@ Translation & Grammatical Notes in English Elementary 2-1 LESSONS 26-40 Minnalno Nnongo SECOND INDIAN EDITION 3A Corporation GOYAL repr npoe Boa GOYAL PUBLISHERS & DISTRIBUTORS PVT. LTD.HEHE Supervisors IBIEF (Tsurvo Yoshiko) TARIAT (Ishizawa Hiroko) RGN Contributors FbkA (Tanaka Yone) WU (Sawada Sachiko) HUN (Shigekewa Akemi) YOHREF (Makino Akiko) FHF (Mikogami Keiko) BRLEEHR English translator John H. Loftus ALAS Ab Mlustrators, TREE (Mukai Naoko) 4R9FA4F (Shibano Waka) #ei8E04% (Sato Natsue) nano Nihongo ‘Translation & Grammatical Notes in English Elementary 2-1 First Edition: 2011 ‘Second Edition: 2018 ‘Minna no Nihongo Shokyu I! Dai 2-Han © 1998 3A Corporation PUBLISHED WITH KIND PERMISSION OF 3A CORPORATION, TOKYO, JAPAN BY GOYAL Publishers & Distributors Pvt. Ltd, India. 2018 ox wood sein Indi, Ne, Bangs, So Lankan Pak cly TRIED Bh IPF AFL ROAD I “CORABUUREIRIELETs | Allrights reserved. Sale and use of this edition is authorized only in the Indian subcontinent but is strictly prohibited in Japan and other countries throughout the world. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior permis the copyright owner. Published by Ashwani Goyal for: GOYAL Publishers & Distributors Pvt. Ltd. 86, UB. (University Block) Jawahar Nagar, Delhi-1 10007 ‘Tel. 73858362, 23852986, 9650597000 Fax : 23850961 E-mail : goyal@goyalsaab.com Website: www.goyalsaab.com Printed in indiaFOREWORD This book is the first volume of 2 two volume version of 3 Corporation’s Minna no Nihongo IY that has been cteated for the Indian subcontinent, Minna no Nikongo I was originally published in Japan in 1998, and its usage rapidly spread throughout Japan and ‘overseas. Since then it has proved to be extremely popular with many people, both in Japan and abroad. Minna no Nihongé Japanese language textbook that was developed by the Association for Overseas Technical Scholarship (AOTS) for technical trainees who come to Japan for training under the Association's scheme. As a beginner text, Shin Nihongo no Kiso was designed to allow learners to acquire basic Japanese conversational skills in the shortest time possible. The teaching method proved to be so effective that Shin Nihongo no Kiso also became widely used by leamers unconnected with technical training, However, with the continuing diversification of users, we were urged by many people to take the strengths of Shin Nihongo no Kiso and create a textbook that met is a sister publication to Shin Nikongo no Kiso, a classic wider range of study needs. Thus Minna no Nihongo came into existence. With Minna no Nikongo it can be said that, along with adopting the distinctive features of Shin Nikongo ‘no Kiso — the use of clear conversational settings and fully-fledged characters, ete. — and its easy-to-understand teaching method, we have striven to produce an extremely versatile textbook that makes learning Japanese as enjoyable as possible. {In the exchanges between the foreign and Japanese characters in the book, we have tried, as far as possible, to reflect the situation in Japan as well as the daily life and lifestyle of the Japanese, While the book is mainly aimed at general members of the public, it obviously can also be used as a textbook for university entrance courses and short-term intensive courses at colleges and universities. Also, for the effective use of the book, it is best used in conjunction with the various supplementary texts and materials such as the picture cards, reading comprehension book, kanji textbook, workbook, ete. that have been prepared to go with the main text ‘This Indian edition of the original has been divided into two volumes; however, the content is the same, ‘We hope to produce even better textbooks in the future; and to this end, we would appreciate everyone’s continued advice and assistance. 3A CorporationFOREWORD TO THE SECOND EDITION — On the Publication of the Second Edition of Minna no Nihongo Shokyu — (Reprinted from the original edition) We ate proud to publish the second edition of Minna no Nihongo Shokyu. As stated in the Foreword to the first edition, Minna no Nikongo Shokyu can be regarded as companion volume to Shin Nihongo no Kiso, a textbook originally developed for technical trainees. ‘The first printing of the first edition of Minna no Nikongo Shokyw I was is sued in March 1998, when great changes in the social environment surrounding the teaching of Japanese were taking place, ‘The burgeoning of relationships between Japan and the rest of the world had fed to a rapid increase in the number of students of Japanese and their reasons for studying the language, and the consequent diversification of their requirements hhad necessitated a response more tailored to leamers’ individual situations. 3A Corporation published Minna no Nihongo Shokyu in response to suggestions and comments received from people on the front fines of Japanese teaching in Japan and elsewhere. Minna no Nikongo Shokyu was acclaimed for its easily-understood key learning, points and methods, its high degree of general applicability that took into account learners’ diversity, and for being a carefully-crafted learning resource that was outstandingly effective for students attempting to master Japanese conversation quickly. It has served well for over ten years, but any language changes with the times, and both Japan and other countries have experienced great upheavals recently. Particularly in the last few years, the environment in which the Japanese language and its learners are situated has changed drastically. In these circumstances, 3A Corporation decided to review and partially revise Minna no Nihongo Shokyu I and I, based on our publishing and training experience and reflecting the many opinions and questions we have received from students and teachers of Japanese, in order to be able to contribute further to the teaching of Japanese as a foreign language. ‘The revision focused on making the book even more usable and changing any words ‘or scenarios that no longer reflected current conditions. Respecting the wishes of students and teachers, we have preserved the original textbook format, which has the benefit of ‘making the book easy to use for both leaming and teaching, and we have introduced more exercises and practice questions designed to strengthen students’ active language ability by inviting them to understand situations for themselves and think about how to express themselves, rather than merely following instructions and practising in a passive way. We have included a large number of illustrations for this purpose.We are extremely grateful for the enormous help we received in the editing of this book, in the form of comments and suggestions from various quarters, and trials in actual lessons. 3A Corporation intends to continue developing textbooks that can not only help students of Japanese to communicate what they need to but also contribute to international interpersonal interchange, and we hope that everyone engaged in such activities will find them useful. We warmly invite everyone who knows us to continue to lend us their unstinting encouragement and support in this. Takuji Kobayashi President, 3 Conporation January 2013 ‘This Second Indian Edition is based on Minna no Nihongo Shokyu II Second Edition, but has been divided into two parts, Elementary 2-1 and Elementary 2-2; the content, however, is the same.TO USERS OF THIS BOOK 1. Structure The Second Indian Edition of Minna no Nihongo Elementary 2-1 consists of two volumes: the Main Textbook and the Translation & Grammatical Notes, plus a CD. The ‘Translation & Grammatical Notes is available in English. ‘The materials have been compiled with the aim of inculoating the four skills of speaking, listening, reading and writing. However the Main ‘Textbook and the Translation & Grammatical Notes do not provide any instruction in reading and writing hiragana, kkatakana, or kanji. Il. Contents 1. Main Textbook 1) Lessons ‘There are 15 lessons, numbered 26 to 40, which follow the Second Indian Edition of Minna no Nihongo Elementary 1-2, and each contains the following: @ Sentence patterns Basie sentence pattems to be learned in that lesson, wa @ Example sentences Basie sentence patterns incorporated into short dialogues to show how they are used in actual conversation, New adverbs, conjunctions, and other parts of| speech, plus further learning points, are also introduced. @ Conversation Im the Conversation, foreign people living in Japan appear in a variety of situations. The Conversation includes everyday greetings and other expressions and as well as the material to be learned in the lesson. If time allows, students can try developing the Conversation by introducing some of the Useful Words given in the Translation & Grammatical Notes. @ Exercises ‘The exercises are split into three levels: A, B, and C. Exercise A is laid out visually to help students understand the grammatical structure easily. It has been designed to make it easy for students to practise conjugating verbs and forming connections, as well as mastering the basic sentence patterns, Exercise B employs various forms to strengthen students’ grasp of the basic sentence patterns. A number with an arrow/(#) indicates an exercise that uses an ilustration2 3) 4) Exercise C is designed to help students improve their communication abilities. Students use this exercise to practise conversing while substituting the underlined words in the designated conversation with alternatives matching the situation; however, to prevent this becoming a simple substitution drill, students should practise with these exercises by changing the substitutable parts to match their own circumstances, expanding the subject matter, and developing the situations further, Model answers to Exercises B and C can be found at the end of the book. © Practice questions There are four types of practice question: Listening Comprehension, Grammar, Reading Comprehension, and Topies for Development. The Listening Comprehension Questions are further subdivided into two types: answering short questions, and listening to short conversations and grasping the key points. The Grammar Questions check students’ understanding of vocabulary and grammar points. For the Reading Comprehension exercises, students read a passage incorporating previously-studied words and grammar, and perform various linguistic tasks related to its subject matter. For the Topics for Development, they write and talk about topics related to the passages. In the Second Asian Edition of Minna no Nihongo Elementary 2-1, the Reading Comprehension passages are written without spaces in order to gradually accustom intermediate-level students to the normal style of Japanese writing, although spaces are used elsewhere in the texts for educational purposes. @ Review This is provided to enable students to go over the essential points once more every few lessons. @ Summary of Adverbs, Conjunctions and Conversational Expressions These are practice questions designed to enable students to review the adverbs, conjunctions and conversational expressions presented in Lessons 26.35. Verb forms ‘This section summarises the verb forms presented in this textbook (including, Elementary 1-1 and 1-2), together with various forms added to the ends of verbs. Table of Key Learning Points ‘This is a summary of the key learning points presented in this textbook, focusing on Exercise A. It indicates which of the Sentence Pattems, Example Sentences, and Exercises B and C are relevant to each of the learning points introduced in Exercise A. Index The Index includes all new words and phrases introduced in Lessons 1 through 40, together with the number of the lesson in which they first appear.5) Model Answers and Practice Question Scripts This section provides the model answers to Exercises B and C, the model answers to the Practice Questions, plus the Practice Question Scripts themselves for Lessons 26 to 40, and the model answers to Reviews H, I and J and the questions related to the Summary of Adverbs, Conjunctions and Conversational Expressions. 6 oD "The CD, which is for use with the Main Textbook, contains the conversation and the listening comprehension exercises found in each lesson, from Lesson 26 to Lesson 40. 2. Translation & Grammatical notes ‘These consist of the following for each of Lessons 26 through 40: New words and their translations. ® Translations of Sentence Pattems, Example Sentences and Conversations. © Useful words relevant to each lesson and snippets of information on Japan. ‘© Explanations of the grammar ofthe Sentence Patterns and expressions. Il. Vocabulary ‘Translation & Grammatical Notes 2-1 and 2-2 present approximately 1,000 words, mainly ones used frequent in daily lie. IV. Kanji Usage ‘Wherever possible, kanji used in this book have been selected from the list of Kanji for Regular Use (Joyo Kanji) announced by the Japanese Cabinet in 1981 1) “BSB ovords that are formed from fo oF more kanji and have a special reading) which appear in the Appendix to the Joyo Kanji list are written in kanji: eg. Kk friend 3847 fruit ARE spectacles 2) Some kanji and readings not appearing in the Joyo Kanji list have been used in place names, people's names and ather proper nouns, and in words from artistic, cultural and other specialised fel: eg, RH Osaka AR Nore RSP kabuki 3) To make the text easier to read, some words have been written in kana even though they appear in the Joyo Kani list eg. BARS +24) have - exist 204 (FB) yesterday AFB) probably4) Nurnbers are usually shown as Arabic numerals: eg. 9% nineolock 47°F istapril > one. V.. Miscellaneous 1) Words that can be omitted are enclosed in square brackets: eg Sit 54 0RITT. My father is 54 [years old 2) Synonymous words and expressions are enclosed in round brackets eg EMCEE) whoHOW TO USE THIS BOOK EFFECTIVELY 1, Learn the words ‘The Translation 8 Grammatical Notes introduces the new words for each lesson. Learn these new words by practising making short sentences with them. 2. Practise the Sentence Patterns Make sure you understand the meaning of each sentence pattem, and do Exercises A and B aloud until the pattern becomes automatic, 3, Practise holding conversations Practise the sentence patterns using the short 4ialogues given in Exercise C, but dont stop there; erry on and extend the conversations. ‘The conversations simulate everyday situations that students are likely t0 encounter, and the best way of ecquiring a natural conversational rhythm is (act out the conversations using gestures and facial expressions while listening to the CD. 4, Check your understanding Each lesson ends with some practice questions which you should use to check that you have correctly understood the lesson. 5. Apply what you have learnt ‘Tay talking to Japanese people using the Japanese you have learnt. Applying what ‘you have learnt right away, before you forget it, is the quickest way to progress. ‘Study the material by following either Route (1) ‘or Route (2). To make sue you cover all the key learning points, please check the Table of Key Learning Ponts at the end ofthis book.CHARACTERS Mike Miller American, employee of MC ye yo Nakamura Akiko Japanese, Japanese, employee of IMC Sales Section Manager at IMC Lee Jin Ju Korean, Karina Indonesian, research worker at AKC student at Sakura University student at Fuji University ‘Ogawa Yone Japanese, Ogawa Hiroshi’s mother Ogawa Sachiko Ogawa Hiroshi Japanese, Japanese, neighbour of Mike Miller's ‘company employeeKarl Schmidt Klara Schmidt Ito Chiseko German, German, Japanese, engineer at Power Electric Company teacher of German _-Hans Schmidt's class teacher at Himawari Blementary School Watanabe Akemi Takahashi Toru Hayashi Makiko “epanese, employee of Power Japanese, employee of Power Japanese, employee of Power Electric Company Electric Company Electric Company John Watt British, English teacher at Sakura University Matsumoto Tadashi Matsumoto Yoshiko Japanese, Japanese, housewife Department Manager at IMC (Osaka) £ Hans Gupta Kirnura tzumi German, Indian, Japanese, announcer 12-year-old schoolboy, employee of IMC son of Karl and Klara Schmidt 3K IMC (computer software company) TH Hey 7 — : Asia Research Institute)CONTENTS GRAMMAR NOTES, AND USEFUL WORDS AND INFORMATION IN THE SECOND INDIAN EDITION OF MINNA NO NIHONGO ELEMENTARY 1-1 AND 4-2-2 ‘TERMS USED FOR INSTRUCTION ss 6 KEY TO SYMBOLS AND ABBREVIATIONS Lesson 26 : L. Vocabulary IV. Grammar Notes I, Translation Lv Conversation: * in form Where should I put the No fekone rubbish? DV Tform WHE tLe IL, Useful Words and Information 3.lnterrogative Vf;-form Ww C4 as Refuse Disposal 4 Bac or Neobjecdts | EF TE TECH BV ET, ete Lesson 27 1. Vocabulary WV. Grammar Notes IL, Translation 1. Potential verbs Sentence Pattems and Example Sentences 2, Sentences in which potential verbs are Conversation: ped You can make anything, can't 3, 824-4 and MIRED you? 4ceat ML. Useful Words and Information La Local Shops 6.NI& (contrast) 7. [i used to highlight a word with another particle already attachedLesson 28 I. Vocabulary 1, Translation Sentence Patterns and Example Sentences Conversation I'm away on business a lot, and I've got an exam coming up «Useful Words and Information Renting Accommodation Lesson 29 ~~ 1. Vocabulary I. Translation Sentence Pater and Example Sentences Conversation Heft something behind IL, Useful Words and Information ‘State and Appearance Lesson 30 1. Vocabulary Il. Translation Sentence Patterns and Example Sentences Conversation: Imust get my: emergency kit IL, Useful Words and Information Emergency If an Lesson 31 1. Vocabulary IL. Translation Sentence Patems and Example Sentences Conversation I'm thinking of learning how to cook I Useful Words and Information Fields of Study 1. Grammar Notes LVi dF form 245 iy Ve 2.V T-form + 3. Plain form L, plain form L. 4 ane S.~ Et particle 26 Grammar Notes LV T form O84 2.VTform LEVELALLEOET 3.N(place) (© FEET RET AY at 4 ER/LO/EG SBVELK 6 CIP TS EC AME wv. 32 Grammar Notes LV C-form 4 ET 2.VC-form Bet 3. £4 + affirmative 4ca 5. Patticle + & 38 Grammar Notes 1. Volitional form 2. Uses of the volitional form 3. V dictionary form 5 veccuman | 20 4.V distonery form) 3.5.4, NO 5.28 VTC -form OFEL oN Et — iYLesson 32 ~~ I. Vocabulary Vv. ML. Translation ‘Sentence Patterns and Example Sentences Conversation: It's better not to overdo things IL. Useful Words and Information Weather Forecast Lesson 33 I. Vocabulary w. IL. Translation ‘Sentence Patterns and Example Sentences Conversation: What does this mean? IIL, Useful Words and Information Signs Lesson 34 ~~ I. Vocabulary Ww. HL, Translation ‘Sentence Patterns and Example Sentences Conversation: Please do as I did IL. Useful Words and Information Cooking 44 Grammar Notes LV é-form Viet form tes 2V vagy te-adj } plain form } (Bae eT | pia om Thad N 3 © ad te-adj } plain form i we LadtrA N A 4.VE4F-forme L29 5. Quantifier 7 6 ia Shee 30 Grammar Notes 1. Imperative and prohibitive forms 2. Uses of the imperative and prohibitive forms, ; 3.08 Bet BUST / We haat AXLE 05 BROT 38 = ELA ee Bot ate e BAT 6S Plain form f \s/A5(b Bt Ad> 36 Grammar Notes 1. Vi fe-form ea ie } CBU, V: 2. Vi reform ne } BET Ve 3. Vi T form Vetoes tfLesson 35 1. Vocabulary U. Translation Sentence Pater and Example Sentences Conversation: De you know any good places? IL Useftl Words and Information Proverbs Lesson 36 ~~ T.. Vocabulary I. Translation Sentence Pattern and Example Sentences Conversation: try to take some exercise every day TI. Useful Words and Information Health Lesson 37 I. Vocabulary I. Translation Sentence Patterns and Example Sentences Conversation: Kinkakuji was built in the 14th century II. Useful Words and Information Accidents and Incidents IV. Grammar Notes 1, How to create the conditional form 2. Conditional form, ~ 3. Imterrogative V conditional form «+4 tte ANG ~ S.~It Y £4844 (negative question) « Grammar Notes 1.Vi dictionary form ) 5 Veena Ms 2.V dictionary form. 3 (2 8924 3. V dictionary form) 5 = Pe ese cee BoE Eee EE - Grammar Notes 1. Passive verbs 2. Ni(persom) (2 No (person) {© passive V 3.Ni (personi) No (persona) (= Ns & passive V 4. N(tangiblefntangible) 4° passive V S.NBL/NT O60 EF 6.NiO Na 7. 50/£0/ 5D N (position)Lesson 38 - T. Vocabulary T Translation Sentence Patterns and Example Sentences Convection I like putting things in order IL, Useful Words and Information Location Lesson 39 --~- 1. Vocabulary Wl. Translation Sentence Patterns and Example Sentences Conversation: Sorry I'm late . Useful Words and Information Feelings Lesson 40 --~ 1. Vocabulary IL, Translation ‘Sentence Pater and Example Sentences ‘Conversation: I'm worried about whether he’s made any friends or not . Useful Words and Information Units, Lines, Shapes and Patterns WV. Grammar Notes 1, as anominaliser 2. V dictionary form@(2 adj TF 3.V dictionary form O46 adj 4.V dictionary form ¢ Sie LA: 5.V plain form fo WETH 6. sag) trad a Jain om plain form {O18 MCT Nant Grammar Notes Lat O.~ 2V adj } plain form “a on~ plain form WV. Grammar Notes Lv vad } plain form ti-adj N plain form { > 2V : Noi form ‘te -adj plain form N ers 3. C-form 22 4 adj (Sn SAT LID ee eedGRAMMAR NOTES, AND USEFUL WORDS AND INFORMATION IN THE SECOND INDIAN EDITION OF MINNA NO NIHONGO ELEMENTARY 1-1 AND 1-2 Lesson 1 Lesson 4 LNIE NTT L$ -8-Ber 2.NilE ME S(TH) FYUEEL DVEF/VERL/VELAS 3.Nilt TTS VE¥htLt ane 3.N time) = V S.NIO Ne ANOS ET 6r8h SNE Ns USI Countries, People and 6.08 Languages U&I_ Telephone and Letters Lesson 2 Lesson 5 Lonsen/on LN@placed~ Fat /ket7 2.20 N/%ON/BON Bar Red tt 2YCING PEREL/ Ani wo AEEULTL, : 5.Ni® Ni B.Novehicle) t et / RET 7 6.0 substituting for a noun ey at 1B 4.N (persowanimal) © V 8. z5cte 5.09 U&I_ Family Names ont 123tth Lesson 3 Lol/*/ HES bb/b Eb 2.NU place TH B.EL/EBE ANID Ne 5.The 2/8/64 E system of demonstratives 6B~ U&I_ Department Store U&I_ National Holidays Lesson 6 1N€ V (ransitive) 2Ne Lat 3.He Lite 4K and 8 5.N (place) V 6V ERLE TVEL LG ane U&I FoodLesson 7 L.NGool/means) TV 2. Word/Sentence! [t HT Bere 3.Ni(petson) Ic Ne€ HITE, ete 4.Ni (person) IZ No & 85084 ete Sb VELA 6. Omission of particles USI Family Lesson 8 1. Adjectives 2.NId agi AIF Nik O-ag) (9TH 3. Hadj tN Vad (M0) 4b SETE/bEY ONIE C9 THH TNE CAA NCHA 84571 U&I_ Colours and Tastes Lesson 9 LNA YET DOU ET Nass co /ltet 7 SCT TET 2h N i: BEERS KS EA/PLS BE) /ER Anh, ~ S.L5LT U&I_ Music, Sports and Films Lesson 10 LNS HYETAET 2,Placets NA HYET SORT B.NUE places HYST/VET 4. Ni (thing/person/place) ® N2(position) S.NU® Ne 6. TPT RET CTH U&I_ Inside the House Lesson 11 1. How to say numbers 2. How to use quantifiers 3. Quantfier (time period) I= 4, Quantifier 21¢/ NFM U&I Menu Lesson 12 1, Tense and affirmative/negative forms of noun sentences and “adjective sentences 2. Tense and affirmative/negative forms of 6 -adjective sentences B.Nild Nek) adj CF ANE NIE UB OM adj CTH Ni N21 5 1 adj TF SNilo Bt Bec ERs ROBEL adj CHO NM BIEL adj TF 6.Adj@( substituting for a noun) U&I_ Festivals and Places of NoteLesson 13 LNA LOCH VET formewet 3 wigan {427 N fast ghat ayer 4 Cle eee U&I Town Lesson 14 1. Verb Groups 2. T-form 3.VT-form (#09 4. Tform OF S.VEt-formé L235 6.NAV LTaECLH U&I Station Lesson 15 LV C-forms tH 2. T-formit Vit eEL 3. T-form + 4.NIEV S.NIIE N2® V U&I_ Occupations Lesson 16 1. How to join two or more sentences together 2.Vi TC -form#*%, Va 3. Nit Ned adj 4NEV 5.09 R2T 6 CR/CON U&I_ Howto Use a Cash Machine Lesson 17 LV. form DV form eee ¢ HE BV EV form iad 2 EEL 4 VteV form TH OTH 5. Making an object the topic of a sentence 6.N Gime) # TE V U&I_ Body and lines Lesson 18 1. Dictionary form of verbs 2.N } « Vedietionary form = & weet | 3. bt: LO Hiei N Vedietionary form © & 4, Viedictionary form NO BAK. Va ‘Quantifer (time period) 5. totem 6.0 Ua Actions ler2Vi-form Lea bY ET 3.Vi &-form |), V2 /:-form !) lat 4. ag (~Y)2~ < adj [']=~te NIE U&l eyed ‘Traditional Culture and Entertainment Lesson 20 1. Polite style and plain style 2. Proper use of the polite style or plain style 3. Conversation in the plain style U&I_ How to Address People Lesson 21 1. Plain form & Hover 2. "Sentences" ) yy Plain form a BV vadj ‘tr adj) plain form N ~t 4.Ni (place) T Ned HY ET 5.N (occasion) € 6NTEV TV tearm VE U&T_ Positions in Society } pain orn TLh25? Lesson 22 1.Noun modifieation 2. V-dietionary form Sy AR ae 3.VE4-fomé Ls 3 U&I Clothes Lesson 23 1. Vedietionary form Vet \sform > V-adj(~09) tend te No 2. Vedietionary form V fe-form 3. Vedietionary form %. ~ (esi censd) ANS adj 5.N€ motionV U&I_ Roads and Traffic © 3. ~ Gouin clase) © 5, ~ (nainclauso) Lesson 24 1 hat 2. eet VT form) 8 bet Het 3.Nild Nea! V U&I_ Exchanging Gifts Lesson 25 1. Plain past form %>, ~ (main elause) 2. Vé-form 5. ~ (main clause) 3. VT-form Vat form te 6 T vad I~ < 2 (desk) Asad) U-adjective QBS) eg. 50 Lt Golicious) fe (high, expensive) teadj — *-adjective(@ BS eg, #104] (beautiful) L¥ #4] (quied v verb (3888) eg EET Cite) NEF Cat) tt E+. This isa book. dL RRS eet. 1m going to Tokyo tomorrow. s sentence (3)