ピーターのスキャン

Preface

Producing the materials for this textbook involved a long process of

surveying students' needs, writing up the results, making detailed

revisions to the material based on the surveys, and responding to the

reactions and comments of students who used a trial version of this

text. It has taken more than four years to complete this project. Our

labor has been rewarded, however, because this book is based on our

original plan to produce the ideal textbook-one that will enable

students to learn Japanese smoothly, while also enjoying lively games

and helpful illustrations.

We have an extensive list of people to thank for the completion of this

textbook. First, our sincere thanks to Chiaki Sekido of the Publica-

tions Department of The Japan Times for seeing this book through the

publishing process. Particular acknowledgment goes to Kyoko Toka-

shiki who helped in the production of Lesson 11 and following, to our

colleagues and trainees in the Asian Studies Program of Kansai Gaidai

University who attempted the triaI version and made invaluable sug-

gestions, to Kaori Tajima for her illustrations in the trial version, to

Judy Okawa for translating, and to the teachers whose heartfelt guid-

ance encouraged us throughout the process. Finally, we would also like

to express our gratitude to the foreign students at Kansai Gaidai

University for providing us with the opportunity to write this book.

I k b V 3 3 Greetings 6

&

rlawtw&?~5 Lwt: b t.26 N ~ W Friends 10

Shopping 30

Making a Date

The First Date

A Trip to Okinawa 96 &iE a& !39a z5

%~zF@** PI$- b 3 /v@--H A Day in Robert's Life x 14 LjS I Z b

Family Picture f32

Barbecue 150

Kabuki 170

a ~ l o ~ ~ ~ % # & @ ? s Winter Vacation Plans 190 60 BT & T L ~

%ll W ~ + # & D & 2 After the Vacation 210 Bb

Feeling Ill

Hiragana 2 52

Katakana 257

Daily Life 262

Travel 270

My Favorite Restaurant 276

Mary's Letter 282

Japanese Off ice Workers 287

Sue's Diary

The Folktale Kasajizo 298

%] 1 s ~ F ~ E ? ? % s@ Looking for friends 304 2% Ef -5

Tanabata Festival 3 10

3 < b V d Japanese-English 316

3 < b > / v 2 Eng lish-Japanese 329

Numbers 342

%83% Conjugation Chart

*-.& >*.a_ &&k l3 * (=;t; Y > Japm € 3 ~ % ( ~ & Y 3 ~ J a p a n e s e & $ $ & ( + & % k ~ t y ) Mr./Ms. Yarnamoto

(book; basis) (5) - $ $ , $ :

Introduction

i.. * '

Aim and purpose

GENKI: An Integyuted Course in ELmmztu~ Japa~ese 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 and college courses, but it 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 Idegrated Cogrse in Elementary Japalzese is a comprehensive approach to developing the four basic language skills (listening, speaking, reading, and writing)

in order to cultivate overall Japanese-language ability. Much emphasis has been placed on balancing accuracy, fluency, and complexity so that students using the material would not end up speaking accurately yet in a stilted manner, nor fluently yet employ- ing only simple grammatical structures.

Structure of the textbook

This textbook basically consists of three sections: Dialogue and Grammar, Reading and Writing, and the Appendix. A detailed explanation of each part follows.

AbDiaIogue and Grammar The Dialogue and Grammar section aims at irjnproving students' speaking and listening abilities by learning basic grammar and increasing vocabulary. The Dialogue- and

Grammar section of each lesson is comprised of the following components:

@Dialogue The dialogues revolve around the lives of foreign students living in Japan, their friends, and their families, presenting various scenes that students are likely to face in their daily lives. By practicing natural expressions and ulizuchi (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. Dialogues are recorded on the accompanying CD. Students are encouraged to practice

regularly by listening to the CD and carefully noting pronunciation and intonation.

*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 asterisk ( * ). Words are listed according to their function in Lessons 1 and 2,

and by parts of speech in Lesson 3 and following. In addition, all words presented in the text are also found in the Index at the end of each volume.

Words found in the VocabuIary section of each lesson appear frequently in subse- quent lessons, thus students are encouraged to learn them little by little each day. After Lesson 2, commonly used kanji equivalents of some words (Joyo Kanji) are aZso listed, but students are not required to memorize them.

This textbook does not indicate a word's accents. The accent of a Japanese word

varies considerably, depending on the region, the speaker's age (including the genera- tion gap between speakers), the word's paradigmatic form, and its connection with other words. Therefore, don't be overly concerned about the accent, but try to imitate as closely as possible the intonation heard on the accompanying CD.

*Grammar Grammar explanations are detailed, so that students can easily study them on their own. Students at school are expected to read the grammar explanations before each

class. This section also fully explains the items found in the Practice section that follows.

Necessary explanations for the grammar and vocabulary that are not found in the Practice section can be found in the Expression Notes at the end of each Grammar section.

@Practice This section includes questions related to what was taught in each section of the lesson, providing students with both basic practice and application. By answering the ques-

tions sequentially, students can naturally build up their Japanese-language ability. The exercises with only one answer are marked with @ and recorded on the^^, allowing students the opportunity to practice on their own.

The last part of the Practice section contains Review Exercises, which incorporate aspects of the lesson as a whole. For example, some questions combine various topics covered in the lesson, and some call for the creation of new phrases based on what was learned in the Dialogue section.

Introduction 4 Q) @Supplement Finally, some lessons include additional or supplementary information, This includes expressions related to the topic of the lesson, as in "Time and age" in Lesson 1, or expressions suitable at certain times or places, as in "At the station" in Lesson 10. Words introduced in the Supplement section are found in the Index of each voIurne.

B b Reading and Writing The Reading and Writing section aims to foster comprehension and writing ability by learning Japanese characters and by providing opportunities to practice both reading and writing. Hiragam is introduced in Lesson 1, followed by kafaka~a in Lesson 2, and kanji in Lesson 3 and following. From Lesson 3, each lesson contains the following components:

.Kanji list Each new kanji introduced in a lesson is contained in a list, each with about 15 kanji. This makes it easy to memorize a few each day, rather than be overwhelmed with so many at once.

Q serial number

(5) compounds including the kanji (2)kanji (4)reading

I (* 2) . ka ci&k~ Japan I * ( ~ & = / d ) Japanese L L * ~ A (9 & 6 2 2 A) Mr./Ms. Yamamoto

$.->

(book; i5z basis)

(2)meaning i 6) stroke order

(6) total strokes'

Among the readings shown in (4) and (5), himgunla indicates the kwt'yomi, or Japanese readings for a kanji, while katakana indicates the on'yomi, or Chinese reading. Both kun'yomi and o~ 'yomi are sometimes altered in compounds of two or more kanji. For example, the ordinary pronunciation of % is "gaku," which becomes "ga(k)" when the kanji is used in the word $45. Such derivative readings are also included in.(4) and (5).

Although some kanji have many readings, only those readings that are useful at an eIernentary level are included.

Shaded readings and words in each lesson should be memorized. The others are for reference, so students don't need to memorize them. A practice sheet for each kanji is provided in the Reading and Writing section of the Workbook. Students should practice

writing the kanji repeatedly, according to the stroke order shown on the kanji list in the textbook.

.Practice GENKI 1 consists of kanji practice, readings for comprehension, questions about the content of the readings, and writing practice. Kanji practice indudes various types of questions, such as having students reconstruct a kanji from its various parts or make new words by combining kahji. By tackling these problems, students will realize the goal of practice-to become more proficient in their use of kanji. Basically, the readings are short and deal with subjects familiar to the students. They are easy to understand if the student has learned the vocabulary and grammar taught previously in the Dialogue and Grammar section. When readings include new words, a corresponding word list is provided. Finally, composition topics are given for writing practice.

GENKI 11 contains readings for comprehension, questions about the content of the readings, and writing practice. The readings employ various styles of Japanese, ranging from letters and fables to essays and advertisements. With a knowledge of the previous- IY learned vocabulary, grammar, arid kanji, the readings are easy to understand but grow longer and more difficult in later lessons. Word lists are provided for newly introduced vocabulary. Finally, composition topics are introduced.

C b Appendix Volumes 1 and 2 both contain an Index. The Japanese-English Index, in hiragana order, lists words found in the Vocabulary and Supplement section of each lesson. The

number 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 alpha- betical order.

Also included in the Appendix are tables of verb conjugations as well as sound inflections of the expressions related to numbers.

Orthography and font

The basic text is written in kanji and biragum. Kanji is used for the most commonly

used characters, those that appear in the official list of Joyo Kanji. Hiragma is used instead, however, when the Joyo Kanji equivalent would not be necessary for beginning students of Japanese.

Introduction 4 lo So that students can easily study the Dialogue and Grammar section, the pronuncia-

tion of every kanji is indicated in hiragam. However, to lessen the burden on the students and allow them to study on their o m , Greetings and Lessons 1 and. 2 are represented in hiraganu and kutakam, as well as by romanized forms. It is best not to

rely too much on the romanizations, but use them only as a learning aid. Students study hirugam and kutakum in Lessons 1 and 2, respectively, of the Reading and Writing section.

Students study kanji from Lesson 3 in the Reading and Writing section, where pronunciations of the kanji already presented are not indicated in Riyuguna, in order to promote the students' increasing acquisition of kanji.

The Japanese in the basic text is set mainly in the Textbook font, which resembles handwriting and serves as a good model for students. Students will encounter a variety of fonts used for Japanese materials, however, arid should be aware that the shape of some characters differ considerably, depending on the font used, Note especially that with some characters, we find two separate strokes in one style are merged into a singIe

stroke.

Example: Textbook font Mincho font Gothic font Handwriting

( Japanese Writing System

There ark three kinds of characters in Japanese: hiragam, htakana, and kanji.' AU three characters can be seen in a single sentence.

k

Hiragcam and k a f a k ~ m , like the alphabet, represent sounds. As you can see in the above example, hiragam has a roundish shape and is used for conjugation endings, function words, and native Japanese words not covered by kanji. Kafakunu, which has rather straight fines, is normally used for writing loanwords and foreign names. For example, the Japanese word for "te~evision" is written in kcafaku~ as F L t+ (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.

1. Basic Hiraana Syllables There are forty-six basic hiraganu syllables, which are listed below, Once you memorize this chart, you will have the skill to transcribe all of the Japanese sounds.

'There is another writing sgstem called (Roman lettend which is used for station names, signs, and so on.

Japanese Writing System 4 I@

"The sybbIes L , G , and 7 are romanized as shi, chi, and ha, respectively, which is closer to the English pronund- ation.

* * % is dso pronounced as " wo."

The romanization is given fox general pronunciation reference.

2. Hiragma with Diacritical Marks You can transcribe 23 additional sounds by adding diacritical marks. With a pair of short diagonal strokes ( * 1, the unvoiced consonants k, s , t , and h become voiced consonants g,

z, d , and b , respectively. The consonant h changes to p with the addition of a small circle (7.

*G (ji) and 3 bu) are pro-

I f pa

4 Pe

zP Pi

A: Pu

1% PO

and Y Cm), respectively, and nounced the same as -t' Gi}

have limited use.

3. Transcribing Contracted Sounds Small -P, @, and 1 follow after letters in the second column (i-vowel hiragam, except I \) and are used to transcribe contracted sounds. The contracted sound represents a single syllable.

4. Transcribing Double Consonants There is another small letter 9, which is used when transcribing double consonants such as ff and pp.

Examples: 75.7 ?= kaBa (won)

5 7 is. sa&u (writer)

t i - 13' hama (leaf)

s.9 L zaghi (magazine)

cf- 6' f i kata (shoulder)

Note that double consonant n's, as in sanfielz (3 years), are written with h, + a hiraganu with an initial n sound (3 , G:, a, h, or @).

Examples: 3 h kt h s a z m (3 years)

& k, h L t anmi (guide)

5. Other Issues Relating to Transcription and Pronunciation

k Long Vowels When the same vowel is placed one right after the other, the pronunciation of the vowel

Japanese Writing System 4 I@ 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.

.k;C$& 3 X/ o b m a n (grandmother) cf. S I T ? obasun (aunt)

j% L L 3 ojijsan (grandfather) cf. 6 3 X/ ujisan (uncle)

3 3 c sMi (number)

The long ee sound is usually transcribed by adding an \ to an e-vowel him- gma. There are a few words, however, in which 2 is used instead of &..

& ~ \ h f g g u (movie)

3 oncaan (big sister)

The long oo sound is in most cases transcribed by adding an .i to an

u-vowel hiragam. There are, however, words in which the long vowel is transcribed with an %, for historical reasons.

h&hu (law)

(ten)

B. Pronunciation of XI 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 h. Therefore, you do not need to worry too much about its pronunciation.'

C. Vowels to Be Dropped The vowels i and u are sometimes dropped when placed between voiceless consonants (k, s, f, p , and k), or at the end of an utterance preceded by voiceless consonants.

Example: T3TT s(u)kr'des(zl) (I like it.)

20ne variety of the h pronunciation merits discussing here. When it is followed by a vowel or at the end of an utterance, X, 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 "uh-uh," as in "no.")

kLh&~\ rZai (romance) 13 A ha (book)

Fallowed by pz, t , d, s, and z sounds, A is pronounced as "n." f ; L P mna (woman)

Followed by m, p, and 6 sounds, A, is pronounced as "m." 2 XI13 sampo (stroll)

Followed by k and g sounds, /v is pronounced as "ng" as in "song." 2 &;?* nacagga (comics)

D. Accent in the Japanese Language Japanese has a pitch accent: all syllables are pronounced basically either in high or low pitch. Unlike the 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 ~e country.

Examples: & 2 .a_._ - . sa (morning)

3 2 % ._--m@--e na (name)

, -kiXka-. . tu z (high)

'The syllables Y,4 , and Y are romanized as ski, chi, and tsu, respectively, to give a closer English pronunciation.

Japanese Writing System 4 16

*9 Gi) and -!Y Czw) are pro- nounced the same as 9 Cid) and % b), rewectivel~1 and have limited use.

The pronunciation of katakum and its combinations are the same as those of hiragam, except for the following points.

(1) The long vowels are written with -. Examples: ;Ir- kaa b ~ )

Zq- saki (ski)

x - s u , h (suit)

9 - keeki (cake)

$-1t bamr (ball)

When you write vertically, the -- mark needs to be written vertically also.

Example:

(2) Additional combinations with small vowel letters are used to transcribe foreign sounds that originally did not exist in Japanese.

Examples: 3 ' 4 T\u'? '~-7

31. 2 h 4 9 x 4

3$ ~ % 4 1 ~ 3 $ - 9 -

2 3 9 x 1 ) -

9~ YiL-AX

;f= . f -=YY

77 77'.Y23>

7 4 74')k0;/

7 r 2771

7 f i 1 ) 7 $ l b = 7

7 4 2f -7 4 - 4 7 - 4 2 3

71 7 3 - 7

harowiin

haiw ee

mineruruwoutua

sherii

jgemusu

chekku

fasshm

f i r i p i ~

ka fe

kariforunia

paatii

disuko

dyuuka

(Halloween)

(highway)

(mineral water)

(sherry)

(James)

(check)

(fashion)

(Philippine)

(cafe)

(California)

(party)

(disco)

(Duke)

(3)The sound "v" is sometimes written with T. For example, the word "Venus" is sometimes written as E -f X or 3" 4 - 3- 2.

Greetings -

1 New Friends 10

XkAYTT Question Sentences

noun1 Q> noun2

@ ~ ~ h . & C, ~ 29

f iLI%a Shopping 30

2% Taz E;h Z D / ~ D / & ~ ) / E @ + noun E h O noun z z * z & + Z F Z noun B noun L + & 9 -h/-ck

-1 7- @ Making a Date 54 B<+<

Verb Conjugation Verb Types and the "Present Tense" Particles Time Reference

Word Order Frequency Adverbs The Topic Particle Id:

-1 a - The First Date 72

Describing Where Things Are Past Tense

(451) ###RE ID + z j A Trip to Okinawa 96

Adjectives E3 (&)/S G b > ( a ) T

Degree Expressions - 3 L t k / / - - $ t ~ - 3 & \ Counting

(-1 nlo-bahl~-a A D ~ Y in Robert's ~i fe 114 L1?51;%-

Describing Two Activities --&. 6;

(-7 SEa~qs Family Picture 132 & T < LQLh

%&q2 b 3 T-3- 1 A $g

Te-f orrns for Joining Sentences verb stem + t ~ 5 41 < Counting People

(-8 1-6 3- Barbecue 150

Short Forms Uses of Short Forms

verb Q3 fis?@ 3 TT t

$3

fCTfih and f l8 BE al:

(T) Kabuki 170

Past Tense Short Forms Qualifying Nouns with Verbs and Adjectives

(-) ~ a a a s ~ Winter Vacation plans 190 3\@Bf & rl\

Comparison

adjective + a 25 zr3htz/k+ztzh

(m) ARM the vacation 210

-?z -Tz 9-Tz 9 3% -z k f ? q l &

noun A Je noun B @R*m@95x' In the Japanese Class 225

L mu?

( SSl -b ] -0d5Wfu

Expression Notes

@S42,%5/&!l;b-;k3 $ k 5 $ I ; t l b > R L ~ T T G T LFL./ , L ~ T T ~ %T/fzf.Ll&/X.h~R 9 $ 3 b l 8

@ & 2 / 5 % 3 'TTf-;Sl Pronunciation of M Numbers Giving one's telephone number + k h e b l "d Referring to the person you are talking to Japanese names 17

0 ( - - % > < ? 2 3 t 1 L ( - $ ) Z 5 P On thepronuncia- tion of number words Big numbers 39

@E</%6 % & ~ k 64 r l <

O X 0 3 2 . . IaSBEl+ B L Q t 82 L C d.A~aX,

@KL& *P#P(G) 104

$ g { / ~ k l 2-5 b 122 " 141

L%F

@-*a 160

@%% kTfga)@hs& 9 % $ & s - - - - - - 198 L . L L L LGb

@ i2 in negative sentences $2 iZ F 4 /1 7* @ iZ id: 217 @&

&L 15-3 pJ G r e e t i n g s

Ohayoo.

Ohayoo gozairnasu.

Konnichiwa.

Kon banwa.

Sayoonara.

Oyasurninasai.

Arigatoo.

Arigatoo gozairnasu.

Surnirnasen.

lie.

Ittekimasu. '

Itterasshai.

Tadairna.

0 kaerinasai.

Itadakimasu.

Cochisoosama.

Hajirnernashite.

Doozo yoroshiku.

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. I'll go and come back.

Please go and come

back. I'm home. Welcome home. Thank you for the meal.

(before eating) Thank you for the meal. (after eating) How do you do?

Mice to meet you.

-

I 61$.d;j/$g#&jb Ohaym is used between friends and family mem- bers, while oleayoo g o z c ~ ~ ~ is used between less intimate acquaintances, similarly with Q&CI~OO and arigaioo gomimasu. The rule of thumb is: if you are on a first-name b&is with someone, go for the shorter versions. If you would address someone as Mr. or Ms., use the longer versions. To give a concrete example, the social expectation is such that students are to use the longer variants when they speak with a professor.

&&5%6) There are several good-bye expressions in Japanese, the choice among which depends on the degree of separation. Sayoomre indi- cates that the speaker does not expect to see ~e person spoken to before she "turns a page in her life"; not untiI a new day arrives, or until fate brings the two together again, or until they meet again in the other world.

CJP&, %ke Jaa, mata (between friends, e z r p d h g ta see each other again fairly m n )

L 3 h t 1 L S 8, Shiiureeshimasu. (taking leave from a professor's office, for exampIe)

GagT 8 %-Po Ittekirnasu. kving home)

$&$eh b S u d e a means (1) "Excuse me," to get another person's attention, (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.

L IL \Z ) Ik is primarily "No," a negative reply to a question. In the dialogue, it is 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.

L~=~:~.=,L+LI/L\ .=,~$ZT/~~CLLI&/S~~\Z~%&C\ b Ittekbnasw and ibtwmshai is a common exchange used at home when a family member leaves. The person who leaves says iftekimmu, which literally means "I will go and come back." And the family members respond with itt~mshaa', which means "Please go and come back."

Ta-a and okare~ are used when a person comes home. The person who arrives home says tadaima (I am home right now) to the family members, and they respond with o M a s a e ' (Welcome home).

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 a crowded 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 T V 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.

&k51/L \&%t2% New Friends

Mary, an international student who just arrived in Japan, talks to a Japanese student.

W h l L '

1 7 - -j-A3*,L0 ~ \ 3 3kLrTT&xo Mearii Sumirnasen. Irna nanji desu ka.

2 f z 1-j t : I2 I= t l i A T T o Takeshi Juuniji han desu. b25 ' l i t

3 It711-: 9 t"S*L\$-j-, Mearii Arigatoo gozaimasu.

4 kc? L : Takeshi

b h ~ h j ? &

lie.

I ?="tL.: A&, 9 1.p j - h 3 ( -WITTjtra, Takeshi Ano, ryuugakusee desu ka. a h 8 j I ) I I i3 'I + - % '

2 $7+ : Z L 0 7 y ~ * - j - ? 3 ~ 6 q a $ s { + l - b w - j - o Mearii Ee. Arizona daigaku no gakusee dew.

3 t= if t : Takeshi

Ti ;i T-j-hx, * A B LC3 2 &TTha, Soo desu ka. Senmon wa nan desu ka.

Mearii Nihongo desu. Ima ninensee desu.

Mary: Excuse me. What time is it now?

Takeshi: It's half past twelve.

Mary: Thank you.

Takeshi: You're welcome.

Takeshi: Urn . . . are you an biternational student?

Mary: Yes. I am a strident at the University of Arizona.

Takeshi: I see. What is your major?

Mary: Japanese. I am a sophomore now.

ano

ima

eego

Ee

gakusee . - . g o

kaokoo

gogo gozen . . . sai

. . . san

. . . j i

. . . jin

sensee

senmon

soo desu

daigaku

denwa

tcrrnodachi

namae

nan/nani

Nihon

. . . nensee

h ai han

foangao ryuugakusee

watashi

u r n . - . now English ~lansuage)

Yes student

language ex. IT [3 t& L" (mi&-

go) Japanese language high school P.M.

A M .

. . . years old

Mr,/Ms. - . . o'clock ex. L s% W (khiji) one o'clock people ex. l.2 EZ A U h. (aihore- jipz) Japanese people teacher; Professor . . . major

That's right. college; university

telephone friend

name what

Japan

. . . year student ex. t *l %I * L \ (&binwee) first-year student

yes

half ex. ?=lZki&(n&iAan) half past two number international student

I

* Words that appear in the dialogue

ADDITIONAL VOCABULARY

C o u n t r i e s Ameri ka

lgirisu

Oosutoraria

Kankoku

Sueeden

Chuugoku

kagaku

ajiaken kyuu

keezai ko kusaikan kee

kon pyuutaa

jinruigaku

seeji

bijinesu

bungaku

rekishi

kaishain

kookoasee

shufu

daigakuinsee

daigakusee

bengoshi

o kaasan

otoosan

oneesan

oniisan

irnooto

otooto

US-A.

Britain

Australia Korea Sweden

China

science

Asian studies economics international. relations computer

anthropoIogy

pslitics

business literature

history

job; work; occupation

doctor office worker high school student housewife

graduate student

college student lawyer

mother

father older sister

older brather younger sister younger brother

"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.

@ 9 I = U 1.3 A/ TT0 (It) is half past twelve. Juuniji han desu.

$2 ( * L \ T - F O

Gakusee desu.

tc C3X. z*T-3-0 Nihongo desu.

(I) am a studat.

(My major) 6 the Japa~lese language.

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; Japanese 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:

t3 b = G3h Z*TT, is the Japalaese kanguage. wa nihongo desu.

Where stands for the thing that is talked about, or the "topic," which is later in

the sentence identified as nihowo. For example,

+&XI SI h, 4.3 it t 3 h/ :*TTa (My) major ds the Japanese langwzge. Senrnon w a nihongo desu.

Similarly, one can use the pattern X wa Y desu to identify a person or a thing X as item Y.

t i I t -

bk L t 2 X - - +AT?, I am Sue Kim. Watashi wa Suu Kimu desu.

9 3 L f i S " I 3 *L*~\TTo Yarnashita san wa sensee desu. n A 9 6 .

$ 7 ' ) - - 3 L l A 7 % 1 ) 3 F J 1 3 ' b - c - - F o Mearii san wa arnerikajin desu.

Mr. Y a w h i f a ik a teacher.

Mary is an American.

Wa is a member of the class of words called "particles." So is the word lzo, 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 gakwee and sesee in the above examples stand alone, d i k e 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 Iike gakusee desu is therefore ambiguous between the singular and the plural interpretations; it rnay mean "We are/you a d t h e y are students," as well as "I am/you are/she is a student."

It is very easy to form questions in Japanese. Basically, all you need to do is add ka at the end of a statement.

9 a = , P S f ( *L~TT, Ryuugakusee desu.

(1 am) an iatemtGmnl sturEenf-

9 @ 3 5: < - @ L Y F & ~ ' Ryuugakusee desu ka.

(Are you) a H i ~ t e m a t i o ~ a l student?

The above sentence, Ryzcugakusee desu ka, is a "yes/noW question. Question sentences may also contain a "question word" like nun2 (what). In this Iesson, we learn how to ask, and answer, questions using the following question words: nun.; (what time), namai

(how old), nannensee (what year in school). Note. carefully that the order of words in a sentence may be quite different from what you find in your language.

*h% &la Q'a'hTT-h~, Senmon wa nan desu ka. What is your mior?

(+i?hS,&Ll) ;Z~\Z*TT, (Senmon wa) eego desu.

(My major) is Eytglish.

'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 k v o pronunciations: =an and naai. Naa is used immediate- ly before dmu or before a "counter" like ji (o'clock). The other form, mmi, is used before a particle. Nani is also used in the combination nanl;jin (person of what nationality).

2 fa'X/L*TTha, Ima nanji desu ka.

What time is it now?

97'.j-3ctli Qx/%~~TT75~, Mearii san wa nansai desu ka. How old are you, Mary?

QPthk*~ h ~ - p ; t r a . N annensee desu ka.

What year are yo= in college?

( b w { CTTO ([ma) kuji desu.

It is nilae o'clock

C:'rgj 4rp3 9 \ T T , Juukyuusai desu.

I'm nineitem years old.

bchk*~\T-$-, Ninensee desu.

T & b tfA 2" 9 t3 3 &TT75*, Denwa bangoo wa

I a 6 a 7 3 4 3 ~ ~ , nan desu ka. lchi hachi roku no nana san yon san desu.

W7uat ii your Eekpkose amber? It is 186-7343.

No is a particle that connects two nouns. The phrase Toozai daigaku nu gakusee means "(a) student at Tozai University." The second noun gukmes provides the main idea" (being a student) and the first one T ~ o z a i daigdku 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 ("x's") in English, but that is not the only role no can play. See how it

connects two nouns in the following examples.

f r l - f k S h a TLblXLt"? Tukeshi's phone number Takeshi san no denwa bangoo

f3\75${ a, * ~ L * L \ daigaku no sensee

it l 3 h r"n $75." ( * L \ nihongo no gakusee

l=i3L,Ql f sb~&z { nihon no daigaku

a college profasor

a student o f fhe Japanese lamuage

@college i~ Japan

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.

3Here is what we mean by the "main idea." In the phrase Tukeshi san m dmwa Bangoo (Takeshi's phone number), the noun &wa bawgoo (phone number) is the main idea, in the sense that if something is Takehi's phone number, it is a phone number. The other noun Takeski san is not the main idea, because Takeshi's phone number is not Tak&.

noun, 03 noun,

T t main idea

further restriction

A phrase of the form "noun1 m noun? acts more or less like one big noun. You can put it wherever you can put a noun, as in the following example:

id Z ~ O - + / v - t t ~ \ l ~ ~ , Takeshi san no okaasan wa kookoo no sensee desu.

Takeski's mather is a high school teacher.

E x p r e s s i o n N o t e r a 1 - 8Db Ano indicates that you have some reservations about saying what you are going to say next. You may be worried about interrupting some- thing someone is currently doing, or soundkg rude and impolite for asking personal questions, for example.

[3tl/ZZb Both Rai and ee mean "yes" in response to yes-no questions. Compared to hai, ea is more conversational and relaxed. In more informal situations, ula 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.) T A f

Teacher: 7: 5 2 3 ? Mr. Smith? Sumisu san?

Student: M tl, Hwe. H ai

E3TTlj\b Soo desu ka acknowledges that you have understood what was just said. "Is that so?" or "I see."

Pronunciation of 1% b The particle t;t. is pronounced "wa," not "ha." It should be written with ki. All other instances of " wa" are written with b.

b f c L @I T Z 3 & 37-8667TB, - Watashi no denwa bangoo wa san narra no hachi roku roku nana desu. My telephone wuwber ii 37-8667.

There are a few exceptions, such as kow~~zkkim (good afternoon) and kmbomwta (good evening). They are usually written with 5, tv tZ 'It; - i2 and 7- h,if&g.

Plumbers b Many number words have more than one pronunciation. Refer to the table at the end of this book for a general picture.

tf 5

13 -ED and are both commonly used. I t~%,butpronouncedas ~ I Y I i n b s 3 & & (oneminute)and t 1 ~ 2

tl (one-year old). 2 tZ all the time- When you &e reading out each digit separately,

as when you give your phone number, it may be pronounced with a lung vowel, as tZl.1.

3 "dX, all the time. The part that follows it may change shape, as in 3 A&&, instead of 3 A&&.

4 L h, is the most basic, but fourth-year student is k ; B a X i - F t h and four o'clock is d; U. In some combinations that we will later kam, it is read as L (as in 'L.fi%?, April). The part that folIows this number may hange shape 'too, as in k. &&A.

5 2 all the time. When read out separately, it may be pronounced with a long vowel, as c-' 3 .

6 ?3 < , but pronounced as 5 9 in 5 9 &A. 7 Q te is the most basic, but seven o'clock is L Ei C. 8 t3 G , but usually pronounced as 6% -7 in iA d:-;, &X. and $2 3 3 tl. 9 3 o 5 is the most basic, but nine o?clock is < C.

10 L@4, butpronouncedas C g q in Cv~&."X/and U ~ 9 3 5 . 1 .

Giving one's telephone number b The particle .pro is usually placed in between the local exchange code and the last four digits. Therefore, the number 012-345-6789 is zero icki xi, saa yon go no, roku nana hachi kyuu.

@hreLlb The word se~see is usually reserved for describing somebody else's occupation. Watashk wa s a m e desu makes sense, but may sound slightly arrogant, because the word semee actually means an "honorable master." If YOU (or a member of your family) are a teacher, and if you want to be really modest, you can use the word kyooshi instead.

&hr b Sun is placed after a name as a generic title. It goes both with a given name and a family name. Children are referred to as chan (and boys in

..- ,.:.I . :'. ,

pa&culaf as kurr), rather than as sax. Professors and doctors are usually referred to with the title sensee. S m and other title words are never used in reference to oneself.

Referring to the person y w are talking to b The word for "you," anaba, is not very commonly used in Japanese. Instead, we use the name and a title like sun and sensee to refer to the person you are talking to. Therefore, a sentence like "Ms. Hart, are you Swedish?" should be:

I t & t r6 i f P b I\-t. SLEk x ~ 3 - ~ Y L ~ T ~ ~ ~ , Haato san wa sueedenjin desu ka.

It d k 7 L i T / "

instead of I\- b 3&, &;fcf..i3 ~ 3 z - r " Y V h / T ? h ~ ~ Haato sari, anata wa sueedenjin desu ka.

Japanese names b When Japanese give their name, they say their family name first and given name last. Usually, they don't have middle names. When they introduce themselves, they often say only their family name. Here are some typical Japanese names.

Family name

S t ? Satoo

TT-3 Suzuki

fz $1 12 L Takahashi

b l k - 5 Itoo

Given name Men Women

v 5 t w4 r Hiroshi Yuuko

~ 1 % 4 4 lchiroo

i?;tXI c Kenji

m.5 3 Yuuki

2 341.4 Masahiro

&("a Megumi

B k S r Kyooko

(Numbers) ii

Q h

- F ~ / + L L \ zero ree

3XI san

k k / L / ( 1 ) yon shi (yo) ?-* C

go

G { roku

Q Q / L % nana shichi

1.3 G hachi

t"rg j L ~ S ; juuichi

U q j i : juuni

L*@j 3tL juusan

L"r95LAJL'@.9 L juuyon juushi

r*.p:* juugo

r@eJ?d juuroku

t"@3QP,./L'@? L G juunana juushichi

t"*.s",& juuhachi

Ct9- j 3 @ ? / ' C @ ? t juulcyuu juuku

I z r t -P? nijuu

3kL"@J5 sanjuu

LhU*? yonjuu

L*L+@j gojuu

& < C @ 3 rokujuu

Q Q C * ? nanajuu

! d G r t $ ? hachijuu

3rs - iL"@3 kyuujuu

vs { hyaku

A. Read the following numbers. @ (a) 5 (b) 9 (c) 7 (d) I (el 10

(f) 8 (9) 2 (R) 6 ( i ) 4 (j) 3

B. Read the following numbers. @ (a) 45 (13) 83 (c) I9 (d) 76 (el 52

( f ) 100 (8138 (h)61 (i)24 ( d 9 7

C. What are the answers?

(a) 5+3 tb) 9+I (el 3+4 (d) 6 - 6 (e) IO+9 ( f ) 8-7 (9) 40-25

t= U niji

t & U shichiji

S h C sanji

tit% t" hachiji

@ l;f (Time) @

8 L > & r 1 I2 z" U

ichiji yoji goji

, il: ? d l 2 ( C t*=lt'

a I rokuji kuji juuji

t E I

i :"> (TJ @ L ' @ ; l ~ % t ' C @ ? t c U L\% c l3tL

juuichiji juuniji ichiji han

A. Look at the following pictures and answer the questions. @

Example: Q : & \ 3 tdhL"T'P$ko h a nanji desu ka.

A : ~ ~ G L ' t & X , T T O Ichiji han desu.

B. Answer the questions. @

Example: Q : Z 1 3 h h T T h a o Tookyoo wa irna nanji desu ka.

A : r"*h 3 hL'-lvT, Cozen sanji desu.

7 : 00 P.M.

7 Nnrr Vnrlr 3 : 0 0 ~ ~ ~ . 1 : 00 P.M.

5. Bangkok

WL- 6. Sydney 3. Nairobi 4:OO A.M. 9: 00 P.M.

1/ 8. Rio de Janeiro 3:OO P,M.

@ Thral%hZj (Telephone Numbers) A. Read the following people's telephone numbers. @

Example: f : 283-9547 + E=Ga%$/v4, $ 4 3 ;1''1hQQ YarnasRita ni hachj san no kyuu go yon nana

a , d j 7 1 \

1. $79- 951-0326 Mearii

2. fz i t3 L Takeshi f i

3. 2- Suu ? l I B Y

4. a/\'- p Robaato

B. Pair Work-Read the dialogue below with your partner. @

A : TX/b :* 3 63 Q hTTdxo Denwa bangoo wa nan desu ka.

B : 283-9547T$, Ni hachi san no kyuu go yon nana desu.

A : 283-9547TTh0 Ni hachi san no kyuu go yon nana desu ne.

B : i i t b l , +?I TTo Hai, soo desu.

C. Group Work-Use the dialogue above and ask three classmates their telephone numbers.

name telephone number

Q lzlzhzlD A$< (L l Translate the following phrases into Japanese using (n (no). @

Example: student of the Japanese language -+ dL 13 t" Ql 21' < L \ nihongo no gakusee

1. my teacher

3. my name

5. Mary's friend

7. teacher of the Japanese language

2. my telephone number

4. Takeshi's major

6. student of the University of London

8. high school teacher

. Look at the chart on the next page and describe each person using the cues in (a) through (e). @

Takeshi san Suu san Robaato san Yamashita sensee

(a) nationality & ' , h I b 91 bj 7 i. A h ' ) +

Example: % 7' '1 - 3 b + % 7 J ) - S h i A 7% ' ) f i h L ? T 0 - Mearii san Mearii san wa amerikajin desu.

(6) year in school g, %, ? 1. L + & ? L .

Example : $ 7 ) - 3 3 %711- ' Ih t3 GZ&~+?L\TT, Mearii san Mearii san wa ninensee desu.

(c) age a r , & 7 ~ 7 a h 1 r \

Example: %7"]-$h + 9 7 ' 1 * $ ! ~ ( 3 c@?J 3 @ ? ~ L ~ T T O Mearii san Mearii san wa juukyuu sai desu.

(d) school & 5 h 1 I h w A l r 3 & ' l F t a '

Example: %71J-2tL + %7'11-3A13 79 'l*-?k.+~\$~< Mearii san Mearii san wa Arizona daigaku no

75s ( ~&c\T-$-~ gakusee desu.

(e) major h h 9 I h n b 1 i k

Example: 7 - A + $7 '1 -3 hC3 + X I $ C C C ~ ~ L ~ T ? ~ Mearii san Mearii san no senmon wa nihongo desu.

I ,4$"L;t;WL I ( Kirnura Takerhi I Kim, Sue

Nationality

Year

American

Age

School

Smith, Robert

2nd year

Major

British ( 4 7'1 x u " )

igirisujin Japanese

19

U. of Arizona

4th year

Korean (6.A z { U A)

kankokujin

4th year

Japanese

U. of London

3rd year

22

Tozai Univ.

business z r r ? ?

(r9;r.x) biiinesu

20

Seoul Univ.

history ( jk3 L)

rekishi

B. Pair Work-Ask and answer questions using the given cues.

: b r r computer i t : &

( x x = - y - ) konovuutaa

9 , d j 1 i > & a h ? $ .

Example 1: 9 7 ' ) - 3 h / 7 9 ' I f i U L Mearii san amerikajin

d h ~ q r * & & q h -

Q : %r'J-L4, la 7%'ltJ~:'h'il"Tdx, Mearii san wa amerikajin desu ka.

L~:+-/,/%-L\ Yamashita sensee

Japanese

, Tozai Univ.

(Japanese teacher)

A : 2 2 , %-jTTo Ee, soo desu.

w % r ' I i \

Example 2: % 7'1 -3 h / S h . h / v - @ ~ \ Mearii san sannensee

h i , 1 r 3

Q : $7'3 -5ktd: 3 X , # 3 t L * b ~ T - T 7 5 * 0 Mearii san wa sannensee desu ka.

A : L\L\Z, t=iklX/*~~T-$-* lie, ninensee desu.

Mearii san Arizona daigaku no gakusee * & ' J t '

2. $7'1 --$h/~%;4a&*L' Mearii san ichinensee

3. t 2 " z Cj L L / C = t S h C & Takeshi san nihonjin

4. k't? L s X//tct3/vtf~\itr'( a 6" *b\ Takeshi san Nihon daigaku no gakrrsee

5. k"rLtS, 'L '@531.s3 2 L ' Takeshi san juukyuusai T i + ;i 5 2 - h

6. X - - 3 ~ / Z ~ . s - ~ 2 ~ ~ Suu san sueedenjin i

7 . X - 3 A n L/if~\3*."L\ (economics) SUU san no senrnon keezai

Rohaato san no senrnon bijinesu . 3 U & Z

9. U p $ - b ?!X//&&h+3~\ Robaato sari yonensee z , i f h L :

10. U P T - ~ ~ X / / ~ C ~ @ ~ C ~ ~ ? ~ L ~ Robaato san nijuuissai

11. 9 3 t f ~ + h L + ? ~ \ / ~ = i a h C L , Yamashita sensee nihonjin

Yamashita sensee Hawai daigaku no sensee

A. Look at the chart below and describe each person with regard to (a) and (b).

1. i 5 h * & 3 i & okaasan

2. ~ E C L \ $ X , oniisan

(a) occupation/school a d j ' l t s

Example: f ; Z i 3,4, 4 z '+I ) -S/vO S L j $/, , I2 ;b'r\Lrb\/vcl, otoosan Mearii san no otaosan wa kaishain desu.

h . 6 1 1 '

Example: + %711-Sha gr -5 ) / Y c ~ L / , L ' a i ~ a ~ $ W f , otoosan Mearii san no otoosan wa yonjuuhassai desu.

Mary's host family

sr. isx/ otoosan

(father)

3 h okaasan

(mother)

Occupation/ School

t *"L shufu

& % L \ t e k \ k kaishain

(works for a company)

(housewife)

oniisan lrnooto

?:L @{ L Z j L j - @ h \ daigakuinsee kookoosee

(graduate (high school student) student)

6. Answer the questions using the chart above.

1. S Z j SXIt3 15a~\te~\X/To$75h, Otoosan wa kaishain desu ka.

2. s r 5. 2At i & F ~ ~ L \ T - T - ~ * ~ Otoosan wa nansai desu ka.

3. SiP& 3 /"4a *A+kc\'C'$is., Okaasan wa sensee desu ka.

4. S+dj 3 5% 2 ~hT- f -h* , Okaasan wa nansai desu ka.

5. i% tc~>$.X,bd hxL\ t +WL:,-ebT~~, Oniisan wa kaishain desu ka.

6. sG=~\shEa Q k S ~ ~ T - T h ' , Oniisan wa nansai desu ka.

7. L \ Z, j Z 13 EL\$; ( -ktkhTTbx, lrnooto wa daigakusee desu ka.

8.- L \ % Ij Z tA ~ & S L \ T + - ? ~ ~ , lrnooto wa nansai desu ka.

@ 2 &@a fib b I$ 3 (Review Exercises)

A. Class Activity-Ask five classmates questions and fill in the chart below.

Example questions:

;f; 3 5 2 t i ? (What is your name?) Onarnae wa?

* Z 3 3 f z hao (Where do you come from?) Doko kara kimashita ka.

L r' Z (occupation) id 2 A TTfi', Shigoto wa nan desu ka.

fbCt/&lX,*~~Tj-~'. Nannensee desu ka.

Q ~ 3 ~ q - j - $ ~ ~ Nansai desu ka.

*hi t hita QLT-F;S~, Senrnon wa nan desu ka.

B. Self-introduction-Introduce yourself to t h e class.

Example:

Major, etc. Name

h i i l L 3 1; X z I d C b 3 LT0 %7Y - ~ h - b T T O Hajimernashite. A ' ) Z Q

Mearii Haato desu.

7 1) 9 j f : ~ h $ z < 5; { *L\T& L ~ Z Arizona daigaku no gakusee desu. Ima

!~#~XI*L\T-~-, *h/#,Al2 tcC3hz*Tj-, ninensee desu. Senmon wa nihongo desu.

Nationality

L: '~P ~ ~ Q ~ $ c \ T . T , Z " ? F . " k 5 L ( . Juukyuusai desu. Doozo yoroshiku.

Occupation/ School Age

C. Class Activity-Ask your classmates what their majors are, and find someone who has the following major.

Example: Q : *h%hla fa'&T$hao Senrnon wa nan desu ka.

A : i:!3A Z*TTO Nihongo desu.

name

1. Japanese

2. economics

3. English

4. history

5. business

I T i m e / A g e

Ti me hours

kh'f; c ichiji

3ht sanji

L r yoji

:* r goji t

4 { C rokuji

L G U shichiji

13% tJ hachiji

(t" kuji

C @ ? L \ g 3 C juuichiji

rug j C C ~ juuniji

minutes

I ~ h - 3 ~ : : ~ I I L ' r 9 j ~ \ - d . " h lPPun juuippun

2 d=LaX, 12 C t - F j i = L s A nifun juunifun

3 3 ,4,-.2X/ 13 b 3 StLwi:A sanpun juusanpun

4 k kli:h 14 C:'rg 3 k ttYi:X/ yon pun Juuyonpun

5 <*,LA, 15 Y@5z*eiatL gof un juugofun

6 5 7 d : L 16 L"u9=75~+i."k ro p pun juuroppun

7 322-X/ 17 ~ ~ 5 . ~ ~ v i ~ A nanafun juunanafun

8 t d ~ d ~ t t / l d t : ~ L X , 18 C ~ ? l d ~ w i ~ A / ' happun hachifun juuhappun

9 ,4rgj,iaX, C @ 9 li%visA, kyuufun juuhachifun

10 Ck#9e2L 19 L a ? 3q$wi-L P P P U ~ juukyuufun

20 tcc :'7L,,j:tt nijuppun

30 SL,12*7ei:A sanjuppun

Age ~ & S L \ T T ~ * , / S L \ { ~ ~ T - ~ ~ , (Howoldareyou?) Nansai desu ka. Oikutsu desu ka.

-The counter suffix -- 3 t b is used to indicate "-years old."

I L > ~ $ L \ 5 ~ " S L \ 9 $ @ j ? w issai gosai kyuusai

2 i cSc \ 6 5 ( % > 10 C @ 7 3 ~ 1 nisai rokusai jussai

3 SX/SL\ 7 Q Q ? L \ [ I U r 9 ? ~ \ - = , 5 ~ \ sansai nanasai juuissai

4 k X / $ b \ 8 i 3 - 3 3 b h 20 t;f;7"r%* yonsai hassai hatachi

'For 20 years old, t;t f i t; ~hatachil is usually used, although i = t' @ 7 3 I (nil'msai) can be used.

a Mary goes to a flea market. h b j ? t \

1 % 7 l ] - :

Mearii TA3*tt, r h i a L \ ( h - r ~ h ~ , Sumimasen. Kore wa ikura desu ka.

2 : qjfita LL~FALLT~- , Mise no hito Sore wa sanzen en desu. #I A 'I r b

3 % ~ j - : f ~ i t r ~ ~ ~ ~ ~ ~ , c :'.(. bj, ha z u ~ \ t a L \ { c; ~ j - - h > , Mearii Takai desu ne. Jaa, ano tokee wa ikura desu ka.

4 A*a)'CTZ :': &&l2 3Ae t tL * th < ;2hTT, Mise no hito Are wa sanzengohyaku en desu. &3 A '1 1 ,

5 %7")-: k 3 TTh., &$LS f < h . ~ \ T $ & , Mearii Soo desu ka. Are rno takai desu ne.

6 a*GT)p?f : * ~ ~ & T ~ ~ P 2 h T T k o Mise no hito Kore wa senhappyaku en desu yo. * & ' I t >

7 % 7 l ] - : EP&, + c 3 Z I j t \ 2 ( t : 3 b ~ ~ Mearii Jaa, sono tokee o kudasai.

A man finds

8 Lh2L't.W Shiranai hito & & ' l i h

9 % T i ) - : Mearii

wallet on t h e ground.

r b t d -f:ihcr, 3c\,iaTT Kore wa dare no saifu desu ka.

b?zLG3 $ ~ \ ~ i a T - j - ~ Watashi no saifu dew.

a&> !I h" 3 Z 2 " ~ * ~ \ & -j-, Arigatoo gozai masu.

@ After shopping, Mary goes to a restaurant. i L L Z f z - ? 8 1 1 ~ ~ 3

I 5 ' ~ - b k X : ~ \ ( , q L + L \ ~ - @ ~ % = Z L - ~ Z"-j Fo Ueetoresu I rasshaimase. Menyuu o doozo.

2

3

4

5 6

7

8

W o r d s T h a t * r#t * .ih * a%jh * Y h

Z a * %!a *

z-0 * ibf t

Y r * 7't'r$z

F o o d * ~ . L \ L L \

P o i n t ko re

sore

are

dore

kono

sono

a no

dono

aso ko

doko

dare

oishii

sakana

tonkatsu

niku

menyuu

yasai

enpitsu

kasa

kaban

kutsu

saif u

jiinzu

jisho

jitensha

shinbun

teepu

tokee

toreenaa

this one

that one

that one (over there)

which one

this . . .

that . . .

that . . . (over these)

which . . . over there

where

who

delicious

fish

pork cutlet

meat

menu

vegetable

pencil.

umbrella

bag shoes

wallet

jeans

dictionary

bicycle

newspaper

tape

watch; clack

sweat shirt

* Words that appear in the dialogue C

nooto

Pen booshi

hon

notebook

pen hat; cap

book

P l a c e s otearai

kissaten

gin koo

toshokan

yuubinkyoku

restroom

cafe

bank

library

post office

C o u n f r i e s Ameri ka

Igirisu

Kankoku

Chuugoku

U.S.A.

Britain

Korea

China

keezai economics

konpyuutaa computer

bijinesu business

rekishi history

okaasan mother

father otoosan

M o n e y M a f t e r s * L\( 1; i kura how much

. . . yen

expensive

. . . en takai

E x p r e s s i o n s * L \ & - L + L \ ~ * irasshaimase Welcome (to our store) * (- & ) -j- ( . . . 0) onegaishimasu. . . , please.

* ( -2 ) < f<S&\ ( . . . O ) kuda~ai Please give me . . .

* t " ~ a & , jaa then . . . ; if that is the case, . . .

* (-4) ?!9 -P ( , . . 01 doozo Here it is.

* Z*? % doorno Thank you.

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 kwe, sore, and are.

t &la L X ( b-c$-hS, Kore wa ikura desu ka.

5Aeh2&T$, Sore w a sanzen en desu.

Haw much is this?

T h t ~ 3,000 yen.

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").

-: x. &+Ltd kJ7L;LQl +=/TTD Are wa watashi no pen desu.

* A ZjklA b k t a ~ 7 T j - , Kore wa watashi no pen dew.

+h12 b t z L@ K ~ T T , Sore wa watashi no pen desu.

There is also an expression dore for "which." Here we wiIl learn to use dore in sentences like:

rs"ktT-j-&~, Dore desu ka.

Which one is it (that you are talking about)?

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 dwe and mni cannot be followed by the particle wa. Instead, you must use the particle ga and say:

-i L Z*&hz & Q f = c ? ~ *>feTh', ~ o r e g a anata no pen desu ka.

Which m e is yoiw pen?

If you want ta be slightly more specific than kore, sore, and are, you can use kmo, smo, and a m together with a n m . (Note here that the re series must always stand alone, while the m series must always be folbwed by a noun.) Thus, if you know that the item in your hand is a watch Ctokee), instead of:

Zt-lAd ~ k < h T T & - o Kore wa ikura desu ka.

you can say:

Z 9 Z & f W 2 L \ ( hT- j -&~o Kona tokee wa ikura desu ka.

How much jS this?

HOW much is this watch?

Similarly, if you are talking about a watch that is held by the person you are talking to, you can say:

+ a r t-$~lta ; x / - t ~ . ~ x / ; ? _ ~ ~ ~ - j - ~ Sono toke wa sanzen en desu.

That watch is 3,000 yen-

And if the watch is far from both the speaker and the listener, you can say:

& ~ r ) Z d ; f ~ \ 1 3 3&-85Lz*lP+ ( RLTT, Ano tokee wa sanzengohyaku en desu.

That watch over there is 3,500 y m .

If you already know that one of several watches is 3,500 yen but do not know which, you can say:

z*9rc3~\6~ ~ h ~ ~ / t + v + ( ; ? - ~ / - r ~ f i ~ , w ~ ~ ~ w u ~ c ~ ~ ~ ~ ~ u o Y ~ v E ~ 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:

zf i (fa--> Z@ noun (Ig--) close to the person speaking

33% (kt-) 503 noun (la--) close to the person listening

(13~) 603 noun (I$--) far from both people

(f j ;-) noun (fi5--) unknown

In Lesson 1, we learned how to say things like Mean? san no denwa bangoo (Mary's phone number) and Takeshi san no okaasa~ (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.

z$%ta iPr'#Ln h*t%t lTThao Kore wa dare no kaban desu ka.

Whose bag i s this?

+&la Z s r L o $ * I f A t f , Sore wa Suu san no kaban desu.

That is Sue's bag.

We: will learn just one more ko-so-a-do set in this lessan: koko, soku, u s o h , and doko are words for places.

7 - LL here, near w.w

?EZ fhere, mar you

$;kZ over there

EZ where

You can ask far direti~rms by saying:

TkS,2*A, Ljp?ilF'A,41 ( I 3 Z * Z T T - ~ > ~ Surnirnasen, yuubinkyoku wa doko desu ka.

E x m e me, where is fhe post office?

If you are close by, you can point toword the post office and say:

(@jZP*h$a { (3) &%tTT, (Yuubinkyoku wa) asoko desu.

(The post office 5,) right over there.

We will learn how to give more specific directions in Lesson 4.

In Lesson I, 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."

f= CT L 2 u a it tzx/c~,-c+"p, Takeshi san wa nihonjin desu.

& % r s A % i=~3ArLT- f0 Michiko san m r nihonjin desu.

Takahi is a Japanese person.

Mkhiko is Japanese, &.

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.

-.---. 3

.----- . , ! A [ ( TF, . a 8 r 8 s

8 .

A is X. i B i [ x i ?To , . - . m ..-..A . - - - - *

B M i s X .

+ 4' two items shared property'

To negate a statement of the farm X wa Y desa, where Y is a noun, you replace h a & 2

with ja apdmsn.

Ji33E3Sttd hP( i t~ \ t "+&93- tS-ho l k & Y a m d a i s ~ o f a s t d ~ n f . Yamada san w a gakusee ja arimasen.

'We cannot use nao to describe a situation like the folIowing: Our friehd, Pat, has dud citizenship: Pat is a Japanese, but at the same -time, she is an Americart To describe the second half of this situation, we cannot say, P ~ t t o m ~ m & a j k desas, because the sentence would mean that Pat, in addition to sdmebady that has been mentioned, is an American- Neither cari we say, Pcaifu wza d a i b z m dem. (Japanese speakers would say, Patto ma amdajivt dma nrkwases.) 'In the dialogues, there are two sentences that end with d m , which call for special attention: Are m tdad dmtl we (That one too is expensive), and Oishii desas yo (It is delicious). These sentences cannot be negated by replacing d m with ja a n h s e ~ , because taka%' and okhii are not nouns. Are n%o takai ju ~~nwbpett and oiskii ja a d m are therefore not grammatical. Instead, m e would have to say f ~ k a k a r i m m and uishikzr a?+mmm. We will learn about the conjugation pattern of adjectives in Lesson 5.

Ja in ja arimase~ is a contraction of dewa. In written Japanese, the uncontracted form is more common; thus, the above sentence more likely appears in writing as Yamada sari

wa gakusee dewa arimasex.

affirmative: ( X I$) Y FTo X & Y.

negative: (X 12) Y 6 + 8 9 %ePvQ X i~ isnot Y.

Statements often end with the tags ne or yo, depending on the way fhe speaker views the interaction with the listener. If the speaker is seeking the listener's confirmation or agreement to what has been said, then ~zs ("right?") could be added.

7 r b

')-$&a - t kh%h&3 ,i:X/hs( TTita, Ms.Lee,yourmaj~risliterature,~ght? Rii san no senmon wa bungaku desu ne.

sh13 i - { L'*&;&, 3a*x/h, Kore wa niku ja arimasen ne.

This is mt meat, is it?

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.

Z h h > - l a S753QCeh!J 3 W d 0 Tonkatsu wa sakana ja arimasen yo. Let me assare you. "Tozkatsu" is not faSkt. f k f i > F ' l T xrx;cshta .~T-~JZLLT-~-.L, Surnisu san wa igirisujin desu yo.

(In case you're wondering,) Mr. Smith is Brifish.

E x p r e s s i o n N O * . $ @ ) u.&S IfA,

(-&)<EeLlb ( . . . O) kzdhai is "Please give me X." You can use it to request (concrete) items in general.

(-&)ifi&fiqL\b%yb ( . . . 01 megaishimmu too is a request for item X. When used to ask for a concrete object, ( . . . 01 onegakhimu sounds slightly more upscale than ( . . . o) kudcasai. Jt is heard often when ordering food at a restaurant ("I will have . . ."I. ( . . . 01 o n e g a i s h h u can also be used to ask for "abstract objects," such as repairs, explanations, and understanding.

(-%)EjF b ( - - - 0) doozo is used when an offer is made with respect to item X. In the dialogue, the restaurant attendant uses it when she is about to hand the menu to the customer. It may also be used when a person is waiting for you to come forth with item X; a telephone operator, asking for your name, would probably say Onanaae o doozo. (0 is a politeness marker. Therefore onamae is "your honorable name.")

On the pronunciation of number words b Note that the words for 300, 600, 800, 3,000 and 8,000 involve sound changes. "Counters" whose first sound is h, like h y a h (hundred), generally change shape after 3, 6, and 8. Some counters that begin with s, like sen (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 (juu), hundreds (hyaku), and thousands (sen), which are found in Western languages as welI, Japanese uses the marker for tens of thousands (man). Thus 20,000, for example, is niman (=2 x 10,000), rather than rtiiuusm (= 20 X 1,000). While the next unit marker in Western languages is one milfion, Japanese describes that number as 100 x 10,000, that is, hyakumun.

More complicated numbers can be considered the sums of smaller numbers, as in the following examples.

234 567 = 23 x 10,000 Is C 9 3 3 A h/ (nijuusanman) z-xv &3-

4 X 1,000 br A,%!& (yonsen)

5 X 100 = U p < (gohyaku)

6~ 10 3 < C tg~ 3 (rokujuu)

7 8 Q (nana)

@$3I; (Numbers)

I 100 ?Ye < hyaku

200 t:v.i-. < nihyaku

sanbyaku

400 1 kV+ < yonhyaku

500 L*V r. < gohyaku

rappyaku

700 QQV+ { nanahyaku

happyaku

600 3 ~ ~ 5 V . t . { kyuuhyaku

sen

c=*X, nisen

G < * A rokusen

QQ*#4, nanasen

10,000 tL ichiman

20,000 4x3 A n i man

30,000 3 / t 3 / L sanman

40,000 k k 2 & yon rn an

50,000 Z*3. A goman

60,000 6 < rokuman

70,000 Q Q 3 A nanaman

80,000 C;;S2;3 k hachiman

w o a o 3 @ 5 2 kyuuman

A. Read the following numbers. @

B. Look at the pictures and answer how much the things are. =-..

Example: Q : L l ( bT-$-$xo Pen wa ikura desu ka.

Hachijuu en desu.

- X,

Ex. 2

C. Pair Work-One of you looks at picture A and the other looks at picture B

(p. 50). (Don't look at the other picture.) Find out the price of all items.

Example: A : R /I, V07 Cd L < & TT &', Enpitsu wa ikura desu ka.

I3 : ve < 2&T3-0 Hyaku en desu.

Picture A

A. Items (1) through (6) are near you, and items (7) through (12) are near your friend.

Your friend asks what these things are. Answer the questions. Pay attention to

Z h (kore) and %h (sore). @

Example 1: Your friend : Q AT-j-$k, Sore wa nan desu ka.

:̂ x. You : Z -esTT,

Kore wa pen desu.

Example 2: Your friend : : )z (3 3 /Y Tf Kore w a nan desu ka.

Z l r 2 Q A

You: PL-j--T--$o Sore wa toreenaa desu.

6. Look at the picture and tell what each building is. @

Example: Q : X/Tj*a, Are wa nan desu ka.

A : A h t A Z L a h*h 'T$ , Are wa toshokan desu.

Ex.

C. Pair Work-Point out five things in the classroom and ask your partner what they are using Lfi (kore), 5;tz (sore), or &fi (are). Refer to the picture on p. 53

for the vocabulary.

Example 1:

A : & h i 3 QLT-j-fia, Are wa nan desu ka.

B : Z i f ~ \ T - " p , Are wa tokee desu.

Example 2:

A : + j h . t l QXIT-f*~, Sore wa nan desu ka.

% 6

B : t w a ~x=j-, Kore wa pen desu.

D. Pair Work-One of you looks at card A and the other looks at card B (p. 51). Ask and answer questions to find out the price of each item. Use ZC5, (kono), tcD (sono), or (ano) appropriately.

Example: Customer : L a &a k ti L ( L; TT h x ,

Kono hon wa ikura desu ka.

Store attendant : i=+?ttVe < z AT?, Nisen hyaku en desu.

Card A

Part I. You are a store attendant. Tell Part 11. You are a customer. Ask for the the customer how much each item is. prices 'of items (1)-(5).

Pair Work-Point at each item below (picture A) and ask whose it is. Your partner

will refer to the picture B (p. 52) and tell you who it belongs to.

Example: A : Z kz 43 fsfi c3 hx ti. TT&., Kore wa dare no kasa desu ka. n h l i b

B : $7 '1-$A@ ha5TT, Mearii san no kasa desu.

Picture A

Switch roles with your partner.

@B%ft";shr% tjRIZhrl;hPf Look at the pictures below and describe each picture. @

Example:

S Z i S h t A G113X/t'h/T% Otoosan wa nihonjin desu.

S h * & 3 h S i ~ ~ 3 ~ ~ ~ ~ ~ ~ 0 Okaasan mo nihonjin desu.

Ex. Japanese Father Mother

(1) second year

Mary Tanaka

(4) z Gf L \ tokee

(5) vegetable

(3) 22-years old

Takeshi Robert

(6) U. of London students

A. Look at the chart on the next page and answer t h e questions. @ a h & ? c r

ExampIe: Q : 9 7 1 1 - $ A t 3 1~13X,cX/ -p$ -$a , Mearii san wa nihonjin desu ka.

& a h 1 r ) .

A 2 . C - i S X . C / Y L ' p & q a * ~ o p$I,fic/&T-j-, lie, nihonjin ja arimasen. Amerikajin desu.

1. Ak-? t 9ht3 -f;@ i :+C L'hCTh*, Takeshi san wa chuugokujin desu ka. 4 IZ B t: & & ' I d .

2. Dl<-- j. 3 At3 7% 73 UX/*C*-j-&., Robaato san wa amerikajin desu ka.

3- 0 3 L f;*XI*~\l2 f i l l " ; ( ~ ~ T - g - 6 . 0 Yamashita sensee wa kankokujin desu ka. 4 1 K h Y

4. a)<- 1. 3Ao +!-A,% Ar2 ~ = & z & ~ * - p j - ~ ~ ~ Robaato san no senmon wa nihongo desu ka. t i

5. X - S h Q l +FL,& Al2 C - f ~ ~ F w p j - h ~ ~ Suu sari no senmon wa keezai desu ka.

6. f ~ 4 - f L 3 /;id Y i F ~ l t < b \ $ < ( a $.. { *rlT-j-&h, Takeshi san wa Toozai daigaku no gakusee desu ka.

r h h 1 L 1 & & E X . 7. 9 7 1) - 5 x/ta n 2 F =/~"<LW { QI d2 ( +k~>Tlrf-lr*,

Mearii san wa Rondon daigaku no gakusee desu ka.

8. i?= Cj L 3 AE3 t z iQk*~ \c i l " *k~ , Takeshi san wa ninensee desu ka. -f i

9. 2 - 3 xlta L ~ ~ ; & A + ? L \ T T & ~ ~ Suu san w a ichinensee desu ka. 5 E h Y

10. a/<-- k 3 h i d t a h * ~ ~ T T h ~ , Robaato san wa yonensee desu ka.

Nationality I American 1 Japanese I Korean I British I Japanese I

B. Pair Work-Ask your partner whose belongings items (1) through (7) are. Your

School

Major

Year

partner will refer to the picture on the next page and answer the questions. * & I ) b l

Example: A : Z h G d % 7 ' ) - 3 h @ SL\,<~TT$~, Kore wa Mearii san no saifu desu ka.

U. of Arizona

Japanese

2nd year

lie, Mearii san no saifu ja arimasen. 1 6.

A : ' I - ~ & c T ) S ~ h , i X r f h ~ , Kore wa Rii san no saifu desu ka.

9 b >

B : 22, ')-SLa ~ L \ L S T - $ - ~ Ee, Rii san no saifu desu.

Tozai Univ.

history

4th year

Seoul Univ.

computer

3rd year

U. of London

business

Tozai Univ.

(Japanese teacher)

4th year

* & 9 b b

97')- Mearii

a j z Yoo ko

@ b &a@ #"Lh 1/ @ 3 (Review Exercises) A. Role Play-One student is a store attendant. The other is a customer. Use

Dialogue I as a model.

B. Role Play-One student is a waiter/waitress. The other student goes to a restaurant. Look at the menu below and order some food or drink, using

Dialogue II as a model.

Pair work @ C.

Example: A : 2 XlV9 tA t: ( l; T T h a , Enpitsu wa ikura desu ka.

Hyaku en desu.

Pair Work @ D.

Example: Customer : z 13 63 l\ ( 6 TT f i x o Kono hon wa ikura desu ka.

Store attendant : C=+X/iY+ ( Z hTT, Nisen hyaku en desu.

Card B

I

Ex. (3)

Part I. You are a customer. Ask for the price of items (1)-(5).

Part 11. You are a store attendant. TeIl the customer how much each item is.

Pair Work @)

Example: A : LkLba fs#'L@ h'sTTi3', Kore wa dare no kasa desu ka. K l & ' l t >

6 : %7'1-3/La &+TTo Mearii san no kasa desu.

Picture B

-f 5 2- Suu Takeshi Mearii Robaato Yamashita sensee

I l n t h e C l a s s r o o m

Useful Expressions

b15.3 3 I# k, I understand. /I understood. Wakarimashita.

&?$%!I a%&, I don't understand./I don't know. Wakarimasen.

@=I ( rJ b h 7 - C ( ~ S S L ~ ~ Please speak slowly. Yukkuri itte kudasai.

& 9 ~6 Z* L ~ I f { f2-3 L L ~ Please say it again. Moo ichido jtte kudasai.

I

G 1 7 Z 3 7 T ( ? S 3 h l Please wait. Chotto matte kudasai.

?-ba$g% Making a Date

a Mary and Takeshi are talking.

@ On Sunday morning, at Mary's host family's.

Takeshi: Mary, what do you usually do on the weekend?

Mary: Let's 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 is a little bit [inconvenient] - . . ) Takeshi: Then, how about Sunday?

Mary: That's fine.

Mary: Good morning.

Host mother: Good morning. You are early, aren't you?

Mary: Yes, I'm going to Kyoto today. 1 will see a movie in Kyoto.

Host mother: Good. Around w h t 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.

Enterfuinment and Sports

Foods and Drinks

ak, 5 Z"II h s 3 t-f

3-t-

* t3XI X/

Places

t 15

* 9 %

Time

& 5 bi L k L \9

* 915 * Z h23*."h

* L @ 9 2 9 * r'k-iilP * l t G k 5v

movie music magazine

sports date (romantic, not calendar)

tennis

TV video tape; VCR

$fi%@x bf-eakf ast i%% sake; alcohol

%% green tea coffee

Y%&t& dinner hamburger

&@I@ lunch

$ water

home; house home; house; my place language Iab school

morning

tomorrow

when

today at about

tonight

weekend Saturday

Sunday

* Words that appear in the dialogue

I r r e g u l a r V e r b s

< b * -jt-g * + L ~ L ~ T & % % T G

A d v e r b s ;ti 3 9 4- negative

-E +?* k 4- negative &% * f ; ~ \ f t \ A* * Gdr7Z

r 3 r " 3 Q.;T k <

E x p r e s s i o n s * +=, TT12a * T & * z*? TjW

4tE every day 3 k \ t r &

3 t\t$X/ -@a every night

U - v e r b s * L \ {

* h a & &

'4 . (" a)$'

13 Q 3-

to go (destinatian t I/%) to go back; to return

(destination i= to listen; to hear (- 2 to drink (-4) to speak; to talk

(hng?cage 2lT) to read ( -2 )

to get up

to eat (- % ) to sleep; to go to sleep

to see; to look at; to watch

to come (destinatks 1 ~ / 2 )

to do (-4) to study (-2)

good early

not much not at all

usually a little

sometimes -

often; much

&.

That's right.; k t me see. hut How about . . . ?; How is . . . ?

G r a m m a r 13 i% I$3

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 negative forms.' There are two kinds of verbs that follow regular conjugation

patterns, and an example of each is beloiv.

1 ru-verb u-verb 1 / verb bases tabe ik

dictionary forms (to eat) E< (to 90) ~ L I

present, affirmative &<bb 5 S Z T L)

present, negative &<a@h stems i4

t;

&-;. 4 belongs to the group of verbs called the "ru-verbs." RZL-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 mnszc

and masen, instead of YU, to the bases. We learn four ru-verbs in this lesson:

Another major group of verbs is called the "u-verbs." The dictionary form of an a-verb like f i { can be broken down into the base (ik in f ie above example) and the suffix u. The

I 1

long forms like $T 1 3 -if and 6 3 3 * h, then, are formed with the base plus suffixes 1 > I%

i m s u and imasen. You may find the u-verb conjugations sIightly more difficult than the ru-verb conjugations, because of the extra vowel i. We learn six u-verbs in this lesson:

h he use of the term "dictionaxy forms" is by no means restricted to listings in a dictionary. They also appear in various constructions in actual sentences. We will learn their uses in later chapters. Don't be misled by the names given to the long foms 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 foms, not the meaning of these verbs.

In later lessons, we will have many opportunities to refer to the parts like $k< and E 3 , t I r

which come before 3 T and 3 * A 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 a-verbs) "stems."

In addition to ru-verbs and u-verbs, there are two "irregular verbs." Note that the voweIs in their bases are different in the short (dictionary) forms and the long forms.

irregular verbs

dictionary forms

present, affirmative

present, negative

35 (to do)

l/S* tBeh

1 sterns b

< Q (to come)

$25 3beh

These two verbs are also used to form compound verbs. In this lesson, we learn the verb &S 9 6 , which conjugates just like the verb -;f 8. *L?'i?

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 ;T;i- < -

L L

$7 3 f T. This is especiaIly important with verbs that end with the hiragam b , because t l

they may be irregular verbs like 3- b and ( 6 , 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 apply

to them, you know why it is wrong to say X IL 1 3 9 and XHir 4 -f.' K d'*

EB (= a ru-verb) (= an u-verb that ends with 5) B fiz

verb bases mi kaer

long forms W,d$/Sbt% P W %I'T h'x

$S!9%6/IIbD$Wh, stems E!

a9 Eu3 7i'X

'Things are not as bad as you might expect after reading the above paragraph. The key lies in the second from the last syllable in a dictionary form. The irregular verbs set aside, if you see the vowels a , o, or u right before the final 4 , you can be absolutely sure that they are a-verbs. (We have not learned any such verbs yet.) Unfortunately for us, the logic does not follow in the other direction; there are m-verbs and u-verbs that have the vowels i and e before the final 4 . 2 5 has the vowel e before 4 and is a

I>

ru-verb. 'R 8, on the other hand, has the same sound sequence, but is an u-verb. n- L

In this lesson we learn about a dozen ve rb that describe basic human actions. Thew are often called "action verbs," and the "present tense'' of these verbs either meam (I) that a pezs'son habitually or regularly engage in these activities, or (2) that a person will, or is planning to, perform these activities in -the future.

Habitual actions:

1 often watch TV.

% 7 I) - 3 k I3 Z 3 ~ " 3 $1 c"b3X/ 2 3 -kkxl, Mary sometimes doesn 't eat breukfarf. A i f:

Future actions:

1 will go to Kyoto taorrow.

Sue will nof return home today.

Nauns used in sentences ~rnerd1y must be foll.2awed by gar&icIes, which indicate the relations that the nouns bear to the verbs.' Ia this lesson, we learn four particles: T, kc, "., and 8 .

T The particle T indicates where the event described by the verb takes placee4

HS%T*2%&&T0 r L *&X-ISX. 1

I will read books iz the library.

-i G z T t / Y $ R f To L,

I will watch TV at home.

(L The particle G = 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 pIace.

(I) goal of movement

I will lzot go to school today.

1 milk retarn home.

3 ~ n spoken language, particles are often "dropped." We will learn more about such cases in Lesson 15. "In later Iessons, we will be introduced to verbs that require particles other than T to express location.

- - . - - - - - .

(2) time

I will go to Kyatu on Sunday-

1 will go to bed at elmera.

(Some time words stand alone, without the particle C: tagging along, which will be discussed in Section 4 below.)

Approximate time references can be made by substituting 2"5 or r'5 1: for t : . Thus,

-+-%<*& (I=)Ef To I will go to bed at ubout ekeves. L ' m - i l l i j U h

4 The particle 2, 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."

Note that - may replace the particle it only in the goal-of-movement sense. The particle 4: for time references and other uses, which we will learn about in later lessons, cannot be so replaced.

The particle 2 indicates "direct objects," the kind of things that are directly involved in, or affected by, the event. Note that this particle i s pronounced "o."

I l i s t e ~ to' tapes.

I watch TV.

You need the particle br with U) the days of the week like "on Sunday," and (2): numerical time expressions, like "at lo:&," and "in September."

1 get up at l0:42.

I will go buck in September.

You do not use the particle C: with (I) time expressions defined relative to the present

moment, such as "today" and "tomorrow," (2) expressions describing regular intervals, such as "every day," and (3) the word for "when."

1 will c m e tmrrow.

1 watch TV ezlery ewming.

When will you go?

You normally do not use G: with (1) the parts of a day, like "in the morning" and "at night," and (2) the word for "weekend." Unlike words like ih L f z and 4P!! above, how-

3 rxrrx. ever, these words are sometimes followed by G : , depending on styles, emphases, and personal preferences.

I read the newspaper ia the morning.

What will you do on weekends?

You can use 2 I= the present tense negative verb, plus the question particle) to extend an invitation. It should be noted that its affirmative counterpart, 2 TBs, canlzot be so used. Thus a sentence like &5TlatL Q 3 33. can only be construed as a question,

U 5 t:

not as an invitation.

What do you say to having lunch with me?

Sou~ds great.

Wikl you play temzis with me?

Um, it's slightly (zmmoenimf for me nt thiq mmmt).

Japaue sentences are fairly flexibie in €he arrangement of ekments that appew in them. Generally, sentences are made up of se~esai noun-particle sequences followed by a verb QP an adjective, which in turn is often fallowed by a sentence-final particle such as a=, &, ou k . Among ihe noun-partick sequences, their relative orders are b a large extent &ee.

A typical sentence, therefore, looks like the following, but several other arrangements of noun-particle sequences are also possible.

L T a+zg %BL$T, bf:L ? i i Y Lkd-X. 1- 13X, : + 3 2 ?

topic time place object verb

1 will study Japanese a'= the &raw today.

w a dt: 4=%tv5 3 % - wo *f:L L t ; U 5.5 topic frequency time goal verb

I ofken go back home at around seva.

You can add a frequency adverb such as -&El (everyday), k ( (often), and Z 3 ~ ' 3 3 r , l - t j

(sometimes) to a sentence to describe how often you do something.

1 smtimes go to a coffee shop.

In thisjesson, we also learn two adverbs which describe how izfrequmt an activity or an --/-- -- -._ -' event is; +??A+Fk (never; not at all) and 25 3 'I (not often; not very much). These adverbs

anticipate the negative at the end of the sentence. If you use *X/+frt or 25 2 1 , in other words, you need to conclude the sentence with 1 *A.

I do mt watch TV at all.

Takahi dues nut sfudy much.

As we saw in Lesson I, the particle M presents ~e topic of one's utterance ("As for item X, it is such #at. . ."). It puts forward the item that you want to talk about and comment an, You may have noted that the topic phrases in sentences such as % 7 '1 - 3 ttME%ik

SLh&ict>

TT (Mary is a third-year student), and %~3SBE3id B +S?T (My major is Japanese &&L *A,&& 4: ItL 2

language), are the 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 rmonsubject phrases are made topics with the help of the particle kt.

rrr 'I --%A, s s r a t = t ~ ~ t \ ~ ~ L ~ T ~ ~ , b j 3 3

Mary, mhuf do jorr usually do FIE^ we~kmd?

+s Ea3@c=.SSji 3g-, 3 x 3 I l i Z t >

I'm gozng to Kyoto todoy.

In the above two examples, Cd 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 weekends?" "Let me say what I will do today; I will go to Kyoto."

RZ*ldAfld ? rr/v

How about dinner?

In this example, Id is used rn directing the listener's attention and thereby inviting a comment or completion of a sentence. You may also note that the broached topic, R t*ld

rzd, A, does not stand in subject relation to the verb, but is rather its direct object.

~ s ! / - b E x p r e s s i o n N o t e s @ )

fi</%S b When you move to a place where the hearer is, you say "I'm Ll < coming." in English. However in the same situation, SEAEf3 3 T is used in

L L,

Japanese. SfFB is a movement toward the place where the speaker is. 5 < < CI

is a movement in a direction away from the speaker.

speaker's viewpoint) I

5 & 3 &b G dr 3 2 literally means '<a little,'' "a bit," "a small amount," as in % k 7 2 < FSts IPIease give me a Little) and 3 r 7 2%-T ( fZScl

% (Please wait for a moment). It is commonIy used for a polite refusal. In this

I case, it means "inconvenient," "impossible," and so on. Japanese people don't narmdy reject requests, suggestions, or invitations with t 3 t 3 A (No),

/ because it sounds too direct.

A : *@El t~%fi@E% %!tLfi~p Will YOU seg a movie on Saturday? E L 3 fJ ft3s A

l3 :*EEli&. t3&-3k0 F k3 IF

Saturduy is not convmimt- (lit., Saturday is a little bit*)

P r a c t ;ncv L93

i c e

@ Z K P * Z ~ % T k ha I%tb

A. Change the following verbs into -23 and --bI?h. @

B. Look at the pictures below and make sentences using the cues. @ (a) Add the appropriate verbs to the following direct objects.

Example: $k% + %%PS$k3To 7 - L 3. > . < - , -

Ex. %% r ;< L

(1) 7 - 7 O

coffee shop/3:00 college/every day

(b) Add the place to the above sentences.

Example: library + E!/%@-c="%% ?? s-4 3 To Y L r d . A Y T L 2

C. Lwk at the pictures below and make sentences using the cues. @

Example: go to the post office + %@6 i=e 3 3 To W j W X . 3 r i t b

(I) go to the library (2) come to school Ex. go to the post office

(3) come to the coffee shop (4) return home

Sunday

(5) return to the U. S.

tomorrow

D. Pair Work-Make questions, using verbs we have learned in this lesson.

Example: A E l ~ @ T % S ~ S 4 $ . T 6 ~ o L " c - t I

8 : 22, % & 2 - j - , / ~ \ ~ \ 2 , %A$*&, a a

E. Pair Work-Guessing game

Ask questions and find out the items your partner has chosen.

i 1. Before you start, both of you will choose one item in each row of the table

and mark it. 2. 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.

3- 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.

j 4. When you have asked questions about all the verbs in the table, switch 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 : %Eice? i#$dh, At-: j I N

I3 : ' t > ~ v E , e3 &*,Lo L.

A :%&*-fi3f T75% 3 7 r x

6 la L h, f i 3 2 To (A guessed what B marked, therefore A won.) I .

library

cartoon( 2 h.69

coffee

Japanese book

tennis

--I373 i, 3

- 2 K 3 - P A

-2eka2-p rn

--i2%&3-T L

- - % L a ?

coffee shop

video

water

magazine

telephone

post office

T V

sake

book

date

school

movie

green tea

newspaper

study

A. Look at Mary's schedule and answer the following questions. @ Mary's Schedu l e

7:30 A.M. get up ..............................................

8:OO eat breakfast ..............................................

8:30 go to school ..............................................

12:OO eat lunch .............................................

3:00 P.M. drink coffee ..............................................

4:OO play tennis ..............................................

500 go home ............................................. 6:30 eat dinner

..............................................

7:OO watch TV ..............................................

8:OO study ...............................................

11 :30 go to bed

13. Pair Work-Ask your partner what time they do the following things.

Example: A : fi% 41% 3 2 T$ao r,.& U %

Your partner's s chedu l e

time .........................................................

1 get UP .........................................................

( ) eat breakfast .........................................................

) go to school .........................................................

) eat lunch .........................................................

( ) go home ,.................................... .....................

( ) go to bed

C. Look at the pictures in I-B (p. 65) and I-C(p. 66), and add the time expressions

to the sentences. @

Example: 2:00 + =%i=B%@?*??%&$T, C: L' r L 1 h . k M/Y rt

@ ~-k-anasvhn\ a

A. Make suggestions using the cues below. @

Example: drink coffee + 3 - k - 5? &A 3 a', 0

I. see a movie

4. eat dinner 7. drink tea at home

2. come to my house 5. study in the library 8. listen to the music

3. play tennis 6. talk at a coffee shop

B. Pair Work-Ask your friend out for the activities in the pictures.

Example: A : f&Eh 2 2 +? k h., 1 ; k

B : L \ L \ T T ~ , / j j A, G k 7 Z.---.-,

Ex.

Baa*esaaq SLI [=%ah a

How often do you do the following activities? Answer the questions using the

expressions below.

Example: Q : *&%h3T.hxo 1 t X a

A : 22. 1 < : % A 2 - $ - o / ~ ~ b ~ 2 . 9%&3*h* I I

@ 2 &&(nsg (Review Exercises) %LhrL@3

A. Answer the following questions.

B. Tell your classmates what your plans are today/tomorrow/on the weekend.

Example: 4 8 L A = ~ l = L L G = ~ 3 3 ~ , Z % ~ Z H ~ @ C B + % B & ~ & L ~ T ~ i - i 1: U u ~ m c I * 5X. t Y C 16.k I: lih : -v/vfi

C. Class Activity-Find someone who . . .

I. gets up at 7 o'clock.

2. eats breakfast every day.

3. speaks French.

4. watches T V at home.

5. listens to Japanese music.

6 . plays tennis.

name

D. Suggest to a classmate that you do something together over the weekend. Use Dialogue I as a model.

?na7@7-b The First Date

A - Z E E ~ 7yLl a D i a l o g u e

a Mary goes downtown.

@ In the evening, at Mary's host family's house.

@ On the phone.

Mary: Excuse me. Where is McDonald's?

Stranger: It is in front of that department store.

Mary: Thank you.

M w : I'm home.

Host father: Welcome home. How was the movie?

Mary: I didn't see it, Takeshi didn't come.

Host 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: Yes. I took many pictures at the temple. I also went to a department store.

Here's a souvenir for you.

Host father: Thank you.

Host mother: Oh, Mary, you had a phone call a little while ago.

Takeshi: This is Kimura.

Mary: Hello, is this Takeshi? This is Mary. Takeshi, you didn't come today, did you?

Takeshi: I went there, 1 waited for one hour in front of the B2iagen-Dazs place.

Mary: Not Hiiagen-Dazs, McDonald's!

Takeshi: McDonald's . . . I'm sorry!

N o u n s Activities

r ~ w v 7 5 X k \ t fi 97.x

People and Things

A 2 a'f= L

* L z+$ TI3 h

* L e t L -3< i?

T bz / C )

* u'z

Places

* % T b r i 2h 2 - f f - -. * f /<- 1. 1 X X T L ~

v*d: ")\I" iS; .? Jb

* l3A? 2 6 l / x l . 3 2

Time

$a3 * $ 7 3 * - -U&hL

cf. L \G 13' h X k

part-time job

shopping

class

YOU

dog souvenir

child

rice; meal

picture; photograph

desk

letter

cat

bread

person

temple

park supermarket

department store

bus stop hospital

hotel

bookstore

town; city restaurant

yesterday

a Tittle while ago

hour

one hour

* Words that appear in the diaIogue

last week when . . . ; at the time of . . . c--a)

Monday

Tuesday

Wednesday Thursday Friday

to meet; to see (a person) (person 1 = )

there is . . . (-$*) tobuy (-2) to M t e (person 1- thkg $1 to take (pictures) (- 2 ) to wait (- 2 to understand ( - f i x )

(a person) is in . . . ; stays at . . . (place 4:)

A d v e r b s a n d O f h e r E x p r e s s i o n s --("E;LI about (approximate measurement)

* Z * & , & ~ $ L \ I'm sorry.

* f? h x b so; therefore

* f={ 3 L many; a lot - Z together with (a person)

* Z"-i LT why

* V Z q T alone

* % t % t HeIIo? (used on the phone)

L o c a f i o n W o r d s A 3* * ZPt: l &

* 3 2 3C. a3 j t 5 4E G fd -ha + 9 2 +.

right (-a) left (-n) front (--@I back inside (--a) on (ma)

L f= T under (-a) near (--a)

I% next (---a) between (A Y- B ~ 3 )

% Z. there 7 - L L here

X -hP 21 9 17 T means "there is/are X (nonliving thing)." The particle hr introduces, or

presents, the item X. You can use & 9 1 3- when you want to say that there is something at a certain location.

There's a McDonald's aver there.

Note that B 9 f P is different from other verbs we have seen so far on the following three counts. One, it calls for the particle 41, rather than for the place description. Two, the place description usually comes at the beginning of the sentence. Three, the thing description is usualIy followed by the particle ;3.', rather than 13.

You can also use 6., 1 3 9 to say that you have or own something-'

1 dm't have a TV.

Do you hawe time?

We also use ib 1 3 I$ when we want to say that o7a event will take

There will be an exam m Tuesday.

#5 L f z M a *% 03 5t 7 2 i:hr $5 3 $ * #I, There will be no Jupamse class tomorrow. i: ti& c

When you want to present a person or some other sentient being, rather than a thing, you need to use the verb ~ 1 2 T . ~ Thus,

'Note the difference between: 7 L Y E & 9 3 +2 tt (I don't have a TV), the negative version of 7 I/ UVaR 1 f rf , and 7 7. L C + W 3 3 *tL (It isn't a TV), the negative version of .? L

'In a minor detail which we will not discuss any further here, when ;k, I 9 ?f 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 & 9 1 a. Note also that some time expressions (such as E33 5 &I) come with the particle 1:, and some others (such as W L f ~ ) do not (see Lesson 3). The rute applies to the & 1 3 T sentences as well.

3Note that the same verb "is" in English comes out differently in Japanese: i5 Z t 1: Q 9 Y 5% 1 3 T, There is an i~temutimal stdmt over there.

'kbi*'<*.

% 7 '1- 3 tt i3 8 %F !+k T-.f. Mary is ala i ie temthal student. % s + * Z < + C >

c , 2 f and & 9 1 T are strictly for descriptions of existence and location, while TT is for description of an attribute of a person or a thing.

There's a% i n t e ~ t i o n a l student oaer there

Thwe &/are . . . person fig Ll ZT I

We learned in Lesson 2 that' to ask for the location of item X, you can use the word Z+Z

(where) and say X td Z* Z Trtf hh.

Where's McDonald's?

In response, one can, of course, point and say:

i6.F: t over there. -7 7 C j - IL Y la { ] MrDonoM9s is right i h w g near you-

L L right hen?.

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 12 Y @MITT.

d l

(77 F ~ - I L F ~ ~ ) & Q H * I ~ - b a%-cT0 a a

It's ifi frolzf o f that department store-

Other useful words describing locations are as follows:

location words

X k t Y 0 3 < + Y. Xis

X is betwgn Y u ~ d 2.

- fo the right o f - to the left of

k frmi! of

b e h i d

inside

onlabone ~ d e r l beneath

near

next to

X I2 Y & Z DSLlETT,

- as ' Ut-2 !3

3% 5L5 &h' 5% Clk 51%~ em5..

T Z l - 0

sm3@@%?a z a 9 TT0 3A:i r L ~ d - X .

The baxk is next to the library.

3 E3 T - 7*1b @TTT, L f:

The umbrella is under the table.

LX b 7 >t2Tt/'- j, Z%EaaTTD C f ~ i r . X , fit,,?

The restaarant is betwez the department store? and the hospital.

One can use any of the above location words together with a verb to describe an event that occurs in the place. To use these phrases with verbs such as &-f 6 and EFg, one will need

f: f

the particle T.

$~ia~\-/i";.9*>;1~7um-c% 7 - 3 k e % G 2 L f z o h k L 3 i- 3 1 waited for Mary in fymt of fhe ffgag~n-Dms phce.

The past tense foms of verbs look like the following, where -- stands for the stem of a verb.

affirmative negative

present tense - 3 s - 2 W h 1 past tense --%tk

I did wo2- stvdy Jzpanese yesterday.

The various details of formation of the long forms that we Iearned in Lesson 3, like the rol-verblu-verblirregular verb distinctions, all apply to the past tense fonns as well.

4 Another word for "near" that is also commonly used is t; ZY < . *3oth X XY ~9 Z fb 1) T$ and X MY 0 k L TT describe situations where two items (X and Y) are found side by side. For a Y Q 9 sentence to be considered appropriate, items X and Y need to belong to the same category; two people, two buildings, and so forth. In contrast, an item can be 1 E. in relation to another item even if they are quite distinct. 0 % % f;ra k 4 L nkLT3, The tekphone is by the restrom x'd31at.r V ~ L : Q ~ T + , (odd)

7-X . h

The past tense versions of "X CI Y TT" sentences look like the following.

affirmative negative

present tense - 7 3 - - G S Z E ! ~ ~ @ ~ past tense - T L k - -~+&!9$t%~tk~

LT*&~3*BA*a*3TLf..* +3 Lfi+b,LYt* Y % < BC( Xsx

IMP: Yamtzshzta was. a studmf at Tozai U~iversify.

atj#-~E;;ta~a@EL"e& I) aex l -cL7"r . i: I X X . ;ti ' d'

That was not a Japanese movie-

Bxgmssion~ of quantity in Japanme me rather different h m those in English. In Jmanesb if mu want to add a quantity word like 1": i 3 to the direct object of a serrtmce, rau ean either pHce it befare the noun, or after the particle 2 .

F32t : { $At3S@T L * L &

$$% 3 2 L f;, I took maxy pictures i~ Kyoto. b*L 323 z f: < S A F S &

L+L/"

The duration of an activity is expressed with a bare noun, like -* P4. Such a noun stands U 5 L .

alone (that is, not followed by any particle) and usually appears immediately before the verb.

% r 1 ~ - " r ~ i a + r ~ t z i ~ t s x / e - e r ~ ~ ~ ~ a tk, r ~ b L' h-/, I

Mary waited for Takeski there for an hoar.

For an approximate measurement, you can add (. h x7 after -eC hB. C 6&

'As was the case with the present tense L' s & 1 3 %?A, written language would more likely have TC;t $5

'I 3 * h t L f = , insteadofthecontractedfom L'rh !!3+ktLTLf=. 7 As we learned in Lesson 3, for "at about a certain time" we have another word z'&.

? A t 2 3 ~ , j a+s$E*ila7 C ~ L Y & % L ~ Lf:, hf-L I: IIL? >X. L. d-," -;LW I studied Japa~ese for about three hours yesterday-

1 speak Japanese d English.

1 went to Kyoto g& Osaka.

The other meaning of Z is "together with"; it describes with whom you do something.'

%7'J-3X/E32-2&Y@~l=fi,3.aT, -4-k: < I *

Mary will go to Korea with Sue.

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 perform the same activity.

I w m t fo Kyoto yesterday.

% * % 3 c3 3 3% i=?f 3 3 t 7"z, Pmfesso~ Yamashifa wmt to Kyoto P A L k+?&+i~>- I.+? Z r *

yesferday, too.

Or when someone buys, sees, or eats two or more things.

Mary bogghf shoes.

Mary bought a bag, too-

In both cases, t directly marks an item on the list of things or people that have something in common. Observe that $ replaces the particles 12, dr, or 2 in these sentences.

You can also use t when you go to two places, do something on two different occasions, and so forth.

8 ~ o u can use Z 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.

1 went to Kyoto last week.

1 wmt to Osaka, too.

u p s - 5 3 h ld&%E3 E=rP--74 --t=$f? 3 Lfzo f k i V I i

Robert went to a party on Saturday.

H % H I . ~ t r f - ? d - - t ~$733 L f z o f t G l i if L ,

He went fu a party on Sunday, foo.

We put $ after the particle t= in these sentences. More generally, particles other than d2, 55 and ?? are used together with &, rather than being replaced by it.

E x p r e s s i o n N o t e s @

. .

X X is often used in the sense of "across (the street) from X" or

I bx

"opposite X." You may also hear another word that is used in the sense of across, namely, X 8 Q fiht1.

If something is b&ind X, or farther away from a street and cannot be directly seen because of the intervening X, in addition to calling it X OB 5,

J L you can also describe it as being X a) 5 5 .

3 /& 3 ) In the dialogues, we observe Mary's host father saying L 3 ,

and her host mother saying 21 3. k 3 is like the incredulous "what?" that you use when you have heard something that is hard to believe. 3 is used when you have suddenly noticed or remembered something. The small -;, at the end of these littIe words indicates that these words, when pronounced, are very short.

=eB* b % (half) appears after the unit word like @E. Thus, ''two hours 1Z LfJhElu @ A 2 E * A and a half" is X@Bi+ rather than I + U 3 B i .

C C *,%l2b9 I; CtA C

% b% b b & t b L is "hello," which is used only in telephone conversa- tions. Some people use & t % L when they place a calI. Some other people use it when they receive a call.

1 P r a c t i c e nh, L93

( T ' A $ 2 ~ & 'Ll' 9 ELI iY<

A. Look at the picture and tell what you see, using & D b t or Llbb.

B. Answer the following questions.

1. & Q ~ = ~ ~ & z I ~ + @ L Z 1.3 2h2& 1 3 T * ' O 2 6 1: [i,L

2. A Pd:tz@%i=$3$f~\3 %&', rtx 43:

3. ;fiQka~sIz~lsrh 3 3T&xo W g : i &i:

4. $, Q f L u l + & t ~ E ~ + X C ~ F * * ~ L ~ ~ ?hx, 3 I : l 3 i t U / v 5'( t t L '

5 . 7~\"- icR;trr;til 3 3 p-**, kll

6. t c3&Z (classroom) GI t:&L?)'l\ 2 ?$lo 3i3 L T

7. @%El (zoo) I=+T$Qc\3 Thao r3 ;:-LA 01:

8. & Q k a B (country) t-R&'i&, 9 3 Thh0 < t = kt:

9. 25 Qf t o?gt=m75r& 3 3 -?a>, r>;i Qr:

C. Look at Takeshi's schedule for the week and answer the following questions. @

club activity 5' -3 7"

party ~ f - ? 4 - test F X b

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 : A q E 3 Ccflh:& 9 a-j-h., , j >< ,-.. ' - - .-

Your Schedule Your Partner's Schedule

o m r ~ i g e z ~ m & La hX/v

A. Look at the picture and tell where the following things are. @

Example: E L r h . l ,

+ negt2kT y i *.A 7:t ,fi:<

E@EI.AX- tl L r

Look at the picture

Example: +

IfX.

2. 7 9 .;r b (racket)

and tell where the following things are. @

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. 93). Don't

look at the other's map.

Example: A : %El t3 L TT$h, z 3 i5&

-%. B : *H~~,-~;TIL@z ~ i i ~ . fa 9 T?,

Ask where places are.

the following

A. Look at the information about Prof. Yamashita 25 years ago and answer the questions. @

Twenty-five years ago, Prof. Yamashita was

twenty-two years old senior at a college good student his major-Japanese history

Example:

Q : T %* Gd A** (college student) T L T: $a, 9 9 Lf:Q/v-tC~\ f : ~ b h r { e t x

B. Pair Work-Guessing game

Ask questions and find out the prices your partner h a s chosen.

i I. Before you start, both of you will choose one price in each row of the table and mark it.

i 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.

i 3. You can ask at most two questions with one item. If you have guessed col-rectly the price your partner has chosen, you score a point. Your partner

i will not give away the right answer when you ask a wrong question. i 4. When you have asked questions about all the items in the table, switch roles

i with your partner and answer their questions,

i 5. Tabulate the score. You win the game if you have scored higher than your partner.

Example: A : h ~ 7 5 1 1 % t L 1 ~ ~ 5 p J T L ? : & ' , :: Z L X L

B : LlL\L, - 3 f l U + & r ) 3 ~ t L T L f z , :: * X I , 4 ,

A : - - Z H - F q T L f z & ' , L>t,$A :-

B : i d k h . % ? T T o

C. Pair Work-Suppose you got one thing as a birthday present and choose it from the items on the next page. Your partner guesses what you got. Answer your partner's questions.

Example: B : 7°t-k?2 bt$-hhlbh-il-Lkha,

A : 22, & l l f A T L f t ,

L \ L \ R , hxt%X. C + & 3 2 L Lo

Qaaelrmzb% bt=fix [f3&3ZF t6T

A. Change the following verbs into -3 L,k and - -bI2hFL.k

Example: fz "= & + f= 4 2 ?Z

?=".=.& + w2ea-c+/vfz

1. ~3Q- j - 2 . 6 a - 5 3. ab; 4 5. ( 6 6. 3 3 7. g $ & 8. h h ' 6

9 - 3 3 1 0 . 1 : & 1 1 . W b 1 2 . l a 6 1 14 .hxL;5 1 5 . Q l b ;

B. The pictures below show what Mary did last week. Tell what she did. @

Example: $7 ' ) - $ / v ~ d f i Q ~ 1=flg%t%S$L3 L f = o 7 3 w r L b d.X. <A315

Ex. Monday (I) Tuesday 12) Wednesday (3) Thursday

in the library

(4) Friday

at home

(5) Saturday

at a coffee shop

(6) Sunday

at a department store at a friend's house in Kyoto

C. Look at the pictures in 6 and answer the questions. @

D. Look at the pictures above and answer the questions. @

Example: Q : $7 ' ) -3hi3fi%El ~c@J?? L 3 Lfzhx, If713 W 24:

A : ~ ~ ~ ' I " ~ ~ L 2 t *to I: L A h.rL *&Lbi

1. $7 --3ttl27k%~3 ttH& L 3 Lf=ah , T t b l i V' Q i t

2- % 7 ' ) --3X/EAA%l3 I = @ $ L 3 Lt=&*o d . + i U: 01:

3. $ 7 1 1 - s ~ , t a ~ h 9 v t ~ g 4 . ~ , 3 t ) ~ t h > , < L \ ~ X

4. % 7 1 ) - - 3 h / t 2 ~ \ 9 R ~ \ 4 @ 2 t3 L?:hXo 6. h e ,

5. $7 '1 -$X,i$&qm ~ c Z " ~ T ~ R Z * ~ . J ~ L ~ B ~ ~ Lf=dao 3 b l i V 1IX, f:

E. Pair Work-Ask what your partner did on Monday, Tuesday, etc.

Example: A : a % B t=R& L 3 LL=hh, 7 V rlr:

B : ~ . = . x e t a L ~ ~ ~

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 : 3 j % ~ % / S E n + L { *$?%A 3 L f ~ i ~ a ~ Y 3 : - I r 3 iiit a

A. Compare sentences (a) and (b), and change sentence (bj using 5.

Example: (a) ~ \ ~ / T - # - t ; f : = T 5 R T ~ , 1: hk+<%&

(b)3-k-13=BP3TTo + x-k-&=XaTTo 1 : V y 4 2 L I: i " ~ < i / ~

1. (a) tzC-fL3X,t;j;%$l-t2R~\3 L e o L I T l r f i .

(b) f.1f L $ h I i h 1 1 T k 2 E ~ \ 3 L?:";. d.

2 - (a) GYP- b 3X,1J134+32%f&L3TO : 3 <A,$ij

(b) % P ' I - S k 1 d f l $ - Z 2 % % L 3 T 0 1: Ilk : <&>l+

3. (a) t= 13 L 3 &X/lazk% El t : 7rt~i.i b 2 L 3 "g-, Z' L 5 V'

4 . (a) I r 7 ' 1 - 3 A t 3 3 $ i T E I ~ S i 2 3 L 2 T 0 1 : 1 z X , : 122-

(b) % 7 l l - 3 A i i F % T B * % 2 3 L 2 f o 2's : i i: 1iX :. :ic

5. (a) &L7"z, %7'r) - - 3 X / t i f - = 1 ~ L 3 k t ~ + ~ ~ ~ ~ , A

(b) L L z . 97'1 - 3 L , i a x - s x , i ~ 4 ~ \ ~ ~ , h

6- (a) %a, LL 414T3 $-+?AT L f:, *,LLq,-j I r t l l L . i,

(b) 3033. LL k:E3a*x/TLfi0 XIL.LIL , ,

B. Describe the pictures using 6. @

Example: &*%X/liF%T7fo -?*&ti d < < +fL*

m+ 2 tL t %&TTo k Q* d ' ( y b .

student

go to a party

(5)

@) &@Cl@g (Review Exercises) hhr L w 5

A. Answer the following questions.

B. Pair Work-A and B want to play basketball together. The following is A's

schedule for this week. (6's schedule is on p. 93.) Play the roles of A and B with

your partner. Ask each other what the other is doing and decide on what day

you will play basketball.

Example: A's Schedule

Pair Work @ C.

Map 8 Ask where places are.

the following

Pair work @ B. Example: B's Schedule

Days

Months b \ ch29 (-8) January L % 7 5 ; 3 (-Ira) July

C~h'7 ( = A ) February Id G &:- ( ~ k f i ) August

3 h h i ' 7 ( ~ f i ) March ( 7Sf9 ( h a ) September

L h Z 7 (mj) April C q~ j h p 9 ( f - f i ) d c t o b e r

:fit9 ( & A > May @ j L $, $ 2 9 (+-- 1 )-November

6 < h 2 9 (*I> June U @ i 6~75~3 (-+s f i )-December

Time Words

Day Week Month Year

i 2 X Z L ~ +th@&b? Ct754f9 3 2 $a?X (%Q a) ( = - b a E I 8)

the day before yesterday the week before last the month before last the year before last

3 ~ 1 3 (wa) I e ~ ~ r p j (%a) -tfhIf-;,(%fl) 314%L(isF) yesterday last week last month last year

' 1 3 (+a) ~ / , ~ n i (+S) . r&tr7(+fl) t Z L (WF)

I today I this week this month I this year I ~ , \ . \ ~ r p 9 (%a) ~ - , L \ I - ~ T (iffa) ~ L ' ~ X . ( ~ P S F )

tomorrow next week next month next vear

h37-C 3 1 ; ~ \ t ~ p 5 3 ~ d f - 3 5 L; ~ h j f a h

(%*a) (.$%a) (&*+) the day after tomorrow the week after next the month after next the year after next

'cp$%fiR?J / A Trip to Okinawa

@ Robert and Ken are vacationing in Okinawa.

@ At the post office.

@ On Monday at school.

Robert: Nice weather.

Ken: Yes. But it is a Little hot.

Robert: Wow, beautiful sea!

Ken: Let's swim. * * *

Ken: What kind of sports da you like, Robert?

Robert: I Iike surfing. Shall we do it together tomorrow?

Ken: But isn't it difficult?

Robert: No.

Robert: Excuse me. How much is a postcard to Britain?

Person at the post office: 70 yen.

Robert: Then, two 70-yen stamps, pIease. And one SO-yen stamp, please.

Takeshi: Robert, thank you for the postcard. Did you enjoy.the trip?

Robert: Yes. The sea was very beautiful in Okinawa.

Takeski: Good. I like the sea very much, too. Was the airline ticket expensive?

Robert: No, it wasn't so expensive. How was your date, Takeshi?

Takeshi: . . .

sea

postal stamps

ticket

surfing

homework

food birthday

test

weather

drink

postcard

bus

airplane

room

I (used by men)

holiday; day off; absence

travel

new

hot (weather)

hot (objects)

busy (people/days) large

interesting

frightening

cold (weather-not used for objects) fun

small

boring

old (thing-not used for people)

* Words that appear in the dialogue

easy (problem); kind (person)

$ L inexpensive; cheap (thing)

disgusted with; to dislike (-&<)

beautiful; clean

healthy; energetic

quiet

fond of; to like (-5') to hate

very fond of; to love

lively

handsome

not busy; to have a lot of free time

to swim

toask (person G-) to ride; to board (-- 1 : ) to do; to perform (- 2

to go out

A d v e r b s a n d O t h e r E x p r e s s i o n s

* L h q L k t C 4% EZ together

* -?hfiab and then f z ~ h r a 9 *.i: It's okay.; Not to worry.;

Everything is under control. very what kind of . . . [counter for flat obi ectsl

to ((a place); as far as (a place); (a time)

There are two types of adjectives in Japanese. One type is called " kl-adjectives," and the other type " 3 -adjectives," L \ and fa' are their last syllables when they modify nouns.

3 , S L 6 1 2 E 3 L . 1 saw an interesting mode yesterday. 2 1 * k

Z b L 5k ?k a scary teacher Y & P I \

A T % 3 Z b % T Professor Yamaskita i s a sea0 teacher. +i Lf:+?&ttl. t f X * Q L t

1 fi b 2 TJ& a beautiful pictgre L r L L

I took a beautifa2 picture in Kyoto.

Z % an energetic teacher If/., I + f / v Q ~ ~

7; % 5 12 X % ;Pd 3k & T To Professor Yamaskita ii energetic teacher. C3 Lf:+?L+?i> If& 3 . t t A , Q z r

Japanese adjectives conjugate for tense (present and past), polarity (affirmative and negative), and so forth, just as verbs do. The two types of adjectives follow different conjugation patterns.

LI-adjectives &\-adjectives change shape as follows. You wiII want to be very careful here, because the pattern is rather complicated.

S%b3L\ aff ir rnative negative

present 8% b3L+lT$ S%t5<&9dt?h, It ik interesting- It is ~ o t interesting.

past

It was interesti7ag. If was not interesting.

It is interesting (and confusing) that the idea of past tense is encoded differently in the affirmative and the negative polarities: ( iG % L 3 ) -- hi 9 f= TT is "past + af firnative, " while (i5 % t 4 ) { &I 9 2 # A T*L R is "negative+past.l"

Unlike verbs, adjectives conjugate fairly regularly. The only irregularity worth noticing at this stage is the behavior of the adjective k \ L \ (good). The first syllable of t > L l is changed to 1 in all forms except the dictionary form and the long present tense affinna- tive form.'

L\L\ (irregular) affirmative negative

present L I L I T T &<&!I%eh, past &;b\=)ftTT - d;<bSm32hrTL,k

a-adjectives The conjugation pattern of 3-adjectives is much more straightforward. It actually is exactly the same as the conjugation table of TT which follows a noun, as

discussed in Lesson 4.'

Zsi (a) affirmative negative fflu b

present ZSTT ffhb-

ESiLaS!I3tZtv Mlu +!

She is healthy. She is not healfhy. past TI;%TI/f=

wfu d- n;ZE*;fS93tZhTLk Wfu 3

She was healthy. She was not healthy.

The final syllable 3 is dropped in these long forms of 3-adjectives.

'Some speakers follow a more regular conjugation, where C-if' is inert in both polarities. For these speakers, the chart looks like the following: ,; I . - 3 1 : r j

affimative negative - --%

present -b xTT - { 2 b l T - T

past T --{;'dh's,IF:T$ 'There actually are alternate forms, I r \ and d: hT+, but they are much less frequently used than L \ L x and ~ 1 k l T ' f ' -

'As with tl-adjectives, some speakers prefer an alternative para-, such as the foIlowing: affirmative negative

present -T$ - - U . r Q b \ f " g - past -TI- i?: - - t ' ~ f b & * ~ f : T - $

In this lesson, we learn two Q-adjectives that am very important from the grammatical point of view. They are %I- $ ( Q) (to be fond of; to like), and 3 4 L 1 f 3 a') (to be disgusted

f

with; to dislike). The meaning of these adjectives is relational, and you need two terms: a persow 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 43 and fif , respectively.'

The item that is liked or disliked can also be a person. You may want b be cautious using these words in reference to your preference for a specific person, Lowever, because 7 3 TT is usually taken to be an admission of one's romantic interest.5

Let us note three more things about 3r5 3 ( G) and 3 h L ( 3 ) before we go on. One, if you T

like or dislike something (or somebody) very much, you can use the intensified forms of 33 3 TP and 3 b L \T$, namely, A% 3 TT and A 3 h 6 \ TT. These forms are more T t f:L>

common than the combinations of Ef 3 ( fd: ) and 3 b r ( ) and the degree modifier %+

Z T $, to which we wiIl turn shortly.

Two, when Japanese people want to say that they neither like nor dislike something, they usually say:

I fieither like nor dislike (it).

Three, you can use H 3 I'd: and 3 L; L \ Q as modifiers of nouns. For example, you can say f

things like:

41n contexts where you are contrasting two or more items, the particle CA is used instead of $5 Thus, 3 3 3 . I 3 h T o 1 like vegetables, but I don't like meat.

5 r + r - - t ,: <.-

In the expression of romant~c or familial affection, the complex particle a) Z Z 75.' can replace 2'. Thus, ~ s ~ r a % ~ y - - 4 ~ a ~ t $ h s e ~ t S . =%7l1-5ttd:3?1TTO

-f -i Takeshi is in Zooe with Mary.

This is pnu favode TV program.

If you want to say things like "very hob.'' and "a little hot," you eaxl add "degree adverbsn like Z T $ (very) and % I 9 2 (a. little; slightly) before adjectives.

vRG@l$ Z T % 3 f i ~ \ T L fzo TP, sea was wry bearutifd in Okkaawa. Y 3 % b 5.k

Instead of having Z T t added to them, % 1 (GI and 3 L; L 1 ( 3 ) have their own inten- -r

sified forms, A33 3 (3) (like very much) and A 3 b L \ ( Q ) (hate). r:t. -r j':t b

7LzC?LStt13~-k-75~A%3TT~ 7 3 . t

Tukeshi likes coffee a lot.

+ t . $ x / t A f d : - r S j $ fA3 C;b\TT, f<i >

Ms. Kina hates nutto (a Japanese fermented soybean delicacy).

Take a long farm-of a verb and replace the ending with 3 L x 9 or 3 L x 3 3' and you will get the Japanese expression far "let's . . . , " which you can use to swgest a plan of action.

-&i43l&%T%%L2 L L 30 r k - t 1 Z l+.l:X, +L"i Let's study zz the Zzbrary together.

*%&T3-k-2&&3 L.k $7F* 3 9 3 -iA r?

Shall we drink coffee at a coffee shop?

There are two important things you should b o w about cPunting items in Japanme. One, we use different n r r m k wards for different kinds of items; the words used for connting people are different from the words used for counting books, for example. Two, number wards often came wFter, rat be^ than &&re, the items cwrmted in a sentence.

Lee bought three stamps.

The number word, Z&, is made up of the numeral 5 and the "counter" &. This counter ' 1 X . b ~ . ? A 5il

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.

E x p r e s s i o n ~ o t o s @ 1 -

b Ll/IZ$!??tf (a) b K t 4 1 is used when we describe people and is not LWtF LIQ*

used for places. When you want to say that Tokyo is busy, you shauld use tz SP*>($l.

fz b3'L 3 X,t$.KLtlTF, Takeski is 6 ~ .

argue ~ ~ ' F T T . 5 5 3 ~ 3

Tokyo is busylkiuek~-

Note that the sentence below is also acceptable, skce the subject "I" is omitted in the sentence.

HEElt2KLelTT, =BEEii;t;(Wt3)KLt~TT0 3 a wrlar E B + ~ a bnL clw

I am busy on Sunday.

P r a t i c e

A. Change the following adjectives into the affirmatives.

Example: k &' f=h*~ \ -T' j -

44k32 + bTA3TT

1. q - j - ~ h 2. ~ 5 - w 3 . S ~ L ~ ~ . G ~ L S L ~ 5 . 9 2 1 ; ~ ~ \ 6, L\+& 'LL \ 7. L \ L \ 8. tThxQ 9. & 10. ? # ' L L ~ ?

11. era 2

B. Change the following adjectives into the negatives. @

Example: ? ? & > + ? T < 9 2*A Iraa + V ~ C + W I ~ * A

C. Look at the pictures below and make sentences.

Ex.

D. Answer the following questions.

E. Pair Work-Make affirmative and negative sentences with your partner.

Example: 3 hL \ 'd: +. & g o @ g [ i 3 h ~ r T f ~ ti!,, ? ~ o + l i 3 3 h \ . h U ( . % 9

L & t < B - C #:t - - r

a *Ao

F. Pair Work-Make your own sentences on the topics below using adjectives, and tell your partner.

A. Change the following adjectives into the past affirmatives. @

Example: f: &' L -+ t ; $ * h x 7 f z T T

3 t T X / 3 T L J i

B. Change the following adjectives into the past negatives. @

Example: ? -+ -PT{&93*tLTLk t fXI3Q -+ -+?k3C..i-.;&,3 3 + t h T L f z

11. zra % . .. . , , ,;r ;g;, 6'. r'

iez 1 iilc I; ..,, - ,'2 ' 8 , *. ?: q-:.,, *-PI = c ,;ji/ip 'J.,-.$ie, ! Ai$, ry: .di! d.w JIU . ;;~.h,. .... .

C. his is ~ h & R ~ b & r i ddhh about the trip to Okinawa. Look at the memo and make sentences. @

Ex. Okinawa-hot 1. food-not expensive 2. food-delicious 3. hotel-not big 4. hotel-new 5. restaurant-not quiet 6 . sea-beautiful

7. surfing-interesting

Example:

i+J% I d s iP-3 f z T-j-o &?Gh A 7

D. Pair Work-Use the chart below and practice a dialogue with your partner,

substituting the underlined par3s. A and B are talking about A's vacation.

Example: A is Robert.

+ A : ~ ~ 1 . c . ; . P ~ t c ~ I 2 L f z , C-f 63Qh 1'

B : j T $ . h x , P.i T t T z h b ,

A : . L ' T % ~ * ~ - = I ~ T * ~ h-?

A. Look at the pictures and make comments on them.

Example: @% 4 & ~ ' \ G 3 T ' i f k L l i t , 7:fi. Y I+\,

very hot

scary

very boring

not fun

not cheap

Ex. Robert

(1) Mar-

(2) Takeshi

(3) Sue

(4) Mr. Yarnashita

(5) br:"rt

Ex.

went to Okinawa

saw a movie

stayed home ( 3 % ZI

went to a party

went to flea market (7 '1 -? -9 Y E )

B, Answer the questions using the given cues. @

Example: Q : % 7 ' ) -$ /L iA? f*hQa 'XT$-h ' , U t!

Ex. % 7 I) -

kind beautiful interesting energetic

A. Pair Work-Choose the items from the following categories and ask your

partners whether they like them.

Example: A : 37'1-3hi3&Jr~'%3TT6'~ 1: f

1. Foods: meat/ 3 7 Z 'j (fermented beans)/ice cream ( 7 4 x 7 'I - A )

4. School Work: test/~apanese class/homework

5. Drinks: sake/green tea/coffee

* If you neither Iike it nor dislike it, you can use 3-T Z 1 b &\T h 231 d *&.

B. Answer the folIowing questions.

@ R E I ~ A ~ I , ~ A ~ xL\ ht a

A. Change the following into b La3 sentences. @

B. Pair Work-Make follow-up suggestions using 2 LA 5&.

Example: %\.\T?bo 2 c -+ A : S ~ h T - f h ~ S 8 2 & A 3 L L- 3 & > o

t. c +e D

B : % j L 3 L k ? .

@ &bJaRw (Review Exercises) fit% L O 3

A. Pair Work-Ask your partner the following questions.

1. Were you busy last week?

2. Were you fine last week?

3. Was your high school big/old?

4. Was your watch cxpensive?

5 . Is your bag new?

6. Is your room small/clean?

7. Is your teacher kind?

B. Glass 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:

C. Role Play-Using Dialogue I[ as a model, buy some stamps and postcards.

@5 Uh, 3&<

A t t h e P o s t O f f i c e

Usefu, Expressions

t k t , %;@c> L 3 T, Cam YOU tak-e care o f thk, please? b?dZ

~ + P J Q # Q z ~ ~ { ~ L Z ' ~ L \ ~ Give me fhree 50-yen stamps, please. z 3 ? & A r k

' a s C &L\hxhx 9 2 ?hx, Him maay days will it take? t*/;C-G

It will be 150 yen.

Useful Vocabulary

g w counter a P r f

td 6i 1 postcard

Anothef 100 yen, please.

stamp 3 7 < Z 7 17 57* 3 A aerogramme

4. E ; 9-27,

parcel H e L.3 L t

letter

&2E airmail @ME! surface mail : i ( i V L i.QV'L

%t% insurance 8s special delivery t i Iih + {f;9

8% registered mail h.1 Zrh

Stamps

Postcard

t l p I,,'" B

A t a P h o t o S h o p

Customer : T&~*L, % ~ % L S B I L ~ L ~ T , C i fi?

Excuse w. I'd like a reprznt, plmsa.

Shop cIerk : t2 L h, %Xdj '1 5 L ~\T~75*, : i f : (

Cerfuinly. Would the glossy fiaish be all right?

Customer :

Shop clerk :

Customer :

Shop clerk :

Customer :

E;1:~1,

Yes.

z z l = Z % Z % S * - % % ~ @ ~ ~ L 2 T o 2 3 TL. .b LI&;i a h C

PZgme fill zn yoar name uad telephone number here.

~ ' \ 3 T 3 a T75*, Whm will if be ready?

I - Z J L & ~ 3 133-35; 13 @s%TT, L A Cmi z 1 1 % iX, U

It will be ready at three o'clock on the 15th.

2 a51 3#2%$#$9 T 3 7 < f < 3 ~ h ~ u n. rtk &

Please brim thzs receipt.

;h&.') 3 Lf:, E F , S @ L \ L $ T O tl*<

All ri&ht T h a ~ k you.

Shopclerk: # ! 1 9 ; t r ~ Z ? Z * ~ ~ \ 4 L f = , Thank you very much.

Useful Vocabulary

% 3 @ L reprint 5- 1

%RE development I fLF i

%iR& 9 : i f : <

glossy finish

%?rrQ L :if:(

mat finish

7 9 1 97 panoramic

z5-f F slide

1 7 '12) . print S f l negative

I-fL hz !J date/time something is ready 7 .F IL A film 1 ( 24;Et lV

j b \ Y 24-print roll %%

Th. lj battery I

.I& \#% T 21 % 3 -disposable camera 91 3&2% receipt 7 t V 5. It&

jy-bshCT)-FJ A Day in RobertYs'Life

A D i a l o g u e tPL1 a

a in the class.

@ After class.

@ On the bus.

Prof. Yamashita: Robert, pIease read the next page.

Robert: . . .

Prof. Yamashita: Robert, please wake up. You cannot sleep in the class.

Robert: Mr. Yarnashita, I forgot to bring the textbook.

Prof. Yamashita: Please bring your textbook with you. We use it everyday.

Robert: I understand. I'm sorry.

Sue: Robert, you had a hard tirne today.

Robert: Yes. May I borrow your notebook later, Sue?

sue: Yes.

Robert: Thank you. I'Il 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, I'll go home and study today.

Old woman: Excuse me. Does this bus go to the city hospital?

Robert: Yes, it does. Take this seat, ma'am.

Old woman: No, thank you. I'lI get off soon.

Robert: Is that so? Then, shall I carry your bag?

Old woman: Thank you.

% ha& S& money * i%C2#53,4, grandmother; old woman

#S Via G gag bath

hl k C ST kanji; Chinese character

* , 4 ~ 5 h * t 1 %?w textbook

t&t@? ,+a this week

* tkkUi*l 9 WL iW%%f!% Municipal Hospital * 9 3 - ;k next

video game

electricity train

baggage

page window night next week

next year

tough (situation)

U - v e r b s E&, -?LC 2% .j; to play; to spend time pleasantly ~ \ 3 (Q ,% { to hurry

~2.5 l c i a ~ ~ & %;B,gttA& totakeabath

to return (things) (persm Ct thing & )

to turn off; to erase (- 2 ta die

to sit down (seat 1:) to stand up

to smoke

touse (me) to help bemm/tmk 2 )

* Words that appear in the dialogue

(I) to be absent (from . . . ) k-4)

(2) to rest

to open (somethhg] (- to teach; to instruct

(persm k = f h i ~ g 2 ) F P V 6 to get off (- 2 ) % 3 b to borrow (persora it thiag & 1

to close (something) (% 2 1 q d ' f b toturnon (-%) T h b 5 &hi) b %%3? haCf b to make a phone call

(perso# I t )

6&% to forget; to leave behind

(-2)

I r r e g u l a r V e r b s 9h-C 4 T to bring (a person) (- 2

* & 9 f < 6 % 7 7 & to bring (a thing) (- 2 )

A d v e r b s a n d O t h e r E x p r e s s i o n s

* & K T 4RT later on

sq { i@ { (do something) late * -&a& because . .

l ? - 3 Z $ T - f That would be fine.; That wouldn't be necessary. right away

* l 3 & Z 5 T ? h a + 3 Tp Really?

@7{ ', slowly; leisurely; unhurriedly

making requests (". . . , please.") = giving and asking for permission ("You may . . ./May I: . . ."I

stating that something is forbidden ("You must not . . ."I forming a sentence that describes two events or activities. ("I did this and did that.")

The conjugation paradigm of te-forms is fairly complex, as we need to learn separate rules for ru-, u-, and irregular verbs. Furthermore, the rule for %-verbs is divided into five submles.

First, with m-verbs, the rule is very simple: Take & off and add T.

ru-verbs

Slqa I + B<z f;

U-verbs come in several groups, based on the final syllable of their dictionary forms.

1

u-verbs with final 3, 3, and b

'As we discussed in Lesson 3, some verbs that end with the hiragana S are m-verbs and some others are u-verbs. The rule of thumb for determining which verb is which is to examine tke vowel before the frnal 4 syllable. If the vowel is n, o, or u, the verb, without any exceptions, is an u-verb. If the vowel is either a' or e , the verb can be either an u-verb or a m-verb. Statisticdly speaking, there are many more m-verbs, than u-verbs in the im and e m camp, but there are many important verbs in the minority, such as A b (to enter), and % 5 Ito return).

IS. d.%

- . a m .*-im { : . . om } = .ways .-verbs { . . + em1

= often, but not always, m-verbs . . . U r n

As far as k-forms are concerned, we observe that u-verbs that end with d will have a small 9, m-verbs that end with $ do not.

+ t s

u-verbs with final 6, 13, and &I

sd3 A-

+ ShC &-

ails *-

u-verbs with final <

There is an important exception in this class:

u-verbs with final < %< *A-

+ ZLIr u-verbs with final 3

3-T + ZL7 Biz

The irregular verbs T & and < 6 , and compound verbs built with them, conjugate as follows.

irregular verbs

TZi 3 t7

Note that te-forms and stems (the foms you find before 3 ?) are totally different con- structs in the a-verb camp. A common mistake is to assume that the simple paradigm provided by the ra-verbs (&KT and 3 9) covers the u-verbs also, thus corning up

6 f ;

with unwarranted forms such as x 4 2 ~ .\ f (see -%L 3 5 f ) and x %& f (see %A 4. TI. It is h & I I

probably easier, at this stage of learning, to memorize each verb as a set, as in % < -* h. 6-

Q 3 T-TiW\T, than to apply the conjugation rules on the spot. Refer to the verb conjuga- 6-

tion table at the end of this volume.

Use a verbal & - f m together with < E3 1% to make a polite request ta mother perwn 2

"please do . . . for me. FS

% f + & a , F - 7 % M b ~ \ { (33 Ll0 3 r i + t r Please listen to the-tape thaf goes with the tatbook.

TA$*L, 3 ; d ; r%;?_-c { 7"i3~\, k L

Excuse me. Pleuse teach me a little. (= Tell me, I need your advice.)

A verbal ie-form plus % i xb \TT means ''you may do . , . ," which describes an activity

that is permitted. To ask for permission, you can turn it into a question sentence, -- -C & ~ l b \ T - i f B S .

May I see the textbook?

Yes, you may.

To deny somebody permission to do something, you can use the te-form plus i2 I \ l-f 2 %

h.

No, you m y not see the textbook. ,

Describing Two Activities

You can use a tiifam if YOU want to combine two or more verbs, as in decribing a

sequence of events or actions f"I did this and then I did that"). In other words, the te-form does the work of "and" with verbs. (Note that two verbs cannot he joined by E,

which only connects n o w . )

1-1.6?E3T, ~ ' - L 2 - f 0 5-

I will borrow her notebook land xerox it.

21f you are talking to a very close friend or a member of your family, a te-form, by itself, can be used as a request.

E5?aF1l-fT0 *r h

Opm the widow, will you?

-+ma, * s $ i = s ~ , asta ~ i . ; , 5 < L- L; +c313

? S a y I got ap at six a d sfudied

&9i=?f7 7 , &kL* t&&@'&~~ t k 3 . L i ( T i r > U. 6 Let's go to the cafeferia ondf=haoe lmch.

The te-form of a verb can also be used to connect a verb more "loosely7' 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 te-form describes the situation for which the apology is made.

1\*rct=%7<(:, &*Gt%T3 $To n ~ - I \ L + r r

I go to work by bus. (I take a bxs to work.)

@++B%&tLT, T&$*X/, 3 fr L b3 I am sorry for not bringkg in the textbook. (I left the book at home, and I ant sorry.)

In Lesson 5 we lcamecl F t a j d* meaning "let's . , . ." 3 L -a -i h- is alsa used in the sense

of '^'let me do. . . ," in offering assistance. If you see somebody having a hard time o p e

the lid of a bottle, for example, you can offer help by saying:

- % C$Lr4") .* 9 3 t 1 ? J;ra* 1'8 do it. W:L

- p~

'The explanation clause: may dm precede the sitxiation clause. Thus the first example above,mn aIsa be paraphrased as :

& L k ? X F 8 ' & 9 dJdlh. Q,CA+J&1L33, *L ;.LU;L-&3ri

We will diseu5s this furtfier in Lesson 9.

Or to a person who is carrying a heavy bag:

R@&R't;$ t a 7 b

Shall I carry your bag?

E x p r e s s i o n ~ o t s r a

,- -

i!E< / E L \ b Although both Btl and B < mean "late," they have different st 8-E ' f S F

usages, since B t h is an adj ecbve and 2Z C is an adverb. B b l modifies nouns s+ =- l . p

or works as a predicate, and B < modrfies verbs. S F

A: 3@4--@t~XF£9L7~, Iwenftobedlatmeo'cbckyesterday. w9 C k2

B : Bl.~T-T;Ba, *?

If's hte.

BZtz i2 . +@Z+*3&23T. B L ~ $ Y ~ ~ ~ ~ ~ & ~ ~ T ~ LrpSt 7 C w i C B Sf Bb

On weeken$ I get ap momd 10:UO and eat k te Breakfasf.

P D 3 , s<s3 t f z * Be h

I went to bed late yestwduy.

You can also apply this rule to F < /F tl. M P Me

Z 3 6 b .F5B is normally used with & 9 # . " 3 , as in E'5b&!l;6,9k3 (Thank you very much), or with $&&*A, as in E-5 $3+AP3?h, (I am very sorry/Thank you very much). When used alone, it is an abbreviation of E4 8 ;$i '3 $ 2 3 or Z3 B T&P%kR. Therefore, when you want ta show your gratitude or regret, you can just say E 5 h instead of saying a long

sentence. F 4 B functions in many ways, depending on the situation. Some people use E 3 6 as "hello" or "good-bye,"

S F Many words that begins with k can also be used without it. % in such words simply adds smoothness and nuance of social refinement, without changing the meaning of the words.

Example : g$ ERE 4.3

RE9 P r a c t i c e nh L@5

!("p d*6M137< b" f S L 1 %E Z

A. Change the following verbs into te-forms. @

Example: 3 6 + 3 7

1 . 2 . h . j 3. L C 4. hL ( 5 . ( b 6. $ 9

7. & : 8. Z 6 9 3 6 1 0 l l . ~ \ { 12. &b

13. L LI 1 3 15. 75.2 4

8. Let's sing a te-form song! (Battle Hymn of the Republic) @

J l * h3 $577 2 7 3 9 - r Y z J Y 9 - C

L C ;.Ah h i : L a LLT h a { 75a~hT 1fL-C L \ + C k \ ? b h T

khfd u-verb k-form

)2 . $ 7 4 7 + : /vT { b * L \ T

(repeat twice)

'jf L T u-verb te-form

C. What will you say when you want someone to do the following things?

Example: to speak slowly + @ 7 { !J 3 L 7 < f3 3 Z. \, I l ta'

1. to calI you tomorrow

3. to open the window

5. to teach you kanji

7. to wait for you

9. to go to a hospital

11. to bring a friend

2. to write a letter

4. to drink tea

6. to bring a drink

8. to come with YOU

10. to return your book

12. to stand up

D. What would you say in the following situations?

Example: ?? h? < f? 3 h o arr h

Ex. (1)

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 : 3 - k - 2 T' < '23 3 >, + B pretends to drink coffee. 0

A. You are staying with a host family. Ask your host family for permission to do the following things. @

Example: Y 5 - L l s ' $ K T % ~ , h ~ \ T - j - h ~ , K k

B. What would you say in the following situations? Make sentences with --T%t\ LITq;h\.

1. You are in dass. You realize you need to go to the bathroom as soon as possible.

2. You are in class. You feel sick and want to return home.

3. You have forgotten to do the homework. You are sure you can bring it in tomorrow.

4. You want to ask your teacher something, but you cannot phrase it in Japanese.

5. You want to smoke in a coffee shop, and there is someone sitting nearby.

6 . You are at a friend's house, and suddenly remember that you need to make a phone call.

7. You have run into a celebrity. Conveniently, you have a camera with you.

8. You have arrived at a classroom. The air is stuffy.

9. You and your friend are in a dark room, and you feel somewhat uncomfortable.

C. You are a strict parent. Tell your child not to do the following things using the

cues in A. @

Example: ?bW??R& + ~ i - L $ 2 , % T E ~ t \ ~ ? ~ ~ A / . k k

D. Tell the class what we can and can't do at school and at a host family's house.

Example: %%?T f z 1% t 2 %7 T t;f I \ if 3 -@ bo d : ~ ; ? 9-

$2 b 7 Y E 'I - (host M y ) 9 Gcr"$fi-k;RZ b=A-z~ T % t h b \ T T , %is 3 . 6 l i t \

@ B ~ E ~ T , J - ~ - E E R ~ B $ as% $3 m

A. Look at the pictures below and combine the pictures using te-forms. @

Example: $d&i3 T, ~ - k - ? ? & & a T , 6 % tj n

Ex.

+

6. Change the following into te-forms and make the rest of the sentences.

Example: + %&$T, $ $ ~ ~ % A ~ ~ . A ? % h 3 i+ LL;:X, k

I. &f-:%m5 W=e{ lit I 3

2- =I % b=%4 h+*

3- %*2%9 & t & L r $i

4 - &T:.% I=*$ L f A i. 4 l i t ? Ersb:< I ,

5. SB,% Gch% 6. AYt3T {

@I\";(EIu3bd0 a ~ ~ h 3 % ! l $ ~ h ; b \ 6 0 1; h'h

A. Add reasons to the following sentences.

- Example: ~ ~ Z E t 3 k 3 3 - P ' ~ + 2 ~ X E = 3 k 3 3 . T O %Bn7&%h3*&hxb. 0 W U h.X.

1. kSt33i%T L 2% WALni Pl%-X,

2. &m&&GR2*h, 2 k

3. ; ~ ~ Q I L ; C F ~ = / G C ~ ~ & L ~ = , I \

4. 3 n - j y y x - m a a L ~ Z , c-f

5. (name of a friend) fi'A8 3 TT, f . ~ b -f

B. Pair Work-Ask each other why you think the following.

3. Z*, (name of a movie) 2 R 3 To L ~ j l 3 k

4. 3 c?) 9 . (name of a restaurant) i c e 3 3 L tz 't, l ,

5. G*breth*h& 3 a *A,, &a).

6. ~ + i ; f : a + ~ 2 ~ ~ t ~ - t s r ; / , % I ~ C ~ X , f : 13& Z K L > r i

7. ~~, (name of a place) &I% 3 3 To &L>Llp3 I I

8. I ; r%$2Z~~a?, L' TXILc h*

Pair Work-Propose to do the following things, using t L b 9f1?

@ $ &bJCDR# (Review Exercises) ;nhJ L@3

A. Role Play-Play the roles of A and B with your partner.

Example:

Exam ple-A

You are short of money and want ( to borrow some money from your 1 1 friend.

Exam ple-B

You are going on a trip tomorrow. 1 You don't have money to lend to ( 1 your friend.

You have a date tomorrow and

want to borrow a car from your friend.

2-A You Iost your Japanese textbook, but you need to study for a test tomorrow.

1 -B You just bought a brand-new car and don't want anyone to use it.

You have a big test in Japanese

and need your textbook to prepare

for the test.

3-A You are asked to return your friend's video today, but you for-

got to bring it. You want to return it tomorrow.

I

3-B You asked your friend to return your video today. You need it today because you want to watch it together with another friend.

You are now in your friend's house. You see a cake that looks

( very delicious. You love cakes. I

4-B

You just baked a cake for your

mother's birthday. Your friend is in your house now.

B. Answer the following questions.

1. -+Sol%, 2 L 3 t h x , ( ~ n s w e r with "% T . -, "1 CCvLlpi l n i 1 7 Qi:

2. ?#@3, d : ( E J & L s L f z c , ( ~ n s w e r w i t h " ~ ~ . ~ . " ) Z - C t r 3 his

3. @g@TR2 tTbba~\133*h$~~ L L I ? Y X , 21:

4. g*a+Tklfz 2R7 7 % ~ ~ ~ ~ T - $ h X 0 f / y L + t**. T

5. AFt=rn&%3-c33Tfix0 t ; ' r \ 8 ( i t

6 . k { %* t3k !J 2 ThLr a

7. *a, %-3B2S$L3 L k f i A o +?/dm+ C * ( f ; ' r l h f

8. FWM. r ~ - c a v a ti~;ps. , L Y b r 3 A P

9. 3 # m e , k ( S @ L L & + E L \ ~ Lifi$%o L r 6- b T 7 ~ ; '

l o . EISB-r-k { *24% '3 2 " p h z Ll*/" l3.L il-

11. L t; ?7-7fW-&2d-6+, r-t

Usekr! Expressions

3 9 T C W I I

k o straight)

;&I:#&% A S i

(turn right) (turn left)

-7a aE% 2% t-&7F% 0.z at, LJLZi A S f

(turn right at the first signal)

=-s,€i QIB 2&4:@;tr2& 2.t n i i b t ~ uf:l 2

(turn left at the second corner)

(cross the street)

S~r)&@l htj &'t-'l6'b

Sc3*@1 kt; k ' d i b

(left side of the street) (right side of the street)

Directions 3k 3 k

(north)

s Mi,-=,

(south)

(west)

A : 364&*A/, @f?%~bY=C.t-&*, rp i bb3-A I

Excuse me, where zs a gosf off ie?

B : 3 9T cf iq T, Z Q H QIB 2&i=&&'7 T I, A n +r ~r 2

( f : 2 ~ \ , @jEG iAsa&i@l t= 9 2 -T 1 0

vpiLF/V3~:( A% kYQ'b

Go straight and twm right at .the third comer. The post office is on the rzght

(east)

side of the strget.

A : Z* j % ;Bj 9 hrtS 3 2 " 5 + k \ f To Thank you very much.

* a'$&CI)'f'E - Family Picture errr %

@ Sue is showing a picture of her family to her roommate, Michiko.

@ A phone rings in Sue and Michiko's room.

Michiko: Is this your family picture, Sue?

Sue: Yes.

Michiko: Which is you?

Sue: This. I was wearing gIassses when I was in high school.

Michiko: You are cute.

Sue: This is my father. He works for an American company.

Michiko: H e is tall and handsome, Is this your elder sister?

Sue: Yes. M y 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 is a little fat.

Sue: Yes, because he eats a lot.

Robert: Michiko, what are you doing now?

Michiko: I'm not doing anything especially. I am looking at Sue's pictures.

Robert: I see. I have an interesting video, so if you like, would you like to 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.

(my) older sister

apartment

younger sister

song

younger brother

man

older brother older sister

woman

company

family

hair

brothers and sisters

country; place of origin car

convenience store cafeteria; dining commons

(my) father

T-shirt

eye

glasses

bright; smart; clever (conjugates like L 1 L 1)

great-looking (conjugates like l\ L \)

cute

tall

short (stature)

long

fast short (length)

* Words that appear in the dialogue

a - a d j e c t i v e s

th-@7(2Fb) %R# kind

i-l(Q) E$'l convenient

to sing

to put on (a hat)

to get to know

I know

I do not know

to live (-lzTATk\3 TI 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) to work for

( - - c z T z ~ ~ , L \ \ ~ )

to lose weight

to be thin

to get married (-

A d v e r b s a n d O t h e r E x p r e s s i o n s 6 5 but

* 3 I= $ -I negative % not . . . anything

--t=A --A [counter for

* V Z 9 --A one person

;at= 9 ZA two people

* +7 C l f negative 4'1 C = not . . . in particular

* $ C S A of course

* dt;7!l57?:h if you like

A v e ~ b d lf &-farm," when f&w& by the helping; verb k & TS, meam e i t h ~ ~f the fallos- ing:'

(a) an action in progress, or (b) a past event that is cmnectd with fhe presmt.

Which of these two senses a given verb is used in is to a large extent determined by the semantic characteristics of the verb. The verbs we have learned so far can be roughly divided into three groups based on their semantics.

(I) verbs that describe continuous states (2) verbs that describe actinities 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 23 % and I 1 8. The te-forms of these verbs are never used together with the helping verb I \ % , so we will have nothing to say about them in this section.

Many verbs belong to Group 2. They include verbs such as $c< Q , %i2, and GFT. When f: 1 3

the te-form of a verb in this group is followed by the helping verb b l5, we have a sentence

describing azz action in progress.

Sue is studyi~g right now.

Tcalgeshi k readiw a book in EzgZzSh.

You can also use a --T T sentence to describe what a person does by occupation. The first example below therefore has two interpretations: one, you are teaching English right at this moment; and two, you are an English language teacher (but are not necessar- ily in class right now).

'The distinction between 6 4 and aBj -3 that we learned in Lesson 4 does not apply to this helping verb ---I L 1 4 : you can use - 7 ~~9 both for living things and for inanimate objects.

% 7 l I - ~ x I G ~ B ~ ~ ~ % % L T ~ ~ ~ - F ~ 1: MA z < , L 3 ~ 3

Mary studies Japanese- /Maw is studying Japcame m).

Verbs in Group 3 describe changes from one state to another. If you get married, or W% It?:&

T 4 , for example, your status changes from being single to being married. With these verbs,' 7 1 4 indicates a past occurrence of a change which has retained its significance

3 until the present moment. In other words, T 1 .I & describes the result of a change.

4

Professor Yamashifa i s rnamkd.

Mkhiko is seafed near the widow.

Here are some more examples of verbs that are commonly used in the -- f 6 frame- work.

+$70 \& &

(has)

3 * - 3 c i l L \ & L (knows)

A & .;. r

-+ A7-c~\& .i. Z

(is overweight)

-p*% -+ T * T b G

(is thin)

X - ~ ~ ~ ~ ~ * ~ tz < 3 , 4 , e 9 T ~ e - $ - ~ fit2 L

Sue has a kot of money.

t ~ ~ 3 ~ i a s z 2 ~ ~ 0 x 3 T~ P3 Lt:+t /v+?t . i t , Z L

Professor Yamashifa knows Engkhh.

bLsh1 iGa-5 , rk7 . cc~ \3 -P0 J. tl

T m is a little overweight.

My yomger Brother is very thin.

'Among the verbs we have learned so far, verbs such as $3 8, -5-r(, %&, F b , bh-8, & ; ? % I f &, *&, ar, na, %.t, I+ *,- nnz, 19'1 1, ~9 h' %, ~~f { z , g h - ~ < & , ' ~ . ~ B T s , tte2.L *?, .5z

9 4 6 , 24 IAOG to Goup>. In most cases you can determine whether a v c b belongs to Group 2 or 3 by check& if the verb allows for a phrase describing duration, such as -%a. Compare, for example,

r .% L s-*

O Q ~ A S ~ ~ - % M + ~ % = % & L ~ Z , I ~ m d a b o o k f o ~ a o z h u r y e ~ f e r c l Q y . C 4.&13& 1

X 2 I&-3 ?T t la L k, (Ungrammatical, much as the English translation "I died for an hour" which ML r .* L *-A, L

is also odd.) ?ti- thus belongs to Group 2, and ta Group 3.

31n Lesson 9, we will observe that this resalt of a chazzgg reading is actually not restricted to verbs in Group 3, but can be associated with those in Group 2 in certain contexts.

4Note that the sentence does mi mean Professor Yarnashita is getfiw married.

:Les pin03 arro ' I I E ~ Buo~ sley o y ~ dpOqatuos aqymsap o~

But in fact it would be far more natural in Japanese to say:

T m hQs .?mg hair. (=AS for Tm, he has limg hair.)

This applies not only to discussions of the length of one's hair, but to descriptions of a person's physical attributes in general.

- Perm A has a body part which is . . .

In idiomatic collocations, we also have:

Sentences ) In the last lesson, we discussed the use of verbal fe-rorms to join sentences. L 1- and 2-adjectives and CSf after nouns also have te-forms, which can be used to combine two elements to form longer sentences.

The te-form of an L >-adjective is formed by substituting ( T for the final L 1. The k-form of a Q-adjective and a noun+ t T sequence is formed by adding T to the base or the noun.

ELI +T

+ S<T P 7

irregular : LJLI + &<7

&-adjectives: % (a] tf/v e

+ ZST whrs-

noun + TT: B*ATT 3 HsAT E EhGh IZ WluLh-

hij~a&-=*EA*{ T. $ W L L \ T * , r** f: to, tt

The food af that res.fawant i s linmpmsiue & delicious.

;liahl3~\3$%%T, L 5 b \ T T o 7J L If& $

That person is always g~irernefic & fun to be with.

AT%%tdBT;PXT, n + & C b ~ \ T - k r ~ t ~ e ~ . e ~ \ a=ti~.r+ & / V C W ~ Z L \

Professor Y a m h z t a is a Japuness he is ahout forty years old.

verb stem i- I Z f i L.1 -

If a person m o m to mother glace in arder to do something, we can dem-ibe their movement and Jh purpose this way:

destination of movement (: ] ithe purpose of m m n t [Z 1:;) !F

The purpose of movement can either be a noun Eke R t\%? (shopping), or a phrase d. bo

consisting of a verb, Its abject; and 511 forth, Verbs describing the purpose of a movement must be in their stem fsnns. Stem, as we lezuned in Lessan 3, are the part you get by removing 3 T from the verbs' preserkt tense long forms.

stems:

33x55 .) p(ff) i z 6

+ e t r n etc.

The. "counter" for people is A, but "one person" md "two people" are irregular: --A I:& V Z ')

&d =A*" b.* '1

one person two people three people four people five people six people seven people eight people nine people ten people

To count people in a class, for example, you can add --A I:& aftex the noun and the particle hr, and say:

~ ~ 4 ) ? 3 ~ t ~ ( l d ) ~ f i s . - ~ ~ h ~ 3 ~ Y h ~ - X ~ ~ & ~ ~ AtzL UX, d C { Q l a V Z I There i s om Swedish studmt in our class.

The place expressions are often followed by 4: 13 instead of i: in this type of sentence.

lan/-b E x p r e s s i o n N o f e s ( g ) ' I

Zr3) B& means "to play," "to spend time pleasantly7" or "to pay a social z.e a* call."

F#Dtl$, k < EE% kBU3 L f z e When I was a child, 1 often z Ilb ts 26 abF

pkcayed with f h d s .

B < ST&LTtd;t~4jZ+?X/, Yozc must not play around S F ht

until late. E~@B%~~ES~ZBU~ZGS t> 3 L f L 1 wmt to Tokyo to have fan *At03 Lw3g.9 W*r;l 8.F

h t weekend. 3 % ~ZBVESIFT < ~ 2 3 tl, Phase come and see us.

b k L St I

Note that "to play" as used below requires different words. Sports: to play tennis F L X %=

to play basketball r f X 9 Y 1. %?=

Games: to play video games T P FY- A @= to play cards 'r 7 2 7 e s

Music instruments: to play the guitar ? 3' - 62% u

S g P r a c t i c e nh ba3

@ N % L T L I % ~ - ~ ~ A. Look at the pictures below and answer the questions. @

Example: Q : % ~ ] ) - 3 k t A B $ :.. , - L - I L ~ ~ T ~ ' ~ * .-

B. Pair Work-What were you doing at the foIlowing times yesterday? Be as

specific as possible (where, with whom, and so on).

Example: 2 F.TUI. A : tf%kf -. .. , . t" 5fi 2 T L 2 L t z hbO - - ,- L Q!:

C. Class Activity-Let's play charades. The teacher gives a sentence card to each student. One of the students mimes the sentence. AII 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: R3q 2 &if % T % ~ l ~ t \ $ rf-o t: Ti*. i R .%A

@ &?te/v~t'z A ~ % ~ T L \ Z ~ hx &5 *

A. This is Sue's family. Answer the following questions. @

Example: Q : ~ X 3 h t 3 ~ L I . ~ & X / T ~ \ 3 ~ h ~ , L i +

A : j % X 3 k l A = x - ~ - ~ ~Z@&TL\$ To t: i %

B. Pair Work-Ask about your partner's family and fill in the blanks below.

48 years old

45 years old

27 years old

18 years old

Father

Mother

Sister

Brother

lives in N.Y.

lives in Seoul

lives in London

works for an American company

high school teacher

works for a bank; married

student; not married

@) mmh/v[&B@TL\bq (Describing People) E

A. Look at the picture and answer the questions. @

Example: Q : Ilr~3h/E3~*T~\&T75'o 9 3 i?

A : EW, ~ ~ s L t a . i . * - r : ~ \ a T, P* t:

B. Look at the picture below and describe each person.

C. Class Activity-One student describes another student without mentioning the

name. The rest of the class guesses who the student is.

A. Make sentences using two adjectives. @

3 . j z t j L SXI - ~ - h ~ g ~ h / h ~ ~ = , Z \ L h Y ::t.

4 . TI\"-p - $y$%7 'a ' / * 3~> L Y .. . . c, A

5. $fi%$$ (Bullet Train) - 2 L \/f!?$11? L &75.A+fI, .- i ?" <x. ' 1

6. 2-3& - ~ Z & ~ L \ L ~ / $ X Q Q &,+* - LA+?

7. $ A @ ~ a ) X - X5Q/d:F+.hhQ WZL ( r - L- r !?A 5

B. Looking back on your childhood, make sentences using the given cues. @

Example: my next-door neighbor - tall & kind

1. my town - quiet & nice

2. my teacher - big & scary

3. my house - old & not clean

4 . classes - long & not interesting

5 . my friends - kind & interesting

6. school - lively & fun

7. homework - difficult & tough

8. myself - small & cute

Describe t h e following items using two or more adjectives.

Example: my roommate

+ $ L O I L - L % - ~ (roommate) I I W T f ; % Li:r\T.6, h f : L L h-QI

$Lmlb-L% - b l3$X%TTTF, - 2 6 G=~\TTo bf:t L /"it7

1. my hometown

3. my Japanese class

5 . Japanese people

2. my country

4. one of my family members

6- people of my country

A. Sue is going to the following places to do the things below. Make sentences

like the example. @

Exa - 75'.,i= 3 (Kabuki) -% Fb & A

-3 kI;t;g@i:hll:=3 2RC=E S r i Z k

B. For what purpose would you go to the folIowing places?

Pair Work-Ask your partner the following questions.

ExampIe: A : ~ Q l % ~ G = ~ ~ h h ~ # T A ~ ~ $ ~ i 5 ~ , -- 0 Q V Y 2,Ll:'L

2. ~ ~ ~ ~ t t X ~ ~ A L -, a ~ p - 5 ~ ~ -- o UX. f r ~ c r ~ .

(nationality)

A. Answer the following questions.

6. Class Activity-Show a picture of your family to the class and describe it.

I 1. Someone I Else's Family

1 Mother

11. Own Family A: Formal Situation B: Informal Situation

I

Father & X S L , t: -i I I X . L -> -, c i & X S L

I

Older sister ! S@(;fi4k r 2 2

@ h rl

i3%3iL I f l f.

I I I I

k;X,FtShi I;II Older brother

Younger brother

Younger sister

1 Child I 1 %?%A 1 ?J %a3 . I

Grandmother

*Depending on each person, several words are used for spouses, e.g+, for husband, T S L Q ,

i % a h , a n d f o r w i f e , 3 r B , 7 4 7 , h a 4 4 t L , andsoon . >'? ! :I+ 1 3

G E 3 h !=..

x i r $ $ A

, * S X , ,2+r

1 A : B 1 ~ ~ ~ 0 f j X ? ~ l d h ~ S i ~ ~ H m 0 l d i ~ y o w f a N 2 e y , M r . Tanaka? I t: T h , Y 9 $ & ? r r

X. h I:

f;r+t: %

, a ,.;if

%t2&2,4,

B :[formal] Xi25+&TTo % I Cbi,?4L\

My father .is 50 years old

Cinformall i% X 3 A ii5+% TTo t: i ;. I+'-$LI

Husband 1 r"& x

I Where does your older brother live, Mr. Tanaka?

&A/* L * L L %<f

@PI,"$ n,'i.:5 3 i

$B x t .i.

Wife

+ [I

Note that you can use ;k; i-,' X, 5 h and ;f;% 2 tt when you talk to your older brothers .h r

and sisters, The younger brothers and sisters are called by their names.

'(See below.)

*(See below.)

j % C ~ \ 3 , &

L n C A

g <

%tS&i,L

Younger brother: 6 X, 5 A, I .

Hi, Big Brother. . -

Older brother: FJ ? ik 5 5 , What is it, Taro? Q!:

Grandfather 1 '

j p-<+7 - Barbecue

@ At school.

@ Robert is cooking at the barbecue.

Michiko: Takahi, would you like to have a barbecue party tomorrow?

Takeshi: That's 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, I 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.

M a n : I'm sorry for being late.

Everyone: Well then . . . Cheers!

the day after tomorrow

rain

office worker

camera

karaoke air

this morning

this month

job; work; occupation

college student

disco

weather forecast

place

tomato

summer

something

party

barbecue

chopsticks

winter

homestay; living with a local family every week next month

skillful; good at . . . ( w & ~ ) clumsy; poor at . . . (-fir) famous

it rains

to wash

to say . ...

* Words that appear in the dialogue

to need (-dP) to be late (for . . . (-I.=) to think

to cut to make to take (something)

t' 6 U 6 R b to stare (at . . . ) %bfi6 to begin

to drive (- T?

to do laundry to clean

A d v e r b s a n d O t h e r E x p r e s s i a a s

? ) ? A uh-uh; no

5A-J uh-huh; yes

* i3hA,12P~~ &fT Cheers! (a toast)

* y&ibA , (Tph) B%(TTh) That's too bad.

* 3 f5 + negative not . . . yet

* k&QT all (of the people) together

G r a m m a r f3h, I%5

In this and the next lesson, we will learn a new paradigm of conjugation, which we wiIl 1

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.

----

b s e n t tense, affirmative

1 verbs:

1 L\-adjectives:

&-adjectives:

noun + Tg: , Present tense, negative

verbs:

td-adjectives:

noun + Tq:

short forms

short forms

long forms

long forms

The following rules summarize how short forms are constructed. pp -

I Verbs and I,\-adjectives in the affirmative (a above)

3 same as their dictionary forms

&-adjectives and noun + T q in the affirmative (b above)

I + replace 77 with E L\- and a-adjectives and noun + r$ in the negative (d above) 1 + r r p a c e & ~ d t i h i w i i h f d l i

I ---

'Various names have been given to this paradigm. They include "pIain forms," "informal forms," and "direct style." Long forms, on the other hand, are often called "polite forms," "formal foms," and "distaI style."

As noted in Lesson 5, the adjective L > L \ is irregular. Its negative short form is k < 3 ~ ~ .

Verbs in the negative need to be analyzed in more detail, because 7%-, u-, and irregular verbs conjugate differently.

Negative short forms of verbs (c above)

ru-verbs: Take the final 5 off and add at\. 5 3 & a L l k It

U-verbs: Take the final -u off and add -anai.

=< ii'

+ s;h*aLI ?i'

*a 7<

+ IT%&L1 3<

33 m s %&&L\

Rig: 5% < a&

+ %hvLLI G 3 * + ejr-,aL\ * V J ~

d j lwd3zL1 d

E&S1 L

+ EaaL\ L 9' I&?JL? h'

%& & + FbaLI

irregular verbs:

gzj + LZXLI + z a ~ i exception:

&.a + Wrn

With verbs in the negative, the following three points are worth noting. (1) The negative short forms of verbs that end with the hiragalza ?J are -- b td: I \ instead

2

of --$Q~:L\,

f2) The vowel changes with the irregular verb < 4 . f3) The verb $J B in the negative is l \ .

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 represented, or quoted, speech ("I think . . . ," "She said . . .") a I n casual conversations, as signs of intimacy

In making negative requests ("Please don't . . .") (See 3 on p. 157.) A.

2This suggests that the bases of verbs like R 3 and % i actually end with the consonant w. This conso- nant remains dormant when the base is [illowed by the vowel i, thus we have 3 5t, where w is

d'

lacking, but it surfaces with the vowel a following, 3T A b.. This mystery consonant also explains why *- the te-form of such a verb has the small 9, just like verbs whose bases obviously end with a consonant, such as Z 5 and 99.

I n expressing ideas like "I like doing . . ." or "I am good at doing . . ." (See 4 below.)

Quotations To quote a person's utterances or thoughts, you use a clause ending with a predicate in the short form, plus Z S 7 T L 12 L f: (They said ". . ."I, kf ,E! L I 3 T ((I think ti,

that . . ; ), and so forth. L is a quotation particle, which does the job of both the English word "that" in indirect quotation and of quotation marks (" ") in direct quotation.

a 0

Z-$,Lli, & L7?%s6xh6 Z % ~ T L > ~ Lk', L lix. \ I

Sue said that there would be an exam tomorrow.

($LIrit) ?:I? L 3 h i d % 7 ]I - s L h W I e z , ~ ~ \ a -k4 h?:L i i; <

1 think Takeshi likes Mary.

Casual conversations 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 imply 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 alI, Japanese speakers are often very conscious of seniority. A year's difference in age may in many cases totally preclude the possibility of establishing a truly "equal" relationship.

3Note that the present tense in Sue's original utterance is preserved in Mary's report. 4To say that you &'t f h i ~ k something is the case, it is more common in Japanese to say it like-$bl 2,E b1Z (I think that something is not the case) than-- l: ,Fi 1,125 +.?A (I don't tksak). Therefore: bt +3 h ( % L ~)$~~)-SAI~)F;~?LPL;~P@~~;JP~~~~,B~~ST~ ft;&'t think Mary likes ~akeshf (=l think Iw"a"ry doesn't like Takahi)

Second, 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 foms. 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.

Here are a few observations on the grammar of short forms as they are used in casual conversations.

.In the casual conversational use of short forms, question sentences do not end with the question particle but with rising intonation alone.

T h e I? ending of 3-adjectives and noun + CT constructions (b in the previous sec- tion) is usually dropped.

In casual conversations, Cd \ and 2 are often replaced by the less formal .j and

-i i t L .

To request that someone refrain from doing something, one can use a negative verbal short form plus t { fF 3 I..

2 z -c*F&$$&(, Q L l T < f Z 3 Ll,, L P L L Z

PEeme don't take pictures here.

negative short form + T< Tz"eL\ Please dm't . . .

Short forms are used in constructions where verhs and adjectives are to be treated as nouns. Thus 8 t2--$s"3$ 3 TTf 3 b l-iI" T can, besides describing your preference for

M L * items denoted by nouns, such as $3, also describe your preference for activities, such as

h l

swimming, drinking coffee, and studying Japanese. Add to a verbal short form to express the idea of "doing x."

(5%EA)3E2@%-P4 @h45 bbW-P, hi'i -.r + - ? <

-

I don't like clea~z.czrag my room.

"To be good/bad at doing something" is --9~~13--I-3 (is good a t . . . and -&zT+T? 5 U i i f - f:

(is bad a t . . . ).

UY<.- 3 Li3++3Z!24+6 -- CTJ&'L+TT~ I r i 'I 7 ( - L ' i i -f

Robert is good at cooking meals.

k Cj L 3 kla~z%%-if~1'T4-I"To 1 . (2% - -. r:

Takeshi is not a good speaker o f English.

person (a activity (verb) G l ) ~

like doing . . . doesn't like doing . . . is good at doing . . . is pour at doing . . .

It is a common mistake to use the te-form of a verb in such contexts, misled by the association between --S L~ b and the verb in the -ing form in English.

Consider what n f- b $ tt l3iT,% tc f i 3 3 t f= means. This sentence of course is about Z * f 1 h 8 , >

Robert and describes what he did. It is likely to be uttered when the topic of Robert has

already been breached. Grammatically speaking, (I) the noun ol{- I- 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 id, presented as the topic of the sentence (us for Robert, he went to Okinawa).

What if we both know that somebody went to Okinawa recently, and I know that it was Robert, but you don't. I will say:

ROBERT went to Okinawa.

'To describe one's skills or Iack thereof, we also often use a different set of expressions, namely, --h2Z { LxTT (is comfortable with . . . 1 and --71rzl:75'.ilf P (is uncornfortabIe with . . . 1.

4 * % T { * T o I am good atlcmnfortable with speaking Japanese. h f : L , 5 , z ,A%

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 provided by this sentence. It is one of the functions of the particle 15." 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 f z h and FJ. The above Q [Z

sentence will fill in the blank left out by:

t?i#%754iPR $37 3 2 L fz $', f;_i%$,

Who went to Okinawa? Compare: X - U $+% t tfi 3 3 L f z dao

63Qh I \

As we learned in Lesson 2, a question word that is the subject of a sentence is never followed by the particle lat, but always by the particle h2. As we have seen, a noun that will provide the answer to such a question is also followed by the particle h'.

Z * n Y 7 ; r h 4 S % LSL\T*T~~)>, , Whkh class is (fhe most) interesti~g?

S * ~ O ? ? X & ' ; ~ ; & L & L \ ~ * * o i: I X / L z

Japanese class is.

( 2 ~ ' , 7 - 3 ~ - C + ) i F ; ' ; f i h ~ & d ~ ~ k 2hht3 ' . -C~\a -$-hh, Who wears glasses fin this class)?

&T%%t~~&&~#a 2 ; t ) *d fCC L \ 3 To r2t Lf :+&. t t t> Professor Yamashi fa does.

The word for "something" is m;b-, and the word for "anything" in negative sentences is hl:

H & * tl r z

"Some" and *anyM in:

positive statements $iIhx aE

something questions @ f i x

sl;: a~y th iw?

negative statements @l% + negative nof . . . anythiw a l L

These two words are used in places where the particles 13, 75<, and 2 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.

%&2N$*87 x 3 3 L fzo 2 k I

The cat has brought something.

4% tJ-Rba&<3 t 7LZ?Po .a: Biz f;

Did the cat eat anyfhing?

L \ L \ & . %13m%+t^;:3*hTL.fto h' a l l f:

No, the cat did nof eat azythizg.

-Fa b Most irregular verbs are compounds of nouns and the verb T 8. If you have learned an irregular verb, therefore, you have also learned a noun.

verbs nouns

%%3-& -A323 +"Sx-3

ex. E l & $ o ) ~ i 2 % L ~ l T % (: IZA. z -A *s *a

to study study Japanese language study is fun.

NBT& 9k.j s HE!

9 d i 9 ex. o2f- E P t L O l ~ l 2 f i b ~ Lb3TTo

d D to cook cookilzg Robert's cooking is good.

Some of these nouns can be used as the "object" of the verb 9.3.

$L kiH$zaB%%L3 Lk,, b P L t L f X . z - xAs~7-

I studied Jopanesa 4

Compare: $h i2EI&s%BBL$. tko b f : L c IZAUF 4 " 3 ~ 3

TLt3LSA6&~BaBR% tz LT<, ? P Sic-

Tukeshi cleaned his room. Compare: ?' t? t 3 k t&3E f:RR L t L t<,

.-.P + 5 L

/-\ r : Short Forms i~/

A. Change the affirmatives into negatives. @

Example: h' ( $lh' ? L

B. Change the affirmatives into negatives. @

@ Informal Speech

A. Answer the following questions in informal speech, first in the affirmative, then

in the negative. @ ...&

Example: Q : .k < ,@. 2 &* 8 ? %d.'.i r:

A : ? A , * - - G o / ? ? A , & G Q b ~ o t: f<

B. Answer the following questions in informal speech, first in the affirmative, then

in the negative. @

Example: Q : 3 % ? ish- 3

A : 5 A, Z%,o/? 3 A, ZF~J+%'L~~ I f& 5 If& z

A. Make a guess about Mary, using --tBLlLf. $35

Example: good at Japanese

1. often cooks 2. drives a car 3 . doesn't smoke 4. listens to a Japanese language tape every day

5 . doesn't go home late at night 6. doesn't drink alcohol much

7. often goes to see movies 8. not married

9. likes Takeshi 10. busy

11. a good student 12. not tall 13. not scary 14. not quiet

15. not a freshman

B. Make a guess about the person or place below and answer the following questions.

Picture A

Picture B

C. Make a guess about the following things, using --&EL\%$. 8%

I . the weather tomorrow

2. the next test

3. what your classmates will do tomorrow

A. Report what the following people said, using --tZ=ZL\t Lf;. @ L i

Example: % 7 ' ~ - / ~ f l l d 8 T & ~ ~ ~ T ~ o :,&If7 I .fi)'

+ Q : %7"1--3htJBZZ-;,ril~\3 ~ t . 6 ~ ~ EX. i>

A : +aCd*rt L L \ Z ~ ~ - C L \ ~ LLI* :&It-? \ +7i: I I

B. Pair Work-Ask your partner the following questions. Take notes and report to

the class later, using --&FTTLI% bt;.

What would you say when you want someone . . .

Example: not to look at your photo + % ? ?? 3 { f? 3 L io r,

I. not to speak English 3 . not to come to your house

5. not to smoke 7. not to forget

2. not to calI you 4 . not to go

6. not to sleep in class

8. not to stare at you

9. not to start the class yet 10. not to be late 11. not to erase the blackboard yet

( 2 < I%A)

A. Tell what Mary is good/poor at, using L~ lP7d T or TqTt. .\ t

Example: tennis (good)

+, % ~ ' J - - $ ~ I A Y = X ~ : ~ _ ~ ~ + T - $ , ci+ 7

swimming (poor)

+ % r '1 -3 hl;t*(aa7Sf7;+T-j-, 2 - 7:

1. French (good) 2 . video games (poor)

3. cooking (good) 4. making sushi (poor)

5. speaking Japanese (good) 6. taking pictures (good)

7. driving a car (good) 8. eating with chopsticks (good) 9. writing love letters (good)

(77b9-)

B. Pair Work-Ask if your partner likes to do the following activities.

Example: studying

1. eating 2. sleeping 3. singing

4. doing shopping 5. playing sports 6. studying Japanese 7. doing cleaning 8. doing laundry 9. cooking

10. taking a bath 11. driving a car 12. washing a car

* If you neither like it nor dislike it, you can use $f 3 T & 3 h i \T % W 1 I *A.

A. Use the table below and answer the questions. @

Example: Q : ffd'L2~'d X A T ? 6 x o UX.

B. Pair Work-Use the table above and ask your partner questions with Ehtii.

A. You went to a party but did nothing there. Make sentences using the cues. W

doesn't like cats likes dogs

likes cats

doesn't like cats

Example: .' f -7 4 - b=e 3 3 L 1z 6'. (eat) i

went to Okinawa last weekend had a date last weekend went to Tokyo last weekend had a date last weekend

1. ~ f - 7 4 -I=?f3 3 Lf.:hS, (drink) I r

2. fi 7;573-Y&'& 9 3 L Ah.", (sing)

cooks often

does not cook

cooks sometimes always eats at cafeteria

3- 7 - b W & ' & 9 3 tf:&.'. (watch)

is good at cooking is good at skiing

is good at singing is good at swimming

Robert

Mary

Sue

Takeshi

4 . fJ % 7' 2%- T L \ ~ L-fz7fii', (take) P

British

American

Korean

Japanese

5 . @ A 3 /t,tz+~\3 L?Z&~, (talk) A

6. 2 f - 7 4 --i=@3 3 t f z h 2 , (do)

B. Answer the following questions.

Example: Q : 3 'j @R ZE3 X/ 3 3 L 7i 15., I f X. '61: 7 (

A : 1 3 ~ 1 , Z/pY.;r?-f (spaghetti) & @ 3 3 Lk, 7 <

A. Interview one of your dassmates about any future plans and report to the class.

6. Pair Work/Group Work-You are planning a party. Decide on the following

points and fill in the chart.

C. Class Activity-find someone who . . .

I. likes to study Japanese

2. hates to do cleaning

3. Iikes to sing

4. is poor at driving

5. whose mother is good at cooking

D. Pair Work-A and B are making plans for a one-day trip with two other friends

C and 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 --&E=ZL\Sbfz, L\

and find out which days all four of you are available.

Example: A : ~ * E l C ~ P ~ TTha, Uni6 < L:T

B : L \c \ ;Z , EL\$@~c?T~ 3 -f, 12, Z+3 TT6*0 b- LO b l Unili%l:&

A : $AGJ., FJt L3*k, T k , C ~ X , h ' & 9 2 W , I = f i { ZZ9-C bf:L 24: 1' k k k

~4 Lk,

Student A

A's schedule 1 C told A that he would . . .

18th: go to see a movie 24th: meet friends

1 26th: go to Osaka to have fun

21 22

quiz party

28 29 part-time job

16

23

17

24

I8

25

19

26

20

study

27

Student B

1 B's schedule

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

16 shopping

23

17

work

24

18

25

19

26

20

27

21

28

22 tennis

29 work

b\,3<*- L Kabuki

& - n ~ g a D i a l o g u e @

a Mary and Takeshi are talking.

@ During intermission at a Kabuki theater.

@ At a concession stand.

Takeshi: Mary, do you like Kabuki?

Mary: Kabuki? I don't know it well. But Robert said it was interesting.

Takestti: I got two tickets for Kabuki, so would you like to ga to see it?

Mary: Sure. When is it?

Takeshi: On Thursday. From 12~00 to 16:OO.

Mary: It was beautifuI.

Takeshi: The people who appear are all men.

Mary: Redly?

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.

V o c u b u l a r y

good child

color

boxed lunch

spa; hot spring

Kabuki; traditional Japanese

theatrical art guitar

g medicine

%Pikk to take medicine

concert

4-EZ near future

47 2 essay; composition $$$& exam

#-%&$ Shinkansen; "BuIlet Train"

ski

%I last month

.WE word; vocabuIary

piano

illness; sickness

blue

red

black

lonely

white

young

mean-spirited

to dance

(somethind ends (-dc)

* Words that appear in the dialogue

/

b=L? d Z & 6 XR1ScaBj Q to be popular

l 3 ~ ' 2 & *$ 6 (something) begins (- BS) V ( @ < to play (a string instrument or

piano) to get (from somebody)

(person t = thiw 2 )

to memorize

(1) to appear; to attend (- 4:) (2) to exit (- 2 )

I r r e g u l a r V e r b s

5 h Z * j - 3 3 Z%-f 4 to do physical exercises

3 x/lx? 6 &?WZJ to take a walk

A d v e r b s a n d O t h e r E x p r e s s i o n s * 'v&~C; from . . . * -tf-'V 3 4 F by all means

* Z Z 6 - P by the way

* &A3 all

* % $ already

N U m b e r S [used to count small items)

* V Y 3 -9 one

* ,i9it;7 z-3 two

A 7 7 27 three

1-37 m-3 four

L h 7 7 57 five

k77 k7 six,

239 - k 9 seven

p39 rk 3 eight

tL69-3 h7 nine

Z S 3- ten

a Past Tense Short Forms

We will now contirlue the discussion on short forms, which nre started in the last lesson.

Here we will learn the past tense paradigm of short forms. - - ---- - - 1 Past tense, affirmative compare with: 7

a :+ ' verbs: Jhfe pbh? d -

1 Lbadjectives: kb fP;f3IlL\ I Td-adjectives:

noun + TT:

1 Past tense, negative I

verbs: ~ b t 6 f P ~ f ; ~ 2

%+;5tsL! I LI-adjectives: h%t \< Z X ~ ~ \ T 7zb h';hlI< t6L\ &-adjectives: %h\~+ tdhb 7cb I

LF %h'GI;;ZKf6L\ LF

noun + ~ b : ~9l; -~tdh\3t ' f i ' < t t L I

F%Lrf&p 7Y<*LI

I I-.--

Kelow is a brief discussion on the formation of past tense short forms. -- ----- I Verbs in the affirmative (a above) 1

3 replace T / P in te-forms with k / f 2

1 I,\-adjectives in the affirmative, and all categories in the negative (b above) '

+ replace the final L \ with h\3ft ! $-adjectives and noun + T b in the affirmative (c above)

3 replace f2 in the present tense short forms with 7?7fz L -. -- -- -- _ I

The two irregularities that we noted earlier are observed here once again. They are:

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 represented, or quoted, speech

X-3,&[3., * % a % & h s & 2 $ x i ? f b h f : Z s 9 T ~ 1 2 Lfzo Y:3 Y 3 6 %

Sug said that she wore (had worn) glasses ia high school.

($.Ed) b A 3 h d 5 ' 9 3 f ; Z , % L \ ~ $ , f; C ink T m did it.

In casual conversations

RC*iAL,> *Sf< ? If X. Have diHne/yef?

- 3 A. @ x + = o

~ h - h z l h , ~ ~ ~ did

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 4, El $W & %

r.9 I r11X.Z -X,

5$ L ril L 13 T, using the present tense, your report will be: $17

X - ~ A I & H ~ % ~ & % L ~ ~ ~ ~ Y S ~ T ~ ~ ~ L f z o b: HX, : - iX. t r i 1 5

Sue said that she was studying Japanese.

The short forms of verbs can be used to qualify nouns, much like adjectives can. In the example below, the phrase & Z T + 5 % A, h. c 1 \ ((reading a book over there) is used as

2 13X. 1 a qualifier for the noun ?F &.

+?L\

1 & + tT$42%kT~\G [F&ta&%r 3 x i ~ T , IIX. a *:( Y L .

The studelet lwho is readkg a book over there1 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 f+ Y

example. ~ x a r n ~ l e 2 contains a phrase describing a person's attribute (Lesson 7), example 3 has a verb in the short form (Lesson B), and example 4 has a 3-adjective, which is relational (Lesson 5).

2A quali£ying phrase like this, which has a sentence-like structure of its own, is technically known as a "relative clause."

adjectives and verbs noun used as qualifiers

u persun [who is interesting1

a persim lwho has long hair1

a pemn 1 who wears glassed

a perso* I who likes cats 1

Here are more examples of verbs used in descriptions of people.

(Who id the persm taking pictures over there?

People who do physical exmc&es mery day (are healthy.)

(I like) people who do mt smoke.

(A letter c a m fmm) a f r i ed who got married last year.

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 present: hearing the sentence, one will understand that Zelda is still without her key. On the other hand, the second "simplte past" example describes the event as something that is independent of the situation at the present moment; we do not know whether Zelda is still looking for her key or has later retrieved it.

In Japanese, past tense forms do double duty on the affirmative end of polarity, but the past tense and the T L 1 4 construction share the work on the negative end. Thus in the

affirmative, the past tense is used both with words like 3 3 (disconnected from the present) and t i ("already," connected with the present).

?At33a,3%5%2 Ld- tk, bt: L La<f:it

I did the hamework yesterday. and $ L , l d % ? j ~ & ~ & ~ ? z o

hf:L Ln(t:r> I have already done the homework.

With the negative, the past is used to talk about a finished time period like 3 -5 , but T L1& is used if your intention is to talk about how things stand now ("not yet7').

3.At$3@.i%SSB2 t 3 - @ L T t k o bt:~ ~ s < f : r , 1 did not do fhe hmework yesterday.

and $ L i d 3 f?@B% L T ~ ~ ~ - + k h 0 +&I- ~ ~ ( f < r h

I have not done the homework yet,

3E-7313 i2h have mt . . . yet

This use of -iI & \ 5 can be found both with verbs describing cha~ges and with verbs describing activities, as defined in Lesson 7.

~ - 3 h E 3 3 $533 ccr~\3*&0 ki

Sue has not woken UP yet. (change)

$2.12 3 t<& L*13 A, i? T L 3 *Ao (activity) hf:L v & t z

I havea't eatgn lunch yet

We learned in Lesson 6 that ;Ira& added to a sentence means "because."

q ~ i a ~ ~ r * t a ~ ~ e - ; . ~ * ~ - i t . t f = , ~t L ~ ~ ~ T z T T ~ ~ ~ , M L Bjs \ *t

I didn't have brhkfast. (Became) I was busy.

In this lesson, we learn to incorporate the explanation clauses in the statements them-

selves, rather than adding them as separate sentences. You can simply transpose the "explanation+ 6% b " sequence to the beginning of a sentence for which the explanation is

offered.

= (situation), because (explanation).

= (explanation), fherefore, (situation).

&Lf=SR&pib6-hab, ~Alf+R%Bt3Td L i t& AM : LLIAXL 3ri

I will study this eve~ing, beccame we will have an encam tomorrow. (= We will have aft exam tmorrow, therefore, I will study this evming-)

9 S & h 7 k h a L ; , * h a C f 2 + t h T L f t o ?t- T We didn't go out, because it was cold. (=I t was cold, therefore, 1 didg't go ouA)

Note that the resulting order of elements resembles that of a "therefore" sentence more closely than that of a "because" cIause in English.

Before the conjunction hS 6 , you find both the long and short forms. Thus the 75% 1; clauses in the above examples can be rewritten as ih L SRhP& 9 3 T h x i3 and Sh.9 ft TTh-

L I i X . 2 t-

h .' The long form before 2~ b is more polite, and is frequently found in request and

suggestion sentences.

&G:3a!a%d2;fj9 &T&lL;, -->$1:RC-$T3a L k 3 . 3 - .i: i \ ? L x k 1 \

Let's go to see Kabuki 1 have tickets.

'The long form before z k i3 is inappropriate when the entire sentence ends in a short fom, however. Thus it is inappropriate to say: X S ha 7 f" TTh3 I ; , &hhlf 23' 7 kc

$2 T

,$!#El P r a c t i c e h Lw5

1: Short Forms Past

A. Verbs

(a) Change the following verbs into the past affirmatives.

Example: 75' ( 4 haL \?=

(b) Change the following verbs into the past negatives.

Example: 5'. ( -hihi%$'7 ?..

1. & & 2- T-c& 3 - Tt2 4. I t r h d ? b (to throvi away)

3. 1i ( 6. t d U 2 b 7 . 9 { & 8. *X/k (T6

9 . i$ lbq l o . ( a 11. ~ 1 5 12. $ A , Y ~ ~5

13. S i 3 2 6 14. 9 f z - j 15. hxk?,$ 16. q'if-;t;'

B. Adjectives and Nouns @

(a) Change t h e following into t he past affirmatives.

Example: 7"z -ha L 1 + ~ ~ P S ~ r 3 ~ 7 ~ ~

G?X,3 2 + - . f , L 3 f ? 3 f z $ < ( * L \ -+ & ' * ( *L \ f ; *< f<

(b) Change the following into the past negatives.

@ Informal Speech

A. Using the cues below, make questions about yesterday in informal speech. How do you answer those questions? @

Example: ?- t W & 3, b k

+ Q : 4 @ . j T L Y 2 R ? : ? k.

A : 3 h, E7t=,/.j 9 A, RQ$xq f z , k k

1. t0Y2&*8 f:

2. &*T& SA, (3'

3. BS@T$i?% 9 & z L 1 / " f Z / v h-

4. ? G ? ? % E T & +-i r

5. i&TH=T6 9 x 3 'I

6 . &??Gi:&? Y C A

7. S32%2& f ; X . Z ' B11

8. $%&I* b h f ? l i <

9. S%i:%%2rSx13 $ d. F < T/L h

10, ~ 2 F ~ - Y - ~ f ~ ~ -2 *.

11. . f . & % % b j 7 $'A

12. 2giy*bzfi < h + I r

13. %%T$ i / L r i

14. F'47:ztTgb .GY

Make questions about childhood in informal speech. How do you answer those questions? @

Example: Z% Irk I

+ Q : TEae . ZRE7 i?z ? :r t r ~ f / c t

A : 5 XI, Z % t 5 7 t=,/-j 5 A, XaU e Q h x 9 f:, Ifd 5 IT& 3

@Z%f2.ot=tE~ltd lfh d %%

A. Make a guess about the childhoods of the people below. @

Example: 2 %, T* t ?z hso ITX. 3

+ Q : L o3ACATiEa%, %%T t f ~ 6 ' ~ u r ; r t r 3 l f k 3

A : I d L h , Z R I ? ' ~ ~ t= Z4%Ll& To i f / " 3 st

L\L\&, Z ~ ~ : ' Q & ~ ~ ~ ? Z Z , U IT/" 3

= ~ \ 3 3-0 i4 b

(a) 7 F > f l Z 3 L j T (about ~adonna)

(b) E~*Z@%*~Z~L\T (about your Japanese teacher) I I z WhWL!

6. Choose one classmate and guess what they were like as a child using the

following characteristics.

A. Pair Work-Ask your partner the following questions about his/her childhood

and report to the class using --&EgTL\ZLfi. 11

Example: L \ :' ib Q L ?:

B. What would these people say/have said? Make up your own quote for the

following people.

Example: 7 ' - 30 j f: ( s & g @ L f = z $ - ; , ~ ~ ~ \ + L C ? I 5

Ex. 3a71t';lz%~Z'*- (1) ? / f 9 1 L - 7 ~ 9 " / > (2) I I ~ F Z - ~ ~ X ' ) -

(4) @ 1 [my] mother) 13

n

A. Look at the picture below and answer the questions.

Example: €El 3 f: 375.

+ Q : E 3 + 3 h i i Z * Q l A T ? h a , fz oif. vr

A : b&rib2$*l-f.lil~\&hTT, f i ~ \ b L-- f -2%T~l \ ATT, v z L 5 4 rP Y

B. Pair Work-One of you looks at picture A below and the other looks at picture

B (p. 188). Ask each other questions and identify all the people in the picture.

Example: k L 5 A : $; L 2 3 h i d ~''C?lh"i.'~fi', Pr_-

B : ~ ~ ~ " ~ R T L G A T T , A L' z

Picture A Ask which of the people are the following:

1. f-zs -3 - 2. 3 k j L

3. ~ : - L \ $ C +

4. L. i r

C. Class Activity-Descri be your classmates.

The class is divided into two groups, A and 6. 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 --TLl5APT. Take turns when finished. U&

Example: Teacher : T 4 7 3 A, C i F~AT"p;tra, D r

Student : *$Z$ZLTi:L\bATT, (32 jL:/< It r

A. Answer the following questions using bk--?IL\bl2h. @

Example: Q : & j & X/ ?? &< 2 L ?= fia, Y'S f:

B. Pair Work-Ask if your partner has done . . . yet.

Example: 352 6 2 &< 4 +A, f:

1. H#Mk:*% L n

2. : i g t c X b t;h-%/, i i l l

3 . -f-%% (Lesson 10) ?? % L' LvbY ?. d

4. 75';: 3 -2 R k c 8 ( A l i

5 . &W,b h

(a name of newly released movie)

6. 5 3 {

(a name of newly released CD)

7 . ,7& +* v76 a

(a name of current best-selling novel)

A. Match up the phrases to make sense.

B. Complete the foltowing sentences adding reasons.

1. &> b , %&75WL*&& "I 2 *Ao A-kI

2. hXL;. Et*%%%i% L T ~ : L \ ~ T o 1 : (TX- z' < / , , 3 ~

3. sfixb, 5 ~ w m ~ 1 3 ~ r t ' tdx3 7 1 t ~ ~ ~ QA,CIP~ L m i 3 7 c>+e

4. hSL; , 3~3?FR21*&4.3 L k o Q ~ T Z i r i

mgefr3cnag ;(zhrbwJ5

A. Role Play-One of you is working at a fast-food restaurant. The other is a

customer. Using Dialogue IU as a model, order some food and drinks from the

menu below. Be sure to say how many you want.

B. Answer the following questions.

2, T 9 - 2 % ( 9 h z k . f T - P h h , U ck=J 7

3 . %&c3h3*3Tj-r3>, % f -f

4. E!%@e, k < S2fkA2 3 - h ~ ~ 5 3 r l 7 0,

5. { ~9 t a w, ? A IT

6. &q@S*El (birthday) I ~ f l & ~ & & , L \ $ t k - h h , 3 1 h& f=h.Lii d Q t :

T:t-Ltzm$ Tt b b 3 t k 6 x 0 r* bt

7. +B. 9 ~xra+m=wt 3 4 t ? z $ ~ , ~+t:,%b 9 3 $ha, 31 i &'?LC 1iu Q/" r i;

8. T T Y ~ ~ ~ 1.P t

9. f%a%. k < &Ti& z sv+3 L f<h>, r L r t h e

10. z''AQEa b k-T-W+9 T b d T6ao t'p, t

11. + ~ o i $ ~ t ~ s L ~1 r ,ge -w, ., c X , r L l l h . CTh.

12. &3?=9ETIJ. Z % 2 X $ - ' Y ~ ~ J . % ~ ~ & 9 3 - f * h o { 1: IIX, 3

Pair Work @ B.

Example: k L 2

I picture B . I Ask which of the people are the following:

There are two kinds of words for colors.

Group 1: LI-adjectives

I X ~ J > black fi b i L r,

white I < &

h Q- red SLX

& 84 blue I

3 w 5 k h yellow 8 g brown 3 5 9 7 ) %+\ \&

1 These words become nouns without the r>.

I Group 2: nouns

red bag

I like red the best.

*%,' 7* 1) - 2 I green % a%33

I F > 7 pink

7& I3 kTr.6

light blue 1

( %$/;/,b~.t-- ?kt\&

silver I There words need a in order to make noun phrases.

>B/7*1] - >Ql-k-9- green sweater ='I

Here are some words related to colors.

You look pale..

bhck a d white picture

Mary hQs Blo& hair.

&#&(n-f;z "srs, Winter Vacation Plans ifww * & Ft"r

@ At a travel agency.

Mary: It is getting cold.

Takeshi: Yes. Mary, what will you do at winter break?

Mary: I am planning to go to Korea or Taiwan, but I haven't decided yet.

Takeshi: That's nice.

Mary: Which do you think is better, Korea or Taiwan?

Takeshi: Mm . . . I think it is warmer in Taiwan. But Sue said that the food was deTicious in

Korea.

Mary: I see. By the way, are you going somewhere, Takeshi?

Takeshi: I won't go anywhere, I don't have money, so I will stay here.

Mary: Is that so? Then 1'11 buy some souvenir for you.

Takeshi: Wow, thank you.

M a y : I'd 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 me a credit card?

Travel agent: Yes.

Mary: How long does it take to Seoul?

Travel agent: About one hour.

N o u n s 23 3 L \ L P 2.3 g&5ifa%%

3 429 * ? k = s ~ ; ~ b73-F ZZt

? b y & -

.;/ * '7 4&b\hX-3

* $ * L \

bhx-c=) T"2 { 4 r r+i3 ra s J$>',!I

V L 9 * VXI 2, &I

+ , 4 @ 5 v p i #~\ t ' k

* k * ( i; k\&P-=l 3 3 &2*

fall

doctor station

~3ch person

face

season

credit card

this year

soccer

shirt

life; living

world

subway

gloves

barber's

spring

pants

beauty parlor

flight

ship; boat

baseball

celebrity

reservation

next semester

apple

W a r m

slow; late

cool (weather-not used for thin&

cold (thing/~eo~le)

sleepy

* Words that appear in the dialogue

easy; simple

to take (amount of tirne/moneyl (no particle)

to stay (at a hotel, etc.) (- 1;) to become

to pay

to decide

I r r e g u l a r V e r b

; i z h L @ i T B &ET6 to practice

A d v e r b s a n d O t h e r E x p r e s s i o n s

& & 'f%T .. 9 ~ b - C on foot

t\%l%k --+I$ 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

In Japanese, adjectives have the same shape in noncumparative and comparative sen- tences; there is no alteration as in "great/greater." The idea of comparison is expressed by adding something to the nouns that are compared.

1 A tDMjjbt B @' property), = A iS more @ r ~ e r M than B. I

You can ask for another person's opinion on two things in comparative terms.

A t B tk ~ = ? 3 ~ 1 3 3 ~ ; h f (pro~ert~),

= Befween A and B, which is m r e (property)?

XCX Z e* Z Z''9 3; 9 C3 j V ~ L \TT&a, ~ L L F r i

Which zs cheaper, koing by) bm or (by) $rain? yr

In comparison among three or more items, the degree qualifier \ S; 1% k is used.

[(class of items) a271 A tiiL18lbh (property).

A is the most (property) [ a m g (a class of items)].

I ~ F ~ u ~ ~ ? . ~ Z 75 L-72 Z p - = >3*n+T1 ~ : & ~ ~ ) ~ L \ ~ ; E % X / & $ ~ , L + ~ " S Z , S L ~ 2 73. 3 : C r i 3' H &

3 -f+, Betwee% Pavarotti, Curreras, and Domingo, who do you think ZS the best si~ger?

'In red life, the phrases A 1% i h.' and B I 1 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 nC3 3 4' and 1 1 .

'There are several alternates for Z-9 t; @ 13 i . They are: ft; b C3 5 , F 7 &, and f% 41. Any one of these can be used in question sentences seeking comparisons between two items. Y'7 3; a d Z+T f3 e)

(3 5 are slightly more colIoquia1 than r'S; b and I f% b mi3 =I .

h I."J.'RY.?.F hi~\3; t%X/&-h ' .k+T~o i f : U r i ?"

Pavarotti is best, naturally.

Note that the words 43 i and Y-;1% are not used in statements of comparison among

three or more items. Normal question words like fzh, Z*&, and a(- are used instead.'

When a noun follaws an adjective, and when it is clear what you are referring to, you can (I replace the noun with the pronoun CT), one." You can use a to avoid repetition.

$ . A . ~ & , ~ k ~ - k - 9 - - ~ $ + 9 f b 3 - f 0 * b W % % - 3 0 4 T o (a=*-5'-) hf;L < -5 C ha. - b I haw a bkack sweafer. I h ~ o e a 9.d me, t o .

S L ~ F S ~ R W I C E ~ a LTZ, - ~ - $ ~ \ ~ \ a ~ i & l q - a - w x t t ; , (@=%$I c* U L l ?F ,, " c L k I wmf to buy casa inexpmsiue dictionary, bgt there were no goad mes.

LI-adjective 1 Ll-adjective 1 + + noun + &-ad jeclive %-adjective

Similarly, a noun following another noun can be reduced. Here, a sequence of the form "noun, cF) JIQU~~' ' wi1I be reduced to "noun, fl." You simply omit the second noun.

t t-LtdX- 3 Aahh'tbA/TT&x, ~ l t \ i i , *&Lt2%T1) -3 ha T9-0 1s this Sag3 &? No, that is Mary'sp.

7 % I J f i m 7 4 ~ 7 ~ ] - A a t 3 j &?H*4) k 3 S L ~ L L ~ T T , 4 Z C f l U -

Americm ice cream is more dekicioas fkaa Jupawse m.

3The tendency is to use Y h when a list of items is presented, and to use IbJ r* ,- when a group is referred to collectively. Compare:

1 A,z*Zsih*Az 3 { bLtTa+T. =,+. YhLJr\GCdA333C?h4, -t

Whkh do you like best, apples, tangeriaes, m cham-es? < f<% an+ T. FJifJz~~.fjt%X/%5TThho -r

m a t fmiF";Eo yoG'iike best?

9 $ 9 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 9 t 1 to describe what you me planning z o t to do, or what you do nof intend to do.

verb (present, short) + 3% 9 f: @) i~ tend to do . . .

(3t.1d)S$.t-k13 L~X IZT-C-X?? -$ -& -~~% '7 T-j-, bGL L.+ja7

1 z&md to play fm~is with Tqkeshi thik weekend

&-F*&t3& LkATt=*Q~~.3S 3 TTQ 9 2 Lf;++/t+r, %L,&*{ : = Professor Yamushifa does mt intmxd to come to schol tommow.

& + Q W , t ~ f i ( 3 S 1 T L k i - f Y , Xah" l 3 2 ~ ~ 7 f z 3 ~ 1 ; . f i 3 3 - @ k . T L i ? ~ , Ti) k I' -IX: 2 L T

We were plawna'~ to vbit a tempk, baf we diih't, became .the weather was no f good.

The verb 3 5 means "to became," indicating a change. 3 8 f~ l l aws nouns and both types of adjectives.

- -

nouns: 9 3 SRHKZx5 fo become a company enaplqyee %\L-PLG fplItrpClh-

B*ZGF)&B&~%L { %!I 3 L f z o I : [EX, : 3 La,

St86dyzyzng the Japaaese hguage is fan %ow (fbugh it was like fortare hefore).

With L\-adjectives, the final r \ is dropped and ( is added, as in their negative canjuga- tions. A common mistake is to expand the pattern of 3-adjectives and nouns and u s t: with \-adjectives. It is wrong to say, for example, X @ $- L 11: Q 8.

W3.z

When an adjective is used with ta' 6, a question axises whether the sentence describes an absolute change (ex. "it has become warm, hence it is not cold any longern) or a relative change (ex. "it has become warmer, but it is still cbld"). 3 6 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 'b & .

Mary has become-beffer i i - ~ a p a i k e t h a ~ before.

In Lesson 8 we learned the Japanese expressions for "something" and "not . . . anything," 4Ff2~- and 2,. As you must have noticed, these expressions are made up of the question

1: r, It

word for things, .PT, plus particles h* and S . Other expressions for "some" and "any" in *i:

Japanese follow this pattern. Thus,

something someme fz+h$' - 31: -

not azythi~g a % Q 1:-

xot aflymP: 7"Sh- L

somewhere Y Z fi* -

mf anywhere tl" L S

As we noted in Lesson 8, these words are used by themselves, where particles 43, $5 or 2 would be expected. It is, then, interesting to observe how these expressions interact with other particles, such as i : , 2, and C. These particles appear in the places shown with underscores above. Let us look at some examples.

Did you go a~ywhere?

L \ L \ ; ? _ , rf'~-~t7,4 - ~ ~ L T L T Z . c

No, I didn't go anywhere.

~3&7Ft',&L 2 L iF= f i so L \ L \ ; ~ _ , t : f i t ~ $ & t ~ 3 ~ L T L f r , - d R

Did you see anybody? No, 1 d i d ~ ' f see aaybody.

rnd. L 2 Lfz75%,

gid you do artything?

LWL, a$ t a* t t - cLI -= , 2* 1:

No, 1 didn't do anything.

You can me the particle Zt with nouns that describe the means of transporktian and the instruments you we.

We eaf our meals with chopsticks.

Let% talk in Japanese.

I went to the station by bus.

I saw a m v i e on TV.

;f%&q%cfl@15f&g%Tfi'******b We sometimes use 75' and tf E at the t ZhJ 2 z uv end of a sentence when we want our partners to treat what we have just said as a given, common ground to buiId 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 utterance.

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. 6s attached to her sentence indicates that she wants to build upon, and move forward with, these pieces of information. Instead of asking the obvious question, namely, r 'lij 6 aft 1 tlT?ds, the agent chooses not to finish her sentence, and lets her customer come forward with an answer immediately.

!RE! P r a c t i c e nh L m 5

A. Look at the pictures below and answer the following questions. @

Example: Q : ~ $ Z I ~ X Z Z ' . % ~ K I [ ~ ? & r i&~~TTh io -, , . . 7. .. -: , i+

A : @+o,t2 j $cr;xa 9 :&L\TT, -. , .n L - : .Il, .- ,

Picture (a) (a)

1. $&$$$$!Y)GZ Z Z'% b 9 1 2 3 2 ~ ~ S ~ l T - j - i ~ ~ ~ L L.+.x.+~.L l a r

2. $fi$qR,#l z %* z Z+% b a 1 2 9 &~s~\TT$~o LXd./V+?A, T A L C 2

3. #fie>#$ Z Y S Z Z Z*G i, Pli3 5 & ' % $ ~ h T ? h ~ , L / ~ $ . / ~ + L , rf

4. Z$ Z y C A Z Y h i, Q I J ~ i &2T$~\Ctha,, TI" L 3? , ;a

Picture (b)

Picture (c)

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: E/* (% 3) 7 .;.* T

+ A : Ez*? z * G ~ - , ( Q ~ I ~ ~ ) & ~ ~ ~ T T & ~ O 2 7 J.@ t

6 : E ~ c J ~ -hx(+k 9 )e3T"Po ta. -i i.VP 2

(orX%%S%3T$, /$SZ-& 3 ~ L ~ T T , ) k 7 .;,W T 27 .;.rb

A : r - 5 l/?-i?T6L~ I .

4 7 !zl H 3 z / El *$+39 (35 3 ) % * ? ~ < ' I I ? 1 : I I i

@~/%.5=i.#% 0 3 3 ) ; . lP : i ? i

E3*93/F4 'Y (Germany) ( ~ k t ' l ) I: 1ik ( 6 2 <&?

i%F/?5 9 a?- (7S~&f<'x.) 6.A i'

33 7 r t ' 7 ~ + - 7 ; r - / ; t y n-> (~E$'L\L\) &fS

?.55rt* =i~5?" / - s*F>- f (%&#+%) o.n I;

%/$A (8 3 ) I A: - T

a;$;a+/%Qf=ama+ (gjt,.~\) I 1 I 3 , L : . $f;S;

a*a*i%/&Qfzama&i& ( A E o r % L k \ ) 1 i 4+\xd.7 1: 7 f : i~- .L 7:-

A. Look at the pictures on the previous page and answer the questions below.

Example: Q : t T, Y.*#'Ldf L\& i y k $ ~ \ T T & ~ ~ Qd. ;z +

A : *%&&?k\% lTtL*~\T-fO L&iJ-/L4&L, :: F

Picture (a)

Picture (b)

Picture (c)

8. Answer the following questions.

Example: ex%/% 3 - 3 t: Lo -r

-+ Q : *<rna+T, rn7SS~\% la'&% 3 T-P&, fz to 275. QiI %

A : $LhP~\-f;Ea*X/%3T-$-, i

C. 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: t T, A 3 I~~L%L\T+T, 2 * b d %

B 3 X / h 2 W i 13k%+hP&b\T-fo f:d.

C S / L $ i ' ~ \ G l % k L t: ( { 9 7 ~ I t t & & - j - ~ t5 * +

D. Class Activity-First form pairs and make comparative and superlative question

sentences with your partner. (You should know the answers.) Then ask ques-

tions to the class. The rest of the class answer the questions.

Example: Y. l.x L X b Z Z*% b e)C3 5 ; s ~ & L \ - c " - $ - ; ~ ~ , -3. r ?& f; h.

3 A Z A B 3 Z% &@I39 $s35~hT?hho f; B d . 9 3 f; a% h.

9 ' 7 z a * T + a f : ~ $ ~ ~ ~ % i 2 A ~ * 2 # 9 T L \ ~ T & ~ ~ 'It- ' 1 3 h . h b

@ % ~ ~ ~ + T F z - ~ ~ L ~ ~ ; E ~ ~ . I J ~ ~ L \ T $ $ ~ . Q d.i, < L Qh. %il

@ ZihJ2+h(nT6 ;hkL

A. This is a refrigerator in a dormitory. Tell whose each thing is, using 10. @

B. You are a customer. Look at the picture and tell which you want.

Example:

Store attendant : Z*C b t --.hC~h~\TThxo

Customer : &~\ (n@ { 7 " P s ~ \ ~ & 7

% ~ h -3

A. You are planning to do/not to do the following things next week. Tell what you

will/will not do using -7% 9723. @

Example: a@El tt+@&d2-% Y) TTo l T ? A i LF 3 b.

c f 7 L i .V

7b$ J i r 1 ? El U:

f a t t k i u;

-

$ 7 l r % l i UC

EX. to read books (1) to practice the piano

(2) to do exercises

(3) to do laundry

(4) to write letters to friends (5) not to go out

(6) to eat dinner with friends (7) not to study Japanese

(8) to stay at a friend's (9) not to go home

(10) to clean a room (11) not to get up early

B. Answer the following questions.

@ h f i l \ ( ~ t a : D 2 bk A. Describe the following pictures. @

Example: 3 $ L L \ + 3;kZ~\t=a L' 3 Lik,

Ex. ~ # ' L L \

6. Fill in the blanks with appropriate forms.

A. Look at each picture and explain how to get to and from one place to another. @

Example: 5 '%&*bR& T'h%Z$TB3 2 To i 3 U T & L e r '

Ex.

8 hours 1 week A w x A , , L 8 . 8 -

B. Use the same pictures and describe how long it takes. @

Example: j f ; $ ' b -%Rd Tl-37Sx&x9 3 7 , 5 3 r,m>;:A

C. Explain how you get from your house to schooI.

Example: ? % & x b F % R ~ T b $ Z ~ T ~ $ Z ? - o .A%?jad'q 3T0 J&k2 5 U - ? h - L i . I L 1 .;-A

A. The chart below shows winter vacation plans for Mary and her friends. First,

answer the following questions about Mary's plan.

Mary

Robert

Ken

by boat 2 months doesn't know will take pictures with pengui~ls (4 T 2)

Takeshi will go nowhere

3 weeks

2 weeks

3 days

will go to Korea with Sue

will go back to London

will go to Tokyo with a friend

will stay at Sue's house

will stay at a hotel

by plane

by plane

by bullet train

will do shopping and eat Korean foods

will meet friends

will play at

Tokyo Disneyland

How about t h e others' plans? Make pairs and ask questions.

6. 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 I[ as a model, make reservations for the following tickets.

smoking seat = *@% f 7* / "+ !5

aisle seat = SSB'J 9 3 5 d : h * 3

window seat = %$ @'3 nonsmoking seat = %%% 1 Y d i h +k3 3/y%/ylt?i

(1) From Nagoya to Los Angeles

(2) From Tokyo to Paris

1 person

1 person --- 2 persons

4 persons

Jan. 1

Feb. 14

smoking seat

window seat

aisle seats

nonsmoking seats

(3) From Osaka to Rome

(4) From Tokyo to Bangkok

Apr. 18

Aug. 20

Iil' 5R T z3

A - t t h e S t a t i o n

Types of Trains

+Fa local 1. 9 i

93e t.s express h ? C i

R& super express z-kpi

Destination

-fi 3 bound for . . . I \

-3Z3 serving . . . areas If? &b

Types of Tickets and Seats

%$% (boarding) ticket C r i L T-LIX.

coupons b-t >T =J !+A,

commuter's pass T t > 3 I?/y

%3X% vouchers; zone tickets + k c > 9 t f X ,

M! student discount &:( h7

#g 53% reserved seat L - r l b i t

El &% general admission seat U @ i * f

%@* nonsmoking car ?/viL.Cc

%%a round trip s 5 A, <

J?S one way 9.fi-t tj

Places in Stations

n4E~@ track number . . . * m exit ra~+x T t i 5

% % % q % ticket vending area An entrance 3 7 i: 1 if s1r) C%

W L gate k$& stairs - 21.t-37 b ?!!A,

&--A platform C%X/%- first car; front end 3 i

3% lfi\i&

kiosk t 3; tf ,4,,qE5 -last car; tail end i C

Miscellaneous Public Transportation Terms

S9&2 transfer 0 6.

RlJ- next (stop), . . . clp

%% departing first *X. l I7

:k2% departing second L ti7

@* zL = last train

Lm7T-Xr

Announcements

3%Q<%*L3-$ 1i3 L C

We will be leaving soon.

%WzS 'I 3 T A train is arriving. T & L + d \ l

;kid-- I=& 2 3 3 3- 7 3

Next (we'll stop at) . . . z I

7-* -- * n - r 7 S f m )I wo L;X,B { E ~ L \ - L tXpi ,I

The doors are closing. Please be careful.

Useful Expressions

t c3 %* la&%& I= Jk 3 9 a T7F, TX/L. r A i A l f h L

Does this train stop at Akihabara?

sEtmeT-j-dxo LsiTL QL U

What time is the last train?

2 T(Q%zJi$ ?? - - 8 g @ k t 3 $.-One reserved ticket to Tokyo, please. z ; 3ri L 4r>+&3 r > % j * * hd-'

Fs!l;trr.5rFr 2 3 -j- 75., a"{ h O 7h.

Can I get a student discount?

Which one is the t7ai.n bound for Kamkura?

{*&a&& After the Vacation

rr, L, mi a D i a l o g u e Michiko and Mary meet after the vacation.

Michiko: Mary, I haven't seen you for a long 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.

Maw: Michiko, I want to introduce you to a friend of mine. This is John. He came to Japan Iast

month.

John: How do you do?

Michiko: How do you do? Nice to meet you.

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 haven't.

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.

Australia

gz? snack; sweets

%&El Mew Year's

% c3-3- boy

toy

ftQ1-T girl

9b@ foreign country

FFk* singer

camp this person (polite)

this semester

president of a company

class future

drive

beer

art museum

host farniIy

lake

mountain

dream

roommate

to tell a lie to become hungry

to own (a pet)

to cut dasses

to take (a class); to get (a grade)

to learn

toclimb b k e t - )

to work

* Words that appear in the dialogue

I r r e g u l a r

~ S L W a * t 1 j 21~~1-p &

A d v e r b s

& z * L @ 9 L X , * .fz"{ ;iLQ

* -?St+

--TA * V 3 t l i :3 * 3253%

% 7 Y

V e r b s

to get tired

to quit

to have a fight; to quarrel

to introduce herson I: p e r m & )

to go on a diet

to be late (for an appointment)

to study abroad (place 11)

a n d O f h e r E x p r e s s i o n s

$5 after (an event) (eomt a) *% - coming from (place Ql)

vew and then

just . . . ; only . . . . . . points

it has been a long time

okay; so-so

more

You can use a verb stem (the verb form that goes before 3 + ;f: b \cl-9 to describe your

hope or aspiration.

+Eas*b2, && -2 f t f i b \ T - j f , or &BIh2EJi c\.'C"T, Z/Y C L ~ p j 3 - 3 j r r b: I*- i % x $: .& - I want to see a film thzs weekend.

L\-=>rS'+rn t c B 3 k L\TTo be?:<

1 want to go to Chim someday.

verb stem + f i L \ T $ 1 want to d o . . .

As you can see in the first example above, having fi L \ attached to a verb slightly affects the composition of the sentence. A verb that takes the particle & can have either the particle 2 or 5.' when it is followed by ?: t l. Particles other than Q remain the same.

The combination of a verb and f: L \ conjugates as an b\-adjective. Here are examples of negative and past tense \ sentences.

&cr>Atc&a t i 4 ~ ~ 5 ( & 3 &*XI, V K A

I don't want to see that person azy more.

+ - ~ - v ~ ~ ~ ) t ; ~ ~ ~ f ~ + ~ , ye>+- t~ci=$3 a L ~ z , , *- L I

I went to a department store, because 1 wanfed 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 t = b \ Z , g - = , T ~ \ 2 - i f instead of fz'=\TT.

L; b

2 L\T? 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. T o quote somebody, saying that she wants to do something, you can use Z Z-;, T \ 5 L f=

L *

with 1": L\.

% 7 ' J - 3 h t d b 4 P i t f i i t z ~ l Z Z 9 T ~ h 3 L-tz, I I L I

Mary said she wamted to go to the bathrom.

To describe your observation to the effect that somebody wants to do something, you must use a special verb f= 6% T - i : ~ \ B instead of f; I \. If a verb takes the particle & , the derived verb f: P7 T C:L \ & will retain the 2, unlike \, with which we had. a choice between the particles 75< and & .

$ 7 ' 1 - - 3 h / ~ 3 3 - t - ~ R & f - z 1 5 ' 7 T ~ ~ a T , rr)

(It seem) Mau waxh to drink coiXe@-

The verb I?= V-7 -I L S , which comes from the dictionary fonn i3< 6 , 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.

You already know that you can connect two daum with the te-form of predicates, as in:

%

kRTFkl%% LX. %ERsT2&~3To g h ? d . r i . 6 0 +,4,:<71i 7 C

hz Osaka, 1 will do s m e shopping a d eat Korea% food.

? 1 want to . . . /Do you w ~ n t to . . . . They want t o . . . verb stem + f=LlTT verb stem + T C ~ ~ T T L \ ~ ~

f=t\ conjugates as an t\-adjective fchl& conjugates as an u-verb

= fix or Z only

This sentence, however, tends to suggest that shopping and dining are the only activities you plan to perform in Osaka. If you want to avoid such implications and want to mention activities or events just as exemplars, thus leaving room for other things which are left unsaid, you can use a special predicate form -2 3 -15 3 -if 4 .

A P Z T R L \ * ~ t k q , s ~ a ~ 3 3 2 + t q ; t 3 L ~ T , SJ%?fJ. * t O S./Y: ( 9 2 3 1 fz

In Osaka, 1 will do szcch fhz~gs us shopping a d eating Korealz dkhes.

1 (activity A) ft 9 (activity 8) k do such things as A and B I To get the f: 3 form of a predicate, you just add 9 to the past tense sho?t form of a predicate. (Thus we have L t= 9 for the verb rf- 6, whose past tense is t ', and &x.f= 9 for $€% 6 , past tense h-tk .) Note that the helping verb -5. .3 at the end of the Lktentence

t: i':

indicates the tense of the sentence. You can change a --f= 9 --f: '1 T 4 sentence into the

past tense, or incorporate it in a bigger sentence, by working on the helping verb part.

sssa. & ~ ~ t = t l , ~ ~ ~ Y S L ~ = ~ t3 L E , Lq3 2 9 <L>li r t 1: 'd I sfudied a d talked wzth my fnmds, among other things, ooer the weekelad.

G-z~tz 9 , + % & M ~ h f 7 ' t 3 T6@h2'S3TT0 fir C;LA:( 3. -f I like danckg, Zisteni?rg to music, and so forth.

The past tense short form of a verb + t Z 5'& & describes that you did something, or something happened, in earlier times.

Have you mer been to Europe?

- E & L \ , ? T ~ k L Z & ~ d k , 3 3 - j - ~ I r

Yes, I haue.

t S A / E ~ + ~ Z ~ ~ ~ X / ~ Z 9 1aktt, L'nSii c7

Takgshd has never been abswt from classes (in his life).

verb (past, short) + Z&&t&& bane the experience o f . . .

9 connects two nouns, as dues Z . 9 suggests that the things referred to are proposed as '<

examples, and that you are not citing an exhaustive list.

M in negative sentences) In negative sentences, you often find the particle t$ where you expect 752 or %. Observe the reply sentences in the following dialogues:

Q T i 7 t' GR 3 T o DO yoit watch TK Prof: Yamashitla? + PL f i t l ~ % r . + A : LltlL, 7 v k + t ~ H 3 - e A o

- A No, I don't.

Q : ~-t-f i~B&f?~~TT73~~ Do you want to have a cup o f coffee? 03

A : b l b l 2 , x-t--t$E&4.7~ - < & 9 &*Ao No, I don't. m

8 and f i r , respectiveIy, would not be ungrammatical in the above examples. Many Japanese speakers, however, find the tk versions more natural.

The rule of thumb is that negative Japanese sentences tend to contain at least one tA phrase. If you add $Lik to the sentences above, therefore, the

h t t

need for is already fulfilled, and Japanese speakers feel much less

3EZTi$SLk < & 9 3@Lo I don't want to speak in English. i r . Z l b t a '

E f E 2 9 5 L o 1 have never been to Hiroshima. L'5L f c ,

e(f b You can add E t r f to numbers to talk about having just that many items. E tf implies that you have something up to the amount needed, but not more than that.

$Li2*9Atz-!ElI-2t f23fzZ )5755:&'3 23, b 2 L 3 k ~ r , a b r , - Si

I have met that person just once.

f2 tf suggests that you can live with that few, though the number admittedly could have been higher. We wiII learn another word in Lesson 14, namely, L75>, which means "only" in the sense that you do.not have enough of.

fLb You can use the particle tL to indicate the occasion on which you do something.

@ z s t & k g Y 5 Ye$E42 IdX 2

I ate salad at dinner.

tz can also indicate the role you want something to play.

&&+t?+t~&3iZS%Et>& tk, I bought a postcard gs a sozlvsnir. i. IZ lss 3 fi.

3 ) F .7 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 F 7 4 Y t Z f i 5 r < or F 9 4 7 3-&*

i a a - r w w 7 ' f i m g L~Z/I . "Y,WLB t f z 0 aT% * I went fur a drive to the kake.

When you simply want to say "to drive a car" (not necessarily for pleasure), use B$Gf 5 instead.

3,'..T/b

H $ T @ ~ S % L ? Z z k&%9 & T A h o E MA 3LTL

Have you ever driuen a car i~ Japan?

= 9 b S, like the English word "dream," has two meanings. One is the dream w 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 W8 for

&

sleeping dreams, and l$F 9 T L1& or h .5 for your visions.

W J ~ Z ~ ~ . G F B ! Z ~ ! LLz. I had a scary dream Iest night. ~ W % 7 7 b r ? ~ ? @ r l r & 9 &To I have a dream- A n

b a f z c n ~ ~ c n l s ~ . i % ~ ~ ~ ~ ~ ~ 7 t a t is your future dream? L.€i4b. @Q tc&

Efab The particle h i often follows the particle 4: in sentences describing a place in terms of the things that are found there.

B B I Z ~ & A ~ ~ ~ ~ ~ ~ - ~ & V . . < S L & 9 &To 53 s29-ss

There are lots o f big departmsnt stores & Tokyo.

%a,%~tsh~rf.t~t~B$=q,%*&~t~& f ., i-YkL etlN- E anA? +=A+&>

We have a good Japanese feather & my college.

These sentences would be okay without iA, but there is a subtle difference between the versions with and without I&. The idr sentences are about the places; they answer questions (either explicitly asked, or implicit) like "What is Tokyo like?"

The sentences without b& after E , an the other hand, are answers to a question like "Where do you find good teachers of Japanese?'?

See the grammar note discussing the difference between 21s and ki in Lesson 8. In the case of the particle E, the contrast is between the simple 4Z and the combination iz 43. (See also the grammar note on counting people

I in Lesson 7.)

k j f i # P r a c t i c e ;fzh L@5

I c

A. Change the following phrases into --f;l\ sentences.

Example: >I <- ~- 2 &< 6

( i a ~ k ) + 7 h ~ ~ i - ~ - ~ ~ ~ ~ ~ ~ ,TTo ( 2 ) -. ~ \ > ~ < - f l - & : & < f = { $j 9 $+-Ao

B. Pair Work-Ask if your partner wants to do the things above. When you answer,

give reasons as in the example.

C. Change the following phrases into --kt+\ sentences in the past tense. @

Example:

D. Pair Work-Ask if your partner wanted to do the things above during their

child hood.

E. Pair Work-Ask your partner the following questions and report the answers as

in t h e example.

Example: A : i7h$X,dAN13z&xf=~\T?y5x, tac fz

B : k0tf-*$'&<fZ~\~-fO f:

A : i f ~ / 3 ~ / i a k ~ : o & ~ e < f = ~ \ z g ~ - i l ~ \ a L ~ C . f: I h

i jX,;X/ l2tz"~*&&^=i '%%$'7 T L \ ~ - $ - , A t:

I. &z*i2hb:@$~*<f=~~T$$~~ u. 6 t* tI t:

2. f i h 2 ~ \ % t d h E ~ ~ ? = ~ \ \ ~ $ ~ ~ 241 3.

Additional VocabulawH 9 (Occupations) M si5

3 921% (*%I writer Y J ~ - ? - ~ ] Z b l-f L \ S 9 &+XI (%ST) police officer L @ -;a (Z*> t d ~ \ @ ? ~ (#HZ) actor/actress L*kLg? (*@I 75* A ZL. (SS*) nurse L 1 9 t a i L (i'iP$*) <AZ"L ($FZ&) lawyer

9 3 @ @ ( 3 baseball player

5 9 1 (9&%%) president of a country

journalist

housewife

actress

firefighter

F. Complete the following sentences.

1. + B l a r . ~ . x % f < h ~ 6 . ?= T T ~ i :/- >

2. '% t f z t2*5 t :$+J , t. L \T-j-, + T

3. & i f / L f - ~ ha 6 , 7 h .

$39 2*ho

4. l 3 + 2 L I d ~ ~ C b & T ~ & % , ->%I: f: Uh. l>? t *

t = < & 9 2 * t L o

5 a , t 7 2 t: bb 7 7". TT, Z 5 - i Z ?

@ERbt='3.%Zbftr3 53 L; @AJ f-,< I/ZT A. Tell what the following people did on the weekend using --k 9-fz 995. @

Example: 9 3 y: saw temples in Kyoto, went to a museum, etc.

1. ?z Gf L: went camping, went for a drive, etc.

2. 3 a 3 Z : made sweets, read books at home, etc.

3 . X - : went to Osaka to have fun, went to eat, etc.

4. HA: cleaned his room, did laundry, etc.

5 . n If- b : met friends, watched videos, etc.

6. LLT%!k: went to a hot spring, rested, etc. P b LI:PX+?lh

B. Look at the pictures and make your own sentences using --7"!J--fr r3F5.

C. Pair Work-Ask your partner the following questions. When you answer, use --tz!ZI--tzg$6 as in the example.

Example: A : EI*T'fT% L t ~ ~ 1 T - j - h ~ ~ i r ~ i h , 2::

B : a +Ql%SF ~f%~t'. 1. f (Mt. Fuji) f i 1 L f z ~ h t t , 1: 13/,, 1. L :: .,. r 5 mia

A. The following are what John has or hasn't done. Make the sentences using -z tjyh.ajs. pJ Example: 0 eat tempura + X;: b i? 'fk<f: .L Z &'a&, 3 3 $,

< X. 7:

x g o t o ~ ~ k y o + ~ g t : f i ~ f = ~ t ~ ~ ; f i ~ a - w ~ , V + % . - i I,

2. C study French 4. x go to Hiroshima

6. C sleep in class

1. 0 eat sushi 3. 0 work at a restaurant 5- x write love letters

7. 0 climb Mt. Fuji 9. x see Japanese movies

8. x drive a car in Japan

6. Pair Work-Make questions using --Z&hxS5 and ask your partner.

Example: H$-Ql%$B??&c 1: i3A 3 *+ @

A : a+a%ra2Rhfzr rh~Ek,9aTh~, :: !:A 5 0

B : Cab, $5 9 # T o

Pair Work-Ask your partner the following questions. When you answer, use -+- as in the example.

Example: A : rX/Qs'B*Hm??k { ' f Z ~ ~ ~ d x o 1- I i X . 9 ~ i 'J f:

B : - j - L ~ x ~ i : b ? ? l u%<3T0 i h- f:

1- z * & ~ x $ - Y -2 1 { B& T k A

2- r+,4,5333$*2*33 T - $ - $ a o -F

3. Z+tL' 'd*~~FC L < fi 9 a Th*o 'Iri 7 -3 <

I"GcG3. z*XIQ*-;l*;J2& 9 3 a-po 4. &Qf:aAFa&n f : L i < T i f C 0

5. & t a ' t z @ A ~ t ~ G A , YZOEEl~hfi C L \3 -j-&.o f:rxBr( < I- Z r l i

6. Y b Q &cfi-=l?= 2 Z $'$I 3 3 Ti$>, ?f 2 TT-h', i { i \

7. +, r " m g s g R 9 c i : ~ \ a ~ r 5 . , L \ t r * r:

8. 1$F13$ (actors) @+T, ?<kl.~'%3 TTh'o I i ~ r @ i k h . -f

9 . *+ G3 + T, f2-;kl.6f* 3 T - f d a 0 d- L n 3

A. Talk about your dream for the future or what it was when you were a child.

1. & a t ~ m p k l m T ~ d ~ ~ rph

Example: $Lid#&, %&%GtzQ 9 ? L L ~ T . ~ - ~ T LT, L ~ & L , & Q E I : ~ ~ h f ; L C i i i r ' IS.& f (!: i.

f ; . b Tj-,

B. Class Activity-Find someone who . . .

I. has seen celebrities

2. has never used chopsticks

3. wants to live in Japan in the fut~lre

4. wanted to be a star ( 2 9' -) as a child

5. wants to cut classes tarnorrow

6. doesn't want to go out today

C. Class Activity-Bring pictures of your hometown and describe it.

Example:

3 3&4$3@9 f: { 3 Ql@j*% (theater) $'& 9 3 $o Z i t & r p i h r , LT'Lm3d./, [ f

1 { ~ Z L - ~ ; ~ J I L $ X ~ " Z ~ , 2HT%k%Lk!J I-2 Lf:. k :ii& !T

E+kA b z J @ ~ 7, &fii.% 1:4+~i f=~~TT, a ~ r i d..? r L A

I l n t h e J a ~ a n e s e C l a s s I I Useful Expressions

YG 6 T% Both are fine.

ElCTT, Same thing. 6 V

f : ~ ~ f = ~ q q j y - ~ ~ More or less the & k

&l 7 Y g k ' 2 T o A little different. 3 h;

$22 4 *A, Can't use it. 1111.

~ 4 1 S ~ T L~ 3 To It's wrong.

same

- 3 G&

3-% 2513"T < ft"%\, Raise your hand. 7

( 7":3 b h o Read it before coming to class. I

L T { ?53bi0 Hand in the homework. L*<f;'L> E

&e+e2HCT < f 5 S h 0 Close the textbook. 315 6. L + Z

Z Q ~ O A ~ Z W L ~ T < ~ ; ' ~ L ~ , Ask the person sitting next to you. V Y 4

9tbf < ?<??L\, The time is up. Please stop.

+El ldZ-h-?.#%b Y) ATo That's it for today. 5 1 =I f;

Useful Vocabulary

%% homework L , t fz-1.

L & 3 1 deadline

~ RF k X b 1 exercise

&% meaning 1 k

pronunciation

question

8 answer 33

#!I example hr\

I 7 5 . 7 s (

3 & 0 (correct)

< T ~ I ~ ? = E L ~ Z - colloquial expression n.f:

$at; bookish expression r b &tz

T L \ ;2a L s Q $ L 3 -polite expression

s g dialect [ X i I f&

G q 3 standard Japanese iYr7UtpL Z

k Z 2 i2 . for example

t36.E~ anything else

-% number . . . licv

-<- " -V page number . . . -%T line number . . .

k i *I

two people each L.f: 'I

Feeling Ill 3% xl,

@ Mary and Michiko are

@ At a hospital.

Michiko: You don't look well, Mary.

Mary: Urn . . . I 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. It is just a cold.

Mary: WelI, I wiII 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.

N o u n s

& L L \A

* SQa'h.

* 2Jaolc~

h'kL 3 i5&

leg; foot

meaning

stomach

cold

girlfliend

boyfriend

temperature (weather-not used for things) cloudy weather

match; game

juice

politics

grade (on a test, etc.)

cough

throat

tooth

flower

sunny weather

clothes

hangover

present

homesickness

thing (concrete object)

snow

business to take care of

L \ - a d j e c t i v e s

i i 5 3 ~ h V L \ sweet * L \ $ = L \ %L\ hurt; painful

G ~ L \ 9 L l there are many . . . %?3 L l d % ~ l narrow; not spacious

-3 Z*? W$3 & L \ , b inconvenient; to have a scheduling conflict

h b l \ ,%L\ bad

* Words that appear in the dialogue

I r r e g u l a r V e r b s 3 X / G k j $ & 6

* LhEA9~\T6 ~cBCT 4

A d v e r b s a n d O f h e r ~ 1 9 #j

* ; ~ ; & = L \ L " ~ Z + l7&3$'3~\ * fz=, i=tL

T3 4 ??if * - T L a i

-- r" * 6-3ttCcG * -QlT

fantastic

to catch a cold to be interested (in . , . )

(tupk I = ) to lose

to have a fever to become thirsty

to cough

to break up; to separate (person Z )

to get nervous to worry

E x p r e s s i a n s always

Get well soon.

don't look well probably; maybe

as much as possible

probably; . . . , right? . . . degrees (temperature)

for two to three days

because . . . +ah7 for the first time

very soon; in a few moments/days

2 % is% G r a m m a r lZ5

There are two distinct ways to mahe a shternent in Japanese* One way is to simply report the facts as they are absmed. This is the made of s p e h that we have learned so far. In -this lessan, we will learn a new way: the mode of apla:ab-ak things.

A repor5 IS m isolated description of a fact, When you are late fur an appointment3 you can already report in Japanese what has haapened, sqX #% 2 +FAT L fi . TEs sentence, however, does not have the right apologetic tone, because i; is not offered as an explana- tion 'for anything. lf you want to mentian the b u m fail'= to m on time as an excuse for being late., YOU will need to lrse the explamfi~a mock af speech, and say:

(As it h i z ~ ~ e , j l fhla Bw d&'t come~

An explanation has two components, one that is explicitly described in the sentence (the bus not corning), and another, which is implied, or explained, by it (you being late for the appointment). The sentence-final expression &-il-9 serves as the link between what the sentence says and what it accounts for. Compare:

& L ?: 7 2 b $: ;ti !I 3 To 1 haue an exam tomorrow. (a simple observation)

& L ? z T X b -h% 21 AT-$, 1 haoe an exam tomorrow. (So I can't go ouf toflight.)

I want to go to the bathroom. (decIaration of one's wish)

I want to go to the 6afhroona. (So tell me where it is.)

hTT 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. tLTT itself

1

is invariant and does not usually appear in the negative or the past tense forms. In writing, it is more common to find PI TT instead of LT-3-.

@@;Jr 1 < 3 b Pt T?, (in response to the question, "Why do you look so upset?") Qi>Q3

(As a matter of fact) My grade zk not good.

'In casual exchanges, k t T appears in its short form, tLR. In casual questions, hTC;-f;ba is repIaced by a. We will examine these further in Lesson 15.

b 7 fz A T (explaining to a person who has caught you smiling) L I f6 6 The exam i s over. (That's why I'm smiling.)

When it follows a noun or a 2-adjective, 2 comes in between.

report sentences explanation sentences

&-adjective: wPT'$ Sk'ZJhTT Lb

noun: 8 9 ~ ~ fP<i?Ll

?%ahTT #<wLl-

You can use k T-P in questions to invite explanations and further clarifications from the person you are talking to. It is very often used together with question words, such as r i L -I (why) and r 9 L TZ (what has happened).

Q : Y-f'-J L f @ t : $ q ; h t z hTT&, s.n ha!,.

Why did you break up with your boyfriend? (You've got to fell me.)

A : *, *&*A~aS: l.=Xr; tL~~hT"Po h.n . tat \

Oh, him. He never takes u bath. (That's a good enough reason, isn't it?)

Q : Z * j t J i k T T h a , What happened? (Yozc look shattered.)

A : T ~ ~ E , L P A C T . ~ L

%y cat died. (That should explain how I look today.)

You can also use X/Tf to provide an additional comment on what has just been said.

A : z 7 $) ~'1kqkf+gT-$-t2~ 5 1 5 L 3

That3 a great textbook that you are using.

B : 22, f ~ ~ ~ ~ ~ ~ & 7 5 ~ ~ ~ ~ 7 ' ~ X I - I " T O $,j!:L i .ttA,trr h.

You bet. The professors ak my university wrote if (for your iafomation).

'A f ? ~ L kX.'II*Trls question is best answered by a kCT sentence with the subject marked with the particle i3.' rather than 13, as in this example. See Lesson 8 for a related discusion.

Verb stems may be fdowed by the helping verb T P 8 , which means "too much," or "'to

excess.'' F 6 conjugates as a regular ru-verb.

You musb mt eat too much,

-ifF 4 can dso iolluw L \ - and 3-adjective bases (the parts which do not change in conjugations); you drop the L and 3 at the end of the adjectives and then add T ,4' 6.

This book is too expensive.

That person is too flice.

t 3 9 75% \ b xT? "it is better (for you) to do . . ." is a sentence-final expression that you can use to give advice. When you suggest an activity with I2 i Q x b h~ h t j , 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.

13 j f i Z k \ L \T:"-if 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 h e affirma- tive, 43 9 .hzr k l T T f f 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 fom.

You'd better eat more vegetables.

If is better mf fu skip classes.

You can use @T to give the reason for the situation described in the balance of the sentence. Semantically, e> T is just like f i x 6 . Stylistically, T sounds slightly more formal than dL h .

(reason) DT (~ituation)~ (situation), because (reason).

~17% ElrQ;%T%T@T, H + S h i ' l + t = Q 9 3 LL:, It IfX. r ItG. - t- 1I& I U i i T

My Japanese has zmpruved because 1 always speak Japazese.

did not sleep last night, because I had a lit of homework.

The reason part of a sentence ends in a short form predicate. When D T folIows a 2-adjective or a noun, Q comes in between, as it did with the explanatory predicate AT$-.

A a , 3 c ; ~ W - 9 - ~ u. l: --

I do not like that persola, because he ;is mean.

+a taaqsawr , mca+w-r-? , 3 i : % k i U = - 7 r l

Banks are closed beca&e foday is a Sunday.

3

We use 2 { 'G + ~ \ 1 ? 2 * p L to say that it is necessary to do something, or "must."

*a72 FfiQEk,4fiab, ?< { 3 X / % % L Q a\ % + - L \ I ~ ~ * X / , &brL lp l -LL?L? I have to stzkdy u lot, because there wtlZ be an exam next week.

2 { ti + means "if you do not do . . ." and 1 \ I * X, roughly means "you cannot go";

2 { % 9 i . ~ \ l f -kt& therefore means "you cannot go not doing . . ." with the double negatives giving r ise to the affirmative sense of the mandate. To form a 2 < 5; e 1. \ I j 2 -@

/V sentence, we substitute fd: L \ in the negative short form of a verb with 3 < 6 + ..

verb short negative "must"

m a 1=

B<&l t B6t6<5+L\IfSl2hr k

I- e7 zaaL\ E%3fg<5~L~lf%lr3/v GI - L l

$5 I/= La< SF L\lf%I&hr

<a C- 'tdL\ Zt6<5*L~n%ehr

L \ t$2 -&A, is grammatically the negative long form of a verb in the present tense. You can change 3 { G + 6\13 3 to 2 { %s 3 *AT L 7L= (past tense) to say you had to , and to 2 { t;+ k\C?Qb\ (the short form, present tense) in casual speech and before elements like tL T T.

'In writing and in very format speech, td < a k \ l f 3 ++A, is more common than Q ( - \ r \ d f 3 +?A.

133 t i , fiett%3 3 { -1;+~\t-f3. tS-kTLf=~ (long form, past) 4 < U 2%

1 had to get up at six thG morning-.

GH. L Q { &PL~~-~QL\ ,&T? , (short form, present) 3 : kh-Llpi

(The truth is,) I mzcst practice every day.

We use the sentence-final expression T L 1 3 (probably) when we are making a guess om. a prediction, -r" t 1 =I follows verbs and L\-adjectives in short forms, in the affirmative

4

and in the negative.

(verb)

If will probably rain tomorrow.

It will probably ~ o t rain tomorrow.

It is probably cold ~ T Z Hokkaido.

If is probably not cold k Hokkaido.

T L .I ? may aIso follow Q-adjective bases and nouns. Note that T L 1 5 goes directly

after theseelements; we do not use X - - Q T L a - i , x- -G~)TLI - 5 , or X - - T X + L i - 5 . tr '

( fa' -adjective)

Professor Yamha'da probably likes %h

Professor Yamkita probably doem't like %kk

(noun)

&aAtA ;S -X I- 7 'I TATL $ $ o U I: U /,

That pmm & probably an Australian.

$-2 b?j"IThC:'Qk\\r"Ldt 3 . Thatpmmis~oba6bmtanA'1~~~akia~ U

L I i rnay also follow predicates in the past tense. We will, however, concentrate on the present tense exampIes in this lesson.

T L d; 9 sentences can be turned into questions (--T* L J 5 5.1, which can be used to invite another person's opinion or guess.

~ h k h wu~ld' you say is more difficulty.. ~apanese or Korean?

The short form of T L a j is f."S 3 . You can use it to cautiously phrase a prediction or

an analysis.

t=cjLShtAR%7S%4f:5 3 Z , B C \ ~ - ~ , 311 k i4k

I think Takeshz would be interm fed in if.

In casual exchanges, you can use T L L 5 (with the question intonation, and most often pronounced as somewhat shorter T L a ) when you want to check if your partner agrees that you have the correct understanding about what you have just said.

5 h > , +ElSrSrb75*bTLa ? Zh, &LT, t l I

Johzy you uwderstand Chinese, rzght? Caa you read this for me?

R E P r a c t i c e h.h, LJ95

t*5 LTchTf h i,

A. You are in the following situations. Explain them using - -hPb. @

Example: $5 &'& \ ? 7$ hi:.? . ,-:

Q : Z e i L. f' LTTda,

(I) L; ZSp52 n.n TL h

& 3 3 L k

B. Respond to the comments using --&Pf. @

My father's + X 4) X, TTo 5 l

I received them from my friend.

Italian ones My mother made it.

I t was cheap. kind

C. Pair Work-Your partner has said something nice about what you have.

Respond using -hT-7.

D. Pair Work-Make up dialogues asking for reasons.

Example: I went to Tokyo last week.

1. I am very tired.

2. I have no money.

3. It is not convenient today. ( % & N 2 Z b k) ? Z i h 3

4. I want to marry my boyfriend/girlfriend.

5. I am going to Japan to study.

6 . He speaks Chinese very well. ( + @ s h . " k + F T ? ) % i Z < z ' C 1 i - f

7. I don't want to watch that movie.

A. Describe the following pictures using --TSb. Use "verb + tb5" for ( 1 )

through (4) and "adjective + 335" for (5) through (10).

Example:

B. Look at the verbs below. Think about the results of: over doing these things and

make sentences as in the example.

Example: + &4?yf:&hh, i2Q$hh1%~\&TTo r: r: T=

A. Using the cues below, give advice to a friend who has a headache. Decide if

you should use the affirmative or the negative. a Example: %??&;t' + & : m'%~\&r'S,

(tl u, . bf3 L \ *

A : &&Lf?'l3 3 7 F ~ h b T T k <+'I

B. Pair Work-Give advice to your partner in the following situations, using --I35

Example: El $-g&fle 1: 3 !I fz L 1 4: I / ' L r i T-

+ 8 : B*g-h'k+l:ta'qf<~\k~~, r: I;,& : Uri 7

A : E3$-Xa)&f% 2 + $ ~ k13j & z ~ \ ~ \ T ? k . I: I / r t 7 (

T3 & 7?513sZ233 f d : ~ \ i Z c j & S L ~ L \ T T ~ : ~ ZI , Z' IJ 2

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 --IZ5h%Il.l.

A. Connect the two sentences using -@T. @

Example: ~\L\X.%T'T/%~$L$T -i/y 1 5x. [r

B. Make sentences using the cues below as reasons, according to the example.

Example: &x-k???V32 L f z + -hh-@$7.F~~f:~T, $9$2j$A$ L f z o L ~ ~ 3 a i .t*$

C. Fill in the blanks with appropriate words.

v -GRILE~%L<%~LII~ Ztth 0 , s L 45

A. Look at Tom's schedule and make sentences, according to t h e example. @

Example: 7 : 0 0 ~ . ~ . / & 3 $ 3 ~ L ~ & ~ A + ~ ~ I & ~ Q { ~ + L ~ ~ ~ ~ ~ & ~ % I% C ;;

B. Pair Work-Invite the partner to do the following things together. Turn down the invitation and give an explanation using --a< 5~ LUf &L\.

Example: play tennis

1. do homework

4. study in the library

2. eat lunch

5. go to karaoke

3 . drink coffee

C. Answer the following questions.

A. Here is tomorrow's weather forecast (XZfsE). Play the role of a meteorologist 5 k d lEJ

and tell the weather forecasts for each city. @

Examples:

+ & , ~ I J A L ~ ~ = % T L L jo K i 3 + i M t

temperature in Tokyo/around 2°C

city

1

Hong Kong 1 (4) rain I

(5) cool (6) around 18°C

Tokyo

Sydney

I Rome

weather

1 (71 cloudy (8) warm

temperature

Ex. snow

(1) sunny (2) hot

1 (9) around 20°C

Ex. around 2°C

(3) around 30°C

6. 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

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 8. Discuss your schedules and find the day on which both of you

are available. Refer to p. 245. for B's schedule.

Example: A : $ k ~ c 3 f i ~ E I C = - # % ! = ? = X $ L $ % ? h f i k o %r,L@i I - T - 3 l i UF

B : & a a a q a i i % ~ 7 SS~&ZQ < G+ i r x L r s i I T - l i W 9 - ? h Z 5 ~ ) :- 6 L

~ h t - f a a ' h X , ~ - j - , a%a ta r i T-j-$1, L:%Li V

A's schedule

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 on p. 245 and give advice to the patient.

Patient-Describe the symptoms you have and answer the doctor's questions.

Sunday

Monday

Tuesday

Wednesday

Thursday

Friday

Saturday

go shopping

read books

meet friends

Sex: Male Female

Age:

Symptoms: El Sore throat

Headache

Stomachache

Any other pain

Cough

Fever

UAllergy ( 7 ~ ~ t F - )

Others

Pair Work @ 6.

Example: A : ~ S o ) f i % f l t ~ - - , % t ~ 7 ~ 2 2 L 3 ~ h h ~ , GLxLni I V' i > - L r

6's schedule

Sunday

Monday

Tuesday

Wednesday

Thursday

Friday

Saturday

teach English

clean rooms, do laundry, etc.

practice karate

I ~ e a l t - h a n d I I i n e s s

At- t h e Reception of the Clinic

Patient: 3% % -@A, "C i: tbhTT&2, p u

E x m e me, thzs is my firsf &if-

Receptionist: td L \, I%R3 T ( i?: S L \, I X I l L L k i r*

OK. Please show me your health i~surance certificate.

z a & l = % t $ z ~ ~ F f i i 2 ~ ~ \ T { E Z ~1~ 8-k ta'.P? L'P? L r d-

Please fill zn your name- a d address m this paper.

Patient: Z t ~ l d f l ~ 3 % ~ ~ - h * , t *X. <TI

What k i ~ d s of medicine are these?

Receptionist: %&k&TT, @@t=&X/T ( f Z 2 b, l Y 1 c7

These are paiPzP;alIers. Please take one afler meals.

Patient: b a a 9 a L f:, I see.

Receptionist: S A$ b - , f<l\ L-

Please take care.

Useful Expressions for Illness (% %) and Injuries (13 75') U i i ?

TfiTT0 if 9

I have diarrhea.

@3f& ?7F0 I am constipated. -(& W

& ~ T - T 0 9

I have my period.

ZB&TT0 fi. L-ALt- j

I have hay fever.

( 4 1 ) T Jb?-~5~25 9 2 - I have an allergy to . . . &ah' '& 9 3 To t-L (I

I have a bad tooth.

< L + A ~ ; ~ * ~ T , I sneeze. T

4 7 ~ " 2 a. i d Q z * j P

I have a runny nose.

3p+)5s75~@~~Tj-o $75,

My back itches.

%%v& 5' 3 To I have rashes. 13-3 L A

b j ) $ ~ \ h ~ L 3 T , I feel dizzy.

. f 3 2 t k o I threw UP. 12 - I\ fin &:,% L \T?, I; am not feeling well. 3 .i:& b 5

3+-I?Z*t2 L 3 L f:, I burned myself.

EQ3%&#6 9 2 L k 0 I broke my leg. &.L lib. s

13753% t 3. t f z o I hurt myself.

Useful Vocabulary

+ ES (Doctor's office) LI La

El $4 physician '*'I\ &

&@f# dermatologist u. ;. d.

Y b R surgeon If 75.

&%A?+ obstetrician and gynecologist S h i. UX. 6.

!E%ybH orthopedic surgeon t f - r > l t i \ l i h-

fl/E$* ophthalmologist d'/v 75-

% $3 dentist L 25.

EF&R C U: 6.

otorhinolaryngologist; ENT doctor

antibiotic

X-ray

-operation

injection

-thermometer

(v) %79=3hmlp383 Mary's Weekend 266

(I) %_)ab(Da bX b 33 My Favorite Restaurant ;hf=l,

276

(-1 % 7 9 - & / u @ ~ ~ A F ~ ~ a r y ' s ~etter 282

(=) H*)=aa Japanese Office Workers 287 1LWu bL\L+Llhr

(-1 @a ue5 The Folktale Kasajizo 298

( T I g E ) s % Looking for Friends 304 is Lw3

% 1 2 a 9 Tanabata Festival 0 t t s (2% 310

(Refer to "Japanese Writing System" on pages 18-22 for more. details.)

@ Hiragana Practice A. Choose t h e correct hiragana.

B. Match the words.

Person's name

1. & Q i 5 5 Akai

2.Tp&Z* Nakamura

3 . $ 5 7 p ~ \ Takahashi

4. t a t % Z - Tanaka

5. t Morikawa

6. Q-hxk& - Sakurna

7. & 9 -hab Yamarnoto

8 - $ < 2 Hashimoto

3 . m e $2 bj

6- chi ' ' % 9 . e X,

PIace name

9. 37126

lo. j a j Z -

11. $#2

12. G g 3 f i b - 13. 3523 1 =

14. y4is 15.

16. -b 12

- Gifu

Beppu

- Sapporo

Osaka

Kyoto

- Kanazawa

Nagasaki

Chiba

C. What's wrong with the hiragana below? Rewrite the correct hiragana.

D. Write as many hiragana as possible which contain the following parts.

E. Put the hiragana in the right order to make sense.

Example: &=. & % + ?!. % f2.G ----

1- b&T

@ Reading Practice Read what the following people are saying and answer the questions.

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.

* f j F k & t < f ; # a ~ l r \ l . \ t 3 T i s more polite than tf 3 P k 6 L < .

jII9hf Katakana

7 5 , -tj- so

7 tu

3- .. I \

ha

ma

Y . Ya

3 ra

7 ,a

[Refer to "Japanese Writing System" on pages 22-24 for more details.)

* ki 9 shi F chi - - ni t hi \ \

mi

'1 ri

3 ko

Y so

b to

ku

su

' its,

r- e

9- k&? * se

?- te

3 fiu

7 fu

A ma

2 YU

/k%

$\ ne

% he

% me

Ln?

/' no

-f- ' h o

* m*

3 YO

13,

' y o

@ Katakana Practice A. Choose the correct katakana.

1 . 6 7

4. shi 2 'y

7 . m t IL

B. Match the following words and pictures.

C. Match each country with its capital city.

Countries

1. T L - - 2 7

2. $7 27'

3 . 7-%'1Y7

4. z97p 5. $ - - - ; C b 7 ' 1 7 - 6 . 2 9 ~ - 7 . 9

7 * 4 > F 8. 7lb%.>F 2

9. 7W-Y.

Capital Cities

$ 9 7

7 3 = / 1 . > D C 2 3. -7 1 1 - 7Axylby~LA

7 7 3 1 ~ > 7 - - 1 ~

7-z lxP- t v x +* 9 x 3

7 S 4 u X h y ? r f ; ~ L A

D. Word Search-Find the following country names in the box of katakana.

b t- L. (Vietnam)

3 3 iS*$ - Jl. (Singapore)

?- s 3 (Czech)

7' % '1 f i (America)

2 5' r - 2 (Sweden)

X 57 7' F IL (Ecuador)

% + 3 3 (Mexico)

7*? 3 lb (Brazil)

jK 2 - 7 (Bosnia)

7 f 7 2 9- (Holland)

4 ;/ F 5' 7 (Indonesia)

3- 7 (Canada)

Jt 7 2 ?* (Rwanda)

9 4 (Thailand)

7f - 2 P 3 '1 7" (Australia)

E. Put the kafakana in the right order to make sense.

Example: 3 .f- -- + 9 -*

@ Reading Practice Mary wrote about the things below. Find out which item she wrote about.

1. ( ) 2hli hk L o C4i L U? W 9 2+?&, + ? . i - S h @ EZi LTT, - - .z -3-7T=/+-XO I % $ LTTo

@ Name Tags Write your name in the box below and make your own name tag.

. .

Example: 7'

1 9 IL

-2 3

1 9+ =/

@Writing Practice Write about the things you or your classmates own. Use Mary's sentences in 1 as a model.

4 V?f I-*& (4 *% p* 4 fit-year student -9 (4 Y 72) one minute -9 (U 2 7) one

&?& (-3- >* 4 ) second-year student rq ( a k ~ ) two sag7 (a%n?l two days

Eq& (YY;l; 2-kd 1 third-year student 57 (G3-33) thee

(k % 2-k 4 ) fourth-year student W 9 73) fow ( P 8 Y l A p d

1 *Tf&..$. . ~ . ,- . - .. He. 1: - ..35* . -- .

3%- ( t 3 ' 7 3 ) five

(%a31 seven

$13 7 . t

k (+ z 91 nine he (3' 9) nine o'clock L Z Q I kg I+=~I;l+f4) nineyearsold %7 ( Z Z a ) ? ) nine

(nine)

(Vz=LS) bn -- +q (9393) teno'clmk -f-% ( 9 z ~ S f - 4 ) ten years old -5 ( k g ) ten

(2) - + (t: +- 9 1 Aand~ed 2s (YL' F T 3 ) three hundred (u Y ? 3 six hundred

r k z ( ~ 1 l* 3 eight hundred

(In this chart, katakana indicates the om'ymi [pronunciation originally borrowed from Chinese] and hiragma indicates the kuz %mi [native Japanese reading].)

012

013

014

015

(6) - T R % ' =k (* 9) thousand C?f2@&-33y~ee thousand

('1 .;) -k 21 eight thousand

(3) ' T -5 (-4 # 7 2) ten thousand fx ( 9 =L 9 Ty) one hundred thousand

SZ ( k ~3 2) one million

(3) - 3 5 ( ' .P;.p;m@*~&a~&Un~~ yen

F¶ circle

(4) 1 n fl f l --% .E3$%7$%3 o'clock ?fE ( Z F b r7,k 8 in one's childhood ~ 4 ' ( k 3 Z I * = i ) s o r n e t i m e ~ q $ + ( F 3 - 4 > w a t c h

0011 n R fl R' 8+

(hundred)

422 -lie=/

T

F9 El+

(thousand)

7-2

(ten thousand)

x>

(yen; circle) -2

z 3

(time)

@ gTa@a (Kanji Practice) h L fihL93

A. Read the price of the following items in kanji and write it in numbers.

Example: T 3 ~ k - b ( l ) ) h ) f i ?

B. Write the following prices in kanji.

Example: T5,420 + 3 ? - ~ ' i Z ~ ~ f l

An international exchange student writes about his daily routine. Read the passage

to find out about his schedule and fill in the blanks below.

7:OO

( 1

9: 00

( 1

4:OO

6: 00

I ) watch T V

go to the university

eat lunch

@ a < @g (Writing Practice) fS hhrLw5

Write about your daily routine. Use the above passage as a model.

--tCyCr)I/c;b 583 Mary's Weekend $579 C

7J =.y

(day; sun)

aEl(~4fF) everyday -&Gr)EI(kib$.o)UI) Mother'sDay B ~ C ( ~ w + f = ) d i a r y ZEI ( 5 ~ A ) t h r e e d a y s

-.

-- a* [**2)*~*&

El *% (z* 23) Japanese language I&$-$ X/ (+ & & 2 3 L) Mr./Ms. Ymamota

I (book; basis)

ese peo& Z ah ( Z 0 0 k 1 this person

=A (9 2 = >) three people I

/ (moon; month) J(41 ) f l f i a

K (U) fire

ozr Y

$542 (%&lda) money

(In this chart, katakana indicates the on 'yomi and hiragan@ indicates the k%c~'yomi.)

&% El ( F 3 9 IF) Saturday zk (7%) soil

(3) - + ~3 qz a (= + s.%sha=d%~

0 I n 1 B E~ $ B P P F F T q 1 $ q % @ q k t3i k ) top; &OV&

l+2 (V3 PA&) good at E L (73-3 9 3 9) rooftop

(3) 1 F 1 T (Lk> under %T% (9-2 YY> subway T*fa' (-?:a> poor at

(3) - T T q(a;b.) inside + E ( Q = . f d P ) C h i n a q? (#23#3) juniorhighschool -*+ (4 + % Y 9 = 9 ) all year around

. -

EqF (*&gqPW) F% ( / \YYj . ) half. .+!r*-f , . - .

(5) ' . P 1-> .-P - *

5 0g 4- T i ) +

F 5-G

Isoil)

39

(weekday)

i 2 733

(UP)

t f z

(down)

3 &%

' f23 yip

(middle)

(half)

@ (Kanji Practice) h'hl I; fLhrbD3

A. Match t he 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.

%711-3PU[2Sfi'dS*hIZ%€S;h\SZ I/ko Read the memo and answer the questions.

Read the following passage about Mary's weekend.

&+k store

SaPtC: '? sweetbun

% k;% ( late

Arrange the following activities in the order Mary did.

1. studied Japanese 2. bought sweet buns 3. went to a restaurant

4. watched TV 5. went to a park

@ g< (Writing Practice) a f i ~ v ~ ~ 3

A. You are going out. Write a memo to someone in yourkouse, telling when you will

be back and whether you will have dinner at home.

6. Write about your weekend.

9d;Zj Travel

(mountain)

(spirit)

(heaven)

(I; private)

(rice field)

8. am& S-f-A (7992) Mt. Fuji

%R (YY+) electricity

XR C F ~ / + ) weat& xg (7 2 93) heaven

$A&A* (P 'I Y 9-1' 2-f 5' private university

E e h i Z (fzL&X) rice field

(511 n m w m

*ah (%j'h.&E~Uk) woman */$i (93-k4> woman

%

1 (to go) I

R

k 339'

(to eat)

S Z Z *. (man)

I (to drink)

UlX - (Zizk Z$YU.'k3 man

Wy*--fl man

( 7 1 1 n m w m 9 35 29

(to see)

&-% B ( f i % & ) to eat &<% ( k e 6 0 ) f o o d 'fke ( V 3 9 F 9 ) cafeteria

RZI tasee E% (9 2 ? 'Y > sightseeing

( 7 1 1 n H a , F , q ,

( 9 ) ' / h + & e * & *-G ;'@a) $0 drink @k&% (a& 6 a)) drink &%g% ( 4 Y ~ . z ~ Y ? Y ) drunken driving

0 3 ' .' 4 4 4 $ $ f p f $ &

(In this chart, kutakam indicates the m'yomi and hiraga~ara indicates the km'ymi.)

->\.* ~ ;h'k t; fi/vb@J

A. Using the parts below, make up the correct kanji.

Example: a +

B. Match the following sentences with the pictures.

C. Match the kanji with the reading.

l . ( ) - s 2 . ( ) = a 3 . ( ) SF3 4. (

5.( ) 5 E l 6 . ( ) * B 7 . ( ) + € 3 8 . (

9 . ( ) * a l o * ( ) + a 1 1 . ( ) = + a

A. Match the following katakana words with the English equivalents.

cake

coffee

cafe

classical

concert

Vienna

B. d;3Z$h13&SZShlZ12htSSA'S6bt~~

Read the postcard below. Write T for the things she did or d o e s and write F for the things she didn't or doesn't do in Vienna.

) see an old castle

take pictures

enjoy sweets

2. ( go to see a ballet

4. ( ) drink beer at the cafe

6 . ( eat at McDonald's

3 Mr./Ms. (used in letter writing) ;k; L 5 castle

h-but dt: 6 night f again

C. a/x- ~-&hmafjisexe L~Z,

Read the postcard below and answer the following questions in Japanese.

1- UjC- 3 AI&+Z*Z L X O ~ j - 7 5 ~ ~

2. Y'A QX3,T-$$10

3. ,4@3 la Q I z - 2 La L f = h s ,

4. + E l i Q'dz$i L a L?=dh., KhZ L 3 Li?=Qb, 5. s 3 Qbrn&<% aiJz*5 TT7F0

mountain ?z L tough

T 3 , 2 % Take care.

@) P < @g (Writing Practice) ' hhJL@3

The following are your Japanese friends' addresses in your pocket notebook.

Copy their addresses on the postcards and write about your vacation.

$hQ)q*fd L L/J, b79 My Favorite Restaurant

I I (west)

045

I (south)

$ggq=$=$=;*;&$; I. I -:- [tz L-pg *&t<&& $kB (& 3* 4 ) northwest mi5 ( f i YV-4 $ Kansai region

$9 r3 f4 $C3LIb9*3)Tollokuregion Z t j ( $ ~ & 4 F 9 ) Hokkaido

(5) - 4 3 3' Jt;

( 6 ) mouth An (32 3 9) population

I t;' I b -f (fZP) to take something out

3ZL-y (to exit>

"& C& 3gJ -.-.--A - 7

Wi (wr) right t- && (9~9) right and left

(right) ( 5 1 1 ? $ - &

I SM i.t+ 7) left turn

7 3 7-2 .&* ( 37 2) five minutes

7+> ( Y J YYY) ten minutes h5?(972)0nesel f T e ( ~ h 2 7 2 ) h a I f

(minute; to divide) (4) / )\ 7 n

%2 %& (+z >*.I l teacher

3 3 ki!%(+=/V=9)lastweek % 1 1 ( 2 3 l ~ ) a h e a d

( 5 to be born ~ C Z - - & (4 Y Y S 9K-4 9 F) once in a life

(8) ' . ? r p, * * $2,

(learning) 5 3-

77.4 5'bE CS 4 .J 3 foreign country

5 Y pb@ A (84 a 3' Z;j?) foreigner Yb ( % k ) outside

(outside) (5) ' P 9 9 9b

27 ~ * 9 9blSLY8?TY%rZim C O U ~ ~ I - J ~

C+1939) m a { t= El ( C E) country

c s ) ~ n n m m n ~ (country)

(In this chart, katakoau indicates the on'yomi and hiragalaa indicates the kun'ymi.) .. I . .-*. . . 8 *.., y?.:,; ,, -.::i :, ~ ,. :'

. I 0

@ gTa&a (Kanji Practice) bh, I; ;nlut@5

A. Combine the following kanji and make compound words. You can use the same

kanji more than once.

Example: y\ + a + yb@

B. Indicate where each place is located on the map.

2 3 station

& b to exit

3 7 ('. straight

@ rh L"h[dk (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 heId? Are you going to bring anything?

3. How do you get to the concert haII?

4 . What can you do for the winter break (from December to January)?

Mary writes about her favorite restaurant. Read the passage and answer the

questions.

A. Where is the restaurant?

.. ,:. .. . ... .. .. L A"..." A 0' ', ,",<"*"*-:L*T~A-&-*~.~~E&G=+:.*-*-,- ' @ <<

.?..<.'>?4%"&.>+,??:? .~:::>..*?~*b -.:...... *.?*..-*.F>?:~-.

9 1 9 1 cooking

b > 9 5 always

3 .tr JL everyone

B. Circle the food or drink the writer has at the restaurant.

C. Choose the correct answer.

@ g< #@= (writing Practice) h' Ah t ~ 3

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.

d ' .

B. Write about your favorite restaurant.

1 J -$by@rn';&. Mary's Letter

I (capital)

(to meet1

>J4%% ( 9 s 9 3 Y 3 9 1 elementary school ( 9 a 9 3 3 Q d ) elementary school student

4a.R ( k d 9 ? 4 2) office worker

I I (father)

X - - C = & ~ , 7:- . - gx3 t ~ k - 3 g&) -fa* - - - . .

x%? (7 $1 father and mother

.$.g ($9) mother tongue

$% ( A b & % > i - - ~ & d . ~ Z?& ( ~ 9 ~ 3 ) h i g h s ~ h ~ l

%$!?& ( 2 5' 3-3 % $1 high school student +%E ( # = 9 f l ~ 39) junior hi& school

a - f 4 a a i r v ? t . t v @ *El (~42&) every day %g [ T ~ V X J ) every week

-@El!! (74 every right

r a @ * ~ *-.a

B.*% 4=& =* 9) ~ a ~ a g e i i ]language) $$% (x-4 31 English (language)

04 . . . - 2 + 3 3 s- 5% * == =x -x - - -

i n i i 5 v v u ~ i m v o

067

068

069

070

'07 1

- 072

(In this chart, kut&m indicates the m'yon%i and kiragana indicates the kun'ymi.)

* -8 PW

35'

(school)

~4

(every>

3'

(word)

A. Fill in the blanks with the appropriate kanji.

B. Which new kanji from this lesson include the katakana below/?

Example: X + &

I. 3 + 2. ;i. +

C. What's wrong with the kanji below? Rewrite the correct kanji.

. .

? Z i- a little

-6. I; from . . .

L' I-$ { cram school

k literature

Z 6 to take (a class)

[--??)f:~,LkG=-j-& to look forward (to)

.h-i,f-.-.i=3,~7C'I B to take care of oneself

Summarize what Mary wrote about t h e following topics in Japanese.

1. Japan:

2. Her town:

3. Father:

4. Mother:

5. Sister:

6 . Brother:

7. School:

A. Write about the following topics.

B. Write letters to your Japanese friends. Describe your town, host family, friends,

and so on.

A $(7)z+t Japanese Off ice Workers / -

I I (to rest)

#k;i;' (*?Qts) to be absent; to rest (%'FA> holiday; absence

@El I+z3Y'Y1 holiday

(to say)

S j W 3 ) to say ZZF (Y Yyfl3'3) linguistics

1 1 (to think)

(to read>

3 .(W% 5) to think ,%% Q ( 7 9 Y a) mysterious

%&.: ~ B % @ 30, read %@ ( F 3 9 s reading books

04 . = - - - .

5 g g - $ + $ + z * e * * z * 31 5- 53- $Z

& (7Sy &&k

;%& (9 9 s ) one's second daughter

(next) (6) ' ; ;? ik I = ,'sA (&El w&& ' (t~h.9) what time

BA (&L=Yl "how many people

(what) ( 7 1 1 ( r 4 ? r (In this chart, katakasa indicates the 0% 'yomi and hiragana indicates the kun 'yomi.)

A. Using the parts below, make up as many kanji as possible.

Example: X + X

6. Match the following phrases with an appropriate verb.

l . % M G ++F& 2. ?m-& **t2

3. kk32 . 2$L 4. EI*SlJ% S L 5 ~ 1 Y * T 4

5. SSP-@ ,% 5 6 . @ $ b I - * M ( 7.57-3r;re 4 , B

Read the following questionnaire.

7 9 - b questionnaire

X b L 7. stress

( 3+."Xl 1 i overtime work

- 3 - & ) after . . .

B. How would you answer the above questions?

C. 7 - 9 ~ h l 3 7 > 9 - b l ~ 2 L ~ T b$-bTZSSZ b k o %I'

Read the report below and answer the questions.

-GI9L\T about; regarding to % 6 ( f: 2 8 t o answer

8 7 to be tired XCC secondly

2 -jt" first of all 3 % (3 i ) lastly

Make a questionnaire and ask several people the questions. Then, write a report

based on the result.

- Ez P Sue's Diary

(after)

1 (before)

1'7

(white)

@,% (*\ 3 9) blank sheet

~33% (9 rainy season

I (friend)

sx - *<&&*-y- $;-a %s ( 9 .=/ s ) dictionary

(between) 108 1 I' P B B' Bq B9 r'l fi9 M fl El

752 ak ,~ \ f :

% ( b h k ) hpwe %& (k 'P3) family % ( 3 6 ) house; home

qrd (9732) time - ~ e r d (~S9&2) ~ W O ~ O U Z S

rd (&t>E) between ABB~ ( Z Y Y Y ) humanbeing --3Fa7 (4 ~ 9 3 9 A 2 1 one week

(house)

(to speak)

133 '7

(little)

s T ( i k h T ) t o s p e a k %fk$Q,L)talk;story %$# (777) telephong &%k (a 4 7 ) conversation

(to know)

(old)

L 9-

5 + TF- 3; * %% ( t a l to kmw %A ( - f9 2) acquaintance

(In this chart, k-atukam indicates the m5mi and hiragana indicates the kua'yoma'.)

(to come) (7) - - " = * $ *

A. Fill in the blanks with the appropriate kanji.

B. Choose the most appropriate word for each blank.

H Z (b:-3) diary ~ \ & L \ 5 3 various

?Rq in the morning 8 8 to have a talk

& X b 7 ~ f ' l - host family * L T and

Z"3; % j excellent food

A. Put the following pictures in the right order according to Sue's diary.

( + > + ( > + ( >

B. Mark T if the following statements are true. Mark F if not true.

C. X-*/vl&%Y 'J-ShCnfix b77S ' J - ~ Z ~ M & S ~ Z L ~ ; ~ T -hla

Read the following letter.

A$?&

% El (*A L' 9) the other day

9 ~ 5 dormitory

%Ll3~)T2i to show someone around

A. What did you do yesterday3 Write a journaI.

B. Write a thank-you letter to someone.

I _ _ _ _ _ - _ _ _ _ _ _ _ _ - _ _ _ - - - - ~ ~ ~ 2 - - - - - - - ~ - - - - - - - - - - - - - - - - - - - - - - - - ~ ~ - a - - - - - - - - - - - - - - - - - - - - - - - - - - ~ ~ a - - - - - - - - 2 - - - - ~

I I

I Useful Expressions for Letters and Cards: I

1

j b- ?? 3 C'f 7 { ;F;' 3 L 1, (Please take care of yourself.)

i - - g b t , T Z j (Z*$*L\~T) . (Congratulationson.. . )

! S k h r 1 9 vgblL,TZ 5 . (Happy Birthday) L _ _ _ - - ~ - ~ - _ _ _ _ _ - - _ _ _ _ _ - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 2 - - - - - - - - - - - - - - - - - - - ~ ~ - - - - - - - - - - - - - - - - - - - - - - - - - - ~ ~ - - - ,

733

(to Iive)

*sf? f- f2- b -

(right)

(to sell)

(to buy)

(long)

fit&< . . - &G f&?fi (9x3 9 3) address

%EB- -f:%>% a 3 39-1 New Year Z L L \ (fzELt3) right

next year. ++ Kt-6) this EV

O q / l ? stand;

s-3 %&4:>: Itd 3- ( Z J I ~ ~ b Q>) shopping

q W 3 Y - h Sk1LFJ ( 3 f.P 9 4 3 9) Kitayama town @TR (FJ 34 3 3 ) mayor of a town

-p \ [&!$<I) j&

&% (F 3 9-f2) one's first son

f - ~ % f wap;-r&d ~ ~ ( 5 ' 3 F ~ ) c a l l i g r a p h y & @ ( $ ~ 3 P 3 ) judo 3 c a (di .;I h 4 F 9) Hokkaido

(In this chart, katakuna indicates the o~'yonai and hiragana indicates the km'ymi.)

e 6@%3 snow %% C ~ Y + Y ) new snow

Of l - , - + i ~ r ; ~ ~ + q * + =r 3

&9 Ce3) >to-stqd @&AT (3 3' '1 Y Y-1' 3 3 national university $A&&E (9 31 !Y J 9 3 9) private high school

5 " r" ff &

l;r-*< .n@gg'r) TTfiTmf -

& $k$$ ( Y F 9 Y T ) automobile ( V . 5 2 9 ~ ) bicycle

(6) I f k &

I) midnight +& (3 YP) tonight

(8) ' " r $7 'p @ f i 8c $H (&-$I M F H + $ A ( i f 3) this morning $fl& (F EI 9 9 3 9 1 breakfast

0 + t'- * # 8 3 $ T l $ J J $ J i ! * -4

&2 %8-> tohold2:-$%3T ( 6 (&3T< 23) tobring Ffi$*~% (V 3 9 t 2) belongings

( 9 ) .f 4 - # ~ ~ ~ ~ %

@ 3 -kY

(snow 1

f z

') 'Y

(to stand)

29

(self)

$ 6 L T

(night)

6 3

(morning)

t

(to hold)

110

1 t 9

l3 & $1 #+

A. Add strokes to the kanji below and turn them into new kanji from this lesson.

Example: - - + &

B. Write each antonym in kanji.

C. Fill in the blanks with the appropriate kanji from the list, and add hiragana where

necessary.

I. y7-C- 2 L 2 L k 0 shopping

3. &5TEA7h$ 0

To (are) sell(ing)

5. g L" L \ 5 ,&~rl$#ia 0

was long

2. 75>3 % T ~ \ a -jw, have

4. 1 < i!lcwi* 9 2 To snow

6. 71f- 1: n4 To live

7. $AQl$&5 C=-k@AiF o

was standing

1 A. Answer t h e following questions.

2. (Picture 1) 2&t~&c:'3 j h ~ - j - ~ R E Z , % ~ \ H - ~ ~ ,

3. (Pictnre2) La)% EL'$ hZ %if& 4)%+#Q>%Xe (main characters) L@UX. : i

B. Read the Japanese folktale "fPi4G323" on pp. 302-3.

C. Put the following pictures in the right order.

+ > +

i26. L ;t;- h. L once upon a time

7.5. S bamboo hat

%&fi New Year's

4 year

rice cake

& & to sell hats L L > sad

&g mountain road

cj?? guardian deity of children

Q snow

- 4 - to put (a hat) on a

person's head

la+ oneself

r a to take off

L \ & \ t Z gmd deed

F ( ~ 2 ) voice

F (0 door

to be surprised

L&;b+?td happy

D. Mark T if the following statements are true. Mark F if not true.

Choose one topic from the list below and write a story about it. For example: What

do people do on these days? Do you have good memories? Do you know unusual tales about these days?

19 8 (Birthday) 1 fzh, Wi 0- I &a% (Thanksgiving Day)

d.A,L.rl\' 1 3 a o m ~ a

Looking for Friends IS b@3

(In this chart, kutakana indicates the on'ymi and kiragana indicates the kule'yomi.)

13]

R * FFi j&

5 * R

75"

(picture)

$t; 75

(to sing>

9

Oi;

(city)

Z r 5 '=j 3

r* t5 33

(place)

<> 7z

(to make efforts)

+ 3 9 9 ,, (strong)

29 i5

(to exist)

1J 3

f=v

(travel)

&I@ ( ~ 4 2 0 movie @%(#&)painter 3 5 ( 3 - / 1 & 3 ) p l a n

(8) - - I - n 7 5 % f i & g

*.j +=5.r~-T) to sing * ( 5 f.1 song R+" (%K$vF~. singer

0% ( 3 Y ;5 national anthem

08 - " " " g j g q q p a

I (&h$?i%+%,:~-awagu~hi city

$ r ~ $ ( V P 3 V 3 ) cityhall i$E(LFa9;7)mayor *%$ (t13 62) market

(5) ' A " 1 " m *

L \ 4 L 1% ~ ~j$j?$h~>s&$~~$ - . . & 2 Z 25) v&c&&&la~es a!$- & ? g ? ~ & ~ $ h h ~ ~ d $ % ( Y d Z Z 5 ) kitchen -f*F%(9=95/~) address

(81 - 4 -

-# jj 7.' jT jjF 76 M$&&i:&*%$+=p$qF&& &&"r9k&&) totry hard %$&Q ( + Y e Y & ) diligent

(101 * r a p % & $%-'c4gisj$@%~% *- v ? %-fa study

$&I\ f ~ m 7 ~ ~ 3 ~ @ . . 3 ( =f 9 9 s 9 $1 obstinate

O n ' " 5 fL ; " ? s f ' P 8 5 $ 5 . %;%'Fs ( ~ 9 9 4 a) famous %# ( ~ 4 11 3 9) toll; fee

*

%6 (&a> to exist . +: 1 ._ ,,:- .

@)I p ? ? .( 'l s 3.3) tmpel

@I$$? (Y s A 2 ) inn -a (0 k 9 Tz U) traveling alone

( I N ' " " J $ T R

A. Combine the parts below to form t he new kanji from this lesson.

B. Put one kanji in each box to make compunds.

A. EBIZEZT < Z*LI, (Answer the following questions.) L.=.%lv Zk

--%& ( 1 % L I$ 9 ) looking for . . . 111 river

* (i%&Q) woman

man

outdoor activities

near place

I. The person who is 18 years old (

2. The person who is a college student (

3. The person who likes movies

4. The person who likes climbing mountains (

5. The person who is looking for a girlfriend (

*3r t :' ) girlfriend

Vl% c- \ cheerful

Y.'> F band

&% neighborhood

(Atth*) culture

3 3 fishing

$ 3 { A ) shrine

9 9 ( 2 7 9 ) festival

Z 1 reply

;sf: - s C%%3L3 old t ima %% (bt31tiift~ t) old tale

(ancient times)

e-? (&;1PL&SLI once upon a timg

&.+-a: (-~pk-tFkJ --jj$Qple @e ( 2 3 F 3 ) sometimes Ee 3 (L3 . i ; ~ 1 . 5 &) various

(symbol of repe tition of a kanji)

p@* - S&b.& 3 g j G&- F5 *s -- -= c 9 - P*? --r, a- -

@s I V Y 1.3 ) Shinto religiork

$&3T 6 (b&+g37&) to get up early ?$A ( Y 9 .f 3 '7) early morning

(61 ' r, FI (early)

& 2 ? (% Z 2) to wake someone up &&rf$ (+1) Y$&) to stand up

(to get up)

(9 4 9) ambassador (93 99-=9) "Occupied"

(to use) - - i6-=brjk

*!I& 3 { )r G tiff: G 3 1 both husband and wife working foraliving 5!%$(p9F93)Iabor

(to work)

3

I/>

(to link)

i$& f 9% 6 ..('3kLT Zi ) -to take home B ( 3 3 L 2) United Nations &* ( 1/ Y + .IL 5') consecutive holidays

(In this chart, katakana indicates the on'yomi and hdraga~a indicates the kwz'ymi.)

A. Match the reading, kanji, and translation.

Example: 15. L

1- l A - P ( b h )

2 . i%(3&)

3 . - h a ( j )

4 . b-ha(h6)

5. Ahx

6 . 25%

7. L l 5

8. 9 L

- to use

- COW

to get up

early

color

- $ - ancient times

to separate

blue

red

6. Which new kanji from this lesson include the katakana below?

1. *5* + 2. * -+ 3. + 4 . jz +

C. Which new kanji from this lesson shares the same component as each pair of kanji below?

Example: $1

0-t; 9 ktd Idk

A. $2 (picture) ZHT< tZ*L\, Z f i I ; t ; ~ t c " t E L ~ ~ T t ~ ~ k9UIEl lL1+95Ta X

3 i3 - L \ C3 t ( r f:- -- l L~ T e I f.. --, L \ la t 1 2 % -i " & E J 3 + $ ' PL

a e t = g f - . 1 t 3 4 % ~ -k$T &tt,. i ' B b \ 1: L \ e 9 Cf 7J 3 El L 9':s ,#&Ti (

\ 5 -- l-f 7 U h O 13 js2~7.; a 3 2 & = $ A 7 L d h 7

\ - - L \ 0

a A m:t-. o > L \ S - +f: 0

T O 1

T - k ; I = i: 3 , L l G - 'a'- & ' r i b & L $2 L \ 9 z'. 4 .at; ,, c la A b h Q L \ 4% a vl. & b \ b \ + S *

L G e, c3 " 7 L Z L \ t

0 Z 3 jr 3 +? rnm T C ~ I L \ 7 ~ t ta ~ z h \ z L' a a L \ t~ & + a 5 + O I Y

L \ - B a - j - Q t3 % ' a # % Q 5. b

L

2 r t r * 9 $1 a 12 fs f2 - 1% ss3 L \ 2 iY 3 '-kt: r L a 3 T A 755 -i 14, T x;a 3; 83 t: $ 3 " O L \ a) z t= a td 9 -& t t & F H i ; T V y$ rtlga - -il L \ $Jx " .la TEZn 2 P z & @ a , + Tz " a & , ~ t a m ~ o 42 3 $+-& i~ e < -

9

the heavens; the sky

God

daughter

serious

to weave

one . . . (& 6 El one day)

adult

to find

the Milky Way

the other side; over there

COW

farm

to get angry

to take back

to cry

pitiful

once a year

by . . .

wish

to be realized

we

and so forth

strip of fancy paper

people

*<l\h 1 ,,, Japanese-English

316

s<l \h 2 + , English-Japanese

@+, Numbers fY4'

342

,sm$w+? Conjugation Chart ?Y7 &5 2)&3

8 B H 1 7 ) ~ ~ I & 1 2 T ~ ~ ~ & f K 3 0 Items at the end of each entry indicate the fol- lowing: e...... ~ ~ ~ * * ~ @

(Conversation and Grammar section) %.*.*.. S&SS%

(Reading and Writing section) G ...... % L 1 5 3 (Greetings) (s) ...... 3L, (Supplement)

I - I1 m------RE%e(sm&g) (number of excercise in the Reading and Writing section)

B4 between 2 L4 & 4- 5 to meet; to see Ia person) % L4 73 b F 7 outdoor activities 35 L11- IT &&Ll % L x blue 5% L9, Lws) d5h'l.I ;if; b \ red 52 L9, $2 L9(s) &fi'&L\ TI % \ cheerful S Lll- Il d s 3 +t fall e l 1 0 d51f8 M 8 to open (something) 52 L6 &* $A morning 2 13 %eZl$h RRBZ breakfast L3 ZfSe 3 7 the day after tomorrow Lqs), $2 L8 21 IJ R leg; foot 52 L7(s), % L12 75/'Plfh/%@5 7Y7WfZ Asianstudies gL1 $I/k tomorrow PL3, Lqs) 6365 over there eL2

to play; to spend time pleasantly % L6

&fr?k;h\ll I $ , r > warm gL10 Sf=% 53 head L7(s) itSftdh~L~L~ 9 3 i A f L \ L x bright; smart; clever

e L7 &7~fiSbLI RLL\ new eL5 8 3 L l a 6 hot (weather) 32 15 &3LI %L\ hot (objects) g L 5 (--a) itS& ?% after (an event) 5Z Lil, R L8- n bS&P &T lateron el-6 sfsfi YOU s L4 ZlZ X (my) older brother + LT(s)

% (my) older sister f L7, L7(s)

ZdI urn . . . $2 L1 -dS@ that . . . (over there) 12 PIT-b apartment E L7 ZSLI g ~ \ sweet SL12 $i%03ht;h XQIlIT the Milky Way % L12-TT 35% g + negative not much L 3

6 rain $2 L8 &@;bP1315 15-h" ki$8 it rains $2 L8 7% 93 U.S.A. 11, $12

$555 $k$ towash 52L8 dS'3;ht&5 Thank you. G G i65;hgLj Z S L I Z s Thank you. (polite) 52 G &3 there is . . . 52 L4 $56- one . . . Z% L12-?J $SLIT % L \ T on foot 2 LIO 7 J L l T - f b part-time job L4 &$I, that one (over there) 2 L2 7>3- b questionnaire S L8- fl &h&L\$& $n$& to show someone around

s ~ 9 - n

LIl.1 good e L 3 LILIX No.; Not at alI. $ G L\L\Z b \ L \ 3 - good chiId 19 L l L I Z k gooddeed SLIO-II

s 3 to say 52 L8 L l s , + -

LIZ % home; house $ L3 - L \ b -fi 3 bound for . . . $ L10(~) -f+!J;( Britain eL1 ,eL2 L\< tog0 52L3 L \ < 5 how much GL2 L l L + 6% doctor %LI, 2110 LIGhZ5 (&I &%,% mean-spirited 2 L9 Lib chair 2 L2(s) L\5ht bL\ IK L r busy (people/days) 52 L5 LlTe ,%e to h u m g L 6 L l f i L I b L. hurt; painful 52 L12 L\kEh?kb Thank you for the meal. (before

eating) 2 G L\S?lxT -1 January L4-@) L \ S I; -r$ one o'clock 2 L1, 52 Ll(s) L\Sl;h'h -4M one hour B L4

LIZ-n LlSlgh, --d best $ L1O L1% l2h-S -&1? last car; tail end

a LI O(S)

b\%i$h%Z -&a first car; front end e LlO(s)

L \ 3 when 52 13 L13h' 5 El the fifth day of a month % Lqs) LlgTfl .1 -3 one year old % Ll(s) L I 7 LAG --M 1: together 32 L5 L 1 3 3 39 five' 5%L9

ZP 951, aerommme S 13s) XLW && movie e L 3 X L \ Z 833 Ewlish Oanguage) 52 Lf X Z yes e L 1 X S R station 52 110, 35 16- 1

LL(IlL1I.W language lab L3 - - X h -P3 . . . yen e L 2 ZhU3 S$ pencil % L2, 2 L2Is)

& L I b L \ delicious %L2 L I 3 ZOZb I'll go and come back. 2 G 1 3 % %H& round trip 2 Llqs) L \ T T % T L / + L ~ Pleasegoandcomeback. S G &&L\ @ b \ thereare many. . . ?%LIZ L l ~ t S h r --5? one minute 52 Llts) dj&$L\ k 3 b \ large 52 L5 L \ 3 % always 2 LIZ, S L6-m a-Xb3?)57 Australia SL1, eL1t Ll& R dog 2 L4 # u &+?sA mother gL1, e L 2 , L\$ + now eL1 52 L?(s) Ll& %% meaning 52 Lll(s), $ L12 &h\X!l a$L\ Welcome home. 2 G L\%3&(&IV) #(9&) youngersister EL I , 8 ' Sk--f snack; sweets 52 L11

a L?, % ~ 7 ( s ) $5fP%l $542 money i 16 L l S ~ ( I ~ t l $ l i WWdme (to ourstore) 52L2 S %&#% rich person 2 LIO L l 9 <?5 AV entrance 3% LtO(sJ 4335 &3& togetup g L 3 L 1 6 (a person) i s i n . . . ; stays a t . . . 2 L 4 L l 5 to need St8 Ll-3 C color 2 L9 LI?5Lb3& various ZM-II

S<Zh &3 A wife 52 L7(s) SZah S33h child SL7(s) Sib a6 togetanmy SLIP-II

%% sake; alcohol 5$ L3 8 L L I S h grandfather L7(s)

LXB B 2 b to teach; to instruct % 16 33h uh-uh; no 52 L8 3 X +. on 5214 3~ + COW 1112-11 3L3 IF, back %L4 5%&3< to teII a lie S Ll1 5k W song $L7 5kF3 @i tosiw SL7 55 home; house; my place 5% L3 S%ClZ i t; a=S (my) child 5? L7(s) 5%milt.& 9 G 69A husband $2 L7(s) 3a $5 sea % L5 5s. $& tosell SLIO-n 5h uh-huh; yes 53 L8 3hr7hYZ ZST4 to drive 2L8 3hrE338 2W-F 4 to do physical exercises

$2 L9

d3L&5ht3 %&,I7 .Mew Year's $111, % LlQ-JI

Zi b !7 buttocks L71s) d3b3 castle BE-11. &ELI slow;Jate 3 LIO 8s < (T .. C& some&ing) late $ L6, C L4-ID d3e < ?XP _ {_a 2, k be late (for) % L8 &EL\L;(~.-. '6%+ii ~t well w n . S L I ~

S f awzn tea P L3 87 & & husband $ LT(s) -

&T&5Li &f%\r restroom e L 2 &iZS S 4 temple g L4 &&3&k f;XSx/ father 52 L1, 5$ L2, GL7(s) 8 5 & ( 1 $ ( 3 A/) younger brother

32 LI, s L7, G2 L71s) & Z % man SLI1-I1

d3ckZcDZ %9? boy eL11 &&ZII>U'tk %ah man e L 7 &&kt1 the day before yesterday 2 Lqs) Sk&L the year before last 2 L4(s) d3ckfd A X adult S L12-11 SZ6 Bi fi6 to dance. 52 L9 %ah' stomach 2 L7(s), 11 2 ;fi&h\tix3 < to become hungry + L11 8 1 L L l e h r SX3A orderbrother GL1,

52 L?, 5? L7(s) B@Z&h % 2 A older sister S 11, ' S L7,

32 L7(s) B;fahTtlLbbI--&I . . . , please. % L2 $IddSk grandmother; old w o r n S L6, 8 L7ts) &ld;&5 k d morning. 2 G d3ladr3 Zif L\bT Good morning. (polite) 2 G &r3\?5 $RE bath 52 L6 &S.SEI3L% A totakeabath e L 6 d34hG EiSSF reply 3Ll I - I I h S$F% boxed lunch 52 L9 &EZ5 %2G tomemorize S L 9 &%h l;@ 5 sweet bun % L4-ID &&+If souvenir e L 4 5 ,% 5 to think S L 8 L Sh\r\ interesting 2 L 5 &%% rice cake 1110-11 &i*s* toy 3% L11 8 8 6 & t 6 ; 2 ~ L ' 1 Good night. %G 8k-C & C toswim &L5 63138 R9 4 to get off 52L6 &a& %;h 6 (something) ends $2 19 &lvfi< *45 music S L3 $hWu 23% spa; hot spring 2 L9 Ghf6 -k woman S Llf-Il &#u$LLnZ *a3 girl SL11 &Pvtdo3U.& ScnX woman L7

-h'- or &L?O h1 but $2 L7, % L5- LI %-FT.=, curtain e L a s ) h3L\ Z < PbB foreign country $2 111 f f L l $ 3 BtL gate % LlO(s) ' 1 8;Lt campany 32 L7 h'LlL+ L l k 92&.3 office worker 2 11, $2 I3 h'L13-5 l3h S&$5 coupoils 52 Llqs)

P L l E h ER stairs Llqs) 75'Ll%Ql ELI% shopping 8 14 3 B=I to buy SL4 h'5 Bi 5 to own (a pet> 52 Lt1 h'X3 Z? to return (things) 2 L6 h'x5 93 6 to go back; to return 2 13 ;h\8 face S LT(s), 2 L10 h'dW\d5%L\ B&"~PL' to look pde 52 L9(s) a'#< ++F science 52 L1 ;h\h'J\Q to take (amount of time/money) $ L10

t Q registered mail $ L5(s) A\< S { towrite 5214 h5<%L'r QY student GL1 h3< $35 f %J student discount 52 LfO(sj h'lfZ5 t&ht;la%) to put on (glasses) S L7 -h\If3 --&%El for . . . months 2 110 h'i5 2?c umbrella g L 2 75% bamboo hat RL10-I1 h'L S3 snack; sweets 52 111 f @ 3k3 singer 2 L11 h'W R3F cold 52 L12 hWZU.< Q V t to catch a cold % L12 h'Q< &% family $17 k G shoulder % L7(s)

IS'kL\LILIh'f= 6- f z l \Z L >$ bookish expression 32 Lll(s)

h',\ft8?3 FtS one way %LlO(s) f1'7 Z parenthesis 32 Lll(s) fl'g Z L I L I great-looking & 17 h!3 Z 3 %E school S2 L3 jh'z fi corner 2 Lqs) h ' a L 1 wife 52 L7(s) h'a5 to be realized L L12-II h'aLLl &Lb\ sad SLID-II A'ZI h money % L6 ai;3a%?5 4% b rich person & L10 f @ G a @a girlfriend 5%Ll2,SLlf-II &ldh bag S L2, ?E E(s ) h1i53 Kabuki 5% 19 fi'13i&%(-E--%) to put (a hat) on a person's head

3 LIO-II A'1325 to put on (a hat) 52 L7 k'B 52 hair 2 L7, S L7(s) &'&&b #'-ka God %LIZ-II ;h'b&hr wife L7(s) A135 camera gt-8

;h'&3U A% S Tuesday 52 14, 52 Lqs) a 5 7t3 karaoke L8 -fix% because . . . 2 L6 --&%I from . . . I LS, 8 L7-TT 7 5 ' 5 E ~ ~ ~ 3 ~ 3 a W 1: 3% & -2 I? a

to take care of oneself 33 L7- I1 tP98 ft3 -3 toborrow GL6 h'fi 4tk boyfriend &LIZ h'0 111 river SL11-I1 ;h'&lltl cute $L-P

h \ & L l t j t d pitiful SL12-11 ~xkfi ophthalmoIogist 5% Ll2(s) h'kr.< se Korea 2L1, EL2 15'h C; 3F kanji; Chinese character 3 L6 h'Jvkht(a) fl$$ easy; simple L10 h'h[$L1 &%T Cheers! (a toast) $2 L8

$6 9 8 to cut 2 18 h&L\ (@.I beautiful; dean $2 L5 3EuLtS -$-E gold %L9(s) ShLlS +E& silver 52 L9(s) 3hrZhrkf~ nonsmoking car 32 L1W) ~ ~ v r 5 ee bank & ~ 2 SPu G & &Pfi neighborhood S L11- II h & 5*6 ER+ b to get nervous % LIZ bPv(83 blonde hair 52 L9(s) SPvd;jz%. .&%a sriday S 14, Lqs)

<3& SB,. air eI-8 <$JI- ?LEI September S L4(sj ( G :&>d nine o'clock $ Ll(s) (6.D * % medicine gL9

< %&sm$ 3% ??$kc to take medicine 5% L9 <f",I3JtL~Llh~ft ( E I S f i t r \ 3

bt13LI yellow & Lqs) %iZ temperature (weather) P L12

3 ( ( to listen; to h a 52 L3 < El{ toask $15 Bi22 b@ season g L l 0 Sf= 3L north 52 L6(s) $9- guitar GL9 6~*7/v %;BG cafe ZL2 $5 3 T 9 + postal stamps L5, S L5(s) 0 3 # 3 < W%F. ticket %L5 3 -;r 13; j 9 13 ?ZJ %f & 'I % ticket vending area

a LI~S) b@5 $13 yesterday S L4, & L~(s) h&?5 to decide 52 L10 + t r > l camp 2111 3 @ 3 Z 3 ae exearpress %LIO(S) $ Z W ~ $ L I h& nine years old 5%LI(s) *l$313th h8 nine minutes %L~(s) 3 x 3 + today 2L3, SL4ts) B&jfPL,k &#f textbook 32 L6 3 & 5 EL\ Xi% brothers and sisters g 17 $? & 5&fit&5 R%3P $5 4 to be interested (in)

e L12 - 5 - linenumber.. . %Lll(s) b8;tah WF last year S L ~ s ) 3611 (@I 4 % ~ \ disgusted with; to dislike $2 L5 $5 & tO put on (clothes above your waist)

52 L7

colloquial expression LIl(s) Q:EfXL+l.\t-Z) Please g iveme. . . 2 L 2 ( 5 u month $2 L7(s) ( 3 -%t shoes 52 LZ < lL B country; place of origin 2 L7 < 73 "$ neck L7'(s) G$,O B 3 cloudy weather 52 L12 -- B 6 L1 about (approximate measurement)

32 L4 35x class %L4

99-2 ~~ 3L9@) (35 4% tomme 52L3

%* car % L7 9L- gray 2 L9(s) 3 L/9s bki-F credit card $$ L10 < S L \ Xc black 5% L9, L9[s)

IfL\%Ll B% economics i l l , el2 tfht injury %L12(s) IffP #H surgeon $ L12(s) _ if3 +.-9a th is morning 52 L8 (3 b3& X L TL eraser W(s) i3* T i$ to turn off; to erase L6 ($3 Z5Tq #ST-$ That would be fine.;

That wouldn't be necessary. 16 I j 3 Zh$3 B%%T % to get married $$ L7 l f 3 X j U 8 % El Monday f L4, 2 Lqs)

IfhtPdZ5 to have a fight; to quarrel 2 L11 IfhS (a) X%, healthy; energetic $2 L5 IfhBfil&X\ Z9 ,dsts L \ don't look well $2 L12 If'hQ3 %!.I% development % LS(s)

-Z --Z language $? 11 -Z --j& in... time; aft er... GLfO Z5Zh *El park $2 L4 Zj < 32% KZE airmail 52 L5(s) Z3 Zj &R high school % 11 Z 3 E3el.1 &%& high school student 2 Lf Z 3 e L I B 3 L/3 &3%@ antibiotic $2 Ll2(s) Z 5 k < & 5 jkX & 1 glossy finish $ L ~ ( s ) Z j k < t d L 3LjRt~i't matfinish SL5(s) Z X $ voice S L f O - I 1 1-k- coffee 52 L3 7"-ILF gold % L9(sj Z f 1 9 Afi May 52 L4s) Z < 3Llh'hIfLl @BMi?E international rela-

tions 2 L1 Z < idk E,& black board 52 L2Is) 7 7 LL here S L4 zz 4?& P.M. $ L1 Z ZOIh' A, H the ninth day of a month & Lqs) ZZm3 h3 nine e L 9 Eel,\ A&' five years old $Ll(s) c" L 5% five o'clock G Ll(s) Zbt$ Lk Z - l A husband 5? L7(s) c"eh +% A.M. Ll ZVh% kib 5 ?S+ in the morning % L9- II Z k Z 25 answer % LlI(s) Z k X S 8 2 4 toanswer SL8-Il ZSZ.5 excellent food S L9- 0

Z3%3$6 Thank you for the meal. (after ea&) 2 G ZSS this persun (polite) % L11 Z 3 3 & ~1.S parcel $L5(sf Z k L 49 this year 2L4(s), e L 1 0 2 % 3$4 child gL4 ZIT) this . . . g L 2 Em224 thesedays gL10 Zl$h %fiR rice; meal $2 L4 Z131h 553 five minutes %LI(s) Z&/U&*LI I'm SOITy. 2 L4

Z;bL\ I \ frightening Z L5 Zhrkt3 b +FBI this semester $2 L11 Zhr!P-r, + R this month 52 Lqs), % L8 13/Y- I- concert 5$ L9 Z h l/ i$5 +a this week $ Lqs), 16 Z k r e :"& near future $k L9 ZhlZSI3 Good aftmoon. 2 G Zhrlgh +?% tonight % 13 S hl$hl& Good evening. 2 G 3 lj E 3 convenience store 2 L7 I> E l - 9 - computer 2 L1, % L2

9-74 2 surfing 32 15 --*I,\ --it . .. . yearsold %Ll, gLI(s) *LIZ[: %4&6: lastly SL8-n $ L I B F3% wallet 2 L2 &fPa .@ fish b L2 *< ,5h $'FA may; composition S L9

29 sake; alcohol 52 L3 9.~3- soccer S L 1 0

-3 a little while ago & L 4 ST I/ %% magazine 5k L3 $Uel/LI RLt> Ionely S L 9

to cut classes 2 L1-f --&6 -% Mr./Ms. . . - S E - n &LL\ SL> cold (weather) 2 L5 &&3i!X% Good-bye. %G *% L \ l f 7 S3k Fl the month after next 2 Lqs) $SL\L @5 .$-&a the week after next $$ L4(s) * G Ll%l/v i$*B the year after next 5Z Lqs) --)rhr Mr-/Ms. . . . 52 Ll &hr;Hc3 ZsB March $2 Lqs)

ShSk5 33% overtime work ?& L8-II &hr*LI Z& three years old 2 Ll(s) Zh 1; 34 three o'clock % Ll(s) 74hG ~ t S # b Zt 5+ thirty minutes % LI(s) eh&hTd& 8*tT;Pa That's tm bad. G L8 $hr13Ghhb &#FAR obstetrician and gynecol-

ogist 52 L12(s) 72hGk 253 three minutes 32 Ll(s) &krlZY8 #k$-;f-4 to take awalk 52L9

-- Z3 at about 52 L3 Z h this one $2 L2

--C; --* o'clo€k 52 L1 t % L I R+ match; game e l l 2

L r & ~ BL ht 9 date/time surnething b ready

32 Ws) b&#3e$K 4*Q happy %SLID-11 g->X jeans S?l2 l/hk &R dentist S L1q.s) l/hf.? P38 April % L4(sS

-GB'h -%M hour 5$ L4 Llfh K& exam %L9 L Z L f?k* job; work; occnpatioa B L1, ?2 L8 G l/ d; @% dictionam $ L2, S U{s) b-dfl'I#L) %a* ~Ukt e LS GPS guardian deity of &iI&en & L10- H

bfr T under 52 L4 b%;hP2 + H July % Lqs) LSG -t% seven o'clock ?G Li(s) t-=rrLl83 3 ~ ~ - f ~ \ 3 ~ I ~ J W W g ~ 7 Lt3%tsA, RM question 2 Lll(s) L.ZLIt&S reserved seat &LlO(s) LThL-ts EtE* bicycle GL2

Edta todie 8 L6 GI23 departing secmd 52 LlO(s) Gbf'P J'&# a t s r h i n o l ~ ~ o ~ s t ; ENT .&c-

tw 52 Ll2(s) EISih fi 3 anml f S LIO-n b&hUd; 5Llh TE E%R Municipal H@Pi'td

$2 L6 La36 9 deadline & Lll(s)

k!b& &I& B to dose (something) P L6 ,

l3PS then.. .; if thatisthecase,. . . %?I2 Lt Y. Lrhr r8& picture; phatograph S2 L4 l/ + & 3 Wt president of a campanu $E L+l 9q7'9 shirt %L10 Lfi@5LlShs3 +--El Nuvember & L ~ s ) - L;@?LISI; t--9 eleveno'clock ZLl(s) L ; @ . 3 L l % l ~ i % +--a the eleventh day af a

month 5% L4(s) L @ j t . \ ~ e C \ +-% elevenyearsold &Lt(s) U@3Ll3;Ss/v +--8 eleven minutes 5?Ll[@' C;p5ht3 +a October 2 LYs] --b@jfl'kp -3IBZI for.. . weeks dl10 Eejglib3aj/u +AG- n in tmrmin~ t~s SLI~S) C;@5Za3th +ZS fifteenminutes &lI{s) l;@j&Eu~3Cu + Z 9 thirteen minutes % U{s) G I$ j G +B$ ten o'clock $? L1@) 92-X jnice eL12 L;@54kS B &t general admission &at 5% LIQS)

l*@3Ch last train B LIOb) G U ?~al$&hr S sevenken minutes 52 Ll (s) L%F5 lZhm 3-2 December 3 Lw G @ 3 1E l3 +Z4 t@ve oklock & Llls) G a5 (C~3\4u-. +E* twelve minutes $3 LI(s) K@3(&5&ql:&@5~I;k3&h +>I*

ei~hteend rrhmks~ 52 Ll (s) ~ @ 3 g 2 a* 3 ~ 3 G@6& ,ata -7-D & the fourteenth Bay of a

liianth 5kLsys) U9xSdikDb~ $@3@ Sumtea minutes 52 Li(s) Lkp5&mSh:3?&%. six.teen minates SL1Is) & 1sp @& 5 s *. %lass 52 Ll? E@<, 33 @mm,S&@d 3L?-II b@ <-WI .@it@. hmework $$ L5, 8 LIq(s) b&U@csl 3% operation 52 L12(s) bbbC;b I h husband 5ZL71s) G@7&LI +% ten years old SLl(s) b95Lh &a comingfrom 2 L 1 1 &8.2$\h S-53 tenminnb S L I ( s ) b&&, ?E% howwife f 11 bF& &3$ hobby %iLI*I-II

t;a BB&.I;.1~6 ,#.R-T 4 to i r r t d ~ ~ e G L ~ I b&521%3 iE f l New Year% f Lll, SLf0-II @&5lr?sVh %3?Q iboardingl ticket SLIU@) 5 l + F skillful; good at . . . 2 LB Ir&S%Ll %SP4 future .* L11 L ik < Z5 $29 cafeteria; dining mmons

52 LT L O butWcIes 2 L7Is) 129ZePu %l &-&A Idonotknow g L 7 bB to get to know 5% L? D-JlkJX- siIver 3 Lqs)

castle RE-n b5tl Br. white 2L9, SL9(s); b < 5 B ,% black md white & L9@) t;.S1;5&6 L"%U&Kb tostare(nt1 gI-8 - -Gh --A people %L1 I/kr##uWCv M%S Shinkansen: " B W Train"

52L9 bhZ5 6 4 traffic light S 16@) l i k U 9 Ma shrine 3EL11-II C / h ~ l z x ) %saw kind 3 L? LhtdL\B6 raiR-T 5 to worm 52 LIZ Lhr~5h WrH nmspaper 2l2 Gh5L'lbq< A%% mthropolagy % Ll

$ifL1&5?3 &q €I Wednesday $ L4, % L4(s) X ' 3 I-?> Sweden Ll X-/r- supermarket S L4 dh(;$) %f 3 fond of; to like 52 L5 X*- ski e L 9 d< right away 52 L6 bZ< very S L I I TZLt 9 L alittle SL7-I1 $PLLl Z L L \ coo1 (weather) & L10 7 fantastic &LIZ XbLX stress S L 8 - I I x$-Y sports 52 L3 bG92i2h Excuse me.; I am sorry. S G 3s 9iklt- to live $2 L7 X 3 4 F slide 2 L5(s) sa to do 9 ~ 3

6 & to sit down 52 L6

eLl;h\3 ik% Me; living $ L10 lkLllfLl(T;h' SBW+ orthopedic surgeon

% L12(s) i 2 L l L &%j3 politics B L1, S L12 %!LWS R% grade (on a test, etc.) $2 L12 eLl Ifh %El!% vouchers; zone tickets

52 LlO(s) eh'tl +&$- world 2 L10 I2h11=h'l\ % - * r s l h tau s L7 13fiiU<L\ +i%3s.l&~\ short (stature) 52L7 dk3 cough S L12 %!%fiti28 -I& 3 6% & to cough % L12 e&k\ %+ back 52 L7(s) If0 S 4 F by all means 2 L9 edLI $%&\ narrow; not spacious 2 L12 Wul33 % 1 last month 5% Lqs), % 19 e h r G 3 $k El the other day I L9-II d%b@5 Iast week e L 4 , 2 L ~ s ) W u e L l R?k teacher; Professor. . . 52 L1 VArI% + negative 2% not at all % L3 5 the week beforelast

e Lqs) @hft < d& ZR? a to do laundry $ L8 e/ul$3 departing first S LlO(s) Wul5h $F'3 major gL1

3 3 G b b toclean %L8 355723 That's right. % L1 *5Tb$l That's right.; Let me see. $2 L3 % < 7k3 PS special delivery 52 L~(s) 55 there 2 L4 P L 7 andthen gLl l , OL9-n rcn that. . . eL2 eIzX near 2 L4 413 (my) grandfather L7(s) dfs (my) grandmother S LT(s) +fi that one 52 L2 +fih'h and then $2 L5

@ -5f-fIyl-$5 to go on a diet $2111 k LlZhrlf L I +$Z# thermometer 8 L12(s) fi'l\;hf < rk Q college; university $2 11 EL\ht< L l h l d l l k5?%4 graduate student $2 11 EL\f < college student 32 Ll, $2 L8 t z ' L l b 5 t I ( $ ~ ) to hate L5 EL\Ukj)S +.A& It is okay.: Not to worry.;

Everything is under control. L5 EL\33(73) AB ? very fond of; to love 2 L5 f t L \ZL \ A% usually SL3 k Ll-h (a) tough (situation) 8 16, & L5- 11

k;h\L\ & L \ expensive SL2 EfP5 so; therefore 52 L4 f i< 7fhr many; a lot L4 --Elf just . . . ; only . . . ZE L11 kt t 'L l i% I'm home. g G

ft3 it? to stand up 32 L6 k&ZM for example % L11{s) ftCDbL1 % L L \ fun 52L5 kmbi4fzT5 (--GI 35 L A K T 4

to look forward (to) 3$ L7- n tz1%2%33 f i t % Z % 9% $ to smoke b L6 ft~3itu 9 'r3 probably; maybe G LIZ k 4 B D &-4t1 food el5 k45 to eat S L 3 Ef i who 2212 khrZ 9$& word; vocabulary %L9 < strip of fancy paper Ll2-Y Ah l; .A 3 U: %& €3 birthday 52 15 fr'hl$ husband 2 L7(s)

%Ll&L'r 4-3 L\ small & L5

S;b\< & { nearplace SLfl-n GfPtrT3 &T& subway BL10 % Z < 8 I 4 to be fate (for an appoint-

meno 5% 111 53 X (my) father S L7, g L7(s) %+ & meentea eI-3 S . t s L l 3 L I Sf511 b r o w GL-) ?5@32< +El China ~ L l , ~ l 2 %t.g3L+ E& injection &L12{s) S&Q& alittle 52L3

3tlftS --H the £ k t day of a month $ L ~ s ) 3h'L\*7Al%3 E ~ ~ * T 7 3 $ 7 dispasahk camera 5% Ws)

d '3 &i to use % L6 3h14l7Llb &@"€ b \ & ta be tired I B-JI 3&'#l+5 &h B to get tired 5z L11 33 ;5r next S L 6 2SiL Rt- m n d l y % L8-Il 3Slf -- 3~12- next (stop), . . . h LlQs) 3CZ $2 desk $L2{SJ, g L 4 3<6 tomake %L8 313-5 ta turn on 52L6 3Z 5fP;hb L I 3F&Bf,% k inconvenient; @have

a scheduling conflict $2 112 -a&&& &&& to wokfar S t 7

T- P date (romantic, not caIm&u) 2 L3 ?-I tape %I2 ' T f i x l j - 3 6 to go out 52 L5 Z;tP& *& letter %l4 FBbKV . as much as gossible 2 L12 TCS &u mit %LIO(s) --pb&3 prp,babI~; . . * , &ht? 2112 F7eb t&t &L5 '

5 5 ta~heip 3 L6 F-3, t e d s c$k,LS zld;, &@bhE, Tiit, S3C.R-T Takecare.

% L5- Jl

FIT-b d e p a b n t stme 52 L4

Ce:@ ' F!? ~:kmpk 3 L4 & to app,ew; to attend; to exit $2 L9,

.. SL6- I

FL C TV S? L2(s), 5% L3 TbEY-br video game SL6 Th 5% . the heaveas: the shy % L12- ll -T% -A . . . ~ o i n t s h L11 ZhS 55% *eather %L5 Th3 Wfi, electricity f L2(s], g L 6 Zkr?E&Ef3 X3t3-R weather f o r m GL8 ThLa %* train f L6 T h g %& battery 6 E(s) Th$3 %$& telephone % Li 6hb~fPI38 @B B. $&if 6 to make a phone

call @L6

3% a wife e LT(S) 3% &BL\ boring e L5 3ak l.1 @ R cold &hing/people) 2 LID ct: F daor SL10-n '39 fishing S 111-II -L= tagether with (a person1 52 L4 %rma ; $ k t - r ~ totakeba& m12-II -z -B . . . dew t t e ~ ~ ~ ~ r e ) s ~ 1 2 3&T<6 @AT C b tobring(apersM1) S,LB FF door +2 L2(s)

"r: + hand i L 7 f s ) --i2 by (means of transportation); with (a todl

3% 110 ZLlbVhd Z#R $$ ;.commuter's pa& S 11 qs) T9+Y T-shirt gL7 74x3 disco 521-8 Tt~&tl&GIL\1S'k f b i a k . 2 B b . X

polite E@~&QII Lj1(~)

~ 3 ~ 7 W ~ Y S L ~ t"5T(-&) Hereit is, SL2 Z:'3?& 5 L < Nice :era meet you. 5? G e3PT15' How a h a t . . .?;How i s . . . ? sL3 Z36 Thank you. %L2 Z3-P 3T haw: by what means S?2 110 &;f3 3- ten 52L9 &$@ 4- a the tenth dm of a a0ntI-i 52 L4@j &* 3 when .-. ;atthetimeof ... S L 4 t6Z3 $* sometimes gL3

k I j L \ e k 3 watch; clock f 12 EZ where 12 &26 $W barber's g L l 0 tc.3 3 place 2L8- &Z%r by the way e L 9 t L 4 year 3 L10-XJ. &La%% H $ $ ~ Z . L ~ ~ E U Y s L 2 Cf5 5 which $2 LIO -

&3$@5 smwexpress 2L1qs) CDS which 53 L10 &T6 very $15 &&!3 F% next GL4

which.. . 52 L2 ZCnCSL\ how much; how long 52 110 b 7 b tomato 3% 18 & 5 3 2~ to stay (at a hotel, etc.1 S 110 &%tc'?s XfZ-f; friend 3L-l Z&5U 3t% H Saturday & L3, $2 Lqs) F5-f 1 drive 2 Ll1 (48 iS 6 to take (pictures) 52 L4

$rb to take (a dm); to get (a grade) Llj, L7- 11

&b B% totakeoff %LAO-11

C$L which one $2 13 b L-.;f.- sweat shirt $$ L2 kk&3 pork cutlet $ L2 r?Yufd what kind of . . . $2 15

@ a'd;L\h' ~ 9 % physician L12(s)

4= inside $$ L4 &f~ltl EL\ long L7 a< i&{ tocry ELI2-I1 a<* tolose 52112 &3 E summer SL.8 -$LC% and so forth % L12- ZI

t6f62CLl ti% seven years old %Li(s) &a3 - t rq seven S L9 ai;td;&h t B seven minutes $ LI@) 7kILi5\ 4T&* something 5? L8 $K[z% + negative m% not. . . anything 2 17

-I= L3 the seventh day of a month % L4.0 & Z X %ST name ZL1

7 tolearn eL11 &a to become 2 LAO 2lh/ZIIL FJ what e L 1

ILMf3%Z JI i$i two months ago 52 L ~ S ) l ~ f t S 3 I R February L4ts) L2f+hx(Zl) lively 15 lZ< k9 meat L2 EeLI two years old 52 Ll(s) E&hrl~% ZZ for two to three days LIZ Ill, $5 west %L6(s) I, I; C two o'clock Ll(s)

bldhr -%? hha past two $ Ll Izl;@;p4&2h' ,+WE the twenty-fourth day

of a month P Lqs) I= L; @ 3d;/vbL\Z!l 2WS 9 24-print roll

52 L5(s) I= G 9 3 13h C I- 53 twenty minutes 52 Ll (s) I L % & ~ U P 0g8 Sunday f L3, 52L4.s) -1L3L17 about; regarding to 3 M-II IL-=rb $3 diary E L9- I1

E13xIu 1% two minutes 2 Ll(s) IZRh E% Japan 52 11 I [ h a +=8 Japanese language $$ Ll tZ lZk Lhr B rd;x Japanese people 2 L1 t L 6 3 43% baggage S L 6 E&5l%3 k B wife $2 L7(s) --ft--?Z@13f25 to put (a hat) on a persun" head

s Llo-rI --[Lkr --A [counter far people] % L77 ILh3;h'$5 A%ht& 8 to be popular L9

33 nemtive 52 L5(s) &h5JfL1 @A&\ wish SLIP-n 82 % cat 2 L 4 ;(a3%1'88 %#&I 5 to have a fever - L12 Z tSL ) %%L\ sleepy $LID ha a a to sleep; to go to ~ i ~ p 2 ~3 -ah -+ . .-years SLlO +&lh*Ll --%F S . . . mar student $$ L1

1-b notebook 2 t2 --CnP because. . . % LIZ

throat 9L12 < Z S { to become thirsty L12 CDE5 f % to climb 5% L11

cDa*a &A* drink kL5 Init: to drink % L3 tD !3 hlZ @ 9 8i 5 transfer 2 Llqs) Qlb 35 4 to ride; to board $ L5

I$, BT tooth % L?(s), 5% L12 JC-Fd - party 8 1s l\'-"E+z- barbecue 22 18 I$L\ yes F2 Ll I *L\Ll5 RE gray 2L9(s) (dLjTh $b$ kiosk $ Ll O(S)

i;ttWa A 5 to enter $Z 16 I3;hsh X$ postcard 8 L5, 8 Lqs) M< to put on (items beIow your waist) L7 IZb chopsticks LB I$ G 33 % 3 8 (something) begins $2 19 I$I;&!IT &&TC forthefirsttime 2L12 I&L;b!j$LT How do you do? g G 6 4 tobegin S L 8 /TX bus 2 15 JI;1IZL\ 1 qX@ bus stop S? L4 BkM farm SL12-II IZkS t-l-& twenty years old 2 LIts) I B Rb to work 52 Lli l;t;k%&S t3k2%& to weave %LIZ-11 I August 52 Lqs) I$.% eight o'clock 2 Ll(s) m?343\h 1\52 eight minutes 52 LI(s) I X(wrong) 52Lll(s) I&3&kr %"g pronunciation 2 1 1 1 (s) l$3@ Z-l- I3 the twentieth day of a month

& L ~ s ) fdg ?ZL\ ei&t years old 2 LI(s) 1$->;52h eight minutes Ll@) I#& z flower el12 la& & nose 52 L7@) iajaLaTa %&3% to haveatalk S L ~ - 1 1 (a&F %T to speak; to talk L 3 I t J 37 panoramic 52 E(s) [&I& +4 (my) mother % L7(s) L&BLI ?rx earls 52 L3 L P P L I PC\ fast a17 I$.+ < 7 ( (do somethind early; fast % L10 $55 $ 5 topay 52110 la5 5% spring & 110

kbf'l, %h sunny wexther e L l 2 I%h, % half %Ll -[$h --% number . . . % Ltl(s) /C=/ bread g L 4 ; IZhr"3 45% number 52 Li I2hZIZh . !%!ME dinner 2 t3

eag .c.pw~ .S~LS Li-Jb' b&T b lrll OAi &= x+ :*@ist e Lqs] OSlr iI fh B13%,2& receipt eL5(s) ZP ( play (a string instrumat or piano)

5% L9 DE5S %E$$ airplane SL5 Veb13tg A t 2 3 it has beena long time

s L11 E@?t.X:. business $2 Ll, % L2 BD @38h &%@8 art museum 111 PE9 & left $ L4 PE9@43 &@I left side 52 L6(s) 83 < !33& to be surprised 3i 110-II ET43 video tape; VCR % L2(s), 52 L3 Dck A person *L4 Dt3 -9 one 5%L9 z).&3&, -T€l first U&U& Aq people PLl2-n U&!3 -A onepersan eL7 U.&gP -AT alone &L4 U.875' b*R derrnaklogist 2 L12(s) ZrZ (a) I$% not busy; h have a lot of free time

53 L5 CF&3 L\h %SE beauty parlor G L10 W&.St\h %i% hospital 5% 14- 7J& 3% &3, ; t i l l s sickness eL9, 2112(s) U&3l;@kL" 4%S% standard Japanese

52 Ll 1 (s) TTQZlaAr W% lunch 52L3 ZTh BE flight S L I O e23 pink $Ls(s)

7 4 1b.h film 53 L5Is) 13\jLa ws Ietter i ~ ( s ) 3\< InZ cloules 52 L12 1 3 \ 7 3 =-=, two 2 L 9 13\ft3& =q E4 second 52 L6(s) 3 -A two people 52 17 r3\k 9 83 ZAP3 two peapk each 52 LII(s) r3133 9s Iocal % LlO(s) b3b' h\ fl the second day of a month 2 Lqs) iS\2&'J'G L\ = Ei @$ \ hangover 2 112 ~3\LgTLl$cd 2i?Tk\3T tobeontheheavy

side S L7 13\&8 h 6 to gain weight 2 L7 SIZKFP~ %E surface mail 52 L5(s) 4\43 &k ship; boat $ L10 r3\@ 4 wintm 2 L 8 I!J > b print 2 L5(s) &St\ r 5 . k ~ old(thing) gL5 IL@> b present 2 112 3 bath g L 6 65ILI3.Lla I S l:Ab to take a bath $2 L6 Shff culture i% Lil-II < A 4 literature gL1, SL7-n 13fwE5 2% grammar SLil(s)

4-3 page 2 L6 -4-9 page number . . - % 111 {s) \ j t ( Z ~ ) T 4 clumsy; poor a t . . . f 18 <3[L + negative $1 1: not . . . in particular

B L7 *B i3PE room 52L5 49 pen % L2, $2 E(s) <hrb&jT& %ST? to study %L3 4hZb lawyer gL1 4 h G SZF reply %% L17-II 4h & 5 fF 3 boxed lunch 52 L9 4hr9 I&) convenient g L7 - E3 Ifh h $ dialect 5? Lll(s) E31/ B-F hat; cap 2L2 - - i Z 3 W h --$G serving.. . areas &Llqs] *--A platform % LlO(s)

fi-,!SJY 3 homesickness 52 112 ik -&XF4 homestay; living with a Iocal family

5? L8 Rfi'IZ anything else L11(s) 1 % @ I (used by men) 52 L5 R l j h insurance 5+ L5(s)

* -3 @ 5 -8s looking for . . . WT 111 - 11 7iTXb7759- host family 3Li1, SLS-n 7kFJb hotel 52 L4 IZh book SL2, $L2(s) lZhrCr5T-Tf1' +3 TThb Really? % L6 IZh* +@ bookstore 5? L4

ZSZkbS okay; so-so % LA1 -zL\ --& [counter for flat objects] L5

6LlL@3 everyweek SL8 %LIE% *I3 everyday 2 L 3 %LlIgh W k every night 52 L3 32 front e L 4 3 5 6 6 to turn 2 L6(s) 2Lb5ZK serious S LIZ-r~ $3- first of all 3 18-II

Sft again 3L5-n %E + negative not . . . yet 52 L8 ZS rsl' town; city 52 L4 63 5%-3 to wait & L4 % 3 3 C straight $ L6(s), 3 L6- I

63!l 9 festival ~ ~ 1 1 - n --3T to (a place); as far as (a place); tiIl (a time)

G 15 - b T ( L b y . . . SL12-II 6C d window 52 U(s), ?% L6 ZZCS ED counter SL5(s)

dS 0 (correct) i2 LIl(s) g h G @ 5 sweet bun 5% L4-HI

a?! a right 52 L4 &btitb an right side L6ts) BC;&'Ll 236. short (length) e L 7 B3 $ water % L3 &PLl4 $d light blue d L ~ ( s ) &35& 24 lake SLll

S store iE L4-Ul h Z W the third day of a month

8313 B RqtS a to find s L12-II 333 59 three $19 at" l3 8% green ?% L9(s) &$Lab EJ. /L everyone SL6-HI bfdhc ipj south 52 L6(s) a& rF ear $% L7(s) &+If A& souvenir & L4 &6 R B to see; to look at; to watch 2 L3 ah& all 2 ~ 9 , s ~ 7 - n *hgP a11 (of the people) together 5% L8

;t*Llh1 A I3 the sixth day of a month $ L4(s) $;A' L$;-h\ CI 3$ T once upon a time S L10- TT it; Z 5 13 ?I the other side; aver there

1 L12- 11 d33fi'Lk.l % Lb\ difficult 52 15 it;$& %% daughter % LIZ-I1 $337 ,49 six 32L9 it.& J@ breast % L7(s)

B& b 11 easy (problem); kind (person) 32 L5 + T L \ @'I' inexpensive; cheap (thing) 52 L5 6Sb #k holiday; day off; absence 5!$ L5 *Td3 to be absent (from); to t 5? L6 + ~ ~ L ~ & Y io be thin SL7

to ldse weight $5 L7 933 2\55 eight SL9 , - 9 '

+S mountain & L11, 35 L5-ll TZ&EI A,$ mountain road 36 L10-U +a38 to quik. &Lld 8q7 doj, tq.pedam S L ~

- - . . . , s . . & @ +$3Uhha< postoffice S L 2 5 Z famaus $ L8 -. @3bJLlLh *%A celebrity 2 110 @S 9 .sn.,w eu2, is LIO-n @3;( 5 ~Fowly; leisurely; unhurriedly G L 6

4% ~fimger 5% L7(s) f dream e L11

&52~3 3 pwple % L ~ ( s ) . 7 - ."

" 5 \ fie eighth day of a month $3 L~(s) eye $ LJ, L7(s)

&&I& Eli%$% glasses % L7 %=I-- menu eL2

&% Yl T business to take care of 5$ LIZ & B ' 7 f t 5 ifyoulike e L 7 &.< often; much L3 &G W% four o'clock $2 Ll(s) &r=rb\ B El the fourth day of a month 52 Lqs)

55 already 52 L9 &33 1 ~ 9 9 four 52L9 %5F< very soon; in a few rnoments/days && %;S: to read 5% L3

2 L12 < T k reservation $ L10 % < & 3 Cf *% H Thursday 6 14, S L ~ ( s ) &5 A night 2 L6, % L5-II % L% IJ Hello? (used on the phone) G L4 &hr* t\ D P four years old $ Ll(s] %5 rice cake SE L10-I1 drhtBh W-;J" four minutes $2 Ll(s) %53h o f ~ u r s e e L 7 %3 KF- to carry; to hold e L 6 % ~ 7 1 \ < #7Tb.( totake(something) gL8 5 L l i 5 3 . 3 6 *?F?l'l next semester E LIO %9C<& @ - T ( & tobring{athing) &L6 5 L l I f ' 3 next month 52 L4(s), 52 L8 %T & more $2 Llf % L \ ! J w ~ 3F.S next week eL4(S), el6 %Ul 8 thing (concrete object3 52 L12 SLlalv 3k4 next year 52 L4(s), % L6 % 5 3 to get (from samebody) 2 L9

@ BbBb %3% L reprint 8 L5(s) 8 3 ~ 5 FfSR basebaIl $2 L10 VeLl EfR vegetable gL2

0 g1$5fi<fQ g99t.a tostudy abroad 2L11 g v 38 < el1 @ k3 k international student 52 1 1 9a5 % d o d t o ~ P ~ 9 - I I

8s cooking %L6-m

gajg*a R B P T ~ ~ O C O O ~

9 & Z 5 #t4T travel 52L5 s3hZ apple 52 LlO

Ib-1%-b roommate S% L11

;hLl exampIe & Lll(s) mL. i?E& history g L 1 , 3i22 L/XbF> restaurant SL4 ;t2hl/95 BkEi exercise 2 Ltlts) fihrt@535 R%TS to practice S L l O L>PY=, X-ray 52L12(S)

S<iZLl A% sixyarsold PLl(s] 6<L sixo'cIock gLI(sJ 59~3ih A B six minutes PLl(s)

747 wife e LT(s) $2h1tl young 52 L9 ;ha'% to undestand L4 &h\az& f l f i % to break up; to separate $2 L12

* & & h d t0 forget; to leave behind 52 t6 @ftL e z a L r ;hlr=LkS &kb we % LIZ-n aka X B to cross e L ~ S ) ;hat1 ,%%I.\ bad 52L12

S<ht3 June 2 Lqs)

A B C D E F G H I J K L M N O P Q R S T U V W X Y Z

&<L\h2 E n g I i s h - J a p a n e s e

~ B H ~ z z t ~ N T ~ m ~ ~ z ~ o Items at the end of each entry indicate the fol- lowing: g...... gs . *-

(Conversation and Grammar section) s----.* A&ShE

(Reading and Writing section) G --.*-- ZL\?23 (Greetings) (S k..... %%I SA (Supplement) I . . m...-.. MBS=(%&S3@1

(number of excercise in the Reading and Writing section)

about - ~ L ~ L I ' T SL8-II about (approximate measurement)

- < 5 L i 2 L 4 absence Bd& F,A $15 absent (from) +b& W$' e L 6 adult tf;&7'6: AX SL12-II aerogramme 17 97-L 52 L5(s)

-7 after . . . -4% SL10 after (an event) (-a>) bt (-a)& 52 L11, 3% L8- II again be I L 5 - I I air < S L 8 airmail Z5<3Dh &ZE Lqs) airplane DZ36 RE% 52L5 alcohol I&)hlj ( k ; ) l g L 3 all &hfd 2L9, EL7-11 all (of the people) together &h/vT 2 L8 alone U.&!3T -AT 2 L 4 already $5 2L9 always LIZ)% 52 L12, 2% L6-m A.M. tehr 4% L1 and so forth --$E Z% ~12-n and then 9;f t f~S % 15 and then ~ I J T 111, % 19-11

(get) angry ~ Z E J %4 % L12-D answer Z k X S $ Lll(s) answer Eft555 Gri. $ 3i L8-II anthropology GhBL\ht< Li antibiotic ZSlALlr33 LEJ &&4@%? a'L12(s) anything else R;h'l: 2 Lll(s) apartment 7/T-b 52L7 appear Ta & & eL9

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53 Ll(s) eleventh day of a month, the

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52 Ll(s) fourteenth day of a month, the

3 + 4 L q s ) fourth day of a month, the &.=lh1 es H

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a L~(s) more 7 2 Llt morning 8 52 L3 mother &;h'&Sh, $58 3 k f Ll, 2 12, 52 L7(s) (my) mother & I 2L7(s)

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A B C D E F G H I K L M N O P Q R S T U V W X Y Z

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@ obstetrician and gynecologist

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a ~ 7 , e L ~ ( s ) (my) older brother $ 1 ~ X & L7(s) older sister $i&~Z*h i%% fir X. 2 LI, 2 L7,

52 L7(s) (my) older sister &la % SL7, SL7i.s) once a year L~5&hkLI5E -% iz-E

P L12-n once upon a time &;h'Ldl;h1L S.2

35 LIO-u one U&3 -9 gL9 one. . . ~ b - %LIZ-n one hour L\GL;f ihr - g L 4 one minute L b t 3 h -S3 SLl(s) one o'clock L -3 $ Ll, 2 Ll(s) one person U& 5 -A L7 one way 15\k&% XiS S Llqs) one year old L b 3 l i -a $2 Ll(s) oneself 3 B A 35 110-11 on 3Z k SL4 on foot &BL\T 9 c . r - C $LID

only . . . -El* 2 Ll l open (something) zfS(j-25 i Z $$ L6 operation L 6 44E G L12(s) ophthaimologist ;h'lv;h' Nl3R eL12(s) or -7Y- ?% LIO orthopedic surgeon t!L)lf tltf f i %%Pl.H

3% L12(s) other day, the -F/v l ; r~ H % L9-11 other side, the G Z 5 Q ;J t 5% Ll2-II otorhinolatyngolog ist L ST+

a ~121s) outdoor activities 73 b V 7 S 111-n over there $?Z 2 L2 over there G Z 5 kz"lL12-n overtime work 3h38 5 Et% % L8- I1 own (a pet) ;hi3 @ .Ji L11

page <-5 e2L6 page number. . . -<-3 %Lll(s) painful L l f i L I % \ \ L12 panoramic /TI 77 52 L5Is) pants /W'J 52 LIO parcel Z-J'3& J.I.?~! %LS(s) parenthesis h%Z ~ L l l ( s ) park 55XL 2El AIL4 part-time job 71l.K-f b + L4 patty J Y - 7 - r - eL8 pay 1263 4 2LlO pen 2 5? L2, D(s) pencil XkrU-s, % 52 L2, & L2(s) people - E L --A 2L1 people U&U& A4 S L12-11 perform SL5 person Us& A 52 L4 photograph L + t h 3 SL4 physician ZXl I f i FP$+ + L12(s) piano I2571 52L9 picture L a t h 57-4% 52L4 pink f23 52 L9(s) pitiful h\43L135t6 3 112-II place kZ3 R % L8 place of origin < lz El S L7 platform fi-4 + LlO(s) play &+IS; 3%;: S L6 play (a string instrument or piano)

ZP< < eL9 . . . , please. (--%I $&fit\ 52 L2 Please give me . . . (-ZE)<tSSt\ b L2

Please go and come back. ~13753 L + L l 52G

P.M. Z Z q& $2 LI . . . points -7h -,+. 52 L11 polite expression ~ L ~ & L \ Z L L ~ L V I \ J \ ~ T b \ & i

C~QZL\% ;5'LIl(s) politics l2lIU &i'& $ Ll, $ L12 poor at . . . 4klt6) T 3 2 L8 popular IZ tvh ;h f86 A%&'& ilb 52 L9 pork cutlet &tuh\\3 2 L2 post office @3UfPvhdr< W2G %L2 postal stamps $37 W+ 5Z L5, 5Z Lqs) postcard BffS 8 L5, 2 L ~ [ s ) practice ; t t h L @ 3 b B RE#*% eL10 present 7 % L12 president of a company L VS a 5 W k

52 111 print 3Y2b 52 Lqs) probably ft15tv 9H- % LIZ probably -r-La3 e L i 2 Professor. . . Vhl2Ll gL1 pronunciation IA-srBh A 4 & Lll(s) purple 6;5*h P $Lqs) put (a hat) on a person's head

-lz-zAi~3tt?5 % 110-E put on (a hat) &135 S L7 put on (clothes above your waist)

$5 4 e L 7 put on (glasses) (W~~&b)f i \ I fB 2 L 7 put on (items below your waist) < & L7

reprint B$ZL I l 3 Y L 2 L5(s) reservation d;B< f & 52 LiO reserved seat L41W3 %ZA% 5+ LlO(s) rest BT& +kc g L 6 restaurant L/Xb73/ 2 L 4 restroorn % T & % L l k;+i%b\ 5ZL2 return Z I%& L3 return (things) h1Z5 ST & L6 rice ZI&h RfE b L4 rice cake (&I %% 35 L10-I1 rich person (iE)t~;ra%s & 110 ride 05 3E& S L5 right 333 & 2 L 4 . . . , right? - T t k 3 SLl2 right away f C ?EL6 right side & A 5 1 2 Lqs) rive 111 %L11-n room &B gPd eL5 roommate Ib-A%-b eL11 round $rip B3B< Llqs)

sad ;h'&-LL] R L b. % LIO-n

Saturday; 2&3 U F:~S a S 13, 2 ~ q s ) say L4.S g 3 school t 1~3Z5 $2 L3 science- h\AT< %4 EELI sea 3ib R %L5 season hlk3 SL10 second B f c ~ a J 7 Lws) second day of a month, the 6 3 h x = H

quarrel I3Xr6\36 $ L11 question L 7 t h KM 52 Lll(s) questionnaire 7 - 2% L8-11 quiet L3i5'(t6) $ L5 quit +&a 2 L11

rain XI& di 2 L8 (it) rains &&;hP13\6 f i7538 5 2 18 read % $13 (be) realized ;h\td5 S Ll2-II Really? I3tuk3Tf ~ B3 TC-gf-b* g L6 receipt U . 5 f i X l f h 511Rl% eL5(s) red &h\h'l\ ,if;&) L9, 2 L9(s) regarding to - - I zTLK %La-II registered mail hxSL@ %Q 2 L5ts) reply f&)%hL %2%+ 35 Lll-II

s 141s) secondly ->S[r Ri= SL8-n .

see b& Jt8 5213 see (a person) $5 4 i $2 L4 sell 36 %& SLIO-E separate ;hh';tz5 S ' f h B 2 L12 September <h12 hA %L4(s) serious dt;&t-6 % LIZ- n serving . . . areas -lZ5@h --$& 52 LlO(s) seven f d f 6 3 4 ~ 9 $19 seven minutes f6a13ih -k W 2 Ll(s) seven o'clock b -k4 $Ll(s) seven years old aZx*L\ -kS % Ll(s) seventeen minutes I; @3tdtd13\kr +

s Ll(s) seventh day of a month, the S8hx +a

52 L ~ S )

Shinkansen LhfiXA,-t?hr ##& & L9 ship b 4 a 8; *Li0 shirt- 9 t ' Y eL10 shoes <7 %k (eL2 shopping f ~ L l 6 m . .A ~ . 4 @ L4 short (length) &L&t\ EL. SL? short (stature) I%D< ti W&%L 1 $% L7 shoulder ~IVL 6 L7(s) show someone around ~ h X r L l f 5 S h $4

3$ L9- 11 shrine UhU+ SLII-H sickness Ua3S %% S L 9 silver ShtFi sf5 & L9(s) silver 3ILIT- 2 Lqs) simple ?Ykkhr(Z~) #3jq 2 110 sing Sk5 R=1 $217 singer hiL w &4 % L11 sit down d b & 16 six C33 st7 B L 9 six minutes 3313% tv%3 P Ll(s) six o'clock 5 < G *% & LI(s) six years old 3 < &tkt. Ail$ Ll(s) sixteen minutes C;;Q 3.5 313;M +A+ $2 Ll (s) sixth day of a month, the it; LlfJ\ A S Lqs) ski X+- 5SL9 skillful l;.k33=(83 k# % L8 sky, t h e Tly X L 112-11 sleep 435 S b el3 sleepy hit'l1 R L ~ P LlO slide Z74F gL5(s) slow &*LI S k \ 2LlO s~owiy @3< Kl 52 L6 small 5 L 1 T Z L l ~ I - S k \ SI-5 smart & ~ L $ ~ F L \ L \ R;bit.\tl $ L7 smoke k I g Z b b 5 &i. fZ &%3 i L6 snack (&)hkL (%)a=$ SLII snow @f t $LIZ SLIO-n so t w s 52L4 soccer WY&- 2 L10 something f lQ % L8 sometimes &hF3 3.2 &L3 song 5k R 52 L7 SO-SO d&b& SL11 south BkB & %l@s) souvenir IS) &+If ( 1 L4 spa 8At ih Z& & L9 speak Iat6q %.f 5213 special delivery 5<t=~ 3s Ws) spend time pleasantly &+IS %A: 2 L6

sports ;c$-Y $13 spring $k 2 L10 stairs h'LlEtv R& S LlO(s) stand up f = ~ 9 &L6 standard Jwnese ZPd; 5 L D ~ Z EqS * Lll(s) stare (at) 1;5E3&?5 L'& C&K5 $1-8 station X S f- K LIQ 3 16- I stay (at a hde1, etc.) &d& ii3 3 6 $2 U O stays a t . . . L 1 6 g L 4 stomach &ZL~I\ & L7(s), $112 store i ~ e a % ~ 4 - m straight Z2TC SL6(sJ, SL6-I stress XbLIX 1 L8-II strip of fancy paper k&Z< 3i Ll2-n student ;h'<%!L) gL? student discount hS<@!l 9% tJ LIO(S) study R;h3&3T6 &ST6 2l-3 studyabroad 1303hT<T6 B%T& g h l l subway 5ht73 *T& eL10 summer 763 X el-8 Sunday 5 H q a & ~ 3 , s LW) sunny weather I & f l % L12 super express 1 4 ~ h w ? $LlO(s) supermarket X-IT- L4 surface mail GdXUfkr S E ( s ) surfing 9-74> +LEI surgeon ITA\ Yb% S L12(~) (be) surprised t F 3 < !7 T6 Z% LlO- EI

sweat shirt t- LI-Y- 52 I2 Sweden X~I-79 211 sweet &dL\ f f r \ 2L12 sweet bun (&I d h l;w 5 35 L4-m sweets $ 1 (%;)SF 2L11 swim &LC' &L5

tail end L 5 - 4 2 LlO(sJ take (a class) &25 R 4 $2 L11, B 17-11

take (amount of tirne/money) h\;h\& L10 fake (pictures) S 5 e L 4 take (something) %ZJTL\< &T -c\\

take a bath (&)&4Irta~l% ( g ) R g i = ~ & 2 16

take a walk ETht%b& B9d-4 21-51 take back 34178\X6 S$-LT% a % LIZ- II Take care. TI&, & i f h $ ~ t M , SZ%t

s E-n

take care of oneself ?1'!3t:ESZ3lf 5 f+d=fff,e3!P& %L7-I1

take medicine < % &&ti L9 take off c45 && S 110-11 talk 1289 ST 2 L3 a L q ; 4 5 X b r 52 17 tape T-7 % L2 teach 8 L X B R Z B 52L6 teacher W U ~ L I 89 e L 1 telephone rha BS g L 1 tell a lie 7 eL11 temperature (weather) S&h & L12 temple 7 % (%)P 52L4 ten kbj' + SLQ ten minutes 3 4-53 53 Ll(s) ten o'clock L G 3-3 5% Lits) ten years old 1 +& S2 L1(s) tennis TZX eL3 tenth day of a month, the Is&& 3- El

a L ~ S ) test T X b e L 5 textbook S&5&ta $ 4 S L 6 Thank you. dsv3ht&3/&v3hV5ZS1~dT + G Thank you. Z5% 2 L2 Thank you for the meal. (after eating)

c"S95*% 2 G Thank you for the meal. (before eating)

LItcE3dS 22G that.. . 90 el2 that . . . (over there) &UI e L 2 that one 33'~ EL2 that one (over there) 2 L2 That would be fine. If 3Z5Tb & # t T

2 L6 That wouldn't be necessary.

l j ~ Z 5 T b ?E#$TT 2 L 6 That's right 55TT % L1 That's right. 55TfT;ta eL3 That's too bad. S~WUTTT~~ %&TTb

52 L8 then . . . E+?5 el2 there +Z $+ L4 there are many . . . 8 & L ! $5 L \ LIZ there is . . . &i5 % L4 therefore 5 iZ L4 thermometer k L \ & h t s f L l #-iZZ-+ 2 Llas) these days zBZ5 e l l o thin BerL\bb SL7 thing (concrete object) hOl 8 e l l 2

think 5 , gL8 third day of a month, the &3h' Z a 2 Lqs) (become) thirsty B.EAYI~~< 0 YhS% {

2 L12 thirteen minutes I ; @ ~ ~ Z ~ J ~ A J +i5- % Ll(s) thirty minutes T4Jyb@~Sh Ef 3? S Ll(s) this . . . Zm 8 L2 this month Z h W 2 3 Lqs), % L8 this morning If3 4 m 2 L8 this one Zlz SL2 this person (polite) 5 % L11 this~semester Shhth9=13 +?3393 S L l I this week ZhL@5 433 &L4(s), 52L6 this year Z 2 L +4 SL10 three 57 2 L 9 three minutes iM~15hir 35? S L1Is) three o'clock & h G 5% eLt(s) three years old L Z& U(s) throat 2 L12 Thursday- 6 6 63Ue $4 I3 5% L4, Lqs) ticket -S?S %% 6E (bodrdihg) kket l; dr 5 lrp If h 3k$ B 53 1qs) ticket vending area %r~135!7[$ %~%FiS11%

g LlO(s) till (a time) -ST & L5 (be) tired 2ffTLZtl.;S & h T ~ \ 6 S L8-Ix (get) tired 3t~\fiB &h8 +Lll to (a place) -*F el5 today hdr3 + ~ l &L3, 32Lqs) together L - 2 15 together with (a person) -2 f 14 tomato 7 S L8 tomorrow 21 L k % L3, 32 Lqs) tonight ZPvIgh -46% 2 L 3 tooth & 2 L7{s), B L12 tough (situation) tzL\-h(fd) A$

L6, A 15- II town S W 2 L 4 toy &%23"p s Ll1 track number. . . -Mh-Fh --&R S Llqs) traffic light LhZ3 E% gL6(s) train ThL? %% S L6 transfer 8!3f3\Z 3k7 ?2 Llqs) travel v3&Z3 R e 52L5 T-shirt T9t7'3 % L7 Tuesday f i&Z~uP A%a SL4, *L4(s) turn dhtQ fV& $L6(s) turn off IfT 'rB$ el6 turn on 3136 $ L6

TV 52L2(s), gL3 twelve minutes G 3 +3+ g LI(s) twelve o'clock 1 ; @ 3 r ~ E + = 2 Ll(s) twentieth day of a month, the 12~i5~ =-Fa

2 Lqs) twenty minutes 1: L m 3 t-f-# 2 Ll(s) twenty years old I 3 fS =+& Ll(s) twenty-four-print

ILl;@5&h9LI.E:*v3 2*@9 3L5(s) twenty-fourth day of a month, t h e

i ZL*3&2h ' = tes I3 SL4(s ) two Bfr-s, z-3 eL9 two minutes 6 1 3 h -53 %Ll(s) two months ago I:h'lf 3dX = hxR -%

22 L ~ s ) two o'clock I t G =* %LI(s) two people ~3\fcu3 =A 52 L7 two people each Bk!Wg ZATZJ

52 Lll (s) two years old L $ L j =kt GLl(s)

uh-huh 3h, gl-8 uh-uh 35h gL8 u r n . . . if5D &L1 umbrella % 2 L2 under L 1; el4 understand S 14 unhurriedly @ ; ~ 7 < 9 L6 university tr'L\hT< A 9 el1 U.S.A. 7%?l;b SLl , el2 use 3h\3 5 $16 usually f = L K t l A& S L3

various LI .SLG~$K 9 L9-n VCR tlJ8 2 L2(s), % L3 vegetable F ; Z L \ -35 gL2 very tT% 52 L5 very TZ< GL11 very fond of f211$S(i~) 3 % W very soon %3$< %L12 video game T t EY-A g l6 video tape Er'8 l2(s)), & 13 vocabulary fchZ *% SL9 voice SR P SL10-n: vouchers -&lK~#h, ESB GLlqs)

wait 33 %- e L 4 wallet $L113\ H$ g f2 warm &kfch\Ll F%*bh $2 110 wash 5 B i g L 8 watch & l f L ~ eS# l.2 watch 5 R% L3 water &P d= 3C L3 we akLk?5 ?L#=% SL12-TI weather 7hh KR 2 t5 weather forecast ThhkI35 X%f-1P6t

% L8 weave IZkb&b td t= Q& 8 5% LIZ-n Wednesday 3Lkk5U zPZ B L4, S Lqs) week after next, the $5L\Ltp5

% L ~ S ) week before last, t h e l2hW~ l/ @ 5 8 4 iB

e L4(s) weekend L o 5 d 9 23% eL3 Welcome (to our store) L l % 7 LBLISI~ $ L2 Welcome home. &h1XU3%r*L~ %G west (LLI B $2 Lqs) what ;$h/Zclz H ell what kind of. . . Ehfd: e L 5 when L m S L 3 when . , . 2% r$ L4 where F Z 2L2 which &3%/C3S eL10 which . . . Em e L 2 which one g 12 white t 3 L I Bb\ SL9, &L9(s) who tz'a 612 why E5b7 32L4 wife djtlslv S3tt ?2L7(s) wife ZI'ZLL\ SEfi 52 L7@) wife ;h\&Sh S L7(s) wife 9% 2 L7(s) wife Ita5E5 8 $ L7(s) wife 747 * L7(s) window SEE $ gD(s), & L6 winter 13xW + SJ-8 wish ; I ~ ~ I % I %LIZ-IT with'(a tool) -7 gL10 woman Shf6 * I L I I - I I woman S b & ~ U b t * a X 8t7 word kh,' Y% 3%L9 work t Z L eS 2L1, S L 8 w 5 s % 111

work for 3&@8 &bh& &L7 world -Ffi\L) f!?X L10 worry LPvlds~W a 4 % L12 write j3\< f < 52L4 wrong (X) ($3 +Lll(s)

. . . years old -*Ll --& t i , $2 Lils) yellow S L 1 3 L I %EL\ 2 LSfs) . . . yen -Xh -PI 5212 yesterday 3En5 % L4, B Lqs) yes Z X g L 1 yes I&L\ ell yes 3h Gl.8

X-ray 1/3/bPP=/ 52 L12(s) you &&f= 5214 young ;ht3'Ll ZL\ 52L9 younger brother &&3& ($h) %- ( 3 A)

year L 4 SLIO-n: % L1, b L7, L7(s) year after next, the $t iL\ ; lah WESF younger sister L \ % 3 t (eh) %E( 5 A}

52. L ~ s ) 32 L1, % L7, 52 LT(s) year before last, the 8&&L &L4-(s) . . . year student -@Pvi2L\ --.&& g Ll .@ . . . years --#ah -4 G LIO zone tickets VLl9 lfh, 9S45; z$ LlO(s)

#& N u m b e r s 7Y*

This chart shows how sounds in numbers (1-10) and counters change according to their combination. 1. Hiragaaa 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.

1

2

3

t

L '7

special vacabulary for numbers S'Z

L ' T

z

k + g

L ' 7

g

13 7

9

z

-2 shoes

+2 A.

-4- thousand

S

L ' - 3

---

6 -3

ca 7

9

g

6.1 7

floor

-% iiouses

v z 3

,iht:r)

U Z 7

i

A 7 9

199 k 7 n a --

L 1 3 7 1 \ 7 d a

7 Gbi75)

9 f b a & a

---

I . 3%- 1

L L n 9 Z L a h a

t - @ 3

----

---

LA -2

----

9

- 4 z ) b cents

Lmi 3.A

-3lr~I weeks

-$ books

?I.

-4% years

of age

-2~'t=%

4 i 3 9 h a

- s , 9 h a

7 -j - letters

hrj &

street address

small items years of age

cf. idj:& (20 years old)

date

cf. a j 1 -;l

( 1 4 ) l i 7 6 . (20) i:L-kp? k 7 ha (24) fa'k t: 1; (how many)

people

:ri,

cf. --A (three or more people)

- - C o n j u g a t i o n C h a r t

The form with * are exceptions.

short past neg. (L. 9)

t QDd:ds7 tt

z 26%7 t:

--3&*7 tc

--#3 td :7 !J53 A

-7Fz QPas 9 =rfr

r v h ~ p - = , f i

Q6.7 =>:

-3 Q 6 5 7 f c

-i3Q$*97:

-td:fJda-=>f2

- f i a ~ b s 9 ? =

-&*Q;ba l= l t z

- - ;b"QY f i

-Sf. ta'h.97"t -

short past (L. 9)

L f=

3 t:

"k

-7 Ji

-3 k

-7 71t

-7 fz

--AT:

--

--A?<

- ~ \ ) " s

---;)f: *

-L\j?Z --

-- L t2

te-forms

(L. 6)

LT

3 T

-T

-7T

-7 f

- 9 ~

-7T

-/tT

--hT

-AT

-L\y

*-3T

- - L T

verb types

irr.

in.

7a

Zl

ZL

2d

u

Zl

u

a

21

u

u

short present neg.

(L. 8)

L Q c \

t a&\

- Q & \

- h Q l , \

- - k Q b \

-6

* Q L ~

-3 Q L L

- - ~ % Q L >

-fJta.c.r

' v ~ ~ Q ~ ,

- - - h * Q a ' L

-&"h,>

- - \

dictionary forms

T s

< b

f:dr% -

fib%

3 2

r - a

$5

$5 +&

L ~ Q -

$ 5 ~

b > l

%C"

132-5

long forms bmsd (L: 3)

L W

b 43$-

-3- T

-k \3T

-% 3 * -3 a-P

- 3 3T

3

- 3

- - t t a ~

- 3 3 ~

- - S 3 ? - -%+$j- h

L

F A b o u t the Authors

Eri Banno is currently Associate Professor of Japanese

at Okayama University, Japan.

She graduated from Nanzan University in Nagoya

and earned her M.A. at St. Michael's College, Vermont.

She has taught Japanese at Nanzan University

and Kansai Gaidai University.

Her publications include 80 Communication Games

for Japanese Language Teachers (The Japan Times).

Yutaka Ohno is currently Associate Professor

at the Education Center for International Students at Nagoya University.

He earned his M.A. in linguistics

at Sophia University in Tokyo, and has done

post-graduate work at the University of Massachusetts, Amherst.

He has taught Japanese at the University of Massachusetts,

Amherst College, and Kansai Gaidai University.

Yoko Sakane (Yoko Ikeda) is currently Associate Professor

at International Student Center at Ibaraki Universiiy, Japan.

She graduated from Morningside College, Iowa

and Kansai Gaidai University, and earned her M.A.

in comparative literature at Pennsylvania State University.

She has taught Japanese at the Eastern New Mexico University,

Pennsylvania State University, and Kansai Gaidai University.

Chikako Shinagawa is currently teaching Japanese

at the University of California, Santa Barbara.

She graduated from Aichi Prefectural University in Nagoya

and the University of Arkansas, Little Rock, and earned her_M.A.

in Japanese at the University of Wisconsin, Madison.

She has taught Japanese at the University of California, Iwine,

and Kansai Gaidai University.