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
6
&
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
$.->
I
ka ci&k~ Japan
(*2) . ( ~ & = /Japanese d)
I
L L * ~A (9& 6 2 2 A)
Mr./Ms. Yamamoto (book; i5z basis) (2)meaning
i
6)stroke order
(6) total strokes'
Among the readings shown in (4) and (5), himgunla indicates the kwt'yomi, or Japanese readings for a kanji, while katakana indicates the on'yomi, or Chinese reading. Both kun'yomi and o ~ ' 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:
4
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
3
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
z
(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)
$-1t
bamr
(ball)
When you write vertically, the
-- mark needs to be written vertically also.
Example:
(2) Additional combinations with small vowel letters are used to transcribe foreign sounds that originally did not exist in Japanese.
(3)The sound "v" is sometimes written with T. For example, the word "Venus" is sometimes written as E-f X or 3" 4 3- 2 .
-
Greetings -
1
New Friends
10
XkAYTT Question Sentences noun1 Q> noun2
@
.
~ & C,~
h
~
fiLI%a
Shopping
29 30
Taz E;h ZD/~D/&~)/E@ noun E h O noun 2%
+
z z * z &+Z noun B noun L + & 9
FZ
-h/-ck
-1
7-@
Making a Date B<+<
Verb Conjugation Verb Types and the "Present Tense" Particles Time Reference Word Order Frequency Adverbs The Topic Particle Id:
54
a
-1
-
The First Date
72
Describing Where Things Are Past Tense
(451) ###RE ID + z j A Trip to Okinawa
96
Adjectives ET 3 (&)/S G b > ( a ) Degree Expressions
-3Lt k//--$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 $2 L
L
198
L
iZ
F 4 /1 7*
@
@&
iZ id:
217
&L
15-3
G r e e t ings
p J
Ohayoo.
Good morning. Ohayoo gozairnasu. Good morning. (polite) Konnichiwa. Good afternoon. Kon banwa. Good evening. Sayoonara. Good-bye. Oyasurninasai. Good night. Arigatoo. Thank you. Arigatoo gozairnasu. Thank you. (polite) Surnirnasen. Excuse me.; I'm sorry. lie.
Cochisoosama.
No.; Not at all. I'll go and come back. Please go and come back. I'm home. Welcome home. Thank you for the meal. (before eating) Thank you for the meal.
Hajirnernashite.
(after eating) How do you do?
Doozo yoroshiku.
Mice to meet you.
Ittekimasu.
'
Itterasshai.
Tadairna. 0 kaerinasai.
Itadakimasu.
-
I
61$.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.
W
1
h
l
L
7
'
-
Mearii
t:
b25
4
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.
I
A&,
9
Takeshi
Ano,
ryuugakusee desu ka.
a h 8 j I ) I I
2
3
-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 . . .
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.
t
bk Lt2
X-
i
- +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
A
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 ,
9
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).
2
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,
t
T
main idea
further restriction
A phrase of the form "noun1 m noun? acts more or less like one big noun. You can put it wherever you can put a noun, as in the following example:
id Takeshi san no
Z
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.
1
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
f
P
b
I\-t. SLEk x ~ 3 - ~ Y L ~ T ~ ~ ~ , Haato san wa sueedenjin desu ka. It d k
instead of
I\-
7
L
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 $1 12 L
i?;tXI
Takahashi
Kenji
4
w4 r Yuuko
&("a Megumi
c
m.5 3 Yuuki
blk-5 Itoo
2 341.4 Masahiro
BkSr
Kyooko
(Numbers)
ii Q h
-F~/+LL\ zero
ree
t"rg j L ~ S ;
3kL"@J5
juuichi
sanjuu
Uqji:
LhU*?
juuni
yonjuu
3XI
L*@j 3tL
L*L+@j
san
juusan
gojuu
L"r95LAJL'@.9L
kk / L / ( 1 ) yon ?-*
shi
juuyon
(yo)
C
go
G
{
roku
QQ/L% nana
shichi
&
juushi
r*.p:*
QQC*?
juugo
nanajuu
r@eJ?d juuroku
!dGrt$?
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)
3
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>&
r
t=
, I
t
E I
i
il: ?dl2 rokuji
U
sanji
t&U
tit% t"
shichiji
hachiji
:">
a
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$ko h a
nanji desu ka.
A :~~GL't&X,TTO Ichiji han desu.
t*=lt' juuji
B. Answer the questions. @
Example: Q : Z
3hhTThao
1
Tookyoo wa
nanji desu ka.
irna
A : r"*h 3 hL'-lvT, sanji desu.
Cozen
7:00 P.M. 7 Nnrr Vnrlr
3 :0 0 ~ ~ ~ .
1 :00 P.M.
5. Bangkok
WL-
1/
6. Sydney
3. Nairobi
4:OO A.M.
8. Rio de Janeiro
9: 00 P.M.
3:OO P,M.
@ Thral%hZj (Telephone Numbers) A. Read the following people's telephone numbers. @
f:
Example:
283-9547
+
E=Ga%$/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
L
Takeshi f
i
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
b
+
bj
7
i.
% 7 J ) - S h i A 7 %' ) f i h L ? T 0 Mearii san wa
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$hao Senrnon wa
nan desu
ka.
A : i:!3A Z*TTO Nihongo desu.
name 1. Japanese
2. economics 3. English 4. history 5. business
fi
ITime / A g e Time hours kh'f;
c
ichiji
3ht sanji
Lr yoji
r
*: goji
t
4 { C rokuji
LGU shichiji
13% tJ hachiji
(t" kuji
minutes
I
II
~ h - 3 ~ : : ~
lPPun
2
juuippun
12
d=LaX, nifun
13
sanpun
5 <*,LA,
rug j C
C
juuniji
Age
C:'rg ttYi:X/ Juuyonpun
15
Y@5z*eiatL juugofun
gof un
16
6 57d:L roppun
L"u9=75~+i."k juuroppun
17 ~ ~ 5 . ~ ~ v i ~
322-X/ nanafun
juunanafun
t d ~ d ~ t t / l d t : ~ L X , 18 C ~ ? l d ~ w i ~ A / '
8
happun
9
hachifun
juuhappun
,4rgj,iaX,
C @ 9 li%visA,
kyuufun
juuhachifun
Ck#9e2L
10
19
PPPU~
L a ? 3q$wi-L juukyuufun
C@?L\g3C juuichiji
3k
14
yonpun
7
b 3 StLwi:A juusanpun
k kli:h
4
Ct-Fji=LsA juunifun
3 ,4,-.2X/
3
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
5
icSc\
6
nisai
3
SX/SL\ sansai
4
kX/$b\ yonsai
'For 20 years old, t;t
~"SL\
9
gosai
5(%>
kyuusai
10
rokusai
7
QQ?L\
i3-33bh hassai
C @ 7 3 ~ 1 jussai
[I
nanasai
8
$@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.
a
Mary goes to a flea market.
h b j ? t \
1
% 7 l ] - :
TA3*tt,
rhia
L\(h
Mearii
Sumimasen.
Kore wa
ikura desu ka.
2
:
Mise no hito #IA
3
4
6
sanzen en desu.
c~:'.(. bj,~ ha ~ z~u ~~\ t a~ L \ { ,c; ~ j - - h > ,
f
Mearii
Takai desu ne.
A*a)'CTZ :':
&&l2 3 A e t t L * t h
Mise no hito
Are
A
'1
1,
~ wa
i
t
r
ano tokee wa
Jaa,
< ;2hTT,
k 3 TTh., &$LS f < h . ~ \ T $ & ,
Mearii
Soo desu ka.
a*GT)p?f : *
&
'
I
t
* 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 ~ ~
o
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.
&
&
'
l
i
ikura desu ka.
sanzengohyaku en desu.
%7")-:
7 % 7 l ] - : Mearii
9
Sore wa
r b
Mise no hito
8
qjfita L L ~ F A L L T ~ - ,
% ~ j - :
&3
5
'I
-r~h~,
h
%Ti)-:
b?zLG3 $ ~ \ ~ i a T - j - ~
Mearii
Watashi no
a&> !I h"
saifu dew.
3
Z 2 " ~ * ~-j-, \&
Arigatoo gozai masu.
@ After shopping, Mary goes to a restaurant. i L L Z f z - ?
I
5'~-b Ueetoresu
k X :
8
1
1
~
~
L + L \ ~ - @% ~= Z L - ~
~ \ ( , q I rasshaimase.
Menyuu o
3
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
Z
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
C
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
* (-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.
A
~ 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.
k
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
a
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
8
..-..A
+
.----. ,
TF, [ x i ?To s
8 8
.
.----*
m
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
k
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,
(-&)
(-%)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)
@$3I; (Numbers) I
100
?Ye<
200
t:v.i-. nihyaku
tL
10,000
hyaku
sen
<
c=*X,
ichiman
20,000
nisen
4x3 A niman
30,000 3 / t 3 / L sanbyaku
400
sanman
<
1kV+ yonhyaku
500
L*Vr. gohyaku
40,000 k k 2 & yon rnan
<
50,000 Z*3. A goman
G<*A rappyaku
60,000 6
rokusen
700 Q Q V + {
QQ*#4,
nanahyaku
<
rokuman
70,000 Q Q 3 A
nanasen
nanaman
80,000 C;;S2;3k happyaku
hachiman
woao
600 3 ~ ~ 5 V . t . { kyuuhyaku
A. Read the following numbers. @
B. Look at the pictures and answer how much the things are. . . -=
Example: Q : Pen wa
L l ( bT-$-$xo ikura desu ka.
Hachijuu en desu.
3
@
52
kyuuman
Ex.
-
X,
2
C. Pair Work-One
of you looks at picture A and the other looks at picture B
(p. 50). (Don't look at the other picture.) Find out the price of all items.
Example: A : R /I, V 0 7Cd L Enpitsu wa
I3 : ve
< & TT &',
ikura desu ka.
< 2&T3-0
Hyaku en desu.
Picture A
A. Items (1)through (6)are near you, and items (7) through (12) are near your friend. Your friend asks what these things are. Answer the questions. Pay attention to Z h (kore)and %h (sore).@ Example 1: Your friend :
Q AT-j-$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:
l
r
2
Q
A
PL-j--T--$o Sore wa
toreenaa
desu.
6. Look at the picture and tell what each building is. @ Example:
Q
:
X/Tj*a, Are wa
nan desu ka.
A : AhtA Z Are wa
L a h*h'T$,
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
B
:
nan desu
ka.
Sore wa
B :t
Zif~\T-"p, Are wa
tokee desu.
wa
Kore wa
QXIT-f*~, nan desu ka. %
6
~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.
~
3
~
~
~
~
~
~
(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
Y
i
keezai desu ka.
F ~ l t < b \ $ <(
Toozai daigaku no
a
$.. { *rlT-j-&h, gakusee desu ka.
- 5 x/ta
r h h 1 L 1
7. 9 7 1)
& & E X .
F =/~"Tlrf-lr*,
n2
Mearii san wa
gakusee desu ka.
Rondon daigaku no
8. i?= C j L 3 AE3 t z i Q k * ~ \ c i l " * k ~ , Takeshi san wa -f i
ninensee desu ka.
xlta L ~ ~ ; & A + ? L \ T T & ~ ~
9. 2 - 3
Suu san w a 5
E
h
ichinensee desu ka.
Y
10. a / < - -k 3 h i d Robaato san wa
Nationality
School
I
tah*~~TTh~, yonensee desu ka.
1
American
I
Japanese
U. of Arizona Tozai Univ.
Korean
I
Seoul Univ.
Major
Japanese
history
computer
Year
2nd year
4th year
3rd year
British
I
Japanese
I
U. of London Tozai Univ. (Japanese business teacher)
4th year
B. Pair Work-Ask your partner whose belongings items (1) through (7) are. Your partner will refer to the picture on t h e next page and answer the questions. *
&
I
)
b
l
Example: A : Z h G d % 7 ' ) - 3 h @SL\,<~TT$~, Mearii san no
Kore wa
saifu desu ka.
Mearii san no
lie,
1
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.
*
&
9
b
b
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
I
Ex.
(3)
Part I. You are a customer. Ask for the price of items (1)-(5).
Part 11. You are a store attendant. TeIl the customer how much each item is.
Pair Work @) Example:
A : LkLba fs#'L@ h'sTTi3', Kore wa
dare no
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%&,
&?$%!I
I don't understand./I don't know.
Wakarimasen. @=I
(
rJ
Yukkuri
bh7-C ( ~ itte kudasai.
S S L ~ ~
& 9 ~6 Z*
L
Moo ichido
jtte kudasai.
~ f I{
f2-3L
L ~
Please speak slowly. Please say it again.
I
G17Z 37T(?S3hl Chotto
matte kudasai.
Please wait.
?-ba$g%
Making a Date
a
Mary and Takeshi are talking.
@ On Sunday morning, at Mary's host family's.
Takeshi: Mary, what do you usually do on the weekend?
Mary: Let's see. I usually study at home- But I sometimes see movies. Takeshi: I see , . . then, would you like to see a movie on Saturday? Mary: Saturday is not a good day. (lit-, Saturday is a little bit [inconvenient]
Takeshi: Then, how about Sunday? Mary: That's fine.
Mary: Good morning.
Host mother: Good morning. You are early, aren't you?
Mary: Yes, I'm going to Kyoto today. 1 will see a movie in Kyoto. Host mother: Good. Around w h t time will you come back?
Mary: Around nine. Host mother: How about dinner?
Mary: I will not eat.
Host mother: I: see. Well, have a nice day. Mary: Good-bye.
- .. )
Enterfuinment 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 . . . ?
G
r
I$3
13i%
a
m
m
a
r
Verb Conjugation Verbs in Japanese conjugate, or take various shapes. In this lesson, we learn three forms: (1) the "dictionary forms," (2) the present tense affirmative forms, and (3) the present tense negative forms.' There are two kinds of verbs that follow regular conjugation patterns, and an example of each is beloiv.
Look at the picture and tell where the following things are. @ Example:
2. 7 9 .;r
+
IfX.
b (racket)
C. Pair Work-Ask
and answer questions to find where the buildings are.
One student looks at map A. The other student looks at map B (p. 93). Don't look at the other's map. Example: A : %El t3 z 3 i5&
L TT$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:
$a,
B. Pair Work-Guessing game Ask questions and find out the prices your partner h a s chosen. i
I. Before you start, both of you will choose one price in each row of the table and mark it.
i 2. In each row, use the item and one of the four prices, make a yes-or-no-question sentence and find out which price your partner has chosen. i 3. You can ask at most two questions with one item. If you have guessed col-rectly the price your partner has chosen, you score a point. Your partner will not give away the right answer when you ask a wrong question. i i 4. When you have asked questions about all the items in the table, switch roles with your partner and answer their questions, i
i
5. Tabulate the score. You win the game if you have scored higher than your partner.
Example: A : h ~ 7 5 1 1 % t L 1 ~ ~ 5 p J T L ? : & ' , ::
Z L X L
B : LlL\L, -::3 *fXlI ,U4 , + & r )
3~tLTLfz,
A : L>t,$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 : 7°t-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;
1
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
3
w
r L b d.X.
12) Wednesday
(I) Tuesday
in the library
(4) Friday
at a friend's house
(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'
I
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:
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
B
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+{ *$?%A 3L iiit a
f
~
i
~
a
~
Y
A. Compare sentences (a) and (b), and change sentence (bj using 5. Example: (a) ~ \ ~ / T - # - t ; f : = T 5 R T ~ , 1:
hk+<%&
(b)3-k-13=BP3TTo
x-k-&=XaTTo
+
1: V y 4 2 L
I:
i " ~ < i / ~
1. (a) tzC-fL3X,t;j;%$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
d.
$ 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 $2
T
,$!#El P r a c t i c e h
:
1
Lw5
Short Forms Past
A. Verbs
(a) Change the following verbs into the past affirmatives. Example:
75' (
4
haL \?=
(b) Change the following verbs into the past negatives.
-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
a
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
$<(*L\
-+
&'*(*L\f;*
(b) Change the following into the past negatives.
@ Informal Speech A. Using the cues below, make questions about yesterday in informal speech. How do you answer those questions? @ Example: ?- t W & 3,b k
Make questions about childhood in informal speech. How do you answer those questions? @
Example: Z% Irk I +
Q :T E a e .
A :
Z R E 7 i?z ? ~ f / c t
:rt
r
5 XI,
Z%t57 Ifd 5
t=,/-j 5 A, X a U e Q h x 9f:, IT& 3
@Z%f2.ot=tE~ltd lfh d %% A. Make a guess about the childhoods of the people below. @
Example: 2 %, T*t ?z hso ITX. 3
+
Q : L o3ACATiEa%,
%%T t f ~ l f k 3 : IdLh, Z R I ? 't= ~Z4%Ll& ~st To if/" 3 ur
A
L\L\&,
;rt
r3
6 ' ~
Z ~ ~ : ' Q & ~ ~ ~=?~Z \Z3 -3 ,0 U IT/"
3
(a) 7F > f l Z 3 L j T (about ~ a d o n n a )
i4 b
(b) E~*Z@%*~Z~L\T (about your Japanese teacher) I I z WhWL!
6. Choose one classmate and guess what they were like as a child using the
following characteristics.
A. Pair Work-Ask
your partner the following questions about his/her childhood and report to the class using --&EgTL\ZLfi. 11 Example:
L\
:'ib Q L ?:
B. What would these people say/have said? Make up your own quote for the
following people. Example:
7
'
-
30
j f: (
s & +gL C@ Lf=z$-;,~~~\ ? I
5
7 ~ 9 " / >(2) I I ~ F Z - ~ ~ X ' ) -
Ex. 3a71t';lz%~Z'*(1) ? / f 9 1 L -
(4) @ 1[my] mother) 13
n
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
4
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
r
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.
h
(a name of newly released movie)
6.
5
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
U
3 . %&c3h3*3Tj-r3>, -f
%f
4.
E!%@e, k < S2fkA2 3 - h ~ ~ 5 rl 3
7
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, 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,
3
Pair Work @ B.
Example:
I
k L2
picture B
.
Ask which of the people are the following:
I
There are two kinds of words for colors.
Group 1: LI-adjectives
I
X ~J> <&
black red
h Q-
yellow
3 w 5 k h 3
1
597)
fi b i SLX 84 8g L r,
&
white
I
blue
I
brown
%+\\&
These words become nouns without the r>. red bag
I like red the best.
I
Group 2: nouns
I
*%', 7* 1) - 2
I
F>7
(
%$/;/,b~.t--
green
% 7& I3 kTr.6
a%33
light blue
pink
I
silver
?kt\&
There words need
1
a in order to make noun phrases.
>B/7*1] - >Ql-k-9-
green sweater
='I
Here are some words related to colors.
You look pale.. bhck a d white picture
Mary hQs Blo&
hair.
&(n-f;z Winter Vacation Plans * "srs,
ifww
&
@ At a travel agency.
Ft"r
Mary: It is getting cold.
Takeshi: Yes. Mary, what will you do at winter break? Mary: I am planning to go to Korea or Taiwan, but I haven't decided yet.
Takeshi: That's nice. Mary: Which do you think is better, Korea or Taiwan?
Takeshi: Mm . . . I think it is warmer in Taiwan. But Sue said that the food was deTicious in
Korea. Mary: I see. By the way, are you going somewhere, Takeshi?
Takeshi: I won't go anywhere, I don't have money, so I will stay here. Mary: Is that so? Then 1'11 buy some souvenir for you.
Takeshi: Wow, thank you.
M a y : I'd like to reserve a plane ticket from Osaka to Seoul. Travel agent: When is it? Mary: December 19.
Travel agent: We have a morning flight and an afternoon flight. Mary: A morning flight, please. Can I me a credit card? Travel agent: Yes. Mary: How long does it take to Seoul?
Travel agent: About one hour.
Nouns
23 3
fall
L\LP 2.3
doctor station ~3chperson face
g&5ifa%%
3 429
season
* ? k = s ~b73-F ;~
credit card this year soccer shirt life; living world subway gloves barber's
ZZt ? b y & -
.;/
* '7
4&b\hX-3 *$*L\
bhx-c=) T"2 { 4 r r+i3
ra s
spring
J$>',!I
pants
VL9 * VXI
beauty parlor flight ship; boat baseball celebrity reservation next semester
2,&I
+,4@5 v p i #~\t'k
* k*( i;k\&P-=l
3
3 &2*
apple
Warm
slow; late cool (weather-not used for thin& cold (thing/~eo~le) sleepy
* Words that appear in the
dialogue
easy; simple
t o take (amount of tirne/moneyl
(no particle) to stay (at a hotel, etc.)
(- 1);
to become to pay
to decide V e r b
I r r e g u l a r
;izhL@iTB A d v e r b s
a n d
&ET6 O t h e r
& & 'f%T ..
9 ~ b - C
t\%l%k
--+I$
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.
1
A tDMjjbt
B @' property),
= A iS more @ r ~ e r M than B.
I
You can ask for another person's opinion on two things in comparative terms. A t B
tk ~ = ? 3 ~ 1 3 3 ~ (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)].
I
~
F
~
3 -f+,
u
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 .
h
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.
b
o
(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
1
c
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$
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 @ $-L 11: Q 8. W3.z
When an adjective is used with ta' 6 , a question axises whether the sentence describes an absolute change (ex. "it has become warm, hence it is not cold any longern)or a relative change (ex. "it has become warmer, but it is still cbld"). 3 6 sentences are ambiguous in
isolation. If you want to make clear that you are talking in relative terms, you can use the pattern for comparison together with 'b & .
Mary has become-befferi i - ~ a p a i k te h a ~before.
In Lesson 8 we learned the Japanese expressions for "something"and "not . . . anything," 4Ff2~-and r, 2,. As you must have noticed, these expressions are made up of the question word for things, .*i: PT, plus particles h* and S . Other expressions for "some" and "any" in Japanese follow this pattern. Thus, 1:
It
something
31:
-
a
%
not a z y t h i ~ g Q-:1
someme
fz+h$' -
xot aflymP: 7"Sh-
L
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, -. ,
Q
-,
,
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
7
+
A : Ez*? z * G ~ - , ( Q ~ I ~ ~ ) & ~ ~ ~ T T & ~ O 27
t
J.@
6 :E
~ c-hx(+k Ji.VP ~ 9 )e3T"Po ( o rkX % % ST% 3 T $ , / $27S Z - & 3 ~ L ~ T T , ) 7
ta.-i
2
.;,W
.;.rb
A : r - 5 l/?-i?T6L~
4 7
!zlH 3 z /
%*?~<'II?
1
I
.
(3 53 ) i
El: *$+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:
7
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 : *
-+
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.
r
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
b
~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
3
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 ?
-
$
7
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
.
8
B. Use the same pictures and describe how long it takes. @
Example:
j
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
i
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
%$% C r i L T-LIX. b-t > T=J !+A,
T t > 3 I?/y
(boarding) ticket
coupons commuter's pass
%3X% 9 tfX,
vouchers; zone tickets
M! #g 53% L
student discount
El @&% i*f
general admission seat
%@* ?/viL.Cc
nonsmoking car
+kc>
&:( h7
reserved seat
- r l b i t
U
%%a s <
round trip
J?S
one way
5 A,
9.fi-t tj
Places in Stations n4E~@ ra~+x
track number . . .
%3 % % q % if W L 7
-
i :1
21.t-37
&--A
exit
ticket vending area
*T m An C%
gate
k$& ?!!A,
stairs
ti5
entrance
s1r)
b
C%X/%-
platform
first car; front end
3i
3%
lfi\i&
kiosk
t
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
0
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-*
L
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
L
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?
I
{*&a&&After the Vacation rr, mi
L ,
a
D i a l o g u e
Michiko and Mary meet after the vacation.
Michiko: Mary, I haven't seen you for a long time. How was your vacation? Mary: It was really fun. I went shopping, ate Korean dishes, and things like that in Korea. Michiko: Sounds good. I want to travel, too. Mary: Did you have a fun vacation, Michiko?
Michiko: It was okay. I went for a drive just for one day, but I was working part-time every day.
Maw: Michiko, I want to introduce you to a friend of mine. This is John. He came to Japan Iast month.
John: How do you do? Michiko: How do you do? Nice to meet you.
Michiko: John, where are you from?
John: I am from Cairns, Australia. Michiko: Is that so. John: Have you been to Cairns? Michiko: No, I haven't. John: It has mountains and the ocean and is a beautiful place. It's famous for the Great Barrier Reef. Where are you from, Michiko? Michiko: I am from Nagano. Please come to visit me sometime. The food is good, too. John: By all means, I would love to.
Australia
gz? %&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
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
L
I
Mary said she wamted to go to the bathrom.
To describe your observation to the effect that somebody wants to do something, you must use a special verb f= 6% T -i:~ \ B instead of f; I\. If a verb takes the particle & , the \, 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.
1
(activity A) ft 9 (activity 8)k
do such things as A and B
I
To get the f: 3 form of a predicate, you just add 9 to the past tense sho?t form of a predicate. (Thus we have L t=9 for the verb rf- 6 , whose past tense is t ', and &x.f= 9 for $€%6 ,past tense h-tk.) Note that the helping verb -5. .3 at the end of the Lktentence t: indicates the tense of the sentence. You can change a --f= 9 --f: '1 T 4 sentence into the : 'i
past tense, or incorporate it in a bigger sentence, by working on the helping verb part.
sssa. & ~ ~ t = ~ t~l , ~ Lq3 2 9
rt
li
Y t3 S LE L, ~
=
~
:1 'd
I sfudied a d talked wzth my fnmds, among other things, ooer the weekelad.
G-z~tz 9, fir
+%&M~hf7't C;LA:(
3.
3 T6@h2'S3TT0 -f
I like danckg, Zisteni?rg to music, and so forth.
The past tense short form of a verb
+ t Z 5'& & describes that you did something, or
something happened, in earlier times. -
E&L\,
?T~kLZ&~dk,33-j-~ Ir
Have you m e r been to Europe?
Yes, I haue.
A / E ~ + ~ Z ~ ~ ~9 1aktt, X / ~ Z L'nSii c7 Takgshd has never been abswt from classes (in his life).
tS
verb (past, short)
+ Z&&t&&
bane the experience o f
...
9connects two nouns, as dues Z . 9 suggests that the things referred to are proposed as examples, and that you are not citing an exhaustive list. '<
M
in negative sentences) In negative sentences, you often find the particle t$ where you expect 752 or %. Observe the reply sentences in the following dialogues:
Q +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-
I
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
~-2&< 6 +
) -.
7h
~
~
~\>~<-fl-&:&
i
,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$X,dAN13z&xf=~\T?y5x, tac
fz
B : k0tf-*$'&
A : i f ~ / 3 ~ / i a k ~ : o & ~ e <-fi = l ~~\ aL\ z ~ Cg. ~ f:
Ih
ijX,;X/l2tz"~*&&^=i'%%$'7 TL\~-$-,
A
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?
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.
5
a
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
::
L
5
(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
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
$5 9
0
# 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$*2*33 T-$-$ao -F
< fi< 9 a Th*o
3. Z+tL''d*~~FCL 'Iri 7
4.
-3
I"GcG3. z*XIQ*-;l*;J2& 9 3 a-po &Qf:aAFa&n f : Li
5. & t a ' t z @ A ~ t ~ G AY, Z O E E lZ~ hCfLi\3 -j-&.o f:rxBr( < Irli
3 3 Ti$>,?f2 TT-h',
6. Y b Q &cfi-=l?= 2 Z $'$I
+,
i
7.
{
i\
r " m g s g R 9 c i : ~ \ ~ar 5 . ,
L \ t
r
*
r:
8. 1$F13$ (actors) @+T, ?
*+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:
3
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
I l n t h e J a ~ a n e s eC l a s s
I
Useful Expressions
YG6 T%
Both are fine.
ElCTT, Same thing. 6V f : ~ ~ f = ~ q q j y - More ~ ~ or less the same &k
&l
7
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*
Raise your hand.
7":3 b h o
L T { ?53bi0
& e+e2HCT 315 6. L + Z
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\,
4
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
k
\
[ X i If&
standard Japanese
iYr7UtpL Z
k Z 2 i2
for example
question
t36.E~
anything else
8
answer
-%licv
number
#!I hr\
example
-<-
(
-%T
33
I
.
75.7
3&
s
k
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 ~
1
#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 . . .
9
* ;~;&=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
6
7
When it follows a noun or a 2-adjective, 2 comes in between. report sentences
&-adjective: noun:
explanation sentences
wPT'$
8 9 ~ ~ fP
Sk'ZJhTT Lb ?%ahTT #
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$-.
A
a
, 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 + . \