Genki 2nd Ed: Elementary Japanese Textbook

»B*|g AN INTEGRATED COURSE IN ELEMENTARY JAPANESE SECOND EDITION Eri Banno Yoko Ikeda Yutaka Ohno Chikako Shinagawa Kyoko Tokashiki ^ H The JapanTimes 9 #JB (D 9 -r * 0 \z it MP3 B &<D % v £ JUSf P 7 t7 T JLtf'JRIi $ ft r id £ T 0 «TS4LT<f'?ô CD 7V-^-?iiS£?££tfA<DT\ £>±* < ££ u\> Note on the accompanying disk The disk that comes with 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. 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: May 1999 Second edition: March 2011 8th printing: May 2012 Illustrations: Noriko Udagawa and Reiko Maruyama English translations and copyreading: 4M Associates, Inc., and Umes Corp. Narrators: Miho Nagahori, Yumiko Muro, Tomoki Kusumi, Tsuyoshi Yokoyama, and Kit Pancoast Nagamura Recordings: TBS Service, Inc. 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 3 Jg|| tfx§j (Dmm-c-to it tz-hK z.<d^ rttx§j 11 fa T§ £ L mm^m-r^^bbta^tLtzo fwtctot (± 1999^, iw**v'j git lt> tizftj&L, M mkUfBLKtfbMmzfofz&miZmfotzmz&MLtLtzo i)tt)t B b* *xu*m*¥wtz%¥£Ztt%.KimLtzmtxLtztf, Ltzo ^fafa#v\ fko %t\ & r& jl tLtzo ttz , £<Dmmxii, r»j%§j tmwnfrb 10 \**<ott u, ffLv^^coiiJp, &fT£frV'£L fco &rffcfcfc»4 2^>jfcJi&£L£ Lfctf*. -C 4 <9 t $ fctlifcx.*-** ItV'fto < BfcflJiKOftj&li&fcoTtfa RfA,§J ^fftt<f:?otV'|,#<« r^§J OH/“Kv-^C4oO»S>f OlfitfV'feLil'o tfc* 7X h*jffv>-c< /iô/cÊilloOi1 ^ LTrtftiJ: 0 (>, AXffiJiÔMF^HIJSM^ dWfrLv* Rffa§J X\ OliHfa'fcLf-fo v>o*d*L< B*f&«r^T?v>fc£lt*£fc IriotV'lto 2011 gif-pl Preface This is a revised edition of the textbook GENKI: An Integrated Course in Elementary Japanese which was published in 1999. Since it first came out, GENKI has become , widely used by teachers and students of Japanese and has gone through numerous reprintings. Such wide acceptance led to the decision to publish this revised edition. In 1999, our aim was to develop a textbook that teachers would find convenient and helpful, and one that students could easily use. We thus wrote the book based on a survey of students needs and refined it through many test-teaching situations. Originally meant as a text for foreign students studying in Japan, GENKI gained popularity among those studying in other countries as well. As use increased, we began to hear from those who wanted “more information on culture” and “audio aids appended to the text.” It’s also been more than ten years since GENKI was originally published, and the passage of time has required revisions to vocabulary and expressions. While retaining the ease-of-use quality for teachers, we have added new content and revisions that reflect our experiences and the voices of those who have used the text. The task of revision took two years to complete. We believe that this effort has resulted in a book that instructors and students will find even easier to use and learn from. The opinions of the teachers and students who have used GENKI have been a major driving force in the preparation of this revised edition. We are truly grateful to those who have provided this input. The authors would also like to express their sincere appreciation to the following: Noriko Udagawa, our illustrator, whose work has become a GENKI trademark; the staff of The Japan Times; and particularly to Chiaki Sekido of the Publications Department of The Japan Times, who has worked tirelessly with us on this project since its inception. It is 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 [IfA4S t O < l; 6 IS U I ^B(C 13/uU* Preface 3 "C/Introduction 12 Japanese Writing System 24 SIS-SJSli fc'U Greetings CultureNote fc jiRAi If a ^/u 34 Greetings and Bowing 5)l^§Oi 37 nlw ^fcBU/^feTcS New Friends 38 X IJ Y H? Question Sentences noun! CD noun 2 CultureNote JUi/ul/A/CD &3:;L Japanese Names Ûseful Expressions si2 h • <hU Time /Age 45 57 Jb'Ufe© Shopping 58 zn^tnfcn an CL CD / -?-© / $5© / <if© + noun cl CL “^CL <iftl Tuft® noun noun fc noun CultureNote {IJi/uCD Japanese Currency Ûseful Expressions eTcJoUlT In the Classroom •83 68 zr — Making a Date 84 Verb Conjugation Verb Types and the “Present Tense” Particles Time Reference u*' Word Order Frequency Adverbs The Topic Particle 13: Japanese Houses CultureNote U li/, — h The *4® 101 v>x. First Date 102 x Describing Where Things Are Past Tense of TrlT Past Tense of Verbs fe -mm 0V5 U Z)'/v 1t<tZhu £l CultureNote Japanese National Holidays U IJ A/ Ûseful Expressions B iM Uo • O • 05 Days/Weeks/Monlhs/Years ^ tb A Trip to Okinawa 355 04 : (&) /551U&) U 4: o / ~;T U <£ z> £>' Counting CultureNote II liA/ io Japanese Festivals .Ûseful Expressions SMJEM5T! At the Post Office 05 U7u$«K 1 127 128 Zz> Adjectives ~ 114 Lo < bo 144 145 8 6" K-FSMD-B A Day in Robert’s Life 146 Japan’s Educational System (1) 154 Te -form ~r< recall ~rt>lAlV£T Describing Two Activities CultureNote B^lDfitWrijIlSE ( 1 ) 1 : i v»< -*v» 5/v Ûseful Expressions / ?&/?.?) 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O^&îBKLT&O fto 19 fe/fu Sto Bsi^ r*v»$oj ina, ^ 2 mti. ^s#«nffl *e«Lg * ?*i-mZtL, #IBt±& < £ 4 n-v^£#|BL£ Ltz :on-7? 0 lÛWC < tzZ^\ t> wint #*#**«# 2 si-c* ^tuw^sttto J: n *J3, rif*#§MJ -Ctt, jK^Sr*3 8U5H»t^SLTV'§i1-3&*, ^S<O3£if^0itS J: 9> BES^?IÛ(±^>9^*/5 s igoT£)l9 £-tfA, 0 0 *«icoivu t tiX^tlTo $^#${±¥#§3:^ IbAsttf tztiLs Zi tceri®J $ ioT^'i *9 W »### : f) ti~o i £ -to 9JSH# 17 n"v ?#: -V Vs. •* $ 5 0 b b b mm £ o T l±* ##tr oT-oCoi^S^* 18 Introduction I Aim and purpose 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 is divided into two volumes. The book is designed mainly for use in university courses, but is also effective for high school students and adults who are beginning to learn Japanese either at school or on their own. Hopefully, students will have at least a basic knowledge of English, because grammar explanations are given in English. GENKI: An Integrated Course in Elementary Japanese is a comprehensive approach to developing the four basic language skills (listening, speaking, reading, and writing), which aims to cultivate overall Japanese-language ability. Emphasis has been placed on balancing accuracy, fluency, and complexity so that students using the material will not end up speaking accurately yet in a stilted manner, or fluently but employing only simple grammatical structures. Q Revised edition The revised edition features changes in four major areas. 1 . Addition of Culture Notes Each lesson now contains a “Culture Note,” which is designed to enhance students’ knowledge of Japan through information on Japanese culture and daily life. 2. Audio material bundled with text and workbook Audio aids, which had previously been sold separately, have now been added to the textbook and workbook in MP3 format. The addition of audio material for the workbook’s “Listening Comprehension” exercises is especially convenient. We have also recorded the readings from the Reading and Writing section of the book. 3. Vocabulary and expressions We rigorously reviewed the vocabulary and expressions to replace words, such as “cassette Introduction 19 tape” and “LL” that are no longer in common use, with words and phrases that students will encounter more frequently. 4. Grammar, practice and readings While no changes were made to the grammatical topics introduced in each lesson, we supplemented the text and/or made the necessary corrections to make the material even easier to understand. In the revised edition, we have replaced the negative forms of adjective and noun phrases -ku arimasen/-ja arimasen and -nakucha ikemasen , meaning “must,” with the -ku nai desu/ -ja nai desu and -nakereba ikemasen/ -naky a ikemasen forms, which are more commonly used in everyday life. We also increased communicative practice material —mainly dialogues— so that students would be given sufficient opportunity to practice the 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 Grammar, Reading and Writing, and the Appendix. A detailed explanation of each part follows. A Conversation and Grammar The Conversation and Grammar section aims at improving students’ speaking and listening abilities by having them learn basic grammar and by increasing their vocabulary. The Con- versation and Grammar section of each lesson is organized as follows: # Dialogue The dialogues revolve around the lives of foreign students living in Japan and their friends and families, presenting various scenes that students are likely to face in their daily lives. By practicing natural expressions and aizuchi (responses that make conversations go smoothly), students are able to understand how sentences are connected and how some phrases are shortened in daily conversation. Because the Dialogue section of each lesson covers a lot of new grammar and vocabulary, students may feel it is too difficult to understand 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 all the new words encountered in both the Dialogue and Practice sections of each lesson. Words that appear in the Dialogue are marked with an asterisk ( * ). Words are listed according to their function in Lessons 1 and 2, and by parts of speech in Lesson 3 and all subsequent lessons. In addition, all words presented in the text are also found in the Index at the end of each volume. Words found in the 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 3, the Vocabulary section also gives the kanji rendering, but students are not required to memorize the kanji orthography. This textbook does not indicate a word’s accents. The accent of a Japanese word varies considerably, depending on region, the speaker’s age (including the generation gap between speakers), the word’s inflections, and its connection with other words in the sentence. Therefore, there is no need to be overly concerned about accent, but try to imitate as closely as possible the intonation heard on the accompanying audio aids. # Grammar Easy-to-understand grammar explanations are provided so that even those studying on their own can easily follow. Students at school should read the explanations before each class. All grammar items covered in the lesson’s Practice section are explained in the Grammar section. Grammar and vocabulary that require explanation but are not practiced are summarized in the Expression Notes section at the end of each Grammar section. # Practice For each grammar point covered, Practice sections provide drills that advance in stages from basic practice to application. The intent is to enable students to gain a grasp of Japanese naturally by completing the drills in the order presented. Basic exercises that call for a single predetermined answer are marked with a Q and recorded with their answers on the audio aids, thus allowing students to practice and learn on their own. The last part of the Practice section contains Review Exercises that help summarize what has been learned. For example, some exercises combine various 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 integrated a Culture Note section into each lesson, where we explain aspects of the culture and everyday life of Japan. These notes cover a wide variety of topics, ranging from Introduction matters closely linked to language, such as in daily life, such as the Japanese climate. 21 kinship terms, to information deeply ingrained hope is that these comments will serve as a Our 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 at der to present supplementary vocabulary are related to the lesson’s topic (as in the end of the lessons in or- and phrases. These sections list expressions that “Time and Age” in Lesson 1) or to particular situations The vocabulary introduced in (as in “At the Station” in Lesson 10). 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 kanji in in Lesson 2, students begin studying learning hiragana in Lesson 1 and katakana as follows: Lesson 3. Each lesson after Lesson 3 is organized # Kanji list The list contains the new kanji introduced in each lesson. Students are exposed to about new characters in each lesson. Since it is probably not we encourage students to tackle a few each day. We (1) serial feasible to learn all of these at once, have formatted each kanji list as follows. number (2) kanji (3) reading (5) Japanese language g £ T H ^-(ICliA/) Japan book li/C compounds that include the kanji Mr./Ms. Yamamoto (book; basis) (4) (5) — -f t ^ ^ (7) stroke order meaning (6) stroke count the on-yomi, or the reading of mark appearing next to readings in item (3) indicates or the China. The t> mark indicates the kun-yomi, the character that was imported from the kanji sound of on-yomi and kun-yomi may change when The native Japanese reading. The $ 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, so students don't need to memorize them. The Reading and Writing section of the workbook includes 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 textbook. # Practice GENKI consists of kanji practice, readings for comprehension, questions about the content of the readings, and writing practice. Kanji practice is aimed at getting students accustomed to kanji through practice in various forms, such as reconstructing kanji from their component parts or making new words by combining kanji. Readings for comprehension are generally short and deal with subjects familiar to the students. They assume knowledge of the vocabulary and grammar that the student has learned in the Conversation and Grammar section. New words that appear in the readings are listed. At the end of each Practice section, we suggest topics for students to write on. GENKI II contains readings for comprehension, questions about the content of the readings, and writing practice. The readings introduce Japanese as it is used in a variety of areas, ranging from letters and fables to essays and advertisements. They assume knowledge of the vocabulary and grammar that the student has encountered in the lesson so far, and with each lesson the readings become longer and more difficult. New words in the readings are listed in the order in which they appear. At the end of each Practice section, we suggest topics for students to write on. We provide recordings of these readings in both Volumes I and II of the revised edition. These are denoted by a Q mark. Students can listen to them through the accompanying audio aids (in MP3 format). C Appendix The Appendix of Volumes I and II contains an Index. The Japanese-English Index, in hiragana order, lists 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 number 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 with [ru] [u\ [irr.], to show which verb group they belong to. Also included in the Appendix are a map of Japan with the names of all the prefectures, a table of changes in the sounds of numbers and counters, and a table of verb conjugations. Introduction 23 IV Orthography and font The basic text is written in kanji and hiragana. In the case of kanji, we follow the official Joyo Kanji list. However, hiragana is used instead when the Joyo Kanji equivalent is deemed un- necessary for beginning students of Japanese. The pronunciation of every kanji in the Conversation and Grammar section is indicated in hiragana so that this section can be studied alone. To lessen the burden on the students and allow them to study on their own, however, the “Greetings” unit and Lessons 1 and 2 are written in hiragana and katakana alongside which the same statement is 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 1 and 2, respectively, of the 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 is set mainly in the Textbook font, which resembles handwriting and serves as a good model for students. Students will encounter a variety of fonts used for Japanese materials, however, and should be aware that the shape of some characters differs considerably, depending on the font used. Note especially that in certain fonts two separate strokes may merge into a single stroke because they mimic the characters produced by a writing brush. Example: Mincho font Gothic font Handwriting A $ £ A' $ § Textbook font D 'j b 5 b < <Z u b z K9 A * . 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 kanji JL i I watch television. ~f 0 hiragana Hiragana and katakana, like the alphabet, represent sounds. As you can see in the above example, hiragana has a roundish shape and is used for conjugation endings, function words, and native Japanese words not covered by 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 r a g a n a Basic Hiragana Syllables There are forty-six basic hiragana syllables, which are listed below. Once you memorize this chart, you will have the skill to transcribe all of the Japanese sounds. h a i ka ki * * s— L sa *shi ta li ha i e < It ku ke su se 0 ko * so o r *chi na X u i- % tz 1 *tsu \z & n ni nu U E <D ne O' hi fu to te no 11 he ho There is another writing system called romaji (Roman letters) which is used for station names, signs, and so on. * Japanese Writing System 25 and are The syllables L , £>, romanized as shi chi , tsu , and/w, re, spectively, to closely resemble English L pronunciation. * * n £ is also pronounced as “wo.” The romanization is given for general pronunciation reference. 2. Hiragana with Diacritical Marks You can transcribe 23 additional sounds by adding diacritic marks. With a pair of short diagonal strokes ( " ), the unvoiced consonants k, s, t, and h become voiced consonants g z, , d, and b, respectively. The consonant h changes to p with the addition of a small circle <" 7^' 8a V za gi gu t -r % tz da ji *o If ba bi If pa 3. Pi ze zo de do •< O' If bo be O' K pu pe \ O go T zu bu ). ? > '' If ° If ge zu ji ( * If po £> (ji) and same as U o zu are pronounced the ( ) - (ji) and "f (zu), respectively, and have limited use. 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 * rp Z X kya kyu kyo Lv L Yp L Jt IT* C Yp sha shu sho ja ju t) yp %X chu cho IC rp IC Jt nyu nyo cha 1- * nya U? th tp hya hyu A U rya l gy» ^ gy° U K* V* J: tfx byo U°YP pyu pya i: jo byu bya U° X pyo ct myo YP ryu ‘ ) X ) ryo Transcribing Double Consonants There is another small letter, tt m hyo Yp * H'yp ux myu mya 4. *X * * which is used when transcribing double consonants such as and pp. Examples: tz (won) sakka (writer) 11° happa (leaf) o L zasshi (magazine) (1 0 *5 katta cf. ti'tz kata (shoulder) Note double consonant ns as in sannen (three years) are written with L + a hiragana with an initial n sound (tc, 1C, <&, fa, and <7)). Examples: 5. * ^ fa L sannen (three years) *>L+£\' armai (guide) Other Issues Relating to Transcription and Pronunciation A. Long Vowels When the same vowel is placed one right after the other, the pronunciation of the vowel becomes about twice 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 Ut ii In uu f1 C obaasan (grandmother) cf. ojiisan (grandfather) cf. suuji (number) io (1 *5 L "5 L The long ee sound is usually transcribed by adding an t ee ' 27 obasan (aunt) ojisan (uncle) to an e-vowel hiragana. There are a few words, however, in which 1L is used instead of v \ $ L eega (movie) oneesan (big sister) The long oo sound is in most cases transcribed by adding an 1 to an o-vowel oo hiragana. There are, however, words in which the long vowel is transcribed with an io, for historical reasons. (Ib 'Jo Y. In hooritsu (law) too (ten) B. Pronunciation of K> L “n” is treated like a full syllable, in terms of length. Its pronunciation varies, however, depending on the sound that follows it. Japanese speakers are normally not aware of the different sound values of L. Therefore, you do not need to worry too much about its pronun2 ciation. C. Vowels to Be Dropped The vowels and u are sometimes dropped when placed between voiceless consonants (k, s, t, i p, and h ), or at the end of an utterance preceded by voiceless consonants. $ T"i~ Example: s(u)kides(u) (I like it.) D. Accent in the Japanese Language Japanese has pitch accent: all syllables are pronounced 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 is pronounced approximately in equal length and stress. The pitch patterns in Japanese vary greatly, depending on the region of the country. 2 One variety of the L pronunciation merits discussing here. When it is followed by a vowel or at the end of an utterance, L indicates that the preceding vowel is long and nasalized. (Nasalized vowels are shown here with a tilde above vowel letters. You hear nasalized vowels in French words such as “bon,” or the English interjection “uh-uh,” as in “no.”) ex. ft (Cio reai (romance) If /C ho (book) Followed by n, t, d, s, and z sounds, L is pronounced as “n.” ex. f? U ex. "5 Ulf onna sampo (woman) Followed by m, p, and b sounds, L is pronounced as “m.” ex. i U’i* matjga (comics) Followed by k and g sounds, L is pronounced as “ng” as in “song.” 1j.' (stroll) — 28 Examples: & a •$ tt'i (morning) sa ma e i (name) na ka (high) ta i (i)K a t a k a n a T 7 JL u e Y 7 Y ki ku a tj ka i Y V Y V ta *chi *tsu i~ . / \ 0 su 7 SO se 7~ h to te X / nu ni ko -fe *shi na 0 ke X sa 7 * 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 as shi y -f-, , '7 , and chi, tsu, ~7 are and /«, respectively, to closely resemble English n pronunciation. Y 7" Y 3" ga gi gu ge go Y > if V za P '' Y X zu V" ze zo ) Japanese Writing System — 7 / \ ba P zu t: X bo X o t° "S. * P* pu kyu shu XL chu —+ — XL nya nyu ^ '' X are pronounced the ( zu ), respec- rz. ju ja j° X3 cho —3 nyo if 3 tf 3- t 3 hya hyu hyo ^ XL myu i myo 3 a. ') 3 ryu and "/ ( zu X3 X 3. >3 t 3. ') (ji) tively, and have limited use. 3 t -V rya ^ same as V (ji) and X po pe sho cha * kyo > 3. - dr mya X be *=L kya F do de bu bi pa sha V* 7“ da 29 bya byo byu k° 3 t°3. pya pyu 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 — . kaa (car) keeki (cake) sukii (ski) booru (ball) suutsu (suit) When you write vertically, the — mark needs to be written vertically also. Example: * . 30 (2) Additional combinations with small vowel letters are used to transcribe foreign sounds which originally did not exist in Japanese. Examples: ^7 ^ /nc7 7 4 7X ' S 'f —y ^X'f *> * — 7 — $ ^7 (highway) (mineral water) shefu (chef) i/ jeemusu (James) chekku (check) fasshon (fashion) firipin (Philippine) kafe (cafe) fooku (fork) paatii (party) Dizuniirando (Disneyland) dyuetto (duet) x7 X —AX f" x y 9 7 r y 'y 3 y 7A 7x 7t 74 ') 'ey t)7 x 7*—7 '*— 7-4 — f* -r 4 X — — 7 7 K X r X h >r 1 haiwee mineraruwootaa )\/ n. (Halloween) '> x Z/ x &X 7T i/ harowiin xl >y The sound “v” is sometimes written with r>". For example, the word “Venus” is sometimes written as t: (m)K a n j — X X or 7 4 — i~ X i Kanji are Chinese characters which were introduced to Japan more than 1,500 years ago when the Japanese language did not have a writing system. Hiragana and katakana evolved later in Japan based on the simplified Chinese characters. Kanji represents both meanings and sounds. Most kanji possess multiple readings, which are divided into two types: on-yomi (Chinese readings) and kun-yomi (Japanese readings). On-yomi is 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 know 2,136 kanji (called Joyo kanji), which are designated by the Ministry of Education as commonly used kanji. A total of 1,006 kanji are taught at 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 (up) Compound ideograms Some kanji are made from the combination of two or more kanji. (4) Q (day; sun) + A (person) + A (moon) — (tree) - (bright) A (to rest) Phonetic-ideographic characters Some kanji are made up of a meaning element and a sound element. Meaning element y Q Sound element (water) + (day; sun) + yjf On-yomi sei (blue) sei (clean) sei (blue) sei (clear sky) SI fr'U to iS\hj IS 5 / Vu Conversation and Grammar Section 3d 0 ^© 34 Greetings » 1 » aBfcSUUtfcfcfS New Friends m3 38 Shopping 58 X — h©ft^] ^ Making a Date *><*< 84 5 $ 4 R ffl&Z(DT— h The First Date 102 A Trip to Okinawa 128 33£»fcD«>:!:5 A— Sc^f/u© — B A Day 31 in Robert’s Life 146 UV5 Id'S m 7 IS ^S^©^K Family Picture 6' A' ?< — Barbecue * 9 ® fr'/3 3 Kabuki \ 166 Uv> LA, : : 186 208 mlOtS $f'fc<fr© P/E’ Winter Vacation Plans 228 ^llii fod}(D&<tl After the Vacation 250 *>T if§12tS ^ S£ If *5 Feeling III 266 34 IzsceS * 3£>2a!§ Ml KOO-G Greetings 1~> li ^ Aj 3 XJf/Clio Konnichiwa. Konbanwa. Good morning. Good morning, (polite) Good afternoon. Good evening. ^ X 1 fX b o Sayoonara. Good-bye. Ohayoo. &l± X 1 o Ohayoo gozaimasu. 1 v') 0 & ') !)*£ 1 0 Oyasumi(nasai). Good night. Arigatoo. Thank you. Thank you. (polite) Arigatoo gozaimasu. #> ‘J Sumimasen. Excuse me.; I’m sorry. lie. No.; Not at all. Ittekimasu. I’ll ''oTbo L '(’I'o Itterasshai. Please go and come back. /c^'io Tadaima. f (t'^')o ^/;/:'$ito Okaeri(nasai). Welcome home. Thank you for the meal, "t" <& i -tt /C 0 ''oTJ i ”t” o IJ Itadakimasu. go and come back. m home. (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 >•>•>• £15 r 0*5 iiy-h D tj'ilZ) i\ Expression Notes Ohayoo is used between friends and family members, while ohayoo gozaimasu is used between less intimate acquaintances, similarly with arigatoo and arigatoo gozaimasu. The rule of thumb is: if you are on the first-name basis with someone, go for the shorter versions. If you would address someone as Mr. or Ms., use the longer versions. Ohayoo is the greeting used before noon, but some people use it in casual settings in the afternoon or even at night when they see their classmates or co- workers for the first time that day. There are several good-bye expressions in Japanese, the choice among which depends on 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 life”; not until a new day arrives, or until fate brings the two together again. It sounds dramatic and ritualistic, and its daily use is largely restricted to school children taking leave of their teachers. itzo Jaa, mata. (between friends, expecting to see each other again fairly soon) Lotfiv* L S to Shitsureeshimasu. (taking leave from a professor’s office, for example) Sumimasen means (1) “Excuse me,” to get another person’s attention, (2) “I’m sorry,” to apologize for the trouble you have caused, or (3) “Thank you,” to show appreciation for what someone has done for you. IMA*. lie is primarily “No,” a negative reply to a question. In the dialogue, it is used to express the English phrase “Don’t mention it,” or “You’re welcome,” with which you point out that one is not required to feel obliged for what you have done for them. Ittekimasu and I itterasshai is a common exchange used at home when a family member leaves. The person who leaves says ittekimasu which literally means “I will go and come , back.” And the family members respond with itterasshai which means “Please go , and come back.” Tadaima and okaeri are used when a person comes home. The person who arrives home says tadaima (I am home right now) to the family members, and they respond with okaerinasai (Welcome home). 1 &Uc!r:3»>37 Tl/uUtfO Practice Act out the following situations with your classmates. 1. You meet your host family for the first time. Greet them. 2. It is 3. You come to class in the morning. Greet your teacher. Greet your friends. 4. On a crowded train, you stepped on someone’s foot. 5. You dropped your book. Someone picked it up for you. 6. It is eight o’clock at night. 7. You are watching TV with your host family. It is time to go to sleep. 8. You are leaving home. 9. You have come back home. 10. You are going to start eating. 1 1 You have finished eating. . one o’clock in the afternoon. You see your neighbor Mr. Yamada. You happen to meet your teacher at the convenience store. 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 and the deeper you bow, the more formal and respectful it appears to others. Many Japanese tend to feel uncomfortable with physical contact, although handshaking is becoming quite common in business situations, especially those involving foreigners. When meeting someone in a business situation for the first time, it is customary to exchange meeshi (business cards) with a small bow. Etiquette guides list a vast number of rules and pointers, but just remember that the important thing is to clearly show your respect when exchanging meeshi. 38 • SCSI! \ SsJ_B L S E 0 S N tb /£l\ New Friends fc'Uto D o Q g u e Mary, an international student who just arrived in Japan, talks to a Japanese student. © » * 1 2 L|i K01-01/02 i) i> yru- fAiHfAo v'£ Mearii Sumimasen. tz 1+ L : tb $> t d> *7 b U liX,Ti" 0 b /T'JMearii 4 nanji desu ka. Juuniji han desu. Takeshi 3 Ima tz It L Takeshi Arigatoo : lie. gozaimasu. 1 HI 111 >>>• 39 KOI -03/04 1 tz 111 £(7), : Ano, Takeshi ) 2 6 * /T V' i) >J - : Mearii 3 Tclt L : * 4 yr u >J -9^< J>'o U, f'iv4/c'V'^<<7) Ee, Takeshi r)> ryuugakusee desu ka. Arizona daigaku no •?- -Ur/L 3 Soo desu ka. Senkoo wa 7j<< gakusee desu. ti ^'/CT'-f ©o nan desu ka. i' - : uii/Cr'T-fo Nihongo desu. Mearii /C -tt v Ima 'tto ninensee desu. © Mary: Excuse me. What time is it now? Takeshi: Its half past twelve. Mary: Thank you. Takeshi: You’re welcome. ® Takeshi: Um ... are you an international student? Mary: Yes, I am a student at the University of Arizona. Takeshi: I see. What is your major? Mary: Japanese. I am a sophomore now. ' ' '' . I I . ' . 40>>>£i£'3££St Tc hu Vocabulary cZr ano um ima now X. V ' w eego English (language) L X. ee yes gakusee student h<r> < -t+v . .go . . . . language ( L 3' nihongo ) Japanese language z z gogo P.M. r'-tfx gozen A.M. sai C ( high school . I . kookoo . ex. . z l Z i . K01-05 . years old . . ~$L ~c . . . . . . san Mr./Ms. ji o’clock ex. ~c^ . . . jin . v ' . . % U ( ichiji ) people . ex. I one o’clock - LUL ( . (nihonjin) Japanese people 3 ^ senkoo major V sensee teacher; Professor soo desu That’s right. soo desu ka I daigaku college; university denwa telephone tomodachi friend Li L namae name LL/LL nan/nani what izliL Nihon Japan -tir/C H± * 9 T-f 9 Ti* < X Lb . . . nensee . . . see.; Is that so? year student . ex. . ( liv ‘j H> 9 -ttv btz l * Words that appear in the dialogue £> faX f -t ichinensee ) first-year student hai yes han half ex. IZ C (i/C (niji han) half past two liXZ'9 v ' bangoo number ryuugakusee international student watashi I v 1 ' ' ADDITIONAL VOCABULARY Countries r& / Amerika U.S.A. Igirisu Britain Oosutoraria Australia Kankoku Korea Suweeden Sweden Chuugoku China kagaku science ajia kenkyuu Asian studies keezai economics kokusaikankee international relations konpyuutaa computer jinruigaku anthropology seeji politics vU T X bijinesu business .S/U«< bungaku literature rekishi history shigoto job; work; occupation isha doctor kaishain office worker 3 *5 3 kookoosee high school student L n> .)> shufu housewife daigakuinsee graduate student daigakusee college student ^3"l bengoshi lawyer a m y *5^'* -25 okaasan mother &L 9 ^ otoosan father L oneesan older sister J X/ oniisan older brother 9 £ imooto younger sister fcL 9 £ otooto younger brother tb 'j fi ij i)' T ¥') x V' S* t ij *-X h « b -r t tf'/CZ < x f -7 'J i) e> T* x.—T'y 9 "C x. k. A, î:'< Majors TS'TIt/C* rj» -7 u h i> l+v ' 3 < * 'tJ'/CI+v 3y£ L/C£v>^< Z. fcf rtf Cr k> l* Xf 4^ *P tz *? ' $> -49 L ccupation s L 3"L \ ' L K 1 /c'v 'J* < 7c' V £ 42 M Grammar x&YTrr am a student.” “My major is the Japanese language.” These sentences will all “It is 12:30.” “I be translated into Japanese using an appropriate noun and the word desu. Itis... o 2 I- U ll/CT'-fo U (It) is half past twelve. Juuniji han desu. < ( () -if t (I) o ' am a student. Gakusee desu. L (My major) is the Japanese language. Z' T"~t o C Nihongo desu. I ( Note that none of these sentences has a “subject,” like the “it,” “I,” and “my major,” found in their English counterparts. Sentences without subjects are very common in Japanese; Japa- nese speakers actually tend to omit subjects whenever they think it is clear to the listener what or who they are referring to. What are we to do, then, when it is not clear what is being talked about? To make explicit what we are talking about, we can say: i 2 i /C Z wa nihongo desu. ( Where 1 ( is the Japanese language. o stands for the thing that is talked about, or the “topic,” which is later in the sentence identified as nihongo. For example, -tf /C Z 9 (i iZtl/CZ' T"i~ 0 Senkoo wa (My) major is the Japanese language. nihongo desu. Similarly, one can use the pattern X IS Y Trlfo btz b l± X Watashi wa • X 4-AT-fo Suu Kimu desu. X wa Y desu to identify a person or a thing X as item Y. is Y. As for X, it is Y. I am Sue Kim. ? §§ 1 IS K* £ -tf C-tf Yamashita san wa sensee desu. tb U * * t' ' Tto 43 Mr. Yamashita is a teacher. i) AT') — T/ Mearii san wa amerikajin desu. 'J # If C Tto Mary is an American. Wa is a member of the class of words called “particles” So is the word no which we will turn , to later in this lesson. Particles attach themselves to phrases 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 “a.” In Japanese, there is no item that corresponds to “a,” nor is there any item that corresponds to the plural “-s” at the end of a noun. Without background situations, a sentence like gakusee desu is therefore ambiguous between the singular and the plural interpretations; it may mean “We are/you are/they are students,” as well as “I am/you are/she is a student.” 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. { o ) h> 1 Ryuugakusee desu ka. (I am) an international student. (Are you) an international student The above sentence, Ryuugakusee desu ka, is a “yes/no” question. Question sentences may also contain a “question word” like nan 2 (what). In this lesson, we learn how to ask, and answer, questions using the following question words: nanji (what time), nansai (how old), nannensee (what year in school). MlL z n li Uttô Senkoo wa nan desu ka. What is your major ? 1 It is 2 !i) (Senkoo wa) i^Tto eego desu. (My major) is English. not customary to write a question mark at the end of a question sentence in Japanese. The Japanese question word for “what” has two pronunciations: nan and nani. Nan is used immediately before desu or before a “counter” like;/ (o’clock). The other form, nani combination nanijin (person of what nationality). , is used before a particle. Nani is also used in the ? 44 ' £*£ •£&* <m (tx) Ima nanji desu ka. (Ima) What time is it now? 0 kuji desu. It is nine o'clock. 5f'J-*/Cli Uii'Tt tf'o C ID 1 $ Mearii san wa Juukyuusai desu. nansai desu ka. 1 H V 'Tto Ym nineteen years old. How old are you, Mary Ute/C-tfoT-fo Nannensee desu ka. Ninensee desu. What year are you in college? I’m a sophomore. TXfrlf/CCX t± t’/CTt tf' 0 186 <D 7343 Denwa bangoo wa nan desu ka. Ichi hachi roku no nana san yon san desu. What is your telephone number? It is 186-7343. BM noun 0 noun 1 Tto 2 No is a particle that connects two nouns. The phrase Sakura daigaku no gakusee means “a student at Sakura University.” The second noun gakusee provides the main idea 3 (being a student) and the first one Sakura daigaku makes it more specific (not a high school, but a college student). No is very versatile. In the first example below, it acts like the possessive (Vs”) in English, but that is not the only role no can play. See how it connects two nouns in the following examples. T'clll TLb liXzX Takeshi san no denwa bangoo 7XX'< <n -tfX-tft' daigaku no a student of the Japanese language gakusee \zllL<n tz\'4H Nihon no a college professor sensee uiaXwtf) j>«< -th nihongo no Takeshi s phone number a college in Japan daigaku Observe that in the first two examples, the English and Japanese words are arranged in the same order, while in the last two, they are in the opposite order. Japanese seems to be more consistent in arranging ideas here; the main idea always comes at the end, with any further description placed before it. 3 Here is what we mean by the “main idea” In the phrase Takeshi san no denwa bangoo (Takeshis phone number), the noun denwa bangoo (phone number) is the main idea, in the sense that if something is Takeshi’s phone number, it is a phone number. The other noun Takeshi san is not the main idea, because Takeshis phone number is not Takeshi. g§in 45 noun 2 noun, CO /K t main idea further restriction A phrase of the form “noun, no noun ” acts more or less like one big noun. You can put 2 wherever you can put a noun, as in the following example: L tzl1lisA,n z i z i <o li okaasan wa Takeshi san no Takeshis mother is kookoo no a high school teacher T-fo ' sensee desu. . C ulture(J|30 Japanese Names Nihonjin no namae When Japanese give their name, they say their family name first and given name last (middle names do not exist). When introducing themselves, they often say only their family name. Here are some typical Japanese names. Given name Family name Women Men Satoo tz<*P Takuya AU A' Erika t ft Suzuki b 0 tz Shoota M' Ai tciPU L Takahashi -5 o Ichiroo 4-te<fr Naomi tz 4' A' Tanaka b Hiroshi Kb o Z Yuuko Masahiro b- £ t Misaki Itoo £ «fc Most Japanese names are written in kanji. For example, Tanaka is usually written as E04 1 , which means "middle of the rice field." Family names are often related to nature or geographical features. Because many kanji share the same reading, names with the same pronunciation may be written with different kanji, such as Yuuko. and \§.T- for the feminine name it > 46 23b5 * ]&/Za fe MJ— Y' Expression Notes 2 2 \-fhj A <5©Âho indicates that you have some reservations about saying what you are going to say next. You may be worried about interrupting something someone is currently doing, or sounding rude and impolite for asking personal questions, for example. IcfclA/ X.X. Both hai and ee means “yes” in response to yes-no questions. Com- pared to haU ee is more conversational and relaxed. In more informal situations, un is used. Hai is also used to respond to a knock at the door or to the calling of one’s name, meaning “Here,” as follows. (Ee cannot be replaced in this case.) Teacher: X ^ X § A/ ? Mr. Smith? Sumisu san? t±V> 0 Student: Here. 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. Refer to the table at the end of this book for a general picture. 0 1 U and ft are both commonly used. V % 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 it may change shape, as in $ A A/, instead of $ A/AÂ/. ) » 1»»>47 Expression Notes 2 N 4 A/ is the most basic, but fourth-year student is <=£ and four <£ o’clock is i C. In some combinations that we will later learn, it is read as L (as in April). The part that follows this number may change shape too, as in <fc /v^/v. When read out separately, it may be pronounced with a all the time. 5 Cl' 6 ^ 7 && is the 8 (± but usually pronounced as (± o in ti o long vowel, as CT *9 , , . but pronounced as 6 o in 6 o most basic, but seven o’clock is L "C D. & ^ and (i o § V \ 9 § $> 9 is the most basic, but nine o’clock is ^ C. 10 C 9 but pronounced as C $> o or Co in C , o ^ A// C o ^ /v and Giving one’s telephone number The particle no is usually placed in between the local exchange code and the last four digits. Therefore, the number 012-345- 6789 is zero ichi ni san yon go no roku nana hachi kyuu. , , ti/utilA^The word sensee is usually reserved for describing somebody else’s occupation. Watashi wa sensee desu makes sense, but may sound slightly arrogant, because the word sensee actually means an “honorable master.” If you (or a member of your family) are a teacher, and if you want to be really modest, you can use the word kyooshi instead. cShj >San is placed after a name as a generic title. It goes both with a given name and a family name. Children are referred to as chan (and boys in particular as kun ), rather than san. Professors and doctors are usually referred to with the title sensee. San and other title words are never used in reference to oneself. Referring to the person you are talking to The word for “you,” anata , is not very commonly used in Japanese. Instead, we use the name and a title like san and sensee to refer to the person you are talking to. Therefore, a sentence like “Ms. Hart, are you Swedish?” should be: \t h t s'— Haato san wa i- n i — x. -c A, suweedenjin desu ka. X ^7 x — y* > instead of Haato san, anata wa 0 suweedenjin desu ka. J 48>»£I5-3$S1 Practice H/uUK&O (Numbers) -t? 0 Z> ree v'£> 11 shi 14 3 15 7 16 17 18 19 9 B. C. +£+££ * 9 nanajuu 80 li£> U 5 hachijuu i+ct'/Ctp iu 90 $ U> 9 U H> 9 kyuujuu juushichi C H> 9 l±% 100 U- ^ { hyaku Un>9^H>9// Cn>9 < juuku juukyuu ku 20 U n> 5 nijuu juu A. 70 i:n>9^< n> ? rokujuu Ut:' i: •* 60 9 l juuhachi hachi 10 Hi juushi juunana shichi 8 kyuu L/ U juuroku +£+£/ L % nana U H> -9 Jt juugo < roku rc gojuu juuyon (yo) go 6 50 juusan XL/l/U) yon 5 yonjuu 13 san n 40 juuni 3 ft sanjuu 12 IC ni 4 30 * C Q 9 \ juuichi ichi 2 KOI -07 -if o/'jf'U ' zero 1 0 Read the following numbers. 0 koi-os (e) 10 (a) 5 (b) 9 (c) 7 (d) (0 8 (g) 2 (h) 6 (i) 4 (j) 3 1 Read the following numbers. 0koi-o9 (a) 45 (b) 83 (c) 19 (d) 76 (e) 52 (f)100 (g) 38 (h) 61 (0 24 (j)97 What are the answers? 0koi-io (a) 5 + 3 (b) 9 + 1 (c) 3 + 4 (d)6~6 (e) 10 + 9 (f)8-7 (g)40-25 ^ 49 _ ©UfcVu (Time) 0KO1-11 A. Look at the following pictures and answer the questions. Example: Q : v ' i Ima A 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 T'-f o Gozen sanji desu. nanji desu ka. ®Tr/ut)lc£/uc:'0 (Telephone Numbers) A. Read the following people’s telephone numbers. Qkoi-m Example: îl/; 283-9547 — Yamashita i:i ni 951-0326 1. 3. daigaku 2. -tt X-t± V ' kyuu go yon nana 5f<J- 362-4519 4. 7; If L : TXsbldXw 9li Denwa bangoo wa B : nan desu ka. 283-9547 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, 030-8522-1032 Takeshi Pair Work— Read the dialogue below with your partner. A 020-6921-4236 Mearii sensee B. CX/CXX ±%*L<n hachi san no 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 Japanese using (D {no). @koi-i6 Example: student of Japanese language \Z [IL Zl<D nihongo no my teacher 2. my telephone number 3. my name 1. A. 4. Takashis major kb 3d D U & kb D ^ < -tfv gakusee 5. Marys friend 6. student of the University of London 7. teacher of the Japanese language 8. high school teacher 6 ' Look at the chart on the next page and describe each person using the cues in (a) through (e). tz It 1*>C 2 . Suu san Takeshi san (a) tb h /T U 'j if h t o/n— h * L Robaato san 4. *>£ L /c-lf/C-l+t' Yamashita sensee i' — L T/ # UyCT-f. iS Mearii san 'J Mearii san wa amerikajin desu. Mearii san wa ninensee desu. Year in school Qkoi-is tb Example: & ij /T i' — *5 Mearii san (c) 3 Nationality (^)koi-i 7 Example: (b) b n *— -f 1. Age @ koi -19 Example: ^ ib /T i] 'j h —^ Mearii san YT'J — iJ/Ui L n> o $ n> i is v Mearii san wa juukyuu sai desu. c 52 £fg (d) •:£;£, School @koi- 2 o tb h U /T Example: h #> v —*L 'J y ^ & XT'j-iAli T Mearii san wa Mearii san u % & 'J y"f- /£'. < <7) Arizona daigaku no < -tfv 'T-fo gakusee desu. (e) Major @koi-2 i a * i' u /T Example: —SC 'J X 7c It L Hart, Mary — ^5 /L <7^ 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 OKS L) history Z h 7 tz &> If t to (bvtx) konpyuutaa bijinesu Ask and answer questions using the given cues. [4] koi -22 *> Example 1: & /T 'J 'J * i' t> Q U fr 'J i] IT : h y * * v' yr'j-5 Cli T7 Mearii san wa A A amerikajin Mearii san — tf> - S /C/T / - Ee, soo desu. y 'J ij tLTirt'o amerikajin desu ka. -to Ti : -f {py t‘a-7-) rekishi B. nihongo desu. Smith, Robert Korean tt'LZ < KJL) Japanese -It/CZoli KiaXZfT-fo senkoo wa Kim, Sue Kimura Takeshi American Nationality 0 Mearii san no Mearii san (Japanese teacher) ' ' ' %lg »>53 Example 2: /T — i L,/ ^ Atl/C-lt'. '] sannensee Mearii san — Q — ^^ : ^5 *X,fcX,-t£v'T-ttf' 0 /C(i Mearii san wa A ^ : n 'A. lcteX,-tiA 'T"f o ninensee desu. lie, * h h U 2 . & U 'J ichinensee AltlS/C/IXJAL/C nihonjin tz\mL/\zilLt-:^tH<n Nihon daigaku no Takeshi san 5. suweedenjin X — *5 <75 u^^ h I -7 /It'- '*5' V ' (economics) -tt senkoo Suu san no * if * t . keezai tf fc i- senkoo bijinesu d/<— h * L/X fa/C-th' 9 Robaato san 6 if ab fc . c7 /<— h * yonensee L/K L Robaato san Yamashita sensee 12. 9 v '-5 * V rp nijuuissai L A-tf/Cttv '/IXIA L A 11. nihonjin K>t L A 4+ A 4+ V'/ A <7 t <T) Hawai daigaku no Yamashita sensee A. i; 4±X> C X> ^5 Robaato san no h if *> t 10 ' i'^x.X.t'A -9 Suu san 8 V. juukyuusai X — * A/X^x-x'y L/C i* 7. gakusee Alt l ^ L/ L H> 1 * ID 9 $ Takeshi san 6. gakusee /T — * Takeshi san 4. * I' Mearii san 3. •? i; Arizona daigaku no Mearii san *6 sannensee desu ka. 4+/C4+V ^ sensee Look at the chart about Mary’s host family and describe each person with regard to (a) and (b). 2. l. okaasan (a) t>'lzo*/C Occupation/School Example: &Lt otoosan "?5 3. v'fctE imooto oniisan 0 koi-23 A -*• t>LtÂ(i t'V Otoosan wa L ¥ V 'ATi"o kaishain desu. 54 £!£ •£;£!! Age (b) 0 koi-24 Example: 5\'Tto Jo £ 9 is /(, otoosan Otoosan wa otoosan okaasan oniisan imooto (father) (mother) (elder brother) (younger sister) L d> O' daigakuinsee kookoosee (graduate (high school student) student) 23 16 J: /C C n> l l±o yonjuuhassai desu. Mary’s host family ^5 tJ'v ' ^ L kaishain Occupation/ Age (housewife) 48 45 Answer the questions using the chart above. & Otoosan wa 2 . 3. 4. 5. 6 kaishain desu ka. feK i is /Cli Otoosan wa nansai desu ka. fctf'&S/Cli -t± Okaasan wa sensee desu ka. -tir v. 'Ti" >' 0 t fctf'&SXXi ttLiS v'T-fjJ'o Okaasan wa nansai desu ka. &i:v'*/Ui tf'v. Oniisan wa kaishain desu ka. Oniisan wa nansai desu ka. ' L ^ t 'X/T'f tJ'o . /cA 'tf«< -t± v 'T"f tf'o 7. Imooto wa 8 . \ Imooto wa t 0 £ 3 9 3 O-l+V' (works for a company) 1 . V ' shufu School B. \z v /0 daigakusee desu ka. i fr/,* V'T-ftf'o nansai desu ka. @ koi-25 v jjni%->->-55 vn ^<t:&)(D fl/uUiiO (Review Exercises) A. Class Activity—Ask five classmates questions and find in the chart below. tb jo tl' i X. 1 A 1 ? (What is your name?) : Onamae wa? h yr A L d) o L XJi ? (Where do you come from?) : Goshusshin wa? A (What is your occupation?) A : : A tf'o : Name B. 4' V T'J Vitto ?$<< Gakusee desu. Kta/C-tfyC'fo U rb o £ ^ n i \ ' Ti" Juukyuusai desu. Nansai desu ka. o li k Ti~ Ninensee desu. Nannensee desu ka. Senkoo wa t Arizona desu. jo L Z £ (1 ? Oshigoto wa? -i+,C l h li Mearii Haato desu. h Z' U A 4/CT-M\, : Uli/CZ'T-fo Nihongo desu. nan desu ka. Nationality/ Occupation/ Hometown School Age Major, etc. Self-introduction— Introduce yourself to the class. Example: liîLTo •} 'T-fo I- ^3. Ima ninensee desu. ^ fj) li h t o ^ Juukyuusai desu. Tto gakusee desu. '.'i ^ u ij ^ V'i~ t£\ Arizona daigaku no i: &> Mearii Haato desu. Hajimemashite. f £> oTt, -tb/C 3 9 li Senkoo wa , iA l < Yoroshiku l:l I/CZ'T-fo nihongo desu. H ' L i "t jo fa onegaishimasu. c 56 C. £!£ •3&£il Class Activity—Ask your classmates what their majors are, and find someone who has the following major. Example: Q : -\± ^ Z n li +£ LT"t Senkoo wa A : 1)' 0 nan desu ka. icl I/Cr'T-fo Nihongo desu. name D. 1. Japanese 2. economics 3. English 4. history 5. business Role Play— Using Dialogue as a model, make skits in the following situations. 1. You don’t have a watch with you, but you need to know what time it is. 2. You’ve just met a Japanese person and want to get to know the person. fg1SI>»>57 Useful Expressions Time / Age Time Minutes Hours C 1 11 1 12 2 9 Z U d> 1 \ N o T° kj juuippun ippun ichiji U d> ^ niji 3 3 * c i: 4 J; £LXL 5 rru l li £> 8 U hachiji 9 9 5 * n> i 19 juukyuufun juppun - L d> o nijuppun ippun nijippun L d> o *1° L>/ 10 UlC d) juu roppun kyuufun kuji 10 16 nanafun L t) C i: juugofun 7 shichiji 8 15 roppun ^ < e C d) juuyonpun o 6 rokuji 7 14 gofun re *LXL iXLXL U d> i juusanpun yonpun go)' 6 13 4 yoji 5 */L3°/C sanpun sanji 1 juunifun nifun 20 1 kj/ jliuji j 11 e tp 3 30 juuichiji 12 sanjippun /fcv' < otfii', Age The counter suffix v ' orv ~$ v (• . . sai) is used to indicate 5 *V ri t ' 6 ^ 7 8 yonsai 9 $ rp 9 -J t kyuusai 10 jussai jissai 11 nanasai sansai 4 . rokusai nisai 3 years old.” . gosai issai iz (How old are you?) Oikutsu desu ka. Nansai desu ka. 2 L/ e n> 3 ic e juuniji i “5 ky C d> o T° sanjuppun li o * V ' hassai *For 20 years old, li 7c %{hatachi ) is usually used, although juuissai 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 a i o I @ Mary goes to a flea market. J 1 6 & 0 /T ') 1 u g K02-01/02 "* — i ’i" : ztu± V' < btth Ajc -tir Kore wa Sumimasen. Mearii ikura desu ka. 2 Sore wa Mise no hito tb 3 h U /T 'J - : Mearii 4 Takai desu ne. 6 #> u yr 'J J Are wa &<r> x (toil p < btf ano tokee wa ikura desu ka. sanzengohyaku en desu. i' - f i tt ^'o hfo-t fzrt''- 'T-ftio : Are mo Mearii Soo desu ka. cftli -tfXlioC/X XXT'T J 0 Mise no hito Kore wa senhappyaku en desu yo. 6 t> 7 Jaa, * /C-tfXCX < XXT'To <&-tt Mise no hito 5 sanzen en desu. h 'j /T 'J takai desu ne. : V' - C ^<nx it"£ < Jaa, sono tokee o kudasai. : Mearii A man finds a wallet on the ground. L bt:\'UX ZsKli tzM Shiranai hito Kore wa dare no ato ij £> /T 'J I' - : Mearii saifu desu ka. btzl<n XXT-t Watashi no saifu desu. £> U o b x 1 cX'£t< Arigatoo gozaimasu. After shopping, Mary goes to a restaurant. •9 1 2 x. x. t ti i~ r>X— b ]yX ' Ueetoresu Irasshaimase. /r Mearii 'j - : ' bo L ' i -tf o @ko2 03/04 / X a. — £ £9 -t'o Menyuu o X'l to C*lli t'LTirbo Doomo. Kore wa nan desu ka. doozo. 2 3S2B>»59 9 X 3 X. t —h ft + lx X * * *) ^7 X. : z. t X— h tl "t lx X Ueetoresu «> 6 * /T Aa, tonkatsu desu. v> o / T'J Mearii 5 ' Dore desu ka. Ueetoresu 4 U^tto ZtiTirti o £XX'o? -5 Tonkatsu? Sakana desu ka. lU'i lie, sakana ja nai desu. Jaa, kore o i' U 'J - lito zi\i : Mearii onegaishimasu. * * U 'J - o : 9 x. t u £>^-3 T-f o Ueetoresu Asoko desu. /T ij 'J i' - : gozaimasu. Arigatoo Mearii © Mary: Excuse me. How much is this? Vendor: It is 3,000 yen. Mary: It’s expensive. Well then, how much is that watch? Vendor: That is 3,500 yen. Mary: I see. That is expensive, too. Vendor: This is 1,800 yen. Mary: Then, IT1 take that watch. * * * Stranger: Whose wallet is this? Mary: It s my wallet. Thank you very much. Waitress: Welcome. Heres the menu. Mary: Thank you. What is this? Waitress: Which one? Oh, it is tonkatsu (pork cutlet). Mary: Tonkatsu ? Is it fish? Waitress: No, it is not fish. It is meat. It is delicious. Mary: Then, I’ll have this. * * * Mary: Excuse me. Where is the restroom? Waitress: It is over there. Mary: Thank you very much. * IfZTtK doko desu ka. -f ^x— h 1/X * & 9 x. tli Toirewa Sumimasen. Mearii 8 M i' *> /r *> 7 I- < T-fo Niku desu. 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 * 1h<r> ano dono which koko here soko there *£>-? 3 asoko over there * K'Z doko where * tziX dare who YKn z z . . that . . that . . . (over there) . . Food * ' /V / Lv oishii delicious * i N sakana fish * £ CtJ'O tonkatsu pork cutlet * |w < niku meat * / — a. — menyuu menu yasai vegetable enpitsu pencil "5 kasa umbrella iX < O kaban bag kutsu shoes "5 \ '.3' saifu wallet v-yXT jiinzu jeans U L jt jisho dictionary CTAX* jitensha bicycle *3' A> shinbun newspaper T > * o tiishatsu T-shirt Elfv* tokee watch; clock U to *P n Things f) s tf'l * U i' L- A, +• 'V fi'i'L * * Words that appear in the dialogue > , /-a h <y ^ . . nooto notebook pen pen booshi hat; cap hon book kissaten cafe ginkoo bank MU to ire toilet; restroom £ l J: tf'/C toshokan library yuubinkyoku post office r& / v -h Amerika U.S.A. I^'JX Igirisu Britain Kankoku Korea Chuugoku China keezai economics t <r> A, II'-? L ll/C Places * i' i; ^ •? I/I? J: < Countries *> 5 v tu -r r y ^s. Majors Itv 'J'v, ' zi > t° i — 9 — h> Z. If vp \£ i/ ?U to 7 tz konpyuutaa computer bijinesu business rekishi history okaasan mother otoosan father $r> X t H* L Family Money Matters h * V ' * ~ 1L L * < fz how much ikura . . . en . yen . . ' takai expensive; high irasshaimase Welcome (to our store). Expressions b -o L * *. * (~ £ ) ' (, v ' i -tf tz*\ s ( . ( . . . . . o) onegaishimasu . o) kudasai Please give me . . please. . . * C K’ & jaa then * £" ? •?’ doozo Please.; Here it is. * £'-? doomo Thank you. & . . ; if that is the case, £ 62 »> £I£ • j3'\AjI§° Grammar 5 CT cn an What do we do when we want to talk about things that we do not know the names of? We say “this thing” “that one,” and so forth. In Japanese, we use kore sore and are. , z*ui Kore wa , How much is this? ikura desu ka. ^*ili ^5 Sore wa sanzen en desu. /C-tfX /CT't'o That is 3,000 yen. Kore refers to a thing that is close to you, the speaker (“this thing here”). Sore is something that is close to the person you are talking to (“that thing in front of you”), and are refers to a thing that is neither close to the speaker nor the listener (“that one over there”). btzL<n <>Tto Are wa watashi no pen desu. zjtii btzl<D <y T-fo ±H l± btzl<n < y Ti~ Kore wa pen desu. Sore wa watashi no watashi no o pen desu. There is also an expression dore for “which.” Here we will learn to use dore in sentences like: £>t TtK Dore desu ka. Which one is it (that you are talking about)? H 63 In this lesson, we will not explore the full extent to which the word dore can be put to use, because there is a slight complication with question words like dove. Question words 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 is your pen? anata no pen desu ka. W&M C ©/?:©/<&©/ £© + noun If you want to be slightly more specific than kore , sore, and are, you can use kono, sono, and ano together with a noun. (Note here that the re series must always stand alone, while the no series must always be followed by a noun.) Thus, if you know that the item in your hand is a watch ( tokee ), instead of: b Ti~ 3 ti li t Kore wa ikura desu ka. ( ' ow much is this? you can say: 3 <7) £ Idt N |i Kono tokee wa t < ijTti'o How much is this watch? ikura desu ka. Similarly, if you are talking about a watch that is held by the person you are talking to, you can say: •^•<7) £ t~t v Ml Sono tokee wa X 'J /C-tf X. /CT't’o sanzen en desu. That watch is 3,000 yen. And if the watch is far from both the speaker and the listener, you can say: Mi ^ /C-tfX 3 Ik r ( di A^T't'o #><?) £ 1ft Ano tokee wa If you already That watch over there is 3,500 yen. sanzengohyaku en desu. know that one of several watches is 3,500 yen but do not know which, you can say: 3<7) 3 Itv Dono tokee ga L r •$ /C-tf Z Ik ( X.CT'f’ d)' 0 sanzengohyaku en desu ka. Whichwatch is 3,500 yen? Since dono is a question word, just like dore discussed above, we cannot use the particle wa with it; we must use ga. To summarize: ends-) ^n(B-) ®n(is~) £'n(*'~) (LCD noun (l£~) close to the person speaking -?•© noun (li~) close to the person listening <S® noun (li~) df® noun (£)'~) far from both people unknown z mzz az cz We will learn just one more ko-so-a-do set in this lesson: koko, soko, asoko, and doko are words for places. here near me <Z cZ , , there near you , over there fib-TzZ. where You can ask for directions by saying: •f Ai-1+ /Co Sumimasen. 1 If L ? i { 11 Yl Z T'~t Yuubinkyoku wa ri' 0 Excuse me. Where is the post office? doko desu ka. If you are close by, you can point toward the post office and say: ( fj) ? C/X $ J: < 1 1) (Yuubinkyoku wa) hT: Z Tffio (The post office is) right over there. asoko desu. We will learn how to give more specific directions in Lesson 4. d TcftCD noun In Lesson 1, we learned how to say things like Mearii san no denwa bangoo (Marys phone number) and Takeshi san no okaasan (Takeshi’s mother). We now learn how to ask who something belongs to. The question word for “who” is dare, and for “whose,” we simply add the particle no. z>ftl± fcft® tf'iJXTl-tf'o -tjftli Kore wa dare no Sore wa Whose bag is this? kaban desu ka. ^® THiXT-fo Suu san no That is Sues bag. kaban desu. gj2H>>>65 Ml noun In Lesson 1, we learned how to say “Item A is this, item B is that.” We now learn how to say “Item A is this, and item B is this, too” tz iti*x,ii ud/ur/CTi-o Takeshi san wa Takeshi is a Japanese person. nihonjin desu. iclI/ClT/CT-fo Michiko san mo Michiko is Japanese, too. nihonjin desu. Note that these two sentences are almost identical in shape. This is natural, as they both claim that a certain person is Japanese. The second sentence, however, is different from the first in that we do not find the particle wa in it. We have mo instead. Mo is a particle that indicates that that item, too, has the given property. One thing that you should watch out for is exactly where the particle is placed. In English, the word “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 san. A ; IS j B 1 t Trfo A is X. TrTo B too is X. | i T two items M X X shared property noun To negate a statement of the form X wa Y desu where Y is a noun, you replace desu with ja , nai desu 2 . K* i tz ^ (i Yamada san wa 1 ( -tf U ' Tto Mr. Yamada is not a student. gakusee ja nai desu. We cannot use mo to describe a situation like the following: Our friend, Pat, has dual citizenship; Pat is a Japanese, but at the same time, she is an American. To describe the second half of this situation, we cannot say, Patto mo amerikajin desu because the sentence would mean that Pat, in addition to somebody that has been , mentioned, is an American. Neither can we say, Patto wa amerikajin mo desu. (Japanese speakers would say, Patto wa amerikajin demo arimasu.) 2 In the dialogues, there are two sentences that end with desu , which call for special attention: Are mo takai desu ne (That one too is expensive), and Oishii desu yo (It is delicious). These sentences cannot be negated by replacing desu with;a nai desu because takai and oishii are not nouns. Are 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. We will learn about the conjugation pattern of adjectives in Lesson 5. 66>»£&-S£5m You find several stylistic variants in negative sentences. Ja nai desu is very colloquial. The more formal replacement for nai desu is arimasen. Ja is a contraction of de wa, which is more formal and more appropriate in the written language. Thus in addition to the above sentence, you also find: (more conservative speech style) Yamada san wa gakusee ja arimasen. Yamada san wa gakusee de wa arimasen. (formal, appropriate for writing) affirmative: (X IS) YTrTo negative: (X IS) Y XisY. X is not Y. Statements often end with the tags ne or yo, depending on the way the speaker views the interaction with the listener. If the speaker is seeking the listeners confirmation or agreement to what has been said, then ne (“right?”) could be added. U v> ') — Rii san no Z >H.|i Kore wa L -t+X> Z (1 X'h'h* { T"t ti a bungaku desu ne. senkoo wa 'T'f ti o |C < U niku ja nai desu ne. Ms. Lee, your major is literature, right? This is not meat, is it? Another particle, yo (“I tell you”), is added to a statement if the speaker wants to assure the listener of what has been said. With yo added, a statement becomes an authoritative decree. Tonkatsu wa sakana ja nai desu yo. Let me assure you. “Tonkatsu” is not fish. w S >f ^r' Sumisu san wa t U X U/CT-f Jto i) igirisujin desu yo. (In case you’re wondering,) Mr. Smith is British. h . . . iB2R >>•> 67 my - Expression Notes 3 \ (~3r) < Tccll\k ( . o) kudasai is “Please give . me X.” You can use it to request (concrete) items in general. ( . . o) onegaishimasu too is a request for item X. When used to ask for a concrete object, ( ... o) onegaishimasu sounds slightly more upscale than ( ... o) kudasai. It is heard often when ordering food at a restaurant (“I will have . ( . . . o) onegaishimasu can also be used to ask for “abstract objects,” such as repairs, explanations, and understanding. il O ( . . o) doozo is used when an offer is made with respect to item . X. In the dialogue, the restaurant attendant uses it when she is about to hand the menu to the customer. It may also be used when a person is waiting for you to come forth with item X; a telephone operator, asking for your name, would probably say Onamae o doozo. (O is a politeness marker. Therefore onamae is “your honorable name.”) On the pronunciation of number words Note that the words for 300, 600, 800, 3,000, and 8,000 involve sound changes. “Counters” whose first sound is h, like hyaku (hundred), generally change shape after 3, 6, and 8. Some counters that begin with s, like sen (thousand), change shape after 3 and 8. 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, is niman ( = 2 x 10,000), rather than nijuusen ( = 20 x 1,000). While the next unit marker in Western languages is one million, Japanese describes that number as 100 x 10,000, that is, hyakuman. More complicated numbers can be considered the sums of smaller numbers, as in the following examples. 23 x 10,000 4x 1,000 5 x 100 6 x 10 7 v. i A,t /v (nijuusanman) X AyÂy (yonsen) h< < (gohyaku) *5 (rokujuu) (nana) 68 >£!£• sail C ulture(J|EJO Japanese Currency Nihon no okane Japan's official currency is the yen, which is pronounced en in Japanese. The bills and coins currently in circulation are the following: 10,000-yen bill 5,000-yen bill A portrait of Yukichi Fukuzawa A portrait of Ichiyoo Higuchi (1835-1901), a philosopher and (1 872-1 896), a writer and poet. Shurei Gate, the Shuri Castle in Okinawa. the founder of Keio University. 1,000-yen bill 500-yen coin 100-yen coin 5-yen coin 1-yen coin A portrait of Hideyo Noguchi (18761928), a bacteriologist who devoted himself to yellow fever research. 50-yen coin All bills 1 0-yen coin and coins are different sizes. For example, the bills slightly descend in length from 10,000 yen to 1,000 yen. Although credit cards are now widespread in Japan, some small shops and restaurants do not accept them, even in major cities. Consequently, most people usually carry a certain amount of cash with them, and 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 r a 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 6,000 U ft nanahyaku 800 /C4+/C 40,000 7,000 ( 50,000 goman h < t/i 60,000 -t 8,000 trtxx li 70,000 £ d> 1 U ? < o -tt Kj 80,000 liîX, hachiman * rp 1 -tt ^ 9,000 X, nanaman hassen kyuuhyaku *> < rokuman nanasen < Jt yonman rokusen happyaku B. Jt gosen roppyaku A. sanman 5,000 600 ztL niman yonsen < 1 30,000 4,000 gohyaku 900 20,000 sanzen ILU"? < 500 700 c-tiX 3,000 yonhyaku A£L ichiman nisen sanbyaku v ' 90,000 kyuuman kyuusen Read the following numbers. @ko2-o7 (a) 34 (b) 67 (c) 83 (d) 99 (f) 515 (g) 603 (h) 850 (i) (k) 8,900 (1)35,000 (m) 64,500 (n) 92,340 (e) 125 (j) 3,400 1,300 Look at the pictures and answer how much the things are. @ko2-o8 Example: Q A : : x ^ > li v ' Pen wa ikura desu ka. li A U ^ i x./CT"-to Hachijuu en desu. ¥80 70 £!£ •:£;£& (1 )tC/C£A°o (2)tf'"5 4 ) il/C ( 3) L /OO'/O ( ( 7) jWJX (8) ¥50 (5) < o (6) t 9) v' a, 1 <n i* y->X' ( 10 ) 0 L J; ¥ 8,000 ¥ 0,000 ¥3,500 ( 8 l+v ( 11 ) fc t /— b (12) (I 9 L ¥2,800 C. Pair Work— One of you looks at picture A and the other looks at picture B (p. 80). (Don’t look at the other picture.) Find out the price of all items. Example: A • /C Xf"> II Enpitsu wa B : V ' < U* < jL/CT-fo Hyaku en desu. b Tt ikura desu ka. §§2t! 71 ®cnu «/uT?-r6' A. Items (1) through (6) are near you, and items (7) through (12) are near your friend. Your friend asks what these things are called in Japanese. Pay attention to dll (/core) and (sore). Example 2: Example 1: Friend You : : @ko 2 -o 9 LT"t -ZHl i +£ Sore wa nan desu ka. I Hli <>Tir Kore wa pen desu. 0 Friend: Zttli ftXT'ftf'o Kore wa nan desu ka. You : -S-jHII T'>e YT-fo Sore wa tiishatsu desu. 72»»>^15-3t;£li B. Look at the picture and tell what each building is. @ko2-io Example: Q : dhKU +£ h'C't fro Are wa A C. : nan desu ka. &*Ui £ L J: frLX'fro Are wa toshokan desu. Pair 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 for the vocabulary. Example 2: Example 1: A B : h *111 tuLTir fro Are wa nan desu ka. Are wa tokee desu. A B L It'. 'T"f o : : : aftli Sore wa nan desu ka. z*ili <>Tir Kore wa pen desu. 0 l/KSZrTfr A. Look at the pictures and make sentences using 3® (kono), ?•© (sono), or &© (ano). @ko 2 Example: -ii 3 © X. L If'? II h ( L Kono enpitsu wa rokujuu en desu. rs> ? fc.LX'fra H : o m2m>»73 B. Pair Work— One of you looks at card A and the other looks at card B (p. 81). Ask and answer questions to find out the price of each item. Use H © (kono), ^ CO (sono), or {ano) appropriately. After finding out the price of all items, decide on one item you want to buy. Example: Store attendant b Tt Z <7)11X^11 Kono hon wa Customer; : ic =? ikura desu ka. < £ A, T Nisen hyaku en desu. Customer IT Jaa, <r>-h sono kasa o kudasai. Part I. You are a store attendant. Tell Part II. You are a customer. Ask the customer how much each item is. for the prices of items (l)-(5). 74 Look at the pictures and answer where the following are. @< 02-12 bank Example: A 2X3-511 XZT-tt'o Ginkoo wa Sumimasen. B : D O Q f=lD doko desu ka. *>* ZT'to Asoko desu. A z'*\'tir 0 : Arigatoo MU t (l) gozaimasu. i' fi (2) £ L ± JX (5) / — a- 7 46 (4) L 7c -t± X -t± V ' Yamashita sensee (2 *t> (3) < o -9 (6) menyuu C L jt jisho Tc.no Pair Work— Point at each item below (picture A) and ask whose it is. Your partner will refer to the picture Example: A : 3 jH.I1 Kore wa 46 B \ B (p. 82) and tell you who & U tztUD iS'^Tt^'o dare no kasa desu ka. V' / T')-*L<r> iJ'iTt. Mearii san no kasa desu. it belongs to. 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. (6) U. of London students (5) vegetable Look at the chart on the next page and answer the questions. [^J <02-14 Q Example: : /T'J— ^/U± C /ET'-ftf'o Mearii san wa nihonjin desu ka. lc (1 /C 1. 5 7c It l /Eli Takeshi san wa h 2. if $> * * /C (i kankokujin desu ka. |± 5. senkoo wa *6 it^^VTtô keezai * /T IJ 'j desu ka. < <7) Sakura daigaku no < -th 'T-ft'o gakusee desu ka. h — $ A,li dh >h ¥K>7^''.'7j if Mearii san wa Rondon daigaku no /cltl-SAdi Takeshi san wa lw ta/C-t± v ninensee desu ka. X — *,Cli uA^^•lfpT'tto Suu san wa to. nihongo desu ka. /cltl^XJi ^ < b /cV, Takeshi san wa 9. ici^rr-rô senkoo wa Robaato san no 8. t'LZ < Uttô -tf/oinii 4. 7. fr amerikajin desu ka. Yamashita sensee wa 6. i) T7'J ii E/CT-f^ Y’i l t'c tf/C-ttv'li Suu san no Amerikajin desu. ^Ttto Robaato san wa 3. t 5' )ijtLTiTo *> 0> 9 Z" < E chuugokujin desu ka. t &'<— h tL E nihonjin ja nai desu. lie, ichinensee desu ka. c7/n— b*,Ui J; Robaato san wa yonensee desu ka. <7) 'T'-f gakusee desu ka. j£2jg>->>-77 * tJb /bit L Hart, Mary Kimura Kim, Sue Smith, Robert Takeshi 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. (Japanese teacher) Pair Work—Ask your partner whose belongings items (1) through (7) (picture A) are. Your partner will refer to the picture B (p. 78) and answer the questions. Example: A ' 77 — 3 tl 11 Kore wa 'J B : : L<F> saifu ja nai desu. 'J — iS^<n is v. Rii san no saifu desu ka. 7C*, ')-iS^<D Ee, Rii san no iS V saifu desu ka. Mearii san no lie, A iS Mearii san no fro is t '.I'Tto saifu desu. 78 >>•> £15 • £;£H H/uUfiDO (Review Exercises) A. Role Play— One student is a store attendant. The other is a customer. Use Dialogue I as a model. — B. f Role Play— One student is a waiter/waitress. The other student goes to a restaurant. Look at the menu below and order some food or drink, using Dialogue II (See Culture Note in Lesson 8 [p. 207] for more information on Japanese food.) as a model. *-=Lt Tv'l i> o t V' U < tf If o T V' < jt f 7M X 7 - A $ A, £ V' o t± A, If — ff— S> itft v 'J C O- 3— t l' " ^-7 7 C 9 **> 9 V a-X h i, < h 80 £*•£» Look at the picture and ask who each person is. Then, add more questions about their nationality, occupation, etc., as in the example. Example: A 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 $> ©k L i: m * 'T"-f igirisujin ja nai desu. lie, tb i) T/'j ii L/CT-f 0 Amerikajin desu. f <) Arizona daigaku no < H±v 'T-f gakusee desu. Soo desu ka. Pair Work © Example: C. (- P- 70) A V'< I Enpitsu wa B : U* < x/CT-fo Hyaku en desu. bTth ikura desu ka. ¥100 ~~ Pair Work (5) B. Example: (— p. 73) Customer: Store attendant : T't i'o C<7)(i/Cli i) Kono hon wa ikura desu ka. I Ti ~ z-\± Nisen hyaku en desu. Customer: Jaa, prices of items (l)-(5). sono kasa o kudasai. the customer how much each item is. 82 »»»aB-a%a Pair Work @ Example: (— p. 74) A : ZtUi tziUD Kore wa #> B : h y dare no kasa desu ka. i-' ST')-* L<n Mearii san no kasa desu. Picture B t #>$>!) XT — I' X— 7 c It Suu Takeshi *9 L 1 ) Mearii b if C /\ 7 & t —k Robaato L /c-tt/C-bfrv Yamashita sensee Useful Expressions SdolO Do you understand? fart' 'j i L tz'h'o Wakarimashita ka. to#' ‘J i L tz 0 I understand./I understood. Wakarimashita. fart' ') i -tf Wakarimasen. L0 I don’t understand./I don’t tJJoOJ Yukkuri { f:^'o & 1 i'oT ( /cii'o Moo ichido itte £> J: ^^ N Please say it again. kudasai. o £ Chotto Please say it slowly. kudasai. itte Please wait. matte kudasai. T ^ /c J Please listen./Please ask. v ' 0 Kiite kudasai. 10 — i/ £ A T ^ /c Juppeeji o ^5 ^ mite kudasai. N o Please look at page 10. know. ( i o s s e n 3 | X— 0 ^^ Making a Date ^ T< T< D Tv fc'U Q i O I Mary and Takeshi are talking. 1 2 felt L /T 'J : — : L 4 tim @ K03-01/02 lifto sfi^lifev 'Tv ln>tio 41 C %x%% i if fev'Tv' t /T — 'J felt L : ista (it, ¥ Xs o 'J U^£>, et^l 0 1-BîHi trMj£ -it /Cri'o X.I' ^ * ¥ X V jt o z 0 If : v^'Tf fc tf 0 On Sunday morning, at Mary’s host family’s. 3 TT'J&#*/C /T 1 J - t> lit 4 to -?-v ' li* 'J ii'h Tf ti K03- 03/04 0 o V' -) f'-' >ti 'j 4 A, U *'i> XT — 6 f'#* A 7 / r ) ft, -f 0 li /K#lcff $ i f Î^Tî^îto ^ Jitt $ Jn ^ u 'Tf 0 t f f'o v 5 " l| | :Tt'ito fcliJt t <k < f»'f Tto fLB# U aftwIRli? (fA, liA/ t ffo >j tz f 8 9 xf' s ? \zhii 2 tt, i:^f, BflSBiiirt T-rt'o : 7 / T 1 D i t f tTff : ) 6 © U i to 3 5 Q v-' fc> yr 'j - t 9 Tt to v'oT* if 0 v'oTboL^v' 0 <& & ) %3jg>»85 Takeshi: Mary, what do you usually do on the weekend? Mary: Lets see. I usually study at home. But I sometimes see movies. Takeshi: I see. . . . Then, would you like to see a movie on Saturday? Mary: Saturday is not a good day. (lit., Saturday is a little bit [inconvenient] Takeshi: Then, how about Sunday? Mary: Thats fine. Mary: Good morning. Host mother: Good morning. You are early, aren’t you? Mary: Yes, I’m going to Kyoto today. I will see a movie in Kyoto. Host mother: Good. Around what time will you come back? Mary: Around nine. Host mother: How about dinner? Mary: I will not eat. Host mother: I see. Well, have a nice day. Mary: Good-bye. . . . — 86 >>>£15 . -gag §E V o cab @ PP rc^ u a 1 r y Nouns Entertainmenf and Sports * movie X. v is music ^ ^ o L magazine xtf-y sports f— h date (romantic, not calendar) -r —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; my place £ Z 9 school Time * L/c t. m morning ^B tomorrow B 'O when m * $ J: 1 * ~ z'X at about 3 /Cl±*X tonight today * L id P J O 2® 5^. weekend * X Jt p T/' ±.Bf B Saturday * Words that appear in the dialogue . . ' fS3H * ic % Jt n if £ v BBSS Me £> Sunday every day £ v'liX every night (/verbs * V ' < * tf'X. 6 ft < to go !f £ to go back; to return (destination IZ / IZ/^) (destination i < <nt: .tt; M< to listen; to hear fkU Uir to drink (~ £ ) (~£) to speak; to talk (language £ / T) (~£) to read vfit «L' ^) Ru-verbs * 6 * fz< 6 io $ to eat 4i6 * to get up (~£) to sleep; to go to sleep A6 to see; to look at; to watch (~ £ ) Irregular Verbs £ * i~ 6 < * -5> (destination IZ / ^) (~£) to study (~£) to do </C $ 1 lir 6 Adjectives MH' * to come li^' good early Adverbs £>£*) + negative -tfX-tfX + negative * tz * not much not at all V ' T V usually J; -o JC a little sometimes * «t often; much < Expressions * -t i * T * £" *7 Tirn That’s right.; Let me see. but t> 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 this lesson, we 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 go) (to eat) 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 base ( tabe , in the above example) to form the dictionary form. For the two long forms we learn in this lesson, you simply add the suffixes masu and masen instead of ru to the bases. We learn four ru-ve rbs in this lesson: , fz , fa ^<£1" $JE£-f fz fa h fa' feSi-f JL£-f fa A. Another major group of verbs is called the “w-verbs.” The dictionary form of an u-verb like ft 4 can be broken down into the base ( ik in the above example) and the suffix u. The long forms like ff 1* Hr and ff $ £ /C, then, are formed with the base plus suffixes imasu and imasen. In u-ve rb conjugations you find letters shifting in the same row of the hiragana chart (see inside front cover). In ff < the hiragana chart, tfcij has , for example, you see < and $ both in the , N row of and <&, both in the £ row, and so forth. We learn six w-verbs in this lesson: 1 The use of the term “dictionary form” is by no means restricted to listings in a dictionary. They also appear in various constructions in actual sentences. We will learn their uses in later chapters. 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.” We will return to this issue in Section 2 below. For the moment, we will concentrate on the forms, not the meaning of these verbs. 2 In addition to the standard negative forms like colloquial sub-standard negative forms like £ -tf L and 'T't’ and $ £-£/(,, you may also hear the much more T't used by Japanese speakers. We ' will briefly come back to these increasingly popular new negative forms in Lesson 8. 3j3fg>>>89 tfct' tfct; J; <7) IUit tfcAi-f co U-f l±& M< tsii-r M*i-f ^'x. 'Jf'ii'f V' 5 Ii4' J; *T< b 75' x. In later lessons, we will have many opportunities to refer to the parts like which come before i i~ and t -t+ L and , in the long forms. For the sake of ease of reference, we will call these parts (same as bases with ru-verbs, and bases plus i with u-verbs) “stems.” In addition to ru-verbs and u-verbs, there are two “irregular verbs.” Note that the vowels in their bases are different in the short (dictionary) forms and the long forms. irregular verbs 1 dictionary forms < 3 (to come) (to do) present, affirmative present, negative U stems These two verbs are also used to form compound verbs. In this lesson, we learn the verb which conjugates just like verb i" It is important to M . remember which verb belongs to which conjugation class. It is a good idea, therefore, to memorize each verb as a set: instead of memorizing just the dictionary form, try to memorize the dictionary form and the present tense affirmative, like ff ( This is especially important with verbs that end with the hiragana £> irregular verbs like "f Z> , —ft b £ . because they may be and < -£>, or ru-verbs, or u-verbs whose bases just happen to end with the consonant r. If you know the verb classes and the rules that apply to them, you know why it is wrong to say X Jt ‘j £i~ and X % i (= a ru-verb) verb bases long forms stems mi jJflfS (= an u-verb that ends with S ) kaer b * H A, A'X. A'X !i§d *'X. Look at the second from the last syllable in the dictionary form; and X. in JL and % , for example. The irregular verbs set aside, if you see the vowels u, u, or o right before the final -S, you can be absolutely sure that they are u-verbs. (We have not learned any such verbs yet.) If you see the vowels i and e before the final ft is , in most cases, the verbs are ru-verbs. such a ru-verb. There are exceptions, however; there are also u-verbs that have the vowels 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 learn about a dozen verbs that describe basic human actions. These are often called “action verbs,” and the “present tense” of these verbs either means (1) that a person habitually or regularly engages in these activities, or (2) that a person will, or is planning to, perform these activities in the future. Habitual actions: I often watch TV. A btzl ST ')-* /Clik $ •{t /C o hi \th Mary sometimes doesn't eat breakfast tz Future actions: £ £ i~ 0 l tz btz ij-j *-5 i £> N'Jf >j i -t±/C c £ ± 7 H I will go to Kyoto tomorrow. i Sue will not return home today. tf'X. Particles Nouns used in sentences generally must be followed by particles, which indicate the relations that the nouns bear to the verbs. 3 In this lesson, we learn four particles: £ T, , I C , and The particle £ indicates “direct objects,” the kind of things that are directly involved in, or affected by, the event. Note that this particle is pronounced “o.” - — t — _£ o I drink coffee. (D £ M $ £ "To I listen to music. f-Ut'£A£-fo 7? The particle T indicates where the event described by the verb takes place. EUMftT^ t LxfrA, II A/ 9 ^>T"t k t 3 4 I watch TV. i to 4 I will read books in the library. X & to I will watch TV at home. In spoken language, particles are often “dropped” We will learn more about such cases in Lesson 15. In later lessons, we will be introduced to verbs that require particles other than T to express location. o H3I1! 91 The particle 13 has many meanings, but here we will learn two: (1) the goal toward |(_ which things move, and (2) the time at which an event takes place. ( 1 ) goal of movement %Al i 4" B i* i -it L o I will not go to school today. C *9 $ i 9 btz l l± 3 £> 13'jf- *) btz l I will return home. £ -f 0 i)'*. (2) time I will go to Kyoto on Sunday. \Z%<fc-9 -1- t Tf — Bf |3^ J V' I will go to bed at eleven. -f" o (Some time words stand alone, without the particle 1 3 tagging along, which will be discussed in Section 4 below.) Approximate time references can be made by substituting Z' h or 3' h -f- — 3' <^> 3 for 1 3 . Thus, I will go to bed at about eleven. i "j" 0 ( 1 3 ) 3lE 1 The particle -"s too, indicates the goal of movement. The sentences in (1) above there- 'N fore can be rewritten using (± 4 pronounced “e.” I will not go to school today. /Cc - is $ X -9 btz L ‘j btz ^ instead of 13. Note that this particle I will return home. i-f tf'X. I ^ may replace the particle 3 only in the goal-of-movement sense. The particle 13 Note that 1 for time references and other uses, which we will learn about in later lessons, cannot be so replaced. Time Reference You r eed the particle 13 with (1) the days of the week like “on Sunday,” and (2) numerical time expressions, like “at 10:45,” and “in September.” 0 or b lzt>|£o Xf I will go on Sunday. c v> -tiB#E3-j-.g.#l3 3gA £-f D i/vCn**) iu 13 'jfu < 75' x. >1* o'/v i-r. ( 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 moment, such as “today,” and “tomorrow,” (2) expressions describing regular intervals, such as “every day,” and (3) the word for “when.” h i tz$k£~t 0 I will come tomorrow. $ ft 1$ i ^ x I watch * ii'ifx TV every/ evening. e> When will you go? ~h'o You normally do not use \Z with (1) the parts of a day, like “in the morning” and “at night,” and (2) the word for “weekend.” Unlike words like hi tz and #0ft above, however, these words can be followed by I-, depending on styles, emphases, and personal preferences. I read the newspaper in the morning. L A/O'A/ h) ^ £ L i ~f ri'o What will you do on weekends? I vni-o (H9 ~&tthih' You can use £ (= the present tense negative verb, plus the question particle) to ex- tend an invitation. It should be noted that its affirmative counterpart, £ ~f 1)', cannot be so used. Thus a sentence like & Z'M £ can only be construed as a question, not as an invitation. -tf /C O'* v What do you say to having lunch with me? tz u \Tir Sounds great. — X £ L i H+ As’/j'o Will you play tennis with me? T“ 1 13^ , ^>cto^ 0 Um its slightly (inconvenient for me at this moment). , ritM Word Order Japanese sentences are fairly flexible in the arrangement of elements that appear in them. Generally, sentences are made up of several noun-particle sequences followed by a verb or an adjective, which in turn is often followed by a sentence-final particle such as ?)', fa, or J; Among the noun-particle sequences, their relative orders are to a large extent free. A typical sentence, therefore, looks like the following, but several other arrangements of noun-particle sequences are also possible. — ? g£3jg>>>93 ^l± ^B 0#«&T L J i -} tbpic time H*ff i t Li-frAs (i/v (- *1 lilito '<XJj:9 verb object place I will study Japanese in the library today. m -tB#; -tHfr* Lt> i topic I x< li M frequency i-r, ‘J i; time verb goal q/ten go frac/c /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 how often you do something. 11 Y 1* Yl $ bt I So S - ft A I sometimes go to a coffee shop. i 't o l' In this lesson, we also learn two adverbs which describe how infrequent an activity or an eveni is; -tfX-tfX (never; not at all) and h £ •) (not often; not very much). These adverbs anticipate the negative at the end of the sentence. If you use -tfX-tfX or i ‘J , in other words, you need to conclude the sentence with i -tf L. %, I itf/UXf U If £ jLljfX I do not watch TV at all. bt: frit L 5 X, li ft* I Mm Takeshi does not study much. i 9 The Topic Particle (3: As w saw in Lesson 1, the particle li presents the topic of one’s utterance (“As for item X, it is such that . . .”). It puts forward the item that you want to talk about and comment on. You may have noted that the topic phrases in sentences such as / T — i X ti (My major is the Japanese language), (Mary is a sophomore), and ÂOO#JjCl± H ') are the subjects of those sentences. A topic phrase, however, need not be the subject of a sentence. We see three sentences in the dialogue of this lesson where nonsubject phrases are made topics with the help of the particle li. L Or fro Mary, what do you usually do on the weekend 4-B lift Cliffs £ ir 0 n w 5 1 9 t 5 Yrn going to Kyoto today. 94>»£is-3tsm In the above two examples, (i promotes time expressions as the topic of each sentence. Its effects can be paraphrased like these: “Lets talk about weekends; what do you do on weekends?” “Let me say what I will do today; I will go to Kyoto” IfX liC tz How about dinner? I will not eat. In this example, (i is used in directing the listeners attention and thereby inviting a comment or completion of a sentence. You may also note that the broached topic, % does If A, If/, not stand in subject relation to the verb, but is rather its direct object. r iiiy-s Expression Notes 4 \ When you move to a place where the hearer is, you say “I’m coming.” in English. However in the same situation, nese. ih is (iff # S i is used in Japa- a movement toward the place where the speaker is, while fr is a movement in a direction away from the speaker. literally means “a little,” “a bit,” “a small amount,” as in b ^ tz § V' (Please give me a little) and i J: o ^ J; o (Please wait for a moment). It is commonly used for a polite refusal. In this case, it means “inconvenient,” “impossible,” and so on. Japanese people don’t normally reject requests, suggestions, or invitations with V' V' x. (No), because it sounds too direct. A if® B Will you see a movie on Saturday? • B • B ±® £ £ n Xf ioto Saturday is not convenient. y (lit. y Saturday is a little bit.) J 95 ract Hi Uko !|V n/u © £ A. Change the following verbs into Ucfe Example: tz tfo frA, £ U tz^Z> 7c and ~^t+/u. @ko3-o6/o7 <£ -f <6 -f 6 1. <F>tJ 4. l. * < 5. 6 B. c 8 ». . 7. ' < 4 . . 11 . 12. 9. < 10 J; t ^ -^/C J: •? 1" 6 _ook at the pictures below and make sentences using the cues, a) Add 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 £15 •$;£! (b) Add the place to the above sentences. @ko3-o9 Example: library -* T$t It £ HI i C. ffii t <A £ "f «£ Look at the pictures below and make sentences using the cues. |j K03-10 Example: go to the post office — - -fT #MfL c v> (2) come to school Ex. go to the post office 3:00 (3) come to the coffee shop (4) return home (5) return to the U.S. tomorrow D. Pair Work— Make questions, using verbs we have learned in this lesson. Example: A ti' 0 : io l k Ith'A. B : £ ii, £ -tf/U X «t H3I1 E. Pair Work— Guessing game Ask questions and find out the items your partner has chosen. 1. Before you start, both of you will choose one item in each row of the table and mark it. 2. In each row, using the verb and one of the four items, make 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 verb. If you have guessed correctly the item your partner has chosen, you score a point. Your partner will not give away the right answer when you ask a wrong question. 4. 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£ £ X XL lit', W It $ i X o (A guessed what B marked, therefore A won.) post office school coffee shop sports movie news cartoon (— JL — X) (i/U'O sake green tea water coffee A i ’t book newspaper magazine Japanese book l£X date study telephone tennis library i' <n ~ <£ 97 -gats 98 0raRlcg®rr&' m U A. U 33 Look at Mary’s schedule and answer the following questions. 7:30 a.m. get up 8:00 eat breakfast 8:30 go to school 1. 12:00 2. /T mm 'J 4 k> U < 03-1 i Or & AT'j-i * Hrti\ 4' A/ D eat lunch 4 A, U 3:00 p.m. drink coffee 4:00 play tennis 4. 5:00 go home 6:30 eat dinner 7:00 watch TV 8:00 study 11:30 go to bed liA, Z7 U <0 ') 4A, U 6. 7. tz — b-HUIt^'o YT )-* /C(i^TH#l3 4 /T -* %\zm) 1 A/ 5. B. @ ?5' x. /T'J-iAliûi^Litô 4 A/ U */<, U /T'J— Â/î-) (;:<££ -fjfr' 0 fa Pair Work—Ask your partner what time they do the following things. Example: A 3"^ * £-f t : 4A, U *5 13 & 4 A, C l±£> 13 *3 & Your partner’s schedule time C. ( ) get up ( ) eat breakfast ( ) go to school ( ) eat lunch ( ) go home ( ) go to bed Look at the pictures in I-B (p. 95) and I-C (p. 96), and add the time expressions to the sentences. Example: (I-B) (I-C) @K03 2:00 1:00 -i 2 /i 3 — —U B# £& <A t -f — — B#|:#MI# Kff $ 4 to |: l'*> C t Ltii'L 13 *i>-)tfA,Sj:< L V' t 0 99 ®n-t-£«393;ti/u6' (D A. Make suggestions using the cues below. (4)ko3-i4 Example: 37— t — drink coffee <F> B. 1 . see a movie 4. eat dinner 7. drink tea at home 2. come to my house 5. study in the library 8. listen to the music 3. play tennis 6. talk at a coffee shop Pair Work—Ask your friend out for the activities in the pictures. Example: A : B I* H K t Urt'A. Xf B • v h %1 0 / "t" ' & l i Hf /U\, i -tf £> J: o £ How often do you do the following activities? Answer the questions using the expressions below. Example: Q : HA, A • x. x. > <t ct ( <£> .t i ct A . 100 gig X;£$i • l. l^tK X,+°— "/ £ •^•B ii.'(3£> So L i A £ -f tf'o 3. o t LtfrAs 4. X.O 5. < J: 2. £ ^ £" *>i u 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 following questions. 1. 4A, ±i-J)\ 5. l i-ftf'o 6 Î3fc(i£"3 izff* i-f j>'o V' 13 2. . i *7 3. 4. B. oof- U t' £ jjLi -ftf'o X-t' ^ A,{Â, — "/ £ L Hrfro 8 . 4(3 #BSL joifx IX'o 4 a, 13 fa Tell your classmates what your plans are today/tomorrow/on the weekend. Example: -4"B li- - l'*> i-fo 3'M£'§£X i "To i£B^|C III^f^T B ^ 3X® 06 liA, 13 ^B#z'^î 3 !)f 6< C. l i*f 7. 13 '-'x. tz is Ay i-fo ‘J tS'x. Class Activity— Find someone who . . name 1. gets up at 7 o’clock. 2. eats breakfast every day. 3. speaks French. 4. watches TV at home. 5. listens to Japanese music. 6. plays tennis. 13 fc L.fc7&'X (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 Binr-7 r-r^'o t 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 toilets. However, most bathrooms retain traditional characteristics —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 is the genkan, a space inside the entrance where people remove 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 Dialoque zs IS © Mary goes downtown. XT'J— : £p h Av 'A L X>t 3 @ 77 h^c 3 icx^ — v? K >1 - 0 ' : K04-01/02 f- *J £ i"&o h ^fiTT'f £ c fi 4 /T 'j — : & 9 3'^'i-fo In the evening, at Mary’s host family’s house. i 2 3 — /T >J - £ tf'*. 'J $ v '» l± £" o x.'-'' : 5 ^5 X-^ /T 'J - : : T L tz 16'* tz\mLl±&i*kLT'ltz xo, £"•? L T Ti jLi-tt/CTl/co - 4 l fztz^t o £ 5tiC*/C /r [jj K04- 03/04 tJ ' 0 -At^l!l^#l:ft$iU:o X A ^ OhU *9tMJ ^ -t±/Co 15 6 : H 7/T'J-: 8 9 /C io ii : a^/c < s /A** i/-:jJ\, l±V'o < L * LA 0 S A*‘J £ L/bo £ b V' 4^| §§4|f Next day at school. 1 /T 'J - : 103 0KO4- 05/06 £>o, /cltlS/Co $ 2 tz It L ft? i l/cJ© : /r— otWtt— £x. i' 3 /T')- 4 t:\il : t*'*— if— t K : =to r'46/C^v' i'*> L /=<, U rt'A, t 77 K i~ K Ti* J: <, ! © Mary: Excuse me. Where is McDonalds? Stranger: There is a department store over there. McDonalds is in front of the department store. Mary: Thank you. Mary: I’m home. Host father: Welcome home. How was the movie? Mary: I didn’t see it. Takeshi didn’t come. Father: Oh, why? Mary: I don’t know. So, I went to a bookstore and a temple alone. Host father: Were there a lot of people? Mary: Yes. I took 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 Mos Burger place. Mary: Not Mos Burger. McDonald’s! Takeshi: McDonald’s . . . I’m sorry! i04>>>£fg-:%%&g §E PP cab TcKj V o c2 u 1 a r Nouns Activities Til' <4 h ' part-time job shopping t (T) 77X class People and Things h+xtz you '-f chair \ V. * * dog fc±;£ souvenir Z child 3"(±/0 * Z'fe LA l picture; photograph < i_ desk TA'A letter •t> m nz '<y * rice; meal cat bread A U)Z /-n person e-mail Places jo ~C b * temple z i -z_L * All T—'<— supermarket T' department store V t'XH' if 1 n v 'A * park bus stop #11% hospital TT/l hotel li/C K> bookstore £ % VTs l -7 > * Words that appear in the dialogue ®T town; city restaurant ff§4ti Time * $ <D 1 Hf H * ~ U f'L ~B#f4 yesterday . . . hours cf. U A/C one hour -tf/C L n> f last week when a# £ £ If o J; A J; i If . . ; . at the time of Tuesday rjcBS a Wednesday t<Xi If y^Bfa Thursday * LI ilf £sf a Friday f'.'X n If - <T>) to meet; to see (a person) ( person there is #> 'S to buy #< 7$'< * £ -5) * io >h^ I-) . . . %n * ~ ( . v e r b s £> 9 * . Monday f {/' Asia U . N to write (place IZ thing (~£) thing £) ( person IZ to take (a picture) #o ^ (~ £ to wait to understand ^> R u - v e r b * (a person) is in ... v ' <5> stays at . . (place IZ person tf*) Adverbs and O ~< b " t h e r Expressions about (approximate measurement) ' I’m sorry. * * AA h so; therefore tz<*L many; a lot ~¥ together with (a person) Li IT * U £ T why * 'J —AT" alone 105 106 • ^/£!i o c a t i o n Words A*" £ right CA/= U * left i x. fr front ?U (~<7)) (~<7)) (~<7)) back (~<7)) t inside (~<7)) l£ ± T under %-h'< *4 < near; nearby £ +£ U K next (~<7)) & H between (A £ B CD) 1 X. $ X. on (~<7)) (~<D) fg4H>>>107 ;3 G >£ 5 \h a r m m a r IS 1 thing).” The particle 'J £ -f means “there is/are X (nonliving X ents, the item X. You can use £> ') introduces, or pres- £ IT when you want to say that there is something at a certain location. C u ~7 9 K i~ >1 K^'£> U £ i~ 0 & There’s a McDonald’s over there. Note that £> •) £ i" is different from other verbs we have seen so far on the following three counts. One, it calls for the particle 1C, rather than T, for the place description. Two, the place description usually comes at the beginning of the sentence. Three, the thing descrip- rather than II. tion is usually followed by the particle You can also use £> *j £ "f to say that you have or own something. -r U £ -tt/Co ‘J We also use jb I don’t have a TV. Do you have time ? £ i* t)' 0 b#Fr] jJ* £> *J e ii'A. l J i ir when we want to say that an event will take place. H UfX b 7^' & J Hr o There will be an exam on Tuesday. l a>' to Xf £> L tz (± 0 [z 1 ija, r 9 -7 X l ) i There will be no Japanese class tomorrow. Xô Another count on which jo £ differs from other verbs is its colloquial substandard negative form. We have tc \ ' 2 2 Ti~, instead of the expected regular formation jo b tc ^ Ti~, which is ungrammatical. ' Note the difference between: and jo J X U l£^ jo U i /C don’t have a TV), the negative version of x U a TV), the more conservative negative version of x x U If U ^ jo U ±-HX When jo J ^ used in the sense of an event taking place, the place description followed by the particle T, -tt t: (I ( J (It isn’t 3 ‘j is is like normal verbs and unlike the other uses of jo U jo L tz Û "i* jo U i ‘t* o O'. 77zere wi// be a festival in Kyoto tomorrow. Note also that some time expressions (such as H Hfl 0 [Z) come with the particle |C, and some others (such as jo L 7c) do not (see Lesson 3). The rule applies to the jo l ] i sentences as well. 1 08 • "SC/iM When you want to present a person or some other sentient being, rather than a thing, you need to use the verb ^ £ ir. Thus, 4 ^ Theres an international student over there. You can also use v ' i *t“ to say that you have friends, siblings, and so forth. 0 \Z iiA. U A. J ~j~ 0 ti j have a Japanese r Jfriend. thing tP (place L) There is!are person tf . . Îfa Describing Where Things Are We learned in Lesson 2 that to ask for the location of item X, you can use the word £ Z (where) and say X li Z T"t ti'. 7 H ~f~ ft/ H li X. Z T ~f ti' 0 Where’s McDonald’s? In response, one can, of course, point and say: over there. ^Z Tt„ McDonalds is z z right there near you. right here. In this lesson, we will learn to describe locations in more detail. More specifically, we learn to describe the location of an item relative to another item, as in “X is in front of Y.” The Japanese version looks like X li Y <Dw\Ti~. (v? K i~ tl Kli) hflUTV-fo i x. Its in front of that department store. 4 Note that the same verb “is” in English comes out differently in Japanese: & ^ 3 - b? i ir o yr'j-'5X,iig£±v-r. I ' < it l' ^ ' i and #> *J i There is an international student over there. Mary ' is an international student. are strictly for descriptions of existence and location, while attribute of a person or a thing. T 't is for description of an Ig4fg>>>109 Other useful words describing locations are as follows: location words to the right of to the left of O-fcD in front of behind x is inside on/above under/beneath urc s ^< 5 tuo 6 near next to X is between Y and Z. X (£ Y £ Z ©SIVcT:^ 0 0m ± m ft© ^ fr i $ A, Z 7 »j tto t LifrAs The bank is next to the library. t'H±T- 7')l<nTTi - 0 etc The umbrella is under the table. UX li-r'*- b The restaurant is between the department store and the hospital. One can use any of the above location words together with a verb to describe an event that occur in the place. To use these phrases with verbs such as and fl'X o ne will need the particle T. 'J ii btzl — L tzo is i I waited for Mary in front of the Mos Burger place. 5 6 Another word for “near” that is also commonly used is ^ If. Both X (i Y <F> £ by side. For a £ *J Ti~ and X (i Y <D f Z Ti~ describe situations where two items (X and Y) are found side U sentence to be considered appropriate, items X and Y need to belong to the same category; two people, two buildings, and so forth. In contrast, an item can be X Z in relation to another item even if they are quite distinct. O :tfo x THiXlio < x. (ft gfr U Tto The bag is by the desk. (odd) 110 zspS • 3£/£$S Past Tense of H'T The past tense versions of “X li Y T't” 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 The past tense forms of verbs look like the following, where negative affirmative ^T present tense ~3rT ~£tfA, past tense ~ûrc -3: 1± A/e L/c 8 3 ] ) < ( btz l ~ stands for the stem of a verb. ± $ <D 1 0 ic li/L r 7 io 1-!)^ C ( J J L tzo Mary returned home at about nine. tJ'x. £ M 51 L i Tt L T" L /c o I did not study yesterday. 7 Japanese r 7 7 The various details of formation of the long forms that we learned in Lesson 3, like the ruverb/w-verb/irregular verb distinctions, all apply to the past tense forms as well. 7 As was the case with the present tense L K tr v ' 3 L T L tz along with L tk't)' you also find a more conservative variant L K $> 3 l ) £ Tf o tz T 'f. Written language would more likely have TTi #> U i -tf L T L tz, with the uncontracted form TT 1 8 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', as in 'jf’ b+xt'^ tz T"T~. ' ' SS4I1 111 CM B We learned in Lesson 2 that we use the particle & in reference to the second item which shares a common attribute with the first. You can also use when two or more people perform the same activity. ^-T lL T i L tzo f I ill t btzl I went to Kyoto yesterday. i' i L 7c o & b 7 bt.it Professor Yamashita went to Kyoto l' yesterday, too. Or when someone buys, sees, or eats two or more things. /T'J — /T 'J — In both cases, /C ( i ' ( i Ltjffi '- L 7c 0 Mary bought shoes. i L 7c 0 Mary bought a bag, too. & directly marks an item on the list of things or people that have something in common. Observe that t replaces the particles li, or £ in these sentences. You can also use & when you go to two places, do something on two different occasions, and so forth. I went to Kyoto last week. btz l -tAslvi b 1 1 t l' fs. M. I - t ff b i L tz o I went to Osaka, too. l' h -J /CliiBSB Z L tz a I w zf Robert went to a party on Saturday, umuizt'*-? -4 -left* i L/co 0 (c£,J:9 s v He went to a party on Sunday too. ; We put & o/ter the particle 1C in these sentences. More generally, particles other than (±, and £ are used together with 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 rf'A, <.'*> alone (that is, not followed by any particle). JT')-*L\±*cZTtz\j L l/z 0 i't> i: i a* a, Mary waited for Takeshi therefor an hour. For an approximate measurement, you can add after c tf'A, li £ <D n frfcL tw ili L/co <%< a (5 A/ C* $A, C ^<A,$J:9 t5'/v I studied Japanese for about three hours yesterday. To say one hour and a half, you can add -=£ immediately after ~b#M. U t±/v 'f) s As Itzo Lh D to (I) slept for seven and a half hours last night. CT Expressions of quantity in Japanese are rather different from those in English. In Japanese, if you want to add a quantity word like tz ( *5 to the direct object of a sentence, you can either place it before the noun, or after the particle £ ifMZtz < is A, L* LA/ bint btzl < 5 yCM* *9 i L/co I took many pictures in Kyoto. L* LA, 3C o L /: 0 I ate a lot of vegetables. £< 9 As we learned in Lesson 3, for “at about a certain time” we have another word Z' h 10 1 . You can use £ to connect nouns only. 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 t. The particle £ has two functions. One is to connect two nouns A and B. B tc 1 ua, r £ Ufo £ c I speak Japanese and English. L £ i' o i 10 ±£ I went to Kyoto and Osaka. The other meaning of £ is “together with”; it describes with whom you do something. ^TUrt'A,C< ^ 1 £ i-fo Mary will go to Korea with Sue. 0*5 :I^y-h Expression Notes tfhj X ©0U X ©HU is often used in the sense of “across (the street) from X” or “opposite X.” You may also hear another word that is used in the sense of across, namely, X © V\ If something is behind X, or farther away from a street and cannot be directly seen because of the intervening X, in addition to calling it X ©f^^>, you can also describe it as being X Z-’d/Zd'D n L ^ ©9 b . In the dialogues, we observe Mary’s host father saying x.o, and Mary o is like the incredulous “what?” that you use when you have o is used when you have suddenly noticed or remembered something. The small o at the end of these little words saying o . X. heard something that is hard to believe. indicates that these words, when pronounced, are very short. 5 13 1 14 >£1-33551 C ulturejj^0 Japanese National Holidays B*<DM H Co C L w < 1E1 0 *5ooi'fc5 7U0 *50£l' •e-c'UA New Year's Day fr'AUo Coming-of-Age Day J&A.CD0 2M *50 lfO«fc? If 0 1 1 t> (Celebrates people who turn 20 years old in that year) 51HlH3^<7) 0 ttAZ< £ fe/t Zl?> 3^200 *5o 2 ##<D0 LwA-S'A Vernal Equinox Day 15 Showa Day 4J3290 *50 U J: 0 5E30 *50*0*)' ttA-t3T0 5E40 * if U CD 0 *5o«fc -d *>» 15 5E50 Cif t><D0 H3fP<D0 [Z*> O' ft (Birthday of Emperor Showa [1901-1 989]) t foA Xf 1 3 3 lfo«fc-p 15 C'3 93230 *50 2 IZ*> 103*23*0' *50 330 *?' 113230 *5o iz-fe 123230 *50 Marine Day O' ®€<D0 tn'3? Respect-for-the-Aged Day «#<D0 Autumnal Equinox Day O' l*0XA O' 1*W<D0 tfO<fc9 15 *50* o Children's Day ?S<D0 9* IfOcfc? 15 9Hfg353«0 *5o/£i' 1 Greenery Day 15 7Efg3EW0 1 Constitution Day ®)£I3;i:0 A'Vl '-5A *50/£lD National Foundation Day 15 Health and Sports Day 15 31 t<D0 *>' Culture Day O' ®)^SBicD0 ZAZofrAL*? 3S§I£0 Labor Thanksgiving Day O' Emperor's Birthday T/i.<D-5fc/uU.fc? O' 1 : The second Monday 2: The day varies year to year 3: The third Monday The period around April 29 to May 5 encompasses several holidays and is 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 at the picture and tell what you see, using B. Answer the following questions. 1. &+£tz<n®S\z B^<D \yX ic t-ti' faz V'X. 3. ') if'i Z p tirti'o 4' I- L 5. •) ha, *) £ i" tJ'o 41C 6. 3 <F>^CM. (classroom) |C /cAItJ^'v. ' ^ -f 7j' 0 5 J:^ 7. to ffr#® (zoo) t'90'Ox.A 8. £> (CÂ £ -f 4 /c m (country) UfST^'#) <7) <l: 9. 7$' 0 4(c £>4Ac<7)Î2W£> V'x. <J 4- 1C 4(3 ‘J £1" 0 £ i" 7>' 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 Club activity History Wednesday French Computer English Thursday History Club activity Friday English (TEST) Party Saturday NO SCHOOL Date Sunday NO SCHOOL Part-time job club activity Example: Q A : : ft *1 — 9 /b — i— party ' ' test fX h H \Z 7 -7 > X|£<7) 9 7 X liv \ £> i) $i- 0 1. it^'o 'J xA' C lfo«t ^ |:Z7> t° 2. ‘j t-tt'o eta 3. ^bSS ic?^ > 7s%<r>9 ^7,-h<h 4. ¥ Id iBSS ‘J ilrti'o i-fTj'o If 5. 6. 7j4BfB Icj5f^'£> 'j £-f t)' 0 tr 4u Mb lcW& £-f ij $ A, J; -9 7. If Bflf 0 u*,i9 D. ‘j r i<ti t? t$' 0 41- lcW& 4U 'J ii"7j' 0 Pair Work— Write down your next week’s schedule and plans you have on each day of the week. Example: A B iZ-ffij)* &> &tc : B^<r>9 r ic ua, { ) f)'<, £. 'j i -fo ask each other what IB48>»»117 Your Partners Schedule Youre Schedule foi9 1 ^C 0® H 4'ii If ?MtB i<i7 M J A-ii Xf H V ±.m h f ii o 1 (-*> i a U<fc A. fi'/u Look at the picture and tell where the following things are. @k(m -09 HUrfl Example: t LtH t L ifrA, U £ivd«< ' <-<r> i: 3. 1. J) T 2 J; 5. X— < 6 4. . So j XL B. z t' •) T-fo L i ri'A/ -1 . ? x.A/ Look at the picture and tell where the following things are. Example: ^ liA, 1. HLXf^ 2. 7^*7 b 3. Bftt < x.oojiTi"c liA, -?X. ttV' 4. t;f£ f A fr 5. tf'llX 7^7 1 (racket) 6. \in L 0 ko4-io C. Pair 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). Don’t look at the other’s map. Example: A : 2MS l± 3 T'i~ >1 -9 B A. 'j : ^ -i T-f o z Look at the information about Professor Yamashita 25 years ago and answer the questions. @ko 4 -ii Twenty- five years ago, Prof. Yamashita was • twenty-two years old • senior at a college • good student • his major —Japanese history Example: Q A A (college student) : : TL/;^ liv\ + : £ V-f < 1. ubT^cil±-f"f^T L tzti'o 4. 0jT7fei<3)#?3U±ÎITL/c7j' o 2. ubTîli— îTL/;i'o 5. l /ctf'o ^ 9 o ' 119 B. Pair Work— Guessing game Ask questions and find out the prices your partner has chosen. 1. Before you start, both of you will choose one price in each row of the table and mark it. 2. In each row, use the item and one of the four prices, make a yes-or-no-question sentence and find out which price your partner has chosen. 3. You can ask at most two questions with one item. If you have guessed correctly the price your partner has chosen, you score a point. Your partner will not give away the right answer when you ask a wrong question. 4. When you have asked questions about all the items in the table, switch the roles with your partner and answer their questions. 5. Tabulate the score. You win the game if you have scored higher than your partner. A Example: <n l JX li-^n T L tz jK K tMLK /:Tto —77 FI U * B 1C iAXA, A B ' l±\\ L II T v+7 T4— Z C. 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. Pair Work— Suppose you got one thing as a birthday present b) and choose it from the items on the next page. Your partner guesses what you got. Answer your partner’s questions. Example: A ~7° i \/-\£V h litf'IdXT L 7c^' 0 120 lifts ifo cfca A. • sail a Change the following verbs into Example: B. me — tz 'A -£> 1. Ii£~f 4. /)' 2. tf'-? 5. < 3. ri; 6. U 7c and t /v 7! btc. @ K04.12/13 L/; < 7. £ 8. io 9. &^£ -f * ££ 13. $ < 11. 14. t'Z.6 12. 15. <ntJ 10. The pictures below show what Mary did last week. Tell what she did. @<04-14 Example: A7 'J — ^5 ifoi-5 Ex. Monday xf t mrMfa Li 1 (2) Wednesday (1) Tuesday at at her friend’s house UEI /0(±^ (3) Thursday home in Kyoto at a department store j£4il C. Look at the pictures in B and answer the questions. Example: Q |C : t CfoJ;-9 O' A Q A 1. : : : !!' \ . 3. v'V'x., . ifoi^ JLHtLTlt: & t5* 0 t £-) O' $ < /T'j-^li«Bi:^$*? i L t^Xn LAtf'o /T'J-* Aliîf BUBÂ^/cAl^'i ti h tzti'o ? O' *C t5 O' (c tiA.UA- <A t5' /T'j -5 /Cli&ifB icfcîc^f * t L tz-h'o hLXn o' T£ i' —$ AJi±Bi B 12-r — x £ Lil Atf'o ST 6 /T'J-*/CliBBlBi:Hv'#£ Li l/c^'o ') r ii ff O' D. £ JL i L tzt\ x.v> o' 5. . L<0 ?5' Look at the pictures in B and answer the questions. Example: Q : 2 . : ST')-* . £12 Li Itzt'o ST')--$A,U!kmnKtti £12 O' yr'j-i l/:ô /T ') <A 75'* —is Aliv'o^ '*)#£ L i L /ctf'o 7)' *><0 $A/J:-9 6 . *u V BlCft£ Li lfzt\ t^Xo O' x. i ' 4 kcm 16 mmtrmm it itzo 35' 3. @ / T'J— ÂliJ^^BU^^Li L A tfoi-j a 1. j5'« 3 ) •? xr'j-* t < i-7 4 UK 'iMt <04.15 LtLtzc, J: / T'J - ;5' 2 @ If A, liA £ ic ir z TAA A K£v'i L tzt' yr'J-i X.(i?KÎB i<li it * tf E. Pair Work—Ask what your partner did on Monday, Tuesday, etc. Example: A : R MB 2 fa £ L i L /=j5'o 1 tfo J; -9 B : o' £12 f--X £ Lil/co 121 122 £gg- gasi CD A. Compare sentences (a) and (b), and change the sentence (b) using fc. Qkcm-iz Example: — (a) ' ' 'S "S' FI T""f c (c (b) £>* < x. A/ tc (C O'* ( X. A/ l* Itzo t & (b) £ltl*/Cli7MiX£^'i Itzo 1. (a) /bit 2. (a) o/<- b ^5 X( (b) 3. < x-A. o- t-ii-wnT-fo (a) (C (iA, r \z isa, r /T')-i Lite <. /bit L * /Cli±Bi0 tiiff (b) li-to <A,5j:p /bit l | ZTH'<4 Lito /C(i 0 b80 \ZT)V'<^ b £ l i-fo O' 4. (a) /T'J-* /Clip (b) /T0-*î«TB*M£f£l i-To r a* lc *'o;-5 5. r lit- UA, /T0-/5A(i/cltl*Ai:|-v'i'rc (a) jbltz, (b) & L /b, XT'J-5 /C(±X — t5/Llc^^±-f b 6. ic liA. T^°- b \Zft* $ L /bo (a) -£A/ln>p (b) 0 i' *<7)X t l /bo V' Ex. B. Describe the pictures using fc. @ko4-is Example: /CliîTXo XX^TTo î t £ tz+xti' §141$ 123 vn-BfFEpTS a us u ti'hj A. Mary did a lot yesterday. Describe how many hours Mary did each activity. 0KO4-19 Example: /TU —* i L tz a I it, u A, to Ex. (1) (2) (3) (4) (5) 2 and a half hours S 124 V £!£ -San Pair Work—Ask your partner the following questions. B. A Example: B $ : : 2. $<*>*k 5 ] 44 C i)'Aj — Bf M i'£> 1. ^Bf fa x U tl £ JL £ 144 0 9 , L/=o U tf'4 44 C j&'4-*45 <& <4 L * Itzt'o J: 9 I44 e *<7)X rniBIIJ 44 C rt'4 fo 3. 4. y-A (game) £ l £-ftf' 4 0 V ' T f >y-|'7 1 (Internet) £ l i <* V 44 t ri'4 b uf- A $ L X i~ 4\ 4 4 T ''f^B^f ^ 44 V 0 a ' ( <" b V L i -f 4o ' ri'4 i: )^<llit)CD$l^ (Review Exercises) vn n/ub »5 A. Pair Work— Using the expressions below, ask your partners how often they did the following activities when they were a child or in high school. Example: A B <£ : z t'b : t$ . 3. Mfai-Z 4 . ~X L4 X < H&@£ jjL£ £ £ £" a <4 jft< ^-isixt < C^x.4 V' ‘J | 5. < 3Xft£# T *** B. . x — F £y-2 > Answer the following questions. 1. Ort\ #H, 5.^ C JV'Ict, 3. 44 U #'4^4$ jX £i'tc£, 4. J; 4 ft £ 06 < £ -&< (±4 4 5. X < ^4£>icx- 4£ li-ry 6. ;fci|L ti -^:4 L »J> *9 ~ £ 4T L 4 -If -t£X-tfX t)' 6 0 x #0 x-t:-'y£y^ xA' ^£1^4 i 144 (54 ')M4i-lf4Tl tzo X ^•4$ i ? 2 < \tw X<iX%&$ L tzo/ VH'X., 1. tb X rK — '7 £ L i L 7c J 125 7. $ <n i r'M £ z , IfA- C. . i^ ^ i L fz />\ fc ^Jt£/c < * /C#‘J i l/^' 0 8. 9 I •£A,Ln>-9 L^LA, *<r>n W(0TU:ô t tt/^t. 1) xr Pair Work—A and B want to play badminton together. The following is A’s schedule for this week. (B’s schedule is on p. 126 Play the roles of A and B with your partner. Ask each other what the other is doing and decide on what day .) you will play badminton. Example: A B A B '• : : : A’s Schedule s' Vi 'S b 'S (badminton) £ s'V'T-f fco X SUN i MON < flit Slic'd Tirfro fli*HliBI*trr»& L 0r 0 ifoi^ Qf X 3) tf < t LxfrA, 3d TUE i i WED X THU T FRI X S/\7 1Payi?b -JX+yuis <&*JU -J&snJL, ^-cv£ (!Z- Fp-H* ") 126 £!£ -JS&S Pair Work ( n ) C. A Example: s (— P- H 8 ) : 2M3 l± £" Z Ti" ^'o C. o X.A, B z : ~ X i >j T-fo L Map B - VpC2= ) rN f~ )V \ VgOXvAVsl w L_, v S iv zry *— \TOW\ places are. \ 5. v \ l:V. < l/Z $o $ ta, k ^sn n„ 4.«ff #11% 1. 1 h?> I i N V irk>v-vA \ <xff- ha V Pair Work (w) C. (— p. 125) Example: A ; B’s Schedule 'Ki X h X (badminton) £ L £ B A B : tu'T-fteo : IfOiT O' : Tt^'o ^ si B liHUfft Tfe ?M l If'DXl If t LtfrA, ^Ji-5 $ X SLW £1% X £> p- w • J 033 ^3 i MO/V ABfBli? 5+ucly -the, library i'ii (f tue <2=> WED ST THU Shopping \n -touuin Dinner -friend^S X X fri S/A7" bou$e ^ ^41* 127 Useful Expressions B • O M ^ ^ • £U Uwo Days/Weeks/Months/Years Days BEfB K%XW *18 JfBlB *I®B TJCBlB uxw tf'Jtiy 2 1 8 9 tent' X nti' 10 14 15 CrtTC'IC*. 21 22 lcC>rn »ijic£ i:Crti9lci:t. 28 29 Crt>7l£Kfj 23 6 b'V '7$' 12 18 17 5 '07$' 13 Udnlcizt, Ud>"7 16 trjtay V 11 CtKOtf' Ud>'?Jto7$' i0SB J/U-jy' 4 3 <& 0 7 ^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 /CÔ (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 ' (7b June U b IZtJ'-o Time Words Day (b^B) u tf'if-oi* two months ago -tf/ClUOOfoS) ^lfo(^) last week ) — November December Year (— two weeks ago last month the year before last last year 9 Z/Clfo(4^) z z L (**) this week this month this year next week next month next year 3 b' 'Ll* 9 (#*«) *b' 'Ifo (IMU1) (#**) the week after next the month after next the year after next Z/^ L b' the day after tomorrow (-) i:L rpiti'LiZ. today tomorrow £>7^0 Month yesterday £ JO^B) *7 October (-J-^) Week (-iSHUr) the day before yesterday September (^L^l) ' rj) L tp 1 128»>£l£-:£;££i ' f a^ * 1 1 * 1 N S I A Trip to Okinawa 35£ Co D <£ &to ^ 23 |S Dialogue =: pL fc> O 1 @ Robert and Ken are vacationing in Okinawa. ns<— h : v u K 05 - 01/02 fac *C^ $ /C 2 it 3 u/<— h 4 It -ttT-ffao : X, : jt o *0 tio }*K$" t : Tt. £ Lite fc«fc 5 6 it A o4 : d/n- h : +f hi ^ li rxtc x ,+:- *y -7 -f r 7 *> /C It 9 0 /N-h: : o> At the post office. }>-9 «r 3 4 : @ K 05 - 03/04 ^'')XiTu<bTtto -fAi-tiXo -t+nT-To && D )> t X. k> <V’*/C u/<- h T-f o L/c-glc^'j i L i 1 feV'Dit D/f-h $ Tl* tf' iU^H'Ttto Tt, t't> s 1 t : U **>, -#< tziH'o T trtlt'X (c jv' farf* A+RW£ <- T §§511 ® 1 7c It L 2 C7/N— 3 7c It L h 3" < f> X.Z.O : J:t'o/cTi-ia 0 li< w® ^T$s<0 O Zn S Jo DM- h li o- L t'o /;ttto i o *J $ tl'.'T'lTcJto 9& Tir 0 /ii' 1" t' o 7c T-r t'o 7t^' &i /ctto ‘J /c It L t5 /C <>0 -r tzfr tzfr 6 7 /bit L : © Robert: Nice weather. Ken: Yes. But it is a little hot. Robert: Yes. Wow, beautiful sea! Ken: Lets swim. * * * Ken: What kind of sports do you like, Robert? Robert: I like surfing. Shall we do it together tomorrow? Ken: But isn’t it difficult? Robert: No. 0 Robert: Excuse me. How much is a postcard to Britain? Person at the post office: 70 yen. Robert: Then, two 70-yen stamps, please. And one 50-yen stamp, please. Takeshi: Robert, thank you for the postcard. Did you enjoy the trip? Robert: Yes. The sea was very beautiful in Okinawa. Takeshi: Good. I like the sea very much, too. Was the airline ticket expensive? Robert: No, it wasn’t so expensive. How was your date, Takeshi? Takeshi: . . 129 K 05 - 05/06 : 4 5 @ On Monday at school. > — h- li £" 9 TL 7 $ ' '' ' ' ' 130»>£Bg-:g)fi8l m =E V o c a % W pm @ pp Tchj u I a r K05-07 y Nouns * u * * * *)— j L < /i'v ' * tz rp sea postal stamps ticket y L C x n If surfing homework Hr-<# food M£B birthday fX h * TL$ ^ ^3 (73 * test 5^*1 weather IX-&# drink postcard I±tX' bus * * X} Z 13; i $ < ftfri* airplane S|$M room fit I (used by men) holiday; day off; absence * { ) X z l travel l/3-adjectiv e s h tz b l */tU' V hot (weather) * hot (thing) ' ' v £t L 7$' ttL^ ' jo o 3 H (. ® ' frightening 4^ cold (weather /c (73 L o &U' fun £,v ' \ /Jn -J (, small oi b -fr fc-f old (thing Lv * Words that appear in the dialogue —not used for things) boring ' -S V ' * interesting; funny good-looking (conjugates like v ' v ') ' -5 t,''. busy (people/days) large v ' ' * new il L 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) * 7&5EI healthy; energetic l-fft(ft) quiet -r $ (ft) fond of; to like ftv'* bV'(ft) to hate '-f * (ft) * ( ~^ very fond of; to love (~ $*) 7 lively CA J (ft) 1/ - v e r b s " * not busy; to have a lot of free time Wx fcJ: < *<* to swim $ < <D6 H< to ask ^5 * (person 1 1 to ride; to board to do; to perform (~ C ) (~ £ ) I R u - v e r b Tftl+£ Adverbs * ^'oLj:I: * -r r< * ft'v ' a n d Ot -*fi: to go out Expressions together extremely b * tfaftlt L Jt -9 o' and then It’s okay.; Not to worry.; Everything is under control, very * ft ft ft * ^ * ~iT V ^ what kind of . . [counter for flat objects] to (a place); as far as (a place); till (a time) 132 G >S 155 ffiA, m a r m a r Mi Adjectives There are two types of adjectives in Japanese. One type is called “v '-adjectives,” and the other type “tc -adjectives.” v ' and ti are their last syllables when they modify nouns. t '-adjectives: io i L hV an interesting movie x.1' & L t 'S^Hi £ JL i L 7c o X. 1- ' 3 fa v I saw an interesting movie yesterday. ft a scary teacher ' 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 liiTTfc^-liTC^tL'^c^.T't'o Ltz-tAy^ If A; Professor Yamashita 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 not cold. cTti fc'ofcZrr S'tK&fro/cTr'r (or^ti<SD^-t+/u) past (or It was cold. £ti< 35 QiTt^TrU Tc) It was not cold. ' 'T i~, or the more conservative In the negative, you can use the more colloquial variant variant #> d i ± A. Both these forms involve the change of the last t ' syllable into < -I . Unlike verbs, adjectives conjugate fairly uniformly. The only irregularity worth noticing at oo (good). The this stage is the behavior of the adjective =t first syllable of t ' t ' is changed to in all forms except the dictionary form and the long present tense affirmative form. 1 IH/I (irregular) negative affirmative present (or <£<3bD3;t±/v) ctfro/cT-r past Compound adjectives like o 3 v > \ ' £<Uftz>Tc TTT that are built with oo follow this syllable change. t<£ -adjectives The conjugation pattern of tc- adjectives is exactly the same as the conjugation table of T" which follows a noun, as discussed in Lesson 4. 7L5a(&) if A S negative affirmative Tiifmr 2 present If A, l fA 2 (or TLîU-PiSD^ti/u) l past fA 2 She is healthy. She is not healthy. tc^TU/c A 2 TtsS U P If She was healthy. & o T to' If Tc A 2 (or TZ^^'PhOîthjTrLiTc) if A * She was not healthy. If The final syllable T is dropped in these long forms of U -adjectives. The two forms shown in the negative column are the colloquial and the conservative variants, respectively. In addition to these two forms in the negative, you can also substitute Til for L i -tf L and TTi as in TTi d d i-tfLTl tz which are more often used in the written language than in the spoken language. ' There actually are alternate forms, ooTt in the spoken language. iv ' and i v, T'f, but they are much less frequently used than oo and If you want to say things like “very hot,” and “a little hot,” you can add “degree adverbs” like 3" (extremely), < £ T t (very) and (i i o t (a little; slightly) before adjectives. K T t ft Hv 'T 1 7c £>$&£> “9*- 77ie sea was very beautiful in Okinawa. x o E *^T-r» z 2 This room is a little hot. In this lesson, we learn two ^.'-adjectives that are very important from the grammatical point of view. They are 1ft ft (&') (to be fond of; to like), and ^ (&') (to be disgusted "t with; to dislike). The meaning of these adjectives is relational, and you need two terms: a person to like or dislike something on the one hand, and a person or a thing on the other hand that is liked or disliked. In sentences, these two terms usually appear with the particles (i and respectively. X IS Y t)' | 5?^ ] likes X ZTTo tlfBb’' Y. I dislikes 1 | iz ha, r Robert likes his 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 jfr $ is usually taken to be 2 an admission of ones romantic interest. 3 In contexts where you are contrasting two or more items, the particle (i is used instead of (iff p.jl'JJ- ? 3 y Tt IÎ ji i b v x T'i* o I In the expression of romantic or familial affection, the complex particle <D Z tzlil 3 Xdi/T'J-3 L<nz Takeshi is in love with Mary. W#* T-to + Thus, like vegetables, but I don t like meat. £ 7^' can replace 'd < Thus, . — + T iT ' gjS5P>»135 Let us note three more things about 01* (&') and $ b t ' (tc) before we go on. One, if you like or dislike something (or somebody) very much, you can use the intensified forms of S T"i~ and S b v ' T ~f, namely, d^0 $ Ti~ (like very much) and /ii' 1- ‘ ds. 0 S h v ' T"f (hate), ti \ which are more often used than the degree modifier £ T t in combination with 01* Ti~ and 1* b'. 'T ~f. * L li o - 1 - tz It L r±0t S Ti~ o Takeshi likes coffee a lot. A 3 ^ 11 f£ o £ S bv •? ' T"-f o £V' Ms. Kim hates natto (a Japanese fermented soybean delicacy). Furthermore, when Japanese people want to say that they neither like nor dislike something, they usually say: #5“ t $ T tj $ b v ' T T~f o I neither like nor dislike (it). and $ b v ' Three, you can use as modifiers of nouns. For example, you can say f* things like: This is my favorite book. Z btzl i- Take a long form of a verb and replace the ending with get the Japanese expression for “let’s I'oU i . . . Li Ln„ L«trt'A, Let’s study in the library together. So $ T/v Shall we drink coffee at a coffee shop? tltTorilf) and you will which you can use to suggest a plan of action. — . i36»»£gi-;&£g d Counting There are two important things you should know about counting items in Japanese. Firstly, we use different number words for different kinds of items; the words used for counting people are different from the words used for counting books, for example. Secondly, number words often come after rather than before the items counted in a sentence. , , L/co jEL$t Jo X item 3 FA,£i' Lee bought three stamps. ri' number The number word, 5L$C, is made up of the numeral 51 and the “counter” This counter is used for sheets of paper and other flat objects. There will be other counters in later lessons for people, for books, for sticklike objects, and so forth. Expression Notes 0*5 6 IJTu >v 'It UUV(<-2:t> /)x (£f) 'It LV^ is used when we describe people and is not used ''W lAttf for places. When you want to say that Tokyo is busy, you should use K tz L $ A/ 1± 'It L V ~C"i~ o * ^ M ti ^ o ) Takeshi is busy. Tokyo is busy / lively. Note that the sentence below is also acceptable, since the susbject “I” is omitted in the sentence. = HBS0 {±(Û±)'lt let,* 3 I V. xf Xf btzl am 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. @ko5 -os Example: /ctJ'V' —* IfX $ tC - 4. 1. 2. £>-ov' 6. 10. 7. 8. v'-ttfXv' oo 9. 11. Hi'tc 12. Ut-b Change the following adjectives into the negatives. @ko5 -o 9 — Example: K^'t ( tcV'T’~f — tAiC^^^r-T tftti' C. fctUn 5. 3. B. IfXATi" 1. S ft'V' 4. 2. oXv 5. ft'-fX L v ' 8. v 3. Zb 6. t}'o Z V'V ' 9. IfX $ *•' 7. n ' Look at the pictures below and make sentences. Example: 3 <D B^|f |i jtj \ ' t If V' Z Tf < <L‘V Ifl' ¥100,000 o tefr ¥480 'Tto 10. 1-fXte 11. AfUX' 12. 15-SXtfX U ' i38»»aB-aaai (4) D. (5) (7) (6) Answer the following questions. Example: Q H : ic A 77Xli|| L r ^ ' X"i~ fi' 0 et* iK^'V'Tto : T-ti'o 1. Sid 2 ija, (Z InTt^'o . LoTth 5. 6 (5 A/ &<0 fc l^v'T-fjK . -lirAx-ti-v.'* 7. tfoZl 4. E. ?&fili»Lv'T-rô U<**i' *5 #5 Cfj)> Mii$noT-rô LT Pair Work— Make affirmative and negative sentences with your partner. Example: A ft -* y, \ "%Ltzt><n%PSIiS *U'T1" 0 ^ * it T't . btzl Hv' ^ * tto l. 34 & 2. no L -^> * 3. Z fa 4. 34 v ' l v *. 5. ifA' 6. 7>'o Z V 7. If A, H ' 8. $ £A 4 ft % 5 H >»139 F. Pair Work— Make your own sentences on the topics below using adjectives, and tell your partner. T X h li It L Example: Â li 1. ' T"fo 4 T't’ 0 •) <7)AI± frfcl ®T t% o Tc 6. ' ' V -S fcfcl AlfUl t ? 5 ifA<7)£PMIi 4. 1 5. X>b btzl <7) ( n ) 1^1 t Â<73 £ 3. btzl 2. 4 *( ' n j: 7 (Hawaii) |± 4" TT Td? A. Change the following adjectives into the past affirmatives. Example: 1 . 2 . 3. B. tzt)'\-' — IfX * A - ltX*Tl4 4. fc & &ov' 5. o£ $ tX 6 L ^v ' . 7. /c <7) L V 10 8. UU 11 9. L -f'44 1 . 2 . 3. 44 t 4. A lv 5. K> t Lv 6. |C*X 44 **U '4 12. tA£4 @ . kos-i i > A — JA £ . K 't ( 4 4 o tz TX — ’C't''.' kos-io o /;T"f Change the following adjectives into the past negatives. Example: C. fztj't)' @ tA £ C «» A 4 o A T-f oi 7. 8 nu 10. 1X44 Z\H' 11 $jHA '4 U*X44 12. v '-^4' l v . 9. . ItX* 4 This is what Robert wrote down about the trip to Okinawa. Look at the memo and make sentences. Example: Ex. Okinawa 2. 3. £>o —hot —not expensive food— —not food delicious hotel <05-12 XHlUM' o tz TTo fc$4fc> 1. @ big —new —not — — 4. hotel 5. restaurant 6. sea 7. surfing quiet beautiful interesting i4o>»ais-gat» D. Pair Work parts. — Practice a dialogue with your partner, substituting the underlined A and B are talking about A’s vacation. Example: went to Okinawa - A A lA Tl tzti\ o : *1 B — very hot - v' : : 1. saw a movie scary 2. stayedhome (9 very boring 3. went to a party not fun 4. went to a restaurant not delicious 5. (your own) ®WUB$Strfla t rc*' A. Look at the pictures and make comments on them. @K05-i3 Example: ffflt i ¥100,000 ItV' — ^ 'BfffT't’ t2 t fc;5' i Itl' a 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 Ex. A T - kind £6'S A. X- (1) >J (2) as<— f (3) tz It L energetic interesting beautiful ? Pair Work— Choose the items from the following categories and ask your partners whether they like them. Example: A B • : Mi t'tt A 2. 3. 4. 5. tto T-f/*#* eo liv \ t ' t ' 1 . T 't £ , b^'T'to $ / ft o E t (fermented beans) / T t X 7 — A cream) Sports: t y ij— /7 %— / 0' )l7 music) Music: & y 9 /9 V y 9 /V + 7 School work: / homework / Japanese Drinks: sake / green tea / coffee Foods: meat 'J 4 (soccer) (skiing) (rock) (jazz) ^7 (ice (golf) (classical class test * If you neither like it nor dislike it, you can use jfr $ T it $ b t B. Answer the following questions. 1. 2 . EX** X #-"9 W t * T-r t' 0 EXft'^^#^#?-* T-f t' 0 3. T'-rt'o EXftftA&tf«#* £<D 4. EXftB&ifi^tt £ Ti~ t' 0 5. EXft^&W^T'ft'o CD f ' T & A' t ' X"t 142 A. £>£ii Change the following into ^ U<fc z> sentences, (ji] K05-15 Example: r-XRJ L — X £ X -S - t" 1 o #o I't L J: |2|)f 6. 2. ftlLiZffl < 7. &<* 3. SfeSfcJL-S s. 1. jt i JiJ: xA' * t5'* L-pLA. 4. 9. 75' '*xic*fe«5 <n 10 5. X B. t . *>< c h Pair Work— Make follow-up suggestions using £ U j; o tP. IR T'X tlo Example: ' it - A B 1. 2. ^^rxn RHRRo L jt j (D 0 +21B#T'fô C4>9 3. |oTt*l, : tC U Lv'T-f Uo z<n^m±M. l»<tv t'fl)' 4. •tf/UR' t 7 U J: *) Xf ux f'7>li£v'U'T-f 5. &<7) 6. & l/ciif-x k X& u i-tfao J; Q 11 (Review Exercises) A. Pair Work—Ask your partner the following questions. 1. Were you busy last week? 2. Were you fine last week? 3. Was your high school big/old? 4. Was your watch expensive? 5. Is your bag 6. Is your 7. Is your teacher kind? new? room small/clean? f£s5il B. 143 Class Activity—Show and tell Bring pictures you took on a trip. Explain to your class where you went, what you did, how it was, etc. And later, other students will ask in detail about the trip. Example questions: i l fz-t)' o l' £ L tz t-ltiU ! C. So '<btl Role Play— Use Dialogue n as a model, buy some stamps and postcards. -gag 144 C ulture C Japanese Festivals Jo 14 A. There are many festivals in Japan. Some are famous, while others are known only to the locals. Some are very traditional, while others are rather new. Here are some examples of well-known festivals. Where do you want to visit? r Kt>§So The Sapporo Snow Festival is held for a week in early February. It features large snow sculptures constructed in a park on the main avenue. 51 KK ffiBI The Kyoto Gion Festival is held in July. On the 1 7th, beautifully decorated floats parade on the to main 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 flutes and drums. 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 famous for its large, elaborate decorations made with colorful Japanese paper. §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 Cb Give me three 50-yen stamps, please. Make this (an airmail), please. fa?)'* ^ ' 7^' U i How many days will it take? £>U3t> IF j5.+ PI 13 ft 0,J{>< 3* l ) i i'o It will counter An be 150 yen. 13 »*> *7 X. A^ Vocabulary 5S a ® surface mail £h*C*> ± tJ * ( special delivery postcard *€ < fco $o postal stamps # parcel 'f&Efc- T aM£» 3 o'o& 3 T<T^ li airmail §?- ItA, registered mail insurance 145 — 146 £fS-3S£II f *5 y H 1 0 s S 1 N — S A Day ^|S Dialoque © iv$ In the class. 1 2 £ i •) 56' — C7 / \ 1 ®— 2 c7 4 \ 3 x X 7 x 8 C7 / \ I' @ *f tf' b o t5> ^ n 'T'-f £0 £>ij 7}<^ i -f C^lt-To t5 'x. D^'-hH, £> L tz-r* ') it Xc Xoo : liAfc •) : O' £!£'£>* A o 4 n— L : : @ «fc "9 '-'‘X. tS'X. K06- 05/06 \ fAM/Lo Z tfWX £ £ i"^'o u. 'w*£-f£o £><D, L-)fl6T{f:q', £><7 irt> i' l i £> J ^ *1- L>£k ^ 0 (±î:')f oT, fe^Li-fo : On the bus. £> ' K06-03/04 $ 3 ^£ D : D/N-L: -: 5 x — — —^ 0 D'f-hH, 4"0 L fzfao xx $.TX — *L<n/— h £ft‘J T tbuTti'. : 4 2 t>ir -fA £ -tt/Co liv.', : C7 / \ Xli'.Nt+i-tt/CJto ta < /=- 5 v'fc 0 f* —L — ^XT t L<t t5 ' After class. 1 Li OlTTfc^ 6 V'o «t ft*-. I' *£ L/c-£A,-£V' 6 >?$&/,?< J' -iirA^-tirL ^ 5 ICS D^-^/C. iJ*T <tz*ô C7/n Robert’s Life in K06-01/02 o? 3 4 J lUT^g^- D/\ — 6^| I VU'X, lto 3 9 T'to 1 <*$H £-f^' bo " • . f T Tt i'o |- l J: Ti'o i U t>o i- i t \V^n ® Prof. Yamashita: Robert, please read the next page. Robert: . . Prof. Yamashita: Robert, please wake up. You cannot sleep in the class. Robert: Mr. Yamashita, I forgot to bring the textbook. Prof. Yamashita: Please bring your textbook with you. We use it every day Robert: I understand. I’m sorry. Sue: Robert, you had a hard time today. Robert: Yes. May I borrow your notebook later, Sue? Sue: Yes. Robert: Thank you. I’ll return it soon. Sue: Robert, we will have a test tomorrow. Robert: Really? Sue: Yes. You were absent from the class last Friday. (That’s why you didn’t know about it.) Robert: Well then, I’ll go home and study today. Old woman: Excuse me. Does this bus go to the city hospital? Robert: Yes, it does. Take this seat, please. Old woman: No, thank you. I’ll get off soon. Robert: Is that so? Then, shall I carry your bag? Old woman: Thank you. ) 148 • 3£/ZA$i m V o cab §E P Teh u 0 P 1 a K06-07 y r Nouns money Jo Z LL Jo .1' fcJUS bath fi'L t 3t£ kanji; Chinese character * * tm# textbook n> i this week C D fr-Fi-) CD L&Ltf municipal hospital * -> # i -ft' L J: Jt i. + 7- shower & o Jf next TX* TX L ^ * ic t electricity train o min baggage /n y r? > personal computer —y : * t page £" X z> O ' L ID V ' Jl /y $ window * night next week "7 next year JS-adjecfiv e U tough (situation) '^/OCtr) * v e r b s - mx v ' -t c Jb'oXlCllv'^, * <* /'ii > fc&glcA* TjX'f to play; to spend time pleasantly to hurry to take a bath to return (a thing) (person * ?&<& to sit down tz"> to stand up * Words that appear in the dialogue /cliX $**5 (~ £ to die i" b%> tziXZ iiri £) to turn off; to erase it-r L <& IZ thing to smoke (seat IZ) 9 ) ) . ) ) gj!6fl>>M49 * 07 titl T ^ tin \Z * to * v-ft; to use (~£) to help (person/task to enter (~|2) to carry; to hold £ (~ £ ) (~£) (1) to be absent (from ... ) ttt; (2) to rest Ru-verbs &l+£ #?' L x.£ * & 6 * i' to open (something) %LZ.h to teach; to instruct HHJ * l ) l mu> )Z iy)6 thing £) to get off (~£) to borrow ( person 1 2 thing -> +> 7— $ £ £ to close (something) > + 7 -£&£/'£ * ( person IZ £ to take a shower o|+& T/C;b£?H+£ to turn on fri" tl-S to forget; to leave behind (~£) to make a phone call ( ~ 2 1 ) (~ £ ) Irregular Verbs oftT < 4 * t 0 T 4 ittlT < 4 4foT < 4 -£> *>ET Other Expressions on tT fc* < *< Adverbs * (~ £ ) to bring (a thing) (~ £ to bring (a person) a n d later * ~ * lto3i T'f (do something) late because it . . That would be fine.; That wouldn’t be necessary. * -re right away * \ILZ 1 T -fit" Really? rp-o < slowly; leisurely; unhurriedly >) , . . . 150»>£15-:g;£fi G a r m m a r 1^5 ;3\/v Te-form The main topic of this lesson is a new conjugation of verbs called the “te-form.” Te- forms are a very important part of Japanese grammar. In this lesson, we will learn, among their various uses, to use them in: • making requests (“. . . please.”) • giving and asking for permission (“You may • stating that something is forbidden (“You must not • forming a sentence that describes two events or activities. (“I did this and did that”) . . /May I . . . . ?”) .”) The conjugation paradigm of te-forms is complex, as we need to learn separate rules for ru-, u-, and irregular verbs. Furthermore, the rule for u -verbs is divided into five subrules. First, with ru-ve rbs, the rule is very simple: Take -S off and add T ru-ve rbs (7-verbs come in several groups, based on the final syllable of their dictionary forms. u-verbs with final 5,0, and <5 & & mo £ m^z £3 L-dZ u-verbs with final 1 $ , 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 >E> are ru-ve rbs and some others are w-verbs. Review the discussion on how the vowel before the final £ syllable determines which verb belongs to which class. As far as te-forms are concerned, we observe that w-verbs that end with small o, ru-ve rbs that end with h do not. will have a u-verbs with final < WUZ - m< fr ft There is an important exception in this class: — fr<. fr -oZ t' i,' u-verbs with final <' Ml^Z : -*• 3<<' ) fej: u-verbs with final IT — isut: lift The irregular verbs -5> (ifc and and compound verbs built with them, conjugate as < follows. irregular verbs - <3 ur zz Note that fe-forms and stems (the forms you find before £ ~t) are totally different constructs in the w-verb camp. A common mistake is to assume that the simple paradigm provided by T and the ru-ve rbs £ i~) covers the u-verbs also, thus coming up with unwar- T ^ T X £. (see ifcA- £ i"). It is probably (see ' £ i~) and t * * easier, at this stage of learning, to memorize each verb as a set, as in if < if b £ 't ranted forms such as x ' J: — — ft ft T, than to apply the conjugation rules on the spot. Refer to the verb conjugation table at the end of this volume (p. 382). d ~r <rcsu Use a verbal te- form together with “please do bin ft . . Lx . for me. < tz *5 v x to make a polite request to another person 2” l Please read the textbook. Excuse me. Please teach me a little. (= Tell me, I need your advice.) 2 If you are talking to a very close friend or a |£ £ Ml It T° member of your family, a te-form, by itself, can be used as a request. Open the window, will you . 152 ? £jg -gas a A verbal te-form plus & u T'i' means “you may do v is permitted. i~ 3 ,” * . . . which describes an activity that To ask for permission, you can turn it into a question sentence, ~ T t \ If somebody asks for permission and if you want to grant it, you can either repeat the whole verb te-form plus t v u 'T'f construction, or just say v u 'Tt. and X t 5 J: 1 ' v L ' T i~ do not stand alone. May I see the textbook h J: XT t ih -liv \ — JIT t n'T'tto v. & Yes you may. , You may. 3" i Please. Q A verbal te form plus i - ( ' i t -ti: means “you must not do ...” a strong prohibition statement, as in rules and regulations. 3 3 X'^Mr £ $i o T li v e?LA, ' It £ -t+ /(,<> t You must not take 1pictures here. If somebody asks you for permission and if you want to deny it, you can use A,, but the sentence T li ^ ' It £ -if may sound too harsh unless you are in a place of authority. We will learn a softer way to say “please don’t” in Lesson 8. WSW Describing Two Activities You can use a te-form if you want to combine two or more verbs, as in describing a sequence of events or actions (“I did this and then I did that”). In other words, the te-form does the work of “and” with verbs. (Note that two verbs cannot be joined by £ which only connects , nouns.) This te-form conjunction can be used for present and future, as in the first and third examples below, and for the past, as in the second example. The tense of the verb at the end of each sentence determines when these events take place. 3 In casual speech, you can drop construction T (1 v and say Too T*T as well as T too X't In contrast, (1 in the 'Id i -if A, which is discussed in the next section, cannot be dropped. §f56P»"-153 I will borrow her notebook and photocopy it. 4011, ^NflC&AT, liUl/: 0 ^4$ b 5 ± n < £ i ) is Today I got up at six and studied. U<£$ O'* V' ( 1 /v fc Let's go to the cafeteria and have lunch. The te- form of a verb can also be used to connect a verb more “loosely” with the rest of a sentence. In the first example below, the verb in the te-form describes the manner in which the action described by the second verb is performed. In the second example, the te-form describes the situation for which the apology is made. $ i-fo tS'I'L* co V' I go to work by bus. (I take a bus to work.) $ J: n I i)' li fo't am sorry for not bringing in the textbook. (I left the book at home and I am sorry. , A sentence that ends with ' b (because) explains the reason or the cause of a situation, a proposal, and so forth. (situation)o (explanation) ft' 4 0 Lite fcl btzL tlrt'bo t n I will study this evening. (Because) we will have an exam tomorrow. <?0 fctf' Let's go by bus. (Because) taxis are expensive. 4 The explanation clause may also precede the situation clause. Thus the first example above can also be paraphrased as: We will discuss this further in Lesson 9. 154 £!£ -£>£11 n In Lesson 5 we learned i L J: 1 of “let me do . . . meaning “Lets . . L 1 1 tJms also used in the sense . in offering assistance. If you see somebody having a hard time opening the lid of a bottle, for example, you can offer help by saying: YU do it. t L Jt 1 btzl Or to a person who is carrying a heavy bag: £> £ L Jt 9 Shall I carry your bag ? C ulture (£)EXD 0^0 h7l'< C iJA, ( 1 ) tfl' Japan’s Educational System (1) t' Most children in Japan attend kindergartens or nursery schools before entering elementary school. 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 is usually based on an entrance exam. The Japanese school year starts in April and ends in March, with a long vacation in summer and two shorter breaks in winter and spring. tzA. 1 Age - 22—1 2 JtVtfK m±) tzAtzl' Junior College -18- — 15-12 — -6 Sfc H Compulsory Education §§6P ms-h Expression Notes 7} 155 7 lf/v \ Although both ®V' and ® < mean “late,” they have different usag° b* b* ®l' is an adjective and ® < is an adverb. ®V^ modifies nouns or works /3SU^ iS ft? % es, since % k* as a predicate, and @ modifies verbs. A* L/: 0 <.'*> B : b* b* 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 went to bed late yesterday. this rule to ?* You can also apply rr 7 5 li* <C (i* t 9 as in if 9 & S) /J* h 9 & is normally used with (Thank you very much), or with i~ & ^ dT A/, as in i dt: A/ (I am very 9 & if if O *9 , <h'' sorry/Thank you very much). When used alone, it is an abbreviation of if 7 i> &> b 9 or t" 9 & i~ S -fir Ay. Therefore, when you want to show your gratitude or regret, you can just say if 9 £> instead of saying a long sentence, if 9 & functions in many ways, depending on the situation. Some people use if 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. B. 3d Change the following verbs into fe-forms. @ko 6 08 —* $ T Example: jo $ -6 1. tz<%> 4. A< 7. 2. At 5. < * 8. L £ 11. V ' 3. X A 6. Jn 9. TA 12. ib' LA < 14. tiAT Hi 15. AA Let’s sing a te-form song! (Battle Hymn of the Republic) Pi. X>1 ihr> T tAT *>*.>: A< Av'T ItT AAA' u-verb in% oT P 2. in io T i; Jt T L T It v'*<* AT < (5 A C* t.i'A u-verb (±* Ex. Please speak Japanese. V o-tv'T te-form te-form B ^b§- £ %& L T < A A v (Z KO6-09 £ <5 IT Make polite requests. @ko6 -io Example: @ &*at la iat (repeat twice) C. 13. <* 10. 1. Please stand up. 2. Please listen. 3. Please read the book. 4. Please look at me. 5. Please bring the textbook. ' 0 V'T <" v'T <5 "\ r 6. Please teach me kanji. 7. Please return my book. 8. Please speak slowly. 9. Please come with me. 10. Please call me tomorrow. 11. Please bring your friend. J V D. What are they saying in the following situations? Example: % £ * It T < tz 1 ffl 1 ' G it- Ex. E. (2) (1) Pair Work— Make your own request, such as “Please stand up” and “Please take a picture,” and ask your partner to act it out. Example: A : 3— h—£ T < tz co t B pretends to drink coffee. 9 -gals 158 A. You are staying with a host family. Ask your host 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. 7-?W j?Lti tA 6 £ 7. £& ^ A A trilL^T O < . h X 8. ^°7 g y $j|-) 9. g&jfLtm )* XLL* 1 IZ i)' What would you say in the following situations? Make sentences with ~TfctA l/VCT*)'. C. 1. You are in class. You realize you need to go to the bathroom as soon as possible. 2. You are in class. You feel sick and want to return home. 3. You have forgotten to do the homework. You are sure you can bring it in tomorrow. 4. You want to ask your teacher something, but you cannot phrase it in Japanese. 5. You have run into a celebrity. Conveniently, you have a camera with you. 6. You and your friend are in a dark room, and you feel somewhat uncomfortable. Pair Work—Ask your partner if it is all right to do the following things. tzifZ tr Example: - A : tz\t Z £«2ioT * B:4A vhn T-fJlo 1. XL t> 2 . ozmt 6 ) 75' 3. if h 4. t \y If £ o It 6 5. (your partner’s name) $ L <T> 6. (your partner’s name) £ 075' -fj£ CA/ *5 $ A<7)-o|3M I^Jt 4 Ig 6 jg >>>159 A. You are a strict parent. Tell your child not to do the following things using the cues in n-A. @K06-i2 — Example: B. fl/ t' £ JLT If ''It Tell the class what we can and can’t do at school and at a place you live. Example: fz If 3 t5 '*o C o T If £ -9 v, ' It f -If Lo -t fXh 7 r;'J -«9 * i,i (host family) C. f -t+A 0 Pair Work—Ask your partner if it is all right to do the following things. Example: El t £! T Li 7i'A, — A ' 1 : EI#£tTf;f££?HtT t nntt*', t L <t B 1£ "C A/ ;b : "C/v 7{nA/ lit', fA to v'V'x. £AltT t ^H'Tto/ €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. Li* A, £> >11 l± 4' Sit £ ffc » l>9 If oifi' Chi: ij' Look at the pictures below and combine the pictures using fe-forms. 3 — t — £f^<& i ~t 0 Example: fc <D (1) @ KO6-13 1 •:£;£& 60 B. Change the following into te - forms and make the rest of the sentences. - 6 Example: fc' fc' t> left < 1. LA,o^ «fc 4. & tt, 2 m< § 5. . O' t5'x. £ 3. C. 6 I ^ y\. -?> h < . Pair Work— Make questions using the following cues. When you answer, use ~r. Example: 1b l tz<nfc — A B : 1b l tz<n&. L T, îclt'j £-f 0 : t Litf'A, 4. l tz<ni$ 5. Sin 1b V'x. <nfc 1. 2. l $irt' 0 7&'X. $ <75 •? <7)^. x& iJ d Ax L ^ 3. $ <7) 0 6. i>? 2j[ - In* ? ^ io ^ 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'Â, ^ ^ i -tt/Lo 2. <A X. I ' ito 3. £ < £><7) l/X h -7 4. A <7) 9 L/co 5. (name of a friend) A ~C'~f 0 £ L/eo 6. it B. iii t>' Li A' Pair 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 /C D btzl T>Z> liA, tz 1. L C. 2. ^ Azi'Â/ $ T't” o (name of a place) •r 3. 2l|^> (name of a movie) £ Jf, ^ 'f'o LiH 4. <& 5. A b v T"f 0 ' ‘) ± 4±/Co l £-t+/C 0 6. Î'fciA, 7. * (name of a celebrity) tz (JA, C.’ (name of a place) iZff^ i't'o ^23L PjV'Ld)^ i' 8. 1 : ta,l* fr £4t/^'b 0 B ^5 /Cli ? 7 i) ttt'bo b0 162 A. £!£ -SSia Pair Work— Propose to do the following things, using Example: A : f 1/ t ? @K06 i4 L J l J: 9 it B : L i -f 0 /\ u -fAi -tf/Co ' fart* (6) (7) (8) C Jt *5 .>'T-fo o 163 B. Pair Work— Make a conversation in the following situations. Example: You and your partner are in a room. Your partner looks hot. A -*• : B : £ M It £ L x n ^ if * & o ‘J 'Lit 0 1. You and your partner are in a room. Your partner looks cold. 2. Your partner is going to have a party. 3. Your partner has trouble with Japanese homework. 4. You are talking with a Japanese (= your partner) in English, but he doesn’t seem to understand English. 5. You come into a room. The room is dark and your partner is studying there. 6. Your partner forgot to bring glasses and cannot read the menu on the wall of a restaurant. (Review Exercises) A. Role Play— Play the roles of A and B with your partner. Example: Example-A Example-B You are short of money and want to You don’t have money to lend to borrow some money from your your friend because you went on a friend. trip last week. B A L To : £ B V*f : B :T£. ^ h fltff left $ i U i -t±/0o frfcl -tir/C L^^ »J <t .1 L i' (i) 1-A 1-B You have a date tomorrow and want You just bought a car to borrow a car don’t want anyone to use it. friend. ( < i ) from your ( < i ) and A 1 -sail 164 (2) 2- 2-B You lost your Japanese textbook, You have a big test in Japanese and but you need to study for a test need your textbook to prepare for tomorrow. the test. (3) 3-A B. 3-B You are now in your friend’s house. You just baked a cake (y — +) You see a cake (Y — +) that looks your mother’s birthday. very delicious. You love cakes. Your friend is in your house now. Answer the following questions. 1. 'fcl (Answer with “~T, £ l i 41c CAIfA, LTlit 'It 2. t L <t 4lc ^'A/ tvu'T'-t^'o 3. tXL* 4. A^lCjef^ô T $ £ -f tJ'o 4 C 5. Jt 8 . :M «<0 fr-f ir z is B#, *{• J : < ?$'£> 0#ttTJ: < ISA 7)' Jt ift L-fcrt'A < *+ # i l tz ^^-^5 t $ fc 10. i Ltc^'o A, L »*» -? C 9. CO t^sSL -ti: 7. l f;#l:^'j i-f tJ' 0 < -CA/L* 6. t 4*' tJ' 0 T o£ i-ftf'o L /--^' 0 ~ ”) 0 for i • gl6!^>-H65 Useful Expressions m&n</&zz> au df5 Directions i o "f Cff < (go straight) zizm** MU) *¥ t ft •5>fc t (turn right) (turn left) (cross the street) @ (D\%^ £ 7)vf V't 1*001 i Mil) LA/C.**) Sb £ CUSP'S bS i (turn left at the (turn right at the 1*001 second corner) first traffic light) 1 it $tc (north) &<n±m / b*> Mil) (left side of \ it ft* h x 8 B- (II 3>*=b - (right side of (west) (east) the street) the street) htih (south) W'f liL’CT-ftf'o A Excuse me, where is a post office? B : ifttdfoT, < t£*ô n\M\\±j5\m& u i -t o AS'*'* Go straight and turn right at the third corner. The post office is on the right. A : £" n i & ‘J L n c'-S'v i -f o Thank you very much. ' %. (CL 166 sIS s s Family Picture 6'U Dialoque ^ t> Sue is showing a picture of her family to her roommate, Michiko. 1 A . z iUi x - * ^ <7) Tir 1)' 2 x u 3 4 - x — : . : X. X* '£> •— 6 x — . : Ls>LA, io x — -5 xqiE'HT-f tf'o Cfltto C t $ u 'T'-f fa 0 <1 •? 5 •?< '± L tzo -9 3 jKI±5CTi" o TX 7H'L* *>^> / Hi: s x — ofc iJ'oCvH'Ttfco 3 : fcx. tzi)' : 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 J K07- 01/02 167 g§7!f Michiko’s phone rings. 1 C /N— h 7 2 Ji. i~) 3 C7 / \ @ K07- 03/04 fclil, L Tv'i-fjJ'o ^ *<o L*LA, &(C —k 7* 4 ~~7 4 7* i ~~ *• 1)' *£ h±X^^'o 4 $ 5 • hoLi 6 D/<— h 7 : t> 1~> t' X>o u**, -r<*ff$i-to ® Michiko: Is this your family picture, Sue? Sue: Yes. Michiko: Which is you? Sue: This. I was wearing glasses when I was in high school. Michiko: You are cute. Sue: This is my father. He works for an American company. Michiko: He is tall and good-looking. Is this your elder sister? Sue: Yes. My sister is married. She lives in Seoul now. She has one child. He is three years old. Michiko: I see. Oh, there is a cat. But he is a little fat. Sue: Yes, because he eats a lot. Robert: Hello, Michiko, what are you doing now? Michiko: I’m not doing anything especially. I am looking at Sues pictures. Robert: I see. I have borrowed a funny DVD, so if you like, won’t you come to see it? Michiko: That sounds good. Is it all right if Sue comes with me? Robert: Of course. Michiko: We’ll come right now. & ' ' ' i68»»»6B-aaai eE P cab rc/u V o @ P u 1 a y r o u n s (my) older sister T'<— Y apartment * V'i n z younger sister song 1 tz to A If V ' grandfather; old man younger brother ££ z<nu)i man ^<7)A A *5 ft £ $ L older sister fcl grandmother; old woman to 1 - V ' older brother "5 teL+mUY: ' woman k<r>A company L Af d'*'< family AA # ill /c < hair brothers and sisters v ' a m £ < 1C mouth country; place of origin < car y-A game C7 > If — convenience store y— 7/1/ club activity L J: cafeteria; dining commons £ 9 < %% 5C DVD (x-f-y^fxV-) DVD l±l± (my) mother (my) father S 46 eye 46 7$ “ft \a - a d glasses j e c t #>/i £ tf*v, u i v e s H ' ' bright; smart; clever (conjugates like V jJ'ihv -If n cute jJ'Yc^h -tf^'CA < ' ^ ' tall (stature) IW&v short (stature) -ft'’ long * Words that appear in the dialogue H ') K07-05 H7li fast short (length) ^-adjectives kind m\ convenient (/verbs to sing t\l*6 to put on (a hat) 16 fo 6 L >) i-tt/C fc»‘J i-tf/C iit -ft (~ £ ) $) to get to know L * (~£) ifzl I know I do not know to live (~ c ir L T v I ' i i") to put on (items below your waist) li < (~ £) * .i' Y. 6 zf6 to gain weight o T'.'i'f to be on the heavy side R u - v e r b s to put on (glasses) t'\i6 * *6 %6 to put on (clothes above your waist) (~$) * o t tb 6 W]&6 to work for <'#6 I C o£ <s6 T to lose weight V-t+T \'$ir to be thin Irregular Verb * Ito C /C "t* %) Adverbs Jl£*gr-f a n d * to get married Expressions Oth e . * * A C & + negative fat ~I-A ~A -A -A 1 cm: »j AA'J (~£) . . not but , . . anything [counter for people] one person two people * oC * t L t L Hello? (used on the phone) * & f> 6 A of course * Xti'^tzb if | •+- negative nothing in particular you like Or) 169 i7o>»£jg-3[%ag G >S 85 i3 \f» m a r m a r CT -rus A verbal “te- form” when followed by the helping verb v ' £ means either of the following: 1 , (a) an action in progress , or (b) a past event that is connected with the present. Which of these two senses a given verb is used in is to a large extent determined by the semantic characteristics of the verb. The verbs we have learned so far can be roughly divided into three groups based on their semantics. (1) verbs that describe continuous states (2) verbs that describe activities that last for some time (3) verbs that describe changes that are more or less instantaneous We have not seen many Group 1 verbs. So far we only have & %> and p-S. The te-forms of these verbs are never used together with the helping verb ^^>,sowe will have nothing to say about them in this section. Many verbs belong to Group 2. They include verbs such as Sfefc, and the te-form of a verb in this group is followed by the helping verb v ' , When we have a sentence describing an action in progress. X — is L tz It L ^ ( 1 X-V* 56 L T r ^ KA, v ' i i'o T'v ' i Sue is studying right now. 0 Takeshi is reading a book in English. ° J: You can also use a ~ T v £ ir sentence to describe what a person does by occupation or by ' habit. The first example below therefore has two interpretations: 1. you are teaching English right at this moment; and 2. you are an English-language teacher (but are not necessarily in class right now.) The second example means 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 am teaching English (right now). and #> & that we learned in Lesson 4 does not apply to this helping verb ~ T h both for living things and for inanimate objects. The distinction between v ' you can use ~T v ' V ' : C v S7S»H71 /T — 'j "5 /Cli# S Si'ict. ISA, (; iTi'ito C Â-Si-j Mary studies Japanese every day. 4 Verbs in Group 3 describe changes from one state to another. If you get married, or It if , T for example, your status changes from being single to being married. With these verbs, 2 h indicates a past occurrence of a change which has retained its significance until the ' present moment. In other words, T t ' -5 describes the result of a change. Professor Yamashita is married L T'-'ii'o 'fiLMA*' 3 ItoCA, Michiko is seated near the window. P+fZ. Zt 1~t> Here are some more examples of verbs that are commonly used in the \ ' -5> framework. * — * /Cli£&£/c < 3 /UtoToi-fo ô T ft'? ~X j)'#a i i, Sue has a lot of money. (has) — V'i-fo L L L i±(± Professor Yamashita knows my mother. (knows) -*• Tom zs a Z/ff/e overweight. (is overweight) ^-UrT -*• My younger brother is very thin. (is thin) — TiT V x liTS' + 'y %> f - $ $ 2 Among the verbs we have learned so far, verbs such as &Z, $ -f Mary zs wearing/wears a T-shirt. (wears) ?>, It (. , ^-5, <i. isKT <T>, fltb, JH-f, j6jK 4, ft 'J 4, 1^*1 If sk-5, *&*>, k i S, -o o CIA i 5 hi" l tb L belong to Group 3. In most cases you can determine whether a verb belongs to Group 2 or 3 by checking if the verb allows for a phrase describing duration, such as O (i ? <7) 1 btzl i X ( btzl — It ti It — ^ C tJ'AIJA t'b I i l Zc o — B# fs\. .5. Compare, for example, I read a book for an hour yesterday. t. (Ungrammatical, much as the English translation J L /c o U A'A L “I died for an hour” which is also odd.) ij 3 to Group 3. thus belongs to Group 2, and In Lesson 9, we will observe that this result of a change reading is actually not restricted to verbs in Group 3, but can be associated with those in Group 2 in certain contexts. 4 5 Note that the sentence does not mean Professor Yamashita is getting married. The negation of oT v ' i i~ is fo J i -tf L, without the T { t formation. ) sis 172 • xms &5C^/Cli^£Tv'£-f 0 « to Dad is up and awake. (is awake) iitJ t ir t5 ' -?< ^ 3*9 1 - My family lives in Tokyo. (lives in) Wi#)T\'Z Ot (works for) (c rt'i'L* liA, ot My o/der sister works for a Japanese company. belong to this group. Thus ff o T v ' £ and Note that verbs like fj < and indicate the current states that result from prior movements, not movements that are currently in progress. You may want to be careful with what the following sentences mean. 4*JS Uff o T ^ x i iT o Somebody has gone to/is in China. Not: She is going to China. 1 t>\Z$iT\'iir 0 Somebody has come over to visit. Not: Somebody is coming over. Finally, a note on conjugation. The helping verb v ' %> conjugates as a ru-ve rb. Thus we have long forms as in the following example. * negative affirmative present tz tz He is eating. He is not eating. past tz He was eating. 0 He was not eating. ^7U-SA/IJ8m^r m b'd* To describe somebody who has long hair, one could say: F Toms hair is long. But in fact it would be far more 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 Body section at the end of this lesson for the name of body parts. s tb an &X AiLli A $> Person A has a body part which is 7^>bv H ' L In idiomatic collocations, we also have: TSJ -a- a td' W ek hki is bright/smart is short is tall Te-forms for Joining Sentences In the last lesson, we discussed the use of verbal te-forms to join sentences, adjectives and v '- and Ti~ after nouns also have te-forms, which can be used to combine two elements to form longer sentences. The te-form of an v '-adjective is formed by substituting < T for the final t '. The te-form of a ^'-adjective and a noun+ T't sequence is formed by adding — bVadjectives: -*• irregular: 7Z% (M) IK* ^-adjectives: If A. ij<D -*• {5Û^ < tz b*az? K : T , &<z — AMZ l noun + 7:3' T to the base or the noun. t H*A7r (SAUA (I fct'lt'T-fo ^-t The food at that restaurant is inexpensive and delicious. The hotel was clean, and we were happy. Professor Yamashita is a Japanese and he is about fifty years old. eIS 3££li 174 • verb stem + Mj< If a person moves to another place in order to do something, we can describe their movement and its purpose this way: ti< destination of movement 'N the purpose of movement iS'%. The purpose of movement is a phrase consisting of a verb, its object, and so forth. 6 Verbs describing the purpose of a movement must be in their stem forms. Stems, as we learned in Lesson 3, are the part you get by removing i i" from the verbs’ present tense long forms. (%-$) stems: tz tz -f'N— b k AlfAtrlA 'I kff -* etc. cfc <fc it/; I went to a department store to buy a bag. AT' J-* AliBÎ (iA U 0 L l tz r Mary has come to Japan to study Japanese. iz (j/v WSW Counting People The “counter” for people is A, but “one person” and “two people” are irregular: -A. o.fc u Ut AA (—A) (—A) *AkA ( = A) JJ-A (raA) z'kA (iA) h < CA OAA) one person ') two people 1 ] three people four people five people six people Lî:A/m:A (AA) HAkA (/va) b seven people eight people HiLA (tuA) nine people U?i:A (+A) ten people You can also use some nouns like JC i ^ F't-blzXK'tolZfTiit Ifzl ' (shopping) for the purpose phrase, as in I went to a department store for shopping. —A and & . 175 To count people in a class, for example, you can add ~ AA after the noun and the particle A, (C and say: person t)' XA i:A frfcl thfc IJ TTzere zs one Swedish student in our class The place expressions are often followed by IjEA-b I - 11 instead 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 child, I often C it t'i *>* played with friends. Tfe® •ftrAl.rt’O c* Imoio &-?• i Lfco I went to Tokyo to have fun t' last weekend. ft©? P/ease come and see us. < rt£$v\, Note that “to play” as used below requires different words. Sports: to play tennis Games: to play games to play cards T—X ^ A & h b y "s 7° Music instruments: to play the guitar £ 9— W <C O' If you don’t know the answer to a question but should have thought about it, you should say h i'tirA/ instead of ft] h S-drA, (see Les- son 4 Dialogue 2, for example), ft] h S 4LA/ in such a context would sound rude, implying that your ignorance on that matter is none of the inquirer’s business. 8 i76»»sE-xaai A. Look at the pictures below and answer the questions. Example: —3^ £ L T £ ~f A JT')-* /ClixHf £fLT^t1r Q : /T li'jSf 'J ' koz -06 ti' 0 : B. @ 0 Pair Work— What were you doing at the following times yesterday? Be as specific as possible (where, with whom, and so on). Example: 2 p.m. — A B r : £ LT B# Z" h : c* \z V ' £ L fzti'o u. LTuil/:o &/-£'£, L ^ ^ ti i •) 1. 6 a.m. 3. 10 a.m. 5. 6 pm. 2. 8 a.m. 4. 12:30 pm. 6. 8 pm. 7. 11rm. Z JB 7 C. g »”177 Class Activity— Let’s play charades. The teacher gives a sentence card to each student. One of the students mimes the sentence. All other students guess what the person is doing and raise their hands when they recognize the action. The person that gets the most points is the winner. Example: tz A. 'Tv i To ^ li$tTi^.v XX ffl'f - ' nfr 4t5' This is Sue’s family. Answer the following questions. @ Example: Q A,li L ' : t -5 A MiXTv 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 ') fcHi 4 icfe/CTv'£-fT * 35'* 4' ic tax. 4lc tax. (t 0 4A/$i' H^/Llifa^TTTo 4A,$i' fit at ITwi-f \, 4. j5 i: v ' 5. Father o c. A/ lives in N.Y. Mother B. £ -) . ' /Clift^T-fTo 7. 8 3. 7j ito c A, ££-}£ I 2. LTv'ii" . - taT 9 (c (iA, t&H' L* ot it^'o works for an American company 48 years old high school teacher 45 years old Sister lives in Seoul workd for a bank; married 27 years old Brother lives in London student; not married 18 years old Pair Work—Ask your partner’s family and fill in the blanks below. -ft' M£lTv'iTT ttMT 4A/$i' 4(c L XX* bn X^*X XJL*L (Cl' Xtif>*X tax. %*L Kbit i 'ink L'ClC'fi/CTv T Ito C A/ LTV 'i-f T 178 £!£ -jess A. (Describing ^ People) x a t&tf Describe the physical characteristics of the following people. @ko7-c>8 3 <D Example: A l± @ x>t B. $ v T't 0 ' titi *6 Look at the picture below and answer the questions. @ko7-o9 Q Example: A : : JjB3 * *i ti J (i C’-t± X v ' t "f fi' 0 OjB* l±v\ 'tlTo tz 1. Ojffi* tz 2. jboîn - 3. 5. -> + 'y 5 >ct±isr«-^-rx 'i-rsj'o XLfrfr 4. Tv'£ -f )K Hi±r> O.t 4' (2 $ Jjffl* /div — >X'£ -M'o MiMtiti'HXi'tirfro WHIS t LA'te 7. djffl* s. 'T'-t’Tj'o Xlfrt) £ CK C d>* *«' -T^'o 9. * io. w;ii ^5 /Cii a <t Lrt'Jb 46 ^5 v'T-fjj'o A 5 ' m 7 m»>i 79 C. Look at the picture below and describe each person. ^ Example: *-r ( oT i (I *9 L £ t ' t -f <> 7) < lEt D. Class Activity—One student describes another student without mentioning the name. The rest of the class guesses who the student is. ~ frfr rcu w< A. 7 'Ti 0 f'Tf- Example: :/ — > X’ £ It T n £ A ' -tf $ mz . Make sentences using two adjectives. Qkoz-io — Example: 0ft L t '/ A tU s t£ htzb i •) 3 i t 2 . 3 . 4 . — '/I7 — £ in L — '/d'o Zoo — A — j|u '/Â — BI H '/Wfl+X ' 1. A it it V- f: It l v ^5 /C T'*- k y, L-r 5 U>C 75 'A.-ti:A. 6 . 7 . \ tt^ (Bullet Train) . U X--5 L htzi fcfcL <(C tkt If A $ t^li$r L < T, * jKv'T-fo fil'd* < LAito 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 teacher — old & not clean house — long & not — kind & — school & fun homework — & tough — small & myself quiet father interesting classes interesting friends lively difficult cute C. 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 questions using two or more adjectives. / fcf/C'&'A T'i~ 1b Example: -*• A B A B : : IcIcAÂ lit ' 0 : : /bis < T, bb^^Tir fpi' A : i T-fbo 0 i * ' £ 7 g”H 81 1. L'ZTHî Itzt'o/VLW (S) T-TtJ'o 2. ' ? i*> 5 5. 3. V 3 > £*# o T #t $ XAÂ i -f x tJ' 0 x>t 4. < 1- / £'XX' V ^ > T'-f i -f v ' '° j&\, / ^XfAT't ut jt5fcfa£ Li L tzti' io&U Ltf? L Xtf'o/ifXX'BTT L tzti'o Âi:^:i:^ftLi z 0 a A. i*> n Sue is going to the following places to do the things below. Make sentences like the example. @ <07-12 ^ (Kabuki) Example: 5 1 9 t x-i XUfcfpicd'.S 5i i i 1 . « k Ltti'A, 2 . UX <& v 7)' U<fi X (iX 9 3. $0 T 75 L* LX L ' 4. *1 *5 5. ti 6. XX %Ltit><nn % ^XJ i * *5 BT i*. 7. 8 x °— h ' N . 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. \zn* i iXo t -9 $ i 9 3. 0#tli: t L±t5'X 4. |U: i'X i' icjf'j i-r,, t5'X icî L Xo 5. Xi't5'*< i82»*£B-xaai C. Pair Work— Look at the pictures below and practice the dialogue with your partner. A: b A * AHAA %<D n % \Z^^: l Mf-J i -f t$' 0 &(Z Example: B : MU' izftHto M v> (3) to buy souvenir (4) (5) department store Maria ^ as •<? ot a/u ca, Pair Work—Ask your partner the following questions. Example: A : ^ * B : . <F) A^'fSfAt i U ti'o ' X>t &AIZA U Z <7)^PM Cbt fcfcZ 2 fcAft — Av'i-fo .5 »fc 1. A Z <7)£|3J[U Z<7)£|3M 4'AIZA A^fsiA'. ' i *f ^' 0 : . IZA . 4'AtZA (nationality) 3. 4. ^ X>b &A( ZA W^PMUTtÂA^Ât £ -f ^ * &AIZA ' IfA $ Oil tf'o warn nhj A. Answer the following questions. 1. £"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'£ -f 7i'/|iv'Tv'J -f ic 7 liA r bad &tc &AICA, SiortfV' 8. fc5CS /C/fc^/Clit'C ict^^Tv'i-r^'o to 9. 10 11 B. $ Âv'i-f^'o . 75 oh '* * CoS z ic-i&ATA'i-f tK + L/ci)' 0 . Z ft tb U- TA L* t ;i:i tS t= l*A- w t iTctf'o . Class Activity—Show a picture of your family to the class and describe it. i 83 ^ 1 £ 1 b 184>»£S-:g3Sg r u u ro 1 1 mmoBfCW ?'< ** X Kins]hip Terms fi'tz 2. Referring to yours 1. Referring to other families Father A. formal B. *>*> i>'8£ A, lilt 4b 52, £ A, 4b 52, £ / A % Zh, — — £ /b L 'iot L'^,-5 1ZhH/o*><r>K Z iA Husband x>t 0 *0 0 A* iot bttUA. i>< *' fb'< 4bS £ /b =fc«> &L' etc. Grandfather 4b 15 C x £ /b ffiSt * A 4b 15 Grandmother *>(£££ A, *18 * « &(£&£/<, 4b ti etc. A Wife Child ^ /b fax £ tstot Younger sister 4b £$ fax tbia ^ /b (CL' i>»$A, ffi fax 4b52,£> (CL' <&> (c Older sister A'* ti'fo ft (CL' Younger brother A,//'V\“ &$££ to t-5 m 4bf3 £ A/ Older brother yours i'ftSA, is Mother 3. Addressing informal £ /b x £ /b ^ A/ 43 U t 4b O £j — ^ /b There are many other kinship terms in addition to those listed in the table above. Equal or younger members of your family can be addressed by their given name instead of the kinship 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$5 yl £ A, How old is your father, Mr. Tanaka? [formal] My father is 50 years old. [informal] t$ (T U*?<*L' You can also address members of your family with the terms that the youngest member would use. For example, a wife can call her husband 4b' her oldest son 4b 52, A,. ICC' £ A,A 'f#o TL'S f <£<, s Mother: to £ Son (literally, older brother), your father is waiting. (CL' A, or / \V\°, and a mother can call 185 Useful Expressions £>"5tc i?\ tthj ^»/;i (SO ti'tzto) vnm ul >j *>l(£) — 186 »>£gg- gate f mQm J ^ ^\^rIL o ij At school. 1 2 At,Z s e l | o s N 8 n — Barbecue L3K08-01/02 tzii L * /U £> l/c^/C^T'' tz It L j — LittU', }' 0 $ A t, 3 x-$x,Eo/*-h */Uî-r 0 s 4 /clt L 5 ^ 6 fclfl ££ oTv'i L/co t-tX ^-5 ^Tt*a fshH#oT^*£ Lnh 0 erA,*^ *(= t Z 7 4'tc fc't 0 Robert is cooking at the barbecue. 1 At, Z : -t^r-ffco ti 2 < (t/C ^5 /C(± ? O4 — \ -5 h -s ui 9 J: tfcrflMJ £ 1*0 o< < t'X. 3 <£t <w . j5! 4'U — 4 XJ s < 5 0 4 \— ^ ' f o/i £ L =t i tJ'o |" t&iA £ L Jt *5 lit 6 A t> &-o, <— £ /=tfc££*v'T< tziS 0) 7 8 yT 9 A/C^‘ 'J — < at < «-e : - x^ti3i4s-r -f (> K 08 03/04 i> »; t -r-r^- 0 at ^811 Michiko: Takeshi, would you like to have a barbecue party tomorrow? Takeshi: That’s nice. Who will come? Michiko: Sue and Robert will come. I think Mary will come, too. Takeshi: How about Ken? Michiko: Ken said he had a part-time job. Takeshi: Too bad. Shall I bring something? Michiko: I think nothing is needed. ® Michiko: You are good (at cooking). Do you like cooking, Robert? Robert: Yes, I often cook at home. Michiko: Shall I help you with something? Robert: Well then, cut the tomatoes, please. * * * Robert: Shall we start? Michiko: Don’t drink yet. Mary said that she would come. Mary: I’m sorry for being late. Everyone: Well then V 1 . . Cheers! . i \ 1 1 V I I 187 188 £*• XSSI m _ §E @ fchu V o a c b u I a K08-05 y r Nouns the day after tomorrow **> il / ffii rain Xtil office worker camera -7 karaoke < *7 $ air It * this morning MM 3 < ItX blackboard 3 XJfo this month L 3'X job; work; occupation ftv college student < -l+v XL* Xlln weather forecast place * h tomato h fto * summer something ft 13 7$' X4— * / \ — a. party — barbecue lit chopsticks 4 .MD . i homestay; living with a local family t t' L it t every week |f O next month a d j \ ' bV )J - * IT Jt ' *? e c 1 i v e s skillful; good at -f (ft) clumsy; poor at ^ft(ft) If 1 1/ - winter famous it>\ '(ft) v e r b s it rains to wash * v ' *7 * O -S * Words that appear in the dialogue § t to say to need (~£) . . . . ' )) ; ) . St8R»»H89 * fc* < +L'Z * £&1 m<bi> to be late to think (~£) to make (~£) to cut * o<6 * t ^ flF -5> to take (a thing) { Ru-verbs C6C6A6 li C (~ £) to throw away (~ £ 1:3 t T6 * (~ £ to stare (at ... ) f#T€» -5) to begin (~£) to drive (~£) Irregular Verbs LXLiri sSfei" £ ±Ltz < -tz -5) l -t •t*? u-f -5 TXî" * <J jt V flHfc-r* to clean «#-** to call 9 ') ir £ Adverbs £ (~£) (~|c) to cook a n d Other Expressions 'O t always lib 1 to 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 . . . concerning . . not ... yet all (of the people) together : 190 »>» 3 B-gadi )2a /3^ G r a m m a r l?3 MW Short Forms In this and the next lesson, we will learn a new paradigm of conjugation, which we will call “short forms.' ” Before we start worrying about their meaning and how they are used, let us first see what they look like. It should be obvious why they are called short forms. We will list 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: ^-adjectives: noun + 7It tl'tolMA Bfttc It a frtDlt^TIt b Bh'TIt it . b : *>•<» I* A'X-tfT' Present tense, negative short forms long forms c verbs: h li-adjectives: £)';blK&li 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 in the affirmative (a above) -*• same as their dictionary forms ^-adjectives and noun + -* in the affirmative (b above) replace Tit with Tc IT- and ^-adjectives and noun -*• 1 + in the negative (d above) drop Tit after &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 form is d < A" ^ Verbs in the negative need to be analyzed in more detail, because ru-, u-, and irregular verbs conjugate differently Negative short forms of verbs (c above) ru-verbs: Take the final S off and add &IA £^5 — It tz tz u-verbs: Take the final -u off and add -anai. ®< — — (£5 A' A' 1ST (J& >7TC mo m lik fed; rntcts ia d £ £ Ac pTC fed: «fc cfc Wo L A' ^ A' ^ d: irregular verbs: — <3 U&IA exception: 353 (3) With verbs in the negative, the following three points are worth noting. ( 1 ) The negative short forms of verbs that end with the hiragana 1 of \ are ~ fa +£ t ' instead 2 (2) The vowel changes with the irregular verbs i" (3) The verb fe -£> in the negative is 1j.‘ t £ and < \ as in A' i? v ' . (there is no umbrella). We now turn to discussion of how we utilize short 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 .”) (See 3.) “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 5.) ,” . . . . . . . . .” . 2 This suggests that the bases of verbs like . . . .” M 1 and & 3 actually end with the consonant w. This consonant <$) remains dormant when the base is followed by the vowel i, thus we have J| surfaces with the vowel a following, ' i -f where w is lacking, but it fa tc \ \ This mystery consonant also explains why the te-form of such a verb has a small o, just like verbs whose bases obviously end with a consonant, such as £ £ and ) ' WaW Informal Speech Two people who are close friends or family members speak with short forms at the end of sentences, using them as a sign of intimacy. The use of long forms, in contrast, tends to im- ply the speakers intention to “keep a proper distance” from the listener. Short forms, then, are like talking on a first name basis, while long forms are like using “Mr.” and “Ms.” may not be easy to decide when it is appropriate to switch to short forms. First of all, Japanese speakers are often very conscious of seniority. A years difference in age may in many It 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 them with long forms. Thus if somebody who is older, say, your Japanese language professor, talks to you using short forms, they would be greatly surprised if you should return the favor. Here are a few observations on the grammar of short forms as they are used in casual conversations. • In the casual conversational use of short forms, question sentences do not end with the question particle but with rising intonation alone. £M < ? £ M < J*' ? (X What kind of music do you listen to? • The tz ending of tc- adjectives and noun + T'i~ constructions (b in the previous section) is usually dropped at the very end of a sentence, or is followed by sentence-final fa or «Jt . or /T'J — X>(±— <Jt o (C IZ (Rather than: /T 1 ) — L 11— 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 urc U 35 fc 193 To quote a persons utterances or thoughts, you use a clause ending with a predicate in the short form, plus £ ® t £ -f (I think that ' 3 . . ), . £ f o T t i L fz (They said ' forth. . .”), and so l' #5 i) H is a quotation particle, which does the job of both the English word “that” in indi- rect quotation and of quotation marks (“ ”) in direct quotation. L ItA, i' Sue said that there would be an exam tomorrow. (& li) /c It L A l± y T — /U*#* /= 'J fefcL -t fc't I think Takeshi likes Mary. 3 The action in progress expression in that, as in “I heard them saying Napoleon said 4 5 . . sT v . .” . . l fz indicates that you were there when somebody said If you were not there when the utterance was made, as in “(the long dead) i L fz sounds more appropriate. Note that the present tense in Sue’s original utterance is preserved in Mary’s report. To say that you don’t think something is the case, it is more common in Japanese to say it like i i~ (I think that something is not the case) than ~ £ Jg v t -if ^ (I don’t think). Therefore: ' (fcli) / T - 5 /Cli/zl+ L i >J IT ' ± +0 I don't think Mary likes Takeshi. (= I think Mary doesn't like Takeshi.) * 194 £!£• 2^1 Cl ~&lV£<7c£U To request that someone refrain from doing something, one can use a negative verbal short form plus T < tz t w £# b Z Z L* LA/ 'T <tzH\'o t 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 /? M 'Ti~ can, besides describing your preference for items de- Thus ~ t fcfcL noted by nouns, such as IS, also describe your preference for activities, such as swimming, drinking coffee, and studying Japanese. Add <T> to a verbal short form to express the idea of “doing x.” (&l±) ^3n U (i/C r bkl t I like studying the Japanese language. b t 'Tto ^ ^ fotz l L I don’t like cleaning my room. ~ “To be good/bad at doing something” is bad at (is good at ... ) and (is 6 . . . ). J: "9 O< 0 C J: 9 -f Robert is good at cooking meals. l * x.v' r i±& ^T^T-r ^ 0 fc Takeshi is not a good speaker of English. 6 To describe one’s skills or lack thereof, we also often use a different set of expressions, namely, (is comfortable with . . . jfAli 0 btcl U < ISA- w 14* T'f (is uncomfortable with and V'T'fo I . . . ). am good at/comfortable with speaking Japanese. ^ ' T S / . gl8fS>”195 likes doing t . . . ] doesnt like doing person IS . . . . . activity (verb) ©£>' is good at doing is poor at doing . UJ:? "f I 'x It is a . . tz common mistake to use the te-form of a verb in such contexts, misled by the associa- tion between ~T ^ ' Z> and the verb in the -ing form in English. x felt L 5 /Cli£3S x.i' C* Consider what & \ teL ^ l±& —b tz $ i 1 7c means. This sentence of course is about Robert and describes what he did. It is likely to be uttered when the topic of Robert has already been breached. Grammatically speaking, (1) the noun & ' in relation to the verb ff ( is, b stands as the subject (he was the person who performed the going), and (2) the noun per the function of the particle (i, presented as the topic of the sentence (as for Robert, he went to Okinawa). What if we both know that somebody went to Okinawa recently, and I know that it was Robert, but you don’t. I will say: a / n— f ** 1* i L tzo ROBERT went to Okinawa. i' This sentence means that Robert went to Okinawa, which in English would be uttered with an extra emphasis on the name Robert. His identity is the new piece of information provided by this sentence. It is one of the functions of the particle ^ to (1) present the subject of a sentence in a way such that (2) the noun will “fill in the blank on the information sheet.” The “blank on the information sheet” is a question word like tzil and The above sentence will fill in the blank left out by: t L tzfro Compare: X £*l(i5 £ L Who went to Okinawa? As we learned in Lesson 2, a question word that is the subject of a sentence is never followed by the particle 11, but always by the particle As we have seen, a noun that will provide the answer to such a question is also followed by the particle Which class is (the most) interesting? L h ^ 'T*fo r Japanese class is. ic tife (:«77X T) £jHttV'£-f t>' 0 W7to wears glasses (in this class)? £ >J'lt T ^ ' i -to Professor Yamashita does. a and fqjfc fflt)' mz rs\z The word for “something” is fij and the word for “anything” in negative sentences is ft] t . “Some” and “any” in: positive statements MX)' *(- something questions MX)' anything? negative statements Mfe + negative not These two words are used in places where the particles (i, 10 what to do in cases where particles other than these are expected. The cat has brought something. Itzt'o fee * t: fz Did the cat eat anything? -tf/CT L tzo fee *K tz No, the cat did not eat anything. . . anything and £ are expected. In these contexts, they are used on their own, without the help of particles. itzo . 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 . 9 If 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 12 A, r 1 9 M nm-tz 9 i 0 U •Ji9 to cook -<A^2 9 Japanese language study is fun. study to study b ex. 9x9 U cooking Some of these nouns can be used as the “object” of the verb L i L Ar 0 4A ti 0 btzl [c liA, CT <A,5i9 Compare: 4A (± H L (c (2A, fa I studied Japanese. x L i L/to r L $ ^t±pBMC)|§^^L i Lfco Compare: fctt L $ 9 Robert's cooking is good. (i S15JS ^ * Takeshi cleaned his room. L i LAr 0 ^ ^#1^ u *-5 You can use both these nouns and their fa verbs in sentences with fir § "Or •f for example. You need to add <D to the verbs, as we discussed in and § £> Section 5. Pay attention to the particles before these words, too. 0 IZ uJDWi 12 A/ C* ^fiF § tto t /0 IZ 1 2A, r & Â,Si9 M ir fa <d ^'fift § vlTo 1 like studying Japanese. J 198>»£15-35$iiB Lmo n/u ®Short Forms @ kos-06 hbl 13. fct 9 £ 14. t o To { liv'S Change the affirmatives into negatives. —* ts ( Example: t't'tk''- 1. A -5 5. li < 9 2. *>|f£ 6. li C #5 -5> 10. < 3. -ft; 7. O< £ 11. bir K6 15. 4. tf'lt* 8 -tf/CA < -f * 12. £>& 16. . . Change the affirmatives into negatives. Qkos-oz Example: tz - ' If tzt'<+£\ \ A* A < 4+ v - A' j'f)V l k> A'v U ' 1. 1 1>n 4. 2. £>*5 A' 5. Atfo 8 6. L/C *kr>tz 9. LV 3. 7 7. ffo 10. 11 . tz^'^Ltz UP . 12. -fltz n; Informal Speech A. Answer the following questions in informal speech, first in the affirmative, then in the negative. @ko8-o8/o9 Example: Q : f < ,#, ? tz A : ^<60/1 1 A, i ' tz Mm-rz ? 1. $ ± f 2. 3. J; < 4. Jt < ? & ££££££,'? Mli** ? CA/L* i •? ^B, th D tz <0 #B. u UA, r ? 6 #B, fl/t'U 4 ? 5. ioic-t, ii* lz% <A . 199 1b 8. ^0, 9MIL ? «. ps*#bh-* ? si l»J> < £:V' J i *7 ii.' lh> 9 ? 9. C "C A/ L { J j B. 11. 10. ? L tz, 7. 12. ^ u 'A'Mi~Z ? ^0, £/,£< ii'ic*> t» Answer the following questions in informal speech, first in the affirmative, then in the negative. Qkos-io/ii Q Example: 7G7t ? I If A. A 3 i /C, : 7fc?L If A, ut ? 1. /7 'ft lv A, TfcfiL If A $ 5. ' ? 6. 5 if J)' L 'J J: 9 U liA, d' 1* fiasw? ? O' 3. 0^f£<7)7 ^Xllfc t 9. U J: 9 2. •? $ A LA'-'? "t* 7. X,+°— '77$'** bV'? 8. 4^0 li^Hf 0 ? 0^|£<7)7 7X|i|it L 10. ll 4. 5ii IfoJ: -5 i: (iA. V ' ? r ffi- if ®S$A)£fcilST 1C A. 1 at) 3A, U/u Make a guess about Mary, using Example: @kos-i2 good at Japanese - AT'J-* AI±0*f&jJ<±^/£*:©o£-fo r ic B. Ct-S -f IIA. to, 1. often cooks 8. not married 2. drives a car 9. likes Takeshi 3. doesn’t smoke 10. 4. speaks Japanese every day 11. a good student 5. doesn’t go home late at night 12. not tall 6. doesn’t drink coffee much 13. not quiet 7. often goes to see movies 14. not a freshman busy Make a guess about the person or place below and answer the following questions. Example: Q : C <D Ali 0 ÂTt u (5 /u;a, V't 7)'o 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 0 vp 'j a6i' 3. 4. UiXl-t'o si At "• 'T1"A 0 btzi 5. ^^«v'T-rô 6. 'It 7. j£$ L Tt'£-fA 0 fci' •a- L v 'T-f tf'o 8. Ate 9. 10 . 11. Jt t A < 0 X < XrK-'y £ L £ -f-h'o 77>xiî £irti\ r it* Picture B 1. :; lia^T-f jJ'o U Âf/rT'f A (JA 2. 0 3. <o 4. 5 #V'T"f A 0 A„ 5. 6. A AA < t AteATwit A<, v-t -r 7. z c <7) Ali. J; 8. XicJ: < fllAi^'J itto < fa* £ -f A 0 fc«fc C. &o *#> o* Discuss the following topics in pairs or groups. Example: university cafeteria -*• A : i B : a fo't £< T, 1 < *+ Jit A t All to A to Jgt ^ -f A Cov If < to Aiv^'*7U-SÎ3ttO^£BoriÛfc A. Report what the following people said, using ~£11foTrUj£U7c. @kos-i3 Example: — / CXIfo lift L 'T"t* *§ — Q yT'J-i X & /T 1 V J v>«* r> li-pg' i: : A B. Iv'fc'f : cA,:ro V ' i V' A/ oTni L/co i' Pair Work—Ask your partner the following questions. Take notes and report to the class later, using ~d:lio‘ClA^ U7c. l i-fd'o 1. L U>-?£o fclw 2. [Z 3. (iA, b ih<n%Ltz t>/B^<n tc (*A, kt tc 4. V-k + ISA, nmt yCL^KX -f 7)' -?< 0-fc 202 • ^>£$1 ©JtWiTXfc'S-U A. What would you say when you want someone Example: 0 ko8-m t ' L B. . ^ JL £ ILA tc T -* not to look at your photo . . ’ < tz $V ' 0 LA/ not to speak English 7. not to forget not to call you 8. not to stare at you not to come to your house 9. not to start the class yet not to go 10. not to be late not to smoke 11. not to erase the blackboard yet not to sleep in class 12. not to throw away the magazine — Make a request using the given cues. Pair Work Example: if £ M If £ i> if * B tziS v' G * VH'Ti-Jto 1. 7c If 3 £^f 4 . t'£olt^ 2. -r U 3. ^*£#£ L* «a,£$iH$ -CA/ -r L 9 £"o 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, or T?Tr^. RIkos-is using Eio t Example: 'v +- tennis (good) - ST') -5 Alff--X7)<Jc^T-f« tti -f swimming (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 if your partner likes to do the following activities. Example: 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. 9. sk If you neither like it nor dislike it, you can use taking a bath washing a car $ T" ti $ V ' T& V ' T*^. L/Aj A. Use the table below and answer the questions. @kos-i6 Q Example: 1 A : tzXU)* 'i 4" '1 7A.Tt ^'o D/s- b i /UM *'J XATto 1. tJ'A/v! < 2 ua, tzftt'ft&iiriWX&Tiri'o f . Uio 'J 'o & 3. i* jJ'o L 4. J: < t' •? fc tzil^'T — b tr L i L fzri'o 5. t'ik -f is (j^ Robert British ^^Mary American 0 Korean ( Sue cooking is B. good at cooks often does not cook skiing is good at singing is Takeshi Japanese good at good at swimming went to Okinawa doesn’t like last weekend cats had a date last weekend likes dogs cooks sometimes went to Tokyo last always eats at had a date last weekend cafeteria weekend likes cats doesn’t like cats Pair Work— Use 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. @K08' '°— Example: x 4 — left $ £ l ctJ'\ (eat) 7 &U V' — t* >f 1. i L/c^\ tz (drink) 7 t *r /)*&') t L tztiK (sing) 2. i7 3. x U t' )^ 4. ^7/7ôTi'i 7 ') i L t:l)\ (watch) (take) L tz4\ 5. (talk) <£> x 4 — icff A £ L/btf*, (do) 6. V' B. Answer the following questions. Q Example: $ <7) 9 <7)H& : If A, A IfA, its, ^-&<£ L/^' fclC 2. A <7)9 , O< t5 . ' ' ') £ -f t' 0 fcu f L £ 2®^., 1*9 £0 6 0 x IxlfT(onTV) fatf'jLi L tzt'o $<7)9, 4. 5. £ l /c?J' 0 fatf'Rl'£ L/c^'o ' v'i ‘J fc 4 ic 3. o< lit\ X^'°y''7X4 (spaghetti) £fjF*) £ L tzo/ : &'U 1. ftlz lith ia*, l09£o ’J'o 4'lc 4'IC Â/ $ J: 9 X\hj Ufil >5 A. Interview one of your classmates about any future plans and report to the class. Example: X — S /Cli4fc#-7 7hMf < LAr 0 l B. . Pair Work/Group Work— You are planning a party. Decide on the following points and fill in the chart. V 'Ottj)' ZL+i'S—r 4 -Tt ^ i-f -f $ C. Class Activity— Find someone who 1. likes to study Japanese 2. hates to do cleaning 3. likes to sing 4. is 5. whose mother is good at cooking . . poor at driving Then, report to the class: Itzo 3/Cli D. Pair 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 and B. Discuss your own and your friend’s schedules using ~c!:bo'CI''Û/c, and find out which days all four of you are available. Example: A : + 7^ B 11 U i t5' 0 * £"oT"ttf'o $ ti 0 75 ' A : fcli, btz • fat l £•£/,«, &U t'i Itzo B : i<n * 1 TlTti'o 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 . . 18th: go to see a movie 24th: meet friends 26th: go to Osaka to have fun Pair Work ( ix ) 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 in Japan C i<D tiA, A traditional Japanese meal consists of a bowl of white rice (<T't£), a couple of dishes (i$£'"f), and soup (often fo •?:>+), ^^ (i A« (set menu) in cafeterias. However, and is called many Tl'U< Japanese don't eat traditional food or rice-based dishes for every meal. A great variety of food is served in restaurants and even at home because Japan has adopted and adapted many foreign dishes over time. Common dishes in Japan TcXJf Curry with rice € 77< Deep-fried shrimp —* > 9 if ^ XJ'S'fy t -f Ramen noodles Udon noodles Spaghetti -7 £ \jfo 9 z<n Dumplings Beef rice bowl Raw seafood Hamburger steak ><? Savory pancake What did Michiko and Professor Yamashita eat for breakfast today? (47ft) (20ft) ittzt h-xk x-7\ tn' #•?•>+ L5 ^ Rice, broiled fish, egg and miso soup (iA. Toast, soup and yogurt — K 208 SB -gag f* 9S s E 1 0 S N 9^| I frljiti: Kabuki zs Dialoque |S ^ t> 0 Mary and Takeshi are talking. 1 2 £ltl /r •) /T : — 'J — * Alt K 09 01/02 - $ :)*# * t-T ‘Jfr'J i-tf/Co : Ti, u/<— I'-Âltti&L^ L oTi'i L tzo 3 It L 4 7c 5 yr'j - 6 tdt l b'ltzt'b. JLicff $ i-tf/U'o : At., : ootfto -tftAo iiBTto : t < 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 /T 4 Alt L 1 'j : ok - (i 5 /T 6 7c It L ') titz ok Lk o iio £c^t\ & ItA i A^<Tî-tf A 0 : OZ> — L tzt>\ tz tz IT : **>, R^lcffS iln, ® ii At a concession stand. 1 tz It L -fAi-tt/C 0 l|®I £<7) A Ait 3 It', 'o o>!t —oto—t -£ O-t /bit L - fc#=M£do< A *^ 0 -<A, t -9 2 09 05/06 -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 like Kabuki? Mary: Kabuki? I don’t know it well. But Robert said it was interesting. Takeshi: I got two tickets for Kabuki, so would you like to go to see it? Mary: Sure. When is it? Takeshi: On Thursday. From twelve noon to four. 0 Mary: It was beautiful. Takeshi: The people who appear are all men. Mary: Really? Takeshi: Yes. By the way, did you already eat lunch? Mary: No, I haven’t eaten it yet. Takeshi: Then, shall we go to buy it? Takeshi: Excuse me. Two box lunches, please. Vendor: Here they are. Takeshi: And then, one tea and one coffee. Vendor: That is 2,800 yen. Thank you very much. 209 2io>^3® -seata m V o cab =E @ Tchj u I a r y Nouns H V ' Z V M. '-J- color fe £ 1 * good child boxed lunch * Kabuki; traditional Japanese theatrical art *9- guitar ?j-.tiL last year < -r u < -r >j i<ntj M medicine MZfktJ to take medicine o y*t— h concert near future * < .s:>c ft* essay; composition exam 11 ski last month 9tn word; vocabulary tz t°T/ piano e-f pizza I/J: U - T ? a d j illness; sickness e c t i v e s blue £> fc V ' red <-2,0 black L v. Lô 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 be popular i± i: i £ (something) begins -5. to play (a string instrument or £/ < (~£) piano) * ti b 1 to get (from somebody) ( person IZ thing £) Ru-verbs to memorize * T-S tb -5) ( 1 ) ( e g u r r 1 1 a r Verbs M-f £ S /Cl $-f6 -5) (~£) to appear; to attend 2 ) to exit (~ U) (~£) to do physical exercises to take a walk Adverbs and Other Expressions * ~tJ' from . . by all means * -tf'CA * £ Z >3 T" by the way * J+ L+£ all * ti already 1 Numbers * £A£o <A o (used to count small items) — one Jlo two ~~> three X oO EHO four 'OO io five V i; oo six -to seven Ao eight Z Z <7)0 fL^> nine £ £ + ten gag 212 S: >S tf/u 13:3 G r m a m a r Ml Past Tense Short Forms We will now continue the discussion on short forms, which we started in the last lesson. Here we will learn the past tense paradigm of short forms. Past tense, affirmative compare with: mhjJL* verbs: bi-adjectives: ^-adjectives: noun + TrT: 0 mmc-Dtc Lt ¥*eTc-dTc Bfi'ru rc Lz-f ¥KUfc c fefl' Past tense, negative BE£&Jb':3fc verbs: d 17U U^ jb'tolKfctt'ofcW ll-adjectives: ^-adjectives: ^ bT . noun + TrlT: Lt #<tti' Below is a brief discussion on the formation of past tense short forms. Verbs in the affirmative (a above) -*• replace ~C / 7: in te- forms with fc/fc Verbs in the negative (d above) -*• replace li in the present tense negative with £>'o/c IT-adjectives (both in the affirmative and negative) and ^-adjectives and noun+Zr'3' in the negative (b above) drop the final ZrTT in the long forms -*• ^-adjectives and noun+T:T in the affirmative (c above) -* replace 7! U7c in the long forms with TcoTc The two irregularities that we noted earlier are observed here once again. They are: ff < 1 See ff o -*• IH' ff ntz T in Lesson 6 See X . ' o tz T'f', ot ( - v ' 1 J T't', and «£ < tc <£ < tz o tz T'f in Lesson 5 . Short form predicates in the past tense can be used in the same way as the present tense forms, which we discussed in Lesson 8. • In casual conversations — liA. If A, k<tz o / n tz tz Have dinner yet? Uh-huh, I did. • In represented, or quoted, speech t $ ;•) V' Sue said that she wore (had worn) glasses in high school. A* (frli) b b£l I think Tom did it. Note that in Japanese the tense of the original utterance is preserved when it is reported. If you are reporting somebody’s utterance in which the present tense is used, you must also use friend Sue said 4\ the Lpresent tense inside the quote. Thus, if your ' H u (iA, r L Tv ' i 1 using the present tense, your report will be: ~ , X — *5 1C (iA, LTî^foTîL/:o r l' Sue said that she was studying Japanese. Mid Qualifying Nouns with Verbs and Adjectives The short forms of verbs can be used to qualify nouns, much like adjectives can. In the example below, the phrase #> •£ Z T'^ £f%/C T'. ' (reading a book over there) is used as a a As qualifier for the noun 77ie student ^4. 2 who is reading a hook over there is Michiko. The following table shows various forms of noun qualification. The phrases in the boxes qualify the noun A (person) to their right. Example 1 is a straightforward adjectival exam- V b. ‘ pie. Example 2 contains a phrase describing a persons attribute a verb in the short form (Lesson 8), and example 4 has a (Lesson 7), example 3 has A -adjective, which is relational (Lesson 5). 2 A qualifying phrase like this, which has a sentence-like structure of its own, is technically known as a “relative clause.” ) A A A A 1. a person who is interesting a person who has long hair a person who wears glasses a person who likes cats X>£ 2 Ifr'JIl'i . l>£ 3 4 . totffcfcjb'W-n^ . X>£ tac t t adjectives and verbs noun used as qualifiers Here are more examples of verbs used in descriptions of people. A (litztiTi-ti'o) L* LA/ £ (Who is) the person taking pictures over there? A (iiTcHr-fo) 9 ^ X>b n If A, b People who do physical exercises every day (are healthy. A(WT tzlfZ t (I like) people who do not smoke. ? *### l b i faAtto ZA, tz &tz% 1 1 T tf* -To) L/co) b (A letter came from) a friend who got married last year. AM Consider first the following pair of sentences in English. Zelda has lost her key. Zelda lost her key. These two sentences present the same fact, Zelda losing her key, in different ways. The first, “present perfect” example describes the event as something that is connected with the present: hearing the sentence, one will understand that Zelda is still without her key. On the other hand, the second “simple past” example describes the event as something that is in- dependent of the situation at the present moment; we do not know whether Zelda is still looking for her key or has later retrieved it. 11911 >215 In Japanese, past tense forms do double duty on the affirmative end of polarity, but the past tense and the T v ' <5> construction share the work on the negative end. Thus in the affirma- £ <D n (disconnected from the present) and tive, the past tense is used both with words like ft •? (“already,” connected with the present). fcliS <r>n ?§SS£ l iltz o btl and &|i t 1 feMt L i L tzo bt l l *<«>.' l *<«l' I have already done the homework. I did the homework yesterday. With the negative, the past is used to talk about a finished time period like $ <F> Z> is used if your intention is to talk about but T v how things stand now (“not yet”). L £-tf/CTl/c 0 fcli* <nn , L TV and ' I have not done the homework yet. I did not do the homework yesterday. have not . yet . . This use of T v ' £ can be found both with verbs describing changes and with verbs describing activities, as defined in Lesson 7. X — S Alii Tt'i-tJrAo (change) a Sue has not woken up yet. T &l±£tz§z btl X*Z> (iA, t ' £ -1+ /C 0 (activity) tz I haven t eaten lunch yet. MM —to' We learned in Lesson 6 that b added to a sentence means “because.” 'It U'o/cTttbo v-fi' liA. fc *3 I didn’t have breakfast. (Because) I was busy. frfcl In this lesson, we learn to incorporate the explanation clauses in the statements themselves, rather than adding them as separate sentences. You can simply transpose the “explanation + 75' b ” sequence to the beginning of a sentence for which the explanation is offered. (explanation) ft' 5, (situation)o = (situation), because (explanation). = (explanation), therefore, (situation). ' 216 >£15 • L <tA. fcfcl I will study this evening, because we will have an exam tomorrow. (= We will have an exam tomorrow, therefore, I will study this evening.) x it We didn’t go out, because it was cold. (= It was cold, therefore, we 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 b, you find both the long and short forms. Thus the b . The long form before b clauses h L tzfKW.Vh thti'b and o tz T"-f b is more polite, and is frequently found in request and sugges- in the above examples can be rewritten as ‘j tion sentences. iln ‘j 5o o’ 1'oli <& 0 l Let s go to see Kabuki. I have tickets. 3 The long form before inappropriate to say: is inappropriate when the entire sentence ends in a short form, however. Thus it is X 1^7 o /c Ti~ frb. fcb tf'lt +£ fr^tzo ' 217 e§ i A. P ° r c t i e c Utto X\hj Short Forms Past Verbs (a) Change the following verbs into the past affirmatives. @ko9-o8 Example: (b) 7]' { —* i. lifr-f 5. 2. L *tl 6. 3. <n£> 4. tf'lt* 7 V' < 8. *b0 13. V'* <" 10. < * 14. ibi 6 11. IA < 15. to £ •?> T£ 12. to 16. < . 9. < -T Change the following verbs into the past negatives. @ko9-o9 Example: 7)' < -*• 1. Tj'Tj'ftXo tz 5. li < 9 2. -fT* 6. li i: £ 3. L -S 7. o< 6 4. tf'lt* 8. . 6 &h 1 10. < * 11. 12. M‘tJ 3 13. to ( i x. •?> 14. itzn 15. it Ltz < -rs 16. 9 /(, £' o -f £ 10. tJ'-o 11. •5 12. tattft Adjectives and Nouns (a) * Change the following into the past affirmatives. @ko 9 -io Example: tz7)'\ s If A,* ft - <-(+'•' -*• 7^' 1. r$ i 2. hub 3. fz v ' ft IfX $ tz o 7c /c u o 7c ' 7. 5. U Ctf'V' 8. 6. l/C-tf-oft 9. 4. AjfU'ft ZlH' If L v' f ' ' 218 (b) Change the following into the past negatives. Example: tz ' IfX * +£ -* tz - If -» C b Z> 1. v. 2. tfj; 9 3. ' ' tk' $ 0 ko9-h b < +£/)' o tz X* U * 7$< < 4. b 5. t' 6. ^ A, * Hfv ' u ' o ^ tz 7. ‘j 10. 8. l 'ffJ' ’i" li. 9. oof ^ * i2. f'o Z\'0 i l v @ Informal Speech A. Using the cues below, make questions about yesterday in informal speech. How do you answer those questions? (4 ]ko9-i2 f~ 1/ £' Example: — £ JL -S Q : A 1. t°^f£|:^£ 2. fc^-r^ - 9 ir 3. £ ®#ttT*£te‘J LlfrAs (iA, ri' 4. 9 ££flH$-f * 5. 9£>T$-*I1"£ 6. 1?Ltz% 12^- 7. #$&££** r t yjti tt * but £a, 8 u . #o:i 10. 11. < f X *> A' -P< 17 > tX - £ - £ jjH «£ Ui ox T 12 < . *-t i' £ 13. 9 Asti 14. at- 7 7 y (club) TM 6 li/:o /9 9 JL & ^ N O Ao ' '' ' ^ ' fg 91f B. 219 Make questions about childhood in informal speech. How do 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. cf AA>v u 1 . 2 /; 0 i v -r -£ bV Art' 10 4. ÂJ.t') . Met -t XA — A'Jl^ 6 * # l -£A-£i' m-s -r 12 v . L v 11. 5. . \. ' U ;b& (5) 7E^te"otei:lU/iSf £fe IfA. A. e Make a guess about what the following people were like when they were in high school. TLXt T' L fz Example: A 0 IfA $ - Q A : : XT'J-i 11 ^ 7t%Tltzt' ZoZn hi A TtlfiAo tz 'C ® If A $ oi'i, *> ' IfA $ £ 'to / fc i A^.H^'i'fo t^,U 7 IfA $ (a) yÛ-cÂlCOlir 1. @ko9-i4 AM Ao tzT-f Ac ' L i L AA 0 <M?£ Â 4. J: 5. B^lcfeAT\'i l A 5 J: 9 2 0 . ic 3. iiA £ IAA AHA&'J A 1 (b) WJ:^TU:i', r Dn f l . liA, -r $ C |JLlT 7 CÎ'-'C5 l'l‘C 1 i: 0 -1 I ’)) K 09 - 1 5 Âil&Ao fcTtfo 4. j?|£AA.h^Tl AA„ UH i* tit- 2. Jt < 3. J: < X— h £ Li l AA„ £ IAA 5. C Ao C Ao Att A„ Jt ' 220 >»Î5 B. - X ' gaai Talk about your classmates’ childhood using the following expressions. Example: u 1. as<— -<• 4. * |> Mt* 2MM-<50)jW$ 0 A, i' ? 1 2 . 7Cfl ifA, 3. 5. J; < 6 t°T / £#< 8 . |i} ? |n/iu 9 . 4< ^5 » i&j: '/ 1&V . -£ ' 7. -f 5 POf tf'o tz t t>< ija, £ -f 0 tii -r «fc ®nJK—^cEhj\^'M^Tcz)rctm-DZl^L>Tc $ V*z> A. IA Report what the following people said, using ~<bSoriAÛ 7c. @K09-i6 Example: 5C ^5 |7f 'B (i . • -/t77> ^0 * t£r>tzZ InTo ' •$- tori' i L4o :to^lcfr £ i -tfr /C T" L tz< 8. *fl'ri*< 9. 10. l' lS^TL/; 0 #Tv'i l/;o H£#:/0T\ t < 'J co fc V' gf9!f >>>221 B. Pair Work—Ask your partner the following questions. Take notes and report to the class later, using 1. nTl/J'0 ftiH, -tirA, Ln» ^ 2 . z ft K tZ z ft 12 £"Z L tz 4\ J; < L i l tzi'o 412 !JU: '« £" T T l 4 Ao X < ^ £ l £ Itzti'o 4. ZoZ7 m 412 3. A. Tc. h 5 4' (2 Look at the picture below and answer the questions. B3 4* * Example: tz — A &•!)> Q : fflifS rt: A : OX A 1. 4. . #-5 A to 4rt'L% 2 OX 4rt' ^^â^Tj'ttTv'ÂT'To lEo*/C 5 . 6 . *;i|*/C *£<**> 3. If <0 #$ A C 222»>£jg-35aB B. Pair Work— One of you looks at picture A below and the other looks at picture B (p. 225). Ask each other questions and identify all the people in the picture. <£13 Example: -*• A B : : £ l 3 ^ A li £"<7) AT'f^'o f- U t* b C. 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. Q Example: A l. 2 . 3. $o o' ln> < AV Hi £ o : »£ liX ko917 <£ LAA iA'fcATv'i-ttA, : LAA li LAA 0 4. til 5. 75' 6. i t L o <t'J l±*A t 9tt****i UJ'o $ < O' A 0 14 A L tzti'o A $r L v '#?§ £ *a& aa r x. air i L tz-h' b ' ’ 223 §1911 B. Pair Work—Ask if your partner has done . . yet. . If the answer is no, ask your partner out, as in the example (1). If yes, ask your partner how it was, as in (2). — the name of a newly released movie Examples: A: th (1) B A 7 > b° t i fd'Mj T t i -tf Ao Xt'r>tzb, ' : A (2) B A B 1. : X.X., tuN-f-ftao : t n [7 > t°-xj ^liL/oi'o : X.X.. : £" i i T'i : J A*/Cli? btzl B —X * noi, $£Jg,Tt : r f’ -f 3' < — ItUlLi 4+X^'o I'oLi ^ T L fz fct L AtJ'o /cT'tio the name of a newly released movie <A £ 2. the name of a new game .tri" 3. the name of a new restaurant/ shop/place left < i' 4. r/u A. £M< the name of a newly released song/music u a- Match up the phrases to make sense. bt 1. ' b /c o/J'b 2. L (tA, o 7c 7$' 3. •J 4. J: 17 C^ t y+f— f <7)-TO£— o’ (2 b o 7c7j'b < +£/)' 'itz'h'b 5. X A, $ yvii L Jt 9 it' MV'tzlf* i-tf/CTl M V' £tf'b 6. lie tz< 224 B. zslS • 3£/2a!1 Complete the following sentences adding reasons. 1. 2 LTîto J'b. . (2 t'b. 3. (5 A, C ft ifi <0^*11 ‘ft Itf'o /:Tt. -tir A/ U »J> *9 L/Co tf'b, 4. c •) Af>-f n/ub«>5 A. Role Play— One of you is working at a fast-food restaurant. The other is a customer. Using Dialogue 1 as a model, order some food and drinks from the menu below. Be sure to say how many you want. f gg9!l>>>225 B. Answer the following questions. 1. 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. -£#-<73M£ H (birthday) Uf5f 7)' t b V £ L /ctf'o ' SifaA, 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 liU 4 A, U *>* ^X^fe«Ty + 7 ôTît)i fi- ' 0 t ^<7)tîiit ZA, ¥ L'1> L 12. *> 4 4 m ti±, 11. fci It A, x ,t:- y <73 13. <j t -r 4 a^'fe^ntK i'x> - "t Pair Work (v) B. (— p. 222) Example: =t L 3 — A-JtLC^ X^li £'<7) ATf 4 B f HftlTi'ÂTto A »i Chi : 0 feS 226 • Culture ] Japanese Traditional Culture t: tiA, T?A, *» t ? A' '$< # Kabuki <#A6< Puppet theater K§9If Useful Expressions l/i3 Colors There are two kinds of words for colors. Group 1: l\-adjectives These words become nouns without the v \ red bag Ttc I like red the best. -f Group 2: nouns These words need <7) in order to make noun phrases. 7 1 J —> —7— green sweater Here are some words related to colors. Ti-tio Yow look pale, tfc £> black and white picture Lh <h L*L A, Mary has blonde hair. 227 ' 228 (* 10 H L s j 0 S N 10 ^) Winter Vacation Plans 3 \Kt> V? = 85 ; fc'U © 1 D a i o I Winter vacation is approaching, XT' — J /bit l 3 AT 4 /bit L 5 /T : tci'toA/ ot'T-f * 1 » : — £<*>nt : / /bit L L i -ft' 'J fi'AsZ < 'J [^ki 0-01/02 +£') i l/cfc. £< 5C A T — A, X.X mmt'&nn .0 : - ') : u g tD 2 6 ID <£ 6 'A/C < /cl'frA tJi. t-A, &%<niii : T't> £v'fc>A - 'J )'A,Z< 7 : ' ico tz /r 7 5 U't:foTî L/bJto tiTtt. k:^T, /bit L 3 Ali IT Crieff* tÂ 1l£A#li£v 7 8 *-/ Ali!ta< ) tst 0 l 9 tz It L f Tttto C**>, /bitl$AKfcAîf£KoT*i-f .to & t o io/T'J-: 11 /bit l ©y 1 : *J At a travel agency. /T')— [3 <10-03/04 i-fo : BJIJtI' 2 #Mt<£4±</>A : #Mf#t±<7)A «t corin' l* $lfr#f±</>A a Z -9 ' L* — < if A : #a 'J k/7 o H ij— KT&oT liv 'o 'Ob £"<7) <* : : U JtCdjftU'L* tori' l £-f 0 Vttit b $jMf£*fctf)A — b#W b ^'tto /r «< ut)< <" 9 ‘J S (ct> r r r -tfA 7 •J I- c* -tfA 6 s *7 : sAT'J-: 7 C-) liv \ i4> i; i tf +-^f/LHtto 3/T')-: 4 'Ab, ZZUv'ifo J^TC 1C tfr-J- i-tirXyo : t i't) U ri'AliA t ' 'J £ -f t'o fglOH 229 © Mary: It is getting cold. Takeshi: Yes. Mary, what will you do at winter break? Mary: I am planning to go to Korea or Taiwan, but I haven’t decided yet. Takeshi: That’s nice. Mary: Which do you think is better, Korea or Taiwan? Takeshi: Mm ... think I it is warmer in Taiwan. But Sue said that the food was delicious in Korea. Mary: I see. By the way, are you going somewhere, Takeshi? Takeshi: I won’t go anywhere. I don’t have money, so I will stay here. Mary: Is that so? Then I’ll buy some souvenir for you. Takeshi: Wow, thank you. Mary: I’d like to reserve a plane ticket from Osaka to Seoul. Travel agent: When is it? Mary: December 19. Travel agent: We have a morning flight and an afternoon flight. Mary: A morning flight, please. Can I use a credit card? Travel agent: Yes. Mary: How long does it take to Seoul? Travel agent: About one and a half hours. ' 230 £«• as* m V o cab §E P Tzhu @ P u 1 a r y Nouns hi v ' l b iLi fX fall E# doctor 1R station ht'fcth rich person IS $ d+o i' n> * •? season ic n> *?l •? milk 7 l/'/7 h il — K credit card *—+ cake ** Z £ L •fry >+ this year #- soccer -y shirt l/U'/C-ti:C Shinkansen; “Bullet Train” -r l sushi d+V '#'-3 d+tfn r.r; < £5£ -e# life; living ±&Ti& subway R.J" b tempura ^ world gloves T AX' b M £ z v barbers li* spring ^°yy pants CA" Jt * face 1 v 'A beauty parlor « t/X flight ship; boat »* * ? d6v * jt U * ' i: fSA a. v< £> V •j baseball •? reservation o$ next semester cr a d celebrity apple j e c t i v e s htztzti'\' * Words that appear in the dialogue warm K10-05 ' ) . gnOj%>->>231 iJtV ' i"f U' LV ' slow; late cool (weather —not used for things) cold (things/people) sleepy *at;v' &-adjectiv e m U easy; simple v e r b s - to take (amount of time/money) * (no particle ) )6i h £ i 4 to stay (at a hotel, etc.) * &' -5> to become * 11 b -7 o T (~ 1 1 PfV R u - v e r b * -$V)6 5k.&> X> to decide (~ £) Irregular Verbs U Jt 3 9 i- 6 Wft-t % ti/CLrpii-6 Adverbs T v. * to practice a n d fi'T on foot best or 7 for in z<r>zh ~lt}2 * ~ (~ £) Other Expressions X liX ~ to travel . . . . . . months time; after . . these days ~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 v how much; how long " ~ftX liV < . years . . •¥ < /si < (do something) early; fast 232 Mi 3C£IS M )£ G m a r m a r Comparison between Two Items In Japanese, adjectives have the same shape in noncomparative and comparative sentences; there is no alteration as in “great/greater” The idea of comparison is expressed by adding something to the nouns that are compared. A (D[£z £p ) B cfcD { ô;’< IC I A is more (property) than B. = 1 (property)o )±*^TiTo iA, China is larger than Japan. You can ask for another persons opinion on two things in comparative terms. A £ B t. 2 5 / if 1)' (property)o = Between A and B, w/izc/z zs more (property)? 15 EH#*: iTo Which is cheaper (going by) bus or (by) train? ; MEM Comparison among Three or More Items In comparison among three or more items, the degree qualifier v ' A |i% is used. [(class of items) OfoZ: 1 A (property)o = A is the 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, the phrases A<7) J 0 ( and B <£ U often appear in the reverse order, making it very easy to be misled into believing the opposite of what is actually said. Don’t rely on the word order, therefore, to decide which item is claimed to 2 be superior. Listen carefully for the words <D J ( A b <D 11 rt* and T U . %. Any one of these can be b and used in question sentences seeking comparisons between two items. £ o A and £' o A 1 1 are slightly In place of *9 and ^ you can also use ( more colloquial than £ A b and ¥ A b ( J *7 . gflOH>->»233 0 ' % 1L%\ if o 1 «fc Russia is the coldest, I think. g T'-f tJ'o to J T 4tf' W/zat season do you like best? 1" £>$ 1 like fall the most. Note that the words (Dill and £" o f> are not used in statements of comparison among v 'o, and 3 are used three or more items. Normal question words like tzi'l, H'iX, 0, 3 instead. adjective/noun + 0 When a noun follows an adjective, and when it is clear what you are referring to, you can replace the noun with the pronoun <7), “one” You can use <D to avoid repetition. btzl t & <*> I /zave a fc/ac/c sweater. I have a red one, too. n U i-tfCTl/co c Li (<n=$MF) ^ ^ L,t I went to buy an inexpensive dictionary, but there were no good ones. IHadjective + noun U-adjective -* | + £P-adjective £p-adjective ] Similarly, a noun following another noun can be reduced. Here, a sequence of the form “noun, <D noun 2 ” will be reduced to “noun, 60.” You simply omit the second noun. 3 dHlix-3 L<n±ifLT-tt'o vu '*,-? *Ui /T')-*L<n Is this Sue’s bag? No, that is Mary’s The tendency is to use £' tl when a list of items is presented, and to use tively. Compare: ‘1 Lz’t M'Lti * < bLl$<n*x\ tci)' Which do you like best, apples, tangerines, or cherries? f£ i)' ft U What fruit do you like best? ? + tto . M when a group is referred to collec- . 234>>>£gg-;%;i,ft5 ry ') t><n rj_ x? -A ©(i o J: 'J 1C 'J feplotto li^ American ice cream is more delicious than Japanese one. © noun noun, noun, -*• 2 © Cl -ofcorc °& *1 follows verbs in the present tense short forms to describe what a person is planning to do in the future. You can also use a verb in the negative plus o t> to describe what you ‘j are planning not to do, or what you do not intend to do. verb (present, short) + Ofc 0 Tc (I) intend to do <) Liiioio btz l . . Tto I intend to play tennis with Takeshi this weekend. t i) T-fo Professor Yamashita does not intend to come to school tomorrow. < ot ‘1 TU:^ $ £ -tf/CT L /b„ . l' ^ TA, $ We were planning to visit a temple, but we didn't, because the weather was not good. T£ M adjective + T&'%> The verb tc %> means “to become” indicating a change. tc follows nouns and both types of adjectives. to become warm/warmer ly-adjectives: &i-t- ^-adjectives: »*'(&) nouns: zlttM M'L'pl'A, - IfDMZ&S to become quiet/quieter Lt' to become a company employee t itzo r tz<n Studying the Japanese language is fun now (though it was like torture before). tc (JA, £ L/co r -t I have grown fond of studying the Japanese language. (Z (5A, d o ' fill With v '-adjectives, the final t ' is dropped and < Oil 235 is added, as in their negative conjugations. A common mistake is to expand the pattern of ^'-adjectives and nouns and use I- with adjectives. It is wrong to say, for example, x ' I - +£ -5> '- • When an adjective is used with +£ Z>, a question arises whether the sentence describes an absolute change (e.g., “it has become warm, hence it is not cold any longer”) or a relative sentences are ambiguous in change (e.g., “it has become warmer, but it is still cold”). *£ isolation. If you want to make clear that you are talking in relative terms, you can use the pattern for comparison together with A' . /T')-* /CliJUiLB $ L/co m uii t u ux r Mary has become better in Japanese than before. d azmz/eziz*. In Lesson 8 we learned the Japanese expressions for “something” and “not P s and . . . anything,” Pj As you must have noticed, these expressions are made up of the question word for things, fsj, plus particles 'd. . and t Other expressions for “some” and “any” in Japanese . 1- follow this pattern. Thus, something not anything ^ * t someone /:Tl^ not anyone tz & somewhere Y 3 not anywhere YZ As we noted in Lesson 8, these words are used by themselves, where particles 11, & or £ would be expected. It is, then, interesting to observe how these expressions interact with other particles, such as 1C, 'v, and T. These particles appear in the places shown with underscores above. Let us look at some examples. Z'z $ t l tzti ' Did you go anywhere? tztl-f)' ' z t ' v, ' £ Itzt'o Did you do anything? -tt o No, I didn’t go anywhere. i L tzti'o Did you see anybody? ^ t fr * i ^ T L tz ' i -H/CT L /:» h No, I didn’t see anybody. v h i. , faili-tt/CTl/co No, I didn’t do anything. 236 £15 3KSSI • CH ^ You can use the particle T with nouns that describe the means of transportation and the instruments you use. We eat oar meals with chopsticks. I iA, B ic a a, r ti& tz LHn Lets talk in Japanese. c i L/co X.£ f 0^5 I saw a move on TV. L/co X.V' r I went to the station by bus. V 7&'* my-h ^FSU £2 tf/u £2 c2 {!!£)' 3d UKj 10 1 0 Expression Notes We sometimes use and it <b" (but) at the end of a sentence when we want our partners to treat what we have just said as a given, common ground to build upon. These 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 move forward with, these pieces of information. Instead of asking the obvious question, namely, lets her customer /$\ the agent chooses not to finish her sentence, and come forward with an answer immediately. 10 ¥ | 31101% nA/ Practice Utf>5 ©; UOliOS'^cfcDiSlvCf - 7iL TZhj A. I j* I*t> Look at the pictures below and answer the following questions. @kio-06 Q Example: €# b '<7> £ : % b <n II 1 ' l±* !« -CA,L* (a) Picture (a) e 1. — b<7)H 9 (c . $frtfrtfe 14,000 u I±^ UA.75'A,-ti:A. 2 Tf €# £ £" % b <n (1 1 L ' rA,L* LA,tJ'A/-£A/ T*f '» ±% m. fc* *1" L- A^T&'Ax-tirA. b<7)ll *5 4. fA,L D ri'A, /?n~mfl J>'o < t tf'A, pH dti&jf L jM* 1 5 6. tH'l »J> d L »#> £ £" o £> <7) 1 •? 1 A$ v, ' T*f ' d L E3 H L L" o £> CO (1 9 * v T-f © 0 ' L<1 < 5 »J> "7 L »J> *7 : Picture (c) /C£iliffl-5/Cb b"o £<W1 9 7. £ 8. /: 9. 10. £ tzi>' •£ £K 0jEB*/Cb|£7K*/Lb l"o %<n[ln rt? a»t»$ Pi ^ Picture (b) 5. tf 5 £'o £,<7)11 i tf«£v'T-f j>'o daffi* /CL££tK* L'C b"o £ <7)11 9 *£ £i -r-r $ ¥ 9,000 AjNfW *J>' 'T-f 3>' | M Pm M iP M IT lP*l 1 J | J 237 - gate 238 B. Pair Work— Make questions using the following cues and ask your partner. When you answer the questions, add reasons for your answers possible. if 3E/4- (&$) Example: i A £'A b : B : k<nii7 4*(*J; iJ)#$T-ro (orXt&tft* TiTo/Xt^t * b^Tto) 4o A : B (fcÛO 3R?5A U'A/tf'o Z v u 'A X>t htzi . + SM/BXM in U £> -t C-? $ -f* (v 'V 0 <4J 3b 5 (#$) + B^<7)^/#)^/c<7)a<734- (sI^hn) lc tiA, < IC tiA .i.ij) htztz % tz<nm<n£.% (±g.or>Ml^) a &<n \z -tfi'rt'O < (z LA/ flW -BA/ A. (*3X) 0 ^/t9ii-r (J'LtzD liS to. J: -7 <ss (SA. 8. 9. 1C B ^-<73 ifL/ K -f V (Germany) <7) i]4 (C 7. IJ ib/wm (#*) o>fa 6. t (A?MX£) ^9C'< 5 (#*) X>b 3. 4. Tt^bo : 1. 2. £1 LTTfjJ'o Aii'Â A<7) »•¥> Look 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, 'T"t ti'o A liXlt'. 14* A liXltv 'T'-f o 14* Picture (a) 1. 2 . AliXilv :«tT\ ;«tt, £>UA'AiiX£oT-f «+ ' ft* '"ft] K1 0-07 ' g§10IS»»-239 Picture (b) 3. Z<D^T\ tfZÂ'Al 4. Z (D^TZ 4 * fcfc t5 ' £"Z j>A 'AliX'JX \.'TX 3>' 0 *>!.' 7i' Picture (c) 5. Z<A + T\ * 6 . 35 £'jMA'AliX1H^v'-ClX' t5 0 ' :«t?, £XXT'A(iX£^-ciX'o foft ft 7>' ' 7. 'T'-f AUX^^'-iA ** ft a' ftjj> B. 4 -£ ' Pair Work— Make questions using the following cues and ask your partner. Example: in tz - Q + in tz A : T-fo iz -f «<ABT/« i% t 5. ti'1' b^ U&I) ti 7. #&/#* t 8. tir 6. ^tfH'UX I 77X/ih^4 I) tSA. **< 3. C. -r ftlc 4. i<D <F) . ft* -f l 1. 2 fatfA'AliX#* T-ftf'o : 9. - 5 -tiro tzil' 9 7 7,/tz < S i* Group Work— Make a group of three or four people. Ask each other questions and make as many superlative sentences as possible about the group. Example: Z (D'fyXZ A^ ' A liX^ M 'TX 0 B H ' 'T“f A IfX/INAKA £ 4 4' 75' t5 <> ' C * /CXTXliXJ: <il< 7-7*iz&£-f 0 - 5 #5 5- D. Class Activity— First form pairs and make comparative and superlative question sentences with your partner. (You should know the answers.) Then ask questions to the class. The rest of the class answer the questions. Example: 'SiiJj (Mt. Fuji) .5. C!A Zx-<px h (Mt. Everest) £ £"A 'T"tXo 1 ft* ffl+S AXUjffl* XX £t> b<niin tz 475' tz t?^' 777 « + T ^0 /= jMA A If A 475 ' -&#<73 ti: 75'V' $ i -9 £" Z 75A A l±XX * g(Ott 4^' ' < tz tn O T 75 'te AA' V ' & T-f j5' 0 V ' £ -r jK 240 isIS • 3t)£li t»rcu A. This is a refrigerator in a dormitory. Tell whose each thing is, using ©. @kio-os Example: B. C <7> U /C Z"fi U — ^5 L © TiT 0 Pair Work—Ask your partner the following questions. Example: A B I : £ ’%> b © 3 — t — u T"t* ti'o ' ^ '©tfA 'Tto <s^j 1 1 'V CoT/ ^ (1) £"£> u 'T"-f h<D^^^\ T o*i<% (2) £"£> < t gjlOj|>»241 )£% \o<T)tfA K7"-y 9 £ (5) t -ft'o u 'T-f tf'o (6) £"£> Si 9 p/ 75' Li V >. Guide K77^7 Book 0$ Japan V x. v ' ®M 1 A. ( B^f* r r (i L'1> ii/v t o fe D 7: it <- You are planning to do/not to do the following things next week. Tell what you will/will not do using ~OfcDT:‘3'. @kio-o 9 Example: ^ fll B Xf E«®B I - ^ £ %% (5 A, 2j L 1 ) T"t~ 0 «t Ex. to read books 1. to practice the piano IfoJ; 9 J: i 7jc^H +"Jti V tMSb t<J:i V ±«f B sr J: i 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 home if BBfB i to do exercises tf ir^B i/iXi 2. If V 10. to clean a room 11. not to get up early o ' 242 £!£ •£;£$! B. Answer the following questions. Q Example: : L t nio b- Aiii JUzft ot Tto/ ij < i' JLicfr ^'tL'v 'o t ‘J T"f 0 & i' ^B< )^NJL Mfil 2. f 7 1. J <t 9 cT vl' Jv'#£ l £ -fti'o 3. 3ftS*tt«J art 4. L»J> *7 5 . ^ !J J: =*nl r S/UaA, 6 . o< U 7 ic ' (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£ (7) Jfc L 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 * $V' 1 5 tr-'j t°T/ £f*f 4. < 5. il/;o tS'A S/Ufc/C t\ ii tj ft ') £ Ifc, tf ‘J £ l/c, £ 1 c sit 6 . — 7. «t *U £ L/co <nz*5 H + tit' ^ •) r-r, 243 244 u A. Takeshi was sick yesterday. Mary did a lot of things without him. Answer the questions based on the chart below. @kio-ii Mary Takeshi (Ex.) eat sushi and tempura nothing drink green tea and coffee nothing go Osaka nowhere meet Robert nobody do watch a movie nothing Example 1: Q:*<7)o, ST — * /Cli fsft''&:'<£ I4t' / >J A Example 2: : -f L lit', Q:*<7)o, b £'&<£ L 4o XL /'-I'T tz L L ^5 4' A ST 1. ^ 4U : >) . A 7) -7 < , U 4 tzo tz -*L £14 t>\ 4(2 2 c 4' 4(2 <n 4lt l*/CI±0rf'#:^£ Itzt'o 3. *<nn^ ST —* HiZ'Zf'izffi-* £ L tzt'o 4 A 7) 9 7c ti" L ^5 /C (i £"3 t'llff ] ) V' . ( , * £ L /;K V' 5. *<7)0, /T — 4 /Cli4tlt'l2^-t £ I4t'„ 6 *<7)t, 4 It L 3 7. $ <7) 0 , 8 *<7) 0 , /T'J-4 4(W'l£ I4t\, L £ 1 4to 4 It L 3 . ' 'J * '£ L/;t 0 4(2 . ilc B. Pair Work—Ask your partner the following questions. Example: Q A f5Jt'L£ L4t'o / ! : ln>o£o 4(2 lit \ $fe®£JL£ L 4o/^ "• x.i> ^ <A tt t l £ £tLT L 4» 4(2 0 o Ifini'i -tirAx L»J> ^ 2 <' ^< Uîo ^ ^ fc'jM'KÂ'i ltd' 77 . 5 -tAslftn £> ^B, l tzt ' 3. $ 4. «fc 4'U 9 fc L Tctf'o W'lfcAi *tc Jn (7) £"Z tf'lCff $ i -fjJ'o 5. d A/ L 6 * £ L tzfr £"Z 1. 245 10il fjj 3 . »*> L*j>9 £ -t> *7 V' ^vj'-rô t ^<77^^ Ldiô 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 and answer each question as in the example below. Example: Q 9 : Mj] K10 12 . b IR. £ T £ 9 K* o T ft $ £ "t" #'o * £1% a: 9 ^'bIR£ Tgfe^Tif C T/LL* i' x.5 Ex. /\ (2) (1) <®v 10 min. Ifl n n % (M 20 min. ooU ER % •7 /<X# Tl' 9 *> X.5 75 * o C. -7 i (3) o D o o a o o a a a 1 DO ODD hour .' |rrrm| rrmj ffll 9 % 0 30 min. Cl £*fc ; offi L D dJUd xVn°— 3 t 9 J i9 H' L * 7 15 min. O o a o a o |- tf'V'L* (8) (7) 1 week 4 > F^->T £ -9 5 *9 B. tC (i^ Use the same pictures and answer the questions as in the example below. Example: Q A : : @ 9 £, t>' bIR.£ T 9 %4't,ik* ?+#M'U ito £"<77 <" b <. ‘J £ i" t$' 0 K1 - 1 246 >£15 -gate C. Ask three classmates how they get from their houses to school and fill in the chart. Q Example: A : : tZ Q A £ T £' 1 ? £> -h" b : TA,L* $ *r<n CbOTj^'ij £tt\ £-f 0 : Z'l Y’oT * tx. t:"<7) <" bt ' ®^tib(DHH n/uUa>5 A. The chart below shows winter vacation plans for Mary and her friends. First, answer the following questions about Mary’s plan. Mary will go to Korea by plane 3 weeks with Sue Robert will go back to by plane 2 weeks 3 days will stay at will do shopping and Sues house eat Korean foods will meet friends London Ken Tom will go to Tokyo by bullet with a friend train will go to the by boat 2 months south pole (SH§) ST will play at Tokyo hotel Disneyland doesn’t know will take pictures with yet penguins ('*•>¥>) will go nowhere Takeshi 1. will stay at a ') -* : frA/C. < <%Wt* £ Z ti'lzft < oîj T-rtf'o tL v' l' i' 3. rV) 4. £"Z icj&i ‘J £ -tt'o i-f t>'o i' t 5. mm i'/CCX *K £ -r 6 o t *j T-r jk How about the others’ plans? Make pairs and ask questions. ) IfllOH 247 B. Pair Work—Talk about your plans for the upcoming vacation. C. Role Play— One of you works for a travel agency and the other is a customer. Using Dialogue n as a model, make reservations for the following tickets. 1. From Nagoya to Seoul ( V ^ >1) 2. From Tokyo to Paris 3. From Osaka to Rome ( ° — v) 4. From Tokyo to Bangkok ° {' N 'J i 9) Jan. 1 1 person morning flight Feb. 14 1 person window seat Apr. 18 2 people aisle seats Aug. 20 4 people afternoon flight window seat = JS fl'l <T> ^ aisle seat = iS. JS-ffl'l <T) C ultured^lQ HC HA, d 9 o? Public Transportation in Japan £ to' A, Japan's public transportation system is highly developed, especially within metropolitan areas and between major cities. The most common forms of public transportation are trains, buses, and, in major cities, subways. The Japan Railways Group (JR Group) has a train network covering almost all areas of the country. Travel by public transportation is enjoyable, safe, and Shinkansen efficient. Here are some tips for you. If you are in Japan on a "Temporary Visitor" entry permit and want to travel to different regions, consider getting a Japan Rail Pass, which offers unlimited travel on almost all JR lines (including bullet trains, except Nozomi) for a certain number of days. If you are planning a budget trip during vacation time, the Seishun 18 Kippu Japan Rail Pass (*#18# -ec'U** may be the best option. This seasonal discount ticket gives you five days of unlimited rides on local and rapid-service JR trains for only 1 1 ,500 yen. Highway buses are another good way to travel between major cities. Compared with express rail services, highway bus travel usually takes longer hours but costs less. Also, if you travel on an overnight bus, you can save on accommodation costs. Highway bus : JRjIC B$/yxJT- ;w-*x . . i . 248>»»&B-gaai Useful Expressions IKT At the Station Types of Trains -local a O' o*) -express $ VO Z 9 -super express to$ *}> ? Destination ~ff$- -bound for '3f®- -serving . . . . . areas (3 -9 Types of Tickets and Seats -(boarding) ticket general admission seat Ui 9 L*tt/v nonsmoking car -coupons $ A,x./v L* tt/C -commuters pass TV' $ — -f-#- Car No. 1 V'^)>1 -9 L * If A, $«- round trip -student discount &<bV ^0'< one way -reserved seat L TV'-£$ Places in stations -track number . . tBn exit XD entrance r <•*> -ticket vending area £ O O* ? If i'U <•*, -gate PW& -platform t N ri'V'So *-A — % stairs Aj h*j - ( -shop; stand v N £> ( first car; front i ix X 1' Ifl'TA . fie — end last car; tail end 9 L Miscellaneous Public Transportation Terms M U #1 <F> O 7fc^r X. - transfer 7$' i; next (stop), . . &«ln>-)T/v departing first departing second i±o last train . Announcements We will be leaving soon. L i i-o i i +£ < A train is arriving. 4w t'A/ L * &I4~izjL 4 o 5* <J Next (we 11 stop at) 4-f 0 . . fc KT^HJL i U 4 -To <ti*\ 'o The doors are closing. Please be *>*•) careful. Expressions Does this train stop at Akihabara? i U £ iT fro Z -CA,L* 4>5 14 lf*b t What time is the last train? L*J> hk> ~C A/ M, ' l Tl'^5 L 4 i'o One reserved ticket to Tokyo, tori* please. ^#>] X. Can I get a student discount? £ i' fro 075' * ri'4 < £ * i' Which one is the train bound for Kamakura? B : — ##T-f o (Z Trac/c number two. * 250>>>£gg-;gai| s f 1 1 L »•" S E 0 S N 1 j P^dj-COfiocti After the Vacation Dialogue S sS 6'U t> Michiko and Mary meet after the vacation. K1 1-01/02 Z 1 /T : >) - * L, X L o' 'J T-fHo ? l T L tz 4\ li V'tS 2 /T 'J - : ten <J 4 xt,z 5 Ar 'J 6 A s_ in ti' A'A.ziilti 0 tz DDTtHo ^fe^Tl/c^tto : - jS-a,c< L i ltz 0 * L<nfaM±$kH>'^tzTirl> o : tz<D $&£&Tltzo — 0 £lt K h £ IToi lfz . -7 'f 7"dff :* i L /= (Cfc> Vi Si'lct, a K1 1-03/04 /T 'j 3 •/ 3 > A X%Z 1 - X%Z*X, £/=*££ IS*Mi -To Z : £> £? li 3 }y J T Xo 2 -£A,lfo (z (JA, $ L To : (4U îir^ uUjiia^zt-To \ lit K1 1-05/06 Z 1 v s y*L, * #(i£' 3 T-f ?K L t-x h 7 TOTTyX'T-fo Ltfo 2 y3y 3 w 4 vsy 5 A^ 6 v3y s- A/ 'J X 9 TT tJ ' 0 ifh ^ AliTT>Xl^fo/cZ v H 'X. & 'J i -t± /Co T, $ JCo iz£ 7"U — ^n'ijt ; — 1 7tf^Tto o ^-)a6 ffms>>>25i Ut,z 7 li£'z<n&%T1rt' 0 L }> o L A/ 8 U%z \ -ftffT-fo iii>< <n 9 vh> : c^ £ < tziS V'o 5 7; tw & fc v ' L ^ T"i" Jt ' <, -tftA, Michiko: Mary, I haven’t seen you for a long time. How was your vacation? Mary: It was really fun. I went shopping, ate Korean dishes, and things like that in Korea. Michiko: Sounds good. I want to travel, too. Mary: Did you have a fun vacation, Michiko? Michiko: It was okay. I went for a drive just for one day, but I was working part-time every day. Mary: Michiko, I want to introduce you to a friend of mine. This is John. He came 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 Cairns, Australia. Michiko: Is that so. John: Have you been to Cairns? Michiko: No, I haven’t. John: It has mountains and the ocean and is a beautiful place. It’s famous for the Great Barrier Reef. Where are you from, Michiko? Michiko: I am from Nagano. Please come to visit me sometime. The food is good, too. John: By all means, I would love to. ) 252 sIS 3££H • m §s V o a c @ pp Tchu <2 b u I a r y Nouns * —X b 7 T i" Australia 'J 9>' £>' L snack; sweets £££ L J: 1 fc £ 3 <n z fc i 0 New Year s boy festival ‘J toy fc/C-tf/C spa; hot spring &L+£<n> z girl ti*'. ' zm 3 < L n> foreign country singer HI + +• >7 river camp this person (polite) this semester l<>£ L rb J: J: *5 president of a company -7 class future L/C IT* shrine 0 fishing ij K7 4 * 7" drive beer art -tXh7r;'J* host family $ lake Vi 0j mountain j?*) * dream /1/-AZ- b U museum - v e r b s •? £7 < roommate to tell a lie to become hungry t'l * Words that appear in the dialogue (~ £ ) to cut (classes) (~ £ to own (a pet) K1 1-07 ^ . ) . ) sna>»253 z % JH6 to take (a class); to get (a grade) +£b7 f? to learn (~£) <niiz to climb (pZace li/zb < to work (~ £ C) I R u - v e rbs to get tired (~£) to quit K* &> %> Irregular Verbs * It yU'-f <5 to have a fight; to quarrel L Jt 9 #'V '-f & to introduce y 'i X- y h r •j f * to be late (for an appointment) < @#1-* -r Adverbs a n d to study abroad Inn L/C (place 1 (~ - ) I 1 Expressions Ot h (event (D) after (an event) * £) IZ person to go on a diet -5> V J ( person coming from tfa# f LT (place <D) and then * just ~T ^ . AL . . . . ; only rA s * i &i & okay; so-so t o ^ more ') it . points * L .j: u . has been a long time @ ADDITIONAL VOCABULARY I K i 1-08 (Occupations) li So#' V -y — i~ L J: t|> P writer X h 3" L (^C#) actress (#iftip) nurse journalist #'C l+t'S'?#'// police officer L J: 7 1$ 7 L lit 'll) n actor; actress t LtH' (>j|®^) 0 t> 1 j (#-(5) b 7 UZ 7 L astronaut baseball player ti t ' Z 7 •J X 7 (AITEtI) president of a country 0#Kf±) firefighter cartoonist . -gala 254 G )£ ®3 iS\hj m a r m a r CT -feu You can use a verb stem (the verb form that goes before £ "£) + fz v ' T't' to describe your hope or aspiration. ^£<7)3*11, >1/^ or Ln>9io if rt* A. BfcS^JL/cV'T'fo X.V' ft I want to see a film this weekend. •» \ CT < »i» tz± \ x-f 0 t,' I want to go to China someday. verb stem + TclAT I want to do As you can see in the first example above, having 7c v . ' . attached to a verb slightly affects the composition of the sentence. A verb that takes the particle £ can have either the particle £ or 4* when it is followed by fz v '. Particles other than £ remain the same. The combination of a verb and 7c v ' conjugates as an v '-adjective. Here are examples of negative and past tense fz v ' sentences. &<7)AUIi^'/c < A^T'-fo V't ih I dont want to see that person. Hz —9— tz t'b, X'' — b ICff $ i L tzo 0 i' i)'' I went to a department store, because I wanted to buy a sweater. If your wish is one you have entertained for some time, that is, if you “have wanted to,” you can use 7c t ' £ ®oT & tz v 'Tlr v ' £ instead of 7c v ' T ~t. ij 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 o T v ' i L tz with tz v '. Itz o i' Mary said she wanted to go to Tibet. To describe your observation to the effect that somebody wants to do something, you must instead of fzW If a verb takes the particle use a special verb verb will retain the £ , £ , the derived unlike 7c v \ with which we had a choice between the and £. particles Mary wants to wear a kimono. (It seems) The verb fz^^ T t '%>, which comes from the dictionary form fzf < ^>, indicates “I think We will have more to say about this that she wants to, because of the way she is behaving” type of sentence in Lesson 14. I want to . . . /Do you want to ... ? They want to .. • verb stem + /cliZrlT • verb stem + • /ell conjugates as an ll-adjective • fcti'Tb conjugates as an u-ver • 1$ or • ^ only ^ KM ~rco~ito?z> You already know that you can connect two clauses with the te-form of predicates, as in: fcfcSrt' &<D 7)' ti/v IfA, tz In Osaka I will 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. If you want to avoid such implications and want to mention activities or events just as examples no set order you can use a special predicate form , /:‘J, h<n 75' ~ tz ~ tz 1 j VLZ'tiL*'k'<tz') l£A, liA, £ 1 j , and in i" Z> Lite /h Osaka I will do such things as shopping orzd eating dinner. , , (activity A) /c D To get the fz l ) (activity B) /c Q If S form of a predicate, you just add U do swc/i dzmgs as A and B to the past tense short form of a predicate. (Thus we have L fz ^ fz.) Note that the helping verb 1r Z> > past tense for the verb 6 whose past tense is L 7c, and , ~ tz the tense of the sentence. You can change a ~ fz ‘j fz *j for ^ at the end of the sentence indicates 1 ) i~ % sentence into the past tense, or incorporate it in a bigger sentence, by working on the helping verb part. . 256>»£jg-:5t&li Mfel tz'). tf^^L/cHU/co tt i&jfcli, ^<Lb in i±$r I studied and talked with my friends, among other things, over the weekend. $ fct* -r I like dancing, listening to music, and so forth. The past tense short form of a verb + Z 'C'h < hfr%> describes that you did something, or something happened, in earlier times. #±iUic«o/zz i-To I have had the experience of climbing Mt. Fuji. tzlim /0(±^m z Takeshi has never been absent from classes ( in his life). verb (short, past, affirmative) + H<L£)''<fc :a) If somebody asks you a question using £ have the experience of. Z £ /)*£> <) £ ~f you can just say £> XL or repeat the whole verbal complex (ff r>tzZ £ f Iff o tz Z l ) . £'£/£>*) { - ) £ XL). s—D o fz z ‘J £ -f tJ ' 0 — |iv\ Have you ever been to Europe? (i v \ Zfrjh ‘J £ir 0 &> (X (iv\ { ) Or Z 0 ‘J if o) Yes, I have. noun A ^ noun B ^ connects two nouns, as does £ ^ suggests that the things referred to are proposed as . examples, and that you are not citing an exhaustive list. A > •'f B A and B, for example * £ L tz 0 btn t 4 ' b I went to Kyoto and Nara (for example, and may have visited other places as well). . ISnB»>257 ny-h 11 \ E x p r e s s i o n Notes IT U in negative sentences In negative sentences, you often find the particle It where you expect Q A A • . Observe the reply sentences in the dialogues below: Do you watch TV, Prof. Yamashita? y* 1^ b: tiMS-dr/Lo 1'V^x.n • : £: ULlT5t4.t±T W bl : Q & or n-H Do you like coffee? § Tsfr f No, I don't. n — b: — ti£P# No, I don't. -r & and respectively, would not be ungrammatical in the above examples. Many Japanese speakers, however, find the {± versions more natural. The rule of thumb is that negative Japanese sentences tend to contain at least one It phrase. If you add ft t± to the sentences above, therefore, the need for It fi />. L is already fulfilled, 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 want to speak in English. X.V' r l i* {£H?t- tiff o tzZLh ifitb ^ S -d:A/ 0 X>hLi Td It I have never been to Hiroshima. I' You can add fit t to numbers to talk about having just that many items, ff tt implies that you have something up to the amount needed, but not more than that. Corin' X>t btz L 3b I have met that person just once. — LoU V-t H+ J A/ ffi ff tt ^ S % ^ L/: I have just one question. 1 I slept for just thirty minutes. 0 fa fi tt suggests that you can live with that few, though the number admittedly could have been higher. We will learn another word in Lesson 14, namely, L?5\ which means “only” in the sense that you do not have enough of. \Z You can use the particle IZ to indicate the occasion on which you do something. Lfio If A/ If A, I ate salad at dinner. tz J . JESS 258 t- can also indicate the role you want something to play. ]£ X. li tfb or Lfz 0 — I bought a postcard as a souvenir. it' K 7 d 7" is used when you go somewhere by car for pleasure. To say Vy d 7" tiff < or K y d 7"i~ & “to have a drive” or “to go for a drive,” use «B tX'Yy 4 hrfnb § £ L tz/ K7^f 7‘Li Lfco l' I went for a drive to the lake. When you simply want to say “to drive a car” (not necessarily for pleasure), use h instead. 9 A,TA, ^ £ ffiz LtzZb fr$> it fro 13 *) U ISA, <*l -?A,-CA, Have you 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 M*-?) for sleeping dreams, and Jfo XV ' or &> h for your visions. LtZo 7 I had a scary dream last night. Xl'it /Wfrfo Sto & vfrib & What is yyour Jfuture dream? fro Li iClcfc I have a dream. vptb -9 *oV> &A, The particle ti often follows the particle 1C in sentences describing a place in terms of the things that are found there. (1) %M h^'A:< $A,&f) £-f 0 Yfftz < (2) b. *9 f 1*0 n $ t n There are many department stores in Tokyo. There is a subtle difference between the two sentences. The first sentence is about the places: they answer questions (either explicitly asked, or implicitly) like “What is Tokyo like?” The second sentence, on the other hand, is an answer to a question like “Where do you find many department stores?” See the grammar note discussing the difference between fr and ti in Lesson 8. In the case of the particle K, the contrast is between the simple bination K 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 ~ 7clA sentences. 4 ki 1-09 ' ( Example: / \ 'y / < — if — (li'.') -*• (\h©) -» if— ’£i$L<tz\ 'T"t o tz jS! 1 . * Uff < *1 9 * 3. {5^ . tli (liv') 7. 'T*f o B^rm tc r (livO < (iA, #. £1! 0 (ll'. ') < 4 i ajuuff < (iiv') 8 (C it-, '<— if— £ 'k^tz < (JA, -t (livd 9. U* 97 &<< riH'L* B. (vu'x) |C t£ 5. 10. djlZ^tZ, L**b.t 9 <7 (v u '£) )( 3T Pair Work— Ask if your partner wants to do the things above. When you answer, give reasons as in the example. 1. A Example: — if — ! B : liv\ 'fc'<tz'>' Tto fc 'k^tz < £ C. 'Tto fc Change the following phrases into —tclA sentences in the past tense. £> t t> Example: @ ki 110 ^ (DIE-Sp-T^l TrA/L^ £>-£ 0 &$LTHlttffz ti' o tz Tto (liv') < t%L* 0 n 't.) c fUt'U5 2. O :*) 3. 5 <r> t’-A$t4 fc*& tb (I±V') fc t t> b <73 fl# TM Iftz <+£t'r>tz T-f o 6 io (u^) d n '/O 8 tt£f§l 9 t (l±v. ') 75*0 C. 9 (v u 'x) dtv') . hi 9 A/"C A/ (li^) 9. $ 9 tfH' 7)' du'x) 5. i> t°T / £H 9 7. < 4. (livd . 10. (l±vd I i> 26o»»£B-xaai D. Pair Work—Ask if your partner wanted to do the things above during their childhood. E. Pair Work—Ask your partner the following questions and report the answers as in the example. See p. 253 for occupation vocabulary. A Example: : B 1 XX t ( i ^ 'T*f : tz -* A It/CX : 1 ^ is (1 £tc liA, 2 . ^ l± t°-*f £ ^ L fZt o T o £ -f o) fc WnîiXlP/cPTtô *IC A' Z'Z |2\ ''fc.lf/XT $ /cV'T'-f 7>'o 3. l'' * 5. &(c L vll 7. X. t'i c 9. l *9 »j> o i o & tc fiH/:< 4uTtK *IC ft *u ts #4^, fsjlX' '] tz^TXt)\ li 9 ^V' *lc to. CA-rt'o F. S At &IC Complete the following sentences. /:btto 1. XL $ $ <t ? 2. 3. $> tz^T-fc l tzltfrLtzti'b. 4Uxtz4'b. tz < ftv'T-f o 075' /: < tz boli &t5' /X'o /cT*f 5. c7 zn t $ 26i mm^rco^t ©tii&urcD, U tt/u =tz> A. Tc< Tell what the following people did on the weekend using ~/cD~tcD‘3' 5>. Qkimi ; i/ b '/ : saw temples in Kyoto, went to a museum, etc. Example: 7c It L 2. j; 3. X— 4. It 5. o / \— f o 3 : ') L t Ltzo went camping, went for a drive, etc. 1. : IMttlKfTo/c : made sweets, played games at home, etc. went to Osaka to have fun, went to eat, etc. L cleaned his room, did laundry, etc. : 6. : met friends, watched movies, etc. : went to a hot spring, rested, etc. B. Look at the pictures and make your own sentences using ~7cD~/cD‘3"?>. C. Pair Work—Ask your partner the following questions. When you answer, use ~/c D ~/c D TS as in the example. A Example: B 1. < ! £ L i L 7c t'o B II (2,4, (I <5 A, fctl >) : 75' L , fz fa* l t-fjJ'o 4'(I 2. -r— h <7)0#, 3. fc**/=<7)STIifciEJf lifa* li-fiK L i-tt'o U-)«'o <lc 4. «<7)B#, C 5. ft fc? =t £ l i L 7c t'o < tic B ^TtBJ £ 1 7c t T-f ' II 15 A, &U tic £±ilj (MtFuji) Hffo/cU Li l/:o o* l; SA, <7)12 scan 262 6 . &o^f o^-^f A icfsj* L i l/c i>' 0 fttc 7. 7?7 Tf»J £ l T lit 'It £ -t+AAo 8. ^<79 HA, Jsj£T£o t Zk, £ LmoJo &'(c Ti-i\ <J fctc 9. fSf 4 ic $ -f- £ <79 7^'£f £ T'-f '/ * b &IA U/u A. V ' T"f tf'o -r ' 3d The following are what John has or hasn’t done. Make the sentences using ~<Z£:i)''<S^). 0KU-12 O eat tempura Example: TA, X go to Tokyo 7 3. O eat sushi O study French O work a restaurant 4. X go to Hiroshima 5. X write a love letter ( 77 k 9 — ) 2. B. — 9. <79 to >@ A tc B X drive a car in Japan X see Japanese movies x go to shrine 8. 10. Pair Work— Make questions using A class 7. " B I A i -tirX, O sleep in O climb Mt. Fuji 6. at Example: Ij $ 2 1 -9 1 . fc £ ><*, AAlcffo/cZ t ~Z £ and ask your partner. £ ffc tl ha <0 e? tt ±V\ it„ £><J TL/ctJ'o B 1. /Jx 7 h *-r * 2. f7 h 10. tU'TA 3. £ f>( X. -5 4. ÂICÔ 5 j? x.V' 9. T £o < 1 B ***&£#* V iiA,V t JL 7 11. ajt*ij-f I) o< £ tSL c.* 12. M£+K-K£ J J: 9 . 9 1 friz ft < 13 . i' 6 . 7 . .T <" (blowfish) tatfste&i-i C C t>4> 9 8. < b-A 7 - h It -t 7 l 7 r;'J iC 14 . 15 . J: -9 •J *J> 9 if < HI 75' t) To £T£ >j -€> ^ C „ fill 111 263 Pair Work— Ask your partner the following questions. When you answer, use ~-'P~ as in the example. A Example: £ : X +£ 0 ^ # 5E £ {Z B 1. : fc £X t-TtJ'o . fc'^< -r <jV) ilrt 3. 4. &+£ 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. ifeX i "tXo 3 IVX.iXSJ: -f 7. 2 <£ U U J: d 4BHXfo£C £#<*> jS ! 1'C< lj r'ZT-f^'o i-fjJ'o l' x. 8. A 4l t (actors) <7)4'T\ #{H (ii'vM 1* $ T# X 0 9. fr L» 1- i'7>' ®s<y*©«g n/ub«>5 A. Talk about your dream for the future or what it was when you were a child. 1. 1h+£tz<nl£ MT-tX'o &A vbtb Example: Âli^^. t>fcL L J: -9 X £> 17 *bl' rt'te & X^<OB#(7)^|if5ITL tzfro Z t't 1 3 vptb Example: C B. n &A <D I fc5 t5' - tc tz t ' X"~f o f l T, t ' -Z, tc |I] < l' 2. *J l J l Class Activity— Find someone who . 1. has seen celebrities 2. has never used chopsticks 3. wants to live in Japan in the future 4. wanted to be a star (X 9 — ) as a child 5. wants to cut classes tomorrow . . £ I 264 »=!£ -SSIS C. Class Activity— Bring pictures of your hometown and describe it. Example: % \t-a--3-9 fctS^T-fo (T) &£> ^ J: < < s * ^x. * /L<n$'ll§ (theater) ') ii-o fC#L^'i 14 L/co a.-i/i7i\,l£JLtz'). 4'o^-r TUY^'T-fo < lu>o LA/ fotzL e? a. tr * i C ulture(^3B teJEft New Year’ l j; 1 is iEJ| (New Year's) is the biggest homecoming holiday in Japan. Japanese celebrate New Year's Day on January 1, unlike most other Asians, who go by the lunar calendar. Most businesses are closed on and around New Year's Day. New Year's Eve is called B, and people try to finish their seasonal chores fcii A'f A* —cleaning the house thoroughly, writing greeting cards (^Sf tt), and so on— by this date. Dinner for New fe/L If L Year's Eve often includes UtO l£ (buckwheat noodles), as the long noodles symbolize the desire for longevity. When saying good-bye to someone whom you do not expect to see again until the new year, the traditional parting phrase is <fc (Have a happy New Year!). When you meet somebody for the first time in the new year, you say & WS LT&toT £ o Zl (Happy New Year!). Many people go to b/Lbv pies) for (Shinto shrines) and £ # (Buddhist tem- T6 or the "first worship of the year," which is likely to be their only visit to shrines and temples for the year, since Japan is a largely secular society. Special dishes called &Sn44S are eaten for New Year's. Each dish is said to signify a particular wish — black beans (la) for < ^ £ #> diligence and health (a pun on the word S to), herring roe (SfcOD b' ) T for having many offspring, and so forth. The staple food for New Year's is ts fc (rice cake), which is toasted or served in M (New Year's soup). Children expect to receive which are gifts of money from their parents, grandparents, aunts, uncles, and even family guests. ¥JHt# 265 Useful Expressions 1 Id 15/u Japanese Class the In £ Expressions £ £> bTU^'T'fo Both are fine. Rirr-To Same thing. — More or less the same. t O =t A little different. o Cant use it. Co Ot5 ' No good. tz*)T-to ^ & (f T < tz iS Raise your hand. o T <t£*w- 4 «£#IT< /c - ^ ' o Read it before coming to class. - t5 ' L± - Hand in the homework. - Close the textbook. - Ask the person sitting next to you. - Please stop. - That’s it for today. fc L^'J<7)ALMv'T < F:^'« V't < J /:^ 0 0 ilV $ J: 9 #5 Vocabulary ?&«- - AV ln> < homework colloquial expression 5'A V' l*>$ t bookish expression deadline 'J t5 '/j - exercise Tv 'fcv 'tL'-fv JtALtf 9 V' -meaning - pronunciation liofcA standard Japanese V" t 9 - »J> A <1 grammar ALTtli— for example - question UAL anything else - answer Ztzi — U - Lot A 0>J dialect liotfA l' & 3"s polite expression ri'fc number . . li:A O - page number example . . ni' ; ( ) (parenthesis) >ft 0 J: $ %- O (correct) TAfoIJ Ifo- X (wrong) line number . . -9 two people each * o Mi £>£ii 266 12 W r ^ ^^ CFj;5 S 23 §5 fc> © 1 s i 0 S N I 12 ^ Feeling III 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 £"•? : ^ J: o £& '-îi V'fc ^ ' /C T'-f l tzLT-ft' 0 o tzLXô $ <7> 2 tl If A, /- If A, l> tz^Lî-^'tzL * 5 6 ^t <7 ^ ^Âr-rô . fcV'Ui} 7 yr : ^ 8 o' ii, <o@EL^‘\'T< /=* o 0 O tzil 1 tJ^'v h . At a hospital. 1 <D£>#h'/0 T-f -£/v-£i' V' 3 ^9 o t'fc too &< \ 7 i 1 -f <"x-x L<i*$ L T"f />* 5 6 l yr L* >j (C L o -5H, jM# l - u 'T In, 'll 1 SA/Utb frjMJ 4 l/io /IS t' s 9 L *> $.f? 'j liv v yr - E i' L* I'/c f 9 Tt^' &£>, L '] X'-f Jt o @<12-03/04 yr«j- 2I f: * yt — ' hh, /ii' <tU *> U <7) l )4<t: 1 (4* to r*V4 l/c 0 . 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 my friend yesterday. I think maybe I ate too much. Michiko: Are you all right? Mary: Yes. Don’t worry about it. Oh, it hurts. Michiko: You had better go to a hospital. Mary: Doctor, I have a sore throat. I had a stomachache yesterday. Doctor: I see. You have a fever, too. It is just a cold. Mary: Well, I will 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. . . ' 268 ' : . £!£ -Xîi §£ 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 j girlfriend boyfriend —not used temperature (weather things) * < t 'j L ' 3. cloudy weather ft *j match; game —X juice politics 4+v 'Hf -J grade (on a test, etc.) <75 throat li tooth lift flower cough * lift sunny weather "tft m —H clothes ' hangover present -1"' — A •> -y 9 homesickness minus t<D # thing (concrete object) f snow J;K Jfi* U adjective s business to take care of - &£ * ' v tz \ ' tf'.' ^ sweet hurt; painful to to V ' there are many it ± narrow; not spacious V. * Words that appear in the dialogue . . for %12S»>269 o Z" ) /] inconvenient; to have a scheduling v conflict $ bad ^ \ &-adjectiv e r i-r* (*) nice U - v e r b s < ill #< to walk JBWP £ tA < to catch a cold to be interested (in ... z> +£ < -f to lose ( topic lc) (~£) to have a fever * <T>)£-hH'b < <r> < to become thirsty Ru-verbs kt $ j»<di 4 to cough to break up; to separate £) ( person Irregular Verbs Jt * nirz to get nervous .cSE-f^ L Cl±°v '“f -5> Adverbs * &/cV' U 1C * If /C $ * /b.j'Xy a n d to worry Expressions Oth e r Get well soon, don’t look well ' probably; maybe as much as possible * ~T L Jt probably; 1 . * ic* /Clc£ * ~ <7) T" l± UJ6T * t *7 -f -=B . . . . , right? degrees (temperature) for two to three days because <* . . . for the first time very soon; in a few moments/days t 270>»£j5-:%;£ig G >S m a r m a r CT ~A,rT There are two distinct ways to make a statement in Japanese. One way is to simply report the facts as they are observed. This is the mode of speech that we have learned so far. In this lesson, we will learn a new way: the mode of explaining things. A report is an isolated description of a fact. When you are late for an appointment, you can already report in Japanese what has happened, '<7, £ H+ X,T L tz. This sentence, however, does not have the right apologetic tone, because it is not offered as an explanation for anything. If you want to mention the busses failing to run on time as an excuse for being late, you will need to use the explanation ' ''X t)' -5 tz L T"j~ mode of speech, and say: (As it happens,) the bus didn’t come. o An explanation has two components, one that is explicitly described in the sentence (the bus not coming), and another, which is implied, or explained, by it (you being late for the appointment). The sentence-final expression XT serves as the link between what the sentence says and what it accounts for. Compare: X b &> 'J l /;f X b Z> tb L 7c 7" H ff A d H Jt A i I have an exam tomorrow, (a simple observation) o L T~f b i C /- v n T't’ o b - tz V x X T"t o I have an exam tomorrow. (So I can’t go out tonight.) I want to go to the bathroom, (declaration of one’s wish) 0 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. L Ti~ itself is invariant and does not usually appear in the negative or the past tense forms. 1 In writing, it is more common to find <T) T"f instead of X T ~f. J; ( tk' x X T~f o (in response to the question “Why do you look so upset?”) (As a matter offact) My grade is not good. 1 In casual exchanges, LX't appears in its short form, L tz. In casual questions, b T't' We will examine these further in Lesson 15. is replaced by <D. ) ' an2g>»-27i (explaining to a person who has caught you smiling) o /-c/CTfo The exam is over. (That’s why I’m smiling.) When it follows a noun or a comes in between. adjective, report sentences explanation sentences ^-adjective: Wp'tThjTlT noun: fe^/uTrT *''<feti' You can use LXX in questions to invite explications and further clarifications from the person you are talking to. It is very often used together with question words, such as £ 1 L X (why) and £" Q : *9 L tz (what has happened). m LTtU'Jft tzLTlrfro Why did you break up with your boyfriend ? (You’ve got to tell me.) A L^H L ’ § U\b frti ^ N L T 't’o (i v Oh, him. He never takes a bath. (That’s a good enough reason Q : IT -J ±± L tzLT , isn’t it?) 0 What happened? (You look shattered.) A : 2 m'ltLtzLTlTo t ia; My cat died. (T?zaf should explain how I look today. You can also use L T ~f to provide an additional comment on what has just been said. A : L X blT fr Li That’s a great textbook that you are using. btzl 7)' Yow feet. 77/e professors at my university wrote it (for your information). In the written language, you see WTt instead of LX X. It has the same functions but is stylistically more formal. 2 A £ 1 L tzL XX X question is best answered by a L T'f sentence with the subject marked with the particle X rather than (i, as in this example. See Lesson 8 for a related discussion. -gall 272 gw ~-r^5 which means “too much” or “to Verb stems may be followed by the helping verb IT ? £ conjugates as a regular ru-verb. excess.” i~ $ ^ < $5 a $ i~ ¥ £ L tz o Hi I got up too early. ^ Lo T You must not eat too much. tz can also follow v IT and tc- adjective bases (the parts which do not change in conjugations); you drop the v ' and +£ at the end of the adjectives and then add ( ifj it ^ tzfr [ix (If 3 <7)®T(iff L-r li* 6. This book is too expensive. 0 tzi)' th $ £ iT o This town is too quiet. $ £ when something is beyond normal or proper, suggesting that you do not You use welcome it. Thus WfifllT $ £ "t* (too kind) for example is not a straightforward compliment. Use modifiers like £ T & and "t" Z" < if you simply want to say that something is in a high degree. Cfl H35tf'lU,V£-r 'V ' (1 1 Ti~ “it is better (for you) to do .” . . is a sentence-final expression use to give advice. When you suggest an activity with 1 1 ^ ' which you can T'i~, you are giving a very specific piece of advice; namely, that it is advisable to do it, and if one does not follow the advice, there is a danger or a problem. H u 'T"f is peculiar in that *) it follows different tense forms, depending on whether the advice given is in the affirmative or the negative. When the advice is in the affirmative, m. ' II l T"f generally follows the past tense short form of a verb. When the advice is in the negative, however, the verb is in the present tense short form. '(S'.' fc = Youd better eat more vegetables. It is better not to skip classes. t £t ? . in2if 273 Cl You can use <F) T to give the reason for the situation described in the balance of the sen1 tence. Semantically, <D T just like is -h' b . Stylistically, <T> T sounds slightly more formal b than (reason) (DZ: V'o t (situation), because (reason). (situation)o t Itzo ‘J 12 ua, r I** (2 ha, r i My Japanese has improved because I always speak Japanese. , Lh^tz<nx\ *<nn<nfc is U<* i' 5 <fc /c Q % & fa I did not sleep last night because I had a lot of homework. , The reason part of a sentence ends in a short form predicate as above. When <D T follows a ^'-adjective or a noun, tc comes in between, as it did with the explanatory predicate L Ti'. H^Tto Ob I do not like that person because he is mean. , IftlKUTto Banks are closed, because today is a Sunday. d We use ~«UnKlM3St+A,/~rd:SAf>lM3*1iA, It ti If t ' It £ -tf L and tc $ ->f’V'(-ti-ti:X^ to say that 3 it is necessary to do something, or “must.” The ft $ ^ variant is very colloquial and is mainly found in the spoken language, while the more formal +£ It tl If variant is often seen in the written language. L It A, I have to study, because there will be an exam. It H If and +£* not go”; 3 ^ 1" 1 4T ±' ( *> v ^ ( mean “if you do not do fi X> and ^ v ^ . ( . ” and f i -tt v ^ It" i -t± roughly means “you can- therefore literally mean “you cannot There are more varieties for “must” sentences: +£ < _£_£_v N It i -if L, < T (t v N It t Tt X^, and tC V 1 -tf/C- You can also substitute tr ‘J t -tfX^ for v Mt f Hf ^ in the ft It tilt and ft' $ ft‘ It tlltft* ‘J i-ti/C, ft' $ K3 ft' U t Tf L. In casual speech, you can also leave out v sentence like: Ife^ft $ ô/Hr^ft < % *o > V x It combinations, like It t Tf L and end the sS 274 • go not doing ...” with the double negatives giving rise to the affirmative sense of the manin tct+ date. (i and tc $ k* comes from the negative replace it with It ill i or $ K N . Just drop the last v N and 3 verb . “must” short negative l'' +- t~ /«- T~ a ^ ^ It tC ^ You can change v Mt i tf L to v ' It £ -if LX' L tz to say you had to and to , (the short form, present tense) in casual speech and to "frit tilth. ' in the written language. ^ v 'It i -t+^T' l /co It 'Jit, ^>< a i: (long form, past) I had to get up at six this morning. ^£- HL EL $ Y 3 v ' I T'f o 1 (short form, present) (Tê frwf/z zsj I must practice every day. gil We use the sentence-final expression TL prediction. TL in the negative. J; J: 9 (probably) when we are making a guess or a 9 follows verbs and v ' -adjectives in short forms, in the affirmative and 4 (verb) bltzltm'&iTll: lo It will probably rain L j- i o tomorrow. It will probably not rain tomorrow. O' (t '-adjective) fc%if[j:jfet'TL Jc ?. &< frv' T It is probably cold in Hokkaido. Ui It is probably not cold in Hokkaido. e5 t; T L t 7 may also follow &' -adjective bases TL after these elements; we do not use X j 4 Tl J; 9 1 9 nouns. Note that , x TL J: 7 goes directly L J: 7,or x ~/:T L J: 9 . may also follow predicates in the past tense. We will, however, concentrate on the present tense examples in this lesson. , mi2m>»275 (tc -adjective) (1 ® *5 TL $ L' Y J: 5 ?o v ' Professor Yamashita probably likes fish. TL X 1 Professor Yamashita probably doesn't o f like fish. (noun) & <T> X h7 All ^ vt - X h ~7 ’) ] J probably an Australian. That person TATL 1 uX That person probably not an T A C ^ tc T L X 1 is o J: v N is o Australian. TL J: 1 sentences can be turned into questions (~T L J; 1 fr), which can be used to invite another persons opinion or guess. u ua, r t'AsZ < r t'f* Which would you say is more difficulty Japanese or Korean? The short form of TL J: 1 is tih 1 You can use it to cautiously phrase a prediction or an . analysis. tz\ii$L\±m*vit>z>tzz> t £jsv'i-r 0 I think Takeshi would be interested in it. In casual exchanges, you can use TL J: 1 (with the question intonation, and most often pronounced as somewhat shorter T" L X ) when you want to check if your partner agrees that you have the correct understanding about what you have just said. i/ s y It? 3 4* t» »J> -5 CT < -I* >fT> tÂTo i John, you understand Chinese, right? Can you read this for me? 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 t> frft l tzLX'-f 7>' 0 (2) 7“M:'y h $ 0) t b v 4 L 7c ' (4) 1* (5)fX M«J£ L < <D 1 11 0TI/; A. U J: ^ <L*tf'o /=T-f tf (7) tfMffctA* i L/b (9) & ItzXZ M f ill 2 IS B. 277 Respond to the comments using ~A/£riT. @<12-07 (1)i (2) ( 3) (ifc I received them from my friend. It was cheap. Italian ones (>r * »; 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. Iti' ~C~i~ it — Make up dialogues asking for reasons. Pair Work Example: I went to Tokyo last week. - A $ i L Ac : -tirAxL^-) i; *7 B i' LTt^l zffr>tz^T1r4\ : t) $ A n l WTS ijfrty&tzLTlTo J: i) : $ lili 1. I am very tired. 2. I have no money. 3. It is not convenient today. 4. I want to marry my boyfriend/girlfriend. 5. I am going to Japan to study. 6. He speaks Chinese very well. 7. I ') o CT-9 don t want to watch that movie. It A. Describe the following pictures using through (4) and “adjective + Use “verb + for (5) through (10). @ki 2 -os Example: O< ^ ^ 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 j&mirz 3. '<'/ o y 2 . 7. . <F> 5. 9£ i I f-X £1" £ ^<A,J i n 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. . A/ C/ i: -7 WlClT < 9 5. to l 6 4. . ** L rt i' B. <o 3. li* 2 tU 9 A/ 4^9 Pair Work— Give advice to your partner in the following situations, using ~I 55 tf'lAlA 0 Example: ic - _L r ija B : ft 'J tz \ 1 Ci 9 -r H 2 MM«-t 3 Mcft»; tz^LXô c iia r uj9 1C (JADA fct t t o< T A & fz It £# £ f£ * ft x.i' CT — l* s y 9 tz ; 1. rh 2 Y’-l+ftv' . 4. v ' (I 9 ^ ' v ' T-f J: o lift £iH ft'.' < 7. 8 5. l tz . t>h 3. Aft ft £ tAft L ft 6. I tt, C. O' O fr X 'ft 9. Cvpgt 9 ft Mi-6 C < Pair Work—You are a health counselor. Someone who hasn’t been feeling well is Ask the following questions. Complete this form first, then at your office. give your advice using ~li£f>if l'UA i x <aiuth l±v ' 9 At* X < #' ft 0 ft i t <r> (iv x tz I±v * $V' tz liv' J; V H A liA #N0 i 4 $tt liv' (D ft li d liv' “ 1 f 5 !^ ft 0 ftA D ri'A U Jt 9 Jt C ftA to 0 fz liv' V H 'X. H 12 P »>281 Zhj A. Z IS cT/u Connect the two sentences using ~©T. @ki 2 -io Example: V ' < XL $ — L i SA, t If vu'^Jt/j.-<7)T\ XL h l ito ft# tSL If £v'T t/J^'it 1. ^t 7i' i><73B&,fili;0 t L-z, < fti'T ir/Utz < ftv'Tt 2. x. i ' ?5 f l 3. .LA,Ui 4 Tt / ot' */** . till to/cTt/ttTv'i t I'-ti’ $ i i tz ^t it 5. &76 ic H 6. \ZL b LA,-£o tJ'OCJ; ‘j t^L/mWALt^L -tiri' C 7. £> L/:rX M*£>'J 8. <73 £>)H'b $ i L tz/ i? * — X LA/o'/l, <& <£ it/M Lit ^<A/J J: 0 tz V ' Tt <n 9. #$11i L V ' *L £>& B. Tt I'fc Make sentences using the cues below as reasons, according to the example. Example: ±t±L 1. 2 T4f £ LA ^ i L tz Tv 'it . t> s U *> J i 9 'jit 4. 5. l|U&<7)jfc'5M<jM'*J £-£/, jtA, 3. C. T — Li/ y 7 Tt Fill in 1. i L /:< H £ ft<& ^t tf £ It < ' tz <73 T, 6. r ^ * îti L T 075 ' the blanks with appropriate words. <nx\ *Slcff* /cV'Tto ^*>9 C < 2 . V' <nz\ k&h'ih ‘j ito Ica, 3. <73 T\ 4. <73 T\ $ i Lt ^Jjfti L tzo fol)' 5. <73 T, 0 tCliAT < <fuft< 1C 6 . 7. <73 <73 IJA, t T\ «Li T, filToit L 7c t T< 5 A,*>i 9 282 U U'S A. 33 33 The following is your schedule for tomorrow. Make sentences according to the example. @<12-11 Ex. -* 7:00 a.m ./%.*%> « Example: 'It t 4fX^ 0 a u l*> &A £ 7:00 A.M. £> 1. 8:00 a.m. 2. 9:00 A.M. 1 % £ tfc n lS*¥it X l:tfa* X 1:00 p.m. 3. * L£-£A,-£i' ^t&£#cx. ^ 2:00 p.m. 4. x.^ £>L -I* 3:00 p.m. 5. t Lirt'A, (iA, rf' n %\zm> 5:00 pm. 6. i' fr X. h7r; 6:00 p.m. 7. 'J If A, 8. 8:00 p.m. 9. 9:00 p.m. tz h 10:00 p.m. 10. <0 <t'J 11:00 p.m. 11. fr B. li A, •?< ‘T'A/ ;b Answer the following questions. 1 2 r C fctc C J; < ft ‘J fto/CT-fo . 'It i L ft* lftlt*tliVlti-d:/U 0 ' it 4. *> *•? S ftic ltzttto*>T<or- b Tt„ ft£ L ft'ltftlfv 'It £ -tt/Ut' 0 lit Z C. ft ts 4' (2 ft £ l ftltftlfv 'it £ -ti/CT L fzti'o 4- 1C Using the cues in A, tell your friend what you must do tomorrow. @<12-12 Example: 7:00 a.m. / %.& $ h — -tBflCÊ;* ft' $ v Lt> C 33 1 i. 'Itft '' ' 0 gjl2B>>>283 D. Pair Work— Invite the partner to do the following things together on a specific time. Turn down the invitation and give explanation using Example: play tennis — A *> : — jSf|--r-* £ L i l tb $ B I'oLi o i"<A i -li /Co : o r? & L Ali-7 1. do homework 4. study in the library 2. eat lunch 5. go to karaoke 3. drink coffee 6. travel ®a5Lfctt£m?U*5 A. Look at the map and play the Here is tomorrow’s weather forecast cA. # «fc , . role of a meteorologist and tell the weather forecasts for each city. I3K12-13 Example: Tokyo — li& L tz =T T l J: 1 $$ bn i in "Jm $ fcA ( 1 ^ ~f~ X — ^ « d 1. Cairo (#4 a) 4 2. Sydney ('> K — —) 5. 3. Moscow (^^77) . f b <, ^ 'T L J: 2 0 TL 7 o $C J; Rome (o — v) Los Angles (o+f >4fVl/X) 284>>>îg-5taite B. Pair Work — Play the role of a meteorologist. Predict the weather for your favorite city. The other person fills in the blanks. Switch roles and do the same thing. weather city temperature X\kj 1/00 A. Using Dialogue —Your —Your B. I as a model, make skits in the following situations. friend looks sad. friend looks happy. Pair Work—A and B are deciding when they can play tennis together. Play the role of A and B. Discuss your schedules and find the day on which both of you are available. Refer to the next page for B’s schedule. Example: A : ifoio B Bic— Xf J: : ^ L d li-lf/U'o hoi o o Xf (C*>«fco Xf A’s schedule Sunday go shopping Monday Tuesday read books Wednesday Thursday Friday Saturday meet friends '/CT-f c.**? <, tmi&jLti** io tl ’’ ill 2 !!>•>• >285 C. 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: Sore throat Cough Headache Fever Stomachache Allergy Any other pain Others (T I'll*?—) Pair Work (w) B. (- p. 284) Example: A Bf 0 12— If 12 7^- X £ L i-if/U'o : Fjl'Lrf’T B : If'Dk') If I'oli *Î<o^bS 0 li A Fji.'tH)') lfoi-9 Jc o zf * *> o C.*-9 t>2> v'lt^v^T-To 0(Hlii:"TTtô IctiT Xf B’s schedule Sunday Monday teach English Tuesday Wednesday clean rooms, do laundry, etc. Thursday Friday Saturday practice karate (j£-^-) x-V' 0 &L 286>»£fg-g;gjg I iz IZA, 5 Z? The Japanese Climate The seasons in Japan can be very different depending on where you go. Naha Tokyo Sapporo Cherry trees blossom Mid-January Late March Early May Rainy season starts Early May Mid-June No rainy season First snowfall No snow January October High: 19.1 High: 9.8 High: -0.9 Low: 1 4.3 Low: 2.1 Low: -7.7 High: 30.9 High: 30.8 High: 26.1 Low: 26.1 Low: 24.2 Low: 1 8.5 January temperatures August temperatures Annual precipitation 2036.7 mm 1466.8 mm 1 127.6 mm Winter is sunny and dry on the Pacific coast, but cloudy and snowy on the Sea of Japan coast. Spring is rather short because daily temperatures rise quickly and the season is cut short by the arrival of the rainy season (fSS), which lasts for about a month and a half. Summer in most parts of Japan is hot and very humid, and almost tropical in some places. Typhoons ( aM) make occasional landfalls in summer and early fall. Temperature, including body temperature, is measured in Celsius. Here is a conversion scale for those of you who are more used to the Fahrenheit system. ? . HI 2 fil > 287 Useful Expressions * C5 tttu Health and Illness At the Reception of the Clinic Patient: -f A £-£/,„ iU ir ^ 0 I Excuse me. This is my first visit. (±v\ ^P&iiE £IL-t!:T < /:'^' 0 Receptionist: & lt/v L J: 0 (5 O/coy. Please show me your health insurance certificate. & i x. U 0 t L J: i) s Please fill in your name and address on this paper. * * Z Patient: T"-f ti'o 4'A, <t<J VVTzaf /cmd of medicine are these ^S^jh-sAT'-f » Receptionist: t I'fc "fe: Li< ^r ^ n I “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 constipated. I have my period. I have hay fever. I have an allergy to I have a bad tooth. I sneeze. I have a runny nose. u iSTto ij T-r o i)' O'A/ L J: T (~U) T ‘1 ‘J L'L If < L k l±£*-f i -To > X X — £ -fo £ -To ito . . 288 ^gS • My back itches. %&#*> i-To- I have rashes. i v '7j< L £ -f 0 — I feel dizzy. n/;„- I threw up. I am not feeling well. VltL"£ LH/;o- I burned myself. £<7)’t£#'J i L/co I broke my leg. I hurt myself. <j lio LA, <*“> *±* Wi^Tto — ti $ o'A, &L ;fc>-2> life fc' ltd** LiL/:o Vocabulary • IS# (Doctor’s office) u physician & dermatologist O o* fr 9mt surgeon r Aft & obstetrician and gynecologist sa, o' la, orthopedic surgeon •£ I'ltl' If 75' hm* ri<A, 75' L t5' ophthalmologist dentist otorhinolaryngologist; ENT doctor • (Miscellaneous) ifL jfe C. #M antibiotic n-itwZ'D Lo U > h Y 1/ X-ray operation L l>o injection thermometer ft / Vu Reading and Writing Section 35 O' £>£)'& Hiragana 290 Katakana 294 2^ *3** ÛMCBCDIilÔ Daily Life 298 ^4^ *7'J — £/u©UkJO^’ID Mary’s Weekend 302 ^5 306 DckCo Travel ^6^ y My Favorite Restaurant 312 blab m7 & jXT'U — tlhu(D71ftdj' Mary’s Letter 318 &8 323 s 0 IC Japanese Office Workers 1 5A, fi'U U^-U/u ^9^ 'X—cI hjCOSii Sue’s Diary ICo 328 5 m\0m fr'c5fL/'? '3 The Folktale Kasajizo 334 ^/ct5||l|| Looking for Friends 340 i 15 ml2ii U5 t Mm $ Tanabata ttu Festival 346 J 290»»Bii***ia \ S ]_ B L S E 0 S N 1 Hiragana ©Hiragana Practice A. Choose the correct hiragana. t./o i ct 4. sw iS 2. ho li ( 5. ki * 3. me 6. chi ^ 7. to 8. ro 9. e /c 1C 3 * £ ^ Match the words. Place name Person’s name • Morioka * • Yokohama • • Mito • • Okayama • Kumamoto Sakuma 6. * • Tanaka 7. * < £ • • Morikawa 8. t ‘j fctf' 4. /ctHI L • • Takahashi 9 X z lit 5. & *J • Yamamoto 10. tztL*#' U 2. 3 C. <tU* • 1. . • . &£ What’s wrong with the hiragana below? Rewrite the correct hiragana. 2. 1. (i ij 5. 4. 3. $ J $) §§1 IS D. 291 Write as many hiragana as possible which contain the following parts, 2. l. 7 3. JL 4. 5. I E. Pay attention to the pronunciation and add diacritical marks " and priate hiragana. F. % to appro- @yom Z ^ LX> gaikokujin (foreigner) 5 tanpopo (dandelion) 1. V, Z. ichigo (strawberry) 4. ^ 2. fzLZ dango (dumpling) 5. 7c X-/ 5 3. ^ zabuton (cushon) 6. 7 ' ° £ Aj ' ( ( ganpeki (cliff) Pay attention to the pronunciation of each word, and mark with O for the correct one. @yoi -2 1. shashin (photograph) ( l^l/C • L * IL ) 2. dokusho (reading) ( £" < • < L J: ) 3. kyori (distance) ( $ J: «j 4. hiyasu (to chill) ( 5. chairo (brown) ( 6. onna no hito (woman) 7. kitte (stamp) ( 8. motto (more) ( l J: • * J; i) ) ) ) n &o £ • ) • & o £ ) 2 ' « 292 G. Read the following pairs paying attention to the long vowels. @yoi -3 1- In l£ 3L — L In 4 (parent) iJili'JyL-fcUU (grandfather) 3 . L C /C 5. — M i -tfv ' — &-&K* $ — -tf$ (century) (uncle) (husband) H. . (grandmother) (aunt) (landlord) (seat) ML (prisoner) Put the hiragana in the right order to make sense. Example: 1. 2 f~ Y & % — Y f t> frLT 4 5. . 3. . LlllZ 6 Ltct yC-tf-tfv ' . < ©Reading Practice Read the following people’s self-introduction and answer the questions. Refer to vacabulary list on p. 41 . @yoi -4 tz +£-/)' kb n Z T*fo li b /c ‘J J: 0 tto /£v < 4+v 'T"f o 4± /C 3 ? li /"i’v 4±/C 3 ? |± ti * l T-f 'Tto o J mim>»293 frtz l<n tutu l± z n z ) <n is *tz<n utATir A o /Cta/C-ttv 'T-f 0 J 5. r K>tti tZ Z T'-fo tz'.'tiH -tirv'T-f o #LZ i li izlZ/CZ'T-f 1. Who is an office worker? 2. Whose major is Japanese? 3. Who is a high school student? 4. What is Harada’s major? m Writing Practice You received a letter from a Japanese friend. Read it and write a letter introducing yourself. lc(3X U/CT'I'o \ J+A Z 9 li J: ^ L < x.'. x Z'Tto v N T"-f o 294^>gS3!rtK?Si rr *2’* t£l\ L S E 0 S 2 N ic Katakana ©Katakana Practice A. Choose the correct katakana. 1. 0 2. nu 3. 5(3 * r ~ ~ B. 7 7 7. rw 7 8. fzo 7 A 9. yu 4. shi / 5. ku 7 7- 6. ma u * X CL Match the following words and pictures. 1. ( ) 2 ( ) 3. ( ) 4. ( ) -*-7/ 5. ( ) -f 3 17 lx 6 ( ) 3—t — . . 77^ Ktff- h — h ^°7 x 7. ( ) 8 . ( ) 9. ( ) Xf-tr 7^7'y f 4 10 . ( ) b°4f' 11 . ( ) h-X h 12 . ( ) Ix^r 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 • • • • D. X > K • 7-fx" • /t X7 X’j - TAXf/ I/X"A X T7 >"7°— 7"x /XTj U X + X ^7 ;!/ ;l/ X h 7 X ^ Jl A Word Search— Find the following country names in the box of katakana. Example: ^ h fr A (Vietnam) > > if ^ — (Singapore) x O (Czech) )]/ -f* T / U ij (America) X x — ~f V (Sweden) x 9 T H /h (Ecuador) /^ O (Mexico) 7 7 V >1 (Brazil) > (Spain) (Holland) 'f > K ^ X T (Indonesia) 'f y y T K X 7b 7 y 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" X s 71/ X" * 1 X -~s. 'J 71/ i] X- X" 7 o 9 (Canada) /I/ *7 > X (Rwanda) 7 d" (Thailand) i[ — X h 7 T (Australia) 'J b y X i7 -f y e X — 7b / y X" A 7 y y if o" X X 7 X X T \ tj i~ X" 'f •j b" 71/ = 296>»m.dim &:*m E. Put the katakana in the right order to make sense. Example: 1- *T — X— — by— 3 2. . 4. — =l/ — yv — X ©Name Tags Write your name 1 in the box below and make your own name tag. /T Example: 'J — b • T 'J / \ 1 Your name in Japanese Japanese have only one given name and one surname, which is placed first, as in: tz+Xti' tz It L [last — first] Foreign names are normally written in katakana and in its native order. A dot “ between first name and last name. Mary Hart — /T 'J — • ' ' —h or /T ’J b East Asian names such as Korean or Chinese, can be written in kanji. Yao Ming -+ S **7 / 'i or [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 13:9 l IT + f >— $ L<n of 9 Ltto -3. — 3-'7 J\’y*-7.<n 2. ( ) of-? LT-fo ZHIi btzL<n ITT/Ol *Tto t-X|'7 JT<7) UT/C l /jH'Tto l 3. ( ) z*tli //<?) ^ rV) i; i jt i: m (e) ¥50,000 CUtto (2) (h) ¥8,000 ©Writing Practice Write about the things you or your classmates own. Use Mary’s sentences in 1 as a model. fig 3 ts L S E 0 S N 3^| :~5(D\tlWD Dai| v Life 001 V'£, • >IAE * — 8^(1/^ O one o’clock - (V'^>) one — (V* t>;faA/-d:i/'0 first-year student —O O o - one minute *$*A/) ’ <h ( ) one (D- (one) 002 CH(^) two 1C —^ —0 (two) ( jil ( hZ fa /v it V ' ) fa\ second-year student — O (AÂro) two (^0/^/$^) two days - - 2) CILB^f ((C £) two o’clock 003 jn § A/) three jEiBlf ( $ A/ 1C) three o’clock ( I>Ao (£ A/faA/'drV') third-year student jr. (three) JELo(c&oo) three ^ (cÂô) March (3) 004 EB( i /v) four L EH D>J^ Jt O fa/v-tf (/') Jt E9 (four) E9Bf( ( r? t) four o’clock fourth-year student EHO(ioO) four L^'o) April n (5) =fc r? eh 005 z" J5. ( CT) five >v jZLB^f ( CT D) five o’clock j£ J=] CT^'o) May £o (I'oo) (five) 006 6< D> ij J5. ( 6^ o CT £ V') five years old five T (4) ( t(^>Osix * 2l >^C B^( <5 < IC) six o’clock ?*\]§" (^> o £>° ^ < ) six hundred 7 N ^^(^ ^^ A/) (six) to(troo)six six minutes (4) 007 t L^)/^^) l^> ( seven (LA>$^) July -t tt^f ( L to 1C) seven o’clock (&&o) seven seven people (seven) ( 2) t 008 ^ li %> 7V 0^0 (i o eight /Vg" (iio /VB^(li'h) t) eight o’clock < ) eight hundred eight years old (eight) (2) / /V /Vo ^ o o) eight ( ; t ( 299 ^ rD •? < 9L( # ^ 9 ) nine >z z<n (X it. U [> Kj) £ 10 -f“ ( U O O ten "5 ) -}“B^f ( £ #> o $ V v Do £ V') ten years old iEL]§^$ A^P^ < ) three hundred hundred ux < ) six hundred / Vj§* ht o £>° *> < ) eight hundred Tf*< r (6)' (hundred) -tiX -tfX (-dr/v) ^ -"tir 1 (thousand) iX, -jr ( — ^7 \>£% one thousand yen -f 4“^ £ 9 i A/) one hundred thousand 1§~77 < 1 lr >HL ( (V'^> J A/) ten thousand ( (ten thousand) jEL^ § A/d?A/) three thousand A/) eight thousand - " 3) w w TT thousand P5 (-t±*A^x_A^) go £ A/) one million < X-A>) one hundred yen ”@*P1 P3(x.A/) circle iSj (£ A/Aftf') strong yen F3 V ' ( £ %> l') round (yen; circle) ni H“(t &) ten + (2)- tA*< % £ #> 9 £) ten o’clock £ $> 9 /6^) October ( ^ io (ten) m rn 9 £ V') nine years old (2) U^-7 _4- Jl o’clock (£ COO) nine (nine) H O nine ^LB^f ( < September u (4) n n n i — B^(V^C) one o’clock - Î^^B^(<l£?&<7)i§) in one’s childhood §* ( £" §) sometimes >1 (time) (io) i ( n r h r B^f§f(£ It'/ ') watch s + a* ii ^ ^ indicates the on-yomi [pronunciation originally borrowed from Chinese] and [> indicates the kun-yomi [native Japanese reading].) 3oo>»gEfrg£a fcVu A. U (Kanji Practice)' x 3 X\.hj Ufi> ~D Read the price of the following items in kanji and write it in numbers. Example: -f- 3 U U — f- 1. '\'s jj i- 2 . (¥150 ) ( ¥ 3.HW B. 4. f U t* 5. Write the following prices in kanji. Example: ¥5,420 — -j~Fj 1. ¥30 6 2. ¥140 7. ¥168,000 3. ¥251 8 ¥3,200,000 4. ¥6,070 9. 5. ¥8,190 . . ¥42,500 ¥57,000,000 ux. A student writes about his daily routine. Read the passage and find out about his schedule and fill in the blanks below. (jWm 7:00 ) go to the university ) eat lunch ( ) watch TV ( ) ( 9:00 ( 4:00 6:00 (Writing Practice) t>> n/uti*5 Write about your daily routine. Use the above passage as a model. ) 302 «»»£» 0 S S E L f N 4^1 7<7'J-— cT/u©lAtOÔ MarY’s Weekend 0 ^-0w(5/v) Japan B 08 0 (1-^9^) Sunday B (iW-t>) everyday ^t<D B ((£t±<Dt» Mother’s Day B fEO-o §) diary JEL B (<&o #') three days 1C 0 1 - O [>£/ tA (day; sun) (4) I2A n i B ^(fctiA/) Japan 2j£(t$A/) book >t £ s fi B Afo ((ClS/vC.*) Japanese language JjA'5AX£kfc£A,) Mr./Ms. Yamamoto (book; basis) A £ A icA IIA — f A A A (5) H A/ DA/) Japanese people jr. A.(£ A/ Ifo 1>0$ AD ( <D £> <k ) this person A/) three people A (2)7 (person) 4 08 B Of'O j: 9 £/) Monday -— Jf (V^^'O) January CL A/ If o) this month 4 (o|) moon ^ A'0 ( — (V'o^tfo) one month ' (moon; month) (4) n n j A n H (#'£ 0 IF) Tuesday >tA If k*C(£» fire ^Cub(^$'X) volcano ?£>JC02:&O0 fireworks !KM. W^fV') Mars (fire) 'f'. ' - • (4) >A-f Tfcfl 0 (water) t< (tree) A A 9 09 Wednesday 7jC^C(i~V' A V') swimming (c&'f' §9 Xv C <D 0 tr) alone (4) 7j j ^Ki^('t'V'‘ if 9 ) water supply bathing suit 7r x A^S B & ^ <t "5 A A# ^ A # b $ ( (4) ( £ tree TfC^Lf) water O0 Thursday ( tr A,) Mr./Ms. Kimura — A A A $x (SA/JÔO Friday >Ate (^'fa) money 3(4^ ( ^9^) charge A> (£5#* fa & f>) rich person iEL (gold; money) ( / 8) ^ ^ js $s £ . 31411 ± £' :tB|l B £ 303 (ôW Saturday O-ot, jl(ot>)soil (soil) (3) - î :£$&(£ %) land (fa A, if) clay i + B B|i B (l^^l?) Sunday day of the week <£ 9 Bfl B Jt *5 Bp ( (weekday) (18) B B 1 = B' B rl ’B3 B 3: B ’B:E'B?3 lf 3 f lf '^BfFBfBfBfl _t(9 X.) top; above C «t “7 0-7X. n 1 <7)1? C ( «t T &) good at 9 M -t(& < Ci 9 ) rooftop Jl ^5 (£>(?&) to go up T (up) (3) M' ~f >l/= _h t- 1 r (Lfc) under (Â:&) poor at subway <tz ~F'Jv (down) N ( \î£V'0 Please give/do < 1 M CO . . -A 7 tf (&#') inside t 7 ^ @ — (middle) ^ 9 CT < ) China ( 4 * ( V ' t> fa A/ t 5 li£ ( D ll ^ 9 i* % < ) junior high school fi- A/) half past three iS & ^ ^ ( (half) ^ 9 ) all Y ear around 4^^ (1^ ^ L) half a year ^^(liA/Â/) half ' 4* O half price ^ '' (5) ( 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 and choose the appropriate kanji for the blanks. -t 1. T t ux k 7 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 §§ 4 jfl 305 Read the following passage about Mary’s weekend. @yo4 :u £if 0 lc 0 Âtf) £ t tit> z Z n x.Alci'£ £ L fZo UX h LTY. t ti% £ lift L £ L tzo Ifzo itzo tz < ±0f 0 li— AT"£ L /co A-tf Tib' £ AC i Ifzo n» *? ' tz < ') i £ L tz 0 amB\±&^<&*£ Lô fctf'fcSAfcfc* < i l£„ llifc* -r l/t'Ui L/co **U'iA Z"liA£ /i<i L /co l"l"li0 2N§£<A ;* H t i l/:o ^ t J; A £ L /c o shop; store <& -ti: In i In \1 ( rp 1 sweet bun (do something) late Answer the following activities in the order Mary did. ) ( - ( )-( )-( )-( (a) studied Japanese (b) went to a restaurant (d) bought sweet buns (e) watched ) (c) went to a park TV ®lr<J|! H (Writing Practice) 6 nA/Unte ' A. You are going out. Write a memo to someone in your house, telling when you will B. be back and whether you will have dinner at home. Write about your weekend. Dcfcclo Travel 030 uU (^ i ) mountain ib \>K>£ A/) Mr./Ms. Yamakawa X, iJjjll if #T dr ub (^ U £ A/) Mt. Fuji (mountain) (3) J- 1 ill 031 J)| £ A/) Mr./Ms. Yamakawa lUJI| *5 Xy (^ t (#'£>) river /JnJI] ’if Xy(& ;#*;b£A/) Mr./Ms. Ogawa ;i| (river) )l (3) J Jl| 032 IfX TCftftOtXSfc) fine 7C H W S A/ U.o) the first day of the year 7C (origin) 033 ^ T (4) * 7C 7C^tL'(tfX§ &) fine ^^(t/vi) weather ^^(“CA/^) electricity ft A (spirit) >?L ( J- A/ § ) i&7C (bit) local ^ £> ( i ) feeling popularity (6) "T, 71 5fl 034 (X As § ) weather @1 ( T A/ £' < ) heaven ^jf (T A/<7> 'Q ) Japanese emperor (”CAy£ V') genius (heaven) ( 4) - = r x 035 L 3fe(fcftl)l L o < private university (Lto) private railroad \>btz l (I; private) 036 J ( ^ ( V C Wr ' (7) ( V ' i now ) *) j ) % i ^H § ( «fc (now) ( today £ L) this year yv 4) y ) fa (ClA/tfo) this month ^%fc(ZMiAs) tonight ( C. fa ^ 037 m >tz t L(tztai)^L) Mr./Ms. Tanaka tz lllffl-5/C (*££$*/) Mr./Ms. Yamada H3 fa I (^r^t3T) rice field ( (rice field) ( 5) i n m m ffl S5K^307 038 ^<7)y^(ioA/&<7)C><!:) woman u jt t ( (woman) ( 3) ct 9 C A < woman -drV') tb d: 3: ) C7D ( do Ax <Z) Cl ) girl the eldest daughter -k 039 vtiL ffl b Z.tDU' b) man (D ^ £>?-(* man £ s_ D> fc £<*>£) boy J5 -^rjrjlE. (AfA/ LA*< *d:V>) male student n i (man) rn w ^=f w ^ 040 i-jx (<&&) to see JL JtL$7 Ut A/*£o) sightseeing Ju 4£^L((i&<&) flower viewing JLU'dt A/) opinion (to see) ( 7) n i s n b % f 041 3-5 1 ff ( (V'< ) to go >V ( W IftAf (to go) I? A/ Cl 9 ) bank 9) travel «fc ( <1 i — - r r \ @ ( V J; 9 ) first line it 042 l J: < >tz (tz^Z)) to eat lit ^ ty] ( tz^ i> <D) food L < IL) meal ( (to eat) «t ^ ^ ^ ^ (9) ( b X < b? 9 9 Li ) cafeteria O breakfast ^ ^ ^ 043 v 'A fjClj (£>t>) to drink i> (O) -4ik* pA A/ (to drink) drink L #> 9 AsX As) drunken driving (12)' ( indicates the on-yomi and [> indicates the kun-yomi.) 308 H (Kanji Practice) ( i KM, A. D nA/U#3 Using the parts below, make up the correct kanji. 1. 2. B. 1 HD Example: * X 3. A 5. 4. ^ 6. 7.^ id 9. 10. 0° © Match the following sentences with the pictures. o 1. ( ) 2. ( ) 3- t-*f£At1r 3. ( ) ">'<— if — 4 ( ) %<nAZ-k<nAt^'$iro 1. ( ) -0 4. ( ) 2. ( ) -0 5. ( ) 3. ( ) HB 6. ( ) . 0 o E9 B 10 *B 5. ( ) 6. ( ) 7. ( ) *; £-r o jftffizfr* Hr,, +B -+B 7. ( ) -tB 10. ( ) 8. ( ) ^VB 11. ( ) 9. ( ) iLB (f) liotf' (ajv'OjJ' (b)ZZ<7)7j' (c)r>\'tz% (djEfctf' (g)o»ojJ' (h)«Ao7j' (j) (i)t;v'7j' Oj ^ J: 9 (e) (k)«£otf' ^ 51* 309 A. Match the following katakana words with the English equivalents. 1. o— t 2. o y+f- h 3 <y k . -> 4. ^7i 5. 9 3 'S v 9 6. y-* • cake • coffee • cafe • classical music • concert • Vienna Read the postcard below. Write O for the things she did or does and write x for the things she didn’t or doesn’t do in Vienna. 0 yos i 1. ( ) see an old castle 4. ( ) drink beer at the cafe 2. ( ) go to see a ballet 5. ( ) enjoy sweets 3. ( ) take pictures 6. ( ) eat at McDonald's MZifCts. CCli T Boi*- o&36 iit'io ZO li V)il to £ \sb 1 jL i 1/fCo ,3^ fc n 75 Vv VcoJyy-Uc li 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 letter writing) . . . but Jl £ night L h castle i 7c again A— h^fccbfcrcBlCliS'^fr'^SU/Co C. Read the postcard below and answer the following questions in Japanese. d/n— 1 2 R1 Y05-2 f- * lev ' t i"7j' 0 . 3. * <7) 9 li X.'i: £ L £ L /ctf'o 4. ^Bli ttlc* l £ L/ctJ' 0 fa L i l/ctf'o tff5S!»>311 @>*<.11111 (Writing Practice) to' n/uUKbc The following are your Japanese friends’ addresses in your pocket notebook. Copy their addresses on the postcards and write about your vacation. £ ts LfM i x. 4' T 753-0041 Li ibOjftJjDTlj Hill 36-8 L tWL T 112-0002 ix f: i'-r a 7-7 t < d i'L h s fc> Japanese addresses Japanese addresses start with the postal code followed by the prefecture, city, and neighborhoods as follows: (l) (3) t (2) 7 5 3-0 0 4 1 04O^ (4) LbU7)T (5) HOj (6) 3 6 - 8 *i<’% it a. (7) l (8) « si name (1) postal symbol (4) city, village, etc. (7) (2) postal code (5) neighborhoods (8) “Mr./Ms.” (3) prefecture (6) block number and house number Note that, like all Japanese texts, addresses can be written vertically as well as horizontally. 9) 312»â>g£ls f m(ym L S E N 6^ \J7^<=j'y M y Favorite Restaurant fA©lf 044 % 0 $ ^9 ^n(WLCt)) east exit jfKCWL) east D>Wl M $Lfc(b o # X o) Tokyo ( *5) Kanto area b 7 X o ) the East (east) 045 -tH ' ' >Ul ® X3 8(^1) west (\Z L C t> J-bffi ((5 < •it'V') northwest P r7 ji^ (<&&<&) south (6) fi 046 **/C jfl ( i$j jjtjijij & A/ b ~T ”* (south) *9 ) do IK >$/= ffi U (<&&& C^) south southeast p*g $|* ( & /v § exit < ) Antarctica «fc y'T(^ i^TyT) Southeast Asia '+_ 1* (9) 047 W'A/ £ V') Kansai area ||| g§ (-£ V ' X *9 ) the West 2§ (west) west exit ) 3h ( § fc) north 4 1 f! f ib O § i*i C ( i Sj ] i$i north exit ) ((ioi «t Jltdfc ( b o (3: < ) Tohoku area O North Pole otf'V' Jf*9 ) Hokkaido (north) (5) - 39 db 048 a ><’£ <£> H O § fc C ^ north ( A> U (mouth) (3) exit ) U7 ( <C % (V* h rt> o tt5 L rj) ^ ttj “iT ("fOr) to take something out tz ^ o) export (to exit) ( 5) (”C&) to exit ttj ( $> L i9> + i population O (“C Ctb) L >T ) Clb) entrance 049 jj up ^ C. 9 n n i C7 ( D mouth D/Xn it i' i + fctj tfc exit iii 1% L $> o -£ § ) attendance ( tb 050 & 051 £ 9 Kj)9 right ( ^ (right) * (5) ’dr^) right turn (& iTT ) 7- J right hand ir ^£^7 (£$>*)) right and left ^ £ $!] ( right side £.(Vtzl)) left 0 £A tz U ( =* _iir'3>) left turn Ê^L (U-fz )~V) lefthand ~£M £ (Vtft) § §) left-handed (left) & (5) — t i= % £ t — gf!6Ig>>>313 052 j5.^(CT^/v) five minutes 'tT .rx -j~^( >fo ^ i (minute; to divide) 053 A// Do o 'S (fott &) to divide DAÂ/) oneself 'v (4)' MiX ^ # V ^) (-îr ;^;^(-d:A/ L teacher last " ’ (6) 7^ |I (£ §tC) ahead 9 ) last week 7 fcjf (-l±* (ahead) A/) ten minutes * 7^ 3)1 (-iir Ax (ifv ^) senior member month *- f- jfc 054 £ L Jt -7 ^Gjk -drV') student (-"tir A^-iir V^) teacher tl ^( 5 itl&) to be born J — - (birth) ( jfe. I (V'o L «t -- " 5) * 'f once in a life time £*) £ 4 055 lA ^ V ' (£>io § V>) big (fiv^ 5 < ’drV'') college student ;AA(3o£&) adult tough [>& DtÂ/) embassy 056 (big) (3) - M'X ;A ^ ± j~ ^ < ) university ( tz V ' C. jii ( < -dr V ' ) student to study 9 ) school (# < ^) department; faculty s (learning) w " ' (g) r v 057 < ) foreign country 4 <\ ^ c< IjSI pi 0 < ic £ ) outside r< ^ IU (# 9 7 (5) ' (outside) 058 ( -?* ? V' Cl @1 ( < tC) DA/) foreigner ^ 9\ V 4 < ) foreign country country overseas V') ^ SI W'A/D < ( ^( ) China ) South Korea SI^(Clo^'V^) the Diet (country) (s) 1 n n m ( pi w m a indicates the on-yomi and \> indicates the kun-yomi.) D ft'A, A. n/uU«>5 (Kanji Practice)7 Combine the following kanji and make compound words. You can use the same kanji more than once. Example: & ai B. ^ x Tfe 0 Indicate where each place is located on the map. l/X h • T/l/xYf- i-fo < 1. ( ) 2. ( ) -t’/U.t'-r/l/ 3. ( ) djT7ti<7)9 £ 4. ( ) :U^:ffiDî-,tC+£^<"M'^ToT</:'^'o 5. ( ) : : tbT, : : *J fcn£tfcT, t-To iotCi^C^'Tt. ^^+^<"bV'Tl- 0 ibo£tbT, 1L $ station to exit tB %> J ot <" straight @Z:/uc:'/dIc£/u (Bulletin Board) Look at the bulletin board on the next page and answer the questions. who are you going to contact? 1 . If you want to buy a bicycle, 2. Where will the party be held? Are you going to bring anything? 3. How do you get to the concert hall? 4. What can you do for the winter break (from December to January)? mm. >>>3i5 Chiaki writes about her favorite restaurant. Read the passage and answer the questions. @yo6 4 9 'J T J; 1 >xy *7 4 y A. Where is the restaurant? *] pizza Italy t° cooking; dish v x chef <& <l' i wine always t> L everyone £6|S^”317 B. Circle the food or drink the writer has at the restaurant. X/fyyff t— X-r — + t°+F C. Choose the correct answer. 1. 7>'/ + -Mi ( i 2. 3. v>v>>-Ui | A U X h -7 > Tto ' J ( tzfr ( Y’-f v ' '- T-fo ) T^h— ^-^5/Cti oj bti'^ [ 4. vy'/t-nc^SA^' I AT-fo ) * itf/Co w iK^tH (Writing Practice) s' A. n/uLso You are organizing a party. Write a flyer about the party. Be sure to include: what kind of party it is, what time it starts, where it is held, what to bring, how to get there, and so on. B. Write about your favorite restaurant. ' ) 318 f m 'J m $ E L 0 S N 7^ | y>7U— tl kj(DTLl$d} Mary’s Letter t *9 § «t 9 % ( § /K Jl ^ ^ Tokyo ~f“ Y. i> «fc Kyoko 9 i" & ) to go to the capital ^^(1 i & ) child ( Cl Kyoko J5 girl -5- -f* ( § «fc 9 Cl ) ^ ^ * * f t % (8) L ) ) Kyoto %> ( t «t 9 § ’ (capital) ^ t <fc <k Cl <7) Cl ) boy ^^îfr^'A/LCLi) electronic dictionary ~T (child) 7 (3) Ijf? -f- sh ^5 ^ '(t>V'§v*) small \>t>\ >b & ^ ^ (small) (3) J Mh ^1 ' J: 9 o *1 9 «t 9 ^ - “ti ( L *) company ($> 9 ) to meet (tf'V* L ^ V'A/) office worker 9 #'V') church L-’SO company It ( ' &C if$) 9 7 5C ( father 4) %fc^( L ^'V') society L ^) entry to a company (7) 1 ? ?- ' '' 1+ It k> 5C ^ /> (& £ 9 £ A/) father *$>(?) father and mother 5C ^JL5C(^^) grandfather 7 x (father) ( n' '£}'(&{£) mother tf'fc «£ ^ CA/ C ^) shrine Mill ^C^(# ^ ^ 6) ^ U ^ (company) elementary school student a| n /J H (to meet) elementary school ) V') ^tHW'^'c?) meeting L^ X jk L ( Ifr'St* A/) ^fo(^CT) mother tongue 5 ) L, (mother) ( >Zi ® 3 mother grandmother # g 066 V ' (fctf'V') i^^Ci(<C.9 expensive; high j^^(Cl 9 Cl 9 ) high school CH^) high school student :Ut®7 (£ V^Cl 9 ) the best 1^7 (high) do) ^ yr * i* J*5 ift & M V §§7§S 37 Cl n ) school it$C(^ 9 Cl -5 319 high school ) (£ *5 ^ 9 dirV') high school student it junior high school (school) do) - t ^0 i io ( V '[Z % ^2§[( i V' L t * ) every day *9 ) r r f & & -t i V'lfA,) every night every week i V'faA// J V' t L) every year (every) "C$1# (6) 3" H ^fo O-lSA/yT) Japanese (language) ^ fa PD ^Cfa honorific expressions ' CT) ^ ^ 1 .rx ^ (^/v^' XI ^ V (sentence) ( 111 ( c* *j do) l-u> n y. ' <j (to enter) £< (/&'X. going home ) return ( (^ i2° A^ & X U/ \X3 A / X tt l ' 'S ( V > ( ££ V ££ £5 PH PO iS. . X3 \ & £) letter; character ^ ) grammar § A: r r r r •) ) *J ' ) • ( >11'. ' V to return !Hf? (to return) irfi ^ X *" 4) V < ) literature culture ’ %T V f^^C(§ < *£A/) composition i>Xi. A. English (language) 1 ~ ' vh \ X. V ' Zl) ( 1 (14) (word) X ( O returning home ** r #* ot to enter (V* h <"£>) entrance fl -?> ) to put something in A. ( "5 ) import (2) ( indicates the on-yomi and D> indicates the kun-yomi.) 320»>Bc»gg|i S'A, A. as n/ub»5 D Fill in the blanks with the appropriate kanji. ^ 1 . ^ =J^%te 2 B. B . 3. B* 4 H . 12 f> $ , UX<H®6\Z ^ "f 0 >j t-fo ô/;Tto icff $ i L/io Which new kanji from this lesson include the katakana below? Example: 1. C. A JH 3 — — 2. ^ 3. A — 4. U — Word Search— Find seven kanji compounds from this lesson and six review compounds. Example: :£ 5C * £ Jj ffi * S; u B * £ ft A B# ft ffl tt! x-v 7C ft £ 4 a A ft J§ ' . H 7 ii 321 Cnjy.yiJ-ZhjOZt'fr a •c ¥ It fs Ay £ r 7 t u U th <n X, t -\ a£ l/N 1/ bT -t b r < A X, < a A r £" V' T. T £ ^ \ /A y?x A K A £ u Xy £ T* X" < A A t fc U' < £ tu A £ 7G £ < a <" £? £ ? u Aj 7 O T, £ A. A A * £ % <T* l/N A: V. h A\ -* ''X £ X" % < £ X" U IN %\ 0 A; t ?A IN TN t x" £ I r& u V. •S £. t £ %t£ t I' 7 V' ia 1/ U X %t 7 8 -7 b &A u fa £ £ < (, t A£ 5 U b a N ft" X •A V N h (A 0 & A X) l»\ A0 x & £ /X l/N j!?'' - •aa 1 IZ l/N u < £ u A' X V. I A T -tt X? k %> U t A A *3 A X5 b' £ $ £ a X £ 9 b 0 A 0 I / \ tA U IX £ £: £> V l £ 4: -f £ t IX *7 o !* b A f Aj £ X" ? l/N r iz h x" 0 £ f I T t N X h If l/N x <*> £ l/N £ £ 1/ £ 1/ 1/' _£ 0 Aj X" j £t n < ;0 A A l/N y# £ 9 t. £ f *>? B At A A A £ A X£ £ t3 L X <0 L d) < a little V. l N A> all tx X? Aj f- 7 £y /A tt £ £ X 4 l/N £ X £7 b -tX from . . cram school literature T 7 £ % to take (a class) {~*)tz<n L Alz-fZ to look forward (to) 4 'btzizmt^nz to take care of oneself 322 l7S<frU2rii Summarize what Mary wrote about the following topics in Japanese. 1. Japan: 2. Her town: 3. Father: 4. Mother: 5. Sister: 6. Brother: 7. School: 6' A. nA/ Li»5 Write about the following topics. 1. H^li/Â(7)ai± 2. %u<n i % li 3. li 4. B. 11 Write a letter to a Japanese friend. Describe your town, host family, friends, and so on. ) H8H f sgi L S E 0 S N 323 8 ^| | 2 Japanese Office Workers 073 v 'L ^fiJI W'V' L ^ V'A/) office worker J$5 JI ^ (X AA' A/) store clerk jf| (id'V'V'A/) member L A- newspaper I (x_£V'A,) station staff A 1 (member) ( r 10) r 074 IX, 0f( L V ' ($>fc 8 Lv>) new ( Bullet Train \>$btzb m fresh ’ (new) (13) 075 .3>X, ^ ( § < ) to listen Z X (to listen) d4)i ( f f r i n L A/AÂ/) newspaper # C x. •& ) can be heard r r r r ri n n n n m 076 £) to make ^5 < [>o < ft ^^(^ ( (to make) < Â/) composition f^nn(£ < £>A/) artistic piece $ < L^) author w' r f i ft ft ft 077 l j±$(l^t) job L L^'X. L) revenge t>OTj' tt ( ttX. ^5 (^î^») to serve; to work under (to serve) (5)' 1+ f- 1 j± 078 c dxx tt$(tr^) job ^ (Cl t) -(/^D) fire thing < C) meal 2^3fMÂ^tl) reply (thing) 079 ( 8) TX (XAs L ^ ) train ^^(X'A^ # ^t^(X'Ayt>) telephone l£^^ (electricity) electricity ) 1î&{XAs1o) battery 'CA/LDLj;) electronic dictionary , : : f|| ( rf* Kfs> (13) tjsfz* /py tpy 080 L^ ><££ iji ( *\ &S ) 1{£jfL('t:'A,L -S3 ) train car i3$23p-(t"CA/L-t ) bicycle > feJMI (^$> )L ; (car) (7) r r^ j 3 S if!, i, '"t” ( < •SJV''f') wheel chair ; DJ: )) parking lot ^ ia 0 ^ 324 Bc2*Hz!riS '* ft 5 ^ o> V ^4 ^ ij ('%*'$'&) to be absent; to rest iÂ (^"t" A) holiday; absence H ^ ( ^ i9> 9 to) holiday S§. (6) ^ IfX a" *7 (V^d) to say t>v ' f' f z £ ^ ( tl (if) ( Sfij A A j\ ' ( <£ & & £>) reading matter — ~\vvvvvv i ® (to think) 'X ® 9 (& i> ^ ^tfe tC t'iZ u (q\ W/ > \. i ~ ^ -irk -i-rfc -g^fc 4rk .^fc x 5/ 6% (*$> L §?&) mysterious to recall; to remember rirnrBtsrsEBH^TB ) /^(^?) next ( /A LLi ) second daughter @ y^C( & < L) table of contents (6) f / ' y ; y* J(^^)what p f J ^]h) L/^V') next time ( t A L) what time p / /ST P ~4- 9 ) to think tB "t" (£> i> ^ t>o*" (next) t f < Li) reading books (to read) w ir jj ( <fc tf ) to read >Jt L 'jf'W (^ "9 If A/) dialect word; language * * * ? 7) ( £"< vKk ft ft linguistics ”g* (to say) ft A. & A/ {I A) how many people ( something 1 J (what) w' r r f r n f ( indicates the on-yomi and [> indicates the kun-yomi.) A. Using the parts below, make up as many kanji as possible. Example: 2. 1. B. X. X. ^ 0 3. H3 4. 5. 'i 6. n Match the following phrases with an appropriate verb. 1. 2. M £ • £&£ • • •ttt; 3. 4. fF-S b xtti±£ 1 1 t • • §?c • iri • M< • <7)X> 5. 6. 7. 777^' Read the following questionnaire. TV't 1. ar^ D'ui f±^<7)x h ij Dll'-' 2. 0 lii-t'o J: J: < -f& nmz'Z-fZ T>y- k XM/X «* (?X$'J: 4) 3. At 4. l i -fXo questionnaire stress overtime work after . . 326»*>Ra*»£*S B. How would you answer the above questions? tEMtTytr- hlCOlvCbTtf- C. # Ufc 0 — . Read the report below and answer the questions. I^Jyos • 7-7 — ) l A^'Tv 'AAAlETv 'ifo AAttETt$t*lTv'£i:©v'£-f 0 ot fa 5 fcliTV^- h £*fcE+Alcffl* £ IA„ i-r\R±#(7)X h UXtf*£> v'J ' <J £-£Aj £F*R AAI£ Ri £ l/co !:^£L/;« R±^'A^T\ frA^'£>£‘JAH Zt^X Al'^/v Z tl l£-fAj \'tltzo 'A\ZJ£ if *,$11 «*£ IA„ HAIi T ^toTo£L/: AAli 0 oTv'i l A c L A0 A\z \i±^-<n&M* liirfrl bt KtoTbilF;, —All rÂI±Av'Tv^£ l £ X Kff<] Ztr>X\'tltzo *&U r AAli J $ tt e«v' -frf'J £ F^fl :* £ L /bo -fcAli R£ftTv'£AiA^lcv^J £-f 0 o 1 ' x. ?5' T £ L Ao XK/XU')ito A Ab. L £-l+Ao £ T & AÂA^v '£ L Ac (o7$'>ftT v ' i "f T>X- h£LT, 0^<7)#f±Mli to be tired first of all (3/cX.^)) to answer secondly ifelC iSt^Jc I - ( ^^ N Z' I -) lastly o l. Z'n IT^fM TV't- V £ It Itzt' L tzt ' 2. (a) b UXA'&'S o X <&$£-r* 0 (b) (C) (d) ttiflt, o 3? It (e) frA<7)0litbrf'ltô o A A a a A m<wm ft' ti/u u«»5 Make a questionnaire and ask several people the questions. Then, write a report based on the result. 328 f mQm X— L 0 S S E 9\ N ’ X/vCOBb^ Sue s Diary (<-0 cT ^p^(CTCr) p.m.; in the afternoon (CT-ifA/) a.m. z" $> A/ 9 ) in the morning iE^p ( L J; 9 £T) noon (4) z" ‘ •? ( i^ if- <0 &> t ) after . . ( ) 1 * 9) r (after) ( -tfX |f(ii) before; front [>iX. ^Tt>jf(&'ix-) name If IflT tf>V ' \ Û i x. 9 ( o) t* i* ^' i'($ 9#>V'&) famous 7 (name) (6) li< & ) V * ( ( % ^7 j^ ] (#)V' L) name card 1 L6 V>) white L) blank sheet {i <( ( tt < t» *5 ) «fc < (5) (t>#>V') place name Lh ( ) white color M swan fl 3| ($)£>) rain 3| ^] 9 §) rainy season $^3| ( 3t (8) let " r ( W' < D>tf' ( n ^ (10) Si Si Si rainy season Si Si to write ) CLX dictionary ) L (to write) #r ? ^ £ % 7 ' >13 (rain) -r advance sale *3 ) $Q^§(L#)V') full name 9 ik ^f*F(&ix.) name >«: (white) # (£T-if A/) a.m. ~ r r r r ~ ' (before) # & ( S 9 L 6 back; behind ~C ( $> t V) later L ~ (D CT £T) P.M.; in the afternoon JK^Jt C ( $ V> £K) lastly 'ik % ^ ' (noon) ^ £ 9 L <fc ) textbook /6'A/) library <t ^ ^ ^ # # friend ^5 ) ($> 9 (friend) (4) - D /- «t best friend 9 ) friendship & ^/v(^9 DA/) friend ' — 095 BB ml Y-h'L B^f^(U^^) time O&v. '/z FbI ( #> V ' /i ) e -"“2§[Fb ] between B^fal (£ Crt'A/) two hours fs\ ( (between) mi M' ^(v^x.) house f r < ) family ^ r p >V'£ W'&V') my wife (house) ) n n ( *5 ^>) house; home ^ (£ o ff m h w fh ip) author -* do) fj£(l±&L) talk; story f£*f'(li&1“) to speak a Nitt li**l '®t§(“^'A/^>) telephone conversation H 1—J ~ * 4 y L (+Z L) little ' (to speak) (13) L J: ^ /]> l (I'o L $> o iP A/) one week I ’ K h f A/ human being t>i-z -r< ft'*') (4) j 3 % girl little *) ^ y >d y^ (old) ( 5) Cl ) *5 — + %P %> ( L h >1 y^P ’ (8) ^ bi. Vo (to come) fi V > ) ancient times £ ^ acquaintance 1) abv^) acquaintance ^ fa %> ( < & ) to come f fa î fa ( fan fap § S i“) to come '(d&V') not to come ) ^ 1 ir ( Cl to know ) '(L (to know) secondhand f- Vs As) / vr i. tfc '(k&l'O old (for things) •£ A X %~ i4 if % few y& (LHLiâ yt£\ '("!< y^{L te/v) boy yy(L X D i) *5 (little) % t 2§[( £> V' (7) L *9 ) TT T- ( ^ H (?>vm^>) ^ ^ next week sz. indicates the on-yomi and [> visit to Japan indicates the kun-yomi.) ^ ' A. Fill in l. the blanks with the appropriate kanji. ^Tyt7li£ 3 <75 nn/;o ^V'T-*£ 2. B. ' 3. -B# T — "7°£ 4. BT £ AiL/co - Li To W 6 'h ^ M W e « Choose the most appropriate word for each blank. Lî L To â<7) l. li 2. #B /b v ' T liTATTo iTo v £j}n'i-f 0 3. 7^ $ v ' 4. liv 'v ' / z^tzo 5. V /T')-<n&'JL*L-£ r o L v ' T\}<£ L?io Tt, *L/bli TGft lit xa 1 foT 1 § a ôT @X— SA/DBIS ICo $ x-s/ui*Hge£»s3;ufco ico § H — "hiH (i) @yo9-i it / — £#v ^ ^ i^ T, — B#H <"bV'^£fSflv'/co ^Z'^/T^-(D^n^tz ^ Tv '/bo O /bo / T ic & A, 7& f < 6 < T, ( 'J — (Dfrz h 7 r ^ ;!/ 0 JLK&r>tzo ^'5C^5 < -r. If A, (±/v 7c < *A.Z*t>*ltf*>r>tzo If A, L/=o ijn >J -t L T. i:j;t ^HfTv'4A/=o/=c tjtT If A, if a, -r if a, 1 bo/co ^^-^5 5 ^ £ CO t:"< ^Ho/c'o /T'j-w-tx F7r ; 'J-li KTt L /L-l±^> T Itf'o 7^0 (Uo$) diary v in the morning f££i“ £ to have a talk noon f IT and then host family *# (5 £<n) kimono; Japanese ata S Z>) *X h^T i 'J- excellent food A. N^V (ft) various traditional dress Put the following pictures in the right order according to Sue’s diary. B. Mark O if the following statements are true. Mark x if not true. 1. ( ) X—* t b 2 ( ) 3. ( ) 4. ( ) . *J 5 CS L\t*iWU < < T, ^-tfTv '£ 0 If A, lt^ x-*/Ui£#* I) C. 5 . ( ) 6 . ( ) -o tzo iff) * il U tzo 1 tzo xt -5 <; h xr 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 nu ^ -t± A, &S£/u(7)U j: 9 U l±tTfeJ3l'l/A*9t7to £cH'o fAli V^^l/COf) t) U ;5i'A:<I ;5 ^^PoTi'^TA 6^ 5 : X- • 4 rA sue@genkinihongo.com *f Jt dormitory 9 &AA - 1 ' i~ -S to show someone around ) H9P nA/ tw3 A. What did you do yesterday? Write a journal. B. Write a thank-you letter to someone. Useful Expressions: V £ L 7c o (Thank you for everything.) ‘J 1 1 jfX £ o T ( Ai'J'.'o (Please take care of yourself.) |-f (I am looking forward to seeing you.) tz<n ~ T £ 1 (Z ^ (fe) fz Û J: ^ £ ~f) o (Congratulations on ... 1 If $-> <£> T" £ 1 o (Happy Birthday) 333 » 334>»gg*»®lS f« 10 i* l $ E 0 S N 1 (T| I The Folktale Kasajizo C n> i t>-f ij (i~tfO to live l£ f/f L (V' -£> (to live) (7)' L 9 i“&) to immigrate f 1 # £ jt f- IE ^ (£> L i 9 #*o) New Year l J: 1 JE Li) address *5 ( >tztz IE L V '(tztz Lv>) right (right) (5) - T T jLE^F“(Li *9 £) noon IE iF (£ A/faA/'-drV') third-year student ( £> WaA/) next year ^jf-(Cl h L) this year Jp*(£ L) year " ' (year) If'. ' 4= (6) ^£ 9& ( ) %. $=. to sell Oifl'TA/) stand; stall \>n L L"9 (i 1=3 — d- (to sell) /~\ (7) UTv H 9 W“9 Jt (to buy) 7= dr dr ' ) (ifv ^ ^ dr dr 7^ 7E to buy W'V' & O) shopping t # ) vending machine dr 7^ Jf (If V'ifV') selling and buying (12). ®I ( i % ) town ®T >$ % ®T (town) (7) £> J: 9 ^ £ 9 "L i 9) mayor of a town -f|;V ' -ft m a- b bj- (&$ ? V') long ( (8 ) m n 1 -S: J9 ("L i (long) 9 ) Kitayama town 9 4 A/) the eldest son L ^ tb i 9 company president ) r r 1 » -B- -ft -ft -ft iff (<&1b) way; road îff L i L" 9 it ( (15 ' (way) (12) - ) calligraphy L"9 0 * * ) lîff ( L 9 L" 9 ) judo Hokkaido f ft S t f 'f if i| £10R>*>335 if ( $> § ) snow -tfo |f§ L A/ -tiro) new snow If /c 'S J ($> § ( iL (snow) (j^ go if rf* l jfir ( ^t3C.( (to stand) ( ’ (e) ( <£ J: & ( ) <£ national university ) automobile f=Jif§i$L(£T/^L-^) bicycle n h & g night & ^^ midnight ( C. A/ ^) tonight it (<£#>&t) dawn (night) / r f -** (8) ? ^ ( £> $ morning ) ^^(^) ' ) <C freedom *9 ) r * Jt * /J|p iL iT C £' 0 L * § ^ £ $> & /ff? l^/v) oneself f=l jt# j|L ( >Jt<6 fz V ' L t E=l (self) »fff> private high school • (5) i' 1 iff* O (fco) to stand 0 ^^ d tz I i) snowman T (morning) c 9 li + (i2)- Ô J: ( i> - * o to hold ) It £ ) this morning O breakfast i* ( ^ & ( i V>& $ ) every morning * Ho T o T <(&) to bring { C£>/v) belongings ) (to hold) o)' t t ( feeling r r ** & n n indicates the on-yomi and 0 indicates the kun-yomi.) * > A. Add strokes to the kanji below and turn them into new kanji from this lesson. Example: B. C. - i. _h - 2. H3 ~ — - iL 5. 6 - 7. 1 6. i -* 8. I=J 1.19 3. <A L tf'V ' 2. 4. & 3. 4 . S ” - n Write each antonym in kanji. Fill in the blanks with the appropriate kanji from the list, and add hiragana where necessary. I f S I I i # 1. £ Li Ltzo ®TT shopping 2. Tuifh ?)'*£ have Tv'£-t 0 3. (are) sell(ing) 4. tto x < snow 5 . £ was long TA'i-fo 6. live 7 O . was standing midis 337 1. A. Answer the following questions. 2. H*TlifciEJ3 3. (Picture 1) Z tU (Picture 2) 3 <7) & U t ' i$ ^5 /CT'f 0 ffitz £ ®'t ' £ £ & If £> *5 /C#*' 3 <D%<n3L A'S* (main characters) L 13 C. *9 T-fo 75'0 B. Read the Japanese folktale “£>'£Diro” on pp. 338-9 @yio C. Put the following pictures in the right order. . ( ) - ( ) - ( ) - ( ) 338*>>8S3»£J| once upon a fctf'l L'4' L time $ bamboo hat fciEH New Year’s * year f4 & rice cake fj to sell sad L t ' (^±A^) Otit mountain road guardian deity of children f snow to put (a hat) on a person’s head ( person 1 C a hat i) oneself £ 4 v 'V ' Z £ good deed p (a) voice p O') door o { t) 't i> to be surprised L hb^± (&') happy If' D. to take off Mark O the following if statements are true. Mark x if not true. 1. ( 2 . ( 3 . ( 4 . ( 5 . ( 6 . ( 7 . ( ) 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 Z2 jo o e % V, ' In e V ' li ^ — -k A jo jo E 9 A" e 3 * L A O tz A fc ! -k e 1; i V ' TIT * Jc 0 =fc 1C A o O A A £> *>C li T li £ A li e f jo li — g L 7 tn ft /b o e 9 fa <D •r T j. e A E3 0 A < 0 A A A X A O tz 9 A 7 i AX £ e In £. A ft A •O if ? £ tz T O L 9 £ L A T tz is (O tz < ° ic v ' A T A A A X a £ a a -tf t A i & fc c li 1C 0 IE £ 9 f) U A E T V ®T f K ^ 'if ; Kj CO #1 T 9 A u Vt M l A x E <J fc ° ‘i iz 4T * f i t ' o L T A A t a £ O' L -o tz A T *1 T Xth i; v -tf V ' £ L E A A 2 L A T A tz ii A A — A li o £> 0 i ^- fz 11 fc £ A t £> •i A £L £ l £ T" V A A 3 * 7 t ^ ± % T i £ < < L (5)1 V ' A tz jJ' <7) % £ .i' T L A t A I \ >' 'j A li ° i 0 b M A £ Jl li A x i % tz & % 0 L v A A A 1 -o I % r i r t C \. \. -k 0 As* 3L 2 jo > - \ n -S: o N iE f/r I" _i- li jo A £ A T A O L jo L li li A t' In A If T X & A # £> if -k <r> X -* V ' 0 •?' A *9 4' £ /Hf* If L £> A is li A jo T v £ l tz K«S fl/u U«>5 Choose one topic from the list below and write what you do/did on these days. jo iE Jf 7 ) X~7 X (Christmas) ] M ^ 0 (Birthday) ' < A'AUJ:9 ^ 7~? 9 'S (Ramadan) "T 4 — 7 — — (Diwali) ') / \ \j 7 ^ — y (Halloween) U > 9 ^ > T — (St. Valentaine’s Day) ^ ' 9 il — (Chanukkah) Others 339 ' 340 r«UH L S E 0 S lA N Looking for Friends b Kb 5 If 116 L singer letter rj) ^ T hand OT ( (hand) ) ( L 0 i ) Jl O •$*£) good at (4) ^ sign language #- 117 L letter &t£- ^P#ft(t>L) Japanese paper (#'<&) paper 9 L) front cover Jpt\ 1 (paper) * (io) * * it * r r r » ^ (fz^'iT § &) to love 118 3*7 (i“ ^ &) to like Z<n »-f $7 (favorite; to like) ( CL “5 (6)t (££><&) liking; taste goodwill 9 ^^) favorite food r k k il 0 119 $/, J|t ill ( £ si 120 ^ it (near) (7) #>v 0^ 0J 3 sftpfj ( § A/ C J: ) neighborhood (% fr < ) near; nearby ifT ( V' § A/) recently jR. (t> r ' § /v <E 9 ) the Middle and Near East *5 F- fr '/r (&/$'& V') cheerful; bright S (#> Lfc) tomorrow (-£otf)V') explanation (^ ((io&bv^) invention (bright) (8) 121 0 0j BJ] V>) civilization BJ] ^ V^) hospital "9 CA°J: H n 1 s^. jfr 1|[ $} ( C $> 9 0 ^ 9 §) illness £ 9 ) serious illness ” ^ ^ 9 V X 9 ) sudden illness s ’ (ill; sick) do) -‘-rrtFtfcfcfc 122 v 'L 9 V'A/) hospital < V'A/) graduate school HE 9 V'A,) beauty parlor ’ (institution) do) i p r p’ r r ^ 5 i 123 XV B& ' ho (to reflect) Bj^lS (X-V^) movie B^ljllf'f (X-V'tfÂ/) movie theater ( 9) 'S ( 9 ^ %> to be reflected 1 n ) H H B' 0 r> HO B^r r i% nnn 341 (x_V ';#*') movie m 1 § painter yHi®l (picture) ( 8 ( @ OtV':^ < plan ) )"fnfSStiS| M' Iffc 1 ( tz 9 ) to sing l> ? /c 0 lf^ ( Cl o #') national anthem ifc ( “5 A:) song (#' L^ singer ) (#'*£ ^ ) Kabuki ifcftf](#'L) lyrics (14)-r (to sing) L i rr r33 ff rff ( L L) Kawaguchi City C Jt l J: t>ZZ5 V ' ^ u (place) ( 8) (to make efforts) $ J: "7 [>oj; <fc Ai V ^ LT C ^5 " 3 3 <16 'S (° <L TfT kitchen ) f , - & ) «fc -9 9 Li) address i3Lpf[ ( IL ft pf f' ft i~ & ) to study (§ AxA,^&) diligent to try hard r (10) * # * ^ f 5iifjf ^^ &' (CT9 D J: *9 &) obstinate fe m ^(oj:^) strong 'S (Â/ § J; -5 i“&) to study Z°l 9 ) mayor neighborhood F/f ( %> (Âx § ^ L F/f ( <k C. -5 ) various places i/T F/f ( § Ax IL X ) fiff n 7*“ Z>K ' 7}T -ft ( market * (5) Li) city hall < iffij? (V'^tj:) (city) |^^^^ B Jl| C7 TfT (frfc> <"t> IM & ff ^ Ax#*) comic ( CT 9 t 9 ) robbery &' ( # J: 9 *9 «t < &) powerful (strong) 3 )” ( 11 ? r r r & p & % m t£ ($> "9 #>V>&) famous H>*5 3)4 ( $> 9 *) i: 9 ) toll; fee 'ff ( $> & ) to exist tb tl' ($> *9 £> 9 &) talented (to exist) % ‘J jt (6) $MT h ( ’ do) 9 ) travel J: Cl *} J: #'Ax) inn h J: ( D>7cJ/' (travel) ^ f ^ ^ ^ y (£> t b ZiCF) traveling alone A^) passport - ; ( $ y r r indicates the on-yomi and |> #r # ^ indicates the kun-yomi.) o 1 342>»gEflMreaB 6W U n/obi*5 Combine the parts below to form the new kanji from this lesson. A. (1) (2) fc < (3) (4) M If A. LoÂ 1. % w! UfsbO (Answer the following questions.) <_/c &+£tz 114 V9 — % v h K W^X'%Ltz%%%%._ LtzZ H -/)*& > L 2. BE >J itiJ'o (f L #» *) lT^£Aicy-/u^lft£#v'A:Z EtJ<£ £££££& U? I) $/t ' 0 U' 0Y11-1 “ [mc-5MM] L*5 B. (f -tt A/ C ^±MT-fo ^tto x,t:-7wn. (A) c ji Ay T' v ' i -£ ti| -) 0 12 1±, -r- X £ L A- ‘) T^Y +h y f] % - T\ Ti£t< tf>dj*»;i|Kff $ i-fo #^ll L Uv'Jto ft^to CA £ £ L 7c J: < (7) ib •) I: £ ‘j /= v * ** i 31" A Ao -to ? £ &o Tv (Dl£ L jt J: ihlzgZ<nr&*+L'A. <D\t ' £ «< tz*ô (20%/*) ft* Vpn ttt Z. 1 te* iott m ( 23 %/%) e«i' Ignis mtzmm <fc \ < lb U ICAV D St* A;*)' D7 7i‘#iii«fTt. *7- \ b 25 % <* b 'T\ 20 343 9i £ < T, T> /elf 3 i&h+ci'Ao f liT ikihsi* )/;ni;ôTn|t & E v ' L J; -I It l IZB& Ti'i-fo H^l±F9 'fyt ot A 0 T^'o o L»J> v'^'^f£l£ 9fe®T*fo Lno L (26%/%) mr (III » i) c. D. 7$'br7>4j-_ Ixi looking for k (ti/Lk) Tb h KT woman 8 (fc*3) man \ H- Ml . (18 Si' \^sk . %/ k) (t$ n <7) U J; ) i> v ' (L d)<^) outdoor activities * * y K A 1 1 girlfriend cheerful hobby band ôABrdnr-rô ^(DA(D^m^m^z<rcô 1. The person who is 18 years old ( ) 2. The person who is a college student ( ) 3. The person who likes movies ( ) 4. The person who likes climbing mountains ( ) 5. The person who is looking for a girlfriend ( ) mm\ L &A Ztz -2 1. ftîs/UtZAs+cztf-vZl ikk 0 vPl vl vP n Z. 2. C^îcli^T-r^'o k/Z n 3. 4. /Cli#£;gftl i -r^'„ *5 *5 *5 L b L L * L> 344 g^^flf 5 . 6. E. & * L\±ft\z+£ i) &+£tz\±Y:<nA'£%Ltit} \Z+'i; ij UTth £" 9 lKSMi& :$:£/u£3Mtt£»SacUfco ¥Wi*Wih,TZs v \-£LTt5mm\ Uw>? £"->&£: Hf ea^.’C < /c'cTtlo f«] Y i Uo&A, i-? a IlCîLTo r£££**J ?£il/:o ^^;Ut3rf5-*z^X.-r ^'ito iiHtT-fsHo #A(i/ '>Â<7)@^^T"4'o — ÎC0^ i:^n/:o 4\ îiiott *Sfe If L»i •J up 9 0 o'A, h $ T\ Jj c ^ o /c KT I 'J , ri' O £ L tz • 1 ) i- 6 <n * rir „ 0>l* $Mt fc#*T'fo*N@ii.TA u ^^n@icffo/bZ p/fl-tf < oi ^ i-r 0 JL/cV HJSoTîto Tto t£/:^tto X ,+°— '7 (i-*t Tto ^ ') ' *C b U Ax U -€» -y i 0 Â<n&fz %-*ktz< * Lft o T, 0 *M&Tv 'X, *• z L/cv^ôTv'i-fo <U'o£b, fcsMK£$^ A, £ £f£ 0 U. =£-+xa' • ^ x /i/fyfx neighborhood itfjf culture Z^l^ b from now on Z £ things; matters N ib'24^ 1 (ib'^/CL!) reply jfjll l. 2 L tz-h'o . 3. A. X'<* x/ <-5 A ii g £' icff $ tz\' z &oT v ' i -r tJ' 0 T^rcBSSJ ^»^Ûd:5o (f l/*5 B. n-B(D£(DA£ferc-5lZU0rcl\-£-$-b\ *©AIC#«£»SSUj;3o §!>• 345 346 B703/llcr!i j* 12 W L 5 E 0 S N 12^) I ^7 Tanabata Festival TcU | $Tc 132 & Ofr^'l ^(tp^'L) old times L) old tale it'filii (t>#' (ancient times) (o\— W +- it +f L) ancient times it it n l iL H it a 133 (isfr L&*/^ L) once upon a time % ('ObV^b) people B|^(t ^"1) sometimes (symbol of repetition of a kanji) 134 C/C z n -rda TV L/C (3) (V'£ V*£&) various / ^ i (/$>&£ i) God ^ L t9 9 ^ L Kobe ^ >P C/v C^) shrine *5 /v ( Shinto religion ) iff ( Cl (God) A.' 7 (9) City ) ^ 4 4 ^ 4s # 135 ' >11^ ^-jf-2 ((i-^V') early $ 't* *€> ((i-îo § i~&) to get up early 9 ) early morning J: (early) r n ' (6) ® s. ^ 136 3 (& § h ) to get up 1* - ^2 Z “t (£> CL ~t) to wake someone up & ^2 iL'f' -S § h ( (to get up) + (10)- * ) to stand up * * # jt £ £ 9 < ) beef 137 ** tj) •? 4 - ^(9 L) cow >•? L 9 &- $> 9 ) milk ( (cow) ( 4) ^ |^J ( i" £ 9 L) calf; veal ^ ' iv 138 7 (^^ 9 ) to use L ijtt ' (to use) 7 L) ambassador t>0^' (8) jj!tffi4 (LJ:9'^$>9) “Occupied” (isoî') errand , v {" j v* i 3 if if. 139 w jkkh £'9 011/cb (iTcb (to work) W] ( (\ttz b <C ) to work ^:Wj ^ (b i>l£fz b § ) both husband and wife working ‘JjW) ( ^ 9 b' 9 ) labor (13) ^ j f f f ft 4* # # # # #7 j$ K fgl2K>»347 & jkx it>KT >o |3|iji(£. < ft A/) United Nations 'S (otlT^'X.^) to bring (a person) back i||.f:7|v(ft A, " (to link) § -5 ) R r (10) consecutive holidays 3 s >ft 'S (fofrtl%>) to separate ( |Z fy] (to separate) ( 7) fy] |C K^C) not in particular $!] ( ) '$ 3 •»# ij. discrimination ) (ôô Jl) separately — ° m # % j once 2f) rfF $ & special t < n ' fi (<1 A/ if) near future jEL~ hJ |[ ( 3 A/ : (£3 A/ if) temperature f C *5 if) 30 degrees if) attitude (fc • (time; degrees) o) jjf \ ' (i>#*V*) red -tf* red color D>£>^' #£> ^ Xy (#>;fl't> ^ A/) baby 7) (i2r§ if-5 ) the equator D^’) C) the Red Cross (red) ( 7) - + -f" d+V ' ft) blue color # -f" if*V ' ($>ftl') blue J b) blue sky pf"jf‘(-d:l';faA/) youth (&ft LA,^) green light it" ' (blue) & 1$ (8) u< + fe(V'^>) color >V'^ (color) various ^ fe ( It L§ ) scenery ^fe(i ^ bJ; O characteristic y " ^ ^ ^ (6) ( indicates the on-yomi and [> indicates the kun-yomi.) +>\L iy^hj A. I - L/ +1 1 IA« X\hj Ut05 I Match the reading, kanji, and translation. Example: JE'tJ'L 1. I±^(V') 2. fo ( $ <£> 3. 07>'( -9 ) 4. 5. &7$' 6. fcfc l.\'h 8 B. U Which new kanji from this lesson include the katakana below? 1. C. . V — 2. ^ “ 3 . # “ 4. 5? “ Which new kanji from this lesson shares the same component as each pair of kanji below? Example: 1. & B’J tt ^ * 2. it 3. 77 % 'i ' ' gf§12il>>>349 @Y12 B. - £ it T -it 'jf A # 'J i T £ i li L L £ A A T n& At V ' tz >) T ii CO L jus -* t u V ' T <0 i i L $ r. L A IC tz IC li ' £ jo T T V tf tf a6 li o -tf 'J o IC ao 1 A A« li A* S li A O A £ L ii li T A 1? L li L T" <T) o T % 2'J £ jo t L A 'J „ It tf A ft a6 li * tt 41 li V, ' A -tf tlx T l L o £ A L V ' o A £ L £ it L J: A li — li , V ' -tf -tsIT A ±U A It •WiHi A A A -*" <D IC / £ 3 a 1 ic IC tA Ac V ' $S£v V ' 1 — l c V ' o 1 £ i_ i $ £ * -* V ' A * i * -* A o £ A £ Al < L C ' A i tz A li $ jo t T 'J li tf A 0 /A 3* 1 I— A~ oTa >7li ^ A L /r\ ) %4- A p5 o -T" c *2 t > A ao C ' o 0 IC \. ' IC V ' tz 'J •) 0 - C ' K ' A Sfc o A T li o <J6 \ ' <7) V ' L o > A & <D li tf A L ao C ' % tA\*> <7) •J C ' IC A tf A ' i> C ' m o C ' o <D ' s o ft A m a li A -t A i T A A * A li o tf t A ii L ; £ $£<7) A T tf A ife li A li A T T — 4i 1 A m t # T Ltf l T £ * li a tf It A i l ff £ — It o £o ao li >AAc A * A T ao T tf A T t A t •ts A i A li A •J -t & •J- a #> #> li A 1o i It -t§A ' o £ o * -r A £ A o tf > % /-+ L A A T A i tf / 1 trl Ti - L A A. A AA £" A li £ £ i '] L o \ < -j- H a V ' L 1 a li •j tlx Ao T tf tz A A CO 7i* IIj n A £ jo \ o % L -o (7) \. V * (i -r L / X. t T t o % o A C ' A 6 *C £ A tu S <* T H* T £ ± o IC It li o ' A T li i A A n A A IC li 'J m* A A i U l aO It # \. t l -kx* T a a6 C >Vi£ c - tf tf o £ A V 1 1 i L o o T 'j Jojt' li o tf li 1^' io o IC IC A -t li o 'J# SB T m — b <n A * A [o] IC C ' A < — ) 350 A (XL) i i (ft) litztmz 4~ $5 £ God it tl T 54 < serious; sober; diligent fi'fa\ to weave (fc-5) ( fc daughter <£> one ... ( & £ B one day) AA (££*) adult Aoiti (Ao(+£) to find 3 Z) to get angry £ to bring (a person) back > (tc < ) 9 (tc) — ^1~ i TC ' Jj£ (fa^'v n ) A' 9 to cry pitiful once a year by... wish to be realized A<îi| (t>t<nt<b) the Milky Way %l*tz% fa 3 9 ( t; z -5 the other side; over there ~A £ and so forth cow tzL^ { strip of fancy paper farm A^ people jto C. the heavens; the sky (li/cit) (fa tz L fz%) we ME3ICS*T<ESU> 4. £^li£XAXT1Xo l. 2. ZAZtf 3. £"9 Lli^ÂTtô LTî ili&'J i 1 £jK £> CL -fcJHrB icfe <J 5.^-7 L £, li-t^<7) 6.#* iliV* Iv'AA L B l: tzL¥ < jK £"9 ITTt^. »<«§ tl/u L»fit>'5 «»fc©KlÊO»^r<fc**Uo «!f5 0'C^©|gl/^»^*0te3b'o Sffi (reason) or<fc‘$o. Appendix S Japanese-English 352 SÛ^/uS English-Japanese 365 E3îtj20 Map of Japan 378 K, U^/u 1 1C 1 Ihj -5 ? Numbers 380 )£j=Bi5 Conjugation Chart 80*90*5 382 3^5 ft? 1 . 352 Japanese-English c!f^.lT/v 1 $5SIT ^ ^pS * 35^0ft fc> (Conversation and Grammar section) (Reading and Writing section) i • ii • nmsm «»*£) hi $5 D ft^ one... $51 \tt £L3 35 5 TO h* to meet; to see (a person) [u\ \^T outdoor activities 35331A ^ SfiHA S ft <5>c£ M ' £L9, £L9(e) red £L9, £L9(e) cheerful morning TO O'— h ^L6 ^ the day after tomorrow L3 zs L4(e), ^ L8 U £ leg; foot £L7(e), £L12 Asian studies ^L1 TVT\i hj^ 5 T 35 x7K Kl> ? cl tomorrow ^ over there SIT* 35*?: /3\ £L7(e) 35fcjSflÛMT $)OlT ' 350 IT (^0)S>£ ft $5<tZ: ftT $5££fc you 350 $50 . . urn... T —h 7 N new after (an event) later on ^ L4 IT IT cl vu'-J* ITITCt s' 7 ITZ. ^ IT< £G i^L10-II to say [u] ^L8 home; house ^ L3 SE L8-II, ^ LI 0(e) bound for... £L1,£L2 togo[w] SL3 Britain ff < b IT U ^ how much IT IT3T ^L9 good child good deed IT 5 ^ L2 doctor chair zz LI l^<: , ^L10 mean-spirited zsl_2(e), IT^ft'UlT 'Ft &C d L1 ^L9 ^L4 L v* busy (people/days) to hurry [u] ^L6 hurt; painful ^L12 ^L5 Thank you for the meal, (before eating) £G -ftJ'UT’ (over there) ^L7 UÛ — ^ L7 Italy UBfrO — H zs L2 xsLI apartment No.; Not at all. z*L6 (my) older sister that ^L7 ^L5 hot (thing) ^L5 hot (weather) ^L5 $rl^ ^L3 good (TIT*. lTL/t)S(£lO bright; smart; clever ' $>fc S LIT 35 IQ £L10 warm head IT IT -f=PUX L2 to play; to spend time pleasantly [w] Sfcfcft'lT fi ISL8-II to show (someone) around ~IT5 z*L3, z*L4(e) £L6 35 /c£ questionnaire liL9-II [irr.] z*L3 $5 cScl'Ii/u 35 z*L4 zs L2 He L1 1 -II breakfast B part-time job that one (over there) 35/v£flT"sT< £L4 between Fb^ ; ^G |^L12-II ®3lTr icecream Thank you. (polite) ^L4 there is ... [w] $j£>~ ^G Thank you. <Z' c^'L^^‘3" irregular verb [irr.] ^ L8 to wash [w] *7 (number of exercise in the [u] RL12-II it 35lTcÔ (Greetings) Useful Expressions (e) the Milky Way K<r>) l| $5SD + negative not much ^L3 rain ^L8 $5#) rains [m] ^L8 $>8)ft*i3i3> U.S.A. £L1,£L2 BK G z*L12 sweet v BS L6-III January —f* ^L4(e) Car No. 1 oneo’clock ^ LI 0(e) ifL1,isL1(e) one hour ^L4 T 1 1 £<lVu 353 1 IA53.B — lABfi/ut*lA first-year student — lABl3/ulClAB<!: ^L1 XX yes ^L1 1^L12-II Az* JR station once a year jjE — # best ^LIO IABUA/5U3 — IABIS/u^*. — #Kf UO when zz L3 lABIiTu £0 LOfi' first car; front end ^LIO(e) M one year old — together 10*3 £Lo ^ L4(e) z*L5 BBIA one minute always IS L6-III, IA&& A dog z*L4 IAS 4" now zsLI ^G SO U lAD<rB Xd [ru] £ L4 ^9 si < ib'^5&V' £L7 temple AlAtl' ^ LI 2 ^L3 restroom ^L12 ^L4 ^ LI ^ L2 father , younger brother ^L1,^L7 astronaut ^L11 g B(tcl man IS L1 1 -II BtclCDcI ^L11 boy Bt cl CD O' <t ^<7)A man ^L7 B t <t U the day before yesterday z* L4(e) ^ L8 movie ^ L6 zzL8 z* L3 ^ to drive [irr.] xsL8 to do physical exercises BttU the year before last Bttt A A adult B<!f^) to dance [u] t)' stomach <. Bjfcfi IS L4-III, Get well soon. green tea BtoSAy 3b'5C*/C B(t 5 £ (SA^) B AlAtf' ^L10 (do something) late BIT 5 ISL10-II £ IS LI 0-11, ^L1 IS L5-II slow; late ^L11 z*L7 zz L6 1SL10-II zz L7(e) castle ib'AÛ BTB51A ^L4 SI# A £ New Years tobelate[«] BB^> to sing [w] sSfi't' 3 IT [irr.] £L9 ' B/clAUIC to sell [u] <!f £>'$, B^< 1^ LI 2-II uh-huh; yes buttocks BÎA Sv £L4 song 3^) 3 /u [ru] B-?:<.£££> 5 B home; house; my place 3 B 10 5 O' cl 3 U sea 3 ^ L5 5 f\j . zs L8 back tfc 5 Tc 5 . IS L9-II to tell a lie [k] 3fc . © 5U5 > BUD BU3 uh-uh; no cow ^L3 B U U cl hu grandfather; old man ^ L7 B U A ^ %&%.%> to teach; to instruct zsL9 various 4- IS LI 2-II &IEJ3 color 5U fc}@ sake; alcohol BUcfc3tf'3 fe on to get angry [«] z*L8 to need [w] IA3 _h Bcifllt 1&6 z*L10 z*L3 guardian deity of children IA^2> oA rich person to get up [ru] Bcl^ ^ L2 zsLII zsL6 BU^T3 ?Zhj (a person) is in ... ; stays at 55/u money Bz?r£> ^ LI 0(e) entrance IA?> IA31A3(S0 £>'ii BfcPlQBB zs LI 1(e), z*L12 §L1,^L2 mother Welcome home. snack; sweets B£) }3 Welcome (to our store). zs L5 large Bft'Bc?f/u Bfa'U younger sister S "& IA z*L12 . - BitPAD (&SIA) (e) £L1,£L7 IA A ^' X~X h:7 U 7 Australia zsLI.^LII dG ^L8 lAto <t (cif/v) ^ LI 0(e) round trip there are many .. x meaning IA3* ^ LI £L2, £L2(e) ^L2 delicious BBz?rlA Please go and come back. — ft £L2 pencil BlAUlA B5;3\< go and come back, Uo'CSd XhuU'D ^LI(e) ^ L9 five I’ll lAOfe ^LIO(e) the fifth day of a month lAoUcfclC IAd;3\°/u ~~XKj last car; tail end ISL6-I, zsLIO ...yen £L3 English language zsLI ^ z* L4(e) 8SL12-II L7(e) , ^L9 ^ LI 2 to become hungry [u] BlLU'iB/u ^b'JtÂ olderbrother Bfe7.c!/u ^b'îÂ oldersister ^ L1 ^L1,^L7 ^L1,^L7 354 *' 33 33te*''UU^lT (~£) 33 IS 35 S /v *'< z£G Good morning, (polite) ^ L6 bath 33j3\^5 &JH5 UA^ (C to take a bath [u] £L6 33^^13 33 ^/u 310 3315*. £> BfOD fc&U to memorize [rw] 353*^ tf ioit 33=65 9 ©6 rice cake 33fct5 ¥4. student tf'X.lOfD ^f'J student discount for... months *'l:f^> (#)*'fe£:) to put on (glasses) [ru] *'S bamboo hat L10-II *'cl ^ ^ L2 *'U SI-?* z*L8 ^ L5 bookish expression ft'fclM/Mtt'fc * O v ^L9 cl *'3f £L3 5 ^ music 33/utd;/v mtIL spa; hot spring z^LII money 1 -II *'39 /u»0L -k<n^f girl £L11 *'39 fe'B li L v ^ ^L6 rich person *'0Ud; — *' . . but . ti—y^y curtain *'L^<Z <C 7MH *'U£0 &*L *'LM^ #7± ^ L2 *'5^ *'U U ^ U hj ^4± M ©ISC# coupons Rflx to buy [w] t^X.'o) *'33 ’)#“ 'S face *'*'^> ^L6 to look pale science from... ^ ^ *J *' 5 Tc (C ^ ^ O ^ SL1 to take (amount of time/money) [w] ^ LI 0 ^L9 ^ L8 karaoke - to take care ( of oneself [rw] z*L9(e) BEL7-II, t] ^ L3 £L7(e),£L10 *'33*i<533l^ *'*'< ~*'5 ^ L1 to go back; to return [w] ^ RL12-II L8 *'(t5y ^BSB Tuesday £L4, ^L4(e) ~*' 5 because... ^L6 z*L4 to return (a thing) [w] *'*.3r God camera , £L4 to own (a pet) [u] 1 £ LI a* L8 z* LI 0(e) £ LI 0(e) shopping *'5 *' O stairs ^L7, ^L7(e) hair ft *'^^S ^L7 ^ L7 to put on (a hat) [w] *'i3\2) £ LI 0(e) ftM/VsToIJA/ *'U60 to put (a hat) on a person’s head [ru] RL10-II ^L11 office worker *'U/cl7u ^ L9 (e) company ^ LI 2 Kabuki; traditional Japanese *'/3’\ tt <£> foreign country gate %% L1 1 -II, girlfriend theatrical art HL5-II, zsL7 £L10 ^L2, z*L2(e) bag *'/3‘\^ £L10 M LI 2-II RL10-II sad : *'l<£/u or zzL5 £L6(e) corner ffi §5? L1 ^ L7 1 (e) £L3 school *'&UU woman woman ^ L1 good-looking to be realized [u] ~k ^C<7)A ^ LI 0(e) oneway parenthesis 5 it'M #*1 *'l>tIl/H/^ (something) ends [u] 33/u*'< ~*'~ ^L7(e) £ LI 1(e) ) 33/v&0Lf<!r x£L12 £L7 family shoulder *'fc interesting; funny l 33 LI 2 cold IjUjk *' D 33 0 'b ^ L6 33^^ ^LIO ^L11 snack; sweets &*P *'/c2*t5 toy umbrella singer £L11 336’B*> ^ LI 0(e) — *'1/0 ft'tf zsL4 souvenir v ' £L1 fiKtiU 1^L4-III to think [w] -5 L^ ^L4 to write [m] < *'UK& zs L9 ^ L1 festival sweet bun 33S/ul>Kt>0 U ^L9 boxed lunch X. -S 33 fe f^LII-II reply ^L5(e) registered mail *'^r3l#) ^L Good morning. 33»<fc5 33i3\ £L2 please. grandmother; old woman Jb 1 ( J H L7-II to borrow [ru] ft *'30 hi river ^L11 *'t)UM^ cute ^L7 boyfriend *'391^5(00 ^L6 z*L12 *'31 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/ SA/IÔ <ft'D SfcBA/ z?r< ^L8 fafi < to ask [u] 4 to listen; to hear [w] 3rtt'D £fc ?3 — Ôcrr/u «*/£ ^7? io/3\ 7? D ;3\° ^ LI 0 ^L5, £L5(e) zxL5 ticket 5 t> IS i§ 1 ) zx LI 0(e) i* (Do yesterday z^feCD kimono; Japanese traditional dress ^xL7, ^L7(e) £L2 «fc shoes <. (C HI country; place of origin <(J H neck H — < 51^ x£L4, £L4(e) ^rVyy camp ^L1 3: Kt> 5 cl O , Stt>'3c?rl 5 (C JLp& l Kt) 5 nine years old ?IL 5^0 ^0 Sc 5 ft' U 5 /till ^ ck 3 3^6'® 5 # <fc brothers and sisters £ zx L6 ~ff@ ^ L7 . zx LI 1(e) ^L4(e), ^L9 disgusted with; to dislike to cut [u] ^ L5 zxL8 £L7 3rA/U3 3: A/ll beautiful; clean izrfe 3 M& hu^-hu U cake *J—L\ game injury gold silver ^L5 tÂ/cIo $Mt 3:A/l/<k T bank " 5^ L 17 >f=f? cl A ^L8 eraser wouldn’t be necessary. zx LI 0(e) "3" 'S [J hii* (t£) zxL2(e) to turn off; to erase [w] 5 ‘^"5" loftT? A/z!rt)'&l^ i^LII-II ^ LI 2(e) this morning (!7 A//)' ^L2 ^L7 surgeon IJ’Ull'Zx ^L1 ^ LI 2(e) ft)' IfOcfcoUF £L9(e) neighborhood ^L1,zxL2 ^ LI 0 ^L6 That would be fine.; That ^ L6 ttoCA/9-* ^L9(e) nonsmoking car £> ^L9, ^L9(e) Ucl I W"9" to put on (clothes above your waist) [ru] 3r11ll(£j0 £L10 credit card police officer —? tr to be interested (in) line number .. last year Z> black [j-tf i3l1 (£f ) T^'cb H* ^^>11 (j'llcÔitl'A/ ^ LI 2 3 #) £L9(e) gray yLsi/y economics textbook 3r<£teA/ ^L3 gL7 car ^LI(e) fc [u] ^ L9(e) green £L3, £L4(e) today ^ L4 ^L10 milk nine minutes ^Kl>5/3\/u zxL1(e) ^ LI 2 zxL4 to come [irr.] ^7‘b— ^ LI 0(e) express ^ L7 about (approximate measurement) yu —y RL9-II zx L2 . ^L7(e) cloudy weather *J class ^L10 to decide [ru] *k%l Please give me .. 0 zx L9 colloquial zx L1 1 (e) mouth < ticket vending area tzlltzt"'# < n O £L2 to take medicine [w] tJC t/ TcSlI (~£r) <t5 cafe ®£ D H£(D$3 (e) ^L9 medicine expression <. postal stamps M 0£ttfclM,W)'fc: xsL9 guitar 7 <. IT ^ L3 zxL4(e) ^ LI nine o’clock <C.lfD ^ L6(e) north it ^ LI 2 zxL5 season September <. L/ temperature (weather) fUJn. 3X M ^L9(e) yellow £L4, £L4(e) Friday ^L8 Cheers! (a toast) It'fev' x£L9(e) zxLIO easy; simple air i?rll3l1 to get nervous [irr.] blonde hair SM5tf &mB ^L6 kanji; Chinese character %lM' £)'A/(£°l^ & O VZ) £L12 ^L11 nurse fthiTchj (T&) z* A/t5 c£ £L1,£L2 Korea ^L7 to get married [irr.] ^«0 Monday £L4, SL4(e) to have a fight; to quarrel [irr.] 7Gft healthy; energetic ' ^ 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 — L— T— JbK cUfi'D §6 LI O-II coffee £L3 gold £L9(e) May -5.^ cl cl here CC ^ d L/ a.m. Cltf/uB Kt> 5 i & U 0 nTC L9-II child Z(Dc:<b these days SS 11 I’m sorry. cl IT. ^ L2 cIlT.fi' 5 from now on cl/utfO Vtt — h March ^L4(e) overtimework SA^SU'i zsL4(e) three years old |^L8-II ^LI(e) «ik(T-f3Kl) That’s too bad. £L8 ^LI(e) obstetrician and SA^/3'L/A/fi' ^L4 gynecologist i^L11-II ^ LI 2(e) SA/3\A; three minutes S A;I?T ?) i" ^ zx L5 this month zs L9 zi?L11 ^L4(e),^L8 ~ §L1(e) to take a walk [irr.] © zs L3 this semester thirty LI (e) ^L4 frightening concert O =3 ^ aO/u(ZI'Tfe) this one (I/ufi'oS £L1 Mr./Ms.... £ LI 0 five minutes cl fa 1 1 the year after next ~S/u minutes 3i-'xf at about ... S5L11QA; S/u U HB# three o’clock ^LI(e) S/uU-3/3\%/SAÛf0O/3\% 2/3\/u — £3 ^L5 zs G Good-bye. H the month after next zs L4(e) S 5 LltfO S 5 H 0 $ O #^ § the week after next ^ L4(e) S/ufiv ^ L4(e), S LI 0 rice; meal hu 5&5 RL5-II cold (weather) ' £L4 Z"M cl' H) ^L11 z*L5(e) cZ'B/u c ^ L1 zs L2 this ... ^L9 to cut (classes) [u] v ' 2 gj L1 1 -II this year •?-« clciffe cl parcel things; matters zsL3 lonely SC LI S' <£ i^L8-II Thank you for the meal, (after this person (polite) aLS SL Mr./Ms |^L9-II £G Z.'D'Dd} magazine SO* 01/1 LI 1(e) excellent food ^ L1 £ LI 0 soccer tfTtt’^) in the morning ^ answer z* L3 writer flFSfc Sob ^LI(e) ^L9 essay; composition sake; alcohol 5@ zs L4(e) ^LI(e) £L2 fish £L1 cH‘B‘?“3SS("Û/c:) <1 <t & to answer [ru] cZl'"B'^"5 cl <t Sfi'# ^L9 pl'f47 Z.Tc^.'b CB £> zs LI Sofi' five years old Ctf/ij eating) W# wallet £L2 ^L1 five o’clock ZLTcA. 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Tuesday =L2 \b SL> vegetable very fond of UAaCo train transfer ML9-II various ~#$R =L10(e) ~IS‘A/t±A/ . traditional Japanese theatrical art traffic light 33 L3 fclvo,t usually fd,Wv(&) 33 LI £L1,£L2 use Ob' 5 ft n [«] £L6 U.S.A. £L7(e), £L12 tough (situation) fe^ 7clbb'< university W V winter wish . sL2 Tcf\ Sf window wine . o fe"C ^L4 S T£' o+v i3>Kt> t^b'L^ =L2(e), ^L6 IkL6-iii 4- £L8 !kL12-II S<lVu 2 >•377 W woman woman £ LI 0 —7: with (a tool) 3$/u& year after next, the ML1 1-II -k 3$/vU(Diy£ -k<r>A year before last, the £L7 word tchjC <£« £L9 work 0 cL LH* xj LI tx L8 work life 5 < *< M £L11 [r«] ^L7 workfor ot©?i , zsLIO world worry UAmvT2> #< [u] =L4 write b'< writer S' oft' X-ray =L11 l#o = LI 1(e) Vj'JWfy = LI 2(e) wrong (x) [irr.] £L12 ... year student . . . years sLIO ~SU sL ,TsL (e) 1 £11311 -fife" yen ~~Xhu ~P) . . . oA/ ^L8 XX yes lili sLI sLI yesterday 33 LI ~faA/ttl'» yellow yes yes Y £L4(e) SSUfa/u 33<b<t U ^ L4(e) —teA, ...years old X S©5 1 =L9(e) £L2 b^b £L4, £L4(e) you fitstc eL4 young fob'll gv' ^L9 younger brother 33<boi:(SA/) £L1,£L7 younger sister UfeoiKW &(-J/C) £L1,£L7 year <bb HLIO -11 \z i5/u b Map 1 -r- of Japan 1 : Batten immm 5ofi'U<!:5 I B 15 5 0 «it 379 mmiftjj $/u $ B 155 ©StttCfc L rt 5 ItA ©.HJE#; x. mtm *LttOS&U) It A £5I5 rt' î It A. Qi*> îltA r itA ©'S’^‘1: £' ItA *BMS 5 B 5 K^fcltA B^5C'< A< L i ItA ©Jb&ft toil) ItA & 15 Li to ItA MHf« B h'fvLo 15 5 ©«& CA i It A ©|S|lll!S; &a'*ntA, X>*> Lilt A ©ubn#; i-ili ©»& *i <* Bit A ©±f£& $v>fciitA ©H:£# H GSHitfcB A fcB §r i‘lf& § ItA £ o I it i: U Z & ri'frttA x. o*itA B ItA «±fe£ B 5t}>5 155 /Ji ©lil^#: &LltA H Uod -9 £ (.#.?$ s) b nlii Cn ri { O ItA AWHte& B 155 ^«>5Uw>5 ®*iisg& A< iij&'ltA $ L,-ri3 75 'tt A, © © *tub ^ t it a, 1'Lri‘frltA ItA &ri c 3 £ltA ©*#!* fcfcV'fcttA It A/ ©HR^ft i ttit a ©>>£-$- >£ §* A It A A^S’&ltA A^ V S±Oj jJ* ik) v ' ' B It A < t)' r ti itA ©>+»& Ji i "ShltA. • tt* : *#/**#(*** Numbers 15 ft?' h-> P regular 1 V 2 |C 3 3A 4 J:A 5 - 6 ^ < 7 ft* 8 li£ 9 $ 4) 7 10 how many ' o p p X L X h-»p/b V ' o P k p (». ' o) V '0 b p o P A *3 p (A -5 ) 0 (li o p) Hop (lio) li 0 Ui U 4> o P Irtnp U U b> 0 U o P U -5 p AA p b AA liA ~ K/U dollars x. A ~PJ yen 4 v» sheets f degrees U4> "7 ~+ ten XL ~7j ten thousand l£ < u=> < c 75*0 month t5'A ~B#W hours faA j|L year o'clock t ~ A. A, A minute sticks A/ fa A/ li V' ri> Co 0 people cups ~ Ifo ^ '' months page 75' F minutes HA U 0 ~ —y ~#-W years -? pounds ~tf. lesson t5'V' J7C animals ~IeI times V-* < ~1S* hundred small items 381 This chart shows how sounds in numbers (1-10) and counters change according to their combination. Hiragana indicate the sound changes in numbers, and alphabets show the changes in the initial consonant of counters. optional. 2. ( ) means that the change is 3. An empty box means no sound change occurs. 1 . k^g V s s-*z 'o V ' special vacabulary t for numbers UZ o ') i Atz') 2 3 Z g X oO 4 5 ho 6 i;\ 'v>' 7 li o (i o 11 o (i fit' o ; z <7>-o U o U o C -5 C o U o o L o *< ' O cents 10 < how many o people sma/Z /terns date shoes 9 ') > h -Ft z z<nt' £ z g floor C 8 letters years o/age ttA, iC/v cf. houses weeks thousand street l±tzt> (20 years old) cf. UiDT ctotf' (14) (20) 1C u rt> 0 X-o-/]' (24) years of age ~A (three or more people) address books cf. +±L\Z% (how many) 382>»g5E too Conjugation Chart w 1 J:5 a«t:5 verb dictionary types forms long forms short short past present neg. past neg. (L.6) (L.9) (L.8) (L.9) Or L T Ifc L *i1r n masu ) (L.3) L irr. irr. ru ^ < fe- forms short ( *tz Z ~ 7c -if tz<% ' 7c 7c ~v i -f ' ~o T ~o/: ~ ^9 ~£>i -f ~o T ~o /: ~ 7c ft u ~U i-f ~oT /: u ~‘J Or ~o T ~ o 7c "t ~/CT ~/U£ ~/CT" ~X,£ ~lc i -f ~X,T ~/C/c' ~ tc tc u i-r ~ T ~o/: ~ u ~*i-r oT *~o/c ~75'tL'V ' 7c ~ ^ tc 7c u Jo u XV u u C' &> u l<)6 v N u V' Jc<^ ~*i-r ~ u 1 i%± ~i i-r ~lT T The forms with * are exceptions. v ' ~b ~ L 7c ' v \ ~b+£-/)'r>tz ~ 7c tc o 7c ^b ^ N o 7c ~i o 7c O 7c 7j N * T" tl.' V ^ o 7c V ' tc V ' V ' /jn ^ \ ~ o /c

Genki 2nd Ed: Elementary Japanese Textbook

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