© 1998 by 3A Corporation All rights reserved. No part of this publication may be reproduced, stored in a retrieval system or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of the Publisher. Published by 3A Corporation. ‘Trusty Kojimachi Bldg., 2F, 4, Kojimachi 3-Chome, Chiyoda-ku, Tokyo 102-0083, Japan ISBN978-4-88319-604-3 C0081 First published 1998 Second Edition 2012 Printed in JapanFOREWORD As the title Minna no Nihongo indicates, this book has been designed to make the study of Japanese as enjoyable and interesting as possible for students and teachers alike. Over three years in the planning and compilation, it stands as a complete textbook in itself while acting as a companion volume to the highly-regarded Shin Nihongo no Kiso. As readers may know, Shin Nihongo no Kiso is a comprehensive introduction to elementary Japanese that serves as a highly efficient resource enabling students wishing to master basic Japanese conversation to do so in the shortest possible time. As such, although it was originally developed for use by AOTS's technical trainees, it is now used by a wide range of people both in Japan and abroad. The teaching of Japanese is branching out in many different ways. Japanese economic and industrial growth has led to a greater level of interchange between Japan and other countries, and non-Japanese from a wide variety of backgrounds have come to Japan with a range of different objectives and are now living within local communities here. The changes in the social milieu surrounding the teaching of Japanese that have resulted from this influx of people from other countries have in turn influenced the individual situations in which Japanese is taught. There is now a greater diversity of leaming needs, and they require individual responses. Itis against this background, and in response to the opinions and hopes expressed by a large number of people who have been involved in the teaching of Japanese for many years both in Japan and elsewhere, that 3A Corporation proudly publishes Minna no Nihongo. While the book continues to make use of the clarity and ease of understanding provided by the special features, key learning points and learning methods of Shin Nihongo no Kiso, the scenes, situations and characters in Minna no Nihongo have been made more universal in order to appeal to a wider range of leamers. Its contents have been enhanced in this way to allow all kinds of students to use it for studying Japanese with pleasure. Minna no Nihongo is aimed at anyone who urgently needs to learn to communicate in Japanese in any situation, whether at work, school, college or in their local community. Although it is an introductory text, efforts have been made to make the exchanges between Japanese and foreign characters in the book refiect Japanese social conditions and everyday life as faithfully as possible. While it is intended principally for those who have already left full-time education, it can also be recommended as an excellent textbook for university entrance courses as well as for short-term intensive courses at technical colleges and universities.We at 3A Corporation are continuing actively to produce new study materials designed to meet the individual needs of an increasingly wide range of learners, and we sincerely hope that readers will continue to give us their valued support. In conclusion, I should like to mention the extensive help we received in the preparation of this text, in the form of suggestions and comments from various quarters, and trials of the materials in actual lessons, for which we are extremely grateful. 3A Corporation intends to continue extending its network of friendship all over the world through activities such as the publishing of Japanese study materials, and we hope that everyone who knows us will continue to lend us their unstinting encouragement and support in this, Iwao Ogawa President, 3A Corporation March 1998FOREWORD TO THE SECOND EDITION — On the Publication of the Second Edition of Minna no Nihongo Shokyu — We are proud to publish the second edition of Minna no Nihongo Shokyu. As stated in the Foreword to the first edition, Minna no Nihongo Shokyu can be regarded as a companion volume to Shin Nihongo no Kiso, a textbook originally developed for technical trainees. The first printing of the first edition of Minna no Nihongo Shokyu I was issued 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 led 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 had necessitated a response more tailored to learners’ individual situations. 3A Corporation published Minna no Nihongo Shokyu in response to suggestions and comments received from people on the front lines of Japanese teaching in Japan and elsewhere. Minna no Nihongo Shokyu was acclaimed for its easily-understood key learning points and methods, its high degree of general applicability that took into account leamers’ 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 learning 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, 3A Corporation June 2012TO USERS OF THIS BOOK I. Structure The second edition of Minna no Nihongo Shokyu I consists of two volumes: the Main Text (with CD) and the Translation and Grammar Notes. We plan to publish the Translation and Grammar Notes in twelve languages, starting with English, The materials have been compiled with the aim of inculeating the four skills of speaking, listening, reading and writing. However the Main Text and the Translation and Grammar Notes do not provide any instruction in reading and writing hiragana, katakana, or kanji. Il. Contents 1. Main Text 1) Japanese Pronunciation This section gives examples of the chief points to note concerning Japanese pronunciation. 2) Classroom Language, Everyday Greetings and Expressions, Numerals This section contains a list of words and phrases used in the classroom, basic wt everyday greetings, and so on. 3) Lessons There are 25 lessons, each containing the following: @ Sentence patterns Basic sentence patterns to be learned in that lesson. @ Example sentences Basic 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 In 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 and Grammar 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4) 5) 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 illustration. 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, we have wherever possible avoided using words to indicate substitutions. This means that the exercises are very free, with students able to create various different conversational examples based on a single illustration, Model answers to Exercises B and C are available in a separate compilation volume. © Practice questions There are three types of practice question: listening comprehension, grammar, and reading comprehension. 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 questions, students read a simple passage incorporating vocabulary and grammar they have already studied, and perform various types of task relating to its contents. @ 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 this textbook, Verb forms This section summarises the verb forms presented in this textbook, 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 Patterns, Example Sentences, and Exercises B and C are relevant to each of the learning points introduced in Exercise A.6) Index This includes Classroom Language, Everyday Greetings and Expressions, and new vocabulary and expressions appearing in each lesson, with references to the lesson in which they first appear. 7) Included CD The CD that goes with this book contains the conversation and the listening comprehension exercises from each lesson. 2. Translation and Grammar notes 1) Explanations of the general features of Japanese, as well as the Japanese writing and pronunciation systems, 2) Translations of Classroom Language, and Everyday Greetings and Expressions, 3) The following for each of Lessons 1 through 25: @ 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 of the Sentence Patterns and expressions. 4) Asummary of how to express numbers, time, and time periods, a list of counter suffixes, and conjugations of verbs. Ill. Time Required to Complete the Lessons As a guideline, it should take students 4-6 hours to cover each lesson, and 150 hours to finish the entire book. IV. Vocabulary ‘The book presents approximately 1,000 words, mainly ones used frequently in daily life. V. 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. tae Ee 1) %& ll (words that are formed from two or more kanji and have a special reading) which appear in the Appendix to the Joyo Kanji list are written in kanji: ELK wp nee eg. Rik friend 47 fruit BEBE spectacles 2) Some kanji and readings not appearing in the Joyo Kanji list have been used in place names, people's names and other proper nouns, and in words from artistic, cultural and other specialised fields: hese eg. RB Osaka SR Nara HM Kabuki3) To make the text easier to read, some words have been written in kana even though they appear in the Joyo Kanji list: s eg BSCHS+ES) have-exist 4 SLASH) probably 3O5(8FH) yesterday 4) Numbers are usually shown as Arabic numerals: woes be g eg 78% nineo'clock 4A 1H IstApril 17 one VI. Miscellaneous 1) Words that can be omitted are enclosed in square brackets: 4 . eg. Kit 540%] TH. My father is 54 [years old]. 2) Synonymous words and expressions are enclosed in round brackets: eg ANCL) whoHOW TO USE THIS BOOK EFFECTIVELY 1. Learn the words The Translation and Grammar 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 cach sentence pattern, and do Exercises A and B aloud until the pattern becomes automatic. 3, Practise holding conversations Practise the sentence patterns using the short dialogues given in Exercise C, but don't stop there; carry on and extend the conversations, The conversations simulate everyday situations that students are likely to encounter, and the best way of acquiring a natural conversational rhythm is to 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 Try 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. Learning Sequence for Each Lesson Learn the Words Poe y \ pe {eaming point Jeaming point Exercise A Exercise A 4 4 Exercise B Exercise B ‘ + Exercise C Sentence Patterns, Example Sentences, Review and Check t 1 Sentence Pattems, [Example Sentences, Exercise C Review and Check i 1 — Conversation Practice Questions Study the material by following either Route (1) or Route (2). To make sure you cover all the key earning points, please check the Table of Key Learning Points at the end of this book.CHARACTERS Mike Miller Sato Keiko American, employee of IMC Japanese, employee of IMC y y g Jose Santos Maria Santos a Brazilian, employee of Brazil Air Brazilian, housewife Wang Xue Indonesian, student at Fuji University Chinese, doctor at Kobe Hospital ; "I CC 4 Yamada Ichiro Yamada Tomoko Japanese, employee of IMC Japanese, bank clerkMatsumoto Tadashi Matsumoto Yoshiko Kimura Izumi Japanese, Japanese, housewife Japanese, announcer department chief at IMC John Watt ] British, professor at Sakura University Karl Schmidt Lee Jin Ju German, Korean, itt engineer at Power Electric Company research worker at AKC Ct Ye) = Teresa Santos Yamada Taro Brazilian, schoolgirl (9 yrs.), Japanese, schoolboy (8 yrs.), daughter of Jose and Maria Santos son of Ichiro and Tomoko Yamada Gupta Thawaphon Indian, employee of IMC Thai, student at Japanese language school XK IMC (computer software company) Meet XK AKC(T YTB 3 +» 9 — : Asia Research Institute)CONTENTS GENERAL FEATURES OF JAPANESE JAPANESE WRITING ---- INTRODUCTION I. Japanese Pronunciation IL. Classroom Language Il. Everyday Greetings and Expressions TERMS USED FOR INSTRUCTION KEY TO SYMBOLS AND ABBREVIATIONS Lesson 1 -- 1. Vocabulary Vv I. Translation Sentence Patterns and Example Sentences Conversation: How do you do? « Useful Words and Information Countries, People and Languages Lesson 2 1. Vocabulary I. Translation Sentence Patterns and Example Sentences Conversation: Thank you in advance for your kindness Il. Useful Words and Information Family Names 10 . Grammar Notes Lilt NoTH 2Nild Nae (Tit) HV EtA 3.Nild No t4a> 4Nb 5.Ni® No 6.~34 16 . Grammar Notes Lcn/en/on 2.20 N/ZON/HON 3. E9TT 4~ ty 5.Ni@ Nz 6. © substituting for a noun bY 8 eITHDLesson 3 I. Vocabulary v. IL. Translation Sentence Pattems and Example Sentences Conversation: I'Il take it, please IIL. Useful Words and Information Department Store Lesson 4 ----- 1. Vocabulary Vv. IL. Translation Sentence Patterns and Example Sentences Conversation: What time are you open to? IIL. Useful Words and Information Telephone and Letters Lesson 5 - 1. Vocabulary W. IL. Translation Sentence Patterns and Example Sentences Conversation: Does this train go to Koshien? IL. Useful Words and Information National Holidays Grammar Notes LEDS EELS I bb %bb/bbb 2. Nit place C+ 3, CI /CBE 4.NiO Nr 5. The © /4/B/E system of demonstratives 6B~ L Grammar Notes LB 8 -$ 4 LVET/S VEth/S VELEY VEHATLE 3.N (time) I= -V ANOS Net S.NiE Nz 6.~ 34 Grammar Notes i 1 N (place) ~ ERT RET RET A]t TEEtLS AERELTLE ' 3.N (vehicle) © 73 EF /RET/ wet 4..N (person/animal) © V 5.09 6~k 1.45 CthLesson 6 1 - Vocabulary I. ‘Translation Sentence Patterns and Example Sentences Conversation: Shall we go together? « Useful Words and Information Food Lesson 7 I Lesson 8 I. I. + Vocabulary a. Translation Sentence Patterns and Example Sentences Conversation: Welcome ~ Useful Words and Information Family Vocabulary ‘Translation Sentence Patterns and Example Sentences Conversation: It’s time we were going - Useful Words and Information Colours and Tastes Grammar Notes 1.N€ V (transitive) 2Nt LET 3.8 Leth . tk and te N (place) T V VERLA VEL EI wh wea aws 46 y. Grammar Notes 1. N(tool/means) CV _ 2. "Word/Sentence’ (2 ~#6T act) 3. Ni (person) I= N2& HITE, ete. 4,.Ni (person) IF No& &5E4, ete. 5.47 VELA 6. Omission of particles "3B . Grammar Notes 1. Adjectives 2Nit @-adj [4] tT NZ \\-adj(~9) TT 3, ti-adj ” N \\-adj (~t.) N 4wt~ S.UTL/HEY) ONIt LITT TNilt CL NaCTH R49 THLesson 9 -- 1. Vocabulary I. Translation Sentence Pattems and Example Sentences Conversation: It’s a pity. I. Useful Words and Information Music, Sports and Films Lesson 10 1. Vocabulary I. Translation Sentence Pattems and Example Sentences Conversation: Do you have any nam pla? I. Useful Words and Information Inside the House Lesson 11 1. Vocabulary Il. Translation ‘Sentence Patterns and Example Sentences Conversation; [I'd like to send] this, please I. Useful Words and Information Menu Lesson 12 1. Vocabulary wv. IL. Translation Sentence Patterns and Example Sentences Conversation: How was the Gion Festival? I. Useful Words and Information Festivals and Places of Note “58 Grammar Notes LN HV ET/ DHVET NA ESCH MOTT ESCH / FECT 2h N Bb SELB BC ELSPLS bE / Se 4~tb ~ SILT - 64 Grammar Notes LN HU ET/VET 2,Placels NA SYST /VET 3. Nid placels SYST /UST 4, Ni (thing/person/place) ® Na (position) 5.Ni? Ne 6. TITART CTH 70 Grammar Notes 1. How to say numbers 2, How to use quantifiers 3. Quantifier (time period) ¢ — 4, Quantifier 147 N#EUt 76 Grammar Notes 1. Tense and affirmative/negative forms of noun sentences and 4¢ -adjective sentences 2. Tense and affirmative/negative forms of \ \-adjective sentences B.Nilt Not) adj C4 ANE NE CBM adj TTA Ni ZN2O (E54 adj CF 5.10 #Ie he EMAL W2 BUBILK adj CHA Nad OBILA adj CF 6.Adj(® substituting for a noun)Lesson 13 -~ 82 1. Vocabulary IV. Grammar Notes LL. Translation Na HLTH Sentence Patterns and Example Sentences 2VEF-formAW TH Conversation: Separately, please 3. ve4-form II. Useful Words and Information N (lace) ~ { N | & ‘Ton eet eet WU aT Lesson 14 88 I. Vocabulary IV. Grammar Notes IL. Translation 1. Verb Groups Sentence Patterns and Example Sentences 2.V T-form Conversation: To Midoricho, please 3, VT form {#221 I. Useful Words and Information 4.V T-form WWE Station 5.VEF-form# Ls 54 6.NOeV TFREELD Lesson 15 - 94 I. Vocabulary IV. Grammar Notes I. Translation LV T-form & 4ST HAY Sentence Patterns and Example Sentences 2.VT-formld Vit Eth Conversation: SV Cfo (ar What family do you have? 4NIEV I. Useful Words and Information S.NiI NEV Occupations Lesson 16 A NNR AES NNN LATERAL OT NINE 100 1. Vocabulary IV. Grammar Notes I. Translation 1. How to join two or more sentences Sentence Patterns and Example Sentences together Conversation: Please show me how to use it I. Useful Words and Information How to Use a Cash Machine 2.Vi T-form 45, V2 3. Nid No#® adj 4NEV 5.L9P oT 6. ERS EO NLesson 17 I. Vocabulary Il. Translation Sentence Pattems and Example Sentences Conversation What seems to be the matter? I. Useful Words and Information Body and Illness Lesson 18 -- I. Vocabulary I. Translation Sentence Patterns and Example Sentences Conversation: What do you like doing? I. Useful Words and Information Actions Lesson 19 1. Vocabulary I. Translation Sentence Patterns and Example Sentences Conversation: Ill start dieting tomorrow I. Useful Words and Information Traditional Culture and Entertainment Lesson 20 1. Vocabulary Il. Translation Sentence Patterns and Example Sentences Conversation: Shall we go together? Il. Useful Words and Information How to Address People 106 . Grammar Notes 1. V #20 \-form QV form eye CHS 3.VEN\ form site oY ECL A.V forma <¢ TE UTE 5. Making an object the topic of a sentence 6.N (time) # TIE V “112 . Grammar Notes 1. Dictionary form of verbs 2N \ a V-dictionary form = & cat 3. bE LO Belt N — form 2 & | Fa 4, Vi-dietionary form NO FAIS. Va Quantifier (time period) Sabie 6eU 118 . Grammar Notes 1. Vf-form 2.Vf-form <4 -form |) lat 4, Wsadj (~V~ ¢ tr -adj [A] -+-~1: NIE evet 124 . Grammar Notes 1. Polite style and plain style 2. Proper use of the polite style or plain style 3. Conversation in the plain styleLesson 21 1. Vocabulary I. Translation Sentence Patterns and Example Sentences Conversation: | think so, too I. Useful Words and Information Positions in Society Lesson 22 -- 1. Vocabulary I. Translation Sentence Patterns and Example Sentences Conversation: What kind of flat are you looking for? I. Useful Words and Information Clothes Lesson 23 1. Vocabulary Tl. Translation Sentence Patterns and Example Sentences Conversation: How do you get there? I. Useful Words and Information Roads and Traffic 130 + Grammar Notes, 1. Plain form & But 2. “Sentences” 2 Fo Plain form | oat au] ‘ical |i form Ga |lein tem | TOF? N waft 4. Ni (place) T N24* 5. N (occasion) T 6ONTEV 7. #8 \ form 249% byet 136 . Grammar Notes 1. Noun modification 2. Vedietionary form aM AR 3.VEt-form? L435 142 Grammar Notes 1, V-dictionary form VtEV form #2» \-adj(~s») & & ~ (main clause) teeadj NO % Vedidionay, | © &~ (main clause) V f-form 3, Vedietionary form %, ~ (main clause) 4.NO° adj 5.N® motionVLesson 24 -- 1. Vocabulary I. Translation Sentence Patterns and Example Sentences Conversation: Shall | come and help? Il. Useful Words and Information Exchanging Gifts Lesson 25 -- 1. Vocabulary I. Translation Sentence Patterns and Example Sentences ‘Conversation: Thanks for everything Il. Useful Words and Information Life Article 1 : Topic and Subject Article 2 : Clauses APPENDICES 1, Numerals IL. Expressions of time Ill. Expressions of period WV. Counter suffixes =~ V. Conjugations of verbs ~ 148 . Grammar Notes 1 inat i, et VT -form | ws Hr , ~ (main clause) 2.Vf-form 5, ~ (main clause) 3. VC -form VaEN form ¢ T Vad (~V~ 6 T PB, teadj[#]+-~Tt Nt 4el 5. Subject of a subordinate clause ~ (main clause) 160 “163 164 ~ 165 167 ~ 168 170GENERAL FEATURES OF JAPANESE 1. Parts of Speech The Japanese language is composed of verbs, adjectives, nouns, adverbs, conjunctions, particles and other parts of speech. 2. Word Order In Japanese, predicates always come at the end of a sentence. Modifiers always appear in front of the word(s) modified. 3, Predicates Predicates are formed from verbs, adjectives, nouns and T+ (#3), They inflect according to, for example, whether they are (1) affirmative or negative, (2) past or non-past. They do not inflect for person, gender or number. 4, Particles Particles are used after a word or at the end of a sentence. They indicate relationships between words and add various meanings. 5. Omission Subjects and objects are often omitted if they can be understood from the context. JAPANESE WRITING There are three types of script in Japanese: hiragana, katakana, and kanji (Chinese characters). Hiragana and katakana are phonetic symbols purely representing sounds, while kanji are ideographs, conveying meanings as well as sounds, Japanese is usually written with a combination of hiragana, katakana, and kanji, with katakana used to write foreign names and loanwords and hiragana used to write particles and the grammatical endings of verbs and adjectives. Romaji (the letters of the Roman alphabet) are also occasionally used to write Japanese (the names of train stations are one example) for the convenience of foreigners. Here are examples of all four types of script: wp sk It hA sit. o Oo0 A oo a oe Mr. Tanaka is going to the department store with Mr. Miller. AB Osaka Oo (O-kanji O—hiragana A—katakana 3—romaji) iyINTRODUCTION |. Japanese Pronunciation 1. Kana and Mora Japanese can be written phonetically in kana as shown below. ‘A ‘mora’ is a unit of sound equivalent in length to one Japanese kana (or two of the contracted sounds called yo-on, which are written with small kana). The Japanese language is based on five vowel sounds: & (a), ‘ (i), 3 (u), # @) and (0), which are used alone or attached to either a consonant (e.g. k + a=) or to a consonant plus the semi-vowel 'y’ (e.g. k+y +a=% ©) (the only exception being a special mora, £,, ‘which is not followed by a vowel). All of these sounds are or more or less equal in length when spoken. eg. hiragana Fama comma] coloma|oouma|Seeoiumn) §— [| F+— katakana paw] 7) 44] 7,7 | %2 | Bot | am romal Paw CFL Fe = Eo Falta Fa k ku ke ko ky kyo row Fx[e elt 7 Ue yalla va s su se 50 shu sho F-10w > 7|t Fler be Falbi Fa i tou te to chu cho E-r0w a xn RO 7 ke 2a)Ra 23 2 m | ne | no nyu nyo iF-row B7|A A/a | [Oe Exlow talon Es h fu he | ho hya hy hyo ¥-r0w Bale e/S E| lee elfen ialse Ta m ‘mu | me | “mo mya myu ‘myo P-108W %3/@=)[z 3 mw | © 0 Brow Swvla VPS o| [ae Te[Je Valve Ta r rm re 0 ya yu ry B-108W GARDE F w w | © ° CTF Ea gu ge so FRR ee T mu ze 0 3 7/[t Fe F a de do z7>X Xa R| [Fe Cs]Fo Cale ea be bo bya bw byo TE-r0W SN] E Re] [ee rls ealee ts D pe. po pa py pyo. ‘The katakana letters in the square on eeu ee hws the right are not in the above table, = she Fz che They are used to write sounds wl — ee cs are not original Japanese sounds but are Fri hom Tria 748i Zszk 74h needed for use in loanwords. “2. Long vowels The five vowel sounds mentioned earlier (4, \\, 3, % and #3) constitute short vowels in Japanese, but they can be doubled in length (to two moras) to form long vowels. The meaning of a word changes according to the length of its vowel(s). eg. BIL A (aunt) : 6 (Lh * A (grandmother) BUSA (uncle) : 8 UL A (grandfather) ') & (snow) : ) 4 % (courage) % (picture) : 2 2 (yes) AH (take) : & BS (pass) 4.2 (high school) ~\® (room) : 4 (plain) *—K (card) 9 7Y= (taxi) A=—/s— (supermarket) ZAUVA-I— (escalator) /—k (notebook) [Note] 1) How to write long vowels in hiragana: To lengthen the vowels of the 4 -column, \ ‘-column and 3 -column, add | oS (here) : = [J orf 3 Jrespectively. To lengthen the vowels of the 2 -column, add [+ \J (exceptions : 2% yes, 42 Isay, B41. % A elder sister, and others) To lengthen the vowels of the #5 -column, add [ 3 | (exceptions 66 4+ big, BH many, & 4° far, and others). 2) How to write long vowels in katakana: To lengthen any vowel in katakana, add the symbol [—]. 3. Pronunciation of A [ & J is one mora long and never appears at the beginning of a word. To make it easier to say, it is pronounced /n/, /m/ or /1// according to the sound that comes after it. © Before sounds from the [ #:-row] [#2 -rowJ, [ 5 -row] and [* -row], it is pronounced /n/, eg. (LL /21 (opposite) 34.23 (sport) +44 (track) AA (everyone). @ Before sounds from the [1£-row J, [1£-row | and [ ¢ -row , it is pronounced /m/, eg. LAS (newspaper) 24> (pencil) 3.4291 (destiny). @ Before sounds from the [ 4-row | and [4*-row], it is pronounced /n/, eg. CA% (weather) (+A.4*< (study visit)4, Pronunciation of 2 [+] is one mora long and appears before sounds from the[#*-rowJ, [ & -row], [7 -rowJ and [1£-row_. When used in writing loanwords, it is also used before sounds in the +¥-row], [ 7-row], etc. e.g. J<#(subordinate) : .5i> 4 (commodity price) HS Gfire) | > 1 (applause) #€ (sound) : 8 > ¥ (husband) (5% Giary) ¥>L (magazine) ¥ > T (stamp) Voltt (ull) 2-77 (glass) ~ falling] Sato: I'm going to see the cherry blossoms tomorrow with some friends, Would you like to come with us, Mr. Miller? Miller; That sounds good.Il. Classroom Language Bases. Byers. Ratled. britti. HE, DOUET. WMA, bPY Eth. ae 85k [BMOLET outt. se yo ie oa * ce ze =e RY ay a Bi Let's begin. Let's finish. Let's take a break. Do you understand? ‘Yes, I do, No, I don't. Once more [please]. That's fine. No, that's wrong name test, homework question, answer, example Ill. Everyday Greetings and Expressions bats CX0Es. CAH ite Cstithalte BRara, v woe TLieb. 2 ByKLG TROEF. thE BOL Et. Good moming Hello. Good evening, Good night. Goodbye. Thank you. Excuse me/Sorry. Please.TERMS USED FOR INSTRUCTION Lesson - Sentence Pattern Example Sentence Conversation Exercise Practice Question Answer Text Review Contents Index grammar sentence word phrase clause pronunciation vowel consonant mora accent intonation (Jrow C\\Jeolumn polite style of speech plain style of speech inflection, conjugation na MAT VBS tee LBS Hes oo: a 2 oe ak ee a s fhe Ate A; oh, a & ie form ~ form modification exception noun verb adjective \-adjective %-adjective particle adverb conjunction numeral counter suffix interrogative noun (predicate) sentence verb (predicate) sentence adjective (predicate) sentence subject predicate object topic affirmative negative perfective imperfective past non-pastKEY TO SYMBOLS AND ABBREVIATIONS . Symbols Used in I. Vocabulary © ~ indicates a missing word or phrase eg. ~hb RELA. came from~ @ — indicates a missing number eg. -R — yearsold ® Words and phrases that can be omitted are enclosed in square brackets: eg CIE LSL¢ CHMLET). Pleased to meet you. @® Synonymous words and phrases are enclosed in round brackets: eg. KA(LEA) who ® Words marked with a star (#) are not used in that lesson but are presented as being relevant. aue> @® The Exercise C section ({## @ C))presents expressions used in the lesson’s Exercise C. | abe | @ The Conversation section ({#8%))presents words and expressions used in the lesson's Conversation. . Abbreviations Used in IV. Grammar Notes N noun (238) eg. #4 4b \(student) 2 < 2 (desk) geht \-adj \\-adjective (\ 4 88) e.g. BL \ (delicious) 4% (high, expensive) t-adj — t-adjective (WBA) eg, ¥H.(4] (beautiful) L4# 4] (quiet) v verb (Ba) eg. PERF (write) ANEF (cat) s sentence (X) egcult TT. Thisis abook. bLIL SLA RRS eat. I'm going to Tokyo tomorrow.I. Vocabulary bEL ben 5D VE (HO HK) tthatyy Bid asd thy POLK Lewd FAIIVA Ole Weed le HOA Beier EM (Ctr) =x uA (BY <9) lie wor Lesson 1 BO A (hO %) ~h A ee ee BLE wR RATA RE KF a — it fm 1 you that person, he, she (4 4*/: is the polite equivalent of 4D UX) Mr., Ms. (suffix added to a name for expressing politeness) (suffix often added to a child's name instead of ~ $4) (suffix meaning ‘a national of eg. TX") 7 UAL, an American) teacher, instructor (not used when referring to one's own job) teacher, instructor student company employee employee of ~ company (used with a company's name, e.g. IMC ® Lewd) bank employee [medical] doctor researcher, scholar university hospital who (tf is the polite equivalent of Kn) — years old how old (#\'< is the polite equivalent of %# A, %\») yes noAes (ec) MHELT ~Ob RELI ny [C54] £44 [BRULEF). (ote RATT Bees? Chole ~xATTO How do you do? (lit. 1 am meeting 1 you for the first time. Usually used as the first phrase when introducing oneself.) Tm from ~ (country). Pleased to meet you. (lit. Please be nice to me. Usually used at the end of a self-introduction.) Excuse me, but (used when asking someone for personal information such as their name or address) May I have your name? This is Mr/Ms, ~. IMC/287-BR/ 79 FET AKC, AP me FUME hb tag SM LKE/BERE USA. UK. India xt Indonesia South Korea ‘Thailand China Germany Japan Brazil fictitious companies a fictitious institute a fictitious hospital fictitious universitiesIl. Translation Sentence Patterns 1. I'm Mike Miller. 2. Mr. Santos isn't a student. 3. Is Mr. Miller a company employee? 4, Mr. Santos is also a company employee. Example Sentences 1, Are you [Mr] Mike Miller? Yes, I am [Mike Miller]. 2. Areyoua student, Mr. Miller? “No, I'm not [a student]. 3, Is Mr. Wang a bank employee? ~----No, he isn't [a bank employee]. He's a doctor. 4, Who's that [person]? “That's Professor Watt. He's at Sakura University. 5. IsMr Gupta a company employee? Yes, he is [a company employee] > Js Karina a company employee, too? —_ +--“-No, she's a student. 6. How old is Teresa? a She's nine [years old]. Conversation How do you do? Sato: Good morning. Yamada: Good morning. Ms, Sato, this is Mike Miller. Miller: How do you do? I'm Mike Miller. I'm from America. Pleased to meet you. Sato: I'm Keiko Sato. Nice to meet you.Ill. Useful Words and Information de oe A+ <&l£ Countries, People and Languages Country, ik People ce Language TAN HUSA) Teak ‘35 Engiisny | A#YRUK) ABYRK ¥S Cogiisny 49ST (aly) AINT HR 49°) 7% (tation) AF (Iran) 4ark OLY TH (Persian) 47K (india) Av kK ty #4 Hindi) AY ERYT (indonesia) AY EROTA 4.7 EXOT IHE Undonesian) £7 b (Eoyp!) 277k TFET (Arabic) A-AEZIT CAustratiny — | A-ARZITA $8 Enetisn) AFF (Canada) Ato Rae 2ay ‘$1 sou Kores) eax BRB worm HO ITIETF (Gaudi Arabi) | HOYT SETA TFET (Ambic) YY NHI (Singapore) vente 8 Engiish) RA Y Spain) | 2-34 248 (Spanish) 24 (Thailand) 2438 (Uhai) agree Berar [eats Bl (China) wx th. 18 38 (Chinese) - 4 Y (Germany) free 438 (German) Ee EaLCL EE B® (Japan) BEA HRFE (Japanese) 7H (France) Daun 75 72% (French) 7 = 741) &Y Philippines) ZaANerk 74 V7 Cilipino) FFE Brazil) Fook AULA P VSB (Portuguese) XFL (Vietnam) XRPAK Xb+AR (Vietnamese) — ra = small gift, such as a towel, soap or sweets.IV. Grammar Notes 1. [| onsen on —RLOTIO Is that Mr. Miller's? WOR, BVET. No, it isn't @Q tMlk Y+-7FRYLIVCHH. Is that a mechanical pencil? se, REWAYTH +---"No, its a ballpoint pen,1) 2) 6. A This is a question asking the listener to choose between two or more alternatives for the answer. In answering this type of question, it is usual to state the chosen alternative, without saying either [2\ or WV. 2 ® cult [el tra [7] tro. Is this a9 or a7? [Flehe 8 Its.a9. Ni Nz Tt was explained in Lesson 1 that ® is used to connect two nouns N, and N; when Ni modifies N;. The present lesson explains some other uses of 0 ‘N, explains what Ny is about. @ cat ay ta—-9-9 Ret. This is a book on computers. N, indicates who owns N;. ig @ cad bkLo Ret. This is my book. © substituting for a noun ® can be used instead of a noun that has already been mentioned (¢.g. instead of IE A in example @). If placed after the noun (as in example @ , where it comes after the noun ¥& >A) , itenablesN, (ILA) inN, ON, (EEFIEAO WEL) to be omitted. 2 is used as a replacement for things but not for people 21 O HE HO HEL TIO. Whose bag is that? fii x LOTT. ~-Tt's Ms. Sato’s, ® 2oO NIL SLADTIO Is this bag yours? WOd, HELOLS bi tke “No, it isn't [mine] @ 29-sKt Inco HtTHH, Does Mr. Miller work at IMC? li IMCO ERT. Yes, he does. x I IMC OTT. B~ The prefix # is attached to words when the speaker is speaking politely (eg. (Baer. (8) 21) [2itte | This expression is used by the speaker to acknowledge some new information he or she has just been given I i pronounced with a falling intonation. ® 20 Bik HEROTTH. Is this umbrella yours? WOR, HOST Yai yhtLorh ‘No, it isn't. It's Mr Schmidt's. EITHM. Oh, I see.2 Lesson 3 I. Vocabulary zz bte ge c6b tbb bbb ebb eL7le KE ban t BF RE tbls SBP auFLD BRE FFT RAT ve ae e Mtl (THY) (BHR) WOT ica Znes<—s— LAAV-I— UYFlAIES Bate Thb Bis [ae] , >, (>, and Um > (U >) before.s'& (see Appendix). To a the time, % A is placed in front of U or 3:4, B Hikcty, 7 AOBTH. VET/VEHA/VELA/SVEHATL V 44 works as a predicate. Using + 1 shows politeness toward the listener: @ bet BH WR st. study every day. V 4 is used when a sentence expresses something habitual or a truth, Itis also used when a sentence expresses a behavior or event that will occur in the future. The table below shows its negative and past-tense forms, ‘Non-past (future/present) Past Affirmative | B27 Ba Ewe Negative | 83244 _ _ [Be EXLTLE © BH osc Beat. Tiger wpe sivevexy carne © ble 6m Reet. Tm going to get up at six tomorrow morning. © its 6m REEL got up at six this morning, Verb question sentences are formed by putting 4 at the end of the sentence, without changing the word order. When using an interrogative, this is placed in the part of the sentence that the speaker wants to ask about. When answering such questions, the verb in the question is repeated. £5 T and&44*E+ (sce Lesson 2) cannot be used when replying to a verb sentence question. @® *95 ee Laltn Did you study yesterday? 1s, BLE Lt Yes, I did [study]. WOR, MB LEXLTLAL No, I didn’t [study]. @ a ea: Resto. What time do you get up in the mornings? om: Beet. {1 get up at] six o'clock. N(time) |=_V The particle |= is appended to a noun indicating time to indicate the time of occur- rence of an action. © offic Read. Testun webct:@ THE BRA RELA I came to Japan on the second of July. (See Lesson 5.) [Note 1] (< is not used with the following kinds of noun expressing time: BLF, BLA, HVT, FOF, BLCCEV MS, CAA, VE, EVE, EVEL, EN6, HLL 9 ILS), CA L995 (LS), BL #9 (LS), (L.5), ELIFO(LS), CAIP(LS), SU IF9(LS), SELLS), bY ALLS), % 2K (LS), ete 4 @ 4035 BRLELA. I studied yesterday. [Note 2] With the following nouns, the use of (= is optional: ~EIU,SE,US MEALS ® Bmenc) ARs freer. Tm going to Nara on Sunday. (See Lesson 5.) Nit No 4b indicates a starting time or place, and # T indicates a finishing time or place. ® Gry SHE TBM LEFT. — Istudy from9t05. @ Rhos RR ae aml moat, It takes three hours from Osaka to Tokyo. (See Lesson 11.) 4b and £ T are not always used together. nae @ gp, Waser. I start work at nine. To indicate the starting or finishing time/date of a noun introduced as a topic, ~ #5. ~£T. or ~Pb~E T can be used with [TF] attached. @® Rite eb SeHETTH. — The bank’s open from9 to 3 @ Eka 128, c4. ‘The lunch break starts at 12. The particle & connects two nouns in coordinate relation. @ Hito Kau Laer Peace. The bank is closed on Saturdays and Sundays. ~~ ‘The particle 44 is attached to the end of a sentence and is used to elicit agreement from the listener, check that the listener has understood, or emphasize something to the listener. @ ¥F iokec WW Let. I study till ten every day. ma KET A. ‘That's tough, isn't it? @ thasio EkE¥I2 871 0 6813 TH. Mr. Yamada’s telephone number is 871-6813. 871 0 6813 TTh. 871-6813, right?I. Vocabulary weet sat BAY ET LADAtA WK I7e— CUTALe HOOT ve Laks aa POU et acute thle chlod buloaF Ht AAF> LAlfo* byifo Bath seu bia Lesson 5 Test mat a FE Bae BT RE Be RR =e cA oe Bs HA oA JA BF RE -# AE -A fA go come go home, return school supermarket station aeroplane, airplane ship electric train underground, subway the Shinkansen, the bullet train bus taxi bicycle on foot person, people friend he, boyfriend, lover she, girlfriend, lover family alone, by oneself last week this week next week last month this month next month last year this year next year -th year what year -th month of the year what monthBURG Som Ab tom bom pon nom Lio lo the Unjitow ito wi ton ai trie bates (iB cy 25TH, Bub (3) (e5t] BY HEG CFU VALELT. a AR MEE first day of the month second, two days third, three days fourth, four days fifth, five days sixth, six days seventh, seven days cighth, eight days ninth, nine days 5 tenth, ten days fourteenth, fourteen days twentieth, twenty days twenty-fourth, twenty-four days th day of the month, — day(s) which day of the month, how many days when, birthday ss ‘Yes, itis. ‘Thank you very much. You're welcome /Don't mention it. platform — , -th platform next local (train) rapid express name of a town near Osaka Osaka Castle, a famous castle in OsakaIl. Translation Sentence Patterns 1. I [am going to] go to Kyoto 2. I [am going to] go home by taxi. 3. came to Japan with my family. Example Sentences 1. Where are you going tomorrow? ---- {I'm going] to Nara, 2. Where did you go on Sunday? 1 didn't go anywhere 3. How are you getting to Tokyo? [I'm going] on the bullet train 4, Who are you going to Tokyo with? [I'm going with] Mr. Yamada 5. When did you arrive in Japan? --[L arrived] on the twenty-fifth of March. 6. When's your birthday? -~-[It's on] the thirteenth of June, Conversation Does this train go to Koshien? Santos: Excuse me. How much is it to Koshien? Woman: It's 350 yen Santos: 350 yen? Thank you. Woman: You're welcome. Santos: Excuse me, which platform for Koshien, please? Station attendant: Number 5. Santos: Thanks. Santos: Excuse me, does this train go to Koshien? Man: No, the next local train does. Santos: ‘Oh, I see. Thanks.Ill. Useful Words and Information lesauts MAA National Holidays af Ala Sa New Year's Day 1 Ae 2 a a koe Coming-of-Age Day 2811 a S€1820 B National Foundation Day 27238 KG B The Emperor's Birthday 3 208° EFo0H Vernal Equinox Day 4 R298 ‘Biko — ShowaDay 5 A348 E220 — Constitution Memorial Day SA4e ACOH — Greenery Day 7 a 5 ASE LOH Children’s Day 7 A Ride oa Marine Day sRI1e oe Mountain Day tote fons e toa 7 ARSARA** REO Respect- nee At oe Leite @ 238+ KOH — Autumnal Equinox Day as oneorer 107 R2Am@ B+ AR-YOR Health and Sports Day toan See 11A3 a SUELO Culture Day pa Beaseble 11423 ‘a HeBAoO B Labour Thanksgiving Day * Varies from year to year. This jist of holidays is from 2021 onwards, Holidays in 2019 ** The second Monday and 2020 are not listed because, owing to certain events, there is *** The third Monday a slight difference with other years. (As of June 2019) | Ifa national holiday falls on a Sunday, the following Monday is taken off instead. | “The week from 29th April to Sth May, which contains a series of holidays, is called 7— i i J JL7794—2 (Golden Week) . Some companies make the whole of this week a holiday for their employees.38 IV. Grammar Notes N(place)~ #73 FT / RE T/A EF When a verb indicates movement to a certain place, the particle ~ is put after the place noun to show the direction of the move. © ‘Ki ast. Tint going to Kyoto, cue @ BRN RELA came to Japan, @ 56s yet, I'm going home. [Note] The particle ~ is read % EEA /TSEUATLA When you want to deny everything covered by an interrogative, you attach the particle % to the interrogative and put the verb in its negative form. @® Colt HeEHL. I'm not going anywhere. © Me Rxaen. Tm not going to eat anything. (See Lesson 6.) © t REXLTLA Nobody came. 3. | N(vehicle) CSET /RET/ BY ET The particle % indicates a means or method. The speaker attaches it after a noun representing a vehicle and uses it together with a movement yerb to indicate his or her ‘means of transport. Tehe @ Be teat. Tm going by train. ® 97V-C RELA I came by taxi. When talking about walking somewhere, the speaker uses the expression &\\T. In this case, the particle T is not used. ® Roy For Hy sre I walked home from the station. 4. | N(person/animal) © V When talking about doing something with a person or an animal, the person or animal is marked with the particle & @ Re GRA RELA. Tame to Japan with my family. If doing something by oneself, the expression UE !) T is used. In this case, the particle & is not used. vey as @ “Kt RR FsEF. — mgoing to Tokyo on my own.5. 7 Wo To ask about time, interrogatives using “A, such as @AU, #4. 9 U and #A4* tA IZ are used. The interrogative \‘ (when) is also used to ask when something will happen or happened. \ ‘> does not take the particle (=. @ > BRN RE LAM When did you come to Japan? BR 5B REL {I came ] on 25th March. @ Vo Kes teat. When are you going to Hiroshima? RH EET. ----fi'm going] next week. [~s| ‘The particle £ is placed at the end of a sentence. It is used to emphasise information which the listener does not know, or to show that the speaker is giving his or her judgement or views assertively. Thue alae @ 20 EK FFB TEETH | Wa, TeEtL. KO HM) CHL. Does this train go to Koshien? ‘No, it doesn't. You need the next local train. RSE VET LS There are a lot of horses in Hokkaido, you know, (See Lesson 18.) @ VITAL. LO TARPIY—HA, BULOTH Le ae. Maria, this ice cream is very nice, you know. (See Lesson 19.) [23 tH | The expression £ 7 C412 is used to express sympathy or agreement with what the speaker has said. It is similar to the expression 7 C44 (see Lesson 2-8), but while £7 C44" is used by a speaker to acknowledge the receipt of some new information, 3 C+ % is used to show sympathy or agreement with something the speaker already thought or knew. ieee ® SLA BRATTA It's Sunday tomorrow, isnt it? b. t5 th. Oh, yes, so itis,I. Vocabulary er OhEt TST (KILO E~] AST saat Last wEET Ores cua [Le lrte~] Lat buy [eet#bic~] lta wilow7 (27) ak e-n (sleut Alge Lesson 6 BNET RAET Bot Rit weet BAET eset Rost RET (FRE~] Bet [Raec~) aL (6158 eat drink smoke [a cigarette] see, look at, watch hear, listen read write (4° 2+ can also mean to draw or paint, but in this case it is written with hiragana in this book) buy take [a photograph] do, play meet [a friend] a meal, cooked rice breakfast lunch supper bread egg meat fish vegetable fruit water tea, green tea black tea milk juice beer alcohol, Japanese rice wine tobacco, cigaretteTHA FR Uit=b Lela FE ere Att ge Kk R ae (llata ea tre a Vols Brot woe Cxee BRA thts aR DutT He bOEYVELK. a (am) CTH. Ue. at [&LAI letter report photograph video [tape], video deck shop, store garden homework (~& L#4": do homework) tennis (~& L #7 : play tennis) soccer, football (~% L#+ : play 6 soccer) cherry-blossom viewing (~& L¥ +: view the cherry blossoms) what together a little while, a little bit always, usually sometimes i after that, and then yes That's good. Ise. ‘Yes? (lit: What is it?) See you [tomorrow]. Mexico a fictitious department store a fictitious restaurant a fictitious supermarket a fictitious supermarket|. Translation Sentence Patterns 1 [am going to] read a book. I [am going to] buy a newspaper at the station, Shall we go to Kobe together? Let's take a bit of a break. Beye Example Sentences 1. Do you drink alcohol? “No, I don't, 2. What do you usually have to eat in the moming? -~Thave bread and eggs. 3. What did you have to eat this morning? +I didn’t have anything. 4. What did you do on Saturday? I studied Japanese, then I watched a film with some friends. 5. Where did you buy that bag? {I bought it] in Mexico. 6. Shall we play tennis tomorrow? Yes, that would be great. 7. Let's meet at the station tomorrow at ten o'clock. OK. Conversation Shall we go together? Sato: Mr. Miller! Miller: Yes? Sato: I'm going to see the cherry blossoms tomorrow with some friends, Would you like to come with us, Mr. Miller? Miller: ‘That sounds good. Where are you going? Sato: Osaka Castle. Miller: What time shall we go? Sato: Let's meet at Osaka Station at ten o'clock. Miller: OK. Sato: See you tomorrow, then.IIL. Useful Words and Information R49 R\% ~~ Food Vegetables Fruit ‘62 strawberry 4° persimmon &% peach AX. mandarin orange watermelon |!) A. apple grape 2H banana =F) cucumber heh tomato ‘t wuibergineyeueplant a6 ‘beans, peas FarNy cabbage Japanese pear ne spring onion, scallion [2<%\\ Chinese cabbage (£9 HALF spinach LIA lettuce Cea» & potato HEW\C A Japanese radish, ‘Meat beef chicken, mooli pork AERF — onion sausage MAU A carrot ham SIF salmon ZW lobster, shrimp £03 wna ANS crab tus \\2> cuttlefish, squid, horse mackerel sardine sea bream mackerel SAE mackerel pike A cod AS octopus “Ey 7 a shellfish nia, Hi 1 Japan depends on imports for more than half of 4 food. Its food self-sufficiency rates { i are as follows: cereals 59%, vegetables 81%, fruit 38%, meat 56%, and seafood 60% i j § (2010, Ministry of Agriculture, Forestry, and Fisheries). The self-sufficiency rate of rice (the country’s staple food) is 100%. 4%IV. Grammar Notes The particle € is used to indicate the direct object of a transitive verb. © Ya-zt hast. I drink juice. [Note] # is used only in writing the particle. 2. [N@ Lit A fairly wide range of nouns are used as the objects of the verb L ¢ +", which means that the action denoted by the noun is performed. Some examples are shown below. 1) Play sports or games Yon—& LET playsoccer bFY7E LEF play cards 2) Hold gatherings or events tee N—F4—-& LET giveaparty BRE LET holdameeting 3) Do something BME LET dohomework A¥% LAT work EB LEF call, phone Me LETH) This is a question to ask about someone's actions. fase ye ® Hae fe Late. —— Whatare you doing on Monday? spe RBA sat. +--T'm going to Kyoto. @ 2035 HE LELAS. What did you do yesterday? “ty A—€ LEH. ---L played soccer. 4. | %@A and *Ic Both #4 and “(> mean ‘what. 4 (is used in the following cases: 1) When it precedes a word whose first sound is in the #: , #2 or *¢ row. @ ent Her, What's that? @ fo Att What's that book about? © 82 €ar, He Fost ‘What do you say before going to bed? (See Lesson 21.) Bags @ Me RA 24H. —Howare you getting to Tokyo? [Note] % 4 T is used for asking ‘Why?’ as well as ‘How?’ 4 |= T can be used when the speaker wants to make it clear that he or she is asking ‘How?’ fic BOR ~ (2444. How are you getting to Tokyo? RS EET. -T'm going on the Shinkansen.2) When using it with a counter suffix. @ FLEE MRC H. — How old is Teresa? 421 is used in all other cases apart from 1) and 2). ® fe Kotte. Whatnneyad gumEpoe Eo? 5. [ N(place) € V When added after a noun denoting a place, the particle T indicates the occurrence of an action in that place. @ Re Hie Rose. Tar molar te bara peperar the eration. 6. | VEtAds This expression is used when the speaker wants to invite someone to do something. @ Vslale Ke FELLA. Would you like to come to Kyoto with us? HA, MICHA, ‘Yes, that's a nice idea. 7 (VELEG This expression is used when a speaker is positively inviting the listener to do something with the speaker. It is also used when responding positively to an invitation. @ trove Ratles. Let's take a break. @ volat RULE KNEHAG. — Shall we have lunch together? RR RSELEGS Yes, let's do that [Note] V#4EA4* and V # Lt 3 are both used to invite someone to do something, but VE+tA4 shows that the speaker is giving more consideration to what the listener might want than V2 L & 3. 8. [~*] 4» indicates that the listener has received and accepted some new information. It is used in the same way as the 4 in 47 T4 # (see Lesson 2-8) ich @ BRA Ra eaLn. I went to Kyoto on Sunday. RATIO. OUTTA “Kyoto, ch? Great! 4546 1. Vocabulary suet Biv at afet bbuet wlet wyEet BLAST woot oat [Thibt~] t (2 2-7 TAT Fae ee Yay 94 xm AAMC LF liv yay TLeyk to bon Bost T\RAIR Lesson 7 met BET elas BYET BALT Boer (8s =~] BAK WLIA a we cut, slice send give receive lend borrow teach learn make [a telephone call] hand, arm chopsticks spoon knife fork scissors personal computer mobile phone, cell phone e-mail New Year's greeting card punch stapler Sellotape, Scotch tape, clear adhesive tape rubber, eraser Paper flower, blossom shirt present, gift luggage, baggage, parcel money ticket Christmas.6B R tala a BePPL* b BSA BETA b7 ae CH eup> (a8 Oo) [~.] ¢tettH, mee (Bia) VboL ely, THEITECTLAI (my) father (my) mother (someone else’s) father (also used to address one’s own father) (someone else's) mother (also used to address one’s own mother) already not yet from now on, soon What a nice [~]! How nice of you to come. (lit. Welcome.) Do come in. May I? (lit. I commit an incivility.) Won't you have [~]?/Would you like to have [~]? (used when offering something) Thank you./I accept. (said before starting to eat or drink) That was delicious. (said after eating or drinking) RNY Spain 448 |. Translation Sentence Patterns 1. Iam going to] watch a film on my PC. 2. I [am going to] give some flowers to Ms. Kimura. 3. Karina gave me some chocolates (lit. I received some chocolates from Karina.) 4, I've already sent an e-mail. Example Sentences 1. Did you study Japanese on the TV? --«"No, I studied it on the radio. 2. Do you write your reports in Japanese? No, I write them in English. 3. What's ‘Goodbye’ in Japanese? It's Sayonara’. 4, Who do you write New Year's cards to? 1 write them to my teachers and friends. 5. What's that? “It's a personal organiser. Mr. Yamada gave it to me, 6. Have you bought the tickets for the bullet train yet? +--Yes, Ihave [already bought them}. Have you had lunch yet? "No, not yet. I'm just about to. Conversation ‘Welcome Ichiro Yamada: Yes? Jose Santos: It's Jose Santos. Ichiro Yamada: Hello. (Lit: Welcome.) Please come in. Jose Santos: Thank you. Tomoko Yamada: Would you like some cofiee? Maria Santos: Yes, please. Tomoko Yamada: Here you are. Maria Santos: Thank you. This is a lovely spoon, isn't it? Tomoko Yamada: Yes, I was given it by someone at work. It's a souvenir from Mexico.Ill, Useful Words and Information ex RR Family bELO RI My family su 42 grandmother mother wge ree younger younger elder sister elder brother brothers and sisters sister brother 2 as wife (& husband) husband and wife q btn « * ELS daughter children 49 ee wy x KD RR Mr. (Ms.) Tanaka’s family BILH XA grandmother BUWSA grandfather BBE A moter BREA saner —- gl agll Jd a WK EL BH BIEL - ORR younger younger elder sister elder brother Drothers and sisters sister brother Kekwe eC A taaendh | TES Ae ye rie maried couple WE K BER be - BERK daughter son childrenIV. Grammar Notes 1. [N(tool/means) TV | ‘The particle T indicates a method or means used for an action. @ WLTt &XEt. Teat with chopsticks. eae . @ BRBC vb e HSs4. Lm going to write the report in Japanese. — 2. | ‘Word/Sentence’ [1 ~#C ATH This question is used to ask how to say a word or sentence in another language, we, He @ feyae5] lt RBC HTH. What's “Arigato’ in English? > [Thank you] C+. -oolt's ‘thank you’. ® [Thank you) (t BAC HC+4. What's ‘thank you’ in Japanese? = THYME I) THe volts ‘Arigato’, 3. [Ni(person) rN, % AEF, Verbs like HIFE4, LET and HLAET indicate imparting things or information, so they must be used with a noun saying to whom those things or information are imparted. The particle |< is used to denote the recipient. ® (hrLia ASL He SifeLA. gave Ms. Kimura some flowers. © CALI 4-shic KE RLELA. TlentMs. Leea book © (hALis] ds dic KBE HAFT. Tteach Mr. Yamada English Ni(person) IF Nz # &50ETF, ete Verbs like £5.0E4, Y EF and #54 F indicate receiving things or information, so they are used with a noun indicating the person from whom those things or information are received. The particle (= is used to denote that person. wee ay ® Writ] Mash HE EHVELK Treceived some flowers from Mr. Yamada. @ [br] AFSL CDE BUELA I borrowed a CD from Karina. fei ee tH ® (brlidl gvadic Pe Boss. I'm learning Chinese from Mr. Wang. [Note] 45 can be used instead of {= in this sentence pattern, 4° is always used when receiving something from an organisation such as a company or school rather than a person. nie ay @® [bALI] WBS S EE BHVELA Treceived some flowers from Mr. Yamada.@ Rite, pFe Byecn. I borrowed some money from the bank. t37 Vel 3 means ‘already’ and is used with V# Lf. In this case, V L #: means that the action has been completed. The answer to the question £7 Vt L7# as to whether an action has been completed or not is (£\\, £7 VLA if'in the affirmative (i.e. the action has been completed) and \\'A, VT WEA (See Lesson 31) or UA, FETCH if in the negative (ie. the action has not been completed). 2. VEEATLA is not used in this case, since this means that something was not done in the past, rather than that something has not been completed in the present. ®@ 87 wwe RY ELAM. Have you sent the baggage yet? tao, (831 MY EL A Yes, Ihave [sent it] UA, EK Bot Eth, No, I haven't sent it yet. (See Lesson 31.) Wor, EECH. ‘No, not yet. . Omission of particles Particles are often omitted in informal speech when the relationships between the parts of speech before and after them are obvious. @ co x7-vUldl, TTA TIA This is a lovely spoon, isnt it? ® a-e-(k]. 69 SH opaeceta Would you like another cup of coffee? (See Lesson 8.) 3I. Vocabulary ANTHL(H] enole] Lfele) ote] mime] LAL] WAS Le] welt] SAY LE] TTS] BIW Buz BAGEL BU umes) pa* HON sou ahh otely PaLO a ete ode Belay Bel OeRLY ROLY Lau cau bow BEY ab PE £6 ENtO Lesson 8 ole] Aele) se) ARG) Ba] eAl(2] REV AEs RLY oe Bu Bo. ay Ru Bh EL BLY ee By ts teas HL aw Ey aR ay wae handsome beautiful, clean quiet lively famous helpful, kind, considerate (not used about one’s own family members) healthy, energetic, cheerful free (time) convenient fine, nice, wonderful big, large small, little new, fresh old (not used to describe a person's age) good bad hot cold (referring to temperature) cold (referring to touch) difficult easy expensive, tall, high inexpensive, cheap low interesting delicious, tasty busy enjoyable white black red blue cherry (blossom) mountain town, city foodeos ce a9 ® VARY topo as [B] Loe (61 a5 tha ~ ett bE") (~.1 83 — omatth. Towa] tocatt. 445 ~trinl. £443 RULE. wor. Eh boLeot (HE place dormitory restaurant life work, business (~€ L#+ : do one's job, work) how what kind of ~ very not so (used with negatives) and (used to connect sentences) ~, but ~ How are you? Well let me see. (pausing) 33 Won't you have another cup of [~]? No, thank you. Its already ~(, isn't it?] It time I was going. Not at all. Please come again. Shanghai (bi) Kinkakuji Temple (the Golden Pavilion) Nara Park: Mt. Fuji, the highest mountain in Japan “The Seven Samurai’, a classic movie by Akira Kurosawa34 Il. Translation Sentence Patterns L 2. 3 4, Cherry blossoms are beautiful. Mt. Fuji is high. Cherry blossoms are beautiful flowers, Mt. Fuji is a high mountain, Example Sentences i. Is Osaka lively? -~Yes, it is [lively] Is Sakura University well-known? not [well-known]. Is it cold in Beijing at the moment? Yes, it's very cold. Is it cold in Shanghai too? No, it isn't [very cold] How's the university dormitory? It’s old, but it’s convenient. I went to Mr. Matsumoto's house yesterday. What's his house like? It's a beautiful house, and it's [a] big [house]. I watched an interesting film yesterday. ‘What did you watch? “The Seven Samurai. Conversation It's time we were going Ichiro Yamada: Maria, how do you find living in Japan? Maria Santos: Every day is great fun. Ichiro Yamada: Really? Mr. Santos, how's your work going? Jose Santos: Well, it's busy, but it’s interesting, ‘Tomoko Yamada; Would you like another cup of coffee? Maria Santos: No, I'm fine, thank you. Jose Santos: Oh, it's already six o'clock, isn't it? It's time we were going. Ichiro Yamada: Really? Maria Santos: ‘Thank you very much for today. Tomoko Yamada: Not at all. Please come again.Ill. Useful Words and Information + — Colours and Tastes i & Colours noun adjective noun adjective E va ay ps | white au RE yellow KEW @ ~ a ape ~ a _black Rv KE brown KEW 6 ; Ey Fred RY = ae a blue Fo C . a ~~ green i = = BREE |_& _ purple = i ae = Tastes ae % ye wees HL sweet \ hot (spicy) Sy bitter =. salty 2B ¢ 33 + : af Bo (F.> sour JRL strong, SB weak Sp % ao us a> Be +H - HK + * Spring, Summer, Autumn, Winter ‘The four seasons are clearly defined in Japan. Spring is from March to May, summer from June to August, autumn from September to November, and winter from December to February. The average temperature varies from place to place, ‘but the pattem of change is almost the same (see graph). August is the hottest month, and January or February are the coldest. AAs a result of these temperature changes, Japanese people fee! that spring is warm, summer hot, autumn cool, and winter cod. ONANIA (OKINAWA) @roKvo (@ ABASHIRI HOKKAIDO)36 IV. Grammar Notes 1. Adjectives Adjectives are used as predicates, and in sentences like Nit adj €4 they indicate the state of a noun or are used to modify a noun, They are divided into one of two groups, \) -adjectives and * -adjectives, depending on how they inflect. Adjective sentences that are non-past and affirmative end in T+, which shows politeness toward the listener. Both types of adjective are attached to the front of +, but * -adjectives drop their % , while \ ' -adjectives retain their (~+‘). © Tr €8ia Wet. Mr. Watt is kind @ itt Boct. Mt. Fuji is high. 1) Padi HU (Cit) BY BHA The non-past negative of a * -adj is formed by dropping the % and attaching U-» (T (2) SY SEA toit. © Htc Bove(cit) SY FHL. — Msnotquiet there. 2) Vado TH + ~CeuTH The non-past negative of an \\-adjective is formed by dropping the final \¥ and attaching <4. CF to it. @ co Hit Bera aues. This book is not interesting, [Note] The negative of TH is EC OTH 3) Adjectival Inflections teadjectives \) -adjectives i Non-past affirmative | LAB OCT Non-pastnegative | LA#>Ee(t) BUEEL 4) Questions using adjective sentences are formed in the same way as those using noun sentences (see Lesson 1) and verb sentences (see Lesson 4). To answer such a question, the adjective is repeated. Expressions such as £3 TH or BAWET cannot be used. ® WFr7it Roera, Is it cold in Beijing? MEO ROTH. ‘Yes, it is [cold] lt eee Is Nara Park busy? VOR, KEPHEe HUFL No, it isn’t [busy]. When an adjective is used to modify a noun, it is placed in front of the noun. ‘12-adjectives keep their * in this case.4. . (Ltt bE | eee, Yee gee @ Fy bE MIT TET. Mr. Watt is a considerate teacher. ® Bit Bo lier. Mt. Fuji is a high mountain, < 4* connects two statements in an antithetical relationship. When these are adjective clauses with the same subject, if the initial clause remarks on the subject positively, the subsequent clause will remark on it negatively, and vice versa. @ B¥o &xBa porocra, Soc. Japanese food is delicious, but it is expensive. © TE and H£') are both adverbs of degree, and both come before the adjectives they modify. & C4 is used in affirmative sentences, and means ‘very’. & # !), used with a negative, means ‘not very’. ® Xevit CTH Rete Beijing is very cold. @ cn ece HBe Bact. This is a very famous movie. @ veyralt SEY RC t0TH. — Shanghaiis not very cold. @ scok8a zy HBr REce sy sed, Sakura University is not a very well-known university. Nit C4 tH The question Nit & 3 TTA is used to inquire about the listener's impression, opinion or feelings about a thing, place, person, etc. that he or she has experienced, visited or met. EME -5 @ ako SB vit. How do you find life in Japan? BLYoet. Tt’s fun. N lt CL N, CTH A # modifies a noun and is an interrogative used for inquiring about the state or nature of a person, thing, etc. ® Fh vee Bese, What sort of town is Nara? bys BETH. Its an old town, t4tthA The use of the expression 45 T4H to express agreement or sympathy was explained in Lesson 5. The ¢ 5 + that appears in the Conversation of this lesson shows that the speaker is thinking, as in below. @ whe caer, How's your work going? Z5 tt. RLtra, BELAUTH. ~~» Well, it's busy, but it's interesting, 71. Vocabulary EOVEes Syst tee) sot) CLjtle) Ake] DhLD PESY t* PAL Db ote bh ite wz" Leow Bon tryh Umer £9 LEE Lesson 9 FF (4) MRT] Fle] FFle) KAM FE SPER WaT FR IR wo SBS eh FOR understand have like dislike good at poor at drinks dish (cooked food), cooking (~€ LEFT : cook) sport (~& L #7 : play sports) baseball (~& L#+ : play baseball) dance (~ L£4 : dance) trip, tour (~[#] L#4 : travel, make a trip) music song classical music jazz, concert karaoke Kabuki (traditional Japanese musical drama) picture, drawing letter, character Chinese character hiragana script kkatakana script the Roman alphabet small change ticket time something to do, errand appointment, promise (~[#] L #4 : promise)TIS b TlLaUuk TEA Bot /Lovara R/EA BTA Beh TESS =/ RA ive FUE r¢ HAW BEL ToL. rL KEL # (ne ¢ BK, RK ~hb L5LT anyes (eB HLT CRB Wutt te. subg RECIAI ap (ia) bb bol ek OPsettH. [~lt] Brats ROTH. fe ee Eh SR BMOLET. side job (~ L £4 : work part-time) (someone else's) husband (my) husband (someone else's) wife (my) wife child well, much mostly, roughly many, much alittle, a few not at all (used with negatives) early, quickly, fast because ~ why 9 Please lend (it to me). Sure,/Certainly. 39 I'm sorry (, but], unfortunately oh Won't you join me (us)? [~] is a bit difficult. (a euphemism used when declining an invitation) So you can't (come)? Please ask me again some other time. (used when refusing an invitation indirectly, considering someone's feelings)60 Il. Translation Sentence Patterns 1. I like Italian food. 2. Tcan understand a bit of Japanese 3, Its my son’s (daughter's) birthday today, so I'm going home early. Example Sentences 1. Do you like alcohol? +-+-No, I don't [like it] 2. What sports do you like? ““Tlike soccer. 3. Is Karina good at painting? Yes, she's very good. 4, Do you understand Indonesian, Ms. Tanaka? +No, not at all 5. Do you have any small change? No, I don't 6. Do you read the newspaper every morning? No, I don't; I don't have time. 7. Why did you go home early yesterday? Because there was something I had to do. Conversation It's a pity. Kimura: Yes? Miller: Is that Ms, Kimura? This is Mike Miller, Kimura: Oh, Mr. Miller. Good evening. Are you well? Miller: Yes, I'm fine. Umm...... Ms. Kimura, would you like to come to a classical concert with me? Kimura: That sounds nice, When is it? Miller: Next week, on Friday evening, Kimura: Friday? Friday evening's not so good for me. Miller: So you can't come? Kimura: No, it's a pity, but I've arranged to meet some friends... Miller: see. Kimura: Yes. Please ask me another time