Genki - An Integrated Course in Elementary Japanese I Second Edition 2011 WITH PDF BOOKMARKS 33 PDF

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 component parts or making new words by combining kanji. Readings for comprehension are generally short and deal with subjects familiar to the students. They assume knowledge of the vocabulary and grammar that the student has learned in the Conversation and Grammar section. New words that appear in the readings are listed. At the end of each Practice section, we suggest topics for students to write on, GENKI 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 “inconvenient,” “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 characteristics—they are separated from toilets and sinks, and have some space for washing one’s body outside the bathtub. Usually, all family members share the same bathtub water, so it is necessary to clean one’s body before getting into the bathtub. 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.LGA >> SE «SOS Q) 2A You lost your Japanese textbook, but you need to study for a test tomorrow. 2-B You have a big test in Japanese and need your textbook to prepare for the test. (3) 3-A You see acake (4 —+) that looks very delicious. You love cakes. You are now in your friend's house. 3-B You just baked a cake (7-4) for your mother’s birthday. Your friend is in your house now. B, Answer the following questions. PR. MELET A. RSee LER MER CHET, CBRE BH, i. MESNE LED. FROM, VOTRE LAD TRON = FBO LK ECL REMY ETH. ECT aR ERAT, yen awe wn S (Answer with “~ 7, MEL TIVE HAD. BRO’ CHIL. ERo TEU TH DS ~o”) HELE PEE LAI.HO 165 Useful Expressions HEX /HAS Directions oF CFTC (go straight) Al WAS — BIBS ERS (turn left) (turn right) (cross the street) =OHOF OBO se zeae =) .T ae aha S (turn left at the (tara right at the second corner) TH first traffic light) x (north) goa J), |\ #onm (left side of (right side of way a the street) the street) * * * A (south) ALtAstL, PBB THA. Excuse me, where is a post office? Bi dot (iol, SCHORR AT CHA. HIRE MI TL Go straight and turn right at the third corner. oy | a ‘The post office is on the right. Ales bhUee FIM OET, Thank you very much.166 >>> SS SO (| 1 s Ri) SS Family Picture D Le LA HDialogue me @© Sue is showing a picture of her family to her roommate, Michiko. [2] ko7-01/02 1&BI: SHILA SAORBOTK TH ro 2A =: “£26 2&BII A-ZAMLEKNTI OY. tA 2 IMTH. GROMMAHIED TELE. SABI: PbOUTTAL oR 3 SHILETH TAYVADBE (HHS TOET. 7ABL: Ham 6 Doalwouoeeta. LHS LTH, BR —1 Ake MILBHL TET. SY IIE BLtET. 9 FPO ACET. - whbI: LITT ho .BOET A. 4 Th. BrotkoTOETh, wR —: AR EL RNETHD,Boor 167 ® Michiko’s phone rings. [2] xo7.03/04 ashi BLEL, ABIIA, BAEL TET. AB: BIEL TOEHL B A-SLOFRERTVET. ey Vath © ash: ZdTHH, BELAVDVD ERY EL EDD, tirokb Rk REAL. ABS: OWTCH He AEA EMIT 9 TEU TH Ho UN—h: 64k, AB: Uedb, FTE ET. © Michiko: Is this your family picture, Sue? ‘Sue: Yes. Michiko: Which is you? Sue: ‘This, I was wearing glasses when I was in high school. Michiko: You are cute. Sue: This is my father. He works for an American company. ko: He is tall and good-looking. Is this your elder sister? ‘Sue: Yes. My sister is married. She lives in Seoul now. She has one child. He is three years old. Michiko: I see. Oh, there is a cat. But he is a little fat. Sue: Yes, because he eats alot. Robert: Hello, Michiko, what are you doing now? Michiko: I'm not doing anything especially. I am looking at Sue’ pictures. Robert: I see. I have borrowed a funny DVD, so if you like, won't you come to see it? Michiko: That sounds good. Is it all right if Sue comes with me? Robert: Of course. Michiko: We'll come right now.168 >>> SES « SA & Fh Voc gal x * K x BOK BIL BTL BALCOVE xDOAK sel et Des RR he % Sea La ry 169 fast short (length) kind convenient tosing (~ €) to put on (a hat) (~ #) to get to know (~ €) Iknow Ido not know tolive (IEF ATH EF) to put on (items below your waist) (~#) to gain weight to be on the heavy side to put on (glasses) to put on (clothes above your waist) (~®) to work for (ITD EH TOET) to lose weight to be thin to get married (~%) Expressions ssy but not . .. anything [counter for people] one person two people nothing in particular Hello? (used on the phone) of course ifyou like170) > SS SOI AEE ee SE Pee See) em Ge ze Ag ~THWS A verbal “te-form,’ when followed by the helping verb \', means either of the following: (a) an action in progress, or (b) a past event that is connected with the present. Which of these two senses a given verb is used in is to a large extent determined by the se- mantic characteristics of the verb. ‘The verbs we have learned so far can be roughly divided into three groups based on their semantics. (1) verbs that describe continuous states (2) verbs that describe activities that last for some time (3) verbs that describe changes that are more or less instantaneous We have not seen many Group 1 verbs. So far we only have & 4 and 4. ‘The te-forms of these verbs are never used together with the helping verb \», so we will have nothing to say about them in this section, Many verbs belong to Group 2. They include verbs such as #~ 4, #0, and #5. When the te-form of a verb in this group is followed by the helping verb \\4, we have a sentence describing an action in progress. AX AA aS Be LT Et, Sue is studying right now. AULY MARBOR E HEAT WET. Takeshi is reading a book in English. You can also use a ~~ T\\¥F sentence to describe what a person does by occupation or by habit. The first example below therefore has two interpretations: 1. you are teaching English right at this moment; and 2. you are an English-language teacher (but are not necessarily in class right now.) The second example means that Mary is in the habit of studying Japanese (but of course she does not spend 24 hours a day doing so). PLR ERA TVET. bet ee Tteach English. / Tam teaching English (right now). The distinction between \\4 and 4 % that we learned in Lesson 4 does not apply to this helping verb ~ 71», you can use ~~ C\"4 both for living things and for inanimate objects.878 171 ATS ALBA GE EE LT Et. Mary studies Japanese every day. Verbs in Group 3 describe changes from one state to another. If you get married, or #4 %, for example, your status changes from being single to being married. With these verbs,” Tt indicates a past occurrence of a change which has retained its significance until the present moment. In other words, €\*4 describes the result of a change? Professor Yamashita is married.* ABIIALBOW Bo TET. Michiko is seated near the window. Here are some more examples of verbs that are commonly used in the ~ €\»4 framework. HO 4 HOTS R-SAMBBER TAO TVET (has) Sue has a lot of money. Bb + Ha TBE WERE E> TET v (knows) Professor Yamashita knows my mother. KE AoTwS bAXAMB tot Ko TET. (is overweight) Tom is a little overweight. PHS PHTOS ROBILETEPHTOEF. (is thin) My younger brother is very thin. BO > HUG AT YET Y YER TOETS ; “ (wears) Mary is wearing/wears a T-shirt. ® Among the verbs we have learned so far, verbs such as 824 4,176, WB, RS, HH, WTS, HS, ED, Fea, HT, ENS, HY EY SH TCS, ANT C8, IGT SKS, OHS, BS belong to Group 3. In most cases you can determine whether a verb belongs to Group 2 or 3 by checking if the uch as —8§ Ml. Compare, for example, T read a book for an hour yesterday. (Ungrammatical, much as the English translation verb allows fora phrase describing duration, “I died for an hour” which is also odd.) WL thus belongs to Group 2, and FE %a to Group 3. “In Lesson 9, we will observe that this result of a change reading is actually not restricted to verbs in Group 3, but can be associated with those in Group 2 in certain contexts “Note that the sentence does not mean Professor Yamashita is getting married. The negation of f2-> Ti F is #0!) £4 A, without the T\»4 formation.1 ais so RIS + BETS BRIAR TET. {asseike) Dad is up and awake. ob + EATS RARITIES HEA TOET (lives in) My family lives in Tokyo. HHS + HHS AOMMABROR CH H TET. (works for) ‘My older sister works for a Japanese company. Note that verbs like 4T ¢ and 384 belong to this group. Thus {f> Tt» and HRC indicate the current states that result from prior movements, rot movements that are currently in progress. You may want to be careful with what the following sentences mean. (To TET. Somebody has gone to/is in China. Not: She is going to China. DBIRTET. Somebody has come over to visit. Not: Somebody is coming over. Finally, a note on conjugation. The helping verb \‘% conjugates as a ru-verb. Thus we have long forms as in the following example. BATHS - affirmative negative present BATES aNCuetl His eating. He is not eating. past BXTHWELE = BNTWRHATLIE He was eating. He was not eating. Gi x7u-apegogucs To describe somebody who has long hair, one could say: bASLORIEEU TH. Tom's hair is long. But in fact it would be far more natural in Japanese to say: bASAEETROTT. Tom has long hair. (= As for Tom, he has long hair.) aeSB7eRr>> 173 ‘This applies not only to discussion of the length of one’ hair, but to descriptions of a person's physical attributes in general. See the Parts of the Body section at the end of this lesson for the name of body parts. AXAlk Person A has a body part which is... a of Ef % In idiomatic collocations, we also have: Home Pot Ba istall is short is bright/smart A Te-forms for Joining Sentences In the last lesson, we discussed the use of verbal fe-forms to join sentences. \\- and %:- adjectives and T+ after nouns also have te-forms, which can be used to combine two elements to form longer sentences. ‘The te-form of an \ »-adjective is formed by substituting < for the final \ . The te-form of a %-adjective and a noun + TF sequence is formed by adding T to the base or the noun. | Uradjectives: UY irregular, iy T-adjectives: 75 (15) noun +B: BAATT HOKORNW AEA T CT. BULUTT. ‘The food at ‘that restosirant is inexpensive and delicious, KFMLEMOT, LOokTT. ‘The hotel was clean, and we were happy. PAB BA + BTR butt. eEinenin "E Professor Yamashita is a palace and and he is about fifty years old.LTA boy SEB SR verb stem + [C{7< Ifa person moves to another place in order to do something, we can describe their movement and its purpose this way: a< destination of movement | ~ | |the purpose of movement] [ le| aS ‘The purpose of movement is a phrase consisting of a verb, its object, and so forth.° Verbs describing the purpose of a movement must be in their stem forms. Stems, as we learned in Lesson 3, are the part you get by removing # + from the verbs’ present tense long forms. stems: BNO — BX (ES) BO - Hae(ES) etc FN hI NEA EAU (TS ELAS a I went to a department store to buy a bag. AT SABA [HABE EM LIKE LA se; BER ESI Mary has come to Japan to study Japanese. eG Counting People ‘The “counter” for people is A, but “one person” and “two people” are irregular: —A and =A. - “ wet) (—A) one person two people three people four people five people BdIL GA) six people LEIA /@wIEL (EA) seven people IZBISL GNA) eight people Soe7lch& (A) nine people Uwslkh (FA) ten people MAVETD. * You can also use some nouns like L\ -4y (shopping) for the purpose phrase, as in FISH HOR GICATS EU tse went to.a department store for shopping,7B 175 To count people in a class, for example, you can add ~ A after the noun and the particle 4%, and say: person tt XA WES PO7ZFAI (A) AT 2—-“FYAOFENOAVET ‘There is one Swedish student in our class. ‘The place expressions are often followed by |= [d instead of (= in this type of sentence. Expression Notes 8 BJ — hem 8 Ba Bi 5 means “to play,” “to spend time pleasantly,” ot “to pay a social call.” EPROM, EK BABE MOE Li When I was a child, I often played with friends. HMO WAM HCO ATE E L% went to Tokyo to have fun as last weekend. API BICHON < Wo Please come and see us. Note that “to play” as used below requires different words. Sports: to playtennis FACTS Games: to play games 7—-AETS toplaycards b7Y FEDS Music instruments: to play the guitar ¥¥—#3HL< #13/S PI you don’t know the answer to a question but should have thought about it, you should say ta) FEA instead of KI) EAA (see Les- son 4 Dialogue 2, for example), Jal) #224 in such a context would sound rude, implying that your ignorance on that matter is none of the inguirer’s business.176909 SR «SH @ EB Practice Th Ga OMELTUNETD A. Look at the pictures below and answer the questions. [4] xo7.06 Example: Q: 47 —SAILMEL TOE TH. A: AT BEF VEER TET. (10) B. Pair Work—What were you doing at the following times yesterday? Be as specific as possible (where, with whom, and so on). CAMEL TOELEM CHE CR Lt ELK. Example: 2p. 1. 6AM. 3. 10 A.M. 5. 6PM. 7. LPM. 2. 8AM. 4, 12:30 RM. 6. 8BM.SA7HReoe 177 C. Class Activity—Let's play charades. The teacher gives a sentence card to each student. One of the students mimes the sentence. All other students guess What the person is doing and raise their hands when they recognize the action. The person that gets the most points is the winner. Example: EPS AGE TRO TOE TS DSERLAMSETIAENTUETD A. This is Sue’s family. Answer the following questions. 07.07 Example: Q: BRXAILUS HEATH ETH. AL BREALM= 2-3 -TIHEL TVET. E BMT ALO SIAEL TOS THe 6. BX KLEE L TOE T Bo BEAST AY ANAEN TOE TH. 7. BRELILAMTT re 3. BRIAUMEL TET. 8. HE AIR TH tr. 4. BMSALTEL TET He 9, BREA AO SALISH T 5, BMS LLM L TOE THe WEtTH. Father lives in N.Y. works foran American company | 48 years old Mother high school teacher 45 years old Sister__| _ lives in Seoul workd for a bank; married 27 years old Brother | lives in London student; not married 18 years old. B. Pair Work—Ask your partner’s family and fill in the blanks below. RTH | MELTWETH RL TOETH@COASEORUTS (Describing People) A. Describe the physical characteristics of the following people. [2] ko7.08 Example: SOAIB HAS WCF. Ex. a) Q) @) La ZN LAN ZN >. > q D q D 4 D D ) & (5) r 4 4 B. Look at the picture below and answer the questions. [2] xo7.09 Example: QS WHS ALPE TORT A Allty, WHALE TET. WEE Litko THETA FIERTORTD HCaTH. ARV TOETOS BMS Litwas DEDITTIETH. SISLHS BB TOE THY WES LAPSE OCT A BINS ALS 1TH Hr. [oe ME ALB AUD SCH He iv een ay Bw N 5 atsSATB» 179 C. Look at the picture below and describe each person. Example: ASF ALE LEAS TET. ne @ AI] nee Reb RPO D. Class Activity—One student describes another student without mentioning the name. The rest of the class guesses who the student is. Example: BOG TH. Tt VER TOET. VOY REM TOE UL, ARIML>> al B, Looking back on your childhood, make sentences using the given cues. [1] x07: Example: next-door neighbor — tall & kind + LEY OAHAE ST BMT 1. father — quiet & good-looking 2. teacher = — big & scary 3. house — old & not clean 4, classes — long & not interesting 5. friends — kind & interesting 6. school — lively & fun 7. homework — difficult & tough 8. myself — small & cute C. Describe the following items using two or more adjectives. Example; my mother + BEEHOTRELUTH. BLEMVTHA, CHoTT. 1. my hometown 4, one of my family members 2. my country 5, Japanese people 3. my Japanese class 6. people of my country D. Pair Work—Answer the following questions using two or more adjectives. Example: RICRPOET HA CLURTH Io > A: RERIWET I. Bilt, ALCKERTH HS BIST, PHUUTH. A: td CH7181 L COMbRE LAD. / CLM (B) CTH RID ERD TORT HO ACLU IY TIM, BEUAMOETH. /CLEATT I HRMELELEH/EITL AM FRAIL CIARA LA. /CLEMTL 2. 3. 4. Bh ODRERAAT ERT ‘A. Sue is going to the following places to do the things below. Make sentences like the example. (49) o7-12 Example: Re — HS % (Kabuki) RS + AX AER BISONS ERIMTI ET. —REBUS aeSoa C. Pair Work—Look at the pictures below and practice the dialogue with your partner. Example: A : FASKIREB OG BME CATE ETH. BRUTE ET. Ex. to play (have fun) (1) to borrow Q) friend’s house Tom Ken Paul (3) to buy souvenir re Figs temple department store Maria Yoko WTOREICZLOADETAVETD Pair Work—Ask your partner the following questions. Example: A: = DEBBI AOAMHMAVET Do B sAvate L 183 @ECOOKR A. Answer the following questions. 1 CIUEA THETA 2. fee LTE To 3. BRE / BERS TOETH. 4. BROKE H5 TUE THe 5. FTI TET : 4 7. 8. 9. FRBOAEAS AM EM TOETH LO TOE TH. WETH. AAVET I. BREA/S BEALE TBO TOET I BUVSL/BIESSALE CER TUE THe 10. FROM, BRRER TOELEM. Leb Tea b 1. BROW. BAB EH TEL AMS B. Class Activity—Show a picture of your family to the class and describe it.18499» S255 SCE CururaQ)0 Nn RIROWFO Kinship Terms 1. Referring to 2. Referring to yours _| 3. Addressing other families | A. formal B. informal yours Father | Bea ag BLEA BLEAK | Be 3 3 Ea Mother BREA 8 BEEA Older brother BEEA z BREA Older sister BEA i BIE [Youngerbrother| #8. &A a —_— | Younger sister Eh Ra _ Husband ZEA BAe |FA8359h | span | Ee BOA | etc. es Aa REAMBEA, Wife REA Re RNS BHeA Grandfather BUUSA BS BUVSA | BLUSRA Grandmother | BIESEA a8 BESSA | BESSOA child BESA 360F — There are many other kinship terms in addition to those listed in the table above. Equal or younger members of your family can be addressed by their given name instead of the kinship term. As the table indicates, the term used for a particular type of family member varies according to the following situations: 1. Speaking about somebody else's family 2-A. Speaking about your own family in a formal situation, such as a job interview 2B. Speaking about your own family in a casual situation 3. Speaking to your family ALBRSADSLE Al RTTD How old is your father, Mr. Tanaka? B : [formal] pe a My father is 50 years old. {informal] BLEAEE+RTT. BLA! You can also address members of your family with the terms that the youngest member \yould use. For example, a wife can call her husband 4352. A. or /¥/%, and a mother can call her oldest son 352-5» A. Mother: BESwA, BLEANB THIET Le Son (literally, older brother), your father is waiting.SB7M>r> 185. Useful Expressions ADD Parts of the Body Pa B®) »(B) lia ()— ba) | SS kteas Gem) bea BLY (2) —_186 >>> Sei St s s Dialogue © Aechoot. [208-0102 VARI: KUVLEL, HLKALUT NF a—-ELEtAD 2AWL: wttH. EHDRE FT Oo 2&GBo: R-ELE OND SLARE TS AT -SKAERSCBVET. 4kitl: WAAL? SABIE UAEAIET IV BEST OTE Le 6 kItlh BSCt A. MOO TOREL ETH 7hBI: ALobeurkoss, @ Robert is cooking at the barbecue. [#l) xos-03/04 PARIS LETH, ON bELILABT OOS TIM, RAY LERTHEV ET. HOPBOE LEI 40h: Ces, bY bh eMo TRA. SOKoh: Biel ie SHB: bo, EAMRENUT HS , AT SKARB EB TOE LED SATA Bi tro CHARA, Aah: Cea, Hap !SBE» > 187 ‘Michiko: Takeshi, would you like to have a barbecue party tomorrow? ‘Takeshi: That's nice. Who will come? Michiko: Sue and Robert will come. I think Mary will come, too. ‘Takeshi: How about Ken? Michiko: Ken said he had a part-time job. ‘Takeshi: Too bad. Shall I bring something? Michiko: I think nothing is needed. ® Michiko: You are good (at cooking). Do you like cooking, Robert? Robert: Yes, I ofien cook at home. Michiko: Shall I help you with something? Robert: Well then, cut the tomatoes, please. Robert: Shall we start? Michiko: Don't drink yet. Mary said that she would come. Mary: I'm sorry for being late. Everyone: Well then... Cheers!Nouns HX0T bY OUL end ed NAAT 49% We lth LAFF Loe HEvvde date THE LEG els eheh 4o etl 4- NONE a t2L Sb Az K-LRAFA EVLoF aa bwito RA t-adjectives sULdF(%) LF AC) TH FO) ae U-verbs HORS MAES oF RI eg ai ese the day after tomorrow rain office worker camera karaoke air this morning blackboard this month job; work; occupation college student weather forecast place tomato summer something party barbecue chopsticks winter homestay; living with a local family every week next month skillful good at clumsy; poor at famous it rains towash (~&) to say toneed (~#*)+BEUS aS *Bti BI +383 mS +3Oke tS bots HoT Ru-verbs UZU4ZAS UZU4RS otS BTS *l1tCHS WHS Irregular Verbs FRTKES Bate LETS HESS KITS HTS ChhtS Bats YLINFS ABTS Adverbs and Other ob FIL th PAE HAR XARA (TIHA) = BS(CH) SOT » EF + negative +4LUT to be late to think tocut (~€) tomake (~ €) to take (a thing) (~ €) to stare (at...) (~ &) to throw away (~ #) tobegin (~ &) to drive (~%) todo laundry (~ €) toclean (~®) tocall (~I=) to cook Expressions always uh-uh; no uh-huh; yes Cheers! (a toast) That's too bad. about... concerning... not... yet all (of the people) together#% Gra ae eS Ga Short Forms In this and the next lesson, we will learn a new paradigm of conjugation, which we will call “short forms!” Before we start worrying about their meaning and how they are used, let us first see what they look like. It should be obvious why they are called short forms. We will list the already familiar “long forms” to the right in the table below. Present tense, affirmative short forms long forms verbs: mo° Bes U)-adjectives: BDU? DDWITS 1&-adjectives: tebe? Hoc noun+ GS: pete FEC Present tense, negative short forms long forms verbs: BaRae BoRth ()-adjectives: PD feB IE) Bs KS > oe fo Os Blatt He RS > Bow yo - irregular verbs: 3B > La <é > Te exception: BS + ten With verbs in the negative, the following three points are worth noting. (1) The negative short forms of verbs that end with the hiragana 7 are ~#%\\ instead of ~Ht? (2) The vowel changes with the irregular verbs 4 and ¢ 4. (3) The verb & % in the negative is #\», as in 4** 4°44» (there is no umbrella). We now turn to discussion of how we utilize short forms. In this lesson, we will learn to use the short forms in the following four contexts: © In casual conversations, as signs of intimacy (See 2.) © In represented, or quoted, speech (“I think...” “She said....”) (See 3.) @ In making negative requests (“Please don't. .”) (See 4.) © In expressing ideas like “I like doing. . ” or “Iam good at doing. ..” (See 5.) ? This suggests that the bases of verbs like {3 and #4 actually end with the consonant w. This consonant remains dormant when the base is followed by the vowel i, thus we have 0k F, where w is lacking, but it surfaces with the vowel a following, {4 4\ \. This mystery consonant also explains why the te-form of such a verb has a small >, just like verbs whose bases obviously end with a consonant, such as & % and #2.Informal Speech Two people who are close friends or family members speak with short forms at the end of sentences, using them as a sign of intimacy. The use of long forms, in contrast, tends to im- ply the speaker’s intention to “keep a proper distance” from the listener. Short forms, then, are like talking on a first name basis, while long forms are like using “Mr and “Ms” It may not be easy to decide when it is appropriate to switch to short forms. First of all, Japa- nese speakers are often very conscious of seniority. A year’s difference in age may in many cases totally preclude the possibility of establishing a truly “equal” relationship. Second, license to use short forms is not mutual; senior partners may feel perfectly justified in using short forms while expecting their junior partners to continue addressing them with long forms. Thus if somebody who is older, say, your Japanese language professor, talks to you using short forms, they would be greatly surprised if you should return the favor. Here are a few observations on the grammar of short forms as they are used in casual conversations. © In the casual conversational use of short forms, question sentences do not end with the question particle 4°, but with rising intonation alone. CARR EMC 2 (CLUE EMI 17) What kind of music do you listen to? © The # ending of %-adjectives and noun + C+ constructions (b in the previous section) is usually dropped at the very end ofa sentence, or is followed by sentence-final 4 ort. ATTY SAME, or ATI -SAMLHKHEK LS ween SAE (Rather than: 4 F') —X AISLE Faken Mary is a sophomore. In casual conversations, [\. and \\\ are usually replaced by the less formal 47 4. and FGk.SSG 193. Gi ~ cB s /~eeo tue Lic To quote a person's utterances or thoughts, you use a clause ending with a predicate in the short form, plus © v4 (think that ...), E> TVs LA! (They said “.”), and so forth. & is a quotation particle, which does the job of both the English word “that” in indi- rect quotation and of quotation marks (“ ”) in direct quotation. SLAB bvEF. A-*AlS HLARRVNHS 4 E Botwslte A-SAL, BULRRKH SEBO TOE LAG Sue said that there would be an exam tomorrow. (BID) EL EALIAAT — SLAC WET. I think Takeshi likes Mary. Tid UA: indicates that you were there when somebody said that, as in “I heard them saying ...." If you were not there when the utterance was made, as in “(the long dead) Napoleon said ...,” & $49 Lf: sounds more appropriate. “Note thatthe present tense in Sues original utterance is preserved in Mary's report * The action in progress expression in ¢ *‘To say that you don’t think something is the case, itis more common in Japanese to say it like ~ #24 * # F ([ think that something is not the case) than ~~ & gs ‘£4 (I don't think). Therefore: Gul) AT YSU LS LAGE UP EOC RET. don’t think Mary likes Takeshi. (=I think Mary doesn’t like Takeshi.)194 >>> i SO ~TEWCCK EE To request that someone refrain from doing something, one can use a negative verbal short form plus €¢ EUs. CO TERERL EU TK Please don't take pictures here. negative short form + T<1EXUY Please don't... verb ODWFETT Short forms are used in constructions where verbs and adjectives are to be treated as nouns. Thus AlL~ AF-S TH / ¥ 5ST can, besides describing your preference for items denoted by nouns, such as #8, also describe your preference for activities, such as swimming, drinking coffee, and studying Japanese. Add to a verbal short form to express the idea of “doing x” (Ald) BAB EBERT S QUE TT. ike studying the Japanese language (Bld) BERRI S OMI HUOTH. don't like cleaning my room. “To be good/bad at doing something” is ~#*L 4 TF (is good at...) and ~4° TFT (is bad at...) : : ON b SAH EES OV LETH. asd Be aay Robert is good at cooking meals. AWLS ALR ESET ow THT. Takeshi is not a good speaker of English © To describe one’s skills or lack thereof, we also often use a different set of expressions, namely, ~4°% ¢ 4» T F (is comfortable with...) and ~4*I24°T TF (is uncomfortable with ...). ALDH EBT OAL (1TH. Lam good at/comfortable with speaking Japanese.likes doing... doesn't like doing is good at doing... is poor at doing... person Ié activity (verb) DD‘ | | It is a common mistake to use the te-form of a verb in such contexts, misled by the associa- tion between ~T 4» and the verb in the -ing form in English. KAIF SAREE EBL THES TT. Ree ae NE a Consider what @7*— - * Aldi & L# means. This sentence of course is about Robert and describes what he did “Ttis likely to be uttered when the topic of Robert has already been breached. Grammatically speaking, (1) the noun 0 ‘— b stands as the subject in relation to the verb 47 < (he was the person who performed the going), and (2) the noun is, per the function of the particle (4, presented as the topic of the sentence (as for Robert, he went to Okinawa), What if we both know that somebody went to Okinawa recently, and I know that it was Rob- ert, but you dont. I will say: Uh ALAS FEEL ROBERT went to Okinawa. ‘This sentence means that Robert went to Okinawa, which in English would be uttered with an extra emphasis on the name Robert. His identity is the new piece of information provided by this sentence. It is one of the functions of the particle 4* to (1) present the subject of a sentence in a way such that (2) the noun will “fill in the blank on the information sheet” The “blank on the information sheet” is a question word like 7/4 and 41. The above sentence will fill in the blank left out by: SPRITE ELEM. Compare: x AHL: Who went to Okinawa? ELAM, ‘As we learned in Lesson 2, a question word that is the subject of a sentence is never followed by the particle (4, but always by the particle 4°, As we have seen, a noun that will provide the answer to such a question is also followed by the particle 4,196 >>> a5 SOA COTFARBELAYTID Which class is (the most) interesting? BREOTFIARBELAUTT. Japanese class is. (LOFFAT) EMRHAMEDIT TET H Who wears glasses (in this class)? LR EAH A EDIT TOE To ie Professor Yamashita does, ee {D' and (1% @ oe ‘The word for “something” is #4, and the word for “anything” in negative sentences is (#8. “Some” and “any” in: positive statements fn something questions 1b. anything? negative statements fe + negative not... anything ‘These two words are used in places where the particles 1d, 4%, and € are expected. In these contexts, they are used on their own, without the help of particles. We will learn in Lesson 10 what to do in cases where particles other than these are expected. WALI > TRELK ‘The cat has brought something. walt la ENE Lit. Did the cat eat anything? wuray MIAME RN EEA TL Ke No, the cat did not eat anything.SSB» 197 RI —h9 Dash Expression Notes 9 ~F BP Most irregular verbs are compounds of nouns and the verb $4. If you have learned an irregular verb, therefore, you have also learned a noun. verbs nouns BURT Bt ex. HL ASA $B LAE LCF tostudy study Japanese language study is fun. AasS ex. TN bSAOHMEBV LOTT. to cook cooking Robert’s cooking is good. Some of these nouns can be used as the “object” of the verb $4. A (3H AED 8 Bt ZLELK. I studied Japanese. ef LE LHe RLS ALR O HERE LEELA. Takeshi cleaned his room. Compare: RIFLE ALS ABI HBR LEELA. You can use both these nouns and their $4 verbs in sentences with 4F8-CF and & 5 (C4; for example. You need to add to the verbs, as we discussed in Section 5. Pay attention to the particles before these words, too, HAM OMB AMES CH. / AAMEM MTS OMNES CH. like studying Japanese.198s seas Sea ea eR eRe @BPractice tA eS )Short Forms A. Change the affirmatives into negatives. [2] xos-o6 Example, #< > aw 14S 5. ld < 9. bbI 13.689 2. BUS 6. LCOS 10. <4 14. $9 THK ato 7.24% lL HTHS 15. [L0H 4. US BHR TS 12.44 16. PAD B. Change the affirmatives into negatives. [*l]kos.o7 Example: 7:44 > Raster FASE + FL EC ee ACA A HVE ea 1 DIME 4. dW TOT 10. Way 2 BOE 5. ALA 8. SHOE 1. Ha Tuy BY EATL VY 6 LAHOK 9 ROA 12. F3# (Informal Speech A. Answer the following questions in informal speech, first in the affirmative, then in the negative. (29) xos.08/09 Example: Q: k{ RES? ALGk. BNB/FIL, BNE 1 A, WBS S? * LC BRCHS? Pee eee BA. FLEERS? a 3. EC BRERD? a7. BLt, RBICRS 2 8 3B. EMSS? 9. ARRESTS? SBER>>> 199 10. RM. AAA TAT < 2 1 Sa. WRERRTS 2 ETS? goes” Zane B. Answer the following questions in informal speech, first in the affirmative, then in the negative. (29) xos.10/11 Example: Q : ALFk, BRe/ FIL, FRU PE. L 5, 6. 7, 8. @MBAARERUET IE BA GR A. Make a guess about Mary, using ~EBWES. (2) xo0-12 Example: good at Japanese > ATV SALA RGA EE CRUST. . often cooks . drives a car . doesn't smoke . speaks Japanese every day doesn’t go home late at night . doesn't drink coffee much . often goes to see movies Beye Re RT? BREA S 2 9 BREBOZIALBE REY BW? 10. BAGO 772 (5 REL aauamg? “7 . not married 9. likes Takeshi 10. busy 11, agood student 12. not tall 13, not quiet 14, not a freshman B. Make a guess about the person or place below and answer the following questions. Example: Q >: SOAILBRATI OS A: AR BRARURUET/ atk OA, BRAL EOE RET.200 >>» 2258 « Sct Picture A 1 WEBEL BETH DS Biuneeen wtas RTI O. Bao VETTD. BOOTHS PORTH DO. LUCHA. RHEL TET A. BREN Tho TET H t CRNET OS 10. LGR YELETH. MW. 77YRBEBLETH. Picture B Le SUL BRTH DS AE TH to AMER SMEL TOE TIS OAM, LRFETH. Aid (Mahe Eta. C. Discuss the following topics in pairs or groups. Example: — university cafeteria aA AFORE NTE IROETH ° B ECT, SUV LANE emodt. BILL RNIATE ST ASKEI RETA, A 1 Ald 1. this town 3. Japanese language 5. your own topic 2. this class 4, Mary and TakeshiSRB» >> 201 W)XPU—SAIELWEB I TWEE A. Report what the following people said, using ~EB2TUWE Ure. [A}kos.13 Example: AT —/A ME LOTH. + QL ATYHEAML So TOE LAM. ASAI LOL Eo THE LA Ex SAIL LTH. 1 RASVEL SETH. HLALKUMELET. SARS EMBL TET. | R-LRFAELTETF. . BRE LIMIT TH BESLUABE LETT. . BRALIAEE TH. RELIES LEA. saws BUALOURATT. 10, BLALEC BOTH. LL, B35 CMTE ET. 12. 6% 2 THEN THo B. Pair Work—Ask your partner the following questions. Take notes and report to the class later, using ~EBOTWE Le. 1 WAIL e Leto. 2 BRAG THM. 3.8 RORKE/ 4 RORRIL CLEATTI Me 4, CLADE TH Hy.202 9» 2S Sa ORBBWCCA A. What would you say when you want someone. . . [| xos.14 Example: not to look at your photo. —* FREREOTK KX, ete 1. not to speak English 7. not to forget 2. not to call you 8. not to stare at you 3. not to come to your house 9. not to start the class yet 4. not to go 10. not to be late 5. not to smoke 11. not to erase the blackboard yet 6. not to sleep in class 12. not to throw away the magazine B. Pair Work—Make a request using the given cues. Example @@ Mt > ASREMYTEOUTHA BiFAEEL, MIRO TEE. BUTIP ED / OUTHE. CI L AES ERI 7. your own request 2 FLEETS & 3. FRERS 6. (your partner's name) (BTS WRT SO DFE TID A. Tell what Mary is good/poor at, using LETS or FETS. [al] xos.15 Example: tennis (good) + ATV ELF AAKESTH. swimming (poor) > ATV TEAL CONF ETH 1. French (poor) 5. taking pictures (good) 2. cooking (good) 6. driving a car (good) 3. making sushi (poor) 7. speaking Japanese (good) 4. eating with chopsticks (good) 8. writing love letters (good) (ELT) (a7L9-)B. Pair Work—Ask if your partner likes to do the following activities. Example: — studying + ALERT ZOAES TIO, Bt, BETH / ABS CH OUR, EBUTH/REBUTH. 1. eating 2. sleeping 3. singing 4. doing shopping 5. playing sports 9. 6. studying Japanese 10. 7. doing cleaning uL. 8. doing laundry 12. cooking taking a bath driving a car washing a car % Ifyou neither lke it nor dislike it, you can use HTL EHUTEBWTH, end FUZATID A. Use the table below and answer the questions. [#9] kos.16 Example: Q WAEYVARTH Me ALON bELIAEYARTHS 1 EASRE ATH He 2. End 3 EMDVOERETRN ETH. 4 EMHFO ELE LI BET SOM LETH. 5. EMDR S CHt. isgoodat |. went to Okinawa [doesn't like British |cooking [CS often tase weekend —_|cats is good at oy {hada date last American [E04 |coes not cook | eked likes dogs Korean [800d at [cooks went to Tokyo last |i, cats singing [sometimes _| weekend Japanese [800d at [always eatsat_ [hada datelast oes like Pi swimming _| cafeteria weekend cats B. Pair Work—Use the table above and ask your partner questions with f@:204» SB SE WMSLECA TLE A. B. You went to a party but did nothing there. Make sentences using the cues. Ko8.17 Example. 7t—F 4 —I<# ELA, (eat) TIELAA, MERNELATLAD FARE NF 4 UATE EL AAS (drink) NIA THEY ELE, (sing) | FLENHY ELAM (watch) WAG BH TOE LADS (take) DASKIBOE LAA, (talk) OFA IAPS ELAM (do) Av ren Answer the following questions Example: Q: 305 OBO MIAME) ELAM. ALlt, 28 y F 4 (spaghetti) EMV ELA. Wrz Mette) EULTLAL . ne Late . AOE LETH. MECHORS A Thee Interview one of your classmates about any future plans and report to the class. Example: REALE IMAC CF a TOE KSSEH 205 B. Pair Work/Group Work—You are planning a party. Decide on the following points and fill in the chart. Gti d CitLete Chtes-F4-Tt Meo COsETh TEMARE FT > C. Class Activity—Find someone who . . . . likes to study Japanese . hates to do cleaning likes to sing s . is poor at driving a whose mother is good at cooking Then, report to the class: SAS LeoTHaL KS D. Pair Work—A and B are making plans for a one-day trip with two other friends Cand D. A knows C’s schedule and B knows D’s schedule. Play the roles of A and B. Discuss your own and your friend’s schedules using ~£B> TUE Lte, and find out which days alll four of you are available. 7 Example: A? EAHOE TTS Bivua, Royce gts PNB. CF TH. Al filt, MELEXL, TH. CULPRBERIMTK CET Wd Lhe Bratt, Cea—206 >>» sit Student A A's schedule 16 17 18 19 20 21 22 study quiz party 23 24 25 26 27 28 29 part-time job | Ctold A that he would... 18th: go to see a movie 24th: meet friends 26th: go to Osaka to have fun Pair Work (IK) D. Student B B’s schedule 16 17 18 19 20 2 22 shopping | work tennis 23 24 25 26| 27 28 29 work D told B that she would. . . 19th: do a part-time job 27th: go to eat Japanese cuisine 28th: go to Kyoto to see templesBR 207 Consre(QD mh AROS Foods in Japan EBA A traditional Japanese meal consists of a bow! of white rice (288), a couple of dishes (27), and soup (often #%t), and is called 28 (set menu) in cafeterias, However, many Japanese don't eat traditional food or rice-based dishes for every meal. A great variety of food is served in restaurants and even at home because Japan has adopted and adapted many foreign dishes over time. ZH bet azit © *& Common dishes in Japan AL-F1% = -AUIOT gnkE 3&K ANY Ft Curry with rice. Deep-fried shrimp Ramen noodles Udon noodles Spaghetti y é Fey £298 att DKA F Ela pipes Dumplings Beefricebow! Hamburgersteak Rawseafood Savory pancake What did Michiko and Professor Yamashita eat for breakfast today? HSE (2088) WR zt (470) b<2b. A267, 3-7 b CR. ER. oath Toast, soup and yogurt Rice, broiled fish, egg — miso soup208 >>> BER SOR aQie | E DvS\& Kabuki Dialogue @© Mary and Takeshi are talking. 2) xos.01/02 VRUL ATV SAPS EAS THO PATI 2 PSETHM. HEVOY SEL, TH OS PEAUBELA 3 PohtEoMEelhe SHULD DSEOWRELKE DonHD. RIGTEEELD sxATY— 2 RA, EV, HOTTA, 6 AIL: REACH. LoS LRT TH. ® During intermission at a Kabuki theater. [2] xo9.03/04 VATY— 2 EMUOTLAM. PKL: BUSAMALGBOATT Le LATYH: RHCTH. : ARYL: RRe LLAT. LIBCRERNE LID SATYH 2 Uk, FERN TOE LS cAIL: Cee Rucitee lade Ata concession stand. [2] koo.05/06 DRL: Take. BRMEDOC HE. 2TEDA IZ, : : SHITL: SHH, BRE OLI-E- #9, ‘BOA: S$ABMTH. CILHYRCI TIVE.ROBEY» 209 ‘Takeshi: Mary, do you like Kabuki? Mary: Kabuki? I don't know it well. But Robert said it was interesting. ‘Takeshi: I got two tickets for Kabuki, so would you like to go to see it? ‘Mary: Sure, When is it ‘Takeshi: On Thursday. From twelve noon to four. W Mary: It was beautiful, Takeshi: The people who appear are all men, Mary: Really? ‘Takeshi: Yes. By the way, did you already eat lunch? Mary: No, I haven't eaten it yet ‘Takeshi: Then, shall we go to buy it? ( e) ‘Takeshi: Excuse me. Two box lunches, please. Vendor: Here they are, Takeshi: And then, one tea and one coffee. Vendor: That is 2,800 yen. Thank you very much.210» VErorn ullevatern my Nouns wos Woe good child we & color aN BES boxed lunch bie dia Kabuki; traditional Japanese theatrical art ¥I- guitar Bane KR last year FY x medicine TV EOU REKD to take medicine ayvH—h concert The aR near future ABA HEX essay; composition LItA BR exam Re ski HAF KA last month RAD Be word; vocabulary ET piano ee pizza Urd% A illness; sickness W-adjectives bby Fe blue bm RNS red CS mv black UL RLV lonely Law ay white DI Bu young B-adjective WU ba(#) SUE mean-spirited U-verbs BLS FAS to dance BS RS (something) ends (~4°) + Words thot oppeor inthe dialogueLESS AKAHS — tobe popular (UES HES (something) begins (~4%) us mC to play (a string instrument or piano) (~@) «tb to get (from somebody) (person I= thing ) Ru-verbs BEALS BAD to memorize (~ ©) "tS we (1) to appear; to attend (~ 12) (2) to exit (~ %) Irregular Verbs FKEIFS HEHFS to do physical exercises SLES BETS — to takeawalk Adverbs and Other Expressions +b from... + tu Rae by all means +Cl4T by the way Akt all +t5 already Numbers (used to count small items) *Urod one *hkO two Ao? three iso four Wo7 five too six aE seven P50 eight 229079 nine CB212 eas Se IE ee EM ae ee a eee MH Grammar se ‘eS Gs Past Tense Short Forms We will now continue the discussion on short forms, which we started in the last lesson Here we will learn the past tense paradigm of short forms. Past tense, affirmative compare with: verbs: BATE? BAT U\-adjectives: DPpoie” DoUDoeTS 1s-adjectives: Boizoe® BoOTLE noun + GF: ete Fa Past tense, negative verbs: meapoK! REE U\-adjectives: DDU replace U) in the present tense negative 7) with Dore | \)-adjectives (both in the affirmative and negative) and 18-adjectives and noun+T¢ in the negative (b above) > drop the final in the long forms %&-adjectives and noun+ CF in the affirmative (c above) replace T Liz in the long forms with 72 3 7e ‘The two irregularities that we noted earlier are observed here once again. They are: fi > ffok wis tbok bition! "See #3 T in Lesson 6, See LTH, L (HN TH and L <> TF in Lesson 5.OM 213 Short form predicates in the past tense can be used in the same way as the present tense forms, which we discussed in Lesson 8. @ In casual conversations ROM BNE? — — Gh, NTs Have dinner yet? Uh-huh, 1 did © In represented, or quoted, speech R-TAIL, BROBHAMEHT TORE R 9 TOE LAS Sue said that she wore (had worn) glasses in high school. GAIL) FAS LAP SEE RVET. think Tom did it Note that in Japanese the tense of the original utterance is preserved when it is reported. If you are reporting somebody’s utterance in which the present tense is used, you must also use the present tense inside the quote. Thus, if your friend Sue said , BAIS EMAL Tk +, using the present tense, your report will be: R-S ALBA ER L TSE So TOEL Sue said that she was studying Japanese. Qualifying Nouns with Verbs and Adjectives The short forms of verbs can be used to qualify nouns, much like adjectives can. In the example below, the phrase 2 CAH EBA Ti (reading a book over there) is used as a qualifier for the noun 344. [HX THERMAL TOFS IXLTH. Sonat ren ‘The student [who is reading a book over there] is Michiko. The following table shows various forms of noun qualification. The phrases in the boxes qualify the noun A (person) to their right. Example 1 is a straightforward adjectival example. Example 2 contains a phrase describing a person’s attribute (Lesson 7), example 3 has a verb in the short form (Lesson 8), and example 4 has a %:-adjective, which is relational (Lesson 5). A qualifying phrase like this, which has a sentence-like structure of its own, is technically known as a “relative clause”_ 214s RB SC ae [BELAY A a person who is interesting] 2. EDR A a person | who has long hair| 3 BABEDYTNS] — A aperson|wino wears gases | 4 [sa FT A a person |who likes cats] | t t adjectives and verbs noun used as qualifiers Here are more examples of verbs used in descriptions of people. He L [be TEREMS TOS AMAEM TT 0) (Who is) the ‘person taking pictures over there? PARHET S| A (ILEATT.) People who do physical exercises every day (are healthy.) Ales [lS ERD CA (G93 TT) (Like) people who do not smoke. AA fete L BEB (DO FRIRE Leo) (A letter came from) a friend who got married last year (3 Bejeeahe sey Consider first the following pair of sentences in English. Zelda has lost her key. Zelda lost her key. These two sentences present the same fact, Zelda losing her key, in different ways. ‘The first, “present perfect” example describes the event as something that is connected with the present: hearing the sentence, one will understand that Zelda is still without her key. On the other hand, the second “simple past” example describes the event as something that is in- dependent of the situation at the present moment; we do not know whether Zelda is still looking for her key or has later retrieved it__ SOR» yy 215 In Japanese, past tense forms do double duty on the affirmative end of polarity, but the past tense and the 44 construction share the work on the negative end. Thus in the affirmative, the past tense is used both with words like ¥ © 3 (disconnected from the present) and 4 3 (“already connected with the present). BILEO)BMELELK. and Mltt 7 BMELALA. I did the homework yesterday. Thave already done the homework With the negative, the past is used to talk about a finished time period like ¥ 0 4, but T+ is used if your intention is to talk about how things stand now (“not yet”). AILEO 7 BME LEELTLA. and MILE BME L TOdtL. 1 did not do the homework yesterday. Thave not done the homework yet. [| ate~cueen have not... yet This use of €\% can be found both with verbs describing changes and with verbs describing activities, as defined in Lesson 7. A-SAWEKRE TOE HL (change) Sue has not woken up yet. BILE RBORERN TEL. (activity) Thaven't eaten lunch yet. “DS We learned in Lesson 6 that > added to a sentence means “because.” Ald PACMERNELLTL bk te Laoktthbe I didn’t have breakfast. (Because) Iwas busy In this lesson, we learn to incorporate the explanation clauses in the statements themselves, rather than adding them as separate sentences. You can simply transpose the “explanation + >” sequence to the beginning of a sentence for which the explanation is offered. (explanation) 5. (situation). = (situation), because (explanation). = (explanation), therefore, (situation).216 >>> 2255 SURI TROD SDD. AGRBABLET. neo Twill act this evening, because we will have an exam tomorrow. (= We will have an exam tomorrow, therefore, I will study this evening.) Rro hob, BAIECLTL AD We didn't go out, because it was cold. (= It was cold, therefore, we didn’t go out.) Note that the resulting order of elements resembles that of a “therefore” sentence more closely than that of a “because” clause in English. Before the conjunction 4, you find both the long and short forms. Thus the 4° clauses BAY ETH D and Rok THH 5.2 The long form before 4% is more polite, and is frequently found in request and sugges- tion sentences. in the above examples can be rewritten as # Lf: DSIOMERNS VETOED. MERITS ELE Fe Let’s goto see Kabuki. I have tickets. * The long form before 4° i> is inappropriate when the entire sentence ends in a short form, however. Thus it is inappropriate to say: X RA ATTA, Watt do foOy 217 @®BPractice ao) (Short Forms Past A. Verbs (@) Change the following verbs into the past affirmatives. [2] kos.03 Example: 44 — awk: L lta 54nd 9 SbF Bee 2 Lea 6. 10. <4 4.%569 3.00 7. lL. US 15. BES 4 OS 8. TS 12. $9 16. HARK TS (b) Change the following verbs into the past negatives. [1] xos.o9 Example #4 > bot oK 1 AS 5. ld < 9. bbF 13. BIEAS 2F9TS 6. ILLES 10. <4 4.947 3.LS 712648 1.9 15. HLA TS 4. OTS 8. PAS 12. PTD 16 FACIFTS B. Adjectives and Nouns (a) Change the following into the past affirmatives. [] xoo.10 Example: AOS => AOD oK WREu + LEK or AKL ACOH OK Lp ote 4. DV TANS 10. > 24» 2 BH 5. ALANS 8 Fhe lL eel 3. ba 6 LAH DHE 9 IITLE 12. DV21S ror SiR SO (b) Change the following into the past negatives. [2l]koo.11 Example: AO + ADC Eb oK WAEe > LEC etboK BAY OCOD et bot LOvpee 4. Dy 7. bE 10. Ao Duy 2U2£5% 5. way 8 LHae 1 BELAw 3. DANY 6 NAAN & DW TLE 12. SUL (Informal Speech A. Using the cues below, make questions about yesterday in informal speech. How do you answer those questions? ["l] kov.12 Example: F#LEERS > QiOFFLEERK? ALthky Bho/ FIL, LEDoKe 1 EFERNS 2. BATS 3. HMR CR EAH 3 4. Fb EHR S 5. JS THETS 6. REGIA 7. 8. 9. . RH BENS 10. F¥Ea—9— ERG 1. FRE LSI : 12, BU ICAT < 1. BHT 14, 777 (club) CHSBOT» 219 B. Make questions about childhood in informal speech. How do you answer those questions? [:l} xoo.13 Example: 6% = OL Foe. TAL Aldh, BR seo IIA, BAU veo he 1. dd 7. RL 2. aR 8. RR IAGES 3. Poa 9. eas Bw 4. RAR ASE & 10. awe 5 REESE UL EOS LY 6 XL 12 wUbS on A. MAME EGBUET high school. Example: ATLA. (0) > Q:4TY—RL Alli 3 WA, AR XPU-EAIZOUT ell) koo.14 L Pd oTH OM. 2 BRBKESTL AD. 3. ARMSY ELAM WRAEIC OUT [el kos.15 1 PIG ACTH. 2L4F-bELELAM 3. L 4 FI-EMAELED. Make a guess about what the following people were like when they were in EHO. ATL ttre RERUET./ UethoheBuEet. = " |. SOR EFTLED. BE it 5. bol kbokTtth.220 >> S58 « SCH B. Talk about your classmates’ childhood using the following expressions. Example: Biv > TN b EAST ROB, Bakboke vet. 1. dd 4. BHT OOS % ETS EBL OES 2 BR st 6S 8. RoR / 3. LM 6. EON HB of SLRERE MON bldRReoREBSTURLE A. Report what the following people said, using ~EB 2 TUE LI. [2] xo7.16 Example: BREA. BVT TI Ya 77 VHS Rohe BT Ete Ex. BUR. VAT Ye 77 VASES TL Re RRBCL MUTE ELAS HoOrbE VEFU veh onTT. PAT WOREL SABLE LK. PSE ERIE E LHe SILT SMPISAE oT. BFA EL ke FUR ORTH. DSEUBE LED OTH . FOF, ABIATESHLTL AS ATLAS ERAT. BOE LES8988» 201 B. Pair Work—Ask your partner the following questions. Take notes and report to. the class later, using ~CB 3 TWEE Lic. 1. ok fe LELAM. LYITLAM. a CATR TLEM £¢ Met LElht TEELAM. CITLEM. os MELE Lid. MODBEDITNOATST A. Look at the picture below and answer the questions. Example: eps ee Cled Bes Alt LOKTI HS AL HADEN TOBATH. 4. REL2220>> HB -SORIR B, Pair Work—One of you looks at picture A below and the other looks at picture B (p. 225). Ask each other questions and identify all the people in the picture. Example LLIO —+ A:£l SSAILEOATI OS Bi FVEERTHSATH. Picture A Ask which of the people are the following: 14d 2Fe72 3. Katt 4£95 C. Class Activity—Describe your classmates. The class is divided into two groups, A and B. Each member of group A acts out something and freezes in the middle of doing so. Members of group B answer the teacher's questions, using ~TLSA TS. Take turns when finished. Example: Teacher: 747 ¥LILEOATT A Student: # €iRLTOSATT. WEEBNTHERA A. Answer the following questions using &E~TWE A. ["]kov.17 Example: Q: &7BORERNE LEM. Ala, EERN TIALS . L $5 WHERE LAM. 4 85 RERAE LAM, 2. £7BMELELAM 5. ERNE Lt. 3 LIKES ELAM 6. LOMaB ERAS Ltt.B. Pair Work—Ask if your partner has done . . . ee yet. If the answer is no, ask your partner out, as in the example (1). If yes, ask your partner how it was, as in (2). Examples: the name of a newly released movie — [DvE-Zl ERS GQ) A:t7 [7ve-2] RELA. Biuwa, EERTUOSHL, AXKIL? A PbPERTOEHL. dtmokb, THIELE HA to Biaa, owttn, Q A: ti [7vE-2Zz] RELA. Bizz, B5RELK. AL tITITM. CITLKD. Bitgi >> 225 B. Answer the following questions. 1 ET/ERS ETH. FI-ERL ONES TIO. . FS DAG CH tro ; AOR, i >» SES» SC ltere(KID HAO SAL Japanese Traditional Culture wate RE Kabuki Puppet theater aa Japanese fencing oe FD 0g ep =e Tea ceremony Flower arrangement Calligraphy Sah aySBM >>> 227° Useful Expressions GB cS 0 Colors ‘There are two kinds of words for colors. Group 1: -adjectives black a\\———_-whiite oe Ro | = red a. blue Be #E.————yellow 8&4. ‘These words become nouns without the |’. POMEL red bag Ba B (ZF CH. I like red the best. Group 2: nouns B77 ——green RE/7v-———gray KE ——light blue ev? ——pink &/T—1VF gold RE / v b-s—— — silver ‘These words need in order to make noun phrases. R/T —7Oe—7— green sweater Here are some words related to colors. Boke ttn, You look pale. AROTR black and white picture ATV EAUBR TT. Mary has blonde hair.228 ro» SS #]O#|1 SAGOPE Winter Vacation Plans Bb PT o gue @ Winter vacation is approaching, [@l)x10.01/02 VATA: BCE, aAKITL Ade ATA SL, ARBIELG LETH. a kAT YR REP SMIT 7b) CHA, z OHTWEth, sRUL weet, srxTFI—: wee ELS BOEI HU ERUET A. oHltl Fh, BHOWLIAMINVLROET. TL A-FLLBEO 7 RAMBO LOLS THELESS OXTYH 2 ZITHHS LIST AUULSAILC IMATE TO PAIL: LCI EATSEUL, BRA UD. COEF. Ww ATV: £9FTHH. Uvb, AMLELEBARTER THETL née: bd, HVYVKCI. @ Ata travel agency. [2 ki0.03/04 DET INE TRITRO FH E BR LESS ~YOTHT Hh. SATA TT. CERO YETI OREM LET. Iiy PAB Cibo TEOTH DS (dv, VINVETCO COUPE Y ETD. oHATSROA: HME COWTH. eT Nr? TRBOAS108 >>» 229 © ) Mary: It is getting cold. ‘Takeshi: Yes. Mary, what will you do at winter break? Mary: I am planning to go to Korea or Taiwan, but I haven't decided yet. Takeshi: That's nice. Mary: Which do you think is better, Korea or Taiwan? ‘Takeshi: Mm . ..I think it is warmer in Taiwan. But Sue said that the food was delicious in Korea. Mary: I see. By the way, are you going somewhere, Takeshi? ‘Takeshi: I won't go anywhere. I don't have money, so I will stay here. Mary: Is that so? Then I'l buy some souvenir for you. Takeshi: Wow, thank you. on Mary: Td like to reserve a plane ticket from Osaka to Seoul ‘Travel agent: When is it? Mary: December 19. ‘Travel agent: We have a morning flight and an afternoon flight. Mary: A morning flight, please. Can I use a credit card? Travel agent: Yes. Mary: How long does it take to Seoul? Travel agent: About one and a half hours.WesG. C Nouns be a Ve Be a® R brnts BaRS eB BH to a Fn jens ea +7UIy bak laa =uU BE ty Am yey LADLHLK eR tl HDD 2s thas ER BHT? BOT R THA Fe TASb RID gor RE (£3 & RYY ULIVA RB #UL R oda a Pe wF SFR DIBOUL BBR obs tH bao ® RP VAD W-adjectives sb EON '# Words that eppear inthe dialogue [9 xio.05 fall doctor station rich person face season milk credit card cake this year soccer shirt Shinkansen; “Bullet Train” sushi life; living world subway gloves tempura barber's spring pants beauty parlor flight ship; boat baseball celebrity reservation next semester apple warmBt Hey tFl BELAY aH Br ALY BRA t&-adjective KEK (te) fe U-verbs PbS ves ES US L579 abd Ru-verb FHS ROHS Irregular Verbs Yrc5tS RATT S HLL IFS METS Adverbs and Other 6ST ET WHEL —-& Abe ~mlfo ~bA ~= ~k LOr4s ~Loire ~ia “0b LIRoT ebb #005 een¢vbw ~nL ~# (de < BORK SIO >>> 231 slow; late cool (weather—not used for things) cold (things/people) sleepy easy; simple to take (amount of time/money) (no particle) to stay (at a hotel, ete.) (~I2) to become to pay (~ &) to decide (~ #) to travel to practice (~ #) Expressions on foot best or for... months in... time; after. these days for... weeks by (means of transportation); with (a tool) how; by what means which which how much; how long years (do something) early; fastMH Grammar ze gS Comparison between Two Items In Japanese, adjectives have the same shape in noncomparative and comparative sentences; there is no alteration as in “great/greater.” The idea of comparison is expressed by adding something to the nouns that are compared. AQIESD. BAD’ (property). = A is more (property) than B | ETH. HORI ABARL Y China is larger than Japan. You can ask for another person’s opinion on two things in comparative terms. AEBE EDS50ES/ED5OIES* D (property). = Between A and B, which is more (property)? NACHERE LoBOIEIMENTI A. chs Which is cheaper, (going by) bus or (by) train? Comparison among Three or More Items In comparison among three or more items, the degree qualifier \% [A is used. | [(class of items) DpT APLIB ISA (property). = Ais the most (property) [among (a class of items)]. YT EPFYACAROPT. CIAUBIELRUTI A. Between Russia, France, and Japan, which country has the coldest climate? "In real life, the phrases A (£3 4° and BL!) often appear in the reverse order, making it very easy to be misled into believing the opposite of what is actually said. Don't rely on the word order, therefore, to decide which item is claimed to be superior. Listen carefully for the words (33 4° and £'). 7In place of Y4 5 O1E4 and L5H O13, you can also use Xb and Lo. Any one of these can be used in question sentences seeking comparisons between two items. Uo and Yo OE are slightly more colloquial than Ub and YB HO(EISOR» 233 PUT AOBIELRUE Russia is the coldest, I think. SHOP TVOMUBALSS THM. 3 oo What season do you like best? Ha. BILLIE TH. like fall the most. Note that the words M144 and U7 % are not used in statements of comparison among three or more items. Normal question words like iM, UH, A \ >, and Y= are used instead. - adjective/noun + © When a noun follows an adjective, and when it is clear what you are referring to, you can replace the noun with the pronoun , “one” You can use to avoid repetition. HIKE TET. BUD EH TET. (D=*-9-) Thave a black sweater. I have a red one, too. ROBEEMOITEEL KS TEV ONDY ELT Re (O= HH) r went | to buy a an inexpensive dictionary, but there were no good ones. U-adjective U-adjective + - +0 t-adjective | ~ "CU" t-adjective Similarly, a noun following another noun can be reduced. Here, a sequence of the form “noun, ® noun,” will be reduced to “noun, ®” You simply omit the second noun. CHILA-—XLOMEL THD. WOR, EMILA TY —ILO. CT. Is this Sue’s bag? No, that is Mary’ _. *The tendency is to use &°#. when a list of items is presented, and to use 4] when a group is referred to collec- tively. Compare: “ YATEAPLESCGAEOP TC, CHAGAS THO, Which do you like best, apples, tangerines, or cherries? . SELOOPT, MIVBEABE TH. What fruit do you234>>> 2 Soe TAYVADIAATYN—LOUEF HERO _ LYBOLOTH. American ice cream is more delicious than Japanese one. noun, ® noun, + noun D & ¥) follows verbs in the present tense short forms to describe what a person is planning to do in the future. You can also use a verb in the negative plus > 4 !) to describe what you are planning nof to do, or what you do not intend to do. | vere (present, short) + D® OE (1) intend to do... | (FAIA) MARIE AIT L BA REFS2DSEVTH. intend to play tennis with Takeshi this weekend. WTAE LARP REUSCH, anatan Professor Yamashita does not intend to come to school tomorrow. BHERIAT DEY CLAM, RANL Gb okD, TEEELTL AD We were planning to visita temple, but we didn't, because the weather was not good. GBB adjective + 43 ‘The verb %# means “to become? indicating a change. * 4 follows nouns and both types of adjectives. Li-adjective BDU > ED AMAICS to become a company | employee | 8 REED 9h BB OR Lewy ELA. Studying the Japanese language is fun now (though it was like torture before) BAO th ASF Ray ELA. Thave grown fond of studying the Japanese language._ SB 1ORrry 235 With \ »-adjectives, the final \ is dropped and is added, as in their negative conjugations. ‘A common mistake is to expand the pattern of %-adjectives and nouns and use (= with \- adjectives. It is wrong to say, for example, x BEA 12S. When an adjective is used with %, a question arises whether the sentence describes an absolute change (e.g, “it has become warm, hence it is not cold any longes") or a relative change (e.g,, “it has become warmer, but it is still cold”). #4 sentences are ambiguous in isolation. If you want to make clear that you are talking in relative terms, you can use the pattern for comparison together with #4. ATV TAM LY BREA E SI wWELK. Mary has become better in Japanese than before. ECMIT/ETIES In Lesson 8 we learned the Japanese expressions for “something” and “not . . . anything,” {41 4» and 14. As you must have noticed, these expressions are made up of the question word for things, {A plus particles # and &. Other expressions for “some” and “any” in Japanese follow this pattern. Thus, something 14 someone HA __— somewhere ELH not anything 4_% notanyone ti _*% not anywhere C= _& ‘As we noted in Lesson 8, these words are used by themselves, where particles |2, 4%, or € would be expected. It is, then, interesting to observe how these expressions interact with other particles, such as I, ~, and ‘. These particles appear in the places shown with un- derscores above. Let us look at some examples. Co Oat SEL vray NUMPEULTLAS Did you go i No, I didn't go anywhere. EMDIEBVE LEM. Way EMIEBOEEATL Io Did you see anybody? No, I didn't see anybody. a LEELA wor, MELEELTLAW Did you do anything? No, I didn't do anything.You can use the particle € with nouns that describe the means of transportation and the instruments you use. tal TOMERNEF. BARB CBLEL LG. SACRE CHT E Ute TFVETRBERELK. ieee Das utterance. Zi / —bh--10 THCTRORIS batn end ofa sentence when we want our partners to treat what we have just said as a given, common ground to build upon. These words often indicate the speaker's intention to give her partner a chance to react and speak up. By relegating the right to speak to one’s partner, they also contribute to the politeness of one’s In the dialogue, the travel agent lays out the relevant information on the table; there are two flights, one leaving in the morning and another in the afternoon. 2 attached to her sentence indicates that she wants to build upon, and move forward with, these pieces of information, Instead of asking the obvious question, namely, £5 5AWW THA, the agent chooses not to finish her sentence, and lets her customer come forward with an answer immediately. We eat our meals with chopsticks. Let's talk in Japanese. I went to the station by bus T saw a move on TV. Expression Notes 10 “We sometimes use #* and \F ¥ (but) at theSEIOR>>» 237 QNAolSH KOWTS A. Look at the pictures below and answer the following questions. ["l] k10.06 chur Example: Q: BRUNA ESE GOLF AROTI A SROWEF PERL YBOTH. Picture (a) L MPR SAC CHD OED HR 2. MERC ERE CEE OIEI 4 Bete o | 3. HHPRE SAC CH LOLI A Bet, Be 4 BRE NAC CE LORI ABU TH A TLR] -¥ 9,000 Us a tbh ch EST 6,000 [ieseriesrsreealees] Picture (b) 5. SMEs XH. Ve Lo bOILIFKIUTHH. LobOIEIBDAOTH A. Picture (c) 2. mesic eesce Co BOI EHO THO. 8. WBE LERRELE Ca bOI AHSCT 9. BR ELEBRSLE Co BOUT NBOTID. WD SLERRELEL 9 BOULI HEN OTH OS ©) i ©)238 >>> iB Seite B. Pair Work—Make questions using the following cues and ask your partner. When you answer the questions, add reasons for your answers if possible. sample E/A (3) A: RLAL LES (OES) ASTI ON, DIF HALY) BETH (or Rb SbWs CHo/RLAt 850TH) ALLFLTCTH. : BL RCOHES THIS Or. LFL/RSS (BOL) an fc = 2 BOA tho DOK OFS) 2 ‘er oy g RI AAS = — + Tene aeng a 5. ie RIT oi 6. 7.3 8 BR GFE) 9. BROA/ HLROHOR (IN) OPPRDWSIEABUTT A. Look at the pictures on the previous page and answer the questions below. LI xio.07 Example: Q: SOFT, CHA BILLRO THD. AS HERI BILL ROTH Picture (a) L LOPT. CHUB IELEUN TT Ho 2 SORT. CHHVBIELEOTH MD.Picture (b) 3. LORT. LIAM BIELAEOTHH. + COMBA ETH A. Picture (c) 5. TORT. ERAN BILABA BOTH Ho 6 OPT. EMA BILLEU TH Hr. 7 SORT. EMDVBILARARU TT Hr. . Pair Work—Make questions using the following cues and ask your partner. Example: R<3/48-4 = QI RNMOPT. MOV ELLE THD. ALT LAN BIELBE TH. 1 that FS 4 BRA / RB 7 7IR/ RE 8. 7 FAS EREN * 9. DIRS TK AKERS Bo mece . Group Work—Make a group of three or four people. Ask each other questions and make as many superlative sentences as possible about the group. Example: TOP T. ATKAVBIELBWTH. BELA BIEL HAR TH. CEAMWBIILAE CB ZIAIREF . Class Activity—First form pairs and make comparative and superlative question sentences with your partner. (You should know the answers.) Then ask questions to the class. The rest of the class answer the questions. Example: wth (Me Fuji) XV Z% b (Mt. Everest) & CEODIEI HOTT DS BpsA ees he LE_OILIFBUTH HD. ZIAOPCHB EMA BILLER E> TOET I BROMO TC IAN BIEL DSU THD@MeTNsHhoecs — RL A. This is a refrigerator in a dormitory. Tell whose each thing is, using ®. [2] x10.08 Example ©OY ACY —X LOTT. Os &) (— PIzzA 1233) \ ol, GHB wo % tt sol Mite 20 oko) B. Pair Work—Ask your partner the following questions. Example A: C4 503—-E—4NW THA B PROOHUUTH. ) CELOFRAVUOTH DH. (2) CEBONY IANO TH DS TRS Es Be ate___ 10g» 241 3) CE SOY FYI TH A. (4) CEBOMLLDOOTT De. ay By an Rv 5 a oo 5) LEGON EF 7 EK ETM (6) CB SORRBAN WITHA. Guide on BAB Book ate ne BSR Japan Japanese tee 2 bhtek BLO w )RIATCDBOTS A. You are planning to do/not to do the following things next week. Tell what you wil/will not do using ~D TF. [20.09 Example: RMB ICRERLOLY CT. ARE | Ex. to read books 1. to practice the piano KA | 2. todo exercises or 7H | 3. todo laundry REE 4, to write letters to friends 5, not to go out @7EZ | 6. to cat dinner with friends 7. not to study Japanese 44H | 8. tostayata friends 9. not to go home BEE | 10. tocleanaroom 11, not to get up early2D RR SA B. Answer the following questions. Example: Q?: aR. REERCTIETH. Aika, Rl iT bY THO Wry BIATP UNDE CT. - BHR LETH. Sot, Mme late. K. ARE ETH. BRIE TI APU ARDEA LETS. SEORAIIATL ETH. MENUTHORLIE A. Describe the following pictures. [2)xi0.10 Example: ¥#1» > 4HOIGU ELA.. Fill in the blanks with appropriate forms. LABRE LADD, BEA 2. RER/ RB ohOD. BAe 3. ROR. FRE GUTLEDS A THON TE a 4 BA ET/ EMM LTOSHH, 5. BERK SAKA. Bae 6. LAR rr ok eta, L024 7. BAS OGSS Kab, SOR 243 RL a WY ELK wY ELH wY ELK. wWYELA. wWELA. WEL. UEVEV TF.WETICE ERLE A. Takeshi was sick yesterday. Mary did a lot of things without him. Answer the questions based on the chart below. [4] x10.11 Mary Takeshi OY © (Ex.) eat sushi and tempura nothing drink green tea and coffee nothing 20 Osaka nowhere meet Robert nobody do watch a movie nothing Example l: Q: 2935, *T!) HEARSE Lk ALE, TLERSD ERNE Lhe Example2: Q: 403. AULEAMMDRNE LAM ALMA, MERNELATL he L BOF. ATU SAPO RAE L tre 2. FOF, KUL AMORA E Lt. 3B 3OF, ATY SALOME E LBD 4 BOF. KUL EAL SMITE ELM 5. EOF. AT YAS LEMIRE LPs 6 FOF, KUL EAM RUE L tte 7. 8OF, AT YELP LE Le 8 EOF, RULE LIERD LE LA B. Pair Work—/ Example: ‘Ask your partner the following questions. Q: AR. Ale lam ALE, RBERELA AVA, MELEELTLR.SIO 245, 1 AAOMR. CowATS ELA i MAIC BE LID. 3B. Aamad Lit. SROBR CIPATE ETH. ates Fi OBR, fe FEIN THD. Ete) ae wn @aee cee = ‘A. Look at the pictures and answer each question as in the example below. [2] 10.12 Example: Q: 46% DRETE IR oUTEET HS A:jbr Ra CARATS ET. Ex. (1) Ay 10 min. foosg 40 min. _& , 2A OF] a4 R 36 @) = Lhour Joe o > ,|To 36 ae Fh AYEROT B. Use the same pictures and answer the questions as in the example below. K10-13 Example: Q: 7 HHHRETCO CHV OPV ETH. Al J bPORS TPP VET.246 ro» Seis «SORA C. Ask three classmates how they get from their houses to school and fill in the chart. Example: BATHE T. a A © TAI QEO THEM Y ETH, A PERC OPD ET. DEDDOKFE TCI Vo TRETH CIP OT COC WECOOKE .. The chart below shows winter vacation plans for Mary and her friends. First, answer the following questions about Mary's plan. Mary | will goto Korea. |by plane |3weeks |will stay at | will do shopping and with Sue | Sues house _|eat Korean foods ; T Robert wil gobackto [by plane [2 weeks | Se Ken | will goto Tokyo |by bullet [3 days [will stay ata will play at Tokyo witha friend | train hotel Disneyland Tom —|willgotothe | byboat _ |2 months | doesn’t know | will take pictures with south pole (#8 #8) yet penguins (<7 ¥ 7) Takeshi | will go nowhere Ler) —SABSEOARS IE CIMT < 2b) tt . LOC OIMTE ETH. Cle ETI. CHEFS THM CPR THENT SETH. EMCEE ETD. How about the others’ plans? Make pairs and ask questions.SBIR)» 247 B. Pair Work—Talk about your plans for the upcoming vacation. C. Role Play—One of you works for a travel agency and the other is a customer. Using Dialogue 1 as a model, make reservations for the following tickets. 1. From Nagoya to Seoul (7 #7 1b) Jan, 1 Iperson | morning flight 2. From Tokyo to Paris (7*')) Feb.14 | I person | window seat 3. From Osaka to Rome (2-7) Apt.18 | 2people | aisle seats 4, From Tokyo to Bangkok (5737) | Aug.20 | 4people | afternoon flight window seat = AOA —_ aisle seat = ISM OG Tisp eh bes Cc wirere(QD IN H AD ZEEE Public Transportation in Japan Japan's public transportation system is highly developed, especially within metropolitan areas and between major cities. The most common forms of public transportation are trains, buses, and, in major cities, subways. The Japan Railways Group UR Group) has a train network covering almost all areas of the country. Travel by public transportation is enjoyable, safe, and efficient. Here are some tips for you. Shinkansen If you are in Japan on a “Temporary Visitor” entry permit and want to travel to different regions, consider getting a Japan Rail Pass, which offers unlimited travel on almost all JR lines (including bullet trains, except Nozomi) fora certain number of days. If you are planning a budget trip during vacation time, the Seishun 18 Kippu (#182 > 5) may be the best option. This seasonal discount Japan Rail Pass ticket gives you five days of unlimited rides on local and rapid-service JR trains for only 11,500 yen. Highway buses are another good way to travel between major cities. Compared with express rail services, highway bus travel = usually takes longer hours but costs less. Also, if you travel on an overnight bus, you can save on accommodation costs. Highway bus BYARR | IRICHA/ 7 = AT ASABE248 ore 2G SCH Useful Expressions i At the Types of Trains —local express Destination \ ~4t &—\_— oun for... ~2 i$ serving... areas Types of Tickets and Seats ABA (boarding) ticket Ba general admission seat BEE coupons PER nonsmoking car RMR —commuter’s pass FH Car No.1 #8) student discount {78 round trip 48 ———reserved seat one way Places in stations ~ eR __urack number... ib g——— exit DRI) ——tckervendngazea_-- entrance 2c. ——— gate Fig stairs 7 platform 6 EL — first cars front end shop; stand WB ELRS — last cars tll end Miscellaneous Public Transportation Terms !) RA—— transfer departing second Alt ~———— next (stop), ... last train departing first heeSB1O>>»249 Announcements £b% (BRL EF.—— Wee wil be leaving soon. SHA) £, A tains arriving. (L~Icak E ) $F. —————_—___Neext (we'll stop at) ... ET APE ET. CHES CHS, —The doors are closing, Please be . careful Expressions = DERLARR IEE YV ETA. Does this train stop at Akihabara? #8 Bota CF fs, —— What time is the last ARE CORR SKS L ET. — One reserved ticket to Tokyo, - . " please. Sel £to.——_—_—_————Can get student discount? AL MATTE OERILEN THO. Which one is the train bound for Kamakura? SHHETT. Track number two. REO: RIARSRE250 >>> Sei8 « Sct ° g Michiko and Mary meet after the vacation. © Berove 1kBL: ATV, ALS TH He KALI TLAM. aT FORUM OATH BE CROMELAY, MEABERSE a YLELK shoo: WUT H He Ae TLAUCT. sxTY—-?: ABI ELOKA bok. 6&BS EbESTLAL Ae FA4 WiTEE LAA Bar est 7 FELTHELAL @® loroves VATY— 2 ABIL, RE BEMNLET. LHbVY ay XAKTH. a Pav SLitGA, BRICKS LAS say: MOELT. a hbe MOET. WMABOTH. falar .osos 14GB: Yarr®h, BRIE S TH H. 2Yavi A ARGITOFTYXCH. s&bBI: ITH. 4Varv: ABISALITT YA SHERI WAL HV EtA. Fav: WP Hach oT. BHO TH Le TV—-bSYTV— 7 CHB TH shi Cea ETH.¥ woot ABIEAMACIOBHTI A. Uesia, < RHCT. PEE RTCA ENMEBVLOTHL. Yi #O MERCH ® Michiko: Mary, I haventt seen you for a long time. How was your vacation? Mary: It was really fun. I went shopping, ate Korean dishes, and things like that in Korea. Michiko: Sounds good. I want to travel, too. Mary: Did you have a fun vacation, Michiko? Michiko: It was okay. I went fora drive just for one day, but I was working part-time every day. @ Mary: Michiko, I want to introduce you to a friend of mine. This is John. He came to Japan last month. John: How do you do? Michiko: How do you do? am Michiko Yamakawa. Michiko: John, where are you from? John: I am from Cairns, Australia. Michiko: Is that so. John: Have you been to Cairns? Michiko: No, I haven't. John: It has mountains and the ocean and is a beautiful place. It's famous for the Great Barrier Reef, Where are you from, Michiko? Michiko: I am from Nagano. Please come to visit me sometime. The food is good, too. John: By all means, I would love to. ooo ooo oooNouns *T-ARPUT Bre bls BEIOL BED btbe BAK BANOS Hg Pl wb aey7 7 cbb Chto% Lebsi Umeraed Ledow CLUS 3) + FIAT E-w UU wom RARITY AGIA PE my W-hs—b U-verbs FEEDS BuDIs ¢ wF HRS Australia snack; sweets New Year's boy festival toy spas hot spring girl foreign country singer river camp this person (polite) this semester president of a company class future shrine fishing drive beer totellalie to become hungry to own (a pet) (~ #) to cut (classes) (~@)CB to take (a class); to get (a grade) (~ #) wbF 3 tolearn (~€) OES to climb (place (2) Ite 5 ¢ to work Ru-verbs OPHnd to get tired PHS to quit (~#) Irregular Verbs WATS to have a fight; to quarrel se LeFats BNF S to introduce (person I= person &) FALYNFS to go ona diet BITS HRT S tobe late (for an appointment) (~ I<) Ya pats @FETS — tostudy abroad (place |=) Adverbs and Other Expressions be Kh after (an event) (event 0) *bLaold we coming from (place 9) eLT and then +A just...sonly... ~TH ~m - + points * BILE) it has been a long time +kbES okay; so-so bot more ADDITIONAL VOCABULARY 2) kr1-08 i 32 (Occupations) as Sot (HER) writer Urbs (eR) actress Fr-tyAh journalist LIL (GRE) nurse OXomAL (SRF) police officer U4 714 L GAH) firefighter (dese 3 (HAR) actor;actress £44. (RBR) cartoonist. FbwoIVIFL (FHRTE) astronaut Paw ItL Ld RF) —— baseball player AOC) £7 KH president of a countryM# Grammar ze “eS ~eU You can use a verb stem (the verb form that goes before #F)+ #1 'TF to describe your hope or aspiration. PEO BRI. RBERLUTT. or RBCREUTT Twat to see a film this weekend. Wop Pe BITELUTT. I want t0 go to China someday. verb stem + TELY As you can see in the first example above, having 7:\\ attached to a verb slightly affects the composition of the sentence. A verb that takes the particle & can have either the particle or 4° when it is followed by #:\). Particles other than € remain the same. The combination of a verb and 7:\ conjugates as an \\-adjective. Here are examples of negative and past tense 71. sentences. HOKGMAVA GUTH. I don't want to see that person. Se WE Bas te Ab, FAB TFELK. went to a department store, because I wanted to buy a sweater. If your wish is one you have entertained for some time, that is, if you “have wanted to,” you can use HAE Bo TE F instead of HAYCH 7:\\CF sentences are not usually used to describe wishes held by others. Somebody else’s wishes are usually reported in Japanese either as quotations, observations, or guesses. To quote somebody, saying that she wants to do something, you can use CS 7 TELA with Av ATV EMAF Ay BAT Mary said she wanted to go to Tibet Fa TELASRB 255 ‘To describe your observation to the effect that somebody wants to do something, you must use a special verb #:4%> T\4 instead of #24». Ifa verb takes the particle %, the derived verb £4%> TS will retain the €, unlike /:\., with which we had a choice between the particles 4° and € AT EAH BM Peto TET. (It seems) Mary wants to wear a kimono. ‘The verb #:4°> €\'4, which comes from the dictionary form 7: 4*4, indicates “I think that she wants to, because of the way she is behaving.” We will have more to say about this type of sentence in Lesson 14. I want to... /Do you want to... ? ‘They want to. “verb stem + feUYTS verb stem + fepoTHAT + TEL) conjugates as an L\-adjective —« f<*4 conjugates as an u-verb = por ® - % only ~hkO~tKDTS You already know that you can connect two clauses with the fe-form of predicates, as in: ARCH MELT. MOMERNETF. I Osaka, Iwill do some shopping and eat dinner. ‘This sentence, however, tends to suggest that shopping and dining are the only activities you plan to perform in Osaka and that those two activities will be done in that order. If you want to avoid such implications and want to mention activities or events just as examples, and in no set order, you can use a special predicate form ~#') ~A +4 ARCH HELEN, MERKLEY LET. saka, I will do such things as shopping, and eating dinner. (activity A) 72D (activity B) LOFTS do such things as A and B To get the 7: ) form of a predicate, you just add !) to the past tense short form of a predicate. (Thus we have L ¢!) for the verb $4, whose past tense is L *, and BANK 4) for t XZ, past tense #€~7:,) Note that the helping verb e & at the end of the sentence indicates the tense of the sentence. You can change a ~ 7: !) ~ 7: ) $4 sentence into the past tense, or incorporate it in a bigger sentence, by working on the helping verb part.256 >>> S258 « SC MA. BALA. RESCHBLAY LELK. I studied and talked with my friends, among other things, over the weekend. Fok). BRERA VS BOOS CT. mn Tlike dancing, listening to music, and so forth. Gal ~cen5s ‘The past tense short form ofa verb + = X44 describes that you did something, or something happened, in earlier times. Btw Rokeby et, Thave had the experience of climbing Mt. Fuji. AULA AIL SRL IU bY EL, Takeshi has never been absent from classes (in his life). | verb (short, past, affirmative) + TEHHS have the experience of... If somebody asks you a question using = & 4H 9) E44, you can just say HY) F4/5 9) EX or repeat the whole verbal complex (FoI HSV ST TokI UHH VS +h) BOI NIT oh EHV ETH. — ld. Toki ewby eT. Have you ever been to Europe? liv, BYET. (x ld, Cea EF.) Yes, I have. noun A ? noun B * connects two nouns, as does &. *” suggests that the things referred to are proposed as examples, and that you are not citing an exhaustive list. A®B — Aand B, for example ROPORRIMTAE LAS I went to Kyoto and Nara (for example, and may have visited other places as well).tts Expression Notes 11 I& in negative sentences» In negative sentences, you often find the particle t& where you expect * or #. Observe the reply sentences in the dialogues below: Q! WERERT LV EMEF A Do you watch TV, Prof. Yamashita? A DWAR, FVELNE TA No, I don't. Qi ae HGF ETH. Do you like coffee? ALWWA, THEE S Le GV TT. No, I don’t. % and 4%, respectively, would not be ungrammatical in the above examples. Many Japanese speakers, however, find the | versions more natural. The rule of thumb is that negative Japanese sentences tend to contain at least one (d phrase. If you add 4d to the sentences above, therefore, the need for Id is already fulfilled, and Japanese speakers feel much less compelled to use (& after FVE and z-e-, (& may also follow particles like and = IRAN CIRRE Lis BUTT 6 I don’t want to speak in English. EA) ELA. — Ihave never been to Hiroshima, TE(F P You can add #21} to numbers to talk about having just that many items. (F implies that you have something up to the amount needed, but not more than that. BITONE WRU RoR EMHY EF o Thave met that person just once. SORT M MA YET. Thave just one question. TBEORE LES I slept for just thirty minutes. ZEW suggests that you can live with that few, though the number admittedly could have been higher. We will learn another word in Lesson 14, namely, L2», which means “only” in the sense that you do not have enough of. {Cou can use the particle (= to indicate the occasion on which you do something. OMIA T FELNE LAG Late salad at dinner.258 >>> SEE SORE { can also indicate the role you want something to play. BAPVIAM BEM SE Li. [bought a postcard as a souvenir. SA Jb KF 4 7 is used when you go somewhere by car for pleasure. To say “to have a drive” or “to go for a drive,” use FF4 FIAF< or FIA TTS METKIA TIE RLE/ FIA TLELRS Iwent for a drive to the lake. When you simply want to say “to drive a car” (not necessarily for pleasure), use MET 2 instead. HATH EMILES ED ETD Have you ever driven a car in Japan? BF, like the English word “dream,” has two meanings. One is the dream you have while sleeping; the others the dream that you wish would come true. To say “I have a dream,” in Japanese, you use the verb J8.% for sleeping dreams, and #-2 CWS or HS for your visions. WINS HOBEWSE LE. Thad a scary dream last night. Beto Coes Ba VES. [havea dream. BERORKOUTC TD. What is your future dream? (Cl& >The particle {& often follows the particle (< in sentences describing a place in terms of the things that are found there. ee ba SAHV ET. ha SAHV ET. ‘There are many department stores in Tokyo. ‘There is a subtle difference between the two sentences. ‘The first sentence is about the places: they answer questions (either explicitly asked, or implicitly) like “What is Tokyo like?” ‘The second sentence, on the other hand, is an answer to a question like “Where do you find many department stores?” See the grammar note discussing the difference between 78 and (z in Lesson 8. In the case of the particle (2, the contrast is between the simple (2 and the combination {2 (&. (See also the grammar note on counting people in Lesson 7.)B11 259 WN -B-RBA TS A. Change the following phrases into ~fcL) sentences. [9 k11.09 Example, 97/57 €®RNB (Ib) ye ERNAUTH. (UR) RAEN ETH. AFC (lt) 6 BETH (Id) 2 BARBER TS (120) BERS BRAC (It) 8, BAL Bb (ow) 4 to CURE (Ova) 9. GETS (140) 5. RHOHRIGS (va) 10. WISBS (va) B. Pair Work—Ask if your partner wants to do the things above. When you answer, give reasons as in the example. Example: A797 /S—W—-ERNAU THA. BL. BAAUTH. BEPRTUTOETH DS VORA, BNE ETH. Fo FRNELAMH. C. Change the following phrases into ~fcL\ sentences in the past tense. [“}x11.10 Example: BLES POEHT (li) . BLE eORETRU RD ATT. (a) + Foe. Bib eORE CHUL edohet. LFVEERS (ltvy) 6 BRIT (lt) 2. RATHRICHS (lds) 7. eT €BI (ova) 3. F-AETS (Wve) 8. RemnTS (lav) 2 ef) (lav) 9. "eB (lduy) RERDE (W002) Wy FA ZIABA (ib)260 >>> SiS - SCR D. Pair Work—Ask if your partner wanted to do the things above during their childhood. E. Pair Work—Ask your partner the following questions and report the answers as in the example. See p. 253 for occupation vocabulary. Example: A! (tA SLAMS RAAU THI BL EFARSAU TH. ALIKE LLEFORNEOE Eo TOE Lhe (FL EAEEFERNA A> TOEF) BIGIARAK THD Be GA oe 2 MAU BLEACH 3. COV SELPERU THO 4. 5 L EMI BIEL BULU THM, 5. AEB TI A. 6. FRO BR. ALAUTTH. 7B MELE EOTT HS 8 FROM, MILI AD oKTHH. 9. NEW CH A. F. Complete the following sentences. 1 PRILORAED b KUTCH. 2. BL AMRAEDS, EWTCT . 3. Bhd, AKRUTT. 4 BPS Ald Ub SDS, hele ACEOTT. 5. PROB, £5 tkhohktT. Bes es5811 CORRLICD. BRELICDLET A. Tell what the following people did on the weekend using ~f¢b~iz$%. xin Example: 7 3 Y : saw temples in Kyoto, went to a museum, etc. Fa yXKBSERA, RMIT OR LELK. . FFL :went camping, went fora drive, etc. % + 7 < :made sweets, played games at home, etc. A— : went to Osaka to have fun, went to eat, etc. (+A : cleaned his room, did laundry, etc. . /<— b : met friends, watched movies, etc. . LF ¥64E : went to a hot spring, rested, etc. eELneeen Awewene B. Look at the pictures and make your own sentences using ~fc)~h DFS. C. Pair Work—Ask your partner the following questions. When you answer, use ~feb~teb¥ as in the example. Example: A: BRTMELELEM. 8: BROBRF ERNE, Bw (Me Fy) KB OAY LE LAS 1 MAL MeLETH. 2. F— hoe, Meletm. 3. SeLOB CHEE AL MELETH. 4. FyRoey, EGMELELA 5. BATMELAUTT AS262 >>» S58 « Ste 6 BARA / RRA E LE LA 7. PIATHEL TAU EAD, 8 SROBMR, MEFS CTD 9. HET 200% * CIPS EHUTH OS MBSA Bok chooESD A. The following are what John has or hasn’t done. Make the sentences using ~TEDSS. Danie Example: Qeat tempura + LUeHVET. SERN X gotoTokyo + RRIot 1. Oeat sushi 6. O sleep in class 2. O study French 7. O climb Mt. Fuji 3. O work at a restaurant 8. drive a car in Japan 4. X goto Hiroshima 9, X see Japanese movies 5. X writealove letter (77L9—) 10. X go to shrine B. Pair Work—Make questions using ~Z £'8% and ask your partner. Brampl: BROSBEKD + AL BROBBERLE Bilt, SVEt. Al Cztlin. Bi BMULaoK CHEV ETD. TARY NETS FR hTORERS . REARS TEACH re RO ar 3+ (blowfish) RS RARATIY—LUGAHTS PRBERRTS 4 BFS ois PREIS 1 Me) ETS ena eee aB11 263 LPRBIBEKCRNET Pair Work—Ask your partner the following questions. When you answer, use ~*>~ as in the example. Example: A: CA“BRABE LC RNETH. Bit lLVRSH ELC RSET. i ELBAR-Y ELL BETH CLEERAIEE TH ho CKEBBEL EV ETH. . BEOREOREIL, CALRNAMAS ETH. HELOKBIL CIOMOAME Thr. DET ORLA VET. LITT Be CARRIE ER TOE TI. BEBE (actors) OC. MAGES TH to KSOH TC. EMIS TIO. ee ND e wD FCOORES TAGS A. Talk about your dream for the future or what it was when you were a child. L HULORILETHD. Example: WHR. BABBCCY ATH. SLT VSUS THE PERUTT. 2. FROBOBIAT L hors Example: FRO, RHIC Ado TH. B. Class Activity—Find someone who. . . . has seen celebrities . has never used chopsticks wants to live in Japan in the future wanted to be a star (% 9 —) asa child ween . wants to cut classes tomorrowSu C. Class Activity—Bring pictures of your hometown and describe it. Example: Blk=a-3-7OWHCH. STILE TEKS THEO HTH. Be EHOGDMOHS TRAE L 6S LORS (thee) 1 25, iia ANE RT) + HRLAYLEL BURA IC oT. RE Ble Bunuct. poet Cc wlrere(XID ie 451E1 New Year's Usd 45 +51 (New Year's) is the biggest homecoming holiday in Japan. Japanese celebrate New Year’s Day on January 1, unlike most other Asians, who go by the lunar calendar. Most businesses are closed on and around New Year's Day. New Year's Eve is called 2¢88E1, and people try to finish their seasonal chores—cleaning the house thoroughly, writing greeting cards (#8 48), and so on—by this date. Dinner for New Year's Eve often includes ‘$i L % f (buckwheat noodles), as the long noodles symbolize the desire for longevity. When saying good-bye to someone whom you do not expect to see again until the new year, the traditional parting phrase is és & (Have a happy New Year!). When you meet somebody for the first time in the new year, you say 4 17 UTHDTEIT VET (Happy New Year") Many people go to #4¢ (Shinto shrines) and #32 (Buddhist temples) for 488 or the “first worship of the year,” which is likely to be their only visit to shrines and temples for the year, since Japan is a largely secular society. Special dishes called #554458 are eaten for New Year's. Each dish is said to signify a particular wish—black beans (2%) for diligence and health (a pun on the word & 8), herring roe (240 ) for having many offspring, and so forth. The staple food for New Year's is #5 5 (rice cake), which is toasted or served in # #% (New Year's soup). Children expect to receive 45£%, which are gifts of money from their parents, grandparents, aunts, uncles, and even family guests. FP RLMSB11BR> > 265, Useful Expressions TKEDISAT In the Japanese Class Expressions LbSETEOW TH. —Both are fine, FLU c+, ———Ssamme thing. | Kuty ‘Fl UtT. ‘More or less the same. Brot eT, ——A little different. tka 8 4t L. Cant use it. ETT .——_No good. FEBIFT ¢ HX .0 —Raise your hand. A AT TS HSN ¥0 ——— Read it before coming to class. we ME LT < 341. Hand in the homework. HAREM TC RSV 0 CRN OAIBIYT < EUS POHTCEAN. Close the textbook. Ask the person sitting next to you. Please stop. PAILS UTI |) EF. —— That it for today. Vocabulary homework {Ett EO%— colloquial expression tacit L& % '!) —— deadline —— bookish expression ae exercise '#%— polite expression BR meaning 23 dialeet 3 Se — pronunciation & ito eoceeucrnanet standard Japanese Se grammar #: Alt for example question (24>(c anything else ————— answer ~$——_ nunber... ——— example 7 page number. . (_) @arenthesis) —— line number .... £4—— O (correct) (£2——— x (wrong) two people each266 >>> 255 SURI | Dei JR Ss Feeling Ill uss = ° 9 @ Mary and Michiko are talking at school. [l]xi2-01/02 LBB ATINAL, RAH ELLA 2ATYRA 3 Fhe Sto U BEHAV LTH. SHRI: LULALTHIA : EAT 2 SOFREBEROMERNIT OATH He 5 KERBOET. e&bo: AKATI OS TAT 2 Ako VBLUWT RA. oo bd. FAN. eatz: TohlEI MOUTH ES @ Atahospital. [4] x12.03/04 ol we. DEWMOKTT. FOIE EOD DOLL TT. 2B a bb, TITITH. Reb Et. DUETT te akTFY—2 HD, LIF CFARORSHH SOT. BE Lwe roe’ i CH Pe, sa OH: SSA. BHLEVIEIMOUTL EG. ekT Y=: HHVELT. 7K! PHUEREMRLT. ROBT EEN. ekFY— 2 ld, HYMCIOXOELA. oR #: BRE KoSS 12m» 267 eC Mi (0: You don't look well, Mary. Mary: Um... . [have a little stomachache. Michiko: What's the matter? Mary: I went out to have dinner with my friend yesterday. I think maybe I ate too much. ‘Michiko: Are you all right? Mary: Yes. Don’t worry about it. Oh, it hurts. Michiko: You had better go to a hospital. Mary: Doctor, I have a sore throat. I had a stomachache yesterday. Doctor: I see. You have a fever, too. Iti just a cold. Mary: Well, I will have a tennis tournament soon, so I have to practice, though... Doctor: You had better not exercise for a couple of days. Mary: I understand. Doctor: Take medicine and go to bed early tonight. Mary: Yes. Thank you so much. Doctor: Take care.2689» ES La) xi2.05 Voge ary Nouns éL z leg; foot Ws BR meaning bBTHbY BFR restroom «bur stomach sae RAB cold ros te girlfriend on tk boyfriend SBA RB temperature (weather—not used for things) cey #) cloudy weather “Ley & match; game Yaz juice Hl Be politics Hots Bast grade (on a test, etc.) cough throat ie tooth ca flower RAL sunny weather AR clothes = BBR hangover present R-AY YT homesickness ZAR minus tn a thing (concrete object) wes e snow f9e Ay business to take care of W-adjectives bE Hw sweet ery Fi hurt; painful BEY By there are many... te Re narrow; not spacious ** Words that appear in he dialogueDTT MbSWY baw B-adjective tTS (4) U-verbs bo6 DEE U < RLIANHS wt + AOS DEAD SK Ru-verbs HEKTS Dns BSB Bo RK BK BREOS BRED ROS DCW HEADS BINS rregular Verbs BLELITS *LAOTS Adverbs and Other * BEOUI IFLR AY ehh TROY e~TL GF cuits HRA +0T (LUHT tgte ERTS Cat S BABI FAM BR inconvenient; to have a scheduling conflict bad to walk to catch a cold to be interested (in...) (topic I=) tolose (~#) tohavea fever to become thirsty to cough to break up; to separate (person &) to get nervous to worry Expressions Get well soon. don't look well probably; maybe as much as possible probably... ., right? . degrees (temperature) for two to three days because... for the first time ‘very soon; in a few moments/days210 y>> Si» SC MH Grammar mB GH ~acs ‘There are two distinct ways to make a statement in Japanese. One way is to simply report the facts as they are observed. This is the mode of speech that we have learned so far. In this lesson, we will learn a new way: the mode of explaining things. A report is an isolated description of a fact. When you are late for an appointment, you can already report in Japanese what has happened, 72 49K #44 C L fs. This sentence, however, does not have the right apologetic tone, because it is not offered as an explanation for anything. If you want to mention the busses failing to run on time as an excuse for being late, you will need to use the explanation mode of speech, and say: NARRGHotATH. — (As it happens,) the bus didn’t come. An explanation has two components, one that is explicitly described in the sentence (the bus not coming), and another, which is implied, or explained, by it (you being late for the appointment). The sentence-final expression C+ serves as the link between what the sentence says and what it accounts for. Compare: SLAFAbKANHY EF. — [have an exam tomorrow. (a simple observation) SLAFAhMSSLTH. [have an exam tomorrow. (So I can’t go out tonight.) RA VIMTEAU TH. I want to go to the bathroom. (declaration of one’s wish) RAVITEAUATT, I want to go to the bathroom. (So tell me where it is.) ATF goes after the short form of a predicate. The predicate can be either in the affirmative or in the negative, either in the present tense or in the past tense. & C¥ itself is invariant and does not usually appear in the negative or the past tense forms.' In writing, it is more common to find D TF instead of A TT. BoA TL < te. TH. (in response to the question “Why do you look so upset?”) (As a matter of fact) My grade is not good. "In casual exchanges, A C4 appears in its short form, 4.4. In casual questions, A CF 4 is replaced by 0. ‘We will examine these further in Lesson 15.B12 BURA ED ot A TH. (explaining toa person who has caught you smiling) ‘The exam is over. (That's why I'm smiling.) When it follows a noun or a *:-adjective, # comes in between. report sentences explanation sentences 78-adjective: Bots BDEAcs noun: Sees Seants Ld You can use A T+ in questions to invite explications and further clarifications from the person you are talking to. It is very often used together with question words, such as 4 L (why) and & 4 LA (what has happened). Q:xcjL THREMMEL TT Ore Why did you break up with your boyfriend? (You've got to tell me.) A: th. ELELBRBIEND A ‘ATT. Oh, him. He never takes a bath. (That's a good enough reason, isn’t it?) Q:CjLELTTS. What happened? (You look shattered.) AS MAFLEK CH? fy cat died. (That should explain how I look today.) You can also use £ CF to provide an additional comment on what has just been said. ALE TEOURAETT A, Thats a great textbook that you are using. Bi tke RORPOREMBVALTH. You bet. The professors at my university wrote it (for your information). In the written language, you see © TF instead of A TT. It has the same functions but is stylistically more formal. 7A LF LAA THA question is best answered by a ATF sentence with the subject marked with the particle 4° rather than (2, as in this example, See Lesson 8 for a related discussion,272 RIS SORE Verb stems may be followed by the helping verb + ¥ , which means “too much?’ or “to excess” + ¥ S conjugates as a regular ru-verb. Emig vELH. I got up too early. RATETIVU EA. You must not eat too much. + ¥& can also follow \s- and %-adjective bases (the parts which do not change in conjugations); you drop the \ and *r at the end of the adjectives and then add + ¥ 3. GBs) LORBT FET. This book is too expensive. (oe) COMBO TFET. This town is too quiet. oF mee You use + ¥ 4 when something is beyond normal or proper, suggesting that you do not welcome it. Thus 820° ¥ + (too kind) for example is not a straightforward compliment, Use modifiers like & € & and + = ¢ if you simply want to say that something is in a high degree. GH ~e5 ues 129 #0. TF “itis better (for you) to do use to give advice. When you suggest an activity with (29 #*\\ C4, you are giving a very specific piece of advice; namely, that it is advisable to do it, and if one does not follow the advice, there is a danger or a problem. ? isa sentence-final expression which you can (25 40.0. CF is peculiar in that it follows different tense forms, depending on whether the advice given is in the affirmative or the negative. When the advice is in the affirmative, [£4 4%... TF generally follows the past tense short form of a verb. When the advice is in the negative, however, the verb is in the present tense short form. SoCMRERSAIEG AUTH L. Youll better eat more vegetables. BOR CHE ts bere) (25 aeUTTL. It is better not to skip classes.SIDER roy 273 ~oe You can use M T to give the reason for the situation described in the balance of the sentence, Semantically, Tis just like #4. Stylistically, ®T sounds slightly more formal than 4». (reason) DT (situation). _(situation), because (reason), VOLBAB THI OT. BRBKE PICU ELK. My Japanese has improved, because I always speak Japanese. BMI SLB OLOT, FOIOR, RELATL HS 1 did not sleep lastnight, Because Ihad a lot of homework. ‘The reason part of a sentence ends in a short form predicate as above. When 9 follows a 4z-adjective or a noun, % comes in between, as it did with the explanatory predicate A C+. FOAM UDSROT, FHUTH. 1 do not like that person, because he is mean. PHILEMBROT, MTAATT. Banks are closed, because today isa Sunday. EE ~ssnidupsta/~serusstn We use @(FHIE ITE UA and & ¥ oF 4L* to say that it is necessary to do something, or “must.” The # ¥ > variant is very colloquial and is mainly found in the spoken language, while the more formal # (+ # (4 variant is often seen in the written language. BRKHSb>. BBL wIMItI EL / ws elite dr. I have to study, because | there will be an exam. ted and % ¥ # mean “if you do not do...” and st € EX roughly means “you cannot go”; @IFHIE FEA and WF vt AEA therefore literally mean “you cannot * There are more varieties for “must” sentences: 4 ¢ 5 prviF FEA, te ¢ TIF HRA, and WOLF £4EL. You can also substitute #4) FL for FEEL in the *1+H1F and %& % combinations, like WITHILa EAL, GH ww EAL. In casual speech, you can also leave out \ 14 FEA, and end the sentence like: HA po /RNU CBee /RAUOES274 >>> So Sim go not doing . . .” with the double negatives giving rise to the affirmative sense of the man- date. %¢ in 14HU1E and 4% ¥ & comes from the negative 41). Just drop the last \¥ and replace it with ItHIZ or ¥ & verb short negative “must” eva BNEUINEUDEA / BREE PUTT Bb) bene Petts / RD eLalratehy Uist Cisionigty / LIEE PUTER A, TIELY Ee prienaee i THE PUIUTEA You can change WIFEH#A tolF EEA TL A to say you had fo, and to *#% evita (the short form, present tense) in casual speech and to #(+4(£\\(t 4.) in the written language. (EIA, ORE LS COIFELATL A, (long form, past) Thad to get up at six this morning. 4B. MU LPS ever TH. (short form, present) Eons” RAL (The truth is, :) I must practice every day. GH ~eves We use the sentence-final expression TL £ 4 (probably) when we are making a guess or a prediction. CL & 3 follows verbs and \\-adjectives in short forms, in the affirmative and in the negative.’ (verb) SLA (LORS TLete It will probably rain tomorrow. BbeUTL EF It will probably not rain tomorrow. (\\-adjective) WlLHOTL AF. It is probably cold in Hokkaido. ne) Se RCATL 7. It is probably not cold in Hokkaido. 3 TL £4 may also follow %-adjective bases and nouns. Note that TL & 4 goes directly after these elements; we do not use X~#TLE9,X~OTL 4 F,0rx~ETL £3. *@L £4 may also follow predicates in the past tense. We will, however, concentrate on the present tense examples in this lesson.SEO» 275 (te-adjective) WEB RAGS TL t 76 Professor Yamashita probably likes fish. — i LeZUTL EF. Professor Yamashita probably doesn't like fish. (noun) HOA A-ALAVTATL EG. That person is probably an Australian. A-AMIVTAULUUTL £ Fo That person is probably not an Australian, TL £F sentences can be turned into questions (~T L £ 4 4°), which can be used to invite another person's opinion or guess. BRIUMEBY. COB OUEFARELUTL A At eae Which would you say is more dificult, Japanese or Korean? ‘The short form of TL & 3 is analysis. 4. You can use it to cautiously phrase a prediction or an KIL SAR SEDI cs Bite I think Takeshi would be interested init. In casual exchanges, you can use CL + 9 (with the question intonation, and most often pronounced as somewhat shorter € L_&) when you want to check if your partner agrees that you have the correct understanding about what you have just said. Yar, PRBMbbS TL 2? OH, BAT. John, you understand Chinese, right? Can you read this for me?2769 BE SO @HPractice wh UBD DESLENTTD A. You are in the following situations. Explain them using ~A@. [al] xi2.06 Example: AH TF = QO: YGLALTTH AL BORAT. (1) 4b Besas Q)FLEYEE 3) HLAILMATHE bowvsler (Ea) © (4) FO5IL (5) FA base L < (6) DEAMOTH REBTLA ehohtt k F (MRE LELA ()SLEFA A12H 277 (10) 3 aha t (1) the eA LA B. Respond to the comments using ~WTF. [al] x12.07 Example: I received them Italian ones I made it. from my friend. CAPT) Itwas cheap,278 >> Beis « SHI C. Pair Work—Your partner has said something nice about what you have. Respond using ~T. Example, Bi + CS UMHETH A. A: RRB BHoKKTH. D. Pair Work—Make up dialogues asking for reasons. Example: I went to Tokyo last week. > A: AARRE TeELA Bix¢9 LTR Toth CTH. AL BeTAYADERELTT. . Lam very tired. . [have no money. . Itis not convenient today. SARs ) . [want to marry my boyfriend/girlfriend. . Lam going to Japan to study. . He speaks Chinese very well. (++ E4 b $74) . I don't want to watch that movie. YAWeRwHE @BATEELE A. Describe the following pictures using ~ #. Use “verb + S#4" for (1) through (4) and “adjective + $2” for (6) through (10). [2llxi2.08 Example: o% He . — HUT FELKS > LOMB ET12H» 279 B. Look at the verbs below. Think about the results of over doing these things and make sentences as in the example. Example: RNS + RNTEADH, BEMHHVATT. 1 RE 4, RERE it RERG 2. BTS 5. FRETS 8 RTS 3 NYT Y ERG 6. HOW ERNS280» som @ERAIESDUWCS A. Using the cues below, give advice to a friend who has a headache. Decide if you should use the affirmative or the negative. [2] ki2.09 Example: RERE > B: FOMOL TH. A: RERLAEIEI ITH LS 1 CRS 3. FABEICAT < 5. FBS 2. BU ISAT ¢ 4 ERD 6 BHTS ad cae 3KeS B. Pair Work—Give advice to your partner in the following situations, using ~1&5 DW). Example: BARRO E FISHY BABE SIU IROL TT. RAOKKS Cleo AUTH LH THSEUIRB ERIE MOUTH L. LR-AY YE 4 BRE 7. HASH 2. PttAyy 5. BRA 8. HABE ECLA 3. REBEITAD LA 9. OER BAG S C. Pair Work—You are a health counselor. Someone who hasn't been feeling well is at your office. Ask the following questions. Complete this form first, then give your advice using ~IZS5b'U, a. LBHLETH. (due Wd as CHOMERNETO. It ww’ a < SHRERNETD. Itv ud d. HOMERNETO. [dus Wd e. LC BBERAE TO. It’ f AALS EROET I liv Wz & AM CET. —_#8 h. chungedt PHEGOLOT. BR EKAE LK. 1 BSH EL 4, ABET 2 BEPATOTOEF 5. DERI t Yete BRAY PCH 6. hE Ut: C. Fill in the blanks with appropriate words. 1 OC. PHIATIAU TH. 2 DT. ARMS ETF. 3. Oe PEEUSELE 4. ne. WHE Lhe 5. OT, BRIAR EOTH 6. OT, BRLELE 7. OC, BRL ET.28290 2S SCH OPBICRABINEIISHA/ BEBE PUTED A. The following is your schedule for tomorrow. Make sentences according to the example. [12.11 Example: 7:00 A.M. SREB > ERC RA IML EL. Ex.| 7:00am. | #24 1] 8:00am. | 75 EHS 2.| 9:00am. | RHI BS WEAEICSF peukaean RBELAS me BERIT oT. REIS CRIM ERNS 8. 9. 10. } 10:00 px. REE IL. | 11:00pm, | RACES ENTS B. Answer the following questions. 1 BRBORRK CHE LEGMIDI EAD. DHSILMMIAOK THe MELAMIEITE AD. BR AESHROIRET. ME LITHIA ITEtAD. 4 BLAH TOF—b CF. MELWIMIEOU EAD. ME LBIMIL EEA TL AD. C. Using the cues in A, tell your friend what you must do tomorrow. [2] ki2.12 Example: 7:00AM. /@%S —> ERIREYF OIE.12H 283, D. Pair Work—Invite the partner to do the following things together on a specific time. Turn down the invitation and give explanation using ~## » WISI). Example: _ play tennis > A: bLEOR, MEF HAE Leth. BitHetd, bt PUMSVBOL TH. KILI BUTS OUOIFEUOATT. 1. do homework 4. study in the library 2. eat lunch 5. go to karaoke 3. drink coffee 6. travel (WBLcIBNTLES A. Here is tomorrow's weather forecast (ESF 49). Look at the map and play the role of a meteorologist and tell the weather forecasts for each city. [ail]xx212 4.Rome (Warm/20T ) nbn Tokyo (Cold/-2C) SS ; : ae 2. Sydney “©: (AX rous0e) - | Example: Tokyo + RRUSLABTL AF. ROTL LF. RBlLT {FA CbOTL s Fo 1, Cairo (442) 4, Rome (7-7) 2. Sydney (¥ F=—) 5. Los Angles (+7 #/L.2) 3. Moscow (£2 7'7)284 >>> SES « SOA B. Pair Work—Play the role of a meteorologist. Predict the weather for your favorite city. The other person fills in the blanks. Switch roles and do the same thing. city weather temperature CODRE Thue A. Using Dialogue I as a model, make skits in the following situations. —Your friend looks sad. —Your friend looks happy. B. Pair Work—A and B are deciding when they can play tennis together. Play the role of A and B. Discuss your schedules and find the day on which both of you are available. Refer to the next page for B’s schedule. Example: A RAO ARE (HIE F =A ELEtAD. B: Ke ORME ILS to CHO EOLTH. RB CHAGS e VIEL TH. ! BILE 9TH. A's schedule Sunday {go shopping Monday - Tuesday read books Wednesday [a | ‘Thursday | ” Friday meetfriends | Saturday - aSE12H >> 285 G. Role Play—Visiting a Doctor's Office Using Dialogue II as a model, act the role of a doctor or a patient. Doctor—Fill out the medical report below and give advice to the patient. Patient—Describe the symptoms you have and answer the doctor's questions. Name: Age: Symptoms: [] Sore throat (Cough (Headache Ci Fever (1 stomachache OaAllergy (7 Viv #—) C1 Any other pain C Others Pair Work (Wf) B. (= p. 284) Example: A ? AMORRA HIST aR ELEtLA. B: RMORMAILS Lo CHOU EVLTH. RBERA CI WUROLTH. ARAL I THI B's schedule Sunday ‘Monday teach English Tuesday Wednesday | clean rooms, do laundry, etc. Thursday Friday Saturday practice karate (#4)286» SaaS Itere(ID H RD RAN The Japanese Climate ces Dieta The seasons in Japan can be very different depending on where you go. Naha Tokyo Sapporo Cherry trees blossom Mid-January Late March Early May Rainy season starts, Early May Mid-June No rainy season First snowfall No snow January October High: 19.1 High: 9.8 High:-0.9 January temperatures Low: 143 Low: 2.1 Low:-7.7 High: 30.9 High: 30.8, High: 26.1 eee Low: 26.1 Low: 24.2 Low: 185 Annual precipitation 2036.7 mm 146.8mm n276mm | (88) make occasional landfalls in summer and early fall. LA 2585, on% (Sea of Japan) ANS saoah (Pacific Ocean) \ SS a5 Temperature, cluding body temperature, is measured in Celsius. Here is a conversion scale for those of you who are more used to the Fahrenheit system. Winter is sunny and dry on the Pacific coast, but cloudy and snowy on the Sea of Japan coast. Spring is rather short because daily temperatures rise quickly and the season is cut short by the arrival of the rainy season (#98), which lasts for about a month and a half. Summer in most parts of Japan is hot and very humid, and almost tropical in some places. Typhoons___ B12 287 Useful Expressions GRCAT Health and Illness At the Reception of the Clinic Patient: TAEL, MOTURTTIS Excuse me. This is my first visit Receptionist: (dt. (RPREE ERAT 18 Sh 0 Okay, Please show me your health insurance certificate. MICBME RM EBOTI HEY. Please fill in your name and address on this paper. Patient: = HILO BR THH What kind of medicine are these? Receptionist: MALBTH. fe ARIE BRATS 0 “These are painkillers. lease take one after meals. Patient: peyeELK. Isee. Receptionist: BAY Ic. Please take care. Expressions for Illness (75%) and Injuries (dp) i) Gs ae RE RENTAL RTT © —_—_—__________———— am constipated. EBTT. I have my period. 368) C+. have hay fever. (WK) TUE —* SY ET. — Thave an allergy to wah ET. ae an Ihave a bad tooth. > awe sls rn Wo OSD Hiragana L s )Hiragana Practice A. Choose the correct hiragana. iat YF nia fe OAS ian 2 & 2ho IL (k 3.me #Q B. Match the words. Person’s name 1 hae 20EEL 3 3 297 (@)Reading Practice Mary wrote about the things below. Find out which item she wrote about. (v02 a ) CHIL HELO [FILE SETH. Fr yv-EhO FI LTT. Za-F-7IVVYHE-AO [FG LTH. CHIL HELO LTLL TH. A-AEFVTIO UTAL HTH. KOOTH. ) CHIL PY eVELO ULETH. ASAYIO ULE Ueentt. VIYRIO ULETt. CMIL Vr FV VELD (7TH. AINTD LAUSROTH. TAYAD 67TH. ¥50,000 ¥8,000 (w)Writing Practice Write about the things you or your classmates own. Use Mary's sentences in II as amodel.02 04 005 008 298>>> Bas eee (#3*| LE ) s 0 ARLUCHSDELIDD Daily Life (eight) NFR (id> >) eight years old ND (43>) eight fa, AN PUB v5 | H(i) one BES L) one o'clock ee SRA (Wo Ja A-tV)) first-year student | =Fwo3A) one minute (BED) one (one) (y— :) two 8 (I< LE) two o'clock se pat IcdaAAbV) second-year student 9 (4729) two — BRA (224) two days (two) sd beh (SAL) three o'clock - Dao SEAR (8 AdaAatW) third-year student . (S404) March (459) three = 7 (three) (3) 7 mL Fa(EA) four PAB ( U) four o'clock bvbEA va9SR4E (kiaA2tV») fourth-year student fies Y9A (La) April £93(4 29) four (four) Gi ow 2 b> BS) five ARF (EL) five o'clock Dio BA (CA) May BRE(SEW) five years old, 47 (v99) five (five) (a) bua eevee PBX Bo |G sx PBF] L) sixo'clock a pts FRB (420% <) six hundred JN FNIM(BoHA) sixminutes FV (bo) six (six) Qt > ew ble (L577) seven -EBF(L SV) seven o'clock Dae AEA (L528) July (47%) seven EA ICA/ LEICA) seven people (seven) ja t pIt& [ds | NCH) eight /\BR(IES LE) eight o'clock mN pes | ONG (£00 ¢) eight hundredo10 o13 ou SBSHB»>> 209 (ten thousand) FF (3 EA) one hundred thousand BH (Ow < EA) one million B- 7 F & | Au(w5) nine 7LFL< V) nine o'lock ILA (< #2) September 7LIK(¥ @ FS) nine years old WLP(E 509) nine (nine) (2) ) oh | Und A (ew 3) ten PHR(Lw3 L) ten o'clock Lbs Us | A(t» 42%) October DeB PREC wo B/E St) ten yearsold -F(E#) ten (ten) wa— -- bUed B@e<) hundred SA (SAU ¢) three hundred Ees PRABo0% <) sixhundred 7G (lho Ue <) eight hundred Urs Po (hundred) @— 7 7 TA pth A | CEA) thousand S4-(SA+A) three thousand INF (id 2A) eight thousand -FFUCEARA) one thousand yen (thousand) 37 = + bEL 77 (wb EA) ten thousand 4 ZK PO RA) one huadied yen DES | FACRA) circle FARR(RAKA) strong yen FAW (#3) round _| (yen: circle) @)ononmaA me BE (8S E) one o'clock DLS FRO BRS Yb) inone's childhood BA (ESS) sometimes BRBT(E ITV) watch (time) dor on of 8 B et ge pe pe Be (D> indicates the on-yomi {pronunciation originally borrowed from. Chinese] and > indicates the kun-yorni {native Japanese reading].)300 >>> Ba OBFORR (Kanji Practice) Thess A. Read the price of the following items in kanji and write it in numbers. Example #2 2b—b L7yyvaFt Betray may ays Sp |] BatA ABSA +R (¥150 ) (¥ ) @ ) BR +i7=EFH =F4nrE7A G ) @ ) es ) B. Write the following prices in kanji. Example: ¥5,420 + _ 2teg=+F 1. ¥30 6. ¥42,500 2. ¥140 7. ¥168,000 3. ¥251 8. ¥3,200,000 4. ¥6,070 9. ¥57,000,000 5. ¥8,190SHOE» >> 301 MEMCSOLUDD A student writes about his daily routine. Read the passage and find out about his schedule and fill in the blanks below. [4] yos SHELILEVISBERIE SEF. FETHECIILLER NET. NBIC EOAS CARES. WRRICIIEA DENK ELI LEF. PIMEICKOA( TOS LLL ERNEF. CECEI-L-EOAET. MILLA PL THLEL BEF. RACAZFIENADAY EF. THIF LECAET. +o IT4ZHET. 7:00 ( ) go to the university 9:00 ¢ ) eat lunch 4:00 6:00 ( ) watch TV ¢ ) Mase (Writing Practice) Write about your daily routine. Use the above passage as a model.302 >>> BIBI ow 020 07 a4ei|i of XPU—&AOLOSED Mary's Weekend s s 0 rie ES BUAR(EIEA) japan MEA (5 £905) Sunday [no BA (EVES) everyday AM A (\kILW) Mother's Day ou U | B¥BU228) diary (Ao) three days (day; sun) |@1 nN AB vlEL AR(IEA) book A AR(IEIZA) Japan pDEe BARB A(ic1A-C) Japanese language LARS APE bE SA) Mr/Ms, Yamamoto (book; basis) o- TAF KR PUA IL | BAAUIEEA TA) Japanese people DBE ATED T) alone =I MA(ZOWE) this person A(SA(ZA) three people (person) QM) A -IF2 #7 | ABE E (2450) Monday — (54%) January bos FA(2&) moon 4A (A172) this month | —>A (Vso 4st) one month __|(moon;month) ((4)) oT AA | >a» [KUED GE 5 0) Tuesday yer page AKO) fire Kil (8A) volcano FBAK (k%2 0%) fireworks | KE (0) Mars (fire) Qs OR boy FREE A (FOE FO) Wednesday 7K (44) water DAF IRIK(FUORW) swimming 7H (Fv 43) water supply 7 RAF (AFB) bathing suit (water) wl oa roe be RHE Bl (® ¢ £50) Thursday YN b= ARS) tree RAPS (865 SA) Mr/Ms. Kimura | (eee) @- + FOR beh BE A (SAE 50) Friday Davia BB Bra) money FE) £5 SA) charge BBG (Br 124 5) rich person - (golds money) |(8)7 ~ AS See & |025 027 SBARE>>> 303 meek EWE (2550) Saturday | L pre (26) sol AR(ES) land AE (aA E) clay | Goin wo te >i Bee £50) Sunday He FH (£509) day of the week (weekday) (gt 0k Bo ho aa oP op op oP ome oe oe Og mUsF E( 2) top; above | DFA OF | EFU(C1IF%) good BE(B< Ue 4) rooftop 4 (M1kS) to goup - (up) Qtr o£ >a TR(L#) under DUR <# | RE FRRGHT) subway FF ALAA) poor at bind | Pea) inside Usd P(e 95%) China P35 w 5 A8<) junior high school baeay —SE ep (ad Vw 5) all year around (middle) (4) m= (bith BSE (SA LIA) half past three ES SEUEASA) half 3456 (EAE L) halfa year (half) | (Db indicates the on-yomi and [> indicates the kun-yomti,)__304> >> a ee ORFORE (Kanji Practice) A. Match the kanji with the English equivalents. 1, KHEA + + Sunday 2. HE - + Monday 3. BHEB + + Tuesday 4. AMEE + Wednesday 5. LOEB + + Thursday 6. REA - + Friday 7. KBB + + Saturday B. Look at the picture and choose the appropriate kanji for the blanks. +t TF L VARFYILELO tt. (Gulding) 2. BAW HI 70, tt. eh & d 3. ANAL ARF YO tt. (ae fee’, 1 nl MBDEEAAOXE XPU-EMSBPBENICXESDES UES ve a Read the memo and answer the questions. BMETAN : Kegs Ubtebe few LATY SASL IEE ELETHS Het RKEEDLSG, a6C TATA 2 FBTR TIL ERNETO. [Xkthe PBF ELA MLNETF. 3. RIS HAV ETH. pee] xTSHAR >>> 305 @XPU-k&ADLOSED Read the following passage about Mary's weekend. [I] you SRBIARADCEKBCIFAAKSELA. CIA ACCBHBCIGLELA. TMHH, VARAYAWVRE Lke AM SAENELAL | LHBAIA-A TE THAW RELKS AK SLAMS E Lhe At THEA UDI EMVELAD BRB (bSELA. SHH ELEBTL BIELK.W bELILBSFVEEAELK. TMDH, BHEXLEVUS TIA ERNE LA. CTI BRBEXLALILELK. BLsELK. Att shop; store BELU GF sweetbun BX (do something) late Answer the following activities in the order Mary did. OOS Se Ci © =) | (@) studied Japanese (b) went to a restaurant (c) went to a park | (d) bought sweet buns (e) watched TV RRA (Writing Practice) A. You are going out. Write a memo to someone in your house, telling when you will be back and whether you will have dinner at home. B. Write about your weekend.306>>> aE D&T5 Travel 020 / — | PEL 1b @#) mountain DRE LN X A eka SA) Mr/Ms. Yamakawa BE WRUSA) Mt Fuji (mountain) @td w& ° ea se - ” DAM AM | Mh) river Ly ARRAS A) Me/Ms, Yamakawa ) ] | ADL A G32 SA) Mr/Ms, Ogawa (river) 3) 0M 7 | ox2| —— - — ot DIFA ASK | TERA SM) fine IL bbe FEA (AA LO) the first day ofthe year HAIL (LSE) local (origin) w- = F | on = >& FTA (WHES) fine RH (TAS) weather = BR(CA) electricity RIF H (4) feeling xl ASME S) popularity (spirit) ()% 7 = RAR ou OTK RATA) weather | RBCCATS) heaven KH (TAMS) Japanese emperor | RA (TASH) genius (heaven) M7 = FR 08} ———— = $$ | mL FACEV) I DEL FILA (L 9 O7Ev0A"¢ ) private university #K( LT) private railroad (I; private) (7) 4 4 & h MR 036 = : bok AWE) now FA (BES) today A. DUE AE (SAIA) tonight 4A (CAF) this month 7 AF (SEL) this year (now) a7 na A 0x7 7 be # EB & A (ee 8A) Mr/Ms. Tanaka wh A (@ 27284) Mr/Ms. Yamada BEALE (RAIS) rice field (rice field) {(5)1 nmm we099 40 oa 043 SESE 307 pus KOK BAGOVE) woman DBAR KCL 2 RV) woman HOF (BALOS) girl KAS 25 U2) the eldest daughter |_ | Ovoman) BA RR bEAK BOK(BECOVE) man bees BEAL) man BOF(BECOS) boy BPPEKALAS 20) male student (man) 7) Fm we es Be g bITA. LB (AS) tose DA SLY (A569) sightseeing 7€ Fh (\d 4s) flower viewing BWA) opinion (to see) (jl on on a 8 Bp Bg 24 27 | APCS) togo 4 pw RAT SAS 9) bank ATH (OF 2 50) firtline 4 J [FRAT (0 £ = 5) travel (to go) a plas | BNA (XS) toccat bE BENYEAGO) food BWH(L2 6 H5) cafeteria PBL 2S L) meal FAAS £3 LE <) breakfast (to eat) V7 AA eee eR Rw Por PKL (Ot) to drink ‘Lp bo KAA (DAY) drink aX MERE (WA L 3 ATA) drunken driving (to drink) me 7 * 4 4 Fo 8 tH HK (> indicates the on-yomi and > indicates the kun-yori,)308 >>> Beas ett DBFORZ (Kanji Practice) A. Using the parts below, make up the correct kanji. Example Bo Ji LB 34 5.2 aR 4 ca 7 9k aR 10. B. Match the following sentences with the pictures. 1. ( ) AVOERET. 5. ( ) beMaeuvEt. 2( ) D-E-EKAET. 6 ( ) SBILOW RATT. 3.( ) YN WH ERNET. 7.( ) SATA IST. 4 ( ) BOALKOABET. (a) >] C. Match the kanji with the reading. L( )-BH 4( ) we 2( )=8 5.( ) BA 3( ) SB 6( ) AB .( ) tH 10. (¢ ( ) AB iL ( ( ) x8 Vd (b) LOH CNWWEK LBM (ce) LOH (f) [LM So (Ao DEO HLIF WLowREI» 309 @d&TIOlse A. Match the following katakana words with the English equivalents. La-t- + + cake 2 DyH—h: + coffee 374-4 + + cafe 4AW7e + + classical music 5. 77V 97° + concert 67-F + Vienna B. KSTAAMHSTANICSMAEDSELIC. Read the postcard below. Write O for the things she did or does and write x for the things she didn’t or doesn’t do in Vienna. [ll yos.1 1. (__) see an old castle 4. (_) drink beer at the cafe 2. ( —) goto seea ballet 5. () enjoy sweets 3. ¢ 6. ¢ ) take pictures ) eat at McDonald’s HECSLN RATT BAH VES 22k Seo 3UWTGoU- VE CTESMVE | abet FT 305- 0836 SOVEBEEL EL eo OM fe . C4 CUB KU 2 EP GOS UIEL Ke Lol IF WI 0 IA- be Meee ETT. a )| Be ek D-P1NaD I BELEN DIET, Bich 12 CTL EHS NG Japan RNEF FEU TH BICOLIST. EEBAT HUE LEI, whe £92 ~2H Mr/Ms.(used in letter writing) LA castle ~AS .sbut LB night FA again310 ae C. ON FEA BEBEBITSMEEDEE LICR Read the postcard below and answer the following questions in Japanese. L OS REAUSE COE TAY 2 UKUERATCH OH. 3 FOFLWIELELAD. 4 SRG ELELAD. EMLLELAD. 31/2197 2] 0], || 5 7 a x p = < nN ua q VRP B ae I mie x +? x UCRUCKREE 5S HRD pei Lv oR Hor UMS we tg SAA CHW Y ACh SR eoe a UR A te th & gic : CoB ke GK Gee RED a . Qo = R yo fe ft yt bs wo EN sexe GA Rk Py Ke \ RE, SEE CHU E f . 7 ‘5, a Teor is Renee z rhe ns oe Rag = won 35g eT 2 z gTn REEFS LS a Xu a 8 a AX YI Mexico wl mountain UAL Ce) tough — Tht, BILHT Take care. [Hvos2som 31L mE oa ' 2) & x ¢) North Pole (north) }@)- 4 3 # 3b boG BETAS * CS) north exit DEB <& | KS) mouth A(LAC 5) population AYA/AT(W) (5) entrance (mouth) (3). no bls WS(CS) tocxit HCE) exit leo HF (EF) to take something out HAR (L @ oS) attendance pa KE BLE (Lo) export (to exit) (6) lo + Ph bow mF dG HK) right Day AM (FS) right tum 7415) right and left AF (HST) righthand AA] (% LA) right side (right) BJ + + GG de (ORD) lekt | DOREY ZAR ($2) lefiturn ZE4(OFEY T) left hand (left) ALS (OF) & 8) left-handed @- + FRE082 053 sa 086. 08 SOR 313 bok A Bk BP (SHA) five minutes FR (es BA / E55) ten minutes bb BA(CSA) oneself SIF H (172) to divide (minutes to divide) |(4)7_ 7S i path FEA CEA) teacher Dze FEM (EA Lv 3) last week FEISS BIS) ahead FEA CHAI) last month — F6HE 2A ITV») senior member (ahead) O77 ee eR | DAE. LiF | BEG) student ZEAE CEA) teacher DI EHS (5 ENS) tobe born | BE(Wo LES E) once ina life time (bicth) 6? tee 7 DEV Avy bBB APE (Hvar AL) college student ABBE) big ABE (EVA) tough AA USE *) adult KARE (EV LaA) embassy > 4k oF oF Y (big) B- FX PAL A> | RAECEVAK) university FRA GEC 2) student | bet SERA 25) school 3.33 (F 444) to study 2EBP (a ¢ 5) department; faculty (learning) (3) Reece ee ee eee eet bay Fh (28v= <) foreign country DEE BAe ¢ VA) foreigner IME) outside HEIN WA) overseas (outside) (OS ala DOS S46 | ANB G@WS &) foreign country 4? E(w F<) China pza EA(< 1c) country $4 BE) (-A-< <) South Korea BA(c om») the Diet com) (81 NAM PR B (indicates the on-yomi and [> indicates the kun-yomi.)31 ae ( A a JRF ORE (Kanji Practice) Combine the following kanji and make compound words. You can use the same kanji more than once. Example: 9h + E] > hE] REE ER AMR RK. . Indicate where each place is located on the map. DURKAY TMFYF SAEOP SY EF. MIOMK TH. ( 2( ) OAPWARFI: AEOROERT. Est CAP CSUTH. 3.( ) WERENIH OEM T. BATH CHUTH. 4( ) CFAK BICEP FAR CHITA THA S.( ) KEIO EWT. ENTE OSIM TS TK HS a® station ho to exit OFC straight @MCAZAIEA, (Bulletin Board) Look at the bulletin board on the next page and answer the questions. 1. Ifyou want to buy a bicycle, who are you going to contact? 2. Where will the party be held? Are you going to bring anything? 3. How do you get to the concert hall? 4, What can you do for the winter break (from December to January)?SRO > 315 R-LATTA FAIFL Roe BCH-LAF1TELECAD. +2A=+\8 (8) ~-A=B(+) FH EM OB. TH. @ AVITEBLATCR A. BRAOK#AETT. 731-2682 toc #-1 UTALY ¥8,000 © @ NOBIESY N-FI= SEELUTT. ea cea sarratos® Bp (£371) Ws eae ie ee LEHBEOMTETEOUTHTE | MALDELDTETC HIV 4IUPYLARKSY > amet ¥9—-ALY—b FLF 12007 1A 12 ee G&- Aty bh (F97+I-b-) or80~ . BAYI— bhi Beyh Vsy+3-t-) (RRS HIE TEA 39)31G>>> Bava (WALOTEBLARSY Chiaki writes about her favorite restaurant. Read the passage and answer the questions. [4] yos RSP GIK AINN ROP SAK AINN ED SASK SUES EP AD FAA Rie? nears HEDWHY! HOC HRY OT ee 40 CZ IAKSINA RR NA NBER SRM SKA RRQ BR RNS WAI Q HN hwo lt >> Bae 061 082 063 64 065 0686 pea HOR(ED E25) Tokyo KI(&2IS) Kyoko > FRAPS 25. L) Kyoto Ts ERT S(CEIS25FS) to goto the capital (capital) pn reer ee ere ree ee mL FCR (CEB) child HF(¥ 255) Kyoko dE KOF(BAROS) gill BOF ECDC) boy EFAS CA LUL £) electronic dictionary (child) 3 easeeeteee ate Te mLs7 ANS (BOS) small Dew AVSFRR(L & 5 08> <4) elementary school 2 ‘N | ASF E (Lz 3 v8< 419) elementary school student (small) (3) J ob bay BIH) tome BRCHWL) company aX bb BIL A (UL WA) office worker BD BBM) meeting BBS 2 IA) church (to meet) 7 A Az & Ee c bLe Ux | S#G@vL +) company FPPIL( CAL) shrine FLA(L¥ AW) society AFE(Ew 5 L-&) entry to a company | (company) (> > 3 HR bos 2R(55) father BRE A(BEI SA) father ZW |vBHK SF | KGa) fatherand mother FASL(€-) grandfather (father) (4)? DP BR bit ARCH) mother BARS A (434 A) mother Et DUELE #4 | PRBUET) mothertongue HARE) grandmother (mother) (4 444 # 7 | >So HV GEAW) expensive high FHBE(S F< 5) high school a pA BRA (C5 = 5-EV) high school student Ta) HG (S055) the dest (high) o° ~ . * * * 8 8m087 SB7iB>y> 319 SERGIO ES 5) school BHPE(S FES) high school BRA (S55 52) high school student w- +t tt PPP KBR 5) junior high school (word) (school) pe ASUS) every day | QMFL w 5) every week BBE (EVIFA) every night | BHF vA / EVE L) every year (every) @’ * & a4 @ & Ee BABA (1212.4) Japanese (language) SREB (AVC) English (language) BEB (179) honorific expressions w+ 22? e3PP7 P BHBBA rsh | SAE GsA aS) literature FEX(S (RA) composition XF( UL) letter; character | SHB (4Am) culture XSE(SAtP5) grammar (sentence) a’ ~ 7 xX a a Ls WS RS) to return Wz DDR YREI(2 =<) goinghome YE (872) returning home WY GR) return (to return) oy rrr Pf Pe Pe biomd XS (EWS) to enter Dies AYA/AT (WH 5) entrance wy AMZ (v4) to put something in HPA (WIS w 5) import (to enter) Qs, Xx (D indicates the on-yomi and [> indicates the kun-yomi.)320>>> am ORFORE A. Fill in the blanks with the appropriate kanji. Lek M584 _ ove RK RK 2. a, tae a ET. [a 4 BRAC BSSI_ at [AX 4 RIT RELA. RNEOlL se Pa ETH. RR @ B. Which new kanji from this lesson include the katakana below? Example: IL —> Lao 2 > 3 Ly o> 4.0 —> C. Word Search—Find seven kanji compounds from this lesson and six review compounds. Example: 7 N 7 i Bt > o~ A ee at OH Oe 4 CGE LSD A ar ~ { | OF) Sah pat o> Oo Bo Ar At Ma7B 321 U—-SAERF SAIC THHEDEE Lito [al yor debe Avg Oi RARER PSS ISO SE oo Sera stats REV REP OHS EE Ste IHS Ae i Se SS Hie te eee Vii? Rory Soph WE CDT QM EGA AN EY Gatti SESS MPD RSH EC KAHN NPQ WING te’ SO Ot Sy Bite? SP OH RBH hens SOK RBM RNA CQ Sato PT AIRS OE RO DV (Gate ae OnES 2 7 areas Ss drive geeuets 2 gazasead Sze sssceue ore 2 Hoy a 8 UI eHwoy 3 ettokKnl RSC REP LOSE LEP MG ttre AN IQHr are Now FRED E DINGY Settee TRE RSE OWS @XPU-AAOTHY RFEAISTUIFICTATWES. XP! HMA LL OSES SP Seite BRU URIN SEES + lerulo Ke & BRS SDR EE322 Re Summarize what Mary wrote about the following topics in Japanese. 1. Japan: 2. Her town: Father: 4, Mother: . Sister: 2 Brother: x School: @a>> aE 081 | — 084 os benF | PRE CeF°E) to be absent; to rest DRE PRA (#4) holiday; absence ARE (8 #9 U9) holiday (to rest) @’ { fF tt t & ~ wIFL | F403) tosay —= pee ct SBF (GALA) linguistics AH (EF WA) dialect oD SHS EL) words aguas a (to say) (7) ~ =~ =F FF pes BD (EB) toread 3 vie BER (LCL 2) reading books oO B AO) reading matter wWu B24 (4.00) realingmater (to read) (4) ae 8 RF mL 189 (B85) to think w bBt FRR (& L 8%) mysterious ND RU FB WHF) to recall; to remember | (to think) @' 7 "7 = = BF Be me RO) next a vb pae KRK(UL£) second daughter “Kw FAK () ¢E) table ofcontents KT (Uae») next time (next) @> 3; Yee K DAIS AA | ACRE) what fap BREA L) what time v FTA CEAIZA) how many people | | 4914. (122) something | (what) a? 4 tr ee (Ob indicates the on-yomti and [> indicates the kun-yonti.)_ BBM» 325 ORFORE BEES A. Using the parts below, make up as many kanji as possible. Example: 2X — _ 2 1. eS 27K 3. A 4. 5. 4 62 B. Match the following phrases with an appropriate verb. 1. Be + “HES 2 eRe: RE 3. BE BL 4, BRBUBELAVL- ‘tS 5 NY NH + +83 6 RIC: BS 7 FIRE "DS OBAOSHE A. BPEOOT 4 Sher y7— h@fFoT, BAADSHRICHEE Lice Read the following questionnaire. | Ty7—-b L BEOZ LAKH YET Olen mee 2 LCBRELETH. OM+s Ovaevers DOLL LEM Tv7—b questionnaire REO MELET HS Abu ced BR (XL¥ £7) overtime work A RAILAV TMAE LETH. ~OR (~MHL) after...326 >>> avi HA B. How would you answer the above questions? C. DFA RAP YT— NCDWT Li hEBER LIC Read the report below and answer the questions. [ll vos BRODER GFL + 7I—N BRAOSBH IL ERO’ T, CE CEMM ERA TORT EOTOAKER TOE To AKWETEBMTUVSCRVET. ltt rb Eff C. SRATAKBLS Le EF [ABOZRULARHY ETH) COMES LAS HALE [lt | LBREL AS HART, hats IO] LFOT OE Ute KIEL BRE LETH COMES LAS SATE (BRETS] CHO TELA. BAU LEC ERR ETS] LEO TOEL A. KI ARORMELETA EME E Le RAL [BHERAIATC | LB OTORLAS HA AST FIAT CJ CB OTE tee RURIE [RAMA TOME LE SH) OMEELA. EAM RA TOSHH RIES) LFS Tod Lhe : BAROSRMIL CSAEBELT, AALABHV ET. FE Pb HAMS LERL. TYT-bELT, BROSBAIL CTERRKUROE LK BUTS (DHHTS) tobe tired SI secondly av first ofall = FARIS (EVV) lastly BAS (tad) to answerLCILTIFA SAT YT—bELELEM 2 MAWE LED. (a) EFOARVAMHS. or A () CBR ETS. ee A () CRCEBRET SE. oo _ @) H¥OR, BHEKL. A (©) RAD AERA HV, AK Make a questionnaire and ask several people the questions. Then, write a report based on the result. 327A—CC ADH Sue's Diary al SHS) am. AFAR (SE) pas i the afternoon ERT? (SEA 5 w 5) in the morning | [JEAF(L 5 =) noon | | ___| (aon) (7 e ad >= 2FAK(EE) pansin the afternoon ~O#K(OH.) after... DHL FL | RTHEC) later KA (4 4) back: behind BARIS (SVS) lastly ee (after) (2) satenerctatetad ie het eee free te | ov bee WEA) before; front FF AT(SA) am. De ae AM (ERX) name | BY WEY) (ERI Y) advance sale (before) oY * rrr rr ~ par By ER) name >a WR te (WF v7) famous ABH] (L) name card KZ (Lv) fullname 38% (4) place name (ame) 7 7 FF KB o pla< | GV(L4W) white bus GRE < L) blank sheet A (L4) white color | B26 5 £5) swan (white) |e" * hae 7 7 9 (2) rain = DES FARA (5 &) rainy season #789 (2) rainy season RR fo (rain) Cyt Wh hm mw ova} pee BK 4) towrite = pias BERL) dictionary BARE (S 2 5%L x) textbook B BUS ER (e Lt eA) library (to write) wo7 7 > + = & ¢ £ FE ss \t o dF KHEB (LOLS) frend Rw bee PAR(LAW4) best friend RA(W5 LA) friend (friend) KANE (3 Ux 5) friendship w- FR095 096 098 099 101 DIK BER (CAA) time SRERA(IS CAA) two hours pBUE TABU) between A FCA.) human being IER (Wo Le 3 A) one week | (between) wm) orpePP PAA OO ba R(WZ) house BS vz RR (HS) family (54) house; home RR RAG EW) my wife EHS oA) author (house) ole Te Fe eS FR ~ bib BET (AEF) tospeak FH (Ik L) tall story =: bigte (hel BECCA) telephone a anv) conversation (to speak) (3) > 233 3 2 FH ot HB pLsF DUCE L) little PIA PFS Fh Pavcrcev iow HA (L25LE9) alittle [PRLS ES) gil PIE(L EIA) boy (little) (4) 1 A Ay pe EL (GSW) old (For things) + DSS E(w 45) secondhand FR (S AL) ancient times (old) o- +t a ob | #23 (LS) toknow bu HOA (SUA) acquaintance 1a] Fo!) SV (LY HY») acquaintance toknowy (8)? OF So bow HRA(KS)tocome KF F(¥EF) tocome DK & S| SALSA) not to come | FASE 5) next week IKE (SWIC) visit to Japan (to come) Oe 0 = Se 4 (D indicates the on-yomi and [> indicates the kun-yonti.)__ 3300+ Bast OBFORE We esb A. Fillin the blanks with the appropriate kanji. LOT ye yRR ATL Boa 2. RT FE LRNELHS Lay 3. 8 7-7 BEL. BA Fi 4B & Let. a eS B. Choose the most appropriate word for each blank. L1USELT. BO, heath. ait Fa | 2 BARU amcabsEt. | FR FH | 3. LOPES, PEEDVET, Ke RLY 4. SEES Kote Tb. BLALL WOBEBI. HA RX 4 A 5. LT Y-OBRALE vate. [Hot feoT | ¢ “ A-EAOBE A-EMSAREBER LIC. [ly00. +—-A=+H8 (4) ® ok eee ERROR AN ERS TC. RM COU EREMU KK. BIZAT) -ORNT OK B64 T. RIVURKES tee AFY-ORAEF FEY OLX eEbeBOWE 331 KEBoke BREA. TT. PHETOSAR oH. RT RORERNK. BSXAlL [ESV FHAA] CROTOAA, EKEKTHE TIM Kh, ROME TLEBU LOOK. BH SAPO SC LEER. BOROR OSS HE Lhe FUT FHVCHM EE Bote BESLUP LEE BoC, FOC EMO. LT YORE TYE CTELAHVTR Loh. Bit (155%) diary WA (42) various ae (S4#L605) inthemorning %E7S to have a talk B (US) noon 4LT and then HARTI host family #49 (¥£) kimono; Japanese bth excellent food traditional dress .. Put the following pictures in the right order according to Sue’s diary.332090 Baym B. Mark O if the following statements are true. Mark x if not true. d, Aue wn C. A-EALEXPU-—EAOHRAKIPS ( . ( 5. . ( . ( . ) RSLS ELD othe ) BREAMEROC OT PHETIS. ) BLOMILAT Sedo Ke ) R-SLILBEE LO MBI Ke ) RARE tok )ATY-XLOHAbI 7 IV-OSMLLBK, IC X-IDEBEE LE. Read the following mail. [| vos.2 ee peer ENIWEDSHUPEITEVELLS ETHELOLP SKC. VE DTESEV AAO! SIV ERNELAD, BAEADW LIVE TEBULPIETT. ENDS, SODEHUMEFITEWELKS ETHENUESENCT A, DAZ CCBSBEVIERTK ESV. PIL Y IND BSLAWEZSZ EMD TET DS, BAEWULEF. R-+¥h ‘sue@genkinihongo.com Yad dormitory HAGF 4B toshow someone aroundSOB yy 333 @R A. What did you do yesterday? Write a journal. B. Write a thank-you letter to someone. Useful Expressions: WZ) EL fee (Thank you for everything) AR ISRE DTT (EX V, (Please take care of yourself.) BEVTESO ER LAIZL TW4F. (Lam looking forward to seeing you.) ~BHTCI(IOEVEF). (Congratulations on...) (B)AAU LI VBHTL F. (Happy Birthday)334 RB = 10= SS 0 DYAUSS The Folktale Kasajizo FERRE (10 A E5) Hokkaido my [pts EDGE) tolive be JEP (Lo 5 Lt) address 34) to immigrate (to live) To 102 4 = - = ; pled BEE A (SL 5 3.989) New Year , I DRE JE LA MRELY) right GE4F(L 2 3 5) noon (right) 6)" T FOF E 103 “ baad SSE (SAAR) third-year student DEL SRA (Bviad) next year S3R(CEL) this year FRED) year (year) 7 * FBR 105 bidvy FED (FS) tosell xz ba BENG (1a T A) stands stall WU Ba SPARSE 9 EAL) vending machine (to sell) Q- * * = * ® R 106 | ~ 5 > bites 45) tobuy B Da Hv 44 vO) shopping FE (t£V91Et») selling and buying (to buy) oc 7 = Tee eR] a bb4d BY(5) town ILLEY(SAY SS x4) Kitayama town By Des BT-R(4 £5445) mayor ofa town (town) ion om ® @ & ar 108 ae ae) Ev C50) ong Dias RH (5 £5 GA) the eldest son | FL (L & 5 £5) company president | (long) @) F FF BEE int . bez BE(AS) way; road 38 ae SM (Le LF) calligraphy R(V0 5 ¥5) judo (way) Ceno m n2 na na nis SBIOH> > 335 ptto HWS) snow 5a bbe MB(LAT) newsnow HED F (WKS R) snowman = en oe FF SE | ro $19 (25) to stand | DE BLK (ce < 9 OF v8< ) national university I ] | ABIL HR (LY OE 5 <5) private high school (to stand) CG Si caeececceereces greet Wee Es 7 | re BANESA) oneselt - B BAMR(LLSL*) automobile BSB(LTAL ©) bicycle Bd (L 5) freedom (self) ®™’ t fh AA B a FR(EB) night poke £ BCP (Lie) midnight FAR() tohold #5 T < S(O TCK< 4S) tobring bt PRIS TG(L & LOA) belongings 4F HAFH (SOS) feoling (to hold) @- tt rr ft ee FR (D indicates the on-yomi and [> indicates the kun-yomi.)336 >>> SORE OBFORE Fr Rhone A. Add strokes to the kanji below and turn them into new kanji from this lesson. Example — —> JL 1 = 3. RY 5a za > 24> 4 A> ot > 3a B. Write each antonym in kanji. 1 RG ° 3.4L & 2. Fd ° 4K e C. Fill in the blanks with the appropriate kanji from the list, and add hiragana where necessary. zee R ER DR 1 TT. ELELA. shopping 2 PSE TWEET. have 5 RETIRE TWete (are) sell(ing) 4a dé HSV ET. snow 5 BUMS AMRIS. ° was long 6. TS bE THEFT. live 7. ADR ISKODAN ° was standingSEIOBEy y+ 337 MPeEves ‘A. Answer the following questions. 1 BATILBEAKMETSC RE TH. 2. (Picture 1) SMILBUTIAATH. MECRBVETH. 3. (Picture2) LOBUWAALKILH AAAS BOEAR (main characters) CH. CAKAKRC RETA. CAWEBE LUVSCRvVETh. ENR: Sea B. Read the Japanese folktale “D'e U5” on pp. 338-9. [ll vio C. Put the following pictures in the right order.338) ae EHLBAL onceupona x owe L time KbEuREBEBEERK PS bamboo hat RE i 2ULv g if . ; ‘ x A yyy wan Mra | FRACS UES Be Se CM FLaek RD to sell ote er wwLY sad = ) ce UB 3 sk (PE A) At bell mountain road Be oo aes CEA /BUEIRL 4 t CREE sardian deity . Z come” | fe du a = snow eas it < na ASHES to put (ahat) on bx 5 ny a person's head tx EL DE (person I a hat TY Ag Fee @) Ls OL ee oneself Ee at Me ° * to take off b & g RK good deed x Bw L # vole mw BA ae PB (%) door 5 i$ a Uo VFS tobesurprised SB *E = Lb (42) happy BEB LF 3 e a7 L book i < Th 3 D. Mark 0 if the following statements are true. Mark x if not true. 1 ) BUY ELE BITS ELUBERE KK. ) EMEBUYSLOPSERDEDOK. ) BUVSAILBU EI SLID ERO ) BOPTHUVSAILBU EI SLERORK. ) BUY EAH LUODS ENDS TOK. ) BIEASAILBUOALOBEMUYT, PELL Hoke ) BUTI TAUBRERS Bhiho TE Ke ) BUY SACKS SLOBEAL TELPoK. SN AY eR YD Tow Gt Ay Hi HET EK S Oe NIETO eH TE oh OH HHS Se] Seta RESTRAINTS Ay abe [odorsS10 >>» 339 RODIVIS RRORED ACHUSY 1S WQNHE REM oe FD TI QN AC HAG QO HO PY HEE OY FHA AGO WHS Hor te? BR Cae Hate? fe! 909 FQ NICHE IQ BRGE GSO VEO’ WH ME Wwe r WWW? 1] >> asim eH ne Ww ne ne 120 123 (Tan RBS Las $s 5 oO £ Looking for Friends bt <0 (favorite; to like) mle (SRR CCAH) teter TRF GPL) singer be F(T) hand = 43G(L wd) sign language LF (LE £5 F%) good at | (hand) a7 = & He mL FRE (THA) letter | DASA tre | PACHA) paper FoKK( L) Japanese paper FE (O 2 3 L) front cover _ (paper) Ce eas be HAW FSH) tolike ARS WROTE) tolove FFB(LIV) good will HFA (SMA) liking; taste 3549 (= 5X9) favorite food OLA HH dL bb (near) Hf ¢ (SAS) near; nearby HH FA(SA LX) neighborhood FRE (E OSA) recently Pf Hb 5 & AEF) the Middle and Near East 7 f Ff OR a BAD \ 9 (29) cheerful; bright BAB (Lt) tomorrow BE 8A (42245) explanation 38FA (lO) invention CAA (44%) civilization (bright) ()! 7 FR 8B ® By] BR BR UF FRRE(HE IVA) hospital FAR (CE 5 8) illness BAA (Uw F< 5) serious illness RIA(S ~ 7s F) sudden illness (ills sick) 0) Tr rr Ff * mR Layo FRBE (OE 5 A) hospital (institution) KBE OA vA) graduate school FEBBGEIWA) deauyparor | fi gna: gaunt ge adel ie ad dary (to reflect) BRB (2049 movie BRIBE (A v22-A) movie theater BRS (5.24) to be reflected ()) on oR # &® gm pe Bh Bk124 125 126 27 Bae 3a1 DAS >< — | BRIBICRVA®) movie = a BH) painter SHH (FWA <) plan ] ] ) comic (picture) 1 of ® @ & B | pas KAGE) tosing RFR) song RCL) singer Z| pa FBRR(C5%) national anthem — RHEAR (a5 8) Kabuki yy SRF (HL) lyrics (to sing) w- rr ee 2 BRR EY OP OH mL JI Fi Gv % L) Kawaguchi City bus THARP (LY SL x) cityhall TAR(L £9) mayor \X) market | ity) roa ow PUL Le | \94vsS thf (ESS) various places a pees BEEPT(R AL £) neighborhood FP anc.) BP(ROLCA) kitchen {EPH (Lw 5 Lx) address (place) (7 3 3 FF OR RF | | pSk (SABE BCA 55-48) to study | eh pox PAHS (OLS) totryhard BRA (SAA) diligent (tomakeeffors) [ao’ 7 * & * & # % fe Rb PEED OF PRIS CASL5FS) tostudy HV(OLW) strong DBE BRN (C5 25%) obstinate FRB (5 EF) robbery [B20 (B EIDE) powerfal (strong) m7? § * Fe RH HR BR >F BAI BW) famous ba BR(OF 9 25) wll fee AS (HS) tocxist Cai: (02 2 eae (to exist) (6) eee ate Te tig ee rus HAT () 2 25) travel bAU FREE) 2A) inn —A FRE Y 705) traveling alone PRAK(Y ETA) passport (travel) ee ee ks | (Db indicates the on-yomi and [> indicates the kun-yomi.)242 Ra ORPORE A. Combine the parts below to form the new kanji from this lesson. ft a 8 A K t ak oR 5 gf By R B. Put one kanji in each box to make Ory | FR @)| | OL | Be | Ean oa HK ORRSBR A. FIBICBAT< ES). (Answer the following questions.) lL bwhli4yI—-ty bOHR CRED EER LALCEMAY ETA. 2 RB ERR LTV BAK AW OFRERBUA LCE ETI B. [Riese] eRHELES. Lin REBSICBOTC RE KESFETH. BHT ZY AX | FCT. AK BREST. KA MOBIL, FARELAY Hoa ELEY LTOIEF. MIATIE LMT ET. SRV GL HY See be tha. | SMCKeeU! SRATH. MOREL TET. TIP ETAT. KAD BILE THE COMP MITE ET. ARE MEO WIE AVEBo TOE | Fo UES ONS EA, FARK | H&L, oe aeNB 343 & ! WDLEICNY REPDEtAD 20 at} Dy IAKEEKOF TH. FI- SEER Ce ILS ERD EVAL EDK DASE T RRA S TH. (EC ABE | URE FULRF S TF. MEWS BO TOETF. RIL IA TE LalksyRervstha. tH RTH. BoC VWAVSZBLE | HHIVYH-bbv>oL el Lid. Led! USL (26 R/H) e B18 Re) wad 9 ~BR (\FL 4) looking for... *& (BAX) woman TORET ‘outdoor activities B (Bex) man RONSENTTID. EOAODBAMEBWT +> SRL 5. BIAAIEY EVER. TET HS 6 HUAILCOACREBIEY ATID. CILTCH MD. E. [RESHR] EAT. INSASMACAICFMEBEE LI. FAVEBAT. SIPSIC BASES. Llvii2 pe A (USE LT. [REBRK) ERELA. MEMIMIMELT WEF. MATH, MLAF+YIKOBFATI. AAA IRE LA. OBR RAIL EMBL TET. BETD bE THAIS TB YOY ELEY FT SOSBS TH. | WAT EIFS CH PAIL. TA oki eaehyset. | BATIL, EKHEVRATLTO B CMPOUYAVS’ PIT OEY TH, BUBSPPEERAVE Bo TOET. BROAZURV ERO TH, AKO YILY 7 HAS TH BRAOKKB ERS AAT. BRE TUSZOZ WLU EH LAER THEFT. Ldokb, BRECK. =A=+—-8 DN 7eWtvFA ah neighborhood SHE (SAM) culture cHbb from now on Sr things; matters BRE (BLU) replySlee sas L DSS ALVOARICRE LAM 2 LNA ET SOARS THA. 3 ENA BRT CITE AUER TOET HS @a A. [RICBBR) CHEE ES. B. I-BOEDAEREBICEOKRWTID.. COAICFRESEEL ES 0346 >>> as 1 132 134 as 136 137 138 139 ]2 tele Tete L E s Tanabata Festival DEAL ancient times) (GAL) old times BRB (GLEE L) old tale AB 48336%L) ancient times, @®- + * * + # Fe tion of a kanji) (symbol of repeti- 2 (GPLEPL) once upon a time KA (DEBE) people BEA (ESE) sometimes A (WV %) various B72 - PUA LA PLEASE) God MR (LAU +) shrine #$38 (LAL 5) Shinto religion ak B x Ree Daa ARF (= 3 FF HK a4 ' [pith (GB) blue color VHB) blue sz eB HRA) youth FFAE(HBLS) blue sky A FEF (BLASS) green ight I (blue) (7 + + = ee eH si = — 8) PLE Led | Gls) color WZ BAO %) various HE (LE) scenery FRE(E CLG) characteristic (color) 7 7 4 * ® & (D> indicates the on-yonti and [> indicates the kun-yomt.)__ Mer Bama ORFORR Tales A. Match the reading, kanji, and translation. Example: D4+L 1B: + to use ALP) Noe * cow B(BS) + + + to get up an -& ORG) + . a(S) + early + color YAU ewe bh ancient times bb . +e + to separate LOS : ae + blue 8.9L o HR + red B. Which new kanji from this lesson include the katakana below? Lv 2 3.7 4% > C. Which new kanji from this lesson shares the same component as each pair of kanji below? Example: 9 BY > fe 4b 28 at 3 7 OR Org me ie A. 48 (picture) BTCA. THUSAREBUETD. EZORIHOES.SIDE ry» 349 fv Bee B. EY ORERHEL KS. PPO PRE RAYA OER? ee” KURO EHQ oo? BS |XoM WETS SKIL? KHL Bre wO RE BO! ROp\ Rah we OS HU? SO! Bex ett ps 5 tow feo bete te Boe ae Lae? | Exe THOS CARS Xm OD WoL Ke=cg JQ DOM f" RES HHO POU? Sry tab wd 0 Bly sow? | WHO SNS OH awe 1]X BN MPR UGS wow? 5 04 o PO eee phen a Rete aes |X ode wPRPoW RH MBO GOSS WK BH SMES WIN IXHREGE RCD PRROIL MOSK HS VHT MOS ho Ue Row |> mame R (TA) wet Rm (DT) eb (4) LEMS (BS) bS~ KA (Bet) RUB (AWS) ROM (H*EOSd) mld (b24) e ye (ld 704) Cc. BBICBATS TEX. the heavens; the sky God daughter serious; sober; diligent to weave one... (4H one day) adult to find the Milky Way the other side; over there cow farm LBYUSELELEATT ON LDUTELILELUATI AY 3.097 LCP EBV ELAM. 4 CACHIBY OMIM ELETO. #5 (BIS) togetangry BATHS to bring (a person) back ik< (4&4) tocry a5 (te) pitiful RI once a year ~ETE by Ws (a9) wish aed to be realized aetsb (pt: tb) we ~ee and so forth KASS strip of fancy paper kA people S.CT LTHABILEZOBICAAY IMU ER SETH. 6S ELPSLOAKLRVETH. CILT CHA. oOR> 355, Bihsb) ALL ophthalmologist &L12(6) DATS HIE Korea SL, #12 DaTL SR muse SL DAU RF kanji; Chinese character &L6 Dich (KE) fA easyssimple SL10 DAILY HFK Cheers! (atoast) LB eee EUBW KEL yellow BL9(0) BBA AM temperature (weather) BL12 BO MC toask(u) BLS ES MC tolistenstohear(ul L3 SD FH season BL10 Ble Hk north BL6(0) ¥9— guitr BLO BONTA RHE cafe B12 ET WF postalstamps B15, BL5(e) SOB WI ticker BLS SOMIDIS WAI IH ticket vending area BL10¢) EOS A yesterday BLA, BLA) ED] RHS todecide|ru] BL10 BED 49 kimono; Japanese traditional dress Lon $F camp RL E0575 BAT apres BL10¢) EWSE AM nine yearsold BLA) Sw 5CwS FH milk BLO Bw5RA AF nineminates SLt(e) BS $A woday B13, 8146) SKSMLA HAE textbook BLE BASIE LA brothersand sisters &L7 EESHHGS MAH} tobeinteresied (in) (uw) Bui ~€45 ~ATB linemumber... 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BG $O (EO tolivelu) BL7 FS wdolin] AL3 FHS HS tositdown(u] 26 — =) tubo lifeslving SL10 LUIPLTID BEVIN orthopedic surgeon BL12@) UL KG politics BL, #L12 ELtEE ALA grade (on atest,ete) L12 DL) FR world BLIO TEND HHH tall (tature) BL7 EDU tostandup [ul SLE TERE MAIL forexample #L11() TEDL Ls» fun BLS ROLHICTS(~) RLATFS tolook forward (to) (irr) SEL7-IL RITES AIS ERI tosmoke|u) BLE Teik, #3 probably;maybe BL12 RNBD RXH food BLS RAS ENS tocat(ru] BL TEN who B12 TehvZ MSE word: vocabulary SLO Teh S strip of fancy paper BRL12-I1 RhUSSU SEA birthday LSBITE oe BUS Ayss+ small SUS BPS 364 nearnearby BL4 SPTO WTEK subway ALI BELTS ANTS tobelate foran appointment) fire] &L11 55 X (my) father SU7 Bp ® greentea B13 BPUS KE. brown BLE) Bese HE China #L1, 812 Bes BAY injection BL12(@) Bae alittle 413 —$J———— De A thefirstdayofamonth LA) DPS {KI touselul BLE DINTUNS RHTS tobetired BLS DONS BH} togettired |r) RL De K net Ble DHIC AIS secondly HLB-IL DEid~ Kl2~ next (stop), DKA M desk B12), BL4 DKS kB tomake(u) SLB DFS totumon [ru] BL DTSHPSW MS4°H» inconvenient; to have a scheduling conflict L12 DEBS HHS toworkfor{ul BL7 DESBW boring BLS DWIELY Wr: cold (things/people) #L10 DD fishing BL11 DNTMAS BATHS to bring (a person) back, [a] RL DNTCB HHT AH tobring (a person) lire] als ——$ T # hand:arm BL7@) ~T_by (means of transportation); with (a tool) #&L10 Tyey Tshirt BL2 DVD (F4-94F4—) DvD &L7 TUIFA EMH commuter's pass BL10(6) TULVBLILIE THEFT polite expression &L11(e) Fh date (romantic, not calendar) BL3 THIS MAIS togoout[ru] BLS BL10(¢) Thies Fei lever BLA CHSLKIF asmuchas possible #L12 TEE we exit SL10() ~TLES probably;..., right? #L12 FAb test RLS TOES F125 whelplu) LE F: tennis @L3 Tis, BAST Tit, LAT Take care BELS-IL FIN—b department store BLA THSS FE gloves HL10 TH but Bis TS F temple BLA TB WS to appear; to attend; to exit (ru] RRLE-1; BLO FLE IV als Th RK theheavens; the sky #L12-11 ~Th ~A ..-points BL The RA weather RLS ThE EH cectricity #126); #16 THERES RAF weather forecast SLB THL® EH tin BLE TABS RS tempura #10 Th Ei wlephone BL Th_IS C¥FS tocallfier] SLB THOSDYS EHEHS to makeaphone call [ru] &L6 Oe EF door #L10-1 ~E together with (a person) BLA ~E ~K degrees (temperature) $L12 KP door 212(¢) KL toilet, restroom 12 E5UT why BLA ESF Please; Hereitis. ®L2 ESTIM Howabout...?Howis...2 BL3 €5% Thankyou. #12 ES5P2T how; by what means &L10 £8 + tn BL9 EBD +8 thetenthdayofamonth BL4(e) E® HW when...satthetimeof... 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BEUUIE BABS BLIZ girl BABDZ kOF BLY Girlfriend MOUs me BELI-U, SL12 glasses ha mst SL7 gloves TSH (4) % Als guardian deity of children UE3/BUZSeN LION guitar ¥5— aL9 ——— (J hair De % BL7,BL7(e) half ity Lt half pasttwo (CUitA) =eRE BL1 hamburger N2/\—H- &L3 hand T # BL7(e) hangover BDL) =BBH. RLIZ happy Labt(s) €¢ LI0-I hat ISL 4 R12 hate RWUESUCS) AM BLS haveafever ta>b'S MAS (uy) BLD havea fight tune lire] @L11 have a lot of free time UF (i) i LS have a scheduling conflict DZSn'DSL # eeBsy BLUZ haveatalk (se&LeS E44 (im) BLO-I head Se MR BL7(e) healthy Ae (ts) tH BLS hear &< BAK [u) BLB heavens, the Th A mLI2-11 Hello? (used on the phone) ®L&L BL7 help TOES #43 (ul BLE here T= BL2 Here itis, E5% #12 high Tem BL &L2 high school T5Z5 WR Lt high school student Z5Z5¥U He ALI history NEL HX BLi,SL2 hobby Lied atek BEL11-ID hold SD #?[u) B@L6 holiday PSH tha BLS home WA ® BL3 home 55 &L3 homesickness #K—-AYY BL12 homestay #t-LAF4 SLB homework Lipi) a. BLS hot (weather) #3i) Bi. &L5 hot spring BAtA BR BLT hotel AFI BL4 .. hours ~bia ~sM BL4 house WA & BLS house 55 413 housewife Lied £4 &L1 how €5%5T BL10 How about...? €35tom BL3 How do youdo? lsL@#LT #G Howis...? €5t3 B13 howlong €M<5i. #L10 how much <5 #L2 how much €0<5i &L10 (become) hungry Bab < [x] BL11370) a8 Py KL hurry WES eu) BLE hurt Uviely a BLI2 — | pel Blt I(used by men) I8< & BLS Idonot know LD&tA 244 BL7 Iknow LoTWeS wo tUst BLT Isee. Z5t3 &L1 icecream F129U-L B13 if that is the case,... Gea #12 ifyoulike &MoIES BLT Vl go and comeback, WsteeT BG illness UES® WA ALY, ALI2A0) Imhome. five &G I'msory. THAI BLA Im sony. Hath SG in afew moments/days &59< SL12 inthe moming ZEASe5 THe BLOM in...time ~Z ~a SL10 inconvenient DSHS Mea Br SLI2 inexpensive 3 Hi BLS injection Sw5L~ BN L120) injury Wt BL12() inside tb BL4 instruct BLAS H2S (nd BLE insurance BUA BR BL5(e) interested (in) Ba SIAKGS MAH S lu) BLZ interesting BELAW wea. BLS termational relations T kA BLAle) just... ~ne BL a Kabuki sie ak BLO kanji DAU RF BLE karaoke 347 B18 kimono #%® a4 &L9-I1 kind LAtt (is) a BLT kind (person) PEL BLS (get to) know LS #4 [u) BL7 Korea DATS WH BL1, 812 (ee lake 95% 4 LT -..language ~t ~# SLI large BSE AF BLS last car W5ISASLB BRS BLt0(€) last month BAIT A BLA), SLO lasttrain List #® BL10@) last week BAL®S #8 BLA, SL4¢) last year tatah A&E BLA(e), SLO lastly SUTIC ARIS BRLB-IL late BE i BLO (do something) late BE< #< BELA, BLE late (for) BE< &L6 Letmesee. 2573 ALS letter cate +i BLA library cleba met & life 2up> skis BLO light blue #FUS RE Lol) like F&Cs) #3 BLS line number... ~#x5% ~ia BLt1() listen &< mM < (w) BL3 literature Sia xe BLA, EALTAL fittle,a SCL FL LTAKAZ» 371 little,a Base Bs live Sa et lu) BL7 lively cePMCR) BLS living tum x BL10 living with a local family iK-AAF4 SLB local (train) 35 #3 BL10(@) lonely UL BL BLO long Hi Ri» BL7 lookat #S 25 (mn) BL3 look forward (to) (~e)ROLHICS LAI FB lire] LT“ look pale masniasdLy musts BL9(0) looking for... ~i&LieS ~# ELI1-IL lose m< Flu) BL12 lose weight PLS [mu] &L7 lola R ZA ALA) maybe rai $4 &L12 meal @ith BLO nine minutes Hw5iA 2% BLt(0) nine o'clock 2Lel &G pM. 22 FR BLT -points ~TA ~& @Ltt police officer WUeDDA BE AL polite expression TUfALVsLLIDE Todays ets BLE) politics HUG sci ALI, BL12 poorat... f(s) TH SLB popular KARHNGS ARIS lu] BLO pork cutlet ¢ht> &l2 post office WSUAHe< sieH B12 postal stamps #2T 44 &L5,SL5(e) postcard [ait BL5, 2L5(6) practice NALWSTS MUTE lire] L10 present ZLtyh &L12 president ofacompany LebaS a ALI president of acountry RU&SD&5 Ae aun probably fain $4 BLI2 probably ~tL&a5 BL12 Professor... tatty ## Lt pronunciation 5a #4 BL11(e) purple BSee ¥ AL9(e) put on (ahat) 213 (ul BL7 put on (clothes above your waist) & #4 fu) BL7 put on (glasses) (tia) M19 [ul BLT put on (items below your waist) i&< Iu) &L7 put (@ hat) on a person’s head p\siteS iru) RLIO-I ee quarrel ADS tier] LI question LO&A sM BL11(0) questionnaire Pyy—h BLE quiet Usi(s) ta SLs quit PHS (my BL ———$ -—_—— rain BD Mm B18 (i) rains saES MTS] BL read ko wel) ALB (be) realized DYES [ul BEL12-I1 Really? Bests AUTTH BLS red BDU a B19, BL9(6) registered mail Dee #8 BL5(e) reply (BS) AAU (6) i BRLI1AI1 reservation &O< F#% &LI0 reserved seat LTUte te BL10() rest SFO KEL BLE restaurant LAKSY BL4 restroom BTHSW bi BLIZ restroom KL B12 return DAS WS lu) BLS return (athing) DAT B+ Iu Ble rice ith, Tak BLA rice cake (#)®5 BLIO4 rich person (#)tvaeS (4) HS BLO ride ©} #S(u) BLS right we & Bla «tight? ~CLa5 @L12 right away 3< #16 right side abi sR BL6(e) river fb om BL room Ae BR BL5 roommate IV-Ax—h @L11 roundtrip B5%< ti AL10() —— sad PEL Ble LO sake (#) A (BH ALS Saturday Ek3U +8 ALS, BL4@) say WS Fi lu) Bs school tiot5 #% &L3 science DO'< #4 Lt sea 3% i BLS season at #8 &L10 second §eD =78 BL6) second day ofa month, the Sim =a alae) secondly D¥Ic IS LEI see BB RS in| S13 see (a person) %5 27 |u| ald sell 53 #4 lu) BLIO-N separate DONS WAS [md] RLIZ September
2A #LAe) serious #Us (ts) ELIZ serving...areas ~I5SA ~%H BL10(@) seven tiD +> BLOs seven minutes tii + BL1(@) seven o'clock LBU t# AL) seven years old AL. t& ALt(e) seventeen minutes LiweS%ttivy ++ BL1(e) seventh day of amonth, the OD! +8 #L4(e) Shinkansen Livbutth, #6 2L10 ship iva # 2L10 shirt ey BL10 shoes <> Ht &12 shop UTA #E BL10(e) shop at ® #L4-m shopping DUBD Rwie BL short (length) Ubu #0» SLT short (stature) UAC Haig. SLT shoulder tt A <(e) show (someone) around BAM UTS At 2 [ire] HELO shower Y~9— 216 shrine GAUe wi BL sickness Ua5é *A BL9, SL12(0) silver ZAU3 iE SL9(e) silver SIL(— #19) simple tvvfcA(is) mht BL10 sing 55 #5 (uv) BL7 singer Lie &# BL sitdown DS #4 ul BL6 sik GoD A> Blo sixminutes Soa x BLE) sixo’olock 33\4 Hx7 SLI) sixth day of amonth, the Guys a BL4(e) ski 24- &L9 skilful Us5HGs) £+ SLB sky, the Th % #LIZU sleep 23 #4 in) BLS sleepy #01 my SL10 slow Be + B10 slowly 2 38 AL5(e) spend time pleasantly ®€ii wi [ul SL6 sports 2n—y BL3 spring 183 #& #LI0 stairs DUTEA FER BLt10(6) stand STA, #15 BL10(€) standup t&D 2[ &L6 standard Japanese UsSU@AT UNE aLite) stare (at) UBUBHS CSUCARS (nu) SLB station A& RK HL6-1, SL10 stay (at ahotel, etc.) ES i824 (ul SL10 stays at... WS [nu] LA stomach tir &L7(e), SL12 store att 1 REL4-IT straight #27< Lele), BLE-1 stress AKVA #LB-IL strip of fancy paper fch&< #L12-I1 student p< tu #4 BL1 student discount iI-BBUS y+ 8B Siu) B16 takeawalk SATS WHS li] BLO Take care. Tis, BFAET Th. HART RELS-I1 take care of oneself MBIICHBIS sR ES fru) BRLT-IL take medicine <$bDeOo REAL lu) BLO take off £8 [ud BLA talk (se HT [u) LB tall (stature) webu wae BL7 teach BLAS HAS Inu) BLE teacher GAL) % &L1 telephone TAD €i6 BL tellalie 52%29< uw) &L11 temperature (weather) @BA KR BLI2 temple (@)TS (4) Bl4 tempura TAsiS Ash BL10 ten £8 + B19 ten minutes Loin /Loiih +4 Bt) teno'clock GwSl + BLt1l) tenyearsold Uwodii/ Loa + LIE) tennis F=2% AL3 tenth day of a month, the éém +8 AL4é(e) test FAb BLS textbook @x50Le tt BL6 Thank you. SHES /BOMLITAUKT AG Thankyou. E5% 212 Thank you for the meal. (after eating) C5€5 &k(CLE) BG Thank you for the meal. (before eating) Uwere #ay AG that... 2D &l2 that... (over there) 5D #L2 thatone @n #2 that one (over there) an &L2 That would be fine. oTSTT MTT ALE That wouldn't be necessary. oZSTT He mcr als That's right. Z5T9 BL1 That's right. 237914 BLS That's too bad. Atak (TH%a) RA(TTA) als then... Lee &12 there 2 412 there are many... BSW $i» BL12 there is... BBiul BL4 therefore DS BL4 thermometer FeUSAIIL HRs BL12(0) these days COTS AL10 thin PETWET BLT thing (concrete object) tO % LIZ things Zé BELIT-U think BBS 83 Iu) Ble third day of amonth, the aob 8 BL4(e) (become) thirsty DEDIID< Ox 4R< Iu) au thirteen minutes U3SeAaiA +=% BUI) thirty minutes th Uw 3d / SAU 2BIN 249 alte) this... TD Bl2 thismonth ZAD SA SLA), S18 this morning Be 48 &L8 thisone Zn #2 this person (polite) Z55 @L11 this semester ZAbioe S48 BL11 this week ZALeS SH BL4(), SLE this year TEL 4S LAC), SLI three #59 => Blo three minutes &AaiA 2% BLt) three o'clock @AU Ze ALt(e) three years old ASU Be) throat OE &L12 throw away JTS WTS inl BLS Thursday &<&5U AMA ALA, BLA) ticket @oat WH ALS (boarding) ticket UeSLeith RHA SL10(6) ticket vending area @oGiS Dis WANA BLI0@) till(atime) ~&t @L5 (be) tired DONTUS RKTS BLG-I (get) tired DONS BK} (ru) BLA to(aplace) ~#T ALS today #45 Se B13, 2146) together LisLalc atc LS together with (a person) ~& &L4 toilet b*L B12_ 376 8 Tuvw tomato bYh ALB tomorrow Lf A S13, BLAle) tonight TAIKA $38 BLS tooth t& w BL7(6), SL12 tough (situation) eUAu(ts) RIE BBLS, BLS town &5 1 BL4 toy @b5e Ltt track number... ~ifhtth ~#it 2Lt0() traditional Japanese theatrical art Die a Rik BLO traffic light LATS 1% BL6le) train Tale €# BL6 transfer DONA KIRA BLAO(e) travel D&TS MT BLS travel D&TS9S WATTS lie] BLO Tshirt Tyry al2 Tuesday DESO KE BL4, SLAC) tum (rightieft) #DS w4°% [u) BL6(e) tunoff UF Mtl Ble tumon DFS [nq SL6 W FU als twelve minutes GwSiciy +=9 S16) twelve o'clock GwSICL +=9 BLA) twentieth day of amonth, the 3m) =+8 B14) twenty minutes [cUwoBin/IcUoaIA =+ & BL1e) twenty years old 5 <1 BL1e) twenty-fourth day of a month, the IcUp5&> » =teB BLAe) two Be => alo two minutes [cB = AL1€) two months ago [caIfORA =) two o'clock [cL =38 SLI) two people iz =A BL7 two peopleeach BDFD =A¥> SLIT) two weeks ago ICLipSDVEA =i8M BLA) yA BL4le) two yearsold (cau =m &L1(¢) —=) uh-huh 3A) &L8 uh-uh 335A ALB um... BD BL umbrella pe # 2L2 under Lit F &L4 understand DiS (ul BLA unhurriedly ak ALS Welcome (to our store). USs>Leet Bl2 Welcome home. #2 (xen) &G west ICL & #L6le) what wA/iIc MBL what kind of... EAvte #L5 when WD &L3 When... && 9 BL4 Where €< 2 which £55/E55 @L10 which... ED #2 whichone en #12 white Lt &\+ &L9, BL9(¢) who fen Bl2 why €5UT @l4 window #& © BL2(6), S16 wine 947 #iL6-I winter i> & ZLB wish ‘api Wis HEL12-I1EK LA2 >> 377 w x ¥ with (a tool) ~t #L10 woman Ate x BLIT-IL woman BAmOVE KOA BLT word ftht si BLO work UG& # @L1, SLs work (%e5< mh< (ul SLIT work for DEWS BS Iu) SLT world DU) wR BLI0 Worry LAIUITS e+ 4 lite) LIZ write m< #< Iu) BLA writer om fe SLI wrong (x) [> #L11(e) Qa Xray LYK BLI2(6) ——— year EL # HL10-1 year after next, the 2Sutak BAF SLAC) year before last, the B&EL L4(e) .-year student ~tantt. ~#2 @L1 -years ~tah ~# &L10 +. -yearsold ~&L) ~® &L1, BL1() yellow SUS Ker» BLO(@) yen ~2k ~A B12 yes 5h B18 yes AX BL yes uy Lt yesterday @D5 *Fa AL4, LAC) you sist: sL4 young pal s. Blo younger brother @&3&(&A) a (24) 2,87 younger sister SSE (HA) s(EK) U1, 8L7378 BR Basie TE Bh Map BAT IVTE25H6E > 379 tome BARR A IEE ANA BUG NEES) / LEGS / 00TH ER380 >>> 2B Ea DP umbers regular hop | hop/b Pp k 1] us op] wap] Ws) | os 2 ir 3 | xk a b afac]ioe t f P 5 = 6 | 4K Bop | 4op| (>) | 45 7 | ee | ub | us a | as (it>p)| top | (>) | > 9 fans] ¢ ‘ os Umop to 1 ee tap e | how] 4. - many| #4 P e ~k | ~R | woe] ~# | XR | SR [ex-v] ~oF dollars | month | orlock | year | minute | sticks | page | months ~H worl | ~ HH | ~S | NHR [mate kr] wie yen hours | years | minutes | cups | pounds | lesson ~k ~k ~ ~o sheets people animals times ~t ~e ~ti degrees Inundred small tes items ~F ten ~F ten thousand‘This chart shows how sounds in numbers (1-10) and counters change according to their combination. 1, Hiragana indicate the sound changes in numbers, and alphabets show the changes in the initial consonant of counters. 2. (_) means that the change is optional. 3. An empty box means no sound change occurs. 381 ~ . special vacabulary [ioe ence cee 2 for numbers Re ree anton | ena become ete atelier Son 8 z Aow to> | bow oo | vom Bo boo | bem to | tom tio | > | a | ao |] e550 | tae stom Uns | tro | tro | too ; : te | ts | ts | to kai ‘ : = ee, ~B l~tvh| ~k ~i8 || small items date people floor | cents | shoes | letters |} years of age ~e | ~an | ~F | ~Ta |] cans fetosson) tx houses | weeks | thousand| street |} (20yearsola)} (14) | (three or more iE address ttom | People) books (20) a [cLnd.tom ~m (a) years adit of age (how many)382 >>> 26 BR Conjugation Chart verb | dictionary long forms | te-forms short short short types | forms (masu) past | present neg, past neg. (L.3) (L.6) (L9) (L.8) (L.9) im | 4% let te Lt Lav Létor irr sat cad eh rae Ltt m | RNB | wet ~t ~h wa nthok u | ma | svat | wot | wok | whee | ~ptmor wu | #2 | bat | wot | wok | ~AE | whtbok a CB | ~VeF | wot | wok | woe | ~btHOK u bS Net | ~oe | ~ ak “ty “bo te u | ae | weer | wae | wee | wae | ~eemon u | bes | ~UaT | ~AT | MLK | wie Witte hok u La | wat | ~kt | WL | wet | ~etbok u ae weet wet | mek | wit | ~Ptbok u we ~EET | teoT | oA | wR | wt boKk wf ose | wat | wet | wud | wae | ~tebok u | ee | ~Lad | ~Lt | ~LA | wate | ~etbok ‘The forms with * are exceptions.

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