Genki I (Second Edition) (2011), With PDF Bookmarks!

PREVA i WAZ) ™’~ a AN INTEGRATED COURSE IN ELEMENTARY JAPANESE SECOND EDITION ——— la Eri Banno SFA Yoko Ikeda RF Yutaka Ohno BFR Chikoko Shinagawa NMIBEF Kyoko Tokashiki MEMOBAST: D) resents ou oeHET 1 A(T HROF 4 AZINE, MPS BROT SY SBE 1 VORBEN TVET. Fy Ea BRT IRA RF ¢ FRB CBEL TK ER U0 CD FL —V-THBETEREADT, TREC KEL. Note on the accompanying disk ‘The disk that comes with this book contains digital audio files in MP3 format. The files can be played on computers or digital audio players, but not on CD players. ‘Copyright ©2011 by Eri Banno, Yoko Ikeda, Yutaka Ohno, Chikako Shinagawa, and Kyoko Tokashiki, All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of the publisher. First edition: May 1999 Second edition: March 2011 sth printing: May 2012 Illustrations: Noriko Udagawa and Reiko Maruyama English translations and copyreading: 4M Associates, Inc., and Umes Corp. Narrators: Miho Nagahori, Yumiko Muro, Tomoki Kusumi, Tsuyoshi Yokoyama, and Kit Pancoast Nagamura Recordings: TBS Service, Inc. Typesetting: guild Cover art and editorial design: Nakayama Design Office Gin-o Nakayama and Akibito Kaneko Printing: Tosho Printing Co,, Ltd. Published by The Japan Times, Ltd. 5-4, Shibaura 4-chome, Minato-ku, Tokyo 108-0023, Japan Phone: 03-3453-2013 ‘Website: http://bookclub japantimes.co,jp/ Genki-Online: http://genki,japantimes.co.jp/ ISBN978-4-7890-1440-3 Printed in Japan[kL HI ARNE 1909 ESTA SNA (MRA AGE IFAS] OBA TH. WML HBS ORE GRPM HOH 4 IAL THREE, Mile aT a EL AA COB, MHMEMTT SCL ERV ELAS TPA R] 1d 199948, HAREM L oT MART OL FEB E OT [BU Fo) HAE HILT. FRR O=— AMA B Elem Lf ESA LEAS MBCA SUAS MALAICMMLE LE. bESEH ACHAE PES SPA EMAL EBM CLEA, FOR HA HUF Cie < HET BK MA SNS LICRO ELE. Thich, [bo ESCHMAUS LU) HAGE SO SOU TEL] BEL VAD BOMBA, CRAM ONS LIZED ELA ER. MMA S 10 EDEDAGES. HES OORT OBA TE TOE Lo COUAMTS FAS] ORRCTHS PHAPTS] EOE, Ab ORRP ROWE RMSET. MLOAAOBM, WATETOEL Zo WATERICIL 2 LOMA SR LE LIAS FECLY GS OIBART PORTS ROLE HAL THEFT. BATMO MEMS Xo THE, FAR] SMM LTC RS oTHBS LO KAGRLAEO GX OWNER, KSERHNEEY ELA. bt DRAVALET. ER. FR MGA] ObL-RV-FKROTHST FARE TC ES ORFHMOY FEA, YrAvet hAOWER F LEANED &, MMR Fo LEI CK RS ORY HRY IT AZHMAOWA TAS Al, BBM SY RM LET. COMLY THAR] CT WoT TRL SK HAMEEA TORETSIE Ello CHET. 2011 481 alPreface ‘This is a revised edition of the textbook GENKI: An Integrated Course in Elementary Japanese, which was published in 1999. Since it first came out, GENKI has become widely used by teachers and students of Japanese and has gone through numerous reprintings. Such wide acceptance led to the decision to publish this revised edition. In 1999, our aim was to develop a textbook that teachers would find convenient and helpful, and one that students could easily use. We thus wrote the book based on a survey of students’ needs and refined it through many test-teaching situations. Originally meant as a text for foreign students studying in Japan, GENKI gained popularity among those studying in other countries as well. As use increased, we began to hear from those who wanted “more information on culture” and “audio aids appended to the text” It’s also been more than ten years since GENKI was originally published, and the passage of time has required revisions to vocabulary and expressions. ‘While retaining the ease-of-use quality for teachers, we have added new content and revisions that reflect our experiences and the voices of those who have used the text. The task of revision took two years to complete, We believe that this effort has resulted in a book that instructors and students will find even easier to use and learn from. ‘The opinions of the teachers and students who have used GENKI have been a major driving force in the preparation of this revised edition. We are truly grateful to those who have provided this input. The authors would also like to express their sincere appreciation to the following: Noriko Udagawa, our illustrator, whose work has become a GENKI trademark; the staff of The Japan Times; and particularly to Chiaki Sekido of the Publications Department of ‘The Japan Times, who has worked tirelessly with us on this project since its inception. It is our hope that students of the language will find additional pleasure in learning Japanese by using this new edition of GENKI. ‘The Authors January 2011muss ASO B
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BIMNALODMARIHVIC Lo TO OEMSMEM HEOTC EBALETT, fl: ace OR x e vot FREE Se SL YS OW CVU CH OF HO Te Oe sos18 | | Introduction I Aim and purpose GENKI: An Integrated Course in Elementary Japanese is a textbook for beginners in the study of the Japanese language. Students can complete the elementary-level study of Japanese in the 23 lessons of this text, which is divided into two volumes. ‘The book is designed mainly for use in university courses, but is also effective for high school students and adults who are beginning to learn Japanese either at school or on their own. Hopefully, students will have at least a basic knowledge of English, because grammar explanations are given in English. GENKI: An Integrated Course in Elementary Japanese is a comprehensive approach to developing the four basic language skills (listening, speaking, reading, and writing), which aims to cultivate overall Japanese-language ability. Emphasis has been placed on balancing accuracy, fluency, and complexity so that students using the material will not end up speaking accurately yet in a stilted manner, or fluently but employing only simple grammatical structures. II Revised edition ‘The revised edition features changes in four major areas. 1. Addition of Culture Notes Each lesson now contains a “Culture Note,” which is designed to enhance students’ knowledge of Japan through information on Japanese culture and daily life. 2. Audio material bundled with text and workbook Audio aids, which had previously been sold separately, have now been added to the textbook and workbook in MP3 format. The addition of audio material for the workbook’s “Listen- ing Comprehension” exercises is especially convenient. We have also recorded the readings from the Reading and Writing section of the book. 3. Vocabulary and expressions We rigorously reviewed the vocabulary and expressions to replace words, such as “cassetteIntroduction >>> 19 tape” and “LL” that are no longer in common use, with words and phrases that students will encounter more frequently. 4, Grammar, practice and readings While no changes were made to the grammatical topics introduced in each lesson, we sup- plemented the text and/or made the necessary corrections to make the material even easier to understand. In the revised edition, we have replaced the negative forms of adjective and noun phrases -ku arimasen/-ja arimasen and -nakucha ikemasen, meaning “must,” with the -ku nai desu/ ja nai desu and -nakereba ikemasen/-nakya ikemasen forms, which are more commonly used in everyday life. We also increased communicative practice material—mainly dialogues—so that students would be given sufficient opportunity to practice the grammar that they learn. Moreover, we have updated the readings in the Reading and Writing section to make them more relevant to the Japan of today. I] Structure of the textbook ‘This textbook basically consists of three sections: Conversation and Grammar, Reading and Writing, and the Appendix. A detailed explanation of each part follows A> Conversation and Grammar ‘The Conversation and Grammar section aims at improving students’ speaking and listening abilities by having them learn basic grammar and by increasing their vocabulary. The Con- versation and Grammar section of each lesson is organized as follows: @ Dialogue ‘The dialogues revolve around the lives of foreign students living in Japan and their friends and families, presenting various scenes that students are likely to face in their daily lives. By practicing natural expressions and aizuchi (responses that make conversations go smoothly), students are able to understand how sentences are connected and how some phrases are shortened in daily conversation. Because the Dialogue section of each lesson covers a lot of new grammar and vocabulary, students may feel it is too difficult to understand at first. Don't be overly concerned, however, because the grammar and vocabulary will gradually take root with practice. Students can listen to dialogues on the accompanying audio aids (in MP3 format). Students are encouraged to practice regularly by listening to the audio and carefully noting pronunciation and intonation.20 @ Vocabulary The Vocabulary section presents all the new words encountered in both the Dialogue and Practice sections of each lesson. Words that appear in the Dialogue are marked with an as- terisk (+), Words are listed according to their function in Lessons 1 and 2, and by parts of speech in Lesson 3 and all subsequent lessons. In addition, all words presented in the text are also found in the Index at the end of each volume. Words found in the Vocabulary section of each lesson appear frequently in subsequent lessons, thus encouraging students to learn little by little each day. The new words, along with their English translations, also appear in the audio material, which enables students to absorb through listening. Starting with Lesson 3, the Vocabulary section also gives the kanji rendering, but students are not required to memorize the kanji orthography. This textbook does not indicate a word’s accents. The accent of a Japanese word varies considerably, depending on region, the speaker’s age (including the generation gap between speakers), the word’s inflections, and its connection with other words in the sentence. ‘Therefore, there is no need to be overly concerned about accent, but try to imitate as closely as possible the intonation heard on the accompanying audio aids. @ Grammar Easy-to-understand grammar explanations are provided so that even those studying on their own can easily follow. Students at school should read the explanations before each class. All grammar items covered in the lesson’s Practice section are explained in the Grammar section, Grammar and vocabulary that require explanation but are not practiced are sum- marized in the Expression Notes section at the end of each Grammar section. @ Practice For each grammar point covered, Practice sections provide drills that advance in stages from basic practice to application. The intent is to enable students to gain a grasp of Japanese naturally by completing the drills in the order presented. Basic exercises that call for a single predetermined answer are marked with a [il] and recorded with their answers on the audio aids, thus allowing students to practice and learn on their own. ‘The last part of the Practice section contains Review Exercises that help summarize what has been learned. For example, some exercises combine various topics covered in the lesson, while others require students to create dialogues by applying what was learned in the Dia- logue section. @ Culture Note ‘We have integrated a Culture Note section into each lesson, where we explain aspects of the culture and everyday life of Japan. These notes cover a wide variety of topics, ranging frommatters closely linked to language, such as kinship terms, to information deeply ingrained in daily life, such as the Japanese climate. Our hope is that these comments will serve as @ springboard for students to deepen their understanding of Japanese culture even further by taking steps of their own, such as by gathering information from the Internet or by discuss ing the topics with their Japanese friends. @ Useful Expressions When necessary, we include sections on Useful Expressions at the end of the lessons in order to present supplementary vocabulary and phrases. These sections list expressions that are related to the lesson’s topic (as in “Time and Age” in Lesson 1) or to particular situations (as in “At the Station” in Lesson 10). The vocabulary introduced in Useful Expressions is also listed in the index of each volume. B > Reading and Writing “The Reading and Writing section aims to foster comprehension and writing ability through the study of Japanese characters and through practice in both reading and writing. After learning hiragana in Lesson 1 and katakana in Lesson 2, students begin studying kanji in Lesson 3. Each lesson after Lesson 3 is organized as follows: @ Kanjilist ‘The list contains the new kanji introduced in each lesson. Students are exposed to about 15 new characters in each lesson. Since it is probably not feasible to learn all of these at once, we encourage students to tackle a few each day. We have formatted each kanji list as follows. (1) serial number (2) kanji (3) reading (5) compounds that include the kanji vy |rlge | ARUBA) book BARUEIEA) Taran =| pte BABB IEAC) Japanese language | WRX A (PEGE SA) Mr/Ms. Yamamoto 7 [oobi [tT FR * (4) meaning (7) stroke order (© stroke count The > mark appearing next to readings in item (3) indicates the on-yomi, or the reading of the character that was imported from China. The [> mark indicates the kun-yomi, or the native Japanese reading. The sound of on-yomi and kun-yomi may change when the kanji is used in certain words. For example, the ordinary pronunciation of # is gaku, but this becomes gak when the kanji is used in the word %## (gakkoo). Such derivative readings are also included in the readings section.22 Although some kanji have many readings, we include principally those readings that are appropriate for an elementary level course. Readings and words that are shaded should be memorized. The others are for reference, so students don’t need to memorize them. ‘The Reading and Writing section of the workbook includes practice sheets for the kanji learned in each lesson. Students should practice writing the kanji repeatedly, following the stroke order shown on the kanji list in the textbook. @ Practice GENKT I consists of kanji practice, readings for comprehension, questions about the content of the readings, and writing practice. Kanji practice is aimed at getting students accustomed to kanji through practice in various forms, such as reconstructing kanji from their compo- nent parts or making new words by combining kanji. Readings for comprehension are generally short and deal with subjects familiar to the students. They assume knowledge of the vocabulary and grammar that the student has learned in the Conversation and Grammar section. New words that appear in the readings are listed. At the end of each Practice section, we suggest topics for students to write on, GENKI I] contains readings for comprehension, questions about the content of the readings, and writing practice. The readings introduce Japanese as it is used in a variety of areas, ranging from letters and fables to essays and advertisements. They assume knowledge of the vocabulary and grammar that the student has encountered in the lesson so far, and with each lesson the readings become longer and more difficult. New words in the readings are listed in the order in which they appear. At the end of each Practice section, we suggest topics for students to write on. We provide recordings of these readings in both Volumes I and II of the revised edition. ‘These are denoted by a [4] mark, Students can listen to them through the accompanying audio aids (in MP3 format). C> Appendix ‘The Appendix of Volumes I and II contains an Index. The Japanese-English Index, in hiragana order, lists words and expressions from the Vocabulary and Useful Expression sections of each lesson (the index does not contain the vocabulary used in Culture Notes). The number next to a word indicates the lesson in which the word was introduced. In the English- Japanese Index, English equivalents to Japanese words are arranged in alphabetical order. In both indexes of this revised edition, verbs are indicated with [ru] [u] [irr.], to show which verb group they belong to. Also included in the Appendix are a map of Japan with the names of all the prefectures, a table of changes in the sounds of numbers and counters, and a table of verb conjugations.Introduction »>» 23 IV Orthography and font ‘The basic text is written in kanji and hiragana. In the case of kanji, we follow the official Joyo Kanji list. However, hiragana is used instead when the Joyo Kanji equivalent is deemed un- necessary for beginning students of Japanese. ‘The pronunciation of every kanji in the Conversation and Grammar section is indicated in hiragana so that this section can be studied alone. To lessen the burden on the students and allow them to study on their own, however, the “Greetings” unit and Lessons 1 and 2 are written in hiragana and katakana, alongside which the same statement is presented in romanization. The romanizations are purely for supplemental purposes and students should avoid relying on them too much. Students study hiragana and katakana in Lessons 1 and 2, respectively, of the Reading and Writing section. Students begin studying kanji in Lesson 3 of the Reading and Writing section. To encour age students to maintain a firm grasp of the kanji they have learned, the Reading and Writ- ing section does not provide hiragana readings for kanji that have already been introduced. The Japanese in the basic text is set mainly in the Textbook font, which resembles handwriting and serves as a good model for students. Students will encounter a variety of fonts used for Japanese materials, however, and should be aware that the shape of some characters differs considerably, depending on the font used. Note especially that in certain fonts two separate strokes may merge into a single stroke because they mimic the characters produced by a writing brush. Example: ‘Textbook font Mincho font Gothic font Handwriting rok Ode Ol UO FH OH Ay OY YS Ae Nk cS * ) b xr? heiseJapanese Writing System ‘There are three kinds of characters in Japanese: hiragana, katakana, and kanji.’ All three characters can be seen in a single sentence. be # katakana kanji = tT. I watch television. hiragana Hiragana and katakana, like the alphabet, represent sounds. As you can see in the above example, hiragana has a roundish shape and is used for conjugation endings, function words, and native Japanese words not covered by kanji. Katakana, which has rather straight lines, is normally used for writing loanwords and foreign names. For example, the Japanese word for “television” is written in katakana as # V E (terebi). Kanji, or Chinese characters, represent not just sounds but also meanings. Mostly, kanji are used for nouns and the stems of verbs and adjectives. @Hiragana 1. Basic Hiragana Syllables ‘There are forty-six basic hiragana syllables, which are listed below. Once you memorize this chart, you will have the skill to transcribe all of the Japanese sounds. There is another writing system called rdmaji (Roman letters) which is used for station names, signs, and so on.Japanese Writing System +++ 25 _ ra ri 2 2 8 * ‘The syllables L, , >, and are romanized as shi, chi, tsu, and fu respectively, to closely resemble English pronunciation. a J °"£ isalso pronounced as “wo.” Be ‘The romanization is given for general pronunciation reference. 2. Hiragana with Diacritical Marks You can transcribe 23 additional sounds by adding diacritic marks. With a pair of short diagonal strokes (” ), the unvoiced consonants k, s, f, and h become voiced consonants g, 2 d, and b, respectively. The consonant h changes to p with the addition of a small circle (* ). ae ¥ < iF z | se | ge ge = 7 as e ze za ji au ze 0 Efe fs | tle da ji zu de io (f u 3 x“ (F ba |i bu be bo ve Ted *& (ji) and J (zu) are pronounced the (f u 3 a (f same as U (ji) and + (zu), respec- pa Pi ad F po tively, and have limited use. 3. Transcribing Contracted Sounds Small ¥, 1D, and £ follow after letters in the second column (i-vowel hiragana, except \) and are used to transcribe contracted sounds. The contracted sound represents a single syllable.26 ae) am) ee ¥e | ¥o | ¥2 fya | kyu kyo ga gu 90 Le | Lo} le Ce] Ue] Us | sha | shu ‘sho ‘ja “ju jo | Bel} bo] be cha chu cho | _ Ile | ko | leak . —— rye | a ” Oh On Can Be | Uo Us ba _| bw | be tm | yw | ye Ue Ue) Oe Ar Ano) AL Pye pu | Pye mya | “myn | “myo Ye) Uo) Ue ya ry n0 4. Transcribing Double Consonants ‘There is another small letter, 2, which is used when transcribing double consonants such as ttand pp. Examples: #.of katta (won) cf. #* kata (shoulder) 5% sakka (writer) [Lol£ happa (leaf) Xs zasshi (magazine) Note double consonant n’s as in sannen (three years) are written with 4 + a hiragana with an initial n sound (#2, (2, 4, 4, and ®). Examples: %A424 sannen (three years) HANS annai (guide) 5. Other Issues Relating to Transcription and Pronunciation A. Long Vowels When the same vowel is placed one right after the other, the pronunciation of the vowel becomes about twice as long as the single vowel. Be sure to hold the sound long enough, because the length of the vowel can change one word to another.Japanese Writing Syster 27 aa BILHXA obaasan (grandmother) cf. BIE* A obasan (aunt) ii BUWAA ojiisan (grandfather) ce BUSA ojisan (uncle) uu FIU suuji (number) ee ‘The long ee sound is usually transcribed by adding an \ to an e-vowel hiragana. ‘There are a few words, however, in which @ is used instead of \y. ava eega (movie) BATA oneesan (big sister) 00 The long 00 sound is in most cases transcribed by adding an 3 to an o-vowel hiragana. There are, however, words in which the long vowel is transcribed with an &, for historical reasons. 1235.9 — hooritsu (law) ts too (ten) B. Pronunciation of Av A “n” is treated like a full syllable, in terms of length. Its pronunciation varies, however, depending on the sound that follows it. Japanese speakers are normally not aware of the different sound values of {.. Therefore, you do not need to worry too much about its pronunciation.” C. Vowels to Be Dropped ‘The vowels i and w are sometimes dropped when placed between voiceless consonants (ks, f, p,and h), or at the end of an utterance preceded by voiceless consonants. Example: $2 TF s(u)kides(u) (1like it.) D. Accent in the Japanese Language Japanese has pitch accent: all syllables are pronounced basically either in high or low pitch. Unlike English stress accent in which stressed syllables tend to be pronounced longer and louder, in Japanese each syllable is pronounced approximately in equal length and stress. ‘The pitch patterns in Japanese vary greatly, depending on the region of the country. ? One variety of the A. pronunciation merits discussing here. When it is followed by a vowel or at the end of an utterance, A. indicates that the preceding vowel is long and nasalized. (Nasalized vowels are shown here with a tilde above vowel letters. You hear nasalized vowels in French words such as “bon,” or the English interjection “ub-ub,” as in “no.") ex. MLB real (romance) (24 hd (book) Followed by nt, d, and zsounds, 4 is pronounced as “n.” ex. BAt ona (woman) Followed by m, p, and b sounds, 4 is pronounced as “m.” ex. SALE sampo (stroll) Followed by k and g sounds, & is pronounced as “ng” asin “song.” ex. 44% mayga (comics)28 Examples: 4 * sal (morning) wer gg’ (ame) \ nO Ge aa (high) @Katakana [r]a]9 + x | a i 4 e ° 4 + 2 7 a ka ki ku ke ko 4 Y z + Y sa “shi su se so a ia y Tr k ta “chi *tsu te to | = 7 na ni nu ne no ZN E 7 eS ins ha hi ft he ho Zz 3 4 | = ma mi mu me mo +, a2 a ya yu yo 7 ) wv L 0 ra ri mw re 0 | Wi 7 | |__ wa Ly “the syllables ¥, +, Y,and 7 are 5 - romanized as shi, chi, tsu, and fu, re- 7 spectively, to closely resemble English n pronunciation, go NEN 8 ey z0__ Japanese Writing System >>» 29 1 =-t I | F y F | F da ji zu de | do ay E ~ aR ba bi bu be bo > eo a “# (ji) and 7 (zu) are pronounced the ve e ZF os aR same as 7 (ji) and X (zu), respec- pa pi pu pe po tively, and have limited use Fy | ta Ha Fr) Fa | Fa) kya kyu kyo | sya su ye Yr | val val vr Ya sha shu sho ja jo Fr | Fa | Fa cha chu | cho =+ =-2 =a 1 nya oe wa E+ | Ea) Eg Ey | Ean) Ea ee ea bya byw ye Er | Ea | ba ly So) Ig pya | py yo mya nyu | nyo Yr | Ya) Ya rya nyu ryo The pronunciation of katakana and its combinations are the same as those of hiragana, except for the following points. (1) The long vowels are written with — . Examples: 7— kaa (car) T= keeki (cake) Re sukii (ski) RW booru (ball) A-7 suutsu (suit) When you write vertically, the — mark needs to be written vertically also. Example: € R-v > I wv30 (2) Additional combinations with small vowel letters are used to transcribe foreign sounds which originally did not exist in Japanese. Examples: 74 OTA harowiin (Halloween) Ox haiwee (highway) or mineraruwootaa (mineral water) yen shefu (chef) Yu jeemusu (James) Fx chekku (check) Ir fasshon (fashion) 74 firipin (Philippine) 7x kafe (cafe) a4 fooku (fork) F4 paatii (party) F4 F4ARa-Fy ek Dizuniirando (Disneyland) F2 Faxtyth dyuetto (duet) (3) The sound “v” is sometimes written with *%. For example, the word “Venus” is sometimes written as E—+ % or V4 — FR. Kanji are Chinese characters which were introduced to Japan more than 1,500 years ago when the Japanese language did not have a writing system. Hiragana and katakana evolved later in Japan based on the simplified Chinese characters. Kanji represents both meanings and sounds. Most kanji possess multiple readings, which are divided into two types: on-yomi (Chinese readings) and kun-yomi (Japanese readings). On-yomi is derived from the pronunciations used in China. Some kanji have more than one on-yomi due to temporal and regional variances in the Chinese pronunciation. Kun-yomi are Japanese readings. When people started to use kanji to write native Japanese words, Japanese readings (kun-yomi) were added to kanji. By the time of high school graduation, Japanese are expected to know 2,136 kanji (called Joyo kanji), which are designated by the Ministry of Education as commonly used kanji. A total of 1,006 kanji are taught at the elementary school level, and most of the remainder are taught in junior high school. ‘There are roughly four types of kanji based on their formation,(1) Pictograms Some kanji are made from pictures: => x = FR twee) > 9 —> EY Gays sun) (2) Simple ideograms Some kanji are made of dots and lines to represent numbers or abstract concepts. aye a) > Ew) (3) Compound ideograms Some kanji are made from the combination of two or more kanji. Hy Geaysun) + (moony) -+ BA (bright) A cers) + FR tee) PK orest (4) Phonetic-ideographic characters Some kanji are made up of a meaning element and a sound element. Meaning element —_ Sound element. On-yomi 5 (water) + BF seitbtue) + FF sei ean) Ey (cay: sun) + BF sei blue) + BREF sei (clear sy)en SU ZIR Conversation and Grammar Section BUD Greetings — ey 18 BES LUEBLES New Friends 8 2 DLVED Shopping 58 a38 5— howR Making a Date —_______________-84 4.2 YDTOF—b The First Date 102 a5R BIR {J A Trip to Okinawa: —__——__1™ 868 D\—hEAO—E A Day in Roberts Life 16 Te RROSH Family Picture —________—_—-166 88m /\—A4— Barbecue ——____— 186 9M DBZ Kabuki ———— —_—_—_—_—_™ 10% EROOFE ‘Winter Vacation Plans — 228 elle RHDBE After the Vacation ———_____—250 128 #5 Feeling 285BUAD (wos Greetings Caiteit.) tiv.) Grtaury ep D GA “Grp 6 ile hebluLs. BULGI TXwIt. CAB Ide CAlEAlt. eLjub. BRTACHAW). HYKCIF. Byars TAHA. Woz. WoTEET. VoTbholb ei. EVE o Yes). zt. WET. THEITE(TLA)W (LUHELT. L4L¢ Baswlat. Ohayoo. Ohayoo gozaimasu. Konnichiwa. Konbanwa Sayoonara. Oyasumi(nasai). Arigatoo. Arigatoo gozaimasu. Sumimasen. lie Ittekimasu. Itterasshai Tadaima. Okaeri(nasai). Itadakimasu, Gochisoosama(deshita), Hajimemashite. Yoroshiku onegaishimasu BUED»»» 35, Good morning Good morning. (polite) Good afternoon. Good evening. Good-bye. Good night. ‘Thank you. ‘Thank you. (polite) Excuse me. I’m sorry. No. Not at all. Pll go and come back. Please go and come back. Tm home. Welcome home. ‘Thank you for the meal. (before eating) Thank you for the meal. (after eating) How do you do? Nice to meet you.36 >>> 5 SCRA Expression Notes 1 BIEKS/BOKES > Ohayoo is used between friends and family members, while ohayoo gozaimasu is used between less intimate acquaintances, similarly with arigatoo and arigatoo gozaimasu. The rule of thumb is: if you are on the first-name basis with someone, go for the shorter versions. If you would address someone as Mr. or Ms., use the longer versions. Ohayoo is the greeting used before noon, but some people use it in casual settings in the afternoon or even at night when they see their classmates or co- workers for the first time that day. ASS» There are several good-bye expressions in Japanese, the choice among which depends on the degree of separation. Sayonara indicates that the speaker does not expect to see the person spoken to before she “turns a page in her life”; not until a new day arrives, or until fate brings the two together again. It sounds dramatic and ritualistic, and its daily use is largely restricted to school children taking leave of their teachers. Uxdb, Ek. Jaa, mata. (between friends, expecting to see each other again fairly soon) LonwLet. — Shitsureeshimasu (taking leave from a professor's office, for example) SHEA Sumimasen means (1) “Excuse me,” to get another person’s attention, (2) “I’m sorry,” to apologize for the trouble you have caused, or (3) “Thank you,” to show appreciation for what someone has done for you. UIA b ie is primarily “No,” a negative reply to a question. In the dialogue, itis used to express the English phrase “Don’t mention it,” or “You're welcome,” with which you point out that one is not required to feel obliged for what you have done for them. WDTSILPLVWD THEFT /KEWE/BDA DEAL Ittekimasu and itterasshai is a common exchange used at home when a family member leaves. ‘The person who leaves says ittekimasu, which literally means “I will go and come back.” And the family members respond with itterasshai, which means “Please go and come back.” Tadaima and okaeri are used when a person comes home. ‘The person who arrives home says tadaima (I am home right now) to the family members, and they respond with okaerinasai (Welcome home).BUEDv37 NALHS Practice Act out the following situations with your classmates. 1. You meet your host family for the first time. Greet them. 2, It is one o'clock in the afternoon. You see your neighbor Mr. Yamada. 3. You come to class in the morning, Greet your teacher. Greet your friends. 4. Ona crowded train, you stepped on someone's foot. 5. You dropped your book. Someone picked it up for you. 6. Itis eight clock at night. You happen to meet your teacher at the convenience store. 7. You are watching TV with your host family. It is time to go to sleep. 8. You are leaving home. 9. You have come back home 10. You are going to start eating. 11. You have finished eating, CaneQaD HSL BUF Greetings and Bowing Aisatsu to ojigi Japanese people greet each other by bowing, which has many other functions, such as expressing respect, gratitude, or apologies. There are different ways of bowing, ranging from a small nod of the head to a 45-degree bend at the waist. Generally, the longer and the deeper you bow, the more formal and respectful it appears to others Many Japanese tend to feel uncomfortable with physical contact, although handshaking is becoming quite common in business situations, especially those involving foreigners. When meeting someone in a business situation for the first time, it is customary to exchange meeshi (business cards) with a small bow. Etiquette guides list a vast number of rules and pointers, but Just remember that the important thing is to clearly show your respect when exchanging meeshi.38 >>> SBR « SU mu be» BIESLUIEDTED New Friends a logue DvD D Mary, an international student who just arrived in Japan, talks to a Japanese student. af: VEEN Fade, Od ELUTE. Meat Srimaser, "fran taf su 27eIFL: UpsKlratt. Takeshi Juuniji han desu. IAT: BYKLG CkOEF. Meari gioco peas FRUL Re Takeshi lieB39 @® Boro KUL: BOL Yaa CTH. Takeshi ‘Ano, ryuugakusee desu ka. tates wee BTN ARTI IFAC O LETH. Mearii Ee, Arizona daigaku no gakusee desu. AUL £9 THH. BLOG ELTI OD. Takeshi Soo desu ka. Senkoo wa, nan desu ka. Afi]: clihote. oe Raatior, Mearit Nihongo desu. Ima __ninensee desu. (t) WO Mary: Excuse me. What time is it now? Takeshi: It’s half past twelve Mary: Thank you. Takeshi fou're welcome. ‘Takeshi: Um. . . are you an international student? ‘Mary: Yes, Iam a student at the University of Arizona, ‘Takeshi: I see. What is your major? Mary: Japanese. I am a sophomore now.~UL thi teh 49TT 45TH Kvaed Thi eees eer Uh TIE ISlEA awh live (ih (EA 29 Ym Fase tty bEL senkoo sense soo desu soo desu ka daigaku denwa tomodachi namae nan/nani Nihon ryuugakusee watashi_ English (language) yes student «.-language ex. IS[EA 2 (nihongo) Japanese language high school PM. AM. = years old ‘Mr/Ms. d'elock ex. U (ichiji) one dclock + people ex. IEA UA (nihonjin) Japanese people major teacher; Professor... ‘That’s right. I see. Is that so? college; university telephone friend name what Japan «year student ex. 664A +s (ichinensee) first-year student yes half ex. (5 UlLA, (niji han) half past two number international student IADDITIONAL VOCABULARY Countries TAR boo cry THEN Sethe oN ws Bt Be Cx | Acs Ay wv ek ON Majors wag TLTWLE ws eas Goes ZC em LITS 37 Fa-e— = eo SD Amerika Igirisu Oosutoraria Kankoku Suweeden Chugoku kagaku ajia kenkyuu keezai kokusaikankee konpyuutaa_ jinruigaku seeji bijinesu bungaku rekishi Occupations Lore Moe OWL eh Talat Los Kvvas cy hattey FEvvas < ata AATL Family BYSTL BEGTA BRATA BIWsh wear BEL shigoto isha kaishain kookoosee shufu daigakuinsee daigakusee bengoshi okaasan otoosan ‘oneesan oniisan imooto, otooto US.A. Britain Australia Korea Sweden China science Asian studies ‘economics international relations ‘computer anthropology politics business literature history jobs work; occupation doctor office worker high school student housewife graduate student college student lawyerBAIS Gram mar Ge xisves “It is 12:30” “I am a student” “My major is the Japanese language” These sentences will all be translated into Japanese using an appropriate noun and the word desu. ~tT. It is... Coil Ultrtt. (It) is half past twelve. Juuniji han desu. WKH TH (1) am a student. Gakusee desu. KEAOTH. (My major) is the Japanese language. Nihongo desu. Note that none of these sentences has a “subject} like the “it? “I? and “my major,” found in their English counterparts. Sentences without subjects are very common in Japanese; Japa- nese speakers actually tend to omit subjects whenever they think it is clear to the listener what or who they are referring to. What are we to do, then, when it is not clear what is being talked about? To make explicit what we are talking about, we can say: (LEA OTH. is the Japanese language. wa nihongo desu. Where stands for the thing that is talked about, or the “topic?” which is later in the sentence identified as nihongo. For example, HKIFlE KIEL ITH. (My) major is the Japanese language. Senkoo wa —_nihongo desu Similarly, one can use the pattern X wa Y desu to identify a person or a thing X as item Y. XIeY Xis ¥. As for X, it brit A+ FLTH. Tam Sue Kim. Watashi wa Suu Kimu desu.SEV 43 PELASAL HAHUOTT. Mr. Yamashita is a teacher. Biase aoa te axe . 48 APY SKIL FAVAUL TH. — Mary isan American. Mearii san wa amerikajin desu. Wa is a member of the class of words called “particles.” So is the word no, which we will turn. to later in this lesson, Particles attach themselves to phrases and indicate how the phrases relate to the rest of the sentence. Note also that nouns like gakusee and sensee in the above examples stand alone, unlike their English translations “student” and “teacher” which are preceded by “a.” In Japanese, there is no item that corresponds to “a,” nor is there any item that corresponds to the plural “-s” at the end of a noun. Without background situations, a sentence like gakusee desu is therefore ambiguous between the singular and the plural interpretations; it may mean “We are/you are/they are students,” as well as “I am/you are/she is a student” Question Sentences It is very easy to form questions in Japanese. Basically, all you need to do is add ka at the end ofa statement. ) wp Ia teT. pia tutta! Ryuugakusee desu. Ryuugakusee desu ka. (Lam) an international student. (Are you) an international student? ‘The above sentence, Ryuugakusee desu ka, is a “yes/no” question. Question sentences may also contain a “question word” like nan? (what). In this lesson, we learn how to ask, and answer, questions using the following question words: nanji (what time), nansai (how old), nannensee (what year in school). HKIFL RATIO. (#XK251t) AUTTH. Senkoo wa han desu ka. (Senko wa) ‘eego desu. What is your major? (My major) is English. ‘It is not customary to write a question mark at the end of a question sentence in Japanese. ? The Japanese question word for “what” has two pronunciations: nan and nani. Nan is used immediately before desis ot before a “counter” lke jf (oelock). The other form, nani, is used before a particle, Nani is also used in the combination nanijin (person of what nationality).255 Son WE BALTTD. (vd) {UTT. Ima anji desu ka. (ima) Kaji desu What time is it now? It is nine otlock. THM. oF FoIAVTTH. Mearii san wa rnansai desu ka Juukyuusai desu. How old are you, Mary? Tim nineteen years old. BKDLE NTT A EALEVTT. ‘Nannensee desu ka. Ninensee desu: What year are you in college? Tim a sophomore. TAbIEL TFL BATT A. 186 D 7343 TF Denwabangoo wa “han desu ka. Ichi hachi roku no nana san yon san desu. What is your telephone number? It is 186-7343. noun, noun, No is a particle that connects two nouns. The phrase Sakura daigaku no gakusee means “a student at Sakura University” The second noun gakusee provides the main idea’ (being a student) and the first one Sakura daigaku makes it more specific (not a high school, but a college student). No is very versatile. In the first example below, it acts like the possessive (“xs”) in English, but that is not the only role no can play. See how it connects two nouns in the following examples. LEAD TAbIEL TG Takeshi’s phone number akeshisan no denwa bangoo EWA O Ab LAEVS a college professor laigakuno sense SLID aed tts a student of the Japanese language nihongo no gakusee EAD Kvvare a college in Japan Nihonno daigaku Observe that in the first two examples, the English and Japanese words are arranged in the same order, while in the last two, they are in the opposite order. Japanese seems to be more consistent in arranging ideas here; the main idea always comes at the end, with any further description placed before it. * Here is what we mean by the “main idea” In the phrase Takeshi san no denwa bangoo (Takeshi’s phone number), the noun denwa bangoo (phone number) is the main idea, in the sense that if something is Takeshi’s phone number, itis a phone number. The other noun Takeshi san is not the main idea, because Takeshi’ phone number is not Takeshi_ EB as ee noun, D noun, | , | | main idea | | further restriction | A phrase of the form “noun, no noun,” acts more or less like one big noun. You can put it wherever you can put a noun, as in the following example: RIL AAD BHAHRA [lt [7 2ID tht |TF. Takeshi san'no_okaasan wa kookoono sense desu. | Takeshi mother |is| a high school teacher|. ConsreQD (IZAVAD ER Japanese Names Nihonjin no namae When Japanese give their name, they say their family name first and given name last (middle names do not exist). When introducing themselves, they often say only their family name. Here are some typical Japanese names. Given name Family name Pn Men Women } e635 Satoo RKP Takuya Ap Erika | tte Suzuki Ledt | Shoota Bu Ai | tPNEL | Takahashi | 539 | Ichiroo Bea Naomi hep Tanaka VL Hiroshi maz Yuko | Wed Itoo ESOS Masahiro | B&® Misaki | Most Japanese names are written in kanji. For example, Tanaka is usually written as ch, which means “middle of the rice field.” Family names are often related to nature or geo- graphical features. Because many kanji share the same reading, names with the same pronunciation may be written with different kanji, such as #8 and 48 for the feminine name Yuko.AG Se Set RJ —h~ uss Bh Expression Notes 2 ®O> Ano indicates that you have some reservations about saying what you are going to say next. You may be worried about interrupting something someone is currently doing, or sounding rude and impolite for asking personal questions, for example. l4U\/Z.AZ> Both hai and ee means “yes” in response to yes-no questions. Com- pared to hai, ee is more conversational and relaxed. In more informal situations, un is used, Hai is also used to respond to a knock at the door or to the calling of one’s name, meaning “Here,” as follows. (Ee cannot be replaced in this case.) Teacher: AS ASA? — Mr. Smith? Sumisu san? Student: 120%. Here. Hai ES TIM Soo desu ka acknowledges that you have understood what was just said. “Is that so?” or “I see.” Pronunciation of [> The particle (i is pronounced “wa,” not “ha.” It should be written with (£. All other instances “wa” are written with . DELO CADIEATI IS 37-8667 TH 6 Wtashino denwa bangoo wa san nana no hachi roku roku nana desu. My telephone number is 37-8667. ‘There are few exceptions, such as konnichiwa (good afternoon) and konbanwa (good evening). They are usually written with © AZ (d and © ANEA AS. Numbers» Many number words have more than one pronunciation. Refer to the table at the end of this book for a general picture. 0 41 and HW: are both commonly used. 1 Ws, but pronounced as V9 in V9 484, (one minute) and Wo $v (one year old). 2. {all the time, When you are reading out each digit separately, as when you give your phone number, it may be pronounced with a long vowel, as iz, 3. SAvall the time. The part that follows it may change shape, as in $A, SA, instead of SABA.SELB rra7 Expression Notes 2 A is the most basic, but fourth-year student is & 42479 and four o'clock is £ L. In some combinations that we will later learn, it is read as L (as in L#*9, April), The part that follows this number may change shape too, as in ASA. all the time, When read out separately, it may be pronounced with a long vowel, as £3. 4X, but pronounced as 43 in BoA. ig 7b is the most basic, but seven o'clock is LL. 15, but usually pronounced as td in (koS8A and ido S00 % @ 7 is the most basic, but nine o'clock is < LU. Uw 5, but pronounced as Uw > or Lo in Vw oRA/L OBA and Dw oSW/Eo8u. Giving one's telephone number b The particle no is usually placed in between the local exchange code and the last four digits. Therefore, the number 012-345- 6789 is zero ichi ni, san yon go no, roku nana hachi kywu. tEAELP The word sensee is usually reserved for describing somebody else’s occupation. Watashi wa sensee desu makes sense, but may sound slightly arrogant, because the word sensee actually means an “honorable master.” If you (or a member of your family) are a teacher, and if you want to be really modest, you can use the word kyooshi instead. AvP Sart is placed after a name as a generic ttle, It goes both with a given name and a family name, Children are referred to as chan (and boys in particular as kun), rather than san. Professors and doctors are usually referred to with the title sensee. San and other title words are never used in reference to oneself. Referring to the person you are talking to>'The word for “you,” anata, is not very commonly used in Japanese. Instead, we use the name and a title like san and sensee to refer to the person you are talking to, Therefore, a sentence like “Ms. Hart, are you Swedish?” should by DASA RY EAFL EACH Hato Sanwa saweedenjin desu Ks instead of N= hRA, HRI AVSAFS CATH Haatosan, "anata wa suweedenjin desu ka.4890» Si Set NALS Pr a @s5U (Numbers) 0 o/h 1 0s u | ichi 2 1c 2 hi | 3 3k 13 4 £4/UL/4(E) 4 yoneea ale o) 5 = 15 go 6 46 16 roku 7 wes ls 17 nana shichi 8 146 18 hrachi 9 saI7K 19 kyu ku 10 Uni 20 juu c tice Cais juuichi Coit juuni Cwirtd juusan Cai ta/sesjl juuyon juushi Unit juugo Ui as juuroku Uniee/ toils juunana juushichi Un ilts juuhachi Uoiani/loid juukyuu juuku (Ue7F nijuu 30 40 50 60 70 80 90 100 A. Read the following numbers. [2] ko1-08 (a)5 (b) 9 (c)7 (£) 8 (g)2 (h) 6 B. Read the following numbers. [:#)}o1.09 (a) 45 (b) 83 (c) 19 (£) 100 (g) 38 (h) 61 C. What are the answers? [:l] Ko1.10 (a) 543 (b)9+1 (c)34+4 (d)6-6 (e)10+9 (f)8-7 (d) 1 G4 (a) 76 (i) 24 £2) xo1.07 shUo7 sanjuu tiCod yonjuu lad gojuu AtUw7 rokujuu wel F nanaju (t5U09 hachijuu sajto7 kyugjuu De ¢ hyaku (e) 10 (j)3 (e) 52 (j) 97 (g) 40-25(@ Ub (Time) Birr 4 conn wee TALE tt = ichiji a sanji Yoji gojl ALU LBE (Z6U >> SiR» Sc B. Answer the questions. [4] ko1.13 Example QIU 7% a4 7lL WE AUTH. Tookyoo wa ima nanji desu ka. Al rTH#h *AUTt. Gozen sanji desu 1. London 6:00 pag, ) /-\/=2. Stockholm “JF | Q (i 7:00 pm. yr VA \ Q 4. New Delhi i CRAVE 1 11:30 pas. 7 Ex Tokyo ND NBO a 3.00 A e eM & \P>s——5s. Bangkok 7 Na SS 1:00 a.m. 6. Sydne} 3. Nairobi \p6 ney TF 4:00am. 8. Rio de Janeiro 9:00 P.M. 3:00 pM. @CADlkeS (Telephone Numbers) A. Read the following people's telephone numbers. [tl] oi.14 Example: 2 LA 283-9547 > [clt6XLO FoI TLAGe Yamashita nihachi san no —_kyuu go yon nana Bare 1. Hvar < 951-0326 3. ATF '— — 020-6921-4236 daigaku Mearii 2. AV — 362-4519 4 AIL 030-852-1032 sensee Takeshi B. Pair Work—Read the dialogue below with your partner. [a] Kors A: tAbltK oO Glt EA TI AY Denwa bangoo wa nan desu ka. B : 283-9547 TH. Ni hachi san no kyuu go yon nana desu. A | 283-9547 TH 4A" (4 = right?) Ni hachi san no kyuu go yon nana desu ne. Bilty, £7 CH. Hai, soo desu,SEL 1 C. Group Work—Use the dialogue above and ask three classsmates their telephone numbers. name ( ) ( ) ( ) MITEATO P< telephone number Translate the following phrases into Japanese using ® (no). [2 Ko1.16 Example: student of Japanese language + [(ZL 2D #6< 4bVs 1. my teacher 2, my telephone number 3. my name 4, Takashi’s major nihongo no gakusee . Mary's friend ». student of the University of London teacher of the Japanese language high school teacher exuaw OXPU—eld PRUALACT ‘A. Look at the chart on the next page and describe each person using the cues in (a) through (e). LAWGLEL 2 RRL Takeshi san Suu san (a) Nationality [4}ko1.17 Example XT Y-SL = Meari san (b) Year in school [)}ko1-18 Example 2F "XL = (c) Age Lal) kor19 ean Example. 4T')-—*S4L > Mearii san BON RAL 4 PELL Robaato san Yamashita sense LFV Lit TAYAUL TH. Mearii san wa amerikajin desu. APY Shit KALE TH. ‘Mearii san wa ninensee desu, ATYASAhik UmF ema xees. Mearii san wa. juukyuu sai desu._S2ooy i Sct (d) School [#i}xo1.20 Dw bane bu ee Example ATY—ZL + APY SAIL FVVHHVACO ‘Mearii san ‘Mearii san wa Arizona daigaku no ALHOTH sakusee desu (€) Major [2!\ko121 Sb tw Baan Example XTY—%L + LTFY—ALKO HK IIlL (MEL I TH Mearii san Mearii san no senkoo wa —_nihongo desu { D Hart, Mary | 20> £4) Kim, sue | Smith, Robert | PURELY Korean British Nationality | American | Japanese | (#42<¢UA)|(7#9 UX) | Japanese kankokujin igirisujin Year 2nd year 4th year 3rd year 4th year - Age 19 2 20 2 47 School | U. of Arizona | Sakura Univ. | Seoul Univ. | U. of London | Sakura Univ. business | 4 be japanese (e ) teacher) konpyuutaa bijinesu history Major Japanese (Hl) rekishi B. Ask and answer questions using the given cues. [I] o1.22 Example AF YO SL/TAVACK Meariisan > amerikain + QIkTY—XAlL TAYVACKA TIA ‘Mearii san wa amerikajin desu ka. Alar, FITH. Fe, soo desu,Bor 53 Example 2: LFW SL / SLL ‘Mearii san sannensee + Q:kF Akt xhadeotsn, ‘Mearii san wa sannensee desu ka. Aloud, ERLE TH. lie, ninensee desu. naoe aves LATYASLST VS HHI D B64 HEWN Mearii san Arizona daigaku no gakusee Daye 2ATY-SLA/V BML Mearii san ichinensee BAIL AAAIEL UL Takeshi san nihonjin A PIFLXKAIMEL EAC D At 4 tty Takeshisan Nihon daigaku no gakusee SB AUGLEA/S COIR DIY Takeshi san juukyuusai $3 epee TE 6 A-SK/AVE—-FLULK Suu san stnveedenjin + 7. R-EKD HKG AVX (economics) Suu san no senkoo: keezai Be bE Sh ERS 8 BN hALD HLKIG/SEYRR Robaato san no. senkoo, bijinesu ah e 9 GN hEAS LAA Robaato san yonensee Behe . 10. BARAK IVT Robaato san nijuuissai ML. PELACAMV/IIEAUL Yamashita sensee nithonjin DPE LAELEV ATT EVAL O ELEY Yamashita sensee Hawai daigaku no sensee MBESAAIS DULPUATT A. Look at the chart about Mary’s host family and describe each person with regard to (a) and (b). LBS TH A~AKKWAL BHF okaasan oniisan imooto (a) Occupation/School [I] ko.23 Exampl: BUIIH > BEITAl PVLEVATT. otoosan Otoosan wa kaishain desu.(b) Age [al] xoi24 Example: BEGXA + BLEIAAM LAUwFlLoAVTH. otoosan Otoosan wa —_yonjuuhassai desu. Mary's host family 06,5 J S BEITL BOSSA BEWIL wb7e otoosan okaasan oniisan imooto (father) (mother) (elder brother) | (younger sister) BL eh leat Raddy | IF oF tty Occupation/ kaishain ee daigakuinsee kookoosee School (works for (housewife) (graduate (high school a.company) jousewir) student) student) Age 48 45 23 16 B. Answer the questions using the chart above. [4] xo1.25 LBEFSAL PUL EOLTH A. Otoosan wa kaishain desu ka 2. BEIAl LEV TID. Otoosan wa nansai desu ka. 3. BHHTALL HAHOTI OD. Okaasan wa sensee desu ka A BrhSIAL VLEVTIA. Okaasan wa nansai desu ka 5. BIW SAIL DUYL PUL TTA Oniisan wa kaishain desu ka. 6 BIW AlL VAEVTH A. Oniisan wa nansai desu ka. TOSFTCE KOC HOTH AY Imooto wa daigakusee desu ka. BOS TCIE LAXUOTID. Imooto wa nansai desu ka.(MEEDD NALS (Review Exercises) BBY 55 A. Class Activity—Ask five classmates questions and find in the chart below. Q: BEAU? (Whovis yourname?) Atk) Ab ete Onamae wat Meatii Haato desu be, Q: Cl w sl Als? (Where do you come from?) A: 7 VIt CH. Goshusshin wa? Arizona desu Q: BLES? (Whatis your occupation?) Ala tuTH. Oshigoto wa? Gakusee desu. QIehNLEVTH A. ALRKEUTT. Nannensee desu ka. Ninensee desu. Qi eLAYTHA. AL UbFFHIEOTH. Nansai desu ka. Juukyuusai desu. Qi:thKijls ATID. ASKER STH. Senkoo wa nan desu ka. Nihongo desu, Nationality/ Occupation/ Name eres School Age Major, etc. B. Self-introduction—Introduce yourself to the class. Example: ( eae hae — | (LUHELT. ATFY— + r—-b TH. Hajimemashite, ” Mearii Haato desu. ae TFYTHFEN ALD AK HWTHS Arizona daigaku no. gakusee desu, Ima ninensee desu. Senkoo wa Coie o7euty. L4L¢ Juukyuusai desu. Yoroshiku WE (ACO TH. HAL FlE IEA CTH. ‘onegaishimasu. nithongo desu. BAAWLEF. J56 >>> ER SR C. Class Activity—Ask your classmates what their majors are, and find someone who has the following major. Example: Q:tAiI9lt GATIA. Senkoowa nan desu ka. ALKlEA ICH. Nihongo desu, name 1. Japanese 2. economics 3. English 4. history 5. business D. Role Play—Using Dialogue as a model, make skits in the following situations. 1, You don't have a watch with you, but you need to know what time it is. 2. You've just met a Japanese person and want to get to know the person.. SER 57 Useful Expressions Ub: eb Time /Age Time Hours Minutes _ = - 1 ve LL Upiose ichiji juuippun 2 iL 12 Up 3 te beke ni juunitun 13 Umi eArsKr 3 XAU juusanpun sanji 14 Uwi Lash 4£e juuyonpun yoii 15 Umi Tad juugofun aa 16 UwiSosh juuroppun 6 4éU 17 Ueieesd rokuji juunanafun 7 LBL 18 Leila sh/ shichiji | Justa ‘ . | (2B 3K Ce LBL | § Bee hachifun juuhachitun ou 9 FDISK 19 Lai engsd 9 S Us/I= E> 4» (nfjussainijisa can be usedS8>o> Seis « Sct aDe » DID Shopping LL ae a eS | DID Dialogue L E s s 0 @© Mary goes to a flea market. (2) ko2.01/02 APN Fath. CHIE OC OTTO Mearii ‘Sumimasen Kore wa _ikura desu ka, 2AHDYE: EHMIL XAHKLALTTH. Mise no. Sore wa sanzen en desu. SATY= 2 how TH, Ce b, HOLE WCE tTAS Mearii Takai desu ne. Jaa, ano tokee wa ikura desu ka. 4htOVe: HME TLEAITUY (ALT. Mise no hito ‘Are wa — sanzengohyaku en desu. SxTY— 2 £5 TH. SKE AOUTHA, Mearii ‘Soo desu ka. Are mo — takai desu ne. CaHOUT: CHIL Hhlto Ue (ALTH LS Mise nohito ‘Kore wa senhappyaku en desu yo TATY 2 Veh, FOLUOE CHE. Meari Jaa, sonotokeeo dasa A man finds a wallet on the ground. BLERWOE CHIE EMO XATHD. Shiranai hito Kore wa dare no — saifu desu ka. fox, eb te : {L@eF a AT YH: DILDO WNT. 5 TREES Meat Watashi no say desu. &: | bys; Ce at, COs fe So Arigatoo ——_-gozaimasu. ® After shopping, Mary goes to a restaurant. [49] xo2.03/04 PEARLA ubolevdt. Loa e VIR, Ueetoresu Irasshaimase. Menyuu 0 doozo. eJP)-: £48, Ch eiTTH, Meatii Doomo. Kore wa nan desu ka.Ucetoresu bbw ATYR: Meat DE-bLZ Vcetoresu ead AT YH: Mearii cane ATW: Meari PRR ERT 7I-bhVA Ucetoresu bee ATW Mearii @ LENTHH. HH, CAMOTH. Dore desuka. Aa, —_tonkatsu desu, CAPD? EHUTH A. Tonkatsut Sakana desu ka. DOA, SHeCewoeH, EK TH. lie, sakana ja nai desu. Niku desu Ueb, Int BHAWLET. Jaa, kore onegaishimasu Faded, kA bit voTtH. Sumimasen, Toire wa doko desu ka HELTTF. Asoko desu HVC CXOVETF. Arigatoo gozaimasu. Mary: Excuse me, How much is this? Vendor: It is 3,000 yen. Mary: Its expensive. Well then, how much is that watch? Vendor: That is 3,500 yen. Mary: [ see. That is expensive, too. Vendor: This is 1,800 yen, Mary: Then, I'll take that watch. Stranger: Whose wallet is this? Mary: Its my wallet. Thank you very much. @ ‘Waitress: Welcome. Heres the menu. Mary: Thank you. What is this? ‘Waitress: Which one? Oh, it is tonkatsw (pork cutlet. Mary: Tonkatsu? Is it fish? ‘Waitress: No, it is not fish. It is meat. It is delicious. Mary: Then, I'll have this. Mary: Excuse me. Whereis the restroom? ‘Waitress: It is over there. Mary: Thank you very much. ROHR 59 BeLuwtrs. Oishii desu yo.(aaa a a) Words That Point ein kore this one tH that one that one (over there) which one that... that... (over there) which... here there who oishii delicious sakana fish tonkatsu pork cutlet niku ‘meat menyuu menu yasai vegetable enpitsu pencil kasa umbrella kaban bag kutsu shoes saifu wallet jiinzu jeans jisho dictionary jitensha bicycle shinbun newspaper Tyr tiishatsu T-shirt cont TS tokee watch; clocknooto pen hon kissaten ginko toire toshokan yuubinkyoku Amerika Igirisu Kankoku Chugoku keezai konpyuutaa otoosan Money Matters HOda ikura erakh + a sen takai Expressions *Ubolewet — irasshaimase * (~£) BAA LEF (...0) onegaishimasu WEEE ( Crd jaa CIE doozo eat 0) kudasai doomo mother father how much sesyen expensive; high Welcome (to our store). s+ please. Please give me... then. Please.; Here it is. ‘Thank you. if that is the case, ...__ 6209 BB SCE EERE Ea Oe) MAde> Gramm ae cn en anen What do we do when we want to talk about things that we do not know the names of? We say “this thing,” “that one,” and so forth. In Japanese, we use kore, sore, and are. CHIL ETH. How much is this? Kore wa ikura desu ka. EMIL TLELALTT. That is 3,000 yen. Sore wa sanzen en desu. Kore refers to a thing that is close to you, the speaker (“this thing here”). Sore is something that is close to the person you are talking to (“that thing in front of you”), and are refers to a thing that is neither close to the speaker nor the listener (“that one over there”). bit HELO XI TH. ‘Ne wa —walashino pen desu LHL bALO RICH, EHIt DELO ALT. Kore wa watashi no pen desu. Sore wa watashino pen desu. ‘There is also an expression dore for “which. Here we will learn to use dore in sentences like: LHTT HD. Which one is it (that you are talking about)? Dore desu ka.OEE» 63 In this lesson, we will not explore the full extent to which the word dore can be put to use, because there is a slight complication with question words like dore. Question words like dore and nani cannot be followed by the particle wa. Instead, you must use the particle ga and say: YHA EKO AL CTH. Which one is your pen? Done gap srataro) 0 poo des CO/*EO/GBO/EO + noun If you want to be slightly more specific than kore, sore, and are, you can use kono, sono, and ano together with a noun. (Note here that the re series must always stand alone, while the no series must always be followed by a noun.) Thus, if you know that the item in your hand is a watch (tokee), instead of CHIL WC HTH A. How much is this? Kore wa ikura desu ka, you can say: LOLI THA How much is this watch? Kono tokee wa ikura desu ka, Similarly, if you are talking about a watch that is held by the person you are talking to, you can say: ADEE XAHLALTTH. ‘That watch is 3,000 yen. Sono tokee wa sanzen en desu, And if the watch is far from both the speaker and the listener, you can say: HOLL SLELIUeLALTT. ‘That watch over there is 3,500 yen. ‘Ano tokee wa sanzengohyaku en desu. If you already know that one of several watches is 3,500 yen but do not know which, you can say: LOLITAS SLAL IVS twoitems — shared property’ noun GPEC To negate a statement of the form X wa Y desu, where Y is a noun, you replace desu with ja «dee? nai desu. PERALTA Ce EOTH. Mr. Yamada is not a student. Yamada san wa gakusee ja nai desu "We cannot use mo to des ibe a situation like the following: Our friend, Pat, has dual citizenship; Pat is a Japanese, but at the same time, she is an American. To describe the second half of this situation, we cannot say, Patto mo amerikajin desu, because the sentence would mean that Pat, in addition to somebody that has been ‘mentioned, is an American. Neither can we say, Patto wa amerikajin mo desu. (Japanese speakers would say, Patto wa amerikajin demo arimasu.) 7In the dialogues, there are two sentences that end with desu, which call for special attention: Are mo takai desu ne (That one too is expensive), and Oishif desu yo (It is delicious). ‘These sentences cannot be negated by replacing desu with ja nai desu, because takai and oishii are not nouns. Are mo takai ja nai desu and oishit ja nai desu are therefore not grammatical. Instead, one would have to say takaku nai desu and oishiku nai desu. We will learn about the conjugation pattern of adjectives in Lesson 5.66 >> ES SC You find several stylistic variants in negative sentences. Ja nai desu is very colloquial. The more formal replacement for nai desu is arimasen. Ja is a contraction of de wa, which is more formal and more appropriate in the written language. Thus in addition to the above sentence, you also find: RETAIL ACH PHY EtLS (more conservative speech style) Yamada san wa gakusee ja arimasen. PEEXAIL ACA Tt EAL. (formal, appropriate for writing) Yamada san wa gakusee de wa arimasen. affirmative (xd) YG Xis¥. PIEWTS negative: (XI) Y | Up attyy, Xisnot ¥. | Tk Ft. GH ~a/~s Statements often end with the tags ne or yo, depending on the way the speaker views the in- teraction with the listener. If the speaker is seeking the listener’s confirmation or agreement to what has been said, then ne (“right?”) could be added. oa Yr-XAD HKIFL SAM THA. Ms. Lee, your major is literature, right? Riisanno ——senkoo wa_——_bungaku desu ne. CME KC Cette. ‘This is not meat, is it? Kore wa _niku ja nai desu ne. Another particle, yo (“I tell you”), is added to a statement if the speaker wants to assure the listener of what has been said. With yo added, a statement becomes an authoritative decree. CAPs THUECPAVOTT IL. Tonkatsu wa sakana ja nai desu yo. Let me assure you. “Tonkatsu” is not fish. sas ALASAlL Sumisu san wa _igirisujin desu yo. (In case you're wondering,) Mr. Smith is British.OR» 67 RB — he 3 Ua Bh Expression Notes (~®) Note that the words for 300, 600, 800, 3,000, and 8,000 involve sound changes. “Counters” whose first sound is h, like hyaku (hundred), generally change shape after 3, 6, and 8 Some counters that begin with s, like sem (thousand), change shape after 3 and 8. Refer to the table at the end of the volume. Big numbers > In addition to the digit markers for tens (ju), hundreds (hyaku), and thousands (sen), which are found in Western languages as well, Japanese uses the marker for tens of thousands (ian). Thus 20,000, for example, is niman (=2% 10,000), rather than nijuusen (= 20 1,000). While the next unit marker in Western languages is one million, Japanese describes that number as 100 10,000, that is, hyakuman. ‘More complicated numbers can be considered the sums of smaller numbers, as in the following examples. 234,567 = 23x10,000 ICM 8AXA (nijuusanman) 4x 1,000 EAA (yonsen) 5x 100 CO” < (ohyaku) 6x 10 AX UF (rokujuu) 7 te% (nana)68> >> S258 - SC Consre(Qap Ya (2lZA.D 452-4 Japanese Currency Nihon no okane Japan's official currency is the yen, which is pronounced en in Japanese. The bills and coins currently in circulation are the following: 10,000-yen bill 5,000-yen bill 2,000-yen bill eae = | ‘A portrait of Yukichi Fukuzawa A portrait ofichiyoo Higuchi Shurel Gate, he sécond gate of (1835-1901), a philosopher and (1872-1896), a writer and poet. ‘hurl Castle in Okinawa, ‘the founder of elo University 1,000-yen bill 500-yen coin 100-yen coin ‘A portrait ofHideyo ‘Noguchi (1876- 1928), a bacterolo- dist who devoted himself to yellow fever research, 50-yen coin 10-yen coin S-yen coin yen coin @6 @@ 6H 60 All bills and coins are different sizes. For example, the bills slightly descend in length from 10,000 yen to 1,000 yen. Although credit cards are now widespread in Japan, some small shops and restaurants do not accept them, even in major cities. Consequently, most people usually carry a certain amount of cash with them, and ATMs can be found almost every- where, Pre-paid cards are available for use for public transportation and shopping. Personal checks are not used in Japan.___ B2HR>>> 69 ee eee (FSU (Number: (FSU (Numbers) f@ xooce 100 Bes 1,000 #A 10,000 W5#L | hiyak sen ichiman 200 [kde < 2,000 [+t 20,000 Ic #A nihyaku nisen niman 300 SAU ¢ 3,000 SAL 30,000 *A#KL ‘sanbyaku sanzen sanman | 400 LAUDS 4,000 LAL 40,000 LAEA yonhyaku yonsen yonman 500 TU < 5,000 Ted 50,000 eA gohyaku gosen goman 600 S5es 6,000 4< +h 60,000 4¢#4 roppyaku rokusen rokuman_ 700 wwe ¢ 7,000 weer 70,000 wwe A nanahyaku nanasen nanaman 800 [tote ¢ 8,000 [tod 80,000 [tb #4 happyaku hassen hachiman 900 4n57U%< 9,000 4o7+#4 90,000 *H7#4 kyuuhyaku kyuusen kyuuman A. Read the following numbers. [1] xo2.07 (a) 34 (b) 67 (c) 83 (a) 99 (e) 125 (£) 515 (g) 603 (ha) 850 (i) 1,300 (j) 3,400 (k) 8,900 (1) 35,000 (m) 64,500 (n) 92,340 B. Look at the pictures and answer how much the things are. [2] xo2.08 Example: Q2 371 4 5 CTH. Ex ty Pen wa _ ikura desu ka. AilkBUDIALTT. A Hachiju en desu [_¥80Toor $s Skt ()azrur Q) os (3) LASA (4) (EA 2 oe a SS ¥50 ¥ 1,000 ¥110 | [#1500 (5) <9 (6) CIty ()OlEh (@)ULe a Oe & ¥ 3500 | ¥ 10,000 | ¥ 20,000 | ¥8,000 | k (12) (£3. L Q ¥450 | €2,800 | C. Pair Work—One of you looks at picture A and the other looks at picture B (p. 80). (Don’t look at the other picture.) Find out the price of all items. Example: A! AL UE 4b TTA. Enpitsu wa ikura desu ka. Bite (azahTtt. Hyaku en desu.ORE 71 Picture A | MCN BACTD A. Items (1) through (6) are near you, and items (7) through (12) are near your friend. Your friend asks what these things are called in Japanese. Pay attention to ZN (kore) and EN (sore). [| ko2.09 Example 1: Example 2: Friend: Hlt “&A TTA. Friend: 2#lt “@ATT A. Sore wa nan desu ka, Kore wa _nan desu ka. > aE SC C. Look at the picture and ask who each person is. Then, add more questions about their nationality, occupation, etc., as in the example. Example: A: B: Pair Work (1) C. Sua, TEV AULA eth. 2) CHlt EMTH OD. (yy Kore wa dare desu ka ATY—-ELTT. Exn Meari san desu TEV RAUL CTO Igirsujin desu ka He, igirisujin ja nai desu. TAVACL TH. “Amerikajin desu TYTFEROAKLO BLUWTH Arizona daigaku no gakusee desu, 17 TTH. Soo desu ka. Example: A? A2LU9lL 4 5TH A Enpitsu wa ikura desu ka. Bite EAFo C4 HSU (Please wait for a moment). It is commonly used for a polite refusal. In this case, it means “in- convenient,” “impossible,” and so on. Japanese people don't normally reject requests, suggestions, or invitations with 1» 2. (No), because it sounds too direct. MEL ABI A An SME, Bok. Saturday is not convenient “ (lit,, Saturday is a litte bit.) Will you see a movie on Saturday?FAHEY» 95, @ BPractice MER CHKeMae? = A. Change the following verbs into ~&S and ~&tt/v. [*llkos.06/07 Example AXS —- ANET B. Look at the pictures below and make sentences using the cues. fa) Add the appropriate verbs to the following direct objects. [4] os.03 Example: $25 — MREHAET. Ex. HE (DBR home/4:30 G)FVE coffee shop/3:00 homer/tonight college/every day QnysHe Ob 443 748 10. £o 4 5. Ley 8. DAD 1. BeS | AD 6 u¢ 9. aS 12.XL2 497%96> > Sei» Sc (b) Add the place to the above sentences. [2] xos.09 Example: library —* BSE CHB EHS +. C. Look at the pictures below and make sentences using the cues. [#)xo3.10 Example: go to the post office aR AIATE ET. Ex. go to the post office (1) go to the library (2) come to school Wea Sunday 5:30 tomorrow D. Pair Work—Make questions, using verbs we have learned in this lesson. Example: A: BRE CHEERS To. BAR BAET MUA, HadL.x Example: Pair Work—Guessing game \Ask questions and find out the items your partner has chosen. . Before you start, both of you will choose one item in each row of the table and mark it. In each row, using the verb and one of the four items, make a yes-or-no- question sentence and find out which item your partner has chosen. . You can ask at most two questions with one verb. If you have guessed correctly the item your partner has chosen, you score a point. Your partner will not give away the right answer when you ask a wrong question. When you have asked questions about all the verbs in the table, switch roles with your partner and answer their questions. Tabulate the score. You win the game if you have scored higher than your partner. Bia, Teeth. : TEETH. % 44. (A guessed what B marked, therefore A won.) post office school coffee shop library news cartoon sports movie (2a) eae) sake green tea water coffee book newspaper magazine | Japanese book | date study telephone tennis | a }Soni @RRICBEET DS A. Look at Mary’s schedule and answer the following questions. [2] ko3.11 7:30am. getup foe 8:00 eat breakfast ace +e 8:30 goto school 2 AT YS ALERT PRE 12:00 eat lunch 3, ATV S AST BF | S00 pm. drink cofiee | 4. AT Y— SAL faeISI— ERAT A. 4:00 lay t = ° oe ene 5. ATU SATIRE FBIM ETH, 5:00 go home che Hd : H&L eI . 6:30 eat dinner 6. ATY SAAB LET IS 7:00 watch TV 7 AT -X AAAI EF Ho 8:00 study - 11:30 go to bed B. Pair Work—Ask your partner what time they do the following things. Example: A: fap (8 2ST. / foo SRI STH BNR SET. / NISRA ST. Your partner's schedule time | get up | ( ( ( ( ( ( eat breakfast go to school eat lunch go home go to bed C. Look at the pictures in I-B (p. 96) and I-C (p. 96), and add the time expressions to the sentences. [:) xo3.12/13 Example: (I-B) 2:00 + (-C) 1:00 + Sl RE CHR EMA ET. ET. bee esamangSGRrrro9 (@A—-k—eiroet hi A. Make suggestions using the cues below. [*] ko3.14 Example: drink coffee + 2—-E—*€RAEtAMD. 1. see a movie 4. eat dinner 7. drink tea at home 22. come to my house 5. study in the library 8. listen to the music . play tennis 6. talk at a coffee shop B. Pair Work—Ask your friend out for the activities in the pictures. 9H (BSR CRA L ELA. AEA, Ba atrrns wBaKenia How often do you do the following activities? Answer the questions using the expressions below. Example: Qs KERAET HD. A ECRAETO SOUR, bEVBAEUL,LOO >> SHB Stet REY ELETH. HRERALTO. BERIT SETH. RBELETH. ITE ERAET I. HAOSREMS ETH. EWA MARES WORERNETH. Bene Nave wD CHORE (Review Exercises) A. Answer the following questions. L REET 2. EO CHRLETH. 3, WOF LERRETH. 4 AK-YELETA. MRULCRTEETH W MERNETS. SR. MELETH. SAE TH. en aw B. Tell your classmates what your plans are today/tomorrow/on the weekend. EAL aaa Example: PAILTMOZRORERNET. EF. AM OSRIM I ET. =e BSCR hit C. Class Activity—Find someone who... name « gets up at 7 o'clock. eats breakfast every day. . speaks French. watches TV at home. listens to Japanese music. ane plays tennisSHGHE>>> 101 D. Suggest to a classmate that you do something together over the weekend. Use Dialogue I as a model. Example A? B&AIF=RELETH. Bild. AlUeb, BREIF=A2ELEtAD. B: AMAtS toe ALtITHH. Cob, MAILE I THA. Bika, OUTTA. (Curure(Qap Ye K DR Japanese Houses Traditionally, Japanese buildings were made of wood. Rooms were floored with tatami (rice-straw mats) and divided by fusuma or shooji (two types of sliding doors). Modern Japanese houses have mainly Western-style rooms, and are equipped with Western-style toilets. Re However, most bathrooms retain traditional character- istics—they are separated from toilets and sinks, and have some space for washing one’s body outside the bathtub. Usually, all family members share the same bathtub water, so it is necessary to clean one’s body before getting into the bathtub. Fusima — Tatami Shooji Another traditional feature of Japanese homes is the genkan, a space inside the entrance where people remove their shoes. im Japanese-style toilet Bathroom Genkan102>>> ei» SCA H Dialogue @ Mary goes downtown. [2lxos.01/02 tet Ne GFhtEth, C7 FFUVEIC I THA 2 Fob ters HTICF Nb eSY ETH. 3 V7 FILbOFN—bOWTT Le arxT iy? HYRCIOLOET. ® In the evening, at Mary’s host family’s house. [2 ko4.o3/o4 VséT YH? KKOES 2BRIA? BRAY. RBILEG TLD. sATY—i REtATLAW AIF LEAIREEA TLS 4BRALD Ro, CILTTIH sATY— 2 bey eth. Ebb. TATRBC BRATS EL Ke eBRIAD AWK SAVELEM. 7TATYW—2 lio BF CTERERL TARY ELK. 8 FR-bISTIELKS ° lL, BAPUTH. Ww BREA HYHCI. AN oidamy 103, Next day at school. [1] kozs.05/06 VATY 2 bo, KIL EA, FOIREUATLAN, 2FATL TsELAL. CAS-H—-OM TC HMITE ELK. arkTY— ERN-A-Cetwectrl. 77 FFVETH SL. skitl: ZIFF WK LHL | ®@ Mary: Excuse me. Where is McDonald's? Stranger: There is a department store over there. McDonald’ is in front of the department store. Mary: Thank you, T) (QD) Mary: I'm home. Host father: Welcome home. How was the movie? Mary: I didn't see it. Takeshi didn’t come. Father: Oh, why? Mary: I don’t know. So, I went to a bookstore and a temple alone. Host father: Were there a lot of people? Mary: fes. [took many pictures at the temple. I also went to a department store, Here’s a souvenir for you. Host father: Thank you, ® Mary: Oh, Takeshi. You didn't come yesterday, did you? ‘Takeshi: I went there. I waited for one hour in front of the Mos Burger place. Mary: Not Mos Burger, McDonald's! ‘Takeshi: McDonald’... I'm sorry!Nouns Activities TIT PbO 242 People and Things bur Ot wa BAU ive child Tak rice; meal Lele picture; photograph ha desk Tha letter ae cat WY bread ve AW Places *BtS CGA Ro FB BAT Beir aTbF + 5S as we tS +#9 «brs Ru-verb Os Adverbs and Other ~ebe + DHLbsy yesterday hours one hour last week, when ...5at the time of... (~0) Monday Tuesday Wednesday Thursday Friday to meet; to see (a person) (person (=) there is... (place I< thing 4°) tobuy (~#) to write (person = thing ) to take (a picture) (~ ) towait (~#) tounderstand (~4*) (a person) isin...; stays at... (place t= person 48) Expressions about (approximate measurement) I'm sorry. so; therefore many; a lot together with (a person) why alone106 >> ei « SR Location Words AX S right (~) oF!) z left (~) dA i front (~9) 3L4 BA back (~) teh - inside (~) JR + on (~M) LE Fr under (~®) BH it < near; nearby (~) ce Be next (~) bu Mi between (A & BM) \, TE * a #, REKSLO C BA wt PEHILE SCITLAOMSeawer> 107 #BGrammar eS XDOORT/WET X 4H") FF means “there is/are X (nonliving thing)” The particle 4* introduces, or presents, the item X. You can use 4!) ¢ + when you want to say that there is something at a certain location. HELIETTIFF WEARS V ET. There’ a McDonald’ over there. Note that !) £4 is different from other verbs we have seen so far on the following three counts. One, it calls for the particle [=, rather than ‘, for the place description. Two, the place description usually comes at the beginning of the sentence. Three, the thing description is usually followed by the particle 4% rather than [2." You can also use 4 !) £ ¥ to say that you have or own something” FVEMSYEtL. I don't have a TV. MAS ETH. Do you have time? We also use % ') £4 when we want to say that an event will take place.? BIFAKRHV ET. ‘There will be an exam on Tuesday. S HUAIBRBO 7 FAWH') Ett Lo There will be no Japanese class tomorrow. ' Another count on which 4 % differs from other verbs is its colloquial substandard negative form. We have % \sCF, instead of the expected regular formation & #2 VC, which is ungrammatical * Note the difference between: F VEG I) EEA (Idont havea TV), the negative version of 7 LV E48 Y F,and FEL ed!) FL (Itisn'ta TV), the more conservative negative version of F# VE TH. * When & !) 4 is used in the sense of an event taking place, the place description is followed by the particle T, like normal verbs and unlike the other uses of & ) #4. HUALRBTHE A ET. There will bea festival in Kyoto tomorrow. Note also that some time expressions (such as B # El I=) come with the particle [=, and some others (such as % L #2) do not (see Lesson 3). The rule applies to the 4 !) 4 4 sentences as well.1089» #5 Seine When you want to present a person or some other sentient being, rather than a thing, you need to use the verb \» £4.‘ Thus, StL & Pea ET. There's an international student over there. You can also use \»& F to say that you have friends, siblings, and so forth. BRAORKBIVET. Thave a Japanese friend. EaACy (place [c) thing d* goss Place) | erson dD’ UES iC. There is/are... Describing Where Things Are ‘We learned in Lesson 2 that to ask for the location of item X, you can use the word Y= (where) and say X [£02 TH. VAFFNMPICSO CTE Where's McDonald’? In response, one can, of course, point and say: | bt over there. ZIEFWEL | TH. McDonald’ is _} right there near you. | =e right here. In this lesson, we will learn to describe locations in more detail. More specifically, we learn to describe the location of an item relative to another item, as in “X is in front of Y” The Japanese version looks like X [4 Y on Ct (ZI EFWEIL) SOFA hott. It’s in front of that department store. “Note that the same verb “is” in English comes out differently in Japanese: BefA0EF. There isan international student over there. SKIEB#L TH. Mary isan international student. \E-F and & ) £4 ate strictly for descriptions of existence and location, while + is for description of an attribute of person ora thing.____ BA BR>r> 109 Other useful words describing locations are as follows: { location words a He to the right of | | vreD to the left of BR in front of 3LB behind XikYD | wD | TH. Kis} inside x. Sz on/above Ute under/beneath BI< near | | is ® next t0 XY EZOBVETS.. X is between Y and Z. MTD SRO Cet. ‘The bank is next to the library. PELF—-FOETCH» cE ‘The umbrella is under the table. UAbFVILFS—bhCRROMTT. BUR BE ‘The restaurant is between the department store and the hospital. One can use any of the above location words together with a verb to describe an event that occur in the place. To use these phrases with verbs such as RNS and , one will need the particle T. - MILER N—H-OMTA Ty\—-z Kes ELA. waited for Mary in front of the Mos Burger place. * Another word for “near” that is also commonly used is =f. “Both X tt ¥ OX #9) TH and X 2 Y OL © CF describe situations where two items (X and Y) are found side by side, Fora & % ¥) sentence to be considered appropriate, items X and ¥ need to belong to the same category: two people, two buildings, and so forth. In contrast, an item can be £ are quite distinct. OMEAIE> ROLITH. ‘The bag is by the desk. X PELE AOLKU TH. (odd) in relation to another item even if theyL10>>> a8 - Past Tense of CS ‘The past tense versions of “X [t Y C4” sentences look like the following. _ = —— | affirmative negative present tense ~tt ~UPBUCT past tense ~Lpeponety’ | [— | We FAIS ¢ DREOPET LéA. PeLkanen ‘Mr. Yamashita was a student at Sakura University. SHLARORBU veh o ATH. ‘That was not a Japanese movie. HE Past Tense of Verbs ‘The past tense forms of verbs look like the following, where ~ stands for the stem of a verb. — mn affirmative negative present tense ~eo ~éth past tense ~#Lie ~#RATLIE AT NS AEA FBIM ELA. Mary returned home at about nine BILFOFARBEMBLELATL A. I did not study Japanese yesterday. ‘The various details of formation of the long forms that we learned in Lesson 3, like the ru- verb/u-verb/irregular verb distinctions, all apply to the past tense forms as well. 7 As was the case with the present tense U » #4 C4; you also find a more conservative variant Ue 4 ) 4b ATLA along with Ue 44" f= TF, Written language would more likely have Tt) ATL ty with the uncontracted form Td ° The colloquial substandard form of the past tense negative verbs are #24* > t T7,as in Ho thohTH. ‘We will learn how to change verbs into these forms in Lesson 8. :SB4g>> 111 We learned in Lesson 2 that we use the particle % in reference to the second item which shares a common attribute with the first. You can also use & when two or more people perform the same activity. BILEOI RBIATS EL Ke I went to Kyoto yesterday. LEALL IOI pELnene 4 Utz. Professor Yamashita went to Kyoto yesterday, too. Or when someone buys, sees, or eats two or more things. AT SLAC OEMOE Lhe Mary bought shoes. ATS LIBEL ERE L tee Mary bought a bag, 100. In both cases, % directly marks an item on the list of things or people that have something in common. Observe that replaces the particles |, 4*, or in these sentences. You can also use 4 when you go to two places, do something on two different occasions, and so forth. Alb HH RAIS TEeLK. Iwent to Kyoto last week. Iwent to Osaka, too. 4-IATE ELKO Robert went to a party on Saturday. BRBIS EF 4 IEE LI He went to a party on Sunday, too. ‘We put & after the particle |< in these sentences. More generally, particles other than |4, 4%, and % are used together with &, rather than being replaced by it.L12> > Sei «SC — Be ‘The duration of an activity is expressed with a bare noun, like —B#fil. Such a noun stands alone (that is, not followed by any particle). : ATY-SALTOTCHKIFL SA CaM GE ELK pray Mary waited for Takeshi there for an hour. For an approximate measurement, you can add ¢°5\» after ~0# fi. ALE 3O 7 BABE SOM CHR LE LAS I studied Japanese for about three hours yesterday. To say one hour and a half, you can add 3 immediately after ~ #44. SOF LHMERELA. TEE aRaE b (1) slept for seven and a half hours last night. GH t is used when you have suddenly noticed or remembered something. The small > at the end of these little words indicates that these words, when pronounced, are very short.La BB it (CansreQp HAO Japanese National Holidays eA Latta NewYearsDay Coming-of-Age Day (Celebrates people who turn 20 years olin that year) National Foundation Day 320874? BAB Vernal Equinox Day 4p208 Bang Showa Day (Birthday of Emperor Showa (1901-1989) 5838 BASE Constitution Day 5A48 ENO Greenery Day 5ASA zeb08 Children’s Day TAR SAB? BOB | Marine Day oARSAM a BER | Respect-for-the-Aged Day 9f238 25? KROB | Autumnal Equinox Day 1OpR2AmE' | KOR Health and Sports Day 11838 SEO Culture Day 116238 BHEBMOA | Labor Thanksgiving Day 1 12238 | Rese 8 | Emperor's Birthday 7 I: The second Monday 2: The day varies year o year 3: The thd Monday The period around April 29 to May 5 encompasses several holidays and is called I—Jv 7" 7.4 —7 (Golden Week). Some businesses close for a whole week or more during that per (For the names of months and days, see p. 127)RAB 115 B. Answer the following questions. 7 HVLOMICAROVA hay HeSVY ETH. BULORIMO ETD. PRIN) ETO, AOREAWET HS a ep wa FRAY ETH. » (zoo) Masta. SUKOBD (country) (24h) ETM HURORICM SY ETH. yeu DCc. 116 >>> Sei SOA Look at Takeshi’s schedule for the week and answer the following questions. [2 04.08 School After School Monday French English Computer Tuesday History Club activity Wednesday | French English Computer Thursday History Club activity Friday : English (TEST) Party Saturday NO SCHOOL : Date Sunday NO SCHOOL Part-time job club activity = 4-7 JL party oF 4H test FRb Example: Q: AMEBIS7 FY ABO7 AANA VY ETH. Alli, HYET. [RBO7 FARE VETO YEa-I-DIFRAMANY ETH. RRACT IY ABO? IANS ET OS RBIS ZIREV ETD. AMD IA ETH, Th ETH Lma ETH, Gee a ec Pair Work—Write down your next week's schedule and ask each other what plans you have on each day of the week. Example: A: ASEH ISM 4d !) Et Goro a B: BRBO7 724!) eT.Saw» 117 Youre Schedule Your Partner’s Schedule Aug @BSRSETTID A. Look at the picture and tell where the following things are. [2] xo4.07 Example: BE 1 2, B. Look at the picture and tell where the following things are. [2] xos-10 Example: ® —- #47 RAOETT. EL . 29 > MERLAFORATI. pal a eee BSRILA—/S—OLeI CT. SEA 3. SAE 5. Aa RE 4.28 6. BE OPd Ba Fae RLU or yh eet ab -K T (door)LIS >>> SEB SCRA C. Pair Work—Ask and answer questions to find where the buildings are. One student looks at map A. The other student looks at map B (p. 126). Don’t look at the other's map. Example: A : a8 (LEITH A. B: AMET LO CHEN TH. Ask where the following NA places are. aa I 1 AF 4. RE i zl ak ae — LSA 5. SMB Labay Wie Ny 3. we “ ASE. eR BO fie BO A. Look at the information about Professor Yamashita 25 years ago and answer the questions. [2] kos.11 ‘Twenty-five years ago, Prof. Yamashita was + twenty-two years old + senior at a college + good student + his major—Japanese history Example: Q: UR AE AA RE (college student) TL #4. Alay, UrFAElAFETL A. PELkehan Zon en QEWEAEET AMT L Ato Ra URaRa Alia, WERELT ARE ethonTT. 1 UPPAEIL FRET L tt. 4. RARE OBKILREB TL At. 2. UREA TLL to 5. WTAE O BRILIER TL be 3. WRITE TL DS nalnahan aanB. Pair Work—Guessing game Ask questions and find out the prices your partner has chosen. 1 BAH 119 Before you start, both of you will choose one price in each row of the table and mark it. 2. In each row, use the item and one of the four prices, make a yes-or-no-question sentence and find out which price your partner has chosen. 3. You can ask at most two questions with one item. If you have guessed correctly the price your partner has chosen, you score a point. Your partner will not give away the right answer when you ask a wrong question. 4, When you have asked questions about all the items in the table, switch the roles with your partner and answer their questions. 5. Tabulate the score. You win the game if you have scored higher than your partner. Example: A : FOMEKI=AD A TLE. Biwwa, ZA etpohk@tt. A: ETAT LEM. Blk, 43TH. wlth ¥5,000 ¥10,000 ¥15,000 ¥20,000 He ¥600 ¥1,000 ¥1,300 ¥2,000 (F9L ¥1,600 ¥2,000 ¥2,400 ¥3,000 Try ¥3,500 ¥4,000 ¥6,500 ¥8,000 best ¥3,000 ¥10,000 ¥17,000 ¥25,000 C. Pair Work—Suppose you got one thing as a birthday present (JL*#Y h) and choose it from the items on the next page. Your partner guesses what you got. Answer your partner's questions. Example: AL TLEY BEMEATL AM. BiAAL MIEKTLAL UA, DEL ee ohTH.BRAC eLALICN A. Change the following verbs into ~# Lic and ~ktA TLE. [al xos.12/13 Example ANS + AXNELA ENS > RNEHATLA 1 te 4 oy 7.B3S 10. %S 13, ¥¢ 2 mF 5.4% 8. bHS ub} 14. DAS 3b 6 £9 99% 12.0% 15. Ob B. The pictures below show what Mary did last week. Tell what she did. [9] kos.14 Example: 47!) —* A(¢ AMER (BSR CMB LE LAS Ex. Monday (1) Tuesday (2) Wednesday (3) Thursday PIT ATT TRGS in the library at home at school (4) Briday (5) Saturday (6 Sunday at her friend’s house in Kyoto ata department storeame 121 C. Look at the pictures in B and answer the questions. [:ll|kos.15 Example: Q: 47!) —2AILASBB | SRE CHB LE LAM. Alltu, Si llr. QirTy— Ald ASE B [c8RB ELE Lit. ALDOR, REUATL RS AT YS AMELKGE | AT —% ALAR | Kee AT YS ALAM IC BRAO RE BISA Lire | AT — SABE I Teelh ATV SAMEMBIFHRELELAM. ATV S AB MER ISH ELE LE a ween D. Look at the pictures in B and answer the questions. [2] kos.16 Example: Q: T')—% Alt AMEE A: Bete CHR LEELA. 1ELELAD. ATW HPAL AT Y-ZAIL AT YELL OR ERE L Pots AT YAS LIOR MELE LADS AT YS AERIS OS CROMER L fete ATS ARR EIS ES CREBI BE Ltrs BIS e LE Ltt. Aue wn = E. Pair Work—Ask what your partner did on Monday, Tuesday, etc. Example: A: AMBICMELE LAD. Bi7=Z2eLELK.122 >>> Se «SO OI-E-SRHET A. Compare sentences (a) and (b), and change the sentence (b) using %. [*ll|xo4.17 Example: (a)?.¥7S-#—-l4 2B ATH. (b) J-E-W= BATH. (@) AU LS L1H ERE Lhe ) AU LELUPEL ERE Lhe 2. @) Ob ELBE RB EMBL ET. () AT Y-SAB RB EMBL ET. . (a) ALS ALLER IE WA bELEF. () AU LEA @) AT Y-ALIBT (b) ATV SALFET (a) & LAY (b) BLA () #38 this (0) FO5. FA PATER LA FUT bELEF. S 2 Bx, P28L Kew a B. Describe the pictures using ®. [*l] xos.i8 Example LA L[t#ETT. go toa party(WHR S ELIE us Cone A. Mary did a lot yesterday. Describe how many hours Mary did each activity. (alro9 Example: £7) —% L12\8M HEE LU tee EX. 8 hours land a half hours 2 and a half hours12db oe SS SOR B. Pair Work—Ask your partner the following questions. Example: A: 304, WM7LEERE LK BEM Cb REL. 505, MME LE LAD. 2. 504, MEE Lhd. 3. FL (game) ELEFH, AVC 4. 479—Ay b (internet) LETH BUF LELETH. YTV fBERH Cb LETH. WECOORE (Review Exercises) A. Pair Work—Using the expressions below, ask your partners how often they did the following activities when they were a child or in high school. Example: A! TRO / BRO L>> aS Pair Work (11) C. Example: A : 2 LEITH. Ba lIKFVOCEY TH. Pair Work (Wf) C, Example: A > r/S KB 2 Yb Y (badminton) & LEtha. PUNCH Ae ‘AMBILE I CTH. | AMEE LRH CR BLT. KGB IL? PED Ask where the following places are. Lae +B 2K 5. URRZY 3. Rae Spm. Jogging Study in the. (Rbrary Shopping in town Dinner act friend’s houseDays/Weeks/Months/Years Days | BG AMG Kee KG KE Aa tme ESE GORI ET RRS 2 3 4 5 6 DUhs be Boe bob we be | 7 8 9 10 "1 12 13 | toe br a0 Ese WABI UF UW LIE | 15 16 17 18 19 20 | BoeEN rlceeh emdecca) estttee) itelueck) cece tues | 22 24 25 26 27 [= ehttich ARE betes tphoh UAE LORE (onic | 29 30 31 erortens ELAR AUNTIE BLAIKIE a Months WBA (-A) January = L648 (4 A)——_July [kaso (SA) February [£64°O (\A) August xh (SA) ‘March < #9 (14A)— September Las> (A) April Ux ia> (+A)—— October Tat (BA) May Ue 3064 (+—A)—November ZS #9 (SA) June Cadkss (F424) December Time Words ___Day | Week | Month | Year Bev | Elna kta | cbtoda BELL | aan) (=A) the day before yesterday | two weeks ago two months ago _|_ the year before last_| S035 (HB) | LL 05 (GeiR) | EAGER) | Fah (RR) yesterday last week last month lastyear | 25098) | Zh L039 Gum) | chiFo(GA) | ce LR) today I this week _this month this year SLACGAB) | bvb 09 CRI) | bUIFOGRA) | bind (RAR) tomorrow | next week _next month next year bX>T | sHoubo7 sO xB | Ga) (FRA) eR) ter tomorrow | the week after next | the month after next | the year after next _ |128 >>> SB - SO (Cy SHB he77 A Trip to Okinawa ee wp De cS @ Robert and Ken are vacationing in Okinawa. [1] xos.o1oz posh: OURRTT A 2th ad: FITHHM. TH, BL oCB THA. 3UN—bi AR bb, Swe | A hi REEL EG. sik DN REAILELER RIDE CH SON b IL HH 74 VASE TH. a 7 BLATHER YELLIN. ~ eth A TH. BEL RUTH CUS hi ARATE LS @ At the post office. [2] kos.ox/04 VON hl THEA, lO slL, CFV RETO ETT D. 2 Act. g30N—bk: Exrb EnMS FlREMOLES. tMIb. ZLAMFe2 3 4 BS» 129 On Monday at school. [2] kos.05/06 PRIGL OS REA, ME, BYE FT. RATER LO OATHS Ob: Ake PMOMET SC HOTEL AL: moh TH, IE MAAS TH. FROME A > ATH A. DOKL Ona, BEYB CEH ORTH. AL ELOF— BELG TL ht. AGL WO Robert: Nice weather. Ken: Yes. But it isa little hot. Robert: Yes. Wow, beautiful sea! Ken: Let's swim. Ken: What kind of sports do you like, Robert? Robert: I like surfing. Shall we do it together tomorrow? Ken; But isn't it difficult? Robert: No. xy Robert: Excuse me. How much is a postcard to Britain? Person at the post office: 70 yen. Robert: Then, two 70-yen stamps, please. And one 50-yen stamp, please. Takeshi: Robert, thank you for the postcard. Did you enjoy the trip? Rober Takes Robert: No, it wasn't so expensive. How was your date, Takeshi? Takeshi: ... fes, The sea was very beautiful in Okinawa, Good. I like the sea very much, too. Was the airline ticket expensive?130 >>> S55 « SRI =n AE K05.07 Wile ce wu I aetey Nouns +54% a sea + 85T Ws postal stamps. +355 we ticket “4-747 surfing Lad kyy ee homework KNbD RAH food AACLIVU MAB birthday FA test "ThE RR weather DED RAM drink «(Lae RE postcard RR bus *Ul7% FAT airplane a we room #lEK a I (used by men) eth hee holiday; day off; absence “Yard WAT travel W-adjectives Shbly RL new 2 bo By hot (weather) bow BO hot (thing) VEAL tele busy (people/days) BRAY REV large Belay Haw interesting; funny Pot good-looking (conjugates like‘) chy Hiv frightening abe Ry cold (weather—not used for things) hole HL fan Bue abs small 2ebe boring BU a old (thing—not used for people) *DTHLY BEL difficult + Words that appear inthe dialoguePEL ete Re %K-adjectives eben) HR + en (t) (FL (4) FR L¥a (a) ia et 3(%) HS PENS D(H) HR + HT EG) AGS [SPH (te) Us (%) BR U-verbs BLO aC OS RS Ru-verb THIS wAatS Adverbs and Other svolels oor “Eh FEOUL IS He IS AKA ete + Che ond exe easy (problem); kind (person) inexpensive; cheap (thing) disgusted with; to dislike (~#%) beautiful; clean healthy; energetic quiet fond of; to like (~#*) tohate (~#*) very fond of; tolove (~#*) lively not busy; to have a lot of free time to swim toask (person |=) to ride; to board (~I=) to do; to perform (~ #) to go out Expressions ‘together extremely and then It's okay.; Not to worry.; Everything is under control. very what kind of... [counter for flat objects) to (a place); as far as (a place); till (a time)132 >>> S85 - SG LLY Pe ONL ET a ee eee ee % Grammar co Adjectives There are two types of adjectives in Japanese. One type is called “\ \-adjectives,” and the other type “%'-adjectives”” \ and # are their last syllables when they modify nouns. \)-adjectives: BEL ARB an interesting movie EOF, BELAVRB ERE Ute sawn interesting movie yesterday. hw ascary teacher es Lee ee lt chy ee TT. Professor Yamashita is a scary teacher. tg-adjectives: an FR a beautiful picture FROCEMOLERERY ELA. took a beautiful picture in Kyoto. HALA an energetic teacher ry Wh HE Id FR Hee CF. Professor Yamashita is an energetic teacher. PELReR Japanese adjectives conjugate for tense (present and past), polarity (affirmative and negative), and so forth, just as verbs do. The two types of adjectives follow different conjugation patterns. Uradjectives \-adjectives change shape as follows. | aon | affirmative negative present eoucs eC BUTT (or EOL BORA) Itis cold. Itis not cold. past eOPoKTT eo BPoRTT (or EOL BOKHATLE) It was cold. It was not cold.SBSH >> 133 In the negative, you can use the more colloquial variant %\ ‘4, or the more conservative variant % !) £44. Both these forms involve the change of the last \ syllable into ¢ . Unlike verbs, adjectives conjugate fairly uniformly. The only irregularity worth noticing at this stage is the behavior of the adjective \ ‘\» (good). The first syllable of \»\ is changed to in all forms except the dictionary form and the long present tense affirmative form.’ WU (irregular) affirmative negative present wucs BUTT (or BK BO EA) past EDORTH KK BD ORTT (or kL BDEHATUL) Compound adjectives like #*> © \ +4» that are built with \ +t follow this syllable change. 1&-adjectives The conjugation pattern of #-adjectives is exactly the same as the conjugation table of ¢4 which follows a noun, as discussed in Lesson 4. TRS) affirmative negative present = - RTT TRU pwUTST or TRL aD Eth) She is healthy. She is not healthy. past BRCUK FRU PRPORTS She was healthy. She was not healthy. ‘The final syllable % is dropped in these long forms of #-adjectives. The two forms shown in the negative column are the colloquial and the conservative variants, respectively. In addition to these two forms in the negative, you can also substitute TIL for U asin TIL!) Et’ and Titb!) +A TL A which are more often used in the written language than in the spoken language. " There actually are alternate forms, £4» and £4, but they are much less frequently used than 4» and \CF in the spoken language.34ers SOR If you want to say things like “very hot,’ and “a little hot,” you can add “degree adverbs” like $2 (extremely), & T (very) and 4 > & (a little; slightly) before adjectives. PRO mL TEIMUTLADW ‘The sea was very beautiful in Okinawa. EAU TH FLEe > LETH 1 eye 4.Btl4aw 7. SBN 10. IS FP Aw 2. bow 5. DEM BUNNY lL. FHM 3. 3D 6. WEA 9 LF ae 12. BEX B. Change the following adjectives into the negatives. [4] xos.o9 Example: PF. OFC EUTH vee + BECSTOTT 1 Fb 4. Sfb LY 7 BS 10. LPH 2. Bvy 5 OTH LY Buy LL. eHow 3. Div 6. tro li 9 NFL EE 12. SBP pe C. Look at the pictures below and make sentences. Example: 2 OWL TT. HEE CRO TT 6 a)138 >>> SER SO D. Answer the following questions. Example: Q : BRIBO 7 FAIR LI THO ALAA, MBLOTHO/ OWA, BEL CH TH. 1. PALUE THD 5. BRORNMIEBU LTH A 2. REP LOTT. 6. ZFAILBELAUTIO. ES FRIAAIU THD. ua BMH LOTTO. 4. BBLS TH He 8 bt OILY TT 0 E. Pair Work—Make affirmative and negative sentences with your partner. Example: % Hi»# > RESOBRILINUOTT. TE. ROMBILIHOU vay CH. 1 Belay 3. Cty 5. 7. RR 2 4. Bul 6. Hocus 8 Ew___ S858 139 F. Pair Work—Make your own sentences on the topics below using adjectives, and tell your partner. Example: 72% bd ie LdaUtH. PILUTT. 1 Jolt 3. BOLI OAIL 5. RRS 2. Roms 4, BOMBS 6. 797-4 (Hawaii) [Z DEDoKTS A. Change the following adjectives into the past affirmatives. [] xos.10 Example: AON + Ad DOATH FOS > FRETLE 1 PH 4 5&L4Y 7. OLY 10. IS BPH 2. HO 5. DEDUIY Buy LL SMV 3. sb 6. VEAL 9 LF o te 12. OE % B. Change the following adjectives into the past negatives. [2] xos.11 Example: Ft + PF BESO D. Pair Work—Practice a dialogue with your partner, substituting the underlined parts. A and B are talking about A’s vacation. Example: went to Okinawa — very hot > ALA HPRICITS ELAS ep asap Bot9THo. CU CUAY. A:XtT LBPoETT. 1. sawa movie — scary 2. stayed home (7 612\.S) —_ very boring 3. went toa party — not fun 4, went to a restaurant — not delicious 5. (your own) Bust Co ta ee Bt A. Look at the pictures and make comments on them. [l) xos.13 Example: Bret > BS Me TH He (RF QFLve ‘3 NdB. (w) x NKPWETID A. SRS» r> 141 Answer the questions using the given cues. [i] xos.14 Example: Q: AFT — SAIL CKUATH MH. AL kTY- SAPS LUAtt. Ex. £T' — (1) A— (2) a7s—b B AGL ¥ 0 beautiful interesting energetic Pair Work—Choose the items from the following categories and ask your partners whether they like them. Example: A: RAS CTA. Bilt, SCH /ABS TT. WOR, EHUTH/AEHUTH. . Foods: meat / % > & 7 (fermented beans) /F 4 % 7 !) — 4, (ice cream) . Sports: + y 77 — (soccer) / A + — (skiing) / TV 7 (golf) . Music: @ y 7 (rock) / ¥ + X (jazz) / 7 7 ¥ y 7 (classical music) . School work: test / Japanese class / homework ween . Drinks: sake / green tea / coffee % IF you neither like it nor dislike it, you can use F% THF HWTEAUTH. Answer the following questions. - CAURAR—YOSEE CH te 5 CARN OES CTH. 5. CA CRRA OES THM. 7 CL URE OSES CTH. . CLUE RIGS CHM. wR epLAD ore Bi SCA ORBERELES an A. Change the following into &L &5 sentences. [*l)) kos.15 Example FRETS + FARELEL LI. Lvol site 6. FO 2. FoHE I= BA < 7 E 3. RB ERS 8. FRERS 4 BARTER 9. AIRS yp 5. BOUTS 10. FRIES I B. Pair Work—Make follow-up suggestions using #L& 30. Example: 3§\\ C44. > ALROTH. BRERAEL ETH Bi tjlelet. . Bvttn. 2. $oReT A. 3. SO MIL LOTT 4. HSLAUAZORE ATT L. 5. HOVAAVIEBULUOTHL. 6 HLAUFA HSV ETH. MECOORE (Review Exercises) A. Pair Work—Ask your partner the following questions. . Were you busy last week? Were you fine last week? Was your high school big/old? Was your watch expensive? Is your bag new? Is your room small/clean? Is your teacher kind? NO ye YNSBIR 143 B. Class Activity—Show and tell Bring pictures you took on a trip. Explain to your class where you went, what you did, how it was, etc. And later, other students will ask in detail about the trip. Example questions: CITE LAM. RRIECITL AM SH CATE ELAM. RITROWHIL {5 TL At C. Role Play—Use Dialogue I as a model, buy some stamps and postcards.ddr (Cutere(QaD PN HAOSD Japanese Festivals uA #9 SORE There are many festivals in Japan. Some are famous, while others are known only to the locals. Some are very traditional, while others are rather new. Here are some examples of well-known festivals. Where do you want to visit? ( Le BR The Sapporo Snow Festival is held for a week in early February. It features large snow sculptures constructed in a park on the main avenue X Re £08 The Kyoto Gion Festival is held in July. On the 17th, beautifully decorated floats parade on the main streets in Kyoto. BR pXxrey The Aomori Nebuta Festival is held August 2-7. Huge color- ful lanterns are pulled through the streets, accompanied by people dancing and playing | flutes and drums. a ERY The Tokushima Awa Dance Festival is held August 12-15. Groups of people form lines and dance around the is held August 6-8, and is fa- \ center of town. mous for its large, elaborate NX decorations made with color- ful Japanese paper. } We 29s The Sendai Tanabata Festival SIGE: CRANESSHRP 45 Useful Expressions DIS ws On Bas ay C At the Expressions on, BRL eT. SLIT tas Bet. Post Office Can you take care of this, please? Give me three 50-yen stamps, please. (Hit) TBI L EF. ——— Make this (an airmail), please. ABCD bd) BF 5 Bahay s¢.—— Vocabulary &u———— counter fe rene] — postcard postal stamps parcel airmail How many days will it take? It will be 150 yen. surface mail ——— special delivery @——- registered mail 45% insurance146 >>> S58 «SHE —keAO—H A Day in Robert’s Life us cS © Inthe class. [2¥)xos.01/02 VLR ae ¢ ON h xh, KON VERA TEU oe PWR SORIA, BET RA PIRTHTIEIT EEL FOsh: RE RAPERHELA, i : BAS EHO TETRA. BBR ETH. liv, FHEtL, @ After class. [4l}kos.02/o4 VR =: BAN-bSA, PEILARTL AM. BON bl Ake RTR-SAO/—b ERY TEU THD DUTT Ee HYKLI. TORLET. DS hEL, BULLFAbHHVETL. Rho ORObEL, SMA ICKAE LK DA. Cede, PARC Wot, gm lat. Onthe bus. [19)xos.05/05, VBILSIL: HO. FARK. CONAMRMMSTI ETH. 2OAN—h: AR ATEET LO BO, C5e a ThA SBE TLD wa, Wacieh. FcmU ETE,4a: ZITHH. Uv, BMEBEEL LIM. sbItb*hK: & CItTsEHA. Prof. Yamashita: Robert, please read the next page. Robert:.. Prof. Yamashita: Robert, please wake up. You cannot sleep in the class. Robert: Mr. Yamashita, I forgot to bring the textbook. Prof. Yamashita: Please bring your textbook with you. We use it every day. Robert: I understand. I'm sorry. Sue: Robert, you had a hard time today. Robert: Yes. May I borrow your notebook later, Sue? Sue: Yes. Robert: Thank you. I'l return it soon. Sue: Robert, we will have a test tomorrow. Robert: Really? Sue: Yes. You were absent from the class last Friday. (That’s why you didn't know about it.) Robert: Well then, I'll go home and study today. Old woman: Excuse me. Does this bus go to the city hospital? Robert: Yes, it does. Take this seat, please. Old woman: No, thank you. I'll get off soon, Robert: Is that so? Then, shall I carry your bag? Old woman: Thank you,Nouns bra BSS AU *ergele rhb ad CD(y-F4-) + L&AU SIVA ve 7— 1 oF ThE TAL Ye Ibo yay nay ze 13 beled bar t-adjective eROAL(H) KE U-verbs bes Mee BSFZULS shat 2S aC BRBICAS Bt at Feta BS n> HALL ERG =n 55 money bath kanji; Chinese character textbook this week cD municipal hospital shower next electricity train baggage personal computer page window night next week next year tough (situation) to play; to spend time pleasantly to hurry to take a bath to return (a thing) (person (= thing ©) to turn off; to erase (~ &) todie to sit down (seat IZ) to stand up to smoke© 2e7 touse (~#) TOKF tohelp (person/task &) LOS toenter (~IZ) *$° to carry; tohold (~ &) eetu (1) to be absent (from...) (~ &) (2) to rest Ru-verbs US RTS BLAS HAD to open (something) (~ %) to teach; to instruct (person {2 thing #) to getoff (~%) to borrow (person |= thing &) to close (something) (~ @) to take a shower *BYS EUS PS US Las HHS YeI-b5US ve7-€t BUS 28 toturn on (~%) TADEDITS BREVIS to makea phone call (~I=) +btnd Bnd to forget; to leave behind (~ &) Irregular Verbs ONT LS 6 bo BNTS HOTS to bring (a person) (~ &) to bring (a thing) (~€) Adverbs and Other Expressions *beTt BT Be B¢ sab eho lath RTT ate HELE FCI both RYTH D later on (do something) late because... ‘That would be fine ‘That wouldn't be necessary. right away Really? slowly; leisurely; unhurriedlyrammar ae Te-form ‘The main topic of this lesson is a new conjugation of verbs called the “te-form.” Te-forms are a very important part of Japanese grammar, In this lesson, we will learn, among their various uses, to use them in: + making requests (“. .. please”) + giving and asking for permission (“You may . .. /May I... 2”) + stating that something is forbidden (“You must not. ..”) + forming a sentence that describes two events or activities. (“I did this and did that”) ‘The conjugation paradigm of te-forms is complex, as we need to learn separate rules for ru-, u-, and irregular verbs, Furthermore, the rule for u-verbs is divided into five subrules. First, with ru-verbs, the rule is very simple: Take 4 offand add T. ru-verbs u-verbs with final 5, , and! $2 + fot 2 - fot cS > €2T u-verbs with final & , ii, and ¥ BO + MAT a BAT | FED - rE Ae ‘As we discussed in Lesson 3 (see page 89), some verbs that end with the hiragana % are ru-verbs and some others are u-verbs. Review the discussion on how the vowel before the final 4 syllable determines which verb belongs to which class, As far as te-forms are concerned, we observe that u-verbs that end with will have a small -, ru-verbs that end with 4 do not,SSGHR>> 151 u-verbs with final < a+ gut There is an important exception in this class: IS > fot u-verbs with final < RS RUT u-verbs with final Boo - HLT ie Ee ‘The irregular verbs +4 and < 4, and compound verbs built with them, conjugate as follows. iegular verbs 3S + Ut <3 et 4 Note that te-forms and stems (the forms you find before £ 4) are totally different constructs in the u-verb camp. A common mistake is to assume that the simple paradigm provided by the ru-verbs (RST and &* #4) covers the u-verbs also, thus coming up with unwar- ranted forms such as x BVT (see HVE F) and XAT (see HE% FF). It is probably easier, at this stage of learning, to memorize each verb asa set, as in # < —* Et te ’ T, than to apply the conjugation rules on the spot. Refer to the verb conjugation table at the end of this volume (p. 382). SSE) Use a verbal te-form together with ¢ 7: 2» \» to make a polite request to another person “please do . .. for me. Please read the textbook. THEHL. BLOCRAT RA. Excuse me. Please teach me a little. (= Tell me, I need your advice.) 2 af you are taking toa very close friend or a member of your family, a -form, by itself, can be used asa request EMT. Open the window, will ou?15299» S58 «SC Gl ~ceuves A verbal fe-form plus 41-4 means “you may do...” which describes an activity that is permitted.° To ask for permission, you can turn it into a question sentence, ~ T $40 T +t 4». If somebody asks for permission and if you want to grant it, you can either repeat the whole verb fe-form plus $1.\» TF construction, or just say WYTH. X TECH and X £4\\CF do not stand alone. PASELTE VU THA, May I see the textbook? lt, RTEOUTT EL. —Yes, you may. wucegi. You may. CIF Please. \TIEUIFECA A verbal te-form plus [£\ (+ £4 means “you must not do . .. ,” a strong prohibition statement, as in rules and regulations. CHHREMS TIMI EL. You must not take pictures here. If somebody asks you for permission and if you want to deny it, you can use T(d0 U4 £4 A, but the sentence may sound too harsh unless you are in a place of authority. We will learn a softer way to say “please don't” in Lesson 8. Ba Describing Two Activities You can use a te-form if you want to combine two or more verbs, as in describing a sequence of events or actions (“I did this and then | did that”). In other words, the te-form does the work of “and” with verbs. (Note that two verbs cannot be joined by &, which only connects nouns.) This fe-form conjunction can be used for present and future, as in the first and third examples below, and for the past, as in the second example. The tense of the verb at the end of each sentence determines when these events take place. * In casual speech, you can drop & and say #2 TAM TH as well as LX T $A TH. In contrast, [2 in the construction TI2\ IF & 4E A, which is discussed in the next section, cannot be dropped.BOWE» 153 Jab EEN T ae-LéEt. I will borrow her notebook and photocopy it. o alt, FRCS 1S $8 L ELA. Today I got up at six and studied. REM OT. BOMERNEL LF. Let’s goto the cafeteria and have lunch. The te-form of a verb can also be used to connect a verb more “loosely” with the rest of a sentence. In the first example below, the verb in the te-form describes the manner in which the action described by the second verb is performed. In the second example, the ¢e-form describes the situation for which the apology is made. ARK CT, RHIATE ET Igo to work by bus. (take a bus to work, HMBERNT THRU. Lam sorry for not bringing in the textbook. (I left the book at home, and I am sorry.) aoe A sentence that ends with 4>5 (because) explains the reason or the cause of a situation, a proposal, and so forth. (situation). (explanation) b PILRMR LET. ALAFARHEV ETH. Iwill study this evening. (Because) we will have an exam tomorrow. RACK EL LI. IZ YEG TIM. Let's go by bus. (Because) taxis are expensive. “The explanation clause may also precede the situation clause. Thus the first example above can also be para- phrased as: HLAFALKHY ET HD, AAS RMBLET. ‘We will discuss this further in Lesson 9,1SAv> Ses SCRA GH ~eLa5m In Lesson 5 we learned £ L & 3 #*meaning “Let's...” # Lt 5 4 is also used in the sense of “let me do...’ in offering assistance. If you see somebody having a hard time opening the lid of a bottle, for example, you can offer help by saying: (BANPV ELL IM. Til do it. Or to a person who is carrying a heavy bag: WMEREELE IA. Shall I carry your bag? CurrsreQ aD IN HAO SCTE (1) Japan’s Educational System (1) Ea Pes uk ee Most children in Japan attend kindergartens or nursery schools before entering elementary school. Compulsory education comprises six years of elementary school and three years of junior high school. Although not compulsory, over 95% of junior high students go on to high school for three years. About half of high school graduates attend a university or junior co!- lege, Admission to high schools and universities is usually based on an entrance exam. The Japanese school year starts in April and ends in March, with a long vacation in summer and two shorter breaks in winter and spring, AEE te BMAY (BA Graduate School FA'P Zhe “TALS! ne ce ~ Junior College 22 1 ss University | S78 (ED cn ‘High School Gee ia) Junior High School 24 18 ee ee Elementary School AA Compulsory Education_ REE 155 # be _/ — he a7 oa Expres 326 /3BU1b Although both #£v» and #£ ¢ mean “late,” they have different usag- 6s, since HV is an adjective and J ¢ is an adverb. EV» modifies nouns or works asa predicate, and i ¢ modifies verbs. AL ROD ii Bi Betti. MAI FWCSRET MVOMOMERAET. ‘On weekends, I get up around 10:00 and eat late breakfast. THE LE I went to bed at one o'clock yesterday. It’s late. BDF, WC BE LI I went to bed late yesterday. You can also apply this rule to W/L, ESOP LF ¥ is normally used with 6) HEF, asin EF SHVMREF (Thank you very much), or with FAFA, asin YF BTAEA (1am very sorry/Thank you very much). When used alone, it is an abbreviation of #3 4 DMEF or YF STAEAA. Therefore, when you want to show your gratitude or regret, you can just say 3 & instead of saying a long sentence. £3 functions in many ways, depending on the situation. Some people use 3} as “hello” or “good-bye.” %> Many words that begin with 23 can also be used without it. 23 in such words simply adds smoothness and nuance of social refinement, without changing the meaning of the words. }) (festival) Example: 231%156>>> SER - SOS @ BPractice DBERITTCEA A. Change the following verbs into te-forms. [2] kos.o8 Example: 5%4 + B*T 1 ENS 4a 7. bt 10.9% 13. Lea 249 5. <3 8. US Lug 14. (dey 3tb 6. £9 94% 12. BS 15. PAS B. Let’s sing a te-form song! (Battle Hymn of the Republic) [i] xos.o9 DL i etdy ok Ceres Core Cnet on tb LAT HF StLT Le LAT OK OwT UF WELT VSO VWFOT AK% ueverb te-form D2 92S oT US LT ( OT CF OT (repeat twice) $ UT wverb te-form C. Make polite requests. [4] kos.10 Example: BRSEEHEL TK HSV. Ex. Please speak Japanese. Please stand up. Please listen. . Please read the book. . Please look at me. wey . Please bring the textbook.SOR» 157 Please teach me kanji. ~. Please return my book. | . Please speak slowly. yeu e ). Please come with me. 10. Please call me tomorrow. 11. Please bring your friend. XM i, D. What are they saying in the following situations? Example: BEMUT SHS. E. Pair Work—Make your own request, such as “Please stand up” and “Please take a picture,” and ask your partner to act it out. Example: A: J—~E-@RA TK EX\%. +B pretends to drink coffee.158 >>> 2 Sot TFLESZATELWITID You are staying with a host family. Ask your host family for permission to do the following things. [) xos.11 Example: FLEERS + FLEERTEUTHH. LAGS ERI 4 ORS 7B bots 2, BEMHS 5. RB EBNTKS BST TY EHRG 3. wi. var T—-BBUS 6. EReEM< 9. BREE S . What would you say in the following situations? Make sentences with ~T®L) Wes. . You are in class. You realize you need to go to the bathroom as soon as possible. . You are in class. You feel sick and want to return home. . You have forgotten to do the homework. You are sure you can bring it in tomorrow. . You want to ask your teacher something, but you cannot phrase it in Japanese. . You have run into a celebrity. Conveniently, you have a camera with you. apn . You and your friend are in a dark room, and you feel somewhat uncomfortable. .. Pair Work—Ask your partner if itis all right to do the following things. Example: AIS ERI > ALKIEL ERs TEOUTID. BAA UTHL. CIF /FHEtL, Broly LR. BESS 2 SY ERY S 3. SEM A FLEES 5. (your partner's name) & A OBS &1R 5 6, (your partner's name) © A. D&B (CAT <eB 159 MFLEERTRUITEA A. You are a strict parent. Tell your child not to do the following things using the cues in I-A. [2 xo6.12 Example: FLEERS + FLEERTIVGEtL. B. Tell the class what we can and can’t do at school and at a place you live. Example, BPECHIES ERo TATE AL, HARI TLY-OFHCHY + T-EBUTEOUTH (host family) a > C. Pair Work—Ask your partner if it is all right to do the following things. Example: See CBs € 14 > AS MSR CEBEDIT TL TTA. Bilty, BEEP TEU TH / WOA, BRED TIO EL. 1 RAT THAT ERI 5. DSR CRNS 2. ZIATCBE 6. FRENKEBN TCS 3. SO TIE ERE 7. SULOBTHAMOAIL 4, Bee CET BAEKE A. Look at the pictures below and combine the pictures using te-forms. [4 kos.13 Example: #227. J—E—EKAET.160 +>» SES - SR Qe B. Change the following into te-forms and make the rest of the sentences. Example: @RES > RIT. HMEMATT. 1 RKEOI BITC 4 BEBIRI 2. FBIM 3. BREMYS hie 8 C. Pair Work—Make questions using the following cues. When you answer, use ~t. Example: 4 UL KOR > A SLEOR, Heleta. 8: BER CRM LT. RBI ET. L HOR 4 2O3OR 2 BLOM 5. SOM DAR Qhies bess 3. 307 OW 6.SH» 161 PMBLET . BLIETFARMBVETD 5. RRaes ._ Add reasons to the following sentences. Example: MH LES. + WBRLET. HLAFAbMHYV ETH. i BMIARTLK bORBE RELL. LC BOURRI VATE ETS | SOUR EARL Ie . (name of friend) A AMES TH. RES CRAB HEY # Lie wR eD a . Pair Work—Ask each other why you think the following. Example: BOMERNE HA. > AL RILBIORERNEHL. pet 08 BR Bitjltttm. Al bE VERS EELDD. BEAL? B RERNSE HL. TIAMHN ETH Do 2. 3. aR. (name of a movie) ERE te. 4, (name of a celebrity) #°% 5 TF. 5. berthiths Yet 6. SIL RSE € LEtr. 7. . (name of a place) tts zt. 8 aRREROET,162 8 Sk WFLERBLELESD A. Pair Work—Propose to do the following things, using &L.& 50°. [) xos.14 Example: A: FVEGHLEL LIM. Bi tAadth. BRVLET AA, EOULISTH._ SEHR > 163 B. Pair Work—Make a conversation in the following situations. Example: You and your partner are in a room. Your partner looks hot. > A REMGE LAI. Bi bY I. BMVLET. 1. You and your partner are in a room. Your partner looks cold. 2. Your partner is going to have a party. 3. Your partner has trouble with Japanese homework. 4, You are talking with a Japanese (= your partner) in English, but he doesn’t seem to understand English. 5. You come into a room. ‘The room is dark and your partner is studying there. 6. Your partner forgot to bring glasses and cannot read the menu on the wall of a restaurant, CODER (Review Exercises) A. Role Play—Play the roles of A and B with your partner. Example: Example-A Example-B. You are short of money and want to ‘You don’t have money to lend to borrow some money from your your friend because you wentona friend, trip last week. AL theta, be ete!) TEVUTH DY B: BETTI. CILT Ai&é UALR K BORE ATID. Bi tt. & Lbare Neth. AM. HAT a a oe | 1-A 1-B You have a date tomorrow and want You just bought a car (< 4#) and to borrowacar (¢ 4£) from your don’t want anyone to use it. friend.

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