mm

Minna no Nihongo
(«_ ISAv U cfc ^ D

#A/<t(DB*St0S»I
Kanjil (English Edition)
© 2000 by Nishiguchi Koichi, Shinya Makiko, Koga Chiseko, Takada Torn and Mikogami Keiko

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 other¬
wise, without the prior written permission of the Publisher.

Published by 3A Corporation.
Shoei Bldg., 6-3, Sarugaku-cho 2-chome, Chiyoda-ku, Tokyo 101-0064, Japan

ISBN4-88319-147-8 C0081

First published 2000

Printed in Japan
 Preface

It is generally recognized that one of the major challenges for the learners of Japanese who
have no background in using Chinese characters is acquiring the ability to read and write
kanji. For those learners, the Japanese writing system is completely foreign and kanji look as
though they are arbitrary graphic patterns consisting of different lines and dots. Therefore, it
is understandable that many people hesitate to learn Japanese when they find these foreign
characters used in the writing system, and that some learners focus on oral communication
skills while avoiding learning written Japanese. It is true that the acquisition of written Japa¬
nese is a somewhat laborious task, but it will not be as laborious as you expect it to be if you
are guided properly. Besides, you may experience a sense of wonder and excitement as you
become familiar with a completely different writing system. The Romans said there is no
royal road to learning. But there is a proper road to learning. This book will lead you onto
that proper road, so that you can learn to read and write Japanese, and kanji in particular, in an
informative and enjoyable way.
On behalf of the authors of the book, I wish to thank Ms. Ayako Kikukawa of 3A Corpora¬
tion for her sage advice, perseverance, and close attention to detail during the editing of this
text prior to publication. And also a debt of gratitude is owed to Mr. Masahiko Nishino for his
excellent work on the illustrations.

February 2000
Koichi Nishiguchi

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IV
 Introduction

□ General features of this book

This book has been prepared as a kanji book for b*^ 4 CO B p^UlS I. However, the scope
of this book is not limited to the kanji and *kanji words that appear in the course book. It also
includes the development of general kanji ability and written Japanese language skills.
The authors do not think that the only way to learn kanji is to simply practice writing each
kanji or kanji word over and over again and to memorize their readings by rote. Neither do
the authors think that it is a good idea to design a course of learning based on the kanji
system, because it is only a partial system and if we choose that course learners are often
obliged to learn many unfamiliar words. The authors believe that kanji and kanji words are
best learned if they are studied in familiar words used in familiar contexts, while at the
same time paying attention to the kanji system. In this way, learners not only acquire a
certain number of kanji and kanji words per se but also build a solid foundation to their
general kanji ability and develop skills in written Japanese, thus encouraging them to study
Japanese further.
As explained below, in the process of selecting the target kanji and kanji words, the con¬
tents of the course book and the lists of kanji and vocabulary prepared for the Japanese Lan¬
guage Proficiency Test were taken into consideration. Therefore, this book can be used as a
general beginning kanji material, as well as a kanji book accompanying & /v 4 CO 0
MI.
*kanji word = a word that is normally written in kanji or kanji plus some additional hiragana.

□ Target kanji and kanji words

Two hundred and twenty kanji and three hundred and fifty kanji words have been se¬
lected as targets in this book. The 350 target kanji words, with some exceptions (exceptions
1-3), are found within the course book and also appear in the Vocabulary List for Level 4 of
the Japanese Language Proficiency Test. The 220 target kanji are those required to write
these 350 kanji words. With the exception of the seven kanji shown on the next page (excep¬
tion 4), the 220 kanji are all Level 3 kanji. All the 80 Level 4 (i.e., beginning level) kanji and
85% of the 245 Level 3 (i.e., elementary level) kanji are covered in this book.

<Exceptions>
1 . The following target kanji words are not studied in the course book but appear in the
Vocabulary List for Level 4 of the Japanese Language Proficiency Test.
ffi, *, ft, *4^, * ft *>, *m (before)
* These kanji words are written in hiragana in the course book, but are written using
kanji in this book and included in the target kanji words.
2 . The following target kanji words are studied in the course book but do not appear in the
Vocabulary List for Level 4 of the Japanese Language Proficiency Test.
, fiLffS , lha6£ ,
3 . The following target kanji words are not studied in the course book and do not appear in

v
 the Vocabulary List for Level 4 of the Japanese Language Proficiency Test.
+-7^.,
4 . The following target kanji are included in the target kanji though they are Level 2 kanji
of the Japanese Language Proficiency Test.
ft, m, «*, m, ^, it, ffi

□ Overview of the book

This book consists of four parts: three parts in the main body of the book plus a Reference
Booklet which is appended to it. The purpose and contents of each part are explained below.

Part I: Introduction to kanji

The purpose of this part is to familiarize you with the Japanese writing system and the
formal and semantic characteristics of kanji. You will learn how Japanese is written with
different types of characters and how kanji function within the writing system. You will also
learn some of the more important characteristics of kanji.

Part II: Introductory lessons

This part focuses on the formal features of kanji. The skills you will acquire in studying this
part will form the foundation of your ability to recognize and write kanji.
To be able to write kanji in an orderly and efficient way you have to acquire kanji-specific
psychomotor skills. Without these skills, you will not be able to write kanji in a practical
way and the studying of kanji will continue to be very laborious work. However, once you
acquire these skills, (re)production and recognition of kanji will be far easier. Basic strokes of
kanji, one of the most important features of this book, is specifically designed to enable you
to acquire these skills. Thirty-five kanji are selected and ordered in a way that you will ac¬
quire the necessary psychomotor skills as you work through the material. Practice writing
each of the thirty-five kanji until you can write each one unhaltingly and correctly. And
come back to Basic strokes of kanji and practice them again if you have difficulty in writing
kanji as you proceed through this book.
The rest of Part II includes kanji recognition practices. Through these practices you will
become familiar with the general composition of kanji and some commonly used compo¬
nents of kanji, and develop an ability to recognize kanji correctly.

Part IE: Main lessons

This is the actual main body of the book. This part consists of twenty units and four sum¬
mary lessons named Kanji Ninja (S#, the shadow warrior) inserted after every five units.
The appropriate time to study the units and the target kanji and kanji words included in them
is shown on the next page.

VI
 When to study the units

When to study the unit(s) In which lessons of the

in terms of the lessons in course book the target kanji
b- hj (T> H tz® I and kanji words are found

Unit 1 — Unit 5 After Lesson 5 Lesson 1 to Lesson 5

Lesson 6 to Lesson 10, or

Unit 6 — Unit 10 After Lesson 10
before these lessons

Lesson 11 to Lesson 15, or

Unit 11 - Unit 12 After Lesson 15
before these lessons

Lesson 16 to Lesson 20, or

Unit 13 - Unit 15 After Lesson 20
before these lessons

Unit 16 After Lesson 21 Lesson 21, or before it

Unit 17 After Lesson 22 Lesson 22, or before it
Unit 18 After Lesson 23 Lesson 23, or before it
Unit 19 After Lesson 24 Lesson 24, or before it
Unit 20 After Lesson 25 Lesson 25, or before it

Each unit has four pages. Each of these pages is explained below.

First page
All the target kanji studied in the unit are shown at the top of the page. The target kanji words
are presented with relevant illustrations. Study the relationship between the kanji words and
the illustrations in order to find clues to understanding and memorizing the kanji or kanji
words.
Second and third pages: Pages A and B of each unit
The target kanji are divided and studied in these two pages. Each page consists of the follow¬
ing three sections:
I . p1 Presentation and recognition practice of the target kanji and kanji words
<fc 1} "fz.

II . # § * Writing practice of the target kanji

/>' li'ti

ID . Reading practice of the target kanji words in example sentences. Readings are
added to the kanji words that are not targets of study in the unit.
Last page: Kanji Hakase (, a kanji doctor)
This page is a summary or review of the unit. The formal features and different readings of
the target kanji, as well as the composition of the kanji compounds and the usage of the target
kanji words, are mainly studied on this page. A diagrammatical summary of the kanji words

vii
and a passage for practicing reading them in context are also occasionally presented. The
strategic presentation of this page is one of the paramount features of this book. The reading
is given for every kanji word that is not the target of study in the unit. In reading passages
, however, readings are only given for those kanji words that have not been studied
up to that point in the book.

Kanji Ninja (/M?®#) summarizes everything you have learnt about the kanji and kanji
words studied in the preceding five units. The information that the Kanji Ninja sections present
forms another important part of this book. In cases other than the reading passages (%%<&%}),
the reading is given for every kanji word that is not the target of study in the preceding five
units.
Quizzes {0 4 X) for each of the twenty units are appended to the last part of the book.

Kanji Reference Booklet

The 220 target kanji, followed by the respective kanji words and other relevant information
for each kanji entry, are listed in the Reference Booklet in their order of appearance in the
twenty units of Part ID. Each kanji is assigned a serial number in this order. The Reference
Booklet should be used as you work through the units in Part HI. It is also a valuable source
of information with which you can check, summarize and expand your knowledge of kanji
and kanji words. An index of the 350 target kanji words, as well as individual target kanji and
their serial numbers, is also appended to the last part of the booklet.

□ How to proceed with the book

The units in Part HI do not correspond with the lessons of &<7) H 4^it tiOiUk I, because
studying kanji is usually delayed until after several lessons of the course book have been
studied. Study Part I and Part II of this book within this period. And begin to study Part HI
after you have studied up to Lesson 5 or more of the course book.
Study Units 1 to 5, Units 6 to 10, Units 11 and 12, and Units 13 to 15 after you have studied
up to Lesson 5, Lesson 10, Lesson 15, and Lesson 20 of the course book respectively. And
thereafter, study each unit after each lesson. This is shown diagrammatically in When to
study the units on the preceding page.

□ Note:
• The following kanji words are written in kanji plus hiragana in the course book in accord¬
ance with Japanese orthography, but are written in hiragana in this book.

• "S' LT (and), “C & (but, however) and tzi)' b (therefore) are used freely in this
book regardless of when or if they appear in the course book.
• The numbers assigned to target kanji in this book are for reference purposes only. You do
not need to memorize them.

viii
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xii
 S'A
t < L
Contents

Part I: Introduction to kanji

MlF • U b • fl 9 h i' • Roma-ji

tf'X, k
(Kanji, hiragana, katakana and Roman characters) . 3

(Which are kanji?) . 4

fcL k

Is] k iH? li k"4l T"f ' (Identify the same kanji) . 5

fc* 4'/C L*

b $ i L/: (1) (Kanji are made from pictures (1)) 7

* -h'L k

i L tz (2) (Kanji are made from pictures (2)) 9

* t'L k

Part!: Introductory lessons

3t^cD<— -> -y 9 • X (d-7 (Basic strokes of kanji) .13

li'/C L-

(Kanji recognition practice) . 17

it'L L* Jt 4'/:

! (1) (Divide the kanji! (1)) .20

A L J
£> ! (2) (Divide the kanji! (2)) .21
it'L L S

Is] k % *) £i~^(Identify the same component) .23

xiii
Part HI: Main lessons

-L-"j h >1 5=
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( 1?#^)
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Unit
kanji
Minna no Nihongo page
(kanji number)
lesson number

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2
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3
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5
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27
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XIV
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66 67
it
68
51
ion t T #
69 70 71

J-- y h 7 _h T X # k if
72 73 74 75 76 77 78
55
lonir i fa /
© * * ft #
i)' 79 80 81 82 83 84

3-- y V 8 H £ £ If k
85 86 87 88 89 90 91
59
ion* t X
t' 92

J-— y h 9 ♦ ffl vjt JL It K

93 94 95 96 97 98 99
(53
io mt t !)§ k
i)' 100 101 102

=L~y V 10 m w 0^ ill
103 104 105 106 107 108 109
67
ion i t £ £ ■sPO
B.
110 111 112

2 Kanji Ninja 2 71
U lC4U>
y h 11 It V] « It % ft '1
113 114 115 116 117 118 119
75
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jji'
120 121 122

3.“ y h 12 # ii jh X tB
123 124 125 126 127 128 129
79
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is n £ t 7C It
130 131 132

XV
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133 134 135 136
83

20Mi T £ $1
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2LZ "j h 14 l<] 7L fl t %

144 145 146 147
87
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151 152 153 154

HZ-y h 15 It © it % 14
155 156 157 158 159 160 161
91
20Mi T n o s JL
t- 162 163 164 165

3 Kanji Ninja 3 95
fth, U 12A,L>

217 h 16
H3
ft o
172
I?)
173
167 168 169 170 171
99
21MiT
174 175 176

HZ.-y h 17 m si ii * »
177 178 179 180 181 182 183
103
22Mi T H-
186
If
187

HZ-y h 18 It
192
t
193 194
190 191
107

23 M i T # ft
197 198 199

2LZ. y h 19 & X & *

202 203 204 205 206
111
24 M i T ^ ;m a
207 208 209

xvi
7 -i X Quizzes . 137
7A X Answers to quizzes . 157

### Kanji Reference Booklet

£ KZ. 9 £ O

Target kanji and kanji words

Index of target kanji words

xvii
 Part I:
Introduction to kanji
■f)'L l'
• U • il 9 il t • Roma-ji
Kanji, hiragana, katakana and Roman characters

• Roma-ji—3
 3t?li
L*
Which are kanji ?

$] : *<niB V t L tz>

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4—at^ttiffreT fr
 Part II:
Introductory lessons
 — 's "j 9 • X b u— 9
t'L C
Basic strokes of kanji

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S ^ IT { /:^ (Practice writing the following 35 kanji until you

l rp n

can write them unhaltingly and correctly.)

II . ~Y(D^jk^f-<D Z X ( tz i ^ 'o (Memorize the following kanji

L tz t'L L tUl

words.)

1. ' "t~ (straight lines)

— — —
—
11 12

one two
I:

—*
+ - +
13 20

three ± ten
*L ti»i

± —■ + i
7
o> m™
m

±01 Saturday
rjt

u a m (square)

u \ n u is -h
* £
163 67

u mouth old
< 3' -£>

a i a a a @ i n a @
i 164

3^0 Sunday @ eye

l± J; i If

v "j o • 7, h p - o—13
 l n in ffl *
>
10 34
ffl A Tanaka (family name) inside, center
tztifr

&
58
# car
< 4£

uU (left-low angle)

lij 1 il uU * 1 + + tB
8 129
Jj mountain tb i A go owr
i T

ill A- A JiL X

(smooth, jump, slanted line, stretch, curve, and dot)

ill ) ii ii| i J] H E
9 2
m river H ^ 0 Monday
rt'b if^Jt 5
^ — r/i month of the year

F3 i n m f) A J A
24 36
~~ FI yen ~A ^ people
x/C L\L
A man, human being, person

A - A A A 1 " X A
64 3
A$ ^ ' big, large AHlH Tuesday

14—iH^CDA:— V y ^ ^ h p —^
/V X /V ft ft
18 42

eight minute(s)
ftX,/S*k

/ />
X 7 X * \ A >b
74 65

X (my) father ^ N small, little

7 ] a
* J A ft ft
137 65
-1
tr vN few; Z/tt/e 7jC Bfl H Wednesday
i-< i^'Jt 9
water
•M*

t * t * *
7fv Bg H Thursday book B^ Japan
(1/C lc(3X

7K 7b£ya jft east JR ;?> Tokyo

n CM«l £i * x i

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76

child

16—31 ^ CD A — yy 0 ■ ^ h □— 0
 ■6'L C 1 -h'tz
Kanji recognition practice

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(Practice reading the following kanji words until you remember them.)

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EH 5.
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3< L *,/ti'+s ti ^ ? ^9/< (7 H) 9

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13. x k -f- o
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14. Jh L /clii0! B TiTo Tomorrow is Saturday.

tr J: i xf

15. A. ^^ *^C ^ x ~C^ o There are few people.

£ A <

is—*¥<&«#£
16. o My father is a Japanese.
IZL> (J A

frtzlliT/ ') *ATt o I am an American.

17. # l±±$ PTt o Mr. Tanaka’s car is big

ft < 6£ fcfc

friz ott o My car is small.

t,"

is. ux |V o We will leave the restaurant.

T

19. L tzo I watched television.

u

20. < /l ^ Please look at your book.

ilL U

19
 ! (1)
Divide the kanji! (1)

*M example
*U '

20—3??£<JJ5!
nttevih u t-tt'
titC ti'tz
Identify the same component

JR
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£ M t£

|B| U fW SlJSt *'—23

 Part III:
Main lessons
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4. l±l±
W*i£tfTii^'T^£1-o
li£C
oPMli
^ v
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Pglc&'J i Vo

■1-y h 20—117
 20 i£¥tS± Uto'V

i.

rc
S */ \ N*
*F ^ H If

ji 1 l 1

1 m h1 m

^ z \ \ ^

-£: ft JL

1 1 I 41 51 1

I .
«fc &<7>
I--Z'l IT —

A : & ->
< tz-Si'o

B : £"? LTo

li L'
gtf>«*U$LT < ^i'e
1+
B A'UT.

B : frfr') i l Ac

A l± (££ IWf I ) tto

I. 1. M 2. ,t 3. * 4. S: 5. & n.

118—^2.^. > h 20
 fs ft tt ^ etc.
1 47 49 116 131 132 144 153 181 197

i = A (human being)
ut

i suggests a connection with human beings/human actions/activities.

* & t£ ^ etc.
1 46 50 124

\ suggests a connection with coming or going.

L it go and come back, make a round trip
i o> (,

> = (water)
At

> suggests a connection with water.

Ni wash ^ i "f* swim L i't* off

& b it

t =i (soil)
■^>t>
t suggests a connection with earth/soil.
place 1R slope castle
if 11 it- l h
p P£ IR pg fifc PH etc.
1 167 196

P suggests a connection with hilly terrain/soil.

FW — th floor L i "f clean (a room)

in' * o L*

next, next door

y t£ u

51 51 etc.
7 121

? = ^ (bow)

f suggests a connection with bows.

?l $ i "5" pw// tB 5ft. L i "t- go on a business trip

U l rP ■->£> X j

•/r if io etc.
v* 78 206 207

jt = ~k (woman)

i suggests a connection with women.

£ -f start, begin
i± i*

t ^ etc.
218

p = u (mouth)
< %

p suggests a connection with the mouth.

^rtf i “f* ca// ^ N i "f* swc/c, absorb, smoke

i t
£ i -t Wow
 t = (hand)
T

f suggests a connection with hands/actions performed by using one’s

hands.
'i pay L Jdf push finger
lib id rfct/

if = 4- (cow)
o L

if suggests a connection with cows/stock farms,

if/ /§ stock farm I ^ especially

13' < l' J: d Y. <

} = (tree)
J

4 suggests a connection with trees/wood.

if/L desk grove, woods fw/g, branch

UV’l 7Lti

% I ti # t/T # etc.
I 29_____

T suggests a connection with god/something spiritual.

^ god io # *J prayer W zcrc

Vi'(T) -tt

it I M. tk etc.
* 117 202

% = (direction, method)
lid W-

broadcasting
li d ^ d

4—121
 7 a 3$ etc.
162

J == i (k ing)

modern times, present day ff £R baseball

If A/A' V* 3 rt> 7

H BA Bt etc.
40 41 108 133 134 166

H = H (sun)
V-

a suggests a connection with the sun/day.

I = H (moon)
o3

9 suggests a connection with the body.

M*? i'f" take off (clothes) ^ breast arm

' L'tt i X

^ ^A t 1. etc.
145 190

% depicts a rice plant, and suggests a connection with rice/grain.

^A /, me H5L $5 harvest, crop

btz< L Ln>

% = (arrow)

^ iE L i ff correct, cure (a bad habit)

3 J: -j -tn '

122 4
 f =tR (rice)
Z ih

% suggests a connection with rice/grain.

fv flour, powder sugar

Z % t H j

& &p Iffl etc.

n 107 170

I = fc (thread)
\'Z

I suggests a connection with thread.

L d: get married Iffl v ' thin

I I^ZL 1

an It If etc.
6 95 97 ] 12 209

% = I (say)
U ' i 1")

I suggests a connection with verbal communication.

Ltir explain check, investigate

L b

♦ 60 M2
It etc.

♦ = $- (car)
< 41

f suggests a connection with cars/transportation.

wheel th L t IT export HX L i t import

L Af> id) l rt o
*

* etc.
152 179

i =yk (metal)

$ suggests a connection with metal.

§k iron copper
 £ If * |®1 etc.
P 83 178

f = H: (meal, eat)
l jt < / tz (^it)

t suggests a connection with food/eating.

Z ffl meal, rice ' i 'f keep (a dog/cat/etc.)

I ±^ jJ'

I IR li Jf^T etc.
$ 56

I = Hi (horse)
1 t

I suggests a connection with horses/transportation,

li ^ parking lot I^i knight

U ') L ^ D t i ?L

n. (Right)

f] = t) (power)
t>t'b
t) suggests a connection with power/labor.

% i i wor/: i "f* Ac//?, rescue

li tz b fzt

71
77-77 (sword)
frtz+£

7] suggests a connection with swords/cutting.

%?}#) T for the first time

ti l*

124—3I^S#4
ll = 77 (sword)

suggests a connection with swords/cutting.

I - separately $0’J rw/c

‘SO'S.O -j ^ ^

t depicts a spoon.

iSC'ffc culture thX i "f compare Ht shoes

->X ^ W ^ -o

XX
180
tT W IT
I depicts a nail.

}T ^ Hr hit lighthouse ITIE correction

R SP ^P ^P etc.
1 210

P suggests a connection with villages/places where people live.

SPfH ^7 pus? office % 41P Kyoto

1 C/X? ± < Jj:7 i:

it depicts an ax.

Pit p/ucc &%tU prayer

'tLZh \' CO

4 -125
 k tk
83 216
A '& etc.

k = X (shortage, lack)
It'?

sX<D next Sfc L v N want

o* ii

k %k
118
Wi & etc.

k depicts a person holding a stick, and suggests a connection with

hitting/forcing someone to do something.
(counter for thin, flat objects) Dt number

attack
1.1 if j

R =H (moon)

ft suggests a connection with the moon.

^f$ft term, semester cheerful

j}1-) n

£ # 4tf 41f etc.

41 124 187

# = ■#" (temple)
Tb

#1- especially
z<

- flr (broom)
do?

flr suggests a connection with brooms/cleaning.

housewife ^1^ L i clean (a room)

L u» ,i- -?■ o L

126—
m. (Top)

^ 1^7 Jfc & etc.

16 62 125 159 160 176

£
6 28
*
37
*
82
ft etc.

^o|3 «//

yv
ft
* etc.
42

^15 park poor

Z j Z.L VUZi

trr>
fL * u
105

7b fj& joke army 3 crown

L J: 1 tzL CL ^LC')

4- 'fc i^ etc.
67 To6 157

4- = + (ten)
l' rt> 1

44-
*
103
&
111
?£
122
m £ etc.

suggests a connection with grass/plants.

HI medicine If M vegetable
< 1" 'J V* Jk'

common, ordinary H~
■i' -5 -) < y

4 —127
 £ M ^ oo etc.
165 203 30

° = n (mouth)
< t>
number vafy) merchandise
lixri L

^=* =± (soil)

(J i “f- rwn temple ^ happy

lil Tb l*>*>

i ^ ^ ^ & etc.
63 169 175 200 212 213

^ depicts a roof, and suggests a connection with roofs/houses.

^ =ih (stop)
£ <^2t)

# teeth ^ year(s) old L i't affirm

li ^\' :) Ti'

~#pt
32
#
220
* #
^ depicts an old person.

old person filial piety

® = 0 (the sun)
U
B suggests a connection with the sun/day.
4^ ' hot Ustl lately

1 put IP sin f3 punishment

ti "><& 1 i'o

W W B
i'Z* ~1T1^ etc.
^90 168

w - B9 (rice field)

world W stomach
-tf ' V'

A * ^ i£ etc.
185 217

A =iL (stand)
tz (hit)

^ N spicy, hot ^ chapter

ti'b 111

y?T etc.
11 *
25

Xi-$ remember labor

fclf h 1 Cl

^ jlt
^ *£■
rp etc.
193

prize H ^ daily life

111 i; t> c 11 -+v

**»# 4 —129
 M: gap it culture; education
i * 19 jl ?

3 etc.
57

^ = fls) (rain)

suggests a connection with rain.

® cloud Hr snow
<t >»i

IV . (Bottom)

# = tj (power)

t> suggests a connection with power/labor.

‘9j W) labor ij effort

C <J jt <

Tfe JL ft etc.
27 96 130 146 203

a. = A (person)

7L suggests a connection with human beings/human actions/activities.

•#- = A (woman)

suggests a connection with women.

■fc ‘j J A need ^ my wife old woman

l' "> i 4i I f

130—4
 -?- =•?■ (child)

0W season
* -tf-)

^ =?K (tree)

^ suggests a connection with trees/wood.

H medicine show around ffM- vegetable

< -t1 Y* 5i'

Tfc=7
—3
32
♦
93
ia"
185
# 4a
188
ji.
s
,
etc.

= 0 (the sun)
U
suggests a connection with the sun/day.

%K ' hot "o' long ago, before

S W <32? 'dr ^A
/vli & etc
140 168 213 217

^ ^ (heart)

^ suggests a connection with the mind/heart,

f forget M ? i "t" hurry

h?

tte ^ ^ etc.
71

.... =^C (fire)

U
suggests a connection with fire/heat.

point, mark l§ ^ nature $k fever

TX> L if/. fa-7)

.... in (81) depicts a tail fin of a fish.

 a M30 98 115
etc.

K = JI (shell)

K suggests a connection with money.

lose (a game)
i

f~ depicts the ridge of a roof, and suggests a connection with roofs/

houses.
lJ i "f s/f ^ garden
tb bb

^ post ^ residence
rp 1 If L ? i < Lit -)

f1" suggests a connection with illness/disease.

^ ^N hurt, painful

132—4
 L i postpone /tf w> cow/t
* 11-7 Ti'

^ 251 XCC 3$ as 2| di etc

53 85 102 113 192 198

suggests a connection with streets,

d; ^2 ^ M etc.
99_

^ = ;£ (run)
li L (' lit)

hobby §1 L l ± "f raov^ (house)

L>t A tA :

-1 35 177

□ suggests a connection with boundaries/borders.

B U £ be embarrassed, have difficulty ^Sl park

- i z •)

4 —133
 M =H (gate)

FI suggests a connection with gates.

F^SE question, trouble

t Ltz<s

fill E etc.
109

E H terrible, brutal

SEE etc.
31

H depicts a box.

E ward (counter for small animals)

< y?

134—**®#4
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