Japanese: The Written Language

Part 1
Field Test Edition

Eleanor Harz Jorden and Mari Noda

'*Cheng & Tsui Company

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.I

2016 printing

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Copyright© 1994 Eleanor H. Jorden and Mari Noda

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retrieval system, without permission in writing.

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,I

Please send your comments to:

Mari Noda
Department of East Asian Languages and Literatures
The Ohio State University
204 Cunz Hall, 1841 Millikin Rd.
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 TABLE OF CONTENTS
Lesson page

Lesson 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

Lesson2 23

Lesson3 41

Lesson4 53 '•
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Lesson 5 85

Lesson 6 96

Lesson 7 108

Lessons 109

Lesson 9A ............................... : ........... . 134

Lesson9B ............................................ . 150

Lesson lOA .............................. ........... . ' 162

Lesson lOB ............ ' ............................ t. 175

.Lesson llA 1 a 1 1 1 • I 1 o 1 I 1 1 I 1 1 " 1 1 1 I I I I t I 1 1 I I 1 I I I I I I I I I I I I 190

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i Lesson llB I I I I I I I I I 1 I 1 I t I I I I I I I I I I I I I I I I I I I I I I I I I I I I I 209

!l Lesson 12A I I I I I It I I I I I I I I I I I I I I I I I I I I I I I I I I I I I It I I I JI 224

w Lesson 12B 241

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 JWL Lesson 1 • 1

LESSON 1

INTRODUCTION

The first four lessons introduce katakana, the syllabary used primarily for writirlg loan
words (i.e., words borrowed from foreign languages). Katakana is also used to represent
native Japanese items that are intended to stand out in·the context' in which they occur. The
use of katakana in Japanese often corresponds to the use of italics in katakana
occurs frequently in advertisements; it is also used in writing itei:ns that represent
something strange or unusual from a linguistic point of view (for example in quoting
foreigners' errors in Japanese); and it is often used in writing onomatopoeic words -- i.e.,
those that are supposed to represent their meaning by their sound (example: gatagata,
representing a rattling sound). In addition, katakana is used in writing telegrams and,
together with Chinese characters (kanzi), in writing legal documents.

Ideally, students of Japanese as a foreign language begin to learn to read Japanese having
already gained some knowledge of the spoken language, even if very limited. After all, a
written language is basically a representation of the oral. Therefore, it is important to
remember the order that is implied: spoken then -- as all native speakers of every
language in the world know in connection with their own language.

Most English-speaking students of Japanese begin their study of the language with some
use of romanization, 1 introduced not as a writing system but as a study aid, a reminder of
the spoken language which is being orally practiced and drilled. We will, therefore,
introduce katakana symbols with reference to their equivalents in romanization, on the
assumption that students have already learned the appropriate Japanese pronunciation

1
The romanization used in this text will be identical with that used ill JSL except that /g/ and

lg/ will not be distinguished. The simple /g/ will be used as a cover symbol for both.
 JWL Lesson 1•2

represented by the romanized symbols. For the student who has' not had such
an introduction, it will be particularly important to listen to the oral
representation of these symbols {either by hearing them read by a native
speaker or by listening to a tape recording of them), and to read a description
of them in the Introduction to Japanese: The Spoken Language (hereafter
JSL). We must always remember that the sounds of Japanese are not the
same as the sounds of English, even if a few of them are similar.

The major adjustment that native speakers of English must make in learning
to read and write katakana is to move from an alphabetic system to a syllabic
system -- or, more accurately, a mora-representing system. While there are
many exceptions in both English and Japanese -- particularly in English-- in
general, we think of English writing as one which is basically one-sound-one-
letter, whereas the Japanese usually writes katakana in terms of one-
beat(mora)-one-symbol.

For example, if we· take the names 'Nina' and 'Lisa' as examples, English
speakers hear 4 sounds in each. We also hear similar vowel sequences in the
2 names and use the.same letters /i/ and /a/ to represent them. What is more,
we hear the consonant /n/ twice in the first name, and therefore expect the
same letter to occur twice in its spelling.

But what about the katakana representation? Each name is written by mora
( = the syllable-like Japanese units that each represent one beat) and
therefore no symbol will occur twice in the writing of these two names:
I nothing in the writing will suggest either the resemblance in the vowels or
·'
the occurrence of /n/ twice in 'Nina.' The first symbol for 'Nina' will represent
/nil, and the last, totally different symbol, will represent /na/. 'Lisa' will also
be represented by different symbols, one standing for the /Ii/ and another for
the /sa/.

To sum up: All symbols that represent the two names will represent entire
mora and will be there will be no suggestion in the symbols
 JWL Lesson 1 • 3

themselves that the same vowels /ii and /a/ occur in both names, or that the
consonant Inf occurs twice in 'Nina.'

Our first task is now to learn. the katakana symbols that represent the mora
of Japanese. When Japanese children, already fluent in the spoken language,
learn to read, they begin with a different set of mora-representing-symbols,
called hiragana, for reasons that simply do not apply to the foreign learner.
For us, katakana·has definite advantages as the first system to master. From
the start, we want to read and write in authentic, adult style, and to begin by
using hiragana to represent everything in the language is not the way
Japanese normally write. In fact, starting in the first grade, Japanese
children begin to use Chinese characters <kanzi) together with
hiragana. What is more, there is very little we can read or write in hiragana
that we understand, assuming that we begin our study of the Japanese
writing system when we have only a very limited knowledge of the language:
we definitely want to begin our work in written Japanese with a large
'
quantity of material that is immediately familiar.

Since words borrowed from Western languages (especially English) are

regularly written in katakana, we have an extensive inventory available.
Katakana immediately provides us with a wealth of material that we can
handle and that can be written authentically. What is more, it is important
that we be reminded of the diference between the Japanese and English
sound systems, and katakana provides excellent practice as we transfer
directly from one language to the other. Finally, knowledge of katakana
alone enables us to read many authentic samples from Japan, from
restaurant menus to hotel accommodations; hiragana alone has little use. We
will therefore begin with katakana, then add hiragana and work with
examples that use both of these syllabaries (known collectively as kana). and
inally add kanzi. At all times, we will always be working with the language
written authentically, in normal adult style.
JWL Lesson 1 • 4

There are. of course, loanwords in the Japanese language that have come
from lnguages other than English. However, the vast majority have English
origins and it is these on which we will focus most ot:pur attention.

We can niake a general statement to the effect that it is possible for the
Japanese to use katakana to represent English. But this must never be
equated with the use of romanization to represent Japanese. In katakana,
everything is written and read according to the pronunciation rules of
Japanese; in many cases, an English borrowing, pronounced in katakana
style, is incomprehensible to a native speaker of English, particularly
who knows no Japanese language. Romanization, on the other hand, is a code
for using Roman letters to represent the accurate pronunciation of a foreign
language. Ohayoo gozaimasu represents the accurate, native Japanese
pronunciation of a Japanese sequence. In contrast, katakana-style guddo-
mooningu 'good morning,' represents English pronounced AS IF IT WERE
JAPANESE. Thus, romanization represents, in Roman letters, true native-
style pronunciation of the Japanese language <or any other language),
whereas katakana represents Japanese-style pronunciation of English {or
.
any other language).2

Items borrowed from English and written in katakana can almost always be
uderstood by the native speaker of English, provided a few rules of conversion
are learned. And once having heard the Japanese borrowing of a foreign
word, it is almost invariably possible to write it accurately in katakana, once
the symbols have been learned. (Could we say this about the predictability of
English spelling???)

However, given an English word in its original form, we cannot always

predict what the Japanese conversion will be: borrowings in Japanese are
usually based on English or American pronunciation, but sometimes on

2. There are some languages that have adopted an official romanized writing system in place of a
traditional system that used totally different symbols. Vietnamese is an example.
 JWL Lesson 1 • S

English spelling, and there is no way to make foolproof predictions for any
individual case; what is more, there are often a number of different
pronunciations occurring in English and there is no way to predict which one
the Japanese have chosen as the basis for their borrowing. We will .therefore
concentrate our efforts on how to read katakana and how to write borrowed
words in Japanese. We will not be expected to move from English directly to
Japanese when the borrowed Japanese word is unfamiliar. However, as we
gain more and more experience in reading katakana and note the conversions
from English to Japanese that have already been made, we will find that we
are automatically gaining the added facility of predicting with considerable
even if not perfect accuracy how to move in this opposite direction.

Consider, for a moment, the question of pronunciation vs. spelling. In

studying the spoken language, we learn the Japanese borrowing for 'cake.'
We represent this borrowing in romanization as keeki. The katakana writing
of this word, with three symbols representing ke-e-ki, corresponds to its
Japanese pronunciation (and romanization), NOT its English spelling. In
learning to read katakana, it is important always to pronounce an item aloud
and listen, since most borrowings are based on pronunciation. We must not
get entangled in the vagaries of English spelling until we recognize the
English item that is represented.

We will now begin to master katakana, learning each symbol within the
context of occurring items, and remembering always to learn to read first <the
receptive skill), then to write (the productive skill). We will be concerned
with learning the katakana representation for each of the 113 mora of
Japanese plus a few special conventions that occur only in borrowed words
pronounced with innovative pronunciation.

Henceforth we will use the following conventions: English glosses will be

enclosed in single quotation marks ('cake'); romanization will be represented
with italics (keeki); and lower case letters enclosed in slashes will represent
sounds as in English (/kl) or occasionally as in another specified foreign
(

JWL Lesson 1 • 6

language. A romanized vowel preceded by a hyphen (as in -e) represents both

the mora consisting of the vowel alone (e) as well as any mora ending in the
vowel (ke, se, te, etc.). Remember that in katakana writing, there will be a
single unit symbol for each different /consonant + vowel/ combination; the
consonant and vowel cannot be written separately as they can in
romanization.

First, it is useful to master the regular vowel correspondences. The following

list covers most conversions. All Japanese vowels and vowel combinations
occur both with or without a preceding consonant, hence the hyphen
preceding each Japanese item below.

Japanese: corresponds to the English vowel or

diphthong3 of:
-a 'pat' or 'pad' or 'put'
-aa 'ma'
-ai 'my'
-auor-ao 'cow'
-i 'sit' (or 'seat')
-ii 'seed'
-u 'look' (or 'Luke')
-uu 'mood'
-e 'let' (or 'late')
-ee or -ei 'laid'
-o 'cot' (or 'coat')
-oo 'mode' or 'Maud'
-OU 'mode'
-oi 'boy'

3, A diphthong is a combination of several vowel sounds within one syllable. For

example, English 'high' is a one-syllable word containing a diphthong that moves
.1 from an /al-sound to an /eel-sound. Compare the pronunciation of Japanese hai,
which has two mora (ha + i) rather than one diphthong.
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 JWL Lesson 1 • 7

KATAKANA SYMBOLS

We will begin by reading English-language given names, both male and

female, as they have been borrowed into the Japanese language. Besides
their frequent occurrence in the Japanese media, these are often found on the
meesi (calling cards) of foreigners in Japan.

As a start, how is the name 'Nina' represented in the Japanese writing

system?
....

Actually this name is pronounced with its first vowel lengthened, giving us a
third mora; NI-I-NA.

The katakana symbol: corresponds to romanized: Handwritten Equivalents4

1- nz. -
2-J- na T '1-
Japanese may be written horizontally, usually from left to right,5 or
vertically, from top to bottom.

A special symbol, which occurs commonly in katakana, is:

- in horizontal writing
and
I in vertical writing,

4.The righthand symbol indicates how each stroke is written, i.e., the stroke order and the direction of
each stroke.
5.0n moving vehicles·· on the sides of ships, taxicabs, etc. ·· we find examples of right-to-left,
horizontal writing.
 JWL Lesson 1 • 8

representing the lengthening of the vowei of the preceding mora. It takes up

one full space.

We can now write the Japanese equivalent of'Nina':

.:::. - -}- or:

I
-}- Niina

Japanese writing is best practiced on boxed paper, with each symbol assigned
one box. Remember that, when reading it, the pronunciation must be
Japanese-style, always different from English pronunciation.

Now, how is 'Lisa' represented in katakana? Since the vowels are both heard
as short, only two symbols will be used, one representing /Ii/ and the other
/sa/. But there is nothing in our chart of the 113 mora of Japanese that
corresponds to nil. What is actually used is the closest there is, namely the
mora represented in romanization as'/ri/. We now can state our first
conversion rule for converting borrowed Japanese back to English.

CONVERSION RULE I:
The Ir-I that begins a mora may represent an English /r/ or Ill, even though
this Japane_se sound is different from both these English sounds.

sa

We are now ready to write 'Lisa' in katakana:

II
 JWL Lesson 1 • 9

or:
Lisa

Can you read the following names? Remember not to be confused by English
spelling: most conversion is based on pronunciation.

a.')- Rii 'Lee'

b. ') ') - Riri 'Lilly'
c. .ff ') - Sarii 'Sally'
.
We will now add to our katakana symbols and conversion rules, continuing to
use given names as our borrowing category.

5-/ te
- 11
--
,...

occurs in:
.::;- l ) - terii 'Terry' or 'Telly'

This symbol represents the syllabic nasal of Japanese: in word- final position,
it converts to an /n/ in English; elsewhere it converts to sounds similar to /ml,
/n/, or /ng/, depending on the following sound, parallel to its reg\llar
pronunciation in Japanese.

Example
'} / Rin 'Lynn'

..!.=77
a T )l
 JWL Lesson 1 • 1O

This kakakana symbol occurs only when la/ represents an entire mora, NOT
'
. when it occurs as the vowel of a mora consisting of a /consonant + al like Ina/,
or when it represents lengthening of the preceding vowel (represented by a
straight line).

Examples
a. 7 / An 'Ann(e)'
b. 1) ') 7 / Ririan 'Lillian'

8 1" to

occurs in:
I-=-- Ton ii 'Tony'

mu

In English, unlike Japanese, many words and syllables end in a consonant.

(In Japanese, only a nasal consonant, represented by syllabic In/, may occur
in this position.) When borrowing into Japanese items with a final consonant
that is not In/, the most common procedure is to add /u/, i.e., to use a
/consonant + u/ mora. This gives us our second conversion rule:

CONVERSION RULE 2:
In converting from Japanese back to English, omitting occurrences of the
lul vowel that follow consonants at the end of words and syllables.

Examples:
a. I- J.,. To mu 'Tom'
b. -tj- J.,. Samu 'Sam'

107 ke
 JWL lesson 1 • 11

What names are these?

a. 'r / · Ken · 'Ken'
b. 'r ..=.. - Kenii 'Kenny'
c. 'r ') - Kerii 'Ke·lly'

The It+ ul combination in Japanese regu,larly has a pronunciation similar to

English /tsul, which makes it quite d\fferent from English /tu/. Thus, to
represent/ti at the end of English words or syllables, instead of following the
usual /add ul rule, Japanese usually uses Ito/.

CONVERSION RULE 3:
When converting from Japanese back to English, try dropping the loi of the
mora Ito/ when. it occurs at the end of an English word or syllable.

Thus:
7- 1' Keeto 'Kate'

ro
p
Can you read these names?
a. o / Ron 'Ron'
b. Cl..=..- Ronii 'Ronny'
c. Cl- 1) - Roorii 'Laurie'
-:tl
A
I

127' SU

occurs in:
a . .A- Suu 'Sue'
b, 7 ') .A Arisu 'Alice'

137 ku
'1'
 JWL Lesson 1 • 12

Consonant clusters ( = sequences of consonants within a single syllable, as in

'street'), a common feature of English, are impossible in Japanese. The usual
procedure is to convert from English by using mora that end in tu/ (or, if the
consonant is It/, the mora Ito/), for all except the syllabic nasal In/ and the
final consonant of the cluster. Thus, 'street,' converted into Japanese,
becomes A. !- ') - sutoriito. In moving back from Japanese to English, once
again we try dropping occurrences of Jul in /consonant + ul mora and the lo/
of Ito/, just as we did when these examples occurred at the end of a word or
syllable (Conversion Rules 2 and 3).

Example
7 1) .A Kurisu 'Chris'

ru JV
occurs in:
a. Jv- Ruu' Lew' or 'Lou'
b. iv- 7 Ruuku' Luke'

ma

Can you identify these names?

a. -z ') - Marii 'Marie'
b. 7 ) 7
1
Maria 'Maria';
c. - 7 .A Toomasu 'Thomas'

The combinations far/ as in 'hard' and /er/ as in 'herd's in English are usually
represented in Japanese as a long 1-aa/, or sometimes as a short I-al in word-

6.Note the variety of English spellings that represent these sounds, in words such as 'her', 'sir', 'fur',
'purr', 'word'.
 JWL Lesson 1 • 13

final position. Unpredictably the combination may also be represented

according to the more general pattern as 1-arul and 1-erul.

CONVERSION RULE 4:
Check any occurrences of 1-aa/ (and alS'o /-a/ in word-final position) for
possible representation ofEnglis4/ar/ or /er/.

Thus:
?-7 Maaku 'Mark'

The /th/ sound, as in English 'thank,' does not occur in Japanese. As a

replacement, Japanese usually use a mora beginning with Isl. Thus, 'thank' is
converted apanese -tr / 7 sanku, which of course also represent
English 'sank.'

CONVERSION RULE 5:
An Isl may convert back to English as an /s/ or a /th/ as in 'thank'.

Do you rec<;>gnize names?

a. ? - -tr Maasa
b. Aasaa 'Arthur'
c. Jv-:J... Ruusu 'Ruth'

Thi,s is another example of a katakana symbol that represents a vowel alone

as a mora. It occurs only when the vowel Iii is a mora by itself and is not the
lengthening of the vowel of the preceding mora (represented by a line).

Can you read these names?

a. 1 7 / Ian 'Ian'
b. a 1 Roi 'Roy'
c. J- a 1
1 Riiroi 'Leroy'
JWL Lesson 1 • 14

d. Jv 1 Rui 'Louie'
e. Jv 1 'A Ruisu' Louis' or 'Lewis'

The English diphthong /ay/ as in 'May' may be borrowed either with a long l-
ee/ or 1-ei/ in Japanese loanwords. In some examples, only one of these
spellings is regularly used, and in others, we have a choice.

Thus:
7-" Keeto
or
Kei to 'Kate'

... ....
17:/ si /
Ifwe recall all the romanized mora tliat begin with Isl, we note that there is a
noticeable change in the quality of the sound represented by Isl when it
occurs before Iii, bringing it closer to (but NOT THE SAME AS!) English /sh/.
It is not surprising, then, that both 'see' and 'she' are written in the same way
when converted to Japanese: :..- - sii

CONVERSION RULE 6:
The Isl in the mora lsil may represent English Isl or /sh/ or, as previously
pointed out, /th/.

What personal names are these?

a. Siina 'Sheena'
b. 1
) 7 Siria 'Celia'
c.:,,:,, ') 7 Sisiria 'Cecelia'
d. -t / :,,- Nansii 'Nancy'
e. ? - :,,- Maas ii 'Marcy'
f. Jv- :,,- Ruusii 'Ruthie'
 JWL Lesson 1 • 15

18 v re

Can you read these names?

a. 7 v / Aren 'Allen'
b. 7 v 7 Kurea 'Clair'
c. v 7' ) - 1
Resurii 'Lesley'
d. o- v / Rooren 'Lauren'
e. o-v / 7' Roorensu 'Lawrence'
f. I- Toreesii 'Tracy'
g . .::;- v .fj- Teresa' Teresa'
h. i.,-_:_ Ree
or
Rei 'Ray'

19A.. he

What are these names?

a. A.../') - Hefirii 'Henry'
b. A. v / Heren 'Helen'
c. A. v -j- Helena 'Helena'
,_.

20...J: e _:[_ 1!__.

Here, again, is a symbol that represents a vowel alone. It is used only when
le! occurs as a mora by itself, although never to represent lengthening of a
preceding vowel (represented by a straight line).

Examples:
a. x.. Ema 'Emma'
b. I . v / Eren 'Ellen'
 JWL Lesson 1 • 16

c. .I. ') / Erin 'Erin'

d. i '"' :,,. - Erusii 'Elsie'

A /ye/ sequence at the beginning of a word has traditionally been

by lee/ or lie/.

Example:
i- Jv yeeru
or
1 .I.- JI.-- ieeru 'Yale'

Conversion Rule 7:
When converting a Japanese initial lee/ or lie/1 try /ye/ as the foreign
equivalent.

REVIEW
REVIEW 1: Predictably the names for foreign foods and drinks are borrowed
into Japanese along with the actual items. Can you read and identify these
examples? Remember to retain the Japanese pronunciation when you are
reading!7

c. D-.A r· 1
d. ::-- J 7 '"'
e. 7 ') - h f. 7 1 .A !7 1) - h

REVIEW 2: Now read the following list of katakana identifying: (1). a

holiday; (2). two U.S. presidents; (3). a type of pastry; (4). two sports; (5). a
make of car; (6). two country names; and (7). three city names.
a. r D 1 b. r II.--'?/
c. 7 1 .A .A 7 - r d. II.-· - '? .::. 7
e. 7 ') / r / f. 7 1) .A '? /..
7. You can check your answers using the answer key at the end of Lesson 1.

! •
 JWL Lesson 1 • 17

g. 1;? h. 0:,, 7
i...I.9v7 j. o-Jv.A o 1 .A
k. 7.::. .A 1 :,, 7 r 11.t

Before going on to Lesson 2, review all the examples of Lesson 1, making

certain that you are able to read with facility every one of the twenty
katakana symbols that have been introduced. Reading· katakana even in
context only limited opportunity for guessing symbols you don't
know. YOU MUST BE SURE OF THE SOUND VALUE OF ALL THE
SYMBOLS.

Note those symbols that have rather similar shapes:

7 and -z and .4 ; v and Jv

Whenever you encounter difficulties in figuring out how to convert a

katakana item, try writing out its romanized equivalent and then apply the
conversion rules. This should be necessary on only rare occasions, but
remember it as a fallback position.

SUMMARY

Examine now the chart of Japanese mora as it is traditionally written (in

rows beginning on the right, in the order inditated), with the symbols you
have learned in Lesson 1 inserted in appropriate boxes. This 10 X 5 chart is
regularly referred to as the table of gozyuuon '50 sounds', even though not all
the boxes are filled and syllabic Inf is an 'extra'.

!
 JWL Lesson 1•18

/Ii wa ra ya ?TTl4 ha -j-na ta -fj- sa ka 7a

1) ri mi hi .::.. ni ti si ki ,,(I i

;i,. ru yu ].,.ma hu nu tu Asu 7 ku u

V·re me ""-he ne :rte se 7ke .:r.e

Cl ro yo mo ho no J- to so ko 0

ABOUT WRITING PRACTICE

The first task with katakana is to become able to recognize the symbols
quickly and accurately. Pay special attention to the features that distinguish
one symbol from another, like the direction of the strokes, relative length of
the strokes, and the position of the strokes. Writing the symbols helps you
retain the shape in your mind. The following practice is intended only as a
way to help you learn to produce these symbols. Hold off on the practice of
.writing items in katakan until you can read with relative ease those items
written in katakana.

To practice writing the symbols, use the models presented on the next two
pages. and follow these procedures:
I (1) Place a sheet of tracing paper or airmail letter paper over the model.
'I
(2) Trace the completed symbol. Refer to the frames from left to right so
that you follow the proper stroke order and that you are using the right
kind of stroke.
 JWL Lesson 1 • 19

(3) Go to the next frame, which is 'one stroke short of being complete. Trace
the entire symbol again, filling in the missing stroke.
(4) Continue moving left nne frame at a time, each time writing a complete
· symbol by filling in the mising strokes until you get the left-most
fram where you will be filling in every stroke except the ifrst one.
'
Practice writing the entire symbol by yourwelf using boxed paper.
. '
Remember that your practice at this point is limited to production of
individual symbols. As you begin reading hiragana, you should start
words that are ordinarily written in katakana.

: I
 JWL Lesson 1 • 20

KATAKANA WRITINGPRACTICE

-
I 2 1 2
ni - --- mu
l
na
--
I

-)-
2

ke
J
1
"" 'T
2

J--
3

1 I l 2 3

length
-- I
or

2
I ro
\ 17 0
l 2

ti }

I
') 2 3
SU
7 7'1 2
sa.
-- -+---+t ku
I 1
--- -r
I 2 3 l 2

te - - - ru
} JV
-
I 2 1 2

n
/ ma
7 7
l 2 l 2

' i
I
'
I I
a --;7

l
7 2 .
i
/
l 2 3
to

I r-- si - -- -
/
 JWL Lesson 1 • 21

re
v 1
' .
I I

he
A
1 2 3

e - T. 1-
'' '
JWL Lesson 1 • 22

ANSWER KEY

Review 1.
a. tomato 'tomato'; b. toosuto 'toast'; c. roosuto 'roast'; d. siriaru 'cereal';
e. kuriimu 'cream'; f. aisukuriim 'ice cream'

Review2
(1). a holiday: f. 7 1) :J... 7 :J... (Kurisumasu 'Christmas')
(2). two U.S. presidents: b. r 1t.- - 7 / (Toruumafi 'Truman');
e. -!/ 1J / r / (Kurintofi 'Clinton')
(3). a type of pastry: i. .:r.. 7 1--- 7 (ekurea 'eclair')
(4). two sports: c. 7 1 :J... :J... 'T- 1' (aisusukeet9 'ice skat(ing)');
k. 7 ::.. :J... (tenisu 'tennis')
(5). a make of car: . o - .JL- :J... o 1 :J... (Roorusuroisu 'Rolls Royce')
(6). two country names; d. J1'- -::r::.. 7 (Ruumania 'Rumania');
h. o 7 (Rosia 'Russia')
(7). three city names: r 0 1 (Toroi 'Troy'); g. IJ 7 (Rima 'Lima');
1. 7 r Jv (Siatoru 'Seattle')
 JWL lesson 2 • 23

LESSON2
REVIEW

With the exception of names of places in Japan and of a few in the rest of
Asia, place names have been borrowed by the Japanese from foreign
languages. These are all written in katakana, which, as usual, may be
derived from the foreign spelling rather than the pronunciation. The origin
may be English or another foreign language. l

REVIEW 1: Can you read these place names? (Several included in

Review 2 at the end of Lesson 1.)
a.') -z b. o--z
c. .::.- 7-.. d. A. 1 A.
e. a :,,., 7 f. :,,., ') 7
g. :,, r Jv h. -z v-:..- r
i. 1v- -z.::. r
******************************************************************

Now we will increase our inventory of symbols.

KATAKANA SYMBOLS (cont.)

wa

Examples:
Another place-name:

1. See Answer Key at the end of this lesson to check your answers.
 JWL Lesson 2 • 24

a. '7 '/ / / wasinton 'Washington'

and some additional given-names:
b. '7 l) - want 'Wally'
c. '7 v 7' waresu 'Wallace'
i1

'I 'I
J\ iJ
I

I! 22l \
II ha
'

I
<:
Examples:
I Where?
a. 1\ '7 1 hawai 'Hawaii'
I:
: Who?
I '. b. I \ T Hana 'Hannah'
:11
I C. I \ ' } - Harii 'Harry'

-
23 7 ra
-7 -·-
Examples:
Where?
a.177 iraku 'Iraq'
b. -z.::. 7 mantra 'Manila'
Who?
c. ..I. 7 era 'Ella'
d. 7 1J- Rarii 'Larry'
I e. '/- 7 Siira 'Sheila'
I
I J
frJ
I

I !I
iJ
I I

I
I
I"
I
I

24 iJ ka
I
,11: Examples:
ill: Where?
a. tJ 1 o Kairo 'Cairo';
b. 7 7 7' tJ Arasuka 'Alaska'
,,
I I
:I
111
'
 JWL Lesson 2 • 25

Who?
c. :fl - Jv Kaaru 'Karl'
d. tJ o 71 7
or
:fJ 0 1) - j- karoriina 'Carolina'

25 ;X me

Examples:
Where?
a. ;I. 1 / Mein 'Maine'
b. 7 ;I. I} :fJ Am·erika 'America'
Who?
c. ;I. - Mee
or
;I. 1 Mei 'May'
d. ;I. I} - Merii
or
;I. ') - Mearii 'Mary'

What greeting do we frequently hear in December?

;I. ') - • 7 ') :J.. ? :J.. Merii Kurisumasu 'Merry Christmas'

The raised dot is used in katakana to separate parts of a sequence. It occurs

frequently between the given (and middle) and family names in a Western
name, as in: '' ') -· 1' 1J :J.. Harii Harisu 'Harry Harris'; ;I. 1) - • 7 ::..- · ') -
Merii An Rii 'Mary Ann Lee.' Note that the Japanese retain the regular
Western-style order of /given name(s) + family name/ when transferring a
Western name to the Japanese language, even though the order for native
Japanese names is the opposite. Sometimes the· dot occurs within what would
be considered a single compound word in English. For example, don't be
 JWL Lesson 2 • 26

surprised to find examples like 'straw berry.' All in all, its use is quite erratic
and unpredictable.)

I 26 .7 ta /j fj2
II
Examples:
Where?
a.TAI Tai 'Thai(land)'
h. 1 7 ') 7 Itaria 'Italy'
Who?
c. ') 7 Rita 'Rita'
d. 7 .::. $1 Anita 'Anita'
·e. .A. $1 / 1) - Sutaiirii 'Stanley'

'=n
277 hu 7 7
This mora is used to represent both /hu/ and /fu/ in foreign words, since it is
the closest approximation there is in Japanese to both.

CONVERSION RULE 8:
In converting the mora /hut, try both /hu/ and /fu/ as possible foreign
equivalents. Note 7 - 'who?' and 7 v- huree 'hooray' as well as:

Place-names:
a. 7 7 /.A Huraiisu 'France'
: 'i h. 7 7 ') iJ Ahurika 'Africa'
Given-names:
c. 7 7 / 7 Huraliku 'Frank'
d. 7 7 / :,,, .A Huralisisu 'Francis'
e. Jl--- 7 .A Ruuhusu 'Rufus'
'
f.7o-v::.--.A Huroreiisu 'Florence'
 JWL Lesson 2 •.27

2s/ no ) Ji
Examples:
Where?
a. ; - L>. Noomu 'Nome'
Who?
b. J 7 Noa 'Noah'
c. J 7 Nora 'Nora'

When an English /-or/ occurs before a consonant (for example, 'Norman'), it is

' '
usually transferred into Japanese as /-oo/ .
- ( J -:- '7 / Nooman). Alternatively
the /-or/ may be converted tnto 1.-orul, the more general rule ( J iv 7
/ Noruman). However, when /-or/ occurs at the end of the word (for example,
'Eleanor'), we regularly find 1-oal in the Japanese equivalent ( .:r. v / 7
Erenoa or ..:r:. 1) J 7 Erinoa).

CONVERSION RULE 9:
A long 1-oo/ vowel followed by a mora beginning with a consonant may
convert to an /or/ in English. In word-final position, Japanese 1-oal ma,y also
.convert to /or/.

These conversions are similar to those introduced in Conversion Rule 4, in

Lesson 1.

Examples:
Where?
d. J - ;t.. 7 /. ') tJ N oosuamerika 'North America'
e. J - ;t.. tJ o 7 1 7 Noosuka.roraina 'North Carolina'
Who?
f. ) - ? Nooma
or
; 1v7 Noruma 'Norma'
 JWL Lesson 2 • 28

g. /-"? / Nooman
or
J Jv? / Norumaii 'Norman
1: h . .:r.. v/ 7 Erenoa
l I
'
' '
or
.:r.. ') / 7 Erinoa 'Eleanor' (in its various English
spellings)

I .
i1.
29;f 0

**
Here again is a symbol that represents a mora consisting of a vowel alone: in
this case, the vowel is lo/ as a mora -- not as the lengthening of the preceding
vowel (for which the symbol is a straight line) and not as the final vowel of a
mora consisting of /consonant + o/.

Examples:
Place-names:
a. :t7'? Otawa 'Ottawa'
b. 7 :tA Raosu 'Laos'
C. ;;f I \ 1 ;;f Ohaio 'Ohio'
d. 71 r; * Aiowa 'Iowa'
e. :t-:A 1J 7 Oosutoria 'Austria'
f. ;f - :A 7 1) 7 Oosutoraria 'Australia'
Given-names:
g. :t :A iJ- Osukaa 'Oscar'
h. "? ') */ Mario ii 'Marion'
I I
'

30 "' mi

Examples:
Where?
 JWL Lesson 2 • 29

a.? 1 7 Maiami 'Miami'

Who?
b. Mimi 'Mimi'
c.7* Naomi 'Naomi'
d. Jv r : .- Miruton 'Milton'
e. / 7 ·.A .A Nora Sumisu 'Nora Smith'

DIACRITICS

NIGORI

Compare the following pairs of symbols:

7J and tl; +rand .ff; 1 and $i";

The left-hand members of these pairs are already familiar. They are
equivalent to the romanized mora ka, sa, ta, and ha. The corresponding
symbols on the right are equivalent to the romanized mora ga, za, da, and ba.
In other words, the addition of I " I (called nigori) changes the value of the
initial consonant of a mora; /kl changes to lg!, Isl to lzl, /ti to ldJ, and /hi to /bl.
Compare: .::;- '} -Terii 'Telly' (or 'Terry') and f ') -Derii 'Delhi.'

With the introduction of nigori, the number of examples for practice

increases tremendously. Be sure to practice reading these examples aloud
WITH JAPANESE-STYLE PRONUNCIATION. It is important to avoid the
common error of switching to English pronunciation as soon as the English
origin of a word is recognized.

The following are katakana symbols with nigori that we can recognize
immediately.

tl ga
 JWL Lesson 2 • 30

, , II
I

1''
' '

7'' gu

I ii
7' fr''
ge
7
Examples:
II I
I
I I Places:
I a. ti-1- Gana 'Ghana'
b. :,,, tf / Misigan 'Michigan'
c. 7 7 ti .::::. :A '1 / Ahuganisutan 'Afghanistan'
d. /\:--tr 1J - Hangarii 'Hungary'
People:
e. tf 1 Gai 'Guy'
f. =1- 1v ti Oruga 'Olga'
g. 71/-7.. Gureesu 'Grace'
h . .:¥'- Gee
or
71 Gei 'Gay'
i. 7- Jv geeru
or
71 Jv geiru 'Gail'

The syllabic nasal In/ at the end of a word is regularly converted to an /n/ in
English. Note that the combination /ngu/ is the usual representation of a
word-final /ng/ in English. Once again we are simply dropping a /u/ when we
convert from Japanese back to English. Example: 4T 1 7 1) / 7· saikuringu
'cycling'

za
F

JWL Lesson 2 • 31

.... ,, ••
\1\'v

zi /
••

zu A''
Paralleling the use of Isl as a conversion for the /th/ of 'thank' in English, /z/
may represent the /th/ of 'this' in addition to its usual transfer for /z/. In
addition, since there is no mora in traditional Japanese with proAunciation
resembling English /zee/ or /dee/, we find that lzil covers for both of these as
well as for /jee/. The fourth possibility, the least common, is the /si/ of 'Asia',
also coveed by lzil.

CONVERSION RULE 10:

The consonant lzl in Japanese may represent the /th/ of'this' ( = :/'A zisu) in
English as well as the /z/ of 'zone'. In addition, the mora lzi/ may serve as the
conversion ofEnglish/zee/, /jee/, /dee/, and, occasionally, of the /si/ of'Asia.' In
word- or syllable-final position, :J may represent English/j/.

Examples:
Places:
a. "fJ / 4f 'A Kaiizasu 'Kansas'
b. 7:J7 Azia 'Asia';
Mizuuri 'Missouri'
People:
d. 4f "}] ') - Zakarii 'Zachary'
e. 'A--+f / Suuzaii 'Susan'
f. A.-+f- Hezaa 'Heather'
., '
g. :/ ' - Zimii 'Jimmy'
h. :; ti- Zimu 'Jim'
i. :J- / Ziiii 'Jean'
j. :; Jv ziru 'Jill'
JWL Lesson 2 • 32

k. :_/- 7 Ziiku 'Zeke'

1. o - ; ( Roozu 'Rose'
m. Jv 1-;( Ruiizu 'Louise'
• f

da IJ''
f
!,;;:.
-''
7' de T 7
••

r' do l''

Examples:
Places:
a. iJ -r 11· Kanada 'Canada'
b. 7 0 1) y Hurorida 'Florida'
c. 7 1>. .A 7 Jv :Y b. ' Amusuterudamu 'Amsterdam'
d. 7 1J- Derii 'Delhi'
e. 7/-z-7 Denmaaku 'Denmark'
f. o / F / Rondon 'London'
People:
g. y::,- Dan 'Dan'
h. 71-7. Aiida 'Ida'
i. 7 7· b. Adamu 'Adam'
j . .y 1 7 -r Daiana 'Diana' '
k. 7·.::. ..:r.. Jv Danieru 'Daniel'
Dagurasu 'Douglas'
m. 7.::. .A Denisu 'Dennis'
n. 7"·--r Deena 'Dana'
o. v- 1) A Doorisu 'Doris'
p. !-' D Dorosii 'Dorothy'
 JWL Lesson 2 • 33

Just as the mora Ito/ frequently occurs in the conversion of /ti from English to
Japanese (example: 7, l
- r Keeto 'Kate'), Idol is the frequent conversion of
English /di.

CONVERSION RULE 11:

When converting a sequence that contains Idol back to English, try omitting
the lo/.

Examples:
Places:
r· =-- Sidonii 'Sydney'
b. 7 1 :J.. 7 ::; v Aisurando 'Iceland'
c. 71Jv7 / F ·Airurando 'Ireland
d. 7" 1J - ::; 7 ::..- r· Guriinrando 'Greenland'
e. o / 7" 7 1 7 / t: Ronguairando 'Long Island'
People:
r. 01 r· Roido 'Lloyd'
g . .:r.. r· r;- r Edowaado 'Edward'
h. r· T Jv F Donarudo 'Donald'"
i. '' o Jv J--• Harorudo 'Harold'
I > ••..
}\ ba J '\' p \

bu 7''
be

Examples:
Places:
a. '" ') Bari 'Bali'
 JWL Lesson 2 • 34

b. )'\) \-=< Bahama '[the] Bahama[s]'

c. y7· 1J / Daburin 'Dublin'
d. 7· 7 :; 1v Buraziru 'Brazil'
e. :..--« 1J 7 Siberia 'Siberia;
f. « Jv 1; ::..- Berurin 'Berlin'
g. « 1v 7 - r-· Beruguraado 'Belgrade'
People:
h. J'{- )'{ 7 Baabara 'Barbara'
i. 0 J'i- }- Robaato 'Robert'
j. 7Jv1'{- t- Arubaato 'Albert'
k. 1'{-7- p· Baanaado 'Bernard'
I. 7• v / ->'. Burenda 'Brenda'
m. 7·71 7 / Buraian 'Brian'
n. 7· Jv-.A Buruusu 'Bruce'
0. /"{ / Ben 'Ben'
p. 1 -tr« JI.- Izaberu 'Isabel'
q . .:r. 1) -tr« .A Erizabesu 'Elizabeth'

The Japanese sound system includes no /v/ sound. For converting

occurrences of /v/ in foreign languages, Japanese has traditionally used mora
beginning with /bl.

CONVERSION RULE 12:

When converting a Japanese sequence that contains a mora beginning with
lb/back to its original English, try /v/ as well as lb/.

Examples:
Places:
r. « t- 7 b. Betonamu 'Vietnam'
s. 7 .A« if .A Rasubegasu 'Las Vegas'
t. )'{ / 7-J'{- Bankuubaa 'Vancouver'
People:
u. 17· !bu 'Eve'

' '
 JWL Lesson 2 • 35

v . .I. J{ Eba 'Eva'

w. 1-{v 1J- Varerii 'Valerie'
x. * •) )'{- Oribaa 'Oliver'
y. ')- Bebarii 'Beverly'
z. J ' { - :J =- 7 Baazinia 'Virginia'

MARU

The addition of a small circle (maru) to any kana mora that begins with /hi
changes the value to the corresponding mora that begins with Ip/. Compare:
' ' 1 hai 'high' and 1" 1 pai 'pie'

The following are katakana symbols that we can recognize immediately:

J\ pa J \0 y
'70 pu 70 -t
pe

Examples:
Places:
Pari .. 'Paris' (from French) .
b. Panama ·'Panama'
c. .I.:;-;" " Eziputo 'Egypt'
d. 7 Jv-/ :A Arupusu 'Alps'
e . . . .:: Jv- Peruu 'Peru'
f. :A-"' 1 / Supein 'Spain'
People:
g. J'\} 7 Pamera 'Pamela'
 JWL Lesson 2 e 36

1)- Perii 'Perry'

i. Pegii 'Peggy'
II
j. 70 1) -:,, 7 Purisira 'Priscilla'
111
11\

REVIEW

REVIEW 2: Read the following borrowings related to food. Can you read
them rapidly, without hesitation???
b.J'{ 7' -
1) / d.1'{-t -t
f. 7- } tJ « 1) -

g. )'\ ,./
'I h. 7• ') /
i. .I. 7 v7
j. I c::. 7 . 7 1 A 7 ') - L.
k. 1'\ -t -J- 7 1J - L. 1'\ 1

m. / ' :-.- / <:- tr -

n.''h
p. f}- 7
r. 71 7-

REVIEW 3: Identify the following U.S. presidents. (Read the names in

Japanese before giving the English equivalents.)
a. :; - . iJ - )' -
b. )\- )'\- r-. 7 - )'{-

c. o -t Jv V · v - if :..-
d. 7 7 :..- 7 1J :..- · 1v- ..::< « 1i-

111

Ill'
1,'

Ii ll!!I
 JWL Lesson 2 • 37

REVIEW 4: Identify the following items in the accompanying katakana list. Write the
appropriate letter in the parentheses. Again, read the Japanese before giving the English
.
equivalents.
(1) one sport; ( )

(2) three beverages; ( ), ( ( )

(3) three accessories; ( ), ( ), ( )

(4) four vehicles ( ), ( ), ( ), ( )

(5) four articles of clothing ( ), ( ), ( ), ( )

a.?-?$/- b. -"1v 1' c. 1v?

d. 'A-?-?- e. :;f v-!f- f. ?-1.
g. 1'7??- h. :v'A !J i. 'A-JJ- 1'
j. 'A-JJ-7 I.
m. -"'A 1' n. -JJ?71v o.

Again, note particularly carefully the katakana symbols that resemble each other. It is
essential to be able to distinguish them correctly:
7 and 7 and lJ; ? and?; v and1v;
/ and /. and -:}-; 7 and -.::r and A
 JWL Lesson 2 • 38

SUMMARY

The following katakana chart.incorporates symbols introduced in Lessons

1 1 and 2. If you have forgotten any of them, go back to the section where they
were introduced and review them thoroughly.

/ Ii r; wa 7ra ya -zma )\ha -j-na ta -Jtsa 'fl ka 7a

') ri .....
hi .::. ni ti si ki 1i

Jt,-ru yu b,mU 7hu nu tu Asu 7 ku u

v re _;. me r-..he ne rte se 7ke ..I.. e

oro yo mo ho /no f- to so ko :t 0
 JWL Lesson 2 • 39

KATAKANA WRITING PRACTICE

1
I
'2 l 2 3
.......
7
wa \ mi ......
"""'"" ......
'
........
'
1 2

Ill
. .) '\
. ) I

m -
1

-7
2

1 2

lea
J fJ
1 2 3

me
) ;I
1 2 3

kl
I
l
7 1
hu
7 l

no
J
-- t
1 2 3

:t
JWL Lesson 2 • 40

ANSWER KEY
REVIEWl:
a, Rima 'Lima'; b. Rooma 'Rome'; c. Niisu 'Nice'; d.Suisu 'Switzerland'; e.
Rosia 'Russia'; f. Siria 'Syria' (as a personal name this represents 'Celia'); g.
Siatoru 'Seattle'; h. Mareesia 'Malaysia'; i.Ruumania 'Rumania'

REVIEW2:
a. pafi 'bread'(from Portugese); b. bata 'butter'; c. maagarin 'margarine'; d.
banana 'banana'; e. orenzi 'orange'; f. sutorooberii 'strawberr)"; g. pai 'pie'; h.
purin 'pudding'; i. ekurea 'eclair'; j. banira aisukuriimu 'vanilla ice cream'; k.
bananakuriimupai 'banana cream pie'; 1. tomatosuupu 'tomato soup'; m.
hafibaagaa 'hamburger'; n. hamu 'ham'; o. hamusando 'ham sand(wich)'; p.
sarami 'salami'; q. pasuta 'pasta'; r. rais.u 'rice' (on a plate)

REVIEW3:
a. Zimii Kaataa 'Jimmy Carter'; b. Haabaato Huubaa 'Herbert Hoover'; c.
Ronarudo Reegafi 'Ronald Reagan'; d. Hurankurin Ruuzuberuto 'Franklin
Roosevelt'; Aburahamu Rinkaan 'Abraham Lincoln'

REVIEW4:
(1). one sport;
(2). three beverages;
(3). three accessories;
(4). four vehicles;
(5). four articles of clothing: e. 7• v -ff - burezaa 'blazer';
h. v ::Z.. ') / 7" resuringu 'wrestling';
c. iv 7 miruku 'milk'; n. iJ 7 7 Jv kakuteru
'cocktail';
b . .r{ IL- r beruto 'belt';j. ::Z.. iJ - 7 sukaahu 'scarf;
k. 4T / 7" 7 :A saiigurasu 'sun glass[es]';
a. 7 7 - takusii 'taxi'; d. A. 7 - '7 - sukuutaa
'scooter'; g. r 7 7 7 - torakutaa 'tractor'; l. :; -
7 ziipu 'jeep';
i. ::Z.. iJ - r sukaato 'skirt';m. « ::Z.. 1' besuto 'vest';
o. - / ;( ziinzu 'jeans'

i
•
 JWL Lesson 3 • 41

LESSON3
KATAKANA SYMBOLS (cont.)

We will now continue to add to our inventory of katakana symbols.

31.1- ti chi
+
The mora /ti/ is used to represent both English /chee/ and /tee/, and also /ch/ at
the end of words and syllables. Recalling the /ti-column of the mora chart in
JSL (page 1), you will remember that the /ti of /ti/ is different from the /ti of
Ital, Itel, and Ito/; it is somewhere between English initial /ti and /ch/, and not
exactly like either.

CONVERSION RULE 13:

For converting an occurrence of /ti/ back to English, try both /tee/ and /chee/
and word- and syllable-final /ch/ as possibilities.

The katakana 11-1 symbol does not ordinarily occur with nigori in
representing borrowed words. Again the mora chart is a guide: there is no
occurrence of I di/ on it. For those other styles of romanization that do use I di/,
the usual katakana equivalent is I :JI, i.e. I:..- sil with nigori.

Examples:
Where did you go last year?
a." 11- Haiti 'Haiti'
b. tJ 7 1- Karati 'Karachi'
c. J'\ 1- tJ :,,, Batikan 'Vatican'
Who went with you?
d. 7-1- Aati 'Arch'
e. 7-1-- Aatii 'Archie'
JWL Lesson 3 • 42

f. ?--f- / Maatin 'Martin'

g. Sutiibu 'Steve'
h. 7 ') .::z.+-t- Kurisutina 'Christina'

32. ;c mo

Examples:
Where are you going on your trip?
a. +r -'E 7 Samoa 'Samoa'
b. -t- / 17 -J- Montana 'Montana'
c. -'E .::Z. 7 9 Mosukuwa 'Moscow' (non-English
origin)
d. J'{- r-
-'E / Baamofito 'Vermont'
e. -=c / f- 1J *-Jv Mofitoriaaru 'Montreal'
Who will go with you?
f. -'E '} - Moorii 'Maury'
g. -'E- 1) - / Mooriifi 'Maureen'
h. -'E 1) .::Z. Morisu 'Morris'
i. .:c- I} A Mooriisu 'Maurice'

33. :1 ko
. ;.

'11..'".
go
d
Examples:
Where were you last year?
a. ::i .::Z. 17 1) iJ Kosutarika 'Costa Rica'
b. ::i / 1' - 'T / Kopenhageii 'Copenhagen'
c. -tJ- / 7 7 / .::Z. ::i Sanhuraiisisuko 'San Francisco'
d. iJ ::! S ikago 'Chicago'
 JWL Lesson 3 • 43

e. v ::! / Oregofi 'Oregon'

f. -:c / ::r 11; Mongoru 'Mongolia'
Who was with yout
g. =t-7 . Koora 'Cora'
h. -::J- 1)- Koorii 'Cory'
i. =1 ') ;:,, Korin 'Colin'
j. =i - ;f... 1) 7 :A Kooneriasu 'Cornelius'
k. -v- ::l Maago 'Margo'

34. '} so

zo
')''
We must be sure to note the difference between the symbols I 'JI and I//: in
I 'JI, the two strokes are lined up horizontally and the long stroke begins at
the top; in contrast, the two strokes are lined up vertically in I/ I and the long
stroke begins at the bottom.

Examples:
Where are you going?
a. 'J -v 1J 7 Somaria 'Somalia'
b. x. Jv 1'\ 'J Erupaso 'El Paso'
c. 7 - tJ / ·; - Aakansoo 'Arkansas'
d. 7" v- i' · 'J Jv i' v - 7 Gureeto Soruto Reeku ' 'Great Salt Lake'
e. 7 1) '/7 Arizona 'Arizona'
f. 7 -v '/ / Amazon 'Amazon'
With whom?
g. 'J 7 Jv Souru 'Saul'
h. ') 0 -:c / Soromon 'Solomon'
i. '/-1 Zooi 'Zoe'
 JWL Lesson 3 • 44

35. l::: hi t it_

t:' bi
t\\ •
l

l! pi
to •

Examples:
What is that person's name?
a. t: Jv 7· Hiruda 'Hilda'
b. t: 7 1) - Hirarii 'Hillary'
c. Jv Biru 'Bill'
d. Birii 'Billie'
1 e. Jv Sirubia 'Sylvia'
f. / Bibian 'Vivian'
g. t:::- Piito 'Pete'
h. Piitaa 'Peter'
Where does s/he come from?
i.7't:+ Tahiti 'Tahiti'
j. ') Ribia 'Libya'
k. 7 7 Arabia 'Arabia'
1v? Biruma 'Burma'
m. ::z o / Koroiibia 'Columbia'

******************************************************************

20-SECOND REVIEW: (What is your favorite color?)

a./ 1v- b. !;::' / 7 c. 7· i..---

d. If 1) - / e.7,- ' ) · - / f. 7A:'.
 JWL Lesson 3 • 45

******************************************************************

36. ;f ki

gi

Examples:
Who is that?
tJ - Kinbarii 'Kimberly'
b.-=¥ r Girubaato 'Gilbert'
Where is s/he going?
c. 71 Waikiki 'Waikiki'
d. ""'1v / Herusinki 'Helsinki'
e. 1'\ -1 / Pakisutan 'Pakistan'
f. 1· q:-:· 1) .A l,girisu 'England' (not a direct
conversion)

English /-x/ usually transfers into Japanese as 1-kusl, particularly in word-

final positionor or before a /u/ or lo/ vowel (example: .::. 7 'J / Nikuson
'Nixon'). However, before other vowels, it is often (not always!) converted to
/kis-1 (examples: T Tekisasu 'Texas'; J. 4'- :,, :i Mekisiko 'Mexico'.

CONVERSION RULE 14:

Occurrences of both lkus-1 and lkis-1 may represent conversions of English /xi.
I l

,, ) '
37. / tu

We must be able to distinguish the two symbols I '/I and I :,, /: the three
strokes of I "JI are lined up horizontally, with the long stroke beginning at the
 JWL Lesson 3 • 46

top of the character. In contrast, the three strokes of I YI are lined up

vertically, with the long stroke beginning at the bottom of the character.

In Japanese, when It/ is followed by the lul vowel, the combination

automatically acquires a sound sequence that resembles English /tsu/; there
is no mora in Japanese which is pronounced /tu/. It is not surprising, then,
that !tu/ becomes the conversion of both /tu/ and /tsu/, with the former much
more common. Note: r; /, "J - , .A ') - , wan, tuu, surii, '1,2,3';
/ - . "/ - · "J - tuu tuu tuu '2 to 2' (telling time in converted English); "J -J-
tuna 'tuna'

CONVERSION RULE 15:

An occurrence of !tu/ in Japanese may represent English /tsu/ or, more
.
commonly, /tu/ .

. Remember! The Jul vowel, regularly added when borrowing English

consonants that end syllables or words or are followed by consonants other
than In/, is usually replaced by the lo/ vowel when the consonant is /t/. Why?
Because of the special value of !tu/.

Examples:
Places:
a. /-Jv Tuuru 'Tours' (borrowed from
French)'
b. / - 0 / Tuurofi 'Toulon'
c. 1 ·:; Doitu 'Germany' (based on
German)

Katakana I "J /,like I +!,does not occur with nigori in borrowed words. The
mora chart, again, is a guide: there is no /du/ in the Id/- column. For those
other systems of romanization that do include a /du/ mora, the katakana
spelling is I;(/, i.e., /sul with nigqri.
 JWL Lesson 3 • 47

LONG CONSONANTS

The most common use of katakana /tu/ is in the writing of long consonants,
. romanization with a double
i.e., those that we regularly represent. in
consonant. Compare the following items:

(a) Jv- 7 'Luke' (b) 1t.- ·:; 7 'look'

Example (a) has a long vowel, indicated by a double vowel in romanization

and the special symbol for vowel lengthening in katakana. In (b), the long
consonant, indicated in romanization by a double consonant, is represented
by katakana I 'Y I (smaller and lower in horizontal writing, and smaller and to
the right in vertical writing) followed by the katakana symbol whose initial
consonant is the one being lengthened. Even though the I "J I has reduced size,
it is assigned the space given to a full-sized symbol. In handwriting, it is
written off-center, slightly closer to the symbol with which it is linked i.e.,
the one that follows).

This use of I ·:; I never occurs at the beginning of a word. However, we

occasionally find a reduced I "J I in final position as an indication of a glottal
stop ( = a sharp catch in the throat). Thus, 7 ·:1 is equivalent to the

exclamation 'a!'. We represent this in romanization as a(tu).

t
Traditionally the only consonants that were ever lengthened -- other than
those involving /ii/1 -- were /kl, /s/, ltJ, and /p/. However, in words recently
borrowed into Japanese and written with the katakana symbols, we often'find
reduced I ':JI also in the representation of 1-gg-I, l-zz-1, 1-dd-I and l-bb-1. This
latter group is representative of a more innovative variety of Japanese. For
example, English 'bed' has been borrowed into Japanese both as /"{ ·:1 r betto
and .I"{ ·:1 beddo, the first being traditional and the second innovative.

A long 1-kk-I, /-ss-1, l-ss-1, or /-pp-/ often occurs in loanwords when the
corresponding consonant in English follows a simple vowel (often, but by no
1. The combination 1-n + m-1 results in a long lml, 1-n + n-1 a long Inf.
 JWL Lesson 3 • 48

means always, at the end of a word) as opposed to a long vowel or diphthong

(= two or more vowel qualities within one syllable, as in 'late'), which is
followed by a short ( = single) consonant. The simple vowels are represented
as short vowels in Japanese whereas the long vowels or diphthongs are
represented as long vowels or vowel sequences. Compare:
a . .A -:C '/ 17 sumokku 'smock' and b . .A -:C- 17 sumooku 'smoke'
c. t: '/ r hitto 'hit' and d. t: - r hiito 'heat'
e . .:\=- Y 7 Kippu 'Kip' and f. .::f- - 7 kiipu 'keep'

In each case we have a /short vowel + long consonant/ on the left and a /long
vowel + short consonant/ on the right.

Double-/k/ Combinations:
- ';I tJ -kka '/ 'tl -gga
- '/ .:\=- -kki - '/ =¥' -ggi
- ';I 17 -kku - '/ ti' -ggu
- '/ 'r -kke - '/ 'T -gge
- '/ :J -kko - '/ ::! -ggo

Examples:
Where did you go?
a. ;t. Y tJ Mekka 'Mecca'
b. 'r / '/ .::f-- Kefitakkit .. 'Kentucky'
c. 7· Jv ·;1 7 1J / Burukkurin 'Brooklyn'
*
d. ;z, r "J 7 1v P. Sutokkuhorumu 'Stockholm'
e. -to Y ::r Morokko 'Morocco'
Who went with you?
f. v .."{ ' ) tJ Rebekka 'Rebecca'
g. 7 '/ 7 Makku 'Mack'
h. 1) ';I 17 Rikku 'Rick'
i. .::: '/ 7 Nikku 'Nick'
j. 1'{ r 1J ·:; 7 Patorikku 'Patrick'
k. p· .::. '/ 7 Dominikku 'Dominick'

II
1 I j111

1: ' 1111
 JWL Lesson 3 • 49

Kureggu 'Craig'

Double-ls/ Combinations
-"} +r -ssa - ·:; 4f -zza
- •:J :.-- -ssi - •:J :/ -zzi
- •:J .A. -ssu - "} ;( -zzu
(-sse -zze)l
- ·:; ') -sso - "} ')' -zzo

Examples:
Where is she?
a. :;3- T' ·:; 4T Odessa 'Odessa'
b. T './ 7• l) ':J :J Kenburizzi 'Cambridge'
C, / )V ':J 7 I} './ ' / I) ") :f Burukkurifi Burizzi 'Brooklyn Bridge'
Who is she?
d. ;I. 1) •:J +j- Merissa 'Melissa'
e. ':J : ; Mazzi 'Madge'
f. •:J :; Mizzi 'Midge'

Double-It/ Combinations
- '/ 7 -tta •:; -dda
-7 1- -tti
- '/ '/ -ttu
. - ·1 T -tte •:J .:r -dde
r -tto •:J F -ddo

Examples:
Where are you from?
a. './ I \ ':J -J / Manhattan 'Manhattan'
b. iJ 1v tJ ·1 Karukatta 'Calcutta'
c. +;- './ -t l) ':J ''} Sanmorittu 'San Moritz'

2.This combination cannot be practiced until the katakana symbol for /sel is
introduced.
JWL Lesson 3 • 50

d. l::'. "} 'J J'\- !f Pittubaagu 'Pittsburgh'

e. o 'Y 7 Jv .Y A Rotterudamu 'Rotterdam'
r. -r « 'J r Tibetto 'Tibet'
g. 7. :J -Y r
7 / F Sukottorando 'Scotland'
I

h. /'{ !/' .y ") F Bagudaddo 'Baghdad1

What is your first name?
i. "} r- Patto 'Pat'
j. 7. :J 'J r Sukotto 'Scott'
k . .I. 1) :t '/ 1' Eriotto 'Elliot'
Toddo 'Todd'
m. ·1 F Baddo 'Bud'

Double-Ip/ Combinations
-'//'\ -bba
- '/ l::'. -ppi - '/ J:::' -bbi
- ") 7' -ppu - '/ 7' -bbu
- '/ « -ppe - 'J « -bbe
(-ppo -bbo)3

Examples:
Where are you calling from? ",,
l::'. Misisippi 'Mississippi'
Who is with you?
h. -t 'J 7° Kippu 'Kip';

A REMINDER! Katakana/ "J I is never used in representing the lengthening

of I m-1 and I n-1. Instead we find /-nm-I and /- nn-1.

Special Combinations

Reduced /tu/ may also be used in long consonants, followed by a mora with
initial I h-1.

3.This combination cannot be practiced until the katakana symbol for /ho/ is introduced.
F
JWL Lesson 3 • 51

CONVERSION RULE 16:

Again with I -:; I representing the lengthening of a following consonant, the
combination/- "J 7 -hhu/ is used as a conversion of English long /f/, and 1-
ahhal, /-ihhi/, 1-ehhe/ and 1-ohho/ approximate the kind of final sounds that
occur in German /ach/, /ich/, /ech/ and loch/. Note that in examples of these
latter combinations, all borrowed from langv.ages 9ther than English, the
vowel following the 1-hh-I in Japanese, which is not present in the original, is
the same as the vowel preceding it.

Examples:
What is his name?
*
a. -:::! ·:; gohho 'Gogh Dutch)'
b. J '( 'J J \ Bah ha 'Bach'(from German)
C. I \ -{ / l) "J l;-: Haiiirihhi 'Heinrich' (from German)

REVIEW

REVIEW 1. Can you read and identify the following words rapidly and
without hesitation? All are related to food and drink. Note in particular
examples of the Conversion Rules.
a. v-t/ b. 1'\ 1 7- ·:; 7° Jv

c. f- 4- / d. o - .A 1' · f- 4- /
e. - 1' 'J-:J.. f. -lf
g. 7 h. f--;(
i..7..1.A+-:X j. / Jv-f--;<
,.
k. f-- ;( 'T- ;:f- l. 7 ·:; 7 JI.- / '\ 1
m. 1"-7 ·:; n. '7 ·:; ;:f- -
o. t:" .A 'T ·:; 1' p. :Jt--t /
JWL Lesson 3 • 52

q. 'l-Y r. :J fJ :J - 7

s. "" / ::,,. :!J - 7 t. Jv

u. :J :J 7

*****************************************************************

- KATAKANA SYMBOLS (cont.)

38. : i yu

Examples:
Where are you from?
a . .:i -1 Yuta 'Utah'
b . . : i - . .:::r.. A · . I . - Yuu esu ee 'U.S.A.'
c. .:i -J- 1 7 "J r-' ·.A 7 - ·y · i" 7· · 7 /. 1J fJ Yunaiteddo suteetu obu amerika
'United States of America'
d. : i - "::!.A 7 t: 7 Yuugosurabia 'Yugoslavia'
What is your first name?
e. : i - : ; / / Yuuzin 'Eugene'
f. : i - :; .::. 7 Yuuzinia 'Eugenia'
g . .:i-.::. .A Yuunisu 'Eunice'

39.f ya

Examples:
Where?
a. 7 7 -t Maraya 'Malaya'
b. 7 7 -t Himaraya 'Himalaya [mountains]'

40. 3 yo
 JWL Lesson 3 • 53

Examples;
What place is this? (looking at a map)
a. 3-7 Yooku 'York'
b. 1) 3 / Riyan 'Lyon'

MORA CONSISTING OF /CONSONANT + /YI + VOWEL/

Actually, the most common occurrences of !ya!, lyul, 'and Iyo/ are within
special combinations. Examine the following:

The first katakana symbol in each example represents a /consonant + ii, and
the second, Jy + a vowel/. (The only vowels possible are la!, Jul, and Joi. [See
the mora chart on Page 1, JSL:PART 1]) 'this second symbol reminds us of
the initial /TU/ in long consonants: assigned a full space but smaller and
lower in horizontal writing and smaller and further right in vertical writing;
in handwriting it is slightly closer to the symbol it is connected with, in this
case the symbol that precedes. These combinations represent single mora,
romanized as /consonant + y + vowel/.

Thus, I -t' J is the two-mora sequence lbiyal, but I e' -\"I is the single mora
lbyal. Note that only in such examples is a single mora NOT represented by a
single symbol in the Japanese kana system.

SUMMARY OF /CONSONANT + Y + VOWEL/ MORA

;\"- -\" -kya -sya 1--\" -tya ..=. -\" -nya

.:t- .::r.. -kyu .:I. -syu 1- .::r.. -tyu ..=. .::r.. -nyu
;\"- 3 -kyo -syo 1- 3 -tyo ..=. 3 -nyo
.:¥-\" -gya V'-\" -zya
.:¥' .::r.. -gyu :,...-' ;I.. -zyu
 JWL Lesson 3 • 54

.,.
.:¥' 3 -gyo ':/ 3 -zyo

1::: ""'
-hya ""' -mya 1) ""' -rya
1::: :::L -hyu ::i. -myu I) .::1. -ryu
J
1::: 3 -hyo 3 -myu 1) 3 -ryo
i::: "'i -bya -pya
t:::' ""'
i::: .:J.. byu i::: :::L -pyu
i::: 3 -byo -pyo
,,

An English word beginning with the /ca/ of 'cab' borrowed into Japanese may
have as its initial mora lkyal instead of lka/. This reflects an attempt to
approximate the difference in pronunciation between this /ca/ and the /ca/ of
'calm', which is always converted as lkal. Thus we find both Kyasarin and
Kasarin as transfers of 'Katherine' but only Kaaru for 'Karl'. Similarly, we
find the /gal of'gap' converted as gyappu, but only gaado for 'guard.'

CONVERSION RULE 17:

Both lkal and lkya! are conversions for English /ca/ or /ka/, and !gal and lgya/
for English /gal.

The existence of these /consonant + y + vowel/ mora in Japanese means that

conversion from English can distinguish between the initial sounds of pairs
like 'socks' ( / ':J 7 A." sokkusu) and 'shocks' (:,,. 3 ·y 7 A. syokkusu). It is when
we deal with the Iii vowel that conversions become ambiguous: we have only
lsil, !ti!, and lzil, each of which must represent multiple conversions from
English in traditional Japanese writing (cf. the Conversion Rules under each
of these katakana symbols).

When the vowel of the /consonant + y + vowel/ is lengthened, lhe symbol

indicating length is written in line with the symbols of regular size. Thus:

..::. .:J.. - nyuu 'new'4

 JWL Lesson 3 • 55

The /consonant + y. + vowel/ mora may be immediately preceded or followed..

by/ ''JI, indicating consonant lengthening.

Thus: ..
--:< ·'} :..- .::z. iv - L. massyuruumu 'mushroom'
:..- 3 '') t:::: / -:/' ) 'i ''} -:/' syoppingubaggu 'shopping bag'

Examples of /consonant + y + vowel/:

Where were you last year:
a. 1" / « 7 Kyanbera 'Canberra'
b. .::t.- J'\ Kyuuba 'Cuba' . '
c. / )\ 1 Syanhai 'Shanghai'
d. :;· 1" iJ Jv 7 Zyakaruta 'Jakarta'
e. :..J 3 - :/ 7 Zyoozia 'Georgia'
f. f- "" - Jv .A :;.,r Tyaarusuton- 'Char Ieston
g.:::.. : i . - 3-7 Nyuuyooku 'New York'
h.:::.. : i . - : ; - 7 :;.,r r· Nyuuziirando 'New Zealand'
Hyuuron 'Huron'
• • ... -Y' Bamyuuda 'Bermuda'
J. )'\ ' ::i. -
Who was with you?
k. -v :..-- Kyasii 'Kathie'
I. "V -1j- I} / Kyasarin 'Katharine'
m. -v-1;- Syaatii 'Shirley'
n. o :.,; -v -
..
o. :..-' 3 -
Rozyaa
Zyoo
'Roger'
'Joe'
p.:; 3 / Zyon 'John'
q.:; 3 - / Zyoon 'Joan'
r.:; .::t.- / Zyuuri 'June'
..
S. :.--' S-:..-'
.. Zyoozi 'George'

4.This is typical of many examples of /consonant + y + vowel/ which convert a less

commonly heard pronunciation of American English. This represents /nyu/ rather
than the more frequently heard /nu/.
JWL Lesson 3 • 56

t. f- -\' - Jv :A Tyaarusu 'Charles'

u. l) f- -\' - r-· Rityaado 'Richard'
v. '}-..::.-\' Soonya 'Sonya'
w. Hyuu 'Hugh'
x. .:z.- ::!- Hyuugo 'Hugo'
y. .::z.-J"(- 1' Hyuubaato 'Hubert'
z. -it .::z. ..::c.. 1v Samyueru 'Samuel'

REVIEW

REVIEW2:
A. Identify the following sports, first reading the katakana accurately,
carefully retaining long vowels and long consonants whenever they occur:
a. ::t Jv 7 b. :; 3 .:¥' / ;!'

c. 7 '/ " ¥- Jl.- d. -IT '/ iJ -

e. * '/ 'r-
g. J'{ :A 7 ·y 1' ¥- Jv

h. ¥- 1) / ;!'

i. '' v- *·- 1v j. v :A 1) /

k. ¥-Jv l. .:;- ..::. :;...

B. With which sports are the following associated?

b. ':J f- -\' -

c. ') v- d.:,,, .::z.-"

e. -IT- 7•

g. '/ " h. -\' "} f- -\' -

i. J\- j. ::t- J[.,
 JWL Lesson 3 • 57

REVIEW 3: Identify the following U.S. presidents:

a. J\ ') - . r Jl..--7 /
•• 3
b • :,.t - '•
:/ . r7
/ '• / •/ L
,. •/

e. 7J Jv / · 7 - 1J 7 :/

f.:... 1J / v /.:; 3 / ',/ /

.
g. :/ 3 -
... .:-
:,.t • /
.
") ·:,- ::L

h. 7 7· 7''1>.. · 1) :; 7J - /

REVIEW 4: Match the items in the following katakana list with: (1) a
statesman; (2) a composer; (3) two articles of clothing; (4) two pizza toppings;
(5) two kinds of ice cream; (6) a green vegetable; (7) a kind of hamburger; (8)
two nicknames; (9) a beverage; (10) a dessert
a. 1- 3 :J v - r b. 1- -\" - 1) - c. :;·-\" 1r ") r-
d. 7• 0 ") :J 1J e. ;1. - 7 Jv -T '/ "J f. •;J (;!' 7 ';/ 7

g.1- 1"-71v h. 7 /1- 3 i:::· i. /'{- r- - /'{:;

j. './ ·;1 7 :A k. 1'\ 1 -T ·;17Jt,..;'\1 i. 7-n· v ·1 r-
m. ;t v :; :l :J 1 - :A n. 7 ·;1 :,,, :i.. Jv - A
(1) a statesman
(2) a composer
(3) two articles of clothing
(4) two pizza toppings
(5) two kinds of ice cream
(6) a green vegetable
JWL Lesson 3 • 58

(7) a kind of hamburger

(8) two nicknames

(9) a beverage
(10) a dessert
 JWL Lesson 3 • 59

SUMMARY
We now add the symbols learned in Lesson 3 to our table of gozyuuon.

/ l'I r-; wa. 7 ra. 7' ma. I\ ha. 7na 31 ta +;-sa iJ ka 7a

I} ri : : : mi
.... =..ni f-ti si -t-ki 1 i

;i,.ru .;I.YU J.,, mu 7hu nu •:;tu ;z_su 7 ku u

'

v re ;I. me -"he ne ::;- te se 71w .:r..e

'

uro 3yo .::C mo ho .I no 1' to 'J so ::::1 ko ;;d'-0

JWL Lesson 3 • 60

KATAKANA WRITING PRACTICE

l 2 3 I 2

ti /
- -t
/
- ya --7
-\7
-
1 2 3 1 2 3
mo -
___..,,, {: yo
I =i 3
1 2

ko
I :J
l 2

so \
')
1 2

hi
- t:
1 2 3

ki
__.,,,.

1
---,.,,,.
2
t 3

tu \
' \
1 2 3

small
tu \

1
II

2
Y·
yu
7 .::L
 JWL Lesson 3 • 61

ANSWER KEY

20-SECONDREVIEW:
a. buruu 'blue'; b.pinku 'pink'; c.guree 'gray'; d. guriifi 'green'; e.oriibu'olive';
f.rabendaa 'lavender'

REVIEW I:
a. remon 'lemon'; b. painappuru 'pinapple'; c. tikiii 'chicken'; d. roosutotikifi
'roast chicken'; e. miitosoosu 'meat sauce'; f. piza 'pizza'; g. pirahu 'pilaf; h.
tiizu 'cheese'; i. suisutiizu 'Swiss cheese'; j. buruutiizu 'blue cheese'; k.
tiizukeeki 'cheesecake'; l. appurupai 'apple pie'; m. doonatu 'doughnut(s)'; n.
kukkii 'cookie'; o. bisuketto 'biscuit'; p. sinamon 'cinnamon'; q. sooda 'soda'; r.
Kokakoora 'Coca Cola'; s. Pepusiikoora 'Pepsi Cola'; t. biiru 'beer'; u. kokoa
'cocoa'

REVIEW2:
A. a. goruhu 'golf; b. zyogingu 'jogging'; c. huttobooru 'football'; d. sakkaa
'soccer'; e. hokkee 'hockey'; f. rafiningu 'running'; g. basukettobooru
'basketball'; h. booringu 'bowling'; i. bareebooru 'volley ball'; j. resuringu
'wrestling'; k. beesubooru 'baseball'; 1. tenisu 'tennis'

d. syuuto 'shoot' -- ''\ .J.. 7 ·:; 1-

saabu 'serve' -- J v - *' - Jv; f. kikkuofu 'kickoff -- 7 ·:; 1- if- - Jl.-; g. mitto
*' -
B. a. tattidaun 'touchdown' -- 7 ·:; 1- ;F' - 11;; b. pittyaa 'pitcher' -- . I ' { - .J.. if- -
JI;; c. riree 'relay' -- 7 / :::.. / JI.-; e.

'mitt' -- « - .J.. ;ff- Jv; h. kyattyaa 'catcher' -- . I ' { - .J.. *' - Jv; i. paa 'par' -- ::l
Jv 7 ;j. goorukiipaa 'goalkeeper' -- +r ·:; iJ - , * ·:;
7-

REVIEW3:
a. Harii Toruuman 'Harry Truman'; b. Zyoozi Wasinton 'George Washington';
c. Zyon Adamusu 'John Adams'; d. Benzyamin Harison 'Benjamin Harrison';
e. Karubifi Kuurizzi 'Calvin Coolidge'; f. Rindon Zyonson 'Lyndon Johnson';
g. Zyoozi Bussyu 'George Bush'; h. Aburahamu Rinkaan 'Abraham Lincoln';
i. Rityaado Nikuson 'Richard Nixon'

REVIEW4:
(1) a statesman
(2) a composer
(3) two articles of clothing
(4) two pizza toppings
(5) two kinds of ice cream
(6) a green vegetable
g. f- - f- Jv Tyaatiru 'Churchill'
i. 1- - .I'{ / Beetobefi 'Beethoven'
.I'{ -
c. :/ 7 ·:; 1- zyaketto 'jacket'; j. '! ·:; 7 .J..
sokkusu 'socks'
h. 7 / f- 3 I:::' aiityobi 'anchovy'; n. ·:; ..:L.
Jv - 1" massyuruumu 'mushroom'
a. f- 3 :J v - r tyokoreeto 'chocolate'; e. ;I. - 7°
Jv f' ·:; '/ meepurunattu 'maple nut'
d. 7' t:1 ':l ::i 1J burokkorii 'broccoli'
JWL Lesson 3 • 62

(7) a kind of hamburger f. -:; 7'? "J 7 biggumakku 'Big Mac'

(8) two given names b. f- -\' - 1) - Tyaarii 'Char lie'; I. '7 - ii v ''l r
Maagarette
(9) a beverage m. * v / :./ :t. - .A orenzizyuusu 'orange
juice'
(10) a dessert 1"
k. 1 -J- ·y 7° Jl-- • / '\ 1 painappurupai 'pineapple
pie'

,
I

,•
 JWL Lesson 4 • 63

LESSON4
KATAKANASYMBOLS(cont.)

First, we will learn the 5 remaining katakana symbols in common use.

* ;t''
$' '

41.
ho J \ l/ \\

*'
;
bo ,t, !J "'

po
;t,o IJ

Remember that katakana syllables beginning with lb/ may represent English
sequences beginning with /v/.

Examples:
Where did you go?
*
a. .1 iv Jv Honoruru 'Honolulu'
b. */ :J / Honkoii 'Hongkong'
c. 7 7 ;F? Okurahoma 'Oklahoma'
d. ;tf .A:::.. 7 Bosunia 'Bosnia'
e. 1J .A#/ Risubon 'Lisbon'
f. ;f.- 7 / ". Poorando 'Poland'
g. ;f.- " 7 / ". Pootorando
or
;f. JI.- " 7 / ". Porutorando 'Portland'
h. if. 11.- " tj Jv Porutogaru Portugal'
Who went with you?
i.*v-.A Horeesu 'Horace'
j. * 1)- Horii 'Holly'
JWL Lesson 4 • 64

k. 7$ 7 Debora 'Deborah'
I.$-/ Boon 'Vaughn'
m. ;f- i; - Porii 'Polly'
n. if.- Jv Pooru 'Paul'
0. ;f-- 7 Poora 'Paula'
p. ;f-- 1) - / Pooriifi 'Pauline'

42. se t
ze t''
Examples:
Where are you going?
a. -t / I'- Jv 1 :J.. Sefitoruisu 'St. Louis'
b. -t / ";f-- 11'- Sefitopooru 'St. Paul'
c. -t / " t:1 - v / ;J.. Sefitoroorefisu 'St. Lawrence'
d. ? -tT 7- ::L. - -t ·J ·:; Masatyuusetu 'Massachusetts'
Who is going with you?
e. -t Jv? Serum a 'Selma'
f . .:r.. -t Jv Eseru 'Ethel'
g. 1! Jv Zeruda 'Zelda'
h. A.-1! Jv Heezeru 'Hazel'
g. -t- 7 Seera 'Sarah'

Katakana -t has also traditionally been used as a conversion for English

/che/ as in 'cello' (katakana -t t:1 ), and katakana 1! for English /je/ as in 'jelly'
(katakana 1! ') -).

CONVERSION RULE 18:

For occurrences of katakana I -t I, try English /che/ as well as /se/ as
conversions; and for /1!/, try /je/ as well as /ze/.
 JWL Lesson 4 • 65

Example:
Where?
i. r:z :;z.. 7 ::,; -l! Jv :;z.. Rosuaiizerusu 'Los Angeles'
Who?
j. 7 / -1:! 7 Anzera 'Angela'
k . .:r. ::,; -1:! Jv Enzeru 'Angel'

43. ry u

Katakana 7 represents !ul when it occurs as a mora by itself (but not as

lengthening of a preceding vowel).

Examples:
Where did you go?
a. 7 1v 71 Uruguai 'Uruguay'
b. -tJ- 7 ;J... 7 ;I. ') 'fJ Sausuamerika 'South America'
c. -tJ- 7 :;z.. 1· .1 Sausudakota 'South Dakota'
d. -tJ- 7 /... 'fJ a 7 1 t- Sausukaroraina 'South Carolina'
e. -tJ- 7 :./ 7 7 t: 7 Sauziarabia 'Saudi Arabia'
Who went with you?
f. 7 Jv :;z.. 7 Urusura . 'Ursula'

You will remember that lwl occurs oniy before the /al vowel in modern
Japanese. Thus, we do have a single katakana symbol Ir;/, but not one for the
other /w + vowel/ combinations. When /w/ occurs before other vowels in
English, the Japanese conversion uses lul before the appropriate vowel.
When that vowel is u, the result is a long ( = double u), as in uuru 'wool'.

CONVERSION RULE 19:

The mora /u/ followed directly by a vowel other than !al may represent
English /w/.
JWL Lesson 4 • 66

Examples:
Where?
a. 7 .:r.. :J.. r ;f- 1 / r Ues utopoifito 'West Point'
b. 7 .:L :J.. r J'\- :J;;. 7 Uesutobaazinia 'West Virginia'
Who?
c. 7 1 1) 7 l.>. Uiriamu 'William'
d. 7 1 / :J.. r / Uirisutofi 'Winston'
e. 71 / 7 v ·J F Uiriihureddo 'Winfred'

...
44. -1"' ne

Examples:
Where does he come from?
a . .:?, 1'\- Jv Nepaaru 'Nepal'
b . .:r, J'\ Nebada 'Nevada'
c. 7 ;?, 7/- Tenesii 'Tennessee'
d. .:r, 'J Minesota 'Minnesota'
e. ;f, 7· 7 :J.. iJ Neburasuka 'Nebraska'
f. -e .:r, 71· Jv Senegaru 'Senegal'
g. 1 :.-- r· .:r, 7 Indonesia 'Indonesia'
h. ;f, 7° Jv :J.. Nepurusu 'Naples'
i. ;f, 7 ;f- 1) :J.. Mineaporisu 'Mineapolis
j. I) *.
T. :; ""' ;?, 1 tJ Riodezyaneiro 'Rio de Janeiro'
What is your friend's name?
k. ;f.. --!j- / Neesan 'Nathan'
}. ;f-, I} - Nerii 'Nellie'
m. 7 ;f, /\ Kenesu 'Kenneth'
n. 7 7" ;f, :J.. Agunesu 'Agnes'

45. nu
 JWL Lesson 4 • 67

We have learned that the usual conversion for a word-final In/ is the nasal
mora I / J. However, for some words that end in a stressed syllable that has a
final /n/, the Japanese conversion ends in /nnu/. This is particularly common
in words borrowed from French.

Examples:
Where did you stay?
a. tJ - -If / .){ Roozannu 'Lausanne'
Who went with you?
b. tJ Rozafmu 'Roseanne'
d. 7 1) 7 / ,){ Mariannu 'Marianne'

*****************************************************************

REVIEW

REVIEW 1: Here are some lists of Japanese loanwords for additional

reading practice. Are you beginning to see a word as a single unit instead of
proceeding painfully, symbol by symbol?

A. Office-related items:
a. « / b. ;¥- :..-

c. -r-7 d. -t tJ .:;-- -/

e. ;t... - 1>. 7 v- r f. 7"'J 7 .::c. / p·

g. 717·71 7- - - - - - - - h. ::i :..- e .:z. - 7

i. ? -( 1-·) 7· o ( ..i: ·:; -rr)
j. 7 tJ '/ l!-
1. 7 Jv 1 r m. -::t ;f. . - :./ -\' -
n. ::i :..- -it Jv 7 :..- r
JWL Lesson 4 • 68

B. How did you come here?

a. A. 7 - 7 - b. /'\A.

c. 7 7 :,...-
e. J'\ 1 't'-
g. /'.,. ') =1 7• 7- h. -t / v- 1i..-
i. - t - 5' -*·- r- j. 7J -

C. Which of the following is your favorite sport?

a. 7.::. .A b. i::: / ;f- /
c. =i' }!,..- 7 d. r\'A. 7 ·:; r *'-;v
e. 7 ") r *'-Jl,..- f. 1'\ v-*·-;i,.
g. -lj- ·;; iJ - h. -j: - I) / :J'
i.l\1:f-/7 j. ' / - 1) / 7
k. :/' 3 ;f:' / 7· 1. 7 / .::. / 7
m. -lj- 1 7 J / 7'
1
n. *·- ') /
7'
o. ;;z.. 7- r p. 71A.A.7- r
D. Which of these ice cream flavors do you like best?
a.1- 3 =i v- r 1- ·:; 7' b. -t iJ 1- ·:; 7'
c. / '\.::. 7 d. / '\-}- -J-
e. t:::- 7- f. .:z. r o « IJ -
g. ;i( - 7 ;1,..-.7 ,f-- 1v-J- "J ·:; h. ピ l:: .A 7 1- ;;f-

*******************************************************************

All the katakana symbols in common use have now been introduced. A few
more symbols, representing only out-of-date, historical spellings, will be
introduced later.
 JWL Lesson 4 • 69

SU:MMARY

Our table of gozyuuon now looks like this:

/ /1 7wa 7ra -\'ya J\ha -j-na 1J ta -tj- sa tJ ka 7a

1) ri .... mi ·t::: hi :::::.. ni f-ti :,- si =t- ki 1i

Jv ru .:z_yu .!..,. mu 7hu '')tu ABU 7 ku ry u

v re ' ;(me ""-he· _;f- ne j-te -l! se 'rke .I. e

pro 3 yo ;cmo *ho ;no r to ')so ::1 ko :;i-o

INNOVATIVE PRONUNCIATION
In the more recent borrowing of words into Japanese, some are pronounced
with features of innovative pronunciation that are not covered in our
traditional chart of 113 mora. In every case, this innovative pronunciation is
closer to -- BUT NOT EXACTLY THE SAME AS -- that of .the original
foreign word. To represent these newer pronunciations, special cdnventions
for the use of katakana have been adopted:

1. The combinations /7 :::i./, IT. :::i. /, / 7reflect the same principle that was
:i. I

described in Lesson 3 in connection with combinations like I+ °"I, I :J :::i. I, and

It::: 3 /,i.e., the first symbol in each case keeps only its original consonant
JWL Lesson 4 • 70

value and loses its vowel value; the second symbol has its usual value. The
resulting combination is one single mora, pronounced with one beat. We will
represent these innovative mora in romanization with the deleted vowel in
parentheses: !t(e)yu/ = the !ti of Itel + lyu!, pronounced as a single mora,
ld(e)yul =the /di of Ide/+ !yu! pronounced as a single mora, and lh(u)yul =
the Ihi of Ihul + lyul, again pronounced as a single mora.

Examples:
a. 7 ,;1.-J'{ t(e)yuba · 'tuba'
b. ..I..7 ;1. 7- 3 / ed(e ).yu ukeesyofi 'education' r
c. 7 .1. - ;f, 7 Ji.- h(u).yuuneraru 'funeral'

In the traditional variety of Japanese, I 1- .:i.. /,I:/ :1. /,and/ l::: .::i. /occur instead,
with different pronunciation. The crucial difference in the writing is whether
the initial symbol is traditional /consonant+ ii or innovative /consonant +
other vowel/.

2. A vowel symbol written smaller and lower (or further right, in vertical
texts) than surrounding symbols also indicates that the preceding symbol has
its consonant value only. For example, the combination I 7 ..:r.. /stands for a
single mora consisting of the /hi of lhu! +/el. Again we will represent this in
romanization with the deleted vowel in parentheses: !h(u)el.

This procedure makes it possible to produce mora that are significantly closer
to various combinations in foreign languages that do not occur in Japanese at
all. For example, only I hi before lu/ represents a sound in Japanese that is at
all closel to tliat of /fl; before other vowels, /hi has no resemblance to If/. Thus,
in converting English /f/ followed by vowels other than /u/, the lhul mora with
deleted lu! followed by a vowel results in a closer approximation of the
original than a simple Iha/, /hi!, /he!, or /ho/, as used in traditional spelling:

1.English /fl is made with the upper teeth and lower lip, whereas Japanese /hi is made with
the upper lip and lower lip.
 JWL Lesson 4 • 71

7 ::f - 7 is closer to 'fork' than* - 7 ; 7 7 "J 7 .A is closer to 'FAX' than

J\ "J 7 .A.

The more commonly occurring katakana combinations in this category,

followed by their traditional equivalents, are:

71 t(e)i ' f- ti chi :,.,. :r.. s(i)e -t se

71 d(e)i '.
;..-' zi ji '.
:,I .:r.. z(i)e {! ze
r '/ t(o)u ") tu tsu

1-· '/ d(o)u x ZU

f- ::r. t(i)e 7- ti

ph/f 77 h(u)a )\ ha
71 h(u)i hi
7.:r. h(u)e A. he
h(u)o ho
7-;t
*
Examples: (Innovative spelling followed by traditional in parentheses)
Names of people and
a. -z- -r 1 / (-z-f- /) Maat(e)ifi(Maatin) 'Martin'
b. 7 1 "J 7 ( :l '/ 7) D(e)ikku (Zikku) 'Dick'
c. 7 :r.. Jv 1-· -r ;_,
1-· (""' 1t.- t-• -r / F)
H(u)erud(e)inafido (Heruzinando) 'Ferdinand'
d. f- :r.. .A 7 - ( .A 7 - )
T(i)esutaa (Sesutaa) 'Chester'
e. :,.,. .:i:. ') - (-t 1) - ) S(i)erii (Serii) 'Shelley'
f. 7/ .:r:. 7 JI-- t-• (-l:! 7 Jv !'-') Z(i)erarudo (Zerarudo) 'Gerald'
g. 7/ .:r. 7 1) - (-l:! 7 ') - ) Z(i)ehurii (Zehurii) 'Jeffrey'
h. 1-· '7 - 7 . 7 . .I. 7 1 / ) '\ 7 ( :; .:r. - 7 . 7· . ..:r. :; / ) '\ 7 )
(D(o)uuku obu Ed(e)inbara (Zyuuku obu Ezinbara)
'Duke ofEdinborough'
L 11 - r '7 - ].,. <"tJ - ·') - ].,. >
Kaat(o)uumu (Kaatuumu) 'Khartoum'
 JWL Lesson 4 • 72

j. 7 1 / 7 / r· < / 7 / r·)
H(u)Uirando (Hinraiido) 'Finland'
k. 7 7-1-;i.. r (1\-1-;i.. r)
H(u)aaiisuto (Haaiisuto) 'Far East'
v
l. J \ - r--· 7 -t - r--· (1\- :t-- r')
Haatoh(u)oodo (Haatohoodo) 'Hartford'
m. 7 1 1) e:° / ( 1) I::: /) H(u)iripiii (Hiripiii) 'Philippine[s]'
n. f- ;r_ :1 A O :\=- 7 ( f- :I .A O J .:\=- 7 )
T(i)ekosurobakia ( Tikosurobakia) 'Czechosla vakia'

3. The mora lwal occurs both in native Japanese words and in loanwords, but
lwl does not occur before any vowels other than /a/ in native Japanese words.
In loanwords, the conversion for /w + vowels other than a/ in traditional
spelling is Jui/, Juul, fuel, and /uol, as was previously pointed out. To represent
innovative pronunciation, which retains the foreign /w/ in these
combinations, Jul is followed by the vowels Iii, /el, and lo/ in reduced form,
resulting in single mora. These innovative forms will be represented in
romanization as lwil, /we/, and lwol. However, the /w + u/ sequence continues
to be a long Jul vowel, as in 7 - -z / uuman 'woman'; there is no special
innovative pronunciation or spelling for this combination.

Examples:
Personal names: (Traditional spelling follows the innovative in parentheses)
w a. 7 1 ') 7 J.,.. ( 7 1 1) 7 h) Wiriamu ( Uiriamu) 'William'
b. r; 1 / 7 v -:; 1-· <7 1 ::.- 7 v ·:; 1-· >
Winihureddo ( Uinihureddo) 'Winifred'
c. 7 .:r.. / 7 1 - ( 7 .:r.. / :;- - )
Wend(e)i,i (Uenzii) 'Wendy'
d. 7 -t Jv 7' - ( 7 ;f Jv 7 - )
Worutaa ( Uoorutaa) 'Walter'
r· r·
e . .:r.. 7 1 / ( .:r.. r'J 1 :/) Edowin (Edouin) 'Edwin'
r. r'J 1-· o - . 7 1 1i- 'J / c7 F a - . 7 1 11,- 'J / >
 JWL Lesson 4 • 73

Udoroo Wirusoli (Udoroo Uirusoii) 'Woodrow Wilson'

g. '7 :z. :A 1) - ( '7 .:r.. :A ') - ) Wesurii (Uesurii) 'Wesley'

4. The katakana combination I 7 :z. /occurs in loanwords as a representation

of the sound sequence fk.we/, and I 7 :t I as a representation of fk.wo/. These
combinafions will be represented in romanization as lkwe/ and lkwol. In
traditional spelling, 17 .:r../ and 17 *I occur instead, indicating the traditional
two-mora pronunciation of each sequence.

Example:
77:,..-.7 :t-1-(77 :,..-.7 ;f-1-)
Rateli kwotaa (Raten kuotaa) 'Latin Quarter'

5. Katakana lu + nigoril I rf I is used to represent the innovative

pronunciation /v/ in loanwords. It will be romanized as Iv/. With a following
reduced vowel I 7 /,I 11, I .:r../, or I *I, the combination represents Iv + that
vowel/. Without a following reduced vowel, I rf I represents the mora /vu/ all
by itself. In traditional Japanese, ba, bi,-·bu, be, and bo occur instead of these
special combinations.

Examples:
People and places: (Traditional spelling follows the innovative in
parentheses)
V a. rf 7 v ') - (1'\' v ') -) Varerii (Barerii) 'Valerie'
b. rf 1 ;.,..- -c ;.,. - r c ;.,. - -c ;.,. - r >
Vinselito (Binsento) 'Vincent'
c. rf 1 rf 1 7 / ( 7 /) Vivian (Bibian) 'Vivian'
d. rf :z. 7 ( 7) Vera (Bera) 'Vera'
e. rf :z. o =- 73 ( o .::. 1J ) Veronika (Beronika) 'Veronica'
f. 2f .:r.. rf ( 2f .:r.. '/) Kievu (Kiebu) 'Kiev'
*"
g. rf :t iv 1l ( 1t-- "fl) Voruga (Boruga) 'Volga' (river)
h. rf 7 / 7 - r'f 7 - (I'\ / 7 - I'\ - )
Vankuuvaa(Bankuubaa) 'Vancouver'
JWL Lesson 4 • 74

6. When katakana I 11 is followed by the vowel I :r./ in reduced form, it

assumes the ly! value of !ya!, and the combination represents a single mora
lye/, which occurs only in borrowed words. In traditional pronunciation and
spelling, a two-mora sequence I 1 :r./ or I :r. .:r../ occurs instead, as has been
previously pointed out. Thus: 1 ::r.. /. / Yemen (for traditional 1 .:r.. ;I. /
Iemen or :r.- /. /' Eemen) 'Yemen'

There is no consistency in the use of innovative pronunciations and spellings.

In no sense have they completely replaced the traditional: for some items, one
or the other style is regularly used, but for others, either style is apt to occur.
And it is not unusual to find even single words that contain an example of
both styles, in both speaking and writing.

*****************************************************************

REVIEW
REVIEW 2: Can you identify these words of general usage that occur in a
wide variety of contexts?
b. 7171 7
c. 7.A d. 7 7 -t: ;t..
e. ;t..7-7 ;t.. f. 7 7°0-f-
g. 1f:t0 .::r-:·- h. -lT 1 :A 7 ·:; 7°

i. :Z-- ·:; r7-7 j. 7 17:A71 J\..-

k. 7 1 7 :.-- 7 1 7 1 -
l.7D/717.
 JWL Lesson 4 • 75

ABB RE VIA TED FORMS

There is one type of katakana example that the foreigner is usually unable to
understand without help from a native speaker or a dictionary: abbreviated
forms. English, too, has similar forms: for. example, 'hazmats' for 'hazardous
materials' represents one type and the entire world of acronyms, another
(example: 'WAC' for 'Women's Army Corps'). These are usually
incomprehensible unless the shortening has been learned as a separate
lexical item or explained. Japanese katakana abbreviations present a
problem for the foreigner, particularly since they occur so frequently and are
entering the language at such a rapid pace. It is easy to see why this
phenomenon is so popular in Japanese: so many borrowed words end up
having a large number of mora, presenting a strong temptation to make them
shorter and simpler. Why struggle with :::1 ;.t... 7 :,. . 3 / konekusyon
'connection', requiring five be'ats to pronounce and taking up six boxes on the
written page, when ::t :?-. will do just as well? 7 tJ can take care of 7' o 7 :r.. ·y
:,....· 3 7- Jv puroh(e)ssyonaru 'professional' and 7 o 1-i ti / 11· puropaganda

'propaganda' and more, depending on context, but foreigners will need help
until they learn what a· particular occurrence stands for. Who, without
assistance, could possibly guess the meaning of 1J :A J- 7 (from 1J 'A J- 7 7
1--\' 1J / 7' risutorakutyuaringu 'restructuring')?

The vast majority of Japapese shortenings are the beginning portion of a

longer word; only rarely does the end portion become the abbreviation. One
example that has been in the language for a long time is *-
J.,, from 7° 7 'J
J- *- h purattohoomu 'platform'. (Note the traditional I *I instead of
innovative/ 7 t- /.)

In many cases, the abbreviated form occurs as a word by itself, as in the

examples above; in other examples, it becomes part of a compound together
 JWL Lesson 4 • 76

with an unabbreviated item: thus, -z 7- :1 , from -z 7- masu 'mass' + :1 ::i.

.::. 7- :..- 3 / komyuunikeesyoii 'communication.'

Examples that are most difficult to understand without help are compounds
I
in which both parts are shortenings: thus, -l:: 7 1 • 7 from --t 7 :/ :i. 7 Jv
sekusyuaru 'sexual' + 1 \ 7 :J.. J. / r harasumeiito 'harassment.'

Abbreviated forms develop when borrowed items are long, occur frequently,
and gain wide recognition. Some become sufficiently entrenched in the
language to be accepted as permanent members of the lexicon and listed in
dictionaries.

Note the following examples:

a. r; - 7 0 from r; - r·· 7° 0 -l:: "} -+j--
waado purosessaa 'word processor'
b. 1'\ 'J :1 /from 1'\- ·; -r Jv· :1:.--t:::i-12
pasonaru konpyuuta 'personal computer'
c. :t 7 :1 / from :t 7 1 7- · :1 / 'I! ::i. - 1
oh(u)isu konpyuuta 'office computer'
d. 1J .:c- ::i / from 1J .:c - r ·:1 / r o - Jv
rimooto koiitorooru tremote control'
e. / \ / 7- r from 1" / 1f - · 7- r 7 1 .:t-

hangaa sutoraiki 'hunger strike'

f. 7 o 'fJ / from 7 o .A. · 'fJ / f- 1) -
kurosu kaiitorii 'cross country'
g . .1· /;'{from 1· / 7- .;{- 7 1 -3
daiisu paat(e)U 'dance party'

********

2.Note the automatic difference in pronunciation of// nl when it occurs before Ip/ in ::r /
1::' ..:L - 1 and at the end of the word in1 ·; ::r /.
3.Again note the change in the value of I/ nl in the original and in the abbreviated form.
 .1 '

JWL Lesson 4 • 77

Reading even the most advanced levels of Japanese means continued contact
with katakana. Depending on the subject matter, there may be frequent
examples -- as when a passB;ge deals with electronics and is filled with
loanwords or includes many foreign place or personal names -- or few
examples -- as when the passage contains only random borrowings of more
general usage, like 7 - :A 1 < 1 7 - .A keesu bai keesu 'case-by-case', or
7 1 - 7 if- 1 / r wiikupointo 'weak point'. But contact there will be.
Comparison of the front pages of Japanese newspapers of today as compared
with those of a generation ago shows a striking overall increase in the
amount of katakana. A student of Japanese is well-advised to master
katakana thoroughly, in order to be able to handle examples with ease.

Here are some additional lists of katakana items for reading practice.
Develop reading fluency, remembering to read what is actually represented
by the katakana; do not slide into the foreign pronunciation of the word that
is the basis for the borrowing as soon as it is recognized.

From an automotive. magazine:

a . ..:r.. / :;· / " enziri 'engine'
b. 7• v- .:f bureeki 'brake'
c. -¥'7 gia 'gear'
d. 1:::- '7- hiitaa 'heater'
e. 1'\ "J 7 7- bakkumiraa 'back ( = rearview)
mirror'
f. A. ';/ p·71 r heddoraito 'headlight'
g. 7- Jv-71 r teeruraito 'tail-light'
h. -11 -v taiya 'tire'
i. ..::. "f .A myamisu 'near miss,' 'close call'
I
\f'
j. 7 ;t - H(u}>odo 'Ford'
·'
k. 7 ') -1:- .A Purimosu 'Plymouth'
1. :,,- ;ff v- Siboree 'Chevrolet'
m. ') / 'fJ-/ Rinkaan 'Lincoln'
' . . •e

JWL Lesson 4 • 78

n. ""71 7 '/ 7 Kyad(e)irakku 'Cadillac'

o. ;F Jv *' Borubo 'Volvo'
p. -IT- 7• Saabu 'Saab'
q. 7 *
1v 7 ;q 17 - .Y ::,.. ) H(u)orukusu(wageii) 'Volkswagen'
r . .I'( / ''J Bentu '[Mercedes] Benz'
s. t:1 - Jv 'A t:1 1 A Roorusuroisu 'Rolls Royce'
t.:;"" 'ff- Zyagaa 'Jaguar'

From a fashion magazine:

a. 'A- ''J suutu 'suit'
b . .I'( 'A r besuto 'vest'
c. -t:- 7- seetaa 'sweater4'
5d. 7 Iv- ;t-.. '/ 7 ·-!:- 7 - kuruuneku seetaa 'crewneck sweater' •'
e. 7' burezaa 'blazer'
r.:/"""J syatu 'shirt'
g. 17 1 y -\' ") waisyatu 'whi[te] [=dress]
shirt'
h. I \ 7 1 '/ "" ") hawaisyatu 'Hawai[ian] shirt'
i. '/ 3 - ':J syootu 'shorts'
J.. paiitu 'pants'
k. '°J - Jv • / ") uurupantu 'wool pants'
1.7.J-/;J'. ziinzu 'jeans'
or
ziipaii '[blue] jea[n] pan[ ts]'
I ' or
7' Jv-7.J-::,.. buruuziifizu 'bluejeans'
m. v- / =z- r reenkooto 'raincoat'
n. 7" 7 / · :; -\' 'T
o. 'A 7° 1) / (/' :1 -
·:1
"
r
dauft zyaketto
supurifigukooto
'down coat'
'spring coat'
p. ,t. . 7 )' 1 nekutai 'necktie'

4.While almost all katakana examples can be understood on the basis of fixed rules, there is
the occasional exception. This frequently occurring loanword is such an example.
 JWL Lesson 4 • 79

q . .A iJ-7 sukaahu 'scarf

r. 77 7- mahuraa 'muffier'
s. /'{ Jv r beruto 'belt'
t. 'J '/ 7 :A sokkusu 'socks'
u. :A .::. - iJ - suniikaa 'sneaker[s]'
V. 7·- ") buutu 'boots'
w . .A iJ- r sukaato 'skirt'
x. 7·7 7 'A burausu 'blouse'
y. f-ジ -'f 7 ·:; r zyaketto 'jacket'
z. r; / t:° - :A wanpiisu 'one-piece [dress]'
a'. "J- t:° - :A tuupiisu ' 'two-piece [dress]'
b'. 1 7· .::.· / 1"' v :A ibuningudoresu 'evening dress'
c'. ;f- 1) .I. A 7 )v· .:f- :t. 0 "} r. :A-'/
poriesuteru kyurottosuutu 'polyester culotte(s] suit'5

From a pizza menu:

a. F J l:::' -lf - No.1 1) J\ 1) - l:::' -lf-T .:r. - /
Domino piza - No.1 deribariipizat(i)eefi
'Domino Pizza-No.1 Delivery Piza Chain'
b. 7 ;( ') iJ -'f JI.- amerikafi supesyaru 'American Special'
C. J tJ .::. , ;f .::. :;;t / , 7• Iv f- - ;(.
peparoni, onion, daburutiizu 'Pepperoni, Onion, Double
cheese'
d. : t - ,i,. .:r ;.; . .:r 7 1 r goruden deraito 'Golden Delight'
e. - 7 / , :J - / , I \ f_.,

piiman, koon, hamu 'Pimien[to], Corn, Ham'

f. 1 ?' 7 / 'J - -t- :!
1
) itariansooseezi 'Italian sausage'
g. .I. .:f- :A r 7 · 7- - ;;( ekisutora tiizu 'Extra cheese'
h. J ·:A - J - 7 7 ·:; 7 .A
Domino suupaaderakkusu 'Domino Super Deluxe'

5.This is typical of many katakana fashion items that do not normally occur in English.
Some are difficult for the native speaker of English to understand.
 JWL Lesson 4 • 80

i. / '( a .::. , ·;; Y. ::i. 11..- - L....

peparoni, massyuruumu 'Pepperoni, Mushroom'
j. ;;f .::. ;;f / . 1 $' ') 7 / 'J - -!:- :;
onion, itariansooseezi 'Onion Italian, sausage'
k. - /. / 7 ':J 7 :t 1J - 7'
piiman, burakkuoriibu 'Pimien[to], Black olive(s)'
l,J\h, « - : : i / , .I.4-.A1'7·-f--;(
hamu, beekon, ekisutora tiizu 'Ham, Bacon, Extra cheese'

From the description of a baseball game:

a. +- h tiimu 'team'
b. 4- -\' ':J 7- -\' - ky a ttyaa 'catcher'
c. ':J .:r -v - pittyaa 'pitcher'
d. )'\ ':J - battaa 'batter'
e. r; / ; f f - iv wanbooru 'ball 1'
f. '') - ;f- - Iv tuubooru 'ball 2'
g . .A')-*'- Iv suriibooru 'ball 3'
h. 7 r; r auto 'out'
i.-t:-7 seehu 'safe'
j . .A r 71 7 sutoraiku 'strike'
k . .A 1) - .A r 7 1 7 suriisutoraiku 'strike 3'
l.77-.A}- h(u)aasuto 'first [base]'
m. -!: tJ / r· sekando 'second [base]'
n. -tr- r· saado 'third [base]'
o. 7 7 r; iv h(u)auru 'foul'
p. 7 7 ::.-- 7· 11..- h(u)anburu 'fumble'
q. 7 / hoomuran 'home run'
r. 7 7 1/7' v- h(u)ainpuree 'fine play'
s. ry *- / 7 •:J 7 woominguappu 'warming up'
t. )'{ ·;; r batto 'bat'
u. ':J 1' mitto 'mitt'
*-
v.:::z...::. h yu nihoomu 'uniform'

'
i
I
. i''
''
 JWL Lesson 4 e 81

When katakana occurs as part of a Japanese text, it is usually a text written

in hiragana and kanzi, with unit examples of katakana within it. While
katakana examples frequently occur in isolation, it is most unusual to find a
text written entirely or principally in katakana. Thus the fluent reader of
Japanese is constantly required to switch to katakana from other types of
script -- without any hesitation or slowing down.

As a substitute for switching among Japanese scripts, the following is a short

exercise for practicing reading a few katakana examples within English
contexts, to test your speed in reading them. Are you able to insert the
Japanese in the English sentences that follow without altering your reading
pace??? (Of course this works as a true test only the first time the sentences
are read.)
1. They have been in this country for all of two years but they are still iF - L.
"./ ") 7.

2. His arrival on campus in traditional Japanese-style clothing created a -C /

-C-""./3/.

3. Ms. Nakamura, the only woman faculty member at this school, is known as
a true 7 ..::c. .::. 'A r, active in the 7- / ') 7• movement.
4. The high point of the concert was the playing of the piano ::i / + ..::c. Jv r .
5. This situation creates a :;- v :/ that knows no easy solution.
6. He cannot imagine breakfast without his :t - r - Jv.
7. When she orders a hamburger or a hot dog, she immediately asks for 7
1- -r ':J "1.
8. This manuscript is filled with /... "1 1J / r.
9. To have so much bad luck lately makes me think I have a :J / 7 /....
10. I like books and plays that have a '' ·;1 e' - ..:i:. / F.
 I
'I

JWL Lesson 4 • 82

SUMMARY

The following table indicates the overall order in which the katakana
symbols were introduced.

/6 ?21 723 -t39 '715 /\22 -j-2 -lj- 4 iJ 24 7 7

') 3 ....::: 30 !:::: 35 =..1 f-31 ':/ 17 :3f 36 1 16

Jvl4 138 J,. 9 727 y.. 45 "J37 ;z..12 7 13 743

v18 ;< 25 -"'. 19 ;(, 44 .:rs -t:42 710 .::r..20

011 3 40 .:c32 ;t-41 ,/ 28 'J 34 ::J 33 ;f 29

 JWL Lesson 4 • 83

KATAKANA WRITING PRACTICE

1 2 3 4

ho
--- t t ,t,
1 2

se --7
-t:
1 2 3

u
\

1
\ \

2
7
3 4

ne \

1
7 t ;f 2

nu
7 7-
 JWL Lesson 4 • 84

ANSWER KEY

REVIEW 1:
A: a. pen 'pen'; b. boorupen 'ball[point] pen'; c. teepu 'tape'; d. seroteepu
'cello[phane] tape'; e. neemupureeto 'name-plate'; f. bukkuendo 'bookend[s]'; g.
taipuraitaa 'typewriter'; h. konpyuuta 'computer'; i. waa(do)puro(sessaa)
'word processor'; j. huroppii 'floppy [disk]'; k. messeezi 1. arubaito
'arbeit' (German) ( = part-time work[er]); m. maneezyaa manager'; n.
konsarutanto 'consultant'

I B: a. sukuutaa 'scooter'; b. basu 'bus'; c. takusii 'taxi'; d. rimozinbasu

1 'limousine bus'; e. haiyaa 'hire[d limo]'; f. supootukaa 'sportscar'; g.
herikoputaa 'helicopter'; h. monoreeru 'monorail'; i. mootaabooto 'motor boat';
l j. kanuu 'canoe'
C: a. tenisu 'tennis'; b. pinpofi 'ping pong'; c. goruhu 'golf; d. basukettobooru
'basketball'; e. huttobooru 'football'; f. bareebooru 'volley ball'; g. sokkaa
'saccer'; h. seeringu 'sailing'; i. haikingu 'hiking'; j. sooringu 'soaring'; k.
zyogingu 'jogging'; 1. ranningu 'running'; m. saikuringu 'cycling'; n. booringu
'bowling'; o. sukeeto 'skat[ing]'; p. aisusukeeto 'ice-skat[ing]'
D: a. tyokoreetotippu 'chocolate chip'; b. mokatipu 'mocha chip'; c. banira
'vanilla'; d. banana 'banana'; e. piiti 'peach'; f. sutoroberii 'strawberry'; g.
meepuru uoorunattu 'maple walnut(s)'; h. pisutatio 'pistachio'

REVIEW2:
a. tyansu 'chance'; b. aid(e)ia 'idea'; c. sisutemu 'system'; d. akusesu 'access'; e.
suteetasu 'status'; f. apurooti 'approach'; g. ideorogii 'ideology'; h.
saidosuteppu 'sidestep'; i. nettowaaku 'network'; j. raihusutairu 'lifestyle'; k.
aident(e)it(e)i 'identity'; l.huront(e)ia 'frontier'; m. inisiat(e)ivu 'initiative'; n.
dainamikkusu 'dynamics'
 JWL Lesson 5•85

LESSON 5

Lessons 5 through 8 will introduce the forty-six hiragwza symbols that are
regularly used in modem Japanese writing. We will also introduce two additional
hiragana symbols that are no longer in common use, as well as some historical
and special spellings.

Many verbals and adjectivals are written with kanzi plus hiragana, but some are
written entirely in hiragana. Many nominals are also written with hiragana.
Hiragana is used for all particles, all forms of the copula (e.g. desu, desita), and
inflectional endings of all adjectivals and verbals. In addition, if a verbal that is
normally written with a combination of kaiizi and hiragana occurs within(= not
initially) in a verbal phrase (e.g. kudasai in mite kudasai), it is usually written
entirely with hiragana.

With the introduction of Japanese punctuation marks, you can now read
complete Japanese sentences that are written with katakana and hiragana.

In the following presentation of hiragana symbols, each one is accompanied by

its katakana equivalent as well as romanization spelling.

L l
ma 1.
 JWL Lesson 5 • 86

SU

0 maru 'end of a sentence'

Maru is normally used at the end of
questions as well as statements. The
question mark may be used in a question
'
I that is written horizontally.

1.
ten 'comma in a sentence' represents a
pause

Examples:
al iTo Simasu. '[I] do/will do it.'
b.1-.:C-liTo Memo-simasu. '[I] make/will make a
memo.'
c :J / r a - Jv l i To K6ntorooru-simasu. '[I] control/will control
[it].'
Tenisu, simasu ka. '1 Do [you] play [lit. do]
tennis?'

t:
"
ta

Examples:
a Li L t:.o Simasita. '[I] did [it].'
b -7 1 7L i L t.:.o Taipu-simasita. '[I] typed [itl.'
c / L i L t.:. o Dabingu-simdsita. '[I] dubbed [it].'

1. Word division in the romanization follows procedures established in JSL. Note the lack of
any such division in the Japanese writing.
' JWL Lesson 5 • 87

ka

Examples:
a L. i -t lJ'o Simasu ka. 'Do/Will [you] do [it]?'

b L. i L. t.: n'o Simasita ka. 'Did [you] do [it]?'

c 7 -T '7 :/ ;z.. L. i L. t.: n' o Anaunsu-simasita ka. 'Did [you] announce
[it]?'

1)

7 a

Examples:
a a; I? i -t lJ' o Arimasu ka. 'Are there any?' 'Do [you]
have [any]?'
b a; I? i L. t.: 0 Arimasita. 'There was/were [some].'
c 7 - -t- • a; I? i -t n' 0 Keeki, arimdsu ka. 'Is [there] any cake?.'

1 \ \

Example:
a 1.- ' IJ i t" i.l' o lrimdsu ka. 'Do [you] need [it]?'

re

Example:
 JWL Lesson 5 • 88

are 'that thing (over there)'

'that thing (we both know about)'

10 -t:- 'J so

Example:
a .f tL sore 'that thing'

11 t to
l
Examples:
pen to nooto 'a pen and a notebook'
are to sore 'that thing over there and that
thing'
c 717°t :.J t::- taipu to kopii 'typing and copying'

o (as particle only)

Examples:
a l i Sore o simasu ka. 'Do/Will [you] do that?'
b -T 7' L i l t::. o Tesuto o simasita. '[I] took [lit. did] a test.'

13 b mo

Examples:
a-f"n:bvdJ iTo Sore mo irimasu. '[I] need that too'
b717i>Lit"o Taipu mo simasu. '[!] type too'
liTo Are mo sore mo simasu. '[I] do/will do both
that (over there) and that.'
 JWL Lesson 5 • 89

Sore mo are mo arimasu. '[I] have both that

and that (over there).' 'There are both that
and that (over there).'

,, ha; wa (as particle only)

Examples:
a '7 - 7• 0 (j: cl) I) i T 0 Waapuro wa arimasu. 'A wordprocessor (at
least) exists.' 'There is a word processor (at
least).'
b ":1 e-
1± l i l t.:. Q Kopii wa simasita. 'tl] copied [it] (at least).'
cr:=...A, liTfP 0 Tenisu, simasu ka. 'Do [you] play tennis?'
d (j: 1,', 7 =- .A '± l i "9 o Hai, tenisu wa simasu. 'Yes, [!]play tennis
(at least).'

15-{t se tt
tt'' tt•"
• •
ze

16/v n
Iv iv
Examples:
a J;; t') ;t -tt lvo Arimaseii. 'There isn't any.' '[!]don't have
[it/any].'
lrimasen. '[I] don't/won't need [it]'
Simasen. '[I] don't/won't do [it]'
JWL Lesson 5 • 90

SUMMARY

Iv / '7 7 -\'
1 "?
Lt '' -r t.::. -If" -/.;"" ti

' ') =- 1- L:... ;\=- \.- \ 1

11' ::z.. J,, 7 ;t 7 j-7.. 7 7

ni... )
"' :t- r -tt -t 7 :r.

7 a 3
t * /
c ...:c- ·; ::? ;f'

DIACRITICS

The use of nigori_and maru with hiragana_is parallel to their use with
katakana. Thus:

HIRAGANA KATAKANA ROMANIZATION

'fj gaorga
zi
zu
ze
zo
t!. da
do
ba
pa

Examples:
a t.!tt dare 'who?'
 JWL Lesson 5 • 91

b t: tt dore 'which one?'

c 1;"1 fp -/:Jf ikaga 'how?'
d t,; tt tJ1 L i T tP o Dare ga simasu ka. 'Who does/will do [it]?'
e .:. tt t .:. tt tJn, ' IJ i -t o Kore to kore ga irimasu. '[I] need this and
this.'
f mazui koohii 'bad-tasting coffee'
g -t- tt 'i Ji> tJ i -t n1 a Sore wa arimasu ga. 'That (at least) is
there, but .... '
Zenzen arimasen. 'ritl is not there at all.'
'There isn't [any] at all.'

READING DRILLS

A ' ' 1J ..:r..- 3 ::.- • r· 1; 1v

1. ::z e-l i To
2. ?' 1 7" l i l t.:. 0

3. ::Z / rD- Jv l i l t.:. o

4. 7 -T 17 ::.- 7-. L i -t a
5. Y t:: ::.- l i -to
6. ) .::c L i L t.:. o

B '''J 3 ::,-. r' 'J 1v

1. 7 :J*fJ''it tJ *"to
2. r; - 7' D b it rJ i To
3. 1 1 7 7 1 1-(;j: it tJ i -t 0

4. ) .::c ::z I:! - L i L t.:. o

5. .J - r ii ::z I:! - L i l t.:..,
6. 7 -r 17 / +}- - -/:Jf 1 / 1 i::: .::z. - l., i l t.:. 0

7. .A I:!- f- tJ: Y t:: : .-- 7· L i T

s. ;tf 1J .:r.. - ::z :-- r o - 1v L i -t 0

,·
• ·1.
JWL Lesson 5 • 92

c 1'\'J ..::r:..- 3 :; • r· 1J 1v
1

1. .t h t if:d't .a: L i To
2. J::-,Jl,- Cry 1 / -/Jf IJ i t"o
3. ib ht .t tt 1 1 7 L it" o
4. -t- h t .t tt .a: 7 -T 7 :; :A L i To
5. .::. .:z. - .A t :A *' - ·;; .a: $"' !:: / l,, i t° o

D 1" 'J . ::r:.. - Y 3 :; · F 1J .iv

1. '" 1 b 7 "} .:f- t I) i -t,
2. ';:! Jv 7 b 7 .::. .A b L .i -t,
3. tJ "} r .::r- 7' t t:-r· -r- 7' t '-'' tJ i -t 0

4. t::: - ii 1' t: :..-

::i b L i L t.:. ,
5. 'T- .:f b 1" 1 t YJ i L t:. o

E 1\ 1J i - y 3 :,;. r· 'J 1v
i. .1- r t "':; t '-'' rJ i -r.,
2.
3. :,, 3 t::: / !/' 1' ") 7 t / \ / F 1' ·'J 7 t ib IJ it" a
''J

4. 7 1 :A 7 ') - !.,, b 7 ') / b ib t.J i t° 0

5. ::i :; t:: .:z. - ?1 - t 1 7' 7 1 7' - b 1.-' IJ i -to

F 1' J 1
i- Y 3 :; • F 1J iv
1. .t ti. U: L i T 1J". tu j: i -tt Iv ,
2. -r.::. ;;z.:j:L iT1J'. ::i'iv7U:L i-ttA... 0

3. - Iv 1J i -t 1J 0 7 1 1) i -tt A.,
0

4. -v ;( i; 1' t: :..- 7' L.- i T iJf. o ·'} 7 (i 1· t: :; 7' L i -tt A..."

5. .I - r I j: :1 e' - L i -t iJf. J '\ / 7 v "} r (i :1 t:: - L i -tt A., "
 JWL Lesson 5•93

WRITING PRACTICE

(1) Practice writing statements contrasting two individuals, one owns (a)
a tent; (b) tapes; (c) a sports car, and the other who doesn't. Use personal names
that you can write using katakana.

Example:
Risa-saii wa, teiito ga arimasu ga, Terii-saii wa arimaseii.

(2) Practice writing statements identifying an individual who needs (a) a

note[book]; (b) a pen; (c) some cream. Use personal names that you can write
using katakana.

Example:
Ereii-saii ga nooto ga irimasu.

',.i

"'
 JWL Lesson 5 • 94

HIRAGANA WRITING PRACTICE

si
l l 2 3
ma - -- 1
l 2
SU
-- -t
l

{maru]

0
l

{ten)

l " 2 3

fJ
ka
-; '\
l 2

ri t ')
l 2 3

Ill
1111,,,111
II
a
---
l
t 2
"
"
i
\
 JWL Lesson 5 • 95

l 2

re
I l
rt 2

so
f l 2

to \
l
t 2 3
(w)o - t
l 2 3

mo
G 1
t t 2 3
ha
i l -.
l 2 3

se
---- -+ tt
l

n
Iv
JWL Lesson 6e 96

LESSON6
..,.. -,. '-..
!

17 '-- :J ko '- <:::i...

..,.......
I...- go

Examples:
a.:.tt kore 'this thing'
b .._- .._4 koko 'this place'
c .f .:. soko 'that place'
di>.f.:. asoko
e.t-t.:. or asuli.o 'that place (over there)'

sa
----\-- •
\....

4f za

Examples:
Miraa-saii 'Mr/s. Miller'
b .:." 1-l:t Iva Gozaimaseii. 'There isn't [any].+'

19l 7 te
-r
't'' -T de

Examples:
a # - 1t.-- "" / -ta Boorupen desu. '[It] is a ball-point pen.'
 JWL lesson 6• 97

Hoteru made desu. '[It] is up to the hotel.'

[It] is/goes as far as the hotel.'
Dore desu ka. 'Which [one] is it?'

ke

If ge

Examples:
a .f:" tL t.:: It sore dake 'that much' '[to] that extent'
b A. A. -r·t- 't co Sumisu desu kedo. 'It's Smith, but.... ' [I]
am Smith, but.... '

210) J no <I)
Examples:
a A. A. Iv 0) ;tf- Jv / Silmisu-san no 'boorupen' 'Smith's ball-
. point pen'
b 7J- /vO)-r-To Kaataa-san no desu. '[It] is Carter's.'
clt\lt\0)1.J{ci;f) i-to ii no ga arimasu. 'There's a good one.'
d 1 '/ 0) A. ;f-- ·:; 7J --Z:T o Doitu no sup6otu·kaa desu. '[It] is a
German sports car.'

227d: na

Examples:
a.:. k6fma pen 'pens like this'
b "IP \, \ \, \ -r· T 0
Nakanaka ii desu. '[It] is quite good.'
anata 'you'
JWL Lesson 6• 98

3 yo

Examples:
a L.i-tJ:o Simasu yo. '[I] do/will do [it] (I tell you).'
b j;y fJ i -tt A... -Z:- L t..: J: o Arimasendesita yo. [It] wasn't there (I tell
you).' '[I] didn't have [it], (I tell you).'

ne

Examples:
a"' P ·et-n.., ii desu ne. '[It] is OK, right?'
b A-"' 1 / L"T fao Supein desu ne. '[It] is Spain, right?'

25X..
'
e
-
Examples:
a"' X.. ie 'no'

ku
<
gu

Examples:
a -t <· L. i i" J: o Sugu simasu yo. '[I] will do [it] right away.'
b T <· .f o Sugu soba desu. '[It] is right near by.'
cJ: < Yoku nai desu. '(It] is not good.'
 JWL lesson 6• 99

;
;,·

1
21"'J '/ tu
·- I.
I
l
.
"/ zu

Examples:
a It\-::> . £tu 'when?'
b y\ < -::> ikutu 'how many'

h 1:)
I "\'.lo
2si> 0

Examples:
a i:>-') I') oturi 'change'
b}.) ct I,\ ot6toi 'day before yesterday'

ki
·-...
'-....

.. .:¥' gi

Examples:
Dekimasu. '[I] can do [it]' '[!]will be
finished.'

.... \
30)
7 '"'
'
u
I!
I

JWL Lesson 6• 100

SUMMARY

Iv / '7 7 "\'
l 7 'j: ., t:t t t::. !I -/p '11 d1J 7

"J ')
'
·:::: =- 7- :\'- \t) 1

ii... ::J.. J..,. 7 it "':) •;J TA < t7 ' "J

:ni.- ,• ,, tJ. :t- -C 7- -tt -e 7 ;t I..

--t- '/ ...,.

7 C1 .J: :I '!.: :f; <T) / t l- (._ - j:) :t

LONG CONSONANTS

The hiragana representation of long consonants is parallel to that of

katakana: a reduced '? , the hiragana_equivalent of ·y, precedes a symbol
representing a syllable that begins with the consonant that is being
lengthened. Thus:

"")it •y 7 kke __んな＝＿＿ンナ=__nna

"") l - '/ __ssi
"") --)
- 'Y ·:;
--ttu
") 'j:. ';/ J' __ppa

In hiragana, the only long consonants that are normally written this way are
tt, kk, ss, and pp. Other such combinations that occur are present only in
loanwords and therefore would not ordinarily be written in hiragana. 1

Examples:
1. See Lesson4.
 - ---

JWL Lesson 6e 101

J:> It \ l 1.P -? t::. 'Z" T 0 Oisikatta desu. '[It] was tasty.'

J: iP -:i t::. -z: -t t>. o
Yokatta desu ne! '[It] was good, wasn't it?'
Asatte simasu yo. '[I] will do [it] the day
after tomorrow (I tell you).'
Motto irimdsu. '[I] will need more.' '[I]
need more.'

LONG VOWELS

Unlike the katakana representation of long vowels, which uses a straight line
to indicate length, the hiragana representation regularly specifies a long
vowel by writing a second hiragana symbol. Thus:
..
Hiragana Katakana Romanization
l_,\I_,\ 1- ii
"?- maa
.:t- kii
< -) 7- kuu

However, what is pronounced as ee (and so written inJSL romanization) is

usually written as ei in hiragana. Romanization in this text will hereafter
reflect the spelling and tradition rather than pronunciation.

Examples:
;h,v\ kirei (JSL kiree) 'pretty'
t::. \,'\ ""( It\ taitei (JSL taitee) 'usually'

Following are examples of the rare cases where the hiragana spelling
coincides with a long e in the pronunciation. The usual spelling oflong e:

ee 'yes'
nee 'isn't it the case?'
 JWL Lesson 6e 102

Long a (romanized oo) is spelled with a final -J in hiragana. In this case, the
oo romanization will be continued in this text, conforming to both
pronunciation and tradition.

Examples:
c -J dOo 'how?'
c -) .f' doozo 'please'
c-) i doomo 'in every way'
c -J "' t::. l i l '"[ doo itasimasite 'don't mention it'
kinoo 'yesterday'
-t- -J soo desu 'is as suggested'
.:. 't? (7) -) kotira no hoo 'is this way'
ib Y) f;< t -J arigatoo 'thank you'
E !j: J: 1 :::.: "' i T ohayoo gozaimdsu 'good morning'

Longo in only a few words is spelled in hiragana with final E (for example,
EE "' o6kii 'is big'; t E "' tooi 'is far'), and only such words
unambiguously correspond to oo in romanization. In all other instances, the
occurrence of a hiragana symbol representingan o-final syllable followed by
1 , may corrrespond to oo or ou.
For example, hiragana -t- 1 = soo 'that way' or sou_ 'suit', 'meet'.
Ambiguity is resolved by context in the written language and by
pronunciation (as well as context) in the spoken language.

L
 JWL Lesson Ge 103
l
r•
READING DRILLS

A ') A if./ A. r" ') Jv

1. \,\ '? L· i L. f.::_ fP 0

-) L. ;;:. L. t.:.. 0

2. iJ< L T fpo
7 { v 7 7 - iJ< L. ;;:. L. t.:.."
3. '-'' '? ··e i TfJ•o
ii"o
4. i1.. n1· 7 7 '7 / .A L, i -t fJ" o
.A ;F - 7 .A 7 / iJ< 7 T r] / .A L i T,
5. 13 c .t Ir' L i Lt.::.. '/J'o
1 Li L t.::..o

B 1J ;;... if. :,; .A. r 1J 1v

1. "' :,; Ji> 9 £ -t n" "
li 1r'. IJ £ -t J: o
2. A A /...,. I,' i T iJ' 0

Ii'-''. v' £ T J:o

3. \,\£-tt"/...,'/J•o
(j:lr', \,l i-tt"/..., J: 0
4. '/ 1 7 7 1 7 - . Ji) IJ i -tt /..., fJ. 0

(j: \,' • i -tt /..., J: >

Y)
5. r-;-7·0 i Ji> 1) i L t.::..iJ.:i
\, \ 1... • Ji) 1) -tt /..., -c· ]_, t.::.. J: 0

6. :J... - "J 7 - .A iJ< i> rJ i T Po

Ii i...' , 1
J i -t J: "

C 1) .A if. / .A· I-" 1) Jv

1. « 1 1J - Iv Ii ;1. .:t- :.-- ::z -c· i""
;1..:t- ::z c .:. -r· -t n" o
2. * ry 1 r Iv Ii 7 ;1. 1
J iJ -c· -t,,
JWL Lesson 6• 104

7 j. 1) "fl(/) C.:. <:•t"f.Po

3. 'I -
"fl - Iv I± 1 =¥ 1) .A <:·-to
1=¥ 1) A(/) c.:. -C-t°fP 0

4. JI-- 7 / Iv i± 7 7 / 7' <:· t° o

7 7 /?.. (J) c .:. <:·t" b\,
5. 7- Iv Li 1 1 1J 7 't"· t",
1 'I ') 7 (/) c .:. 't"· t" f.J•)
6. 7· 7 17 / :; Iv (j: 7' 1 / 't"· t° o
/(J)c.:.'t"·t°fJ',

D ') 7- ;f, / 7- · r· 1) Jv
1. tl Li: 'fj 7' (J) /. - '1-'l·t" 1.l•o
(j: Ir\. (J) ;I. - '1-,j: ti 7' (f) 't"·t" o
2. tl Li. 7 v (J) 7-. 'I v· ;f 't"· -t h• 0

I± i.- \, (J) 7-. 1 ;;l- (j: 7 v (J) 't"· -to

3 . .f tlli r; / 17,;r_-(/)4-j-1 / 't"·-ttJ•,

I± Ir\, .f (J) +r 1 / I± r; / '7 ,;r_ - (/) 't"· t" o
4 . .:.tt'i r 3 '/(/)?-7't"·-t7'J•o
Ii t.-•. .:. (J) ? - 7 Ci r 3 7' (J) 'l·-t.,
5. 7 7 / 7-. (}"):A 'J-(J) ;f,- r v- r 'l"t°b•o
Ii\.>. cl;(/) ;f,- r 1..-- - r Li 7 7 /A(/) A'/-(/) <:·-t 0

6 . .:. tL Ii 17 ;f - 7 7 / (/)) '\ '/ T ') - 't"· -t t.P 0

(j: 1v \, .:. <iJ 1 \ ·:; 7 ') - (j: '7 ;t - 7 7 / (J) <:· t" o

E J'\ J i-
1 :..- · r-· 1J 1v
1. .: ii -t Iv id: / - r t t) i -lt lvo
2. t t \, \ \, \ (/) b b .t tl \, \ (/) b 1> 9 i -lt Iv 0

3. 7 :=. 7- b =1 Jv 7 b L i -lt Iv,

4. E \, \ L I,\ 7 1 A 7 1) - ]_,, b / 1 t IJ i -tt Iv 0

5. 7- /v(J) b ry ; t - tJ-:; /v(f) b.: _:. -C'To

6. .:. .:. (J) b .f .:. (J) t J: < 1) i .i± Iv 't"· L t.::. o
7.
 JWL Lesson Ge 105

WRITING PRACTICE

(1) Practice writing questions

regarding location of individuals. Use personal
names and place names you can write using katakana introduced in Lessons
1 and2.

Example: Iv (j:, .A- 1) -c·-t o

(2) Practice writing statements about the ownership of certain items. Use
personal names and object names you can write using katakana introduced in
Lessons 1 and 2.

Example: '' ') o- Jv /... r:i 1 /... -c·t" o

JWL Lesson 6e 106

HIRAGANA WRITING PRACTICE

l 2

ko
..., "-,
'
'-
l 2 3
.
sa
----- --\-
\.......
l

te
-z l 2 3

ke

1
tt
no
0)
l 2 3 4

na
- -f -;- r-
1 2

yo -
l 2

ne
I tl 1 2
'

.....
e
" A.
 JWL Lesson 6e 107

ku

tu
< l
'

J
l 2 3
' 0
-- b h '

1 2 3 4

ki
--- -x _..,,,.
'-
l 2
...... ..._ .
u .
7
'
JWL Lesson 7• 108

LESSON7
HUR/GANA

Japanese is written with a specific prescribed combination of kana_and

Chinese characters (or kanji, which will be introduced systematically
starting Lesson 9). When kanji reading is expected to be unknown or
ambiguous to the reader, a small hiragana is written beside the kanji to aid
the reader. The hiragana with this special function is called hurigana.

There are three possible reasons for assuming the readers' difficulty in
reading a given kanji sequence: it includes a kanji that is so rare that most
native speakers do not know; a portion or the whole combination has a very
unusual reading in a given context; the reader is assumed to have the kanji
knowledge which is less than that of an educated adult native speaker (as in
the case of a child or a non-Japanese who is at her/his initial stage of studying
the writing system.

Hurigana will be provided hereafter for the sequences which have already
been introduced in JSL, and which are ordinarily written in kanji.

Examples:
ふりがな
£._A.
a .:::: san 'three'
£ ,l
brru mae 'front'

c;'G saki 'ahead'

,l
d !£R eki 'station'
 JWL Lesson 7• 109

e;$: hon 'book'

4 ..
·1.'
t.: "(' (> 0)
f: f tatemono 'building'
k
:t.
)·

)J,,
-? ,i.O)
g J:!Bf Ueno (section of Tokyo)
-,

'· .a ;O>
Oosaka 'Osaka'

31.r-.... he; e (as particle only)

"" be

pe

Examples:
a.:: kono hen 'around here'
b *7 Jv"""- hoteru e 'to the hotel'
location partice ‘e’=へ

32 t.:> ra

Example:
a"\ < ; ikura 'how much'

331? ti '1S
zi1

Examples:
d6tira 'where?'
1. The hiragana t5 is used only in a small number of words. The use of this hiragana will be
explained in Lesson 8.
JWL Lesson 7• 110

b t' -t? i? "'- dotira e 'to where?'

c -7 -t? uti 'home'
kotti 'this way'

Ill

Examples:
a -t- .:. j; 'J i i" o Sok6 ni arimasu. '[It] is there.'
b .:. .:. l> j; i To Kok6 ni mo arimasu. '[It] is here, too.'

ho

bo

po
Examples:
a .:. -t? i? (f) 'i -? kotira no hoo 'toward this way'
b t' hot6ndo 'almost'
ip-pon 'one long cylindrical object'

ya

Examples:
a -'V' -::> ;f fJ yappari 'after all'
b v' -'V', j; i? t? 0) 'l ') "Z"'-t o !ya, atira no Mo desu. 'No, [it]'s toward that
way over there.'

7 hu
 JWk Lesson 7e 111

£ / bu

£ pu

Example:
1) hurigdna 'reading marks on kanji' [NB in
parens??]

yu
vb ft13
Example:
yuki. 'snow'

39Q Jv ru Q
Example:
Arukimdsu. '[I] will walk.' '[I] walk.'

,.
 JWL Lesson 7e 112

SUMMARY

Iv '7 i i± " 7j: -}- t.: ip "/]

VJ
'} ; i=.:> r L;,, \/\ 1'

A .b 7 ;t "? ':J -t 1. < 'J '). ,,

n I; """,.... b. ;j; ""( 7 Hr "'
;z :r..

7 Cl J: 3 -c tl * (}) /
c 1- -t- '/ .._
- :::1 j:3 *

,,

CONSONANT + y + VOWEL
The combination of a hiragana symbol that represents a consisting of
consonant + i followed immediately by a reduced symbol (i.e., smaller and
lower, or smaller and to the right) that represents ya, yu, or yo, indicates a
single syllable romanized as consonant+ y +vowel. This parallels the
katakana representations exactly.2

Thus, is equivalent to the two-syllable sequence romanized as kiya, but

is equivalent to the single syllable romanized as kya.

Including only hiragana symbols which have already been introduced, the
following combinations occur:

kya .. gya L sya t zya 't? tya ':: nya IJ rya

l<ll kyu .. l<ll gyu L IQ> syu t l<ll zyu 't? l<ll tyu 1: nyu I) IOl ryu

J: kyo J: gyo l., J: syo t J: zyo 't? J: tyo ':: J: nyo IJ J: ryo

2. See Lesson 3.
 JWL Lesson 7• 1·13

Examples:
kyoo 'today'
oJo Kinoo desyoo. '[It] is probably yesterday.'
c-f-) J: -Jo Soo zya nai desyoo. '[It] is probably not that
way.'
d v' l v' it" a lrassyaimasu. '[S!he] is there. t '
e.:n-rl.J:-?o Kore desyoo. '[It] is probably this.'
f l i l J: -) iPo Simasyoo ka. 'Shall I do [it]?'
g ts J:-) c'v'v'-r l J:-) 0 Tyo6do ii desyoo. '[It] is probably just right.'
h ts J: '::> <!:: t" h. i -tr ,.\,
0 Tyotto sumimasen. 'Excuse [me] for a bit.'
iv' C;i? l v' i-tto lrtissyaimase. 'Welcome (to the shop).'
j i -=> t" -C: L J: -? o Massugu desyoo. '[It] is probably straight.'
k ""::> t.:. I') -r L J: -? iP 0 Tukiatari desyoo ka. 'Do [you] suppose [it]'s
a deadend?'
Daizyoobu desu. '[It] is all right.'
I
JWL Lesson 7e 114

READING DRILLS

A r'f 7 1J - :,, 3 :.t · V 1J 1v

1. t• 2: "/){ \f\ \f\ "('- l J: -) "/J'o
2 . .::. .::. <!) Jf. 1 ii -r
v\ "('- l J: -) tJ\,
3. .f.::. ii, -;' ) / b i:3 it• lit'"('-(_, J: -) iPo ·
1

4. -t-.:. ii r r- -r- l J: -? tr,

5. r- 1 v ii t' .::. -z: L- J: -? iJ' 0

6. <!) 7 r ii, -lt- !:::'.A fJfv• it• 't'" l J: ') fJ'o

service

B J .A ;f-
1 / .A . F J iv
1

1. .A .A Iv ii 1 / t -/:t it' 't'" l J: iJ' o

1 ::-- F't'"i" J:o
2. 7- 7 ;I. 11-JJ t t) i-ttlvn'o
v•X.. 7Jt-7"'t'"lJ:Jo
3. 3 / Iv ii .Ax 1 / 1: T ;f;).o
'J /
it'-?, 7 t-? i-tt lviJ'o
4. - - 'J / /vii 7 7 /A "t: T lJ' 0

it'X., '}ロシア
l:::'..:r..1'-C' l J: Jo
5. ;{.. Ii :t-.A r7 1) 7-Z: l J: -) ;/';). X-o
-f -J "t: l J: -) -Zo

c r'f 7 J ..:r..-:,,
1 3 :.; · F 1J 1v
v'
1. 0 -c fr 2: t:.. v' Iv -r- -t nr ...

<
2. -t l t:. t:t v• Iv -r- -t "/J{ •••
3. 2: J: -? ' v\ 0 l v• i -tt Iv "/){ . . .
4. .::. .::. --c: 1 '/J{ t) t.:. it' Iv --c: -t n{ ...
II'
5. -t- .::. q=r 2: t.:. ", /v -r- -t n{ ...
6. t J: 0 t t.:. v\ t:. t.!. 2: t.:. ". Iv -z:-t -/){ ...
7. l t:. {> ! t:. 1.t • Iv --c: -t ...
 JWL Lesson 7• 115

D :i / t:" :f, - J Jv 3 /. 1

1. 1 1 7' L i L t:. o :i i - L 1 L t.:. o

copy
1 1 7' L -c, :i i - L 1 L t:.,
\,>

2. 1T i Lt:. o Y t:" / L i L t:."

dubbing
"' 0 -c, Y
ff / :f L i L t:. o

••
3. 1 0 -t (" ff i L t:. o :i - 1 - :..- L 1 l t.: o
I,\

i -::> T <" 1T 0 --c , ::z. - 1 - / L i L t:. o

-:i iJ• i.; L
4. :i / l'.:' i l t.::." i Lt.::..,
-:ir J; L
:i ::..- !:::' ::i. - 1- 1'1! "? Z. i L t.::..,
\,> '::>iJ•
5. b --::i t $ti -c·ff i L t.::.o iif!"' i L.. t.::.,,
\,\ '::> iJ•
b --::it )ti "V'f;--::i Z, i Lt:.,
t:.
6. 7 1 7' 7 1
) - .t.. "' t:. t!. i L t:. 0 jt""' i L t:.o
t:.
7 1 A 7 1
) - J_,, "' t.::. t:.· \,' -r. jt« i L t.:.. 0

t:.
7. v 7' r 7 /-C·jt« i Lt.::." *i L t:.o
t:.
v 7' r 7 / "V' -r :W: i L t.::. o

8. i L t:. o * i L t:. o
-C i i L t.::. o

E J .A 7f- ::..-
1 ;i... r- J 1v
1

\,•

-rt:>"? L
ff--::i "'o
"' -c '-? '?
fr-? \j\ l v'o
2. t:. t!. v \ 1 ,
iJ• .t
i-31; iJ lj: \,'o

3. .: i? !±,,
JWL Lesson 7• 116

.:. Iv i? Ii o
4. i3 Ii J:: -? .::." v' i To
i3 Ii J:: -) .::." v' i -to
5. J:: -) lj: C:i 0

i3 0 n' n i 0

6. t·.:. -r: L J: -) iJ'o

t' .:. -r: L -? iJ' P. X.?
7. !iv', t'-)-t''?
"' ' t.:. t.!. i i" o • • • .::." -1? ;c- -? i .

F 1) 7' if- / 7' · t: 1) lv

1. c .:. i -r·fr"' i L t.:.. iJ• o
J-\- ビルJv i
7 t:'- -z:q-y"' i L t.:.o
2. t• .:. -r: ea*-/J{ t? i L t.:. iJ' o
0 s t.:.. r) ·e ii tJf IJ i L. t.:. 0

3. c .:. L i l t.:.. fp o
1 q::· 1) 7' -r· L. i L t.:.. 0

4. c <J) A.... Iv ': i...' i -t iJ• o

1,d) ( ' ;
.A Cl 0) A.... A- 1.,\ i -t 0

5. t• .:. i -e -r:· 1 l t.:. iJ>,, .

:J 1 -r:-Z: i G f.:. 0

y\

S ;c-.:. A....fi i L t.:..o

y\

;c- .:. A.... b s ;c- ,:. A.... b 1-r i L. t.:.. 0

2. 7 7 / A ': s fJ i T Q

1'' 1 ·:; 1.:: s IJ i -to

1'" 1 ·:; 1.: b 7 7 / A 1.: b s IJ i T 0
 JWL Lesson 7e 117

3. .: .: -c- l i -to
-t-.:-c-LiTo
.:.:'t"t.f.:"t:·t L iTo
t.:.
4. .f: tJ) v :J.. r 7 / "t' it-"( ;t L t.:. o
t;
(J) v :J.. r 7 / "t:'it-"' i l t.:.o
f'•

WRITING PRACTICE·
(1) Fill in the blanks with appropriate place names.
-f
Consult a world atlas, if
,,.

necessary.
·:; 7' · /'{ / l;t a; l1J i -to
::t - 1v -r / .7- r- . 7' 1; ·:; 1± a; i'J i -t 0

;:J / I,_ 7 /Ii I') ;t T 0

*7 7
Oahu
';t a; 11) i -t 0

7 1 v :;.; '/ .:r:. •± i'J i t" o

Florence

t'f 7 / 7 - '7' 7 - Ii T GI; r'J i To

'

Eugene
A p .:t- 7 t .:¥' 1) :,,.
Greece ------ 11) i -t 0

A- 1" / t 4f / 7 t ----- a,· r'J i T"

I
.I

.
·1
•I
JWL Lesson 7e 118

HIRAGANA WRITING PRACTICE

he
/"-.
1 2
... ....
ra

l
l:J 2

ti
--- 1;
1 2 3
,., ....,
ni
l 1
l
2
l '-
3 4

ho
t - -
t t -- :l
1 2 3

ya .....-"".:) h
1 2 3 4

hu ' '" '- ...

.,) ") \
1 2

yu
VJ vjJ
1

m
 JWL Lesson 8• 119

LESSONS
......
40h .... mi

Examples:
ai"hi-tt-!vo Sumimasen. '[I] am sorry.' 'Excuse [me].'
minna 'everybody
'
I
>
:

Oyasumi nasai. 'Good night.'

41b '7 wa

Examples:
*';:,
a!!v\-r·-to Warui desu. '[It] is bad.'
omawarisan 'policeman'

42/::) 0 ro

Examples:
つ itu goro 'about when?'
hurosiki 'wrapping cloth'

;I. me

Examples:
i l t.:", y amemasita. '[!] quit.'
b t:. 51) -r·-t
0 Dame desu. '[It} is no good.'
JWL Lesson 8• 120

mu

Example:
Ct
a!PJ.::.-?1-Z:- muk6o made 'up to over there'

457.} hi

Example:
0-t
hito-tu 'one unit'

nu

Example:
av'i5Q1 mu 'dog'

HISTORICAL SPELLING

1. Modern kana spelling (sinkanazukai) is closely correlated with modern

Japanese pronunciation. Except for the particles wa,2 e and o (represented as
tJ:, ""-,and the X.X./X.v',and :H13/i3-? alternations,thekana
spelling of Japanese is almost completely predictable on the basis of present-
day standard pronunciation.

However, this close correlation that exists today is the of writing

.
reforms that were adopted in 1947. Prior to those reforms, kana spelling
1. This word is more commonlv represented bv kanzi.
2. That is, phrase particle wa (tl.: ), not the sentence particle.
 JWL Lesson Se 121

often represented an earlier period of the spoken language (cf. English

spellings like 'knight,' 'through,' etc., which represent earlier
pronunciations). For example, the kana sequence lt .. (ke-hu) was a former
kana spelling for the sequence now written J: -j (kyoo). This means that
in order to read material written before sinkanazukai was adopted, students
must familiarize themselves with the different kana spelling conventions of
the period.
I

In the changeover from historical to modern spelling, some symbols

were lost completely:

a) Hiragana lo>
WI →い

Katakana
4
These symbols are traditionally listed in the second box of thew-row (i.e.,
under b I 7 in the table of fifty sounds) as equivalents of \.'I 1 that occur
only in the historical spelling of certain words.

Example:
Modern: t.-' i T (1 7 .A); Historical spelling: 1.J i T (4 7 .A ) 'be'

B) Hiragana /J.. WE
→え

Katakana
JWL Lesson Be 122

These symbols are traditionally listed in the fouth box of thew-row, as

equivalents of X.. I .L. Again, these symbols occur only in the historical
spellings of certain words.

Example:
Modern: X.. ( .L ); Historical spelling: /J.. ( ..Y..) 'picture'

2. The occurrence of t? I + and "?I "J with nigori is also a feature of

historical spelling. Some words currently written with t and -rformerly
had -f?· and -7. in their kana spelling, but the historical spelling
differenciation was given up. Thus:

Historical Spelling Modern Spelling

t; (-T) \&
t:. ( :!) t:. ( :/)
"?' ( '.1) \&
-r (A") -r (A°)

However, even in modern spelling, these historical combinations may

survive in compounds when the zi and zu syllables are obviously derived from
ti and tu.

Examples:
;
1fl1 ti 'blood'

hanazi 'nose bleed'

tutumi 'bundle'
koziltumi · 'small package'
 JWL Lesson Se 123

SPECIAL SYMBOLS

l.As a substitute for writing a given hiragana symbol twice in succession

within the same word, the symbol " , functioning as 'kana ditto marks,' may
replace the repeated symbol.3 Thus:

aa 'oh'
koko 'this place'

This symbol may occur with nigori, indicating that the previous syllable is to
be repeated in its nigori form. The previous syllable may or may not have
nigori. Thus:

ikaga 'how?'
gogo 'P.M.'

2. In vertical writing, the repetition of a sequence of more than one kana

within the same word is indicated by an elongated symbol that resembles the
hiragana equivalent of ku.4 This symbol may also occur with nigori. Thus:

b or t m6simosi 'hello (on the telephone)'

l L 'say there!'
b
l
\
t or c tokidoki 'sometimes'

c
ti
(
3. This does not applv to katakana.
4. This does not apply to katakana.
JWL Lesson 8• 124

3. In horizontal writing, such repetition of a sequence 'is indicated by an

elongated symbol that resembles the hiragana equivalent of he. Thus:
bl bl
or
mosimosi 'hello (on the telephone) 'say there!'

or
tokidoki 'sometimes'
 JWL Lesson 8• 125

SUMMARY
KATAKANA

;,- " rywa 7ra -\"'ya -zma J \ ha -j-na ;J ta -lj-aa 7J ka 7a

1) ,.. ....::::- mi .=_ni 'f-ti .. .:\=-ii 1'

1v'" :::z..yu ].,.mu 7hu

;i. "" ·:;tu ;z.. '" IJh '7"

v,.. ;>{ ,,,.

""",.. ;r,ne j-u -t: •• TM .::r:...

7 0 tJ ro 3 yo -:C mo *ho / l10 r to 'J 10 ::1 ko ;;f 0

HIRAGANA

Iv;,- b '7 L? 7 i 7
'± " 7 ip '/] &;i 7

い
t) ') h. [} -; "f L:,. ;f v\ 1

う vp .1 t_;•A b7 "":) 'J T 7. < J" '7

え :h v 61) ). ........... '" :tJ. :t- -c .:;- 4±"-!? 7 x.... .:r:.

"J J: 3 <b -1: ti* (]) / c r -t- 'I -
'-
:::J J3 :t
JWL Lesson 8• 126

VOCABULARY PRACTICE

Remember that you should rely on hiragana for reading the following kanji
items.

ll7> J:..: I;!:£ Ei3 i:l• &') t:. ;:,

fL$! ::kIDi *3?: Ela
:. -1 --< ..s.. <13 "/}>
tlf@ JJe (J) t:!lffi 1$p mltUi

READING DRILLS

A 1) .A if- / .A· lJ Jv
1. / 7 r; ::.-- Iv ':i: ' ' 1J -r:: t' tJ.o
v. -? ' 0 / 1" / t l;t iP "'.) t.:. -r:: T '/)> 0

2. * 17 1 1' ::t-r:: t' b.c

Iv ':i: :-- i.J
v' -tt / · 7 7 / :-- .A ::z t l;t '/J\ --:> t.:. -r:: T 7;• o
3. i.J - 1 - Iv ':i: « Jv 1J ::,; -r:: t'
1, ' -:c .A 7 17 t l;t 7;• 0 t.:. -Z: T '/J\,

' ..-.:::\'-:..-
vl t t.t 7.P 0 t.:. -r::t- t;-,,

6. '§Jm /v 'j: 3 - 0 ") ;-e-C:T b. 0

vi-?, :t-.A 1' 7 1) 7 t l;t'/J•--:> t.:.-C:TiP 0

 JWL Lesson Se 127

B 1
J :J.. ;f- / .A· F '} lv
.,,,

1. .::: B <" C:> v' v' i i" :I.I• o

c j:; .,,,
"' x.' =B
.;.. "? il'
t!. 't -r·-t o
2. + B <· C:> v' '-'' i T il•o
,: ,: Q) .,,,

"' x.' Ji. Bt.:. 't 1:' To

J: ·H•
3. J\8 I,.\ i T1P 0

t.: Q)'I)•

"' x.' -t B t.:. 't -r· T"

t.1'1t•7)•
4. f\ B <· " ' "'' i T fJ• o
"? 15'
"'' x.. liBt..::·tt-r·-to
l'..>0>?.:"l:t;,
5. +:n.s <-· "' "' i Tir.,
t,1<1>-JJ:-:>t•
"\ x.' +IZY Bt..::· 't -r· To
.;.. "? .,,,

6. =B <· "' "' i T fJ• o

t;, 1:
It• 't;,

"' x.. -s t..::.,t -r·-t o

F
c ::1 / ;f, - 3 / · r' 1) Iv

1. Lll*c Iv '.t fL$! 1:' T, tJ - 7 - 1.t .t

*
o

LlJ Iv I± :fL$Jt 1:', 1J - 1 - (j: .t 0

.: -j c ") J: ")
2. !§:!;& Iv '± -Ffip -r· T, 7- Iv'± Jf{Jit"-r· T,
1§:1;& Iv (j: -Ff!p '"C'. 7- (j: Jf{Jjt"-r·-r 0

l., A. t.: ( 7)• t c &")I.:.?

3. / 7 7 :.-- ,;;1: $JT@'"C'T" /v(i § a-r·i" o
7• 7 7 / Iv ii $Jf@-r·' :!:&* Iv 1± § 8 -r· To
JWL Lesson Se 128

v' 11'.l-t' i J: .: Ii;£ .!: ':> b A.

4 ::kllJ Iv -c" To :A :A Iv 0) -c" To
::kllJ Iv -C:-, :A :A Iv 'il}f: 0) -c" To

-; .: J:lt:l ,,, .&-. <13 ,,.

5. 71 /vli1iffijj-c"T 0

71 lvli1ffi!Mi-C:-To

6. t.:. iP l Iv Ii -t, :A - -If / Iv l:t T,,

t.:. iP l Iv Ii :A - 4f' / Iv 'i o

D 1'( ') .:r..- 3 >- · F 1J Jt.-

¥> !:'.-?
6. .:: n tP i? §a i I
-c:-fr '? -c -t 0

,,, .., .: 1
7. .:: n ii" i? i -C:-ff-:> -c 1 -to

E 1'( 1) .:r..- 3 >- · F 1J Jv

1. t-! ¢> "r' T :n. :Z , b t.:. l o

li A.
2. l7:iv'-c"Tfa:Z, .::0).:$:,
3. i> i b I? Iv -C:-T :n. :Z, a; no
4. i> c tj: I? -c:- l t.:. :n. :Z , / '-.- 7 1v 0
 JWL lesson Se 129

Jj.;
5. -::> t.::. -r: -t J: , .:: <l) :@o
6. r 1 v -r: -t ti. ;t, tr.:: -Jo

F 1'( 1 J .I.-:,,. 3 / · V 1J 1v
&>') L. .;
1. .:: .:: ip § 8 i -r: '1 7 :,,.- ""(!' c' <l) -/p-/p f') i T fPo

2. 3-o ")
•• i-tn•,
:6•
3. T v' A,t.::. < Iv 7 - 7 1:- ft 1.-' i !...- t::. tl 0

4. vl i Lt::. n•o
"?;6•
5. 17- 7° o t.: :h 'IJ{iiJ!i..' i Lt.::. n•o
\,•

6. 1<\ :A -C- -t-.::. i -C-fr i Lt.::.

G ;'( IJ 3 / . "' 'J Jv

1. .B !_, 0 7.1• 0 t::. t :h c·, -tf Iv -tf Iv ""(· i -tr Iv 1: L t::. o
t: i)'
2. .B '-'' L n· 0 t.::. -e n c', -tt lv-tf /v j¥1j < t) i -tt 1v -r: 1_, t::. 0

t;,v•
3. 1J-.. n• 0 t-: :h c', -'cf Iv ·tf' Iv$:: < i7> i -tt Iv -e L t::. o
4. $:-/p ".) t::. :h C::, -tf Iv-I! Iv i T < t:t iJ• -? t.::. "Z" Ta
5. -? L '/J• ".) t.::. :h c', -if' Iv -tf Iv .B iJ L.. ? < i.I• 0 t::. -e -to

H J :A 7f- / :A.
1 r· 1J ,i.,.
JWL Lesson 8• 130

"' t t:
3. -a;f v• £?-? L \,) i T

Lt t:
4. ii v' £? 0 L v' i -t *;;i,

i!> Iv t:
5. Ii v' £? -::> l v' i T *;;i o
i!> Iv l'.. Ii Iv
v' ;t, J: -) Ii ::::a;f.f- -t -nr
J: t
6. !ma;f y\ £? '? !_., \{\ i -t tl,,
< t:.1:>

v' .:t, .j;y 0 "C" Ii 7'a;f 0 --c:· -t iJf o

I }'{ i; ..:r.- :,,, a ;.; . v i; Jv

11. Jf.> t
1. Iv 3 - t:1 ") i !_., t::. 1Jf, :b t::. t.., :i 'i i !_.,
f::.o

2. 7- Iv ,;;1: '7 1 7' L i L t::. 1J{, *H Iv 1;;1: "'.) Ii I') -tt Iv"(' t..,
t:. 0

':
3. Iv 'i 7' 1) / -<::- L t::. iJ>:, ;F r; 1 Iv "'.) Ii I') 7 1 :A 7 1) - ;_,.
l...,f::.o

5. ;¥;.; lif:m-<: Lt::. iJ>:, 1J {i "'.) i'J L t::.o

6. 1<- 7 1i,. !i -t (' i" l;f'--C:· L -!::. -/J{, r Jldi * I') li 0 tu.::-) -C:-
L t::.o
 JWL Lesson 8• 131

I'; .lI
l

WRITING PRACTICE I
l
(!)Identify a local establishment whose names you would write in
katakanawhere the following items are good: a. hamburger; b. pizza; c. ice
cream; d. frozen yoghurt; e. fried chicken; f. coffee; g. steak; h. home-made
dessert.
Example:
) \ / ) - :tr - '± . )"- :tr - / n< s i..' L i.. , -to
a.

b.

c.

d.

e.

f.

g.

h.

(2) Respond to the following questions in Japanese. Remember that you need
not repeat everything in the question to make your answer complete. You
should be able to answer these questions without writing any kanzi.

5.If you ordinarily write your name in Chinese characters, do so here. Put the hurigana.
using hiragana.
JWL Lesson 8• 132
 JWL Lesson 8• 133

HIRAGANA WRITING PRACTICE

1 2
mi
7-- J-t
1 2

wa
I h 1
.
ro

0 l 2

me
l
1

c
2 3

mu
---
1

hi

1 2

nu
I·

'
I
I,
.JWL Lesson 9A• 134

LESSON9A
This lesson begins the introduction to kanzi. Each lesson will be divided into
section A and Section B, and together will introduce 25 kanzi. Section A
contains 13 new kanzi, Section B contains 12.

A single kanzi may represent two or more different sequences of sounds. The
readings for kanzi are divided into the on-readings, which resemble the
Chinese sounds the kanzi represented when it was borrowed into Japanese;
and the kun-reading, which represents the Japanese sounds of words the
kanzi represents. The on-readings are given in capital letters, and the kun-
readings are given in lower case letters.1 Personal names, however, will be
written with a capital letter at the initial position followed by small letters
regardless of the onlkun distinction. Kanzi which are reintroduced with new
readings are marked with an asterisk. Each of those additional readings will
also be marked with an asterisk(*).

Each kanzi is numbered in the order of its introduction in this text. It also is
accompanied by another reference number when it is introduced for the first
time. The N_ number is the reference number from Nelson's Japanese
English Character Dictionary. You will learn later on how to use dictionaries
in order to look up new kanzi you encounter.

Words and expressions which contain the newly introduced kanzi and are
already introduced in JSL are listed following the kanzi and its reading(s).
Some expressions which are not introduced in JSL, but are useful are also
introduced in this portion. They are marked with a plus sign (+)if they are to
be learned, with a white star (tr), if they are for reference only. The English
equivalents, if given, are listed to the right of the readings, but they are not
marked by single quotation.

1. These readings will not be italicized.

 --,
I '

JWL Lesson 9A• 135

I.
I i
I ,I

1 hito one
Nl hito-(tu)
ITJJ'IP-'IT-'IS-'IK-/
-"'.) hito-tu one (unit); one year of age
- "' - ITI-peezi one page; page one
- F Jv ITI-doru one dollar
- -l! / r IS-sento one cent
1. -"'.)
2. -"'.)if; .Q 0

3. -"'.)
4. - " ' - 0 i To
5. - 1-· 1v -e To
6. t -? - r-· 1v 0 i -tt /v ;O• o
7. --c : -- r t.:

2 -
N273
huta-(tu)
NI
two

=--:> huta-tu two (units); two years of age

=1 / 1-
= -c / 1- < -
NI-INTI
r 11.-)
two inches

NI-senti(meetoru) two centimeters

=_:\ - a ;J. - r Jv
NI-kiromeetoru two kilometers
1. =--)
2. =--) .: : '- \ -t
3. =--:> -r·.::: ;;· i..' i" h.
4.
5.
;z.. - ·:; T - 7' t;<
.f Iv 7d:' 0) Lj:
=
=-:> 't t:.
-'J
t.::·
o

'-', -r· T iP
6.
7.
---:> =r· 11.- t:.
-1/1-(;;l:=-t:/r(·hi..'-r·LJ:1?
t;,.· iP ') t.:. -r· L J: 1 ;1;· o
JWL Lesson 9A• 136

3 +
N768 too
to/' too/ ten
ten (units); ten years of age
ZYUU
=+ NIZYUU twenty
1. +
2.
3. C tl.o
4. 7 1J -:; VJ i",
5. +-
6. =+-1:: : .- r
7. =+- r· Jv L. t:.o
8. --::> !:f VJ = + VJ i L t:.. o
9. c = + - :/ <" s v) a; '1) i "t 0

10. ---::>=+-t / r ('" C::> v• t i -tt lv-/J\o

11. 7l Ji:> IJ i Lt:.. -/J\ :;- t!. H -11 7 L. t:..o

4 B ka (classifier for naming and

N2097 NITI counting days)
-B ITI-NITI one day
or tuitati first day of the month
=s hutu-ka two days; second day of the
month
+s too-ka ten days; tenth day of the month
=+s NIZYUU-NITI twenty days
or hatu-ka twentith day of the month
1. -B
2. - B t..:· tt v' i -to
3. - B ': 7 1 7· L i L t:..,,
4. '7 :--- ::-- r : .- i;;t- B IP t-; -r· To
5. =s
6. =stPb"oo
..
 JWL Lesson 9Ae 137

7. =B t.: 7 7 r; /.AL i t.:.a

=+
L,
8. 8i ·e '.: L i L J: 1o
9.
10. +-B iJ• t, =+ 8 i ;i.- 3 - 7 1: 1.-, t, .., L 1.-, i L t.:.o

5 nana seven
N261 nana-(tu)
SITI
-ts nano-ka seven days; seventh day of the
month
1. -t
2. -t "':)
3. -t "? -e-t i.P.,
4. -t --:J t! H -e To
5. -t- .::. 1r - ,;f' "/Jf-t "'.) -? t.:. e:.: . ..
6. -t+=
7. +-t
8. *'- Jv"/Jf+-tv' t'J i To
9. +-t-;:" 1 Jl.-
10. +-t 8 -jp !;l:, 3- 0 ':J -e-t 0

11.-tB-e-to
12. -f::: 8 i '"(" i T b' 0

13. {:; 8 i -e.::...:: ':it• ;t -t?

14. -t 8 L:t 7· 7 7 :..-- -e T,
15. -t 8 (' v '/J' iJ' -e L J: -) a

6 J\ ya eight
N577 yat-(tu)
HATI /HAP-'HAT-'HAK-/
J\8 yoo-ka eight days; eighth day of the
month
 JWL Lesson 9Ae 138

1. J\.
2. ;cit -r· o

3. J\
4. ;\ -z 11i..-
5. -"'"J+J\ r· Jv-r·-to
6. =+ J\8 ""C' l t.:.h.o
7. +J\ 8 '::. f> l t.:. 1.- ' !v -r· -t .,
8. IJ i-tt'/v,
9. 1- ;I.- r Jvt..:·,t-r·-to
10. =+J\""- :J/p
11. .f h (j: /\. V' '.: i> J\ + :;· i.: ii h IJ i T J: o
12. /\.8
13. J\.B iJ<-::.! Jv 7 -r·-t o
14. J\.8i-r·1'\ -t0

15. J\8 £ "t"•lj:.:.: i.: £-tt' !vo

7 fL kokono nine
Nl46 kokono-(tu)
KU
KYUU
:7L8 , kokono-ka nine days; ninth day of the
month
1. :JL-:>
2. t .fL-:> p i -t 0

3. -t- 0 7° 1J / ;;t, :lL-:> '? i T ii'o

4. fJ "J 1'\1
5. .fL
6. +:7L F Jv 0-"' /
7. .fL+ l:: d> l') j: -l:t /vo +JL 1:To
8. "it"J:o
9. +:7L8
 JWL Lesson 9Ae 139

10. +JLB i -C-7.A

11. +it. B n• C,, -+r - A. 7 - 11,-
12. 4T ':l 71-(f) 7-J,.,. clt)
13. JLB
14.JLB c +B
15. Ji. B -/J' c,, -r: T h-o
16. Ji. B n' -/J• l'J ;i L. t.:..o
17. =s -/pc,, JLB i -C-7 /. 1J iJ v' i Lt.:.. . .

8 -
NS
mi
mit-(tu)
three

SAN
.:::s mik-ka three days; third day of the
month ·'
1. -= "")
2. b ? .:::"")
3. .f !v '7:> Ii t ? .:::: "") Ji T
1 o

.:::s
4.
5. = 8 1:' T :Ip o :::: B t 1> r) i -tt- !v iJ' o
6. .::: B iP -t; B i ·e, -+r / 7 7 > :,, .A :.i L" -t 0
7. ::::+
8. .:::+_
9. b ? .::::+;t-1'- !,., i L f.:..o
10 . .:::+ - V i -C: :i e' - l i L J: 1 o
lL +--iJ: l t.:.. it tL C:, +=
t +::::!± "'C· ts i -tt-!v -r- L f.:o

9 Jt" wa(karu) be comprehensible; understand

N578 HUNf-PUN/ (classifier for naming and
counting minutes)
IP-PUN one minute; minute one of the
hour
JWL Lesson 9A• 140

1. )t;Q\
2. 5t n·.VJ j: Ta
3. 5tt?\ l J: -) 0

4. 21; j: V) J:. <5J";Qd) j: -tk /v 0

5. =?t
6.
7. +- ..+-
-7J .... 'j 0

8. 21; C: rm?t-z:-t
9. =+5t <"
10. :J.. :J..
") n· n'
1±. 21;-t-.::
t.... J: -?0

+5tv' t:. 0

1i. .:: .:: 1 7 7 y- -e:::: +5tn' t?\ 0 t::. 0

_L.
10 /'\ mu six
N283 ROKU/'ROP-'ROK-/
ROP-PUN six minutes; minute six of the
hour
1.
2. "l" 1 L t::..o
3. .: Iv id: ::1 / ::i - 7- f)f t 1v \ f) -t b. 0

4.
5. r· Jv
6. t? J: -J c o

7. FJv"l"t"o
8. -C" i l t..: It c, .::::!± t:> J: ') 2::: •••
9 . .:: .: fp (j: it t.::· J: 0

10. .f .: i L". 3f- D J. - Jv -C--t o

11 li itu five
N15 itu-(tu)
GO
 JWL Lesson 9Ae 141

GO-HUN five minutes; minute five of the

hour
ZYUUGO fifteen; fifteen (units)
GOZYUU fifty; fifty (units)
1. li0
2.
3. li
4. li5t
+
5. li -Z: i" n',
6. li -l: / T ,t - f- Iv
7. -0n.+-c / r- --C-i",,
8.
9. li +li J--•' Jl,• 1: T iJ'o S .J: -".) t fJ i -t±" A- 0 T Jj. i -t±" A-.,

12 [lg yo four
Nl025 yon
yot-(tu)
SI
lm:lJ' yon-PUN four minutes; minute four of the
hour
1. [g--?
2. [g-') I') i Ta
3. rm-') -t ti o

4. 1' / ' ' { - 1f - 7Jf =:. -J t +-:A 1 " - :tl- !Jf Im--? 1> r) i L t.::. o
5. [g
6. +=t +im
7. =+im-c:.--" t.::lt?
8. J Jv C7)
1 =t Im Lt L i L t.:. !Jf. liL± i -tt-A.. l t.:. 0
JWL Lesson 9A• 142

13 *
N96
HON
HON
book
(classifier for counting long,
I' -BON'-PON/ cylindrical objects)
-*
:=:*
IP-PON
SAN-BON
one long, cylindrical object
three long, cylindrical objects
B* NIHON
or NIPPON Japan
1.
2.
* {> l, 7;, "\*
3, ,=. O)*lj: J: <)ti;"> 0 f::. 0

4. * ;- r {; " \ rJ i T J: o
5. t -j li*" \ if 0

6. =*t.: 1:'T
: ;. - ';t o

7. -*=+iL-1:: : ;. - r °t:'To
8. ::.- -/J{ t -? J\*" \ i T,,
n
9. :. t -t- n t +*""f . ..J °t:'T
10. B*
11. B *iJ• -Z-- To
12. :. n t B *o:>*t!o
i lt..:a
 JWL Lesson 9A• 143

READING WRITING EXERCISES

I. Practice writing responses to the questions in A, Band C. Follow the
pattern shown in the model in each group.

A.
Model: =t iPo

1. Jicf\-C-TiJ•o --;.

2. =+ =+--C-T
C iJ•o

3. +J\ t +it. -z: t" iJ\,

4. -t+f\ t-t+-t-r--9 iJ\?

5. it.+ 1ZY t Jt. + 1i -r- t" iJ• o

6. .::::: +-t t -:::: + J\ -z: t" iJ\ o

B.
Model: a; -t .: i -C- C:: (}) !? v' iJ' iJ\ i T 1.i• 1i?t <'' CJ v \ -C- T 7'.P o
-+ a; -'f .:::, i 'Z: 'j: JiJt !? v' ZP iJ\ ¢ -C- l -) o
direct-style+でしょう

2. B \,tl ".) iP !? v\ T iPo - 8 iJ\ !? -C-t" 1.i\o

JWL lesson 9Ae 144

C.'
Model: :J .::r.-.A VJ i ""tiJ<. -t;*v• I') i To
c l'J i To
 - --------------------------------

JWL Lesson 9A•145

SCANNING EXERCISE

If a current Japanese magazine or newspaper is available to you, look for familiar

items and scan for any loan wards written in katakana. Write the katakana
sequences and their English equivalents for at least ten items

ABOUT STROKE ORDER PAGES

At the end of each section of kanzi, there will be summary pages in which a
handwriting sample for kanzi newly introduced in that section is presented. The
name of the section is kakizyun Off= JllEV order'.

In the first column is the kanzi written in block-style hand-writing, called kaisyo.
This is the style you should use as a model for your writing. Notice that some of
the handwriting strokes look quite different from their printed (word-processed)
equivalents.

The second column repeats the block-style writing, with the addition of the
stroke order in numerals and stroke direction using arrows. Stroke direction is
even more important, since a stroke always starts thick but ends in one of several
different fixed ways. Study where each stroke begins, and how it ends.

The third column provides the kanzi in written semi-cursive style, called gyoosyo.
This style is characterized by less sharply defined and generally more connected
strokes. It is presented in this text for reference only. Do not use this column as
your model for writing at least until you have had extensive writing
experience with block-style.

t
I
•
i
JWL Lesson 9A• 146

Kanji# Block Style Stroke Order Semi-cursive Style

· (kaisvo) (Gyoosyo)

1
-
-
-
,-
- 7

---- ---- -"7

--
2
. - 2--'
-

-+- T
4

B iEJ ,._, @
s
-c t -c
6
) \. } \ J
"
7

fL tG
 JWL Lesson 9Ae 147

..
.,

Kanji# Block Style Stroke Order Semi-cursive Style

(kaisyo) (Gyoosyo)

---
. .

----·
.!,.-""!-•

---- ....,
-- ---
8

-
..

'
WO ..
'
9
J7J'- f_ ;--
11 . 7J
--J
I
\ ' \L_
10 -r--
:} ,_,
' '
11
Jj_ ;£_ _};_ ......, i
4--'>
.

"---"*
12
f!9 .
!;--+

--
2..
'
,,....., !..-

7.. 7)_
13
;/

• .
JWL Lesson 9A• 148

.KANZ/WRITING PRACTICE

1·
-- 1 2

2
-- ---
--
1 2

3
--- --r-
1 2 3 4

4
1
l
n 2
A 8
5
--- -c-
1 2
6
J
1
) "'
2

JG
7
)
-- --- ---- -
1 2 3
8
 JWL Lesson 9A• 149

# 1 2 3 4

9 J / ' - /.- "- )7]' -

J
1 2 3 4
,_ _..t-
10
\
- _L-
J J "

-
1 2 3 4

11
T 1i _E__ e
I
'
t l
•

1 2 3 4 5
12
\ n VJ VCJ lB
1 2 3 4 5

- t ;t-
**
13
 JWL Lesson 98• 150

LESSON9B
14 1PJ nani/'nan/ what?
N409 nan- how many_?; what ?
fPJB nan-NIT! how many days?; what date?
fiiJ}f nan-PUN how many minutes? what
minute of the hour?
1iiJ* nan-BON how many long, cylindrical
objects?
1. :fiiI?
.
2. fiiJ i"J" if> t) i -t i.P 0

3. fiiJ a- l i l,, t.:. 'IP o

4. T iP o
5. fiiJ ': t.- f) t.:. \; \ -t 'IJ• 0

6. fPJB?
7. fliJB -r·-t7'Po
8. 1iiJB i.P t? -r·-t fPo
9. fliJ B C1) ·;; 7 - ?
10. fliJ 8 IP tp t) i T fp o

i
11. B *': fiiJ B <" t? 1.;' 1.;' t? L. t.:. (J) T o

.•
I
12. fPJ'.lt?
13. fPJ)ttp iJo. I') i l t.:. fJ' 0

14.fPJJti -C·.:.: ': 'v' i l t.:.IPo

15 r kuda(sai) give [me]

N9
1. v'o
2. v',
3. t T
4. v, ", (7) r \,, 0

5. J\ B £ -r- r v'o
 JWL Lesson 98• 151

6. -t- tt t i> tt T 1,,' o

7. 8 t l-? "'o
8. 1 7' .::r.. - l l < t.!. "' 0

9. +73- "(".:. .:. '.: \,' l < t.!. "' 0

Note: Kudasai following a verbal gerund is commonly written in hiragana.

16 T SEN/'-ZEN/ thousand
N156
SAN ZEN 3,000
HASSEN 8,000
SEN-BON 1,000 long, cylindrical objects
1. f-
2.
a. :=:f-.:f- o ;1. - r 1v
4. J\ + t: Jv {!) ;t.. ;F - 'J iJ -
5. .:. .:. -/J' t? 1 iv <· t::> 3;
=
1.; \ o

6. 3; -t- .:. i '1; + .:\=- o :;. - r iv <" 0 " \ '1; l J: ? 0

17 75 MAN ten thousand

N7
1. -"Jj
2. li"JJ=f-
3. IZQ"JJ7'f-
4. +"JJ
5. -f-"Jj
6. -"JJ r" 1v
7. ! t A.t =f- "J5 r" 1v -r· -t.,
s. i> =
c f- 1-· '"' -c- - "JJ v 1v '.: .Q 0

18 p:j EN (classifier for counting yen); yen

N617
JWL Lesson 98• 152

ITI-EN one yen

YO-EN four yen
NAN-EN how many yen?
1. li f-rr:I
2. -rr:J t!. t" o
3. -*f-rri (/) /
t Iv t· J\75rr:I-<: t" a
4.
5. ") = Trr:J V \ (/) "<! T 1J:> 0

6. 7 J 7J i
1

7. - Jv ,±, rr:i"elt\ < t? 7j:- i T iPo

8. -75Pi a;-::> t:. c·, t·-? l t:.1v-e l J: -J 0

19 8 HYAKU/'-BYAKU'-PYAKU/ hundred
N33
=s SANBYAKU 300
:ks ROPPYAKU 600
J\Ei HAPPYAKU 800
875 HYAKUMAN 1,000,000
1. 8
2. J\Ei
3. rms:k+=
4. _an.+=
5. :ks:Jt.+rm
6. .=:T-n.s
1. T--tsrm+Jt.
8. lif-Eili+Pi
=s r· ,i,, ' : IJ £ i" o
9.
10 . .:. Cl)*(j: =8 :/ I) i -t 0

20 f'F tuku(ru) make

N407
 JWL Lesson 9Be '1.53

1.
*
0

2. B L. t.:. o
3. jS cc v){'F-? t.:.
4. 7- / Jv ""( <t.!. v'o
5. :; 3 - / x A, 7.lf f'F * L. t.: 0

6. / 7 A 7- '/ 7 '? f.:. ([) ·/po

21 A, ima now
N352 KON
4-B kyoo today
orKONNITI today (e.g., these days)
1. A,
2. A,tJ..
3. A,i "(*
4. A,<7> B *
5. A,L. i To
6. .. ".) i L. t.:. 0

7. 4--t (· L- i L J: -1 "/J" o
8. -=flj: t_, J: "? t .. IJ i -tt A, 0

9. A,B
v'o
11. A,B L. i -t b"a
12. A, B <7> ::::... .:i. - .A
13. A,B l±=+s 1:-To
14. - 7 1 :--
15. 4-B lio

22 *
Nll71
oo(kii) is big

1. 1/) 0

2. * \,r\ / - f-
 f
.

JWL Lesson 98• 154

.. '
l I
I
f
i
W
I f. I

3. ]( < I') i l,, f,:o

4. 2fiJ i (/) ]( < I') i "tt /v 0

5. b \t\(J)ttib i-ttlvi.J'o

23 !]'\ tii(sai) is small

N1355
1. tJ'\ I,\ 0

2. /j'\ t:: ;I. - 7 -

I,\ :1 /

3. b i t) 1J' < b fJ -\t Iv * 0

4. 1]' I,\ Ci) f'i:: fJ i L. J: 1 fp 0

5. .f Iv 7j:- 1J' < ""(• Q Iv --r· -t fp 0

24 huru(i) is old (i.e., not new)

N770
1. 3°v \0
2. er< '? t.:o
3. C -Cb tlo
4. er \t \ t7 1 :A :{- - -Ji: 2b o

5. 3°v'0:>'i, 7tn'"> i-ttlvo

6. .:::. Iv 3" v' (}) ii t.: d> -z: T J: o
7. .:::. 0) 7- :f-, t .t -::> c ti < v \ T i.J•"

25 ZI (classifier for naming o'clock);

N2126 time
ITI-ZI one o'clock
NAN-ZI what time?
1.
2. 0

3. ""(• t' 0

4. -GJ i? .1: -J t: -r· t' o

5. A,t./• ?;i i ""(- \,' i t' 0
 JWL Lesson 9Be 155

6.
7. "(" -t ;Ip 0

8. L. L. J: -) -/J" 0

9. "(" -r· -t -/J" 0

10. .::. .::. ':. i.,. ... T -/J..,, o

11. ::i :.- -it - f- L± , :IJ.,, -r· -r· T :IJ" o

I
II
I
I.I
_.Ji
JWL Lesson 9Be 156

READING WRITING EXERCISES

I. Practice writing responses to the questions in A and B. Follow the pattern

shown in the model in each group.

A.
Model: =. afIJ t .=:afIJ ·e i..' < i= 7d:' tJ i -t 1.r· 0

-..,. lisfIJ i= tot ') i -to

B. Choose a suitable interrogative from the selection below. No item in

the selection may be used more than once.

'=
Selection: 1PI*· v' < ·{PJa# ·1PJ B i "C' ·1PJ73'" <.. i..' ·{iiJH# 1P ·1ilJ a-
Model: "" / -/J" 1, t) i l t::. o -..,. 1PJ* ib -? t::. A, "e T fp o

1. i3 cc 1v \ f'F I') i l t.:.. 0

 JWL Lesson 98• 157

n. Fill in the blanks.

5• -
...., / ' \ l l ' f - 7J .... 'I 0

SCANNING EXERCISE

Follow the directions given in Lesson 9A.

 JWL Lesson 9Be 158

,,l_ -
Kanji# Block Style Stroke Order Semi-cursive Style
(kaisvo) (Gyoosyo

1'4

far J,
ttT.
t. .....
,,

'"·
15

r -r 1 I

16

-t- T {
1
J
n,
7j /j
18

Fr ·f!J i

,_
+-

-
(lj
19
.Ef - a.:..
,·
i- 1i
I

j
 -- ---------

JWL Lesson 9Be 159

Kanji# Block Style Stroke Order Semi-cursive Style

1
(kaisvo) (Gyoosyo)

20

1t 2

t.
5 ,,_
t

21
k7 177
22
-j(
*
23
)J' 11 v]' i
!I
!
!
24 r
'

I
25

st .,, lH
;.
-
.... 1t,;;ol:. ii-
re} 1
....

I
I

•
.J
JWL Lesson 9Be 160

KANZ/WRITING PRACTICE

1 2 3 4 5 6 7

I
1 1 1T 1nr tar
I -
14

--
l 2 3

15

1
T T 2 3

16 /

--- 1-·
/

--- ---J
l 2 3

17

l 2
Ji 3 4

18
J
1
n Pl Pl
2 3 4 5 ·6

- .
19

l
-r-
2
r TI A 11
3 4 5 6 7
20
I ,,v 1)- 1t 11= 1'P
1 2 3 4
21
J A h
7
 JWL Lesson 98• 161

l 2 3
22
-
l
t 2
-k
3

23
J ;J }J\
l 2 3 4 s
24
---- -+- r rl7 -2;- s 7 8
1 2 3 4 6

l ll H .8 a- a-r g=1=- ¢:
I,
25 I

9 10

Bj I "

I
'
JWL Lesson 1OAe 162

LESSONlOA
Some of the expressions introduced in corresponding lessons of JSL can be
written in kanzi you have learned in previous sections of JWL. These
expressions will be listed at the beginning of each section.

New Expression
=+ ·
hatati twenty years of age

26 -, i(ku) go
N4213 ,
fi < iku go
1. ff<o
2.
3. qTiJ" lj: v'o
4. fi 7.1 .. lj: 7.1.. "'.) t.:.
0

5. A, B ';;tff t.:. <tj: v'o

6. 0 t.:. -r: L J: -? o

7. v' ":::> ff < Iv -r: L J: -) iJ.. o \

8. B ,;tq.:y 7.1 .. tj: v' -C: l J: -) o

9. i3 l:: l:: "' b 1T7J . tj: i'J.. 0 t.:. -r: L J: -) ?

21 A hito/'-bito/ person
N339
1. A
2. /c (J) A
3. "i> (J) A
4. .A
5. 1v ... .QQ 1

6. "i> (J) A'i t: 1 "J (/)A -z:-t o

7 . .:. (J) A-bt 7· 7 r; ;:.; L"·-t., ·
1. Note that "i5' i,.' here means 'experienced' or 'having long career' rather than 'old age'.
 JWLLesson 10Ae 163

8. /v,;t, L J;-) ;IJ.X.o

9. 7 * - :f.1- Iv i±, 2fiJ 0) 2fiJ i it lvo

28 fl:. onna woman

Nl185

1.
2.
**(J)A
3. 7 Jv 1 t- lj. *(J) A L"·-t o
4. *(J) A'bt "b t:J t-; i -z:q-y i L t.: o
5. a - :;; fl;(J) AL'· L J: 1 ?

29 EB taf-da/ field
N2994
Names:;ifl:ffJ Honda
t;m Huruta
A,m Imada
=m Mita
:km Oota
1. ;ifl:ffJ-r:To
2. A,8 i;t=m
3. tlm iP.> lJ i lv1Po
4. 31:i 1? ".> t±:km \!v' I?-::> L "' i To
5. =+
*m 1b =-:m 1b <·; "' ""<: L J: -?
6. :kEE Iv i;tA,q-y i T n\ Iv Ii iP.> ? -r i \!fi i -it lvo
7. A,83 ';tfl;O) A \!T 1Jf, 0) At: 31:i ttJ i -it Iva

30 LlJ yama mountain

N1407 SAN/'-ZAN/
Names: LlJ EE Yamada
:kW Ooyama
iS"LlI Huruyama
.'
 JWL Lesson 1OA• 164

1. w
2. "' w
w
3. 83 -r- .:: i ;- 0

4. if'W c 7d.· 1t, "C'-t

5. Iv b IJ i "to
6. -c :. - r .r... v ..,.. w
7. ..:r.. .;"{ v .A r WLi , t' ..: "C' G J: -? fJ" o

.· f:
*13 *· *moto2
HON
HON/' -BON' -PON/
origin, foundation
book
(classifier for counting long,
cylindrical items)
Names:W* Yamamoto
*W Motoyama
1. W* Iv --c-;- tlo
2. W* vl -:::> L vl t" il'"
0

3. *W Iv "' -:::> L ") -to

*23 tii(sai) is small

*ko
*o
Names:'J'W Koyama
or Oyama
1J,93 Oda
1. 11'[1J
2. 1J,93 C7)*
3. :kC7)1J'W -r·-t tlo
4. 1J,93 c i!'W i -to
5. / · 7 7· ::i C7)1J'W

2. As noted earlier, the asterisk(*) indicates that this is an additional reading for the kanzi
that has already been introduced. The kanzi number indicates where it was first introduced.

- j
 JWL Lesson 1OA• 165

6. 1J,93 Iv (j:]:; C: C: "\ =+-':. ':> t.:. 0

1. /v 'j: rr ':> t.:. 't c:, 11-.rn /v '± .:: .:. ':. ", t.:. 0

a1 T ko child
Nl264
fl:.O)r onnanoko girl
A,Br Kyooko (female given name)
i. -JxO)r
2. /v
3. Lll 83 Iv 0) i:3 =f Iv""<:' To
4. O)r'i e:·.:. O)r""<:' l -? "/J'o
5. Iv 0) i:3 r
Iv ,;;1: iP b 1t' v' ""<:' T ;L

7. A,BT-1?

*4 B ka (classifier for naming and

NITI counting days)
*hi/'-bi/ "day
(See Kanzi #32 following.)

32 Bl YOO day of the week

N2162
BlliB NITIYOObi
or BRM NITIYOO Sunday
fliJl!i( B) NANYOO(bi) what day of the week? .
•;

1. BIii
2. A, B ,;;1: fliJlli B?
3. B Bi B 1'F I? ;!: l t.: o
=
4. B Bi B ,;;1: + B ""<:' T
5. 1J-.LlJ Iv Ii B Iii 8 1 l t.:.o
 JWL Lesson 1OA• 166

33 *
N2743
KA

'J<.8i(8) KAYOO(bi)
fire

Tuesday
1. 'J<.lli8
2. A,8 IJ:'J<.SM-r·-t o
3.
4. 'fl.Hi ;t l" ': l "( < t..: "'\ 0

5. :klli 8 ': tt 7tn• o l" L J: -j o

t:
'
·1:
=
6. B 1118 :IP t, 'fl.Iii B i -r· Q) 8
7. Iv 1l1 'J<.lllB "' t,--:> L.. "' i T Q

34 ± DO earth, soil
Nl050
±Bi(8) DOYOO(bi) Saturday
±, 8 DO·NITI Sat-Sun
1. ±llfl
2. ±Bli 8 (/) :J / -fj--
n
3. .:: ';J: ±Bi B 3" LlJ Iv i?f{'J: tJ i L t.:. o
4. ±, B
5. ±. 8 t.: --?-f-ftj t" o
6. ±, 8 l;J: :;f 7 -f A ,j:3 tJ i -ti" /v

*
0

35 MOKU tree, wood

N2170
*Bi(8) MOKUYOO(bi) Thursday

*· * KAA·MOKU Tues-Thurs

1. *BM8
*· *· ± KAA·MOKU·DOO Tues-Thurs-Sat

2. A, 8 fJ" t, *Bi i l"

3. *Bi B Ii 11'•Lll Iv l" To
4. *Bi B 1:: "\ t, --:> l "\ i To

...
 JWL Lesson 10Ae 167

5. 1<1lili 15LlJ A- 't:, A- 1: -to

*· *· ±
6.
7. 1<, *' ± l1) 7 7 .A
8. 1<, *tt1.-,.Qtttlc, ±lliLil.-,i-\:tA-o
9. *·*':;1: :iLff:ij:tJ" i? -r·, ±. s ,:;1: +-a:ij:/p i? 1:-t o I
• I
I

36 1* yasu(mu) rest, take time off

N380 yasu(mi) vacation; holiday; time off
1*tr yasumu rest; take time off
(.$)1*# (o)yasumi vacation; holiday; time off
1. f*tJo
2. 1*<h- i To
3. [lQ 81* A., t!. 0

4. ±, 8 1b f* i f.t 'IP 'J f.::.o

5. +5f t• f*Jj. 1 L. J: -) 'IP 0

6. f*JJ,
7. 1*hl0 B
8. B !;i:f*h t!.o
9. .t31*h 'j: fPflli 8 -e -ti.Po
10. 7' 8 ';t *Bit!. t·, 1*<h- t.t i To

37 otoko man
N2996
otokonoko boy
1.
2.
3. r Jv 1 t-
4. :::: EB A.- cn !ij l1) r
5. At ti:,l1) A i:.J 1.-, i L. t.:..o
6. 1<1li 8 ,:;1: (1) 11,Ll.1 A- -r-, *Ill 8 (:;!: ti:,(1) 11,Ll.1 A- -r· -to
JWL Lesson 10Ae 168

*22 -J:c oo(kii)

*DAI
(See Kanji 38 following.)

38 GAKU study; learning

N12'U
DAIGAKU college, university
1. **
2. < 0

3. **ti c i? t,, 't: -t o

4,; 4-B IP t,, 1::*tJtf*h t.!o

5. 7::EE ti.A,--, :k*'t:T a
6. Blli'if*h t..!' it tt c. i L. t.:o

READING SELECTION

This is part of an essay.

A, B Li ±Bi B -C{th- t! tL LlJ

i -C' 1T i -9 0 Ii B iJ) G j( 0) :;t- -v 7 .x. 7 1J 7 -e
Iv ti
* * ::k*
::k*
7Jv1'\ 1 r 7i- L --c v'
*
0) -c·-t o
'i -v 7 .x. .::;- ') 7 -/J{. "".:) dtJ i -9 -/){' LL1 Iv ti *
1j" v' :;t- -v 7 .x. 7 J 7 -c· :;t- -v ·:;
1

-9 0 7 Jv ; '\ 1 r 'i )(,

G
± -c· ,
i -c--c· -9 n{, A, a t± =a;f iJ) G
*,
-v - 7i- L --C v' i
t±1L B;f ;0)
i -c· -e
*,. *
-9 0

Note: .:f -v 7 .::i:. 7 1J 7 is more innovative than fJ 7 :r. 7 1J 7.

 JWL Lesson 10Ae 169

READING WRITING EXERCISES

I. The following is a chart of people assigned to run a booth at an exhibit."

Answer the questions below on the basis of the chart.

Tue Wed Thu Fri Sat Sun

DATE 3 4 5 6 7 8
Ms. HondaMs. HondaMs. HondaMs. Honda Ms.Honda
Mr. Yamada ·Mr. Yamada Mr. Yamada
Mr.Ooyama
Mr. Mita Mr. Mita Mr. Mita' Mr. Mita Mr. Mita
Ms. Yamamoto Ms. Yamamoto Ms. Yamamoto

1. =8 'j: {iiJIJi 8 -t -/). 0

2. ±BM 8 ';t fPJ 8 -r-t -/J.. o

3. *Bi 8 ,;;1: t.:tt iJf "' £ -t tJf o

4. *83 l;t c7) A -c-t -/J.. o

5. Ill m A... ';t ", ---=> -t -/J.. o

6. m 1i.. ';t fiiJ s -/J" £? fliT s £ ", £ -t 1J" o

7. /i.. l;:i: ,.,, --:> iJf{ifi:h 1J.. 0

s. *m A.. ';t. 1*h c7) 8 tJf t.:« c; A.. rJ £ -t 1J.. o

..

9. *Bil± t.:tttJf{ifi:h i -t7'J. o

10. Ill m 1i.. ,;;1: fiiJ B1*h £ -t 1J.. 0

,,
11. Jllffi '±fiiJB 1.:1*# £ T1J"o
JWL Lesson 1OA• 170

12. *Bi B l;t Iv t:. it 'L·-t tP o

13. 9l (/)A ';t Ill EE Iv t.:. tt 'L· -t '/J,. o

'

14. ±Hi B l;t "k(/) At;;· tt "t"t" '/J,. o

15. Iv l;tfPJllfiB "t"TiPo

II. Answer the following questions in English in as much detail as you can on
the basis of the content of the Reading Selection

1. What day of the week is it today?

2. Why is Yamamoto going to the university today?

3. How long has s/he been doing this?

4. Describe Yamamoto's work schedule.

5. How many cafeterias are there on campus?

SCANNING EXERCISE

In the classified section of a currrent newspaper, scan for all employment

opportunities that are written in katakana, or in a combination of katakana
and Roman letters. Determine ifthe particular position is for a male, a
female, or unspecified.
Write ten such sequences in Japanese and give their English equivalents.
Indicate gender specifications, if any.
 JWL l:.esson· 1OAe 171

Kanji# Block Style Stroke Order Semi-cursive Style

(kaisyo) (Gyoosyo)

26

27

A .A A_
I

'
28

-9::
29

fE ·ea
! t- .

30

'='.7-
31

-f r1- J-
32

ai
JWL ,Lesson 1OA• 172

Kanji# Block Style Stroke Order Semi-cursive Style

(kaisvo) (Gyoosvo)

33

·x ·x
34
_±_ ± L
lt
k-
35
;; y '

36

11
37

71
\\\Al
r.?
38

+. J. j "

'*
 JWL Lesson 10Ae 173

KANZIWRITING PRACTICE

1 2 3 ,4 5 6

26 I j 4 -1 ;::.:
1 2

27
f
)
1
A- 2 3
'

;
...
28
'
(
1
R -P::
2
.
3 4 5
'

.
29
n rn Ff1 a:I
30
. ' 1
1

J_
2 3

'
. 1 2 3
31 -;
3 1-
JWL Lesson 10Ae 1.74

' 1 2 3 4 5 6 7 8
32
l 11 11 8 B1 B==l B;i1
9 10 11 12 13 14 15 15

17
B;i;:i
18
a{=l Bf;i aw af .

aJJ afi.
..

1 2 3 4
'
33 \ \ J.
')(
1 2 3
34
-- '.
t ±-
--
1 2 3 4
35

1
t t 2 3 4 5
'

6
36
J 1 1-- 1t.
37
\
1
,, 2
.\TI
3 4
FFl. tE
5
03
J
6 7

l 2 3 4 5 6 7 8
\ \) ,,1
1-T
38 \ \\
) J-?
j
 1OB• 175

LESSON lOB
39 lli de(ru) attend; go out, leave
N97
1. llioo
2. tf:l :iJ.· "' 0
3. A,lli-c
4. Et t "' b lli7d:' 7J' "? t.:..o
5. A, B Q) 7 7 ?d.: ';;t t:b 1;( "'.o
6. ib "? -c Q) -t! t.: LlJ::$: Iv b t:b Q?

4o D kuti/'-guti mouth
N868
lliO deguti exit
Names: WO Yamaguti
EBO Taguti
illO Deguti
1. ill 0
2. lli o i± t•.:. -et" n'o
3. lli 0 71 .. L? ill"'( < t!. v\ 0

4. .:. .:. i±. illO t.: i it lvo

5. .:. (J) Jv O)ill o 1±=-:::> .:.'" 0

6. LlJ o Iv 1b *EB Iv 1b fl: (J) A-et" J: o

7. l?'.tv'"C:LJ: -'.>a

41 A i(ri)
N574
AtJ o
or AO iriguti entrance
JWL Lesson 1OB• 176

Note: iri is a special stem form which is used within compounds such as
iriguti. It does not combine with -masu ending to form a distal style
verbal predicate.
1.A.rJD
2. A tJ De iliD
3. u .:. -3 t7) A. rJ o
4. A rJ o Jt.:. -r--t o
5. .:. t7) e' Jv t7) A IJ D 'i t: .:. L ; -J fp o

MAI every ---

N2467
MAINITI everyday
1.
2. i To
3. '"C:'T n"o
4. I? O)#:J>.
5. • 8 -/J" I?+ li5}#: ts o
6. 4ij: fp I? -z;.f/f( ts o
7. -f 0) .e i;t m: 8 t -? a; i -ti" Iv 0

8. 0) 8 1b ffl: 8 7 1v J'{ 1 r L -r i To
.
43 A tuki moon; month
N2169 GETU
(ka)GETU (classifier for counting months)
GATU (classifier for naming months);
month
MAIGETU
or MAituki every month
8) . GETUYOO(bi) Monday
IK-ltaGETU one month
nan-kaGETU how many months?
 JWL Lesson 1OB• 177

ITl-GATU January
or hito-tuki one month
fiiJA nan-GATU what month?
KONGETU this month
Note: The ka in -kagetu may be written with ii" or with 7J or -'r in reduced
form.
1.
2. i To
3. =+ B ttl .O o
4. A.. Im B-f*tro
5. --r 1/7",;t, it"o
6. A Iii
7.
8. A. 1(1;t{t;,.. t: 3'J I? i -tt A..,,
9.
10. O)J\8
11. '&:> 0) I "{ - -r 1 - I ;I: A,-- A "t: l t.: i.P
0

12. 0:> =+Im B l;t :k¥: l;t 1*;,.. -t: i" o

13. Ii:::? /-tr- 1- -!Jtt:. < I? i To
14. --jpfj
15. -iJ•fl O){th.
16. -3 -ii,A v' t:. v)o
17. -&:> C: t.: -t: T P-o
18. fiiJ 7j• A t? v' -/J• -/J• .o -t: L- J: -3 iJ• o
19. e::=
-t: -ts J: -? '11 ;ij: I? i To
20.-At=A
21. 1::; A C: J\ A 0:> 1* h.
22. l;t Im A iJ• t? -t: i" o
+
23. lifl B Ii *Iii B -t: T n'o
24. fiiJA i t?-? l ,_,, i i"-/J•o
25. +A i Ii v) t? -::> l l.:> l J: -) o
26. - A v' i t" o
 'I· JWL Lesson 1OB• 178
I

I
I
I 27, - jj ;0\ :/.P Q t.., J: ")
t
0

28. 7 ''\- r J3 v' < C? -t

*
- o

44 ku(ru) come
N202 ki(ta) came, has come
ko(nai) doesn't come, won't come, hasn't
come
RAI coming
*jj RAIGETU next month
Note: Following a verbal gerund (as in q.:y "? ""C ), this verbal is commonly
written in hiragana.
1. *oa
2. \,\"')*o?
3. 4!ij:fa.1 * Q -r: L. J: 1 0

'
4. *f_;o
5. lr "? z * A- *
-tt -tt A- tp 0

6. 7 Jv 1 r * z ", o 0

7. ±Bi 8 ':. b * ""( < t.:. \,' 0

LlJ D Iv Li .t-3 t t 1t' ii * t.::

..
8. 0

9. *;:'°,i." "'a
I ; 10. * ;').. --:> t-: 0

iI .'.
> .,
11. 0 Al± *7j: 1J' '? t-: o

*7j: 1J' "? t-: A.. -r--t

! ··,:..
; •",
i 12. *83 0

'
i 13. *jj
14. A, jj t *jj
. r
!
;·
f 1s. *J:l 0 ::i / +r- r-
*
16. *YH± 28 B -r· -r: -to
17.. *Jl ii 1t' "? L o -r· L. J: -? a

l
'k. 45 Jk SUI water
N2482

....
 JWL Lesson 1OB• 179

7J<llft( 8) SUIYOO(bi) Wednesday

JL 71< GES·SUI Mon.-Wed.

1. 7J<BIB
*· * SUl·MOKU Wed.-Thur.

2. 71<!11 B O"> 1:! l.t lli t:t v•o

3. ll<.Bfi B -*-r < t!. v• i -tt- Iv -/J•a
4.
5. JL
* '? -z:-t a
6. ll<., *'j:.:. .:. .B I) i -tl" Iv.,

46 KIN gold; metal

N2482
8) K.INYOO(bi) Friday
71<. :fri GES·SUl·KIN Mon.-Wed.-Fri.
1.
2.
3.
4. ..eL J: -JtPo
5. JL *· :frict 7 11r 1 -r·-t 0

6. ' *· 7 7 .A
7. 71<, '.fri(i 830 (:;t1(, *· ±1:-"t o
8. ±, 8 '/Jf1*l-J.

si(ru) know
N3169 , ''

1.
2. J: < '? -r It' .Q 0 ,
'
I

3. zVJi J:
4. -j i-tt"/v 0

5. *83 :m '? -r 1t• i "to

6. 1J'EE Iv -!Jr. J: < '? -r v' i -to

!
i
..lo
 '
I'
'.l

JWL Lesson 1OB• 180

48 SEI birth; life

N2991
GAKUSEI student
DAIGAKUSEI college student

3. 7 1v JC1 r
iI .
4. 71v1'{ 1 r
I .
:i
5. b b
6.
7. J: <fi < 0

8. '.: rJ L, t.: 0

49 )'G saki ahead

N571 SEN
9G1:. SENSEI teacher; doctor .,
9GA SENGETU last month ·;1.,
1. ?t ]

2. '1G 0) tl -)
3.
I·
i
.
. 4. 0

'! : 5. t -:> t 9G a? i" o

I .
6. .:: O)j'G <t.:
.,,,i ' "? '"( "\0
'I .

·I • 7. '1G1:.
,: f
.' . 8.
9.
10. Iv
1 i. nr"' "? 1.,. "' /v i" nr ...
12. 9GA
 JWL Lesson 1OB• 181

13. JIGJH"F fJ 1 L. t.: o

14. JIGJ.1 ;0 .. L? 4ij: B*-r v\ i To
15. JIGJ.1 4-J.I
16. %J.1 1 =
f*lv v' 1 L. t.:
T-P1 t.:. "'.) t.:. t:. *J.l tp ;
*
*=J.I ;0.. L? 1
=T-nslIJ
t.:. i To
fJ i -to

50 J! m.i(ru) look at
N 4284 mi(seru) show
mi(eru) appear; be visible
1. Je. .Q 0

2. J: < Je:r < t! "', o

3. -t- Iv *'i Je. tJ\ "? t.:. 0

4. J! L. t.:. tJ... EB 0 Iv cry *o

5. A,'-. t IJ -C- 7 v t:: :a- J! "C "' t" o

6. *:a- Je,t.:. 't tt c, IJ JtiJ.. t, ·/p "? t.:.o

7. Je.-tt- Q 0

8. r c ii 1.: Je.-tt- t..: o

9. i> j!-tt_-"( < t.:: 1,. .. 0

10. LlJ ii J:> Je,-tt.- L. t.:.. v.. -C- -t no

11. -t h i -tt.- Iv t;t. 't? J: "? t J'l-tt_- "( < t! \, \ i -tt.- A.. t;\,,
12. 11'1.ll 1.: Ii J!-tt- t..: tt c. EB D A.. 1.: 1± J!-tt- tJ .. '? t.:. o
13. Je.,t Q 0

14. JIG!£.1Jt J!,l i L. f.:_o

*
15. LlJ Jt;!:E ';;t Je. ,t -tt.- A.. -c- L. t.:. 0

16. *=J.I ';;t t! t.:. t;t J:> J! ,t 1.: tJ i t" tJ> o

17. EB D Jt;!:E!;;t. J.I l;;i: J! i. tj.· iJ.. -? t.:. tt t!,_ *=J3 Lt v' t, "? l., o "'C" L. J: -? o

.\
JWL Lesson 1OB• 182

READING SELECTION
This is a memo found at school.
I
.
'
(
JWL Lesson 1OB• 183

READING WRITING EXERCISES

I. Practice writing the responses to the cues. Follow the pattern shown in the
model in each group.

A. Model: !klli B L- i T iP a
negative/direct-style

B. Model: !klli B L- i L- t:. ho negative/direct-style

JWL Lesson 1OB• 184

C. Model: ::'.: 8 li1(Bi 8 P.o

 JWL·Lesson 10Be 185

II. Answer the questions IN ENGLISH on the basis of the content of the
Reading Selection.

1. Who wrote this memo? When?

2. To whom is this memo addressed?

3. Who is this ID;emo about? (Give details)

4. When is the reception?

5. Who else is going to he at the reception?

6. What does .:. -; C:> (underlined) refer to?

SCANNING EXERCISE

Using the same job advertisements you chose in Section A, determine the
working conditions by scanning for working days and hours as well as for
monthly salary if specified. Write down the information using kanzi,
hiragana, and katakana as appropriate. Write the name of the job if it is
written in katakana).
 JWL Lesson 10Be 186

Kanji# Block Style Stroke Order Semi-cursive Style

(kais o) (Goos o

39

40
p \2
41

42

43

44

\
 JWL Lesson 1OB• 187

"

Kanji# Block Style Stroke Order Semi-cursive Style

· (kaisvo) (Gyoosyo)

45
•
. 1K ,,K 1j?
.
-- /i
I .I.

L.
46
.... J Ga.
'•' -
-
' -

.
47
1*o ffog·
48
!_
49

1c fc ;L
50

JL
1 .
JWL Lesson 10Be 188

.KANZJWRITING PRACTICE

1 2 3 4 5
39
I t-f tf ti: tlA
1 2 3

n
'
40
D
l 2

41
) ,, '
1 2 3 4 s 6
J .
42

1
)---

2
t 3
4. 1iJ_
4
4q-
43
) Jl f] Fi
-- -
1 2

-- 3 4 s 6 7

f- f *-
44
\ \ J S2-
l

1 2 3 4

7J 1Y :JK
45.
J
- 1 2 3 . 4 5 6 7 8
46
/ ' A. h""-
/
Jr-"
 JWL Lesson 1OB• 189

1 2 3 4 5 6 7 8

41 J
l
J-
'

2
)-·_
_,.,.-

3
1 4 5
}*'
48
J
1
;---:-
2
t 3
J::j=
4
1-s 6

49 J
1
)--

2
J-1-
3
J±-
4
7
s
7C 6 7

50 ) ll A §

' 'L,
JWL Lesson 11Ae 190

LESSONtlA
*27 A hitof-bito/ person
*ri
*NIN
*ZIN
-A hito-ri one person, single person
=A huta-ri two people
-A SAN-NIN three people
IZYA yo-NIN four people
7,;. 1J tJ A amerikaZIN an American
1PJA nan-NIN how many people?
or nani-ZIN what nationality?
-JcA otona an adult
1. -A
2. =A*i l t.:.o
3. -A tJ i.l t.:.o
4. A, 8 'i fiiJAJ!.l i "t 1P o
5. Iv 'ifiiJA1r' t-; --J l 1.., i
6. -fr:.(/')An"f:\A1r' i "t.,
7 . .A Iv t Iv t, =.A -Cq:f tit.:. Ir' C7)-C·-t a
1
8. iY> (/') A'ifiiJA?
9. 7,;. 1J tJ A(/')
10.-JcA
11. -JcAli-A-fEEff:g-r·.::.- i "to

51 rai aida interval, space between

N4949 KAN
ZIKAN time
ITI-ZIKAN one hour
nan-'ZIKAN how many hours?
 JWL Lesson 11Ae 191

!hi -KAN also occurs as a suffix with numbers. The numbers by themselves
can indicate either a point in time or a duration of time, but the alternant
with suffix rai -KAN has the durational meaning only.
Examples:
=
= 8
B nii
hutu-ka 'two days' or 'second of the month'
hutu-kaKAN 'two days'
li7t GO-HUN 'five minutes' or 'minute five of the hour'
li7trJ1 GO-HUNKAN 'five minutes'
1. rai
2 . .:: .:: t -t- .:: (J) rai
3. i:' <!) * "\ !:::" JI..- <!) 11ii
4. '7 :.,.. / r/ t -rt / · 7 7 / :.,.. .A :::1 (J) rai o o

5.
6. ffl1 nt n. ".J t.:. o
7. I± t• <!) <"I? v\ 1.P 1,p o?
8. -t- Iv rai 7Jf iJ"' iJ• o Iv "'?:: i" -/J•
9. :::1 :.---rt- r i"j:v\/v"'("i"i.Jfo
10.
11. <"I? v"'
12. t t J: ".J t
13. 7 v e'
14. <·I? v. ii• 'IJ .. o L J: -) o
15.
16. t <·
I? v"' "IP iJ• o?

52 SYUU week
N4707
RAISYUU next week
MAISYUU every week
KONSYUU this week
9G:IJM SENSYUU last week
 JWL Lesson 11Ae 192

IS-SYUUKAN one week

nan-SYUUKAN how many weeks?
1. *:i!
2. *i!Ll.H:: fr< 0

3. *J!lj: 1*h t!. ?:i * "' 0

4. B ?:i c1) A Iii B 1."· i.. ' o o

5.
6. ft= IJ i To
7. 7 ':J 1' ;f-- J);(J) 'T-].,.,
8. A- c1) tJ f*h Ii, B 1."· To
9.
10. -t!
11.

13, f:. 0

14. i frzlli B ':: -? t:. o

15. 7 )); 1 1' *"(" "' Q 0

16. -:i!fbi
17. B '? t:. o
1s. t.:: 't (/) 7 1v 1 1'
19. <· t:i "' f*A.. 1."·, B 'IJ> t:i + t:. o
20. 7 ;( 1J 'fJ (i, B 1."· t? J: 7 t' ': IJ i -t.,,
21.
22. (/) f*h-?
23. B i..' t L t:. o

24. 1> '? -c ': t:i.· o?

53 ma(tu) wait, wait for

Nl609
l.
2. t:..?

I :
 JWL Lesson 11 A• 193

3. f.:< 7'j: v'o

4. "( < f!. r: l,.\o

5. "( " ' "( < t!. "'·

6. i3ffl:i? tj: -=> t.: <: L J: ? o
7.
8. /:ti ti 0) -t- 'i <: i? i L J: -) o

9. i i T !? o
10. -? 1i5tt!. i? i L .1: -) -/J\o
1i. Mnt lj: " ' tP ; Gb /v i I? ts t.: <7j: " \ 0

54 -¥ GO noon
N162 (See Kanzi 55 and 56)

..iL.
56 fjij mae front; before
N595 ZEN
¥W! GOZEN morning, A.M.
JW'EE Maeda (family name)
1. JW
2. JWO)A tJ D
3.
4. A tJ ti O)JW<: ;Bf;f 1? L "'C i:3 VJ ii" c
5. !IQ BJW'
6. JWO) 7 JI,- JC1 r
7. +7t';t i L t.:o
8. J: -:> t fr! i <: v\;-:> L -t-> -:> t.:o
9. tpfrj
10.
11. tpfrjO) -7 1 / /f"

12. + A7t
13. ::i.-:A Jlt.:v\ 0

14. Jfu"EE r: Iv

I I
I

, I

I
JWL Lesson 11 A• 194

56 7.!A usi(ro) back, rear

N1610 ato
GO
¥fit GOGO afternoon, P .M.
i. fit-?
2.
3. f&-? 7'J" J!f..:o
4. rin.: t fit-? t.: b o '° 0

5. b "'? t f&-? t.: ft"'? -c < t,; v' 0

6. 1&-? 7'J" t:.• '? t.:. t;-. • J: <51-tJ" t;.. '? t.:. 0

7. fit
8. i t..:1&'-C\
9. f&-r· J!-tt -c < t.:. v' 0

10. <· v'f&'.: IJ i ;-·o

11. ¥ft
12. -¥-W! t
13.
14. 7 7 .A
15. ¥1& i -r· !j: E rJ i·-tt A., 7'J" ...
16. -¥-Wi b ¥1& b t.I''" fJ i -tt Iv o

57 tosi year
N188 NEN (classifier for naming and
counting years); year
(classifier for counting years)
kotosi this year
RAINEN next year
MAitosi
orMAINEN every year
 JWL Lesson 11A• 195

-if: ITI-NEN one year

=$ NI-NEN two years; the year two
fiiJif: nan-NEN what year?; how many years?
-·1p$ IK-kaNEN one year
=;6-$ NI-kaNEN two years
fiiJ ;6> if: nan-kaNEN how many years?
-if: rm ITI-NENKAN one year
=1F-rai NI-NENKAN two years
fiiJ$Fai nan-NENKAN how many years?
Note:
(1) The ka of kaNEN is written with ;6>, 11 , or 7 in reduced form.
(2) -if: rai is a more commonly occurring alternant than •;6> $for counting
years.
1. A,$
2. A,if=:fp
3. Ii =a·At.!. o
4. llYA '.: llit.:.o
5. *if:
6. *if: i -r·
7. *if=:tp < 0

8. 4ij:if:
9. 4f):$J:> 1.: Q 0

10. !±1*h t!.o

11. -if:
12.1990$
13. f-Jz.. 8 J\ +if=:t;• i -r·
14. r· 1 'J ': =:$i..' -C • .:C-tttP 1 A'.: liif:i..' i L t.:.o
15. .: .: '.:Lt 1986$': *'.:.IP t). t 1 T (• 3$,.: Q 0

16. fiiJ$?
17. =-tif: i -r· if> t fiiJif:?
18. 3 - D •:; rq,: fiiJif: fJ• fiiJif: i L" \.' i l, f.:. fJ•,
19. -if:lhi
JWL Lesson 11Ae 196

20. :k1f:ri:i, TJ" t.P ..., z: ili L- t.: 0

21. fPJ :q:: fb,

22. fiiJ1f:OO (/) 7 0 7 A t.!. .7:> -? '/J" 0

58 ta(beru) eat
N5154
1.
2. ffsJt.i{jt--<t.:: IJ\?

3. ti "'.) v•?
4. fit 8 ':it-"< i -t n'o
5. a; '±
0)-f' J: <it-"< i -th :la
6. 7 1 .A 7 1) - L. t.: < "? t.:o

59 1J kata t person
N2082 HOO/'-BOO'-POO/ direction; alternative
'k iW1f 1 ZENPOO forward, frontward
1. "9:. (/) 1f
2. .f (/) (/) 1J
3. .f )J 'i X.. -tt- !v L. t.: o
4. r .;< 1J 'fJ A(J)"9:.(J))Jt;1 1,, t:;..., L ...,, L t.:a
5. 7 7 /.A A(J)"9:.<1)1ft;1 i:>f=!ft? ':. "t: ...,., t; ..., L
6. .7:> (/) 1J
1. JW(/) n':.1> 1J -to·
8. * 7 Jv Ii .:. "t;> (J) n T h. a
9. :::.. ::i.- 3 - 7 i;;1: c: t:i t-; (/) nt:.· .7:> 1 0

60 1:14 ame/'ama-'-same/ rain

N5042
1. . f:f:j

1. star (*) symbol designates a supplementary example that the student is not
required to memorize.
 JWL Lesson 11Ae 197

2. f:f:jO) B BIB
3. 4- B 'i f:f:j t.: o
4. ;j;_> "'.'.) "( 1b mt!-? -) tlo
5. f:m --C: L. J: -Jo
6. mt.:.. "'.'.) t.:. ·Jp e;, tr t:. < n. . "'.' ) t.:. 0

7. t" .::." v l f:IB i" H e:·, -? -::> IJ ff L. J: -J o

A
61 a(u) meet
N381 KAil'-GAI/
(See Kanzi 62, following)
Aida . (Family name)
A'
1. MI o

2. 1 / t:..o
3. A IJ c::r 17) fri-r- 'i -\:t ,.\, ii" o
4. iP:> o:> A'.: l;t :B cc i L t.:.o
5. :B t.: I) i L. t.:; fp 0

6. -t- ,.\, 7j: A 1.: ';t b 1P .., t.:. it c: ...

7. ,.\,
8. Iv t 4-83 ,.\,
9. l> o:> 1J 'j: ,.\, t. l> fJ i -tt ,.\, 77" o

62 f± SYA a company
N3231
KAISYA a business company
/'-GAISYA/
+ff gasuGAISYA gas company
DAIGAISYA a large company
koGAISYA a subsidiary company
1.
2.
3. -t-
JWL Lesson 11Ae 198

4. iJ
5. f.:.o
6. 1*h- -c: q:y ip t.t ·/p '? t.:. 0

7. -C: lli .Q o
8. fii ';;t 1]-. ip -:> t.:. t.', f.t '/p lj: -/J' * v lj: -:) t.:. 0

9. "fl
10. 0) -l-J- 7 1) - -;r ;;-
11. -? 1? l:t, +Iv t.: i -tt lvo

63 EE
,c, omo(u) think
N3001
1. 0

2. .f -1 "'? t.:: 0

3. "' "' t i To
4. fij',: t::. t 0

5. ip b "' "' t i -tt Iv ;Ip 0

6. ,:: c -J i -t :b' o
7. jj BfUi f:f::it..: "'? t::. t i To
8. 1]'\Ll.l Iv 1.: 7t:b' Q t ,;; 7J:' fp t.:. 0

9. 1> 1 .:¥' ') .A At.! t i l t::. it'o

 JWL Lesson 11Ae 199

READIN.G SELECTION
This is part of a letter Ms. Maeda received .

•
•
-c- {;;t '\ J: -1 0

=+;\B
JWL lesson 11 A• 200

READING WRITING EXERCISES

I. Practice writing responses to the questions in A and B. Follow the pattern

shown in the model in each group. In each response, choose an appropriate
item from the selection given. No item may be used more than once.

A.
Selection: 4- 8 · -r 1 7 7 *- 7 · =+A · iJ -r .Y · [!.Q ;JM rl3i <" 0 v• ·
-t- :,,., ::i )v

B.
Selection: f:fil t.: · h. ,.\;id: 1*.fu v• .Q • 7'S# v• .Q • Jt;;JM <7) t! ·
m£? fd: 1P--::> t.::. • 4-$ 'j: t_: dJ t_: · =S#ra, <" £? v• 7'.p lJ' .Q
 JWL Lesson 11Ae 201

....,.
6. L"C J'<.A f.:.(f)""C"TiPo

II. Answer the following questions in Japanese.

.
I '

I
 JWL Lesson 11A• 202

m. Answer the questions IN ENGLISH in as much detail as you can on the

basis of the content of the letter in the Reading Selection.

1. Who wrote the letter to whom?

2. Where is the writer? The recipient?

3. How does the writer describe the weather in Japan?

4. What special event at school is reported? (Give details)

5. What does the writer want to do next year? Why?

6. What question does the writer have about the recipient?

7. In what connection is this question raised?

8. What does -t- "? &":> (underlined)refer to?

SCANNING EXERCISE

Obtain a pamphlet written. in Japanese, or select from a current Japanese

magazine or newspaper an advertisement for a packaged tour to places the
names of which are written in katakana, and scan for the following
information. Write what you have found out in Japanese and give its English
equivalent .

...
 JWL Lesson 11 A• 203

1. Which places are included in the tour?

2. How many days is the tour?

3. 'When do you leave? When do your return?

4, Which hotel(s) will you be staying at?

5. How much does the tour cost?

6. Are there any optional side tours in addition to what is already part
of the package? What are the details on time, place and cost?
'. j
' JWL Lesson 11 A• 204

Kanji# BlockScyle Stroke Order Semi-cursive Scyle

(kaisvo) (Gyoosyo)

raJ i1
I I- 7

51

\Vt1] q llffi
52

1! :t. - lJ!L
53

tt i •)

+
54 .

; ;i.

\ l-\.f:_ v7
J}J1J i'J
55

1r
I ...

J. f
56
P,

,.
:!

i t-,,.

+
57 "
'-?"-
-.:;
---
 JWL Lesson 11Ae 205

Kanji# Block Style Order Semi-cursive Style

(kaisvo) (Gyoosy.o) II

'

58
1;: Jt- <

59

1i 1i -Ji 7J

rm
-1
60
f 7.)

' r'
"j

61
b7A p I.
I

d::
I

62 \V
3 1-t

",._
' 63 fB
I \!]
·m
·i.
t(
' ,, )&,
 JWL Lesson 11 A• 206

KANZ/WRITING PRACTICE

1 2 3 4 5 6 7 8

51
}
9
r r r10 11 12
p)
?1 F1
1
Pn9 2 3
Fs9 4 5 6 7 8
52
)
9
n10
F1 ):f]
11
Pi Jt] JffJ

3,m]
1 2 3 4 5 6 7 8
53 / f h-
1 qr tt
9

1 . 2 3 4
J-
J }-
---- 4-
54

1 2 3 4 5 6 7 8
55
' \/
-
\) _l2- _lL- >I-
. . ) }] )] A !Jl
.I 9

I
'
>2-_
AJj -
. I'
 JWL Lesson 11Ae 207

.• '

''I•
j

1 2 3 4 5 6 7 8
56 /

9
f 1 rL 1f
1&. 1 2 3 4 s 6
<

57 J J- t::. !;::::.
)
!;;::.
_:i-

1 2 3 4 5 6 7 8

58 /
9
/'-- /.."- k- Ar- 1' 1;-
1 2 3 4

- '- -
1i
)
59 l
J
s
--\J
·7

- \-
1 2 3 4 8

mrn \ifl ITT

6
60
....
1 2 3 4 s 6
61
/ A /-::'--
-- A
--z::
JWL Lesson 11 A• 208

l 2 3 4 5 6 7
62 \

1
7 t
2 3 4
t-5
,tt
6
'*:t.
7 8
63 \ n rn FA 'EE} 93
l
fB
l\....i
!B
9

rs
 JWL Lesson 11 Be 209

LESSON llB
64 .,R EKI station
N5199
EKimae area in front of the station
1. ,'£R
2. !£Rc7) frj
3. .: .::. c7) ,'£R
4. c7) frj c7) . '

5. !IR"('• T 1P
c7) 0

6. !IR c7) lli CJ "C" '? "'( \, \ t:.. 0

7. .1£/{i "('·1-r '? "'( < t!. \, \ 0

8. .lR "C" f;f '? ""( }3 I') i -t Q

9. 1Rc7)frj't"' 7 i L .t 1o
10. !!Rifu"
11 ..lRifu"0 ?- 7 ':I

65 na name
N1170
namae name
1.
2. :B frj 'i?
3. Jt;t:E 0) frj
4. frj '? "(' 0

5. Jj:

66 asa morning
N3788
MAiasa every morning
kesa this morning
 JWL Lesson 118• 210

Asako (female given name)

1.
2. MJit..:o
3. M0.::. .:i. - A
4. '-::> t" 0ifil;i i:> rJ i -tt Iva

5.
*
6.
7. •M J\ley i 't" '.:

8. 7 Jl-- J'\ 1
3
Q 0

-¥ ;:.; .7" L t.::. "'' a

•-MJLff1J1J\ ?:> f.::
lj:, 0

9. b •-M.::: 0 J '\.At_:-? 1 c .flSt-) a

10. A,ifi
11. A,.M l7) f:j:j
12. A,!W}fiiJk-"' t..:?
13. A,.M (j: t..: < Jd.· 'v' 0

14. A,!WJ, 't'- LlJ EB A.. ': t..: o

67 yasu(i) is cheap
Nl283
Yasuda (family name)
Yasuko (female given name)
1.
2.
3. C "(' 'b '? f::_o
4. -t" C ,i,flStb f:t "/p '? t.:. 0
5. t '? c < t:t £? v' -r: L J: -) n\o
6. Iv
7.
8. c·.:::

68 f.l watakusi 'watasi I,me

N3265
 JWL Lesson 118• 211

1. fl.
2.
3. *LlJ c; Iv c fl.
4. t, l:fj *-t
*-t
0

s. .fl.
**
0

6. fl. b -6fM+a;f': L t::. o

7. *83 c; Iv c fl. c =A -c·tr < o

8. fl. t *-r· .:: .:: ': \, Cl) 1:' -t fp 0

69 titi father
N2832too
EX: Iv otoosan t father
1. x:
2. c fl.
3.
4. A,f,ijO)X:
5. A"IP 0 0) ;( ") -t-:;
6. <ij:? f.:.o
7. Iv
8. i:> X: Iv (7) E
9. .:: n. J:> x: /v O)* t.: ??
10. i:> X: Iv -c 1t' 0 -:::> L v' i t" o

70 -BJ= haha mother

N2466kaa
B BJ: A.. okaasan t mother
1. HJ:
2. X:c HJ:
3. HJ:o:> xf¥:.
4. fl1:1J1"f1F t) * l t::. 0

5. X: c HJ: c =At.! 't -r·ff i l t::. o

 JWL Lesson 11Be212

6. E Iv
7. :13 Ht i l t::.
Iv '.:. 0

8. Iv,.:, C:? .f' l <o

9. i> (J) A. iJ EB Iv (J) :13 Ht Iv t. tJ i -tt A.- 1P o
10. *JlM(J) r 1 -i.: ti, E Iv i> 8 l±H.: iJ: '°' -r· l ·J: -J ?
11. Iv W-:> °l "'' .Q 't c·. Iv t.: '±A,8 'it II"> Z i L

71 hoka other, anot}:ier

Nll68 GAi
;r}A GAIZIN foreigner
1. )1}
2.
3. )1}0) A 1b *ti""
4. .:: n ti t.= ¥> t.! i.J\ t? i" j} 0) f"F tJ t i" o
5. t.:i.Jf, v' 0

6. ;r}A
7.
8. (7)7f.A. t.! n?
9. j(0)1"f..A i.Jft.t, t? l -r v' ti" o
10. 7f.A t! 7J\ t? 9:0 t? 7'd: v' t .W. ".) t.: e:·, J: <9:0 ".) -r :.- 't.:o
72 m
Nl033
koma(ru) , become distressed, annoyed,
troubled
1. IEoo
2. m1J i L- t::. o '-- ·o
3. X: b HJ: i> m-:> Z s tJ i To
4. B f:F:i 1:'\ m-:> t::. t! 0 ? C: -J o
5. 16ITTJ'iJf5J-1P·t:> iJ: < t" IE-:> t::.o
6. /]' "'' IP t, r· JI.- iJ1'$; ( t" IE--? t" l.-' o o
 JWLLesson 118•213

73 lft BAN night

N2145
A,f!t KONB AN tonight
MAIBAN every night
1. Bi
2. Mc Bi
3.
4. B O:> Bi
5. l:tl t.:. o
6. -t-0:> - 7 1 / J:o
7. Ii .: .: -C-i: .r< n c:, Bi Ii o
8. A,Bi
9. A,Bitto
10. A,Bi1'f; Ir) i To
11. A,Bi 'i t J: 0 t i To
12. A,f!t 0) tP C;, l,, "£ l,, J: -J -/J' o
13. A,Bi i.P t;, *j! O:> ll<!!fii B i ""C' ry / r/ v' "£ To
.14.
15.
16. <· e;, i,,' l i -to
17. "IJ\ ; i ""C' v' o

74 RYO travel
N2088
(See Kanzi 75, foll'owing)

75 KAN building
N5174
RYOKAN Japanese-style inn
KAIKAN assembly hall, clubhouse
1.
JWL Lesson 118• 214

2.
a. 0)

4. !iRO) T
5.
6. zli> .-C- L. J: ? -/Po
1. r Jv t.= c·. 0 -:i,,
8.
9. IR7.J\; * 1 7 a
J:
1\' .A
<*1: To<" e;, 1,,' 7.P 7.P -::i t..:o
10.11, ", -ti,)<. +r - i:: A 1± Jj: 7,p Jj: i.P ", 1. c v-, i
.i -r 0
 JWL Lesson 118• 215

READING SELECTION
This is a letter Yasuko received.

.. .
I

'
"II
A, B 'j: o i- ; (J) B 'j: c"-? <: T iP o .ff.. 'j: J\A iJ-. I "
' "
l

fr"? -c "' t r iJ'i'.. ::.. (J) 7 1v J ". 1 r t f'J J3 t L < VJ 1 -1t

lvo £: £: <:T c", 'i c"frJ i -c-,±9}0:> 7 Jv JC{
r L t.:. \.t' c "? "'( "' i L t.:. 0 !tif: W3 -t a;f -/J\ ; ij: Iv -r: T J: 0i
.. ± Bi 4ff: Jl!l i> 1* J-J. <: -t 7J-. ; .. " ' v' 0:> <: -t iJ<. . .
*r 7 v Jl i -t7J-.o *Jl!J.O:>*Bi B
-r: T J: o 6 7- ;,- t, Jv 0:> a.t ;\ a;f -/J .. c::, (J) F -t- :i ;1. ;,- 7' 1J - -r: . 7' 1
r )V ';;t r B * 0) J t!. "? t.:. c "\ i T 0 )t 0) t A,if: <:-t
+ T iJ-. ; .. r:!J 0:> <: -t tl o A, ';;t.. 0:> -t <" -f '!

:k "' * .:;- Jv iJ'i' -r- -c :X: '± "? -c "' i -to t . B '± *A *
7 Jv 1T < H c".. )t 0) jg Li ;r} A Iv iJ'i' J: <* Iv -r: T J:
**
0

J3 t L v' -e L l -? ? B -c v' O:> t!. -/J .. ; .. ii 0:> 'i -? -/J{ J3

t L v' c ? 0:> <: L J: -? tl o -f tL .. -? 1? (J) '± T .::: < *
", i> .. ; o . . -1* Bi (J) wn± w11< < /v -t ", >-e -to r" -t- : i ;1. ;,- 7'
1
J - .. Ji "'( <t!. "\ tl 0

-e ';;t.. :k L1J t c"-? -t· J: L <o J:. ? ij: ; o

;\A +;\B

. t'
JWL Lesson 11Be 216

READING WRITING EXERCISES

I. Write in Japanese what corresponds to the descriptions given.

Model: A,-- (f) IJ1i !bi =
J\.IJ1i +li?t

5. 1-;J.. '

10.
 JWL kesson 11 Be 217

II. Practice writing responses to the questions. Follow the pattern shown in
the model. In each response, choose an appropriate item from the selection
given. No item may be used more than once.

Selection: 4-EE Iv · X: · · 0) l1U • if> t1)1'f. A 0) l1U · f:N i:J: -::> t:. ·
m:at · f& 0 0) /J
Model: t!. tt .Q lv-Z: L- -? 1P 0 -+ A,EB Iv .Q t!.-? -? c 1t'

,••'

'I
III. Answer the questions IN ENGLISH in as much detail as you can on the
basis of the content of the lette"r in the Reading Selection.

1. What has the writer been doing since August?

2. What two things about her job does the writer mention as the source of
her discontent?
JWL Lesson 118• 218

3. Who does the writer mention in connection with a TV program?

4. Describe the program in detail. When is it? What channel is it on?

What kind of program is it? What is it about?

5. What does the writer's father do?

6. Why is he troubled?

7. What phenomenon does the writer describe as amusing?

8. How does the writer account for this phenomenon?

9. What is 'Sansui?'

10. What does the writer invite the recipient of the letter to do?

11. In what connection is Ooyama mentioned? Who could it be?

12. When was this letter written?

13. What is the writer's name?

14. What does the underlined indicate?

15. How would you describe the tone of this letter? Is it friendly? Business-
like?
 JWL.Lesson 11Be219

IV. Write a similar lette:t to a pen pal in Japan. Include the following:
1. Question as to how your pen pal's school is ·going;
2. Description of your part-time work at the university cafeteria;
3. Information concerning your mother's appearance on a TV news
program last week (your mother has been running a small business of
homemade ice cream for the past 20 years);
4. Inquiry as to how many hours your pen pal watches TV everyday;
5. Closure giving your regards to your pen pal's mother;
6. Date and your name.

Note:
(1) Start every new paragraph with an indentation one space.
(2) Allow the same amount of space for'. ' and 'o ' as for other letters.
(3), Do not try to use symbols you have not learned. You should be able to
write this letter using only the kanzi you have learned, katakana, and
' -
hiragana.

SCANNING EXERCISE

Follow the directions given in Lesson 1 lA.

JWL Lesson 11 Be 220

Kanji# Block Style Stroke Order Semi--cursive Style

(kaisyo) (Gyoosyo. ·

,, K
I ;;J
64 ' iJ.

65
JfJ.'

...,
11,
k
66
' '1
'I

't a
,.... I 7 - t "-r;>

9i:
67

YJ:: ,_,

I
r;,r

68
;f
69

x x 'J.
I "'-'
 - -----------------------_..

JWL Lesson 11 Be 221

'·

Kanji# Block Style Stroke Order. Semi-cursive Style

(kais o) (G oos o)

70
-§}:;
71

f
72

lI1 i " ..
tiJ
E;l
I 1
73 Ji
E
74 .

75
it' .,?, 1fi.
JWL lesson 11Be222

KANZJWRITING PRACTICE

l 2 3 4 s 6 7 8

64 - r If Ff lf
9 10 11 12 13 14

,,,.
,
1 2 3 4 5 6

65 /

1
? f
2 3
/f 4 5 6 7 8

66 -- -t-
\ n "F1 a a . Jt-+-
--
9 10 11 12

j)
l
in JR 2 3 4 s
It
6
67 \
I ' 17
\
r?-7
(
l 2 3 4 s 6 7
68 /'

l
--
/

2
f t 3 4
:t fA
69 )
I '
)' ) '
 JWL Lesson 11 Be 223 l
1 2 3 4 5

70
(
1
lJ Q Q -fi):
2 3 4 5

71 J

1·
7 7 71 2 3 4 5 6

rn
7

72
l
1
n A ffl )fl
2 3 4 5
PRl 6 7 8

73
) n l1 B B/ 91 Bf an
9 10 11 12

"
'I

1 2
BJ;
3
at 4 5 6 7 8
•.

7JT /jf
.
74 )

9
_!--

10
J-
J 7/
1 2 3 4 5 6 7 8

lffe:
.I

"
75
/ /' /" /Sf Jg
9 10 11 12 13 14 15 16

il /c"-J) ' ' \

1f tr; ,tg
 JWL Lesson 12A• 224

LESSON 12A

76 *
N213
TOO east

(SeeKanzi 77, following)

77 J1' . KYOO capital

N295
*Jir TQOKYOO Tokyo
TOOKYOO-EKI Tokyo Station
TOOKYOD-DAIGAKU Tokyo·University

**
Jir-:k
TOODAI
KYOODAI
Tokyo University
Kyoto University
J?.:-T Kyooko (female given name)
1. Jl!Jir
2. *JirO)A
3. cir ........ AT
4. e-n{**
5. *J?.:
1
*-c rai"'\ ;6\ ;6\ t..: -? -) 0

6. *J?..'!R
7.
8. *J?..'!R 1 '1 7 :,,.- '? f.:_o
"El:; ........
9.
10. C;-:> l-?-:> t.:.o
11.
12.
** tb i l t.:.,
v\ 't Lt.:.,,
t
. u; 13. l;;l: J-J. /v *
't l f.:. 0

14. Jir-:k.A..fr t.:. 'v 1 t 0 "'( v\

I
"' 15. n', ti'o
16. Jir-T ;6\ C; <7)) ·:; -

17. Iv t :.,.it.-i i -t.,

 JWL Lesson 12A• 225

78 'IX KOO school

N2260
GAKKOO school
1.
2.
3.
4. oo
5. fi f.:_ ( v' 0

6. Ll.J:* 'j:, 8 b 1P--:> f.,: 0

- 7. 13 l!iiP £? i "'(" (;;t 4ij: 8 q-y--:> -C v' o o

-.r....
79 IEJ taka(i) is expensive, is high
N5248 KOO
+ KOO KOO high school
+ KOOKOOSEI a high school student
jlijl.l.J Takayama (family name)
Takada · (family name)
Takasi (male given name)
Takako (female given name)
1.
2.
3.
4. \t) ?$: v \?

5. -f Iv tj: ': < tj: \t \ 0

6. T .:" < 1.t' v .A 7 :;.,- t!. t ? t::. o

7.
8.
9. T ./. I) tJ 0) tfj f::_o
10. .:. t::i t:> -e -t 1.J', ts .:. -'.l -e -t n'o

.
·1·
 JWL Lesson 12A• 226

11. 8 *--C:fi L t.:.1Jf, 7 7 ::.-- 7.. --C: L t.:.o

12.

j 13.
14.
I
1 15. 7 ;I. 1) 7J fp <J)
". 16. t --c:*t.:.o
17. iWjllJ Iv <J)
18. fi3: <J) 16 iW° ';j: J?: f---C:, '"C: To
19. Iv :J: c;, \-)
20. J?.:T- t t, J:. < -tt Iva

80 £ am older brother
N875 nii
(B (o)niisan t older brother
1. 5C.
2. 5(.(7) 16 iW

=
3. £1iiWj(:!,-\-)o
4. JC.Ii A, jj +J\i:. .Q a
5. J2.(iA,1f:(7) [lY!j iP ff--:>"("' Q o
6. B .72.
7. B .72. Iv L" !_, t.:. t;.,. iWjEE Iv -r-1_, t.:. t;-. a
8. A...li{iiJA"' L "\ T1Pa
9. B .72. Iv,;; 1iiJ c B 0 L "\ -t 7'J• a

81 ane older sister

N1207 nee
( :J:3 ) trfj Iv (o)neesan t older sister
1. trfj
2. .72. c
3. *JP:<J) trfj

4. 1Jff'J=? t.:. 0
 JWL Lesson 12A• 227

5. frr11;6t=A.13 f'J i L ""C •••

6. '
'
'
'

7. "'

8. Lt.:.J:o 'I
I

9. £, i t.:. l;t tlmi.Jf i:> f'J i T i6' C:> o

10. :Btlm Iv 0) 0) A. t: i -tt Iv i6'o
11. :B tlm Iv -t- -J :B -:> L -:> ""C <t!. v'o

82 • ka(ku) write; draw

1..
2.
N3719
< 0

lf'v' t.:.?
3. •7'J' iJ'-? f.:.o
4. - A it i L t.:. o
5. b --:> t tt '-' 1: If L J: -J o

6. .:: .:. 1.: 16 tl'v' -r < 'v' o

7. /- <
s. .:. tt ,:;1: Iv 1;1 ;t:; 1:. --:> t.:. 0) ""C· i" iJ" o
9. • i i" iJ' t:> , 19> -? < IJ a '? L --:> -r < t.! i.. 'o

83
-
---
a i(u) say
N4309
Note: When iu means 'be called' or 'be named,' it is regularly written in
hiragana.
Example: Ill-*
c \t' v' i To 'fm called Yamamoto.'

2. §-? t.:.?
3. 16frJ :b iP "? t.:.o
4. l;t -t- -J av' i Lt.:. J: o
5. i s\.t't.:. < ;>'j:vqt:n..c· ...
6. ;W;W ""C < t!. v'o
JWL Lesson 12A• 228

84 m
N1509
mise shop

1.Ji!f
2. "21'-''JiS
3. .'IR V1) iW' V1) \, \ JiS
4. c V1) B JiS b" \, \ \, \ "C' T 1P 0

5. ;0 V1) JiS (i / / 7- -:¥- / \ 7 c \.' -j .::Z. o

'k. "' JiS':. Lt i> .Q !: '? f.:. 't c,

0

6. l;t t) t.:. 0

7. .:. V1)J6 b "'"'it tt c' ;.; -? "t? V1)Ji51;t b '? c t 0

85 HAN half
Nl32
ITI-ZI-HAN 1:30
,. ITI-NITI-HAN one day and a half
ITI-NEN-HAN one year and a half
HANZIKAN half hour
HANNITI half day
HANtosi half year
"*-83 Handa (family name)
1.
2. iP I? (/) -l:!
3. I± 7 "J ::i. 7 '7 - t!. o
4. t.:. "' c, t..,--c < t!. v'o
5. -B"*-
6. :.-- 'fJ :i 1±-B .f.t.! v' t.:.o
7. .: (J) :1 1::: - Ii
'
iTJ:o
8.
9. '? --r:•v' t.:. 0

10. B *--c, i f!.-if=: i -ti" /v /v 0

 JWL Lesson 12A• 229

11.
12. 1b Tn' ;o
13. -*'B
14. <"; v')'G-ei"o
15.
16. *=:i!!-e -; J: -? c· t:i: I? 1 To
17 . .: <!) : i - 7-. :z - 7-. l"T 1J•, -:$<!) :z - 7-. "t" T 'fPo
18. c· t.: n'o
19. -¥EB":!: Iv Ii i3 trill Iv li i3 7r. Iv t =A -f "? v' To

86 -=f. · tel' -de/ hand

N1827
temae this side [of1
1. ¥
2.
3. Lin"'
4. t,, J: '") c Jl-tt '"( < f;! "'.,
5. i lt:.IPo 11 '1'L i L t:.1Po
6. -¥fr!
7. .l!R 0) =Ffrf
8 . .f.fr!cry /jcry l:fj D
9. b '") c.f.fr!I: ')ii"?

87 kami/' -gami/ paper

N3510
tegami letter
1.
2. !]'\
3. f.:_o
4. .:, (/)*Jt'j: v\ '1J /vo
5. .: (/) jf V' "'( < f!. V' ;j; it A, 1.>' 0
 l

JWL Lesson 12Ae 230

6.
7. t.: ;h.. tJ\ V')
8. :a:ffl: 0 "'( v' .Q o
9. t.:.o
10. jf/j£E lviP JE,t.:.?
11. 3 - tJ ':J J'\ f.:.o
12. .:. <J) fbi '*-1.1\ 1.1\ 0 -cit i L.. t.:. 0

88 B sirof-ziro/ white
N3095 siroi(i)fsir a-/ is white
8 siro* white color
am Sirota (name)
8 Ll.J Sirpyama (name)

Note: Adjectival color words like siroi, akai, aoi, kiiroi, and kuroi have
nominal altemants siro, aka, ao, kiiro, and kuro, respectively. These nominal
color words may be used interchangeably with their adjectival alternants in
some cases. Thus:
B"' or BC7) 'white paper'

However, they have various special uses which distinguish them from the
adjectivals, including the following:

(a) only nominals are used to NAME the colors. Thus:

8 'b" "' '-'' 't 'White is good.' (i.e., the color white)
'The white one is good.' (i.e., an object that is
white)

(b) only the nominals are used when an object is described by several
colors. Thus:
Bv' -t!- 7 - 'a white sweater'
8 t e / 7 C7)-t!- 7- 'a blue-and-pink sweater'
'a white sweater and a pink sweater'
 JWL Lesson 12A• 231

(c) only the nominals are themselves described by adjectivals.

tt i..' s -r· t" o '[ltl's a pretty white.'
1. 8
2. Stp•v, '-''o
3. 8 7 1 :.t. 1> tJ i t" 7J' o

5.
6. i tJ 8 < id.• v\"
7. .:. tL t 8 < t" Q '7) -r· t' 7'J' o

READING SELECTION

This is a memo left by Ms. Furuta.

7J't" fl'±
fa1 0)-t- B i -c·
0 -C ip G =- : i -
'± i *
G0 L v' i T
3 - 7 ""'-{T 0 -C "
i.P G" :Jt!£
*
-') .t3 0 L 0 -c <t!.. v' o
Lt.: v' n /v tl /v)-c·-t o
1 .;c· J: 0 L <.t3 0 L 0 -c <t!.. v o
llfl 25 B
 JWL Lesson 12Ae 232

READING WRITING EXERCISES

I.Practice writing responses to the questions in A and B. Follow the pattern

shown in the model in each group.

A.
Model: :::i - , l 'i' l t..: n'o

5. - 7 1 7' ill i L t..: -/po

I
B.
.l
. "

Mode: 7il1iEE Ii .t:>t t v'* i L t..:o

--+ Iv Ii .t:> t t v' 7.P C., *"( v' i -to
 - ---- -- ---- -- -- ----

JWL Lesson 12A• 233

II. Following the pattern shown in the model, fill in the blanks with
appropriate expressions to make the responses meaningful. (Note the use of
the extended predicate. )For each blank, choose an appropriate item from the
selection given and make necessary adjustments in its form. No item may be
used more than once.

Selection:

Model: I 1iiJ L. -c " ' t.:. Iv <:· T fJ' o J

J
1. J
-+ r n 7 o 7" ------- 0 J

2. rfPJ L- -c ", t.:. 1v -r· -t tJ. . 0 J

r r:m -c: m "? t.::. e: - - - - - - - o J

.A ;f-- r ------- o J

4. rfPJ t.... -c "' Q Iv -c· T :1;... o • J

------- 0 J

lt:>J:--:>c - - - - - - - ·o J
JWL Lesson 12A• 234

s. r fiiJ L. "( '·,\ .:6 A.. ""C" -t- i.P 0

-+ I Iv J

r 1 ______ ____;
0 J

8. r {iiJ L. "( v' t.: IJ) ""C" Ti.Po J

-+
------- 0 J

III. Answer the questions in Japanese.

1. v\ i Ti.Po

2a. 1:Y -::> "C v \ i -t -/po

b. -t- IJ) ** T "IP 0

3. a; 7j: t.: t I;\ v\ i Ti.Po

4a. i L. t.: n\o

b. {PJ /'{- :Jff i L. f,.: i?\o

5a. .t-3 52. A.. 1Jf 1t \ i -9 i?\"

b. {PJ t v\I;\ i Ti.Po

c. .B A.. 'j:? ;·
'"

6a. -(- 1.f Ji51Jf a; tJ i -9 .i

'

<
i
 JWL Lesson 12A• 235

IV. Answer the following questions IN ENGLISH in as much detail as you

can on the basis of the memo in the Reading Selection.

1. When did Furuta write this memo?

2. To whom is the memo addressed?

3. When is Imada coming?

4. Where does Imada work?

5. In what connection is New York mentioned?

6. Why can't Furuta meet Imada? (Give details)

7. How does Furuta feel about it?

8. What does Furuta request?

 !

JWL Lesson 12A• 236

SCANNING EXERCISE

Obtain a copy of a resume, and scan for the following information concerning
the applicant's educational background and family. Answer the following
questions IN ENGLISH on the basis of the resume:

1. Wheh did the applicant enter high school?

2. When did the applicant finish high school?

3. Has the applicant gone to college?

4. Does the applicant live with her/his parents?

5. Does the applicant have any elder siblings? If yes, how many?
Brother(s) or sister(s)? Are any of her/his family members employed by
a company?
 JWL Lesson 12A• 237

Kanji# Stroke Order

76

t
-,ry,
t,
\ ,_
77

.
...., .., .
78

tX
,_
...
Q'

lh ..
79
rgJ .), j. _,
\ia]
,_;;u
•Jl
I

80
)l J
Ji-

...
. 81 3.., •

c.

82

-t -t
JWL·Lesson 12A• 238

Kanji# ·Block Style Stroke Order Semi-cursive Style

(kaisyo) (Gvoosvo)

----' --
I

83 __.
-- ....- ·us.. - -

0 it_,JJ,
I
72
16 J:W:
.
84
-
!!l
85

-f $ a:!!7
r.::-

+ ·4- +
86

•
t

87

8 e m
I
11.3
.88
--------------------·-----·- --- .....

JWL Lesson 12A• 239

KANZIWRITING PRACTICE

1 2 3 4 5 7 8

- - -- -
()

76
\ \] --- 'a _t
77
}
1
-1--
2
_.l-
\
3
--1-
\1
4
_l-
\?
s
'?
_i-
6
.-l-
7

}f ,lf,
8
_..)...-

1 2 3 4 5 6 7 8
78
-- i t ;t t' :f-1-
9 10
r tr--
i7 1 2 3 4 5 6 7 8

79
'I _.l- _.l- ...)..-
\7
-1-
'Cl -G- -1- ii_
' \ rlJ
9 10
J- --1-
0
\-rJ]
1 2 3 4 5
80

' \I 0
'? lL
1 2 3 4 5 {> 7 8
81
( } t: -w- -wp
JWL Lesson 12A• 240

1 2 3 4 5 6 7 8

82 I _::::::f- ..:::3-
- .-;3-
;:::;:-
\
·9 10

FJ
1
-t 2 3 4 5 6 7
83
) _.l-
- - - n-- -
_l.- _.l- --1-
:...-
\
_..:>-- _.l-

p
1 2 3 4 5 6 7 8
84
1

1
J-

2
t r- 3
/F
4 5
J-
J,r- ff, /8
85
'
1-
\)

2
ll-
3
--- t
lL.

4 5
86 /

1 2
---- +
/

3 4 5 6 7 8

t
87
j ff{
*
L
#(-
9 10 -
'

*f 1 2 3
.
4

fl Fl
·88 / / ?

\ 8
 JWL Lesson 128• 241

LESSON 12B
89 hana(su) talk
N 4358 hanasi a talk
WA
(See Kanzi 90, following)
1. 0

2. ]'[;!£. t l t::. 0

,f
3. IQ)-? < rJ 't" < f.,:;; tJ'o
4. f::.o
5.
6. LlJ EB ;; Iv o:>
7. L- 't" v' t"o
8. 8 L- v' ho
9. ;ij: V' l f::. 0

90 DEN electricity
N5050
DENWA telephone
1.
2. i:3 To
'
I 3. -e 8i5 l t::. 0

4. ip £?
5. 1ltr t t a; o

6. iJ' t.J Gt; t'J i l f.:o

7.
8. -e i t::. :J3 Li To
9. :kEB i Lt:. n'o
10. i -e L 't" <t!. . ., 'o
11. {iiJH;f n'" L -) o
 JWL Lesson 12Be 242

12. I? -/;• '"( \ t.: It' -t±" /v i.J' 0

13. LlJ [J A... i3 t t v \ 0) i,){ a; I') i t, t:..,

91 1fI kuruma car

N4608 SYA
11:11f DENSYA electric train
1. $:
2. F 1 'J C011f
3.- 1i'l1f
4. $:-r·qj g: l J: -) 0

5. .: 0)11flj:lt1:C0"'C'To
6. 11:$:
7. 11:$:-r·* * 1
_, t.:. 0

8. 1(:$:<7) "'(' J: ? 0

92 iffi aka red

N4534 aka(i) is red
# aka red color
akatyan baby
akaDENWA public (i.e. red) telephone
1.
2.
'*
a. e: a 0) .A 1- 7 1 7°
4.
5. < tj i L t:.. tJ.o
6.
7. A...
8. iPhv 1 v'iffi-t:i
9. ::· t:; t:.. O)i}fit)
10. =:: J3 ': ([rfi iffi -t::> -? Iv -/J{ i L t.:. o
.
11. '*11

- .. ..........._ i"'"'
 JWL Lesson 12Be 243

'
13.
'
D O)jj t::. t v' i To

usi(ro) back, rear

ato later, afterward
*noti later, afterward
GO
t' notihodo later
1. c
2. {fJi C 1 f::. 0
3, t•1,, l V'o
4. c J-.; t::. r..., i t' 0

93 MYOO light, bright

N2110
asita
or MYOONITI tomorrow
B MYOOGONITI day after tomorrow
1.
2. -c
3. a,.13 8 0) -e 4: 1.t flf!H.> lli C: -? o
4. A,--B t!. 0 ") 0

5. B ""C:' :::.... i T iPo

6. a)3 B 7P 0 1.t•Jin: .t:3 i -tt lvo
7. a,.13 B b T v' i T 1P,,
8. 4'-B ':t 0 -:> L '-'' i T n{, B l:t t: t.:. -e L J: -J 1Po
9.
10. 1'{-r i To
11. iP G 0) ::::i './ 7 .A i> lli i T n•o
12. 8 v' 0 0 L- n B ,;;1: v' 0--::> L. 0 v' Iv "'C'T P-o
 JWL Lesson 128• 244

94 m
Nl392
ya .dealer, seller;
business establishment
HONya bookstore; bookdealer
Yamamoto-ya Yamamoto's (establishment)
1.
2.
3. 1>
4. mr-r· ffl: "? -r i.-, i -t 0

5. ,1£RC7)frj(7) 7 1 A 7 I}
6. i> (7) Ll.J-*@: t "'' 1,' i -ta
7. I h L. s . LlJ .:.- "' i -to J

*24 huru(i) is old

*KOl'-GO/
tti@: naGOya Nagoya
1.
2. .:. n 7P 0 .t
3.
4.
** t
5. -r v' i To
6. t•fr'? "'( v' L. t.:..o
7. _:: .:. 7'.P C;i C' 0) <• '? V\ lP 7JdJ T f)'
0

t:cD
95 ffel ka(u) buy
N3637
1. ffel -? 0

2. {iiJ ffel "? t.:.. <1) ?

3. j\Jjp:j'7) Jf'.l;l i L. f.:_o
4. frz!!iH 1:: ffeii,., i L. t.:..o
't
5. Je. t.:.. t: . "ft[, -/J• "? t.:.. ·/p t, ffel-b ;J.· -/)' "? t.:.. .,
6. F 11.- -r·;: 1,' i L t.:. -/J... -r· ffel v' i L t.:.. iJ'"
 JWL Lesson 12Be 245

7. t.:.. ii'"'? t.:.. 't c' -*t.:!• 't 'd: t) l t.:.. * 0

8. $i.. \ "'? t.J 't c' 8 I;\ G') li h Jj,· ii"' "'? t.:.. 0

9. .f 7 jf-lj-. 7 1) A.::;- 1 A..., t.:..,,

10. -*=:sfIJC1'> t.:.. '/J"' ?:>. 1> "'? fJ '± tmsfI]-r· L. t.:..c
96 tomo friend
N858
1J:.. t!. -;. tomodati friend
1J:..EB Tomoda (family name)
I
*-8:.. Ootomo (family name)
8..r Tomoko (female given name)
'
1. 8:..t!. t,
2. 1J:.. t!. t, c l t.:.
*
0

3. B 0)iJ v Q.. t!. t, •

4. 1J:..t!. t, 0

5. 1J:..t!. t, c =A -C:-fi' 0 t::..

,.,,' 6. t!l " \ ij[ 8:.. t!. t, "/p Jt -? t.:. 0

7. !-" 1 'J A 0) 0:. t!. t, iJ''" -e t.:..

8. 1J:..t!. t, fit*""( v\ 6 0

9. 0:. t.: iS 0) if! -z: :,. . i.7 :1 "(' ft 7 1 7• l t.:. "

10. 13)3 B .:. iS i3 J! X. tj: 1'J i To

97 mai(ru) i go; come

N850
1. $r) *"t,
2. i T.
3. fr"'? -c $ t) i T.
4. I) i l J:: -7"
5. £ b' trrU b $1) i -tt ,z, Q

6. B}:iJi-A fJ i TIP h 0

I •'
I
JWL Lesson 12B• 246

7. 9 l J: -? fJ" o
8. b :Bf;th t± ;e =\=- ::n:. IJ

98 ffl YOO business, matter to attend to

N2993
(See Kanzi 99, following)

99 *N272 ZI
kotof-goto/
\

act, fact, matter

(See Kanzi 100, following)

ffl$ YOOZI business, matter to attend to
j($ KAZI fire
1. ffl$
2. ffl$
3. ffl$i.7i' 1> Q 0

4. c Iv 7j: ffl $ "r' l J: -? 0

s. m *i,}i' 1> '? -r "llmsL- t..:: 0

6. .::. .::. 0) ffl$'±.::. tL t!. 't -r·-t 0

7. .f 1;, -r· l J: .'1?

8. ffl*fJi'.:: i l -r, B fJ" £? 9 i -to

9. <
10.1<$
11. 1<$':. '? f:_o
12. 1<$"r'LF '? < IJ
l i l t:..o
13. I> '? t:.. cry -r·-t 0

14. c -3 l "C j($t:. t..:: 11) -r· L J: -J tlo

100 1± Slf-ZII doing

N362
sigoto work
'.
1. 1±$
 ]
I

JWL Lesson 128• 247

2. j:3 L. "'f.t:•
3. L. t:.o
4. 午 itJ¥.-e o

5. TJ:{t$1j: L. f:. < v' 0

6. t: a;' e:: Iv tJ: f±J¥.il{ L. t:. v \?

7. .t3{±J¥.1;,t t.·t., 0 v' i Til'o
8. o

9. ii" L. -c "' i To
10. .t3X: Ii t.• Jv L -C v' 0-::> !,... lv-e""t il"o
11. 8 Bi B t! t.•f:t$il{ ii' 0. .:: n ii' 0 -C i To

READING SELECTION
This is a fax message Ms. Furuta sent. .. .
8/20 10 a.m.
*.N.
LlJ D Iv i,p 0) 0) ::i !:::' - , t -? .::· v' i L t.: o
WH& B '±, fl <b ffl $:-t." !R Ji{ i lli i T ;'j" , J3 v' L ""C , J3
L L"f.: v' t v' i To LlJ D 'i v' ":::> L 0)-<:: L J:

-? o iW i± J3 iv <b v' ":::> L ":::> t.: t ,[I, v' i T o

i5@: 0) mifI ri:ti '± ?t ;'j,. i r ;'j,. o -r:: i
i L J: -?
4- B '± ::· ;s i L ""C v' i T J3m
L""Ci:> iTo
'•.
JWL Lesson 128• 248

READING WRITING EXERCISES

IA. Fill in the blanks with the appropriate items from the selection. No it.em
may be used more than once.

4· - - - - v' L- t.:o

6. - - - - L- t.::.,,

lB. Provide English equivalents for the completed phrases in Section A

above.
 lWL Lesson· 128• 249

II. Practice writing responses to the questions in A and B. Follow the pattern
shown in the model in each group.

A.
Model: LlJ EB Iv iJf. * L t:. o

B.
Model: :f Jv 7 L.. T iPo

I:
 JWL Lesson 128• 250

4. frJJi?r I? £ T :6\o

5. .!iR £ £ T i?\o -+

6. 9G!:t • £T -+

7. -+

m. Answer the following questions in Japanese.

la. B l;t fPJ B '"(" T 1J\ o

b. 1i1JBi B -e T :6\ o

2a. If! -nr I? t T :6\ o

b. {PJif: 0) '"(" T iP 0

3. i t T 7.Po

4a. Y' 7 / -1- 7 / -e, fflJJ;?f t'J i T 7'.P 0

b. -t- 0) ffl $ l;t i?' iP l.P I? £ T iPo

5a. i;, ;/,)f v l £ T :6\ 0

b. friJA vl t T :6\o
 JWL Lesson 12Be 251

IV. Answer the following questions IN ENGLISH in as much detail as you

can on the basis of the fax message in the Reading Selection.

1. When did Furuta send this message?

2. To whom did Furuta send the message?

3. What does Furuta thank this person for?

4. What information did the letter apparently contain?

5. Does Furuta live in Tokyo? How do you know?

6. What does she want to do the day after tomorrow?

7. What is Furuta wondering about? Why?

8. What does Furuta already know about the train?

9. What additional information does Furuta want?

10. What does Furuta offer to do?

11. What does Furuta request?

12. In what connection is the company mentioned?

JWL Lesson 12B• 252
1
V. Write a similar fax message to Ms. Tomoda, a business acquaintance in
Japan. In it, you should:
1. Indicate the time and the date of the message;
2. Indicate the name of the person to whom the messsage should be
delivered;
3. Acknowledge with gratitude the letter Ms. Tomoda sent you last week;
4. Confirm your understanding that Ms. Tomoda is going to San Francisco
next month;
5. Inform her that you, too, are going to be there on business, and that (you
think) you will be at the Hilton Hotel from the third until the sixth;
6. Inquire if Ms. Tomoda knows the name of her hotel in San Francisco;
7. Inform her that since you have some business to attend to on Thursday
and Friday but have time on Saturday, you would like to meet and talk
with her then;
8. Indicate that you will be where you are through this month, and request
that she send (give) you a fax;
9. Sign your name in full.

Remember: You can write this message using only the grammatical patterns
and expressions you have learned so far. No extra kanzi should be necessary
either.

SCANNING EXERCISE

Follow the directions given in Lesson 12A.

 JWL Lesson 128• 253

Kanji# Block Style Stroke Order

(ka
0
o)
I US

89

tt '+1-.ifr-
1-f 14..f
it
90 1-.:l::"
't
91

92

93

94
JWL Lesson 12B• 254

Block Style Stroke Order Semi-cursive Style

(kais o) (G oosyo)

95
w./'

96
i_ t_
'
'7J,

i<:: #1-zs *
..
97
3

98

m 1'l1 ...

99

100
X:1: 1±.
i s-...,
 JWL Lesson 128• 255 'I
i
l

KANZIWRITING PRACTICE

1 2 3 4 5 6 7 8

89 L
- - -- -- -t1 - -
' ..)... _). ..h
\
..).- ..>
_,,,.
p
.J-/
t1
' 9 10 11 12 ' 1'3

----
·"i; .,

..), /

p'
-;+
p t1
>- /
-·
.>-f
p t1 '

1 2 3 4 5 6 7 8

90 - J - - }---7 ,-=f-;7 ,ff? 1=12

''
9 10 11 t2 13

1$7 )®7
\ n R 'l
- - -
1 2 3 4 ·' 5 6 7
- -
1'-
J.--
91 \} A' 8
' 1 2 3
'
'" 4
;;t:-
5 6 7
;:1:-
-:-- -t-
fr ;ff- $
92
}
1 2 3 4· 5 6· 7 8
93
) i

.
1
n
2
11
3
E
4
B)
5
En 6
B}j
7
aJ1 8
__, .
r-
•I_•

f' fl fo ffi. Jff

94 -.:;::1

Ji
J
 J
JWL Lesson 128• 256

# 1 2 3 4 5 6 7 8

95 \ \7
.
\'7 TIT? 'JD \:TD
I n \:zz;7
A
9 10 11 12

w fl I
"
'

/
1 2 3 4

96 - r ]j if__
1 2 3 4 5 6 7 8

97 J-

1
A

2
--- ?
A
3 4
#<--
5 * *-- /

98
} n f] A rn
- - - $--
- -
1 2 3 4 5 6 7 8
99 - -
'\ \-:7 p

1 2 3 4 5 I
100 I
J
.
1+ I I
I
I
.
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