b#Fr] jJ* £>
e ii'A.
We also use
H
a>'
to
L
£>
*J
2
Ti~,
i*
t)' 0
Do you have
UfX
ir
b
when we want
&
7^'
Hr
l
J
to say that
an event
have a TV.
time ?
will take place.
There will be an
o
2
exam on
Tuesday.
Xf
tz (±
0
ija,
9
r
jo
X
-7
£
l
)
differs
i
There will be no Japanese class tomorrow.
X^o
from other verbs
instead of the expected regular formation jo
b
is its
tc
^ '
colloquial substandard negative form.
Ti~, which
is
ungrammatical.
x
U
t:
We
have tc
Note the difference between:
X
x
3
you have or own something.
"f to say that
£
i
the following three
II.
I don’t
Another count on which
\ '
rather than
-tt/Co
J
on
far
there.
the beginning of the sentence. Three, the thing descrip-
£
l
jb
[z
1
at
‘J
U
-r
£
*j
McDonald’s over
rather than T, for the place description. Two, the
1C,
usually followed by the particle
is
There’s a
i~ 0
from other verbs we have seen so
the particle
calls for
it
K^'£> U £
i~ >1
When
like
jo
‘j
J
^
U i
-tt
jo U
±-HX
is
/C
don’t have a TV), the negative version of
(I
(It isn’t
a TV), the
Note
L
tz
also that
7c)
do not
jo
^U
some time
"i*
jo U
i
‘t* o
(see Lesson 3).
The
jo
U
J
J
is
and
x
followed by the particle T,
O'.
77zere wi// be
expressions (such as
(
more conservative negative version of
used in the sense of an event taking place, the place description
normal verbs and unlike the other uses of
jo
L
U l£^ jo
U If U ^
H Hfl 0
rule applies to the jo
[Z)
l
]
a festival in Kyoto tomorrow.
come with
i
the particle |C, and
sentences as well.
some
others (such as jo
1
08
•
When
need
"SC/iM
you want
to present a person or
some other
^
You can
iiA.
you
Theres an international student over there.
also use
v '
i
*t“
to say that
0
\Z
sentient being, rather than a thing,
^ £ ir. 4 Thus,
to use the verb
J
ti
U A.
(place
~j~
you have
j
0
friends, siblings,
and so
forth.
have a Japanese
r
Jfriend.
thing tP
L)
There
person tf
is!are
.
.
^Ifa Describing Where Things Are
We
learned in Lesson 2 that to ask for the location of item X, you can use the
(where) and say X
7
H
~f~ ft/
In response,
H li
word £ Z
Z T"t ti'.
li
X.
T ~f
Z
Where’s McDonald’s?
ti' 0
one can, of course, point and
say:
over there.
^Z
Tt„
McDonalds
right there near you.
is
z z
we
In this lesson,
will learn to describe locations in
to describe the location of
Japanese version looks like
(v?
right here.
an item
X
li
Y
relative to
Note
that the
of that department
same verb
“is” in
'
< it l'
^
'
i
and
attribute of a
#>
*J
i
another item, as in “X
is
we
learn
in front of Y.”
The
x.
store.
o
There
is
an international student over
Mary
'
is
an international student.
are strictly for descriptions of existence
person or a thing.
specifically,
English comes out differently in Japanese:
& ^ 3 - b?
i ir
yr'j-'5X,iig£±v-r.
I
More
hflUTV-fo
i
4
detail.
<Dw\Ti~.
K i~ tl Kli)
Its in front
more
and
there.
location, while
T 't
is
for description of
an
Ig4fg>>>109
Other useful words describing locations are
location
as follows:
words
to the right
to the left
O-fcD
in front
of
of
of
behind
x
inside
is
on/above
under/beneath
urc
X
Y
(£
tuo
6
near
next
£ Z ©SIVcT:^
0m ± m ft© ^ fr
i
$ A, Z 7
s ^<
5
to
X is between Y and Z.
0
tto
»j
t LifrAs
The bank
is
next to the
library.
t'H±T- 7')l<nTTi
-
0
etc
The umbrella
UX
under the
is
li-r'*-
The restaurant
One can
is
table.
b
between the department store and the
hospital.
use any of the above location words together with a verb to describe an event that
and fl'X o ne
occur in the place. To use these phrases with verbs such as
will
need
the particle T.
'J
I
5
6
Another word
by
L tzo
is
i
waited for Mary in front of the
Both
—
ii
btzl
X
side.
(i
Y
for “near” that
£
<F>
For a £
*J
is
also
Ti~ and X
(i
Mos Burger place.
commonly used
Y
<D
f Z Ti~
is
^ If.
describe situations where two items (X and Y) are found side
U sentence to be considered appropriate, items
two people, two buildings, and so
forth. In contrast,
X and Y need to belong to the same
an item can be
X Z
in relation to another item
are quite distinct.
O
x
:tfo
THiXlio
<
x.
(ft
gfr
U
Tto
The bag
(odd)
is
by the desk.
category;
even
if
they
110
zspS
•
3£/£$S
Past Tense of
H'T
The past tense versions of “X
Y T't”
li
sentences look like the following.
negative
affirmative
present tense
~T:1f
past tense
-cure
<
— LtP&fr'o/cTr'r
7
b^^TL/co
Mr. Yamashita was a student at Sakura University.
ic
ti^
x.v' ft
That was not a Japanese movie.
4E9
Past Tense of Verbs
~ stands for the stem of a verb.
The past tense forms of verbs look like the following, where
negative
affirmative
^
T
present tense
~3rT
~£tfA,
past tense
~^urc
-3: 1± A/e L/c 8
3
]
)
(
±
$
<D 1
btz l
0
ic
The various
li/L
details of
7
io 1-!)^
C
<
r
£ M 51
all
3
along with
L
with the uncontracted form
8
J L
tzo
/c
o
formation of the long forms that
As was the case with the present tense L K tr v
L T L tz
J
L i Tt L T" L
verb/w-verb/irregular verb distinctions,
7
(
tk't)'
Mary
returned
home
at
about
nine.
tJ'x.
o
tz
T 'f.
'
I
did not study
yesterday.
7 Japanese
r
7
7
we
learned in Lesson
3, like
the ru-
apply to the past tense forms as well.
you
also find a
more conservative
Written language would more likely have
variant
L K
3
$>
U
as in
b+xt'^
i
-tf
l
)
£
Tf
L T L tz,
TTi #>
TT 1
The colloquial substandard form of the past tense negative verbs are tr
We will learn how to change verbs into these forms in Lesson 8.
o
tz
T
't',
'jf’
tz T"T~.
'
'
111
SS4I1
CM
We
B
we
learned in Lesson 2 that
shares a
common
form the same
attribute with the
^
- fT
I
ill t
T
first.
You can
when two
also use
or
more people
per-
activity.
btzl
lL
use the particle & in reference to the second item which
& b
i L
i L
7
<P>
I
tzo
went
Kyoto yesterday.
to
i'
bt.it
Professor Yamashita went to Kyoto
7c o
l'
yesterday, too.
Or when someone
/T'J
—
/T
—
'J
L
/C
In both cases,
in
buys, sees, or eats two or
&
(
i
'
and so
btz l
also use
i Ltjffi
'-
i L
that
t
things.
Mary bought shoes.
7c 0
7c
Mary bought a
0
marks an item on the
directly
common. Observe
You can
(
more
list
of things or people that have something
or
replaces the particles li,
& when you go
to
two
bag, too.
£
in these sentences.
do something on two
places,
different occasions,
forth.
-tAslvi
b 1 1
fs.
t
I
went
to
Kyoto
I
went
to
Osaka,
last week.
l'
M. I
t ff b i L
tz
o
too.
l'
h
-J
/CliiBSB
Z
L
I
w
zf
tz
a
Robert went
umuizt'*-?
-4 -left*
0
(c£,J:9
s
and £
&
o/ter the particle 1C in these sentences.
are used together with
a party on Saturday,
i L/co
v
He went
We put
to
More
to
a party on Sunday
too.
generally, particles other than (±,
t rather than being replaced by it.
,
;
’/j
<
,
112
ae-gai
The duration of an
activity
is
expressed with a bare noun, like
—
Such a noun stands
U
<.'*>
alone (that
is,
not followed by any particle).
JT')-*L\±*cZTtz\j
l/z 0
L
i't>
Mary
rf'A,
i:
i
a* a,
waited for Takeshi therefor an hour.
For an approximate measurement, you can add
after
c
£
li
<D n
frfcL
tw
ili
<%<
a
C*
(5 A/
$A, C
I studied Japanese for
To say one hour and
tf'A,
L/co
^<A,$J:9
t5'/v
about three hours yesterday.
a half,
you can add
-=£
immediately
after
~b#M.
U
t±/v
'f)
s
As
Itzo
(I)
Lh D
slept for seven
to
and a half hours
last night.
CT
Expressions of quantity in Japanese are rather different from those in English. In Japanese,
if
you want
either place
to
it
add
a quantity
like tz (
*5
to the direct object of a sentence,
before the noun, or after the particle
ifMZtz
L*
<
5
you can
£
< is A,
LA/
bint
btzl
word
*9
yCM*
L*
i L/co
I took
many pictures
in Kyoto.
LA,
3C
£
9
L
/:
I ate a lot of vegetables.
0
<
As we learned
10
1
o
in Lesson 3, for “at about a certain time”
You can use £
to connect
nouns
only.
we have another word
Z'
h
.
We will learn about connecting verbs and sentences in Lesson 6.
“With” as in “with chopsticks” requires another
particle.
See Lesson
10.
1
gg4IS
0
The
t.
particle
B
tc
ua,
r
£ has two
£ Ufo £
c
functions.
One
“together with”;
is
rt'A,C<
0*5
will
go
to
to
connect two nouns
A and B. 10
I
speak Japanese and English.
I
went
±£
TU-
Mary
is
L £ i' o
i
The other meaning of £
^
1
^
it
to
Kyoto and Osaka.
describes with
whom you do something.
£ i-fo
Korea with Sue.
:I^y-h
Expression Notes
tfhj
X ©0U X ©HU
namely,
If
often used in the sense of “across (the street)
is
You may
posite X.”
©
X
also hear another
word
that
is
something
it
from X” or “op-
used in the sense of across,
V\
is
behind X, or farther away from a
street
seen because of the intervening X, in addition to calling
describe
1
as being
X
^
©9
b
it
and cannot be
X
directly
you can
©f^^>,
n L
also
.
Z-’d/Zd'D
In the dialogues, we observe Mary’s host father saying x.o, and Mary
saying
o
.
X.
o
is
like the
incredulous “what?” that you use
o
is
noticed or remembered something. The small
o
heard something that
is
hard to
indicates that these words,
believe.
when pronounced,
when you have
used when you have suddenly
at the
end of these
are very short.
little
words
5
13
1
14
>£1-33551
C ulturejj^0
B*<DM H
Co
C
L
w
Japanese National Holidays
<
1E1
0
*5ooi'fc5
7U0
*50£l'
•e-c'UA
New Year's Day
fr'AUo
Coming-of-Age Day
J&A.CD0
lfO«fc? If
t>
(Celebrates people
2M
*50
0
1 1
3^200
*5o
51HlH3^<7)
ttAZ< £
Zl?>
2
fe/t
4J3290
*50
Vernal Equinox
ttA-t3T0
5E40
* if U CD 0
t foA
Xf
Greenery Day
15
-d *>»
Cif t><D0
A'Vl '-5A
1
3
Day
9Hfg353«0
*5o/£i'
9*
3
lfo«fc-p 15
93230
*50
C'3
Marine Day
?S<D0
IfOcfc? 15
O'
®€<D0
tn'3?
Respect-for-the-Aged Day
«#<D0
Autumnal Equinox Day
O'
2
l*0XA
IZ*>
103*23*0'
*50
O'
1*W<D0
tfO<fc9 15
Health and Sports Day
15
330
*50* o
Children's
15
7Efg3EW0
1
Emperor Showa [1901-1 989])
Constitution Day
®)£I3;i:0
5E50
1
Day
Showa Day
O'
ft
5E30
*50*0*)'
*50/£lD
that year)
15
(Birthday of
*5o«fc
in
15
H3fP<D0
U J: 0
[Z*>
20 years old
National Foundation Day
0
##<D0
LwA-S'A
who turn
31 t<D0
*?'
*>'
113230
*5o
Culture Day
O'
®)^SBicD0
ZAZofrAL*?
iz-fe
Labor Thanksgiving Day
O'
3S§I£0
123230
*50
Emperor's Birthday
T/i.<D-5fc/uU.fc? O'
1
The period around
April
:
The second Monday
2:
The day varies year
to year
29 to May 5 encompasses several holidays and
is
3:
The
third
Monday
called
0 Y — 0 (Golden Week). Some businesses close for a whole week or more during that period.
(For the
names
of
months and
days, see
p.
1
27.)
m4m>» 115
A.
Look
B.
Answer the
1.
at the picture
and
what you see, using
tell
following questions.
&+£tz<n®S\z
B^<D
ic
\yX
')
Zp
tirti'o
4' I-
L
5.
t-ti'
faz
V'X.
3.
if'i
•)
ha,
*)
£
i"
tJ'o
41C
6.
3 <F>^CM.
5 J:^
7.
ffr#®
(classroom) |C /cAItJ^'v.
to
(zoo)
t'90'Ox.A
8.
£>
(C^A
£
^
-f
7j' 0
£
i"
7>' 0
7$' 0
4(c
4 /c m
<7)
(country)
UfST^'#)
<l:
9.
-f
'
£>4Ac<7)^I2W£>
V'x.
<J
4- 1C
4(3
‘J
£1"
0
or
1
naS S/£ll
16
C.
‘
Look
at Takeshi’s
schedule
for the
week and answer the
following questions.
0KO4-O8
After School
School
Monday
French
Computer
English
Tuesday
History
Wednesday
French
Club
activity
Club
activity
Computer
English
Thursday
History
Friday
English (TEST)
Party
Saturday
NO SCHOOL
Date
Sunday
NO SCHOOL
Part-time job
club activity
Example:
Q
A
:
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Pair
£-f t)' 0
£-f t$' 0
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Work—Write down
your next week’s schedule and ask each other what
plans you have on each day of the week.
Example:
A
B
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:
B^<r>9
r
ic
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Your Partners Schedule
Youre Schedule
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o1
Look
fi'/u
and
at the picture
tell
where the following things
t
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£ivd«<
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i:
2
J;
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5.
6
4.
Look
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at the picture
Example:
^
liA,
1.
HLXf^
2.
7^*7
3.
Bftt
t;f£
f A fr
5.
tf'llX
and
tell
X—
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where the following things
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x.oojiTi"c
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(racket)
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B.
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3.
1.
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Example:
J)
are.
1
are.
0
ko4-io
C.
Work—Ask and answer questions to find where the buildings are.
One student looks at map A. The other student looks at map B (p. 126).
Pair
Don’t
look at the other’s map.
Example:
A
:
2MS l±
3 T'i~
>1 -9
B
A.
Look
'j
:
^
-i
at the information
the questions.
T-f o
z
@ko 4
about Professor Yamashita 25 years ago and answer
-ii
Twenty- five years ago,
Prof.
•
twenty-two years old
•
senior at a college
•
good student
•
his
major
—Japanese
Yamashita was
history
Example:
Q
A
A
(college student)
:
:
TL/;^
liv\
+
:
1.
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2.
ubT^ili— ^iTL/;i'o
^
tzti'o
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4.
5.
<
0jT7fei<3)#?3U±^IITL/c7j' o
l
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9
o
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119
B.
Pair
Work— Guessing game
Ask questions and
Before you
1.
find out the prices
start,
both of you
will
your partner has chosen.
choose one price
in
each row of the table and
mark it.
In each row, use the item
2.
and one of the four
make
prices,
a yes-or-no-question
sentence and find out which price your partner has chosen.
You can ask
3.
at
most two questions with one item.
the price your partner has chosen,
away the
right
you score
Your partner
a point.
correctly
will not give
answer when you ask a wrong question.
When you have asked questions about all the items
4.
you have guessed
If
in the table, switch the roles
with your partner and answer their questions.
Tabulate the score.
5.
A
Example:
<n
You win
l
game
if you
JX li-^n
TL
K tMLK
—77
B
the
FI
iAXA,
1C
tz
have scored higher than your partner.
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A
B
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l±\\
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II
T v+7
T4—
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C.
Pair
T'i~
¥ 5,000
¥ 10,000
¥ 15,000
¥ 20,000
¥600
¥ 1,000
¥ 1,300
¥ 2,000
¥ 1,600
¥ 2,000
¥ 2,400
¥ 3,000
¥ 3,500
¥ 4,000
¥ 6,500
¥ 8,000
¥ 3,000
¥ 10,000
¥ 17,000
¥ 25,000
ttv.
Work— Suppose you
choose
it
b)
and
from the items on the next page. Your partner guesses what you got.
Answer your
Example:
got one thing as a birthday present
A
partner’s questions.
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litf'IdXT L 7c^' 0
120
lifts sail
•
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A.
cfca
a
Change the
Example:
B.
me
tz 'A
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1.
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4.
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2.
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5.
<
3.
ri;
6.
The
pictures below
Example:
A
7 —
'J
<
7.
£
8.
io
9.
Monday
her friend’s house
-f
(1)
xf
t
*
did last week.
UEI
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@
K04.12/13
(2)
££
13.
$
11.
14.
t'Z.6
12.
15.
<ntJ
10.
Tell
mrMfa Li
Tuesday
at
at
&^£
show what Mary
^5
t /v 7! btc.
L/;
ifoi-5
Ex.
U 7c and
following verbs into
Wednesday
what she
did.
@<04-14
1
(3)
Thursday
home
in
Kyoto
at a
<
department store
j£4il
C.
Look
at the pictures
Example:
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|C
:
Q
A
1.
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.
3.
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B and answer the questions.
in
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Look
at the pictures in
Example:
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:
B and answer the
1
2
.
.
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Work—Ask what
Example:
A
:
R
MB
tfo J;
B
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l/:^o
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Pair
A
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kcm 16
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3.
questions.
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it
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your partner did on Monday, Tuesday, etc.
1
2 fa
£ Li L
£12
f--X £ Lil/co
/=j5'o
121
122
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CD
A.
Compare sentences
Example:
(a)
and
and change the sentence
(b),
—
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2.
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(a)
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Ex.
B.
Describe the pictures using
Example:
fc.
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t £
tz+xti'
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§141$
123
vn-BfFEpTS
a
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A.
Mary did a
lot
yesterday. Describe
how many hours Mary
did each activity.
0KO4-19
Example:
/
TU —*
i L
I
it,
u
tz
a
A, to
Ex.
(1)
(2)
(3)
(4)
(5)
2
and
a half hours
S
124
£!£ -San
Pair
B.
V
Work—Ask
A
Example:
B
$
:
:
your partner the following questions.
2.
$<*>*k
4.
(
U
C
x
]
U
tl
£ JL £
144
0
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9
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e
rt'4 fo
y-A (game)
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f
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3.
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1.
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)^<llit)CD$l^ (Review Exercises)
vn
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A.
Pair
Work— Using
the expressions below, ask your partners
the following activities
Example:
A
B
when they were a
<£
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z t'b
:
t$
tb
\tw X<iX%&$
2
.
3.
4
.
X
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jft<
£"
a
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5.
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B.
.
x—
F
£y-2
Answer the
1
.
-t£X-tfX
>
following questions.
Ort\
#H,
5.^ C
JV'Ict,
3.
44
£i'tc£,
4.
5.
6.
J;
X
<
»J>
£ -&<
(±4
4
^4£>icx- 4£ li-ry
ti
;fci|L
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U #'4^4$ jX
4 ft £ 06
<
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~ £ 4T L 4
-If
<
t)'
6
0
x
#0
i ?
x-t:-'y£y^
xA'
^£1^4 i 144
(54
L tzo/
Mfai-Z
^•4$
often they did
child or in high school.
')M4i-lf4Tl
X
VH'X.,
1.
<
how
X rK — '7 £
L i L
7c
J
125
7.
$
<n i
r'M £
z
,
IfA-
^Jt£/c
8.
C.
.
*<r>n
Pair
i^
i L fz />\
fc
t
W(0TU:^o
tt/^t. 1)
xr
Work—A and B want
schedule
^
* /C#‘J i l/^' 0
L^LA,
•£A,Ln>-9
9
<
I
for this
week.
(B’s
to play
badminton together. The following
schedule
on
is
p.
126
your partner. Ask each other what the other
you
is
B
A
B
'•
:
:
:
s'
Play the roles of
A and B
A’s Schedule
Vi
'S b 'S
(badminton)
£
s'V'T-f fco
flit
Slic'd Tirfro
fli*HliBI*trr»&
ifoi^
Qf
3
tf
X
)
X
i
<
L
0r
0
SUN
MON
<
t LxfrA,
3d TUE
i
i
WED
X
THU
T
FRI
X
S/\7
A’s
with
doing and decide on what day
play badminton.
will
Example:
A
.)
is
1Payi?b -JX+yuis
<&*JU
-J&snJL, ^-cv£
(!Z- Fp-H*
")
126
£!£ -JS&S
Pair
Work
(
n
s
C.
)
(— P- H 8 )
A
Example:
2M3 l±
:
B
C.
o X.A,
~
X i
£"
Z Ti" ^'o
z
:
>j
T-fo
L
Map B
-
VpC2=
)
rN f~ )V
\
w
VgOXvAVsl
L_,
v
S
iv
zry
\TOW\
places are.
\
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5.
v
\
$o
k
l:V.
^sn
n„<
N
h?>
irk>v-vA \
<xff-
Work (w)
l/Z
$ ta,
I
i
V
Pair
4.«ff
#11%
1.
1
ha V
C.
(— p.
Example:
A
;
'Ki X
h
X
(badminton)
B’s
Schedule
w
J 033 ^3
£
L £
B
A
B
:
tu'T-fteo
Tt^'o
:
:
IfOiT
O'
^
B liHUfft Tfe ?M l
si
If'DXl
If
t
LtfrA,
^Ji-5
£1%
$
X
X
SLW
£> p-
i
MO/V
5+ucly
ABfBli?
i'ii
•
-the,
library
(f
tue
<2=>
WED
ST THU
Shopping
\n -touuin
Dinner
-friend^S
X
X
fri
S/A7"
bou$e
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^
^41* 127
Useful Expressions
B
•
O
M ^ ^
•
£U
Uwo
Days/Weeks/Months/Years
Days
BEfB
K%XW
*18
JfBlB
*I®B
TJCBlB
uxw
tf'Jtiy
2
1
8
7
9
tent'
14
15
CrtTC'IC*.
X
10
21
22
lcC>rn »ijic£
i:Crti9lci:t.
28
29
nti'
V
Crt>7l£Kfj
23
b'V '7$'
13
Udnlcizt,
18
17
6
'07$'
12
11
Ud>"7
16
trjtay
5
0
CtKOtf'
Ud>'?Jto7$'
i0SB
J/U-jy'
4
3
<&
^BSB
CrJ)'?
"^5
X^l
19
20
Ca>7<i:*>
1107$'
24
25
26
27
UD»7J:r>!>'
IdunZ'lc^
Ul'd>')>S<i:£,
i:Ca>7l£i:^
30
31
HL\Zm\zt>
'5X>Cd>'h '£>!-£>
Months
(— J3 )
ICtJ'O (n^)
"5 /C^O
(H^)
Z'
4
L£>tJ < '7>
January
February
March
(-b^J)
July
('N^)
August
(E9j^)
April
U
rb
"7
(_5.^)
May
U b
"7
V '
June
U b
*7
IZtJ'-o
(7b
(
Time Words
Day
(b^B)
£ JO^B)
u tf'if-oi*
two months ago
-tf/ClUOOfoS)
^lfo(^)
last
Z/^ L
b'
'
week
this
9
week
L
1
rj)
tp
last
week
after next
— November
December
Year
the
the year before last
last
zzL
year
(**)
this
month
this year
next
month
next year
*b' 'Ifo
(IMU1)
'Ll* 9
(#*«)
the
month
Z/Clfo(4^)
next week
3 b'
)
(—
two weeks ago
tomorrow
tomorrow
(-)
i:L rpiti'LiZ.
today
the day after
£>7^0
Month
yesterday
October
(-J-^)
Week
(-iSHUr)
the day before yesterday
September
(^L^l)
month
after next
(#**)
the year after next
128»>£l£-:£;££i
'
f
a^
1
1
*
*
1
N
S
I
A Trip to Okinawa
35£
D
&to
^
23
Co
<£
Dialogue
=:
pL
|S
fc>
O
1
Robert and Ken are vacationing
ns<—
h
:
v
u
@
Okinawa.
in
K 05 - 01/02
fac
*C^ $
/C
2
it
3
u/<—
4
It
-ttT-ffao
:
h
X,
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Tt. £
t
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fc«fc
5
6
it
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hi ^ li rxtc x ,+:- *y
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s
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L i 1
iU^H'Ttto
Tt,
:
t
t't>
9
0 /N-h:
feV'Dit
o>
At the post office.
1
D/f-h
}>-9
«r
3
4
:
h
K 05 - 03/04
^'')XiTu<bTtto
-fAi-tiXo
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&&
D )> t
<V’*/C
u/<-
@
:
X. k>
U **>,
-#<
tziH'o
T
trtlt'X
(c
jv'
farf*
A+RW£
<-
T
§§511
®
1
7c It
On Monday
L
2
C7/N—
3
7c It
L
h
DM-
3" <
f>
X.Z.O
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J:t'o/cTi-ia 0 li<
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li
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:
©
Robert: Nice weather.
Ken: Yes. But
Robert: Yes.
it is
Wow,
a
little
hot.
beautiful sea!
Ken: Lets swim.
*
Ken:
*
What kind
Robert:
*
of sports do you
like surfing. Shall
I
Ken: But
like,
we do
it
Robert?
together tomorrow?
isn’t it difficult?
Robert: No.
0
Robert: Excuse me.
Person
at
How much is a postcard to
Britain?
the post office: 70 yen.
Robert: Then, two 70-yen stamps, please.
And one
Takeshi: Robert, thank you for the postcard.
50-yen stamp, please.
Did you enjoy the
trip?
Robert: Yes. The sea was very beautiful in Okinawa.
Takeshi: Good.
Robert: No,
Takeshi:
.
.
it
I
/;ttto
$ tl'.'T'lTcJto
tzfr
6
129
K 05 - 05/06
:
4
5
@
at school.
>
like the sea
very much, too.
wasn’t so expensive.
Was
the airline ticket expensive?
How was your date, Takeshi?
—
h-
li £" 9
TL
7
$
'
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'
'
'
130»>£Bg-:g)fi8l
m
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V
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a
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pm
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pp
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I
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y
Nouns
*
u
*
*
*
*
*)—
L
tz
rp
fX
*
*
ticket
surfing
homework
'
x n If
Hr-<#
food
M£B
birthday
test
h
TL$
^
(73
postal stamps
y
j
< /i'v
LC
sea
^3
5^*1
weather
IX-&#
drink
postcard
I±tX'
bus
*
*
X}
13;
Z i $
<
ftfri*
airplane
S|$M
room
fit
I
(used by men)
holiday; day
*
{
)
X z l
l
e s
*/tU'
V
hot (thing)
'
ttL^
'
v
'
jo
£
t L
7$'
o 3 H
'
(.
®
'
(73
£,v
L
'
oi
-S
fc-f
interesting;
funny
good-looking (conjugates
cold (weather
o
&U'
fun
\
/Jn -J
small
b -fr
(,
old (thing
il L
v
* Words that appear
v ' v
—not used
in
the dialogue
')
for things)
boring
'
V '
L
like
frightening
4^
-5 t,''.
/c
busy (people/days)
large
v
'
'
*
new
hot (weather)
*
*
absence
travel
l/3-adjectiv
h tz b
off;
v
difficult
—not used
for people)
)
.
£5R^131
easy (problem); kind (person)
inexpensive; cheap (thing)
tf.
-
$
*
a d
j
e
c
t
i
v e
s
fjV'(ft)
disgusted with; to dislike
*jhA'(ft)
beautiful; clean
l+XMft)
healthy; energetic
7&5EI
l-fft(ft)
*
-r
$
quiet
fond
(ft)
ftv'* bV'(ft)
*
'-f
*
of; to like
(
~^
to hate
very fond
(ft)
of; to
love
(~
7$*)
lively
CA
1/ -
J
(ft)
v e
r
b
fcJ: <
*<*
to
$ <
<D6
H<
to ask
^5
v e
r
tfaftlt
Adverbs
^'oLj:I:
* -r
*
'
L
1
board
(~ C )
(~ £ )
I
perform
O
t
to
go out
Expressions
together
extremely
b
ft'v
a n d
-*fi:
r<
*
1
b
Tftl+£
*
(person
to do; to
-
of free time
swim
to ride; to
*
R u
lot
s
"
*
not busy; to have a
Wx
Jt
and then
-9
o'
It’s
okay.;
Not
Everything
to worry.;
under control,
is
very
*
ft ft ft
what kind of
*
^
[counter for
*
~iT
V ^
.
.
flat
objects]
to (a place); as far as (a place);
till
(a time)
132
G
>S
155
ffiA,
Mi
m
a
r
m
a
r
Adjectives
There are two types of adjectives in Japanese. One type
other type “tc -adjectives.”
t
and
v '
ti
are their last syllables
is
called “v '-adjectives,”
and the
when they modify nouns.
'-adjectives:
h
i L
io
an
V
interesting
movie
x.1'
& L
t
'S^Hi
X.
3
fa
1-
'
£ JL i L
7c
o
I
saw an
interesting
movie yesterday.
ft
a scary teacher
v '
ubT>t^(± 3
fav
^4Tto
Professor Yamashita
is
a scary teacher.
tC -adjectives:
$
fa v
a beautiful picture
'
L*LA,
TK^T^fav'tC^Jl-IrllUiL/co
5 i o
L* LA/
t
J took a beautiful picture in Kyoto.
t
«« energetic teacher
If A. i
Professor Yamashita
liiTTfc^-liTC^tL'^c^.T't'o
Ltz-tAy^
If A;
is
an energetic
teacher.
$
Japanese adjectives conjugate for tense (present and past), polarity (affirmative and negative),
and so
forth, just as verbs do.
The two types of adjectives follow
different conjugation
patterns.
(^-adjectives
t
'-adjectives
change shape
as follows.
£ til'!
negative
affirmative
present
£tilMrr
2tX&lV£‘T
It is cold.
It is
cTti fc'ofcZrr
S'tK&fro/cTr'r
(or^ti<SD^-t+/u)
past
(or
It
was
cold.
It
not cold.
£ti< 35 QiTt^TrU Tc)
was not
cold.
'
In the negative, you can use the
variant #> d
i ± A. Both
-I
more
=t
in all
or the
these forms involve the change of the last
Unlike verbs, adjectives conjugate
this stage is the
'T i~,
colloquial variant
t '
more conservative
syllable into <
.
uniformly. The only irregularity worth noticing at
fairly
oo (good). The
behavior of the adjective
first
syllable of
t ' t '
is
changed
forms except the dictionary form and the long present tense affirmative form.
to
1
IH/I (irregular)
negative
affirmative
present
(or
Compound adjectives like
t<£ -adjectives
o 3
v > \ '
that are built with
The conjugation pattern of
which follows
tion table of T"
£<Uftz>Tc TTT
ctfro/cT-r
past
<£<3bD3;t±/v)
tc- adjectives
oo follow this syllable change.
is
exactly the
same
as the conjuga-
a noun, as discussed in Lesson 4.
7L5a(&)
if
A
S
negative
affirmative
Tiifmr
2
present
If A,
l
fA 2
(or
TL^iU-PiSD^ti/u)
l
She
is
She
healthy.
If
final syllable
T
is
dropped
the negative
column
tion to these
two forms
i
-tf
L
in the
'
and TTi
d
in these long
are the colloquial
in the negative,
i-tfLTl
tz
forms of
& o T
to'
If
Tc
A 2
(or TZ^^'PhO^ithjTrLiTc)
if A *
She was not healthy.
U -adjectives. The two forms shown in
and the conservative
you can
not healthy.
If
She was healthy.
The
is
TtsS U P
tc^TU/c
A 2
past
fA 2
variants, respectively. In addi-
also substitute
which are more often used
Til
for
L
as in
TTi
d
in the written language than
spoken language.
There actually are alternate forms,
ooTt
in the
spoken language.
i
v '
and i
v,
T'f, but they are much
less frequently
used than
oo
and
If
you want
3"
and
to say things like “very hot,”
< (extremely),
T
K
T
£
t
t
Hv 'T
ft
£>$&£>
“9*-
77ie sea
was very beautiful
z
x
and
(very)
1
i
(i
“a little hot,”
ot
(a
little;
you can add “degree adverbs”
like
slightly) before adjectives.
7c
Okinawa.
in
o E *^T-r»
2
This
room
is
In this lesson,
a
little
we
hot.
learn
point of view. They are
two
1ft ft
^.'-adjectives that are
very important from the grammatical
(&') (to be fond of; to like),
and ^
(&') (to be disgusted
"t
The meaning of these adjectives
with; to dislike).
person to
like or dislike
hand
is
(i
that
and
is
relational,
something on the one hand, and
liked or disliked. In sentences, these
and you need two terms:
a
person or a thing on the other
a
two terms usually appear with the
particles
respectively.
X
IS
Y
|
5?^
likes
X
ZTTo
]
t)'
tlfBb’'
Y.
I
dislikes
1
|
Robert
likes his
iz ha, r
Japanese classes.
t
b^Tto
Professor Yamashita dislikes fish.
The item
that
is
liked or disliked can also be a person.
You may want
to
be cautious using
these words in reference to your preference for a specific person, however, because
y
is
2
usually taken to be an admission of ones romantic interest.
In contexts
where you
(iff p.jl'JJ3
?
are contrasting
Tt
I^I
ji
two or more items, the
i b
v x
T'i* o
I
particle (i
is
like vegetables,
In the expression of romantic or familial affection, the complex particle <D
tzlil 3 Xdi/T'J-3 L<nz
Takeshi
is
in love
with Mary.
W#* T-to
+
jfr
3
used instead of
but I don
Z £
—
7^'
+
t
like
Thus,
meat.
can replace
<
'd
.
Thus,
$
T iT
'
gjS5P>»135
more
Let us note three
like or dislike
01*
things about
(&')
and $ b
t
v '
T ~f, namely,
d^0 $ Ti~
(like
very much) and
/ii' 1-
‘
which are more often used than the degree modifier £
1*
b'.
tz It
(tc) before
we go
on. One,
if
you
something (or somebody) very much, you can use the intensified forms of
S T"i~ and S b
and
'
0
T"f (hate),
combination with 01* Ti~
ds.
S h
v '
ti \
T
t
in
'T ~f.
*
L
L li o - 1 - r±0
S Ti~
t
Takeshi likes coffee a
A 3 ^ 11 f£ o
£
when
lot.
S bv
•?
'
T"-f o
£V'
Ms. Kim hates natto
Furthermore,
o
(a Japanese fermented
soybean delicacy).
Japanese people want to say that they neither like nor dislike something,
they usually say:
#5“
t
$
Three,
T
$ b
tj
v '
T
T~f o
and $ b
you can use
I neither like
v '
as modifiers of
nor
dislike
(it).
nouns. For example, you can say
f*
things
like:
Z
This
btzl
Take a long form of a verb and replace the ending with
get the Japanese expression for
Li
I'oU
i
“let’s
.
.
.
Ln„
L«trt'A,
Let’s
study in the library together.
So $
T/v
Shall
is
my favorite
book.
i-
we drink
coffee at a coffee
shop?
tltTorilf)
which you can use
and you
to suggest a plan of action.
will
—
.
i36»»£gi-;&£g
d
Counting
There are two important things you should
we
use different
number words
people are different
words often come
for
for counting
counting books, for example. Secondly, number
,
L/co
3 FA,£i'
Lee bought three stamps.
ri'
number
item
The number word, 5L$C,
words used
Firstly,
than before the items counted in a sentence.
jEL$t
Jo X
about counting items in Japanese.
for different kinds of items; the
from the words used
after , rather
know
is
made up
used for sheets of paper and other
of the numeral 51 and the “counter”
flat
objects.
for people, for books, for sticklike objects,
This counter
There will be other counters in
and so
later lessons
forth.
Expression Notes
0*5
is
6
IJTu
>v
'It
UUV(<-2:t> /)x (£f) 'It LV^
lAttf
for places.
When you
tz
L $ A/ 1± 'It L V
*
^ M ti ^
Note
is
used
''W
want to say that
that the sentence
below
when we
Tokyo
is
busy,
~C"i~ o
Takeshi
o
Tokyo
is
describe people and
is
is
you should use
K
is
not used
)
busy.
busy /
lively.
also acceptable, since the susbject “I”
is
omitted in
the sentence.
= HBS0 {±(^U±)'lt
let,* 3
I
V.
am
xf
Xf
btzl
busy on Sunday.
J
'
§1511
§
$|!
P
a
r
c
t
i
137
e
c
Uko
n/u
re*'
A.
Change
the following adjectives into the affirmatives.
Example:
£>-ov'
fctUn
Change the
v'-ttfXv'
—
K^'t
9.
S
2.
oXv
5.
ft'-fX L
3.
Zb
6.
t}'o
*•'
at the pictures
3
7.
If V'
Z
Z
v '
V'V
jtj
\
'
Tf
o
tefr
< <L‘V
Ifl'
¥100,000
'
n
'
8.
v
9.
IfX $
below and make sentences.
<D B^|f |i
t
Hi'tc
12.
Ut-b
@ko5 -o 9
tcV'T’~f
(
4.
ft'V'
11.
— tAiC^^^r-T
1.
Example:
oo
following adjectives into the negatives.
tftti'
Look
10.
7.
8.
6.
Example:
C.
IfXATi"
5.
3.
B.
-
tC
4.
1.
2.
—*
/ctJ'V'
IfX $
@ko5 -os
¥480
'Tto
10.
1-fXte
11.
AfUX'
12.
15-SXtfX
U
'
i38»»aB-aaai
(4)
D.
(5)
Answer the
Example:
following questions.
Q
H
:
ic
A
ija,
77Xli||
r
L
^
'
X"i~
Sid
fi' 0
et*
iK^'V'Tto
:
T-ti'o
1.
2
(7)
(6)
(Z
InTt^'o
.
LoTth
5.
6
(5 A/
&<0
fc
l^v'T-fjK
.
-lirAx-ti-v.'*
7.
tfoZl
4.
E.
?&fili»Lv'T-r^o
U<**i'
*5 #5
Cfj)>
Mii$noT-r^o
Pair
Work— Make
Example:
A
-*
ft
y,
LT
affirmative
and negative sentences with your
partner.
\
"%Ltzt><n%PSIiS
^ *
it
*U'T1" 0 T't
.
btzl
Hv'
^ *
tto
& L
l.
34
2.
no
-^> *
3.
Z
fa
4.
34
v '
*.
l
v
5.
ifA'
6.
7>'o
7.
Z
V
H
'
8.
If A,
$
£A
4
ft
% 5 H >»139
F.
Work— Make
Pair
and
own sentences on
your
your partner.
tell
TX
Example:
h li It
'
L
^A li
1.
t
T"fo
'
4
£
^A<73
3.
T't’ 0
•)
<7)AI±
frfcl
®T
t%
ifA<7)£PMIi
4.
1
6.
AlfUl
t ?
5
' '
7
V
-S
fcfcl
o Tc
5.
X>b
btzl
<7)
( n ) 1^1
4
*(
btzl
2.
the topics below using adjectives,
n
j:
(Hawaii) |±
4"
TT
Td?
A.
Change
the following adjectives into the past affirmatives.
Example:
IfX *
1
.
2
.
tX
$
Example:
.
2
.
44
3.
C.
fc
5.
o£
4.
t
5.
K>
t L
v
6.
Example:
2.
3.
/c
8.
UU
Okinawa
L
V
L -f'44
>
tA
£
v
7.
nu
—not expensive
food—
—not
delicious
big
11
.
12.
@
kos-i
|C*X 44
**U '4
tA£4
i
«»
8
—hot
.
4 4 o tz TX
C
A 4 o A T-f
oi
@
10
(
'-^4' l
U*X44
9.
trip to
—new
—not
—
—
hotel
5.
restaurant
6.
sea
7.
surfing
quiet
beautiful
interesting
10.
1X44
11
$jHA '4
.
12.
Okinawa. Look
<05-12
4.
v
Z\H'
.
£>o
food
hotel
<7)
XHlUM' o tz TTo
fc$4fc>
.
7.
what Robert wrote down about the
and make sentences.
1
'
K 't
A —
£
v
Ex.
v
9.
—
’C't''.'
l
is
^
.
A
This
o /;T"f
following adjectives into the past negatives.
JA
1
& L
4.
6
Change the
fztj't)'
kos-io
A - ltX*Tl4
&ov'
3.
B.
—
tzt)'\-'
@
ItX* 4
at the
memo
i4o>»ais-gat»
D.
Work— Practice a dialogue
parts. A and B are talking about
Pair
with your partner, substituting the underlined
A’s vacation.
Example:
went
to
-
A
Okinawa
—
very hot
lA
Tl tzti\
o
:
*1
B
-
v'
:
A
:
movie
1.
saw
2.
stayedhome (9
very boring
3.
went
to a party
not fun
4.
went
to a restaurant
not delicious
5.
(your own)
a
scary
®WUB$Strfla
t
rc*'
A.
Look
at the pictures
Example:
ffflt
i
¥100,000
ItV'
—
and make comments on them. @K05-i3
^
fc;5'
t
'BfffT't’ t2 a
i
Itl'
t
.
jf!5R>>-141
B.
Answer the questions using the given cues. Qkos-u
Q
Example:
r
11
:
EX ft AT'tK
V't
A
L
:
'ATto
v-t
A
Ex.
T -
kind
Pair
Work— Choose the
Example:
A
B
Foods: meat
y ij—
Sports: 4t
3.
Music:
4.
School work:
5.
Drinks:
&y 9
.
3.
energetic
interesting
them.
T 't
£
t (fermented beans)
(soccer)
(rock)
b^'T'to
$
,
/7 %—
/V + 7
/T t X 7 — A
/ 0' )l7
'J
cream)
(golf)
(skiing)
(jazz)
(ice
/ 9 ^7 V y 9
(classical
music)
/ homework
/ Japanese
sake / green tea / coffee
Answer the
2
L
tto
T-f/*#*
eo
/ ft o E
2.
1.
A
\
liv
:
class
test
* If you
B.
(3) tz It
f
items from the following categories and ask your
like
Mi t'tt
•
t ' t '
.
as<—
beautiful
partners whether they
1
(2)
?
£6'S
A.
X-
(1)
>J
neither like
nor
following questions.
EX** X #-"9
W
t
* T-r t' 0
EXft'^^#^#?-* T-f t' 0
EXftftA&tf«#*
£<D
CD
it
T'-rt'o
f
4.
EXftB&ifi^tt £ Ti~ t' 0
5.
EXft^&W^T'ft'o
dislike
it,
you can use
jfr
$
T
it
$ bt
'
T & A'
t
'
X"t
142
A.
£>£ii
Change the
Example:
1.
following into
t"
I't L
J:
^ U<fc z>
sentences,
r-XRJ L
— X £ X -S -
|2|)f
6.
#o
&<*
(ji] K05-15
jt
1
o
i
2.
ftlLiZffl <
7.
3.
SfeSfcJL-S
s.
JiJ:
xA'
*
t5'*
L-pLA.
4.
9.
75'
'*xic*fe«5
<n
10
5.
X
B.
.
*><
Work— Make
Pair
t
c
h
follow-up suggestions using
£ U j; o tP.
IR T'X tlo
Example:
'
it
-
A
RHRRo
B
1.
2.
^^rxn
L
jt
j
(D
0
+21B#T'f^o
C4>9
3.
|oTt*l,
:
tC
U
z<n^m±M.
l»<tv
Lv'T-f Uo
t'fl)'
4.
•tf/UR'
5.
&<7)
6.
&
t
7
U J:
*)
Xf
ux f'7>li£v'U'T-f
l/ciif-x
k
X& u
J; Q
i-tfao
11 (Review Exercises)
A.
Pair
Work—Ask
your partner the following questions.
1.
Were you busy last week?
2.
Were you
3.
Was your high
4.
Was your watch
5.
Is
your bag new?
6.
Is
your room small/clean?
7.
Is
your teacher kind?
fine last
week?
school big/old?
expensive?
f£s5il
B.
Class Activity—Show and
tell
Bring pictures you took on a
you
did,
how
it
was,
etc.
trip.
And
Explain to your class where you went, what
later,
other students
will
ask
in detail
about the
trip.
Example questions:
i l
fz-t)' o
£ L
tz
l'
t-ltiU
!
C.
So
143
'<btl
Role Play— Use Dialogue n as a model, buy
some stamps and
postcards.
-gag
144
C ulture
C
Japanese Festivals
Jo
14 A.
many festivals in Japan. Some are famous, while others are known only to the
Some are very traditional, while others are rather new. Here are some examples of
There are
locals.
well-known
Where do you want to visit?
festivals.
r
Kt>§So
The Sapporo Snow
early February.
constructed
51 KK
in a
Festival
is
held for a
features large
snow
week
in
sculptures
park on the main avenue.
ffiBI
The Kyoto Gion
in July.
On
decorated
main
It
the
1
Festival
is
held
7th, beautifully
floats
parade on the
to
streets in Kyoto.
The Aomori Nebuta Festival is
held August 2-7. Fluge colorful
lanterns are pulled through
the streets, accompanied by
people dancing and playing
and drums.
flutes
t< ut
&£'
The Tokushima Awa Dance Festival is
held August 1 2-1 5. Groups of people
form lines and dance around the
center of town.
..meA.tzy.'
fcfttffcso
The Sendai Tanabata Festival
is held August 6-8, and is fa-
mous
for
its
decorations
ful
large, elaborate
made
Japanese paper.
with color-
§1511
Useful Expressions
KtO
the
At
Ufv
$<£<
Post Office
Expressions
'lito
3ft,
Can you take
care of this, please?
hi'
jS.-)
< /c
t ' o
(MS®) Tfclii'ltto
3.
9
<
9 tfA,
^H
Give
me
Make
three 50-yen stamps, please.
this (an airmail), please.
fa?)'*
Cb
^ '
7^'
U
i
How many days will it take?
£>U3t>
IF j5.+ PI
0,J{><
3*
13
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13 ft
l
)
i i'o
It
will
be 150 yen.
X. A^
Vocabulary
5S
a
An
®
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fco
postal stamps
#
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parcel
'f&Efc-
counter
surface mail
£h*C*>
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(
$
o T
aM£»
3 o'o&
3
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special delivery
postcard
li
airmail
ItA,
registered mail
insurance
145
—
146 £fS-3S£II
f *5
y
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1
2
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ta
t
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ICS
J'
D^-^/C.
C7/n
Robert’s Life
in
>?$&/,?<
o?
3
4
6^|
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J
lUT^g^-
D/\ —
N
— S A Day
Dialoque
^|S
©
0
s
S
1
I
<*$H £-f^' bo
.
f T Tt i'o
|-
l
U
i-
i
t>o
J:
Ti'o
i
t
\V^n
®
Prof. Yamashita: Robert, please read the next page.
Robert:
.
.
wake
Prof. Yamashita: Robert, please
Robert: Mr. Yamashita,
I
I
You cannot
sleep in the class.
forgot to bring the textbook.
Prof. Yamashita: Please bring
Robert:
up.
your textbook with you.
We use it every day
understand. I’m sorry.
Sue: Robert,
you had
Robert: Yes.
May borrow your notebook later,
a hard time today.
I
Sue?
Sue: Yes.
Robert:
Thank you.
Sue: Robert,
we
will
I’ll
return
have a
it
test
soon.
tomorrow.
Robert: Really?
Sue: Yes.
You were absent from the
Robert: Well then,
I’ll
go
home and
Old woman: Excuse me. Does
Robert: Yes,
it
Is
this
I’ll
that so? Then, shall
Old woman: Thank you.
I
why you
study today.
bus go to the
does. Take this seat, please.
Old woman: No, thank you.
Robert:
class last Friday. (That’s
get off soon.
carry your bag?
city hospital?
didn’t
know about
it.)
)
148
3£/ZA$i
•
m
cab
§E
P
Teh
V o
0
P
u
a
1
K06-07
y
r
Nouns
money
Jo
Jo
*
Z
LL
fi'L
t
*
i
L
-ft'
J:
bath
3t£
kanji;
tm#
textbook
this
L&Ltf
municipal hospital
+
i.
7-
shower
&
o Jf
ic
/n
next
t
o
y
r?
electricity
train
min
baggage
>
personal computer
—y
:
*
t
£"
X
z>
'
O
V '
L
page
ID
$
window
*
night
next
"7
Jl /y
e
tough (situation)
'^/OCtr)
*
v e
-
r
b
s
mx
v
'
-t
<*
c
/'ii
Jb'oXlCllv'^,
*
week
next year
JS-adjecfiv
U
week
CD
TX*
TX L ^
*
Chinese character
C D fr-Fi-)
->
#
Jt
fcJUS
i
n>
*
.1'
>
fc&glcA*
TjX'f
to play; to
to
hurry
to take a bath
to return (a thing)
(person
to turn
it-r
L <&
*
i"
?&<&
b%>
off;
sit
down
to stand
/cliX $**5
tziXZ iiri
Words
IZ thing
that
appear
in
the dialogue
£)
to erase
(~ £
to die
to
tz">
*
spend time pleasantly
to
up
smoke
(seat IZ)
9
) )
.
)
)
gj!6fl>>M49
*
07
T ^ tin
to
*
v-ft;
(~|2)
to enter
(~ £ )
to carry; to hold
(1) to
ttt;
£
(person/task
to help
\Z
*
(~£)
to use
titl
be absent (from
...
(~£)
)
(2) to rest
Ru-verbs
&l+£
#?'
L x.£
mu>
to
%LZ.h
to teach; to instruct
( person IZ
*
& 6
*
i'
HHJ *
l
)
l
to
iy)6
£)
(~£)
borrow
( person
1
2 thing
-> +>
7— $
shower
to take a
o|+&
T/C;b£?H+£
to turn
fri" tl-S
to forget; to leave
to
(~£)
on
make
£
£
to close (something)
> + 7 -£&£/'£
*
thing
to get off
)Z
£
open (something)
phone
a
call
(
~
1
behind
2)
(~ £ )
Irregular Verbs
*
oftT
t 0T
<
4
ittlT
<
4
-£>
4foT
<
4
4
to bring (a person)
to bring (a thing)
(~ £ )
(~ £
*>ET
Other Expressions
on
tT
fc*
<
*<
*
~
it
*
lto3i T'f
Adverbs
*
a n d
later
(do something)
because
.
late
.
That would be
fine.;
That wouldn’t be necessary.
*
-re
*
\ILZ
1
rp-o <
>)
right
T -fit"
away
Really?
slowly; leisurely; unhurriedly
,
.
.
.
150»>£15-:g;£fi
G
m
a
r
m
a
r
1^5
;3\/v
Te-form
The main topic of this lesson
a
is
a very important part of Japanese
uses, to use
•
them
new
conjugation of verbs called the “te-form.” Te- forms are
grammar. In
making requests
(“.
.
may
•
giving and asking for permission (“You
•
stating that
•
forming a sentence that describes two events or
and
First,
will learn,
among
their various
please.”)
.
something
.
/May I
.
forbidden (“You must not
is
The conjugation paradigm of te-forms
u-,
we
this lesson,
in:
is
complex, as
.
is
very simple: Take
-S
?”)
.
activities. (“I
we need
irregular verbs. Furthermore, the rule for u -verbs
with ru-ve rbs, the rule
.
.
.”)
is
off and
did this and did that”)
to learn separate rules for ru-,
divided into five subrules.
add
T
ru-ve rbs
(7-verbs
come
in several groups,
u-verbs with
final
based on the
5,0,
&
and
final syllable
1
<5
&
mo
m^z
£3
L-dZ
£
u-verbs with
of their dictionary forms.
$
final
,
ij\
,
and S&
m
tt hJZ.
5E&
WhZ
mz
L
1
As we discussed
in
Lesson 3 (see page 89), some verbs that end with the hiragana
others are w-verbs. Review the discussion
belongs to which
small
o,
class.
As
on how the vowel before the
far as te-forms are
ru-ve rbs that end with
h
do
not.
concerned,
we observe
final
£
>E>
syllable
that w-verbs that
are ru-ve rbs
and some
determines which verb
end with
will
have a
u-verbs with
<
final
WUZ
-
m<
fr
There
ft
an important exception
is
—
fr<.
in this
class:
fr -oZ
t'
i,'
final <'
u-verbs with
Ml^Z
:
-*•
3<<'
)
fej:
u-verbs with
final IT
—
isut:
lift
The
irregular verbs
-5>
(ifc
and
and compound verbs
<
with them, conjugate as
built
follows.
verbs
irregular
-
<3
ur
zz
Note that fe-forms and stems (the forms you find before £ ~t) are
camp.
in the w-verb
A common
T
the ru-ve rbs
and
mistake
£
is
to
assume
totally different constructs
that the simple
i~) covers the u-verbs also, thus
T
^
paradigm provided by
coming up with unwar-
T
X £. (see ifcA- £ i").
(see
' £ i~) and
t
*
*
easier, at this stage of learning, to memorize each verb as a set, as in if <
if
x
ranted forms such as
'
J:
—
ft
T, than
to apply the conjugation rules
end of this volume
d
Use
(p.
bin
b £
probably
't
—
ft
spot. Refer to the verb conjugation table at the
382).
~r <rcsu
a verbal te- form together with
“please
on the
It is
do
ft
Lx
.
.
.
for
me.
2
< tz *5
v
x
to
make
a polite request to another person
”
l
Please read the textbook.
Excuse me. Please teach
2
If you are talking to a
|£
£ Ml It T °
me
a
little.
very close friend or a
Open
(=
Tell
member
the window, will you
me, I need your advice.)
of your family, a te-form, by
itself,
can be used as a request.
.
152
?
£jg -gas
a
A verbal
te-form plus &
v
u
*
means “you may do
T'i'
,”
.
.
.
which describes an
3
is
permitted. To ask for permission, you can turn
\
i~
If
somebody
asks for permission
whole verb te-form plus t
and X t
5
J:
' v
L
1
'
T i~
v
u 'T'f
and
if
to grant
it,
construction, or just say
v
you can
u 'Tt.
either repeat the
XT
t ih
do not stand alone.
May I see
—
\ JIT t n'T'tto
-liv
into a question sentence,
you want
h
J:
it
activity that
~T t
v.
Yes
&
,
the textbook
you may.
You may.
3"
i
Please.
Q
A
verbal
te - form
plus
(
i
'
t
i
means “you must not do ...”
-ti:
a strong prohibition
statement, as in rules and regulations.
3 3 X'^Mr £ $i o
e?LA,
If
somebody
A,,
asks
you
WSW
It
£
You must not take 1pictures
-t+ /(,<>
way to
for permission
Two
a te-form if you
of events or actions
work of “and” with
and
if
you want
(“I
to
deny
it,
you can use
want
to
combine two or more
did this and then
verbs. (Note that
I
when
you can drop
v
'Id
i
-if
We
£
-if
will
verbs, as in describing a sequence
did that”). In other words, the te-form does the
,
of each sentence determines
T (1
It
two verbs cannot be joined by £ which only connects
past, as in the
In casual speech,
^ '
Activities
examples below, and for the
construction
T li
8.
nouns.) This te-form conjunction can be used for present and future, as in the
3
here.
too harsh unless you are in a place of authority.
say “please don’t” in Lesson
Describing
You can use
v '
may sound
but the sentence
learn a softer
T li
t
is
second example. The tense of the verb
and third
at
the end
these events take place.
and say
A, which
first
Too T*T as well as
T
too X't
discussed in the next section, cannot be dropped.
In contrast, (1 in the
§f56P»"-153
borrow her notebook and photocopy
I will
liUl/:
4011, ^NflC&AT,
b
5 ± n
<
£
it.
^4$ i )
is
0
Today I got up at six and studied.
U<£$
Let's
The
O'*
V'
go
(
to the cafeteria
te- form
1 /v
fc
and have
lunch.
of a verb can also be used to connect a verb
sentence. In the
first
example below, the verb
the action described by the second verb
is
more
“loosely” with the rest of a
in the te-form describes the
manner
in
which
performed. In the second example, the te-form
describes the situation for which the apology
is
made.
$ i-fo
tS'I'L*
co
I go to
$
I
A
J:
n
i)'
am
work by
li
V'
bus. (I take
a bus
to work.)
fo't
sorry for not bringing in the textbook.
sentence that ends with
proposal,
and so
'
b
am
sorry.
4
ft'
0
tlrt'bo
fcl
go by
we
will
have an exam tomorrow.
fctf'
<?0
bus. (Because) taxis are expensive.
The explanation clause may
phrased
I
t n
I will study this evening. (Because)
4
,
forth.
Lite
Let's
book at home and
(because) explains the reason or the cause of a situation, a
(situation)o (explanation)
btzL
(I left the
also precede the situation clause.
as:
We will discuss this further in Lesson 9.
Thus the
first
example above can also be para-
154
£!£ -£>£11
n
In Lesson 5
of
“let
we
me do
learned
.
i L
J:
meaning “Lets
1
in offering assistance. If
.
.
you
.
see
.
L 1 1 tJms also used in the sense
.
somebody having
a hard time
opening
the lid of a bottle, for example, you can offer help by saying:
t L
YU do
1
Jt
it.
btzl
Or to
a person
who
£>
is
£ L
carrying a heavy bag:
Jt
Shall I carry your bag ?
9
C ulture (£)EXD
0^0 h7l'<
C
iJA,
Most children
school.
in
(
tfl'
1
)
Japan’s Educational System (1)
t'
Japan attend kindergartens or nursery schools before entering elementary
Compulsory education comprises
six
years of elementary school and three years of
junior high school. Although not compulsory, over
95%
of junior high students
go on to high
school for three years. About half of high school graduates attend a university or junior college.
Admission to high schools and universities
The Japanese school year
and two shorter breaks
in
starts in April
is
and ends
usually based
in
March, with a long vacation
winter and spring.
tzA.
1
on an entrance exam.
Age
- 22—1
2 JtVtfK
m±)
tzAtzl'
Junior College
-18-
— 15-12 —
-6 Sfc
H
Compulsory Education
in
summer
§§6P
ms-h
Expression Notes
7}
155
7
lf/v
\
ft?
es,
Although both
/3SU^
iS
since
°
%
®l'
is
k*
as a predicate,
@
and
b*
%
mean
“late,”
they have different usag-
®V^
modifies nouns or works
an adverb.
is
L/: 0
<.'*>
:
®
<
b*
b*
modifies verbs.
A*
B
®
<
b*
®V' and
an adjective and
c
I
went
to
bed at one o'clock yesterday.
ta
av^"Ci"feo
It's late.
b*
UiJo
b*
b
ton t
*s
l±^
tc
On weekends
7 get
,
up around 10:00 and
eat late breakfast.
7
You can
?*
also apply
rr 7 this rule to
5
if
O &
(Thank you very much), or with i~
sorry/Thank you very much).
b 9
or t"
9 &
i~
S
-fir
many
/J*
h 9
& ^ dT A/, as in
When
used alone,
Ay. Therefore,
tude or regret, you can just say if 9
functions in
bed
late yesterday.
(i*
normally used with
is
to
<C
li*
if
went
£>
<h''
it is
,
as in if
9 &
S)
i dt: A/
9 &
(I
an abbreviation of
when you want
to
t 9
*9
am
7
if
show your
Some people
use if
i>
&>
grati-
instead of saying a long sentence, if
ways, depending on the situation.
very
9
9 &
i>
as
“hello” or “good-bye.”
33
Many words that begin with
Td can also be used without
it.
&
in such
words
simply adds smoothness and nuance of social refinement, without changing the
meaning of the words.
Example:
r
ioMB
fcM
Sit
Tb'ti
*>
(festival)
£o
j
156
£!£ -Sajis
ft/u
L/tf>Z)
££
A.
3d
Change the
Example:
B.
following verbs into fe-forms.
$
jo
-6
—*
A<
ib'
T
$
1.
tz<%>
4.
2.
At
5.
<
*
8.
3.
X
6.
Jn
9.
A
Let’s sing
Pi.
Jt
ihr>
tAT
*>*.>:
Av'T
ItT
i;
A<
AAA'
P
u-verb
in% oT
2.
V '
<
14.
tiAT
TA
12.
Hi
15.
AA
IT
C.
Make
L
T
u-verb
polite requests.
Example:
AT
(Z
(5
A
C*
te-form
@ko6 -io
B ^b§- £ %& L
T
<
(±*
Ex. Please speak Japanese.
V
£
@
KO6-09
<5
v'*<*
o-tv'T
te-form
(repeat twice)
T
of the Republic)
&*at la iat
t.i'A
1.
Please stand up.
2.
Please listen.
3.
Please read the book.
4.
Please look at me.
5.
Please bring the textbook.
AA
LA
11.
Hymn
It
13.
£
L
in io T
T
<*
10.
7.
a te-form song! (Battle
X>1
@ko 6 08
v ' 0
<
V'T
<"
v'T
<5
"\
r
me kanji.
6.
Please teach
7.
Please return
8.
Please speak slowly.
9.
Please
come with me.
10. Please call
11. Please
my book.
me tomorrow.
bring your friend.
J
V
D.
What
are they saying
Example:
%£
it-
ffl
*
It
T
in
the following situations?
< tz
Ex.
E.
Pair
1
1 ' G
(2)
(1)
Work— Make
your
own
request, such as “Please stand up”
take a picture,” and ask your partner to act
Example:
A
:
3— h—£
T<
co
tz
t
it
and “Please
out.
B pretends
to drink coffee.
9
-gals
158
A.
You are staying with a host
Ask your host
family.
family for permission to
do
the following things. @ko6-ii
3.
Example:
f
f
-*•
b-
1
.
b-
tzliz t vAi
4.
•(
'Jflr
t
2
5.
.
if
L
m. y +
hi
B.
A
j?Lti
£
6
O
^
A
<
.
8.
^°7 g y $j|-)
9.
g&jfLtm
)*
XLL*
h
What would you say
in
X
£&
trilL^T
tA
7-?W
7.
1
i)'
IZ
the following situations?
Make sentences
with
~TfctA
l/VCT*)'.
C.
1.
You
are in class.
You
realize
2.
You
are in class.
You
feel sick
3.
You have forgotten
4.
You want
5.
You have run
6.
You and your friend
Pair
to ask
to
and want
go to the bathroom as soon as possible.
to return
your teacher something, but you cannot phrase
are in a dark room,
your partner
tzifZ
if it
is all
:
tz\t Z
B:4A
right to
£«2ioT
*
vhn T-fJlo
1.
2
.
t>
ozmt
)
6
75'
3.
if
h
£ o It 6
4.
t
5.
(your partner’s name)
\y If
$
L
<T>
6.
(your partner’s name)
$
£ 075'
-fj£
CA/
you have
and you
tr
- A
XL
home.
do the homework. You are sure you can bring
into a celebrity. Conveniently,
Work—Ask
Example:
to
you need
*5
A<7)-o|3M I^Jt 4
feel
a
it
it
in
tomorrow.
in Japanese.
camera with you.
somewhat uncomfortable.
do the following
things.
Ig 6 jg
A.
You are a
cues
in
n-A. @K06-i2
—
the class what
Tell
your child not to do the following things using the
strict parent. Tell
Example:
B.
Example:
C
fl/
we can and
fz If
t5 '*o
can’t
oT
£
3
-9
If
£ JLT If
t'
v,
do
'
at
f
It
''It
-If
Work—Ask
Example:
El
t
Lo
your partner
Li 7i'A,
A
is all right
if it
'
1
1
to
do the following
things.
£
"C A/ ;b
:
EI#£tTf;f££?HtT
t nntt*',
t L
<t
B
*
i,i
£! T
—
live.
-t
(host family)
Pair
f -t+A 0
school and at a place you
fXh 7 r;'J -«9
C.
>>>159
:
"C/v
7{nA/
£AltT
lit',
fA
v'V'x.
t
^H'Tto/
to
€t££ HtTli'.dti-lf/Co
7
-ta
1.
2
mnmrtz if
£^.9
5
.
*
t
i
7
^'A/
4
6.
.
<
6
fa
t — £<):£
3.
z z
4
El^tlTS^'f
7
.
fctt/btf>BTH->\ifc<OAIi
< (2
.
i:
A.
Look
Li* A,
£>
l± 4'
>11
Sit
at the pictures
fc
l>9 If oifi'
Chi:
ij'
below and combine the pictures using fe-forms.
3 — t — £f^<& i ~t 0
Example:
£ ffc
»
<D
(1)
@
KO6-13
1
•:£;£&
60
B.
Change the
following into te - forms
fc'
fc'
t> left
1.
rest of the sentences.
-
6
Example:
and make the
LA,o^
«fc
4.
<
&
tt,
2
m<
5.
.
O'
t5'x.
£
3.
C.
Pair
6
Work— Make
§h
I
^ y\.
-?>
<
.
questions using the following cues.
~r.
Example:
1b
l tz<nfc
—
A
B
:
1b
l tz<n&.
L T, ^iclt'j £-f 0
:
t Litf'A,
4.
l tz<ni$
5.
Sin
1b
V'x.
<nfc
1.
2.
l $irt' 0
iJ
7&'X.
$
<75 •?
x&
d Ax L ^
3.
$
<7)
0
6.
i>?
<7)^.
2j[
In*
^
-
?
io
^
When you
answer, use
161
A.
Add reasons
to the following sentences.
L
Example:
lt
-*
0
M'j&Lii'o
&
L /:f
X
b /)*&
')
£
t)'
1.
L >>
-t±-
fcV'^A,
•)
^^i
2.
X. I
3.
£
4.
A
5.
(name of a
l/X
< £><7)
<7)
-tt/Lo
<A
'
ito
h -7
L/co
9
A
friend)
£ L/eo
6.
it
B.
Pair
~C'~f 0
iii
Li
t>'
A'
Work—Ask each
other
why you
think the following.
t
Example:
V-h
tiA,
— A
tz
:
UWo
£>£
frfcl
B
A
B
:
:
:
if
9
£>£
(iA,
fc
‘J
<J
&
-tf
btzl
T>Z>
liA,
tz
1.
L
C.
2.
^
Azi'^A/
(name of a
$
place)
T't” o
•r
3.
2l|^>
(name of a movie)
£ Jf, ^
LiH
4.
*
celebrity)
5.
‘)
A b
v '
T"f 0
± 4±/Co
l £-t+/C 0
6.
^I'fciA,
7.
'f'o
<&
(name of a
tz
(JA,
C.’
(name of a place) iZff^
^23L
PjV'Ld)^
i'
8.
1
:
ta,l*
fr
£4t/^'b 0 B
i't'o
/C D
7
^5
/Cli ?
i)
ttt'bo
b0
162
A.
£!£ -SSia
Pair
Work— Propose to do
Example:
A
:
f 1/ t ?
@K06
the following things, using
L J l
J:
i4
9
it
B
:
-fAi
L i -f 0 /\
-tf/Co
u
'
fart*
(6)
(7)
(8)
C
Jt
*5
.>'T-fo
o
163
B.
Pair
Work— Make
Example:
a conversation
the following situations.
in
You and your partner
are in a
£ M It £
^
if
*
L x n
A
-*•
:
B
:
&
room. Your partner looks
'Lit
o
‘J
0
1.
You and your partner
2.
Your partner
3.
Your partner has trouble with Japanese homework.
4.
You
is
are in a
hot.
room. Your partner looks
cold.
going to have a party.
seem
are talking with a Japanese (= your partner) in English, but he doesn’t
to
understand English.
5.
You come
6.
Your partner forgot
into a
room. The room
is
dark and your partner
to bring glasses
is
studying there.
and cannot read the menu on the wall of
restaurant.
(Review Exercises)
A.
Role Play— Play the roles of
A and B
with your partner.
Example:
Example-A
You
are short of money
Example-B
and want
You don’t have money
to
to lend to
borrow some money from your
your friend because you went on a
friend.
trip last
B
A
B
week.
L To
:
£ B V*f
:
:T£.
h
U i -t±/0o
^
frfcl
fltff left
-tir/C
L^^
»J
<t
.1
$ i L
i'
(i)
1-A
You have
to
a date
borrow
friend.
a car
1-B
tomorrow and want
(
<
i
)
from your
You just bought
a car
(
i
<
don’t want anyone to use
it.
)
and
a
A
1
-sail
164
(2)
2-B
2-
You
lost
your Japanese textbook,
but you need to study for a
You have a
big test in Japanese
and
need your textbook to prepare for
test
tomorrow.
the
test.
(3)
3-A
You
You
are
3-B
You just baked a cake (y — +)
now in your friend’s house.
see a cake
(Y — +)
your mother’s birthday.
that looks
very delicious. You love cakes.
B.
Answer the
1.
£
l i
(Answer with
LTlit
L
'It
4lc
^'A/
<t
tvu'T'-t^'o
3.
tXL*
4.
“~T,
41c
2.
t
Your friend
t
4*'
A^lCjef^^o T $
4
l
£
-f
tJ'o
C
5.
Jt
f;#l:^'j i-f tJ' 0
<
-CA/L*
6.
7.
8
.
A,
»*»
i Ltc^'o
fr-f
-?
«<0
ift
ir
Jt
L-fcrt'A
z
is
B#,
*{•
J
:
<
t $
0#ttTJ:
fc
10.
L
:M
C
9.
CO
t^sSL
-ti:
is
following questions.
'fcl
CAIfA,
#i
l
tz
^^-^5
?$'£>
T
tJ' 0
o£
i-ftf'o
<
ISA
<
*+
7)'
for
L
/--^' 0
~
0
”)
in
your house now.
i
•
gl6!^>-H65
Useful Expressions
m&n</&zz>
au
df5
Directions
i o
"f
Cff
<
(go straight)
zizm**
MU)
*¥
t
(turn
(cross the street)
@ (D\%^ £
7)vf
ft
•5>fc
t
(turn right)
left)
V't
1*001
i
Mil)
(turn
LA/C.**)
Sb
£ CUSP'S
bS
i
left at
the
(turn right at the
1*001
second corner)
first traffic light)
1
it
$tc
(north)
&<n±m
b*>
Mil)
(left
\
/
x
8
side of
it ft* (II
h 3>*=b
B
-
-
(right side of
(west)
(east)
the street)
the street)
htih
(south)
W'f liL’CT-ftf'o
A
Excuse me, where
B
:
is
a post
office?
ifttdfoT,
< t£*^o n\M\\±j5\m& u
i
-t
o
AS'*'*
Go straight and turn
The post
A
:
£"
n i
office is
&
‘J
right at the third corner.
on the
L n
right.
c'-S'v
Thank you very much.
'
i
-f o
%.
(CL
sIS
166
s
s
Family Picture
6'U
Sue
1
Dialoque
^
t>
A
.
is
showing a picture of her family to her roommate, Michiko.
z iUi
x-*
^
Tir
<7)
1)'
2
-
x
u
3
4
—
x
:
.
:
X.
X*
6
x
'£>
•—
.
—
:
Ls>LA,
io
x — -5 xqiE'HT-f tf'o
Cfltto C
u 'T'-f fa 0
<1 •?
5
•?<
-9
3 jKI±5CTi" o
'± L
t $
TX
7H'L*
*>^>
/
s
fcx.
tzi)'
Hi:
x —
ofc
iJ'oCvH'Ttfco 3
:
:
itoZ^
i
o
i~
f-^-Av'i-To =|tto
9
X*
s_
*a 0
.
laz
u
T"
&
>
o><h
12
x —
:
x.
J;
<
irti'bo
tzo
J
K07- 01/02
167
g§7!f
phone
Michiko’s
1
C /N—
7
2
Ji. i~)
3
C7 / \
@
rings.
K07- 03/04
fclil,
h
L Tv'i-fjJ'o
^
*<o
—
L*LA,
&(C
k
~~7 4
7* 4
7* i ~~
*•
&
1)'
*£ h±X^^'o
4
$
5
•
hoLi
6
7
D/<—
h
t>
u**,
:
t'
X>o
1~>
-r<*ff$i-to
®
Michiko:
Is this
your family picture, Sue?
Sue: Yes.
Which
Michiko:
Sue: This.
I
is
you?
was wearing
glasses
when I was
in high school.
Michiko: You are cute.
my father. He works for an American company.
Sue: This
is
Michiko:
He
Sue: Yes.
Michiko:
is tall
and good-looking.
My sister is married.
I
see.
Oh, there
is
Sue: Yes, because he eats a
She
your elder
Is this
lives in
a cat. But he
is
Seoul now. She has one child.
a
Michiko: I’m not doing anything especially.
I
see. I
have borrowed a funny
Michiko: That sounds good.
Robert:
is
three years old.
lot.
now?
I
He
little fat.
Robert: Hello, Michiko, what are you doing
Robert:
sister?
Is it all
Of course.
Michiko: We’ll come right now.
DVD,
am
so
right if Sue
looking
if
you
at
like,
Sues pictures.
won’t you
comes with me?
come
to see
it?
'
'
'
i68»»»6B-aaai
eE
P
cab
rc/u
V o
o u n
@
P
u
a
1
s
(my) older
T'<—
sister
apartment
Y
*
V'i n z
younger
sister
song
1 tz
to
y
r
A
If V '
grandfather; old
man
younger brother
££
z<nu)i
man
^<7)A
A
*5 ft £ $ L
older sister
fcl
grandmother; old
to
1
-
V '
older brother
"5
teL+mUY:
'
L
woman
k<r>A
company
Af
d'*'<
family
AA
#
ill
<
/c
hair
brothers and sisters
v '
a
m
£
< 1C
mouth
country; place of origin
car
<
y-A
C7
game
> If —
convenience store
y— 7/1/
L
club activity
£ 9
<
J:
%%
DVD
cafeteria;
\a
-
(my) mother
S
eye
glasses
“ft
a d
#>/i
£
j
e
tf*v,
c t
u
i
v e
s
H
'
'
bright; smart; clever
(conjugates like
jJ'ihv
-If
commons
DVD
(x-f-y^fxV-)
46
7$
dining
(my) father
5C
l±l±
46
woman
n
cute
jJ'Yc^h
-tf^'CA <
'
tall (stature)
^ '
* Words that appear
in
IW&v
short (stature)
-ft'’
long
the dialogue
V
H ')
K07-05
H7li
fast
short (length)
^-adjectives
kind
m\
convenient
(/verbs
ifzl
t\l*6
to
16
fo 6
L
>)
i-tt/C
fc»‘J
i-tf/C
iit
-ft
put on
to get to
L
*
(~£)
to sing
know
I
do not know
(~
I
c ir
LT
v
i
'
i")
on (items below your
to put
li <
know
I
to live
(~ £ )
$)
(a hat)
waist)
(~ £)
*
6
.i' Y.
zf6
o T'.'i'f
R u
v e
-
r
b
to
be on the heavy side
s
t'\i6
*
weight
to gain
*6
%6
to put
on
(glasses)
to put
on
(clothes above
your waist)
(~$)
*
o t tb 6
W]&6
to
<'#6
work for
to lose
V-t+T \'$ir
to
I
C
o£
<s6
T
weight
be thin
Irregular Verb
*
Ito C
/C "t* %)
Adverbs
Jl£*gr-f
*
O
t
a n d
to get
A
1
C
&
+
negative
~A
-A
-A
~I-A
*
cm:
»j
AA'J
o
*
|
C
•+-
negative
*
t L t L
*
&
*
Xti'^tzb
f>
fat
6A
(~£)
Expressions
h e
.
*
married
.
.
not
but
,
.
.
anything
[counter for people]
one person
two people
nothing in particular
Hello? (used on the phone)
of course
if
you
like
Or)
169
i7o>ȣjg-3[%ag
G
>S
85
i3 \f»
CT
m
a
r
m
a
r
-rus
A verbal “te- form” when followed by the helping verb
(a)
an action
(b)
a past event that
Which
£ means either of the following:
v '
or
in progress ,
connected with the present.
is
of these two senses a given verb
used in
is
is
to a large extent
mantic characteristics of the verb. The verbs we have learned so
into three groups based
We
on
verbs that describe continuous states
(2)
verbs that describe activities that
(3)
verbs that describe changes that are
many Group
last for
Many
them
se-
can be roughly divided
more or
verbs. So far
1
some time
less
instantaneous
we only have
these verbs are never used together with the helping verb
say about
far
determined by the
their semantics.
(1)
have not seen
1
,
& %>
and p-S. The te-forms of
^^>,sowe
will
have nothing to
in this section.
verbs belong to
Group
2.
They include verbs such
the te-form of a verb in this group
is
as
Sfefc,
followed by the helping verb
v '
,
When
and
we have
a sentence
describing an action in progress.
X — is L
tz It
L
^
56 L
(
1
X-V*
You can
habit.
also use a
The
first
right at this
v '
i
^
r
~T
T
T'v
KA,
v '
£
Sue
i'o
'
i
is
studying right now.
Takeshi
0
is
ir sentence to describe
what
a
person does by occupation or by
example below therefore has two interpretations:
moment; and
2.
you
1.
you
are teaching English
are an English-language teacher (but are not necessarily in
The second example means
class right now.)
reading a book in English.
°
J:
that
Mary
is
in the habit of studying Japanese
(but of course she does not spend 24 hours a day doing so).
btz l
c.
fcL
I teach English. 1 1
1
The distinction between
you can use
~T
v '
h
am
v '
teaching English (right now).
and
#>
&
that
we learned
in Lesson 4 does not apply to this helping verb
both for living things and for inanimate objects.
~T
V
'
:
C
v
S7S»H71
/T
'j
—
/Cli# S
"5
Si'ict.
Mary studies Japanese
iTi'ito
C
ISA,
(;
^A-Si-j
every day.
4
Verbs in Group 3 describe changes from one
,
T
state to another. If
you get married, or It if
for example, your status changes from being single to being married. With these verbs,
'
h
which has retained
indicates a past occurrence of a change
moment. In other words,
present
T
t '
-5
significance until the
describes the result of a change.
3
Professor Yamashita
L T'-'ii'o
'fiLMA*'
its
2
is
married
ItoCA,
Michiko
P+fZ.
Zt
Here are some more examples of verbs that are commonly used
in the
* — * /Cli£&£/c
^o T
ft'?
seated near the window.
is
1~t>
3
<
~X
Sue has a
(has)
lot
framework.
/UtoToi-fo
j)'#a
i
\ ' -5>
i,
of money.
—
V'i-fo
L
L
L
i±(±
(knows)
Professor Yamashita
overweight)
Tom
knows
my
mother.
-*•
(is
a
overweight.
Z/ff/e
^-UrT
-*•
—
My younger brother is very thin.
thin)
(is
TiT V
x
f -
&Z,
tb
the verbs
we have
Mary
learned so
fltb, JH-f, j6jK 4, ft
L
'J
4,
belong to Group
3.
far,
wearing/wears a
zs
verbs such as
?>,
It
(.
<i. isKT
1^*1
hi"
It
$
-f
(wears)
Among
'y
liTS' +
%>
$
$
2
zs
^-5,
In most cases you can determine whether
If
*&*>,
S,
<T>,
-o
l
ti
,
T-shirt.
It
a verb belongs to
o CIA
Group
.5.
i
sk-5,
ki
5
2 or 3 by checking
if
the
3,
but
Compare, for example,
verb allows for a phrase describing duration, such as — B#
read a book for an hour yesterday.
i l
O (i ? 1 — ^
i—
the English translation
X
(Ungrammatical, much
J L
fs\.
Zc
<7)
C tJ'AIJA
t'b
btzl
t.
as
/c o
I
(
btzl
I
o
U A'A L
“I
ij
3
thus belongs to
In Lesson 9,
we
will
Group
2,
and
to
observe that this
result
Group
died for an hour” which
5
Note
that the sentence does not
The negation of
oT
v '
i
i~
mean
is
fo
Professor Yamashita
{
J
i
-tf
also odd.)
3.
of a change reading
is
actually not restricted to verbs in
can be associated with those in Group 2 in certain contexts.
4
is
is
L, without the
getting married.
T
t
formation.
Group
)
sis
172
•
xms
&5C^/Cli^£Tv'£-f 0
«
to
(is
Dad
awake)
up and awake.
is
iitJ
t
ir
t5
'
^ 3*9
-?<
1
-
My family lives in
(lives in)
Tokyo.
Wi#)T\'Z
Ot
(works
Note
that verbs like fj <
(c
and
belong to
dicate the current states that result
in progress.
4*JS
You may want
Uff o T
^ x
i
Thus ff o
this group.
to be careful with
v
'
£
and
in-
that are currently
what the following sentences mean.
Somebody has gone
iT o
t>\Z$iT\'iir 0
is
to/is in
going
to
note on conjugation. The helping verb
v '
%>
is
China.
China.
Somebody has come over
Not: Somebody
Finally, a
T
from prior movements, not movements
Not: She
1
ot
rt'i'L*
liA,
My o/der sister works for a Japanese company.
for)
to visit.
coming over.
conjugates as a ru-ve rb. Thus
we have
long forms as in the following example.
*
negative
affirmative
present
tz
tz
He
is
He
eating.
is
not eating.
past
tz
He was
0
He was
eating.
not eating.
^7U-SA/IJ8m^r
m
b'd*
To describe somebody who has long
one could
Toms
F
But in
hair,
fact
it
would be
far
more
hair
say:
is
long.
natural in Japanese to say:
Tom has
long hair. (=
As for Tom he has long hair.
,
.
ai73»M73
This applies not only to discussion of the length of one’s hair, but to descriptions of a person’s
physical attributes in general. See the Parts of the
the
name
Body
section at the end of this lesson for
of body parts.
s
tb
an
&X
AiLli
A
$>
Person
7^>bv
we
TSJ
td'
is tall
W
has a body part which
is
L
In idiomatic collocations,
-a-
H
A
'
also have:
a
ek
is
short
hki
bright/smart
is
Te-forms for Joining Sentences
we
In the last lesson,
adjectives
and Ti~
discussed the use of verbal te-forms to join sentences,
after
nouns
also have te-forms,
which can be used
to
v
'-
and
combine two
elements to form longer sentences.
The te-form of an
a ^'-adjective
and
v
a
'-adjective
is
noun+ T't
formed by substituting
sequence
is
-*•
If A.
l
ij<D
-*•
{5^U^
<
tz
b*az?
K
:
T
,
&<z
— AMZ
7Z%
(M)
IK*
^-adjectives:
t
H*A7r
(SAUA
(I
fct'lt'T-fo
^-t
The food at that restaurant
is
inexpensive
and
delicious.
The hotel was clean, and we were happy.
Professor Yamashita
is
a Japanese and he
is
about fifty years
t
'.
The te-form of
T to the base or the noun.
—
irregular:
+ 7:3'
for the final
formed by adding
bVadjectives:
noun
T
<
old.
eIS 3££li
174
•
verb stem
Mj<
+
person moves to another place in order to do something,
If a
ment and
its
purpose
this
we can
describe their move-
way:
ti<
movement
destination of
the purpose of
'N
movement
iS'%.
The purpose of movement
movement must be
scribing the purpose of a
Lesson
3, are the part
you
a phrase consisting of a verb,
is
get
I
went
to
tz
k AlfAtrlA
Mary has come
to
etc.
buy a
bag.
L
l
tz
r
Japan to study Japanese.
iz
(j/v
for people
is
A, but “one person” and “two people”
are irregular:
o.fc u
(—A)
(—A)
*AkA ( = A)
JJ-A (raA)
z'kA (iA)
h < CA OAA)
one person
')
two people
1
]
L^i:A/m:A
HAkA (/va)
three people
four people
five
six
(AA)
people
people
seven people
eight people
HiLA
(tuA)
nine people
U?i:A
(+A)
ten people
also use some nouns like JC ^
F't-blzXK'tolZfTiit Ifzl
You can
Verbs de-
cfc
-A.
b
6
Counting People
The “counter”
Ut
AA
forth.
it/;
kff
to
-*
<fc
0
U
WSW
'I
a department store
AT' J-* AliB^I
(iA
and so
stem forms. Stems, as we learned in
(%-$)
tz
b
object,
by removing i i" from the verbs’ present tense long forms.
stems:
-f'N—
in their
its
i
'
(shopping) for the purpose phrase, as in
I
went
to
a department store for shopping.
—A and
&
.
175
To count people
you can add
in a class, for example,
~ AA after the noun and the particle A,
(C
and
say:
person
X
t)'
A
i:A
frfcl
TTzere
zs
one Swedish student
The place expressions
in
our
by
are often followed
IjEA-b
thfc
IJ
class
- 11 instead
I
of
I- in this
type of sentence.
Expression Notes
8
\
msitm & means “to play,” “to spend time pleasantly,” or “to pay a social call.”
*>*
WTzen I was a
C
it
t'i
child, I often
*>*
played with friends.
Tfe®
c*
Imoio
•ftrAl.rt’O
&-?•
i Lfco
I
went
last
ft©?
Note
< rt£$v\,
that “to play” as used
below requires
Sports:
to play tennis
Games:
to play
games
T—X
^ A
to play cards
Music instruments:
to
Tokyo
to
have fun
t'
b
y
"s
weekend.
come and see
P/ease
us.
different words.
&
h
7°
£
9
to play the guitar
— W
<C
O'
If you
thought about
son 4 Dialogue
it,
don’t
know
the answer to a question but should have
you should say
2, for example),
ft]
h i'tirA/ instead of
h
S
ft]
h S-drA, (see Les-
4LA/ in such a context would sound rude,
implying that your ignorance on that matter
is
none of the
inquirer’s business.
8
i76»»sE-xaai
A.
Look
at the pictures
Example:
Q
A
B.
Pair
:
:
below and answer the questions.
T —3^
£ L T £ ~f
JT')-* /ClixHf £fLT^t1r
/
li'jSf
'J
Work—What were you
doing
specific as possible (where, with
Example:
2 p.m.
—
A
B
'
at
:
c*
\z
&/-£'£,
ti
0
the following times yesterday?
B# Z"
r
koz -06
ti' 0
whom, and so
:
@
on).
£ LT
h
Be as
V '
£ L
fzti'o
u.
L
LTuil/:o
^ ^
i
•)
1.
6 a.m.
3.
10 a.m.
5.
6 pm.
2.
8 a.m.
4.
12:30 pm.
6.
8 pm.
7.
11rm.
Z
JB 7
C.
Class Activity— Let’s play charades. The teacher gives a sentence card to each
student.
One
The person
Example:
is
is
that gets the
most points
'Tv
^ li$tTi^.v
XX
ffl'f tz
This
mimes the sentence. All other students guess
doing and raise their hands when they recognize the action.
of the students
what the person
A.
g »”177
'
is
the winner.
i To
nfr
4t5'
Sue’s family. Answer the following questions.
@
Example:
Q
A,li
:
t
A
L
'
MiXTv
-5
'
i
TT
K07-07
0
-r
A,li-a.- 3-;7 lcfe/CTv'£To
XXi
bn
:
-f
Ufe/CTv'i TT 0
XM* /C(i
1.
6
££-}£
I
2.
')
fcHi
4 icfe/CTv'£-fT
*
tax.
4lc
tax.
(t
.
ITwi-f
j5
i:
o c. A/
lives in N.Y.
Mother
B.
Pair
works
for an
lives in
lives in
Seoul
London
workd
X^*X
XJL*L
(Cl'
Xtif>*X
tax.
%*L
Kbit
i
'ink
9
(c
(iA,
t&H'
your partner’s family and
American company
for a bank;
fill
in
L*
ot
it^'o
48 years old
45 years old
married
27 years old
student; not married
-ft' M£lTv'iTT
ttMT
4A/$i'
4(c
L
XX*
bn
4A/$i'
high school teacher
Work—Ask
0
H^/Llifa^TTTo
4A,$i'
at
v '
Brother
-)
\,
5.
Sister
'
fit
4.
Father
7j
c A,
/Clift^T-fTo
£
8
4' ic
ito
7.
3.
35'*
LTv'ii"
.
-
taT
18 years old
the blanks below.
L'ClC'fi/CTv
T
Ito
C A/
LTV 'i-f T
178
£!£ -jess
A.
(Describing
^ People)
x
a<b
h'd>
t&tf
Describe the physical characteristics of the following people. @ko7-c>8
3
Example:
<D
A l± @
x>t
B.
Look
Q
A
:
*
JjB3
*i ti
:
v '
T't 0
below and answer the questions. @ko7-o9
at the picture
Example:
$
titi
*6
J
(i C’-t±
X
v '
t
"f
fi' 0
OjB*
l±v\
'tlTo
tz
1.
Ojffi*
tz
2.
Tv'£ -f )K
Hi±r>
O.t
jbo^in
-
3.
5.
+
'y
5 >ct±isr«-^-rx 'i-rsj'o
XLfrfr
4.
->
4' (2
$
Jjffl* /div — >X'£
-M'o
MiMtiti'HXi'tirfro
WHIS
t
LA'te
7.
djffl*
'T'-t’Tj'o
s.
Xlfrt)
£
CK
d>*
*«'
-T^'o
9.
*
io.
C
w;ii
<t
Lrt'Jb
^5
/Cii
a
46
^5
v'T-fjj'o
A
5
'
m 7 m»>i 79
C.
Look
below and describe each person.
at the picture
^
Example:
*-r
(
i (I
*9
L
oT
£
t
'
t
-f
<>
7)
<
lEt
D.
Class Activity—One student describes another student without mentioning the
name. The
rest of the class
'Ti
Example:
~
0
A.
w<
7
T
:/
f'f-
frfr
rcu
guesses who the student
—
1.
.
3
.
4
.
0ft
3 i t
A
V-
f: It
l
^5
T'*-
k
/C
—
—
—
—
L
t
'/ A tU
s
t£
'
U>C 75 'A.-ti:A.
6
.
7
.
A
<(C
tkt
If
A
y,
\
— j|u '/^A
U
H '/Wfl+X
LAito
$
v
Zoo
tt^
htzi
fcfcL
L
'/d'o
— BI
X--5 L
'/I7
£ in
(Bullet Train)
.
t^li$r
fil'd* <
it it
L-r
5
-tf
using two adjectives. Qkoz-io
htzb
2
'
.
Example:
•)
— > X’ £ It T n £ A
$
mz
Make sentences
i
is.
L
<
T, * jKv'T-fo
0
B.
Looking back on your childhood, make sentences using the given cues. @koz-i
Example:
next-door neighbor
tall
£
V-i
& kind
LXitc
tzH'
—
& good-looking
— big & scary
— old & not clean
— long & not
— kind &
—
& fun
—
& tough
— small &
quiet
father
teacher
house
interesting
classes
interesting
friends
school
lively
homework
myself
C.
—
difficult
cute
Describe the following items using two or more adjectives.
Example:
my mother
—
#11*
It'T-fo
till
Zb^Tbo
#11 a
1111
D.
1.
my hometown
4.
one of my family members
2.
my country
5.
Japanese people
3.
my Japanese class
6.
people of my country
Pair
Work—Answer the following
1
Example:
-*•
A
B
A
B
:
:
/ fcf/C'&'A T'i~
b
IcIcA^A
lit
'
0
:
:
/bis
<
T,
bb^^Tir
fpi'
A
questions using two or more adjectives.
:
i
T-fbo
0
i
*
'
£ 7 g”H 81
1.
L'ZTH^i Itzt'o/VLW
i*>
5
2.
5.
3.
'
V 3 > £*# o T
?
#t $ XA^A
x
i
-f
v '
tJ' 0
x>t
4.
i
(S) T-TtJ'o
<
1
-
/ £'XX'
-f
'°
V ^ > T'-f j&\,
/ ^XfAT't
ut
Li L tzti'
^Ai:^:i:^ftLi
z
jt5fcfa£
io&U
Ltf?
0 a
A.
Sue
tzti'o
i*>
going to the following places to do the things below.
is
the example.
like
L Xtf'o/ifXX'BTT L
n
@
<07-12
^
Example:
5 1 9
(Kabuki)
t
x-i XUfcfpicd'.S
5i
1
.
2
.
«
UX
k Ltti'A,
i
i
<&
v
7)'
U<fi
X
(iX
9
3.
$0 T
75
L* LX
L
'
4.
*1 *5
5.
XX
%Ltit><nn
ti
6.
%
^XJ i
*
*5
BT
i*.
7.
8
x
°—
' N
h
.
X1
9.
B.
"5
<
SoJU
'
CT
&L
3 — t — £f£t;
(D
For what purpose would you go to the following places?
1
.
oy L— ic
izfr
i -fo
i'
ic
2.
t
3.
-9
0#tli:
t L±t5'X
4.
\zn* i iXo
$ i 9
|U:
i'X
i'
icjf'j i-r,,
t5'X
ic^i
5.
Xi't5'*<
L
Xo
Make sentences
i82»*£B-xaai
C.
Pair
Work— Look
at the pictures
below and practice the dialogue with your
partner.
A:
Example:
B
:
A*
b
AHAA %<D n
% \Z^^:
&(Z
l
Mf-J i -f t$' 0
MU' izftHto
M
v>
(3) to
buy souvenir
(4)
(5)
department store
Maria
^
Pair
as
•<?
ot
Work—Ask your
Example:
A
:
B
:
partner the following questions.
Z
.
.
U
ti'o
U
Cbt
Z<7)£|3M
4'AIZA
A^fsiA'. ' i *f ^' 0
:
4'AtZA
IZA
.
(nationality)
4.
i
Z <7)^PM
.
3.
'
— Av'i-fo
fcfcZ
2
A
<F) A^'fSfAt
<7)£|3J[U
^ *
X>t
fcAft
&AIZA
.5 »fc
1
a/u ca,
^
X>b
&A( ZA
W^PMUTt^AA^^At
^ *
&AIZA
IfA $
Oil
'
£
-f
tf'o
warn
nhj
A.
Answer the
1.
following questions.
£"C iC'fi/CT'.'ii'TK
1
2
.
-
pit LTv'J
-T
tJ'o
3.
i;
4.
(hi
ta, l
h
0;£<7)fc££Po Tv t i-j' e
'
IZ
(i^
9
/c
L
5.
t-7/U:XoTv'tt>)'o
liu
6.
B*t§<7)$fc£li^Hf5[£#Tv'£
ic
7
liA
r
bad
-f
&AICA,
fc5CS
9.
* CoS
to
B.
7i'/|iv'Tv'J
ict^^Tv'i-r^'o
/C/fc^/Clit'C
'*
oh
8.
11
-f
$
^Av'i-f^'o
.
SiortfV'
10
&tc
75
z ic-i&ATA'i-f tK
+
L/ci)' 0
.
Z ft
tb
U-
TA L*
;i:i
tS
t=
l*A-
t
iTctf'o
.
w
t
Class Activity—Show a picture of your family to the class and describe
it.
i
83
^
1
£
1
b
184>ȣS-:g3Sg
ru
1
1
u ro
mmoBfCW
?'<
**
X
Kins]hip
Terms
fi'tz
2.
Referring to
1.
other families
Father
A. formal
B.
4bf3
Older brother
4b 52,
£
£
A/
A,
(CL'
A
t-5
m
i>'8£
lilt
ti'fo
ft
4b 52,
(c
(CL'
£
A'*
£
/
4b52,£>
4b £$
—
—
1ZhH/o*><r>K
x>t
0 *0 0 A*
iot
bttUA.
i><
*'
fb'<
ti
etc.
A
Wife
=fc«>
&L'
4b
£
/b
ffiSt
* A
4b
/b
43
Grandmother
*>(£££
A,
*18
* «
&(£&£/<,
4b
15 C
There are
many
x
£
4bS £
/b
Ut
^ A/
etc.
Grandfather
4b
^ /b
fax
L'^,-5
Z iA
Child
^ /b
(CL'
/b
'iot
Husband
A,
£
Zh,
sister
L
A,//'V\“
&$££
to
fax
tbia
tstot
Younger
Addressing
yours
i>»$A,
ffi
fax
%
*>*>
<&>
sister
Younger brother
3.
informal
i'ftSA,
is
Mother
Older
Referring to yours
15
x
£
O
/b
other kinship terms
in
addition to those listed
younger members of your family can be addressed by
in
£j
—
^ /b
the table above. Equal or
their given
name
instead of the kin-
ship term. As the table indicates, the term used for a particular type of family
member varies
according to the following situations:
1
A
B
Speaking about somebody
.
else's family
2-A.
Speaking about your
own
family
in a
formal situation, such as a job interview
2-B.
Speaking about your
own
family
in a
casual situation
3.
Speaking to your family
y
'
:
E343 £ As(D$5 yl £
How old is your father,
A,
Mr. Tanaka?
My father is 50 years old.
[formal]
[informal]
t$
You can
would
also address
(T
U*?<*L'
members
of your family with the terms that the youngest
use. For example, a wife can call her
her oldest son 4b 52,
husband
4b'
A,.
ICC'
£ A,A 'f#o TL'S
s
Mother:
(CL'
Son
(literally,
f
to
£
older brother), your father
<£<,
is
waiting.
A, or / \V\°,
and
a
member
mother can
call
185
Useful Expressions
£>"5tc
i?\
tthj
^»/;i (SO
ti'tzto)
vnm
u
l
>j
*>l(£)
—
186
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f mQm
J ^
o
ij
1
2
^\^rIL
At school.
At,Z
tz It
s
e
l
|
o
s
N
8
n
— Barbecue
L3K08-01/02
* /U
tzii L
£>
l/c^/C^T''
L
j
—
LittU',
}' 0
$
A t,
3
x-$x,Eo/*-h */U^i-r
0
s
4
/clt L
5
^
6
fclfl
(t/C
^5
/C(±
££ oTv'i
t-tX ^-5
^Tt*a
fshH#oT^*£
0
erA,*^
*(=
4'tc
Robert
At, Z
:
is
O4 —
\
0
cooking at the barbecue.
-t^r-ffco
-5
h
-s
<£t
<w
J:
<
j5!
'
f
4'U
4
XJ s <
—
|"
5
0 4 \—
^
1*0
tfcrflMJ
o<
£
£ L
tJ'o
=t
i
o/i
t&iA £ L
Jt
*5
lit
6
A t>
&-o,
<—
£ /=tfc££*v'T<
0
)
7
T —
8
y
9
A/C^‘
'J
<
at
«-e
:
<
-
ui
(>
.
K 08 03/04
x^ti3i4s-r
-f
t'X.
3
Lnh
fc't
ti
2
t
L/co
Z
7
1
<
?
i>
tziS
9
»;
t
-r-r^- 0
at
^811
Michiko: Takeshi, would you like to have a barbecue party tomorrow?
Who will come?
Takeshi: That’s nice.
Michiko: Sue and Robert will come.
Takeshi:
I
think
Mary will come,
too.
How about Ken?
Michiko: Ken said he had a part-time job.
Takeshi:
Too bad.
Michiko:
I
Shall
bring something?
I
think nothing
is
needed.
®
Michiko: You are good
Robert: Yes,
I
often
Michiko: Shall
I
(at
cook
cooking).
at
Do you
like
cooking, Robert?
home.
help you with something?
Robert: Well then, cut the tomatoes, please.
*
*
Robert: Shall
we
*
start?
Michiko: Don’t drink yet.
Mary: I’m sorry
1
said that she
for being late.
Everyone: Well then
V
Mary
.
.
Cheers!
.
i
\
1
1
V
I
I
would come.
187
188
£*• XSSI
m
_
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@
fchu
V
o
a
c
b
u
a
I
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y
r
Nouns
the day after
**>
il
/
ffii
rain
Xtil
office
tomorrow
worker
camera
-7
karaoke
<
*7
It
*
3
<
3
$
air
this
MM
ItX
XJfo
ftv
blackboard
this
L 3'X
morning
month
job; work; occupation
college student
< -l+v
XL* Xlln
weather forecast
place
*
h
tomato
h
fto
*
ft 13
summer
something
7$'
X4—
* / \
—
a.
party
—
barbecue
lit
chopsticks
4
.MD
*
homestay; living with a local family
t
t'
)J
winter
.
i
\ '
L
it
b
V '
|f
O
-
a d
IT Jt
*?
next
e
j
every week
t
c
1
i
v e
s
-f (ft)
If
1/
-
1
v e
r
at
.
.
clumsy; poor
at
.
.
famous
'(ft)
b
good
skillful;
^ft(ft)
it>\
s
it
to
*
v ' *7
*
O -S
month
* Words that appear
§
t
the dialogue
wash
to say
to
in
rains
need
(~£)
'
))
;
)
.
St8R»»H89
*
fc*
*
£
<
m<bi>
+L'Z
to
be
late
to think
& 1
(~£)
to make (~£)
to cut
*
o
*
t ^
<
6
flF
to take (a thing)
{
Ru-verbs
C6C6A6
1:3
t T6
*
li
-5>
C
to stare (at ...
f#T€»
to
throw away
)
(~ £)
(~ £
to begin
(~£)
£
to drive
(~£)
-5)
to
-5)
(~ £
Irregular Verbs
l
LXLiri
±Ltz
-t
•t*?
<
u-f
sSfei"
-tz
-5
TX^i"
*
<J
jt
9
')
ir
V
flHfc-r*
to clean
«#-**
to call
£
Adverbs
to
a n d
£
(~£)
(~|c)
cook
Other Expressions
'O t
always
lib
1
do laundry
uh-uh; no
L
uh-huh; yes
Cheers! (a toast)
*
jJXIf'.
*
*'X,fcX(T-tfc)
That’s too bad.
~|co\ 'T
i /; + negative
about
*
*
bbbT
fc*F
not
all
.
.
.
concerning
.
.
... yet
(of the people) together
:
190 »>»
3 B-gadi
G
)2a
/3^
MW
In this
m
a
r
Short Forms
and the next
first
see
we
lesson,
“short forms.' ” Before
list
m
a
r
l?3
we
what they look
will learn a
new paradigm
of conjugation, which
worrying about their meaning and
start
like. It
why
should be obvious
how
we
will call
they are used,
they are called short forms.
let
We
us
will
the already familiar “long forms” to the right in the table below.
Present tense, affirmative
short forms
long forms
m^tt
verbs:
1 1-adjectives:
tl'tolMA
Bfttc
^-adjectives:
noun + 7It
It
a
frtDlt^TIt
b
Bh'TIt
it
.
b
:
*>•<» I*
A'X-tfT'
Present tense, negative
short forms
long forms
c
verbs:
h
£)';blK&li
li-adjectives:
d
tk)lA<&lATrr
£f-adjectives:
noun + Trlf
bi
d
ax-tet'
The following
rules
summarize how short forms are constructed.
Verbs and bi-adjectives
-*•
same as
IT-
Tit
+
in
drop Tit
forms
the affirmative (b above)
with Tc
and ^-adjectives and noun
-*•
1
replace
the affirmative (a above)
their dictionary
^-adjectives and noun
-*
in
after
+
in
the negative (d above)
&IA
Various names have been given to this paradigm. They include “plain forms,” “informal forms,” and “direct
style ”
Long forms, on
the other hand, are often called “polite forms,” “formal forms,”
and
“distal style”
.
,
As noted
in
Lesson
5,
the adjective
't
t
is
'
irregular. Its negative short
Verbs in the negative need to be analyzed in more
because
detail,
form
d
is
and
ru-, u-,
< A"
^
irregular verbs
conjugate differently
Negative short forms of verbs
ru-verbs: Take the final
S
(c
above)
&IA
and add
off
£^5 —
It
tz
tz
u-verbs: Take the
and add
final -u off
-anai.
—
®<
—
(£5
A'
A'
1ST
(J&
>7TC
mo
£
fed;
rntcts ia
d
£
fed:
«fc
cfc
Wo
L
Ac
m
lik
A'
pTC
^
A'
^
d:
irregular verbs:
—
<3
U&IA
exception:
353
With verbs
( 1 )
(3)
in the negative, the following three points are
The negative short forms of verbs
\
of
The vowel changes with the
(3)
The verb
We now turn
end with the hiragana 1 are
that
~ fa +£
t '
instead
2
(2)
fe
worth noting.
-£>
irregular verbs i"
in the negative
to discussion of
is
how we
1j.‘ t
as in A'
\
utilize short
£
and
<
v
i?
'
.
(there
is
no umbrella).
forms. In this lesson,
we
will learn to use
the short forms in the following four contexts:
• In casual conversations, as signs of intimacy (See 2.)
• In represented, or quoted, speech (“I think
.”)
“She said
• In making negative requests (“Please don’t .”) (See 4.)
• In expressing ideas like “I like doing
or “I am good at doing
,”
.
.
.
.
.
.
(See
.
.
.”
.
2
This suggests that the bases of verbs like
M
.
1 and
&3
3.)
actually
.
.
.”
(See
5.)
end with the consonant w. This consonant
<$)
remains dormant when the base
is
surfaces with the vowel a following,
verb has a small
o, just
like verbs
followed by the vowel
fa tc
\
i,
thus
we have
\ This mystery consonant
whose bases obviously end with
J|
'
i
-f where
also explains
w is
why the
a consonant, such as
£
£
lacking, but
it
te-form of such a
and
)
'
WaW
Two
Informal
people
who
sentences, using
Speech
are close friends or family
them
as a sign of intimacy.
members speak with
The use of long forms,
ply the speakers intention to “keep a proper distance”
are like talking
It
may not be
on
a
first
name basis,
easy to decide
when
short forms at the end of
from the
in contrast, tends to im-
listener.
Short forms, then,
while long forms are like using “Mr.” and “Ms.”
it is
appropriate to switch to short forms. First of all, Japa-
nese speakers are often very conscious of seniority.
A
years difference in age
may
many
in
cases totally preclude the possibility of establishing a truly “equal” relationship. Second,
license to use short forms
is
not mutual; senior partners
may feel
perfectly justified in using
short forms while expecting their junior partners to continue addressing
forms. Thus
if
somebody who
is
older, say,
them with long
your Japanese language professor,
using short forms, they would be greatly surprised
if you
should return the
Here are a few observations on the grammar of short forms
as they are
talks to
you
favor.
used in casual con-
versations.
• In
the casual conversational use of short forms, question sentences do not
question particle
but with rising intonation alone.
£M
<
tz
tion)
or
«Jt
is
£M
(X
?
What kind of music do you
• The
end with the
J*'
<
?
listen to?
ending of tc- adjectives and noun
+
T'i~ constructions (b in the previous sec-
usually dropped at the very end of a sentence, or
is
followed by sentence-final fa
.
or
/T'J
—
X>(±—
<Jt
o
(C
IZ
(Rather than:
/
T — L 11—
1
)
tc
Mary
is
a sophomore.
In casual conversations, l±v
1 1 L.
and
ooi
are usually replaced
by the
less
formal 1
L
and
£
'
H8il
To quote
a persons utterances or thoughts,
£
short form, plus
®
#5
forth.
H
urc
U
35 fc
is
t '
£
-f
think that
(I
you use
.
.
),
.
£
a clause ending with a predicate in the
foT
i L
t '
3
fz
(They said
.
.”),
and so
l'
i)
which does the job of both the English word
a quotation particle,
rect quotation
193
and of quotation marks
L
(“
ItA,
”) in direct
“that” in indi-
quotation.
i'
Sue said that there would be an exam tomorrow.
(& li)
A l± y T — /U*#* /=
L
/c It
'J
fefcL
-t
I think Takeshi likes
3
The action
in progress expression in
that, as in “I
Napoleon
4
5
heard them saying
said
.
.
sT
.
v
Note that the present tense
To
i
say that
i~
(I
.”
.
i L
.
fz
l
If
/
>J
Mary likes
is
the case,
not the case) than
T - 5 /Cli/zl+ L
I don't think
you were there when somebody said
as in “(the long dead)
sounds more appropriate.
you don’t think something
is
fz indicates that
you were not there when the utterance was made,
in Sue’s original utterance
think that something
(fcli)
fc't
Mary.
is
it is
preserved in Mary’s report.
more common
~ £ Jg
i
Takeshi. (= I think
IT
v '
t
-if
^
'
in Japanese to say
it
like
(I
don’t think). Therefore:
±
+
Mary doesn't like
0
Takeshi.)
*
194
£!£• 2^1
Cl
~&lV£<7c£U
To request
form plus
someone
that
T<
tz
t
refrain
L*
a negative verbal short
w
£# b
Z Z
from doing something, one can use
'T <tzH\'o
t
LA/
Please don’t take pictures here.
negative short form
+
Tr</ccTl''
P/ease don't
.
.
verb
Short forms are used in constructions where verbs and adjectives are to be treated as nouns.
Ti /?
Thus
~
t
fcfcL
noted by nouns, such as
M 'Ti~
can, besides describing your preference for items de-
IS, also describe
Add
drinking coffee, and studying Japanese.
“doing
your preference for
<T>
activities,
to a verbal short
form
such as swimming,
to express the idea of
x.”
(&l±)
U
bkl
^3n
r
(i/C
t
I like studying the Japanese language.
b t 'Tto
fotz
^ ^
l
L
my room.
I don’t like cleaning
“To be good/bad
bad
at
doing something”
at
.
.
.
"9
J:
is
good
good
at ...
)
and
(is
O<
0
x.v'
Takeshi
is
0
btcl
U
r
i±&
.
.
.
0
fc
w
14*
we
also often use a different set of expressions, namely,
T'f
and
<
ISA-
9 -f
^T^T-r
^
or lack thereof,
skills
comfortable with
jfAli
J:
not a good speaker of English.
describe one’s
(is
C
at cooking meals.
l *
To
(is
).
Robert
6
~
is
6
V'T'fo
I
(is
uncomfortable with
am good at/comfortable
.
.
.
).
with speaking Japanese.
^ '
T
S
/
.
gl8fS>”195
likes
t
doing
doesnt
person
.
.
.
]
like
doing
.
.
.
activity (verb) ©£>'
IS
is
good
is
poor
at doing
.
.
.
UJ:? "f
I
'x
a
It is
common
^
Z>
'
and the verb
x felt L 5 /Cli£3S
.
tz
&
\
—
form
in the -ing
in English.
teL
^
l±&
x.i' C*
tz
$ i 1
b
Robert and describes what he did.
It is
7c
likely to
means. This sentence of course
in relation to the verb
ff
(
(he was the person
per the function of the particle
(i,
is
about
be uttered when the topic of Robert has
&'
noun
already been breached. Grammatically speaking, (1) the
is,
.
mistake to use the te-form of a verb in such contexts, misled by the associa-
tion between ~ T
Consider what
at doing
who performed
b stands as the subject
the going), and (2) the
noun
presented as the topic of the sentence (as for Robert,
he went to Okinawa).
What
ert,
if
we both know that somebody went
but you don’t.
a / n—
I
**
f
to
I
know that
ROBERT went to
Okinawa.
Okinawa
recently,
and
it
was Rob-
will say:
1*
i L
tzo
went
to
i'
This sentence
means
that Robert
Okinawa, which
an extra emphasis on the name Robert. His identity
vided by this sentence.
of a sentence in a
one of the functions of the
It is
way such
that (2) the
The “blank on the information sheet”
tence will
fill
in the
blank
left
noun
is
will
went
As we learned
by the
to
“fill
a question
the
new
particle
like
piece of information pro-
^ to (1) present the subject
in the blank
word
would be uttered with
on the information
tzil and
sheet.”
The above sen-
out by:
Compare: X £*l(i5
t L tzfro
Who
is
in English
£ L
Okinawa?
in
Lesson
2, a
question word that
particle 11, but always
the answer to such a question
by the
is
particle
also followed
is
the subject of a sentence
As we have
by the
particle
seen, a
noun
is
never followed
that will provide
Which
class
is
(the most) interesting?
L
r
Japanese class
ic
h 'T*fo
^
tife
is.
(:«77X T)
W7to wears glasses
£jHttV'£-f t>' 0
(in this class)?
£ >J'lt T
^ '
i -to
Professor Yamashita does.
a
and
fflt)'
rs\z
The word
fqjfc
mz
for “something”
and the word
is fij
“Some” and “any”
for “anything” in negative sentences
MX)'
*(-
something
questions
MX)'
anything?
negative statements
Mfe +
their
own, without
not
negative
These two words are used in places where the particles
on
(i,
and £
the help of particles.
10 what to do in cases where particles other than these are expected.
itzo
The cat has brought something.
Itzt'o
fee
Did
* t:
fz
the cat eat anything?
-tf/CT L tzo
fee
*K
t
.
in:
positive statements
contexts, they are used
is ft]
tz
No, the cat did not eat anything.
.
.
.
anything
are expected. In these
We
will learn in
Lesson
fiy-b
1
Expression Notes
9)\
-fh
— IT 2> Most irregular verbs are compounds of nouns and the verb i"
fa
.
If
9
you
have learned an irregular verb, therefore, you have also learned a noun.
verbs
nouns
M®tZ
mm
H^^^>j®3l{±SgLV'-ei*o
ex.
C
1 9
M
nm-tz
U
9 i 0
cook
to
Some
•Ji9
r
12 A,
-<A^2
9
Japanese language study
study
study
to
b
ex.
9x9
U
cooking
Robert's cooking
is
of these nouns can be used as the “object” of the verb
4A ti
btzl
L i L Ar 0
0
[c
liA,
CT
<A,5i9
Compare: 4A
H
(±
L
(c
(2A,
You can
L$
Li
r
(i S15JS
^ *
9
good.
fa
I studied Japanese.
x
L $ ^t±pBMC)|§^^L i
Compare: fctt
is fun.
L/to
Lfco
Takeshi cleaned his room.
Li
^ ^#1^
u
LAr 0
*-5
use both these nouns and their
fa
verbs in sentences with
fir
§ "Or
•f
and §
for example.
£>
Section
5.
Pay attention
0
IZ
uJDWi
12 A/
1 like
C*
You need
to
add <D
to the verbs, as
we
discussed in
to the particles before these words, too.
^fiF §
t
tto / 0
IZ
1
2A,
r
& ^A,Si9
M ir fa <d ^'fift § vlTo
studying Japanese.
J
198>ȣ15-35$iiB
Lmo
n/u
®Short Forms
Change the
—*
ts (
Example:
A -5
5.
li <
2.
*>|f£
6.
li
C
#5
3.
-ft;
7.
O
<
£
4.
tf'lt*
8
-tf/CA
Example:
tz
hbl
13.
fct 9
£
14.
t o
liv'S
10.
-5>
< -f
*
£>*5 A'
5.
L
tzt'<+£\
6.
V
-
A'
4.
<
11.
bir K6
15.
12.
£>&
16.
\
7
j'f)V
l k> A'v
U
'
7.
Atfo
8
L/C *kr>tz
ffo
10.
11
.
9.
tz^'^Ltz
UP
.
12.
-fltz
following questions
in
informal speech,
first in
the affirmative, then
the negative. @ko8-o8/o9
Example:
Q
:
f
?
< ,#,
tz
A
:
^<60/1
i
1
A,
'
tz
Mm-rz
1.
$ ± f
2.
3.
i
^B,
J;
<
To {
Speech
Answer the
in
v
1>n
n; Informal
.
A* A
1
3.
A.
-
'
< 4+
2.
.
9
affirmatives into negatives. Qkos-oz
If
1.
kos-06
t't'tk''-
1.
Change the
@
affirmatives into negatives.
?
4.
Jt
<
Mli** ?
CA/L*
•?
?
th
D
tz
5.
&
££££££,'?
#B. u UA, r
#B, fl/t'U 4
ioic-t,
6
.
<0
lz%
?
ii*
<A
?
199
L
1b
8.
^0,
J i
*7
l»J> <
ii.' lh> 9
?
C
"C A/
L
J j
{
in
12.
following questions
in
?
ps*#bh-*
u
si
^
?
'A'Mi~Z ?
£/,£<
informal speech,
first in
the affirmative, then
the negative. Qkos-io/ii
Q
Example:
7G7t ?
I
If A.
A
3
7fc?L
i /C,
:
If A,
ut
1.
/7
'ft
?
l
•?
TfcfiL
If
A
$
5.
v '
?
if
J)'
0^f£<7)7 ^Xllfc t
9.
J:
9
L
'J
J:
U
1*
9
6.
fiasw? ?
7.
X,+°— '77$'** bV'?
8.
4^0 li^Hf 0 ?
O'
3.
5
A,
$
U
2.
^0,
ii'ic*>
t»
Answer the
9MIL
«.
£:V'
9.
B.
11.
10.
?
tz,
7.
A
"t*
0^|£<7)7 7X|i|it L
10.
ll
4.
5ii
liA, d'
LA'-'?
IfoJ:
-5
i:
(iA.
V '
?
r
ffi-
if
®S$A)£fcilST
1C
A.
1
at)
3A, U/u
Make a guess about
good
Example:
at
Mary, using
@kos-i2
Japanese
- AT'J-* AI±0*f&jJ<±^/£*:©o£-fo
r
ic
.
often cooks
8.
not married
2.
drives a car
9.
likes
3.
doesn’t
10.
busy
4.
speaks Japanese every day
5.
doesn’t go
6.
doesn’t drink coffee
7.
often goes to see movies
1
B.
to,
Ct-S -f
IIA.
smoke
home late
at
11. a
night
much
Make a guess about
good student
12.
not
13.
not quiet
14.
not a freshman
Q
:
C
tall
the person or place below and answer the following
questions.
Example:
Takeshi
<D Ali
0
u
V't
^ATt
(5
7)'o
/u;a,
A:*?L 0*A££ils'i-f„/
(JALA
1C
''"i,
0tAC
liADA
(C
til
sIS
200
•
Picture
A
A
LA-£A-£i.'
2.
^T-f A
vp
3.
4.
0
a6i'
'j
UiXl-t'o
si
At
"•
'T1"A 0
btzi
5.
^^«v'T-r^o
6.
'It
7.
j£$ L Tt'£-fA 0
fci'
•a-
L
v
'T-f tf'o
8.
Ate
9.
10
.
11.
t
Jt
<
A
X
<
XrK-'y £
L £
-f-h'o
77>xi^i £irti\
r
Picture
1.
0
it*
B
:; lia^T-f
jJ'o
U
^Af/rT'f A
(JA
2.
0
3.
<o
4.
5
#V'T"f A 0
A„
5.
6.
A AA
v-t
7.
AteATwit A<,
Ali.
< fa* £ -f A
<
t
-r
z c
<7)
J;
0
fc«fc
8.
C.
XicJ:
&o
<
fllAi^'J
*#>
itto
o*
Discuss the following topics
Example:
in
pairs or groups.
university cafeteria
-*•
A
:
i
If
Aiv^'*<
B
:
£<
*+
<
Cov
^
-f
A
a
1
<
Jit
i
•
Jgt
fo't
T,
A t All to
A
to
to
'
£
-f
A
fcAKfi * i-f.
fc
fcfcl,
I'
0
o
(
btz l
town
1.
this
2.
this class
3.
Japanese language
4.
Mary and Takeshi
5.
your own topic
§1811
201
0>7U-S^I3ttO^£Bori^Ufc
A.
Report what the following people said, using ~£11foTrUj£U7c. @kos-i3
Example:
T — / CXIfo lift
— Q yT'J-i
/
1
J
L
V
'T"t*
v>«*
:
A
B.
Pair
Work—Ask
the class
later,
li-pg' i:
Iv'fc'f
:
cA,:ro
*§
& A/
r>
X
L U>-?£o
oTni
3.
using ~d:lio‘ClA^ U7c.
fclw
(iA,
b ih<n%Ltz
tc
(*A,
kt
t>/B^<n nmt yCL^KX -f
tc
4.
V-k
+
L/co
your partner the following questions. Take notes and report to
2.
[Z
i
i'
l i-fd'o
1.
V '
V'
ISA,
7)'
-?<
0-fc
202
•
^>£$1
©JtWiTXfc'S-U
A.
What would you say when you want someone
Example:
not to look
at
not to speak English
B.
you
call
not to
come
to
ko8-m
your house
’
< tz
$
V
'
0
LA/
7.
not to forget
8.
not to stare
9.
not to start the class yet
at
you
not to go
10.
not to be
not to smoke
11.
not to erase the blackboard yet
not to sleep in class
12.
not to throw away the magazine
Pair
Work— Make a request using
Example:
if
£ M If £
i>
if
*
tziS v' G
*
VH'Ti-Jto
7c If
3
£^f
4
.
U t'£olt^
-r
3.
^*£#£
L*
L9
£"o
«a,£$iH$
-CA/
-r
2.
late
the given cues.
B
1.
0
t '
L
not to
.
^ JL £ ILA tc T
-*
your photo
.
.
7.
your
own
request
It
5.
^°VZ/>£^t
ot
6.
(your partner s name)
5'
LA/
fA,
fc
ft
®®3aTSCD6W^t?T*'
^$*5
-r
A.
Tell
what Mary
is
good/poor
at,
using
or
Eio
Example:
t
T?Tr^.
'v
+-
RIkos-is
tennis (good)
-
ST')
-5 Alff--X7)<Jc^T-f«
tti
swimming
-f
(poor)
Hi
1.
French (poor)
5.
taking pictures (good)
2.
cooking (good)
6.
driving a car (good)
3.
making sushi (poor)
7.
speaking Japanese (good)
4.
eating with chopsticks (good)
8.
writing love letters (good)
(HIT)
(77"l/7-)
203
SI8ISi;
B.
Pair
Work—Ask
Example:
if
your partner
likes to
do the following
activities.
studying
B
lit
:
\
fiv' -f
ir
$
b'.
'T"f
b'-
'tto
cooking
1.
eating
5.
playing sports
2.
sleeping
6.
studying Japanese
10.
3.
singing
7.
doing cleaning
11. driving a car
4.
doing shopping
8.
doing laundry
12.
sk If you
neither like
it
nor
dislike
it,
9.
$
you can use
T"
taking a bath
washing a car
ti
$
V '
T&
V '
T*^.
L/Aj
A.
Use the
table below
Q
Example:
1
A
:
and answer the questions. @kos-i6
tzXU)* 'i
4"
D/s-
i
b
'1
7A.Tt ^'o
/UM
*'J
XATto
1.
tJ'A/v! <
2
ua,
tzftt'ft&iiriWX&Tiri'o
f
.
Uio
'J
'o &
3.
i* jJ'o
L
4.
tzil^'T —
J:
< t' •?
b tr
fc
L i L
fzri'o
5.
t'ik
-f
is
Robert
(j^
British
^^Mary
American
0
Korean
(
Sue
B.
Pair
Work— Use
at
cooking
is
good
at
does not cook
is
good
at
cooks
sometimes
at
always eats
singing
good
swimming
cafeteria
to Okinawa
weekend
went
doesn’t like
last
cats
cooks often
skiing
is
Takeshi Japanese
good
had a date
weekend
last
likes
to Tokyo
weekend
went
at
had a date
weekend
last
dogs
last
likes cats
doesn’t like
cats
the table above and ask your partner questions with fcfltp.
204
A.
You went to a party but did nothing
there.
Make sentences
using the cues.
@K08Example:
'°—
'
x 4 — left $
£ l
7 ctJ'\
(eat)
&U
V'
t*
1.
—
>f
i L/c^\
2.
i7
7 t *r /)*&')
3.
x
U
4.
^7/7^oTi'i
t'
7
)^
t L
tztiK
i L t:l)\
')
(drink)
(sing)
(watch)
(take)
L tz4\
5.
tz
(talk)
<£>
x 4 — icff A
6.
£
L/btf*,
(do)
V'
B.
Answer the
following questions.
Q
Example:
$
:
<7)
9 <7)H&
If A,
A
.
its,
^-&<£
fclC
2.
A
<7)9
,
'
t5
6
.
£0
O<
L/^' 0
'
')
£
L tzt'o
-f t' 0
f
L £
^A/ $
4'IC
X\hj
Interview
’J'o
4'lc
lith
ia*,
l09£o
A.
£ L tzo/
fcu
2®^.,
1*9
/c?J' 0
(spaghetti) £fjF*)
x IxlfT(onTV) fatf'jLi
$<7)9,
4.
5.
£ l
fatf'Rl'£ L/c^'o
'
v'i
‘J
fc
4 ic
3.
o<
ftlz
lit\ X^'°y''7X4
:
&'U
1
IfA,
Ufil
one
J:
9
>5
of your
classmates about any future plans and report to the
class.
Example:
X—S
/Cli4fc#-7
7hMf <
LAr 0
l
B.
.
Work/Group Work— You are planning a
in the chart.
points and
Pair
party.
Decide on the following
fill
V
'Ottj)'
ZL+i'S—r
4
-Tt ^
i-f
-f
$
C.
Class Activity— Find
.
.
study Japanese
1.
likes to
2.
hates to do cleaning
3.
likes to sing
4.
is
5.
whose mother
poor
someone who
at
driving
is
good
cooking
at
Then, report to the class:
Itzo
3/Cli
D.
Work—A and B are making plans for a one-day trip with two other friends
C and D. A knows C’s schedule and B knows D’s schedule. Play the roles of A
Pair
and
B.
and
find out
Discuss your
Example:
own and your friend’s schedules
which days
A
:
all
four of you are available.
+ 7^ B 11 U i
t5' 0
$ ti
75 '
A
:
fcli,
btz
•
fat l
&U
t'i Itzo
B
:
*
using ~c!:bo'CI''^U/c,
1 TlTti'o
*
£"oT"ttf'o
0
i<n
£•£/,«,
Tt,
x.i'
v>
206
>
eIS X;£SS
•
Student
A
A’s schedule
16
17
18
20
19
study
24
23
25
26
quiz
27
22
21
party
28
29
part-time
job
C told A that he would
Work
.
18th:
go to see a movie
24th:
meet friends
26th: go to
Pair
.
(
ix
)
Osaka
to
have fun
D.
Student B
B’s schedule
16
shopping
23
17
18
19
20
22
21
work
tennis
24
25
26
27
28
29
work
D told B that she would
19th:
do
.
.
a part-time job
27th: go to eat Japanese cuisine
28th: go to Kyoto to see temples
SIS* 207
Culture
Foods
C
A
in
Japan
i<D
tiA,
Japanese meal consists of
traditional
a
bowl of white
a couple of dishes (i$£'"f), and soup (often
(<T't£),
rice
fo •?:>+),
^^
(i A«
and
is
called
(set
menu)
in cafeterias.
However, many
Tl'U<
Japanese don't eat traditional food or rice-based dishes
every meal. A great variety of food
and even
home
at
many foreign
is
served
in
for
restaurants
because Japan has adopted and adapted
dishes over time.
Common dishes in Japan
TcXJf
Curry with
€
rice
Deep-fried shrimp
-7
—* >
9
Ramen noodles
if
^
£
did Michiko
rice
bowl
\jfo
Raw seafood
Hamburger steak
and Professor Yamashita eat
(47ft)
tn'
ittzt
h-xk x-7\
#•?•>+
^
Rice, broiled
L5
(iA.
Toast,
><?
Savory pancake
for breakfast today?
(20ft)
soup and yogurt
-f
Spaghetti
z<n
Beef
t
XJ'S'fy
Udon noodles
9
Dumplings
What
77<
fish,
egg and miso soup
—
K
208
SB -gag
f*
9S
s
E
1
0
S
N
9^|
I
frljiti: Kabuki
zs
Dialoque
|S
^
t>
Mary and Takeshi are
1
2
£ltl
/r
•)
/
:
—
0
talking.
T — * Alt
K 09 01/02
-
$ :)*# * t-T
'J
‘Jfr'J i-tf/Co
:
Ti, u/<— I'-^Altti&L^
L
oTi'i
3
L
4
7
5
yr'j
6
tdt l
c It
b'ltzt'b. JLicff $ i-tf/U'o
:
-
At.,
:
ootfto
-tftAo
iiBTto
:
t
®
L tzo
<
i-9
(C
TTto
t
«fc
1C
During intermission at a Kabuki theater.
@K09 03/04
-
/T'j-
$*U'Tl/bfco
2
Alt L
tBTv'£AliA/CAJ?<DATl-Jto
f
3
/
4
Alt L
1
:
ok
T -
titz
ok
'j
(i
OZ>
T —
5
/
6
7c It
Lk o
iio £c^t\ &
ItA
i A^<T^i-tf A 0
:
')
L tzt>\
tz
tz
®
ii
1
tz It
L
IT
:
**>,
R^lcffS
At a concession stand.
L
-fAi-tt/C 0
l|®I
£<7) A
Ait
3
It', 'o
-
-9
o>!t
—oto—t -£
O-t
/bit L
09 05/06
fc#=M£do< A *^ 0
t
-<A,
2
iln,
-ttU'it,
Ok
4
^<7)A
A-a
»t
—
1C
n r-r
-tirAiio
*
<
x.A
o
'j
50
Ok
§1911
Takeshi: Mary,
do you
Mary: Kabuki?
I
Takeshi:
I
Takeshi:
two
got
Mary: Sure.
don’t
like
Kabuki?
know it well. But Robert
tickets for
said
Kabuki, so would you
When is it?
On
Thursday.
was
beautiful.
From
twelve
noon
to four.
0
Mary:
It
Takeshi: The people
who
appear are
all
men.
Mary: Really?
Takeshi: Yes.
Mary: No,
I
By the way, did you already
haven’t eaten
it
yet.
Takeshi: Then, shall
we go
Takeshi: Excuse me.
Two box lunches,
Vendor: Here they
Takeshi:
to
buy it?
is
please.
are.
And then, one tea and one
Vendor: That
eat lunch?
2,800 yen.
coffee.
Thank you very much.
it
was
like to
interesting.
go to see
it?
209
2io>^3® -seata
m
cab
=E
@
Tchj
V
o
u
a
I
r
y
Nouns
H
V
'
Z
V
M. '-J-
child
color
fe
£ 1
*
good
boxed lunch
*
Kabuki; traditional Japanese
theatrical art
*9-
guitar
?j-.tiL
last
<
-r u
<
-r
>j
o y*t—
i<ntj
year
M
medicine
MZfktJ
to take
medicine
concert
h
near future
*
ft*
< .s:>c
essay;
composition
exam
11
ski
9tn
last
word; vocabulary
tz
t°T/
piano
e-f
pizza
I/J:
U
month
-
T ?
a d
£> fc
j
illness;
e
c t
i
v e
sickness
s
blue
V '
red
<-2,0
black
L
v.
L^o
lonely
white
young
S
a d
j
e
c t
i
v e
mm
mean-spirited
U-verbs
&£
to
?>
dance
(something) ends
* Words that appear
in
the dialogue
K09-07
c
o
.
£9g»>211
to
i±
i:
i
£
be popular
(something) begins
-5.
to play (a string
£/ <
(~£)
piano)
*
b
ti
1
(from somebody)
to get
(
instrument or
person IZ thing
£)
Ru-verbs
to
*
T-S
e g u
r r
1
S
tb
/Cl
1
a
r
-5)
Verbs
M-f £
$-f6
-5)
memorize
to appear; to attend
(
1)
(
2 ) to exit
to
(~£)
(~ U)
(~£)
do physical exercises
to take a
walk
Adverbs and Other Expressions
*
~tJ'
from
* -tf'CA
*
£ Z
*
J+
*
by
>3
T"
L+£
£A£o
all
(used to count small items)
—
one
Jlo
two
<A
o
X
oO
EHO
four
'OO
io
five
V
i;
~~>
three
oo
Z Z <7)0
£
£
means
already
Numbers
*
.
by the way
1
ti
all
.
six
-to
seven
Ao
eight
fL^>
nine
+
ten
gag
212
S:
>S
tf/u
13:3
Ml
We
will
Here we
G
m
a
r
m
a
r
Past Tense Short Forms
now
we
continue the discussion on short forms, which
will learn the past tense
started in the last lesson.
paradigm of short forms.
Past tense, affirmative
compare
with:
mhjJL*
verbs:
bi-adjectives:
mmc-Dtc
Lt
^-adjectives:
+
noun
¥*eTc-dTc
TrT:
0
Bfi'ru rc
Lz-f
¥KUfc
c
fefl'
Past tense, negative
BE£&Jb':3fc
verbs:
d
17U
+
Below
is
Verbs
in
-*•
Verbs
bT
#<tti'
on the formation of past tense short forms.
the affirmative
replace ~C
in
-*•
/
(a
above)
7: in te- forms with
IT-adjectives (both
in
the present tense negative
in
drop the
final
^-adjectives and
The two
ff
1
See ff
-*•
<
oT
in
ZrTT
we noted
Lesson 6 See
.
X
in
'
o
the negative (b above)
the long forms
in
the affirmative (c above)
the long forms with TcoTc
earlier are
IH'
ff ntz
in
in
noun+T:T
replace 7! U7c
irregularities that
with £>'o/c
the affirmative and negative) and
^-adjectives and noun+Zr'3'
-*
fc/fc
the negative (d above)
replace li
-*•
Lt
.
TrlT:
a brief discussion
U^
jb'tolKfctt'ofcW
ll-adjectives:
^-adjectives:
noun
^
tz T'f', ot (
-
v
'
observed here once again. They
are:
1
J
T't',
<£
and
«£
< tc
o
tz
<
tz
T'f
in Lesson 5
.
Short form predicates in the past tense can be used in the same
forms, which
• In
we discussed
in
Lesson
way
as the present tense
8.
casual conversations
—
liA.
If A,
tz
Have dinner yet?
• In
k<tz o
/
n
tz
Uh-huh,
I did.
represented, or quoted, speech
t $
;•)
V'
Sue said that she wore (had worn) glasses
(frli)
in high school.
A*
b
b£l
I think
Note that
you
Tom
did
it.
in Japanese the tense of the original utterance
are reporting somebody’s utterance in
the Lpresent tense inside the quote. Thus,
1 using
~
,
preserved
is
which the present tense
if
your friend Sue said
'
is
when
used,
4\ H
u
(iA,
reported. If
it is
you must
also use
L
r
T
v '
i
the present tense, your report will be:
X — *5
1C
LT^i^foT^iL/:o
r
(iA,
l'
Sue said that she was studying Japanese.
Mid
Qualifying
Nouns with Verbs and Adjectives
The short forms of verbs can be used
example below, the phrase
qualifier for the
noun
student
who
The following
table
77ie
qualify the
noun
‘
reading a hook over there
(reading a
'
is
qualification.
1 is
is
used as a
The phrases
in the boxes
a straightforward adjectival
a phrase describing a persons attribute (Lesson 7),
form (Lesson
and example 4 has
a
qualifying phrase like this, which has a sentence-like structure of
its
clause.”
book over there)
Michiko.
shows various forms of noun
Example 2 contains
(Lesson
A
a As
exam-
b.
a verb in the short
2
is
Z T'^ £f%/C T'.
like adjectives can. In the
2
A (person) to their right. Example
V
pie.
^4.
#> •£
much
to qualify nouns,
8),
A -adjective,
example
which
is
3 has
relational
5).
own,
is
technically
known
as a “relative
)
A
A
A
A
1.
a person
who
a person
who has
a person
who wears glasses
a person
who
is
interesting
X>£
2
Ifr'JIl'i
.
long hair
l>£
3
4
totffcfcjb'W-n^
.
.
t
adjectives
used as
likes cats
X>£
tac
t
and verbs
noun
qualifiers
Here are more examples of verbs used
in descriptions of people.
A (litztiTi-ti'o)
L*
(Who
LA/
£
is)
the person taking pictures over there?
^
n
A (iiTcHr-fo)
9
People
X>b
?
people
*### l
who
tz
letter
t
do not smoke.
&tz%
1
T
1
b i faAtto ZA,
(A
b
exercises every
A(WT
tzlfZ
(I like)
If A,
who do physical
day (are
healthy.
-To)
L/co)
tf*
b
came from) a friend who got married
last year.
AM
Consider
first
the following pair of sentences in English.
Zelda has
lost
Zelda
her key.
lost
her key.
These two sentences present the same
fact,
Zelda losing her key, in different ways. The
“present perfect” example describes the event as something that
ent:
hearing the sentence, one will understand that Zelda
is
is still
without her key.
On
other hand, the second “simple past” example describes the event as something that
dependent of the situation
at the
present
looking for her key or has later retrieved
it.
first,
connected with the pres-
moment; we do not know whether Zelda
is
the
in-
is still
11911
In Japanese, past tense forms
tense
tive,
ft
T
and the
the past tense
(“already,”
•?
fcliS
is
used both with words
£
like
?§SS£ l iltz o
<r>n
With the
and
if your
intention
I
from the present) and
did not do the
1
feMt
is
to talk about
stand
now
like
L
I
have not
.
$
<F>
,
but
T
v
(“not yet”).
and
homework yesterday.
tzo
have already done the homework.
used to talk about a finished time period
how things
L i L
l *<«l'
is
L £-tf/CTl/c 0
fcli* <nn
&|i t
bt l
homework yesterday.
negative, the past
used
the negative end. Thus in the affirma-
<D n (disconnected
l *<«>.'
I did the
I
work on
connected with the present).
btl
Z> is
v
do double duty on the affirmative end of polarity, but the past
construction share the
' <5>
>215
T
V
'
have not done the homework yet.
yet
.
.
This use of
ing
T
£
v '
activities, as
can be found both with verbs describing changes and with verbs describ-
defined in Lesson
X — S Alii
7.
Tt'i-tJrAo
(change)
a
Sue has not woken up yet.
T
&l±£tz§z
btl
I
haven
MM
(iA,
X*Z>
t
t '
£
-1+
(activity)
/C 0
tz
eaten lunch yet.
—to'
We learned in Lesson 6 that
b added to
a sentence
'It
liA.
fc
*3
I didn’t have breakfast. (Because)
we
b ” sequence
U'o/cTttbo
I
was
busy.
learn to incorporate the explanation clauses in the statements themselves,
rather than adding
75'
“because.”
v-fi'
frfcl
In this lesson,
means
them
to the
as separate sentences.
You can simply transpose
beginning of a sentence for which the explanation
(explanation)
=
=
ft'
5,
(situation)o
(situation),
because (explanation).
(explanation), therefore, (situation).
the “explanation
is
offered.
+
'
216
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•
L
<tA.
fcfcl
I will study this evening, because
(=
We will have an exam
will
have an exam tomorrow.
tomorrow, therefore, I will study
this evening.)
x
it
We didn’t go out,
(=
we
It
was
because
it
we
cold, therefore,
was
cold.
didn’t go out.)
Note that the resulting order of elements resembles that of
a “therefore” sentence
more
closely than that of a “because” clause in English.
Before the conjunction
in the
b
.
b, you find both the long and short forms. Thus the
h
above examples can be rewritten as
The long form before
b
is
more
polite,
tzfKW.Vh
L
and
is
‘j
thti'b and
b
o
clauses
tz
T"-f
frequently found in request and sugges-
tion sentences.
iln
‘j
5o
Let
3
s
go
to see
1'oli
o’
Kabuki. I have
The long form before
inappropriate to say:
is
/c
0
l
tickets.
inappropriate
X 1^7 o
<&
Ti~ frb.
when
fcb
the entire sentence ends in a short form, however.
tf'lt +£
fr^tzo
Thus
it is
'
217
P
e§
i
A.
°
r
c
t
i
e
c
Utto
X\hj
Short Forms Past
Verbs
(a)
Change the
Example:
7]' {
—*
lifr-f
5.
2.
L *tl
6.
3.
<n£>
4.
tf'lt*
i.
(b)
following verbs into the past affirmatives. @ko9-o8
7
Example:
3.
4.
7)'
T£
-*•
<
Tj'Tj'ftXo
6.
li
-S
7.
o< 6
tf'lt*
8.
-fT*
L
Example:
r$
2.
hub
i
*
13.
V'*
14.
ibi
10.
<
11.
IA <
15.
12.
to
16.
i:
£
.
6
&h
10.
1
<
13.
*
14.
11.
12.
M‘tJ
3
following into the past affirmatives.
tz7)'\
s
to
£
<"
•?>
< -T
to ( i x.
*
•?>
itzn
Ltz
-rs
15.
it
16.
9
/(,
£' o -f
10.
tJ'-o
ZlH'
11.
•5
12.
tattft
<
-
<-(+'•'
-*•
ft
@ko 9 -io
fz
If A,* ft
v '
0
Nouns
7^'
1.
*b
tz
9
li <
Change the
3.
6
5.
Adjectives and
(a)
9.
following verbs into the past negatives. @ko9-o9
1.
2.
<
.
8.
Change the
V' <
u
6.
tz
o
7c
/c
o
'
7.
Ctf'V'
8.
l/C-tf-oft
9.
4.
5.
IfX $
U
7c
AjfU'ft
If L v'
£
f
'
'
218
(b)
Change
the following into the past negatives.
Example:
tz
'
IfX *
+£
-*
tz
-
If
-»
1.
2.
v.
'
C
b Z>
$
tfj; 9
3.
tk'
'
5.
t'
6.
^ A, *
A.
Using the cues below,
f~
1/ £'
—
Q
-
9
ir
£
®#ttT*£te‘J
LlfrAs
(iA,
ri'
££flH$-f *
4.
9
5.
9£>T$-*I1"£
t
yjti
u
6.
1?Ltz% 12^-
7.
#$&££**
r
tt
*
but
.
10.
11.
A'
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17
>
<
fX
*>
tX - £ - £ ox
jjH
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T
12
<
.
*-t
i'
£
13.
9 Asti
14.
at-
o
^
tz
7.
8.
9.
10.
l 'ffJ' ’i"
oof ^ *
7 7 y (club)
questions? (4 ]ko9-i2
:
fc^-r^
#o:i
u
'
make questions about yesterday
t°^f£|:^£
£a,
'
tz
£ JL -S
A
8
o
ko9-h
f'o
Z\'0
i
l
li.
i2.
v
Speech
Example:
3.
Hfv
‘j
How do you answer those
2.
7$< <
b
Informal
+£/)'
X* U *
4.
@
1.
b<
0
TM 6
li/:o
/9
9
JL
&
^
N
O Ao
in
informal speech.
'
''
^
'
'
fg 91f
B.
Make questions about childhood
in
How do
informal speech.
219
you answer
those questions? @K09-i3
Example:
IfA $
-
Q
A
tgHA'oA?
:
tb
Z
:
IfA $
A. 7L%tz o tzo/l 1 A.
•?
U
IfX S
IfA,
7.
$L
.
s.
xtf-xw*
3.
9.
1
.
2
AA>v
u
/;
0
i
v
-r
-£
10
^AJ.t')
.
.
Met
-t
XA — A'Jl^
*#l
m-s
6
bV
Art'
4.
5.
cf
L
11.
v
-£A-£i'
-r
12
v
.
\.
'
U ;b&
(5) 7E^te"otei:lU/iSf
£fe
IfA.
A.
e
the following people were
Make a guess about what
like
when they were
high school.
TLXt T' L
Example:
fz
A
0
IfA $
-
Q
A
:
:
XT'J-i
11
^
A TtlfiAo
If
A
tz
$
oi'i,
7t%Tltzt'
ZoZn
'C
hi
®
fc
*>
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IfA $
£
'to
/
i
A^.H^'i'fo
t^,U
7
IfA $
(a)
y^U-c^AlCOlir
1
.
AM
'
@ko9-i4
Ao tzT-f Ac
4.
<M?£
^A
J:
5
2
0
.
ic
3.
AHA&'J
A
1
(b)
WJ:^TU:i',
r
Dn f
£
IAA
l
.
L i L
AA
B^lcfeAT\'i
i:
liA,
0
9
l
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0
$
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1
5.
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4.
j?|£AA.h^Tl AA„
UH
tit-
2.
Jt
<
3.
J:
<
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h
£ Li l AA„
£
IAA
5.
C
Ao
C
Jt
i*
Ao Att A„
in
'
220
B.
X
'
>»^I5 gaai
-
Talk about your classmates’ childhood using the following expressions.
Example:
u
1.
as<—
-<•
4.
.
7Cfl
ifA,
3.
5.
Mt*
2MM-<50)jW$
0
2
*
|>
A, i' ?
J;
1
<
t°T /
7.
-f
i&j:
8
.
9
.
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5
POf
6
tf'o tz
'/ 1&V
.
-£
4
t><
<
t
'
£#<
»
|n/iu
£
-f 0
tii
-r
^5
ija,
«fc
®nJK—^cEhj\^'M^Tcz)rctm-DZl^L>Tc
$
V*z>
A.
IA
Report what the following people said, using
Example:
5C
(i
^5
|7f
'B
.
•
~<bSoriA^U 7c. @K09-i6
-/t77> ^0 * t£r>tzZ InTo
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tori'
i
L4o
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8.
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9.
10.
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/C T"
l'
lS^TL/; 0
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H£#:/0T\
t
<
'J
co
fc
l/;o
L
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V'
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B.
Pair
Work—Ask
the class
1.
using
Ln» ^
.
z ft
nTl/J'0
K
tZ
z
12
X
4.
ZoZ7
Look
<
h 5
ft
£"Z
^£
B3 4*
Example:
tz
—
<
!JU:
'«
£"
*
A
Q
:
:
OX
4rt'
^^^a^Tj'ttTv'^AT'To
OX
4.
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A
to
lEo*/C
5
.
6
.
*;i|*/C
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<0
T l 4 Ao
fflifS
A
If
T
l £ Itzti'o
4rt'L%
3.
L i l tzi'o
412
below and answer the questions.
rt:
.
J;
&•!)>
A
2
L tz 4\
4' (2
at the picture
1.
m
412
3.
A.
Tc.
ftiH,
-tirA,
2
later,
your partner the following questions. Take notes and report to
#$ A
C<b
-f-f
A
4"#
475'
4t5'LX
5
ibn
**<**>
222»>£jg-35aB
B.
Pair
B
(p.
Work— One
of
you looks
A below and
at picture
Ask each other questions and
225).
<£13
Example:
-*•
A
B
:
:
£ l
3
U
t*
f-
^
identify
the people
in
the picture.
A li £"<7) AT'f^'o
b
C.
all
the other looks at picture
Ut
Class Activity— Describe your classmates.
The class
is
divided into two groups,
A and
B.
Each member
of
group
A
acts
out something and freezes
in the middle of doing so. Members of group B
answer the teacher’s questions, using ~'OA?>AT:T. Take turns when finished.
X>t
Example:
7 * All £"<7)AT'f A 0
Teacher:
Student:
l
# £«
oATA
<Z>i
V't
AT'-f 0
X>t
It
A.
Answer the
following questions using jf7c~‘OA^1i/u.
Example:
Q
A
l.
2
.
3.
$o
o'
ln> <
AV
Hi
£ o
t
:
ȣ
liX
ko917
<£ LAA
iA'fcATv'i-ttA,
:
LAA
li LAA
0
4.
til
5.
75'
6.
i
t
$r L
*a&
L
o
<t'J
l±*A
UJ'o
9tt****i
A
$
< O'
0
14
A
v
L
tzti'o
A
'#?§ £
aa r
x.
air
i L
tz-h'
b
'
’
223
§1911
B.
Work—Ask
Pair
partner out, as
Examples:
the
your partner has done
if
in
the example
name
(1).
If
B
A
.
the answer
r
f’
7
>
A
(2)
B
A
t i
B
1.
the
name
:
X.X.,
:
t n
:
X.X..
fd'Mj
T
:
is
no, ask your
was, as
in (2).
J
t
'
i
-tf
Ao Xt'r>tzb,
— ItUlLi 4+X^'o
^
I'oLi
tuN-f-ftao
[7 > t°-xj ^liL/oi'o
£"
i T'i
:
—X
it
A*/Cli?
$£Jg,Tt
btzl
B
b°
how
*
noi,
:
If
—
of a newly released movie
:
yet.
.
yes, ask your partner
A: th
(1)
.
-f 3' <
i
T L fz
fct L AtJ'o /cT'tio
of a newly released movie
<A
2.
the
name
of a
new game
3.
the
name
of a
new restaurant/ shop/place
.tri"
left
£
<
i'
4.
r/u
A.
the
u
a-
Match up the phrases
bt
1.
'
to
make
sense.
b
/c
o/J'b
2.
L
(tA,
3.
•J
4.
£M<
name of a newly released song/music
J:
17
C^
o
7c
f
<7)-TO£— it'
7$'
t
y+f—
o’
< +£/)'
5.
X A,
bo
7c7j'b
yvii
L
'itz'h'b
£tf'b
6.
lie
9
MV'tzlf* i-tf/CTl
M
V'
$
Jt
(2
tz<
224
B.
zslS
•
3£/2a!1
Complete the following sentences adding reasons.
1.
2
LT^ito
J'b.
.
(2
t'b.
3.
(5 A,
C
ft ifi <0^*11
-tir
A/
U
»J>
‘ft
/:Tt.
L/Co
tf'b,
4.
Itf'o
*9
c
•)
Af>-f
n/ub«>5
A.
Role Play— One of you
is
customer. Using Dialogue
menu
below.
Be sure
working at a fast-food restaurant. The other
1
to say
as a model, order
how many you
some food and
want.
is
a
drinks from the
f
gg9!l>>>225
B.
Answer the
1.
following questions.
t°T /
tirt'o
V-
2
.
UJ
T-M'o
3.
-r
4.
^^1<7)b#,
Vtn b
5.
Jt
<tU
tb
<o
<»Lii-75' 0
tr
6.
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SifaA,
(birthday) Uf5f
7)'
t b
V '
£ L
/ctf'o
4-IC
fcA-UJt ^
/=HlwjB[$ t b'.'i l/ctf'o
7.
4^0.
7xxMb#i:*££
D
4A,
8
.
10
.
Z ft
ti
tb
ij
j
l/ctJ'o
4 A, U
liU
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+ 7 ^oT^it)i
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11.
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m ti±,
fci
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12.
13.
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y
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t
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4
a^'fe^ntK
i'x>
Pair
x
<73
Work (v)
-
"t
B.
(—
Example:
=t
L 3
—
A-JtLC^ X^li £'<7) ATf 4
B f HftlTi'^ATto
A
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Chi
:
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p.
222)
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226
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Culture
]
Japanese Traditional Culture
t:
tiA,
T?A,
*»
t ?
A'
'$<
#
Kabuki
<#A6<
Puppet theater
K§9If
Useful Expressions
l/i3
Colors
There are two kinds of words for colors.
Group
1:
l\-adjectives
These words become nouns without the
v
\
red bag
Ttc
I like red the best.
-f
Group
2:
nouns
These words need
7
1
J
<7)
—>
in order to
—7—
Here are some words related
Ti-tio
tfc
make noun
phrases.
green sweater
to colors.
Yow look pale,
£>
black
Lh <h
and white picture
L*L A,
Mary has
blonde
hair.
227
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228
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10 H
L
s
j
0
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Winter Vacation Plans
V?
3 \Kt>
;
=
Winter vacation
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2
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3
A
4
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o
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L i -ft'
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229
©
Mary:
It is
getting cold.
you do
Takeshi: Yes. Mary, what will
Mary:
I
am planning to
at
winter break?
go to Korea or Taiwan, but
I
haven’t decided yet.
Takeshi: That’s nice.
Mary: Which do you think
Mm ...
Takeshi:
Mary:
I
see.
By
Mary:
that so?
Mary:
Then
I’ll
better,
warmer
Korea or Taiwan?
in Taiwan.
I’d like
you going somewhere, Takeshi?
I
don’t have
money, so
buy some souvenir
I
will stay here.
for you.
Travel agent:
from Osaka
to reserve a plane ticket
19.
We have a morning flight and an
A morning flight, please. Can
I
How long does
it
take to Seoul?
About one and
afternoon
use a credit card?
Travel agent: Yes.
Travel agent:
to Seoul.
When is it?
Mary: December
Mary:
But Sue said that the food was delicious in Korea.
Wow, thank you.
Travel agent:
Mary:
it is
won’t go anywhere.
I
Takeshi:
think
the way, are
Takeshi:
Is
I
is
a half hours.
flight.
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fall
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doctor
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station
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rich person
face
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milk
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credit card
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cake
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this year
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soccer
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shirt
l/U'/C-ti:C
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l
sushi
d+V '#'-3
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life;
world
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tempura
barbers
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spring
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subway
gloves
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beauty parlor
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flight
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baseball
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s
warm
htztzti'\'
* Words that appear
in
the dialogue
K10-05
'
)
.
gnOj%>->>231
iJtV
U'
i"f
slow; late
'
L
cool (weather
V '
—not used
for things)
cold (things/people)
sleepy
*at;v'
&-adjectiv
U
v e
-
r
b
e
m
easy; simple
s
(amount of time/money)
to take
*
(no particle )
*
&'
-5>
*
11
b
R u
*
-
)6i h
4
£ i
to stay (at a hotel, etc.)
to
become
o
T
-7
v e
r
(~
1
1
PfV
b
-$V)6
to decide
5k.&> X>
(~ £)
Irregular Verbs
U
Jt
3 9
i-
6
Wft-t %
to travel
ti/CLrpii-6
Adverbs
*
on foot
X liX
~
best
or
7
for
in
z<r>zh
~
.
.
.
.
.
.
months
time; after
.
.
these days
~lt}2
*
(~ £)
Other Expressions
a n d
fi'T
T
v.
to practice
~s)f Fb5
for
.
.
.
weeks
by (means of transportation);
"f"
with
(a tool)
YliK'^X
how; by what means
'£% b
which
o
which
*
Y.
*
¥<n
<
"
b
how much; how long
v
~ftX
liV
<
.
years
.
.
•¥
<
/si
<
(do something) early; fast
Mi
232
M
3C£IS
G
)£
m
a
r
is
a
r
Comparison between Two Items
In Japanese, adjectives have the
there
m
no
something
alteration as in “great/greater”
to the
nouns
A (D[£z
that are
{
^o;’<
IC
is
I
in
noncomparative and comparative sentences;
The idea of comparison
cfcD
A
=
(property)o
more (property) than
B.
)±*^TiTo
15
t.
=
EH#*:
MEM
is
larger than Japan.
A£B
is
expressed by adding
iA,
You can ask for another persons opinion on two things
Which
is
compared.
1
B
£p
)
China
same shape
comparative terms.
2
5
Between
in
/ if
A and B,
1)'
w/izc/z zs
(property)o
more (property)?
iTo
cheaper (going by) bus or (by) train?
;
Comparison among Three or More Items
In comparison
among
three or
[(class of items)
=A
more
OfoZ:
is
the
items, the degree qualifier
1
A
v '
A |i%
is
used.
(property)o
most (property) [among
(a class of items)].
tc (5 a,
4^
sc
Between Russia France and Japan, which country has the coldest climate?
,
,
1
In real
life,
and B <£ U often appear
the phrases A<7) J 0
(
into believing the opposite of what
is
2
is
in the reverse order,
actually said. Don’t rely
claimed to be superior. Listen carefully for the words <D J
(
In place of
A b <D 11
*9
and
^
you can
colloquial than
£A b
and
¥A b
(
J
*7
.
making
it
very easy to be misled
therefore, to decide
which item
TU
%. Any one of these can be
b and
two items. £ o A and £' o A
1 1 are slightly
rt*
and
.
also use
used in question sentences seeking comparisons between
more
on the word order,
(
gflOH>->»233
0
'
Russia
% 1L%\
if
o
1
«fc
the coldest, I think.
is
g
to
J
T'-f
tJ'o
T
4tf'
W/zat season do you
like best?
1"
£>$
1 like fall the most.
£"
Note that the words (Dill and
three or
more
items.
o
are not used in statements of
f>
Normal question words
like tzi'l, H'iX,
v
0,
comparison among
'o, and
3 are used
3
instead.
adjective/noun
When a noun follows an
noun with
place the
btzl
I
adjective,
pronoun
a
and when
<7),
it is
clear
fc/ac/c
what you are referring
re-
t
sweater. I have a red one too.
,
U
to
you can
i-tfCTl/co (<n=$MF)
^
^
c Li
went
to,
“one” You can use <D to avoid repetition.
&
<*>
I /zave
n
the
0
+
L,t
buy an inexpensive dictionary, but there were no good ones.
IHadjective
+
U-adjective
-*
noun
|
+
£P-adjective
£p-adjective
]
Similarly, a
noun following another noun can be reduced. Here,
“noun, <D noun
” will
2
be reduced to “noun,
3
The tendency
tively.
‘1
is
when
a
list
of items
is
Lz’t M'Lti *
<
bLl$<n*x\
+
tci)'
f£
like best, apples, tangerines,
i)'
What fruit do you
ft
U
like best?
?
is
Mary’s
presented, and to use
Compare:
Which do you
sequence of the form
You simply omit the second noun.
No, that
bag?
to use £' tl
a
vu '*,-? *Ui /T')-*L<n
dHlix-3 L<n±ifLT-tt'o
Is this Sue’s
60.”
or cherries?
tto
.
M when a group
is
referred to collec-
.
234>>>£gg-;%;i,ft5
ry
')
t><n rj_
x? -A ©(i o
J:
'J
1C
American
ice
cream
© noun
noun,
Cl
°
&
to
do
more
is
'J
feplotto
li^
delicious than Japanese one.
noun,
-*•
2
©
-ofcorc
follows verbs in the present tense short forms to describe
*1
in the future.
You can
are planning not to do, or
also use a verb in the negative plus
what you do not intend
verb (present, short)
o
‘j
t>
a person
is
planning
to describe
what you
to do.
+ Ofc 0 Tc
(I)
intend to do
.
.
Tto
<)
Liiioio
btz l
what
I intend to play tennis with Takeshi this weekend.
t
Professor Yamashita does not intend to
<
l'
^
were planning
T£
We
M
The verb
ot
means
TU:^
come
to school
tomorrow.
$ £ -tf/CT L
.
to visit
+
“to
a temple, but we didn't, because the weather was not good.
T&'%>
become”
indicating a change. tc
follows
nouns and both types of
adjectives.
ly-adjectives:
to
become warm/warmer
to
become quiet/quieter
to
become a company
&i-t-
^-adjectives:
»*'(&)
nouns:
zlttM
M'L'pl'A,
- IfDMZ&S
Lt'
employee
r
tz<n
Studying the Japanese language
tc
t itzo
(JA,
is
fun now (though
£ L/co
it
r
-t
I have grown fond of studying the Japanese language.
(Z
(5A,
/b„
TA, $
adjective
tc %>
‘1
T-fo
i)
was
like torture before).
d
o
'
fill
With
'-adjectives, the final
v
A common
adjectives.
When
mistake
It is
wrong
an adjective
absolute change
change
(e.g., “it
dropped and
is
<
used with +£
has
(e.g., “it
Z>, a
make
clear that
it is still
you
-5>
with
'-
•
it is
not cold any longer”) or a relative
sentences are ambiguous in
cold”). *£
you can use the
are talking in relative terms,
.
/T')-* /CliJUiLB
$ L/co
m
d
- +£
become warm, hence
pattern for comparison together with A'
Mary
I
I-
question arises whether the sentence describes an
has become warmer, but
to
'
235
added, as in their negative conjugations.
is
x
to say, for example,
you want
isolation. If
is
expand the pattern of ^'-adjectives and nouns and use
to
is
t '
Oil
uii t
u ux r
has become better in Japanese than before.
azmz/eziz*.
P s and
for things,
learned the Japanese expressions for “something” and “not
we
In Lesson 8
.
As you must have noticed, these expressions
fsj,
'd.
plus particles
and t Other expressions
.
are
for
.
.
made up of the
.
anything,” Pj
question
word
“some” and “any” in Japanese
1-
follow this pattern. Thus,
something
not anything
As we noted
in
^
*
t
Lesson
would be expected.
8,
It is,
$ t l
tzti '
Did you go anywhere?
tztl-f)'
Did you
'
see
i L
not anyone
tz
&
how
then, interesting to observe
derscores above. Let us look at
Z'z
/:Tl^
somewhere
Y 3
not anywhere
Y
and T. These
particles
v,
z
'
£ Itzt'o
^ t fr * i ^ T L tz
-tt
Did you do anything?
o
No, I didn’t go anywhere.
'
i -H/CT L
h
No, I didn’t see anybody.
v
h
No,
i.
,
faili-tt/CTl/co
I didn’t
or
£
appear in the places shown with un-
some examples.
t '
&
these expressions interact with
tzti'o
anybody?
Z
these words are used by themselves, where particles 11,
1C, 'v,
other particles, such as
someone
do anything.
/:»
236
£15
CH
3KSSI
•
^
You can use the
particle
T with nouns that describe the means of transportation
and the
instruments you use.
We
I
iA,
B
ic
a a, r
ti&
LHn
X.£
X.V'
0^5
Lets talk in Japanese.
c
i L/co
I
went
L/co
I
saw a move on TV.
to the station
by bus.
V
f
r
eat oar meals with chopsticks.
tz
7&'*
my-h
^FSU
£2 tf/u
£2
c2
{!!£)' 3d
UKj
10
Expression Notes
1
We sometimes use
0
end of a sentence when we want our partners
given,
common ground
to build upon. These
to treat
and
it
<b"
what we have
(but) at the
just said as a
words often indicate the speaker’s
intention to give her partner a chance to react and speak up.
By
relegating the
right to speak to one’s partner, they also contribute to the politeness of one’s
utterance.
In the dialogue, the travel agent lays out the relevant information on the table;
there are two flights, one leaving in the
morning and another
in the afternoon.
attached to her sentence indicates that she wants to build upon, and
ward
for-
with, these pieces of information. Instead of asking the obvious question,
namely,
lets
move
her customer
/$\ the
agent chooses not to finish her sentence, and
come forward with an answer immediately.
10
¥
|
237
31101%
nA/
Practice
Utf>5
©; UOliOS'^cfcDiSlvCf
-
7iL
TZhj
A.
Look
j*
I
at the pictures
Q
Example:
I*t>
below and answer the following questions. @kio-06
€# b '<7> £
:
% b <n II 1
(a)
Picture
(a)
—
b<7)H 9
e
1.
(c
$frtfrtfe
14,000
u
I±^
UA.75'A,-ti:A.
.
Tf
!«
-CA,L*
2
'
l±*
€# £ £" % b <n (1 1
L
'
rA,L*
LA,tJ'A/-£A/
T*f
'»
±%
m.
fc*
*1"
L- A^T&'Ax-tirA.
b<7)ll
4.
L^>
D
ri'A,
/?n~mfl
J>'o
*5
fA,L<P
¥ 6,000
-fcBfM
<
t
pH
Picture
5.
jM* 1
5
6.
tH'l
5
:
»J>
"7
L
»J>
Picture
»J>
d L
»#>
L E3 H L
L<1
*7
L"
o
£> CO (1
£>
<7)
1
1
9
/C£iliffl-5/Cb b"o
•?
A$
*
v '
£<W1
9
/:
v,
'
T*f
'
T-f © 0
£
tzi>'
•£
£K
0jEB*/Cb|£7K*/Lb l"o %<n[ln
rt?
10.
o
<
£
9.
£"
(c)
7.
8.
£
d
tf
5
£'o
a»t»$
daffi*
*£ £i
£,<7)11
i tf«£v'T-f j>'o
/CL££tK* L'C b"o £ <7)11
-r-r
$
9
'T-f 3>'
tf'A,
Pi
^
(b)
dti&jf L
¥ 9,000
AjNfW
*J>'
|
M Pm M
lP*l
J
|
J
1
iP M
IT
-
gate
238
B.
Pair Work— Make questions using the following cues and ask
When you answer the questions, add reasons for your answers
if
your partner.
possible.
3E/4- (&$)
Example:
i
A
£'A b
:
B
k<nii7 4*(*J; iJ)#$T-ro
:
(orXt&tft*
TiTo/Xt^t
4o
A
Tt^bo
:
(fc^UO
1.
2.
U'A/tf'o Z u 'A (#*)
X>t
3R?5A
v
htzi
X>b
+
SM/BXM
^9C'<
5
.
7.
IJ
in U
£>
$
ifL/ K
(C
(SA.
<ss
V
-f
5
(Germany)
(v 'V
<7) i]4
0
(J'LtzD
(#$)
+
B^<7)^/#)^/c<7)a<734- (sI^hn)
lc
tiA,
< IC
tiA
-tfi'rt'O
htztz
(±g.or>Ml^)
Aii'^A
< (z
LA/ flW -BA/
Look
.i.ij)
% tz<nm<n£.%
a &<n
\z
A.
-t
<4J
^/t9ii-r
3b
(*3X)
0
-f*
^-<73
liS
to.
C-?
J: -7
(#*)
B
8.
9.
1C
ib/wm
o>fa
6.
t
(A?MX£)
3.
4.
b^Tto)
£1 LTTfjJ'o
:
B
*
A<7)
»•¥>
at the pictures
on the previous page and answer the questions below.
I
Example:
Q
:
Z
<D^T\
£'sft75A
4' 75'
A
'
:
U A.7&' A^-tir A,
Picture
1.
2
.
'
'T"t ti'o
A liXlt'.
14*
A liXltv
14*
'T'-f o
(a)
AliXilv
:«tT\
;«tt, £>UA'AiiX£oT-f
«+
'
ft*
'"ft]
K1 0-07
'
g§10IS»»-239
Picture
(b)
3.
Z<D^T\ tfZ^A'Al
4.
Z
4
*
Picture
5.
.
j>A
'AliX'JX \.'TX 3>' 0
*>!.'
7i'
(c)
Z<A + T\
*
6
fcfc
t5 '
(D^TZ £"Z
35
£'jMA'AliX1H^v'-ClX'
t5
0
'
:«t?, £XXT'A(iX£^-ciX'o
foft
ft 7>'
'
7.
Pair
'T'-f
AUX^^'-iA
**
ft a'
ftjj>
B.
4
-£
'
Work— Make
questions using the following cues and ask your partner.
Example:
in
tz
- Q
+
in
tz
A
:
-f
T-fo
iz
-f
«<ABT/«
i%
t
8.
9 7 7,/tz
9.
-
5
Group Work— Make a group
-tiro
tzil'
tir
6.
I
77X/ih^4
7.
I)
tSA. **<
3.
C.
b^
U&I) ti
#&/#*
t
5.
ti'1'
^tfH'UX
T-ftf'o
-r
ftlc
4.
i<D
<F)
.
ft*
l
1.
2
fatfA'AliX#*
:
<
S
i*
of three or four people.
Ask each other questions
and make as many superlative sentences as possible about the group.
Example:
4'
^
'
A liX^
M 'TX 0
B H
'
'T“f
A IfX/INAKA
£
4
A
Z (D'fyXZ
75'
t5
<>
'
C * /CXTXliXJ: <il< 7-7*iz&£-f 0
-
5
#5 5-
D.
make comparative and superlative ques(You should know the answers.) Then ask
Class Activity— First form pairs and
tion
sentences with your partner.
questions to the class. The rest of the class answer the questions.
Example:
'SiiJj (Mt.
.5.
Fuji)
C!A
Zx-<px
475'
XX
475 '
ti:
75'V'
'T"tXo
1
£t> b<niin
tz
t?^'
777 « + T ^0 /= jMA
-&#<73
£ £"A
ft*
ffl+S AXUjffl*
tz
h (Mt. Everest)
$ i
-9
75 'te
£" Z 75A A l±XX *
g(Ott
4^'
'
< tz
tn O T
A If A
AA'
V '
&
T-f j5' 0
V '
£
-r
jK
240
isIS
•
3t)£li
t»rcu
A.
This
is
a refrigerator
Example:
B.
Pair
C
<7>
Work—Ask
Example:
A
B
I
:
in
a dormitory.
U /C Z"fi U
Tell
whose each
— L © TiT
^5
thing
is,
using ©. @kio-os
0
your partner the following questions.
£ ’%> b ©
3— t—
^ '©tfA
'V
u
'
T"t* ti'o
'Tto
<s^j
1
1
CoT/
^
(1) £"£>
u 'T"-f
h<D^^^\
T
o*i<%
(2) £"£>
<
t
gjlOj|>»241
)£%
(5)
\o<T)tfA K7"-y
9£
t -ft'o
u 'T-f tf'o
(6) £"£>
Si
p/
9
75'
Li
V
>.
Guide
K77^7
Book
0$
Japan
V
x.
®M
1
A.
(
t
<-
v
'
B^f*
r
r
(i
L'1>
ii/v
o fe D 7: it
You are planning to do/not to do the following things next week.
will/will
not do using ~OfcDT:‘3'. @kio-o 9
Example:
^
fll
B
I
-
^ £ %%
(5 A,
Xf
E«®B
Tell
Ex. to read
2j
L
1
)
T"t~ 0
«t
books
1.
to practice the piano
IfoJ; 9
J:
i
7jc^H
+"Jti
V
tMSb
t<J:i
V
±«f B
sr
J:
i
do
3.
to
do laundry
4.
to write letters to friends
5.
not to go out
6.
to eat dinner with friends
7.
not to study Japanese
8.
to stay at a friends
9.
not to go
exercises
home
if
BBfB
i
to
tf
ir^B
i/iXi
2.
If
V
10.
to clean a
room
11.
not to get up early
what you
o
242
B.
'
£!£ •£;£$!
Answer the
following questions.
Example:
Q
:
L
t
nio
b-
Aiii
JUzft
<
ot Tto/
ij
i'
JLicfr ^'tL'v
&
1.
^B< )^NJL
f
7
J
2.
<t
9
5
.
^
!J
J:
=*nl
r
S/UaA,
6
.
o<
U
7
ic
l £ -fti'o
art
3ftS*tt«J
*7
T"f 0
Mfil
Jv'#£
3.
L»J>
‘J
cT
vl'
4.
'o t
i'
'
(iA,
|^m B *!&£&& t it^'o
4
$
(C
(iA/ C*
L
7.
CA,
fc'
^-t
ij
x
c
?
©smumcsdsltc
A.
Describe the following pictures.
-|fU'
Example:
Ex.
A *u
*
-*•
@
kio-io
**U'Ktt‘J £ lfZo
( 1)
|Rv
3
7
f£10 SH
(5)
(6)4K
tA£
L
(7) Jfc
V,
i-r
(9)#
(8)
L*
B.
Fill in
I
(10)
±6
&
t
a>to
the blanks with appropriate forms.
tzt'b.
l.nmzi
U
*j
n/:o
•t-3
2
*’•)
.
t; «
O .toi'/L
1
v>
4\
3.
ft
>1
*
1 5
$V'
tr-'j
t°T/ £f*f
4.
<
5.
il/;o
tS'A
tf
S/Ufc/C t\ ii tj
ft
')
‘J
£ 1
£ Ifc,
£ l/c,
c
sit
6
.
—
7.
«t
*U
<nz*5
H
+
tit'
^
•)
r-r,
£ L/co
243
244
u
A.
was
Takeshi
sick yesterday.
Mary
did a
lot
of things without him.
Answer the
questions based on the chart below. @kio-ii
Mary
Takeshi
and tempura
sushi
(Ex.) eat
nothing
drink
green tea and coffee
nothing
go
Osaka
nowhere
meet
Robert
nobody
do
watch a movie
nothing
Example
1:
ST — * /Cli fsft''&:'<£
Q:*<7)o,
/
>J
A
Example
2:
:
lit',
-f
Q:*<7)o,
L
b
XL
/'-I'T
L
£'&<£
S
1.
^
4U
:
.
3.
A
)
<7
-7
,
*<nn^
4o
L
^5
U
4
tzo
tz
T -*L
£14 t>\
>)
4(2
2
L
tz
4'
A
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4'
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ST —* HiZ'Zf'izffi-*
]
)
£ L tzt'o
V'
4
.
A
(7
)
9
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7c
ti"
L
^5
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V'
5.
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/T — 4 /Cli4tlt'l2^-t
6
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4 It
$
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4 It
4to
.
7.
<7)
0
,
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'
'£
L 3
*
£ I4t'„
L/;t 0
4(2
8
.
*<7) 0
,
L 3
L £ 1
ilc
B.
Pair
Work—Ask
Example:
Q
A
your partner the following questions.
f5Jt'L£
/
!
ln>o£o
:
lit
L4t'o
4(2
\ $fe®£JL£ L 4o/^
x.i>
^
<A
"•
tt t l
4(2
£
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0
o
fjj
1
^<
.
Ifini'i
^
-tirAx L»J>
2
77
-tAslftn
3.
$
«fc
^^
£>
l tzt '
fc
W'lfcAi
*tc
Jn
.
L
Tctf'o
(7)
£"Z tf'lCff $ i
5.
d A/ L
tzfr
fc'jM'K^A'i ltd'
5
U^io
4'U
9
245
10il
<'
^B,
4.
6
* £ L
£"Z
.
3
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L*j>9
*7
£ -t>
-fjJ'o
V'
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Ldi^o
^vj'-r^o t
ij
T-r^j'
4*(z
ZA,L*i>n
s;SiE»‘c?T^S'r
u
Uv
i'
-ca,
A.
Look
at the pictures
Example:
Q
:
9
a:
9
and answer each question as
T£
b IR. £
9 K*
o T ft $ £
"t"
Ex.
#'o
(2)
<®v
n
Ifl
(M
20 min.
ooU
10 min.
ER
%
%
•7
9
X.5
75 *
o C.
/<X#
Tl'
*>
-7
i
(3)
o
D o
o a o
o
a a a
1
DO
ODD
hour
.'
%
0
30 min.
|rrrm|
ffll
9
rrmj
Cl
£*fc
;
15 min.
offi
L
3
t9
H' L *
7
i9
B.
Use the same
Example:
Q
A
*9
tC
pictures
week
bIR.£
9
£, t>'
:
9
%4't,ik*
T
> F^->T
(i^
and answer the questions as
:
|-
(8)
4
5
D
dJUd
tf'V'L*
1
-9
O o
a o
a o
xVn°—
J
(7)
£
12
i'
(1)
/\
.
* £1%
^'bIR£ Tgfe^Tif
C T/LL*
x.5
n
the example below. Mj] K10
in
in
the example below.
@
£"<77 <"
b
<.
?+#M'U
‘J
ito
£
i"
t$' 0
K1
-
1
246
C.
>£15 -gate
Ask three classmates how they get from
their
houses
to school
and
fill
in
the
chart.
Q
Example:
:
A
Q
A
*
?
£> -h"
tZ
TA,L*
b
£
T £' 1
:
:
$
CbOTj^'ij
*r<n
£tt\
£-f 0
:
Z'l
tx.
Y’oT
t:"<7) <"
bt
'
®^tib(DHH
n/uUa>5
A.
The chart below shows winter vacation plans for Mary and her
answer the following questions about Mary’s plan.
Mary
go to Korea
will
by plane
3
weeks
with Sue
Robert
go back to
will
by plane
Ken
will
Sues house
eat
2 weeks
will
go to Tokyo
will
by
with a friend
Tom
will
bullet
3 days
train
go to the
by boat
2
months
south pole (SH§)
Takeshi
1.
ST
will
')
frA/C. <
<%Wt*
rV)
4.
£"Z icj&i
will play at
hotel
Disneyland
doesn’t
know
£ Z ti'lzft < o^ij
tL
penguins ('*•>¥>)
T-rtf'o
v'
l'
i'
i-f t>'o
i'
‘J
£ -tt'o
t
5.
mm
i'/CCX
How
*K
£ -r 6 o t
*j
Tokyo
will take pictures with
go nowhere
:
meet friends
will stay at a
yet
-*
3.
do shopping and
Korean foods
will stay at
London
friends. First,
T-r jk
about the others’ plans? Make pairs and ask questions.
)
IfllOH
Work—Talk
about your plans
for the
upcoming vacation.
B.
Pair
C.
Role Play— One of you works for a travel agency and the other
Using Dialogue n as a model,
1.
From Nagoya
2.
From Tokyo
to Paris
3.
From Osaka
to
Rome
4.
From Tokyo
to
Bangkok
to Seoul
(
1
person
morning
Feb. 14
1
person
window seat
Apr. 18
2 people
aisle seats
Aug. 20
4 people
afternoon
Jan.
°
N
'J
° — v)
9)
i
a customer.
is
reservations for the following tickets.
V ^ >1)
(
{'
make
window
1
seat
= JS
fl'l <T>
^
aisle seat
= iS.
flight
flight
JS-ffl'l <T)
C ultured^lQ
HC
HA,
d
9
Public Transportation in Japan
o?
£
to'
A,
Japan's public transportation system
pecially within metropolitan areas
The most
common
buses, and,
(JR
in
and between major
cities.
forms of public transportation are trains,
major
Group) has a
highly developed, es-
is
cities,
train
subways. The Japan Railways Group
network covering almost
country. Travel by public transportation
all
areas of the
enjoyable, safe, and
is
Shinkansen
efficient.
Here are some
If
tips for you.
you are
in
Japan on
a
"Temporary
Visitor" entry
to different regions, consider getting a
on almost
limited travel
If
you are planning
Kippu
Japan
Rail
Pass
cities.
a
ticket gives
are another
JR
Rail Pass,
which
lines (including bullet trains,
budget
(*#18#
-ec'U**
you
trains for only
Highway buses
all
Japan
permit and want to travel
offers un-
except Nozomi)
number of days.
for a certain
1 1
five
Compared with express
rail
trip
may be
during vacation time, the Seishun 18
the best option. This seasonal discount
days of unlimited rides on
local
and rapid-service JR
,500 yen.
good way to
travel
services,
between major
highway bus
usually takes longer hours but costs less. Also,
if
you
travel
travel
on
an overnight bus, you can save on accommodation costs.
Highway bus
:
JRjIC
B$/yxJT- ;w-*x
247
.
.
i
.
248>»»&B-gaai
Useful Expressions
IKT
the
At
Station
Types of Trains
-local
a
O'
o*)
-express
$
VO Z 9
-super express
to$
*}>
?
Destination
~ff$-
-bound
'3f®-
-serving
(3
for
.
.
.
.
.
areas
-9
Types of Tickets and Seats
-(boarding) ticket
Ui
9
general admission seat
L*tt/v
nonsmoking
-coupons
tt/C
-commuters pass
TV' $
If A,
$«-
$ A,x./v
L*
V'^)>1
L*
— -f-#-9
Car No.
round
-student discount
&<bV
car
1
trip
^0'<
one way
-reserved seat
L TV'-£$
Places
in
stations
-track
number
.
.
tBn
r
-ticket
£
O
O*
?
vending area
If
*-A —
XD
i'U
entrance
<•*,
-gate
PW&
-platform
t N
ri'V'So
exit
<•*>
%
stairs
Aj
(
-
-shop; stand
v N
£>
(
X
1'
Ifl'TA
first car;
h*j
i
ix
.
fie
9
—
front
last car; tail
end
end
L
Miscellaneous Public Transportation Terms
M U #1
<F>
O
7fc^r
X.
-
transfer
7$'
i;
next (stop),
.
.
&«ln>-)T/v
departing
first
departing second
i±o
last train
.
Announcements
i i
We will be leaving soon.
L i i-o
+£ <
A train is arriving.
t'A/
4w
L*
&I4~izjL 4
o 5*
Next (we 11 stop
4-f 0
<J
at)
.
.
fc
KT^HJL i
U
<ti*\
4 -To
'o
The doors
are closing. Please be
*>*•)
careful.
Expressions
i U £
Z
-CA,L*
4>5
14
lf*b
Does
iT fro
this train stop at
What time
L*J>
hk>
~C A/
Akihabara?
t
is
the last train?
M,
'
l Tl'^5
L 4 i'o
One
reserved ticket to Tokyo,
tori*
please.
^#>]
X.
£
Can
i' fro
I
get a student discount?
075'
*
ri'4 <
£
i'
Which one
B
:
is
— ##T-f
the train
o
(Z
Trac/c
*
number
two.
bound for Kamakura?
*
250>>>£gg-;gai|
s
f
L
»•"
1 1
S
E
0
S
N
1
j
P^dj-COfiocti After the Vacation
S
Dialogue
sS
6'U
t>
Michiko and Mary meet after the vacation.
K1 1-01/02
Z
1
/T
:
>)
- * L, X L o'
'J
T-fHo
? l T L tz 4\
li
V'tS
2
/T
'J
-
:
ten
<J
4
xt,z
5
A
'J
in
ti'
A'A.ziilti 0
tz
DDTtHo ^fe^Tl/c^tto
:
r -
jS-a,c<
L i ltz 0
* L<nfaM±$kH>'^tzTirl>
:
o
tz<D
6
A
s_
$&£&Tltzo — 0 £lt
.
K
-7
'f
7"dff
(Cfc>
h
£
IToi
:*
i L
/=
Vi
Si'lct,
lfz a
K1 1-03/04
/
T -
3
•/
3
A
X%Z
1
'j
X%Z*X,
:
£/=*££ IS*
Mi
-To
Z
£> £? li
3
}y
J
T Xo
2
-£A,lfo
>
(z
(JA,
$
L To
:
(4U
^iir^
\
uUjiia^zt-To
lit
K1 1-05/06
4
v
s
y
3 T-f ?K
y*L, * #(i£'
L
t-x h 7 TOTTyX'T-fo
X 9 TT
^ AliTT>Xl^fo/cZ
5
A^
s-
v
6
v
y
Z
1
v
s
Ltfo
2
y
3
y
w
3
3
A/
'J
tJ
'
H 'X. &
0
'J
i
-t±
ifh
/Co
T, $
JCo
iz£
7"U — ^n'ijt
1
;
— 7tf^Tto
^-)a6 o
ffms>>>25i
Ut,z
7
li£'z<n&%T1rt' 0
L
8
U%z
-ftffT-fo
\
v
h
>
o L A/
< tziS
c^ £
iii>< <n
9
}>
V'o
5
tw
7;
&
fc
L
v '
^ '
T"i"
Jt
<,
-tftA,
:
Michiko: Mary,
haven’t seen
I
you
for a long time.
really fun.
I
went shopping,
Michiko: Sounds good.
I
want
Mary:
was
It
ate
How was your vacation?
Korean dishes, and things
like that in
Korea.
to travel, too.
Mary: Did you have a fun vacation, Michiko?
Michiko:
was okay.
It
Mary: Michiko,
I
I
want
went
for a drive just for
to introduce
you
one
day, but
I
was working part-time every
to a friend of mine. This
is
John.
He came
day.
to Japan last
month.
John: How do you do?
Michiko: How do you do? I am Michiko Yamakawa.
Michiko: John, where are you from?
John:
I
am from
Michiko:
John:
Is
that so.
Have you been
Michiko: No,
John:
It
I
to Cairns?
haven’t.
has mountains and the ocean and
Where
Reef.
Michiko:
John:
Cairns, Australia.
By
I
are
means,
I
a beautiful place.
It’s
famous
for the Great Barrier
you from, Michiko?
am from Nagano.
all
is
Please
would love
to.
come
to visit
me
sometime. The food
is
good, too.
)
252
sIS
•
3££H
m
§s
V o
a
c
@
pp
Tchu
<2
b
u
a
I
r
y
Nouns
*
—X b 7 T
i"
Australia
'J
9>'
L
£>'
L
J:
fc
£ 3
fc i 0
snack; sweets
£££
1
z
<n
New Year s
boy
festival
‘J
toy
fc/C-tf/C
spa; hot spring
&L+£<n> z
girl
ti*'. '
L
3
zm
<
singer
n>
HI
+ +•
>7
l<>£
L
rb
foreign country
J:
J:
river
camp
this
person
this
semester
(polite)
*5
president of a
-7
class
company
future
L/C IT*
0
K
*
shrine
ij
7
fishing
4
7"
drive
beer
art
-tXh7r;'J*
Vi
j?*)
/1/-AZU
-
•?
v e
r
b
museum
host family
$
lake
0j
mountain
*
dream
roommate
b
s
£7 <
t'l
a
to
tell
to
become hungry
to
own
lie
(a pet)
to cut (classes)
* Words that appear
in
the dialogue
(~ £ )
(~ £
K1 1-07
^
.
)
.
)
sna>»253
%
+£b7
z
JH6
to take (a class); to get (a grade)
f?
to learn
(~£)
to climb
(pZace
<niiz
li/zb
R u
-
to
<
C
I
(~ £
)
work
rbs
v e
to get tired
(~£)
to quit
K* &> %>
Irregular Verbs
*
It
yU'-f <5
L
Jt
y
'i
9 #'V '-f
&
to introduce
f
-5>
to go
X- y h
r
V
J
•j
to have a fight; to quarrel
to
*
<
@#1-*
-r
Adverbs
a n d
O
be
an appointment)
abroad
Inn
L/C
(place
1
(~
I
-)
1
Expressions
(event (D)
after (an event)
*
£)
person
IZ
a diet
late (for
to study
h
t
on
( person
coming from
tfa#
f LT
(place <D)
and then
*
just
~T ^
.
*
rA
s L .j:
*
i
&i&
AL
u
')
.
.
;
only
.
.
points
.
it
.
has been a long time
okay; so-so
t o ^
more
@
ADDITIONAL VOCABULARY
I
K i 1-08
(Occupations)
li
So#'
V -y — i~
L
writer
X
J:
t|>
P
(^C#)
actress
3"
L
(#iftip)
nurse
journalist
#'C
l+t'S'?#'//
police officer
L
J:
lit
actor; actress
t
LtH'
0
'll)
t>
b
n
7
1
j
h
(#-(5)
U
Z 7 L
7 1$ 7 L
(>j|®^)
astronaut
baseball player
ti
t '
Z 7
•J
X 7
(AITEtI)
0#Kf±)
president of a country
firefighter
cartoonist
.
-gala
254
G
)£
®3
iS\hj
CT
m
a
r
m
a
-feu
You can use
hope or
stem (the verb form that goes before £ "£) +
a verb
I
want
•»
want
to
CT <
go
tz±
\
+
TclAT
A verb
followed by fz
v '.
The combination of a verb and
negative and past tense fz
&<7)AUIi^'/c
V't
want
to
v '
Particles other than
7c
If
to
your wish
can use
7c
v '
v
£
can have either the particle
£ remain the
conjugates as an
v
£
same.
'-adjective.
Here
are
examples of
sentences.
to see that person.
t'b, X'' —
0
tz
b ICff
t '
is
£
$ i L
tzo
i'
a department
store,
because I wanted to buy a sweater.
one you have entertained
®oT
&
tz
attached to a verb slightly affects the
v '
A^T'-fo
<
—9—
went
7c
.
.
that takes the particle
i)''
I
do
ih
dont want
Hz
I
example above, having
in the first
it is
x-f 0
China someday.
composition of the sentence.
when
X.V' ft
t,'
to
As you can see
A.
rt*
verb stem
I
T't' to describe your
a film this weekend.
to see
»i»
or 4*
v '
BfcS^JL/cV'T'fo
or
Ln>9io
if
\
I
fz
aspiration.
^£<7)3*11,
>1/^
r
v '
£
for
instead of 7c
v '
some
time, that
is, if
you “have wanted
to,”
you
T ~t.
ij
'Tlr sentences
are not usually used to describe wishes held
by
others.
Somebody
elses
wishes are usually reported in Japanese either as quotations, observations, or guesses. To
quote somebody, saying that she wants to do something, you can use £ iT
with
tz
v '.
Itz o
i'
Mary said she wanted
to
go
to Tibet.
oT
v '
i L
tz
To describe your observation
to the effect that
use a special verb
instead of
verb
will retain the
Mary wants
seems)
The verb
fz^^ T
t
v
\ with which we had
£
a choice
the derived
,
between the
which comes from the dictionary form fzf < ^>, indicates
'%>,
type of sentence in Lesson
want
I
to
.
.
.
way
she
is
We
behaving”
“I
think
have more to say about
will
this
14.
/Do you want
+
They want
to ... ?
•
verb stem
•
/ell conjugates as an ll-adjective
•
1$ or
/cliZrlT
^
to ..
•
verb stem
•
fcti'Tb
•
^ only
+
conjugates as an u-ver
~rco~ito?z>
You already know
fcfcSrt'
that
you can connect two clauses with the te-form of predicates,
&<D
7)'
Osaka
In
unlike 7c
,
do something, you must
wear a kimono.
to
that she wants to, because of the
KM
fzW
to
verb takes the particle
If a
and £.
particles
(It
£
somebody wants
I will
,
ti/v
IfA,
as in:
tz
do some shopping and eat dinner.
This sentence, however, tends to suggest that shopping and dining are the only activities you
plan to perform in Osaka and that those two activities will be done in that order.
to avoid
no
set
such implications and want to mention
order you can use a special predicate form
,
/:‘J,
h<n
75'
/h
Osaka
I will
,
get the fz
(Thus
cate.
^
Z>
>
liA,
)
D
(activity B) /c
fz
fz.)
for the verb
Q If S
add U
just
6 whose
,
do
in a bigger sentence,
swc/i
dzmgs as
A and B
to the past tense short
past tense
Note that the helping verb 1r
‘j
it
i" Z>
Lite
~ tz
the tense of the sentence. You can change a ~ fz
or incorporate
j
,
we have L
past tense
j
1
do such things as shopping orzd eating dinner.
form of a predicate, you
l
,
1
£
you want
or events just as examples and in
~ tz ~ tz
VLZ'tiL*'k'<tz')
l£A,
(activity A) /c
To
activities
If
at
1
)
is
L
7c,
and
form of a predifz
*j
for
^
the end of the sentence indicates
i~
%
sentence into the past tense,
by working on the helping verb
part.
.
256>ȣjg-:5t&li
Mfel tz').
i&jfcli,
^<Lb in
I studied
and
talked with
tf^^L/cHU/co
tt
i±$r
my friends, among other things,
$
fct*
over the weekend.
-r
and so forth.
I like dancing, listening to music,
+
The past tense short form of a verb
<
Z
'C'h hfr%>
describes that you did something, or some-
thing happened, in earlier times.
#±iUic«o/zz
I
i-To
have had the experience of climbing Mt.
tzlim /0(±^m
Fuji.
z
Takeshi has never been absent from classes ( in his
verb
If
£
somebody
(short, past, affirmative)
+
Z £
asks you a question using
life).
have the experience of.
H<L£)''<fc :a)
/)*£>
<)
£
you can
~f
XL or repeat the whole verbal complex (ff r>tzZ
£
-
just say £>
f Iff o
tz
l
)
.
£'£/£>*)
Z
{
)
£
XL).
s—D
o fz z
Have you ever been
to
‘J
£
-f
tJ
'
0
—
Europe?
|iv\
(i
v
\
Zfrjh
&>
(X (iv\
{
)
Or
Z
‘J
£ir 0
0
‘J
if o)
Yes, I have.
A ^ noun B
noun
^
connects two nouns, as does £
.
^
suggests that the things referred to are proposed as
examples, and that you are not citing an exhaustive
A
>
•'f
B
A and B, for example
* £ L
4
btn t
I
went
'
to
list.
tz 0
b
Kyoto and Nara
(for
example, and
may have
visited other places as well).
.
ISnB»>257
ny-h
U
11
negative sentences
in
where you expect
Q
A
A
•
n-H
\
In negative sentences,
you
Observe the reply sentences
.
W bl
y* 1^
1'V^x.n
•
:
£:
ULlT5t4.t±T
:
Q
& or
E
No,
s s
o n
i
Notes
IT
often find the particle It
in the dialogues below:
Prof.
Yamashita?
I don't.
Do you
§ Tsfr
f
e
r
Do you watch TV,
tiMS-dr/Lo
b:
x p
n — b: — ti£P#
like coffee?
No, I don't.
-r
&
and
respectively,
Many Japanese
The
one
rule of
would not be ungrammatical
speakers, however, find the {± versions
thumb
It phrase. If you
is
already
fulfilled,
more
above examples.
natural.
that negative Japanese sentences tend to contain at least
add ft
fi />.
is
in the
t± to the sentences above, therefore, the
need for
It
L
and Japanese speakers
feel
much
less
compelled to use It
after
fUf and n — —
b:
It
may also
follow particles like
V and IZ.
I don't
X.V'
r
l
{£H?t- tiff o tzZLh
X>hLi
Td It
want
to
speak in English.
i*
ifitb ^
S -d:A/ 0
I
have never been
Hiroshima.
to
I'
You can add fit t to numbers to talk about having just that many items,
tt implies that
you have something up
to the
ff
amount needed, but not more than
that.
—
LoU
V-t
H+
J A/
Corin'
X>t
btz L
ffi
ff tt
fi tt suggests that
^
% ^ L/:
I
have met that person just once.
S
I
have
0
I slept for just thirty minutes.
just
one question.
1
fa
you can
could have been higher.
which means “only”
\Z
3b
live
with that few, though the
We will learn
in the sense that
You can use the particle
number admittedly
another word in Lesson
you do not have enough
IZ to indicate the
14,
namely, L?5\
of.
occasion on which you do some-
thing.
Lfio
If A/
If A,
I ate salad at dinner.
tz
J
.
JESS
258
can also indicate the role you want something to play.
t-
]£
K7d
“to
X.
li
7"
is
Lfz 0
I
it'
used
when you go somewhere by
Vy d
have a drive” or “to go for a drive,” use
tX'Yy 4
«B
To say
car for pleasure.
Kyd
7"i~ &
Lfco
l'
went for a drive
When you
h
—
7" tiff < or
L tz/ K7^f 7‘Li
§ £
hrfnb
I
or
bought a postcard as a souvenir.
tfb
to the lake.
simply want to say “to drive a car” (not necessarily for pleasure), use
instead.
9 A,TA,
^ £ ffiz LtzZb fr$> it fro
13
*)
U
<*l
ISA,
Have you
-?A,-CA,
ever driven a car in Japan ?
1^, like the English word “dream,” has two meanings. One is the dream you
||
have while sleeping; the others the dream that you wish would come true. To say “I
have a dream,” in Japanese, you use the verb
XV
or &>
'
h
your
for
M*-?) for
LtZo
7
Xl'it /Wfrfo Sto
&
vfrib
I
had a scary dream
I
have a dream.
What
fro
Li
in
and Jfo
last night.
vptb
&
iClcfc
sleeping dreams,
visions.
The particle
-9
is
&A,
*oV>
your Jfuture dream?
y
ti often follows the particle 1C in sentences describing a place
terms of the things that are found there.
(1)
%M
h^'A:< $A,&f) £-f 0
Yfftz <
(2)
b.
n $
There are
There
is
*9
f 1*0
t n
many department stores
a subtle difference between the
in
Tokyo.
two sentences. The
first
sentence
is
the places: they answer questions (either explicitly asked, or implicitly) like
is
Tokyo
tion like
like?”
The second sentence, on the other hand,
“Where do you
See the
grammar note
find
“What
an answer to a ques-
many department stores?”
discussing the difference between fr and ti in Lesson
In the case of the particle
bination
is
about
K,
the contrast
is
between the simple
K
8.
and the com-
K ti. (See also the grammar note on counting people in Lesson 7.)
y
imK >^259
tl/u
Uf^>D
©; \y)
A.
Tc
Change
the following phrases into
/ \ 'y / <
Example:
~
7
clA sentences.
(
4
'
ki 1-09
— if —
(li'.')
-*•
(\h©)
-»
if— ’£i$L<tz\ 'T"t o
tz
1
Uff
jS!
.
*1
*
9
*
3.
{5^
.
tli
(liv')
7.
(iiv')
<
8
(C
(vu'x)
£1! 0
(ll'. ')
4i
(in©)
B^l^jii;
.
i'
it-, < U ftti'
(livO
<
(iA,
#.
<
ajuuff
'T*f o
<
B^rm
tc
r
A.-tirA.
4.
6
(l±'.')
<
l'
2.
(C
>'<— if— £ 'k^tz
(JA,
-t
(livd
9.
U* 97 &<<
riH'L*
B.
(vu'x)
|C t£
5.
Pair
10.
djlZ^tZ,
L**b.t 9
<7
Work— Ask
if
(v
u '£)
)( 3T
your partner wants to do the things above.
answer, give reasons as
in
When you
the example.
1.
A
Example:
— if —
!
B
:
liv\
'fc'<tz'>'
Tto
fc
'k^tz
'Tto
<
£
C.
Change the
Example:
fc
following phrases into —tclA sentences
£>
t
t>
in
the past tense.
0 &$LTHlttffz ti' o
<
t%L*
't.)
fc
c
2.
O
3.
:*)
5
<r>
t’-A$t4
fc*&
tb
(I±V')
(u^)
d n '/O
t
t>
b
<73
tt£f§l 9
t
(l±v. ')
6
7.
8
C.
9
io
i>
t°T /
£H 9
(v
u 'x)
dtv')
.
hi
9 A/"C A/
(li^)
9.
$ 9 tfH'
du'x)
75*0
Tto
(livd
.
7)'
5.
tz
fl# TM Iftz <+£t'r>tz T-f o
<
4.
110
£>-£
(liv')
fUt'U5
ki
^ (DIE-Sp-T^l
TrA/L^
0n
@
10.
(l±vd
I
i>
26o»»£B-xaai
D.
Work—Ask
Pair
your partner wanted to do the things above during their
if
childhood.
E.
Work—Ask
Pair
as
your partner the following questions and report the answers
See
the example.
in
A
Example:
:
B
1
p.
XX
t
(
253
i
for
occupation vocabulary.
^
'T*f
:
tz
-*
A
It/CX
:
1^
(1
£tc
liA,
2
.
is
^ l± t°-*f £
^
L fZt
o
T o £ -f o)
fc
Wn^iiXlP/cPTt^o
*IC
A'
Z'Z
3.
|2\ ''fc.lf/XT
$ /cV'T'-f 7>'o
l''
*
5.
&(c
L
vll
7.
X.
t'i
o
io
& tc
fiH/:<
4uTtK
*u
ts
#4^,
^V'
li
»j>
*IC
ft
c
9.
l
*9
fsjlX'
']
tz^TXt)\
*lc
9
to.
CA-rt'o
F.
S
At
&IC
Complete the following sentences.
/:btto
1.
$
2.
3.
<t
$>
XL
?
$
tz^T-fc
l tzltfrLtzti'b.
4Uxtz4'b.
tz <
ftv'T-f o
075'
/: <
tz
boli
&t5'
/X'o /cT*f
5.
c7 z
n
t $
26i
mm^rco^t
©tii&urcD,
U
tt/u
=tz>
A.
Tell
Tc<
what the following people did on the weekend using ~/cD~tcD‘3'
Example:
b
i/
'/
:
saw temples
went
in Kyoto,
to a
1.
7c It
2.
j;
L
X—
4.
It
5.
o / \—
Look
C.
Pair
made
sweets, played
Osaka
cleaned his room, did laundry,
f
:
met
:
went
Work—Ask
A
B
<
!
to
friends,
etc.
watched movies,
etc.
and make your own sentences using ~7cD~/cD‘3"?>.
in
£
B
II
(2,4,
(I
<5 A,
L i L
7c t'o
>)
75'
L
,
fz
t-fjJ'o
-r—
3.
fc**/=<7)STIifciEJf lifa*
L i-tt'o
U-)«'o
<lc
5.
ft
=t
B ^TtBJ £ 1
II
15 A,
&U
£
<
7c
t '
T-f
li-fiK
tic
l i L
tic
fc?
answer, use
fctl
:
h <7)0#,
When you
the example.
2.
C
etc.
your partner the following questions.
fa* l
«<7)B#,
L t Ltzo
eat, etc.
4'(I
4.
')
to a hot spring, rested, etc.
~/c D ~/c D TS as
Example:
home,
at
have fun, went to
:
at the pictures
1.
games
went
to
Qkimi
for a drive, etc.
:
6.
B.
:
5>.
etc.
IMttlKfTo/c
went camping, went
o 3
3.
L
:
museum,
;
7c t'o
£±ilj
o*
l;
SA,
(MtFuji)
Hffo/cU Li l/:o
<7)12
scan
262
6
.
&o^f
o^-^f
7.
7?7 Tf»J £
A icfsj*
L i l/c
i>' 0
fttc
T lit 'It £ -t+AAo
^<79
HA, Jsj£T£o t Ti-i\
Zk, £
LmoJo
fSf $ -f- £
7^'£f £ T'-f '/ * b
T"f tf'o
4
l
&'(c
8.
<J
fctc
9.
<79
'
-r
&IA U/u
A.
V '
ic
3d
The following
~<Z£:i)''<S^).
are what John has or hasn’t done.
O eat tempura
Example:
X go
to
TA,
.
2.
3.
4.
5.
B.
$
2
Work— Make
B
Example:
A
—
<79
77
k 9 —)
10.
to >@
A
tc
I
A
i
-tirX,
drive a car in Japan
see Japanese movies
go
~Z £
questions using
B
X
X
x
8.
9.
(
Ij
class
7.
"
><*,
7
O sleep in
O climb Mt. Fuji
6.
at
X go to Hiroshima
X write a love letter
£
1
O eat sushi
O study French
O work a restaurant
Pair
the sentences using
fc
AAlcffo/cZ
t
Tokyo
-9
1
Make
0KU-12
to shrine
and ask your
partner.
£ ffc tl
ha
e?
±V\
<0
tt
it„
£><J
TL/ctJ'o
B
1.
/Jx 7
2.
f7
h
h
tU'TA
£ f>( X.
3.
x.V'
*-r *
9.
1
10.
B
iiA,V
JL
^AIC^O
5
j?
12.
9 1 friz ft <
13
J:
9
.
i'
.
7
.
.T
8.
<" (blowfish)
tatfste&i-i
C
C
t>4>
9
I)
£
M£+K-K£
J
6
7
11. ajt*ij-f
tSL
c.*
4.
.
<
***&£#*
o<
V
t
-5
T £o
<
-t
14
.
15
.
J: -9
•J *J>
l
iC
9 if <
HI
75'
7
b-A 7 7 r;'J -
t)
To £T£
>j
h
It
-€>
^
C
„
fill
Work—Ask
Pair
as
in
your partner the following questions.
263
answer, use ~-'P~
the example.
A
Example:
£
:
X
+£
0
^ # 5E £
{Z
B
1.
-f
:
J:
ifeX i
3
"tXo
fc
t-TtJ'o
fc'^<
-r
<jV) ilrt
3.
&+£ tz
'
It lZl±*
'J
U<fc**5
fiv'riK
it>5'o
\j(D
tz
£"Z<7)S<7)AtfA'£-f tf' 0
5.
OX
<(C
6.
<£
U
d
£X
.
4.
U
IVX.iXSJ:
7.
2
When you
111
4BHXfo£C
jS
!
1'C<
£#<*>
lj
r'ZT-f^'o
i-fjJ'o
l'
x.
8.
#{H
(ii'vM
A 4l t
<7)4'T\
(actors)
T# X
$
1*
0
9.
fr
L»
1-
i'7>'
®s<y*©«g
n/ub«>5
A.
dream
Talk about your
1.
for the future or
was when you were a
child.
&A
vbtb
^Ali^^.
t>fcL
L
J: -9
X
£> 17
*bl'
rt'te
&
X^<OB#(7)^|if5ITL
Z
t't
1 3
vptb
Example:
C
&A
n <D
Class Activity— Find
tzfro
I
fc5
t5'
2.
has never used chopsticks
3.
wants to
4.
wanted
5.
wants to cut classes tomorrow
be a
J
someone who
has seen celebrities
to
l
l
1.
live in
- tc
.
Japan in the future
star
(X 9
—
)
*J
tz
t '
X"~f o
f
l T,
t
' -Z,
tc
|I]
<
l'
B.
it
1h+£tz<nl£ MT-tX'o
Example:
2.
what
as a child
.
.
£
I
264
C.
»=!£ -SSIS
Class Activity— Bring pictures of your
hometown and describe
it.
Example:
% \t-a--3-9
fctS^T-fo
(T)
&£>
^
<
s
<
J:
*
^x.
*
/L<n$'ll§ (theater)
fC#L^'i 14
a.-i/i7i\,l£JLtz').
4'o^-r
TUY^'T-fo
<
lu>o LA/
fotzL
e?
a.
ii-o
')
L/co
tr
*
i
C ulture(^3B
teJEft New Year’
l
is
j;
1
iEJ| (New Year's)
Year's
is
Day on January
the biggest
unlike
1,
nesses are closed on and around
New
Year's Eve
is
homecoming
most other
holiday
New Year's
in
lunar calendar.
fcii
A'f A*
house thoroughly, writing greeting cards (^Sf tt), and so
fe/L If
L
Year's Eve often includes
Most
busi-
Day.
B, and people try to finish their seasonal chores
called
New
Japan. Japanese celebrate
who go by the
Asians,
UtO
on— by this
—cleaning the
New
date. Dinner for
(buckwheat noodles), as the long noodles symbolize
l£
the desire for longevity.
When
saying good-bye to
someone whom you do not expect
year, the traditional parting phrase
somebody for the first time
in
the
is
(Have a happy
<fc
new year, you
say
new
to see again until the
New
Year!).
& WS LT&toT £
o
When you meet
(Happy
Zl
New Year!).
Many people go
to
b/Lbv
pies) for
or the
(Shinto shrines) and £
worship of the
"first
their only visit to shrines
# (Buddhist tem-
T6
and temples
year,"
which
is
likely
for the year, since
to be
Japan
is
a
largely secular society.
Special dishes called
dish
is
&Sn44S
are eaten for
said to signify a particular wish
New
Year's.
— black beans (la) for
<
diligence and health
(a
Each
pun on the word S
to),
^ £ #>
herring roe
(SfcOD
b'
)
for having
New
Year's
is
many
ts fc
offspring,
and so
(rice cake),
which
forth.
is
The
T
staple food for
toasted or served
in
M (New Year's soup).
Children expect to receive
aunts, uncles,
which are
gifts
of
money from
their parents, grandparents,
and even family guests.
¥JHt#
265
Useful Expressions
1
Id
Japanese Class
the
In
£
15/u
Expressions
£
bTU^'T'fo
£>
—
Rirr-To
t
O
=t
Both are
fine.
Same
thing.
More
or less the same.
A little different.
o
Cant use
Co
it.
Ot5 '
No
tz*)T-to
^
& (f T
T
< tz iS
good.
Raise your hand.
o
<t£*w-
4 «£#IT<
/c
^
-
'
Read
o
-
t5 '
L±
V't
<
Hand
-
Close the textbook.
-
Ask the person
-
Please stop.
-
That’s
in the
homework.
/:^
<
F:^'«
sitting
next to you.
J
0
0
ilV
9
J:
-
class.
fc
L^'J<7)ALMv'T
$
before coming to
it
it
for today.
#5
Vocabulary
?&«-
-
AV
ln> <
homework
colloquial expression
5'A
V'
l*>$
t
bookish expression
deadline
'J
t5 '/j
-
exercise
Tv
V'
-meaning
-
dialect
pronunciation
liofcA
standard Japanese
V"
-
U
»J>
A
<1
grammar
ALTtli—
for
-
question
UAL
anything else
-
answer
Ztzi
—
t 9
-
Lot A
0>J
3"s
ri'fc
liotfA
l'
&
polite expression
'fcv 'tL'-fv
JtALtf 9
example
number
.
.
li:A
O
-
page number
example
.
.
ni'
;
(
)
(parenthesis)
>ft
J:
$ %-
O (correct)
TAfoIJ
Ifo-
X (wrong)
0
line
number
.
.
-9
two people each
*
o
Mi
266
£>£ii
12 W
r
^
^^
1
s
i
0
S
N
I
Feeling
12
^
III
S
CFj;5
23
§5
fc>
©
Dialoque
^
Mary and Michiko are
@
talking at school.
K12-01/02
ST')-**.. Tt^Jh') £-&/U2 0
S
If A,
2
/T'J
.
3&t,z:
4
yT
'J
-
:
9
^
o
£"•?
l
$
2
<7>
o £
J:
&
^ '
'-^ii
V'fc
/C T'-f
tzLT-ft' 0
o
tl
If A,
/-
If A,
l>
tzLX^o tz^L^i-^'tzL
*
5
6
^t
<7
^
^^Ar-r^o
.
fcV'Ui}
7
y
r
:
^
8
o'
ii, <o@EL^‘\'T<
O
.
At a hospital.
1
tzil 1
<D£>#h'/0 T-f
-£/v-£i'
V'
3
'
0
X'-f
hh,
Jt o
^9
o
t'fc
too
&<
\
i 1
7
<"x-x
-f
L<i*$
L
T"f />*
5
6
l
y
L*
r >j
o
-5H,
(C
L
jM#
l
u 'T In,
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s
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yr 'j
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i'
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h
o
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iE12BI»»267
Michiko: You don’t look well, Mary.
Mary:
Um ...
I
have a
little
stomachache.
Michiko: What’s the matter?
Mary:
I
went out
to have dinner with
Michiko: Are you
Mary:
Yes. Don’t
all
my friend yesterday.
I
think
maybe
I
ate too
right?
worry about
it.
Oh,
it
hurts.
Michiko: You had better go to a hospital.
Mary: Doctor,
Doctor:
I
see.
Mary: Well,
I
I
have a sore throat.
You have
will
a fever, too.
I
had
It is
a
stomachache yesterday.
just a cold.
have a tennis tournament soon, so
I
have to practice, though
Doctor: You had better not exercise for a couple of days.
Mary:
I
understand.
Doctor: Take medicine and go to bed early tonight.
Mary:
Yes.
Thank you so much.
Doctor: Take care.
.
.
much.
'
268
'
:
.
£!£ -X^ii
§£
0K12-O5
•"t?
V o
a
c
b
u
a
I
y
r
Nouns
A
*1
leg; foot
meaning
to
*
T ii b
^
restroom
'
stomach
IntCh'
cold
jjwp
t'<n C
girlfriend
j
boyfriend
—not used
temperature (weather
things)
t
<
*
ft
'j
L
cloudy weather
*j
match; game
'
3.
—X
juice
politics
4+v 'Hf
grade (on a
-J
test, etc.)
cough
*
<75
throat
li
tooth
lift
flower
lift
sunny weather
"tft
m
—H
clothes
'
hangover
present
-1"'
— A •>
-y
9
homesickness
minus
t<D
J;K
U adjective
-
&£
*
#
thing (concrete object)
f
snow
Jfi*
business to take care of
s
tf'.'
v
^
sweet
hurt; painful
tz
\ '
to to
V '
there are
V.
narrow; not spacious
'
it
±
* Words that appear
in
the dialogue
many
.
.
for
%12S»>269
o Z" )
b Z>
/] <
inconvenient; to have a scheduling
v
conflict
$
&-adjectiv
r
bad
^ \
e
i-r* (*)
U
-
v e
r
b
nice
s
#<
<
to
£
JBWP
ill
walk
to catch a cold
tA <
to
z>
+£ < -f
be interested
to lose
<r>
<
( topic
lc)
(~£)
to
have a fever
<
to
become
4
to
cough
to
break up; to separate
*
<T>)£-hH'b
(in ...
thirsty
Ru-verbs
kt
$
j»<di
£)
( person
Irregular Verbs
Jt
*
nirz
L Cl±°v '“f
&/cV' U
If /C
*
/b.j'Xy
a n d
O
t
h e
to
~T L
don’t look well
'
Jt
ic* /Clc£
*
~
UJ6T
t
<*
-f
-=B
.
.
as possible
for
.
.
.
,
right?
degrees (temperature)
two
because
T"
l±
*7
much
probably;
1
*
*
maybe
probably;
.
<7)
worry
Expressions
r
as
*
nervous
Get well soon,
1C
$
*
.cSE-f^
-5>
Adverbs
*
to get
to three days
.
.
for the first time
very soon; in a few moments/days
t
270>»£j5-:%;£ig
G
>S
CT
m
a
r
m
a
r
~A,rT
There are two distinct ways to make a statement in Japanese.
facts as they are observed. This
son,
A
we will
report
new way:
learn a
is
the
One way is to simply report the
that we have learned so far. In this les-
the mode of speech
mode of explaining things.
an isolated description of a
is
When
fact.
you are
already report in Japanese what has happened, '<7,
£
does not have the right apologetic tone, because
ever,
it is
late for
H+
an appointment, you can
X,T L
tz.
This sentence, how-
not offered as an explanation for
anything. If you want to mention the busses failing to run on time as an excuse for being
you will need
late,
'
An
''X
to use the explanation
t)' -5
L T"j~
tz
(As
o
mode of speech, and
it
happens,) the bus didn’t come.
explanation has two components, one that
not coming), and another, which
is
tb
it
accounts
7c 7"
X
b
l /;f
X
b
C ff
A
/-
v n
Jt A
tz
V
L
b
i
b
d
H
H
-
&>
for.
'J
i
Z>
L T~f
o
X T"t
explicitly described in the sentence (the
XT
it
(you being
bus
late for the ap-
serves as the link between
what the sen-
Compare:
o
T't’ o
x
is
implied, or explained, by
pointment). The sentence-final expression
tence says and what
say:
0
I
have an exam tomorrow, (a simple observation)
I
have an exam tomorrow. (So I can’t go out tonight.)
I
want
to
go
to the
bathroom, (declaration of one’s wish)
I
want
to
go
to the
bathroom. (So
tell
me where
it is.)
X Ti~ goes after the short form of a predicate. The predicate can be either in the affirmative
or in the negative, either in the present tense or in the past tense.
and does not usually appear
common
to find
J;
<T)
( tk'
T"f
x
(As a matter offact)
1
In casual exchanges,
o
in the negative or the past tense forms.
LX't
response to the question
is
appears in
Lesson
In writing,
it is
more
X T ~f.
(in
My grade
We will examine these further in
itself is invariant
1
instead of
X T~f
L Ti~
“Why do you look so
upset?”)
not good.
its
15.
short form,
L tz.
In casual questions,
b T't'
is
replaced by <D.
)
'
an2g>»-27i
o /-c/CTfo
The exam
When
is
over. (That’s
noun or
follows a
it
(explaining to a person
why I’m
a
who
has caught you smiling)
smiling.)
comes
adjective,
report sentences
in between.
explanation sentences
^-adjective:
Wp'tThjTlT
noun:
fe^/uTrT
*''<feti'
LXX
You can use
in questions to invite explications
person you are talking
X
(why) and
Q
£"
*9
L
tz
very often used together with question words, such as
break up with your boyfriend ? (You’ve got
§ U\b
frti
IT
:
:
^
N
to tell
1 L
me.)
L T 't’o
never takes a bath. (That’s a good enough reason
tzLT±±
L
-J
He
,
isn’t it?)
0
What happened? (You
A
£
(i v
Oh, him.
Q
from the
tzLTlrfro
L^H L
’
clarifications
(what has happened).
m LTtU'Jft
:
Why did you
A
to. It is
and further
look shattered.)
2
m'ltLtzLTlTo
t
ia;
My cat died.
You can
A
also use
L
:
should explain
(T?zaf
L T ~f
to provide
X
blT
fr
how I look
today.
an additional comment on what has just been
said.
Li
That’s a great textbook that you are using.
btzl
Yow
feet.
7)'
77/e professors at
In the written language,
stylistically
2
A £
1 L
more
WTt
instead of
it
(for your information).
LX X.
It
has the same functions but
is
formal.
tzL XX X
X rather than
you see
my university wrote
question
(i, as in this
is
best answered by a
L T'f
sentence with the subject marked with the particle
example. See Lesson 8 for a related discussion.
-gall
272
gw
~-r^5
Verb stems may be followed by the helping verb IT
excess.” i~
^
$ £
conjugates as a regular ru-verb.
$
i~
¥£
Hi
T
$5
<
a
L
tz
which means “too much” or
?
up too
o
I got
^ Lo
You must not eat too much.
“to
early.
tz
can also follow
IT
you drop the
gations);
( ifj
and
v
v '
and
tc- adjective bases (the parts
+£ at the
it
0
$ £
iT
^
[ix
tzfr
3 <7)®T(iff
L-r
li*
th
welcome
$ £ when something
Thus WfifllT $ £
it.
Use modifiers
£
like
adjectives
and then add
in conju-
6.
This book
is
too expensive.
town
is
too quiet.
tzi)'
(If
You use
end of the
which do not change
T&
beyond normal or proper, suggesting
(too kind) for example
"t*
and
is
This
o
"t"
Z" <
if
that
you do not
not a straightforward compliment.
is
you simply want
to say that
something
is
in a high
degree.
H35tf'lU,V£-r
Cfl
(1
'V
1
'
Ti~
“it is
better (for you) to
specific piece of advice; namely, that
is
.”
.
.
is
a sentence-final expression
When you suggest an activity with
use to give advice.
advice, there
do
it is
peculiar in that
the advice given
is
in the affirmative or the negative.
II
m.
l
'
T"f
'(S'.'
it
?
and
if
you are giving a very
one does not follow the
follows different tense forms, depending
When
fc
=
is
the advice
is
on whether
in the affirmative,
When the
advice
in the present tense short form.
Youd
It is
£t
it,
T'i~,
generally follows the past tense short form of a verb.
the negative, however, the verb
t
^ '
a danger or a problem.
is
*)
1
advisable to do
u 'T"f
H
1
which you can
better eat
more
vegetables.
better not to skip classes.
is
in
.
in2if
273
Cl
You can use
T to give the reason for the situation described in the balance of the senT just like b Stylistically, T sounds slightly more formal
<F)
1
tence. Semantically, <D
is
-h'
<T>
.
b
than
(reason) (DZ:
V'o t
(situation)o
(situation),
because (reason).
t Itzo
‘J
ua,
12
r
I**
(2
My Japanese has improved
,
r
ha,
i
because I always speak Japanese.
Lh^tz<nx\ *<nn<nfc
is
U<* i'
5
<fc
I did not sleep last night because I
,
The reason part of a sentence ends
comes
^'-adjective or a noun, tc
Ob
I do not
had a
/c
%
&
Q
fa
of homework.
lot
form predicate
in a short
in between, as
When
as above.
<D
T follows a
did with the explanatory predicate
it
L Ti'.
H^Tto
like that person ,
because he
is
mean.
IftlKUTto
Banks are
d
We
It ti If t
It
'
The
thing, or “must.”
language, while the
a Sunday.
£
L and
-tf
ft
$ ^
tc
$
variant
more formal
3
->f’V'(-ti-ti:X^
is
to say that
very colloquial and
+£ It tl If variant
is
is
necessary to do some-
it is
mainly found
in the
spoken
often seen in the written language.
It A,
I
have
It
H If and
not go”;
3
is
~«UnKlM3St+A,/~rd:SAf>lM3*1iA,
use
L
because today
closed,
to study,
^
1"
1
because there will be an exam.
+£*
4T
±'
(
*>
v ^
(
mean
fi
“if
you do not do
X>
and
^
There are more varieties for “must” sentences: +£
v ^
You can
1
-tf/C-
ft‘
It tlltft*
sentence
like:
‘J
also substitute tr
i-ti/C,
Ife^ft $
ft'
$ K
3
ft'
U
‘J
t
^o/Hr^ft
t
-tfX^ for
Tf
<
L.
”
.
(
.
fi
Mt f
v
^
It"
i
-t±
roughly means “you can-
L,
It
i
Hf
^
in the ft It
-if
<
T (t
v N
It
tilt and
t
ft'
In casual speech, you can also leave out
% *o
mean “you cannot
therefore literally
-tt
N
< _£_£_v
v
and
Tt X^, and tC V
$
v >
It
V
x
It
combinations, like
t
Tf
L
and end the
sS
274
•
go not doing ...” with the double negatives giving
in tct+
date.
replace
it
(i
and
$
tc
with It ill i or $ K
rise to the affirmative sense
comes from the negative
k*
N
Just
.
drop the
of the
last
v
manN
and
3
verb
.
“must”
short negative
l''
+-
t~
/«-
T~
a
You can change
v
Mt i
tf
L to
v '
It
£
-if
LX' L
tz to say
and
(the short form, present tense) in casual speech
you had
to ,
and
^ ^ It tC ^
to
to "frit tilth.
'
in the written
language.
^
It 'Jit,
^><
I
had
^£-
(T^e
up at six
to get
H
EL
a
i:
$
L
frwf/z zsj I
this
Y3
v
'It
i -t+^T' l
(long form, past)
/co
morning.
v '
I
T'f o
1
must practice every
(short form, present)
day.
gil
We
use the sentence-final expression
prediction.
TL
in the negative.
J;
TL
9 follows verbs and
v '
J:
9 (probably)
when we
are
making
a guess or a
-adjectives in short forms, in the affirmative
and
4
(verb)
bltzltm'&iTll:
lo
L
j-
i
o
It will
probably rain tomorrow.
It will
probably not rain tomorrow.
O'
(t
'-adjective)
fc%if[j:jfet'TL
&<
t 7
may
Tl
J;
9
may
examples in
Ui
also follow &' -adjective bases
after these elements;
4
T
?.
It is
probably cold in Hokkaido.
It is
probably not cold
in
Hokkaido.
t;
e5
TL
frv'
Jc
we do not use X
j
TL
also follow predicates in the past tense.
this lesson.
1
nouns. Note that
9
We
,
x
will,
L
J:
TL
J:
7,or x
7 goes directly
~/:T L
J:
9
.
however, concentrate on the present tense
,
mi2m>»275
(tc -adjective)
®
(1
TL
*5
$
L'
?o
J:
Y5
v '
Professor Yamashita probably likes
TL
X 1
fish.
Professor Yamashita probably doesn't
o
f
like fish.
(noun)
&
<T>
All ^
-
7
X
h
X
h ~7
vt
’)
]
J
TATL
1
uX
T A C ^ tc T L
That person
o
J:
v N
X 1
o
is
probably an Australian.
That person
is
probably not an
Australian.
TL
J:
1 sentences can be turned into questions
(~T L
1 fr), which can be used to in-
J;
another persons opinion or guess.
vite
u ua, r
t'AsZ <
r
t'f*
Which would you say
The short form of
TL
J:
is
more
1
is
Japanese or Korean?
difficulty
tih 1 You can use
.
it
to cautiously phrase a prediction or
an
analysis.
tz\ii$L\±m*vit>z>tzz>
I think Takeshi
would be
In casual exchanges,
pronounced
that
£jsv'i-r 0
interested in
you can use
somewhat shorter
as
t
TL
it.
J:
T" L X
1 (with the question intonation, and most often
)
when you want
to
check
you have the correct understanding about what you have just
i/
s
y
John,
It?
4*
t»
»J>
-5
CT <
-I*
you understand Chinese,
right?
3
>fT>
t^ATo
i
Can you read
this for
me?
if
said.
your partner agrees
Ureo
Xlhi
®df5UfcA/Zrr&'
A.
You are
in
the following situations. Explain them using ~/u7T3". @ki2-06
M
—
Example:
hizi
*
'
T ~t
\'tz
Q
A
:
if 9
:
(iH&^'bt;f£^
XL
frft
l tzLX'-f 7>' 0
(2)
7“M:'y
t b
(4)
1*
<D 1 11
0TI/;
A.
(7)
U J: ^
h
$
4 L
7c
0)
t>
v '
(5)fX M«J£ L
<L*tf'o
<
/=T-f
tf
tfMffctA* i L/b
(9)
& ItzXZ
M
f
ill 2 IS
B.
Respond
to the
comments
(1)i
277
using ~A/£riT. @<12-07
(2)
(
3)
(ifc
I
received
from
them
my friend.
It
was cheap.
Italian
(>r
*
ones
»;
I
r)
kind
made
it.
eIS S:Sls
278
C.
•
Pair
Work—Your
partner has said something nice about what you have.
Respond using
B
Example:
X*
:
i" *1 0
k
A
D.
Pair
Iti'
~C~i~
it
Work— Make up dialogues asking
Example:
I
went
-
to
A
Tokyo
A
week.
$ i L Ac
:
-tirAxL^-)
B
last
i'
i; *7
LTt^l zffr>tz^T1r4\
:
:
t)
WTS
i)
$
J:
n
l
ijfrty&tzLTlTo
$
lili
.
I
am very tired.
2.
I
have no money.
3.
It is
1
not convenient today.
')
o
CT-9
marry my boyfriend/girlfriend.
4.
I
want
5.
I
am going to
6.
He
7.
I
to
for reasons.
Japan to study.
speaks Chinese very well.
don t want
to
watch that movie.
It
A.
Describe the following pictures using
through
(4)
and “adjective
+
Use “verb +
for (5) through (10).
Example:
O<
^ ^
@ki 2 -os
for (1)
fglga>>>279
fY
r
B.
Look
at the
verbs below. Think about the results of over doing these things
and make sentences as
in
the example.
'/CT-f o
Example:
tz
1.
tfct;
1,'fc
4
2
.
j&mirz
'<'/ o y
7.
.
<F>
5.
9
i
I
f-X £1" £
^<A,J i n
3.
6
.
0-'.
£>
£
t
£
s.
£
3
tz
esr-t*
7
9
280
'
'
>£§£ -;a:%SB
<t0
A.
'
1
(D
Using the cues below, give advice to a friend
who has a headache. Decide
if
you should use the affirmative or the negative. @ki2-09
Example:
lit
£ fX tJ
<t'J
<7)
B
:
A
H £&/,/= II 9
:
<
1.
.
C/
WlClT <
A/
-7
i:
l
6
4.
.
**
rt
L
Work— Give
Pair
9
5.
to
i'
B.
<o
3.
li*
2
tU
9
advice to your partner
A/
4^9
the following situations, using ~I 55
in
tf'lAlA
0
Example:
ic
_L
r
ija
-
Ci
B
:
ft
1
9
tz
'J
\
-r
H 2 MM«-t 3 Mcft»;
t
r
iia
c
(JADA
1C
t
uj9
tz^LX^o
o<
fct
T A & fz It £# £ f£ * ft
x.i' CT
— l* s
;
1.
rh
2
Y’-l+ftv'
.
y
9
tz
4.
v '
(I
9
^
' v '
T-f J:
o
lift
£iH
<
ft'.'
7.
8
5.
.
l
tz
ft
Mi-6
C
t>h
3.
Aft ft £ tAft
I
L
ft
C.
Pair
is
at
O'
Work—You
your
'ft
6.
tt,
O
fr
9.
Cvpgt
X
are a health counselor.
Someone who
this
form
first,
give your advice using ~li£f>if l'UA
i
x
<aiuth
l±v
'
(iv
x
9 At*
X
<
#'
ft
ft 0
i
t <r>
tz
I±v
*
$V'
tz
liv'
J;
#N0
i
4
$tt
ft li
V
H
A
liA
liv'
(D
d
liv'
“
1
f
5
!^
ftA D
ft 0
ri'A
Jt
C ftA
to
U
Jt
9
0
<
hasn’t been feeling well
Ask the following questions. Complete
office.
9
fz
liv'
V
H
'X.
then
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A.
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IS
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Connect the two sentences using
Example:
XL
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1
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l ito
ft#
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t
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h
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B.
using the cues below as reasons, according to the example.
Make sentences
Example:
2
T4f £
LA
^ i L
±t±L
1.
Tv
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Tt
I'fc
'it
tz
t>
s
tf
£
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3.
C.
Fill in
1
.
tz
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i
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6.
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/:<
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the blanks with appropriate words.
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A.
The
33
33
following
Make sentences according
your schedule for tomorrow.
is
example. @<12-11
Example:
7:00
-*
a.m ./%.*%>
'It
«
Ex.
a
u
l*>
t
4fX^ 0
&A £
7:00 A.M.
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1.
8:00 a.m.
2.
9:00 A.M.
1
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lS*¥it
tfc
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l:tfa*
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1:00 p.m.
3.
*
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2:00 p.m.
4.
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3:00 p.m.
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t Lirt'A,
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5:00 pm.
6.
i'
fr X.
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6:00 p.m.
7.
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If A,
8.
8:00 p.m.
9.
9:00 p.m.
h
<0
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11:00 p.m.
11.
fr
Answer the
1
2
C
4. *>
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following questions.
r
C
.
fctc
J;
it
< ft
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fto/CT-fo
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Z
S
ts
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b
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ft'ltftlfv 'It
£
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ft
£
l ftltftlfv 'it £ -ti/CT L
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Using the cues
Example:
i
ftic
ltzttto*>T<orft
'It
ft* lftlt*tliVlti-d:/U
*•?
lit
C.
tz
10:00 p.m.
10.
B.
li A,
in
A,
7:00 a.m.
tell
your friend what you must do tomorrow. @<12-12
/ %.& $ h
—
-tBflC^E;*
Lt>
C
33
ft'
$ v
1
i.
'Itft
''
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0
to the
gjl2B>>>283
D.
Pair
Work— Invite
time. Turn
down
Example:
the partner to do the following things together on a specific
the invitation and give explanation using
play tennis
—
A
*>
:
— jSf|--r-* £
l
tb
B
i"<A i
:
&
1.
do homework
2.
eat
3.
-li
L i
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$
o
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o r?
L Ali-7
4.
study in the library
lunch
5.
go to karaoke
drink coffee
6.
travel
®a5Lfctt£m?U*5
A.
Here
is
Look
tomorrow’s weather forecast
cA.
role of
a meteorologist and
Tokyo
Example:
tell
—
i
(#4 a)
1.
Cairo
2.
Sydney
3.
Moscow
('>
K — —)
(^^77)
tz =T
$$
in
"Jm
$ fcA
(
1
map and
at the
«fc
,
the weather forecasts for each
li& L
bn
#
^
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X—
4
.
5.
f
1
<,
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L
J:
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d
J:
b
T
L
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7
o
Rome (o — v)
Los Angles (o+f >4fVl/X)
city.
2
0
play the
.
I3K12-13
284>>>^ig-5taite
B.
Pair
Work— Play the
role of a meteorologist. Predict the
The other person
favorite city.
fills in
weather
for
the blanks. Switch roles and do the
your
same
thing.
weather
city
temperature
X\kj 1/00
A.
Using Dialogue
—Your
—Your
B.
Pair
role
I
as a model,
make
skits in the following situations.
friend looks sad.
friend looks happy.
Work—A and B are deciding when they can
of A and B. Discuss your schedules and find
are available. Refer to the next
Example:
A
:
ifoio
B
page
^
L
d
li-lf/U'o
hoi
J:
:
o
o
Xf
(C*>«fco
Xf
A’s schedule
Sunday
go shopping
Monday
Tuesday
read books
Wednesday
Thursday
Friday
Saturday
the day on which both of you
for B’s schedule.
Bic—
Xf
play tennis together. Play the
meet friends
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c.**?
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tl
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C.
2 !!>•>• >285
Role Play—Visiting a Doctor’s Office
Using Dialogue n as a model, act the role of a doctor or a patient.
Doctor— Fill out the medical report below and give advice to the patient.
Patient— Describe the symptoms you have and answer the doctor’s questions.
Age:
Name:
Symptoms:
Pair
Work (w)
Sore throat
Cough
Headache
Fever
Stomachache
Allergy
Any other pain
Others
(T I'll*?—)
B.
(Example:
A
Bf
:
Fjl'Lrf’T
B
:
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B’s schedule
Sunday
Monday
teach English
Tuesday
Wednesday
clean rooms, do laundry,
Thursday
Friday
Saturday
284)
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practice karate (j£-^-)
etc.
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I
5
IZA,
iz
The seasons
in
The Japanese Climate
Z?
Japan can be very different depending on where you go.
Naha
Cherry trees blossom
Mid-January
Rainy season starts
First
Tokyo
Early
snowfall
January temperatures
Late
May
Annual precipitation
March
October
High: 19.1
High: 9.8
High: -0.9
Low:
High: 30.9
High: 30.8
Low: 26.1
Low: 24.2
2036.7
mm
1466.8
is
rather short because daily temperatures rise quickly
(
is
aM) make occasional
summer and
Temperature, including body temperature,
Here
is
a conversion scale for those of
Fahrenheit system.
1
1
127.6
and the season
month and
hot and very humid, and almost tropical
landfalls in
Low:
8.5
mm
but cloudy and snowy on the Sea of Japan coast.
of the rainy season (fSS), which lasts for about a
parts of Japan
High: 26.1
mm
Spring
Pacific coast,
Low: -7.7
2.1
sunny and dry on the
most
rainy season
January
is
arrival
No
No snow
Winter
the
May
Early
Mid-June
Low: 1 4.3
August temperatures
Sapporo
is
early
in
fall.
measured
in Celsius.
you who are more used to the
some
is
cut short by
a half.
Summer
places.
in
Typhoons
?
.
HI 2 fil
Useful Expressions
*
C5
tttu
Health and Illness
At the Reception of the Clinic
Patient:
-f
A £-£/,„
ir
I
iU
Excuse me. This
is
lt/v L
(5
O/coy. Please
J:
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my first visit.
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Receptionist:
^
<
/:'^' 0
&
0
show me your
& i x.
U0t
Please fill in your
L J:
health insurance certificate.
i)
s
name and
address on this paper.
*
*
Z
Patient:
T"-f
4'A,
/cmd of medicine are these
VVTzaf
^S^jh-sAT'-f »
Receptionist:
ti'o
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t
I'fc
"fe:
Li<
^r
^
I
n
“C
< tz
$
v '<>
These are painkillers. Please take one after meals.
Patient:
foti'
‘j
t Ltz 0
I see.
Receptionist:
Please take care.
Expressions for Illness (0.50 and Injuries (ttWO
T0\ T-r o
If
I
have diarrhea.
I
am
I
have
I
have hay
I
have an allergy to
I
have a bad tooth.
I
sneeze.
I
have a runny nose.
u
iSTto
constipated.
my period.
ij
T-r o
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J:
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fever.
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X
X
£
£ -To
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.
>
287
288
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My back itches.
%&#*>
i-To-
<j
I
have rashes.
I
feel dizzy.
I
threw up.
I
am
I
burned myself.
I
broke
I
hurt myself.
lio LA,
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i
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not feeling well.
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life
my leg.
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Vocabulary
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(Doctor’s office)
u
physician
&
dermatologist
O
o*
fr
9mt
surgeon
r
sa,
o'
Aft
la, &
obstetrician
and gynecologist
orthopedic surgeon
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75'
hm*
ri<A,
75'
L
t5'
ophthalmologist
dentist
otorhinolaryngologist;
•
(Miscellaneous)
ifL jfe
C.
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Lo
antibiotic
n-itwZ'D
U>
h
Y
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X-ray
operation
L
l>o
injection
thermometer
ENT doctor
ft
/
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Reading and Writing Section
35
O' £>£)'& Hiragana
290
Katakana
294
2^
*3**
^UMCBCDIil^O
Daily Life
^4^ *7'J — £/u©UkJO^’ID
^5
DckCo
Mary’s
298
Weekend
Travel
302
306
^6^
y
My
Favorite Restaurant
312
blab
m7 &
jXT'U
&8
0
s
IC
^9^
— tlhu(D71ftdj'
Japanese
1
5A,
fi'U
'X—cI hjCOSii
i
fr'c5fL/'? '3
ml2ii
The
323
Sue’s Diary
328
Folktale Kasajizo
for Friends
334
340
U5
t Mm
$ Tanabata
ttu
Workers
5
^/ct5||l|| Looking
15
Office
318
U^-U/u
ICo
m\0m
Mary’s Letter
Festival
346
J
290»»Bii***ia
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B
L
S
E
0
S
N
1
Hiragana
©Hiragana
A.
Choose the
t./o
2.
ho
3.
me
Practice
correct hiragana.
i
ct
4.
sw
iS
li
(
5.
ki
*
6.
chi
^
7.
to
8.
ro
9.
e
/c
1C
3
*
£
^
Match the words.
Person’s
1.
U
3
C.
.
*
<
£
4.
/ctHI L
5.
&
Place
•
Morioka
*
•
Yokohama
•
•
Mito
•
•
Okayama
•
Kumamoto
Sakuma
6.
*
•
Tanaka
7.
•
•
Morikawa
8.
t
•
•
Takahashi
9
X z lit
Yamamoto
10.
•
•
*J
.
name
<tU*
•
tztL*#'
2.
name
‘j
fctf'
&£
What’s wrong with the hiragana below? Rewrite the correct hiragana.
2.
1.
(i
ij
5.
4.
3.
$
J
$)
§§1 IS
D.
Write as
many
291
hiragana as possible which contain the following parts,
2.
l.
3.
7
JL
4.
5.
I
E.
Pay
attention to the pronunciation
priate hiragana.
1
F.
.
V,
'
%
fzLZ
3.
^
£
Aj
Pay attention
correct one.
diacritical
marks
ichigo (strawberry)
4.
^
dango (dumpling)
5.
7c
zabuton (cushon)
6.
7
Z
'
X-/
(
LX>
^
°
to appro-
tanpopo (dandelion)
5 5
(
ganpeki
shashin (photograph)
(
l^l/C
•
2.
dokusho (reading)
(
£" <
l
•
3.
kyori (distance)
(
$
«j
4.
hiyasu (to
(
5.
chairo (brown)
6.
onna no
7.
kitte
8.
motto (more)
chill)
J:
J:
•
L
*
J;
*
IL
)
<
L
)
i)
J:
)
)
)
(
(woman)
(
(
n
&
o£
(cliff)
each word, and mark with
to the pronunciation of
1.
(stamp)
and
gaikokujin (foreigner)
@yoi -2
hito
"
@yom
Z.
2.
and add
•
)
•
& o £
)
O
for the
2
'
«
292
G.
Read the
1-
In l£
following pairs paying attention to the long vowels.
3
L
—
L
In
4
(parent)
iJili'JyL-fcUU
(grandfather)
3
.
C
L
/C
—
M
1.
2
f~
in
Y &
make
the right order to
%
—
Y
4
LlllZ
.
6
list
sense.
Ltct
yC-tf-tfv
'
.
<
Practice
following people’s self-introduction
vacabulary
(seat)
f
t>
5.
Read the
(landlord)
ML
i
frLT
©Reading
'
(century)
.
3.
-tfv
— &-&K*
$ — -tf$
(prisoner)
Put the hiragana
Example:
5.
(uncle)
(husband)
H.
.
(grandmother)
(aunt)
@yoi -3
on
p.
41
.
and answer the questions. Refer to
@yoi -4
tz +£-/)'
li
b
/£v
4± /C
kb
/c
‘J
<
3 ?
n Z
T*fo
0
tto
J:
4+v
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li
ti
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4±/C 3 ? |±
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'Tto
o
J
mim>»293
frtz
tutu l±
l<n
z n z )
<n
is
*tz<n
/Cta/C-ttv
utATir
'T-f 0
A
o
J
5.
r
K>tti
tZ
Z T'-fo
tz'.'tiH -tirv'T-f o
#LZ i li
1.
Who is an office worker?
2.
Whose major is
3.
Who is a high school student?
4.
What
is
izlZ/CZ'T-f
Japanese?
Harada’s major?
m Writing Practice
You received a
letter
from a Japanese friend. Read
it
and write a
yourself.
lc(3X U/CT'I'o
\
J+A Z
J:
^
L
9 li
<
x.'.
x
Z'Tto
v N
T"-f o
letter
introducing
294^>gS3!rtK?Si
rr
*2’*
t£l\
L
S
E
0
S
2
N
ic
Katakana
©Katakana
A.
Choose the
1
.
0
2.
nu
3.
5(3
correct katakana.
* r
~
~
B.
Practice
7
7.
rw
7
8.
fzo
7 A
9.
yu
shi
/
5.
ku
7
7-
6.
ma
Match the following words and
1
.
(
)
2
.
(
)
3.
(
)
4.
(
)
-*-7/
5.
(
)
-f
6
(
)
3—t —
.
7
4.
77^
3
Ktff-
17 lx
—
h
u
*
X
CL
pictures.
h
^°7 x
7.
(
)
8
.
(
)
9.
(
)
Xf-tr
7^7'y f
10
.
(
)
b°4f'
11
.
(
)
h-X
12
.
(
)
Ix^r
4
h
4
—
295
C.
Match each country with
its
capital city.
Capital cities
Countries
7 s-i/T
•
t 7 >/'
•
7y>h>DC
•
— XL
l
x y'7°b
•
t-x F^'jT
•
•
•
> K
•
7-fx"
•
X
D.
Word Search— Find
Example:
^
h fr
the following country
A
/t
X
7
X’j
-
TAXf/ I/X"A
X T7 >"7°—
7"x /XTj U X
+ X ^7
;!/
;l/
X
names
^ Jl A
h
7 X
in
the box of katakana.
(Vietnam)
> > if ^ — (Singapore)
x O (Czech)
)]/
-f*
'f
T/
U
ij
X
x
— ~f V
(Sweden)
x9T
H /h (Ecuador)
/^
O
(Mexico)
7 7 V >1
(Brazil)
>
(Spain)
y T
K
X
7b
7 y
>
K
^ XT
tj i~
9
(Canada)
(Indonesia)
')
x"
X
s
71/
*
1
X
-~s.
'J
71/
i]
X-
X"
7
o
/I/
*7
>X
7
d"
(Thailand)
i[
—X
(Rwanda)
7
'J
T (Australia)
b
y X i7
-f y e X
— 7b / y X" A
7 y y if
o"
X
X
7 X X T
\
h
X"
D X 7 & 7
* — X b 7 J T X 7 X
7 X 7 t y T X * y 7 X
> X X X
X"
t
X'
7
X"
(Holland)
'f
y
(America)
'f
•j
b"
71/
=
296>»m.dim &:*m
E.
Put the katakana
Example:
1
-
the right order to
in
—
*T
make
sense.
X—
—
by—
3
2.
.
4.
— =l/ —
yv — X
©Name Tags
Write your
name
1
the box below and
in
/
Example:
T —
'J
make your own name
tag.
b
•
T
'J
/ \
1
Your name
in Japanese
Japanese have only one given
tz+Xti'
tz It
L
[last
name and one surname, which
—
Foreign names are normally written in katakana and in
between
first
placed
first,
as in:
native order.
its
A
dot
“
name and last name.
Mary Hart
East Asian
is
first]
—
names such
Yao Ming
-+
T —
/
as
S
/T -
b
Korean or Chinese, can be written
in kanji.
'J
**7
/
'i
•
' '
or
—
h
or
’J
[last
—
first]
—
[first
last]
•
”
or a space
is
often used
H 2 H >>>-297
m
Reading Practice
Mary wrote about the things below. Find out which item she wrote about. @yo2
1.
(
)
3*111 bfzl<n
+ f >— $ L<n
l
13:9
of 9
IT
Ltto
-3. — 3-'7 J\’y*-7.<n
2.
(
)
l
(
)
LT-fo
ZHIi btzL<n ITT/Ol *Tto
t-X|'7 JT<7) UT/C
/jH'Tto
3.
of-?
z*tli
//<?)
^
rV)
i;
i
jt
¥50,000
CUtto
i:
m
(e)
l
(2)
(h)
¥8,000
©Writing Practice
Write about the things you or your classmates own.
a model.
Use Mary’s sentences
in
1
as
fig
3
ts
L
S
E
0
S
:~5(D\tlWD
001
V'£,
•
—
>IAE
3^|
Dai| v Life
— 8^(1/^ O one o’clock
-
(V'^>) one
*
N
(V* t>;faA/-d:i/'0 first-year student
—O
-
one minute
*$*A/)
’
(
O o
<h
)
one
(D-
(one)
002
CH(^) two
1C
—^
—0
(two)
(
hZ fa /v it V ' )
— O (A^Aro) two
second-year student
jil
(
fa\
(^0/^/$^) two
days
-
-
2)
£) two o’clock
CILB^f ((C
003
jn § A/)
(
I>Ao
three
(£
jr.
(three)
jEiBlf
$ A/ 1C)
(
three o’clock
A/faA/'drV') third-year student
^ (c^A^o)
JELo(c&oo)
March
three
(3)
004
EB( i
L
EH
D>J^
Jt O
E9Bf(
/v) four
fa/v-tf
Jt
E9
(four)
(
L^'o)
=fc
t) four o’clock
fourth-year student
EHO(ioO)
April
n
(5)
(/')
r?
r?
four
eh
005
z"
J5. ( CT) five
>v
jZLB^f
(five)
6<
6^
o
t(^>Osix
?*\]§" (^>
7 N
o £>° ^
*
(
CT
£
V') five years old
2l
>^C B^( <5 < IC) six o’clock
<
^^(^ ^^ A/)
(six)
five o’clock
five
T
(4)
D)
J5.
(
006
ij
CT
j£ J=] CT^'o) May
£o (I'oo)
D>
(
)
six
six
hundred
to(troo)six
minutes
(4)
007
t
l^>
(
L^)/^^)
(LA>$^)
-t
tt^f ( L
seven
July
to
1C)
(&&o)
seven o’clock
seven
seven people
(seven)
(
2)
t
008
^
7V
li %>
0^0
(i
o
/VB^(li'h) t) eight o’clock
eight
/Vg" (iio
<
)
eight
hundred
eight years old
(eight)
(2) /
/V
/Vo ^ o o)
(
eight
;
t
(
299
^
rD •?
9L( # ^ 9
<
>z z<n
COO)
(£
(nine)
[>
Kj)
^
io
-f“
O
U
£ 10
(
O
£ $>
(
V') nine years old
(
£ #> 9
£) ten
o’clock
H“(t &)
ten years old
ten
+
(2)-
hundred
<
)
iEL]§^$
hundred
six
A^P^
<
/ Vj§*
)
ht
three
o
hundred
£>° *>
<
eight
)
hundred
Tf*<
r
(6)'
(hundred)
-tfX
(-dr/v)
P5
1
(thousand)
iX,
-jr
(
— ^7
>HL
\>£%
(V'^>
u
(
one thousand yen
-f
J
A/) ten
thousand
9 i
A/)
one hundred thousand
1§~77
<
£
A/)
one million
1
go
< X-A>) one
”@*P1
P3(x.A/)
V '
(4)
(
£
circle
%> l')
hundred yen
iSj
(£ A/Aftf')
strong yen
round
n n n
i
— B^(V^C) one o’clock
-
^I^^B^(<l£?&<7)i§)
in one’s childhood
£"
B^f§f(£
§*
(
§) sometimes
>1
(time)
three thousand
4“^ £
F3
(yen; circle)
jEL^ § A/d?A/)
A/) eight thousand
(
(ten thousand)
-"tir
w w
TT
thousand
(-t±*A^x_A^)
"
3)
lr
ni
9 £
9 /6^) October
^
%
-}“B^f
ux
-tiX
m
rn
o’clock
nine
ten
"5 )
tA*<
Jl
O nine
<
£ #> o $ V v Do £ V')
(ten)
H
(
(2)
U^-7
U
^LB^f
September
(X
it.
_4-
nine
)
(io)
i
(
n
h
r
r
s
+
It'/ ')
a*
watch
ii
^ ^
indicates the on-yomi [pronunciation originally
Chinese] and
[>
indicates the
kun-yomi
borrowed from
[native Japanese reading].)
3oo>»gEfrg£a
fcVu
A.
U
(Kanji
Practice)'
x
3
X\.hj Ufi>
Read the
Example:
price of the following items
3
-f-
(¥150
B.
~D
U U—
f-
1
.
'\'s
and write
2
jj i-
(
4.
Write the following prices
in kanji.
¥5,420
it
—
f U t*
5.
-j~Fj
1.
¥30
6
2.
¥140
7.
¥168,000
3.
¥251
8
¥3,200,000
4.
¥6,070
9.
5.
¥8,190
.
.
¥42,500
¥57,000,000
in
.
)
3.HW
Example:
in kanji
¥
ux.
numbers.
A
student writes about his daily routine. Read the passage and find out about his
schedule and
fill
in
the blanks below.
(jWm
7:00
)
go to the university
)
eat
(
)
watch
(
)
(
9:00
(
lunch
4:00
6:00
TV
(Writing Practice)
t>>
n/uti*5
Write about your daily routine.
Use the above passage as a model.
)
302
«»»£»
0
S
S
E
L
f
N
4^1
7<7'J-— cT/u©lAtO^O MarY’s Weekend
0
1C
0
1
-
tA
(day; sun)
(4)
I2A
>t
B
n
i
B ^(fctiA/)
B Afo ((ClS/vC.*)
A
£
A
H
A/
DA/) Japanese people
C
0 tr) alone
jr. A.(£ A/
Ifo
1>0$
A'0
—
(4)
9
— Jf
-
Monday
£/)
^
n
n
j
H
If
D <D £> <k
)
this
person
(
CL
A/ If o) this
(V^^'O)
January
month
(V'o^tfo) one month
A
>tA
(
A/) three people
4 08 B Of'O j:
4 (o|) moon
'
(moon; month)
A
<D
A
(2)7
(person)
k*C(£»
(#'£ 0
n
Tuesday
IF)
^Cub(^$'X)
fire
?£>JC02:&O0
volcano
fireworks
!KM. W^fV') Mars
(fire)
'f'.
'
Tfcfl
0
9 09 Wednesday
7jC^C(i~V' A V') swimming
(c&'f'
(water)
t<
(4)
A
(4)
(
£
§9 bathing
(
&
tree
^
<t "5
A# ^ A
>Ate
(^'fa) money
A> (£5#* fa
money)
(
8)
)
water supply
(
#
tr
b $ A,)
Mr./Ms. Kimura
— A A A
(SA/J^OO
(gold;
^Ki^('t'V'‘ if 9
suit
O0 Thursday
$x
iEL
TfC^Lf) water
x
7r
7j
j
A^S B
(tree)
A A
-
•
(4)
>A-f
Xv
Mr./Ms. Yamamoto
— f A A A
(5)
icA
IIA
Japan
Japanese language
JjA'5AX£kfc£A,)
(book; basis)
(<&o #') three days
s
fi
2j£(t$A/) book
£
0 (1-^9^) Sunday
^t<D B ((£t±<Dt» Mother’s Day
08
B (iW-t>) everyday
B fEO-o §) diary JEL B
O
[>£/
^-0w(5/v) Japan
/
&
Friday
3(4^
f>) rich
^ ^
js
(
^9^)
charge
person
$s
£
.
31411
±
£'
£
:tB|l
B
(^oW Saturday
O-ot,
jl(ot>)soil
(soil)
(3)
-
B
B|i
Bfl
B
(18)
1
Jt
*5
Bp
:£$&(£ %)
B (l^^l?)
<£
day of the week
9
C
«t
_t(9
“7
0-7X.
T
C
(
(up)
(3)
M'
~f
r
B
=
«t
B
good
at
3:
B
’B:E'B?3
T &)
9
M -t(&
t
7
^
'^BfFBfBfBfl
C
<
i 9
)
rooftop
(Lfc) under
N
(
\^i£V'0
<
1 M
7
tf
f
lf
up
(^A:&) poor at
subway
CO
3
lf
_h
t-
1
rl
’B3
above
<tz
(down)
Please give/do
.
.
-A
(&#') inside
@
—
^9
(
4
* (
V
'
(
CT <
'
(
China
D
ll
^
9
^
9
Y ear
around
4*
)
all
i*
%
<
)
junior high school
fi-
A/) half past three
^^(liA/^A/)
iS
)
t> fa A/
t
5
li£
(half)
B
B'
^5 (£>(?&) to go
~F'Jv
(middle)
B
X.) top;
<7)1?
Jl
>l/=
n
(fa A, if) clay
Sunday
1
(weekday)
^i
land
i
+
(
303
&^^ O
(
L)
half a year
half price
^
''
(5)
4^^ (1^ ^
half
34
3^
indicates the on-yomi
and
[>
indicates the kun-yomi.)
304»>Bgfra^li
(Kanji Practice)
Khj
A.
B.
u
n/ubKt>e
Match the
kanji with
the English equivalents.
1.
7JCB1S
•
•
Sunday
2.
&Bf a
.
•
Monday
3.
BBf B
•
•
Tuesday
4.
Jftf
B
•
•
Wednesday
5.
±Bf B
•
•
Thursday
6.
TfvffB
•
•
Friday
7.
j^^B
•
•
Saturday
Look
at the picture
T
-t
1.
ux
k
7
and choose the appropriate
t
y\t
T-fo
(building)
T-fo
2.
r
c
-9
Tt.
3.
©d3fc'££/u'MDP< E
:
Read the
memo
and answer the questions.
1.
XT'j-3/Cli*
2.
9 £TI£'/CZ"li/C£
3.
mr©,©*
ij
jt
9^‘I2£
i-r ^ 0
kanji for the blanks.
§§ 4 jfl
Read the
following
£if 0
lc
passage about Mary’s weekend. @yo4
0 ^Atf) £ t
tit>
LTY.
t ti% £ lift L £ L
Ifzo
tz <
z Z
UX
i Ifzo
AC
*?
n»
amB\±&^<&*£
llifc*
-r
Z"liA£ /i<i
A£
L
)
(
'
L/co
l"l"li0
L /co
£ L
tz
(
0
l£„
i
<
**U'iA
2N§£<A
H
t
;*
^
i l/:o
/c o
in
<&
-ti:
In
i
)-(
shop; store
\1
(
rp
1
sweet bun
(do something)
late
the order Mary did.
)-(
)-(
(a)
studied Japanese
(b)
went
(d)
bought sweet buns
(e)
watched
®lr<J|!
H
6
nA/Unte
i
')
L^o fctf'fcSAfcfc*
l/t'Ui
following activities
-
h
tz <
In
Answer the
:u
x.Alci'£ £ L fZo
itzo
L /co A-tf Tib' £
J;
n
tzo
±0f 0 li— AT"£
t
305
)
to a restaurant
(c)
went
to a
park
TV
(Writing Practice)
'
A.
You are going
will
B.
out. Write
a
memo to someone
be back and whether you
Write about your weekend.
will
have dinner
in
your house,
at
home.
telling
when you
Travel
Dcfcclo
030
uU (^ i
ib
\>K>£
(mountain)
mountain
)
A/)
iJjjll if
X,
#T dr ub
(^ U £ A/)
(3)
J-
1
Mr./Ms. Yamakawa
Mt. Fuji
ill
031
J)|
(#'£>) river
/JnJI]
Mr./Ms. Yamakawa
£ A/)
Xy (^ t
*5
lUJI|
Xy(& ;#*;b£A/) Mr./Ms. Ogawa
’if
;i|
(river)
)l
(3) J
Jl|
032
IfX
TCftftOtXSfc)
W
7C H
7C
S
(origin)
033
U.o) the
^ T
(4)
*
A/
(spirit)
first
^^(t/vi)
fine
^^(“CA/^)
electricity
A
popularity
>?L
(
J- A/
§
)
(6)
day of the year
i&7C (bit)
local
7C
7C^tL'(tfX§ &)
ft
fine
£>
"T,
(
i
weather
^
71
5fl
^jf
(T A/<7> 'Q
)
feeling
034
(X As § ) weather
@1
(
T A/ £' <
(”CAy£
(heaven)
(
-
4)
)
heaven
)
Japanese emperor
V') genius
=
r x
035
L
3fe(fcftl)l
L o
< private university
(Lto) private railroad
\>btz l
(I;
036
(
private)
(7)
J
^
(
V C Wr
'
(
V
'
*)
j
)
^%fc(ZMiAs)
(now)
(
4)
C.
£ L)
(
§
«fc
fa
)
fa
today
(ClA/tfo)
tonight
this year
yv
y
%
i
^H
i now
(
)
^
037
m
>tz
t L(tztai)^L)
tz
lllffl-5/C
(*££$*/)
H3 fa I (^r^t3T)
(
(rice field)
(
5)
i
Mr./Ms. Tanaka
Mr./Ms. Yamada
rice field
n m m
ffl
this
month
S5K^307
038
u
woman
^<7)y^(ioA/&<7)C><!:)
jt
(
(woman)
(
3)
t
ct
tb
d:
9 C
A
<
woman
-drV')
3: )
C7D
(
do Ax
Cl
<Z)
)
girl
the eldest daughter
-k
039
vtiL
ffl
£
D>
b
(D
Z.tDU'
b) man
^ £>?-(*
man
s_
LA*<
J5 -^rjrjlE. (AfA/
n
i
(man)
rn
*d:V>)
£<*>£) boy
male student
w
^=f
fc
w
^
040
i-jx
(<&&)
JL
to see
JtL$7 Ut A/*£o)
Ju
JLU'dt A/)
(to see)
(
7)
4£^L((i&<&)
flower viewing
opinion
n
i
sightseeing
s
n
b
%
f
041
3-5
1
ff
( (V'<
>V
W
IftAf
(to go)
)
go
to
(
I? A/ Cl
9
(
<1
9
«fc
i
)
bank
)
travel
—
-
r r
\
@
(
V
J;
9
)
first line
it
042
l
J:
(tz^Z))
<
>tz
lit
^
ty]
(
(to eat)
(9)
L
(
tz^ i>
«t
to eat
<D) food
^
(
b
< IL) meal
^ ^
^
X <
9
b?
Li
9
)
O
cafeteria
breakfast
^ ^ ^
043
v
'A
fjClj (£>t>) to drink
-4ik*
i>
pA
(O) drink
A/
(to
drink)
L #> 9 AsX As)
drunken driving
(12)'
(
indicates the on-yomi
and
[>
indicates the kun-yomi.)
308
(
H (Kanji Practice)
i
KM,
A.
D
nA/U#3
Using the parts below,
1.
2.
B.
the correct
*
X
3.
A
5.
4.
^
6.
(
)
2.
(
)
3- t-*f£At1r
3.
(
)
">'<— if —
4
(
)
%<nAZ-k<nAt^'$iro
1.
(
)
-0
4.
(
)
2.
(
)
-0
5.
(
)
3.
(
)
HB
6.
(
)
o
B
10
*B
5.
(
)
6.
(
)
7.
(
)
Oj
^
*;
©
£-r o
jftffizfr* Hr,,
7.
(
)
-tB
10.
(
)
8.
(
)
^VB
11.
(
)
9.
(
)
iLB
(ajv'OjJ'
(b)ZZ<7)7j' (c)r>\'tz%
(djEfctf'
(g)o»ojJ'
(h)«Ao7j'
(j)
(i)t;v'7j'
10.
pictures.
0
E9
9.
0°
o
1.
7.^
id
Match the following sentences with the
.
kanji.
1
HD
Example:
make up
J:
9
(e)
(k)«£otf'
(f)
+B
-+B
liotf'
^ 51* 309
A.
Match the following katakana words with the English equivalents.
1.
o— t
2.
o y+f-
3
<y k
.
h
->
4.
^7i
5.
93
6.
y-*
'S
v
9
Read the postcard below. Write
for the things
O
•
cake
•
coffee
•
cafe
•
classical
•
concert
•
Vienna
music
for the things
she didn’t or doesn’t do
in
Vienna.
she did or does and write x
0
yos
i
1.
(
)
see an old castle
4.
(
)
drink beer
2.
(
)
go to see a
5.
(
)
enjoy sweets
3.
(
)
take pictures
6.
(
)
eat at
ballet
at
the cafe
McDonald's
MZifCts.
CCli
T Boi*-
iit'io
ZO
li
V)il to
o&36
£ \sb 1 jL i 1/fCo ,3^ fc
n
li
75 Vv VcoJyy-Uc
5< - y 1C i* -h is.
lAfil
m
Z<$b b)tio
Japan
4£K# t. i:"< fci'U )T?o Eg Sic^>j
ihffl
~
*5
i
<t9C
Mr./Ms. (used in
.
.
.
but
letter writing)
Jl
£
night
L
h
castle
i
7c
again
A— h^fccbfcrcBlCliS'^fr'^SU/Co
C.
Read the postcard below and answer the
d/n—
1
2
following questions
*
4.
^Bli
<7)
9
Japanese.
R1 Y05-2
f-
*
lev
'
t
i"7j' 0
.
3.
in
li X.'i:
£
L £ L
/ctf'o
ttlc* l £ L/ctJ' 0 fa
L i l/ctf'o
tff5S!»>311
@>*<.11111 (Writing Practice)
n/uUKbc
to'
The following
Copy
their
are your
Japanese
friends’
addresses
in
your pocket notebook.
addresses on the postcards and write about your vacation.
£
ts
i
4'
LfM
x.
T 753-0041
Li
ibOjftJjDTlj Hill 36-8
L tWL
T 112-0002
ix
f: i'-r
7-7
a
t
<
d i'L h
s
fc>
Japanese addresses
Japanese addresses start with the postal code followed by the prefecture,
hoods
and neighbor-
as follows:
(l)
(3)
t
(2)
7 5
04O^
(4)
3-0 0 4
LbU7)T
*i<’% it a.
(5)
1
HOj
(6)
3 6 - 8
l
(7)
(8)
«
si
(1) postal
symbol
(4) city, village, etc.
(2) postal
code
(5)
neighborhoods
(6)
block
(3) prefecture
Note
city,
that, like all
Japanese
texts,
(7)
name
(8)
“Mr./Ms.”
number and house number
addresses can be written vertically as well as horizontally.
9)
312»^a>g£ls
f
m(ym
L
S
E
\J7^<=j'y M y
fA©lf
044
%
0
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How do you get to the concert hall?
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questions.
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what kind
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it
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and so on.
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about the
starts,
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party.
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to include:
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how
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kanji
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from
this lesson include
the katakana below?
—
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compounds.
Example:
kanji.
3.
kanji
A —
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compounds from
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Summarize what Mary wrote about the
1.
Japan:
2.
Her town:
3.
Father:
4.
Mother:
5.
Sister:
6.
Brother:
7.
School:
6'
A.
in
Japanese.
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Write about the following topics.
1.
2.
3.
H^li/^A(7)ai±
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li
4.
B.
following topics
11
Write a letter to a Japanese friend. Describe your town, host family, friends,
and so on.
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indicates the on-yomi
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Example:
2.
kanji
as possible.
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X.
1.
B.
make up as many
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4.
5.
Match the following phrases with an appropriate
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2.
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verb.
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overtime work
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report
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below and answer the questions.
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o
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to
be tired
first
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to
of all
answer
secondly
ifelC
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lastly
o
l.
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£ It Itzt'
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2.
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b
X
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ttiflt,
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frA<7)0litbrf'lt^o o
A
A
a
a
A
m<wm
ft'
Make a
ti/u u«»5
questionnaire and ask several people the questions. Then, write a report
based on the
result.
328
f
mQm
L
X— X/vCOBb^
(<-0
’
Sue s
Diar y
^p^(CTCr)
(CT-ifA/) a.m.
iE^p ( L
z"
‘
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'ik
$>
£T)
noon
^
(4)
(
i^
JK^Jt C
1
*
9)
S
later
( $ V> £K)
r
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[>iX.
^Tt>jf(&'ix-) name
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tf>V
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\
o)
(
i
9
x.
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7
(6)
&
V *
%
9
advance
*3 )
full
)
(
L6 V>)
(
{i
. .
#
ik
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#r
sale
(
tt < t»
*5 )
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3| ($)£>)
rain
(8)
"
(
D>tf'
(
CL
1
(t>#>V') place
sheet
Lh
(
)
white color
M
$^3|
n
Si
Si
Si
rainy season
Si
X
dictionary
)
L
(10)
Si
to write
)
^ £ 9
L
<fc
)
textbook
/6'A/) library
<t
^ ^ ^
^
name
swan
fl
r
W' <
^7 j^ ] (#)V' L) name card
white
L) blank
<(
<
let
# #
friend
^5 )
($>
(friend)
after
? ^ £ %
(5)
3t
(to write)
t
back; behind
)
t*
name
(
#
&
<0 &>
(£T-if A/) a.m.
3| ^] 9 §) rainy season
(rain)
L6
i*
9#>V'&) famous
)
7
'
>13
(white)
9
(
~ r r r r
$Q^§(L#)V')
li<
~ (D
^f*F(&ix.) name
>«:
(name)
(
before; front
~
'
(before)
morning
lastly
(
IflT
in the
afternoon
if-
(after)
If
)
p.m.; in the
CT £T) P.M.; in the afternoon
~C ( $> t V)
L
9
A/
9
J;
'
(noon)
9\
N
cT
z"
%
0
S
S
E
(4)
-
9
D
/-
«t
9
best friend
)
friendship
&
^/v(^9
DA/) friend
'
—
095
BB
ml
B^f^(U^^)
Y-h'L
O&v. '/z
FbI
between
#> V ' /i )
(
e
-"“2§[Fb
]
time
(I'o
L $>
r
p
B^fal
fs\
(
mi
M'
^(v^x.) house
>V'£
<
)
f
r
family
^
W'&V') my wife
f A/ ) human being
n n
(
*5
^>) house;
^ (£ o
ff
m h w
fh
home
ip) author
do)
Nitt
li**l
fj£(l±&L)
to speak
f£*f'(li&1“)
a
talk; story
'®t§(“^'A/^>) telephone
conversation
H 1—J
~
'
(to speak)
L
/]>
l
-*
’
(house)
Kh
o iP A/) one week
I
(between)
(£ Crt'A/) two hours
J:
y L (+Z L)
^
t>i-z
*
(13)
-r<
4
yt£\ '("!<
yy(L X D i)
ft'*')
(4)
3
%
'(k&l'O
y^
•£
(old)
(
5)
— +
>1
y^P
to
)
'(L
(to
(8)
^
bi.
A
vr
Vo
(
<
&
)
(7)
ir
if
tfc
i.
*)
little
te/v) boy
to
)
L
(
Cl
fi V > ) ancient times
£
know
1)
abv^) acquaintance
fa
come
fa
^i
not to
come
next
week
*9 )
TT
T-
(
acquaintance
^
2§[( £> V'
-
y^{L
girl
secondhand
'(d&V')
)
^
come)
%>
f
1
(to
^
’
know)
y& (LHLi^a
few
f-
Vs As)
/
i4
old (for things)
Cl
*5
%P %> ( L h
%~
^ y
>d
j
X
%
little
*5
(little)
%
t
sz.
fa
(
fan
§ S i“)
fap
to
come
^ H (?>vm^>)
^
^
indicates the
on-yomi and
[>
visit to
Japan
indicates the kun-yomi.)
^
'
A.
Fill in
3
l.
the blanks with the appropriate
^Tyt7li£
<75
B.
kanji.
nn/;o
^V'T-*£
2.
3.
-B#
T
4.
BT
£
-
— "7°£
AiL/co
Li To
Choose the most appropriate word
L^i
l.
li
2.
#B
/b
v '
L
T
To
'
for
W
6
'h
^
M
W
e
«
each blank.
liTATTo
^a<7)
iTo
v
£j}n'i-f 0
3.
7^
liv 'v
4.
/
'
z^tzo
Tt, *L/bli
V
/T')-<n&'JL*L-£
1
1
r
o
v '
lit
xa
foT
L
v '
L?io
T\}<£
TGft
5.
$
§
a
^oT
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ICo
$
x-s/ui*Hge£»s3;ufco
ico §
@yo9-i
— "hiH (i)
H
it
Tv
— B#H <"bV'^£fSflv'/co
T,
A,
6
'/bo
<
T,
7&
f
O
/ — £#v
^ ^ i^
^Z'^/T^-(D^n^tz
^
ic
(
&
<
/bo
/
T — (Dfrz
'J
h
7r
^
;!/
0
JLK&r>tzo
If A,
7c <
^'5C^5
< -r.
^HfTv'4A/=o/=c
(±/v
*A.Z*t>*ltf*>r>tzo
If A,
L/=o
ijn
>J
-t
L
i:j;t
If A,
if a,
-r
if a,
1 bo/co ^^-^5
T.
5
£
KTt
L /L-l±^>
ata
T
Itf'o
(Uo$)
diary
Z>)
*X h^T
i
'J-
v
in
;
'J-li
N^V
(ft)
various
f££i“ £
to
noon
f IT
and then
host family
*#
kimono; Japanese
morning
excellent food
Put the following pictures
F7r
7^0
in the
S
^
CO
t:"< ^Ho/c'o /T'j-w-tx
A.
tjtT
(5 £<n)
have a talk
traditional dress
the right order according to Sue’s diary.
B.
Mark
1.
O
(
the following statements are true. Mark
if
X—*
)
t
b
2
(
)
3.
(
)
4.
(
)
.
*J 5
<
C.
.
(
)
6
.
(
)
not true.
tzo
T, ^-tfTv '£ 0
<
lt^
x-*/Ui£#*
I)
5
if
iff)
CS L\t*iWU
If A,
-o
x
*
il U
tzo
1
tzo
xt -5
<;
xr
h
a
X-SAyBXTU-S/u07fi^h^75'J-lCX-;i/®K*Ufco
Read the
following mail. @yo9-2
UU^ ^ £
t<j)0
ti if
9
&&U ift 9
btco
tTbtc<Di»?tcVto
U
«fc
9T'li^SU H*(7)U
&S£/u(7)U
j:
nu
^ -t± A,
9 U l±tTfeJ3l'l/A*9t7to
£cH'o
fAli V^^l/COf)
X-
•
4
t)
U 5i'A:<I 5
;
;
^^PoTi'^TA
:
5
6^
rA
sue@genkinihongo.com
*f
Jt
dormitory
9
&AA
-
1
'
i~
-S
to
show someone around
)
H9P
nA/ tw3
A.
What
B.
Write a thank-you letter to someone.
did you
do yesterday? Write a
journal.
Useful Expressions:
V
£ L
‘J
1
1
jfX
£ o |-f T
( Ai'J'.'o
7c o
(Thank you
for everything.)
(Please take care of yourself.)
(I
am looking forward to seeing you.)
tz<n
~
T£
1
(Z ^
(fe) fz
^U
J:
1 If
^
£
$-> <£>
~f)
T"
o
£ 1
(Congratulations on ...
o
(Happy Birthday)
333
»
334>»gg*»®lS
f«
10 i*
l
$
E
The
C
N
1
(T|
Folktale Kasajizo
i
n>
ij (i~tfO to live
l£ f/f L
t>-f
*5
(
(to live)
l
(7)'
address
L
9 i“&)
f
1
IE
1
J:
Li)
(V'
-£>
JE
0
S
I
>tztz
IE L
(right)
(5)
^
V
(£>
Li
T
(£
(
£>
T
# £
New Year
'(tztz Lv>) right
-
immigrate
jt
f-
9 #*o)
to
jLE^F“(Li
£) noon
*9
IE
iF
A/faA/'-drV') third-year student
WaA/)
^jf-(Cl h L)
next year
this year
Jp*(£ L) year
"
'
(year)
If'.
4=
(6)
^£
'
(
9
&
L L"9
1=3
—
(to sell)
/~\
(7)
UTv
H9
Jt
buy)
®T
(town)
(7)
J:
9
W“9
%
^
)
J9
-ft
(8 )
£ 9
^
)
vending machine
dr
dr
7^
7E
7^ Jf
(If V'ifV') selling and buying
("L
i 9
m
the eldest son
company president
)
r
»
way; road
i L" 9
(12)
-
bj-
i 9
iff (<&1b)
(15
Kitayama town
long
^iff L
'
a-
b
4 A/)
r
)
i 9) mayor of a town
m
L ^ tb
1
9
"L
(&$ ? V')
(
(way)
#
town
n
1
(
it
^
dr
buy
to
)
(ifv
W'V' & O) shopping
-f|;V '
-S:
(long)
(i
dr
(12).
>$ %
£>
dr
stall
'
®I ( i
®T
d-
t
%.
$=.
to sell
)
Oifl'TA/) stand;
\>n
(to
7=
)
*
*
)
-ft
-ft
calligraphy
L"9
0
-B-
l^iff
(
L
-ft
9
L"
)
judo
f
'f
9
Hokkaido
f
ft
S
t
if
i|
£10R>*>335
-tfo
if ( $> §
|f§
iL
(snow)
(j^
go
if
L A/ -tiro) new snow
(5)
J
i) snowman
§
($>
1
iff*
»fff>
/ff?
/J|p
f=l
§
^
(
<£
J:
(
C
(
)
<£
)
<C
national university
iL
iT
oneself
0
L*
)
automobile
f=Jif§i$L(£T/^L-^)
bicycle
freedom
)
n
r
&
'
L
£'
£ $> *9
’
(
o fz V
private high school
l^/v)
h
&
g
night
&
^^
midnight
(
C.
A/ ^) tonight
it (<£#>&t) dawn
(night)
/ r f
-**
*
(8)
?
^
(
£>
$ morning
)
^^(^)
'
< b
t
jt# j|L
(e)
>Jt<6
d
•
E=l
Jt
*
(
^t3C.(
(self)
'S
O (fco) to stand
jfir
i'
If /c
rf*
l
0 ^^
>tz
I
(to stand)
&
(
snow
)
T
(morning)
c
9
+
(i2)-
^O
J:
li
(
i>
o
-
*
to hold
)
£
)
this
O breakfast
i*
(
It
^ &
morning
(
i
V
>
&$
)
every morning
*
Ho T
oT
{
<(&)
to bring
C£>/v) belongings
)
(to hold)
o)'
t
t
(
feeling
r r
indicates the
**
& n n
on-yomi and
0
indicates the kun-yomi.)
*
>
A.
Add
strokes to the kanji below and turn
Example:
B.
C.
-
i.
_h
-
2.
H3
~
-
—
them
S
”
n
-
6.
i
1.19
3.
<A
2.
4.
&
3.
4
Write each antonym
.
-*
L
tf'V
where necessary.
I f S I I i #
£ Li Ltzo
®TT
shopping
2.
Tuifh
?)'*£
have
Tv'£-t 0
3.
(are) sell(ing)
4.
x
tto
<
snow
5
.
£
was long
TA'i-fo
6.
live
7
from
this lesson.
7.
1
8.
I=J
in kanji.
'
O
the blanks with the appropriate kanji from the
in
kanji
-
6
1.
new
iL
5.
Fill
into
.
was standing
list,
and add hiragana
midis
337
1.
A.
Answer the
following questions.
2.
H*TlifciEJ3
3.
(Picture 1)
Z tU
(Picture 2)
3
<7)
^5
&
U
/CT'f 0
£
t ' i$
& If £>
ffitz
*5
£
/C#*'
®'t
'
£
3 <D%<n3L A'S* (main
L
13
characters)
C. *9
T-fo
75'0
B.
Read the Japanese
C.
Put the following pictures
(
)
-
(
)
“£>'£Diro” on pp. 338-9
folktale
-
in
(
.
@yio
the right order.
)
-
(
)
338*>>8S3ȣJ|
once upon a
fctf'l L'4' L
time
$
bamboo
hat
fciEH
New Year’s
*
year
f4
&
fj
rice
cake
to sell
L
sad
t '
(^±A^)
Otit
mountain road
guardian deity
of children
f
snow
to put (a hat)
a person’s
(
person
1
on
head
C a hat
i)
oneself
£
v
'V
'
to take off
Z £
good deed
p (a)
voice
p
door
If'
L
D.
4
O')
o
{
t)
hb^±
Mark
to
't i>
(&')
O
happy
the following
if
statements are
1.
(
2
.
(
3
.
(
4
.
(
5
.
(
6
.
(
7
.
(
)
be surprised
true.
Mark x
if
not true.
lrtf)^T£ Ui'i /Cli&
xjifc i:v'i
)
^
l
<
+£r> tzo
ri'to
8
.
(
)
*j
i: v
'
*
L z fciffc * L<r>&x.n i± t r t
J:
tf'o /=„
—
'
*
'
,
'
'
'
'
iglOl^
a
jo
e
Z2
o
e
%
V,
'
A
In
V '
li
^
—
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A o O A
li T
li
jo
g L
ft /b o e
o
<D
A
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A O
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i
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e
In
9
A"
£.
jo
jo
E
e
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9
*
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A
£
li
fa
T
j.
0
<
tz
ft
?
L
9
tz
is
°
tz
£
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x
A
£>
li
e
—
L
A T
<
A
T A
A
A
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t
A
i
A
A
L
0
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1
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jo
L
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if
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li
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0
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£
9
f)
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A
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K ^
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;
Kj
CO
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9
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c
l
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jo
li
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n
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v
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tz
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tz
l
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if
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v '
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7
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a
a
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ic
&
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e
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e
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f
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I"
9
tn
fc
*>
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Jl
a
(5)1
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li
A
L
%
0
£
*
A O
A
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£
\
3
!
A
AX
A
<r>
4'
£
/Hf*
fc
^-
i;
L
-tf
V '
£
A
A
2
L
L
E
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L
T
A
A
t
a
£
O'
L
-o
tz
A
T
*1
A
—
A
i
li
v
tz
o
£>
0
If
L
£>
A
is
li
A
11
T Xth
£
o
fz
jo
A
A
ii
A
T
v
£
l
tz
K«S
fl/u U«>5
Choose one
topic from the
7
jo iE Jf
]
)
M ^ 0^
(Birthday)
7~? 9
'S
list
X~7 X
(Christmas)
' <
A'AUJ:9
"T 4
(Ramadan)
— 7 — — (Diwali)
')
below and write what you do/did on these days.
/
U > 9 ^ > T—
^ '
9
il
\
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jto
3 9
( t;
z
... (
&£
B one
day)
(li/cit)
3 Z
>
to get
)
£
angry
to bring (a person)
pitiful
once a year
Jj£
(fa^'v
by...
n
)
9
wish
to
be realized
Way
%l*tz%
the other side; over there
~A £
and so forth
cow
tzL^
strip of
farm
A^
(fa tz
{
L fz%)
we
fancy paper
people
ME3ICS*T<ESU>
4.
£^li£XAXT1Xo
l.
2.
ZAZtf
3.
£"9
Lli^^ATt^o
LT^i ili&'J
i 1
£jK
£> CL
-fcJHrB icfe
5.^-7 L
L
<J
£,
li-t^<7)
B
l:
tzL¥
6.#* iliV* Iv'AA
<
jK
£"9
ITTt^.
»<«§
tl/u
L»fit>'5
«»fc©Kl^EO»^r<fc**Uo
or<fc‘$o.
«!f5
back
to cry
)
9 (tc)
— ^1~ i TC
A'
the Milky
-5
fc
(tc <
<
'
to find
(t>t<nt<b)
A<^ii|
C.
the heavens; the sky
0'C^©|gl/^»^*0te3b'o
Sffi (reason)
Appendix
S
K,
U^/u
1
S^U^/uS
Japanese-English
352
English-Japanese
365
E3^itj20 Map
Japan
378
Numbers
380
)£j=Bi5 Conjugation Chart
80*90*5
382
1C
1
Ihj -5
of
?
3^5
ft?
1
.
352
Japanese-English
1
c!f^.lT/v
$5SIT
^
^pS
*
35^0ft
(Conversation and
Grammar section)
fc>
$5SD +
negative
35lTc^O
Useful Expressions
(e)
i
•
ii
•
(number of exercise
[ru\ ru-ve rb
w-verb
$5
D ft^ <b O
$5^>
there
$j£>~
wash
one...
$51 \tt
£L3
35
&1
5
TO
h*
outdoor
^
SfiHA
9|*v*
35 ft' <5 IT
S
ft
<5>c£
M
35
that
cheerful
He L1
Bfll+£
to
[ru\
^L6
the day after
^
tomorrow
L3
zs L4(e),
^ L8
U £ leg; foot £L7(e), £L12
Asian studies ^L1
TVT\i hj^ 5 T
x7K
Kl>
35
? cl
tomorrow
^
over there
SIT*
35*?: /3\
spend time pleasantly
[w]
£L7(e)
35fcjSfl^UMT
$>fc
'
350 IT
(^0)S>£
ft
$5<tZ:
ftT
$5££fc
you
350
$50
.
.
urn...
T —h
7
new
N
after (an event)
later
on
show (someone) around
Not
No.;
IT IT cl
vu'-J*
ITITCt
IT 5
s'
ITZ.
^
IT<
£G
at all.
good
i^L10-II
^L8
to say [u]
ff
b
IT U ^
^ L3
home; house
bound
SE L8-II,
IT3T
£L1,£L2
togo[w] SL3
<
^ L2
doctor
chair
zz LI
,
^L10
mean-spirited
zsl_2(e),
IT^ft'UlT
l^<:
^ LI 0(e)
for...
Britain
how much
IT
^L9
child
good deed
7
'Ft
&C
L v*
to
^L9
^L4
busy (people/days)
hurry
[u]
hurt; painful
d L1
Thank you
^L5
^L6
^L12
for the meal, (before eating)
£G
-ftJ'UT’
^L7
sister
(over there)
U^U —
^ L7
Italy
UBfrO — H
zs L2
xsLI
apartment
^L3
good
(TIT*.
z*L6
^ L4
(my) older
that
^L7
^L5
hot (thing)
^L5
hot (weather)
^L5
$rl^
$)OlT
ISL8-II
to
lTL/t)S(£lO
bright; smart; clever
'
S LIT
35 IQ
£L10
warm
head
IT IT
-f=PUX
L2
to play; to
Sfcfcft'lT
fi
questionnaire
~IT5
z*L3, z*L4(e)
£L6
35 /c£
z*L4
zs L2
1 -II
z*L3
breakfast
B
part-time job
liL9-II
[irr.]
35
Ufc
£L10
^L12
[w]
35/v£flT"sT<b
open (something)
morning
$5 cScl'Ii/u
35
walk
one (over there)
TO O'— h
1 -II
^G
£L10
fall
35 cl “D Ti
L4
£L9, £L9(e)
red
'
gc L1
activities
zs
£L9, £L9(e)
blue
#<
2><
(polite)
^L4
on foot
to
71VJK*{ h
to meet; to see (a person) [u\
\^T
35331A
$5
£L4
between
Fb^
;
^G
|^L12-II
®3lTr
icecream
^ L8
Thank you.
c^'L^^‘3"
... [w]
is
^L8
rains [m]
[w]
Thank you.
<Z'
irregular verb
[irr.]
to
*7
in the
Reading and Writing section)
[u]
it
£L1,£L2
U.S.A.
nmsm «»*£)
hi
RL12-II
^L3
much
not
$>8)ft*i3i3>
(Greetings)
Way
^L8
rain
$5#)
(Reading and Writing section)
the Milky
K<r>) l|
BK
G
z*L12
sweet
v
BS L6-III
January
—f*
^L4(e)
Car No.
oneo’clock
1
^ LI 0(e)
ifL1,isL1(e)
one hour
^L4
T
1
£<lVu
1
353
1
IA53.B
—
lABfi/ut*lA
—#
lABIiTu
IABIS/u^*.
UO
when
the
end
^LIO(e)
front
end
^LIO(e)
first car;
— ft
one minute
always
IS L6-III,
A
dog
z*L4
IAS
4"
now
zsLI
and come back.
^ LI
^G
Xd
IA^2>
to
need
IA3
fe
in ...
;
our
(to
store).
^ L2
.
.
.
[ru]
_h
on
5U
4-
cow
IS L9-II
song
<!f
[irr.]
3 IT
£L9
£
SI# A £
AlAtl'
movie
^L3
>
BU^T3 ?Zhj
guardian deity of children
£>'$,
si
New Years
&IEJ3
buttocks
'
<
zz
L6
1SL10-II
IS LI 0-11,
^L1
IS L4-III,
^ L6
zz L7(e)
castle
IS L5-II
^L10
slow; late
(do something)
late
tobelate[«]
ib'A^U
zzL8
Get well soon.
^ LI 2
^L3
green tea
ib'^5&V'
restroom
^L12
^L4
temple
BtoSAy 3b'5C*/C
B(t 5 £ (SA^)
^ LI ^ L2
father
,
younger brother
^L1,^L7
g
B(tcl
man
IS L1
BtclCDcI
1
-II
^L11
boy
^
to drive
to
[irr.]
do physical
xsL8
exercises
BttU
the year before last
Bttt A A
adult
B<!f^)
to
t)'
stomach
<.
Bjfcfi
IS LI 2-II
[«]
B U U cl hu grandfather; old man ^ L7
B U A ^ %&%.%> to teach; to instruct
B
AlAtf'
angry
Bt cl CD O' <t ^<7)A man ^L7
B t <t U the day before yesterday z* L4(e)
ISL10-II
^ L8
sSfi't'
3 /u
fc}@
sake; alcohol
z*L10
z*L3
[ru]
to get
BIT 5
^L11
z*L7
uh-huh; yes
up
1&6
BTB51A
^L4
to sell [u]
zsLII
zsL6
rich person
BB^>
£L7
5 5 ^9
5 B home; house; my place z* L3
astronaut
3 B 10 5 O' cl 3 U
^L11
sea
3
^ L5
5 f\j
money
to get
B/clAUIC
a lie [k]
§L1,^L2
Welcome home.
B-?:<.£££>
to sing [w]
3^)
£>'ii
B^<
L8
zs
zsLI.^LII
Australia
mother
B^IA Sv
1^ LI 2-II
tell
7
snack; sweets
Bcifllt
z*L12
.
zs L5
large
Bft'Bc?f/u
BUD
BU3
zsL9
back
to
many ..
-
BUcfc3tf'3
£L4
5U5
A ^'
^ LI 0(e)
trip
[ru]
£ L4
©
oA
round
there are
Bcl^
sister
^ LI 0(e)
stays at
various
uh-uh; no
^L2
delicious
Bz?r£>
z*L8
[w]
color
IA31A3(S0
tfc
£L2, £L2(e)
BfcPlQBB
z*L12
zs LI 1(e),
Welcome
is
BlAUlA
B5;3\<
B£) }3
entrance
person)
Tc
£L2
pencil
Bfa'U
younger
S "&
IA
(a
3fc
XhuU'D
BitPAD (&SIA)
(e)
^L8
(cif/v)
IA?>
55/u
zsLIO
ISL6-I,
...yen
X~X h:7 U
dG
£L1,£L7
lAD<rB
station
x
meaning
SO U
^L1
JR
BBz?rlA
Please go
IA&&
IA
yes
Az*
BBIA
z*L5
go and come back,
Uo'CSd
IA3*
^LI(e)
^ L9
five
I’ll
^ L4(e)
day of a month
fifth
together
10*3 £Lo
lAto <t
XX
~~XKj
last car; tail
one year old
—
lAoUcfclC
lAOfe
^LIO
best
M
IAd;3\°/u
1^L12-II
zz L3
£0
LOfi'
once a year
jjE
—
— #Kf
IABUA/5U3
^L1
first-year student
—
lABl3/ulClAB<!:
£L3
English language
zsLI
to
dance
^
z* L4(e)
8SL12-II
[u]
L7(e)
,
^L9
^ LI 2
become hungry
[u]
BlLU'iB/u
^b'Jt^A
olderbrother
Bfe7.c!/u
^b'^i^A
oldersister
^ L1
^L1,^L7
^L1,^L7
354
*'
33
33te*''UU^lT (~£)
33 IS 35
S /v
*'<
z£G
Good morning,
&JH5 UA^
(C
to take a bath [u]
£L6
33^^13
33 ^/u 310
3315*. £>
BfOD
fc&U
353*^ tf
ioit
33=65
9
©6
toy
z*L8
interesting;
to put
*'l:f^> (#)*'fe£:)
*'S
bamboo
*'cl
^
*'U
SI-?*
hat
^
L5
LI 2
cold
mtIL
spa; hot spring
§5?
/u»0L
-k<n^f
girl
*' D
bookish expression
#*1
L1
1
* O
v
^L9
[u]
cl
5
^
-II
£L11
be realized
*'&UU
ffi
*'39
money
li
L
but
.
ti—y^y
curtain
*'L^<Z
7MH
<C
rich person
gate
*'U U ^ U hj
^4± M
©ISC#
coupons
stairs
*'U60
*' O
1
to
buy
to
own
*'33
’)#“
'S
face
to
*'*'^>
on
a person’s
head
[ru]
~*'5
^ L1
^L6
to look pale
from...
RL12-II
L8
*'
5 Tc (C ^ ^ O ^
^L4(e)
^L9
^ L8
karaoke
-
to take care
(
Jb
*'31
ft
*'30
hi
*'t)UM^
^ LI 0
BEL7-II,
^ ^ *J
of oneself [rw]
z*L9(e)
[w]
^
t]
^ L3
SL1
(amount of time/money)
God
camera
*'(t5y ^BSB Tuesday £L4,
~*' 5 because... ^L6
z*L4
to return [w]
^ L7
(a hat) [w]
^L7, ^L7(e)
hair
ft
a* L8
£L7(e),£L10
science
to take
,
z* LI 0(e)
£L4
go back;
*'33*i<533l^
*'*'<
£ LI
worker
(a pet) [u]
on
*'^^S
to return (a thing) [w]
*'*.3r
t^X.'o)
[w]
*'5^
£ LI 0(e)
shopping
*'5
to put
*'i3\2)
^L7
ftM/VsToIJA/
Rflx
to put (a hat)
RL10-II
^L11
£ LI 0(e)
company
^ LI 2
^ L9
(e)
office
*'U/cl7u
1 -II,
z*L2(e)
Kabuki; traditional Japanese
*'/3’\ tt <£>
foreign country
*'U£0 &*L
*'LM^ #7±
£L10
%% L1
girlfriend
^L2,
bag
theatrical art
^ L2
RL10-II
^L6
*'0Ud;
HL5-II, zsL7
M LI 2-II
[u]
sad
v ^
:
£L10
zzL5
£L6(e)
corner
to
1 (e)
£L3
school
*'/3‘\^
.
^ L1
good-looking
*'39 fe'B
^ L7
^ LI 0(e)
oneway
parenthesis
I
*'3f
z^LII
woman
^C<7)A
<
*'l>tIl/H/^
*'l<£/u
.
^L7(e)
shoulder
5
33/utd;/v
woman
x£L12
£L7
family
IjUjk
ft'fclM/Mtt'fc
£L3
music
— *'
^L11
x?L11
£ LI 1(e)
(something) ends
~k
^L7
^ L2
singer
*'/c2*t5
it'M
or
^LIO
(glasses) [ru]
f^LIO-II
33/u*'<
~*'~
on
snack; sweets
&*P
^ LI 0(e)
months
L10-II
umbrella
*'fc
funny
£L11
%%-bZ)
33/v&0Lf<!r
for...
to catch a cold [w]
)
33
tf'X.lOfD
student discount
*'?<
zsL4
l
33 Ajf£
student
^f'J
ft'tf
33^*3* (ttSU) Goodnight.
33 c£ <T
fa C to swim [u] ^ L5
to get off [ru]
Z>
33 0 'b
^ L6
33^^
¥4.
1^L4-III
souvenir
v '
£L1
fiKtiU
*'UK&
zs L9
[rw]
^ L1
festival
cake
rice
336’B*>
memorize
to think [w]
-5 L^
33fct5
to
sweet bun
33S/ul>Kt>0
U
^L9
boxed lunch
X. -S
33 fe
f^LII-II
reply
^L4
to write [m]
<
— *'1/0
^ L6
bath
33j3\^5
(polite)
^L5(e)
registered mail
*'^r3l#)
^L
woman
Good morning.
33»<fc5
33i3\
£L2
please.
grandmother; old
1
(
J
H L7-II
to
borrow
boyfriend
river
cute
*'391^5(00
[ru]
^L6
z*L12
^L11
^L7
pitiful
RL12-D
1
1
1
£<lVul >»355
b'Z<ll
^ LI 2(e)
ophthalmologist
ti'hjtP
frA/cX
mm
£PA/cH'U
ftl'P
31?
ft'A/L/
kanji;
SA/I^O
<ft'D
SfcBA/
z?r<
fafi
3X M
<
to ask [u]
4
to listen; to hear [w]
3rtt'D
£fc
^7?
D
;3\°
t>
IS
^L5, £L5(e)
i§
1
)
i* (Do
yesterday
z^feCD
kimono; Japanese traditional dress
mouth
<(J
H
— < 51^
^rVyy
3:
Kt>
camp
^L1
5 cl O
,
Stt>'3c?rl
5 (C
JLp&
l
Kt)
5
nine years old
?IL
#
5^0 ^0
<fc
brothers and sisters
£
zx
to
L6
^ L7
tr
be interested
(in)
line
last
number
year
..
^L4(e),
.
zx LI 1(e)
^L9
to cut [u]
Z>
to put
3rA/U3
3: A/ll
^ L5
zxL8
I
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gold
silver
t^A/cIo
$Mt
3:A/l/<k
T
bank
"
5^ L
>f=f?
cl
zx LI 0(e)
A//)' "3" 'S
[J hii* (t£)
A/z!rt)'&l^
i^LII-II
A
^L8
eraser
zxL2(e)
to turn off; to erase [w]
wouldn’t be necessary.
(!7
^L2
17
5 ‘^"5" loftT?
IfOcfcoUF
£L9(e)
neighborhood
^ LI 2(e)
morning
to
Monday
have a
7Gft
fine.;
That
^ L6
to get
^«0
^L6
That would be
ttoCA/9-*
^L9(e)
nonsmoking car
£>
this
IJ’Ull'Zx
[ru]
^L5
^L7
^ LI 2(e)
surgeon
ft)'
W"9"
on (clothes above your waist)
beautiful; clean
izrfe
3 M&
hu^-hu
injury
^L1
^ LI 0
game
*J—L\
£L7
3r11ll(£j0
^L1,zxL2
police officer
cake
Ucl
disgusted with; to dislike
i3l1 (£f )
T^'cb
—?
[j-tf
~ff@
^L9, ^L9(e)
black
(j'llc^Oitl'A/
^ LI 2
3 #)
£L10
credit card
H*
^^>11
economics
textbook
3r<£teA/
£L9(e)
gray
^LI(e)
fc
[u]
^L3
[irr.]
gL7
car
£L3, £L4(e)
today
Sc 5 ft' U
5 /till
^ ck 3 3^6'® 5
come
^L10
milk
nine minutes
^Kl>5/3\/u
^ L9(e)
green
yLsi/y
zxL1(e)
^ L4
zxL4
to
^7‘b—
^ LI 0(e)
express
^ LI 2
about (approximate measurement)
yu —y
RL9-II
^ L7
^L7(e)
cloudy weather
*J
zx L2
.
£L2
neck
class
^L10
..
country; place of origin
x£L4, £L4(e)
to decide [ru]
me
shoes
H
L9
^xL7, ^L7(e)
HI
0
zx
[w]
colloquial
1 (e)
«fc
<
vending area
ticket
tzlltzt"'#
Please give
n
medicine
to take
tJC t/
<
zx L1
TcSlI (~£r)
(e)
(C
<.
zx LI 0(e)
*k%l
®£
D H£(D$3
O
£L2
zxL5
ticket
5
IT
zxL4(e)
^ LI
^L9
medicine
expression
<.
cafe
M
0£ttfclM,W)'fc:
^ LI 0
postal stamps
io/3\
7?
<.
^ L3
<t5
^Ocrr/u «*/£
£L4, £L4(e)
^L8
nine o’clock
<C.lfD
xsL9
guitar
7
^ LI 2
^ L6(e)
north
it
x£L9(e)
Friday
September
<. L/
zxL5
season
?3 —
^L9(e)
yellow
temperature (weather)
fUJn.
[irr.]
^L8
Cheers! (a toast)
It'fev'
nervous
zxLIO
air
i?rll3l1
to get
blonde hair
SM5tf &mB
^L6
Chinese character
easy; simple
%lM'
£)'A/(£°l^
&
O VZ)
£L12
^L11
nurse
fthiTchj (T&)
z* A/t5 c£
£L1,£L2
Korea
fight; to
married
quarrel
healthy; energetic
'
^L7
[irr.]
£L4, SL4(e)
[irr.]
^ L1
^L5
don’t look well
zxL12
cl hj
U
Kl>
4"®
3
~<H
~<H
lLoXKi
in
.
.
2HS
^ LI 0
time; after ...
.
...language
zlLI
oy ti'“
,
^
cl
voice
— L—
T— JbK
cUfi'D
cl <C
CC
cl cl
^
i
5
&
pl'f47
excellent food
nTC
cl
aLS
U
0
parcel
child
Z"M
rice;
2/3\/u
3i-'xf
five
cl
H) hu
SS 11
IT.
this
cIlT.fi'
5
— £3
cl fa 1 1
£ LI 0
^
aO/u(ZI'Tfe)
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east
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English-Japanese
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arm
Grammar section)
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Useful Expressions
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u-verb
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art
museum
as
far
£ L4(e)
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as
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(a place)
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(number of exercise in the
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as much as possible ZZzZTc Id =L12
Asian studies j, V7’llhj&ti>5 TvTUftH zxLI
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irregular verb
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at the time of ..
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attend
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about (approximate measurement)
absence
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absent (from)
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actress
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.
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after (an event)
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alcohol
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apartment
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become
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lib'lc
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beautiful $3U’i(&) =L5
because
because
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anything else
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antibiotic
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baseball
beauty parlor
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barber’s
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and so forth ~&<b" ML12-II
and then =t{jZ BIL9-II, =L11
and then
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(get)
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1C to
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bamboo hat
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band A”>b ^ L1 1 -II
bank ^7uCo HIT £L2
barbecue A— A=to— £L8
baseball player
£L1
ctf/u
back 5U5 Hi £L4
back (body) titefy 1ft
bad toSlf ,1" £L12
bag fi'ISA £L2,£L2(e)
bath
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alone
a.m.
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i^L7-II,
all
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airmail
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baggage
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Australia
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[u]
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actor
adult
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folate
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birthday fc/uUdoO" U±b ^L5
black <5© HU' ^L9,^L9(e)
black and white L3<3 6.1 ^ L9(e)
bicycle
blackboard
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blonde hair
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blue
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boarding ticket
boat
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book
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bookish expression
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b'DS
borrow
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breakup
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bring (a person)
back
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chopsticks
class
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brothers and sisters 5<t;57cl7 JLIfc =L7
brown 5^17317
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Bullet Train
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b/vfthjtthj
d:
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clean
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clever
climb
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%%\u]
clock
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close (something)
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clothes
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business to take care of
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.
.
.
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,
but
buttocks
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computer
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commuter’s pass XTliSI;^
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composition
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colloquial expression
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381
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This chart shows
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and counters change
according to their combination.
1
.
2.
3.
Hiragana indicate the sound changes in numbers, and alphabets
show the changes in the initial consonant of counters.
optional.
(
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An empty box means no sound change occurs.
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Conjugation
Chart
w
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verb
dictionary
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