I Student Book VS. cancel S. Association for Japanese-Language Teaching AjALTOOK DOKL ‘Series Guide to JAPANESE FOR YOUNG PEOPLE poge xii A Note to the Teacher page xiv Introducing the Characters poge XX tesson €} inTRoDUCTION DiLIe NOE CS. g Functions Situations Structures, Expressions, & Vocabulary Sets INTRODUCTIONS school NOUNS ‘*Meeting for the first time names pone 7 countries — page 7 numbars (0-10) page 7 occupations — page 10 MdUHeltl (eae £44) [ws hJ [~¢ 4) [~ttdetvd Functions Situations ‘Structures, Expressions, & Vocabulary Sets *Asking and giving telephone numbers | school ‘Saying please and thank you Possession NOUNS everyday objects page 19 numbers (11-20) page 19 (raz) fH )aegCXeG] Functions Situations Structures, Expressions, & Vocabulary Sets Starting a conversation *Showing hesitation ‘*Asking the time school NOUNS time pege 31 ‘Telling the time stores pape activities pope 31 numbers (10-100) page 31 [veeth, ~] Taare. [e5e Hae jg cxoeEleél (e5 weELELTI : Functions Situations Structures, Expressions, & Vocabulary Sets *Asking and giving the days of the waek | school Answering a rollcall home Saying sorry NOUNS: days of the week page 43 schools subjects page 43 numbers (100-1000) poge 43 Traced HE MON lt ois UEB0TU Situations Structures, Expressions, & Vocabulary Sets Asking and giving ages school Asking and giving dates ‘Explaining one’s family “Cautions ‘Asking welfare and assuring safety NOUNS Yamily page 53 months poge 53 days of the month poge 53 Pose) PAO £98 COUNTERS BE!) AY [~IEL] page 58 SUMMARY TABLE Ct page 57Sound & Rhythm: page xii Useful Expressions poge xxiv poge | Culture Task ‘Japanese names and titles peg 7 Order of surname and given name poge 2 Gutture Tas JAPAN NEWS TASK] soroban page 22 TAPIA TIL CAMATH AH. — poge 23 Calling pupils by their surname — page 22 peas ae os Bens pgs 27 Culture Task School and store hours page 30 TASK 2 CFR WE CHA GUTH. pega 3S Cleaning the classroom page 30 Culture Answering rolicall poge 45 Talking to young children page 45 Culture, Talking about families —poge 50 Different expressions for older and younger siblings pose 50 TASK 3 CEKBO HEC poge 58Functions Situations Structures, Expressions, & Vocabulary Sets SHOPPING ‘Asking and giving the prices of goods *Requesting things Saying please “Indicating decisions stationery store stationery page 74 [bolded] [~ (@) ~ GOINGBYBUS NAT A225 LSE, Functions Situations Structures, Expressions, & Vocabulary Sets Visiting a place ‘school NOUNS: fransport — poge 167 *Greeting guests home [Ieboleu [Bboy CHa] [BUSElEt] SUMMARY TABLE VERBS 2 poge 167 Situations Structures, Expre: 1S, & Vocabulary Sets *Coming and going home TREE] Taba Utes) ‘*Going out and coming back school SUMMARY TABLE Relative Time Expressions 1 poge 182 ‘Speaking to Sempai Relative Time Expressions 2 page 182 esson QE) READING REVEW NAZESO BEC UBSESE UST. = Functions Situations Structures, Expressions, & Vocabulary Sets sReview [~9ea1=~] [~obet~] Grammar Review A, Sentence Patterns C. Verbs & Adjectives page 196 page 199 B. interrogatives D. Particles page 195 poge 197 page 201Culture JAPAN NEWS: SUMO page 146 Culture JAPAN NEWS Amida-kuji game — poge 155 Culture: Visiting @ Japanese house pogo 170 poge 163 Culture, Sempai peso 177 JAPAN NEWS nto shoes — page 178 Culture Task ‘Judo poge 187 TASK 10 poge 192 Mini Dictionary SUA UL Japanese-English Glossary with Kana Lookup Japanese-Enalish Glossary with Romaji Lockup English-Japanese Glossary ppoge 203Series Guide to JAPANESE FOR YOUNG PEOPLE Ritelaile Japanese ror YouNG Peopir is a new three-level series (with an Level optional starter level for elementary students) designed pri- marily for junior-high and high school curricula encouraging systematic Japanese-language acquisition through an enjoy- able but structured learning process. Level Japanese for Young People I: | | Japanese for Young People I: 1 Student Book Kana Workbook . a ‘esi ‘A workbook to practice reading and writing jas Fst matin text inthe series introduees || ana and katakana native scripts with crossword puzzles, wordsearches and other games that will encourage enjoyable and effective language acquisition.Japanese for Young People I: Cassette Tapes Essential aural practice of natural spoken Japanese is facilitated by recordings of marked sections from the STUDENT Book and KANA WORKBOOK. Japanese for Young People I: Teacher’s Book 8 A step-by-step guide in English for instruc~ tors of Japanese with suggested games and activities, Learners who complete all levels in this series will have covered one third of the grammatical structures needed for beginner Japanese.A Note to the Teacher “The Characters All the characters that appear in JAPANESE FoR YOUNG PEOPLE were specially created and developed with particular emphasis on the kind of situations that target learners are likely to encounter in their daily lives at home and school. The main protagonist is Mike Bird, a thirteen-year-old American boy who is participating in a stu- dent exchange program in Japan. He is living with a representative Japanese family, the Katos, and attends a typical Japanese juniorhigh school. The Kato family comprises Ken Kato, a boy of the same age as Mike who goes to the same school, Ken’s mother and father, and five-year-old sister, Midori. At school Mike makes other friends such as Akira Yamamoto and Sachiko Kimura. He often goes around to Akira's house to play and sometimes meets his mother, Mike’s home room teacher is Ms. Keiko Tanaka. Toward the end of this book a senior from the schoo! Judo club also puts in an appearance. This collection of protagonists which includes friends of the same age, friends" parents, teachers and seniors reflects the fact that this course has been specially designed to facilitate learners’ under- standing of how Japanese speech levels depend on interpersonal relationships. (The Plain Style An important characteristic of the Japanese language is that speech levels change according to whom one is speaking to. Factors such as age, position, or rank most often influence the level of speech in Japanese. This series has adopted a specific policy of familiarizing learners with the different usages of the polite and plain styles from the earliest stages because young people are likely to come across the plain style more often than the polite style in their linguistic experiences. A dialogue written in the plain style first appears in Lesson 2 of this book. In order not to hinder the acquisition of gram- matical structures at this introductory stage, however, throughout the series we decided against any particle omission simply in the pursuit of reproducing natural Japanese. Similarly, sentence endings are always neutral and no examples of the different endings used by male and female speakers have been included in this book. To start with, the plain style is introduced as something that learners should be able to recognize and understand, but in JAPANESE FoR YOUNG PEOPLE IIL: STUDENT BOOK it is presented as a structure to be learned alongside the plain form of Japanese verbs. The native Japanese phonetic scripts, hiragana and katakana, are introduced from the earliest stages of JAPANESE For YOUNG PeorLe I: STUDENT BOOK. Learners, however, are not necessarily required to have mastered native script before starting this book: It has been designed to be used in tandem with JAPANESE FOR YOUNG People I: KANA WorkBOoK. To make this possible, romanized Japanese has been included as an auxiliary reading aid for all native script found from Lessons | through 5, for Key Sentences and Vocabulary from Lessons 6 through 10, and for Vocabulary from Lessons 11 through 15. All new words are presented in the Vocabulary sections in kana and romanized Japanese with English equivalents.Ideally learners should be exposed to the full set of hiragana characters by the time they reach Lesson 5. ‘Length of Course ‘As a tule each lesson should take approximately four hours of classroom time to complete and accordingly this book can form a sixty-hour classroom-based course. Learners who are familiar with spoken Japanese after using JAPANESE FoR YOUNG PEOPLE: SOUND & RHYTHM or have already mas- tered the kana scripts will require less time to complete this book. Vocabulary IAPANESE FOR YOUNG Port I: STUDENT BOOK introduces a total of approximately 450 new words including 28 verbs and 21 adjectives. ‘Audio Tapes A set of cassette tapes to accompany this course is available separately and is particularly recom- mended for review and in learning environments with limited access to natural spoken Japanese by native speakers. Unlike many cassette tapes, not all the contents of this book has been recorded. As a guide a tape icon indicates all sections recorded on the tapes. In the Quiz sections this icon indicates that answers are also provided on the tape; a half-tape icon is used when only the question is record- Structure of JAPANESE FOR YOUNG PEOPLE I: STUDENT BOOK At the front of this book learners will find an Introduction to the Characters that appear in the lessons and two special preparation activities to help them get started. The core of this first main text com- prises fifteen lessons. At the back of the book there is a Grammar Review that summarizes important grammatical information and vocabulary introduced in this volume and a Mini Dictionary that con- tains three glossaries—Japanese-English with kana lookup, Japanese-English with romaji lookup, and English-Japanese. Both endpapers also provide useful information for all learners. A full and detailed table of the hiragana and katakana scripts has been printed at the front and an annotated map of Japan has been printed at the back. Sound and Rhythm An introduction to Japanese phonetics, this section exposes learners to the characteristic sounds— voiced consonants, long vowels, the assimilated sound represented by the small -> and the sound of the kana A—and rhythm of Japanese. With examples that include foreign loan words, the aim of this, section is to make learners aware that rhythm is different in English and Japanese.“Useful Expressions Also effective for learning common greetings and salutations, this section is an important introduc- “tion to the different levels of speech used in Japanese. For each phrase or expression, two appropriate patterns are presented: One that can be used with friends and the other with elders or seniors. More important than learning each greeting, the aim of this section is to make learners aware that Japanese expressions change according to whom one is speaking to. The following table shows in detail the structure that forms the core of this book. Lesson | Function Sree Rte cm eles leet aol Lee Lacy L1-5 | INTRODUCTIONS school Nouns Meeting for the first time Asking/giving telephone numbers, the time, NUMBERS (0-1000) the days of the week, dates, and ages Starting a conversation Saying please and thank you Saying sorry Asking for confirmation Answering a rolleall Le-8 | SHOPPING stationery store | DEMONSTRATIVES stare coffee shop [~t (i ¢ wd Requests & orders NUMBERS (1000-) ‘Counting things COUNTERS (~?. ~A, ~tk, ~4) L8-9 [DESCRIBING THINGS 1 homestay family | ADJECTIVES 1 (MODIFYING) Offering and accepting tea and cake -\\/ — tt ADJECTIVES L10-11 | Intentions, habitual actions, schoo! VERBS 1 (MOTION) completed actions, past ADVERBS OF FREQUENCY L12-14] COMING & GOING sehool VERBS 1 (DIRECTION) Visiting someone homestay family Going out and coming back Lis | (READING REVIEW) ol [~ORT~o]jrammar Review Organized ‘into Sentence Patterns, Interrogatives, Verbs & Adjectives, and Particles, the Grammar Review summarizes the key grammatical structures and vocabulary sels presented in this book. i Dictionary A fill set of glossaries is included in this volume to facilitate self-study and provide all learners with an opportunity to familiarize themselves with using a bilingual dictionary at this preparatory stage. Both a Japanese-English glossary and an English—Japanese glossary are provided so learners can look up English and Japanese words, Further, both kana and romaji lookup systems are used in the Japanese-English glossary to allow even those not yet familiar with kana to use this dictionary. Indeed the fact that romanized Japanese is used in the Vocabulary sections throughout this volume demon- strates the importance that is placed on self-study. Lesson Structure ‘Key Sentences As an indication of the basic learning objectives of each lesson, the principal sentence patterns are presented as example sentences on the first page of that lesson, Romanized Japanese has been printed alongside the native script from Lessons | through 10, so that even at this stage learners will have a general idea of what is contained in any lesson at a glance, (Exercises All the Exercises in this volume are composed of full color illustrations and cues or examples in Japanese so that learner progress is not impeded by the mundane task of always having to translate from one language into the other. ‘The first exercises in any lesson introduce key vocabulary necessary to practice the sentence patterns. Thereafter the exercises progress at a realistic pace that facilitates practice in spoken Japanese from simple to more complicated sentences. Romanized Japanese is pro- vided as an auxiliary aid to reading kana only through Lesson 5. (Main Dialogue/Text This section aims to provide learners with functional and situational examples of how the sentence Patterns introduced in that lesson are actually used in context. Because it is crucial that learners have an immediate grasp of the situation being illustrated, each dialogue or text is introduced with a short sentence in English that effectively describes the circumstances of that dialogue. Dialogues are also illustrated with a comic strip that summarizes the key points of the conversation with an appropriate number of frames. The speech bubbles contain some English words and pictures to help learnersguess what is being said and can be put to particularly eficctive use in role-playing situations that are based around the dialogue. Some dialogues end with a brief summary sentence that is indicated with the © mark. These summaries have been designed not only to help learners describe what is going on in the dialogue but also to explain the conversation objectively as a third party. Learners will find this practice useful in the future when they begin to write in Japanese. Romanized Japanese is provided as an auxiliary aid to reading kana only through Lesson 5. , ‘Two or three shorter dialogues are included both as applications of usage touched on in the Main Dialogue or as illustrations of usage not taken up in the Main Dialogue. Note that to familiarize learn- ers with the different levels of speech used in Japanese, dialogues presented in the plain style are included from Lesson 2. Romanized Japanese is provided as an auxiliary aid to reading kana only through Lesson 5. All new words are presented as they appear after the Key Sentences, Exercises, Main Dialogue/Text, and Short Dialogues sections, Note that the English equivalents provided to enable learners to check meaning and organize vocabulary items are restricted to the meaning and usage of the context in which they appear. Romanized Japanese is provided as an auxiliary aid to reading kana throughout this book. Sun mary Table Although a key feature of this course is indeed the lack of any grammatical explanation or linguistic description of sentence patterns, we recognize the need for learners to understand the language sys- tem as they progress through this book. Accordingly important grammatical areas have been summa- rized in tabular form at the end of the last lesson in which they are presented. Learners will find Summary Tables for 5 — € — #4 — &, TF, Verbs, and Relative Time Expressions. ‘Japan News In some lessons learners will find a Japan News article that provides important background informa- tion about traditional and contemporary Japanese culture in English, recognizing the emphasis that is often placed on acquiring a deeper understanding of the country whose language is being studied. Task With the aim of facilitating more flexible practice of sentence patterns and vocabulary, a Task has been included in ten lessons. Some such as Task | in Lesson 2 (asking for telephone numbers) and Tasks 4 —6 in Lessons 6 through 8 (shopping) provide situational and functional practice and others are included to improve reading comprehension skills. Romanized Japanese is provided as an auxil- iary aid to reading kana only through Lesson 5.A Quiz is included at the end of each lesson to enable learners to check progress. Romanized Japanese is provided as an auxiliary aid to reading kana only through Lesson 5. ACKNOWLEDGMENTS This textbook was written by three AJALT instructors, Sachiko Adachi, Harumi Mizuno, and Mieko Chosho, They were assisted by Sanae Kimu, Mitsuyoshi Kaji, and Hiroshi Higuchi. Special thanks are due to Hidemi Makino who single-handedly created all the illustrations in this textbook. The authors would also like to thank Paul Hulbert and other editorial staff at Kodansha International for translating and compiling the glossaries, as well as the usual editorial tasks. Preparation of this textbook was partially assisted by a grant fiom The Foundation of Language Education.Intreducing the Charactersil O@V19 NK 103) Ovsebe BAS (13) ‘The Bird Family Maiku Bado Yamamoto Akira An American junior-high school A classmate who has lots of student fom Colomdo, Mike .. computer. games, Yamamoto Bird is living with the Kata fam- "Akira is bookish and fast on his ily in Tokyo while attending the feet, local school as an exchange stu- dent. He is an avid judoist who @ HALEY (15) aims to improve his skills while — gempai in Japan, ‘A senior boy’ at school and “ member of the Jude club, The Kato Famil SS ain @PELE LBA (29) ObE5 AMI) Yamamoto Junko Kato Ken ‘Yamamato Akira’s mother. Ken is Mike Bird’s, classmate and best friend, He may not be a grade A student but is a pop: ular boy with a capacity to make ~The Bird Family his schoolfriends laugh. A keen Their home is. in Colorado in runner and the class clown. the United States of America. ODES HEY 65) @AY— NK (48) Katé Midori Harii Bado. | Ken’s little sister loves reading Mike’s father is an attorney at { manga comics: law. | @HES TAL (42) @ 2-H NK (45) | Katé Takashi Sizan Bado Ken's father is an employee of Mike's mother bakes fine apple large Japanese corporation who pie, spends his free time practicing. his golf stroke to impress his = @PY— I\—K (17) clients. Nanshii Bado, Mike's older sister is a fine ONES KET (39) singer and a member of the Katé Masako school choir. Ken's mother loves watching video movies. @EW KK 110) Biru Bado 2 Mike’s little brother is a bud- OKBD GUT (27) ding sportsman. Tanaka Keiko Mike Bird's home room teacher @ TUYAR JNK (72) is mad about hot springs. Erizabesu Bado - Mike’s grandmother lives in @eb5 S57 (13) New Yor. Kimura Sachiko Mike's classmate likes music. O25 kz Kimura Tama Sachiko was given Hier pet cat by her next door neighbor.Sound & Rhythmmandarin orange, satsurna apple cake chocolate book __ pencil stamp magazine soccer judo sulkiyaki tempura mikan ringo keki chokoréto hon empitsu kitte zasshi sakka jogs, sukiyaki tempuraUseful ExpressionsBULL FS SORT BiaEG LAKHS Good morning Good morning Good afternoon ohay6 gozaimasu ohayo, kannichiwa SAIEA IS 4905 Creda BVTAWAY BTA CI BVHCI SPORT SYHCT sett ay wu? PLT ERY PLT Bert FsTKIU Biot E0T Good evening good-bye bye Good night Good night please thank you very much thank you may I... is itOK... please lend me it lend me it just a moment, please just amoment kombanwa sayonara jane oyasuminasai oyasumi dozo arigaté gozaimasu arigato jidesuka ii? kashite kudasai kashite chotto matte kudasai chotto matteINTRODUCTION bicLig N-FTS. <> Lbklt -8- EF CH. ZbELIE HAV THY Eth. BAS EK AIL TAY AUK THA A bELIL EEPELEOO HOUTH. 1. Watashi wa Bado desu. 2. Watashi wa sensé dewa arimasen. 3. Bado-kun wa Amerika-jin desu ka. 4, Watashi wa Tanaka-sensé no séto desu. beEL I watashi ti as for (topic marker, particle) wa ae KF Bird (surname) Bado Cr is, will be (See suMMaRy TABLE on p.57), desu WAKA (Mr.) Bird Bado-kun ~sh (Suffix) (See NOTE) kun TAVACK an American (person) Amerikan TAYA ‘America ‘Amerika ~Uth person (suffix) sin * =? (question marker, particle) ka AEA AEN teacher sens CTH YEA is not, will not be (See summary TABLE on p.57) dewa arimasen feted Atk ‘Ms.Tanaka (surname with honorific for a teacher) _Tanaka-sensé ~at hatte (suffix for a teacher) -sensé o ='s (possessive particle) no NE student, pupil ato “The suffix -kun is less polite than -san and is mainly used when addressing younger ‘men o boys. itis never used between women or when addressing elders. ichi 4Lesson « 1 ex. 747 2X—F Bado 247 Maiku AE KATH. PAV KTH. w47 2<— KF Maiku Bado ORC LTH. Bado-kun desu. Maiku-kun desu. Maiku Bado-kun desu. ml 1. ex. i. aex. b. ex, . 2. a.ex. b. ex. c. ex. : = : y FEIN — ((ZL Nihon“nsep Ul[-UOUIN ‘EH “ey ns@p UI-UOUIN PLIVAYVE A FE CGELIYAYVEI VY Fb “ASEP UI-UOUIN =f Y AYE HE FUOUIN YAVEN=) “He'% sanLesson * 1 oT —£@@ ——_—_ ex. A: bw7 OC UAT KIEAL ATID. Chogokujin desu ka, Nihon-jin desu ka. Bi KlEAUATT. Nihon-jin desu. E> Gites atex, A: bmi TUATHA Chagoku-jin desu ka. Biwwoa, Bei OC UATISYV EULA. (EAU ATH. lie, Chgoku-jin dewa arimasen. Nihon-jin desu.Lesson « 1 ares rs lex, tA+tis sensé Zena RUPLI ME EC AD thtweH. Tanaka-sensé wa Bado-kun no sensé desu. BH EAL AEHHELEOO tech. Bado-kun wa Tanaka-sensé no séto desu.wed Kato (surname) Kato atb Kimura (surname) Kimura ZAT Mile (given name) Maiku yyy Nancy (given name) Nanshii (the Ken (given name) Ken xb Sachiko (given name) Sachiko tad Keiko (given name) KBko ws FRA Miss Bird (sumame with honorific suffix) Bado-san ~Akh Mr., Mrs., Ms., Miss (honorific suffix) san IEA Japan Nihon Aye Canada Kanade FIN Brazil Burajiry 47K India Indo A-ALFIT Australia Osutoraria BwIird China ‘Chagoku AFR England Igirisu ceee friend tomodachi ike yes hai ier no jie ‘7610, reiThe principal introduces Bado-kun to Tanaka-sensé. LIB IHAHM hep At, T17 N-FCKTT. -BOAK HILUMELT. *8- FCF. Ataett Lhe HLEHELT. AEMTH THB FHAHY SRK AL Atm hale -8- B KAD HELE TH. Wo REAL :e9e L4L%. Fetemt Ly 24 LAS. Or KA hEPHLHOO POU TH. Kocho-sensé : Tanaka-sensé, Maiku Bado-kun desu. Bado-kun :_ Hajimemashite. Bado desu. Tanaka-sensé : Hajimemashite. Tanaka desu. Kaché-sensé ; Bado-kun, Tanaka-sens@ wa Bado-kun no sensé desu. Bado-kun —:_D6zo yoroshiku. Tanaka-sensé : D6zo yoroshiku. © Bado-kun wa Tanaka-sensé no séto desu. 24627 principal kecha ESELT How do you do? hajimemashite FL AOD your Bado-kun no CIE £46 T'm very glad to meet you, dézo yoroshiku© Miss Tanaka, Miss Tanaka will be your teacher.STHVOOITS Pie kabst 6 CLO BUGELE - POUL SOLTIR. : : BORLA ke POLS A Clb) BEL : RAS Ltt. Tanaka-sensé Bad tun no.otosan wa ‘kaishi in desu ka. kaisha-in dewa arimasen.. HLA ORCA TAUVERON | FAR PIT UATHOS ORCL ee Sense: Bado-kun wa Amerika} -jin desu ka, Osutoratia') Hind desu Bado-kun: Amerika-jin desu. BLIRL father otdsan PML eOd company employee kaisha-in NATL lawyer bengoshixample. IEA UA TH. Nihon-jin desu.Lesson ¢ 1 ex. HL. Make sentences as shown in the example. PRE LEU Bado-kun + séto SAH EC AIL HOE TT. Bado-kun wa séto desu. TAC Ate Ken-kun * séto habs he that Tanaka-san + sensé PECAN EKLAD CBKG Katd-kun + Bado-kun no tomodachi the questions below as shown in th AEC AIL PAYAL. Bado-kun wa Amerika-jin desu ka. lL, TAVAUCKTH. Hai, Amerika-jin desu.Oras Fvy—-Shit AYEUL CIM. Nanshii-san wa Indo-jin desu ka. TOA, AY FUL TIL EtK. Indo-jin dewa arimasen. FYY—-EML TAYAULTI OS Nanshii-san wa Amerika-jin desu ka. SESSA BeISKUATIM. Kimura-san wa Chiigoku-jin desu ka. A-EKAD BLFIXAlL HA tom, Bado-kun no otdsan wa sensé desu ka. A-ECAD BEFSAIL NLOL EHH Bado-kun no otdsan wa bengoshi desu ka. mnLesson «1 oeao ws DO FF WHS = = o D hachi roku yon, shi ichi go kya, ku nana, shichiand pPozZ3O TADIEATS TF. (cat LTH. HIE ATHY EEL cal REPEAEOO KOT. Lhit ALDMELEOOTT. i 55Q CAHIELCIIE 3785-2411Ct. . Kore wa hon desu. - Kore wa hon dewa arimasen. - Kore wa Tanaka-sensé no toké desu. Kore wa Tanaka-sensé.no desu. . Gakké no denwa-bang6 wa'san-nana-hachi-go no ni-yon- on this kore Ce ‘wateh, clock 10k6 LEP ELEVOTE It’s Ms.Tanaka’s. ‘Tanaka-sensé rio desu to lF sehool gakko TAbML TI telephone number denwa-bango ChP telephone denwa who9 number ange Jago 4CHIE 7—b CH. Kore wa noto desu. A: omit 7—bh CHA. — Kore wa ndto desu ka, Bi liwy, 7-b CH. Hai, ndto desu. AL Ht [EATHO. Kore wa hon desu ka. PMA, EA THA) Eth lie, hon dewa arimasen. rh TH A. Nan desu ka. 7 ZOohCH. Noto desu. ®tex, IMlL *S—-FKAD S-bTH. Kore wa Bado-kun no ndto desu. 2ex, OMIL HolIMD DAT. Kore wa gakko no tsukue desu. janana ¢2ex Al EMM /—} TH. Dare no ndto desu ka. B. BYISLOTH. Otdsan no desu. liex, #524 = gakko 2ex, Mol7O TAHIEATIIL 3785-24117. Gakk6 no denwa-bangé wa san-nana-hachi-go no ni-yon-ichi-ichi desu. Bex, AD H5l9GOD ThE TGIE WHT THD. Gakké no denwa-bango wa nan-ban desu ka. B: 3785-2411T7. San-nana-hachi-go no ni-yon-ichi-ichi desu. 1 5962-0087 5460-6933 d johachii | i 7-k notebook noto LAB newspaper shimbun ne key agi re bag, ‘aban aka desk tsukue a chair isu (aE car kuruma teh what? nan, PELL ‘Yamamoto (surname) Yamamoto END whose dare ao mle company kaisha 36 home chi wth what number nan-ban IEA number (counter) ban iowa €Tanaka-sensé gives Bado-kun a piece of paper. Something is written in Kanji on it. Tetgdt bitty S- FOK, C9 WOKE AK bY IONE. CMit Hol ID TAbHIELK LICHT. hott: tts, 3785-24114. AF OAK omit? aD bELO WEATH. heh WITH. © #oljM ThbHIEL TFL 3785-2411TF. 2-FKAD HLEOD EAL At UWWItt. Tanaka-sensé: Bado-kun, dézo. Bado-kun : Arigaté gozaimasu. Kore wa gakk6 no denwa-bang6 desu ka. Tanaka-sensé; Hai. San-nana-hachi-go no ni-yon-ichi-ichi desu. Bado-kun : Kore wa? Tanaka-sensé: Watashi no namae desu. Tanaka Kéko desu. © Gakko no denwa-bang6 wa san-nana-hachi-go no ni-yon-ichi-ichi desu. Bado-kun no sensé no namae wa Tanaka Kéko desu. my watashi no as for this? kore wa? name namaeIs this the | school telephone jo SUR 3785-2411” Bret eS EeSB KA aE LAE BoE CK AEA AELS Bado-kun =: Sensé Bado-kun : Sense 5 8 Bado-kun: + Katé-kun Bado-kun : Kat6-kun BOR OL: PCICL: BAECL: PETA: Q8O® DOOOOGHSS PHELEOO. 760 CHILL TIL WALA TH Are 3612-8724T4. oe PRELUECLO FEO. TAIL IIE? Broek Fo TCH. 3550-92464. Sensé no uchi no denwa-bango wa nan-ban desu ka. San-roku-ichi-ni no hachi-nana-ni-yon desu, Yarnamoto-kun no uchi-no denwa-bango wa? Choito matte kudasai. San-go-go-zero no kyu-ni-yon-roku desu. omit We. Z4Alihe HLICLO? TK. AEC DO. Sorbian Many shes can doth sus wha soc quer an spose clear Repulr wee of 2 soon eos tally Kore wa nani. Soroban. Kato-kun no? Un, boku no. Compete ate on held topo Sgan kere sis son oper elaeng car nee a tet ‘Sloss Hoeve em ert wal wi Ie what nani ZAlIEL abacus soroban jh um, un-huh, yeah (informal) un (Z< [ (informal male speech) bokuoes + . °. ee TADIEATS IS BAIATID. Find out your friends’ phone numbers and write them in the chart. ex. . A—F KK REREAD G60 CADIATIIE WELK THO. RATAXL: 038-3459-9620TH. AHEAD FHREEAN EIVEC BsLey, # RIRKREL: 03-3459-9620TH, *—F KA: 03-3459-9620THH,* RiASL: lk. FITH. AHR KAS HY HLF CXOST, Bado-kun : Sumisu-san no uchi no denwa-bangé wa nan-ban desu ka. Sumisu-san: —_Zero-san no san-yon-go-kyd no kydi-roku-ni-zero desu. Bado-kun : Sumimasen?' mé ichido onegai shimasu.** Sumisu-san: — Zero-san no san-yon-go-kyd no kyi-roku-ni-zero desu. Bado-kun : Zero-san no san-yon-go-kyd no kyt-roku-ni-zero desu ne." Sumisu-san: Hai, s6 desu. Bado-kun : — Arigatd gozaimasu. MPAEUK Pardon me Sumimasen REIVBE BAG LEF — Please repeat it Mo ichido onegai shimasu an Isn't it? (particle) -ne wEA Cthblth 24 x) LER Die 03-3459-96.20 1 SAIC K 2 shIAK 3 SAIC KA 4 TAI AK 5 SAK jasan 2000000000008 OOHHHOBEOLECO®P <3. og nijayon I. Put the appropriate particles in the parentheses: oH ( DA- FLA ( ) Joh CH. Kore { ) Bado-kun { ) ndto desu. cn ( ) htt ( ) MEL TH. Kore( }sensé( ) kaban desu. WalF ( ) TADIELT I ( ) 3785-2411tt. Gakka ( ) denwa-bango (_) san-nana-hachi-go no ni-yon-ichi-ichi desu. CU a a on :onltt ( )D ECT. Kore wa ( ) no kagi desu ka. HY, EAEOOTT. Hai, sensé no desu. ponmld ( YO LASA TH. Kore wa ( } no shimbun desu ka. IVA, SD SSAOTISY EL, HELOTT. lie, Kimura-san no dewa arimasen. Watashi no desu.“Okie :oMlt ( )O ACTH. Kore wa ( } no hon desu ka. tb lOtF. Watashi no desu. PREECLAD 460 ThHIEAT IE ( ) CTH. Yamamoto-kun no uchi no denwa-bango wa ( ) desu ka. 2 3550-9246T7. San-go-go-zero no kyG-ni-yon-roku desu. BCFA POLEOLATHA. Otdsan wa kaisha-in desu ka. JED TAbBIEK TI HAITI. Uchi no denwa-bangé wa nan-ban desu ka. nijogo €D v.01 i the number to the correct w AU e Cwilts jdnana jashichi jdichi jayon jashi nijd jani jakya jaku jGroku jisan jahachiWE BALTID, Let 8U TH. 2ZUSPTAL WAYS LELLETTH. 1. Ima hachi-ji desu. 2. Hiru-yasumi wa jani-ji han kara ichi-ji han made desu. Weorcebewewriearieve we now ima st 8 o'clock hachiji ~t o’clock il BOVt& lunch time hiru-yasumi US noon hire RTA rest (period) yasumi eit’ half past twelve (lit. twelve o’clock half) janet han ~lta half han ue) from (particle) kara zt until (particle) made nijanana <1. aex. \Y45U_ ichi-ji === 1:00 © | 200)\®| 3:00 |® 400)}°| 5:00 ®| 6:00!°| 7700 | | 8:00|°| 9:00 ® |70:00\*| 11:00] ° 12:00) bex WS UILA ichiji han @ nijahachi| | / 2, ex. ‘VE 7UTH. Ima shichi-ji desu. Bex A:wWE GAETHD, B:7U Ct. A: ima nan-ji desu ka. B: Shichi-ji desu. lex 7U@b MNUETTH. Shichi-ji kara jaichi-ji made desu. 2 ex A:@LUPS THO, B: 7UM5TT. A: Nan-ji kara desu ka. B : Shichi-ji kara desu. Bex A: EAUETTHR B: 1vCEtty+. A: Nan-ji made desu ka. B: Jdichi-ji made desu. B:7UH>5 MLETCH. A: Nan-ji kara nan-ji made desu ka. B : Shichi-ji kara jdichi-ji made desu. aoex Ath UAUETTH A J nijakya geal a ——<$£—_—_—_———_ ti ex, A—/%— supa A-N-lk TES ULETCH. Spa wa shichi-ji kara jaichi-ji made desu. PARAL GACH STH. 2 TUPbStT. 8 A B A: Sapa wa nan-ji kara desu ka. B: Shichi-ji kara desu. A B A ASH UAC ET TITAS : lL ECCT. : Supa wa nan-ji made desu ka. “7:00 —77: 00 jdichi-ji made desu. Bex, A: A—7-1t VACHS BALETTTON. B:7Um5 LLETTH. A: Sapa wa nan-ji kara nan-ji made desu ka. B : Shichi-+ji kara jichi-ji made desu. @ dl companyeg 9:00 —5: 00 @ ve5 minutes _go-fun -miinutes fun 15 minutes jage-fun 45 minutes yonjugo-tun 55 minutes gojage-fun 10 minutes juppun -minutes -pun 20 minutes nijuppun 40 minutes yonjuppun 50 minutes gojuppun AM _gozen, PM gogo what time nani supermarket supa Frex-k department store depato, ure work, shigoto She 4G study bankyo ju cleaning sojl (se) ) (LL) (kU) ( BACETTH OS ett Atty: ZLOSLET TCH. A= KA PYF HBYMLITXOELKA, hhptat: YF VALELT. QRASEIE BUILDS BUMSLETTH. Bado-kun: Sumimasen, ima nan-ji desu ka. Tanaka-sensé: — Hachi-ji desu. Bado-kun: Benky6o wa nan-ji kara desu ka. Tanaka-sensé:_ Hachi-ji han kara desu. Bado-kun: Nan-ji made desu ka. Tanaka-sensé: San-ji nijuppun made desu. Bado-kun: Domo arigatd gozaimashita. Tanaka-sensé: DG itashimashite. © Benkyo wa hachi-ji han kara san-ji nijuppun made desu. Weece be tebe te te tents TAECA Excuse me, (See NOTE) sumimasen C58 HVHCLIOSVECH Thankyou very much. ‘domo arigato gozaimashita CFV WALELT Don’t mention it, dé itashimahshite You're welcome. (lit, What have (I) done?) ‘Sumimasen which you teamed in Task 1 on page 23 prefuces t request, such as asking someorte for information. It ean also meun “Thank you,” “I'm sorry,” or “Pardon me.”