ピーターのスキャン
Preface
Producing the materials for this textbook involved a long process of surveying students' needs, writing up the results, making detailed revisions to the material based on the surveys, and responding to the reactions and comments of students who used a trial version of this text. It has taken more than four years to complete this project. Our labor has been rewarded, however, because this book is based on our that will enable original plan to produce the ideal textbook-one students to learn Japanese smoothly, while also enjoying lively games and helpful illustrations. We have an extensive list of people to thank for the completion of this textbook. First, our sincere thanks to Chiaki Sekido of the Publications Department of The Japan Times for seeing this book through the publishing process. Particular acknowledgment goes to Kyoko Tokashiki who helped in the production of Lesson 11and following, to our colleagues and trainees in the Asian Studies Program of Kansai Gaidai University who attempted the triaI version and made invaluable suggestions, to Kaori Tajima for her illustrations in the trial version, to Judy Okawa for translating, and to the teachers whose heartfelt guidance encouraged us throughout the process. Finally, we would also like to express our gratitude to the foreign students at Kansai Gaidai University for providing us with the opportunity to write this book.
IkbV33
Greetings
6
&
rlawtw&?~5 Lwt: b t.26
N ~ W Friends
10
Shopping
30
Making a Date The First Date
A &iE
a&
!39a
Trip to Okinawa
96
z5
b 3 /v@--H
A Day in Robert's Life
x 14
Family Picture
f32
Barbecue
150
Kabuki
170
a~lo~~~%#&@?s
Winter Vacation Plans
190
% l lW ~ + # & D& 2
After the Vacation
210
% ~ z F @PI$**
60 BT
Bb
LjS I Z b
& T L ~
Feeling Ill
Hiragana
2 52
Katakana
257
Daily Life
262
Travel
270
My Favorite Restaurant
276
Mary's Letter
282
Japanese Off ice Workers
287
Sue's Diary
%]
1s ~ F ~ E%?s@ ? Ef -5
The Folktale Kasajizo
298
Looking for friends
304
Tanabata Festival
3 10
Japanese-English
316
Eng lish-Japanese
329
Numbers
342
2%
3< b V d
<
3 b>/v2
%83%
Conjugation Chart
*-.& >*.a_
l3
&&k
*
(=;t; Y > Japm
€ 3 ~ % ( ~ & Y 3 ~ J a p a n e s e& $ $ & ( + & % k ~ t y ) Mr./Ms. Yarnamoto (book; basis)
-
(5)
$ $
, :
$
Introduction i..
*'
Aim and purpose GENKI: An Integyuted Course in E L m m z t u ~Japa~eseis 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 and college courses, but it 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 Idegrated Cogrse in Elementary Japalzese is a comprehensive approach to developing the four basic language skills (listening, speaking, reading, and writing) in order to cultivate overall Japanese-language ability. Much emphasis has been placed on balancing accuracy, fluency, and complexity so that students using the material would not end up speaking accurately yet in a stilted manner, nor fluently yet employing only simple grammatical structures.
Structure of the textbook This textbook basically consists of three sections: Dialogue and Grammar, Reading and Writing, and the Appendix. A detailed explanation of each part follows. AbDiaIogue and G r a m m a r The Dialogue and Grammar section aims at irjnproving students' speaking and listening abilities by learning basic grammar and increasing vocabulary. The Dialogue- and Grammar section of each lesson is comprised of the following components:
@Dialogue The dialogues revolve around the lives of foreign students living in Japan, their friends, and their families, presenting various scenes that students are likely to face in their daily lives. By practicing natural expressions and ulizuchi (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. Dialogues are recorded on the accompanying CD. Students are encouraged to practice regularly by listening to the CD and carefully noting pronunciation and intonation. *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 following. In addition, all words presented in the text are also found in the Index at the end of each volume. Words found in the VocabuIary section of each lesson appear frequently in subsequent lessons, thus students are encouraged to learn them little by little each day. After Lesson 2, commonly used kanji equivalents of some words (Joyo Kanji) are aZso listed, but students are not required to memorize them. This textbook does not indicate a word's accents. The accent of a Japanese word varies considerably, depending on the region, the speaker's age (including the generation gap between speakers), the word's paradigmatic form, and its connection with other words. Therefore, don't be overly concerned about the accent, but try to imitate as closely as possible the intonation heard on the accompanying CD.
*Grammar Grammar explanations are detailed, so that students can easily study them on their own. Students at school are expected to read the grammar explanations before each class. This section also fully explains the items found in the Practice section that follows. Necessary explanations for the grammar and vocabulary that are not found in the Practice section can be found in the Expression Notes at the end of each Grammar section.
@Practice This section includes questions related to what was taught in each section of the lesson, providing students with both basic practice and application. By answering the questions sequentially, students can naturally build up their Japanese-language ability. The exercises with only one answer are marked with @ and recorded on the^^, allowing students the opportunity to practice on their own. The last part of the Practice section contains Review Exercises, which incorporate aspects of the lesson as a whole. For example, some questions combine various topics covered in the lesson, and some call for the creation of new phrases based on what was learned in the Dialogue section.
Introduction 4
Q)
@Supplement Finally, some lessons include additional or supplementary information, This includes expressions related to the topic of the lesson, as in "Time and age" in Lesson 1, or expressions suitable at certain times or places, as in "At the station" in Lesson 10. Words introduced in the Supplement section are found in the Index of each voIurne.
B b Reading and Writing The Reading and Writing section aims to foster comprehension and writing ability by learning Japanese characters and by providing opportunities to practice both reading and writing. Hiragam is introduced in Lesson 1, followed by k a f a k a ~in a Lesson 2, and kanji in Lesson 3 and following. From Lesson 3, each lesson contains the following components:
.Kanji list Each new kanji introduced in a lesson is contained in a list, each with about 15 kanji. This makes it easy to memorize a few each day, rather than be overwhelmed with so many at once. Q serial number
*
(2)kanji
(5) compounds including the kanji
(4)reading
$.->
I
ka ci&k~ Japan
(*2) . ( ~ & = /Japanese d)
I
L L * ~A (9& 6 2 2 A)
Mr./Ms. Yamamoto (book; i5z basis) (2)meaning
i
6)stroke order
(6) total strokes'
Among the readings shown in (4) and (5), himgunla indicates the kwt'yomi, or Japanese readings for a kanji, while katakana indicates the on'yomi, or Chinese reading. Both kun'yomi and o ~ ' y o m iare sometimes altered in compounds of two or more kanji. For example, the ordinary pronunciation of % is "gaku," which becomes "ga(k)" when the kanji is used in the word $45. Such derivative readings are also included in.(4)and (5). Although some kanji have many readings, only those readings that are useful at an eIernentary level are included. Shaded readings and words in each lesson should be memorized. The others are for reference, so students don't need to memorize them. A practice sheet for each kanji is provided in the Reading and Writing section of the Workbook. Students should practice
writing the kanji repeatedly, according to the stroke order shown on the kanji list in the textbook.
.Practice GENKI 1 consists of kanji practice, readings for comprehension, questions about the content of the readings, and writing practice. Kanji practice indudes various types of questions, such as having students reconstruct a kanji from its various parts or make new words by combining kahji. By tackling these problems, students will realize the goal of practice-to become more proficient in their use of kanji. Basically, the readings are short and deal with subjects familiar to the students. They are easy to understand if the student has learned the vocabulary and grammar taught previously in the Dialogue and Grammar section. When readings include new words, a corresponding word list is provided. Finally, composition topics are given for writing practice. GENKI 11 contains readings for comprehension, questions about the content of the readings, and writing practice. The readings employ various styles of Japanese, ranging from letters and fables to essays and advertisements. With a knowledge of the previousIY learned vocabulary, grammar, arid kanji, the readings are easy to understand but grow longer and more difficult in later lessons. Word lists are provided for newly introduced vocabulary. Finally, composition topics are introduced.
C b Appendix Volumes 1 and 2 both contain an Index. The Japanese-English Index, in hiragana order, lists words found in the Vocabulary and Supplement section of each lesson. The number next to a word indicates the lesson in which the word was introduced. In the English-Japanese Index, English equivalents to Japanese words are arranged in alphabetical order. Also included in the Appendix are tables of verb conjugations as well as sound inflections of the expressions related to numbers.
Orthography and font The basic text is written in kanji and biragum. Kanji is used for the most commonly used characters, those that appear in the official list of Joyo Kanji. Hiragma is used instead, however, when the Joyo Kanji equivalent would not be necessary for beginning students of Japanese.
Introduction 4
lo
So that students can easily study the Dialogue and Grammar section, the pronunciation of every kanji is indicated in hiragam. However, to lessen the burden on the students and allow them to study on their o m , Greetings and Lessons 1 and. 2 are represented in hiraganu and kutakam, as well as by romanized forms. It is best not to rely too much on the romanizations, but use them only as a learning aid. Students study hirugam and kutakum in Lessons 1 and 2, respectively, of the Reading and Writing section. Students study kanji from Lesson 3 in the Reading and Writing section, where pronunciations of the kanji already presented are not indicated in Riyuguna, in order to promote t h e students' increasing acquisition of kanji.
The Japanese in the basic text is set mainly i n 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, arid should be aware that the shape of some characters differ considerably, depending on the font used, Note especially that with some characters, we find two separate strokes in one style are merged into a singIe stroke.
Example:
Textbook font
Mincho font
Gothic font
Handwriting
(
Japanese Writing System
There ark three kinds of charactersin Japanese: hiragam, htakana, and kanji.' AU three characters can be seen in a single sentence. k
Hiragcam and k a f a k ~ mli,ke the alphabet, represent sounds. As you can see in the above example, hiragam has a roundish shape and is used for conjugation endings, function words, and native Japanese words not covered by kanji. Kafakunu, which has rather straight fines, is normally used for writing loanwords and foreign names. For example, the Japanese word for "te~evision"is written in kcafaku~ as F L t+(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.
1. Basic Hiraana Syllables There are forty-six basic hiraganu syllables, which are listed below, Once you memorize this chart, you will have the skill to transcribe all of the Japanese sounds.
'There is another writing sgstem called and so on.
(Roman lettend which is used for station names, signs,
Japanese Writing System 4
I@
"ThesybbIes L , G , and 7 are romanized as shi, chi, and ha, respectively, which is closer to the English pronundation. * * % is dso pronounced as "wo."
The romanization is given fox general pronunciation reference.
2. Hiragma with Diacritical Marks You can transcribe 23 additional sounds by adding diacritical marks. With a pair of short diagonal strokes ( * 1, 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.
If pa
zP Pi
A:
4
1%
Pu
Pe
PO
*G (ji)and 3 b u ) are pronounced the same as -t' Gi} and Y Cm), respectively, and
have limited use.
3. Transcribing Contracted Sounds
fi
Small -P, @, and 1 follow after letters in the second column (i-vowel hiragam, except I\) and are used to transcribe contracted sounds. The contracted sound represents a single syllable.
4. Transcribing Double Consonants There is another small letter 9, which is used when transcribing double consonants such as ff and pp.
Examples:
?=
kaBa
(won)
5 7 is.
sa&u
(writer)
t i - 13'
hama
(leaf)
s.9 L
zaghi
(magazine)
75.7
cf- 6'
kata (shoulder)
Note that double consonant n's, as in sanfielz (3 years), are written with h, + a hiraganu with an initial n sound ( 3,,: G a,h,or @). Examples:
3 h kt h s a z m (3 years) & k, h L t anmi (guide)
5. Other Issues Relating to Transcription and Pronunciation
k Long Vowels When the same vowel is placed one right after the other, the pronunciation of the vowel
Japanese Writing System 4
I@
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. .k;C$& j% L L
3 X/ o b m a n (grandmother) cf. S I T ? obasun (aunt) 3 ojijsan (grandfather) cf. 6 3 X/ ujisan (uncle)
33c
sMi
(number)
The long ee sound is usually transcribed by adding an \ to an e-vowel himgma. There are a few words, however, in which 2 is used instead of &..
&~\hf
3
ggu
(movie)
oncaan (big sister)
The long oo sound is in most cases transcribed by adding an .i to an u-vowel hiragam. There are, however, words in which the long vowel is transcribed with an %, for historical reasons. h&hu
(law)
(ten)
B. Pronunciation of XI A, "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 h. Therefore, you do not need to worry too much about its pronunciation.'
C. Vowels to Be Dropped The vowels i and u are sometimes dropped when placed between voiceless consonants (k, s, f, p , and k), or at the end of an utterance preceded by voiceless consonants. Example:
T3TT
s(u)kr'des(zl) (I like it.)
20ne variety of the h pronunciation merits discussing here. When it is followed by a vowel or at the end of an utterance, X, 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.") kLh&~\ rZai (romance) 13A ha (book) Fallowed by pz, t , d, s, and z sounds, A is pronounced as "n." f;LP mna (woman) Followed by m, p , and 6 sounds, A, is pronounced as "m." 2 XI13 sampo (stroll) Followed by k and g sounds, /v is pronounced as "ng" as in "song." 2 &;?* nacagga (comics)
D. Accent in the Japanese Language Japanese has a pitch accent: all syllables are pronounced basically either in high or low pitch. Unlike the 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 ~e country.
Examples: & 2
.a_._ - .
(morning)
sa
32%
._--m@--e
,
-kiXka-..
na tu
z
(name) (high)
'The syllables Y , 4 , and Y are romanized as ski, chi, and tsu, respectively, to give a closer English pronunciation.
Japanese Writing System 4
1 6
*9Gi) and Y!- Czw) are pronounced the same as 9 Cid) and % b), rewectivel~1and have limited use.
The pronunciation of katakum and its combinations are the same as those of hiragam, except for the following points.
(1)The long vowels are written with -.
Examples:
;Ir-
kaa
b~)
Zq-
saki
(ski)
x-
su,h
(suit)
9 -
keeki
(cake)
$-1t
bamr
(ball)
When you write vertically, the
-- mark needs to be written vertically also.
Example:
(2) Additional combinations with small vowel letters are used to transcribe foreign sounds that originally did not exist in Japanese.
Examples:
3'4
T\u'?'~-7
harowiin
(Halloween)
(highway) haiwee 31. 2 h 4 9 x 4 (mineral water) 3$ ~ % 4 1 ~ 3 $ - 9 mineruruwoutua -
23
9x1)-
sherii
(sherry)
9~
YiL-AX
jgemusu
(James)
;f=
.f-=YY
chekku
(check)
77
77'.Y23>
fasshm
(fashion)
7 4
74')k0;/
firipi~
(Philippine)
7r
2771
kafe
(cafe)
7
fi1)7$lb=7
kariforunia
(California)
74
2f-7
paatii
(party)
4
7-423
disuko
(disco)
71
73-7
dyuuka
(Duke)
4
-
(3)The sound "v" is sometimes written with T. For example, the word "Venus" is sometimes written as E-f X or 3" 4 3- 2 .
-
Greetings -
1
New Friends
10
XkAYTT Question Sentences noun1 Q> noun2
@
.
~ & C,~
h
~
fiLI%a
Shopping
29 30
Taz E;h ZD/~D/&~)/E@ noun E h O noun 2%
+
z z * z &+Z noun B noun L + & 9
FZ
-h/-ck
-1
7-@
Making a Date B<+<
Verb Conjugation Verb Types and the "Present Tense" Particles Time Reference Word Order Frequency Adverbs The Topic Particle Id:
54
a
-1
-
The First Date
72
Describing Where Things Are Past Tense
(451) ###RE ID + z j A Trip to Okinawa
96
Adjectives ET 3 (&)/S G b > ( a ) Degree Expressions
-3Lt k//--$t~-3&\ Counting
1-(
nlo-bahl~-a
L1?51;%-
Describing Two Activities --&. 6;
A D ~ in Y Robert's ~ i f e
114
7-(
SEa~qsFamily Picture &T<
132
LQLh
%&q2 b 3 T-31A $g Te-forrns for Joining Sentences verb stem t ~ < 5 Counting People
+
(-8
41
1 - 6 3-
Barbecue
150
Short Forms Uses of Short Forms 3 TT verb Q3 fis?@ t $3
fCTfih and fal:l 8 BE
(T)Kabuki
170
Past Tense Short Forms Qualifying Nouns with Verbs and Adjectives
~ a a& a Winter s ~ Vacation plans
)-(
3\@Bf
Comparison
adjective + a 25 zr3htz/k+ztzh
rl\
190
(m)
ARM the vacation
210
-?z -Tz 9-Tz 9 3%
-z
kf?ql& noun A Je noun B
@R*m@95x' L
(
Inthe Japanese Class
225
mu?
]
SSl-b
-0d5Wfu
Expression Notes
@S42,%5/&!l;b-;k3 $ k 5 $ I ; t l b > R L ~ T T G LFL./ T , 8 L ~ T %T/fzf.Ll&/X.h~R T ~ 9$3 bl @ & 2/ 5 % 3 'TTf-;Sl Pronunciation of M Numbers Giving one's telephone number + k h e b l "d Referring to the person you are talking to Japanese names 17 0(--%>
@E
64 82
*P#P(G)
104
2-5 b
122 141
$ g { / ~ k l
"
L%F
@-*a
160
@%% kTfga)@hs& 9 % $&s-----. L LGb @ i2 in negative sentences $2 L
L
198
L
iZ
F 4 /1 7*
@
@&
iZ id:
217
&L
15-3
G r e e t ings
p J
Ohayoo.
Good morning. Ohayoo gozairnasu. Good morning. (polite) Konnichiwa. Good afternoon. Kon banwa. Good evening. Sayoonara. Good-bye. Oyasurninasai. Good night. Arigatoo. Thank you. Arigatoo gozairnasu. Thank you. (polite) Surnirnasen. Excuse me.; I'm sorry. lie.
Cochisoosama.
No.; Not at all. I'll go and come back. Please go and come back. I'm home. Welcome home. Thank you for the meal. (before eating) Thank you for the meal.
Hajirnernashite.
(after eating) How do you do?
Doozo yoroshiku.
Mice to meet you.
Ittekimasu.
'
Itterasshai.
Tadairna. 0 kaerinasai.
Itadakimasu.
-
I
61$.d;j/$g#&jb Ohaym is used between friends and family members, while oleayoo g o z c is~ used ~ ~between less intimate acquaintances, similarly with Q&CI~OO and arigaioo gomimasu. The rule of thumb is: if you are on a first-name b&is with someone, go for the shorter versions. If you would address someone as Mr. or Ms., use the longer versions. To give a concrete example, the social expectation is such that students are to use the longer variants when they speak with a professor.
&&5%6)There are several good-bye expressions in Japanese, the choice among which depends on the degree of separation. Sayoomre indicates that the speaker does not expect to see ~e person spoken to before she "turns a page in her life"; not untiI a new day arrives, or until fate brings the two together again, or until they meet again in the other world.
CJP&, % k e Jaa, mata (between friends, e z r p d h g ta see each other again fairly m n ) L 3 h t 1 L S 8, Shiiureeshimasu. (taking leave from a professor's office, for exampIe) GagT 8 %-Po Ittekirnasu. k v i n g home)
$&$ehb S
u d e a 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.
L I L \ Z ) Ik 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.
L ~ = ~ : ~ . = , L + L I / L \ . = , ~ $ Z T / ~ ~ C L L I & / Sb ~~ Ittekbnasw \Z~%&C\ and ibtwmshai is a common exchange used at home when a family member leaves. The person who leaves says iftekimmu, which literally means "I will go and come back." And the family members respond with itt~mshaa', which means "Please go and come back." Ta-a and okare~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 o M a s a e ' (Welcome home).
Act out the following situations with your classmates. 1. You meet your host family for the first time. Greet them. 2. It is one o'clock in the afternoon. You see your neighbor Mr. Yamada.
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. You happen to meet your teacher at the convenience store. 7. You are watching T V 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. 11. You have finished eating.
\&%t2%
&k51/L
New Friends
Mary, an international student who just arrived in Japan, talks to a Japanese student.
W
1
h
l
L
7
'
-
Mearii
t:
b25
4
Irna
Sumirnasen.
2 f z 1-j Takeshi 3
-j-A3*,L0 ~ \ 33kLrTT&xo
I2
I=
nanji desu ka.
tl i A T T o
Juuniji han desu.
'lit
It711-: 9
t"S*L\$-j-,
Mearii
Arigatoo
gozaimasu.
kc? L :
bh~hj?&
Takeshi
lie.
I
A&,
9
Takeshi
Ano,
ryuugakusee desu ka.
a h 8 j I ) I I
2
3
-WITTjtra,
?="tL.:
i3
1.p
j -h3(
'I + - % '
$7+:
Z L 0 7 y ~ * - j - ? 3 ~ 6 q$ sa{ + l - b w - j - o
Mearii
Ee.
t=if t :
Ti ;i T-j-hx, * A
Takeshi
Soo desu ka.
Mearii
Nihongo desu.
Arizona daigaku no
gakusee dew.
B LC3 2 & T T h a ,
Senmon wa
Ima
nan desu ka.
ninensee desu.
Mary: Excuse me. What time is it now? Takeshi: It's half past twelve. Mary: Thank you. Takeshi: You're welcome.
Takeshi: Urn . . . are you an biternational student? Mary: Yes. I am a strident at the University of Arizona. Takeshi: I see. What is your major?
Mary: Japanese. I am a sophomore now.
ano ima
urn.-.
eego
now English ~lansuage)
Ee
Yes
gakusee .-.go
student language ex. IT [3 t& L" (mi&go) Japanese language high school
kaokoo gogo gozen . . . sai
P.M.
. . . san
Mr,/Ms. - . . o'clock ex. L s% W (khiji) one o'clock people ex. l.2 EZ A U h.(aihorejipz) Japanese people teacher; Professor . . .
...j i
. . . jin sensee
senmon soo desu daigaku
denwa tcrrnodachi namae nan/nani Nihon . . . nensee
AM.
. . . years old
major That's right. college; university
telephone friend name what Japan
. ..year student
ex. t *l %I
*
L \ (&binwee) first-yearstudent
* Words that
hai
yes
han
half ex. ?=lZki&(n&iAan) half past two
foangao ryuugakusee watashi
number international student I
appear in the dialogue
ADDITIONAL VOCABULARY
C o u n t r i e s Ameri ka
lgirisu Oosutoraria Kankoku Sueeden Chuugoku
kagaku ajiakenkyuu keezai kokusaikankee kon pyuutaa jinruigaku seeji bijinesu bungaku rekishi
kaishain kookoasee shufu daigakuinsee daigakusee
bengoshi
okaasan otoosan
oneesan oniisan irnooto otooto
US-A. Britain Australia Korea Sweden China
science Asian studies economics international. relations computer anthropoIogy pslitics
business literature history
job; work; occupation doctor office worker high school student housewife graduate student college student lawyer
mother father older sister older brather younger sister younger brother
"It is 12:30." "I am a student." "My major is the Japanese language." These sentences will all be translated into Japanese using an appropriate noun and the word desu.
@
9 I= U 1.3A/ TT0
(It) is half past twelve.
Juuniji han desu. $2
(
(I) am a studat.
* L \ T - F O
Gakusee desu.
tc C3X. z*T-3-0
(My major)
6 the Japa~leselanguage.
Nihongo desu.
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; Japanese 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:
t3 b= G3h Z*TT, wa
is the Japalaese kanguage.
nihongo desu.
stands for the thing that is talked about, or the "topic," which is later in Where the sentence identified as nihowo. For example,
+&XI SI h,4.3 Senrnon w a
:*TTa
it t 3 h/ nihongo desu.
(My)major ds the Japanese langwzge.
Similarly, one can use the pattern X wa Y desu to identify a person or a thing X as item
Y.
t
bk Lt2
X-
i
- +AT?, I t -
Watashi wa Suu Kimu desu.
I am Sue Kim.
9 3 L f i S " I 3 *L*~\TTo Yarnashita san wa n
A
9 6 .
Mr. Y a w h i f a ik a teacher.
sensee desu.
$7')--3LlA
7%1)3FJ13'b-c--Fo
Mearii san wa
arnerikajin desu.
Mary i s an American.
Wa is a member of the class of words called "particles." So is the word lzo, 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 gakwee and sesee in the above examples stand alone, d i k e 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 Iike gakusee desu is therefore ambiguous between the singular and the plural interpretations; it rnay mean "We are/you a d t h e y are students," as well as "I am/you are/she is a student."
It is very easy to form questions in Japanese. Basically, all you need to do is add ka at the end of a statement.
<
9 a =,PSf( * L ~ T T ,
9
Ryuugakusee desu.
@ 3 5: - @ L Y F & ~ ' Ryuugakusee desu ka.
(1 am) an iatemtGmnl sturEenf-
(Are you)
aH
i ~ t e m a t i o ~ student? al
The above sentence, Ryzcugakusee desu ka, is a "yes/noWquestion. Question sentences may also contain a "question word" like nun2 (what). In this Iesson, we learn how to ask, and answer, questions using the following question words: nun.; (what time), namai (how old), nannensee (what year in school). Note.carefully that the order of words in a sentence may be quite different from what you find in your language.
* h % &la Q'a'hTT-h~, Senmon wa
nan desu ka.
What is your mior?
(+i?hS,&Ll)
;Z~\Z*TT,
(Senmon wa)
eego desu.
(My major) is Eytglish.
'It is not customary to write a question mark at the end of a question sentence in Japanese. 'The Japanese question word for "what"has k v o pronunciations: =an and naai. Naa is used immediately before dmu or before a "counter" like ji (o'clock). The other form, mmi, is used before a particle. Nani is also used in the combination nanl;jin (person of what nationality).
2
fa'X/L*TTha,
Ima
nanji desu ka.
What time is it now?
CTTO
( b w
{
([ma)
kuji desu.
It is nilae o'clock
97'.j-3ctli Qx/%~~TT75~, C:'rgj 4rp3 9 \ T T , nansai desu ka.
Mearii san wa
Juukyuusai desu.
How old are you, Mary?
I'm nineitem years old.
QPthk*~ h~-p;tra.
bchk*~\T-$-,
Nannensee desu ka.
Ninensee desu.
What year are
yo=
in college?
T & btfA 2" 9 t3 3 &TT75*, Denwa bangoo wa
nan desu ka.
W7uat ii your Eekpkose amber?
Ia 6 a 7 3 4 3 ~ ~ , lchi hachi roku no nana san yon san desu.
It is 186-7343.
No is a particle that connects two nouns. The phrase Toozai daigaku nu gakusee means "(a) student at Tozai University." The second noun gukmes provides the main idea" (being a student) and the first one T ~ o z a idaigdku 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 ("x's") in English, but that is not the only role no can play. See how it connects two nouns in the following examples.
f r l - f k S h a TLblXLt"? Takeshi san no
f3\75${a, * ~ L * L \ daigaku no
a student o f fhe Japanese lamuage
gakusee
l=i3L,Ql f s b ~ &{z nihon no
a college profasor
sensee
i t l 3 h r"n $75." ( * L \ nihongo no
Tukeshi's phone number
denwa bangoo
@college i~ 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.
3Here is what we mean by the "main idea." In the phrase Tukeshi san m dmwa Bangoo (Takeshi's phone number), the noun &wa bawgoo (phone number) is the main idea, in the sense that if something is Takehi's phone number, it is a phone number. The other noun Takeski san is not the main idea, because Takeshi's phone number is not Tak&.
noun, 03 noun,
t
T
main idea
further restriction
A phrase of the form "noun1 m noun? acts more or less like one big noun. You can put it wherever you can put a noun, as in the following example:
id Takeshi san no
Z
okaasan wa
~ + O/ v - t t ~ \ l ~ ~ ,
kookoo no
sensee desu.
Takeski's mather is a high school teacher.
-
Expression
N o t e r a
8Db Ano 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 soundkg rude and impolite for asking personal questions, for example.
[3tl/ZZb Both Rai and ee mean "yes" in response to yes-no questions. Compared to hai, ea is more conversational and relaxed. In more informal situations, ula 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.) T A f
Teacher: 7: 5 2 3
?
Mr. Smith?
Sumisu san?
Student: Mtl, H ai
Hwe.
E3TTlj\b Soo
desu ka acknowledges that you have understood what was just said. "Is that so?" or "I see."
Pronunciation of 1% b The particle t;t. is pronounced "wa," not "ha." It should be written with ki. All other instances of "wa" are written with b.
1
b f c L@ TI -
Z 3 & 37-8667TB,
Watashi no denwa bangoo wa san narra no hachi roku roku nana desu.
My telephone wuwber ii 37-8667. There are a few exceptions, such as kow~~zkkim (good afternoon) and kmbomwta (good evening). They are usually written with 5, tv tZ 'It;i2 and 7-
h,if&g. Plumbers b Many number words have more than one pronunciation. Refer to the table at the end of this book for a general picture. tf 5
13 -ED and
I 2
3 4
5 6 7 8
9 10
are both commonly used. t~%,butpronouncedas~ I Y iIn b s 3 & & (oneminute)and t 1 ~ 2 t l (one-year old). tZ all the time- When you &e reading out each digit separately, as when you give your phone number, it may be pronounced with a lung vowel, as tZl.1. "dX,all the time. The part that follows it may change shape, as in 3 A&&, instead of 3 A&&. L h, is the most basic, but fourth-year student is k ; B a X i - F t h and four o'clock is d; U. In some combinations that we will later kam,it is read as L (as in 'L.fi%?, April). The part that folIows this number may hange shape 'too, as in k. &&A. 2 all the time. When read out separately, it may be pronounced with a long vowel, as c-'3 . ?3 < , but pronounced as 5 9 in 5 9 &A. Q te is the most basic, but seven o'clock is L Ei C. t3 G , but usually pronounced as 6% -7 in iA d:-;, &X. and $23 3 tl. 3 o 5 is the most basic, but nine o?clockis < C. L@4, butpronouncedas C g q in Cv~&."X/and U~935.1.
Giving one's telephone number b The particle .pro is usually placed in between the local exchange code and the last four digits. Therefore, the number 012-345-6789 is zero icki xi, saa yon go no, roku nana hachi kyuu.
@hreLlbThe word s e ~ s e eis usually reserved for describing somebody else's occupation. Watashk wa s a m e desu makes sense, but may sound slightly arrogant, because the word semee 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.
&hr b Sun 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
..-
,.:.I
. :.' pa&culaf as kurr), rather than as sax. Professors and doctors are usually referred to with the title sensee. S m and other title words are never used in reference to oneself. ,
Referring to the person y w are talking to b The word for "you," anaba, is not very commonly used in Japanese. Instead, we use the name and a title like sun and sensee to refer to the person you are talking to. Therefore, a sentence like "Ms. Hart, are you Swedish?" should be: It & t
r6
i
f
P
b
I\-t. SLEk x ~ 3 - ~ Y L ~ T ~ ~ ~ , Haato san wa sueedenjin desu ka. It d k
instead of
I\-
7
L
i T / "
b 3 & , &;fcf..i3 ~ 3 z - r " Y V h / T ? h ~ ~
Haato
sari,
anata wa sueedenjin desu ka.
Japanese names b When Japanese give their name, they say their family name first and given name last. Usually, they don't have middle names. When they introduce themselves, they often say only their family name. Here are some typical Japanese names. Family name S t ? Satoo
TT-3
Given name Men Women
v5t
Hiroshi
~ 1 %4
Suzuki
lchiroo
fz $1 12 L
i?;tXI
Takahashi
Kenji
4
w4 r Yuuko
&("a Megumi
c
m.5 3 Yuuki
blk-5 Itoo
2 341.4 Masahiro
BkSr
Kyooko
(Numbers)
ii Q h
-F~/+LL\ zero
ree
t"rg j L ~ S ;
3kL"@J5
juuichi
sanjuu
Uqji:
LhU*?
juuni
yonjuu
3XI
L*@j 3tL
L*L+@j
san
juusan
gojuu
L"r95LAJL'@.9L
kk / L / ( 1 ) yon ?-*
shi
juuyon
(yo)
C
go
G
{
roku
QQ/L% nana
shichi
&
juushi
r*.p:*
QQC*?
juugo
nanajuu
r@eJ?d juuroku
!dGrt$?
t"@3QP,./L'@?L G
3rs-iL"@3
juunana
hachijuu
kyuujuu
juushichi
1.3 G
t"*.s",&
vs {
hachi
juuhachi
hyaku
Ct9-j 3 @ ? / ' C @ ? t juulcyuu
juuku
Izrt-P? nijuu
A. Read the following numbers. @ (a) 5
(b) 9
(c) 7
(d) I
(el 10
(f) 8
(9) 2
(R) 6
(i) 4
(j)
3
B. Read the following numbers. @
(a) 45
(13) 83
(c) I9
(d) 76
(el 52
(f) 100
(8138
(h)61
(i)24
(d97
(d) 6 - 6
(e) IO+9
C. What are the answers?
(a) 5+3
tb) 9+I
(el 3+4
( f ) 8-7
(9)40-25
@ l;f
(Time)
@
8 L>&
r
t=
, I
t
E I
i
il: ?dl2 rokuji
U
sanji
t&U
tit% t"
shichiji
hachiji
:">
a
ShC
niji
ichiji
T (J
L'@;l~%t'
C@?tcU
juuichiji
juuniji
1 I2
z"U
yoji
goji
( C kuji
@ L\%
c l3tL
ichiji han
A. Look at the following pictures and answer the questions. @ Example: Q : & \ 3 tdhL"T'P$ko h a
nanji desu ka.
A :~~GL't&X,TTO Ichiji han desu.
t*=lt' juuji
B. Answer the questions. @
Example: Q : Z
3hhTThao
1
Tookyoo wa
nanji desu ka.
irna
A : r"*h 3 hL'-lvT, sanji desu.
Cozen
7:00 P.M. 7 Nnrr Vnrlr
3 :0 0 ~ ~ ~ .
1 :00 P.M.
5. Bangkok
WL-
1/
6. Sydney
3. Nairobi
4:OO A.M.
8. Rio de Janeiro
9: 00 P.M.
3:OO P,M.
@ Thral%hZj (Telephone Numbers) A. Read the following people's telephone numbers. @
f:
Example:
283-9547
+
E=Ga%$/v4, $ 4 3 ;1''1hQQ ni hachj san no
YarnasRita
kyuu go yon nana
a , d j 7 1 \
1. $ 7 9 -
951-0326
Mearii
2. f z i t 3
L
Takeshi f
i
3. 2Suu ? l I B Y
4.
a/\'- p Robaato
B. Pair Work-Read
A : TX/b
*:
the dialogue below with your partner. @
3 63 Q hTTdxo
Denwa bangoo wa
nan desu ka.
B : 283-9547T$, Ni hachi san no kyuu go yon nana desu.
A : 283-9547TTh0 Ni hachi san no kyuu go yon nana desu ne.
B : i i t b l , +?I TTo Hai,
soo desu.
C. Group Work-Use the dialogue above and ask three classmates their telephone numbers. telephone number
name
Q lzlzhzlD
A$< (Ll
Translate the following phrases into Japanese using (n (no).@
Example: student of the Japanese language
dL 13
t"Q 21'l<
nihongo n o
L\
gakusee
2. my telephone number 4. Takeshi's major 6. student of the University of London 8. high school teacher
1. my teacher
3. my name 5. Mary's friend 7. teacher of the Japanese language
.
-+
Look at the chart on the next page and describe each person using the cues in (a) through (e). @ Yamashita sensee
Robaato san
Suu san
Takeshi san
(a) nationality &',
h I b
Example: % 7' '1 - 3
91
b
+
bj
7
i.
% 7 J ) - S h i A 7 %' ) f i h L ? T 0 Mearii san wa
Mearii san
A h ' ) +
amerikajin desu.
(6) year in school g,
%,
?
L + & ? L .
1.
Example: $ 7 )Mearii san
3
3
% 7 1 1 - ' I h t 3 GZ&~+?L\TT, Mearii san wa
ninensee desu.
(c)age ar,&
7
~
a h
7
1 r \
Example: % 7 " ] - $ h+ 9 7 ' 1 * $ ! ~ ( 3 Mearii san
c@?J 3 @ ?~ L ~ T T O
Mearii san wa
juukyuu sai desu.
w
& ' l F t a '
(d) school & 5 h 1 I h
Example: % 7 1 J - 2 t L
+
A
l
r
3
%7'11-3A13 79 'l*-?k.+~\$~< Mearii san wa
Mearii san
Arizona daigaku no
75s ( ~ & c \ T - $ - ~ gakusee desu.
(e) major h
h
9
I
n b 1 i k
h
- A
Example: 7
+
$ 7 '1 -3 h C 3 +XI$
Mearii san
I
Mearii san no
I Nationality
(
,4$"L;t;WL Kirnura Takerhi
I
Japanese
American
Yamashita sensee
British ( 4 7'1x u " )
Japanese
kankokujin
igirisujin
4th year
4th year
3rd year
Age
19
22
20
Major
history ( j k 3 L)
Japanese
Seoul Univ. U. of London , Tozai Univ. computer i t : &
: b r r
(xx=-y-)
rekishi
business z r r ? ?
(r9;r.x)
konovuutaa
biiinesu
and answer questions using the given cues.
B. Pair Work-Ask 9 , d j
1 i >
& a h ? $ .
Example 1: 9 7 ' ) - 3 h / 7 9 ' I f i U L Mearii san d
amerikajin h
~
q
r
*
Q : %r'J-L4,la Mearii san wa
A
& & q h -
7%'ltJ~:'h'il"Tdx, amerikajin desu ka.
: 2 2 , %-jTTo Ee,
soo desu.
L~:+-/,/%-L\
Smith, Robert
2nd year
U. of Arizona Tozai Univ.
nihongo desu.
Kim, Sue Korean (6.A z { U A)
Year
School
CCC~~L~T?~
senmon wa
(Japanese teacher)
w % r ' I i \
Example 2: % 7'1 -3 h / S h . h / v - @ ~ \ san
Mearii
sannensee
h i , 1 r 3
: $7'3 -5ktd: 3 X , # 3 t L * b ~ T - T 7 5 * 0
Q
sannensee desu ka.
Mearii san wa
A : L\L\Z, t=iklX/*~~T-$-* lie,
Mearii san
ninensee desu.
gakusee
Arizona daigaku no
* & ' J t '
2. $7'1--$h/~%;4a&*L' ichinensee
Mearii san
3.
t2"z
Cj L L / C = t S h C &
Takeshi san
nihonjin
4. k't?L s X//tct3/vtf~\itr'(
5. k"rLtS,'L'@531.s3 Takeshi san T
i
a 6"
Nihon daigaku no
Takeshi san
+
*b\
gakrrsee
2L'
juukyuusai ; i
5 2 - h
6. X - - 3 ~ / Z ~ . s - ~ 2 ~ ~ Suu san
sueedenjin
i
L/if~\3*."L\ (economics)
7. X - 3 A n SUU san no
keezai
senrnon
Rohaato san no
bijinesu
senrnon
. 3 U & Z
9.
Up$-
b ?!X//&&h+3~\
Robaato
sari
yonensee
z , i f h L :
10. U P T - ~ ~ X / / ~ C ~ @ ~ C ~ ~ ? ~ L ~ Robaato san
11. 9 3
nijuuissai
tf~+hL+?~\/~=iahCL,
Yamashita sensee
nihonjin
Yamashita sensee
Hawai daigaku no
sensee
A. Look at the chart below and describe each person with regard to (a) and (b). 1. i 5 h * & 3 i &
2. ~ E C L \ $ X , oniisan
okaasan
(a) occupation/school a d j ' l t s
Example: f ; Z i 3,4, otoosan
4
z'+I)-S/vO
S L j $/,,I2 ;b'r\Lrb\/vcl,
Mearii san no
otaosan wa
kaishain desu.
h . 6 1 1 '
Example:
+
%711-Shag r - 5 ) / Y c ~ L / , L ' a i ~ a ~ $ W f , Mearii san no
otoosan
otoosan wa
yonjuuhassai desu.
Mary's host family
sr.isx/
3h
otoosan
okaasan
(father)
(mother)
t
t *"L
e k \ k kaishain
&%L\
Occupation/ School
(works for a company)
oniisan
L:? @{ L daigakuinsee
kookoosee
(housewife)
(graduate student)
(high school student)
2.
15a~\te~\X/To$75h, kaishain desu ka.
Otoosan wa
s r 5. 2 A t i & F ~ ~ L \ T - T - ~ * ~ nansai desu ka.
Otoosan wa
3. SiP& 3 /"4a Okaasan wa
4. S+dj 3 Okaasan wa
*A+kc\'C'$is., sensee desu ka.
5% 2 ~ h T - f - h * , nansai desu ka.
5. i% tc~>$.X,bdhxL\ t +WL:,-ebT~~, Oniisan wa
6.
7. L \ Z, j Z 13 lrnooto wa
8.-
kaishain desu ka.
sG=~\shEaQ k S ~ ~ T - T h ' , Oniisan wa
L\%
nansai desu ka.
EL\$; ( -ktkhTTbx, daigakusee desu ka.
Ij Z tA ~ & S L \ T + - ? ~ ~ ,
lrnooto wa
nansai desu ka.
Z j Lj-@h\
shufu
6. Answer the questions using the chart above.
1. S Z j SXIt3
lrnooto
@ 2 &@a fib b I$ 3 (Review Exercises) A. Class Activity-Ask
five classmates questions and fill in the chart below.
Example questions: ;f; 3 5
2 t i ? (What is your name?)
Onarnae wa? *
33
Z
Doko kara
L r'Z
f z hao (Where do you come from?)
kimashita ka.
2 A TTfi',
(occupation) id
Shigoto wa
nan desu ka.
fbCt/&lX,*~~Tj-~'. Nannensee desu ka.
Q ~ 3 ~ q - j - $ ~ ~ Nansai desu ka.
* h i t hita QLT-F;S~, Senrnon wa
Name
nan desu ka.
Occupation/ School
Nationality
Major, etc.
Age
B. Self-introduction-Introduce yourself to t h e class. Example: h
i
i
l
L
Hajimernashite. A ' )
7 1)
Z
Q
9
j f : ~ h $ z
Arizona daigaku no
;1
3
I d C b 3 L T 0 %7Y-
z
X
~ h -
bT T O
Mearii Haato desu.
<
5; { *L\T& gakusee desu.
L ~ Z Ima
!~#~XI*L\T-~-, *h/#,Al2 tcC3hz*Tj-, ninensee desu.
Senmon wa
nihongo desu.
L:'~P ~ ~ Q ~ $ c \ T Z " .? FT .," k 5 L ( . Juukyuusai desu.
Doozo
yoroshiku.
C. Class Activity-Ask
your classmates what their majors are, and find someone
who has the following major. Example: Q : *h%hlafa'&T$hao Senrnon wa
nan desu
ka.
A : i:!3A Z*TTO Nihongo desu.
name 1. Japanese
2. economics 3. English 4. history 5. business
fi
ITime / A g e Time hours kh'f;
c
ichiji
3ht sanji
Lr yoji
r
*: goji
t
4 { C rokuji
LGU shichiji
13% tJ hachiji
(t" kuji
minutes
I
II
~ h - 3 ~ : : ~
lPPun
2
juuippun
12
d=LaX, nifun
13
sanpun
5 <*,LA,
rug j C
C
juuniji
Age
C:'rg ttYi:X/ Juuyonpun
15
Y@5z*eiatL juugofun
gof un
16
6 57d:L roppun
L"u9=75~+i."k juuroppun
17 ~ ~ 5 . ~ ~ v i ~
322-X/ nanafun
juunanafun
t d ~ d ~ t t / l d t : ~ L X , 18 C ~ ? l d ~ w i ~ A / '
8
happun
9
hachifun
juuhappun
,4rgj,iaX,
C @ 9 li%visA,
kyuufun
juuhachifun
Ck#9e2L
10
19
PPPU~
L a ? 3q$wi-L juukyuufun
C@?L\g3C juuichiji
3k
14
yonpun
7
b 3 StLwi:A juusanpun
k kli:h
4
Ct-Fji=LsA juunifun
3 ,4,-.2X/
3
L'r9j~\-d."h
20 tcc :'7L,,j:tt nijuppun
~
30 SL,12*7ei:A sanjuppun
~ & S L \ T T ~ * , / S L \ {(Howoldareyou?) ~~T-~~, Oikutsu desu ka.
Nansai desu ka.
-The counter suffix -- 3 t b is used to indicate "-years old."
I 2
L > ~ $ L \ issai
5
icSc\
6
nisai
3
SX/SL\ sansai
4
kX/$b\ yonsai
'For 20 years old, t;t
~"SL\
9
gosai
5(%>
kyuusai
10
rokusai
7
QQ?L\
i3-33bh hassai
C @ 7 3 ~ 1 jussai
[I
nanasai
8
$@j?w
Ur9?~\-=,5~\ juuissai
20
t;f;7"r%* hatachi
t; ~hatachilis usually used, although i= t'@ 7 3 I (nil'msai)can be used.
a
Mary goes to a flea market.
h b j ? t \
1
% 7 l ] - :
TA3*tt,
rhia
L\(h
Mearii
Sumimasen.
Kore wa
ikura desu ka.
2
:
Mise no hito #IA
3
4
6
sanzen en desu.
c~:'.(. bj,~ ha ~ z~u ~~\ t a~ L \ { ,c; ~ j - - h > ,
f
Mearii
Takai desu ne.
A*a)'CTZ :':
&&l2 3 A e t t L * t h
Mise no hito
Are
A
'1
1,
~ wa
i
t
r
ano tokee wa
Jaa,
< ;2hTT,
k 3 TTh., &$LS f < h . ~ \ T $ & ,
Mearii
Soo desu ka.
a*GT)p?f : *
&
'
I
t
* Kore wa
takai desu ne.
Are rno
~
~
T 2~ h T~T kP o
&
senhappyaku en desu yo.
>
EP&, + c 3 Z I j t \ 2 Jaa,
A man finds
sono tokee
( t : 3 b ~ ~
o
kudasai.
wallet on t h e ground.
Lh2L't.W
r b t d -f:ihcr,
3c\,iaTT
Shiranai hito
Kore wa dare no
saifu desu ka.
&
&
'
l
i
ikura desu ka.
sanzengohyaku en desu.
%7")-:
7 % 7 l ] - : Mearii
9
Sore wa
r b
Mise no hito
8
qjfita L L ~ F A L L T ~ - ,
% ~ j - :
&3
5
'I
-r~h~,
h
%Ti)-:
b?zLG3 $ ~ \ ~ i a T - j - ~
Mearii
Watashi no
a&> !I h"
saifu dew.
3
Z 2 " ~ * ~-j-, \&
Arigatoo gozai masu.
@ After shopping, Mary goes to a restaurant. i L L Z f z - ?
I
5'~-b Ueetoresu
k X :
8
1
1
~
~
L + L \ ~ - @% ~= Z L - ~
~ \ ( , q I rasshaimase.
Menyuu o
3
Z"-j Fo doozo.
2 3 4 5 6
7 8
W o r d s
T h a t
P o i n t kore
* r#t * .ih * a%jh
sore
are
that one that one (over there)
* Y h
dore
which one
a * %!a
kono
this . . .
sono
that . . .
*
a no
that
Z
this one
z-0
dono
. . . (over these) which . . .
* ibf t Yr * 7't'r$z
aso ko
over there
doko
dare
where who
oishii
delicious
sakana
fish
tonkatsu
pork cutlet
niku
meat
menyuu
menu
yasai
vegetable
enpitsu
pencil.
kasa
umbrella
kaban
saif u
bag shoes wallet
jiinzu
jeans
jisho
dictionary
jitensha
bicycle
shinbun
newspaper
teepu
tape
tokee
watch; clack
toreenaa
sweat shirt
F o o d
* ~.L\LL\
kutsu
* Words
that appear in the dialogue
C
nooto
notebook
Pen booshi
pen hat; cap
hon
book
otearai
restroom
kissaten
cafe
gin koo
bank library post office
P l a c e s
toshokan yuubinkyoku
Counf r i e s
Kankoku
U.S.A. Britain Korea
Chuugoku
China
keezai
economics
konpyuutaa
computer
bijinesu
business
rekishi
history
okaasan
mother father
Amerika
Igirisu
otoosan
M o n e y
M a f t e r s
* L\( 1;
ikura
how much
. . . en
. . . yen
takai
expensive
E x p r e s s i o n s * L \ & - L + L \ ~ * irasshaimase Welcome (to our store) * (- & ) -j-( . . . 0) onegaishimasu. . . , please. ( . . . O ) kuda~ai Please give me . . . * ( - 2 ) < f<S&\ * t"~a&, jaa then . . . ; if that is the
* (-4) ?!9 -P * Z*? %
(
,
. . 01
doorno
doozo
case, . . . Here it is. Thank you.
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 kwe, sore, and are.
b-c$-hS,
t&la
LX
Kore wa
ikura desu ka.
(
Haw much is this? Tht
5Aeh2&T$, Sore w a
~ 3,000 yen.
sanzen en desu.
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"). -:
ZjklA
bkta
Kore wa
watashi no
*
x.
&+Ltd
kJ7L;LQl +=/TTD
Are wa
watashi no
pen desu.
A
~ 7 T j - , pen dew.
L@ K ~ T T ,
+h12
btz
Sore wa
watashi no
pen desu.
There is also an expression dore for "which." Here we wiIl learn to use dore in sentences like:
rs"ktT-j-&~, Dore desu ka.
Which one is it (that you are talking about)?
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 dore, Question words like dwe and mni cannot be followed by the particle wa. Instead, you must use the particle ga and say: i L
Z*&hz & Q f = c ? ~
*>feTh',
~ o r e g a anata no
pen desu ka.
Which m e is yoiw pen?
If you want ta be slightly more specific than kore, sore, and are, you can use kmo, s m o , and a m together with a n m . (Note here that the re series must always stand alone, while the m series must always be folbwed by a noun.) Thus, if you know that the item in your hand is a watch Ctokee), instead of:
h< T T & - o
Zt-lAd
~
Kore wa
ikura desu ka.
k
How much
jS
this?
you can say: Z9Z&fW2 Kona tokee wa
L \ ( hT-j-&~o ikura desu ka.
HOW much is this watch?
Similarly, if you are talking about a watch that is held by the person you are talking to, you can say:
+ a r t-$~lta; x / - t ~ . ~ x / ; ? _ ~ ~ ~ - j - ~ Sono toke wa
sanzen en
That watch is 3,000 yen-
desu.
And if the watch is far from both the speaker and the listener, you can say:
& ~ r ) Z d ; f ~ \ 13&-85Lz*lP+ 3 ( RLTT, Ano tokee wa
That watch over there is 3,500 y m .
sanzengohyaku en desu.
If you already know that one of several watches is 3,500 yen but do not know which, you can say:
z * 9 r c 3 ~ \ 6~~h Dono tokee ga
~ ~ / t + v + ( ; ? - ~w /~- ~r ~~ fwi ~u ,~
c ~ ~ ~ ~ ~ u
sanzengohyaku en desu ka.
Since dono is a question word, just like dore discussed above, we cannot use the particle wa with it; we must use ga.
To summarize:
zfi (fa-->
Z @ noun (Ig--)
close to the person speaking
33% (kt-) (13~)
503 noun (la--) 603 noun (I$--)
close to the person listening
noun
(fj;-)
(fi5--)
far from both people
unknown
In Lesson 1, we learned how to say things like Mean? san no denwa bangoo (Mary's phone number) and Takeshi san no okaasa~(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.
+&la Z s r L o $ * I f A t f ,
z$%taiPr'#Lnh * t % t l T T h a o Kore w a
dare no
kaban desu ka.
Sore wa
Suu san no
kaban desu.
That is Sue's bag.
Whose bag i s this?
We: will learn just one more ko-so-a-do set in this lessan: koko,soku,u s o h , and doko are words for places.
here, near w.w
7 -
LL
?EZ
fhere, mar you over there where
$;kZ
EZ
You can ask far direti~rmsby saying:
TkS,2*A,
Ljp?ilF'A,41 ( I 3 Z * Z T T - ~ > E ~ x m e me, where is fhe post
Surnirnasen,
yuubinkyoku wa
office?
doko desu ka.
If you are close by, you can point toword the post office and say:
(@jZP*h$a { (3) &%tTT, (Yuubinkyoku wa)
(The post office 5,)right over there.
asoko desu.
We will learn how to give more specific directions in Lesson 4.
In Lesson I, 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."
f=CTL 2 u
Takeshi san wa
a
it
tzx/c~,-c+"p,
Takahi is a Japanese person.
nihonjin desu.
& % r s A %i=~3ArLT-f0
Mkhiko i s Japanese, &.
Michiko san m r 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.
-.---. 3
!A[ ( . i, B .i - . ra
8
..-..A
+
.----. ,
TF, [ x i ?To s
8 8
.
.----*
m
A is X. BMisX.
4'
two items shared property'
To negate a statement of the farm X w a Y desa, where Y is a noun, you replace h 2 with ja apdmsn.
a &
Ji33E3Sttd h P ( i t ~ \ t " + & 9 3 - t S - h ol k & Y a m d a i s ~ o f a s t d ~ n f . Yamada san w a
gakusee ja arimasen.
'We cannot use nao to describe a situation like the folIowing: Our friehd, Pat, has dud citizenship: Pat is a Japanese, but at the same -time, she is an Americart To describe the second half of this situation, we cannot say, P ~ t t om ~ m & a j k desas, because the sentence would mean that Pat, in addition to sdmebady that has been mentioned, is an American- Neither cari we say, Pcaifu wza d a i b z m dem. (Japanese speakers would say, Patto ma amdajivt dma nrkwases.) 'In the dialogues, there are two sentences that end with d m , which call for special attention: Are m tdad dmtl we (That one too is expensive), and Oishii desas yo (It is delicious). These sentences cannot be negated by replacing d m with ja a n h s e ~because , taka%'and okhii are not nouns. Are n%o takai ju ~ ~ n w b p eand tt oiskii ja a d m are therefore not grammatical. Instead, m e would have to say f~kaa k r i m m and uishikzr a?+mmm.We will learn about the conjugation pattern of adjectives in Lesson 5.
Ja in ja arimase~is a contraction of dewa. In written Japanese, the uncontracted form is more common; thus, the above sentence more likely appears in writing as Yamada sari wa gakusee dewa arimasex. affirmative:
( X I$) Y F T o
negative:
(X
X & Y.
+
12) Y 6 8 9 %ePvQ
X i~ isnot Y.
Statements often end with the tags ne or yo, depending on the way fhe speaker views the interaction with the listener. If the speaker is seeking the listener's confirmation or agreement to what has been said, then ~ z s("right?") could be added. 7
r b
')-$&a - t k h % h & ,i:X/hs( 3 TTita, Rii san no
senmon wa
sh13 i Kore wa
{
Ms.Lee,yourmaj~risliterature,~ght?
bungaku desu ne.
L'*&;&, 3a*x/h,
This is mt meat, is it?
niku ja arimasen ne.
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.
Z h h > - l a S753QCeh!J 3 W d 0 Tonkatsu wa
sakana ja arimasen yo.
Let me assare you. "Tozkatsu" is not faSkt. f
k
f
i > F ' l T
xrx;cshta . ~ T - ~ J Z L L T - ~ - . L , Surnisu san wa
igirisujin desu yo.
(In case you're wondering,) Mr. Smith is Brifish.
E x p r e s s i o n NO*.$@)
u.&SIfA,
(-&)<EeLlb ( . . . O) k z d h a i is "Please give me X." You can use it to request (concrete) items in general. (-&)ifi&fiqL\b%yb( . . . 01 megaishimmu too is a request for item X. When used to ask for a concrete object, ( . . . 01 onegakhimu sounds slightly more upscale than ( . . . o) kudcasai. Jt is heard often when ordering food at a restaurant ("I will have . . ."I. ( . . . 01 o n e g a i s h h u can also be used to ask for "abstract objects," such as repairs, explanations, and understanding.
(-%)EjFb ( - - -
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 Onanaae o doozo. (0is a politeness marker. Therefore onamae is "your honorable name.") 0) doozo
On the pronunciation of number words b Note that the words for 300, 600, 800, 3,000 and 8,000 involve sound changes. "Counters" whose first sound is h, like h y a h (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 welI, Japanese uses the marker for tens of thousands (man).Thus 20,000, for example, is niman (=2 x 10,000), rather than rtiiuusm (=20 X 1,000). While the next unit marker in Western languages is one milfion, Japanese describes that number as 100 x 10,000, that is, hyakumun. More complicated numbers can be considered the sums of smaller numbers, as in the following examples. 234 567 = 23 x 10,000 4 X 1,000
z-xv
&3-
5X
6~ 7
100 10
Is C 9 3 3 A
h/
br A,%!& =Up <
3 < C tg~ 3 8Q
(nijuusanman)
(yonsen) (gohyaku) (rokujuu) (nana)
@$3I; (Numbers) I
100
?Ye<
200
t:v.i-. nihyaku
tL
10,000
hyaku
sen
<
c=*X,
ichiman
20,000
nisen
4x3 A niman
30,000 3 / t 3 / L sanbyaku
400
sanman
<
1kV+ yonhyaku
500
L*Vr. gohyaku
40,000 k k 2 & yon rnan
<
50,000 Z*3. A goman
G<*A rappyaku
60,000 6
rokusen
700 Q Q V + {
QQ*#4,
nanahyaku
<
rokuman
70,000 Q Q 3 A
nanasen
nanaman
80,000 C;;S2;3k happyaku
hachiman
woao
600 3 ~ ~ 5 V . t . { kyuuhyaku
A. Read the following numbers. @
B. Look at the pictures and answer how much the things are. . . -=
Example: Q : Pen wa
L l ( bT-$-$xo ikura desu ka.
Hachijuu en desu.
3
@
52
kyuuman
Ex.
-
X,
2
C. Pair Work-One
of you looks at picture A and the other looks at picture B
(p. 50). (Don't look at the other picture.) Find out the price of all items.
Example: A : R /I, V 0 7Cd L Enpitsu wa
I3 : ve
< & TT &',
ikura desu ka.
< 2&T3-0
Hyaku en desu.
Picture A
A. Items (1)through (6)are near you, and items (7) through (12) are near your friend. Your friend asks what these things are. Answer the questions. Pay attention to Z h (kore)and %h (sore).@ Example 1: Your friend :
Q AT-j-$k, Sore wa
You : Z Kore wa
nan desu ka.
x.
^:
-esTT, pen desu.
Example 2: Your friend : : )z (3 3 /Y Tf
Kore w a nan desu ka. Z
You:
l
r
2
Q
A
PL-j--T--$o Sore wa
toreenaa
desu.
6. Look at the picture and tell what each building is. @ Example:
Q
:
X/Tj*a, Are wa
nan desu ka.
A : AhtA Z Are wa
L a h*h'T$,
toshokan desu.
Ex.
C. Pair Work-Point out five things in the classroom and ask your partner what they are using L f i (kore),5;tz(sore), or &fi (are). Refer to the picture on p. 53 for the vocabulary.
Example 2:
Example 1:
A : +jh.tl
A : & h i 3 QLT-j-fia, Are wa
B
:
nan desu
ka.
Sore wa
B :t
Zif~\T-"p, Are wa
tokee desu.
wa
Kore wa
QXIT-f*~, nan desu ka. %
6
~x=j-, pen desu.
of you looks at card A and the other looks at card B (p. 51). Ask and answer questions to find out the price of each item. Use ZC5, (kono),t c D
D. Pair Work-One
(sono), or
(ano)appropriately.
Example: Customer : L a &ak ti L ( L; TT h x , Kono hon wa
ikura desu ka.
<
Store attendant : i=+?ttVe z AT?, Nisen
hyaku en desu.
Card A
Part I. You are a store attendant. Tell the customer how much each item is.
Part 11. You are a customer. Ask for the prices 'of items (1)-(5).
Pair Work-Point at each item below (picture A) and ask whose it is. Your partner will refer to the picture B (p.52) and tell you who it belongs to. Example: A : Z kz 43
fsfic3
Kore wa
dare no
hx ti. TT&., kasa desu ka.
n h l i b
B : $ 7 ' 1 - $ A @ ha5TT, kasa desu.
Mearii san no
Picture A
Switch roles with your partner.
@B%ft";shr% tjRIZhrl;hPf Look at the pictures below and describe each picture. @
Ex. Japanese
Example: Otoosan wa
nihonjin desu.
Sh*&3hS i Okaasan mo
Mother
Father
S Z i S h t A G113X/t'h/T% ~
nihonjin desu.
~
3
~
~
~
~
~
~
(1) second year
(3) 22-years old
Mary
(4)
Tanaka
Takeshi
zG fL\
(5) vegetable
tokee
Robert
(6) U. of London students
A. Look at the chart on the next page and answer t h e questions. @ a h & ? c r
ExampIe:
Q : 9711-$At3
1~13X,cX/-p$-$a,
Mearii san wa
& a h 1 r ) .
. C - i S X . C / Y L ' p & q a * ~ o p$I,fic/&T-j-,
A 2
nihonjin ja arimasen.
lie,
1. 2.
3-
nihonjin desu ka.
i:+C
Ak-? t 9 h t 3
-f;@
Takeshi san wa 4 I Z B t:
chuugokujin desu ka.
7 % 73 UX/*C*-j-&., amerikajin desu
0 3 L f;*XI*~\l2 4 1 K h Y
4. a)<- 1. 3 A o Robaato san no t i
Suu
sari
no
6. f ~ 4 - f L 3 /;id Takeshi san wa
ka.
fill"; ( ~ ~ T - g - 6 . 0
sensee wa
5. X - S h Q l
L'hCTh*,
& & ' I d .
Dl<--j . 3 At3 Robaato san wa
Yamashita
Amerikajin desu.
kankokujin desu ka.
+!-A,%Ar2 ~ = & z & ~ * - p j - ~ ~ ~ senmon wa
nihongo desu ka.
+FL,& Al2 C - f ~ ~ F w p j - h ~ ~ senmon wa
Y
i
keezai desu ka.
F ~ l t < b \ $ <(
Toozai daigaku no
a
$.. { *rlT-j-&h, gakusee desu ka.
- 5 x/ta
r h h 1 L 1
7. 9 7 1)
& & E X .
F =/~"
Tlrf-lr*,
n2
Mearii san wa
gakusee desu ka.
Rondon daigaku no
8. i?= C j L 3 AE3 t z i Q k * ~ \ c i l " * k ~ , Takeshi san wa -f i
ninensee desu ka.
xlta L ~ ~ ; & A + ? L \ T T & ~ ~
9. 2 - 3
Suu san w a 5
E
h
ichinensee desu ka.
Y
10. a / < - -k 3 h i d Robaato san wa
Nationality
School
I
tah*~~TTh~, yonensee desu ka.
1
American
I
Japanese
U. of Arizona Tozai Univ.
Korean
I
Seoul Univ.
Major
Japanese
history
computer
Year
2nd year
4th year
3rd year
British
I
Japanese
I
U. of London Tozai Univ. (Japanese business teacher)
4th year
B. Pair Work-Ask your partner whose belongings items (1) through (7) are. Your partner will refer to the picture on t h e next page and answer the questions. *
&
I
)
b
l
Example: A : Z h G d % 7 ' ) - 3 h @SL\,<~TT$~, Mearii san no
Kore wa
saifu desu ka.
Mearii san no
lie,
1
A :
saifu ja arimasen.
6.
'I-~&cT)S~h,iXrfh~, Rii san no
Kore wa 9
saifu desu ka.
b>
B : 2 2 , ')-SLa ~ L \ L S T - $ - ~ Ee,
Rii san no
saifu desu.
*
&
9
b
b
ajz
97')Mearii
&a@ #"Lh1/@ 3
@b
Yoo ko
(Review Exercises)
A. Role Play-One student is a store attendant. The other is a customer. Use Dialogue I as a model.
B. 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 as a model.
Pair work @ C. Example: A : 2 XlV9 tA t: ( l; T T h a , Enpitsu wa
Hyaku en desu.
ikura desu ka.
Pair Work @ D. Example: Customer : z
13
63
Kono hon wa
l\ (
6 TT f i x o
ikura desu ka.
Store attendant : C=+X/iY+ ( Z hTT, Nisen hyaku en desu.
Card B
I
Ex.
(3)
Part I. You are a customer. Ask for the price of items (1)-(5).
Part 11. You are a store attendant. TeIl the customer how much each item is.
Pair Work @) Example:
A : LkLba fs#'L@ h'sTTi3', Kore wa
dare no
K l & ' l t >
6 :%7'1-3/La Mearii san no
kasa desu ka.
&+TTo kasa desu.
Picture B
-f 5
2Suu
Takeshi
Mearii
Robaato
Yamashita sensee
Iln t h e
C l a s s r o o m
Useful Expressions I understand./I understood.
b15.3 3 I# k, Wakarimashita.
a%&,
&?$%!I
I don't understand./I don't know.
Wakarimasen. @=I
(
rJ
Yukkuri
bh7-C ( ~ itte kudasai.
S S L ~ ~
& 9 ~6 Z*
L
Moo ichido
jtte kudasai.
~ f I{
f2-3L
L ~
Please speak slowly. Please say it again.
I
G17Z 37T(?S3hl Chotto
matte kudasai.
Please wait.
?-ba$g%
Making a Date
a
Mary and Takeshi are talking.
@ On Sunday morning, at Mary's host family's.
Takeshi: Mary, what do you usually do on the weekend?
Mary: Let's 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: That's fine.
Mary: Good morning.
Host mother: Good morning. You are early, aren't you?
Mary: Yes, I'm going to Kyoto today. 1 will see a movie in Kyoto. Host mother: Good. Around w h t 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.
- .. )
Enterfuinment a n d Sports
movie music magazine sports date (romantic, not calendar) tennis TV video tape; VCR Foods and Drinks
ak, 5 Z"II h
s 3 t-f
$fi%@x i%% %%
3-t-
* t3XI
X/
Y%&t&
bf-eakfast sake; alcohol green tea coffee dinner hamburger
&@I@
$
lunch water
Places
home; house home; house; my place language Iab school
t 15
* 9%
Time
&5 bi L k L \9
* 915 * Z h23*."h
* L@929 * r'k-iilP * l t G k 5v * Words
that appear in the dialogue
morning tomorrow when today at about tonight weekend Saturday Sunday
3 k\tr& 3 t\t$X/
4tE
every day
-@a
every night
U - v e r b s *
L\
to go (destinatian t I/%) to go back; to return (destination i= to listen; to hear (- 2 to drink (-4) to speak; to talk (hng?cage 2 l T ) to read (-2)
{
* ha&&
.
'4 (" a)$'
13 Q 3-
to get up
to eat (- % ) to sleep; to go to sleep to see; to look at; to watch
I r r e g u l a r V e r b s b * -jt-g * + L ~ L ~ T &% % T G
<
to come (destinatks 1 ~ / 2 ) to do (-4) to study (-2) good early
A d v e r b s ;ti 3 9 4- negative -E +?* k 4- negative
* f;~\ft\ * Gdr7Z
r3r"3 k< E x p r e s s i o n s
+=,
* TT12a * T& * z*? TjW
&%
A*
Q.;T
not much not at all usually a little sometimes often; much &.
That's right.; k t me see. hut How about . . . ?; How is . . . ?
G
r
I$3
13i%
a
m
m
a
r
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 negative forms.' There are two kinds of verbs that follow regular conjugation patterns, and an example of each is beloiv.
1
/
ru-verb tabe
verb bases
(to eat)
dictionary forms present, affirmative
&
present, negative
&
u-verb
1
ik
~
E< (to 90) LI
5L) S Z T
i4
stems
t;
&-;. 4 belongs to the group of verbs called the "ru-verbs." RZL-verbs 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 mnszc and masen, instead of Y U , to the bases. We learn four ru-verbs in this lesson:
Another major group of verbs is called the "u-verbs." The dictionary form of an a-verb like f i { can be broken down into the base (ikin f i e above example) and the suffix u. The long forms like $T 1 3 -if and 63 3 h, then, are formed with the base plus suffixes i m s u and imasen. You may find the u-verb conjugations sIightly more difficult than the ru-verb conjugations, because of the extra vowel i. We learn six u-verbs in this lesson: I 1
1>
I%
*
h he use of the term "dictionaxy forms" 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 foms 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 foms, not the meaning of these verbs.
In later lessons, we will have many opportunities to refer to the parts like $k< and E 3 , t which come before 3 T and 3 * A 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 a-verbs) "stems." Ir
In addition to ru-verbs and u-verbs, there are two "irregular verbs." Note that the voweIs in their bases are different in the short (dictionary) forms and the long forms. irregular verbs
1
dictionary forms
35 (to do)
present, affirmative
l/S*
present, negative
tBeh b
sterns
< Q (to come) $25 3beh
These two verbs are also used to form compound verbs. In this lesson, we learn the verb &S 96 , which conjugates just like the verb -;f 8. *L?'i? It is important to 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 ;T;i- < $7 3 f T. This is especiaIly important with verbs that end with the hiragam b , because they may be irregular verbs like 3- b and ( 6 , or ru-verbs, or u-verbs whose bases just happen to end with the consonant r. If you know the verb classes and the rules that apply to them, you know why it is wrong to say X IL 1 3 9 and XHir 4 -f.' d'* L L
t l
K
fiz
verb bases
EB (= a ru-verb) B mi
long forms
W,d$/Sbt% P W
$S!9%6/IIbD$Wh, %I'T h'x
stems
E! a9
E u3 7i'X
(= an u-verb that ends with 5)
kaer
'Things are not as bad as you might expect after reading the above paragraph. The key lies in the second from the last syllable in a dictionary form. The irregular verbs set aside, if you see the vowels a , o, or u right before the final 4 , you can be absolutely sure that they are a-verbs. (We have not learned any such verbs yet.) Unfortunately for us, the logic does not follow in the other direction; there are m-verbs and u-verbs that have the vowels i and e before the final 4 . 2 5 has the vowel e before 4 and is a ru-verb. n-'LR8 , on the other hand, has the same sound sequence, but is an u-verb. I>
In this lesson we learn about a dozen v e r b that describe basic human actions. Thew are often called "action verbs," and the "present tense'' of these verbs either meam (I) that a pezs'son habitually or regularly engage in these activities, or (2) that a person will, or is planning to, perform these activities in -the future. Habitual actions: 1 often watch TV.
% 7 I)
-3 kI3 Z 3 ~ "$1i 3c"b3X/2 A
f:
3 -kkxl, Mary sometimes doesn 't eat breukfarf.
Future actions:
1 will go to Kyoto taorrow. Sue will nof return home today.
Nauns used in sentences ~rnerd1ymust be foll.2awed by gar&icIes, which indicate the relations that the nouns bear to the verbs.' Ia this lesson, we learn four particles: T, kc, "., and 8 .
T
The particle Tindicates where the event described by the verb takes placee4
HS%T*2%&&T0 r L *&X-ISX. 1
I will read books iz the library.
-i G z T t / Y $ R f To
I will watch TV at home.
L,
(L The particle G= 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 pIace.
(I) goal of movement I will lzot go to school today.
1 milk retarn home.
3 ~ spoken n language, particles are often "dropped."We will learn more about such cases in Lesson 15. "In later Iessons, we will be introduced to verbs that require particles other than T to express location. -
-.
- -- - -
.
(2) time
I will go to Kyatu on Sunday1 will go to bed at elmera. (Some time words stand alone, without the particle C: tagging along, which will be discussed in Section 4 below.) Approximate time references can be made by substituting 2"5 or r'5 1: for t:. Thus,
-+-%<*& (I=)Ef To h
I will go to bed at ubout ekeves.
L'm-illij U
4 The particle 2,too, indicates the goal of movement. The sentences in (1)above there-
fore can be rewritten using
-.
instead of I:. Note that this particle is pronounced "e."
-
Note that may replace the particle it only in the goal-of-movementsense. The particle 4: for time references and other uses, which we will learn about in later lessons, cannot be so replaced. The particle 2 indicates "direct objects," the kind of things that are directly involved in, or affected by, the event. Note that this particle i s pronounced "o."
I l i s t e ~to' tapes. I watch TV.
You need the particle br with U) the days of the week like "on Sunday,"and (2):numerical time expressions, like "at lo:&,"
and "in September."
1 get up at l0:42.
I will go buck in September. You do not use the particle C: with (I) 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."
1 will c m e t m r r o w . 1 watch TV ezlery ewming.
When will you go? You normally do not use : G with (1) the parts of a day, like "in the morning" and "at night," and (2) the word for "weekend." Unlike words like ih L f z and 4P!! above, how3 rxrrx. ever, these words are sometimes followed by G:, depending on styles, emphases, and personal preferences.
I read the newspaper ia the morning. What will you do on weekends?
You can use 2 I= the present tense negative verb, plus the question particle) to extend an invitation. It should be noted that its affirmative counterpart, 2 TBs,canlzot be so used. Thus a sentence like &5TlatL Q :t 3 33. can only be construed as a question, U5 not as an invitation.
What do you say to having lunch with me? Sou~dsgreat.
Wikl you play temzis with me?
Um,it's slightly (zmmoenimffor me
nt thiq
mmmt).
J a p a u e sentences are fairly flexibie i n€hearrangement of ekments that appew in them. Generally, sentences are made up of se~esainoun-particle sequences followed by a verb QP an adjective, which in turn is often fallowed by a sentence-finalparticle such as a=, &, ou k . Among ihe noun-partick sequences, their relative orders are b a large extent &ee.
A typical sentence, therefore, looks like the following, but several other arrangements of noun-particle sequences are also possible. L
bf:L
topic
?ii
T Y
time
Lkd-X.
place
a + z:g 1- 13X,
%BL$T, +32?
verb
object
1 will study Japanese a'= the &raw today.
w a
*f:L
dt:
topic frequency
4=%tv5 3 % Lt; U
time
goal
5.5
wo verb
I ofken go back home at around s e v a .
You can add a frequency adverb such as -&El (everyday), k ( (often), and Z 3 ~ ' 3 3 (sometimes) to a sentence to describe how often you do something. r,l-tj
1 smtimes go to a coffee shop.
In thisjesson, -._we also learn two adverbs which describe how izfrequmt an activity or an -event is; +??A+Fk (never; not at all) and 25 3 'I (not often; not very much). These adverbs anticipate the negative at the end of t h e sentence. If you use *X/+frt or 25 2 1, in other words, you need to conclude the sentence with 1*A.
--/--'
I do mt watch TV at all. Takahi dues nut sfudy much.
As we saw in Lesson I, the particle M presents ~e topic of one's utterance ("As for item X, it is such #at. .."). It puts forward the item that you want to talk about and comment an, You may have noted that the topic phrases in sentences such as % 7 '1 - 3 ttME%ik SLh&ict> TT ( M a r y is a third-year student), and &&L %~3SBE3id B +S?T ( M y major is Japanese *A,&& 4: ItL 2 language), 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 rmonsubject phrases are made topics with the help of the particle kt.
rrr 'I --%A, s s r a t = t ~ L~ t~\ ~T ~~ Mary, mhuf do jorr usually do FIE^ we~kmd? bj33
~ ,
+s Ea3@c=.SSji3g-, 3 x 3 I l i Z
t>
I'm gozng to Kyoto todoy.
In the above two examples, Cd promotes time expressions as the topic of each sentence. Its effects can be paraphrased like these: "Let's talk about weekends; what do you do on weekends?" "Let me say what I will do today; I will go to Kyoto."
RZ*ldAfld ? rr/v How about dinner? In this example, Id is used rn directing the listener's attention and thereby inviting a comment or completion of a sentence. You may also note that the broached topic, R t*ld rzd, A, does not stand in subject relation to the verb, but is rather its direct object.
~s!/-b
Expression
Notes@)
fi
<
CI
is a movement in a direction away from the speaker.
speaker's viewpoint) I
5 & 3 &b G dr 3 2 literally means '
I
/
(Please wait for a moment). It is commonIy used for a polite refusal. In this case, it means "inconvenient," "impossible," and so on. Japanese people don't narmdy reject requests, suggestions, or invitations with t 3 t 3 A (No), because it sounds too direct. A : *@El t~%fi@E% %!tLfi~p Will YOU seg a movie on Saturday? E L 3 fJ ft3s A l3 :*EEli&. t3&-3k0 Saturduy is not convmimtF k 3 FI (lit., Saturday is a little bit*)
;ncv
L93
P r a c t i c e
@haZ K P * Z ~ % T k
I%tb
A. Change the following verbs into
-23 and --bI?h.@
B. Look at the pictures below and make sentences using the cues. @ (a) Add the appropriate verbs to the following direct objects. Example:
$k% 7- L
Ex. %% r;< L
coffee shop/3:00
+
%%PS$k3To . 3.
-< ,>
(1) 7
-
7
O
college/every day
(b) Add the place to the above sentences. Example: library
+
E!/%@-c="%% ??s-43 To YLrd.A YTL 2
C. L w k at the pictures below and make sentences using the cues. @ Example: go to the post office
+
%@6 i=e3 3 To WjWX.3ri t b
Ex. go to the post office
(I) go to the library
(2) come to school
(3) come to the coffee shop
(4) return home
(5) return to the U. S.
Sunday
tomorrow
D. Pair Work-Make Example:
A
questions, using verbs we have learned in this lesson.
El~@T%S~S4$.T6~o L
"c-t
I
8 : 22, % & 2 - j - , / ~ \ ~ \ 2% , A$*&, a a
E. Pair Work-Guessing game Ask questions and find out the items your partner has chosen.
i
j
!
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-noquestion 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.
: %Eice?i#$dh, I3 : ' t > ~ v E ,e3 &*,Lo A :%&*-fi3f T75% 3 rx
Example: A
At-:
j
I N
L.
7
6
la L h, f i 3 2 To (A guessed what B marked, therefore A won.) I.
--I373 i, 3
post office
school
coffee shop
library
-2K3-P
TV
movie
video
cartoon(2 h.69
-2eka2-p rn
sake
green tea
water
coffee
--i2%&3-T L
book
newspaper
magazine
Japanese book
--%La?
date
study
telephone
tennis
A
A. Look at Mary's schedule and answer the following questions. @ Mary's S c h e d u l e A.M. get up ..............................................
7:30 8:OO
eat breakfast
8:30
go to school
12:OO
eat lunch
3:00 P.M.
drink
4:OO
play tennis
500
go home
6:30
eat dinner
.............................................. ..............................................
.............................................
coffee
..............................................
..............................................
............................................. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
7:OO
watch TV
..............................................
8:OO
study
11:30
go to bed
...............................................
13. Pair Work-Ask Example: A
your partner what time they do the following things.
: fi% 41% 3 2 T$ao r,.& U
%
Your partner's s c h e d u l e time .........................................................
1
get UP
)
eat breakfast
.........................................................
(
.........................................................
)
go to school
.........................................................
)
eat lunch
)
go home
.........................................................
(
,....................................
(
)
.....................
go to bed
C. Look at the pictures in I-B (p. 65) and I-C(p. 66), and add the time expressions
to the sentences. @ Example: 2:00
+
=%i=B%@?*??%&$T, :C L' r L 1h.k M/Y rt
@ ~-k-anasvhn\ a A. Make suggestions using the cues below. @
Example: drink coffee
+
I. see a movie
- k - 5? & A 3 0
3. play tennis 6. talk at a coffee shop
your friend out for the activities in the pictures.
Pair Work-Ask
Example: A : f&Eh 2 1
;
k
2 +?k h.,
B : L \ L \ T T ~ j, /j A, G k
Ex.
a',
2. come to my house 5. study in the library 8. listen to the music
4. eat dinner 7. drink tea at home
B.
3
7
Z.---.-,
Baa*esaaq [=%ah a SLI
How often do you do the following activities? Answer the questions using the expressions below. Example: Q
A
: *&%h3T.hxo 1tX a
: 22. 1 < :I% A 2 - $ - o / ~ ~ b ~ 29%&3*h* . I
@ 2 &&(nsg (Review Exercises) %LhrL@3 A. Answer the following questions.
B. Tell your
classmates what your plans are today/tomorrow/on the weekend.
Example: 4 8 L A = ~ l = L L G = ~ 3 Z 3 ~%, ~ Z H ~ @ C B + % B & ~ & L ~ T ~ i - i
1:
U
u~mc
I*
5X. t
Y C 16.k
I: lih
: -v/vfi
C. Class Activity-Find someone who . . . name
I. gets up at 7 o'clock. 2. eats breakfast every day.
3. speaks French. 4. watches T V at home.
5. listens to Japanese music. 6 . plays tennis.
D. Suggest to a classmate that you do something together over the weekend. Use Dialogue I as a model.
?na7@7-bThe First Date Z E -Ea ~ D i a l o g u e
A 7yLl
a
Mary goes downtown.
@ In the evening, at Mary's host family's house.
@ On the phone.
Mary: Excuse me. Where is McDonald's?
Stranger: It is in front of that department store.
Mary: Thank you.
M w : I'm home.
Host father: Welcome home. How was the movie?
Mary: I didn't see it, Takeshi didn't come.
Host 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. Host mother: Oh, Mary, you had a phone call a little while ago.
Takeshi: This is Kimura.
Mary: Hello, is this Takeshi? This is Mary. Takeshi, you didn't come today, did you?
Takeshi: I went there, 1 waited for one hour in front of the B2iagen-Dazs place. Mary: Not Hiiagen-Dazs, McDonald's! Takeshi: McDonald's . . . I'm sorry!
f/<-
N o u n s Activities
r~wv 75Xk\
t fi
97.x
part-time job shopping class
People and Things
*
A 2 a'f=
YOU
L
dog souvenir
L z+$
child rice; meal picture; photograph desk letter cat bread person
TI3 h
* LetL - 3
T
bz /C)
*
u'z
Places
*
%Tb
temple
ri2h
park supermarket
2-ff-
* -.
1.
1XXTL~
v*d:")\I" iS; .? Jb
* l3A?
26
l/xl.32
department store bus stop hospital hotel bookstore town; city restaurant
Time
$a3
* $73 * --U&hL cf. L \ G 13'h X k * Words
that appear in the diaIogue
yesterday a Tittle while ago hour
one hour
last week when . . . ; at the time of . . .
c--a) Monday Tuesday Wednesday Thursday Friday
to meet; to see (a person) (person 1 = ) there is . . . (-$*)
tobuy (-2) to M t e (person 1- thkg to take (pictures) (- 2 ) to wait (- 2 to understand (-fix)
(a person) is in (place) : 4
A d v e r b s
a n d
O f h e r
--("E;LI
* Z*&,&~$L\ * f?h x b * f = {3 L
A 3* ZPt:
l
* 3 2 j
t5
fd -ha
92
E x p r e s s i o n s about (approximate measurement) I'm sorry.
many; a lot together with (a person) why alone
* Z"-i L T * V Z q T * %t%t L o c a f i o n
. . . ; stays at . . .
so; therefore
-Z
HeIIo? (used on the phone)
W o r d s
* & 3C.
a3
4E G
+
+.
$1
right
(-a)
left front back inside
(-n)
on
(ma)
(--@I (--a)
L f=
% Z. 7
-
L L
T
under near
I%
next
(-a) (--a) (---a)
between there here
( A Y- B ~ 3 )
X -hP 21 9 17 T means "there is/are X (nonliving thing)." The particle hr introduces, or presents, the item X. You can use & 9 1 3-when you want to say that there is something at a certain location. There's a McDonald's aver there. Note that B 9 f P is different from other verbs we have seen so far on the following three counts. One, it calls for the particle 41,rather than for the place description. Two, the place description usually comes at the beginning of the sentence. Three, the thing description is usualIy followed by the particle ;3.', rather than 13.
You can also use 6., 1 3 9 to say that you have or own something-' 1 dm't have a TV.
Do you hawe time?
We also use ib 1 3 I$ when we want to say that o7a event will take There will be an exam m Tuesday. #5
*
L f z M a *% 03 5t 7 2 i:hr $5 3 $ ,# I ti& c i:
There will be no Jupamse class tomorrow.
When you want to present a person or some other sentient being, rather than a thing, you need to use the verb ~ 1 T 2 . Thus, ~
'Note the difference between: 7 L Y E & 9 3 +2tt (I don't have a TV), the negative version of 7 I/ UVaR 1 f rf , and 7 7. L C + W 3 3 *tL (It isn't a TV), the negative version of .? L 'In a minor detail which we will not discuss any further here, when ;k, I9 ?f is used in the sense of an event taking place, the place description is followed by the particle T, like normal verbs and unlike the other uses of & 9 1 Note also that some time expressions (such as E33 5 &I)come with the particle 1:, and some others (such as W L f ~do) not (see Lesson 3). The rute applies to the & 1 3 T sentences as well. 3Note that the same verb "is"in English comes out differently in Japanese: There is an i~temutimalstdmt over there. i5 Z t 1: 'kbi*'<*. Q 9 Y 5% 1 3 T, Mary is ala i i e t e m t h a l student. % 7 '1- 3 tt i3 8 %F!+kT-.f. c , 2 f and & 9 1 T are strictly for descriptions of existence and location, while TT is for description of an attribute of a person or a thing.
a.
%s+*Z<+C>
There's a% i n t e ~ t i o n a lstudent oaer there
person fig
Thwe &/are . . .
Ll ZT
I
We learned in Lesson 2 that' to ask for the location of item X, you can use the word Z+Z (where) and say X td Z* Z Trtfhh. Where's McDonald's?
In response, one can, of course, point and say:
-7
7 C j - I L Y la
{
i6.F: L
L
]
MrDonoM9s is
t
over there. right i h w g near youright hen?.
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 12 Y @MITT. d l
( 7 7 F ~ - I L F ~& Q~ H) * I ~ - b a%-cT0 aa It's ifi frolzf o f that department storeOther useful words describing locations are as follows: location words
- as
- fo the right o f
'
to the left of
Ut-2!3
k frmi! of behid
3% XktY03<
5L5 &h' T Z l - 0 5% Clk 51%~
em5.. X I2 Y & Z DSLlETT,
-
Xis
inside
+
onlabone ~ d e rbeneath l near next to X is betwgn Y u ~ 2. d
Y.
sm3@@%?a z a 9 TT0 r L ~ d - X .
3A:i
The baxk is next to the library. 3 E3 T -7*1b@TTT, L f:
The umbrella is under the table.
L X b 7 >t2Tt/'-
j, Z%EaaTTD Cf~ir.X,
fit,,?
The restaarant is betwez the department store? and the hospital.
One can use any of the above location words together with a verb to describe an event that occurs in the place. To use these phrases with verbs such as &-f 6 and EFg, one will need f: f the particle T.
$~ia~\-/i";.9*>;1~7um-c% 7 -3 ke%G 2 Lfzo 3 i3 1 waited for Mary in fymt o f fhe ffgag~n-Dms phce.
hkL
The past tense foms of verbs look like the following, where -- stands for the stem of a verb. affirmative
1
present tense
-3s
past tense
--%tk
negative
-2Wh
I did wo2- stvdy Jzpanese yesterday. The various details of formation of the long forms that we Iearned in Lesson 3, like the rol-verblu-verblirregularverb distinctions, all apply to the past tense fonns as well.
4
Another word for "near" that is also commonly used is t;ZY < . fb 1) T$ and X MY 0k L TT describe situations where two items (X and Y) are found side by side. For a Y Q 9 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 1 E. in relation to another item even if they are quite distinct. The tekphone is by the restrom 0%%f;rak 4 L nkLT3, x'd31at.r V ~ L : Q ~ T + (odd) , 7-X. h
*3oth X XY ~9Z
TT" sentences look like the following.
The past tense versions of "X CI Y
affirmative present tense
- 7 3
past tense
-TLk
negative
--GSZE!~~@~ --~+&!9$t%~tk~
LT*&~3*BA*a*3TLf..* Y BC( Xsx
+3 Lfi+b,LYt*
%
<
IMP: Yamtzshzta was. a studmf at Tozai U~iversify.
atj#-~E;;ta~a@EL"e& I) a e x l - c L 7 " r . i: I X X . d' ;ti'
That was not a Japanese movie-
Bxgmssion~of quantity in Japanme me rather different h m those in English. In Jmanesb if mu want to add a quantity word like 1": i 3 to the direct object of a serrtmce, rau ean either pHce it befare the noun, or after the particle 2 .
F32t: { $At3S@T b*L
323
z
L*L&
f:
< SAFS&
$$%3
2 L f;,
I took maxy pictures i~ Kyoto.
L+L/"
-*
The duration of an activity is expressed with a bare noun, like U 5P4. Such a noun stands L. alone (that is, not followed by any particle) and usually appears immediately before the verb.
% r 1 ~ - " r ~ i a + r ~ t z i L'~ t Is x /tk, e-er~~~~a r ~ b h-/,
Mary waited for Takeski there for an hoar. For an approximate measurement, you can add
(. h
x7
after -eC C 6& hB.
'As was the case with the present tense L' s & 1 3 %?A,written language would more likely have TC;t $5 'I 3 * h t L f = , insteadofthecontractedfom L'rh !!3+ktLTLf=. 7 As we learned in Lesson 3, for "at about a certain time" we have another word z'&.
? A t 2 3 ~j, a+s$E*ila7 C ~ L Y & % Lf:, L ~ I: IIL? >X. L. d-," -;LW I studied Japa~esefor about three hours yesterday-
hf-L
1 speak Japanese d English. 1 went to Kyoto & g
Osaka.
The other meaning of Z is "together with"; it describes with whom you do something.'
%7'J-3X/E32-2&Y@~l=fi,3.aT, -4-k:
<
I*
Mary will go to Korea with Sue.
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.
I w m t fo Kyoto yesterday. P A
*% 3
%
L k+?&+i~>-
c3 3
3% i=?fr * 3 3 t 7"z,
I.+? Z
Pmfesso~Yamashifa wmt to Kyoto yesferday, too.
Or when someone buys, sees, or eats two or more things.
Mary bogghf shoes.
Mary bought a bag, tooIn both cases, t directly marks an item on the list of things or people that have something in common. Observe that $ replaces the particles 12, dr, or 2 in these sentences. You can also use t when you go to two places, do something on two different occasions, and so forth.
8 ~ o can u use Z 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 went to Kyoto last week.
1 wmt to Osaka, too. u p s -
5 3 h l d &f%k Ei 3V
3 Lfzo
E = r P - - 7 4 --t=$f? Ii
Robert went to a party on Saturday. H % H I . ~ t r f - ? d - - t ~ $ 7 3 3L f z o , He went fu a party on Sunday, foo.
f t G l i if
L
We put $ after the particle t= in these sentences. More generally, particles other than d2, 55 and ?? are used together with &, rather than being replaced by it.
..
Expression
Notes@
X is often used in the sense of "across (the street) from X" or X bx "opposite X." You may also hear another word that is used in the sense of across, namely, X 8 Q fiht1. If something is b&ind X, or farther away from a street and cannot be directly seen because of the intervening X, in addition to calling it X OB 5 , JL you can also describe it as being X a)5 5 .
/& 3 ) In t h e dialogues, we observe Mary's host father saying L 3 , and her host mother saying 213 . k 3 is like the incredulous "what?" that 3
you use when you have heard something that is hard to believe. 3 is used when you have suddenly noticed or remembered something. The small -;, at the end of these littIe words indicates that these words, when pronounced, are very short.
=eB* b % (half) appears after the unit word like @E. Thus, ''two hours E 1Z LfJhElu
@A2
and a half" is X@Bi+ rather than I + U 3 B i . C C *,%l2b9 I; CtA C
*A
% b%b b & t b L is "hello," which is used only in telephone conversations. Some people use & t % L when they place a calI. Some other people use it when they receive a call.
I
1 nh,
P r a c t i c e
L93
( T ' A $ 2 ~9& 'Ll'
ELI iY<
A.
Look at the picture and tell what you see, using & D b t or Llbb.
B. Answer t h e following questions. 1. & Q ~ = ~ ~ & z I ~1.3 + @ 2h2& L Z 13 T * ' O 26
1:
[i,L
A Pd:tz@%i=$3$f~\3 %&', rtx 3. ; f i Q k a ~ s I z ~ l s3 r3T&xo h Wg: i &i:
2.
43:
E ~ + 5X C ~ F?hx, **~L~~ I: l 3 i t U / v '( 7 ~ \ " icR;trr;til 3 3 p-**,
4. $, Q f L u l + & t ~ 3
5.
t t L '
kll
6. t c3&Z (classroom) GIt:&L?)'l\ 2
?$lo
3i3 L T
7.
@r3%E;:-LA l
(zoo) I=+T$Qc\3T h a o 01:
t-R&'i&, 9 3 Thh0 kt: 25 Q f t o?gt=m75r&3 3 -?a>,
8. & Q k a B(country) < t=
9.
r>;i
Qr:
C. Look at Takeshi's schedule for the week and answer the following questions. @
club activity
5' -3 7"
party
~ f - ?4
test
F X
-
b
D. Pair Work-Write down your next week's schedule and ask each other what plans you have on each day of the week. Example:
A : ,A q jE ><3 Ccflh:& ,-.. - '.--
9 a-j-h.,
Your Schedule
Your Partner's Schedule
om r ~ i g e z ~ m & L a hX/v
A. Look at the picture and tell where the following things are. @ Example:
E L r h.l, +
negt2kT *.A 7:t ,fi:< y
i
[email protected]
Lr
Look at the picture and tell where the following things are. @ Example:
2. 7 9 .;r
+
IfX.
b (racket)
C. Pair Work-Ask
and answer questions to find where the buildings are.
One student looks at map A. The other student looks at map B (p. 93). Don't look at the other's map. Example: A : %El t3 z 3 i5&
L TT$h,
B : *~Hi ~i~~, - ~ . ;TIL@ fa 9z T?,
-%.
Ask where the following places are.
A. Look at the information about Prof. Yamashita 25 years ago and answer the questions. @ Twenty-five years ago, Prof. Yamashita was twenty-two years old senior at a college good student his major-Japanese history Example: Q :
T %* Gd A**
9 9 Lf:Q/v-tC~\
f:~bhr{etx
(college student) T L T:
$a,
B. Pair Work-Guessing game Ask questions and find out the prices your partner h a s chosen. i
I. Before you start, both of you will choose one price in each row of the table and mark it.
i 2. In each row, use the item and one of the four prices, make a yes-or-no-question sentence and find out which price your partner has chosen. i 3. You can ask at most two questions with one item. If you have guessed col-rectly the price your partner has chosen, you score a point. Your partner will not give away the right answer when you ask a wrong question. i i 4. When you have asked questions about all the items in the table, switch roles with your partner and answer their questions, i
i
5. Tabulate the score. You win the game if you have scored higher than your partner.
Example: A : h ~ 7 5 1 1 % t L 1 ~ ~ 5 p J T L ? : & ' , ::
Z L X L
B : LlL\L, -::3 *fXlI ,U4 , + & r )
3~tLTLfz,
A : L>t,$A - - Z H:--F q T L f z & ' , B:
idkh.
%?TTo
C. Pair Work-Suppose you got one thing as a birthday present and choose it from the items on the next page. Your partner guesses what you got. Answer your partner's questions. Example:
B : 7°t-k?2bt$-hhlbh-il-Lkha,
A : 22, & l l f A T L f t ,
L \ L \ R , hxt%X. C + & 3 2
L Lo
Qaaelrmzb%bt=fix [f3&3ZF
t6T
A. Change the following verbs into -3 L,k and - - b I 2 h F L . k Example:
fz "= &
+
?=".=.&
+
1. ~ 3 Q - j - 2 . 6 a - 5 9 - 3 3
f= 4 2 ?Z w2ea-c+/vfz 5. ( 6 6. 3 3 7.
3. ab; 4
10.1:& 1 1 . W b
12.la6
g$&
8. h h ' 6
14.hxL;5 15.Qlb;
1
B. The pictures below show what Mary did last week. Tell what she did. @
Example: $ 7 ' )- $ / v ~ d f i Q 1~ = f l g % t % S $ L 3 L f = o 7
Ex. Monday
3
w
r L b d.X.
12) Wednesday
(I) Tuesday
in the library
(4) Friday
at a friend's house
(3) Thursday
at a coffee shop
at home
(5) Saturday
in Kyoto
(6) Sunday
at a department store
C. Look at the pictures in 6 and answer the questions. @
D. Look at the pictures above and answer the questions. @ Example:
Q : $ 7 ' )-3hi3fi%El ~c@J?? L If713 W 24:
A :~
I: L A h.rL
1. $ 7
~
*&Lbi
L~ 2 t *to'
I
3 Lfzhx, "
~
~
--3ttl27k%~3 ttH& L 3 Lf=ah, V' Qit T t b l i
L 3 Lt=&*o 3. $ 7 1 1 - s ~ , t a ~ h 9 v t ~ g 4 . ~ t, )3 ~ t h > , ~ X 4. % 7 1 ) - - 3 h / t 2 ~ \ 9 R ~ \ 4 @ 2 t 3 L?:hXo 6. he, ~.J~L~B~~ 5 . $7'1 -$X,i$&qm ~ c Z " ~ T ~ R Z * Lf=dao
2 - % 7 ' )--3X/EAA%l3I=@$ d.+i
U:
01:
3bli V
1IX,
what your partner did on Monday, Tuesday, etc.
E. Pair Work-Ask
Example: A : a % B t=R& L 3 LL=hh, V rlr: 7
B
f:
:~.=.xetaL~~~
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 : 3 j % 3~ %: /- SI Er 3n L+{ *$?%A 3L iiit a
f
~
i
~
a
~
Y
A. Compare sentences (a) and (b), and change sentence (bj using 5. Example: (a) ~ \ ~ / T - # - t ; f : = T 5 R T ~ , 1:
hk+<%&
(b)3-k-13=BP3TTo
x-k-&=XaTTo
+
1: V y 4 2 L
I:
i " ~ < i / ~
1. (a) tzC-fL3X,t;j;%$l-t2R~\3 Leo L
ITlr
fi.
L $ h I i h 1 1 T k 2 E ~ \ L?:";. 3 2 - (a) G Y P - b 3X,1J134+32%f&L3TO : 3
d.
1:
<&>l+
Z'
$ i T E I ~ S i122-2 3 L 2 T 0 % 7 l l- 3 A i i F % T B * % 2 3 L 2 f o 2's : i 1iX .: :ic
4 . (a) I r 7 ' 1 - 3 A t 3 3
1:1zX,:
(b)
i:
5. (a) (b)
&L7"z,
%7'r)- - 3 X / t i f - = 1 ~ L 3 k t ~ + ~ ~ ~ ~ , A
LLz. 97'1 - 3 L , i a x - s x , i ~ 4 ~ \ ~ ~ ,
%a,LL 414T3 $-+?ATL f:,
6 - (a) *,LLq,-j
IrtllL.
i,
(b) 3033. XIL.LIL LL k:E3a*x/TLfi0 ,,
h
B. Describe the pictures using 6.@ Example: &*%X/liF%T7fo -?*&ti
d < <+ f L *
m+ 2 tL t %&TTo k Q*
d ' (
y b .
student
go to a party
(5)
@)
&@Cl@g (Review Exercises) hhr L w 5
A. Answer the following questions.
and B want to play basketball together. The following is A's schedule for this week. (6's schedule is on p. 93.) 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 basketball.
B. Pair Work-A
Example:
A's Schedule
Pair Work @ C.
Map 8
Pair work
Ask where the following places are.
@ B.
Example:
B's Schedule
Days
Months January
L %75;3
(-Ira)
July
C~h'7 ( = A ) 3hhi'7 ( ~ f i )
February
Id G &:-
( ~fik)
August
March
( 7Sf9
L h Z 7 (mj) :fit9 (&A> 6 h 2 9 (*I>
April May
C q~ j h p 9
June
U@i
b\ch29
(-8)
<
@
(ha)
September
( f - f i ) d c t o b e r j L $, $ 2 9 (+--1 )-November 6~75~3 (-+sfi )-December
Time Words Week
Day
Month
+th@&b?
i2X Z L ~
(%Q
a)
Ct754f9 3 (=-baEI
Year
$a?X
2
8)
the day before yesterday the week before last the month before last the year before last
3 ~ 1 3( w a )
(%a)-tfhIf-;,(%fl) 314%L(isF)
I e ~ ~ r p j
last week
yesterday
I
'13 .
last month
last year
(+a) ~ / , ~ (n+ Si ) r&tr7(+fl)
today
I
this week ~ , \ . \ ~ r p9
tomorrow
h37-C
this month
(%a)~ - , L \ I - ~ T (iffa)
next week
31;~\t~p5
next month
3
I
t Z L (WF) this year
~L'~X.(~PSF) next vear
5 L; ~ h j f a h (&*+) the day after tomorrow the week after next the month after next the year after next
(%*a)
~df-3
(.$%a)
I
'cp$%fiR?JA Trip to Okinawa
/
@ Robert and Ken are vacationing in Okinawa.
@ At the post office.
@ On Monday at school.
Robert: Nice weather.
Ken: Yes. But it is a Little hot. Robert: Wow, beautiful sea! Ken: Let's swim. *
*
*
Ken: What kind of sports da you like, Robert? Robert: I Iike surfing. Shall we do it together tomorrow?
Ken: But isn't it difficult? Robert: No.
Robert: Excuse me. How much is a postcard to Britain? Person at the post office: 70 yen. Robert: Then, two 70-yen stamps, pIease. And one SO-yen stamp, please.
Takeshi: Robert, thank you for the postcard. Did you enjoy.the trip?
Robert: Yes. The sea was very beautiful in Okinawa. Takeski: 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: . . .
sea
postal stamps ticket surfing homework food birthday test weather drink
postcard bus airplane room I (used by men) holiday; day off; absence travel
new
hot (weather)
hot (objects) busy (people/days) large interesting frightening cold (weather-not used for objects) fun small boring old (thing-not used for people)
* Words that
appear in the dialogue
easy (problem); kind (person)
inexpensive; cheap (thing)
$L
disgusted with; to dislike (-&<) beautiful; clean healthy; energetic quiet fond of; to like to hate
(-5')
very fond of; to love lively
handsome not busy; to have a lot of free time
to swim toask (person G-) to ride; to board (-- 1:) to do; to perform (- 2
to go out A d v e r b s * L h q L k tC
* -?hfiab
a 9 *.i:
f z ~ h r
a n d
O t h e r
4% EZ
E x p r e s s i o n s together
and then It's okay.; Not to worry.; Everything is under control. very what kind of . . . [counter for flat obi ectsl to ((a place); as far as (aplace); (a time)
There are two types of adjectives in Japanese. One type is called " kl-adjectives,"and the other type " 3 -adjectives," L \ and fa' are their last syllables when they modify nouns.
3
,
L6
S
1 2 1
Z
*
2E 3 L .
1 saw an interesting mode yesterday.
k
a scary teacher b L Y5k&?k PI\ A T% 3 Z b % T +i Lf:+?&ttl.
Professor Yamaskita i s a sea0 teacher.
tfX*QLt
1 fi b 2 TJ& a beautiful pictgre LrLL I took a beautifa2 picture in Kyoto.
Z% If/., I
an energetic teacher +f/vQ~~
7;%5 12X % ;Pd 3k& TTo
C3 Lf:+?L+?i>
If& 3
.ttA,Qzr
Professor Yamaskita ii
energetic teacher.
Japanese adjectives conjugate for tense (present and past), polarity (affirmative and negative), and so forth, just as verbs do. The two types of adjectives follow different conjugation patterns. LI-adjectives &\-adjectiveschange shape as follows. You wiII want to be very careful
here, because the pattern is rather complicated. S%b3L\
aff ir rnative present
8%b3L+lT$ It ik interesting-
negative
S%t5<&9dt?h, It is ~ o interesting. t
past
It was interesti7ag. If was not interesting.
It is interesting (and confusing) that the idea of past tense is encoded differently in the affirmative and the negative polarities: (iG % L 3 )-hi 9 f= TT is "past affirnative, " while (i5 % t 4 ) { &I 9 2 # A T*L R is "negative+past.l"
+
Unlike verbs, adjectives conjugate fairly regularly. The only irregularity worth noticing at this stage is the behavior of the adjective k \ L \ (good). The first syllable of t > L l is changed to 1 in all forms except the dictionary form and the long present tense affinnative form.' L\L\ (irregular)
affirmative
negative
present
LILITT
&<&!I%eh,
past
&;b\=)ftTT
-
d;
a-adjectives The conjugation pattern of 3-adjectives is much more straightforward. It
actually is exactly the same as the conjugation table of TT which follows a noun, as discussed in Lesson 4.'
Zsi (a) fflu b
affirmative present
ZSTT ffhb-
past
She is healthy. TI;%TI/f= wfu d She was healthy.
negative
ESiLaS!I3tZtv Mlu +! She is not healfhy. n;ZE*;fS93tZhTLk Wfu 3 She was not healthy.
The final syllable 3 is dropped in these long forms of 3-adjectives.
'Some speakers follow a more regular conjugation, where C-if' is inert in both polarities. For these ,; .- 3 1 : r j speakers, the chart looks like the following: I
affimative
negative
present -b xTT -{ 2 b l T - T past T --{;'dh's,IF:T$ 'There actually are alternate forms, I r \ and d: hT+,
-
--%
but they are much less frequently used than and ~ 1 k l T ' f ' 'As with tl-adjectives, some speakers prefer an alternative para-, such as the foIlowing: affirmative negative -T$ --U.rQb\f"gpresent -TI-i?: --t'~fb&*~f:T-$ past
L\Lx
In this lesson, we learn two Q-adjectives that am very important from the grammatical point of view. They are % $ (IQ -) (to be fond of; to like), and 3 4 L 1 f 3 a') (to be disgusted f with; to dislike). The meaning of these adjectives is relational, and you need two terms: a p e r s o w 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 43 and fif , respectively.'
The item that is liked or disliked can also be a person. You may want b be cautious using these words in reference to your preference for a specific person, Lowever, because 3 TT is usually taken to be an admission of one's romantic interest.5
7
Let us note three more things about 3r5 3 ( G) and 3 h L ( 3 ) before we go on. One, if you T like or dislike something (or somebody) very much, you can use the intensified forms of 33 3 TP and 3 b L \T$, namely, A% 3 TT and A 3 h 6 \ TT. These forms are more T t common than the combinations of Ef 3 ( fd: ) and 3 b r ( ) and the degree modifier %+ Z T $, to which we wiIl turn shortly. L:f>
Two, when Japanese people want to say that they neither like nor dislike something, they usually say: I fieither like nor dislike (it). Three, you can use H 3 I'd: and 3 L; L \ Q as modifiers of nouns. For example, you can say f things like:
41n contexts where you are contrasting two or more items, the particle CA is used instead of $5 Thus, 1 like vegetables, but I don't like meat. 3 3 3 ,: <-. I 3 h T o 5 In the expression of romant~cor familial affection, the complex particle a)Z Z 75.' can replace .'2 Thus,
.
r+r--t
~ s ~ r a % ~ yt-$-h4s e ~~at ~ S=%7l1-5ttd:3?1TTO . Takeshi is in Zooe with Mary.
-f
-i
This is pnu favode T V program.
If you want to say things like "very hob.''and "a little hot," you eaxl add "degree adverbsn like Z T $ (very) and % I 9 2 (a. little; slightly) before adjectives.
vRG@l$ Z T % 3 f i ~ \L Tf z o Y3%b 5.k
TP,sea was wry bearutifd in Okkaawa.
Instead of having Z T t added to them, % 1 (GI and 3 L; L 1 ( 3 ) have their own inten-r sified forms, A33 3 ( 3 ) (like very much) and A 3 b L \ ( Q ) (hate). -r r:t.
j':t
b
7LzC?LStt13~-k-75~A%3TT~ 73.
t
Tukeshi likes coffee a lot.
+ t . $ x / t A f d : - r S j $ f A 3 C;b\TT, Ms. Kina hates nutto (a Japanese fermented soybean delicacy). f
Take a long farm-of a verb and replace the ending with 3 L x 9 or 3 L x 3 3' and you will get the Japanese expression far "let's . . .," which you can use to swgest a plan of action.
-&i43l&%T%%L2 r k - t
1
Z l+.l:X,
+L"i
L L 30
Let's study zz the Zzbrary together.
*%&T3-k-2&&3 3 9 3 -iA
r?
L.k $7F*
Shall we drink coffee at a coffee shop?
There are two important things you should b o w about cPunting items inJapanme. One, we use different n r r m k wards for different kinds of items; the words used for connting people are different from the words used for counting books, for example. Two, number wards often came wFter, rat be^ than &&re, the items cwrmted in a sentence. Lee bought three stamps.
The number word, Z&, is made up of the numeral 5 and the "counter"&. This counter '1X.b~. ?A 5il is used for sheets of paper and other flat objects. There will be other counters in later lessons-for people, for books, for sticklike objects, and so forth.
Expression
~ o t o s @
bLl/IZ$!??tf
(a)bK t4
is used when we describe people and is not used for places. When you want to say that Tokyo is busy, you shauld use tz SP*>($l. LWtF
1
LIQ*
fz b3'L3 X,t$.KLtlTF,
argue ~ ~ ' F T T . 553~3
Takeski is 6 ~ . Tokyo is busylkiuek~-
Note that the sentence below is also acceptable, s k c e the subject "I" is omitted in the sentence.
HEElt2KLelTT, =BEEii;t;(Wt3)KLt~TT0 3 a wrlar E B + ~a bnL clw I am busy on Sunday.
1
t i c e
P r a
A. Change t h e following adjectives into the affirmatives. Example:
k &'
f=h*~\-T'j-
44k32 1.
q - j - ~ h
bTA3TT
2. ~ 5 - w 3 . S
6, L \ + & ' L L \ 7. 11.
+
L\L\
8.
~
~L . G ~ ~ L S 5 L. 9~ 2 1 ; ~ ~ \
tThxQ 9.
&
era 2
B. Change the following adjectives into the negatives. @
Example: ??&>
Iraa
+
+
? T < 9 2*A V ~ C + W I ~ * A
C. Look at the pictures below and make sentences.
Ex.
10.
?#'LL~?
D. Answer the following questions.
E. Pair Work-Make
Example:
affirmative and negative sentences with your partner.
3 hL \ 'd: +. & g o @ g [ i 3 h ~ r T t fi ~!,, ?~o+li33h\.hU(.% 9 L&t
-
a*Ao
C
#:t
--r
F. Pair Work-Make
your own sentences on the topics below using adjectives,
and tell your partner.
A. Change the following adjectives into the past affirmatives. @ Example: f: &' L
-+
3
t;$*hx7fzTT
tTX/3TLJi
B. Change the following adjectives into the past negatives. @ Example: ?
-+
tfXI3Q
.
zra %r'
11. .. .
, ,;r ;g;, 6ii'l.c I; ,
iez
1
Ai$,
C. his
ry:
.di!
'8,
-+
*.. ,
?:
- ,'2
-PT{&93*tLTLk -+?k3C..i-.;&,33 + t h T L f z
q-:.,,
is ~ h & R ~ b & r i and make sentences. @ Ex. Okinawa-hot 1. food-not expensive 2. food-delicious 3. hotel-not big 4. hotel-new 5. restaurant-not quiet 6 . sea-beautiful 7. surfing-interesting
*-PI = c,;ji/ip .;;~.h,.'J.,-.$ie,....! .
d.w
JIU
ddhh about the trip to Okinawa. Look at the memo Example:
i+J% I d s iP-3 f z T-j-o &?Gh
A 7
t h e chart below and practice a dialogue with your partner, substituting the underlined par3s. A and B are talking about A's vacation.
D. Pair Work-Use
Example: A is Robert. +
A :~~1.c.;.P~tc~I2Lfz, 63Qh
C-f
B :
jT $ . h x ,
1'
P.i T t T z h b ,
A :.L'T%~*~-=I~T*~ h-?
Ex. Robert
went to Okinawa
very hot
(1) M a r -
saw a movie
scary
(2) Takeshi
stayed home ( 3 %
(3) Sue
went to a party
not fun
(4) Mr. Yarnashita
went to flea market ( 7 '1 -? -9 Y E )
not cheap
ZI
(5) br:"rt
A. Look at the pictures and make comments on them.
Example: @% L lit,
Ex.
4
&~'\G3T'ifk 7:fi.
Y I+\,
very boring
B, Answer the questions using the given cues. @ Example: Q : % 7 ' )-$/LiA?f*hQa'XT$-h', U t!
Ex. % 7 I)
-
kind
interesting
beautiful
energetic
A. Pair Work-Choose the items from the following categories and ask your partners whether they like them. Example: A : 37'1-3hi3&Jr~'%3TT6'~ 1:
f
1. Foods: meat/ 3 7 Z 'j (fermented beans)/ice cream ( 7 4 x 7 'I
-A )
4. School Work: test/~apanese class/homework
5. Drinks: sake/green tea/coffee
* If you neither Iike it nor dislike it, you can use B. Answer the folIowing questions.
3-TZ 1 b & \ T h 231 d *&.
@ xL\RhtE Ia~ A ~ I , ~ A ~ A. Change the following into b L a 3 sentences. @
B. Pair Work-Make follow-up suggestions using 2 L A5&. Example:
%\.\T?bo 2c
A :S
-+
t. c
S82&A3
~ h T - f h ~ +e
D
L L- 3
&>o
B:%jL3Lk?.
@ &bJaRw fit%
(Review Exercises)
LO3
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 cxpensive? 5 . Is your bag new? 6. Is your room small/clean? 7. Is your teacher kind?
B. Glass 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:
C. Role Play-Using Dialogue I[ as a model, buy some stamps and postcards.
@5 Uh, 3&<
A t
t h e
P o s t
O f f i c e
Usefu, Expressions
t k t , %;@c> b?dZ
L 3 T,
~z+3 P J Q # Q z ~ ~ { ~ L Z ' ~ L \ ~ ?&Ark
' t*/;C-G a s C &L\hxhx9 2 ?hx,
Cam YOU tak-e care o f thk, please? Give me fhree 50-yen stamps, please.
Him
maay days
will it take?
It will be 150 yen. Anothef 100 yen, please.
Useful Vocabulary
gw
aPrf
td 6i
counter
1
postcard
4. E
parcel
&2E :i ( i V L
airmail
%t% t i Iih
insurance
8%
registered mail
; 9 2 7 ,
h.1 Zrh
stamp Z 7 17 57*3 A aerogramme 37
<
He
letter
@ ME! i.QV'L
surface mail
L.3 L t
8s + {f;9
special delivery
Stamps
Postcard
B
t l p "',,I
a P h o t o S h o p
A t
Customer :
T&~*L, % ~ i% L Sfi? B I L ~ L ~ T , C
Excuse w. I'd like a reprznt, plmsa. Shop
cIerk :
Customer :
t2 L h, % X d j '1 5 L ~\T~75*, :if:( Cerfuinly. Would the glossy fiaish be all right? E;1:~1,
Yes.
Shop clerk :
z z l =2Z3 % TL. Z% S * - %a h% ~@~~L2To .b LI&;i C
PZgme fill zn yoar name uad telephone number here. Customer :
~ ' \ 3 Ta3T75*, W h m will if be ready?
Shop clerk :
I - Z J L & ~3 133-35; 13 @s%TT, L A Cmi z 11% iX, U It will be ready at three o'clock on the 15th. 2 a513 # 2 % $ # $ 9 u n. rtk &
T37 < f
<
3
~
h
~
Please brim thzs receipt. Customer :
;h&.')3
Lf:, E F , S @ L \ L $ T O tl*<
All ri&ht T h a ~ k you. Shopclerk:
#!19;tr~Z?Z*~~\4Lf=, Thank you very much.
Useful Vocabulary
% 3 @1 L 5-
reprint
% RE IfLFi
development
%iR& 9 :if:<
glossy finish
%?rrQ L
mat finish
7 9 197
panoramic
:if:(
F
slide
7'12). I-fLhz J!
print
24;EtlV Y
24-print roll
z5-f
1 (
Sfl
date/time something is ready 7 .F IL A
j b \
.I& \#% T 21 % 3 -disposable 7
t
camera
negative film
%%
battery
91 3& 2% V 5. It&
receipt
Th.lj
1 I
jy-bshCT)-FJ A
D
i
tPL1
a
a
a
in the class.
@ After class.
@ On the bus.
l
o
g
A Day in RobertYs'Life u
e
Prof. Yamashita: Robert, pIease read the next page.
Robert: . . . Prof. Yamashita: Robert, please wake up. You cannot sleep in the class. Robert: Mr. Yarnashita, I forgot to bring the textbook.
Prof. Yamashita: Please bring your textbook with you. We use it everyday.
Robert: I understand. I'm sorry.
Sue: Robert, you had a hard tirne today. Robert: Yes. May I borrow your notebook later, Sue? sue: Yes. Robert: Thank you. I'Il 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, ma'am. Old woman: No, thank you. I'lI get off soon. Robert: Is that so? Then, shall I carry your bag?
Old woman: Thank you.
S&
% ha&
* i%C2#53,4, #SViaG
gag
hl k C * ,4~5h*t1
ST
t&t@?
%?w ,+a
* tkkUi*l9 WL
iW%%f!%
* 93-
;k
money grandmother; old woman bath kanji; Chinese character textbook this week Municipal Hospital next video game electricity train
baggage page window night next week
next year
tough (situation) U - v e r b s E&, -?LC
to play; to spend time pleasantly ,% { to hurry %;B,gttA&totakeabath to return (things) (persm Ct thing & ) to turn off; to erase (- 2 ta die to sit down (seat 1:) to stand up to smoke
2%
~ \(Q 3 ~ 2 . 5l c i a ~ ~ &
.j;
touse to help * Words that
appear in t h e dialogue
(me) bemm/tmk 2 )
(I) to be absent (from
.. .)
k-4) (2) to rest
to open (somethhg] (to teach; to instruct (persm k= f h i ~ g2 ) to get off (- 2 ) to borrow (persora it thiag & 1 to close (something) (%2 1
FPV 6 %3 b
b T h b 5 &hi) b
toturnon (-%) %%3? haCf b to make a phone call (perso# I t ) to forget; to leave behind 6&%
qd'f
(-2) I r r e g u l a r
V e r b s
9h-C 4
T
* & 9 f <6
%7 7
A d v e r b s
* & K T sq {
*
a n d
O t h e r
4RT i@ {
-&a&
l?-3Z$T-f
* l3&Z 5 T?ha @7{
',
&
+3 Tp
to bring (a person) (- 2 to bring (a thing) (- 2 ) E x p r e s s i o n s
later on (do something) late because . . That would be fine.; That wouldn't be necessary. right away Really? slowly; leisurely; unhurriedly
making requests (". . . , please.") = giving and asking for permission ("You may . . ./May I: . . ."I stating that something is forbidden ("You must not . . ."I forming a sentence that describes two events or activities. ("I did this and did that.")
The conjugation paradigm of te-forms is fairly complex, as we need to learn separate rules for ru-,u-,and irregular verbs. Furthermore, the rule for %-verbsis divided into five submles. First, with m-verbs, the rule is very simple: Take & off and add T. ru-verbs
S Il qa
+
B
U-verbs come in several groups, based on the final syllable of their dictionary forms. 1
u-verbs with final
3 , 3,and b
'As we discussed in Lesson 3, some verbs that end with the hiragana S are m-verbs and some others are u-verbs. The rule of thumb for determining which verb is which is to examine tke vowel before the frnal 4 syllable. If the vowel is n, o, or u,the verb, without any exceptions, is an u-verb. If the vowel is either a' or e , the verb can be either an u-verb or a m-verb. Statisticdly speaking, there are many more m-verbs, than u-verbs in the im and e m camp, but there are many important verbs in the minority, such as A b (to enter), and % 5 Ito return). IS. d.%
{ : -. . } .a m om ...Urn
=
.ways
.-verbs
.*-im = often, but not always, m-verbs + em1
{. .
As far as k-forms are concerned, we observe that u-verbsthat end with d will have a small 9,m-verbs that end with $ do not.
+
t s
u-verbs with final 6,13, and &I
+
s d 3 A-
ails *u-verbs with final
ShC &-
<
There is an important exception in this class: u-verbs with final
<
%< *A-
+
ZLIr
+
ZL7 Biz
u-verbs with final 3
3-T The irregular verbs T & and follows.
< 6 , and compound verbs built with them, conjugate as
irregular verbs
TZi
3
t7
Note that te-forms and stems (the foms you find before 3 ?) are totally different constructs in the a-verb camp. A common mistake is to assume that the simple paradigm 3 9)covers the u-verbs also, thus corning up provided by the ra-verbs (&KT and 6 with unwarranted forms such as x 4 2 .\~f (see -%L 3 5 f ) and x %& f (see % A4. TI. It is h & I I probably easier, at this stage of learning, to memorize each verb as a set, as in % < 6h. Q 3 T-TiW\T, than to apply the conjugation rules on the spot. Refer to the verb conjuga6tion table at the end of this volume. f;
-*
Use a verbal & - f m together with 2 "please do . . . for me.
< E3 1% to make a polite request ta mother perwn
FS
% f++ t&r a , F - 7 % M b ~ \
3ri
{
(33 L l 0
Please listen to the-tape thaf goes with the tatbook.
TA$*L, 3;d; r%;?_-c { 7"i3~\, kL Excuse me. Pleuse teach me a little. (= Tell me, I need your advice.)
A verbal ie-form plus % i xb \TT means ''you may do . , . ," which describes an activity that is permitted. To ask for permission, you can turn it into a question sentence, -- -C & ~lb\T-ifBS.
May I see the textbook?
Yes,
you
may.
To deny somebody permission to do something, you can use the te-formplus i2 I \ l-f 2 %
h. No, you m y not see the textbook.
,
Describing Two Activities You can use a tiifam if YOU want to combine two or more verbs, as in decribing a sequence of events or actions f"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 he joined by E, which only connects n o w . )
1-1.6?E3T, ~'-L2-f0 5I will borrow her notebook
land
xerox it.
21f you are talking to a very close friend or a member of your family, a te-form, by itself, can be used as a request.
E5?aF1l-fT0 h
*r
Opm the widow, will
you?
-+ma, * s $ i = s asta ~, ~i.;, 5 < L-
?Say
+c313
L;
I got ap at six a d sfudied
kL*t&&@'t & k~ 3~. &9i=?f7 7, & r> U.6
Li(Ti
Let's go to the cafeferia ondf=haoelmch.
The te-form of a verb can also be used to connect a verb more "loosely7'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.
1\*rct=%7<(:, &*Gt%T3$ T o n ~-I\L+
rr
I go to work by bus. (I take a bxs to work.)
@++B%&tLT, T&$*X/, fr L b3
3
I am sorry for not bringkg in the textbook. (I left the book at home, and I ant sorry.)
In Lesson 5 we lcamecl F t a j d* meaning "let's .,. ." 3 L -a -i h- is alsa used in the sense of '^'letme do. . . ,"in offering assistance. If you see somebody having a hard time o p e the lid of a bottle, for example, you can offer help by saying:
C$Lr4") W:L -
.*9 3 t
1
? J;ra*
1'8 do it.
-%
p~
'The explanation clause: may d m precede the sitxiation clause. Thus the first example above,mnaIsa be paraphrased as : & L k ? X F 8 ' & 9 dJdlh. *Q,CA+J&1L33, L We will diseu5s this furtfier in Lesson 9. ;.LU;L-&3ri
Or to a person who is carrying a heavy bag:
R@&R't;$ ta b
Shall I carry your bag?
7
Expression ~ o t s r a ,-
-
i!E< / E L \ b Although both Btl and SBF < mean "late,"they have different st 8-E 'f usages, since Bt h is an adjecbve and 2Z C is an adverb. B b l modifies nouns s+ =l.p or works as a predicate, and B < modrfies verbs. SF A: 3@4--@t~XF£9L7~, Iwenftobedlatmeo'cbckyesterday. w9 C k2 B : Bl.~T-T;Ba, If's hte. *?
B Z t z i 2 . +@Z+*3&23T. B
LrpSt 7
Cwi C
B
Sf
L ~ $ Y ~ ~ ~ ~ ~ & ~ ~ T ~ On weeken$ I get ap momd 10:UO Bb
and eat k t e Breakfasf. I went to bed late yestwduy.
P D 3 , s<s3 tfz* Be h
You can also apply this rule to F < /F tl. MP
Me
Z 3 6 b .F5B is normally used with & 9 # . " 3 , as in E'5b&!l;6,9k3 (Thank you very much), or with $&&*A, as in E-5 $3+AP3?h, (I am very sorry/Thank you very much). When used alone, it is an abbreviation of E4 8 ;$i '3 $ 2 3 or Z3 B T&P%kR.Therefore, when you want ta show your gratitude or regret, you can just say E 5 h instead of saying a long sentence. F 4 B functions in many ways, depending on the situation. Some people use E 3 6 as "hello"or "good-bye,"
S F Many words that begins with k 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 :
g$
ERE 4.3
RE9 nh
P r a c t i c e
L@5
!("p d*6M137< b"
fSL1
Z
%E
A. Change the following verbs into te-forms. @
36
Example:
37
+
LC
1
.
2.h.j
3.
7. &
:
8. Z 6
9 3 6
13.
L LI
1
3
5. ( b
4. hL (
1
6. $ 9
l l . ~ \ { 12. & b
0
15. 75.2 4
8. Let's sing a te-form song! (Battle Hymn of the Republic) @ $577 2 7
J l * h3
)2.
LC
;.Ah
ha{
75a~hT
39-r
YzJ
Y9-C
L a
h i :
1fL-C L \ + C
khfd
u-verb k-form
$74
7
+
/vT {
:
LLT k\?bhT
b
*
L\T
(repeat twice) 'jf
L T u-verb te-form
C. What will you say when you want someone to do the following things? Example: to speak slowly
+
@ 7 { J! 3 L 7 I l ta'
< f 3 3 Z.
\,
1. to calI you tomorrow
2. to write a letter
3. to open the window
4. to drink tea
5. to teach you kanji
6. to bring a drink
7. to wait for you
8. to come with
9. to go to a hospital 11. to bring a friend
YOU
10. to return your book 12. to stand up
D. What would you say in the following situations? Example:
arr
??
h
< f?3
h?
Ex.
ho
(1)
E. 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 - k - 2
0
T' < '233
>,
+
B pretends to drink coffee.
A. You are staying with a host family. Ask your host family for permission to do the following things. @ Example:
Y K
5 - L l s ' $kK T % ~ , h ~ \ T - j - h ~ ,
B. What would you say in the following situations? Make sentences with --T%t\ LITq;h\.
1. You are in dass. 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 want to smoke in a coffee shop, and there is someone sitting nearby. 6. You are at a friend's house, and suddenly remember that you need to make a phone call. 7. You have run into a celebrity. Conveniently, you have a camera with you. 8. You have arrived at a classroom. The air is stuffy. 9. You and your friend are in a dark room, and you feel somewhat uncomfortable. C. You are a strict parent. Tell your child not to do the following things using the
cues in A. @ Example:
?bW??R& k
+
~ i - L $ k2 , % T E ~ t \ ~ ? ~ ~ A / .
D. Tell the class what we can and can't do at school and at a host family's house. f z 1% t 2 %7 T t;f Example: %%?T d:~;?
$2
9-
I \ if
b 7 Y E 'I - (host M
y
3 -@ bo 9 Gcr"$fi-k;RZ b=A-z~ T% t h b \ T T , ) %is 3 . 6 lit\
@ aB s% ~ E ~ T , J - ~ - E mER~B$ $3
A. Look at the pictures below and combine the pictures using te-forms. @
Example: $d&i3 T , 6%
tj
~-k-??& &aT, n
Ex.
+
6. Change the following into te-forms and make the rest of the sentences. Example:
+
A? %
W=e{
I. &f-:%m5 lit
4-
%&$T, h 3 i+
I 3
&T:.% I=*$ Lf
A
$ $ ~ ~ % A ~ ~ . LL;:X,
k
=I % b=%4 h+* 5. SB,% Gch% 2-
i.4
%*2%9 & t & L r 6. AYt3T { 3-
$i
Ersb:<
lit?
I,
@I\";(EIu3bd0 a ~~ h3%!l$~h;b\60 h'h 1 ;
A. Add reasons to the following sentences. -
Example: ~ ~ Z E t 3 k 3 3 - P ' ~ 2 ~ X E = 3 k 3 3 . T O%Bn7&%h3*&hxb. +
1. kSt33i%TL%2 WALni
U h.X.
W
0
&m&&GR2*h, 2 &4.L 3~ n=-,j y y x - m a a L ~ Z , c-f 2.
Pl%-X,
3. ; ~ ~ Q I L ; C F ~ = / G C ~ ~ I\
5. (name of a friend) fi'A8 f . ~ b
-f
3 TT,
k
B. Pair Work-Ask
each other why you think the following.
Z*, (name of a movie) 2 R 3 To k 4. 3 c?) 9 (name of a restaurant) i c e 3 3 L t z 5. G*breth*h& 3 a *A,, 6. ~ + i ; f : a + ~ 2 ~ ~ t ~ - t s r ; / , %I~C~X, KL>ri 7. ~~, (name of a place) &I% 3 3 To &L>Llp3 3.
L ~ j l 3
.
't,
l,
&a).
f:
13& Z
II
8. I ; r % $ 2 Z ~ ~ a ? , L' TXILc
h*
Pair Work-Propose
to do the following things, using
t Lb 9f1?
@ $ &bJCDR# (Review Exercises) ;nhJL@3 A. Role Play-Play the roles of A and B with your partner.
Example:
(
1
Example-A You are short of money and want to borrow some money from your friend.
1
1
1
Example-B You are going on a trip tomorrow. You don't have money to lend to your friend.
1-B
You just bought a brand-new car and don't want anyone to use it.
You have a date tomorrow and want to borrow a car from your friend.
2-A You Iost your Japanese textbook, but you need to study for a test tomorrow.
3-A You are asked to return your friend's video today, but you forgot to bring it. You want to return it tomorrow.
You have a big test in Japanese and need your textbook to prepare for the test.
3-B
I
You asked your friend to return your video today. You need it today because you want to watch it together with another friend.
(
(
You are now in your friend's house. You see a cake that looks very delicious. You love cakes.
4-B You just baked a cake for your mother's birthday. Your friend is in your house now.
I
B. Answer the following questions. 1.
-+Sol%,Qi: 2 L 3 t h x , CCvLlpi
( ~ n s w e rwith
lni17
"%
.
T -,"1
lo.
?#@3, d : ( his EJ&LsLfzc, (~nswerwith"~~.~.") r3 @g@TR2 tTbba~\133*h$~~ L L I ? Y X , 21: g * a + T k l f z 2R7 7 % ~ ~ ~ ~ T - $ h X 0 f/yL+ t**. T AFt=rn&%3-c33Tfix0 i t k { %* t3k J! 2 ThLr a *a,%-3B2S$L3 LkfiAo +?/dm+ hf FWM. r ~ - AcP a v ti~;ps., a L Y b r3 3 #L m er, k ( S 6@ L L &T + E L Lifi$%o \~ -b EISB-r-k { *24% '3 2 " p h z Ll*/" l3.L il-
11.
L
2.
Z - C t
3.
4. 5.
6. 7.
t;'r\8(
C*(f;'rl
8. 9.
7~;'
t; ?7-7fW-&2d-6+, r-t
Usekr! Expressions
39TCW I
I
k o straight)
;&I:#&%
AS
i
-0.z7 a a E %2% t-&7F% AS f at,
(turn left)
(turn right)
=-s,€i
LJLZi
2.t
(turn right at the first signal)
n
QIB2&4:@;tr2& uf:l 2 iibt~
(turn left at the second corner)
S~r)&@l S c3k*'@ 1 kt; dib &'t-'l6'b htj
(cross the street)
(left side of the street) (right side of the street)
Directions
3k 3k
(north)
(east)
(west)
s
Mi,-=,
(south)
A : 364&*A/, @f?%~bY=C.t-&*, rp ibb3-AI Excuse me, where zs a gosf offie?
9T cfiq T, AZ Q H n QIB 2&i=&&'7 T +r ~r 2 ( f : 2 ~ \ , @jEG iAsa&i@l t= 9 2 -T1 vpiLF/V3~:( A% kYQ'b
B: 3
I,
0
Go straight and twm right at .the third comer. The post office is on the rzght
side o f the strget.
A
: Z* j % ;Bj 9 hrtS 3 2 " 5 + k \ f Thank you very much.
To
* a'$&CI)'f'E -Family Picture errr
%
@ Sue is showing a picture of her family to her roommate, Michiko.
@ A phone rings in Sue and Michiko's room.
Michiko: Is this your family picture, Sue? Sue: Yes. Michiko: Which is you?
Sue: This. I was wearing gIassses when I was in high school. Michiko: You are cute.
Sue: This is my father. He works for an American company. Michiko: H e is tall and handsome, Is this your elder sister? Sue: Yes. M y 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: Michiko, what are you doing now?
Michiko: I'm not doing anything especially. I am looking at Sue's pictures. Robert: I see. I have an interesting video, so if you like, would you like to 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.
(my) older sister
apartment younger sister song younger brother man older brother older sister woman company family hair brothers and sisters country; place of origin car convenience store cafeteria; dining commons (my) father T-shirt eye
glasses
bright; smart; clever (conjugates like L 1L 1) great-looking (conjugates like l\ L \) cute
tall short (stature) long fast short (length)
* Words that
appear in the dialogue
a - a d j e c t i v e s
th-@7(2Fb)
%R#
E$'l
i-l(Q)
kind convenient to sing to put on (a hat) to get to know
I know I do not know to live (-lzTATk\3 TI to put on (items below your waist) to gain weight to be on the heavy side
to put on (glasses) to put on (clothes above your waist) to work for
(--czTz~~,L\\~) to lose weight to be thin
to get married A d v e r b s
a n d
O t h e r
65 * 3 I=$ -I negative
--t=A * V Z 9
;at= 9 * +7C l f negative * $CSA * dt;7!l57?:h
(-
E x p r e s s i o n s but
--A
not . . . anything [counter for one person
ZA
two people
4'1 C =
not . . . in particular
%
--A
of course if you like
A v e ~ b dlf &-farm," when f&w& by the helping; verb ing:'
k
&
TS,
meam e i t h ~f ~ the fallos-
(a) an action in progress, or
(b) a past event that is cmnectd with fhe presmt. 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.
(I) verbs that describe continuous states (2) verbs that describe actinities that last for some time (3) verbs that describe changes that are more or less instantaneous We have not seen many Group 1verbs. So far we only have 23 % and I 18. The te-forms of these verbs are never used together with the helping verb I \ % , so we will have nothing to say about them in this section.
Many verbs belong to Group 2. They include verbs such as $c< Q , %1i2, and GFT. When f: 3 the te-form of a verb in this group is followed by the helping verb b l5,we have a sentence describing azz action in progress. Sue is studyi~gright now.
Tcalgeshi k readiw a book in EzgZzSh.
You can also use a --T T sentence to describe what a person does by occupation. The first example below therefore has two interpretations: one, you are teaching English right at this moment; and two, you are an English language teacher (but are not necessarily in class right now).
'The distinction between 6 4 and aBj -3 that we learned in Lesson 4 does not apply to this helping verb ---IL 1 4 : you can use 7 ~~9both for living things and for inanimate objects.
-
% 7 l I- ~ x I G ~ B ~ ~ ~ % % L T ~ ~ ~ - F ~ 1: M A z <,L3~3 Mary studies Japanese- /Maw is studying Japcame m). Verbs in Group 3 describe changes from one state to another. If you get married, or W% It?:& T 4 , for example, your status changes from being single to being married. With these verbs,' 71 4 indicates a past occurrence of a change which has retained its significance 3 until the present moment. In other words, T 1 .I& describes the result of a change.
Professor Yamashifa i s rnamkd.
4
Mkhiko is seafed near the widow.
Here are some more examples of verbs that are commonly used in the -- f work. +$70\& &
*-3cilL\& L
A&
-+
.;.r
(knows)
A7-c~\&
.i. Z
(is overweight)
-p*%
-+
-
~ fit2
(has) 3
X
6 frame-
tz~< 3 , 4~L, e 9 T~ ~ e -~$ - ~
*
Sue has a kot of money.
t ~ ~ 3 ~ iL a0 xs3 zT~ 2 ~ ~
P 3 Lt:+t/v+?t.
i t ,
Z
Professor Yamashifa knows Engkhh.
b L s h 1 i G a - 5 , r Jk. tl7 . c c ~ \ 3 - P 0 T m is a little overweight.
T * T b G
(is thin)
My yomger Brother is very thin.
'Among the verbs we have learned so far, verbs such as $ 3 8 ,-5-r(, %&, F b , bh-8, &;?%If &, *&, to *,nnz,19'1 1,~9h' %, ~~f { z , g h - ~& , ' ~ . ~ B*?, na,%.t, T s 9, 4 6 , 24 Goup>. In most cases you can determine whether a v c b belongs to Group 2 or 3 by check& if the verb allows for a phrase describing duration, such as -%a. Compare, for example, r .% L s-* O Q ~ A S ~ ~C- % M 1+ ~ % = % & I ~L m~d aZb,o o k f o ~ a o z h u r y e ~ f e r c l Q y . X I&-3 ?T t l a L k, (Ungrammatical, much as the English translation "I died for an hour" which ML .* L *-A, L is also odd.) ta Group 3. ?ti-thus belongs to Group 2, and 31n Lesson 9, we will observe that this resalt of a chazzgg reading is actually not restricted to verbs in Group 3, but can be associated with those in Group 2 in certain contexts. 4Note that the sentence does mi mean Professor Yarnashita is getfiw married.
ar,
2
<
I+
4.&13&
r
tte2.L
.5z
IAOG
~
:Les pin03 arro ' I I E ~Buo~sley o y dpOqatuos ~ aqymsap o~
But in fact it would be far more natural in Japanese to say:
Tm
hQs .?mghair.
(=AS for T m ,he has limg hair.) This applies not only to discussions of the length of one's hair, but to descriptions of a person's physical attributes in general.
-
Perm A has a body part which is
...
In idiomatic collocations, we also have:
Sentences ) In the last lesson, we discussed the use of verbal fe-rorms to join sentences. L 1- and 2-adjectives and CSf after nouns also have te-forms, which can be used to combine two elements to form longer sentences.
The te-form of an L >-adjectiveis formed by substituting ( T for the final L 1. The k-form of a Q-adjectiveand a noun+ t T sequence is formed by adding T to the base or the noun.
% (a] e
+ + +
Z ST whrs-
B*ATT E EhGh
3
HsAT WluLh-
ELI
+T
irregular : &-adjectives: noun
+ TT:
LJLI tf/v
S < T7 P &<7
IZ
hij~a&-=*EA*{ T. $ W L L \ T * , r**
f:
to,
tt
The food af that res.fawant i s linmpmsiue & delicious.
;liahl3~\3$%%T, L 5 b \ T T o 7J L If& $ That person is always g~irernefic& fun to be with. AT%%tdBT;PXT, n +&Cb~\T-k &/VCW~ZL\ he is ahout forty years old. Professor Y a m h z t a is a Japuness r ~ t ~ e ~ .a=ti~.r+ e ~ \
-
verb stem iIZfi L.1
If a person m o m to mother glace in arder to do something, we can dem-ibe their movement and J h purpose this way:
destination of movement
(: ] ithe purpose of m
m n t [Z
1);:
!F
The purpose of movement can either be a noun Eke Rd. t\%?bo (shopping), or a phrase consisting of a verb, Its abject; and 511 forth, Verbs describing the purpose of a movement must be in their stem fsnns. Stem, as we lezuned in Lessan 3, are the part you get by removing 3 T from the verbs' preserkt tense long forms. stems:
33x55
i6 z
.)
p(ff)
+ etrn
etc.
The. "counter"for people is A, but "one person" md "two people" are irregular: --A I:& V Z ') &d =A*" b.* '1
one person two people three people four people five people six people seven people eight people nine people
ten people To count people in a class, for example, you can add --A I:& aftex the noun and the particle hr, and say:
~~4)?3~t~(ld)~fis.-~~h~3~Yh~-X~~&~ AtzL
UX,
dC{Qla
There i s om Swedish studmt in our class.
VZ I
The place expressions are often followed by :4 13 instead of i: in this type of sentence.
lan/-b Zr3) B& z.e a*
Expression
Nofes(g)'
I
means "to play," "to spend time pleasantly7"or "to pay a social
call."
< EE% kBU3 L f z e
When I was a child, 1 often pkcayed with f h d s . Yozc must not play around B < ST<td;t~4jZ+?X/, SF ht until late. wmt to Tokyo to have fan E ~ @ B % ~ ~ E S ~t>Z B 3 LUf ~ L Z G1S *At03 Lw3g.9 W*r;l 8.F h t weekend. Phase come and see us. 3 % ~ Z B V E S I F~T 2 tl, 3 F#Dtl$, k z Ilb
bkL
ts
St
abF
26
I
<
Note that "to play" as used below requires different words. Sports: to play tennis F L X %= to play basketball r f X 9 Y 1. %?= Games: to play video games T P FY- A @= to play cards r' 7 2 7 Music instruments: to play the guitar ?'3 - 62%u
e s
S g nh
ba3
P r a c t i c e
@N%LTLI%~-~~ A. Look at the pictures below and answer the questions. @ Example:
Q
: % ~ ] ) - 3 k ..t: , A BL$- I L ~ ~ T ~ ' ~ -
*
.-
B. Pair Work-What were you doing at the foIlowing times yesterday? Be as specific as possible (where, with whom, and so on). Example: 2
F.TUI.
A : tf%kf -. .. t"5fi 2 -
-
,.
,- L
Q!:
T L 2 L t z hbO
C. Class Activity-Let's play charades. The teacher gives a sentence card to each student. One of the students mimes the sentence. AII 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. t\ Example: R3q 2 &if% T % ~ l$~rf-o t:
i R
Ti*.
.%A
@ &?te/v~t'z A *~ % ~ T Lhx \Z~ &5
A. This is Sue's family. Answer the following questions. @
Example: Q : ~ X 3 h t 3 ~ L I . ~ & X / T ~ \ 3 ~ h ~ , Li
+
A : j % X 3 k l A = x - ~ - ~~ Z @ & TTo L\$ t: i
Father
Mother Sister Brother
lives in N.Y.
%
works for an American company
48 years old
high school teacher
45 years old
works for a bank; married lives in Seoul lives in London student; not married
B. Pair Work-Ask
27 years old
18 years old
about your partner's family and fill in the blanks below.
@) mmh/v[&B@TL\bq (Describing People) E A. Look at the picture and answer the questions. @ Example:
: 9Ilr~3h/E3~*T~\&T75'o 3 A : EW,~ ~ s L t a . i . * - r : ~T, \a Q
i?
P*
t:
B. Look at the picture below and describe each person.
C. Class Activity-One student describes another student without mentioning the name. The rest of the class guesses who the student is.
A. Make sentences using two adjectives. @
L SXI - ~Y - h ~ g ~ h= , Z /\ L hh ~ ~ 4 . TI\"-p - $ y $ % 7 ' a '../..* 3 ~ > 3. j z t j
: : t .
c, A
LY
5. $fi%$$ (Bullet Train) - .-2L \/f!?$11?<x. L &75.A+fI, i?"
7.
'1
~Z&~L\L~/$XQQ &,+* LA+? $A@~a)X - X5Q/d:F+.hhQ
6. 2-3& WZL
(
-
r-
L-
r
!?A 5
B. Looking back on your childhood, make sentences using the given cues. @ Example: my next-door neighbor - tall & kind
1. my town
-
quiet & nice
2. my teacher - big & scary 3. my house - old & not clean 4 . classes - long & not interesting 5 . my friends - kind & interesting 6. school
- lively & fun
7. homework - difficult & tough 8. myself
- small
& cute
Describe t h e following items using two or more adjectives. Example:
my +
roommate
Li:r\T.6, - b l3$X%TTTF, - 2 6 G=~\TTo L
$LOIL-L%-~
hf:L
$Lmlb-L%
bf:t
(roommate) I I W T f ; % L h-QI
/"it7
1. my hometown
2. my country
3. my Japanese class 5 . Japanese people
4. one of my family members 6- people of my country
A. Sue is going to the following places to do the things below. Make sentences like the example. @
Exa
- 75'.,i= 3 (Kabuki)
-% Fb & A
-3 kI;t;g@i:hll:=3 2RC=E Sri Z k
B. For what purpose would you go to the folIowing places?
Pair Work-Ask
your partner the following questions.
ExampIe: A : ~ Q l % ~ G = ~ ~ h h ~ # T A ~ ~ $ ~ i 5 ~ , --
0
Q
VY
2,Ll:'L
2. ~
--
o
~
~
(nationality)
X ~~ UX.
~ -,aA~t pL - 5 ~ t~
fr~cr~.
A. Answer the following questions.
6. Class Activity-Show
a picture of your family to the class and describe it.
I
I
11. Own Family A: Formal Situation B: Informal Situation
1. Someone Else's Family
I
Father
I
& tX : -i S L ,
1 Mother I
I
!
Younger brother
xir
Younger sister
,,2+r
1
$$A
f;r+t: %
*SX, r"& x
,,.;if
a
'(See below.)
@PI,"$
*(See below.)
3i
$B x
'
1
1 Child
&A/* L*LL %
%t2&2,4,
Grandmother
f l.f
rl
g<
1
I;II
I:
LnCA
Wife
k;X,FtShi i3%3iL
X. h @ h
r22
I
Grandfather
ci
L
I
G !=.. E3h S@(;fi4k
I
Husband
->
I
Older brother Older sister
&XSL
X .-,
I
t
.i.
+
[I
%tS&i,L
I1
%?%A .
j%C~\3,&
?J
%a3
I
*Depending on each person, several words are used for spouses, e.g+,for husband, T S L Q , i % a h , a n d f o r w i f e , 3 r B , 7 4 7 , h a 4 4 t L ,a n d s o o n . >'?
1
!:I+ 1 3
A : B 1 ~ ~ ~ 0 f j X ? ~ l d Hhm 0~l dSi ~ iy o~w f ~a N 2 e y , M r .Tanaka? t: T h ,
B :[formal]
Y 9
$&?rr
X i 2 5I Cbi,?4L\ +&TTo %
My father .is 50 years old
Cinformall i% X 3 A ii5+% TTo .;
t: i
I
I+'-$LI
Where does your older brother live, Mr. Tanaka?
Note that you can use ;k;i-,' X, 5 h and ;f;%r 2 tt when you talk to your older brothers and sisters, The younger brothers and sisters are called by their names. .h
Younger brother:
6 .X, 5 A, FJ ? ik 5 5 , I
Older brother:
Q!:
Hi, Big Brother.
.
What is it, Taro?
I
j
p-<+7
- Barbecue
@ At school.
@ Robert is cooking at the barbecue.
Michiko: Takahi, 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.
M a n : I'm sorry for being late. Everyone: Well then
. . . Cheers!
the day after tomorrow rain office worker camera karaoke air this morning this month job; work; occupation college student disco weather forecast place tomato summer something party
barbecue chopsticks winter homestay; living with a local family every week next month
skillful; good at . . . clumsy; poor at . . . famous
it rains to wash to say ....
*
Words that appear in the dialogue
(w&~) (-fir)
to need (-dP) to be late (for . . . to think to cut to make to take (something)
t'6 U 6 R b %bfi6
(-I.=)
to stare (at . . . ) to begin
to drive (- T? to do laundry to clean
A d v e r b s
a n d
O t h e r
?)?A 5A-J * i3hA,12P~~
&fT
* y&ibA, (Tph) * 3 f5 negative
B%(TTh)
+
* k&QT
E x p r e s s i a a s
uh-uh; no uh-huh; yes Cheers! (a toast) That's too bad. not . . . yet all (of the people) together
G
f3h,
r
a
I%5
m
m
a
r
In this and the next lesson, we will learn a new paradigm of conjugation, which we wiIl 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. 1
"
-
b s e n t tense, affirmative
1
verbs:
1
L\-adjectives:
,
short forms
long forms
short forms
long forms
&-adjectives:
noun
+ Tg:
Present tense, negative
verbs: td-adjectives:
noun
+ Tq:
The following rules summarize how short forms are constructed. p p
I
Verbs and I,\-adjectives
-
in the affirmative (a above)
3 same as their dictionary forms &-adjectives and noun + T q in the affirmative (b above)
I
1
+
replace
77 with E
L\- and a-adjectives and noun
+
+ r$
in the negative (d above)
I
rrpace&~dtihiwiihfdli
---
'Various names have been given to this paradigm. They include "pIain forms," "informal forms," and "direct style." Long forms, on the other hand, are often called "polite forms," "formal foms," and "distaI style."
As noted in Lesson 5, the adjective L > L \ is irregular. Its negative short form is k
<3
~ ~ .
Verbs in the negative need to be analyzed in more detail, because 7%-, u-, and irregular verbs conjugate differently. Negative short forms of verbs (c above) ru-verbs: Take the final 5 off and add
5 k
3
at\.
&It a L l
U-verbs: Take the final -u off and add -anai.
=<
+
s ;h*aLI ?i'
33 m
s
%&&L\
i i '
G *3 E&S1 L %& &
+
+
Rig:
*a
7<
5a& %<
ejr-,aL\ *
V J ~
EaaL\ L
9'
+ FbaLI
d
+ +
IT%&L1 %hvLLI
j
lwd3zL1 d
3<
I&?JL? 'h
irregular verbs:
gzj
+
LZXLI
+
Wrn
+
z a ~ i
exception:
&.a
With verbs in the negative, the following three points are worth noting. (1)The negative short forms of verbs that end with the hiragalza ?J are -- b td:I\ instead 2 of --$Q~:L\, f2) The vowel changes with the irregular verb < 4 . f3) The verb $J B in the negative is l \ .
We now turn to discussion of how we utilize short forms. In this lesson, we will learn to use the short forms in the following four contexts: *In represented, or quoted, speech ("I think . . . ," "She said . . .") a I n casual conversations, as signs of intimacy In making negative requests ("Please don't . . .") (See 3 on p. 157.)
A.
2Thissuggests that the bases of verbs like R 3 and % i actually end with the consonant w. This consonant remains dormant when the base is [illowed by the vowel i, thus we have 3 5t, where w is .b This mystery consonant also explains why lacking, but it surfaces with the vowel a following, 3T A *the te-formof such a verb has the small 9, just like verbs whose bases obviously end with a consonant, such as Z 5 and 99. d '
I n expressing ideas like "I like doing
. . ." or "I am good at doing . . ." (See 4 below.)
Quotations To quote a person's utterances or thoughts, you use a clause ending with a
predicate in the short form, plus Z S 7 T L 12 L f: (They said ". . ."I, kf ,ti, E! L I 3 T ((I think that . . ; ), and so forth. L is a quotation particle, which does the job of both the English word "that" in indirect quotation and of quotation marks (" ") in direct quotation.
a 0
Z-$,Lli, & L 7 ? % s 6 x h 6 Z % ~ T LLk', > ~ L lix. Sue said that there would be an exam tomorrow. \ I
($LIrit) ?:I? L 3 h i d % 7 ]I - s L h W I h?:L 1 think Takeshi likes Mary. i
e z ,< ~ ~-k4 \ a i ;
Casual conversations Two people who are close friends or family members speak with short forms at the end of sentences, using them as a sign of intimacy. The use of long forms, in contrast, tends to imply the speaker's intention to "keep a proper distance" from the listener. Short forms, then, are like talking on a first name basis, while long forms are like using "Mr." and "Ms." It may not be easy to decide when it is appropriate to switch to short forms. First of alI, Japanese speakers are often very conscious of seniority. A year's difference in age may in many cases totally preclude the possibility of establishing a truly "equal" relationship.
3Note that the present tense in Sue's original utterance is preserved in Mary's report. 4To say that you &'t f h i ~ ksomething is the case, it is more common in Japanese to say it like-$bl (I think that something is not the case) than-- l:,Fi1,125 +.?A (I don't tksak). Therefore: 2,E b1Z bt
+3h
(%L~)$~~)-SAI~)F;~?LPL;~P@~~;JP~~~~,B~~ST~
ft;&'t
think Mary likes ~ a k e s h (=l f think Iw"a"ry doesn't like Takahi)
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 foms. 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. T h e I?ending of 3-adjectives and noun CT constructions (b in the previous section) is usually dropped.
+
In casual conversations, Cd -i i t L .
\
2 are often replaced by the less formal
and
.j
and
To request that someone refrain from doing something, one can use a negative verbal short form plus t { fF 3 I.. 2
z -c*F&$$&(,Q L l T LPLL
Z
< fZ3
Ll,,
PEeme don't take pictures here. negative short form
+ T
Please dm't
...
Short forms are used in constructions where verhs and adjectives are to be treated as nouns. Thus M8L t2--$s"3$ * 3 TTf 3 b l-iI" T can, besides describing your preference for items denoted by nouns, such as $3, also describe your preference for activities, such as h swimming, drinking coffee, and studying Japanese. Add to a verbal short form to express the idea of "doing x." l
(5%EA)3E2@%-P4 @h45bbW-P, hi'i -.r + - ? <
I don't like clea~z.czragmy room.
"To be good/bad at doing something" is --9~~13--I-3 (is good a t . . . and -&zT+T? Uii f f: 5 (is bad a t . . . ).
-
3 Li3++3Z!24+6 -- CTJ&'L+TT~
UY<.-
I r i 'I
-
7 (
L ' i i -f
Robert is good at cooking meals.
k Cj L 3 kla~z%%-if~1'T4-I"To . (2% -. r: -
1
Takeshi is not a good speaker o f English.
person
(a
activity (verb) G l ) ~
like doing . . . doesn't like doing . . . is good at doing . . . is pour at doing . . .
It is a common mistake to use the te-form of a verb in such contexts, misled by the association between --S L~ b and the verb in the -ing form in English.
Consider what n b $ tt l3iT,% tcfi 3 3 t f= means. This sentence of course is about Z*f1h Robert and describes what he did. It is likely to be uttered when the topic of Robert has already been breached. Grammatically speaking, (I) the noun ol{- I- stands as the subject in relation to the verb 47 ( (he was the person who performed the going), and (2) the noun is, per the function of the particle id, presented as the topic of the sentence (us for Robert, he went to Okinawa). f-
8,>
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:
ROBERT went to Okinawa.
'To describe one's skills or Iack thereof, we also often use a different set of expressions, namely, --h2Z { LxTT (is comfortable with . . . 1 and --71rzl:75'.ilf P (is uncornfortabIe with . . . 1. 4 , % T { * T o I am good atlcmnfortable with speaking Japanese. z hf:L
* 5
,
,A%
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 15." 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 f z h and FJ. The above sentence will fill in the blank left out by: Q [Z
t?i#%754iPR$373 2 L fz $',
Compare: X
f;_i%$,
U$+% t tfi 3 3 L f z dao 63Qh I\
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 lat, but always by the particle h2. As we have seen, a noun that will provide the answer to such a question is also followed by the particle h'.
Z * n Y 7 ; r h 4 S %LSL\T*T~~)>,, Whkh class is (fhe most) interesti~g? S * ~ O ? ? X & ' ; ~ ; &L & L \ ~ * * o i: I X / L
z
Japanese class is. ( 2 ~',7-3~-C+)iF;';fih~& 2 dh ~h ~t 3k' . - C ~-$-hh, \a Who wears glasses fin this class)?
&T%%t~~& 2& ;t)*dfCC ~#a L \ 3 To Lf:+&.ttt> Professor Yamashifa does. r 2 t
The word for "something" is m;b-, and the word for "anything" in negative sentences is hl:
H &* tlrz "Some" and *anyMin: positive statements
$iIhx
questions
@fix
negative statements
aE
sl;:
+
@l% negative
alL
something a~ythiw? nof . . . anythiw
These two words are used in places where the particles 13, 75<, and 2 are expected. In these contexts, they are used on their own, without the help of particles. We will learn in Lesson 10 what to do in cases where particles other than these are expected.
%&2N$*87 x 3 3 L fzo 2
k
I
The cat has brought something.
4% tJ-Rba&<3 .a: Biz f;
t7LZ?Po
Did the cat eat anyfhing? L\L\&.
%13m%+t^;:3*hTL.fto
' h
all
f:
No, the cat did nof eat azythizg.
-Fa b Most irregular verbs are compounds of nouns and the verb T8 . If you have learned an irregular verb, therefore, you have also learned a noun.
verbs %%3-& -A323 to study
nouns study
ex. E l & $ o ) ~ i 2 % L ~ l T % IZA. z - A *s *a Japanese language study is fun.
NBT& 9k.j s
HE! 9di 9
ex.
+"Sx-3
to cook
:(
o2f-
E P t L O l ~ l 2 f i Lb3TTo b~ d
D
Robert's cooking is good.
cookilzg
Some of these nouns can be used as the "object" of the verb 9.3.
$L kiH$zaB%%L3 Lk,, I studied Jopanesa tLfX.zxAs~7Compare: $h i2EI&s%BBL$.t k o bf:L c IZAUF 4 " 3 ~ 3
bPL
4
TLt3LSA6&~BaBR% tz LT<, Tukeshi cleaned his room. P SicCompare: ?' t? t 3 k t&3E f:RR L t L t<, ?
.-.P
+5L
/-\
r Short Forms
: i~/
A. Change the affirmatives into negatives. @ Example:
$lh' ? L
h' (
B. Change the affirmatives into negatives. @
@ Informal Speech A. Answer the following questions in informal speech, first in the affirmative, then in the negative. @ & .
Example: Q : .k
< @, . 2 &* r: %d.'.i
A : ?A,
* - - G o / ?
t:
8? ?A,
& G Q b ~ o f<
B. Answer the following questions in informal speech, first in the affirmative, then in the negative. @ Example: Q : 3% ? ish- 3
A : 5 A, Z%,o/? 3 A, Z F ~ J + % ' L ~ ~ If&
If& 5
z
A. Make a guess about Mary, using --tBLlLf. $35 Example: good at Japanese
1. often cooks 3 . doesn't smoke 5 . doesn't go home late at night 7. often goes to see movies 9. 11. 13. 15.
likes Takeshi a good student not scary not a freshman
2. 4. 6. 8. 10.
drives a car listens to a Japanese language tape every day doesn't drink alcohol much not married
busy 12. not tall
14. not quiet
B. Make a guess about the person or place below and answer the following questions.
Picture A
Picture
B
C. Make a guess about the following things, using --&EL\%$. 8%
I . the weather tomorrow 2. the next test 3. what your classmates will do tomorrow
A. Report what the following people said, using - - t ZL i = Z L \ t Lf;. @ Example:
% 7 ' ~ - / ~ f l l d 8 T & ~ ~ ~ T ~ o :,&If7
+
I
.fi)'
%7"1--3htJBZZ-;,ril~\3 ~ t . 6 ~ ~ EX. A : +aCd*rt L L \ Z ~ ~ - CLLI* L \ ~ :&It-? +7i: Q :
i>
\
B. Pair Work-Ask
II
your partner the following questions. Take notes and report to
the class later, using
--&FTTLI% bt;.
What would you say when you want someone Example: not to look at your photo
I. not to speak English 3 . not 5. not 7. not 9. not 11. not
to to to to to
come to your house smoke forget start the class yet erase the blackboard yet
% ? ?? r, 3
+
2. 4. 6. 8. 10.
...
not not not not not
to to to to to
{ f? 3 L io
calI you go
sleep in class stare at you be late
<
( 2 I%A)
A. Tell what Mary is good/poor at, using L~ l PT 7 d or T q t Tt. .\
Example: tennis (good) +,
%~'J--$~IAY=X~:~_~~+T-$, ci+
7
swimming (poor) +
%
2
1. French (good) 3. cooking (good) 5. speaking Japanese (good) 7. driving a car (good) 9. writing love letters (good) (77b9-)
B. Pair Work-Ask
-
r '1 -3 hl;t*(aa7Sf7;+T-j-, 2. 4. 6. 8.
7:
video games (poor) making sushi (poor) taking pictures (good) eating with chopsticks (good)
if your partner likes to do the following activities.
Example: studying
1. eating 4. doing shopping 7. doing cleaning 10. taking a bath
2. sleeping 5. playing sports 8. doing laundry 11. driving a car
3. 6. 9. 12.
singing studying Japanese cooking washing a car
* If you neither like it nor dislike it, you can use $f 3 T& 3 h i \ T% W 1 I *A.
A. Use the table below and answer the questions. @
Example: Q : ffd'L2~'d
Robert
British
Mary
American
Sue
Korean
Takeshi
Japanese
B. Pair Work-Use
XAT?6xo UX.
is good at cooking is good at skiing is good at singing is good at swimming
went to Okinawa last weekend does not cook had a date last weekend went to Tokyo cooks last weekend sometimes always eats at had a date last cafeteria weekend
cooks often
doesn't like cats likes dogs likes cats doesn't like cats
the table above and ask your partner questions with Ehtii.
A. You went to a party but did nothing there. Make sentences using the cues. Example:
f -7 4
.'
- b=e3 3 L 1z 6'. i
1. ~ f - 7 4 -I=?f3 3 Lf.:hS, (drink) I r
2.
fi 7;573-Y&'&9 3 L Ah.", (sing)
3- 7 - b W & ' & 9
3 tf:&.'. (watch)
2%- T L \ L-fz7fii', ~ (take) 5 . @ A3 /t,tz+~\3 L ? Z & ~ (talk) , A 6. 2 f - 7 4 --i=@3 3 t f z h 2 , (do)
4 . fJ % 7'
P
(eat)
W
B. Answer the following questions.
Example: Q : 3
'j @RZE3 X/ I fX.
A : 1 3 ~ 1 ,Z/pY.;r?-f
3 3 L 7i 15., (spaghetti) & @ 3 3 Lk, <
'61:
7 (
7
A. Interview one of your dassmates about any future plans and report to the class.
6. Pair Work/Group Work-You points and fill in the chart.
are planning a party. Decide on the following
someone who . . .
C. Class Activity-find
I. likes to study Japanese 2. hates to do cleaning 3. Iikes to sing
4. is poor at driving
5. whose mother is good at cooking
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 --&E=ZL\Sbfz, L\ and find out which days all four of you are available. Example: A : ~ * E l C ~ TTha, P~ Uni6
< L:T
B : L\c\;Z, EL\$@~c 3 ?-f, T~ b-
A : $AGJ., bf:L
LO
Unili%l:&
bl
12, Z+3 TT6*0
FJt L 3 * k , T k , C ~ X , h ' & 91' 2 W , I = f i { ZZ9-C 24: k
k
k
~4Lk,
Student A
1 A's schedule 16
17
I8
study
23
24
25
26
quiz
27
22
21
20
19
party
28
29
part-time job
C told A that he would . . . 18th: go to see a movie 24th: meet friends
1
26th: go to Osaka to have fun
Student B
1
B's schedule 16
shopping 23
17
18
19
20
21
work
22 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
b\,3<*- Kabuki L
a
n
~ Dg i a l o g u e
&
a
Mary and Takeshi are talking.
@ During intermission at a Kabuki theater.
@ At a concession stand.
@
Takeshi: Mary, do you like Kabuki?
Mary: Kabuki? I don't know it well. But Robert said it was interesting. Takestti: I got two tickets for Kabuki, so would you like to ga to see it? Mary: Sure. When is it?
Takeshi: On Thursday. From 12~00to 16:OO.
Mary: It was beautifuI.
Takeshi: The people who appear are all men. Mary: Redly? 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.
V
o
c
u
b
u
l
a
r
y
good child
color boxed lunch
spa; hot spring Kabuki; traditional Japanese theatrical art guitar
g %Pikk
4-EZ 47 2 $$$&
medicine to take medicine concert
near future essay; composition exam
#-%&$
Shinkansen; "BuIlet Train" ski
%I
last month
.WE
word; vocabuIary piano
illness; sickness
blue red
black lonely white young
mean-spirited
to dance (somethind ends
* Words that appear in the dialogue
(-dc)
/
XR1ScaBj Q * $6
b=L?d Z & 6 l3~'2& V(
@<
to be popular (something) begins (- BS) to play (a string instrument or piano) to get (from somebody) (person t t h i w 2 )
=
to memorize (1)to appear; to attend (2) to exit (- 2 ) I r r e g u l a r
5 h Z * j -33
V e r b s Z%-f4
&?WZJ
3 x/lx? 6 A d v e r b s
* 'v&~C; * -tf-'V * ZZ6-P * &A3 * %$ N
U
m
b e r
O t h e r
a n d
S
* ,i9it;7 A77
z-3 27
m-3
239
57 k7 -k9
p39
rk 3
tL69-3
h7
7
7
k77
Z
S
E x p r e s s i o n s
. ..
by all means
[used to count small items)
-9
Lh
to take a walk
by t h e way all already
* VY3
1-37
to do physical exercises
from
34F
3-
(- ) : 4
one two three four five
six,
seven eight nine ten
a
Past Tense Short Forms
We will now contirlue the discussion on short forms, which nre started in the last lesson. Here we will learn the past tense paradigm of short forms. - -----
1
compare with:
Past tense, affirmative a :+ Jhfe
'
verbs:
1
Lbadjectives:
7
pbh? d kb
fP;f3IlL\
I
Td-adjectives: noun
1
+ TT: I
Past tense, negative
verbs:
I
LI-adjectives:
&-adjectives:
noun
+~
b :
~ bt6fP~f;~ 2 h % t \ < Z X ~ ~ \ T7zb % h\~+ t d h b 7cb LF ~9l;-~tdh\3t' fi'
%+;5tsL! h';hlI< t6L\
%h'GI;;ZKf6L\ LF F%Lrf&p 7Y<*LI
I-.--
I I
Kelow is a brief discussion on the formation of past tense short forms.
I
-----
-
Verbs in the affirmative (a above)
1
3 replace T / P in te-forms with k / f 2
1
! L
I,\-adjectives in the affirmative, and all categories in the negative (b above)
+
replace the final L\ with
$-adjectives and noun
'
h\3ft
+ T b in the affirmative (c above)
3 replace f2 in the present tense short forms with 7?7fz -.
---
_
I
The two irregularities that we noted earlier are observed here once again. They are:
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 represented, or quoted, speech X-3,&[3., * % a % & h s & 2 $ x i ? f b h f : Z s 9 T ~ 1 2 Lfzo Y:3 Y 3 Sug said that she wore (had worn) glasses ia high school. 6%
($.Ed) b A 3 h d 5 ' 9 3 f ; Z , % L\~$, C ink T m did it. f;
In casual conversations -
RC*iAL,> *Sf< ? Have diHne/yef? If X.
3
A.
@x+=o
~ h - h z l hdid ,~~~
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 the present tense inside the quote. Thus, if your friend Sue said 4, El $W & % r.9 Ir11X.Z -X, 5$ L ril L 13 T, using the present tense, your report will be: $17
X - ~ A I & H ~ % ~ & % L ~L f~z o ~ ~ Y S ~ T ~ ~ ~ b: HX, : - i X . t r i Sue said that she was studying Japanese. 15
The short forms of verbs can be used to qualify nouns, much like adjectives can. In the example below, the phrase & Z T 5 % A, h.c 1 \ ((readinga book over there) is used as 2 13X. 1 a qualifier for the noun ?F &.
+
+?L\
1 & + tT$42%kT~\G [F&ta&%r 3xi~T, IIX. a *:( Y L .
The studelet lwho is readkg a book over there1 is Michiko. The following table shows various forms of noun qualification. The phrases in the boxes qualify the noun f+A (person) to their right. Example 1 is a straightforward adjectival example. ~ x a r n ~2l contains e a phrase describing a person's attribute (Lesson 7), example 3 has a verb in the short form (Lesson B), and example 4 has a 3-adjective, which is relational (Lesson 5). Y
2A quali£ying phrase like this, which has a sentence-like structure of its own, is technically known as a "relative clause."
u persun [who is interesting1
a persim lwho has long hair1
1 I who likes cats 1
a p e m n who wears glassed a perso* adjectives and verbs used as qualifiers
noun
Here are more examples of verbs used in descriptions of people.
(Who id the persm taking pictures over there?
People who do physical exmc&es mery day (are healthy.)
( I like) people who
do mt smoke.
(A letter c a m fmm) a f r i e d who got married last year.
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 "simplte past" example describes the event as something that is independent of the situation at the present moment; we do not know whether Zelda is still looking for her key or has later retrieved it. In Japanese, past tense forms do double duty on the affirmative end of polarity, but the past tense and the T L 1 4 construction share the work on the negative end. Thus in the
affirmative, the past tense is used both with words like 3 present) and t i ("already," connected with the present).
?At33a,3%5%2 Ld- tk, La
and
bt:L
3 (disconnected from the
$L,ld%?j~&~&~?zo Ln(t:r> I have already done the homework. hf:L
With the negative, the past is used to talk about a finished time period like 3 -5 , but T L 1 & is used if your intention is to talk about how things stand now ("not yet7').
[email protected]%SSB2t 3 - @ L T t k o ~s
3E-7313i2h
and
have mt
$ L i d 3 f?@B%L T ~ ~ ~ - + k h 0 I have not done the homework yet,
+&I-
~ ~ ( f < r h
. . . yet
This use of -iI & \ 5 can be found both with verbs describing cha~gesand with verbs describing activities, as defined in Lesson 7.
~ - 3 h E 3 3$533 ccr~\3*&0
(change)
ki
Sue has not woken UP yet.
$2.12 3 t<& L*13A, ?i TL v& tz I havea't eatgn lunch y e t
3*Ao
(activity)
hf:L
We learned in Lesson 6 that
;Ira&
added to a sentence means "because."
q ~ i a ~ ~ r * t a ~ ~ e - ; . ~ *~t ~ L- i ~t . ~t f ~= ,T z T T ~ ~ ~ ,
M L
Bjs
\ *t
I didn't have brhkfast. (Became) I was busy.
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+ 6%b " sequence to the beginning of a sentence for which the explanation is offered.
= (situation), because (explanation). = (explanation), fherefore, (situation).
&Lf=SR&pib6-hab, ~Alf+R%Bt3Td L it& AM : L L I A X L3ri
I will study this eve~ing,beccame we will have an encam tomorrow. (= We will have aft exam tmorrow, therefore, I will study this evming-)
9S&h7khaL;, *haCf2+thTLfto ?tT We didn't go out, because it was cold. ( = I t was cold, therefore, 1 didg't go ouA) Note that the resulting order of elements resembles that of a "therefore" sentence more closely than that of a "because" cIause in English.
Before the conjunction hS6 , you find both the long and short forms. Thus the 75% 1; clauses in the above examples can be rewritten as ih L SRhP& 9 3 T h xi3 and Sh.9 ft TThL IiX. 2 th .' The long form before 2~ b is more polite, and is frequently found in request and suggestion sentences.
&G:3a!a%d2;fj9 &T&lL;,-->$1:RC-$T3a Lk 3. 3x k . i :
1\
i\?L
Let's go to see Kabuki 1 have tickets.
'The long form before z k i3 is inappropriate when the entire sentence ends in a short fom, however. Thus it is inappropriate to say:X S ha7 f" TTh3I;, &hhlf23'7 k c $2
T
,$!#El P r a c t i c e h
:
1
Lw5
Short Forms Past
A. Verbs
(a) Change the following verbs into the past affirmatives. Example:
75' (
4
haL \?=
(b) Change the following verbs into the past negatives.
-hihi%$'7 ?..
Example: 5'. ( 1. & &
2- T-c&
3 - Tt2
4. Itrhd? b
6. t d U 2 b
7 . 9 { &
8. *X/k ( T 6
a
11. ~ 1 5
12. $ A , Y ~~5
15. h x k ? , $
16. q'if-;t;'
(to throvi away)
3. 1 i(
9. i$lbq
lo. (
13. S i 3 2 6
14. 9 f z - j
B. Adjectives and Nouns
@
(a) Change t h e following into t h e past affirmatives.
Example: 7"z -ha L 1
+
~ ~ P S ~ r 3 ~ 7 ~ ~
G?X,3 2
+
-.f,L3f?3fz
$<(*L\
-+
&'*(*L\f;*
(b) Change the following into the past negatives.
@ Informal Speech A. Using the cues below, make questions about yesterday in informal speech. How do you answer those questions? @ Example: ?- t W & 3,b k
Q : [email protected]?:?
+
k.
A :3 1.
h, E7t=,/.j 9 A, R Q $ x qf z , k k
t0Y2&*8 f:
&*T& SA, (3' 3. BS@T$i?% 9 & z L / " fZ/v h2.
1
4. ? G ? ? % E T & r
+-i
5.
i&TH=T6 'I 9x3
6 . &??Gi:&? Y
7.
C
A
S32%2& B11
f;X.Z'
8. $%&I* hf?li
9.
<
b
S%i:%%2rSx13 $ d. F < T/L h
10, ~
2 F ~ - Y - ~ f ~ ~ -2
11. 12.
.7f $'A .&%%bj
2giy*bzfi< h+ %%T$ i/Lri Ir
13.
14. F'47:ztTgb .GY
*.
Make questions about childhood in informal speech. How do you answer those questions? @
Example: Z% Irk I +
Q :T E a e .
A :
Z R E 7 i?z ? ~ f / c t
:rt
r
5 XI,
Z%t57 Ifd 5
t=,/-j 5 A, X a U e Q h x 9f:, IT& 3
@Z%f2.ot=tE~ltd lfh d %% A. Make a guess about the childhoods of the people below. @
Example: 2 %, T*t ?z hso ITX. 3
+
Q : L o3ACATiEa%,
%%T t f ~ l f k 3 : IdLh, Z R I ? 't= ~Z4%Ll& ~st To if/" 3 ur
A
L\L\&,
;rt
r3
6 ' ~
Z ~ ~ : ' Q & ~ ~ ~=?~Z \Z3 -3 ,0 U IT/"
3
(a) 7F > f l Z 3 L j T (about ~ a d o n n a )
i4 b
(b) E~*Z@%*~Z~L\T (about your Japanese teacher) I I z WhWL!
6. Choose one classmate and guess what they were like as a child using the
following characteristics.
A. Pair Work-Ask
your partner the following questions about his/her childhood and report to the class using --&EgTL\ZLfi. 11 Example:
L\
:'ib Q L ?:
B. What would these people say/have said? Make up your own quote for the
following people. Example:
7
'
-
30
j f: (
s & +gL C@ Lf=z$-;,~~~\ ? I
5
7 ~ 9 " / >(2) I I ~ F Z - ~ ~ X ' ) -
Ex. 3a71t';lz%~Z'*(1) ? / f 9 1 L -
(4) @ 1[my] mother) 13
n
A. Look at the picture below and answer the questions. 3
Example: €El f:
3 7 5 .
+
Q :E3+3hiiZ*QlAT?ha, fz
oif.
vr
A : b&rib2$*l-f.lil~\&hTT, f i ~b\L - - f - 2 % T ~ l \ ATT, vz
L5
4
rP Y
of you looks at picture A below and the other looks at picture B (p. 188). Ask each other questions and identify all the people in the picture.
B. Pair Work-One
Example:
k L5
L 2 3 h i d ~''C?lh"i.'~fi', Pr_:~ ~ ~ " ~ R T L G A T T , A z
A : $; B
L'
Picture A
Ask which of the people are the following:
1.
f-zs -3
-
2. 3 k j L 3. ~:-L\$C+
4. L . i r
C. Class Activity-Descri be your classmates. The class is divided into two groups, A and 6.Each member of group A acts out
something and freezes in the middle of doing so. Members of group B answer the teacher's questions, using --TLl5APT. Take turns when finished. U&
Example: Teacher : T 4
7 3 A, C i F~AT"p;tra, Dr
Student : *$Z$ZLTi:L\bATT, (32
jL:/<
It
r
A. Answer the following questions using bk--?IL\bl2h.@ Example:
Q :&j& Y'S
X/ ?? &< 2 f:
L ?=fia,
B. Pair Work-Ask
if your partner has done . . . yet.
Example: 352 6 2 &< 4 +A,
1.
f:
H#Mk:*% L n
2. : i g t c X b t;h-%/,
i i l l
3 . L-f-%% (Lesson 10) ??% L' vbY ?. d 4.
75';:
3 -2R k c 8 ( A
li
&W,b
5.
h
(a name of newly released movie)
6.
5
3{
(a name of newly released CD)
7.
& 7,
(a name of current best-selling novel)
A. Match up the phrases to make sense.
+* v76 a
B. Complete the foltowing sentences adding reasons.
%&75WL*&& "I 2 * A o A-kI
1.
&> b ,
2.
hXL;. Et*%%%i% 1:
(TX-
z'
L T ~ : TL o\ ~
3.
sfixb, QA,CIP~ 5 ~ wL m ~1 3' t~d xr3t 7 1 t ~ ~ ~ mi37 c>+e
4.
h S L ; , 3~3?FR21*&4.3 Lko i r i Q ~ T Z
mgefr3cnag
;(zhrbwJ5
A. Role Play-One of you is working at a fast-food restaurant. The other is a customer. Using Dialogue IU as a model, order some food and drinks from the menu below. Be sure to say how many you want.
B. Answer the following questions. 2, T 9 - 2 % ( 9 h z k . f T - P h h , ck=J 7
U
3 . %&c3h3*3Tj-r3>, -f
%f
4.
E!%@e, k < S2fkA2 3 - h ~ ~ 5 rl 3
7
0,
~9 ta w, ?A 6. &q@S*El(birthday) I ~ f l & ~ && , L \ $ t k - h h , 3 1 h& f=h.Lii d Qt: T:t-Ltzm$ Tt b b 3 t k 6 x 0 r* 7. +B. 9 ~ x r a + m = w3t4 t ? z $ ~ , ~ + t : , % 9b 3 $ha, 31 i &'?LC 1iu Q/" r 8. T T Y ~ ~ ~ t 9. f%a%. k < &Ti& z sv+3 L f, r L rt he 5.
{
IT
bt
i ;
1.P
10. z''AQEa b k - T - W + 9 t
t'p,
T b d
T6ao
,ge-w,
11. + ~ o i $ ~L ~1 t ~ r s ,. c X , r Lllh. CTh. 12. &3?=9ETIJ. Z % 2 X $ - ' Y ~ ~ J . % ~ ~ 9& 3 - f * h o { 1:
IIX,
3
Pair Work @ B.
Example:
I
k L2
picture B
.
Ask which of the people are the following:
I
There are two kinds of words for colors.
Group 1: LI-adjectives
I
X ~J> <&
black red
h Q-
yellow
3 w 5 k h 3
1
597)
fi b i SLX 84 8g L r,
&
white
I
blue
I
brown
%+\\&
These words become nouns without the r>. red bag
I like red the best.
I
Group 2: nouns
I
*%', 7* 1) - 2
I
F>7
(
%$/;/,b~.t--
green
% 7& I3 kTr.6
a%33
light blue
pink
I
silver
?kt\&
There words need
1
a in order to make noun phrases.
>B/7*1] - >Ql-k-9-
green sweater
='I
Here are some words related to colors.
You look pale.. bhck a d white picture
Mary hQs Blo&
hair.
&#&(n-f;z Winter Vacation Plans * "srs,
ifww
&
@ At a travel agency.
Ft"r
Mary: It is getting cold.
Takeshi: Yes. Mary, what will you do at winter break? Mary: I am planning to go to Korea or Taiwan, but I haven't decided yet.
Takeshi: That's nice. Mary: Which do you think is better, Korea or Taiwan?
Takeshi: Mm . . . I think it is warmer in Taiwan. But Sue said that the food was deTicious in
Korea. Mary: I see. By the way, are you going somewhere, Takeshi?
Takeshi: I won't go anywhere, I don't have money, so I will stay here. Mary: Is that so? Then 1'11 buy some souvenir for you.
Takeshi: Wow, thank you.
M a y : I'd like to reserve a plane ticket from Osaka to Seoul. Travel agent: When is it? Mary: December 19.
Travel agent: We have a morning flight and an afternoon flight. Mary: A morning flight, please. Can I me a credit card? Travel agent: Yes. Mary: How long does it take to Seoul?
Travel agent: About one hour.
Nouns
23 3
fall
L\LP 2.3
doctor station ~3chperson face
g&5ifa%%
3 429
season
* ? k = s ~b73-F ;~
credit card this year soccer shirt life; living world subway gloves barber's
ZZt ? b y & -
.;/
* '7
4&b\hX-3 *$*L\
bhx-c=) T"2 { 4 r r+i3
ra s
spring
J$>',!I
pants
VL9 * VXI
beauty parlor flight ship; boat baseball celebrity reservation next semester
2,&I
+,4@5 v p i #~\t'k
* k*( i;k\&P-=l
3
3 &2*
apple
Warm
slow; late cool (weather-not used for thin& cold (thing/~eo~le) sleepy
* Words that appear in the
dialogue
easy; simple
t o take (amount of tirne/moneyl
(no particle) to stay (at a hotel, etc.)
(- 1);
to become to pay
to decide V e r b
I r r e g u l a r
;izhL@iTB A d v e r b s
a n d
&ET6 O t h e r
& & 'f%T ..
9 ~ b - C
t\%l%k
--+I$
to practice E x p r e s s i o n s on foot best or for . . . months in . . . time; after . . . these days for . . . weeks b y (means of transportation); with (a tool) how; by what means
which which how much; how long . . . years (do something) early; fast
In Japanese, adjectives have the same shape in noncumparative 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.
1
A tDMjjbt
B @' property),
= A iS more @ r ~ e r M than B.
I
You can ask for another person's opinion on two things in comparative terms. A t B
tk ~ = ? 3 ~ 1 3 3 ~ (pro~ert~), ;hf = Befween A and B, which is m r e
e* Z Z''9 3; 9C3 j V
~\TT&a, L Which zs cheaper, koing by) bm or (by) $rain?
XCX Z
~ L L F
ri
yr
In comparison among three or more items, the degree qualifier [(class of items)
(property)?
\
S; 1%
k is used.
a271 A tiiL18lbh (property). A is the most (property) [ a m g ( a class of items)].
I
~
F
~
3 -f+,
u
75 L? -. 7~2 Z p
~Z ~
-= >3*n+T1~ : & ~ ~ ) ~ L \ ~ ; E % X / & $ ~ , L + ~ " S Z , S L ~ 2 73.
3 :
C r i 3'
H&
Betwee% Pavarotti, Curreras, and Domingo, who do you think ZS the best si~ger?
'In red life, the phrases A 1% i h.' and B I 1 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 be superior. Listen carefully for the words nC3 3 4' and 1 1. 'There are several alternates for Z-9 t;@ 13 i . They are: ft;b C3 5 , F 7 &, and f% 41. Any one of these can be used in question sentences seeking comparisons between two items. Y ' 7 3; a d Z+T f3 e) (3 5 are slightly more colIoquia1 than r'S; b and If% b mi3 =I .
h
I."J.'RY.?.F
hi~\3;t%X/&-h'.k+T~o if: U r i ?"
Pavarotti is best, naturally.
Note that the words 43 i and Y-;1%are not used in statements of comparison among three or more items. Normal question words like fzh, Z*&, and a(- are used instead.'
When a noun follaws an adjective, and when it is clear what you are referring to, you can replace the noun with the pronoun CT), one." You can use a to avoid repetition. (I
$ . A . ~ & , ~ k ~ - k - 9 - - ~ $ + 9f b 3 < -5 C I haw a bkack sweafer. I h ~ o ea
-f0
hf;L
0 4T
*bW%%-3 ha.
-
9 . dme,
to.
b
o
(a=*-5'-)
S L ~ F S ~ R W I aC LTZ, E ~ - ~ - $~ \ ~ \ aa-~ wix&t tl ;q, (@=%$I
c*
U L l
?F
,,"
I wmf to buy casa inexpmsiue dictionary, bgt there were no goad mes. LI-adjective
&-ad jeclive
1+
noun
+
Ll-adjective
1
c
Lk
+
%-adjective
Similarly, a noun following another noun can be reduced. Here, a sequence of the form "noun, cF) J I Q U ~ ~ ' ' wi1I be reduced to "noun, fl." You simply omit the second noun.
t t-LtdX- 3 Aahh'tbA/TT&x,
~ l t \ i i ,*&Lt2%T1) -3
1s this Sag3 &?
No, that
ha
T9-0
is Mary'sp.
7 % I J f i m 7 4 ~ 7 ~ ] - A a t &?H*4) 3j k 3 SL~LL~TT, Americm ice cream is more dekicioas fkaa Jupawse m. 4ZCflU
3The tendency is to use Y h when a list of items is presented, and to use IbJ r* ,- when a group is referred to collectively. Compare: 1A,z*Zsih*Az 3 { bLtTa+T. =,+. YhLJr\GCdA333C?h4, -t Whkh do you like best, apples, tangeriaes, m cham-es? < f<%a n + T. FJifJz~~.fjt%X/%5TThho -r m a t fmiF";EoyoG'iike best?
9 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 9 t 1 to describe what you me planning z o t to do, or what you do nof intend to do. 9$
verb (present, short)
+ 3%9f:
@) i ~ t e n dto do . . .
(3t.1d)S$.t-k13 L~XIZT-C-X??-$-& '7 T-j-, -~~% bGL L.+ja7
1 z&md to play f m ~ i with s Tqkeshi thik weekend
&-F*&t3& L k A T t = * Q ~ ~ . 33STTQ %L,&*{ := Professor Yamushifadoes mt intmxd to come to schol tommow. 9 2 Lf;++/t+r,
& + Q W , t ~ f i ( 3 S 1T L k i - f Y , Xah" l 3 2 ~ ~ 7 f z 3 ~ f1i;3. 3 - @ k . T L i ? ~ , Ti) k -IX: 2 We were plawna'~to vbit a tempk, baf we diih't, became .the weather was no f good. I'
LT
The verb 3 5 means "to became," indicating a change. 3 8 f ~ l l a wnouns s and both types of adjectives.
-
nouns:
9 %\L-PLG
-
3 SRHKZx5
fo become a company enaplqyee
fplItrpClh-
B*ZGF)&B&~%L { %!I 3 Lfzo I: [EX, : 3 La,
St86dyzyzngthe Japaaese h g u a g e is fan %ow (fbugh it was like fortare hefore).
With L\-adjectives,the final r \ is dropped and ( is added, as in their negative canjugations. A common mistake is to expand the pattern of 3-adjectives and nouns and u s :t with \-adjectives. It is wrong to say, for example, X @ $-L 11: Q 8. W3.z
When an adjective is used with ta' 6 , a question axises whether the sentence describes an absolute change (ex. "it has become warm, hence it is not cold any longern)or a relative change (ex. "it has become warmer, but it is still cbld"). 3 6 sentences are ambiguous in
isolation. If you want to make clear that you are talking in relative terms, you can use the pattern for comparison together with 'b & .
Mary has become-befferi i - ~ a p a i k te h a ~before.
In Lesson 8 we learned the Japanese expressions for "something"and "not . . . anything," 4Ff2~-and r, 2,. As you must have noticed, these expressions are made up of the question word for things, .*i: PT, plus particles h* and S . Other expressions for "some" and "any" in Japanese follow this pattern. Thus, 1:
It
something
31:
-
a
%
not a z y t h i ~ g Q-:1
someme
fz+h$' -
xot aflymP: 7"Sh-
L
somewhere
Y Z fi* -
mf anywhere
tl" LS
As we noted in Lesson 8, these words are used by themselves, where particles 43, $5 or 2 would be expected. It is, then, interesting to observe how these expressions interact with other particles, such as i:, 2,and C. These particles appear in the places shown with underscores above. Let us look at some examples. L\L\;?_,
rf'~-~t7,4 ~~LTLTZ. c
Did
you go
a~ywhere?
~3&7Ft',&L 2 L iF= f i s o d Did you see anybody?
rnd. L 2 Lfz75%, gid you do artything?
No, I didn't go anywhere. L\L\;~_,
t : f it~$&t~3~LTLfr, R
No, 1 d i d ~ 'see f aaybody.
LWL,
a$t a*tt-cLI-=, 2* 1:
No, 1 didn't do anything.
You can me the particle Zt with nouns that describe the means of transporktian and the instruments you we. We eaf our meals with chopsticks. Let% talk in Japanese.
I went to the station by bus. I saw a m v i e on TV.
;f%&q%cfl@15f&g%Tfi'******b We sometimes use t ZhJ 2 z uv
75' and tf E at the end of a sentence when we want our partners to treat what we have just said as a given, common ground to buiId upon. These words often indicate the speaker's intention to give her partner a chance to react and speak up. By relegating the right to speak to one's partner, they also contribute to the politeness of one's utterance.
In the dialogue, the travel agent lays out the relevant information on the table; there are two flights, one leaving in the morning and another in the afternoon. 6s attached to her sentence indicates that she wants to build upon, and move forward with, these pieces of information. Instead of asking the obvious question, namely, r 'lij 6 aft1tlT?ds, the agent chooses not to finish her sentence, and lets her customer come forward with an answer immediately.
!nhR E !
P r a c t i c e
Lm5
A. Look at the pictures below and answer the following questions. @ Example:
: ~. ...$ Z I ~ XZ ' Z. % ~ K I [ ~&? r, ii+& ~ ~ T T h i o A : @+o,t2 j$cr;xa 9 :&L\TT, -. ,
Q
-,
,
7.
.n
:
.- ,
L-:
.Il,
Picture (a)
(a)
b 9 1 2 3 2 l~a r ~ S ~ l T - j - i ~ ~ ~ 2. $fi$qR,#l z %* z Z+%b a 1 2 9 & ~ s ~ \ T T $ ~ o LXd./V+?A, TALC 2 3. #fie>#$ Z Y S Z Z Z*G i,Pli3 5 & ' % $ ~ h T ? h ~ , L/~$./~+L, rf 4. Z$ Z y C A Z Y h i, Q I J ~ i &2T$~\Ctha,, 1. $&$$$$!Y)GZ L L.+.x.+~.L
TI" L
3?
Picture (b)
Picture (c)
Z Z'%
,;a
B. Pair Work-Make questions using the following cues and ask your partner. When you answer the questions, add reasons for your answers, if possible.
E/*.;.*
Example:
(% 3) T
7
+
A : Ez*? z * G ~ - , ( Q ~ I ~ ~ ) & ~ ~ ~ T T & ~ O 27
t
J.@
6 :E
~ c-hx(+k Ji.VP ~ 9 )e3T"Po ( o rkX % % ST% 3 T $ , / $27S Z - & 3 ~ L ~ T T , ) 7
ta.-i
2
.;,W
.;.rb
A : r - 5 l/?-i?T6L~
4 7
!zlH 3 z /
%*?~<'II?
1
I
.
(3 53 ) i
El: *$+39 I I
@~/%.5=i.#% 0i 33) ; . lP : i ?
E3*93/F4 I: 1ik (62
'Y (Germany)
i%F/?5 9 a?i'
6.A
( ~ k t ' l )
<&?
(7S~&f<'x.)
n->
33 7 r t ' 7 ~ + - 7 ;r-/;ty
?.55rt*= i ~ 5 ? " / - s * F > - f
(~E$'L\L\) &fS (%&#+%) o.n I;
%/$A (8 3) I A:T
a;$;a+/%Qf=ama+ (gjt,.~\) : . $f;S; I1I3,L
a*a*i%/&Qfzama&i& (fA Eor% Lk\) i :i~-.L 7:1
4+\xd.7
1:
7
A. Look at the pictures on the previous page and answer the questions below. Example:
Q :t
Qd.
T, Y.*#'Ldf L \ & i y k;z+$ ~ \ T T & ~ ~
A : *%&&?k\% L&iJ-/L4&L,
Picture (a)
lTtL*~\T-fO : F
Picture (b)
Picture (c)
8. Answer the following questions. Example:
ex%/% 3 t: Lo -r
- 3
Q : *
-+
to
fz
275.
rn7SS~\%la'&% 3 T-P&, %
QiI
A : $LhP~\-f;Ea*X/%3T-$-, i
C. 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:
t 2
* T,A 3
I~~L%L\T+T, bd% B 3 X / h 2 W i 13k%+hP&b\T-fo f:d. C S / L $ i ' ~ \ G l % k Lt: ( { 9 7 ~ I t t & & - j - ~ t5 * +
D. Class Activity-First form pairs and make comparative and superlative question
sentences with your partner. (You should know the answers.) Then ask ques-
tions to the class. The rest of the class answer the questions. Example: -3.
r
f; B d .
?&
Y. l.x L X
3A ZAB3 9 3 f;
b Z Z*% b e)C3 5 ; s ~ & L \ - c " - $ - ; ~ ~ , f;h.
Z% & @ I 3 9$s35~hT?hho a% h.
9'7za*T+af:~$~~~%i2A~T * 2L# 9 \ 'It-
'13
h.h
b
~T&~~
@ % ~< L ~ ~ + T F z - ~ ~ L ~ ~ ; E ~ ~ . I J ~ ~ L \ T $ Q d.i,
Qh.
%il
@ ZihJ2+h(nT6 ;hkL A. This is a refrigerator in a dormitory. Tell whose each thing is, using 10.@
B.
You are a customer. Look at the picture and tell which you want. Example:
Store attendant : Z*C b Customer :
t --.hC~h~\TThxo
& ~\(n { 7 @ "Ps~\~ & 7
% ~ h -3
A. You are planning to do/not to do the following things next week. Tell what you will/will not do using -7%9723. @ Example: a@Eltt+@&d2-% Y) TTo lT?Ai
c f 7 L i .V
LF
3
b.
EX.to read books
(1) to practice the piano
(2) to do exercises
7b$ ElU:
(3) to do laundry
f a t t k i u;
(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 friend's
(9) not to go home
J i r 1 ?
-
$
7
l r % l i UC
(10) to clean a room
(11) not to get up early
B. Answer the following questions.
@h f i l \ ( ~ t a : 2 D bk A. Describe the following pictures. @
Example:
Ex.
3$LL\
~#'LL\
+
3;kZ~\t=a L' 3 Lik,
6. Fill in the blanks with appropriate forms.
A. Look at each picture and explain how to get to and from one place to another. @ Example: Ex.
5 '%&*bR& T'h%Z$TB3 2 To i3 U r' T&Le
-
AwxA 8 hours
1week ,
,
L 8
.
8
B. Use the same pictures and describe how long it takes. @
Example:
j
f;$'b-% R d Tl-37Sx&x9 37, 53 r,m>;:A
C. Explain how you get from your house to schooI. Example:
? % & xJ&k2 b F5 % RU~- ? hT b $ Z ~ T ~ $.A%?jad'q Z ? - o 3T0 -Li. 1 .;-A IL
A. The chart below shows winter vacation plans for Mary and her friends. First,
answer the following questions about Mary's plan.
Mary
will go to Korea by plane 3 weeks with Sue
Robert
will go back to by plane 2 weeks London
Ken
will go to Tokyo by bullet 3 days with a friend train by boat
Takeshi will go nowhere
will stay at will do shopping and Sue's house eat Korean foods
will meet friends will stay at will play at a hotel Tokyo Disneyland
2 months doesn't know will take pictures with pengui~ls(4 T 2)
How about t h e others' plans? Make pairs and ask questions.
6. Pair Work-Talk
about your plans for the upcoming vacation.
C. Role Play-One of you works for a travel agency and the other is a customer. Using Dialogue I[ as a model, make reservations for the following tickets. Jan. 1
1 person
smoking seat
Feb. 14
1person
window seat
(3) From Osaka to Rome
Apr. 18
2 persons
aisle seats
(4) From Tokyo to Bangkok
Aug. 20
4 persons
nonsmoking seats
(1) From Nagoya to Los Angeles
(2) From Tokyo to Paris
-
smoking seat = *@%
aisle seat = SSB'J
window seat = %$@'3
nonsmoking seat = %%%
f 7*/"+!5
1Ydih
9 3 5 d:h
+k3
*3 3/y%/ylt?i
5R T z3
Iil'
A-t t h e
S t a t i o n
Types of Trains
+Fa 93e 1. 9
local
i
t.s
express
h ? C i
R& z-kpi
super express
Destination
-fi 3 I\
-3Z3 If? & b
... serving . . . areas bound for
Types of Tickets and Seats
%$% C r i L T-LIX. b-t > T=J !+A,
T t > 3 I?/y
(boarding) ticket
coupons commuter's pass
%3X% 9 tfX,
vouchers; zone tickets
M! #g 53% L
student discount
El @&% i*f
general admission seat
%@* ?/viL.Cc
nonsmoking car
+kc>
&:( h7
reserved seat
- r l b i t
U
%%a s <
round trip
J?S
one way
5 A,
9.fi-t tj
Places in Stations n4E~@ ra~+x
track number . . .
%3 % % q % if W L 7
-
i :1
21.t-37
&--A
exit
ticket vending area
*T m An C%
gate
k$& ?!!A,
stairs
ti5
entrance
s1r)
b
C%X/%-
platform
first car; front end
3i
3%
lfi\i&
kiosk
t
3;tf ,4,,qE5 -last iC
car; tail end
Miscellaneous Public Transportation Terms
S9&2 6.
transfer
RlJ-
next (stop), . . .
%%
departing first
:Lk2 % ti7
departing second
0
clp
*X.lI7
=
@*
zL
last train
Lm7T-Xr
Announcements
3 % Q < %1i3*LLC 3 - $ %WzS 'I3 T T&L+ d\l ;kid-- I=& z 2 3 3 373
We will be leaving soon. A train is arriving.
-- * { E ~ L \ n - r 7 S f )ImwoL;X,B 7-*
L
tXpi
Next (we'll stop at)
. ..
The doors are closing. Please be careful.
,I
Useful Expressions
t c3 %* la&%& I= Jk3 9 TX/L.r
A i A l f h
L
sLsiTL E t mQeL T -j-dxo U
a T7F,
Does this train stop at Akihabara?
What time is the last train?
2 T(Q%zJi$ ?? - - 8 g @ khd-' t3 $.-One reserved ticket to Tokyo, please. L 4r>+&3 r > % j * * Fs!l;trr.57rFr 2 3 -j75., Can I get a student discount? a"{ h O h. z ;3ri
Which one is the t7ai.n bound for Kamkura?
I
{*&a&&After the Vacation rr, mi
L ,
a
D i a l o g u e
Michiko and Mary meet after the vacation.
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.
Maw: Michiko, I want to introduce you to a friend of mine. This is John. He came to Japan Iast month.
John: How do you do? Michiko: How do you do? Nice to meet you.
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.
Australia
gz? %&El % c3-3-
snack; sweets Mew Year's boy toy
ftQ1-T
girl
9b@
foreign country singer
FFk*
camp this person (polite) this semester president of a company class future drive beer
art museum host farniIy lake mountain dream roommate
to tell a lie
to become hungry to own (a pet) to cut dasses to take (a class); to get (a grade) to learn
toclimb to work
* Words that
appear in the dialogue
bket-)
to get tired
to quit
V e r b s
I r r e g u l a r
~ S L Wa * t 1 j 21~~1-p &
to have a fight; to quarrel to introduce herson I: p e r m & ) to go on a diet t o be late (for an appointment)
to study abroad A d v e r b s
&z
* L@9LX,
*
.fz"{ ;iLQ
* -?St+
--TA * V 3 tli:3 * 3253% % 7 Y
O f h e r
a n d
$5
*%
E x p r e s s i o n s
after (an event) -
(place 11)
(eomt
a)
coming from (place Ql) vew and then just . . . ; only . . . . . . points it has been a long time okay; so-so more
fi
You can use a verb stem (the verb form that goes before 3 hope or aspiration.
+Eas*b2, C L~pj3-3 Z/Y
&& -2f t f i b \ T - j f , j r r
b:
I*-
be?:<
i % x
t c B 3 k L\TTo
1 want to go to Chim someday. verb stem
+fiL\T$
;f: b
\cl-9to describe your
or &BIh2EJi c\.'C"T, $: & . -
I want to see a film thzs weekend. L\-=>rS'+rn
+
1 want to d o . . .
As you can see in the first example above, having L \ attached to a verb slightly affects the composition of the sentence. A verb that takes the particle & can have either the particle 2 or 5.' when it is followed by ?: t l. Particles other than Q remain the same. The combination of a verb and f: L \ conjugates as an b\-adjective. Here are examples of negative and past tense \ sentences.
&cr>Atc&a ti4 ~ (~ & 35 &*XI, VK A I don't want to see that person azy more.
+ - ~ -*- v ~ ~ ~ ) tye>+; ~ ~t~ci=$3 ~ fa L~~ z+, , ~ , L
I
I went to a department store, because 1 wanfed 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 t = b \ Z , g - = , T ~ \ 2instead -if of fz'=\TT. L; b
2 L \ T ?sentences are not usually used to describe wishes held by others. Somebody else's wishes are usually reported in Japanese either as quotations, observations, or guesses. T o quote somebody, saying that she wants to do something, you can use Z Z-;, T \ 5 L f= * with 1": L\. L
%7'J -3htd
b 4 P i t f i i t z ~ l Z Z 9 T ~ hL-tz, 3 II
L
I
Mary said she wamted to go to the bathrom.
To describe your observation to the effect that somebody wants to do something, you must use a special verb f= 6% T -i:~ \ B instead of f; I\. If a verb takes the particle & , the \, with which we had. a choice derived verb f: P7 T C:L \ & will retain the 2,unlike between the particles 75< and & .
$ 7 ' 1 --3h/~33-t-~R&f-z15'7T~~aT, rr)
(It seem) M a u waxh to drink coiXe@The verb I?= V-7-I L S , which comes from the dictionary fonn i3< 6 , indicates "I think that she wants to, because of the way she is behaving." We will have more to say about this type of sentence in Lesson 14.
1 want to
. . . /Doyou
=
+ f=LlTT
. . . .?
They want t o . . .
+T
f=t\conjugates as an t\-adjective
C ~ ~ T T L \ ~ ~ fchl& conjugates as an u-verb
fix or
Z only
verb stem %
w ~ n to t
verb stem
You already know that you can connect two daum with the te-formof predicates, as in:
kRTFkl%%LX. % E R s T 2 & ~ 3 T o ri. 60 +,4,:<71i 7 C hz Osaka, 1 will do s m e shopping a d eat Korea% food. gh?d.
This sentence, however, tends to suggest that shopping and dining are the only activities you plan to perform in Osaka. If you want to avoid such implications and want to mention activities or events just as exemplars, thus leaving room for other things which are left unsaid, you can use a special predicate form - 2 3 -15 3 -if 4 .
A P Z T R L \ *t~k q , s ~ a ~ 3 3 2 + t q ;Lt 3~ T , * tO S./Y: ( 9 2 3 1 fz
SJ%?fJ.
In Osaka, 1 will do szcch fhz~gsus shopping a d eating Korealz dkhes.
1
(activity A) ft 9 (activity 8)k
do such things as A and B
I
To get the f: 3 form of a predicate, you just add 9 to the past tense sho?t form of a predicate. (Thus we have L t=9 for the verb rf- 6 , whose past tense is t ', and &x.f= 9 for $€%6 ,past tense h-tk.) Note that the helping verb -5. .3 at the end of the Lktentence t: indicates the tense of the sentence. You can change a --f= 9 --f: '1 T 4 sentence into the : 'i
past tense, or incorporate it in a bigger sentence, by working on the helping verb part.
sssa. & ~ ~ t = ~ t~l , ~ Lq3 2 9
rt
li
Y t3 S LE L, ~
=
~
:1 'd
I sfudied a d talked wzth my fnmds, among other things, ooer the weekelad.
G-z~tz 9, fir
+%&M~hf7't C;LA:(
3.
3 T6@h2'S3TT0 -f
I like danckg, Zisteni?rg to music, and so forth.
The past tense short form of a verb
+ t Z 5'& & describes that you did something, or
something happened, in earlier times. -
E&L\,
?T~kLZ&~dk,33-j-~ Ir
Have you m e r been to Europe?
Yes, I haue.
A / E ~ + ~ Z ~ ~ ~9 1aktt, X / ~ Z L'nSii c7 Takgshd has never been abswt from classes (in his life).
tS
verb (past, short)
+ Z&&t&&
bane the experience o f
...
9connects two nouns, as dues Z . 9 suggests that the things referred to are proposed as examples, and that you are not citing an exhaustive list. '<
M
in negative sentences) In negative sentences, you often find the particle t$ where you expect 752 or %. Observe the reply sentences in the following dialogues:
Q +TP L f i t l ~ % r . i 7 t'GR 3 T o DOyoit watch TK Prof: Yamashitla? + A : LltlL, 7 v k + t ~ H 3 - e A o No, I don't. -A
Q : ~ - t - f i ~ B & f ? ~ ~ T T 7Do 3 ~you ~ want to have a cup o f coffee? 03 A : b l b l 2 , x-t--t$E&4.7~ < & 9 &*Ao No, I don't. m
8 and fir, respectiveIy, would not be ungrammatical in the above examples. Many Japanese speakers, however, find the tk versions more natural. The rule of thumb is that negative Japanese sentences tend to contain at least one tA phrase. If you add $Lik to the sentences above, therefore, the htt is already fulfilled, and Japanese speakers feel much less need for
3EZTi$SLk < & 9 3@Lo ir. Z lbta' E f E2 9 5L o L'5L f c,
I don't want to speak in English. 1 have never been to Hiroshima.
e(fb You can add E t r f to numbers to talk about having just that many items. E tf implies that you have something up to the amount needed, but not more than that.
$Li2*9Atz-!ElI-2tf23fzZ b2L 3 k Si
)5755:&'3
23,
~r,abr,-
I have met that person just once.
f2 tf suggests that you can live with that few, though the number admittedly could have been higher. We wiII learn another word in Lesson 14, namely, L75>, which means "only" in the sense that you do.not have enough of.
fLb You can use the particle tL to indicate the occasion on which you do something.
@ z s t & k g Y 5Ye$E42 2
IdX
I ate salad
at dinner.
tz can also indicate the role you want something to play.
I bought a postcard gs a sozlvsnir. &&+t?+t~&3iZS%Et>& tk, i. IZ lss 3 fi.
3 ) F .7 4 7 is used when you go somewhere by car for pleasure. To' say "to have a drive" or "to go for a drive," use F 7 4 Y t Z f5i < or F 9 4 7 r
3-&*
i a a - r w w 7 ' f* i m gL ~ Z / I . " Y , W L B
aT%
tfz0
I went fur a drive to the kake.
When you simply want to say "to drive a car" (not necessarily for pleasure), use B$Gf 5 instead. 3,'..T/b
H $ T @ ~ S3LTL % L ? Zz k&%9 & T A h o E MA Have you ever driuen a car i~ Japan?
= 9b S , like the English word "dream,"has two meanings. One is the dream w
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 W 8 for & sleeping dreams, and l$F 9 T L1& or h .5 for your visions.
I had a scary dream Iest night. W J ~ Z ~ ~ . G F BLLz. !Z~! ~ W % 7 7 b r ? ~ ? @ r l r & 9 &To I have a dreamAn ~ 7~ t a~ is t~ your future dream? bafzcn~~cnls~.i% ~~ L.€i4b.
@Q
tc&
EfabThe particle h i often follows the particle: 4 in sentences describing a place in terms of the things that are found there.
B B I Z ~ & A ~ ~ ~ ~S~L & ~ 9- &To ~&V..< 53 s29-ss There are lots o f big departmsnt stores & Tokyo. %a,%~tsh~rf.t~t~B$=q,%*&~t~& f,. E anA? +=A+&> We have a good Japanese feather & my college.
i-YkL etlN-
I
These sentences would be okay without iA, but there is a subtle difference between the versions with and without I&. The d ir sentences are about the places; they answer questions (either explicitly asked, or implicit) like "What is Tokyo like?" The sentences without b& after E , an the other hand, are answers to a question like "Where do you find good teachers of Japanese?'? See the grammar note discussing the difference between 21s and ki in Lesson 8. In the case of the particle E,the contrast is between the simple 4Z and the combination iz 43. (See also the grammar note on counting people in Lesson 7.)
k;fzhj f i L@5 #
P r a c t i c e Ic
A. Change the following phrases into --f;l\ sentences.
Example:
>I
<-
( i a ~ k )
(
2
~-2&< 6 +
) -.
7h
~
~
~\>~<-fl-&:&
i
,TTo ~ { $j9 $ + - A o
-
B. Pair Work-Ask if your partner wants to do the things above. When you answer, give reasons as in the example.
C. Change the following phrases into
Example:
--kt+\ sentences in the
past tense. @
~
D. Pair Work-Ask childhood.
if
your partner wanted to do the things above during their
E. Pair Work-Ask your partner the following questions and report the answers as in t h e example. Example: A : i7h$X,dAN13z&xf=~\T?y5x, tac
fz
B : k0tf-*$'&
A : i f ~ / 3 ~ / i a k ~ : o & ~ e <-fi = l ~~\ aL\ z ~ Cg. ~ f:
Ih
ijX,;X/l2tz"~*&&^=i'%%$'7 TL\~-$-,
A
t:
I. & z * i 2 h b : @ $ ~ * < f = ~ ~ T $ $ ~ ~ u.6
2. f i h 2 ~ \ % td 241
t:
t*tI
hE~~?=~\\~$~~ 3.
Additional V o c a b u l a w H 9 (Occupations) M si5
3 921% (*%I l-f L \ S 9&+XI
writer
(%ST) police officer
t d ~ \ @ ?(#HZ) ~ 75* A ZL. (SS*)
actor/actress
nurse
Y J ~ - ? - ~ ] Zb L @ (Z*>
journalist
(*@I L 1 9 t a i L (i'iP$*)
actress
-;a
L*kLg?
housewife
firefighter
F. Complete the following sentences. 1. + B l a r . ~ . x % f < h6 ~. i
:/-
?=
>
t.L \T-j-,
2. % ' tfzt2*5t:$+J, +T
3. &if/Lf-~ ha6 ,
$39 2*ho
7h.
t=<&92*tLo
4. l 3 + 2 L I d ~ ~ C b & T ~ & ->%I: %, t
f: Uh.
5
a
Z 5 - i
TT~
*
l>?
Z?
, t72
t:bb7 7". TT,
@ERbt='3.%Zbftr3 5 3 L; @AJ I/ZT f-,<
A. Tell what the following people did on the weekend using --k9-fz 995. @ Example:
9 3 y : saw temples in Kyoto, went to a museum, etc.
1. ?z G f L:went camping, went for a drive, etc.
2. 3 a 3 Z : made sweets, read books at home, etc. 3. X - : went to Osaka to have fun, went to eat, etc. 4. HA: cleaned his room, did laundry, etc.
5 . n If-b : met friends, watched videos, etc.
6. PLbLLI:PX+?lh T%!k: went to a hot spring, rested, etc.
B. Look at the pictures and make your own sentences using --7"!J--fr
r3F5.
fi
C. Pair Work-Ask your partner the following questions. When you answer, use --tz!ZI--tzg$6 as in the example. Example:
A : EI*T'fT% Lt~~1T-j-h~~ i r ~ i h , 2:: B : a +Ql%SF ~f%~t'. 1. f 1.
1: 13/,,
.,. r
::
L
5
(Mt. Fuji)
mia
1 Lf
z ~ h t t ,
A. The following are what John has or hasn't done. Make the sentences using
-z tjyh.ajsp .J Example:
0 eat tempura
+
x goto~~kyo
+
X;: b ?i 'fk
3 3 $, ~ g t : f i ~ f = ~ t ~ ~ ; f i ~ a - w ~ , - i I, .L Z &'a&,
V + % .
1. 0 eat sushi 3. 0 work at a restaurant 5- x write love letters 7 . 0 climb Mt. Fuji 9. x see Japanese movies
2.
C study French
4. x go to Hiroshima 6. C sleep in class 8. x drive a car in Japan
6. Pair Work-Make questions using --Z&hxS5 and ask your partner. Example:
H$-Ql%$B??&c 1:
3 *+
i3A
@
A : a+a%ra2Rhfzrrh~Ek,9aTh~, :: !:A
B :
Cab,
5
$5 9
0
# T o
Pair Work-Ask your partner the following questions. When you answer, use as in the example. Example: A :
rX/Qs'B*Hm??k { IiX.9~i 'J
1-
' f Z ~ ~ ~ d x o f:
B :-j-L~ x ~ i : b ?u%<3T0 ?l i hf: 1-
z * & ~ x $ - Y-2 1 { B& Tk A
2- r+,4,5333$*2*33 T-$-$ao -F
< fi< 9 a Th*o
3. Z+tL''d*~~FCL 'Iri 7
4.
-3
I"GcG3. z*XIQ*-;l*;J2& 9 3 a-po &Qf:aAFa&n f : Li<Ti f C0
5. & t a ' t z @ A ~ t ~ G AY, Z O E E lZ~ hCfLi\3 -j-&.o f:rxBr( < Irli
3 3 Ti$>,?f2 TT-h',
6. Y b Q &cfi-=l?= 2 Z $'$I
+,
i
7.
{
i\
r " m g s g R 9 c i : ~ \ ~ar 5 . ,
L \ t
r
*
r:
8. 1$F13$ (actors) @+T, ?
*+G3 +T, I i ~ r @ i
9.
d-
Ln
-f
kh.
f2-;kl.6f* 3 T - f d a 0 3
-+-
A. Talk about your dream for the future or what it was when you were a child. 1.
&at~mpklmT~d~~ rph
Example: h$Lid#&, %&%GtzQ f;L C i i i r ' IS.& f
9 ? L L ~ T T. ~LT, -~ L ~ & L , & Q E I : ~ ~ (!:
f;.b Tj-,
B. Class Activity-Find someone who . . . I. has seen celebrities 2. has never used chopsticks
3. wants to live in Japan in the fut~lre
as a child
4. wanted to be a star ( 29' -)
5. wants to cut classes tarnorrow 6. doesn't want to go out today
pictures of your hometown and describe it.
C. Class Activity-Bring
Example:
3
Z i t &
rpihr,
3&4$3@9 f: { 3 LT'Lm3d./,
Ql@j*% (theater) [f
1 { ~ Z L - ~ ; ~ J I L $ X2HT%k%Lk!J ~ " Z ~ !T, I-2 Lf:. k
:ii&
E+kA b zd..?J @ 7, ~ &fii.% 1 :A 4 + ~ i f = ~ ~ T T , rL
a ~ r i
$'& 9 3 $o
i.
I
I l n t h e J a ~ a n e s eC l a s s
I
Useful Expressions
YG6 T%
Both are fine.
ElCTT, Same thing. 6V f : ~ ~ f = ~ q q j y - More ~ ~ or less the same &k
&l
7
A little different.
Ygk'2To 3 h;
$224 * A , ~3 G& 41T S L~~ 3 To
Can't use it.
1111.
It's wrong. -
3-% 2513"T < ft"%\, 7 ( I E
L*
Raise your hand.
7":3 b h o
L T { ?53bi0
& e+e2HCT 315 6. L + Z
Read it before coming to class. Hand in the homework. Close the textbook.
Z Q ~ O A ~ Z W L ~ T < ~ ; ' ~ LAsk ~ ,the person sitting next to you. VY
9tbf
< ?
4
The time is up. Please stop.
+El ldZ-h-?.#%b Y) 51
f;
= I
ATo
That's it for today.
Useful Vocabulary
%% ,
homework
L&3 1
deadline
L t fz-1.
~ 1
< T ~ I ~ ? = E L ~ Zcolloquial expression n.f:
bookish expression
$at; r b
&tz
k X b 1 RF
exercise
&%
meaning
T L ;2a L s Q $L 3 -polite expression sg dialect
pronunciation
Gq3
k
\
[ X i If&
standard Japanese
iYr7UtpL Z
k Z 2 i2
for example
question
t36.E~
anything else
8
answer
-%licv
number
#!I hr\
example
-<-
(
-%T
33
I
.
75.7
3&
s
k
0 (correct)
L.f:
'I
-V "
...
page number . . .
line number i *I
. ..
two people each
3%
xl, Feeling Ill
@ Mary and Michiko are
@ At a hospital.
Michiko: You don't look well, Mary.
Mary: Urn . . . 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: WelI, I wiII 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.
.,.
Nouns
&L
leg; foot meaning stomach cold girlfliend boyfriend temperature (weather-not for things) cloudy weather match; game juice politics grade (on a test, etc.) cough throat
L\A
* SQa'h. * 2Jaolc~
h'kL
3 i5&
tooth flower sunny weather clothes hangover present homesickness thing (concrete object) snow business to take care of
L \ - a d j e c t i v e s
*
i i 5 3 ~ h
V L \
L\$=L\
%L\
G ~ L \ %?3L l
9L l d%~l
-3Z*?
W$3 & L \
hbl\ * Words that
,
,%L\ appear in
the dialogue
sweet hurt; painful
there are many . . .
narrow; not spacious b
inconvenient; to have a scheduling conflict bad
used
fantastic
to catch a cold to be interested (in (tupk I = ) to lose to have a fever to become thirsty
. ,. )
to cough
to break up; to separate (person Z ) I r r e g u l a r
3X/Gkj$& * LhEA9~\T6 A d v e r b s ~
1
#j
V e r b s 6 ~cBCT4
a n d
O f h e r
to get nervous to worry E x p r e s s i a n s
always Get well soon. don't look well probably; maybe as much as possible probably; . . . , right? . . . degrees (temperature) for two to three days because . . .
9
* ;~;&=L\L"~Z + l7&3$'3~\ * fz=,i=tL T 3 4 ??if * -TLa i -- r"
* 6-3ttCcG * -QlT +ah7
for the first time very soon; in a few moments/days
2 % is%
lZ5
G r a m m a r
There are two distinct ways to mahe a shternent in Japanese*One way is to simply report the facts as they are absmed. This is the made of s p e h that we have learned so far. In -this lessan, we will learn a new way: the mode of apla:ab-ak things. A repor5 IS m isolated description of a fact, When you are late fur an appointment3you can already report in Japanese what has haapened, sqX #% 2 +FATL fi . TEs sentence, however, does not have the right apologetic tone, because i; is not offered as an explanation 'for anything. lf you want to mentian the b u m fail'= to m on time as an excuse for being late., YOU will need to lrse the explamfi~amock af speech, and say:
(As it h i z ~ ~ e ,fjhlla Bw d&'t come~ An explanation has two components, one that is explicitly described in the sentence (the bus not corning), and another, which is implied, or explained, by it (you being late for the appointment). The sentence-final expression &-il-9 serves as the link between what the sentence says and what it accounts for. Compare:
& L ?: 72 b $: ;ti !I 3 To
1 haue an exam tomorrow. (a simple observation)
& L ? z T X b -h% 21AT-$, 1 haoe an exam tomorrow. (So I can't go ouf toflight.) I want to go to the bathroom. (decIaration of one's wish) I want to go to the 6afhroona. (So tell me where it is.)
hTT 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. tLTT itself 1
is invariant and does not usually appear in the negative or the past tense forms. In writing, it is more common to find PI TT instead of LT-3-.
1 < 3 b Pt T?,
(in response to the question, "Why do you look so upset?") (As a matter of fact) My grade zk not good.
@@;Jr
Qi>Q3
'In casual exchanges, k t T appears in its short form, tLR. In casual questions, hTC;-f;ba is repIaced by a.We will examine these further in Lesson 15.
(explaining to a person who has caught you smiling) fz A T The exam i s over. (That's why I'm smiling.)
bL
If6
6
7
When it follows a noun or a 2-adjective, 2 comes in between. report sentences
&-adjective: noun:
explanation sentences
wPT'$
8 9 ~ ~ fP
Sk'ZJhTT Lb ?%ahTT #<wLl-
You can use k T-P in questions to invite explanations and further clarifications from the person you are talking to. It is very often used together with question words, such as r i L -I (why) and r 9 L TZ (what has happened).
Q : Y-f'-JL f @ t : $ q ; h t z hTT&, s.n ha!,. Why did you break up with your boyfriend? (You've got to fell me.)
*,
A :h.n *&*A~aS: l.=Xr;t L ~ ~ h T " P o . tat
\
Oh, him. He never takes u bath. (That's a good enough reason, isn't it?)
Q : Z * j tJikTTha, What happened? (Yozc look shattered.) A :T ~ ~ E , L P A C T . ~ L %y cat died. (That should explain how I look today.)
You can also use X/Tf to provide an additional comment on what has just been said. A : z 7 $) ~'1kqkf+gT-$-t2~ 515 L3 That3 a great textbook that you are using.
B : 22, f ~ ~ ~ ~ ~ ~ & 7 5 ~ ~ ~ ~ 7 ' ~ X I - I " T O L:!j$, .ttA,trr h. You bet. The professors ak my university wrote if (for your iafomation). i
'A f ? ~L kX.'II*Trls question is best answered by a kCT sentence with the subject marked with the particle i3.' rather than 13, as in this example. See Lesson 8 for a related discusion.
Verb stems may be fdowed by the helping verb T P 8 , which means "toomuch," or "'to excess.'' F 6 conjugates as a regular ru-verb. You musb mt eat too much,
-ifF4 can dso iolluw L \ - and 3-adjective bases (the parts which do not change in conjugations); you drop the L and 3 at the end of the adjectives and then add T ,4' 6. This book is too expensive. That person is too flice.
.
t 3 9 75% \ b xT? "it is better (for you) to do . ." is a sentence-final expression that you can use to give advice. When you suggest an activity with I2 i Q x b h~ h t j , 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. 13 j f i Z k \ L \T:"-if 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 h e affirmative, 43 9 .hzr k l T T f 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 f o m .
You'd better eat more vegetables. If is better mffu skip classes.
You can use @Tto give the reason for the situation described in the balance of the sentence. Semantically, e> T is just like f i x 6 . Stylistically, T sounds slightly more formal than dL h . (reason)
DT (~ituation)~
(situation), because (reason).
ElrQ;%T%T@T, H + S h i ' l + t = Q 9 3 LL:, It IfX. r ItG. - t- 1I& I Uii T
~17%
My Japanese has zmpruved because 1 always speak Japazese.
did not sleep last night, because I had a lit of homework. The reason part of a sentence ends in a short form predicate. When D T folIows a 2-adjective or a noun, Q comes in between, as it did with the explanatory predicate AT$-.
A
a
, 3 c;~W-9-~
--
u.l:
I do not like that persola, because he
;is
mean.
+3 a t ai :a%qk i sU =a- w r , mca+w-r-?, rl 7
Banks are closed beca&e foday is a Sunday.
We use 2 { 'G + ~ \ 1 ? 2 * p L to say that it is necessary to do something, or "must." 3
*a72 FfiQEk,4fiab, ?< { 3 X / % % L Q a\ % + - L \ I ~ ~ * X / , -LL?L? &brLlpl
I have to stzkdy u lot, because there wtlZ be an exam next week.
*
2 { ti + means "if you do not do . . ." and 1 I X, roughly means "you cannot go"; 2 { % 9 i . ~ \ l f -kt& therefore means "you cannot go not doing . . ." with the double negatives giving rise to the affirmative sense of the mandate. To form a 2 < 5; e 1. \ Ij 2 -@ /V sentence, we substitute fd: L \ in the negative short form of a verb with 3 < 6 + . \
verb
ma 1=
e7
I -
$5
short negative
B<&l t
B6t6<5+L\IfSl2hr k E%3fg<5~L~lf%lr3/v Ll La<S F L\lf%I&hr Zt6<5*L~n%ehr
zaaL\ GI
"must"
-
I/= C 'tdL\ -
\t$2 -&A, is grammatically the negative long form of a verb in the present tense. You can change 3 { G + 6\13 3 to 2 { %s 3 *AT L 7L= (past tense) to say you had to, and to 2 { t;+ k\C?Qb\ (the short form, present tense) in casual speech and before elements like tLTT. L
'In writing and in very format speech, td
< a k \ l f
3 ++A, is more common than Q ( - \ r \ d f
3 +?A.
133 t i , fiett%3 3 4< U %2
{
- 1 ; + ~ \ t - f 3 . t S - k T L f(long = ~ form, past)
1 had to get up at six thG morning-.
GH. 3 :
kh-Llpi
LQ
{
& P L ~ ~ - ~ Q L(short \ , & form, T ? , present)
(The truth is,) I mzcst practice every day.
We use the sentence-final expression T L 1 3 (probably) when we are making a guess om. a prediction, -r" t 1 =I follows verbs and L\-adjectivesin short forms, in the affirmative 4 and in the negative. (verb)
If will probably rain tomorrow. It will probably ~ o rain t tomorrow.
It is probably cold
Hokkaido.
~TZ
If is probably not cold k Hokkaido. T L I. ? may aIso follow Q-adjective bases and nouns. Note that T L 1 5 goes directly after theseelements; we do not use X - -Q T L a i , x--G ~ ) T L I 5 , or X - -TX+Li 5 . tr '
( fa' -adjective)
Professor Yamha'da probably likes %h
Professor Yamkita probably doem't like %kk (noun) &aAtA;S-X U I:
I-
7 'I T A T L $
$ o
U/,
$ - 2 b?j"IThC:'Qk\\r"Ldt U
That pmm & probably an Australian.
3 . Thatpmmis~oba6bmtanA'1~~~akia~
L I i rnay also follow predicates in the past tense. We will, however, concentrate on t h e present tense exampIes in this lesson.
T L d; 9 sentences can be turned into questions (--T* L J 5 5.1, which can be used to invite another person's opinion or guess.
~ h kw h u ~ l dyou ' say is more difficulty.. ~apaneseor Korean? The short form of T L a j is f."S 3 . You can use it to cautiously phrase a prediction or an analysis.
t=cjLShtAR%7S%4f:5 3 Z , B C \ ~ - ~ , 311 k
i4k
I think Takeshz would be intermfed in if. In casual exchanges, you can use T L L 5 (with the question intonation, and most often pronounced as somewhat shorter T L a ) when you want to check if your partner agrees that you have the correct understanding about what you have just said.
5 h > , +ElSrSrb75*bTLa ? Z h , t
l
& LT, I
Johzy you uwderstand Chinese, rzght? Caa you read this for me?
R E P r a c t i c e h.h,
i,
LJ95
t*5LTchTf h
A. You are in the following situations. Explain them using - - h P b . @ Example: $5&'& \ ?7$ hi:.? . ,-: Q : Zei
(I)
n.n
L; ZSp52 TL h
&33Lk
L. f' LTTda,
B. Respond to the comments using --&Pf. @
My father's
+
X 5l
I received them from my friend.
It was cheap.
4)
X,TTo
Italian ones
My mother made it.
kind
C. Pair Work-Your
partner has said something nice about what you have.
Respond using -hT-7.
D. Pair Work-Make
up dialogues asking for reasons.
Example: I went to Tokyo last week.
1. I am very tired. 2. I have no money. 3. It is not convenient today. ( % &ZNi 2 Zhb 3 k) 4. I want to marry my boyfriend/girlfriend. 5. I am going to Japan to study. 6 . He speaks Chinese very well. (%+i@ s h . " kC 1+i -Ff T ? ) Z
A. Describe the following pictures using --TSb. Use "verb
through (4) and "adjective Example:
+ 335"for (5)through (10).
+ tb5" for
(1)
B.
Look at the verbs below. Think about the results of: over doing these things and make sentences as in the example. Example:
r:
+
&4?yf:&hh, i2Q$hh1%~\&TTo r: T=
A. Using the cues below, give advice to a friend who has a headache. Decide if you should use the affirmative or the negative.
m'%~\&r'S,
& :
Example: %??&;t'
+
(tl
u,
a
.
bf3
L \ *
&&Lf?'l33 7
A :
F
~
h
b
T
T
k
<+'I
advice to your partner in the following situations, using --I35
B. Pair Work-Give
Example: El :4
$-g&fle 1: 3 !I fz L I
+
/
'
1
L r i T-
8 : B*g-h'k+l:ta'qf<~\k~~, r: I;,&
: Uri
7
2 + $k13j ~ &z~\~\T?k.
A : E3$-Xa)&f% I: I
/
rt
7 (
T 3 & 7?513sZ233 f d : ~ \ i Z c &j IJ 2 ZI,
S L ~ L \ T T ~ : ~
Z'
C. Pair Work-You are a health counselor. Someone who hasn't been feeling well is at your office. Ask the following questions. Complete this form first, then give your advice using --IZ5h%Il.l.
A. Connect the two sentences using -@T.@ Example:
~\L\X.%T'T/%~$L$T [r -i/y
1
5x.
B. Make sentences using the cues below as reasons, according to the example. Example:
&x-k???V32 Lfz
+
-hh-@$7.F~~f:~T, $9$2j$A$ L f z o
C. Fill in the blanks with appropriate words.
L ~ ~ 3 a .t*$ i
v - G R I L E ~ % L < %Z~tL th II~
0,s L 45 A. Look at Tom's schedule and make sentences, according to t h e example. @ Example: 7 : 0 0 ~ . ~ . / & 3 $ %
3
~
L
~
&
~
I% C
;;
A
+
~
~
I
&
~
B. Pair Work-Invite the partner to do the following things together. Turn down the invitation and give an explanation using 5~ LUf &L\.
--a<
Example: play tennis
1. do homework
2. eat lunch
4. study in the library
5. go to karaoke
3 . drink coffee
Q
{
~
C. Answer the following questions.
A. Here is tomorrow's weather forecast (XZfsE). Play the role of a meteorologist 5kd lEJ and tell the weather forecasts for each city. @ Examples:
& , ~ I J A L ~M t~ = % TjLoL K i3 + i
+
temperature in Tokyo/around 2°C
weather
city
Ex. snow
Tokyo
Sydney
I
temperature
1
Ex. around 2°C
(1) sunny
Hong Kong
1 (4)
Rome
1
(2) hot
rain
I
(6) around 18°C
(5) cool
(71 cloudy
(8) warm
(3) around 30°C
1
(9) around 20°C
6. 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. city
weather
temperature
A. Using Dialogue I as a model, make skits in the following situations. -Your friend looks sad. -Your friend looks happy.
B. Pair Work-A and B are deciding when they can play tennis together. Play the role of A and 8.Discuss your schedules and find the day on which both of you are available. Refer to p. 245. for B's schedule. Example: A : $ k ~ c 3 f i ~ E I C = - # % ! = ? = X $ L $ % ? h f i k o %r,L@i
I-T-3li
UF
B :&
a aI Ta- l qi Wa i i % 7~ ~ h t - f a a ' h X , ~ - j - , a % a ta r i T-j-$1, L:%Li V irxLrsi
9 - ?
h Z
SS ~ & Z Q< G + :- 6 L 5 ~ )
A's schedule
Sunday
go shopping
Monday
Tuesday
read books
Wednesday Thursday Friday
meet friends
Saturday
C. Role Play-Visiting a Doctor's Office
I
as a model, act the role of a doctor or a patient. Doctor-Fill out the medical report on p. 245 and give advice to the patient. Using Dialogue
Patient-Describe the symptoms you have and answer the doctor's questions.
Sex:
Male
Female
Age:
Symptoms:
El Sore throat Headache
Stomachache Any other pain Cough Fever
UAllergy ( 7 ~ ~ t F - ) Others
Pair Work @ 6. Example: A : ~ S o )I f i % f il> t- L~r - - , % t ~ 7 ~ 2 2 L 3 ~ h h ~ , GLxLni V'
6's schedule
Sunday Monday
teach English
Tuesday Wednesday
clean rooms, do laundry, etc.
Thursday Friday
Saturday
practice karate
I ~ e a l t - ha n d
I I i n e s s
At-t h e Reception of the Clinic
3% % -@A,p u "C i:tbhTT&2,
Patient:
E x m e me, thzs is my firsf &if-
Receptionist: td L \, I%R3 T ( ?i : S L \, IX IlLLki r* OK. Please show me your health i~surancecertificate.
z a& l = % t $ z ~ ~ F f i i 2{ ~ E ~Z \~1~ T 8-k ta'.P? L'P? L r d-
Please fill zn your name- a d address m this paper. Zt ~ l d f l ~ 3 % ~ ~ - h * ,
Patient:
t*X.
<TI
What k i ~ d sof medicine are these? Receptionist:
%&k&TT, @@t=&X/T ( f Z 2 b, Y c7 l
1
These are paiPzP;alIers. Please take one afler meals.
b a a9 a L f:,
Patient:
I see. Receptionist:
S A$L- b - , f
Please take care. Useful Expressions for Illness (% %) and Injuries (13 )'57 Uii ?
TfiTT0 if 9
I have diarrhea.
@ 3f& ?7F0 -(& W
I am constipated.
& 9~ T - T 0
I have my period.
ZB&TT0
I have hay fever.
fi. L - A L t - j
( 4 1 )T
Jb?-~5~25 9
2
&ah''& 9 3 To
t - L (I
4 7 ~ " idQz*j
P
3p+)5s75~@~~Tj-o
-I have an allergy to
I have a bad tooth. I sneeze.
I have a runny nose. My back itches.
$75,
%%v& 5' 3 To 13-3 L A
.. .
I have rashes.
bj)$~\h~L3T,
I feel dizzy.
-
I threw UP.
.12f 3 2 t k o I \
fin
3 .i:&
&:,%b 5 L \T?,
3+-I?Z*t2 L 3
I; am not
L f:,
EQ3% 9 2 Lk0 &.L lib. s 13753%t 3. t f z o
feeling well.
I burned myself. I broke my leg. I hurt myself.
Useful Vocabulary
+ ES (Doctor's office) La E l$4 physician LI
'*'I\
&
&@f# u. .; d.
dermatologist
YIfb R
surgeon
&%A?+ S h i. UX. 6.
obstetrician and gynecologist
!E%ybH
orthopedic surgeon
fl/E$*
ophthalmologist
75.
t f - r > l t i \ l i h-
d'/v
75-
% $3 L EF&R C U: 6.
dentist
25.
otorhinolaryngologist; ENT doctor
antibiotic
X-ray -operation injection -thermometer
(v)
%79=3hmlp383 Mary's Weekend
(I %_)ab(D ) bX a b 33
M y Favorite Restaurant
;hf=l,
1-( = ()
266
276
%7 9- & / u @ ~~ A ~F a r ~y ' s~ e t t e r
282
H*)=aa
287
1LWu
bL\L+Llhr
Japanese Office Workers
1-(
@a u e 5
( T I gE)s%
is Lw3
12 a 9 0 %
tts
(2%
The Folktale Kasajizo
298
Looking for Friends
304
Tanabata Festival
310
(Refer to "Japanese Writing System" on pages 18-22 for more. details.)
@ Hiragana Practice A. Choose t h e correct hiragana. 3.me
$2
6 - chi
''%
bj
X,
9.e
B. Match the words. PIace name
Person's name 1.
&Qi55
Akai
9.
2.Tp&Z*
Nakamura
lo.
3.$57p~\
Takahashi
11.
Tanaka
12.
Morikawa
13.
Sakurna
14.
Yamarnoto
15.
Hashimoto
16.
5.
t a t %Z t
6.
Q-hxk&
4.
-
& 9 -hab 8-$<2
7.
37126 j a jZ $#2
G g 3 fib 3523 1 = y4is
- Gifu Beppu
- Sapporo Osaka Kyoto
- Kanazawa Nagasaki
-b12
Chiba
C. What's wrong with the hiragana below? Rewrite the correct hiragana.
D. Write as
many hiragana as possible which contain the following parts.
E. Put the hiragana in the right order to make sense. Example: 1-
&=. & %
+
%
?!. f2.G ----
b&T
@ Reading Practice Read what the following people are saying and answer the questions.
1. Who is an office worker? 2. Whose major is Japanese?
3. Who is a high school student? 4. What is Harada's major?
@ Writing Practice You received a letter from a Japanese friend. Read it and write a letter introducing yourself.
* f j F k & t
jII9hf
Katakana
75,
*
ki
ku
-tj-
so
9 shi
su
7
tu
3- . I\
ha
F
3
ko
se
Y
so
-
its,
ni
3
fiu
t
hi
7
fu
?b $\ % -f-
mi
A
ma
%
ma
Ya
,a
k&?
'
\
ra
*
e
chi
\
Y. 3 7
r9-
'1
ri
te
ne
he
me
to
/' no
'ho
*
m*
2YU
3
/k%Ln?
13,
YO
'yo [Refer to "Japanese Writing System" on pages 22-24 for more details.)
@ Katakana Practice A. Choose the correct katakana. 1.6
7 'y
4. shi
2
7.m
t IL
B. Match the following words and pictures.
C. Match each country with its capital city.
Capital Cities
Countries 1.
TL--27
2.
$ 7 27'
73=/1.>DC
3.
7-%'1Y7
2 3.
4.
z97p
7Axylby~LA
5.
$---;Cb7'17-
7731~>7--1~
$ 9 7
6.29~-7.9
8. 7lb%.>F
7S4u
2
7W-Y.
D. Word Search-Find
Xhy?rf;~LA the following country names in the box of katakana.
b t- L. (Vietnam) 3 3 iS*$
-Jl. (Singapore)
?- s 3 (Czech) 7' % '1 f i (America) 2 5' r -
2 (Sweden)
X
57 7' F IL (Ecuador)
%
+3
-
3
(Mexico)
7*?3 lb (Brazil)
jK2
7 (Bosnia)
7 f 7 2 9-(Holland)
4
;/
7 - z l x P - tv x
+* 9 x 3
7*4>F 9.
-71 1 -
F 5' 7 (Indonesia)
3- 7 (Canada) Jt 7 2 ?* (Rwanda)
9 4 (Thailand) 7f -2 P 3 '1 7" (Australia)
E. Put the kafakana in the right order to make sense. Example:
3 .f- --
+
9
-*
@ Name Tags Write your name in the box below and make your own name tag. . .
Example: 7'
1
9 IL
-2 3
1 9+ =/
@ Reading Practice Mary wrote about the things below. Find out which item she wrote about. 1. (
h k L o C4i L U ? W 9 2+?&, +?.i-Sh@ EZi LTT, -.z-3-7T=/+-XO I % $ LTTo
) 2hli
@Writing Practice Write about the things you or your classmates own. Use Mary's sentences in
a model.
1 as
4
V?f
I-*& ( 4*% p* 4 fit-year student -9 (4 Y 7 2 )one minute -9 (U 2 7)one
&?& (-3-
>*4 ) second-year student
sag7 (a%n?l
rq ( a k ~two )
Eq&
(YY;l; 2-kd1 third-year student 57 (G3-33) thee
(k % 2-k4 ) fourth-yearstudent 7 3 ) fow (P8Yl Apd
W 9
1.
*T ~ f & .,..$ .. -
3%-
..
-
He :1. . . --.35*
(t3'73)
five
(%a31seven
.
two
days
t
$13 7 . k (+z 91 LZQI
kg
he (3'9 ) nine o'clock
nine
I+=~I;l+f4) nineyearsold
%7( Z Z a ) ? )
nine
(nine)
(Vz=LS) bn -- +q (9393)teno'clmk -f-% ( 9 z ~ S f - 4ten ) years old -5 ( k g ) ten (2)
-+ 2s
+-
(t: 9 1 Aand~ed (YL' F T 3 ) three hundred (u Y ? 3 six hundred r k z ( ~ 1 l* 3 eight hundred 012
-
T 014
F9 015
El+
R
(6)
422 -lie=/
=k (*9)thousand 1'(
013
T
(hundred)
.;) -k
%
' C?f2@&-33y~ee thousand
21 eight thousand
T
(thousand)
(3) '
7-2
-5 (-4# 7 2 ) ten thousand ( 9 =L 9 T y ) one hundred thousand SZ ( k ~3 2 ) one million
fx (ten thousand)
(3)
-
x>
(
3 5 '.P;.p;m@*~&a~&Un~~ yen
F¶
circle
n
-2
1 fl f l --% .E3$%7$%3 o'clock
z3
?fE
(time)
0011
(yen; circle)
(4)
( Z F b r7,k 8
in one's childhood ~ 4 ' ( k 3 Z I * = i ) s o r n e t i m e ~q $ + ( F 3 - 4 > w a t c h
n
R
fl
R'
8+
(In this chart, katakana indicates the om'ymi [pronunciation originally borrowed from Chinese] and hiragma indicates the kuz %mi[native Japanese reading].)
@ gTa@a (Kanji Practice) h L fihL93 A. Read the price of the following items in kanji and write it in numbers.
Example: T 3 ~ k - b
(l))h)fi?
B. Write the following prices in kanji. Example: T5,420
+
3 ? - ~ ' i Z ~ ~ f l
An international exchange student writes about his daily routine. Read the passage to find out about his schedule and fill in the blanks below.
7:OO (
1
go to the university
1
eat lunch
)
watch T V
9: 00 (
4:OO
6:00
I
@
a< @g fS
hhrLw5
(Writing Practice)
Write about your daily routine. Use the above passage as a model.
583Mary's Weekend $579--tCyCr)I/c;b C 7J
=.y
a E l ( ~ 4 f F everyday ) -&Gr)EI(kib$.o)UI) Mother'sDay B~C(~w+f=)diary ZEI ( 5 ~ A ) t h r e e d a y s
(day; sun) -.
--
a*
[**2)*~*&
El *% (z*23)Japanese language I&$-$ X/ (+& & 2 3 L) Mr./Ms. Ymamota
I (book;basis) ese peo& Z ( Z 00 k 1this person
ah
= A (92 =>) three people
/ (moon; month)
J(41 )
K
fl fi
a
(U) fire
ozr Y
$542 (%&lda)
money
I
5
F
&% El ( F 3 9 IF) Saturday
5-G
zk ( 7 %soil )
Isoil)
(3)
0g 4-
39
~3qz a (=
(weekday)
0
i2 733 (UP)
k t3i k ) top; &OV& l+2 ( V 3 P A & ) good at E L (73-39 3 9)rooftop (3) 1 F 1
tfz
T (Lk>under
Ti)
+
+
-
I
n
+s.%sha=d%~ B
1 B E~ $
T*fa'
%T%(9-2 Y Y > subway
-
(3)
3 'f23
q(a;b.)inside
&%
yip
q?
(-?:a> poor at
T T
(down)
+E(Q=.fdP)China
(#23#3)juniorhighschool (4+ % Y 9 = 9 ) all year around .-
-*+
(middle)
EqF (*&gqPW) F%( / \ Y Y j . ) half. (half)
PPFFTq1$q%@q
(5) '
.
P
1->
-
P-.
.+!r*-f,
.
- .
*
(In this chart, katakana indicates the on 'yomi and hiragan@indicates the k%c~'yomi.)
@ h'hl
I ;
fLhrbD3
(Kanji Practice)
A. Match t h e kanji with the English equivalents. Sunday Monday
Tuesday =
Wednesday
=
Thursday
Friday Saturday
B. Look at the picture and choose the appropriate kanji for the blanks.
%711-3PU[2Sfi'dS*hIZ%€S;h\SZ I/ko Read the memo and answer the questions.
Read the following passage about Mary's weekend.
&+k
store
SaPtC:'? % k;% (
sweetbun
late
Arrange the following activities in the order Mary did.
1. studied Japanese
2. bought sweet buns
4. watched TV
5 . went to a park
3. went to a restaurant
@g
be back and whether you will have dinner at home. 6. Write about your weekend.
9 d ; Z j Travel 8.
am&
S-f-A (7992)Mt.Fuji (mountain)
%R (YY+)
electricity
(spirit)
XR
xg
CF~/+)
weat& (72 9 3 ) heaven
(heaven)
$A&A*
(P 'IY 9-1 2-f '5'
(I; private)
E e h i Z (fzL&X)rice field (rice field)
(511
n m w m
private university
*ah
(%j'h.&E~Uk)woman */$i (93-k4> woman
S Z Z
*.
%
R
UlX - (Zizk Z$YU.'k3 man Wy*--fl man n
m
w
m
(man)
(711
29
RZI tasee E% (92 ?'Y > sightseeing
(to see)
(711
n
a
H
9 35
, F , q ,
1 (to go) I
k
&-% B (fi%&)
339'
&<%
(to eat)
(9)'
*-G
t o eat (ke60)food
'fke( V 3 9 F 9 )cafeteria
/ h + & e * & ;'@a) $0 drink
@k&% (a&6 a)) drink
&%g% ( 4 Y
I (to drink)
03'
. '
~ . z ~ Y ? drunken Y ) driving
4
4
4
$
$
f pf$&
(In this chart, kutakam indicates the m'yomi and hiraga~araindicates the km'ymi.)
~ ->\.*
;h'k t;
fi/vb@J
A. Using the parts below, make up the correct kanji. Example:
a
+
B. Match the following sentences with the pictures.
C. Match the kanji with the reading. l.(
)-s
2.(
)=a
3. (
) SF3
4. (
5.(
) 5 E l
6.(
)*B
7.(
)+€3
8.(
9.(
)*a
lo*(
)+a
11.(
)=+a
A. Match the following katakana words with the English equivalents. cake
coffee cafe
classical
concert Vienna
B. d;3Z$h13&SZShlZ12htSSA'S6bt~~ Read the postcard below. Write T for the things she did or d o e s a n d write the things she didn't or doesn't do in Vienna. )
see an old castle
2. (
take pictures
4. (
enjoy sweets
6. (
3
F for
go to see a ballet )
drink beer at the cafe eat at McDonald's
Mr./Ms. (used in letter writing) h-but dt: 6 night
;k; L 5
f
castle
again
C.
a/x- ~-&hmafjisexe L~Z, Read the postcard below and answer the following questions in Japanese. 1- U j C -
3 AI&+Z*Z
L X Oj ~ - 7
5 ~ ~
2. Y'A QX3,T-$$10 3.
4.
5.
,4@3 la Q I z - 2 La L f = h s , + E l i Q'dz$i L a L?=dh., KhZ L 3 Li?=Qb, s 3 Qbrn&<% aiJz*5TT7F0
mountain
T3 ,
?z L
tough
2 % Take care.
@)
P < @g (Writing Practice) ' hhJL@3
The following are your Japanese friends' addresses in your pocket notebook. Copy their addresses on the postcards and write about your vacation.
$hQ)q*fd L/J, b 7 9 My Favorite Restaurant L
045
$ggq=$=$=*;& ; $;
[tz L-pg *&t<&& $kB (& 3* 4 ) northwest ( f i YV-4$ Kansai region I.
-:-
I
mi5 I
I (west)
I (south) $9 r3f4
$C3LIb9*3)Tollokuregion Z t j ( $ ~ & F49 ) Hokkaido (5)
-
4
3
( 6 ) mouth
I t;'
Jt;
3'
An (323 9)population
I b-f (fZP) to take something out
3ZL-y (to exit>
"& C& 3gJ Wi (wr)right t-
A . . -
- 7
&& ( 9 ~ 9right ) and left (511 ? $ - &
(right)
I
SM
i.t+ 7)left turn
7 3 7-2
.&*
7+>
( Y J Y Y Y )ten minutes h5?(972)0neself Te(~h272)haIf
( 37 2) five minutes
(minute; to divide) (4)
7
/
)\
n
%2
%&
33
ki!%(+=/V=9)lastweek
(+z >*. l Iteacher
%11(23l~)ahead
(5 to be born (4 Y Y S 9K-49 F) once in
~CZ--&
.
p,
r
?
* *5
(learning)
(8) '
77.4
5'bE CS4 .J 3
5Y
pb@A (84a 3' Z;j?) foreigner Yb ( % k ) outside
(outside)
(5)
'
P
El
9
9b
9
COU~~I-J~
C+1939) m ( C E) country
a
n n m m n ~
cs)~
(country)
$2,
3-
foreign country
27 ~ * 9 9blSLY8?TY%rZim { t=
a life
(In this chart, katakoau indicates the on'yomi and hiragalaa indicates the kun'ymi.) . ,. .. . .-*. . *.., y?.:,; -.::i:, ,,
I
.
I0
~
8
:'
@ gTa&a (Kanji Practice) bh, ;nlut@5 I ;
A. Combine the following kanji and make compound words. You can use the same kanji more than once. Example:
y\
+ a + yb@
B. Indicate where each place is located on the map.
23 &b 37
station to exit ('.
straight
@ rh L"h[dk(Bulletin Board) Look at the bulletin board on the next page and answer the questions.
1. If you want to buy a bicycle, who are you going to contact? 2 - Where will the party be heId? Are you going to bring anything?
3. How do you get to the concert haII?
4 . What can you do for the winter break (from December to January)?
Mary writes about her favorite restaurant. Read the passage and answer the
questions.
9 1 9 1 cooking b > 95 always 3 .tr JL everyone A. Where is the restaurant?
0'
'
@
<< .., :...........LA"..."', .?..<.'>?4%"&.>+ .~:::>..*?~*b ,??:? -.:...... *.?*..-*.F>?:~-. A
,",<"*"*-:L*T~A-&-*~.~~E&G=+:.*-*-,-
B. Circle the food or drink the writer has at the restaurant.
C. Choose the correct answer.
@g <#@= (writing Practice) h' Ah t ~ 3 A. 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.
d
' .
B. Write about your favorite restaurant.
1J -$by@rn';&.
Mary's Letter
I (capital)
>J4%%
( 9 s 93 Y 3 91 elementary school ( 9 a 93 3 Q d ) elementary school student
4a.R
( k d 9 ? 4 2) office worker
(to meet1
X - - C = & ~- ,-
gx3
7:.-
-
x%?(7$1
I
..
father and mother
I (father) .$.g ($9) mother tongue
t ~ k -g&) 3 -fa*
067
068
069
35'
*
(school)
~4
$% ( A b & % > i - - ~ & d . ~ Z?& ( ~ 9 ~h i3g h)s ~ h ~ l %$!?& ( 2 5' 3-3%$1 high school student
+%E ( # = 9 f l39) ~ junior hi& a - f 4 a
school
airv?t.tv@
*El ( ~ 4 2 &every ) day %g[ T ~ V X J )every week -@El!! (74 every right
r a @ *
(every>
~
*-.a
3'
B.*% 4=& =* 9) ~ a ~ a g e]language) ii $$% (x-431 English (language)
(word)
04
-8 PW
. -. .
- +- 3n-
2
i
s-
3
i
i
5
5% v
v
* ===x-x
u
~
i
m
v
o
070
'07 1
-
072
(In this chart, kut&m
indicates the m'yon%iand kiragana indicates the kun'ymi.)
A. Fill in the blanks with the appropriate kanji.
B. Which new kanji from this lesson include the katakana below/? Example:
I.
X
3 +
&
+
2.
;i. +
C. What's wrong with the kanji below? Rewrite the correct kanji.
..
? Z i-
a little
-6. I; from . . . L' I-$ { cram school
k
literature
Z 6
to take (a class) [--??)f:~,LkG=-j-& to look forward (to)
.h-i,f-.-.i=3,~7C'IB to take care of oneself
Summarize what Mary wrote about t h e following topics in Japanese.
1. Japan: 2. Her town:
3. Father: 4. Mother:
5. Sister:
6 . Brother: 7. School:
A. Write about the following topics.
B. Write letters to your Japanese friends. Describe your town, host family, friends, and so on.
$(7)z+t Japanese Off ice Workers A
/ -
#k;i;' (*?Qts)
to be absent; to rest (%'FA>holiday; absence I+z3Y'Y1 holiday
@El
I
I (to rest) Sj W 3 )
ZZF
to say
(Y Yyfl3'3) linguistics
(to say)
%&.:~ B % @30,read %@ ( F 3 9 s reading books (to read>
04
.
=
-
-
-
.
5
g
g - $ + $ + z 31 * e *5-* z *53- $Z
3 .(W%5 ) to think ,%% Q (7 9 Y a) mysterious
1
1 (to think) & ( 7 S y &&k % ; & (99 s ) one's second daughter
I = ,'sA
; ;? ik (&El w&& ' (t~h.9) what time BA (&L=Yl "howmany people
(what)
(711
(next)
(6) '
(
r 4 ? r
(In this chart, katakasa indicates the
0%'yomi
and hiragana indicates the kun 'yomi.)
A. Using the parts below, make up as many kanji as possible. Example:
X +
X
6. Match the following phrases with an appropriate verb.
++F&
l.%MG 2.
?m-&
**t2
.L$2
3. kk32 4. EI*SlJ% S
5. SSP-@
L 5 ~ 1 Y*
T4 ,% 5
-
*M(
7.57-3r;re
4,B
6.@$bI
Read the following questionnaire.
9 - b questionnaire X b L 7. stress
( 3+."Xl 1 i
7
-
3
-
overtime work
&)
after . . .
B. How would you answer the above questions?
C. 7 - 9 ~ h l 3 7 > 9 - b l ~ 2 L ~b$-bTZSSZ T b k o %I'
Read the report below and answer the questions.
-GI9L\T
8
2 -jt"
7
about; regarding to
% 6 ( f: 2 8
t o answer
to be tired
XCC 3 % (3i
secondly
first of all
)
lastly
Make a questionnaire and ask several people the questions. Then, write a report based on the result.
-
Ez P Sue's Diary
(after)
1 (before)
1'7
@,% (*\ 3 9 ) blank sheet
(white)
~33% (9
rainy season
sx- *<&&*-y$;-a
%s ( 9.=/ s ) dictionary
I
(friend)
752 ak,~\f:
qrd (9732)time rd (&t>E)between --3Fa7
(between)
108 1
-
~ e r d (~S9&2 ~W ) O~OUZS ABB~( Z Y Y Y ) humanbeing
( 4 ~ 9 3 9 A 2 one 1 week
P B B' Bq B9 r'l fi9 M fl El
I'
% ( b h k ) hpwe %& (k'P3)family % ( 3 6 ) house; home (house)
133 '7
sT(ikhT)tospeak %fk$Q,L)talk;story %$# ( 7 7 7 ) telephong &%k (a4 7) conversation
(to speak)
(little)
+
TF- 3;
*
(old)
5
L
%% ( t a l to k m w %A( - f 9 2) acquaintance
9(to know)
(to come)
(7)
- -
"=*$*
(In this chart, k-atukam indicates the m5mi and hiragana indicates the kua'yoma'.)
A. Fill in the blanks with the appropriate kanji.
B. Choose the most appropriate word for each blank.
H Z (b:-3)
diary
?Rq
in the morning
&Xb7~f'l-
host family
Z"3; % j
excellent food
~ \ & L \ 5 various 3 8 8 to have a talk *LT and
A. Put the following pictures in the right order according to Sue's diary. (
+
> + (
> + (
>
B. Mark T if the following statements are true. Mark F if not true.
C. X-*/vl&%Y 'J-ShCnfix b 7 7 S ' J - ~ Z ~ M & S ~ Z L ~ ; ~ T -hla Read the following letter.
A$?&
% El (*A L'9)
the other day
9
dormitory
~
5
%Ll3~)T2i
to show someone around
A. What did you do yesterday3 Write a journaI.
B. Write a thank-you letter to someone.
I _ _ _ _ _ - _ _ _ _ _ _ _ _ - _ _ _ - - - - ~ ~ ~ 2 - - - - - - - ~ - - - - - - - - - - - - - - - - - - - - - - - - ~ ~ - a - - - - - - - - - - - - - - - - - - - - - - - - - - ~ ~ a - - - - - - - - 2 - - - - ~
I I
I Useful Expressions for Letters and Cards: j
b-
I 1
?? 3 Cf' 7 { ;F;' 3 L 1, (Please take care of yourself.)
T). i - - g b t , T Z j ( Z * $ * L \ ~(Congratulationson.. ! S k h r 1 9 vgblL,TZ 5 . (Happy Birthday)
.)
L _ _ _ - - ~ - ~ - _ _ _ _ _ - - _ _ _ _ _ - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 2 - - - - - - - - - - - - - - - - - - - ~ ~ - - - - - - - - - - - - - - - - - - - - - - - - - - ~ ~ - - - ,
fit&< .
733
f&?fi
.
&G
( 9 x 3 9 3) address
(to Iive) *sf?
-
f-f2b
%EB--f:%>% a 3 39-1New Year Z L L \ (fzELt3) right
(right)
next year.
Oq/l?
++ K t - 6 ) this EV
stand;
(to sell)
s-3 %&4:>: Itd 3( Z J Ib ~ ~Q>) shopping (to buy)
q W3Y-h Sk1LFJ ( 3 f.P 9 4 3 9 ) Kitayama town @TR(FJ34 3 3 ) mayor of a town
-p \ [&!$
f - ~ f%wap;-r&d ~ ~ ( 5 ' 3 F ~ ) c a l l i g r a p h y& @ ( $ ~ 3 P 3 ) judo 3 c a (di .;Ih 4 F 9)Hokkaido
110
1t
9
l3 & $1 #+
@3 -kY
e 6@%3snow %% C ~ Y + Y ) new snow
(snow1
Ofl
fz
Ce3) >to-stqd @&AT ( 33' '1 Y Y-1'3 3
- , - + i ~ r ; ~ =r ~ 3+ q *
&9
') 'Y
national university $A&&E (931 !Y J 9 3 9)private high school
(to stand)
5
2 9
l;r-*< .n@gg'r) TTfiTmf & $k$$ ( Y F 9 Y T ) automobile ( V . 5 2 9 ~ bicycle )
(self)
(6)
" r" ff &
I
f
k
&
$6
(night)
63
+&
I) midnight
L T
-
( 3Y P )
tonight
r $7 'p @ f i 8c $H (&-$I M F H + $ A ( i f 3) this morning
(8) '
"
$fl& (FEI 9 9 3 91 breakfast (morning)
0
+
t'-
*
# *
8
3
$Tl$JJ$Ji!
-4
t
&2 %8->tohold2:-$%3T ( 6 ( & 3 T < 23) tobring Ffi$*~% ( V 3 9 t 2) belongings
(to hold)
( 9 )
.f
4
-
# %
(In this chart, katakuna indicates the o~'yonaiand hiragana indicates the k m ' y m i . )
~
A. Add strokes to the kanji below and turn them into new kanji from this lesson.
Example:
- + &
B. Write each antonym in kanji.
C. Fill in the blanks with the appropriate kanji from the list, and add hiragana where necessary.
2 L 2 Lk0
I. y7-Cshopping
5. g
\ -jw, a
have
To
3. &5TEA7h$ 0
T~
2. 75>3%
1<
4.
(are) sell(ing)
i!lcwi* 9 2 To snow
L" L \ 5 ,&~rl$#ia
0
6. 71f-
was long 7. $AQl$&5 C=-k@AiF
live o
was standing
n4 To
1:
1
A. Answer t h e following questions.
2. (Picture 1) 2&t~&c:'3 j h ~ - jR- E ~ 3. (Pictnre2) La)%EL'$
hZ %if&
Z,%~\H-~~, 4)%+#Q>%Xe (main characters) L@UX.:i
B. Read the Japanese folktale "fPi4G323" on pp. 302-3.
C. Put the following pictures in the right order. +
> +
i26. L ;t;-h. L 7.5.
S
once upon a time bamboo hat
%&fi
New Year's
4
year rice cake
&& hats
LL>
to sell sad
&g
mountain road
cj??
guardian deity of children
Q - 4 -
snow
to put (a hat) on a
person's head
la+
oneself
ra L\&\
F
tZ
to take off gmd deed
( ~ 2 ) voice
F (0
door
to be surprised
L&;b+?td
happy
D. Mark T if the following statements are true. Mark F if not true.
Choose one topic from the list below and write a story about it. For example: What do people do on these days? Do you have good memories? Do you know unusual tales about these days?
I
19 8 (Birthday)
&a% (Thanksgiving Day)
d.A,L.rl\'
fzh,
13aom~a
Wi 0-
1
Looking for Friends IS b@3
&I(@~ 2 04 movie
75"
13]
@%(#&)painter
(picture)
R
* FFi
j&
5
*R
-
(8)
$t; 75
I -n
35(3-/1&3)plan
7 5 % f i & g
*
+=5.r~-T) to sing
*.j
-
08
(to sing>
"
"
"
g
j
9
I
Oi;
$ r ~ $ ( V P 3 V 3 ) cityhall
r5
r*t5
g
(&h$?i%+%,:~-awagu~hi
a
city
'=j 3
33
a!$ &-? g ? ~ & ~ $ h h ~ ~ d
~
$ % ( Y d Z Z 5 ) kitchen -
4
-f*F%(9=95/~) address
jjF 76
7.' T j
-
<> 7z
M$&&i:&*%$+=p$qF&&
(to make efforts)
(101
jj
-#
&&"r9k&&) totry hard %$&Q ( + Y e Y & ) diligent
*
r
a
p
%
&
$%-'c4gisj$@%~% *%-fastudy
9
v
?
$&I\ f ~ m 7 ~ ~ 3 ~ @ . .
3
( =f 9 9 s
"
5
9 $1 obstinate
fL
; " ? s f ' P 8 5 $ 5 .
(strong)
On'
29
%;%'Fs ( ~ 9 9a) 4 famous %# ( ~ 11 4 3 9)toll; fee % 6 (&a>to exist
5i
p
A
(81
,,
q
i$E(LFa9;7)mayor
(place)
+3 9
q
*%$ (t13 62) market (5) ' " 1 " m * & 2 Z 25) v&c&&&la~es L \ 4 L 1% ~j$j?$h~>s&$~~$ -. .
(city)
Z
( 5 f.1 song
R+"(%K$vF~.singer 0% ( 3 Y ;5 national anthem
p
?
*
. +: ._,,:- . 1
?
(to exist)
@)I
1J 3
f=v
.( 'l s 3.3) tmpel @ (Y sI A$ 2 ) inn $? (0k 9 Tz U) traveling alone
(travel)
(IN'
-a "
"J
$
T
R
(In this chart, kutakana indicates the on'ymi and kiragana indicates the kule'yomi.)
A. Combine the parts below to form t h e new kanji from this lesson.
B. Put one kanji in each box to make compunds.
A. EBIZEZT L.=.%lv Zk
< Z*LI,
(Answer the following questions.)
--%& ( 1 % L I$ 9 ) (i%&Q)
*
looking for . . .
111
woman
*3r
man
Vl% c-\
t :')
river girlfriend cheerful
outdoor activities
near place
Y.'>
I. 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
(
F
band
&%
neighborhood
( A t t h * ) culture 3
3
fishing
{ A ) 9 9 (279)
shrine
1
reply
$ 3
Z
festival
s C%%3L3old t i m a %% (bt31tiift~t) old tale ;sf: -
(ancient times)
e-?(&;1PL&SLIonce upon a timg &.+-a: (-~pk-tFkJ --jj$Qple @e ( 2 3 F 3 ) sometimes (symbol of repe tition of a kanji)
p@*
- S&b.&
3 g j G&-
F5
Ee 3 ( L 3 . i ;
&) various
~1.5
*s-- c9 P*? -=
@s IV Y 1.3) Shinto religiork
--r,
-
a-
$&3T 6
(b&+g37&) to get up early ( Y 9 .f 3 '7) early morning
?$A (early)
(61
'
r,
FI
& 2 ? (% Z 2)to wake someone up
&&rf$
(+1)
Y$&) to stand up
(to get up)
(94 9 ) ambassador ( 9 399-=9)"Occupied" (to use)
i6-=brjk -
-
*!I& 3 { )r G tiff: G 3 1 both husband and wife working foraliving 5!%$(p9F93)Iabor (to work)
6
Zi ) -to take home ..('3kLT ( 3 3 L 2) United Nations ( 1/ Y .IL 5') consecutive holidays
3
i$& f9%
I/>
B &*
+
(to link)
(In this chart, katakana indicates the on'yomi and hdraga~aindicates the kwz'ymi.)
A. Match the reading, kanji, and translation.
- to use
15. L
Example:
-
1- l A - P ( b h )
COW
2. i % ( 3 & )
to get up
3. - h a ( j )
early
4 . b-ha(h6)
color
-$-
5. Ahx
ancient times
6 . 25%
to separate
7.
L l 5
blue
8.
9 L
red
6. Which new kanji from this lesson include the katakana below?
1. *5* +
2.
*
-+
3.
+
4.
jz
+
C. Which new kanji from this lesson shares the same component as each pair of kanji below? Example:
$1
0-t; 9 ktd Idk A. $2 (picture) ZHT
Z f i I ; t ; ~ t c " t E L ~k ~9T UtIE ~llL1+95Ta ~
-
3 i3
f..
a
--, L\
la
t
I
-k$T &tt,. i ' B
9':s ,#&Ti
a 3 2 a A I= i: 3 z'. 4 .at;
\
( &=$A
L
~ z h z\
o
L'
L\-Ba 2
r
ss3
7
Ll
G
L
a a r *
'a'-
L\
a 3 T A 755 $ 3 " O L \
t t & F H i ; $Jx " .la TEZn 2
t~
t3 %
9
2 i Y
-i 14, z TV a)
P z
" a & , ~ t a m ~42 o
h
7
0
T O &'rib&
-T -
1
L
C~I
&
+
0
Z
a
5
' a # % Q
$1 3
T
a
12 fs
'-kt:
x;a
9 vl.
L\
+
7 ~ t ta
L\
a
O I Y
5.
L
f2
1%
-
r
b
L
t:
3;
83
-
9
-&
-il
L\
e
Tz
t= a td y$ rtlga &@a,+
k ;
$2
bh Q L\ " 7 L Z L \ t
T
0
L\
4%
rnm L\
d
\
> L \ S +f:
e, c3
3 +?
-j-Q
t
(
O
m:t-. , G , c la A
& b \ b \ + S *
3 jr
r f:- -- l L~ T e 1 2 % -i " & E J 3 + $ ' PL et=gf-.1t 3 4 % ~ b \ 1: L\ e 9 C f 7 J 3 El L 5 -- l-f 7 U h 13 js2~7.; -
t
L \ C3
3 $+-& i~
9
<
the heavens; the sky
to get angry
God
to take back
daughter
to cry
serious
pitiful
to weave
once a year
one . . . ( & 6 El one day)
by
adult
wish
to find
to be realized
the Milky Way
we
the other side; over there
and so forth
COW
strip of fancy paper
farm
people
...
*
,,,
Japanese-English 316
s
,English-Japanese @+,
Numbers
fY4'
342
,sm$w+? Conjugation Chart ?Y7 &52)&3
8BH17)~~I&12T~~~&fK30 Items at the end of each entry indicate the following:
e......~
~
~
*
*
~
@
(Conversation and Grammar section)
%.*.*.. S&SS%
(Reading and Writing section)
G ...... % L 1 5 3 (Greetings) ...... 3L,(Supplement)
(s)
I
- I1
m------RE%e(sm&g) (number of excercise in the Reading and Writing section)
B4 between 2 L4
&
4-5
to meet; to see Ia person) % L4 7 3b F 7 outdoor activities 35 L11- IT &&Ll % L x blue 5% L9, Lws) d5h'l.I ;if;b \ red 52 L9, $2L9(s) &fi'&L\ TI % \ cheerful S Lll- Il d s 3 +t fall e l 1 0 d51f8 M 8 to open (something) 52 L6 &* $A morning 2 13
ZdI
urn . . . $2 L1 -dS@ that . . . (over there) 12 PIT-b apartment E L7 ZSLI g ~ \sweet SL12 $i%03ht;h XQIlIT the Milky Way % L12-TT 35%g negative not much L3
+
6 rain $2 L8 &@;bP1315 15-h" ki$8 it rains $2 L8 7%93 U.S.A. 11,$12 $555 $k$ towash 52L8 dS'3;ht&5 Thank you. G G i65;hgLjZ S L I Z s Thank you. (polite) 52 G &3 there is . . . 52 L4 $56- one . . . Z% L12-?J $SLIT % L \ T on foot 2 LIO 7JLlT-f b part-time job L4 &$ that I, one (over there) 2 L2 7>3-b questionnaire S L8- fl &h&L\$& $n$& to show someone around s ~ 9 n-
ZS fe3 7
LIl.1 good e L 3 LILIX No.; Not at alI. $ G L\L\Z b \ L \ 3 - good chiId
to play; to spend time pleasantly % L6 &fr?k;h\ll I $ , r > warm gL10 Sf=% 53 head L7(s) itSftdh~L~L~ 93iAfL\Lx bright; smart; clever L7 &7~fiSbLI R L L \ new eL5 8 3 L l a 6 hot (weather) 32 15 &3LI % L \ hot (objects) g L 5 itS& ?% after (an event) 5Z Lil, R L8- n bS&P &T lateron el-6 sfsfi YOU s L4 ZlZ X (my) older brother LT(s) % (my) older sister f L7, L7(s)
L l L I Z k gooddeed SLIO-II L l s , s 3 to say 52 L8 LIZ % home; house $ L3 -L\b -fi 3 bound for . . . $ L10(~) -f+!J;( Britain e L 1 , e L 2 L\< tog0 52L3 L \ < 5 how much GL2 L l L + 6% doctor %LI, 2110 LIGhZ5 (&I &%,% mean-spirited 2 L9 Lib chair 2 L2(s) L\5htbL\ IKL r busy (people/days) 52 L5 LlTe to h u m g L 6 L l f i L I b L. hurt; painful 52 L12 L\kEh?kb Thank you for the meal. (before eating) 2 G L\S?lxT -1 January L4-@) L \ S I; -r$ one o'clock 2 L1, 52 Ll(s) L\Sl;h'h -4M one hour B L4
%eZl$h RRBZ breakfast
L3
the day after tomorrow Lqs), $2 L8 21IJ R leg; foot 52 L7(s), % L12 75/'Plfh/%@5 7 Y 7 W f Z Asianstudies g L 1 $I/k tomorrow PL3, Lqs) 6365 over there eL2
e
(--a)
+
+
-
,%e
19
LIZ-n LlSlgh, --d best $ L1O L1% l2h-S -&1? last car; tail end b\%i$h%Z
-&a
a LI O(S) first car; front end LlO(s)
e
L \ 3 when 52 13 L13h' 5 El the fifth day of a month % Lqs) LlgTfl.1 -3 one year old % Ll(s) L I 7 LAG --M 1: together 32 L5 L 1 3 3 39 five' 5%L9 L I 3 ZOZb I'll go and come back. 2 G L \ T T % T L / + L ~ Pleasegoandcomeback. S G L l ~ t S h r --5? one minute 52 Llts) L \ 3 % always 2 LIZ, S L6-m Ll& R dog 2 L4 L\$ now e L 1 Ll& %% meaning 52 Lll(s),$ L12 L\%3&(&IV) #(9&) youngersister E L I , a L?, % ~ 7 ( s ) L l S ~ ( I ~ t l $ lWWdme i (to ourstore) 52L2 L l 9
+
33h uh-uh; no 52 L8 3 X +. on 5214 3~ COW 1112-11 3L3 IF, back %L4 5%&3< to teII a lie S Ll1
+
5 k W song $L7 5kF3 @ i tosiw
SL7 55 home; house; my place 5% L3 S%ClZ i t;a=S (my) child 5? L7(s) 5%milt.& 9 G 69A husband $2 L7(s) 3a $5 sea % L5 5s. $& tosell SLIO-n 5h uh-huh; yes 53 L8 3 h r 7 h Y Z ZST4 to drive 2L8 3 h r E 3 3 8 2W-F 4 to do physical exercises $2L9
Z P 951, aerommme S 13s) XLW && movie e L 3 X L \ Z 833 Ewlish Oanguage) 52 Lf X Z yes e L 1 X S R station 52 110,35 16-1 LL(IlL1I.W language lab L3 - - X h -P3 . . . yen e L 2 Z h U 3 S $ pencil % L2, 2 L2Is)
& L I b L \ delicious %L2 1 3 % %H&round trip 2 Llqs) &&L\ @b\ thereare m a n y . . . ?%LIZ dj&$L\ k 3 b \ large 52 L5 a-Xb3?)57 Australia SL1, eL1t # u &+?sA mother gL1, e L 2 , 52 L?(s) &h\X!l Welcome home. 2 G 8 ' Sk--f snack; sweets 52 L11 $5fP%l $542 money i 16 S %&#% rich person 2 LIO 4335 & 3 & togetup g L 3 S < Z h & 3 A wife 52 L7(s) SZah S 3 3 h child SL7(s) S i b a6 togetanmy SLIP-II %% sake; alcohol 5$ L3 8LL I S h grandfather L7(s) LXB B 2 b to teach; to instruct % 16 d3L&5ht3 %&,I7 .MewYear's $111, % LlQ-JI Zi b7! buttocks L71s)
a$L\
d3b3
castle BE-11.
slow;Jate 3 LIO 8s (T . C& some&ing) late $ L6, C L4-ID d 3 e ?XP_ {_a2, kbe late (for) % L8 &EL\L;(~.-. '6%+ii ~t well w n . S L I ~ S f awzn tea P L3 87 & & husband $ LT(s) &T&5Li & f % \ r restroom e L 2 &iZS S 4 temple g L4 &&3&k f ; X S x / father 52 L1, 5$ L2, GL7(s) 8 5& ( 1 $ ( 3 A/) younger brother 32 LI, s L7, G2 L71s) & Z % man SLI1-I1 &ELI
<
<
d3ckZcDZ %9? boy eL11 &&ZII>U'tk % a h man e L 7 &&kt1 the day before yesterday 2 Lqs) Sk&L the year before last 2 L4(s) d3ckfd A X adult S L12-11 SZ6 Bi fi6 to dance. 52 L9 %ah' stomach 2 L7(s), 112 ;fi&h\tix3 to become hungry L11 8 1 L L l e h r S X 3 A orderbrother GL1, 52 L?, 5? L7(s) B@Z&h % 2 A older sister S 11,S L7,
+
<
'
32 L7(s)
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mountain +d It 2 Lll, % L5-II mountain road B3ab.S L L S ZL10-II mouth 4 o $L7(s) movie XLiitit gL3 Mr./Ms. . . . --&h, f Ll Mr./Ms. . . . -4% SL5-n much & < g L 3 Municipal Hospital LE&hU&5 L l h
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special vacabulary for numbers
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cents Lmi 3.A
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-$ books ?I.
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-2 shoes +2 A.
-
7
-j
letters hrj &
-4thousand
street address
small items
date
people
years of age :ri,
cf. --A cf. idj:& cf. (20 years old) a j 1-;l (three or more ( 1 4 ) people) l i 7 6 . (20) i:L-kp? k 7 ha(24) fa'kt: 1; (how many)
- -Conjugation
short present neg. (L.8)
short past neg. (L.9)
L f=
L Qc\
t QDd:dstt 7
3T
3 t:
t
-3- T
-T
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-Q&\
-7T
te-forms
short past
(L. 6)
(L.9)
L W
LT
43$-
verb dictionary long forms forms bmsd types (L: 3) irr.
Ts
in.
7a
b
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C h a r t
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z 26%7t: --3&*7t c
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32
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-3 Q 6 5 7 f c
-td:fJda-=>f2
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-
The form with * are exceptions.
F A b o u t the Authors Eri Banno is currently Associate Professor of Japanese at Okayama University, Japan. She graduated from Nanzan University in Nagoya and earned her M.A. at St. Michael's College, Vermont. She has taught Japanese at Nanzan University and Kansai Gaidai University. Her publications include 80 Communication Games for Japanese Language Teachers (The Japan Times).
Yutaka Ohno is currently Associate Professor at the Education Center for International Students at Nagoya University. He earned his M.A. in linguistics at Sophia University in Tokyo, and has done post-graduate work at the University of Massachusetts, Amherst. He has taught Japanese at the University of Massachusetts, Amherst College, and Kansai Gaidai University.
Yoko Sakane (Yoko Ikeda) is currently Associate Professor at International Student Center at Ibaraki Universiiy, Japan. She graduated from Morningside College, Iowa and Kansai Gaidai University, and earned her M.A. in comparative literature at Pennsylvania State University. She has taught Japanese at the Eastern New Mexico University, Pennsylvania State University, and Kansai Gaidai University.
Chikako Shinagawa is currently teaching Japanese at the University of California, Santa Barbara. She graduated from Aichi Prefectural University in Nagoya and the University of Arkansas, Little Rock, and earned her_M.A. in Japanese at the University of Wisconsin, Madison. She has taught Japanese at the University of California, Iwine, and Kansai Gaidai University.
