Japanese Stage-Step Course: Workbook 1

The Japanese Stage-Step Course Workbook 1 Workbook 1 of the Japanese Stage-Step Course is designed to be used alongside Stage 1 of the Grammar Textbook. It contains grammar exercises, along with new vocabulary, conversational, listening, reading, and writing practice for each chapter in the textbook so that students will be able to thoroughly practice the grammatical structures they have learned. Additional features include: • • • • •

detailed explanation of vocabulary items abundant exercises including sentence as well as discourse practice information on the system of kanji extensive cross-referencing with the Grammar Textbook Japanese-English and English-Japanese glossary

All the audio material for Workbook 1 is available on CD 1. The course also includes the Grammar Textbook, Workbook 2, CD 2, and the Writing Practice Book.

Wako Tawa is professor and director of the Japanese Language Program in the Department of Asian Languages and Civilizations at Amherst College, Massachusetts.

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The Japanese Stage-Step Course is a fully integrated language course from beginner through intermediate level, combining cohesive grammar instruction with functional examples and practice to build a solid foundation in the four key skills of reading, writing, listening, and speaking. The course materials consist of: Grammar Textbook Workbook 1 Workbook 2 Writing Practice Book CD 1 CD 2 For more information about The Japanese Stage-Step Course and additional resources, please visit the companion website at www.routledge.com/textbooks/japanese-stage-step-course.

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The Japanese Stage-Step Course Workbook 1

Wako Tawa

First published 2009 by Routledge 270 Madison Ave, New York, NY 10016 Simultaneously published in the UK by Routledge 2 Park Square, Milton Park, Abingdon, Oxon OX14 4RN Routledge is an imprint of the Taylor & Francis Group, an informa business © 2009 Wako Tawa This edition published in the Taylor & Francis e-Library, 2009. To purchase your own copy of this or any of Taylor & Francis or Routledge’s collection of thousands of eBooks please go to www.eBookstore.tandf.co.uk.

All rights reserved. No part of this book may be reprinted or reproduced or utilised in any form or by any electronic, mechanical, or other means, now known or hereafter invented, including photocopying and recording, or in any information storage or retrieval system, without permission in writing from the publishers. British Library Cataloguing in Publication Data A catalogue record for this book is available from the British Library Library of Congress Cataloging-in-Publication Data Tawa, Wako. The Japanese stage-step course. Workbook 1/Wako Tawa. p. cm. Set consists of “Grammar textbook” “Workbooks 1-2” “Writing practice book” and “CD 1-2.” ISBN 978-0-415-77606-6 (pbk.) 1. Japanese language—Textbooks for foreign speakers—English. 2. Japanese language—Grammar—Textbooks I. Title. PL539.5.E5T393 2009 495.6'5—dc22 2008030931 ISBN 0-203-88286-5 Master e-book ISBN

ISBN13: 978-0-415-77605-9 (grammar textbook) ISBN13: 978-0-415-77606-6 (workbook 1) ISBN13: 978-0-415-77611-0 (workbook 2) ISBN13: 978-0-203-882-3-7 (writing practice book) ISBN13: 978-0-415-77603-5 (CD 1) ISBN13: 978-0-415-77787-2 (CD 2)

Contents Preface Preparatory Stage Stage 1-1 Stage 1-2 Stage 1-3 Stage 1-4 Stage 1-5 Stage 1-6 Stage 1-7 Stage 1-8 Stage 1-9

vii

Basic Structures of Japanese Question Sentences Aspects of Predicates Numbers and Counters On Verbs The World of Adverbs Topic, Subject, and Object Plain Forms of Predicates Bridging Stage 1 and Stage 2

Japanese–English Glossary English–Japanese Glossary

1 23 51 79 110 133 164 191 217 235 252 278

Preface Guide to Workbook 1 The Japanese Stage-Step Course is supported by a group of four books. Classroom study is based on assigned homework in the Grammar Textbook and focuses on exercises provided in Workbook 1 and Workbook 2 for learning grammar, vocabulary, and conversational systems as well as reading and writing Japanese discourse. This Workbook contains ten chapters for classroom study along with Japanese–English and English–Japanese glossaries. About the Grammar Textbook For most effective use of classroom time, teachers should, from the very beginning of the learning process, guide students to read and gain a good, if not perfect, understanding of the assigned part of the Grammar Textbook before coming to class. Students who seriously want to learn Japanese are highly motivated and willing to spend the time to learn from their instructors. Instructors should show confidence in the students’ learning ability and potential. Grammar often carries a negative image, but students can be persuaded that knowledge of grammar is a powerful tool. Those who realize the importance of understanding grammar will be eager to deepen their knowledge and will be motivated to study the Grammar Textbook. Students should be assigned readings in the Grammar Textbook for each class in advance and be expected to digest the content of each assignment before coming to class. However, they should be encouraged to leave the Grammar Textbook at home or, if they bring it with them, keep it stowed away during class. Focus on Oral and Aural Practice The beginning is always important. From the outset, students should be encouraged to use their voices even when they are studying grammar. Conduct each class using Japanese whenever possible. All three Steps of each Stage in the Workbooks may be carried out in Japanese. Set time aside for asking questions in English, especially at the beginning. If the situation allows, encourage students to bring their questions to the instructor during office hours, so that valuable class time is not used for this purpose. One might argue that listening to other people’s questions is helpful, but different students have different problems, and the benefits of fielding each and every individual question during class time are very small, especially given the limited number of class hours. In some cases, individual sessions may be much more efficient and effective. Note-taking during class appears to diminish the attention students need to concentrate on listening, speaking, and other important in-class tasks. Ask students to put away their pens and pencils unless they are taking a quiz or test. There is no need for them to make notes, as everything is explained in the materials. The Learning Environment Being corrected is an important part of the learning process and students should be aware that everyone makes mistakes and everyone will sometimes need to be corrected. They should not take it personally when this happens. Getting used to being corrected will assure them a better learning experience in the long run.

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Preface

Instructors should be generous and tolerant of students’ mistakes. When students are afraid to make mistakes, they learn less. All students should know that making mistakes is part of learning a foreign language and should be encouraged to overcome that fear. Do not assume that once students have learned something, they will always remember it. Forgetting occurs frequently, and students should not be expected to have perfect memories. They do not, and penalizing students for forgetting material may have negative results. Students should feel comfortable asking the instructor to remind them of material previously learned and feel comfortable repeating old material. Repetition is part of learning and a powerful learning tool. If possible, create a learning environment composed of small groups. Small-group learning in short time segments can be more effective than large-group study for longer periods. In some cases, but not all, one-on-one learning is most effective and efficient. Suggestions for the Three Steps Each chapter is composed of three Steps (Structure/Vocabulary, Spoken Language, and Written Language) and a Summary of Vocabulary. It should be kept in mind that flexibility is crucial; the materials for each chapter provide, at best, examples. Material may be changed, omitted, or added according to what is deemed necessary. Each user has different needs. Step 1: Structures and Vocabulary Rather than explaining points of grammar in class that are presented in the Grammar Textbook the students will have read on their own and to which they can return at any time, the instructor is encouraged to devote class time to the “Confirmation” sections, helping students to attain a thorough grasp of the assigned grammar points. Pronunciation fluency need not be considered a priority at this stage. Review old material whenever necessary to help situate new concepts in the overall picture and thus provide the proper context. Do not proceed to new vocabulary without review. Moving ahead before students have fully digested the new grammatical structure will bring no gain. New vocabulary is introduced in sentence context in Step 1. Some vocabulary items are explained in detail following the examples, taking into account the limitations of translation. Students should be encouraged to read these explanations thoroughly. Once the vocabulary items are introduced in sentence contexts, it is best for students to memorize the vocabulary before the subsequent class, so that they can proceed to the “Production” section. To test and practice new vocabulary items, some mechanical practice may be needed, using substitution, expansion, or other types of practice. The Workbook does not suggest what kinds of mechanical practice should be used, and it is up to the instructor to decide the most effective method, varying the exercises according to the topic at hand. Practice should be assigned only when meaningful and necessary. Proceed with the specific tasks in the “Production” section only after students are comfortable using the new vocabulary. Try to use only Japanese in conducting the class on this section. Note that for both the “Confirmation” and “Production” sections, the exercises and questions provided are merely examples of the types of exercises that can be used in class; they should not be considered exhaustive or complete in themselves. The number of exercises provided in the Workbook may not be appropriate. If there are not enough, further exercises and questions should be prepared; if there are too many, some can be skipped, according to the instructor’s judgment. The instructor must assess the learning tendencies and needs of each student, in terms of both amount and quality, and utilize the Workbook as appropriate to those in the class.

Preface

ix

Although the focus of the “Confirmation” sections is the understanding of new grammatical structures and the focus of the “Production” sections is the ability to use new vocabulary while using new structures, it is still strongly recommended that students use their voices, speaking Japanese, for both “Confirmation” and “Production” at all times, since using one’s voice repeatedly is the only way to achieve the feeling of the language coming automatically, the ultimate goal for the mastery of a language. The space provided for most tasks in the Workbook is therefore not for writing. Tasks should be done orally unless the instructor directs the students otherwise. Step 2: Spoken Language The course emphasizes to students that written and spoken Japanese are by nature quite different. When speaking, especially in conversation, fragmental utterances are often supported by other cues (such as facial expressions and body language), and interruptions and interferences may often occur. Using complete sentences every time would sound unnatural and might even hamper communication. Even fragmental phrases and expressions, however, originate in complete, rulegoverned structures. Learners need to know what part of the whole may be deleted, contracted, or abbreviated. They can and should learn the systems behind these conversational devices rather than simply memorizing the expressions used. Since the number of ways conversations can be carried out is infinite, it is inefficient to memorize conversational expressions in different situations without understanding the structures from which they derive. Learning the kinds of expressions that are culturally appropriate and those that are not appropriate is especially important for successful communication in Japanese. Even a perfectly grammatical utterance can be seriously inappropriate in certain situations. Success in communication, rather than relying on scattered examples, can be better assured by gaining as great a grasp as possible of the principles of cultural appropriateness. Concrete situations may be added at this step. An infinite number of different situational examples are possible. Specific situational tasks are not provided here in order to make this course more useful to different learners in different situations. Here the instructor should add relevant applications depending on the immediate interests and needs of the learners. Such applications should be as close as possible to real-life situations. Listening as a specifically assigned task is given only here in the second part of Step 2, but should be part of every possible moment of learning. Listening is inextricable from other tasks. Step 3: Written Language Step 3 focuses on the written language. After taking up katakana in the first two chapters, from the third chapter, the first part of Step 3 teaches the principles of kanji. Having mastered these principles, the students will be able to read and recognize kanji more easily. The second part focuses on discourse reading. Many different types of texts are introduced. Using these texts as models, the students are given a chance to write their own discourses as well. No specific reading method is suggested in most cases. Different reading strategies, such as skimming and/or close reading, may be used, according to the discretion of the instructor and the needs of the students. Skipping the reading in one section will not necessarily interfere with the student’s understanding of the next chapter. Readings from sources other than those provided in the book will not cause problems. Again, flexibility is the key to maximizing the learning potential of each student. Miscellaneous Notes On Vocabulary Most new vocabulary items are introduced in Step 1 of each chapter. Occasionally students will find that additional vocabulary is introduced in Step 2 and Step 3. This is because certain words are better introduced in conversation while others are more effectively introduced in more formal (written)

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Preface

contexts. Each chapter ends with a summary of vocabulary in that chapter. Supplemental vocabulary items, which are for reference only, are also added in some chapters. Learning vocabulary is tricky, because the definitions given in dictionaries do not include differences in usage between Japanese and English. Words almost always have specific distinctions in the extended and implied meanings and usages in a particular language. Unfortunately it is no more possible to deal with each and every difference of every word in a textbook than it is in a dictionary. But it is possible to sensitize students to these distinctions, so that when they learn new words, they will know to be cautious about the different ways words are used. Even when they cannot find satisfactory information in dictionaries or textbooks, they will at least know what kind of questions to ask instructors when learning new words. This Workbook points out important distinctions as frequently as possible, but complete coverage is not always possible. Users of any language textbook should be reminded that the vocabulary items provided are merely examples. Most students will quickly find that the vocabulary items in the textbook are not adequate to their needs, and that some are not even useful. No textbook can hope to introduce the vocabulary items that are relevant to each and every student in all situations. Students should therefore learn early in the process of learning Japanese to use dictionaries to pick up vocabulary relevant to their individual needs, and at the same time should be aware that the information given for each word in dictionaries is not sufficient, as pointed out above. Sound Files Example sentences, listening tasks, and sample dialogues are recorded in the sound files, identified in the Workbook by numbers given at each Step (R: number). Names Japanese and other names are used in the examples. In Stage 1, the number of names used is limited, with those introduced in one chapter used repeatedly for a couple of chapters until new ones are introduced. From Stage 2 onward, names are used more randomly and with more variety, in order to expose learners to different kinds of names. Phonetic Guides All sentences in the Workbook, except in the preparatory chapter, are written in their natural orthography, which consists of a mixture of hiragana, katakana, and kanji. In Stage 1, phonetic guides (rubi) in hiragana are given over most kanji (in Stages 1-1 and 1-2, even katakana have hiragana phonetic guides) as an aid to reading in the early stages of learning. Example sentences often contain kanji that students have not yet learned. This course takes the position that it is better to get the students accustomed to reading sentences written in their natural style as soon as possible, rather than first giving sentences written only in hiragana and katakana and only later gradually introducing sentences with kanji. Phonetic guides are generously provided in order to help students who are focused on learning grammar or practicing reading and speaking to read kanji they have not yet learned or have forgotten. In the focus on reading in Step 3 of each chapter of Stages 1 and 2, two versions of the reading passages, one with and one without guides, are normally provided to promote reading practice. From Stage 2 onward, phonetic guides for example sentences are provided more randomly. Phonetic guides can help in kanji recognition; in the Workbook they are sometimes provided more than strictly necessary in order to facilitate the acquisition of some non-reading skills. Other Materials The use of other materials is encouraged. Pictures, online materials, videos, movies, or anything that is relevant to the chapter the students are working on will be most helpful. Here too, the needs of each school or student are different. Some supplementary materials are available at the publisher’s website: see www.routledge.

Preface

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com/textbooks/japanese-stage-step-course. When using other resources (materials obtained through the media), always be mindful of copyright issues. The use of other materials can be time-consuming. The instructor has to make sure the materials are suitable to the students’ needs and will truly facilitate learning. With the recent emphasis on the use of authentic materials, some instructors spend hours searching for the right resources, only to find that the result may not have been as effective as simpler approaches, such as using schematic drawings. At times, just an explanation will do, and at other times, an artifact or photograph may be most efficient. Sound judgment in the use of supplementary materials is important.

Preparatory Stage The objectives of this stage are the following: (1) to become accustomed to Japanese sounds in general by learning some useful expressions without going into detailed grammar; (2) to learn how to read and write hiragana. It is important to study in a methodical fashion in order to learn all of the expressions and the hiragana introduced in this chapter. The step organization of this chapter differs from that of the subsequent chapters in the following way: the expressions and the hiragana introduced in this chapter are divided into seven steps, and the practice in each step combines speaking/listening and reading/writing. Each subsequent chapter of Stages 1 through 3 will consist of three steps.

Step 1

1: Overview of the Japanese Language Read the corresponding section, Preparatory Stage 1, in the Grammar Textbook for background. It gives details about the Japanese language that will be helpful before you begin your study.

2: Japanese Sound System Read the corresponding section, Preparatory Stage 2 (1) through (5), in the Grammar Textbook first. Japanese sounds are relatively easy to pronounce. Listen to the sound files and repeat the sounds in all the charts (you do not have to know the Japanese writing system at this point, but it is given in the charts below for reference). Pronounce all sounds in the charts to your instructor(s). Being able to hear and produce palatalized sounds, long and short vowels, and single and double consonants are all important, but they are most effectively learned in proper contexts. Do not spend too much time on this task, as there will soon be plenty of opportunities to grasp these sounds in context.

(1) 46 basic sounds: (R: P-1)

k s t n h m

a D q ka K v sa @ ~ ta B ‡ na 7 S ha = W ma H c

i O r ki L ’ si(shi) I  ti(chi) ? ‘ ni 9
hi , – mi 8 —

u N s ku F x su J € tu(tsu) 0 „ nu  T hu ( Z mu " d

e > t ke ! z se + ‹ te / ‚ ne 6 U he  ] me # e

o E u ko : | so 4 ‰ to C Q no  V ho ) ` mo ' f

2

Preparatory Stage (Workbook 1)

y

ya - g

—

yu  h

—

yo . i

r

ra & j

ri < 

ru * k

re  l

ro  m

w

wa 2 n

—

—

—

wo (o)  o

—

—

—

—

—

i

u

e

o

N M p

(2) Voiced variations: (R: P-2) a k
g

ga  w

gi “

gu

 y

ge  {

go  }

s
z

za  

zi(ji) % Ž

zu  Š

ze  Œ

zo  ˆ

t
d

da  †

di(ji)  …

du(zu)  ƒ

de ; 

do $ R

h
b

ba  X

bi  •

bu

 [

be  ^

bo  a

h
p

pa  Y

pi  ”

pu  \

pe  _

po  b

(3) Palatalized sounds: (R: P-3) a

u

o

ky

kya L5 ’š

kyu L3 ’™

kyo LA ’˜

gy

gya 5 “š

gyu 3 “™

gyo A “˜

sy

sya(sha) I5 š

syu(shu) I3 ™

syo(sho) IA ˜

zy

zya(ja) %5 Žš

zyu(ju) %3 Ž™

zyo(jo) %A Ž˜

ty

tya(cha) ?5 ‘š

tyu(chu) ?3 ‘™

tyo(cho) ?A ‘˜

ny

nya 95 š

nyu 93 ™

nyo 9A ˜

hy

hya ,5 –š

hyu ,3 –™

hyo ,A –˜

by

bya 5 •š

byu 3 •™

byo A •˜

py

pya 5 ”š

pyu 3 ”™

pyo A ”˜

my

mya 85 —š

myu 83 —™

myo 8A —˜

ry

rya <5 š

ryu <3 ™

ryo
Preparatory Stage (Workbook 1)

3

(4) Long vowels: (R: P-4) Short vowel

Long vowel

obasaN “aunt” E@M

obaasaN “grandmother” E[email protected]

ki “tree” L

kii “strange” LO

shujiN “husband” I3%M

shuujiN “prisoner” I3N%M

teki “enemy” /L

teeki “regular interval” /OL

goi “vocabulary” O

gooi “agreement” NO

(5) Double consonants: (R: P-5) Single consonant

Double consonant

kaki “persimmon” KL

kakki “energy” K1L

moto “origin” 'C

motto “more” '1C

isho “will” OIA

issho “together” O1IA

masatsu “friction” [email protected]

massatsu “erase” [email protected]

(6) Pitch; (7) Devoicing Read the corresponding sections, Preparatory Stage 2 (6) and (7), in the Grammar Textbook for background.

3: Useful Expressions The purpose of this section is to familiarize students with some Japanese sounds using meaningful expressions. It is not necessary to learn the structures of these expressions in this chapter. Learning Japanese structures will begin in next stage. All students will need to raise their voices and enunciate clearly when practicing.

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CONFIRMATION Read the corresponding section, Preparatory Stage 3 (1), in the Grammar Textbook first.

(1) Greetings and farewells 1. Listen to the sound file and then repeat each expression until you can say it smoothly. Confirm the meaning of each expression you hear. (R: P-6) Expression 1. Ohayoo (gozaimasu). 2. KoNnichi wa.

Meaning

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Preparatory Stage (Workbook 1)

Expression

Meaning

3. KoNbaN wa. 4. O-yasumi (nasai). 5. Sayo(o)nara. 6. Shitsuree shimasu. 7. Ja [OR dewa], mata ne. 8. Ja [OR dewa], mata, ashita. 2. Listen to the following greetings. Write when and with whom the speaker may use this greeting. (R: P-7) Write the greeting you heard

When would you use it?

With whom would you use it?

1. 2. 3. 4. 5. 6. 7.

PRODUCTION 3. What are the appropriate expressions for the following situations? Situation

Time

1. meet your teacher

morning

2. meet your friend

after dark

3. to your roommate

going to bed

4. to your classmate

parting

5. to your teacher

parting

6. to your teacher

leaving his office

7. run into your roommate

daytime

8. meet your friend

morning

9. meet your friend

evening

10. to your teacher

entering her office

Expression

Preparatory Stage (Workbook 1)

5

Step 2

3: Useful Expressions, Continued

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CONFIRMATION Read the corresponding section, Preparatory Stage 3 (2), in the Grammar Textbook first.

(2) Introducing oneself and others 1. Listen to the sound file and then repeat each expression until you can say it smoothly. Confirm the meaning of each expression you hear. (R: P-8) Expression

Meaning

1. Wata(ku)shi wa Tanaka desu. 2. Boku wa Tanaka desu. 3. Watashi wa Tanaka to iimasu. 4. Boku wa Tanaka to iimasu. 5. Watashi wa Tanaka to mooshimasu. 6. Hajimemashite. 7. Doozo yoroshiku (onegaishimasu). 8. Kochira koso. 9. Kochira wa Yamada-saN desu.

2. What is the difference between the following two sentences? With whom would you use them? ¨PWatashi wa Tanaka desu. §PBoku wa Tanaka desu. 3. What is the difference between the following two sentences? With whom would you use them? ¨PWatashi wa Tanaka desu. §PWatakushi wa Tanaka to iimasu. 4. What is the difference between the following two sentences? With whom would you use them? ¨PWatashi wa Tanaka desu. §PWatashi wa Tanaka to mooshimasu.

6

Preparatory Stage (Workbook 1)

5. What is the difference between the following two expressions? With whom would you use them? ¨PDoozo yoroshiku. §PDoozo yoroshiku onegaishimasu. 6. What is the difference between the following two expressions? With whom would you use them? ¨PDoozo yoroshiku onegai shimasu. §PYoroshiku. 7. When would you use the following? ¨PHajimemashite. §PKochira koso. 8. Who do you think each speaker of the following dialogue is? Speaker 1: Hajimemashite. Watashi wa Tanaka to mooshimasu. Doozo yoroshiku onegaishimasu. Speaker 2: Yamada desu. Yoroshiku. Speaker 1 is probably ( Speaker 2 is probably (

). ).

9. Who do you think each speaker of the following dialogue is? Speaker 1: Boku wa Tanaka desu. Hajimemashite. Speaker 2: Watashi wa Yamada desu. Yoroshiku. Speaker 1 is probably ( Speaker 2 is probably (

). ).

PRODUCTION 10. Practice the following dialogue with your partner. You: Partner: You: Partner: You:

(Greeting appropriate for the time of day of the dialogue) (Respond to the above) (Introduce yourself) (Respond to the above, introduce yourself, and give greeting) (Response to the above)

11. Practice the following dialogue with two partners. You: (Introduce Friend 1 to Friend 2) Friend 1: (Introduce yourself and give greeting) Friend 2: (Respond to the above and give greeting)

Preparatory Stage (Workbook 1)

7

12. Role play: Perform the following dialogue. Student: (Introduce your name politely) (Greeting) Teacher: (Introduce your name) (Greeting)

KANA PRACTICE: From Vowels to S-line 1. The goal of this step In this step, students learn how to read and write the five vowels, the k-line, and the s-line of hiragana. Follow the instructions below. 2. Reading hiragana: Vowels Read the following aloud. Repeat until the sounds come fluently. N

E

O

>

D

O>

EO

DO

N>

NE

DEO

EO>

EEN

DEN

OO>

3. Writing hiragana: Vowels Practice writing hiragana for the five vowels in the Writing Practice Book. Pay special attention to the stroke order of each character. Correct stroke order habits make it easier to write clearly and gracefully. Students should practice writing kana in the correct order and have the teacher check their work. The instructor should check the student’s writing for proper stroke order and form. Try to correct mistakes at an early stage of practice. It is difficult to achieve good handwriting habits at a later stage. 4. Reading hiragana: K-line Read the following aloud. Repeat until the sounds come fluently. F

K

!

L

:

:O

E!

DF

NL

EK

KL

LF

KF

L!

K!

!OL

>KL

FNL

K!O

O:O

5. Writing hiragana: K-line Practice writing hiragana in the k-line in the Writing Practice Book. Pay special attention to the stroke order of each character.

8

Preparatory Stage (Workbook 1)

6. Reading hiragana: S-line Read the following aloud. Repeat until the sounds come fluently. J

@

4

I

+

JI

I4

@!

+L

@I

4:

D4

D+

KI

L4

NJO

+KO

JOK

DKI

E4O

7. Writing hiragana: S-line Practice writing hiragana in the s-line in the Writing Practice Book. Pay special attention to the stroke order of each character.

Step 3

3: Useful Expressions, Continued

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CONFIRMATION Read the corresponding section, Preparatory Stage 3 (3), in the Grammar Textbook first.

(3) Running into a friend 1. Listen to the sound file and then repeat each expression until you can say it smoothly. Confirm the meaning of each expression you hear. (R: P-9) Expression

Meaning

1. (O)hisashiburi (desu nee). 2. Yamada-saN, (o)geNki desu ka. 3. Ikaga desu ka. 4. Doo desu ka. 5. O-kagesama de (geNki desu). 6. Maa maa desu. 2. What is the difference between the following two sentences? With whom would you use them? ¨POgeNki desu ka. §PGeNki desu ka.

Preparatory Stage (Workbook 1)

9

3. What is the difference between the following two sentences? With whom and in what situations would you use them? ¨P(O)geNki desu ka. §PIkaga desu ka. 4. What is the difference between the following two sentences? With whom and in what situations would you use them? ¨PIkaga desu ka. §PDoo desu ka. 5. What is the difference between the following two sentences? With whom and in what situations would you use them? ¨PO-kagesama de. §PO-kagesama de geNki desu. 6. When would you use the following? With whom would you use them? ¨POhisashiburi desu nee. §PHisashiburi. 7. When would you use the following? Maa maa desu.

PRODUCTION 8. Pair work: Express the following in Japanese. Speaker 1: (An appropriate greeting for the time of the conversation) Speaker 2:(Respond to the above) Speaker 1: (Say it’s been a while since the last time we last met) Speaker 2:(Respond to the above) Speaker 1: (Ask how things have been) Speaker 2:(Respond to the above) 9. Role play: Express the following in Japanese. Student: Teacher: Student: Teacher: Student:

(Get the teacher’s attention; comment that it has been a while since you last met). (Acknowledge the above). (Ask how things have been). (Respond to the above; ask how things have been) (Respond to the above)

10. Pair work: Express the following in Japanese. Speaker 1: (Comment that it’s been a while since you last met; ask how things have been) Speaker 2:(Respond to the above; ask how things have been) Speaker 1: (Say that things have been so-so)

10

Preparatory Stage (Workbook 1)

KANA PRACTICE: From T-line to H-line 1. The goal of this step In this step, the students learn how to read and write the t-line, the n-line, and the h-line of hiragana. Follow the instructions below. 2. Reading hiragana: T-line Read the following aloud. Repeat until the sounds come fluently. ?

0

C

B

/

B0

B/

/0

C?

0B

I?

+C

+0

O?

I0

BJ!

CKO

?OL

D0O

LF?

?KO

CEO

DL?

0FJ

BKI

3. Writing hiragana: T-line Practice writing hiragana in the t-line in the Writing Practice Book. Pay special attention to the stroke order of each character. 4. Reading hiragana: N-line Read the following aloud. Repeat until the sounds come fluently. 6

9



7



9I

I

D6

I

79



6:

F

7F

9F

4:

L7:

9I

7B6

7E:

7FJ

:J

BL

EI

D7B

5. Writing hiragana: N-line Practice writing hiragana in the n-line in the Writing Practice Book. Pay special attention to the stroke order of each character. 6. Reading hiragana: H-line Read the following aloud. Repeat until the sounds come fluently. )

=

(

,



=F

=J

,F

D,

B

=K

)K

)J

(?

(B

Preparatory Stage (Workbook 1)

OL

CN(

)NL

(O

,C0

,(K

(CO

)4O

=B?

=IK

11

7. Writing hiragana: H-line Practice writing hiragana in the h-line in the Writing Practice Book. Pay special attention to the stroke order of each character.

Step 4

3: Useful Expressions, Continued

c

CONFIRMATION Read the corresponding section, Preparatory Stage 3 (4), in the Grammar Textbook first.

(4) Talking about the weather 1. Listen to the sound file and then repeat each expression until you can say it smoothly. Confirm the meaning of each expression you hear. (R: P-10) Expression

Meaning

1. Kyoo wa (hoNtoo-ni) ii (o)teNki desu nee. 2. Kyoo wa (hoNtoo-ni) iya-na (o)teNki desu nee. 3. Kyoo wa (hoNtoo-ni) atsui desu nee. 4. Kyoo wa (hoNtoo-ni) samui desu nee. 5. HoNtoo ni soo desu nee. 2. Listen to the sound file and write down the comment on the weather. (R: P-11) Recording

Comment

1. (example)

great weather today

2. (example)

agree to the above comment

3. 4. 5. 6. 7. 8.

12

Preparatory Stage (Workbook 1)

PRODUCTION 3. Pair work: Practice the following dialogue with your partner. Speaker 1: (Comment that it’s been a while since you met) Speaker 2: (Respond to the above; ask how things are) Speaker 1: (Respond to the above by saying things are so-so) Speaker 2: (Comment on how hot it is today) Speaker 1: (Respond to the above) 4. Pair work: Practice the following dialogue with your partner. Speaker 1: (Greet the partner according to the time of day) Speaker 2: (Respond to the above; ask the partner how things are) Speaker 1: (Respond to the above; comment how cold it is today) Speaker 2: (Respond to the above) 5. Pair work: Practice the following dialogue with your partner. Speaker 1: (Make a comment about not-so pleasant weather) Speaker 2: (Respond to the above) Speaker 1: (Ask how things are) Speaker 2: (Respond to the above)

KANA PRACTICE: From M-line to N 1. The goal of this step In this step, students learn how to read and write the m-line, the y-line, the r-line, the w-line, and N of hiragana. Follow the instructions below. 2. Reading hiragana: M-line Read the following aloud. Repeat until the sounds come fluently. #

"

'

H

8

=H

8?

("

I8

K8

"I

HF

:#

'C

L#

@I8

"J#

79'

HC#

DH8

3. Writing hiragana: M-line Practice writing hiragana in the m-line in the Writing Practice Book. Pay special attention to the stroke order of each character.

Preparatory Stage (Workbook 1)

13

4. Reading hiragana: Y-line Read the following aloud. Repeat until the sounds come fluently. 

-

.

.F

L

K-

,

0

-H

.#

.J

H

."

-#B

KO

[email protected]

.7K

8

5. Writing hiragana: Y-line Practice writing hiragana in the y-line in the Writing Practice Book. Pay special attention to the stroke order of each character. 6. Reading hiragana: R-line Read the following aloud. Repeat until the sounds come fluently. *

&





<

=

NK

*J

B&

L*

"&

/&

<

"<

8*

BN

K<*

C*

K&

(-

7. Writing hiragana: R-line Practice writing hiragana in the r-line in the Writing Practice Book. Pay special attention to the stroke order of each character. 8. Reading hiragana: W-line and N Read the following aloud. Repeat until the sounds come fluently. 2

M



)M

+2

.M

2!

K2

@M

#M

2KO

2*O

(CM

/8*

)M."

(CMIF

+2J*

9. Writing hiragana: W-line and N Practice writing hiragana in the w-line and N in the Writing Practice Book. Pay special attention to the stroke order of each character.

14

Preparatory Stage (Workbook 1)

Step 5

3: Useful Expressions, Continued

c

CONFIRMATION Read the corresponding section, Preparatory Stage 3 (5), in the Grammar Textbook first.

(5) Thanking and apologizing 1. Listen to the sound file and then repeat each expression until you can say it smoothly. Confirm the meaning of each expression you hear. (R: P-12) Expression

Meaning

1. (Doomo) sumimaseN. 2. GomeN (nasai). 3. (Doomo) arigatoo (gozaimasu). 4. Iie, doo itashimashite. 5. Iie, (iie). 2. Explain the situation and to whom the speaker would use the following. Expression 1. Arigatoo.

Situation thanking

To whom to a friend

2. Arigatoo gozaimasu. 3. GomeN. 4. GomeN nasai. 5. SumimaseN. 6. Doomo sumimaseN. 7. Iie, doo itashimashite. 8. Iie, iie.

PRODUCTION 3. What would a person say in the following situations? ¨PWhen your friend’s mother has given you a present and you feel badly about it

Preparatory Stage (Workbook 1)

15

§PRespond to ¨  PWhen you want to thank your teacher for helping you ¥PWhen you want to thank your roommate for helping you ¡PRespond to ¥ ¦PWhen you bumped into your friend ¢PRespond to ¦ £PWhen you accidentally bump into a stranger

KANA PRACTICE: All 46 syllables 1. Reading hiragana Read the following words aloud. Repeat until the sounds come fluently. @"O

D0O

2BI

B7K

=O

OO>

E-J8

HB6

:?&:4

.IF

HDHD

E/ML

J8H+M

OOE/ML

O-7/ML

@.7&

[email protected]

HBDIB

2. Writing hiragana In the Writing Practice Book, you will find a chart of all 46 hiragana. Try filling in the chart. Identify the ones that you find difficult to remember. Practice them again, or go back to the relevant step to review them. Repeat until you no longer have difficulty. This is a very important process to complete before you proceed to the next step.

Step 6

3: Useful Expressions, Continued

c

CONFIRMATION Read the corresponding section, Preparatory Stage 3 (6), in the Grammar Textbook first.

(6) Expressions often used in the classroom 1. There is no need for students to memorize the expressions that may be used by instructors (see “Commands,” section 3 (6) 2 and “Feedback,” section 3 (6) 3 in the Grammar Textbook). The

16

Preparatory Stage (Workbook 1)

expressions instructors use in class will become familiar to students over the course of study and need not be practiced at this point. The expressions are given here for reference when necessary. Students need to be able to respond to instructor’s questions, such as “Did you understand this?” The instructor, too, needs to know whether the students understand the instructor or whether they are having a hard time comprehending. The students, likewise, need to be able to ask the instructor politely to repeat questions or sentences. 2. Listen to the sound file and then repeat each expression. Repeat until the expressions come smoothly. Confirm the meaning of each expression. (R: P-13) Expression

A possible user

Meaning

1. Wakarimasu ka. 2. Hai, wakarimasu. 3. Ee, wakarimasu. 4. Iie, (yoku) wakarimaseN. 5. Ie, (yoku) wakarimaseN. 6. Moo ichi-do onegai-shimasu.

PRODUCTION 3. How would you respond to the teacher? When the teacher asks you

When the student responds

1. Wakarimasu ka.

Yes, I do.

2. Wakarimasu ka.

Yes, I understand it well.

3. Wakarimasu ka.

No, I don’t.

4. Wakarimasu ka.

No, I don’t understand it well.

5. A sentence that is not clear to the student.

Ask the teacher to repeat it.

KANA PRACTICE: Variations 1. The goal of this step In this step, students learn how to read and write different variations of hiragana. Follow the instructions below. 2. Reading hiragana: Voiced sounds Read the following aloud. Repeat until the sounds come fluently.

Preparatory Stage (Workbook 1)

K**

I8%8

,CC

@MM

F9 9

22

=**

< <

MM

ML

,CC

DM

M



O

;ML

$4F

M<

BM

;M

DM

& &

DM

;MM

17

3. Writing hiragana: Voiced sounds Practice writing voiced hiragana in the Writing Practice Book. Pay special attention to the stroke order of each character. 4. Reading hiragana: Long vowels Read the following aloud. Repeat until the sounds come fluently. HDHD

[email protected]

@D

?OL

LO/

+M+O

FN:N

JN%

FNL

[email protected]

LO

>O

$N'

NLM

D<CN

5. Reading hiragana: Long vowels (exceptions) Read the following aloud. Repeat until the sounds come fluently. E6>@M

D0O;J6>

EELO

CEO

:E<

6. Writing hiragana: Long vowels Practice writing long vowels in hiragana in the Writing Practice Book. Pay special attention to the stroke order of each character. 7. Reading hiragana practice: Double consonants Read the following aloud. Repeat until the sounds come fluently. 41?

<1

H1/

'1C

I1K<

-1C

[email protected]<

H1K

H1BF

41F<

4N1C

1?<

18

Preparatory Stage (Workbook 1)

8. Writing hiragana: Double consonants Practice writing double consonant sounds in hiragana in the Writing Practice Book. Pay special attention to the stroke order and size of each character. 9. Reading hiragana practice: Palatalized sounds Read the following aloud. Repeat until the sounds come fluently. L5F

,5F

5F

85F

<5F

%A-

AN

LM A

?ALM

?5H


,ANI

8AN%

LAN(

3N9F

I5?AN

L3N:N

%3 AN

?3N?A

93NF

9ANN

@M5F

=1AN

10. Writing hiragana: Palatalized sounds Practice writing palatalized sounds in hiragana in the Writing Practice Book. Pay special attention to the stroke order and size of each character.

Step 7

3: Useful Expressions, Continued

c

CONFIRMATION Read the corresponding section, Preparatory Stage 3 (7), in the Grammar Textbook first.

(7) Very useful and important expressions 1. Listen to the sound file and then repeat each expression until you can say it smoothly. Confirm the meaning of each expression you hear. (R: P-14) Expression 1. “Books” wa nihoNgo de naN desu ka. 2. HoN desu. 3. HoN wa eigo de naN desu ka. 4. “Book” desu.

Meaning

Preparatory Stage (Workbook 1)

19

2. Listen to the sound file; the questions here ask the meaning of certain Japanese expressions in English (you may take notes here): write down the meaning of each question and give an appropriate response to each question (responses may be either in English or Japanese). (R: P-15) Question

Response

1. 2. 3. 4. 5.

3. Listen to the sound file; the questions here ask the meaning of certain expressions in Japanese (you may take notes here): write down the meaning of each question and give an appropriate response to each question (responses may be either in English or Japanese). (R: P-16) Question

Response

1. 2. 3. 4.

PRODUCTION 4. Pair work: Question-and-answer. Ask for the meaning in Japanese 1. Thank you. 2. Good morning. 3. I am sorry. 4. Goodbye. 5. Good night.

What would be your response?

20

Preparatory Stage (Workbook 1)

5. Pair work: Question-and-answer Ask for the meaning in English

What is your response?

1. KoNnichi wa. 2. Hajimemashite. 3. OgeNki desu ka. 4. Arigatoo. 5. Hisashiburi desu nee.

KANA PRACTICE: All combinations 1. Reading hiragana Read the following aloud. Repeat until the sounds come fluently. Note: = should be pronounced wa (this will be explained later) when it is in brackets [ = is not in brackets, pronounce it as it is written, i.e., ha. E=.NOHJG :M9?[=]G :MM[=]G [email protected] 2BI[=]B7K;JG=%#HI/G F[=]B7K;JG$N.IFG 2BI[=]B7KCOOHJG 2BI[=]-HC'NIHJG $N.IFE6OIHJG :?&:4G :?&[=]-H@M;JG $N.IFE6OIHJG ,@I <;J6>G -H@MEML;JKG EK@H;ML;JG

]. When

Preparatory Stage (Workbook 1)

OK;JKG HDHD;JG$N;JKG EK@H;G LAN[=])MCN9OOE/ML;J6>G )MCN94N;J6>G LAN[=])MCN9O-7E/ML;J6>G )MCN94N;J6>G LAN[=]D0O;J6>G )MCN9D0O;J6>G LAN[=]@"O;J6>G )MCN94N;J6>G $N'J8H+MG OO>G #[email protected] OO>OO>G $N'D<CNOHJG OO>$NOBIHI/G 2K>2K.F2K
21

22

Preparatory Stage (Workbook 1)

¡ apologies ¦ introducing yourself ¢ comment on the weather (good weather) £ comment on the weather (cold) › comment on the weather (hot) œ comment on the weather (not so nice) ¤ when asking how the addressee is  a response to ¤ ž greeting when you have not seen someone for a while Ÿ when asking your teacher to repeat something

Stage 1-1 Basic Structures of Japanese From this stage onward, each chapter in the Workbook has three steps. All tasks, including Confirmation and Production, should be completed orally unless writing is suggested by the instructor(s) for specific purposes. The space available is not for writing. When writing is requested by your instructor(s), use a separate sheet.

Step 1

1: Topic and Comment

c

CONFIRMATION Read the corresponding section, Stage 1-1.1(1) and (2), in the Grammar Textbook first.

(1) Schematic composition of the basic sentence; (2) Particles 1. The basic Japanese sentence consists of the (

) and the (

2. The topic of a sentence must be marked by the particle (

). ), which is pronounced (

).

3. Read each sentence below aloud. Identify the topic of each sentence and particles from the sentences below. w…z

—…—k‹

C– , l ‡ † ¶8n  } ‘

6• 

B– ” l{k] L f ¶85mn w

@– v ‹µ~8‹n

s 2: Predicates

c

CONFIRMATION Read the corresponding section, Stage 1-1.2(1) and (2), in the Grammar Textbook first.

(1) The three types of predicate; (2) Nominal predicates 1. Among the expressions learned in the Preparatory Stage, give two examples that contain nominal predicates.

24

Stage 1-1 (Workbook 1)

2. New vocabulary: (R: S1-1-1) … k‹

ƒ5•i

‰ ˆ•‚•

1. ‡†u• lb€¶8n”Œ¶8n Tanaka-san freshman {~ y

)|i

Japanese ‰ 5•i

2. q‡u•lK¶8nY€¶8n Yamada-san student 8 ¢ 8

sophomore u•5•i

s ª µ ‹ ‚•

3. òêòu•lïéñ댶8nJ€¶8n Smith-san

American

junior

 p

² 5•i

‹•F|‚•

Kim-san

senior

South Korean

4. ãæu•l9€¶8nr„Œ¶8n § ° ‘ •

i•i

 © µ 8 ‚•

teacher

English

5. äíçðu•lj¶8nîèñòŒ¶8n Brown-san µ  i•i

ƒ_‘ Ž | ‚ •

Li-sensei

Chinese

6. ñ`jl†„Œ¶8n

 Personal names: Japanese have family and given names but no middle names. Names are customarily given family name (surname) first, followed by the given name. For instance, ‡†UZ “…k‹‹V]a, ‡†“…k‹a is the family name and UZ“‹V]a is the given name. The inclusion of the characterZ“]a indicates that it is a man’s name. Some women’s names end with the syllable ] (but it is never written with the kanji Z–and other kanji that are used only for men’s names). The name ‡†U*“…k‹‹VFa is a woman’s name, indicated by the use of the character * “Fa. *“Fa is one of the most common endings for female given names. There are many other possible and common endings for women’s names. A few given names may be used for both men and women, some even using the same kanji. All Japanese family names and most given names are officially written in kanji, although women’s given names are often partly or entirely written in hiragana. The same name, for instance ‹V], a common man’s given name, may be written in any number of ways: UZ, U", U , bZ, b ", etc. The same is true of some family names as well. The kanji used for some family and given names have idiosyncratic readings specific to the individual. It may be difficult to read them correctly without directly asking the name holder. There are many common names, however, that are easy to read. Foreign names are written in katakana. Chinese and Korean names, however, are often written in the kanji used in their home countries. In Japan, much more often than in the United States, people use surnames (i.e., family names) to refer to each other outside the home: this is the case in most social settings, even among good friends. Given names are used among family members, close friends, and with children. At school, children are most often addressed or referred to by their surnames.  u•: When addressing someone by his or her surname, add u• immediately after the name regardless of the gender or the marital status of the addressee. It is also possible to use u• after

Stage 1-1 (Workbook 1)

25

given names. u•, however, should never be used to refer to the speaker her/himself. In English, it is acceptable to refer to oneself by saying, “I am Mr. Smith” or “I am Dr. Smith.” In Japanese, no title should be added to one’s own name.  b€“ƒ5•ia: Levels of schooling, from elementary school to university, are named in the following way: ƒ5•i

b€

first-year student (freshman); first-grade student

‰ 5•i

Y€

second-year student (sophomore); second-grade student

u•5•i

J€

third-year student (junior); third-grade student

² 5•i

9€

fourth-year student (senior); fourth-grade student

Notice that “ia– is a common element in the above words, and this part means “student.” Another common part, that is, €“5•a, means “year.” b“ƒ¨, Y“‰¨, J“u•a, 9“²aused before these kanji mean “one,” “two,” “three,” and “four” respectively.  K“)|i¨: K“)|ia refers to “student” at university or college level. Students or pupils from elementary to high school are referred to as “i^¨.  j“i•i¨: The term j“i•i¨, which has a function somewhat similar to u•, refers to people who are giving instruction in any subject, or in any setting, or to medical doctors. This term may be used by itself, or after a person’s surname, as in ‡†j“…k‹i•ia, which can mean “Professor Tanaka,” “Dr. Tanaka,” “Mr./Ms. Tanaka” [as teacher or instructor], etc. i•i

j  Š]l²‘Ž¡~8n Good morning, Professor (Mr./Ms., Doctor, etc.). … k‹ i•i

‡ † j  Š]l²‘Ž¡~8n Good morning, Professor (Mr./Ms., Doctor, etc.) Tanaka. … k‹ i•i

Fƒ°l‡ † j  ¶8n This person here is Professor (Mr./Ms., Doctor, etc.) Tanaka.  Terms for nationality: The kanji Œ–means “person,” and it is pronounced ‚• when combined with the name of a country. When the name of a country and the kanji Œ are combined, the combination refers to the nationality. Country

Meaning Japan

”Œ

South Korea

r„Œ

China

†„Œ

America

ïéñëŒ

England

îèñòŒ

American

‚•

 © µ 8

îèñò

Chinese

‚•

s ª µ ‹

ïéñë

South Korean

‚•

ƒ_‘ Ž |

†„

Japanese

‚•

‹• F|

r„

Meaning (nationality)

‚•

‰ ˆ•

”

Nationality

English

26

Stage 1-1 (Workbook 1)

PRODUCTION 3. Preparatory task: Do mechanical practice as needed to memorize the new vocabulary for this unit. Use the structures of this unit whenever appropriate. 4. Translation self-check: The example sentences with the new vocabulary given above have been translated here into equivalent English sentences (the translation is not word-for-word). Try checking the accuracy of your translation by translating them back into Japanese. 1. Tanaka-san is a freshman. He is Japanese. 2. Yamada-san is a student. She is a sophomore. 3. Smith-san is an American. He is a junior. 4. Kim-san is a senior. He is a South Korean. 5. Brown-san is a teacher. She is English. 6. Li-sensei is Chinese. 5. Express the following in Japanese. C–Kim-san (freshman; South Korean) B–Yamada-san (junior; Japanese) @–Brown-san (senior; English) ?–Li-san (teacher; Chinese) >–Tanaka-san (sophomore; American) =–Smith-san (student; class; nationality) &–The speaker (name; class; nationality) $–Your teacher (name; nationality)

c

CONFIRMATION Read the corresponding section, Stage 1-1.2(3), in the Grammar Textbook first.

(3) Adjectival predicates 1. Among the expressions you have learned in the Preparatory Stage, give two examples that contain adjectival predicates. 2. What are adverbs? Give two examples.

Stage 1-1 (Workbook 1)

27

3. New vocabulary (R: S1-1-2)  } ‘

ˆ•^‘

up

1. ”lh‰o¶8n today

really

cold

‰ ˆ•

 } ‘

s7

2. ”Š ”l^6±[¶8n Japan ƒ_‘Ž|

 } ‘

very hot s……

3. ”Š†„lE‹¶8n China  } ‘

warm

 © µ 8

ˆ•^‘

8V

4. ”Šîèñòlh‰0z¶8n England

cool

s ª µ ‹

]]

America

big

5. ïéñël^ 6±M¶8n ‹•F|

ƒ

Korea

small

6. r„l
s7

6• 

* ” l[]Lf¶8n *It is hot weather today. For the same reason o“upa is not used to modify the noun Lf“6•a.  } ‘

up

6• 

* ” loLf¶8n *It is cold weather today. Reminder: * next to a sentence indicates an unacceptable sentence.  0“8Vaz: Adjective meaning “cool,” but used only for weather. This adjective is not used to describe a person, such as in the English phrase “a cool person.”  “Hot,” “warm,” “cold,” and “cool” in English and in Japanese: The word “warm” can be used in the summer in English; someone may say, “Oh, it is warm today.” In Japanese, the equivalent word, E“s……a‹, which is translated as “warm,” is not used in the summer. Summer is by definition hot, and E“s……a‹ is used only when the speaker feels the warm temperature when it is supposed to be cool or cold. So, the same principle works for the word 0“8Vaz, translated as “cool.” In the meantime, it is acceptable to use the word o“upa “cold” in the summer if the speaker feels the temperature is substantially lower than what he or she expects.

28

Stage 1-1 (Workbook 1)

 M“]]a and <“ƒau: These adjectives describe size, meaning “big” or “large” and “small” or “tiny,” respectively. They are used to describe people as well as things. The implications, however, may be different from English. See the following sentences: 8 ¢ 8

ƒ

… k‹

]]

òêòu•l
PRODUCTION 4. Preparatory task: Do mechanical practice as needed to memorize the new vocabulary for this unit. Use the structures of this unit whenever appropriate. 5. Translation self-check: The example sentences with the new vocabulary given above have been translated here into equivalent English sentences (the translation is not word-for-word). Try checking the accuracy of your translation by translating them back into Japanese. 1. It is really cold today. 2. It is very hot in Japan today. 3. It is warm today in China. 4. It is really cool in England today. 5. America is very big. 6. South Korea is small. 6. Discourse practice: Express the following in Japanese. C–Brown-san (freshman; English). Talk about England (small; cold today). B–Li-san (senior; Chinese). Talk about China (very big; really hot today). @–Smith-san (sophomore; American). Talk about America (very big; warm today). ?–Kim-san (junior; South Korean). Talk about South Korea (small; cool today). >–Yamada-san (a student; Japanese). Talk about Japan (very small; very hot today). =–The speaker (a student; class; nationality). Talk about your country (size; weather today).

c

CONFIRMATION Read the corresponding section, Stage 1-1.2(4), in the Grammar Textbook first.

(4) Verbal predicates 1. Among the expressions you have learned in the Preparatory Stage, give two examples that contain verbal predicates.

Stage 1-1 (Workbook 1)

29

2. New vocabulary (R: S1-1-3) w

‰ ˆ• Ž

8 ¢ 8

1. òêòu•l”’)²| v‹µ~8n Japanese well understand  p

m Ž

8F

lk

2. ãæu•lx’)%zGi~8n English a little can speak … k‹

‰ ˆ•



3. ‡†u•l²|”‰I~8n often s z …

{~ y

go ‘ƒm ‹m

4. \”Šq‡u•l R ‰Qµ~8n tomorrow § ° ‘ •

home ~‰ƒ

return ‰ ˆ• Ž

/•}‘

5. äíçðu•ld”Š”’­XSz~8n every day

study

 The suffix ’“Ža: When the suffix ’“Ža is added to the name of a country, it means the language of that country. x’“mŽa “English language” is based on the name of English in kanji x„“mF|a. Both x„“mF|a, and îèñò“©µ8a, from the Portuguese, Inglez, are used to refer to “England.” x„“mF|a sounds more formal, so it tends to be used on more formal occasions, whereas îèñò “©µ8a is used more often in everyday situations. Country ‰ ˆ•

” ‹• F |

r„

ƒ_‘ Ž |

†„

Meaning

”’

South Korea

r„’

China

†„’

America

x’

 © µ 8

îèñò

Ž

Japan

s ª µ ‹

ïéñë

Language

England

Ž Ž

m Ž m Ž

x’

National language Japanese Korean Chinese English English

 ²|: Adverb meaning either “well” or “often,” depending on the verb in the sentence.  R“‘ƒ
ma: The kanji R means “home” or “house” and two readings are provided for this kanji. Although the two readings may be used interchangeably, ‘ƒ refers to the abstract concept of “home” while m refers to the physical object “house.” Because of this, ‘ƒ often is written in hiragana.  Q“‹maµ~8: The verb Q“‹maµ~8 indicates a return to where the topic belongs, or to the place where the topic was prior to the assumed event: for instance, home, office, dorm, etc. In English, such an action is expressed with the verb “to go,” as in “I will go home” or “I will go back to my dorm room.” In Japanese, this concept may not be expressed with the verb I“a~8 “to go”; it should be expressed with the verb Q“‹maµ~8 “to return.”

30

Stage 1-1 (Workbook 1)

PRODUCTION 3. Preparatory task: Do mechanical practice as needed to memorize the new vocabulary for this unit. Use the structures of this unit whenever appropriate. 4. Translation self-check: The example sentences with the new vocabulary given above have been translated here into equivalent English sentences (the translation is not word-for-word). Try checking the accuracy of your translation by translating them back into Japanese. 1. Smith-san understands Japanese well. 2. Kim-san can speak English a little. 3. Tanaka-san goes to Japan often. 4. Yamada-san will go home tomorrow. 5. Brown-san studies Japanese every day. 5. Discourse practice: Express the following in Japanese. C–Li-san (Chinese national; student; freshman; can understand Japanese well) B–Yamada-san (American national; teacher; can speak a little Korean) @–Brown-san (British; junior; can understand Chinese very well; will go home tomorrow) ?–Kim-san (Korean national; student; sophomore; can speak English; studies every day) >–Smith-san (American national; student; senior; go to Japan often) =–Tanaka-san (Japanese national; teacher; can speak Chinese a little)

3: Pronouns

c

CONFIRMATION Read the corresponding section, Stage 1-1.3(1) through (5), in the Grammar Textbook first.

(1) First-person; (2) Second-person; (3) Third-person; (4) Demonstrative pronouns; (5) Plural pronouns 1. What are three ways to address the person you are speaking to? 2. Give examples of when sk… may and may not be used. 3. Give examples of when A“‹´a and A!“‹«‚}a may and may not be used. 4. Identify the deleted elements in the following sentences. 8 ¢ 8

‰ ˆ• Ž

w

C–Fƒ°lòêòu•¶8n”’)²|v‹µ~8n ‰ ˆ• Ž

w

w

B–”’)v‹µ~8‹nmmŠv‹µ~8n

Stage 1-1 (Workbook 1)  } ‘

up

ˆ•^‘

up

@–”lo¶85mnh‰o¶85mn 5. Fill the following chart with appropriate pronouns. English

Japanese

English

I (both genders)

this (thing)

I (male speakers)

that (thing)

we (both genders)

that (thing) over there

we (male)

this person

you

that person

you (plural)

that person over there

he

she

4: Yes-no Question Sentences

c

CONFIRMATION Read the corresponding section, Stage 1-1.4(1) through (3), in the Grammar Textbook first.

(1) Forming questions; (2) Positive responses; (3) Negative responses 6. The word order of question sentences in Japanese is _____________________. 7. The function of the particle ‹ is __________________. 8. Use a _____________ intonation when uttering a yes-no interrogative sentence. 9. The difference between l and mm is ____________________________. 10. The difference between m and m is _________________________. 11. Respond to the following questions. … k‹

C–sk…l‡†u•¶8‹n mmŠ_____________________n(repeat the predicate) mmŠ_____________________n (use the generic response) mn___________________n(give the correct information) mŠ___________________n(use the generic response)  } ‘

up

B–”lo¶8‹n mmŠ_____________________n(repeat the predicate) mn___________________n(give the correct information)

Japanese

31

32

Stage 1-1 (Workbook 1) ƒ_‘ Ž | Ž

w

@–†„’)v‹µ~8‹n mmŠ_______________________n(repeat the predicate) mn_____________________n(say the languages you do know)

PRODUCTION 12. Pair work: Question-and-answer. Ask if (Yes-no question)

Respond

1. Tanaka-san is Japanese

Tanaka-san is an American

2. Yamada-san is a junior

Yamada-san is a senior

3. Kim-san is a teacher

Kim-san is a student

4. Brown-san is British

Brown-san is British

5. Li-san is a freshman

Li-san is a sophomore

6. It is cold in America today

It is warm in America today

7. Korea is big

Korea is small

8. Smith-san can speak Japanese

Smith-san can speak Chinese

9. Brown-san will go home today

Brown-san will go home tomorrow

10. Kim-san will go to Japan tomorrow

Kim-san will go to England tomorrow

11. the addressee studies every day

(open)

12. the addressee understands Korean

(open)

13. the addressee can speak Chinese

(open)

14. the addressee will study Japanese today

(open)

15. the addressee will study Chinese today

(open)

16. the addressee will go home tomorrow

(open)

17. the addressee studies Japanese every day

(open)

13. Discourse practice: Gather information about the addressee or other individuals for the following. C–Class (freshman; sophomore; junior; senior) B–Nationality (American; English; Chinese; Korean; Japanese) @–Country (size; weather) ?–Weather today here (hot; cold; warm; cool)

Stage 1-1 (Workbook 1)

33

>–Weather today in other countries (hot; cold; warm; cool) =–Languages the addressee can speak (English; Japanese; Chinese; Korean; others) &–Languages the addressee understands (English; Japanese; Chinese; Korean; others) $–Will study (Chinese; Japanese; Korean; English; other languages) today (tomorrow) –Will go home tomorrow (today) –Will go to (Japan; England; China; Korea; other countries)

5: Negating Predicates

c

CONFIRMATION Read the corresponding section, Stage 1-1.5(1), in the Grammar Textbook first.

(1) Negating the nominal predicate 1. Give the negative predicate of the following. § ° ‘ •

s ª µ ‹ ‚•

C–äíçðu•lïéñ댶8n¯  p

u•5•i

B–ãæu•lJ€¶8n¯ 2. New vocabulary: (R: S1-1-4) ——•—

——•—

1. F´làð¶8‹nmŠàð¶lsµ~i•n³´lm•¤7¶8n pen

pencil

« ‘ ^

ˆ•

notebook

book

2. ³´lÚ`ì¶8‹nmŠ¶8n 3. s´l‹¬•¶8‹nmmŠ³‘¶8n‹¬•¶8n backpack/bag ll

‹s

4. Fƒ°lc¶8n³ƒ°l]cu•¶8‹nmŠ³‘‚œsµ~i•n mother ƒƒ

mother ^‘

ƒ)

5. Fƒ°lg¶8n³ƒ°l]gu•¶8‹nmŠ'~8n father

father

 ‹ ¬ • : This term is used for many different kinds of bags. Depending on the functions, it can mean “bag,” “backpack,” or “briefcase.” In a school setting, ‹ ¬ • can be carried by hand, on the back, or across the shoulder.  Family terms in Japanese: In Japanese, different family terms are used in different situations. See, for instance, the following examples: My mother is at home. Your mother is at home. Mother, what are you doing? Mothers have many responsibilities.

34

Stage 1-1 (Workbook 1)

The four uses of the word “mother” in the above sentences are all different. “Mother” in (1) refers to the speaker’s mother, but “mother” in (2) refers to the addressee’s mother. In (3) the speaker addresses his or her mother, and “mothers” in (4) refers to mothers in general, that is, the word does not refer to any particular mother. In Japanese, these four uses are differentiated, but it is rare for all four terms to be different. There is some overlapping in terminology. O“u~a in the chart below is politer than u•. For instance, see the following chart: refer to someone else’s ^‘

u~

‹s

u~

father

]gu•“Oa

mother

]cu•“Oa

refer to one’s own

generic terms

ƒƒ

ƒƒ]{

ƒƒ]{

ll

ll]{

g“g3a c“c3a

g3 ll]{

c3

address one’s own ^‘

u~

‹s

u~

]gu•“Oa ]cu•“Oa

PRODUCTION 3. Preporatory task: Do mechanical practice as needed to memorize the new vocabulary for this unit. Use the structures of this unit whenever appropriate. 4. Translation self-check: The example sentences with the new vocabulary given above have been translated here into equivalent English sentences (the translation is not word-for-word). Try checking the accuracy of your translation by translating them back into Japanese. 1. Is this a pen? No, it is not a pen. That is a pencil. 2. Is that a notebook? No, it is a book. 3. Is that over there a backpack? Yes, that’s right. It is a backpack. 4. This is my mother. Is that person your mother? No, she is not. 5. This is my father. Is that person your father? No, he is not. 5. Pair work: Question-and-answer (give negative responses using negative predicates). Ask if: C–this person here is Yamada-san B–that person over there is a Japanese person @–that person is a teacher ?–this thing is a backpack >–that thing over there is a book =–this person here is (the addressee’s) mother &–that person over there is (the addressee’s) father $–Yamada-san is a student

Stage 1-1 (Workbook 1)

35

–Tanaka-san is an American –the student is Chinese š–the teacher is British ™–that thing is a notebook (a pen; a pencil) ÷–this is Chinese language (English; Korean) ö–the addressee is a freshman (sophomore; junior; senior) õ–the addressee is Japanese (Chinese; Korean; American; others) ô–the addressee is a student (teacher)

c

CONFIRMATION Read the corresponding section, Stage 1-1.5(2), in the Grammar Textbook first.

(2) Negating the adjectival predicate 1. Give the negative predicate of the following.  © µ 8

]]

C–îèñòlM¶8n¯  } ‘

‰ ˆ•

s7

B ”Š”l[¶8n¯ 2. New vocabulary: (R: S1-1-5) ‰ ˆ• Ž

pV‹

pV‹

1. ”’l W z¶8‹nmŠ W z|sµ~i•n difficult m Ž

2. x’l{uz¶8‹nmŠ{uz|sµ~i•n easy …‹

…‹

3. F´lt¶8‹nmŠt|sµ~i•n expensive {8

{8

4. ³´l;¶8‹nmmŠ^6±;¶8n cheap ˆ•^‘

w

5. F´l¶8‹nmŠ²|sµ~i•nh‰#¶8n good

bad

 {uz: The adjective {uz may also be used to describe a person. In that case, it means “gentle” or “lenient.”

PRODUCTION 3. Preparatory task: Do mechanical practice as needed to memorize the new vocabulary for this unit. Use the structures of this unit whenever appropriate. 4. Translation self-check: The example sentences with the new vocabulary given above have been translated here into equivalent English sentences (the translation is not word-for-word). Try checking the accuracy of your translation by translating them back into Japanese.

36

Stage 1-1 (Workbook 1)

1. Is Japanese difficult? No, it is not difficult. 2. Is English easy? No, it is not easy. 3. Is this expensive? No, it is not expensive. 4. Is that cheap? Yes, it is very cheap. 5. Is this good? No, it is not good. It is really bad. 5. Pair work: Question-and-answer (give negative responses using negative predicates). Ask if:

C– it is cold today B– it is hot in America today @– it is cool in England today ?– it is warm in China today >– Chinese is easy =– Japanese is difficult &– the backpack is big $– the pen is cheap – the book is difficult – the notebook is expensive š– the book is good ™– the pencil is bad ÷– Smith-san is big ö– addressee’s country is small (big) õ– addressee’s teacher is lenient ô– addressee’s backpack is small (big) ó– Japanese is easy

c

CONFIRMATION Read the corresponding section, Stage 1-1.5(3), in the Grammar Textbook first.

(3) Negating the verbal predicate 1. Give the negative predicate of the following. 8 ¢ 8

~‰ƒ

‰ ˆ• Ž

/•}‘

C– òêòu•ld”Š”’­XSz~8n¯ s z …

µ 

‘ƒ

‹m

B \”Šñ`u•lR‰Qµ~8n¯

Stage 1-1 (Workbook 1) w…z

@ ,“

|

s z …

‰ ˆ• Ž

37

lk

al”’)Gi~8n¯ ‰ ˆ•



? \”Š”‰I~8n¯ 2. New vocabulary: (R: S1-1-6) ~‰ƒ

{~ y

‘•.‘

1. d”Šq‡u•leNz~8‹nmmŠz~8n exercise s z …

§ ° ‘ •

‘•6•

2. \”Šäíçðu•le1z~8‹nmŠz~i•n drive  } ‘

z_|y

~‰ƒ

z_|y

3. ”ŠPT)sµ~8‹nmmŠsµ~8nd”ŠPT)sµ~8n homework  } ‘

have

z +•

s z …

4. ”Š2D)sµ~8‹nmŠsµ~i•n\”Šsµ~8n examination

 The verb z~8: In Japanese, there are many verbs that consist of a noun and the verb z~8, which is an independent verb meaning “to do.” The nouns preceding z~8 are often kanji compound words such as XS“/•}‘a “study,” eN“‘•.‘a “exercise,” and e1“‘•6•a “drive.” In responding to a question that uses these verbs, it is acceptable to omit the noun before z~8, as seen in the sentences above.  The verb sµ~8: Although the verb sµ~8 is translated as “to have,” the use of this verb is very different from that of the English verb to have. You may not use this verb to describe someone carrying an inanimate thing. sµ~8 is also used for the concept of something existing, as in “there is a pen.” See Stage 1-5 for a more detailed explanation of this verb.  •

àð)sµ~8‹n Is there a pen [around here]? But it is awkward to use this verb to state that someone has a good pen with him or her. … k‹

 •

*‡†u•làð)sµ~8n [intended meaning] Tanaka-san has a good pen.

PRODUCTION 3. Preparatory task: Do mechanical practice as needed to memorize the new vocabulary for this unit. Use the structures of this unit whenever appropriate. 4. Translation self-check: The example sentences with the new vocabulary given above have been translated here into equivalent English sentences (the translation is not word-for-word). Try checking the accuracy of your translation by translating them back into Japanese. 1. Do you, Yamada-san, exercise every day? Yes, I do. 2. Will you, Brown-san, drive tomorrow? No, I will not. 3. Do you have homework today? Yes, I do. I have homework every day. 4. Do you have an exam today? No, I don’t. I will have one tomorrow.

38

Stage 1-1 (Workbook 1)

5. Pair work: Question-and-answer (give negative responses using negative predicates). Give the additional information following it. Ask if (Yes-no question)

Additional information

1. Kim-san will go home today

will go tomorrow

2. Yamada-san can speak English

can speak Chinese a little

3. Brown-san exercises tomorrow

will do so today

4. the addressee has homework today

will have an exam today

5. the addressee will have an exam tomorrow

will have homework today

6. Tanaka-san drives every day

will drive tomorrow

7. Li-san will study Japanese today

will study tomorrow

8. the addressee’s mother can speak Japanese

can speak English well

9. the addressee’s father understands English

understands Japanese

10. there is a pen

there is a pencil

11. there is a pencil

there is a pen

12. there are books

there are notebooks

13. there is a backpack

there are books

14. the addressee’s father will exercise today

he will exercise tomorrow

15. the addressee’s mother will drive today

she will drive tomorrow

16. the addressee understands Chinese 17. the addressee exercises every day 18. the addressee will have an exam today 19. the addressee will have homework today 20. the addressee will drive today

6: Particles and Conjunctions

c

CONFIRMATION Read the corresponding section, Stage 1-1.6(1) through (4), in the Grammar Textbook first.

(1) Overriding particle ±; (2) Noun phrasal conjunction ^; (3) Sentential conjunction ³z6; (4) Sentential conjunction ¶± 1. Insert ±, ^, ³z6, or ¶± in the following sentences. Some sentences may have more than one possibility. Be sure to confirm the meaning of each completed sentence.

Stage 1-1 (Workbook 1) …‹

39

…‹

C– F´lt¶8n³´“— — at¶8n B F´“—

…‹

a³´lt¶8n …‹

@ F´“— — a³´“— — at¶8n …‹

…‹

? F´lt¶8n“— — aŠ³´“— — at¶8n …‹

…‹

> F´lt¶8n“— — aŠ³´lt|sµ~i•n … k‹

{~ y

8 ¢ 8

µ 

‰ ˆ• ‚ •

= ‡†u•“— — aq‡u•l”Œ¶8n“—

 p

§ ° ‘ •

‰ ˆ• ‚ •

aŠãæu•“— — aäíçðu•l”Œ¶lsµ~i•n

) | i

& òêòu•“— — añ`u•“— — aK¶8n § ° ‘ •

‰ ˆ• Ž

w

§ ° ‘ •

‰ ˆ• Ž

w

$ äíçðu•l”’)v‹µ~8n“

‹• F | Ž

aŠr„’“— µ 

w

av‹µ~8n

w

 äíçðu•l”’)v‹µ~8n“— — aŠñ`u•lv‹µ~i•n  p

~‰ƒ

‰ ˆ• Ž

/ • }‘

~‰ƒ

‘•.‘

 ãæu•ld”Š”’­XSz~8n“— — aŠd”ŠeNz~i•n

PRODUCTION 2. Discourse practice: Introduce yourself by giving the following information. name; class; nationality; country (climate, size); languages that you can speak and cannot speak; languages that your parents can speak and cannot speak; what you do and do not do every day; what you will do and will not do today; what you will do and will not do tomorrow (try to use all three predicate types in positive and negative forms). 3. Discourse practice: Introduce your friend to another friend (follow the same information as above).

Step 2

1: Conversational Devices 1. First, study the content and the important points of the following dialogues in the Grammar Textbook, and familiarize youself with the meaning of each dialogue. 2. With the sound files, practice each dialogue until it is smooth without referring to the text. Change roles with your partner and practice several times until the dialogue flows smoothly.

(1) Speech styles 3. Read the explanation.

40

Stage 1-1 (Workbook 1)

(2) Expressing agreement 4. Listen to dialogue (2): (R: S1-1-7) 8 ¢ 8

{~ y

òêòHq‡u•˜^®6±uz§µ¶85mn {~ y

ˆ•^‘

q‡HmmŠ³‘¶85mnh‰uz§µ¶85mn 5. Respond to the following with the adverb ^®6± and the sentence-final particle 5m. Example:  } ‘

ˆ•^‘

up

”lh‰o¶85mn up mmŠ^®6±o¶85mn u

C z§µ¶85mn  } ‘

s7

 } ‘

s ª µ ‹

B ”l[¶85mn 8V

@ ”Šïéñël0z¶85mn ‰ ˆ• Ž

? ”’l{uz¶85mn m Ž

pV‹

> x’l W z¶85mn …‹

= F´lt¶85mn {8

& ³´l;¶85mn § ° ‘ •

‰ ˆ• Ž

w

$ äíçðu•l”’)²|v‹µ~85mn {~ y

m Ž

lk

 q‡u•lx’)²|Gi~85mn 6. Respond to the following with an adverb alone, deleting the repeated predicate, as shown in the example (use the 9 sentences above). Example:  } ‘

ˆ•^‘

up

”lh‰o¶85mn ˆ•^‘

mmŠh‰n

(3) Conversational efficiency 7. Listen to dialogue (3): (R: S1-1-8) {~ y

8 ¢ 8

:• 

q‡Hòêòu•Š]4f¶8‹n 8 ¢ 8

:• 

{~ y

òêòHmmŠ]‹:u~¶Š^®6±4f¶8nq‡u•l¥ {~ y

:• 

q‡H]‹:u~¶Š4f¶8n

Stage 1-1 (Workbook 1)

41

8. Respond to the following questions, as in the example. Be sure to return the same question to the addressee by deleting the predicate. Example: :• 

]4f¶8‹n mmŠ]‹:u~¶n“— — — — — — — — au•l¥ ‰ ˆ• Ž

lk

C ”’)Gi~8‹n s z …

‘ƒ

‹m

B \”ŠR‰Qµ~8‹n  } ‘

z +•

~‰ƒ

‘•.‘

 } ‘

z_|y

@ ”Š2D)sµ~8‹n ? d”ŠeNz~8‹n > ”ŠPT)sµ~8‹n ~‰ƒ

‰ ˆ• Ž

/ • }‘

= d”Š”’­XSz~8‹n ‰ ˆ•



& ”‰²|I~8‹n ƒ_‘ Ž | Ž

w

$ †„’)v‹µ~8‹n ƒ5•i

 b€¶8‹n s ª µ ‹ ‚•

 ïéñ댶8‹n ‹•F|‚•

š r„Œ¶8‹n )|i

™ K¶8‹n

(4) Informing others 9. Listen to dialogue (4): (R: S1-1-9) {~ y

³ƒ°lq‡u•¶8‹n … k‹

mŠFƒ°l‡†u•¶8²n 10. Respond to the following questions by giving the correct information (as indicated in the parentheses) with the sentence-final particle ². Example: … k‹

ƒ5•i

‡†u•lb€¶8‹n(sophomore) ‰ 5•i

mŠY€¶8²n  •

C F´làð¶8‹n(pencil) ˆ•

B– s´l¶8‹n(notebook)  } ‘

‰ ˆ•

s7

@– ”Š”l[¶8‹n(cool)

42

Stage 1-1 (Workbook 1) § ° ‘ • i•i

s ª µ ‹ ‚•

?– äíçðjlïéñ댶8‹n(British)  p

‹•F|‚•

>– ãæu•lr„Œ¶8‹n(American) 8 ¢ 8

‰ ˆ• Ž

w

=– òêòu•l”’)v‹µ~8‹n(Korean)  } ‘

z +•

s z …

z_|y

&– ”Š2D)sµ~8‹n(tomorrow) $– \”ŠPT)sµ~8‹n(today) ‰ ˆ• Ž

pV‹

– ”’l W z¶8‹n(easy) …‹

– ‹¬•lt¶8‹n(very cheap) z_|y

pV‹

š– PTl W z¶8‹n(yes, very) … k‹

‘•6•

™– ‡†u•le1z~8‹n(yes, every day)

2: Listening Submit responses on separate sheet. Part I (R: S1-1-10): Listen to the sound file and provide answers in English. 1. I am speaking (in the morning/in the day time/at night). My name is ( ). I am a (freshman/sophomore/junior/senior). My nationality is ( ). 2. I am speaking (in the morning/in the day time/at night). Who are the students? ( ). The nationality of the speaker is ( ). The nationality of the speaker’s friend is ( ). What do the speaker and the friend do every day? Where will I go tomorrow? Where will the speaker’s friend go? 3. My nationality is ( ). What comment did I make about Japanese? What did I say about Japan? Part II (R: S1-1-11): Listen to the 10 questions in the sound file and answer them in Japanese (write both questions and responses).

Stage 1-1 (Workbook 1)

43

Step 3

1: Reading Katakana 1. Study the 46 basic katakana in the Writing Practice Book first. 2. Connect each hiragana to the katakana of the same sound. Voice each syllable while you do this task. (vowels) s

]



‘

m

î

Â

ï

Ò

ç

|

‹

F



+

Ù

Ï

ë

·

ã

z

i

u

³

8

¿

È

ò

â

Ë

7

…

^

ƒ

6

ì

Û

á

À

Ó

5

 

«

k

‰

Ð

º

Î

Ú

¹

£

l

ˆ



ž

¾

Ç

×

Ü

Á

p

±

¢

ª

~

é

æ

Ø

Æ

ê

(k-line)

(s-line)

(t-line)

(n-line)

(h-line)

(m-line)

44

Stage 1-1 (Workbook 1)

(y-line and some old ones) ²

{

›

l

~

¸

»

×

Ø

¼

°



´

¦

µ

ñ

í

ß

å

Þ

(r-line)

(w-line, N, and others) ­

w

•

´

ƒ

Í

ð

Þ

Ä

Ó

2: Katakana Recognition 3. Guess the following katakana country names. Katakana

English

Katakana

Üíðò

ïéñë

îáñï

ØÞ`âï

ßâï

áî

English

4. Guess the following katakana personal names. Katakana

English

ãæ

ñð

òêò

ÞÚð

Íâðìð

ìæ

Katakana

English

Katakana

English

5. Guess the following katakana food names. Katakana

English

×æ

ìØì

Ëßñ

êåÏ

ÞÆð

Óãð

Stage 1-1 (Workbook 1)

45

Summary of Vocabulary 

Functional words

Functional words are words that have certain roles and must be used with other elements in order to be meaningful. They can often be used in predictable ways. Most words in this chart were introduced where the new structures were explained. This chart is a kind of summary of the functional words given in this section of the textbook. Word



Function particle: topic

)

particle: object

­

particle: object

‰

particle: destination

£

particle: destination

¶8

the copula (polite)

~u•

Mr./Mrs./Miss/Ms.

~j“i•ia

professor/teacher

~’“Ža

suffix: language

~Œ“‚•a

suffix: person

5m

particle: agreement

‹

particle: question

²

particle: informing

l, mm

“yes”

m, m

“no”

~“…ƒa, ~°

plural markers

^

conjunction: and

±

particle: also

³z6

conjunction: and

¶±

conjunction: but

Conversational devices Meaning

^®6±

the same as ^6± (speaking)

Expressions Expression



Function

l

Expression



Word

Meaning

³‘¶8

a generic positive response for the nominal predicate

'“ƒ)a~8

a generic negative response for the nominal predicate

Personal names Name

Reading

Name

Reading

Name

Reading

‡†

…k‹

q‡

{~y

äíçð

Brown

òêò

Smith

ãæ

Kim

ñ`

Lee, Li

46



Stage 1-1 (Workbook 1)

Pronouns Kanji



Kana

Meaning

,

w…z, w…|z

I

—

Fƒ°, ³ƒ°, sƒ°

this person here; that person; that person over there

|

I (male speaker)

—

F´, ³´, s´

this thing; that thing; that thing over there

—

sk…

you

A

‹´

he

A!

‹«‚}

she

Nouns Kanji

Kana

Meaning

K

)|i

student

j

i•i

teacher; professor; doctor

b€

ƒ5•i

first-year (grade) student

Y€

‰5•i

second-year (grade) student

J€

u•5•i

third-year (grade) student

9€

²5•i

fourth-year (grade) student

”

}‘

today

\”

sz…

tomorrow

d”

~‰ƒ

every day

”

‰ˆ•

Japan

”’

‰ˆ•Ž

Japanese language

”Œ

‰ˆ•‚•

Japanese national

—

ïéñë“sªµ‹a

America

ïéñëŒ

ïéñë“sªµ‹a‚•

American (national)

—

îèñò“©µ8a

England

îèñòŒ

îèñò“©µ8a‚•

English (national)

x’

mŽ

English language

r„

‹•F|

South Korea

Stage 1-1 (Workbook 1)

Kanji



Kana

Meaning

r„Œ

‹•F|‚•

South Korean (national)

r„’

‹•F|Ž

Korean language

†„

ƒ_‘Ž|

China

†„Œ

ƒ_‘Ž|‚•

Chinese (national)

†„’

ƒ_‘Ž|Ž

Chinese language

R

‘ƒ

home

R

m

house

—

à𓝕a

pen



m•¤7

pencil

—

Ú`쓫‘^a

notebook



ˆ•

book



‹¬•

backpack; bag; briefcase

c

ll

(one’s own) mother

]cu•

]‹su•

mother

g

ƒƒ

(one’s own) father

]gu•

]^‘u•

father

PT

z_|y

homework; assignment

2D

z+•

examination; test

Adjectives Kanji

Kana

Meaning

Kanji

Kana

Meaning

[

s7

hot

M

]]

big; large

o

up

cold


ƒu

small; little

E‹

s……‹

warm





good

0z

8Vz

cool

#

w

bad

Wz

pV‹z

difficult

t

…‹

expensive

z

{uz

easy

;

{8

cheap

47

48



Stage 1-1 (Workbook 1)

Adverbs Kanji



Kana

Meaning

Kanji

Kana

Meaning

h‰

ˆ•^‘‰

really; truly

—

²|

well; often

—

^6±

very

%z

8Fz

a little

Verbs Kanji

Kana

Polite form

Meaning

v‹

w‹

w‹µ~8

understand

Gi

lki

lki~8

can speak

I|

|

~8

go

Q

‹m

‹mµ~8

return; go back

eN8

‘•.‘8

‘•.‘z~8

exercise

e18

‘•6•8

‘•6•z~8

drive

XS8

/•}‘8

/•}‘z~8

study



s

sµ~8

have; exist

Supplementary Vocabulary Supplementary vocabulary items are given at the end of many sections. Some of the words in the supplementary vocabulary sections may be introduced as basic vocabulary in later sections. You may not find the words you need in either the basic vocabulary list or the supplemental vocabulary section. Ask your instructor whenever you need specific words. This is a very useful habit to learn. 

Nouns Kanji

Kana

Meaning



i^

pupil (middle and high school children)



‚.‘

pupil (kindergarten and elementary school children)

Stage 1-1 (Workbook 1)

49

Depending on the school, you may need to refer to students beyond the fourth year. See the following. Kanji

Kana

Meaning

€

Ž5•i

fifth-year (grade) student

€

¦|5•i

sixth-year (grade) student

€

kk5•i

seventh-year (grade) student

€

lƒ5•i

eighth-year (grade) student

€

_‘5•i

ninth-year (grade) student

-€

‚_‘5•i

tenth-year (grade) student

-b€

‚_‘ƒ5•i

eleventh-year (grade) student

-Y€

‚_‘‰5•i

twelfth-year (grade) student

Please note that in Japan there are six grades in elementary school, three grades in middle school, and three further grades in high school. So, terms such as ninth and twelfth grades are not normally used in Japanese. 

Vocabulary items with ’“Ža andŒ“‚•a Ž

Country ]

English

‘ 8 ^ ° µ s

Ò`òìíñï ‰ _

‘

m Ž

x’

New Zealand

x’

Canada

x’

Russia

ßâï’

France

Üíðò’

Germany

Ýîے

Spain

òàîð’

Italy

îáñï’

Greece

èñâԒ

Thailand

áî’

Turkey

ìåْ

Portugal

ÖåìÑå’

¦ z s

ž ° • 8

Üíðò

© µ z œ

… 

áî

.  7‚•

Ýîی 8   • ‚•

òàîðŒ  … µ s ‚•

îáñïŒ

Ž

© µ z œ ‚•

èñâԌ …  ‚•

áîŒ

^  F Ž

Õ  ^ ) 

ÖåìÑå

ž ° • 8 ‚•

ÜíðòŒ

…  Ž

^  F

ìåÙ

¦ z s ‚•

ßâïŒ

 … µ s Ž

© µ z œ

èñâÔ

Ž

8   • Ž

 … µ s

îáñï

‚  ° • . ‚•

‹ k y ‚•

.  7 Ž

8   •

òàîð

‘

ëÎ̌

ž ° • 8 Ž

.  7

ÝîÛ

‰ _

ÐÊ`É`íð݌

m Ž

¦ z s

ßâï

‘ 8 ^ ° µ s ‚•

Ò`òìíñïŒ

m Ž

‹ k y

ëÎÌ

Nationality “Œa ]

Australia

‚  ° • .

ÐÊ`É`íðÝ

‚•

Language “’a

Õ  ^ ) 

^  F ‚•

ìåٌ Ž

Õ  ^ )  ‚•

ÖåìÑåŒ

50

Stage 1-1 (Workbook 1)

There are of course many languages that do not correspond to the country names. For instance, Hindi is not the only language spoken in India. Some of the major languages of this kind are: ïíÃs°ŸsŽa

Arabic

Çð½`’“•V‘Ža

Hindi

ÈðòÏñÅì“u•8|µ®^a

Sanskrit



Adjectives Kanji

Kana

Meaning

Kanji

Kana

Meaning

(…

7ª…

cold (non-weather)

z[

pzs7

muggy; humid

z

…«z

fun



ƒ‹

near

 

]±z¦

interesting



^]

far

—

7~°k

boring

Stage 1-2 Question Sentences Step 1

1: Alternative Questions

c

CONFIRMATION Read the corresponding sections, Stage 1-2.1(1) through (4), in the Grammar Textbook first.

(1) The three types of question sentences; (2) Forming an alternative question sentence; (3) Responses to alternative questions; (4) Negating both predicates 1. Form single alternative question sentences from two separate questions. Example: Ğ Õ

Æë˜ĝıˆAÈaÆ똤ÕáyˆAÈa Ğ Õ ×Æë˜ĝıˆAÈ°ÔFë³ˤÕáyˆAÈa ÑÕÑÓ

¼ ÀÕ ¡ Õ

ÑÕÑÓ

»´ÒµÊ¡ Õ

ߺ͘ÐìˆAÈaºÍ˜­„¬ˆAÈa Á É Ò

¨y

Á É Ò

[email protected]

æ¦И0ӈAÈa¦Ð˜$ÎӈAÈa ¼ ÀÕ µ

¼ ÀÕ µ

[email protected]È

åÂÐò˜§hÎӈAÈaÐò˜6ÎӈAÈa ¨ Î Ì

]ÕÁÉÒ

¨ Î Ì

ÒՓÒ

ä›аj\ΪAÈa›Ð°lEΪAÈa ÈÕÆÊ µ

˜Å

»´ÒµÊ µ

˜Å

ãÂS„²¿¢ÑªAÈa­„²¿¢ÑªAÈa 2. Respond to the above questions by choosing one answer. Example: Ğ Õ

Q: Æë˜ĝıˆAÈ°¤ÕáyˆAÈa Ğ Õ A: ĝıˆAa 3. Respond to the above questions by negating both. Example: Ğ Õ

Q: Æë˜ĝıˆAÈ°¤ÕáyˆAÈa Ğ Õ A: ĝıˆ¤Õáyˆ¨:ªÑÕa

52

Stage 1-2 (Workbook 1)

4. New vocabulary: (R: S1-2-1) Á É Ò

wyŸÒ 

È ŸÒ 

AÓŸÒ 

1. ¦Ð˜D±ÐˆAÈ°Fë³°V±ÐˆAÈai±ÐˆAŸa Monday Î WÕ

Tuesday

 Ê Ÿ Ò 

ÁÕŸÒ 

Thursday

Friday

Wednesday “ ŸÒ 

2. [Z˜C±ÐˆAÈ°k±ÐˆAÈa“»èˆ¨:ªÑÕa_±ÐˆAa ê

Ò

U Ĩ ¤ ³

Á U

Saturday

§ª ¶

â è Ò Õ

3. įuĢĬuĮ˜ğĢhՈ‹¥hՈ¨:ªÑÕaĠĭĪıhՈAa roommate ¶Ó¿Ê

»È

³¾

near

far

»È

³¾

4. ÄϘ9ӈAÈ°3ӈAÈa9Ê3ʨ:ªÑÕa college :ÉÒ

¾¾

»Ó

¾¾

»Ó

5. I˜ÄÁӈAÈ°—hӈAÈaÄÁÊ—hʨ:ªÑÕa dormitory s

§

Ȥ

³ Î É ÈÕ

Ó

ÎÉÊ “ Ò

Ó

6. {z¼L:ªAÈ°R©N¼¹ÁªAÈamq¼¹ÁªAa room ¼»ŸÒ 

library Ȩ

Ĩ ¤ ê

dining hall È

ˆÕ Ç

7. ба¾xhÕ¼Ĭuįé©ÁªAÈ°¢éΪAÈa“»èΪÑÕa Sunday

e-mail

write

phone do

 Days of the week: In Japan, the week begins on Monday and ends on Sunday. DÔwyË (“moon” for Monday), VÔÈË (“fire” for Tuesday), iÔAÓË (“water” for Wednesday), CÔÊË (“tree” for Thursday), kÔÁÕË (“gold” for Friday), _Ô“Ë (“earth” or “soil” for Saturday), and finally ÐÔ¼»Ë (“sun” for Sunday) are placed before the ending that indicates the days of the week, ±ÐԟҝË.  ÄÏÔ¶Ó¿ÊË: Refers to both university and college.  mqÔÎÉʓÒË: Dining hall in a college or other facility. It is also a generic term for restaurants where customers can order different kinds of food. The katakana word ĔİĮĭı ÔëA³èÕË is used for Western-style restaurants. The many different types of eating establishments in Japan are identified by different terms.  The verb ΪA: As pointed out in the previous chapter, ΪA may be used as an independent verb, often translated as “to do.” In the following examples, the first sentence uses ΪA as an independent verb, but the second sentence uses it as a part of the verb ¢ÔˆÕÇËΪA “to make a phone call.” ÇÌÎ

ˆÕ Ç

½˜¢éΪAa ˆÕ Ç ½˜¢ÎªAa I will make a phone call.  ¾xÔȨËhÕ¼: The particle ¼ after ¾xÔȨËhÕ is similar to the ¼ introduced as the particle to indicate a destination. Here it marks an e-mail message or phone call to mother. ÇÌÎ

Ȩ

ÇÌÎ

Ȩ

Ĩ ¤ ê

È

½˜¾xhÕ¼Ĭuįé©ÁªAa I will write an e-mail message to my mother. ˆÕ Ç

½˜¾xhÕ¼¢éΪAa I will make a phone call to my mother.

Stage 1-2 (Workbook 1)

53

PRODUCTION 5. Preparatory task: Do mechanical practice as needed to memorize the new vocabulary for this unit. Use the structures of this unit whenever appropriate. 6. Translation self-check: The example sentences with the new vocabulary given above have been translated here into equivalent English sentences (the translation is not word-for-word). Try checking the accuracy of your translation by translating them back into Japanese. 1. Is today Monday or Tuesday? It is Wednesday. 2. Is the exam on Thursday or Friday? It’s neither. It will be on Saturday. 3. The roommate is neither Kim-san nor Yamada-san. It is Brown-san. 4. Is the college near or far? It’s neither near nor far. 5. Is the dorm big or small? It’s neither big nor small. 6. Will you go back to your room, or will you go to the library? I will go to the dining hall. 7. On Sunday, will you write an e-mail message to your mother or call her? I will do neither. 7. Pair work: Question-and-answer. Respond

Ask (alternative question) Choose one 1. today (Monday or Tuesday) 2. tomorrow (Wednesday or Thursday) 3. exam (Friday or Saturday or Sunday) 4. college (big or small) 5. homework (difficult or easy) 6. dorm (near or far) 7. library (good or bad) 8. dining hall (near or far) 9. room (big or small) 10. roommate (American or Chinese) 11. Kim-san (British or Korean) 12. go back to the dorm or home 13. do homework or exercise 14. write mail or call the teacher

Negate all

54

Stage 1-2 (Workbook 1)

8. Pair work: Ask alternative questions for the following topics and give responses (mix the responses of choosing one and negating both). Topics: today’s weather; days of the week; nationality; class; roommate; Japanese; languages; teachers; students; examination; assignment; college; library; dining hall; dormitory; room; others

s 2: Information-Seeking Question Sentences

c

CONFIRMATION Read the corresponding sections, Stage 1-2.2(1) through (7), in the Grammar Textbook first.

(1) ~ (6) Who, what, where, how, when, why; (7) ¿ in the topic position 1. Insert appropriate interrogative pronouns (e.g., what, who, where, etc.) in the parentheses. Give responses to the questions. ê

Ò

U Ĩ ¤ ³

ß įuĢĬuĮ˜ÔÖ Ö Ö Ö Ö Ö Ö Ö ËˆAÈa(who) æÂÆ»è˜ÔÖ Ö Ö Ö Ö Ö Ö Ö ËˆAÈa(who–polite) åÂFë˜ÔÖ Ö Ö Ö Ö Ö Ö Ö ËˆAÈa(what) A Ý A

žÕÑÓ

äÂİĜİh՘ÔÖ Ö Ö Ö Ö Ö Ö Ö Ë™ÍˆAÈa(what class) : Ó

¡Õ

ãÂĩuh՘ÔÖ Ö Ö Ö Ö Ö Ö Ö Ë¬ˆAÈa(what nationality) â è Ò Õ

µ

Ç

àÂĠĭĪıh՘ÔÖ Ö Ö Ö Ö Ö Ö Ö Ë²¿‘È:ªAÈa(what language) ¨ Î Ì

Ó

Þ›аÔÖ Ö Ö Ö Ö Ö Ö Ö Ë¼¹ÁªAÈa(where) ¼ ÀÕ

Ó

ÛÂÔÖ Ö Ö Ö Ö Ö Ö Ö ËÐü¹ÁªAÈa(when) Î WÕ

ÚÂ[Z˜ÔÖ Ö Ö Ö Ö Ö Ö Ö ËˆAÈa(how) Ç

ÙÂÔÖ Ö Ö Ö Ö Ö Ö Ö Ë‘È:ªÑÕÈa(why) Ĩ ¤ ê

È

IJÂÔÖ Ö Ö Ö Ö Ö Ö Ö Ë¼Ĭuįé©ÁªAÈa(to whom) Ç

ijÂÔÖ Ö Ö Ö Ö Ö Ö Ö Ë¿‘È:ªÑÕÈa (what) Á É Ò

ŸÒ 

Ĵ¦ИÔÖ Ö Ö Ö Ö Ö Ö Ë±ÐˆAÈa(what day) 2. Insert appropriate particles in the parentheses of the following sentences. When no particle is needed, put an X. Give responses to these questions as well. ß Where will Tanaka-san go? Ì ÅÈ

Ó

¥­hÕÔÖ Ö Ë“ÆÔÖ Ö Ë¹ÁªAÔÖ Ö Ëa

Stage 1-2 (Workbook 1)

æ When will Tanaka-san go to the dining hall? Ì ÅÈ

ÎÉÊ “ Ò

Ó

¥­hÕÔÖ Ö ËÓyÔÖ Ö ËmqÔÖ Ö Ë¹ÁªAÔÖ Ö Ëa å Who will go to the dining hall? ÎÉÊ “ Ò

Ó

¶ëÔÖ Ö ËmqÔÖ Ö Ë¹ÁªAÔÖ Ö Ëa ä Why will Tanaka-san go to the dining hall? Ì ÅÈ

ÎÉÊ “ Ò

Ó

¥­hÕÔÖ Ö Ë“ÒΆÔÖ Ö ËmqÔÖ Ö Ë¹ÁªAÔÖ Ö Ëa ã Will Brown-san write an e-mail message to her teacher today? Á É Ò

â è Ò Õ

ÑÕÑÓ

Ĩ ¤ ê

È

¦ÐÔÖ Ö ËĠĭĪıhÕÔÖ Ö Ö ËºÍÔÖ Ö ËĬuįÔÖ Ö Ë©ÁªAÔÖ Ö Ëa à When will Brown-san write an e-mail message to her teacher? â è Ò Õ

ÑÕÑÓ

Ĩ ¤ ê

È

ÓyÔÖ Ö ËĠĭĪıhÕÔÖ Ö ËºÍÔÖ Ö Ö ËĬuįÔÖ Ö Ë©ÁªAÔÖ Ö Ö Ëa Þ What will Brown-san write to her teacher today? Á É Ò

â è Ò Õ

ÑÕÑÓ

ż

È

¦ÐÔÖ Ö ËĠĭĪıhÕÔÖ Ö ËºÍÔÖ Ö Ë«ÔÖ Ö Ë©ÁªAÔÖ Ö Ëa Û To whom will Brown-san write an e-mail message today? Á É Ò

â è Ò Õ

¦ÐÔÖ Ö ËĠĭĪıhÕÔÖ Ö Ö Ë¶ëÔÖ

Ĩ ¤ ê

È

ËĬuįÔÖ Ö Ë©ÁªAÔÖ Ö Ëa

Ú Why will Brown-san write an e-mail message to her teacher today? Á É Ò

â è Ò Õ

ÑÕÑÓ

Ĩ ¤ ê

È

“ÒΆÔÖ Ö Ë¦ÐÔÖ Ö ËĠĭĪıhÕÔÖ Ö ËºÍÔÖ Ö ËĬuįÔÖ Ö Ë©ÁªAÔÖ Ö Ëa Ù Who will write an e-mail message to her teacher today? Á É Ò

ÑÕÑÓ

Ĩ ¤ ê

È

¦ÐÔÖ Ö Ë¶ëÔÖ Ö ËºÍÔÖ Ö ËĬuįÔÖ Ö Ë©ÁªAÔÖ Ö Ëa 3. Pair work: Question-and-answer. ß Memorize the following plain forms first before doing the exercises that follow. Polite form

Plain form

noun ˆA

noun ¶

adjective ˆA

adjective (omit ˆA)

]Õ ÁÉÒ

j\ΪA Ç

‘È:ªA ˜Å

¢ÑªA Ó

¹ÁªA

] Õ ÁÉÒ

j\Aê Ç

‘Èê ˜Å

¢Ñê Ó

¹Ê

55

56

Stage 1-2 (Workbook 1)

æ Why-questions must be answered with ÈèˆA. It is best when what comes before ÈèˆA is in the plain forms (for now, let us say that the plain forms are the same as the dictionary forms). Example: Ç

Q: “ÒΆ‘È:ªÑÕÈa [email protected]È A: 6ÎÓÈèˆAa Respond with ~ÈèˆA

Why-question Example: do not understand

difficult

1. you can speak Japanese

the speaker is Japanese

2. you will go to China

the speaker can speak Chinese

3. you will not study tomorrow

tomorrow is Saturday

4. you do not understand English

English is difficult

5. you will study Japanese

the speaker will go to Japan

6. you will go to Japan

the speaker understands Japanese

7. you will not go to Japan

the speaker will go to Korea

8. you will not go to the dining room

the speaker will study

4. Pair work: Question-and-answer. ß The list below shows the verbs you have learned so far (the ones listed above are not included). First memorize the plain forms of these verbs (they are always listed at the summary of vocabulary at the end of each chapter). Polite form Ȥ

Plain form

Meaning

Ȥ

L:ªA

Lê

ÒՓÒ

ÒՓÒ

lEΪA

lEAê

ÒՆÕ

ÒՆÕ

return exercise

l;ΪA

l;Aê

drive

¨:ªA

¨ê

have; exist

È

È

©ÁªA

©Ê

write

ΪA

Aê

do

Stage 1-2 (Workbook 1)

57

æ Now practice asking why-questions and answering them. Why-question

Respond with ~ÈèˆA

1. the addressee will study tomorrow

will have an examination

2. the addressee will not go to the dining room

will exercise

3. the addressee will not call his/her mother

will write e-mail

4. the addressee will not go to the library

will return to the room

5. the addressee will not call

will drive

6. the addressee will not write e-mail

will call

5. New vocabulary: (R: S1-2-2) ¤Ó ¿

³¶»

ż

¨ Î Ì

Ó

1. ›Ð°«éΪAÈaoƒ³tv¼¹ÁªAa friend movie ³¶»

Ó

¨h

¿ ÆÒ

Ó ÎÉ

Ó

2. .°“Ƽ¹ÁªAÈaoƒ³”¼Ï·¼¹ÁªAa together school

morning ¡ ´ ’ÉÒ

ÌM

class

fun

3. šœ˜“ÒˆAÈa³†fÎӈAa ÌM

Ê è A

4. ĤĭݘfÎӈAÈaÓÓ¤°³†yªèÅӈAa boring

class ªÓ¼»

¾F

ªÓ¼»

¾

³¶»

¾F

ˆÕ Ç

5. “ÒΆgа^Ê|ÁªAÈagаoƒ¼^ʏ¢éAêÈèˆAa late get up ˜§

ž

žU

6. ÅdbÊ JªAÈa³†ÓÈèˆAa early sleep

sleepy

 šœÔ¡´’ÉÒË and ĤĭİÔÊèAË: In recent years these two terms have come to be used more interchangeably than before. Ĥĭİ ÔÊèAË comes from the English word class, and it refers to groups of students separated by things such as grade levels or courses taken, each class occupying its own classroom. The equivalent Japanese words for grade levels are ÏÔ¿ Á´ÒË or ϙԿ ʞÕË, and individual classes at the same level are referred to as QÔÊÝË, often numbered as ”Q ÔÓ»ÊÝË “class one,” KQÔ¼ÊÝË “class two,” etc. šœÔ¡´’ÉÒË, which literally means “receiving teaching,” and refers to the content of classes such as Japanese, history, literature, etc.  Adverb ”ÔÓ ÎÉ˼ and the accompaniment particle ³: The adverb ”ÔÓ ÎÉ˼ consists of a noun ”ÔÓ ÎÉË “linked” and the particle ¼, and it is used as an equivalent of the English adverb “together.” ¡ ´ ’ÉÒ

Ó ÎÉ

Ó

šœ¼”¼¹ÁªAa We will go to class together.

58

Stage 1-2 (Workbook 1)

When mentioning with whom the topic does things, the accompaniment particle ³ must be used. See Stage 1-3 for the particle ³. ÇÌÎ

A Ý A

Ó ÎÉ

¡ ´ ’ÉÒ

Ó

½˜İĜİhÕ ³ ”¼šœ¼¹ÁªAa I will go to class with Smith-san. In this case, ”ÔÓ ÎÉ˼ “together” becomes optional: ÇÌÎ

A Ý A

¡ ´ ’ÉÒ

Ó

½˜İĜİhÕ ³ šœ¼¹ÁªAa I will go to the class with Smith-san.  The verbs |Ô¾ËÁªA and JԞ˪A: The verb |Ô¾ËÁªA means both “to wake up” and “to get up.” JԞ˪A means all of the following: “to sleep,” “to go to bed,” or “to lie down (to sleep).”

PRODUCTION 6. Preparatory task: Do mechanical practice as needed to memorize the new vocabulary for this unit. Use the structures of this unit whenever appropriate. 7. Translation self-check: The example sentences with the new vocabulary given above have been translated here into equivalent English sentences (the translation is not word-for-word). Try checking the accuracy of your translation by translating them back into Japanese. 1. What will you do tomorrow? I will go to a movie with my friend. 2. Where will you go in the morning? I will go to school with my friend. 3. How is the class? It is a lot of fun. 4. Is the class fun? No, it is very boring. 5. Why do you get up late every day? It is because I call my friend late every day. 6. Why will you go to sleep early? It is because I am very sleepy. 8. Pair work: Question-and-answer. Question

Response

1. what; do; tomorrow

go to class

2. where; go; morning

go to school with a friend

3. when; get up; tomorrow

late

4. why; sleep early

sleepy

5. how; class

fun

6. where; go; today

go to a movie with a roommate

7. if the class fun

boring

Stage 1-2 (Workbook 1)

59

9. Discourse practice: For all events below, ask questions using the following whenever appropriate (who, what, where, when, why, how). EVENT 1: going to a movie EVENT 2: have an examination EVENT 3: going to bed early EVENT 4: going to the library EVENT 5: returning to the room EVENT 6: calling your parents EVENT 7: writing e-mail

10. Discourse practice: Ask your partner questions about any of the following topics using the questions in the parenthesis whenever appropriate (who, what, where, when, why, how). Possible topics: the plan today; the plan tomorrow; going to movies; doing homework; speaking languages; going home; college; library; dormitory; room; roommate; others.

s 3: Modifying Nouns

c

CONFIRMATION Read the corresponding sections, Stage 1-2.3(1) and (2), in the Grammar Textbook first.

(1) Modifying a noun with an adjective; (2) Modifying a noun with another noun 1. What are the meanings of the following phrases? ÑÕÑÓ

ÀÕ

¿ ÆÒ

ÑÕÑÓ

ߺÍMà æÂÏ·MºÍ ¨ Ĩ : È

¿ÊÑÓ

åÂġĬĩėMÏÍ ¨ Ĩ : È ¡Õ

¿ÊÑÓ

äÂġĬĩė¬MÏÍ Á U ÑÕÑÓ

¿ÊÑÓ

ÀÕ

ãÂğĢºÍMÏÍMà ¿ÊÑÓ

: Ó

àÂÏÍMĩuhÕ ¼ ÀÕ µ

ÑÕÑÓ

Ì Å È ÑÕÑÓ

ÞÂÐòMºÍM¥­ºÍ

60

Stage 1-2 (Workbook 1)

2. Æë or ÆM? Choose the right one for each of the following sentences. Be sure that you understand the meaning of each sentence. ÇÌÎ

ÀÕ

ßÂÔÆëÆM˘½MÈAa Ğ Õ

ÑÕÑÓ

Ğ Õ

æÂÔÆëÆMËĝı˜ºÍMĝıˆAa ¨ Î Ì

] Õ ÁÉÒ

å›аÔÆëÆMËéj\ΪAa ¿ ÆÒ

ÇÌÎ

¶Ó¿Ê

äÂÔÆëÆMËÏ·˜½MÄψAa ³ Î É ÈÕ

Ó

ãÂÔÆëÆMËR©N¼¹ÁªAa ¿ÊÑÓ

Ĩ ¤ ê

È

àÂÔÆëÆMËÏͼĬuįé©ÁªAa s

§

ÇÌÎ

s

§

ÞÂÔÆëÆMË{z˜½M{zˆAa ÇÌÎ

ÀÕ

Û½MØÔÆëÆMˈAa ÇÌÎ

Ú½MÈ՘ÔÆëÆMËÈՈAa Á U

:ÉÒ

ÙÂÔÆëÆM˘ğĢhÕMIˆAa 3. What’s missing? Indicate the element that is deleted from any sentences. ÀÕ

ÇÌÎ

ßÂF똨ÅÌMÈAÈa¤¤°½MˆAa ÇÌÎ

ÀÕ

æÂÆ똽MÈAaF똨ÅÌMˆAÈa 4. New vocabulary: (R: S1-2-3) ¼ ÀÕ µ

ÑÕÑÓ

Å ª¤

ÅÕ

§ ª ¶ ÑÕÑÓ

1. ÐòMºÍM‚€˜«ˆAÈa‹¥ºÍˆAa name ÑÕÆÒ

ÅÕ

Ç

2. ¨ÅÌMŠŒ˜«ˆAÈaª¶‘È:ªÑÕa major Æ

not yet ÑÕÑÓ

Æ

ŸÒ Æ

3. ¨M¾¸h՘ºÍM¾¸hÕM)¸»çՈAÈa child Æ “

(see below) ÀÕ

Ì ÒÊÕ

§ª ¶ Ê Õ

4. ¨M¸TMØ<4pMˆAÈaÓÓ¤°‹¥pMˆAa child

(see below)

ÆÒÆÒ

¼ ÀÕ

ÅÈ ¶ Æ Ò Æ Ò

5. ¨ÅÌM£·˜“ƈAÈaÐÃM­¥£·ˆAa high school A Ý A

δ  Î Õ

Nakada High School XÊ

δ  Î Õ »

¨ Ĩ : È

6. İĜİhÕM®¯˜“ƈAÈaM®¯…˜ġĬĩėˆAa the place one is from

homeland

Stage 1-2 (Workbook 1)

61

 ŠŒ ÔÑÕÆÒË: A major field of study students choose at college. The names of majors often end with ÏÔ¿ÊË, which means “learning.” See the Supplemental Vocabulary at the end of this chapter.  ª¶: This adverb with a negative predicate means “not yet.” ¤Ó ¿

Ó

tv¼ª¶ ¹ÁªÑÕa I will not go to the movie yet.  ¸TÔƓË and ¾¸ÔÆËhÕ: ¸TÔƓË can be used alone but ¸ÔÆË normally must be followed by some kind of modifier. When referring to someone else’s child, use ¾¸ÔÆËhÕ, which is a more polite word than ¸TÔƓË.  )¸ÔŸÒÆË and <4ÔÌÒË: These are common female and male given names, respectively.  »çÕ and pÔÊÕË: The diminutive form of hÕ, »çÕ is normally used after children’s given names (both genders). Some parents or family members may keep on using »çÕ for the names of their children even after they have grown up. pÔÊÕË, on the other hand, may be used after either given or family names of boys and men. A male speaker may use pÔÊÕË for a female, especially when the man is in a supervisory position.  “Æ: This pronoun is most commonly translated as “where.” The English “where” and the Japanese “Æ are used in similar ways, such as asking for a destination (as in “where are you going?”) or the location of things or people (as in “where is he?”). “Æ is, however, at times used differently from the English “where.” In the following situations, what is being asked is the name of the school or country rather than its location: ¶Ó¿Ê

¨ÅÌMÄϘ “Æ ˆAÈa Where is your university (What is the name of your university)? ÁÉÒ ³ ¶ Ó ¿ Ê

‡cÄψAa It is Kyoto University. If you choose to be not specific about the name, you can also answer the question in the following way: ÁÉÒ ³

¶Ó¿Ê

‡cMÄψAa It is a university in Kyoto. e‡ÄÏÔ³ÒÁÉÒ¶Ó¿ÊË and ‡cÄÏÔÁÉÒ³¶Ó¿ÊË are the names of the particular universities in Japan, the University of Tokyo and Kyoto University, respectively. Notice that using M, as in e‡MÄÏÔ³ÒÁÉÒM¶Ó¿ÊË, would mean “a university in Tokyo.” ­¥£·ÔÅȶÆÒÆÒË in the above example is a fictional name.  ®¯Ôδ ÎÕË and ®¯…Ôδ ÎÕ»Ë: ®¯…Ôδ ÎÕ»Ë refers to the place where a person was born and/or brought up. ®¯Ôδ ÎÕË, however, means graduation from or affiliation with a certain school or origin in a certain town or country, and may not be used to refer to the place itself. ®¯Ôδ ÎÕË may be used in the following ways: ÇÌÎ

δ  Î Õ

¼ ÀÕ

ÇÌÎ

³ Ò ÁÉÒ ¶ Ó ¿ Ê Î´  Î Õ

½M®¯˜ÐÈAa ÇÌÎ ¼ ÀÕδ ÎÕ ½˜ÐAa I am from Japan. ½˜e‡ÄÏ®¯ˆAa I graduated from the University of Tokyo.

62

Stage 1-2 (Workbook 1)

Since ®¯…Ôδ ÎÕ»Ë refers to a specific place but ®¯Ôδ ÎÕË does not, you can describe ®¯…Ôδ ÎÕ»Ë but normally not ®¯Ôδ ÎÕË. ÇÌÎ

δ  Î Õ »

¾¾

½ M®¯…˜ÄÁӈAa My birthplace (or the place where I was brought up) is big. ÇÌÎ

δ  Î Õ

¾¾

*½ M®¯˜ÄÁӈAa [intended meaning] My birthplace (or the place where I was brought up) is big.

PRODUCTION 5. Preparatory task: Do mechanical practice as needed to memorize the new vocabulary for this unit. Use the structures of this unit whenever appropriate. 6. Translation self-check: The example sentences with the new vocabulary given above have been translated here into equivalent English sentences (the translation is not word-for-word). Try checking the accuracy of your translation by translating them back into Japanese. 1. What is the name of the Japanese teacher? It is Yamada-sensei. 2. What is your major? I don’t know yet. 3. Is that child your Yoko, sensei? 4. Is that book (for children) Taro’s? No, it is Yamada-kun’s. 5. What high school do (did) you go to? Nakada High School in Japan. 6. Where are you from, Smith-san? I am from the United States.

7. Complete the following statements about yourself. ÇÌÎ

XÊ

Å ª¤

ß½ԐËM‚€˜ÔÖ Ö Ö Ö Ö ÂÂÖ Ö ËˆAa ¼ ÀÕ µ

ÑÕÑÓ

Å ª¤

æ ½ÔËMÐòMºÍM‚€˜ÔÖ Ö Ö Ö Ö ÂÂÖ Ö ËˆAa ÑÕÆÒ

å ½ÔËMŠŒ˜ÔÖ Ö Ö Ö Ö ÂÂÖ Ö ËˆAa ÑÕÑÓ

Æ

Å ª¤

ä ½ÔËMºÍM¾¸hÕM‚€˜ÔÖ Ö Ö Ö Ö ÂÂÖ Ö ËˆAa ÆÒÆÒ

㠽ԐËM£·˜ÔÖ Ö Ö Ö Ö ÂÂÖ Ö ËˆAa δ  Î Õ

à ½ÔËM®¯˜ÔÖ Ö Ö Ö Ö ÂÂÖ Ö ËˆAa 8. Discourse practice: Ask any of the following, then summarize the information you have gained from the responses. Possible questions: the names of (the teachers, roommate(s), friends, parents, the dorm, the high school, the college, your friends’ colleges); the major (descriptions, the teachers’ names); the homeland (the name, description); class (freshman, sophomore, etc).

Stage 1-2 (Workbook 1)

63

s 4: Adjectival Nouns

c

CONFIRMATION Read the corresponding section, Stage 1-2.4(1) and (2), in the Grammar Textbook first.

(1) Two types of adjectives; (2) Interrogative pronouns “ëԓMË and “ÕÅ 1. Circle the proper connecting element ÔMÅnothingË in the following sentences. Á É Ò

†Õ Á

ߦИӧÔMÅnothingËr•ˆAž¤a Á É Ò

¼ ÀÕ

†Õ Á

æ¦аÐÃÔMÅnothingËr•˜ŸÊ¨:ªÑÕa Á É Ò

†Õ Á

å ¦Ð˜ÓÓÔMÅnothingËr•ˆAž¤a Æ

wÕ Á

Æ

ä ÆM¸˜n•ÔMÅnothing˸ˆAž¤a Æ

wÕ Á

ã ÆM¸˜³†n•ÔMÅnothingˈAa 2. Circle the proper interrogative pronoun ԓ덓M“ÕÅË in the following situations:
My roommate told me that he saw an interesting movie in town last night. I know that five movies are now showing in town, and so I asked the following. ¤Ó ¿

ԓ덓M“ÕÅËtvˆAÈa æ I told my friend that I am taking a Japanese class. Not knowing much about the class I am taking, she asked me the following. ¼ ÀÕ µ

¡ ´ ’ÉÒ

¡ ´ ’ÉÒ

FMÐòMšœ˜Ô“덓M“ÕÅ˚œˆAÈa å My friend, Tanaka-san, asked me to pick up a book of his in his friend’s room. When I went there, there were several books in the room. So, I asked his friend the following. Ì ÅÈ

ÀÕ

¥­hÕMØԓ덓M“ÕÅˈAÈa 3. New vocabulary: (R: S1-2-4) Æ

¾³Æ

Æ

1. ¨M¸˜Ó§Å}M¸ˆAž¤a disagreeable boy A Ý A ÑÕÑÓ

ÑÕÑÓ

ÎÕÑy

ÑÕÑÓ

2. İĜݺ͘“Õź͈AÈa,Yź͈Aa kind δ  Î Õ »

3. ¨ÅÌM®¯…˜“ÕųƈAÈa³†ÁëÓųƈAa place

clean

64

Stage 1-2 (Workbook 1)

Î WÕ

ÈÕÌÕ

ÌÓÑy

Î WÕ

simple

important

4. ÆÕÅÔFÕō¨ÕÅË[Z˜OBˆAaˆ°³†ÄYÅ[ZˆAa this kind of : Ó

¾ÕÅ

‰³

5. ĩuh՘ÁëÓÅ Ž M¬ˆAa pretty

woman

§ªÅÈ

¶Ó¿ÊÑÓ

wÕ Á

¾³Æ

college student

energetic

¿ÊÑÓ

6. ‹­h՘“MÄÏ͈AÈa¨Mn•Å} MÏ͈Aa »Ó

M

ÅÕ

¾ÕÅ

Æ

ÈÕ

7. ÆM—hÅ~˜«ˆAÈa¨M Ž M¸M  ˆAa (see below) thing ÆÒÆÒÑÓ

girl ÀÕ

¾¾

ÀÕ

8. “ë¿Ò»M£·ÍMÈAÈa¨MÄÁÅÈAa (see below) high school student

(see below)

 ¬Ô‰³Ë and ¸ÔÆË: Used with demonstrative pronouns, ԉ³Ë and ¸ÔÆË often function as personal pronouns: ÆM¬Ô‰³Ë “this person,” ¨M¸ÔÆË “that child over there.”  ŽÔ¾ÕÅË and }Ô¾³ÆË: Terms indicating gender, often used as modifiers, for example, ŽM ¬Ô¾ÕÅM‰³Ë “woman” and }M¸Ô¾³ÆMÆË “boy.”  Ò»M noun: Derived from ÔÒ»Ë, Ò» indicates that the following noun is a thing or a person belonging to the speaker’s home. Kanji is not used for Ò» when it has this meaning. Examples are Ò»M¸ÔÆË “our child” and Ò»MÃÔÀÕË “our book.”  OBÔÈÕÌÕË and §hÎÓ: Both words are translated as “easy.” OBÔÈÕÌÕË, which emphasizes “simplicity,” is used to describe things but not people. §hÎÓ can be used for things as well as people. When §hÎÓ is used to describe things such as classes and tests, it means that they are easy to deal with, and the kanji for this meaning is ÎÓ (although not often used). When §hÎÓ is used to describe a person, it means that the person is kind, gentle, and considerate, and the kanji for it is ÎÓ.  ÄÔ¾¾ËÁÓ, ÄÔ¾¾ËÁÅ, —Ô»ÓËhÓ, —Ô»ÓËhÅ: The adjectives ÄÔ¾¾ËÁÓ and —Ô»ÓË hÓ have the following variations of form, ÄÔ¾¾ËÁÅ and —Ô»ÓËhÅ, when modifying nouns. The use of ÄÔ¾¾ËÁÅ depends on the region. In emphasizing the size of something when speaking casually, some speakers may say ¾ ÁÅ or » hÅ for ÄÔ¾¾ËÁÅ and —Ô»ÓËhÅ, respectively. It must be noted that these kinds of adjectives and adjectival nouns are extremely rare. ÄÔ¾ ¾ËÁÅ and —Ô»ÓËhÅÂcannot, however, be separated into the base word form and the particle Å: ÀÕ

¾¾

¨MØÄÁÅÈAa That book is a big book. ÀÕ

¾¾

*¨MØÄÁˆAa [intended meaning] That book is big.  ~ÔMË: Meaning “thing,” ~ÔMËrefers to specific things or concepts. Things that cannot be expressed by conceptual words (e.g., I heard good things about you.) are not ~ÔMË, but rather Æ ³.  ÁëÓ: Although this adjectival noun ÁëÓ ends with the hiragana Ó, it does not belong to the group of adjectives. This is because the last Ó is really not the sound /i/. Recall the writing con-

Stage 1-2 (Workbook 1)

65

vention that says that the long /e/ sound is expressed with the hiragana Ó. This adjectival noun is often translated as “pretty,” “beautiful,” or “clean.” It can, for instance, be used to describe a person, in which case the word probably refers to physical beauty. When the same word is used for a thing such as a room, the word more than likely describes the cleanliness, orderliness, or tidiness of the room. It can, of course, describe aesthetic beauty as well.

PRODUCTION 4. Preparatory task: Do mechanical practice as needed to memorize the new vocabulary for this unit. Use the structures of this unit whenever appropriate. 5. Translation self-check: The example sentences with the new vocabulary given above have been translated here into equivalent English sentences (the translation is not word-for-word). Try checking the accuracy of your translation by translating them back into Japanese. 1. That child is really an awful boy, isn’t he? 2. What kind of a teacher is Smith-sensei? He is a kind teacher. 3. What kind of place is your homeland? It is a very clean place. 4. This (that) kind of examination is simple. But it is a very important examination. 5. Lee-san is a pretty woman. 6. Which college student is Yamanaka-san? He is that energetic male student. 7. What is this small thing? It is that girl’s bag. 8. Which one is our high school student’s book? That big one is. 6. Pair work: Question-and-answer. Example: ¼ ÀÕ

†Õ Á

Q: ÐÃMr•˜“ÒˆAÈa Ó§ †Õ Á A: =År•ˆAa Question

Answer

Example: weather in Japan today; how

not nice

1. this kind of movie; fun

boring

2. teachers at that college; how

kind

3. that kind of examination; difficult

simple

4. this small thing; whose

that girl’s

5. that big thing; what

that high school student’s bag

66

Stage 1-2 (Workbook 1)

7. Pair work: Question-and-answer. Example: : Ó

¿ Ê ÑÓ

Q: þuh՘“ÕÅÏ͈AÈa A: ³†ÓÓÏ͈Aa Question with “ÕÅ

Answer

Example: Li-san; student

very good student

1. that Japanese teacher; teacher

kind teacher

2. that boy; child

child full of energy

3. that woman; person

nice person

4. that college student; student

fun student

5. homeland; place

pretty

8. Pair work: Question-and-answer. Example: ¿ Ê ÑÓ

: Ó

Q: “MÏÍ¿þuhՈAÈa wÕ Á ¿ Ê ÑÓ : Ó A: ¨Mn•ÅÏÍ¿þuhՈAa Question with “M

Answer

Example: student; Li-san

that cheerful one

1. exam; simple

this one

2. book; important

the one that the college student has

3. students; our students

those female students

4. teacher; Yamada-sensei

that pretty teacher

9. Pair work: Question-and-answer. Example: s

§

Q: ¨ÅÌM{z˜“ëˆAÈa ¾¾ s § A: ÆMÄÁÓ{zˆAa

Stage 1-2 (Workbook 1)

Question with “ë

67

Answer

Example: your room

this big room

1. the important book

this one

2. this boy’s backpack

that small one over there

3. that high school student’s notebook

this pretty notebook

4. our students’ dormitory

that big one

s 5: Conjunctions

c

CONFIRMATION Read the corresponding sections, Stage 1-2.5 (1) and (2), in the Grammar Textbook first.

(1) Clausal conjunction ¿; (2) Sentential and clausal conjunction Wë“ 1. Insert an appropriate conjunction (more than one may be possible) in the parentheses of the following sentences Ô³, FΆ, ¿, Wë“, ˆË. When more than one is possible, explain the difference. Be sure that you understand the meaning of each completed sentence. Á É Ò

“ ŸÒ 

¡ ´ ’ÉÒ

ߦИ_±ÐˆAÔÖ Ö Ö Ö Ö Ö Ë°šœ¿¨:ªAa ˜˜

Ĩ ¤ ê

ÇÌÎ

Å ª¤

È

ˆÕ Ç

æ x¼Ĭuįé©ÁªAaÔÖ Ö Ö Ö Ö Ö Ë°¢éΪÑÕa Ì ÅÈ

ÇÌÎ

¼ ÀÕ µ

˜Å

å ½ M‚€˜¥­ˆAÔÖ Ö Ö Ö Ö Ö Ë°½ ˜Ðò¿¢ÑªÑÕa ³¶»

ÇÌÎ

¨ Î Ì

¤Ó ¿

Ó

Ê è A

Ó

ä oƒÔÖ Ö Ö Ö Ö Ö Ë½ ˜›Ð°tv¼¹ÁªAaÔÖ Ö Ö Ö Ö Ö Ë°Ĥĭݼ¹ÁªÑÕa ÇÌÎ

§ª ¶

¶Ó¿Ê

¿ÊÑÓ

ã ½ ˜‹¥ˆAaÔÖ Ö Ö Ö Ö Ö Ë°ÆMÄÏMÏ͈Aa

s 6: Adverbs with Negative Predicates

c

CONFIRMATION Read the corresponding section, Stage 1-2.6, in the Grammar Textbook first.

2. The following adverbs are used with negative predicates. Explain the differences in meaning. ‰³

‰³

ߨM¬˜¨ª:ÓÓ¬¡ç¨:ªÑÕa ‰³

‰³

æ ¨M¬˜FÕżÓÓ¬¡ç¨:ªÑÕa ‰³

dÕdÕ

‰³

å ¨M¬˜G?ÓÓ¬¡ç¨:ªÑÕa 3. Give negative responses to the following questions with appropriate adverbs and the sentencefinal particle Ÿ. Á É Ò

¨y

ß ¦Ð˜0ӈAÈa(use ¨ª:)

68

Stage 1-2 (Workbook 1)

ÈÕÆÊ

¾¾

dÕdÕ

æ S„˜ÄÁӈAÈa(use G?) A Ý A

»Ó

å İĜİh՘—hӈAž¤a(use FÕż) Á É Ò

¨ Ĩ : È

hU

ä ¦Ð°ġĬĩė˜ӈAÈa(use ¨ª:)

PRODUCTION 4. Discourse practice: Interview your partner. Suggestions for the content: home; high school; college; major; dorm; room; classes; examinations; teachers; languages; friends; movies; library; e-mail; phone; others. 5. Discourse practice: Based on the responses you have gathered above, talk about the person to others. Pay attention to the following: (1) use appropriate conjunctions, (2) be sure to delete the repeated words such as the topic.

Step 2

1: Conversational Devices 1. First, study the content and the important points of the following dialogues in the Grammar Textbook, and familiarize yourself with the meaning of each dialogue. 2. With the sound files, practice each dialogue until it is smooth without referring to the text. Change roles with your partner and practice several times until the dialogue flows smoothly.

(1) Backchannel 3. Listen to dialogue (1): (R: S1-2-5) ÑÕÑÓ

Ì»

¼ žÕÑÓ

h Õ žÕÑÓ

ºÍ–¨Å̃˜K™ÍˆAÈ°>™ÍˆAÈa ¿ÊÑÓÌ»

¼ žÕÑÓ

h՞ÕÑÓ

Ó»žÕÑÓ

Ï̓–K™Íˆ>™Íˆ¨:ªÑÕa”™ÍˆAŸa Ó»žÕÑÓ

ÑÕÑÓ

ºÍ–”™ÍˆAÈa 4. Practice the following, as shown in the following example. Example: Å ª¤

ÅÕ

‚€˜«ˆAÈa(Brown) â è Ò Õ ĠĭĪıˆAa â è Ò Õ ĠĭĪıhՈAÈa(= backchannel) Á É Ò

È ŸÒ 

AÓ Ÿ Ò 

ߦИV±ÐˆAÈ°i±ÐˆAÈa(neither; Thursday) ê

Ò

U Ĩ ¤ ³

A Ý A

: Ó

æÂįuĢĬuĮ˜İĜİhՈAÈ°ĩuhՈAÈa(neither; Brown)

Stage 1-2 (Workbook 1) ÑÕÑÓ

Ĩ ¤ ê

ˆÕ Ç

åºͼĬuįéΪAÈ°¢éΪAÈa(e-mail) ¨ Î Ì

ż

ä›а«éΪAÈa(will go to a movie with a friend) ÑÕÆÒ

ÅÕ

㊌˜«ˆAÈa(Japanese)

(2) Location or name? 5. Listen to dialogue (2): (R: S1-2-6) Á U

§ª ¶

¶Ó¿Ê

ğĢ–‹¥hÕMÄϘ“ƈAÈa §ª ¶

ÁÉÒ ³

¶Ó¿Ê

‹¥–‡cMÄψAa 6. Practice the question sentences with “Æ, as shown in the following example. Example: ÆÒÆÒ

Q: £·˜“ƈAÈa ¼ ÀÕ ÆÒÆÒ A: ÐÃM£·ˆAa Questions: college; high school; dormitory; homeland (the addressee’s, the addressee’s friend, others).

(3) Changing the topic or making a conclusion 7. Listen to dialogue (3): (R: S1-2-7) ÅÕ

Ì ÅÈ

¥­–F똫ˆAÈa XÊ

: Ó

ĩu–ÈՈAaˆ°M¡ç¨:ªÑÕa Ì ÅÈ

¥­–¡ç°Æë˜Ü XÊ

: Ó

ĩu–¨¨°F또MˆAa 8. Practice changing the topic by using ¡ç, as shown in the following example. Example: ÅÕ

Ğ Õ

F똫ˆAÈaĝıˆAa (that; that is a pen, too) Ğ Õ ¡ç°¨ë˜Ü¨ëĝıˆAa ¨ Î Ì

Ó

Ó

ß›а¹ÁªAÈa¤¤°¹ÁªAa (Li-san; she won’t go)

69

70

Stage 1-2 (Workbook 1)

ÅÕ

â è Ò Õ

æÂF똫ˆAÈaÆë˜ĠĭĪıhÕMÈՈAa (that thing over there; that is also Brown-san’s backpack) ¾ÕÅ

¿ÊÑÓ

Å՞ÕÑÓ

Ÿ žÕÑÓ

å¨MŽMÏ͘«™ÍˆAÈa™ÍˆAa (that male student; he is a junior) ¨ Î Ì

˜§

¾

¾F

¾

ä›аbÊ|ÁªAÈaÓÓ¤°^Ê|ÁªAa (your roommate; gets up early) ªÓ¼»

¼ ÀÕ µ

¡ ´ ’ÉÒ

Ó

ÁÕŸÒ 

Ó

ãÂgаÐòMšœ¼¹ÁªAÈaÓÓ¤°k±Ð˜¹ÁªÑÕa (Smith-san; she goes every day)

(4) Repeating the question before answering 9. Listen to dialogue (4): (R: S1-2-8) Á U

A Ý A

ÑÕÆÒ

ÅÕ

ğĢ– İĜİhÕMŠŒ˜«ˆAÈa A Ý A

ÑÕÆÒ

¼ ÀÕ µ

İĜİ– ŠŒˆAÈaÐòˆAa 10. Practice repeating the question before answering, as shown in the following example: Example: ÅÕ

Q: F똫ˆAÈa(pen) Ğ Õ A: ÆëˆAÈaĝıˆAa ¨ Î Ì

Ó

ß›а¹ÁªAÈa(Yes) ÅÕ

æÂF똫ˆAÈa(Brown-san’s backpack) ¾ÕÅ

¿ÊÑÓ

Å՞ÕÑÓ

å¨MŽMÏ͘«™ÍˆAÈa(a junior) ¨ Î Ì

˜§

¾

ä›аbÊ|ÁªAÈa(get up late) ªÓ¼»

¼ ÀÕ µ

¡ ´ ’ÉÒ

Ó

ãÂgаÐòMšœ¼¹ÁªAÈa(No)

s 2: Listening Submit responses on separate sheet. Part I (R: S1-2-9): Answer the questions in Japanese (write both questions and responses). Part II (R: S1-2-10): Listen to the passage and answer the following questions in English:

Stage 1-2 (Workbook 1)

71

1. What three things does the speaker do every day? 2. On which days does the speaker exercise? 3. With whom does she exercise? 4. When does she go to bed every day? 5. When does she get up every day? Part III (R: S1-2-11): Listen to the passage and answer the following true (mark T) and false (mark F) questions. ÇÌÎ

ÆÒÆÒÑÓ

ÇÌÎ

»´Ò µ Ê µ

ÇÌÎ

¼ ÀÕ µ

ÇÌÎ

ÑÕÆÒ

1. (

) ½ ˜£·ÍˆAa

2. (

) ½ ˜­„²¿¢ÑªAa

3. (

) ½ ˜Ðò¿ŸÊ‘È:ªAa

4. (

) ½ MŠŒ˜ÐòˆAa

5. (

) ÐòMºÍ˜¨ª:ŸÊ¨:ªÑÕ¿°S„²MºÍ˜ÓӈAa

6. (

) ½ ˜S„²‘È:ªAa

¼ ÀÕ µ

ÇÌÎ

˜Å

Ç

¼ ÀÕ µ

ÑÕÑÓ

ÈÕÆÊ µ

ÈÕÆÊ µ

ÑÕÑÓ

Ç

Step 3

Katakana Recognition 1. Study the variations of katakana in the Writing Practice Book. 2. The following katakana words contain long vowels. Guess the English words. Katakana

English

Katakana

ėuĎ

ĚuĤ

ěuč

ĘuĆ

ėòu

İuĆ

Āuį

Ēuğ

øuċ

ēuĮ

English

72

Stage 1-2 (Workbook 1)

3. The following katakana words contain double consonants. Guess the English words. Katakana

English

Katakana

Ěīě

ğīěı

÷īĮ

ýīėu

ĚīĮ

ĂİĒīĮ

ñīĤ

ĀīĤĚīĤ

English

4. The following katakana words contain palatalized sounds. Guess the English words. Katakana

English

Katakana

ĦĊč

Ħĕuİ

Ęÿāı

ěĕuĩīċ

ăĕuİ

ČīěĊu

ăĕuõuĤ

ğĊīěĊu

ğĕuČīĮ

ĜĕuĦėį

English

5. Guess the following katakana words (place names). Katakana

English

Katakana

ýıģĭıĘİē

ĚĔuĘġ

ìĦċĮ

ĘıĈúuį

úįĮĈį

ćuİĮĭĩġ

ĒıĠĩīĦ

ăĕuĦuĭıĎ

ĚĎĩīĎ

ĈuĄ

English

6. Guess the following katakana words (sports). Katakana

English

Katakana

İĒuĮ

đăİ

îįģ

ģīĮùuį

ôīĒu

İğu

ĂĔuùuį

Ħÿíıĉ

ĭĉĀu

Ěĭðı

English

Stage 1-2 (Workbook 1)

73

7. Guess the following katakana words (food). Katakana

English

Katakana

ąûuĮ

øıĂuĈu

āď

ēu÷u

ġďİĤĩuĢ

öďı

ěÿēĔuĮ

ĂĄĄ

ĜįĤ

ćĔıĦ

English

8. Guess the following katakana words (things). Katakana

English

Katakana

ēıČĕuü

ċĭû

đuĠį

ýıĉĭİ

Āąć

Ħuıč

ĘĊıċu

ïuüu

óuĮ

ēıüĤĮĔıč

English

9. There are a number of combinations of katakana that represent certain Western sounds that do not exist in the Japanese language. Here are some ways to represent these sounds. Katakana

Sound

Example

English

Īĥ

wi

Īĥİğu

whiskey

Īħ

we

Īħuı

Wayne

ĪĐ

wo

ĪĐuĤĚı

walkman

ęĖ

va

ęĖďćĩı

violin

ęĥ

vi

ęĥuĄİ

Venus

ęħ

ve

ęħuį

veil

ęĐ

vo

ęĐuĉ

vogue

Ęħ

she

Ęħį

shell

Ħħ

je

ĦħīĮ

jet

ěħ

che

ěħı

Chen

ĆĖ

tsa

ČĆĖ

pizza

74

Stage 1-2 (Workbook 1)

Katakana

Sound

Example

English

đĥ

ti

āuđĥu

party

ąĥ

di

ąĥuı

Dean

ģĖ

fa

ģĖı

fan

ģĥ

fi

ģĥįĢ

film

ģħ

fe

ģħįĮ

felt

ģĐ

fo

ģĐuĚį

formal

10. Guess the following words in English. Katakana

English

Katakana

ěħīĤ

ģĥĩČı

Ħħį

đĥuāuđĥ

ĪĥĩġĢč

ęĖĒuĘÿı

ģĖďĮ

ĪħďĮĔİ

ģĥıĭıĎ

ĦħıĮįĚı

English

s Summary of Vocabulary 

Functional words Word

Function

Word

Function

¿

particle: topic (question)

M

particle: connector

Å

particle: connector

~»çÕ

suffix: diminutive of hÕ

~pÔÊÕË

suffix: diminutive of hÕ

Ò»

suffix: our

¿

conjunction: but

Wë“

conjunction: but

~¸ÔÆË

suffix: child

Stage 1-2 (Workbook 1)



Conversational devices Expression



ÄÏÔ¶Ó¿Ê˘“ƈAÈ

asking for the name of a college

¡ç

used when the speaker wants to change the topic or present a conclusion

Given names Kanji <4



ÌÒ

Kanji

Kana

)¸

ŸÒÆ

Kana

Meaning

Kanji

Kana

Meaning

ÔË

¶ë

who

—

“M

which (noun)

—

“ÅÌ

who (polite)

—

“ÕÅ

what kind of (noun)

«

Åհż

what

—

Óy

when

—

“Æ

where

—

“ÒΆ

why

—

“Ò

how

—

Åd

why (formal)

—

“ë

which

—

“»è

which person; which of the two

Pronouns Kanji



Kana

Interrogative pronouns Kanji



Meaning

Kana

Meaning

—

ÆÕÅ

this kind of

—

FÕÅ

that kind of

Kanji

Kana

Meaning

—

¨ÕÅ

that kind of

Kanji

Kana

Meaning

Nouns Kanji

Kana

Meaning

D±Ð

wyŸÒ

Monday

—

Ĭuį

e-mail

V±Ð

ȟҝ

Tuesday

¢

ˆÕÇ

telephone

i±Ð

Aӟҝ

Wednesday

tv

¤Ó¿

movie

C±Ð

ʟҝ

Thursday

.

¨h

morning

75

76

Stage 1-2 (Workbook 1)

Kanji



Kana

Kanji

Kana

Meaning

k±Ð Á՟ҝ

Friday

Ï·

¿ ÆÒ

school

_±Ð “ŸÒ

Saturday

¬

‰³

person

бР¼»ŸÒ

Sunday

Ž

¾ÕÅ

female

šœ

¡´’ÉÒ

class

}

¾³Æ

male

—

Ĥĭİ

class

ŽM¸

¾ÕÅMÆ

girl

¸T

Ɠ

child

}M¸

¾³ÆMÆ

boy

¾¸hÕ ¾ÆhÕ

someone else’s child ŽM¬

‚€

Ū¤

name

—

¾ÕÅM‰³ woman

}M¬

¾³ÆM‰³

man

įuĢĬuĮ roommate

£·

ÆÒÆÒ

high school

ŠŒ

ÑÕÆÒ

major

®¯

δ ÎÕ

homeland (verbal noun)

oƒ

³¶»

friend

®¯… δ ÎÕ»

homeland (specific place)

I

:ÉÒ

dormitory

³Æ

place

{z

s§

room

~

M

thing

ÄÏ

¶Ó¿Ê

college; university

ÄÏÍ ¶Ó¿ÊÑÓ college (university) student

R©N ³ÎÉÈÕ

library

£·Í ÆÒÆÒÑÓ

mq

dining hall

ÎÉʓÒ

high school student

Adjectival nouns Kanji



Meaning

Kana

Meaning

Kanji

Kana

Meaning

=

Ó§

disagreeable

OB

ÈÕÌÕ

simple; easy

,Y

ÎÕÑy

kind; nice



ÁëÓ

pretty; clean; beautiful

ÄY

ÌÓÑy

important

n•

wÕÁ

energetic; healthy

Adjectives Kanji fÎÓ

Kana ÌMÎÓ

Meaning fun

Kanji —

Kana yªèÅÓ

Meaning boring

Stage 1-2 (Workbook 1)



Adverbs Kanji



77

Kana

Meaning

Kanji

Kana

Meaning

”¼

Ó Îɼ

together

—

¨ª:

not very

—

ª¶

not yet

—

FÕż

not that much

bÊ

˜§Ê

early

G?

dÕdÕ

not at all

^Ê

¾FÊ

late

Verbs Kanji

Kana

Polite form

Meaning

—

Aê

ΪA

do

©Ê

ÈÊ

ÈÁªA

write

|Áê

¾Áê

¾ÁªA

get up

Jê

žê

žªA

sleep

s Supplementary Vocabulary 

ŠŒÔÑÕÆÒË Kanji

Ï

Kana È¿Ê

Meaning

Kanji

Meaning

AÒ¿Ê

mathematics

ÐÃPÏ ¼ÀÕâÕ¿Ê Japanese literature PÏ

¤ÓâÕ¿Ê

English literature

PÏ

]ÓâÕ¿Ê American literature

WÓØÓ¿Ê

economics


Ï

ÑÓ¡¿Ê

political science

Í~Ï

ÑÓây¿Ê

biology

Ï

ÎçÈÓ¿Ê

sociology

eġĦġ+' ‰¿Î¨¡¨WÕÁ´Ò East Asian studies

chemistry

ġĦġ+' ¨¡¨WÕÁ´Ò Asian studies

Ï

Kana

%Ï

²Ï

wÕµ¿Ê

linguistics

78

Stage 1-2 (Workbook 1)

Kanji

Kana

Meaning

Kanji

Kana

Meaning

¬Ï

¡ÕêÓ¿Ê

anthropology

5Ï

ëÁοÊ

history

/-

¡´y

fine arts

/-5

¡´yÎ

art history

"Ï

ÀÒ¿Ê

law

Ï

Ó¿Ê

medicine

f

¾Õ¿Ê

music

Ï

†y¿Ê

philosophy

~2Ï

ây:¿Ê

physics

2Ï

ÎÕ:¿Ê

psychology

Ï

δÒÁÉÒ¿Ê

religion

#!

¤ÕwÁ

theater and dance



Ï·Ô¿ ÆÒË

Ï·Ô¿ ÆÒË in Japan can be categorized into —Ï·ÔÎÉÒ¿ ÆÒË “elementary school,” ­Ï· Ô»´Ò¿ ÆÒË “middle school,” £·ÔÆÒÆÒË “high school,” an abbreviation of £&Ï·ÔÆÒ³Ò¿  ÆÒË, and ÄÏÔ¶Ó¿ÊË “college” or “university.” Students spend six years in elementary school, three years in junior high school (middle school), three years in high school, and four years in college (Japan also has two-year junior colleges as well as graduate schools). ÄÏHÔ¶Ó¿ÊÓÕË is the term for graduate schools, and there are also various vocational and technical schools. You can refer to the students in each level of school from elementary school onward by adding the kanji Í ÔÑÓË, as you see in the following chart: Kanji

Kana

Meaning

Pupils/Students À Ó Ê ¤Õ ¡

71`

ÀÓʤÕ

nursery school

71`8

*(`

ŸÒ»¤Õ

kindergarten

*(`8

—Ï·

ÎÉÒ¿ ÆÒ

elementary school

—ÏÍ

­Ï· Ô­ÏË

»´Ò¿ ÆÒ Ô»´Ò¿ÊË

middle school (junior high)

­ÏÍ

£&Ï· Ô£·Ë

ÆÒ³Ò¿ ÆÒ ÔÆÒÆÒË

high school

£·Í

ÄÏ

¶Ó¿Ê

college; university

ÄÏÍ

ÄÏH

¶Ó¿ÊÓÕ

graduate school

ÄÏHÍ

Ÿ Ò » ¤Õ ¡

ÎÉÒ¿ÊÑÓ

»´Ò¿ÊÑÓ

ÆÒÆÒÑÓ

¶Ó¿ÊÑÓ

¶Ó¿ÊÓÕÑÓ

Stage 1-3 Aspects of Predicates Step 1

1: Four Aspects

c

CONFIRMATION Read the corresponding sections, Stage 1-3.1 (1) through (3), in the Grammar Textbook first.

(1) Tense and aspect; (2) Positive and negative imperfectives; (3) Aspects of nominal predicates 1. What are the four basic aspects of Japanese predicates? 2. The following sentences have more than one meaning. What are they? ªð÷

î

Ã×ĚĦēȓöàf2 Ã×ĚĦēȓöàòü2 3. How would you eliminate the ambiguity of the above sentences? Answer with concrete examples. 4. Change the following sentences according to the aspect indicated on the left. Do this orally until the sounds come fluently. îu

Imperfective Positive Imperfective Negative Perfective Positive Perfective Negative

ûÜÝüòû

=×Ììéjf2

Õûñæ

Õûñæ

äÛÆã×ûûÆãjf2

îüðü

äu×VUjf2

80

Stage 1-3 (Workbook 1)

5. New vocabulary: (R: S1-3-1) ö Û ù

k Èù §

k Èù §

óÜ È ù §

1. ½ø×:´øj÷ðî2ûûÐô:´ø¬ï'àòüj÷ð2ø´øj÷ð2 yesterday òüòû



”

îû÷ûü

2. Ô¬ûØü×Öéj÷ðî2ûûÐ2¦ƒ×^ELj÷ð2 grandfather

grandfather company employee û ÷



‘

û ÷

3. ÔÄïØü×Ԋ‡Øüj÷ðî2¦¡×Š‡j×ï'àòüj÷ð2 grandmother

medical doctor

òüñß ö

¬ è •êù

grandmother

îüðü

äüñß ö

¥Àî

4. ÖãÎôïۄ~×VUj÷ð2jµôíãÎ×瘵 £ ÷ûjf2 last semester öêÝü

this semester 

‘

§êù ö

ä ç ÷

Åü ö

sick

this year

5. }ìôùÜÛ¦¡×C†j÷ð2jµôíì×瘵P†jf2 last year

 Family terms refer to someone else’s

refer to one’s own

grandfather

Ô¬ûØü

¦ƒ

grandmother

ÔÄïØü

¦¡



”



‘

generic terms

address one’s own

\ù ¬ü

Ô¬ûØüĈõÞË0¶ \ù ¬ü

ÔÄïØüĈõÞË0¶

Ô¬ûØü ÔÄïØü

 Þ0¶õ\ù¬üË: “Elderly person.” Þåis an honorific prefix.  Ԋ‡õû÷ËØü: “Medical doctor.” When referring to a particular doctor or using as a term of respect, add the honorific prefix Ô and add Øü, just as you would for a personal name.  ãÎõñßöË: “Semester.” Some expressions using this word are as follows: English

Japanese

English

ä üñß ö

this semester

íãÎ

last semester

ÖãÎ

spring semester

@ãÎ

second semester or two semesters

 ãÎ

Japanese Ùûñß ö

next semester

ÉãÎ

fall semester

FãÎ

first semester or one semester

ÌãÎ

third semester or three semesters

…ãÎ

òü ñ ß ö

ï öñß ö

×­ñß ö

ûÜñß ö

ó ñß ö

Ø üñß ö

 C†õ§êùöË: This word for “illness” is descriptive, but it is a noun rather than an adjectival noun like P†õÅüöË. The particle must therefore be used with caution. §êù ö

ñæòû

C†Ûãé

Åü ö

a sick student

ñæòû

P†Áãé

a healthy/energetic student

Stage 1-3 (Workbook 1)

81

PRODUCTION 6. Preparatory task: Do mechanical practice as needed to memorize the new vocabulary for this unit. Use the structures of this unit whenever appropriate. 7. Translation self-check: The example sentences with the new vocabulary given above have been translated here into equivalent English sentences (the translation is not word-for-word). Try checking the accuracy of your translation by translating them back into Japanese. 1. Was it Saturday yesterday? No, it was not Saturday. It was Sunday. 2. Was your grandfather a teacher? No. My grandfather was a company employee. 3. Was your grandmother a medical doctor? No, my grandmother was not a doctor. 4. That class was easy last semester. But it is very hard this semester. 5. Our grandmother was sick last year. But she is very healthy this year. 8. Pair work: Question-and-answer. Answer with negatives. Use appropriate adverbs and give additional information, if possible. Example: Ask if the teacher was kind yesterday ö Û ù

òüòû

÷üòÚ

Q: ½øôÖé×ZYj÷ðî2 ÷üòÚ ö ê ù ÷üòÚ A: ûûÐôïà'ZY¬ï'àòüj÷ð2jµôíø×ZYjf2 Ask if: Ć so-and-so’s roommate was kind yesterday ċ Yamada-san was a junior last year Ċ the class was easy this semester ĉ the addressee’s grandfather was sick ć it was Sunday yesterday 9. Pair work: Question-and-answer. Answer with negatives. Use appropriate adverbs and give additional information, if possible. Example: Ask if Li-san’s grandmother was a doctor û ÷

Q: ģĦØüÛÔÄïØü×Ԋ‡Øüj÷ðî2  ‘ û ÷ òüòû A: ûûÐô¦¡×Š‡j×ï'àòüj÷ð2Öéj÷ð2 Ask if: Ć the addressee’s mother was a company employee ċ the teacher was healthy last semester Ċ it was Sunday yesterday

82

Stage 1-3 (Workbook 1)

ĉ Smith-san was a senior last year ć Tanaka-san was a good student this year

c

CONFIRMATION Read the corresponding section, Stage 1-3.1(4), in the Grammar Textbook first.

(4) Aspects of adjectival predicates 1. Change the following sentences according to the aspect indicated on the left. Do this orally until the sounds come fluently. äùäù

ÔÔ

Õûñæ

t|×Æöûjf2

Imperfective Positive

äÛÆã×ûûjf2

Imperfective Negative Perfective Positive Perfective Negative 2. New vocabulary: (R: S1-3-2) ó âü

×­

ïðð

ïö

fÀ

1. øëÛ@×kùj÷ðî2 ; îîßðjf2F×.÷îßðjf2 spring

autumn

ä ç ÷

ÁÚ

ïÚ

”)

2. íìÛĜėģħÛ7×îßðjf2Q×kùj÷ðî2 summer ö ß Ø ˜ü

winter ïÚ

3. ïۂ›sÛĘĦęĦ×4æï'àòüj÷ð2 café

coffee

hot

4. ïÛĕĥĢĦď×Ôû÷îßðjfî2ûûÐô瘵àÀîßðjf2 hamburger ÷êæ k ù

ð

delicious

bad-tasting

µÛ

5. ïÛ«8Û«¸m×kùj÷ðî2f÷×Ôû÷îßðjf2 food ܝ

Ú+

sushi âî

Û

µÛ

6. ԛ×gðîßðjf2OÛ©¨m×kùj÷ðî2 tea

cold

other drink

 ĕĥĢĦď: This is a “hamburger steak,” in contrast to the (sandwich-like) “hamburger,” which is ĕĥĢĦĒĦ.  ûû and Ôû÷û: “Goodness” in the quality of things and/or events is described using ûû. There is a separate adjective for tastiness of food: Ôû÷û.

Stage 1-3 (Workbook 1)

83

 õª­Ëû and àÀû: “Badness” in the quality of things and/or events is õª­Ëû, and bad taste of things is àÀû.  f÷: Vinegar-based, flavored rice, either topped with fish (typically raw) or mixed with various vegetables. f÷ is made in many different forms.  *õØ¥Ëû and gõÚ+Ëðû: As pointed out in Stage 1-1, *õØ¥Ëû is used only for weather. If you want to say that something is cold, such as your drink, use gõÚ+Ëðû. gõÚ+Ëðû can be used to describe a person, as in “a cold person.”

PRODUCTION 3. Preparatory task: Do mechanical practice as needed to memorize the new vocabulary for this unit. Use the structures of this unit whenever appropriate. 4. Translation self-check: The example sentences with the new vocabulary given above have been translated here into equivalent English sentences (the translation is not word-for-word). Try checking the accuracy of your translation by translating them back into Japanese. 1. How was the spring in Japan? It was warm. The fall was cool. 2. The summer in England this year was hot. How was the winter? 3. That coffee at that café was not hot. 4. Was that hamburger good? No, it was very bad. 5. How was the food at that restaurant? The sushi was good. 6. The tea was cold. How were the other drinks? 5. Pair work: Question-and-answer. Answer with positive and negative predicates. Example: öêÝü

”)

Q: }ìÛQ×kùj÷ðî2 Ø¥ A(P): 瘵*îßðjf2 ] ü ] ü ïðð A(N): 91ô ; îæï'àòüj÷ð2 Question with kùj÷ðî

Positive

Negative

Example: winter; last year

very cold

not warm at all

1. summer in Japan; this year

really hot

not cool at all

2. tea at that café

cold

not hot at all

3. Japanese class; last semester

boring

not much fun

4. hamburger at that restaurant

bad

not very good

5. food in the dining hall at your college

good

not that bad

84

Stage 1-3 (Workbook 1)

Question with kùj÷ðî

Positive

Negative

6. autumn in Kyoto; this year

warm

not that cool

7. spring in China; last year

cool

not very warm

8. coffee at the dining room

(open)

(open)

9. drinks at that café

(open)

(open)

10. sushi at my house

(open)

(open)

c

CONFIRMATION Read the corresponding section, Stage 1-3.1(5), in the Grammar Textbook first.

(5) Aspects of verbal predicates 1. Change the following sentences according to the aspects indicated on the left. Repeat until the sounds come fluently. ‘æ

¸ü öêù

îÛ¬ê

r׺¹÷àf2

Imperfective Positive

î

=×ĚĦēȓöàf2

Imperfective Negative Perfective Positive Perfective Negative 2. New vocabulary: (R: S1-3-3) ïØ

×ü

ð

ð

1. ÒÞ¤Č«¸à÷ðî2ÐÐôØßö«¸à÷ð2 breakfast eat –

a little while ago

Ø

Û

¨À

Û

drink

water (cold)

2. íÒôĘĦęĦČ©¨à÷ðî2ûûÐôoČ©¨à÷ð2 this morning ö Û ù

Äü

Ðû ñ

¨

¨

äüÄü

¨

3. ½øÛÏô°²Čœà÷ðî2œàòüj÷ð2jµôíÏôåĔĞĖȜàf2 night ó âü

watch Ôüñæ

tonight TV

ö

–

Ø

ö

4. ûÚøë۞—Č³öà÷ðî2íÒô³öà÷ð2 music listen ä ç ÷

ñæòû

ó âü Þ

÷ü¯ü

È

ÙûÝü

È

5. íìôãé×øëáÛ®³Č»¨à÷ðî2ûûÐ2jµôÉìô»¨àf2 newspaper read ö ê ù

òüòû

×Á

next year ×Á

ï ÷ ð

×Á

6. íøôÖéóÓ÷à÷ðî2ûûÐôÓ÷àòüj÷ð2ÂøôÓ÷àf2 speak

Stage 1-3 (Workbook 1)

85

 Three meals: Breakfast, lunch, and dinner are expressed by the combination of the time of day, ÒõïØË “morning,” aõn­Ë “noon,” and ÏõÄüË “evening,” and Þ¤õ×üË “rice” (which represents “meal”). ÒÞ¤õïØÞ×üË “breakfast,” aÞ¤õn­Þ×üË “lunch,” and ÏÞ¤õÄüÞ×üË “dinner.” õÈ­Ë is used for “night.” See Stage 2-5 in Workbook 2.  oõ¨ÀË: Refers only to cold (not necessarily iced) “water.” “Hot water” is õ)Ë.  œõ¨Ëàf: “To see,” “to watch,” or “to look.” œõ¨Ëàf indicates visually seeing things, but it does not refer to meeting people, as in English (e.g., “I will see my parents on the weekend.”). For seeing (and interacting with) people, use the verb ^õïËûàf, the use of which is explained in Stage 1-6.  Time adverbs: See the following chart for time adverbs. Not everything in the chart was introduced in this section, but knowing their regular features makes it easier to learn these words: morning àûïØ

àûÄü

every

ÊÒ

this

íÒ

next

ÂøÛÒ

last

½øÛÒ

–

night àûóÜ

ÊÏ

Ø

Êø

äüÄü

ö ê ù

íÏ

ï ÷ ð

ïØ

ö Û ù

ïØ

day

íø

ï ÷ ð

Äü

ö Û ù

Äü

ÂøÛÏ ½øÛÏ

ï ÷ ð

Âø ö Û ù

½ø

year àûÝüõàûç÷Ë

Ê ì

ä ç ÷

íì ÙûÝü

Éì öêÝü

}ì

PRODUCTION 3. Preparatory task: Do mechanical practice as needed to memorize the new vocabulary for this unit. Use the structures of this unit whenever appropriate. 4. Translation self-check: The example sentences with the new vocabulary given above have been translated here into equivalent English sentences (the translation is not word-for-word). Try checking the accuracy of your translation by translating them back into Japanese. 1. Did you eat breakfast? Yes, I did a little while ago. 2. Did you drink coffee this morning? No, I had water. 3. Did you watch the movie last night? I didn’t, but I will watch TV tonight. 4. When did you listen to Japanese music? I listened to it this morning. 5. Did the students read Japanese newspapers this year? No, but they will next year. 6. Did you speak to your teacher today? No, I didn’t. I will speak to her tomorrow. 5. Pair work: Question-and-answer. Respond negatively and add a future plan with a suggested adverb. Join the negative response and future plan with the conjunction jµ. Example: ö Û ù

¸ü öêù

Q: ½øôº¹÷à÷ðî2 ï ÷ ð A: ûûÐô÷àòüj÷ð2jµôÂø÷àf2

86

Stage 1-3 (Workbook 1)

Question with positive perfective

Future plan (use a time adverb)

Example: yesterday; studied

tomorrow

1. last night; watched a Japanese movie

tonight

2. yesterday; read this newspaper

today

3. today; ate sushi

tomorrow night

4. a little while ago; drank another bottle of water

tonight

5. tonight; wrote e-mail to the teacher

Saturday night

6. yesterday; listened to Japanese music

this morning

7. Friday; spoke to your father

Sunday morning

8. Monday night; watched TV

Wednesday night

9. this morning; had breakfast

tomorrow morning

10. last year; studied Chinese

next year

s2: Other Aspects

c

CONFIRMATION Read the corresponding section, Stage 1-3.2 (1), in the Grammar Textbook first.

(1) Continuous aspect 1. What are the two meanings of the following sentence? ðÛ

âü

È

瘵—÷ûëČ»üjûàf2 2. As the Grammar Textbook explains, there are rules for making the conjunctive forms, also called the ˜-forms, from the base forms (see Stage 1-9). In this chapter, the conjunctive forms of the verbs that were introduced up to this point are given below, without, however, going into too much detail about these rules. All verbs have conjunctive forms, but not all conjunctive forms can be used for the continuous aspect. Kanji are not used in the following chart for ease of reading. Remember that the following rules are not complete. If you want to see the complete set of rules, see Stages 1-8 and 1-9.  The last hiragana of the base form (for now, use the dictionary form) is what changes.

Stage 1-3 (Workbook 1)

87

 For verbs with the last syllable ­, when the syllable before ­ contains the vowels i or e: Change ­ to ˜. Base form

˜-form

Polite form

English

ð¸­

ð¸àf

ð¸˜

eat

¨­

¨àf

¨˜

see; look; watch

Ý­

Ýàf

ݘ

go to bed; sleep

Ôö­

Ôöàf

Ôö˜

get up; be awake

×Áò­

×Áòàf

×Áò˜

be able to speak

 For verbs with the last syllable ­, when the syllable before ­ contains vowels other than i or e: Change ­ to ߘ. Base form

˜-form

Polite form

English

ï­

ï'àf

ïߘ

have

ªî­

ªî'àf

ªîߘ

understand

*îЭ

îÐ'àf

îÐߘ

return

*(noun) f­

(noun) ֈf

(noun) ÷˜

do

* exception (see Stages 1-8 and 1-9 for explanation).  When the last hiragana is other than ­: the last syllable changes in different ways depending on the last hiragana, as follows. Base form

Polite form

˜-form

English

È¥

鬈f

Èüj

read

Û¥

Û¨àf

Ûüj

drink

When the last hiragana is f

×Áf

×Á÷àf

×Á÷˜

speak

When the last hiragana is æ

îæ

îöàf

îû˜

write

öæ

ööàf

öû˜

listen; hear

ûæ

ûöàf

ûߘ

go

When the last hiragana is ¥

Exception

3. Preparatory task: Do mechanical practice as needed to memorize the dictionary and the ˜-forms of the above verbs.

88

Stage 1-3 (Workbook 1)

4. Change each sentence into one with the continuous aspect after the conjunction jµ. íõûàË is a time adverb that means “right now.” Example: ö Û ù

¸ü öêù

ûà

¸ ü öêù

½øôº¹÷àòüj÷ð2jµôíôº¹÷˜ûàf2 äüÄü

÷ü¯ü

È

Ć íÏô®³Č»¨àòüj÷ð2jµôõú ú ú ú ú ú ú ú ú ú ú ú ú ú ú ú ú ú ú ú Ë2 –

Ø

¨À

Û

ċ íÒôoČ©¨àòüj÷ð2jµôõú ú ú ú ú ú ú ú ú ú ú ú ú ú ú ú ú ú ú ú ú ú Ë2 ö Û ù

××

î

Ċ ½øô¡óĚĦēȓöàòüj÷ð2jµôõú ú ú ú ú ú ú ú ú ú ú ú ú ú ú ú ú Ë2 öêÝü

¨

ĉ }ìôäÛĔĞĖȜàòüj÷ð2jµôõú ú ú ú ú ú ú ú ú ú ú ú ú ú ú ú ú ú ú Ë2 öüÈù §

ć ´øô ö ê ù

ùükù


÷àòüj÷ð2jµôõú ú ú ú ú ú ú ú ú ú ú ú ú ú ú ú ú ú ú ú ú ú Ë2

ÜÜ

×Á

ą íøôƒçÓ÷àòüj÷ð2jµôõú ú ú ú ú ú ú ú ú ú ú ú ú ú ú ú ú ú ú ú ú ú Ë2 5. New vocabulary: (R: S1-3-4) ò ü ÷èù

ó âü Þ

÷èæÕ û

ä ü ÷èù

1. ÖÍôøëáÛqČ÷àòüj÷ð2jµôíÍô÷˜ûàf2 last week òüÅÚ

this week

]ü]ü

âü

È

äüÅÚ

Ôµ÷\

âü

È

2. ÖÑô91ôëČ»¨àòüj÷ð2jµôíÑ×JDûëČ»üjûàf2 last month à û ÷èù

this month interesting

ÅÚÈù §

îÙ ˜

u ü ÷èù

Ù û ÷èù

karate

practice

next week

3. ÊÍÛÑ´øô{ÛyxČ÷˜ûàf2jµôÉÍ×÷àòü2 every week àûÚö

ó âü

çµÕÜ

jü ª

ÙûÅÚ

4. ÊÑôøëÛhcódÓ÷˜ûàf2jµôÉÑ×÷àòü2 every month ûà

next month

Áó

ó âü Þ

×ÚÔü

u ü ÷èù

5. íô6Č÷˜ûàfî2øëáÛTžÛyxČ÷˜ûàf2 now ä üñß ö

pronunciation ó âü Þ

¸ ü öêù

Ùûñß ö

Üèù Þ æ Þ

¸ü öêù

6. íãÎôøëáČº¹÷˜ûàf2jµôÉãÎ×¼·áČº¹÷àf2 next semester

 Time adverbs week à û ÷èù

every

ÊÍ

this

íÍ

next

ÉÍ

last

ÖÍ

ä ü ÷èù

Ù û ÷èù

ò ü ÷èù

month àûÚöõàûÅÚË

Ê Ñ

äüÅÚ

íÑ ÙûÅÚ

ÉÑ òüÅÚ

ÖÑ

Monday (or other days)* à û ÷èù

ÅÚÈù §

ä ü ÷èù

ÅÚÈù §

Ù û ÷èù

ÅÚÈù §

ò ü ÷èù

ÅÚÈù §

ÊÍÛÑ´ø íÍÛÑ´ø ÉÍÛÑ´ø ÖÍÛÑ´ø

* ÊÑ´øõàûÅÚÈù§Ë, íÑ´øõäüÅÚÈù§Ë, ÉÑ´øõÙûÅÚÈù§Ë, or ÖÑ´øõòü ÅÚÈù§Ë are not used.

Stage 1-3 (Workbook 1)

89

PRODUCTION 6. Preparatory task: Do mechanical practice as needed to memorize the new vocabulary for this unit. Use the structures of this unit whenever appropriate. 7. Translation self-check: The example sentences with the new vocabulary given above have been translated here into equivalent English sentences (the translation is not word-for-word). Try checking the accuracy of your translation by translating them back into Japanese. 1. I did not do my Japanese homework last week. But I have been doing it this week. 2. I did not read any books at all last month. But I have been reading an interesting book this month. 3. I have been practicing karate every Monday. But I will not next week. 4. I have been making a call to my friend in Japan every month, but I won’t next month. 5. What are you doing now? I am practicing Japanese pronunciation. 6. I have been studying Japanese this semester, but I will study Chinese next semester.

8. Pair work: Question-and-answer. Example: äü ñß ö

Áó

å¸ü öêù

Q: íãÎô6Čº¹÷˜ûàfî2 ó âü Þ îÙ ˜ å¸ü öêù A: øëáç{Čº¹÷˜ûàf2 Information-seeking question

Answer

Example: this semester; what; studying

Japanese and karate

1. this month; what; reading

an interesting book on karate

2. this week; what; practicing

kanji and pronunciation of Japanese

3. this year; when; exercising

every Monday

4. now; what; drinking

hot tea

5. now; what; eating

delicious hamburger

6. now; what; doing

watching TV

7. now; to whom; writing e-mail

not writing; wrote last week

8. now; with whom; reading a newspaper

with my roommate

9. now; with whom; practicing Japanese

not practicing; I did last night

10. now; to whom; calling

a friend in Japan

90

Stage 1-3 (Workbook 1)

c

CONFIRMATION Read the corresponding section, Stage 1-3.2(2), in the Grammar Textbook first.

(2) Volitional aspect 1. Change the following sentences into the volitional aspect of the verbs. Example: ï ÷ ð

Ðû ñ

û

Âøô°²óÇöàf2 ï ÷ ð

Ðû ñ

û

ĂÂøô°²óÇöà÷êù2 Ùû ÷èù

ûß ÷ ê

îÙ ˜

uü ÷èù

Ć ÉÍôÌzó{ÛyxČ÷àf2 àûóÜ

ó âü Þ

ÙûÅÚ

ó âü

ï ÷ ð

ïØ

×ÚÔü

uü ÷èù

ċ ÊøôøëáÛTžÛyxČ÷àf2 çµÕÜ

jü ª

Ċ ÉÑôøëÛhcódÓ÷àf2 ö ß Ø ˜ü

Û

ĉ ÂøÛÒôïۂ›sÛĘĦęĦČ©¨àf2 àûÚö

îüäæ

Ôüñæ

äüÄü

ûß ÷ ê

Ôµ÷\

ö

ć ÊÑô’·Ûž—Č³öàf2 ¨

ą íÏôÌzóJDûĔĞĖȜàf2 Ùûñß ö

ûß ÷ ê

òüòû

×Á

Ą ÉãÎôÌzóÖéóÓ÷àf2 ïØ

ó âü Þ

÷ü¯ü

È

ă ÒôøëáÛ®³Č»¨àf2 2. Change the above sentences into the volitional aspect of the copula by adding Ÿ±õð¯üË. Example: ï ÷ ð

Ðû ñ

û

Âøô°²óÇöàf2 ð ¯ü

ï ÷ ð

Ðû ñ

û

ß±ôÂøô°²óÇæj÷êù2 3. Change the following sentences into the volitional aspect of the copula by adding the adverb, Ÿ ±õð¯üË. Example: nç

ûÜÝüòû

ïÛ¶×Ììéjf2 ð ¯ü

nç

ûÜÝüòû

ß±ôïÛ¶×Ììéj÷êù2 Õûñæ

Õûñæ

Ć äÛÆã×ûûÆãjf2 îüðü

ċ äu×VUjf2 'êù

Ċ ïu×ĝġěĥØüÛ(jf2 ñæòû

÷üòÚ

ĉ ïÛãé×ZYjf2 Üèù Þ æ

Ðû ñ

ć äu×¼·Û°²jf2

Stage 1-3 (Workbook 1)

91

4. Answer the following questions with the volitional aspect of the copula, adding Ÿ±õð¯üË. Example: äùäù

ÔÔ

Q: ïÛt|×Æöûjfî2 ð ¯ü Ü û A: Ÿ±ôŒØûj÷êù2 Õûñæ

ĆåäÛÆã×ûûjfî2 ÷ü¯ü

¥Àî

ċåäÛ®³×£÷ûjfî2 ö ê ù

fÀ

Ċåíø×.÷ûjfî2 nç

÷èß ÷ ü Ü

Üî

ĉåïÛ¶Ûew ×%ûjfî2 Ðû ñ

ðÛ

ćåÛ°²×—÷ûjfî2 5. New vocabulary: (R: S1-3-5) Ôçä

nç

ð Áî

óû

1. ïÛ Û¶×¾¼ØüÛÔ¿Øüj÷êù2 older brother ïó

/

š

î•

2. äu×ùÜÛ¿Û>,Û_j÷êù2 older brother šà Õ

key

ÝÐ

æ­à

ïðÙ

3. ™¾ØüÛÔ¢ØüÛv×®÷ûj÷êù2 older sister ïÝ

car new

ç –û

”­

ªð÷

”­

4. ùÜۢێ[×瘵iûj÷êù2ÃÛ×µßçiûjf2 older sister

watch

ûµùç

old

Ôçùç

ûß ÷ ê

more Ðû ñ

û

5. ïÁðۋØüçØüçÌzó°²óÇöà÷êùî2 younger sister younger brother ûµùç Ôçùç

Ðû ñ

û

6. ùÜۋ׏簲óÇæj÷êù2 younger sister younger brother

 Family terms refer to someone else’s óû

refer to one’s own ïó

óû

older brother

Ô¿Øü

older sister

Ô¢Øü

¢

Ô¢Øü

Ôçùç

Ôçùç

Ôçùç

ÝÐ

younger brother

 Øü

ûµùç

younger sister

‹ Øü

¿

generic terms

ïÝ



ûµùç

‹

Ô¿Øü ÝÐ



address one’s own óû

Ô¿Øü ÝÐ

Ô¢Øü first name

ûµùç

‹

first name

92

Stage 1-3 (Workbook 1)

 Ž[õç–ûË: “Watches” and “clocks” are both called Ž[õç–ûË.  iûõ”­ûË: This adjective should be used only to describe “oldness” in a thing and not a person. To say that a person is old, use the noun ì'õç÷È'Ë “old person,” or a verbal expression, ìõç÷ËČçߘûàf, “to be aged.”  µßç: When µßç, an adverb meaning “more,” modifies an adjective, it adds a comparative meaning. For instance, µßçûû means “better,” and µßçÆõÔÔËöû means “bigger.”

PRODUCTION 6. Preparatory task: Do mechanical practice as needed to memorize the new vocabulary for this unit. Use the structures of this unit whenever appropriate. 7. Translation self-check: The example sentences with the new vocabulary given above have been translated here into equivalent English sentences (the translation is not word-for-word). Try checking the accuracy of your translation by translating them back into Japanese. 1. That man is probably Tanaka-san’s older brother. 2. This is probably my brother’s room key. 3. The car that Yamada-san’s older sister drives is probably new. 4. The watch that my older sister has is probably very old. Mine is older. 5. Shall we go to the movie with your sister and brother? 6. My sister will probably go to the movie with my brother. 8. Pair work: Question-and-answer. Example: îï

ó âü ¬ ü

Q: ĝġěĥØüÛÔ¡Øü×øë¶jfî2 ð ¯ ü Üèù Þ æ ¬ ü A: ûûÐ2Ÿ±ô¼·¶j÷êù2 Yes-no Question

Answer with Ÿ±õð¯üË

Example: Brown-san’s mother; Japanese

Chinese

1. this man; Brown-san’s older brother

younger brother

2. this car; Yamada-san’s older sister’s

younger sister’s

3. this watch; Kim-san’s older sister’s

younger sister’s

4. Li-san’s older brother; a senior

a junior

5. the teacher’s car; Honda

Toyota

6. this newspaper; Japanese language

Chinese language

Stage 1-3 (Workbook 1)

9. Pair work: Question-and-answer. Example: Q: f÷×Ôû÷îßðjfî2

ð ¯ü

âî

÷êæ k ù

A: ûûÐôïà'Ôû÷æï'àòüj÷ð2Ÿ±ôOÛ«8Û×µßçÔû÷ûj÷êù2 Yes-no question with positive perfective

Negative response (use adverb)

Volitional response (use µßç)

Example: sushi; good

not very

other dining rooms’

1. food at your school; good

not that good

other school’s

2. drinks at this café; hot

not at all

school’s

3. examinations for this class; difficult

not very

that class’s

4. rooms in this dorm; new

not at all

other dorms’

5. clocks in that house; old

not that old

my house’s

6. this key for the room; new

not at all

the one to her room

7. this newspaper; interesting

not very

other newspapers

10. Pair work: Question-and-answer. Example: ûß÷ê

÷èæÕ û

Q: ÌzóqČ÷à÷êùî2 ï ÷ ð ûß÷ê A: ÐÐôÂøôÌzó÷à÷êù2 Suggestion

Positive response with time adverb

Example: do homework together

tomorrow

1. practice Japanese pronunciation

tonight

2. read this interesting book together

next Monday

3. listen to Chinese music together

this week

4. watch this new movie

tomorrow night

5. have lunch together

next Tuesday

6. have coffee together

next Thursday

7. go to that café with my older sister

Sunday morning

8. speak to the teacher

this morning

93

Stage 1-3 (Workbook 1)

94

11. Pair work: Question-and-answer. Use Ÿ±õð¯üË in your responses. Example: óû

¸ ü öêù

Q: Ô¿Øü×ûÚº¹÷àfî2 ïó ð ¯ü ä ü Ä ü A: ¿×ôŸ±ôíÏf­j÷êù2 Question with ûÚ

Response

Example: your older brother; study

tonight

1. your younger brother; practice Japanese pronunciation

this morning

2. your younger sister; read this interesting book

next week

3. your older sister; listen to Korean music

tonight

4. your grandfather; watch this new movie from England

next month

5. your grandmother; call her friend in China

next Friday

6. your father; have dinner with my sister

Saturday

7. your older brother; go to that café with my older sister

this Sunday

s 3: Conjunctions

c

CONFIRMATION Read the corresponding sections, Stage 1-3.3(1) and (2), in the Grammar Textbook first.

(1) Sentential conjunctions ÛXó, Ûpj, and ÛŽó; (2) Sentential conjunction ÕîÙ 1. Insert an appropriate conjunction (more than one may be possible) in the parentheses in the following sentences (ñ, –ukµ, jµ, ÛXõàÐËó, ÛpõïçËj, ÛŽõçöËó, ÕîÙ). When more than one is possible, explain the difference. Be sure that you understand the meaning of each completed sentence. äü ÷èù

îÙ ˜

u ü ÷èù

àûóÜ

ó âü Þ

û

Ù û ÷èù

û

ĆåíÍ×{ÛyxóÇöàfõú ú ú ËôÉÍ×Çöàòü2 ÷èæÕ û

ö Û ù

ċåÊøôøëáÛqČ÷àf2õú ú ú Ëô½ø×÷àòüj÷ð2 ó âü Þ

¸ ü öêù

ó âü Þ

fä

ª

ĊåøëáČº¹÷˜ûàf2õú ú ú Ëôøëáñ÷±î'àf2 ö Û ù

Äü

çµÕÜ

Ðû ñ

û

ð

ĉå½øÛÏôhcç°²óÇöà÷ð2õú ú ú Ëôf÷Č«¸à÷ð2 ó âü Þ

¬ è •êù

ä üñß ö

Üèù Þ æ Þ

û

ó âü

Ôüñæ

ö

ćåøëáۄ~óÇöà÷ð2õú ú ú Ëôøë۞—Č³öà÷ð2 ¸ ü öêù

Ùûñß ö

ąåíãÎô¼·áČº¹÷˜ûàfõú ú ú ËôÉãÎ×÷àòü2 Û

÷ü¯ü

È

ĄåĘĦęĦČ©¨à÷ð2õú ú ú Ëô®³Č»¨à÷ð2

Stage 1-3 (Workbook 1)

95

2. Complete the following sentences. Be sure that you understand the meaning of each completed sentence. ïó

æ­à

”­

Ć ùÜÛ¿Ûv×瘵iûjfñô________________________________2 ö Û ù

Äü

çµÕÜ

ó âü

Ðû ñ

¨

çö

ċ ½øÛÏôhcçøëÛ°²Čœà÷ð2ÛŽóô_________________2 ó âü Þ

÷èæÕ û

Ċ øëáÛqČ÷àòüj÷ð2ÕîÙô__________________________2 ××

ó âü Þ

ª

ĉ ¡×øëáñ±î'àòü–ukµô_____________________________2 Û

ïç

ć Ôû÷ûĘĦęĦČ©¨à÷ð2Ûpjô__________________________2 ó âü

ïÝ

jü ª

àÐ

ą øëÛ¢ódÓČ÷à÷ð2ÛXóô____________________________2 Äü

×ü

àÐ

n­

×ü

çö

ïØ

×ü

ïç

Ą ÏÞ¤ÛXóô___________________________2 ă aޤێóô___________________________2 Ā ÒÞ¤Ûpjô___________________________2 ó âü Þ

¬ è •êù

ïç

ÿ øëáۄ~Ûpjô_____________________2

s 4: Joining Predicates with Conjunctive Forms

c

CONFIRMATION Read the corresponding sections, Stage 1-3.4(1) through (4), in the Grammar Textbook first.

(1) Limitation of ç; (2) ~ (4) Joining predicates 3. Join the following pairs of sentences into single sentences by changing the first predicate into the conjunctive form. Example: ðî

äÛîÄü×tûjf2÷˜ôûûjf2 ðî

ĂäÛîÄü×tæ˜ôûûjf2 

”

îû÷ûü



‘

û ÷

Ć ¦ƒ×^ELjf2¦¡×Š‡jf2 òü ñ ß ö

òüòû

ð Á î òüòû

ä üñß ö

òüòû

š à Õ òüòû

ċ ÖãÎÛÖé×¾¼Öéj÷ð2jµôíãÎÛÖéי¾Öéj÷ð2 öêÝü

¬ è •êù

îüðü

ä ç ÷

¬ è •êù

¥Àî

Ċ }ìۄ~×瘵VUj÷ð2jµôíìۄ~×£÷îßðjf2 ö ß Ø ˜ü

ܝ

ö ß Ø ˜ü

ĉ äۂ›sÛԛ×Ôû÷ûjf2jµôïۂ›sÛ×Ôû÷æï'àòü2 Ôüñæ

Ôüñæ

ć ä۞—×ûûjf2jµôÛž—×ïà'Èæï'àòü2 ÷èæÕ û

ך

Ý

ą qČ÷à÷ð2÷˜ôæà÷ð2 ïØ

××

jü ª

ñßäù

û

Ą Òô¡ódÓČ÷àf2÷˜ôã|óÇöàf2

96

Stage 1-3 (Workbook 1) ñßäù

û

÷ü¯ü

È

òüòû

×Á

ă ã|óÇöà÷ð2÷˜ôÖéóÓ÷à÷ð2 ïÝ

jü ª

Ā ®³Č»¨àf2÷˜ô¢ódÓ÷àf2

s 5: Particles

c

CONFIRMATION Read the corresponding sections, Stage 1-3.5(1) through (3), in the Grammar Textbook first.

(1) Thematic óÚû˜; (2) Accompaniment ç; (3) Instrumental j 4. Insert an appropriate particle in the parentheses of the following sentences. Put an X when no particle is necessary. New vocabulary: Kanji

Kana

Meaning

—

Ģħ

bus

3

×÷

chopsticks

Aæ

ï­æ

walk

Ć Shall we go to school by bus? Ģħõ

ñßäù

Ëã|õ

û

ËÇöà÷êùõ

Ë2

ċ When did you talk to your teacher? ûÚõ

òüòû

ËÖéõ

×Á

ËÓ÷à÷ðõ

Ë2

Ċ I will write about Japanese. ó âü Þ

î

øëáõ

˓öàf2

ĉ I go to class on foot every day. àûóÜ

Êøõ

¬ è •êù

˄~õ

ï­

ËAû˜õ

û

ËÇöàf2

ć I went to the college library tonight. äüÄü

íÏõ

Õûñæ

ËÆãõ

ç ÷ ê îü

Ë<“5õ

û

ËÇöà÷ð2

ą I studied at the college library last week. ò ü ÷èù

ÖÍõ

Õûñæ

ËÆãõ

ç ÷ ê îü

Ë<“5õ

Ą I studied in my dorm room. 'êù

(õ

/

š

Ë>,õ

¸ ü öêù

˺¹÷à÷ð2

¸ü öêù

˺¹÷à÷ð2

Stage 1-3 (Workbook 1)

97

ă I eat Japanese food with chopsticks. ó âü

ð

øëõ

µÛ

Ë«¸mõ

Ë×÷õ

ð

Ë«¸àf2

s 6: Topic and Contrastive ×

c

CONFIRMATION Read the corresponding sections, Stage 1-3.6 (1) and (2), in the Grammar Textbook first.

(1) Topicalizing an element; (2) Contrastive × 5. Pair work: Question-and-answer. Topicalize an element from the preceding question sentence and then add a new piece of information. Example: ð

Q: f÷Č«¸à÷ðî2 ð

ð

A: f÷׫¸àòüj÷ðñôĕĥĢĦĒĦČ«¸à÷ð2 Üèù Þ æ Þ

×Á

Ć ¼·áñÓòàfî2 ¨À

Û

ċ oČ©¨à÷ðî2 –

Ø

÷ü¯ü

È

Ċ íÒô®³Č»¨àfî2 äüÄü

¨

ĉ íÏôĔĞĖȜàfî2 ÙûÝü

óû

îüäæ

ć ÉìôÔ¿Øüג·óÇöàfî2 Ùûñß ö

ó âü Þ

¸ ü öêù

ą ÉãÎôøëáČº¹÷àfî2 àûóÜ

ܝ

Û

Ą Êøôԛȩüjûàfî2 ö Û ù

Äü

çµÕÜ

î

ă ½øÛÏôhcóĚĦēȓöà÷ðî2 6. Complete the following sentences by adding contrasting elements. Be sure that you understand the meaning of each completed sentence. Example: –

Ø

Û

ï ÷ ð

Û

íÒôĘĦęĦČ©¨àòüj÷ðñôÂøÛÒ×ô©¨àf2 ä ü ÷èù

÷èæÕ û

Ć íÍôqČ÷àòüj÷ðñô______________________2 Ðû ñ

û

ċ °²óÇöàòüj÷ðñô________________________2 æ­à

ïðÙ

Ċ v×® ÷ûjfñô________________________________2 ñßäù

û

ĉ Ģħjã|óÇöàòüñô________________________2

98

Stage 1-3 (Workbook 1)

PRODUCTION 7. Discourse practice: Gather as much information as possible about the following from your partner. Take turns so that your partner can also ask you questions. Ć What your partner did and did not do yesterday ċ What your partner is studying this semester Ċ Ask about the courses that your partner is taking this semester ĉ Ask about the food at the school cafeteria ć Ask what your partner ate yesterday and ask about the food ą Ask about the movies that your partner has watched Ą Ask about the music that your partner has been listening to ă Ask about the courses that your partner is planning to take Ā Ask about your partner’s (or his or her sibling’s) car ÿ Other things that you want to ask your partner 8. Discourse practice: Summarize the content gathered from the above and recount it to someone else with or without referring to your notes. Use the information on pages 94 through 97.

Step 2

1: Conversational Devices 1. First, study the content and the important points of the following dialogues in the Grammar Textbook and familiarize yourself with the meaning of each dialogue. 2. With the sound files, practice each dialogue until it is smooth without referring to the text. Change roles with your partner and practice several times until the dialogue flows smoothly.

(1) Confirming with Ý 3. Listen to dialogue (1): (R: S1-3-6) ó Ýüòû

ħĤħKĠğØü× ìéjfÝ2 ĠğKÐÐôùjf2

Stage 1-3 (Workbook 1)

4. Confirm the other’s assumption, as shown in the example below. Example: óû

ûÜÝüòû

Ô¿Øü×ÌìéjfÝ2 ÐÐôùjf2õor ÐÐôÌìéjf2Ë óû

î•

Ć äu×Ô¿ØüÛ_jfÝ2 ÝÐ

ç –û

ċ u×Ô¢Øüێ[jfÝ2 Ðû Þ

ª

Ċ ÔÄïØü×Iáñ±î'àfÝ2 ï ÷ ð

Ðû ñ

û

ĉ Âøô°²óÇöàfÝ2 ÷ü¯ü

ö ê ù

ć äÛ®³×íøÛjfÝ2 ï ÷ ð

¨

ą Âø×ĔĞĖȜàfÝ2 Ôçùç

ûà

ó âü Þ

¸ ü öêù

Ą  Øü×ôíôøëáČº¹÷˜ûàfÝ2 æ­à

ïðÙ

ă äÛv×® ÷ûjfÝ2 ò ü ÷èù

î Èù §

ö ß Ø ˜ü

û

Ā ÖÍÛ´øôïۂ›sóÇöà÷ðÝ2

(2) Indirectness in conversation 5. Listen to dialogue (2): (R: S1-3-7) ó Ýüòû

ħĤħKĠğØü× ìéjfÝ2 ‘æ

ØüÝüòû

ĠğKûÐôrׅìéjfñĈĈĈ 2 6. Correct the other’s assumption, as shown in the example below. Use the 9 sentences above. Example: óû

ûÜÝüòû

Ô¿Øü×ÌìéjfÝ2 ïó

ó Ýüòû

ûÐô¿× ìéjfñĈĈĈ2

(3) Confirming with î 7. Listen to dialogue (3; Example 1): (R: S1-3-8) šà Õ

ó âü Þ

¥Àî

™¾Køëá× £ ÷æï'àòüî2 ¥Àî

ĝġěĥKÐÐ2 £ ÷ûjf2

99

100

Stage 1-3 (Workbook 1)

8. Confirm the other’s assumption, as shown in the example below. Emphasize with an adverb. Example: šf

äu×-æï'àòüî2 âüçù

šf

ÐÐôçߘµõor ëMóË-ûjfÝÐ2 ïðÙ

æ­à

ðî

Ć ® ÷ûv×tæï'àòüî2 î•

”­

ċ äÛ_×iæï'àòüî2 Ċ äÛĕĥĢĦĒĦ×àÀæï'àòüî2 ¨À

Ú+

ĉ äÛo×gðæï'àòüî2 Ðû ñ

ć äÛ°²×ÚàÙÁæï'àòüî2 9. Listen to dialogue (3; Example 2): (R: S1-3-9) šà Õ

ó âü Þ

¥Àî

™¾Køëá× £ ÷æï'àòüî2 ĝġěĥKûûÐ2šØ÷ûjf2 10. Correct the other’s assumption, as shown in the example below. Use the 5 sentences above. Example: äu×àÀæï'àòüî2 ûÐ2Ôû÷ûjfÈ2

(4) Confirming with ÝÐ 11. Listen to dialogue (4): (R: S1-3-10) ó âü Þ

ģĦKøëáךØ÷æï'àòüÝÐ2 âüçù

ĝġěĥKÐÐôëMó2šØ÷æï'àòüÝÐ2 12. Express agreement, as shown in the example below. Example: ¥Àî

äu× £ ÷æï'àòüÝÐ2 ¥Àî

ÐÐôëMó2üÁó £ ÷æï'àòüÝÐ2 Ć äÛf÷×ïà'Ôû÷æï'àòüÝÐ2 Ôüñæ

ðÛ

ċ ä۞—×—÷æï'àòüÝÐ2

Stage 1-3 (Workbook 1) ó âü Þ

×ÚÔü

101

¥Àî

Ċ øëáÛTž×üÁó £ ÷æï'àòüÝÐ2 û ÷

ðî

ĉ äÛԊ‡Øü×ïà'tæï'àòüÝÐ2 îÙ ˜

òüòû

ć Û{ÛÖé×ïà'Èæï'àòüÝÐ2

(5) Avoiding bluntness 13. Listen to dialogue (5): (R: S1-3-11) ó âü Þ

ģĦKøëáךØ÷æï'àòüÝÐ2 ¥Àî

ĝġěĥKùjfî2ïüà' £ ÷æï'àòüñĈĈĈ2 14. Express disagreement, as shown in the example below. Use the 5 sentences above. Example: ¥Àî

äu× £ ÷æï'àòüÝÐ2 ùjfî2ïüà'šØ÷æï'àòüñĈĈĈ2

2: Listening Submit responses on separate sheet. Part I (R: S1-3-12): Summarize the passages in English. Part II (R: S1-3-13): Answer the questions in Japanese (write both questions and responses).

Step 3

1: Kanji Recognition 1. From the very beginning, it is good practice to read sentences aloud that are composed of a mix of hiragana, katakana, and kanji. There are many kanji to learn. Reading kanji is easier than writing them, and students should try to learn as many kanji as possible, even though they are not easily retained. One of the reasons for this is that there are multiple readings for each kanji, and the context is the most important factor in figuring out the reading of kanji. Obviously, the more frequently the student practices the easier it becomes. Writing these kanji at this point is not important unless the student wants to learn them now. If that is the case, learn one at a time in the proper stroke order and try to write each one as accurately as possible (it is very important to receive the teacher’s feedback on each kanji). For learning to write, refer to the Writing Practice Book.

102

Stage 1-3 (Workbook 1)

In the chart below is a group of kanji that students may find useful to learn to read. Kanji

Reading

Words

Reading

Notes

ø

ó

øë

óâü

ë

âü

øë

óâü

¶

Ÿ

øë¶

óâü¬ü

The kanji ¶õ¬üË means “person.”

á

Þ

øëá

óâüÞ

The kanji áõÞË means “language” or “word.”

Ó

×Á

Óòàf

×Áòàf

The kanji covers only ×Á, and so the rest must be written in hiragana.

Ã

ªð÷

Ã

ªð÷

The pronunciation may be ªðæ÷.

r

‘æ

r

‘æ

Hiragana is often used for this pronoun.

Ì

ûÜ

Ììé

ûÜÝüòû

ì

Ýü

Ììé

ûÜÝüòû

ÌõûÜË means “one” ìõÝüËåmeans “year” éõòûËåmeans “student”

é

òû

Ììé

ûÜÝüòû

 

ó

 ìé

óÝüòû

 õóË means “two”

…

Øü

…ìé

ØüÝüòû

…õØüË means “three”

l

È

lìé

ÈÝüòû

lõÈË means “four”

¾

ð

¾¼Øü

ðÁîØü

¼

Áî

¾¼Øü

ðÁîØü

¾õðË means “rice field” ¼õÁîËåmeans “inside” or “middle” ¾ and ¼ are often used in personal names.

™

šà

™¾Øü

šàÕØü

™õšàËåmeans “mountain” ™åis often used in personal names

Æ

ÔÔ

Æöû

ÔÔöû

ÆõÔÔË must be supplemented by hiragana öû. ÆõÔÔË means “big”

Œ

Üû

ŒØû

ÜûØû

ŒõÜûË must be supplemented by hiragana Øû. ŒõÜûË means “small”

Officially these kanji may be read óßýü. But conversationally óâü is commonly used.

Stage 1-3 (Workbook 1)

103

2: Reading Practice (Sentences) 2. With ‰'ˆõ”'ñÁË ‰'ˆõ”'ñÁË is the phonetic guide written in hiragana given above kanji. Read the following sentences aloud with ‰'ˆõ”'ñÁË. Repeat until you can read them fluently. ªð÷

ûÜÝüòû

‘æ

ó Ýüòû

Ćå à ×Ììéjf2 ċ r× ìéjf2 ð Áî

ØüÝüòû

Ċ ¾¼Øüׅìéj×ï'àòü2 šà Õ

È Ýüòû

ĉ ™¾Øü×lì鬝ï'àòü2 ¬ü

Ÿ

ć ĝġěĥØü×ĐĚģđ¶j×ï'àòü2Ĝėģħ¶jf2 ó âü Þ

×Á

ą ĠğØü×øëáñÓòàf2 ó âü

ÔÔ

Üû

Ą øë×Æöæï'àòü2瘵ŒØûjf2 3. Without ‰'ˆõ”'ñÁË The following sentences are identical to those above, but no ‰'ˆõ”'ñÁË are given. Try reading them aloud, and repeat until the sounds come fluently. Ć Ã×Ììéjf2 ċ r× ìéjf2 Ċ ¾¼Øüׅìéj×ï'àòü2 ĉ ™¾Øü×lì鬝ï'àòü2 ć ĝġěĥØü×ĐĚģđ¶j×ï'àòü2Ĝėģħ¶jf2 ą ĠğØü×øëáñÓòàf2 Ą øë×Æöæï'àòü2瘵ŒØûjf2

3: Discourse Practice (Reading) Read the following (all three) aloud. Repeat until you can read them fluently. 4. With ‰'ˆõ”'ñÁË ªð÷

à ×Ġğjfþ ªð÷

ó Ýüòû

û Ü Ýüòû

Õûñæ

ñæòû

ó âü Þ

à ×Ġğjô ìéjf2ħĤħØü×Ììéjf2õħĤħØüµäÛÆãÛãéjf2Ã×øëá

îüäæ Þ

×Á

ó âü Þ

Ðû Þ

×Á

Üèù Þ æ Þ

璷áñÓòàfñôħĤħØü×øëáçIáñÓòàf2ħĤħØüµÃµ¼·áñÓòàòü2

104

Stage 1-3 (Workbook 1)

÷èß÷ü

îüäæ

çÔ

ÃÛewג·jfñôħĤħØüÛew×Ĝėģħjf2’·×瘵`ûjfñôĜėģħאüÁ ó`æï'àòü2 5. With no ‰'ˆõ”'ñÁË Ã×Ġğjô ìéjf2ħĤħØü×Ììéjf2õħĤħØüµäÛÆãÛãéjf2Ã×øëá 璷áñÓòàfñôħĤħØü×øëáçIáñÓòàf2ħĤħØüµÃµ¼·áñÓòàòü2 ÃÛewג·jfñôħĤħØüÛew×Ĝėģħjf2’·×瘵`ûjfñôĜėģħאüÁ ó`æï'àòü2 6. In a different font There are many different fonts in Japanese. The following font is often used in newspapers. ')*$

$&%/./!('


$&%"/./!(" $&% ' # #



&#/./!(' #

&%/./!(""

(%

 '$&#/./!( '+,-/$&%'"$&#+,-/' ( (%

4: Discourse Practice (Writing) 1. Write your introduction following the reading above. 2. Have your instructor indicate the errors. 3. Try to correct these errors first by yourself. 4. Have the instructor check the corrections. 5. Further errors should be discussed with your instructor. 6. Follow the format of the NGBHõÅüäùÈù÷Ë explained below. 

The use of NGBHõÅüäùÈù÷Ë

Until accustomed to writing Japanese sentences vertically, it is advisable to use a special kind of paper called NGBHõÅüäùÈù÷Ë, a page of which normally consists of 400 small boxes (20 boxes by 20 boxes). Learning to write sentences and paragraphs using this type of paper will introduce some conventions of Japanese writing and show how to balance character sizes. There are certain rules for using NGBHõÅüäùÈù÷Ë. See the following:  The first line should be used to write the title of the piece. Leave three or four blank boxes, then write the title between quotation marks;  The second line should be used to write the writer’s name by leaving one blank box at the bottom. Some writers leave a blank box between the family and given names;

Stage 1-3 (Workbook 1)

105

 On the third line, begin the opening paragraph by leaving the first box blank. Every new paragraph begins on a new line leaving one box blank;  Do not leave any boxes blank until the end of a paragraph;  Each punctuation mark and small letter including small ß occupies its own individual box;  Small letters are written in the upper right half of a box;  Punctuation is written in the upper right corner of the box;  The direction of an English comma, “,” is different from a Japanese »€õçù˜üË, which is written “ô” regardless of the direction of writing;  The function of »€õçù˜üË “ô” is different from that of the English comma. It functions as a divider of phrases or clauses. For instance, when there is a string of kanji that consists of more than one word, »€õçù˜üË may be used to divide it into word units for the ease of reading. The use of »€õçù˜üË may differ among writers;  A new line may not begin with punctuation. So, if the last word of a sentence or a clause happens to be in the last box of a line, write a €õæ˜üË, a small circle, which functions as a period, or »€õçù˜üË just below the bottom box of that line. See the example below.

106

Stage 1-3 (Workbook 1)

Summary of Vocabulary 

Functional words Word



Function

Function

ÛXõàÐËó

conjunction: before that

ÛpõïçËj

conjunction: after that

ÛŽõçöËó

conjunction: at that time

ÕîÙ

conjunction: therefore

óÚû˜

particle: about

ç

particle: with

j

particle: instrumental

×

particle: contrast

Ý

particle: confirming

Conversational devices Expression



Word

Meaning

ùjfî

used to acknowledge a question; used to avoid ûûÐ

ïüà'

a spoken form of ïà'

Nouns Kanji

Kana

English

^EL

îû÷ûü

company employee

Š‡

û÷

medical doctor

@

×­

spring

7

ÁÚ

summer

F

ïö

fall; autumn

Q

”)

winter

—

ĘĦęĦ

coffee

‚›s

ößؘü

café

ԛ

Ôܝ

tea

o

¨À

water (cold)



f÷

sushi

—

ĕĥĢĦďõĕĥĢĦĒĦË

hamburger steak (hamburger)

«¸m

ð¸µÛ

food

©¨m

Û¨µÛ

drink

Stage 1-3 (Workbook 1)

Kanji

Kana

English

O

âî

other

®³

÷ü¯ü

newspaper

Ò

ïØ

morning

Ï

Äü

evening

ÒÞ¤

ïØÞ×ü

breakfast

aޤ

n­Þ×ü

lunch

ÏÞ¤

ÄüÞ×ü

dinner

í

ûà

now

—

Ğħčġĥ

restaurant (Western-style food)

Ô¦ƒØü

Ô¬ûØü

grandfather (someone else’s)

¦ƒ

”

grandfather (one’s own)

Ô¦¡Øü

ÔÄïØü

grandmother (someone else’s)

¦¡

‘

grandmother (one’s own)

Ô¿Øü

ÔóûØü

older brother (someone else’s)

¿

ïó

older brother (one’s own)

Ô¢Øü

ÔÝÐØü

older sister (someone else’s)

¢

ïÝ

older sister (one’s own)

Øü

ÔçùçØü

younger brother (someone else’s)



Ôçùç

younger brother (one’s own)

‹Øü

ûµùçØü

younger sister (someone else’s)

‹

ûµùç

younger sister (one’s own)

C†

§êùö

illness

—

ĔĞĖ

television

ž—

Ôüñæ

music

{

î٘

karate

_

î•

key

Ž[

ç–û

watch; clock

v

æ­à

car

—

Ģħ

bus

3

×÷

chopsticks

107

108



Stage 1-3 (Workbook 1)

Nouns (verbs with f­) Kanji

Kana

yx 

uü÷èù

Kana

Tž

practice

Kana

English

×ÚÔü

pronunciation

English

Kanji

Kana

English

4û

ïÚû

hot (non-weather)

JDû

Ôµ÷\û

interesting

gðû

Ú+ðû

cold (non-weather)

®÷û

ïðÙ÷û

new

!?÷û

Ôû÷û

delicious

iû

”­û

old

?û

àÀû

not delicious

Kana

English

Adverbs Kanji



Kanji

Adjectives Kanji



English

Kanji

—

µßç

more

ٱ

ð¯ü

perhaps; probably

—

Kana Øßö

English a little while ago

Time adverbs morning

night

àûïØ

every

àûÄü

ÊÒ –

Ø

now

íÒ

next

ÂøÛÒ

last

½øÛÒ

ïØ

ö Û ù

ïØ

week à û ÷èù

ÊÏ

Êø

ÊÍ

äüÄü

ö ê ù

ä ü ÷èù

íÏ

ï ÷ ð

day àûóÜ

íø

ï ÷ ð

Äü

ö Û ù

Äü

ÂøÛÏ ½øÛÏ

íÍ

ï ÷ ð

Ù û ÷èù

Âø

ÉÍ

ö Û ù

ò ü ÷èù

½ø

ÖÍ

month àûÚöõàûÅÚË

Êú Ñ äüÅÚ

íÑ ÙûÅÚ

ÉÑ òüÅÚ

ÖÑ

year àûç÷õàûÝüË

Êú ì ä ç ÷

íì ÙûÝü

Éì öêÝü

}ì

semester àûñß ö

ÊãÎ ä üñß ö

íãÎ Ùûñß ö

ÉãÎ òü ñ ß ö

ÖãÎ

After this section, time adverbs will be found in the list of nouns. 

Verbs Kanji

Kana

Polite form

˜-form

English

«¸­

ð¸­

ð¸àf

ð¸˜

eat

©¥

Û¥

Û¨àf

Ûüj

drink

œ­

¨­

¨àf

¨˜

see; look; watch

³æ

öæ

ööàf

öû˜

listen; hear

ȴ

È¥

鬈f

Èüj

read

Óf

×Áf

×Á÷àf

×Á÷˜

speak

Aæ

ï­æ

ï­öàf

ï­û˜

walk

Stage 1-3 (Workbook 1)

109

Supplementary Vocabulary 

Japanese dishes Kanji

Kana

Content

ö

föšö

sukiyaki (prepared in a large hot pot on the table)

SRW

˜üāÙ

deep fried dish (see below)

#w

Ø÷¨

sliced raw fish

$

Ä

buckwheat noodle dishes

—

ùkü

wheat noodle dishes

&đĎ

çüîÚ

pork cutlet

—

đĞĦġĜħ

curry with rice



îûòö'êù'

a set of selected traditional dishes (from five to nine dishes) arranged and presented artistically

SRWõ˜üāÙË is considered by many people to be a typical and traditional Japanese food, like f÷, but SRWõ˜üāÙË was in fact introduced to Japan by the Portuguese in the Edo period. S RWõ˜üāÙË is comprised of seafood and/or vegetables dipped in batter and then deep fried. 

Martial arts Kanji

Kana

Content

b

¬èùkù

way of flexibility

"b

–ükù

way of sword

†b

ïûökù

way of “ki” (spirit); use no weapon

b

öèùkù

way of archery



fµù

traditional wrestling

Stage 1-4 Numbers and Counters Step 1

1: Numbers

c

CONFIRMATION Read the corresponding sections, Stage 1-4.1 (1) and (2), in the Grammar Textbook first.

(1) Native Japanese and Sino-Japanese numbers; (2) Counting from 11 onward 1. Count aloud from 1 to 10 in the native Japanese way until the words come smoothly. Then count in reverse order, from 10 to 1. 2. Count aloud from 1 to 10 in the Sino-Japanese way until the words come smoothly. Then count in reverse order, from 10 to 1. 3. Read the following numbers aloud (in both systems). 4 10

2 6

9 8

3 5

1 7

4. Count aloud from 10 to 90 in tens until the words come smoothly. Then count in reverse order, from 90 to 10. 5. Read the following numbers aloud. 14 59

19 57

17 62

25 64

28 77

33 79

32 86

41 97

46 99

6. Count the numbers from 100 to 900 (100, 200, 300 and so on) aloud until the words come smoothly. Then count in reverse order, from 900 to 100. 7. Read the following numbers aloud. 101 598 994

179 613 308

256 668 694

247 691 879

398 704 299

315 794 487

409 889 196

474 863 501

509 987 728

8. Count the numbers from 1,000 to 9,000 (1,000, 2,000, 3,000 and so on) aloud until the words come smoothly. Then count in reverse order, from 9,000 to 1,000. 9. Read the following numbers aloud. 1,234 6,812

2,984 7,090

3,890 8,310

4,008 9,804

5,908 3,647

8,603 1,008

7,814 3,049

Stage 1-4 (Workbook 1)

111

10. Count the numbers from 10,000 to 90,000 (10,000, 20,000 and so on) aloud until the words come fluently. Then count in reverse order, from 90,000 to 10,000. 11. Read the following numbers aloud. 10,900 69,037

26,982 70,002

30,098 89,735

49,087 98,754

59,821 48,379

12. Read the following numbers aloud (optional). 109,600 3,567,412 52,987,432

506,009 6,042,809 87,148,341

987,654 9,238,451 90,870,230

257,901 7,009,003 71,812,090

13. Write down the numbers you hear: (R: S1-4-1) Number you hear

Number you hear

1

2

3

4

5

6

7

8

9

10

s2: Counters

c

CONFIRMATION Read the corresponding sections, Stage 1-4.2 (1) and (2), in the Grammar Textbook first.

(1) What are counters?; (2) Time 14. A counter is __________________________. 15. The counter for the hour is ___________. Count the hours from 1 to 10 and then ask the time with the interrogative pronoun. 16. The counter for the minutes is __________. Count the minutes from 1 to 10 and then ask the minutes with the interrogative pronoun. 17. How would you say the following in Japanese? What time is it now? Responses: It’s exactly 2:00; It’s 15 minutes past 3:00; It’s 9:30; It’s 3:00 a.m.; It’s 8:30 p.m.; It’s 10 minutes to 11:00; It’s about 3:00.

112

Stage 1-4 (Workbook 1)

18. Insert particles in the parentheses. When no particle is necessary, write an X. ÿîAt what time will you study Japanese today? å Ú ç

áï Ü

à ãï ß

Y ï åÚç

Ûêìí í í ÍÔÝìí í í ÍêèÙΓâтæă D I will study at 10:00. ܸç Ü

Y ï åÚç

¶Ýìí í í ͎“âтă . I will study from 3:00 to 5:00. Æï Ü

ß

Ü

Y ï åÚç

™Ýìí í í ;Ýìí í í ͎“âтă / When will you go to Japan? à ãï

ë

ëÉìí í í ÍêèàÇåтæă 0 I will go next year. Xëï

ë

Ŗìí í í ÍÇåтă ü Is today Sunday? å Ú ç

àÂÐç ?

Ûêìí í í Íê-꽂æă ú How is the weather today? å Ú ç

Zï å

Ûêìí í í Í[‹Ë€ç½‚æă 19. New vocabulary: (R: S1-4-2) áï Ü

å

å Ú ç

ë

1. ÔÝ߅àÌÂXàÅтæăÛêËéāÂXàÇåÑäïă here

come

áï Ü

there É

2. ëÉtÔÝ߅āÂXà`åтæă always ÞëZë

arrive

ËÂ Ü

É

Îå€å

Ê

Ü

å

3. »8é3Ý߅àË`åтµéÝBé†Ý߅ѽÅÑäïă usually ½ïâH

sometimes áï Ü

½

ܸç Ü

 Ìç å

áï Ü

½

4. ÀqËÔÝà¤Ñ‚æăÂÚ瀶ݽ‚ă½ËéIÇ;ËÔÝà¤Ñ‚æă train

leave

âïæïäï

¯å

bullet train

station

airplane ½

¯å

½

5. £ ›Ë€š]æX¤Ñ‚æă­ÂXš]æX¤Ñ‚ă over there

 ÅìåÍт vs. ÇìëÍåт: Although ÅìåÍт and ÇìëÍåт are most commonly translated as “to come” and “to go” respectively, the use of these two verbs in Japanese is different from English. In English, the speaker can use the verb “to come” even when he or she is not at the destination. For instance, in a phone conversation, the speaker may say, “OK. I will come in about an

Stage 1-4 (Workbook 1)

113

hour” meaning that he or she will arrive at the location of the person spoken to. In Japanese, the verb ÅìåÍт is used to mean “something or someone moves towards the speaker.” In the phone sentence example, Japanese uses the verb ÇìëÍåт rather than ÅìåÍт.  ÌÂX, āÂX, ­ÂX: Earlier these pronouns were introduced as personal pronouns, but the exact same ones may also be used as directional pronouns: as in “this way,” “that way,” and “that way over there.” This series is also used for locational pronouns: “here,” “there,” and “over there.”  £ ›ìâïæïäïÍ: A name for the superexpress trains running between major cities in Japan.

PRODUCTION 20.Preparatory task: Do mechanical practice as needed to memorize the new vocabulary for this unit. Use the structures of this unit whenever appropriate. 21. Translation self-check: The example sentences with the new vocabulary given above have been translated here into equivalent English sentences (the translation is not word-for-word). Try checking the accuracy of your translation by translating them back into Japanese. 1. About what time will you come here? I won’t come today. 2. About what time do you always arrive there? 3. I usually arrive around 8:00, but sometimes I don’t come until about 9:00. 4. What time does the train leave? At exactly 10:00. Then, what about the plane? 5. From which station will the Shinkansen leave? From that station over there. 22. Pair work: Question-and-answer. Question (ask the time)

Answer

1. got up this morning

6:30

2. ate breakfast

7:15

3. went to bed last night

around midnight

4. usually go to bed

around 11:00

5. usually get up in the morning

around 7:15

6. the teacher comes to class

usually 10 minutes to 9:00

7. the train arrives every day

always 5:25 p.m.

8. the airplane departed

8:55 a.m.

9. talked to the teacher yesterday

around 3:00 p.m.

10. will go to Kyoto by Shinkansen

early in the morning

114

Stage 1-4 (Workbook 1)

Question (ask the time)

Answer

11. the students arrive at the station

always at exactly 10:00 a.m.

12. the students will arrive at school

sometimes late

13. will eat lunch

will not eat lunch

c

CONFIRMATION Read the corresponding section, Stage 1-4.2 (3) and (4), in the Grammar Textbook first.

(3) Telephone numbers; (4) Money 1. What is the counter for telephone numbers? 2. How do you ask another person’s telephone number? 3. How do you say the following telephone numbers? 413-542-7919 011-81-3-1234-0987 4. The counter for Japanese currency is ______________ and the counters for dollars and cents are _________ and ____________. 5. How would you ask the price of something? 6. How would ask the number of yen per dollar? 7. To indicate approximate numbers, you use ___________ (before/after) the numbers. 8. Circle the correct one. 3:00 ì߅þĀXëÍ 100 people ì߅þĀXëÍ

5,000 ì߅þĀXëÍ noon ì߅þĀXëÍ

9. New vocabulary: (R: S1-4-3) uä

à ãï ß

æ

ß Ñï¯ï

1. ­šp½ÌšêèٚĢĞĭĂØëÑâÞăëÊX½âÞæă¾º¥½âÞă store ë|ï

software buy

Þæ

Þæ

2. ž±éÒæÓÞ½‚ăęĬďĒĮģtÒæÓÞ½‚æă very

computer

âïæïäï

åÓ Œ

à Ñï ß äï¯ï

ß äï¯ï

3. £ ›š¦¡Ëú¾¨¥½âÞă«æXé[ÉK˾¨¥½‚ă ticket

change

4. āšĪđĬģËëÊX½‚æăÞ«½‚ă½téÌQËÞ«½Ë­KÑäïă printer

free

Stage 1-4 (Workbook 1)

@ïÌç

KÚçµ ¯

ëÑ

115

áï¯ï

5. ̚OǽU:µ½åтæăÛé¼ĜĤËÔ¥ĀX뽂æă bank exchange (see below) ¬ëÞë½ï ³

§ïßç

â

¬ëÞë

Éæ

6. [ÜÆÀ՚ŸxĂÁÓZëтæă[ÜË¢Ă{ëÑäïă uncle

cell phone

(see below) à ã ï äë

uncle

use â

7. [§ÆïšħĨĪĭĨĪËê蒽‚æă[§šËÐÊÁKÑäïă aunt

lap top

(see below)

aunt

 ž±ìë|ïÍ: This adverb is similar to ÎZt, but the implied meaning differs slightly. An adjective modified by this adverb, ž±ìë|ïÍ, expresses that the reality exceeds the speaker’s expectation. Î ¬ë

ë|ï

v‚

āšÝ˞±é뽂¯ă That watch is (surprisingly) quite cheap, isn’t it? The implication of this sentence is that the speaker was surprised that the watch was cheaper than expected. Such an implication is absent when ÎZt is used.  ĢĞĭ: ĢĞĭ “software” is derived from ĢĞĭĝĉĊ software.  [ÉK: òChange” received in a money transaction. Watch out for misunderstanding in the translation of this word, however. The English word “change” refers to both (1) the difference between the cost of a product and the amount the buyer has handed over; (2) the smaller denomination in coins broken up from a bigger denomination. The Japanese [ÉK refers only to (1).  Þ«: Something that is free of charge is described with the noun Þ«. Examples are: ̚èìãïÍ ËÞ«½‚ “This book is free of charge.” ÌQËÞ«šèìãïͽ‚ “This is a free book.”  ½åт: No one verb in English captures the meaning of this verb. It indicates ability (“be able to do something”) and possibility (“it is possible to do something”), the choice of which depends on the context. This verb does not specify any particular verbal meaning, although it can be inferred. æX Z

ěħĝĬÆï˵½åтă Brown-san knows karate. à ãï ß

đĮÆïËêèÙµ½åтă Lee-san can speak Japanese.  ¢ÀÕì¬ëÞë½ï³Í: “Cell phone.” Sometimes called ¢ì¬ëÞëÍ, “portable,” for short.  The verb ÁìâÍÓZëт: A detailed grammatical explanation of this verb will be given in Stage 2-1. Since this verb is used quite often, it is good to know how to use it before learning the grammatical details. To say that the topic knows something, the conjunctive form of ÁìâÍL “to know” and ëL must be used. ³Þâ

à ãï ß

â

® ËêèÙĂÁÓZ ëтă I know Japanese. For the negative, to say that the speaker does not have knowledge of something, do not use the negative of the ~ZëLîconstruction.

116

Stage 1-4 (Workbook 1)

³Þâ

à ãï ß

â

*® ËêèÙĂÁÓZëÑäïă [intended meaning] I don’t know Japanese. Use the following construction instead: ³Þâ

à ãï ß

â

® ËêèÙĂÁKÑäïă I don’t know Japanese. The meanings of the verbs ±ì³ÍæKт and ÁìâÍÓZëт are similar to one another, but the former refers to “the ability to figure things out” and the latter to “having the information.”  êè’ìàãïäëÍ: The kanji ’ìäëÍ used after the name of a country is a suffix indicating the place of origin of a product. êè’ìàãïäëÍ is “made in Japan.” à ã ï äë

ÊLÑ

Âë

̚ê蒚qËmÆ뽂ă This car, made in Japan, is small, isn’t it?  Family terms refer to someone else’s

refer to one’s own

generic terms

address one’s own

uncle

[ÜÆï

[Ü

[ÜÆï

[ÜÆï

aunt

[§Æï

[§

[§Æï

[§Æï

PRODUCTION 10. Preparatory task: Do mechanical practice as needed to memorize the new vocabulary for this unit. Use the structures of this unit whenever appropriate. 11. Translation self-check: The example sentences with the new vocabulary given above have been translated here into equivalent English sentences (the translation is not word-for-word). Try checking the accuracy of your translation by translating them back into Japanese. 1. I bought this Japanese language software at that store. How much was it? It was 50,000 yen. 2. It was pretty expensive, wasn’t it? Was the computer also expensive? 3. The Shinkansen ticket was 25,000 yen, so the change is 5,000 yen. 4. How much is the printer? It is free, but this one is not free. 5. Can you exchange money at this bank? What’s the dollar-to-yen exchange rate now? 6. Do you know your uncle’s cell phone number? He does not use a cell phone. 7. Is your aunt’s laptop made in Japan? I’m not sure.

12: Pair work: Ask if the addressee knows the following. Respond both positively and negatively, and add a new piece of information after the negative response.

Stage 1-4 (Workbook 1)

117

Example: the teacher’s phone number äïäë

½ï ³ § ï ß ç

â

Q: ÖךÀ՟xĂÁÓZëтæă â A(P): ¯¯éÁÓZëтă â äïäë Ît«Â ½ï ³ § ï ß ç â A(N): ëë¯éÁKÑäïă½téÖךzsšÀ՟xĂÁÓZëтă Questions: that student’s name; that student’s major; your roommate’s phone number; the name of that software. 13: Pair work: Ask if the addressee can do the following. Respond both positively and negatively, and add a new piece of information after the negative response. Example: Japanese à ãï ß

Q: êèÙµ½åтæă A(P): ¯¯é½åтă ¸ç ß Ê ß A(N): ëë¯é½åÑäïă½téNÙµ½åтă Questions: English; karate; Korean; exchange (money) at this bank; your mother, Japanese; your father, Chinese; your uncle, karate; your aunt, English. 14. Pair work: Ask the price of the following and give the price written below. You can then make a comment concerning the price. Thing

Price

1. this computer (use imperfective)


1,204.59

2. Japanese software (use perfective)

about 43,000

3. aunt’s cell phone (use perfective)

36,000

4. uncle’s plane ticket (use perfective)

free

5. this small printer (use imperfective)


420.00

6. Japanese car (use perfective)

about
17,000

7. the ticket for the Shinkansen (use imperfective)

38,800

8. lunch at college


7.50

9. breakfast

 500

10. dinner

9,500

11. ask the exchange rate (one dollar to yen)

about 118

12. ask the price of things you choose

118

Stage 1-4 (Workbook 1)

c

CONFIRMATION Read the corresponding sections, Stage 1-4.2 (5) through (8), in the Grammar Textbook first.

(5) People; (6) Things generically; (7) Long things and bound things; (8) Flat things and pages 1. The counter for people is __________. Count people from 1 to 10. How do you say “how many” with this counter? 2. The counter for general things and abstract things is __________. Count general or abstract things from 1 to 10. How do you say “how many” with this counter? 3. Give examples of things that take this counter. General things: ____________________________ Abstract things: ____________________________ 4. The counter for bound printed matter is ___________. Count books from 1 to 10. How do you say “how many” with this counter? 5. Give examples of things that take this counter. 6. The counter for long objects is __________. Count a long object from 1 to 10. How do you say “how many” with this counter? 7. Give examples of things that take this counter. 8. The counter for flat objects is __________. Count a flat object from 1 to 10. How do you say “how many” with this counter? 9. Give examples of things that take this counter. 10. The counter for the specific page number or the number of pages is _________. Count page numbers from 1 to 10. How do you say “how many” with this counter?

s3: Using Numbers in Sentences

c

CONFIRMATION Read the corresponding sections, Stage 1-4.3 (1) through (4), in the Grammar Textbook first.

(1) Adverbial use; (2) Adjectival use; (3) Joining more than one number; (4) The use of É 11. Add the number indicated for each sentence in the following. Example: å š ç

Þ

©êéĕĬġĮčĮĂ·YÑâÞăì2Í å š ç

}Þ

Þ


©êéĕĬġĮčĮĂÃÉ·YÑâÞă ¬

Æ

ãï

Ð

ÿ ۃéèĂÈuÑâÞăì15 pagesÍ ³Þâ

­ â Þ

â ¬ï

D ® ˑêée\µ­Kтăì2Í

Stage 1-4 (Workbook 1)

ä ï â¸ç

119

æ

. ÖbéĩĬĂØëÑâÞăì6Í âïæïäï

åÓ Œ

à ãï ß

µÊäë

/ £ ›š¦¡ĂØëÑâÞăì4Í å

0 êèٚÏ×µÌÂXàÅÑâÞăì25Í äï µ Ó å

à ãï ß

ãï

Ð

ü ÖÏ<éêèٚèĂÈuÑâÞăì3 booksÍ 12. Circle the correct response and explain why. ãï

áï

Ð

ÿ ̚èĂÔĩĮīÈuÑâÞæă ß

Ð

ß

Ð

ì¾ĩĮīÈuÑâÞă¾ĩĮīĂÈuÑâÞăÍ ãï

áï

Ð

D ̚èšÔĩĮīĂÈuÑâÞæă Ð

ß

Ð

ì¾ĩĮīÈuÑâÞă¾ĩĮīĂÈuÑâÞăÍ 13. Make comments on the specific number indicated in the parentheses. The noun modified by the number should be the topic of each sentence. Practice with and without modified noun. Example: å š ç

ß ãï

æ

©êéĩĬĂ¾èéØëÑâÞăì2 pens; expensiveÍ à ãï

Þæ


ÃèìšĩĬÍËÎZtÒæÓÞ½‚ă å š ç

AÊ

çÂ

Ît«Â

Æïàï

å

ÿ ©êé7šPàzsµ™´éÅÑâÞăì2 friends; girlsÍ âïæïäï

åÓ Œ

ÐïÑë

æ

D £ ›š¦¡ĂwªéØëÑâÞăì3 tickets; uncle’sÍ Ì €t

…Êàï

ãï

Ð

. i,µ´é­ÂX½èĂÈï½ëтăì2 children; our childrenÍ åڐï

ãï

ááÆÉ

Ð

/ –éèĂn°éÈuÑâÞăì1 book; Japanese homeworkÍ Ì Îâ

¬ëÞë½ï ³

}Þ

æ

0 ۖ额ÀÕĂÃÉØëтăì1 cell phone; my grandmother’sÍ 14. Combine the following two sentences into one. Example: à ãï

æ

ãï

ëÓÆÉ

æ

ĩĬĂÃèéØëÑâÞăèĂ¼°éØëÑâÞă à ãï ãï ëÓÆÉ æ
ĩĬĂÃèÎèĂ¼°éØëÑâÞă ß ãï

Éæ

à ãï ß

ãï

ÆïÆÉ

Éæ

ÿ ¯ïöÉĂ¾èé{ëÑâÞăêèٚèÙ°é{ëÑâÞă ½ïâH

åÓ Œ

à Ñë

æ

åÓ Œ

ܸç Ñ ë

æ

D Àqš¦¡ĂêéØëÑâÞăġĦš¦¡Ë¶ªéØëÑâÞă [ÎÌ

µÊäë

Æïàï

å

[ïá

µÊäë

à ܸç à ï

å

.  šÏ×µ™´éÅÑâÞă  šÏ×Ëö´éÅÑâÞă à ãï ß

ãï

ëÓÆÉ

Ð

¸ç ß Ê ß

ãï

ëÓÆÉ

Ð

/ êèٚèĂ¼°éÈuÑâÞăNٚèt¼°éÈuÑâÞăìuse ÉÍ ãï

Ðï

Ð

ãï

Ðï

Ð

0 ̚èĂwĩĮīÈuÑâÞăāšètwĩĮīÈuÑâÞăìuse ÉÍ

120

Stage 1-4 (Workbook 1)

15. New vocabulary: (R: S1-4-4) å š ç

uÓ

ëÓEï

æ

1. ©êéKïßÎuæïÙɁÉÎġğğĂ¼èéØëÑâÞă apple XëµÓ å

tangerine

ÞëäÉ

â ¬ï

banana uÓ

Ü â Ú

à ÆÉ

æ

2. ÅÏ<黦áe\µ™É­Kтă«æXéR²ĂĐ°éØëÑâÞă dictionary vÑ «

æ

3. rœÆïËñðĩĮīšĥēĮĭĂ²åÑâÞă term paper à Ñë

‚Ì

Þ

4. ėĔĮĭšĥĦĭħĬ½ĭĮĦĭĂêÎĘĥĬīÔâ·YÑâÞă department store à ÆÉ

âÚç äÉ

toast }L

orange

a little

ÌÎ §

5. ÌšĐ°šmVËëcˆµÞÊÆï­Kтă novel uä

­æ

Ëá

word â…

Ëá

many Ü¸Ó E ï

æ

æ ?ï

Î

æ

6. ­šp½dë— Îî9ë—öèÉØëÑâÞă—>t¼ÉØëÑâÞă red flower white

vase

 ĥēĮĭ: This katakana word may be used to refer to any kind of report or term paper. The verb, “to present a report,” is formed by adding ‚L, as in ĥēĮĭ‚L.  ėĔĮĭšĥĦĭħĬ: òRestaurant in a department store.” Many department stores in Japan have restaurants in the top floors or basements of the same building.  cˆìÌΧÍ: Means “word” as well as “language” (also plural for both).  ÞÊÆï and ”ì‚ÌÍâ: “A large amount” and “a small amount,” respectively, when indicating either the amount or the degree of things. When used adverbially, place immediately before the predicate.

PRODUCTION 16. Preparatory task: Do mechanical practice as needed to memorize the new vocabulary for this unit. Use the structures of this unit whenever appropriate. 17. Translation self-check: The example sentences with the new vocabulary given above have been translated here into equivalent English sentences (the translation is not word-for-word). Try checking the accuracy of your translation by translating them back into Japanese. 1. I bought three apples, three tangerines, and one banana yesterday. 2. I will have three important examinations next semester. So, I bought two dictionaries. 3. Yamada-san wrote a 20-page paper. 4. I had two pieces of toast and a few orange slices at the restaurant of a department store. 5. These two novels have many old words. 6. I bought 10 red and 10 white flowers at that store. I also bought one vase.

Stage 1-4 (Workbook 1)

121

18. Pair work: Question-and-answer. Example: å š ç

æ

Q: ©êKïßĂëÊÉØëÑâÞæă }Þ

æ

A: ÃÉØëÑâÞă Question (ask for amount)

Answer (use counter)

Example: bought apples; yesterday

two

1. students came to class; last Monday

7 women students and 8 male students

2. used dictionaries in class; last semester

3 dictionaries

3. wrote a paper; last month

35 pages

4. ate apples and tangerines; this morning

one each

5. have the Shinkansen tickets; now

8 tickets

6. bought red and white flowers; last week

5 each

7. know words in Japanese

many, but only a few kanji

8. ate bananas; this morning

two

9. ate pieces of toast in the dining room

three

10. bought vases at the department store

one

11. read novels in Japan

five

19. Discourse practice: Respond to the following questions. ¼êìëÂàÂÍ literally means “one day.” The word êìÍ means “day.” Either question is fine to use. å Ú ç

ëÂàÂ

Ûêˀïá¼ê½âÞæă å Ú ç  Ûêˀïáê½âÞæă What kind of a day was it today? The following is a sample response: å Ú ç

­Æ

… Ê Ü Ëï߅

[

âÚÊ € ç

ë

âÚÊ € ç

à Ñë

‚Ì

Þ

Û꽂æăƒéÝkMéSåZé·fàÇåÑâÞă·f½ĭĮĦĭĂêÎĘĥĬīÔâ·YÑâ ­Î

à ãï ß

Ü ¸ @Úç

ë

­Î

Ît«Â

æ

Î â Ú æï

ë

Î

ÞăāšŠ½éêèٚ‡‰àÇåÑâÞăāšŠ½ézsàĠĮĤĂ²ëZég²^àÇåÑâÞăg â Ú æï

‚Ì

â¸Ê« ë

å Ú ç

4ï å

§ï

Ëï

Þ

Ëv

²^½”âlaĂâÑâÞăÛêËé­ÑK~‹½Ë­KÑäïă«æXéß_Ă·YÑäïăāâZé 

Êтă

122

Stage 1-4 (Workbook 1)

Step 2

1: Conversational Devices 1. First, study the content and the important points of the following dialogues in the Grammar Textbook, and familiarize yourself with the meaning of each dialogue. 2. With the sound files, practice each dialogue until the words come smoothly without referring to the text. Change roles with your partner and practice several times until the dialogue flows smoothly.

(1) Getting someone’s attention 3. Listen to dialogue (1): (R: S1-4-5) ëÑ

áï Ü

þ­šçé‚uÑäïăÛéÔݽ‚æă áï Ü

þÆ­éÔݽâÚçæă 4. Add ­šçé‚uÑäï in the questions and Æ­ in the answers following the example. Example: ëÑ

áï Ü

ëÑ

æQ

áàÜï

áï Ü

Q: ÛéÔݽ‚æă
­šçé‚uÑäïăÛéÔݽ‚æă áï Ü A: Æ­éÔݽâÚçæă ÿ =ËÔ´½‚æă KÚç

D ĦąĦÆïšˀ̽‚æ㠍Î

. ̚´Ë«Q½‚æă Þ áæ

áïïäë

/ œÆïËԖ׽‚æă Ì

áïÑë

Þ

0 ­šiËĭĮĦĭĂÔªé·YÑâÞæă ¬ëÞë½ï ³

áï§ï

ü [ÜÆÀÕËԟ½‚æă âïæïäï

áï Ü

½

ú £ ›ËÔÝà¤Ñ‚æă ø ̚ħĨĪĭĨĪËëÊX½‚æă æQ

­æ

Ëá

áïAï

æ

ù =Ëdë—ĂÔèéØëÑâÞæ㠍Î

ÌÎ §

Ëá

÷ ­š´ËcˆµëÊÉÕäтæă

Stage 1-4 (Workbook 1)

123

(2) Expressing surprise 5. Listen to dialogue (2): (R: S1-4-6)

þÌQéëÊX½âÞû ß Ñï¯ï

þÂÚ瀾º¥½âÞ㠁ë|ï

Þæ

þý¯éž±éÒ뽂¯ă 6. Pair work: Question and answer. Delete particles (topic, object, and question) in each question, give an answer to the question, and add a comment expressing surprise. Example: Q: æ?ïéëÊX½âÞû Ñï¯ï

A: wº¥½âÞÐ㠁ë|ï

Þæ

C: ý¯éž±éÒ뽂¯ă S1 (Question)

S2 (Answer)

S1 (Surprise)

Example: price of the vase

40,000 yen

expensive

1. time for getting up this morning

5:30 a.m.

got up early

2. price for this old car


800

cheap

3. pieces of toast eaten this morning

four pieces

a lot

4. number of dictionaries used last semester

5 dictionaries

used a lot

5. time for buying your car

last year

new

6. price for a Shinkansen ticket

20,000 yen

expensive

7. time for airplane’s arrival tonight

11:30 p.m.

arrived late

8. price for dinner

8,600 yen

not very expensive

(3) At a store 7. Listen to dialogue (3): (R: S1-4-7)

Store Clerk: ëXÓâHëÑäó GÓ

µ

Customer: ̚uæïéÉ[Jëâтă Store Clerk: ËëăKïßtëæµ½‚æă[ëâ뽂Ðă GÓ

Customer: ÜHéKïßtÉÊ«Æëă

124

Stage 1-4 (Workbook 1)

8. Role play: Practice the following shopping skits following the dialogue above. Request one item

Suggestion

Additional item

Example (see above): 6 tangerines

apples; delicious

6 apples

1. this novel; one

that novel; interesting

1 novel

2. 3 red pens

that pencil; new

2 pencils

3. 5 white flowers

these white ones; cheap

10 white flowers

4. 7 bananas

these oranges; delicious

3 oranges

2: Listening Submit responses on separate sheet. Part I (R: S1-4-8): You will hear voice messages on your voice mail. Write the content of each message in English. Part II (R: S1-4-9): Listen to the passages and answer the questions in English. ÿ 1. What did the speaker buy? 2. When did she buy it? 3. How is the thing that she bought? 4. How much was it? 5. What will she buy tomorrow? 6. How much does the speaker think the price will be? D 1. Where will the speaker go tomorrow? 2. With whom will she go? 3. How many people including the speaker will go? 4. What did she buy this morning? 5. How much did she spend? . List the number of things the speaker bought yesterday. Part III (R: S1-4-10): Answer the questions in Japanese (write both questions and responses).

Stage 1-4 (Workbook 1)

125

Step 3

1: Kanji Recognition 1. The chart below gives a group of useful kanji. Kanji

Reading

Words

Reading

Notes

Ö

äï

Ö×

äïäë

ÖìäïÍ means “ahead.” ×ìäëÍîmeans “to be born.”

Ï

µÊ

Ï×

µÊäë

ÏìµÊÍ means “to learn”

»

«ë

»Ï

«ëµÊ

We learned ȓ[[ꌑ, but this kanji has another reading, Ǒ.

Ò

Þæ

Òë

Þæë

The kanji is read Þæ. ë must be added. The kanji Ò means “high,” or “expensive.”

¹

Ìç

Ϲ

µÓÌç

¹ìÌçÍ means “school building.”

Ò

Ìç

Ò¹

ÌçÌç

The kanji Ò has another reading, Ìç.

Ä

ËË

Ä

ËË

The kanji Ämeans one’s own “mother”; when used alone, the kanji is read ËË.

Ä

æ­

[ÄÆï

[æ­Æï

In this combination, the kanji is read æ­.

¿

ÂÂ

¿

ÂÂ

The kanji ¿ means one’s own “father”; when used alone, the kanji is read ÂÂ.

¿

Îç

[¿Æï

Îç

In this combination, the kanji is read Îç.

Û

ëÑ

Û

ëÑ

ÛìëÑÍ means “now.”

2. Unseparable kanji compounds: Ûê, pronounced åÚç, consists of two independent kanji, but in this combination they cannot be separated into separate readings. Together, it should be pronounced åÚç. Another such word is ‘ê. The two kanji are pronounced together as ­âÞ, and no particular sound is assigned to either kanji. See Step 3 in Stage 1-6.

126

Stage 1-4 (Workbook 1)

2: Reading Practice (Sentences) Read the following sentences with and without oKjhì}KµáÍ aloud. Repeat until you can read them fluently. 3. With oKjhì}KµáÍ Þ á æ äïäë

«ëµÊ

äïäë

ÌçÌç

äïäë

œÖ×˻ϚÖ×½‚ăÒ¹šÖ׽˭KÑäïă ËË

«ëµÊ

äïäë

Ä˻ϚÖ×ÜH­KÑäï½âÞă vÑ «

æ­

ÌçÌç

äïäë

rœÆïš[ÄÆïËÒ¹šÖ×½âÚçă ÂÂ

à ãï ß

ãï

Þæ

¿šêèٚèËÒ뽂ă Îç

µÓÌç

[¿ÆïšÏ¹Ë€Ì½‚æă ëÑ

Ëá

ËË

Ëá

Ûé«QÎÕâZëтæăÄÎÕâZëтă å Ú ç

äïäë

Ëá

­ â Þ

Ëá

ÛêËěħĝĬÖ×àÕâÑäï½âÞă‘êéÕâÑâÚçă 4. Without oKjhì}KµáÍ œÖ×˻ϚÖ×½‚ăÒ¹šÖ׽˭KÑäïă Ä˻ϚÖ×ÜH­KÑäï½âÞă rœÆïš[ÄÆïËÒ¹šÖ×½âÚçă ¿šêèٚèËÒ뽂ă [¿ÆïšÏ¹Ë€Ì½‚æă Ûé«QÎÕâZëтæăÄÎÕâZëтă ÛêËěħĝĬÖ×àÕâÑäï½âÞă‘êéÕâÑâÚçă

3: Reading Kanji 5. Use the section of the summary of new vocabulary to practice reading of some kanji words that were used in this chapter. Repeat until you can recognize them easily.

Stage 1-4 (Workbook 1)

127

4: Discourse Practice (Reading) 6. In any language, the activity of reading is a complex process that involves, along with other things, some guessing. Sentences or paragraphs provide quite a bit of context for such things as word meanings. This is true for kanji as well. The following passage contains words and kanji that you may not know. You can see that it is a letter. Go through the following process, and see how much you can guess.  First, read through the entire passage silently, and see how much meaning you can obtain.  Share the information you understood with your partner (in either Japanese or English).  Now go back to the passage for a more detailed reading. You do not have to read aloud, as you may not know how to pronounce some of the kanji, but you will be surprised by how often you can guess the meanings of some words or phrases.  Do not write the phonetic guide over any kanji. Providing phonetic guides at this point will not facilitate learning at all.  Share the information you understood once again with your partner (in either Japanese or English), or do the question-and-answer activity for the content of the reading.  Summarize the content of the reading as much as possible.  Recount the content of the letter in Japanese (not verbatim). !TTW–W1" ê [ÄÆïýé [~‹½‚æă®ËÎZt~‹½‚ă»ÏËÎZtâ뽂ăĤĮĚĠĮĭËÎZtëë´½‚ăĤĮ ĚĠĮĭt®tëÉtnÝ߅SåтăāâZénÝk߅·fàÇÓZéƒß_Ă·Yтăƒß_Ë ëÉtĭĮĦĭÎęĮĆĮÎĘĥĬīīĒĮĦ½‚ă[ëâ뽂ăāšŠ½éêèٚ‡‰àÇåÑ‚ă® šĤĮĚĠĮĭtêèÙΓâZëтăêèٚ‡‰Ë†ÝæX†Ý¾¶±Ñ½½‚ă*êéê èٚlaµ­KтălaËzsÎg²^½âтă ĤĮĚĠĮĭË©êéħĨĪĭĨĪĂØëÑâÞăèĜĤ½âÞăÎZtÒëħĨĪĭĨĪ½‚µéÎZtë ëħĨĪĭĨĪ½‚ăāâZéêèٚĢĞĭtØëÑâÞ㠇‰Ë”ââ뽂µéÎZtë뽂ă‘êËe\µÃÉ­Kтă«æXéÛæX鎓âÑ ‚ă[¿ÆïÎË~‹½‚æă®ËÅbéPàKтăāšÝàétÓÎÕâÑâÚçăÜHéÅbă ğĬĖĮÐK

5: Discourse Practice (Writing) Write a letter modeled after the reading above.

128

Stage 1-4 (Workbook 1)

Summary of Vocabulary


Functional words Word




Function

Word

Function

~É

counter: generic

~ÝìÜÍ

counter: hour

~±ì}ïÍ

counter: minute

~‚@

suffix: past

~CìѯÍ

suffix: before

~Mì߅Í

suffix: about

FCìßõïÍ

a.m.

FŠìßßÍ

p.m.

kìËïÍ

half

à

particle: specific time

æX

particle: from

ѽ

particle: until

~Ÿì§ïÍ

counter: phone numbers

~¥ì¯ïÍ

counter: yen

~ĜĤ

counter: dollar

~ĎĬĭ

counter: cent

~ĀXë

suffix: approximate

~´ìàïÍ

counter: people

~ªìÑëÍ

counter: flat objects

~ĩĮī

counter: pages

~èìãïÍ

counter: long objects

~°ìÆÉÍ

counter: bound printed matter

~É

suffix: each

~’ìäëÍ

suffix: make (place)

Conversational devices Expression

Meaning

­šç

hesitation sound to gain attention of another person

Æ­

utterance used when the speaker is unsure how to respond

ý¯

utterance indicating surprise at an unexpected response

ëXÓâHëÑä

a common way to welcome a guest or customers

~ìĂÍ[J쐵Íëâт

“Please wrap this” or “I will take this.”

~ìĂÍÊ«Æë

“Please wrap this” or “I will take this.”

ëæµ½‚æ

used when offering or suggesting something

Stage 1-4 (Workbook 1)




Interrogative pronouns Kanji




Kana

Meaning

Kanji

Kana

Meaning

—

ëÊX

how much

—

ëÊÉ

how many; how old

—

ÌÂX

this way; this place

—

āÂX

that way; that place

—

­ÂX

that way; that place

Nouns Kanji

Kana

Meaning

Àq

½ïâH

train

£ ›

âïæïäï

bullet train

IÇ;

Ìçå

airplane

]

¯å

(train) station

OÇ

@ïÌç

bank

p

uä

store

—

ĢĞĭ

software

—

ęĬďĒĮģ

computer

—

ĪđĬģ

printer

—

ħĨĪĭĨĪ

laptop

¦¡

åӌ

ticket

ÀÕ

½ï³

telephone

À՟x

½ï³§ïßç

telephone number

¢ÀÕ

¬ëÞë½ï³

cell phone

—

Þ«

free of charge

—

[ÉK

change

y¿Æï

[ÜÆï

uncle (someone else’s)

y¿

[Ü

uncle (one’s own)

yÄÆï

[§Æï

aunt (someone else’s)

yÄ

[§

aunt (one’s own)

)%

Kïß

apple

129

130

Stage 1-4 (Workbook 1)

Kanji



uæï

tangerine

—

ġğğ

banana

—

ĘĥĬī

orange

—

ĭĮĦĭ

toast

—

ĥēĮĭ

term paper; reporting document

—

ėĔĮĭ

department store

R²

ÜâÚ

dictionary

mV

âÚçäÉ

novel

cˆ

ÌΧ

word; language

—

Ëá

flower

—>

æ?ï

vase

ê



day

¼ê

ëÂàÂ

all day long; one day

Nouns (verbs with ‚L)

U:

Kana KÚ絯

Meaning exchange money

Adjectives Kanji



Meaning

&

Kanji



Kana

Kana

English

dë

­æë

red

9ë

â…ë

white

Kanji

Kana

âë

ëāµâë

English busy

Adverbs Kanji

Kana

English

Kanji

Kana

English



ÂÚç€

exactly

ž±

ë|ï

very

—

ëÉt

always

Ӊ

‚Ìâ

a little (amount)

»8

ÞëZë

usually

2r

ÞÊÆï

many; a lot (amount)

ÝB

Îå€å

sometimes

Stage 1-4 (Workbook 1)




131

Verbs Kanji

Kana

Polite form

Z-forms

English

`Ê

ÉÊ

Éåт

ÉëZ

arrive

¤L

½L

½Ñ‚

½Z

leave

¤ÅL

½åL

½åт

½åZ

can do

Øç

æç

æëт

æÓZ

buy

{ç

Éæç

Éæëт

ÉæÓZ

use

ÁL

âL

âKт

âÓZ

know

Supplementary Vocabulary


Beyond 90,000

Although it may not be important for everyone, for those who would like to know how to express numbers in Japanese beyond 90,000, the system is as follows. It is likely, however, that you will have to deal with bigger numbers in Japanese, especially when currency is involved. This is because the unit of the Japanese monetary system, yen, is smaller than the American unit of currency, the dollar. For instance, one dollar has the value of about one hundred yen, although since the exchange rate fluctuates, we can seldom maintain a stable equivalency of the two currency systems. After “nine man” (90,000), you will go to “ten man” (100,000), that is ¶º ìܸçÑïÍ. Then, to “one hundred man” (1,000,000), „º ìHÊÑïÍ, and then to “one thousand man” (10,000,000), that is ¨º ìäïÑïÍ. This is easier to grasp if you place a comma after four zeros instead of three zeros, as done in the West. See the following: 90,000 = 9,0000 = nine man = †º ìå¸çÑïÍ 100,000 = 10,0000 = ten man = ¶º ìܸçÑïÍ 1,000,000 = 100,0000 = one hundred man = „º ìHÊÑïÍ 10,000,000 = 1000,0000 = one thousand man = ¨º ìäïÑïÍ The next highest unit after man is ˜ ì[ÊÍ. The system is recursive, as in the following: 100,000,000 = 1,0000,0000 = one oku = ¼˜ ìëÂ[ÊÍ 1,000,000,000 = 10,0000,0000 = ten oku = ¶˜ ìܸç[ÊÍ 10,000,000,000 = 100,0000,0000 = hundred oku = „˜ ìHÊ[ÊÍ 100,000,000,000 = 1000,0000,0000 = thousand oku = ¨˜ ìäï[ÊÍ The next highest unit after ˜ ì[ÊÍ is • ìÂÚçÍ. The system here, too, is recursive. 1,000,000,000,000 = 1,0000,0000,0000 = one choo = ¼• ìëÓÂÚçÍ 10,000,000,000,000 = 10,0000,0000,0000 = ten choo = ¶• ìܸÓÂÚçÍ 100,000,000,000,000 = 100,0000,0000,0000 = hundred choo = „• ìHÊÂÚçÍ 1,000,000,000,000,000 = 1000,0000,0000,0000 = thousand choo = ¨• ìäïÂÚçÍ

132

Stage 1-4 (Workbook 1)

You are unlikely to need to use higher numbers than these very often, so the introduction to the numbers will end here. 

Things counted with the generic counter ~É Kanji



Kana

Meaning

desk

—

ęĨĪ

glass; mug

$i

ë‚

chair



æ§ï

bag; backpack

—

ĦģĬĜ

study lamp

—

ĔĬ

bread (bun)

Things counted with ~ªìÑëÍ Kana

Meaning

Kanji

Kana

Meaning



æu

paper

—

ĖĮėċĮ

CD

—

ĎĮģĮ

sweater

—

ĕĬČć

handkerchief



ÆX

plate

ˆ²

赌

postcard

Things counted with ~°ìÆÉ
Kana

Meaning



ôÓâ

magazine

 ²

ÆïÌçâÚ

reference book

—

ČģĄĈ

catalogue

Things counted with ~èìãï
Kanji



Kana

Éʯ

Kanji



Kanji

+

Kanji



Meaning

Kana

Meaning

Kanji

Kana

Meaning

5

å

tree



¯ëµ

movie

6

u

water (in bottles)

(ěħĖ

Ë|Xâ

toothbrush

ÀÕ

½ï³

number of phone calls

#'

ÐçÜ

toothpick

Color terms (See Stage 2-1)

Stage 1-5 On Verbs Step 1

1: Verbs of Existence

c

CONFIRMATION Read the corresponding section, Stage 1-5.1 (1), in the Grammar Textbook first.

(1) Expressing existence in English and Japanese 1. Choose the correct predicate. čıĬĹ

ŅþąĢĥĺģİļ7÷îĉÒī÷îĹī÷Ķġ ijĻ

ž ķĥĺģİļ7÷îĉÒī÷îĹī÷Ķġ čıĬĹ

Ĺ ģ Ć Ļ ĬĹ

² ąĢĥćòĢļ7÷îĉÒī÷îĹī÷Ķġ Ěī ĭ

l ăðĎĻĥĜĜİļ7÷îĉÒī÷îĹī÷Ķġ ijĻ

j ķĥ®Ĝİļ7÷îĉÒī÷îĹī÷Ķġ 2. Choose the correct particles for the following sentences. Ņ Yamada-san is in the library now. Ĺī

Ěī ĭ

Ī ĸ Į įĻ

ěĩăðĎĻĥ¨Ā¤ļİî7ĶĹī÷ġ ž Yamada-san is doing his homework in the library now. Ĺī

Ěī ĭ

Ī ĸ Į įĻ

ĸĤıĭ Ĺ

ěĩăðĎĻĥ¨Ā¤ļİî7Ķµ½ʼnĸÈĹī÷ġ ² The Japanese examination paper is in this room. İ ijĻ Ę

ĸ äĻ

¼

Ě

ĴķĈėbiĥĜė¹ħļİî7ĶĉÒī÷ġ l We will take the Japanese examination in this room. İ ijĻ Ę

ĸ äĻ

¼

Ě

ĴķĈėbiĥĜė¹ħļİî7ĶĉÒī÷ġ 3. Choose the correct particles for the following sentences. Ņ I went to the library in town. ĖĞĸ

īģ

Ī ĸ Į įĻ

Ĺ

đ ĥ¯ļİî7îėĶ¨Ā¤ļİî7îėĶ¸IJīĸĞġ

134

Stage 1-5 (Workbook 1)

ž I studied at the college library. ĖĞĸ

ĭĹ č ı

Ī ĸ Į įĻ

t Ļ IJĮĺ

đ ĥĨąļİî7îėĶ¨Ā¤ļİî7îėĶszĸīĸĞġ

² Where is Kim-san? ŨŦĎĻĥŒĜļİî7îėĶĹī÷įġ l What is he doing in the room? ¼

Ě

ĵİ

¹ħļİî7îėĶğʼnĸÈĹī÷įġ j How is the weather in Japan today? IJ Į ĺ

ÈĻ IJ

ěĴĩĴķļİî7îėĶĥŒĺ7÷įġ 3 I studied at a university in Tokyo. ĖĞĸ

Ī ĺ IJĮĺ

ĭĹ č ı

t Ļ IJĮĺ

đ ĥçúļİî7îėĶĨąļİî7îėĶszĸīĸĞġ

G Where is the party this evening? Ĝ Ļ«Ļ

ěPļİî7îėĶŲŵūŘŵĥŒĜļİî7îėĶĉÒī÷įġ I I am in Kyoto now. ĖĞĸ

Ĺī

IJĮĺ Ī

đ ĥěĩúĄļİî7îėĶĹī÷ġ

Z Where in Kyoto are you? IJĮĺ Ī

úĄļİî7îėĶŒĜļİî7îėĶĹī÷įġ 4. The word for Ŷfrontŷ is ÄļīĐĶ and for Ŷbehindŷ is HļĺĸĶ¶. In the parentheses, supply the Japanese phrase that is equivalent to the words in boldface in the following sentences. Ņ Yamada-san is in front of the library now. Ĺī

Ěī ĭ

ěĩăðĎĻĥļĽ Ľ Ľ Ľ Ľ Ľ Ľ ĶİĹī÷ġ ž Brown-san’s notebook is behind his backpack. ţşŎŴĎĻėŚŵŭĥļĽ Ľ Ľ

ĶİĉÒī÷ġ

² Kim-san is behind Li-san. ŨŦĎĻĥļĽ Ľ Ľ

ĶİĹī÷ġ

l Tanaka-sensei’s child is in front of her ( = the teacher). Ğ ĵ į ĬĹ ĬĹ

Ĝ

ðüĔĢėĦ´ĎĻĥļĽ Ľ Ľ Ľ Ľ Ľ Ľ ĶİĹī÷ġ

Stage 1-5 (Workbook 1)

135

5. New vocabulary: (R: S1-5-1) IJ Į ĺ

IJĮĺĸĠ

1. ěĴėŰŧŬĥæâ7ĉÒī÷ġ quiz

classroom

Ě īĵį

ĠıĐ

ĺĐ

ĠıĐ

IJĮĺ ĸ Ġ

ī

ĵį

2. ăüĎĻėūűŭĥÚėñİĉÒīĸĞġ®ėÚĥæâėĻüİĉÒī÷ġ test

desk top

center

ĆĜ

ĸĞ

Ĝ ĆĜ

ĺĐ

3. ‹ĥŒĜİĹī÷įġūŵţųėÆ7÷ġ´‹ĥĹ÷ėñİĹī÷ġ cat

table ĦĦ

under

ĞÈęė

kitten chair

ģį

ĵ īĐ

ĵĻ

4. ŲŵūŘŵĥĉėĨIJŏõėcı7ĉÒī÷ġĉėšųėýÄĥğ7÷įġ party

building ĬĻĬĹ

IJĮĺ į ĸ Į

ĠıĐ

near

building

ĵį

5. ŮůŴĔĢėævĀĥÚėüİĉÒīĬĻ7ĸĞġ textbook Ŋ

ijĻ«Ĝ

inside

ĉĹĭ

Ĝ Ŋ

İ áIJ

6. ÀĥŔœŖĪķė ¥ İĹī÷ġ®Ĝİ´Àę¬dĹī÷ġ dog sofa book case (see below)

puppy (see below)

 ŰŧŬ: Although ŰŧŬ in the above example sentence is used in the English sense, i.e., “a small test,” ŰŧŬ in Japan usually refers to a game in which the objective is to give correct answers to questions. There are quite a few ŰŧŬ-centered TV shows.  ñļĺĐĶ and ÆļĸĞĶ: Note that ñļĺĐĶ and ÆļĸĞĶ mean “top” or “above” and “under” or “below,” respectively.  õļĞÈęėĶ and šų: Buildings in general are õļĞÈęėĶ and Western-style (usually multi-story) buildings are šų.  ¥ļĉĹĭĶ: “Between” ĵį ĭ

ĉĹĭ

üðĎĻĥŮůŴĎĻĪśŵĎĻė ¥ İĹī÷ġ Nakada-san is between Chan-san and Li-san.  dļáIJĶ: This is the counter for small animals. See Stage 4-5 for pronunciation.

PRODUCTION 6. Preparatory task: Do mechanical practice as needed to memorize the new vocabulary for this unit. Use the structures of this unit whenever appropriate. 7. Translation self-check: The example sentences with the new vocabulary given above have been translated here into equivalent English sentences (the translation is not word-for-word). Try checking the accuracy of your translation by translating them back into Japanese. 1. We will have today’s quiz in the classroom. 2. Yamanaka-san’s test was on top of the desk. The desk is in the middle (center) of the classroom.

136

Stage 1-5 (Workbook 1)

3. Where is the cat? It is under the table. The kitten is on the chair. 4. We will have a party near that big building. What is the name of that building? 5. Chang-sensei’s textbook was not inside the desk. 6. The dog is between the sofa and the bookcase. There are also two puppies there.

8. Pair work: Question-and-answer. Example: İ ijĻ Ę

IJĮĺįĸĮ

Q: ĴķĈėævĀĥŒĜİĉÒī÷įġ ijĻ«Ĝ A: ķİĉÒī÷ġ Question (ask for the location)

Answer

Example: the Japanese textbook

in the bookcase

1. party

in that big building

2. Japanese class

in that classroom

3. Japanese textbook

under the chair

4. dogs and cats

on the sofa

5. the computer

between the desk and the chair

6. test

near the chair

7. quiz (have a quiz game)

inside the house

8. the two puppies

center of the room

c

CONFIRMATION Read the corresponding sections, Stage 1-5.1 (2) and (3), in the Grammar Textbook first.

(2) Word order and particles; (3) The honorific ĹË­ĸÊÖļĹË­ĸÊĹī÷Ķ 1. Insert appropriate particles in the parentheses. Ņ Where is the book? ijĻ

ķļĽ Ľ Ľ ĶŒĜļĽ Ľ Ľ ĶĉÒī÷įġ ž (Response to Ņ) The book is in my bag. ĖĞĸ

đ ėį«ĻļĽ Ľ Ľ ĶĉÒī÷ġ

Stage 1-5 (Workbook 1)

137

² Where is my sister? ĉĆ

~ļĽ Ľ Ľ ĶŒĜļĽ Ľ Ľ ĶĹī÷įġ l (Response to ž) She is at high school now. Ĺī

ĜĺĜĺ

ěĩåÕļĽ Ľ Ľ ĶĹī÷ġ 2. Choose the right predicate. ijĻ

ŅþķĥŒĜİĉÒī÷įġĜĜİļ7÷îĉÒī÷îĹī÷Ķġ ž į«ĻĥŒĜİĉÒī÷įġĉ®Ĝļ7÷îĉÒī÷îĹī÷Ķġ ² ŮůŴĎĻĥŒĜİĹī÷įġ®Ĝļ7÷îĉÒī÷îĹī÷Ķġ l ŮůŴĎĻĥŒĜİĹī÷įġĉ®Ĝİļ7÷îĉÒī÷îĹī÷Ķġ 3. Insert appropriate particles in the parentheses. Ņ What is in your bag? ĵİ

į«ĻļĽ Ľ Ľ ĶğļĽ Ľ Ľ ĶĉÒī÷įġ ž (Response to Ņ) There is a book in my bag. ijĻ

ķļĽ Ľ Ľ ĶĉÒī÷ġ ² Who is in the room? ¼

Ě

¹ħļĽ Ľ Ľ ĶĭAļĽ Ľ Ľ ĶĹī÷įġ l (Response to ²) Chan-san is. ŮůŴĎĻļĽ Ľ Ľ ĶĹī÷ġ j What is in your backpack? ĵİ

į«ĻļĽ Ľ Ľ ĶğļĽ Ľ Ľ ĶĉÒī÷įġ 3 (Response to j) It has books and notebooks inside. ķļĽ Ľ Ľ ĶŚŵŭļĽ Ľ Ľ ĶĉÒī÷ġ G (Response to j) It has things like books and notebooks inside. ķļĽ Ľ Ľ ĶŚŵŭļĽ Ľ Ľ ĶĉÒī÷ġ 4. Choose the right verb (the speaker is talking to a visitor; ăüļĚīĵįĶĎĻ is a friend of the speaker). Ě īĵį

IJĮĺ ĸ Ġ

Ņ ăüĎĻĥæâİļĹī÷îĹË­ĸÊĹī÷îĉÒī÷Ķġ

138

Stage 1-5 (Workbook 1) Ĭ Ļ ĬĹ

IJĮĺ ĸ Ġ

Ĭ Ļ ĬĹ

Ŋ

IJĮĺ ĸ Ġ

Ĭ Ļ ĬĹ

ijĻ

IJĮĺ ĸ Ġ

ž ŮůŴĔĢĥæâİļĹī÷îĹË­ĸÊĹī÷îĉÒī÷Ķġ ² ŮůŴĔĢėÀĥæâİļĹī÷îĹË­ĸÊĹī÷îĉÒī÷Ķġ l ŮůŴĔĢėķĥæâİļĹī÷îĹË­ĸÊĹī÷îĉÒī÷Ķġ 5. New vocabulary: (R: S1-5-2) ¼

Ě

ijĻĭĵ

ijĻ

ŶŶ

ĸÊĸĻ

1. Ĝė¹ħėķ=İķĚmVĵ_čĞıĎĻĉÒī÷ġ bookshelves various photos ĎĹ ì

ĹģīĻĐĻĎ Ġ

Ę áÊı Đ Ļ ĭ ī

ĠıĐ

®«

2. ª£İćÔĕ¿ĚČôĕÜčĉÒī÷ġÚė›İęĉÒī÷ġ wallet 10,000-yen bill 500-yen coin ĺģ

čĹ Ĝ ı ē Ļ

č ı ĬĹ

side

÷

3. ĪĵÒė˜İ©ĒĂėąĢčèĻ7Ĺī÷ġ next door ä Ļ IJĤĺ ĸ Ġ

foreign person

live

į Ī ĺ Ĭ Ļ ĬĹ

Ğı

4. UFâİÅÐĔĢĥĹË­ĸÊĹīĬĻġĔĢĥĦxİĹË­ĸÊĹī÷ġ faculty office ĠıĐ

á

someone else’s home

ĭ

čĹ Ĝ ı

įĆ

İ ijĻ

įù

5. Úė}IJóĸİĥ©ĒėĦ„ĚIJAĹĵĴķė¢čĉÒī÷ġ drawer foreign country money ģ

į

ĥĵ Ě

paper ijĻ Ě

6. ĉėŏŲŵŭė]ÆİĊħĚŋűŭşŴĚķħčĉÒī÷ġ basement

flower shop

book store

 ¿ļĎĠĶ and ÜļĞīĶ: “Paper money” and “coins,” respectively. Both are used as suffixes for specific denominations of Japanese currency. Please remember that the pronunciation of Ğī should be ĭī when following ĕ. The counter for bills is ļīĹĶ while that for coins is Ġ or ļĜĶ. Denomination

Kanji

Kana

Meaning

1,000

Øĕ¿

ĬĻĐĻĎĠ

1,000-yen bill

5,000

ČØĕ¿

ĘĬĻĐĻĎĠ

5,000-yen bil

10,000

ćÔĕ¿

ĹģīĻĐĻĎĠ

10,000-yen bill

1

ćĕÜ

ĹģĐĻĭī

1-yen coin

5

ČĕÜ

ĘĐĻĭī

5-yen coin

10

íĕÜ

ēĤĺĐĻĭī

10-yen coin

50

ČíĕÜ

ĘēĤĺĐĻĭī

50-yen coin

100

ôĕÜ

áÊıĐĻĭī

100-yen coin

500

ČôĕÜ

ĘáÊıĐĻĭī

500-yen coin

Stage 1-5 (Workbook 1)

139

 The verb èļ÷Ķ†ļ÷ùī÷Ķ: “To live” or “to reside.” To say where one resides, use the È-form of èļ÷Ķ†ļ÷ùī÷Ķ with ĹÖ: Ĺī

÷

đĥěĩĴķİèĻ7 Ĺī÷ġ I live in Japan now. ËĹĆĻ

÷

đĥ°òĩĴķİèùī÷ġ I will live in Japan next year.  ĦxļĞıĶ: “Someone else’s house.” For either the speaker’s own or someone else’s home, the more neutral ˜ļĺģîĹĐĶ can be used.  ‘ļùĬĶ and ħļĚĶ: Both kanji, ‘ļùĬĶ and ħļĚĶ, mean “store.” ‘ļùĬĶis a stand-alone noun, but ħļĚĶis used only as a suffix. For instance, see the following examples: ĦĦ

ùĬ

ĨIJő ijĻ Ě ķħ

Ħęĸ¶

a big store a book store

ùĬ

\Rő ĥĵ Ě Ċħ

an interesting store a flower shop

In Japan, there are still quite a few specialty stores, although nowadays there are also countless department stores and supermarkets.

PRODUCTION 6. Preparatory task: Do mechanical practice as needed to memorize the new vocabulary for this unit. Use the structures of this unit whenever appropriate. 7. Translation self-check: The example sentences with the new vocabulary given above have been translated here into equivalent English sentences (the translation is not word-for-word). Try checking the accuracy of your translation by translating them back into Japanese. 1. Books, various photos, and the like, are on the bookshelves of this room. 2. There are 10,000-yen bills, 500-yen coins, and other money in the wallet. There are some bills at the side of the desk, too. 3. A student from a foreign country lives next door. 4. Kato-sensei is not in his office. He is at his house. 5. Foreign money, beautiful Japanese paper, and other such things are in the desk drawer. 6. There are flower shops, restaurants, bookstores, and other shops in the basement of that department store. 8. Pair work: Question-and-answer. Example: ĎĹ ì

ĵİ

Q: ĉėª£İğčĉÒī÷įġ ĹģīĻĐĻĎ Ġ

Ę áÊı Đ Ļ ĭ ī

A: ćÔĕ¿ĪČôĕÜčĉÒī÷ġ

140

Stage 1-5 (Workbook 1)

Question (ŶWhat/who is in . . . ?ŷ)

Answer

Example: in that wallet

10,000-yen bills and 500-yen coins

1. in the office

Kato-sensei

2. in the basement of that department store

a flower shop, a book store, restaurants, etc.

3. in the next building

many stores

4. in the desk drawer

the photos of my parents and various things

5. on the bookshelves

dictionaries, books, etc.

6. on the desk of your room

an old computer, money, and paper

7. next door of the teacher’s house, live

my aunt and uncle

8. next to that foreign student

my roommate

9. under the chair

a book from a foreign country

9. Discourse practice: For each question, ask further questions based on the responses given. Try to sustain the dialogue as long as possible. ¼

Ě

ęė

Ņ ĉĵĞė¹ħİŒĻĵõčĉÒī÷įġ ĠıĐ

ĺĐ

ęė

ž ĉĵĞėÚėñİŒĻĵõčĉÒī÷įġ ĠıĐ

á

ĭ

ĵİ

² Úė}IJóĸİĥğčĉÒī÷įġ ÒĮĺ

č ı ĬĹ

l ĉĵĞėİĥŒĻĵąĢčĹī÷įġ ÷

j ĉĵĞĥŒĜİèĻ7Ĺī÷įġ ĜĺĜĺ

Ī ę ĭģ

÷

3 ĉĵĞėåÕėÛÝĥŒĜİèĻ7Ĺī÷įġ ĭĹčı

ĞÈęė

ĭĹčı

áĪ

G ĨąİŒĻĵõčĉÒī÷įġ I ĨąİŒĻĵĂčĹī÷įġ ĜĺĜĺ

Ĭ Ļ ĬĹ

Ĺī

Z åÕėĔĢĥěĩŒĜİĹË­ĸÊĹī÷įġ İ ijĻ Ę

Ĭ Ļ ĬĹ

÷

ň ĴķĈėĔĢĥŒĜİèĻ7ĹË­ĸÊĹī÷įġ

Stage 1-5 (Workbook 1)

141

s2: Transitivity of Predicates

c

CONFIRMATION Read the corresponding sections, Stage 1-5.2 (1) through (3), in the Grammar Textbook first.

(1) Transitive; (2) Intransitive; (3) Semi-transitive 1. Insert appropriate particles in the parentheses. Put an X when no particle is necessary. Identify the transitivity of each predicate (circle the appropriate one; T = transitive, I = intransitive; S = semi-transitive). Do not use topicalized or contrastive ĥ here. Ņ That student studies Japanese every day. (T-I-S) čıĬĹ

īĹİģ

İ ijĻ Ę

tĻIJĮĺ

ĉėąĢļĽ Ľ Ľ ĶˆĴļĽ Ľ Ľ ĶĴķĈļĽ Ľ Ľ Ķszĸī÷ġ ž I spoke Japanese every day last year, but I won’t this year. (T-I-S) IJĮĆĻ

īĹİģ

İ ijĻ Ę

ĥĵ

Ĝ Ī ĸ

ĥĵ

ròļĽ Ľ Ľ ĶˆĴļĽ Ľ Ľ ĶĴķĈļĽ Ľ Ľ ĶãĸīĸĞčĩěòļĽ Ľ Ľ ĶãĸīĬĻġ ² I will write an e-mail message to my mother in Japan tomorrow. (T-I-S) ĉ ĸ Ğ

ºı

İ ijĻ

ĥĥ

į

ƒĴļĽ Ľ Ľ ĶÂļĽ Ľ Ľ ĶĴķļĽ Ľ Ľ Ķ‡ļĽ Ľ Ľ ĶũŵųļĽ Ľ Ľ ĶĀIJī÷ġ l Can you speak Japanese? (T-I-S) İ ijĻ Ę

ĴķĈļĽ Ľ Ľ Ķ7IJī÷įġ j I left the house at 5:30 yesterday morning. (T-I-S) IJ ė ĺ

ĉĎ

Ę

ē ĥĻ

ĹĐ

7

ÌĴļĽ Ľ Ľ ĶÑļĽ Ľ Ľ ĶČď:ļĽ Ľ Ľ Ķ˜ļĽ Ľ Ľ ĶóīĸĞġ 3 What time did you get up this morning? (T-I-S) ä

Ď

ĵĻ ē

Ħ

ěÑļĽ Ľ Ľ ĶğďļĽ Ľ Ľ Ķ[IJīĸĞįġ G What time did you go to bed last night? (T-I-S) IJ ė ĺ

«Ļ

ĵĻ ē

Ć

ÌĴļĽ Ľ Ľ ĶPļĽ Ľ Ľ ĶğďļĽ Ľ Ľ ĶgīĸĞįġ I I went to bed late every day last week, but got up early. (T-I-S) ĬĻĸĤĺ

īĹİģ

Ħ®

Ć

ĥĚ

Ħ

Ĕ§ļĽ Ľ Ľ ĶˆĴļĽ Ľ Ľ ĶıļĽ Ľ Ľ ĶgīĸĞčĩ#ıļĽ Ľ Ľ Ķ[IJīĸĞġ Z I walked through the college campus with my friend. (T-I-S) Īęĭģ

ĭĹčı

ĉÖ

ÛÝļĽ Ľ Ľ ĶĨąļĽ Ľ Ľ ĶIJīĸĞġ

142

Stage 1-5 (Workbook 1)

s3: Verbs of Giving and Receiving

c

CONFIRMATION Read the corresponding sections, Stage 1-5.3 (1) through (3), in the Grammar Textbook first.

(1) ĺģ vs. ®Ī; (2) Verbs of giving; (3) Verbs of receiving 2. Choose the correct verb. Confirm the meaning of each sentence. Ī ę ĭģ

į Īĺ

ĥĵ

Ņ ŮůŴĎĻĥÛÝėÅÐĎĻİĊʼnĞıĎĻ ļĚÒīĸĞîĉQīĸĞîĎĸĉQīĸĞîıAīĸĞîıĭĎĹīĸĞĶġ ÒĮĺ ĸ Ļ

ĖĞĸ

įĆ

÷Ĝ

ž “‰ĥđ İĦ„ʼnĸ ļĚÒīĸĞîĉQīĸĞîĎĸĉQīĸĞîıAīĸĞîıĭĎĹīĸĞĶġ į Īĺ

ĹęĺĪ

Ħęĸ¶

ijĻ

² ųŵŦũŵŭėÅÐĎĻĥ İ\RĹķʼn ļĚÒīĸĞîĉQīĸĞîĎĸĉQīĸĞîıAīĸĞîıĭĎĹīĸĞĶġ ®

ì

ĉĆ

ĎĹ ì

l %ĥ~ݪ£ʼn ļĚÒīĸĞîĉQīĸĞîĎĸĉQīĸĞîıAīĸĞîıĭĎĹīĸĞĶġ Ŋ

ùß

j ęĺĩÀİÎʼn ļĚÒīĸĞîĉQīĸĞîĎĸĉQīĸĞîıAīĸĞîıĭĎĹīĸĞĶįġ IJ ė ĺ

Ĭ Ļ ĬĹ

ĖĞĸ

ĥĵ

3 ÌĴĩŲŰĔĢčđ İIJAĹĵĊʼn ļĚÒīĸĞîĉQīĸĞîĎĸĉQīĸĞîıAīĸĞîıĭĎĹīĸĞĶġ IJ ė ĺ

ĵİ

G ŲŰĎĻĩĉĵĞėųŵŦũŵŭĥÌĴĩĉĵĞİğʼn ļĚÒīĸĞîĉQīĸĞîĎĸĉQīĸĞîıAīĸĞîıĭĎĹīĸĞĶįġ ĖĞĸ

ĵ į ĭ Ĭ Ļ ĬĹ

İ ijĻ

ijĻ

I đ ĥüðĔĢİĴķėķʼn ļĚÒīĸĞîĉQīĸĞîĎĸĉQīĸĞîıAīĸĞîıĭĎĹīĸĞĶġ Ĭ Ļ ĸĤĺ

ĖĞĸ

īĹİģ

ĥĵ

ùß

Z Ĕ§ĩđ ĥˆĴĩĊİÎʼn ļĚÒīĸĞîĉQīĸĞîĎĸĉQīĸĞîıAīĸĞîıĭĎĹīĸĞĶġ 3. Choose the correct verb. Situation: Jones, Park, and the speaker are classmates. ĥĵ

Ņ ŲŰĎĻĥŪŤŵŴŬĎĻİĊʼnĞıĎĻļęËĹīĸĞîĹĞĭIJīĸĞĶġ ĖĞĸ

ĥĵ

ž đ ęŪŤŵŴŬĎĻİĊʼnļęËĹīĸĞîĹĞĭIJīĸĞĶġ

Stage 1-5 (Workbook 1) į Ī ĺ Ĭ Ļ ĬĹ

143

ĥĵ

² ®ĸÈĩÅÐĔĢęŪŤŵŴŬĎĻİĊʼnļęËĹīĸĞîĹĞĭIJīĸĞĶġ ĖĞĸ

į Ī ĺ Ĭ Ļ ĬĹ

ĥĵ

l 7ęĩđ ĥÅÐĔĢİęĊʼnļęËĹīĸĞîĹĞĭIJīĸĞĶġ 4. New vocabulary: (R: S1-5-3) ĸĤĺ ī Ġ

ıİ

ÒĮĺ ĸ Ļ

È čù

į

ĉĆ

į

1. §KĩþþĒė“‰İ’¢ʼnĀIJīĸĞčĩ~İĥĀäīĬĻ7ĸĞġ weekend country parents letter IJ ė ĺ

ē Ĥ ÉĮĺ

Ě÷

can write ĸĤıĭ Ĺ

ĭ

2. ÌĴĩÃ×ʼn™ùīĸĞčĩµ½ĥóĸīĸĞġ (see below) įĞ

İ ijĻ Ę

submit

ijĻ

ijĻ

įĻ ē

Ó

3. ĉė€İĴķĈėķʼnĹĞĭIJīĸĞčĩ®ėķėJ`čöYīĬĻ7ĸĞġ person ĥĥ

kanji įĆ

ºı

can read

ē įĻ

4. ‡İīĞĦ„ʼnĞıĎĻęËĹīĸĞčĩÂĥę­Īď¥čijĸĹ7÷ġ again

time ĥĵ

ĥĵ

want

÷

IJË

like

dislike

5. ŲŰĎĻİĊʼnĉQīĸĮĺįġŲŰĎĻĥĊč‚IJ7ĸĮĺįĩ{Ĺ7ĸĮĺįġ IJ Į ĆĻ

ĜĺĜĺ

® Ġ ÉĮĺ

ĪIJ

į Īĺ

ĎĹ ì

6. đĥròĩåÕʼnh×ĸīĸĞġ®ėďİĩÅÐĎĻčĜėª£ʼnıAīĸĞġ graduate ºı

ĥĵ

Ď

ĉ

Ğı

ĥĵ

7. ÂĥĔĢİĊʼn>ĸñQīĸĞčĩĔĢėĦxİĥęĺĊčĞıĎĻĉÒīĸĞġ already

 ĒļıİĶ: “Country”; also, the speaker’s own country or “home.”  “‰ļÒĮĺĸĻĶ: Refers to “both parents.” The honorific suffix Ę is added when referring to someone else’s parents.  ™ļĚ÷Ķ†ļĚ÷ùī÷Ķ: Meaning in general, “to rest,” this verb can also mean “to take a holiday,” “to take time off [from work or school], “to be absent.” In the latter cases, the particle ʼn must be used with the location. IJ ė ĺ

Ĺ®č

IJ Į ĺ

Ě÷

ÌĴĩ ' ĸį­Ğ7÷ġĭįËĩěĴĥ™ùī÷ġ I was busy yesterday. So, I will rest today. ºı

IJ Į ĺ

İ ijĻ Ę

ē Ĥ ÉĮĺ

Ě÷

ÂĥěĴĩĴķĈėÃ×ʼn™ùī÷ġ I won’t go to the Japanese class today.  óļĭĶ÷ļĭĸī÷Ķ: The verb “to take/put out” can be used in several different situations. In all cases, the topic takes/puts out a thing to a person. ģÊ

ĭ

śŵĎĻİĦ
ʼnóĸīĸĞġ I served tea to Li-san. Īęĭģ

È čù

ĭ

ÛÝİ’¢ʼnóĸīĸĞġ I mailed a letter to my friend.

144 Q Ġ Óĺ O

Stage 1-5 (Workbook 1) ĸĤıĭĹ

ĭ

MNĴݵ½ʼnóĸīĸĞġ I submitted my assignment on Monday  €ļįĞĶ: Means “person,” the same as ĂļáĪĶ. €ļįĞĶ is more polite than ĂļáĪĶ.  öļÓĶ†ļÓùī÷Ķ and öļÓĶYÖļÓYī÷Ķ: Earlier we learned that ãļĥĵĶĬÖļĥĵĬī÷Ķ indicates the ability to speak and ãļĥĵĶ÷ļĥĵĸī÷Ķþ the act of speaking. The particles that connect the verb and the language the person speaks are different: for the stative verb (such as “the ability to speak”), you must use č, and for the action verb (such as “the action of speaking”), you must use ʼn. There are rules to make active verbs into ability (and possibility) verbs (see Grammar Textbook, Stage 1-9), but for now, a list with the sets that have been introduced is given below: Active verb

Meaning

ĥĵ

ãĸī÷

ãĬī÷

read

öYī÷

write

Āäī÷

can speak

Ó

į

ĀIJī÷

Meaning

ĥĵ

speak

Ó

öùī÷

Ability verb

can read

į

can write

 ‚ļ÷ĶIJ and {ļIJËĶĹ: “To like” and “to dislike,” respectively; both are adjectival nouns and take the direct object. Since they are not active predicates, č must be used for the objects. See Stage 1-7 for more detailed information.

PRODUCTION 5. Preparatory task: Do mechanical practice as needed to memorize the new vocabulary for the two units above. Use the structures of these units whenever appropriate. 6. Translation self-check: The example sentences with the new vocabulary given above have been translated here into equivalent English sentences (the translation is not word-for-word). Try checking the accuracy of your translation by translating them back into Japanese. 1. I wrote a letter to my parents at home over the weekend, but I couldn’t write to my sister. 2. I didn’t go to class, but I submitted my homework. 3. I received a Japanese book from that person, but I couldn’t read kanji in that book. 4. I received a lot of money from my mother again, but I want more time. 5. Shall we give flowers to Park-san? Do you think she would like them or not like them? 6. I graduated from high school last year. Kato-san gave me this wallet at that time. 7. I gave flowers to my teacher, but she already had a lot of flowers at her home.

Stage 1-5 (Workbook 1)

145

7. Pair work: Question-and-answer. Example: ĸĤıĭ Ĺ

ĭ

Q: ĹĠµ½ʼnóĸīĸĞįġ Ĭ Ļ ĸĤĺ

QĠ Ó ĺ O

ĭ

A: Ĕ§ėMNĴİóĸīĸĞġ Question

Answer

Example: when submitted the homework

last Monday

1. why Jones-san skipped class this Friday

she was sick again

2. if the addressee can write some kanji

a little

3. when Kato-san graduated from high school

already last year

4. if the addressee likes Japanese food

not very much

5. if the addressee has time

a lot of time

6. what the addressee wants

money and time

7. when the addressee will give flowers to him

this weekend

8. what the addressee received from roommate

an expensive wallet

8. Discourse practice: For each question, ask further questions based on the responses given. Try to sustain the dialogue as long as possible. Ask the addressee: what he/she likes; what he/she dislikes; what he/she gave his/her friends last year; what he/she received from his/her friends last month; where he/she lives; when he/she graduated from high school; if he/she writes e-mail every day; if he/she can read kanji; if he/she can write kanji; what he/she wants now. 9. Discourse practice: For each question, ask further questions based on the responses given. Try to sustain the dialogue as long as possible. ıİ

ĪĜ¶

ÒĮĺ ĸ Ļ

į

ŅþĉĵĞėĒĥŒĜ7÷įġŒĻĵX7÷įġʓ‰İÓıũŵųʼnĀIJī÷įġ İ ijĻ Ę

ĸĤıĭ Ĺ

ĭ

ĸĤıĭ Ĺ

ž ĴķĈėµ½ĥĹĠóĸī÷įġŒĻĵµ½7÷įġ Ĺī

ęė

² ěĩŒĻĵõčijĸĹ7÷įġŒĺĸÈ7÷įġ ęė

÷

ęė

IJË

l ŒĻĵõč‚IJ7÷įġŒĻĵõč{Ĺ7÷įġŒĺĸÈ7÷įġ IJ Į ĆĻ

Ī ę ĭģ

ęė

Ī ę ĭģ

ęė

j ròĩÛÝİŒĻĵõʼnĉQīĸĞįġĹĠ7÷įġÛÝĥŒĻĵõʼnıAīĸĞįġĹĠ7÷įġ ĺģ

ĥĵ

ĥĵ

ùß

3 ĉĵĞė˜İĥĊčĞıĎĻĉÒī÷įġĭAčĊİÎʼnĚÒī÷įġĹĠĚÒī÷įġ

146

Stage 1-5 (Workbook 1)

4: Particles

c

CONFIRMATION Read the corresponding sections, Stage 1-5.4 (1) and (2), in the Grammar Textbook first.

(1) ė with other particles; (2) Overriding particles ĭä and ĸį 1. Insert appropriate particles in the parentheses below. Ņ the e-mail message that you wrote to your friend Ī ę ĭģ

ÛÝļĽ Ľ Ľ Ľ Ľ Ķėũŵų ž the e-mail message that you have received from your friend Ī ę ĭģ

ÛÝļĽ Ľ Ľ Ľ Ľ Ķėũŵų ² the e-mail message that someone wrote about your friend Ī ę ĭģ

ÛÝļĽ Ľ Ľ Ľ Ľ Ľ Ķėũŵų l Only I came to the class. ºı

ē Ĥ ÉĮĺ

IJ

ÂļĽ Ľ Ľ Ľ Ľ ĶÃ×İ°īĸĞġ j Only I came to the class. ºı

ē Ĥ ÉĮĺ

IJ

ÂļĽ Ľ Ľ Ľ Ľ ĶÃ×İ°īĬĻ7ĸĞġ 3 I had only water this morning. ĖĞĸ

ä

Ď

ùß

ė

đ ĥěÑĩÎļĽ Ľ Ľ Ľ Ľ Ķ¾ùīĬĻ7ĸĞġ

G I had only water this morning. ĖĞĸ

ä

Ď

ùß

ė

đ ĥěÑĩÎļĽ Ľ Ľ Ľ Ľ Ķ¾ùīĸĞġ

I I had water only this morning. ĖĞĸ

ä

Ď

ùß

ė

đ ĥěÑļĽ Ľ Ľ Ľ ĶÎʼn¾ùīĬĻ7ĸĞġ

Z I had water only this morning. ĖĞĸ

ä

Ď

ùß

ė

đ ĥěÑļĽ Ľ Ľ Ľ Ľ ĶÎʼn¾ùīĸĞġ

ň I will only go to the Japanese class today. IJ Į ĺ

İ ijĻ Ę

ē Ĥ ÉĮĺ

Ĺ

ěĴĥĴķĈėÃ×ļĽ Ľ Ľ Ľ Ľ Ķ¸IJī÷ġ Ń I will only go to the Japanese class today. IJ Į ĺ

İ ijĻ Ę

ē Ĥ ÉĮĺ

Ĺ

ěĴĥĴķĈėÃ×ļĽ Ľ Ľ Ľ Ľ Ķ¸IJīĬĻġ

Stage 1-5 (Workbook 1)

147

5: Interrogative Pronouns with ę and į

c

CONFIRMATION Read the corresponding section, Stage 1-5.5, in the Grammar Textbook first.

2. Answer the following questions in Japanese. Example: Q: ĜĜİĭAįĹī÷įġ A: ĹĹĐĩĭAęĹīĬĻġ IJ ė ĺ

ĥĵ

ĉ ĸ Ğ

Ĺ

Ņ ÌĴĩĭAįĪãĸīĸĞįġ ž ƒĴĩŒĜįݸIJī÷įġ ä

Ď

ĵİ

ė

² ěÑĩğį¾ùīĸĞįġ Ī ĸ Į įĻ

l ¨Ā¤İĭAįĹīĸĞįġ ĵİ

j Ĝėį«ĻİğįĉÒī÷įġ

PRODUCTION 3. Discourse practice: Do the following tasks as pair-work or in a small group setting. Ņ Gather information from others about their rooms (what’s in the room and where) and then summarize it and report the summary. ž Gather information from others about their hometowns and then summarize it and report the summary. ² Gather information from others about their likes and dislikes, their wants, etc. then summarize it and report the summary. 4. Discourse practice: Describe the following pictures in detail using a few sentences. Use appropriate conjunctions between sentences. Pay special attention to the particles and deletion. New vocabulary: Kanj

Kana

Meaning

—

ĜĞĠ

low table with a heating element and a quilt to keep in the warmth

Wı

ĭı

hold (the polite form, ĭIJī÷; the conjunctive form ĭĹÈ)

148

Stage 1-5 (Workbook 1)

New vocabulary: Kanji

Kana

Meaning

Kanji

Kana

Meaning

—

őŜŝ

bed

—

şŴŒ

desk lamp

—

ŗŵūŴ

curtain

p

ıĠ

shoes

?

Đ

painting; drawing

E

īŒ

window

L

ìı

clothes

D

Cį

floor

Step 2

1: Conversational Devices 1. First, study the content and the important points of the following dialogues in the Grammar Textbook, and familiarize yourself with the meaning of each dialogue. 2. With the sound files, practice each dialogue until the words come smoothly without referring to the text. Change roles with your partner and practice several times until the dialogue flows smoothly.

(1) A phone conversation 3. Listen to dialogue (1): (R: S1-5-4) ę Ò ĬĻĬĹ

űťű<ęĸęĸĩĜģËĥűťű7÷čĩÍĔĢĩĹË­ĸÊĹī÷įġ ę Ò ĬĻĬĹ

ıĻ

ę Ò

ÍĔĢ<ĉĉĩűťűĩÍ7÷čîîîġ (at the end of the conversation) ĸĠAĹ

űťű<®A7ĥĩn|ĸī÷ġ 4. Pair work: Practice phone conversations with the proper opening and closing greetings. Opening greetings: ęĸęĸĩĜģËļĽ Ľ Ľ Ľ Ľ Ľ Ľ Ķ7÷čĩļĽ Ľ Ľ Ľ Ľ Ľ Ľ ĶĹī÷įġ ęĸęĸĩĜģËļĽ Ľ Ľ Ľ Ľ Ľ Ľ Ķ7÷čĩļĽ Ľ Ľ Ľ Ľ Ľ Ľ ĶĹË­ĸÊĹī÷įġ

Stage 1-5 (Workbook 1)

149

Closing greeting: ĸ Ġ AĹ

n|ĸī÷ġ The content of the conversation: the homework tomorrow; the time of the examination on Tuesday; the party on Saturday; the kanji quiz on Friday; e-mailing in Japanese.

(2) Before and after eating 5. Listen to dialogue (2): (R: S1-5-5) ĵİ

Y

ĉ

Host: ğęĘŇĹīĬĻčĩŒĺņĦuĸñčÒıĭĎĹļīĬĶġ

Visitor: ĉÒčĪĺĘŇĹī÷ġĹĞĭIJī÷ġ ļAfter eatingĶ Ęģ®ĺĎī7ĸĞġ

6. Role play: After ĹĞĭIJī÷ and before Ęģ®ĺĎī, add a few comments relevant to what was offered. Example: coffee Y

ıĭ

Host: ŠŵřŵĩŒĺņĦuĸñčÒÆĎĹġ Visitor: ĉÒčĪĺĘŇĹī÷ġĹĞĭIJī÷ġĜėŠŵřŵĩĪ­ÈęĦĹĸĹ7÷ĆġŒĜėŠŵřŵ7÷įġ Ęģ®ĺĎī7ĸĞġ Offer the following to the visitor: tea; a piece of bread; oranges; apples; bananas; tangerines; sushi; hamburger; breakfast.

(3) Colloquial expressions 7. Listen to dialogue (3-1): (R: S1-5-6)

î ®Aĩęė÷ĘıIJAĹ7÷ĆĐġ ijĻĪĺ

î ķŸİ÷ĘıIJAĹŀ 8. Agree with the comment made by the addressee using ÷Ęı, and then add a few comments or a few questions afterwards. Example: (this book, very difficult) †ßį

Ĝėķĩęė÷Ęı ^ ĸĹ7÷ĆĐġ ijĻĪĺ

†ßį

ĵĻ

Ó

Ó

ķŸİ÷Ęı ^ ĸĹġğŐŵŪī7öYīĸĞįġđĥĿŐŵŪĸįöYīĬĻ7ĸĞġ

150

Stage 1-5 (Workbook 1)

Comments: (this puppy, very small); (this photo, very old); (this foreign language, very hard); (flowers at this flower shop, very cheap); (this wallet, very expensive). 9. Listen to dialogue (3-2): (R: S1-5-7) Ěī ĭ

î ăðĎĻĥęė÷ĘĹ7÷ĆĐġ ijĻĪĺ

î ĐĐĩķŸİ÷ĘĹ7÷ĆĐġ 10. Agree with the comment made by the addressee using ÷ĘĹ, and then add a few comments or a few questions afterwards. Example: (China, big) ģĤĺ Ę ı

ĦĦ

üĒĥęė÷ĘıĨIJĹ7÷ĆĐġ ijĻĪĺ

ijĻ Ī ĺ

ģĹ

ıİ

ķŸİ÷ĘĹ7÷ĆĐġĴķĥķŸİÏĎĹ7÷ÓġĉĵĞėĒĥŒĺ7÷įġ Comments: (that person, can write many kanji); (that student, can read difficult kanji); (this flower shop, has many beautiful flowers); (this dog, very expensive); (Yamanaka-san, has lots of money).

(4) Inviting 11. Listen to dialogue (4): (R: S1-5-8) ĉ ĸ Ğ

Ĺ­ĸĮ

ĐĹ č

Ĺ

î ƒĴĩć*İ"ݸIJīĬĻįġ Ĺ

î ĹĹ7÷ĆġĐĐĩ¸IJīĸĮĺġ 12. Invite the addressee as in the example. Add a few comments or ask questions after thanking. Examples: offering a drink ė

ĜAĩ¾ùīĬĻįġ į ģĤĺ Ę ı ĉÒčĪĺĘŇĹī÷ġĹĞĭIJī÷ġĪ­ÈęĦĹĸĹ7÷ĆġŒĜ7 ĹīĸĞįġĴķė7÷įĩüĒė7 ÷įġ Invitations: go to a restaurant; eat this sushi; do homework together; go to the library together; practice kanji together; come to my house on Friday.

Stage 1-5 (Workbook 1)

151

2: Listening Submit responses on separate sheet. Part I (R: S1-5-9): Answer the questions based on the drawing below (write both questions and responses).

Part II (R: S1-5-10): Draw pictures based on what you hear (schematic drawings are sufficient).

Step 3

1: Kun-Reading and On-Reading of Kanji 1. Read the introduction to the kanji section of the Writing Practice Book. 2. Be sure to know the following two concepts well. Explain what they are. wöùļıĻÓùĶ< oöùļĦĻÓùĶ< 3. wöùļıĻÓùĶ or oöùļĦĻÓùĶľĽ Circle the correct one. Kanji

Reading

ıĻÓù or ĦĻÓùľ (Choose one)

ć

Ĺģ

ıĻÓùîĦĻÓù

ćĠ

áĪĠ

ıĻÓùîĦĻÓù

ĨIJĹ

ĦĦIJĹ

ıĻÓùîĦĻÓù

Ĩą

ĭĹčı

ıĻÓùîĦĻÓù

åÕ

ĜĺĜĺ

ıĻÓùîĦĻÓù

åĹ

ĞįĹ

ıĻÓùîĦĻÓù

152

Stage 1-5 (Workbook 1)

4. Is the reading of the kanji in the left column wöùļıĻÓùĶ or oöùļĦĻÓùĶ? Cover up the answers in the right column. Look at the correct answer only after you have responded. Kanji

Reading

Example

Reading

ıĻÓùľĽ ĦĻÓùľ

ć

Ĺģ

ćòĢ

ĹģĆĻĬĹ

ĦĻÓù

ć

áĪ

ćĠ

áĪĠ

ıĻÓù

Ş

İ

’

İēĤĺ

ĦĻÓù

Ş

ìĞ

¬Ġ

ìĞĠ

ıĻÓù

·

ĎĻ

·òĢ

ĎĻĆĻĬĹ

ĦĻÓù

·

ù

·Ġ

ù­Ġ

ıĻÓù

ā

Ó

āĠ

Ó­Ġ

ıĻÓù

ā

ÓĻ

āí

ÓĻēĤĺ

ıĻÓù

Č

ĹĠ

ČĠ

ĹĠĠ

ıĻÓù

Č

Ę

Čô

ĘáÊı

ĦĻÓù

Ç

†

ÇĠ

†­Ġ

ıĻÓù

Ç

¶ı

ÇØ

¶ıĬĻ

ĦĻÓù

³

ĸģ

³ď

ĸģē

ĦĻÓù

³

ĵĵ

³Ô

ĵĵīĻ

ıĻÓù

à

Ě

àĠ

Ě­Ġ

ıĻÓù

à

ĥģ

àď

ĥģē

ĦĻÓù

ċ

ı

ċď

ıē

ĦĻÓù

ċ

ĜĜ

ċĠ

ĜĜėĠ

ıĻÓù

í

ĪĦ

í

ĪĦ

ıĻÓù

í

ēĤĺ

ċí

IJĤĺēĤĺ

ĦĻÓù

ô

áÊı

Çô

¶­łÊı

ĦĻÓù

Ø

ĬĻ

àØ

ĥ­ĬĻ

ĦĻÓù

Ô

īĻ

ćÔĕ

ĹģīĻĐĻ

ĦĻÓù

ĕ

ĐĻ

Øĕ

ĬĻĐĻ

ĦĻÓù

ğ

ĵĻîĵİ

ğĂ

ĵĻİĻîĵİēĻ

ıĻÓù

ď

ē

āď

Óē

ĦĻÓù

ď

ĪIJ

®ėďİ

®ėĪIJİ

ıĻÓù

ë

ìĻ

Čë

ĘìĻ

ĦĻÓù

ë

Ė

ëįÖ

ĖįÖ

ıĻÓù

Stage 1-5 (Workbook 1)

2: Reading Practice (Sentences) 5. See if you can read the following sentences aloud without any  Ò±ýļìÒčĵĶ given. ŅþĜėĨąĥĪÈęĨIJĹ7÷ġ ž ĉėåÕĥåĹ7÷ġ ² ğďğë7÷įġëįÒīĬĻġ l ĜĜİÒĻĘčĹıĠĉÒī÷įġČĠĉÒī÷ġ j ÒĻĘĥĹıË7ĸĞįġČôĕ7ĸĞġ 6. Read the following with  Ò±ýļìÒčĵĶ ĖĞĸ

Ó Ć Ļ ĬĹ

Ěī ĭ

Ď Ļ Ć Ļ ĬĹ

Ņ đ ĥāòĢ7÷čĩăðĎĻĥ·òĢ7÷ġ ijĻ

Ĺ ģ ī Ļ İ Ĭ Ļ Ę áÊı ĵ ĵ ēĤĺ ¶ ı Đ Ļ

ž ĜėķĥćÔ¬ØČô³íÇĕ7ĸĞġ Ĺī

ĵĻ ē

ĥ ģ ē IJĤĺ ì Ļ

² ěĩğď7÷įġàďċë7÷ġ İ ijĻ ē Ļ

ĵĻİĻ

IJ

l ĴķĂčğĂĩ°īĸĞįġ áĪ

ĵİ ē Ļ

j ĉėĂĥğĂ7÷įġ İ ijĻ Ę

Ė

3 ĴķĈčëįÒī÷įġ Ĺī

Ĺģ

ĵĻĐ Ļ

ĪIJ

İ ijĻ Ę

G ěĩćŝųĥğĕ7÷įġ ĥĵ

I ®ėďİĩĴķĈʼnãĸīĸĞįġ ĭĹ č ı

ĦĦ

ĭĹ č ı

Z ĉĵĞėĨąĥĨIJĹĨą7÷įġ įĉ

ĜĺĜĺ

Ĭ Ļ ĬĹ

ň Ħ‡ĎĻĥåÕėĔĢ7÷įġ 7. Read the following without  Ò±ýļìÒčĵĶ Ņ đĥāòĢ7÷čĩăðĎĻĥ·òĢ7÷ġ ž ĜėķĥćÔ¬ØČô³íÇĕ7ĸĞġ ² ěĩğď7÷įġàďċë7÷ġ l ĴķĂčğĂĩ°īĸĞįġ j ĉėĂĥğĂ7÷įġ 3 ĴķĈčëįÒī÷įġ G ěĩćŝųĥğĕ7÷įġ I ®ėďİĩĴķĈʼnãĸīĸĞįġ

153

154

Stage 1-5 (Workbook 1)

Z ĉĵĞėĨąĥĨIJĹĨą7÷įġ ň Ħ‡ĎĻĥåÕėĔĢ7÷įġ

3: Reading Kanji 8. Use the section of the summary of new vocabulary to practice reading some of the kanji words that were used in this chapter. Repeat until you can recognize them easily.

4: Discourse Practice (Reading) 9. With  Ò±ýļìÒčĵĶ İ ijĻ

TĴķS İ ijĻ

ĦĦ

ĸī

ĹĠ

ģĹ

ĸī

ĦĦ

ĸī

ĵ īĐ

ij ­ įĹ Œ ĺ

ij Ļ ĸĤĺ

ĸ Ĝ ı

ĴķİĨIJĹûčČĠĪĪÈęÏĎĹûčĞıĎĻĉÒī÷ġĨIJĹûėýÄĥÿïøĪķĝĪāĒ IJĤĺĸĤĺ

ĦIJĵĖ

ij ­ įĹ Œ ĺ

ij Ļ ĸĤĺ

ĦĦ

ĸ Ĝ ı

IJĤĺĸĤĺ

ģĹ

ĦIJĵĖ

ģĹ

ĪċĝĪéê7÷ġÿïøĪķĝĥĨIJĹ7÷ġāĒĪċĝĥę­ĪÏĎĹ7÷ġéêęÏĎĹ7÷ġ ij ­ įĹ Œ ĺ

IJĞ

Ħ IJ ĵĖ

IJĤĺ ĸĤĺ

ùĵù

ĸ Ĝ ı

ij Ļ ĸĤĺ

İĸ

ij Ļ ĸĤĺ

ĦĦ

Īĺ

ÿïøĥÿİĉ­ÈĩéêĪċĝĥ – İĉÒī÷ġāĒĥķĝė…İĉÒī÷ġķĝĥĨIJıÈĩç IJĮĺ

ĦĦĎ į

ĵ

Ę

Ě

ĦĦ

Ī

ĸ

İ ijĻ

īģ

†Ë

ĥĚĸ

ę Ò

úĚĨ»ĚýÙħėĨIJĹĄÞčĞıĎĻĉÒī÷ġĴķİĥ¯Ě—ęĞıĎĻĉÒī÷ġ š ęÍęĉÒī Ěī

įĖ

ĦĦ

Ī

ĸ

áĪ

÷

ıÖī

÷ġ®ĸÈĩă̔čĞıĎĻĉÒī÷ġĨIJĵĄÞİĥĂčĞıĎĻèĻ7Ĺī÷ġaęĞıĎĻĉÒī÷ġ ij ­ įĹ Œ ĺ

ìC

φ

IJĤĺĸĤĺ

ĦIJĵĖ

ĵĠ

ĉĠ

ĉIJ

ĥÖ

ĉĠ

ÿ ïøĥĩĪÈęfĹ7÷ġċĝ ĪéêĥqĩĪÈę•Ĺ7÷ġ7ęĩy ĪÁĥĉīҕ ıĉÒīĬ İ ijĻ

ĥÖ

ĎıË

İ ijĻ

ìÖ

ıİ

ÈË

ēĻēÊ

ĻġĴķėÁĥœčĞıĎĻĉ­ÈĩĪÈęIJAĹ7÷ġĴķĥĪÈęÙĹĒ7÷ġĭįËĩ¦Ě¡ęĞı ĎĻĉÒī÷ġ New Vocabulary: Kanji

Kana

Meaning

Kanji

Kana

Meaning

ç

áčĸ

east

…

İĸ

west

–

ùĵù

south

ÿ

IJĞ

north

û

ĸī

island

ĄÞ

Īĸ

big city

¯

īģ

town; city

—

†Ë

village

š

ĥĚĸ

woods

Í

ęÒ

forest

ă

Ěī

mountain

”

įĖ

river

œ

ĎıË

cherry tree (flower)

¦

ÈË

temple

¡

ēĻēÊ

shrine

Stage 1-5 (Workbook 1)

155

10. A map of Japan Japan consists of five major islands, from North to South, ÿïøļij­įŌĺĶ, ķĝļijĻĸĤĺĶ, āĒļĸĜıĶ, ċĝļIJĤĺĸĤĺĶ, and éêļĦIJĵĖĶ. Approximately four thousand small islands surround these major islands. Most major cities are in ķĝļijĻĸĤĺĶ, the main island. The largest city isçúļĪĺIJĮĺĶ, the capital of Japan, and the second largest is Ĩ»ļĦĦĎįĶ. úĄļIJ ĮĺĪĶ is famous as an ancient capital of Japan, in which many old temples and buildings, among other structures, still remain. @ļÓĜĥīĶ and ýÙħļĵĘĚĶ are other major cities. Refer to the following map or other available maps for the location of these islands and cities. 11. Prefectures in Japan (information only) Prefectures in Japan are equivalent to states in the United States or counties in England, and the endings can be one of the following: ĄļĪĶîøļŒĺĶîļìĶîŽļäĻĶ. There is only one prefecture that ends with øļŒĺĶ, which is ÿïøļij­įŌĺĶ. Two prefectures end with  ļìĶ, which are Ĩ»ļĦĦĎįìĶ and úĄļIJĮĺĪìĶ. çúļĪĺIJĮĺĶ is the only one that ends with ĄļĪĶ as in çúĄļĪĺIJĮĺĪĶ. The remaining 43 prefectures end with ŽļäĻĶ as in ㎠ļĚīńģäĻĶ, the southernmost prefecture in ķĝļijĻĸĤĺĶ, or /0ûŽļįĘĸīäĻĶ, the southernmost prefecture in ċĝļIJĤĺĸĤĺĶ.

156

Stage 1-5 (Workbook 1)

12. Write island names in double-lined boxes and cities in single-lined boxes. 13. Without O%7OC>4 /3 /3B1DK'C8QQFM(JK'CEHJINOLRS1DK'@%P0+)Q32Q&Q.2Q,*GRS0+)Q32P1DKGRS&-Q.2PM?Q(JKGRS,*M(JKGRS 0+)P0BN?F$,*Q.2Pmail protected] BNOLRS32P1DHF$ A1A%!@1DK"#CEHJINOLRS/3BPAMEHJINOLRS MMNOL RS:"#BPCEHJIIGKLRS MEHJINOLRS 0+)P$QFMKGRS.2Q,*P$QFM

KGRSGM$QPNLO

HNOL;

IS/[email protected]P CEHJIN?F$QFMD5KGRS/3PQFM!K-GRS9=6$
AMEH JINOLRS

Stage 1-5 (Workbook 1)

157

14. Answer the following questions. Make comments or ask further questions based on the responses. İ ijĻ

ĦĦ

ĸī

ĵ īĐ

ĵĻ

ŅþĴķİĥĨIJĹûčĹıĠĉÒī÷įġ ĸī

ĸī

ž ®ėûėýÄĥğ7÷įġŒĻĵû7÷įġ ĸī

² ®ėûĥŒĜİĉÒī÷įġ Ī

ĸ

ĸī

l ĄÞĥŒėûİĞıĎĻĉÒī÷įġ Ī ĺ IJĮĺ

j çúĥŒĜİĉÒī÷įġ ĦĦĎ į

IJĮĺ Ī

3 Ĩ»ĪúĄĥŒĜİĉÒī÷įġ ĵ

Ę

Ě

G ýÙħĥŒĜİĉÒī÷įġ İ ijĻ

ĥÖ

ĵĠ

ĉIJ

ìC

I ĴķėÁĪqĪyĪĥŒĺ7÷įġ ĥÖ

ĥĵ

Z ÁİĥŒĻĵĊčĉÒī÷įġ İ ijĻ

ìÖ

ÈË

ēĻēÊ

ň ĴķİĥŒĺĸÈÙĹ¦Ě¡čĞıĎĻĉÒī÷įġ

5: Discourse Practice (Writing) Modeling your work upon the passage above, write about your country or hometown. Give detailed information.

Summary of Vocabulary 

Functional words Word

Function

Word

Function

İ

particle: location

Ě

conjunction: and

7÷

copula: abbreviated predicates

İ

particle: indirect object

ʼn

particle: location (movement verbs)

ĭä

particle: only

ĸį

particle: only

~ę

suffix: none

~į

suffix: indefinite pronouns

~dļáIJĶ

counter: small animals

~¿ļĎĠĶ

suffix: bills (money)

~ÜļĞīĶ

suffix: coins

158



Stage 1-5 (Workbook 1)

Conversational devices Expression



ęĸęĸ

“hello” on the phone

®A7ĥn|ļĸĠAĹĶĸī÷

a closing greeting on the phone

ğļĵİĶęĘŇĹīĬĻč

used when offering food; “nothing big”

ŒĺņĦuļYĶĸñļĉĶčÒıĭĎĹ

used when offering food; “please have some”

ĹĞĭIJī÷

used before eating

Ęģ®ĺĎīļ7ĸĞĶ

used after eating

Personal names Name



Reading

Name

Reading

Name

Reading

ăü

Ěīĵį

üð

ĵįĭ

ÅÐ

įĪĺ

ŮůŴ

Chang; Chan

ŲŰ

Park

ŪŤŵŴŬ

Jones

Place names Kanji



Meaning

Kana

Kanji

Kana

Kanji

Kana

ÿïø

ij­įŌĺ

ķĝ

ijĻĸĤĺ

āĒ

ĸĜı

ċĝ

IJĤĺĸĤĺ

éê

ĦIJĵĖ

çú

ĪĺIJĮĺ

Ĩ»

ĦĦĎį

úĄ

IJĮĺĪ

ýÙħ

ĵĘĚ

Pronouns Kanji

Kana

Meaning

—

ĜĜ

here; this place

—

®Ĝ

there; that place

—

ĉ®Ĝ

over there; that place over there

Stage 1-5 (Workbook 1)



Nouns Kanji

Kana

Meaning

—

ŰŧŬ

quiz

—

ūűŭ

test

—

ūŵţų

table

—

šų

building

—

ŔœŖ

sofa

æâ

IJĮĺĸĠ

classroom

Ú

ĠıĐ

desk

´

Ĺ÷

chair

‹

ĆĜ

cat

´‹

ĜĆĜ

kitten

À

Ŋ

dog

´À

ĜŊ

puppy

õ

ĞÈęė

building

ævĀ

IJĮĺįĸĮ

textbook

ķ

ijĻ«Ĝ

bookcase

ķ=

ijĻĭĵ

bookshelf

_

ĸÊĸĻ

photo

ª£

ĎĹì

wallet

Ē

ıİ

country

©Ē

čĹĜı

foreign country

©ĒĈ

čĹĜıĘ

foreign language

©ĒĂ

čĹĜıēĻ

foreign national

UFâ

äĻIJĤĺĸĠ

faculty office

Ħx

ĦĞı

someone else’s house

€

įĞ

person (honorific)

}IJóĸ

áIJĭĸ

drawer

Ħ„

ĦįĆ

money

159

160

Stage 1-5 (Workbook 1)

Kanji

Kana

Meaning

¢

įù

paper

]Æ

ģį

basement

Ċħ

ĥĵĚ

flower shop

ķħ

ijĻĚ

book store

§K

ĸĤĺīĠ

weekend

“‰

ÒĮĺĸĻ

both parents

’¢

Èčù

letter (mail)

J`

įĻē

kanji (characters)

ď¥

ēįĻ

time

û

ĸī

island

ĄÞ

Īĸ

big city

¯

īģ

town; city

—

†Ë

village

š

ĥĚĸ

woods

Í

ęÒ

forest

ă

Ěī

mountain

”

įĖ

river

œ

ĎıË

cherry trees

¦

ÈË

temple

¡

ēĻēÊ

shrine

—

ĜĞĠ

heated table

—

őŜŝ

bed

—

şŴŒ

lamp

—

ŗŵūŴ

curtain

?

Đ

painting; drawing

E

īŒ

window

L

ìı

clothes

p

ıĠ

shoes

D

Cį

floor

Stage 1-5 (Workbook 1)



Nouns (verbs with ÷Ö) Kanji h×



Kana ®ĠÉĮĺ

Kana

Kanji

Kana

Meaning

áčĸ

east

H¶

ĺĸ¶

back; behind

…

İĸ

west

¥

ĉĹĭ

between

–

ùĵù

south

cı

ģįı

close

ÿ

IJĞ

north

9

ĪĵÒ

next; next door

ñ

ĺĐ

top; above

›

®«

nearby

Æ

ĸĞ

under; below

Ļü

īĻĵį

center

ü

ĵį

inside

Ä

īĐ

front

Adjectival nouns Kana

Meaning

Kanji

‚IJ

÷IJ

like; be fond of

{Ĺ

IJËĹ

dislike; do not like

mV

Kana ŶŶ

Adjectives Kanji

Kana

ĸĹ 

Meaning

ç

Kanji



graduation

Location nouns Kanji



Meaning

ijĸĹ

Meaning want (something)

Adverbs Kanji —

Kana ęĺ

Meaning already

Kanji —

Kana īĞ

Meaning again

Meaning various

161

162



Stage 1-5 (Workbook 1)

Verbs Kanji

Kana

;-form

Polite form

Meaning


*=

,*=

,*<>

,*;

can read

.=

(.=

(.<>

(.;

can write

>

9>

97<>

97;

submit

=

6=

6-<>

64;

exist (inanimate)

=

:=

:<>

:;

exist (animate)

—

:147)=

:147):<>

:147)4;

exist (honorific)

5=

65=

65<>

65;

give

75=

3765=

3765<>

3765;

give (humble)

—

2=

2-<>

24;

give

—

8&=

8&<>

8&;

give me (us)

3=

893=

893:<>

8934;

give me (honorific)

0

$10

$1:<>

$14;

receive

8

:'98

:'9!<>

:'9:;

receive (humble)

/

>/

>+<>

>#

live; reside

/

2>/

2>+<>

2>#

rest

8

98

9!<>

9:;

hold; embrace

Supplementary Vocabulary 

States

States or counties in other countries are 70, examples of which are JKLCL, DGMHM? , or @LEIBAKFM.


Specific locations Kanji

Kana

Meaning

Kanji

Kana

Meaning



+

right



+ "

right-side



9-

left



9-"

left-side



,%

side

%0

/%0

beyond

8

8

faraway place



;<

this side

Stage 1-5 (Workbook 1)



163

Stores Kanji

Kana

Meaning

Kanji

Kana

Meaning

ŲŴħ

ŲŴĚ

bakery

ŢŵŨħ

ŢŵŨĚ

pastry shop

®«ħ

®«Ě

soba-noodle shop

÷ĸħ

÷ĸĚ

sushi shop

õħ

ıĭęėĚ

fruit store

àôħ

ĚĦĚ

vegetable store

$&4ħ

ŁĻºĺńĚ

stationery store

pħ

ıĠĚ

shoe shop

ħ

ĎįĚ

sake shop

)ħ

ĜYĚ

rice shop

,ħ

İıĚ

meat store

1ħ

ĎįĵĚ

fish store

 ŲŴħļĚĶ and ŢŵŨħļĚĶ: The English word Ŷbakeryŷ may imply that the store sells bread as well as cakes. In Japan, most of the time both are sold in specialized stores: ŲŴħļĚĶ sell bread and ŢŵŨħļĚĶ sell cakes. Notice that vegetable stores are not called ;ħļĚĎĹĚĶ but rather àôħļĚĦĚĶ. 

Places in your town Kanji

Kana

Meaning

Kanji

Kana

Meaning

.k

CĺOĻIJĮı

post office

+

äĹĎĠĸĮ

police station

2

ĜĺĐĻ

park

6

Ĝĺ«Ļ

police box

!8

OĮĺĹĻ

hospital

Þ(X

ĸĚıĸĮ

town hall

—

űŵŲŵ

supermarket

—

ŠŴšŞ

convenience stores

Þ

Ĺģ«

traditional food market

k

Ě­IJĮı

drugstores

Stage 1-6 The World of Adverbs Step 1

1: Adverbs

c

CONFIRMATION Read the corresponding sections, Stage 1-6.1(1) through (7), in the Grammar Textbook first.

(1)~(7) Adverbs 1. Insert appropriate adverbs in the parentheses in the following sentences. ĺ I will study tomorrow. Ûİģğī

ĭį į į į ﱩĦĢðĔ p Have you already read this book? No, not yet. ėİ

³

ġûĝĽĭį į į į ïìÇĢĦĥĤĔĮĮÞĨĭį į į į ï|ðĔ s English is very difficult, but Japanese is not that difficult. ÞĮ Ġ

ªăĤ

ħ ėİ Ġ

ªăĤ

VĐčĭį į į į ï ® ĦĮ|ðĉĨĬĝĐčĭį į į į ï ® ĦĚČbĢĈİĔ / That book was not very good. ėİ

çûĝčĭį į į į ï³ĚČbĢĈİ|ĦĥĔ . I did not understand the homework at all. ĦĞĚüĮ

ĕ

vgĉĭį į į į ïĄĤbĢĈİ|ĦĥĔ ĸ America is big, but China is bigger. ĂĂ

ĜĞīĠĚ

ĂĂ

ĿŞŔŒčùģĮ|ðĉĨã›čĭį į į į ïùģĮ|ðĔ - Did you speak a lot of Japanese yesterday? No, just a little. ģ û ī

ħ ėİ Ġ

čĪ

čĪ

»ĬĨĬĝĐĽĭį į į į ïýĦĢĦĥĤĔĮĮÞĨĭį į į į ïýĦĢĦĥĔ , I went to bed really late last night, and got up very early this morning. ģ û ī

Ùİ

ċ

»ĬûÆĨĭį į į į ïĭį į į į ï–ĢĦĥĔ Ä

Å

Ă

çĦ'ĨĒUĨĭį į į į ïĭį į į į ï6ģĢĦĥĔ

Stage 1-6 (Workbook 1)

165

+ How would you write this? Ĥ

ġ#čĭį į į į ïòģĢðĤĔ ĵ We write this kanji this way. ĕĥĦ ĥ Ĝ

Ĥİ ĩ

Ĥ

ą ÖčġûKĽĭį į į į ïòģĢðĔ

Ķ I read 30 pages of this book yesterday. ģ û ī

ėİ

³

»ĬĨġûĝĽĭį į į į ïìÇĢĦĥĔ 2. Translate the initial passages of the following sentences into Japanese and write either úī or ú øę in the parentheses. ĺ Chang-san had a lot of coffee, but I had more. ĕĥĦ

û

______________________________Ĩą čĭį į į į ï1ÇĢĦĥĔ p I studied a lot this morning, but I will study a little more tonight. ġ İÙİ

ðġ

Ûİ ģğī

__________________________ĨĒÆĨĭį į į į ïµĦ±©ĦĢðĔ s I will have a big test tomorrow. So, I will study a lot more tonight. ġ İÙİ

Ûİ ģğī

______________________ĔüĤñĨĒÆĨĭį į į į ïĥĚÅݱ©ĦĢðĔ / I bought a few apples yesterday, but I will buy two more today. ģ ğ ī

íĥ

Ĥ

______________________________ĨĒĬĨĭį į į į ï²ěRĮĢðĔ . Many people came to my house, and today 10 more people came. ģ ğ ī

ĩĞī ħ İ

ģ

_______________________________ĔĒĬĨĭį į į į ïÎāĨĖĢĦĥĔ 3. Insert the conjunctive forms in the following sentences. Confirm the meaning of each sentence. ĺáġ#Ľ______________ĚüÅĮĔ read ĢĮħĜ

ħ ėİ Ġ

p ™ĬĨĬĝĐĽ______________ĚüÅĮĔ speak čď

s §ĚĨ______________ĚüÅĮĔ get up ĢĮħĜ

ĉø ġ ī

Į

/ ™ĬĨ______________ó”ħéģĢðĔ walk ħ ėİ Ġ

ħ ėİ Ġ

.áĬĝĐ|ŞŭŜĽ______________ĨĬĝĐĽ______________ĚüÅĮĔ write practice

166

Stage 1-6 (Workbook 1)

4. New vocabulary: (R: S1-6-1) ĕ

čĪ

1. ³ĚĄĤbĢĈİĔúøęĨ]øĚbýĦ'ĚüÅĮĔ slowly Ģ

2. ðÇĢĈİĉĨúīĦÙñĚĨġġ|šø'ĚüÅĮĔ for a while ðġ

Ħă

wait čĪ

3. īËÅĮ|ðċÞĔúīµĦ¬ĤħýĦ'ĚüÅĮĔ noisy

quiet

ģ

ĥ

ĮĜ Ý

Į

4. ³Ě„ġÞĢĈİ|ĦĥĔ[ø'Ĩúīć¼Ĩêø'ĚüÅĮĔ can hear

stand (see below) say

ĜÊ

Į ø&Į

5. úīĂQĉ|ģĢĦĥĤĔúīć“ĚüÅĮĔ (see below) Ġ

Ġ

(see below)

ěĚ

ĥĢ Ġ

make

egg

Ġ

ġ

6. ´äĨœŭŕĽ¾bĢðĉĨdëĉúī€ĨĮbĢðĔ (see below) cake

(see below)

need

 Counters ¼ĭÝï, “ĭčĮï, and ĭġï: The counter ¼ĭÝï is used to indicate frequency (also used for temperature). “ĭčĮï is used to count liquid measures—“cupfuls,” “bucketfuls,” etc.— of anything liquid or in small particles. ĭġï is the counter for small things of about the size of something that fits in the palm of the hand: e.g., eggs, small fruit, small things around the house, pebbles, etc. For the pronunciation of numbers with these counters, see Stage 4-5.  |ģËĭ|ģĢðï: This verb is semi-transitive and, as already learned in Stage 1-4, it can be used to express the ability/possibility of the topic. It could also be used to indicate the general ability of the topic. ďĢĪĤ

ÿãÅİčę'ú³Ě|ģĢðĔ Yamanaka-san is (a) very able (person) = very smart. It can also express completion of some task or creation of some product. ĦĞĚ üĮ

vgĉ|ģĢĦĥĔ I have finished my homework. œŭŕĉ|ģĢĦĥĔ The cake is done ( = cooked). Finally, it can also express a new relationship between people or a new situation. ęú üĜ

¶Öĉ|ģĢĦĥĔ I now have a friend. łŭőńśŬŅĉ|ģĢĦĥĔ I now have a boyfriend.  ´äĭĠĠï: ´äĭĠĠï was introduced for indicating the time, “p.m.” This word can be used as the time adverb meaning “afternoon.”

Stage 1-6 (Workbook 1)

167

PRODUCTION 5. Preparatory task: Do mechanical practice as needed to memorize the new vocabulary for this unit. Use the structures of this unit whenever appropriate. 6. Translation self-check: The example sentences with the new vocabulary given above have been translated here into equivalent English sentences (the translation is not word-for-word). Try checking the accuracy of your translation by translating them back into Japanese. 1. I don’t understand it well. Please say it more slowly. 2. I am sorry to ask you, but please wait here a little longer. 3. You are too noisy. Please speak a little more quietly. 4. I could not hear what you said. Could you stand up and tell me once more? 5. Is the tea done already? Please give me one more cup. 6. I will make a cake in the afternoon, so I will need five more eggs. 7. Complete the following sentences, as shown in the example. Example: ĕ

³ĚĄĤbĢĈİ|ĦĥĔüĤñĨ(say again) ĕ

ĮĜ Ý

Į

ķ³ĚĄĤbĢĈİ|ĦĥĔüĤñĨúīć¼Ĩêø'ĚüÅĮĔ ĺ ġûŢŭŚŭčĂĮĦĮ|ðċÞĔ(give me one more cup) Ĥ ęī

Ě

ĩ

ģ

pá(wait a little longer). `PÅİč¹đħĖĢðĤñĔ ĕ

s (listen once more). ĄĤbĢĦĥĤĔ ģ

/ „ġÞĢĈİĔüĤñĨ(please come here and say it again) ĥĜ

ăĮÒİ

.áČĪĥÖčlĄīËÅĮ|ðċÞĔ(speak quietly) Ġ

Ġ

Īħ

Ĥ

ĸá´äĨĘĽRĮĢĦğīĤĔ(buy three eggs and two tangerines) -áœŭŕĉ|ģĢĦĥĤĔúīćěĮbĢðĤñĨ(make one more) ēę

ħ ėİ Ġ

ĕ

,áČûāčĬĝĐĉČĢb³ĚĄĤbĢĈİĔüĤñĨ(speak slowly)

168

Stage 1-6 (Workbook 1)

2: Onomatopoeia

c

CONFIRMATION Read the corresponding sections, Stage 1-6.1 (1) through (4), in the Grammar Textbook first.

(1) ~ (4) About onomatopoeia 1. First, familiarize yourself with the following onomatopoeia. Onomatopoeia

Description

şŭşŭ

sound of heavy rain

ţŬţŬ

dog barking

ťŧŭťŧŭ

cat meowing

ũūũū

fluent speech (foreign languages)

ŠŝŠŝ

noise of a crowd

ÝģÝģ

nervous (sound of heart pounding)

ĻĤĻĤ

shiny

%î%î

old; worn; ragged

ģĜİ

properly; neatly

çīıøęIJ

quietly; gently

These examples of onomatopoeia are best learned with the associated predicates. See the example sentences below. 2. New vocabulary: (R: S1-6-2) ČÓ

í

rain

fall

ĮĢ

í

1. ÅøģĢ|čÃĉşŭşŭæø'ĮĢĦĥĉĨĒčúīæø'ĮĢĈİĔ ġīÞİ

ġ Ýú

(see below)

Čç

ġ

Ī

2. Ž•|čë}ĉĥĚÅİ‹İ|ĮĢðĉĨīĜûëĉÉĮ'ĮĢðĔ park çę

play Įz

cry

ċġ

3.  |¢ĉţŬţŬĨcĉťŧŭťŧŭĪĮ'Į'Ĩę'úīËÅĮ|ðĔ outside ß

(see below) ď

ħà

Ăú

noisy

think

4. ČûÈÀčĮěúŠŝŠŝę¦ďĤ|ðċĔŊŭŏŋŭüę¯ĮĢðĔ ] ī ÓĮ

Ĉ İ ĈĮ

Č Ħ ĥ

Č

ĮĢ

5. SÐĪ¥ĎęœĬĨ¿ĮĢðĔüĤñĨĒĨġĕĚ'ĨÝģÝģĦ'ĮĢðĔ famous

meet

scared

Stage 1-6 (Workbook 1)

ēę

Ħă

ēę

ß

ď

čĮ

169

ðĕ

6. Čûāčę'ú¬ĤĪā|ĨĮěúçīøęÈÀħø'ĨģĜİę½bĢðĔ enter ēę

ĚËĢ

íĚ

sit ę ú üĜ

Į

7. *ČûāûÔčĻĤĻĤ|ðĉĨTč%î%î|ðĔ)ę¶ÖĉêĮĢĦĥĔ outfit ħ ėİ Ġ

ėİ ę ī

ĩğī ă

ħ ėİ Ġ

čĪ

8. ŊŨÅİčĬĝĐĉĝeħÑÚ|ðċĔĮěúũūũūęĬĝĐĽýĦĢðĔ skilled

 ÃĭČÓïĉæĭíïËĭíbĢðï: There is no single verb equivalent to the English verb “to rain.” In Japanese, it must be expressed by the noun ÃĭČÓï “rain” and the verb æĭíïË “to fall.” ‡ĭ]ģï ĉæĭíïËĭíbĢðï means “to snow.”  úī with negative predicates: We learned that the adverb úī with positive predicates means “already.” When this adverb is used with negative predicates, it means “no longer.” See Stage 2-1.  ĪĚĭĪģĢðï: This verb is used for crying and for barking, meowing, chirping, or any animal voice. The kanji ÉĭĪïĚĭĪģĢðï is used for crying; jĭĪïĚĭĪģĢðï is normally used for birds, insects, small animals. Hiragana is widely used, except for crying.  īËÅĮ and ¦ĭħàïďĤ: Both these words are often translated as “noisy.” The connotation of the words, however, is different. īËÅĮ indicates “annoyingly noisy” while ¦ĭħàïďĤ indicates “lively” or “pleasantly noisy.”  ¿ĭČïīĭČĮĢðï: In English one may say, “I will see my friend tonight.” The verb “to see” in English has several different meanings, and the Japanese verb “to see” ‰ĭÇïËĭÇĢðï does not share all of those meanings. ‰ĭÇïËĭÇĢðï simply indicates the visual act of “seeing, watching, looking,” but does not include such events as meeting with, visiting, encountering, or interacting (e.g., talking) with someone else. Therefore, if you want to express “to see a friend,” in a sense that includes “talking, etc. with the person” after seeing the friend, you should use the verb ¿ĭČïīĭČ ĮĢðï. ĕĥĦ

ęúüĜ

Ç

ĕĥĦ

ęúüĜ

Č

ą č¶ÖĽ‰ĢĦĥĔ I looked at my friend. ą č¶Öħ¿ĮĢĦĥĔ I met my friend (and interacted with) my friend.

This verb is intransitive. The person the topic meets must be expressed with ħ rather than Ľ. ę may also be used in place of ħ. When ę is used, it indicates that both parties come to an agreed upon place and perhaps time to meet each other, but the use of ħ suggests both “running into someone” and the meaning held by ę. ĕĥĦ

Č

ą čŐŧŬÅİę¿ĮĢĦĥĔ I met Chang-san [as planned].  ÑÚĭĩğīăïThis adjectival noun means “skilled [at something].” Detailed information on this word is provided in the Grammar Textbook, Stage 1-7.

170

Stage 1-6 (Workbook 1)

PRODUCTION 3. Preparatory task: Do mechanical practice as needed to memorize the new vocabulary for this unit. Use the structures of this unit whenever appropriate. 4. Translation self-check: The example sentences with the new vocabulary given above have been translated here into equivalent English sentences (the translation is not word-for-word). Try checking the accuracy of your translation by translating them back into Japanese. 1. It was raining very hard until a little while ago, but it is no longer raining. 2. Many children are playing in the park, but my child is crying. 3. It is very noisy with dogs barking and cats meowing outside. 4. That room is always quite lively with the sound of many people. I think that they are having a party there. 5. I will meet a famous teacher tomorrow. So, I am scared and quite nervous now. 6. That person is very quiet. She always comes into the room quietly and sits properly. 7. My friend said that that person’s car is shiny, but his clothes are very worn. 8. Park-san is really good at Japanese. He always speaks Japanese fluently. 5. Express the content of the following sentences using appropriate onomatopoeia. Example: ĚËĢ

Čĥñ

ČûÔčÌ ĦĚ'Ĩģ#Į|ðċĔ ĚËĢ

ķČûÔčĻĤĻĤ|ðċĔ çę

Įz

ċġ

ĺ  |¢ĉĪĮ'ĮĢðĔīĜ|cĉĪĮ'ĮĢðĔ ČÓ

í

p ÃĉĥĚÅİæbĢĦĥĔ Ħă

ß

ď

čĮ

ðĕ

s ŗŌŭŬņÅİč¬ĤħÈÀħbĢĦĥĔçĦ'Ĩ½bĢĦĥĔ ėİ ę ī

ħ ėİ Ġ

ĩğīă

/ ŐŧŬÅİčĝeħĬĝĐĉÑÚ|ðĔ ĕĥĦ

Ĥ ęī

. ą č`P¥ĎĉġĕĮ|ðĔ ď ĢĪĤ

íĚ

íË

ĸáÿãÅİûTčę'úBĮ|ðĔ ēę

ß

ď

ēę

ħà

- ČûāûÈÀħčĮěúāĉĥĚÅİĮĢðĔ¦ďĤ|ðċĔ 6. Add êĭĮïĮĢĦĥ and ¯ĭĂúïĮĢð to the above sentences whenever possible. In case of ê ĭĮïĮĢĦĥ, indicate who has said it. For ¯ĭĂúïĮĢð, recall that the topic must be the speaker, but not the third person.

Stage 1-6 (Workbook 1)

171

7. Indicate the cessation of action in the following sentences. Example: ĥ îīĚİ

Û İ ģğī

’ˆOčÅøģĨ±©Ħ'ĮĢĦĥċĔ ķÞÞĔ|úĨúīĦ'ĮĢĈİĔ ³ī ġ

ġ ī Þİ

Įz

Čç

ĺ ^ëĜÊİčÅøģŽ•|¢ę‹İ|ĮĢĦĥċĔ ðĕ

čĪ

p ŗŌŭŬņÅİčÅøģçġħ½ø'ĨŐŧŬÅİęýĦ'ĮĢĦĥċĔ ĥ îīĚİ

Ī

s ’ˆOčÅøģČçġ|ÉĮ'ĮĢĦĥċĔ Ģ

³ī ġ

/ ^ëĜÊİčČçġ|šø'ĮĢĦĥċĔ ď ĢĪĤ

ÞĮ Ġ

čĪ

. ÿãÅİčÅøģVĐĽũūũūýĦ'ĮĢĦĥċĔ

s3: Focus on a Person or Situation

c

CONFIRMATION Read the corresponding sections, Stage 1-6.3 (1) through (4), in the Grammar Textbook first.

(1) Person vs. situation; (2) The verb ðËĭĦĢðï; (3) The verb ĪËĭĪbĢðï; (4) Transitiveintransitive pairs of verbs 1. Write appropriate phrases and confirm the meanings of the completed sentences. ĕĥĦ

Ĉİ ġ ī

ĺá ą čurĽ_______________ĦĢĦĥĔ Japanese Meaning: ðġ

páīËÅĮ|ðċÞĔúīµĦ_______________Ħ'ĚüÅĮĔ quiet Meaning: ĮĢ

ðġ

sáÅøģĢ|ę'úīËÅĤøĥ|ðĉĨĒčµĦ______________ĪbĢĦĥĔ quiet Meaning: ġ İÙİ

Ùİ

čİ

/áĒÆĨÆĠ2č_______________ ĦĢĦğīĔ sushi Meaning: ĜÊ

ěÓ

.áġûĂQč…ĥĮ|ðċĔúøę______________Ħ'ĚüÅĮĔ hot Meaning:

172

Stage 1-6 (Workbook 1) Īħ

ěÓ

úû

ĥ

ĸ _______________ĪbĢĦĥċĔĘĤ…ĥĮĽ3ÛĢĈİĤĔ hot Meaning: ģğċİ

ħ ėİ Ġ

čĪ

ġ ę Ħ

-áWĊčĬĝĐĉýĈĢĈİ|ĦĥĉĨĒĊč_________________ĪbĢĦĥĔ can speak Meaning: ĉ Ě ĈĮ

ħ ėİ

Į

ħ ėİ Ġ

,áČûóĎčĬĝħéø'ĨĬĝĐĉ____________________ĪbĢĦĥĔ fluent (onomatopoeia) Meaning: 2. Fill out the following chart with appropriate verbs. Transitive

Meaning

Intransitive

Meaning

open (something)

(something) opens

close (something)

(something) closes

begin (something)

(something) begins

finish (something)

(something) ends

3. Insert appropriate verbs in the following sentences. Čě

ĢÝ

ĺáĮ|ðċĔ\Ľ________________ĚüÅĮĔ open ę

ģ

páŸĉ_____________ĢĦĥĔü#ĤĖĢĦĥĤĔ open ħ ėİ Ġ

ĩ Ğ àğī

Ě

ĩ

ĩĞī ĩ

sáĬĝĐûØ×č¹đħ______________ĔçĦ'ĨÎđħ_______________Ĕ begin end Ĉ İ ĈĮ

ĩ Ğ àğī

ĩĞø y İ

čď

/á¥ĎčĮěúØ׼ΥĨ§Ě__________________Ĕ end ĩĞī ĩ

.áÎđ|ðĔ|čĨ______________ĢĦğīĤĔ begin 4. New vocabulary: (R: S1-6-3) čĩ

Å Ě Òİ

ÇĩĤ

Čę

Īĉ

1. ¤Óčġû¾«č { Ĥøĥ|ðĉĨä|ĨoĚĦĢĦĥĔ at first composition short ĮÞ

ĢÝ

ę

later

long

Čĥñ

2. īĜûÂč\ďŸĉÌ ĦĚĪø'Ĩę'úģ#ĮħĪbĢĦĥĔ door ħĕ

ĈĢ

ñ Į ċİ

ēî

3. īĜûičę'ú°Į|ðĔ|úĨĖĊúøęºĚĦĢðĔ yard/garden small

spacious

Stage 1-6 (Workbook 1)

ĉø ġ ī

ďð

Ĥ ( Ě

173

b ğ ġī

4. úīðļó”ĉ¸ÇħĪbĢðĔüĤñĨÂx|wéĦĢðĔ soon

break/vacation

|İ Ħ Ê

family

čď

travel

Ûİ b

5. †ÔĉúøęĚĪø'Ĩðļħúøę¨_ħĪbĢĦĥĔ fast ĮÞ

üĮ ĉ Ě

immediately convenient

ęĂ

í Ûİ

6. ÂĉùóĤñqĚĪø'Ĩę'úX¨ħĪbĢĦĥĔ far ģ ğ ċİ

inconvenient

ĩ Ğ àğī

čď

ģ

ġ ęĦ

ĂĚ

7. WĊĢ|čØ×ħĮěú§ĚĖĢĦĥĉĨĒĊĨ³Ě#˳īħĪbĢĦĥĔ be late

 {ĭÇĩĤïĮ: The adjective {ĭÇĩĤïĮ is translated “short,” but it may not be used to describe people’s height. See the next chapter, Stage 1-7, to describe how tall someone is.  °ĭĈĢïĮ and ºĭēîïĮ: Often translated “narrow” and “wide,” respectively. °ĭĈĢïĮ means “small in area.” ħ ėİ

ĈĢ

Ĭĝč°Į|ðĔ Japan is small (not spacious). Likewise, although ºĭēîïĮ often means “wide” or “broad”; it can also mean “spacious.” Ĥ#

ß

ď

ēî

ûÈÀčę'úºĮ|ðĔ His room is spacious.  ðļ ĭħï and úīðļ: “Immediately,” and “soon,” respectively. ħ is optional.  ÂxĭĤ(Ěï|: “Family.” With the particle |, the phrase means “the whole family.”  ĭčďïĮ: The kanji ĭčďïĮ is used for “fast” while §ĭčďïĮ is used for “early.”  ĭĂĚï#ËĭĂĚ#Ģðï: The verb “to be late.” Pay special attention to the particle used here. ď ĢĪĤ

ĩ Ğ àğī

ĂĚ

ÿãÅİčĮěúØ×ħ#ĢðĔ Yamanaka-san is always late for class.

PRODUCTION 5. Preparatory task: Do mechanical practice as needed to memorize the new vocabulary for this unit. Use the structures of this unit whenever appropriate. 6. Translation self-check: The example sentences with the new vocabulary given above have been translated here into equivalent English sentences (the translation is not word-for-word). Try checking the accuracy of your translation by translating them back into Japanese. 1. This composition was short at first, but I made it longer later. 2. Our house is very pretty with new windows and doors.

174

Stage 1-6 (Workbook 1)

3. Our yard is small, but we will make it bigger next year. 4. School will be on vacation soon. So, our family will take a trip. 5. Trains have gotten faster, so everything quickly became more convenient. 6. We moved farther away from my college, and so things have become quite inconvenient. 7. I always came early to classes last year, but this year, I am often late. 7. Make a comment as directed. Then, make a request in order to improve the situation. Example: ěÓ

Čě

ŢŭŚŭč…ĥĮ|ðċÞĔúøę¡ĚĦ'ĚüÅĮĔ Comment

Request

Example: the coffee is cold

heat it up

1. very noisy

be quiet

2. the composition is boring

make it more interesting

3. the garden is small

make it more spacious

4. vacation is short

make it longer

5. the family trip will be next summer

make it this summer

6. the windows and doors are old

make them new

8. Express how the situation has changed. Example: í]

ģ

Ū

JĉĖĢĦĥĔüĤñĨĚĪbĢĦĥĔ Reason

Change

Example: winter has come

cold

1. school has begun

busy

2. store closed

quiet

3. vacation ended

get up early

4. train station is closer

more convenient

5. from Monday the library will open later

more inconvenient

Stage 1-6 (Workbook 1)

175

9. Express how the situation has changed. Example: ħ ėİ Ġ

ĩğīă

ħ ėİ ĩ İ

čĪ

ĬĝĐĉÑÚħĪbĢĦĥĔüĤñĨĬĝāęýĈ˳īħĪbĢĦĥĔ Reason

Change

Example: my Japanese improved

can converse with Japanese

1. the train will be faster soon

will be more convenient

2. the shops will move closer very soon

will buy food every day

3. our child’s school will be far away

will be very inconvenient

4. our child has grown

take family trips often

5. get up very late every morning

be late for class every day

10. Role play: Waiter (or waitress) and customer. First, practice the following example: Īħ

Waiter/waitress: ĘħĦĢðĤĔ ċĉ

You: ŢŭŚŭĨĂ4ĮĦĢðĔ Waiter/waitress: (brings the ordered item) čĮĔŢŭŚŭ|ðĔ Čě

Čě

You: ġûŢŭŚŭĨČĢb¡ĚČbĢĈİċÞĔúøę¡ĚĦ'ĚüÅĮĔ Waiter/waitress: ČøĨðÇĢĈİĔ Order the following and make comments: tea; sushi; hamburger; tempura; water; cold drinks; toast; others (anything you can think of ).

s4: Counters

c

CONFIRMATION Read the corresponding sections, Stage 1-6.4 (1) through (3), in the Grammar Textbook first.

(1) Years; (2) Months; (3) Dates 1. The counter for years is _________. Use it to count from 1 to 10 years. How do you say “how many years”? 2. The two calendar systems used in Japan are __________ and __________. Ask what year it is in both systems. 3. The months from January to December are __________. Ask what month it is. 4. Name the days of the month from the first day to the last. Ask what day it is.

176

Stage 1-6 (Workbook 1)

5. Today’s date, including the year, is __________________. 6. The verb “to be born” is ĎĭīïĢ#ËĭīĢ#Ģðï. State that such-and-such a person was born on the following date. Example: May 1, 1972 Čħ

ī

Mč£ !kĊtĀ£ĬħĎĢ#ĢĦĥĔ May 20, 1978

February 24, 1864

September 10, 1382

January 1, 1853

December 25, 1780

March 14, 1949

June 2, 2005

November 9, 1537

April 3, 1425

July 30, 1358

October 5, 1261

August 4, 1136

7. New vocabulary: (R: S1-6-4) The lists below are official national holidays as well as other festivals in Japan. The purpose is not to memorize all these names. Rather, use them as needed. This provides good practice for expressing dates. ĺáNational holidays Terms ġ Ě Çİ

Dates

Explanation

ĦĞĚ ĩ ě

›ûĬ

national holidays

ĉİĥ İ

þ ĈĮ ĩ İ

January 1

New Year’s day

January; second Monday

Adult’s Day; celebration of adulthood for those who have turned 20 years old

February 11

National Foundation Day; celebration of the country

around March 21

spring equinox; celebration of nature and the coming of spring

April 29

Showa Day; in memory of the Showa era, an era of great changes

May 3

Constitution Day; celebration of the promulgation of the Constitution

May 4

Greenery Day; nature appreciation day

May 5

Children’s Day, to celebrate their health and development

July; third Monday

Marine Day; ocean appreciation day

ē

āûĬ Ä İ ġ Ě ģ ċİ Õ

›ŒĬ ĦĞİ Ò İ

ē

ĄûĬ Ħğī ĕ

ē

LûĬ Ä İ $ ī ģ ċİ Õ

 ŒĬ ē

ÇÝbûĬ ġ Ýú

ē

ë}ûĬ īÇ

ē

ûĬ

Stage 1-6 (Workbook 1)

Terms ÄĮ î ī

Dates

177

Explanation

ē

;ûĬ ĦĞī Ò İ

ē

ĥĮ Į Ě

ē

Òİ Ĥ

ē

<ĄûĬ H:ûĬ «CûĬ ģ İ î ī Ĥİ Ħ Ê

September; third Monday

Respect for the Aged Day; day for expressing appreciation to the elderly

around September 23

autumn equinox; day for paying respects to ancestors

October; second Monday

Sports Day; sports and health appreciation day

November 3

Culture Day; day for promoting cultural activities

ē

DF7ûĬ November 23

Labor Day; day for appreciating hardworking people

' İ û ī ĥ İ ĩğī Õ

=âĎĬ

December 23

Emperor’s Birthday; celebrating the birth of the current emperor Akihito

 ŁŭŜňŬŦŋŭŨ or ù@5¸ĭĂĂĉĥ#İģĞīï: Several holidays are lined up between April 29 and May 5, which Japanese people call ŁŭŜňŬŦŋŭŨ “Golden Week” or more recently ù@ 5¸ĭĂĂĉĥ#İģĞīï, literally, a “major line-up of holidays.” It is common for people to take a vacation during this time.
Other festive days The following days are not national holidays, but they are widely celebrated throughout Japan. Terms

Dates

Explanation

Ħğī ĉě

—Ā

January (month) generally refers to the first several days of the New Year

Ħ İ ċİ

ÌĊ

January (month) same as above

řśŬľőŬ February 14

Valentine’s day; (girls give chocolate or other things to boys)

ēĪĢěb

Doll’s Day; festival celebrating the healthy development of girls

March 3

Ńţőšňŭ March 14

White Day (boys give sweets or other things to girls)

ĥĪÙĥ

N>

July 7

Tanabata; based on a legend that a mythical prince and princess who were separated by the Milky Way are reunited on this day each year

mid July

All Souls’ Days; days to remember ancestors


b

various

the general term for festivals, most often those celebrated in the summer time

ŨŔŪōŪ

December 25

Christmas

December 31

New Year’s Eve

%İ

 Ģě

ĂĂÇçĤ

ùĬ

 Regional differences: There are great regional differences in Japan regarding what national holidays and festivals are celebrated, as well as when and how they are celebrated.

178

Stage 1-6 (Workbook 1)

s Other useful terms for practicing dates Kanji

Kana

English

âĎĬ

ĥİĩğīÕ

birthday

ŒĬ

ģċİÕ

anniversary

‚Ó~b

ĦÓģb

deadline

Many words have been introduced thus far. Most of them are for reference only. The following words are required: —ĀĭĦğīĉěï, ÌĊĭĦİċİï, âĎĬĭĥİĩğīÕï, ŨŔŪōŪ, and ‚Ó~b ĭĦÓģbï.

PRODUCTION 8. Pair work: Use the national holiday and festival charts above and ask each other the dates of these events. Example: ġ Ýú

ē

Ī İ ĉě Ī İ ħ Ĝ

Q: ë}ûĬčĘĀĘĬ|ðĤĔ Ġ ĉě Įě Ĥ

A: €Ā€Ĭ|ðĔ

c

CONFIRMATION Read the corresponding sections, Stage 1-6.4 (4) through (6), in the Grammar Textbook first.

(4) Age; (5) Duration; (6) Time words with IĭĢÞïáand äĭČę‘Ġï 1. There are two counters for age: one is _________ and the other is ___________. The difference between the two counters is ___________________. 2. Count from 1 to 10 with the two counters for age. How do you say “how old” in two different ways? 3. There are two ways to say 20 years old. What are they? 4. The counter for duration of hours is ____________. Count from 1 to 10 with this counter. How do you say “how many hours”? 5. The counter for duration of weeks is ___________. Count from 1 to 10 with this counter. How do you say “how many weeks”? 6. The counter for duration of months is __________. Count from 1 to 10 with this counter. How do you say “how many months”? 7. Review: we use the particle ħ with _________ of time. This particle is not necessary for __________ of time. 8. What verb is equivalent to “to take” in the following sentence: “it takes 10 minutes”? In what other situation can you use this verb?

Stage 1-6 (Workbook 1)

179

9. How do you say the following in Japanese? ĺáI arrived in Japan on the 3rd. páMy sister was in Japan for 3 days. sáI arrived in Japan 3 days ago. /áMy brother arrived in Japan 3 days later.

PRODUCTION 10. Ask the ages of the following individuals and then provide answers. Answer them as if they are your own family members. Person

Age

1. Park-san’s father

43

2. addressee’s friend’s roommate

20

3. Kato-sensei’s child

4 this year

4. that boy

8 next year

5. the girls over there

10

6. addressee’s friend

(open)

7. addressee’s roommate

(open)

8. the addressee

(open)

11. Pair work: Question-and-answer. Ask the amount of time or money required. Example: ĮÞ

ĉø ġ ī

ČË

Q: ÂĤñó”Ģ|˜Į'ÝûļñĮĤĤbĢðĤĔ Å İ ĩĞø y İ

A: GÎĄļñĮĤĤbĢð Question

Answer

Example: from home to school on foot

30 minutes

1. time required from Tokyo to New York by airplane

12 hours

2. amount of time studying Japanese every day

1 hour and a half

3. money required from your college to your home by train (airplane, bus) (open) 4. time required from your dorm (or house) to the Japanese class

15 minutes

5. amount of time doing homework every day

3 hours

6. any questions to the addressee (time and money)

(open)

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Stage 1-6 (Workbook 1)

12. Pair work: Question-and-answer. Į Ĝċİ

Īİ Ĥ õě

Į Ĝċİ

Ī İ ĦĞī Ĥ İ

Į Ĝċİ

Īİħ Ĝ

ĺáćĊčĘŘĀ|ðĤĔ p ćĊčĘĆ÷|ðĤĔ s ćĊčĘĬ|ðĤĔ Į ø Ĥ õě

Ī İ ĦĞī Ĥ İ

Į ø Ĥ õě

Īİħ Ĝ

/ ćŘĀčĘĆ÷ļñĮ|ðĤĔ . ćŘĀčĘĬļñĮ|ðĤĔ Į ø ĦĞī Ĥ İ

Īİħ Ĝ

ĸ ćĆ÷čĘĬ|ðĤĔ ĮĜħĜ

Īİ ĩ Ĥİ

- ćĬčĘđ÷|ðĤĔ Į Ĝ ĩ Ĥİ

Īİyİ

ĮĜĉø ģ

Ī İ ĦĞī Ĥ İ

Ī ě ďð

Īİ Ĥ õě

, ćđ÷čĘĄ|ðĤĔ + ćó čĘĆ÷ļñĮ|ðĤĔ ĵ ?¸ÇčĘŘĀČbĢðĤĔ ĢĮħĜ

Īİ ĩ Ĥİ

ċ

Ķ ™ĬĨĘđ÷ļñĮ–ĢðĤĔ ĦĞī Ģ ě

Īİ ĩ Ĥİ

ċ

ij Ć čĘđ÷ļñĮ–ĢðĤĔ 13. Discourse practice: Ask questions about Kato-san and provide answers based on the following information. ĺáFacts about Kato-san: a student of a college in Kyoto; major in foreign languages (has been studying Chinese and Korean for 5 years and English for 10 years); residence (a small town south of Kyoto); will be 21 years old this year; born on April 10; telephone number (123-045-6789); birthplace (Tokyo) páKato-san’s family members: younger sister (junior in college, will be 19 years old, major in Chinese); older brother (a medical doctor in Tokyo, 35 years old); grandmother (71 years old, speaks English, went to an American college). 14. Discourse practice: Summarize the information given above about Kato-san and his/her family members.

Step 2

1: Conversational Devices 1. First, study the content and the important points of the following dialogues in the Grammar Textbook, and familiarize youself with the meaning of each dialogue. 2. With the sound files, practice each dialogue until it is smooth without referring to the text. Change roles with your partner and practice several times until the dialogue flows smoothly.

Stage 1-6 (Workbook 1)

181

(1) Giving compliments 3. Listen to dialogue (1): (R: S1-6-5) Ġî

ăĮÒİ

ħ ėİ Ġ

ĩğī ă

‘ ŪŎŪÅİĨġûfĨlĄĨĬĝĐĉÑÚħĪbĢĦĥċÞĔ ‘ ĮÞĮÞĨĢüĢü|ðĔ 4. Practice saying the following compliments and responses. Add a few more sentences to each dialogue. Example: good at Japanese ħ ėİ Ġ

ĩğī ă

ĬĝĐĉę'úÑÚ|ðċÞĔ ČbĉęīĠĹĮĢðĔ|úĨĢüĢü|ðĔ ĺ fluent in Japanese p write kanji beautifully s read kanji quite well / understand many foreign languages . uses chopsticks well

(2) Good wishes for birthdays 5. Listen to dialogue (2): (R: S1-6-6) ĥ ĪĤ

ĥ İ ĩğī Õ

ŪŎŪôãÅİĨâĎĬčĮě|ðĤĔ ĥ ĪĤ

ĩě

ģ ğ ī

ôãžčĨĒĬĪİ|ðĔ ĥ İ ĩğī Õ

ŪŎŪçīĪİ|ðĤĔĂâĎĬĨĂÓ|ęīĠĹĮĢðĔ 6. Role play: Follow the model dialogue. Example: ĥ İ ĩğī Õ

S1: âĎĬčĮě|ðĤĔ ĩě

ģ ğ ī

S2: žčĒĬĪİ|ðĔ S1: çīĪİ|ðĤĔ Īħ ĩ İ

ĺ Ęā|ðĤĔ Į Ĝ ċ İ ĈĮ

p ćĊĎ|ðĤĔ Ĉİ ġ ī

ħ ėİ Ġ

s určĬĝĐ|ðĤĔ

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Stage 1-6 (Workbook 1)

Ħ Äİ

Č Ħ ĥ

/ 80čœĬ|ðĤĔ ħ ċ İ ĈĮ

. ŜŭŀŞŭšč²ĊĎ|ðĤĔ 7. Give good wishes for the following. birthday; New Year’s; Christmas; graduation

(3) Look-alike 8. Listen to dialogue (3): (R: S1-6-7) Ăęīę

‘çĜñĨ  Åİ|ðĤĔ ĥ îī

Į

‘ÞÞĨ’ˆęêĮĢðĔ ‘ĂĮĚě|ðĤĔ ñ Į õě

ÅĮ

‘ĖĀĨ£tħĪbĢðĔ ‘ČĪĥħçøĚb|ðċÞĔ ‘çī|ĦğīĤ‘‘‘Ĕ 9. Create new dialogues modeled upon the above dialogue by inserting different family members or friends and their ages, and comment on how similar each person is to the addressee.

2: Listening Submit responses on separate sheet. Part I (R: S1-6-8): Listen to the passage and answer the following questions in English. 1. With how many people did the speaker talk today? 2. Who are they? 3. How was the speaker in the beginning? 4. How did it change later? 5. In what language did they have a conversation? 6. How was the speaker’s language? 7. How was the professor’s office? What did the speaker hear? Why? 8. When did the second person come into the room? 9. What kind of person was the second person? 10. Describe and explain about the second person. Part II (R: S1-6-9): Answer the questions in Japanese (write both questions and responses).

Stage 1-6 (Workbook 1)

183

Step 3

1: Kanji Compound with Special Readings 1. In the previous chapter, we studied ŠìÇĭĚݳÇï and ìÇĭĂݳÇï. That is, each kanji of a word that consists of kanji compounds has a specific sound assigned to it. For instance, a word for “college” or “university” is written ùó, and the first kanji ù is pronounced üĮ while the second, ó, is pronounced ĉĚ. Both are ìÇĭĂݳÇï. The same kanji is used to write ùģ Į, and in this case, the kanji, ù, is pronounced ĂĂ, which is the ŠìÇĭĚݳÇï. 2. There are, however, some kanji compound words in which each kanji is not assigned a separate reading. Rather, these kanji compounds are pronounced together without each having its own sound. That is, there are some kanji that are neither ìÇĭĂݳÇï nor ŠìÇĭĚݳÇï. See the following examples: Kanji

Kana

Meaning

ĒĬ

ģğī

today

œĬ

ČĦĥĨČð

tomorrow

»Ĭ

ģûī

yesterday

ùā

ĂęĪ

adult

ćā

ēęb

one person; alone

ĒU

ÄÅ

this morning

ĒĊ

ġęĦ

this year

3. List other kanji compounds like those above. 4. Some words are written with two identical kanji. In this case, the second kanji is abbreviated using the symbol Ü. When two kanji are repeated, it normally indicates that there is more than one thing that is indicated by the kanji. As for the pronunciation of the symbol Ü, its initial syllable is a voiced variation of the first syllable of initial kanji that have a voiced variation. The number of words indicating the plural meaning with this symbol Üis few, and the tone of some words with this symbol is rather formal. Kanji

Kana

Meaning

đÜ

ęģÝģ

from time to time (sometimes)

āÜ

ēęÕę

people

ÿÜ

ďĢďĢ

a few mountains

ĊÜ

ċİċİ

year after year

5. See it you can make other plural nouns like those above.

184

Stage 1-6 (Workbook 1)

2: Reading Kanji 6. Use the section of the summary of new vocabulary to practice reading some of the kanji words that were used in this chapter. Repeat until you can recognize them easily.

3: Discourse Practice (Reading) The following are samples of e-mail messages. Even though e-mail messages are written, the language is very much like spoken language. 7. Sample One with ­b·ÐĭíbĉĪï ďĢ ü

ÿôÅİßĨ õİ ģ

ĩ Ğ àğī

ĕĥĦ

õİ ģ

ĮĢ

Įçĉ

Ăþö|ðĤĔØ×čÝī|ðĤĔą čþö|ðĉĨĒĨę'ú å ĦĮ|ðĔk"ũŭŗûśŖŭšĽ Ĥ

ħ ėİ Ġ

Ĥ

ªăĤ

ĂúĦî

ďĢ ü

òĮ'ĮĢðĔśŖŭščĬĝĐħěĮ'òĮ'ĮĢðĔ ® ĦĮ|ðĉĨhaĮ|ðĔÿôÅİčĮě ģ

ñ Į ĦĞī

|İ Ħ Ê

ģ

ģ

Īİ ĩ

ě

ßİ ĩ

ġĜñħĖĢðĤĔĖĆ|ðĤĔ†Ô|ĖĢðĤĨřŪ|ĖĢðĤĔĘđħÏģĢðĤĔÍÁĽĚüÅ ñ Į ĦĞī

ĥû

ĮĔĖĆĽèĦÇħĦ'ĮĢðĔ õİ ģ

Ăþö|Ĕ ŤūŦŬ³b New vocabulary: Kanji åĦĮ

Kana ĮçĉĦĮ

Meaning busy

Kanji ÍÁ

Kana ßİĩ

Meaning reply

Expressions: Expression

Meaning

~ĭĽïèĭĥûïĦÇħĦ'ĮĢð

I am looking forward to ~

Ăþöĭõİģï|

be well; stay well (a casual closing greeting)

Stage 1-6 (Workbook 1)

185

8. Sample One without ­b·ÐĭíbĉĪï ÿôÅİßĨ Ăþö|ðĤĔØ×čÝī|ðĤĔąčþö|ðĉĨĒĨę'úåĦĮ|ðĔk"ũŭŗûśŖŭšĽò Į'ĮĢðĔśŖŭščĬĝĐħěĮ'òĮ'ĮĢðĔ®ĦĮ|ðĉĨhaĮ|ðĔÿôÅİčĮěġĜ ñħĖĢðĤĔĖĆ|ðĤĔ†Ô|ĖĢðĤĨřŪ|ĖĢðĤĔĘđħÏģĢðĤĔÍÁĽĚüÅĮĔĖ ĆĽèĦÇħĦ'ĮĢðĔ Ăþö|Ĕ ŤūŦŬ³b 9. Answer the following questions in Japanese. Ĥ

ĺáġûŞŭŜčü#ĉü#ħòģĢĦĥĤĔ ĮĢ

Įçĉ

p ŤūŦŬÅİčĒĨÝīĦ' å ĦĮ|ðĤĔ ĮĢ

Īħ

Ĥ

s ŤūŦŬÅİčĒĨĘĽòĮ'ĮĢðĤĔ ĉĚĈĮ

ĈİĈĮ

/ ŤūŦŬÅİčóĎ|ðĤĨ¥Ď|ðĤĔ Īħ

ĥû

. ŤūŦŬÅİčĘĽèĦÇħĦ'ĮĢðĤĔ ĥû

ĸ ÝīĦ'èĦÇħĦ'ĮĢðĤĔ 10. Sample Two (response to Sample One) with ­b·ÐĭíbĉĪï ŤūŦŬÅİĨ ĕĥĦ

õİ ģ

ĕĥĦ

Įçĉ

ñ Į ĦĞī

ĥû

ŞŭŜĽČbĉęīĴą čę'úþö|ð³Ĕą úęø'ú å ĦĮĔ|úĨĖĆĨèĦÇħĦ'ĮĢðĔçĜñħ Į

Ě

ĩ

ħ

ĩ

ě

ęģ

čĪ

čřŪ|éģĢðĔġĜñĽ¹đħƒ'ĨçĜñħč²đħÏģĢðĔ|čĨçûđħĨĥĚÅİýĦĢĦğīĔ ñ Į ĦĞī

|čĨĖĆċĔ ďĢ ü

ÿô 11. Sample Two (response to Sample One) without ­b·ÐĭíbĉĪï ŤūŦŬÅİĨ ŞŭŜĽČbĉęīĴąčę'úþö|ð³Ĕąúęø'úåĦĮĔ|úĨĖĆĨèĦÇħĦ'ĮĢðĔçĜñħč řŪ|éģĢðĔġĜñĽ¹đħƒ'ĨçĜñħč²đħÏģĢðĔ|čĨçûđħĨĥĚÅİýĦĢĦğīĔ |čĨĖĆċĔ ÿô

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Stage 1-6 (Workbook 1)

12. Answer the following questions in Japanese. ßİ ĩ

Ĥ

ĺáġûÍÁčü#ĉü#ħòģĢĦĥĤĔ ďĢ ü

ñ Į ĦĞī

Į

p ÿôÅİčĖĆĨÝġħéģĢðĤĔ Īİ

Į

s Ę|éģĢðĤĔ Īİ ĩ

|

Īİ ĩ

ě

/ Ęđħƒ'ĨĘđħÏģĢðĤĔ

4: Discourse Practice (Writing) Pair work: Follow the instructions below. Writer 1: write an e-mail message in Japanese Writer 2: respond to Writer 1. Ask a few questions to Writer 1 Writer 1: respond to Writer 2 Writer 2: acknowledge the response by Writer 1

Summary of Vocabulary 

Functional words Word



Function

Word

Function

~'ĚüÅĮ

polite command

~¼ĭÝï

counter: frequency

~“ĭčĮï

counter: cupful

~ĭġï

counter: small units

~Ċĭċİï

counter: year

~Āĭĉěï

counter: month

~ĬĭĤ‘ħĜï

counter: day

~đ÷ĭĩĤİï

counter: hours

~Ć÷ĭĦĞīĤİï

counter: weeks

~ŘĀĭĤõěï

counter: months

~IĭĢÞï

suffix: ago

~äĭČę‘Ġï

suffix: later

Conversational devices Expression

Meaning

ġûfĭĠîï

these days; recently

ĮÞĮÞĨĢüĢü|ð

“I still have a long way to go.” (a response to a compliment)

žĭĩěïč

“actually”; “to tell you the truth”

~NĪİ|ð

“actually, it is N.”

Stage 1-6 (Workbook 1)

Expression



Meaning

çīĪİ|ðĤ

“Is that right?”

ĂÓ|ęīĭĠĹĮĢðï

“Congratulations”

çøĚb

looks exactly like

Expressions Expression



~ĭĽïèĭĥûïĦÇħĦ'ĮĢð

I am looking forward to ~

Ăþöĭõİģï|

be well; stay well (a casual closing greeting)

Interrogative pronouns Kanji —



Kana ĮĚě

Meaning how many; how old

Nouns Kanji



Meaning

Kana

Meaning

Kanji

Kana

Meaning

´ä

ĠĠ

afternoon

Ÿ

ę

door

—

œŭŕ

cake

‚Ó~b

ĦÓģb

deadline

dë

ĥĢĠ

egg

ÌĊ

Ħİċİ

New Year

Ž•

ġīÞİ

park

—Ā

Ħğīĉě

New Year

Ã

ČÓ

rain

âĎĬ

ĥİĩğīÕ

birthday

‡

]ģ

snow

—

ŨŔŪōŪ

Christmas

 

çę

outside

i

ħĕ

garden; yard

¤Ó‘AÓ čĩÓ

at first

Âx

Ĥ(Ě

family

ä

Čę

later

¸Ç

ďðÇ

vacation; rest

¾«

ÅĚÒİ

composition

Nouns (verbs with ðË) Kanji wé

Kana bğġī

Meaning travel

Kanji ÍÁ

Kana ßİĩ

Meaning reply

187

188



Stage 1-6 (Workbook 1)

Adjectival nouns Kanji



Kana

Kana

Meaning

ĦăĤ

quiet

ÑÚ

ĩğīă

skilled

¦ďĤ

ħàďĤ

lively; noisy

¨_

Ûİb

convenient

SÐ

]īÓĮ

famous

X¨

íÛİ

inconvenient

Adjectives Kana

Meaning

Kanji

Kana

Meaning

—

īËÅĮ

noisy

°Į

ĈĢĮ

small space

Į

ġĕĮ

scared

ºĮ

ēîĮ

spacious

oĮ

ĪĉĮ

long

Į

čďĮ

fast

{Į

ÇĩĤĮ

short

qĮ

ęĂĮ

far

åĦĮ

ĮçĉĦĮ

busy

Adverbs Kanji



Kanji

¬Ĥ

Kanji



Meaning

Kana

Meaning

Kanji

Kana

Meaning

—

]øĚb

slowly

—

úīðļ

soon

Ě

ĦÙñĚ

for a while

—

ðļĭħï

immediately

Onomatopoeia* Onomatopoeia

Sound/manner/description

şŭşŭ

sound of heavy rain

ţŬţŬ

dog barking

ťŧŭťŧŭ

cat meowing

ũūũū

fluent speech (foreign languages)

ŠŝŠŝ

noise of a crowd

ÝģÝģ

nervous (sound of heart pounding)

ĻĤĻĤ

shiny

%î%î

old; worn; ragged

189

Stage 1-6 (Work book 1)

Onomatopoeia

Sound/manner/description

ģĜİ

properly; neatly

çīĭøęï

quietly; gently

*In subsequent chapters, onomatopoeia will be listed under adverbs. 

Verbs Kanji

Kana

Polite form

'-form

Meaning

šě

Ģě

ĢĜĢð

Ģø'

wait

„ġÞË

ģġÞË

ģġÞĢð

ģġÞ'

can hear something

êī

Įī

ĮĮĢð

Įø'

say

¯ī

Ăúī

ĂúĮĢð

Ăúø'

think

¾Ë

ěĚË

ěĚbĢð

ěĚø'

make

9Ë

ĮË

ĮbĢð

Įø'

need

ÃĉæË

ČÓĉíË

íbĢð

íø'

rain

‡ĉæË

]ģĉíË

íbĢð

íø'

snow

‹Ò

ČçÒ

ČçÕĢð

Čçİ|

play; have fun

ÉĚĭjĚï

ĪĚ

ĪģĢð

ĪĮ'

cry; animal cry

Ë

čĮË

čĮbĢð

čĮø'

enter

½Ë

ðĕË

ðĕbĢð

ðĕø'

sit

#Ë

ĂĚ#Ë

ĂĚ#Ģð

ĂĚ#'

be late

mÄË

ČÄË

ČÄĢð

ČÄ'

open something

mĚ

ČĚ

ČģĢð

ČĮ'

something opens

nÓË

ĦÓË

ĦÓĢð

ĦÓ'

close something

nĢË

ĦĢË

ĦĢbĢð

ĦĢø'

something shuts

¤ÓË

čĩÓË

čĩÓĢð

čĩÓ'

begin something

¤ĢË

čĩĢË

čĩĢbĢð

čĩĢø'

something starts

YÞË

ĂÞË

ĂÞĢð

ĂÞ'

end something

YĕË

ĂĕË

ĂĕbĢð

Ăĕø'

something ends

[ě

ĥě

ĥĜĢð

ĥø'

stand

ĎĢ#Ë

īĢ#Ë

īĢ#Ģð

īĢ#'

be born

—

ĤĤË

ĤĤbĢð

ĤĤø'

require (time, cost)

¿ī

Čī

ČĮĢð

Čø'

meet

190

Stage 1-6 (Workbook 1)

Supplementary Vocabulary 

Onomatopoeia

There are too many frequently used onomatopoeia to list them all here. The ones below represent a sample. There are many onomatopoeia dictionaries. Students should learn such expressions as they appear in conversation or reading. It is important to find out the special nuance of each onomatopoeia and its associated predicate. Onomatopoeia

Description

ŒŬŒŬħĭĂġïË

get fiercely angry

ÒěÒěę«EĭúİĚïĽêĭĮïī

complain in a nagging manner

ʼnūʼnūęZĭĕñïī

laugh out loud

ťŢťŢęZĭĕñïī

smile

ÒñÒñę˜ĭČËïĚ

stroll

ŏŨŏŨę˜ĭČËïĚ

walk rhythmically without stopping

$î$îęĭĪÇüïĽ ĭĪĉïð

tears streaming down

ŇŨŇŨęÉĭĪïĚ

sobbing

ĮñĮñðË

get irritated

ďģúģðË

get anxious

ĉøĤbðË

get disappointed

Stage 1-7 Topic, Subject, and Object Step 1

1: Subject ğ

c

CONFIRMATION Read the corresponding sections, Stage 1-7.1 (1) and (2), in the Grammar Textbook first.

(1) The subject and its use; (2) Adverb position 1. Complete the following sentences. ģĦ Ė

įĨđăçĪč______________________________÷ smart ģĦ Ė

ĵĨđăçĪč______________________________÷ very smart ģĦ Ė

ķĨđăçĪč______________________________÷ tall Ķ ŒŋçĪč_______________________________÷ really tall , ŒŋçĪč_______________________________÷ not tall + ŒŋçĪč_______________________________÷ not very tall * ŊŇTœňçĪč___________________________÷ has large eyes ) ŊŇTœňçĪč____________________________÷ has very large eyes 2. New vocabulary: (R: S1-7-1) Ħ Ģī

ĝĪĢī

ēĤĀ

ĝĪĢī

1. ºÀçĪčąlėê ğĩĩXĞøè÷ąlėáīXĞøè÷ head ð ĀģĦ

ĉ

ĤĦ

ĕĤġ

ûħ

2. ëđçĪčĢYĈ©ğíĩXĞğĜĐ čĢYĈ·ĩXĞ÷ height

low

192

Stage 1-7 (Workbook 1)

V

ĥĥ

ħ ď

ďĩ

3. ŌńœçĪč¿ğĔĠĩXĞ÷áġYĜ±ğçĩXĞ÷ eye ģĦ Ė

mouth

čģ

ĤĦ

Ħ Ģī

čģ

ûħ

4. đăçĪčÅğíĩXĞ÷XĈĜºÀçĪčÅğ·ĩXĞ÷ nose Ħĥ

Ā¡

Y

ēġ

ģğ

5. ŊŇTœňçĪč]ğZĩXĞ÷áġYĜùĢÍğÏĩXĞ÷ face round Çī˜æ

òò

ĥĥ

arm leg Çī˜æ

#ī

6. ēü»ÿč¥ğĔĠĩXĞøè÷ÇĪģ»ÿXĞĦ÷gXĞ÷ animal ear ħ«

ģğ

elephant

Ç ī ˜æ

ģĪ

7. ēüÃğÏĩ»ÿčĄXĞĦ÷ēčĠóĪXĞ÷ neck ĥĪģ

giraffe ûĢ

Ħò

$

ģğ

ûĢ

Ħò

òĒĦ

8. ēü  üāč´üÚğÏĩXĞø÷XĈĜēüāč´ğ  ĩXĞ÷ hair (of the head)

 ÅğíĩĬčģğĤĦĩČ: ÅğíĩĬčģğĤĦĩČ literally means “nose is high.” It describes a nose with a high bridge. Culturally, however, the image of ÅğíĩĬčģğĤĦĩČ is positive, and Åğ·ĩĬčģğûħĩČ not so positive.  ùĬYČĢÍĬēġČ: In Japanese, ùĬYČ refers both to “hands” and “arms,” and likewise ÍĬēġČ to both “legs” and “feet.”  ēüÃğÏĩ»ÿĬēüħ«ğģğĩÇī˜æČ: Notice that the entire phrase ÃğÏĩĬħ«ğģğ ĩČ “a long neck” modifies the following noun »ÿĬÇī˜æČ “animal.”  ´üÚĬĦòü$Č: ´üÚĬĦòü$Č refers to the “hair of the head.” Sometimes ´ĬĦòČ alone is used for “hair of the head.” ÚĬ$Č is used for body hair. For example, ÍüÚĬēġü$ČĨmeans “leg hair.”

PRODUCTION 3. Preparatory task: Do mechanical practice as needed to memorize the new vocabulary for this unit. Use the structures of this unit whenever appropriate. 4. Translation self-check: The example sentences with the new vocabulary given above have been translated here into equivalent English sentences (the translation is not word-for-word). Try checking the accuracy of your translation by translating them back into Japanese. 1. Kato-san is really smart, isn’t she? She really is. 2. Yamanaka-san is very tall, but I am very short. 3. Chang-san has big eyes, but a small mouth. 4. Nakada-san has a prominent nose, but Kato-san has a flat nose. 5. Jones-san has a round face. And he has long legs and arms.

Stage 1-7 (Workbook 1)

193

6. That animal has big ears, doesn’t it? What kind of animal is it? It’s an elephant. 7. What is that animal with a long neck? That is a giraffe. 8. That woman has long hair, but that person has short hair.

5. Pair work: Question-and-answer. Example: ħ«

ģğ

ĥĢĆ

ûĢ

Q: ēüÃğÏĩ üāčĖXĞĦ÷ ēė

A: 9XĞ÷ Question (Who is . . . ?)

Answer

Example: the man with a long neck

my older brother

1. the girl with a round face

my younger sister

2. that tall boy

my younger brother

3. the animal with long legs

our dog

4. the animal with big ears

an elephant

5. the animal with a long neck

giraffe

6. a student with big eyes

my roommate

7. a short woman

my grandmother

8. a smart student

my roommate

9. a woman with long hair

my mother

10. the animal with a long nose

an elephant

6. Discourse practice: Describe the following people/animals using some of the phrases below. your friends; characters in movies and stories; your siblings; your pets; any animal or person. smart

not smart

tall

short

large eyes

small eyes

large mouth

small mouth

prominent nose

flat nose

round face

small face

long arms

short arms

long legs

short legs

big ears

small ears

long neck

short neck

long hair

short hair

long nose

small nose

big face

big nose

194

Stage 1-7 (Workbook 1)

s2: Subject and Object

c

CONFIRMATION Read the corresponding sections, Stage 1-7.2 (1) through (3), in the Grammar Textbook first.

(1) ğ for subject and object; (2) Direct objects of adjectives and adjectival nouns; (3) Emotive words 1. Complete the following chart. English

Japanese

English

be fond of (something/someone)

not be fond of (something/someone)

be skilled at (something)

not be skilled at (something)

be in need of (something/someone)

be afraid of (something/someone)

2. Express the following in Japanese. į ŒŋçĪč___________________________________÷ likes sushi ĵ ŒŋçĪč___________________________________÷ likes sushi very much ķ ŒŋçĪč___________________________________÷ does not like sushi very much Ķ ŒŋçĪč___________________________________÷ liked sushi last year , ŒŋçĪč___________________________________÷ did not like the sushi at that shop 3. Express the following in Japanese. į I am afraid of big animals. ĵ I want a small dog. 4. How would you express the following in Japanese? į Are you afraid of animals? ĵ What kind of animals are you afraid of? ķ What kind of animals do you want?

Japanese

Stage 1-7 (Workbook 1)

195

Ķ My little sister wants a kitten. (two different ways) , My brother wants a smart dog. (two different ways) 5. New vocabulary: (R: S1-7-2) ģĦ

üÇ

ģė

Ĉü

ĝ

1. ĥÑğĞĠĀġĤ÷áġYĜ„ĈĦĕĠĀġĤ÷ĄĦĥĩġĩÿğRġĩXĞø÷ hungry ĕĤġ

thirsty

ēĀ

Ĉü

Ėĩ Ğ

ĦÒ

Ĉü

Ğ

2. Đ čwĩÿğĔęĠXĞğĜ}ĩÿčēĀóęĠXčēóĀĉĪ÷ sweet Ħ

èĩ Ę

spicy čæĥĪ

È

Ĥ

ʤ

ĞĆ

Ēěī ô

3. čyĊü°ğĢYĈãùXġĤğĜĆü4ĜîġâùėģóĀġĤ÷ not skilled Ğ YĠ

ĦĂĪ

ĥģ

these days ĦĂĪ

ĝ

4. ĆčKpģ Ì XĞğĜēģĤĢåĒ Ì ğRġħēóĀĉĪ÷ nice ī«ĪĠěħ

same

ĩ

È

Ĥ

ď

ô

Ħ

5. 6^ė~ĠĀĞĦ÷ãùXĞğĜáĆĀXüi€Ĺ¯ĠĀġĤ÷ post office

map

ė ĝĪ Ę

Ēěī ô

Ħ Ģ ī ĉ Ī ĉĩ

XĪ ĕ

6. ĎąĊčĀĖâùĒIJēóĀĉĪğĜç‰ĠºÀ_ýė­ñĹĦ$ĀġĤ÷ (see below)

 ĥÑĬģĦČğĞħĬĞĠĀĞČ and „ĬüÇČğ?ĬĦĕČħĬĦĕĠĀĞČ: “Hungry” and “thirsty,” respectively. ĥÑĬģĦČ, meaning “stomach,” with the verb ĞħĬĞĠĀĞČ meaning “to become empty,” together mean “hungry.” Likewise, „ĬüÇČ “throat” and ?ĬĦĕČħĬĦĕĠĀĞČ “to become dry” together mean “thirsty.”  wĬēĀČĩ and }ĬĦÒČĩ: wĬēĀČĩ is translated “sweet” as well as “bland” or “mild,” and } ĬĦÒČĩ, likewise, is both “spicy” and “salty.” These two adjectives can also be used to describe levels of severity, for example, in grading students or judging people, wĬēĀČĩ being “lenient” and }ĬĦÒČĩ “severe.”  KpĬĞYĠČ: This adjectival noun has a range of nuances, depending on the context—“nice,” “chic,” “cool,” etc. and is used mainly by female speakers. It can describe both things and people, but it has rather a colloquial tone.  åĬĥģČĒ: åĬĥģČĒ “same” is an adjectival noun, but this word works differently from other adjectival nouns. When this word modifies a noun, no particle is used between åĬĥģČĒ and the noun. ĥģ

ĝĪ

åĒą the same book åĬĥģČĒ, however, conjugates like an adjectival noun. ĦĪ Ē

ĦĪ Ē

ĥģ

ĆüÛÙčáüÛÙĢåĒĒIJēóĀĉĪ÷ This kanji is not the same as that kanji.

196

Stage 1-7 (Workbook 1)

Use the particle Ģ for the item of reference: ĕĤġ

ĦĂĪ

ĦĂĪ

ĥģ

Đ ü Ì čēģĤü Ì ĢåĒXĞ÷ My bag is the same as yours. The phrase with Ģ can also be a part of a compound topic, as shown below.

ĕĤġ

ĦĂĪ

ĦĂĪ

ĥģ

Đ ü Ì ĢēģĤü Ì čåĒXĞ÷ Your bag and my bag are the same.  ­ñĬXĪĕČĹĦ$¡ĬĦ$ĀĞČ: This phrase means “to make a phone call.” ­ñĬXĪĕČĹĞ¡ ĬġĀĞČ may also be used for the same meaning.

PRODUCTION 6. Preparatory task: Do mechanical practice as needed to memorize the new vocabulary for the units. Use the structures of these units whenever appropriate. 7. Translation self-check: The example sentences with the new vocabulary given above have been translated here into equivalent English sentences (the translation is not word-for-word). Try checking the accuracy of your translation by translating them back into Japanese. 1. I am hungry. I am thirsty, too. I want something good. 2. I like sweet things very much but not spicy things. 3. His English pronunciation was very bad, but it has improved recently. 4. This is a nice bag, but I don’t want the same bag as yours. 5. Are you going to the post office? It’s not very good, but I drew a map for you. 6. I am not good at Japanese yet, but I called Kato-sensei a little while ago. 8. Express the following in Japanese. į I am hungry. I want something delicious. But I don’t like spicy food. ĵ I am thirsty. I want something cold. I like sweet drinks very much. ķ Park-san is good at Japanese, but he is not very good at kanji. Ķ I am bad at English pronunciation. But I have improved a little lately. , I want the same book as yours, not that other book. So, I’ll borrow it from my other friend. + I will go to the post office this afternoon, so I need a map. * I am afraid of big animals, but I am not afraid of dogs and cats.

Stage 1-7 (Workbook 1)

197

s3: Making Verbs into Nouns

c

CONFIRMATION Read the corresponding sections, Stage 1-7.3 (1) through (3), in the Grammar Textbook first.

(1) Nominalizing verbs with ĆĢ; (2) Expressing a desire to do things; (3) Expressing the speaker’s plan 1. Confirm the meaning of the following sentence. ĕĤġ

ĦĪ Ē

Ğ

Đ čÛÙğęĠXĞ÷

2. What is the dictionary form of the verb “to write” in Japanese? 3. How would you nominalize this verb? 4. Now expand the sentence above by adding the phrase, “like to write kanji.” 5. Following the pattern in 4., add the following meanings to the original sentence. į like to read kanji ĵ like to look at kanji ķ like to study kanji 6. The same process can be applied to the following simple sentences. Add the meanings in the parentheses. ė ĝĪ Ę

įĨŊŇTœňçĪčĎąĊğXĠĀĞ÷(can speak; can write; can read) ė ĝĪ Ę

Ēěī ô

ĵĨŌńœçĪčĎąĊğâùXĞ÷(speak; write; read) ð ĀģĦ

èĩ Ę

ĕĤġ

ĠÒ

È

Ĥ

ķĨëđçĪčyĊğãùXĞ÷(speak; write; read) ĶĨ Đ čĞġğƒĩXĞ÷(eat; make; buy) 7. Change the completed sentences in 6. into negative sentences. 8. Confirm the meaning of the following sentence. ĕĤġ

òô

ü

Đ č ŌòĀĞ÷

9. Change the predicate to express the speaker’s desire. 10. Conjugate the sentence in 9. into negative imperfective, positive perfective, and negative perfective. 11. When can you and can you not use the above structures? 12. When you cannot use the above structures in some situations, by what means can you express the same meaning?

198

Stage 1-7 (Workbook 1)

13. Pair work: Question-and-answer. Answer with æĈóXĞ. ē ġ Ĥ

ģė

Question: ŠĎĜĄĹĞ¡æĈóXĞĦ÷ Answers: study; do my homework; go to the library; call (phone) my sister; write e-mail to my friends in high school; buy a nice bag at the department store; make a phone call to my parents in Japan; go to the post office in town; buy a map of Tokyo.

s4: č and ğ

c

CONFIRMATION Read the corresponding sections, Stage 1-7.4 (1) through (4), in the Grammar Textbook first.

(1) The topic č; (2) The subject ğ; (3) Comparing the sentences with the topic and the subject; (4) The topicalized subject 14. Choose the right particle, č or ğ. When both are possible, discuss the differences. Ħ Ģī

V

ĥĥ

įĨºÀçĪĬčĸğČ¿ĬčĸğČĔĠĩXĞøè÷ ĉ

ĤĦ

ûĢ

ĵĨēü©ĬčĸğČíĩāĬčĸğČĖXĞĦ÷ŌńœçĪXĞ÷ Ġ ě ī

Ĥ

Ġ ě ī

Ĥ

ķĨµĎĈŒœĹ²ÆĀĞĦ÷µĎĬčĸğČ²ÆĀĉĪ÷ ďċī Ę ħ Ę

čģ

ďċī Ę ħ Ę

čģ

ĦĪ Ć ħ Ę

čģ

ĶĨđïĊĬčĸğČñĉĀĞĦ÷đïĊĬčĸğČñĉĀĉĪğĜ5ïĊĬčĸğČñĉĀĞ÷ Ġ ě ī

Ē ċ Þěī

Ġ

ē ġ Ĥ

Ġ

,ĨµĎĬčĸğČŒŋçĪĬčĸğČÄéėÓĀĉĪğĜŠĎĬčĸğČĖĬčĸğČÓĀĉĪĦ÷ Ē ċ Þěī

čĒ

čð

Ġ

+ĨÄéĬčĸğČĈīĞĴĀóĀĞ÷ÂħÓYħĖçĩ÷ ė ĝĪ Ę

Ē ġ ě

ė ĝĪ Ę

èĩ Ę

*ĨĎąĊü7¯ĬčĸğČēóĀĞĦ÷ĎąĊüĬčĸğČēóĀĉĪğĜyĊüĬčĸğČēóĀĞ÷ 15. New vocabulary: (R: S1-7-3) Ć ÇĈ

ĢĠ

ēç

čĪ

Ĥ

Ğ

ĩĀ

čĪ

1. ³œüõĜìĘþėŒœĹ²Æ¡ĆĢğęĠXġĤğĜµčĘþğĩĩXĞ÷ (see below) ĆīĆī

ĢĠ

bread ė ĝĪ

rice

óċī ğ ħ

ĩĀ

2. í¸üõčĎąėÜĚġĤĦ‰ĤXĞğĜµčēĀóġĤħēóĀĉĪ÷ study-abroad Ē ċ Þěī

Āè

" ħ ġċī

Ģ Ĉ Ėď

Ć ī èĪ

çĪ !

3. Äéü§ėtJġĀĉĪXġĤ÷XĈĜÖÕĢĠĩģdjĹr‹ġĀġĤ÷ review á æ Þěī

ēĢ

stroll ĒĪ

ğ ħ ĉĩ

ė ĝĪ Ę

ĥġ

4. £éüÁXĜőŅĺʼnāüĚýėĎąĊĹè¡æĈóXĞ÷ teach

Stage 1-7 (Workbook 1)

ĒċÞěī

ēĢ

ğ ħ ĉĩ

199

ò

5. ÄéüÁXĜÇĪģĆĢĹĞ¡æĈóXĞĦ÷ĚýėŀŁłĹ“ĉ¡æĈóXĞ÷ (see below) ĦĪ Ē

ĩ

ò

video

show

Ġ

6. ĆüÛÙü ĹĖĦėäĠĤĦ‰ĤXĞğĜĖĈĩĀĉĪXġĤ÷ meaning

ask

 ³œüõĬĆÇĈüĢĠČ: We have learned the following sentential conjunctions: áüõĬĢĠČ, áü §ĬĀèČė, and áüÁĬēĢČX. In place of the pronoun áü, nouns may be used, as in the following examples (the first-person pronoun is used in all translations below, but it does not have to be the first-person pronoun; it depends on the topic of the following sentence): ³œüõĬĆÇĈüĢĠČ í¸üõĬĆīĆīüĢĠČ Äéü§ĬĒċÞěīüĀèČ £éüÁĬáæÞěīüēĢČ

when I was a child when I was in high school before the class after graduating

 Œœ: The word for “bread,” Œœ, is a loan word from Portuguese.  ĘþĬčĪČ: Different words are used for “cooked rice,” ĘþĬčĪČ, and rice as grain (uncooked rice), ĬĆVČ. ĘþĬčĪČ may also be used to mean “meal,” as seen in ìĘþĬēçĘčĪČ.  ĥ and Ę as polite prefixes: Both ĥ and Ę are polite prefixes that are attached mostly to nominal forms such as nouns, adjectival nouns, and adverbs. In some words, such as ĥÑĬģĦČ, and Ęþ ĬčĪČ, these prefixes have become inseparable from the base words, so you should learn them as whole words.  ìĘþĬēçĘčĪČėŒœ: The particle ė after ìĘþĬēçĘčĪČ expresses a purpose. In this case, the sentence means “I ate bread for breakfast.” For this use of ė, see Stages 1-9 and 2-5.  ĬĥġČè¡ĬĥġèĀĞČ: This verb is normally translated as “to teach,” but it is generally used to mean that “someone shows someone else how to do something or gives someone information.” So, it can be translated “to inform,” “to show,” “to guide,” among other meanings. ĉ Ī ĉĩ

XĪ ĕ ĂĪ Ę ī

ĥġ

_ýü­ñöDĹèYħĖçĩ÷ Please tell me the teacher’s phone number.  ÇĪģĆĢ: Both ÿĬĈüČ and ĆĢ are translated as “thing,” as pointed out in Stage 1-2. ÿĬĈüČ refers to tangible things and concepts. ĆĢ refers to “things or facts about someone or something.” Ġ ü ī

ĥĈġ¤

Ġ ü ī

ĥĈġ¤

Ĉü

Ħ

…ĎĜŽĩÿĹfĩĀġĤ÷ I bought an interesting thing yesterday. Ġ

…ĎĜŽĩĆĢĹäĠĀġĤ÷ I heard an interesting thing yesterday.  äĬĠČħĬĠĠĀĞČ: This verb was introduced earlier as having the meaning of “to listen to something” or “to hear something.” But this verb also means “to ask someone questions.” See the following example, paying special attention to the particles. Ýħ

ĦĪ Ē

ĩ

ò

Ġ

àčĆüÛÙü ĹŐTĿŅTŏėäĠĀġĤ÷ I asked my roommate the meaning of this kanji.

200

Stage 1-7 (Workbook 1)

PRODUCTION 16. Preparatory task: Do mechanical practice as needed to memorize the new vocabulary for the units. Use the structures of these units whenever appropriate. 17. Translation self-check: The example sentences with the new vocabulary given above have been translated here into equivalent English sentences (the translation is not word-for-word). Try checking the accuracy of your translation by translating them back into Japanese. 1. I used to like to eat bread for breakfast when I was a child, but now I prefer rice. 2. I wanted to go to Japan for study-abroad when I was in high school, but I don’t now. 3. I did not review for class, but went for a walk in the park with my friend. 4. I plan to teach Japanese to American students after graduating. 5. What kind of things are you planning to do after class? I plan to show videos to the students. 6. I wanted to ask someone the meaning of this kanji, but no one was there.

18. Discourse practice: Answer the following question, and ask further questions or make comments based on the answers. Example: walk in the park Ò ĩ ġċī

ģė

Ćī èĪ

ē¡

Q: ÓbĜĄĹĞ¡æĈóXĞĦ÷ A: djŋħæĈóXĞ÷ Answers: take a walk with my friend; review Japanese; teach English to Japanese children; show my favorite videos to my roommate; make a delicious cake; make something sweet; go to a Japanese movie with my mother; call my father in Japan. 19. Discourse practice: Ask the following questions. Ask further questions or make comments based on the answers you receive. Ć ÇĈ

ĢĠ

ģė

ĆīĆī

ĢĠ

ģė

á æ Þěī

ēĢ

–ôĦ

ĦĪ Ē

Ĥ

Ğ

ĠÒ

įĨ³œüõĜĄĹ²Æ¡ĆĢğęĠXġĤĦĬƒĩXġĤĦČ÷ Æ Ī Ġěī

ĠÒ

Ğ

ĵĨí¸üõĜĄĹ¾¼Ğ¡ĆĢğƒĩXġĤĦĬęĠXġĤĦČ÷ ģė

ķĨ£éüÁXĜĄğġĤĩXĞĦ÷ Ġ

ĶĨ  ġĩÛÙĹĖėäħĆĢğXĠĀĞĦ÷ ė ĝĪ Ę

ĆĢ Ă

ĩ

ò

Ġ

,ĨĎąĊüh8ü ĹĖėäħĆĢğXĠĀĞĦ÷ óċī ğ ħ

ĩ

+ĨÜĚġĤĩXĞĦ÷ÇĆė~ĠĤĩXĞĦ÷ Òĩğ‰ Ġ

Æ Ī Ġěī

*ĨÓĚĜÇĪģĆĢğ¾¼ġĤĩXĞĦ÷

Stage 1-7 (Workbook 1)

èĩ ğ

ò

Ğ

201

Ğ

)ĨnPðŀŁłĹ“¡ĆĢğęĠXĞĦ÷ÇĪģĈüğęĠXĞĦ÷ ĢĈĖď

ģė

Ēěī ô

(ĨēģĤüÖÕčĄĹĞ¡ĆĢğâùXĞĦ÷ ģė

È

Ĥ

'ĨēģĤčĄĹĞ¡ĆĢğãùXĞĦ÷ ē ġ Ĥ

ģė

&ĨŠĎĜĄĹĞ¡æĈóXĞĦ÷ á æ Þěī

ēĢ

%Ĩ£éüÁĜÇĪģĆĢĹĞ¡æĈóXĞĦ÷

s5: Comparisons

c

CONFIRMATION Read the corresponding section, Stage 1-7.5 (1), in the Grammar Textbook first.

(1) Comparing two things 1. Confirm the meaning of the following sentence. ďċī Ę ħ

ĥĥ

đïčĔĠĩXĞ÷ 2. Add the information “compared to Japan” to the above sentence. 3. Add Ĉ‰Ģ to the above sentence. 4. What is the difference in meaning between sentence 2 and sentence 3? 5. Add ô‰Ģ to sentence 2. 6. What is the difference in meaning between sentence 3 and sentence 5? 7. Insert appropriate particles for the following question and answer. ďċī Ę ħ

ė ĝĪ

ĝī

ĥĥ

Q: đïĬĭ ĭ ĭ ĭ ČĎąĬĭ ĭ ĭ ĭ ČĜÇďÒĬĭ ĭ ĭ ĭ ČćĬĭ ĭ ĭ ĭ ČĔĠĩXĞĦ÷ ďċī Ę ħ

ĝī

ĥĥ

A: đïĬĭ ĭ ĭ ĭ ČćĬĭ ĭ ĭ ĭ ČĔĠĩXĞ÷ 8. Ask about things such as size, price, quality, or preference between each of the following pairs. Pairs to be compared: Tokyo and New York; Toyota and Honda; Japanese and English; bread and rice; videos and DVDs; kanji and katakana; small animals and big animals 9. What is the pronoun to indicate “both”? Give an example from the pairs above. 10. Do the questions in 8. and answer with “both” and “neither.” 11. Confirm the meaning of the following sentence. ĩ‘

ĥĥ

¬čĔĠħēóĀĉĪ÷

202

Stage 1-7 (Workbook 1)

12. Add information comparing “a dog” to “an elephant.” 13. Add a compared item, and confirm the meaning of the completed sentences. ĕĤġ

Ýħ

ĕĤġ

Ýħ

ė ĝĪ Ę

–ôĦ

įĨ Đ ĬàČėčĜĎąĊčĬĭ ĭ ĭ ĭ ĭ ĭ ĭ ĭ Č  ġħēóĀĉĪ÷ ĩ‘

ĵĨ Đ ĬàČėčĜ¬čĬĭ ĭ ĭ ĭ ĭ ĭ ĭ ĭ ĭ ČĆĕħēóĀĉĪ÷ Ħø

ķĨĥÎčĬĭ ĭ ĭ ĭ

ČĝġħēóĀĉĪ÷ čĪ

Ğ

ĶĨĬĭ ĭ ĭ ĭ ĭ ĭ ĭ ĭ ČčĘþĝÇęĠXčēóĀĉĪ÷ ĕĤġ

Ýħ

ĕĤġ

Ýħ

èĩ ğ

ĥĈġ¤

,Ĩ Đ ĬàČėčĜĬĭ ĭ ĭ ĭ ĭ ĭ ĭ ĭ ČčnPĝǎħēóĀĉĪ÷ +Ĩ Đ ĬàČėčĜĬĭ ĭ ĭ ĭ ĭ ĭ ĭ ĭ ČčŒœĝÇĥĩġħēóĀĉĪ÷ 14. New vocabulary: (R: S1-7-4) ÈĪ

ÈĪ

ĝī

æīğħ

ÆĪ ó

1. Ćü¹Ģáü¹XčĜÇďÒüćğ{Ěė^>XĞĦ÷ area ėħ

commuting

çĦģ

ĝī

óěī ĝ ī

Ğ

2. HĢ \ ĢĜÇďÒüćğęĠXĞĦ÷”ćĢĈęĠXĞ÷ meat fish

both

ġ ĘĢ

ĝī

3. ĆüšÊĢēüőŐōŎŏĢĜÇďÒüćğĩĩXġěīĦ÷ job

part-time work

óċī ğ ħ ĉĩ

øè

ĝī

ĕĦ

ēø

ĝī

Ģġ

īè

4. ĆüÜĚýĢĥvçĪĢĜÇďÒüćğËĩXĞĦ÷vüćğßğâXĞ÷ student from abroad

young

ĥħ

Ĉü

ĝī

older

Ħ

5. "¤ġĠĢņœʼnŌĢĜeóÿėÇďÒüćĹfĩĀġěīĦ÷ (see below) ēĤĀ

ĩĤ

gift ģĦ

ĩĤ

ħĞó

ĝī

ħĞó

6. ê ğÐĩXĞ÷ĥÑĈÐĩXĞ÷Ćü½ĢáĢÇďÒüćğĩĩ½XĞĦ÷ painful ħĞó

ĝī

stomach

medicine ü

Ćü½üćğĩĩXĞ÷ĖĦÒĜĆŌĪXħĖçĩ÷ (see below)

 ¹ĬÈĪČ: Although ¹ĬÈĪČ “area” is a noun, it may not be used in isolation. This noun needs a modifier, which is very often a demonstrative pronoun, as in Ćü¹ĬĆüÈĪČ “this area.”  {ĚĬæīğħČ: This is a noun that means “commuting to school.” {;ĬæīĠĪČ is the word for “commuting to work.”  ”ćĬóěīĝīČĢĈ: ”ćĬóěīĝīČ means “both,” which may be used for both things and people, and the particles Ģ and Ĉ often accompany them, although it is also acceptable to omit them.

Stage 1-7 (Workbook 1)

203

 šÊĬġĘĢČ and őŐōŎŏ: Both nouns mean “work” or “job,” and both can be used as verbs by adding Ğ¡. őŐōŎŏ, which derives from the German word arbeit, refers to temporary or parttime work.  ËĬĕĦČĩ, ĬēĤÒČġĩ, and AĬ"¡Čĩ: ĬēĤÒČġĩ “new” refers to things that are new or fresh while AĬ"¡Čĩ means “old.” The latter two adjectives may not be used to refer to the age of a person. To refer to a person’s age, one should use ËĬĕĦČĩ “young” and ßmĬĢġČó “elderly person.” Notice that ËĬĕĦČĩ is an adjective while ßmĬĢġČó is a noun. ËĬĕĦČĩ may not be used for children (notice that in English we say “a young child”). In this case, use çĩ³œĬď ĩçĩĆÇĈČ.  ßğâĬĢġğīèČ: ßğâĬĢġğīèČ is a fixed expression that means “older” (lit., “age is above”). The opposite expression is ßğãĬĢġğġĤČ. It is also possible to make them into the following nouns: ßâĬĢġīèČ “older” and ßãĬĢġġĤČ “younger.”  "¤ġĠ and ņœʼnŌ: "¤ġĠ is a piece of cloth (usually measuring around 50 to 60 centimeters square—although there are smaller and much larger ones as well) used to wrap things for carrying. "¤ġĠ are often printed in beautiful patterns and make nice gifts. ņœʼnŌ comes from the English word “handkerchief” and is a common personal item in Japan. They use ņœʼnŌ to wipe away sweat or to dry their hands after washing (they do not use ņœʼnŌ to wipe or blow their noses as some people do in some countries). ņœʼnŌ are also printed with beautiful patterns and make great gifts as well.  êğÐĩĬēĤĀğĩĤĩČ: “Headache.” To express the aches of body parts, use the following structure: àĬÝħČčêĬēĤĀČğÐĬĩĤČĩXĞ “I have a headache.”  ½ĬħĞóČŌĬüȖĬüòĀĞČ: The verb to use for “taking medicine” is ŒĬüȖĬüòĀĞČ “to drink.”

PRODUCTION 15. Preparatory task: Do mechanical practice as needed to memorize the new vocabulary for this unit. Use the structures of this unit whenever appropriate. 16. Translation self-check: The example sentences with the new vocabulary given above have been translated here into equivalent English sentences (the translation is not word-for-word). Try checking the accuracy of your translation by translating them back into Japanese. 1. Which area is more convenient for commuting, this area or that area? 2. Which do you like, meat or fish? I like both. 3. Which do you think is better, this job or that part-time work? 4. Who is younger, this foreign student or your sister? My sister is older. 5. Which shall we buy for a gift, furoshiki or handkerchiefs? 6. I have a headache. I have a stomachache, too. Which is better, this medicine or that one? This one is better, so take one of these.

204

Stage 1-7 (Workbook 1)

17. Pair work: Question-and-answer. Comparative Question Item 1 Item 2

Description

1. Japanese

English

difficult

2. bus

train

convenient for commuting

3. this area

that area

want to live

4. this job

that part-time work

dislike

5. that foreign student

your roommate

smart

6. head

stomach

painful

7. this medicine

that medicine

took

8. furoshiki

handkerchief

gave to the teacher

9. this gift

that gift

want

10. meat

fish

like to eat

12. my sister

your sister

young

13. Tanaka-sensei

Kim-san

old

Choose one

18. Complete the following sentences. ĕĦ

įĨĐčËĩXĞğĜ____________ĝÇ______________÷ ġ ĘĢ

ĵĨŐTĿŅTŏčĩæĈĤħçĪšÊġĀĞğĜ_________ĝÇ_____________÷ ġ ĘĢ

ķĨĆüšÊčēüőŐōŎŏĝÇ_________________÷ ĕĤġ

Ýħ

ēĤĀ

ģĦ

ĩĤ

«ěī Ġ

ĶĨ Đ ĬàČčê ĈĥÑĈÐĩXĞğĜ___________ĝÇ ______________÷

c

CONFIRMATION Read the corresponding section, Stage 1-7.5 (2), in the Grammar Textbook first.

(2) Comparing more than two things 1. Confirm the meaning of the following sentence. Ėĩ ğ ħ

ĥĥ

ĆüĔĚčĔĠĩXĞ÷ 2. Add the information “bigger” to the above sentence. 3. Add the information “biggest” to sentence 1.

Choose both positive/negative

Stage 1-7 (Workbook 1)

205

4. Add the information “in Japan” to sentence 3. 5. Make a question sentence from sentence 4. (“which university is the biggest in Japan?”) and answer the following questions. į What is the topic of this question sentence? ĵ What is the predicate of this question sentence? ķ Now make a question sentence following į and ĵ. 6. Ask and answer the following. tallest person in class; best Japanese speaker in class; best teacher in college; worst teacher in your high school; person with the shortest hair here 7. New vocabulary: (R: S1-7-5) ġ

Ġ

ĩďĂĪ

Ğ

Ġ ĉæ

č¡

1. Ÿ•XúöĜęĠģ•LčĄXĞĦ÷ĐčğúöĜęĠXĞ÷ four seasons

season

ĩďĂĪ

Ħø Ĉ

ûĢ

Ğ

2. őŊőXúöĜΦďüāčĖXĞĦ÷áüāčÇĆė=ĪXĩĀĞĦ÷ Asia

rich

ĩĈīĢ

ġēĕ

ĩĈīĢ

Ħø

3. Đč k ó| ĉXĞ$ÇĈĜ k ĝÇĥÎčēóĀĉĪ÷ happy ēø

«ĪÝī

XĈĜvĝǙ—XčēóĀĉĪ÷ poor óěī

ĩďĂĪ

ĥá

ø

4. ēģĤüXĖğúöĜÔħĀXˆYĩĀĞĦ÷ (see below) ĉ Ħĩ

ĩďĂĪ

ĒĪĆ ī

ĥĥ

ħė

ĩďĂĪ

Ğħ

ħė

5. WOXúöĜā±ğØĩïčÇĆXĞĦ÷úöĜîģĩïčÇĆXĞĦ÷ world ħĖĈü

population large number ģė

ĩďĂĪ

Ğ

ĕĤġ

small number ħ Ė Ĉü

ð çĩ

ĝī

Ğ

6. †ÿXĄğúöĜęĠXĞĦ÷Đ č†ÿóaGüćğęĠXĞ÷ fruit

vegetable

 ™—Ĭ«ĪÝīČ and ΦĬĦøĈČď: Although these two words are related because they are antonyms, ™—Ĭ«ĪÝīČ “poor” is an adjectival noun while ΦĬĦøĈČď “rich” is a noun, as follows: ™—Ĭ«ĪÝīČģĚý “poor student” and ΦĬĦøĈČďü”IĬóěīġĪČ “rich parents.”  ÔĬĥáČħĀX: A nominal function of ÔĬĥáČħ was briefly mentioned in Stage 1-6 of the Grammar Textbook, but a more detailed explanation is given here. We have thus far used ÂĬčðČ ħ and ÔĬĥáČħ as adverbs, as in the following. Ġ ü ī

ĕĤġ

ĥá

ø

ēç

čð

ĥ

…ĎĜĐ čÔħˆYĜìĜÂħ›ĠĀġĤ÷ I went to bed late and got up early yesterday Like cĬďĦČħ and zĬĢĥČħ, these adverbial forms can also be used nominally. ĕĤġ

ēç

čð

¡

ĥá

ÆĪ Ġěī

Đ üŐTĿŅTŏčìĜÂħĦÒ:ĜÔħĀXĩæĈ¾¼ġĀĞ÷ My roommate studies from early in the morning until late at night.

206

Stage 1-7 (Workbook 1)

 ØĬĥĥČĩ and îĬĞħČģĩ: These adjectives, which indicate the size of numbers, are similar to the adjectives cĬďĦČĩ and zĬĢĥČĩ. That is, the adverbial forms are used nominally when modifying nouns unless they are used in predicates. Ėĩ ğ ħ

ĥĥ

ğ ħ ĉĩ

ĥĪ ğ ħ

Æ Ī Ġěī

ĆüĔĚüØħüĚýğ°¶Ĺ¾¼ġYĩĀĞ÷ Many of the students at this college are studying music. ğ ħ ĉĩ

ĥĥ

ĆüŋĽŃčĚýğØĩXĞ÷ There are many students in this class. îĬĞħČģĩ does not work the same way. There are different ways to express “a few (things or people)” but one that is close to îĬĞħČģĩ is the noun îqĬġěīĞīČ, which literally means “small number.” Ėĩ ğ ħ

ġěī Ğ ī

ğ ħ ĉĩ

ĥĪ ğ ħ

Æ Ī Ġěī

ĆüĔĚüîqüĚýğ°¶Ĺ¾¼ġYĩĀĞ÷ Few of the students at this college are studying music. ğ ħ ĉĩ

Ğħ

ĆüŋĽŃčĚýğîģĩXĞ÷ There are few students in this class. In example 5, ØĬĥĥČĩ and îĬĞħČģĩ are used as the predicates of the subject ā±ĬĒĪĆīČ, and each clause as a whole modifies the following noun, ïĬħėČ.

PRODUCTION 8. Preparatory task: Do mechanical practice as needed to memorize the new vocabulary for this unit. Use the structures of this unit whenever appropriate. 9. Translation self-check: The example sentences with the new vocabulary given above have been translated here into equivalent English sentences (the translation is not word-for-word). Try checking the accuracy of your translation by translating them back into Japanese. 1. What is your favorite of the four seasons? I like spring the best. 2. Who is the richest person in Asia? Where does that person live? 3. I am happier than my younger sister, but I am not as rich as she is. But I am not as poor as my older sister. 4. Who sleeps the latest in your dorm? 5. Which country has the largest population? What about the smallest population? 6. What fruit do you like the most? I’d rather have vegetables than fruit. 10. Pair work: Question and answer: Whenever appropriate, ask further questions based on the answer given in response to each question. Comparative questions: į your family; get up earliest ĵ countries in the world; biggest population; smallest population

Stage 1-7 (Workbook 1)

207

ķ your dorm; stay awake the latest; get up the earliest Ķ when a child; favorite food , when in high school; least favorite class; favorite class + family; youngest person; tallest (shortest) person * your country; poorest place ) Asia; biggest country; smallest country ( homeland; tallest mountain; longest river ' world; richest country & best medicine for stomachache; headache % favorite fruit; least favorite fruit Ŕ favorite vegetable; least favorite vegetable ŕ four seasons; favorite season Ŗ school; happiest person; tallest person 11. Pair work: Using the structures of comparison, ask comparison questions to each other. Be sure to ask questions regarding just two items and more than two items. You do not have to use the following items of comparison, but use them if and as needed. Always ask further questions based on the answers. Topics to discuss: countries; colleges (students, classes, teachers, majors, dorms, dorm rooms); mountains; rivers; food (drinks, fruit, vegetables, fish, meat, Japanese food, Western food); high schools; seasons. 12. Discourse practice: You are trying to decide which study abroad program (home stay program) you want to apply for next year. į Decide on the roles of a student and a study abroad program coordinator. ĵ Gather information about different programs (place; cost; the number of classes; the kind of classes; teachers; the students; dorms; home stay program; other activities). ķ Jot down pros and cons of different programs in your note. Ķ Finally report your decision following the example below. ÒĩøĪ

Ġěī Ģ

ğ ħ ĉĩ

ĥĥ

Ėĩ ğ ħ

óċī ğ ħ

Ėĩ ğ ħ

Ģ ī Ġěī

Ġěī Ģ

Ėĩ ğ ħ

ēĤĀ

ÓßĜÉxüĔĚėÜĚġĀĞ÷ĆüĔĚčªÉüóĩĩĦÒXĞ÷ĆüÉxüĔĚėč ê ğĩĩ ė ĝĪ Ę

Ē ċ Þěī

Ėĩ ğ ħ

ĝī

Ģ ī Ġěī

Ėĩ ğ ħ

Ġěī Ģ

Ėĩ ğ ħ

ė ĝĪ

ĚýğØħĩĀĞ÷ĎąĊüÄéĈĆüĔĚüćğªÉüĔĚüóĩĩXĞ÷ÉxüĔĚčĎą Ę

ğ ħ ĉĩ

ĥĥ

Ģ ī Ġěī

Ėĩ ğ ħ

ė ĝĪ Ę

ğ ħ ĉĩ

Ğħ

Ėĩ ğ ħ

óċī ğ ħ

Ĥü

ĊüĚýğØĩXĞğĜªÉüĔĚčĎąĊüĚýğîģĩXĞ÷ĆüĔĚÈüÜĚĹĢYĈ¶ġ òėġYĩĀĞ÷

208

Stage 1-7 (Workbook 1)

Step 2

1: Conversational Devices 1. First, study the content and the important points of the following dialogues in the Grammar Textbook, and familiarize yourself with the meaning of each dialogue. 2. With the sound files, practice each dialogue until it is smooth without referring to the text. Change roles with your partner and practice several times until the dialogue flows smoothly.

(1) Comparing 3. Listen to dialogue (1): (R: S1-7-6) Ħ Ģī

ďċī Ę ħ Ę

čģ

ė ĝĪ Ę

ďċī Ę ħ Ę

ºÀŌńœçĪčđïĊĈñĉĀĞøĞĘĩXĞøè÷XĈĜĎąĊĢđïĊĢljďğ –ôĦ

 ġĩXĞĦ÷ –ôĦ

ŌńœÇ‰ďĈ  ġĩXĞø÷ 4. Question and answer: Use ljď and/or ljďĈ whenever appropriate. Ask further questions based on the answers you receive. į smarter between two animals ĵ preference between two animals ķ favorite place to go to Ķ tallest person in the family , size of countries in the world + height of mountains in your homeland * richest school in your homeland ) favorite season ( favorite fruit ' favorite vegetable

Stage 1-7 (Workbook 1)

209

(2) Health talk 5. Listen to dialogue (2): (R: S1-7-7) ģĦ Ė

đăŊŇTœňçĪĜÇīġĀġĤĦ÷ ēĤĀ

ĩĤ

ŊŇTœňďě‰ĢĜê ğÐĩĪXĞ÷ ģĦ Ė

Ėĩ Ē

đăáčĩ$ĀĉĪø÷ĥĔÊė÷

6. Pair work: Use the dialogue and change to the following conditions. Conditions: stomachache; leg ache; sick; headache; earache

(3) When the speaker does not know the answer 7. Listen to dialogue (3): (R: S1-7-8) ĉ

ĤĦ

ûĢ

ûħ

ûĢ

ðĀģĦ

ijēü©ğíĩāĢ·ĩāĢĜÇďÒğëđçĪXĞĦ÷ Ýħ

ĕ

ijèèĢĸĸĸ÷çēĜàėčħ@ĦóĀĉĪ÷ĞòĀĉĪ÷ Ė ĩ Ēěī ˜

Ġ

ijēēĜĔUsXĞ÷ŃĻŃçĪėäĠĀĞĦÒ÷ 8. Pair work: Use the dialogue above and change the comparison. Comparisons: taller; shorter; bigger; smaller; cleaner; more difficult; kinder.

2: Listening Submit responses on separate sheet. Part I (R: S1-7-9): You will hear a few paragraphs in which some comparisons are made. Answer each question in Japanese (write both questions and responses). Part II (R: S1-7-10): Answer the questions in Japanese (write both questions and responses).

210

Stage 1-7 (Workbook 1)

Step 3

1: Kanji Recognition 1. One of the most difficult and troublesome things about learning Japanese is the reading or writing of personal and place names in kanji. The reason for the difficulty is the unpredictable use of kanji. There are, however, many kanji used in names that have conventional readings. Family names are a little easier to read than given names. Many common names include kanji that indicate nature. For instance, ë, ă, ®, S, ¨, ‡, and , to list a few. They also often contain kanji of location or the cardinal directions; for instance â, ã, đ, §, ª, ’, Q, and N, to list a few. It is often the case that the first syllable of the second kanji is read with the voiced variation. For instance, the two kanji of the name ăđĬĤģĦČ is reversed as đă and the second kanji is then read with the voiced variation, as in ģĦĖ. But unfortunately the kanji may not always change to the voiced variation. For instance, ‡ă is ĈóĤ without the voiced variation. 2. See if you can read the following family names. Kanji

Kana

Kanji

ëđ

ëă

Să

®¨

N®

ă®

‡ă

’ă

’®

Qă

¨ă

âă

’¨

ëã

Kana

3. Given names are often difficult to read because the number of possible combinations one can use from existing kanji is infinite and the readings for kanji combinations may also be provided in original ways. In fact, the Japanese government has allowed an additional 284 kanji to be used in given names in addition to the officially recognized 1,945 ÛÙĬĒěīīĦĪĒČĨ(the number is likely to increase by roughly 200 by the fall of 2010). Even rather common given names may be read in a few different ways. For instance, |³ may be read as çďĆ or ĠĆ, and can only be determined by the person in question or other authoritative source. Most commonly the number of kanji for one given name is between one and three. Hiragana may be used as part of a given name or as the entire given name, and it is most often used for female given names.

Stage 1-7 (Workbook 1)

211

2: Reading Kanji 4. Use the summary of new vocabulary to practice reading some of the kanji words used in this chapter. Repeat until you can recognize them easily.

3: Discourse Practice (Reading) 5. The following is a sample questionnaire for a certain residential program. The questionnaire was devised to match students with compatible roommates for the program. Use these for the reading practice, and do the question-and-answer activity with it. ēç

čð

ĥ

Ğ

įĨìĜÂħ›Ġ¡ĆĢğęĠXĞĦ÷ Ğ

ĕĤġ

ĂĪ

ĥá

ø

ēç

ĥá

ĥ

ēĀóęĠXčēóĀĉĪ÷Đ čĩæĈĜÔħˆYĜìĜÔħ›ĠĀĞ÷ ēç

čĪ

čĪ

Ğ

ĵĨìĘþėčĜŒœĢĘþĢÇďÒğęĠXĞĦ÷ ĕĤġ

ēç

čĪ

Ĥ

Đ čìĈĩæĈĘþĹ²ÆĀĞ÷ Ğ

čĪ

Ğ

ŒœĈęĠXĞğĜĘþĝÇęĠXčēóĀĉĪ÷ ĆīĆī

ĢĠ

ģė

Ğ

ķĨí¸üõčĄĹĞ¡ĆĢğęĠXġĤĦ÷ ĩ

Ėĩ Ğ

ŒTľļTė~ħĆĢğĔęĠXġĤ÷ ûĢ

čģ

Ğ

XĈĜāĢñĞĆĢčēĀóęĠXčēóĀĉĪ÷ ĥĪğħ

Ġ

Ğ

ŒTľļTX°¶ĹäħĆĢğęĠXġĤ÷ ĩ‘

øĆ

ĝī

Ğ

ĶĨ¬Ģ¢ĢĜÇďÒüćğęĠXĞĦ÷ ĕĤġ

ĩ‘

øĆ

Đ č¬čĆĕĩXĞğĜ¢čáĪģėĆĕħēóĀĉĪ÷ øĆ

ĝī

Ğ

ĖĦÒĜ¢üćğęĠXĞ÷ ĩďĂĪ

ĢĈĖď

ĢĈĖď

,ĨēģĤüúöĩĩÖÕčÇĪģÖÕXĞĦ÷ ĕĤġ

ĩďĂĪ

ĢĈĖď

ė ĝ Ī

óċīğħĉĩ

ðĀģĦ

ĩ

Đ üúöĩĩÖÕčĎąĦÒüÜĚýXĜëđçĪĢhĩĀĞ÷

ðĀģĦ

ēĤĀ

ġô

ûĢ

ëđçĪčĢYĈê ğħYĜ`ĦģāXĞ÷ ðĀģĦ

ĕĤġ

ĩ‰ġě

ò

Ğ

ëđçĪĢĐ čŀŁłĹúė“¡ĆĢğęĠXĞ÷ ģĪ Ē ĦĪ

+ĨőŐōŎŏĹġYĩĀĞĦ÷ÇĪģőŐōŎŏXĞĦ÷ĄõžĴÒĩüőŐōŎŏXĞĦ÷ Ėĩ ğ ħ

Ģ ġ ě ĦĪ

ĔĚü€¯0XőŐōŎŏĹġYĩĀĞ÷ ĩ ‰ ġċī Ħ Ī

č ď Ē ĦĪ

úbžė<õžĴÒĩőŐōŎŏġYĩĀĞ÷

212

Stage 1-7 (Workbook 1)

ĝĦ

ģė

Ħ

*Ĩ[ėĄĦ¯ĠĤĩĆĢğēóĀĞĦ÷ ĕĤġ

čģ

Ğ

Đ čēĀóñĞĆĢğęĠXčēóĀĉĪ÷ ġô

ûĢ

ĝī

ĖĦÒĜŐTĿŅTŏč`ĦģāüćğĩĩXĞ÷ ĥĪğħ

Ġ

Ğ

ûĢ

°¶ĹäħĆĢğęĠģāğĩĩXĞ÷

4: Discourse Practice (Writing) Now it is your turn to answer the questions in the questionnaire. Submit your responses (copy the questions) on a separate sheet of paper. įĨìĜÂħ›Ġ¡ĆĢğęĠXĞĦ÷ ĵĨìĘþėčĜŒœĢĘþĢÇďÒğęĠXĞĦ÷ ķĨí¸üõčĄĹĞ¡ĆĢğęĠXġĤĦ÷ ĶĨ¬Ģ¢ĢĜÇďÒüćğęĠXĞĦ÷ ,ĨēģĤüúöĩĩÖÕčÇĪģÖÕXĞĦ÷ +ĨőŐōŎŏĹġYĩĀĞĦ÷ÇĪģőŐōŎŏXĞĦ÷ĄõžĴÒĩüőŐōŎŏXĞĦ÷ *Ĩ[ėĄĦ¯ĠĤĩĆĢğēóĀĞĦ÷

Summary of Vocabulary 

Functional words Word

Function

Word

Function

ğ

particle: subject

ĔĬĖĩČ~

prefix: emphatic

ĆĢ

nominalizer

~Ĥĩ

suffix: speaker’s desire

ó

particle: than

ė

particle: experiencer

úöĬĩďĂĪČ

superlative marker

X

particle: boundary

æĈó

the speaker’s plan

Stage 1-7 (Workbook 1)



Pronouns Kanji



Kana

Meaning

—

ÇďÒ

which of the two

—

ÇďÒĈ

both; neither

Conversational devices Expression



Meaning

ljď

a spoken form of ÇďÒ

ÇīġĀġĤĦ

“What happened?”

ďě‰Ģ

a colloquial expression of îĬĞĆČġ

áčĩ$ĀĉĪø

“That’s too bad.”

ĥĔÊĬĖĩĒČė

“Please take care.”

èèĢ

used when trying to come up with something to say

ĔUsĬĖĩĒěī˜ČXĞ

“All right.”

Nouns Kanji

Kana

Meaning

Kanji

Kana

Meaning

ê

ēĤĀ

head

eóÿ

ĥħóĈü

gift

©

ĉ

spine; back

WO

ĉĦĩ

world

¿

V

eye

—

őŊő

Asia

±

ħď

mouth

•L

Ġĉæ

season

Å

čģ

nose

Ÿ•

ġĠ

four seasons

]

Ħĥ

face

Φď

ĦøĈď

rich

ù

Y

hand; arm

ā±

ĒĪĆī

population

Í

ēġ

foot; leg

”ć

óěīĝī

both

¥

òò

ear

i€

ďô

map; atlas

Ã

ħ«

neck

†ÿ

ħĖĈü

fruit

´üÚ

Ħòü$

hair of the head

aG

ðçĩ

vegetable

ĥÑ

ĥģĦ

stomach

H

ėħ

meat

213

214

Stage 1-7 (Workbook 1)

Kanji



Kanji

Kana

Meaning

ħĞó

medicine

\

çĦģ

fish

»ÿ

Çī˜æ

animal

—

ŀŁł

video

g

#ī

elephant

 

ĩò

meaning

/.

ĠóĪ

giraffe

¹

ÈĪ

area

—

Œœ

bread

ÜĚý

óċīğħĉĩ

foreign student

Ęþ

ĘčĪ

cooked rice; meal

1F

"¤ġĠ

furoshiki

—

ņœʼnŌ

handkerchief

Nouns (verbs with Ğ¡) Kana

Meaning

Kanji

Kana

Meaning

r‹

çĪ!

stroll

tJ

"ħġċī

review

{Ě

æīğħ

commuting

šÊ

ġĘĢ

work; job

ÜĚ

óċīğħ

study abroad

—

őŐōŎŏ

part-time work

­ñ

XĪĕ

phone call

Adjectival nouns Kanji



Meaning

½

Kanji



Kana

Kana

Meaning

Kanji

Kana

Meaning

ãù

ÈĤ

bad at; unskilled

™—

«ĪÝī

poor

åĒ

ĥģĒ

same

Kp

ĞYĠ

nice; good-looking

|ĉ

ġēĕĉ

happy

Adverbs Kanji —

Kana ô‰Ģ

Meaning far more

Stage 1-7 (Workbook 1)



Adjectives Kanji



Kana

Meaning

Kanji

Kana

Meaning

?

*=?

low

?

?,?

painful

?

;9?

round

?

::?

large number

?

6>?

young

.?

<=.?

small number

Verbs Kanji

Kana

7-form

Polite form

Meaning

49

:349

:34;<

:347

teach; inform; show

29

/29

/2;<

/27

show

=

8=

88;<

8?7

ask

(>59

!-6(>59

>5;<

>57

make a phone call

: 1<=

:.>1<=

<8;<


be hungry

1>6=

 1>6=

>68;<

>6?7

be thirsty

Supplementary Vocabulary 

Shapes Kanj



Kana

Meaning

Kanji

Kana

Meaning



3>=

square (noun)



%->=

triangle

?

3>=?

square (adjective)



$4-5?

oval



#+0+5?

rectangle

Body parts Kanji

Kana

Meaning



*,?

forehead



0:0"'casual


cheek



;);)&

eyebrow

215

216

Stage 1-7 (Workbook 1)

Kanji



Kana

Meaning

ĀæÚ

Āæı

eyelashes

ùÃ

Yħ«

wrist



īX

arm



–ø

chest




Ćġ

waist



ġó

hip

C

"ĢĈĈ

thigh

—

"ħÒčÞ

calf

ÍÃ

ēġħ«

ankle

Words for ×Ĭ «Č

× - «İ is a generic term that is used to refer to all the fingers. The specific name for each finger is as follows. Kanji

Kana

Meaning

Kanji

Kana

Meaning

I×

ĥð «

thumb

āġ×

ûĢçġ «

index finger

đ×

ģĦ «

middle finger

½×

ħĞó «

ring finger

×

Ć «

little finger

Íü×

ēġü «

toe

½×ĬħĞó «Č literally means “medicine finger.” Medicine in Japan used to be in powdered form, and the ring finger was often used to test the medicine. 

Expressions with body parts

There are quite a few expressions with body parts that are used frequently, some of which are shown below. êĬēĤĀČğuĬĕ¡Čĩ êĬēĤĀČėÓĬħČ¡ ¥ĬòòČğzĬĢĥČĩ ¥ĬòòČėĞ¡ ¿ĬVČğuĬĕ¡Čĩ ¿ĬVČėĞ¡

stupid (literally, “a bad head”) get upset (literally, [something] “comes to the head”) hard-of-hearing (literally, “far ears”) hear bad eyesight (literally, “bad eyes”) see; notice

Stage 1-8 Plain Forms of Predicates Step 1 This chapter focuses on forms, so no new vocabulary items are introduced except for a few that are necessary for the rules of the conjugations.

1: Different Speech Styles of Predicates

c

CONFIRMATION Read the corresponding sections, Stage 1-8.1 (1) through (3), in the Grammar Textbook first.

(1) The goal of this section; (2) Polite forms; (3) Plain forms When do you use the plain and polite forms? Plain: (1) in speaking (2) in writing Polite: (1) in speaking (2) in writing

s2: Preparation for Conjugating Plain Predicates

c

CONFIRMATION Read the corresponding sections, Stage 1-8.2 (1) and (2), in the Grammar Textbook first.

(1) Base forms; (2) Verb grouping 1. From what are all conjugations of predicates derived? 2. What are the base forms of the following predicates? Äÿü

ë Ûā ß ā

Č$Nominal Predicates: ² êþèá7Ãç ö ä Ā

òÑ

ē Adjectival Predicates: ïþêÅĂ7Ãç ø ü ÿ

ë Ûā

Ă

Ē Verbal Predicates: ËþûþèëØöéÃç 3. We can tell, with very few exceptions, what group each verb belongs to by its base form. The following are some of the verbs that have been introduced up to this point. Identify the group number (the ones with * are those that cannot be identified by the forms; that is, they look as if

218

Stage 1-8 (Workbook 1)

they are group 1, but actually they belong to group 2). The verbs that consist of a kanji compound noun plus è are not listed here. Verb

Group #

Verb

Group #

Verb

Äý¨

êîó¨

Ăô

ýæ¨ *

ø¨

è

ýô

ðö¨

à¨

ÿĖ¨

ÏÑ

š¨

öô

·Ñ

·¨

ýĀ

êîÃ

ýô

ýÓ¨

ÞÃ

ô¨

7ö¨

è

ìô

7¨

ýĀ

ìýĀ

ü¨ *

ÒÐüĔ¨

ø¨

Ö¨

ôÞò¨

â’Ā

ĂÿÞô

ÃÑ

ÖÃÑ

éì

öíæ¨

ĂĀ

ìô¨

è *

 ¨

îô

êè *

ÃĨ

ðôs¨

øÓ¨

øô

ü¨

üé¨

êߐ¨

êßé¨

ðæ¨

ðĨ

ðüæ¨

šó¨

ø¨ô

êü¨ *

øĀ

ýý¨

Group #

4. Even when you do not know or have not learned the verbs, you can still conjugate them except for a few group 2 verbs that look like group 1 verbs that are exceptions (noted by * in the above chart). Try the following verbs that you have not learned yet.

Stage 1-8 (Workbook 1)

Verb

Group #

Verb

Group #

Verb

ð·ĕ

ýÃ

àѨ

üč

ö¨ *

ö¨

ùĀ

ÏĖ¨

ðí¨

òÄĕ

òÃ

Ϩ

219

Group #

s3: Plain Positive Imperfectives

c

CONFIRMATION Read the corresponding section, Stage 1-8.3, in the Grammar Textbook first.

1. Change the following sentences into the plain forms. Äÿü

÷Ð í Ā

÷ôóĂ

Č$ ² êíÏږÏÚã7Ãç ýš

Ó

šßý

åù

ē$øÏ%Ï ÷  Ăáêù³âösĂ7Ãç ë Ûā

üäĀ óì

ðâü|

Ē$íÏþèϙ¡êù³ânaĂ7Ãç ðâü|

üäĀ óì

đ$ísêù³ânaÙ¡7Ãç Äÿü

øà

’Ăàā

ÞĂ ÷ ô

¬ ì zäĀ

#$ ² ÏFê»oû±ÚėP~üéÃç ùâÞõ

ö

"$¿ÇêâĀÃĕ»éÃç Äÿü

ø ü ÿ

ôë

ýæ

Đ$ ² êËþûMëȍéÃç æĂ Ì

ß ü ä




!$íϼÙÏ2mêè¥ëĂĂ7Ãç

PRODUCTION 2. Express the following in Japanese, using the plain predicates (if it helps, you can translate them into polite forms first, and then express them in the plain forms). Č That foreign student is really rich. ē Jones-san is really good at speaking Japanese. Ē The food in Japan is good. đ The population in China is very large. # I have a stomachache. " I will teach English to Japanese students next year. Đ I will work at the college library starting next month.

220

Stage 1-8 (Workbook 1)

! My mother will come to this area next Monday.

s4: Plain Negative Imperfectives

c

CONFIRMATION Read the corresponding section, Stage 1-8.4, in the Grammar Textbook first.

1. Change the predicates of the following sentences into plain predicates. ÁĀ­ì

ðð

åù

ýà â

Č$íϑ‡ê±öĂ7Ã÷ûöāßĔøéóāç üøÄ

åù

ē øÏáêðÀõ7Ã÷ûV óîá7êøéóāç åù

¹āĀ

ýà

ìý

Ē øÏáê5R7êøéóā÷ûðÀėEĂéóāç ÿý

ðô

âÏ

ý

ýà

đ §Ă4‡ėeĂÿĂ7Ã÷ûðÀ÷øéóāç îý

Ăÿ

êā

ÿ

# ð:÷ŒĂ7ÃçÞý’ûÌÆ÷ñĖÿôøéóāç Á Ā ­ì

³

øü

«Ă­ā

î÷

ô¹

î÷

" øϑ‡êfâ3ât®û•Ă7Ãàæç7âû'ê¬āîë•ôøéóāç øÿé

Ăÿ

ôÍ

Ï

Đ l ÷ŒĂ7Ãç7âûÃĕ9ė(šéóāç ø ü ÿ

ì÷

ĀāÁĀ

! Ëþê “ üĂ7ÃçÞý’û0‘üéóāç Ûý

ý

ď íÏ |üöêø鍷ôøéóāçÞý’û@ÏėeĂéÃç ö ä Ā

ĂâĀù

ö

ø ü ÿ

ö

Ď ïþû G ê»éóāçËþû»éÃç

PRODUCTION 2. Express the following in Japanese, using the plain forms (if it helps, you can translate them into the polite forms first, and then express them in the plain forms). Č This handkerchief is not the same as that one. This one is more expensive. ē Park-san is the happiest man in the world, but he does not have much money. Ē I won’t work in the dining room this semester [part-time work]. đ This furoshiki is not new, so I won’t use it. # This job at school is not very good. So, I will work at another school. " My roommate is sick. So, he won’t come to class today. Đ This kind of meat is very expensive. So, I won’t buy it.

Stage 1-8 (Workbook 1)

221

s5: Plain Positive Perfectives

c

CONFIRMATION Read the corresponding section, Stage 1-8.5, in the Grammar Textbook first.

1. Change the predicates of the following sentences into the plain forms. íĀíĀ

ùö

ù â Þõ

÷Ð í Ā

ö Ï Ā

ö Ð ò ³ā

øò

êā

ÿ

Č$§–Ï×Ăìâ¿ÇùøϞ¢¤7½ÌÆėñĖéüÿç ÖÃ

Ăæ

Ăõëõ

Ûā

·

ē ږêºþûAš7üÿçÞý’ûÔ7Òþûèė„šéüÿç í Áâ

ùö

ý / ô

 ä íĀ

ÿÏ

Ē xHÏ×ûÔ7·ôØüéüÿçĂìâù³â}üýÐÿ7Ãç ö Ï Ā

ó ā óĂ

êî

ó ā óĂ

ü ā óì

đ ºþû¾ãùÎüéüÿ÷û¾ãêù³â8N7üÿç ùâÞõ

Äÿü

¸

Ö

ö

ü«

# ¿Ç÷² ÏÊÍë»éüÿ÷ûù³â+ý7üÿç ó ā ü°Ā

ĀĂ

æĂ ÷

Ă

æĂ ÷

" ¾ZûøϏëØöéüÿçù³âĂȊ7üÿç ùâÞõ

Ă õ ß ýā

÷Ð í Ā

ø¨

ø

 

Đ ¿ÇùÒתĕ’Ăږėöéüÿ÷û€÷ĝĮĝĮ-гĂéüÿç øÿ’

 ô

! ĘīĥĚĥë üĂėÿôòāâ’Ăéüÿç øÿé

Ăÿ

êÖ

Āõ

ýæ

ď l ÷ŒýÐÿ7ÃçÞý’ûŸôÔëȍéüÿç ÞĂ ÷ ô

³ ÷š

Ă Ð ü°Ā ý ā

é

Ď ±Úý’Ïf>ėÒZªûcõéüÿç

PRODUCTION 2. Express the following in Japanese, using the plain predicate forms (if it helps, you can translate them into the polite forms first, and then express them in the plain forms). Č Nakada-san’s grandmother got sick. So, he went home yesterday. ē I was very short when I was a child. But now I am very tall. Ē I went to my job at the dining hall yesterday. But I came back early. đ I took a trip to Asia with my family. I really liked countries in Asia. # My grandfather used to be famous, but no one knows him now. " Yesterday was my birthday. So, many friends came to my house. Đ I wanted to buy this for my friend, but I won’t. I don’t have much money. ! The deadline for this paper was last Friday. I submitted it very late. ď I wanted to go to the movie with my friend, but I studied at the library instead. Ď I had a cake at that café. It was very good.

222

Stage 1-8 (Workbook 1)

ċ I watched a movie with my roommate last weekend. It was very good. Ĉ I wrote an e-mail to my high school friends last night. ć I bought this interesting book last night, and I read 100 pages this morning. Ć I waited for my friend for one hour at the café.

s6: Plain Negative Perfectives

c

CONFIRMATION Read the corresponding section, Stage 1-8.6, in the Grammar Textbook first.

1. Change the predicates of the following sentences to the plain forms. ýs

ĂõéĂ

ÿ

åù

ÿ

Č$WêġĮĥġėÒüýñĖéóā7üÿçøÏáêøéñĖéóāàç òô’

ö

ðð

ē øÏÏrêø鍱öôøéóā7üÿ÷ûù³âösĂ7üÿç ö Ï Ā

ß ýā

ùâÞõ

ø

Ē ºþêת÷øéóā7üÿçÞý’û¿Çë˜Ăéóā7üÿç ýà

°Ā ÷ ô

đ ðÀ÷øéóā7üÿçÞý’ûÚüéóā7üÿç Ì

ß

é

ù â Þõ

ö

# y×é7cõéüÿ÷û¿Çê»éóā7üÿç Ä

óāóĂ

ö

" ø鍷ô®ýéóā7üÿ÷û¾ãëiöéóā7üÿç êê

ö Ï Ā

ì÷

7ā Ä

êî

Đ êºþûù³â “ üýÐÿ7ÃçÞý’û,Î7Îüéóā7üÿç

PRODUCTION 2. Express the following in Japanese, using the plain forms (if it helps, you can translate them into the polite forms first, and then express them in the plain forms). Č I didn’t understand this homework, so I didn’t hand it in. ē He wasn’t my friend, but he was always very kind to me. Ē I didn’t have the time, so I didn’t go to town tonight. đ I didn’t like that student. So, I didn’t see him at the library. # The movie wasn’t good at all, but I stayed there until 10:00 p.m. " Yamanaka-san worked until noon, so he did not come to the class today. Đ I didn’t have a lot of money, so I didn’t study in Japan last year. ! The kanji in this book were very difficult. So, I didn’t read the book.

Stage 1-8 (Workbook 1)

223

s7: Plain Volitional Forms

c

CONFIRMATION Read the corresponding section, Stage 1-8.7, in the Grammar Textbook first.

1. Change the predicates of the following sentences to the plain forms. ß ° zäĀ

Ñ«ý

÷ ô óĂ

Ãô

Č$øÏ~êù³â  üĂ7ÃçÞý’ûÚã÷ù³â©îĂ7üäĀç Ûā£í

ðð

ÿý

ē íÏè?êù³â±öĂ7Ã÷û¬āîë§ôîĂ7üäĀç üÿ

í àí

îý Þ

àí

Ē øÏĪĮęĤÏUÏxYê_[òāÏYßĔîĂ7üäĀç ýà

òĂ  

å

Þ

îý

đ ðÀê6Bëøéóā÷ûøÏTöKüÏ_ëø¨7üäĀç òā ß

ì

# âĀh×7ÃçĦħĬòāêâĀÃĕbô7üäĀç òā ß

ì

" h×7ÃçĦħĬòāêéÞbýîĂ7üäĀç ø ü ÿ

ö Ð ò ³ā

Ì

ß

ø

Đ ËþûøϞ¢¤7y×ë˜ĂéüäĀç ĂÐ ü ä

ë Ûā

ðā ÷ ô

ö

! ĞĠĮĬğòāùÒ=ëíÏþèÏ*}ėiöéüäĀç ø ü ÿ

øò

öäĀ ü ì

êÖ

ö

ď ËþϽûDëŸô»éüäĀç ë Ûā Ì

éĂëõ

s ā ü°Ā

Ď þèÙê þû<;üéüäĀç òÑ

éÁ

ù

ü

ċ ÅôîéüÿçÞý’û
ùė.éüäĀç

PRODUCTION 2. Express the following in Japanese, using the plain forms (if it helps, you can translate them into the polite forms first, and then express them in the plain forms). Č My brother is probably busy tonight. So, I won’t see him tonight. ē This novel is probably not very interesting. So, I won’t buy it. Ē The money is not in my wallet. It is probably on the desk. đ That town is probably not very far. It is probably north of here. # The Shinkansen ticket is very expensive. It will probably cost about 20,000 yen. " She is very good at Chinese. She is probably Chinese. Đ This is probably a new cell phone. It is very pretty. ! My sister will probably buy a new laptop next year. ď My grandmother will probably give me a new one on my birthday.

224

Stage 1-8 (Workbook 1)

Ď I won’t make dinner tonight. So, we will probably eat at the restaurant. ċ It is close, so let’s go on foot. Ĉ I bought this new CD. Let’s listen to it together. ć We are always late. Let’s get here early tomorrow morning. Ć We ate a lot every day last week. Let’s do exercise together starting tomorrow.

s8: Speech Levels

c

CONFIRMATION Read the corresponding sections, Stage 1-8.8 (1) and (2), in the Grammar Textbook first.

(1) Politeness and honorifics; (2) Different politeness degrees of negative predicates 1. Read the following sentence and answer the subsequent questions. ý ùĀ

Ăé

¸

Ö

´µòāêïûÊÍëÒÐüĔĂéÃç 2. What can you tell about the speaker’s relation with ´µÕýùĀ‹òā? How can you tell? 3. What can you tell about the relationship between the speaker and the addressee? How can you tell? 4. Read the following sentence and answer the subsequent questions. ý ùĀ

Ăé

¸

Ö

´µòāêïûÊÍëÒÐüĔ¨ç 5. What can you tell about the speaker’s relation with ´µÕýùĀ‹òā? How can you tell? 6. What can you tell about the relationship between the speaker and the addressee? How can you tell? 7. Change the following polite negative sentences into less polite negative sentences but still using ~éà and 7Ã. ý ùĀ

Č ²ê´µ7êøéóāç ý ùĀ

ì÷

ē ´µòāê¬āîë “ üôøéóāç ýà

Ē ðÀêøéøéóāç

Stage 1-8 (Workbook 1)

225

s9: Overall Review Fill in the chart below. Meaning be (things) be (animate) understand go come drink eat read teach see, look study buy write speak be able to sleep get up exercise return walk swim die stand

Positive imperfective

Negative imperfective

Positive perfective

Negative perfective

Volitional

226

Stage 1-8 (Workbook 1)

Step 2

1: Conversational Devices 1. First, study the content and the important points of the following dialogues in the Grammar Textbook, and familiarize yourself with the meaning of each dialogue. 2. With the sound files, practice until the words come easily without referring to the text. Change roles with your partner and practice several times until the dialogue flows smoothly.

(1) Casual speech: Asking a question and responding 3. Listen to dialogue (1): (R: S1-8-1) Ã

{Ãüû‰ö¶ ÞĂ Ã

{ÕĀ‹āûâõ|āû±‰öç 4. Respond with Āā to the following questions. Example (1): freshman ĂõàāóĂ

Q: øîÿûÒo㶠A: Āāû¬Āç Example (2): (this, eat) ÿ

Q: ísûñĖ¨? ÿ A: Āāûâõ|āûñĖ¨ç ö ä Ā

ì · Ā ¹

Č ïþû¦þ¶(Sunday; Tuesday; 3rd; 4th; 6th; 8th; 10th) Ã

ē$Ãüû‰ö¶(dislike; will eat; will buy; delicious; not delicious) ýà

Ē$ðÀûø¨¶(time; books; food; drinks; the letter; a computer)

(2) Female and male casual conversation 5. Listen to dialogue (2): (R: S1-8-2) ðāî

÷ôóĂ

«Ă­ā

ÿý

v ÏÚã›íÏý£āût®û§ĂÄàæç

ðùí

÷ôóĂ

Û ā ùĀ

ÿý

^ ÏÚã›è¥ë§ĂàæçísûÁíÏý£ā¶

ðāî

÷ôóĂ

v ÏÚã›ĩĭīĨÏßĔîö

ðùí

÷ôóĂ

^ ÏÚã›(after confirming) Āāç¬ĀÞ·çĩĭīĨÏÞ·ç

Stage 1-8 (Workbook 1)

227

6. Questions and positive responses (nominal predicates) Example: American Q: ĩĭīĨÏßĔîö A(M): Āāû¬ĀÞ·ç(male speaker) A(F): Āāû¬Ā·ç(female speaker). Questions: that person, Tanaka; this, Tanaka-san’s; this bag, Japanese; tomorrow, Monday; tomorrow, the 4th; today, Smith-san’s birthday 7. Questions and negative responses (nominal predicates) Example: American Q: ĩĭīĨÏßĔîö õ÷ A(M): ĀĀāûuĀ·ç(male speaker) õ÷ A(F): ĀĀāûuĀÄç(female speaker) Use the same questions as above (6). 8. Questions and positive responses (adjectival predicates) Example: cold òÑ

Q: Åôîö òÑ A(M): ĀāûÅĂàç(male speaker) òÑ A(F): ĀāûÅĂÄàç(female speaker) Questions: this, expensive; this cake, not tasty; this class, boring; this apple, old; this novel, difficult; this outfit, small for you; this bag, a bit big; this cell, cheap 9. Questions and negative responses (adjectival predicates) Example: cold òÑ

Q: Åôîö òÑ A(M): ĀĀāû¬āîëÅôîĂ·ç(male speaker) òÑ A(F): ĀĀāû¬āîëÅôîĂÄç(female speaker) Use the same questions as above (8). 10. Invitation (verbal predicates) and accepting: the example sentences are for both genders. Example (1): (this, eat) ÿ

Q: ísûñĖ¨¶ A: øûĂÿÞöéÃç

228

Stage 1-8 (Workbook 1)

Example (2): go now Ăé

Ă

Q: ïûØô¶ Ă Ă A: øûâõ|āûØôûØôç Invitations: (this tea, drink); (this cell, use); (this movie, watch); (this novel, read); (walk together); (this, buy); (this music, listen).

(3) Responses by male and female speakers 11. Listen to dialogue (3) Male speaker’s responses: (R: S1-8-3) ÿ

{ĦħĬòāûísûñĖîö Ăé

{ĀĀāçïêÒîĂ·ç {ísê¶ {¬sâÒîĂ·ç 12. Listen to dialogue (3) Female speaker’s responses: (R: S1-8-4) ÿ

{ ĞĠĮĬğòāûísûñĖîö { ĀĀāçïêÒîĂÄç { ísê¶ { ¬sâÒîĂÄç 13. Invitation (verbal predicates) and declining an offer (among people who know each other well). Use the dialogue above as a model for the second invitation. Use the same list as above (10). Example: (this, eat) ÿ

Q: ísûñĖîö Ăé ÿ A(F): ĀĀāûïêñĖîĂÄç(female) Ăé ÿ A(M): ĀĀāûïêñĖîĂ·ç(male) 14. Invitation (verbal predicates) and declining an offer (polite). Declining an offer using the imperfective negative sounds rather blunt in Japanese. It may be used among close friends or family members, but the following may be more appropriate when the speaker is offered something by someone who is more distant than friends and family. õäÐù means “a little,” as introduced in Stage 1-7. This word may be used to decline all sorts of offers in vague terms. See the Conversational Devices in Stage 2-8 for this usage. Use the same list as above (10).

Stage 1-8 (Workbook 1)

229

Example: (this, eat) ÿ

Q: ísûñĖîö Ăé A: ïêõäÐù{{{ç

(4) Urging the other 15. Listen to dialogue (4) (R: S1-8-5) Ă

{ òøûØíĀýç Ăé

Ăõ ß

Ă

{ ï¶Ò×ëØýîö Ăõ ß

{ Ò׶ĂĂ·ç 16. Use the dialogue above as a model, varying the first line (underlined below), with the meanings suggested below. Ă

òøûØíĀýç eat; drink; read; watch; study; write; practice; exercise; make dinner; walk in the town; buy the new book; speak Japanese with our teacher; go to bed early; get up early; rest; work once more 17. Additional practice: Question and answer. Example (1): movie æĂ ÷

Q: ˆŠûÁĀÞÐÿ¶ A(M): ùгâ·ýÐÿ·ç(male) A(F): ùгâ·ýÐÿÄç(female) Questions: sushi at that place; that class; that teacher; that novel; that foreign student; that work (part-time); that examination; that meal. Example (2): (today, what day of the week) ö ä Ā

îā · Ā ¹

Q: ïþû¯¦þ¶ ì · Ā ¹ A(M): ¦þÞ·ç(male speaker) ì · Ā ¹ A(F): ¦þ·ç(female speaker) Questions: this, what language; he, what class; she, what nationality; this, where it was made; now, time; birthday, when; this, whose; you, where the homeland

230

Stage 1-8 (Workbook 1)

Example (3): (go, when) ë Ûā

Ă

Q: ĂìûþèëØô϶ ô ÷ì A(M): …ÂÞ·ç(male speaker) ô ÷ì A(F): …·ç(female speaker) Questions: eat, what; drink, what; ate, what; drank, what; went, where; met, whom; meet your teacher, when Example (4): did homework yesterday ö Ï Ā

ü°ôÞ Ă

Q: ºþûC)ûüÿ¶ A: ĀĀāûüîýÐÿç Questions: talked to the teacher; watched that Japanese movie; wrote e-mail to your mother; friend came to the school; read the letter from the teacher; walked in the park; waited for me; went home; rained; bought that expensive bag; studied at the library.

2: Listening Submit responses on separate sheet. Part 1 (R: S1-8-6): Listen to the voice messages and summarize each message in English.

Step 3

1: Kanji Recognition 1. In recognizing and writing kanji, the learner must pay attention to certain features. For instance, the length of strokes is very important. Compare the following two kanji.  . . . when the second horizontal line is shorter than the first, the character means “the last” in order.  . . . when the second horizontal line is longer than the first, it means “incomplete.” The following examples are characters distinguished by the way the horizontal and vertical strokes cross: [ . . . when the vertical stroke does not extend outside the square (O), it means “rice field.”  . . . when the vertical stroke extends outside the square above and below, the character means “to say” in the humble manner.  . . . when the vertical line extends outside above the square but not below, the character means “reason.”

Stage 1-8 (Workbook 1)

231

 . . . when the vertical line extends outside below the square but not above, the character means “turtle shell.” 2. What is the difference between the following pairs?

1

á (person) and J (enter) j (power) and L (sword) … (nine) and j (power)  (cow) and Q (noon) 3. Do you know any other pairs of kanji that are quite close in shape but different in meaning?

2: Reading Kanji 4. Use the summary of new vocabulary to practice reading some of the kanji words that were used in this chapter. Repeat until you can recognize them easily.

3: Discourse Practice (Reading) About diary writing þ†ÕëÐö‹ is the word for “diary” or “journal.” Diary or journal entries are normally written in the plain forms. They usually begin with the date and abbreviated day of the week ÕÂ, , , r, À, , þ‹. The day’s weather is often recorded. 5. With dpÕ ÷î‹ ëÐ ö

þ†& ÷ì

ëõ

Á

ø

qÂg\þ՝‹ú € ö Ï Ā

ü Óā

 ÿ

ë Ûā Ì

æĂ Ì

ü Óā

ë Ûā Ì

ü Óā

æĂ Ì

ºþêÜÝ÷wìøÐÿçþèÙù¼ÙÏÜÝÞÐÿçþèÙÏÜÝêÖòüýÐÿ÷û¼ÙÏê Ûā ù Ā

Ñ«ý

æĂ Ì

ü Óā

ü Óā

øù

ó ā óĂ

êî

øù

è¥ë  üýÐÿçÞý’û¼ÙÏÜÝêø鍷ô7öîýÐÿçÜÝÏÉ7û¾ãùÎüÿç¬ÏÉ ù â Þõ

ö Ð ò ³ā

ø

î÷

êî

øù

¸

Ö

ýæ

à

Ó

ò

ð¬

ð

øò

7û¿Çùž¢¤7˜Ð³û•ôÎüÿç¬ÏÉ7ûÊÍëÈгÃĕ—ÿçï½ûù³âXô‚öÿç½ êā

ÿ

¸

Ö

üäĀ óì

Ãí

·

øù

å¨

êā

üäô Á Ā

ÿ

íā

ÌÆêñĖîýÐÿçÊÍ7™¡ė©ü„ā7ûĭĮĤėü³û¬ÏÉ7ûðŽÌÆėñ`7ñĖÿçï £ā

ÿ ­ā

Ă

Ãí

š

êÖ

à

ø ü ÿ

ô¨é

Āõ

ýæ

Āõ

”ûĢĮĪĜĮ÷ø¨÷û]®ûØýîĂç©üĪěģėk³ûŸô—·ĀçËþêœ7ÔëȨçÔê¬ ùð

ô¨é

Ă õ ß ýā

āîëƒôîĂçœ7Òתĕ’ĂÞç

1

See Yaeko S. Habein. Decoding Kanji. New York: Kodansha International, 2000.

232

Stage 1-8 (Workbook 1)

6. Without dpÕ ÷î‹ qÂg\þ՝‹ú € ºþêÜÝ÷wìøÐÿçþèÙù¼ÙÏÜÝÞÐÿçþèÙÏÜÝêÖòüýÐÿ÷û¼ÙÏê è¥ëüýÐÿçÞý’û¼ÙÏÜÝêø鍷ô7öîýÐÿçÜÝÏÉ7û¾ãùÎüÿç¬ÏÉ 7û¿Çùž¢¤7˜Ð³û•ôÎüÿç¬ÏÉ7ûÊÍëÈгÃĕ—ÿçï½ûù³âXô‚öÿç½ ÌÆêñĖîýÐÿçÊÍ7™¡ė©ü„ā7ûĭĮĤėü³û¬ÏÉ7ûðŽÌÆėñ`7ñĖÿçï ”ûĢĮĪĜĮ÷ø¨÷û]®ûØýîĂç©üĪěģėk³ûŸô—·ĀçËþêœ7ÔëȨçÔê¬ āîëƒôîĂçœ7Òתĕ’ĂÞç

7. Answer the following questions in Japanese. åù

ëÐ ö

ý

Č$íÏáêĂìíÏþ†ėmöéüÿýç å

³ā ö

ē ¬ÏþÏIêÁĀ7üÿýç ü Óā

Ē ÜÝêĂìøéüÿýç îā

ü Óā

đ Ăôìøéüÿýç¯ÏÜÝ7üÿýç ü Óā

# ÜÝêÁĀ7üÿýç åù

ó ā óĂ

êî

" íÏáêĂì¾ãùÎüéüÿýç ó ā óĂ

êî

Đ ÁĀü³¾ãùÎüéüÿýç ¸

Ö

¸

Ö

ýæ

! ÊÍëĂìȍéüÿýç îë

ď ÊÍ7¯ėüéüÿýç Á ·Ā ¹

øò

ð

Ď ¦þϽêĂìÌ|‚öéüÿýç åù

øò

êā

å¨

êā

ÿ

ċ íÏáê½ÌÆùŽÌÆėñĖéüÿýç ÿ

Ĉ Áí7ñĖéüÿýç íā£ā

îë

ć ï”û¯÷øéÃýç íā£ā

Ć íÏáêï”ÁĀüéÃýç ø ü ÿ

îë

ą Ëþê¯ėüéÃýç åù

Ăæ

ùð

õý

Ą íÏáÏÔêƒĂ7Ãýû1Ă7Ãýç Ăæ

ă Ôé7ÁÏĕ’ĂýýéÃýç

îā

Āõ

ýæ

ĉ ¯7ÔëȍéÃýç åù

åù

ðâ

Ċ íÏáêÁāîáÞùSĂéÃýç

4: Discourse Practice (Writing) 1. Write two diary entries, one following the directions below and the other on a topic of the student’s choice. Follow the content below: Describe how you met a person and became friends. Use both the imperfectives (positive and negative) and the perfectives (positive and negative). 2. Write a diary entry of your own for one day.

Summary of Vocabulary 

Functional words Word Ä



Function particle: sentence-final

Conversational devices Expression



Meaning

Āāûā

casual way to say “Yes”

ĀĀā

casual way to say “No”

âõ|ā

“of course”

òø

vocalization used when the response is uncertain

~ßĔîö

a way to confirm the speaker’s assumption

Expressions Expression ïÕĂé‹êõäÐù

Meaning a polite way to decline an offer

234



Stage 1-8 (Workbook 1)

Verbs Kanji

Kana

Classification

Meaning

č

üč

2; intransitive

die

ĕ

ð·ĕ

2; intransitive

swim

Stage 1-9 Bridging Stage One and Stage Two This chapter will be a bit different. It consists of sections on structures designed to bridge the material studied in Stage 1 in advancing to Stage 2. Relatively few new vocabulary items are introduced. Fuller exercises of the last section on Derived Verbs will be given in later chapters (Stages 2-4 and 3-4) of Workbook 2 when these verbs are dealt with in full. No new vocabulary is added in the Derived Verbs section. It is recommended, however, that students learn in this chapter how these derived verbs work and how they are used, following the exercises given below.

1: When to Use Plain Forms

c

CONFIRMATION Read the corresponding sections, Stage 1-9.1 (1) and (2), in the Grammar Textbook first.

(1) Plain forms in the final and non-final positions; (2) Examples of predicates in the nonfinal position 1. Insert appropriate words in the following statements.  When plain predicate forms are used in the final position of a sentence in speech, it indicates that ____________________________________________________. éÌWhen plain predicate forms are used in the final position of a sentence in writing, it indicates that ___________________________________________________. èÌ When predicates are used in the non-final position of sentences, __________________ are used, in most cases, regardless of the speech (or written) styles used. 2. Expand the underlined parts as suggested. Be sure to confirm the meaning of each sentence. xÖ

“

²

̹ԃ¦½Ù×ÃÈ8ڌ²­ to speak Japanese; to write Japanese; to listen to Japanese; to teach Japanese; to eat fruit and vegetables; to eat fish; to take a walk; to work at the library; to review Japanese with my friend. é ÔÌÌÌÌÌ̦½Ù×ÃȌڷ²­ can speak Japanese; can write Japanese; can read Japanese; can teach Japanese; can draw a map; can buy good fish here; can see interesting animals there; can buy beautiful furoshiki and handkerchiefs at that department store. è Ù×ý—´ØàŒ²­ speaking Japanese; writing Japanese; reading Japanese; listening to Japanese; talking on the phone; showing the videos to children; asking questions in Japanese; working at the dining hall; drawing a map to the college; making rice.

236

Stage 1-9 (Workbook 1)

3. Expand the underlined parts of the responses to the questions as suggested. Be sure to confirm the meaning of each sentence. »Ý

à

 Q: øùýü÷´Ý½ÛÄà·ØËÞ­ “ ² à A: øùýü÷´Ý½Ù×ÃÈ8ÚÓÛÄà·ØË­ he likes to study Japanese; his father is good at Japanese; he is bad at Japanese; he is happy; he is poor; his father is tall; his mother is short; he will teach in Japan next year; he will show a Japanese video to the students tomorrow; he will call his friend tonight. ÅÜ

éÌQ: ÔÌÌÌÌÌ̦½Ù×ÃtÍ༿ßÇà·²­ ÅÜ A: Ù×ý—´ØàÛÇà·²­ difficult; not difficult; not easy; important; fun; many students will study next semester; the teachers are good; the students are good; will be important. Ú

è Q: ѻ˽ћ¾tÍ༿ݻÏÛêºÚ·ØËÞ­ xÖ A: ¹Ôƒ¦½Õћ¾½Ù×¾ÓÛºÚ·ØË­ tall; short; Chinese; Korean; a student of Japanese; will teach in Japan next year; will do her study abroad in Japan next fall; poor; happy; good at speaking Japanese. Þ Ûß

Ú

çÌQ: ѻ˽KN´ÝtÛºÚ·ØËÞ­ xÖ A: ¹Ôƒ¦½ÕKN´Ýtћ¾½Ù×¾ÞºÚ·ØË­ if she is a student at this college; if she can speak Japanese; if she has a headache; if she is hungry; if she is happy; if she took a walk at the park; if she commutes to school; if she works at the dining hall; if she will call a teacher tomorrow morning. 4. New vocabulary: (R: S1-9-1) à

1. úû´Ý½àÍܹ½ÅØ%ÓÛÄà·²­ fashion conscious Û ß ÚÒß

§Š

Þ Àà

@Ö

Þ

ÅÜ

2. ›Ñ›'Œ:+à êªßÏÛȌÚgÛÇà·²­ cute Ê Î ³Òß

Šà Š Ú

‘˜Þ

Ú

3. ћ¬Ð›¡¸Œ½ààdaêÜußÏÛ½Þ» ” ØàÛºÚ·ØË­ grades Ú%Ö

¼ Ñu

considerably Ú

4. Åf´Ý›Ëã›Å±5ཿÏÞºÚ·ØË­ guest (see below) restroom Îß È Ö Šà

ØÎß Þ Ý

ޛ Ê Ò

Öt

ÁÈ

à

5. ћÉнÙכJ[½(›•›ÛÞ»rßÛÄà·ØË­ custom

differ

 :+ÔÞÀà¦à: This adjective is used for “small” as well as “cute” things.

Stage 1-9 (Workbook 1)

237

 ÅfÔÚ%Ö¦´Ý: The noun fÔÚ%Ö¦ “guest” may be used without the honorific prefix ÅÌand ´Ý, but in referring to specific guests, these two elements are necessary.  N›Ëã: This phrase expresses that a certain thing is for the use of a certain person. When this phrase modifies a noun, › should be used, as in ¯°ÔϿܦ›Ëã›ôüõöýó “a computer for children.” When it modifies a verb, t should be used as in ¯°ÔϿܦ›Ëãtôüõöýóêª ÔÞ¦ß “to buy a computer for a child.”

PRODUCTION 5. Preparatory task: Do mechanical practice as needed to memorize the new vocabulary for this unit. Use the structures of this unit whenever appropriate. 6. Translation self-check: The example sentences with the new vocabulary given above have been translated here into equivalent English sentences (the translation is not word-for-word). Try checking the accuracy of your translation by translating them back into Japanese. 1. Park-san always tells me that I am fashion conscious. 2. I think you can buy cute outfits at that store in Tokyo. 3. I heard that it is quite difficult to receive a good grade in that teacher’s class. 4. I asked where the restroom for guests is. 5. That foreign student said that Japanese customs are quite different from those of her country.

7. Question-and-answer: Express the following. »Ý

à

ÌQ: øùýü÷´Ý½Ñ›¾tÍ༝ÛÄà·ØËÞ­ A: ћ¾½Û¼Üàà¾ÓÛÄà·ØË­ a foreign student from England; very cute; quite fashion conscious; smart; can speak Japanese very well; will go home tomorrow. ÅÜ

éÌQ: úû´ÝtÍ༿ßÇà·²Þ­ ÑË· A: µßŒ²OÆ­úû´Ý½Û¼Ü! Èàà¾ÓÛÇà·²­ pretty; not so pretty; fashion conscious; not so good student; cute; not so cute; good at Japanese and Chinese. Þ Ûß

Ú

èÌQ: KN´ÝtÛºÚ·ØËÞ­ A: úû´Ý½Ï›‰É›ÉÐÞºÚ·ØË­ what kind of grade she received; if Jones-san will go to Japan next year; where the restroom of this department store is; what kinds of customs are different in her country; where the guest will sleep; where she bought the cute pair of shoes.

238

Stage 1-9 (Workbook 1)

8. Discourse practice: Respond to the following questions. Ask further questions based on the responses you receive. Ï ¿Ü

ÛÚ

Ï ¿Ü

ÛÚ

Ìѻ˽¯°›ÂÕ¿Ý»ÏÛȌڷØËÞ­¿Ý»ÏÛȌڷŠÝŒØËÞ­ Šà Š Ú

Ê Î ³Òß

Šà Š Ú

é ѻ˽¯°›ÂÕ¿Ý»daêÜuà·ØËÞ­¿Ý»¡¸ŒààdaêÜuà·ØËÞ­µ›¡¸› ÅÜ

¬ÐtÍ༿ßÇà·ØËÞ­ Òß Ø Ý

à

è ѻ˛“|w½àÍÜÑ»Ët¿Ý»ÏÛêÄà·²Þ­ Öt

ØÎß Þ Ý

ÁÈ

ÅÜ

ÁÈ

ç ѻ˛•ÛÙכJ[½rßÛÇà·²Þ­¿Ý»ÏÛÈrßÛÇà·²Þ­ Ú

æ ѻ˽Ù×tÍ༿ݻÏÛêºÚ·ØËÞ­

s2: Complex Structures

c

CONFIRMATION Read the corresponding sections, Stage 1-9.2 (1) through (4), in the Grammar Textbook first.

(1) About complex sentences; (2) Adjectival clauses; (3) Adverbial clauses joined by Þu; (4) Adverbial clauses joined by ÂÔÛÚ¦, oԷƦt, and  ÔÑÛ¦Œ 1. Complete the following sentences concerning the nature of complex predicates: ÌA complex sentence consists of at least two (

) in a single sentence.

éÌThese two clauses form a relationship in which one is the ( ( ) clause. èÌThe function of a dependent clause is the same as that of an ( and the clause is called either an ( ) or an ( ) clause.

), and the other is the

) or an (

),

çÌIdentify the different clauses of the following English sentences and name each clause: I read the book that John bought yesterday. I did not go to school today because I was not feeling well. When I was not feeling well, I did not call my mother. Is the man who is standing over there your brother? 2. Insert the following adjectival clauses in the underlined part. Be sure to understand the meaning of each completed sentence. Ú › ß

Þ

̹½ÕŽÙÕªiË×ꤧ·ØË­ I received from the guest; it was the assignment; I will give to my mother tomorrow; my father gave me; my sister read last year; my friend bought yesterday. Ú › ß

ŒÝ À

é̎ÙÕ1€êØ˾½ÓŒ²Þ­ you talked; I saw at the park; went to Japan for study-abroad last year; went to the restroom; ate sushi; will eat sushi; did not eat sushi; do not eat sushi.

Stage 1-9 (Workbook 1)

239

3. Complete the following question-and-answer exchanges. Example: Ê Î ³Òß

—²

Q: ¿ßؼ Ô»âá»ÝŒ¦¡¸êT§·ØËÞ­ .Òß Ú —² A: 24ÓiËÞuÕT§·ØË­ Question þ»â, ¿ßؼ, or »ÝŒÿ

Response with ~Þu

Example: did not come to class

was sick

1. like kittens

they are cute

2. bought her a new bag

she is fashion conscious

3. your parents talked to the teacher

my grades were bad

4. he did not like Japan

he said that the custom was different

5. you bought a dictionary

did not understand meanings

4. Insert appropriate clauses in the underlined part. Be sure to understand the meaning of each completed sentence. ´Ý *

Q: àÍ,{Ø·ØËÞ­ Û Ü ÓÁ ßÁ Ú ÛÚ ´Ý * A: ’–Èt¨ËÂÔt¦Õ,{Ø·ØË­ when my homework was done; when the movie finished; when Nakada-san’s class began; after doing my homework; after getting up; before eating breakfast; before drinking tea; after talking to my mother on the phone; before writing e-mail. 5. New vocabulary: (R: S1-9-2) Ê Î ³Òß

Ø Ý zÝ

À Æà Ê ¼Ý

Æà À

Ê ¼Ý

à

1. ¡¸ŒÙ×Û-ºê¤‘ÞuÕàࢣ«¥Û£¢«¥ÈP·²­ Japanese–English dictionary English–Japanese dictionary »Þ Ó

ØÍÜÝ

‘˜Þ

ÏË

2. v¬ÐÈØˁ†½ ” ØÞiËÞuՋÆgÏÛȌڷŠÝŒØË­ question Û Ø Ò ÞÝ

Ø “Û

ÑÛ

answer m

—

Ü¿

3. ŒS‡êØË ŒÕ~t™·²­ return šß Ê

Œ

·Æ

½½

ŒÝ À

4. e‡ŒÞgotÕÙ×tàg t1€êØ·ØË­ errand go out ØÎÖÓ à

¼ ÍÓ

Þ

m

—

xÖ

À²

5. úû´Ý›Ÿžê±œiËÂtÕ(›~tƒ›×ꈷØË­ help

forget

240

Stage 1-9 (Workbook 1)

 «ÔÊØÒ¦ vs. «¥Ôʼݦ: Both words mean “dictionary.” The noun «ÔÊØÒ¦ may be used in isolation to refer to any kind of dictionary. «¥Ôʼݦ on the other hand must be modified by the specificity of the dictionary, such as a ¢£«¥ÔÀÆàʼݦ or £¢«¥ ÔÆàÀʼݦ, “Japanese–English dictionary” or “English–Japanese dictionary” respectively.  †ÔØÍÜݦ: The word for “question” may be used with the verb ²g to mean “to ask questions.” With the verb ºÔÚ¦Ö “to ask,” the object must be a specific question. ÞÝ Ê

à

§

Ú

sj›ZDê¬ÐtºÚ·ØË­ I asked the teacher the meaning of the kanji. ØÍÜÝ

sj›ZDtÍ༬Ðt†Ø·ØË­ I asked the teacher about meanings of kanji. The following combination is not acceptable to mean “to ask questions”: ØÍÜÝ

*sj›ZDtÍ༬Ðt†êºÚ·ØË­ [intended meaning] I asked the teacher about meanings of kanji.  e‡Ôšßʦ: e‡Ôšßʦ refers to an “errand,” “business,” or “activity that someone needs to deal with” at the time of speech. It could be a trip to the bank, shopping, putting out the trash, etc. Usually the specifics are not mentioned.  ÔŒ¦Þg: “Going out [and coming back soon].” The action of leaving a place with the understanding that one will return fairly soon is ÔŒ¦Þg.  ‚ÔÞƦg and ™ÔÜ¿¦g: These two verbs are often interchangeable, but ™ÔÜ¿¦g may be used to mean “returning to a place (such as a seat in a movie theater or some public space occupied for a while).” ‚ÔÞƦg in these cases is not appropriate; it is used to refer to the action of returning to one’s own home or personal space.  ±œÔ¼ÍÓ¦ß: This verb can take only one object (with the particle ê). While in English you can say, “I helped my brother with his homework,” in Japanese you must use either homework or brother as the object. If you want to use the two, e.g., my brother and his homework, you must say “my brother’s homework.” 7Ô˲¦gÌis another word that means “to help,” while ±œÔ¼ÍÓ¦ ß means to lend a hand in a concrete task. 7Ô˲¦gÌmeans to save someone from a difficult situation. See Stage 2-4. àÜßÛ

¼ ÍÓ

¹½ = 걜iË­ I helped my sister. ØÎÖÓ à

¹½=›Ÿžê±œiË­ I helped my sister with her homework.

PRODUCTION 6. Preparatory task: Do mechanical practice as needed to memorize the new vocabulary for this unit. Use the structures of this unit whenever appropriate. 7. Translation self-check: The example sentences with the new vocabulary given above have been translated here into equivalent English sentences (the translation is not word-for-word). Try checking the accuracy of your translation by translating them back into Japanese.

Stage 1-9 (Workbook 1)

241

1. I will need good Japanese–English and English–Japanese dictionaries because we will read Japanese newspapers in our class. 2. I could not answer because the questions Nakada-sensei asked were difficult. 3. I will return to my room after finishing my work at the library. 4. I called my mother, who is in Japan, before going out on an errand. 5. When I helped Park-san with his homework, I left my book in his room. 8. Question-and-answer: Express the following. Ú › ß

š

ÌQ: ŽÙÕ¿›×ꤧ·ØËÞ­ Û Ü ÓÁ A: ’–ÈÖË×ꤧ·ØË­ I received from Mother; my roommate read last year; Kato-san needs; Jones-san bought. à0

éÌQ: ѻ˛A½¿›AŒ²Þ­ xÖ §§ »È à0 A: ¹Ôƒ¦›½Ñ›È àAŒ²­ long legs; short legs; long neck; short neck; big eyes; small eyes; long neck; short neck; is in front of the big dog; is next to the cat; is behind the chair; is on the sofa. Ú › ß

ØÎÖÓ à

èÌQ: ¿ßؼԻâá»ÝŒ¦ÕŽÙ՟žêØ·ŠÝŒØËÞ­ .Òß Ú ØÎÖÓ à A: 24ÓiËÞu՟žê²gÏÛȌڷŠÝŒØË­ did not have an English–Japanese dictionary; forgot (left) my Japanese–English dictionary at school; the question was very difficult; could not answer the question; went out for an errand to town; went home; forgot the question. Ü¿

çÌQ: øùýü÷´Ý½à͙gÛÄà·ØËÞ­ Ø “Û Å ÛÚ A: S‡ÈÀiËÂtՙgÛÄà·ØË­ when she has time; when her mother went out for an errand; after she helped her sister with her homework; after she answered the question; before her friend calls her; before her parents begin dinner. 9. Discourse practice: Respond to the following questions. Ask further questions based on the responses you receive. À Æà Ê ¼Ý

Æà À

Ê ¼Ý

à

à

Ìѻ˽àÍ¢£«¥—£¢«¥ÈP·²Þ­¿ßؼP·²Þ­ Ø Ý

ØÎÖÓ à

ØÍÜÝ

‘˜Þ

ÛÚ

é ѻ˽
—Ÿž›†È ” ØàÂÕ¿ßØ·²Þ­¿ßؼŒ²Þ­ »Þ

ܛ

è ѻ˛Þݛvt¿Ý»CÈя·²Þ­(answer with adjectival clauses) O

·Æ

Å

ÑÛ

ç ѻ˽goÛQÚË Õ¿Ý»ÏÛêØ·²Þ­ Û Ü ÓÁ

ØÎÖÓ à

ØÍÜÝ

ÏË

ÛÚ

æ ѻ˛’–ÈŸž›†t‹ÆgÏÛȌڻàÂÕ¿ßØ·²Þ­¿ßؼŒ²Þ­

242

Stage 1-9 (Workbook 1)

s3: Complex Predicates

c

CONFIRMATION Read the corresponding sections, Stage 1-9.3 (1) through (4), in the Grammar Textbook first.

(1) Complex predicates; (2) Í܏Ó; (3) Óäß; (4) ÞÜØ»à 1. How do you define a complex predicate in terms of structure? 2. What does a complex predicate communicate? 3. Question-and-answer. Complete the following responses, one with negative and the other with positive verbs. Be sure to confirm the meaning of each completed sentence. »t

Q: ^Þu՝ê²gÍ܏Œ²Þ­ ØÎÖÓ à Ú i ´ ¼Ý A: Ÿž½Ø»àÍ܏Œ²ÈÕ 't½¶ÖÍ܏Œ²­ (not eat lunch, go out for an errand); (not return to my room, work at the library); (not help my sister, buy Japanese–English dictionaries); (not answer, will ask the teacher) 4. Complete the underlined part with appropriate clauses. Be sure to understand the meaning of each completed sentence. Ú › ß

Ú

Ë zÝ

ŽÙÕ¨ËÉн]`ÕWЌØÒß­ Korean; Chinese; a foreign student; not a senior; not Japanese; smart; not very smart; can speak Japanese; cannot speak Japanese; will forget Japanese; will not forget Japanese; forgot Japanese; did not forget Japanese; will return to Japan soon. 5. Complete the underlined part with appropriate clauses. Be sure to understand the meaning of each completed sentence. Ñ

ŽÙÕiËÉнÙ×¾ÞÜØ·ŠÝ­ a junior; a student of Japanese; not a senior; not an American; smart; not so smart; will go to Japan for a study-abroad; will not return to the college; went home; did not go back to work; could not answer the question; forgot Japanese. 6. New vocabulary: (R: S1-9-3) uàÈi Ú

ÁÎß “ Ö “

Û

1. ¨ÉE½Ù×ÃÛv•Ãê„gÍ܏Œ²­ take Ñ´

½Ý

Ë

·Æ

½Ø

2. ÜØÞØËuÕF“Vê®kgotygÞÜØ·ŠÝ­ by chance m

—

run Ö u

Ë zÝ

ÑÞ

´È

bright

search

3. ϛ~½Û¼ÜGàÞuÕћ¾½]`ÕÜiÛhgà~ꅲŒØÒß­ dark ÞÝ Ê

§

Þ

visible

change

4. ϛ׽sjȚ֩ƻàÞuÕÜiÛsjȉÚà×t}ÆgÍ܏Œ²­

Stage 1-9 (Workbook 1)

243

 hÔÑÞ¦gà and GÔÖu¦à: “Bright” and “dark” respectively. When these two adjectives are used to describe people, hÔÑÞ¦gàÌ refers to a “cheerful” personality while GÔÖu¦à means “depressed” or “dark.” Although hÔÑÞ¦gà is translated as “bright,” it may not be used to mean someone is “smart.”

PRODUCTION 7. Preparatory task: Do mechanical practice as needed to memorize the new vocabulary for this unit. Use the structures of this unit whenever appropriate. 8. Translation self-check: The example sentences with the new vocabulary given above have been translated here into equivalent English sentences (the translation is not word-for-word). Try checking the accuracy of your translation by translating them back into Japanese. 1. I plan to take Japanese and Chinese next semester. 2. He may go running before eating his breakfast. 3. This room is very dark, so she will probably look for a brighter room. 4. It is hard to see kanji in this book, so I plan to change the book to the one with bigger kanji.

9. Question-and-answer: Express the following. u à ØÎß

ÌQ:¨½Õê²gÍ܏Œ²Þ­ Û Ü ÓÁ Æà È k Ý ÚÒß A: ’–ÛY>t¶ÖÍ܏Œ²­ŒÜÕIX½Ø»àÍ܏Œ²­ (will meet Chang-san, will not meet Kato-san); (will go out on an errand, will not go to town); (will look for a room, will not look for an apartment); (will run before eating, will not run after eating); (will return to my country, will not stay here). —·»Þ

uàÈi Ú

ÅÜ

éÌQ: &v´Ý½¨ÉEÕ¿ß²gÛÇà·²Þ­ Ë zÝ ÞÆ A: &v´Ý½]`ÕÙ×t‚gŒØÒß­ take Chinese; look for a better room; change the room for a brighter one; will return to his own country; will not take English; will not teach Japanese; will not look for a room. èÌQ: øùýü÷´Ý½Õ¿ß²gŒØÒßÞ­ A: ÜØÞØËuÕøùýü÷´Ý½Ù×tàgÞÜØ·ŠÝ­ will help Kato-san; run before eating; will take Chinese because he will go there; will not go to a movie because he cannot see well; will change rooms because his room is dark; will stay in a brighter room; will buy two dictionaries. 10. Discourse practice: Respond to the following questions. Ask further questions based on the responses you have received. uàÈi Ú

Ê Î ³Òß

Û

̨ÉE½¿Ý»¡¸ê„gÍ܏Œ²Þ­¿ßؼŒ²Þ­ Û Ü ÓÁ

Óà È Ö

µ Í ³Òß

ÑÛ

ÅÜ

é ѻ˛’–½‰Éêc¸ØË Õ¿ß²gÓäßÛÇà·²Þ­¿ßؼŒ²Þ­

244

Stage 1-9 (Workbook 1)

ÏßÏß

Û Ü ÓÁ

—²

è ѻ˛3n›’–½T§t¿Ý»ÏÛê²gÓäßÛÇà·²Þ­¿ßؼŒ²Þ­ Òß Ø Ý

µ Í ³Òß

ÑÛ

ç ѻ˛“|w½Ñ»ËÈc¸ØË Õ¿ß²gÓäßÛÇà·²Þ­¿ßؼŒ²Þ­

s4: New Forms

c

CONFIRMATION Read the corresponding section, Stage 1-9.4 (1), in the Grammar Textbook first.

(1) Conjunctive forms 1. What are the conjunctive forms of the following? The copula: 6WÐÓÔ6WÐÊ%»à¦ Adjectives: ‰ÚàԉÚÖ»à¦, $´àÔ$´Ö»à¦, ààԚֻঠ2. Change the following verbs into the conjunctive forms. See if you can convert them quickly. Be sure that you use your voice rather than merely writing them down. §

Å

Ë

Þ

Ñg

½»

´È

š

ѵ

·

Ü¿

ÏË

Ë

Þ

ÍÞ

à

ÅÜ

ÞÆ

©gÕQÚgÕ®kgՍÖÕ{ÖՀ²Õ…²Õ¤‘ÕqzÕpÍÕbÍÕªßÕlßՂgÕ À

à

Ö

À²

¼ ÍÓ

Œ

ÁÈ

`ÞgÕ¶ÖÕ²gÕ¨gՈgÕ±œßՐÞgՙgՋÆgÕrßÕÄßÕÇßÕÑg 3. Join the following sentences into one sentence. Be sure to know the meaning of each completed sentence. Æà À

Ê ¼Ý

À Æà Ê ¼Ý

ÌϽ£¢«¥Œ²­µØ¼Õµ½¢£«¥Œ²­ ØÍÜÝ

‘˜Þ

é µ›†½Û¼Ü ” ØÞiˌ²­ŒÜÕϽµÝ»t”ØÖя·ŠÝŒØË­ m

—

ؘ

ÑÞ

è ϛ~½"ތ²­µØ¼ÕÛ¼ÜhgàŒ²­ Ï ¿Ü

ØÎÖÓ à

¼ ÍÓ

ÑÛ

šß Ê

·Á

Œ

ç ŽÙ½Õ¯°›Ÿžê±œà·ØË­µ› ŒÕe‡Œ?tÞ·ØË­ Ñ´

Ï ß ÆÝ

½Ø

ÑÛ

Ñ´

½Ý

Ë

æ FÕ#êy·ØË­µ› ŒÕF“Vê®k·ØË­ 4. Question-and-answer: Change the underlined part as suggested. Be sure that you understand the meaning of each completed sentence. à·

OÆ

»t

Q: ^ÕÅ<´Ý½êؼෲޭ ÑO Ø Ý zÝ š A: <½-ºê¤ÝŒà·²­ doing her homework; taking a walk in town; running outside; looking for good dictionaries; helping our mother; sleeping; talking on the phone; writing e-mail. 5. Suppose you are a teacher giving the following commands in the classroom. wait a little; read this kanji; look at this; speak in Japanese; write more kanji; use a Japanese– English dictionary; say the meaning in Japanese; listen well; answer in Japanese; ask questions in Japanese; help the students in the same class.

Stage 1-9 (Workbook 1)

c

245

CONFIRMATION Read the corresponding section, Stage 1-9.4 (2), in the Grammar Textbook first.

(2) The stems 6. Fill in the following chart with the appropriate elements. Meaning

Base form

Verb group

Stem

Polite form

say think take run search change answer return go out help forget differ bring practice 7. Question-and-answer: Change the underlined parts as suggested. Be sure that you understand the meaning of each completed sentence. µ Í ³Òß

ÑÛ

 Q: c¸ØË ŒÕ¿Ý»ÏÛÈØËàŒ²Þ­  Ò Ïß

Ø “Û

A: ¶ØËàŒ²ÈÕ²åtS‡ØËÖя·ŠÝ­ (want to work at the bank, do not want to teach); (want to look for a bright room in town, do not want to go home); (want to return to my country, do not want to stay here) Ï ¿Ü

ÛÚ

éÌQ: ¯°›ÂÕ¿Ý»ÏÛÈØËÞiˌ²Þ­ ѵ ØÎÖÓ à A: àÍÜq.ËÞiˌ²È՟žØËÖя·ŠÝŒØË­ (wanted to stay in my room, did not want to go outside); (wanted to talk to my friends, did not want to study); (wanted to watch TV all the time, did not want to help my parents)

246

Stage 1-9 (Workbook 1)

8. Question-and-answer: Change the underlined part as suggested. Be sure that you understand the meaning of each completed sentence. ·Á

Q: ћ?têØt¶Ú·ØËÞ­ Ë A: ¹Ôƒ¦½²Øê®kt¶Ú·ØË­ to watch a movie; to meet a friend; to buy an English–Japanese dictionary; to look for a cheap and bright room; to change the dictionary at the bookstore; to help my friend. 9. New vocabulary: (R: S1-9-4) ß

Èà Ï Ö

µÓ

1. ¹½Ù׌з¼Õ;•Œ_Á·ØË­ grow up » ·Æ

ÊÎß Ø Ò

Þ

2. ÏÏt oÛU\êà¼ÖÓ´à­ address Ê ÞÝ

àµ

3. Â/ÈÑ·»Ö¼Õ)àŒà·²­ hurry Ñz

4. ѵϽ9»àŒ²ÞuÕÑ·¶ÚËÖя·ŠÝ­ dangerous @ Íß

Û Ö kÍ

normal

special

L

5. HR½²Ø½®k·ŠÝÈÕBM»ÙÓÕ?·Œ²Øê®kt¶Ú·²­

PRODUCTION 10. Preparatory task: Do mechanical practice as needed to memorize the new vocabulary for this unit. Use the structures of this unit whenever appropriate. 11. Translation self-check: The example sentences with the new vocabulary given above have been translated here into equivalent English sentences (the translation is not word-for-word). Try checking the accuracy of your translation by translating them back into Japanese. 1. I was born in Japan and grew up in a foreign country. 2. Please write your name and address here. 3. I don’t have much time, so I am in a hurry. 4. It is dangerous there, so I don’t particularly want to go there. 5. We normally don’t eat sushi, but on a special day, we go to town to eat sushi. 12.Complete the following sentences. Be sure that you understand the meaning of each completed sentence. ÁÎß “ Ö

µÓ

Ìћ¾½Ù׌_________________¼Õv•Œ_Á·ØË­

Stage 1-9 (Workbook 1)

247

ÊÎß Ø Ò

é ²§·ŠÝÈÕÏÏtU\ê________________¼ÖÓ´à­ Ê ÞÝ

²Ï

è Ñ·Â/È»àŒ²ÞuÕØ________________ŒÖÓ´à­ xÖ

kÝ ÚÒß

ç ¹Ôƒ¦½_________________ŒÕϛ‰ÉŒIXؼෲ­ m

—

æ ϛ~½______________ּՉÚàŒ²­ 13. Question-and-answer: Express the following. Û Ü ÓÁ

ÌQ: ѻ˛’–›úû´Ý½^՝êؼෲޭ k Ý ÚÒß A:úû´Ý½^ÕÙ׌IXؼෲ­ working in Japan; teaching in China; looking for an apartment; helping his brother; writing a book; taking Japanese and Chinese at school; doing a dangerous job. Ú%Ö

ÞÆ

ÑÛ

éÌQ: Åf´ÝȂiË ŒÕ¿Ý»ÏÛÈØËàŒ²Þ­ ØÎÖÓ à Æà È § à A: ²åtŸžØËÖ»àÞuÕY>ê©t¶ÚËàŒ²­ want to go to town; want to go to town to eat; want to go to town to eat sushi; want to go to a bookstore; want to go to a bookstore to buy a dictionary; want to go to a bookstore to buy an English– Japanese dictionary. Ú › ß

èÌQ: ŽÙÕ¿Ý»ÏÛÈØËÞiˌ²Þ­ Æà È A: Y>½©ËÖя·ŠÝŒØËÈÕðëíÈ©ËÞiˌ²­ (did not want to eat sushi, wanted to eat a hamburger); (did not want to study, wanted to watch a movie); (did not want to watch TV, wanted to do my homework). 14. Discourse practice: Respond to the following questions. Ask further questions based on the responses you have received. ß

µÓ

̿όз¼Õ¿ÏŒ_Á·ØËÞ­µ½¿Ý»ÛÏ䌲ޭ é Ù×۬нÉÐtàÍܝêؼÖÓ´àÛÄà·²Þ­ @ Íß

Ý

½Ý

Û Ö kÍ

L

è HRÕ“Vt¿Ý»Cê®k·²Þ­BM»Ù½¿Ït®kt¶Ú·²Þ­ µ Í ³Òß

ÑÛ

ç c¸ØË ŒÕ¿Ý»ÏÛÈØËàŒ²Þ­¿ßؼŒ²Þ­ Ï ¿Ü

ÛÚ

æ ¯°›ÂÕ¿Ý»ÏÛÈØËÞiˌ²Þ­¿Ý»ÏÛÈØËÖя·ŠÝŒØËÞ­

s5: Derived Verbs Note: Focus on confirmation in this section. Production for each form will be given in later chapters.

c

CONFIRMATION Read the corresponding sections, Stage 1-9.5 (1) and (2), in the Grammar Textbook first.

(1) Derived verbs; (2) Potential verbs 1. What are the three derived verbs?

248

Stage 1-9 (Workbook 1)

2. What verb groups do these derived verbs belong to? 3. What are the potential forms of the following verbs? §

Å

Ë

Þ

Ñg

½»

´È

š

ѵ

·

Ë

Þ

ÍÞ

ÞÆ

©gÕQÚgÕ®kgՍÖÕ{ÖՀ²Õ…²Õ¤‘ÕqzÕpÍÕbÍÕªßÕlßՂgÕ à

Ö

À²

¼ ÍÓ

Œ

Ü¿

ÏË

à

ÅÜ

Û

Þ

½Ø

¶ÖÕ²gÕ¨gՈgÕ±œßՐÞgՙgՋÆgÕÄßÕÇßՄgÕ}ÆgÕyg 4. Make potential sentences (both ability and possibility meanings) using the above verbs. 5. Discourse practice: Respond to the following questions using potential verbs. Ask further questions based on the responses you receive. ÌÙ×Ì¿Ý»ÏÛȌڷ²Þ­¿Ý»ÏÛȌڷŠÝÞ­ Ï ¿Ü

ÛÚ

ÏßÏß

é ¯°›ÂÛ3n›ÂÕ¿Ý»ÏÛȌڷØËÞ­¿Ý»ÏÛȌڷŠÝŒØËÞ­ Öt

ܛ

Þ

è ѻ˛•ŒÙכCȪƷ²Þ­¿Ý»Ü›ÈªÆ¼Õ¿Ý»Ü›ÈªÆ·ŠÝÞ­ ç ѻ˽¿Ý»ÏÛȌڼտݻÏÛȌڷŠÝÞ­ æ ‰ÉŒ½¿Ý»ÏÛȌڼտݻÏÛȌڷŠÝÞ­

c

CONFIRMATION Read the corresponding section, Stage 1-9.5 (3), in the Grammar Textbook first.

(3) Passive verbs 1. What are the passive verbs of the following? §

Ë

Þ

½»

´È

š

·

Þ

ÍÞ

Ö

À²

ÏË

à

©gÕ®kgՍÖՀ²Õ…²Õ¤‘ÕpÍÕªßÕlßÕ²gÕ¨gՈgՋÆgÕÄßÕ ÅÜ

Û

Þ

ÇßՄgÕ}Æg 2. The use of passive sentences in Japanese is quite different from English. So, we will wait until Stage 2-4 to practice passive sentences in detail. For now, however, we will practice a simple usage here in this chapter. It is quite useful and common to use the following sentences with passive verbs. Pay special attention to the particle use. ‘˜Þ

ÅÜ

‘˜Þ

à

Ù×ýÉÐt ” ØàÛÇÀ¼à·²­ Japanese is thought to be difficult by students. Ù×ýÉÐt ” ØàÛÄÀ¼à·²­ It is said by students that Japanese is difficult. ‘˜Þ

ÅÜ

ÌÙ×ý ” ØàÛÇÀ¼à·²­ English is difficult; that river is dangerous; Park-san has good grades; Chang-san is smart; Nakadasensei’s examinations are difficult; Jones-san is fashion conscious. ‘˜Þ

à

éÌÙ×ýÉÐt ” ØàÛÄÀ¼à·²­ Japanese customs are interesting; this Japanese–English dictionary is the best; today is a special day; his grades are neither bad nor good; the sushi at that shop is expensive.

Stage 1-9 (Workbook 1)

249

3. Discourse practice: Respond to the following questions. Ask further questions based on the responses you receive. Û Ü ÓÁ

Ìѻ˽’–t¿Ý»¾ÓÛÇÀ¼à·²Þ­ Èi Ï ß

é ѻ˛Én½¿Ý»ÉnÓÛÄÀ¼à·²Þ­ Öt

Èà Ï Ö

LÛËÁ

è ѻ˛•½;•›¾–t¿Ý»•ÓÛÇÀ¼à·²Þ­ Ê Î ³Òß

ç ѻ˛Én›Ù×Û¡¸½¿Ý»¡¸ÓÛÄÀ¼à·²Þ­

c

CONFIRMATION Read the corresponding section, Stage 1-9.5 (4), in the Grammar Textbook first.

(4) Causative verbs 1. What are the causative forms of the following verbs? §

Ë

Þ

Ñg

½»

´È

š

ѵ

·

Ë

Þ

ÍÞ

ÞÆ

©gÕ®kgՍÖÕ{ÖՀ²Õ…²Õ¤‘ÕqzÕpÍÕbÍÕªßÕlßՂgÕ à

Ö

À²

¼ ÍÓ

Œ

Ü¿

ÏË

à

ÅÜ

Û

Þ

½Ø

¶ÖÕ²gÕ¨gՈgÕ±œßՐÞgՙgՋÆgÕÄßÕÇßՄgÕ}ÆgÕyg 2. The use of causative sentences in Japanese is quite different from English. We will save detailed practice of causative and causative-passive sentences for Stage 3-4. Here, we will practice a simple usage. Create as many causative sentences as you can with the following as the beginning of the sentence. Be sure to know the meaning of each completed sentence. ̬нÉÐtàÍÜ _________________________________________________­ Ï ¿Ü

ÛÚ

Òß Ø Ý

é ¯°›ÂÕ¹›|w½¹t __________________________________________­ 3. Discourse practice: Respond to the following questions. Ask further questions based on the responses you have received. Ê Î ³Òß

ÌÙ×۬н¡¸ŒÉÐt¿Ý»ÏÛ괊·²Þ­¿ßؼŒ²Þ­ Ï ¿Ü

ÛÚ

Òß Ø Ý

é ¯°›ÂÕѻ˛“|w½Ñ»Ët¿Ý»ÏÛ괊·ØËÞ­»âŒ²Þ­ 4. What are the causative-passive forms of the following verbs? §

Ë

Þ

Ñg

½»

´È

š

ѵ

·

Ë

Þ

ÍÞ

ÞÆ

©gÕ®kgՍÖÕ{ÖՀ²Õ…²Õ¤‘ÕqzÕpÍÕbÍÕªßÕlßՂgÕ à

Ö

À²

¼ ÍÓ

Œ

Ü¿

ÏË

à

ÅÜ

Û

Þ

½Ø

¶ÖÕ²gÕ¨gՈgÕ±œßՐÞgՙgՋÆgÕÄßÕÇßՄgÕ}ÆgÕyg 5. Create as many causative-passive sentences as you can based on the following beginnings of sentences. Be sure to know the meaning of each completed sentence. ÌÉнÙ×Û¬ÐtàÍÜ _________________________________________________­ Ï ¿Ü

ÛÚ

Òß Ø Ý

é ¯°›ÂÕ¹½|wt __________________________________________­

250

Stage 1-9 (Workbook 1)

6. Discourse practice: Respond to the following questions. Ask further questions based on the responses you receive. Ê Î ³Òß

ÌÙ×Û¡¸ŒÉн¬Ðt¿Ý»ÏÛ괊u·²Þ­¿ßؼŒ²Þ­ Ï ¿Ü

ÛÚ

Òß Ø Ý

é ¯°›ÂÕѻ˽“|wt¿Ý»ÏÛ괊u·ØËÞ­»âŒ²Þ­ è òìîñݻÏÛ괊u·ØËÞ­¿ßؼŒ²Þ­

Summary of Vocabulary 

Functional words Word



Word

Function

N›Ëã

for benefit of N

»ÝŒ

“why” (colloquial)

Þu

conjunction: because

ÂÔÛÚ¦

conjunction: when

oԷƦt

conjunction: before

 ÔÑÛ¦Œ

conjunction: after

~«¥Ôʼݦ

~ dictionary

t

particle: purpose

t

particle: agent

Nouns Kanji



Function

Kana

Meaning

Kanji

Kana

Meaning

da

ŠàŠÚ

grade

f

Ú%Ö

guest

±5à

¼Ñuà

restroom

J[

ØÎßÞÝ

custom

¢£

ÀÆà

Japanese–English

£¢

ÆàÀ

English–Japanese

e‡

šßÊ

errand

U\

ÊÎßØÒ

address

HR

@Íß

normal

Nouns (verbs with ²g) Kanji †

Kana ØÍÜÝ

Meaning question

Stage 1-9 (Workbook 1)







Adjectival nouns Kanji

Kana

Å

ÅØ%

Kanji

fashion-conscious

BM

Kana

Meaning

ÛÖkÍ

special

Adjectives Kanji

Kana

:+à

ÞÀàà

cute

Gà

Öuà

dark

hgà

ÑÞgà

bright

9Ȉ

Ñz»à

dangerous

Meaning

Kanji

Kana

Meaning

Adverbs Kanji

Kana

Meaning

Þ»

—



Meaning

considerably

Kanji —

Kana

Meaning

ÜØÞØËu

by chance

Verbs Kanji

Kana

Classification

Meaning

rß

ÁÈß

2; intransitive

differ

‹Æg

ÏËÆg

1; intransitive

answer

™g

Ü¿g

2; intransitive

return

Þg

ŒÞg

1; intransitive

go out

±œß

¼ÍÓß

2; transitive

help

ˆg

À²g

1; transitive

forget

„g

Ûg

2; transitive

take

yg

½Øg

2; intransitive

run

…²

´È²

2; transitive

search

©Æg

©Æg

1; intransitive

be visible

}Æg

ÞÆg

1; transitive

change

_Í

µÓÍ

2; intransitive

grow up

)å

àµå

2; intransitive

hurry

251

Japanese–English Glossary The number in the parentheses after each word indicates the chapter in which the word is introduced. This index covers vocabulary introduced in Workbooks 1 and 2 and some items in the Grammar Textbook. Some functional words, such as particles, expressions, personal and place names, and numbers are not included. See the indexes to the Grammar Textbook to look up some functional words and particles. Adjectives and verbs are given in their dictionary forms only. “Functional words”and “supplemental words” are represented by “f ” and “s,” respectively. Related words mentioned or referred to in the text but not practiced are represented by “r.” Due to limited space, not all the meanings of every word are given here. Refer to the relevant chapter for detailed information.

ФψʎРХ

ψϛ (̯) leg, foot (1-7) ψϓ (͒) taste (3-5)

ψψ that way (1-6)

РЗР Asia (1-7)

ψϟώϔ (¾Â) (ϙϞ) greeting (2-1)

РЗРχϝϗσϜ (РЗР̌̒) Asian studies (1-2s)

ψϟϓϕϜ (ȏȐ) love (3-6)

ψϛϚί (̯̅) ankle (1-7s)

ψϟη (ͽ) between (1-5)

ψϛϏ (ˮΑ) tomorrow (1-1)

ψϟι (̉΍) the opponent (3-7)

ψϛκΩί (̯κ͠) toe (1-7s)

ψϜ (ͻϜ) meet (1-6)

ψΥϗϟΰ (ψΥϗΆ) wine color (2-1s)

ψϜ (ͫϜ) match (3-4)

ψζϖ over there, that place over there (1-5)

ψϑ (ϟ) (ġϟ) blue (2-1)

ψζε (ƃε) play, have fun (1-6)

ψϘ (ϟ) (Ƶϟ) red (1-4)

ψϏφϞ (ęφϞ) give (2-7)

ψϘϋΪϝ (ƵϋΪϝ) baby (2-4)

ψϏϏϘϟ (‘Ϙϟ) warm (1-1)

ψϒϞ (͸ϒϞ) step up (2-1)

ψϏϏξϞ (ƄξϞ) warm (2-6)

ψϘϞϟ (ˮϞϟ) bright (1-9)

ψϏό (Dž) head (1-7)

ψϗ (Ǖ) autumn (1-3)

ψϏρϛϟ (̈́ϛϟ) new (1-3)

ψϗϒτϗ (ǕΔ͵) fall semester (1-3)

ψϋρ that person (1-1)

ψϗρξϞ (ŬξϞ) give up (2-3)

ψϋρ that way, over there (1-4)

ψϚ (njϚ) open (1-6)

ψϔϟ (ɒϟ) hot (weather) (1-1)

ψϚϛσ (΍) (ϙϞ) shaking hands (3-4)

ψϔϟ (̷ϟ) hot (non-weather) (1-3)

ψχϞ (njχϞ) open (1-6)

ψϔϟ (Ŵϟ) thick (3-3)

ψΨϞ (͸ΨϞ) give (1-5)

ψϔόϞ (ˁόϞ) gather (3-4)

ψΨϞ (€ΨϞ) raise something (3-4)

ψϔξϞ (ˁξϞ) collect (3-4)

ψϖϒλϞ (¥λϞ) idealize (3-1)

ψυϏ (Ɖ͂) you (1-1)

ψώ (˶) morning (1-2)

ψω (ʤ) one’s own older brother (1-3)

ψώϟ (ċϟ) shallow (3-8)

ψά (ʒ) one’s own older sister (1-3)

ψώνπϝ (˶ν˝) breakfast (1-3)

РВƾП apartment (2-3)

ψώτι the day after tomorrow (2-6)

ψευϟ (ŵυϟ) dangerous (1-9)

Glossary(J–E) ψόϟ (‡ϟ) sweet, bland (1-7)

ϟϚ (ͷϚ) go (1-1)

ψόϐ not very much (1-2)

ϟϚϔ how many (1-4)

ψόϐ very (3-5)

ϟϚϔ how old (1-6)

ψόϞ (ȮϞ) have more than needed (2-4)

ϟϚϔμ a few, several (2-4)

ψξ (ˍ) rain (1-6)

ϟϚρ how much (1-4)

ψξϒέϞ (ˍϒʵϞ) rain (1-6)

ϟχ (IJ) pond (3-5)

РЄОД America, United States (1-1)

ϟχΫυ (ΐχ̩) flower arrangement (3-5r)

РЄОДϓϝ (РЄОДΓ) American, U.S. national (1-1)

ϟχϝ (́ͣ) opinion (2-4)

РЄОДϐϕϜϐ (РЄОДΈΏ) American cuisine (2-1s)

ϟϓξ bullying (3-2)

ψοόϞ (ƺϞ) apologize (3-3)

ϟϛΪ (ɻ͐) medical doctor (1-3)

ψρϜ (ɥϜ) wash (2-1)

ϟϓϕϜ (ȳ͸) more than (2-8f )

ψρϛ () storm (2-5s)

ϟϓςϞ (́̀Ȓ) mean (3-2)

РМЀРν (РМЀРΒ) Arabic language (1-1s)

ϟϙ (FΌ) chair (1-4s, 1-5)

ψϞ a certain (2-3)

ϟζϒϛϟ (ϛϟ) busy (1-6)

ψϞ (ɔϞ) have (1-1)

ϟζ΢ (ʴ΢) hurry (1-9)

ψϞ (̸Ϟ) exist (1-1r, 1-5)

ϟϏϟ (žϟ) painful (1-7)

ψϞϚ (ɐϚ) walk (1-3)

ϟϏϙ (9ϙ) do (humble) (2-6)

РНЍСП (ϙϞ) part-time work (1-7)

ϟϏΥρ naughty (3-8)

РНГϭϹЖП alphabet (2-8)

ϟϏηϚ (džϚ) receive (humble) (1-5)

ψλ that over there (1-1)

ϟϏηϚ (džϚ) eat, drink (humble) (2-6)

РУЂƾП questionnaire (2-7)

СЛОР Italy (1-1s, 2-1)

ψϝϛϝ (ɪ̦) (ϙϞ) relief (2-7)

СЛОРν (СЛОРΒ) Italian language (1-1s)

ψϝΡϝ (ɪ̤) safe (3-4)

СЛОРϓϝ (СЛОРΓ) Italian national (1-1s)

ψϝυ that kind of (1-2)

СЛОРϐϕϜϐ (СЛОРΈΏ) Italian cuisine (2-1s)

253

ϟϋϒτϗ (ͱΔ͵) first semester (1-3)

ФϟʎСХ

ϟϋωϋ (ͱΑ) one day, all day long (1-4) ϟϋάϝϊϟ (ͱ΃ΐ) first-year student (1-1)

ϟϟ (Cϟ) good (1-1)

ϟϋΫ (ʻ̿) market (1-5s, 3-4)

ϟϟφ no (1-1f )

ϟϋΫϝ (ͱ͏) superlative marker (1-7f )

ϟϜ (͇Ϝ) say (1-6)

ϟϋόϝφϝώϔ (ͱğˤə) 10,000-yen bill (1-5)

ϟφ no (1-1f )

ϟϔ when (1-2)

ϟφ (Ͷ) house (1-1)

ϟτχϝ (ͱͣ) one glance (3-2)

ϟϘ (ȳ͟) less than (2-8f )

ϟτϛϕϜχϝξϟ (ͱΐ¢ʍ) best efforts (2-4)

ϟϒϟ (́͡) unexpected (3-2)

ϟτϛϕω (ͱω) together (1-2)

ϟϒϚ (ɻΔ) medicine (study of) (1-2s)

ϟτϏϟ (ͱ˚) used for emphatic questions (2-7)

ϟϘϞ (ʲϞ) become angry (3-6)

ϟτΝϟ full (2-7)

СЌОТ England (1-1)

ϟτΝϝω (ͱ@ω) generally (2-6)

СЌОТϓϝ (СЌОТΓ) British national (1-1)

ϟϔμ always (1-4)

СЌОТϐϕϜϐ (СЌОТΈΏ) English cuisine (2-1s)

ϟύϖ cousin (2-5)

ϟϗϞ (ΐϗϞ) live (3-6)

ϟυϘ (Œ=) countryside (2-1)

254

Glossary(J–E)

ϟΜ (ƣ) dog (1-5)

ϜΦ (6) arm (1-7s)

ϟάβϐ (ɾʖϐ) (ϙϞ) sleep (3-4)

Ϝδϝ wheat noodle (1-3s)

ϟκϋ (ʍ) life (3-6)

Ϝόϟ skilled, delicious, talented (2-2)

ϟό (Ͳ) now (1-3)

ϜόϚ well, skillfully (2-2)

ϟό (ɾͽ) living room (3-1)

ϜόλϞ (ΐόλϞ) be born (1-6)

ϟθ (́͒) meaning (1-7)

Ϝθ (Ƥ) sea, ocean, beach (2-2)

ϟμϜύ (ʐ) one’s own younger sister (1-3)

Ϝροόϛϟ (Tόϛϟ) envious (3-6)

ϟμϜύώϝ (ʐώϝ) other’s younger sister (1-3)

ϜϞ (ȹϞ) sell (2-3)

ϟο (ʘ) disagreeable (1-2)

ϜϞώϟ noisy (1-6)

ϟρϟρϙϞ be anxious (1-6s)

Ϝλϛϟ (Hϛϟ) glad, happy (2-5)

ϟρτϛΪϞ exist, come, go (honorific) (1-5)

ϜλϞ (ȹλϞ) be sold (2-3)

ϟϐ΢ϋ (̽ͩ) entrance (3-1)

ϜςΣ (͸̠) jacket (2-1s, 3-3)

ϟϐϕϜα (ɻmˣ) medical fee (3-3s)

Ϝϝιϝ (̙͉) (ϙϞ) drive (1-1)

ϟϞ (ɾϞ) exist (1-5)

Ϝϝιϝξϝϗϕ (̙͉ȧǣ) driver’s license (3-2)

ϟϞ (̕Ϟ) need (1-6)

ϜϝδϜ (̛̙) (ϙϞ) exercise (1-1)

ϟΰ (Ά) color (2-1)

ϜϝδϜ΢ϔ (̧̛̙) sneakers (2-1)

ϟΰϟΰ (Άƿ) various (1-5) ϟςϟ ( ϟ) gift for celebration (3-5)

ФφʎЪХ

ϟςΩϞ so-called, generally said (2-7) СУЛƾУКЖЉ internship (2-2)

φ (Dz) painting, drawing (1-5)

СУЙ India (2-7)

φϟϒ (˱̘) movie (1-2)

СУЙϐϕϜϐ (СУЙΈΏ) Indian cuisine (2-1s)

φϟϒϘϝ (˱̘˖) movie theater (2-2) φϟϒηϟ (˱̘̹) admission fee for a movie (3-3s)

ФϜʎϢХ

φϟϒπϟΩϜ (˱̘ȫ̝) movie actor (3-2) φϟϗϕϜ ((ĩ) (ϙϞ) influence (2-7)

Ϝφ (͸) top, above (1-5)

φϟν (̪Β) English language (1-1)

Ϝφϗ (Jɭ) potted plant (2-8)

φϟεϝϒϚ (̪·Δ) English literature (1-2s)

ϜνϘϙ (̛Ϙϙ) move (2-4)

φϟςϓιϝ (̪͎̓ʳ) English–Japanese dictio-

Ϝϛΰ (ͬΰ) back, behind (1-5)

nary (1-9)

Ϝϙϟ (Mϟ) thin, weak (3-3)

φφ yes (1-1f )

Ϝζ (ȿ) lie (2-5)

φϗ (ć) train station (1-4)

ϜζήϔϚ (ȿήϔϚ) tell a lie (2-5)

φρε (óε) choose (2-7)

ϜϏ (ɢ) song (2-5)

φήϘϚ (DzށϚ) paint, draw a picture (2-2)

ϜϏϜ (ɢϜ) sing (2-5)

φϝ (ˤ) counter – yen (1-4f )

Ϝϋ (Ͷ) home (1-1)

φϝΨϗ (ɩˋ) theater and dance (study of) (1-2s)

ϜϋϘϔ (Ìϋȡϔ) win (3-8)

φϝΨϗ (ɩˋ) (ϙϞ) play performance (3-1)

Ϝϋκ our (1-2)

φϝζϜ (ɩƆ) (ϙϞ) music performance (3-1)

ϜϔϚϛϟ (̵ϛϟ) beautiful (3-5)

φϝΚϔ (ü¶) pencil (1-1)

Ϝϔϙ («ϙ) move, relocate (3-3)

φϝϐϕ (˂¦) (ϙϞ) hesitation (2-6)

Glossary(J–E)

ФϑʎЏХ

ϑϋΪ (ϑͯ) tea (1-3) ϑϋϞ (ˬϋϞ) drop (2-6)

ϑϟϛϟ (̵͒ϛϟ) delicious (1-3)

ϑτϛΪϞ say (honorific) (2-5)

ϑφϞ (ǐφϞ) end (1-6)

ϑτύ (ʉ) husband (3-4)

ЏƾТПМОР Australia (1-1s)

ϑϔϐ change (1-4)

ЏƾТПМОРϓϝ (ЏƾТПМОРΓ) Australian

ϑιψρϟ (ϑ΍ɥϟ) restroom (1-9)

national (1-1s)

ϑύ (͆) sound (2-4)

ϑϜΤϟ (Əʨ) Europe-America, i.e., the West (3-4)

ϑύϜώϝ (ϑ͑ώϝ) father (1-1)

ϑϑϟ (ȸϟ) large number (1-7)

ϑύϜύ (ʞ) one’s own younger brother (1-3)

ϑϑϗϟ (Ίϗϟ) big (1-1)

ϑύϜύώϝ (ʞώϝ) other’s younger brother (1-3)

ϑϑχϒήϙϞ (Ίȕ̔ήϙϞ) have a major injury

ϑύϖ (͋) male (1-2)

(2-3s)

ϑύϖκϖ (͋κΌ) boy (1-2)

ЏƾЍƾ overcoat (2-1s)

ϑύϖκαύ (͋κΓ) man (1-2)

ϑϘψώϝ (ϑͨώϝ) mother (1-1)

ϑύϙ (ˬύϙ) drop (2-4)

ϑϘΨΦ (ϑÚΦ) because of one’s good deed (3-5)

ϑύύϟ the day before yesterday (2-6)

ϑϘϛ (ϑʗΌ) snacks, sweets (2-3)

ϑύυ (ΊΓ) adult (2-5)

ϑϘϛϟ (̬ǔϛϟ) funny, strange (3-2)

ϑύυϛϟ (ΊΓϛϟ) quiet (3-2)

ϑϘά (ϑ͍) money (1-5)

ϑύυγϜ (ΊΓɼ) for adults (2-6r)

ϑϗϞ (ɫϗϞ) get up, wake up (1-2)

ϑύϞ (ñϞ) be inferior (3-8)

ϑϚ (QϚ) place (2-7)

ϑδϞ (ƜϞ) dance (3-1)

ϑϚώϝ (ƚώϝ) other’s wife (3-4)

ϑδΰϚ (ĉϚ) be surprised (2-4)

ϑϚϐμκ (Ɠϐ΄) gift (1-7)

ϑυϘ (ϑǫ) stomach (1-7)

ϑϚϞ (ŻϞ) send (2-7)

ϑυϓ (ʙϓ) same (1-7)

ϑϚλϞ (ƱλϞ) be late (1-6)

ϑωϟώϝ (ϑʤώϝ) older brother (1-3)

ϑϖώϝ (ϑΌώϝ) other’s child (1-2)

ϑάφώϝ (ϑʒώϝ) older sister (1-3)

ϑϖϙ (ɫϖϙ) wake someone up (3-4)

ϑάϒϟ (ϑĺϟ) (ϙϞ) request, favor (2-4)

ϑϖϞ (ʲϞ) become angry (2-3)

ϑΫ (˟ͨ) one’s own aunt (1-4)

ϑϖϞ (ɫϖϞ) happen (2-8)

ϑΫψώϝ (ϑ̓ͨώϝ) grandmother (1-3)

ϑϓ (˟͑) one’s own uncle (1-3)

ϑΫώϝ (˟ͨώϝ) aunt (1-4)

ϑϓϟώϝ (ϑ̓͑ώϝ) grandfather (1-3)

ϑΠφϞ (ŦφϞ) memorize (2-1)

ϑϛφϞ (͹φϞ) teach (1-7)

ϑΠϝ (ϑu) tray (3-4)

ϑϓΣ (ϑ͎˅) bowing (3-4)

ϑόςϐώϝ (ϑϐώϝ) policeman (2-4)

ϑϓώϝ (˟͑ώϝ) uncle (1-4)

ϑμ (̍) main (2-8)

ϑϛΪλ (ϑěˬ) fashion-conscious (1-9)

ϑμϟ (ʦϟ) heavy (2-4)

ϑϓϕϜώϝ (ϑGώϝ) other’s daughter (2-7)

ϑμϟηϙ (˰ϟΉϙ) recall (2-3)

ϑϙ (Æϙ) push (2-8)

ϑμϟΦ (˰ϟΉ) memory (3-6)

ϑζϚ (ƱϚ) late (1-2)

ϑμϜ (˰Ϝ) think (1-6)

ϑζρϚ perhaps, probably (3-6)

ϑμϛΰϟ (̨ǟϟ) interesting (1-1s, 1-3)

ϑϏϚ (ϑA) other’s house (1-5)

ϑο (Ͱ) parent (2-4)

255

256

Glossary(J–E)

ϑοϖ (ͰΌ) parent and child (2-7)

ϘϒϚ (ȠΔ) chemistry (1-2s)

ϑοΩί (Ͱ͠) thumb (1-7s)

ϘϘϞ hang (2-6)

ϑγ΢ (ƞ΢) swim (1-8)

ϘϘϞ require (1-6)

ЏМУϿν (ЏМУϿΒ) Dutch (2-8)

ϘΣ (ą) key (1-3)

ϑϐϞ (ʵϐϞ) get off (2-2)

ϘϚ (΁Ϛ) write (1-2)

ϑϞ exist (humble) (2-6)

Ϙ΢ (ͶȦ) furniture (2-4)

ЏЎУЗ orange (1-4)

ϘΨϔ (Ϯͦ) counter – months (1-6f )

ЏЎУЗϟΰ (ЏЎУЗΆ) orange color (2-1s)

ϘϖϚν (Ϯ΀Β) counter – languages (2-7f )

ϑςϞ (ǐςϞ) end (1-6)

Ϙώ (ȩ) umbrella (2-3)

ϑϝϒϚ (͓͆) music (1-2s, 1-3)

Ϙώήώϙ (ȩήώϙ) put up an umbrella (2-3)

ϑϝϒτϘ (͓͆Ͷ) musician (3-6)

Ϙϛσ (ɢ΍) singer (3-2)

ϑϝϒτϘϟ (͓͆ͻ) concert (2-5)

Ϙϙ (Ƌϙ) lend (2-5)

ϑϝυ (ͥ) female (1-2)

ϘΥ (ʯ) number (2-8)

ϑϝυκϖ (ͥκΌ) girl (1-2)

ϘΡ (ͮˉ) a cold (2-3)

ϑϝυκαύ (ͥκΓ) woman (1-2)

ϘΡ (ͮ) wind (2-5)

ϑϝγθ (͆˕θ) on-reading (2-5)

ϘΡήαϚ (ͮˉή̢Ϛ) catch a cold (2-3) ϘΛϚ (Ͷn) family (1-6)

ФϘʎДХ

ϘϏ (͂) person (honorific) (1-5) ϘϏϟ (Ļϟ) hard (3-3)

Ϙ (Α) counter – day (1-6f )

ϘϏϘυ (ʆȲ͔) katakana (2-8)

ДƾЈУ curtain (1-5)

ϘϏϋ (˷) shape, form (2-8)

Ϙϟ (Ⱦ) counter – frequency (2-6f )

ϘϏΙχϞ (ʆĹχϞ) tidy up (2-2)

Ϙϟ (Û) counter – floor (2-5f )

ϘϏι (ʆ΍) one hand (3-7)

Ϙϟϒϟ (Ƥ͡) abroad (2-5)

ДЛЋϼ catalogue (1-4s)

ϘϟΣ (ͻƹ) meeting, conference (2-3)

Ϙϔ (ȡϔ) win (2-5)

Ϙϟχϔ (̐˪) (ϙϞ) solution (3-5)

Ϙτϖ (Ã0) parenthesis (3-7)

ϘϟϛΪ (ͻ͝) company (2-2)

Ϙδ (̑) corner (2-1)

ϘϟϛΪϟϝ (ͻ͝ʌ) company employee (1-3)

ϘδϜ (ǧ̚) flower arrangement (3-5)

ϘϟϛΪϚ (̐ù) (ϙϞ) interpretation (3-5)

Ϙυϟ (Ͷȥ) one’s own wife (3-4)

ϘϟϊϗϐϕϜϐ (ȍǗΈΏ) traditional meal (1-3s)

Ϙυϛϟ (ȑϛϟ) sad (3-6)

ϘϟΡϝ (|ʼn) (ϙϞ) improvement (2-8)

Ϙυϛβ (ȑϛβ) get saddened (3-2)

ϘϟύϜϐϔ (ȾǓ„) response rate (2-7)

ДЅϿ Canada (1-1s)

Ϙϟμκ (Ʒϟ΄) (ϙϞ) shopping (2-1)

ДЅϿϓϝ (ДЅϿΓ) Canadian (1-1s)

Ϙϟς (ͻ΋) (ϙϞ) conversation (2-4)

ϘυρΥ (ȖΥ) without fail (2-3)

ϘϜ (ƷϜ) buy (1-4)

Ϙυϐ considerably (1-9)

Ϙφτι on the contrary (3-2)

Ϙάμϋ (͍̣ϋ) rich (1-7)

ϘφϞ (Ϟ) go back, return (1-1)

ϘκϜ (̬̳) possible (3-6)

ϘφϞ (˗φϞ) change (1-9)

ϘκϜϊϟ (̡̬̳) possibility (3-6)

Ϙϑ (ĸ) face (1-7)

Ϙκϓϕ (˳ͥ) she (1-1)

Glossary(J–E) Ϙκϓϕ (˳ͥ) girlfriend (1-1r)

ϘϝϏϝ ('ɉ) simple, easy (1-2)

ϘΫϝ (Ĩ) bag, back pack (1-1) Ϙίϝ (̩†) vase (1-4)

ФϒʎІХ

ϘΤ (Š) wall (2-6) Ϙθ (ʡ) paper (1-4s, 1-5)

ϒϟ (ǿ) harm (2-5)

Ϙθώό (ʪŗ) god (3-2)

ϒϟϖϚ (͡΀) foreign country (1-5)

Ϙθκχ (DŽκɍ) hair of the head (1-7)

ϒϟϖϚν (͡΀Β) foreign language (1-5)

ϘθαϖϜϗ (ʡʩͷɬ) paper airplane (3-4)

ϒϟϖϚϓϝ (͡΀Γ) foreign national (1-5)

ϘθήύϘϙ (DŽήƪϘϙ) brush, comb hair (2-1)

ϒϟϛϕϚ (͡΂) (ϙϞ) eating out (2-3)

ϘγϜ (͢Ϝ) commute (3-2)

ϒϟρϟν (ͭ͡Β) loan words (2-8)

ϘγϜί (͚Α) Tuesday (1-2)

ϒϚϛνϜ (Δ̶̭) bachelor’s degree (3-8r)

Ϙρϟ (ɱϟ) spicy, salty (1-7)

ϒϚϛΪ (Δ͐) scholar (3-3)

Ϙρη (˚) body (2-6)

ϒϚϛσϜ (Δ͘) (ϙϞ) learning (2-3)

Ϙρι (˫΍) karate (1-3)

ϒϚϊϟ (Δΐ) student (1-1)

ϘϐϞ (éϐϞ) borrow (2-5)

ϒϚϋϕϜ (Δ͜) college president (2-7)

ϘϞϟ (Ůϟ) light-weight (2-4)

ϒϚα (Δˣ) tuition, educational fee (3-3s)

Ϙλ (˳) he (1-1)

ϒϚε (Δ;) academic department (3-3)

Ϙλ (˳) boyfriend (1-1r)

ϒϔ (ͦ) counter-month (1-6f )

ДЎƾМСТ curried stew with rice (1-3s)

ϒτϘϐϙϞ be disappointed (1-6s, 2-3)

Ϙς () river (1-5)

ϒτϗ (Δ͵) semester (1-3)

Ϙςϟϟ (̬ȏϟ) cute (1-9)

ϒτϗ (͓Ł) musical instrument (2-5)

ϘςϚ (κδ(ʇ)ϒ) be thirsty (1-7)

ϒτϖϜ (Δͤ) school (1-2)

Ϙϝϒφ (̃φ) idea, thought (2-1r, 2-2)

ϒόϝ (̔Ȏ) (ϙϞ) perseverance (3-8)

Ϙϝϒφνύ (̃φͳ) thought (3-5)

ІϬІϬ people’s noise (1-6)

ϘϝϒφϞ (̃φϞ) think (2-5)

ϒϝΫϞ (į.Ϟ) do one’s best (2-1)

ϘϝϘϝωϑϖϞ (ʲϞ) angry (1-6s) Ϙϝχϟ (Njģ) relation (2-5)

ФϗʎϲХ

ϘϝϖϜ (ǤȨ) (ϙϞ) sightseeing (3-1) ϘϝϖϚ (˔΀) South Korea (1-1)

ϗ (ɭ) tree (1-4s)

ϘϝϖϚν (˔΀Β) Korean language (1-1)

ϗϟΰ (ϟ) (ǁΆϟ) yellow (2-1)

ϘϝϖϚϓϝ (˔΀Γ) South Korean national (1-1)

ϗφϞ (ƥφϞ) turn off (2-1)

ϘϝϖϚϐϕϜϐ (˔΀ΈΏ) South Korean cuisine (2-1s)

ϗϑϚ (ʀ¤) (ϙϞ) memory (3-6r)

Ϙϝνέ (yňȅ) nurse (2-5)

ϗϘϟ (ɬd) machine (3-2)

Ϙϝώϔ (Ǥ́) (ϙϞ) observation (3-6)

ϗϚ (̂Ϛ) listen, hear (1-3)

Ϙϝϓ (Ũʝ) kanji (1-5)

ϗϚ (̂Ϛ) ask (1-7)

ϘϝϛΪ (̜ƺ) (ϙϞ) gratitude (2-8)

ϗϚ (íϚ) be effective (2-3)

ϘϝϓϕϜ (̜Ȑ) emotion (3-8)

ϗϖφϞ (̂ϖφϞ) be audible (1-6)

ϘϝϓϞ (̜ϓϞ) feel (3-6)

ϗϓ (ʀͳ) article (2-2)

Ϙϝϊϟ (>̞) (ϙϞ) completion (3-7)

ϗΥϚ (&Ϛ) build, construct (3-8)

257

258

Glossary(J–E)

ϗϊϔ (ȃ%) season (1-7)

ϗϞ (ͪϞ) cut (2-1r, 3-1)

ϗϊϞ (̠ϊϞ) dress someone (3-4)

ϗϞ (̠Ϟ) wear (2-1)

ϗζ (ŤÏ) foundation (3-7)

ϗλϟ ( Ė) pretty, clean (1-2)

ϗϏ (ɽ) north (1-5)

ϗήϔχϞ (ʹήϔχϞ) be careful (2-4)

ϗϏ΢ϋ (ɽͩ) north entrance/exit (3-1)

ϗϝϟΰ (͍Ά) gold color (2-1s)

ϗϏυϟ (Īϟ) messy, dirty (2-8)

ϗϝφϝ (¡Ʃ) no smoking (2-8)

ϗϋϝ properly (1-6)

ϗϝϓϕ (ɶͅ) neighborhood (3-4)

ϗτώιϝ (ńͯˈ) café (1-3)

ϗϝϊϝμϝηϟ (͍Ǐˎʄ) money problem (2-7)

ϗτι (ͪ΍) postage stamp (2-3)

ϗϝγϜί (͍͚Α) Friday (1-2)

ϗτύ certainly (3-1) ϗτΘ (ͪµ) ticket (1-4)

ФΣʎЌХ

ϗκϜ (šΑ) yesterday (1-3) ϗίϛϟ (Ųϛϟ) severe, strict (2-4)

Σμϝ (›ˎ) question (3-6)

ϗεϝ (ʹ͛) physical feeling (2-3)

ΣσϜωσϜ (wđ) cow’s milk (2-6)

ϗόϔϛχϝ (͵ɖ͖̾) final exam (2-1)

ΣϕϜΣ (ͷ˅) behavior, act (3-2)

ϗόϞ (˪όϞ) determine (3-4)

ЌОКА Greece (1-1s)

ϗθδϐ (ǁʾ) yellow green (2-1s)

ЌОКАν (ЌОКАΒ) Greek language (1-1s)

ϗξϞ (˪ξϞ) decide (3-3)

ЌОКАϓϝ (ЌОКАΓ) Greek national (1-1s)

ϗμϋ (ʹ̣ϋ) feeling (2-2)

Σϝϟΰ (ƭΆ) silver color (2-1s)

ϗμκ (̠΄) kimono (2-1)

ΣϝϖϜ (ƭͷ) bank (1-4)

ϗΪϚ (Ȁ) guest (1-9) ϗΪϚό (Ȁͽ) guest room (3-4)

ФϚʎЕХ

ϗσϜϖϜ (ʈͤ) cancellation (2-5) ϗσϜϙ (ʴĭ) teapot for green tea (3-3s)

ЕСϾ quiz (1-5)

ϗσϜω (ʴω) suddenly (2-5)

ϚώϞ (5Ϟ) rot (2-8)

ϗϕϜ (ͲΑ) today (1-1)

Ϛϙϐ (ʑ) medicine (1-7)

ϗϕϜϟϚ (͹̴) (ϙϞ) education (2-7)

ϚϙϐΩί (ʑ͠) ring finger (1-7s)

ϗϕϜϟϚιϗ (͹̴ǝ) educational (2-7)

ϚηώϞ (͟ώϞ) give (me) (honorific) (1-5)

ϗϕϜϘϛϕ (͹©΁) textbook (1-5)

Ϛημκ (ʃ΄) fruit (1-7)

ϗϕϜϚϝ (͹ʁ) teaching, lesson (3-4)

Ϛημκο (ʃ΄Ύ) fruit store (1-5s)

ϗϕϜϛ (͹) instructor (3-5)

Ϛϋ (ͩ) mouth (1-7)

ϗϕϜϛϔ (͹˻) classroom (1-5)

Ϛϔ (̧) shoes (1-5)

ϗϕϜϓσ (͹ʸ) professor (2-4)

ϚϔϛϏ (̧͟) socks (2-1s)

ϗϕϜηϟ (ʤʞ) siblings (2-5)

Ϛϔο (̧Ύ) shoe shop (1-5s)

ϗϕϜθ (<͒) interest (2-4)

Ϛω (΀) country, own country (1-5)

ϗϕάϝ (ɇ΃) last year (1-3)

Ϛί (̅) neck (1-7)

ϗρϟ (ʘϟ) dislike (1-5)

ϚΤϔ (Ž̥) (ϙϞ) distinction (3-2)

ϗρϜ (ʘϜ) dislike (3-2)

ϚμϞ (Ϟ) become cloudy (2-5)

ϗϐϝ (Ĕė) giraffe (1-7)

Ϛρϟ (ϟ) dark (1-9)

Glossary(J–E) ЕМТ class (1-2)

χτϘ (˾ʃ) result (2-7)

ϚρΤϞ (×ΤϞ) compare (2-8)

χτϖϝ (˾˭) (ϙϞ) marriage (2-7)

ϚϐϘφϙ (PϐƳϙ) repeat (3-7)

χτϖϝϛϗ (˾˭˽) wedding ceremony (2-1)

ЕОТϪТ Christmas (1-6)

χτϛι (˪ϛι) never (2-4)

ϚϞ (ͭϞ) come (1-4)

χτϊϗ (ŋʼ) (ϙϞ) absence (3-2)

ϚϞϛϟ (ʛϛϟ) suffering (3-6)

χλδμ however (1-2f)

ϚϞϛβ (ʛϛβ) suffer (3-4)

χϝ (Ĵ) case, incident (3-1)

ϚϞό (̱) car (1-3)

χϝϘ (Ņł) (ϙϞ) argument, fight (3-5)

ϚλϞ give (me) (1-5)

χϝϗσϜ (̌̒) (ϙϞ) research (2-4)

Ϛΰ (ϟ) (ǀϟ) black (2-1)

χϝϗσϜϛϔ (̌̒˻) faculty office (1-5)

ϚΰϜ (ʛî) (ϙϞ) hardship (3-2)

χϝϖϜ (ç4) health (2-4)

Ϛϝγθ (ʁ˕θ) kun-reading (2-4)

χϝώ (Kɛ) (ϙϞ) inspection (3-8)

Ϛϝλϝ (ʁǰ) (ϙϞ) discipline (3-2)

χϝϓϕϜν (ļŃΒ) humble words (2-8)

Ф΢ʎϼХ

ФΨʎЫХ

΢ρϟ approximate (amount) (1-4f )

Ψϟϓσϔ (Ǫ̰) art (3-6)

ϼОƾУ green (2-1s)

ΨϟϓσϔϘ (Ǫ̰Ͷ) artist (3-6r)

ϼЎƾ gray (2-1s)

ΨϗϓϕϜ (ˋ̿) theater (3-1)

259

ΨϛσϚ (͟ǽ) (ϙϞ) lodging (boarding house) (2-8)

ФχʎЂХ

ΨϏ (͟ʅ) clogs (3-3) ΨϔγϜί (͚ͦΑ) Monday (1-2)

χϟϘϚ (̘̏) (ϙϞ) plan (2-6)

Ψϝϟϝ (ųľ) cause (2-7)

χϟϘϝ (ːȁ) police officer (2-4)

ΨϝϘϝ (’Nj) entrance area (2-1)

χϟχϝ (ˇ͖) (ϙϞ) experience (2-5)

Ψϝϗ (Þʹ) energetic, healthy (1-2)

χϟν (ɟΒ) honorific language (1-5r, 2-8)

Ψϝν (͇Β) language (2-5)

χϟΟϟ (ˇ˥) economy (3-1)

ΨϝνϒϚ (͇ΒΔ) linguistics (1-2s)

χϟΟϟϒϚ (ˇ˥Δ) economics (1-2s)

ΨϝΟϟ (˼̸) present time (2-2)

χϟώϔ (ː́) police department (3-4)

ΨϝϛϕϜ (˼Ƹ) phenomenon (2-8)

χϟώϔϘϝ (ː́ȁ) police officer (3-4)

ΨϝηϟίϕϜ (˼̹˯) modern illness (2-7)

χϟώϔϛϕ (ː́ǯ) police station (1-5s, 3-4) χϟϏϟΦϝς (~ͼ΋) cell phone (1-4)

ФϖʎБХ

χϟοϚ (ƒ˺) (ϙϞ) contract (3-3) Ђƾϲ cake (1-6)

ϖ (Ό) child (1-2)

Ђƾϲο (ЂƾϲΎ) pastry shop (1-5s)

ϖ (ê) counter – generic (1-6f )

χϒ (ȕ̔) (ϙϞ) injury (2-3s)

ϖϟ (ťϟ) strong, thick (3-3)

χώ (Ͳ˶) this morning (1-3)

ϖϟΜ (Όƣ) puppy (1-5)

χϛϗ (•Ά) scenery (3-5)

ϖϜ this way (1-6)

χϙ (ƥϙ) turn off (3-1)

ϖϜφϝ (Õ˓) park (1-5s, 1-6)

260

Glossary(J–E)

ϖϜϘ (˴ĥ) high priced (2-6)

ϖβ (Ƨβ) get crowded (2-4)

ϖϜΣ (ĽǮ) (ϙϞ) lecture (2-3)

ϖξο (ʨΎ) rice shop (1-5s)

ϖϜϖϜ (˴ͤ) high school (1-2)

ϖΩί (͌͠) little finger (1-7s)

ϖϜϖϜϊϟ (˴ͤΐ) high school student (1-2)

ϖλ this (1-1)

ϖϜώιϝ (ɤʹƦ) intersection (2-4)

ϖΰε (͉ε) fall (2-6)

ϖϜϋΪ (ǒͯ) black tea (3-3)

ϖςϟ (¸ϟ) scared, be afraid of (1-6)

ϖϜϋϕϜ (ͤ͜) school president (2-7)

ϖςϙ (Ⱥϙ) break (2-6)

ϖϜϔϜϓϖ (ɤ͢ͳʔ) traffic accident (3-4)

ϖςλϞ (ȺλϞ) break (2-6)

ϖϜδϜ (ͷ̛) (ϙϞ) act (3-3)

ϖϝ (
) dark blue (2-1s)

ϖϜάϔα (Ȩ̷ˣ) utility (3-3s)

ϖϝϒτϗ (ͲΔ͵) this semester (1-3)

ϖϜπϟ (ͬƴ) junior member (2-1)

ϖϝΨϔ (Ͳͦ) this month (1-3)

ϖϜπϝ (ͬɷ) latter half (2-8)

ϖϝν (Ͳͬ) future (3-5)

ϖϜΫϝ (ɤ͏) police box (1-5s, 2-4)

ϖϝϛσϜ (Ͳ͊) this week (1-3)

ϖϜγϜ (ǒʕ) foliage, red leaves (3-2)

ϖϝδ (Ͳ͈) next time (2-3)

ϖφ (Ŝ) voice (2-4)

ϖϝυ this kind of (1-2)

БƾП coat (2-1s)

ϖϝυϝ (ȽLJ) difficulty (3-8)

Бƾϰƾ coffee (1-3)

ϖϝΫϝ (Ͳ̀) tonight (1-3)

ϖϑϐ (ë) ice (3-5)

БУЀЇ convenience store (1-5s)

ϖϚώϟ (΀Ý) international (2-7)

БУϺϸƾЛ computer (1-4)

ϖϚΫϝ (ǀ´) blackboard (2-5)

ϖϝοϚ (˭˺) (ϙϞ) engagement (3-2)

ϖϖ here, this place (1-5) ϖϖΰ (̦) heart (2-7)

ФνʎϧХ

ϖϛ (7) waist (1-7s) ϖϛϕϜ (ʔNJ) (ϙϞ) out of order (3-4)

νϟ (Β*) vocabulary (2-7)

ϖϏφϞ (ǓφϞ) answer (1-9)

νϜϘϚ (ͫɗ) (ϙϞ) pass (2-7)

ϖϏϔ heated table with cover (1-5)

νϘϟ (š̐) (ϙϞ) misunderstanding (2-8)

ϖϋρ this person (1-1)

νν (ɺͬ) p.m. (1-4f)

ϖϋρ this way, here (1-4)

νν (ɺͬ) afternoon (1-6)

БЖЉ glass, mug (1-4s, 3-3)

νϛσϓϝ (ν̍Γ) other’s husband (3-4)

ϖύ thing (1-2r, 1-7)

νΡϝ (ɺͧ) a.m. (1-4f )

ϖύϛ (Ͳ΃) this year (1-3)

νπϝ (ν˝) cooked rice, meal (1-7)

ϖύΫ (͇ʕ) word, language (1-4)

ναΪϚφϝηό (ČǞˤɨ) 500-yen coin (1-5)

ϖδμ (ΌĦ) child (1-2)

νθ trash, garbage (3-4)

ϖύςϞ (qϞ) decline (2-5)

ϧНГ golf (2-2)

ϖάϖ (Όơ) kitten (1-5)

νΰ approximate (1-4f )

ϖκνΰ (ϖκī) these days, recently (1-6) ϖΠϙ spill (2-6) ϖΠλϞ spill (2-6) ϖόϞ (ȽϞ) be troubled (2-1r, 2-3)

Glossary(J–E)

ФώʎϱХ

ϱУϿН sandals (2-1s) ώϝάϝϊϟ (ɓ΃ΐ) third-year student (1-1)

ώϟ (Ȍ) counter – age (1-6f)

ώϝΗ (ɞɐ) (ϙϞ) stroll (1-7)

ώϟϗϝ (ɰɶ) recently (2-1) ώϟν (ɰͬ) last (2-3)

ФΟʎϫХ

ώϟϛϕ (ɰʧ) first (2-3) ώϟϛϕϚϛσΣϛΪ (Ǩ΂̍Ǯ͐) vegetarian (3-3)

ϫƾϫƾ heavy rain (sound) (1-6)

ώϟκϜ (Ȍ̳) talent (3-6)

Οτϛ (ljś) magazine (1-4s)

ώϟέ (ŏ) wallet (1-5)

Οϝάϝ (ʬ) pitiful, feel badly (2-2)

ώϒϙ (¹ϙ) search (1-9) ώϘυ (ǃ) fish (1-7)

ФϛʎКХ

ώϘυο (ǃΎ) fish store (1-5s) ώϘο (ƮΎ) sake shop (1-5s)

ϛ (Ǣ) poem (3-8)

ώϗ (͕) ahead (2-3)

ϛψϟ (̾ͫ) competition (2-5)

ώϚ (ōϚ) bloom (2-3)

ϛψςϊ (Ȝϊ) happy (1-7)

ώϚεϝ (ʿ·) composition (1-6)

КƾϴϷƾ compact disc (CD) (1-4s)

ώϚρ (V) cherry trees, blossoms (1-5)

ϛϘϚ (ˏ̑) square (1-7s)

ώχ (Ʈ) alcohol, sake (2-8)

ϛϘϚϟ (ˏ̑ϟ) square (1-7s)

ώϛψΨϞ (ʹϛ͸ΨϞ) give (humble) (1-5)

ϛϘϛ however (2-4f )

ώϛθ sashimi (1-3s)

ϛϘϞ (ƑϞ) scold (2-3)

ώζϜ (ŞϜ) invite (2-3)

ϛϗ (ˏȃ) four seasons (1-7)

ώϔ (Ą) counter – bound objects (1-4f )

ϛϗ (˽) ceremony (2-7f )

ώϔ (ə) counter – bills (1-5f )

ϛχϝ (͖̾) examination (1-1)

ώτϘ (ʿͶ) author, writer (2-4)

ϛχϝωϑϋϞ (͖̾ωˬϋϞ) fail an exam (2-7)

ώτϗ a little while ago (1-3)

ϛχϝήϜχϞ (͖̾ήƙχϞ) take an exam (2-1)

ώύϜ (È+) sugar (2-4)

ϛνύ (Ȉͳ) (ϙϞ) job, work (1-7)

ώδϜ (ͯ̚) tea ceremony (3-5)

ϛνύωϔϚ (ȈͳωǹϚ) obtain a job (2-7)

ώίϛϟ (Ǽϛϟ) lonely (2-7)

ϛϓϝ (ǢΓ) poet (3-8)

ώΠϞ be absent without permission (3-2)

ϛΥϘ (ĤϘ) quiet (1-6)

ώθϛϟ (Ǽϛϟ) lonely (2-7)

ϛΡϝ (ͺˑ) nature (3-6)

ώβϟ (ǻϟ) cold (weather) (1-1)

ϛΡϝ (ͺˑ) natural (3-7)

ώβώ (ǻώ) coldness (2-8)

ϛϏ (͟) below, under (1-5)

ώξϞ (ȣξϞ) cool off (3-5)

ϛϔ (ƶ) quality (3-5)

ώρ (t) plate, dish (1-4s)

ϛτϘϐ firmly (3-7)

ώϞ (ɇϞ) leave (3-6)

ϛτΝϟ (ȴx) (ϙϞ) failure (3-5)

ώϝϘϚ (ɓ̑) triangle (1-7s)

ϛϔμϝ (ƶˎ) (ϙϞ) question (1-9)

ώϝϖϜϛϕ (Ɇ̃΁) reference book (1-4s, 2-6)

ϛϔλϟ (ȴ̎) rude (2-3)

ϱУТЕОЖП Sanskrit (1-1s)

ϛΜ (öΜ) die (1-8)

ώϝϊϟ (Ǝ̞) (ϙϞ) agreement (2-6)

ϛΫρϚ (ŽϚ) for a while (1-6)

261

262

Glossary(J–E)

ϛό (O) island (1-5)

ϛϕϜϒϔ (˙ͦ) first days of the new year (1-6)

ϛόϟ (ʒʐ) female siblings (2-5)

ϛϕϜϒτϖϜ (͌Δͤ) elementary school (1-2s)

ϛόϜ put things away (2-1)

ϛϕϜϓϗ (˙̈) honest (2-2)

ϛόϞ (ǍόϞ) close (1-6)

ϛϕϜϊϔ (͌ɿ) novel (1-4)

ϛξϗϐ (ξͪϐ) deadline (1-6)

ϛϕϜϏϟ (Ä˲) (ϙϞ) invitation (2-5)

ϛξϞ (ǍξϞ) close (1-6)

ϛϕϚν (΂ͬ) after a meal (3-7)

ϛΪϘϟ (͝ͻ) society (3-3)

ϛϕϚϓ (΂ͳ) (ϙϞ) meal (2-1)

ϛΪϘϟϒϚ (͝ͻΔ) sociology (1-2s)

ϛϕϚδϜ (΂ţ) dining hall (1-2)

ϛΪϘϟϒϚε (͝ͻΔ;) sociology department

ϛϕϚΫ (ɴ̿) workplace (3-6)

(2-7)

ϛϕϚαϝ (΂Ō) food item (2-6)

ϛοϚϛϕ (ʻȗͅ) town hall (1-5s)

ϛϕξϟ (ǯ͔) (ϙϞ) signature (3-3)

ϛΪϛϝ (Ȥ̊) photograph (1-5)

ϛϕϞϟ (΁ʮ) document (3-8)

ϛΪϛϝήύϞ (Ȥ̊ή}Ϟ) take a photograph (2-2)

ϛρϊϞ (ǙρϊϞ) inform (3-4)

ϛΪϋϕϜ (͜͝) company president (2-7)

ϛρΤϞ (ƼΤϞ) check, examine (2-1)

КАИ shirt (2-1s)

ϛϐ (U) hip (1-7s)

ϛΪΤϞ (ŇϞ) speak (3-4)

ϛϞ (ǙϞ) know (1-4)

КАϽƾ shower (2-1)

ϛΰ (ϟ) (ǟϟ) white (1-4)

КАϽƾήψίϞ (ƠίϞ) take a shower (2-1)

ϛϝϘϝϊϝ (̈́ ʽ) bullet train (1-4)

ϛσϜϘϝ (͊ͽ) counter – weeks (1-6f )

ϛϝϛϔ (ɲ˻) bedroom (3-1)

ϛσϜϘϝ (͘§) custom (1-9)

ϛϝϛΪ (̱̈́) new car (2-3)

ϛσϜϗϕϜ (Ȃ͹) religion (3-4)

ϛϝϓϞ (ȬϓϞ) believe, trust (2-4)

ϛσϜϗϕϜϒϚ (Ȃ͹Δ) religion (study of ) (1-2s)

ϛϝϊϗ (ͰŸ) relative (3-2)

ϛσϜϛνϜ (ì̶̭) master’s degree (3-8r)

ϛϝϊϔ (Ͱͪ) kind, nice (1-2)

ϛσϜϛϕϚ (ǹɴ) (ϙϞ) starting a job (3-1)

ϛϝϊϝ (̈́Ď) fresh (2-3)

ϛσϜϋσϜ (ˁ΅) (ϙϞ) concentration (2-5)

ϛϝϋϕϜ (ɧ͜) height (3-8)

ϛσϜόϔ (͊ɖ) weekend (1-5)

ϛϝάϝ (̈́΃) first days of the new year (1-6)

ϛσϚηϟ (ǽʄ) homework, assignment (1-1)

ϛϝΝϟ (̦õ) (ϙϞ) worry (2-1)

ϛσϓσϔ (΍̰) surgery (3-4)

ϛϝεϝ (̈́̂) newspaper (1-3)

ϛσϛϕϜ (̅̉) prime minister (2-8)

ϛϝΠϜ (ɱȊ) (ϙϞ) perseverance (3-8)

ϛσϓϝ (̍Γ) one’s own husband (3-4)

ϛϝΩϜ (Ͱɦ) close friend (2-2)

ϛστϛϝ (Ήɧ) one’s roots (1-2)

ϛϝϐϒϚ (̦ΏΔ) psychology (1-2s)

ϛστϛϝϋ (Ήɧ̀) homeland (1-2) ϛστϊϗ (Ήʼ) (ϙϞ) attendance (3-2)

ФϓʎЗХ

ϛστΝϔ (Ή̖) (ϙϞ) departure (3-3) ϛστΝϝ (Ή¿) (ϙϞ) publication (3-8)

ϓ (͞) counter – hour (1-4f )

ϛσθ (Ƙ͒) hobby (2-2)

ϓ (ʝ) character (2-8)

ϛϕϜϘϟ (ǑȄ) (ϙϞ) introduction (2-2)

ЗƾВУ jeans (2-1s)

ϛϕϜϒϟϛΪ (NJǿ͐) handicapped person (3-2)

ЗƾУϾ jeans (2-1s)

ϛϕϜϒϚϊϟ (͌Δΐ) elementary school student

ϓϘϝ (͞ͽ) time (1-5)

(1-2s)

Glossary(J–E) ϓϘϝ (͞ͽ) counter – hours (1-6f )

263

ФϙʎТХ

ϓϗ (͞͵) period of time (3-6) ϓϖ (ͺǴ) self (2-2)

ϙϟφϟ (˩ƞ) (ϙϞ) swimming (2-2)

ϓϖϛϕϜϘϟ (ͺǴǑȄ) (ϙϞ) self-introduction (2-2)

ϙϟϊϝϓϕϜ (‚NƢ) recommendation letter (2-7)

ϓϖωψϜ (ͳʔωðϜ) have an accident (3-4)

ϙϟθϝ (ƒʖ) sleep (3-4)

ϓϛσϜ (ͺ͘) (ϙϞ) self learning (2-2)

ϙϟγϜί (˩͚Α) Wednesday (1-2)

ϓϛϕ (͎΁) dictionary (1-4)

ϙϜ (ɁϜ) (ϏΫϖή) smoke (2-8)

ϓϛϕήαϚ (͎΁ή̢Ϛ) check in a dictionary (3-2)

ϙϜϒϚ (ʯΔ) mathematics (1-2s)

ϓϛϝ (ͺȬ) confidence (3-8)

ТƾИ women’s suit (2-1s)

ϓτχϝ (:͖) (ϙϞ) experiment (3-6)

ТƾИЂƾТ suitcase (2-8)

ϓιϝ (͎ʳ) dictionary (1-9f )

ТƾВƾ supermarket (1-5s, 3-4)

ϓιϝϛΪ (ͺ͉̱) bicycle (2-3)

ϙϗ (ȇϗ) like, be fond of (1-5)

ϓδϜ (Ù²) pupil (1-1s)

ϙϗοϗ (Āϗ) sukiyaki (1-3s)

ϓεϝ (ͺ͛) self (2-2)

ϙϚ (ϑυϘ (ǫ) ϒ) be hungry (1-7)

ϓόϝ (ͺȎ) (ϙϞ) bragging (2-3)

ϙϚ (ȇϚ) like (3-2)

ϓθ (̀͒) reserved (3-5)

ϙϚ (˫Ϛ) become empty (2-8)

ϓΪό (ˉĊ) (ϙϞ) interference (3-7)

ϙϚυϟ (ɹυϟ) small number (1-7)

ϓΩϜ (ͺʶ) free (2-8)

ϙ΢ (ω) immediately, quickly (1-6)

ϓσϜϛϕ (ȯͅ) address (1-9)

ϙ΢λϞ (̝λϞ) be superior, excel (3-8)

ϓσϜϏϟ (þɣ) traffic jam (3-7)

ТЂƾП skating (3-5)

ϓσϜγϜ (ʦ̕) important (3-6)

ϙϖϛ (ɹϛ) a little (1-1)

ϓσΣϕϜ (ʸ˦) class (1-2)

ϙϖϛ (ɹϛ) a little, a few (amount) (1-4)

ϓσΣϕϜϐϕϜ (ʸ˦Έ) course fee, tuition (3-3s)

ϙϛ (ǂʎ]ƍ) sushi (1-3)

ϓσϚν (ÀΒ) word, idiom (3-7)

ϙϛο (ǂΎ) sushi shop (1-5s)

ϓσϝϓϕ (Ĭ) order (2-8)

ϙΥϛϟ (ßϛϟ) cool (1-1)

ϓσϝί (Źä) (ϙϞ) preparation (2-1)

ϙϙξϞ (ƁξϞ) recommend (3-1)

ϓϕϜ (Ă) counter – pill (2-3f )

ϙιϗ (ʠs) nice, chic (1-7)

ϓϕϜ (™) counter – tatami (3-1f )

ϙιϞ (¼ιϞ) throw away, discard (3-3)

ϓϕϜΥ (͸΍) skilled (1-6)

ТПЎТ stress (2-7)

ϓϕϜϏϔ (͸ư) (ϙϞ) improvement (2-8)

ϙυϑ (ʠ̈) pure, honest (3-2)

ϓϕϜηϝ (ăƻ) joke (3-2)

ТЇƾДƾ sneakers (2-1s)

ϓϕϛ (˄Ŗ) particle (grammatical) (2-8)

ϙΫρϛϟ (ʠɑρϛϟ) wonderful (2-2)

ϓϕϊϟ (̡ͥ) female (2-7)

ТЉƾУ spoon (3-3s)

ϓϕΩϜ (̝ͥ) actress (3-2)

ТЊСУ Spain (1-1s)

ϓϝϖϜ (Γͩ) population (1-7)

ТЊСУν (ТЊСУΒ) Spanish language (1-1s, 2-8)

ϓϝϓΪ (ʪ͝) shrine (1-5)

ТЊСУϓϝ (ТЊСУΓ) Spanish national (1-1s)

ϓϝϊϟ (Γΐ) life (3-6)

ϙΤι (̤ι) everything (3-4)

ϓϝϞϟ (Γʮ) mankind (2-5)

ТЃƾИ sports (2-2)

ϓϝϞϟϒϚ (ΓʮΔ) anthropology (1-2s)

ϙόϊϞ (˥όϊϞ) complete (3-5)

264

Glossary(J–E)

ϙβ (ȯβ) reside, live (1-5)

ϊτϘϚ with great effort (3-5)

ϙβ (˥β) finish (3-5)

ϊτχϝ (ǗĒ) soap (2-6)

ТМЖЕТ women’s slacks (2-1s)

ϊϔξϟ (ɿˮ) (ϙϞ) explanation (2-1)

ТОЖВ slippers (2-1)

ϊίΰ (Ǭț) men’s suit (2-1s)

ϙϞ do (1-2)

ϊόϟ (oϟ) small space, narrow (1-6)

ϙϞύ then (2-3f )

ϊς (ˊ΋) (ϙϞ) providing care (3-2)

ϙςϞ (Ϟ) sit (1-6)

ϊϝ (ʽ) line (3-7) ϊϝϒτϗ (͕Δ͵) last semester (1-3)

ФΥʎϾХ

ϊϝΨϔ (͕ͦ) last month (1-3) ϊϝϖϜ ([{) major area of study (1-2)

Υϟεϝ (Ü͛) very (1-4)

ϊϝϛσϜ (͕͊) last week (1-3)

ΥκϜ (Dži) brain (3-2)

ϊϝϊϟ (͕ΐ) teacher, doctor (1-1)

Υϔ each (1-4f )

ϊϝζϜ (Óď) war (2-8)

Υτύ continuously (1-7)

ϊϝϏϚ (ɥş) (ϙϞ) laundry (2-2)

Υτύ far more (2-1)

ϩУП counter – cent (1-4f ) ϊϝύϜ (Ǐ˘) public bath (2-6)

ФϊʎϩХ

ϊϝΝϟ (͕ƴ) senior member (2-1)

ϊ (Ǭ) spine, back (1-7)

ФΡʎϡХ

ϊϟϘϚ (̡ɗ) personality (3-2) ϊϟϘϔ (ΐĚ) (ϙϞ) living (2-5)

ΡϟϏϚ (ƐɊ) luxurious (3-5)

ϊϟϗ (ˊ-) counter – century (2-8f )

ΡτϏϟω (Ǻω) definitely (2-3)

ϊϟϖϜ (̞ò) (ϙϞ) success (3-6)

ΡϝΡϝ (̤ˑ) not at all (1-2)

ϊϟϓ (ʚɠ) politics (3-1)

Ρϝε (̤;) everything, all (2-1)

ϊϟϓϒϚ (ʚɠΔ) political science (1-2s) ϊϟϛϗ (˙˽) formal (3-7)

ФζʎϵХ

ϊϟϛϝ ()ʪ) mind (3-5) ϊϟϊϗ (̞) grade (1-9)

ζϜ that way (1-6)

ϊϟΦ because of the fault of (3-5)

ζϜϓ (»Ø) (ϙϞ) cleaning (2-2)

ϊϟύ (ΐ") pupil (1-1s, 3-8)

ζϜηϝ (̉ƻ) (ϙϞ) consultation (2-6)

ϊϟέ (ʚ) government (3-4)

ζϜτύ quietly (1-6)

ϊϟε (̲;) western part (3-1)

ζϖ there, that place (1-5)

ϊϟεϔϒϚ (ΐ΄Δ) biology (1-2s)

ζϛϏρ then (2-3f )

ϊϟγϜ (̲̺) Western world (2-6)

ζϛι and (1-1f )

ϊϟγϜϐϕϜϐ (̲̺ΈΏ) Western cuisine (2-2)

ζηϔ (̴ϔ) grow up (1-9)

ϩƾЛƾ sweater (1-4s)

ζηιϞ (̴ιϞ) raise (2-7)

ϊϘϟ (ˊ—) world (1-7)

ζϋρ that person (1-1)

ϊϗ (ʼ) seat (3-7)

ζϋρ that way, there (1-4)

ϊϗωϝ (œij) responsibility (2-5)

ζϔΣϕϜ (ȟ˦) (ϙϞ) graduation (1-5)

Glossary(J–E) ζϔΣϕϜϛϗ (ȟ˦˽) commencement (2-1)

ϏϟΟϟ (ɣ̸) (ϙϞ) stay (2-5)

ϵЖЕТ socks (2-1s)

ϏϟΟϟα (ɣ̸ˣ) accommodation fee (3-3s)

ζτϚϐ look-alike (1-6)

ϏϟϛϘϝ (Ίˌ˖) embassy (2-3)

ζύ (͡) outside (1-6)

ϏϟϓσϜ (˚ʦ) weight (3-8)

ζκψύ (ζκͬ) after that (1-3f )

ϏϟϛϕϚ (ɸɴ) (ϙϞ) retirement (3-1)

ζκϜφ (ζκ͸) in addition (2-3f )

ЛСϓϝ (ЛСΓ) Thai national (1-1s)

ζκύϗ (ζκ͞) at that time (1-3f )

Ϗϟϊϔ (Ίͪ) important (1-2)

ζκόφ (ζκͧ) before that (1-3f )

Ϗϟιϟ (ΊÇ) usually (1-4)

ζΫ buckwheat noodle (1-3s)

Ϗϟδ (¨͈) behavior, attitude (3-5)

ζΫ (˨) nearby (1-5)

ϏϟέϜ (ˡͮ) typhoon (2-5s)

ζΫο (ζΫΎ) soba-noodle shop (1-5s)

ϏϟΞϝ (Ί˗) awesome (2-1)

ζέ (̓͑) one’s own grandfather (1-3)

ЛСϐϕϜϐ (ЛСΈΏ) Thai cuisine (2-1s)

ϵГϭ sofa (1-5)

Ϗϟςϝ (ˡƫ) Taiwan (1-1s)

ϵГП software (1-4)

Ϗϟςϝϓϝ (ˡƫΓ) Taiwanese national (1-1s)

ζΠ (̓ͨ) one’s own grandmother (1-3)

ЛЏН towel (1-4s, 2-6)

ζρ (˫) sky (3-4)

ϏϘϟ (˴ϟ) expensive (1-1)

ζρϟΰ (˫Ά) sky blue (2-1s)

Ϗϒϟω (čϟω) each other (3-3)

ζλ that (1-1)

ϏϚώϝ (Ɋ̄) many, a lot (1-4)

ζλϘρ after that (2-1f )

Ϗϖ (ÿ) kite (3-4)

ζλΛλ each (2-7)

ϏϛϘξϞ (ÍϘξϞ) clarify (3-1)

ζλΦ and then (3-4f )

ϏϙϘϞ (˄ϘϞ) help (3-3)

ζλύμ or (1-2)

ϏϙχϞ (˄χϞ) help, assist (1-9r, 2-4)

ζλω besides (3-2f )

ϏΥάϞ (ŚάϞ) visit (2-3)

ζϝχϟ (Zɟ) (ϙϞ) respect (3-5)

ϏΥάϞ (YάϞ) ask (3-3)

ζϝΟϟ (D̸) (ϙϞ) existence (2-8)

Ϗη free of charge (1-4)

ζϝυ that kind of (1-2)

Ϗηϛϟ (˙ϛϟ) correct (3-2)

ζϝυω not that much (1-2)

Ϗϔ (ʣϔ) stand (1-6) Ϗιϒϗ (΁ϗ) vertical writing (2-8)

ФΛʎЬХ

Ϗιμκ (3΄) building (1-5) ϏύφΫ (ȭφΫ) for example (2-1f )

ΛϜ (Ƹ) elephant (1-7)

Ϗωϝ (ȱΓ) non-family (2-5)

ΛϜϐ (ǩǶ) Japanese slippers (2-1)

Ϗκϛϟ (͓ϛϟ) fun (1-1s, 1-2) Ϗκϛβ (͓ϛβ) enjoy (3-6)

ФϏʎЛХ

Ϗκβ (ĵβ) ask for a favor (2-6) ϏΫϖʎЛЍБ (Ʃǩ) cigarette (2-8)

ЛС Thailand (1-1s)

ϏΫϖήϙϜ (ɁϜ) smoke (2-8)

Ϗϟϟϝ (ɸ̼) (ϙϞ) discharged from a hospital

Ϗεϝ (ȸ͛) perhaps, probably (1-3)

(2-3s)

ϏΤμκ (΂Τ΄) food (1-3)

ϏϟϒϚ (ɸΔ) (ϙϞ) leaving school (3-1)

ϏΤϞ (΂ΤϞ) eat (1-3)

ЛСν (ЛСΒ) Thai language (1-1s)

Ϗό (ɨ) counter – coins (1-5f )

265

266

Glossary(J–E)

Ϗόν (ɨΌ) egg (1-6)

ϋϒϜ (˛Ϝ) differ (1-9)

Ϗόω occasionally (3-3)

ϋϘρ (ˆ) power (2-8)

ϏϐϞ (̯ϐϞ) be sufficient (2-4)

ϋΥ (̀ȼ) map, atlas (1-7)

Ϗϝν (ɉΒ) vocabulary item (2-7)

ϋϋ (͑) one’s own father (1-1)

ϏϝϓϕϜί (ŝΐΑ) birthday (1-6)

ϋϋϑο (͑Ͱ) father (1-1)

ϏϝύϜ (Å˸) person in charge (3-7)

ϋΧϜ (̀͂) area (3-2)

ϏϝΖϝϛϕϜϊϔ (ǘ͌ɿ) short novel (3-8)

ϋΪϟΰ (ϟ) (ͯΆϟ) brown (2-1s) ϋΪδϜ (ͯ̚) tea ceremony (3-5)

ФηʎϿХ

ϋΪκό (ͯκͽ) living room (3-5) ϋΪςϝ (ͯÉ) rice bowl (3-3)

ηϟϒϚ (ΊΔ) college, university (1-2)

ϋΪϝύ properly (2-7)

ηϟϒϚϟϝ (ΊΔ̼) graduate school (1-2s, 2-4)

ϋσϜϟ (ɝ́) (ϙϞ) warning (2-8)

ηϟϒϚϟϝϊϟ (ΊΔ̼ΐ) graduate school stu-

ϋσϜϒϚ (΅Δ) junior high, middle school (1-2s)

dent (1-2s) ηϟϒϚϊϟ (ΊΔΐ) college student (1-2) ηϟϓϕϜε (ΊĞʉ) all right (1-7) ηϟϏϟ (Ί˚) mostly (2-7)

ϋσϜϒϚϊϟ (΅Δΐ) junior high, middle school student (1-2s) ϋσϜϒτϖϜ (΅Δͤ) junior high, middle school (1-2s)

ηϟηϟϟΰ (ηϟηϟΆ) orange color (2-1s)

ϋσϜϘϐϕϜϐ (΅ǧΈΏ) Chinese cuisine (2-1)

ηϟύϜϐϕϜ (Ίdzİ) president (2-8)

ϋσϜϘϝϛχϝ (΅ͽ͖̾) midterm exam (2-1)

ηϟδϖΰ (ˡͅ) kitchen (3-1)

ϋσϜνϚ (΅΀) China (1-1)

ηφϝχϟ (Ūˤ˷) oval (1-7s)

ϋσϜνϚϓϝ (΅΀Γ) Chinese national (1-1)

ϏϑλϞ (ȪλϞ) fall (2-6)

ϋσϜϖϛΪ (΅Ʌ̱) used car (2-3)

ηϘρ therefore (1-3f )

ϋσϜϛ (΅˜) (ϙϞ) cancellation (3-3)

ηϚ (ȊϚ) hold, embrace (1-5)

ϋσϜμϝ (ɝ·) (ϙϞ) order (3-1)

ηϙ (Ήϙ) submit, mail, serve (1-5)

ϋϕϜώ (Ƽɛ) (ϙϞ) investigation (2-7)

ηόϞ (ĜϞ) be silent (3-5)

ϋϕϜδ (ɘ͈) exactly (1-4)

ηξ (ʅ̇) no good (3-4)

ϋϕϜΧϜχϟ (͂͜˷) rectangle (1-7s)

ηλ (ƽ) who (1-2)

ϋϕϗϝ (ƅ͍) (ϙϞ) saving, deposit (2-5)

ηλΦμ (ƽΦμ) everyone (2-5)

ϋϕϚϊϔω (̈ȉω) directly (2-5)

ηϝϓϕ (͋ͥ) men and women (2-7)

ϋϕϚξϝ (̨̈) (ϙϞ) face things (3-6)

ηϝϊϟ (̡͋) male (2-7)

ϋϕτύ a little (1-7)

ηϝϊϟγϜ (̡͋ɼ) for men (3-3)

ϋρϘϞ (ɞρϘϞ) be scattered (3-1)

ηϝηϝ gradually (2-7)

ФϔʎИХ ФϋʎϠХ ϔ counter (generic) (1-4f ) ϋϟώϟ (͌ώϟ) small (1-1)

ϔϟΦω in addition (2-7)

ϋϘ (̀͟) basement (1-5)

ϔϜϒϚ (͢Δ) (ϙϞ) commuting to school (1-7)

ϋϘϟ (ɶϟ) near, close (1-1s, 1-2)

ϔϜϗϝ (͢ʺ) (ϙϞ) commuting to work (2-6)

ϋϒϟ (˛ϟ) difference (3-1)

ϔϜϖϜωϝ (͢ͷΓ) passerby (3-4)

Glossary(J–E) ϔϜοϚ (̋͢) (ϙϞ) interpretation (2-4)

ιϚί (΍̅) wrist (1-7s)

ϔϘϟ (ˌϟ) errand (3-5)

ЈТП test (1-5)

ϔϘϜ (ˌϜ) use (1-4)

ιϔηϜ (΍̟Ϝ) help (1-9)

ϔϘλϞ (œλϞ) be exhausted (3-1)

ЈЇТ tennis (2-2)

ϔΣ (Ɗ) next (2-1)

ιόφ (΍ͧ) this side (1-5s)

ϔϚ (̠Ϛ) arrive (1-4)

ιρ (_) temple (1-5)

ϔϚ turn on (3-1)

ЈЎЀ television (1-3)

ϔϚφ (z) desk (1-4s, 1-5)

ιϝ (Ʀ) point, grade (2-4)

ϔϚϞ (ʿϞ) make (1-6)

ιϝϟϝ (ˈʌ) store clerk (3-3)

ϔχϞ turn on (3-1)

ιϝϗ (ȶʹ) weather (1-1)

ϔχϞ apply (2-6)

ιϝϗϝ (͉ʺ) (ϙϞ) transfer (work) (3-1)

ϔνϜ (˞ͫ) circumstance (3-2)

ιϝϖϜ (͉ͤ) (ϙϞ) transfer (school) (3-1)

ϔϏφϞ (̟φϞ) convey (3-7)

ιϝΘρ (ȶĘS) tempura (1-3s, 2-8)

267

ϔϏςϞ (̟ςϞ) transmit (2-7) ϔΙϚ (DZϚ) continue (3-3)

ФΦʎϴХ

ϔΙχϞ (DZχϞ) continue (3-3) ϔύξϞ (ʺξϞ) work (2-3)

ΦϘχϞ (ΉϘχϞ) go out (1-9)

ϔάω (Ȟω) constantly (3-7)

ΦϗϞ (ΉͭϞ) have ability (1-4)

ϔό (ź) wife (3-4)

Φ΢ϋ (Ήͩ) exit (3-1)

ϔόρυϟ boring (1-1s, 1-2)

ϴВƾП department store (1-4)

ϔξϏϟ (ȣϏϟ) cold (not for weather) (1-1s, 1-3)

Φμ but (1-1f )

ϔγϟ (ʥϟ) strong (2-5)

ΦϞ (ΉϞ) leave (1-4)

ϔΩ (bˍ) rainy season (3-2)

ΦϞ (ΉϞ) appear, attend (2-3)

ϔρϟ (ɱϟ) painful (3-6)

Φϝϗ (ͼʹ) electricity, light (3-1)

ϔλιϟϚ (ʷλιͷϚ) take (2-2)

Φϝνϝ (̟͇) message (2-5)

ϔλιϚϞ (ʷλιͭϞ) bring (2-2)

ΦϝϛΪ (ͼ̱) train (1-4) ΦϝύϜ (̟dz) tradition (3-5)

ФιʎЈХ

Φϝς (ͼ΋) telephone, phone call (1-4) ΦϝςϙϞ (ͼ΋ϙϞ) make a phone call (1-7)

ι (΍) hand, arm (1-7)

Φϝςηϟ (ͼ΋̹) telephone charges (3-3s)

ЈϷƾКАИ T-shirt (2-1s)

ΦϝςωΦϞ (ͼ΋ωΉϞ) answer the phone (2-1)

ЈϷƾЃЖП teapot for black tea (3-3s)

ΦϝςΫϝνϜ (ͼ΋͏̭) telephone number (1-4)

ιϟφϝ (ș˓) garden (2-7)

ΦϝςήϘχϞ (ͼ΋ήϘχϞ) make a phone call (1-7)

ιϟάϟ (ɘa) polite (3-8)

ΦϝςήϗϞ (ͼ΋ήͪϞ) hang up the phone (2-1)

ЈƾЁН table (1-5) ιϒθ (΍ʡ) letter (mail) (1-5)

ФύʎПХ

ιϗϊϔ (Ưͪ) appropriate (2-8) ιϗύϜ (Ư˸) appropriate (3-3)

ύ (Ò) door (1-6)

ЈЕϳЋЗƾ technology (2-5)

ύϜϛϕ (ȋ΁) letter to the editor (3-2)

268

Glossary(J–E)

ύϜϛϕρϝ (ȋ΁ŀ) letter to the editor column (3-2)

ФδʎЙХ

ύϜΡϝ (˸ˑ) natural (3-8) ύϜύϜ finally (2-7)

δ (͈) counter – frequency (1-6f )

ύϜε (̻;) eastern part (3-1)

δ (͈) counter – temperature (1-6r)

ύϜγϜϓϝ (̻̺Γ) Asian (3-3)

ЙСИ Germany (1-1s)

ύϑϟ (˂ϟ) far (1-1s, 1-2)

ЙСИν (ЙСИΒ) German language (1-1s)

ύϑϚ (˂Ϛ) faraway place (1-5s)

ЙСИϓϝ (ЙСИΓ) German national (1-1s)

ПƾТП toast (1-4)

ЙСИϐϕϜϐ (ЙСИΈΏ) German cuisine (2-1s)

ύϑϞ (͢Ϟ) pass (test) (3-5)

δϜ how (1-2)

ύϘϟ (˞ͻ) urban area (3-1)

δϜϛι why (1-2)

ύϗδϗ (͞ƿ) sometimes (1-4)

δϜϓω (ʙ͞ω) simultaneously (2-5)

ύϚϛσ (ʏý) unique (2-8)

δϜεϔ (̛΄) animal (1-7)

ύϚω (ʏω) especially (2-2)

δϜϐϕϜ (ʙá) colleague (3-6)

ύϚΤϔ (ʏ̥) special (1-9)

δϗδϗ (ϙϞ) nervous (1-6)

ύχϟ (̏͞) clock, watch (1-3)

δϚϛϕ (˕΁) (ϙϞ) reading books (2-2)

ύχϞ (ƪχϞ) melt (3-5)

δϖ where (1-2)

ύϖο (ȚΎ) barber shop (3-6)

δϋρ which person (1-2)

ύϖΰ (ͅ) place (1-2)

δϋρ which (of two) (1-7)

ύΟϝ (Ǡ̄) mountain climbing (2-2)

δϋρμ both, neither (1-7)

ύϛ (˞ʻ) big city (1-5)

δυϏ who (polite) (1-2)

ύϛϕϘϝ (ȼ΁˖) library (1-2)

δγϜί (Ȼ͚Α) Saturday (1-2)

ύϛγϐ (΃ɯϐ) elderly person (3-2)

ЙМСЁ (ϙϞ) drive for pleasure (3-2)

ύϛϝ (˞̦) center of city (3-3)

δϐϕϚ (ïˆ) (ϙϞ) efforts (2-8)

ύϋσϜ (ſ΅) on the way (2-4)

ЙН counter – dollar (1-4f )

ύιμ very (1-1)

δλ which (of many) (1-2)

ύυϐ (à) next door (1-5)

ЙЎТ dress (2-1s)

ύΫϙ (ʩΫϙ) fly something (3-4)

δϝδϝ rapidly (2-5)

ύόϞ (˜όϞ) stop (2-1)

δϝυ what kind of (1-2)

ύόϞ (ɡόϞ) stay overnight (3-1) ύξϞ (˜ξϞ) stop (3-7)

ФυʎЅХ

ύμηϋ (ɦư) friend (1-2) ύϞ (ƛϞ) take (1-9)

ЅСГ knife (3-3s)

ПНБ Turkey (1-1s)

υϟγϜ (ȥǾ) content (3-7)

ПНБν (ПНБΒ) Turkish language (1-1s)

υϘ (΅) inside (1-5)

ПНБϓϝ (ПНБΓ) Turkish national (1-1s)

υϒϟ (͜ϟ) long (1-6)

ύϝϘϔ (ŊДИ) pork cutlet (1-3s)

υϒ΢ϔ (̧͜) boots, galoshes (2-1s) υϘυϘ not easily, quite (2-5) υϘΩί (΅͠) middle finger (1-7s) υϚ (ĠϚ) cry (1-6)

Glossary(J–E)

269

υώϞ do (honorific) (2-6)

ωΧϝϐϕϜϐ (ΑͿΈΏ) Japanese cuisine (2-1)

υΡ why (1-2)

ωμϔ (I΄) luggage (2-8)

υϔ (Ř) summer (1-3)

ЇАƾЇАƾ cat’s meowing (1-6)

υϔϘϛϟ (ȍϘϛϟ) nostalgic (3-1)

ωσϜϟϝ (̼̽) (ϙϞ) admitted to a hospital (2-3s)

υω (ˢ) what (1-2)

ωσϜϒϚ (̽Δ) (ϙϞ) begin school (3-5)

υό (ΐ) raw (2-3)

ЇϸƾЗƾМУЙ New Zealand (1-1s)

υόϟϗ (ΐ́ʹ) conceited (3-2)

ЇϸƾЗƾМУЙϓϝ (ЇϸƾЗƾМУЙΓ) New Zealand

υόφ (͔ͧ) name (1-2)

national (1-1s)

υοθνύ (ȓθͳ) troubling thing (2-6)

ωσϜϛΪ (̽͝) (ϙϞ) join a company (3-5)

υοβ (ȓβ) distress (2-7)

ωϞ (ȰϞ) resemble (2-4)

υρϜ (͘Ϝ) learn (2-1)

ως (ș) yard, garden (1-6)

υϞ become (1-6)

ωςϘψξ (ωςϘˍ) shower (rain) (2-5s)

υϞ (ĐϞ) ring (2-8)

ωϝ (Γ) counter – people (1-4f )

υϝ (ˢ) what (1-2)

ωϝϗ (Γʹ) popularity (2-4)

υϝηϘ (ˢηϘ) for some reason (3-2)

ωϝΣϕϜ (Γ˷) doll (3-2)

υϝΦ why (1-9f)

ωϝΨϝ (Γͽ) human being (2-5)

υϝδμ (ˢ͈μ) several times (2-5)

ωϝόφ (Γͧ) counter – order of food (3-1f )

υϝε (ɵ;) southern part (3-1)

ФΜʎЦХ ФωʎЇХ Μ΢ (h΢) remove (2-1) ωϒτϗ (ǷΔ͵) second semester (1-3)

Μϙβ (vβ) steal (2-4)

ωΣοϘ (ΕοϘ) noisy, lively (1-6)

ΜλϞ (ŕλϞ) get wet (2-4)

ωϚ (ǭ) meat (1-7) ωϚο (ǭΎ) meat store (1-5s)

ФάʎϯХ

ωΨϞ (żΨϞ) escape (3-6) ωϖωϖ smiling (3-2)

ϯЕЛС necktie (2-1)

ωϛ (̲) west (1-5)

ϯЕЛСήϛξϞ tie a necktie (2-1)

ωϓ (ű) rainbow (3-6)

άϖ (ơ) cat (1-5)

ωϛ΢ϋ (̲ͩ) west entrance/exit (3-1)

άΥθϟΰ (άΥθΆ) dark gray (2-1s)

ωϋ (Α) counter – day (1-6f )

άηϝ (èĆ) price (2-8)

ωϋγϜί (Α͚Α) Sunday (1-2)

άϔ (̷) fever (2-3)

ωάϝϊϟ (Ƿ΃ΐ) second-year student (1-1)

άϔϒΦϞ (̷ϒΉϞ) get a fever (2-3s)

ωΧϝ (ΑͿ) Japan (1-1)

άϔϒαϚ (̷ϒ̢Ϛ) get over fever (2-3s)

ωΧϝν (ΑͿΒ) Japanese language (1-1)

ϯЖП Internet (2-5)

ωΧϝϛϕϚ (ΑͿ΂) Japanese food (2-2)

άβϟ (ʖϟ) sleepy (1-2)

ωΧϝϓϝ (ΑͿΓ) Japanese national (1-1)

άϞ (ɲϞ) sleep, go to bed (1-2)

ωΧϝϊϟ (ΑͿǦ) made in Japan (1-4)

άϝ (΃) counter – year (1-6f )

ωΧϝεϝϒϚ (ΑͿ·Δ) Japanese literature (1-2s)

270

Glossary(J–E)

ФκʎϳХ

πϓξ (ʓξʎʧξ) at first (1-6) πϓξι (ʧξι) for the first time (2-2)

κϜϐϕϚ (̳ˆ) proficiency (3-1)

πϓξϞ (ʓξϞ) begin (1-6)

ϳƾП notebook (1-1)

πϛϞ (ƖϞ) run (1-9)

κϖϙ (ʬϙ) leave behind (2-5)

πΥϘϛϟ (³ΥϘϛϟ) embarrassing (2-4)

κϖϞ (ʬϞ) remain (3-3)

πϏχ (˜) vegetable garden (2-7)

κϊϞ (ʊϊϞ) give a ride (2-4)

πϏρϚ (ãϚ) work (2-3)

κϊϞ put something on a surface (3-4)

πϔϑϝ (̖͆) (ϙϞ) pronunciation (1-3)

ϳЖЕ knock (3-2)

πτϗϐ clearly (2-8)

κδ (ʇ) throat (1-7)

πτχϝ (̖ͣ) (ϙϞ) discovery (3-6)

κδϒϘςϚ (ʇϒϘςϚ) thirsty (1-7)

πϔξϟ (̖ˮ) (ϙϞ) invention (3-6)

κΠϞ (ǠϞ) climb (2-2)

πΦ (Ɵ΍) loud, gaudy (3-5)

κθμκ (ʂθ΄) drink (1-3)

πυ (̩) flower (1-4)

κβ (ʂβ) drink (1-3)

πυ (ĝ) nose (1-7)

κϐμκ (ʊϐ΄) vehicle (2-5)

πυϛ (΋) story, talk (2-5)

κϞ (ʊϞ) ride (2-2)

πυϛψϟι (΋ϛ̉΍) addressee (2-8) πυϛϘχϞ (΋ϛϘχϞ) initiate conversation (2-8)

ФπʎϻХ

πυϛι (΋ϛ΍) speaker (2-8) πυϙ (΋ϙ) speak (1-3)

π (˃) teeth (2-1)

πυηϟ (̩̹) flower cost (3-3s)

Ϋψϟ (̿ͫ) case (2-6)

πυο (̩Ύ) flower shop (1-5)

πϟ yes (1-1f )

πυλϞ (LjλϞ) be apart (3-3)

πϟ (£) counter – cupful (1-6f )

ππ (ͨ) one’s own mother (1-1)

πϟϟΰ ( Ά) light gray (2-1s)

ππϑο (ͨͰ) mother (1-1)

πϟΩϜ (ȫ̝) actor (3-2)

πЁМК (˃ЁМК) toothbrush (1-4s)

πϟϞ (̽Ϟ) enter (1-6)

ποϟ (lϟ) early (1-2)

πϒϗ (ʕ΁) postcard (1-4s, 2-3)

ποϟ (ƀϟ) fast (1-6)

πϘϊνϜ (Ɉ̶̭) Ph.D. (3-8)

ποϛ (ɜ) woods (1-5)

πϘϞ (̏Ϟ) measure (3-8)

πρϜ (ËϜ) pay (2-1)

πϗπϗ clearly, lucidly (3-2)

πϞ (ɏ) spring (1-3)

πϚ (ǶϚ) wear (2-1)

πϞϒτϗ (ɏΔ͵) spring semester (1-3)

πϚ (ɡ) counter – overnight stays (3-1f )

πλϞ (ɑλϞ) become clear (2-5)

πϚϛνϜ (Ɉ̶̭) Ph.D. (3-8)

πήθϒϚ (˃ήÎϚ) brush teeth (2-1)

πϖ (ʭ) box (3-8)

πϝ (ɷ) half (1-4f )

πϖ (ʭ) counter – box (3-8f )

ϻУДϠ handkerchief (1-7)

πϖε (̙ε) carry (3-4)

ϻУϼН Hangul (2-8)

πϛ (#) chopsticks (1-3)

ϻУϱ϶ handsome (3-2)

πϛ (ŧ) bridge (2-8)

πϝϾϨУ (ɷϾϨУ) shorts (2-1s)

πϓόϞ (ʓόϞ) begin (1-6)

πϝϏϟ (ƝǺ) (ϙϞ) opposition (2-6)

Glossary(J–E) ϻУЍƾІƾ hamburger (1-3)

αϏϟ (Ķ) forehead (1-7s)

ϻУЍƾϼ hamburger steak (1-3)

αηϐ (ǵ) left (1-5s, 2-1)

271

αηϐϒς (ǵ˨) left side (1-5s)

ФΫʎЍХ

ατϖϙ (̢τƗϙ) move, relocate (residence) (2-4) αϔγϜ (Ȗ̕) necessary (2-4)

ЍСЏОУ violin (2-2)

αύ (Γ) person (1-2)

ЍЂИ bucket (2-6)

αύώϛΩί (Γʹϛ͠) index finger (1-7s)

Ϋϛϕ (̿ͅ) place (2-4)

αύόφ (Γͧ) in front of people (3-1)

ЍТ bus (1-3)

αωϋ (Αωϋ) date (3-4)

ЍТηϟ (ЍТ̹) bus fare (3-3s)

απϝ (Êú) (ϙϞ) criticism (3-4)

ЍЅЅ banana (1-4)

αό (“) free, spare time (2-2)

Ϋϝ (̀) evening (1-3)

αθϔ (ªf) secret (3-4)

Ϋϝ (͏) counter – number, phone numbers (1-4f )

αϕϜ (ʋ) chart (2-7)

Ϋϝ (͏) turn (2-7)

αϕϜϗΧϜ (ʋʀ˧) writing system (2-8)

Ϋϝ΢θ (͏) program (2-7)

αϕϜΨϝ (ʋ˼) (ϙϞ) expression (2-2)

Ϋϝνπϝ (̀ν˝) dinner, supper (1-3)

αρϒυ (ˀȲ͔) hiragana (2-8) αϞ (ʢ) noon (2-5)

ФΝʎВХ

αϞνπϝ (ʢν˝) lunch (1-3) αϞά (ʢɲ) (ϙϞ) nap (2-5)

ВƾЈϷƾ party (1-5)

αΰϟ (țϟ) spacious, wide (1-6)

ВϵБУ personal computer (2-8)

αΰϜ (ÁϜ) pick up (2-4)

ВО Paris (2-5)

ϰУϾƾν (ϰУϾƾΒ) Hindi language (1-1s)

ВУ bread (1-4s, 1-7) ВУο (ВУΎ) bakery (1-5s)

ФίʎЀХ

ФαʎϰХ

ίϚίϚ scared (2-7) ίϓσϔ (̵̰) fine arts (1-2s)

α (Α) day (1-4)

ίϓσϔϛ (̵̰ɮ) art history (1-2s)

αϒϛ (̻) east (1-5)

ίϛϕίϛϕ soaking wet (2-4)

αϒϛψϓψ̫(̻РЗР) East Asia (3-3r)

ίτϚϐϙϞ be surprised (2-3)

αϒϛψϓψχϝϗσϜ (̻РЗР̌̒) East Asian

ЀϴЏ video (1-7)

studies (1-2s)

ίγϜϟϝ (̵Ǿ̼) beauty parlor (3-5)

αϒϛ΢ϋ (̻ͩ) east entrance/exit (3-1)

ίϕϜϟϝ (˯̼) hospital (1-5s, 2-3)

αϗ (ž) counter - small animal (1-5f)

ίϕϜϗ (˯ʹ) illness, sickness (1-3)

αϗηϛ (̢ϗΉϛ) drawer (1-5)

ίϕϜδϜ (ˀ·) equal (3-8)

αϚ (,Ϛ) play (instrument) (2-2)

ЀН building (1-5)

αϚϟ (Įϟ) low (1-7)

ίϝϊϝ (˒

αϖϜϗ (ʩͷɬ) airplane (1-4)

ίϝΠϜ (Œē) poor (1-7)

αϓϕϜω (ħȞω) extremely (2-8)

) stationery (2-5)

272

Glossary(J–E)

ФΚʎϺХ

έΰ (̮ͮ) bathtub (2-1) έΰϛϗ (̮ͮr) wrapping cloth (1-7)

ϺРϳ piano (2-2)

έΰωπϟϞ (̮ͮω̽Ϟ) take a bath (2-1)

ΚϘΚϘ shiny (1-6)

έΰΫ (̮ͮ̿) bathroom (2-6)

ϺЕЇЖЕ picnic (3-3)

έΰο (̮ͮΎ) public bath house (2-6)

ΚτϏϐ fit exactly (3-8)

έϝ (͛) counter – minute (1-4f )

ϺУЕ pink (2-1s)

ФεʎЁХ ФέʎГХ ЁƾИ boots (2-1s) έϜύϜ (\) envelope (2-5)

ετϗϕϜ (Ĉ͹) Buddhism (2-7)

έϜέ (ʉȅ) husband and wife (3-8)

εϔϐϒϚ (΄ΏΔ) physics (1-2s)

ГϣƾЕ fork (3-3s)

ЁМϢТ blouse (2-1s)

έϘϟ (Ôϟ) deep (3-8)

ЁНƾ blue (2-1s)

έϘκϜ (͙̬̳) impossible (3-6)

εϝ (·) sentence (2-4)

έϚ (˹) clothes (1-5)

εϝϘ (·Ƞ) culture (2-5)

έϚ (ɀϚ) blow (2-5s)

εϝϒϚ (·Δ) literature (2-5)

έϚΟϔ (ǥlj) complicated (2-3)

εϝϛϕϜ (·±) sentence, writing (2-4)

έϚϛσϜ (!͘) (ϙϞ) review (1-7)

εϝΗϜ (·˧) grammar (2-3)

έϚϙϜ (ǥʯ) plural (2-7)

εϝΠϜ΢ο (·ÐȦΎ) stationery store (1-5s)

έϚζϜ (˹ő) outfit (3-7) έϚρπΣ calf (1-7s)

ФΘʎЉХ

έϖϜ (͙Ȝ) unfortunate (3-6) έϛΣ (͙˰ƹ) strange, odd (3-6)

ЉƾН pool (2-2)

έϓώϝ (ē̶) Mt. Fuji (2-4)

ЉОУЛ printer (1-4)

έϓΩϜ (͙ͺʶ) unavailable (2-8)

ЉЎϡУП present (2-8)

έϔϜ (–͢) normal (1-9) έύμμ (ȵc) thigh (1-7s)

ФΞʎΞХ

έύϞ (ȵϞ) become fat (2-3) έεϗ (ɀʰ) blizzard (2-5s)

Ξϟϗ (ˀʹ) unconcerned (3-1)

έΤϝ (͙˒) inconvenient (1-6)

ΞϏ (͟΍) unskilled, bad at (1-7)

έόϝ (͙ɳ) dissatisfaction (3-6)

Ξο (;Ύ) room (1-2)

έΩ (ā) winter (1-3)

Ξοηϟ (;Ύ̹) rent for a room (3-3)

ГМУТ France (1-1s)

Ξϝ (ŷ) area (1-7)

ГМУТν (ГМУТΒ) French language (1-1s, 2-8)

Ξϝ (˗) strange (2-4)

ГМУТϓϝ (ГМУТΓ) French national (1-1s)

ΞϝϖϜ (˗Š) (ϙϞ) change (3-3)

ГМУТϐϕϜϐ (ГМУТΈΏ) French cuisine (2-1s)

Ξϝϓ (Ƴͳ) (ϙϞ) reply (1-6)

έϞϟ (Ʌϟ) old (1-3) έϞόϜ (½?Ϝ) behave, act (3-2)

Glossary(J–E)

ФΤʎϹХ

273

Χϝο (ͿΎ) bookstore (1-5) ΧϝοϚ (W̋) (ϙϞ) translation (text) (2-4)

ΤϟεϝϒϚ (ʨ·Δ) American literature (1-2s) ϹƾЗϸ beige (2-1s)

ФΠʎϨХ

Τϔ (̥) separate, other (2-4) ϹЖЙ bed (1-5)

ΠϜϛ (ȝΌ) hat, cap (2-1)

Τϔω (̥ω) not especially (2-4)

ΠϜϛήϘεϞ (ȝΌήϘεϞ) wear a hat (2-1)

ϹПЅ϶ϐϕϜϐ (ϹПЅ϶ΈΏ) Vietnamese cuisine

ΠϜϊϝε (æʽ;) lined columns (3-7)

(2-1s)

ΠϚ (â) I (male speaker) (1-1)

ΤϝϗϕϜϙϞ (ȢʥϙϞ) study (1-1)

ΠϖϚν (ͨ΀Β) native tongue (2-8)

ΤϝϗϕϜΤο (Ȣʥ;Ύ) study (room) (3-1)

ΠΰΠΰ very old (1-6)

Τϝϐ (˒ø) convenient (1-6)

ФΗʎЃХ ФΖʎЊХ ЃНПІН Portugal (1-1s) ЊƾЗ counter – page (1-4f ) ЊМЊМ fluent speech (1-6) ЊУ pen (1-1)

ЃНПІНν (ЃНПІНΒ Portuguese language (1-1s, 2-8) ЃНПІНϓϝ (ЃНПІНΓ) Portuguese national (1-1s)

ФΧʎЩХ ФόʎϪХ ΧϟϚφϝ (Ģ̴˓) nursery school (1-2s) ΧϜϒϚ (˧Δ) law (study of ) (1-2s)

όϟ (/) counter – flat object (1-4f )

ΧϜϐϔ (˧$) law (3-6)

όϟψώ (͗˶) every morning (1-3)

ΧφϞ (ƈφϞ) bark (3-3)

όϟϛσϜ (͗͊) every week (1-3)

Χϑ (ı) cheek (1-7s)

όϟϔϗ (͗ͦ) every month (1-3)

ΧϘ (ȱ) other (1-3)

όϟύϛ (͗΃) every year (1-3)

ΧϚε (ɽ;) northern part (3-1)

όϟωϋ (͗Α) every day (1-1)

Χϛ () star (3-6)

όϟάϝ (͗΃) every year (1-3)

Χϛϟ (Ɣϛϟ) want (1-5)

όϟΫϝ (͗̀) every evening (1-3)

Χζϟ (2ϟ) thin (2-6)

όϟϞ (ɆϞ) come, go (humble) (2-6)

Χύϝδ almost all (2-8)

όφ (ͧ) before (1-4f)

Χύϝδ hardly (3-3)

όφ (ͧ) front (1-5)

ΧξϞ (řξϞ) praise (2-4)

όϒϞ (‹ϒϞ) turn (2-1)

Χϝ (Ϳ) book (1-1)

όχϞ (ŎχϞ) lose (2-5)

Χϝ (Ϳ) counter – long object (1-4f )

όΥ (͕Υ) first (2-1)

Χϝηυ (Ϳ8) bookshelf (1-5)

όΥϟ (͙͒ϟ) not delicious (1-3)

ΧϝύϜω (Ϳ˸ω) really, truly (1-1)

όΡϞ (ƧΡϞ) mix (2-8)

ΧϝΫϖ (Ϳʭ) bookcase (1-5)

όϏ again (1-5)

274

Glossary(J–E)

όη not yet (1-2)

θδϐ (ʾ) green (2-1s)

όϋ (”) town, city (1-5)

θυ (ǜ) all, everyone (2-1)

όϋψϟϛϔ (˲ͫ˻) waiting room (2-5)

θυθ (ɵ) south (1-5)

όϋψςϊϞ (˲ϋͫςϊϞ) meet (3-1)

θυθ΢ϋ (ɵͩ) south entrance/exit (3-1)

όϋϒϜ (ͽ˛Ϝ) make a mistake (2-5)

θθ (^) ear (1-7)

όϋϒφϞ (ͽ˛φϞ) make a mistake (2-6)

θοΨ (Ȼ‰) gift, souvenir (2-3)

όϔ (˲ϔ) wait (1-6)

θϞ (ͣϞ) see, watch, look (1-3)

όϔΨ eyelashes (1-7s)

ϦНЕ milk (2-6)

ότϙ΢ straight (2-1)

θϝυ (ǜ) all, everyone (2-1)

ότϏϚ (̤Ϛ) entirely (2-4) όδ (°) window (1-5)

Фβʎ϶Х

όυε (Δε) learn (2-2) όά (̊Ȱ) (ϙϞ) imitation (2-8)

βϘϛ (Ɍ) long ago (2-7)

όμϞ (˵Ϟ) keep (2-3)

βϘϛΫυϛ (Ɍ΋) folktale (3-1)

όΩ (Ǜ) eyebrow (1-7s)

βϖϜ (ɂϖϜ) beyond (1-5s)

όΩΨ (Ǜɍ) eyebrow (1-7s)

βϖϜϒς (ɂϖϜ˨) other side, opposite side (3-1)

όϞϟ (ĕϟ) round (1-7)

βϛψϔϟ (Lϛɒϟ) humid, muggy (1-1s, 2-6)

όλ (®) rare (3-8)

βΥϘϛϟ (LJϛϟ) difficult (1-1)

όϝϟϝ (ɳʌ) full occupancy (2-8)

βϙϖ (ȔΌ) one’s own son (2-5)

ϪУКϥУ condominium (2-3)

βϙϖώϝ (ȔΌώϝ) other’s son (2-5)

όϝΛϚ (ɳ̯) (ϙϞ) satisfaction (3-6)

βϙε (˾ε) conclude (3-7)

όϝυϘ (̊ϝ΅) center (1-5)

βϙξ (Ȇ) one’s own daughter (2-5) βϙξώϝ (Ȇώϝ) other’s daughter (2-5)

ФθʎϦХ

βη (ƨʅ) waste (3-5) βά (g) chest (1-7s)

θφϞ (ͣφϞ) visible (1-9)

βρ (º) village (1-5)

θϘϝ (Ű) tangerine (1-4)

βρώϗ (1) purple (2-1s)

θΣ (Ƀ) right (1-5s, 2-1)

βϐ (ƨΏ) impossible (3-2)

θΣϒς (Ƀ˨) right side (1-5s) θϓϘϟ (ǘϟ) short (1-6)

ФξʎЄХ

θΥ (˩) water (cold) (1-3) θΥϟΰ (˩Ά) pale blue (2-1s)

ξ (̇) eye (1-7)

θΥϜθ (Ƃ) lake (3-5)

ξϟ (͔) counter – people (2-7f )

θϊ (ˈ) store (1-4)

ξϟϛ (͔÷) name card (3-7)

θϊϟάϝϛΪ (p̞΃͐) underage (2-8)

ξϟλϟ (ʍķ) (ϙϞ) order (3-7)

θϊϞ (ͣϊϞ) show (1-7)

ξϟςϚ (Ʋ­) (ϙϞ) annoyance (3-7)

θϋωόγϜ (̚ωƲϜ) get lost (2-4)

ξϜφ (̇͸) older person (3-5)

θϔχϞ (ͣϔχϞ) find (2-4)

ЄƾН e-mail (1-2)

θτύμυϟ (something) does not look good (3-7)

ξϒά (ǚǎ) glasses (2-1)

Glossary(J–E) ξϒάήϘχϞ (ǚǎήϘχϞ) wear glasses (2-1)

οϚϙ (̋ϙ) translate (2-4)

ξϛψϒϞ (ƕϛ͸ϒϞ) eat, drink (honorific) (2-6)

οϚζϚ (˺ɚ) (ϙϞ) promise (2-3)

ξΥρϛϟ (…ϛϟ) rare (2-7)

οϚζϚήόμϞ (˺ɚή˵Ϟ) keep a promise (2-3)

ξτϏω rarely (3-3)

οϚωϏϔ (ȗωʣϔ) be helpful (2-5)

ЄϴϷР media (2-7)

οώϟ (ûǨ) vegetable (1-7)

ξϝ (̨) side, view (2-8)

οώϛϟ (jϛϟʎ̝ϛϟ) easy, gentle, kind (1-1)

ξϝϗϕ (ȧǣ) license (3-2)

οϙϟ (ɪϟ) cheap (1-1)

ξϝϊϔ (̨ȉ) (ϙϞ) interview (2-2)

οϙθ (ʈθ) a break, vacation (1-6)

ξϝδϜϚώϟ (̨ȪϚώϟ) troublesome (3-6)

οϙβ (ʈβ) rest (1-5) οϊϞ (kϊϞ) become thin (2-3)

ФμʎШХ

οϋϝ (Ͷƌ) rent (for a house) (3-3) οτϗϕϚ (ʑǸ) drugstore (1-5s)

μϜ already (1-5)

οτύ finally (2-6)

μϜ no longer (1-6)

οτιϚϞ come from a distance (2-7)

μϜϛϖβ (ǡϛŸβ) apply (2-7)

οτΝϐ as expected (2-5)

μϜϙ (ǡϙ) say (humble) (2-6)

ούϜ (åϜ) hire (3-1)

μϜϙ΢ soon (1-6)

οπϐ as expected (2-5)

μϚιϗ (̇ǝ) goal, objective (3-1)

οεϞ (ʱϞ) break (3-7)

μϚγϜί (ɭ͚Α) Thursday (1-2)

οεϞ (ʱϞ) tear (3-8)

μϓ (·ʝ) character (2-8)

οελϞ (ʱλϞ) tear (3-8)

μϛϘϛϏρ by chance (1-9)

οό (̄) mountain (1-5)

μϔ (̣ϔ) hold, possess (2-1)

οόϟ (˯) illness (2-7)

μτιϟϚ (̣τιͷϚ) take (2-2)

οξϞ (͎ξϞ) quit (2-6)

μτιϚϞ (̣τιͭϞ) bring (2-2)

οξϞ (˜ξϞ) discontinue (3-7)

μτύ more (1-3)

οϞ give (1-5)

μδϞ (ÑϞ) return (1-9)

οϞ do (2-4)

μκ (΄) thing (1-2)

οςρϘϟ (ŭρϘϟ) soft (3-3)

μκ (͐) person (3-1) μμϟΰ (RΆ) peach pink (2-1s)

ФΩʎЧХ

μρϜ (ƇϜ) receive (1-5) μϐ (E) forest (1-5)

Ω (˘) hot water (2-6)

μϝϚ (·Ʉ) complaint (2-6)

ΩϜϒϏ (̆͂) early evening (2-5)

μϝϚήϟϜ (·Ʉή͇Ϝ) complain (2-6)

ΩϜϛϕϚ (̆΂) dinner (2-5)

μϝηϟ (ˎʄ) problem (2-3)

ΩϜϛϕϚϘϟ (̆΂ͻ) dinner (3-7) ΩϜϓϝ (ɦΓ) friend (3-3)

ФοʎϬХ

ΩϜίϝϗϕϚ (ô˒Ǹ) post office (1-5s, 1-7) ΩϜΤ (̆Τ) last night (3-4)

οϑο (ÖǞΎ) vegetable store (1-5s)

ΩϜξϟ (ɔ͔) famous (1-6)

οϗμϗϙϞ be anxious (1-6s)

ΩϘ (Ț) floor (1-5)

275

276

Glossary(J–E)

ΩϘϏ (Ơů) summer kimono (2-1s)

ФρʎМХ

Ωϗ (ʰ) snow (1-6) ΩϗϒέϞ (ʰϒʵϞ) snow (1-6)

ρϟϒτϗ (ͭΔ͵) next semester (1-3)

ΩτϚϐ slowly (1-6)

ρϟΨϔ (ͭͦ) next month (1-3)

ΩτϚϐϙϞ relax (3-4)

ρϟϛσϜ (ͭ͊) next week (1-3)

Ωκθ (˘ʂθ) tea cup (3-3)

ρϟάϝ (ͭ΃) next year (1-3)

Ωί (͠) finger (1-7s)

ρϚ (͓) comfortable (2-6)

Ωίς (͠Ŷ) ring (2-3)

МЖЉПЖЉ laptop (1-4)

Ωεά (˘B) bathtub (2-6)

МУЉ lamp (1-5)

Ωξ (ȷ) dream (3-2) ΩξήθϞ (ȷήͣϞ) have a dream (3-2)

ФϐʎОХ

ФγʎϤХ

ϐϘϟ (Ώ̐) (ϙϞ) comprehension (2-5) ϐϖϝ (Lj˭) (ϙϞ) divorce (3-8)

γϜϒϛ (̺ʗΌ) Western sweets (2-4)

ϐζϜ (Ώ¬) ideal (3-8)

γϜϓ (ū) toothpick (1-4s)

ϐτΝ (ʣƟ) splendid (3-8)

γϜϓ (ɼͳ) errand (1-9)

ϐΩϜ (Ώʶ) reason (2-4)

γϜϛϕϚ (̺΂) Western food (2-1)

ϐσϜϒϚ (˿Δ) (ϙϞ) study abroad (1-7)

γϜϙϞω (̕ϙϞω) in short, in sum (3-6)

ϐσϜϒϚϊϟ (˿Δΐ) student from abroad (1-7)

γϜϋφϝ ( ¯˓) kindergarten (1-2s)

ϐσϜϘϝ (ʟ̜) influenza (2-3s)

γϜέϚ (̺˹) Western clothes (2-1)

ϐσϜϘϝωϘϘϞ (ʟ̜ωϘϘϞ) catch the flu (2-3s)

ϤƾЋЖВ Europe (2-8)

ϐσϜϋϕϜ (ʟ) fluent (3-2)

γϚ well, often (1-1)

ϐϕϜ (`) dormitory (1-2)

γχϟ (Ȯ̏) extra (3-7)

ϐϕϜϒφ (̗ˆ) (ϙϞ) exchange money (1-4)

γϖ (ɕ) side (1-5s)

ϐϕϜϛϝ (̗Ͱ) both parents (1-5)

γϖϒϗ (ɕ΁ϗ) horizontal writing (2-8)

ϐϕϜι (̗΍) both hands (2-3)

γϛσϜ (ʫ͘) (ϙϞ) study in advance (2-7)

ϐϕϜΧϜ (̗͂) both (1-7)

γιϟ (ʫ;) (ϙϞ) plan (3-1)

ϐϕϜϐ (ΈΏ) (ϙϞ) cooking (2-1)

γάϝϊϟ (ˏ΃ΐ) fourth-year student (1-1)

ϐϕϘϝ (ɋ˖) inn (2-3)

γε (Őε) call, invite (2-3)

ϐϕϚϋΪ (ʾͯ) green tea (3-3)

γΧϜ (ʫŢ) (ϙϞ) forecast (3-2)

ϐϕϖϜ (ɋͷ) (ϙϞ) travel (1-6)

γβ (˕β) read (1-3)

ϐϝν (ɜĿ) apple (1-4)

γϐθϋ (ɯϐ̚) (ϙϞ) dropping in (3-7) γϞ (Ŕ) night (1-3r, 2-5)

ФϞʎНХ

γϞ (ɯϞ) drop in (3-7) γΰϖε (ņε) become happy (2-8)

Нƾ϶ЄƾП roommate (1-2)

γςϟ (Șϟ) weak (2-5)

Ϟϙ (˿˵) out of the house (2-5)

γςϞ (ȘϞ) weaken (3-5)

ϞϙΫϝΦϝς (˿˵͏ͼ΋) answering device, voice mail (2-5)

Glossary(J–E)

ФλʎЎХ

ςϘϟ (ʜϟ) young (1-7) ςϘϟϖ (ʜϟΌ) young adults (3-4)

λϟ (ȭ) example (3-4)

ςϒϛ (̓ʗΌ) Japanese sweets (2-4)

λϟ (̎) gratitude (3-4)

ςϘμκ (ʜ͐) young people (2-4)

λϟΣ (̎˅) manner (3-2)

ςϒο (̔ϒͶ) our home (3-5)

λϟϓϕϜ (̎Ƣ) thank you note (2-8)

ςϘϞ (͛ϘϞ) understand (1-1)

λϗϛ (Ɏɮ) history (3-3)

ςϘλϞ (͛ʎ̥ϘλϞ) separate (2-6)

λϗϛϒϚ (ɎɮΔ) history (study of ) (1-2s)

ςχ (̋) reason (3-3)

ЎТПМУ restaurant (1-3)

ςΟύ on purpose (3-2)

ЎЃƾП term paper, reporting document (1-4)

ςΟςΟ in a roundabout way (3-5)

λϝϛσϜ (ǰ͘) (ϙϞ) practice (1-3)

ςϛϕϚ (̓΂) Japanese food (2-1)

λϝρϚ (ʷ) (ϙϞ) contact (2-6)

ςϙλϞ (λϞ) forget (1-9) ςϊϟφϟν (̓Ǧ̪Β) Japanese English (2-8)

ФΰʎЋХ

ςϏϚϛ (ǖ) I (1-1) ςϏϛ (ǖ) I (1-1)

ΰϜϓϝ (XΓ) elderly person (1-3r)

ςϏϙ (Ƭϙ) pass (2-8)

ЋКР Russia (1-1s)

ςϏϞ (ƬϞ) cross over (2-8)

ЋКРν (ЋКРΒ) Russian language (1-1s)

ςέϚ (̓˹) Japanese clothes (2-1)

ЋКРϓϝ (ЋКРΓ) Russian national (1-1s)

ςρϜ (ǔϜ) laugh, smile (2-4)

ЋКРϐϕϜϐ (ЋКРΈΏ) Russian cuisine (2-1s)

ςϐψϟ (ˠͫ) percentage (2-7)

ΰϝεϝ (ũ·) thesis (2-7)

ςϐω (ˠω) relatively (3-1) ςλϞ (ˠλϞ) break (3-8)

ФςʎϽХ

ςϞ (ˠϞ) break (3-8) ςϞϟ (Ȓϟ) bad (1-1)

ϽСКАИ men’s dress shirt (2-1s)

ϽУϺƾТ dress (2-1s)

ςφϟϓιϝ (̪͎̓ʳ) Japanese–English dictionary

ϽУϽУ barking of a dog (1-6)

(1-9)

277

English–Japanese Glossary The number in the parentheses after each word indicates the chapter in which the word is introduced. This index covers vocabulary introduced in Workbooks 1 and 2 and some items in the Grammar Textbook. Some functional words, such as particles, expressions, personal and place names, and numbers are not included. See the indexes to the Grammar Textbook to look up some functional words and particles. Adjectives and verbs are given in their dictionary forms only. “Functional words” and “supplemental words” are represented by “f ” and “s,” respectively. Related words mentioned or referred to in the text but not practiced are represented by “r.” Due to limited space, not all the meanings of every word are given here. Refer to the relevant chapter for detailed information.

[A]

after εό (ͻ) (2-5) after-meal Ϙϑϗν (ͼͻ) (3-7)

a few, several Ϝϗϒι (2-4)

after that γευϋ (γεͻ) (1-3f )

a little ϕϓϘ (ˠϘ) (1-1)

after that γμϖο (2-1f )

a little, a few (amount) ϕϓϘ (ˠϘ) (1-4)

afternoon νν (ɯͻ) (1-6)

a little while ago ωρϔ (1-3)

again ψύ (1-5)

a lot, many ύϗωϚ (ʕ̩) (1-4)

against someone or something χύϜϘη (χʬϘη)

about χϒϜη (1-3f )

(3-6)

above, top ϙτ (΃) (1-5)

agreement ωϚφϜ (Ę̘) (ϕϛ) (2-6)

abroad ϖϜϐϜ (͚̇) (2-5)

ahead ωϔ (͋) (2-3)

absence σρφϔ (Œʤ) (ϕϛ) (3-2)

airplane ήϓϙϔ (ɦͭʑ) (1-4)

absent without permission ωΝϛ (3-2)

alcohol ωσ (ƍ) (2-8)

academic department ϐϗβ (ΑͶ) (3-3)

all, everything ΞϚβ (͇Ͷ) (2-1)

accident (traffic) ϓϙϒϙϏϓ (ɽ͢ͱʀ) (3-4)

all, everyone ζϚς, ζς (Ʀ) (2-1)

accommodation fee ύϜΜϜή (ɻ̆˒) (3-3s)

all day long, one day Ϝόχό (ͪΎ) (1-4)

according to χΰϛϋ (2-7)

all right δϜϏϑϙβ (΄œɰ) (1-7)

act, behave Ωϛψϙ (©Ƅϙ) (3-2)

almost all ΣϋϚα (2-8)

action ϓϙαϙ (̠ͭ) (ϕϛ) (3-3)

alphabet НКЏϪϵГМ (2-8)

actor κϜΥϙ (ȏˌ) (3-2)

already ιϙ (1-5)

actress ϏϑΥϙ (͖ˌ) (3-2)

always Ϝϒι (1-4)

address ϏπϙϘϑ (ʼ̸) (1-9)

a.m. νΞϚ (ɯ͛) (1-4f )

addressee κςϘυϜη (΋Ϙ˧Ό) (2-8)

America НЀЛБ (1-1)

admission fee for a movie τϜϐδϜ (˦̰̹) (3-3s)

American cuisine НЀЛБϊϑϙϊ (НЀЛБ΂Ί) (2-1s)

admission to a hospital χπϙϜϚ (̵̽) (ϕϛ) (2-3s)

American literature ΡϜβϚϐϗ (ʴ΁Α) (1-2s)

adult ώϋς (΄ΐ) (2-5)

American national НЀЛБϏϚ (НЀЛБΐ) (1-1)

afraid of, scared ϓξϜ (ǬϜ) (1-6)

and γϘη (1-1f )

after υϋ (ͻ) (1-9f )

and Ϙ (2-3f )

Glossary(E–J)

279

and then γμΤ (3-4f )

ask a favor ύεί (`ί) (2-6)

angry Ϝϖϛ (ʿϛ) (3-6)

at first, in the beginning κϏθ (ɋθ̶ɥθ) (1-6)

angry ώϓϛ (ʿϛ) (2-3)

at that time γεϋϔ (γεͧ) (1-3f )

angry ϖϚϖϚχώϓϛ (ʿϛ) (1-6s)

atlas, map ό΢ (͔ɚ) (1-7)

animal αϙβϒ (̠ͽ) (1-7)

attend, appear Τϛ (Άϛ) (2-3)

ankle υϘϗΫ (̋ͅ) (1-7s)

attendance Ϙπρφϔ (Άʤ) (ϕϛ) (3-2)

annoyance θϜξϗ (ƒ)) (ϕϛ) (3-7)

aunt (one’s own) ώΧ (˶͡) (1-4)

answer ϓύτϛ (Ƴτϛ) (1-9)

aunt (other’s) ώΧωϚ (˶͡ωϚ) (1-4)

answer the phone ΤϚξχΤϛ (ͺ΋χΆϛ) (2-1)

Australia ЌСПМЙЛН (1-1s)

answering device ϛϕΧϚΤϚξ (̨̮ͣͺ΋) (2-5)

Australian national ЌСПМЙЛНϏϚ

anthropology ϏϚϛϜϐϗ (ΐɶΑ) (1-2s)

(ЌСПМЙЛНΐ) (1-1s)

anxious λϔιϔ (ϕϛ) (1-6s)

author, writer ωρϖ (ˉͳ) (2-4)

apartment НЎСМ (2-3)

autumn, fall υϔ (ʪ) (1-3)

apologize υλψϛ (džϛ) (3-3)

awesome ύϜΛϚ (΄̃) (2-1)

appear, attend, leave Τϛ (Άϛ) (1-4) apple ϊϚν (ȮŽ) (1-4)

[B]

apply ϒσϛ (2-6) apply ιϙϘϓί (ǕϘŬί) (2-7)

baby υϖόΨϚ (ƛόΨϚ) (2-4)

appropriate ηϔφϒ (Ɲͦ) (2-8)

bachelor’s degree ϐϗϘνϙ (Ᾱ˽) (3-8r)

appropriate ηϔϋϙ (Ɲ˫) (3-3)

back, behind ϙϘέ (ͻέ) (1-5)

approximate (amount) ΟοϜ (1-4f )

back, spine φ (ɗ) (1-7)

approximate (point of time) νέ (1-4f )

bad ξϛϜ (ǰϜ) (1-1)

Arabic language НЙϽНν (НЙϽНΏ) (1-1s)

bag, backpack ϖΧϚ (Ç) (1-1)

area ΛϚ (Ű) (1-7)

bakery ЎРλ (ЎРΈ) (1-5s)

area όΣϙ (͔̓) (3-2)

banana ЊЂЂ (1-4)

argument, fight σϚϖ (ņŃ) (ϕϛ) (3-5)

bank ΠϚϓϙ (Ǎͭ) (1-4)

arm ϙΤ (ń) (1-7s)

barber shop ϋϓλ (ȌΈ) (3-6)

arm, hand η (Ό) (1-7)

bark Στϛ (şτϛ) (3-3)

arrive ϒϗ (˥ϗ) (1-4)

basement όϖ (͔ͩ) (1-5)

art ΦϜϏπϒ (ƥ̛) (3-6)

bathroom ΩέΧ (ͨ́̈́) (2-6)

art history ΫϏπϒϘ (̛̦ɭ) (1-2s)

bathtub Ωέ (ͨ́) (2-1)

article ϔϏ (ɧͱ) (2-2)

bathtub ΥβΪ (̏Ɔ) (2-6)

artist ΦϜϏπϒϖ (ƥ̛ͳ) (3-6)

be apart κςμϛ (ȱμϛ) (3-3)

as expected λρΚϊ, λκϊ (2-5)

be born ϙψμϛ (΍ψμϛ) (1-6)

Asia НЕН (1-7)

be careful ϔάϒσϛ (͸άϒσϛ) (2-4)

Asian ϋϙΰϙϏϚ (̼͂ΐ) (3-3)

be fond of, like ϕϔ (ɷϔ) (1-5)

Asian studies НЕНσϚϔπϙ(НЕНˤ˟) (1-2s)

be sold ϙμϛ (ǣμϛ) (2-3)

ask ϔϗ (̣ϗ) (1-7)

beach, ocean, sea ϙζ (̇) (2-2)

ask ύ΢Ϊϛ (fΪϛ) (3-3)

beautiful ϙϒϗϘϜ (̦ϘϜ) (3-5)

280

Glossary(E–J)

beauty parlor ΫΰϙϜϚ (̦ȁ̵) (3-5)

blue (sky) γοϜέ (˞΀) (2-1s)

because of one’s fault φϜΤ (3-5)

body ϖοδ (ʹ) (2-6)

because of someone’s help ώϖΦΤ (ώ-Τ) (3-5)

book ΣϚ (͹) (1-1)

become ςϛ (1-6)

bookshelf ΣϚδς (͹›) (1-5)

become clear κμϛ (ȡμϛ) (2-5)

bookcase ΣϚΧϓ (͹ʲ) (1-5)

become cloudy ϗιϛ (ϛ) (2-6)

bookstore ΣϚλ (͹Έ) (1-5)

bed ϵГЖ (1-5)

boots ϾСД (2-1s)

bedroom ϘϚϘϒ (ʯ˜) (3-1)

boots, galoshes ςϐΟϒ (͒̑) (2-1s)

before ψτ (͛) (1-4f )

boring ϒψοςϜ (1-1s, 1-2)

before that γεψτ (γε͛) (1-3f )

borrow ϖϊϛ (Ēϊϛ) (2-5)

begin κϏψϛ (ɋψϛ) (1-6)

both ϊϑϙΣϙ (ˎ̓) (1-7)

begin κϏθϛ (ɋθϛ) (1-6)

both, neither αόοι (1-7)

begin school χπϙϐϗ (̽Α) (ϕϛ) (3-5)

both hands ϊϑϙη (ˎΌ) (2-3)

behavior ΠϑϙΠ (ͭʧ) (3-2)

both parents ϊϑϙϘϚ (ˎͫ) (1-5)

behavior, attitude ύϜα ($̫) (3-5)

bowing ώϏΠ (ώ͙ʧ) (3-4)

behind, back ϙϘέ (ͻέ) (1-5)

box κϓ (ʲ) (3-8)

beige ϵСЕ϶ (2-1s)

boy ώϋϓεϓ (̷ε·) (1-2)

believe, trust ϘϚϏϛ (ˁϏϛ) (2-4)

bragging ϏψϚ (ͲǶ) (ϕϛ) (2-3)

below, under Ϙύ (ͩ) (1-5)

brain ΢εϙ (Ȑŀ) (3-2)

besides γμχ (3-2f )

bread ЎР (1-4s, 1-7)

best efforts ϜρϘϑϙσϚθϜ (ͪ΍ɩ) (2-4)

break ϓξϕ (Ǩϕ) (2-6)

between υϜδ (ͷ) (1-5)

break ϓξμϛ (Ǩμϛ) (2-6)

beyond ίϓϙ (Ȝϓϙ) (1-5s)

break λβϛ (ˣϛ) (3-7)

bicycle ϏηϚϘΨ (Ͳ̱͆) (2-3)

break λβμϛ (ˣμϛ) (3-7r)

big ώώϔϜ (΄ϔϜ) (1-1)

break ξϛ (˃ϛ) (3-8)

biology φϜβϒϐϗ (΍ͽΑ) (1-2s)

break ξμϛ (˃μϛ) (3-8)

birthday ύϚϏϑϙΫ (è΍Ύ) (1-6)

breakfast υωνκϚ (̉ν̧) (1-3)

black ϗέ (Ϝ) (ȞϜ) (2-1)

bridge κϘ () (2-8)

black tea ϓϙόΨ (ƹͥ) (3-3)

bright υϖϛϜ (ˮϛϜ) (1-9)

blackboard ϓϗΧϚ (Ȟp) (2-5)

bring someone ϒμηϗϛ (ʝμηͯϛ) (2-2)

bland, sweet υψϜ (ǓϜ) (1-7)

bring something ιρηϗϛ (̖ρηͯϛ) (2-2)

blizzard Ωβϔ (ɜʖ) (2-5s)

British ОЇЛПϏϚ (ОЇЛПΐ) (1-1)

bloom ωϗ (Żϗ) (2-3)

brown όΨϜέ (Ϝ) (ͥ΀Ϝ) (2-1s)

blouse ϾЙϟП (2-1s)

brush, comb hair ϖζάϋϖϕ (ȭάϋϖϕ) (2-1)

blow Ωϗ (ɜϗ) (2-5s)

brush teeth κάζϐϗ (ʏάWϗ) (2-1)

blue υώ (Ϝ) (wϜ) (2-1)

bucket ЊϿД (2-6)

blue (dark) ϓϚ (ų) (2-1s)

buckwheat noodle γΧ (1-3s)

blue (generic) ϾКС (2-1s)

Buddhism βρϔϑϙ (űʹ) (2-7)

blue (pale) ζ΢Ϝέ (˾΀) (2-1s)

build, construct ϔ΢ϗ (ƶϗ) (3-8)

Glossary(E–J) building ύηιε (ͽ) (1-5)

certain υϛ (2-3)

building ϽК (1-5)

certainly ϔρϋ (3-1)

bullet train ϘϚϖϚφϚ (̓ɪ) (1-4)

chair Ϝϕ (™·) (1-4s, 1-5)

bullying ϜϏθ (3-2)

change ώϒϊ (1-4)

bus ЊП (1-3)

change ϖτϛ (̃τϛ) (1-9)

bus fare ЊПδϜ (ЊП̹) (3-3s)

change ΛϚϓϙ (̃}) (ϕϛ) (3-3)

busy ϜγϐϘϜ (3ϘϜ) (1-6)

character Ϗ (ɖ) (2-8)

but Τι (1-1f )

character ιϏ (΁ɖ) (2-8)

buy ϖϙ (Ƽϙ) (1-4)

chart ήϑϙ (ə) (2-7)

by chance ιϘϖϘύο (1-9)

cheap λϕϜ (ʳϜ) (1-1) check, examine ϘοΡϛ (ɞΡϛ) (2-1)

[C]

check in a dictionary ϏϘϑάήϗ (͙;ά̻ϗ) (3-2) cheek Σώ ( ) (1-7s)

café ϔρωηϚ (Ņͥʽ) (1-3)

chemistry ϖϐϗ (ȠΑ) (1-2s)

cake ϿСϯ (1-6)

cherry blossoms, cherry trees ωϗο (ž) (1-5)

calf ΩϗοκΠ (1-7s)

chest ίΪ (Ļ) (1-7s)

call out, invite ΰβ (Ⱦβ) (2-3)

child ϓ (·) (1-2)

can do Τϔϛ (Άͯϛ) (1-4)

child ϓαι (·ĝ) (1-2)

can hear ϔϓτϛ (̣ϓτϛ) (1-6)

child (other’s) ώϓωϚ (ώ·ωϚ) (1-2)

Canada БЂϼ (1-1s)

China όπϙνϗ (Ή΅) (1-1)

Canadian national БЂϼϏϚ (БЂϼΐ) (1-1s)

Chinese cuisine όπϙϖϊϑϙϊ (Ήǚ΂Ί) (2-1)

cancellation ϔπϙϓϙ (ʊ͠) (2-5)

Chinese language όπϙνϗν (Ή΅Ώ) (1-1)

cancellation όπϙϘ (Ή˵) (ϕϛ) (3-3)

Chinese national όπϙνϗϏϚ (Ή΅ΐ) (1-1)

car ϗϛψ (̱) (1-3)

choose τοβ (ƃβ) (2-7)

carry κϓβ (̐β) (3-4)

chopsticks κϘ (D) (1-3)

case ΧυϜ (̈́͝) (2-6)

Christmas ВЛПϧП (1-6)

case, incident σϚ (Ü) (3-1)

cigarette ύΧϓ̶ИЊА (DžƠ) (2-8)

cat Ϊϓ (Ǐ) (1-5)

circumstance ϒνϙ (ˍ͝) (3-2)

cat’s meowing ІЍСІЍС (1-6)

city (big) ϋϘ (ˍʥ) (1-5)

catalogue БИЉϹ (1-4s)

city, town ψό (Ǘ) (1-5)

catch a cold ϖΞάήϗ (ͨʎά̻ϗ) (2-3)

clarify ύϘϖθϛ (Vϖθϛ) (3-1)

catch the flu ϊπϙϖϚχϖϖϛ (ʛ̙χϖϖϛ) (2-3s)

class ВЙП (1-2)

cause ΦϚϜϚ (ûľ) (2-7)

class ϏπΠϑϙ (ʂ˼) (1-2)

cell phone σϜύϜΤϚξ (×Rͺ΋) (1-4)

classroom ϔϑϙϘϒ (ʹ˜) (1-5)

cent ϥРМ (1-4f )

clean, pretty ϔμϜ (ƴǭ) (1-2)

center ψϚςϖ (̪ϚΉ) (1-5)

cleaning γϙϏ (§0) (ϕϛ) (2-2)

center of city ϋϘϚ (ˍ̭) (3-3)

clearly κρϔϊ (2-8)

century φϜϔ (ʙN) (2-8f )

clearly κϔκϔ (3-2)

ceremony Ϙϔ (˪) (2-7)

climb εΝϛ (Ɵϛ) (2-2)

281

282

Glossary(E–J)

clock, watch ϋσϜ (̝ͧ) (1-3)

complicated ΩϗΜϒ (ǒȴ) (2-3)

clogs Φύ (ͩɫ) (3-3)

composition ωϗβϚ (ˉ΁) (1-6)

close Ϙψϛ (Ƨψϛ) (1-6)

comprehension ϊϖϜ (Ίˋ) (ϕϛ) (2-5)

close Ϙθϛ (Ƨθϛ) (1-6)

computer АРϷ϶СИ (1-4)

close, near όϖϜ (˕Ϝ) (1-1s, 1-2)

conceited ςψϜϔ (΍̺͸) (3-2)

close friend ϘϚΥϙ (ͫɑ) (2-2)

concentration Ϙπϙόπϙ (ʒΉ) (ϕϛ) (2-5)

clothes Ωϗ (̈) (1-5)

concert ώϚϐρϖϜ (̴͉͵) (2-5)

coat АСМ (2-1s)

conclude ίϕβ (˘β) (3-7)

coffee АСϭС (1-3)

condominium ϧРЗϢР (2-3)

cold (weather) ωίϜ (ȃϜ) (1-1)

conference, meeting ϖϜΠ (͵ɛ) (2-3)

cold (illness) ϖΞ (ͨʎ) (2-3)

confidence ϏϘϚ (Ͳˁ) (3-8)

cold (non-weather) ϒθύϜ (ǠύϜ) (1-1s, 1-3)

confront όϑϗθϚ (˨̒) (ϕϛ) (3-6)

coldness ωίω (ȃω) (2-8)

considerably ϖςϊ (1-9)

colleague αϙϊϑϙ (ɟĉ) (3-6)

constantly ϒΪχ (Ȓχ) (3-7)

collect υϒθϛ (ʒθϛ) (3-4)

construct, build ϔ΢ϗ (ƶϗ) (3-8)

college, university δϜϐϗ (΄Α) (1-2)

consultation γϙδϚ (˧LJ) (ϕϛ) (2-6)

college/university student δϜϐϗφϜ (΄Α΍)

contact μϚοϗ (ʝƇ) (ϕϛ) (2-6)

(1-2)

content ςϜΰϙ (șȁ) (3-7)

college president ϐϗόϑϙ (Α͒) (2-7)

continue ϒΖϗ (Ƶϗ) (3-3)

color Ϝέ (΀) (2-1)

continue ϒΖσϛ (Ƶσϛ) (3-3)

come ϗϛ (ͯϛ) (1-4)

continuously ΢ρϋ (2-1)

come (honorific) ϜροϘΨϛ (2-6)

contract σϜλϗ (Ŝ˚) (ϕϛ) (3-3)

come (humble) ψϜϛ (ɘϛ) (2-6)

convenience store АРϽІ (1-5s)

come from a distance λρηϗϛ (2-7)

convenient ΡϚϊ (ːì) (1-6)

comfortable οϗ (͉) (2-6)

conversation ϖϜξ (͵΋) (ϕϛ) (2-4)

commencement γϒΠϑϙϘϔ (ȯ˼˪) (2-1)

convey ϒύτϛ (̯τϛ) (3-7)

commute ϖΰϙ (͢ϙ) (3-2)

cooking ϊϑϙϊ (΂Ί) (ϕϛ) (2-1)

commuting to school ϒϙϐϗ (͢Α) (ϕϛ) (1-7)

cool ϕ΢ϘϜ („ϘϜ) (1-1)

commuting to work ϒϙϔϚ (͢Ɋ) (ϕϛ) (2-6)

cool off ωθϛ (Ǡθϛ) (3-5)

compact disc (CD) ЗСϱϴС (1-4s)

corner ϖα (ˊ) (2-1)

company ϖϜϘΨ (͵ͤ) (2-2)

correct ύδϘϜ (˳ϘϜ) (3-2)

company employee ϖϜϘΨϜϚ (͵ͤɏ) (1-3)

counter – age ωϜ (Ǹ) (1-6f)

company president ϘΨόϑϙ (ͤ͒) (2-7)

counter – bills ωϒ (Ȩ) (1-5f )

compare ϗοΡϛ (”Ρϛ) (2-8)

counter – bound objects ωϒ (ĥ) (1-4f )

competition ϘυϜ (́͝) (2-5)

counter – box κϓ (ʲ) (3-8f )

complain ιϚϗάϜϙ (΁ȧά͕ϙ) (2-6)

counter – coins ύψ (ʇ) (1-5f )

complaint ιϚϗ (΁ȧ) (2-6)

counter – cupful κϜ (q) (1-6f )

complete ϕψϕ (˛ψϕ) (3-5)

counter – day ϖ (Ύ) (1-6f )

completion ϖϚφϜ (H̘) (ϕϛ) (3-7)

counter – day χό (Ύ) (1-6f )

Glossary(E–J) counter – flat object ψϜ (n) (1-4f )

cute ϖξϜϜ (̜ǴϜ) (1-9)

counter – floor ϖϜ (+) (2-5f ) counter – frequency α (̫) (1-6f )

[D]

counter – frequency ϖϜ (Ƚ) (2-6f ) counter – generic ϒ (1-4f )

dance ώαϛ (Ğϛ) (3-1)

counter – hour Ϗ (ͧ) (1-4f )

dangerous υβςϜ (þςϜ) (1-9)

counter – hours ϏϖϚ (ͧͷ) (1-6f )

dark ϗοϜ (‚Ϝ) (1-9)

counter – languages ϖϓϗν (ϫ΅Ώ) (2-7f )

daughter (one’s own) ίϕθ (ț) (2-5)

counter – long object ΣϚ (͹) (1-4f )

daughter (other’s) ίϕθωϚ (țωϚ) (2-5)

counter – minute ΩϚ (͌) (1-4f )

date ήχό (Ύχό) (3-4)

counter – months ϖΦϒ (ϫ͟) (1-6f )

day ή (Ύ) (1-4)

counter – month ϐϒ (͟) (1-6f )

day after tomorrow υωρη (2-6)

counter – number, phone numbers ΧϚ (ͣ) (1-4f )

day before yesterday ώϋϋϜ (2-6)

counter – order of food χϚψτ (ΐ͛) (3-1f )

deadline Ϙθϔϊ (ţθͦϊ) (1-6)

counter – overnight stay κϗ (Ɠ) (3-1f )

decide ϔθϛ (̀θϛ) (3-3)

counter – page ЄСЕ (1-4f )

decline ϓϋξϛ (Ëϛ) (2-5)

counter – people χϚ (ΐ) (1-4f )

deep ΩϖϜ (†Ϝ) (3-8)

counter – people θϜ (͎) (2-7f )

definitely ΞρύϜχ (Ɓʬχ) (2-3)

counter – pill Ϗϑϙ (ā) (2-3f )

delicious ώϜϘϜ (̦͓ϘϜ) (1-3)

counter – small animal ήϔ (Ć) (1-5f)

department store ϱЎСМ (1-4)

counter – small units ϓ (Ĕ) (1-6f )

departure ϘπρΚϒ (Άˬ) (ϕϛ) (3-3)

counter – tatami Ϗϑϙ (5) (3-1f )

deposit, savings όϑϔϚ (ǀ͘) (ϕϛ) (2-5)

counter – weeks ϘπϙϖϚ (͈ͷ) (1-6f )

desk ϒϗτ (t) (1-4s, 1-5)

counter – year ΪϚ (Ϳ) (1-6f )

determine ϔψϛ (̀ψϛ) (3-4)

counter – yen τϚ (ˑ) (1-4f )

dictionary ϏϘϑ (͙;) (1-4)

country ϗχ (΅) (1-5)

dictionary ϏηϚ (͙ɐ) (1-9f )

countryside Ϝςϖ (/ƀ) (2-1)

die ϘΙ (ˆΙ) (1-8)

course fee, tuition ϏπΠϑϙϊϑϙ (ʂ˼΂) (3-3s)

differ όϐϙ (˄ϙ) (1-9)

cousin Ϝϋϓ (2-5)

difference όϐϜ (˄Ϝ) (3-1)

criticism ήκϚ (¶î) (ϕϛ) (3-5)

difficult ί΢ϖϘϜ (ȬϘϜ) (1-1)

cross over ξύϛ (ƾϛ) (2-8)

difficulty ϓϚςϚ (ȻȬ) (3-8)

crowded ϓί (ƽί) (2-4)

dining hall Ϙϑϗαϙ (ͼŝ) (1-2)

crowd, sound of ЁϩЁϩ (1-6)

dinner ΥϙϘϑϗ (˖ͼ) (2-5)

cry ςϗ (rϗ) (1-6)

dinner ΥϙϘϑϗϖϜ (˖ͼ͵) (3-7)

culture βϚϖ (΁Ƞ) (2-5)

dinner, supper ΧϚνκϚ (̔ν̧) (1-3)

curry with rice БЋСЙОП (1-3s)

directly όϑϗφϒχ (˨Ɉχ) (2-5)

curtain БСЅР (1-5)

dirty, messy ϔύςϜ (ƎϜ) (2-8)

custom ϘπϙϖϚ (͏#) (1-9)

disagreeable Ϝλ (ɒ) (1-2)

cut ϔϛ (ͦϛ) (2-1r, 3-1)

disappointed ϐρϖϊ (ϕϛ) (1-6s, 2-3)

283

284

Glossary(E–J)

discharge from a hospital ύϜϜϚ (ɺ̵) (ϕϛ) (2-3s)

drop ώόϛ (˸όϛ) (2-6) drop in ΰϛ (ʱϛ) (3-7)

discipline ϗϚμϚ (ɨƲ) (ϕϛ) (3-2)

dropping in ΰϊζό (ʱϊˆ) (ϕϛ) (3-7)

discontinue λθϛ (˵θϛ) (3-7)

drugstore λρϔϑϗ (ɌȊ) (1-5s)

discovery κρσϚ (ˬͬ) (ϕϛ) (3-6)

Dutch ЌЙРϼν (ЌЙРϼΏ) (2-8)

dislike ϔοϜ (ɒϜ) (1-5) dislike ϔοϙ (ɒϙ) (3-2)

[E]

dissatisfaction ΩψϚ (͗ʡ) (3-6) distinction ϗΡϒ (ą̤) (ϕϛ) (3-2)

e-mail ЀСК (1-2)

distress ςλί (ǯί) (2-7)

each γμΘμ (2-7)

divorce ϊϓϚ (ȱ˙) (ϕϛ) (3-8)

each other ύϐϜ (ŦϜ) (3-3)

do ϕϛ (1-2)

ear ζζ (ķ) (1-7)

do λϛ (3-4)

early κλϜ (ÆϜ) (1-2)

do (honorific) ςωϛ (2-6)

early evening Υϙϐύ (˖̓) (2-5)

do (humble) Ϝύϕ (Žϕ) (2-6)

east ήϐϘ (͂) (1-5)

do one’s best ϐϚΧϛ ('ϛ) (2-1)

East Asia ήϐϘυϏυȫ(͂НЕН) (3-3r)

document ϘϑϛϜ (;ɶ) (3-8)

East Asia studies ήϐϘυϏυσϚϔπϙ

dog ϜΙ (lj) (1-5)

(͂НЕНˤ˟) (1-2s)

dog’s barking ϻРϻР (1-6)

east entrance/exit ήϐϘΟό (͂͜) (3-1)

doll χϚΠϑϙ (ΐ˭) (3-2)

eastern part ϋϙβ (͂Ͷ) (3-1)

dollar ЖК (1-4f )

easy λωϘϜ (ÄϘϜ) (1-1)

door ϋ (½) (1-6)

easy, simple ϖϚύϚ (Ʒ˴) (1-2)

dormitory ϊϑϙ (7) (1-2)

eat ύΡϛ (ͼΡϛ) (1-3)

draw, paint a picture τάϖϗ (˗άɆϗ) (2-2)

eat (honorific) θϘυϐϛ (ȥϘ΃ϐϛ) (2-6)

drawer ήϔδϘ (̻ϔΆϘ) (1-5)

eat (humble) Ϝύδϗ (ɿϗ) (2-6)

drawing, painting τ (˗) (1-5)

eating out ϐϜϘϑϗ (͚ͼ) (ϕϛ) (2-3)

dream Υθ (ǜ) (3-2)

economics σϜΜϜϐϗ (Ɏ˛Α) (1-2s)

dress ЖЋП (2-1s)

economy σϜΜϜ (Ɏ˛) (3-1)

dress ϻРϷСП (2-1s)

education ϔϑϙϜϗ (ʹ̢) (ϕϛ) (2-7)

dress shirt (men’s) ϻОЗЍД (2-1s)

educational ϔϑϙϜϗηϔ (ʹ̢Ƥ) (2-7)

dress someone ϔφϛ (˥φϛ) (3-4)

effective ϔϗ (àϗ) (2-3)

drink εζιε (ɝζͽ) (1-3)

effort αϊϑϗ (âɸ) (ϕϛ) (2-8)

drink εί (ɝί) (1-3)

egg ύψν (ʇ·) (1-6)

drink (honorific) θϘυϐϛ (ȥϘ΃ϐϛ) (2-6)

elderly person έϙϏϚ (Ķΐ) (1-3r)

drink (humble) Ϝύδϗ (ɿϗ) (2-6)

elderly person ϋϘΰϊ (Ϳʱϊ) (3-2)

drive ϙϚηϚ (̐͆) ϕϛ (1-1)

electricity, light ΤϚϔ (ͺ͸) (3-1)

drive for pleasure ЖЙОϾ (ϕϛ) (3-2)

elementary school Ϙϑϙϐρϓϙ (̿Α͠) (1-2s)

driver’s license ϙϚηϚθϚϔϑ (̐͆ȅǎ) (3-2)

elementary school student ϘϑϙϐϗφϜ (̿Α΍)

drop ώϋϕ (˸ϋϕ) (2-4)

(1-2s)

Glossary(E–J) elephant Θϙ (ǂ) (1-7)

everything, all ΞϚβ (͇Ͷ) (2-1)

embarrassing κ΢ϖϘϜ (.΢ϖϘϜ) (2-4)

everything, all ϕΡη (͇η) (3-4)

embassy ύϜϘϖϚ (΄ʸ̅) (2-3)

exactly όϑϙα (ȷ̫) (1-4)

embrace, hold δϗ (ʅϗ) (1-5)

examination ϘσϚ (́͑) (1-1)

emotion ϖϚϏϑϙ (̙dz) (3-8)

examine, check ϘοΡϛ (ɞΡϛ) (2-1)

empty ϕϗ (˞ϗ) (2-8)

example μϜ (ǝ) (3-4)

end ώτϛ (ƺτϛ) (1-6)

exchange money ϊϑϙϐτ (ˎ{) (ϕϛ) (1-4)

end ώξϛ (ƺξϛ) (1-6)

exercise ϙϚαϙ (̠̐) (ϕϛ) (1-1)

energetic, healthy ΦϚϔ (Ȉ͸) (1-2)

exhausted, tired ϒϖμϛ (Ǚμϛ) (3-1)

engagement ϓϚλϗ (˙˚) (ϕϛ) (3-2)

exist (animate) υϛ (Ȥϛ) (1-5)

England ОЇЛП (1-1)

exist (honorific) ϜορϘΨϛ (1-5)

English cuisine ОЇЛПϊϑϙϊ (ОЇЛП΂Ί) (2-1s)

exist (humble) ώϛ (2-6)

English–Japanese dictionary τϜξϏηϚ (̞͙̾

exist (inanimate) Ϝϛ (ʩϛ) (1-5)

ɐ) (1-9)

existence γϚΜϜ (M̆) (ϕϛ) (2-8)

English language τϜν (̞Ώ) (1-1)

exit ΤΟό (Ά͜) (3-1)

English literature τϜβϚϐϗ (̞΁Α) (1-2s)

expensive ύϖϜ (˿Ϝ) (1-1)

enjoy ύεϘί (͉Ϙί) (3-6)

experience σϜσϚ (Ɏ͑) (ϕϛ) (2-5)

enter κϜϛ (̽ϛ) (1-6)

experiment ϏρσϚ (E͑) (ϕϛ) (3-6)

entirely ψρύϗ (͇ϗ) (2-4)

explanation φϒθϜ (ɤˮ) (ϕϛ) (2-1)

entrance ϜϊΟό (̽͜) (3-1)

expression ήϑϙΦϚ (ə˲) (ϕϛ) (2-2)

entrance area ΦϚϖϚ (%ɲ) (2-1)

extra ΰσϜ (Ǥ̝) (3-7)

envelope Ωϙϋϙ (iA) (2-5)

extremely ήϏϑϙχ (|Ȓχ) (2-8)

envious ϙολψϘϜ (ŘψϘϜ) (3-6)

eye θ (˩) (1-7)

equal Ϋϑϙαϙ (ʣ@) (3-8)

eyebrow ψΥ (ƨ) (1-7s)

errand ϒϖϜ (ʸϜ) (3-5)

eyebrow ψΥΦ (ƨƏ) (1-7s)

errand ΰϙϏ (ʉͱ) (1-9)

eyelashes ψϒΦ (1-7s)

escape χΦϛ (ƂΦϛ) (3-6) especially ϋϗχ (ʆχ) (2-2)

[F]

Europe ϡСЉГЎ (2-8) Europe and America ώϙΡϜ (Šʴ) (3-4)

face ϖώ (K) (1-7)

evening ΧϚ (̔) (1-3)

faculty office σϚϔπϙϘϒ (ˤ˟˜) (1-5)

every day ψϜχό (̀Ύ) (1-1)

fail an exam ϘσϚχώόϛ (́͑χ˸όϛ) (2-7)

every evening ψϜΧϚ (̀̔) (1-3)

failure ϘρΚϜ (ȕÒ) (ϕϛ) (3-5)

every month ψϜϒϔ̶ψϜΦϒ (̀͟) (1-3)

fall ϓέβ (͆β) (2-6)

every morning ψϜυω (̀̉) (1-3)

fall ύώμϛ (Ȕμϛ) (2-6)

every week ψϜϘπϙ (͈̀) (1-3)

fall, autumn υϔ (ʪ) (1-3)

every year ψϜΪϚ (̀Ϳ) (1-3)

fall semester υϔϐρϔ (ʪΑͰ) (1-3)

everyone δμΤι (LjΤι) (2-5)

family ϖΘϗ (ͳÈ) (1-6)

everyone, all ζς̶ζϚς (Ʀ) (2-1)

famous ΥϙθϜ (Ȥ͎) (1-6)

285

286

Glossary(E–J)

far ϋώϜ (ʓϜ) (1-1s, 1-2)

floor Υϖ (Ȍ) (1-5)

far more ΢ρϋ (1-7)

flower κς (̟) (1-4)

faraway place ϋώϗ (ʓϗ) (1-5s)

flower arrangement ϜσΧς (΍σ̟) (3-5r)

fashion-conscious ώϘΨμ (ώv˸) (1-9)

flower arrangement ϖαϙ (ǚˆ) (3-5)

fast κλϜ (ĸϜ) (1-6)

flower expenses κςδϜ (̟̹) (3-3s)

fat (become) Ωϋϛ (ȍϛ) (2-3)

flower shop κςλ (̟Έ) (1-5)

father ώϋϙωϚ (ώ͊ωϚ) (1-1)

fluent ϊπϙόϑϙ (ʛ) (3-2)

father (one’s own) όό (͊) (1-1)

fluent speech ЄЙЄЙ (1-6)

father όόώλ (͊ͫ) (1-1)

fly something ϋΧϕ (ɦΧϕ) (3-4)

favor, request ώΪϐϜ (ώȄϜ) (ϕϛ) (2-4)

foliage, autumn ϓϙΰϙ (ƹ˷) (3-2)

feel ϖϚϏϛ (̙Ϗϛ) (3-6)

folktale ίϖϘΧςϘ (ȝ΋) (3-1)

feel badly ΜϚΪϚ (˹ǫ) (2-2)

food ύΡιε (ͼΡͽ) (1-3)

feeling ϔιό (͸̖ό) (2-2)

food item ϘϑϗήϚ (ͼŸ) (2-6)

feeling ϔβϚ (͸͌) (2-3)

foot, leg υϘ (ͅ) (1-7)

female ώϚς (͖) (1-2)

for a while ϘΧοϗ (€ϗ) (1-6)

female ϏϑφϜ (͖̲) (2-7)

for adult use ώϋςΰϙ (΄ΐʉ) (2-6r)

fever Ϊϒ (̕) (2-3)

for example ύϋτΧ (ǝτΧ) (2-1f )

fever (get a) ΪϒϐΤϛ (̕ϐΆϛ) (2-3s)

for some reason ςϚδϖ (ʶδϖ) (3-2)

fever goes down Ϊϒϐήϗ (̕ϐ̻ϗ) (2-3s)

for the first time κϏθη (ɥθη) (2-2)

few ϕϓϘ (ˠϘ) (1-4)

for use of men δϚφϜΰϙ (̷̲ʉ) (3-3)

final exam ϔψϒϘσϚ (ͰȦ́͑) (2-1)

forecast ΰΣϙ (ʠś) (3-2)

finally ϋϙϋϙ (2-7)

forehead ήύϜ (B) (1-7s)

finally λρϋ (2-6)

foreign country ϐϜϓϗ (͚΅) (1-5)

find ζϒσϛ (ͬϒσϛ) (2-4)

foreign language ϐϜϓϗν (͚΅Ώ) (1-5)

fine arts ΫϏπϒ (̛̦) (1-2s)

foreign national ϐϜϓϗϏϚ (͚΅ΐ) (1-5)

finger ΥΫ (͞) (1-7s)

forest ιϊ (š) (1-5)

finish ϕί (˛ί) (3-5)

forget ξϕμϛ (4μϛ) (1-9)

firmly Ϙρϖϊ (3-7)

fork ЏϠСВ (3-3s)

first ωϜϘϑ (ʜɥ) (2-3)

formal φϜϘϔ (˳˪) (3-7)

first ψ΢ (͋΢) (2-1)

foundation ϔγ (ŞX) (3-7)

first days of the new year ϘϚΪϚ (̓Ϳ) (1-6)

four seasons Ϙϔ (̎Ǿ) (1-7)

first days of the new year Ϙϑϙϐϒ (˳͟) (1-6)

fourth-year student ΰΪϚφϜ (̎Ϳ΍) (1-1)

first semester Ϝόϐρϔ (ͪΑͰ) (1-3)

France ЏЙРП (1-1s)

first-year student ϜόΪϚφϜ (ͪͿ΍) (1-1)

free ϏΥϙ (Ͳʋ) (2-8)

fish ωϖς (ǧ) (1-7)

free of charge ύδ (1-4)

fish store ωϖςλ (ǧΈ) (1-5s)

free, spare time ήψ (…) (2-2)

fit exactly Ηρύϊ (3-8)

French cuisine ЏЙРПϊϑϙϊ (ЏЙРП΂Ί) (2-1s)

five-hundred-yen coin νήΨϗτϚδψ (ũƣˑʇ)

French language ЏЙРПν (ЏЙРПΏ) (1-1s, 2-8)

(1-5)

French national ЏЙРПϏϚ (ЏЙРПΐ) (1-1s)

Glossary(E–J) fresh ϘϚφϚ (̓ğ) (2-3)

give up υϔοθϛ (ģθϛ) (2-3)

Friday ϔϚΰϙΫ (͍͘Ύ) (1-2)

glance ϜρσϚ (ͪͬ) (3-2)

friend ϋιδό (ɑƜ) (1-2)

glass, mug АГЈ (1-4s, 3-3)

friend ΥϙϏϚ (ɑΐ) (3-3)

glasses θϐΪ (ƩƢ) (2-1)

front ψτ (͛) (1-5)

go Ϝϗ (ͭϗ) (1-1)

fruit ϗδιε (ʔͽ) (1-7)

go (honorific) ϜροϘΨϛ (2-6)

fruit store ϗδιελ (ʔͽΈ) (1-5s)

go (humble) ψϜϛ (ɘϛ) (2-6)

full ϜρΚϜ (2-7)

go back, return ϖτϛ (ȓϛ) (1-1)

full house ψϚϜϚ (ʡɏ) (2-8)

go out Τϖσϛ (Άϖσϛ) (1-9)

fun ύεϘϜ (͉ϘϜ) (1-1s, 1-2)

goal, objective ιϗηϔ (˩Ƥ) (3-1)

funny, strange ώϖϘϜ (̜ʰϘϜ) (3-2)

god ϖζωψ (ʨ’) (3-2)

furniture ϖΟ (ͳǿ) (2-4)

gold color ϔϚϜέ (͘΀) (2-1s)

future ϓϚν (ͮͻ) (3-5)

golf ϤКЏ (2-2) good ϜϜ (ŠϜ) (1-1)

[G]

government φϜΩ (ʁ) (3-4) grade φϜφϔ (̘Ő) (1-9)

garden ηϜτϚ (ʺ̊) (2-7)

gradually δϚδϚ (2-7)

garden, yard χξ (ʺ) (1-6)

graduate school δϜϐϗϜϚ (΄Α̵) (1-2s, 2-4)

gather υϒψϛ (ʒψϛ) (3-4)

graduate school student δϜϐϗϜϚφϜ

generally ϜρΚϚχ (ͪƅχ) (2-6)

(΄Α̵΍) (1-2s)

German cuisine ЖОДϊϑϙϊ (ЖОД΂Ί) (2-1s)

graduation γϒΠϑϙ (ȯ˼) (ϕϛ) (1-5)

German language ЖОДν (ЖОДΏ) (1-1s)

grammar βϚΔϙ (΁̌) (2-3)

German national ЖОДϏϚ (ЖОДΐ) (1-1s)

grandfather ώϏϜωϚ (ώˡ͊ωϚ) (1-3)

Germany ЖОД (1-1s)

grandfather (one’s own) γΩ (ˡ͊) (1-3)

get a job Ϙνϋχϒϗ (ʄͱχȉϗ) (2-7)

grandmother ώΧυωϚ (ώˡ͡ωϚ) (1-3)

get off ώϊϛ (ɠϊϛ) (2-2)

grandmother (one’s own) γΝ (ˡ͡) (1-3)

get up, wake up ώϔϛ (ʻϔϛ) (1-2)

gratitude ϖϚϘΨ (̙dž) (ϕϛ) (2-8)

gift ώϗϊιε (đϊͽ) (1-7)

gratitude μϜ (ˢ) (3-4)

gift for a celebration ϜξϜ (^Ϝ) (3-5)

gray ϹЋС (2-1s)

gift, souvenir ζλΦ (ɳǔ) (2-3)

gray (dark) Ϊ΢ζϜέ (Ϊ΢ζ΀) (2-1s)

giraffe ϔϊϚ (IJü) (1-7)

gray (light) κϜϜέ (Ñ΀) (2-1s)

girl ώϚςεϓ (͖ε·) (1-2)

Greece ЇЛЗЍ (1-1s)

give υΦϛ (΃Φϛ) (1-5)

Greek language ЇЛЗЍν (ЇЛЗЍΏ) (1-1s)

give υύτϛ (ŕτϛ) (2-7)

Greek national ЇЛЗЍϏϚ (ЇЛЗЍΐ) (1-1s)

give (me) (honorific) ϗδωϛ (ͩωϛ) (1-5)

green ϹЛСР (2-1s)

give (me) ϗμϛ (1-5)

green ζαϊ (ɬ) (2-1s)

give (humble) ωϘυΦϛ (ʦϘ΃Φϛ) (1-5)

greeting υϜωϒ (ª®) (ϕϛ) (2-1)

give λϛ (1-5)

grow up γδϒ (̢ϒ) (1-9)

give a ride εφϛ (ʞφϛ) (2-4)

green tea ϊϑϗόΨ (ɬͥ) (3-3)

287

288

Glossary(E–J)

guest ϔΨϗ (ǽ) (1-9)

heated table with cover ϓύϒ (1-5)

guest room ϔΨϗψ (ǽͷ) (3-4)

height ϘϚόϑϙ (ʍ͒) (3-8) help ύϕϖϛ (ɉϖϛ) (3-3)

[H]

help ύϕσϛ (ɉσϛ) (1-9r, 2-4) help ηϒδϙ (Ό̯ϙ) (1-9)

hair (of the head) ϖζεσ (ȭεƏ) (1-7)

helpful λϗχύϒ (ǥχʮϒ) (2-5)

half κϚ (ɱ) (1-4f )

here ϓϓ (1-5)

hamburger ϸРЊСЁС or ϸРЊСϹ (1-3)

here, this way ϓόο (1-4)

hand, arm η (Ό) (1-7)

hesitation τϚϊϑ (ʓ") (ϕϛ) (2-6)

handicapped person ϘϑϙϐϜϘΨ (ƗȀ͐) (3-2)

high-priced ϓϙϖ (˿Ĝ) (2-6)

handkerchief ϸРБϝ (1-7)

high school ϓϙϓϙ (˿͠) (1-2)

handsome ϸРϮϳ (3-2)

high school student ϓϙϓϙφϜ (˿͠΍) (1-2)

hang ϖϖϛ (2-6)

Hindi language ϭРϺСν (ϭРϺСΏ) (1-1s)

hang ϖσϛ (2-6r)

hip Ϙϊ (b) (1-7s)

hang up the phone ΤϚξάϔϛ (ͺ΋άͦϛ) (2-1)

hiragana ήοϐς (ʣDz͎) (2-8)

Hangul ϸРϹК (2-8)

hire λϋϙ (“ϙ) (3-1)

happen ώϓϛ (ʻϓϛ) (2-8)

history μϔϘ (Ƌɭ) (3-3)

happy ϙμϘϜ (OϘϜ) (2-5)

history (study of ) μϔϘϐϗ (ƋɭΑ) (1-2s)

happy Ϙυξφ (Ȏφ) (1-7)

hobby Ϙπζ (Ĩ͓) (2-2)

happy ΰέϓβ (Ňβ) (2-8)

hold, embrace δϗ (ʅϗ) (1-5)

hard, tough ϖύϜ (ĺϜ) (3-3)

hold, possess ιϒ (̖ϒ) (2-1)

hardly ΣϋϚα (3-3)

home ϙό (ͳ) (1-1)

hardship ϗέϙ (ɣá) (ϕϛ) (3-2)

homeland (specific place) ϘπρϘϚό (Άʍ͔) (1-2)

harm ϐϜ (Ȁ) (2-5)

homeland (verbal noun) ϘπρϘϚ (Άʍ) (1-2)

hat, cap ΝϙϘ (ȑ·) (2-1)

homework, assignment ϘπϗδϜ (Ȃʫ) (1-1)

have a dream Υθάζϛ (ǜάͬϛ) (3-2)

honest ϘϑϙϏϔ (˳˨) (2-2)

have a major injury ώώσϐάϕϛ (΄ʈ̗άϕϛ)

honorific language σϜν (ȿΏ) (2-8)

(2-3s)

horizontal writing ΰϓϐϔ (ȵ;ϔ) (2-8)

have ability of Τϔϛ (Άͯϛ) (1-6)

hospital ΫϑϙϜϚ (̵̬) (1-5s, 2-3)

have an accident Ϗϓχυϙ (ͱʀχŊϙ) (3-4)

hot (weather) υϒϜ (ȢϜ) (1-1)

have more than needed υψϛ (Ǥϛ) (2-4)

hot (non-weather) υϒϜ (̕Ϝ) (1-3)

he ϖμ (Ǧ) (1-1)

hot water Υ (̏) (2-6)

head υύψ (Ȑ) (1-7)

house Ϝτ (ͳ) (1-1)

health σϚϓϙ (ď) (2-4)

house (other’s) ώύϗ (ώJ) (1-5)

healthy, energetic ΦϚϔ (Ȉ͸) (1-2)

how αϙ (1-2)

heart ϓϓέ (̭) (2-7)

how many Ϝϗϒ (1-4)

heavy ώιϜ (ʾϜ) (2-4)

how much Ϝϗο (1-4)

heavy rain (sound) ϨСϨС (1-6)

how old Ϝϗϒ (1-6)

hear ϔϗ (̣ϗ) (1-3)

however σμαι (1-2f)

Glossary(E–J)

289

however ϘϖϘ (2-4)

index finger ήϋωϘΥΫ (ΐʦϘ͞) (1-7s)

human being χϚΦϚ (ΐͷ) (2-5)

India ОРЖ (2-7)

human relations χϚΦϚϖϚσϜ (ΐͷɲȋ) (3-6r)

Indian cuisine ОРЖϊϑϙϊ (ОРЖ΂Ί) (2-1s)

humble words σϚϏϑϙν (ĦĩΏ) (2-8)

inferior ώϋϛ (äϛ) (3-8)

humid, muggy ίϘυϒϜ (ŲϘȢϜ) (1-1s, 2-6)

influence τϜϔϑϙ (Í) (ϕϛ) (2-7)

hungry ϕϗ (ώςϖ (ƭ) ϐ) (1-7)

influenza ϊπϙϖϚ (ʛ̙) (2-3s)

hurry ϜγΟ (ʌΟ) (1-9)

inform Ϙοφϛ (ƪοφϛ) (3-4)

husband ώρϋ (ɰ) (3-4)

initiate conversation κςϘϖσϛ (΋Ϙϖσϛ) (2-8)

husband (one’s own) ϘπϏϚ (ˏΐ) (3-4)

injured σϐάϕϛ (ʈ̗άϕϛ) (2-3s)

husband (other’s) νϘπϏϚ (νˏΐ) (3-4)

injury σϐ (ʈ̗) (2-3s)

husband and wife ΩϙΩ (ɰȇ) (3-8)

inn ϊϑϖϚ (Ⱥ̅) (2-3) inside ςϖ (Ή) (1-5)

[I]

inspection σϚω (—Ȱ) (ϕϛ) (3-8) instructor ϔϑϙϘ (ʹT) (3-5)

I ξύϗϘ (Ʈ) (1-1)

instrument ϐρϔ (͉ł) (2-5)

I ξύϘ (Ʈ) (1-1)

interest ϔϑϙζ (ſ͓) (2-4)

I (male speaker) Νϗ (Ċ) (1-1)

interesting ώιϘέϜ (̒ơϜ) (1-1s, 1-3)

ice ϓώϊ (¡) (3-5)

interference ϏΨψ (ʎê) (ϕϛ) (3-7)

idea ϖϚϐτ (̥τ) (2-1r)

international ϓϗωϜ (΅¦) (2-7)

ideal ϊγϙ (Ί() (3-8)

Internet (ОРИС) ϬГМ (2-5)

idealize υϓϐμϛ (!μϛ) (3-1)

internship ОРИСРЗГЈ (2-2)

idiom, word Ϗπϗν (¤Ώ) (3-7)

interpretation ϖϜϘΨϗ (ˋÞ) (ϕϛ) (3-5)

illness λψϜ (̬) (2-7)

interpretation ϒϙλϗ (͢˔) (ϕϛ) (2-4)

illness, sickness Ϋϑϙϔ (̬͸) (1-3)

intersection ϓϙωηϚ (ɽʦǃ) (2-4)

imitation ψΪ (̪Ǫ) (2-8)

interview θϚφϒ (̒Ɉ) (ϕϛ) (2-2)

immediately ϕΟ (χ) (1-6)

introduction ϘϑϙϖϜ (ƻɅ) (ϕϛ) (2-2)

important ύϜφϒ (΄ͦ) (1-2)

invention κϒθϜ (ˬˮ) (ϕϛ) (3-6)

important Ϗπϙΰϙ (ʾˇ) (3-6)

investigation όϑϙω (ɞȰ) (ϕϛ) (2-7)

impossible Ωϖεϙ (̡̜͗) (3-6)

invitation ϘϑϙύϜ (°˯) (ϕϛ) (2-5)

impossible ίϊ (DŽΊ) (3-2)

invite ωγϙ (éϙ) (2-3)

improvement Ϗϑϙύϒ (΃Ɯ) (ϕϛ) (2-8)

invite, call ΰβ (Ⱦβ) (2-3)

improvement ϖϜΞϚ (ÕŴ) (ϕϛ) (2-8)

irritated ϜοϜο (ϕϛ) (1-6s)

in a roundabout way ξΜξΜ (3-5)

island Ϙψ (]) (1-5)

in addition γεϙτ (γε΃) (2-3f )

Italy ОИЛН (1-1s, 2-1)

in addition ϒϜΤχ (2-7)

Italian cuisine ОИЛНϊϑϙϊ (ОИЛН΂Ί) (2-1s)

in front of people ήϋψτ (ΐ͛) (3-1)

Italian language ОИЛНν (ОИЛНΏ) (1-1s)

in place of χϖξρη (3-6)

Italian national ОИЛНϏϚ (ОИЛНΐ) (1-1s)

in short, in sum ΰϙϕϛχ (ˇϕϛχ) (3-6) inconvenient ΩΡϚ (͗ː) (1-6)

290

Glossary(E–J) kitchen δϜαϓέ (˺̸) (3-1)

[J]

kite ύϓ (Ġ) (3-4) jacket ϙξΠ (΃˥) (2-1s, 3-3)

kitten ϓΪϓ (·Ǐ) (1-5)

Japan χΣϚ (Ύ͹) (1-1)

knife ЂОЏ (3-3s)

Japanese clothes ξΩϗ (̾̈) (2-1)

knock ϰГВ (ϕϛ) (3-2)

Japanese cuisine χΣϚϊϑϙϊ (Ύ͹΂Ί) (2-1)

know Ϙϛ (ƪϛ) (1-4)

Japanese–English dictionary ξτϜϏηϚ (̞͙̾

Korea ϖϚϓϗ (̳΅) (1-1)

ɐ) (1-9)

Korean language ϖϚϓϗν (̳΅Ώ) (1-1)

Japanese English ξφϜτϜν (̾ǖ̞Ώ) (2-8)

Korean national ϖϚϓϗϏϚ (̳΅ΐ) (1-1)

Japanese food χΣϚϘϑϗ (Ύ͹ͼ) (2-2)

kun-reading ϗϚΰζ (ɨ˅ζ) (2-5)

Japanese food ξϘϑϗ (̾ͼ) (2-1) Japanese language χΣϚν (Ύ͹Ώ) (1-1)

[L]

Japanese literature χΣϚβϚϐϗ (Ύ͹΁Α) (1-2s) Japanese national χΣϚϏϚ (Ύ͹ΐ) (1-1)

lake ζ΢ϙζ (Â) (3-5)

Japanese slippers Θϙϊ (ƠȚ) (2-1)

lamp ЙРЈ (1-5)

Japanese sweets ξϐϘ (̾˻·) (2-4)

language ΦϚν (͕Ώ) (2-5)

jeans ЕСЎР (2-1s)

language, word ϓϋΧ (͕˷) (1-4)

jeans ЕСРϺ (2-1s)

laptop ЙГЈМГЈ (1-4)

job, work Ϙνϋ (ʄͱ) (ϕϛ) (1-7)

large number ώώϜ (ǞϜ) (1-7)

join a company χπϙϘΨ (̽ͤ) (ϕϛ) (3-5)

last ωϜν (ʜͻ) (2-3)

joke ϏϑϙδϚ (ĤLJ) (3-2)

last month φϚΦϒ (͋͟) (1-3)

junior high, middle school όπϙϐϗ (ΉΑ) (1-2s)

last night ΥϙΡ (˖Ρ) (3-4)

junior high, middle school όπϙϐρϓϙ (ΉΑ͠)

last semester φϚϐρϔ (͋ΑͰ) (1-3)

(1-2s) junior high, middle school student όπϙϐϗφϜ (ΉΑ΍) (1-2s) junior members ϓϙκϜ (ͻƔ) (2-1)

last week φϚϘπϙ (͈͋) (1-3) last year ϔϑΪϚ (ȸͿ) (1-3) late ώϗμϛ (ʚμϛ) (1-6) late ώγϜ (ʚϜ) (1-2) later υϋ̶ν (ͻ) (1-6f )

[K]

latter half ϓϙκϚ (ͻɱ) (2-8) laugh, smile ξοϙ (ʰϙ) (2-4)

kanji ϖϚϏ (Êɖ) (1-5)

laundry φϚύϗ (ʘÏ) (ϕϛ) (2-2)

karate ϖοη (˞Ό) (1-3)

law Σϙϊϒ (̌) (3-6)

katakana ϖύϖς (ʃDz͎) (2-8)

law (study of ) Σϙϐϗ (̌Α) (1-2s)

keep ψιϛ (̨ϛ) (3-7)

learn ςοϙ (͏ϙ) (2-1)

keep a promise λϗγϗάψιϛ (˚ȩά̨ϛ) (2-3)

learn ψςβ (Αβ) (2-2)

key ϖΠ (ö) (1-3)

learning ϐϗϘπϙ (Α͏) (ϕϛ) (2-3)

kimono ϔιε (˥ͽ) (2-1)

leave ωϛ (ȸϛ) (3-6)

kind, nice ϘϚφϒ (ͫͦ) (1-2)

leave Τϛ (Άϛ) (1-4)

kindergarten ΰϙότϚ (k̊) (1-2s)

leave behind εϓϕ (˹ϕ) (2-5)

Glossary(E–J) leave (drop out of) school ύϜϐϗ (ɺΑ) (ϕϛ) (3-1)

lost ζόχψΰϙ (ˆχƒϙ) (2-4)

lecture ϓϙΠ (ħư) (ϕϛ) (2-3)

loud κΤ (ƘΌ) (3-5)

left ήδϊ (Ș) (1-5s, 2-1)

love υϜϏϑϙ (Ǵdz) (3-6)

left side ήδϊϐξ (Ș˓) (1-5s)

low ήϗϜ (İϜ) (1-7)

leg, foot υϘ (ͅ) (1-7)

luggage χιϒ (Ůͽ) (2-8)

lend ϖϕ (Ěϕ) (2-5)

lunch ήϛνκϚ (ʟν̧) (1-3)

less than Ϝϖ (ǵͩ) (2-8f )

luxurious ΞϜύϗ (Ėʕ) (3-5)

291

letter (mail) ηϐζ (Όɔ) (1-5) letter to the editor ϋϙϘϑ (ǹ;) (3-2)

[M]

letter to the editor column ϋϙϘϑοϚ (ǹ;) (3-2) library ϋϘϑϖϚ (ɚ;̅) (1-2)

machine ϔϖϜ (ʑœ) (3-2)

license θϚϔϑ (ȅǎ) (3-2)

made in Japan χΣϚφϜ (Ύ͹ǖ) (1-4)

lie ϙγ (Ʉ) (άϒϗ) (2-5)

magazine ΜρϘ (ȴç) (1-4s)

life Ϝεό (ɩ) (3-6)

main ώι (ˏ) (2-8)

life ϏϚφϜ (ΐ΍) (3-6)

major area of study φϚϓϙ (hÔ) (1-2)

light-weight ϖϛϜ (ĄϜ) (2-4)

make ϒϗϛ (ˉϛ) (1-6)

like ϕϗ (ɷϗ) (3-2)

make a mistake ψόϐϙ (ͷ˄ϙ) (2-5)

like, be fond of ϕϔ (ɷϔ) (1-5)

make a mistake ψόϐτϛ (ͷ˄τϛ) (2-6)

limit ϖΠϛ (Yϛ) (3-6r)

make a phone call ΤϚξϕϛ (ͺ΋ϕϛ) (1-7)

line φϚ (ɪ) (3-7)

make a phone call ΤϚξάϖσϛ (ͺ΋άϖσϛ) (1-7)

lined columns ΝϙφϚβ (ĎɪͶ) (3-7)

male ώϋϓ (̷) (1-2)

linguistics ΦϚνϐϗ (͕ΏΑ) (1-2s)

male δϚφϜ (̷̲) (2-7)

listen, hear ϔϗ (̣ϗ) (1-3)

male-female δϚϏϑ (̷͖) (2-7)

literature βϚϐϗ (΁Α) (2-5)

man ώϋϓεήϋ (̷εΐ) (1-2)

little finger ϓΥΫ (̿͞) (1-7s)

mankind ϏϚϛϜ (ΐɶ) (2-5)

live Ϝϔϛ (΍ϔϛ) (3-6)

manner μϜΠ (ˢʧ) (3-2)

live, reside ϕί (ʼί) (1-5)

many, a lot ύϗωϚ (ʕ̩) (1-4)

lively, noisy χΠλϖ (Βλϖ) (1-6)

map, atlas ό΢ (͔ɚ) (1-7)

living φϜϖϒ (΍x) (ϕϛ) (2-5)

market ϜόΧ (ʥ̈́) (1-5s, 3-4)

living room Ϝψ (ʩͷ) (3-1)

marriage σρϓϚ (˘˙) (ϕϛ) (2-7)

living room όΨεψ (ͥεͷ) (3-5)

master’s degree ϘπϙϘνϙ (ė̄˽) (3-8r)

loan word ϐϜοϜν (͚ͯΏ) (2-8)

match υϙ (͝ϙ) (3-4)

lonely ωζϘϜ̶ωΫϘϜ (?ϘϜ) (2-7)

mathematics ϕϙϐϗ (ɾΑ) (1-2s)

long ςϐϜ (͒Ϝ) (1-6)

meal ϘϑϗϏ (ͼͱ) (ϕϛ) (2-1)

long ago ίϖϘ (ȝ) (2-7)

mean ϜϏξϛ (̺͔ǰ) (3-2)

look-alike γρϗϊ (1-6)

meaning Ϝζ (̺͓) (1-7)

look, see, watch ζϛ (ͬϛ) (1-3)

measure κϖϛ (̝ϛ) (3-8)

looks bad (disgraceful) ζρϋιςϜ (3-7)

meat χϗ (Ư) (1-7)

lose ψσϛ (Ĵσϛ) (2-5)

meat store χϗλ (ƯΈ) (1-5s)

292

Glossary(E–J)

media ЀϱϴН (2-7)

Mt. Fuji ΩϏωϚ (<̩̄) (2-4)

medical doctor ϜϘΨ (ɮ͐) (1-3)

mountain λψ (̩) (1-5)

medical fee Ϝϊϑϙή (ɮ˒) (3-3s)

mountain climbing ϋΜϚ (Ɵ̩) (ϕϛ) (2-2)

medicine ϗϕϊ (Ɍ) (1-7)

mouth ϗό (͜) (1-7)

medicine (study of ) Ϝϐϗ (ɮΑ) (1-2s)

move, relocate ϙϒϕ (dϕ) (3-3)

meet υϙ (͵ϙ) (1-6)

move, relocate (residence) ήρϓϕ (̻ρƚϕ) (2-4)

meet ψόυξφϛ (˯ό͝ξφϛ) (3-1)

move (something) ϙνϖϕ (̠ϖϕ) (2-4)

meeting, conference ϖϜΠ (͵ɛ) (2-3)

movie τϜϐ (˦̰) (1-2)

melt ϋσϛ (Éσϛ) (3-5)

movie actor τϜϐκϜΥϙ (˦̰ȏˌ) (3-2)

memorize ώΝτϛ (Ăτϛ) (2-1)

movie theater τϜϐϖϚ (˦̰̅) (2-2)

memory ϔώϗ (ɧ

mug, glass АГЈ (1-4s)

) (3-6r)

memory ώιϜΤ (˱ϜΆ) (3-6)

music ώϚϐϗ (̴͉) (1-2s, 1-3)

message ΤϚνϚ (̯͕) (2-5)

music performance τϚγϙ (ɼŋ) (ϕϛ) (3-1)

messy, dirty ϔύςϜ (ƎϜ) (2-8)

musician ώϚϐρϖ (̴͉ͳ) (3-6r)

middle, center ψϚςϖ (̪ϚΉ) (1-5) middle finger ςϖΥΫ (Ή͞) (1-7s)

[N]

middle, junior high school όπϙϐϗ (ΉΑ) (1-2s) middle, junior high school όπϙϐρϓϙ (ΉΑ͠) (1-2s) middle, junior high school student όπϙϐϗφϜ (ΉΑ΍) (1-2s)

name ςψτ (͎͛) (1-2) name card θϜϘ (͎ë) (3-7) nap ήϛΪ (ʟʯ) (ϕϛ) (2-5) narrow, small space φψϜ (NjϜ) (1-6)

midterm exam όπϙϖϚϘσϚ (Ήͷ́͑) (2-1)

native tongue Νϓϗν (͡΅Ώ) (2-8)

milk ϣКВ (2-6)

natural ϘΞϚ (Ͳ˰) (3-7)

milk Ππϙχπϙ (´ż) (2-6)

natural ϋϙΞϚ (˫˰) (3-8)

mind φϜϘϚ (Iʨ) (3-5)

nature ϘΞϚ (Ͳ˰) (3-6)

misunderstanding νϖϜ (ïˋ) (ϕϛ) (2-8)

naughty Ϝύ΢ο (3-8)

mix ψΞϛ (ƽΞϛ) (2-8)

near, close όϖϜ (˕Ϝ) (1-1s, 1-2)

modern-day illness ΦϚδϜΫϑϙ (˲̹̬) (2-7)

nearby γΧ (˓) (1-5)

Monday ΦϒΰϙΫ (͍͟Ύ) (1-2)

necessary ήϒΰϙ (ǩˇ) (2-4)

money ώϖΪ (ώ͘) (1-5)

neck ϗΫ (̋) (1-7)

money problem ϔϚφϚιϚδϜ (͘ǐ̂ʫ) (2-7)

necktie ϬВИО (2-1)

more ιρϋ (1-3)

need Ϝϛ (ˇϛ) (1-6)

more than ϜϏϑϙ (ǵ΃) (2-8f )

neighborhood ϔϚϏϑ (˕̸) (3-4)

morning υω (̉) (1-2)

neither, both αόοι (1-7)

most ϜόΧϚ (ͪͣ) (1-7f )

nervous αϔαϔ (ϕϛ) (1-6)

mostly δϜύϜ (΄ʹ) (2-7)

never σρϘη (̀Ϙη) (2-4)

mother ώϖυωϚ (ώ͡ωϚ) (1-1)

new υύοϘϜ (̓ϘϜ) (1-3)

mother (one’s own) κκ (͡) (1-1)

new car ϘϚϘΨ (̱̓) (2-3)

mother κκώλ (ͫ͡) (1-1)

New Zealand І϶СЕСЙРЖ (1-1s)

Glossary(E–J) New Zealand national І϶СЕСЙРЖϏϚ (І϶СЕ

nursery school ΣϜϗτϚ (ę̢̊) (1-2s)

СЙРЖΐ) (1-1s) newspaper ϘϚβϚ (̣̓) (1-3)

[O]

next ϒΠ (‹) (2-1) next door ϋςϊ ( ) (1-5)

observation ϖϚωϒ (Ǒ˝) (ϕϛ) (3-6)

next month οϜΦϒ (ͯ͟) (1-3)

occasionally ύψχ (3-3)

next semester οϜϐρϔ (ͯΑͰ) (1-3)

ocean, beach, sea ϙζ (̇) (2-2)

next time ϓϚα (̫ͮ) (2-3)

often, well ΰϗ (1-1)

next week οϜϘπϙ (͈ͯ) (1-3)

old ΩϛϜ (ȪϜ) (1-3)

next year οϜΪϚ (ͯͿ) (1-3)

older ϋϘϙτ (Ϳ΃) (1-7r)

nice, chic ϕηϔ (ɓÎ) (1-7)

older ϋϘϐϙτ (Ϳϐ΃) (1-7)

nice, kind ϘϚφϒ (ͫͦ) (1-2)

older brother (one’s own) υχ (ʭ) (1-3)

night ΰϛ (Ŏ) (1-3r, 2-5)

older brother ώχϜωϚ (ώʭωϚ) (1-3)

no ϜϜτ (1-1f )

older person θϙτ (˩΃) (3-5)

no Ϝτ (1-1f )

older sister (one’s own) υΪ (ɍ) (1-3)

no good δθ (ɫ˩) (3-4)

older sister ώΪτωϚ (ώɍωϚ) (1-3)

no longer ιϙ (1-6)

on purpose ξΜϋ (3-2)

no smoking ϔϚτϚ (_Dž) (2-8)

on the contrary ϖτρη (3-2)

noisy ϙϛωϜ (1-6)

on the way ϋόπϙ (źΉ) (2-4)

noisy, lively χΠλϖ (Βλϖ) (1-6)

one day, all day long Ϝόχό (ͪΎ) (1-4)

noon ήϛ (ʟ) (2-5)

one hand ϖύη (ʃΌ) (3-7)

normal Ωϒϙ (¾͢) (1-9)

on-reading ώϚΰζ (̴˅ζ) (2-5)

north ϔύ (ɡ) (1-5)

open υϗ (Ƭϗ) (1-6)

north entrance/exit ϔύΟό (ɡ͜) (3-1)

open υσϛ (Ƭσϛ) (1-6)

northern part Σϗβ (ɡͶ) (3-1)

opinion ϜσϚ (̺ͬ) (2-4)

nose κς (ō) (1-7)

opponent υϜη (˧Ό) (3-7)

nostalgic ςϒϖϘϜ (ϖϘϜ) (3-1)

opposition κϚύϜ (õʬ) (ϕϛ) (2-6)

not at all ΞϚΞϚ (͇˰) (1-2)

or γμϋι, ϖ (1-2)

not delicious ψ΢Ϝ (͓͗Ϝ) (1-3)

orange ЌЋРЕ (1-4)

not easily, quite ςϖςϖ (2-5)

orange (bright) ЌЋРЕϜέ (ЌЋРЕ΀) (2-1s)

not especially Ρϒχ (̤χ) (2-4)

orange (pale) δϜδϜϜέ (δϜδϜ΀) (2-1s)

not that much γϚςχ (1-2)

order ϏπϚϏϑ (¹) (2-8)

not very much υψϊ (1-2)

order όπϙιϚ (ƕ΁) (ϕϛ) (3-1)

not yet ψδ (1-2)

order θϜμϜ (ɩĀ) (ϕϛ) (3-7)

notebook ϰСМ (1-1)

other Σϖ (Ƿ) (1-3)

novel Ϙϑϙφϒ (̿ɤ) (1-4)

other side ίϓϙϐξ (Ȝϓϙ˓) (3-1)

now Ϝψ (ͮ) (1-3)

our ϙόε (1-2)

number ϖ΢ (ɾ) (2-8)

our home ξϐλ (̗ϐͳ) (3-5)

nurse ϖϚνΩ (įȇ) (2-5)

out of order ϓϘϑϙ (ʀƗ) (ϕϛ) (3-4)

293

294

Glossary(E–J)

out of the house ϛϕ (̨̮) (2-5)

person ήϋ (ΐ) (1-2)

outfit Ωϗγϙ (̈ø) (3-7)

person ιε (͐) (3-1)

outside γϋ (͚) (1-6)

person (non-family) ύχϚ (Ƿΐ) (2-5)

oval δτϚσϜ (•ˑ˭) (1-7s)

person in charge ύϚϋϙ (±˫) (3-7)

over there, that place over there υγϓ (1-5)

personal computer ЎϲАР (2-8)

over there, that way υόο (1-4)

personality φϜϖϗ (̲Ȳ) (3-2)

overcoat ЌСЊС (2-1s)

Ph.D. κϗϘνϙ̶κϖφνϙ (ÿ̄˽) (3-8) phenomenon ΦϚϘϑϙ (˲ǂ) (2-8)

[P]

philosophy ηϒϐϗ (ŶΑ) (1-2s) phone (call) ΤϚξ (ͺ΋) (ϕϛ) (1-4s)

painful ϜύϜ (Ϝ) (1-7)

photograph ϘΨϘϚ (ǟ̪) (1-5)

painful ϒοϜ (ˈϜ) (3-6)

physics βϒϊϐϗ (ͽΊΑ) (1-2s)

paint, draw a picture τάϖϗ (˗άɆϗ) (2-2)

piano ϷНϰ (2-2)

painting, drawing τ (˗) (1-5)

pick up something ήέϙ (­ϙ) (2-4)

paper ϖζ (ɔ) (1-4s, 1-5)

picnic ϷВІГВ (3-3)

paper airplane ϖζήϓϙϔ (ɔɦͭʑ) (3-4)

pink ϷРВ (2-1s)

paragraph βϚϘϑ (΁;) (2-4)

pink (peach) ιιϜέ (Ÿ΀) (2-1s)

parent ώλ (ͫ) (2-4)

pitiful ΜϚΪϚ (˹ǫ) (2-2)

parent and child ώλϓ (ͫ·) (2-7)

place ϋϓέ (̸) (1-2)

parenthesis ϖρϓ (¯ ) (3-7)

place ΧϘϑ (̸̈́) (2-4)

Paris ЎЛ (2-5)

place ώϗ (Ŕϗ) (2-7)

park ϓϙτϚ (Ī̊) (1-5)

plan σϜϖϗ (̝̰) (ϕϛ) (2-6)

part-time work НКЊОМ (ϕϛ) (1-7)

plan ΰηϜ (ʠF) (ϕϛ) (3-1)

particle (grammatical) ϏϑϘ (ɉÛ) (2-8)

play υγβ (Śβ) (1-6)

party ЎСЅϴС (1-5)

play (instrument) ήϗ ( ϗ) (2-2)

pass νϙϖϗ (͝Ȳ) (ϕϛ) (2-7)

play performance τϚΦϔ (ɼɵ) (ϕϛ) (3-1)

pass ξύϕ (ƾϕ) (2-8)

plate, dish ωο () (1-4s)

pass ϋώϛ (͢ϛ) (3-5)

plural Ωϗϕϙ (ǒɾ) (2-7)

passerby ϒϙϓϙχϚ (ͭ͢ΐ) (3-4)

p.m. νν (ɯͻ) (1-4f )

pastry shop ϿСϯλ (ϿСϯΈ) (1-5s)

poem Ϙ (nj) (3-8)

pay κοϙ (·ϙ) (2-1)

poet ϘϏϚ (njΐ) (3-8)

pen ЄР (1-1)

point, grade ηϚ (ǃ) (2-4)

pencil τϚΗϒ (ß>) (1-1)

police box ϓϙΧϚ (ɽͣ) (1-5s, 2-4)

percentage ξϊυϜ (˃͝) (2-7)

police department σϜωϒ (˂˝) (3-4)

perhaps, probably ώγοϗ (3-6)

police officer σϜϖϚ (˂Ǽ) (2-4)

perhaps, probably ύβϚ (Ǟ͌) (3-1)

police officer σϜωϒϖϚ (˂˝Ǽ) (3-4)

period of time Ϗϔ (ͧͰ) (3-6)

police station σϜωϒϘϑ (˂˝Ʊ) (1-5s, 3-4)

perseverance ϐψϚ (̗Ƕ) (ϕϛ) (3-8)

policeman ώψξϊωϚ (ώZϊωϚ) (2-4)

perseverance ϘϚΝϙ (ˈʅ) (ϕϛ) (3-8)

polite ηϜΪϜ (ȷ8) (3-8)

Glossary(E–J) political science φϜϏϐϗ (ʁƑΑ) (1-2s)

psychology ϘϚϊϐϗ (̭ΊΑ) (1-2s)

politics φϜϏ (ʁƑ) (3-1)

public bath φϚϋϙ (ǐ̏) (2-6)

pond Ϝσ (o) (3-5)

public bath house Ωέλ (ͨ́Έ) (2-6)

pool ЈСК (2-2)

publication ϘπρΚϚ (Ά¬) (ϕϛ) (3-8)

poor ΫϚΝϙ (ĈŹ) (1-7)

pupil φϜϋ (΍) (1-1s, 3-8)

popularity χϚϔ (ΐ͸) (2-4)

pupil Ϗαϙ (Į:) (1-1s)

population ϏϚϓϙ (ΐ͜) (1-7)

puppy ϓϜΙ (·lj) (1-5)

pork cutlet ϋϚϖϒ (ıБД) (1-3s)

pure, honest ϕςώ (ɓ˨) (3-2)

Portugal ЃКМЁК (1-1s)

purple ίοωϔ (P) (2-1s)

Portuguese language ЃКМЁКν (ЃКМЁКΏ)

push ώϕ (²ϕ) (2-8)

(1-1s, 2-8) Portuguese national ЃКМЁКϏϚ (ЃКМЁКΐ) (1-1s)

put something on εφϛ (3-4) put things away Ϙψϙ (2-1) put up an umbrella ϖωάωϕ (ȗάωϕ) (2-3)

possibility ϖεϙφϜ (̡̜̲) (3-6) possible ϖεϙ (̡̜) (3-6)

[Q]

post office ΥϙΫϚϔϑϗ (ŪːȊ) (1-5s, 1-7) postage stamp ϔρη (ͦΌ) (2-3)

quality Ϙϒ (Ɗ) (3-5)

postcard κϐϔ (˷;) (1-4s, 2-3)

question ϘϒιϚ (Ɗ̂) (ϕϛ) (1-9)

potted plant ϙτϔ (˜ʗ) (2-8)

question ΠιϚ (6̂) (3-6)

power όϖο (ɸ) (2-8)

questionnaire НРϿСМ (2-7)

practice μϚϘπϙ (Ʋ͏) (ϕϛ) (1-3)

quiet ώϋςϘϜ (΄ΐϘϜ) (3-2)

praise Σθϛ (ãθϛ) (2-4)

quiet Ϙ΢ϖ (zϖ) (1-6)

preparation ϏπϚΫ (ÅČ) (ϕϛ) (2-1)

quietly γϙρϋ (1-6)

present ЈЋϞРМ (2-8)

quit, discontinue λθϛ (͙θϛ) (2-6)

present time ΦϚΜϜ (˲̆) (2-2)

quite, not easily ςϖςϖ (2-5)

president δϜϋϙϊϑϙ (΄Ƹ) (2-8)

quiz ВОϺ (1-5)

pretty, clean ϔμϜ (ƴǭ) (1-2) price ΪδϚ (Б) (2-8)

[R]

prime minister ϘπϘϑϙ (̋˧) (2-8) printer ЈЛРИ (1-4)

rain υθ (̍) (1-6)

problem ιϚδϜ (̂ʫ) (2-3)

rain υθϐΩϛ (̍ϐɠϛ) (1-6)

professor ϔϑϙϏπ (ʹʂ) (2-4)

rainbow χϏ (ñ) (3-6)

proficiency εϙϊϑϗ (̡ɸ) (3-1)

rainy season ϒΥ (̍) (3-2)

program ΧϚΟζ (ͣŨ) (2-7)

raise γδηϛ (̢ηϛ) (2-7)

promise λϗγϗ (˚ȩ) (ϕϛ) (2-3)

raise υΦϛ (΃Φϛ) (3-4)

pronunciation κϒώϚ (ˬ̴) (ϕϛ) (1-3)

rapidly αϚαϚ (2-5)

properly ϔόϚ (1-6)

rare ψμ (e) (3-8)

properly όΨϚϋ (2-7)

rare θ΢οϘϜ (*ϘϜ) (2-7)

providing care φξ (ʙ΋) (ϕϛ) (3-2)

rarely θρύχ (3-3)

295

296

Glossary(E–J)

raw ςψ (΍) (2-3)

rest λϕί (ʊί) (1-5)

read ΰί (˅ί) (1-3)

restaurant ЋПМЙР (1-3)

reading books αϗϘϑ (˅;) (ϕϛ) (2-2)

restroom ώηυοϜ (ώΌʘϜ) (1-9)

really ΣϚϋϙχ (͹˫χ) (1-1)

result σρϖ (˘ʔ) (2-7)

reason ϊΥϙ (Ίʋ) (2-4)

retirement ύϜϘϑϗ (ɺɴ) (ϕϛ) (3-1)

reason, interpretation ξσ (˔) (3-3f )

return ιαϛ (¼ϛ) (1-9)

recall ώιϜδϕ (˱ϜΆϕ) (2-3)

return, go back ϖτϛ (ȓϛ) (1-1)

receive ιοϙ (ēϙ) (1-5)

review ΩϗϘπϙ (
͏) (ϕϛ) (1-7)

receive (humble) Ϝύδϗ (ɿϗ) (1-5)

rice, meal νκϚ (ν̧) (1-7)

recently ωϜϔϚ (ʜ˕) (2-1)

rice bowl όΨξϚ (ͥS) (3-3)

recommend ϕϕθϛ (Úθϛ) (3-1)

rice shop ϓθλ (ʴΈ) (1-5s)

recommendation ϕϜφϚϏϑϙ (£ðNJ) (2-7)

rich ϖΪιό (̖͘ό) (1-7)

rectangle όϑϙΣϙσϜ (͒̓˭) (1-7s)

ride εϛ (ʞϛ) (2-2)

red υϖ (Ϝ) (ƛϜ) (1-4)

ring ςϛ (Ĭϛ) (2-8)

reference book ωϚϓϙϘϑ (ɘ̥;) (1-4s, 2-6)

ring ΥΫξ (͞ù) (2-3)

relation ϖϚσϜ (ɲȋ) (2-5)

ring finger ϗϕϊΥΫ (Ɍ͞) (1-7s)

relative ϘϚφϔ (ͫ) (3-2)

right ζΠ (ȣ) (1-5s, 2-1)

relatively ξϊχ (˃χ) (3-1)

right side ζΠϐξ (ȣ˓) (1-5s)

relax Υρϗϊϕϛ (3-4)

river ϖξ ([) (1-5)

relief υϚϘϚ (ʳ̭) (ϕϛ) (2-7)

room ΦϘπϗ (ͩȂ) (2-8)

religion Ϙπϙϔϑϙ (ǻʹ) (3-4)

room Λλ (ͶΈ) (1-2)

religion (study of ) Ϙπϙϔϑϙϐϗ (ǻʹΑ) (1-2s)

roommate КСϳЀСМ (1-2)

relocate, move ήρϓϕ (̻ρƚϕ) (2-4)

rot ϗωϛ (Łϛ) (2-8)

remain εϓϛ (˹ϛ) (3-3)

round ψϛϜ (ŵϜ) (1-7)

remove ΙΟ (ĽΟ) (2-1)

rude ϘϒμϜ (ȕˢ) (2-3)

rent for a house λόϚ (ͳě) (3-3)

run κϘϛ (ijϛ) (1-9)

rent for a room ΛλδϜ (ͶΈ̹) (3-3)

Russia ЉЗН (1-1s)

repeat ϗϊϖτϕ (őϊƐϕ) (3-7)

Russian cuisine ЉЗНϊϑϙϊ (ЉЗН΂Ί) (2-1s)

reply ΛϚϏ (Ɛͱ) (ϕϛ) (1-6)

Russian language ЉЗНν (ЉЗНΏ) (1-1s)

reporting document, term paper ЋЃСМ (1-4)

Russian national ЉЗНϏϚ (ЉЗНΐ) (1-1s)

require ϖϖϛ (1-6) research σϚϔπϙ (ˤ˟) (ϕϛ) (2-4)

[S]

resemble χϛ (Ǫϛ) (2-4) reserved Ϗζ (͔͓) (3-5)

sad ϖςϘϜ (DZϘϜ) (3-6)

reside, live ϕί (ʼί) (1-5)

sad ϖςϘί (DZϘί) (3-2)

respect γϚσϜ (gȿ) (ϕϛ) (3-5)

safe υϚΞϚ (ʳ͇) (3-4)

responsibility φϔχϚ (čÝ) (2-5)

sake shop ωϖλ (ƍΈ) (1-5s)

request, favor ώΪϐϜ (ώȄϜ) (ϕϛ) (2-4)

salty, spicy ϖοϜ (ˈϜ) (1-7)

response rate ϖϜϋϙϊϒ (ȽƳ&) (2-7)

same ώςϏ (ɟϏ) (1-7)

Glossary(E–J) sandals ϮРϼК (2-1s)

shaking hands υϗϘπ (ØΌ) (ϕϛ) (3-4)

Sanskrit ϮРПВЛГМ (1-1s)

shallow υωϜ (yϜ) (3-8)

sashimi ωϘζ (1-3s)

shape, form ϖύό (˭) (2-8)

satisfaction ψϚΘϗ (ʡͅ) (ϕϛ) (3-6)

she ϖεϏϑ (Ǧ͖) (1-1)

Saturday αΰϙΫ (ɳ͍Ύ) (1-2)

shiny ΗϖΗϖ (1-6)

savings, deposit όϑϔϚ (ǀ͘) (ϕϛ) (2-5)

shirt ЗЍД (2-1s)

say Ϝϙ (͕ϙ) (1-6)

shoe shop ϗϒλ (̑Έ) (1-5s)

say (honorific) ώρϘΨϛ (2-5)

shoes ϗϒ (̑) (1-5)

say (humble) ιϙϕ (Ǖϕ) (2-6)

shopping ϖϜιε (ƼϜͽ) (2-1)

scared ΫϗΫϗ (2-7)

short ζϏϖϜ (ƫϜ) (1-6)

scared, be afraid of ϓξϜ (ǬϜ) (1-6)

short novel ύϚΓϚϘϑϙφϒ (ƫŌ̿ɤ) (3-8)

scatter όοϖϛ (ɀοϖϛ) (3-1)

shorts κϚϺϦР (ɱϺϦР) (2-1s)

scenery σϘϔ (‡΀) (3-5)

show ζφϛ (ͬφϛ) (1-7)

scholar ϐϗϘΨ (Α͐) (3-3)

shower ЗЍϻС (2-1)

school ϐρϓϙ (Α͠) (1-2)

shower χξϖυθ (χξϖ̍) (2-5s)

school president ϓϙόϑϙ (͒͠) (2-7)

shrine ϏϚϏΨ (ʨͤ) (1-5)

scold Ϙϖϛ (ůϛ) (2-3)

siblings ϔϑϙδϜ (ʭʷ) (2-5)

sea, ocean, beach ϙζ (̇) (2-2)

siblings (female) ϘψϜ (ɍɹ) (2-5)

search ωϐϕ (¥ϕ) (1-9)

sickness, illness Ϋϑϙϔ (̬͸) (1-3)

season ϔφϒ (ǾG) (1-7)

side ΰϓ (ȵ) (1-5s)

seat φϔ (ʤ) (3-7)

side, view θϚ (̒) (2-8)

second semester χϐρϔ (ɁΑͰ) (1-3)

sightseeing ϖϚϓϙ (ǑȆ) (ϕϛ) (3-1)

second-year student χΪϚφϜ (ɁͿ΍) (1-1)

signature ϘϑθϜ (Ʊ͎) (ϕϛ) (3-3)

secret ήζϒ (c=) (3-4)

silent δψϛ (ļϛ) (3-5)

see, watch, look ζϛ (ͬϛ) (1-3)

silver (color) ΠϚϜέ (Ǎ΀) (2-1s)

self ϏβϚ (Ͳ͌) (2-2)

simple, easy ϖϚύϚ (Ʒ˴) (1-2)

self Ϗϓ (ͲȖ) (2-2)

simultaneously αϙϏχ (ɟͧχ) (2-5)

self-introduction ϏϓϘϑϙϖϜ (ͲȖƻɅ) (ϕϛ) (2-2)

sing ϙύϙ (ʐϙ) (2-5)

self learning ϏϘπϙ (Ͳ͏) (ϕϛ) (2-2)

singer ϖϘπ (ʐΌ) (3-2)

sell ϙϛ (ǣϛ) (2-3)

sit ϕξϛ (ϛ) (1-6)

semester ϐρϔ (ΑͰ) (1-3)

skating ПϿСМ (ϕϛ) (3-5)

send ώϗϛ (Ťϛ) (2-7)

skilled Ϗϑϙ΢ (΃Ό) (1-6)

senior member φϚΚϜ (͋Ɣ) (2-1)

skillfully, well ϙψϗ (2-2)

sentence βϚ (΁) (2-4)

sky γο (˞) (3-4)

separate ξϖμϛ (͌ϖμϛ̶̤μϛ) (2-6)

slacks (women’s) ПЙГВП (2-1s)

separate, other Ρϒ (̤) (2-4)

sleep ϜΪίϊ (ʩʢϊ) (ϕϛ) (3-4)

several, a few Ϝϗϒι (2-4)

sleep ϕϜζϚ (ʢ) (3-4)

several times ςϚαι (ʶ̫ι) (2-5)

sleep, go to bed Ϊϛ (ʯϛ) (1-2)

severe, strict ϔΫϘϜ (ȹϘϜ) (2-4)

sleepy ΪίϜ (ʢϜ) (1-2)

297

298

Glossary(E–J)

slippers ПЛГЎ (2-1)

souvenir, gift ζλΦ (ɳǔ) (2-3)

slow ώγϜ (ʚϜ) (1-7)

spacious, wide ήέϜ (ˀϜ) (1-6)

slowly Υρϗϊ (1-6)

Spain ПЄОР (1-1s)

small όϜωϜ (̿ωϜ) (1-1)

Spanish language ПЄОРν (ПЄОРΏ) (1-1s, 2-8)

small number ϕϗςϜ (ˠςϜ) (1-7)

Spanish national ПЄОРϏϚ (ПЄОРΐ) (1-1s)

small space, narrow φψϜ (NjϜ) (1-6)

speak κςϕ (΋ϕ) (1-3)

smile, laugh ξοϙ (ʰϙ) (2-4)

speak ϘΨΡϛ (ňϛ) (3-4)

smiling χϓχϓ (3-2)

speaker κςϘη (΋ϘΌ) (2-8)

smoke ϕϙ (ƈϙ) (ύΧϓά) (2-8)

special ϋϗΡϒ (ʆ̤) (1-9)

snacks, sweets ώϖϘ (ώ˻·) (2-3)

spicy, salty ϖοϜ (ˈϜ) (1-7)

sneakers ПІСБС (2-1s)

spill ϓΝϕ (2-6)

sneakers ϙϚαϙΟϒ (̠̐̑) (2-1)

spill ϓΝμϛ (2-6)

snow Υϔ (ʖ) (1-6)

spine, back φ (ɗ) (1-7)

snow ΥϔϐΩϛ (ʖϐɠϛ) (1-6)

splendid ϊρΚ (ʮƘ) (3-8)

soaking wet ΫϘϑΫϘϑ (2-4)

spoon ПЈСР (3-3s)

soap φρσϚ (ĭ) (2-6)

sports ПЃСД (2-2)

soba-noodle shop γΧλ (γΧΈ) (1-5s)

spring κϛ (ȟ) (1-3)

society ϘΨϖϜ (ͤ͵) (3-3)

spring semester κϛϐρϔ (ȟΑͰ) (1-3)

sociology ϘΨϖϜϐϗ (ͤ͵Α) (1-2s)

square Ϙϖϗ (̎ˊ) (1-7s)

sociology department ϘΨϖϜϐϗβ (ͤ͵ΑͶ)

square ϘϖϗϜ (̎ˊϜ) (1-7s)

(2-7)

stand ύϒ (ʮϒ) (1-6)

socks ϲГВП (2-1s)

star ΣϘ (Ã) (3-6)

socks ϗϒϘύ (̑ͩ) (2-1s)

starting a job ϘπϙϘϑϗ (ȉɴ) (ϕϛ) (3-1)

sofa ϲЏϪ (1-5)

station (train) τϔ (ȼ) (1-4)

soft λξοϖϜ (æοϖϜ) (3-3)

stationery ΫϚφϚ (ːC) (2-5)

software ϲЏМ (1-4)

stationery store βϚΝϙΟλ (΁»ǿΈ) (1-5s)

solution ϖϜσϒ (ˋ̀) (ϕϛ) (3-5)

stay ύϜΜϜ (ɻ̆) (ϕϛ) (2-5)

sometimes ϋϔαϔ (ͧȳ) (1-4)

stay overnight ϋψϛ (Ɠψϛ) (3-1)

son (one’s own) ίϕϓ (Ǯ·) (2-5)

steal Ιϕί (ί) (2-4)

son (other’s) ίϕϓωϚ (Ǯ·ωϚ) (2-5)

step up υϐϛ (΃ϐϛ) (2-1)

song ϙύ (ʐ) (2-5)

stomach ώςϖ (ώƭ) (1-7)

soon ιϙϕΟ (1-6)

stop ϋψϛ (˵ψϛ) (2-1)

sound ώϋ (̴) (2-4)

stop ϋθϛ (˵θϛ) (3-7)

south ζςζ (ɕ) (1-5)

store ζφ (ʽ) (1-4)

south entrance/exit ζςζΟό (ɕ͜) (3-1)

store clerk ηϚϜϚ (ʽɏ) (3-3)

South Korea ϖϚϓϗ (̳΅) (1-1)

storm υοϘ (\) (2-5s)

South Korean cuisine ϖϚϓϗϊϑϙϊ (̳΅΂Ί) (2-1s)

story κςϘ (΋) (2-5)

South Korean national ϖϚϓϗϏϚ (̳΅ΐ) (1-1)

straight ψρϕΟ (2-1)

southern part ςϚβ (ɕͶ) (3-1)

strange ΛϚ (̃) (2-4)

Glossary(E–J) strange, odd ΩϘΠ (͗˱ɛ) (3-6)

299

[T]

stress ПМЋП (2-7) strict, severe ϔΫϘϜ (ȹϘϜ) (2-4)

t-shirt ЅϴСЗЍД (2-1s)

stroll ωϚΔ (ɀƌ) (ϕϛ) (1-7)

table ЅСϾК (1-5)

strong ϒΰϜ (ʵϜ) (2-5)

Taiwan ύϜξϚ (˺ƿ) (1-1s)

strong, thick ϓϜ (ǁϜ) (3-3)

Taiwanese national ύϜξϚϏϚ (˺ƿΐ) (1-1s)

student ϐϗφϜ (Α΍) (1-1)

take ϋϛ (óϛ) (1-9)

student from abroad ϊπϙϐϗφϜ (̮Α΍) (1-7)

take a bath ΩέχκϜϛ (ͨ́χ̽ϛ) (2-1)

study ΡϚϔϑϙ(Ǻʵ) (ϕϛ) (1-1)

take a photograph ϘΨϘϚάϋϛ (ǟ̪άÖϛ) (2-2)

study (room) ΡϚϔϑϙΡλ (ǺʵͶΈ) (3-1)

take a shower ЗЍϻСάυΫϛ (ƙΫϛ) (2-1)

study abroad ϊπϙϐϗ (̮Α) (ϕϛ) (1-7)

take an exam ϘσϚάϙσϛ (́͑άòσϛ) (2-1)

study in advance ΰϘπϙ (ʠ͏) (ϕϛ) (2-7)

take someone ϒμηϜϗ (ʝμηͭϗ) (2-2)

submit δϕ (Άϕ) (1-5)

take something ιρηϜϗ (̖ρηͭϗ) (2-2)

success φϜϓϙ (̘å) (ϕϛ) (3-6)

talent ωϜεϙ (Ǹ̡) (3-6)

suddenly ϔπϙχ (ʌχ) (2-5)

talk κςϘ (΋) (2-5)

suffer ϗϛϘί (ɣϘί) (3-4)

tangerine ζϖϚ (ô¢) (1-4)

suffering ϗϛϘϜ (ɣϘϜ) (3-6)

taste υϏ (͓) (3-5)

sufficient ύϊϛ (ͅϊϛ) (2-4)

tea ώόΨ (ώͥ) (1-3)

sugar ωϋϙ (L) (2-4)

tea ceremony ωαϙ̶όΨαϙ (ͥˆ) (3-5)

suit (men’s) ΞΫέ (ɗˀ) (2-1s)

tea cup Υεζ (̏ɝζ) (3-3)

suit (women’s) ПСД (2-1s)

teach ώϘτϛ (ʹτϛ) (1-7)

suitcase ПСДϿСП (2-8)

teacher, doctor φϚφϜ (͋΍) (1-1)

sukiyaki ϕϔλϔ (ăÓϔ) (1-3s)

teaching, lesson ϔϑϙϗϚ (ʹɨ) (3-4)

summer ςϒ (Œ) (1-3)

teapot for green tea ϔπϙϕ (ʌº) (3-3s)

summer kimono Υϖύ (ƙ÷) (2-1s)

teapot for black tea ЅϴСЃГМ (3-3s)

Sunday χόΰϙΫ (Ύ͍Ύ) (1-2)

tear λβϛ (ˣϛ) (3-8)

superior ϕΟμϛ (ˌμϛ) (3-8)

tear λβμϛ (ˣμϛ) (3-8)

supermarket ПСЎС (1-5s, 3-4)

technology ЅВϰЉЕС (2-5)

supper, dinner ΧϚνκϚ (̔ν̧) (1-3)

telephone ΤϚξ (ͺ΋) (ϕϛ) (1-4)

surgery ϘπϏπϒ (Ό̛) (3-4)

telephone charge ΤϚξδϜ (ͺ΋̹) (3-3s)

surprised ώαέϗ (šϗ) (2-4)

telephone number ΤϚξΧϚνϙ (ͺ΋ͣ˽) (1-4)

surprised Ϋρϗϊϕϛ (2-3)

television ЅЋϽ (1-3)

sushi ϕϘ (Ǣ̶jŧ) (1-3)

tell a lie ϙγάϒϗ (Ʉάϒϗ) (2-5)

sushi shop ϕϘλ (ǢΈ) (1-5s)

temple ηο (l) (1-5)

sweater ϥСИС (1-4s)

tempura ηϚΕο (Ǜŭŗ) (1-3s, 2-8)

sweet, bland υψϜ (ǓϜ) (1-7)

ten-thousand-yen bill ϜόψϚτϚωϒ (ͪĿˑȨ)

sweets, snacks ώϖϘ (ώ˻·) (2-3)

(1-5)

swim ώΰΟ (ƖΟ) (2-2)

tennis ЅІП (2-2)

swimming ϕϜτϜ (˾Ɩ) (ϕϛ) (2-2)

term paper, reporting document ЋЃСМ (1-4)

300

Glossary(E–J)

test ЅПМ (1-5)

this kind of ϓϚς (1-2)

textbook ϔϑϙϖϘϑ (ʹa;) (1-5)

this month ϓϚΦϒ (ͮ͟) (1-3)

Thai cuisine ИОϊϑϙϊ (ИО΂Ί) (2-1s)

this morning σω (ͮ̉) (1-3)

Thai language ИОν (ИОΏ) (1-1s)

this person ϓόο (1-1)

Thai national ИОϏϚ (ИОΐ) (1-1s)

this semester ϓϚϐρϔ (ͮΑͰ) (1-3)

Thailand ИО (1-1s)

this side ηψτ (Ό͛) (1-5s)

thank you note μϜϏϑϙ (ˢNJ) (2-8)

this way ϓϙ (1-6)

that γμ (1-1)

this week ϓϚϘπϙ (͈ͮ) (1-3)

that kind of υϚς (1-2)

this year ϓϋϘ (ͮͿ) (1-3)

that kind of γϚς (1-2)

thought ϖϚϐτ (̥τ) (2-2)

that over there υμ (1-1)

thought ϖϚϐτνϋ (̥τͱ) (3-5)

that person γόο (1-1)

throat εα (ɇ) (1-7)

that person over there υόο (1-1)

throw away, discard ϕηϛ (¨ηϛ) (3-3)

that way γϙ (1-6)

thumb ώλΥΫ (ͫ͞) (1-7s)

that way υυ (1-6)

Thursday ιϗΰϙΫ (ʗ͍Ύ) (1-2)

that way, there γόο(1-4)

ticket ϔρΕ (ͦ;) (1-4)

that way, over there υόο (1-4)

tidy up ϖύΖσϛ (ʃúσϛ) (2-2)

theater ΦϔϏϑϙ (ɵ̈́) (3-1)

tie a necktie ϬВИОάϘθϛ (2-1)

theater/play τϚΦϔ (ɼɵ) (1-2s)

time ϏϖϚ (ͧͷ) (1-5)

then γϘύο (2-3f )

tired, exhausted ϒϖμϛ (Ǚμϛ) (3-1)

then ϕϛϋ (2-3f )

toast МСПМ (1-4)

there, that place γϓ (1-5)

today ϔϑϙ (ͮΎ) (1-1)

there, that way γόο (1-4)

toe υϘεΥΫ (ͅε͞) (1-7s)

therefore δϖο (1-3f )

together ϜρϘϑχ (ͪūχ) (1-2)

these days ϓενέ (ϓε«) (1-6)

tomorrow υϘύ (ˮΎ) (1-1)

thesis έϚβϚ (ġ΁) (2-7)

tonight ϓϚΧϚ (ͮ̔) (1-3)

thick υϒϜ (ýϜ) (3-3)

tooth, teeth κ (ʏ) (2-1)

thick, strong ϓϜ (ǁϜ) (3-3)

toothbrush κϾЙЗ (ʏϾЙЗ) (1-4s)

thigh Ωϋιι (ȍĹ) (1-7s)

toothpick ΰϙϏ (–m) (1-4s)

thin (become) λφϛ (φϛ) (2-3)

top, above ϙτ (΃) (1-5)

thin, weak ϙϕϜ (ǘϜ) (3-3)

towel ИЌК (1-4s, 2-6)

thin ΣγϜ (QϜ) (2-6)

town, city ψό (Ǘ) (1-5)

thing ϓϋ (1-2r, 1-7)

town hall ϘλϗϘϑ (ʥǥ̸) (1-5s)

thing ιε (ͽ) (1-2)

tradition ΤϚϋϙ (̯Ƹ) (3-5)

think ώιϙ (˱ϙ) (1-6)

traffic jam ϏπϙύϜ (¿ɻ) (3-7)

think ϖϚϐτϛ (̥τϛ) (2-5)

train ΤϚϘΨ (ͺ̱) (1-4)

third-year student ωϚΪϚφϜ (ȶͿ΍) (1-1)

train station τϔ (ȼ) (1-4)

thirsty ϖξϗ (εα (ɇ) ϐ) (1-7)

transfer (school) ηϚϐϗ (͆Α) (ϕϛ) (3-1)

this ϓμ (1-1)

transfer (work) ηϚϔϚ (͆Ɋ) (ϕϛ) (3-1)

Glossary(E–J) translate λϗϕ (˔ϕ) (2-4)

use ϒϖϙ (ʸϙ) (1-4)

translation (text) ΣϚλϗ (ĵ˔) (ϕϛ) (2-4)

used car όπϙϓϘΨ (ΉȪ̱) (2-3)

transmit ϒύξϛ (̯ξϛ) (2-7)

usually ύϜηϜ (΄³) (1-4)

trash, garbage νζ (3-4)

utility ϓϙΪϒή (Ȇ̕˒) (3-3s)

travel ϊϑϓϙ (Ⱥͭ) (ϕϛ) (1-6) tray ώΝϚ (ώ) (3-4)

[V]

tree ϔ (ʗ) (1-4s) triangle ωϚϖϗ (ȶˊ) (1-7s)

vacation, break, rest λϕζ (ʊζ) (1-6)

troubled ϓψϛ (Ȼϛ) (2-1r, 2-3)

various ϜέϜέ (΀ȳ) (1-5)

troublesome θϚαϙϗωϜ (̒ȔϗωϜ) (3-6)

vase ϖΫϚ (̟,) (1-4)

trust, believe in ϘϚϏϛ (ˁϏϛ) (2-4)

vegetable λωϜ (íƞ) (1-7)

Tuesday ϖΰϙΫ (Ð͍Ύ) (1-2)

vegetable garden κύσ (2) (2-7)

tuition, educational fee ϐϗή (Α˒) (3-3s)

vegetable store λώλ (īƣΈ) (1-5s)

Turkey МКА (1-1s)

vegetarian ωϜϘϑϗϘπΠϘΨ (ƞͼˏư͐) (3-3)

Turkish language МКАν (МКАΏ) (1-1s)

vehicle εϊιε (ʞϊͽ) (2-5)

Turkish national МКАϏϚ (МКАΐ) (1-1s)

vertical writing ύηϐϔ (ŏ;ϔ) (2-8)

turn ψϐϛ (~ϐϛ) (2-1)

very ϋηι (1-1)

turn ΧϚ (ͣ) (2-7)

very ΢ϜβϚ (µ͌) (1-4)

turn off ϔτϛ (Ɖτϛ) (3-1)

very old ΝέΝέ (1-6)

turn off σϕ (Ɖϕ) (3-1)

video ϽϱЌ (1-7)

turn on ϒϗ (3-1)

Vietnamese cuisine ϵМЂϳϊϑϙϊ (ϵМЂϳ΂Ί)

turn on ϒσϛ (3-1) typhoon ύϜΩϙ (˺ͨ) (2-5s)

(2-1s) village ίο (s) (1-5) violin ЊОЌЛР (2-2)

[U]

visible ζτϛ (ͬτϛ) (1-9) visit ύ΢Ϊϛ (ÙΪϛ) (2-3)

umbrella ϖω (ȗ) (2-3)

vocabulary νϜ (Ώ ) (2-7)

unavailable ΩϏΥϙ (͗Ͳʋ) (2-8)

vocabulary item ύϚν (˴Ώ) (2-7)

uncle (one’s own) ώϏ (˶͊) (1-4)

voice ϓτ (Ŗ) (2-4)

uncle ώϏωϚ (˶͊ωϚ) (1-4)

voice mail ϛϕΧϚΤϚξ (̨̮ͣͺ΋) (2-5)

unconcerned ΛϜϔ (ʣ͸) (3-1) under, below Ϙύ (ͩ) (1-5)

[W]

underage ζφϜΪϚϘΨ (u̘Ϳ͐) (2-8) understand ξϖϛ (͌ϖϛ) (1-1)

waist ϓϘ (ʼn) (1-7s)

unexpected ϜϐϜ (̺͚) (3-2)

wait ψϒ (˯ϒ) (1-6)

unfortunate Ωϓϙ (͗Ȏ) (3-6)

waiting room ψόυϜϘϒ (˯͝˜) (2-5)

unique ϋϗϘπ (ʆ) (2-8)

wake someone up ώϓϕ (ʻϓϕ) (3-4)

unskilled Λύ (ͩΌ) (1-7)

walk υϛϗ (ƌϗ) (1-3)

urban area ϋϖϜ (ˍ͵) (3-1)

wall ϖΡ (ř) (2-6)

301

302

Glossary(E–J)

wallet ωϜΩ (ćU) (1-5)

where αϓ (1-2)

want ΣϘϜ (‰ϘϜ) (1-5)

which αε (1-2)

war φϚγϙ (Ţ) (2-8)

which (of many) αμ (1-2)

warm υύύϖϜ (ƒϖϜ) (1-1)

which (of two) αόο (1-7)

warm υύύθϛ (Áθϛ) (2-6)

white Ϙέ (Ϝ) (ơϜ) (1-4)

warning όπϙϜ (ƕ̺) (ϕϛ) (2-8)

who δμ (Lj) (1-2)

wash υοϙ (ʘϙ) (2-1)

who (polite) αόο (1-2)

waste ίδ (DŽɫ) (3-5)

who (polite) αςύ (1-2)

watch, clock ϋσϜ (̝ͧ) (1-3)

why αϙϘη (1-2)

watch, look, see ζϛ (ͬϛ) (1-3)

why (colloquial) ςϚΤ (1-9f, 2-3)

water (cold) ζ΢ (˾) (1-3)

why (formal) ςΞ (1-2)

water (hot) Υ (̏) (1-3r, 2-6)

wide, spacious ήέϜ (ˀϜ) (1-6)

weak ΰξϜ (ǡϜ) (2-5)

wife (other’s) ώϗωϚ (žωϚ) (3-4)

weak, thin ϙϕϜ (ǘϜ) (3-3)

wife (one’s own) ϖςϜ (ͳș) (3-4)

weaken ΰξϛ (ǡϛ) (3-5)

wife ϒψ (ť) (3-4)

wear ϔϛ (˥ϛ) (2-1)

win ϙόϖϒ (¸όɃϒ) (3-8)

wear κϗ (Țϗ) (2-1)

win ϖϒ (Ƀϒ) (2-5)

wear glasses θϐΪάϖσϛ (ƩƢάϖσϛ) (2-1)

wind ϖΞ (ͨ) (2-5)

wear a hat ΝϙϘάϖβϛ (ȑ·άϖβϛ) (2-1)

wind blows ϖΞϐΩϗ (ͨϐɜϗ) (2-5s)

weather ηϚϔ (Ǜ͸) (1-1)

window ψα (9) (1-5)

wedding ceremony σρϓϚϘϔ (˘˙˪) (2-1)

wine purple υ΢ϔϜέ (υ΢ϔ΀) (2-1s)

Wednesday ϕϜΰϙΫ (˾͍Ύ) (1-2)

winter ΩΥ (Ģ) (1-3)

weekend Ϙπϙψϒ (͈Ȧ) (1-5)

with great effort φρϖϗ (3-5)

weight ύϜϏπϙ (ʹʾ) (3-8)

without fail ϖςο΢ (ǩ΢) (2-3)

well, often ΰϗ (1-1)

woman ώϚςεήϋ (͖εΐ) (1-2)

well, skillfully ϙψϗ (2-2)

wonderful ϕΧοϘϜ (ɓȡοϘϜ) (2-2)

west χϘ (̚) (1-5)

woods κλϘ (Ȯ) (1-5)

west entrance/exit χϘΟό (̚͜) (3-1)

word, vocabulary item ύϚν (˴Ώ) (2-7)

Western clothes ΰϙΩϗ (̼̈) (2-1)

word, language ϓϋΧ (͕˷) (1-4)

Western cuisine φϜΰϙϊϑϙϊ (̼̚΂Ί) (2-2)

work ϒϋθϛ (Ɋθϛ) (2-3)

Western food ΰϙϘϑϗ (̼ͼ) (2-1)

work κύοϗ (ċϗ) (2-3)

western part φϜβ (̚Ͷ) (3-1)

work, job Ϙνϋ (ʄͱ) (ϕϛ) (1-7)

Western sweets ΰϙϐϘ (̼˻·) (2-4)

workplace ϘϑϗΧ (ɴ̈́) (3-6)

Western world φϜΰϙ (̼̚) (2-6)

world φϖϜ (ʙ1) (1-7)

wet Ιμϛ (Ìμϛ) (2-4)

worry ϘϚΚϜ (̭ŷ) (ϕϛ) (2-1)

what ςχ̶ςϚ (ʶ) (1-2)

worry ςλζνϋ (ǯζͱ) (2-6)

what kind of αϚς (1-2)

wrapping cloth ΩέϘϔ (1-7)

wheat noodle ϙαϚ (1-3s)

wrist ηϗΫ (Ό̋) (1-7s)

when Ϝϒ (1-2)

write ϖϗ (;ϗ) (1-2)

Glossary(E–J) writer, author ωρϖ (ˉͳ) (2-4)

yesterday ϔεϙ (ÀΎ) (1-3)

writing system ήϑϙϔΣϙ (əɧ̌) (2-8)

you υςύ (ĕ̓) (1-1)

303

young ξϖϜ (ɢϜ) (1-7)

[Y]

young adults ξϖϜϓ (ɢϜ·) (3-4) young people ξϖιε (ɢ͐) (2-4)

yard, garden χξ (ʺ) (1-6)

younger brother (one’s own) ώϋϙϋ (ʷ) (1-3)

yellow ϔϜέ (Ϝ) (ɂ΀Ϝ) (2-1)

younger brother (other’s) ώϋϙϋωϚ (ʷωϚ) (1-3)

yellow-green ϔζαϊ (ɂɬ) (2-1s)

younger sister (one’s own) Ϝιϙϋ (ɹ) (1-3)

yes ττ (1-1f )

younger sister (other’s) ϜιϙϋωϚ (ɹωϚ) (1-3)

yes κϜ (1-1f )