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
that will enable
original plan to produce the ideal textbook-one
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 Publications Department of The Japan Times for seeing this book through the
publishing process. Particular acknowledgment goes to Kyoko Tokashiki who helped in the production of Lesson 11and following, to our
colleagues and trainees in the Asian Studies Program of Kansai Gaidai
University who attempted the triaI version and made invaluable suggestions, to Kaori Tajima for her illustrations in the trial version, to
Judy Okawa for translating, and to the teachers whose heartfelt guidance 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.

IkbV33

Greetings

&

rlawtw&?~5
Lwt: b t.26

N ~ W
Friends

10

Shopping

30

Making a Date
The First Date

A
&iE

a&

!39a

Trip to Okinawa

96

z5

b 3 /v@--H

A Day in Robert's Life

x 14

Family Picture

f32

Barbecue

150

Kabuki

170

a~lo~~~%#&@?s

Winter Vacation Plans

190

% l lW ~ + # & D& 2

After the Vacation

210

% ~ z F @PI$**

60 BT

Bb

LjS I Z b

& T L ~

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

%]

1s ~ F ~ E%?s@
?
Ef -5

The Folktale Kasajizo

298

Looking for friends

304

Tanabata Festival

3 10

Japanese-English

316

Eng lish-Japanese

329

Numbers

342

2%

3< b V d

<

3 b>/v2

%83%

Conjugation Chart

*-.&
>*.a_

l3

&&k

(=;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 E L m m z t u ~Japa~eseis 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 employing 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 G r a m m a r
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 subsequent 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 generation 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 questions 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 k a f a k a ~in
a 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

(2)kanji

(5) compounds including the kanji

(4)reading

$.->

ka ci&k~
Japan

(*2)
.
( ~ & = /Japanese
d)

L L * ~A (9& 6 2 2 A)

Mr./Ms. Yamamoto
(book;
i5z basis)
(2)meaning

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 ~ ' y o m iare 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 previousIY 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 alphabetical 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 pronunciation 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 t h e students' increasing acquisition of kanji.

The Japanese in the basic text is set mainly i

n 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 charactersin Japanese: hiragam, htakana, and kanji.' AU three
characters can be seen in a single sentence.
k

Hiragcam and k a f a k ~ mli,ke 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

and so on.

(Roman lettend which is used for station names, signs,

Japanese Writing System 4

I@

"ThesybbIes L , G , and 7 are

romanized as shi, chi, and
ha, respectively, which is
closer to the English pronundation.
* * % 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.

If
pa

zP
Pi

A:

1%

Pu

Pe

PO

*G (ji)and 3 b u ) are pronounced the same as -t' Gi}

and Y Cm),
respectively, and

have limited use.

3. Transcribing Contracted Sounds

fi

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:

?=

kaBa

(won)

5 7 is.

sa&u

(writer)

t i - 13'

hama

(leaf)

s.9 L

zaghi

(magazine)

75.7

cf- 6'

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$&
j% L L

3 X/ o b m a n (grandmother) cf. S I T ?
obasun (aunt)
3
ojijsan (grandfather) cf. 6 3 X/ ujisan (uncle)

33c

sMi

(number)

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

&~\hf

ggu

(movie)

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)
13A
ha (book)
Fallowed by pz, t , d, s, and z sounds, A is pronounced as "n."
f;LP
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_._ - .

(morning)

sa

32%

._--m@--e

-kiXka-..

na
tu

(name)
(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

1
6

*9Gi) and Y!- Czw) are pronounced the same as 9 Cid)

and % b),
rewectivel~1and
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-

su,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

harowiin

(Halloween)

(highway)
haiwee
31. 2 h 4 9 x 4
(mineral water)
3$
~ % 4 1 ~ 3 $ - 9 mineruruwoutua
-

23

9x1)-

sherii

(sherry)

9~

YiL-AX

jgemusu

(James)

;f=

.f-=YY

chekku

(check)

77

77'.Y23>

fasshm

(fashion)

7 4

74')k0;/

firipi~

(Philippine)

7r

2771

kafe

(cafe)

fi1)7$lb=7

kariforunia

(California)

74

2f-7

paatii

(party)

7-423

disuko

(disco)

71

73-7

dyuuka

(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 -

New Friends

10

XkAYTT
Question Sentences
noun1 Q> noun2

~ & C,~

fiLI%a

Shopping

29
30

Taz
E;h
ZD/~D/&~)/E@
noun
E h O noun
2%

z z * z &+Z
noun B
noun L + & 9

FZ

-h/-ck

-1

7-@

Making a Date
B<+<

Verb Conjugation
Verb Types and the "Present Tense"
Particles
Time Reference
Word Order
Frequency Adverbs
The Topic Particle Id:

54

-1

The First Date

72

Describing Where Things Are

Past Tense

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

96

Adjectives
ET 3 (&)/S G b > ( a )
Degree Expressions

-3Lt k//--$t~-3&\
Counting

1-(

nlo-bahl~-a

L1?51;%-

Describing Two Activities

--&. 6;

A D ~ in
Y Robert's ~ i f e

114

7-(

SEa~qsFamily Picture
&T<

132

LQLh

%&q2
b 3 T-31A
$g
Te-forrns for Joining Sentences
verb stem t ~ < 5
Counting People

(-8

41

1 - 6 3-

Barbecue

150

Short Forms
Uses of Short Forms
3 TT
verb Q3 fis?@
t
$3

fCTfih
and fal:l 8
BE

(T)Kabuki

170

Past Tense Short Forms

Qualifying Nouns with Verbs and Adjectives

~ a a& a Winter
s ~ Vacation plans

)-(

3\@Bf

Comparison

adjective + a 25
zr3htz/k+ztzh

rl\

190

(m)

ARM the vacation

210

-?z
-Tz 9-Tz 9 3%

-z

kf?ql&
noun A Je noun B

@R*m@95x'
L

Inthe Japanese Class

225

mu?

SSl-b

-0d5Wfu

Expression Notes

@S42,%5/&!l;b-;k3 $ k 5 $ I ;
t l b > R L ~ T T G LFL./
T
,
8
L ~ T %T/fzf.Ll&/X.h~R
T ~
9$3 bl
@ & 2/ 5
% 3 'TTf-;Sl Pronunciation of M Numbers Giving one's
telephone number + k h e b l "d Referring to the person you are talking to
Japanese names
17
0(--%><?23t1 L
(-$)Z5P
On thepronunciation of number words Big numbers
39

@E</%6
% & ~ k
rl
<
O X 0 3 2 . . IaSBEl+
BLQt
L C d.A~aX,
@KL&

64
82

*P#P(G)

104

2-5 b

122
141

$ g { / ~ k l

"

L%F

@-*a

160

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

LGb
@ i2 in negative sentences $2
L

198

iZ

F 4 /1 7*

@&

iZ id:

217

&L

15-3

G r e e t ings

p
J

Ohayoo.

Good morning.
Ohayoo gozairnasu. Good morning. (polite)
Konnichiwa.
Good afternoon.
Kon banwa.
Good evening.
Sayoonara.
Good-bye.
Oyasurninasai.
Good night.
Arigatoo.
Thank you.
Arigatoo gozairnasu. Thank you. (polite)
Surnirnasen.
Excuse me.; I'm sorry.
lie.

Cochisoosama.

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.

Hajirnernashite.

(after eating)
How do you do?

Doozo yoroshiku.

Mice to meet you.

Ittekimasu.

'

Itterasshai.

Tadairna.
0 kaerinasai.

Itadakimasu.

61$.d;j/$g#&jb Ohaym is used between friends and family members, 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 indicates 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&, % k e
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.
k v i n g home)

$&$ehb 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 I L \ 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 + L I / L \ . = , ~ $ Z T / ~ ~ C L L I & / Sb
~~
Ittekbnasw
\Z~%&C\
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.

\&%t2%

&k51/L

New Friends

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

'

Mearii

t:

b25

Irna

Sumirnasen.

2 f z 1-j
Takeshi
3

-j-A3*,L0 ~ \ 33kLrTT&xo

I2

I=

nanji desu ka.

tl i A T T o

Juuniji han desu.

'lit

It711-: 9

t"S*L\$-j-,

Mearii

Arigatoo

gozaimasu.

kc? L :

bh~hj?&

Takeshi

lie.

A&,

Takeshi

Ano,

ryuugakusee desu ka.

a h 8 j I ) I I

-WITTjtra,

?="tL.:

i3

1.p

j -h3(

'I + - % '

$7+:

Z L 0 7 y ~ * - j - ? 3 ~ 6 q$ sa{ + l - b w - j - o

Mearii

Ee.

t=if t :

Ti ;i T-j-hx, * A

Takeshi

Soo desu ka.

Mearii

Nihongo desu.

Arizona daigaku no

gakusee dew.

B LC3 2 & T T h a ,

Senmon wa

Ima

nan desu ka.

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

urn.-.

eego

now
English ~lansuage)

Ee

Yes

gakusee
.-.go

student
language ex. IT [3 t& L" (mi&go) Japanese language
high school

kaokoo
gogo
gozen
. . . sai

P.M.

. . . san

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

...j i

. . . jin
sensee

senmon
soo desu
daigaku

denwa
tcrrnodachi
namae
nan/nani
Nihon
. . . nensee

AM.

. . . years old

major
That's right.
college; university

telephone
friend
name
what
Japan

. ..year student

ex. t *l %I

L \ (&binwee) first-yearstudent

* Words that

hai

yes

han

half ex. ?=lZki&(n&iAan) half

past two

foangao
ryuugakusee
watashi

number
international student
I

appear in the dialogue

ADDITIONAL VOCABULARY

C o u n t r i e s
Ameri ka

lgirisu
Oosutoraria
Kankoku
Sueeden
Chuugoku

kagaku
ajiakenkyuu
keezai
kokusaikankee
kon pyuutaa
jinruigaku
seeji
bijinesu
bungaku
rekishi

kaishain
kookoasee
shufu
daigakuinsee
daigakusee

bengoshi

okaasan
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 1.3A/ TT0

(It) is half past twelve.

Juuniji han desu.

$2

(I) am a studat.

* L \ T - F O

Gakusee desu.

tc C3X. z*T-3-0

(My major)

6 the Japa~leselanguage.

Nihongo desu.

Note that none of these sentences has a "subject," like the "it," "I," and "my major"
found in their English counterparts. Sentences without subjects are very common in
Japanese; 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,
wa

is the Japalaese kanguage.

nihongo desu.

stands for the thing that is talked about, or the "topic," which is later in
Where
the sentence identified as nihowo. For example,

+&XI SI h,4.3
Senrnon w a

:*TTa

it t 3 h/
nihongo desu.

(My)major ds the Japanese langwzge.

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

Y.

bk Lt2

X-

- +AT?,
I t -

Watashi wa Suu Kimu desu.

I am Sue Kim.

9 3 L f i S " I 3 *L*~\TTo
Yarnashita san wa
n

9 6 .

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

sensee desu.

$7')--3LlA

7%1)3FJ13'b-c--Fo

Mearii san wa

arnerikajin desu.

Mary i s 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 =,PSf( * L ~ T T ,

Ryuugakusee desu.

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

(1 am) an iatemtGmnl sturEenf-

(Are you)

aH

i ~ t e m a t i o ~ student?
al

The above sentence, Ryzcugakusee desu ka, is a "yes/noWquestion. 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 immediately 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).

fa'X/L*TTha,

Ima

nanji desu ka.

What time is it now?

CTTO

( b w

([ma)

kuji desu.

It is nilae o'clock

97'.j-3ctli Qx/%~~TT75~,
C:'rgj 4rp3 9 \ T T ,
nansai desu ka.

Mearii san wa

Juukyuusai desu.

How old are you, Mary?

I'm nineitem years old.

QPthk*~
h~-p;tra.

bchk*~\T-$-,

Nannensee desu ka.

Ninensee desu.

What year are

yo=

in college?

T & btfA 2" 9 t3 3 &TT75*,

Denwa bangoo wa

nan desu ka.

W7uat ii your Eekpkose amber?

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

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 idaigdku 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"?
Takeshi san no

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

a student o f fhe Japanese lamuage

gakusee

l=i3L,Ql f s b ~ &{z
nihon no

a college profasor

sensee

i t l 3 h r"n $75." ( * L \
nihongo no

Tukeshi's phone number

denwa bangoo

@college i~ Japan

daigaku

Observe that in the first two examples, the English and Japanese words are arranged in
the same order, while in the last two, they are in the opposite order. Japanese seems to
be more consistent in arranging ideas here; the main idea always comes at the end, with
any further description placed before it.

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,

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
Takeshi san no

okaasan wa

~ +
O/ v - t t ~ \ l ~ ~ ,

kookoo no

sensee desu.

Takeski's mather is a high school teacher.

Expression

N o t e r a

8Db Ano indicates that you have some reservations about saying what
you are going to say next. You may be worried about interrupting something someone is currently doing, or 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: Mtl,
H ai

Hwe.

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@
TI
-

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

I
2

3
4

5
6
7
8

9
10

are both commonly used.

t~%,butpronouncedas~ I Y iIn b s 3 & & (oneminute)and t 1 ~ 2
t l (one-year old).
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.
"dX,all the time. The part that follows it may change shape, as
in 3 A&&, instead of 3 A&&.
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.
2 all the time. When read out separately, it may be pronounced
with a long vowel, as c-'3 .
?3 < , but pronounced as 5 9 in 5 9 &A.
Q te is the most basic, but seven o'clock is L Ei C.
t3 G , but usually pronounced as 6% -7 in iA d:-;, &X. and $23 3 tl.
3 o 5 is the most basic, but nine o?clockis < C.
L@4, butpronouncedas C g q in Cv~&."X/and
U~935.1.

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.

@hreLlbThe word s e ~ s e eis 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:
It & t

r6

I\-t. SLEk x ~ 3 - ~ Y L ~ T ~ ~ ~ ,
Haato san wa sueedenjin desu ka.
It d k

instead of

I\-

i T / "

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

Given name
Men
Women

v5t

Hiroshi

~ 1 %4

Suzuki

lchiroo

fz $1 12 L

i?;tXI

Takahashi

Kenji

w4 r
Yuuko

&("a
Megumi

m.5 3
Yuuki

blk-5
Itoo

2 341.4
Masahiro

BkSr

Kyooko

(Numbers)

ii
Q h

-F~/+LL\
zero

ree

t"rg j L ~ S ;

3kL"@J5

juuichi

sanjuu

Uqji:

LhU*?

juuni

yonjuu

3XI

L*@j
3tL

L*L+@j

san

juusan

gojuu

L"r95LAJL'@.9L

kk / L / ( 1 )
yon
?-*

shi

juuyon

(yo)

go

roku

QQ/L%
nana

shichi

&<C@3
rokujuu

juushi

r*.p:*

QQC*?

juugo

nanajuu

r@eJ?d
juuroku

!dGrt$?

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

3rs-iL"@3

juunana

hachijuu

kyuujuu

juushichi

1.3 G

t"*.s",&

vs {

hachi

juuhachi

hyaku

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

juuku

Izrt-P?
nijuu

A. Read the following numbers. @

(a) 5

(b) 9

(c) 7

(d) I

(el 10

(f) 8

(9) 2

(R) 6

(i) 4

(j)

B. Read the following numbers. @

(a) 45

(13) 83

(c) I9

(d) 76

(el 52

(f) 100

(8138

(h)61

(i)24

(d97

(d) 6 - 6

(e) IO+9

C. What are the answers?

(a) 5+3

tb) 9+I

(el 3+4

( f ) 8-7

(9)40-25

@ l;f

(Time)

8
L>&

t=

,
I

E
I

il:
?dl2
rokuji

sanji

t&U

tit% t"

shichiji

hachiji

:">

ShC

niji

ichiji

T
(J

L'@;l~%t'

C@?tcU

juuichiji

juuniji

1 I2

z"U

yoji

goji

( C
kuji

@
L\%

c l3tL

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 :~~GL't&X,TTO
Ichiji han desu.

t*=lt'
juuji

B. Answer the questions. @

Example: Q : Z

3hhTThao

Tookyoo wa

nanji desu ka.

irna

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

Cozen

7:00 P.M.
7 Nnrr Vnrlr

3 :0 0 ~ ~ ~ .

1 :00 P.M.

5. Bangkok

WL-

1/

6. Sydney

3. Nairobi

4:OO A.M.

8. Rio de Janeiro

9: 00 P.M.

3:OO P,M.

@ Thral%hZj (Telephone Numbers)

A. Read the following people's telephone numbers. @

f:

Example:

283-9547

E=Ga%$/v4, $ 4 3 ;1''1hQQ
ni hachj san no

YarnasRita

kyuu go yon nana

a , d j 7 1 \

1. $ 7 9 -

951-0326

Mearii

2. f z i t 3

Takeshi
f

3. 2Suu
? l I B Y

4.

a/\'- p
Robaato

B. Pair Work-Read

A : TX/b

*:

the dialogue below with your partner. @

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.
telephone number

name

Q lzlzhzlD

A$< (Ll

Translate the following phrases into Japanese using (n (no).@

Example: student of the Japanese language

dL 13

t"Q
21'l<

nihongo n o

L\

gakusee

2. my telephone number
4. Takeshi's major
6. student of the University of London
8. high school teacher

1. my teacher

3. my name
5. Mary's friend
7. teacher of the Japanese language

-+

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

Robaato san

Suu san

Takeshi san

(a) nationality
&',

h I b

Example: % 7' '1 - 3

91

bj

i.

% 7 J ) - S h i A 7 %' ) f i h L ? T 0 Mearii san wa

Mearii san

A h ' ) +

amerikajin desu.

(6) year in school

g,

%,

L + & ? L .

1.

Example: $ 7 )Mearii san

% 7 1 1 - ' I h t 3 GZ&~+?L\TT,
Mearii san wa

ninensee desu.

(c)age
ar,&

a h

1 r \

Example: % 7 " ] - $ h+ 9 7 ' 1 * $ ! ~ ( 3

Mearii san

c@?J
3 @ ?~ L ~ T T O

Mearii san wa

juukyuu sai desu.

& ' l F t a '

(d) school
& 5 h 1 I h

Example: % 7 1 J - 2 t L

%7'11-3A13 79 'l*-?k.+~\$~<
Mearii san wa

Mearii san

Arizona daigaku no

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

(e) major
h

n b 1 i k

- A

Example: 7

$ 7 '1 -3 h
C
3 +XI$

Mearii san

Mearii san no

I
Nationality

,4$"L;t;WL
Kirnura Takerhi

Japanese

American

Yamashita sensee

British
( 4 7'1x u " )

Japanese

kankokujin

igirisujin

4th year

4th year

3rd year

Age

19

22

20

Major

history
( j k 3 L)

Japanese

Seoul Univ. U. of London , Tozai Univ.

computer
i t : &

: b r r

(xx=-y-)

rekishi

business
z r r ? ?

(r9;r.x)

konovuutaa

biiinesu

and answer questions using the given cues.

B. Pair Work-Ask
9 , d j

1 i >

& a h ? $ .

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

Mearii san
d

amerikajin
h

Q : %r'J-L4,la
Mearii san wa

& & q h -

7%'ltJ~:'h'il"Tdx,
amerikajin desu ka.

: 2 2 , %-jTTo
Ee,

soo desu.

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

Smith, Robert

2nd year

U. of Arizona Tozai Univ.

nihongo desu.

Kim, Sue
Korean
(6.A z { U A)

Year

School

CCC~~L~T?~

senmon wa

(Japanese
teacher)

w % r ' I i \

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

Mearii

sannensee

h i , 1 r 3

: $7'3 -5ktd: 3 X , # 3 t L * b ~ T - T 7 5 * 0

sannensee desu ka.

Mearii san wa

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

Mearii san

ninensee desu.

gakusee

Arizona daigaku no

* & ' J t '

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

Mearii san

3.

t2"z

Cj L L / C = t S h C &

Takeshi san

nihonjin

4. k't?L s X//tct3/vtf~\itr'(

5. k"rLtS,'L'@531.s3
Takeshi san
T

a 6"

Nihon daigaku no

Takeshi san

*b\

gakrrsee

2L'

juukyuusai
;
i

5 2 - h

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

sueedenjin

L/if~\3*."L\
(economics)

7. X - 3 A n
SUU san no

keezai

senrnon

Rohaato san no

bijinesu

senrnon

. 3 U & Z

9.

Up$-

b ?!X//&&h+3~\

Robaato

sari

yonensee

z , i f h L :

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

11. 9 3

nijuuissai

tf~+hL+?~\/~=iahCL,

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 &

2. ~ E C L \ $ X ,
oniisan

okaasan

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

Example: f ; Z i 3,4,
otoosan

z'+I)-S/vO

S L j $/,,I2 ;b'r\Lrb\/vcl,

Mearii san no

otaosan wa

kaishain desu.

h . 6 1 1 '

Example:

%711-Shag r - 5 ) / Y c ~ L / , L ' a i ~ a ~ $ W f ,
Mearii san no

otoosan

otoosan wa

yonjuuhassai desu.

Mary's host family

sr.isx/

3h

otoosan

okaasan

(father)

(mother)

t *"L

e k \ k
kaishain

&%L\

Occupation/
School

(works for
a company)

oniisan

L:? @{ L
daigakuinsee

kookoosee

(housewife)

(graduate
student)

(high school
student)

2.

15a~\te~\X/To$75h,
kaishain desu ka.

Otoosan wa

s r 5. 2 A t i & F ~ ~ L \ T - T - ~ * ~
nansai desu ka.

Otoosan wa

3. SiP& 3 /"4a
Okaasan wa

4. S+dj 3
Okaasan wa

*A+kc\'C'$is.,
sensee desu ka.

5% 2 ~ h T - f - h * ,
nansai desu ka.

5. i%
tc~>$.X,bdhxL\ t +WL:,-ebT~~,
Oniisan wa

6.

7. L \ Z, j Z 13
lrnooto wa

8.-

kaishain desu ka.

sG=~\shEaQ k S ~ ~ T - T h ' ,
Oniisan wa

L\%

nansai desu ka.

EL\$;
( -ktkhTTbx,
daigakusee desu ka.

Ij Z tA ~ & S L \ T + - ? ~ ~ ,

lrnooto wa

nansai desu ka.

Z j Lj-@h\

shufu

6. Answer the questions using the chart above.

1. S Z j SXIt3

lrnooto

@ 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?
*

33

Doko kara

L r'Z

f z hao (Where do you come from?)

kimashita ka.

2 A TTfi',

(occupation) id

Shigoto wa

nan desu ka.

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

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

* h i t hita QLT-F;S~,
Senrnon wa

Name

nan desu ka.

Occupation/
School

Nationality

Major, etc.

Age

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

Example:
h

Hajimernashite.
A ' )

7 1)

j f : ~ h $ z

Arizona daigaku no

;1

I d C b 3 L T 0 %7Y-

~ h -

bT T O

Mearii Haato desu.

<

5; { *L\T&
gakusee desu.

L ~ Z
Ima

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

Senmon wa

nihongo desu.

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

Doozo

yoroshiku.

C. Class Activity-Ask

your classmates what their majors are, and find someone

who has the following major.

Example: Q : *h%hlafa'&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

fi

ITime / A g e
Time
hours
kh'f;

ichiji

3ht
sanji

Lr
yoji

*:
goji

4 { C
rokuji

LGU
shichiji

13% tJ
hachiji

(t"
kuji

minutes

II

~ h - 3 ~ : : ~

lPPun

juuippun

12

d=LaX,
nifun

13

sanpun

5 <*,LA,

rug j C

juuniji

Age

C:'rg
ttYi:X/
Juuyonpun

15

Y@5z*eiatL
juugofun

gof un

16

6 57d:L
roppun

L"u9=75~+i."k
juuroppun

17 ~ ~ 5 . ~ ~ v i ~

322-X/
nanafun

juunanafun

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

happun

hachifun

juuhappun

,4rgj,iaX,

C @ 9 li%visA,

kyuufun

juuhachifun

Ck#9e2L

10

19

PPPU~

L a ? 3q$wi-L
juukyuufun

C@?L\g3C
juuichiji

3k

14

yonpun

b 3 StLwi:A
juusanpun

k kli:h

Ct-Fji=LsA
juunifun

3 ,4,-.2X/

L'r9j~\-d."h

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

30 SL,12*7ei:A
sanjuppun

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

Nansai desu ka.

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

I
2

L > ~ $ L \
issai

icSc\

nisai

SX/SL\
sansai

kX/$b\
yonsai

'For 20 years old, t;t

~"SL\

gosai

5(%>

kyuusai

10

rokusai

QQ?L\

i3-33bh
hassai

C @ 7 3 ~ 1
jussai

[I

nanasai

$@j?w

Ur9?~\-=,5~\
juuissai

20

t;f;7"r%*
hatachi

t; ~hatachilis usually used, although i= t'@ 7 3 I (nil'msai)can be used.

Mary goes to a flea market.

h b j ? t \

% 7 l ] - :

TA3*tt,

rhia

L\(h

Mearii

Sumimasen.

Kore wa

ikura desu ka.

Mise no hito
#IA

sanzen en desu.

c~:'.(. bj,~ ha
~ z~u ~~\ t a~
L \ { ,c; ~ j - - h > ,

Mearii

Takai desu ne.

A*a)'CTZ :':

&&l2 3 A e t t L * t h

Mise no hito

Are

'1

1,

~
wa

ano tokee wa

Jaa,

< ;2hTT,

k 3 TTh., &$LS f < h . ~ \ T $ & ,

Mearii

Soo desu ka.

a*GT)p?f
:
*

&

'

*
Kore wa

takai desu ne.

Are rno

T 2~
h T~T kP o

&

senhappyaku en desu yo.

>

EP&, + c 3 Z I j t \ 2
Jaa,

A man finds

sono tokee

( t : 3 b ~ ~

kudasai.

wallet on t h e ground.

Lh2L't.W

r b t d -f:ihcr,

3c\,iaTT

Shiranai hito

Kore wa dare no

saifu desu ka.

&

&

'

ikura desu ka.

sanzengohyaku en desu.

%7")-:

7 % 7 l ] - :
Mearii

Sore wa

r b

Mise no hito

qjfita L L ~ F A L L T ~ - ,

% ~ j - :

&3

'I

-r~h~,

%Ti)-:

b?zLG3 $ ~ \ ~ i a T - j - ~

Mearii

Watashi no

a&> !I h"

saifu dew.

Z 2 " ~ * ~-j-,
\&

Arigatoo gozai masu.

@ After shopping, Mary goes to a restaurant.

i L L Z f z - ?

5'~-b
Ueetoresu

k X :

L + L \ ~ - @% ~= Z L - ~

~ \ ( , q
I rasshaimase.

Menyuu o

Z"-j Fo
doozo.

2
3
4
5
6

7
8

W o r d s

T h a t

P o i n t
kore

* r#t
* .ih
* a%jh

sore

are

that one
that one (over there)

* Y h

dore

which one

a
* %!a

kono

this . . .

sono

that . . .

a no

that

this one

z-0

dono

. . . (over these)
which . . .

* ibf t
Yr
* 7't'r$z

aso ko

over there

doko

dare

where
who

oishii

delicious

sakana

fish

tonkatsu

pork cutlet

niku

meat

menyuu

menu

yasai

vegetable

enpitsu

pencil.

kasa

umbrella

kaban

saif u

bag
shoes
wallet

jiinzu

jeans

jisho

dictionary

jitensha

bicycle

shinbun

newspaper

teepu

tape

tokee

watch; clack

toreenaa

sweat shirt

F o o d

* ~.L\LL\

kutsu

* Words

that appear in the dialogue

nooto

notebook

Pen
booshi

pen
hat; cap

hon

book

otearai

restroom

kissaten

cafe

gin koo

bank
library
post office

P l a c e s

toshokan
yuubinkyoku

Counf r i e s

Kankoku

U.S.A.
Britain
Korea

Chuugoku

China

keezai

economics

konpyuutaa

computer

bijinesu

business

rekishi

history

okaasan

mother
father

Amerika

Igirisu

otoosan

M o n e y

M a f t e r s

* L\( 1;

ikura

how much

. . . en

. . . yen

takai

expensive

E x p r e s s i o n s
* L \ & - L + L \ ~ * irasshaimase
Welcome (to our store)
* (- & )
-j-( . . . 0) onegaishimasu. . . , please.
( . . . O ) kuda~ai Please give me . . .
* ( - 2 ) < f<S&\
* t"~a&,
jaa
then . . . ; if that is the

* (-4)
?!9 -P
* Z*? %

. . 01

doorno

doozo

case, . . .
Here it is.
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.

b-c$-hS,

t&la

LX

Kore wa

ikura desu ka.

Haw much is this?

Tht

5Aeh2&T$,
Sore w a

~ 3,000 yen.

sanzen en desu.

Kore refers to a thing that is close to you, the speaker ("this thing here"). Sore is
something that is close to the person you are talking to ("that thing in front of you"), and
are refers to a thing that is neither close to the speaker nor the listener ("that one over
there").
-:

ZjklA

bkta

Kore wa

watashi no

x.

&+Ltd

kJ7L;LQl +=/TTD

Are wa

watashi no

pen desu.

~ 7 T j - ,
pen dew.

L@ K ~ T T ,

+h12

btz

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, s m o ,
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:

h< T T & - o

Zt-lAd

Kore wa

ikura desu ka.

How much

jS

this?

you can say:

Z9Z&fW2
Kona tokee wa

L \ ( hT-j-&~o
ikura desu ka.

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

That watch is 3,000 yen-

desu.

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

& ~ r ) Z d ; f ~ \ 13&-85Lz*lP+
3
( RLTT,
Ano tokee wa

That watch over there is 3,500 y m .

sanzengohyaku en desu.

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

z * 9 r c 3 ~ \ 6~~h
Dono tokee ga

~ ~ / t + v + ( ; ? - ~w /~- ~r ~~ fwi ~u ,~

c ~ ~ ~ ~ ~ u

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:

zfi (fa-->

Z @ noun (Ig--)

close to the person speaking

33% (kt-)
(13~)

503 noun (la--)

603 noun (I$--)

close to the person listening

noun

(fj;-)

(fi5--)

far from both people

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.

+&la Z s r L o $ * I f A t f ,

z$%taiPr'#Lnh * t % t l T T h a o
Kore w a

dare no

kaban desu ka.

Sore wa

Suu san no

kaban desu.

That is Sue's bag.

Whose bag i s this?

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.

here, near w.w

7 -

LL

?EZ

fhere, mar you

over there
where

$;kZ

EZ

You can ask far direti~rmsby saying:

TkS,2*A,

Ljp?ilF'A,41 ( I 3 Z * Z T T - ~ > E
~ x m e me, where is fhe post

Surnirnasen,

yuubinkyoku wa

office?

doko desu ka.

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

(@jZP*h$a { (3) &%tTT,

(Yuubinkyoku wa)

(The post office 5,)right over there.

asoko desu.

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=CTL 2 u

Takeshi san wa

it

tzx/c~,-c+"p,

Takahi is a Japanese person.

nihonjin desu.

& % r s A %i=~3ArLT-f0

Mkhiko i s Japanese, &.

Michiko san m r nihonjin desu.

Note that these two sentences are almost identical in shape- This is natural, as they both
claim that a certain person is Japanese. The second sentence, however, is different from
the first in that we do not find the particle wa in it. We have mo instead. Mo is a particle
that indicates that that item, too, has the given property. One thing that you should watch
out for is exactly where the particle is placed. In English, the word "too" can be placed
after the sentence as a whole, as in the example above. Not so in Japanese. In the above
example, mo must directly follow Michiko san.

-.---.
3

!A[ (
.
i, B .i - .
ra

..-..A

.----. ,

TF,
[ x i ?To
s

8
8

.----*

A is X.
BMisX.

4'

two items shared property'

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

2
with ja apdmsn.

a &

Ji33E3Sttd h P ( i t ~ \ t " + & 9 3 - t S - h ol 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 om ~ 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 ~ ~ n w b p eand
tt
oiskii ja a d m are therefore not grammatical. Instead, m e would have to say
f~kaa
k 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 F T o

negative:

(X

X & Y.

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 ~ z s("right?") could be added.
7

r b

')-$&a - t k h % h & ,i:X/hs(

3
TTita,
Rii san no

senmon wa

sh13 i Kore wa

Ms.Lee,yourmaj~risliterature,~ght?

bungaku desu ne.

L'*&;&, 3a*x/h,

This is mt meat, is it?

niku ja arimasen ne.

Another particle, yo ("I tell you"), is added to a statement if the speaker wants to assure
the listener of what has been said. With yo added, a statement becomes an authoritative
decree.

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

i > F ' l T

xrx;cshta . ~ T - ~ J Z L L T - ~ - . 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 NO*.$@)

u.&SIfA,

(-&)<EeLlb ( . . . O) k z d h a i 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.

(-%)EjFb ( - - -

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. (0is a politeness marker.
Therefore onamae is "your honorable name.")
0) doozo

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
4 X 1,000

z-xv

&3-

5X

6~
7

100
10

Is C 9 3 3 A

h/

br A,%!&
=Up <

3 < C tg~ 3
8Q

(nijuusanman)

(yonsen)
(gohyaku)
(rokujuu)
(nana)

@$3I; (Numbers)
I

100

?Ye<

200

t:v.i-.
nihyaku

tL

10,000

hyaku

sen

<

c=*X,

ichiman

20,000

nisen

4x3 A
niman

30,000 3 / t 3 / L
sanbyaku

400

sanman

<

1kV+
yonhyaku

500

L*Vr.
gohyaku

40,000 k k 2 &
yon rnan

<

50,000 Z*3. A
goman

G<*A
rappyaku

60,000 6

rokusen

700 Q Q V + {

QQ*#4,

nanahyaku

<

rokuman

70,000 Q Q 3 A

nanasen

nanaman

80,000 C;;S2;3k
happyaku

hachiman

woao

600 3 ~ ~ 5 V . t . {
kyuuhyaku

A. Read the following numbers. @

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

Example: Q :
Pen wa

L l ( bT-$-$xo
ikura desu ka.

Hachijuu en desu.

52

kyuuman

Ex.

X,

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, V 0 7Cd L

Enpitsu wa

I3 : ve

< & TT &',

ikura desu ka.

< 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

You : Z
Kore wa

nan desu ka.

x.

^:

-esTT,
pen desu.

Example 2: Your friend : :

)z (3 3 /Y Tf

Kore w a nan desu ka.

Z

You:

PL-j--T--$o
Sore wa

toreenaa

desu.

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

Example:

X/Tj*a,
Are wa

nan desu ka.

A : AhtA Z
Are wa

L a h*h'T$,

toshokan desu.

Ex.

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

Example 2:

Example 1:

A : +jh.tl

A : & h i 3 QLT-j-fia,
Are wa

nan desu

ka.

Sore wa

B :t

Zif~\T-"p,
Are wa

tokee desu.

wa

Kore wa

QXIT-f*~,
nan desu ka.
%

~x=j-,
pen desu.

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),t c D

D. Pair Work-One

(sono), or

(ano)appropriately.

Example: Customer : L a &ak 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

the customer how much each item is.

Part 11. You are a customer. Ask for the

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

fsfic3

Kore wa

dare no

hx ti. TT&.,
kasa desu ka.

n h l i b

B : $ 7 ' 1 - $ A @ ha5TT,
kasa desu.

Mearii san no

Picture A

Switch roles with your partner.

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

Ex. Japanese

Example:
Otoosan wa

nihonjin desu.

Sh*&3hS i
Okaasan mo

Mother

Father

S Z i S h t A G113X/t'h/T%
~

nihonjin desu.

(1) second year

(3) 22-years old

Mary

(4)

Tanaka

Takeshi

zG
fL\

(5) vegetable

tokee

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 : 9711-$At3

1~13X,cX/-p$-$a,

Mearii san wa

& a h 1 r ) .

. C - i S X . C / Y L ' p & q a * ~ o p$I,fic/&T-j-,

A 2

nihonjin ja arimasen.

lie,

1.
2.

3-

nihonjin desu ka.

i:+C

Ak-? t 9 h t 3

-f;@

Takeshi san wa
4 I
Z B t:

chuugokujin desu ka.

7 % 73 UX/*C*-j-&.,
amerikajin desu

0 3 L f;*XI*~\l2
4 1 K h Y

4. a)<- 1. 3 A o
Robaato san no
t i

Suu

sari

no

6. f ~ 4 - f L 3 /;id
Takeshi san wa

ka.

fill"; ( ~ ~ T - g - 6 . 0

sensee wa

5. X - S h Q l

L'hCTh*,

& & ' I d .

Dl<--j
. 3 At3
Robaato san wa

Yamashita

Amerikajin desu.

kankokujin desu ka.

+!-A,%Ar2 ~ = & z & ~ * - p j - ~ ~ ~

senmon wa

nihongo desu ka.

+FL,& Al2 C - f ~ ~ F w p j - h ~ ~
senmon wa

keezai desu ka.

F ~ l t < b \ $ <(

Toozai daigaku no

$.. { *rlT-j-&h,
gakusee desu ka.

- 5 x/ta

r h h 1 L 1

7. 9 7 1)

& & E X .

F =/~"<LW
{ QI d 2 ( +k~>Tlrf-lr*,

n2

Mearii san wa

gakusee desu ka.

Rondon daigaku no

8. i?= C
j L 3 AE3 t z i Q k * ~ \ c i l " * k ~ ,
Takeshi san wa
-f i

ninensee desu ka.

xlta L ~ ~ ; & A + ? L \ T T & ~ ~

9. 2 - 3

Suu san w a
5

ichinensee desu ka.

10. a / < - -k 3 h i d
Robaato san wa

Nationality

School

tah*~~TTh~,
yonensee desu ka.

American

Japanese

U. of Arizona Tozai Univ.

Korean

Seoul Univ.

Major

Japanese

history

computer

Year

2nd year

4th year

3rd year

British

Japanese

U. of London Tozai Univ.

(Japanese
business
teacher)

4th year

B. Pair Work-Ask your partner whose belongings items (1) through (7) are. Your
partner will refer to the picture on t h e next page and answer the questions.
*

&

Example: A : Z h G d % 7 ' ) - 3 h @SL\,<~TT$~,

Mearii san no

Kore wa

saifu desu ka.

Mearii san no

lie,

A :

saifu ja arimasen.

6.

'I-~&cT)S~h,iXrfh~,
Rii san no

Kore wa
9

saifu desu ka.

b>

B : 2 2 , ')-SLa ~ L \ L S T - $ - ~
Ee,

Rii san no

saifu desu.

&

ajz

97')Mearii

&a@ #"Lh1/@ 3

@b

Yoo ko

(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

Hyaku en desu.

ikura desu ka.

Pair Work @ D.
Example: Customer : z

13

63

Kono hon wa

l\
(

6 TT f i x o

ikura desu ka.

Store attendant : C=+X/iY+ ( Z hTT,

Nisen hyaku en desu.

Card B

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

K l & ' l t >

6 :%7'1-3/La
Mearii san no

kasa desu ka.

&+TTo
kasa desu.

Picture B

-f 5

2Suu

Takeshi

Mearii

Robaato

Yamashita sensee

Iln t h e

C l a s s r o o m

Useful Expressions
I understand./I understood.

b15.3 3 I# k,
Wakarimashita.

a%&,

&?$%!I

I don't understand./I don't know.

Wakarimasen.
@=I

rJ

Yukkuri

bh7-C ( ~
itte kudasai.

S S L ~ ~

& 9 ~6 Z*

Moo ichido

jtte kudasai.

~ f I{

f2-3L

L ~

Please speak slowly.

Please say it again.

G17Z 37T(?S3hl
Chotto

matte kudasai.

Please wait.

?-ba$g%

Making a Date

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 a n d Sports

movie
music
magazine
sports
date (romantic, not calendar)
tennis
TV
video tape; VCR
Foods and Drinks

ak, 5 Z"II h

s 3 t-f

$fi%@x
i%%
%%

3-t-

* t3XI

X/

Y%&t&

bf-eakfast
sake; alcohol
green tea
coffee
dinner
hamburger

&@I@

lunch
water

Places

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

t 15

* 9%

Time

&5
bi L k
L \9

* 915
*
Z h23*."h

* L@929
* r'k-iilP
* l t G k 5v
* Words

that appear in the dialogue

morning
tomorrow
when
today
at about
tonight
weekend
Saturday
Sunday

3 k\tr&
3 t\t$X/

4tE

every day

-@a

every night

U - v e r b s
*

L\

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 2 l T )
to read
(-2)

* ha&&

'4 ("
a)$'

13 Q 3-

to get up

to eat
(- % )
to sleep; to go to sleep
to see; to look at; to watch

I r r e g u l a r V e r b s
b
* -jt-g
* + L ~ L ~ T &% % T G

<

to come
(destinatks 1 ~ / 2 )
to do
(-4)
to study
(-2)
good
early

A d v e r b s
;ti 3 9 4- negative
-E +?* k 4- negative

* f;~\ft\
* Gdr7Z

r3r"3
k<
E x p r e s s i o n s

+=,

*
TT12a
* T&
* z*? TjW

&%

A*

Q.;T

not much
not at all
usually
a little
sometimes often; much
&.

That's right.; k t me see.

hut
How about . . . ?; How is . . . ?

I$3

13i%

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.

ru-verb
tabe

verb bases

(to eat)

dictionary forms
present, affirmative

&<bb

present, negative

&<a@h

u-verb

ik

E< (to 90)

LI

5L) S Z T

i4

stems

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 Y U , 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 (ikin f i e above example) and the suffix u. The
long forms like $T 1 3 -if and 63 3 h, then, are formed with the base plus suffixes
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:
I 1

1>

I%

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
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."
Ir

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

35 (to do)

present, affirmative

l/S*

present, negative

tBeh
b

sterns

< Q (to come)

$25
3beh

These two verbs are also used to form compound verbs. In this lesson, we learn the verb
&S
96 , 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- < $7 3 f T. This is especiaIly important with verbs that end with the hiragam b , because
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.'
d'*
L L

t l

fiz

verb bases

EB
(= a ru-verb)
B
mi

long forms

W,d$/Sbt%
P
W

$S!9%6/IIbD$Wh,
%I'T
h'x

stems

E!
a9

E
u3
7i'X

(= an u-verb that ends with 5)

kaer

'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
ru-verb. n-'LR8 , on the other hand, has the same sound sequence, but is an u-verb.
I>

In this lesson we learn about a dozen v e r b 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 kI3 Z 3 ~ "$1i 3c"b3X/2

A

f:

3 -kkxl, Mary sometimes doesn 't eat breukfarf.

Future actions:

1 will go to Kyoto taorrow.

Sue will nof return home today.

Nauns used in sentences ~rnerd1ymust 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 .

The particle Tindicates 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

I will watch TV at home.

L,

(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 ~ spoken
n
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 Sunday1 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
h

I will go to bed at ubout ekeves.

L'm-illij U

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-movementsense. 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 t m r r o w .
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, how3 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 :t 3 33. can only be construed as a question,
U5
not as an invitation.

What do you say to having lunch with me?

Sou~dsgreat.

Wikl you play temzis with me?

Um,it's slightly (zmmoenimffor me

nt thiq

mmmt).

J a p a u e sentences are fairly flexibie i

nhearrangement of ekments that appew in them.
Generally, sentences are made up of se~esainoun-particle sequences followed by a verb
QP an adjective, which in turn is often fallowed by a sentence-finalparticle 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

bf:L

topic

?ii

T
Y

time

Lkd-X.

place

a + z:g
1- 13X,

%BL$T,
+32?

verb

object

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

w a

*f:L

dt:

topic frequency

4=%tv5 3 % Lt; U

time

goal

5.5

wo
verb

I ofken go back home at around s e v a .

You can add a frequency adverb such as -&El

(everyday), k ( (often), and Z 3 ~ ' 3
3
(sometimes) to a sentence to describe how often you do something.
r,l-tj

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 t h e 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 ( M a r y is a third-year student), and &&L
%~3SBE3id
B +S?T ( M y major is Japanese
*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 ~ L~ t~\ ~T ~~

Mary, mhuf do jorr usually do FIE^ we~kmd?
bj33

~ ,

+s
Ea3@c=.SSji3g-,
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

Expression

Notes@)

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, SEAEf33 T is used in
L
Japanese. SfFB is a movement toward the place where the speaker is. 5 <
L,

<

CI

is a movement in a direction away from the speaker.

speaker's viewpoint)
I

5 & 3 &b G dr 3 2 literally means '<alittle,'' "a bit," "a small amount," as
in % k 7 2 < F S t s IPIease give me a Little) and 3 r 7 2%-T ( f Z S c l
%

(Please wait for a moment). It is commonIy used for a polite refusal. In this
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
Saturduy is not convmimtF k 3 FI
(lit., Saturday is a little bit*)

;ncv

L93

P r a c t i c e

@haZ K P * Z ~ % T
k

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%
7- L

Ex. %%
r;< L

coffee shop/3:00

%%PS$k3To
. 3.

-< ,>

(1) 7

college/every day

(b) Add the place to the above sentences.

Example: library

E!/%@-c="%%
??s-43 To
YLrd.A
YTL
2

C. L w k at the pictures below and make sentences using the cues. @

Example: go to the post office

%@6
i=e3 3 To
WjWX.3ri
t b

Ex. go to the post office

(I) go to the library

(2) come to school

(3) come to the coffee shop

(4) return home

(5) return to the U. S.

Sunday

tomorrow

D. Pair Work-Make
Example:

questions, using verbs we have learned in this lesson.

El~@T%S~S4$.T6~o
L

"c-t

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

E. Pair Work-Guessing game

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

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-noquestion 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.
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.

: %Eice?i#$dh,
I3 : ' t > ~ v E ,e3 &*,Lo
A :%&*-fi3f T75%
3
rx

Example: A

At-:

I N

L.

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

I.

--I373
i,
3

post office

school

coffee shop

library

-2K3-P

TV

movie

video

cartoon(2 h.69

-2eka2-p
rn

sake

green tea

water

coffee

--i2%&3-T
L

book

newspaper

magazine

Japanese book

--%La?

date

study

telephone

tennis

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

Mary's S c h e d u l e
A.M.
get up
..............................................

7:30
8:OO

eat breakfast

8:30

go to school

12:OO

eat lunch

3:00 P.M.

drink

4:OO

play tennis

500

go home

6:30

eat dinner

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

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

coffee

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

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

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

7:OO

watch TV

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

8:OO

study

11:30

go to bed

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

13. Pair Work-Ask

Example: A

your partner what time they do the following things.

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

Your partner's s c h e d u l e
time
.........................................................

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 1h.k
M/Y
rt

@ ~-k-anasvhn\
a
A. Make suggestions using the cues below. @

Example: drink coffee

I. see a movie

- k - 5? & A 3
0

3. play tennis
6. talk at a coffee shop

your friend out for the activities in the pictures.

Pair Work-Ask

Example: A : f&Eh 2
1

2 +?k h.,

B : L \ L \ T T ~ j, /j A, G k

Ex.

a',

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

4. eat dinner
7. drink tea at home

B.

Z.---.-,

Baa*esaaq
[=%ah a
SLI

How often do you do the following activities? Answer the questions using the
expressions below.
Example: Q

: *&%h3T.hxo
1tX
a

: 22. 1 < :I% A 2 - $ - o / ~ ~ b ~ 29%&3*h*

.
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 Z
3 ~%, ~ Z H ~ @ C B + % B & ~ & L ~ T ~
i - i

1:

u~mc

I*

5X. t

Y C 16.k

I: lih

: -v/vfi

C. Class Activity-Find someone who . . .

name

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.

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

?na7@7-bThe First Date

Z E -Ea ~ D i a l o g u e

A
7yLl

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!

f/<-

N o u n s
Activities

r~wv
75Xk\

t fi

97.x

part-time job
shopping
class

People and Things

A 2 a'f=

YOU

dog
souvenir

L z+$

child
rice; meal
picture; photograph
desk
letter
cat
bread
person

TI3 h

* LetL
- 3 <i?

bz
/C)

u'z

Places

%Tb

temple

ri2h

park
supermarket

2-ff-

* -.

1.

1XXTL~

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

* l3A?

26

l/xl.32

department store
bus stop
hospital
hotel
bookstore
town; city
restaurant

Time

$a3

* $73
* --U&hL
cf. L \ G 13'h X k
* Words

that appear in the diaIogue

yesterday
a Tittle while ago
hour

one hour

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
to take (pictures) (- 2 )
to wait
(- 2
to understand
(-fix)

(a person) is in
(place) : 4

A d v e r b s

a n d

O f h e r

--("E;LI

* Z*&,&~$L\
* f?h x b
* f = {3 L

A 3*
ZPt:

* 3 2
j

t5

fd -ha

92

E x p r e s s i o n s
about (approximate measurement)
I'm sorry.

many; a lot
together with (a person)
why
alone

* Z"-i L T
* V Z q T
* %t%t
L o c a f i o n

. . . ; stays at . . .

so; therefore

-Z

HeIIo? (used on the phone)

W o r d s

*
&
3C.

a3

4E G

+.

$1

right

(-a)

left
front
back
inside

(-n)

on

(ma)

(--@I
(--a)

L f=

% Z.
7

L L

under
near

I%

next

(-a)
(--a)
(---a)

between
there
here

( A Y- B ~ 3 )

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
ti& c
i:

There will be no Jupamse class tomorrow.

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

'Note the difference between:

7 L Y E & 9 3 +2tt (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, I9 ?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 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:
There is an i~temutimalstdmt over there.
i5 Z t 1: 'kbi*'<*.
Q 9 Y 5% 1 3 T,
Mary
is ala i i e t e m t h a l student.
% 7 '1- 3 tt i3 8 %F!+kT-.f.
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.

a.

%s+*Z<+C>

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

person fig

Thwe &/are . . .

Ll ZT

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 Trtfhh.
Where's McDonald's?

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

-7

7 C j - I L Y la

i6.F:
L

MrDonoM9s is

over there.
right i h w g near youright 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

( 7 7 F ~ - I L F ~& Q~ H) * I ~ - b a%-cT0
aa
It's ifi frolzf o f that department storeOther useful words describing locations are as follows:
location words

- as

- fo the right o f

'

to the left of

Ut-2!3

k frmi! of
behid

3%
XktY03<

5L5
&h' T Z l - 0
5%
Clk
51%~

em5..
X I2 Y & Z DSLlETT,

Xis

inside

onlabone
~ d e rbeneath
l
near
next to
X is betwgn Y u ~ 2.
d

Y.

sm3@@%?a
z a 9 TT0
r L ~ d - X .

3A:i

The baxk is next to the library.

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

The umbrella is under the table.

L X b 7 >t2Tt/'-

j, Z%EaaTTD
Cf~ir.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 ke%G 2 Lfzo
3 i3
1 waited for Mary in fymt o f fhe ffgag~n-Dms
phce.

hkL

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

present tense

-3s

past tense

--%tk

negative

-2Wh

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-verblirregularverb distinctions, all apply to the past tense fonns as well.

Another word for "near" that is also commonly used is t;ZY < .
fb 1) T$ and X MY 0k 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.
The tekphone is by the restrom
0%%f;rak 4 L nkLT3,
x'd31at.r
V
~
L
:
Q
~
T
+
(odd)
,
7-X. h

*3oth X XY ~9Z

TT" sentences look like the following.

The past tense versions of "X CI Y

affirmative
present tense

- 7 3

past tense

-TLk

negative

--GSZE!~~@~
--~+&!9$t%~tk~

LT*&~3*BA*a*3TLf..*
Y
BC( Xsx

+3 Lfi+b,LYt*

<

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

atj#-~E;;ta~a@EL"e&
I) a e x l - c L 7 " r .
i: I X X .
d'
;ti'

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
b*L

323

L*L&

f:

< SAFS&

$$%3

2 L f;,

I took maxy pictures i~ Kyoto.

L+L/"

-*

The duration of an activity is expressed with a bare noun, like U 5P4.

Such a noun stands
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 L'~ t Is x /tk,

e-er~~~~a
r ~ b h-/,

Mary waited for Takeski there for an hoar.

For an approximate measurement, you can add

(. h

x7

after -eC C 6&

hB.

'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 & % Lf:,

L ~
I: IIL?
>X. L. d-,"
-;LW
I studied Japa~esefor about three hours yesterday-

hf-L

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.
P A

*% 3

L k+?&+i~>-

c3 3

3% i=?fr * 3 3 t 7"z,

I.+?
Z

Pmfesso~Yamashifa wmt to Kyoto

yesferday, too.

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

Mary bogghf shoes.

Mary bought a bag, tooIn 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 can
u 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 l d &f%k Ei 3V

3 Lfzo

E = r P - - 7 4 --t=$f?
Ii

Robert went to a party on Saturday.

H % H I . ~ t r f - ? d - - t ~ $ 7 3 3L f z o
,
He went fu a party on Sunday, foo.

f t G l i if

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.

..

Expression

Notes@

X
is often used in the sense of "across (the street) from X" or
X
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 ,
JL
you can also describe it as being X a)5 5 .

/& 3 ) In t h e dialogues, we observe Mary's host father saying L 3 ,

and her host mother saying 213 . k 3 is like the incredulous "what?" that
3

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
E
1Z LfJhElu

@A2

and a half" is X@Bi+ rather than I + U 3 B i .

C C *,%l2b9
I; CtA C

*A

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

1
nh,

P r a c t i c e

L93

( T ' A $ 2 ~9&
'Ll'

ELI iY<

A.

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

B. Answer t h e following questions.

1. & Q ~ = ~ ~ & z I ~1.3
+ @
2h2&
L Z
13 T * ' O
26

1:

[i,L

A Pd:tz@%i=$3$f~\3
%&',
rtx
3. ; f i Q k a ~ s I z ~ l s3 r3T&xo
h
Wg: i
&i:

2.

43:

E
~ + 5X
C ~ F?hx,
**~L~~
I: l 3 i t U / v
'(
7 ~ \ " icR;trr;til
3 3 p-**,

4. $, Q f L u l + & t ~
3

5.

t t L '

kll

6. t c3&Z (classroom) GIt:&L?)'l\ 2

?$lo

3i3 L T

7.

@r3%E;:-LA
l

(zoo) I=+T$Qc\3T h a o
01:

t-R&'i&,
9 3 Thh0
kt:
25 Q f t o?gt=m75r&3 3 -?a>,

8. & Q k a B(country)
< t=

9.

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

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 jE ><3 Ccflh:&
,-..
- '.--

9 a-j-h.,

Your Schedule

Your Partner's Schedule

om r ~ i g e z ~ m
& L a hX/v

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

E L r h.l,
+

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

E@EI.AXtl

Lr

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

2. 7 9 .;r

IfX.

b (racket)

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
z 3 i5&

L TT$h,

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

-%.

Ask where the following

places are.

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**

9 9 Lf:Q/v-tC~\

f:~bhr{etx

(college student) T L T:

$a,

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
will not give away the right answer when you ask a wrong question.
i
i 4. When you have asked questions about all the items in the table, switch roles
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 *fXlI ,U4 , + & r )

3~tLTLfz,

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

idkh.

%?TTo

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 : 7t-k?2bt$-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 - - b I 2 h F L . k

Example:

fz "= &

?=".=.&

1. ~ 3 Q - j - 2 . 6 a - 5
9 - 3 3

f= 4 2 ?Z
w2ea-c+/vfz
5. ( 6 6. 3 3 7.

3. ab; 4

10.1:& 1 1 . W b

12.la6

g$&

8. h h ' 6

14.hxL;5 15.Qlb;

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

Example: $ 7 ' )- $ / v ~ d f i Q 1~ = f l g % t % S $ L 3 L f = o
7

Ex. Monday

r L b d.X.

12) Wednesday

(I) Tuesday

in the library

(4) Friday

at a friend's house

<A315

(3) Thursday

at a coffee shop

at home

(5) Saturday

in Kyoto

(6) Sunday

at a department store

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
If713 W
24:

A :~

I: L A h.rL

1. $ 7

*&Lbi

L~
2 t *to'

3 Lfzhx,
"

--3ttl27k%~3
ttH&
L 3 Lf=ah,
V'
Qit
T t b l i

L 3 Lt=&*o
3. $ 7 1 1 - s ~ , t a ~ h 9 v t ~ g 4 . ~ t, )3 ~ t h > ,
~
X
4. % 7 1 ) - - 3 h / t 2 ~ \ 9 R ~ \ 4 @ 2 t 3 L?:hXo
6.
he,
~.J~L~B~~
5 . $7'1 -$X,i$&qm ~ c Z " ~ T ~ R Z * Lf=dao

2 - % 7 ' )--3X/EAA%l3I=@$
d.+i

U:

01:

<L\

3bli V

1IX,

what your partner did on Monday, Tuesday, etc.

E. Pair Work-Ask

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

f:

:~.=.xetaL~~~

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 % 3~ %: /- SI Er 3n L+{ *$?%A
3L
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
Leo
L

ITlr

fi.

L $ h I i h 1 1 T k 2 E ~ \ L?:";.
3
2 - (a) G Y P - b 3X,1J134+32%f&L3TO
: 3
<A,$ij
(b) % P ' I - S k 1 d f l $ - Z 2 % % L 3 T 0
Ilk :
3. (a) t=13 L 3 &X/lazk% El t: 7rt~i.i
b 2 L 3 "g-,
L 5 V'
(b) f.1f

d.

1:

<&>l+

Z'

$ i T E I ~ S i122-2 3 L 2 T 0
% 7 l l- 3 A i i F % T B * % 2 3 L 2 f o
2's :
i
1iX .:
:ic

4 . (a) I r 7 ' 1 - 3 A t 3 3

1:1zX,:

(b)

i:

5. (a)
(b)

&L7"z,

%7'r)- - 3 X / t i f - = 1 ~ L 3 k t ~ + ~ ~ ~ ~ ,
A

LLz. 97'1 - 3 L , i a x - s x , i ~ 4 ~ \ ~ ~ ,

%a,LL 414T3 $-+?ATL f:,

6 - (a) *,LLq,-j

IrtllL.

i,

(b) 3033. XIL.LIL

LL k:E3a*x/TLfi0
,,

B. Describe the pictures using 6.@

Example: &*%X/liF%T7fo
-?*&ti

d < <+ f L *

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.

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.

B. Pair Work-A

Example:

A's Schedule

Pair Work @ C.

Map 8

Pair work

Ask where the following

places are.

@ B.

Example:

B's Schedule

Days

Months
January

L %75;3

(-Ira)

July

C~h'7 ( = A )
3hhi'7 ( ~ f i )

February

Id G &:-

( ~fik)

August

March

( 7Sf9

L h Z 7 (mj)
:fit9
(&A>
6 h 2 9 (*I>

April
May

C q~ j h p 9

June

U@i

b\ch29

(-8)

<

(ha)

September

( f - f i ) d c t o b e r
j L $, $ 2 9 (+--1 )-November
6~75~3
(-+sfi )-December

Time Words
Week

Day

Month

+th@&b?

i2X Z L ~

(%Q

a)

Ct754f9 3
(=-baEI

Year

$a?X

8)

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

3 ~ 1 3( w a )

(%a)-tfhIf-;,(%fl) 314%L(isF)

I e ~ ~ r p j

last week

yesterday

'13
.

last month

last year

(+a) ~ / , ~ (n+ Si ) r&tr7(+fl)

today

this week
~ , \ . \ ~ r p9

tomorrow

h37-C

this month

(%a)~ - , L \ I - ~ T (iffa)

next week

31;~\t~p5

next month

t Z L (WF)
this year

~L'~X.(~PSF)
next vear

5 L; ~ h j f a h
(&*+)
the day after tomorrow the week after next the month after next the year after next

(%*a)

~df-3

(.$%a)

'cp$%fiR?JA 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)

inexpensive; cheap (thing)

$L

disgusted with; to dislike

(-&<)
beautiful; clean
healthy; energetic
quiet
fond of; to like
to hate

(-5')

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
* L h q L k tC

* -?hfiab

a 9 *.i:

f z ~ h r

a n d

O t h e r

4%
EZ

E x p r e s s i o n s
together

and then
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 (aplace);
(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.

L6

1
2 1

2E 3 L .

1 saw an interesting mode yesterday.

a scary teacher
b L Y5k&?k
PI\
A T% 3 Z b % T
+i
Lf:+?&ttl.

Professor Yamaskita i s a sea0 teacher.

tfX*QLt

1 fi b 2 TJ&
a beautiful pictgre
LrLL
I took a beautifa2 picture in Kyoto.

Z%
If/., I

an energetic teacher
+f/vQ~~

7;%5 12X % ;Pd 3k& TTo

C3 Lf:+?L+?i>

If& 3

.ttA,Qzr

Professor Yamaskita ii

energetic teacher.

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 &\-adjectiveschange shape as follows. You wiII want to be very careful

here, because the pattern is rather complicated.

S%b3L\

aff ir rnative
present

8%b3L+lT$
It ik interesting-

negative

S%t5<&9dt?h,
It is ~ o interesting.
t

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 affirnative, "
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 affinnative form.'
L\L\ (irregular)

affirmative

negative

present

LILITT

&<&!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)
fflu b

affirmative
present

ZSTT
ffhb-

past

She is healthy.
TI;%TI/f=
wfu d
She was healthy.

negative

ESiLaS!I3tZtv
Mlu +!
She is not healfhy.
n;ZE*;fS93tZhTLk
Wfu 3
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
,;
.- 3 1 : r j
speakers, the chart looks like the following:
I

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

and ~ 1 k l T ' f ' 'As with tl-adjectives, some speakers prefer an alternative para-,
such as the foIlowing:
affirmative
negative
-T$
--U.rQb\f"gpresent
-TI-i?:
--t'~fb&*~f:T-$
past

L\Lx

In this lesson, we learn two Q-adjectives that am very important from the grammatical
point of view. They are %
$ (IQ
-) (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 p e r s o w 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 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
common than the combinations of Ef
3 ( fd: ) and 3 b r ( ) and the degree modifier
%+
Z T $, to which we wiIl turn shortly.
L:f>

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,
1 like vegetables, but I don't like meat.
3
3 3
,: <-. I 3 h T o
5
In the expression of romant~cor familial affection, the complex particle a)Z Z 75.' can replace .'2 Thus,

r+r--t

~ s ~ r a % ~ yt-$-h4s e
~~at ~
S=%7l1-5ttd:3?1TTO
.
Takeshi is in Zooe with Mary.

-f

-i

This is pnu favode T V 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 ~ \L
Tf z o
Y3%b
5.k

TP,sea was wry bearutifd in Okkaawa.

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
r:t.

j':t

7LzC?LStt13~-k-75~A%3TT~
73.

Tukeshi likes coffee a lot.

+ t . $ x / t A f d : - r S j $ f A 3 C;b\TT,
Ms. Kina hates nutto (a Japanese fermented soybean delicacy).
f<i
>

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
r k - t

Z l+.l:X,

+L"i

L L 30

Let's study zz the Zzbrary together.

*%&T3-k-2&&3
3 9 3 -iA

r?

L.k $7F*

Shall we drink coffee at a coffee shop?

There are two important things you should b o w about cPunting items inJapanme. 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
'1X.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.

Expression

~ o t o s @

bLl/IZ$!??tf

(a)bK t4

is used when we describe people and is not

used for places. When you want to say that Tokyo is busy, you shauld use
tz SP*>($l.
LWtF

LIQ*

fz b3'L3 X,t$.KLtlTF,

argue ~ ~ ' F T T .
553~3

Takeski is 6 ~ .
Tokyo is busylkiuek~-

Note that the sentence below is also acceptable, s k c e 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.

t i c e

P r a

A. Change t h e following adjectives into the affirmatives.

Example:

k &'

f=h*~\-T'j-

44k32
1.

q - j - ~ h

bTA3TT

2. ~ 5 - w 3 . S

6, L \ + & ' L L \ 7.
11.

L\L\

8.

~L . G
~ ~ L S 5 L. 9~ 2 1 ; ~ ~ \

tThxQ 9.

&

era 2

B. Change the following adjectives into the negatives. @

Example: ??&>

Iraa

? T < 9 2*A
V ~ C + W I ~ * A

C. Look at the pictures below and make sentences.

Ex.

10.

?#'LL~?

D. Answer the following questions.

E. Pair Work-Make

Example:

affirmative and negative sentences with your partner.

3 hL \ 'd:
+. & g o @ g [ i 3 h ~ r T t
fi
~!,,
?~o+li33h\.hU(.% 9
L&t<B

a*Ao

#:t

--r

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;$*hx7fzTT

tTX/3TLJi

B. Change the following adjectives into the past negatives. @

Example: ?

-+

tfXI3Q

zra %r'

11.
.. .

, ,;r ;g;, 6ii'l.c I;

,

iez

Ai$,

C. his

ry:

.di!

'8,

-+

*.. ,

?:

- ,'2

-PT{&93*tLTLk
-+?k3C..i-.;&,33 + t h T L f z

q-:.,,

is ~ h & R ~ b & r i
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

*-PI
= c,;ji/ip
.;;~.h,.'J.,-.$ie,....! .

d.w

JIU

ddhh about the trip to Okinawa. Look at the memo

Example:

i+J% I d s iP-3 f z T-j-o

&?Gh

A 7

t h e chart below and practice a dialogue with your partner,

substituting the underlined par3s. A and B are talking about A's vacation.

D. Pair Work-Use

Example: A is Robert.
+

A :~~1.c.;.P~tc~I2Lfz,
63Qh

C-f

B :

jT $ . h x ,

1'

P.i T t T z h b ,

A :.L'T%~*~-=I~T*~
h-?

Ex. Robert

went to Okinawa

very hot

(1) M a r -

saw a movie

scary

(2) Takeshi

stayed home ( 3 %

(3) Sue

went to a party

not fun

(4) Mr. Yarnashita

went to flea market ( 7 '1 -? -9 Y E )

not cheap

ZI

(5) br:"rt

A. Look at the pictures and make comments on them.

Example: @%
L lit,

Ex.

&~'\G3T'ifk
7:fi.

Y I+\,

very boring

B, Answer the questions using the given cues. @

Example: Q : % 7 ' )-$/LiA?f*hQa'XT$-h',
U t!

Ex. % 7 I)

kind

interesting

beautiful

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:

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

B. Answer the folIowing questions.

3-TZ 1 b & \ T
h 231 d *&.

@ xL\RhtE Ia~ A ~ I , ~ A ~
A. Change the following into b L a 3 sentences. @

B. Pair Work-Make follow-up suggestions using 2 L A5&.

Example:

%\.\T?bo
2c

A :S

-+

t. c

S82&A3

~ h T - f h ~
+e

L L- 3

&>o

B:%jL3Lk?.

@ &bJaRw
fit%

(Review Exercises)

LO3

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>
b?dZ

L 3 T,

~z+3 P J Q # Q z ~ ~ { ~ L Z ' ~ L \ ~
?&Ark

' t*/;C-G
a s C &L\hxhx9 2 ?hx,

Cam YOU tak-e care o f thk, please?

Give me fhree 50-yen stamps, please.

Him

maay days

will it take?

It will be 150 yen.

Anothef 100 yen, please.

Useful Vocabulary

gw

aPrf

td 6i

counter

postcard

4. E

parcel

&2E
:i ( i V L

airmail

%t%
t i Iih

insurance

8%

registered mail

;
9
2
7
,

h.1 Zrh

stamp
Z 7 17 57*3 A aerogramme
37

<

He

letter

@
ME!
i.QV'L

surface mail

L.3 L t

8s
+
{f;9

special delivery

Stamps

Postcard

t l p "',,I

a P h o t o S h o p

A t

Customer :

T&~*L, %
~ i% L Sfi? B I L ~ L ~ T ,
C

Excuse w.
I'd like a reprznt, plmsa.
Shop

cIerk :

Customer :

t2 L h, % X d j '1
5 L ~\T~75*,
:if:(
Cerfuinly. Would the glossy fiaish be all right?
E;1:~1,

Yes.

Shop clerk :

z z l =2Z3 % TL.
Z%
S * - %a h%
~@~~L2To
.b LI&;i
C

PZgme fill zn yoar name uad telephone number here.

Customer :

~ ' \ 3 Ta3T75*,
W h m will if be ready?

Shop clerk :

I - Z J L & ~3 133-35; 13 @s%TT,

L A
Cmi z 11%
iX, U
It will be ready at three o'clock on the 15th.
2 a513 # 2 % $ # $ 9
u
n.
rtk &

T37 < f

<

Please brim thzs receipt.

Customer :

;h&.')3

Lf:, E F , S @ L \ L $ T O
tl*<

All ri&ht T h a ~ k
you.
Shopclerk:

#!19;tr~Z?Z*~~\4Lf=,
Thank you very much.

Useful Vocabulary

%
3 @1 L
5-

reprint

%
RE
IfLFi

development

%iR&
9
:if:<

glossy finish

%?rrQ L

mat finish

7 9 197

panoramic

:if:(

slide

7'12).
I-fLhz J!

print

24;EtlV
Y

24-print roll

z5-f

1
(

Sfl

date/time something is ready 7 .F IL A

j b \

.I& \#% T 21 % 3 -disposable

7

camera

negative
film

%%

battery

91
3&
2%
V
5.
It&

receipt

Th.lj

1
I

jy-bshCT)-FJ
A

tPL1

in the class.

@ After class.

@ On the bus.

A Day in RobertYs'Life
u

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.

S&

% ha&

* i%C2#53,4,
#SViaG

gag

hl k C
* ,4~5h*t1

ST

t&t@?

%?w
,+a

* tkkUi*l9 WL

iW%%f!%

* 93-

;k

money
grandmother; old woman
bath
kanji; Chinese character
textbook
this week
Municipal Hospital
next
video game
electricity
train

baggage
page
window
night
next week

next year

tough (situation)
U - v e r b s
E&, -?LC

to play; to spend time pleasantly

,% {
to hurry
%;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

2%

~ \(Q 3
~ 2 . 5l c i a ~ ~ &

.j;

touse
to help
* Words that

appear in t h e dialogue

(me)
bemm/tmk 2 )

(I) to be absent (from

.. .)

k-4)
(2) to rest

to open (somethhg]
(to teach; to instruct
(persm k= f h i ~ g2 )
to get off (- 2 )
to borrow (persora it thiag & 1
to close (something)
(%2 1

FPV 6
%3 b

b
T h b 5 &hi) b

toturnon
(-%)
%%3?
haCf b to make a phone call
(perso# I t )
to forget; to leave behind
6&%

qd'f

(-2)
I r r e g u l a r

V e r b s

9h-C 4

* & 9 f <6

%7 7

A d v e r b s

* & K T
sq {

a n d

O t h e r

4RT
i@ {

-&a&

l?-3Z$T-f

* l3&Z 5 T?ha
@7{

',

&

+3 Tp

to bring (a person)
(- 2
to bring (a thing)
(- 2 )
E x p r e s s i o n s

later on
(do something) late
because . .
That would be fine.; That wouldn't
be necessary.
right away
Really?
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 %-verbsis divided into five
submles.
First, with m-verbs, the rule is very simple: Take & off and add T.
ru-verbs

S
Il
qa

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
om
...Urn

.ways

.-verbs

.*-im
= often, but not always, m-verbs
+ em1

{. .

As far as k-forms are concerned, we observe that u-verbsthat 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

s
d
3
A-

ails
*u-verbs with final

ShC
&-

<

There is an important exception in this class:

u-verbs with final

<

%<
*A-

ZLIr

ZL7
Biz

u-verbs with final 3

3-T
The irregular verbs T & and
follows.

< 6 , and compound verbs built with them, conjugate as

irregular verbs

TZi

t7

Note that te-forms and stems (the foms you find before 3 ?) are totally different constructs in the a-verb camp. A common mistake is to assume that the simple paradigm
3 9)covers the u-verbs also, thus corning up
provided by the ra-verbs (&KT
and
6
with unwarranted forms such as x 4 2 .\~f (see -%L 3 5 f ) and x %& f (see % A4. TI. It is
h
&
I
I
probably easier, at this stage of learning, to memorize each verb as a set, as in %
< 6h.
Q 3 T-TiW\T,
than to apply the conjugation rules on the spot. Refer to the verb conjuga6tion table at the end of this volume.
f;

-*

Use a verbal & - f m together with

2
"please do . . . for me.

< E3 1% to make a polite request ta mother perwn

FS

% f++ t&r a , F - 7 % M b ~ \

3ri

(33 L l 0

Please listen to the-tape thaf goes with the tatbook.

TA$*L,
3;d;
r%;?_-c
{ 7"i3~\,
kL
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 &
~lb\T-ifBS.

May I see the textbook?

Yes,

you

may.

To deny somebody permission to do something, you can use the te-formplus 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,
~'-L2-f0
5I 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
h

*r

Opm the widow, will

you?

-+ma, * s $ i = s asta
~,
~i.;,
5 < L-

?Say

+c313

L;

I got ap at six a d sfudied

kL*t&&@'t
& k~ 3~.
&9i=?f7
7, &
r>
U.6

Li(Ti

Let's go to the cafeferia ondf=haoelmch.

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$ T o
n
~-I\L+

rr

I go to work by bus. (I take a bxs to work.)

@++B%&tLT,
T&$*X/,
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 '^'letme 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")
W:L
-

.*9 3 t

? J;ra*

1'8 do it.

-%

p~

'The explanation clause: may d m precede the sitxiation clause. Thus the first example above,mnaIsa be
paraphrased as :
& L k ? X F 8 ' & 9 dJdlh. *Q,CA+J&1L33,
L
We will diseu5s this furtfier in Lesson 9.
;.LU;L-&3ri

Or to a person who is carrying a heavy bag:

R@&R't;$
ta
b

Shall I carry your bag?

Expression ~ o t s r a
,-

i!E<
/ E L \ b Although both Btl and SBF < mean "late,"they have different
st 8-E
'f
usages, since Bt h is an adjecbve and 2Z C is an adverb. B b l modifies nouns
s+
=l.p
or works as a predicate, and B < modrfies verbs.
SF
A: 3@4--@t~XF9L7~, Iwenftobedlatmeo'cbckyesterday.
w9 C
k2
B : Bl.~T-T;Ba,
If's hte.
*?

B Z t z i 2 . +@Z+*3&23T.
B

LrpSt 7

Cwi C

Sf

L ~ $ Y ~ ~ ~ ~ ~ & ~ ~ T ~
On weeken$ I get ap momd 10:UO
Bb

and eat k t e Breakfasf.

I went to bed late yestwduy.

P D 3 , s<s3
tfz*
Be h

You can also apply this rule to F < /F tl.

MP

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
nh

P r a c t i c e

L@5

!("p
d*6M137<
b"

fSL1

%E

A. Change the following verbs into te-forms. @

36

Example:

37

LC

2.h.j

3.

7. &

8. Z 6

9 3 6

13.

L LI

5. ( b

4. hL (

6. $ 9

l l . ~ \ { 12. & b

15. 75.2 4

8. Let's sing a te-form song! (Battle Hymn of the Republic) @

$577 2 7

J l * h3

)2.

LC

;.Ah

ha{

75a~hT

39-r

YzJ

Y9-C

L a

h i :

1fL-C L \ + C

khfd

u-verb k-form

$74

/vT {

LLT
k\?bhT

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
I l ta'

< f 3 3 Z.

\,

1. to calI you tomorrow

2. to write a letter

3. to open the window

4. to drink tea

5. to teach you kanji

6. to bring a drink

7. to wait for you

8. to come with

9. to go to a hospital
11. to bring a friend

YOU

10. to return your book

12. to stand up

D. What would you say in the following situations?

Example:

arr

??

< f?3

h?

Ex.

ho

(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' < '233

>,

B pretends to drink coffee.

A. You are staying with a host family. Ask your host family for permission to do the
following things. @
Example:

Y
K

5 - L l s ' $kK T % ~ , h ~ \ T - j - h ~ ,

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&
k

~ i - L $ k2 , % T E ~ t \ ~ ? ~ ~ A / .

D. Tell the class what we can and can't do at school and at a host family's house.
f z 1% t 2 %7 T t;f
Example: %%?T
d:~;?

$2

9-

I
\ if

b 7 Y E 'I - (host M

3 -@ bo
9 Gcr"$fi-k;RZ
b=A-z~
T% t h b \ T T ,
)
%is 3 . 6
lit\

@ aB
s% ~ E ~ T , J - ~ - E
mER~B$
$3

A. Look at the pictures below and combine the pictures using te-forms. @

Example: $d&i3 T ,
6%

tj

~-k-??&
&aT,
n

Ex.

6. Change the following into te-forms and make the rest of the sentences.
Example:

A? %

W=e{

I. &f-:%m5
lit

4-

%&$T,
h 3 i+

I 3

&T:.% I=*$
Lf

$ $ ~ ~ % A ~ ~ .
LL;:X,

=I % b=%4
h+*
5. SB,% Gch%
2-

i.4

%*2%9
&
t & L r
6. AYt3T {
3-

$i

Ersb:<

lit?

I,

@I\";(EIu3bd0
a
~~
h3%!l$~h;b\60
h'h
1
;

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.

+

1. kSt33i%TL%2
WALni

U h.X.

&m&&GR2*h,
2
&4.L 3~ n=-,j y y x - m a a L ~ Z ,
c-f
2.

Pl%-X,

3. ; ~ ~ Q I L ; C F ~ = / G C ~ ~
I\

5. (name of a friend) fi'A8

f . ~ b

-f

3 TT,

B. Pair Work-Ask

each other why you think the following.

Z*, (name of a movie) 2 R

3 To
k
4. 3 c?) 9 (name of a restaurant) i c e 3 3 L t z
5. G*breth*h& 3 a *A,,
6. ~ + i ; f : a + ~ 2 ~ ~ t ~ - t s r ; / ,
%I~C~X,
KL>ri
7. ~~,
(name of a place) &I% 3 3 To
&L>Llp3
3.

L ~ j l 3

't,

l,

&a).

f:

13& Z

II

8. I ; r % $ 2 Z ~ ~ a ? ,
L' TXILc

h*

Pair Work-Propose

to do the following things, using

t Lb 9f1?

@ $ &bJCDR#
(Review Exercises)
;nhJL@3
A. Role Play-Play the roles of A and B with your partner.

Example:

Example-A
You are short of money and want
to borrow some money from your
friend.

Example-B
You are going on a trip tomorrow.
You don't have money to lend to
your friend.

1-B

You just bought a brand-new car

and don't want anyone to use it.

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.

3-A
You are asked to return your
friend's video today, but you forgot to bring it. You want to return
it tomorrow.

You have a big test in Japanese

and need your textbook to prepare
for the test.

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.

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%,Qi: 2 L 3 t h x ,
CCvLlpi

( ~ n s w e rwith

lni17

"%

T -,"1

lo.

?#@3,
d : ( his
EJ&LsLfzc,
(~nswerwith"~~.~.")
r3
@g@TR2
tTbba~\133*h$~~
L L I ? Y X , 21:
g * a + T k l f z 2R7 7 % ~ ~ ~ ~ T - $ h X 0
f/yL+
t**.
T
AFt=rn&%3-c33Tfix0
i
t
k { %*
t3k
J! 2
ThLr
a
*a,%-3B2S$L3
LkfiAo
+?/dm+
hf
FWM.
r ~ - AcP a v ti~;ps.,
a
L Y b
r3
3 #L m er, k ( S 6@
L L &T + E L Lifi$%o
\~
-b
EISB-r-k
{ *24% '3 2 " p h
z Ll*/"
l3.L
il-

11.

2.

Z - C t

3.

4.
5.

6.
7.

t;'r\8(

C*(f;'rl

8.
9.

7~;'

t; ?7-7fW-&2d-6+,
r-t

Usekr! Expressions

39TCW
I

k o straight)

;&I:#&%

AS

-0.z7 a a E %2%
t-&7F%
AS
f
at,

(turn left)

(turn right)

=-s,i

LJLZi

2.t

(turn right at the first signal)

QIB2&4:@;tr2&
uf:l
2
iibt~

(turn left at the second corner)

S~r)&@l
S
c3k*'@
1
kt;
dib
&'t-'l6'b
htj

(cross the street)

(left side of the street) (right side of the street)

Directions

3k
3k

(north)

(east)

(west)

Mi,-=,

(south)

A : 364&*A/,
@f?%~bY=C.t-&*,
rp ibb3-AI
Excuse me, where zs a gosf offie?

9T cfiq T, AZ Q H n QIB
2&i=&&'7
T
+r ~r
2
( f : 2 ~ \ , @jEG iAsa&i@l
t= 9 2 -T1
vpiLF/V3~:( A%
kYQ'b

B: 3

I,

Go straight and twm right at .the third

comer. The post office is on the rzght

side o f the strget.

: Z* j % ;Bj 9 hrtS 3 2 " 5 + k \ f

Thank you very much.

To

*
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 1L 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#

E$'l

i-l(Q)

kind
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

(--czTz~~,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

65
* 3 I=$ -I
negative

--t=A
* V Z 9

;at= 9
* +7C l f negative
* $CSA
* dt;7!l57?:h

(-

E x p r e s s i o n s
but

--A

not . . . anything
[counter for
one person

ZA

two people

4'1 C =

not . . . in particular

--A

of course
if you like

A v e ~ b dlf &-farm," when f&w& by the helping; verb

ing:'

&

TS,

meam e i t h ~f
~ the fallos-

(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 1verbs. So far we only have 23 % and I 18. 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 , %1i2, and GFT.
When
f:
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~gright 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 necessarily 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
---IL 1 4 : you can use 7 ~~9both for living things and for inanimate objects.

% 7 l I- ~ x I G ~ B ~ ~ ~ % % L T ~ ~ ~ - F ~
1: M A z
<,L3~3
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,' 71 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.

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
work.
+$70\&
&

*-3cilL\&
L

A&

-+

.;.r

(knows)

A7-c~\&

.i. Z

(is overweight)

-p*%

-+

~
fit2

(has)
3

6 frame-

tz~< 3 , 4~L, e 9 T~ ~ e -~$ - ~

Sue has a kot of money.

t ~ ~ 3 ~ iL a0 xs3 zT~
2 ~ ~

P 3 Lt:+t/v+?t.

i t ,

Professor Yamashifa knows Engkhh.

b L s h 1 i G a - 5 , r Jk. tl7 . c c ~ \ 3 - P 0
T m is a little overweight.

T * T b G

(is thin)

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, &;?%If &, *&,
to
*,nnz,19'1 1,~9h' %, ~~f { z , g h - ~& , ' ~ . ~ B*?,
na,%.t,
T s 9, 4 6 , 24
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 ~ ~C- % M 1+ ~ % = % &
I ~L
m~d aZb,o o k f o ~ a o z h u r y e ~ f e r c l Q y .
X
I&-3
?T
t
l
a
L
k,
(Ungrammatical,
much as the English translation "I died for an hour" which
ML
.* L *-A, L
is also odd.)
ta Group 3.
?ti-thus belongs to Group 2, and
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.

ar,

<

I+

4.&13&

tte2.L

.5z

IAOG

: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:

Tm

hQs .?mghair.

(=AS for T m ,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 >-adjectiveis formed by substituting ( T for the final L 1. The k-form
of a Q-adjectiveand a noun+ t T sequence is formed by adding T to the base or the
noun.

%
(a]
e

+
+
+

Z
ST
whrs-

B*ATT
E EhGh

HsAT
WluLh-

ELI

+T

irregular :
&-adjectives:
noun

+ TT:

LJLI
tf/v

S
< T7
P
&<7

IZ

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
+&Cb~\T-k
&/VCW~ZL\
he is ahout forty years old.
Professor Y a m h z t a is a Japuness
r ~ t ~ e ~ .a=ti~.r+
e ~ \

verb stem iIZfi

L.1

If a person m o m to mother glace in arder to do something, we can dem-ibe their

movement and J
h 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 Rd. t\%?bo (shopping), or a phrase
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

i6 z

.)

p(ff)

+ etrn

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~(ld)~fis.-~~h~3~Yh~-X~~&~
AtzL

UX,

dC{Qla

There i s om Swedish studmt in our class.

VZ I

The place expressions are often followed by :4 13 instead of i: in this type of sentence.

lan/-b
Zr3)
B&
z.e
a*

Expression

Nofes(g)'

means "to play," "to spend time pleasantly7"or "to pay a social

call."

< EE% kBU3 L f z e

When I was a child, 1 often

pkcayed with f h d s .
Yozc must not play around
B
< ST&LTtd;t~4jZ+?X/,
SF
ht
until late.
wmt to Tokyo to have fan
E ~ @ B % ~ ~ E S ~t>Z B
3 LUf ~
L Z G1S
*At03
Lw3g.9
W*r;l 8.F
h t weekend.
Phase come and see us.
3 % ~ Z B V E S I F~T 2 tl,
3
F#Dtl$, k
z Ilb

bkL

ts

St

abF

26

<

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
Music instruments: to play the guitar ?'3 - 62%u

e s

S g
nh

ba3

P r a c t i c e

@N%LTLI%~-~~
A. Look at the pictures below and answer the questions. @
Example:

: % ~ ] ) - 3 k ..t: , A BL$- 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
-

,.

,- L

Q!:

T L 2 L t z hbO

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.
t\
Example: R3q 2 &if% T % ~ l$~rf-o
t:

i R

Ti*.

.%A

@ &?te/v~t'z
A *~ % ~ T Lhx
\Z~
&5

A. This is Sue's family. Answer the following questions. @

Example: Q : ~ X 3 h t 3 ~ L I . ~ & X / T ~ \ 3 ~ h ~ ,
Li

A : j % X 3 k l A = x - ~ - ~~ Z @ & TTo
L\$
t: i

Father

Mother
Sister
Brother

lives in N.Y.

works for an American company

48 years old

high school teacher

45 years old

works for a bank; married

lives in Seoul
lives in London student; not married

B. Pair Work-Ask

27 years old

18 years old

about your partner's family and fill in the blanks below.

@) mmh/v[&B@TL\bq (Describing People)

E
A. Look at the picture and answer the questions. @
Example:

: 9Ilr~3h/E3~*T~\&T75'o
3
A : EW,~ ~ s L t a . i . * - r : ~T,
\a
Q

i?

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. @

L SXI - ~Y - h ~ g ~ h= , Z /\ L hh ~ ~
4 . TI\"-p
- $ y $ % 7 ' a '../..* 3 ~ >
3. j z t j

:
:
t
.

c, A

LY

5. $fi%$$
(Bullet Train) - .-2L \/f!?$11?<x.
L &75.A+fI,
i?"

7.

'1

~Z&~L\L~/$XQQ
&,+*
LA+?
$A@~a)X
- X5Q/d:F+.hhQ

6. 2-3&
WZL

r-

L-

!?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

Li:r\T.6,
- b l3$X%TTTF,
- 2 6 G=~\TTo
L

$LOIL-L%-~

hf:L

$Lmlb-L%

bf:t

(roommate) I I W T f ; %
L h-QI

/"it7

1. my hometown

2. my country

3. my Japanese class
5 . Japanese people

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
Sri 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 ~ ,
--

VY

2,Ll:'L

2. ~

--

(nationality)

X ~~
UX.

~ -,aA~t pL - 5 ~ t~

fr~cr~.

A. Answer the following questions.

6. Class Activity-Show

a picture of your family to the class and describe it.

11. Own Family

A: Formal Situation B: Informal Situation

1. Someone
Else's Family

Father

& tX
: -i S L ,

1 Mother
I

Younger brother

xir

Younger sister

,,2+r

$$A

f;r+t:
%

*SX,
r"&
x

,,.;if

'(See below.)

@PI,"$

*(See below.)

3i

$B x

'

1 Child

&A/*
L*LL
%<f
n,'i.:5

%t2&2,4,

Grandmother

f l.f

rl

g<

I;II

I:

LnCA

Wife

k;X,FtShi
i3%3iL

X.
h
@
h

r22

Grandfather

ci

G !=..
E3h
S@(;fi4k

Husband

->

Older brother
Older sister

&XSL

X
.-,

.i.

[I

%tS&i,L

I1

%?%A
.

j%C~\3,&

?J

%a3

*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 ,a n d s o o n .
>'?

!:I+ 1 3

A : B 1 ~ ~ ~ 0 f j X ? ~ l d Hhm 0~l dSi ~ iy o~w f ~a N 2 e y , M r .Tanaka?

t: T h ,

B :[formal]

Y 9

$&?rr

X
i 2 5I Cbi,?4L\
+&TTo
%

My father .is 50 years old

Cinformall i%
X 3 A ii5+% TTo
.;

t: i

I+'-$LI

Where does your older brother live, Mr. Tanaka?

Note that you can use ;k;i-,'

X, 5 h and ;f;%r 2 tt when you talk to your older brothers
and sisters, The younger brothers and sisters are called by their names.
.h

Younger brother:

6 .X,
5 A,
FJ ? ik 5 5 ,
I

Older brother:

Q!:

Hi, Big Brother.

What is it, Taro?

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 . . .
clumsy; poor at . . .
famous

it rains
to wash
to say
....

Words that appear in the dialogue

(w&~)
(-fir)

to need
(-dP)
to be late (for . . .
to think
to cut
to make
to take (something)

t'6 U 6 R b
%bfi6

(-I.=)

to stare (at . . . )
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

?)?A
5A-J
* i3hA,12P~~

&fT

* y&ibA, (Tph)
* 3 f5 negative

B%(TTh)

* k&QT

E x p r e s s i a a s

uh-uh; no
uh-huh; yes
Cheers! (a toast)
That's too bad.
not . . . yet
all (of the people) together

f3h,

I%5

In this and the next lesson, we will learn a new paradigm of conjugation, which we wiIl
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.
1

"

b s e n t tense, affirmative

verbs:

L\-adjectives:

short forms

long forms

short forms

long forms

&-adjectives:

noun

+ Tg:

Present tense, negative

verbs:
td-adjectives:

noun

+ Tq:

The following rules summarize how short forms are constructed.

p
p

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)

replace

77 with E

L\- and a-adjectives and noun

+ r$

in the negative (d above)

rrpace&~dtihiwiihfdli

---

'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

5
k

at\.

&It a L l

U-verbs: Take the final -u off and add -anai.

=<

s
;h*aLI
?i'

33
m

%&&L\

i
i
'

G
*3
E&S1
L
%&
&

Rig:

*a

7<

5a&
%<

ejr-,aL\
*

V J ~

EaaL\
L

9'

+ FbaLI

+
+

IT%&L1
%hvLLI

lwd3zL1
d

3<

I&?JL?
'h

irregular verbs:

gzj

LZXLI

Wrn

z a ~ i

exception:

&.a

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.

2Thissuggests that the bases of verbs like R 3 and % i actually end with the consonant w. This consonant remains dormant when the base is [illowed by the vowel i, thus we have
3 5t, where w is
.b This mystery consonant also explains why
lacking, but it surfaces with the vowel a following, 3T
A
*the te-formof such a verb has the small 9,
just like verbs whose bases obviously end with a consonant,
such as Z 5 and 99.
d
'

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 ,ti,
E! L I 3 T ((I think
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,
& L 7 ? % s 6 x h 6 Z % ~ T LLk',
> ~
L lix.
Sue said that there would be an exam tomorrow.
\ I

($LIrit) ?:I?
L 3 h i d % 7 ]I - s L h W I
h?:L
1 think Takeshi likes Mary.
i

e z ,< ~ ~-k4
\ a
i
;

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 ~ ksomething is the case, it is more common in Japanese to say it like-$bl
(I think that something is not the case) than-- l:,Fi1,125 +.?A (I don't tksak). Therefore:
2,E b1Z
bt

+3h

(%L~)$~~)-SAI~)F;~?LPL;~P@~~;JP~~~~,B~~ST~

ft;&'t

think Mary likes ~ a k e s h (=l

f
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 section) is usually dropped.

In casual conversations, Cd
-i i t L .

2 are often replaced by the less formal

and

.j

and

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
LPLL

< fZ3

Ll,,

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 M8L t2--$s"3$
* 3 TTf 3 b l-iI" T can, besides describing your preference for
items denoted by nouns, such as $3,
also describe your preference for activities, such as
h
swimming, drinking coffee, and studying Japanese. Add
to a verbal short form to
express the idea of "doing x."
l

(5%EA)3E2@%-P4
@h45bbW-P,
hi'i
-.r
+ - ? <

I don't like clea~z.czragmy room.

"To be good/bad at doing something" is --9~~13--I-3

(is good a t . . . and -&zT+T?
Uii f
f:
5
(is bad a t . . . ).

3 Li3++3Z!24+6
-- CTJ&'L+TT~

UY<.-

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
.
(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
b $ tt l3iT,%
tcfi 3 3 t f= means. This sentence of course is about
Z*f1h
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).
f-

8,>

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.
z
hf:L

*
5

,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
sentence will fill in the blank left out by:
Q [Z

t?i#%754iPR$373 2 L fz $',

Compare: X

f;_i%$,

U$+%
t tfi 3 3 L f z dao
63Qh
I\

Who went to Okinawa?

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

Japanese class is.

( 2 ~',7-3~-C+)iF;';fih~&
2 dh ~h ~t 3k' . - C ~-$-hh,
\a
Who wears glasses fin this class)?

&T%%t~~&
2&
;t)*dfCC
~#a
L \ 3 To
Lf:+&.ttt>
Professor Yamashifa does.
r
2
t

The word for "something" is m;b-,

and the word for "anything" in negative sentences is
hl:

H
&*
tlrz
"Some" and *anyMin:
positive statements

$iIhx

questions

@fix

negative statements

aE

sl;:

@l%
negative

alL

something
a~ythiw?
nof . . . anythiw

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

The cat has brought something.

4%
tJ-Rba&<3
.a:
Biz
f;

t7LZ?Po

Did the cat eat anyfhing?

L\L\&.

%13m%+t^;:3*hTL.fto

'
h

all

f:

No, the cat did nof eat azythizg.

-Fa b Most irregular verbs are compounds of nouns and the verb T8 . If
you have learned an irregular verb, therefore, you have also learned a noun.

verbs
%%3-&
-A323
to study

nouns
study

ex. E l & $ o ) ~ i 2 % L ~ l T %
IZA. z
- A *s
*a
Japanese language study is fun.

NBT&
9k.j s

HE!
9di 9

ex.

+"Sx-3

to cook

:(

o2f-

E P t L O l ~ l 2 f i Lb3TTo
b~
d

Robert's cooking is good.

cookilzg

Some of these nouns can be used as the "object" of the verb 9.3.

$L kiH$zaB%%L3
Lk,,
I studied Jopanesa
tLfX.zxAs~7Compare: $h i2EI&s%BBL$.t k o
bf:L
c IZAUF 4 " 3 ~ 3

bPL

TLt3LSA6&~BaBR%
tz LT<, Tukeshi cleaned his room.
P
SicCompare: ?' t? t 3 k t&3E
f:RR L t L t<,
?

.-.P

+5L

/-\

r Short Forms

:
i~/

A. Change the affirmatives into negatives. @

Example:

$lh' ? L

h' (

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 &*
r:
%d.'.i

A : ?A,

* - - G o / ?

t:

8?
?A,

& G Q b ~ o
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, Z F ~ J + % ' L ~ ~
If&

If& 5

A. Make a guess about Mary, using --tBLlLf.

$35
Example: good at Japanese

1. often cooks
3 . doesn't smoke
5 . doesn't go home late at night
7. often goes to see movies
9.
11.
13.
15.

likes Takeshi
a good student
not scary
not a freshman

2.
4.
6.
8.
10.

drives a car
listens to a Japanese language tape every day
doesn't drink alcohol much
not married

busy
12. not tall

14. not quiet

B. Make a guess about the person or place below and answer the following
questions.

Picture A

Picture

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 - - t ZL i = Z L \ t Lf;. @

Example:

% 7 ' ~ - / ~ f l l d 8 T & ~ ~ ~ T ~ o
:,&If7

.fi)'

%7"1--3htJBZZ-;,ril~\3
~ t . 6 ~ ~
EX.
A : +aCd*rt L L \ Z ~ ~ - CLLI*
L \ ~
:&It-?
+7i:
Q :

i>

B. Pair Work-Ask

II

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

I. not to speak English

3 . not
5. not
7. not
9. not
11. not

to
to
to
to
to

come to your house

smoke
forget
start the class yet
erase the blackboard yet

% ? ?? r, 3

2.
4.
6.
8.
10.

...

not
not
not
not
not

to
to
to
to
to

{ f? 3 L io

calI you
go

sleep in class
stare at you
be late

<

( 2 I%A)

A. Tell what Mary is good/poor at, using L~

l PT 7 d or T q
t Tt.
.\

Example: tennis (good)

+,

%~'J--$~IAY=X~:~_~~+T-$,
ci+

swimming (poor)
+

1. French (good)
3. cooking (good)
5. speaking Japanese (good)
7. driving a car (good)
9. writing love letters (good)
(77b9-)

B. Pair Work-Ask

r '1 -3 hl;t*(aa7Sf7;+T-j-,
2.
4.
6.
8.

7:

video games (poor)

making sushi (poor)
taking pictures (good)
eating with chopsticks (good)

if your partner likes to do the following activities.

Example: studying

1. eating
4. doing shopping
7. doing cleaning
10. taking a bath

2. sleeping
5. playing sports
8. doing laundry
11. driving a car

3.
6.
9.
12.

singing
studying Japanese
cooking
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

Robert

British

Mary

American

Sue

Korean

Takeshi

Japanese

B. Pair Work-Use

XAT?6xo
UX.

is good at
cooking
is good at
skiing
is good at
singing
is good at
swimming

went to Okinawa
last weekend
does not cook had a date last
weekend
went to Tokyo
cooks
last weekend
sometimes
always eats at had a date last
cafeteria
weekend

cooks often

doesn't like
cats
likes dogs
likes cats
doesn't like
cats

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.
Example:

f -7 4

.'

- b=e3 3 L 1z 6'.
i

1. ~ f - 7 4 -I=?f3 3 Lf.:hS, (drink)

I r

2.

fi 7;573-Y&'&9 3 L Ah.", (sing)

3- 7 - b W & ' & 9

3 tf:&.'. (watch)

2%- T L \ L-fz7fii',
~
(take)
5 . @ A3 /t,tz+~\3 L ? Z & ~ (talk)
,
A
6. 2 f - 7 4 --i=@3 3 t f z h 2 , (do)

4 . fJ % 7'

(eat)

B. Answer the following questions.

Example: Q : 3

'j @RZE3 X/
I fX.

A : 1 3 ~ 1 ,Z/pY.;r?-f

3 3 L 7i 15.,
(spaghetti) & @ 3 3 Lk,
<

'61:

7 (

A. Interview one of your dassmates about any future plans and report to the class.

6. Pair Work/Group Work-You

points and fill in the chart.

are planning a party. Decide on the following

someone who . . .

C. Class Activity-find

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 ~
TTha,
P~
Uni6

< L:T

B : L\c\;Z, EL\$@~c
3 ?-f,
T~
b-

A : $AGJ.,
bf:L

LO

Unili%l:&

bl

12, Z+3 TT6*0

FJt
L 3 * k , T k , C ~ X , h ' & 91' 2 W , I = f i { ZZ9-C
24:
k

~4Lk,

Student A

1
A's schedule
16

17

I8

study

23

24

25

26

quiz

27

22

21

20

19

party

28

29

part-time job

C told A that he would . . .

18th: go to see a movie
24th: meet friends

26th: go to Osaka to have fun

Student B

B's schedule
16

shopping
23

17

18

19

20

21

work

22
tennis

24

25

26

27

28

29

work

D told B that she would . . .

19th: do a part-time job
27th: go to eat Japanese cuisine
28th: go to Kyoto to see temples

b\,3<*- Kabuki
L

~ Dg i a l o g u e

&

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 12~00to 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.

good child

color
boxed lunch

spa; hot spring

Kabuki; traditional Japanese
theatrical art
guitar

g
%Pikk

4-EZ
47 2
$$$&

medicine
to take medicine
concert

near future
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

* Words that appear in the dialogue

(-dc)

XR1ScaBj Q
* $6

b=L?d Z & 6
l3~'2&
V(

@<

to be popular
(something) begins
(- BS)
to play (a string instrument or
piano)
to get (from somebody)
(person t t h i w 2 )

to memorize
(1)to appear; to attend
(2) to exit
(- 2 )
I r r e g u l a r

5 h Z * j -33

V e r b s
Z%-f4

&?WZJ

3 x/lx? 6
A d v e r b s

* 'v&~C;
* -tf-'V
* ZZ6-P
* &A3
* %$
N

b e r

O t h e r

a n d

* ,i9it;7
A77

z-3
27

m-3

239

57
k7
-k9

p39

rk 3

tL69-3

h7

k77

E x p r e s s i o n s

. ..

by all means

[used to count small items)

-9

Lh

to take a walk

by t h e way
all
already

* VY3

1-37

to do physical exercises

from

34F

3-

(- ) : 4

one
two
three
four
five

six,

seven
eight
nine
ten

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.
- -----

compare with:

Past tense, affirmative

a
:+
Jhfe

'

verbs:

Lbadjectives:

pbh?
d
kb

fP;f3IlL\

Td-adjectives:
noun

+ TT:
I

Past tense, negative

verbs:

LI-adjectives:

&-adjectives:

noun

+~

b :

~
bt6fP~f;~
2
h % t \ < Z X ~ ~ \ T7zb
%
h\~+
t d h b 7cb
LF
~9l;-~tdh\3t'
fi'<ttLI

%+;5tsL!
h';hlI< t6L\

%h'GI;;ZKf6L\
LF
F%Lrf&p
7Y<*LI

I-.--

I
I

Kelow is a brief discussion on the formation of past tense short forms.

-----

Verbs in the affirmative (a above)

3 replace T / P in te-forms with k / f 2

!
L

I,\-adjectives in the affirmative, and all categories in the negative (b above)

replace the final L\ with

$-adjectives and noun

'

h\3ft

+ T b in the affirmative (c above)

3 replace f2 in the present tense short forms with 7?7fz

-.

---

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
Sug said that she wore (had worn) glasses ia high school.
6%

($.Ed) b A 3 h d 5 ' 9 3 f ; Z , %
L\~$,
C
ink T m did it.
f;

In casual conversations
-

RC*iAL,> *Sf< ?
Have diHne/yef?
If X.

A.

@x+=o

~ h - h z l hdid
,~~~

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 $W & %
r.9
Ir11X.Z
-X,
5$ L ril L 13 T, using the present tense, your report will be:
$17

X - ~ A I & H ~ % ~ & % L ~L f~z o ~ ~ Y S ~ T ~ ~ ~

b: HX, : - i X . t r i
Sue said that she was studying Japanese.
15

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 \ ((readinga book over there) is used as
2
13X.
1
a qualifier for the noun ?F &.

+?L\

1 & + tT$42%kT~\G
[F&ta&%r
3xi~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 f+A (person) to their right. Example 1 is a straightforward adjectival
example. ~ x a r n ~2l contains
e
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).
Y

2A qualiying phrase like this, which has a sentence-like structure of its own, is technically known as a
"relative clause."

u persun [who is interesting1

a persim lwho has long hair1

1
I who likes cats 1

a p e m n who wears glassed

a perso*
adjectives and verbs
used as qualifiers

noun

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 e d 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

present) and t i ("already," connected with the present).

?At33a,3%5%2 Ld- tk,

La<f:it
I did the hamework yesterday.

and

bt:L

3 (disconnected from the

$L,ld%?j~&~&~?zo
Ln(t:r>
I have already done the homework.
hf:L

With the negative, the past is used to talk about a finished time period like 3 -5 , but
T L 1 & is used if your intention is to talk about how things stand now ("not yet7').

3.At$3@.i%SSB2t 3 - @ L T t k o
~s<f:r,
1 did not do fhe hmework yesterday.
bt:~

3E-7313i2h

and

have mt

$ L i d 3 f?@B%L T ~ ~ ~ - + k h 0
I have not done the homework yet,

+&I-

~ ~ ( f < r h

. . . yet

This use of -iI & \ 5 can be found both with verbs describing cha~gesand with verbs
describing activities, as defined in Lesson 7.

~ - 3 h E 3 3$533 ccr~\3*&0

(change)

ki

Sue has not woken UP yet.

$2.12 3 t<& L*13A, ?i

TL
v&
tz
I havea't eatgn lunch y e t

3*Ao

(activity)

hf:L

We learned in Lesson 6 that

;Ira&

added to a sentence means "because."

q ~ i a ~ ~ r * t a ~ ~ e - ; . ~ *~t
~ L- i ~t . ~t f ~= ,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 themselves, 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 it&
AM
:
L L I A X L3ri

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-)

9S&h7khaL;, *haCf2+thTLfto
?tT
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 hS6 , 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 xi3 and Sh.9
ft TThL IiX.
2 th .' 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
Lk 3.
3x
k
.
i
:

1\

i\?L

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 ha7 f" TTh3I;, &hhlf23'7 k c
$2

,$!#El P r a c t i c e
h

Lw5

Short Forms Past

A. Verbs

(a) Change the following verbs into the past affirmatives.

Example:

75' (

haL \?=

(b) Change the following verbs into the past negatives.

-hihi%$'7 ?..

Example: 5'. (
1. & &

2- T-c&

3 - Tt2

4. Itrhd? b

6. t d U 2 b

7 . 9 { &

8. *X/k ( T 6

11. ~ 1 5

12. $ A , Y ~~5

15. h x k ? , $

16. q'if-;t;'

(to throvi away)

3. 1
i(

9. i$lbq

lo. (

13. S i 3 2 6

14. 9 f z - j

B. Adjectives and Nouns

(a) Change t h e following into t h e past affirmatives.

Example: 7"z -ha L 1

~ ~ P S ~ r 3 ~ 7 ~ ~

G?X,3 2

-.f,L3f?3fz

$<(*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@.jTLY2R?:?

k.

A :3
1.

h, E7t=,/.j
9 A, R
Q $ x qf z ,
k
k

t0Y2&*8
f:

&*T&
SA, (3'
3. BS@T$i?% 9 &
z L / " fZ/v
h2.

4. ? G ? ? % E T &
r

+-i

5.

i&TH=T6
'I
9x3

6 . &??Gi:&?
Y

7.

S32%2&
B11

f;X.Z'

8. $%&I*
hf?li

9.

<

S%i:%%2rSx13
$
d. F <
T/L h

10, ~

2 F ~ - Y - ~ f ~ ~
-2

11.
12.

.7f $'A
.&%%bj

2giy*bzfi<
h+
%%T$
i/Lri
Ir

13.

14. F'47:ztTgb
.GY

*.

Make questions about childhood in informal speech. How do you answer those
questions? @

Example: Z%
Irk I
+

Q :T E a e .

A :

Z
R E 7 i?z ?
~ f / c t

:rt

5 XI,

Z%t57
Ifd 5

t=,/-j
5 A, X
a U e Q h x 9f:,
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 ~
l f k 3
: IdLh, Z
R I ? 't=
~Z4%Ll&
~st
To
if/" 3
ur

L\L\&,

;rt

r3

6 ' ~

Z ~ ~ : ' Q & ~ ~ ~=?~Z \Z3 -3

,0 U
IT/"

(a) 7F > f l Z 3 L j T (about ~ a d o n n a )

i4 b

(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:

'

30

j f: (

s & +gL C@
Lf=z$-;,~~~\
?
I

7 ~ 9 " / >(2) I I ~ F Z - ~ ~ X ' ) -

Ex. 3a71t';lz%~Z'*(1) ? / f 9 1 L -

(4) @ 1[my] mother)

13

A. Look at the picture below and answer the questions.

3

Example: El
f:

3
7
5
.

Q :E3+3hiiZ*QlAT?ha,
fz

oif.

vr

A : b&rib2$*l-f.lil~\&hTT,
f i ~b\L - - f - 2 % T ~ l \ ATT,
vz

L5

rP Y

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.

B. Pair Work-One

Example:

k L5

L 2 3 h i d ~''C?lh"i.'~fi',
Pr_:~ ~ ~ " ~ R T L G A T T ,
A
z

A : $;
B

L'

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,
Dr

Student : *$Z$ZLTi:L\bATT,
(32

jL:/<

It

A. Answer the following questions using bk--?IL\bl2h.@

Example:

Q :&j&
Y'S

X/ ?? &< 2
f:

L ?=fia,

B. Pair Work-Ask

if your partner has done . . . yet.

Example: 352 6 2 &< 4

+A,

1.

f:

H#Mk:*%
L
n

2. : i g t c X b
t;h-%/,

i i l l

3 . L-f-%%
(Lesson 10) ??% L'
vbY ?.
d
4.

75';:

3 -2R k c 8 (
A

li

&W,b

5.

(a name of newly released movie)

6.

3{

(a name of newly released CD)

7.

&
7,

(a name of current best-selling novel)

A. Match up the phrases to make sense.

+*
v76
a

B. Complete the foltowing sentences adding reasons.

%&75WL*&&
"I 2 * A o
A-kI

1.

&> b ,

2.

hXL;. Et*%%%i%
1:

(TX-

z'

</,,3~

L T ~ : TL o\ ~

3.

sfixb, QA,CIP~
5 ~ wL m
~1
3' t~d xr3t 7 1 t ~ ~ ~
mi37
c>+e

4.

h S L ; , 3~3?FR21*&4.3
Lko
i
r i
Q ~ T Z

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 ,
ck=J 7

3 . %&c3h3*3Tj-r3>,
-f

%f

4.

E!%@e,
k < S2fkA2 3 - h ~ ~
5
rl
3

0,

~9
ta w,
?A
6. &q@S*El(birthday) I ~ f l & ~ && , L \ $ t k - h h ,
3 1 h&
f=h.Lii d
Qt:
T:t-Ltzm$
Tt b b 3 t k 6 x 0
r*
7. +B. 9 ~ x r a + m = w3t4 t ? z $ ~ , ~ + t : , %
9b
3 $ha,
31 i
&'?LC
1iu
Q/" r
8.
T T Y ~ ~ ~
t
9. f%a%. k < &Ti& z sv+3
L f<h>,
r
L
rt
he
5.

IT

bt

i
;

1.P

10. z''AQEa b k - T - W + 9
t

t'p,

T b d

T6ao

,ge-w,

11. + ~ o i $ ~L ~1
t ~
r s
,. c X , r
Lllh.
CTh.
12. &3?=9ETIJ. Z % 2 X $ - ' Y ~ ~ J . % ~ ~ 9& 3 - f * h o
{ 1:

IIX,

Pair Work @ B.

Example:

k L2

picture B

Ask which of the

people are the
following:

There are two kinds of words for colors.

Group 1: LI-adjectives

X
~J>
<&

black
red

h Q-

yellow

3 w 5 k h
3

597)

fi b i
SLX
84
8g
L r,

&

white

blue

brown

%+\\&

These words become nouns without the r>.

red bag

I like red the best.

Group 2: nouns

*%', 7*
1) - 2

F>7

%$/;/,b~.t--

green

%
7& I3
kTr.6

a%33

light blue

pink

silver

?kt\&

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
Winter Vacation Plans
*
"srs,

ifww

&

@ At a travel agency.

Ft"r

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.

Nouns

23 3

fall

L\LP
2.3

doctor
station
~3chperson
face

g&5ifa%%

3 429

season

* ? k = s ~b73-F
;~

credit card
this year
soccer
shirt
life; living
world
subway
gloves
barber's

ZZt
? b y & -

.;/

* '7

4&b\hX-3
*$*L\

bhx-c=)
T"2 { 4
r r+i3

ra s

spring

J$>',!I

pants

VL9
* VXI

beauty parlor
flight
ship; boat
baseball
celebrity
reservation
next semester

2,&I

+,4@5
v p i #~\t'k

* k*(
i;k\&P-=l

3 &2*

apple

Warm

slow; late
cool (weather-not used for thin&
cold (thing/~eo~le)
sleepy

* Words that appear in the

dialogue

easy; simple

t o take (amount of tirne/moneyl

(no particle)
to stay (at a hotel, etc.)

(- 1);

to become
to pay

to decide
V e r b

I r r e g u l a r

;izhL@iTB
A d v e r b s

a n d

&ET6
O t h e r

& & 'f%T

..

9 ~ b - C

t\%l%k

--+I$

to practice
E x p r e s s i o n s
on foot
best
or
for . . . months
in . . . time; after . . .
these days
for . . . weeks
b y (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 sentences; there is no alteration as in "great/greater." The idea of comparison is expressed
by adding something to the nouns that are compared.

A tDMjjbt

B @' property),

= A iS more @ r ~ e r M
than B.

You can ask for another person's opinion on two things in comparative terms.
A t B

tk ~ = ? 3 ~ 1 3 3 ~
(pro~ert~),
;hf
= Befween A and B, which is m r e

e* Z Z''9 3; 9C3 j V

~\TT&a,
L
Which zs cheaper, koing by) bm or (by) $rain?

XCX Z

~ L L F

ri

yr

In comparison among three or more items, the degree qualifier

[(class of items)

(property)?

S; 1%

k is used.

a271 A tiiL18lbh (property).

A is the most (property) [ a m g ( a class of items)].

3 -f+,

75 L? -. 7~2 Z p

~Z ~

-= >3*n+T1~ : & ~ ~ ) ~ L \ ~ ; E % X / & $ ~ , L + ~ " S Z , S L ~

2 73.

3 :

C r i 3'

H&

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 If% b mi3 =I .

I."J.'RY.?.F

hi~\3;t%X/&-h'.k+T~o
if:
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
replace the noun with the pronoun CT), one." You can use a to avoid repetition.
(I

$ . A . ~ & , ~ k ~ - k - 9 - - ~ $ + 9f b 3
< -5
C
I haw a bkack sweafer. I h ~ o ea

-f0

hf;L

0 4T

*bW%%-3
ha.

9
.
dme,

to.

(a=*-5'-)

S L ~ F S ~ R W I aC LTZ,
E ~ - ~ - $~ \ ~ \ aa-~
wix&t tl ;q, (@=%$I

c*

U L l

?F

,,"

I wmf to buy casa inexpmsiue dictionary, bgt there were no goad mes.
LI-adjective

&-ad jeclive

1+

noun

Ll-adjective

Lk

%-adjective

Similarly, a noun following another noun can be reduced. Here, a sequence of the form
"noun, cF) J I Q U ~ ~ ' ' 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

1s this Sag3 &?

No, that

ha

T9-0

is Mary'sp.

7 % I J f i m 7 4 ~ 7 ~ ] - A a t &?H*4)
3j
k 3 SL~LL~TT,
Americm ice cream is more dekicioas fkaa Jupawse m.
4ZCflU

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:
1A,z*Zsih*Az 3 { bLtTa+T.
=,+.
YhLJr\GCdA333C?h4,
-t
Whkh do you like best, apples, tangeriaes, m cham-es?
< f<%a n + T. FJifJz~~.fjt%X/%5TThho
-r
m a t fmiF";EoyoG'iike best?

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.
9$

verb (present, short)

+ 3%9f:

@) i ~ t e n dto do . . .

(3t.1d)S$.t-k13
L~XIZT-C-X??-$-&
'7 T-j-,
-~~%
bGL
L.+ja7

1 z&md to play f m ~ i with

s
Tqkeshi thik weekend

&-F*&t3& L k A T t = * Q ~ ~ . 33STTQ
%L,&*{
:=
Professor Yamushifadoes mt intmxd to come to schol tommow.
9 2 Lf;++/t+r,

& + Q W , t ~ f i ( 3 S 1T L k i - f Y , Xah" l 3 2 ~ ~ 7 f z 3 ~ f1i;3. 3 - @ k . T L i ? ~ ,

Ti)
k
-IX: 2
We were plawna'~to vbit a tempk, baf we diih't, became .the weather was no f good.
I'

LT

The verb 3 5 means "to became," indicating a change. 3 8 f ~ l l a wnouns

s
and both types
of adjectives.

nouns:

9
%\L-PLG

3 SRHKZx5

fo become a company enaplqyee

fplItrpClh-

B*ZGF)&B&~%L
{ %!I
3 Lfzo
I: [EX, : 3
La,

St86dyzyzngthe Japaaese h g u a g e is fan %ow (fbugh it was like fortare hefore).

With L\-adjectives,the final r \ is dropped and ( is added, as in their negative canjugations. 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-befferi i - ~ a p a i k te h a ~before.

In Lesson 8 we learned the Japanese expressions for "something"and "not . . . anything,"

4Ff2~-and r, 2,. As you must have noticed, these expressions are made up of the question
word for things, .*i:
PT, plus particles h* and S . Other expressions for "some" and "any" in
Japanese follow this pattern. Thus,
1:

It

something

31:

not a z y t h i ~ g Q-:1

someme

fz+h$'
-

xot aflymP: 7"Sh-

somewhere

Y Z fi* -

mf anywhere

tl" LS

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.
L\L\;?_,

rf'~-~t7,4
~~LTLTZ.
c

Did

you go

a~ywhere?

~3&7Ft',&L 2 L iF= f i s o
d
Did you see anybody?

rnd. L 2 Lfz75%,
gid you do artything?

No, I didn't go anywhere.

L\L\;~_,

t : f it~$&t~3~LTLfr,
R

No, 1 d i d ~ 'see
f aaybody.

LWL,

a$t a*tt-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
t ZhJ
2 z
uv

75' and tf E at the

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 aft1tlT?ds, the agent chooses
not to finish her sentence, and lets her customer come forward with an
answer immediately.

!nhR E !

P r a c t i c e

Lm5

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

Example:

: ~. ...$ Z I ~ XZ ' Z. % ~ K I [ ~&? r, ii+& ~ ~ T T h i o

A : @+o,t2
j$cr;xa 9 :&L\TT,
-. ,

-,

7.

.n

.- ,

L-:

.Il,

Picture (a)

(a)

b 9 1 2 3 2 l~a r ~ S ~ l T - j - i ~ ~ ~
2. $fi$qR,#l z %* z Z+%b a 1 2 9 & ~ s ~ \ T T $ ~ o
LXd./V+?A,
TALC
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,,
1. $&$$$$!Y)GZ
L L.+.x.+~.L

TI" L

3?

Picture (b)

Picture (c)

Z Z'%

,;a

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.

E/*.;.*

Example:

(% 3)
T

A : Ez*? z * G ~ - , ( Q ~ I ~ ~ ) & ~ ~ ~ T T & ~ O

27

J.@

6 :E

~ c-hx(+k
Ji.VP ~ 9 )e3T"Po
( o rkX
% % ST% 3 T $ , / $27S Z - & 3 ~ L ~ T T , )
7

ta.-i

.;,W

.;.rb

A : r - 5 l/?-i?T6L~

4 7

!zlH 3 z /

%*?~<'II?

(3
53 )
i

El: *$+39
I
I

@~/%.5=i.#%
0i
33)
; .
lP :
i ?

E3*93/F4
I: 1ik
(62

'Y (Germany)

i%F/?5
9 a?i'

6.A

( ~ k t ' l )

<&?

(7S~&f<'x.)

n->

33 7 r t ' 7 ~ + - 7
;r-/;ty

?.55rt*= i ~ 5 ? " / - s * F > - f

(~E$'L\L\)
&fS
(%&#+%)
o.n I;

%/$A
(8
3)
I
A:T

a;$;a+/%Qf=ama+
(gjt,.~\)
:
.
$f;S;
I1I3,L

a*a*i%/&Qfzama&i&
(fA
Eor%
Lk\)
i
:i~-.L
7:1

4+\xd.7

1:

A. Look at the pictures on the previous page and answer the questions below.
Example:

Q :t

Qd.

T, Y.*#'Ldf L \ & i y k;z+$ ~ \ T T & ~ ~

A : *%&&?k\%
L&iJ-/L4&L,

Picture (a)

lTtL*~\T-fO
:
F

Picture (b)

Picture (c)

8. Answer the following questions.

Example:

ex%/%
3
t:
Lo
-r

- 3

Q : *<rna+T,

-+

to

fz

275.

rn7SS~\%la'&% 3 T-P&,
%

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
2

* T,A 3

I~~L%L\T+T,
bd%
B 3 X / h 2 W i 13k%+hP&b\T-fo
f:d.
C S / L $ i ' ~ \ G l % k Lt: ( { 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:
-3.

f; B d .

?&

Y. l.x L X

3A ZAB3
9 3 f;

b Z Z*% b e)C3 5 ; s ~ & L \ - c " - $ - ; ~ ~ ,

f;h.

Z% & @ I 3 9$s35~hT?hho
a% h.

9'7za*T+af:~$~~~%i2A~T
* 2L# 9
\
'It-

'13

h.h

~T&~~

@ % ~< L ~ ~ + T F z - ~ ~ L ~ ~ ; E ~ ~ . I J ~ ~ L \ T $
Q d.i,

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

Customer :

t --.hC~h~\TThxo

&
~\(n
{ 7
@
"Ps~\~
&
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@Eltt+@&d2-% Y) TTo
lT?Ai

c f 7 L i .V

LF

b.

EX.to read books

(1) to practice the piano

(2) to do exercises

7b$ ElU:

(3) to do laundry

f
a
t t k i u;

(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

J i r 1 ?

l r % l i UC

(10) to clean a room

(11) not to get up early

B. Answer the following questions.

@h f i l \ ( ~ t a : 2
D bk
A. Describe the following pictures. @

Example:

Ex.

3$LL\

~#'LL\

3;kZ~\t=a
L' 3 Lik,

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:
Ex.

5 '%&*bR&
T'h%Z$TB3
2 To
i3
U
r'
T&Le

AwxA
8 hours

1week
,

L 8

B. Use the same pictures and describe how long it takes. @

Example:

f;$'b-%
R d Tl-37Sx&x9
37,
53
r,m>;:A

C. Explain how you get from your house to schooI.

Example:

? % & xJ&k2
b F5 % RU~- ? hT
b $ Z ~ T ~ $.A%?jad'q
Z ? - o 3T0
-Li.
1 .;-A
IL

A. The chart below shows winter vacation plans for Mary and her friends. First,

answer the following questions about Mary's plan.

Mary

will go to Korea by plane 3 weeks

with Sue

Robert

will go back to by plane 2 weeks

London

Ken

will go to Tokyo by bullet 3 days

with a friend
train
by boat

Takeshi will go nowhere

will stay at will do shopping and

Sue's house eat Korean foods

will meet friends

will stay at will play at
a hotel
Tokyo Disneyland

2 months doesn't know will take pictures with

pengui~ls(4 T 2)

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.
Jan. 1

1 person

smoking seat

Feb. 14

1person

window seat

(3) From Osaka to Rome

Apr. 18

2 persons

aisle seats

(4) From Tokyo to Bangkok

Aug. 20

4 persons

nonsmoking seats

(1) From Nagoya to Los Angeles

(2) From Tokyo to Paris

smoking seat = *@%

aisle seat = SSB'J

window seat = %$@'3

nonsmoking seat = %%%

f 7*/"+!5

1Ydih

9 3 5 d:h

+k3

*3
3/y%/ylt?i

5R
T
z3

Iil'

A-t t h e

S t a t i o n

Types of Trains

+Fa
93e
1. 9

local

t.s

express

h ? C i

R&
z-kpi

super express

Destination

-fi 3
I\

-3Z3
If? & b

...
serving . . . areas
bound for

Types of Tickets and Seats

%$%
C r i L T-LIX.
b-t > T=J !+A,

T t > 3 I?/y

(boarding) ticket

coupons
commuter's pass

%3X%
9 tfX,

vouchers; zone tickets

M!
#g
53%
L

student discount

El @&%
i*f

general admission seat

%@*
?/viL.Cc

nonsmoking car

+kc>

&:( h7

reserved seat

- r l b i t

%%a
s <

round trip

J?S

one way

5 A,

9.fi-t tj

Places in Stations
n4E~@
ra~+x

track number . . .

%3 % % q % if
W L
7

i
:1

21.t-37

&--A

exit

ticket vending area

*T m
An
C%

gate

k$&
?!!A,

stairs

ti5

entrance

s1r)

C%X/%-

platform

first car; front end

3i

3%

lfi\i&

kiosk

3;tf ,4,,qE5 -last

iC

car; tail end

Miscellaneous Public Transportation Terms

S9&2
6.

transfer

RlJ-

next (stop), . . .

%%

departing first

:Lk2
%
ti7

departing second

clp

*X.lI7

@*

zL

last train

Lm7T-Xr

Announcements

3 % Q < %1i3*LLC 3 - $
%WzS
'I3 T
T&L+
d\l
;kid-- I=& z 2 3 3 373

We will be leaving soon.

A train is arriving.

-- * { E ~ L \ n - r 7 S f )ImwoL;X,B
7-*

tXpi

Next (we'll stop at)

. ..

The doors are closing. Please be careful.

,I

Useful Expressions

t c3 %* la&%& I= Jk3 9
TX/L.r

A i A l f h

sLsiTL
E t mQeL T
-j-dxo
U

a T7F,

Does this train stop at Akihabara?

What time is the last train?

2 T(Q%zJi$
?? - - 8 g @ khd-' t3 $.-One
reserved ticket to Tokyo, please.
L 4r>+&3 r > % j * *
Fs!l;trr.57rFr
2 3 -j75.,
Can I get a student discount?
a"{ h O
h.
z ;3ri

Which one is the t7ai.n bound for Kamkura?

{*&a&&After the Vacation

rr,
mi

L
,

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?
%&El
% c3-3-

snack; sweets
Mew Year's
boy
toy

ftQ1-T

girl

9b@

foreign country
singer

FFk*

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
to work

* Words that

appear in the dialogue

bket-)

to get tired

to quit

V e r b s

I r r e g u l a r

~ S L Wa
* t 1 j 21~~1-p
&

to have a fight; to quarrel

to introduce
herson I: p e r m & )
to go on a diet
t o be late (for an appointment)

to study abroad
A d v e r b s

&z

* L@9LX,

.fz"{
;iLQ

* -?St+

--TA
* V 3 tli:3
* 3253%
% 7 Y

O f h e r

a n d

$5

*%

E x p r e s s i o n s

after (an event)

-

(place 11)

(eomt

a)

coming from
(place Ql)
vew
and then
just . . . ; only . . .
. . . points
it has been a long time
okay; so-so
more

fi

You can use a verb stem (the verb form that goes before 3
hope or aspiration.

+Eas*b2,
C
L~pj3-3
Z/Y

&& -2f t f i b \ T - j f ,
j r r

b:

I*-

be?:<

i % x

t c B 3 k L\TTo

1 want to go to Chim someday.

verb stem

+fiL\T$

;f: b

\cl-9to describe your

or &BIh2EJi
c\.'C"T,
$:
&
. -

I want to see a film thzs weekend.

L\-=>rS'+rn

1 want to d o . . .

As you can see in the first example above, having 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
ti4
~ (~
& 35
&*XI,
VK
A
I don't want to see that person azy more.

+ - ~ -*- v ~ ~ ~ ) tye>+; ~ ~t~ci=$3

~ fa L~~ z+, , ~ ,
L

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 ~ \ 2instead
-if
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=
*
with 1": L\.
L

%7'J -3htd

b 4 P i t f i i t z ~ l Z Z 9 T ~ hL-tz,
3
II

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
\, with which we had. a choice
derived verb f: P7 T C:L \ & will retain the 2,unlike
between the particles 75< and & .

$ 7 ' 1 --3h/~33-t-~R&f-z15'7T~~aT,
rr)

(It seem) M a u 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.

1 want to

. . . /Doyou

+ f=LlTT

. . . .?

They want t o . . .

+T

f=t\conjugates as an t\-adjective

C ~ ~ T T L \ ~ ~
fchl& conjugates as an u-verb

fix or

Z only

verb stem
%

w ~ n to
t

verb stem

You already know that you can connect two daum with the te-formof predicates, as in:

kRTFkl%%LX. % E R s T 2 & ~ 3 T o
ri.
60
+,4,:<71i
7
C
hz Osaka, 1 will do s m e shopping a d eat Korea% food.
gh?d.

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 ;Lt 3~ T ,
* tO
S./Y: ( 9 2 3 1
fz

SJ%?fJ.

In Osaka, 1 will do szcch fhz~gsus shopping a d eating Korealz dkhes.

(activity A) ft 9 (activity 8)k

do such things as A and B

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:
indicates the tense of the sentence. You can change a --f= 9 --f: '1 T 4 sentence into the
:
'i

past tense, or incorporate it in a bigger sentence, by working on the helping verb part.

sssa. & ~ ~ t =
~ t~l , ~
Lq3 2 9

rt

<L>li

Y t3
S LE
L, ~

:1 'd

I sfudied a d talked wzth my fnmds, among other things, ooer the weekelad.

G-z~tz
9,
fir

+%&M~hf7't
C;LA:(

3.

3 T6@h2'S3TT0
-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.

-

E&L\,

?T~kLZ&~dk,33-j-~
Ir

Have you m e r been to Europe?

Yes, I haue.

A / E ~ + ~ Z ~ ~ ~9 1aktt,
X / ~ Z
L'nSii
c7
Takgshd has never been abswt from classes (in his life).

tS

verb (past, short)

+ Z&&t&&

bane the experience o f

...

9connects 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.
'<

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 +TP L f i t l ~ % r . i 7 t'GR
3 T o DOyoit watch TK Prof: Yamashitla?
+
A : LltlL, 7 v k + t ~ H 3 - e A o No, I don't.
-A

Q : ~ - t - f i ~ B & f ? ~ ~ T T 7Do
3 ~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 fir, 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
htt
is already fulfilled, and Japanese speakers feel much less
need for

3EZTi$SLk
< & 9 3@Lo
ir. Z
lbta'
E
f E2
9 5L o
L'5L f
c,

I don't want to speak in English.

1 have never been to Hiroshima.

e(fb 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-2tf23fzZ
b2L
3 k
Si

)5755:&'3

23,

~r,abr,-

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 5Ye$E42
2

IdX

I ate salad

at dinner.

tz can also indicate the role you want something to play.

I bought a postcard gs a sozlvsnir.

&&+t?+t~&3iZS%Et>&
tk,
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 f5i < or F 9 4 7
r

3-&*

i a a - r w w 7 ' f* i m gL ~ Z / I . " Y , W L B

aT%

tfz0

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 @ ~ S3LTL
% L ? Zz k&%9 & T A h o
E MA
Have you ever driuen a car i~ Japan?

=
9b 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 W
8 for
&
sleeping dreams, and l$F 9 T L1& or h .5 for your visions.

I had a scary dream Iest night.

W J ~ Z ~ ~ . G F BLLz.
!Z~!
~ W % 7 7 b r ? ~ ? @ r l r & 9 &To I have a dreamAn
~ 7~
t a~
is
t~
your
future dream?
bafzcn~~cnls~.i%
~~
L.i4b.

@Q

tc&

EfabThe 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 ~ ~ ~ ~S~L &
~ 9- &To
~&V..<
53 s29-ss
There are lots o f big departmsnt stores & Tokyo.
%a,%~tsh~rf.t~t~B$=q,%*&~t~&
f,.
E anA? +=A+&>
We have a good Japanese feather & my college.

i-YkL etlN-

These sentences would be okay without iA, but there is a subtle difference
between the versions with and without I&. The d
ir 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
in Lesson 7.)

k;fzhj f i L@5
#

P r a c t i c e
Ic

A. Change the following phrases into --f;l\ sentences.

Example:

>I

<-

( i a ~ k )

~-2&< 6
+

) -.

7h

~\>~<-fl-&:&<f=

,TTo
~
{ $j9 $ + - A o

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

Example:

--kt+\
sentences in the

past tense. @

D. Pair Work-Ask
childhood.

if

your partner wanted to do the things above during their

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 <-fi =
l ~~\ aL\ z
~ Cg. ~
f:

Ih

ijX,;X/l2tz"~*&&^=i'%%$'7
TL\~-$-,

t:

I. & z * i 2 h b : @ $ ~ * < f = ~ ~ T $ $ ~ ~
u.6

2. f i h 2 ~ \ %
td
241

t:

t*tI

hE~~?=~\\~$~~
3.

Additional V o c a b u l a w H 9 (Occupations)
M si5

3 921%
(*%I
l-f
L \ S 9&+XI

writer

(%ST) police officer

t d ~ \ @ ?(#HZ)
~
75* A ZL. (SS*)

actor/actress

nurse

Y J ~ - ? - ~ ] Zb
L @ (Z*>

journalist

(*@I
L 1 9 t a i L (i'iP$*)

actress

-;a

L*kLg?

<AZ"L ($FZ&)
lawyer
93 @
@ (
3
baseball player
5
91
(9&%%)
president of a country

housewife

firefighter

F. Complete the following sentences.

1. + B l a r . ~ . x % f < h6 ~.
i

:/-

?=

>

t.L \T-j-,

2. %
' tfzt2*5t:$+J,
+T

3. &if/Lf-~ ha6 ,

$39 2*ho

7h.

t=<&92*tLo

4. l 3 + 2 L I d ~ ~ C b & T ~ & ->%I:

%,
t

f: Uh.

Z 5 - i

TT~

l>?

Z?

, t72

t:bb7 7". TT,

@ERbt='3.%Zbftr3
5 3 L;
@AJ
I/ZT
f-,<

A. Tell what the following people did on the weekend using --k9-fz 995.
@
Example:

9 3 y : saw temples in Kyoto, went to a museum, etc.

1. ?z G
f 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. PLbLLI:PX+?lh
T%!k: went to a hot spring, rested, etc.

B. Look at the pictures and make your own sentences using --7"!J--fr

r3F5.

fi

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%
Lt~~1T-j-h~~
i r ~ i h , 2::
B : a +Ql%SF
~f%~t'. 1. f
1.

1: 13/,,

.,. r

::

(Mt. Fuji)

mia

1 Lf

z ~ h t t ,

A. The following are what John has or hasn't done. Make the sentences using

-z tjyh.ajsp
.J
Example:

0 eat tempura

x goto~~kyo

X;:
b ?i 'fk<f:
< X.
7:

3 3 $,
~ g t : f i ~ f = ~ t ~ ~ ; f i ~ a - w ~ ,
- i
I,
.L Z &'a&,

V + % .

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

2.

C study French

4. x go to Hiroshima
6. C sleep in class
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:

3 *+

i3A

A : a+a%ra2Rhfzrrh~Ek,9aTh~,
:: !:A

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
{
IiX.9~i
'J

1-

' f Z ~ ~ ~ d x o
f:

B :-j-L~
x ~ i : b ?u%<3T0
?l
i hf:
1-

z * & ~ x $ - Y-2 1 { B&

Tk
A

2- r+,4,5333$*2*33
T-$-$ao
-F

< fi< 9 a Th*o

3. Z+tL''d*~~FCL
'Iri 7

4.

-3

I"GcG3. z*XIQ*-;l*;J2&
9 3 a-po
&Qf:aAFa&n
f
:
Li<Ti
f
C0

5. & t a ' t z @
A ~ t ~ G AY, Z O E
E lZ~
hCfLi\3 -j-&.o
f:rxBr(
< Irli

3 3 Ti$>,?f2 TT-h',

6. Y b Q &cfi-=l?= 2 Z $'$I

+,

7.

i\

r " m g s g R 9 c i : ~ \ ~ar 5 . ,

L \ t

r:

8. 1$F13$ (actors) @+T, ?<kl.~'%3

TTh'o

*+G3 +T,
I i ~ r @ i

9.

d-

Ln

-f

kh.

f2-;kl.6f* 3 T - f d a 0
3

-+-

A. Talk about your dream for the future or what it was when you were a child.
1.

&at~mpklmT~d~~
rph

Example: h$Lid#&,
%&%GtzQ
f;L
C i i i r '
IS.& f

9 ? L L ~ T T. ~LT,
-~ L ~ & L , & Q E 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

as a child

4. wanted to be a star ( 29' -)

5. wants to cut classes tarnorrow

6. doesn't want to go out today

pictures of your hometown and describe it.

C. Class Activity-Bring

Example:

Z i t &

rpihr,

3&4$3@9
f: { 3
LT'Lm3d./,

Ql@j*%
(theater)
[f

1 { ~ Z L - ~ ; ~ J I L $ X2HT%k%Lk!J
~ " Z ~ !T,
I-2 Lf:.
k

:ii&

E+kA b zd..?J @ 7,
~ &fii.%
1 :A 4 + ~ i f = ~ ~ T T ,
rL

a ~ r i

$'& 9 3 $o

i.

I l n t h e J a ~ a n e s eC l a s s

Useful Expressions

YG6 T%

Both are fine.

ElCTT,
Same thing.
6V
f : ~ ~ f = ~ q q j y - More
~ ~ or less the same
&k

&l

A little different.

Ygk'2To
3 h;

$224 * A ,
~3 G&
41T
S L~~ 3 To

Can't use it.

1111.

It's wrong.
-

3-%
2513"T < ft"%\,
7
(
I
E

L*<f;'L>

Raise your hand.

7":3 b h o

L T { ?53bi0

&
e+e2HCT
315 6. L +
Z

<f5Sh0

Read it before coming to class.

Hand in the homework.
Close the textbook.

Z Q ~ O A ~ Z W L ~ T < ~ ; ' ~ LAsk

~ ,the person sitting next to you.
VY

9tbf

< ?<??L\,

The time is up. Please stop.

+El ldZ-h-?.#%b Y)
51

f;

=
I

ATo

That's it for today.

Useful Vocabulary

%%
,

homework

L&3 1

deadline

L t fz-1.

~
1

< T ~ I ~ ? = E L ~ Zcolloquial
expression
n.f:

bookish expression

$at;
r b

&tz

k X b 1
RF

exercise

&%

meaning

T L ;2a L s Q $L 3 -polite
expression
sg
dialect

pronunciation

Gq3

[ X i If&

standard Japanese

iYr7UtpL Z

k Z 2 i2

for example

question

t36.E~

anything else

answer

-%licv

number

#!I
hr\

example

-<-

-%T

33

75.7

3&

0 (correct)

L.f:

'I

-V
"

...

page number . . .

line number
i *I

. ..

two people each

3%

xl, Feeling Ill

@ 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.

.,.

Nouns

&L

leg; foot
meaning
stomach
cold
girlfliend
boyfriend
temperature (weather-not
for things)
cloudy weather
match; game
juice
politics
grade (on a test, etc.)
cough
throat

L\A

* SQa'h.
*
2Jaolc~

h'kL

3 i5&

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 \

L\$=L\

%L\

G ~ L \
%?3L l

9L l
d%~l

-3Z*?

W$3 & L \

hbl\
* Words that

,%L\
appear in

the dialogue

sweet
hurt; painful

there are many . . .

narrow; not spacious

b

inconvenient; to have a
scheduling conflict
bad

used

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 )
I r r e g u l a r

3X/Gkj$&
* LhEA9~\T6
A d v e r b s
~

#j

V e r b s
6
~cBCT4

a n d

O f h e r

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 . . .

* ;~;&=L\L"~Z
+ l7&3$'3~\
* fz=,i=tL
T 3 4 ??if
* -TLa i
-- r"

* 6-3ttCcG
* -QlT
+ah7

for the first time

very soon; in a few moments/days

2 %
is%

lZ5

G r a m m a r

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 appointment3you
can already report in Japanese what has haapened, sqX #% 2 +FATL fi . TEs sentence,
however, does not have the right apologetic tone, because i; is not offered as an explanation '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~amock af speech, and say:

(As it h i z ~ ~ e ,fjhlla 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 ?: 72 b $: ;ti !I 3 To

1 haue an exam tomorrow. (a simple observation)

& L ? z T X b -h% 21AT-$, 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-.

1 < 3 b Pt T?,

(in response to the question, "Why do you look so upset?")

(As a matter of fact) My grade zk not good.

@@;Jr

Qi>Q3

'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.

(explaining to a person who has caught you smiling)

fz A T
The exam i s over. (That's why I'm smiling.)

bL

If6

When it follows a noun or a 2-adjective, 2 comes in between.

report sentences

&-adjective:
noun:

explanation sentences

wPT'$

8 9 ~ ~
fP<i?Ll

Sk'ZJhTT
Lb
?%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'-JL 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 :h.n *&*A~aS:
l.=Xr;t L ~ ~ h T " P o
.
tat

Oh, him. He never takes u bath. (That's a good enough reason, isn't it?)

Q : Z * j tJikTTha,
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~
515
L3
That3 a great textbook that you are using.

B : 22, f ~ ~ ~ ~ ~ ~ & 7 5 ~ ~ ~ ~ 7 ' ~ X I - I " T O

L:!j$,
.ttA,trr
h.
You bet. The professors ak my university wrote if (for your iafomation).
i

'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 "toomuch," or "'to
excess.'' F 6 conjugates as a regular ru-verb.
You musb mt eat too much,

-ifF4 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 affirmative, 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 f o m .

You'd better eat more vegetables.

If is better mffu skip classes.

You can use @Tto 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).

ElrQ;%T%T@T,
H + S h i ' l + t = Q 9 3 LL:,
It IfX. r
ItG. - t- 1I& I
Uii T

~17%

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$-.

, 3 c;~W-9-~

--

u.l:

I do not like that persola, because he

;is

mean.

+3 a t ai :a%qk i sU =a- w r , mca+w-r-?,

rl
7

Banks are closed beca&e foday is a Sunday.

We use 2 { 'G + ~ \ 1 ? 2 * p L to say that it is necessary to do something, or "must."

3

*a72 FfiQEk,4fiab,
?< { 3 X / % % L Q a\ % + - L \ I ~ ~ * X / ,
-LL?L?
&brLlpl

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 rise to the affirmative sense of the mandate. To form a 2 < 5; e 1. \ Ij 2 -@
/V sentence, we substitute fd: L \ in the negative short form of a verb with 3 < 6 + .
\

verb

ma
1=

e7

I
-

$5

<a

short negative

B<&l
t

B6t6<5+L\IfSl2hr
k
E%3fg<5~L~lf%lr3/v
Ll
La<S F L\lf%I&hr
Zt6<5*L~n%ehr

zaaL\
GI

"must"

I/=
C
'tdL\
-

\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 tLTT.
L

'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
4< U
%2

- 1 ; + ~ \ t - f 3 . t S - k T L f(long
= ~ form, past)

1 had to get up at six thG morning-.

GH.
3
:

kh-Llpi

LQ

& P L ~ ~ - ~ Q L(short
\ , & form,
T ? , present)

(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\-adjectivesin short forms, in the affirmative
4
and in the negative.
(verb)

If will probably rain tomorrow.

It will probably ~ o rain
t tomorrow.

It is probably cold

Hokkaido.

~TZ

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
~ ) T L I 5 , or X - -TX+Li 5 .
tr '

( fa' -adjective)

Professor Yamha'da probably likes %h

Professor Yamkita probably doem't

like %kk
(noun)
&aAtA;S-X
U I:

I-

7 'I T A T L $

$ o

U/,

$ - 2 b?j"IThC:'Qk\\r"Ldt
U

That pmm & probably an Australian.

3 . Thatpmmis~oba6bmtanA'1~~~akia~

L I i rnay also follow predicates in the past tense. We will, however, concentrate on t h e 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 kw
h u ~ l dyou
' say is more difficulty..
~apaneseor 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 intermfed 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 ? Z h ,
t

&
LT,
I

Johzy you uwderstand Chinese, rzght? Caa you read this for me?

R E P r a c t i c e
h.h,

i,

LJ95

t*5LTchTf h

A. You are in the following situations. Explain them using - - h P b . @

Example: $5&'& \ ?7$
hi:.?
. ,-:
Q : Zei

(I)

n.n

L; ZSp52
TL h

&33Lk

L. f' LTTda,

B. Respond to the comments using --&Pf.

@

My father's

X
5l

I received them
from my friend.

It was cheap.

4)

X,TTo

Italian ones

My mother made it.

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. ( % &ZNi 2 Zhb 3 k)
4. I want to marry my boyfriend/girlfriend.
5. I am going to Japan to study.
6 . He speaks Chinese very well. (%+i@
s h . " kC 1+i -Ff T ? )
Z<z'
7. I don't want to watch that movie.
?

A. Describe the following pictures using --TSb. Use "verb

through (4) and "adjective

Example:

+ 335"for (5)through (10).

+ tb5" for

(1)

B.

Look at the verbs below. Think about the results of: over doing these things and
make sentences as in the example.
Example:

r:

&4?yf:&hh,
i2Q$hh1%~\&TTo
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.

m'%~\&r'S,

& :

Example: %??&;t'

(tl

u,

bf3

L \ *

&&Lf?'l33 7

A :

<+'I

advice to your partner in the following situations, using --I35

B. Pair Work-Give

Example: El
:4

$-g&fle
1: 3 !I fz L
I

'

L r i T-

8 : B*g-h'k+l:ta'qf<~\k~~,
r: I;,&

: Uri

2 + $k13j
~ &z~\~\T?k.

A : E3$-Xa)&f%
I: I

rt

7 (

T 3 & 7?513sZ233
f d : ~ \ i Z c &j
IJ 2
ZI,

S L ~ L \ T T ~ : ~

Z'

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
[r
-i/y

5x.

B. Make sentences using the cues below as reasons, according to the example.
Example:

&x-k???V32
Lfz

-hh-@$7.F~~f:~T,
$9$2j$A$ L f z o

C. Fill in the blanks with appropriate words.

L ~ ~ 3 a .t*$
i

v - G R I L E ~ % L < %Z~tL
th
II~

0,s L
45
A. Look at Tom's schedule and make sentences, according to t h e example. @
Example: 7 : 0 0 ~ . ~ . / & 3 $
%

&

I%
C

;;

&

B. Pair Work-Invite the partner to do the following things together. Turn down the
invitation and give an explanation using
5~ LUf &L\.

--a<

Example: play tennis

1. do homework

2. eat lunch

4. study in the library

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
5kd
lEJ
and tell the weather forecasts for each city. @
Examples:

&
, ~ I J A L ~M t~ = % TjLoL
K i3 + i

temperature in Tokyo/around 2C

weather

city

Ex. snow

Tokyo

Sydney

temperature

Ex. around 2C

(1) sunny

Hong Kong

1 (4)

Rome

(2) hot

rain

(6) around 18C

(5) cool

(71 cloudy

(8) warm

(3) around 30C

(9) around 20C

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-3li

UF

B :&

a aI Ta- l qi Wa i i % 7~
~ h t - f a a ' h X , ~ - j - , a % a ta r i T-j-$1,
L:%Li V
irxLrsi

9 - ?

h Z

SS
~ & Z Q< G +
:- 6 L
5 ~ )

A's schedule

Sunday

go shopping

Monday

Tuesday

read books

Wednesday
Thursday
Friday

meet friends

Saturday

C. Role Play-Visiting a Doctor's Office

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.
Using Dialogue

Patient-Describe the symptoms you have and answer the doctor's questions.

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 )I f i %
f il> t- L~r - - , % t ~ 7 ~ 2 2 L 3 ~ h h ~ ,
GLxLni
V'

6's schedule

Sunday
Monday

teach English

Tuesday
Wednesday

clean rooms, do laundry, etc.

Thursday
Friday

Saturday

practice karate

I ~ e a l t - ha n d

I I i n e s s

At-t h e Reception of the Clinic

3% % -@A,p u "C i:tbhTT&2,

Patient:

E x m e me, thzs is my firsf &if-

Receptionist: td L \, I%R3
T ( ?i : S L \,
IX IlLLki
r*
OK. Please show me your health i~surancecertificate.

z a&
l = % t $ z ~ ~ F f i i 2{ ~
E ~Z \~1~
T
8-k
ta'.P?
L'P? L r
d-

Please fill zn your name- a d address m this paper.

Zt ~ l d f l ~ 3 % ~ ~ - h * ,

Patient:

t*X.

<TI

What k i ~ d sof medicine are these?

Receptionist:

%&k&TT,
@@t=&X/T
( f Z 2 b,
Y
c7
l

These are paiPzP;alIers. Please take one afler meals.

b a a9 a L f:,

Patient:

I see.
Receptionist:

S A$L- b - ,
f<l\

Please take care.

Useful Expressions for Illness (% %) and Injuries (13 )'57
Uii ?

TfiTT0
if 9

I have diarrhea.

@
3f& ?7F0
-(& W

I am constipated.

& 9~ T - T 0

I have my period.

ZB&TT0

I have hay fever.

fi. L - A L t - j

( 4 1 )T

Jb?-~5~25 9

&ah''& 9 3 To

t - L (I

<L+A~;~*~T,
2 a.
T

4 7 ~ "
idQz*j

3p+)5s75~@~~Tj-o

-I have an allergy to

I have a bad tooth.

I sneeze.

I have a runny nose.

My back itches.

$75,

%%v&
5' 3 To
13-3 L A

.. .

I have rashes.

bj)$~\h~L3T,

I feel dizzy.

I threw UP.

.12f 3 2 t k o
I
\

fin

3 .i:&

&:,%b 5 L \T?,

3+-I?Z*t2 L 3

I; am not

L f:,

EQ3%&#6
9 2 Lk0
&.L
lib.
s
13753%t 3. t f z o

feeling well.

I burned myself.
I broke my leg.
I hurt myself.

Useful Vocabulary

+ ES
(Doctor's office)
La
E
l$4
physician
LI

'*'I\

&

&@f#
u. .; d.

dermatologist

YIfb R

surgeon

&%A?+
S h i. UX. 6.

obstetrician and gynecologist

!E%ybH

orthopedic surgeon

fl/E$*

ophthalmologist

75.

t f - r > l t i \ l i h-

d'/v

75-

%
$3
L
EF&R
C U: 6.

dentist

25.

otorhinolaryngologist; ENT doctor

antibiotic

X-ray
-operation
injection
-thermometer

(v)

%79=3hmlp383 Mary's Weekend

(I
%_)ab(D
)
bX
a b 33

M y Favorite Restaurant

;hf=l,

1-(
=
()

266

276

%7 9- & / u @ ~~ A ~F a r ~y ' s~ e t t e r

282

H*)=aa

287

1LWu

bL\L+Llhr

Japanese Office Workers

1-(

@a u e 5

( T I gE)s%

is Lw3

12 a
9
0
%

tts

(2%

The Folktale Kasajizo

298

Looking for Friends

304

Tanabata Festival

310

(Refer to "Japanese Writing System" on pages 18-22 for more. details.)

@ Hiragana Practice
A. Choose t h e correct hiragana.
3.me

$2

6 - chi

''%

bj

X,

9.e

B. Match the words.

PIace name

Person's name
1.

&Qi55

Akai

9.

2.Tp&Z*

Nakamura

lo.

3.$57p~\

Takahashi

11.

Tanaka

12.

Morikawa

13.

Sakurna

14.

Yamarnoto

15.

Hashimoto

16.

5.

t a t %Z t

6.

Q-hxk&

4.

& 9 -hab
8-$<2

7.

37126
j a jZ $#2

G g 3 fib 3523 1 =
y4is

- Gifu
Beppu

- Sapporo
Osaka
Kyoto

- Kanazawa
Nagasaki

-b12

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:
1-

&=. & %

?!. f2.G
----

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~lr\l.\t3Tis
more polite than tf 3 P k 6 L < .

jII9hf

Katakana

75,

ki

ku

-tj-

so

9 shi

su

tu

3- .
I\

ha

ko

se

so

its,

ni

fiu

hi

fu

?b
$\
%
-f-

mi

ma

ma

Ya

,a

k&?

'

ra

chi

Y.
3
7

r9-

'1

ri

te

ne

he

me

to

/'
no

'ho

m*

2YU

/k%Ln?

13,

YO

'yo
[Refer to "Japanese Writing System" on pages 22-24 for more details.)

@ Katakana Practice
A. Choose the correct katakana.
1.6

7
'y

4. shi

7.m

t IL

B. Match the following words and pictures.

C. Match each country with its capital city.

Capital Cities

Countries
1.

TL--27

2.

$ 7 27'

73=/1.>DC

3.

7-%'1Y7

2 3.

4.

z97p

7Axylby~LA

5.

$---;Cb7'17-

7731~>7--1~

$ 9 7

6.29~-7.9

8. 7lb%.>F

7S4u

7W-Y.

D. Word Search-Find

Xhy?rf;~LA
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)

57 7' F IL (Ecuador)

+3

(Mexico)

7*?3 lb (Brazil)

jK2

7 (Bosnia)

7 f 7 2 9-(Holland)

;/

7 - z l x P - tv x

+* 9 x 3

7*4>F
9.

-71 1 -

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- --

-*

@ Name Tags
Write your name in the box below and make your own name tag.
. .

Example:
7'

9
IL

-2
3

1
9+
=/

@ Reading Practice
Mary wrote about the things below. Find out which item she wrote about.
1. (

h k L o C4i L U ? W 9 2+?&,
+?.i-Sh@
EZi LTT,
-.z-3-7T=/+-XO
I % $ LTTo

) 2hli

@Writing Practice
Write about the things you or your classmates own. Use Mary's sentences in

a model.

1 as

V?f

I-*& ( 4*% p* 4 fit-year student

-9 (4 Y 7 2 )one minute
-9 (U 2 7)one

&?& (-3-

>*4 ) second-year student

sag7 (a%n?l

rq ( a k ~two
)

Eq&

(YY;l; 2-kd1 third-year student

57 (G3-33) thee

(k % 2-k4 ) fourth-yearstudent
7 3 ) fow
(P8Yl Apd

W 9

1.

*T
~ f
&
.,..$
.. -

3%-

..

He
:1. .
. --.35*

(t3'73)

five

(%a31seven

two

days

$13 7 . k (+z 91
LZQI

kg

he (3'9 ) nine o'clock

nine

I+=~I;l+f4)
nineyearsold

%7( Z Z a ) ? )

nine

(nine)

(Vz=LS) bn -- +q (9393)teno'clmk
-f-% ( 9 z ~ S f - 4ten
) years old
-5 ( k g ) ten
(2)

-+
2s

+-

(t: 9 1 Aand~ed
(YL' F T 3 ) three hundred
(u Y ? 3 six hundred
r k z ( ~ 1 l* 3 eight hundred
012

T
014

F9
015

El+

(6)

422 -lie=/

=k (*9)thousand
1'(

013

(hundred)

.;) -k

'
C?f2@&-33y~ee
thousand

21 eight thousand

(thousand)

(3) '

7-2

-5 (-4# 7 2 ) ten thousand

( 9 =L 9 T y ) one hundred thousand
SZ ( k ~3 2 ) one million

fx
(ten thousand)

(3)

x>

3 5
'.P;.p;m@*~&a~&Un~~
yen

circle

-2

1
fl f l
--% .E3$%7$%3
o'clock

z3

?fE

(time)

0011

(yen; circle)

(4)

( 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

fl

R'

8+

(In this chart, katakana indicates the om'ymi [pronunciation originally borrowed
from Chinese] and hiragma indicates the kuz %mi[native Japanese reading].)

@ 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)fi?

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
(

go to the university

eat lunch

watch T V

9: 00
(

4:OO

6:00

a< @g
fS

hhrLw5

(Writing Practice)

Write about your daily routine. Use the above passage as a model.

583Mary's Weekend
$579--tCyCr)I/c;b
C
7J

=.y

a E l ( ~ 4 f F everyday
)
-&Gr)EI(kib$.o)UI)
Mother'sDay
B~C(~w+f=)diary
ZEI ( 5 ~ A ) t h r e e d a y s

(day; sun)
-.

--

a*

[**2)*~*&

El *% (z*23)Japanese language
I&$-$ X/ (+& & 2 3 L) Mr./Ms. Ymamota

I (book;basis)
ese peo&
Z
( Z 00 k 1this person

ah

= A (92 =>) three people

/ (moon; month)

J(41 )

fl fi

(U) fire

ozr Y

$542 (%&lda)

money

&% El ( F 3 9 IF) Saturday

5-G

zk ( 7 %soil
)

Isoil)

(3)

0g
4-

39

~3qz a (=

(weekday)

i2
733
(UP)

k t3i k ) top; &OV&

l+2 ( V 3 P A & ) good at
E L (73-39 3 9)rooftop
(3) 1
F 1

tfz

T (Lk>under

Ti)

+s.%sha=d%~
B

1 B E~ $

T*fa'

%T%(9-2
Y Y > subway

(3)

3
'f23

q(a;b.)inside

&%

yip

q?

(-?:a> poor at

T T

(down)

+E(Q=.fdP)China

(#23#3)juniorhighschool
(4+ % Y 9 = 9 ) all year around
.-

-*+

(middle)

EqF (*&gqPW)
F%( / \ Y Y j . ) half.
(half)

PPFFTq1$q%@q

(5) '

1->

P-.

.+!r*-f,

- .

(In this chart, katakana indicates the on 'yomi and hiragan@indicates the k%c~'yomi.)

@ h'hl

I
;

fLhrbD3

(Kanji Practice)

A. Match t h e 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:'?
% k;% (

sweetbun

late

Arrange the following activities in the order Mary did.

1. studied Japanese

2. bought sweet buns

4. watched TV

5 . went to a park

3. went to a restaurant

@g
<f i ~ v ~(Writing
Practice)
a
~ 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.

9 d ; Z j Travel
8.

am&

S-f-A (7992)Mt.Fuji
(mountain)

%R (YY+)

electricity

(spirit)

XR

xg

CF~/+)

weat&
(72 9 3 ) heaven

(heaven)

$A&A*

(P 'IY 9-1
2-f
'5'

(I; private)

E e h i Z (fzL&X)rice field
(rice field)

(511

n m w m

private university

*ah

(%j'h.&E~Uk)woman
*/$i
(93-k4>
woman

S Z Z

*.

UlX - (Zizk Z$YU.'k3 man

Wy*--fl man
n

(man)

(711

29

RZI
tasee
E% (92 ?'Y > sightseeing

(to see)

(711

9 35

, F , q ,

1 (to go)
I

&-%
B (fi%&)

339'

&<%

(to eat)

(9)'

*-G

t o eat
(ke60)food

'fke( V 3 9 F 9 )cafeteria

/ h + & e * &
;'@a)
$0 drink

@k&%
(a&6 a)) drink

&%g% ( 4 Y

I (to drink)

03'

.
'

~ . z ~ Y ? drunken
Y )
driving

f pf$&

(In this chart, kutakam indicates the m'yomi and hiraga~araindicates the km'ymi.)

~
->\.*

;h'k t;

fi/vb@J

A. Using the parts below, make up the correct kanji.

Example:

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

lo*(

)+a

11.(

)=+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 a n d write
the things she didn't or doesn't do in Vienna.
)

see an old castle

2. (

take pictures

4. (

enjoy sweets

6. (

F for

go to see a ballet
)

drink beer at the cafe

eat at McDonald's

Mr./Ms. (used in letter writing)

h-but
dt: 6 night

;k; L 5

castle

again

C.

a/x- ~-&hmafjisexe
L~Z,
Read the postcard below and answer the following questions in Japanese.
1- U j C -

3 AI&+Z*Z

L X Oj ~
- 7

5 ~ ~

2. Y'A QX3,T-$$10
3.

4.

5.

,4@3 la Q I z - 2 La L f = h s ,
+ E l i Q'dz$i L a L?=dh., KhZ L 3 Li?=Qb,
s 3 Qbrn&<%
aiJz*5TT7F0

mountain

T3 ,

?z L

tough

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/J, b 7 9 My Favorite Restaurant

L

045

$ggq=$=$=*;&
; $;

[tz L-pg *&t<&&

$kB (& 3* 4 ) northwest
( f i YV-4$ Kansai region
I.

-:-

mi5
I

I (west)

I (south)
$9 r3f4

$C3LIb9*3)Tollokuregion
Z t j ( $ ~ & F49 ) Hokkaido
(5)

( 6 ) mouth

I t;'

Jt;

3'

An (323 9)population

I b-f (fZP) to take something out

3ZL-y
(to exit>

"& C& 3gJ

Wi (wr)right t-

A
.
.
-

- 7

&& ( 9 ~ 9right
) and left
(511 ? $ - &

(right)

SM

i.t+
7)left turn

7 3 7-2

.&*

7+>

( Y J Y Y Y )ten minutes
h5?(972)0neself
Te(~h272)haIf

( 37 2) five minutes

(minute; to divide) (4)

)\

%2

%&

33

ki!%(+=/V=9)lastweek

(+z >*.
l Iteacher

%11(23l~)ahead

(5
to be born
(4 Y Y S 9K-49 F) once in

~CZ--&

p,

* *5

(learning)

(8) '

77.4

5'bE CS4 .J 3

5Y

pb@A (84a 3' Z;j?) foreigner

Yb ( % k ) outside

(outside)

(5)

'

El

9b

COU~~I-J~

C+1939) m
( C E) country

n n m m n ~

cs)~

(country)

$2,

3-

foreign country

27 ~ * 9 9blSLY8?TY%rZim
{ t=

a life

(In this chart, katakoau indicates the on'yomi and hiragalaa indicates the kun'ymi.)
.
,.
..
. .-*. . *.., y?.:,; -.::i:,
,,

I0

:'

@ gTa&a
(Kanji Practice)
bh,
;nlut@5
I
;

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.

23
&b
37

station
to exit
('.

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.

9 1 9 1 cooking
b > 95
always
3 .tr JL everyone
A. Where is the restaurant?

0'

'

<<
..,
:...........LA"..."',
.?..<.'>?4%"&.>+
.~:::>..*?~*b
,??:?
-.:...... *.?*..-*.F>?:~-.
A

,",<"*"*-:L*T~A-&-*~.~~E&G=+:.*-*-,-

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.

' .

B. Write about your favorite restaurant.

1J -$by@rn';&.

Mary's Letter

I (capital)

>J4%%

( 9 s 93 Y 3 91 elementary school
( 9 a 93 3 Q d ) elementary school student

4a.R

( k d 9 ? 4 2) office worker

(to meet1

X - - C = & ~- ,-

gx3

7:.-

x%?(7$1

..

father and mother

I (father)
.$.g ($9) mother tongue

t ~ k -g&)
3 -fa*

067

068

069

35'

(school)

~4

$% ( A b & % > i - - ~ & d . ~ Z?& ( ~ 9 ~h i3g h)s ~ h ~ l

%$!?& ( 2 5' 3-3%$1 high school student

+%E ( # = 9 f l39)
~ junior hi&
a - f 4 a

school

airv?t.tv@

*El ( ~ 4 2 &every
) day
%g[ T ~ V X J )every week
-@El!! (74
every right

r a @ *

(every>

*-.a

3'

B.*% 4=& =* 9) ~ a ~ a g e]language)

ii
$$% (x-431 English (language)

(word)

04

-8
PW

. -. .

- +- 3n-

s-

5%
v

* ===x-x

070

'07 1

072

(In this chart, kut&m

indicates the m'yon%iand kiragana indicates the kun'ymi.)

A. Fill in the blanks with the appropriate kanji.

B. Which new kanji from this lesson include the katakana below/?
Example:

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

literature

Z 6

to take (a class)
[--??)f:~,LkG=-j-&
to look forward (to)

.h-i,f-.-.i=3,~7C'IB
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.

$(7)z+t Japanese Off ice Workers

A

/ -

#k;i;' (*?Qts)

to be absent; to rest
(%'FA>holiday; absence
I+z3Y'Y1 holiday

@El

I (to rest)
Sj W 3 )

ZZF

to say

(Y Yyfl3'3) linguistics

(to say)

%&.:~ B % @30,read
%@ ( F 3 9 s reading books
(to read>

04

g - $ + $ + z 31
* e *5-* z *53- $Z

3 .(W%5 ) to think
,%% Q (7 9 Y a) mysterious

1 (to think)
& ( 7 S y &&k
%
; & (99 s ) one's second daughter

I = ,'sA

;
;? ik
(&El w&& '
(t~h.9)
what time
BA (&L=Yl "howmany people

(what)

(711

(next)

(6) '

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 +

6. Match the following phrases with an appropriate verb.

++F&

l.%MG
2.

?m-&

**t2

.L$2

3. kk32
4. EI*SlJ% S

5. SSP-@

L 5 ~ 1 Y*

T4
,% 5

*M(

7.57-3r;re

4,B

6.@$bI

Read the following questionnaire.

9 - b questionnaire
X b L 7.
stress

( 3+."Xl 1 i

overtime work

&)

after . . .

B. How would you answer the above questions?

C. 7 - 9 ~ h l 3 7 > 9 - b l ~ 2 L ~b$-bTZSSZ
T
b k o
%I'

Read the report below and answer the questions.

-GI9L\T

2 -jt"

about; regarding to

% 6 ( f: 2 8

t o answer

to be tired

XCC
3
% (3i

secondly

first of all

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

@,% (*\ 3 9 ) blank sheet

(white)

~33% (9

rainy season

sx- *<&&*-y$;-a

%s ( 9.=/ s ) dictionary

(friend)

752 ak,~\f:

qrd (9732)time
rd (&t>E)between
--3Fa7

(between)

108 1

~ e r d
(~S9&2
~W
) O~OUZS
ABB~( Z Y Y Y ) humanbeing

( 4 ~ 9 3 9 A 2 one
1 week

P B B' Bq B9 r'l fi9 M fl El

I'

% ( b h k ) hpwe
%& (k'P3)family
% ( 3 6 ) house; home
(house)

133
'7

sT(ikhT)tospeak
%fk$Q,L)talk;story
%$# ( 7 7 7 ) telephong
&%k (a4 7) conversation

(to speak)

(little)

TF- 3;

(old)

%% ( t a l to k m w
%A( - f 9
2) acquaintance

9(to know)

(to come)

(7)

- -

"=*$*

(In this chart, k-atukam indicates the m5mi and hiragana indicates the kua'yoma'.)

A. Fill in the blanks with the appropriate kanji.

B. Choose the most appropriate word for each blank.

H Z (b:-3)

diary

?Rq

in the morning

&Xb7~f'l-

host family

Z"3; % j

excellent food

~ \ & L \ 5 various
3
8
8
to have a talk
*LT
and

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 b 7 7 S ' J - ~ Z ~ M & S ~ Z L ~ ; ~

T -hla
Read the following letter.

A$?&

% El (*A L'9)

the other day

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:

j

b-

I
1

?? 3 Cf' 7 { ;F;' 3 L 1, (Please take care of yourself.)

T).
i - - g b t , T Z j ( Z * $ * L \ ~(Congratulationson..
! S k h r 1 9 vgblL,TZ 5 . (Happy Birthday)

.)

L _ _ _ - - ~ - ~ - _ _ _ _ _ - - _ _ _ _ _ - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 2 - - - - - - - - - - - - - - - - - - - ~ ~ - - - - - - - - - - - - - - - - - - - - - - - - - - ~ ~ - - - ,

fit&< .

733

f&?fi

&G

( 9 x 3 9 3) address

(to Iive)
*sf?

f-f2b

%EB--f:%>% a 3 39-1New Year

Z L L \ (fzELt3) right

(right)

next year.

Oq/l?

++ K t - 6 ) this EV

stand;

(to sell)

s-3 %&4:>:
Itd 3( Z J Ib
~ ~Q>) shopping
(to buy)

q W3Y-h
Sk1LFJ ( 3 f.P 9 4 3 9 ) Kitayama town
@TR(FJ34 3 3 ) mayor of a town

-p
\ [&!$<I) j
&
&% (F3 9-f2)
one's first son
(long)

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 .;Ih 4 F 9)Hokkaido

110

1t

l3
&
$1
#+

@3
-kY

e 6@%3snow
%% C ~ Y + Y ) new snow

(snow1

Ofl

fz

Ce3) >to-stqd
@&AT ( 33' '1 Y Y-1'3 3

- , - + i ~ r ; ~ =r
~ 3+ q *

&9

') 'Y

national university
$A&&E (931 !Y J 9 3 9)private high school

(to stand)

2
9

l;r-*< .n@gg'r)
TTfiTmf
& $k$$ ( Y F 9 Y T ) automobile
( V . 5 2 9 ~ bicycle
)

(self)

(6)

" r" ff &

&

$6

(night)

63

+&

I) midnight

L T

( 3Y P )

tonight

r $7 'p @ f i 8c
$H (&-$I M F H + $ A
( i f 3) this morning

(8) '

"

$fl& (FEI 9 9 3 91 breakfast

(morning)

t'-

#
*

$Tl$JJ$Ji!

-4

&2 %8->tohold2:-$%3T ( 6 ( & 3 T <

23) tobring
Ffi$*~% ( V 3 9 t 2) belongings

(to hold)

( 9 )

.f

# %

(In this chart, katakuna indicates the o~'yonaiand hiragana indicates the k m ' y m i . )

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.

2 L 2 Lk0

I. y7-Cshopping

5. g

\ -jw,
a

have

To

3. &5TEA7h$
0

T~

2. 75>3%

1<

4.

(are) sell(ing)

i!lcwi*
9 2 To
snow

L" L \ 5 ,&~rl$#ia

6. 71f-

was long
7. $AQl$&5 C=-k@AiF

live
o

was standing

n4 To

1:

A. Answer t h e following questions.

2. (Picture 1) 2&t~&c:'3
j h ~ - jR- E
~
3. (Pictnre2) La)%EL'$

hZ %if&

Z,%~\H-~~,
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
7.5.

once upon a time

bamboo hat

%&fi

New Year's

year
rice cake

&&
hats

LL>

to sell
sad

&g

mountain road

cj??

guardian deity of children

Q
- 4 -

snow

to put (a hat) on a

person's head

la+

oneself

ra
L\&\

tZ

to take off
gmd deed

( ~ 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)

&a% (Thanksgiving Day)

d.A,L.rl\'

fzh,

13aom~a

Wi 0-

Looking for Friends

IS b@3

&I(@~ 2 04 movie

75"

13]

@%(#&)painter

(picture)

*
FFi

j&

*R

(8)

$t; 75

I
-n

35(3-/1&3)plan

7 5 % f i & g

+=5.r~-T)
to sing

*.j

08

(to sing>

"

"

"

Oi;

$ r ~ $ ( V P 3 V 3 ) cityhall

r5

r*t5

(&h$?i%+%,:~-awagu~hi

city

'=j 3

33

a!$
&-? g ? ~ & ~ $ h h ~ ~ d

$ % ( Y d Z Z 5 ) kitchen
-

-f*F%(9=95/~)
address

jjF 76

7.' T
j

<>
7z

M$&&i:&*%$+=p$qF&&

(to make efforts)

(101

jj

-#

&&"r9k&&)
totry hard
%$&Q ( + Y e Y & ) diligent

&

$%-'c4gisj$@%~%
*%-fastudy

$&I\ f ~ m 7 ~ ~ 3 ~ @ . .

( =f 9 9 s

"

9 $1 obstinate

fL

; " ? s f ' P 8 5 $ 5 .

(strong)

On'

29

%;%'Fs ( ~ 9 9a)
4 famous
%# ( ~ 11 4
3 9)toll; fee
% 6 (&a>to exist

5i

(81

,,

i$E(LFa9;7)mayor

(place)

+3 9

*%$
(t13 62) market
(5) '
"
1
"
m *
& 2 Z 25) v&c&&&la~es
L \ 4 L 1% ~j$j?$h~>s&$~~$
-. .

(city)

( 5 f.1 song

R+"(%K$vF~.singer
0% ( 3 Y ;5 national anthem

. +: ._,,:- .
1

(to exist)

@)I

1J 3

f=v

.( 'l s 3.3)
tmpel
@
(Y sI
A$
2 ) inn
$?
(0k 9 Tz U) traveling alone

(travel)

(IN'

-a
"

"J

(In this chart, kutakana indicates the on'ymi and kiragana indicates the kule'yomi.)

A. Combine the parts below to form t h e new kanji from this lesson.

B. Put one kanji in each box to make compunds.

A. EBIZEZT
L.=.%lv
Zk

< Z*LI,

(Answer the following questions.)

--%& ( 1 % L I$ 9 )
(i%&Q)

looking for . . .

111

woman

*3r

man

Vl% c-\

t :')

river
girlfriend
cheerful

outdoor activities

near place

Y.'>

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

band

&%

neighborhood

( A t t h * ) culture
3

fishing

{ A )
9 9 (279)

shrine

reply

$ 3

festival

s C%%3L3old t i m a
%% (bt31tiift~t) old tale
;sf: -

(ancient times)

e-?(&;1PL&SLIonce upon a timg

&.+-a: (-~pk-tFkJ
--jj$Qple
@e ( 2 3 F 3 ) sometimes
(symbol of repe
tition of a kanji)

p@*

- S&b.&

3 g j G&-

F5

Ee 3 ( L 3 . i ;

&) various

~1.5

*s-- c9 P*?
-=

@s IV Y 1.3) Shinto religiork

--r,

a-

$&3T 6

(b&+g37&)
to get up early
( Y 9 .f 3 '7) early morning

?$A
(early)

(61

'

r,

FI

& 2 ? (% Z 2)to wake someone up

&&rf$

(+1)

Y$&) to stand up

(to get up)

(94 9 ) ambassador
( 9 399-=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)

Zi ) -to take home

..('3kLT
( 3 3 L 2) United Nations
( 1/ Y .IL 5') consecutive holidays

i$&
f9%

I/>

B
&*

(to link)

(In this chart, katakana indicates the on'yomi and hdraga~aindicates the kwz'ymi.)

A. Match the reading, kanji, and translation.

- to use

15. L

Example:

1- l A - P ( b h )

COW

2. i % ( 3 & )

to get up

3. - h a ( j )

early

4 . b-ha(h6)

color

-$-

5. Ahx

ancient times

6 . 25%

to separate

7.

L l 5

blue

8.

9 L

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\,
X

Z f i I ; t ; ~ t c " t E L ~k
~9T
UtIE
~llL1+95Ta
~

3 i3

f..

--,
L\

la

-k$T &tt,. i ' B

9':s ,#&Ti

a 3 2
a A
I= i: 3
z'. 4 .at;

(
&=$A

~ z h z\

L'

L\-Ba
2

ss3

Ll

a a
r *

'a'-

L\

a 3 T A 755
$ 3 " O L \

t t & F H i ;
$Jx
" .la TEZn 2

t~

t3 %

2 i
Y

-i 14,
z
TV
a)

P z

" a & , ~ t a m ~42

o

T
O
&'rib&

-T -

C~I

&

' a # % Q

$1
3

12 fs

'-kt:

x;a

9
vl.

L\

7 ~ t ta

L\

O I Y

5.

f2

1%

t:

3;

83

-&

-il

L\

Tz

t= a
td
y$ rtlga
&@a,+

k ;

$2

bh Q L\
" 7 L Z L \ t

L\

4%

rnm
L\

> L \ S
+f:

e, c3

3 +?

-j-Q

m:t-.
,
G
, c la A

& b \ b \ + S *

3 jr

r f:- -- l L~
T e
1 2 % -i " & E J 3 + $ ' PL
et=gf-.1t 3 4 % ~
b \ 1:
L\ e 9 C
f 7
J
3 El L
5 -- l-f 7 U
h
13 js2~7.;
-

L \ C3

3 $+-& i~

<

the heavens; the sky

to get angry

God

to take back

daughter

to cry

serious

pitiful

to weave

once a year

one . . . ( & 6 El one day)

by

adult

wish

to find

to be realized

the Milky Way

we

the other side; over there

and so forth

COW

strip of fancy paper

farm

people

...

*<l\h1

,,,

Japanese-English
316

s<l\h2 +

,English-Japanese
@+,

Numbers

fY4'

342

,sm$w+?
Conjugation Chart
?Y7 &52)&3

8BH17)~~I&12T~~~&fK30
Items at the end of each entry indicate the following:

e......~

(Conversation and Grammar section)

%.*.*.. S&SS%

(Reading and Writing section)

G ...... % L 1 5 3 (Greetings)
......
3L,(Supplement)

(s)

- 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

7 3b F 7 outdoor activities 35 L11- IT
&&Ll
% L x blue 5% L9, Lws)
d5h'l.I ;if;b \ red 52 L9, $2L9(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

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
L3

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;hgLjZ S L I Z s Thank you. (polite) 52 G
&3 there is . . . 52 L4
$56- one . . . Z% L12-?J
$SLIT % L \ T on foot 2 LIO
7JLlT-f b part-time job
L4
&$
that
I,
one (over there) 2 L2
7>3-b questionnaire S L8- fl
&h&L\$&
$n$& to show someone around
s ~ 9 n-

ZS
fe3 7

LIl.1 good e L 3
LILIX No.; Not at alI. $ G
L\L\Z b \ L \ 3 - good chiId

to play; to spend time pleasantly

% L6
&fr?k;h\ll I $ , r > warm gL10
Sf=% 53 head
L7(s)
itSftdh~L~L~
93iAfL\Lx
bright; smart; clever
L7
&7~fiSbLI R L L \ new eL5
8 3 L l a 6 hot (weather) 32 15
&3LI % L \ hot (objects) g L 5
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)

L l L I Z k gooddeed SLIO-II
L l s , s 3 to say 52 L8
LIZ % home; house $ L3
-L\b
-fi 3 bound for . . . $ L10(~)
-f+!J;(
Britain e L 1 , e L 2
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\5htbL\ IKL r busy (people/days) 52 L5
LlTe
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

%eZl$h RRBZ breakfast

L3

the day after tomorrow

Lqs), $2 L8
21IJ R leg; foot 52 L7(s), % L12
75/'Plfh/%@5
7 Y 7 W f Z Asianstudies g L 1
$I/k tomorrow PL3, Lqs)
6365 over there eL2

(--a)

,%e

19

LIZ-n
LlSlgh, --d best $ L1O
L1% l2h-S
-&1? last car; tail end
b\%i$h%Z

-&a

a LI O(S)
first car; front end
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
L I 3 ZOZb I'll go and come back. 2 G
L \ T T % T L / + L ~ Pleasegoandcomeback. S G
L l ~ t S h r --5? one minute 52 Llts)
L \ 3 % always 2 LIZ, S L6-m
Ll& R dog 2 L4
L\$
now e L 1
Ll&
%% meaning 52 Lll(s),$ L12
L\%3&(&IV)
#(9&) youngersister E L I ,
a L?, % ~ 7 ( s )
L l S ~ ( I ~ t l $ lWWdme
i
(to ourstore) 52L2
L l 9 <?5 A V entrance 3% LtO(sJ
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

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

5 k 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
3 h r 7 h Y Z ZST4 to drive 2L8
3 h r E 3 3 8 2W-F 4 to do physical exercises
$2L9

Z P 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
Z h U 3 S $ pencil % L2, 2 L2Is)

& L I b L \ delicious %L2

1 3 % %H&round trip 2 Llqs)
&&L\
@b\
thereare m a n y . . . ?%LIZ
dj&$L\
k 3 b \ large 52 L5
a-Xb3?)57 Australia SL1, eL1t
#
u &+?sA mother gL1, e L 2 ,
52 L?(s)
&h\X!l
Welcome home. 2 G
8 ' Sk--f snack; sweets 52 L11
$5fP%l $542 money i 16
S
%&#%
rich person 2 LIO
4335 & 3 & togetup g L 3
S < Z h & 3 A wife 52 L7(s)
SZah S 3 3 h child SL7(s)
S i b a6 togetanmy SLIP-II
%% sake; alcohol 5$ L3
8LL I S h grandfather
L7(s)
LXB B 2 b to teach; to instruct % 16
d3L&5ht3 %&,I7 .MewYear's $111,
% LlQ-JI
Zi b7! buttocks
L71s)

a$L\

d3b3

castle BE-11.

slow;Jate 3 LIO
8s
(T . C& some&ing) late $ L6, C L4-ID
d
3
e ?XP_
{_a2, kbe 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 ; X S x / father 52 L1, 5$ L2, GL7(s)
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Items at the end of each entry indicate the following:

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(Conversation and Grammar section)

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(Reading and Writing section)

ZL\?23(Greetings)

%%IS A (Supplement)

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MBS=(%&S3@1
(number of excercise in the
Reading and Writing section)

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Awust 1 A 5 A T 3
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about (approximate measurement)
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absent (from) +b& W$' e L 6
adult tf;&7'6: AX SL12-II
aerogramme 17 97-L 52 L5(s)
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after (an event) (-a>) bt (-a)& 52 L11, 3% L8- II
again be I L 5 - I I
air <
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airmail Z 5 < 3 D h &ZE
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airplane D Z 3 6 RE% 52L5
alcohol I&)hlj ( k ; ) l g L 3
all &hfd 2 L 9 , EL7-11
all (of the people) together &h/vT 2 L8
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2L4
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always LIZ)% 52 L12, 2% L6-m
A.M. tehr 4%
L1
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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<
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anything else R;h'l:
2 Lll(s)
apartment 7/T-b
52L7
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2L4

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bad h&L) ,%b\ 2 L12

baggaw+ lr;62 8% S L 6
El@lbhr2 L2, L2(s)
bqnjk.9 bat
S L10- n
bqn.d /t>F LL1-I-11
bank S423 Rfi SL2
barbecue /T--/.t=Fz2L8
barber's trsB EFE 2 L 1 0
baseball BS@;P3@?% G L10
bath, -G@)B5 ( f ; ) W I ; 2 16
battery 7thS Zi& % L5(s)
be m t h e heavy side 3~L27t\db n ? T ~ \ i f 217
bea~tiful &fit\(;F6) e L 5
beauty parlor U+.5L\k XBR d LIO
beggyse.. . - 5 2 L 6
because . . -DT
% L12
- become a"66 e l l 0
beer P-Ib & L11
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(scirtkthing) begins Id;Gb+5
3 4 S L9
best L1Slgh
$2LiO
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bicycle G T ~ L B h S s + G
birthday ktvLk5U' #&a g L 5
black (5i.l X L ~
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black board z<Ldh ,E& % Lqs)
blonde hair 9 t v k b &% eL9(s)
blue &&Li
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boat 1342 D b L l O
book 1%
% L2, S L2(s)
bookish expression ~ I V = L I L I L I ~ \ ~ L &-f=
b 1Z
L b 5
SLIt(s)
bookstore I3hV +E 2 L4
boring s d S 1 2 L l g L 5 borrow ffv3B E l 9 4 e L 6
bound for . . . -L\S -Er 3 2 LlQs)
boxed lunch L&)<ht45 (&)B3 $19
boy BLZUIZ R a - 3 - GLll
boyfriend t ~ h \ ; h %E 2 Lt2
bread IT=/ 2 14
break up K)&?t& S Q k t Z eL12
breakfast &*ZHhr BR%Z % L3
breast B;& B4 eJLT(s)
bright ZftdhTL\L\ R-bgb \ e \ $2L7
bring (aperson) 3 % l T < ZkhT { B & L6
bring (a thing) % = 7 < 5 3.3- 7 ( & S L6
Britain 4 + 9 X +? Ll, I2
brothers and sisters +a5f?L\ X
$17
brown 3
BW(s}
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business E9*X 52 11,2 l.2
business to take care of A 3 L HI$ L L12
bus ICx % L5
bus stop IfXTLI ? < X I $ 3314
busy (peaple/days) L I ~ ~ % L \ *itL c h 5? L5
but T* 52L3
but fit s 1 7 ,~~5nbuttocks (8)
L!
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buy t ~ 3X=l 2 L4
by-. . . --%T~L s ~ i z - r r
by (means of transportation) -T % LlO
by all means -I30 RR g L9
by the way &Z%T $2 L9
by what means Z ~ V Z J T Llo

cafe S3ech %2&& 2 L 2

cafeteria La<ZS $%*
%L7
camera A S 7 52L8
camp 4+7;lf %L11
cap IX3L SF 212
car <&&
$17
carry %3 $39 P L 6
castle I&)
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cat &Z X S L 4
catch a cold f ~ l f & P <
2V

2 L12

celebrity @5tBLIl;h, *%A S L10

chair L W
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cheap (thing) FTL1 & i \ %L5
cheerful &711\aLx % & t r SLII-II
Cheers! (a toast) gL\vltJ'(h\
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child 2 % 5-I% 2 L 4
child EiZsSA, %T3& 32L7(s)
(my)child 55mz .jr;ag %L7(s)
China ?5@3Z< +El S L l , S L2
Chinese character f ~ l;h ?E+ % L6
cl-apsticks k t t $2L8
city Z S
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class 372 g L 4
class U @ 2 ? & 3
eL11
clean SfiL\(Zx) B L5
clean +iLbB #Ra-$&
gL8
clever ZkdfitlL~ BRhPb \ L \ P L7
climb (DEB %?B SL11
clack &lf.tj 33 2 L2
close (something)
E
l & 6 +2 L6
clothes IS\\( I S L l 2
cloudy weather < %B1
!I 2 L12
clumsy 4fr(%)T 4 2 L 8
coffee 3-k52 L3
cold Dl2 mXlr 21-12
cold (thing/people) T & ~ L ~i=fik b % L10
cold (weather) ~ C L ~I L g
X L5
college f f L I f i < A* S L I
college student fZL\fip<eL\ A%& 2 L1, &L8
colloquial expression
< EM.ffLlL1-h'f~ ( f . % b \ S $$ Lll(s)
color L1.S C $ L!3
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pencil XkrU-s, %
52 L2, & L2(s)
people - E L --A 2 L 1
people U&U& A4 S L12-11
perform
SL5
person Us& A 52 L4
photograph L + t h 3
SL4
physician ZXlIfi 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

Please give me . .

$&fit\

(-ZE)<tSSt\

52 L2
b L2

Please go and come back.

~13753
L+Ll

52G
P.M.

ZZ

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 I Z t v h ; h f 8 6 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 VSa 5 W k
52 111
print 3 Y 2 b 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

eL7

put on (glasses) ( W ~ ~ & b ) f i \ I f2BL 7

put on (items below your waist) <
& L7

quarrel I3Xr6\36
question L 7 t h
questionnaire 7
quiet L3i5'(t6)
quit +&a 2 L11

$ L11

K M 52 Lll(s)
- 2% L8-11
$ L5

rain XI& di 2 L8
(it) rains &&;hP13\6 f i 7 5 3 8 5 2 18
read
%
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(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 z T L K
%La-II
registered mail hxSL@ %Q 2 L5ts)
reply f&)%hL %2%+
35 Lll-II

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
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return (things) h1Z5 ST & L6
rice ZI&h RfE b L4
rice cake (&I %% 35 L10-I1
rich person (iE)t~;ra%s
&
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ride 05 3E& S L5
right 333 & 2 L 4
. . . , right? - T t k 3 S L l 2
right away f C ?EL6
right side & A 5 1
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rive
111 %L11-n
room &B gPd eL5
roommate Ib-A%-b
eL11
round $rip B3B<
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sad ;h'&-LL]

R L b.

% LIO-n

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say L4.S g 3
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$2 L3
science- h\AT< %4 EELI
sea 3ib R %L5
season hlk3
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second B f c ~ a J 7
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second day of a month, the 6 3 h x = H
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-kW 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 e L 1 0
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 l5f S h $4
3$ L9- 11
shrine U h U +
SLII-H
sickness Ua3S %% S L 9
silver ShtFi s
f
5 & L9(s)
silver 3ILIT- 2 Lqs)
simple ?Ykkhr(Z~)#3jq 2 110
sing Sk5 R=1 $217
singer hiL w &4 % L11
sit down
d b & 16
six C33 s t 7 B L 9
six minutes 3313% tv%3 P Ll(s)
six o'clock 5 < G *% & LI(s)
six years old 3 < &tkt. Ail$
Ll(s)
sixteen minutes C;;Q 3.5313;M +A+ $2Ll (s)
sixth day ofa month, the it;LlfJ\ A
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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 Z 7 4 F 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 . f Z &%3 i L6
snack (&)hkL
SLII

(%)a=$

snow @f t
so

t w s 52L4

$LIZ

sports ;c$-Y
spring
$k
stairs h'LlEtv
stand up f =

$13
2 L10

R& S LlO(s)
~9

standard J w n e s e

&L6
ZPd; 5 L D

* Lll(s)

Z
EqS

stare (at) 1;5E3&?5 L'& C & K 5 $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 .

..

L16

stomach &ZL~I\

gL4
& L7(s), $112

store i ~ e
a %~4-m

straight Z 2 T C SL6(sJ, SL6-I

stress XbLIX 1L8-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 2
l
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studyabroad 1303hT<T6 B%T& g h l l
subway 5ht73 *T& eL10
summer 763 X el-8
Sunday 5
H q a & ~ 3 ,LW)
s
sunny weather I & f l
% L12
super express 1 4 ~ h w ?
$LlO(s)
supermarket X-ITL4
surface mail GdXUfkr
SE(s)
surfing 9 - 7 4 >
+LEI
surgeon ITA\ Yb% S L12(~)
(be) surprised t F 3 < 7! T6 Z% LlO- EI
sweat shirt t- LI-Y52 I2
Sweden X ~ I - 7 9 211
sweet &dL\ f f r \ 2L12
sweet bun (&I d h l;w 5 35 L4-m
sweets $
1 (%;)SF2L11
swim &LC'
&L5

SLIO-n

soccer WY&- 2 L10

something
f l Q % 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 8 A t i h Z& & L9
speak Iat6q %.f 5213
special delivery 5 < t =3s
~
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spend time pleasantly &+IS %A:
2 L6

tail end L

4
2 LlO(sJ
take (a class) &25 R 4 $2 L11, B 17-11
take (amount of tirne/money) h\;h\&
L10
5

fake (pictures)
S5 eL4
take (something) %ZJTL\<
&T -c\\
take a bath

(&)&4Irta~l% ( g ) R g i = ~ &

2 16
take a walk ETht%b& B 9 d - 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

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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 B S g L 1
tell a lie 7
eL11
temperature (weather) S&h
& L12
temple 7
% (%)P52L4
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 T Z X e L 3
tenth day of a month, the Is&& 3-El

aL ~ S )

test T X b e L 5
textbook S & 5 & t a $ 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) &UIe 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 5 5 T T % L1
That's right. 55TfT;ta e L 3
That's too bad. S ~ W U T T T%&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 . E A Y I ~ ~ 0
< YhS%{
2 L12

thirteen minutes I ; @ ~ ~ Z ~ J+~iA5J % Ll(s)

thirty minutes T4Jyb@~Sh
Ef 3?
S Ll(s)
this . . . Z m 8 L2
this month Z h W 2
3 Lqs), % L8
this morning If3 4 m 2 L8
this one Z l z S L 2
this person (polite) 5
% L11
this~semester Shhth9=13 +?3393 S L l I
this week Z h L @ 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 $4I3 5% L4, Lqs)
ticket -S?S %% 6E
(bodrdihg) k k e t l;dr 5lrp Ifh 3k$ 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 + ~ &L3,
l
32Lqs)
together
L
2 15
together with (a person) -2 f 14
tomato 7
S L8
tomorrow 21Lk % 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 2L4
toy &%23"p s Ll1
track number. . -Mh-Fh --&R S Llqs)
traffic light L h Z 3 E% gL6(s)
train T h L ? %% S L6
transfer 8!3f3\Z 3k7
?2Llqs)
travel v3&Z3 R e 52L5
T-shirt T9t7'3 % L7
Tuesday fi&Z~uP A%a S L 4 , *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: Lm 3
t-f-#
2 Ll(s)
twenty years old I 3 f S =+&
Ll(s)

twenty-four-print
ILl;@5&h9LI.E:*v3 2*@9
3L5(s)
twenty-fourth day of a month, t h e
iZL*3&2h'
=tesI3
SL4(s)
two Bfr-s, z-3 e L 9
two minutes 6 1 3 h -53 %Ll(s)
two months ago I:h'lf 3 d X
h x R -%
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; e l 4
understand
S 14
unhurriedly @ ; ~ 7< 9
L6
university tr'L\hT< A 9 el1
U.S.A. 7%?l;bS L l , el2

use 3h\3 5

$16

usually f = L K t l

A&

various

S L3

LI.SLG~$K 9 L9-n
VCR tlJ8 2 L2(s), % L3
vegetable F ; Z L \ -35 g L 2
very tT% 52 L5
very TZ< GL11
very fond of f211$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 S R P SL10-n:
vouchers -&lK~#h,ESB GLlqs)

wait 33 %-

eL4

wallet $L113\

warm

H$

gf
2

$2 110
wash 5
Bi 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
&kfch\Ll

F%*bh

weave IZkb&b

% L8
t d t = Q& 8

5% LIZ-n

Wednesday 3Lkk5U zPZ B

L4, S Lqs)
week after next, the $5L\Ltp5
%L ~ S )
week before last, t h e l2hW~l/ @ 5 8 4 iB
e L4(s)
weekend L o 5 d 9 23% e L 3
Welcome (to our store) L l % 7 LBLISI~$ 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
which
which
which
white

who

F Z 2L2
&3%/C3S

eL10

. . . Em e L 2
g 12

one

t3LI

tz'a

Bb\

SL9, &L9(s)

612

why E 5 b 7 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
ILII-II
woman S b & ~ U b t* a X 8t7
word kh,' Y% 3%L9
work t Z L e S 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)
X-ray

($3

+Lll(s)

1/3/bPP=/ 52 L12(s)

year L
4 SLIO-n:
year after next, the $tiL\;lah WESF
52. L ~ s )
year before last, the 8 & & L &L4-(s)
. . year student -@Pvi2L\
--.&& g Ll
. . . years --#ah-4 G LIO

. . . years old -*Ll

--&
t i , $2Lils)
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
you &&f= 5214
young ;ht3'Ll Z L \52L9
younger brother &&3& ($h) %-( 3 A)
% L1, b L7, L7(s)
younger sister L \ % 3 t (eh) %E( 5 A}
32 L1, % L7,52 LT(s)

.@

zone tickets VLl9 lfh, 9S45;

z$

LlO(s)

#&
7Y*

N u m b e r s

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.

L ' 7

special vacabulary
for numbers

S'Z

L'-3

L'T

k+g

U Z 7

L'7

-2~'t=%
vz3

4i39ha

A79

-s,9ha

199

k7na

L 1 3 7

1\7da

Gbi75)

,iht:r)

1
2

6 -3

9
f b a & a
-

ca

LA-2

137

. 3%-

L L n 9 ZLaha
9

g
6.1

-4z)b
floor

-%

t-@3

iiouses

cents
Lmi 3.A

-3lr~I
weeks

-$
books
?I.

-4%
years
of age

-2
shoes
+2 A.

-j

letters
hrj &

-4thousand

street
address

small items

date

people

years of age
:ri,

cf. --A
cf. idj:&
cf.
(20 years old)
a j 1-;l (three or more
( 1 4 ) people)
l i 7 6 . (20)
i:L-kp?
k 7 ha(24)
fa'kt: 1;
(how many)

- -Conjugation

short
present neg.
(L.8)

short
past neg.
(L.9)

L f=

L Qc\

t QDd:dstt
7

3T

3 t:

-3- T

-T

"k

-Q&\

-7T

te-forms

short
past

(L. 6)

(L.9)

L W

LT

43$-

verb dictionary long forms

forms
bmsd
types
(L: 3)
irr.

Ts

in.

<b

7a

f:dr%
-

C h a r t

a&\

z 26%7t:
--3&*7t c

-7

Ji

-hQl,\

--#3 t d : 7 ! J 5 3

Zl

fib%

-k\3T

ZL

32

-% 3

2d

ra

-3

$5

- 3 3T

-7T

-7

-/tT

--AT:

-3 Q L L

--hT

--

- - ~ % Q L > -i3Q$*97:

-AT

--A?<

-fJta.c.r

-~\)"s

' v ~ ~ Q ~- f,i a ~ b s 9 ? =

Zl

$5

L~Q
$

21

u
u

+&

b>l
%C"
132-5

a-P

--tta~

-3

--kQb\

-7Fz

~ -7

71t

-6

rvh~p-=,fi

- 3 3 ~ -L\y

--S3?

*-3T

-%+$jh

QPas

-7

-LT

* Q L ~

fz

*---;)f:
-L\j?Z
- -

-- L t2

9 =rfr

Q 6 . 7 =>:

-3 Q 6 5 7 f c

-td:fJda-=>f2

---h*Qa'L

-&*Q;bal=ltz

-&"h,>

--;b"QY

-Sf.

fi

ta'h.97"t

The form with * are exceptions.

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.