PREVA i WAZ) ™’~ a AN INTEGRATED COURSE IN ELEMENTARY JAPANESE SECOND EDITION ——— la Eri Banno SFA Yoko Ikeda RF Yutaka Ohno BFR Chikoko Shinagawa NMIBEF Kyoko Tokashiki MEMOBAST: D) resents ou oeHEF 1 APCOWT HEOF 1 ATC, MPS BROT YS SILEET 71 LAREN THET. Av E18 FI IWA HF 4 FB CHE TK EE 0 CD FL-V-THBETEEUANT, TEBC KEL. Note on the accompanying disk The disk that comes with this book contains digital audio files in MP3 format. The files can be played on computers or digital audio players, but not on CD players. Copyright ©2011 by Eri Banno, Yoko Ikeda, Yutaka Ohno, Chikako Shinagawa, and Kyoko Tokashiki. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, oor transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of the publisher. First edition: May 1999 Second edition: March 2011 8th printing: May 2012 Illustrations: Noriko Udagawa and Reiko Maruyama English translations and copyreading: 4M Associates, Inc., and Umes Corp. Narrators: Miho Nagahori, Yumiko Muro, Tomoki Kusumi, Tsuyoshi Yokoyama, and Kit Pancoast Nagamura Recordings: TBS Service, Inc. ‘Typesetting: guild Cover art and editorial design: Nakayama Design Office Gin-o Nakayama and Akibito Kaneko Printing: Tosho Printing Co.,Ltd. Published by The Japan Times, Ltd. 5-4, Shibaura 4-chome, Minato-ku, Tokyo 108-0023, Japan, Phone: 03-3453-2013 ‘Website: http://bookelub japantimes.co,jp/ Genki-Online: http://genki,japantimes.co.jp/ ISBN978-4-7890-1440-3 Printed in Japan[éEHlc ABE 1909 FIAT SNA [MMAR FAS] OBATMTT. WML KR BS OREG PEABO G2 IMAL TOR » Mile Race EL KAY CO, MATRENMTT SIL ERY ELK THAR] 1d 199948, HASEHMISL oT MAP TL PIB LOT [ROE P| BABE ALT. PAROS AMABE DLC HEMEL. Ait ORAL EA SMBS DA SUT SE MAAAICMMLELA. SESEA ACHAT EPA T SAPA ERIE LEB TLE, TOR HA EY CHC HAT OK MASS LFV ELE thicthy, [bo CS SCHARANE Lv] BAH HB e OU TEL] ELL VBA BOM, CRB ONSL ICED ELK. EK. MMT AS 10 FDLAES. TBARS SAT OWRAMNT ETHEL KO COKMMTIE, FAS] OWNTHS [MAVT SI TOE RI, Bie b OPRL HOHE RSET. MLOAAOWM, BATE EL Keo KATP RIIL 2 FORMA SRLELEA, FETLY SSIHAOT KEURT OSH I RokEHALTHET. BATMO MERIC Tih. [WAS] SRHL TC RE 0TUSELO KAEBRPAEOG ORB CRMAS KELME GY ELK bE DRM LET. EK. GR NFA] ObL-BV—FKOTH ST DAEH TK ES ORFHIMOY FSA, VHAv It MAO F LEANED &, DMEM bo LHEREV TK RS ORY NY IT AZM OBMAPWS Alc, PD kD RAE LET. CORLL NAS] TC WSF RLS ARMEFA TORE STE Ello THES. 20 421 alPreface This is a revised edition of the textbook GENKI: An Integrated Course in Elementary Japanese, which was published in 1999. Since it first came out, GENKI has become widely used by teachers and students of Japanese and has gone through numerous reprintings. Such wide acceptance led to the decision to publish this revised edition, In 1999, our aim was to develop a textbook that teachers would find convenient and helpful, and one that students could easily use. We thus wrote the book based on a survey of students’ needs and refined it through many test-teaching situations. Originally meant as a text for foreign students studying in Japan, GENKI gained popularity among those studying in other countries as well. As use increased, we began to hear from those who wanted “more information on culture” and “audio aids appended to the text” It’s also been more than ten years since GENKI was originally published, and the passage of time has required revisions to vocabulary and expressions. While retaining the ease-of-use quality for teachers, we have added new content and revisions that reflect our experiences and the voices of those who have used the text. The task of revision took two years to complete, We believe that this effort has resulted in a book that instructors and students will find even easier to use and learn from. ‘The opinions of the teachers and students who have used GENKT have been a major driving force in the preparation of this revised edition. We are truly grateful to those who have provided this input. The authors would also like to express their sincere appreciation to the following: Noriko Udagawa, our illustrator, whose work has become a GENKI trademark; the staff of The Japan Times; and particularly to Chiaki Sekido of the Publications Department of The Japan Times, who has worked tirelessly with us on this project since its inception, It is our hope that students of the language will find additional pleasure in learning Japanese by using this new edition of GENKI. ‘The Authors January 2011muss ASO B

>> 13 ETA) D2CORHML, AROMMTL OMENS [~CHOTH /~ Uv ev tT) [~RUIREVITERA/~ BE OVITECA! CRBLELK. PARA kA LCP EMR TE SLI, RMBNG COAL AA=AF 4 TRAE SOIR LE LK. EK, RABSMORAWICOMTE, NAM K LokB PIANBHEMA AROBURIC ADEE Lio I F+2hotin FHARLAS ¢ (RM UA) HAMA) BA] DOMMSATO ETS WK. Ml PICRMBLET. Ab SHS [eG SCHR] CU, AE EON EMS Leas, TPC eI) BAC Ce) (OW CHA LED. [Rai EM] OFM T OMBD CHM SUTHET. enn (ail a, HARIRI E SORA + BORE ULI L.A EN CREE LEA RSESERPMPSMoTVET. AMLEMLT. FMA [S95] RECA DEARLY LY IN, BMOPTLE LEO EF KORA THC LOLI EM BAM SREY TODEEEERCEMTCEES. [Ri (ld, TOMC ERR LOE HAYS FENTVSRO, MOMMA A BMC NE HE CII LY CEL SDSL RETA, CHOOWA MAEM L CHAVA SNSOT, MOREL CTHHEY LAL BVEFILTC ES. Et, [RMI ARO TB (MP3 IE) CBC CE ACR ET. HMBC, BI MERC, BEET Y ba Ya ree MEONEABS, ¢ NL EMOET. Ons (Ma) (DI, TORO [Sak] & MICK SHLOMAVE CH TH YES. COW TC. PS] CMT K SMAI HEAT THO ET. WLME HS 2 MCRAE AC He HRL, PIMPS LMMMIHRARL THI EF. EK, BKILLMO MIE MRL [TS KOA] HHVET. [HE] OPORRATOROMTS < VHLBTS ETDS, SRHLMADL FORA DEF LALEFAWUTL £ Fo PROM MEM CLM L TORMMAA o THETH4 5, EMER SEAS BIESTHES. M3IRDS, MANCILMES HLTH) ET DY COWPEA SQW Y ELA, GB. COFEAL THOT A EY b HOMME) ERLTECA. HKMHOT ey PIS PHAZE HRM ORE L) AWLY LI, MBA MOM LICL SBME RMMTH. TIPS, MOT A EY bicldd Ee) MEMICG SL RLHY EUA. OME SOME, MAL THSASAAICMMETE SEF, MHOPFASEMAIELE. ¥ Ry WE CEA TU SFB Ld 6 > UM IERIE BLA Co BERISHA TC ES US BO TH! CY SIF SATOAMATAT [HE] OF CRAL THO ET. MBL Le APEWADL BE le CP HEI OWN TIS, [SHE] OREO [RBLZ — bl Uc pHNRE Ew THIEF. ORE [i@eR | 4 A3F BCBS LC SRA > © LS CES & BE WONG OMB EMAIL CCE LoT, ME ¢ HA LTS ET. BADD DNS EF EAH AO BE OR STB), LOMA OOTOEF. BHAA IME DRE STV ETHOS, FHALSACART SC ETT HETHo Er, MEE OMI TSE DOME! VET. CNMROF AME SHAD ee [Bai] IAL CHORE ESM EL, TOMOLLITL BOMATH. CL Cab, ETE SES (CARMEL @Culture Note #22 [Culture Note] EWA AFAEMIT, HAO EES CIO CTRL T WEF. [RROMOH) 2 CRMC HARI BE LEAD, PAROSUR) Ze EAE AE LAREC. MAVAEADATHED. FRR, COMMEMWBAILT. 47 9- BD) CHARS LED, SEG ARAL ALD LT. MRED TK CLAMS IL Eto Useful Expressions PRORIBIME UT. FV CE CMAP ALE Mew 7 [Useful Expressions] & 1} THY EF. COL ROT EDA ELJOLFICEORO bE y 7 (MLA RY, HORM (RC) OL FIMMCE M>NSRMEELDELK. CHOOMML BAKO PS>» 17 AOA ARIEL, EEA EAS (BREE) OFM CHERTOE Ts KAHAIL EHS LE (EVE CT D6, BAMILARAHK MEDEFVEFSOEMTEEF. KEL. SR EMMIS NAA ALC, SESEAAKEMSCEMHV ET. MELTS, PKI Lothe) BURLY ET. HIMNLIOOMARIMV ko T-OKOEMS MAA HOOT, EBMLETT. ill: BRE He tyy 7th FREE x *« Ss Q * * AY VS OW Ok sos18 | | Introduction I Aim and purpose GENKI; An Integrated Course in Elementary Japanese is a textbook for beginners in the study of the Japanese language. Students can complete the elementary-level study of Japanese in the 23 lessons of this text, which is divided into two volumes. The book is designed mainly for use in university courses, but is also effective for high school students and adults who are beginning to learn Japanese either at school or on their own. Hopefully, students will have at least a basic knowledge of English, because grammar explanations are given in English. GENKI: An Integrated Course in Elementary Japanese is a comprehensive approach to developing the four basic language skills (listening, speaking, reading, and writing), which aims to cultivate overall Japanese-language ability. Emphasis has been placed on balancing accuracy, fluency, and complexity so that students using the material will not end up speak- ing accurately yet in a stilted manner, or fluently but employing only simple grammatical structures. II Revised edition ‘The revised edition features changes in four major areas. 1. Addition of Culture Notes Each lesson now contains a “Culture Note,” which is designed to enhance students’ knowl- edge of Japan through information on Japanese culture and daily life. 2. Audio material bundled with text and workbook Audio aids, which had previously been sold separately, have now been added to the textbook and workbook in MP3 format. The addition of audio material for the workbook’s “Listen- ing Comprehension” exercises is especially convenient. We have also recorded the readings from the Reading and Writing section of the book. 3. Vocabulary and expressions We rigorously reviewed the vocabulary and expressions to replace words, such as “cassetteIntroduction >>> 19 tape” and “LL” that are no longer in common use, with words and phrases that students will encounter more frequently. 4, Grammar, practice and readings While no changes were made to the grammatical topics introduced in each lesson, we sup- plemented the text and/or made the necessary corrections to make the material even easier to understand. In the revised edition, we have replaced the negative forms of adjective and noun phrases -ku arimasen/-ja arimasen and -nakucha ikemasen, meaning “must,” with the -ku nai desu/ ja nai desu and -nakereba ikemasen/-nakya ikemasen forms, which are more commonly used in everyday life. We also increased communicative practice material—mainly dialogues—so that students would be given sufficient opportunity to practice the grammar that they learn. Moreover, we have updated the readings in the Reading and Writing section to make them more relevant to the Japan of today. I] Structure of the textbook ‘This textbook basically consists of three sections: Conversation and Grammar, Reading and Writing, and the Appendix. A detailed explanation of each part follows A> Conversation and Grammar ‘The Conversation and Grammar section aims at improving students’ speaking and listening abilities by having them learn basic grammar and by increasing their vocabulary. The Con- versation and Grammar section of each lesson is organized as follows: @ Dialogue ‘The dialogues revolve around the lives of foreign students living in Japan and their friends and families, presenting various scenes that students are likely to face in their daily lives. By practicing natural expressions and aizuchi (responses that make conversations go smoothly), students are able to understand how sentences are connected and how some phrases are shortened in daily conversation. Because the Dialogue section of each lesson covers a lot of new grammar and vocabulary, students may feel it is too difficult to understand at first. Don't be overly concerned, however, because the grammar and vocabulary will gradually take root with practice. Students can listen to dialogues on the accompanying audio aids (in MP3 format). Students are encouraged to practice regularly by listening to the audio and carefully noting pronunciation and intonation.20 @ Vocabulary The Vocabulary section presents all the new words encountered in both the Dialogue and Practice sections of each lesson. Words that appear in the Dialogue are marked with an as- terisk (+), Words are listed according to their function in Lessons 1 and 2, and by parts of speech in Lesson 3 and all subsequent lessons. In addition, all words presented in the text are also found in the Index at the end of each volume. Words found in the Vocabulary section of each lesson appear frequently in subsequent lessons, thus encouraging students to learn little by little each day. The new words, along with their English translations, also appear in the audio material, which enables students to absorb through listening. Starting with Lesson 3, the Vocabulary section also gives the kanji rendering, but students are not required to memorize the kanji orthography. This textbook does not indicate a word’s accents. The accent of a Japanese word varies considerably, depending on region, the speaker’s age (including the generation gap between speakers), the word’s inflections, and its connection with other words in the sentence. ‘Therefore, there is no need to be overly concerned about accent, but try to imitate as closely as possible the intonation heard on the accompanying audio aids. @ Grammar Easy-to-understand grammar explanations are provided so that even those studying on their own can easily follow. Students at school should read the explanations before each class. All grammar items covered in the lesson’s Practice section are explained in the Grammar section, Grammar and vocabulary that require explanation but are not practiced are sum- marized in the Expression Notes section at the end of each Grammar section. @ Practice For each grammar point covered, Practice sections provide drills that advance in stages from basic practice to application. The intent is to enable students to gain a grasp of Japanese naturally by completing the drills in the order presented. Basic exercises that call for a single predetermined answer are marked with a [il] and re- corded with their answers on the audio aids, thus allowing students to practice and learn on their own. ‘The last part of the Practice section contains Review Exercises that help summarize what has been learned. For example, some exercises combine various topics covered in the lesson, while others require students to create dialogues by applying what was learned in the Dia- logue section. @ Culture Note ‘We have integrated a Culture Note section into each lesson, where we explain aspects of the culture and everyday life of Japan. These notes cover a wide variety of topics, ranging frommatters closely linked to language, such as kinship terms, to information deeply ingrained in daily life, such as the Japanese climate. Our hope is that these comments will serve as @ springboard for students to deepen their understanding of Japanese culture even further by taking steps of their own, such as by gathering information from the Internet or by discuss ing the topics with their Japanese friends. @ Useful Expressions When necessary, we include sections on Useful Expressions at the end of the lessons in or- der to present supplementary vocabulary and phrases. These sections list expressions that are related to the lesson’s topic (as in “Time and Age” in Lesson 1) or to particular situations (as in “At the Station” in Lesson 10). The vocabulary introduced in Useful Expressions is also listed in the index of each volume. B > Reading and Writing “The Reading and Writing section aims to foster comprehension and writing ability through the study of Japanese characters and through practice in both reading and writing. After learning hiragana in Lesson 1 and katakana in Lesson 2, students begin studying kanji in Lesson 3. Each lesson after Lesson 3 is organized as follows: @ Kanjilist ‘The list contains the new kanji introduced in each lesson. Students are exposed to about 15 new characters in each lesson. Since it is probably not feasible to learn all of these at once, we encourage students to tackle a few each day. We have formatted each kanji list as follows. (1) serial number (2) kanji (3) reading (5) compounds that include the kanji vy |rlge | ARUBA) book BARUEIEA) Taran =| pte BABB IEAC) Japanese language | WRX A (PEGE SA) Mr/Ms. Yamamoto 7 [oobi [tT FR * (4) meaning (7) stroke order (© stroke count The > mark appearing next to readings in item (3) indicates the on-yomi, or the reading of the character that was imported from China. The [> mark indicates the kun-yomi, or the native Japanese reading. The sound of on-yomi and kun-yomi may change when the kanji is used in certain words. For example, the ordinary pronunciation of # is gaku, but this becomes gak when the kanji is used in the word %## (gakkoo). Such derivative readings are also included in the readings section.22 Although some kanji have many readings, we include principally those readings that are appropriate for an elementary level course. Readings and words that are shaded should be memorized. The others are for reference, so students don’t need to memorize them. ‘The Reading and Writing section of the work- book includes practice sheets for the kanji learned in each lesson. Students should practice writing the kanji repeatedly, following the stroke order shown on the kanji list in the text- book. @ Practice GENKT I consists of kanji practice, readings for comprehension, questions about the content of the readings, and writing practice. Kanji practice is aimed at getting students accustomed to kanji through practice in various forms, such as reconstructing kanji from their compo- nent parts or making new words by combining kanji. Readings for comprehension are gen- erally short and deal with subjects familiar to the students. They assume knowledge of the vocabulary and grammar that the student has learned in the Conversation and Grammar section. New words that appear in the readings are listed. At the end of each Practice sec- tion, we suggest topics for students to write on, GENKI I] contains readings for comprehension, questions about the content of the read- ings, and writing practice. The readings introduce Japanese as it is used in a variety of areas, ranging from letters and fables to essays and advertisements. They assume knowledge of the vocabulary and grammar that the student has encountered in the lesson so far, and with each lesson the readings become longer and more difficult. New words in the readings are listed in the order in which they appear. At the end of each Practice section, we suggest top- ics for students to write on. We provide recordings of these readings in both Volumes I and II of the revised edition. ‘These are denoted by a [4] mark, Students can listen to them through the accompanying audio aids (in MP3 format). C> Appendix ‘The Appendix of Volumes I and II contains an Index. The Japanese-English Index, in hira- gana order, lists words and expressions from the Vocabulary and Useful Expression sections of each lesson (the index does not contain the vocabulary used in Culture Notes). The num- ber next to a word indicates the lesson in which the word was introduced. In the English- Japanese Index, English equivalents to Japanese words are arranged in alphabetical order. In both indexes of this revised edition, verbs are indicated with [ru] [u] [irr.], to show which verb group they belong to. Also included in the Appendix are a map of Japan with the names of all the prefectures, a table of changes in the sounds of numbers and counters, and a table of verb conjugations.Introduction »>» 23 IV Orthography and font ‘The basic text is written in kanji and hiragana. In the case of kanji, we follow the official Joyo Kanji list. However, hiragana is used instead when the Joyo Kanji equivalent is deemed un- necessary for beginning students of Japanese. ‘The pronunciation of every kanji in the Conversation and Grammar section is indicated in hiragana so that this section can be studied alone. To lessen the burden on the students and allow them to study on their own, however, the “Greetings” unit and Lessons 1 and 2 are written in hiragana and katakana, alongside which the same statement is presented in romanization. The romanizations are purely for supplemental purposes and students should avoid relying on them too much. Students study hiragana and katakana in Lessons 1 and 2, respectively, of the Reading and Writing section. Students begin studying kanji in Lesson 3 of the Reading and Writing section. To encour age students to maintain a firm grasp of the kanji they have learned, the Reading and Writ- ing section does not provide hiragana readings for kanji that have already been introduced. The Japanese in the basic text is set mainly in the Textbook font, which resembles hand- writing and serves as a good model for students. Students will encounter a variety of fonts used for Japanese materials, however, and should be aware that the shape of some characters differs considerably, depending on the font used. Note especially that in certain fonts two separate strokes may merge into a single stroke because they mimic the characters produced by a writing brush. Example: ‘Textbook font Mincho font Gothic font Handwriting rok Ode Ol UO FH OH Ay OY YS Ae Nk cS * ) b xr? heiseJapanese Writing System ‘There are three kinds of characters in Japanese: hiragana, katakana, and kanji.’ All three characters can be seen in a single sentence. Fve ee RE Ft. I watch television. katakana — kanji hiragana Hiragana and katakana, like the alphabet, represent sounds. As you can see in the above ex- ample, hiragana has a roundish shape and is used for conjugation endings, function words, and native Japanese words not covered by kanji. Katakana, which has rather straight lines, is normally used for writing loanwords and foreign names. For example, the Japanese word for “television” is written in katakana as # V € (terebi). Kanji, or Chinese characters, represent not just sounds but also meanings. Mostly, kanji are used for nouns and the stems of verbs and adjectives. @Hiragana 1. Basic Hiragana Syllables ‘There are forty-six basic hiragana syllables, which are listed below. Once you memorize this chart, you will have the skill to transcribe all of the Japanese sounds. 45 uN 4 z 6 @ i u ¢ ° a x + = ka | i ku ke ko x vu > tt = sa | “shi su se i _ 80 = is B 2 16 x ta “chi “tsu Ps to ty tz #2 ta D na ni mu ine no (t Bo Ss oS (Z ha hi | Fi he ho t ' There is another writing system called rdmaji (Roman letters) which is used for station names, signs, and so on.Japanese Writing System +++ 25 _ ra ri 2 2 8 * ‘The syllables L, , >, and are romanized as shi, chi, tsu, and fu re- spectively, to closely resemble English pronunciation. a J °"£ isalso pronounced as “wo.” Be ‘The romanization is given for general pronunciation reference. 2. Hiragana with Diacritical Marks You can transcribe 23 additional sounds by adding diacritic marks. With a pair of short diagonal strokes (” ), the unvoiced consonants k, s, f, and h become voiced consonants g, 2 d, and b, respectively. The consonant h changes to p with the addition of a small circle (* ). ae ¥ < iF z | se | ge ge = 7 as e ze za ji au ze 0 Efe fs | tle da ji zu de io (f u 3 x“ (F ba |i bu be bo ve Ted *& (ji) and J (zu) are pronounced the (f u 3 a (f same as U (ji) and + (zu), respec- pa Pi ad F po tively, and have limited use. 3. Transcribing Contracted Sounds Small ¥, 1D, and £ follow after letters in the second column (i-vowel hiragana, except \) and are used to transcribe contracted sounds. The contracted sound represents a single syl- lable.26 xe em) Fk ¥k bya | yu kyo go (Pee |e ert ea lee Us | sha ‘shu ‘sho jo Bm be cha chu cho | = [Ile | [Ilo pis - : - me fom | mw | [ee | ee |] Oe Oe | Oo | Os be | bw | be abs yu el Ue | Eo | Ee A 2» A » & t _Pya pyu pyo mya | “mw | “myo Ye) Uo) Ue ya ry 0 4. Transcribing Double Consonants ‘There is another small letter, 2, which is used when transcribing double consonants such as tt and pp. Examples: 4° 7: katta (won) cf #4: kata (shoulder) X24 sakka (writer) lZol£ happa (leaf) XL zasshi (magazine) Note double consonant 1's as in sannen (three years) are written with 4 +a hiragana with an initial n sound (#2, I<, #8, 4, and M), Examples; A414 sannen (three years) SAVY annai (guide) 5. Other Issues Relating to Transcription and Pronunciation A. Long Vowels When the same vowel is placed one right after the other, the pronunciation of the vowel becomes about twice as long as the single vowel. Be sure to hold the sound long enough, because the length of the vowel can change one word to another.Japanese Writing Syster 27 aa BILHXA obaasan (grandmother) cf. BIE* A obasan (aunt) ii BUWAA ojiisan (grandfather) ce BUSA ojisan (uncle) uu FIU suuji (number) ee ‘The long ee sound is usually transcribed by adding an \ to an e-vowel hiragana. ‘There are a few words, however, in which @ is used instead of \y. ava eega (movie) BATA oneesan (big sister) 00 The long 00 sound is in most cases transcribed by adding an 3 to an o-vowel hiragana. There are, however, words in which the long vowel is transcribed with an &, for historical reasons. 1235.9 — hooritsu (law) ts too (ten) B. Pronunciation of Av A “n” is treated like a full syllable, in terms of length. Its pronunciation varies, however, depending on the sound that follows it. Japanese speakers are normally not aware of the different sound values of {.. Therefore, you do not need to worry too much about its pronun- ciation.” C. Vowels to Be Dropped ‘The vowels i and w are sometimes dropped when placed between voiceless consonants (ks, f, p,and h), or at the end of an utterance preceded by voiceless consonants. Example: $2 TF s(u)kides(u) (1like it.) D. Accent in the Japanese Language Japanese has pitch accent: all syllables are pronounced basically either in high or low pitch. Unlike English stress accent in which stressed syllables tend to be pronounced longer and louder, in Japanese each syllable is pronounced approximately in equal length and stress. ‘The pitch patterns in Japanese vary greatly, depending on the region of the country. ? One variety of the A. pronunciation merits discussing here. When it is followed by a vowel or at the end of an utterance, A. indicates that the preceding vowel is long and nasalized. (Nasalized vowels are shown here with a tilde above vowel letters. You hear nasalized vowels in French words such as “bon,” or the English interjection “ub-ub,” as in “no.") ex. MLB real (romance) (24 hd (book) Followed by nt, d, and zsounds, 4 is pronounced as “n.” ex. BAt ona (woman) Followed by m, p, and b sounds, 4 is pronounced as “m.” ex. SALE sampo (stroll) Followed by k and g sounds, & is pronounced as “ng” asin “song.” ex. 44% mayga (comics)28 Examples: 4 * sal (morning) wer gg’ (ame) \ nO Ge aa (high) @Katakana [r]a]9 + x | a i 4 e ° 4 + 2 7 a ka ki ku ke ko 4 Y z + Y sa “shi su se so a ia y Tr k ta “chi *tsu te to | = 7 na ni nu ne no ZN E 7 eS ins ha hi ft he ho Zz 3 4 | = ma mi mu me mo +, a2 a ya yu yo 7 ) wv L 0 ra ri mw re 0 | Wi 7 | |__ wa Ly “the syllables ¥, +, Y,and 7 are 5 - romanized as shi, chi, tsu, and fu, re- 7 spectively, to closely resemble English n pronunciation, go NEN 8 ey z0__ Japanese Writing System>>» 29 \ Tv Ty Vy aueleely da ji a de | do ae E < K ba bi bu | be bo ° ° ° © * ¥ (ji) and */ (zu) are pronounced the 7% E ia aR same as 7 (ji) and X (zu), respec- pa a pu ba fe) tively, and have limited use. cata ete cial tata | teal a | kya kyu hyo | ga gu ‘go 5 5 5 | oS 5 “vr 72 Ya | vr Va sha shu sho | ja jo Fr | Fa Fa cha chu | cho =y ]| a2] =3 me {| ov | on e+] ta] es Ey | Ean Es bya byw byo hya hy hyo eer ea es py a ig pya | py yo. mya my myo Yr | Ja | ae ra nu 10 ‘The pronunciation of katakana and its combinations are the same as those of hiragana, ex- cept for the following points. (1) The long vowels are written with — Examples: #7 — kaa (car) 7% kecki (cake) R¥— — sukii (ski) 1 booru (ball) A-Y — suutsu (suit) When you write vertically, the — mark needs to be written vertically also. Example: * K-w I30 (2) Additional combinations with small vowel letters are used to transcribe foreign sounds which originally did not exist in Japanese. Examples: 74 OTA harowiin (Halloween) Ox haiwee (highway) or mineraruwootaa (mineral water) yen shefu (chef) Yu jeemusu (James) Fx chekku (check) Ir fasshon (fashion) 74 firipin (Philippine) 7x kafe (cafe) a4 fooku (fork) F4 paatii (party) F4 F4ARa-Fy ek Dizuniirando (Disneyland) F2 Faxtyth dyuetto (duet) (3) The sound “v” is sometimes written with *%. For example, the word “Venus” is some- times written as E—+ % or V4 — FR. Kanji are Chinese characters which were introduced to Japan more than 1,500 years ago when the Japanese language did not have a writing system. Hiragana and katakana evolved later in Japan based on the simplified Chinese characters. Kanji represents both meanings and sounds. Most kanji possess multiple readings, which are divided into two types: on-yomi (Chinese readings) and kun-yomi (Japanese readings). On-yomi is derived from the pronunciations used in China. Some kanji have more than one on-yomi due to temporal and regional variances in the Chinese pronunciation. Kun-yomi are Japanese readings. When people started to use kanji to write native Japanese words, Japanese readings (kun-yomi) were added to kanji. By the time of high school graduation, Japanese are expected to know 2,136 kanji (called Joyo kanji), which are designated by the Ministry of Education as commonly used kanji. A total of 1,006 kanji are taught at the elementary school level, and most of the remainder are taught in junior high school. ‘There are roughly four types of kanji based on their formation,(1) Pictograms Some kanji are made from pictures: ge = kh = Rew sly (- => 9 = BF @ayssun) ax (2) Simple ideograms Some kanji are made of dots and lines to represent numbers or abstract concepts. = + Ztthreey 1 = Ew) (3) Compound ideograms Some kanji are made from the combination of two or more kanji. Ey Geay:sun) + A (moony) -+ BA (bright) A (erson) + IK tee) - AIK (to rest) (4) Phonetic-ideographic characters Some kanji are made up of a meaning element and a sound element. Meaning element Sound element On-yomi 5 (water) + F sei (vive) = FF sei lean) Ey Geayssun) + BP sei ue) + BREF sei (lear sy)aASEOOKE DU BA ES Conversation and Grammar Section SUED Groetngs ——__— iw 1m BEBUUE IES New Friends 8 828 DGD Shopping ——___________—-s 3m F—hOMIR Making a Date 4 Am YOTOF—b The Fist Date 1m 35.8 IBBBHEAT A Tip to Okinawa——— aa 68 O}(— hehO>8 A Day in Robert's Life 146 87 IEDR Family Petre 1 mam /—Ne a — Barbecue 186 WOM DRE Kabud ane e10" ZKVOFE Winter Vacation Plans — 228 LR fkaDBE Alter the Vacation —— 128 F Feeling n —— _____xsBUAD (wos Greetings Caiteit.) tiv.) Grtaury ep D GA “Grp 6 ile hebliLs. BlLF CXOsTF. CAI BIL CAlEAlL. slits. BTA(AAY). HYVACI. bYCF TFAEtL. Whe WotT8ET. WoTtTbhoLler. KEVES Ye). tt. reudt. THEITE(TLA). (LUHELT. LAL Basolat. Ohayoo. Ohayoo gozaimasu. Konnichiwa Konbanwa. Sayoonara. Oyasumi(nasai). Arigatoo. Arigatoo gozaimasu. Sumimasen lie, Ittekimasu. Itterasshai Tadaima. Okaeri(nasai). Itadakimasu, Gochisoosama(deshita). Hajimemashite Yoroshiku onegaishimasu BUED»»» 35, lL UHELT. t4L% Baas Good morning. Good morning. (polite) Good afternoon. Good evening. Good-bye. Good night. Thank you. ‘Thank you. (polite) Excuse me.; I'm sorry. No. Not at all. Tl go and come back. Please go and come back. Tm home. Welcome home. Thank you for the meal. (before eating) ‘Thank you for the meal. (after eating) How do you do? Nice to meet you.36 >>> 5 SCRA Expression Notes 1 BIEKS/BOKES > Ohayoo is used between friends and family members, while ohayoo gozaimasu is used between less intimate acquaintances, similarly with arigatoo and arigatoo gozaimasu. The rule of thumb is: if you are on the first-name basis with someone, go for the shorter versions. If you would address someone as Mr. or Ms., use the longer versions. Ohayoo is the greeting used before noon, but some people use it in casual settings in the afternoon or even at night when they see their classmates or co- workers for the first time that day. ASS» There are several good-bye expressions in Japanese, the choice among which depends on the degree of separation. Sayonara indicates that the speaker does not expect to see the person spoken to before she “turns a page in her life”; not until a new day arrives, or until fate brings the two together again. It sounds dramatic and ritualistic, and its daily use is largely restricted to school children taking leave of their teachers. Uxdb, Ek. Jaa, mata. (between friends, expecting to see each other again fairly soon) LonwLet. — Shitsureeshimasu (taking leave from a professor's office, for example) SHEA Sumimasen means (1) “Excuse me,” to get another person’s atten- tion, (2) “I’m sorry,” to apologize for the trouble you have caused, or (3) “Thank you,” to show appreciation for what someone has done for you. UIA b ie is primarily “No,” a negative reply to a question. In the dialogue, itis used to express the English phrase “Don’t mention it,” or “You're welcome,” with which you point out that one is not required to feel obliged for what you have done for them. WDTSILPLVWD THEFT /KEWE/BDA DEAL Ittekimasu and itterasshai is a common exchange used at home when a family member leaves. ‘The person who leaves says ittekimasu, which literally means “I will go and come back.” And the family members respond with itterasshai, which means “Please go and come back.” Tadaima and okaeri are used when a person comes home. ‘The person who ar- rives home says tadaima (I am home right now) to the family members, and they respond with okaerinasai (Welcome home).BUeD37 NALHS Practice Act out the following situations with your classmates. 1, You meet your host family for the first time. Greet them. 2. It is one o'clock in the afternoon, You see your neighbor Mr. Yamada. 3. You come to class in the morning. Greet your teacher. Greet your friends. 4, On acrowded train, you stepped on someone's foot. 5. You dropped your book. Someone picked it up for you. 6. It is eight o'clock at night. You happen to meet your teacher at the convenience store. 7. You are watching TV with your host family. It is time to go to sleep. 8. You are leaving home. 9. You have come back home. 10. You are going to start eating. 11. You have finished eating. CansreQQnD HOSTEL BUF Greetings and Bowing Aisatsu 10 og Japanese people greet each other by bowing, which has many other functions, such as expressing respect, gratitude, or apologies. There are different ways of bowing, ranging from a small nod of the head to a 45-degree bend at the waist, Generally, the longer and the deeper you bow, the more formal and respectful it appears to others. Many Japanese tend to feel uncomfortable with physical contact, although handshaking is becoming quite common in business situations, especially those involving foreigners. When meeting someone in a business situation for the first time, it is customary to exchange meeshi (business cards) with a small bow. Etiquette guides list a vast number of rules and pointers, but Just remember that the important thing is to clearly show your respect when exchanging meeshi38 >>> SBR « SU mu be» BIESLUIEDTED New Friends a logue DvD D Mary, an international student who just arrived in Japan, talks to a Japanese student. af: VEEN Fade, Od ELUTE. Meat Srimaser, "fran taf su 27eIFL: UpsKlratt. Takeshi Juuniji han desu. IAT: BYKLG CkOEF. Meari gioco peas FRUL Re Takeshi lie139 @ Bei0s:« AGL: Takeshi bare ATR: Mearii AWE: Takeshi es ATTY? Meatii ® @ HO, VOI LETH A. Ano,” ryuugakusee desu ka. bee RAL TUVSPFREVAK OD RLEOTT. Fe, Arizona daigaku no gakusee desu, EITHH, HA IFlE CATIA. Soodesuka. — Senkoowa nan desu ka. EA ICH. WE [MLA TH. Nihongo desu. Ima ninensee desu. Mary: Excuse me, What time is it now? ‘Takeshi: Its half past twelve. Mary: Thank you. ‘Takeshi: You're welcome. @ @ ‘Takeshi: Um . . are you an international student? Mary: Yes, am a student at the University of Arizona, ‘Takeshi: I see. What is your major? Mary: Japanese. I am a sophomore now.~UL thi teh 49TT 45TH Kvaed Thi eees eer Uh TIE ISlEA awh live (ih (EA 29 Ym Fase tty bEL senkoo sense soo desu soo desu ka daigaku denwa tomodachi namae nan/nani Nihon ryuugakusee watashi_ English (language) yes student «.-language ex. IS[EA 2 (nihongo) Japanese language high school PM. AM. = years old ‘Mr/Ms. d'elock ex. U (ichiji) one dclock + people ex. IEA UA (nihonjin) Japanese people major teacher; Professor... ‘That’s right. I see. Is that so? college; university telephone friend name what Japan «year student ex. 664A +s (ichinensee) first-year student yes half ex. (5 UlLA, (niji han) half past two number international student IADDITIONAL VOCABULARY Countries TAR boo cry THEN Sethe oN ws Bt Be Cx | Acs Ay wv ek ON Majors wag TLTWLE ws eas Goes ZC em LITS 37 Fa-e— = eo SD Amerika Igirisu Oosutoraria Kankoku Suweeden Chugoku kagaku ajia kenkyuu keezai kokusaikankee konpyuutaa_ jinruigaku seeji bijinesu bungaku rekishi Occupations Lore Moe OWL eh Talat Los Kvvas cy hattey FEvvas < ata AATL Family BYSTL BEGTA BRATA BIWsh wear BEL shigoto isha kaishain kookoosee shufu daigakuinsee daigakusee bengoshi okaasan otoosan ‘oneesan oniisan imooto, otooto US.A. Britain Australia Korea Sweden China science Asian studies ‘economics international relations ‘computer anthropology politics business literature history jobs work; occupation doctor office worker high school student housewife graduate student college student lawyerAD vo BS SK i a SR hh a Oe NE mare fee ee @@ xayves “It is 12:30? “I am a student” “My major is the Japanese language” These sentences will all be translated into Japanese using an appropriate noun and the word desu. -— Itis CaF Clrtt. (It) is half past twelve. Juuniji han desu. BL EWTT o (D) am a student. Gakusee desu. (ELKO TH. (My major) is the Japanese language. Nihongo desu Note that none of these sentences has a “subject,” like the “it” “I and “my major” found in their English counterparts. Sentences without subjects are very common in Japanese; Japa- nese speakers actually tend to omit subjects whenever they think it is clear to the listener what or who they are referring to. What are we to do, then, when it is not clear what is being talked about? To make explicit what we are talking about, we can say: ib LOCH. is the Japanese language. wa_nihongo desu. Where stands for the thing that is talked about, or the “topic,” which is later in the sentence identified as nihongo. For example, HAL FE EAI TH. (My) major is the Japanese language. Senkoo wa —_nihongo desu Similarly, one can use the pattern X wa Y desu to identify a person or a thing X as item Y. XIeY TS. X is Y. As for X, it is ¥. bhLit 22+ 4h04. Tam Sue Kim. Watashi wa Suu Kimu desu.SEV 43 PELASAL HAHUOTT. Mr. Yamashita is a teacher. Biase aoa te axe . 48 APY SKIL FAVAUL TH. — Mary isan American. Mearii san wa amerikajin desu. Wa is a member of the class of words called “particles.” So is the word no, which we will turn. to later in this lesson, Particles attach themselves to phrases and indicate how the phrases relate to the rest of the sentence. Note also that nouns like gakusee and sensee in the above examples stand alone, unlike their English translations “student” and “teacher” which are preceded by “a.” In Japanese, there is no item that corresponds to “a,” nor is there any item that corresponds to the plural “-s” at the end of a noun. Without background situations, a sentence like gakusee desu is therefore ambiguous between the singular and the plural interpretations; it may mean “We are/you are/they are students,” as well as “I am/you are/she is a student” Question Sentences It is very easy to form questions in Japanese. Basically, all you need to do is add ka at the end ofa statement. ) wp Ia teT. pia tutta! Ryuugakusee desu. Ryuugakusee desu ka. (Lam) an international student. (Are you) an international student? ‘The above sentence, Ryuugakusee desu ka, is a “yes/no” question. Question sentences may also contain a “question word” like nan? (what). In this lesson, we learn how to ask, and answer, questions using the following question words: nanji (what time), nansai (how old), nannensee (what year in school). HKIFL RATIO. (#XK251t) AUTTH. Senkoo wa han desu ka. (Senko wa) ‘eego desu. What is your major? (My major) is English. ‘It is not customary to write a question mark at the end of a question sentence in Japanese. ? The Japanese question word for “what” has two pronunciations: nan and nani. Nan is used immediately before desis ot before a “counter” lke jf (oelock). The other form, nani, is used before a particle, Nani is also used in the combination nanijin (person of what nationality).Adve i SCR WWE BAUTTAYS (vd) ETH. Ima nanji desu ka. (ima) Kuji desu. What time is it now? Itis nine oclock. ane AT YN SAM BLATT AS IA HIATT. Mearii san wa nansai desu ka. Juukyausai desu How old are you, Mary? Tim nineteen years old. RAMLENTT A. [ALEUNTT. ‘Nannensee desu ka. Ninensee desu. What year are you in college? I'ma sophomore. TAbIEK IIL BATT. 186 D 7343 TH. Denwa bangoo wa nan desu ka. Ichi hachi roku no nana san yon san desu. What is your telephone number? It is 186-7343. noun, noun, No is a particle that connects two nouns. The phrase Sakura daigaku no gakusee means “a student at Sakura University.” The second noun gakusee provides the main idea® (being a student) and the first one Sakura daigaku makes it more specific (not a high school, but a college student). No is very versatile. In the first example below, it acts like the possessive (“xs”) in English, but that is not the only role no can play. See how it connects two nouns in the following examples. KItLELD TABIELLS ‘Takeshi phone number Takeshi sanno _denwa bangoo EVAL O LAY a college professor daigakuno __sensee I1ELK ID 8K tty a student of the Japanese language nihhongo no gakusee (ELD Kvvard a college in Japan Nihon no daigaku Observe that in the first two examples, the English and Japanese words are arranged in the same order, while in the last two, they are in the opposite order. Japanese seems to be more consistent in arranging ideas here; the main idea always comes at the end, with any further description placed before it. * Here is what we mean by the “main idea” In the phrase Takeshi san no denwa bangoo (Takeshi’s phone number), the noun denwa bangoo (phone number) is the main idea, in the sense that if something is Takeshi’s phone number, itis a phone number. The other noun Takeshi san is not the main idea, because Takeshi’ phone number is not Takeshi_ EB as ee noun, D noun, | , | | main idea | | further restriction | A phrase of the form “noun, no noun,” acts more or less like one big noun. You can put it wherever you can put a noun, as in the following example: RIL AAD BHAHRA [lt [7 2ID tht |TF. Takeshi san'no_okaasan wa kookoono sense desu. | Takeshi mother |is| a high school teacher|. ConsreQD (IZAVAD ER Japanese Names Nihonjin no namae When Japanese give their name, they say their family name first and given name last (middle names do not exist). When introducing themselves, they often say only their family name. Here are some typical Japanese names. Given name Family name Pn Men Women } e635 Satoo RKP Takuya Ap Erika | tte Suzuki Ledt | Shoota Bu Ai | tPNEL | Takahashi | 539 | Ichiroo Bea Naomi hep Tanaka VL Hiroshi maz Yuko | Wed Itoo ESOS Masahiro | B&® Misaki | Most Japanese names are written in kanji. For example, Tanaka is usually written as ch, which means “middle of the rice field.” Family names are often related to nature or geo- graphical features. Because many kanji share the same reading, names with the same pro- nunciation may be written with different kanji, such as #8 and 48 for the feminine name Yuko.AG Se Set RJ —h~ uss Bh Expression Notes 2 ®O> Ano indicates that you have some reservations about saying what you are going to say next. You may be worried about interrupting something someone is currently doing, or sounding rude and impolite for asking personal questions, for example. l4U\/Z.AZ> Both hai and ee means “yes” in response to yes-no questions. Com- pared to hai, ee is more conversational and relaxed. In more informal situations, un is used, Hai is also used to respond to a knock at the door or to the calling of one’s name, meaning “Here,” as follows. (Ee cannot be replaced in this case.) Teacher: AS ASA? — Mr. Smith? Sumisu san? Student: 120%. Here. Hai ES TIM Soo desu ka acknowledges that you have understood what was just said. “Is that so?” or “I see.” Pronunciation of [> The particle (i is pronounced “wa,” not “ha.” It should be written with (£. All other instances “wa” are written with . DELO CADIEATI IS 37-8667 TH 6 Wtashino denwa bangoo wa san nana no hachi roku roku nana desu. My telephone number is 37-8667. ‘There are few exceptions, such as konnichiwa (good afternoon) and konbanwa (good evening). They are usually written with © AZ (d and © ANEA AS. Numbers» Many number words have more than one pronunciation. Refer to the table at the end of this book for a general picture. 0 41 and HW: are both commonly used. 1 Ws, but pronounced as V9 in V9 484, (one minute) and Wo $v (one year old). 2. {all the time, When you are reading out each digit separately, as when you give your phone number, it may be pronounced with a long vowel, as iz, 3. SAvall the time. The part that follows it may change shape, as in $A, SA, instead of SABA.SELB rra7 Expression Notes 2 A is the most basic, but fourth-year student is & 42479 and four o'clock is £ L. In some combinations that we will later learn, it is read as L (as in L#*9, April), The part that follows this number may change shape too, as in ASA. all the time, When read out separately, it may be pronounced with a long vowel, as £3. 4X, but pronounced as 43 in BoA. ig 7b is the most basic, but seven o'clock is LL. 15, but usually pronounced as td in (koS8A and ido S00 % @ 7 is the most basic, but nine o'clock is < LU. Uw 5, but pronounced as Uw > or Lo in Vw oRA/L OBA and Dw oSW/Eo8u. Giving one's telephone number b The particle no is usually placed in between the local exchange code and the last four digits. Therefore, the number 012-345- 6789 is zero ichi ni, san yon go no, roku nana hachi kywu. tEAELP The word sensee is usually reserved for describing somebody else’s oc- cupation. Watashi wa sensee desu makes sense, but may sound slightly arrogant, because the word sensee actually means an “honorable master.” If you (or a mem- ber of your family) are a teacher, and if you want to be really modest, you can use the word kyooshi instead. AvP Sart is placed after a name as a generic ttle, It goes both with a given name and a family name, Children are referred to as chan (and boys in particular as kun), rather than san. Professors and doctors are usually referred to with the title sensee. San and other title words are never used in reference to oneself. Referring to the person you are talking to>'The word for “you,” anata, is not very commonly used in Japanese. Instead, we use the name and a title like san and sensee to refer to the person you are talking to, Therefore, a sentence like “Ms. Hart, are you Swedish?” should by DASA RY EAFL EACH Hato Sanwa saweedenjin desu Ks instead of N= hRA, HRI AVSAFS CATH Haatosan, "anata wa suweedenjin desu ka.48> >> SHR SUK NALHS Pract ce (FSU (Numbers) 0 €o/H zero” tee 10s ll Unis 30 XAUBG | ichi juichi sanju 24 12 Usile 40 LAUoIi ni juni yonjuu eet. 13 Loder 50 Clad san juusan gous 4 £A/LA(E) 14 Ci dd/UdIL 60 4< Uni yon shi (yo) juuyon juushi rokujuu Siac) 15 Unie 70 “#eU ad go juugo nanajuu 6 4¢ 16 bai4s 80 [6 U 09 roku juuroku hachijua 7 te/le 17 Unjee/s toils 90 Fae7UDI nana shichi juunana juushichi kyuujuu | 8 1th 18 Usslts 100 Bes hachi juuhachi hyaku 9 *0I7/6 19 Uojeai/l ois kyu ku juukyuu juuku 10 Und 20 kas | juu nijua | A. Read the following numbers. [2 ko1-08 (a)5 (b) 9 (c)7 (a1 (e) 10 (£8 (g)2 (h) 6 G4 (j)3 B. Read the following numbers. [1#}xo1.09 (a) 45 (b) 83 (c) 19 (4) 76 (e) 52 (£) 100 (g) 38 (h) 61 (i) 24 (3) 97 C. What are the answers? [al] kor.10 (a) 543 (b)9+1 (c)3+4 (d)6-6 (e)10+9 (f)8-7 (g) 40-25B19 (@ Ub (Time) (4 con wet eAE Se ichiji af sanji oa oii | 5) ) @) AKU LBL (Z6U twit rokuji shichiji hachiji od juyji Caivsbe CegKeU WSUEL | juuichiji juuniji ichiji han A. Look at the following pictures and answer the questions. [2]ko112 Example: Qiud BAUTT A. Ima nanji desu ka. ALB ULLTT. Ichiji han desu. @ @) (5) °) @ © © Qe ae a950 >>> SBR Sc B. Answer the questions. Ko1l3 Example: Q:¢G¥25lL Oe BAUTIOD, Tookyoo wa ima nanji desu ka. Ai rth SAUTT. Gozen —sanji desu. 1. London 6:00 pat, 2. Stockholm 7:00 PM. y 4. New Delhi eh 30 PM. of ge ‘Tokyo 3:00 A.M. 1:00 P.M. toot —s. Bangkok 0 OG S 1:00 a.m. 3. Nairobi LAd 6 Sidney 2 fF 400AM. | 9:00 pM. 8. Rio de Janeiro 3:00 RM. @) CADIS (Telephone Numbers) A. Read the following people’s telephone numbers. [:l] ko).14 Example: PEL 283-9547 + [1L6XLO FojTLAGY Yamashita nihachisanno —_kyuu go yon nana nc 1. Hv AS ¢ 951-0326 3. ATF '— — 020-6921-4236 daigaku Mearii 2. Att 362-4519 4 AL 030-852-1032 sensee Takeshi B. Pair Work—Read the dialogue below with your partner. [2] ko1-15 A: thblih rT ji 2h TH 4. Denwa bangoo wa nan desu ka. B : 283-9547 TH. Ni hachi san no kyuu go yon nana desu. A : 283-9547 TH He” ( 40= right?) Ni hachi san no kyuu go yon nana desu ne. Be: ldts tes. Hai, soo desu,SEL 1 C. Group Work—Use the dialogue above and ask three classsmates their telephone numbers. name ( ) ( ) ( ) MITEATO P< telephone number Translate the following phrases into Japanese using ® (no). [2 Ko1.16 Example: student of Japanese language + [(ZL 2D #6< 4bVs 1. my teacher 2, my telephone number 3. my name 4, Takashi’s major nihongo no gakusee . Mary's friend ». student of the University of London teacher of the Japanese language high school teacher exuaw OXPU—eld PRUALACT ‘A. Look at the chart on the next page and describe each person using the cues in (a) through (e). LAWGLEL 2 RRL Takeshi san Suu san (a) Nationality [4}ko1.17 Example XT Y-SL = Meari san (b) Year in school [)}ko1-18 Example 2F "XL = (c) Age Lal) kor19 ean Example. 4T')-—*S4L > Mearii san BON RAL 4 PELL Robaato san Yamashita sense LFV Lit TAYAUL TH. Mearii san wa amerikajin desu. APY Shit KALE TH. ‘Mearii san wa ninensee desu, ATYASAhik UmF ema xees. Mearii san wa. juukyuu sai desu._S2rey Si Sct (d) School [2i}xo1.20 Examples AFYSL + LPY ALI TITER KO ‘Mearii san (©) Major [2l}or21 ob Mearii san wa Arizona daigaku no AKHUTHES gakusee desu. Example: ATY—SL + LF Y “SLO HA TI TE MEL ITH. ‘Meari san Mearii san no senkoo wa —_nihongo desu. School U. of Arizona D Hart, Mary | 782 SOL) Kim, sue | Smith, Robert | P*LAELEL Korean British Nationality | American Japanese | (#42 QIATY-SAIL TAYVACK TIA. ‘Mearii san wa amerikajin desu ka. Aliza, FITH. Ee, soo desu.Bor 53 Example 2: LFW SL / SLL ‘Mearii san sannensee + Q:kF Akt xhadeotsn, ‘Mearii san wa sannensee desu ka. Aloud, ERLE TH. lie, ninensee desu. naoe aves LATYASLST VS HHI D B64 HEWN Mearii san Arizona daigaku no gakusee Daye 2ATY-SLA/V BML Mearii san ichinensee BAIL AAAIEL UL Takeshi san nihonjin A PIFLXKAIMEL EAC D At 4 tty Takeshisan Nihon daigaku no gakusee SB AUGLEA/S COIR DIY Takeshi san juukyuusai $3 epee TE 6 A-SK/AVE—-FLULK Suu san stnveedenjin + 7. R-EKD HKG AVX (economics) Suu san no senkoo: keezai Be bE Sh ERS 8 BN hALD HLKIG/SEYRR Robaato san no. senkoo, bijinesu ah e 9 GN hEAS LAA Robaato san yonensee Behe . 10. BARAK IVT Robaato san nijuuissai ML. PELACAMV/IIEAUL Yamashita sensee nithonjin DPE LAELEV ATT EVAL O ELEY Yamashita sensee Hawai daigaku no sensee MBESAAIS DULPUATT A. Look at the chart about Mary’s host family and describe each person with regard to (a) and (b). LBS TH A~AKKWAL BHF okaasan oniisan imooto (a) Occupation/School [I] ko.23 Exampl: BUIIH > BEITAl PVLEVATT. otoosan Otoosan wa kaishain desu.Sore BE (b) Age [2l)xo1.24 BCFRL otoosan Example: Mary’s host family > BISA LAUoslivxzvety. Otoosan wa ——_yonjuuhassai desu. we A) . rs ad BLIXL BRdS*h BIUVIL wbre oioosan okaasan oniisan imooto (father) (mother) (elder brother) | (younger sister) MUL eid Gre Evaiudttyy | O96 74th Occupation/ kaishain a daigakuinsee kookoosee School (works for (housewife) (graduate (high school a.company) student) student) Age 48 45 23 16 B. Answer the questions using the chart above. [2l]xo1.25 LSI TAlL Otoosan wa 2 BLIXAlL (Otoosan wa 3. BHHXAIL ‘Okaasan wa 4 brbeAlt Okaas 5. BI SAIL Oniisan wa 6. BIS AIL Oniisan wa TOE FEL Imooto wa, BEF EL Imooto wa OWL RUA TT Hr. kaishain desu ka WHAWTH A. nnansai desu ka. HKEVTH DS sensee desu ka. ULEWVTH HS rnansai desu ka. DULL TT tre kaishain desu ka. UKEWT TA’ nansai desu ka. EVA CtuTH Hr. daigakusee desu ka. BLATT A nnansai desu ka.R55 (MEEDD NALS (Review Exercises) A. Class Activity—Ask five classmates questions and find in the chart below. beye aaee Q: BE Alt? (Whatis your name?) A TA eee ad ad ACHAT ‘Onamae wat Mearii Haato desu a ee Q: Sb ws LAlz? (Where do youcome from?) A:T) StCT. Goshusshin wa? Arizona desu. Q: BL ILLS? (Whatis your occupation?) ALA HUTT. Oshigoto wa? Gakusee desu. QiehALEVYTTH A. ALERAEYTT. Nannensee desu ka Ninensee desu Q:ehezVtta. Al lpi emjrtte Nansai desu ka. Juukyuusai desu. Qi thijls LATIHA. ALVIKIEA ICH. Senkoowa nan desu ka. Nihongo desu. Nationality/ Occupation/ ond Hometown School Age moe B. Self-introduction—Introduce yourself to the class. a ea neat pane » ZUHELT. AT Y— + —bCH. Hajimemashite. Mearii Hato desu. au ee FISHED D BETH. Arizona daigaku no gakusee desu WE MAH TH. HAC FE IEA OTH. Ima ninensee desu Senkoo wa nihongo desu Uoiengett. L244 BAAWULET. Juukyuusai desu Yoroshiku’ onegaishimas.56 >>> ER SR C. Class Activity—Ask your classmates what their majors are, and find someone who has the following major. Example: Q:tAiI9lt GATIA. Senkoowa nan desu ka. ALKlEA ICH. Nihongo desu, name 1. Japanese 2. economics 3. English 4. history 5. business D. Role Play—Using Dialogue as a model, make skits in the following situations. 1, You don't have a watch with you, but you need to know what time it is. 2. You've just met a Japanese person and want to get to know the person.SERB hy 57. Useful Expressions Ub: &b Time /Age | Time Hours Minutes | esemnne ace ee eee L vse [1 vaste LL Upsusstey ich | mm stom =| I2.35, 12 Uojkss Oe nifun jaunifun 3 SASK 13 Lei ehsnr 3 SLU Sach jaGsanpa sanji 4 LASL 14 Ups dhsr 4 ct juuyonpun yoii 5 15 Unirad juugofun goli 6 16 Ui 5o5h juuroppun 6 aku 7 17 Uaieesa rokyji juunanafun 7 LBL 8 18 Usiltosh/ shichiji | en ne ck - 2 07 oy 8 las U hachifun jauhachifin me 9 FnjSd 19 Uni emir 9¢u kyuufun juukyuufun | kj 10 Uwosh/ 20 EU oSth/ wer juppun nijuppun Toe ied Coste EL osth | jippun nijippan IL La juse 30 Sho SRLS juuichiji sanjuppun 12 Usdke SLU DSL juni sanjippun Age RHETT H./ BK DTH 4%. ~~ (How old are you?) Nansai desu ka, Cikutsu dest ka ‘The counter suffix ~ X \ (... sai) is used to indicate “. . . years old.” lak 7 i : 1 ose 5 au 9 Fa7au issa gosal kyuusai 2 ice 6 ake 10 Cwodvr/toa nial rokusai jossal jisai 3 Xhau 7 ete 1 Unauoay sansai nanasai juuissai 4 thay 8 [to eus 20 yonsai hassai * For 20 years old it: % (hataci) is usually used, although I= U we 2S Us/I= E> > (nfussainijisa can be usedS8> o> S58 Sch L E Ss s 0 aDa 4 io DUD Shopping DID Dialogue © Mary goes toa flea market. [49)xo2.01/02 VAPY A: FAEL. CHIU ETHOS Mei Sumimasen. Kore wa’ ikura desu ka 2aHOUE: HIE SLELALTH. Mise noite Sorewasanzenen des, aAP YA: hbwet Led, bO LIE WC btTH Mearii Takai desu ne. a, ano tokee wa ikura desu ka. AAUHODUE: SMILE TAHA TUS CALTH. Mise no hito ‘Arewa sanzengohyaku en desu. SATYA 2 £9CTH. SHE AOUTT AL Mearii ‘Soo desu ka. Are mo _ takai desu ne. SAHOUL: IHId Hho Ue (ALTHL Mise no hito Kore wa _senhappyaku en desu yo, PATA Ue b. ZOLUIOE CER Mearii Jaa, sono tokee o kudasai. * * * Aman finds a wallet on the ground. eLEXOOL 2 CHIE ENO 23TH, Shiranai hito Kore wa dare no saifu desu ka Og DELO FTF. Mearii Watashi no saifu desu by wes Seat. Z Arigatoo gozaimasu @ After shopping, Mary goes to a restaurant. [4l}o2.00/04 bene : 1FE-hVZ: VWbolLeuvst. & Ueetoresu Irasshaimase. Menyuuo —— doozo. 2kFV 2 LOE. CHIE HATH, Mearii Doomo. Kore wa nan desu ka.Ucetoresu bbw ATYR: Meat DE-bLZ Vcetoresu ead AT YH: Mearii cane ATW: Meari PRR ERT 7I-bhVA Ucetoresu bee ATW Mearii @ LENTHH. HH, CAMOTH. Dore desuka. Aa, —_tonkatsu desu, CAPD? EHUTH A. Tonkatsut Sakana desu ka. DOA, SHeCewoeH, EK TH. lie, sakana ja nai desu. Niku desu Ueb, Int BHAWLET. Jaa, kore onegaishimasu Faded, kA bit voTtH. Sumimasen, Toire wa doko desu ka HELTTF. Asoko desu HVC CXOVETF. Arigatoo gozaimasu. Mary: Excuse me, How much is this? Vendor: It is 3,000 yen. Mary: Its expensive. Well then, how much is that watch? Vendor: That is 3,500 yen. Mary: [ see. That is expensive, too. Vendor: This is 1,800 yen, Mary: Then, I'll take that watch. Stranger: Whose wallet is this? Mary: Its my wallet. Thank you very much. @ ‘Waitress: Welcome. Heres the menu. Mary: Thank you. What is this? ‘Waitress: Which one? Oh, it is tonkatsw (pork cutlet. Mary: Tonkatsu? Is it fish? ‘Waitress: No, it is not fish. It is meat. It is delicious. Mary: Then, I'll have this. Mary: Excuse me. Whereis the restroom? ‘Waitress: It is over there. Mary: Thank you very much. ROHR 59 BeLuwtrs. Oishii desu yo.(aaa a a) Words That Point ein kore this one tH that one that one (over there) which one that... that... (over there) which... here there who oishii delicious sakana fish tonkatsu pork cutlet niku ‘meat menyuu menu yasai vegetable enpitsu pencil kasa umbrella kaban bag kutsu shoes saifu wallet jiinzu jeans jisho dictionary jitensha bicycle shinbun newspaper Tyr tiishatsu T-shirt cont TS tokee watch; clockhon. kissaten ginkoo toire toshokan yuubinkyoku Amerika Igirisu Kankoku Korea Chugoku China keezai economics konpyuutaa computer bijinesu business rekishi history Family BYSTL okaasan mother BEITA otoosan father Money Matters Hd’ ikura how much, era 2en vesyen + hoy takai expensive; high Expressions eo edt — irasshaimase Welcome (to our store). + (WE) BAW LEF (...o) onegaishimasu please. +t CEA (...0) kudasai Please give me... +Ued jaa then... that is the case, ... 8v5e doozo Please.; Here it is. vot Thank you.__ 6209 BB SCE EERE Ea Oe) MAde> Gramm ae cn en anen What do we do when we want to talk about things that we do not know the names of? We say “this thing,” “that one,” and so forth. In Japanese, we use kore, sore, and are. CHIL ETH. How much is this? Kore wa ikura desu ka. EMIL TLELALTT. That is 3,000 yen. Sore wa sanzen en desu. Kore refers to a thing that is close to you, the speaker (“this thing here”). Sore is something that is close to the person you are talking to (“that thing in front of you”), and are refers to a thing that is neither close to the speaker nor the listener (“that one over there”). bit HELO XI TH. ‘Ne wa —walashino pen desu LHL bALO RICH, EHIt DELO ALT. Kore wa watashi no pen desu. Sore wa watashino pen desu. ‘There is also an expression dore for “which. Here we will learn to use dore in sentences like: LHTT HD. Which one is it (that you are talking about)? Dore desu ka.ROE 63 In this lesson, we will not explore the full extent to which the word dore can be put to use, because there is a slight complication with question words like dore. Question words like dore and nani cannot be followed by the particle wa. Instead, you must use the particle ga and say: CH bEhO XlTHH. Which one is your pen? Dore ga anatano pen desu ka. T£O/4O/BO/E® + noun If you want to be slightly more specific than kore, sore, and are, you can use kono, sono, and ano together with a noun, (Note here that the re series must always stand alone, while the no series must always be followed by a noun.) ‘Thus, if you know that the item in your hand is a watch (tokee), instead of: CHIL YC ETT HD. How much is this? Kore wa ikura desu ka, you can say: OLIVE ETT A How much is this watch? Kono tokee wa ikura desu ka. Similarly, if you are talking about a watch that is held by the person you are talking to, you can say: ADEE SLELALKTT. That watch is 3,000 yen. Sono tokee wa sanzen en desu, And if the watch is far from both the speaker and the listener, you can say: HOLE XLHLIUYLALTTH. ‘That watch over there is 3,500 yen. ‘Ano tokee wa —_sanzengohyaku en desu. If you already know that one of several watches is 3,500 yen but do not know which, you can say: LOLITAS SLL IVS CAAKTH HA Which watch is 3,500 yen? Dono tokee ga sanzengohyaku en desu ka Since dono is a question word, just like dore discussed above, we cannot use the particle wa with it; we must use ga.To summarize: TN(l&~) — TDnoun (lé~) close to the person speaking tn(lé~) ~~ EOnoun (lé~) _close to the person listening BN(s~) — BOnoun (lé~) _ far from both people En(p'~) ~~ EDnoun (b'~) —_ unknown @H occ 4c HtT ee ‘We will learn just one more ko-so-a-do set in this lesson: koko, soko, asoko, and doko are words for places. cc here, near me 2 there, near you Bee over there where You can ask for directions by saying: THEtK, DIVA ACE COTH MH. — Excuse me. Where is the post office? Sumimasen. Yuubinkyoku wa doko desu ka, If you are close by, you can point toward the post office and say: (DIULE ELI) HEOTH. (The post office is) right over there. (Yuubinkyoku wa) asoko dest. We will learn how to give more specific directions in Lesson 4. EH eno noun In Lesson 1, we learned how to say things like Mearii san no denwa bangoo (Mary's phone number) and Takeshi san no okaasan (Takeshi’s mother). We now learn how to ask who something belongs to. The question word for “who” is dare, and for “whose we simply. add the particle no. IMlt HHO MILATT A. ZHt R-ALO HUELTH. Kore wa dave no kaban desu ka Sore wa “Sausan nto kaban desu Whose bag is this? That is Sue's bag.GE nouns In Lesson 1, we learned how to say “Item A is this, item B is that.” We now learn how to say “Item A is this, and item B is this, too” AUL SA KMELAULK TT. Takeshi is a Japanese person. Takeshi san wa nihonjin desu, ABIXAS UMEAUATT. Michiko is Japanese, too. Michiko san mo nihonjin desu Note that these two sentences are almost identical in shape. This is natural, as they both claim that a certain person is Japanese. The second sentence, however, is different from the first in that we do not find the particle wa in it. We have mo instead. Mo is a particle that indicates that that item, too, has the given property. One thing that you should watch out for is exactly where the particle is placed. In English, the word “too” can be placed after the sentence as a whole, as in the example above. Not so in Japanese. In the above example, mo must directly follow Michiko san. Te AisX. | tc & ts. B too is X. o> twoitems — shared property’ noun GPEC To negate a statement of the form X wa Y desu, where Y is a noun, you replace desu with ja «dee? nai desu. PERALTA Ce EOTH. Mr. Yamada is not a student. Yamada san wa gakusee ja nai desu "We cannot use mo to des ibe a situation like the following: Our friend, Pat, has dual citizenship; Pat is a Japanese, but at the same time, she is an American. To describe the second half of this situation, we cannot say, Patto mo amerikajin desu, because the sentence would mean that Pat, in addition to somebody that has been ‘mentioned, is an American. Neither can we say, Patto wa amerikajin mo desu. (Japanese speakers would say, Patto wa amerikajin demo arimasu.) 7In the dialogues, there are two sentences that end with desu, which call for special attention: Are mo takai desu ne (That one too is expensive), and Oishif desu yo (It is delicious). ‘These sentences cannot be negated by replacing desu with ja nai desu, because takai and oishii are not nouns. Are mo takai ja nai desu and oishit ja nai desu are therefore not grammatical. Instead, one would have to say takaku nai desu and oishiku nai desu. We will learn about the conjugation pattern of adjectives in Lesson 5.66 >> ES SC You find several stylistic variants in negative sentences. Ja nai desu is very colloquial. The more formal replacement for nai desu is arimasen. Ja is a contraction of de wa, which is more formal and more appropriate in the written language. Thus in addition to the above sentence, you also find: RETAIL ACH PHY EtLS (more conservative speech style) Yamada san wa gakusee ja arimasen. PEEXAIL ACA Tt EAL. (formal, appropriate for writing) Yamada san wa gakusee de wa arimasen. affirmative (xd) YG Xis¥. PIEWTS negative: (XI) Y | Up attyy, Xisnot ¥. | Tk Ft. GH ~a/~s Statements often end with the tags ne or yo, depending on the way the speaker views the in- teraction with the listener. If the speaker is seeking the listener’s confirmation or agreement to what has been said, then ne (“right?”) could be added. oa Yr-XAD HKIFL SAM THA. Ms. Lee, your major is literature, right? Riisanno ——senkoo wa_——_bungaku desu ne. CME KC Cette. ‘This is not meat, is it? Kore wa _niku ja nai desu ne. Another particle, yo (“I tell you”), is added to a statement if the speaker wants to assure the listener of what has been said. With yo added, a statement becomes an authoritative decree. CAPs THUECPAVOTT IL. Tonkatsu wa sakana ja nai desu yo. Let me assure you. “Tonkatsu” is not fish. sas ALASAlL Sumisu san wa _igirisujin desu yo. (In case you're wondering,) Mr. Smith is British.OR» 67 RB — he 3 Ua Bh Expression Notes (~®) Note that the words for 300, 600, 800, 3,000, and 8,000 involve sound changes. “Counters” whose first sound is h, like hyaku (hundred), generally change shape after 3, 6, and 8 Some counters that begin with s, like sem (thousand), change shape after 3 and 8. Refer to the table at the end of the volume. Big numbers > In addition to the digit markers for tens (ju), hundreds (hyaku), and thousands (sen), which are found in Western languages as well, Japanese uses the marker for tens of thousands (ian). Thus 20,000, for example, is niman (=2% 10,000), rather than nijuusen (= 20 1,000). While the next unit marker in Western languages is one million, Japanese describes that number as 100 10,000, that is, hyakuman. ‘More complicated numbers can be considered the sums of smaller numbers, as in the following examples. 234,567 = 23x10,000 ICM 8AXA (nijuusanman) 4x 1,000 EAA (yonsen) 5x 100 CO” < (ohyaku) 6x 10 AX UF (rokujuu) 7 te% (nana)68 >>> S258 - SO CursreQap N (rlZA.D 452-4 Japanese Currency Nihon no okane Japan's official currency is the yen, which is pronounced en in Japanese. The bills and coins currently in circulation are the following: 10,000-yen bill 5,000-yen bill 2,000-yen bill an] / ‘A portrait of Yukichi Fukuzawa Aportraitofichiyoo Higuchi Shurel Gate, the second gate of (1835-1901), a philosopher and (1872-1896), a witer and poet. Shur Caste in Okinawa. the founder of Keio Univesity 1,000-yen bill 500-yen coin 100-yen coin " Apontrat of Hideyo ‘Noguchi (1876- 1928), a bacteriolo- dist who devoted himself to yellow fever research. 50-yen coin 10-yen coin S-yen coin yen coin 68 @@ 06 60 All bills and coins are 10,000 yen to 1,000 yen. Although credit cards are now widespread in Japan, some small shops and restaurants do not accept them, even in major cities. Consequently, most people usually carry a certain amount of cash with them, and ATMs can be found almost every- where. ferent sizes. For example, the bills slightly descend in length from Pre-paid cards are available for use for public transportation and shopping. Personal checks are not used in Japan.___ B2HR>>> 69 ee eee (FSU (Number: (FSU (Numbers) f@ xooce 100 Bes 1,000 #A 10,000 W5#L | hiyak sen ichiman 200 [kde < 2,000 [+t 20,000 Ic #A nihyaku nisen niman 300 SAU ¢ 3,000 SAL 30,000 *A#KL ‘sanbyaku sanzen sanman | 400 LAUDS 4,000 LAL 40,000 LAEA yonhyaku yonsen yonman 500 TU < 5,000 Ted 50,000 eA gohyaku gosen goman 600 S5es 6,000 4< +h 60,000 4¢#4 roppyaku rokusen rokuman_ 700 wwe ¢ 7,000 weer 70,000 wwe A nanahyaku nanasen nanaman 800 [tote ¢ 8,000 [tod 80,000 [tb #4 happyaku hassen hachiman 900 4n57U%< 9,000 4o7+#4 90,000 *H7#4 kyuuhyaku kyuusen kyuuman A. Read the following numbers. [1] xo2.07 (a) 34 (b) 67 (c) 83 (a) 99 (e) 125 (£) 515 (g) 603 (ha) 850 (i) 1,300 (j) 3,400 (k) 8,900 (1) 35,000 (m) 64,500 (n) 92,340 B. Look at the pictures and answer how much the things are. [2] xo2.08 Example: Q2 371 4 5 CTH. Ex ty Pen wa _ ikura desu ka. AilkBUDIALTT. A Hachiju en desu [_¥80Toor $s Skt ()azrur Q) os (3) LASA (4) (EA 2 oe a SS ¥50 ¥ 1,000 ¥110 | [#1500 (5) <9 (6) CIty ()OlEh (@)ULe a Oe & ¥ 3500 | ¥ 10,000 | ¥ 20,000 | ¥8,000 | k (12) (£3. L Q ¥450 | €2,800 | C. Pair Work—One of you looks at picture A and the other looks at picture B (p. 80). (Don’t look at the other picture.) Find out the price of all items. Example: A! AL UE 4b TTA. Enpitsu wa ikura desu ka. Bite (azahTtt. Hyaku en desu.ORE 71 Picture A | MCN BACTD A. Items (1) through (6) are near you, and items (7) through (12) are near your friend. Your friend asks what these things are called in Japanese. Pay attention to ZN (kore) and EN (sore). [| ko2.09 Example 1: Example 2: Friend: Hlt “&A TTA. Friend: 2#lt “@ATT A. Sore wa nan desu ka, Kore wa _nan desu ka. > aE SC C. Look at the picture and ask who each person is. Then, add more questions about their nationality, occupation, etc., as in the example. Example: A: B: Pair Work (1) C. Sua, TEV AULA eth. 2) CHlt EMTH OD. (yy Kore wa dare desu ka ATY—-ELTT. Exn Meari san desu TEV RAUL CTO Igirsujin desu ka He, igirisujin ja nai desu. TAVACL TH. “Amerikajin desu TYTFEROAKLO BLUWTH Arizona daigaku no gakusee desu, 17 TTH. Soo desu ka. Example: A? A2LU9lL 4 5TH A Enpitsu wa ikura desu ka. Bite p.73) Example: Customer IOUEAIL YC ETH H. Kono hon wa ikura desu ka. Store attendant [kth Oe (AK TT. Nisen hyaku en desu. Customer Ceb. FOOSE CEA. Jaa, sono kasao —kuda Card B ¥7,350 ()/¥ LORE» Ex. ¥2,100 — (3) |¥ ¥9,450 Part I. You are a customer. Ask for the prices of items (1)-(5). Part II. You are a store attendant. Tell the customer how much each item is.82>») Bas SOR Pair Work (V) A (+ p.74) Example: A: 2#HIL EMO ETH A. an dare no kasa desu ka. BikTY-XLO HATH. Mearii san no asa desu, Picture B ae | A— ATL GN hk PELAELE Suu Takeshi Meatii Robaato Yamashita sense |mom Useful Expressions ®kILD In the Classroom —— 41th, kokuban_| LIA keshigomu 3h Ae tsukue aILL—¢ kaban ba) ELH, Do you understand? Wakarimashita ka. bo) Le. ———________ | understand./I understood. Wakarimashita doar!) € tt, ——________ | don’t understand./I don’t know. Wakarimasen 56) 5 TK Hx, ——— Please say it slowly. Yukkuri ite kudasai BIVBL W.9 TK KS, —————— Please say it again. Moo ichido ite kudasai Beot £s TS XV», ———__—_ Please wait. Chotio matte kudasat Bu Hav, — —_—____— Please listen./Please ask. EATEN Juppeejio mite kudasai —— Please look at page 10.Boo EB SR H Dialogue me @© Mary and Takeshi are talking. [2)xos-01/02 AIL: ATV ZK, BRAK TOME LETH Tey) ale a Ci) (Gadde OTF SCRE LET. TE. CEC IMBER 3 Et. 4kitl: ITH ne Ub, EMEA IRB E RELI. sky? SMALE tok ee sAITL: tes. Begins cre. 7ATN-? utes | @ On Sunday morning, at Mary's host family’s. [)kos-0ayo4 VATY— 2 HULITKOET. 2BRSL: blLI. EOtt ha. Sesetgl) senna Pele RAS {TeET. RBCRB ERE TS. 4BeeL: utr is A TARY ETI. sxkTY—: eBRSL: 7ATY-: é eBeSh: ITH. UPS. VoTHal ver. oXTY— 2 Wo TRET.@® ‘Takeshi: Mary, what do you usually do on the weekend? Mary: Let’ see. I usually study at home. But I sometimes see movies. ‘Takeshi: I see. ... Then, would you like to see a movie on Saturday? Mary: Saturday is not a good day, (lit. Saturday isa little bit inconvenient] ‘Takeshi: Then, how about Sunday? Mary: That’ fine Mary: Good morning. Host mother: Good morning. You are early, aren't you? Mary: Yes, I'm going to Kyoto today. I will see a movie in Kyoto. Host mother: Good. Around what time will you come back? Mary: Around nine. Host mother: How about dinner? Mary: I will not eat. Host mother: I see. Well, have a nice day. Mary: Good-bye. )=n io = Nouns Enteriainment and Sports © AH movie Bh music Se magazine AR-Y Sports, Fb date (romantic, not calendar) FoR tennis FveE TV Foods and Drinks TARP AHL ice cream HETIL breakfast Batt sake; aleohol be green tea ae coffee eA TIA dinner WYK W— hamburger VELLA lunch at ae Places WA home; house +36 home; house; my place Wo25 school Time bE en SLA tomorrow Wo when «49 today ent atabout... cAlEA tonight *lajto weekend «vou Saturdayeb LIK zuicg Euler U-verbs ang has WS a4 Hi oo Ko tet Bt io RO Ru-verbs brs ES +knS BND ne RS +4d BS Irregular Verbs <3 HD +t% +NKEL5FS IRRT D Adjectives sow * (DP Adverbs HE!) + negative ELL + negative SR eke Brot Cece BEA ié Expressions +25 ttA *tt +cat Sunday every day every night to go (destination I2/\) to go back; to return (destination (=~) to listen; to hear (~ &) todrink (~%) to speak; to talk (language /T) toread (~€) to get up tocat (~ #) to sleep; to go to sleep to see; to look at; to watch (~ &) tocome (destination |=/~) todo (~#) tostudy (~%) good early not much. not at all usually alittle sometimes often; much “That's right; Let me see. but How about. . . ?; How is... ?MH Grammar se eS Verb Conjugation Verbs in Japanese conjugate, or take various shapes. In this lesson, we learn three forms: (1) the “dictionary forms,’ (2) the present tense affirmative forms, and (3) the present tense neg- ative forms.' There are two kinds of verbs that follow regular conjugation patterns, and an example of each is below. u-verb verb bases ik dictionary forms 4F< (to go) | present, affirmative qeas present, negative stems geen’ #4 belongs to the group of verbs called the “ru-verbs” Ru-verbs are so called, because you add the suffix ru to the verb base (tabe, in the above example) to form the dictionary form. For the two long forms we learn in this lesson, you simply add the suffixes masu and masen, instead of ru, to the bases. We learn four ru-verbs in this lesson: NB RS aS RS BNEt REF Rees Res Another major group of verbs is called the “u-verbs” The dictionary form of an u-verb like iT « can be broken down into the base (ik in the above example) and the suffix u. The long forms like 47 ¥ =F and 4¢ % # +A, then, are formed with the base plus suffixes imasu and imasen. In u-verb conjugations you find letters shifting in the same row of the hiragana chart (see inside front cover). In {T < , for example, you see ¢ and %, both in the 4* row of the hiragana chart, KE has & and %, both in the ¥ row, and so forth. We learn six u-verbs in this lesson: "The use of the term “dictionary form” is by no means restricted to listings in a dictionary. They also appear in various constructions in actual sentences. We will larn their uses in later chapters. Don't be misled by the names given to the long forms too; the “present tense” in Japanese can indicate both the “present” and the “future” We will return to this issue in Section 2 below. For the moment, we will concentrate on the forms, not the meaning ofthese verbs. 7 In addition to the standard negative forms like #¢~< #4 A and 47% #4, you may also hear the much more colloquial sub-standard negative forms like @X tes T+ and 474-4et\ T+ used by Japanese speakers. We will briefly come back to these increasingly popular new negative forms in Lesson 8i o La L Bt BAK T i RAED RAST lad Baad weet Ries In later lessons, we will have many opportunities to refer to the parts like #¢~ and 47%, which come before #¥ and £4 in the long forms. For the sake of ease of reference, we will call these parts (same as bases with ru-verbs, and bases plus i with u-verbs) “stems” In addition to ru-verbs and u-verbs, there are two “irregular verbs.” Note that the vowels in their bases are different in the short (dictionary) forms and the long forms. irregular verbs dictionary forms ¥@ (to do) <2 (to come) present, affirmative Las eet present, negative Lath eet & stems. L = ‘These two verbs are also used to form compound verbs. In this lesson, we learn the verb B&F %, which conjugates just like verb + 4. It is important to remember which verb belongs to which conjugation class. It is a good idea, therefore, to memorize each verb as a set: instead of memorizing just the dictionary form, try to memorize the dictionary form and the present tense affirmative, like #¢ (473 €T. ‘This is especially important with verbs that end with the hiragana 3, because they may be irregular verbs like +4 and < 4, or ru-verbs, or u-verbs whose bases just happen to end with the consonant r. If you know the verb classes and the rules that a to them, you know why it is wrong to say x 8.1) $4 and x E + BS (- an-verb) YRS (= an u-verb that ends with 3 ) verbbases mi kaer longforms BEST / REA WORT DRA WO stems Look at the second from the last syllable in the dictionary forms 4% and & in 32% and ¥ 4, for example. The irregular verbs set aside, if you see the vowels a, u, or o right before the final, you can be absolutely sure that they are u-verbs. (We have not learned any such verbs yet.) If you see the vowels i and e before the final , in most cases, the verbs are ru-verbs. 34 is such a ru-verb. There are exceptions, however; there are also u-verbs that have the vowels fand e before the final . $4 is such an exceptional u-verb.Sunt Verb Types and the “Present Tense” In this lesson we learn about a dozen verbs that describe basic human actions. These are often called “action verbs,” and the “present tense” of these verbs either means (1) that a person habitually or regularly engages in these activities, or (2) that a person will, or is plan- ning to, perform these activities in the future. Habitual actions: PE FLEERET. often watch TV. ATV SALE SCRA OMERN EEL. — Mary sometimes doesn't eat breakfast. Future actions: Ald LAR ABIATS ET. I will go to Kyoto tomorrow. R-SAAPAI BMY EL. Sue will not return home today. ea Particles Nouns used in sentences generally must be followed by particles, which indicate the rela- tions that the nouns bear to the verbs.’ In this lesson, we learn four particles: #, T, (2, and A % The particle & indicates “direct objects; the kind of things that are directly involved in, or affected by, the event. Note that this particle is pronounced “o” Se EKA Ev. I drink coffee. BREMFET. I listen to music. meas FVEERST. I watch TV. TG _ The particle T indicates where the event described by the verb takes place.‘ BSRCKERAET. I will read books in the library. JELTFVEERET. Iwill watch TV at home. In spoken language, particles are often “dropped.” We will learn more about such cases in Lesson 15. “In later lessons, we will be introduced to verbs that require particles other than T° to express location.Bo | The particle (= has many meanings, but here we will learn two: (1) the goal toward which things move, and (2) the time at which an event takes place. (1) goal of movement MUP B PITS EEL. Twill not go to school today. BI BLMI ET. Iwill return home. (2) time RBI RBIATE ET. Iwill go to Kyoto on Sunday. Twill go to bed at eleven. 85 = (Some time words stand alone, without the particle [= tagging along, which will be dis- cussed in Section 4 below.) Approximate time references can be made by substituting <4 or 24 I< for |<. Thus, tH SAU) BET. Iwill go to bed at about eleven. “~The particle ~, too, indicates the goal of movement. The sentences in (1) above there- fore can be rewritten using ~ instead of I. Note that this particle is pronounced “e. AUPBRRATE EEL. ee BWI BARU ET. Iwill return home, Note that ~ may replace the particle |< only in the goal-of-movement sense. The particle |= for time references and other uses, which we will learn about in later lessons, cannot be so replaced. aa Time Reference You teed the particle {= with (1) the days of the week like “on Sunday.” and (2) numerical time expressions, like “at 10:45,’ and “in September” Iwill go on Sunday. I get up at 10:45. Iwill go back in September.Door HR SRA You do not use the particle {= with (1) time expressions defined relative to the present mo- ment, such as “today” and “tomorrow? (2) expressions describing regular intervals, such as “every day.’ and (3) the word for “when?” HLERET. I will come tomorrow. QaTLEeREt. Iwatch TV every evening. aoe Lotsetoe When will you go? You normally do not use I with (1) the parts of a day, like “in the morning” and “at night? and (2) the word for “weekend” Unlike words like & L + and 488, above, however, these words can be followed by I=, depending on styles, emphases, and personal preferences, WDM ERAT. Tread the newspaper in the morning. BRI) ELETH. What will you do on weekends? isi BE ~setAD You can use #4, 4* (= the present tense negative verb, plus the question particle) to ex- tend an invitation. It should be noted that its affirmative counterpart, £ +4, cannot be so used. Thus a sentence like A “K€ 4E~ ¢ $4 can only be construed as a question, not as an invitation. . “ BIMERNELLD. What do you say to having lunch with me? WUTH A, Sounds great. FaRELEMLD. Will you play tennis with me? 5-h, Beat, Un, it8 slightly (inconvenient for me at this moment) Gl Word Order Japanese sentences are fairly flexible in the arrangement of elements that appear in them. Generally, sentences are made up of several noun-particle sequences followed by a verb or an adjective, which in turn is often followed by a sentence-final particle such as 4°, #2, or £. Among the noun-particle sequences, their relative orders are to a large extent free. A typical sentence, therefore, looks like the following, but several other arrangements of noun-particle sequences are also possible.# I t I their time plane Wit fo Bee ABE BRLET. The verb will study Japanese in the library today. alt L¢ ETA F6N MIVET. oft ue ae pic frequency _ time goal verb often go back home at around seven. on Frequency Adverbs You time} Int even| antic wort 4 BIEL SCR RIE an add a frequency adverb such as 4 8 (everyday), & < (often), and & % X'% (some- :) to a sentence to describe how often you do something. Feet. I sometimes go to a coffee shop. is lesson, we also learn two adverbs which describe how infrequent an activity or an is; 4 AAEA (never; not at all) and 4 £ 4) (not often; not very much). These adverbs ipate the negative at the end of the sentence. If you use #A+#A or 4 = 4, in other s, you need to conclude the sentence with # #4. AIELULT VEELEUL. Ido not watch TV at all. LEAS & fei LAL. Takeshi does not study much. eal The Topic Particle [it As wp saw in Lesson 1, the particle [ presents the topic of one’ utterance (‘As for item X, it is su may th that ..”). It puts forward the item that you want to talk about and comment on. You ave noted that the topic phrases in sentences such as £7) —% AlA=RATH (Maty is a sophomore), and 44034 H AHB-CF (My major is the Japanese language), are tl fe subjects of those sentences. A topic phrase, however, need not be the subject of a sentence. We see three sentences in the dialogue of this lesson where nonsubject phrases are mad Phe topics with the help of the particle (2 AT Y-EK, BRAT ME LETH. ry, what do you usually do on the weekend? PBERBIATT ET. ‘going to Kyoto today. SESH» 93In the above two examples, lt promotes time expressions as the topic of each sentence. Its effects can be paraphrased like these: “Let's talk about weekends; what do you do on week- ends?” “Let me say what I will do today; I will go to Kyoto” BRO MIL ? —— BNEtL. ie ak fe How about dinner? Iwill not eat. In this example, (+ is used in directing the listener's attention and thereby inviting a com- ment or completion of a sentence. You may also note that the broached topic, 88 = not stand in subject relation to the verb, but is rather its direct object. does Expression Notes 4 Bei J — he Das BA {7 EAFo C4 HSU (Please wait for a moment). It is commonly used for a polite refusal. In this case, it means “in- convenient,” “impossible,” and so on. Japanese people don't normally reject re- quests, suggestions, or invitations with 1» 2. (No), because it sounds too direct. MEL ABI A An SME, Bok. Saturday is not convenient “ (lit,, Saturday is a litte bit.) Will you see a movie on Saturday?FASEB» 95, oe BOE CHESS ction fee A. Change the following verbs into ~&S and ~&ttAv. [:ll|kos.06/07 Example: 7: Ob 49% 7.448 10 £o Pes 5. Let 8. HAD 1 BxS AD 6K 9. 1% 12. BAe CHB GHA E+. C. Look at the pictures below and make sentences using the cues. [4] ko3.10 Example: go to the post office + SMB RIT ET. O5OKaK Ex. go to the post office (1) go to the library (2) come to school SR a oo Zs Do oo 1:00 8:30 (3) come to the coffee shop —_(4) return home (5) return to the US. Sunday 5:30 tomorrow D. Pair Work—Make questions, using verbs we have learned in this lesson. Example: A: BRE CHEER TO. BIRR RASTA, BAEK.x Example: Pair Work—Guessing game \Ask questions and find out the items your partner has chosen. . Before you start, both of you will choose one item in each row of the table and mark it. In each row, using the verb and one of the four items, make a yes-or-no- question sentence and find out which item your partner has chosen. . You can ask at most two questions with one verb. If you have guessed correctly the item your partner has chosen, you score a point. Your partner will not give away the right answer when you ask a wrong question. When you have asked questions about all the verbs in the table, switch roles with your partner and answer their questions. Tabulate the score. You win the game if you have scored higher than your partner. Bia, Teeth. : TEETH. % 44. (A guessed what B marked, therefore A won.) post office school coffee shop library news cartoon sports movie (2a) eae) sake green tea water coffee book newspaper magazine | Japanese book | date study telephone tennis | a }Soni @RRICBEET DS A. Look at Mary’s schedule and answer the following questions. [2] ko3.11 7:30am. getup foe 8:00 eat breakfast ace +e 8:30 goto school 2 AT YS ALERT PRE 12:00 eat lunch 3, ATV S AST BF | S00 pm. drink cofiee | 4. AT Y— SAL faeISI— ERAT A. 4:00 lay t = ° oe ene 5. ATU SATIRE FBIM ETH, 5:00 go home che Hd : H&L eI . 6:30 eat dinner 6. ATY SAAB LET IS 7:00 watch TV 7 AT -X AAAI EF Ho 8:00 study - 11:30 go to bed B. Pair Work—Ask your partner what time they do the following things. Example: A: fap (8 2ST. / foo SRI STH BNR SET. / NISRA ST. Your partner's schedule time | get up | ( ( ( ( ( ( eat breakfast go to school eat lunch go home go to bed C. Look at the pictures in I-B (p. 96) and I-C (p. 96), and add the time expressions to the sentences. [:) xo3.12/13 Example: (I-B) 2:00 + (-C) 1:00 + Sl RE CHR EMA ET. ET. bee esamangSGRrrro9 (@A—-k—eiroet hi A. Make suggestions using the cues below. [*] ko3.14 Example: drink coffee + 2—-E—*€RAEtAMD. 1. see a movie 4. eat dinner 7. drink tea at home 22. come to my house 5. study in the library 8. listen to the music . play tennis 6. talk at a coffee shop B. Pair Work—Ask your friend out for the activities in the pictures. 9H (BSR CRA L ELA. AEA, Ba atrrns wBaKenia How often do you do the following activities? Answer the questions using the expressions below. Example: Qs KERAET HD. A ECRAETO SOUR, bEVBAEUL,100+» dei8 «Stl 1 AR-YELETH. 2. BBERAETH. ~at 3. rave . \ 4 RBERETH. mE) | nae 5. JE EAST OS hed | 6. BROBREMS ETD. BORR ER Zs HAOMERNE TH. ()REDORA (Review Exercises) A. Answer the following questions. i ARREST. 5. MAIC IAT EET 2. CI TBR LETH. 6. HA. MERNETH. 3. WOFLEERETH. 7. BR. Melero. 4. Example: $8 lt—RROZBOMERN ET | AR-YELET HD. it. AeS Ame RYE. C. Class Activity—Find someone who. . . a. e name . gets up at 7 o'clock. . eats breakfast every day. . speaks French. watches TV at home. listens to Japanese music. plays tennis.RGHE>>> 101 D. Suggest to a classmate that you do something together over the weekend. Use Dialogue I as a model. Example: A? B&AILF=RELETH. Bilt, A: Ura. BMBe Ic H=AELEtAD. Bi BMA S 25k Al tITIM Uvd, EMBILEF TH. Bi AA, UUOTT HS CunrsreQap Ye HAOR Japanese Houses ua oR Traditionally, Japanese buildings were made of wood. Rooms were floored with tatami (rice-straw mats) and. divided by fusuma or shooji (two types of sliding doors). Modern Japanese houses have mainly Western-style rooms, and are equipped with Western-style toilets. However, most bathrooms retain traditional character- istics—they are separated from toilets and sinks, and have some space for washing one’s body outside the bathtub. Usually, all family members share the same bathtub water, so itis necessary to clean one's body before getting into the bathtub, Fusuma Tatami Shooji Another traditional feature of Japanese homes is the genkan, a space inside the entrance where people remove their shoes. _ Japanese-style toilet Bathroom Genkan1029» Be «SC a4 |i ID COF—h The First Date &H Dialogue . © Mary goes downtown. [2l]xo4.01/02 eT) THEtKL, TTFFWMEICI TIM PHEW AS HEF Sho SV ETH. 3 VIEW FILbOFS—bONTT LS srt? HYRCIOVVET. @ In the evening, at Mary’s host family’s house. [1] xo4-03/04 LATIN: RH BPAY ERO, BELG TLD. REET be AVL SARKEEL TL tee Ao, COLTCTH. bryetL. Eb, —ATHELBEL ANP ELME LEDS 1, BETERE (ALY E LA ELK Di ° itn, BARETT. oor TFEL I AW O10 wBREL: BYNLI.amy 103, Next day at school. [1] kozs.05/06 VATY 2 bo, KIL EA, FOIREUATLAN, 2FATL TsELAL. CAS-H—-OM TC HMITE ELK. arkTY— ERN-A-Cetwectrl. 77 FFVETH SL. skitl: ZIFF WK LHL | ®@ Mary: Excuse me. Where is McDonald's? Stranger: There is a department store over there. McDonald’ is in front of the department store. Mary: Thank you, T) (QD) Mary: I'm home. Host father: Welcome home. How was the movie? Mary: I didn't see it. Takeshi didn’t come. Father: Oh, why? Mary: I don’t know. So, I went to a bookstore and a temple alone. Host father: Were there a lot of people? Mary: fes. [took many pictures at the temple. I also went to a department store, Here’s a souvenir for you. Host father: Thank you, ® Mary: Oh, Takeshi. You didn't come yesterday, did you? ‘Takeshi: I went there. I waited for one hour in front of the Mos Burger place. Mary: Not Mos Burger, McDonald's! ‘Takeshi: McDonald’... I'm sorry!Nouns Activities Test hb BtD 29% People ond Things ber ot va BART rice; meal pictures photograph desk letter cat breadTime + 4DI e~lnr of BUDA thoi ce Foti wLie geri ecLiu BALIYE U-verbs b5 + bd 3 ag te +£O ebhse Ru-verb HOS Adverbs and Other ~ eb + THhE EN + OCIT yesterday -. hours one hour Tast week when ...; at the time of... (~®) ‘Monday ‘Tuesday Wednesday ‘Thursday Friday ‘to meet; to see (a person) (person |=) there is... (place I< thing 4°) tobuy (~#) towrite (person I< thing ) to take (a picture) (~ #) towait (~&) tounderstand (~%*) (a person) isin... staysat... (place \= person 4°) Expressions about (approximate measurement) Tm sorry. so; therefore many; a lot together with (a person) why aloneLocation Words ae B veY z +a i ILA BA ah ja + Lr ¥ BAK ie < cay Be BOK wt PEEITLO RS PEHSLON right (~) left (~) front (~) back (~) inside (~) on (~) under (~) near; nearby (~®) next (~) between (A & BO) PERE AL FEITLOMSBA >>> 107 REIT OP MHGrammar se ES XDOORT/WET X 48H ') $+ means “there is/are X (nonliving thing)” The particle 4° introduces, or pres- ents, the item X. You can use & ') £4 when you want to say that there is something at a certain location. HEIETIFFVEHRHV ET. There’s a McDonald’ over there. Note that & !) #+ is different from other verbs we have seen so far on the following three counts, One, it calls for the particle |=, rather than %, for the place description. Two, the place description usually comes at the beginning of the sentence. ‘Three, the thing descrip- tion is usually followed by the particle 4%, rather than [2.' You can also use & !) # ¥ to say that you have or own something.” FVERSYV EK. Tdon't have a TV. Bef WHVETDo Do you have time? We also use & ') #4 when we want to say that an event will take place.* BISFA be Hv ET. There will be an exam on Tuesday. ea HLAIARBO7FAMH') EAL. There will be no Japanese class tomorrow. cia ' Another count on which & % differs from other verbs is its colloquial substandard negative form. We have % \s TF, instead of the expected regular formation & b %\ CF, which is ungrammatical. ? Note the difference between: F VER W) EA (Idon't havea TV), the negative version of FL E4%% Y EF, and FVEL eb!) EA (Itisn'ta TV), the more conservative negative version of FV ETT. When & !) 4 is used in the sense of an event taking place, the place description is followed by the particle T, like normal verbs and unlike the other uses of & !) 4. HULRMTHEY AH ET. There will bea festival in Kyoto tomorrow. Note also that some time expressions (such as H 6% Bl [=) come with the particle |<, and some others (such as L #:) do not (see Lesson 3). The rule applies to the 4 !) # 4 sentences as well.108 >>» se = SU When you want to present a person or some other sentient being, rather than a thing, you need to use the verb (»¢ ¥.‘ Thus, HE AFSIVET. ‘There’ an international student over there. ena Bo You can also use \» EF to say that you have friends, siblings, and so forth. OF KEBIWET. Thave a Japanese friend. thingd! = BoKT | ; person ot ee | Mereilare... (place (=) | eR Describing Where Things Are We learned in Lesson 2 that to ask for the location of item X, you can use the word Y= (where) and say X22 THA. V7IKFWM ECL CHO Where's McDonald’? In response, one can, of course, point and say: bt over there. TIKFWE | t TH. McDonald's is} right there near you. Se | right here. In this lesson, we will learn to describe locations in more detail. More specifically, we learn to describe the location of an item relative to another item, as in “X is in front of Y? The Japanese version looks like X | Y on tt (27 EFI IL) BOF N—hOMTH. It in front of that department store. “Note that the same verb “is” in English comes out differently in Japanese: at Beet, ‘There is an international student over there. AT —SLAFA TH. Mary isan international student. \EF and & ) ¥-4 are strictly for descriptions of existence and location, while C+ is for description of an attribute of a person or a thing____ maiger» 109 Other useful words describing locations are as follows: location words —__| we to the right of | oreo to the left of BA in front of BLA behind XlIEYO tap. cs. Xis) inside YX 3a on/above bre under/beneath Bp ROLITH. ‘The bag is by the desk. X HELLO AOLRU TH. (odd)L10>>> a8 - Past Tense of CS ‘The past tense versions of “X [t Y C4” sentences look like the following. _ = —— | affirmative negative present tense ~tt ~UPBUCT past tense ~Lpeponety’ | [— | We FAIS ¢ DREOPET LéA. PeLkanen ‘Mr. Yamashita was a student at Sakura University. SHLARORBU veh o ATH. ‘That was not a Japanese movie. HE Past Tense of Verbs ‘The past tense forms of verbs look like the following, where ~ stands for the stem of a verb. — mn affirmative negative present tense ~eo ~éth past tense ~#Lie ~#RATLIE AT NS AEA FBIM ELA. Mary returned home at about nine BILFOFARBEMBLELATL A. I did not study Japanese yesterday. ‘The various details of formation of the long forms that we learned in Lesson 3, like the ru- verb/u-verb/irregular verb distinctions, all apply to the past tense forms as well. 7 As was the case with the present tense U » #4 C4; you also find a more conservative variant Ue 4 ) 4b ATLA along with Ue 44" f= TF, Written language would more likely have Tt) ATL ty with the uncontracted form Td ° The colloquial substandard form of the past tense negative verbs are #24* > t T7,as in Ho thohTH. ‘We will learn how to change verbs into these forms in Lesson 8. :SB4g>> 111 We learned in Lesson 2 that we use the particle % in reference to the second item which shares a common attribute with the first. You can also use & when two or more people per- form the same activity. BILEOI RBIATS EL Ke I went to Kyoto yesterday. LEALL IOI pELnene 4 Utz. Professor Yamashita went to Kyoto yesterday, too. Or when someone buys, sees, or eats two or more things. AT SLAC OEMOE Lhe Mary bought shoes. ATS LIBEL ERE L tee Mary bought a bag, 100. In both cases, % directly marks an item on the list of things or people that have something in common. Observe that replaces the particles |, 4*, or in these sentences. You can also use 4 when you go to two places, do something on two different occasions, and so forth. Alb HH RAIS TEeLK. Iwent to Kyoto last week. Iwent to Osaka, too. 4-IATE ELKO Robert went to a party on Saturday. BRBIS EF 4 IEE LI He went to a party on Sunday, too. ‘We put & after the particle |< in these sentences. More generally, particles other than |4, 4%, and % are used together with &, rather than being replaced by it.L120 SS SCHL Gi = The duration of an activity is expressed with a bare noun, like —##Rll. Such a noun stands alone (that is, not followed by any particle). - ATV SAUEE THIEL SA ERENT EL tho ‘Mary waited for Takeshi there for an hour. For an approximate measurement, you can add ¢' 5” after ~rh BILE OF ORB E ith LE Lhe I studied Japanese for about three hours yesterday. ‘To say one hour and a half, you can add 5¥ immediately after ~ #8. z074 eM REL. TEE aRaE b (I) slept for seven and a half hours last night. GM cen Expressions of quantity in Japanese are rather different from those in English. In Japanese, if you want to add a quantity word like # ¢ ¥ A to the direct object of a sentence, you can either place it before the noun, or after the particle €. EREKLEL| BER BT YO HY ELA. [took many pictures in Kyoto. BOE | eeaeeee| 2d] | PNE Le Tate a lot of vegetables. ° As we learned in Lesson 3, for “at about a certain time” we have another word 4. "© You can use & to connect nouns only. We will learn about connecting verbs and sentences in Lesson 6. «with? as in “with chopsticks” requires another particle. See Lesson 10.Baier 113 Ge ‘The particle & has two functions. One is to connect two nouns A and B."° BRL RB EBLET. I speak Japanese and English, RARCARCS fPeELK. I went to Kyoto and Osaka. ‘The other meaning of & is “together with’; it describes with whom you do something." AT Y-EMER- SAE BBIE TeET. Mary will go to Korea with Sue. Expression Notes 5 Joho x Oarx om is often used in the sense of “across (the street) from X” or “op- posite X.” You may also hear another word that is used in the sense of across, namely, X D&sAv». If something is behind X, or farther away from a street and cannot be directly seen because of the intervening X, in addition to calling it X #4, you can also describe it as being X 03 5 . 2/2 vIn the dialogues, we observe Mary’s host father saying 2, and Mary saying 4. 22 is like the incredulous “what?” that you use when you have heard something that is hard to believe. 4 > is used when you have suddenly noticed or remembered something. The small > at the end of these little words indicates that these words, when pronounced, are very short.La BB it (CansreQp HAO Japanese National Holidays eA Latta NewYearsDay Coming-of-Age Day (Celebrates people who turn 20 years olin that year) National Foundation Day 320874? BAB Vernal Equinox Day 4p208 Bang Showa Day (Birthday of Emperor Showa (1901-1989) 5838 BASE Constitution Day 5A48 ENO Greenery Day 5ASA zeb08 Children’s Day TAR SAB? BOB | Marine Day oARSAM a BER | Respect-for-the-Aged Day 9f238 25? KROB | Autumnal Equinox Day 1OpR2AmE' | KOR Health and Sports Day 11838 SEO Culture Day 116238 BHEBMOA | Labor Thanksgiving Day 1 12238 | Rese 8 | Emperor's Birthday 7 I: The second Monday 2: The day varies year o year 3: The thd Monday The period around April 29 to May 5 encompasses several holidays and is called I—Jv 7" 7.4 —7 (Golden Week). Some businesses close for a whole week or more during that per (For the names of months and days, see p. 127)Samy 115 R BPractice Oppnanes A. Look at the picture and tell what you see, using BD#F or WET. B. Answer the following questions. HCLOMIDROUVZNF INSIST BULORIBOE TH. Aas) aTH. ERVETH. FR RIM A Y ETH. . DHE (classroom) (HAE TH. (200) (flak tay. bP OB (country) SF) £14. BURORIM MS ETH. a PP weaene116 >> Si SOA C. Look at Takeshi’s schedule for the week and answer the following questions. (29) xos.08 School After School Monday French English Computer Tuesday History Club activity Wednesday | French English Computer Thursday History Club activity Friday English (TEST) Party | saturday | NO SCHOOL Date Sunday i NO SCHOOL : Part-time job club activity = 4-7 JL party oF test FRb Example: Qi AMBIT FY RABO7 FANS ETI Arlt, YET. L BRB IRD 7 72H ETH. 2. RMIT Y BaF —O7 IAKHY ETH. 3. RHI FY ABOTIAWHY ETH, 4 ERECT IAMS ETH. 5. KMD (4H ) ETH. 6. BRB ICHAH ETH 7. BRERA EFM, D. Pair Work—Write down your next week’s schedule and ask each other what plans you have on each day of the week. Example: A : Ame Kae ETH. B: BROT FAK NET.Sago 117 Youre Schedule Your Partner’s Schedule Example: Bete secesy .. Look at the picture and tell where the following things are. [1] kos.0 +> BERIAFORATT. Elie AOR FL WSRILA—--OLEN TT. BUEbe 1. SE 3. SARE Ae Cena eeiene 6 SARE B. Look at the picture and tell where the following things are. [2)kos.10 Example: A + HILO AOETH. LALUD 2 aTybk 4. Bee ae 5. 6 . OME L HEIL _-FT (door)LIS >>> SEB SCRA C. Pair Work—Ask and answer questions to find where the buildings are. One student looks at map A. The other student looks at map B (p. 126). Don’t look at the other's map. Example: A : a8 (LEITH A. B: AMET LO CHEN TH. Ask where the following NA places are. aa I 1 AF 4. RE i zl ak ae — LSA 5. SMB Labay Wie Ny 3. we “ ASE. eR BO fie BO A. Look at the information about Professor Yamashita 25 years ago and answer the questions. [2] kos.11 ‘Twenty-five years ago, Prof. Yamashita was + twenty-two years old + senior at a college + good student + his major—Japanese history Example: Q: UR AE AA RE (college student) TL #4. Alay, UrFAElAFETL A. PELkehan Zon en QEWEAEET AMT L Ato Ra URaRa Alia, WERELT ARE ethonTT. 1 UPPAEIL FRET L tt. 4. RARE OBKILREB TL At. 2. UREA TLL to 5. WTAE O BRILIER TL be 3. WRITE TL DS nalnahan aanB. Pair Work—Guessing game Ask questions and find out the prices your partner has chosen. 1 BAH 119 Before you start, both of you will choose one price in each row of the table and mark it. 2. In each row, use the item and one of the four prices, make a yes-or-no-question sentence and find out which price your partner has chosen. 3. You can ask at most two questions with one item. If you have guessed correctly the price your partner has chosen, you score a point. Your partner will not give away the right answer when you ask a wrong question. 4, When you have asked questions about all the items in the table, switch the roles with your partner and answer their questions. 5. Tabulate the score. You win the game if you have scored higher than your partner. Example: A : FOMEKI=AD A TLE. Biwwa, ZA etpohk@tt. A: ETAT LEM. Blk, 43TH. wlth ¥5,000 ¥10,000 ¥15,000 ¥20,000 He ¥600 ¥1,000 ¥1,300 ¥2,000 (F9L ¥1,600 ¥2,000 ¥2,400 ¥3,000 Try ¥3,500 ¥4,000 ¥6,500 ¥8,000 best ¥3,000 ¥10,000 ¥17,000 ¥25,000 C. Pair Work—Suppose you got one thing as a birthday present (JL*#Y h) and choose it from the items on the next page. Your partner guesses what you got. Answer your partner's questions. Example: AL TLEY BEMEATL AM. BiAAL MIEKTLAL UA, DEL ee ohTH.W) ARAICAeLELIED A. Change the following verbs into ~& Lit and ~ktATL. [a xoarans Example: ANS => ANELA ENB + NEL TLE Lldey 4d 7. BAS 10. &S 13, ¥< 2 wF 5. 4% 8. DHS lL 6% 14. HAS 3. Lb 6. £2 9 FB 12. 04 1b. OD B. The pictures below show what Mary did last week. Tell what she did. [:l] kos.14 Example; 47!) —S A 1d AEG (CBRE CHL EL Ex. Monday (1) Tuesday (2) Wednesday (3) Thursday fA 2 ra in the library at home at school (4) Friday 7 (5) Saturday (6) Sunday at her friend’s house in Kyoto at a department storeRaw 121 C. Look at the pictures in B and answer the questions. [2)xoz.15 Example: Q: £7 —S LIRA AL ld, BM LELE a: AT) SLSR ABE RE Lit. Alva, REULKT Ko BM CMELELAD. . ATS ALR IE BREMSELA te ATS ieee SIREBEELL tre . ATA AiR ES BRADEK SI: Be feo %s AT YS ASHER IE Tez LAM. ATS ALE | RELELAA AT YS AL BMB KE LE LA awe wn D. Look at the pictures in B and answer the questions. [1] kos-16 Example: Qi ATY- SALAMA IME LE LAM. A: BSR C@ RL ELK. AT YS AARMB IE LE Lbs AT YA SAKE IME LE LAM. ATY SALVO ORBERE Ltr | ATV -SAAV ORME LE LAM. AT SAL MEB ISS CHOMERN E LHe . AT —% ASRS IE SCRK SLAVE Uyed.s au awn E. Pair Work—Ask what your partner did on Monday, Tuesday, etc. Example, A: AMEBICHE LE LAM. Bi FaRELELK122 >> > SBS «SOR OIA-E—B RH A. Compare sentences (a) and (b), and change the sentence (b) using ®. [tl] kos.17 Example: (a) 7. 775-77: BACT. (b) J-E-H BATT. > @) RULE MH EROS LHe () RULE AAT EROS Us 2. @) ON PEALE AB ERM LET. 0) AT Y- SAMBA EMM LET. (0) AVL SAMEMB TIS RELETS (b) AIL SALE G 8 TU AbhELET. (@) ATY-SABIBTARBEHL ET. WAT YS AUPRCA ABER @) BLAL ATY-SLEAUGLELE RET. W) BLA ATY-SMUA-ELEBVET. (@) $3 - 2 B. Describe the pictures using ®. [2] kox.18 Example: WAS Alt#4 TH. KLFETT student ) Ispeak ) “Hab, ANB ~ go toa partyABRs 123 (WRG S ELIE A. Mary did a lot yesterday. Describe how many hours Mary did each activity. Laros.19 Example: 47) — 3 Alt MEE L reo Ex. 8 hours land a half hours 2and a half hours12db oe SS SOR B. Pair Work—Ask your partner the following questions. Example: A: 304, WM7LEERE LK BEM Cb REL. 505, MME LE LAD. 2. 504, MEE Lhd. 3. FL (game) ELEFH, AVC 4. 479—Ay b (internet) LETH BUF LELETH. YTV fBERH Cb LETH. WECOORE (Review Exercises) A. Pair Work—Using the expressions below, ask your partners how often they did the following activities when they were a child or in high school. Example: A! TRO / BRO L>> aS Pair Work (11) C. Example: A : 2 LEITH. Ba lIKFVOCEY TH. Pair Work (Wf) C, Example: A > r/S KB 2 Yb Y (badminton) & LEtha. PUNCH Ae ‘AMBILE I CTH. | AMEE LRH CR BLT. KGB IL? PED Ask where the following places are. Lae +B 2K 5. URRZY 3. Rae Spm. Jogging Study in the. (Rbrary Shopping in town Dinner act friend’s houseUseful E xpressions A UBS > 2B kL sage 127 Days/Weeks/Months/Years Days [ama Ame xme xe xa fata tm | esmo Gono hme fone “tana eae | 1 2 3 4 5 6 | avhe aot ee bee loz 9 40 12 | aoe te xo ehh — LoTBIE WTI URIS 44 15 16 17 18 19 20 | coitem — UniEIoR — GWARKICh UALR URAEICR Ua to | 24 22 23 24 25 26 27 | eeebi ios LOSES LWTELIH Unto ELeTSISH LOSAKIEH ELTLBICS | 28 29 30 31 GLOBES ELAR SLENIE TALUS, Months Wha (-A) January Léa> (4A)———— July [cat (=A) February (£6482 (\A) August Rha (SE March <4 (LA) September Lato (A) ‘April Uniao (+A) October Ta (4A) May Uw 7.64% (+—-F)—November 4 (AA)—June Ue 34> (+28) ——December Time Words a [ Day | Week Month | Year pee Kleiedea | tcoifoea | beet | Gann Cram the day before yesterday | _ two weeks ago two months ago | the year before last 303 (PFE) ttK Li 7 (Sei) | HAIO(HA) | FLA (KF) yesterday | __last week last month, last year %43(FB) Lin (Gia) | CAIFO(4A) CEL (AF) today | this week. this month | this year SLA (AB) Bub 5 RH) | SUIOGRA) | bia CR) tomorrow | _next week next month next year Hx5T zbwlo7 THF zoHaL | Geis) (AKA) GRR) the: ter tomorrow | the week after next | the month after next | the year after next :128 >>> SBR - SCA Sat se oe SHH he77 A Trip to Okinawa ee wp De cS @EH Dialogue oe @© Robert and Ken are vacationing in Okinawa. !l} os-o1/o2 TOSS OORATHA. atte aAgis Z47TTM. TH. Brot Bnet. gON—bh: AA. DH, RH! ait de AEE Lid. sit A: DAN bRAILE LEAR YASS TH ro oO hi H—74 YARETH. a 7 HLATHEPU EL LIM. ~ aU hi CH. BL CRU THH oak: AKATTL @ At the post office. [1)xos.03/04 1oN—hi THEA, ldssld, TFVRETO ETH. RRR: L+ATT. Urb, EXAOFCLREROLES. THD, BLAMFE CREM.2 3 4 BS» 129 On Monday at school. [2] kos.05/06 PRIGL OS REA, ME, BYE FT. RATER LO OATHS Ob: Ake PMOMET SC HOTEL AL: moh TH, IE MAAS TH. FROME A > ATH A. DOKL Ona, BEYB CEH ORTH. AL ELOF— BELG TL ht. AGL WO Robert: Nice weather. Ken: Yes. But it isa little hot. Robert: Yes. Wow, beautiful sea! Ken: Let's swim. Ken: What kind of sports do you like, Robert? Robert: I like surfing. Shall we do it together tomorrow? Ken; But isn't it difficult? Robert: No. xy Robert: Excuse me. How much is a postcard to Britain? Person at the post office: 70 yen. Robert: Then, two 70-yen stamps, please. And one 50-yen stamp, please. Takeshi: Robert, thank you for the postcard. Did you enjoy the trip? Rober Takes Robert: No, it wasn't so expensive. How was your date, Takeshi? Takeshi: ... fes, The sea was very beautiful in Okinawa, Good. I like the sea very much, too. Was the airline ticket expensive?130 >>> S55 « SRI =n AE K05.07 Wile ce wu I aetey Nouns +54% a sea + 85T Ws postal stamps. +355 we ticket “4-747 surfing Lad kyy ee homework KNbD RAH food AACLIVU MAB birthday FA test "ThE RR weather DED RAM drink «(Lae RE postcard RR bus *Ul7% FAT airplane a we room #lEK a I (used by men) eth hee holiday; day off; absence “Yard WAT travel W-adjectives Shbly RL new 2 bo By hot (weather) bow BO hot (thing) VEAL tele busy (people/days) BRAY REV large Belay Haw interesting; funny Pot good-looking (conjugates like‘) chy Hiv frightening abe Ry cold (weather—not used for things) hole HL fan Bue abs small 2ebe boring BU a old (thing—not used for people) *DTHLY BEL difficult + Words that appear inthe dialoguePEL Pt uy &-adjectives F5(%) HV + HOE) (FL8 (2) FR Lae) et oF F(e) we HVE b(t) FR» © HES (te) KS EP H(t) ws (%) wR U-verbs Bat S Adverbs and Other eeolalk eTrd + tM SEOUL IS He KER ete Che end +~ET easy (problem); kind (person) inexpensive; cheap (thing) disgusted with; to dislike (~#*) beautiful; clean healthy; energetic quiet fond of; to like (~4*) tohate (~#*) very fond of; to love (~4*) lively not busy; to have a lot of free time to swim toask (person I) to ride; to board (~ I=) to do; to perform (~ €) to go out Expressions together extremely and then It’s okay; Not to worry: Everything is under control. very what kind of ... [counter for flat objects] to (a place); as far as (a place); till (a time)1320+ SS SA MH Grammar ze ES Adjectives There are two types of adjectives in Japanese. One type is called “\ s-adjectives,” and the other type “#-adjectives.” \ and 4 are their last syllables when they modify nouns. \)-adjectives: BLLSWwRIB an interesting movie EOF, BELAVRBERE Lee [saw an interesting movie yesterday. SVE a scary teacher WEAEIES HVA TH. Professor Yamashita is a scary teacher. Preah %p-adjectives: SHER a beautiful picture RATE nN ER ett VELA. I took a beautiful picture in Kyoto. LRA an energetic teacher Fas eKen WABI ERA RELAELED RS 2TH. — Professor Yamashita is an energetic teacher. Japanese adjectives conjugate for tense (present and past), polarity (affirmative and nega- tive), and so forth, just as verbs do. The two types of adjectives follow different conjugation patterns. U\-adjectives _\\-adjectives change shape as follows. eo affirmative negative present = SOWTF. SOCBUTT (or SOL BORA) It is cold. It is not cold. past eoOPoKTS ko BPoORTS | (or EOL BOKHA TLE) It was cold. It was not cold.SBSH >> 133 In the negative, you can use the more colloquial variant %\ ‘4, or the more conservative variant % !) £44. Both these forms involve the change of the last \ syllable into ¢ . Unlike verbs, adjectives conjugate fairly uniformly. The only irregularity worth noticing at this stage is the behavior of the adjective \ ‘\» (good). The first syllable of \»\ is changed to in all forms except the dictionary form and the long present tense affirmative form.’ WU (irregular) affirmative negative present wucs BUTT (or BK BO EA) past EDORTH KK BD ORTT (or kL BDEHATUL) Compound adjectives like #*> © \ +4» that are built with \ +t follow this syllable change. 1&-adjectives The conjugation pattern of #-adjectives is exactly the same as the conjuga- tion table of ¢4 which follows a noun, as discussed in Lesson 4. TRS) affirmative negative present = - RTT TRU pwUTST or TRL aD Eth) She is healthy. She is not healthy. past BRCUK FRU PRPORTS She was healthy. She was not healthy. ‘The final syllable % is dropped in these long forms of #-adjectives. The two forms shown in the negative column are the colloquial and the conservative variants, respectively. In addi- tion to these two forms in the negative, you can also substitute TIL for U asin TIL!) Et’ and Titb!) +A TL A which are more often used in the written language than in the spoken language. " There actually are alternate forms, £4» and £4, but they are much less frequently used than 4» and \CF in the spoken language.34ers SR If you want to say things like “very hot,’ and “a little hot,” you can add “degree adverbs” like FZ ¢ (extremely), & TH (very) and 6 4 > & (a little; slightly) before adjectives. PRO mle THIMUTLAW ‘The sea was very beautiful in Okinawa. S OMBILS 2EEUTH. This room is a little hot. Fe (B)/S5 U8) In this lesson, we learn two %-adjectives that are very important from the grammatical point of view. They are ##% (4x) (to be fond of; to like), and % 5\»(#) (to be disgusted with; to dislike), The meaning of these adjectives is relational, and you need two terms: a person to like or dislike something on the one hand, and a person or a thing on the other hand that is liked or disliked. In sentences, these two terms usually appear with the particles (4 and 45, respectively.” | likes * | dislikes Xl Y DS (a uy CH. Db SAILD RD 7 FAME TH Robert likes his Japanese classes. WERE RAS SUTH. Pauntean Professor Yamashita dislikes fish. ‘The item that is liked or disliked can also be a person. You may want to be cautious using these words in reference to your preference for a specific person, however because 8 3 CF is usually taken to be an admission of one’s romantic interest.” ? In contexts where you are contrasting two or more items, the particle (4 is used instead of 4*, Thus, BPRS CTH, WILE BUTT. [like vegetables, but I don’t like meat. In the expression of romantic or familial affection, the complex particle = ¥ #¢ can replace 4%. Thus, FRIFLSAILATY-—SADIEASFSETHS = ATV —-TAAMETHO Takeshi is in love with Mary. .SESE» 135 Let us note three more things about #7 (#) and ¥ 5\+(4e) before we go on. One, if you like or dislike something (or somebody) very much, you can use the intensified forms of ETH and #5. TH, namely, AMS TF (like very much) and bis TF (hate), which are more often used than the degree modifier & T & in combination with 3% T+ and HW TH. 7 AWL AA I— ERA ETT. Takeshi likes coffee alot. FATA OL IMREDUTHS Ms. Kim hates natto (a Japanese fermented soybean delicacy). Furthermore, when Japanese people want to say that they neither like nor dislike something, they usually say: & TEE TELUTH. I neither like nor dislike (it). Three, you can use #% 4 and ¥ 54% as modifiers of nouns. For example, you can say things like: CHILPOBS RATT ‘This is my favorite book. ~#ULE5/~EL ESD Take a long form of a verb and replace the ending with # Lz 3 or # L 3 #and you will get the Japanese expression for “let's...” which you can use to suggest a plan of action. TEER OM ML ELI. Let's study in the library together. SRETINC-EMAEL LID. Shall we drink coffee at a coffee shop?136>>> Bs SORA Counting ‘There are two important things you should know about counting items in Japanese. Firstly, we use different number words for different kinds of items; the words used for counting people are different from the words used for counting books, for example. Secondly, number words often come after, rather than before, the items counted in a sentence. Y-eAlt MFE Stk RoELK. Lee bought three stamps. item number ‘The number word, Hh is made up of the numeral = and the “counter” #. This counter is used for sheets of paper and other flat objects. There will be other counters in later lessons— for people, for books, for sticklike objects, and so forth. 1/—h 6 Expression Notes 6 fF, LUV/ITEPD IS) h AL LW is used when we describe people and is not used for places. When you want to say that Tokyo is busy, you should use (22> (7). KILSEABIE LETH. Takeshi is busy. Ewe UeIE £OPet. Tokyo is busy / lively. Note that the sentence below is also acceptable, since the susbject “I” is omitted in the sentence. AMOISE Lett. = AMET (BIS) AC Lett. Tam busy on Sunday. _Omics a A. Change the following adjectives into the affirmatives. [I] xos.o Example: AON. = AMOTH ee ee 1 Pty 4 BELA 7. 3B 10. IS FP Are 2. BO 5. DE BUY BV IL FH 3. Du 6. WEHELVS 9 LF a te 12. BER B. Change the following adjectives into the negatives. [2] xos.o9 Example: O40. OFC HOCH BE = VELSEOTT Lab 4 bb LY 7 BVI 10. LF ae 2, Se Bvs 5. DF HL BAYAN L. FHe 3. Davy 6. Daly AFL EL 12, IS FP Me C. Look at the pictures below and make sentences. Example: 2 OWE EHO TT. Hae CTH. q) @ ¥480138 >>> SER SO D. Answer the following questions. Example: Q : BRIBO 7 FAIR LI THO ALAA, MBLOTHO/ OWA, BEL CH TH. 1. PALUE THD 5. BRORNMIEBU LTH A 2. REP LOTT. 6. ZFAILBELAUTIO. ES FRIAAIU THD. ua BMH LOTTO. 4. BBLS TH He 8 bt OILY TT 0 E. Pair Work—Make affirmative and negative sentences with your partner. Example: % Hi»# > RESOBRILINUOTT. TE. ROMBILIHOU vay CH. 1 Belay 3. Cty 5. 7. RR 2 4. Bul 6. Hocus 8 Ew___ S858 139 F. Pair Work—Make your own sentences on the topics below using adjectives, and tell your partner. Example: 72% bd ie LdaUtH. PILUTT. 1 Jolt 3. BOLI OAIL 5. RRS 2. Roms 4, BOMBS 6. 797-4 (Hawaii) [Z DEDoKTS A. Change the following adjectives into the past affirmatives. [] xos.10 Example: AON + Ad DOATH FOS > FRETLE 1 PH 4 5&L4Y 7. OLY 10. IS BPH 2. HO 5. DEDUIY Buy LL SMV 3. sb 6. VEAL 9 LF o te 12. OE % B. Change the following adjectives into the past negatives. [2] xos.11 Example: Ft + PF BESO D. Pair Work—Practice a dialogue with your partner, substituting the underlined parts. A and B are talking about A’s vacation. Example: went to Okinawa — very hot > ALA HPRICITS ELAS ep asap Bot9THo. CU CUAY. A:XtT LBPoETT. 1. sawa movie — scary 2. stayed home (7 612\.S) —_ very boring 3. went toa party — not fun 4, went to a restaurant — not delicious 5. (your own) Bust Co ta ee Bt A. Look at the pictures and make comments on them. [l) xos.13 Example: Bret > BS Me TH He (RF QFLve ‘3 NdB. ss5% Answer the questions using the given cues. [i] xos.14 Example: Q: ATY-SAUELBATIA. AL ATY-SAUPSLVATH Ex. TY — (1) A— (2) a7s—b GB) AIL & Ee) 4 ¥ ww kind beautiful interesting energetic Oppwecry YY A. Pair Work—Choose the items from the following categories and ask your partners whether they like them. Example: A: RAS TH. Bilt, HECH/ABE CH. WOR, EHUTH/REGUTH. . Foods: meat /% > U 4 (fermented beans) /T 4 % 7 !) — 4 (ice cream) . Sports: + y 7 — (soccer) / % #— (skiing) / FI 7 (golf) . Music: 7 y 7 (rock) / 4 + KX (jazz) / 7 FY y 7 (classical music) . School work: test / Japanese class / homework ye en Drinks: sake // green tea / coffee % If you neither like it nor dislike it, you can use FS TH FHUTERUTH . Answer the following questions. CLEAR IOSEE CH De CK RNM SES TT the CLR DIES TF tre L CARBO S TH Ayo CLG ERIIES THe ep epLAD ore Bi SCA ORBERELES an A. Change the following into &L &5 sentences. [*l)) kos.15 Example FRETS + FARELEL LI. Lvol site 6. FO 2. FoHE I= BA < 7 E 3. RB ERS 8. FRERS 4 BARTER 9. AIRS yp 5. BOUTS 10. FRIES I B. Pair Work—Make follow-up suggestions using #L& 30. Example: 3§\\ C44. > ALROTH. BRERAEL ETH Bi tjlelet. . Bvttn. 2. $oReT A. 3. SO MIL LOTT 4. HSLAUAZORE ATT L. 5. HOVAAVIEBULUOTHL. 6 HLAUFA HSV ETH. MECOORE (Review Exercises) A. Pair Work—Ask your partner the following questions. . Were you busy last week? Were you fine last week? Was your high school big/old? Was your watch expensive? Is your bag new? Is your room small/clean? Is your teacher kind? NO ye YNB. Class Activity—Show and tell Bring pictures you took on a trip. Explain to your class where you went, what you did, how it was, etc. And later, other students will ask in detail about the trip. Example questions: CoE E LAD RRILCI CLAM EMCEE LAD FATRO MAIL >> EBB «SCE eR LOE A Day in Robert’s Life Ws 5 BBR Dialogue Do @ In the class. [2))xos.o1/02 Vib PAE UNREAL, RON EBA TCE ZV REL nthe QOH hee oT AES BSH h IA, BETH. FAATHTIVUTE HAL. bi Hk. BAPESNELAL s rae HERS TE TC HEU, aE SELLA EO SONh: 1, THEtL am META De @ atterciass. (29) x06.03/04 DR = BNORSAL, SBMARTL ARS PONB: Ake RCR-ELO/—b ERY TEOUTI ON uth te HYKEI. TRL. DNhEL, BLAFRbNHHVET LS Ao. RUTIO. Ake ONObEL, BMBIAE LAD DA SON—h: Urb, PORRCH ST. BR LET On the bus. [4l]xoe.05/0s 1 BIEHXL: HO. THETA. LORKAILR BNTE ETA. PONOh: Aa EET ES BO, CF EBT EEO SBHBALS Oa, dacieh. temNate beBORO a7 4a: ZICH. Loh, MMEAEEL LIM. sbiIb*L: & CItTEtA. Prof. Yamashita: Robert, please read the next page. Robert: .. Prof. Yamashita: Robert, please wake up. You cannot sleep in the class. Robert: Mr. Yamashita, I forgot to bring the textbook. Prof. Yamashita: Please bring your textbook with you. We use it every day. Robert: I understand. P'm sorry. r) Sue: Robert, you had a hard time today. Robert: Yes. May I borrow your notebook later, Sue? Sue: Yes. Robert: Thank you. I'll return it soon. Sue: Robert, we will have a test tomorrow. Robert: Really? Sue: Yes. You were absent from the class last Friday. (That's why you didn’t know about it.) Robert: Well then, P'll go home and study today. (m) (a) Old woman: Excuse me, Does this bus go to the city hospital? Robert: Yes, it does. Take this seat, please. Old woman: No, thank you. I'l get off soon. Robert: Is that so? Then, shall I carry your bag? Old woman: Thank you,Nouns boi BSA AU *F25mrle chL oF CD(y-F4-) + LALUL IVA veo +0¥ thE ThL *kto wyay wAoy &-adjective #RVAL (Ht) KE BS a&¢ BRBIAS By BSAILVS bat a Fedo BS uso KES ERG money bath kanji; Chinese character textbook this week cD municipal hospital shower next electricity train baggage personal computer page window night next week, next year tough (situation) to play; to spend time pleasantly to hurry to take a bath: to return (a thing) (person (= thing ©) to turn off; to erase (~ &) to die to sit down (seat =) to stand up to smokePre touse (~€) TOKF tohelp (person/task ©) 10S toenter (~I=) "b° tocarry;tohold (~#) OTE (1) tobe absent (from...) (~ ) (2) to rest Ru-verbs BUS PATS BLAS BAS to open (something) (~ #) to teach; to instruct (person I= thing &) to get off (~ @) to borrow (person |= thing &) to close (something) (~ &) to take a shower +BYS EUS PS YS Las FOS YeI-thUS YeI-& BUS 74 toturn on (~%) TAbEDITS EREAItS to makeaphone call (~I<) + btHns nS to forget; to leave behind (~ £) Irregular Verbs SHUTS BNTCS bole HoTKS to bring (a person) (~ @) to bring (a thing) (~ %) Adverbs and Other Expressions + btT RT be 3B ¢ tab es latr ATH ote EAC ICH bot) RECID later on (do something) late because... ‘That would be fines ‘That wouldn't be necessary. right away Really? slowly; leisurely; unhurriedly150>>> SBR - SCH SL ILS Grammar z ae eS aa Te-form ‘The main topic of this lesson is a new conjugation of verbs called the “te-form.” Te-forms are a very important part of Japanese grammar. In this lesson, we will learn, among their various uses, to use them in: + making requests (“..., please”) + giving and asking for permission (“You may . .. /May I... 2”) + stating that something is forbidden (“You must not ..”) + forming a sentence that describes two events or activities. (“I did this and did that.”) ‘The conjugation paradigm of te-forms is complex, as we need to learn separate rules for ru-, u-, and irregular verbs. Furthermore, the rule for u-verbs is divided into five subrules. First, with ru-verbs, the rule is very simple: Take 4 off and add T. U-verbs come in several groups, based on the final syllable of their dictionary forms. u-verbs with final 5, D, and 3 ' BS 7 BT 82 > oT cB + €¢ | u-verbs with final & , Bi, and 88 RO - BAT Bi oe AT | » m | ee Ee As we discussed in Lesson 3 (see page 89), some verbs that end with the hiragana are ru-verbs and some others are u-verbs. Review the discussion on how the vowel before the final % syllable determines which verb belongs to which class, As far as te-forms are concerned, we observe that u-verbs that end with will have a small >, ru-verbs that end with 4 do not.BOR +151 u-verbs with final < B= But There is an important exception in this class: GS Got u-verbs with final < RS + | RUT u-verbs with final Bo + HLT cid Be The irregular verbs + 4 and < 4, and compound verbs built with them, conjugate as follows. irregular verbs 3d Ut <6 + -&T 4 Note that te-forms and stems (the forms you find before £ 4) are totally different constructs in the u-verb camp. A common mistake is to assume that the simple paradigm provided by the ru-verbs (f~ 7 and #~ #4) covers the u-verbs also, thus coming up with unwar- ranted forms such as x a \T (Gee Sisk +) and x Yd T (see WA EF), It is probably easier, at this stage of learning, to memorize each verb as a set, as in = (State T, than to apply the conjugation rules on the spot. Refer to the verb conjugation table at the end of this volume (p. 382). CGE Use a verbal te-form together with ¢ #2 ¥\\ to make a polite request to another person an “please do . .. for me. nae eibAc< Please read the textbook. THEtL, BL roCHATK RA. Excuse me. Please teach me a little. (= Tell me, I need your advice.) 7 f you are talking to a very close friend or a member of your family, a te-form, by itself, can be used asa request. SEM. Open the window, will your15299» S58 «SC Gl ~ceuves A verbal fe-form plus 41-4 means “you may do...” which describes an activity that is permitted.° To ask for permission, you can turn it into a question sentence, ~ T $40 T +t 4». If somebody asks for permission and if you want to grant it, you can either repeat the whole verb fe-form plus $1.\» TF construction, or just say WYTH. X TECH and X £4\\CF do not stand alone. PASELTE VU THA, May I see the textbook? lt, RTEOUTT EL. —Yes, you may. wucegi. You may. CIF Please. \TIEUIFECA A verbal te-form plus [£\ (+ £4 means “you must not do . .. ,” a strong prohibition statement, as in rules and regulations. CHHREMS TIMI EL. You must not take pictures here. If somebody asks you for permission and if you want to deny it, you can use T(d0 U4 £4 A, but the sentence may sound too harsh unless you are in a place of authority. We will learn a softer way to say “please don't” in Lesson 8. Ba Describing Two Activities You can use a te-form if you want to combine two or more verbs, as in describing a sequence of events or actions (“I did this and then | did that”). In other words, the te-form does the work of “and” with verbs. (Note that two verbs cannot be joined by &, which only connects nouns.) This fe-form conjunction can be used for present and future, as in the first and third examples below, and for the past, as in the second example. The tense of the verb at the end of each sentence determines when these events take place. * In casual speech, you can drop & and say #2 TAM TH as well as LX T $A TH. In contrast, [2 in the construction TI2\ IF & 4E A, which is discussed in the next section, cannot be dropped.BOWE» 153 Jab EEN T ae-LéEt. I will borrow her notebook and photocopy it. o alt, FRCS 1S $8 L ELA. Today I got up at six and studied. REM OT. BOMERNEL LF. Let’s goto the cafeteria and have lunch. The te-form of a verb can also be used to connect a verb more “loosely” with the rest of a sentence. In the first example below, the verb in the te-form describes the manner in which the action described by the second verb is performed. In the second example, the ¢e-form describes the situation for which the apology is made. ARK CT, RHIATE ET Igo to work by bus. (take a bus to work, HMBERNT THRU. Lam sorry for not bringing in the textbook. (I left the book at home, and I am sorry.) aoe A sentence that ends with 4>5 (because) explains the reason or the cause of a situation, a proposal, and so forth. (situation). (explanation) b PILRMR LET. ALAFARHEV ETH. Iwill study this evening. (Because) we will have an exam tomorrow. RACK EL LI. IZ YEG TIM. Let's go by bus. (Because) taxis are expensive. “The explanation clause may also precede the situation clause. Thus the first example above can also be para- phrased as: HLAFALKHY ET HD, AAS RMBLET. ‘We will discuss this further in Lesson 9,1SAv> Ses SCRA GH ~eLa5m In Lesson 5 we learned £ L & 3 #*meaning “Let's...” # Lt 5 4 is also used in the sense of “let me do...’ in offering assistance. If you see somebody having a hard time opening the lid of a bottle, for example, you can offer help by saying: (BANPV ELL IM. Til do it. Or to a person who is carrying a heavy bag: WMEREELE IA. Shall I carry your bag? CurrsreQ aD IN HAO SCTE (1) Japan’s Educational System (1) Ea Pes uk ee Most children in Japan attend kindergartens or nursery schools before entering elementary school. Compulsory education comprises six years of elementary school and three years of junior high school. Although not compulsory, over 95% of junior high students go on to high school for three years. About half of high school graduates attend a university or junior co!- lege, Admission to high schools and universities is usually based on an entrance exam. The Japanese school year starts in April and ends in March, with a long vacation in summer and two shorter breaks in winter and spring, AEE te BMAY (BA Graduate School FA'P Zhe “TALS! ne ce ~ Junior College 22 1 ss University | S78 (ED cn ‘High School Gee ia) Junior High School 24 18 ee ee Elementary School AA Compulsory Education_ REE 155 # be _/ — he a7 oa Expres 326 /3BU1b Although both #£v» and #£ ¢ mean “late,” they have different usag- 6s, since HV is an adjective and J ¢ is an adverb. EV» modifies nouns or works asa predicate, and i ¢ modifies verbs. AL ROD ii Bi Betti. MAI FWCSRET MVOMOMERAET. ‘On weekends, I get up around 10:00 and eat late breakfast. THE LE I went to bed at one o'clock yesterday. It’s late. BDF, WC BE LI I went to bed late yesterday. You can also apply this rule to W/L, ESOP LF ¥ is normally used with 6) HEF, asin EF SHVMREF (Thank you very much), or with FAFA, asin YF BTAEA (1am very sorry/Thank you very much). When used alone, it is an abbreviation of #3 4 DMEF or YF STAEAA. Therefore, when you want to show your grati- tude or regret, you can just say 3 & instead of saying a long sentence. £3 functions in many ways, depending on the situation. Some people use 3} as “hello” or “good-bye.” %> Many words that begin with 23 can also be used without it. 23 in such words simply adds smoothness and nuance of social refinement, without changing the meaning of the words. }) (festival) Example: 231%156>>> SER - SOS @ BPractice DBERITTCEA A. Change the following verbs into te-forms. [2] kos.o8 Example: 5%4 + B*T 1 ENS 4a 7. bt 10.9% 13. Lea 249 5. <3 8. US Lug 14. (dey 3tb 6. £9 94% 12. BS 15. PAS B. Let’s sing a te-form song! (Battle Hymn of the Republic) [i] xos.o9 DL i etdy ok Ceres Core Cnet on tb LAT HF StLT Le LAT OK OwT UF WELT VSO VWFOT AK% ueverb te-form D2 92S oT US LT ( OT CF OT (repeat twice) $ UT wverb te-form C. Make polite requests. [4] kos.10 Example: BRSEEHEL TK HSV. Ex. Please speak Japanese. Please stand up. Please listen. . Please read the book. . Please look at me. wey . Please bring the textbook.SBOH> oy 157 . Please teach me kanji. Please return my book. | . Please speak slowly. eeu en ). Please come with me. 10. Please call me tomorrow. 11. Please bring your friend. D. What are they saying in the following situations? Example: BEMITT< E20 E. Pair Work—Make your own request, such as “Please stand up” and “Please take a picture,” and ask your partner to act it out. Example: A? J—E-EMRATK HS. + Bpretends to drink coffee.158 >>> 2 Sot TFLESZATELWITID You are staying with a host family. Ask your host family for permission to do the following things. [) xos.11 Example: FLEERS + FLEERTEUTHH. LAGS ERI 4 ORS 7B bots 2, BEMHS 5. RB EBNTKS BST TY EHRG 3. wi. var T—-BBUS 6. EReEM< 9. BREE S . What would you say in the following situations? Make sentences with ~T®L) Wes. . You are in class. You realize you need to go to the bathroom as soon as possible. . You are in class. You feel sick and want to return home. . You have forgotten to do the homework. You are sure you can bring it in tomorrow. . You want to ask your teacher something, but you cannot phrase it in Japanese. . You have run into a celebrity. Conveniently, you have a camera with you. apn . You and your friend are in a dark room, and you feel somewhat uncomfortable. .. Pair Work—Ask your partner if itis all right to do the following things. Example: AIS ERI > ALKIEL ERs TEOUTID. BAA UTHL. CIF /FHEtL, Broly LR. BESS 2 SY ERY S 3. SEM A FLEES 5. (your partner's name) & A OBS &1R 5 6, (your partner's name) © A. D&B (CAT <SRGH> > 159 @FLCERTRUIIEEA, A. You are a strict parent. Tell your child not to do the following things using the cues in I-A. [2 koo.12 Example: FLVEERS + FLEERTIAVIGEUL, B. Tell the class what we can and can't do at school and at a place you live. Example: FRCTAIL Ro Tait sth. KARZ TIY—-OFETHY + T—EBUTEVW TH. (host family) ail 5 C. Pair Work—Ask your partner if it is all right to do the following things. Example: HERE CRIS EHS + A: HE CEBEDU CEO TTD Bi. BREA TEOUTH OUR, BRED TENE EL. & RERTR» SES - SR Qe B. Change the following into te-forms and make the rest of the sentences. Example: @RES > RIT. HMEMATT. 1 RKEOI BITC 4 BEBIRI 2. FBIM 3. BREMYS hie 8 C. Pair Work—Make questions using the following cues. When you answer, use ~t. Example: 4 UL KOR > A SLEOR, Heleta. 8: BER CRM LT. RBI ET. L HOR 4 2O3OR 2 BLOM 5. SOM DAR Qhies bess 3. 307 OW 6.SEB>>> 161 PEBLES. BLIETFAMMSOETD 5. ._ Add reasons to the following sentences. Example: LET. + WBLET. ALAFAMAV ETH. 1 RMIARTLA. 2. HORBE REL. 3. LK HOVARAYISTE EF 6 4, 3D77FZ% ERA Lhe 5. (name of a friend) 4 AIF % TH. 6. SBI RAE CHF) E en . Pair Work—Ask each other why you think the following. ERNEHL BRROMERNERL, Bi YSLTttT A AL bEY BESSY EELHD. BSL? BP LROMERNELL, 7IRMBV ETHOS, MILARTH name of a place) 43 3 TF . JAK. (name of amovie) FRET. . (name of a celebrity) 4°% 5TH. BRIELUL HI EtKe AFL B AGE CR LECL. iH. (name of a place) {TS #4. BREQET. Tele # ol §162 8 Sk WFLERBLELESD A. Pair Work—Propose to do the following things, using &L.& 50°. [) xos.14 Example: A: FVEGHLEL LIM. Bi tAadth. BRVLET AA, EOULISTH._ SEHR > 163 B. Pair Work—Make a conversation in the following situations. Example: You and your partner are in a room. Your partner looks hot. > A REMGE LAI. Bi bY I. BMVLET. 1. You and your partner are in a room. Your partner looks cold. 2. Your partner is going to have a party. 3. Your partner has trouble with Japanese homework. 4, You are talking with a Japanese (= your partner) in English, but he doesn’t seem to understand English. 5. You come into a room. ‘The room is dark and your partner is studying there. 6. Your partner forgot to bring glasses and cannot read the menu on the wall of a restaurant, CODER (Review Exercises) A. Role Play—Play the roles of A and B with your partner. Example: Example-A Example-B. You are short of money and want to ‘You don’t have money to lend to borrow some money from your your friend because you wentona friend, trip last week. AL theta, be ete!) TEVUTH DY B: BETTI. CILT Ai&é UALR K BORE ATID. Bi tt. & Lbare Neth. AM. HAT a a oe | 1-A 1-B You have a date tomorrow and want You just bought a car (< 4#) and to borrowacar (¢ 4£) from your don’t want anyone to use it. friend.LGA >> SE «SOS Q) 2A You lost your Japanese textbook, but you need to study for a test tomorrow. 2-B You have a big test in Japanese and need your textbook to prepare for the test. (3) 3-A You see acake (4 —+) that looks very delicious. You love cakes. You are now in your friend's house. 3-B You just baked a cake (7-4) for your mother’s birthday. Your friend is in your house now. B, Answer the following questions. PR. MELET A. RSee LER MER CHET, CBRE BH, i. MESNE LED. FROM, VOTRE LAD TRON = FBO LK ECL REMY ETH. ECT aR ERAT, yen awe wn S (Answer with “~ 7, MEL TIVE HAD. BRO’ CHIL. ERo TEU TH DS ~o”) HELE PEE LAI.SEGHE>>> 165 Useful Expressions ERX /HAS Directions oF CFT ¢ (go straight) A» z we amt Aloha MERS (turn left) (turn right) (cross the street) =O HORE zane = (turn left at the second corner) goam |. |\ soa (left side of R (right side of (west) the street) the street) ALtAEtL, PEBILES THI. Excuse me, where is a post office? Bi kot fot, =? HOR ERI WA T CFE. one xb Go straight and turn right at the third corner. ‘The post office is on the right. ALCP EHYHLIOLOET. Thank you very much.166 >>> SES SOI a(e | s Ri) SB Family Picture D RK Ue “LA BHR Dialogue me © Sue is showing a picture of her family to her roommate, Michiko. [29)xo7-01/02 LABS SHILA —SLORROFRTH MD. 2k —: AR 9&BI A-SAMLENTIO. sR — i IMTtH. BROMO EDIT TOE Lk. SABI PhwweH A. sX —; SMILE TH TAY AD PHBH TOE To 7&BL: HORST. Paluch HA. HL EMEATH A. eR —: ako BL EHE LTO ET BI IMAEL TVET 0 SBT AOE wabO: LICH bo, MAVETAL h Th Brot ko TEETH, wR =: RR ECRNETID,SA7ERY>> 167 @ Michiko’s phone rings. [9] xo7-03/04 ran—hi B8lel, ABIL, BMELTOE TH. 2hbe BICMELTOEHL. BS A-TAOFHERT VET. bi 49 CbH. BELAVDVD EBV ELAS. LhokoR ‘ RELI. SABI WW THH, ASL EMIT o TLOU THI 6 ah bbBShL. 7hBz: Uedb. FTF ETF. @) Michiko: Is this your family picture, Sue? ‘Sue: Yes. Michiko: Which is you? Sue: This, I was wearing glasses when I was in high school. Michiko: You are cute. Sue: This is my father. He works for an American company. Michiko: He is tall and good-looking. Is this your elder sister? ‘Sue: Yes. My sister is married, She lives in Seoul now, She has one child. He is three years old. ‘Michiko: I see. Oh, there is a cat. But he isa little fat. Sue: Yes, because he eats a lot. @® Robert: Hello, Michiko, what are you doing now? Michiko: Pm not doing anything especially. I am looking at Sue’ pictures. Robert: I see. I have borrowed a funny DVD, so if you like, won't you come to see it? Michiko: That sounds good. Is it all right if Sue comes with me? Robert: Of course. Michiko: We'll come right now.168 >>> SES « SA & Fh Voc gal x * K x BOK BIL BTL BALCOVE xDOAK sel et Des RR he % Sea La >> 169 fast short (length) kind convenient tosing (~€) to put on (ahat) (~ €) to get to know (~ &) Iknow Ido not know tolive (IEF ATH EF) to put on (items below your waist) (~®) to gain weight to be on the heavy side to put on (glasses) to put on (clothes above your waist) (~®) towork for (WIS De H TET) to lose weight tobe thin to get married (~ X) Expressions but not... anything [counter for people] one person two people nothing in particular Hello? (used on the phone) of course if you like170>>> SBS SUS MH Grammar ze Ge ~cu5 A verbal “te-form? when followed by the helping verb \, means either of the following: (a) an action in progress, or (b) a past event that is connected with the present. Which of these two senses a given verb is used in is to a large extent determined by the se- mantic characteristics of the verb. ‘The verbs we have learned so far can be roughly divided into three groups based on their semantics. (1) verbs that describe continuous states (2) verbs that describe activities that last for some time (3) verbs that describe changes that are more or less instantaneous We have not seen many Group 1 verbs. So far we only have #4 and \»4. ‘he te-forms of these verbs are never used together with the helping verb \. 4, so we will have nothing to say about them in this section. Many verbs belong to Group 2. They include verbs such as #¢~ 4, #1, and #2. When the tfe-form of a verb in this group is followed by the helping verb \. 4, we have a sentence describing an action in progress. SLAB L TET. Sue is studying right now. AU L SLURBORERL TET. Takeshi is reading a book in English. You can also use a ~~ T1\ EF sentence to describe what a person does by occupation or by habit. The first example below therefore has two interpretations: 1. you are teaching English right at this moment; and 2. you are an English-language teacher (but are not necessarily in class right now.) The second example means that Mary is in the habit of studying Japanese (but of course she does not spend 24 hours a day doing so). LR ERA TET. bet ane Tteach English. Tam teaching English (right now). "The distinction between \»4 and 4 % that we learned in Lesson 4 does not apply to this helping verb ~ C1. : you can use ~~ \"4 both for living things and for inanimate objects.878 171 ATS ALBA GE EE LT Et. Mary studies Japanese every day. Verbs in Group 3 describe changes from one state to another. If you get married, or #4 %, for example, your status changes from being single to being married. With these verbs,” Tt indicates a past occurrence of a change which has retained its significance until the present moment. In other words, €\*4 describes the result of a change? Professor Yamashita is married.* ABIIALBOW Bo TET. Michiko is seated near the window. Here are some more examples of verbs that are commonly used in the ~ €\»4 framework. HO 4 HOTS R-SAMBBER TAO TVET (has) Sue has a lot of money. Bb + Ha TBE WERE E> TET v (knows) Professor Yamashita knows my mother. KE AoTwS bAXAMB tot Ko TET. (is overweight) Tom is a little overweight. PHS PHTOS ROBILETEPHTOEF. (is thin) My younger brother is very thin. BO > HUG AT YET Y YER TOETS ; “ (wears) Mary is wearing/wears a T-shirt. ® Among the verbs we have learned so far, verbs such as 824 4,176, WB, RS, HH, WTS, HS, ED, Fea, HT, ENS, HY EY SH TCS, ANT C8, IGT SKS, OHS, BS belong to Group 3. In most cases you can determine whether a verb belongs to Group 2 or 3 by checking if the uch as —8§ Ml. Compare, for example, T read a book for an hour yesterday. (Ungrammatical, much as the English translation verb allows fora phrase describing duration, “I died for an hour” which is also odd.) WL thus belongs to Group 2, and FE %a to Group 3. “In Lesson 9, we will observe that this result of a change reading is actually not restricted to verbs in Group 3, but can be associated with those in Group 2 in certain contexts “Note that the sentence does not mean Professor Yamashita is getting married. The negation of f2-> Ti F is #0!) £4 A, without the T\»4 formation._1 72» ye ea - SU RIS + BITS BREATHE TS (is awake) Dad is up and awake. BO BATHS REM RIEL TET. (lives in) My family lives in Tokyo. HOS + MHS —-MOMILEROSRICHHTOET. (works for) ‘My older sister works for a Japanese company. Note that verbs like 47 ¢ and 9% belong to this group. Thus {f-> T\» and KT 4 in- dicate the current states that result from prior movements, riot movements that are currently in progress. You may want to be careful with what the following sentences mean. i a fo TET. Somebody has gone to/is in China. Not: She is going to China. FBERTOET. Somebody has come over to visit. Not: Somebody is coming over. Finally, a note on conjugation. The helping verb +4 conjugates as a ru-verb. Thus we have ong forms as in the following example. BATHS : affirmative negative present ANTES BATHE He is eating. He is not eating, past BATU LIE BATHE ATL He was eating. He was not eating. AP U-EASBORUTST To describe somebody who has long hair, one could say: FASLORIER TH. Tom's hair is long. But in fact it would be far more natural in Japanese to say: bas AIHA CT. Tom has long hair. (= As for Tom, he has long hair.) fn eeSB7eRr>> 173 ‘This applies not only to discussion of the length of one’ hair, but to descriptions of a person's physical attributes in general. See the Parts of the Body section at the end of this lesson for the name of body parts. AXAlk Person A has a body part which is... a of Ef % In idiomatic collocations, we also have: Home Pot Ba istall is short is bright/smart A Te-forms for Joining Sentences In the last lesson, we discussed the use of verbal fe-forms to join sentences. \\- and %:- adjectives and T+ after nouns also have te-forms, which can be used to combine two elements to form longer sentences. ‘The te-form of an \ »-adjective is formed by substituting < for the final \ . The te-form of a %-adjective and a noun + TF sequence is formed by adding T to the base or the noun. | Uradjectives: UY irregular, iy T-adjectives: 75 (15) noun +B: BAATT HOKORNW AEA T CT. BULUTT. ‘The food at ‘that restosirant is inexpensive and delicious, KFMLEMOT, LOokTT. ‘The hotel was clean, and we were happy. PAB BA + BTR butt. eEinenin "E Professor Yamashita is a palace and and he is about fifty years old.LTA boy SEB SR verb stem + [C{7< Ifa person moves to another place in order to do something, we can describe their move- ment and its purpose this way: a< destination of movement | ~ | |the purpose of movement] [ le| aS ‘The purpose of movement is a phrase consisting of a verb, its object, and so forth.° Verbs de- scribing the purpose of a movement must be in their stem forms. Stems, as we learned in Lesson 3, are the part you get by removing # + from the verbs’ present tense long forms. stems: BNO — BX (ES) BO - Hae(ES) etc FN hI NEA EAU (TS ELAS a I went to a department store to buy a bag. AT SABA [HABE EM LIKE LA se; BER ESI Mary has come to Japan to study Japanese. eG Counting People ‘The “counter” for people is A, but “one person” and “two people” are irregular: —A and =A. - “ wet) (—A) one person two people three people four people five people BdIL GA) six people LEIA /@wIEL (EA) seven people IZBISL GNA) eight people Soe7lch& (A) nine people Uwslkh (FA) ten people MAVETD. * You can also use some nouns like L\ -4y (shopping) for the purpose phrase, as in FISH HOR GICATS EU tse went to.a department store for shopping,SBT eRe 175, To count people in a class, for example, you can add ~A after the noun and the particle 4%, and say: person! XA WET BOZFRIZ (ML) AV L—-FYAOFEA-AVET. oat tk see ee ‘There is one Swedish student in our class. ‘The place expressions are often followed by |= [d instead of (= in this type of sentence. Expres BEI MS means “to play,” “to spend time pleasantly,” or “to pay a social call.” FPOMR LC REE EMBOE Lito When I was a child, I often played with friends. FM © MAUI ISMUICATE E Lt. went to Tokyo to have fun oes” last weekend. BOF BICMOTRT CL ESV. Please come and see us. Note that “to play” as used below requires different words. Sports: to play tennis FATS Games: to play games 7—-AGTS toplay cards bIY TELS Music instruments: to play the guitar 73H ¢ HIB /N'S pf you don't know the answer to a question but should have thought about it, you should say sa») EEA instead of 1 EEA (see Les- son 4 Dialogue 2, for example). ii] ) £2 in such a context would sound rude, implying that your ignorance on that matter is none of the inquirer’s business.17690 SB - SR @ BE Practice Th OB OMELTUNETD A. Look at the pictures below and answer the questions. [2] xo7.06 Example: Q: AT —SAILMEL TOE TH. A: ATY-SKAFVEER TET. B. Pair Work—What were you doing at the following times yesterday? Be as specific as possible (where, with whom, and so on). TAMEL TOE Lite CMR CMB L TOE Lhe 1, 6AM. 3. 10 A.M. 5. 6PM. 7. (LPM.SATE 177 C. Class Activity—Let’s play charades. The teacher gives a sentence card to each student. One of the students mimes the sentence. All other students guess what the person is doing and raise their hands when they recognize the action. The person that gets the most points is the winner. Example: BPS LIDGE THU TET. BLEAIETICAENTHNETD A. This is Sue's family. Answer the following questions. [| ko7-07 Example: Q: BRAAILLIIHEA TVET HY. AL BREA a-S-TEL TET. 1 BMBTAILC IEA TOE TH. 6. BS LILRHEL TOE TH. 2 BSKIATAYAIERTOEF HS 7. BREAMTRTT Oo 3. ‘BE SAIUMEL TORTH, 8. SMITA TH. 4. BRSLUEL TORTS 9. BRELIUBROSM IH T 5 BASAL COE TO, WEtH. Father lives in N.Y. works for an American company 48 years old Mother high school teacher 45 years old Sister lives in Seoul workd for a bank; married 27 years old Brother | lives in London student; not married 18 years old B. Pair Work—Ask your partner’s family and fill in the blanks below. RTT | MELWETH ie L TORT@COAGEORUTS (Describing People) A. Describe the physical characteristics of the following people. [I] xo7.08 Example: ©MAILBOKAWTH. or BS Ex. ql) (2) ZN La~~ IN ZN 7 D a D D q p —> ore (3) i ¥ 4 S L. B. Look at the picture below and answer the questions. [))xo7.09 Example: Q 2 WEE APH TOE TAS ALE WHE LEPETORTS 1 wee TAtAs TET. 2 WEA T Ye YER TOET HS 3. BINS Ale BR TOETH 4, WS At YREILY TEETH 5. BINS AH EMT TOE TH 6. BUSA S BH > TET HS 7. Wes ASH 45 TT. 8. BINS ALFARO TH tre 9. hws Atse4s Evetn. eee 10. i ELAN STH, FlSA7ER>>> 179 C. Look at the picture below and describe each person. Example: AEFI AME LEDS oTOET. D. Class Activity—One student describes another student without mentioning the name. The rest of the class guesses who the student is. Example: OATH. Tt 7 EA TOET. V-YREMU TOE LS PISLST. ENTS fa A. Make sentences using two adjectives. [#] xo7.10 Example: A — #HLO/ SH + ARI LST. FHOTH. LR TREE ROY ABIEK — FMVEsP SLY AULA TPR ol Teh re Ae Fb abid (Bullet Train) — am Al Ly A-Zk BRO Re ROBOA BREA Parte pel Ce N Qe wnB, Looking back on your childhood, make sentences using the given cues. [49] 07.11 Example: next-door neighbor — tall & kind > CRY OAH <( T. MITL AD arg hee 1. father — quiet & good-looking 2. teacher © — big & scary 3. house — old & not clean 4. classes — long & not interesting 5. friends — kind & interesting 6. school — lively & fun 7. homework — difficult & tough 8. myself — — small & cute C. Describe the following items using two or more adjectives. Example: my mother > RILEHOTRELUTH. @ts MOTTA, ChHwTTF. 1. my hometown 4, one of my family members 2. my country 5, Japanese people 3. my Japanese class 6. people of my country D. Pair Work—Answer the following questions using two or more adjectives. Example: RERHUETH. ACAURTT H. >A PRERGWE TH. Bi ldv. AL CKURTTH. Bie, MOUTH. A: £4 CHH.7181 L COMbRE LAD. / CLM (B) CTH RID ERD TORT HO ACLU IY TIM, BEUAMOETH. /CLEATT I HRMELELEH/EITL AM FRAIL CIARA LA. /CLEMTL 2. 3. 4. Bh ODRERAAT ERT ‘A. Sue is going to the following places to do the things below. Make sentences like the example. (49) o7-12 Example: Re — HS % (Kabuki) RS + AX AER BISONS ERIMTI ET. —REBUS aeSoa C. Pair Work—Look at the pictures below and practice the dialogue with your partner. Example: A : FASKIREB OG BME CATE ETH. BRUTE ET. Ex. to play (have fun) (1) to borrow Q) friend’s house Tom Ken Paul (3) to buy souvenir re Figs temple department store Maria Yoko WTOREICZLOADETAVETD Pair Work—Ask your partner the following questions. Example: A: = DEBBI AOAMHMAVET Do B sAvate L o> 183 MELHOR ~ Tees A. Answer the following questions. 1 CIEBA TET A BEL TOETH BRR RES CORT, BROKE CET. ATIVE TET Br . BREOASILSAM ER TOE TOL TET IS BIOETH. ALVETH TAS BABS ALCS BH ETH. . BUVSLA/ BITS SALCIIEA TET AS 10. FRO, BER EHO CORLED 1. Bos, BABE Cd Lit. SPN AD RED18499» $85 - SCE (Cue) th BUDUGOH Kinship Terms ok 1. Referring 2. Referring to yours 3. Addressing other families | A, formal B. informal yours Father | BeEA x BLEA BLEAL IS Mother BREA 8 BRA | BREA IT) Older brother BREA z BESA BREA Older sister BHEA fd Bae bE OA [Youngerbrother) 3 8A _— | Younger sister Gar — I a | Hosband eh | aba [PREPPA| agen Wife Rar RAS Beh Beh BREA Grandfather BUSA Bx BUSA | BLUBRA Grandmother | ifHEA 28 BESTA | BEESeA Child BEEA 560F — There are many other kinship terms in addition to those listed in the table above. Equal or younger members of your family can be addressed by their given name instead of the kin- ship term. As the table indicates, the term used for a particular type of family member varies according to the following situations: 1. Speaking about somebody else's family 2-A. Speaking about your own family in a formal situation, such as a job interview 2B. Speaking about your own family in a casual situation 3. Speaking to your family AL HRSADHLE Als ARCH How old is your father, Mr. Tanaka? : formal] gitntee Fe. My father is 50 years old linformal] SLE AREA CT. BREA You can also address members of your family with the terms that the youngest member \yould use. For example, a wife can call her husband #352 & A, or /\/%, and a mother can call her oldest son 55” A. Mother: BES eA, BLEAMH TVET Le Son (literally, older brother), your father is waitingSB7HR>>> 185, Useful Expressions AOD Parts of the Body / BB *(B) atten (AFP) Bry BLY (8) —_186 >>> Sis St We ee ses 0 2 We )\—N=+ 1 — Barbecue S a logue © me © Aechoo. [2 x08.01/02 1hBI AWVLIA, HLKALETN—NFa—-ELEGAD. 2AITLS weet. EHDRE TH. SRBIE ROSLEGN—bELMREF, ATI“ TLERSCBOET. anitlh: WAAL? sh IFA SAIL IS bAHS eeoTOELKA. oHITL: BACT. MS TORE LETH 7A&BI: MevSeorguese (@) Robert is cooking at the barbecue. [) xo9-03/04 PABIS LECH, ON bELIEBET SOAS THM, 207—hi AALL HEV ET. 2ASs Mosel si 4anN—bhi Urb, beh EWMo TRI SON hI EL ETH CBB: bo, EEREDOTS 7 ATI -BAERBLE 9 TE LADS. SkTY RH: Bl toCTaeeLr okt: Cd. RAR____ BB» 187 @ @ Michiko: Takeshi, would you like to have a barbecue party tomorrow? ‘Takeshi: That’ nice. Who will come? Michiko: Sue and Robert will come. I think Mary will come, too. ‘Takeshi: How about Ken? Michiko: Ken said he had a part-time job. ‘Takeshi: Too bad. Shall I bring something? Michiko: I think nothing is needed. @ Michiko: You are good (at cooking). Do you like cooking, Robert? Robert: Yes, [often cook at home. Michiko: Shall I help you with something? Robert: Well then, cut the tomatoes, please. Robert: Shall we start? Michiko: Don't drink yet. Mary said that she would come. Mary: I'm sorry for being late. Everyone: Well then... Cheers!avelewk NAF NIAT 47% ne olEL chlo Lre Fae d tty THELIEG Cis heh no a NoN da t2b oe & RAAF EVbLaF ea bwto A &-adjectives ULI F (4%) Le ARC) TF FOV) ae U-verbs HOSS MAES 67 RI ug BI ee the day after tomorrow rain office worker camera karaoke air this morning blackboard this month job; work; occupation college student weather forecast place tomato summer something party barbecue chopsticks winter homestay; living with a local family every week next month skillful; good at clumsy; poor at famous it rains towash (~) to say toneed (~#*)+B uS +Bts +84 +3kS + bots Ru-verbs UZU4AS CZU4RS FTS BTS *1LUHS HS Irregular Verbs FRTKTS Bate HLM TS HESS 4IUTS RTS ThbtS BETS +YEFFE Bete Adverbs and Other woe FIR Gh a ®KIE Har FARAH) BATH) NIT + EH + negative «BAUT to be late to think tocut (~€) tomake (~ €) to take (a thing) (~ &) tostare (at...) (~€) to throw away (~ €) to begin (~ €) to drive (~ €) todo laundry (~ &) toclean (~&) tocall (~I2) to cook Expressions always uh-uh; no uh-huh; yes Cheers! (a toast) ‘That's too bad. about ...; concerning... not... yet all (of the people) together#B Orammar aa “ES Short Forms In this and the next lesson, we will learn a new paradigm of conjugation, which we will call “short forms.” Before we start worrying about their meaning and how they are used, let us first see what they look like. It should be obvious why they are called short forms. We will list the already familiar “long forms” to the right in the table below. Present tense, affirmative short forms long forms verbs: moe Bees \\-adjectives: BYU 7 poured %5-adjectives: wpTE ee Roce nount+ CB: ere Secs Present tense, negative short forms long forms verbs: BEVLS RBetA Uradjectives: = DUBS HU BUTT 1&-adjectives: BoUrBt BU Pees nount+ CH: FEvPBUS FEUPBUTT The following rules summarize how short forms are constructed. Verbs and L\-adjectives in the affirmative (a above) — same as their dictionary forms 1g-adjectives and noun+ T¢ in the affirmative (b above) + replace TF with 1 \\- and #-adjectives and noun + @ in the negative (d above) — drop C® after %U) " Various names have been given to this paradigm. They include “plain forms” “informal forms," and “direct style” Long forms, on the other hand, are often called “polite forms? “formal forms? and “distal style”BM 191 ‘As noted in Lesson 5, the adjective \ 4 is irregular. Its negative short form is £ { #2\. Verbs in the negative need to be analyzed in more detail, because ru-, u-, and irregular verbs conjugate differently, Negative short forms of verbs (¢ above) ru-verbs: Take the final 3 off and add 7) BXS + BAL u-verbs: Take the final -u off and add -anal. Bo gpa fo > feB IE) Bs KS > oe fo Os Blatt He RS > Bow yo - irregular verbs: 3B > La <é > Te exception: BS + ten With verbs in the negative, the following three points are worth noting. (1) The negative short forms of verbs that end with the hiragana 7 are ~#%\\ instead of ~Ht? (2) The vowel changes with the irregular verbs 4 and ¢ 4. (3) The verb & % in the negative is #\», as in 4** 4°44» (there is no umbrella). We now turn to discussion of how we utilize short forms. In this lesson, we will learn to use the short forms in the following four contexts: © In casual conversations, as signs of intimacy (See 2.) © In represented, or quoted, speech (“I think...” “She said....”) (See 3.) @ In making negative requests (“Please don't. .”) (See 4.) © In expressing ideas like “I like doing. . ” or “Iam good at doing. ..” (See 5.) ? This suggests that the bases of verbs like {3 and #4 actually end with the consonant w. This consonant remains dormant when the base is followed by the vowel i, thus we have 0k F, where w is lacking, but it surfaces with the vowel a following, {4 4\ \. This mystery consonant also explains why the te-form of such a verb has a small >, just like verbs whose bases obviously end with a consonant, such as & % and #2.Informal Speech ‘Two people who are close friends or family members speak with short forms at the end of sentences, using them as a sign of intimacy. The use of long forms, in contrast, tends to im- ply the speaker's intention to “keep a proper distance” from the listener. Short forms, then, are like talking on a first name basis, while long forms are like using “Mr.” and “Ms.” It may not be easy to decide when it is appropriate to switch to short forms. First of all, Japa- nese speakers are often very conscious of seniority. A year's difference in age may in many cases totally preclude the possi license to use short forms is not mutual; senior partners may feel perfectly justified in using short forms while expecting their junior partners to continue addressing them with long forms. Thus if somebody who is older, say, your Japanese language professor, talks to you using short forms, they would be greatly surprised if you should return the favor. lity of establishing a truly “equal” relationship. Second, Here are a few observations on the grammar of short forms as they are used in casual con- versations. @ In the casual conversational use of short forms, question sentences do not end with the question particle 4», but with rising intonation alone. CAMEREM C2 (XELEEREMK #7) wane What kind of music do you listen to? ©The 7 ending of *-adjectives and noun + CF constructions (b in the previous sec- tion) is usually dropped at the very end of a sentence, or is followed by sentence-final 44 or AFY-SAMLHA, or KPI -SAMSHEK Bea Paka (Rather than: 4 T!) — ¥ ASDA Mary is a sophomore. In casual conversations, [\» and \\+2_ are usually replaced by the less formal 3 A and 55k,FER >>> 193 ~ERWET/~EBOTUELE To quote a person's utterances or thoughts, you use a clause ending with a predicate in the short form, plus & iE 4 (think that...), EB > Tie UA? (They said 2) forth, & is a quotation particle, which does the job of both the English word “that rect quotation and of quotation marks (“ ”) in direct quotation. and so in indi- BURR buat. A-*RAlL SLABRIH * c Botuelhe A-TAIL, BULLARVH SCT > TE LK Sue said that there would be anexam tomorrow. (BID) AL SLIELT SAKES EE REFS I think Takeshi likes Mary. “The action in progress expression in & ¥ > T4# L fz indicates that you were there when somebody said that, asin “I heard them saying ...” If you were not there when the utterance was made, as in “(the long dead) _ Napoleon said..." E-BUF L A: sounds more appropriate, 4 Note that the present tense in Sue's original utterance is preserved in Mary's report. *"To say that you don’t think something is the case, itis more common in Japanese to say it ike ~ #4. IBA £¥ (L think that something is not the case) than ~ & 4» +t L (Idon’t think). Therefore: GAIL) AT YS AEA ELAS Ueter Bovite. don’t think Mary likes Takeshi. (= I think Mary doesn't like Takeshi.)194 >>> Si SO GR ~sue te Robert is good at cooking meals. BFL S ALES tet QUTFTT. Takeshi is not a good speaker of English To describe one’s skills or lack thereof, we also often use a different set of expressions, namely, ~4*E ¢ TC F (is comfortable with...) and ~#*I24°T TF (is uncomfortable with... ). ALDH EBTOAL (TH. Lam good at/comfortable with speaking Japanese.likes doing... doesn't like doing is good at doing... is poor at doing... person Ié activity (verb) DD‘ | | It is a common mistake to use the te-form of a verb in such contexts, misled by the associa- tion between ~T 4» and the verb in the -ing form in English. KAIF SAREE EBL THES TT. Ree ae NE a Consider what @7*— - * Aldi & L# means. This sentence of course is about Robert and describes what he did “Ttis likely to be uttered when the topic of Robert has already been breached. Grammatically speaking, (1) the noun 0 ‘— b stands as the subject in relation to the verb 47 < (he was the person who performed the going), and (2) the noun is, per the function of the particle (4, presented as the topic of the sentence (as for Robert, he went to Okinawa), What if we both know that somebody went to Okinawa recently, and I know that it was Rob- ert, but you dont. I will say: Uh ALAS FEEL ROBERT went to Okinawa. ‘This sentence means that Robert went to Okinawa, which in English would be uttered with an extra emphasis on the name Robert. His identity is the new piece of information pro- vided by this sentence. It is one of the functions of the particle 4* to (1) present the subject of a sentence in a way such that (2) the noun will “fill in the blank on the information sheet” The “blank on the information sheet” is a question word like 7/4 and 41. The above sen- tence will fill in the blank left out by: SPRITE ELEM. Compare: x AHL: Who went to Okinawa? ELAM, ‘As we learned in Lesson 2, a question word that is the subject of a sentence is never followed by the particle (4, but always by the particle 4°, As we have seen, a noun that will provide the answer to such a question is also followed by the particle 4,196 >>> S58 « SOR COP FARBELAVTI AY. Which class is (the most) interesting? BAHO7 FARBELAYTT. Japanese class is. (LOZ FAT) ENMHEMERTTOETH. Who wears glasses (in this class)? WEEE A EMT TET Professor Yamashita does. ee {al and fa ‘The word for “something” is 4, and the word for “anything” in negative sentences is fl & “Some” and “any” in: positive statements fab something questions als anything? negative statements 1% + negative not... anything ‘These two words are used in places where the particles [d, 4%, and € are expected. In these contexts, they are used on their own, without the help of particles. We will learn in Lesson 10 what to do in cases where particles other than these are expected. MOHD TEEL KS Be The cat has brought something. WIAA RNE LAM. Did the cat eat anything? WA, BIL ERNECA TLRS bo BE No, the cat did not eat anything.RB he cepresion waves 9 va Bh ~F%BPMost irregular verbs are compounds of nouns and the verb $4. If you have learned an irregular verb, therefore, you have also learned a noun, verbs ht to study nouns aa study ex, HAM OMB LTT. IapeneseTeraguege stacy i fan, AMS S Ae ex TN bh SAO RMEBULUTT 10 cook cooking Robert's cooking is good. Some of these nouns can be used as the “object” of the verb ¥&. ASH AST OR he LE Like Compare: #41 H 7 EM BLE Lo I studied Japanese. KWLE AALIBIR OHEER LEELA. Takeshi cleaned his room. Compare: 721} LSALABRE EHR L = Like You can use both these nouns and their $+ verbs in sentences with tf &- CF and & 51°C, for example. You need to add ® to the verbs, as we discussed in Section 5. Pay attention to the particles before these words, too, HARM HATES TH. / AAG MT SOARES CT. ike studying Japanese.‘Short Forms A. Change the affirmatives into negatives. [2] kos.05 Example: >< + dates 1 aS 5. la ¢ 9 bbF 2B. B87 2. BIS 6. ldCHS 10. <4 4. $9 THN 390 Teo LL. HTHS 15. (40% 4. ONS 8 the TS 12.44 16. HAD B. Change the affirmatives into negatives. [2] xos.o7 Example: 24. > hati Whe > FLED ee BLE ACEO OLY LbpOwt 4. Dy TOG 10. yu» 2 bot 5. &U ANY 8. eH IL Holey 3. SAL 6 LAH 9. RAKE 12. FSH (@)Informal Speech A. Answer the following questions in informal speech, first in the affirmative, then in the negative. (4) xos-08/09 Example: Qik < MERNS? AL Fk, BNB/ FIA, BSH LAB, HTS? 4 LC BRICKS? 2. FB, REBIBI? 5. GH. BRET? BA. FUEERS? a 3 EC BRED?7. BLA, AFICRS? 8 A, BMS? 9. BRB EI TS? SBBH»>> 199) 10. RM. WIA TAT. 2 1 Ba. BRET? 12. A, RTS? gece” Bee B, Answer the following questions in informal speech, first in the affirmative, then in the negative. [)kos.10/11 Example: Q : %%? BAMEEBUET A. Make a guess about Mary, using ~E RUE. [2 xos.12 Example: good at Japanese > ATV SAMA RBH E SECRET. . often cooks . drives a car . doesn't smoke . speaks Japanese every day . doesn't go home late at night doesn't drink coffee much MAW PYNe . often goes to see movies BARE? . not married likes Takeshi 10. busy 11. a good student 12. not tall 13. not quiet 14, nota freshman B. Make a guess about the person or place below and answer the following questions. Example: Q: SOAIBRATH A. A: Ra, BRAK WA, BRAU ee E Gate Cees. / VEROET.200 >>» 2258 « SCA Picture A 1 WEBEL BE TH A. RELROR EO ate 2. RATIO. 3. UETT HO. 4 HAVO TH Hr, 5. HAE CH A. piers 6 LOTTA 7. 8. 9, MEL TOE TH. BRE Ao TUE TH as CRNETO, 10. ive YELETH. MW. 7A YABEBLE TI. Picture B Le SILBATHE H. 2. ROU Bere ‘0 3. BALCH, 4. Bott 5. & ATH A. 6. 7. 8. ADP EMELTOR TIS I LOALL ECREETH. 4% # RIE CORY ETH, C. Discuss the following topics in pairs or groups. Example: _ university cafeteria > A: AFORE QWWTCIRVETH. BERT. BOLOL BET. MLL CRNIATE ET. ASMIECIBOSTA, A: i: 1. this town 3. Japanese language 5. your own topic 2. this class 4, Mary and TakeshiSRB» >> 201 M)XPU—SAMITL WEBS THLE A. Report what the following people said, using ~C 2 CWE LIC. [2 xo0.13 Example: AT —/P AE LOTH > QIATY-SAME So TOELEM. AL SRAELUOL RoE LK Ex SARE LTH. RALOEL CLOTH. URE LET SEREEMBL TORT. pr p R-LAFAELTETF. . BREAMRITH BETLEABK LETT. 7 BRS LUABE TT. . RBILRB CHL ELL. . HLA RATE. 10. SLAB CGOTH. lL. So CLE EF. So THR CH. B. Pair Work—Ask your partner the following questions. Take notes and report to the class later, using ~CR CWE. BAM e LETH. BAxlt CITT H. AROREG/ BRORRILCLUATH A. a Be202 9» 2S Sa ORBBWCCA A. What would you say when you want someone. . . [| xos.14 Example: not to look at your photo. —* FREREOTK KX, ete 1. not to speak English 7. not to forget 2. not to call you 8. not to stare at you 3. not to come to your house 9. not to start the class yet 4. not to go 10. not to be late 5. not to smoke 11. not to erase the blackboard yet 6. not to sleep in class 12. not to throw away the magazine B. Pair Work—Make a request using the given cues. Example @@ Mt > ASREMYTEOUTHA BiFAEEL, MIRO TEE. BUTIP ED / OUTHE. CI L AES ERI 7. your own request 2 FLEETS & 3. FRERS 6. (your partner's name) (BTS WRT SO DFE TID A. Tell what Mary is good/poor at, using LETS or FETS. [al] xos.15 Example: tennis (good) + ATV ELF AAKESTH. swimming (poor) > ATV TEAL CONF ETH 1. French (poor) 5. taking pictures (good) 2. cooking (good) 6. driving a car (good) 3. making sushi (poor) 7. speaking Japanese (good) 4. eating with chopsticks (good) 8. writing love letters (good) (ELT) (a7L9-)B. Pair Work—Ask if your partner likes to do the following activities. Example: — studying + ALERT ZOAES TIO, Bt, BETH / ABS CH OUR, EBUTH/REBUTH. 1. eating 2. sleeping 3. singing 4. doing shopping 5. playing sports 9. 6. studying Japanese 10. 7. doing cleaning uL. 8. doing laundry 12. cooking taking a bath driving a car washing a car % Ifyou neither lke it nor dislike it, you can use HTL EHUTEBWTH, end FUZATID A. Use the table below and answer the questions. [#9] kos.16 Example: Q WAEYVARTH Me ALON bELIAEYARTHS 1 EASRE ATH He 2. End 3 EMDVOERETRN ETH. 4 EMHFO ELE LI BET SOM LETH. 5. EMDR S CHt. isgoodat |. went to Okinawa [doesn't like British |cooking [CS often tase weekend —_|cats is good at oy {hada date last American [E04 |coes not cook | eked likes dogs Korean [800d at [cooks went to Tokyo last |i, cats singing [sometimes _| weekend Japanese [800d at [always eatsat_ [hada datelast oes like Pi swimming _| cafeteria weekend cats B. Pair Work—Use the table above and ask your partner questions with f@:204» EE Sek @ @ Df LELATLIE A. You went to a party but did nothing there. Make sentences using the cues. 08-17 Example: 7$—7 4 —Ic{T¥ E LAA, (eat) TTF ATIATE ELAM MERNEEATLAD SF 4 IAT EE LAM, (drink) APA TRH E LAA (sing) . FLERNHSY ELAAS (watch) MAD EHO TOE LEAS (take) DAS AICBUE LAA (talk) AF 4 NATE E LAA (do) ave ep B. Answer the following questions. Example: Q : FOF OWI ML TATE YeLAD ALIEN ANF oF 4 (spaghetti) SHE) FLA. WOR, MET EXATLAD MORNE LAD »MORos LAD VF VET (on TV) RE Ureds. DECODER A. Interview one of your classmates about any future plans and report to the class. Example: REALE DILAT SY CPoTELALSEH 205 B. Pair Work/Group Work—You are planning a party. Decide on the following points and fill in the chart. Gti d CitLete Chtes-F4-Tt Meo COsETh TEMARE FT > C. Class Activity—Find someone who . . . . likes to study Japanese . hates to do cleaning likes to sing s . is poor at driving a whose mother is good at cooking Then, report to the class: SAS LeoTHaL KS D. Pair Work—A and B are making plans for a one-day trip with two other friends Cand D. A knows C’s schedule and B knows D’s schedule. Play the roles of A and B. Discuss your own and your friend’s schedules using ~£B> TUE Lte, and find out which days alll four of you are available. 7 Example: A? EAHOE TTS Bivua, Royce gts PNB. CF TH. Al filt, MELEXL, TH. CULPRBERIMTK CET Wd Lhe Bratt, Cea—206 >>» sit Student A A's schedule 16 17 18 19 20 21 22 study quiz party 23 24 25 26 27 28 29 part-time job | Ctold A that he would... 18th: go to see a movie 24th: meet friends 26th: go to Osaka to have fun Pair Work (IK) D. Student B B’s schedule 16 17 18 19 20 2 22 shopping | work tennis 23 24 25 26| 27 28 29 work D told B that she would. . . 19th: do a part-time job 27th: go to eat Japanese cuisine 28th: go to Kyoto to see templesBR 207 Consre(QD mh AROS Foods in Japan EBA A traditional Japanese meal consists of a bow! of white rice (288), a couple of dishes (27), and soup (often #%t), and is called 28 (set menu) in cafeterias, However, many Japanese don't eat traditional food or rice-based dishes for every meal. A great variety of food is served in restaurants and even at home because Japan has adopted and adapted many foreign dishes over time. ZH bet azit © *& Common dishes in Japan AL-F1% = -AUIOT gnkE 3&K ANY Ft Curry with rice. Deep-fried shrimp Ramen noodles Udon noodles Spaghetti y é Fey £298 att DKA F Ela pipes Dumplings Beefricebow! Hamburgersteak Rawseafood Savory pancake What did Michiko and Professor Yamashita eat for breakfast today? HSE (2088) WR zt (470) b<2b. A267, 3-7 b CR. ER. oath Toast, soup and yogurt Rice, broiled fish, egg — miso soup208 >>> BER SOR aQie | E DvS\& Kabuki Dialogue @© Mary and Takeshi are talking. 2) xos.01/02 VRUL ATV SAPS EAS THO PATI 2 PSETHM. HEVOY SEL, TH OS PEAUBELA 3 PohtEoMEelhe SHULD DSEOWRELKE DonHD. RIGTEEELD sxATY— 2 RA, EV, HOTTA, 6 AIL: REACH. LoS LRT TH. ® During intermission at a Kabuki theater. [2] xo9.03/04 VATY— 2 EMUOTLAM. PKL: BUSAMALGBOATT Le LATYH: RHCTH. : ARYL: RRe LLAT. LIBCRERNE LID SATYH 2 Uk, FERN TOE LS cAIL: Cee Rucitee lade Ata concession stand. [2] koo.05/06 DRL: Take. BRMEDOC HE. 2TEDA IZ, : : SHITL: SHH, BRE OLI-E- #9, ‘BOA: S$ABMTH. CILHYRCI TIVE.SBOE» 209 ‘Takeshi: Mary, do you like Kabuki? Mary: Kabul ‘Takeshi: I got two tickets for Kabuki, so would you like to go to see it? ‘Mary: Sure, When is it? ‘Takeshi: On Thursday. From twelve noon to four. 2 I don't know it well. But Robert said it was interesting. @ Mary: It was beautiful. ‘Takeshi: The people who appear are all men. Mary: Really? ‘Takeshi: Yes. By the way, did you already eat lunch? Mary: No, I haven't eaten it yet. ‘Takeshi: Then, shall we go to buy it? ‘Takeshi: Excuse me. Two box lunches, please. Vendor: Here they are. ‘Takeshi: And then, one tea and one coffee. Vendor: That is 2,800 yen. Thank you very much.210>>> EE SC Ve Sorc la beau aah ty Nouns wor DOF good child WS & color 3 BEY boxed lunch RIK Kabuki; traditional Japanese theatrical art ¥FI- guitar anh He last year «th x medicine Cty EOE REKD to take medicine ayvt+— concert che oR near future XOKL HEX essay; composition LItA. RR exam RE ski thIFO HA last month as word; vocabulary piano pizza WA illness; sickness W-adjectives bb we blue bo RNS red >> g258 » SC MR Grammar se ‘ES. ee Past Tense Short Forms We will now continue the discussion on short forms, which we started in the last lesson. Here we will learn the past tense paradigm of short forms. ean eee eee nee eee EE Past tense, affirmative compare with: verbs: Bite BAT U-adjectives: bypbor? pPpupores | t&-adjectives: BOE. 2ie* OTL Lt noun + TB: Beron: Secu | Past tense, negative | verbs: méisbon! men | Uradjectives: = PbU ffok wes kbot Li thot! " See fF T in Lesson 6.See LA 3 HTH, bk CU TH and LC 2H 5 -TT in Lesson 5.OM 213 Short form predicates in the past tense can be used in the same way as the present tense forms, which we discussed in Lesson 8. @ In casual conversations ROM BNE? — — Gh, NTs Have dinner yet? Uh-huh, 1 did © In represented, or quoted, speech R-TAIL, BROBHAMEHT TORE R 9 TOE LAS Sue said that she wore (had worn) glasses in high school. GAIL) FAS LAP SEE RVET. think Tom did it Note that in Japanese the tense of the original utterance is preserved when it is reported. If you are reporting somebody’s utterance in which the present tense is used, you must also use the present tense inside the quote. Thus, if your friend Sue said , BAIS EMAL Tk +, using the present tense, your report will be: R-S ALBA ER L TSE So TOEL Sue said that she was studying Japanese. Qualifying Nouns with Verbs and Adjectives The short forms of verbs can be used to qualify nouns, much like adjectives can. In the example below, the phrase 2 CAH EBA Ti (reading a book over there) is used as a qualifier for the noun 344. [HX THERMAL TOFS IXLTH. Sonat ren ‘The student [who is reading a book over there] is Michiko. The following table shows various forms of noun qualification. The phrases in the boxes qualify the noun A (person) to their right. Example 1 is a straightforward adjectival exam- ple. Example 2 contains a phrase describing a person’s attribute (Lesson 7), example 3 has a verb in the short form (Lesson 8), and example 4 has a %:-adjective, which is relational (Lesson 5). A qualifying phrase like this, which has a sentence-like structure of its own, is technically known as a “relative clause”_ 214s RB SC ae [BELAY A a person who is interesting] 2. EDR A a person | who has long hair| 3 BABEDYTNS] — A aperson|wino wears gases | 4 [sa FT A a person |who likes cats] | t t adjectives and verbs noun used as qualifiers Here are more examples of verbs used in descriptions of people. He L [be TEREMS TOS AMAEM TT 0) (Who is) the ‘person taking pictures over there? PARHET S| A (ILEATT.) People who do physical exercises every day (are healthy.) Ales [lS ERD CA (G93 TT) (Like) people who do not smoke. AA fete L BEB (DO FRIRE Leo) (A letter came from) a friend who got married last year (3 Bejeeahe sey Consider first the following pair of sentences in English. Zelda has lost her key. Zelda lost her key. These two sentences present the same fact, Zelda losing her key, in different ways. ‘The first, “present perfect” example describes the event as something that is connected with the pres- ent: hearing the sentence, one will understand that Zelda is still without her key. On the other hand, the second “simple past” example describes the event as something that is in- dependent of the situation at the present moment; we do not know whether Zelda is still looking for her key or has later retrieved it__ SOR» yy 215 In Japanese, past tense forms do double duty on the affirmative end of polarity, but the past tense and the 44 construction share the work on the negative end. Thus in the affirma- tive, the past tense is used both with words like ¥ © 3 (disconnected from the present) and 4 3 (“already connected with the present). BILEO)BMELELK. and Mltt 7 BMELALA. I did the homework yesterday. Thave already done the homework With the negative, the past is used to talk about a finished time period like ¥ 0 4, but T+ is used if your intention is to talk about how things stand now (“not yet”). AILEO 7 BME LEELTLA. and MILE BME L TOdtL. 1 did not do the homework yesterday. Thave not done the homework yet. [| ate~cueen have not... yet This use of €\% can be found both with verbs describing changes and with verbs describ- ing activities, as defined in Lesson 7. A-SAWEKRE TOE HL (change) Sue has not woken up yet. BILE RBORERN TEL. (activity) Thaven't eaten lunch yet. “DS We learned in Lesson 6 that > added to a sentence means “because.” Ald PACMERNELLTL bk te Laoktthbe I didn’t have breakfast. (Because) Iwas busy In this lesson, we learn to incorporate the explanation clauses in the statements themselves, rather than adding them as separate sentences. You can simply transpose the “explanation + >” sequence to the beginning of a sentence for which the explanation is offered. (explanation) 5. (situation). = (situation), because (explanation). = (explanation), therefore, (situation).216 >>> a5 SURI EBRD SOD, Altar Liv. Twill dane this evening, because we will have an exam tomorrow. (= We will have an exam tomorrow, therefore, I will study this evening.) Rook wb, ht EELTLA.W We didn’t go out, because it was cold. (= It was cold, therefore, we didn't go out.) Note that the resulting order of elements resembles that of a “therefore” sentence more closely than that of a “because” clause in English. Before the conjunction 4», you find both the long and short forms. Thus the 4* i> clauses in the above examples can be rewritten as & L-RRIH ETH} and Kd oA THO 5.2 The long form before 4° is more polite, and is frequently found in request and sugges- tion sentences. 4 SOMA YETHb, re RIMATIEL LI. Let’s go to see ‘Kabuki. Thave tickets. ® The long form before 4° is inappropriate when the entire sentence ends in a short form, however. Thus it is inappropriate to say: X RA ATTA, WAI} do feoOy 217 @®BPractice ao) (Short Forms Past A. Verbs (@) Change the following verbs into the past affirmatives. [2] kos.03 Example: 44 — awk: L lta 54nd 9 SbF Bee 2 Lea 6. 10. <4 4.%569 3.00 7. lL. US 15. BES 4 OS 8. TS 12. $9 16. HARK TS (b) Change the following verbs into the past negatives. [1] xos.o9 Example #4 > bot oK 1 AS 5. ld < 9. bbF 13. BIEAS 2F9TS 6. ILLES 10. <4 4.947 3.LS 712648 1.9 15. HLA TS 4. OTS 8. PAS 12. PTD 16 FACIFTS B. Adjectives and Nouns (a) Change the following into the past affirmatives. [] xoo.10 Example: AOS => AOD oK WREu + LEK or AKL ACOH OK Lp ote 4. DV TANS 10. > 24» 2 BH 5. ALANS 8 Fhe lL eel 3. ba 6 LAH DHE 9 IITLE 12. DV218 o> Bs SI (b) Change the following into the past negatives. [2] xos.11 Examples AO + ADC HOR WFRae > FLEE Cet oK Atty + AAC etpok LwUhar 4. dey 7. bb 10. > Tey 2UL7% 5. ea 8. LF ite 1. BELAW 3. bay 6 AAV 9 WTAE 12. XOLw (Informal Speech A. Using the cues below, make questions about yesterday in informal speech. How do you answer those questions? [*] kos.12 Example: F#LEERS + Q: SOFFVERRA? AlFk, Bho /FIk, BE he ie EVERNS tars BEN CRE 5 TEES S 5. FKTHBTS 6. REBICSI REGIE 7. BEBERAS wees 8. 9. ee oN FRICRS . RIC BAS EHS 10. FYE 2-9 — ERG 1. FRELG IF 12. HEUICAT 13, HTS 14, 7-77 (club) CHSBOT» 219 B. Make questions about childhood in informal speech. How do you answer those questions? [:l} xoo.13 Example: 6% = OL Foe. TAL Aldh, BR seo IIA, BAU veo he 1. dd 7. RL 2. aR 8. RR IAGES 3. Poa 9. eas Bw 4. RAR ASE & 10. awe 5 REESE UL EOS LY 6 XL 12 wUbS on A. MAME EGBUET high school. Example: ATLA. (0) > Q:4TY—RL Alli 3 WA, AR XPU-EAIZOUT ell) koo.14 L Pd oTH OM. 2 BRBKESTL AD. 3. ARMSY ELAM WRAEIC OUT [el kos.15 1 PIG ACTH. 2L4F-bELELAM 3. L 4 FI-EMAELED. Make a guess about what the following people were like when they were in EHO. ATL ttre RERUET./ UethoheBuEet. = " |. SOR EFTLED. BE it 5. bol kbokTtth.220 >> S58 « SCH B. Talk about your classmates’ childhood using the following expressions. Example: Biv > TN b EAST ROB, Bakboke vet. 1. dd 4. BHT OOS % ETS EBL OES 2 BR st 6S 8. RoR / 3. LM 6. EON HB of SLRERE MON bldRReoREBSTURLE A. Report what the following people said, using ~EB 2 TUE LI. [2] xo7.16 Example: BREA. BVT TI Ya 77 VHS Rohe BT Ete Ex. BUR. VAT Ye 77 VASES TL Re RRBCL MUTE ELAS HoOrbE VEFU veh onTT. PAT WOREL SABLE LK. PSE ERIE E LHe SILT SMPISAE oT. BFA EL ke FUR ORTH. DSEUBE LED OTH . FOF, ABIATESHLTL AS ATLAS ERAT. BOE LES8988» 201 B. Pair Work—Ask your partner the following questions. Take notes and report to. the class later, using ~CB 3 TWEE Lic. 1. ok fe LELAM. LYITLAM. a CATR TLEM £¢ Met LElht TEELAM. CITLEM. os MELE Lid. MODBEDITNOATST A. Look at the picture below and answer the questions. Example: eps ee Cled Bes Alt LOKTI HS AL HADEN TOBATH. 4. REL2220» HB SORE B. Pair Work—One of you looks at picture A below and the other looks at picture B (p. 225). Ask each other questions and identify all the people in the picture. Example ELS + AL ELOSLELOATIM. Bi FLEERTOSATH. Picture A A!) \ Ask which of the peo- ple are the following: LaF 2Fe7e 3. Kd 4.492 C. Class Activity—Describe your classmates. The class is divided into two groups, A and B. Each member of group A acts out something and freezes in the middle of doing so. Members of group B answer the teacher's questions, using ~TU\S.ATT. Take turns when finished. Example: Teacher: 74 7 ~ MACOATH He Student: & tak iE THOEATT« WEEBNTHWEA A. Answer the following questions using &f~TWEt A. [2] xo9.17 Example: Q: & 7BOMERNE LAM. Be ae e Alona, FERN THEA. L tI MRERVE LAD. 4 87 MEMAELEM, HELELAD. 5. BERNE LEM HEXEBS ELAM 6. LIBERA ELAM.B. Pair Work—Ask if your partner has done . . . ee yet. If the answer is no, ask your partner out, as in the example (1). If yes, ask your partner how it was, as in (2). Examples: the name of a newly released movie — [DvE-Zl ERS GQ) A:t7 [7ve-2] RELA. Biuwa, EERTUOSHL, AXKIL? A PbPERTOEHL. dtmokb, THIELE HA to Biaa, owttn, Q A: ti [7vE-2Zz] RELA. Bizz, B5RELK. AL tITITM. CITLKD. Bitgi >> 225 B. Answer the following questions. 1 ET/ERS ETH. FI-ERL ONES TIO. . FS DAG CH tro ; AOR, i >> EE SCR (Conse HAO fee ai L Japanese Traditional Culture Puppet theater a on 20 OE) at Flower arrangement CalligraphySBM >>> 227° Useful Expressions GB cS 0 Colors ‘There are two kinds of words for colors. Group 1: -adjectives black a\\———_-whiite oe Ro | = red a. blue Be #E.————yellow 8&4. ‘These words become nouns without the |’. POMEL red bag Ba B (ZF CH. I like red the best. Group 2: nouns B77 ——green RE/7v-———gray KE ——light blue ev? ——pink &/T—1VF gold RE / v b-s—— — silver ‘These words need in order to make noun phrases. R/T —7Oe—7— green sweater Here are some words related to colors. Boke ttn, You look pale. AROTR black and white picture ATV EAUBR TT. Mary has blonde hair.228 ro» SR SH E $1 Ss 0 Ne RIKAOPE Winter Vacation Plans BD PT & TW alogue @® Winter vacation is approaching. [2i)x1o.o1/02 LATA: Ble EL AR. antl Ake LT Y—EL, ARBIELG LETH SAT YMRS MATL OLN THA, ERO TOREL, sRELD tH, SAT: BEL BBL Co BOF MUL ROET HS SHItL . BHOI ARAL BET, Th A-S LEME 7 EXHUBO LOL ES COE L bdo SAYA! EACH LIA T AUL ELIE IATE ETO SKIL: LORETEREL, BESS. CIEMET. WATYRH 1 ZITHOS Cob, AFLALIBAPIEM > THETL. AIL: bb, HUMES. : ® Ata travel agency. [2] xio.03/o4 VAT YW? ARPS VIET DRT RROA TIED. VOTH HS toATLATT. EMLTRORNS YETI ENOEBMLET. DVD y bA= KT 2 TENUOTH De liv, - JIMETEOL DUMP ET IS oHATSROA: AME COUTT. DFHEER LET.10>» 229 @ W Mary: It is getting cold. ‘Takeshi: Yes. Mary, what will you do at winter break? Mary: Iam planning to go to Korea or Taiwan, but I haven't decided yet. Takes Mary: Which do you think is better, Korea or Taiwan? i: ‘That's nice. ‘Takeshi: Mm .. . I think it is warmer in Taiwan. But Sue said that the food was delicious in Korea. Mary: I see. By the way, are you going somewhere, Takeshi? ‘Takeshi: I wontt go anywhere. I don't have money, so I will stay here. ‘Mary: Is that so? Then I'll buy some souvenir for you. Takeshi: Wow, thank you. Mary: Id like to reserve a plane ticket from Osaka to Seoul. ‘Travel agent: When is it? Mary: December 19. Travel agent: We have a morning flight and an afternoon flight. Mary: A morning flight, please. Can I use a credit card? Travel agent: Yes. Mary: How long does it take to Seoul? ‘Travel agent: About one and a half hours. Bis=I he EEO Coe Nouns bs a Vly Re ae mR brnet BERS OB Bi eto Shh oj o7 al +7UIy bark ye SEU OF ty AH yey LAmLth RR tl topo AG ta aR bert? BETH F® RSS wea? RE (LB * RYY ULIVA KEK *UL i 3a ate POF SFR DIMEEL BBA # LO TH BUbo® ec VAD W-adjectives sdbkhov BRAY '¢ Words that appear inthe dialogue [2 x10.05 fall doctor station rich person face season milk credit card cake this year soccer shirt Shinkansen; “Bullet Train” sushi life; living world subway gloves tempura barber's spring pants beauty parlor flight ships boat baseball celebrity reservation next semester apple warmBe 3B TFL wRLYY DBM Rh aby BRN &-adjective DAEK CH) i U-verbs ODS LES aes ud 659 aa Ru-verb + FHS ROS Irregular Verbs Yarats WATTS HLKLOIFS RETS Adverbs and Other HOUT HT BIEL —& ee ied ~1H ~s ~th LOTS ~Loimer ~a “0b LIP OT ebb +Uoh volo anh ~# (aed . SIO >>> 231 slows late cool (weather—not used for things) cold (things/people) sleepy easy; simple to take (amount of time/money) (no particle) to stay (at a hotel, ete.) (~ (=) to become to pay (~&) to decide (~ #) to travel to practice (~€) Expressions on foot best or for... months in... time; after these days for... weeks by (means of transportation); with (a tool) how; by what means which which how much; how long . years (do something) early; fastMH Grammar ze gS Comparison between Two Items In Japanese, adjectives have the same shape in noncomparative and comparative sentences; there is no alteration as in “great/greater.” The idea of comparison is expressed by adding something to the nouns that are compared. AQIESD. BAD’ (property). = A is more (property) than B | ETH. HORI ABARL Y China is larger than Japan. You can ask for another person’s opinion on two things in comparative terms. AEBE EDS50ES/ED5OIES* D (property). = Between A and B, which is more (property)? NACHERE LoBOIEIMENTI A. chs Which is cheaper, (going by) bus or (by) train? Comparison among Three or More Items In comparison among three or more items, the degree qualifier \% [A is used. | [(class of items) DpT APLIB ISA (property). = Ais the most (property) [among (a class of items)]. YT EPFYACAROPT. CIAUBIELRUTI A. Between Russia, France, and Japan, which country has the coldest climate? "In real life, the phrases A (£3 4° and BL!) often appear in the reverse order, making it very easy to be misled into believing the opposite of what is actually said. Don't rely on the word order, therefore, to decide which item is claimed to be superior. Listen carefully for the words (33 4° and £'). 7In place of Y4 5 O1E4 and L5H O13, you can also use Xb and Lo. Any one of these can be used in question sentences seeking comparisons between two items. Uo and Yo OE are slightly more colloquial than Ub and YB HO(EISOR» 233 PUT AOBIELRUE Russia is the coldest, I think. SHOP TVOMUBALSS THM. 3 oo What season do you like best? Ha. BILLIE TH. like fall the most. Note that the words M144 and U7 % are not used in statements of comparison among three or more items. Normal question words like iM, UH, A \ >, and Y= are used instead. - adjective/noun + © When a noun follows an adjective, and when it is clear what you are referring to, you can re- place the noun with the pronoun , “one” You can use to avoid repetition. HIKE TET. BUD EH TET. (D=*-9-) Thave a black sweater. I have a red one, too. ROBEEMOITEEL KS TEV ONDY ELT Re (O= HH) r went | to buy a an inexpensive dictionary, but there were no good ones. U-adjective U-adjective + - +0 t-adjective | ~ "CU" t-adjective Similarly, a noun following another noun can be reduced. Here, a sequence of the form “noun, ® noun,” will be reduced to “noun, ®” You simply omit the second noun. CHILA-—XLOMEL THD. WOR, EMILA TY —ILO. CT. Is this Sue’s bag? No, that is Mary’ _. *The tendency is to use &°#. when a list of items is presented, and to use 4] when a group is referred to collec- tively. Compare: “ YATEAPLESCGAEOP TC, CHAGAS THO, Which do you like best, apples, tangerines, or cherries? . SELOOPT, MIVBEABE TH. What fruit do you23490» Bi SUN TAYAODEAAZVY-LOWUEFHARO__LYVBOLOTH. American ice cream is more delicious than Japanese one. noun; noun, — noun, O ~DebrE > & ') follows verbs in the present tense short forms to describe what a person is planning to do in the future. You can also use a verb in the negative plus > % !) to describe what you are planning not to do, or what you do not intend to do. verb (present, short) + DBO fe (1) intend to do... (Alt) MARCA L AEA LFAREF SVEN TH. Lintend to play tennis with Takeshi this weekend. WEA LARP RDEV TH Professor Yamashita does not intend to come to school tomorrow. BSERIMT Db TL AM, RAL thokeb, TELELTLA. We were planning to visita temple, but we didn't, because the weather was not good. GB adjective + 73 The verb % 4 means “to become’ indicating a change. “ follows nouns and both types of adjectives. Uvadjectives: BEML. + HED<1ES —_t0 become warm/warmer T-adjectives: fRD\(1E) + REDICES to become quiet/quieter | nouns: atm - Site [EH _~—_—to become a company Ecard Bee employee BARBOMMIRL EY ELAS Studying the Japanese language is fun now (though it was like torture before) BAB OR BAGS RGU ELA. Thave grown fond of studying the Japanese language._ SB 1ORrry 235 With \ »-adjectives, the final \ is dropped and is added, as in their negative conjugations. ‘A common mistake is to expand the pattern of %-adjectives and nouns and use (= with \- adjectives. It is wrong to say, for example, x BEA 12S. When an adjective is used with %, a question arises whether the sentence describes an absolute change (e.g, “it has become warm, hence it is not cold any longes") or a relative change (e.g,, “it has become warmer, but it is still cold”). #4 sentences are ambiguous in isolation. If you want to make clear that you are talking in relative terms, you can use the pattern for comparison together with #4. ATV TAM LY BREA E SI wWELK. Mary has become better in Japanese than before. ECMIT/ETIES In Lesson 8 we learned the Japanese expressions for “something” and “not . . . anything,” {41 4» and 14. As you must have noticed, these expressions are made up of the question word for things, {A plus particles # and &. Other expressions for “some” and “any” in Japanese follow this pattern. Thus, something 14 someone HA __— somewhere ELH not anything 4_% notanyone ti _*% not anywhere C= _& ‘As we noted in Lesson 8, these words are used by themselves, where particles |2, 4%, or € would be expected. It is, then, interesting to observe how these expressions interact with other particles, such as I, ~, and ‘. These particles appear in the places shown with un- derscores above. Let us look at some examples. Co Oat SEL vray NUMPEULTLAS Did you go i No, I didn't go anywhere. EMDIEBVE LEM. Way EMIEBOEEATL Io Did you see anybody? No, I didn't see anybody. a LEELA wor, MELEELTLAW Did you do anything? No, I didn't do anything.You can use the particle € with nouns that describe the means of transportation and the instruments you use. tal TOMERNEF. BARB CBLEL LG. SACRE CHT E Ute TFVETRBERELK. ieee Das utterance. Zi / —bh--10 THCTRORIS batn end ofa sentence when we want our partners to treat what we have just said as a given, common ground to build upon. These words often indicate the speaker's intention to give her partner a chance to react and speak up. By relegating the right to speak to one’s partner, they also contribute to the politeness of one’s In the dialogue, the travel agent lays out the relevant information on the table; there are two flights, one leaving in the morning and another in the afternoon. 2 attached to her sentence indicates that she wants to build upon, and move for- ward with, these pieces of information, Instead of asking the obvious question, namely, £5 5AWW THA, the agent chooses not to finish her sentence, and lets her customer come forward with an answer immediately. We eat our meals with chopsticks. Let's talk in Japanese. I went to the station by bus T saw a move on TV. Expression Notes 10 “We sometimes use #* and \F ¥ (but) at theSEIOR>>» 237 QNAolSH KOWTS A. Look at the pictures below and answer the following questions. ["l] k10.06 chur Example: Q: BRUNA ESE GOLF AROTI A SROWEF PERL YBOTH. Picture (a) L MPR SAC CHD OED HR 2. MERC ERE CEE OIEI 4 Bete o | 3. HHPRE SAC CH LOLI A Bet, Be 4 BRE NAC CE LORI ABU TH A TLR] -¥ 9,000 Us a tbh ch EST 6,000 [ieseriesrsreealees] Picture (b) 5. SMEs XH. Ve Lo bOILIFKIUTHH. LobOIEIBDAOTH A. Picture (c) 2. mesic eesce Co BOI EHO THO. 8. WBE LERRELE Ca bOI AHSCT 9. BR ELEBRSLE Co BOUT NBOTID. WD SLERRELEL 9 BOULI HEN OTH OS ©) i ©)238 >>> Sa SORIA B. Pair Work—Make questions using the following cues and ask your partner. When you answer the questions, add reasons for your answers if possible. Example: &/4% (#3) “A: REALL (OILS) ASTIN, OIE ALY) BE CT. (or RtAtes T4./ Ett 3 buTH.) AL LALTTT HS BS BYOok/ to shud GS) Rt yn (ARDS) ——— e/ BERD GF) RRR OF) BAO B/ Rty (Germany) 0 # (ase) BEA IAF (KEK) aK OE) wy BROL/ bELOBOL (NW) LEY 10. BAOEE bw 38 (AB or BL») BS RCONEE THN O- TLRS (BULL) <6 co a DPPRDUSIEABUICT A. Look at the pictures on the previous page and answer the questions below. K10.07 Example: Q! LOPT. CHA BILAROTH AD, A: MERA BARUCH. Picture (a) 1 CORT. CHIN BIELB OTH Ire 2. CORT. CHAUVBIELETI DSPicture (b) 3. LORT. LIAM BIELAEOTHH. + COMBA ETH A. Picture (c) 5. TORT. ERAN BILABA BOTH Ho 6 OPT. EMA BILLEU TH Hr. 7 SORT. EMDVBILARARU TT Hr. . Pair Work—Make questions using the following cues and ask your partner. Example: R<3/48-4 = QI RNMOPT. MOV ELLE THD. ALT LAN BIELBE TH. 1 that FS 4 BRA / RB 7 7IR/ RE 8. 7 FAS EREN * 9. DIRS TK AKERS Bo mece . Group Work—Make a group of three or four people. Ask each other questions and make as many superlative sentences as possible about the group. Example: TOP T. ATKAVBIELBWTH. BELA BIEL HAR TH. CEAMWBIILAE CB ZIAIREF . Class Activity—First form pairs and make comparative and superlative ques- tion sentences with your partner. (You should know the answers.) Then ask questions to the class. The rest of the class answer the questions. Example: wth (Me Fuji) XV Z% b (Mt. Everest) & CEODIEI HOTT DS BpsA ees he LE_OILIFBUTH HD. ZIAOPCHB EMA BILLER E> TOET I BROMO TC IAN BIEL DSU THDi @CNOCT A. This is a refrigerator in a dormitory. Tell whose each thing is, using ®. [) kio.08 240 >>> Example: 29!) Tt!) -*AOTF. B. Pair Work—Ask your partner the following questions. Example: A: YH 5OI-E—AWWITH AS BE ROOSVUTT. Q) CHELOFBIUTI A. (2) CEBOAY IAN TT OD . Tey aa Ry Hive me ab Ea ts___ 10g» 241 3) CE SOY FYI TH A. (4) CEBOMLLDOOTT De. ay By an Rv 5 a oo 5) LEGON EF 7 EK ETM (6) CB SORRBAN WITHA. Guide on BAB Book ate ne BSR Japan Japanese tee 2 bhtek BLO w )RIATCDBOTS A. You are planning to do/not to do the following things next week. Tell what you wil/will not do using ~D TF. [20.09 Example: RMB ICRERLOLY CT. ARE | Ex. to read books 1. to practice the piano KA | 2. todo exercises or 7H | 3. todo laundry REE 4, to write letters to friends 5, not to go out @7EZ | 6. to cat dinner with friends 7. not to study Japanese 44H | 8. tostayata friends 9. not to go home BEE | 10. tocleanaroom 11, not to get up early24D SRB SR B. Answer the following questions. Example: Q: BR, MBE RITE ETH. Poe tH OO, BOLO Y TT. Alka, FOOTER, BRLETH. 5, FUEERET HD. Bot, MHELETH. HA. ABER ETO. R BROTH Yana = AML ORB TORL ETD. a MENUTRORLE A. Describe the following pictures. [4] x10.10 Example: 31s > FHI Y ELA. Ex. $4» @ | a| cn (4) 884° a8SIO 243 (10) Bats b Pa (ain) . Fill in the blanks with appropriate forms. L HIRE LADD. BEA WwW ELK. 2 RER/RBIT ohh, eas wYELK. 3. TROR. HRA OUTLAM A “NEL. 4 BRET / EME L TOS, wYELKA. 5. BBERK TARA. ae wy ELAS 6 LOA Pb ohTTAS COLTS, uw) ELK 7. HA SOASE KAD. WEEN TT.WETINATERLIED A. Takeshi was sick yesterday. Mary did a lot of things without him. Answer the questions based on the chart below. [I] xi0.11 Mary Takeshi OY (Ex) eat sushi and tempura nothing drink green tea and coffee nothing 0 Osaka nowhere meet Robert nobody do ‘watch a movie nothing Example: Q $03, £TY—SAMPORNE Lids ALIN. FLERSD ERNE Ue Example2:; Q: 4039. AULA RSE LED. ALOR, MERNEEATL he L EOF, AT YELM ORAL Ltrs 2. OF, KUL ELM ORAE LAD. 3 EOF, ATU SACI MIATER LRH 4 EOF, KUL EAE MIAT EE LADS 5 EOF, ATU SLIEMA BOE LADS 6. F039, KUL EAHA gue Lists 7.803, ATV ELIA LE Ltt. & EOF, KUL EAMD LE LAM B. Pair Work—Ask your partner the following questions. Example Q: aR. Ale lan Alli, RBERELA SIAL MELEATL KSSB 1OBrr> 245, 1 BROKE CIMIATE ELAM. Oegucqees A. Look at the pictures and answer each question as in the example below. 1012 Example Q: F6HORE TEI P > CHEETAS A: FBPDRE TERE TH ET. Ex. (a) 10 min. [oon] A min. ii Ar “ne —& , PF pel _aep oe R j # at (3) (5) e241 15min. [5 Ft FH RE (7) Shours eB — t= 74 BR AYERET B. Use the same pictures and answer the questions as in the example below. K1013 Example: Q: 7 BHSRETCOCHVdDV ETH. ALJ bHORETH BOY ET.246 ro SBS « SO C. Ask three classmates how they get from their houses to school and fill in the > ® chart. Example: [BRE TRET. tale 8 Q A QiENChvOyVyEtH. A PEER CSO bP ET. DEDDEKFE TCI V > TRETH CIPoT COCbW KCOORE Thue .. The chart below shows winter vacation plans for Mary and her friends. First, answer the following questions about Mary's plan. Mary — |will goto Korea |by plane |3 weeks will stay at | will do shopping and with Sue | Sue's house | eat Korean foods Robert will gobackto | by plane |2 weeks | will meet friends London Ken | willgoto Tokyo [by bullet [3 days [will stay ata | will play at Tokyo with a friend train hotel Disneyland Tom will go to the by boat /2 months | doesn't know | will take pictures with south pole (i #8) yet penguins (~» #7) Takeshi | will go nowhere LAT Y-SALSEORHAL CI IAT KC OEY THM C90 5 Cie | COCHMATEET HS Coke eth. METHETZOLI TH, MTZETH. EMT EET. How about the others’ plans? Make pairs and ask questions.SBIR)» 247 B. Pair Work—Talk about your plans for the upcoming vacation. C. Role Play—One of you works for a travel agency and the other is a customer. Using Dialogue 1 as a model, make reservations for the following tickets. 1. From Nagoya to Seoul (7 #7 1b) Jan, 1 Iperson | morning flight 2. From Tokyo to Paris (7*')) Feb.14 | I person | window seat 3. From Osaka to Rome (2-7) Apt.18 | 2people | aisle seats 4, From Tokyo to Bangkok (5737) | Aug.20 | 4people | afternoon flight window seat = AOA —_ aisle seat = ISM OG Tisp eh bes Cc wirere(QD IN H AD ZEEE Public Transportation in Japan Japan's public transportation system is highly developed, es- pecially within metropolitan areas and between major cities. The most common forms of public transportation are trains, buses, and, in major cities, subways. The Japan Railways Group UR Group) has a train network covering almost all areas of the country. Travel by public transportation is enjoyable, safe, and efficient. Here are some tips for you. Shinkansen If you are in Japan on a “Temporary Visitor” entry permit and want to travel to different regions, consider getting a Japan Rail Pass, which offers un- limited travel on almost all JR lines (including bullet trains, except Nozomi) fora certain number of days. If you are planning a budget trip during vacation time, the Seishun 18 Kippu (#182 > 5) may be the best option. This seasonal discount Japan Rail Pass ticket gives you five days of unlimited rides on local and rapid-service JR trains for only 11,500 yen. Highway buses are another good way to travel between major cities. Compared with express rail services, highway bus travel = usually takes longer hours but costs less. Also, if you travel on an overnight bus, you can save on accommodation costs. Highway bus BYARR | IRICHA/ 7 = AT ASABE2A ye BS SOK Useful Expressions At the Statio Types of Trains eh ocal to —] & {1 express SG #4 super express ~~ Destination \ ~t bound for... ~ze- — serving... areas Types of Tickets and Seats AEE (earking ticket Blo general amision seat Bee coupons ER nonsmoking car RM commuters pass $8 ——— Car No.1 #e|— student discount #48 ——— round trip 482 7% ————reserved seat ae — one way Places in stations ~ track number... ha exit WR —ticket vending area se ————— entrance ae, ————gate Be stairs — platform \s 6 LL — first car; front end 3835 ————-shop; stand ws (EAS — last car; tail end Miscellaneous Public Transportation Terms KR!) HA— transfer 3s ld-~———next (stop), .. departing second last train departing first oRSB1O>>»249 Announcements £b% (BRL EF.—— Wee wil be leaving soon. SHA) £, A tains arriving. (L~Icak E ) $F. —————_—___Neext (we'll stop at) ... ET APE ET. CHES CHS, —The doors are closing, Please be . careful Expressions = DERLARR IEE YV ETA. Does this train stop at Akihabara? #8 Bota CF fs, —— What time is the last ARE CORR SKS L ET. — One reserved ticket to Tokyo, - . " please. Sel £to.——_—_—_————Can get student discount? AL MATTE OERILEN THO. Which one is the train bound for Kamakura? SHHETT. Track number two. REO: RIARSRE250 >>> seiB« Ss Michiko and Mary meet after the vacation. © Berover 1abo: 2AT YR a sabr: SAT YR: ABS 7 AF Y-ZA, ALE CTH. HAILED TL Rt. FOCRUPOR TT. MECKOME LAY, MEARE RSL YLEUK. OUCH. MERTEN TT. ABI ELOMAUIRL Do KCTS EbLET Re CAKE IA Ic RELTOEL ES TeELAM BETIS @® Boros rsF YW? 2 Eas s&Br: BIEL, REBEMMLET. COM a ALTH. Pav thiteA. 84 MHELT. HHELT. WMABITH. Faher 05/08 1&BC: 2Yar: s&BI: 4¥av: s&Bzt eVay: Pav dh, MHRESTIO, A-AbNFVTOTTYATH. L5H ABIXKILTT YA OA, BY EL WHI oT FMLA TH ES TUM TIF CHE CT chi eHay EtOH.SUH 251 ABIEAICIOWHTI A. tooth, Si RCH. PRBUIR TC EA. RAMEBULOTHL. tho oe eke Yi #U. PEROT. @ Michiko: Mary, I haven't seen you for along time. How was your vacation? Mary: It was really fun. I went shopping, ate Korean dishes, and things like that in Korea. Michiko: Sounds good. I want to travel, too. Mary: Did you have a fun vacation, Michiko? Michiko: It was okay. I went for a drive just for one day, but I was working part-time every day. @® Mary: Michiko, I want to introduce you to a friend of mine. ‘This is John. He came to Japan last month. John: How do you do? Michiko: How do you do? I am Michiko Yamakawa. Michiko: John, where are you from? John: I am from Cairns, Australia Michiko: Is that so. John: Have you been to Cairns? Michiko: No, I havent. John: It has mountains and the ocean and is a beautiful place. It's famous for the Great Barrier Reef. Where are you from, Michiko? Michiko: I am from Nagano, Please come to visit me sometime, The food is good, too. John: By all means, I would love to. ooo oooNouns *T-ARPUT Bre bls BEIOL BED btbe BAK BANOS Hg Pl wb aey7 7 cbb Chto% Lebsi Umeraed Ledow CLUS 3) + FIAT E-w UU wom RARITY AGIA PE my W-hs—b U-verbs FEEDS BuDIs ¢ wF HRS Australia snack; sweets New Year's boy festival toy spas hot spring girl foreign country singer river camp this person (polite) this semester president of a company class future shrine fishing drive beer totellalie to become hungry to own (a pet) (~ #) to cut (classes) (~@)CB to take (a class); to get (a grade) (~ #) wbF 3 tolearn (~€) OES to climb (place (2) Ite 5 ¢ to work Ru-verbs OPHnd to get tired PHS to quit (~#) Irregular Verbs WATS to have a fight; to quarrel se LeFats BNF S to introduce (person I= person &) FALYNFS to go ona diet BITS HRT S tobe late (for an appointment) (~ I<) Ya pats @FETS — tostudy abroad (place |=) Adverbs and Other Expressions be Kh after (an event) (event 0) *bLaold we coming from (place 9) eLT and then +A just...sonly... ~TH ~m - + points * BILE) it has been a long time +kbES okay; so-so bot more ADDITIONAL VOCABULARY 2) kr1-08 i 32 (Occupations) as Sot (HER) writer Urbs (eR) actress Fr-tyAh journalist LIL (GRE) nurse OXomAL (SRF) police officer U4 714 L GAH) firefighter (dese 3 (HAR) actor;actress £44. (RBR) cartoonist. FbwoIVIFL (FHRTE) astronaut Paw ItL Ld RF) —— baseball player AOC) £7 KH president of a country25d vor BEE 3 MH Grammar ce ‘eS ~fey You can use a verb stem (the verb form that goes before #4)+ #1. CF to describe your hope or aspiration. SREOBRIL RBERLOTH. or RBCRAUTH. Twant to see a film this weekend. ope MATEAUTH. I want to go to China someday. verb stem + I want to do . | ‘As you can see in the first example above, having 7:\ attached to a verb slightly affects the composition of the sentence. A verb that takes the particle can have either the particle & or 4° when it is followed by /:\», Particles other than € remain the same. The combination of a verb and 7: conjugates as an \‘-adjective, Here are examples of negative and past tense 7:\ sentences. SOAK (tev AECEUTHT. I don't want to see that person. tI -HRV RHR DG, FS MATES LK went toa department store, because I wanted to buy a sweater If your wish is one you have entertained for some time, that is, if you “have wanted to.” you can use 7:4. CRoT ‘EF instead of AV TT. *N\ TF sentences are not usually used to describe wishes held by others. Somebody else’s wishes are usually reported in Japanese either as quotations, observations, or guesses. To quote somebody, saying that she wants to do something, you can use Fo TELA with Au. AT -—EMLFN y BAT Ho TELA Mary said she wanted to go to Tibet.SRB 255 ‘To describe your observation to the effect that somebody wants to do something, you must use a special verb #:4%> T\4 instead of #24». Ifa verb takes the particle %, the derived verb £4%> TS will retain the €, unlike /:\., with which we had a choice between the particles 4° and € AT EAH BM Peto TET. (It seems) Mary wants to wear a kimono. ‘The verb #:4°> €\'4, which comes from the dictionary form 7: 4*4, indicates “I think that she wants to, because of the way she is behaving.” We will have more to say about this type of sentence in Lesson 14. I want to... /Do you want to... ? ‘They want to. “verb stem + feUYTS verb stem + fepoTHAT + TEL) conjugates as an L\-adjective —« f<*4 conjugates as an u-verb = por ® - % only ~hkO~tKDTS You already know that you can connect two clauses with the fe-form of predicates, as in: ARCH MELT. MOMERNETF. I Osaka, Iwill do some shopping and eat dinner. ‘This sentence, however, tends to suggest that shopping and dining are the only activities you plan to perform in Osaka and that those two activities will be done in that order. If you want to avoid such implications and want to mention activities or events just as examples, and in no set order, you can use a special predicate form ~#') ~A +4 ARCH HELEN, MERKLEY LET. saka, I will do such things as shopping, and eating dinner. (activity A) 72D (activity B) LOFTS do such things as A and B To get the 7: ) form of a predicate, you just add !) to the past tense short form of a predi- cate. (Thus we have L ¢!) for the verb $4, whose past tense is L *, and BANK 4) for t XZ, past tense #€~7:,) Note that the helping verb e & at the end of the sentence indicates the tense of the sentence. You can change a ~ 7: !) ~ 7: ) $4 sentence into the past tense, or incorporate it in a bigger sentence, by working on the helping verb part.256 >>> Si SCE HR. BRLAY. REBCBLAYLELA. I ‘studied and talked with my friends, among other things, over the weekend. Fo. SREB YT ZOIRS TH. BE waxes 7 Tlike dancing, listening to music, and so forth Gal ~cenis5s The past tense short form of a verb + = & 4°%4% describes that you did something, or some- thing happened, in earlier times. two hI UH HYVES. SUS oF Thave had the experience of climbing Mt. Fuji. AULA EAA ES EY EL Takeshi has never been absent from classes (in his life). | verb (short, past, affirmative) ++ TEHBS —_have the experience of... If somebody asks you a question using © & 4° !) #4, you can just say 4) #F/H !) +A or repeat the whole verbal complex (fFo LOUSY ET/TPoAICHHVE th). Bray NATonSeMSY ETH, — ld, oki rweyat. Have you ever been to Europe? Ito, BURT. (x ttn, oe 4H EF.) Yes, I have. QB noun A # noun B © connects two nouns, as does &. * suggests that the things referred to are proposed as examples, and that you are not citing an exhaustive list. A®B — Aand B, for example RPORRIMTAE LAS I went to Kyoto and Nara (for example, and may have visited other places as well).sr a5 Expression Notes 11 I& in negative sentences» In negative sentences, you often find the particle tt where you expect 2 or &. Observe the reply sentences in the dialogues below: 1kFLELWETA. Do you watch TV, Prof. Yamashita? ALVA, FUEBRERA, No, Idon't Qi ae as cH Do you like coffee? ALVA, THEME Ce RWC. No, don’t % and #¥, respectively, would not be ungrammatical in the above examples. Many Japanese speakers, however, find the (3 versions more natural ‘The rule of thumb is that negative Japanese sentences tend to contain at least one lt phrase. If you add 44d to the sentences above, therefore, the need for Iz is already fulfilled, and Japanese speakers feel much less compelled to use (& after FUE and 3—-e-. 1 may also follow particles like “C and (= RH CAMLA BOTT. Idon’t want to speak in English. EASY EA. — Ihave never been to Hiroshima. élF > You can add 7Ztt to numbers to talk about having just that many items. 7 (F implies that you have something up to the amount needed, but not more than that, cemby Et. Thave met that person just once. EIS Fs have just one question. aes I slept for just thirty minutes. ZEUF suggests that you can live with that few, though the number admittedly could have been higher. We will learn another word in Lesson 14, namely, L2*, which means “only” in the sense that you do not have enough of. (Z>You can use the particle (2 to indicate the occasion on which you do some- thing. PFERNE Lke Late salad at dinner.258 >>> SEE SORE { can also indicate the role you want something to play. BAPVIAM BEM SE Li. [bought a postcard as a souvenir. SA Jb KF 4 7 is used when you go somewhere by car for pleasure. To say “to have a drive” or “to go for a drive,” use FF4 FIAF< or FIA TTS METKIA TIE RLE/ FIA TLELRS Iwent for a drive to the lake. When you simply want to say “to drive a car” (not necessarily for pleasure), use MET 2 instead. HATH EMILES ED ETD Have you ever driven a car in Japan? BF, like the English word “dream,” has two meanings. One is the dream you have while sleeping; the others the dream that you wish would come true. To say “I have a dream,” in Japanese, you use the verb J8.% for sleeping dreams, and #-2 CWS or HS for your visions. WINS HOBEWSE LE. Thad a scary dream last night. Beto Coes Ba VES. [havea dream. BERORKOUTC TD. What is your future dream? (Cl& >The particle {& often follows the particle (< in sentences describing a place in terms of the things that are found there. ee ba SAHV ET. ha SAHV ET. ‘There are many department stores in Tokyo. ‘There is a subtle difference between the two sentences. ‘The first sentence is about the places: they answer questions (either explicitly asked, or implicitly) like “What is Tokyo like?” ‘The second sentence, on the other hand, is an answer to a ques- tion like “Where do you find many department stores?” See the grammar note discussing the difference between 78 and (z in Lesson 8. In the case of the particle (2, the contrast is between the simple (2 and the com- bination {2 (&. (See also the grammar note on counting people in Lesson 7.)SBIR 259 Practice DINYNH-@ BAECS A. Change the following phrases into ~f=L\ sentences. [:) x11-09 Example: 7S 7/59 €BNS (E09) NSA ERNKUTHO (WOR) YAH ERS ETH. hy 6 BATH (ltv)) 2, te (ite) 7. RE 5 > (tw) 2 RI iT < (ld0») 8, BAD (ara) 4 tbo URE (ea) 9 BFFS (ldv) Be PHOU RIGS (ea) 10. u B (awa) B. Pair Work—Ask if your partner wants to do the things above. When you answer, give reasons as in the example. Example: A: 7.7/S-W ERNE THA BLY, RAAT. BUEDATUTOETHD. / WOR, ESACEVTH. ToIRNELAMH. C. Change the following phrases into ~fcL\ sentences in the past tense. [2] 11.10 Example: bt 6 eOERT (dv) > FB BEE CORETHURD on TTH. (Oua) + THOR. Bb eOBRTHUR KC thoKhTH. LFVEERS (ity) 6 BRUTE (lt) 2S (LW) DET /EBI (Ova) >> SiS - SCR D. Pair Work—Ask if your partner wanted to do the things above during their childhood. E. Pair Work—Ask your partner the following questions and report the answers as in the example. See p. 253 for occupation vocabulary. Example: A! (tA SLAMS RAAU THI BL EFARSAU TH. ALIKE LLEFORNEOE Eo TOE Lhe (FL EAEEFERNA A> TOEF) BIGIARAK THD Be GA oe 2 MAU BLEACH 3. COV SELPERU THO 4. 5 L EMI BIEL BULU THM, 5. AEB TI A. 6. FRO BR. ALAUTTH. 7B MELE EOTT HS 8 FROM, MILI AD oKTHH. 9. NEW CH A. F. Complete the following sentences. 1 PRILORAED b KUTCH. 2. BL AMRAEDS, EWTCT . 3. Bhd, AKRUTT. 4 BPS Ald Ub SDS, hele ACEOTT. 5. PROB, £5 tkhohktT. Bes es5811 CORRLICD. BRELICDLET A. Tell what the following people did on the weekend using ~f¢b~iz$%. xin Example: 7 3 Y : saw temples in Kyoto, went to a museum, etc. Fa yXKBSERA, RMIT OR LELK. . FFL :went camping, went fora drive, etc. % + 7 < :made sweets, played games at home, etc. A— : went to Osaka to have fun, went to eat, etc. (+A : cleaned his room, did laundry, etc. . /<— b : met friends, watched movies, etc. . LF ¥64E : went to a hot spring, rested, etc. eELneeen Awewene B. Look at the pictures and make your own sentences using ~fc)~h DFS. C. Pair Work—Ask your partner the following questions. When you answer, use ~feb~teb¥ as in the example. Example: A: BRTMELELEM. 8: BROBRF ERNE, Bw (Me Fy) KB OAY LE LAS 1 MAL MeLETH. 2. F— hoe, Meletm. 3. SeLOB CHEE AL MELETH. 4. FyRoey, EGMELELA 5. BATMELAUTT AS262 >>» Seis « Ste AURA / BRATS LE LAA DOR CHEL TEUITE HLA SROBR, MEFS CEN THA. HET SONS CTD SEDYTT A. 6. a 8. 9. MBSA CHokTepiGabETD A The following are what John has or hasn't done. Make the sentences using ~TEMGS. frie Example: Oecattempura + RSbERNAL EMA ET. 7 oKe CHHY ECL. X goto Tokyo — RE 1, Oeat sushi 6. Osleep in class 2. O study French 7. O climb Mt. Fuji At 3. Owork at a restaurant 8. X drive a car in Japan 4. X go to Hiroshima 9, X see Japanese movies 5. X write alove letter (F7L9%—) 10. X goto shrine . Pair Work—Make questions using ~Z £%45% and ask your partner. Example: BAO SBEKD > AL BROBBERLES CHAU ETH. Bilis, SYET. AltztTLAM. BIBULH OATH. L FAD hEDS 9. 4%#96 LFARTORERS 10. BAHL TES 3. RB ERAS lL d 4, ABAC “25 12. : # . 5. MOA TITS IB. REB/N Lb BD 6. 3+ < (blowfish) ERNS RR KAT EYV—cCUAeTS 7. PEBERBTS Mu BHT 8. PERRIS 15. MC!) ETSB11 263 LPRBIBEKCRNET Pair Work—Ask your partner the following questions. When you answer, use ~*>~ as in the example. Example: A: CA“BRABE LC RNETH. Bit lLVRSH ELC RSET. i ELBAR-Y ELL BETH CLEERAIEE TH ho CKEBBEL EV ETH. . BEOREOREIL, CALRNAMAS ETH. HELOKBIL CIOMOAME Thr. DET ORLA VET. LITT Be CARRIE ER TOE TI. BEBE (actors) OC. MAGES TH to KSOH TC. EMIS TIO. ee ND e wD FCOORES TAGS A. Talk about your dream for the future or what it was when you were a child. L HULORILETHD. Example: WHR. BABBCCY ATH. SLT VSUS THE PERUTT. 2. FROBOBIAT L hors Example: FRO, RHIC Ado TH. B. Class Activity—Find someone who. . . . has seen celebrities . has never used chopsticks wants to live in Japan in the future wanted to be a star (% 9 —) asa child ween . wants to cut classes tomorrowC. Class Activity—Bring pictures of your hometown and describe it. Example: Pita aI 7OWHTH. =2-S—-TILE TERE TERN TH EHOLD AMO RE CARRE H ‘ SLORB (heater) 45) EF. kita ANE RY, BELAY LEL RUA MH T. RE Ble aor ETH. ae Cc wre QD IN 431E1 New Year's U3 4> +5 JE Ai (New Year's) is the biggest homecoming holiday in Japan. Japanese celebrate New Year's Day on January 1, unlike most other Asians, who go by the lunar calendar. Most busi- nesses are closed on and around New Year's Day. New Year's Eve is called 8A, and people try to finish their seasonal chores—cleaning the house thoroughly, writing greeting cards (428 14), and so on—by this date. Dinner for New Year's Eve often includes #8 L ~ ( (buckwheat noodles), as the long noodles symbolize the desire for longevity. When saying good-bye to someone whom you do not expect to see again until the new year, the traditional parting phrase is 5% % (Have a happy New Year!). When you meet somebody for the first time in the new year, you say &W# LTH TE SZ UETF (Happy New Year). Many people go to #4 (Shinto shrines) and 53 (Buddhist tem- ples) for #7) their only visit to shrines and temples for the year, since Japan is a largely secular society. Special dishes called 2584458 are eaten for New Year's. Each dish is said to signify a particular wish—black beans (RH) for diligence and health (a pun on the word & 8), herring roe (21 ) for having many offspring, and so forth. The staple food for New Year's is #5 % (rice cake), which is toasted or served in # 5% (New Year's soup). “ Children expect to receive 45£3E, which are gifts of money from their parents, grandparents, aunts, uncles, and even family guests. PRD ELMIRABR 265 Useful Expressions AKGDOIDAT In the Expressions LESTE TH. —Both are fine. AUTtT. Be EVER ETH. ‘More or less the same, Bre cas ET. A little different. RAEEL Can't use it HOTH. No good. FEBUTO HES BATH TEE BMEML TCS. HAREM UT CRE. LEV OAM TK HS. RPOTCR EV, PALM ET. Vocabulary 8 homework Uo ¥ ) — deadline exercise meaning pronunciation 2OR — grammar 8 question = eared cant fo 5——(_) (parenthesis) £S—— .O (correct) (i> X (wrong) Same thing. Japanese Class Raise your hand. Read it before coming to class. Hand in the homework. Close the textbook. Ask the person sitting next to you. Please stop. ‘That’ it for today. colloquial expression < EATREW DEOEU bookish expression Tia ee OA — polite expression z=— — dialect RR 2 standard Japanese AY AlL——— for example (Em Ic anything else ee. wey page number. . ~f8 line number... two people each266 >>> 255 SURI | Dei JR Ss Feeling Ill uss = ° 9 @ Mary and Michiko are talking at school. [l]xi2-01/02 LBB ATINAL, RAH ELLA 2ATYRA 3 Fhe Sto U BEHAV LTH. SHRI: LULALTHIA : EAT 2 SOFREBEROMERNIT OATH He 5 KERBOET. e&bo: AKATI OS TAT 2 Ako VBLUWT RA. oo bd. FAN. eatz: TohlEI MOUTH ES @ Atahospital. [4] x12.03/04 ol we. DEWMOKTT. FOIE EOD DOLL TT. 2B a bb, TITITH. Reb Et. DUETT te akTFY—2 HD, LIF CFARORSHH SOT. BE Lwe roe’ i CH Pe, sa OH: SSA. BHLEVIEIMOUTL EG. ekT Y=: HHVELT. 7K! PHUEREMRLT. ROBT EEN. ekFY— 2 ld, HYMCIOXOELA. oR #: BRE KoSS 12m» 267 eC Mi (0: You don't look well, Mary. Mary: Um... . [have a little stomachache. Michiko: What's the matter? Mary: I went out to have dinner with my friend yesterday. I think maybe I ate too much. ‘Michiko: Are you all right? Mary: Yes. Don’t worry about it. Oh, it hurts. Michiko: You had better go to a hospital. Mary: Doctor, I have a sore throat. I had a stomachache yesterday. Doctor: I see. You have a fever, too. Iti just a cold. Mary: Well, I will have a tennis tournament soon, so I have to practice, though... Doctor: You had better not exercise for a couple of days. Mary: I understand. Doctor: Take medicine and go to bed early tonight. Mary: Yes. Thank you so much. Doctor: Take care.268 >>> S255 - SOR a (res VEO te Val ary Nouns L R leg; foot de BR meaning bTHbW BFR restroom +beD stomach sat RAB cold POUL ie girlfriend aa cra boyfriend BBL RB temperature (weather—not used for things) «by &!) cloudy weather + Lb & match; game Ya-R juice He Boe politics eats Bese grade (on a test, ete.) te cough «Oe throat ik we tooth lat i flower (hae FAL sunny weather 3 FR clothes Bork =BBH+ hangover Foeve present. h-hyy7 homesickness ZATR minus to co thing (concrete object) me = snow t3u AS business to take care of W-adjectives bE He sweet eon Fi hurt; painful BEY Bs there are many... teu he narrow; not spacious * Words that appear in he dialogueDTT MbSWY baw B-adjective tTS (4) U-verbs bo6 DEE U < RLIANHS wt + AOS DEAD SK Ru-verbs HEKTS Dns BSB Bo RK BK BREOS BRED ROS DCW HEADS BINS rregular Verbs BLELITS *LAOTS Adverbs and Other * BEOUI IFLR AY ehh TROY e~TL GF cuits HRA +0T (LUHT tgte ERTS Cat S BABI FAM BR inconvenient; to have a scheduling conflict bad to walk to catch a cold to be interested (in...) (topic I=) tolose (~#) tohavea fever to become thirsty to cough to break up; to separate (person &) to get nervous to worry Expressions Get well soon. don't look well probably; maybe as much as possible probably... ., right? . degrees (temperature) for two to three days because... for the first time ‘very soon; in a few moments/days210 y>> Si» SC MH Grammar mB GH ~acs ‘There are two distinct ways to make a statement in Japanese. One way is to simply report the facts as they are observed. This is the mode of speech that we have learned so far. In this les- son, we will learn a new way: the mode of explaining things. A report is an isolated description of a fact. When you are late for an appointment, you can already report in Japanese what has happened, 72 49K #44 C L fs. This sentence, how- ever, does not have the right apologetic tone, because it is not offered as an explanation for anything. If you want to mention the busses failing to run on time as an excuse for being late, you will need to use the explanation mode of speech, and say: NARRGHotATH. — (As it happens,) the bus didn’t come. An explanation has two components, one that is explicitly described in the sentence (the bus not coming), and another, which is implied, or explained, by it (you being late for the ap- pointment). The sentence-final expression C+ serves as the link between what the sen- tence says and what it accounts for. Compare: SLAFAbKANHY EF. — [have an exam tomorrow. (a simple observation) SLAFAhMSSLTH. [have an exam tomorrow. (So I can’t go out tonight.) RA VIMTEAU TH. I want to go to the bathroom. (declaration of one’s wish) RAVITEAUATT, I want to go to the bathroom. (So tell me where it is.) ATF goes after the short form of a predicate. The predicate can be either in the affirmative or in the negative, either in the present tense or in the past tense. & C¥ itself is invariant and does not usually appear in the negative or the past tense forms.' In writing, it is more common to find D TF instead of A TT. BoA TL < te. TH. (in response to the question “Why do you look so upset?”) (As a matter of fact) My grade is not good. "In casual exchanges, A C4 appears in its short form, 4.4. In casual questions, A CF 4 is replaced by 0. ‘We will examine these further in Lesson 15.BlQmey 271 BURIED ot ATH. (explaining to a person who has caught you smiling) ‘The exam is over. (That's why I'm smiling.) When it follows a noun or a %-adjective, * comes in between. report sentences _ explanation sentences 1g-adjective: OTT BDA TS noun: Bees Sunes | You can use A TF in questions to invite explications and further clarifications from the person you are talking to. It is very often used together with question words, such as & 4 UL (why) and 04 LA (what has happened). Q:xrge TRE MMEA TT Aro Why did you break up with your boyfriend? (You've got to tell me.) A: he ELEL BABI AOEVKTH. Oh, him. He never takes a bath, (That’ a good enough reason, ist it?) Q:¢jLELCTH. What happened? (You look shattered.) LL CH ? ‘My cat died. (That should explain how I look today.) You can also use A TF to provide an additional comment on what has just been said. ALE TEOOBAETT A, ‘That’ a great textbook that you are using. Bi Ake MORFORE MEO You bet. The professors at my university wrote it (for your information). In the written language, you see OTF instead of A. C+. It has the same functions but is stylistically more formal 7a L4 LAA THA question is best answered bya ATF sentence with the subject marked with the particle #° rather than (4, as in this example, See Lesson 8 for a related discussion.272 RIS SORE Verb stems may be followed by the helping verb + ¥ , which means “too much?’ or “to excess” + ¥ S conjugates as a regular ru-verb. Emig vELH. I got up too early. RATETIVU EA. You must not eat too much. + ¥& can also follow \s- and %-adjective bases (the parts which do not change in conju- gations); you drop the \ and *r at the end of the adjectives and then add + ¥ 3. GBs) LORBT FET. This book is too expensive. (oe) COMBO TFET. This town is too quiet. oF mee You use + ¥ 4 when something is beyond normal or proper, suggesting that you do not welcome it. Thus 820° ¥ + (too kind) for example is not a straightforward compliment, Use modifiers like & € & and + = ¢ if you simply want to say that something is in a high degree. GH ~e5 ues 129 #0. TF “itis better (for you) to do use to give advice. When you suggest an activity with (29 #*\\ C4, you are giving a very specific piece of advice; namely, that it is advisable to do it, and if one does not follow the advice, there is a danger or a problem. ? isa sentence-final expression which you can (25 40.0. CF is peculiar in that it follows different tense forms, depending on whether the advice given is in the affirmative or the negative. When the advice is in the affirmative, [£4 4%... TF generally follows the past tense short form of a verb. When the advice is in the negative, however, the verb is in the present tense short form. SoCMRERSAIEG AUTH L. Youll better eat more vegetables. BOR CHE ts bere) (25 aeUTTL. It is better not to skip classes.SIDER roy 273 ~oe You can use M T to give the reason for the situation described in the balance of the sen- tence, Semantically, Tis just like #4. Stylistically, ®T sounds slightly more formal than 4». (reason) DT (situation). _(situation), because (reason), VOLBAB THI OT. BRBKE PICU ELK. My Japanese has improved, because I always speak Japanese. BMI SLB OLOT, FOIOR, RELATL HS 1 did not sleep lastnight, Because Ihad a lot of homework. ‘The reason part of a sentence ends in a short form predicate as above. When 9 follows a 4z-adjective or a noun, % comes in between, as it did with the explanatory predicate A C+. FOAM UDSROT, FHUTH. 1 do not like that person, because he is mean. PHILEMBROT, MTAATT. Banks are closed, because today isa Sunday. EE ~ssnidupsta/~serusstn We use @(FHIE ITE UA and & ¥ oF 4L* to say that it is necessary to do some- thing, or “must.” The # ¥ > variant is very colloquial and is mainly found in the spoken language, while the more formal # (+ # (4 variant is often seen in the written language. BRKHSb>. BBL wIMItI EL / ws elite dr. I have to study, because | there will be an exam. ted and % ¥ # mean “if you do not do...” and st € EX roughly means “you can- not go”; @IFHIE FEA and WF vt AEA therefore literally mean “you cannot * There are more varieties for “must” sentences: 4 ¢ 5 prviF FEA, te ¢ TIF HRA, and WOLF £4EL. You can also substitute #4) FL for FEEL in the *1+H1F and %& % combinations, like WITHILa EAL, GH ww EAL. In casual speech, you can also leave out \ 14 FEA, and end the sentence like: HA po /RNU CBee /RAUOES274 >>> So Sim go not doing . . .” with the double negatives giving rise to the affirmative sense of the man- date. %¢ in 14HU1E and 4% ¥ & comes from the negative 41). Just drop the last \¥ and replace it with ItHIZ or ¥ & verb short negative “must” eva BNEUINEUDEA / BREE PUTT Bb) bene Petts / RD eLalratehy Uist Cisionigty / LIEE PUTER A, TIELY Ee prienaee i THE PUIUTEA You can change WIFEH#A tolF EEA TL A to say you had fo, and to *#% evita (the short form, present tense) in casual speech and to #(+4(£\\(t 4.) in the written language. (EIA, ORE LS COIFELATL A, (long form, past) Thad to get up at six this morning. 4B. MU LPS ever TH. (short form, present) Eons” RAL (The truth is, :) I must practice every day. GH ~eves We use the sentence-final expression TL £ 4 (probably) when we are making a guess or a prediction. CL & 3 follows verbs and \\-adjectives in short forms, in the affirmative and in the negative.’ (verb) SLA (LORS TLete It will probably rain tomorrow. BbeUTL EF It will probably not rain tomorrow. (\\-adjective) WlLHOTL AF. It is probably cold in Hokkaido. ne) Se RCATL 7. It is probably not cold in Hokkaido. 3 TL £4 may also follow %-adjective bases and nouns. Note that TL & 4 goes directly after these elements; we do not use X~#TLE9,X~OTL 4 F,0rx~ETL £3. *@L £4 may also follow predicates in the past tense. We will, however, concentrate on the present tense examples in this lesson.SEO» 275 (te-adjective) WEB RAGS TL t 76 Professor Yamashita probably likes fish. — i LeZUTL EF. Professor Yamashita probably doesn't like fish. (noun) HOA A-ALAVTATL EG. That person is probably an Australian. A-AMIVTAULUUTL £ Fo That person is probably not an Australian, TL £F sentences can be turned into questions (~T L £ 4 4°), which can be used to in- vite another person's opinion or guess. BRIUMEBY. COB OUEFARELUTL A At eae Which would you say is more dificult, Japanese or Korean? ‘The short form of TL & 3 is analysis. 4. You can use it to cautiously phrase a prediction or an KIL SAR SEDI cs Bite I think Takeshi would be interested init. In casual exchanges, you can use CL + 9 (with the question intonation, and most often pronounced as somewhat shorter € L_&) when you want to check if your partner agrees that you have the correct understanding about what you have just said. Yar, PRBMbbS TL 2? OH, BAT. John, you understand Chinese, right? Can you read this for me?276 >> BBB SCs # DESLENTTD A. Youare in the following situations. Explain them using ~ATS. [all ki2.06 Example: HAHN TH > Q:LILELTHH. As WAG LTH. (1) tht b Basa Q7VEYEE 3) HLAIMATHE SVELA BHvele 6} yt (4) F091 (5) FA b ASHE L ¢ (6) DAH TH BEETLE tebot: (2) OH EOSELE (WHEN LELA ()SLETAbH12H 277 (10) 3 aha t (1) the eA LA B. Respond to the comments using ~WTF. [al] x12.07 Example: I received them Italian ones I made it. from my friend. CAPT) Itwas cheap,278 o> BiB «St C. Pair Work—Your partner has said something nice about what you have. Respond using ~AT. Example: Bit CS amet Ct ia. AL REBI ES oRLTH. D. Pair Work—Make up dialogues asking for reasons. Example: I went to Tokyo last week. AL BAT AY APDRELTH. . Lam very tired. . [have no money. . Ttis not convenient today. (G4) I want to marry my boyftiend/girlfriend. . Lam going to Japan to study. . He speaks Chinese very well. (PBA ESCH) . I don't want to watch that movie. NAwRene @BATEELE A. Describe the following pictures using ~3 #. Use “verb + F#S" for (1) through (4) and “adjective + $#” for (5) through (10). [#l]x12-08 Example: + HITELRA. > SOMBLEET TET.12H» 279 B. Look at the verbs below. Think about the results of over doing these things and make sentences as in the example. Example: RNS + RNTEADH, BEMHHVATT. 1 RE 4, RERE it RERG 2. BTS 5. FRETS 8 RTS 3 NYT Y ERG 6. HOW ERNS280%» Soe MSPERATEESDUWCS A. Using the cues below, give advice to a friend who has a headache. Decide if you should use the affirmative or the negative. [) «12.09 Example: EHD + Bs BAHL TH. oe A: BERL KILI MOUTH Le LECRS 3. FABEICAT < 5. FB IS 2. BEC ISAT < 4. HER EAE 6. BHTS B. Pair Work—Give advice to your partner in the following situations, using ~lZ5 DW. Example: BARRBACE FICE Y AU + BE BRB EEE Y AULT. A: RADE BEM OKEDIVUTH LS 4 CE BUMMER NIETO TH LS LR-AY oy 7K 4. BRAG 7. HOH 2, PAE TENN 5. ABNEY 8. BAR EK CE 3. BRBCIADLE 6. = 9. VIER BATS C. Pair Work—You are a health counselor. Someone who hasn't been feeling well is at your office. Ask the following questions. Complete this form first, then give your advice using ~l 5 D'L1U1. a Li BHLETH. (due Wd b. LBV MERNE TO live Wud c LM HRERNETH. [dv vad d. HOMERNE TO. (dvs Wd e Li BBEKAETO. tue WA f£. AALS EROET A. tv Wd 8 RAM Choate. — h Chea BE L KRNET I i LCHIETH. [ty eaWSR» 281 MUWEREDT, MELET A. Connect the two sentences using ~OT. [2] i210 Example: \\ RACH WK let + MOURALOT. HEL Sigie L ROTH / RET HORBIEB ELA BOTH / BAC BUTT Loh tt BATOET /BRERBE LT 5 BELVO LAI TT / ARH YET ‘ KEY EEL / MERLE EL DL BURFZAAAH YET / MB LET f ; 9. . DEAD eE CARS Y a 2bRAEO TE RISE ULARAROROTH B. Make sentences using the cues below as reasons, according to the example. Example: PHEEUSELA + PHEOOLOT. RH EME LH. 1 Beh EtL 4 ABS ET 2 BEST OTET 5 HBO SRA D') dh 3 ROAY ICH 6 BELA C. Fill in the blanks with appropriate words. 1 net 2; Oe AOR ET. 3. OT. PHEDSELKE 4, ne ane Lhe 5. OC BRIMEAL CE TT. 6. OT, BMLELE 7. OC, BRULTOET.282>o0 Ses SERS OPMICBEBINE IFA A/BEBEPUTECA A. The following is your schedule for tomorrow. Make sentences according to the example. [*]) «12.11 Example: 7:00 aM. (32% = ERRRICHILO Et. Ex.) 7:00 a.m. 1 8:00 A.M. : 2.] 9:00 a.m. | 3.| 1:00pm. 4.) 2:00 pM. 5.) 3:00 pa. 6.) 5:00 pm. 7.| 6:00PM, 8.| 8:00em. | METS 9.| 9:00 pat. 10. | 10:00. | 11. | 11:00 rat. B. Answer the following questions. L BAMORR CHE LEU EEL DHE CEVA TH. MEL RTM ELD REBABUCKET. ME LUMI EELS 4bLA ye COF—h CH MELETMITOITS EA de 5.F LOBE. AE LGUHILOUEELTLAM, C. Using the cues in A, tell your friend what you must do tomorrow. 2l)x12-12 Example: 7:00 AM. (32% ad ERR ES PITH.12H 283, D. Pair Work—Invite the partner to do the following things together on a specific time. Turn down the invitation and give explanation using ~## » WISI). Example: _ play tennis > A: bLEOR, MEF HAE Leth. BitHetd, bt PUMSVBOL TH. KILI BUTS OUOIFEUOATT. 1. do homework 4. study in the library 2. eat lunch 5. go to karaoke 3. drink coffee 6. travel (WBLcIBNTLES A. Here is tomorrow's weather forecast (ESF 49). Look at the map and play the role of a meteorologist and tell the weather forecasts for each city. [ail]xx212 4.Rome (Warm/20T ) nbn Tokyo (Cold/-2C) SS ; : ae 2. Sydney “©: (AX rous0e) - | Example: Tokyo + RRUSLABTL AF. ROTL LF. RBlLT {FA CbOTL s Fo 1, Cairo (442) 4, Rome (7-7) 2. Sydney (¥ F=—) 5. Los Angles (+7 #/L.2) 3. Moscow (£2 7'7)284 >>> SES « Sok B. Pair Work—Play the role of a meteorologist. Predict the weather for your favorite city. The other person fills in the blanks. Switch roles and do the same thing. city weather temperature WELOOSR abe A. Using Dialogue I as a model, make skits in the following situations. —Your friend looks sad. —Your friend looks happy. B. Pair Work—A and B are deciding when they can play tennis together. Play the role of A and B. Discuss your schedules and find the day on which both of you are available. Refer to the next page for B’s schedule. Example: A: RH ORM —MICF=RELELLM. B: RMOAMBUS 1 eMSHBOLS. RBEKACE© COATES amanes ct. A's schedule Sunday go shopping Monday | ‘Tuesday read books Wednesday | ‘Thursday Friday meet friends SaturdaySB12H>> 285 C. Role Play—Visiting a Doctor's Office Using Dialogue I as a model, act the role of a doctor or a patient. Doctor—Fill out the medical report below and give advice to the patient. Patient—Describe the symptoms you have and answer the doctor’s questions. Name: Age: Symptoms: [] Sore throat (Cough (J Headache Ci Fever CH) Stomachache OCAllergy (7 Viv ¥—) (CJ Any other pain Others Pair Work (WH) B. ~ (— p. 284) Example: A : RAO RBA HIT aR ELEtAD. BE RMORMBILS to CRSMKBOLTH. RBEMALE © WUIEOLA THT. BM alt CITT A. B’s schedule Sunday ‘Monday teach English Tuesday Wednesday | clean rooms, do laundry, ete. ‘Thursday Friday Saturday practice karate (224)286» SaaS Itere(ID H RD RAN The Japanese Climate ces Dieta The seasons in Japan can be very different depending on where you go. Naha Tokyo Sapporo Cherry trees blossom Mid-January Late March Early May Rainy season starts, Early May Mid-June No rainy season First snowfall No snow January October High: 19.1 High: 9.8 High:-0.9 January temperatures Low: 143 Low: 2.1 Low:-7.7 High: 30.9 High: 30.8, High: 26.1 eee Low: 26.1 Low: 24.2 Low: 185 Annual precipitation 2036.7 mm 146.8mm n276mm | (88) make occasional landfalls in summer and early fall. LA 2585, on% (Sea of Japan) ANS saoah (Pacific Ocean) \ SS a5 Temperature, cluding body temperature, is measured in Celsius. Here is a conversion scale for those of you who are more used to the Fahrenheit system. Winter is sunny and dry on the Pacific coast, but cloudy and snowy on the Sea of Japan coast. Spring is rather short because daily temperatures rise quickly and the season is cut short by the arrival of the rainy season (#98), which lasts for about a month and a half. Summer in most parts of Japan is hot and very humid, and almost tropical in some places. Typhoons__ SB 1B Ry 287 Useful Expressions BRC Health and Illness At the Reception of the Clinic Patient: TARA, MOTHER TT He Excuse me, This is my first visit Receptionist: (£\*, (REREE RET HSV. Okay, Please show me your health insurance certificate. SORIA WC EA EBT < Please fil in your name and address on this paper ne Patient: CHIEHOR CHD. What kind of medicine are these? Receptionist: Hk CH. RURIAKA TK HAV. ‘These are painkillers, Please take one after meals. Patient: baveELK Isee. Receptionist: BAK. Please take care. Expressions for Illness (#85) and Injuries (I3') TRC. aa Thave diarrhea. ERT — Tam constipated. £8 CF, have my period. RHETT. Thave hay fever. (WIS) FLL ¥— HS |) FH. ———Thhave an allergy to... Ribas )£o.———_________T have a bad tooth. ce eae £F,.——_______I sneeze. Sekow s+, —_____ Thave a runny nose.Hse c+, My bak itches. REO" EF, — have rashes. HEL EF, I feel dizzy. Sb £ Lf. ——_______I threw up. RAKE TH. lam not feeling well. MH oe PU CEL ELA. I burned myself. ROPE €L.—_______—_ I broke my leg. Faat a ace LL. ———_____ I hurt myself, Vocabulary © B# (Doctor's office) physician dermatologist surgeon 4 A 4+ obstetrician and gynecologist Ror 48107} orthopedic surgeon ophthalmologist dentist otorhinolaryngologist; ENT doctor © ZOIt (Miscellaneous) i antibiotic Sere by bry X-ray ‘operation injection Cates Sots ‘thermometer ED BaieBLO tes i An Reading and Writing Section LR OSD Hiragana —_——250 828 AYDF Katakana———— 83m KUICSOLUDND Daily Life m4 XPU—SADLODED Mary's Weekend 85m DTS Travel — 86% WOSEBLANSY My Favorite Restaurant BTR XPU—AAD THA Mary's Letter 88% BRORHE Javanese Office Workers 898 A-XAOBR Sue's Diary 10% DALES The Folktale Kasaizo — BLL BRIE SHEE Looking for Friends 12m +; Tanabata Festival — 312 318 323 328 3M 340 — 316290+ save (=1s L E s s 0 ea OSD Hiragana iragana Practice A. Choose the correct hiragana. ry EF L au DO OF ata fe AC 2no lt ( rn 31 2 3. me #Q #H 6 chi SX G 90 A AK B. Match the words. Person's name Place name Litem - + Sakuma 6 <£EU- * Morioka 2PEELU: + Tanaka 7. BOE: * Yokohama aX - * Morikawa. 8 tb) ba: * Mito 4 Amt: + Takahashi Oy ekeeal dost + Okayama 5. BY bb: + Yamamoto 10. AY . + Kumamoto C. What’s wrong with the hiragana below? Rewrite the correct hiragana. 3. lt b * J &Be 201 D. Write as many hiragana as possible which contain the following parts. 1 Bs: 3 E. Pay attention to the pronunciation and add diacritical marks * and * to appro- priate hiragana. [ll yo1.1 Lees ichigo (strawberry) 4. AVY I < LA. gaikokujin (foreigner) 2A dango (dumpling) 5. #2 A(E(E tanpopo (dandelion) 3. %3.U 4 zabuton(cushon) 6. A AA* ‘ganpeki (cliff) F._ Pay attention to the pronunciation of each word, and mark with O for the correct one. [2] yor.2 1. shashin (photograph) ( LULA + Lets ) 2. dokusho (reading) C eels » UKLE)D 3. kyori (distance) Cee) + LY) 4, hiyasu (to chill) ( Det + BET ) 5. chairo (brown) CBee + BPS ) 6. onna no hito(woman) ( BALOUL + HowtOUr ) 7. kitte (stamp) ( ¥T + ¥5T) ~ . motto (more) ( $0e + $5 )22 RARE G. Read the following pairs paying attention to the long vowels. [#l] yor.2 LBbILSLA — BILHSXA 46°? — BEY (aunt) (grandmother) (parent) (landlord) 2BUWSL — BEAL 5. tuys — 4% (grandfather) (uncle) (century) (seat) 3 Lat — Leivtra (husband) (prisoner) H. Put the hiragana in the right order to make sense. Example: CEH + LEEKS LbQT 4 AWE pease Tt 7a ee EO 5. Attatyy a 3. AURIS _—_ 6. ASHEN @)Reading Practice Read the following people’s self-introduction and answer the questions. Refer to vacabulary list on p. 41. [al yor.4 oo (hie wire. PUL EVATT. (5k v2att. — ) OAC BOTH a9 te Cai. J = 6 \ [ DEF PFKTT. | EVA WLEWTT \ #42518 GOXotH.BTR 293, ——.._-___— HELO tEAlL EKO VAATH. | LILIO ELBLEOTH. ) (pee ecu. , KVaCEW TT. ELIE LITT. | Penna 1. Who is an office worker? 2. Whose major is Japanese? 3. Who is a high school student? 4. What is Harada’s major? (@)Writing Practice You received a letter from a Japanese friend. Read it and write a letter introducing yourself. ILUMELT. EXADD ABITH. (IELULR TH. bELIL EVA OD VERLEWTT. Bip ean cae Goad LAL>> 295 C. Match each country with its capital city. Countries Capital cities Lwb-yr c “AIT DHAIT : -7YYbYDC 3 FANN s sSa-FY—- 4.L97h ° -TALRFIWIL Ait Ata) wie IT INYI-N 6 AVL-FY + + FLSIRATAVA 7Z 44K : EP YND 8 FEY FY + +740 9. AFT p sAbky TRA D. Word Search—Find the following country names in the box of katakana. Example: 297 (@)Reading Practice Mary wrote about the things below. Find out which item she wrote about. [2] yo2 1€ ) cK bAUO 85 CER tcH. Fr y-EhO FILTH. =a-F-IFVVYE-AO FILTH. 2( ) CHIE HALO UTAL TH. A-AbFNTO UTLL CH LATCH. a ) omlt PyerWELO ULETH. ANA VIO ULE leev tt. FFYAIO ULLTT. 4( ) cMlt YrAVYALO (7TH. AINTD SAUKEOTT. TANAD (7CT. ¥50,000 ¥8,000 (w)Writing Practice Write about the things you or your classmates own. Use Mary's sentences in II as a model.02 04 005 008 298>>> Bas eee (#3*| LE ) s 0 ARLUCHSDELIDD Daily Life (eight) NFR (id> >) eight years old ND (43>) eight fa, AN PUB v5 | H(i) one BES L) one o'clock ee SRA (Wo Ja A-tV)) first-year student | =Fwo3A) one minute (BED) one (one) (y— :) two 8 (I< LE) two o'clock se pat IcdaAAbV) second-year student 9 (4729) two — BRA (224) two days (two) sd beh (SAL) three o'clock - Dao SEAR (8 AdaAatW) third-year student . (S404) March (459) three = 7 (three) (3) 7 mL Fa(EA) four PAB ( U) four o'clock bvbEA va9SR4E (kiaA2tV») fourth-year student fies Y9A (La) April £93(4 29) four (four) Gi ow 2 b> BS) five ARF (EL) five o'clock Dio BA (CA) May BRE(SEW) five years old, 47 (v99) five (five) (a) bua eevee PBX Bo |G sx PBF] L) sixo'clock a pts FRB (420% <) six hundred JN FNIM(BoHA) sixminutes FV (bo) six (six) Qt > ew ble (L577) seven -EBF(L SV) seven o'clock Dae AEA (L528) July (47%) seven EA ICA/ LEICA) seven people (seven) ja t pIt& [ds | NCH) eight /\BR(IES LE) eight o'clock mN pes | ONG (£00 ¢) eight hundredo10 o13 ou SBSHB»>> 209 (ten thousand) FF (3 EA) one hundred thousand BH (Ow < EA) one million B- 7 F & | Au(w5) nine 7LFL< V) nine o'lock ILA (< #2) September 7LIK(¥ @ FS) nine years old WLP(E 509) nine (nine) (2) ) oh | Und A (ew 3) ten PHR(Lw3 L) ten o'clock Lbs Us | A(t» 42%) October DeB PREC wo B/E St) ten yearsold -F(E#) ten (ten) wa— -- bUed B@e<) hundred SA (SAU ¢) three hundred Ees PRABo0% <) sixhundred 7G (lho Ue <) eight hundred Urs Po (hundred) @— 7 7 TA pth A | CEA) thousand S4-(SA+A) three thousand INF (id 2A) eight thousand -FFUCEARA) one thousand yen (thousand) 37 = + bEL 77 (wb EA) ten thousand 4 ZK PO RA) one huadied yen DES | FACRA) circle FARR(RAKA) strong yen FAW (#3) round _| (yen: circle) @)ononmaA me BE (8S E) one o'clock DLS FRO BRS Yb) inone's childhood BA (ESS) sometimes BRBT(E ITV) watch (time) dor on of 8 B et ge pe pe Be (D> indicates the on-yomi {pronunciation originally borrowed from. Chinese] and > indicates the kun-yorni {native Japanese reading].)300 >>> Ba OBFORR (Kanji Practice) Thess A. Read the price of the following items in kanji and write it in numbers. Example #2 2b—b L7yyvaFt Betray may ays Sp |] BatA ABSA +R (¥150 ) (¥ ) @ ) BR +i7=EFH =F4nrE7A G ) @ ) es ) B. Write the following prices in kanji. Example: ¥5,420 + _ 2teg=+F 1. ¥30 6. ¥42,500 2. ¥140 7. ¥168,000 3. ¥251 8. ¥3,200,000 4. ¥6,070 9. ¥57,000,000 5. ¥8,190SBSH» rr 301 MECSOLLDD A student writes about his daily routine. Read the passage and find out about his schedule and fill in the blanks below. [ll] yos HELILEVIBERIESEF. TETHSCIULER NET. NIE AAR EF. MICE DENK ELI LET. TOMEI KOA. TOS IILL ERNE FS LEUET—E—-EOAEF, UL EPATIELEL BEF, RACAIENDAY EF. THIF LEEAET. +a o4ZHET. 700 ( ) goto the university 9:00 ¢ ) eat lunch 4:00 6:00 ¢ ) watch TV ¢ ) mage (Writing Practice) Write about your daily routine. Use the above passage as a model.ov oe 20 072 023 | s $s 0 XPU—“KADOLODKD Mary’s Weekend (gold; money) BBB (Barb 5) rich person (37 A Ne RR ee Ee BARCCIEA) Japan BRE (125 £509) Sunday [no @A (EVES) everyday ARM A (\k1ZW) Mother's Day re Uw | BRAGS 28) diay SB (02) three days (day; sun) (1 1 AB mlEL AR(IEA) book A AR(IEIEA) Japan dtr B ABAICIZA-C) Japanese language WARS A(R Eb ESA) Mr/Ms. Yamamoto (book; basis) w- tT Ft RK PUA IX | BARA UIA TA) Japanese people doe TATBED TS) alone IDA(EZ OWE) this person A(SAIZA) three people (person) MI XK bIF> 489 | ABER (5250) Monday —F (095°) January doe F(28) moon 4A (2 A179) this month 4A (Wom F9) one month (moon; month) |4)) J] AA \ pay RWB E50) Tuesday ype paw ew EK(D) fire Kil GA) volcano FAK (18%) fireworks | KE GE) Mars (fire) (4) ° - PORK oo ZREB A (FE 508) Wednesday 7K (44) water DAF ARGK(F VR) swimming ABS ED) water supply 7 AKA (AF Z) bathing suit (water) w)oa rox pe FREE A ( ¢ £9.09) Thursday a b= ARCH) tree FRAPS A (865 8A) Mr/Ms. Kimura | (eee) w- +t FR bed SE (SA £50) Friday & baa BBGsi-a) money FHC) £9 FA) charge x025 027 SBARE>>> 303 meek EWE (2550) Saturday | L pre (26) sol AR(ES) land AE (aA E) clay | Goin wo te >i Bee £50) Sunday He FH (£509) day of the week (weekday) (gt 0k Bo ho aa oP op op oP ome oe oe Og mUsF E( 2) top; above | DFA OF | EFU(C1IF%) good BE(B< Ue 4) rooftop 4 (M1kS) to goup - (up) Qtr o£ >a TR(L#) under DUR <# | RE FRRGHT) subway FF ALAA) poor at bind | Pea) inside Usd P(e 95%) China P35 w 5 A8<) junior high school baeay —SE ep (ad Vw 5) all year around (middle) (4) m= (bith BSE (SA LIA) half past three ES SEUEASA) half 3456 (EAE L) halfa year (half) | (Db indicates the on-yomi and [> indicates the kun-yomti,)3049+ Baa (DEFOR® (Kanji Practi See ORES A 1. RHE + ie 2. SEB + o 3. BOER - 4. AMEE 5. HEB 6. KHER - 7. KREG + ice) Match the kanji with the English equivalents. Sunday Monday + Tuesday + Wednesday + Thursday * Friday + Saturday B. Look at the picture and choose the appropriate kanji for the blanks. [+ t+] j aa | l L VARFYILEVO TH. : (Guildng) 2. BRBFRIEL Zh IYO tt. ce ee] d 3. AVL V AAA YO. Ct. Eafe i 1 oth 1 MEPGSEANAOXE XPU-EMSBDBEAICXEEDEE Leo D 0 BMOETAN Read the memo and answer the questions. LATY-FAMS FEE 2 FBTR TILL ERNE 3. BROS DAY ETH. ELETH. tH. Regis Cheb eee OC RMEEI LET TiRkthe FLBF ETA OZ ET. +Hzt-8 xTSHAR >>> 305 @XPU-k&ADLOSED Read the following passage about Mary's weekend. [I] you SRBIARADCEKBCIFAAKSELA. CIA ACCBHBCIGLELA. TMHH, VARAYAWVRE Lke AM SAENELAL | LHBAIA-A TE THAW RELKS AK SLAMS E Lhe At THEA UDI EMVELAD BRB (bSELA. SHH ELEBTL BIELK.W bELILBSFVEEAELK. TMDH, BHEXLEVUS TIA ERNE LA. CTI BRBEXLALILELK. BLsELK. Att shop; store BELU GF sweetbun BX (do something) late Answer the following activities in the order Mary did. OOS Se Ci © =) | (@) studied Japanese (b) went to a restaurant (c) went to a park | (d) bought sweet buns (e) watched TV RRA (Writing Practice) A. You are going out. Write a memo to someone in your house, telling when you will be back and whether you will have dinner at home. B. Write about your weekend.030 0x2 oud 035 036 os 306 >>> mame oe a a | beL iL @#) mountain DRE LI & Aka SA) Mr/Ms. Yamakawa BE BUSA) Mt Fuji (mountain) 3) 1 ub wh base #84 | NG) river LI] XL (A SA) Mr/Ms. Yamakawa ) | | ANIL 4 G38% 8 A) Mr/Ms, Ogawa | —— (river) 3) 2 om | DIFA AA | FER WA EM) fine IL bbe FEA (AAC) the first day of the year HRIE (ES E) local wo) [Os = Fe be FRAGA) fine RH (TAS) weather = ER CAS) electricity BRIFH (ab 4) feeling Rh AREA 8) popularity | (iit o’ 7 - AAR >TK RA(TAS) weather | | RBCCAT<) heaven KM(CAM3) Japanese emperor FA (TAS) genius _ (heaven) Ww- = FR mL ADE DAL PAILK EL 9 O7Ev0A8< ) private university vA 49K (LC) private railroad (i private) - 4 4 4 &F bok AWE) now FH (#55) today oN pw AYES AIA) tonight 4+ A (2 AtF>) this month 7 Axe (= EL) this year - (now) a7 AA ba Hap X A. (ee SA) Mr/Ms. Tanaka HHS A (@ 27284) Mr/Ms. Yamada FAA EAI) rice field - (ice field) |! Om mw099 40 oa 043 SESE 307 pus KOK BAGOVE) woman DBAR KCL 2 RV) woman HOF (BALOS) girl KAS 25 U2) the eldest daughter |_ | Ovoman) BA RR bEAK BOK(BECOVE) man bees BEAL) man BOF(BECOS) boy BPPEKALAS 20) male student (man) 7) Fm we es Be g bITA. LB (AS) tose DA SLY (A569) sightseeing 7€ Fh (\d 4s) flower viewing BWA) opinion (to see) (jl on on a 8 Bp Bg 24 27 | APCS) togo 4 pw RAT SAS 9) bank ATH (OF 2 50) firtline 4 J [FRAT (0 £ = 5) travel (to go) a plas | BNA (XS) toccat bE BENYEAGO) food BWH(L2 6 H5) cafeteria PBL 2S L) meal FAAS £3 LE <) breakfast (to eat) V7 AA eee eR Rw Por PKL (Ot) to drink ‘Lp bo KAA (DAY) drink aX MERE (WA L 3 ATA) drunken driving (to drink) me 7 * 4 4 Fo 8 tH HK (> indicates the on-yomi and > indicates the kun-yori,)308 >>> Beas ett DBFORZ (Kanji Practice) A. Using the parts below, make up the correct kanji. Example Bo Ji LB 34 5.2 aR 4 ca 7 9k aR 10. B. Match the following sentences with the pictures. 1. ( ) AVOERET. 5. ( ) beMaeuvEt. 2( ) D-E-EKAET. 6 ( ) SBILOW RATT. 3.( ) YN WH ERNET. 7.( ) SATA IST. 4 ( ) BOALKOABET. (a) >] C. Match the kanji with the reading. L( )-BH 4( ) we 2( )=8 5.( ) BA 3( ) SB 6( ) AB .( ) tH 10. (¢ ( ) AB iL ( ( ) x8 Vd (b) LOH CNWWEK LBM (ce) LOH (f) [LM So (Ao DEO HLIF WLow@MbsTS5o0lsnve A. Match the following katakana words with the English equivalents. .ag-k- + + cake 2 av¥—b- + coffee BR 74—-4 + cafe 4.072 : + classical music 5. 77YI7* * concert 6. 7-* . + Vienna B. KITAABHSTAAMMAEDEE LIC. Read the postcard below. Write O for the things she did or does and write x for the things she didn’t or doesn’t do in Vienna. [al] yos.1 en 2 3. ( ) see an old castle 4. ( ) go to seea ballet ond 6. ( ) take pictures ) drink beer at the cafe ) enjoy sweets ) eat at McDonald’s HEOYEN RATT BAY AC VES. 22k beat OUCH U- WE CTEEMVE atth Sa7LBVZELE lL. HOM te CHR. CE BMUTLB: ETL LHL VIEL £blk 79 I 9 IA- Me WER Go EM ETS, D- Vict REEL DIET. Sich 19s CI-U- EHS TAD REF FEC BOWUITH BaCORIST, eeabkCH EER, we £92 F 305-0836 26 PHP 2-5 rh | BE SE Japan ~2£ Mr/Ms. (used in letter writing) BLA castle ~AS .sbut EB night A again310 ae C. ON FEA BEBEBITSMEEDEE LICR Read the postcard below and answer the following questions in Japanese. L OS REAUSE COE TAY 2 UKUERATCH OH. 3 FOFLWIELELAD. 4 SRG ELELAD. EMLLELAD. 31/2197 2] 0], || 5 7 a x p = < nN ua q VRP B ae I mie x +? x UCRUCKREE 5S HRD pei Lv oR Hor UMS we tg SAA CHW Y ACh SR eoe a UR A te th & gic : CoB ke GK Gee RED a . Qo = R yo fe ft yt bs wo EN sexe GA Rk Py Ke \ RE, SEE CHU E f . 7 ‘5, a Teor is Renee z rhe ns oe Rag = won 35g eT 2 z gTn REEFS LS a Xu a 8 a AX YI Mexico wl mountain UAL Ce) tough — Tht, BILHT Take care. [Hvos2som 31L mE oa ' 2) & x ¢) North Pole (north) }@)- 4 3 # 3b boG BETAS * CS) north exit DEB <& | KS) mouth A(LAC 5) population AYA/AT(W) (5) entrance (mouth) (3). no bls WS(CS) tocxit HCE) exit leo HF (EF) to take something out HAR (L @ oS) attendance pa KE BLE (Lo) export (to exit) (6) lo + Ph bow mF dG HK) right Day AM (FS) right tum 7415) right and left AF (HST) righthand AA] (% LA) right side (right) BJ + + GG de (ORD) lekt | DOREY ZAR ($2) lefiturn ZE4(OFEY T) left hand (left) ALS (OF) & 8) left-handed @- + FRE082 os oss 056, asa SAGER 313 BR(SHA) five minutes 2m HF (Uw oA / Lo RA) ten minutes 7] Dib BR(CKA) oneself BITS (US) to divide _| (minutes to divide) | (4) 7 7S path FEA GEARED) teacher Dx FECHA Lew 5) last week JES (8 SIS) ahead 2 GEA) ln ont 78 CEG IED see mete aa (ahead) (6) ” * FR DAES LF | AGE RU) student ZEAE CEA) teacher dF HEN}(F ENS) tobe born IS RE (V0 L515 E) once in a life time | (oirth) 67 on te DEVS Avy | APA GEAK Cv) collegestudent AX (HS) big >DBB KEG (RVAAG) tough AA(BE®) adult ABBE (eu LA) embassy (big) B- FRX i DISK aio | RAAGEAEC) university BE GHC EW) student | Pe oie SPRHz 5) school AES(E 5) tostudy fF SPB CHCA) department facay (learning) @° 7 Ye mh pay JRE (AVC <) foreign country DEE PMBA GIS 6 LA) foreigner 2A Esai RE ST ES) chee - (outside) (7 7 Fh PSK Fh | FNAME ¢) foreign country FES 554) China b indicates the kun-yomni.)314rr Baa JRFORE (Kanji Practice) A. Combine the following kanji and make compound words. You can use the same kanji more than once. Example: 9h + E] + FE RA hAe RE oS KX B. Indicate where each place is located on the map. LC) VARA THEY REOKI HY ET. MODIS TH. 2( ) OAPWAF I AZOROEWT. Bot CBR CbUTH. 3.( ) WEREOIH: WOEHT. Barto Cowct. 4( ) CAAA BICESTER CHVMTO TL KAY 5.( ) APLWOEMT. BATH CHAT CHS ax station ws toexit £o4¢¢ straight (CATA (Bulletin Board) Look at the bulletin board on the next page and answer the questions. 1, If you want to buy a bicycle, who are you going to contact? 2. Where will the party be held? Are you going to bring anything? 3. How do you get to the concert hall? 4, What can you do for the winter break (from December to January)?SEW» 315 R-LATT FOIFL HILO ESB TH-LATAELEUAM. +=AD+\8 (8) ~—-A=8(4) SHE MOIS THe e : AVTEBLA TK BEY BRADKEETT. ee 931-2682 rjc UTAL® ¥8,000 e e NODESY NoFE= BELT ThPL TLRS vos arreso7s Bp (ha7~ Ue) |) cnc: owe De alee CEHBEOMTETEOUTHEL | KRALDELTTHETOH EV. TIUPYVARKSY Zye4_v ¥5—-ALY—b 9 F1,200F1 117112 BG) &- Aty bh (497+ 9-t-) 6880 . Bey bh Vty+a-t-) BAY T— hI (GR 3 HOH TH 3D)MS PAK SINAN ROR HHARK AINA SRQSR SUSE PAN EOS eo RAS FEOWHY’ OCH RY OT he? 40 STARK SINA BA? NH NER SRXSRAAN ROR BET RAS War QHN bP 4S won 2 Xf fp? KRA41 ROR ES ARS HN hase LO lh? hte prAnt—au Imai? PANN FHA RDS Adds QE UY HR? KK QO MPR CITB OES OY TRL Hp? DARD HR eo ee RO? CHK PUY Qe? XImQaD AN AUT JALOSERBVARSY Chiaki writes about her favorite restaurant. Read the passage and answer the questions. [2] vos 31G>>> Bam a pizza always Ate%A everyone ey woe AINT Italy cooking; dish chef wine Y£d9 a7, WAY XK A. Where is the restaurant?SO 317 B. Circle the food or drink the writer has at the restaurant. ey RRE YF FARIN-L WAY E-n AF-* C. Choose the correct answer. . Az | Ley e—vit UAbFYTH. Brvxe | , [ee] 279 r-vit Cai ete | BElavy a Ty herds | eal ATT. logon . eT. 4. 247 4 —VIEDbBAA RECA. (1 DERE (Writing Practice) A. You are organizing a party. Write a flyer about the party. Be sure to include: what kind of party it is, what time it starts, where it is held, what to bring, how to get there, and so on. B. Write about your favorite restaurant.__ 318m 081 082 84 065 066 XPU—-K AD CHE Mary’s Letter bEsG RR(EFELI) Tokyo RF(B EFS) Kyoko > TPES " a ERT S(EEd829FS) to goto the capital (capital) 3) woe F F BR mL FCR (CES) child HF(¥ 252) Kyoko tS = KOF (BAGO) gil BOFUBECO®) boy EFAS (CALUL £) electronic dictionary (child) lar 7 F Z - PLEF J XAV(SweSw) small dBW APR & 5 vo = 4) elementary school 2 ] N ANSE (L & 3#8< 20) elementary school student (cmall) B) A - bay BI) tomect BCL) company A bb SHB PL & WA) office worker BD | BHC) meeting BRL IM) church (to meet) (Geen ee: x ble Ue | GL +) company FPFL( CAL) shrine FLA( Le AW) society Ft AF (KE @ 3 L-®) entry to a company (company) @” % 4 * € # #H SRB) father BRE LGBEI SA) father Zp BH LF | Kitz) father and mother HSC (E45) grandfather (father) (OEaaaEe biz ARCH) mother BARX A (HH SA) mother DIklE AH | AHSBCTK) mother tongue FAH TIE) grandmother (mother) ®4 444 # ht boa baa _| (high) VA) expensiveshigh FH#E(S 355) high school BBE (SI 59-0) high school student HB (SVC 5) the best o 7 * * * © 8am087 SB7iB>y> 319 SERGIO ES 5) school BHPE(S FES) high school BRA (S55 52) high school student w- +t tt PPP KBR 5) junior high school (word) (school) pe ASUS) every day | QMFL w 5) every week BBE (EVIFA) every night | BHF vA / EVE L) every year (every) @’ * & a4 @ & Ee BABA (1212.4) Japanese (language) SREB (AVC) English (language) BEB (179) honorific expressions w+ 22? e3PP7 P BHBBA rsh | SAE GsA aS) literature FEX(S (RA) composition XF( UL) letter; character | SHB (4Am) culture XSE(SAtP5) grammar (sentence) a’ ~ 7 xX a a Ls WS RS) to return Wz DDR YREI(2 =<) goinghome YE (872) returning home WY GR) return (to return) oy rrr Pf Pe Pe biomd XS (EWS) to enter Dies AYA/AT (WH 5) entrance wy AMZ (v4) to put something in HPA (WIS w 5) import (to enter) Qs, Xx (D indicates the on-yomi and [> indicates the kun-yomi.)320>>> am ORFORE A. Fill in the blanks with the appropriate kanji. Lek M584 _ ove RK RK 2. a, tae a ET. [a 4 BRAC BSSI_ at [AX 4 RIT RELA. RNEOlL se Pa ETH. RR @ B. Which new kanji from this lesson include the katakana below? Example: IL —> Lao 2 > 3 Ly o> 4.0 —> C. Word Search—Find seven kanji compounds from this lesson and six review compounds. Example: 7 N 7 i Bt > o~ A ee at OH Oe 4 CGE LSD A ar ~ { | OF) Sah pat o> Oo Bo Ar At MaSA7 ERY 321 U-SAIRFCAICTRYEDEE LIC. [ll vor CTATWET. XF |! FeASPUIFI @XPU-EAOTHH Bs Aehebw eC AG £ 3s Brin eben e QRH POSEN TE dyed ge se G ont Sree Sri St (NH | 2 g BE2> Ew RE RP OEY LIP RES HI sasisese« eS SY fo Fe % a AS S 8 BOSH VAX Pt EG NEw SQPO ke?oRue & WE SDSRI Kr OYE ON EY to take care of oneself HSCQEE SEE Se RICKER ES MS Hla an’ IQS SIRS NAY CQ PAO Dette" ir A HES ee ENT Saettet TRUK BS EPCOS Ee QPOs ASW RS SOO UR Sate S DEG SHSM LOSE SS attee | So RE URRN SPV Et S* Elec22 Re Summarize what Mary wrote about the following topics in Japanese. 1. Japan: . Her town: . Father: 4. Mother: . Sister: > Brother: x School: mac NEE ES A. Write about the following topics. 1 BAIL /POBIS 2. BOE BIL 3. DE CIE 4. eek elt B. Write a letter to a Japanese friend. Describe your town, host family, friends, and so on.073 ow BOR 323 AADSt BS Japanese Office Workers wa RA Tpke (member) 23 Gv L eA) office worker TER CCAWA) storeclerk 2B Guwsd) member BRE (AS WA) station stall jo’ 7 = FOR RR 6 OB OR mLA (to listen) RB LV(BESLO) new FHBA(LAA) newspaper SEAR (LAM ATA) Bullet Train | BABE te (LAA ZS) fresh Cee BA (8) tolisten SABA(LAKA) newspaper | BAS 2 S(SCR4) canbeheard CO px EB (26 4) tomake DBR VEX(S< KA) composition {6 5a (8 ¢ DA) artistic piece TPS < L®) author (to make) WM? 4 et Pt te te mL HEE(LEE) job pom 443K L (Laat L) revenge [AEA SB (OM2S) to serve; to work under (to serve) ()7 4 ff te mL FER(LEE) job DIY IU | BS) thing KAU) fire BL < UV) meal EAA L) reply (thing) @- - = = = BBE TL BRCCALS) train ERCCAS) electricity RE EB (Crd) telephone BR(CAS) battery ry | BFE (CAL UL 2) electronic dictionary | _ (electricity) 7 Te ee ee eT Ee mle B43) cr BH(CALS) train DkSE BRRB(UTAL®) bicycle HAV (4 SEU) wheel chair 5333 (4 0 5 Le Ux 5) parking lot (car) l\j- 7 5 8 8 BR324 >>> aE 081 | — 084 os benF | PRE CeF°E) to be absent; to rest DRE PRA (#4) holiday; absence ARE (8 #9 U9) holiday (to rest) @’ { fF tt t & ~ wIFL | F403) tosay —= pee ct SBF (GALA) linguistics AH (EF WA) dialect oD SHS EL) words aguas a (to say) (7) ~ =~ =F FF pes BD (EB) toread 3 vie BER (LCL 2) reading books oO B AO) reading matter wWu B24 (4.00) realingmater (to read) (4) ae 8 RF mL 189 (B85) to think w bBt FRR (& L 8%) mysterious ND RU FB WHF) to recall; to remember | (to think) @' 7 "7 = = BF Be me RO) next a vb pae KRK(UL£) second daughter “Kw FAK () ¢E) table ofcontents KT (Uae») next time (next) @> 3; Yee K DAIS AA | ACRE) what fap BREA L) what time v FTA CEAIZA) how many people | | 4914. (122) something | (what) a? 4 tr ee (Ob indicates the on-yomti and [> indicates the kun-yonti.)SRO» > 325 OBFORE Reteb A. Using the parts below, make up as many kanji as possible. Example: XR > KX R LS 27K 3.8 4, 5. 4 6 B. Match the following phrases with an appropriate verb. 1. $B & HES 2. BR HE 3. HEE RL 4 BRBLEELAWY- “tS SN NRE “BS 6 BRI + BA 7.DPRE* ‘OS MBAOSHES A. BPEOOT A EAIPYT—bettoT, BRADSHBICMES Lic. Read the following questionnaire. TyVT LEHOXRLABBY ETO ola. ona 2 LCBRELETH. ort, Oesvers CELL Le RHEOM MELETH. A RAIA TOME LET Tyr-b questionnaire RUZ stress BR (YL ¥ £4) overtime work ~OR (~MHL) after...326 >>> avi HA B. How would you answer the above questions? C. DFA RAP YT— NCDWT Li hEBER LIC Read the report below and answer the questions. [ll vos BRODER GFL + 7I—N BRAOSBH IL ERO’ T, CE CEMM ERA TORT EOTOAKER TOE To AKWETEBMTUVSCRVET. ltt rb Eff C. SRATAKBLS Le EF [ABOZRULARHY ETH) COMES LAS HALE [lt | LBREL AS HART, hats IO] LFOT OE Ute KIEL BRE LETH COMES LAS SATE (BRETS] CHO TELA. BAU LEC ERR ETS] LEO TOEL A. KI ARORMELETA EME E Le RAL [BHERAIATC | LB OTORLAS HA AST FIAT CJ CB OTE tee RURIE [RAMA TOME LE SH) OMEELA. EAM RA TOSHH RIES) LFS Tod Lhe : BAROSRMIL CSAEBELT, AALABHV ET. FE Pb HAMS LERL. TYT-bELT, BROSBAIL CTERRKUROE LK BUTS (DHHTS) tobe tired SI secondly av first ofall = FARIS (EVV) lastly BAS (tad) to answerLCILTIFA SAT YT—bELELEM 2 MAWE LED. (a) EFOARVAMHS. or A () CBR ETS. ee A () CRCEBRET SE. oo _ @) H¥OR, BHEKL. A (©) RAD AERA HV, AK Make a questionnaire and ask several people the questions. Then, write a report based on the result. 327328 >>> Baym eae mom ts 0 A—CAAOHicd Sue's Diary ka & 07 -— a Bg SCRA) am. FFAK(SE) pms in the afternoon ] 2B (SERS © 9) in the moming | JE (L £5 =) noon (noon) (a eee ec bad = AFAR(ST) pawsin the afternoon ~OAK(DHE) after... 4 DHL FL | MTHEC) later MHF (FLA) backs behind 4. lastly (after) icles tesa Pn Ae | 089 DaEL BY(Z 2) before; front AP HY(SAEA) am. ae ga BH (ER name | BY BFE |) (ERD) advance sale cucu (before) (9) ~ pte re o70 ee) Sees ae EINES eens bees Rus ba OS Oa ess ee berry AMBER) name be Rte (WF Hve7e) famous ZH] (OL) name card AZ (LOW) fullname 3% (80>) place name (name) 7 FF FRB “ pit¢ | BU(LAW) white DLA GRE < L) blank sheet 4 (L%) white color BRU 525) swan (white) @®’ * fae on a mF #9 (HB) rain iS Das WQRA(4 8) rainy season HH iG (2) rainy season | RRB fo a (rain) ®e TrAn A A mA A “| mle LO) towrite bas BBCCLE) dictionary BAPE (S £5 AL +) textbook EAS RE Ce Lt A) library (to write) wr 7 + es Fe He ee “| vis RAB (EBS) friend bes PARI LAW4) bestfriend RAF LA) friend KA 5 Ux 5) friendship (friend) w- FR095 096 098 099 101 DIK BER (CAA) time SRERA(IS CAA) two hours pBUE TABU) between A FCA.) human being IER (Wo Le 3 A) one week | (between) wm) orpePP PAA OO ba R(WZ) house BS vz RR (HS) family (54) house; home RR RAG EW) my wife EHS oA) author (house) ole Te Fe eS FR ~ bib BET (AEF) tospeak FH (Ik L) tall story =: bigte (hel BECCA) telephone a anv) conversation (to speak) (3) > 233 3 2 FH ot HB pLsF DUCE L) little PIA PFS Fh Pavcrcev iow HA (L25LE9) alittle [PRLS ES) gil PIE(L EIA) boy (little) (4) 1 A Ay pe EL (GSW) old (For things) + DSS E(w 45) secondhand FR (S AL) ancient times (old) o- +t a ob | #23 (LS) toknow bu HOA (SUA) acquaintance 1a] Fo!) SV (LY HY») acquaintance toknowy (8)? OF So bow HRA(KS)tocome KF F(¥EF) tocome DK & S| SALSA) not to come | FASE 5) next week IKE (SWIC) visit to Japan (to come) Oe 0 = Se 4 (D indicates the on-yomi and [> indicates the kun-yonti.)__ 3300+ Bast OBFORE We esb A. Fillin the blanks with the appropriate kanji. LOT ye yRR ATL Boa 2. RT FE LRNELHS Lay 3. 8 7-7 BEL. BA Fi 4B & Let. a eS B. Choose the most appropriate word for each blank. L1USELT. BO, heath. ait Fa | 2 BARU amcabsEt. | FR FH | 3. LOPES, PEEDVET, Ke RLY 4. SEES Kote Tb. BLALL WOBEBI. HA RX 4 A 5. LT Y-OBRALE vate. [Hot feoT | ¢ “ A-EAOBE A-EMSAREBER LIC. [ly00. +—-A=+H8 (4) ® ok eee ERROR AN ERS TC. RM COU EREMU KK. BIZAT) -ORNT OK B64 T. RIVURKES tee AFY-ORAEF FEY OLX eEbe_ 89H» 331 LicBo ts BRALLEAH CT. PHTOSAK she RT BORER. BELA ME BY RELA CBOTORA EOSLIBEIMD he BORULTEBOL DK. BE SAID DC LEER I. BORO, WBS VBE Lhe ELT, FHUGR ELD ohe BESLUP LEE BoM, FIC EMULE, ATY-ORRETT LY CTELALOTR LO Ke Bie (o> 3) diary SOS (4) various {ap (S#L604) inthemorning BETS to have a talk B (US) noon ELT and then ARTF host family 447 (% 40) kimono; Japanese TbtI excellent food traditional dress .. Put the following pictures in the right order according to Sue’s diary.332 BE B. Mark O if the following statements are true. Mark x if not true. ( ( ( ( ( ( a ee ep Cc. A= Rea ) ASABE Bb ote ) BREAMERUC OT, PHETIOSS ) ROME EE Ke ) R-ELWMB BS LO BRAGS Ko ) RRL BD tee ) ATIY-XALOKALRT TEV -OSMALBK. EAIEXP U-—AAORA HIPS d the following mail. [| voo-2 ICX-ILEBEE Lo LAR & & pEee EDIE EHUPMEFDTEWELEDW ETHLOLP DEC. VE DTESEV BROW £7 ERNELAD, SREADW EIVIETEBULPDETT. ENDS, SOEDEHEUPEDZEVELED ETSENWEEENTTI ‘Ld DATKICBSTVIERTSK EE. PSI IO BE LAWETS EMD THOET POS, BABWULETF. A-+#L sue@genkinihongo.com 925 dormitory SAF 4 to show someone aroundROHR yy 333 @R A. What did you do yesterday? Write a journal. B. Write a thank-you letter to someone. Useful Expressions: WZvSZKAH ICY ELA. (Thank you for everything.) HEIR ETT K HSV 0 (Please take care of yourself.) BATE SD ERLAILL THEFT. (Lam looking forward to seeing you.) ~BHTCI(OCXVEF). (Congratulations on...) (BYALA ULI VEBHTL F. (Happy Birthday)334 RB = 10= SS 0 DYAUSS The Folktale Kasajizo FERRE (10 A E5) Hokkaido my [pts EDGE) tolive be JEP (Lo 5 Lt) address 34) to immigrate (to live) To 102 4 = - = ; pled BEE A (SL 5 3.989) New Year , I DRE JE LA MRELY) right GE4F(L 2 3 5) noon (right) 6)" T FOF E 103 “ baad SSE (SAAR) third-year student DEL SRA (Bviad) next year S3R(CEL) this year FRED) year (year) 7 * FBR 105 bidvy FED (FS) tosell xz ba BENG (1a T A) stands stall WU Ba SPARSE 9 EAL) vending machine (to sell) Q- * * = * ® R 106 | ~ 5 > bites 45) tobuy B Da Hv 44 vO) shopping FE (t£V91Et») selling and buying (to buy) oc 7 = Tee eR] a bb4d BY(5) town ILLEY(SAY SS x4) Kitayama town By Des BT-R(4 £5445) mayor ofa town (town) ion om ® @ & ar 108 ae ae) Ev C50) ong Dias RH (5 £5 GA) the eldest son | FL (L & 5 £5) company president | (long) @) F FF BEE int . bez BE(AS) way; road 38 ae SM (Le LF) calligraphy R(V0 5 ¥5) judo (way) Ceno m n2 na na nis SBIOH> > 335 ptto HWS) snow 5a bbe MB(LAT) newsnow HED F (WKS R) snowman = en oe FF SE | ro $19 (25) to stand | DE BLK (ce < 9 OF v8< ) national university I ] | ABIL HR (LY OE 5 <5) private high school (to stand) CG Si caeececceereces greet Wee Es 7 | re BANESA) oneselt - B BAMR(LLSL*) automobile BSB(LTAL ©) bicycle Bd (L 5) freedom (self) ®™’ t fh AA B a FR(EB) night poke £ BCP (Lie) midnight FAR() tohold #5 T < S(O TCK< 4S) tobring bt PRIS TG(L & LOA) belongings 4F HAFH (SOS) feoling (to hold) @- tt rr ft ee FR (D indicates the on-yomi and [> indicates the kun-yomi.)336>>) SRI ORFORE Thon A. Add strokes to the kanji below and turn them into new kanji from this lesson. Example: — — JL Tok = 3. 5a 7a> 2 4A 6k > 3 a> B. Write each antonym in kanji. een ° 3. ACI & 2.tDS 2° 4. e C. Fill in the blanks with the appropriate kanji from the list, and add hiragana where necessary. ke PR MR x # | 1. TT els ie. shopping 2 pre TET. have 3. RETIRE TESTS . (are) sell(ing) 4b ¢ BSYETF. snow 5. BUWSAORIL ° was long 6. TH BIS TET live 7. PROBA IKOAN ° was standingSEIOBEy y+ 337 MPeEves ‘A. Answer the following questions. 1 BATILBEAKMETSC RE TH. 2. (Picture 1) SMILBUTIAATH. MECRBVETH. 3. (Picture2) LOBUWAALKILH AAAS BOEAR (main characters) CH. CAKAKRC RETA. CAWEBE LUVSCRvVETh. ENR: Sea B. Read the Japanese folktale “D'e U5” on pp. 338-9. [ll vio C. Put the following pictures in the right order.338) sae ELBA L once upona x en L oe KbEuUbBB TEL we bamboo hat RE i. 2Utv 2 ie ° : aa <8 Ths a ee z i Cox = 5 = BEb —ricecake re PE RAEE RS to sell oe A RB OS pelyy sad x )) = €U ie a > al’ wR oe | FE ERE RS Ee Ons Ce £tTKEE CEI/BUTIAL wi SOL guardian deity b4 A “ ig of children te ya t a bu oC a A SES to put (ahat) on bx 5 Y ny a person’s head et KX =z UL Dz (person I= a hat TY Ag Fic %) Ls Ore zy Be oneself aie eee a LB to take off & % S ? bh VSL good deed ii eI Rt i a (22) woice i ko &> FP (£) door $B aes ml Uo VFS tobesurprised & xt B La&be (t2) happy b Ae + e RI L k ae fk < TA 3 D. Mark © if the following statements are true. Mark x if not true. 1. PN DAY eB wD BUVSLEBIESSAILESRE Ko Ke ENEBUVSLODS ERD UD KS BUVSAIULBU GI SAID S ERIK BOP CHEUVSAMBU TI SLENOKAD BUSA LOS END TOK BILHTAIUBUVSLOBEMUYT, MUL HOK. BUTI TAEREL SK eho THK BUVALACKHISZHXAOBEALL TEL Poh. Tow Gt AH HE TREK S OO AN GOTT OO RTO ont HE HRS S01] ots SAWANT LA obese Poors, a eSSE 10>» 339 REORED ASHUBWY TW RNG EHR EHR TOW? JED FT IQN ACB IQ THO WEE O YF HWY? HAUTE SS Har Ve? BR abe Hae a 4020 QOH HOBOS OURO’ ASH or G AS PHOS aw Wow j[ aU? AD FR HewHe Oh BP UURS U Irantoyue bw RW RAE S HPQLON? HO TRH EHOW SHON? SOD QT SIRS Pia Hee IQ OS HA? [SP — Bow WJ MIS EL SLIPOOREK OAC 2 HW? ASH Sr [Spiprew aaa Bie?) Nts? Oe QF esp hn S HHP oO fw ip Sw OUR Te] | JED FOREGO IP RAS GHEY UB 4 Pw? Pie ste ne’ Be HOP] Sti OPOWe | CORDIP RHA SCHL? MDF QTR EG SI WN SHOW? Choose one topic from the list below and write what you do/did on these days. ; 7\0"7 4 — Y (Halloween) 2 ') RR (Christmas) BEA NUYIA YF (St. Valentaine’s Day) lay) 329 v (Ramadan) Be +E B (Birthd RAED 7% #7 — (Chanukkah) Others F 4 —7—") — (Diwali)340 >>> asim eH ne Ww ne ne 120 123 (Tan RBS Las $s 5 oO £ Looking for Friends bt <0 (favorite; to like) mle (SRR CCAH) teter TRF GPL) singer be F(T) hand = 43G(L wd) sign language LF (LE £5 F%) good at | (hand) a7 = & He mL FRE (THA) letter | DASA tre | PACHA) paper FoKK( L) Japanese paper FE (O 2 3 L) front cover _ (paper) Ce eas be HAW FSH) tolike ARS WROTE) tolove FFB(LIV) good will HFA (SMA) liking; taste 3549 (= 5X9) favorite food OLA HH dL bb (near) Hf ¢ (SAS) near; nearby HH FA(SA LX) neighborhood FRE (E OSA) recently Pf Hb 5 & AEF) the Middle and Near East 7 f Ff OR a BAD \ 9 (29) cheerful; bright BAB (Lt) tomorrow BE 8A (42245) explanation 38FA (lO) invention CAA (44%) civilization (bright) ()! 7 FR 8B ® By] BR BR UF FRRE(HE IVA) hospital FAR (CE 5 8) illness BAA (Uw F< 5) serious illness RIA(S ~ 7s F) sudden illness (ills sick) 0) Tr rr Ff * mR Layo FRBE (OE 5 A) hospital (institution) KBE OA vA) graduate school FEBBGEIWA) deauyparor | fi gna: gaunt ge adel ie ad dary (to reflect) BRB (2049 movie BRIBE (A v22-A) movie theater BRS (5.24) to be reflected ()) on oR # &® gm pe Bh Bk124 125, 126 17 128 129 130 13 SBN 341 [|p ad | BRC 9) movie - ne] BR) painter FB (GHVA<) plan ] ] BB (EA29 comic (picture) @- 7 5 mf * Fo w >a HKIGREI) tosing HR(F%) song HFCL w) singer P| De HARK(C 5%) national anthem — ARHEAK (4-53) Kabuki F HKBA (HL) lyrics (to sing) a7 ro * * w BR Eg OP ® & | mL JIA (st $5 L) Kawaguchi City bus THARP (LS L) cityhall FRCL £3) mayor TRIB (ve 1X) market (city) O° 7 ta Fw pie Le VAS te (ECS) various places — pees SPH (E AL) neighborhood | P Cla GPR (KOLSA) kitchen fEAT(L 5 L +) address (place) (3) ~ sR OF OW | PAL PABET BAKE EIT) tostody | $4, pox $A Z(DEwS) totryhard BPA A> AB AIWF) famous ba FFI) £5) tolls fee AH (HS) tocxist A HE tL (3.03 %) talented (to exist) © ~ - ot AF | mus HAT) 2 = 5) travel bAU PRRE() 2A) inn —AFR(OE Y V5) traveling alone RAK) £IFA) passport (travel) ov Fear eH HR | (> indicates the on-yomsi and [> indicates the kun-yomt.)342 ame OBFOSR to RA A. Combine the parts below to form the new kanji from this lesson. pai ea tak $ R % Ry B. Put one kanji in each box to make compounds. | ak | @| - g @| ay | # BE [we] | P| mL ORESBR A. MUSCAT < TEU. (Answer the following questions.) 1 beKIAYI-AY bOHER TRAE ERR LES CHEV ETH. 2 REE ERR TUBA ANWR FREER CHEV ETH. B. [RESHM) ERHELES. Lia REBICBITC EAU | Fea! KFEFETT. BAF YRX | SHETH. MOBIL THIEF. BCT. RR-YHABET. ha | TORETASET. RADE ILE OBL FARELAY. Hy A THC OUPMIGT EET. HpRIt ELAYLTOET. AIFTEL | BOWERY KOLRS Td EHEETS SRO Lt | Fo UES ONE EA, FARK BLO Kav. cops) | BA FA 23 RF)NB 343 & ! WDLEICNY REPDEtAD 20 at} Dy IAKEEKOF TH. FI- SEER Ce ILS ERD EVAL EDK DASE T RRA S TH. (EC ABE | URE FULRF S TF. MEWS BO TOETF. RIL IA TE LalksyRervstha. tH RTH. BoC VWAVSZBLE | HHIVYH-bbv>oL el Lid. Led! USL (26 R/H) e B18 Re) wad 9 ~BR (\FL 4) looking for... *& (BAX) woman TORET ‘outdoor activities B (Bex) man RONSENTTID. EOAODBAMEBWT o> Ba 5. BEALE EVER. TOE TH. 6 SEAILCOACREBIEY AW THM. CILTTH MD. (RESBR| SRT INSAGMACAICERERER LIC FAVEBAT. BBSIC BATSEAU. vie een IZUHELT. FRESHER] RELA. MEMOMIMELT VET. MATH, BIEL EY TAO BRETT. CAE RE Le PREP BARILEMRLTOET. HETY bE FAAS TlH YOY ELEY T ZOOS TH. WAT ES TH MALT LY) POMBO SY ET. | BATIL, SKSEVRTLTORELA, CMPSOZOSL PAT OEY TH. BOBEOPRERLOU RS TOE. BAROAEVEVERAVTH. AKL y H—A9ES TH BRAOREB ER AMT. BRECUS UZ ULU FiE LEVERS TET. LdoAD, BRECKER. =A=+—#8 DNS 7PanmpvFR iP neighborhood Sue (SAH) culture LHe from now on Be things; matters BRE (BLU) replySlee sas L DSS ALVOARICRE LAM 2 LNA ET SOARS THA. 3 ENA BRT CITE AUER TOET HS @a A. [RICBBR) CHEE ES. B. I-BOEDAEREBICEOKRWTID.. COAICFRESEEL ES 0346 >>> ay eH ds 132 134 135 136 137 138 139 feta The L E s s 0 Tanabata Festival bb»L (ancient times) (GFL) old times PEE (GMLIZEL) old tale ABB GAL) ancient times @®- * * * + ft Fe tion of a kanji) (symbol of repeti- A (GHLEPL) once upon a time AA (DEBE) people BEA (ELSES) sometimes BA te (5W%) various 7 AR DUA LA |S EGASE) God MECCA TS) shrine > 5 ets 25 FPR LAE 5) Shinto religion DP FPP R(CISL) Kobe City (God) O° 7 4 4 A MO eH beF BV. (£809) early DIR? BRE FS (WRBSTS) to get up early : 9) early morning (early) * (be HF A(BSS) togetup | DB #25 FCF) to wake someone up HIF S(& VFS) to stand up | (to get up) w- * * + + # RR RR b¥a5 3D) cow bau | FEL(S 05105) milk APY Fw 5 1C<) beef | FACS 5 L) calf veal iZ (cow) Qe + ee mL 489 (OF5) touse bass FAK GEVL) ambassador RAV (LED 405) “Occupied” | BAR (BOM) errand __| (to use) 7 f Ff for FF | be9 6 (B75 ¢) towork 4B) bIgAB FEB % (2 4 87 5 &) both husband and wife working (to work) FAD (55 &F) labor - GS leat ae hese tee ce ade are Oe geeSPIDER 347 vo —-- ‘ PHL SEACH S (ON H zB) toring (a person) back Dba [i (= < 1A) United Nations BEAK (ALA & @ 3) consecutive holidays (to link) w- © 5 5 8 8 eR He 1 = 7 z i) BIAS (boi) toseparate FIC (5K) notin particular bio (APR (e <<27%) special 2 F)(<2) discrimination BA (toseparate) | (7) * va re (time; degrees) THEW E) once FRE(CAE) near future SBEL(BAL) temperature SP RE(SA Uw 4 ¥) 30 degrees AEE (40 &) attitude oy 7 Tree Pe wR M44 bes AR (A) red color HRV (HAW>) red bbs ARE > A (bdSeA) baby Apa CES LF) the equator ARTF (2 & Uw 5 U) the Red Cross (red) Q7 + > FF FF |patyy FES) bluecolor FV (HW) blue [pbb FB Cev A) youth FE (HS) blue sky FAB F(SBLACTS) green light | (blue) 7 7 * * + f FF | PLE Led | B05) color POS BAH (OS04%) various FH (LA) scenery FFE (EL s <) characteristic (color) (6) ee oe: (> indicates the on-yomi and [> indicates the kun-yomti.)__ Mer Bama ORFORR Tales A. Match the reading, kanji, and translation. Example: D4+L 1B: + to use ALP) Noe * cow B(BS) + + + to get up an -& ORG) + . a(S) + early + color YAU ewe bh ancient times bb . +e + to separate LOS : ae + blue 8.9L o HR + red B. Which new kanji from this lesson include the katakana below? Lv 2 3.7 4% > C. Which new kanji from this lesson shares the same component as each pair of kanji below? Example: 9 BY > fe 4b 28 at 3 7 OR Org me ie A. 48 (picture) BTCA. THUSAREBUETD. EZORIHOES.SIDE ry» 349 fv Bee B. EY ORERHEL KS. PPO PRE RAYA OER? ee” KURO EHQ oo? BS |XoM WETS SKIL? KHL Bre wO RE BO! ROp\ Rah we OS HU? SO! Bex ett ps 5 tow feo bete te Boe ae Lae? | Exe THOS CARS Xm OD WoL Ke=cg JQ DOM f" RES HHO POU? Sry tab wd 0 Bly sow? | WHO SNS OH awe 1]X BN MPR UGS wow? 5 04 o PO eee phen a Rete aes |X ode wPRPoW RH MBO GOSS WK BH SMES WIN IXHREGE RCD PRROIL MOSK HS VHT MOS ho Ue Row |> mame R (TA) wet Rm (DT) eb (4) LEMS (BS) bS~ KA (Bet) RUB (AWS) ROM (H*EOSd) mld (b24) e ye (ld 704) Cc. BBICBATS TEX. the heavens; the sky God daughter serious; sober; diligent to weave one... (4H one day) adult to find the Milky Way the other side; over there cow farm LBYUSELELEATT ON LDUTELILELUATI AY 3.097 LCP EBV ELAM. 4 CACHIBY OMIM ELETO. #5 (BIS) togetangry BATHS to bring (a person) back ik< (4&4) tocry a5 (te) pitiful RI once a year ~ETE by Ws (a9) wish aed to be realized aetsb (pt: tb) we ~ee and so forth KASS strip of fancy paper kA people S.CT LTHABILEZOBICAAY IMU ER SETH. 6S ELPSLOAKLRVETH. CILT CHA. oOR> 355, Bihsb) ALL ophthalmologist &L12(6) DATS HIE Korea SL, #12 DaTL SR muse SL DAU RF kanji; Chinese character &L6 Dich (KE) fA easyssimple SL10 DAILY HFK Cheers! (atoast) LB eee EUBW KEL yellow BL9(0) BBA AM temperature (weather) BL12 BO MC toask(u) BLS ES MC tolistenstohear(ul L3 SD FH season BL10 Ble Hk north BL6(0) ¥9— guitr BLO BONTA RHE cafe B12 ET WF postalstamps B15, BL5(e) SOB WI ticker BLS SOMIDIS WAI IH ticket vending area BL10¢) EOS A yesterday BLA, BLA) ED] RHS todecide|ru] BL10 BED 49 kimono; Japanese traditional dress Lon $F camp RL E0575 BAT apres BL10¢) EWSE AM nine yearsold BLA) Sw 5CwS FH milk BLO Bw5RA AF nineminates SLt(e) BS $A woday B13, 8146) SKSMLA HAE textbook BLE BASIE LA brothersand sisters &L7 EESHHGS MAH} tobeinteresied (in) (uw) Bui ~€45 ~ATB linemumber... SL11(@) Bah AF lastyear BLA(e), B19 SEBS) es disgusted with; to dislike SL5 2S 7S wouth) ALB BB_HS_ to puton (clothes above your waist) [ru] aU7 SNCS) beautiful clean SL5 BAUS #£E gold ALO) EAD HRB silver ALI) EAANLP FAH nonsmokingcar BL10(e) EATS RF bank BL2 EAU GAT neighborhood HELIT-IL EABKITS RATS toget nervous ire] BL12 #AISD HH dlondehair BLO) BAESU MB Friday BL4, BLA) J <5% SH ar als >> 28 Lree GAG HH shrine SLI Lato (ie) RY kind BL7 LAUTS CHEFS to worry lire] BL12 LAdiAy #4 newspaper BL2 GAB ASF anthropology &L1 $F —__ TUKSU KART Wednesday #14, HLA) RII—-FY Sweden BU A-N— supermarket BLA FES) BH fondoftolike BLS A¥— ski BLO TS rightaway SLE STK extremely BLS BTU FL alittle LTT TL sushi BLI0 FFL HL» cool (weather) #L10 STE (HE) RA nice LIZ STS WTS tothrowaway(r] SLB ARLA stress BLS AR—Y sports #L3 THRtA Excusemes Pmsorry, BG FOG EL tolive[u]) BL7 FS wodolin) 13 SHS HS tositdown[ul BL6 —— LUD 25S liesliving &L10 HEUITLTDD YIM orthopedic surgeon BLIZE) PUL HG politics SLI, BL12 EUS ALA grade (on atest,ete.) BL12 SDL BR world &L10 EDUED LY 4H all (ature) SLT ESL HAF short (stature) BLT EE cough SL12 LENTS LFAHS tocoughim) ALIZ ED HH back (body) BL7(e) £0 BIE byallmeans SL9 EEL) HV» narrow; not spacious. SL12 AFD HA lastmonth BLA(e), BL9 BATS BK major BL HALOS Hi lastweek SLA, SL4(e) SEAMLLY 4 teacher; Professor... LI tthtth + negative 2A notatall #13 EARBi =+4 twenty minutes SL1@) EBS Kb friend BU [cSKk5U BRA Sunday BL3, BL4(e) EkSU LRA Saturday BL3; BLA) ~IZDWT about...;concerning... LB R542 drive BLM [co® Bi2 diary MLO €B MS totake(apicture)(u] BL4 [cA =% twominutes BL1e) ES MZ to take (a class); to get (a grade) [u] (cléA, BA Japan BL BAL7-1,BL1 (CEA GAH Japanese language BL EB totakeof lu) BLIO-U (CIBAGA, BA Japanese people L1 EN which one #12 [CBD MAY baguage BLE EADD porkcutlet B12 ~lch ~A [counter for people] &L7 EATS whatkind of... 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WS [nu] LA stomach tir &L7(e), SL12 store att 1 REL4-IT straight #27< Lele), BLE-1 stress AKVA #LB-IL strip of fancy paper fch&< #L12-I1 student p< tu #4 BL1 student discount iI-BBUS y+ 8B Siu) B16 takeawalk SATS WHS li] BLO Take care. Tis, BFAET Th. HART RELS-I1 take care of oneself MBIICHBIS sR ES fru) BRLT-IL take medicine <$bDeOo REAL lu) BLO take off £8 [ud BLA talk (se HT [u) LB tall (stature) webu wae BL7 teach BLAS HAS Inu) BLE teacher GAL) % &L1 telephone TAD €i6 BL tellalie 52%29< uw) &L11 temperature (weather) @BA KR BLI2 temple (@)TS (4) Bl4 tempura TAsiS Ash BL10 ten £8 + B19 ten minutes Loin /Loiih +4 Bt) teno'clock GwSl + BLt1l) tenyearsold Uwodii/ Loa + LIE) tennis F=2% AL3 tenth day of a month, the éém +8 AL4é(e) test FAb BLS textbook @x50Le tt BL6 Thank you. SHES /BOMLITAUKT AG Thankyou. E5% 212 Thank you for the meal. (after eating) C5€5 &k(CLE) BG Thank you for the meal. (before eating) Uwere #ay AG that... 2D &l2 that... (over there) 5D #L2 thatone @n #2 that one (over there) an &L2 That would be fine. oTSTT MTT ALE That wouldn't be necessary. oZSTT He mcr als That's right. Z5T9 BL1 That's right. 237914 BLS That's too bad. Atak (TH%a) RA(TTA) als then... Lee &12 there 2 412 there are many... BSW $i» BL12 there is... BBiul BL4 therefore DS BL4 thermometer FeUSAIIL HRs BL12(0) these days COTS AL10 thin PETWET BLT thing (concrete object) tO % LIZ things Zé BELIT-U think BBS 83 Iu) Ble third day of amonth, the aob 8 BL4(e) (become) thirsty DEDIID< Ox 4R< Iu) au thirteen minutes U3SeAaiA +=% BUI) thirty minutes th Uw 3d / SAU 2BIN 249 alte) this... TD Bl2 thismonth ZAD SA SLA), S18 this morning Be 48 &L8 thisone Zn #2 this person (polite) Z55 @L11 this semester ZAbioe S48 BL11 this week ZALeS SH BL4(), SLE this year TEL 4S LAC), SLI three #59 => Blo three minutes &AaiA 2% BLt) three o'clock @AU Ze ALt(e) three years old ASU Be) throat OE &L12 throw away JTS WTS inl BLS Thursday &<&5U AMA ALA, BLA) ticket @oat WH ALS (boarding) ticket UeSLeith RHA SL10(6) ticket vending area @oGiS Dis WANA BLI0@) till(atime) ~&t @L5 (be) tired DONTUS RKTS BLG-I (get) tired DONS BK} (ru) BLA to(aplace) ~#T ALS today #45 Se B13, 2146) together LisLalc atc LS together with (a person) ~& &L4 toilet b*L B12_ 376 8 Tuvw tomato bYh ALB tomorrow Lf A S13, BLAle) tonight TAIKA $38 BLS tooth t& w BL7(6), SL12 tough (situation) eUAu(ts) RIE BBLS, BLS town &5 1 BL4 toy @b5e Ltt track number... ~ifhtth ~#it 2Lt0() traditional Japanese theatrical art Die a Rik BLO traffic light LATS 1% BL6le) train Tale €# BL6 transfer DONA KIRA BLAO(e) travel D&TS MT BLS travel D&TS9S WATTS lie] BLO Tshirt Tyry al2 Tuesday DESO KE BL4, SLAC) tum (rightieft) #DS w4°% [u) BL6(e) tunoff UF Mtl Ble tumon DFS [nq SL6 W FU als twelve minutes GwSiciy +=9 S16) twelve o'clock GwSICL +=9 BLA) twentieth day of amonth, the 3m) =+8 B14) twenty minutes [cUwoBin/IcUoaIA =+ & BL1e) twenty years old 5 <1 BL1e) twenty-fourth day of a month, the IcUp5&> » =teB BLAe) two Be => alo two minutes [cB = AL1€) two months ago [caIfORA =) two o'clock [cL =38 SLI) two people iz =A BL7 two peopleeach BDFD =A¥> SLIT) two weeks ago ICLipSDVEA =i8M BLA) yA BL4le) two yearsold (cau =m &L1(¢) —=) uh-huh 3A) &L8 uh-uh 335A ALB um... BD BL umbrella pe # 2L2 under Lit F &L4 understand DiS (ul BLA unhurriedly ak ALS Welcome (to our store). USs>Leet Bl2 Welcome home. #2 (xen) &G west ICL & #L6le) what wA/iIc MBL what kind of... EAvte #L5 when WD &L3 When... && 9 BL4 Where €< 2 which £55/E55 @L10 which... ED #2 whichone en #12 white Lt &\+ &L9, BL9(¢) who fen Bl2 why €5UT @l4 window #& © BL2(6), S16 wine 947 #iL6-I winter i> & ZLB wish ‘api Wis HEL12-I1EK LA2 >> 377 w x ¥ with (a tool) ~t #L10 woman Ate x BLIT-IL woman BAmOVE KOA BLT word ftht si BLO work UG& # @L1, SLs work (%e5< mh< (ul SLIT work for DEWS BS Iu) SLT world DU) wR BLI0 Worry LAIUITS e+ 4 lite) LIZ write m< #< Iu) BLA writer om fe SLI wrong (x) [> #L11(e) Qa Xray LYK BLI2(6) ——— year EL # HL10-1 year after next, the 2Sutak BAF SLAC) year before last, the B&EL L4(e) .-year student ~tantt. ~#2 @L1 -years ~tah ~# &L10 +. -yearsold ~&L) ~® &L1, BL1() yellow SUS Ker» BLO(@) yen ~2k ~A B12 yes 5h B18 yes AX BL yes uy Lt yesterday @D5 *Fa AL4, LAC) you sist: sL4 young pal s. Blo younger brother @&3&(&A) a (24) 2,87 younger sister SSE (HA) s(EK) U1, 8L7378 BR Basie TE Bh Map BAT IVTE25H6E > 379 tome BARR A IEE ANA BUG NEES) / LEGS / 00TH ER380 >>> 2B Ea DP umbers regular hop | hop/b Pp k 1] us op] wap] Ws) | os 2 ir 3 | xk a b afac]ioe t f P 5 = 6 | 4K Bop | 4op| (>) | 45 7 | ee | ub | us a | as (it>p)| top | (>) | > 9 fans] ¢ ‘ os Umop to 1 ee tap e | how] 4. - many| #4 P e ~k | ~R | woe] ~# | XR | SR [ex-v] ~oF dollars | month | orlock | year | minute | sticks | page | months ~H worl | ~ HH | ~S | NHR [mate kr] wie yen hours | years | minutes | cups | pounds | lesson ~k ~k ~ ~o sheets people animals times ~t ~e ~ti degrees Inundred small tes items ~F ten ~F ten thousand‘This chart shows how sounds in numbers (1-10) and counters change according to their combination. 1, Hiragana indicate the sound changes in numbers, and alphabets show the changes in the initial consonant of counters. 2. (_) means that the change is optional. 3. An empty box means no sound change occurs. 381 ~ . special vacabulary [ioe ence cee 2 for numbers Re ree anton | ena become ete atelier Son 8 z Aow to> | bow oo | vom Bo boo | bem to | tom tio | > | a | ao |] e550 | tae stom Uns | tro | tro | too ; : te | ts | ts | to kai ‘ : = ee, ~B l~tvh| ~k ~i8 || small items date people floor | cents | shoes | letters |} years of age ~e | ~an | ~F | ~Ta |] cans fetosson) tx houses | weeks | thousand| street |} (20yearsola)} (14) | (three or more iE address ttom | People) books (20) a [cLnd.tom ~m (a) years adit of age (how many)382099 2 WAR Conjugation Chart ‘nD £5 O45 verb | dictionary | long forms | te-forms | short short short types | forms | (masu/) past | presentneg. | past neg. (L.3) (L.6) (L9) (L.8) (L.9) im | $3 lat Lt Lé Lae Leber im | 4% sar aT Br caw | ltbok nu | tne | ~at ~t wh ~ te Athot u | ma | swat | wot | wok | whee | ~btmok «| #2 | wbAt | vot | wok | whee | wAtmon u ve | ~yat | wot | won | ~ean | ~ceeon u | 6B | ~Yat | wot | wok | tHe "eho ts u tb ~het ~kKTe ~hE ~eu ~tthok u | tS | -UEt | KL | WK | wide | witb u La | ~kat | ~£t | ~LE | wet | ~ttbork u ae WEEP LOT) MOA | wi | S~btboA u wg WERT | oT Oho | wr | Sb tOK wu | ose | w¥et | wet | fa | wate | ~ttmor u (Lot ~Lat ~LT ~“Lk sae ~Ithok “The forms with * are exceptions.