NIH MP3 CD-ROM SGien PIAS WAZ) SECOND EDITION AN INTEGRATED COURSE IN ELEMENTARY JAPANESE x a IPAM REE ASP wR EBA a The kapan'Times[éUHIle AMIE 1999 ICHAT SAL [MMA IFAS] OUTS. PHL KB OREGRPRROG + (MAL TORKES, Mie HaT SEL KA COM, KHTMEWATSOLESVELK. MFA] 1d 1999, HARRIS LT [MART FRB OT [POET BPE ALT. FARO AMBRE D LICE fof ESR LEA OMB Cb7 Seka eM ALAIMML ELE. BEEN RCHAEE LAT SEE EPRI LEE TLED, TOR. HA RUSCH 6 HET OK MUS NS EFA ELA. Tiicthy, [bo ESRANE LYS HPI ZOU TEL BEL OSS SORM, CRASH ONSIICEIELK. EH. MMA HS 10 PLEAS. MEIC ST OLA TS THE LZ COUAMTIE, FAS] ORRCHS [HAVT SI TORR, REFORM EROMERMSET. HLOABOBM, Kale Tes feo CAIRNE 2 EOMALRLE LeM, FETLY OSOLHROT SFURTUBHI BORE AAL TVET. BET MOP M Ico Tht, FAS] EMAL TK RS 0THSZRLO KEBO PRED G2 OW CRAM, KEM ED ELAS bd DRMVALED. Et. FR GAS] OFL-FV-F7KROTHST FADER TC ES ORFHMOUF SA, FRNY IA LAO & LTANED SG, MMR DS Fok BEE CK RS ok Yate ed AAW OMAP S ALL, HS Y ROLES. COMPLY NFAR] T VoSFRLS AAMEFA TURES IE SMoTHET. UL Hla‘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 ona 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 Ariving force in the preparation of this revised edition. We are truly grateful to those who have provided this input. The authors would also like to express their sincere appreciation to the following: Noriko Udagawa, our illustrator, whose work has become a GENKI trademark; the staff of The Japan Times; and particularly to Chiaki Sekido of the Publications Department of ‘The Japan Times, who has worked tirelessly with us on this project since its inception, It is our hope that students of the language will find additional pleasure in learning Japanese by using this new edition of GENKI. ‘The Authors January 2011LATE (FAB 0 <«Ik UIDIC/Preface————-3 RBI T Introduction 12 Japanese Writing System DLV D Greetings 4 CultureNote HiWSOb BUX Greetings and Bowing~- SLE BCSLUEC IES New Friends 38 XYtS Question Sentences noun, M noun, -CultureNote (iZAUAD %@EX Japanese Names~~ Useful Expressions UDA, + CL Time /Age--"57 #2" DLYSD Shopping 58 cnenanen TO/%DO/BO/ EO + noun Cl ET HET ET FEN@ noun noun & noun LPRUTS ~tal~& CultureNote (2A isarta Japanese Currency—-—-~68 Useful Expressions ZE5LD In the Classroom 3BX Gon? 33m T—hOWIRR Making a Date 4 Verb Conjugation Verb Types and the “Present Tense” Particles Time Reference ~RAD Word Order Frequency Adverbs The Topic Particle lt CultureNete HDR Japanese Houses 4= POTOF—h The First Date 102 XBBORT/WET Describing Where Things Are Past Tense of €F Past Tense of Verbs 6 Peisa te and fe CultureNote DO ft~! Foods in Japane-"=207 166 186=Qs DSI Kabuki Past Tense Short Forms Qualifying Nouns with Verbs and Adjectives RRE~THRA ~PS CultureNote LAROUCHE Japenese Traditional Cultures {8Useful Expressions 68 Colors 227 * 10" Sthkd+OFE winter Vacation Plans Comparison between Two Items Comparison among Three or More Items. adjective/noun + O ~DBbdE adjective + %&S ECMME/ETITH c CultureNete) 114.0223 Public Transportation in Japan Useful Expressions BRT At the Station=----—~-248 BIL (RA DBE Alter the Vacation ~Te ~kO~KOFS ~TEMBS noun A * noun B CultureNote) 2sif-}) New Year's~—~~264 WUseful Expressions HARDIS2T In the Japanese Class 265 BX U9 208, 247 250~ACS ~T#S ~ESDUTS ~OT ~TEIFMULUTE Ay / ~TSE PUTED ~TbLa&S . CultureNete HAD HK The Japanese Climater---——-286 Useful Expressions f#BECIEH Health and illne: 218 USDME Hiragana 290 #2" HONF Katakana 294 838 KUICSOUUDD Daly Lite 298 Bae aAAtTNA+E FTA H 24e XPU—X DLS Mans Weekend 302 BRAAR KAAS REG & #¥ “258 D&C5 Travel — 306 bn tA KR BRS EE BRT RK tk 568 ROTARY AKS~Y My Favorite Restaurant 312 one RE mk Ok SERA EK FBBCU a7" XPU—EA OTH Marys Letter : 318 RtTDeRRFRRE BKMRR 8" EAOSFB Japanese Office Workers 323, Reem et Fs ERK TR BA *Om ZA—EADAEE Sue's Diary 328 FRU S 6 mM BRM RBS S wR #102 DUES The Folktale Kasajizo 334 z#EF RETR HEU ARAM ells RESBE Looking for Friends 340 FRR AR RR EK TH BW RAR #128 + 4 Tanabata Festival — 346 HAR EFR+ KH RANK HA TES — <1 JapaneseEnglish &nSRAe ELDELK. CHEOMMS BAO TSCWAS METH DET.ABICDUYT pv 15 Br rawem [MAM SM) Tih. HRHORPEEFAO, RERMAR YD MORO TSCE LOT. it MICE HEMELED. BLMCOHAE, B2MTHAIAFEFALEAR, WI MAM TRELFA LET. BIRUMOZMIL UFOLSSHMRTT. @RFR MERZ, TOMCESMMNMREAEMSN TOES. FRTH 15 OMELETTE FA, KEIMR BIISMMAHZOC. MAPLFOMRTOC EFI LT RS. MERI FOR oTHET. ORFOMLES One GRFOMEA OCORPESA TENE g (PLEA AREA) ook BARE) Japan pte BARB (i124 E) Japanese language WARE LCORGERL) MeMsYaramto | (book: basis) @o- tT rr * omPORE om ovens QR SENEREORAHT. bid [HRA CL VHOPMMROCHSEMALK LOT HSCLEMLET. Pld [MRA QEVAAMARORATIH. HRA MBAL, MOP CHD NLM, HABCT SBA S VET. (LEAT [F) EWIMKIL [77 J ERAETAN [HR] EVIMMOHTE (Hy) ERAET.) TOLI GRETA SCOMPIAUSNTHETF. EB, REOWMLS ( ORAH EHO THEOL HY) ETA, MERIC, MRL Kb Sb LOA EH BT TOES. LOCH PAs TV SRALOMML, FEORCHLS»> 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. Bit 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 [a] and re- corded with their answers on the audio aids, thus allowing students to practice and learn on their own. ‘The last part of the Practice section contains Review Exercises that help summarize what has been learned. For example, some exercises combine various topics covered in the lesson, while others require students to create dialogues by applying what was learned in the Dia- logue section. @ Culture Note ‘We have integrated a Culture Note section into each lesson, where we explain aspects of the culture and everyday life of Japan. These notes cover a wide variety of topics, ranging fromIntroduction» 21 ‘matters 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 a 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 or- der 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 @) kanji) reading (6) compounds that include the kanji ae AREA) book — BAR(IEIEA) Japan dtr BABB (ICIZAT) Japanese language | WAS AEGESA) Me/Ms, Yamamoto | [sas o- tte * (4) meaning 7) stroke order 6) 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 #4 (gakkoo). Such derivative readings are also included in the readings section.2 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 work- book 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 text- book. @ Practice GENKI I consists of kanji practice, readings for comprehension, questions about the content of the readings, and writing practice. Kanji practice is aimed at getting students accustomed to kanji through practice in various forms, such as reconstructing kanji from their compo- nent parts or making new words by combining kanji, Readings for comprehension are gen- erally 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 sec- tion, we suggest topics for students to write on. GENK II contains readings for comprehension, questions about the content of the read- ings, 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 top- ics 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 («#) mark. Students can listen to them through the accompanying audio aids (in MP3 format). Cb Appendix ‘The Appendix of Volumes I and II contains an Index. The Japanese-English Index, in hira- gana 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 num- ber 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, Vv 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 hand- writing 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 Gothicfont._ ‘Handwriting GMO FH MH < = q & ? ASI OX Ay OHS WW Ok24 panese Writing Syste ‘There are three kinds of characters in Japanese: hiragana, katakana, and kanji.' All three characters can be seen in a single sentence. FvEeE RET T watch television. katakana kanji hiragana Hiragana and katakana, like the alphabet, represent sounds. As you can see in the above ex- ample, hiragana has a roundish shape and is used for conjugation endings, function words, and native Japanese words not covered by kanji. Katakana, which has rather straight lines, is normally used for writing loanwords and foreign names. For example, the Japanese word for “television” is written in katakana as F LE (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. DHiragana 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 rémaji (Roman letters) which is used for station names, signs, and so on.__Japanese Writing System»»>25__ as | » | + ry = A b » & ma mi mu me mo) Ee xP wb < ya yu x | . | 5 y % H 4% ra ri ru re rm b z * The syllables L, 5, 2, and Js are ne 2. romanized as shi, chi, tet, and fit, re- op) spectively, to closely resemble English kh pronunciation, a |" € isalso pronounced as “wo.” ‘The romanization is given for general pronunciation reference. 2. Hiragana with Diacritical Marks You can transcribe 23 additional sounds by adding diacritic marks, With a pair of short diagonal strokes (~ ), the unvoiced consonants k; 5, t, and h become voiced consonants gz, dd, and b, respectively. ‘The consonant h changes to p with the addition of a small circle (* ). we FF ¢ Fy s ga gi gu ge wo x U Fr +f € za i zu ze 20 HH) Be | ts] et] da iw de do (f u ws ON (F oe | H i; xo ° “5 (ji) and (zu) are pronounced the if uw a as (f same as U (fi) and + (zu), respec- pe p bad pe pe tively, and have limited use. 3. Transcribing Contracted Sounds Small ?, ), and J follow after letters in the second column (i-yowel hiragana, except \ +) and are used to transcribe contracted sounds. The contracted sound represents a single syl- lable.Tas | - - - ¥e | sm *ek Ye Xp | Fe pet bo | | _o ou | 9 | Lei} le Le Ce Uo) Ce sha shu sho ja ju jo Be te be cha | ue | eho _ Ine ik Ke oo me | my ne Ue Un) Us r bya byw. byo Ue Un) Us Ee byw Pye 4. Transcribing Double Consonants ‘There is another small letter, >, which is used when transcribing double consonants such as tt and pp. Examples: >A: katta (won) cf. # kata (shoulder) ot sakka (writer) ltl happa (leaf) Xo zasshi (magazine) Note double consonant n’s as in sannen (three years) are written with A + a hiragana with an initial n sound (4%, I=, #2, #4, and ®). Examples: *A 414 sannen (three years) HARV 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 System>»+27 aa BI£HXAL obaasan (grandmother) cf BIL% A obasan (aunt) ii BUWSA ojiisan (grandfather) cf BUSA ojisan (uncle) uu F5U 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 2 is used instead of \ . Aa ecoga (movie) BAAXLA omeesan (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 8, for historical reasons. 8590 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 pronun- ciation.” C. Vowels to Be Dropped “The vowels i and u are sometimes dropped when placed between voiceless consonants (k, s, f, p,and h), or at the end of an utterance preceded by voiceless consonants. Example: $3 C4 s(u)kides(u) (Like it) D. Accent in the Japanese Language Japanese has pitch accent: all syllables are pronounced basically either in high or low pitch. Unlike English stress accent in which stressed syllables tend to be pronounced longer and louder, in Japanese each syllable is pronounced approximately in equal length and stress. ‘The pitch patterns in Japanese vary greatly, depending on the region of the country. ? One variety of the 4 pronunciation merits discussing here. When it is followed by a vowel or at the end of an utterance, 4, indicates that the preceding vowel is long and nasalized. (Nasalized vowels are shown here with a tilde above vowel letters. You hear nasalized vowels in French words such as “bon,” or the English interjection “uh-uh,” as in “no,") ex. HADI reai (romance) 12 hd (book) Followed by 1, 6d, sand z sounds, A. is pronounced as “n.” ex. BAt ona (woman) Followed by m, p, and b sounds, A. is pronounced as “mn.” ex. SAIF sampo (stroll) Followed by k and g sounds, 4 is pronounced as “ng” asin “song.” ex. 2% manga (comics)28 Examples: % a (morning) wee gg ® (ame) tans 4 M® (high) @Katakana Tr 4 | @ a i u A LHe | + ¥ z sa ‘shi su 7 F yY ta “chi ‘tsu Ft = x na ni nit aN iB, F *~ m® ha hi fu he ho zy § 4 x = ma mi) omu me mo | +> a a | ye ye ye 7 | U wv L u ra ri ru re 0 Be dN be ef 2 i | 7 bead | _ f “The syllables ¥, #, -Y,and 7 are SOT PT romanized as shi, chi, tsu, and fu, re | spectively, to closely resemble English Rem pronunciation. lop me Da ek Te Ww F 7 | x | | se | si we | ge | ge Ue lo lx Poo za ji Zu ze 20 k |} | | |”FOF YS FR da jt zu de do | J ==. 2 an Ee ws x | ba bi bu be bo e 2 ° | *¥ Gi and 7 (zu) are pronounced the o™ E 7 eS x same as 7 (ji) and x ta), respec- pa Pe pu | Pe pe tively, and have limited use. ++ | +a +a Fa #3 kya kyu kyo Pr} Yr Yvalva Ya sha | shu sho jo Fr Fai fa cha chu cho sr =2 |) =3 oe_| ion |e f+) Ga Es Er Ea Ea bya byw byo re _|__tons Ye | Er | Ea | Us Sy | ia] ia |b bye pe mya myu myo Yr Ya Ya nya nyu 0 ‘The pronunciation of katakana and its combinations are the same as those of hiragana, ex- cept for the following points. (1) The long vowels are written with — . Examples: 77— kaa (car) os Keeki (cake) RA— suki (ski) IL booru (ball) A-Y — suutsu (suit) When you write vertically, the — mark needs to be written vertically also. Example: # #- Il wv30 (2) Additional combinations with small vowel letters are used to transcribe foreign sounds which originally did not exist in Japanese. Examples: 94 9 4 —Y harowiin (Halloween) Tx A724 haiwee (highway) Tt 2RIVIA-—FJ— — mineraruwootaa (mineral water) yr shefu (chef) Px jeemusu (James) fz chekku (check) Ur fasshon (fashion) 74 7ayvery Siripin (Philippine) Fe 7x kafe (cafe) Pt 74-7 fooku (fork) 4 paatii (party) F4 Dizuniirando (Disneyland) Fa Faxtyt dyuetto (duet) (3) The sound “v” is sometimes written with "7. For example, the word “Venus” is some- times written as E—4 2% or 74-42. @Kan Kanji are Chinese characters which were introduced to Japan more than 1,500 years ago when the Japanese language did not have a writing system. Hiragana and katakana evolved later in Japan based on the simplified Chinese characters. Kanji represents both meanings and sounds. Most kanji possess multiple readings, which are divided into two types: on-yomi (Chinese readings) and kun-yomi (Japanese readings). On-yomi is derived from the pronunciations used in China, Some kanji have more than one on-yomi due to temporal and regional variances in the Chinese pronunciation. Kun-yomi are Japanese readings. When people started to use kanji to write native Japanese words, Japanese readings (kun-yomi) were added to kanji. By the time of high school graduation, Japanese are expected to know 2,136 kanji (called Joyo kanji), which are designated by the Ministry of Education as commonly used kanji. A total of 1,006 kanji are taught at the elementary school level, and most of the remainder are taught in junior high school. ‘There are roughly four types of kanji based on their formation.Japanese Writing System +>» 31 (2) Pictograms Some kanji are made from pictures: x a, > 9 +B (day;sun) (2) Simple ideograms ‘Some kanji are made of dots and lines to represent numbers or abstract concepts. = + EZ tthree) c= Eup (3) Compound ideograms Some kanji are made from the combination of two or more kanji. EB Gay:sun) + (moon) + BA coright) AK werson) + FR Aree) + PR cores (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) + FF sei blue) + FFF sei (dean) Ey ceay:sun) + BF seicbiue) + BRP sei (ciearsky)Bee SURI Conversation and Grammar Section BUD Greetings — 81M BLS LUNE BLES New Friends ——___—38 %2m DLGD Shopping —_—__—_——- 3m F— KOI Making a Dato 84 "4m 9) TOF— b The First Date 102 5. SBRBHRAT A To to Okinawa 128 968 D)(— he ADB A Day in Robert's Life ————46 #7" ROSA Family Pitre 166 8m /\—<¥1— Barbecue —____________186 Om PNB Kabuki ————___________28 10" Ztk4+D7PiE Winter Vacation Plans 228 11m {£24035 E After the Vocation —————-280 12" $4 & Feaing ————_____________266BAD GreetingsOhayoo gozaimasu. BETA(wE). Arigatoo gozaimasu. BoTbol ew. Bra (43). Gochisoosama(deshita). S575 7E(TLA)Q S46 BHAWLET. Yoroshiku onegaishimasu. BUEI+35 (£UHELT. 44% BAAN 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. ll go and come back. Please go and come back. I'm home. Welcome home. ‘Thank you for the meal. (before eating) Thank you for the meal. (after eating) How do you do? Nice to meet you.Expression Not BIEES/BONE SP 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. &55> There are several good-bye expressions in Japanese, the choice among which depends on the degree of separation. Sayoonara indicates that the speaker does not expect to see the person spoken to before she “turns a page in her life”; not until a new day arrives, or until fate brings the two together again. It sounds dramatic and ritualistic, and its daily use is largely restricted to school children taking leave of their teachers. Leb, Zhe Jaa, mata. (between friends, expecting to see each other again fairly soon) LonvL et. — Shitsureeshimasu. (taking leave from a professor's office, for example) THEA Sumimasen means (1) “Excuse me,” to get another person’s atten- tion, (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. ULNA P lie is primarily “No,” a negative reply to a question. In the dialogue, it is used to express the English phrase “Don't mention it,” or “You're welcome,” with which you point out that one is not required to feel obliged for what you have done for them. WDTSILPLVUDTHEF/REWE/BDAD MAD Iittekimasu 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 ar- rives home says tadaima (I am home right now) to the family members, and they respond with okaerinasai (Welcome home).BED 9037 Les Practice the following situations with your classmates. % You meet your host family for the first time. Greet them. It is one o'clock in the afternoon. You see your neighbor Mr. Yamada. & You come to class in the morning. Greet your teacher. Greet your friends. & Ona crowded train, you stepped on someone's foot. S You dropped your book. Someone picked it up for you. © itis eight o'clock at night. You happen to meet your teacher at the convenience store. > You are watching TV with your host family. It is time to go to sleep. & You are leaving home. You have come back home. ‘You are going to start eating. You have finished eating. HSE BU Greetings and Bowing ests 1 ogi “epanese people greet each other by bowing, which has many “ether functions, such as expressing respect, gratitude, or apologies. “There are different ways of bowing, ranging from a small nod of the “Bead to a 45-degree bend at the waist. Generally, the longer and ‘Ge deeper you bow, the more formal and respectful it appears to eters. ‘Mery 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.38009 SES» SU MPM ets tS) Se Oe, ON mulls » BICSLUEBTEH New Friends DLYD Dialogue Mary, an international student who just arrived in Japan, talks to a Japanese student © Beevers ATV: TARA, OE ELUTION Mei Sumimasen, "Ima nan desu ka 2KL: Um sictltrATtt. Takeshi jing i does 2kTN: HYMER DHVET. tHE Wore Takeshi lieLS 01.03/04 > BD, "WIM LAW TID. ‘Ano, ryuugakusee desu ka. neat RAL TVISFHVAKCOD LETT. Fe, Arizona daigaku no gakusee desu. ZITHH. HALIM ATI O. Soodesuka. Senkoowa nan desu ka. 2 KIEATTH. WE CAE TH. Nihongo desu. Ima ninensee desu. 9 ‘Mary: Excuse me. What time is it now? ‘Takeshi: It’s half past twelve. ‘Mary: Thank you ‘Takeshi: Youre welcome. 2) ‘Takeshi: Um .... are you an international student? “Mary: Yes, [ama student at the University of Arizona, “Takeshi: I see. What is your major? ‘Mary: Japanese. am a sophomore now.thi9 tht 29Tt LATID Hay Thb cers WER BASEN IEA ~ALt (day ah ATF Ym ined tee bre senkoo sensee soo desu s00 desu ka daigaku denwa tomodachi namae nanvnani Nihon --nensee hai han English (language) yes student sslanguage ex. [IEA 2 (nihongo) Japanese language high school PM. AM. s+ years old Mr/Ms.... dclock ex. 16 U (ichiji) one o'clock s-people ex. (S1EAUK (nihonjin) Japanese people major teacher; Professor... That's right. Tsee.; Is that so? college; university telephone friend name what Japan +-yearstudent ex.» 54441» (ichinensee) first-year student yes half ex. (2 UILA (niji han) half past two number international student 1ountries ot oN rap! Cy | Aor see ah ” aN aN TETth 303 rete omhitry Occupations toe wl PUL ek TGcGte Lou Kat d vite Kvn they ALTE Family Br TL Amerika Igirisu Oosutoraria Kankoku Suweeden Chuugoku kagaku ajia kenkyuu keezai kokusaikankee konpyuutaa jinruigaku segji bijinesu bungaku rekishi shigoto isha kaishain kookoosee shufu daigakuinsee daigakusee bengoshi lawyer okaasan otoosan oneesan mother father older sister older brother younger sister younger brother oniisanBAIES G+ Ge xisyvecs “It is 12:30” “I am a student” “My major is the Japanese language” These sentences will qammar be translated into Japanese using an appropriate noun and the word desu. ~TEs Itis... EmjKUlLATT. (It) is half past twelve. Juuniji han desu ML AWTH (D am a student. Gakusee desu, KELOCT. (My major) is the Japanese language. Nihongo desu Note that none of these sentences has a “subject,” like the “it” “;” and “my major” found im 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: (2 EA 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, HAL IIE ELIT. (My) major is the Japanese language. Senkoo wa rihongo desu Similarly, one can use the pattern X wa Y desu to identify a person or a thing X as item Y. | Xiyts. Xis ¥. As forX, itis ¥. br Lit R--FLTH. Lam Sue Kim. Watashi wa Suu Kimu desu.PELHAL HLTH. Mr. Yamashita is a teacher. Yamashita san wa sense desu, ae anne AT'N—ZAIL FAVAUKATH. — Mary isan American. Mearii san wa amerikajin desu. ‘is a member of the class of words called “particles.” So is the word no, which we will turn. in this lesson. Particles attach themselves to phrases and indicate how the phrases to the rest of the sentence. also that nouns like gakusee and sensee in the above examples stand alone, unlike their translations “student” and “teacher,” which are preceded by “a.” In Japanese, there is that corresponds to “a” nor is there any item that corresponds to the plural “-s” at of a noun. Without background situations, a sentence like gakusee desu is therefore us between the singular and the plural interpretations; it may mean “We are/you are students,” as well as “I am/you are/she is a student” easy to form questions in Japanese. Basically, all you need to do is add ka at the end lent. DI toTH. Yair tuetta! kusee desu. Ryuugakusee desu ka. am) an international student. (Are you) an international student? ‘above sentence, Ryuugakusee desu ka, is a “yes/no” question. Question sentences may ‘contain a “question word” like nan? (what). In this lesson, we learn how to ask, and questions using the following question words: nanji (what time), nansai (how old), (what year in school). ATFlt BLATTO. (#XL251t) AUTTT. wa Tan desu ka (Senko wa) ‘eego desu. is your major? (My major) is English. customary to write a question mark at the end of a question sentence in Japanese. question word for “what” has two pronunciations: nan and nani. Nan is used immediately before ‘before a “counter” like ji (oclock). The other form, nani, is used before a particle. Nani is also used in the ‘nanijin (person of what nationality).i SR We ZAUTIM. (ok) LETH. Ima ‘hanji desu ka. (ima) Tuji desu. What time is it now? It is nine oclock. ATA RLAUTIO, «Ui ews eutt, Mearii san wa nansai desu ka. Juukyuusai desu. How old are you, Mary? I'm nineteen years old. BARLEY TH A (ALEUTT. Nannensee desu ka. Ninensee desu What year are you in college? I'm a sophomore. TAbIEL DT Ilt BATT A 186 M 7343 TH. Denwa bangoo wa ‘nan desu ka. chi hachi roku no nana san yon san desu, What is your telephone number? It is 186-7343. ME noun,Onoun, No is a particle that connects two nouns. The phrase Sakura daigaku no gakusee means “@ student at Sakura University” The second noun gakusee provides the main idea® (bei 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 possessi in English, but that is not the only role no can play. See how it connects two nouns in the following examples. LEAD TAHIEKT Takeshi sarrno_ denwa bangoo EVA O Hh a college professor daigakuno sense D We try a student of the Japanese language gakusee é HAaeg a college in Japan daigaku Takeshi’ phone number 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 sam is not the main idea, because Takeshi’s phone number is not Takeshi.noun; @ noun, + main idea | | | further restriction | of the form “noun, no noun,” acts more or less like one big noun. You can put it *f you can put a noun, as in the following example: It) 25250 €heu [tH okaasan wa kookoono ——_sensee desu. AAIFLXAD Brerh Takeshi san no Takeshi’ mother | is) a high school teacher SAUCAD BER Japanese Names jin no namae Japanese give their name, they say their family name first and given name last (middle do not exist). When introducing themselves, they often say only their family name. are some typical Japanese names. Given name Family name Men | Women ze3 Satoo EOP Takuya ae | Erika +e Suzuki Leak — | Shoota | bu Ai fMIEL | Takahashi | 549 | Ichiro abe | Naomi ken Tanaka VAL Hiroshi 32 | Yuko Be too | 880 | Masahiro | ee | Misaki Japanese names are written in kanji. For example, Tanaka is usually written as Hi, means “middle of the rice field.” Family names are often related to nature or geo- | features. Because many kanji share the same reading, names with the same pro- may be written with different kanji, such as #8-F- and (for the feminine nameRin /—b- “2 Expression Notes 2 Oa %OP 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\/A.AZ b> 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: RE RSA? Mr. Smith? Samisu sant Student: (tv. Here. Hai ES TTI M> Soo desu ka acknowledges that you have understood what was just said. “Is that so?” or “I see.” Pronunciation of [& > The particle (+ is pronounced “wa,” not “ha.” It should be written with (2. All other instances “wa” are written with }. DELO CADIEATI AL 37-8667 TF. Watashino 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 © A(= 5 i and CAMZAIE. Numbers> Many number words have more than one pronunciation, Refer to the table at the end of this book for a general picture. 0 Et and 1 are both commonly used. 1 4, but pronounced as Vo in V¥-o 434 (one minute) and Vo Sv» (one year old). {= 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, asic, ‘%Aall the time. The part that follows it may change shape, as in SA. A, instead of SAA.A is the most basic, but fourth-year student is £ 42AtV» and four o'clock is & LU. In some combinations that we will later learn, it is read as L (as in L269, April). The part that follows this number may change shape too, as in LAA. Tall the time. When read out separately, it may be pronounced with a Jong vowel, as <3 &, but pronounced as 49 in 433A. % % is the most basic, but seven o'clock is LL. 1%, but usually pronounced as [4 in [do 4¢A and ito Sv», & 7 is the most basic, but nine o'clock is ¢ U. 10 U4, but pronounced as Uw > or Lo in LwoRA/L oA and Emo Si bos, Giving one’s telephone number P The particle no is usually placed in between the local exchange code and the last four digits. Therefore, the number 012-345- 6789 is zero ichi ni, san yon go no, roku nana hachi kyuu. ttArttL ib The word sensee is usually reserved for describing somebody else’s oc- cupation. Watashi wa sensee desu makes sense, but may sound slightly arrogant, because the word sense actually means an “honorable master.” If you (or a mem- ber of your family) are a teacher, and if you want to be really modest, you can use the word kyooshi instead. AvP San is placed after a name as a generic title. It goes both with a given name and a family name. Children are referred to as chan (and boys in particular as kun), rather than san. Professors and doctors are usually referred to with the title sensee. San and other title words are never used in reference to oneself. Referring to the person you are talking to> The word for “you,” anata, is not very commonly used in Japanese. Instead, we use the name and a title like san and sensee to refer to the person you are talking to, Therefore, a sentence like “Ms. Hart, are you Swedish?” should be: DARA RO LAF UATIM. asi sana” suweedeyin de ka instead of N—~ FEA, HRRE AV2-FS CATH. Haba any anata wai suede deb la.NALwS Pract i (FSU (Numbers) Wo 0 tevin Lows 11 Umit 30 *AUMI ichi juuichi sanju 26 12 Codie 40 £AUm5 ni jauni yonjuu 3 24 13 Usirxh 50 Clad san juusan gojuu 4 L£4A/L/ (4) 14 Uwi thot 60 44 Und yon shi_ (yo) juuyon juushi rokujuu a 15 Usit 70 welo7 50 juugo nanajut 6 44 16 Uwi4s 80 It6U09 roku juuroku hachijuu 7 @Ee/sle 17 Uoiee/stogils 90 *07UHF nana shichi jounana juushichi yuujuu 8 1t6 18 Upilts 100 Ue < hachi juuhachi hyaku 9 e0I7Kk 19 Lwieni/loi¢ kyuu ku juukyuu juuku 10 Und 20 Klas jvw nijua A. Read the following numbers. [| xo1.08 (a) 5 (b) 9 (c)7 (d) 1 (e) 10 (f)8 (g)2 (h) 6 (4 (3 B. Read the following numbers. (4) o1.09 (a) 45 (b) 83 (c) 19 (d) 76 (e) 52 (f) 100 (g) 38 (h) 61 (i) 24 (j)97 C. What are the answers? [4}xo1-10 (a)5+3 (b)9+1 (c)3+4 (d)6-6 (e) 10+9 (f)8-7 (g) 40-25EB 49) asa (Time) Loin Ee BAU tt | niji sanji yoji LBL (Z6U ¢ ) > ¢ ) AZO DEL) ‘the following phrases into Japanese using ® (no). [al] ko1.16 le: student of Japanese language —* (Z[ZL. 20 AS ¢ At nihongo no —_gakusee my teacher 5. Mary’s friend my telephone number 6. student of the University of London my name 7. teacher of the Japanese language Takashi’s major 8. high school teacher sou sep U-—ethilt PXUALATST at the chart on the next page and describe each person using the cues 2) through (e). AULAK 228k 3 ONAL 4 PEL ALY Takeshi san ‘Suu san Robaato san Yamashita sensee Nationality (2l)xo).17 Example: #7) + PY AL TLUAUL TH. Mearii san Mearii san wa amerikajin desu, Year in school [4)xo118 oan eens Example: ATI SK ATA AHO TH. Meari san Meariisan wa ninensee desu. Age [@)ko1.19 or eae Example: 47 ') + AFY-SAIL Udi FoI ATH. Mearii san Mearil san wa juukyuu sai desu,S2oor SIR SRM (0) School (4) x0120 a eid aves Example: £TY—XL + LTY-BAIL TIS HRV O Mearii san Mearii san wa Arizona daigaku no BKEWTHS gakusee desu, (e) Major (4) xo1.21 2 eave Example: ATY—XL = XTY-ALAO HALIM EAT Mearii san Mearii san no. senkoo wa nihongo desu. Hart, Mary | 22° ®OL) Kim, sue | Smith, Robert Korean British Nationality || American | Japanese | (#424 UA)| (7 ¥) RUA) kankokujin igitisujin Year 2nd year | 4th year 3rd year 4th year Age 19 22 20 22 School U. of Arizona | Sakura Univ. | Seoul Univ. | U. of London | Sakura Univ history | computer | business od Major Japanese (HU) | GbEL25 | (ESR) Onan rekishi konpyuutaa bijinesu B. Ask and answer questions using the given cues. [4] xo122 Example: ZF Y-SL/TAYACL Meariisan | amerilajin > QIATY-XAlE TAYAUCK TI AY Mearii san wa amerikajin desu ka, Altar, FITtK. Fe, soo desu.2 ATV ALR LALA Menta neue + Q:kF YA Akt ALELeoete Mearii san wa sannensee desu ka. Alwar. EARLE TH. lie, ninensee desu. BTV ALSTVIFINIKLO BK ABV ew san Frizora daigaks no gakusee a AT 3K/ bah ‘Mearii san ichinensee BULAAAIELUAK isan nihonjin FAFLALAIEL EV ACD B64 tts Takeshisan Nihon daigaku no gakusee FULL Uji FoI AW Seusan ~~ suweedenjin +? Z—FKD #K= 5/45 (economics) Seu san no senkoo: keeze ‘Bebaato san no senkoo bijinesu Bese Bb eh/inie Bebaato san yonensee Ban . eS CA ‘Rebaato san nijuuissai SLACAHVAIEAUL Farashita sensee rion SLAELE ATT EOIKO BLA ita sensee Hawai daigaku no sense SEAlE DUILPLATS at the chart about Mary's host family and describe each person with t0 (a) and (b). SILK ~ABWEL 2V8GL oniisan imooto ion/Schoo! [l}xo1.23 BEGAL > BLIXLIL PUL OATH. otoosan Otoosan wa kaishain desu. Ie 53Sidon IS Sekt (b) Age [4)xo124 Example: BEFSA + KHLIXAlL LAUHFlicrzAvtt. ‘otoosan Otoosan wa yonjuuhassai desu, Mary's host family : wy y ww BCIAL Brexh wWt7e otoosan okaasan imooto (father) (mother) (elder brother) | (younger si DOL ed Les Roadie | 252988 Occupation/ kaishain os daigakuinsee kookoosee School (works for (housewife) (graduate (high school company) student) student) Age 48 45 23 16 B. Answer the questions using the chart above. [2] xo1.25 LBEFISAIL DOL EVATH A. Otoosan wa kaishain desu ka. 2 BEVEAI BLEVTIOY Otoosan wa nansai desu ka. 3. BPHEAIL HLUAWTI A. Okaasan wa sensee desu ka. 4 BRS TAL CAROTID. Okaasan wa nansai desu ka. 5. BIS AAIL PUL EOATH DS Oniisan wa kaishain desu ka 6 BIW SAIL BLAVTH AY Oniisan wa nnansai desu ka. DWE PCL KOM CHOTA. Imooto wa daigakusee desu ka. WETLIE CAXVTH AY Imooto wa nansai desu ka. ryZEDOD NALS (Review Exercises) ss Activity—Ask five classmates questions and find in the chart below. ‘Onamae wa? 2 DL ws LALL? (Where do you come from?) Goshusshin wa? = BL IL lL? (Whatis your occupation?) Oshigoto wa? Nannensee desu ka. BLEVTTHH. Nansai desu ka. Bt E Alt? (Whatis your name?) A: A A SBANLEWVTHI DY A: A A AP NR Aber ‘Mearii Haato desu. nutes :TUYFCT. Arizona desu, DALE TH. ‘Gakusee desu. ALEOTH. Ninensee desu. TUpssaIeVtt. Juukyuusai desu. SH#LI5lL ULTIO. DIAL TH. Senkoo wa nan desu ka. Nihongo desu. Nationality/ Occupation/ , Name enetnge: ame Age Major, ete. oduction—Iintroduce yourself to the class. |, Joukyuusai desu. “itt Lt. #FH =e? Hajimemashite. Mearii Haato desu. av ee TY SFE ALO HL ETH. Arizona daigaku no gakusee desu we It BLECTT. HAI FL (ELI TT. Ima ninensee desu Senkoo wa nihongo desu. Lape mg ett. LAL BAVLET. Yoroshiku' onegaishimasu.56 roe Se «SA C. Class Activity—Ask your classmates what their majors are, and find who has the following major. Example: Qi #A291L “ATH O. Senkoo wa nan desu ka DREATCT. 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 siti 1. You don't have a watch with you, but you need to know what time itis. 2. You've just met a Japanese person and want to get to know the person.SABE 57 Useful Expressions Lp: éL Time /Age Time Hours Minutes Pvese 1 Voth ll Uajesy | ichiji ippun juuippun B ick 2 Ed 12 Carine ie raf jpn 3 SASL 13 Lad rnsh 3 She ‘oom jousanpun me 4 LASK 14 CmILASA 4nt yonpan jouyogun yoii 5 Sacks 15 Ung cd 3 goiun jougofun 2 6 58k 16 Uni5osk roppun jpntppin 6 Ke 7 etek 17 Unjeesk rok nanafun joonanafun 7 LbBt 8 18 Upsltosh/ shichiji en iaboppn i é (265. Se LBS. 8 bE fachiun faba hachijt 9 FoI 19 Unieaied 9 kt Buuin japon yj 20 mosh Rp rijuppun meee oe EU ost iippon rijippon Mo tasese 30 SAU mosh jouichij Sanjappun 12 tose BAU aL jounyji Sanpin BAIOTHD./ BY VTHF A (How old are you?) Nansai desu ka, ‘Oikutsu desu ka counter suffix ~ %\ + (... sai) is used to indicate “. .. years old.” Tivos 5 re 9 Fn5xW issa gosai yout Bix 6 10 Loar /toa risa jussai ifsai me SASS 7 lL Emirate sansai juuissai 2 ike 8 ldots 20 an b* yonsai hassai hatachi BBP pears old, (2 f:%(hatachi) is usually used, although I= Uw > 249/1E L> 49 (nijussai/nijissai) can be used.58 IS SiR aDn moe oe D’L\)D Shopping s Dip Dialogue @© Mary goes to a flea market. [4 ko2.01/02 VATU: THEA, THE OC ETT, Mearii Sumimasen. Kore wa _ikura desu ka. 2HHOUL: EHIL SATAALTT.O Masainohihs—‘Soretwa aaa on a DAT VA: KbOTHA. Leb. HOLME WCE THM, Mearii Takai desu ne. Jaa, ano tokee wa ikura desu ka. ARHOUL HHI XLELTOe CALTH. Mierahito | Ate wa sanzergoliyatu en desu sxTy— ZIT SHE KOUTA. Meat Sopdesala. "Arama. takai dau ne SHHOUL: INId HhiboUe (ALTH SL. Mise no hito Kore wa senhappyaku en desu yo. PAPUA: Ue b, ZOLUOE CHAD Meari laa sonotoheyo) nda Aman finds a wallet on the ground. BLECVOL CHIL EMO 85TH. St ii hito Kore wa dare no saifu desu ka. okTY 2 HELO AORTH. Mearii Watashi no saifu desu. HNe GT IXVst. ‘Arigatoo gozaimasu, ® After shopping, Mary goes to a restaurant. [# xo2.03/04 PEARL A bo Leet. £5: Ucetoresu trasshaimase Menyuuo — doozo. 2kT YW: C44. CHIE HATH Mearii Doomo. Kore wa nan desu ka.LALCMTHM. bb. CLOTH. ‘Dore desu ka. Aa, tonkatsu desu. LAD? AHUTT OS Tonkatsu? ‘Sakana desu ka. P. VAL WOaL SHEE OEOTH. ETH. BULUTHES tie, sakana ja nai desu. Niku desu. Oishii desu yo. Urb, DHE BHRIVLET jaa, oreo onegaishimasu. FHEHK, hibit vottH Sumimasen. —Toire wa doko desu ka. as VA: HtxLTT. ‘Asoko desu. HVC CXVET. Arigatoo gozaimasu, Excuse me. How much is this? : It is 3,000 yen. = Its expensive. Well then, how much is that watch? + That is 3,500 yen. = I see, That is expensive, too, 2 This is 1,800 yen. Then, T'll take that watch. : Whose wallet is this? : It’s my wallet. Thank you very much. : Welcome, Here’ the menu. = Thank you. What is this? : Which one? Oh, it is tonkatsu (pork cutlet). 2 Tonkatsu? Is it fish? ‘Waitress: No, itis not fish. It is meat. It is delicious. = Then, I'll have this. ‘Mary: Excuse me, Where is the restroom? ‘Waitress: It is over there. ‘Mary: Thank you very much.fA Ss Words That Point kore sore are oishii sakana tonkatsu niku menyuu yasai enpitsu kasa kaban kutsuy saifu jiinzu jisho jitensha shinbun tiishatsu tokee4-t nooto ay pen Z3L booshi 134 hon Places Fo8Th kissaten FL=5 ginkoo REIL toire cline toshokan MIUAASS yuubinkyoku euntries Amerika Igirisu Kankoku Chuugoku keezai konpyuutaa bijinesu rekishi okaasan otoosan oney Matters ecb ikura mAh en zo takai pressions BSolevet Cepnslet | irasshaimase meek (...0) kudasai ccs jaa rit doozo: rit doomo ©) onegaishimasu OM» 61 notebook pen hat; cap book cafe bank toilet; restroom library post office USA. Britain Korea China economics computer business history mother father how much s-yen expensive; high Welcome (to our store) » please, Please give me... then ....;ifthatis the case, .. Please.; Here it is. ‘Thank you,620 BS SS BAIES Grammar @E cntnanen What do we do when we want to talk about things that we do not know the names of? say “this thing,’ “that one,” and so forth. In Japanese, we use kore, sore, and are. THILO ETH How much is this? Kore wa ikura desu ka, EMI SLELALTT. 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 somethi that is close to the person you are talking to (“that thing in front of you”), and are refers to thing that is neither close to the speaker nor the listener (“that one over there”). lt bkLO AD eH, = enlt DELO ADH, fa walashi no pen desu, Sore wa watashi no pen desu. ‘There is also an expression dore for “which.” Here we will learn to use dore in sentences like LHttH. Which one is it (that you are talking about)? Dore desu ka.ROBEY 63 lesson, we will not explore the full extent to which the word dore can be put to use, there is a slight complication with question words like dore. Question words like nani cannot be followed by the particle wa. Instead, you must use the particle ga HH bLO XLT. Which one is your pen? ga anatano pen desu ka. /ED/BO/ED + noun want to be slightly more specific than kore, sore, and are, you can use kono, sono, and ther with a noun. (Note here that the re series must always stand alone, while the no ‘must always be followed by a noun.) Thus, if you know that the item in your hand is a (tokee), instead of: Hid CTH A. How much is this? SOLVE ETH A. How much is this watch? tokee wa ikura desu ka. ly, if you are talking about a watch that is held by the person you are talking to, you say: DLE SLELRLTH. ‘That watch is 3,000 yen. ‘tokee wa, sanzen en desu. if the watch is far from both the speaker and the listener, you can say: BOLIVL SLELIVSLALTT. ‘That watch over there is 3,500 yen. Anotokee wa sanzengohyaku en desu already know that one of several watches is 3,500 yen but do not know which, you can LOLA SLEL TUS RATH A Which watch is 3,500 yen? Dono tokee ga _sanzengohyaku en desu ka. dono is a question word, just like dore discussed above, we cannot use the particle wa iit; we must use ga.To summarize: TAIS~) TD noun (lé~) close to the person speaking ZN(ls~) ED noun (l#~) _ close to the person listening &N(ls~) —BDnoun (is~) far from both people EN(H~) ED noun (A~) unknown GE crt att ex We will learn just one more ko-so-a-do set in this lesson: koko, soko, asoko, and doko words for places. cz here, near me tz there, near you BET over there | ec where You can ask for directions by saying: FAEtL, DIVAS 2 Kl4 CITH A. —_ Excuse me. Where is the post o Sumimasen. _Yuubinkyoku wa doko desu ka. If you are close by, you can point toward the post office and say: (DIULKS 4 Mlk) HEITT. (The post office is) right over there. (Yuubinkyoku wa) asoko desu. We will learn how to give more specific directions in Lesson 4. In Lesson 1, we learned how to say things like Mearii san no denwa bangoo (Mary's phone number) and Takeshi san no okaasan (Takeshi’s mother). We now learn how to ask who something belongs to. The question word for “who” is dare, and for “whose.” we simply add the particle no. Lhd EMO HIELTTO. tHlt RAXLO HLTH. Kore wa ‘dare no kaban desu ka. Sore wa “Suusanno Kaban desu. Whose bag is this? ‘That is Sue's bag.1, we learned how to say “Item A is this, item B is that.” We now learn how to say Ais this, and item B is this, too” FUL AAlS CIEL ULATH. Takeshi is a Japanese person. Takeshi san wa nihonjin desu Boths AUTH. Michiko is Japanese, too. chiko san mo nihonjin desu. that these two sentences are almost identical in shape. This is natural, as they both that a certain person is Japanese. The second sentence, however, is different from the in that we do not find the particle wa in it. We have mo instead. Mo is a particle that cates that that item, foo, has the given property. One thing that you should watch out exactly where the particle is placed. In English, the word “too” can be placed after the as a whole, as in the example above. Not so in Japanese. In the above example, st directly follow Michiko san. A ls ty. AisX. | B x & X CH B toois X. items shared property’ _ eee SAME AK HVE eR EWOTH. san wa gakusee ja nai desu Mr. Yamada is not a student, cannot use mo to describe a situation like the following: Our friend, Pat, has dual citizenship; Pat bbut at the same time, she is an American. To describe the second half of this situation, we cannot say, mo amerikajin desu, because the sentence would mean that Pat, in addition to somebody that has been d, is an American. Neither can we say, Patto wa amerikajin mo desu. (Japanese speakers would say, ea amerikajin demo arimasu.) dialogues, there are two sentences that end with desu, which call for special attention: Are mo takai nme (That one too is expensive), and Oishii desu yo (It is delicious). These sentences cannot be negated by desu with ja nai desu, because takai and oishii are not nouns. Are mo takai ja nai desu and oishi ja nai are therefore not grammatical. Instead, one would have to say takaku nai desu and oishiku nai desu. We will about the conjugation pattern of adjectives in Lesson 5.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: PETAL KHOU HV tA, (more conservative speech style) Yamada san wa gakusee ja arimasen, PEG XAIL OC Hv THHV EHL. (formal, appropriate for writing) Yamada san wa —_gakusee de wa arimasen. affirmative: (xlé) Y TF. Xis ¥. negative: (xt&) ¥ X is not Y. GE ~2/~5 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. FLO HKIGE SAA TH. Ms. Lee, your major is literature, right? Riisanno —senkoowa —_bungaku desu ne Ht Kore wa Uetuoettia, ‘This is not meat, is it? ku 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. CApolt HEU EEOTT LS Tonkatsu wa sakana ja nai desu yo. Let me assure you. “Tonkatsu” is not fish. RRA TEYRULTT LS Sumisu san wa _igirisujin desu yo. (In case you're wondering,) Mr. Smith is British.SBOE» 67 (~%)< PEEL (.... 0) kudasai is “Please give me X.” You can use it to request (concrete) items in general. (~B)BAOULET d (.... 0) onegaishimasu too is a request for item X. When used to ask for a concrete object, (. . . 0) onegaishimasu sounds slightly more upscale than (.. . 0) kudasai. It is heard often when ordering food at a restaurant (Twill have . .."). (. 0) onegaishimasu can also be used to ask for “abstract ob- jects,” such as repairs, explanations, and understanding. (~#)ES5 > (.. . 0) doozo is used when an offer is made with respect to item X- In the dialogue, the restaurant attendant uses it when she is about to hand the menu to the customer. It may also be used when a person is waiting for you to come forth with item X; a telephone operator, asking for your name, would prob- ably say Onamae o doozo. (0 is a politeness marker. Therefore onamae is “your honorable name.”) On the pronunciation of number words > Note that the words for 300, 600, 800, 3,000, and 8,000 involve sound changes. “Counters” whose first sound is h, like hyaku (hundred), generally change shape after 3, 6, and 8, Some counters that begin with s, like sen (thousand), change shape after 3 and 8. Refer to the table at the end of the volume. Big numbers > In addition to the digit markers for tens (ju), hundreds (hyaku), and thousands (sen), which are found in Western languages as well, Japanese uses the marker for tens of thousands (man). Thus 20,000, for example, is niman (=2% 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 x 10,000, that is, hyakuman. More complicated numbers can be considered the sums of smaller numbers, as in the following examples. 234,567 = 23% 10,000 ISL w38AXA (nijuusanman) 4% 1,000 EAAEA (yonsen) 5x 100 TU" < (gohyaku) 6x 10 BS CeA (rokujuu) 7 tte (nana)N (IZA IsA-4#2 Japanese Currency hon no okane Japan's official currency is the yen, which is pronounced en in Japanese. The bills and coins currently in circulation are the followin 10,000-yen bill 5,000-yen bill 2,000-yen bill Cy = el A portrait of YukichiFukuzawa A portrait of Ichiyoo Higuchi Shute} Gate, the cond gate of (1835-1901), a philosopher and ——_(1872-1896), a writer and poet. Shuti Caste in Okinawa. the founder of Keio University 1,000-yen bill 500-yen coin 100-yen coin Apontraitof Hideyo ‘Noguchi (1876- 1928), a bacteriolo- gist who devoted himself to yellow fever research 50-yen coin 10-yen coin S-yen coin ‘yen coin @@ @@ 64 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.m> Practice SU (Numbers) (4 ko2-06 Be < 1,000 #4 10,000 beh byaku sen ichiman Ue < 2,000 (2d 20,000 IF #4 nihyaku risen niman ALU e ¢ 3,000 ZAHA 30,000 *£L#L ake sanzen sanman LAU es 4,000 LAL 40,000 LXEL Fonhyaku yonsen yonman Ue < 5,000 T#A 50,000 tA gohyaku gosen goman ate ¢ 6,000 4<#h 60,000 4< #4 Sabre rokusen rokuman wee ¢ 7,000 utd 70,000 “red nanahyaku nanasen nanaman [doU'e< 8,000 Ito#h 80,000 [k624 Treppyaku Trassen hachiman SnjUed 9,000 2ad+#Kh 90,000 0424 Ieyuuhyaku kyuusen kyuuman the following numbers. [1 xo2.07 34 (b) 67 (c) 83 (4) 99 (e) 125 515 (g) 603 (h) 850 (i) 1,300 (j) 3,400 8,900 (1) 35,000 (m) 64,500 (n) 92,340 at the pictures and answer how much the things are. [4] xo2.08 le QIN OL ETI. Ex. td Pen wa — ikura desu ka. A:lthUwjarTtt. A Hachijuu en desu. ¥80.Q)2znLur (2) > GB) LASA (4) IEA [ ¥50 [1,000 ¥110 _¥1,500 | (5) <2 (6) XIty (2) OLA (sy) UL& Oban d Go UTLLe (=F (12) 1Z35.L BSCS [¥25000| — [_¥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: ALA UOL C5 THO. Enpitsu wa ikura desu ka. Bite (artt. a Hyak on deal a iaTN (kore) and EN (sore). (4) ko2.0 UKTT A. nan desu ka. AN7TtT. pen desu, , we y (1) through (6) are near you, and items (7) through (12) are near your |. Your friend asks what these things are called in Japanese. Pay attention Example 2: Friend : 2 #lt 4A THA. Kove wa _nan desu ka. You: tHlt TY + 7TH. Sore wa tiishatsu desu, fap / p isp (“A a (1) Bo FriendTaree SEB SSR B. Look at the picture and tell what each building is. [4] xo2.10 Example: Q: HHIL LATTA. ‘Are wa nan desu ka. A: bmlt CL tad TT. Arewa — toshokan desu. oH ae ao (4) (Q2) (3) C. Pair Work—Point out five things in the classroom and ask your partner what they are using TN (kore), Eh (sore), or HN (are). Refer the picture on p. 83 for the vocabulary. Example 1: Example 2: A: dni GATTI A. AL EHIL LATTA. ‘Are wa nan desu ka. Sore wa nan desu ka. Bidmld Citutt. Bi limit \vtt. Arewa — tokee desu Kore wa pen desu, MOEA W) BER SOR MEATS BETTI Look at the pictures and answer where the following are. [4 xo2.12 Example: Be A:theth. YLo5lt CTH. ‘Sumimasen. Ginkoo wa doko desu ka. Bi Stitt. Asoko desu. AL bY I CXOET. ‘Atgatoo—gocaimasu Qebsmr toshokan ()PELARAAY 5) 423 Yamashita sense ‘menyuu MINE ENO patsy Pair Work—Point at each item below (picture A) and ask whose it is. Your partr will refer to the picture B (p. 82) and tell you who it belongs to. Example: A? l#lL EMO PITTA. Kore wa dare no asa desu ka. BisTY—-XLO HTT. Mearii san no. asa desu.OR 75 1g AR "O “oe "b%® ch roles with your partner. eo oe Example: Ex. Japanese BEF TAA EAUL TH. Father Mother ; g 3 rihonjn de BrsALE ELULTH. nihonjin desu 1) second year (2) ¥5,800 (3) 22-years old Carlos A Takeshi Robert6 r> SAB» Stat (4) 7:00 (5) vegetable (6) U. of London students Seoul Tokyo @XPU—A Ald (EAA PBUTT A. Look at the chart on the next page and answer the questions. Lor. 14 Example: Q: AF Y—XAlE IELUA THO a ~ 10. KALEA BaF UKTI. ON RA LIL TAVACL THO. PEL AMAMIML PASC UKTI AY b ar baLo tLe ld Gk 2 Cth. . R-*LO tee Alt SUCH be AIFL FAIL SCBA OD useage. AFA hit a kot VAD ature. . AIFL SAIL lz BLE TH tre desu ki Meari san wa rihonjin desu ka, Alva, IEAUAL PE TH. FAYAULTT. lie, nihonjin ja nai desu, “Amerikan desu. Thess cana changin dent san wa amerikajin desu Ka, Yamashita senses wa Kankokijin desu ha Robaato san no senkoowa " nihongo Suu sanno’—senkoowa ”keezai desu ka. Takeshisan wa” Sakura dagaku no wusee ‘Mearii san wa daigaku no Takeshi wan wa ninensee R—*KIt VW BBLEOTH Hr Sau seniwaichinensee des ON RSL EBLE T Th Robaat to san waSLbERKL Kimura Takeshi Kim, Sue Smith, Robert PE LAA: Yamashita sensee ality | American Japanese Korean British Japanese School | U. of Arizona | Sakura Univ, | Seoul Univ. | U. of London | Sakura Univ. ‘incy- 7 (Japanese | Major Japanese history computer business teacher) Year 2nd year 4th year 3rdyear | 4th year Pair Work—Ask your partner whose belongings items (1) through (7) (picture A) are. Your partner will refer to the picture B (p. 78) and answer the questions. Example: (5) AL lM ATYAALO AUSTIN. Ex Kore wa Mearii san no. saifu desu ka. Bla, LTV HALO ASU ee TH. O saifu ja nai desu. Mearii san no A: VSL RUSttH, ii san no B:aa, Ee, saifu desu ka. YA xLo s05et. Ril san no, saifu desu.(MEEDD NALS (Review Exercises) A. Role Play—One student is a store attendant. The other is a customer. Use Dialogue I as a model.20» 79 Play—One student is a waiter/waitress. The other student goes to a res- ‘eurant. Look at the menu below and order some food or drink, using Dialogue Basamodel. (See Culture Note in Lesson 8 [p. 207] for more information on Japanese food.) 324- TLlak RISES abs SS B>_— = o—_80> +> SIR» SOI C. Look at the picture and ask who each person is. Then, add more que about their nationality, occupation, etc., as in the example. Example, A: 2#tlt HHTT A. ay es oe desu ka. Bi s¢T)—-2LTt. Exx Mari san des ALA¥EVAULTT IS Igirisujin desu ka, Bivwa, EV RZUAC PEO TH. lie, igirisujin ja nai desu. TAYAUKTH. Amerikajin desu. TY IFEVAK OD AR ROTTH. Arizona daigaku no pakusee desu. NE ae Soo desu ka. Example: A: AL UL YC 6 THH Enpitsu wa ikura desu ka Bide SER» SO mM Dialogue © Mary and Takeshi are talking. [44)xos.01/02 VAL ATH HL, MAAK TOMMELETH. 2ATY—: £5TIH. EOT5 6 TBR LET. TH. CEC IRBER : at, : SAUL 29 CTH. Cob, SMB RRB ERE LD SATY 2 EMPBIZH to ore . eAIL: tes. BRBILEI TTA. 7ATY—?: otra ® On Sunday morning, at Mary's host family's. [24] xos.03/0« VAT YS: BALI OEt 2bEAL: BELG. BOTTA, DAT: AA PRIRAITE ET. RB CRBE RET sBEIL: MOTT, FORTS ETH. sATyn: oBRIL: ! PAT YR sberh: ZITTH. Uv. VoTHolL ow. 9 ATI—2 VoTXET.Takeshi: Mary, what do you usually do on the weekend? Mary: Let's see. I usually study at home, But I sometimes see movies. ‘Takeshi: I see. ... Then, would you like to see a movie on Saturday? Mary: Saturday is not a good day. (lit, Saturday isa little bit [inconvenient] Takeshi: Then, how about Sunday? ‘Mary: That's fine. Mary: Good morning. Host mother: Good morning, You are early, aren't you? ‘Mary: Yes, I'm going to Kyoto today. 1 will see a movie in Kyoto. Host mother: Good. Around what time will you come back? Mary: Around nine. Host mother: How about dinner? Mary: [will not eat. Host mother: I see. Well, have a nice day. Mary: Good-bye. SBE 85,Nouns Entertainment and Sports + Ave BAM ¥ol at—y Fb x FVE ods and Drinks TARAIY-L SH*T Bat bbe z-e= eIZA TILK WYK BoA At Places wr +98 fold Time be bLE wo eead +~rS TAILA *bajit7 erie ‘+ Words hat oppeor inthe dialogue RB wR R FR £9 03.05 ary movie music magazine sports date (romantic, not calendar) tennis TV ice cream breakfast sake; alcohol green tea coffee dinner hamburger lunch water home; house home; house; my place school morning tomorrow when today at about tonight weekend SaturdayeKbLIY Be E0cs #8 EVIEL BR U-verbs aug 4K Hae mS a BK ot KL Ber at tv ao Ru-verbs Bad RIS +h’ BAS ne #5 24S RS Irregular Verbs , cannot be so uused. Thus a sentence like & = €#&~ + can only be construed as a question, not as an invitation. & Ti & £~< etka. What do you say to having lunch with me? MUTT He Sounds great. FaRELECAD. Will you play tennis with me? j-h, Bre. Um, it’s slightly (inconvenient for me at this moment). Gl Word Order Japanese sentences are fairly flexible in the arrangement of elements that appear in them. Generally, sentences are made up of several noun-particle sequences followed by a verb or an adjective, which in turn is often followed by a sentence-final particle such as 4°, #2, or £. Among the noun-particle sequences, their relative orders are to a large extent free. A typical sentence, therefore, looks like the following, but several other arrangements of noun-particle sequences are also possible.Ai $e BENT BABE BALE. topic time place object verb Iwill study Japanese in the library today. Bit i¢ EecS 3BN RVET. topic frequency time goal verb Toften go back home at around seven. ‘You can add a frequency adverb such as 48 (everyday), t < (often), and & ¥ &% (some- ‘times) to a sentence to describe how often you do something. RULE CARR BL Tsat. sometimes go to a coffee shop. In this lesson, we also learn two adverbs which describe how infrequent an activity or an event is; 4£A 4A (never; not at all) and 4 & ') (not often; not very much). These adverbs ‘anticipate the negative at the end of the sentence. If you use #A4EA or £ '), in other words, you need to conclude the sentence with £ +A. BISHLELFLEERE HL. Ido not watch TV at all. KUL SAH S VBR LE HL. Takeshi does not study much. BE The Topic Particle is ‘As we saw in Lesson 1, the particle [4 presents the topic of one’s utterance (“As for item X, it is such that . ..”). It puts forward the item that you want to talk about and comment on. You may have noted that the topic phrases in sentences such as 47) — 3 A2=HATH (Mary is a sophomore), and #0 #312 8 AHB-TF (My major is the Japanese language), are the subjects of those sentences. A topic phrase, however, need not be the subject of a sentence, We see three sentences in the dialogue of this lesson where nonsubject phrases are made topics with the help of the particle (2. ATH Bh, BRL AAT MMELET HS Mary, what do you wsuslly do-on the weekend? Salt RBIS ATS zt. Tm going to Kyoto today. BOM 93,4 vy Se « Set In the above two examples, [4 promotes time expressions as the topic of each sentence. Its effects can be paraphrased like these: “Let’ talk about weekends; what do you do on week~ ends?” “Let me say what I will do today; I will go to Kyoto” % Mt? — RNEtL. mae How about dinner? Twill not eat. In this example, [2 is used in directing the listener's attention and thereby inviting a com- ment or completion of a sentence. You may also note that the broached topic, 88 = ®t, does not stand in subject relation to the verb, but is rather its direct object. RJ he capessten waren A75/RS > When you move to a place where the hearer is, you say “I’m com- ing.” in English. However in the same situation, (2478 ¥4 is used in Japa nese, £4 is a movement toward the place where the speaker is, while #7¢ is a movement in a direction io from the 4 iS (Gpeaker’s viewpoint) BaDEPH FF literally means “alittle,” “a bit,” “a small amount,” asin 4 > EC HESUs (Please give me a little) and £0 fF T HESU (Please wait for a moment). It is commonly used for a polite refusal. In this case, it means “in- convenient,” “impossible,” and so on. Japanese people don't normally reject re- quests, suggestions, or invitations with VW» 2 (No), because it sounds too direct. HLH (BRIAL% SLE AEA. Will you see a movie on Saturday? Saturday is not convenient. (lit, Saturday is a little bit.)a Practice RR CHREROST = usmh ‘Change the following verbs into ~#F and ~&ttAv. (4) kos.06/07 Example: #3 + ANET ENB > bNEHL LoL 443 7.44 10. £0 23< Ss. iat 8. DAD BS 3.44 6.484 9. OD 12. HR EHRA ET Q)F=Az QB) 7e—7— g »& library/2:00 home/4:30 school/Saturday McDonald’s/5:00 @2-t— ()FLE (6) BRB coffee shop/3:00 home/tonight college/every dayS6oo> SS Sa (b) Add the place to the above sentences. [4] xos.0° Example: library + AE THB ERAS T. C. Look at the pictures below and make sentences using the cues. [4 xos.10 Example: go to the post office — HE ett. Ex. go to the post office (1) goto the library (2) come to school BR Q Do s oo do 1:00 8:30 (3) come to the coffee shop (4) return home (5) return to the U.S. (a sh Ls [3\ be + Sea 7 Sunday 5:30 tomorrow D. Pair Work—Make questions, using verbs we have learned in this lesson. Example: A = Bee CHR ema Eth Bi AR MAST AOA, RATA. xir Work—Guessing game questions and find out the items your partner has chosen. 1. Before you start, both of you will choose one item in each row of the table and mark it. 2 Ineach row, using the verb and one of the four items, make a yes-or-no- ‘question sentence and find out which item your partner has chosen. 3. You can ask at most two questions with one verb. If you have guessed correctly the item your partner has chosen, you score a point. Your partner will not give away the right answer when you ask a wrong question. 4. When you have asked questions about all the verbs in the table, switch roles with your partner and answer their questions. 5. Tabulate the score. You win the game if you have scored higher than your partner. ple: A: FRITS ETH. Bia, FFEtL. AS RREMTEET OS Br ldvs, F3 FF. (A guessed what B marked, therefore A won.) ~IT2Et | postoffice school coffee shop library ; news cartoon ~ehit sports movie iy ezrioon, ~emaet sake green tea water coffee ~ eae tT book newspaper magazine | Japanese book ~elet date study telephone tennis ASHE» 979899 BIB Sel DCE TO A. Look at Mary's schedule and answer the following questions. [4}xos.11 7:30am. getup = ie " a0 ca peaieet L ATU SABRIC ETH. 8:30 go to school 2. AT YS ALIS 12:00 eat lunch hi AT YS ALLS MERE TD. 3:00rm, drink coffee | AT YS ARRIETA ETI 4:00 play tennis 5. AT YX AL BRITFIBIMY ETD. 5:00 go home wan “ 6:30 eat dinner 6 ATW KSB (eH LET A. 7:00 watch TV 7. AT YEAHS TA. 8:00 study . 11:30 go to bed B. Pair Work—Ask your partner what time they do the following things. Example: A: BRIS IE TH. / MOIS R ISTH. SRI ET./ NISBET. 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. 95) and I-C (p. 96), and add the time expr to the sentences. [4 ko3.12/13 Example: (I-B) 2:00 — SHS CHR ERAS T. (LC) 1:00 + RIC SRR AS IS ws unaSSB ++ 59. —E—ERBE CAD Make suggestions using the cues below. [4] kos.14 Example: drink coffee + 2I—E—tikAE#AM. 1. seea movie 4, eat dinner 7. drink tea at home 2. come to my house 5. study in the library 8, listen to the music 3. play tennis 6. talk at a coffee shop Pair Work—Ask your friend out for the activities in the pictures. Example: A: BG (BERTRAM L SHLD, BUTEA / TARE Bator, often do you do the following activities? Answer the questions using the ions below. Example: Q: REWAET A. Alaa LRAT SOUR, HEVRATHA.100 >>> SOR - Sz AH-YELETH. wkeRsEtH. Bent ete. REEL TO. Jt EAETH, BkORREMS ETH. ae ae CRERSETD. fee eee VECOORA (Review Exercises) A. Answer the following questions. 1. PRIMA ETA. ae ® 2. Cl CR Leta. 3. WIFL Ethith. 4 AK-YELETH. ARTARETH. EMEA BA B. Tell your classmates what your plans are today/tomorrow/on the weekend. Example: POAT OSROMERNET. SHI MSM THRE ERS it. Aw Bm: By Et. 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. a 7k ey plays tennis.Suggest to a classmate that you do something together over the weekend. Use Dialogue I as a model. Example: A: B*AlLF=RELETH. Bild. i Ueb, BRB FARAELEtAD. DBMBITS bo Cone ororyp DAA. OUTTA. [25TH Cob, SMBIEES TIO, (Cotrere QD H KOR 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. However, most bathrooms retain traditional character- istics—they are separated from toilets and sinks, and have some space for washing one’s body outside the Fusuma Tatami Shoji bathtub. Usually, all family members share the same bathtub water, so itis necessary to clean ‘one’s body before getting into the bathtub. Another traditional feature of Japanese homes is the genkan, a space inside the entrance where people remove their shoes. Japanese-style toilet Bathroom Genkan__102 >> $B - 3 1) eG Bm mu © Mary goes downtown. [4 koa.01/02 VAT Y—: 2 Fb tA a set? @ In the evening, at Mary's host family’s house. [4] xos.02/04 VATIR 2BREL: sth ys sBRIEL: SATNH: sBREL: rxTY-: A.w DCOFT—h The First Date L E s s Dialogue FEL. TIFF FICI THD HEI F— baHV ETH. Z7EFVEILSOFN—bOMTT LS HYMCITYOET. HVE. BAYA, IBIELITLAM. REEATL AL KUL SLEREATL AS Ro. CILTTTH. bHU EL. Hb, SACRMEBSITE ELA ABE SLOELEDS liv. BE TEMEL KLM E LAS FARE ELK. lt, BAPUTT. by KES,Next day at school. L)xos.05/06 TY—: bo KULIL, FOIRSHATLEN. HL: FELLA L. ERS—H—-OM TIMMS ELK. TY: EAS-A-UCeevtt lL. T7FIVETT SL. mL: PIEFW Fe SOLE | Mary: Excuse me. Where is McDonalds? Stranger: There is a department store over there. McDonald’: is in front of the department store Mary: Thank you. 0 Mary: I'm home. Host father: Welcome home. How was the movie? Mary: I didn't see it. Takeshi didn't come. Father: Oh, why? Mary: I don't know, So, I went to a bookstore and a temple alone. Host father: Were there a lot of people? Mary: Yes. I took many pictures at the temple. I also went to a department store. Here's a souvenir for you. Host father: Thank you. Mary: Oh, Takeshi. You didn’t come yesterday, did you? ‘Takeshi: I went there. I waited for one hour in front of the Mos Burger place. Mary: Not Mos Burger. McDonald's! ‘Takeshi: McDonald's . . . I'm sorry!Nouns Activities TMA AVeD 29K People and Things bak ot vue Bart ieee lth Leld akan+305 e~lrd AVBUDL thot cs fori“ wriu FOLie biLiu BLLGU U-verbs 57 +52 a9 arg 2S 2d thors Ru-verb ese Adverbs ~Cby eR IL ne + ealt OCT "FH ~ae HY ae eA AME KB *AGE *GB ama RG RS to and Other AT yesterday hours one hour last week when ...;at the time of... (~0) Monday Tuesday Wednesday ‘Thursday Friday to meet; to see (a person) (person (=) there is... (place I= thing 4°) to buy (~ &) towrite (person (= thing ©) to take (a picture) (~ €) towait (~®) to understand (~#°) (a person) isin....; staysat... (place | person #°) Expressions about (approximate measurement) I'm sorry. so; therefore many; a lot together with (a person) why aloneLocation Words Ae BY oA jLS tan az Ute ba cay right (~@) left (~) front (~) back (~) inside (~M) on (~) under (~) near; nearby (~) next (~@) between (A & BM) w BRA Ab mH Pt ah Phang \ 2K ROE PILLOR & PEHELO aa LFTLOM eemmaer BE xtavossvss X44 ') E+ means “there is/are X (nonliving thing)? The particle #* introduces, or pres- ents, the item X. You can use 4 ') £4 when you want to say that there is something at a ‘sertain location. StL ZIEFW EMH ET. There’s a McDonald’ over there. Note that 4 !) £4 is different from other verbs we have seen so far on the following three ‘>> 109 useful words describing locations are as follows: location words | HE to the right of vrEb to the left of A in front of BLS behind XlkYO TED CT. Xis) inside x | Ba on/above bre under/beneath B<* near et ® next fo XISYEZOSUVETS.. X is between Y and Z. ATIBSRO Ceuctt. od LEbe The bank is next to the library. PLT -TFVOFETt. te The umbrella is under the table. VA FVILF Nb LMBROMTTH. Dek Boe ‘The restaurant is between the department store and the hospital. can use any of the above location words together with a verb to describe an event that in the place. To use these phrases with verbs such as #~% and ##, one will need particle T. - BILER—4-OMTAT y—% Att bE Like I waited for Mary in front of the Mos Burger place. word for “near” that is also commonly used is * (f, XILY OLY TH andX Id Y OL = TH describe situations where two items (X and Y) are found side side. For a & % ') sentence to be considered appropriate, items X and Y need to belong to the same category; ‘people, two buildings, and so forth. In contrast, an item can be = in relation to another item even if they ‘are quite distinct. OmtAd>AOLeTt. ‘The bag is by the desk, X MILLIE AOL EN TH. (odd)lO >>> B83» SOR Bl past Tense of TF ‘The past tense versions of “X (£ Y €+” sentences look like the following. affirmative negative present tense ~tt ~UPButs past tense ~Zbue ~LeEbonty” WRAL DRFOFETLAL een Bake eee eau Mr. Yamashita was a student at Sakura University. HHMILARORBU ot hok TT. That was not a Japanese movie. 2B Past Tense of Verbs ‘The past tense forms of verbs look like the following, where ~ stands for the stem of a verb. affirmative negative present tense ~aT ~sth past tense ~ELE ~EUATLR | ATS AIARHLS FBIM EL tee Mary returned home at about nine AILEOFBRBEMMLELATL te Idid not study Japanese yesterday: The various details of formation of the long forms that we learned in Lesson 3, like the verb/u-verb/irregular verb distinctions, all apply to the past tense forms as well. ” As was the case with the present tense U ¢ % 4°, you also find a more conservative variant Ue & ) £& ATL: along with Ue 44° f: T+, Written language would more likely have Tlt \) #A TL with the uncontracted form C12. "The colloquial substandard form of the past tense negative verbs are % "> 4: T+, as in Wh 48° > OH ‘We will learn how to change verbs into these forms in Lesson 8. “a se ‘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 per- form the same activity. BLED IF RMBATEE LA went to Kyoto yesterday. WE ee b ¥ 35 Ra ATE LP. Professor Yamashita went to Kyoto yesterday, too. Or when someone buys, sees, or eats two or more things. ATE MEL DERE LAS Mary bought shoes. AT SAEPIEL EME Ltee Mary bought a bag, too, In both cases, directly marks an item on the list of things or people that have something in common. Observe that & replaces the particles (2, 4%, or & in these sentences. You can also use ~ when you go to two places, do something on two different occasions, and so forth. BAA RB TFELK I went to Kyoto last week. ARIST SE LHe I went to Osaka, too. DN bE AEM BISA F 1 ITER Le Robert went to a party on Saturday. Bib Fa TEE Ure He went to a party on Sunday, too. BBs 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.