Communicating With Japanese by the Total Method 1

COMMUNICATING WITH

JAPANESE BY THE TOTAL METHOD Basic, Part One

COMMUNICATING WITH

JAPANESE BY THE TOTAL METHOD Basic, Part One

Q)

Revised Includes Updated Vocabulary Self Test with Answer Key

NOAH S. BRANNEN

assisted by Kasayosb i Hirose and Tsuyoshi Sasaki revised with the assistance of Katsuhisa Yamaguchi

The cover design by Haku Maki, wood- block artist , was made especially f'or Japanese by the TotaZ Method and is an artistic interpretation of' _ the ancient shape of' the Chinese character ~ which means both "language" and "to speak."

All rights reserved. The materials appearing in this book are original and may not be reproduced in any form without written permission , except f'or brief' ~uotations embodied in critical articles and reviews.

Copyright

(£)

1976 by Japan Missionary Language Institute for the Author , Noah S. Brannen Revised, June, 1992

Published by JAPAN MISSIONARY LANGUAGE INSTITUTE Ochanomizu Student Christian Center 1 Kanda Surugadai 2- chome, Chiyoda- ku Tokyo, Japan 101 Printed by Shinsei Undo

f OREWORD

Confronting the task of learning another language, many people find themselves haunted by the specter of conjugation tables, grammatical rules (with the inevitable exceptions ! ) and vocabulary lists. Previous experience in studying a language, maybe Latin, French, or Spanish, has for many been sheer drudgery. Very few are the stalwarts who have had the dedication and the determination (the enthusiasm having long since waned) to complete the mastery of a foreign language by the old, traditional methods .

Dr. Noah S . Brannen is one of those who, in spite of the traditional approach used in the textbooks on Japanese available at the time, have achieved a fluency in the Japanese language that testifies to the fact that adults can learn languages well . But in the course of the exercise of sheer determination and dedication, the question must have often presented itself: "Isn ' t there a better way? "

.

The course presented in this book is an affirmative answer to that question. Based on a description of the Japanese language according to modern linguistic principl es, Japanese by the Total, Method is an application of recent advances in language theory to the teaching of Japanese. Dr. Brannen's doctoral dissertation was a description of the Japanese language incorporating a highly effective grammar discovery technique. Such techniques are used by linguists to discover the rules that operate in a language and that comprise the framework of a language- what we call grammar. It is on such a framework that the lessons of this text are built. The student can therefore experience something like the excitement of discovery that the linguistic specialist senses as he systematizes language data. An outline is developed by which relevant data from the lessons and from the environment are seen to be parts of an integrated whole . Japanese studied from this perspective "makes sense" right from the start.

Japanese by the Total, Method has been developed and tested with more than 600 students over a period of eight years . The results already produced give eloquent testimony to the effectiveness of the method. It is with confidence that this book is recommended to the serious student of Japanese .

L. Shelton Allen Okinawa, Japan

1976

vii

AUTHOR' S PREFACE The motivation for producing the series of texts titled Japanese by the TotaL Method has a number of facets, not the least of which was my own dissatisfaction wi tb texts and teaching methods used on me as I tried to master Japanese as a second language after reaching tbe age of 26 . The sounds of the new language came easy, and the grammar fit nicely into the patterns pointed out to me, but after several years of disciplined study and living in rural Japan where I spoke nothing but Japanese, even to my long-suffering bride from Alabama , I was caught up short one day with the realization that I was iLLiterate I couldn't read and write in a manner commensurate with my role in the Japanese community in which I had made my home . Over the years and decades the average "foreigner" has come to terms with this situation in Japan, but I was determined not to compromise my goal of total mastery of this language. Today, several years later, of course I am aware that I still have a long way to go, but I am equally convinced that , given the right start and patient guidance , the foreigner in Japan can achieve a level of "mastery" of the total Japanese language . Japanese is not an esoteric tongue, spoken and written by the initiated few . It is the language of a homogenous culture of 120,000,000 people, not a few of whom have considerable difficulty mastering the reading and writing themselves. To achieve a level of mastery of the Japanese language that would not compromise the goal of literacy, I felt a new approach was needed. This purpose is expressed in the rather ambitious title of these texts:

Japanese by the TotaL Method . A language text should be built on an adequate linguistic model. These texts were begun almost immediately after I completed my Ph.D. thesis at the University of Michigan which described seventy-five syntagmemic formulas drawn from data which I collected on tape over a period of five years. It is assumed that these seventy-five formulas represent the basic sentence patterns (or grammar) of the Japanese language as it is spoken today . Many revisions and adjustments were made during the ten years which it has taken to produce this text as it is now offered, but the basic analysis bas changed very little. I assume that if a student masters these patterns he should be able to say anything be wants to say, and he should be able to say it the way a Japanese would say it. Of course, this implies that if a student wants to talk about politics he will have to supply vocabulary from that field. But this new vocabulary can be fitted into the basic patterns. In fact, I think that is what language acquisition is all about. Another facet of the motivation behind these texts bas been the desire to see a course of study which reflects some understanding of the background, psychology, interests, and learning habits of non- native speakers. As the non-Japanese student pursues his study of these texts, he should become aware of this focus throughout . Fortunately, my own motivations dovetailed with those of Paul McGarvey, representative of the J . C.E. M. language commission, who came to talk to me one day in 1967 about the possibility of developing a "tailor-made language program for missionaries." I remember saying something to Dr. Eugene Nida in the summer of 1966 about the fact that the majority (about 99%) of the missionaries in Japan are illiterate. He acted shocked. Linguist that Dr. Nida is, he seemed either to have expected more of the missionary, or to have under-assessed the difficulty of the task of learning to read and write Japanese. To "tailor-make" a language course for Japan missionaries, to me, included the task of building in all the facets described above as my own motivations in trying a new approach. ix

X

JAPANESE BY THE TOTAL METHOD

Over the past ten years the project of building the texts, Japanese by the TotaZ Method, has received the full and enthusiastic support of missionaries related to J.E.M.A., as well as other missions and educational institutions in Japan . It would have been impossible to make this approach from my desk. The materials needed a school, with teachers and pupils, and the numerous dedicated staff members which the Japan Missionary Language Institute provided . During the past three years, International Christian University has also cooperated with the project. It would be difficult to list all the names of the numerous teachers and students, as well as interested specialists, who have been involved in the preparation of this text. But especially do I wish to thank the dedicated teachers at the Japan Missionary Language Institute for their invaluable help over a period of years in improving the text in terms of theory as well as pedagogy . Special thanks to Marie Olfert, Dean of J .M.L.I. since 1969, who has encouraged every step of the text ' s progress; and to Frances Horton, J .M. L. I . Publications Secretary, who has supervised the preparation of photo- ready copy for offset printing of the text.

Japanese by the Total Method has been a "total" effort by countless indi viduals. Without them I am afraid we may have produced another noble attempt at a Japanese language text, but certainly nothing as comprehensive as Japanese by the TotaZ Method.

Noah S. Brannen r.c.u., Mitaka Tokyo, Japan

1976

PREFACE TO THE FIRST REVISION

It has been twenty-five years since we first began to develop this series of Japanese texts. From 1967 until the present, the entire series, Volumes I VI, has been used at Japan Missionary Language Institute in Tokyo. All six volumes were used to start the Summer Program in Japanese at International Christian University in 1970, and the Japanese I - VI Program of the regular curriculum of the same university beginning in 1972. The texts continued to be used as the basic texts for both programs at I.C.U. until 1989. In the quarter of a century that has passed since Japanese by the Total. Method was first begun, the world has changed radically in a number of ways . Just as new political divisions call for new national names (and sometimes the restoration of old ones) , modern developments in science and technology create new terminology. To keep up with changes in the global community of which Japan is becoming more and more a prominent participating member, we can expect to see significant changes in the Japanese language itself. In this first revision, we have tried to keep step with changes in Japanese society as well as the language. Women students have called our attention to the changing role of women in Japanese society . Prices of goods, as well as ordinary procedures, such as buying a train ticket, have had to be updated. But the promise on page 4 of Volume I; i.e., that upon completion of the first three volumes "the student should have mastered the essential eighty patterns of contemporary colloquial Japanese," remains unchanged. Experiments with new teaching and learning techniques have generated a rash of Japanese language texts in recent yea.r s. In this revision we have incorporated some new methods which seem to us to be sound, such as suggesting ways in which each lesson can be used in communicative situations. It is our hope that creative teachers will take these additions (Section 8: Vocabulary Enrichment) and expand them, so that students can begin to develop confidence in using the language they have learned in practical situations from the very beginning of their study . Grammatical patterns don't change easily. My Ph.D. thesis was a study of the Japanese language in three generations, concentrating on the language of a small community and three generations of speakers. The study showed some variation among speakers, and some grammatical constructions used by the older generation which had changed with their children . and grandchildren. But the grammar of colloquial Japanese has continued with essentially very little change for the past 100 years. Young people, with their in-group language, like to import grammatical features of other languages, such as English, but most of these innovations are short-lived. Vocabulary and expressions found in Section 8 of this revision have been updated and may be used for · substitution in the drills and dialogues if the teacher and students wish to do so. Language teaching and learning methods change, but our experience with using these texts over the past twenty-five years has convinced us even more than ever that the only sure way to mastery of the Japanese language is by

the Total Method. Noah S . Brannen Bunka Women's University Kodaira, Tokyo, Japan 1992

TABLE OF CONTENTS ForeJJJord Author's

vii ~eface

ix

INTRODUCTION

1

General Remarks • The Effective Use of This Course • Description of the Total Course SOUND PATTERNS AND THE WRITING SYSTEM

Unit 1 SIMPLE SOUNDS Table 1 Table 2

Unit 2

Consonant-Vowel Syllables Consonant-Vowel Syllables with Restricted Consonants

6 6

COMPLEX SOUNDS

Table 3 Table 4

Unit 3

5

15

Complex Consonants Distribution of t, ts, and ch

16

LENGTHENED CONSONANTS AND UNVOICED VOWELS

23

18

Table 5 Lengthened Consonants in Word Constructions

23

Unit 4 SYLLABLES AND RHYTHM Unit 5 TONE ACCENT OF WORDS

29

Unit 6 THE WRITING SYSTEM

39

33

Table 6 The Riragana Syllabary Table 7 The Katakana Syllabary

44 45

SIMPLE SENTENCES Lesson 1

INTRODUCTIONS

47

Simple Sentences Made from the Copular Clause Base • Interrogative Sentences • Deictics • Intonation Patterns Lesson 2

YOU AND ME

65

Nouns • Interrogatives • Deictic Particles • Levels of Politeness • Sentence-Final Particles

Lesson 3

BIG AND SMALL,

SHORT AND TALL

81

Simple Sentences Made from the Adjectival Clause Base • Accent Shift • Sentence Connectives Lesson 4

99

MINE AND THINE

Noun Phrases • Deictic Particles • Noun + no • Attributives of Noun Head o Noun Phrase in Basic Patterns Lesson 5

o

Deletion

WORK AND PLAY

115

Simple Sentences Made from the Verbal Clause Base • Plain and Polite Verb Endings • How to Distinguish Consonant and Vowel Verbs o Rule of Thumb for wa and ga • Negative Questions xiii

xiv


Lesson 6

BUYING AND EATING

135

Kinds of Clauses • Simple Sentences Made from the Transitive-Verbal Clause Base • Object Element o Indirect Object Element Lesson 7

WHERE, WHO, AND WHAT

153

Peripheral Elements of Clauses o Location Element (1) • Two Verbs Meaning "Is": aru and iru • The Particle wa vith Negative Constructions o Inclusive and Exclusive "And" Lesson 8

171

LIKES AND DISLIKES

Topic Element • suk1 and kirai • Intransitive Verbs Which Do Not Require an Agent Lesson 9

WHEN AND HOW

Manner Element Lesson 10

o

Time Element

Expanded Clauses

o

CLOCKS AND CALENDARS

Dual Numbering System Lesson 11

187

203

Telling Time

o

WHERE, WHEN, AND HOW

221

Location Element (2) o Making Verbs of Nouns by Adding suru • Emphatic Sentence-Final Particles yo and wa Lesson 12

DIRECTIONS

235

Direction Element • Verbs which Prefer ni • Focusing Lesson 13

LET 1 S GO BY BUS

251

Means Element (1) • The Presumptive Verb Inflection • "Fly the Sky": Motion Verbs and the Location Element Lesson 14

COUNTING

Counters • Classifiers Lesson 15

Possession

o

OF TIME AND MONEY

Counting Time and Money Shift of Verb Class Lesson 16

267

o

285

Time Suffixes

Means: With Money and Time •

o

STUDY, PLEASE

307

Verbal Auxiliaries • The -te Form • Use of Auxiliaries with Main Verbs in -te Form o Nominalizing Suffix -kata • Quotations • Summary of Verb Inflections Introduced Thus Far Lesson 17

HOME WITH A COLD WITH THE CHILDREN

Means Element ( 2) • Accompaniment Element Lesson 18

o

329

"He Went Shopping"

IN JUNE IT RAINS A LOT

343

Adverbs and Adjective Phrases • Manner Expressions of Degree, Quantity, and Contrast • Focusing Lesson 19

"AS FOR SUMISU-SAN, JAPANESE BECAME LIKED"

Adverbs • Complement Element Lesson 20

o

With naru

o

355

With suru

1

QUIET, PLEASE; HE S STUDYING

Stative Auxiliaries iru and aru • Transitive-Intransitive Verb Pairs • Transitive Verbs and aru

369

TABLE OF CONTENTS

XV

APPENDICES

Appendix 1

AN OUTLINE OF JAPANESE GRAMMAR: 210 JAPANESE SENTENCES

Appendix Appendix Appendix Appendix

GRAMMAR EXPLANATIONS IN VOLUME I - - --

2 3 4 5

- - --

385

- - - - - - 391

VOCABULARY INTRODUCED IN VOLUME I

399

ANSWERS TO SELF TESTS

431

KANJI INTRODUCED IN VOLUME I

437

INTRODUCTION GENERAL REMARKS This text contains the first half of forty lessons which constitute the basic course in a three-part curriculum which includes basic, intermediate, and advanced. This total curriculum is designed to cover approximately two years of concentrated study. This approach is neither wholly oral cor wholly written, but a combination of both elements. All four skills--hearing , speaking, reading, and writing--are taught simultaneously. We have named this approach to the study of Japanese the "total method." If the student hopes to become really proficient in Japanese he is advised to adopt the total method approach from the outset and begin with Japanese orthography from Lesson 1 . This curriculum is not a rehash of materials alr eady available elsewhere ; i t is a new method based upon firm linguistic theor y , and it reached its present f orm only after being tested for seven year s wit h an accumulated total of several hundred students . While the " slot model" owes a great deal to guidance I rec eived from Kenneth L. Pike, under whom I wrote my Ph .D. thesis at the University of Michigan , the understanding of ker nel and derived constructions owes much to the influence of generative grammar. My debt to Eugene A. Nida, with whom I have worked on translation theory over the past few years, is obvious in almost every lesson , and more recent study under Charles J . Fillmore at the University of California at Berkeley has helped in tightening up the grammar sections considerably . Since the concept of "slot" is basic to the construction of the Drills of this text, a word of explanation seems to be in order . A sentence is analyzed as a string of words and particles related to each other by grammatical rules and semantic constraints. Su~h a string is analyzed as a series of slots, each slot having a specific grammatical relation to the whole. Items (e . g . , individual words or phrases, suffixes, etc . ) can substitute in a given slot to derive other structures . For example :

Subject

I Kodomo wa I

Object Predicate I pan o ) 1 tabemasu )

The child eats bread .

An item in a slot may be substituted by an item of the same class:

Subject

Object

Predicate

I Kodomo wa ) I gohaii o ) I tabemasu )

The child eats rice .

But note that slot "markers " (the par ticles wa and o in the above examples) are fixed in the slot to indicate the role that the preceding noun plays with respect to the predicate. E~ch lesson, consisting of vocabulary, kanji, drill, grammar, dialogue, reading, and exercises, is integrated around patter~s. As ~he student progresses throup.h the course he learns to expand, transform , and combine the patterns. This method reverses the random approach of many traditional Japanese language texts which take a conversation or reading selection and simply explain the patterns as they appear.

Each lesson contains a dialogue and a readlng selection which reinforce the patterns under study by providing a natural context. A variety of practical l

2


situations for everyday conversation are presented, and the readings carry much information of an "orientation" nature for persons interested in Japanese life. A section is provided at the end of each lesson to allow for the inclusion of specialized vocabulary. This feature enables these texts to update the vocabulary with each revision to keep pace with the rapidly changing social and economic scene. Because of the desirability of introducing Japanese orthography simultaneously with the spoken language, a compromise has had to be reached on the matter of the proper method of teaching kanji. Kanji frequency lists have been followed and only Joyo kanji (i.e., the 1,945 characters prescribed by the Japanese Ministry of Education and adopted by la\o~ as the characters most essentual and useful for ordinary communication) are introduced. Through the integration of each lesson, the context provides a mnemonic aid to retaining the 504 kanji presented in the basic course. Classification of kanji in terms of radicals is a useful learning aid, but we believe that this method can best be applied after the basic kanji have first been picked up in context. Some guidance to help the student study kanji by the classification method is given in Lesson 5.

Today's Japanese Eanji, by Imada, Inagaki, Hirose, and Brannen (Tokyo: Bonjinsha, 1987) is recommended as a kanji study guide and reference. This book contains all of the 1945 Joyo Kanji, the official list adopted on October 1, 1981, with all the accepted readings and one example of each reading and the English translation. In addition, 166 Jinmeiyo Kanji, Kanji for Personal Names, are included. Today's Japanese Kanji can also serve as a handy kanji dictionary to look up the reading and usage of kanji which the student has forgotten or which have not yet been introduced, by stroke-count or radical. THE EFFECTIVE USE OF THIS COURSE FOR PRIVATE STUDY. If these lessons are used for private study, it is highly recommended that they be used with tapes, so that the student may hear the lesson performed by native speakers. For this purpose, tapes for all 40 lessons in this course have been prepared and are available upon order. Answers to exercises (Section 7) are not given, since they are designed to be used with a tutor, but each lesson ends with a "Self Test" and an answer key which may serve the same purpose as the exercises if one is studying alone. IN CLASS. When studying in a class of two students or more, the following procedure is recommended: (1) Preview the lesson in class. If possible, the teacher should introduce a lesson in the session previous to the session in which it is to be performed. First, the teacher reads through the vocabulary list, allowing the students to repeat in chorus. Next, the teacher reads the head sentence of all the drills. It is not recommended that Section 4. Grammar, be covered in class sessions. Thorough reading of the grammar section should have been completed by the student before the lesson is taken up in class. However, questions about grammar should be answered clearly and briefly in Japanese if possible. Often, a few examples of grammar usage in simple sentences and dialogues will suffice. (2) StudY the lesson at home. Memorize the new vocabulary. Practice writing the new kanji (and kana). Study the drills with the help of their English equivalents. Study the grammar explanations (afte'r having first gone through the drills). Re-read the drills. Memorize the dialogue. Study the reading . Exercises are to be completed following the instructions of the teacher. Finally, review previous lessons.

INTRODUCTION

3

(3) Perform the lesson in class . In drill sessions, the students imitate the teacher (in sound practice and repetition drjlls) , first in uni son, then individually. A variety of drills is found in these lessons, including repetition, questionanswer, transformation, and situation- response drills. The teacher will explain what type of student response is expected by using examples. The teacher corrects mistakes by repeating (a sound, or sentence, etc.) once or twice. The teacher must not use EngLish, and students are not permitted to use English excessively in drill sessions. Books should be closed during drill. In the beginning , dialogues are to be memorized and repeated verbatim, teacherstudent, student- student, exchanging roles, in chorus , individually, etc. The dialogue is integrated with the lesson in such a way that new vocabulary and new patterns are practiced in context. Later on in the course, the dialogue should be used as a starting point to stimulate free conversation, but the teacher should be careful to encourage the use of the vocabulary and sentence patterns under study at that time. Like the dialogues, the readings of each lesson are integrated , stressing the vocabulary and patterns introduced in the lesson, and at the same time introducing systematically new kanji and new readings for kanji already introduced . In the reading session, each student should have an opportunity to read aloud for the ~eacher, and the teacher should help the student to read correctly, smoothly, and meaningfully . Practice in writing kanji may be combined with the reading session or writing may be taught separately. Writing practice contributes greatly to progress in learning t o read. ( 4) Perfo'Y'm the lesson in the lab. The language laboratory has a unique function in language learning. The privacy of the individual booth, well- selected voices (male and female) on the tapes, good sound fidelity, and other mechanical factors enhance the student's progress. But the greatest advantage of the language lab (if it is technically adequate and conscientiously operated) is the opportunity it provides for the student to bear (on the replay) his own voice responding immediately after the voice on the tape, and the opportunity for the teacher to monitor the student ' s performance and correct mistakes .

WITH A TUTOR . Unless you are lucky , you will probably have to train your own tutor. This text , however, is designed so that you can do just that. One advantage of the total method is that a Japanese person will be able to read your text, because it is written in Japanese (not a romanized transcription) . If your tutor follows the procedure as outlined above for in-class study, he should soon develop into a good teacher even without previous training .

DESCRIPTION OF THE TOTAL COURSE

Japanese by the TotaL Method is designed to cover beginning, intermediate, and advanced stages of language study . The overall design is to concentrate on grammatical patterns in the first three volumes and to concentrate on vocabulary building and content in the succeeding volumes. VOLUME I (BASIC , PART ONE, 1976): Sound Patterns and the Writing System; Lessons 1- 20 . The first volume introduces seven basic patterns on which Japanese sentences are formed; i.e., copular clause 1, copular clause 2, adjectival clause, intransitive verbal clause 1, intransitive verbal clause 2, transitive verbal clause 1, and transitive verbal clause 2. Expansions of these basic patterns are accomplished by the addition of peripheral clause elements such as Location and Time, and by expanding phrases--noun phrase, adjective phrase, and verb phrase. Approximately 1,080 vocabulary entries and 193 kanji plus 107 additional readings are presented.

4


VOLUME II (BASI C, PART TWO, 1979) : Lessons 21- 30. Work~ng on the foundation of the seven basic patterns presented in Volume I, the second volume introduces more complex sentence patterns by expansions--principally by embedding sentences in Lhe noun phrase el ement of a matrix sentence. Four basic transformations--potential, passive, causative, and causative- passive--are introduced . Approximately 850 vocabulary entries and 151 kanji plus 78 additional readings are presented . VOLUME III (BASIC , PART THREE, 1980) : Lessons 31-4 0 . The initial lesson of this volume deals with Honorifics, very polite speech style. Later in the volume, the Plain style is treated. The major concentration of these ten lessons is on complex sentences ; i.e., combining simple sentences to form longer sentences through conjoining , producing coordinate and cause- effect type sentences . Approximately 1,030 vocabulary entries and 160 kanji plus 115 additional readings are presented . Upon completion of the basic course (Volumes I, II, and I II) the student should have mastered the essential eighty patterns of contemporary colloquial Japanese, acquired a vocabulary of close to 3 , 000 words, and studied 504 kanji plus 300 additional readings . INTERMEDIATE AND ADVANCED STAGES . These texts have been made available, in xerox form, to students of the Japan Missionary Language Institute and International Christian University over the past several years. These materials can be made ava:.lable also to persons not connected with either of the above institutions upon request . In this course, as one moves beyond the basics, the focus shifts from sentence structure to the structure of discourse. A reading in natur al , up- to- date Japanese provides the framework for the lesson . Grammar patterns , expressions , idioms , and vocabulary are extracted f r om the reading and used as the material for drill sessions . Subject matter covered includes topics of general interest to both foreigner and Japanese living in Japan today, such as traffic , pollution , trade, and politeness in Japanese society . Literary sections include folk tales , children ' s stories, historical tales as well as history, women ' s speech and men ' s speech , and several writing styles including an exchange of diary entries by a husband and wife . Through these lessons, valuable insights into Japanese family life and private and national customs may be observed . When the ent ire course is completed, the student should have learned almost all the 1 ,945 Joyo kanji together wit h most of the differ ent readings of these kanji . He should have acquired a working vocabulary of appr oximately 5 , 500 words , including a l arge number of' technical terms in such f i el ds a s social studies , history , l anguage , and literature . It is expected that the student will at this time be prepared to read newspapers , novels , and all materials of popular interest . If the student bas studied this curriculum with a qualified teacher, his speaking ability should at least match his reading ability .

SOUND PATTERNS AND THE WRITING SYSTEM UNIT

1

SIMPLE SOUNDS PROBLEM:

There are fundamental differences between Japanese sounds and English sounds--both in consonants and vowels. (The same statement is true when comparing Japanese sounds with the sounds of any language.)

OBJECTIVE:

To help the student to bear the difference between Japanese sounds and English sounds (concentrating on "pure" simple vowels and simple consonants), and to help him produce some of these sounds so that they are acceptable to the native speaker. The Drills that follow are designed expressly for this purpose.

SECTION 1.

DRILL

The Drills used in this book are designed for use with a tutor or with tapes, for private or group study. (See "The Effective Use of This Course," p. 2 . ) If a student does not have access to a tutor or tapes , it is suggested that he read the Explanation section first, and then read the Drills aloud. If the student is studying in class with a teacher, he should prepare the lesson in advance and perform in class with his book closed . Drills for all Sound Patterns are Repetition Drills; i.e., the student imitates (mimics) the tutor or tape.

PRACTICE 1. Try pronouncing the following vowels. pronunciation comes naturally.

Mimic your tutor until the

Short VoweZs a

i

u

e

0

Short Vott1eZs in Sequence aa

ia

ua

ea

oa

ai

ii

ui

ei

oi

au

iu

uu

eu

ou

ae

ie

ue

ee

oe

ao

io

uo

eo

00

PRACTICE 2 . The following tables list that each consonant in Table 1 may but that the consonants in Table 2 may follow them. Mimic your tutor

typical consonant- vowel syllables. Note be followed by any of the five vowels, are restricted regarding the vowels which until the pronunciation comes naturally. 5


6

TABLE 1.

CONSONANT-VOWEL SYLLABLES a

i

u

e

0

k

ka

ki

ku

ke

ko

n

na

ni

nu

ne

no

m

ma

mi

mu

me

mo

r

ra

ri

ru

re

ro

ga ga

gi gi

gu gu

ge ge

go go

b

ba

hi

bu

be

bo

p

pa

pi

pu

pe

po

g

(bard) (soft)

TABLE 2.

CONSONANT-VOWEL SYLLABLES WITH RESTRICTED CONSONANTS a

i

s

sa

t

ta

(ti) hi

b

ba

y

ya

w

wa

z

za

d

da

(di)

sh

sha

shi

u

e

0

su

se

so

te

to

he

ho

fu yu zu shu

yo ze

zo

de

do

(she) sho

Note : The sound combination she occurs, but it is extremely rare. The use of ti and di are generally restricted to such foreign loan words as tea and dinner, and many Japanese don ' t use these combinations at all . A blank slot in Table 2 indicates that this sound combination does not occur. PRACTICE 3. For some students, certain sounds are hard to distinguish; e . g., r (the flap} and d. Three sets of minimal pairs are given here to help the student to learn to distinguish between similar sounds . Mimic your tutor until you can make the distinction clearly.

(1)

raku

daku

sore

sode

rai

dai

mura

muda

tara

tada

irai

idai

roku

doku

k1ro

k1do

warai

wadai

(2)

1ki

eki

kimono

kuni

kugi

kemono

1nai

igai

saki

sake

kokunai

kokugai

koi

koe

kaneru

kageru

klimi

kame

k1nu

k1gu

(3)

Note: The tone- accent mark ( ' ) is placed over the vowel of the syllable before a fall in pitch. For a more complete explanation of tone accent see Unit 5 (p . 33)

SOUND PATTERNS AND THE WRITING SYSTEM

7

Unit 1

PRACTICE 4. The following words contain the consonants of Table 1 in their first syllable . Mimic your tutor until the pronunciation comes naturally.

.. naze

kita

kuse

keta

koko

nishi

numa

neko

no do

mane

mimi

mud a

mesu

mono

raku

rika

rusu

rob a

gaku

gl.mu

guzu

goma

basho

bira

buta

boku

papa

pike

puro

poro

kame

PRACTICE 5- The following words contain the consonants of Table 2 in their first syllable . Mimic your tutor until the pronunciation comes naturally . sa to

soko

suna tera hito

futa

hodo

yuka

yoko

zuga

zaru dame share

SECTION 2.

shidi

toko

shufu

zen~

...

zoku

deshi

doko shomu

EXPLANATION

BREAKING HABITS. It is assumed that the student ' s primary objective in this course is to learn to "speak like a native. " For some students this may not be the chief objective , but even if the student ' s primary objective is to ac quire reading ability in the language, the best and fastest way to achieve his goal is through the mastery of the sounds of the language . It may not be necessary to "become as a little child" in order to produce the sounds accurately, but it is necessary to acquire new habits of speech. Sometimes acquiring new habits means breaking old ones. In order to do this , there are two simple rules which the student must keep in mind at all times: (1) TUNE THE EAR . Listen for the differences between Japanese sounds and English sounds (and be assured that they are all different to some extent) . This lesson is designed to point up these differences by concentration on •: simple" sounds . "Complex" sounds and complicated combinations of sounds will be introduced in succeeding lessons . (The terms " simple " and "complex" are used here in a technical sense. Some students may find certain so- called simple sounds in Japanese not so simple when it comes to producing them, but this is a matter of performance--"simple " and "complex" refer to Lhe phonetic components of the sounds . ) See if you can detect a difference in the vowel sounds which your instructor makes from corresponding English vowel sounds. The difference is essentially the difference in position of the tongue and tension on the part of the articul ators (~hroat ouscles, tongue, and so forth). For a graphic representation of

8


the tongue position vhen producing Japanese vowels, refer to the diagram which appears below (p . 11). Next, see if you can detect a difference between Japanese vowels and English vowels (in terms of tongue position and quality), and between Japanese consonants and English consonants (in terms of point of articulation, degree of aspiration, etc.). Some of the difference between Japanese consonants and English consonants are summarized below:

DIFFERENCES IN JAPANESE AND ENGLISH CONSONANTS (a) New consonant BOWLds. The sound written f in romanization in this text occurs only in a syllable before the vowel u. It is not to be interpreted as the same sound as fin English, though it is close. In English, f is made by causing friction of the air stream passing between the upper teeth and the lower lip. For the Japanese f, the friction is caused by the upper and lower Zips only, as if one were playing the flute. Try saying Fuji-san Mt. Fuji. When h occurs before i it is sometimes produced with friction, making a sound something like sb. Try saying hito person. Soft ~ is difficult to produce, and it is not absolutely necessary to make this sound, though one's speech is considered more refined if he can make it. It does not occur at the beginning of words, but is used only medially before any of the five vowels. Hard g occurs initially in a word, but under certain conditions it also occurs medially in place of the soft g. The sound of soft g is produced by touching the back upper part of the mouth (the velum) with the back of the tongue, allowing some of the sound to come out through the nose-very much like the last sound of the English vord sing, though in Japanese this sound is followed by a vowel. Try saying "sing-a-song. 11 Syllabic n is produced exactly like m in some places , like n in some places, like the soft g (=English ng) in some places, and like a nasalized vowel in still others . Before p, b, and m (bilabials), n is pronounced like m--that is, with the lips closed, allowing the air to come through the nose: eopitsu penciZ. Before t, d, and n (dentals), before ts, z, ch, and j (affricates; z in this case sounds more like dz, although we don't use this spelling), and before r (flap), o is pronounced like n, with the tongue in the same position as the consonant following it--that is, the tip of the tongue just touches the teeth at the point where the front upper teeth meet the gums: minoa de aZZ together. Before k and g or g (velars), o is pronounced like g (=English ng)--that is, with the back part of the tongue pressing up against the velum (the soft part of the palate in the back of the mouth): nihongo Japanese (Language). Before vowels, before f , h, s, and sh (fricatives), before wand y (semivowels), and before a pause, the syllabic n is pronounced almost like a nasalized version of the preceding vowel but with a narrower oral passage than the non- nasalized counterpart, so that it sounds darker than the vowel, usually with some degree of the u quality; since, unlike m, n, and g, the oral passage is never completely closed, it may be helpful to think of this sound as n with the tongue not quite touching the teeth: sens~ teacher. Try pronouncing the following words from "Useful Expressions": koonichi wa heUo; koiibaii wa heUo (in the • evening); o- geiiki desu ka? How are you? (b)

Difference in distribution. Check the blank spaces of Table 2 in Practice 2 which shows that several consonants do not occur before all five vowels--such consonants are restricted in distribution.

SOUND PATTERNS AND THE WRITING SYSTEM Unit 1

9

(c) Difference in amount of aspiration . Remember that Japanese p, t, and k have less aspiration, or breath, than the correspondi ng English sounds. Practice words with these sounds in them while holding a slip of paper in front of your mouth. Compare with the corresponding Engli sh sounds . (d) SZ.ight difference in point of articulation. For example, the tongue is more forward for Japanese d than for English d. ~~t the tip of the tongue against the back of the upper teeth and pronounce it very hard; also, the tongue position is different from the nearest English equivalents of Japanese vowels. (e) Manner of delivery. The terms "lenis" and "fortis" are convenient to describe the difference between the del ivery of Japanese sounds compared to English, but perhaps they are too technical for the average reader of this text: remember to clip short all Japanese vowels and pronounce distinctly all consonants. It is the function of the linguist to help point out differences in Japanese sounds . The student should train himself to hear the differences and practice so that he can produce them without conscious effort . (2) PRODUCE THE NEW SOUND. The student should imitate a native speaker (his tutor in the classroom) and judge from the response be receives from the native speaker whether or not his performance is good . An efficient language lab (with careful monitoring and correcting and playback facilities so that the student hears his own mistakes) is an invaluable aid. The student should watch and observe physicaZZy visible phenomena such as movement or l ack of movement of the lips (the upper lip hardly moves with many Japanese speakers), rounding or nonrounding of lips, amount of opening of the mouth, position of the tongue where visible, etc . Even the inclination of the head to indicate affirmative or negative, or the upper part of the body to deliver greetings, is a part of language ! The student should 'listen for nonvisible phenomena such as the difference between n ~n dental position and n in velar position; bard and soft g; amount of aspiration on consonants such as p, t, and k. In the explanation sessions the linguist will explain and demonstrate, through drawings and other aids, the way in which Japanese sounds are produced. The student should practice with a tutor (imitating everything), with a tape recording (ideally using a tape on which be can record his own performance immediately after that of a native speaker and play it back--for this purpose a short- del ay playback machine is preferable), and before a mirror. Small band mirrors should be provided in the lab. Close attention should be paid to other features of Japanese sounds, such as rhythm (in the two-syllable words of this lesson), and accent--that is, the tone- pitch difference between syllables within a word . Later, intonation patterns of an entire utterance should be carefully noted and copied . For practice on rhythm and pitch a metronome and piano may be helpful . ROMANIZATION. In these sections on Sound Patterns, Japanese words are written only in the letters of the Western alphabet. This is done to help the student to advance more quickly in the early stages of his language study, but the student should be warned that excessive use of romanization (called romaji)

10


can lead to the acquisition of bad habits which will have to be broken if he wishes to speak Japanese "like a native." The use of romanization has the disadvantage of suggesting that the pronunciation of Japanese sounds is the same as an English sound written with the same letters. The fact is that all Japanese sounds are sufficiently different to warrant retraining even on the simple sounds The student is advised to use these symbols as little as possible and rely upon his ear both in the classroom and in the lab. A good practice to follow is to read the text materials at home and perform in the class sessions without referring to the written materials at all. In the chart below, vowels and consonants are arranged to show the position of the tongue when producing the sounds; i.e., low, high, front, back.

THE SOUNDS OF

JAPANESE

VOWELS Short

Long

i

u

I or i i

ii

e

0

e

0

a

a

-

I

CONSONANTS p

t

k

b

d

g

m

n

(g)

ts

n

ch j

f

5

sh

h

z r y

SECTION 3.

EXERCISES

Compare (with a tutor) the following Japanese and English words. Note any differences you hear in the quality of vowels, differences in point of articulation of consonants, and so forth . (The English words are not translation, but simply words which contain similar sounds.)

(1) Japanese EngUsh

(2) Japanese

EngUsh

(3) Japanese

EngUsh

koko

cocoa

rob a

robe

zeni

Zen

kame

comma

no do

node

futa

foot

kit a

kitty

mono

monorail

betsu

bets

kuse

custodian

yoko

yokel

daiisu

dance


11

Unit 1

PRODUCING JAPANESE VOWELS front high

back

/-

....

{ o ; ....

bought

_./

low

pot Vowe~

Chart Comparing American English and Japanese

The tongue position is indicated in the chart for each of the vowels a , i, u, e, o in Japanese (the vowels enclosed in solid circles). Compare the tongue position--front or back, high or low, with the position when producing American English (vowels enclosed in broken circles). Note: the letters in the chart represent sounds, not letters of the alphabet (e.g . , the English word foot is phonemically /fut/).

~ASAL PASS AG£

LoweR\.IP

Cross Seation of Speeah Organs Showing five different positions of the tongue when produaing Japanese

vowe~s

12


SECTION 4. 1.

VOCABULARY BUILDING

Kore wa te desu.* karada

2.

This is (a/my/etc.) hand. body

me

eye

mim1

ear

kao

face

atam8.

bead

onaka

stomach

Sore wa isu desu.

That is a/the chair.

mado

window

do a

door

yuka

floor

heya

room

.. yane

3.

Kore wa terebi desu.

This is a T. V.

mer a

camera

tabako

cigarette

taiya

tire

miruku

4. Are wa ushi desu.

5·

roof

This is milk. That (over there) is a cow.

uma

horse

neko

cat

in\i

dog

r6ba

donkey

risu

squirrel

tori

bird

Kore wa kita desu.

This is north.

minami

south

nishi

west

higashi

east

*If the word before desu is not accented, desu receives the accent on the first syllable (desu). Note, too, that the vowel of the last syllable of desu is not pronounced . Actually it is whispered. (See Unit 3 for an explanation of this.)

SOUND PATTERNS AND THE WRITING SYSTFM Dnit 1 SECTION 5.

13

USEFUL EXPRESSIONS

Daily Greetings Yes. No .

Koiinichi wa.

Hello (in the daytime).

Ohayo gozaimasu.

Hello (in the morning).

Koiibaii wa.

Hello (in the evening).

0-geiiki desu ka?

How are you (Lit., Are you well)?

H3i, geiiki desu.

Fine, thank you (lit., Yes, I am well).

Okawari arimaseii ka?

How 1 ve you been (lit. , Is there no change)?

Okagesama de.

Thank you (lit., By your favor).

Sayonara.

Good-bye.

Oyasumi nasH.

Good night.

D~mo ar!gato gozaimasu.

Thank you very much.

Shitsure shimashita.

Excuse me (for what I did; e.g. , for taking your time; for bumping into you; etc .) .

o6

Don ' t mention it/Think nothing of it .

itashimashite.

ShitsGre shimasu.

Excuse me (when saying good-bye or when about to do something) .

oc3zo.

Please (go ahead)/Please (have some--when offering food) .

SECTION 6.

WRITING

Learn to recognize and write the characters of lines l, 2, and 3 of the Unmodified Kana in Table 6, The Hiragana Syllabary (p . 44) beginning at the upper right-hand corner, reading from top to bottom . Write the following words in hiragana : 1.

okashi

6. aki

2.

ue

3.

suki

7.

soko

8.

sekai

*Lengthened vowels (e . g., I,

o,

4. 9.

ai usa

5. 10.

e) are treated in the next unit.

kiku o-sake


2

COMPLEX SOUNDS PROBLEM:

Complex sounds include consonant combinations (commonly call ed clusters) which are unfamiliar to the native speaker of English chiefly because of the difference of distribution of sucb combi nations in Japanese . Long vowels also constitute a pr oblem, because Engli sh language habits of off-glides are apt to distort the "pure" qualit y of lengthened vowels in Japanese, and also because vowel length is not a meaningful distinction in Engli sh .

OBJECTIVE :

To drill the student in complex consonant sounds and lengthened vowels, and to enable him to acquire "muscular habituation" in Japanese sound patterns .

SECTION 1.

DRILL

Refer to Unit 1 for instruction in how the student is to perfor m i n drill sessions . The student studying alone can simulate the drill session by the use of tapes . PRACTICE 1. Try pronouncing the following lengthened vowels . unt il the pronunciation comes naturally.

Mi mic your tutor

Lengthened Vowels I (ii)

ii

5

In most dict ionaries the long vowel e is written ei. This reflects the Japanese way of writing this sound in hiragana . However, for the purpose of teaching correc t pronunciation , we prefer to write this lengthened vowel as e. The same considerat i on holds for lengthened i, though we represent it sometimes by I and sometimes by ii. In three circumstances ii is preferable and is therefore used i n this book: (l) in adjectives (e .g., 5k1i (is) big) , because of the importante of the f inal i in adjective declensions; (2) in certain verb forms (e.g., kiite hea~s); and (3) in words in which the i i is formed from two separate kanji (e . g ., kiiroi (is) yellow) . The accent, if present, almost always comes on the first part of a lengthened vowel, so &, 6, etc ., are to be understood as aa, oo, etc. Exceptions will be written out; e .g. ' ooi many.

PRACTICE 2. The words i n Table 3 cont ain complex consonants. until the pronunciation comes naturally .

15

Mimic your tutor

16


TABLE 3.

CoMPLEx CoNSONANTS INITIAL

a

i

e

u

0

~

ts-

tsu

ch-

cha

j -

,

chi

chu

ji

ju

,

~

(che)

cho

(jetto)

jo

,

ny-

nya

nyuyoku

nyobo , kyo

ky-

kyaku

lcyUky\i

gy-

gyaku

by-

byak~reii

- gyunyu , byubyu

hy-

hyaku

hyuzu

hyo

ry-

ryaku

ryuryii

ryo

my-

myak(i

c: myuzu

my6

pyiipyii

py6ii

c:

gyo c:

byo

,

~

,

py-

MEDIAL a

i

e

u

-ts-

0

tatsu ocha

-ch-

tochi

uchu

kicho

k8ji

kaju

kajo

-j-

... reJa

-ny-

konyakku

gyunyu

tonyobyo

-ky-

kokyaku

shiky\i

kokyo

-gy-

hangyaku

togyu

sagyo

-by-

s'iibyaku

reby~

n1byo

-hy-

nihyaku

-ry-

seiiryaku

-my-

saiimyaku

-pyNote:

happyaku

jikanhyo horyu

horyo komyo

-

c: -

deiipyo

konpyuta

Forms in parentheses are rare.

PRACTICE 3.

Try to distinguish the following minimal pairs by mimicking your tutor. The tutor may test the student's bearing by having the student indicate whether the tutor pronounced a word from the left-hand list or right.

(1) (2)

ie

re

n~u

keba

keba

k1yo h1yo

n~mu

sode

sode

d~su

, d!su

k6i

kyo

ishiya

isha

m1yo

kai , myo

hyo

k.!yoku

kyoku

hiyaku

hyaku

c:

,

SOUND PATTERNS AND THE WRITING SYSTEM (3)

{4)

tsukl.

17

Unit 2

tslimi

silmi

tsugi

sugi

tsuru

suk! , suru

r1tsu

rl.su

Gtsu

usu

kashi

kachi

us hi

uchl

shikaku chikaku

shikai

chlkai

t6shi

shijimi chijimi

to chi

PRACTICE 4. Pronounce the following words containing complex consonants. your tutor until the pronunciation comes naturally. kyabetsu

kyaku

ky6ri kyokai

kyoka

kakyoku

Dorakyura , kya

gyaku

kagyaku

gyorogyoro

.::.

kyiiky~sha

tliigyo

ogya

gyiiniku

gyogi

nyoi

nyanya

nyobo

hyaku

hy6kohyoko

byoki

myaku

nyiigaku ,. hyiizu , myujikaru

my6ji

ryaku

ryiigaku

h6ryo

ry6ri

,.

Mimic

,

tohyo

PRACTICE 5. The following words contain lengthened vowels, compl ex consonants, or both. Mimic your tutor \mtil the pronunciation comes naturally. , , kiiko seta Kyoto ototo kay6bi ,. ,. shlso shojoji he furl kohi , , moyo aisu-kurimu Tokyo Ji5d6shii apato

SECTION 2 .

EXPLANATION

Listening and mimicking (or "mim-mem," mimicking and memorizing) is the first step in acquiring new pronunciation habits. Basic to language is speech, and we cannot hope to master Japanese until we have gained control of the sounds. In this lesson we are working on a more difficult phase of sound mastery, because we are dealing with complex consonant sounds and lengthened vowels. Whereas in the first unit our attention was concentrated on attack-- 11point of articulation 11 -in Unit 2 the focus is on delivery--"ma:nnel" of articulation." In producing complex consonants and lengthened (or long) vowels, it is "follow-through" t hat counts. THE "S-FOLLOW-THROUGH." The "s"-sound series in Japanese is less complicated than in most other languages (incl uding English); it consists of s, sh, and z. If we consider that s and sh are voice~ess consonants (meaning that the vocal chords are not vibrating when the sound is produced), then we can u.n derstand that z is the voiced counterpart of s; the two consonants are formed in the same way except for the fact that the vocal chords do not vibrate for s but they do vibrate for z. (You can feel your vocal chords vibrating if you place your fingers lightly on the Adam' s apple while you pronounce z.) In some languages (e . g. , French), sh has a voiced counterpart, zh (as in English azure) , but zh is not found as a distinctive sound in Japanese. Instead of the soft zh Japanese has the sound j which is slightly harder than j in American English. Compare the following pairs: Voiaeless: a~a, Voiaed: a~a; and Voiae~ess: 1shi, Voiaed: 1ii. The 118-follow- through" for t yields the complex consonants ts and ch. The former occurs only before the vowel u, but the latter may occur before any vowel. These

18


two sounds, ts and ch, complement the consonant t. three consonants are distributed before vowels.

TABLE 4. a

i

ts ch Note:

4 shows the way the

DISTRIBUTION OF t, ts, AND ch u

ta

t

Table

e

0

te

to

(che)

cho

tsu cha

chi

chu

Compare the ts sound in katsu with the ta sound in the phrase aats 'n' miae.

THE "Y-FOLLOW-THROUGH. " Consonant + y clusters are treated as complex consonants because they are articulated as if they were single units of sound. Thus, a consonant + y fills the same space as a simple consonant such as k (in terms of syllabic rhythm) in the examples below:

SimpZe Consonant koka

Consonant + y

kBto

kyoka ,. Kyoto

goi

gyoi

There is some similarity between the manner of articulation of consonant + y combinations and sh and j of the "S-follow-through" consonants, especially from the point of view of the vowel sound which comes after . In both cases the following vowel is produced with a slight "Y-on-glide" (that is, it begins withy): chaku, shaku, jaku; myaku, kyaku , gyaku. The word nyuyoku which means enter the bath is sometimes used as a pun for "New York." Note that the nyu sound is very similar to new in the pronunciation of many English speakers. The manner of articulation of gyo, hyo, myo, etc., is similar, but since we do not have ready counterparts in English we are apt to slip in a high vowel (i) so that the city, KyBto, becomes ki-yo-to. Careful attention should be given to this complex consonant series. (A "high" vowel refers to the position of the tongue when making the sound; i.e., the back of the tongue is high, near the soft palate.) LENGTHENED VOWELS. Lengthened vowels in Japanese are short vowels voiced for a longer period of time (roughly twice as long as the short vowel counterparcl. Remember that it is important to make a distinction between short and long vowels in Japanese. Perhaps the most difficult area of "muscular habituation" for the Japanese sound patterns (for the native English speaker) is in maintaining the same quality of the vowel over the interval required for uttering lengthened vowels. This requires the elimination of off-glides on vowels (see "on-glides" with relation to y before vowels in THE "Y-FOLLOW-THROUGH" above). The term "diphthong" is not used here, but some students may find it helpful to realize that off-glide on vowels includes the general phenomenon of diphthongs. More specifically, the tendency to glide from a "pure" vowel into another vowel, as when forming a word like boat--where o glides into u (or w, lip-rounding), is a habit which must be corrected if one wishes to pronounce lengthened vowels correctly. Try saying boat before a mirror, watching carefully the lip movements . The lengthened o in Japanese must not be pronounced as the long vowel in boat; the o-quality and the original position of the lips must remain constant to the end.

SOUND PATTERNS AND THR WRITI:IG SYSTEM

Unit 2

19

Lengthened e is a similar problem. Instead of an off- glide to a high front i or y, Japanese e continues unchanged , both with respect to quality and position of the tongue (except in certain dialects). Here it must be added that the student will hear sounds which he may interpret as diphthongs because they resemble diphthongs in his own native language . For exampl e, ai love may sound like I /ay/ in English. This reflects the fact that combinations of vowels do occur in Japanese, but they are not diphthongs as we think of diphthongs in English; two vowels in sequence in Japanese do not blend into each other in the manner that diphthongs do. (Actually, Japanese consider that two vowels in sequence belong to two different syllables.)

SECTION 3 . 1.

EXERCISES

Pronounce the following words without making diphthongs of them: oi

2.

3.

..

ou

au

hae

mae

Listen to the tutor or tape pronounce the following words at random, and see if you can identify which column (left or right) the word appears in: LEFT

RIGHT

!chi

ftsu

och1

otsu

uchi

utsu

kiichu

kutsu

chfti

tsUi

Compare the Japanese loan word with the original English : LOAN WORD otomiru

..

otobai

.. tosuto .. hosu .. rosuto

L.

ue

?rac't~ce

DERIVED FROM oatmeal autobike toast hose roast

b~to

...

boat

JaDlU

jam

reja

leisure

rajio

radio

jettoki

jet

.. jipu

jeep

teburu

table

miruku-s~ki

milk shake

with tutor or tape; record your own voice and compare your pronun-

cia~ion ~th

a native speaker:


20

,

Tokyo ;

Kyoto ;

kyo

SECTION 4 . 1.

shgsho ;

;

e

seto ;

;

toto

re

sense

so

k1re

gakuse

...

VOCABULARY BUILDING

Papa wa doko desu ka? mama

Where is Dad (Papa)? Mom (Mama) the station

2.

mise

the store

hoteru

the hotel

kaisha

the company

uriba

the sales- place/counter

Sore wa uchi desu . michi tomodachi

3.

4.

a street my friend

iriguchi

the entrance

deguchi

the exit

Chikatetsu desu.

(It is the) subway.

n1motsu

(It is) baggage.

tsukue

(It is) a desk.

otsuri

(Here ' s your) change.

tsukl.

( It ' s the ) moon .

tsuch!

(It is) earth/soil.

chikyii

(It is) the (planet) earth.

Anata wa kaicho desu.

You are president (of an organization) .

sejika

a politician

gakuse

a student

b6kushi

a pastor/minister

isha

a (medical) doctor

kodomo

a child

otona 5-

That's a/my bouse.

Watashi no jGsho desu .

an adult

(This is) my address.

namae

name

djio

radio

;

tosuta

toaster


6. Kore wa jasu desu.

This is juice.

aisu-kurimu

ice cream

chokor~to

chocolate (candy)

biru

beer

"" mayonezu

mayonnaise

kOhl

coffee

haiib~ga

(a) hamburger

7. K::t:okai desu.

8.

21

Unit 2

(It is) a church.

"" Kyoto

Kyoto

kyo""

today

kyabetsu

cabbage

seyo-ry5ri

Western (not Japanese) cooking

Sat& o kudasai.

Give me (some) sugar, please.

kocha

(black) tea

bata

butter

""

chizu

SECTION 5.

cheese

USEFUL EXPRESSIONS

In the Classroom Sense"" :

Minasan, ohayo gozaimasu.

Teacher:

Good morning, everyone.

Gakuse :

Sens~, ohayo gozaimasu .

Student:

Good mrning, teacher.

Seiis~ :

Kya wa, fk-ka* o beilkyo-

Teacher:

Today, we will study Lesson 1.

shimasu.

Gakuse:

ni-ka

Today we will study Lesson 2.

saii-ka


yon- ka

Today we will study Lesson

go-ka


4.

Minna de itte kudasai.

Say (it) all together.

hitori de

Say (it) by yourself.

ok!i koe de

Say (it) in a loud(er) voice .

niboiigo de

Say (it) in Japanese.

m!naide

Say (it) without looking.

hakkiri

Say (it) clearly.

Sumimaseii ga, mo icbido itte kudasai.

Student:

Excuse me, but please say (it) once more .

* For an explanation of lengthened consonants see Unit 3, Section 1 (p . 23).


22

Excuse me, but please say (it)

motto yukkuri

more slowly . Sens~:

Teacher:

H6n o akete kudasai .

Close {your) book(s), please.

tojite

Gakuse.

Kurikaeshite kudasai .

Repeat, please.

Kotaete kudasai.

Answer, please.

Wakarimashi ta ka?

Did/do you understand?

Gakuse:

Student:

HB.i, wakarimashita .

re, Seiis~:

Shitsumon ga arimasu ka? - - wa, nihongo de do"" Ego wa tsukawanaide kudasai .

SECTION 6 .

Yes, I understood/understand . No, I don't/didn't understand.

wakarimasen.

Teacher: Student:

Are there (any) questions?

Teacher:

Please do not use English.

iimasu ka? Seiis~ :

Open (your) book(s), please.

How do you say Japanese?

-

in

WRITING

Learn to recognize and write the characters of lines 4, 5, and 6 of the Unmodified Kana in Table 6, The Hiragana Syllabary (p. 44). Write the following words in biragana: 1.

fune

2.

natsu

3.

beta

4.

tanuki

6.

chikatetsu

7.

hito

8.

hoka

9.

haiku

5. 10.

niku tonakai

SOUND PATTERNS AND THE WRITING SYSTEM UNIT 3 LENGTHENED CONSONANTS AND UNVOICED VOWELS PROBLEM:

Lengthened consonants (or "double consonants" in roma.nization), which are basic to the phonetic structure of Japanese, are not part of the system of English and hence cause difficulty both in hearing and in production for the native speaker of English . The unvoicing of i and u* follows regular rules of usage and can be grasped readily with a little practice , but the rules should be understood and mastered .

OBJECTIVE:

To help the student to "hear" lengthened consonants and the unvoicing of vowels, and to aid him in developing speech habits to accommodate them .

SECTION 1.

DRILL

lengthened consonants we mean only -pp-, -tt-, -kk-, -ss-, -ssh- , -tch-, and -tts-. Except for foreign loan words, no voiced consonants become lengthened. Note that, since "S-follow- througb" complex sounds such as ch and ts begin with a t-like sound, their lengthened counterparts are spelled tcb and tts, respectively . The more accurate spelling for the lengthened sound of sb would be shsh, but for convenience we represent it by ssh, and no confusion will arise. In the following practices the students imitate the tutor, first in unison, then individually. The tutor corrects mistakes by repeating the sound or word once or 'twice. By

PRACTICE 1. Table 5 shows bow the lengthened consonants are combined with other sounds to make actual words. Mimic your tutor after each word until the pronunciation comes naturally.

TABLE 5, LENGTHENED CONSONANTS IN WORD CONSTRUCTIONS a

-pp-

ippaii

-tt-

it tan

-ss-

kessaii

-ssh-

tassha

i

jippi

u

e

!ppun

0

!ppoii 1tton

issliii nessh!ii

-tts-

jisseii

!sso issho

risshuii hettsui

-tch-

matcha

mate hi

hitchu

-kk-

ikka

!kki

1kku

l.tcho 1kkeii

ikko

*Authorities such as Siro Hattori and Bernard Bloch recognize other unvoiced vowels besides those treated here, but we limit this introduction to i and u !'or pedagogical reasons . The symbol for unvoicing in this lesson will be " ( ) . "

23

24


PRACTICE 2. Pronounce the following words containing lengthened consonants . special attention to lengthened complex consonants. (1)

mikka

sh(i)kkyaku

(2)

hakk1ri yukkuri

tokkyii

massugu

kekkyoku

uttaeru

matcha

yottsu

l.SSO

issho

ippai

roppyaku

.I

(4)

-

ipp(i)k1

, itchiiya

k(i)ppu

ketteii chotto

isshuii

tasse

Nikko

mate hi

ressha

zasshi

sekken

(3)

assari

Pay

ippen itcho

sh(i)ppo

happyo

PRACTICE 3. In certain loan-words, the following voiced lengthened consonants occur: -dd-, -gg-, and -dj-. (The spelling dj parallels that of tch.) Here are some examples: hamu-eggu PRACTICE 4. Pronounce the following words. ciation comes naturally. kOttoii

ippaii-teki

Mimic your tutor until the pronunkekkoiish(i)ki

sai'ijlirokkai

PRACTICE 5. Pronounce the following minimal pairs. Try to make a clear distinction between ~ingle and lengthened consonants. This may be used as a recognition drill, the student indicating "left-hand" or "right-hand" as the tutor pronounces words at random. LEFT

RIGHT

sakyu

sakkyil

k1do

kid do

sh(i)kaku

sh(i)kkaku

utae

uttae

kake

kakke

1keii

!kkeii

koka

kokka

iso

is so

PRACTICE 6. Pronounce the following words containing unvoiced u. some u are voiced and some unvoiced. hi.f(u)

fubo

paf(u)

fuyli

fuf(u)ku

furats(u)ku

f(u)tad

f(u) tsuka

f(u)tatsG

shat(u)to

f(u)tsu

parach!f (u) su

Notice that

SOUND PATTERNS AND THE WRITING SYSTEM Unit 3

25

PRACTICE 7. Pronounce the following words containing unvoiced i. are voiced and some unvoiced.

Notice some i

lffishi

kachi

ushi

uchi

sh(i)kaku

ch(i)kaku

shijimi

chijimi

sh(i)kai

ch(i)kai

toshi

tochi

PRACTICE 8.

Pronounce the following words containing unvoiced i and u.

...

dete k(i)te

b (i) to

kugats(u)

s(u)keto

sh(i)se

h(i)tori

des(u)

s(u)sumu

sb(i)ta

k(i)sha

s(u)kiyaki

ts(u)kusu

okash(i)

kosh(i)kake

s(u)kt

k(u) tsush(i) ta

SECTION 2.

EXPLANATION

LENGTHENED CONSONANTS . In order to master lengthened consonants the student must be able to distinguish the difference in length between the medial consonants of pairs such as the following: koka : kokka; moto : motto ; machi : mat chi . To help distinguish the difference in length of the medial consonants in the right hand members of these pairs, perhaps it would be useful to compare English pairs such as the following: housekeeper : bookkeeper; appraise : Zip praise. Besides length (a lengthened consonant is roughly twice as long--in terms of time lapse--as the corresponding single consonant), the element of intensity or strength of the sound is important. Obviously a lengthened consonant is pronounced with more tension and hence is harder. The first consonant of a "doubleconsonant" series can be considered to be the same as the second consonant (in point of articulation) but unreleased . UNVOICED VOWELS. In normal, fairly rapid conversation, in an unaccented syllable between two voiceless consonants, or in final position, i and u are usually unvoiced. Check the examples given in the practices to confirm this rule, and listen for unvoicing in the speech of your tutor. (This is a good chance to tell whether your tutor is a native of Tokyo or not, because Tokyo speakers, almost without exception, unvoice i and u according to this rule.) Actually, other vowels (o and a) are unvoiced in special contexts, but these are not treated as regular pronunciation patterns in these lessons. The student can readily pick up these special usages by listening carefully. Of course, whispering is a special instance of the unvoicing of all vowels and consonants.

SECTION 3. 1.

EXERCISES

Listen to the tutor or tape pronounce the following words at random, and see if you can identify which column (left or right) the word appears in. Words with "double consonants" occur in the right-hand column. LEFT

RIGHT

LEFT

RIGHT

LEFT

RIGHT

asaku

assaku

1to

1tto

sakyu

sakkyli

akki

utae

uttae

saku

sakku

26

2.

JAPANESE BY THE TOTAL METHOD LEFT

RIGHT

LEFT

RIGHT

LEFT

RIGHT

ishoku ishin

isshokii

kake

kakke

sakon

sakkon

isshin

kaseki

kasseki

sh(i)kaku

sh(i)kkaku

Ise

1sse

kido

k1ddo

.. sh(i)ke

iken

!kkeii

koka

kokka

tese

tease

iten

itteii

koku

kokku

moto

mot t o

Pr onounce the following accor ding to the r ules for the unvoicing of vowels . Note : Some i and u vowels i n t his list ar e not unvoiced .

SECTION 4. 1.

2.

Yama desu.

.. sora

..

kutsushita

shimashita

sugu

kutsu

shich1ji

otonashiku

.. sukiita

sukoshi

kutsii

1kite iru

tsukete

gomugutsu

dek1ru

bosu

hakushi

mune

(I t is) a mountain . the sky a forest

nohara

a field

oka

a hill

gake

a cliff

kawa

a river

limi

the ocean

saka

a s l ope

Jozu desu .

(He i s) skillful . cll.unsy

hen

strange

rippa

spl endid

henri fuben Basu desu.

(It i s) convenient .

i nconvenient (It is) a bus .

f6ne

a ship

kuruma

a car

gakko

a school

jettoki

a jet

roketto

a rocket

zasshi

a magazine

.. moppu motto

..

VOCABULARY BUILDING

mori

heta

3.

sh(i)kk~

a mop a motto

SOUND PATTERNS AND THE WRITING SYSTEM Unit J 4.

Watashi no musuko desu.

27

(This is) my son.

musume

daughter

kusuri

medicine

takush!

taxi

kisha

train

kutsushita

socks

fuku

clothes

sukiyaki

sukiyaki

ok.S.shi

sweets

5. Ocha o kudasB.i.

Give me some tea, please. hot-chocolate

kokoa

banana(s) egg(s) yasai

vegetables

sakana

fish

gyUniku

beef (meat)

butaniku

pork

o-sashimi

raw fish

o-sushi

sushi

kam1

paper

kitte

stamp( s)

kippu

ticket(s)

SECTION 5 .

USEFUL EXPRESSIONS

In the Lab ,

sense:

,

Teaaher:

Ii desu ka? Dewa, hajimemasu.

We're going to begin.

Rokuon-shite kudasii. , Tepu o tomete kudasai .

Record, please. Stop your tape, please.

Issho ni itte kudasB.i.

Say/ Repeat together, please .

Kore de owartmasu.

That's all/We end with this.

MOtto &kiku shite kudasai .

Make (it) louder, please.

MOtto chlsaku shite kudasai.

Make (it) lower, please.

~

Gakuse:

Are you ready?

In the Classroom ,

Sense:

Kokuban ni kaite kudasai.

Teaaher:

Write on the blackboard, please.

Kokuban o m1te kudasH.

Look at the blackboard, please.

Kokuban o keshite kudasSi.

Erase the blackboard, please.

28


(this) homework, please.

Shukudai o shite kudasai.

Do

Shukudai o dashite kudasai.

Hand in (your) homework, please.

Tesuto o shimisu.

(We ' re) going to have a test.

Yasumi-j1kan desu.

It ' s rest time (time for a break).

Dewa mata.

I ' ll see you next time .

SECTION 6.

WRITING

Learn to recognize and write the characters of lines 7 through 11 of Unmodified Kana in Table 6, The Hiragana Syllabary (p. 44). Write the following words in hiragana: 1.

warai

6. Yamamoto

2.

yureru

7. yoron

3.

musume

8. sukiyaki

4.

mori

9.

kuruma

5. 10.

mirina mushiatsui

SOUND PATTERNS AND THE WRITING SYSTEM UNIT 4

SYLLABLES AND RHYTHM PROBLEM:

Syllables in Japanese differ considerably from syllables in English, chiefly because Japanese syllables normally end in a vowel, and usually a single consonant followed by a single vowel constitutes a syllable. The occurrence of lengthened consonants and syllabic n complicates this syllabic pattern .

OBJECTIVE:

To introduce the characteristic even- rhythm phenomenon of the Japanese language and to help the student to develop the ability to produce it .

SECTION 1.

DRILL

The students imitate the tutor, first in unison, then individually. corrects mistakes by repeating the word once or twice .

The tutor

PRACTICE 1 . Pronounce the following words vith special attention to open syllables . Syllable boundaries are marked by periods . (1)

(2)

(3)

nLki.bi

hi.to .ri

mi. chi

da.re

to .na . ri

wa.ta.shi

rna. ta

mu.ka.shi

ka.wa.ru

ro.ji

ka. re ta .tsu

ko.ko

so . so

ki

shi

yo to

na

byo.do

sho.me

shu. nyu

me.ryo

tsu.jo

"' Kyu.shu

"' jo.ro

ku. tsii

hi. me

"' ke.ko

sho.chu

to.ke

bi.myo ko.kyo

fu . tsu "' to Kyo.

(4) ko . e

a .i

ha.i

ka.u

shi.o

e. sa

o.u

chi.e

ku.i

"' ku.i

i.sha

u.e

ko.i

k~.u

ke. i

(5)

ku.mi.a.i

k.o . ii.ba.ii.wa

a.ta.ta.ka.i

i.ta.ru.to.ko.ro

sa.i.a.ku

ko.n.ni.chi.wa

ko.ko.no . tsu

mo . no .ma.ne

to.i.a.wa.se

ko.n.da . te

fu. mi. ki. ri

na.ka.na.ka

PRACTICE 2. The lengthened consonant requires an extra syllable to accommodate the length. Pronounce the following words containing syllabic consonants with special attention to rhythm. 29


30

Lengthened Consonants i. t. ta

ma . t.chi

i.s .sho

1.t.cho

ka.t.ta

ma.k.ka

ta.s.sha

ma . s . sii.gu

mo.t.ta

ke.k.ko

sa.k . ki

bi.k.ku.ri

SyllAbic ii.

..

.. me . ii..do

ka.ii..na.ii

- za.n.ne.n

KB..n . to

ke.n . do

Ji. mi. ii. to

ko.ii.da.te

na . ii .ne.ii.

na. ii.ji

na.ii.cho

cha.ii.to

ge.ii..ki

ka.ii . ge

shi. ii . bu. ii

shi.ii.po.ii

sa.ii..mo.n

.. e.n

a.ii . i o.. .n-

ke.n..1

se.. . n-

Mi.ii . o.ii

ka . ii.ga.e

sa.ii.ka.i

e.ii..ka . i

ko.ii. . go

shi.n.yu

ho.ii..ya

ki. ii.y5. bi

bo.ii o ku.da.sa.i

ka . ii.

SECTION 2.

..

mo . n-

EXPLANATION

SYLLABLES. For Practice 1, it will be noted that simple syllables are formed by a consonant-vowel sequence usually, but that when there are two vowels in sequence there is a syllable break between them . This last feature of Japanese means that there are no true diphthongs (in the way that we think of them in English). Two vowels in sequence should be pronounced as belonging to two different syllables. 'l'his means that each vowel is given the same amount of time in pronunciation. RHYTHM . To speak Japanese naturally it is absolutely imperative for the student to master the rhythm pattern of Japanese syllables. As far as time-lapse (the technical term is "mora") is concerned , each unit separated from others by the period mark in the drill sections above receives the same rhythm beat. It is this feature which gives to Japanese its staccato- like rhythm (or, the sound of machine-gun fire, as someone put it). This staccato rhythm is so unlike the rhythm pattern of English that the native speaker of English finds it difficult to throw off his old habits and adopt the new.

SECTION 3.

EXERCISES

Review all patterns practiced in Units 1, 2, and 3, concentrating on the recognition of syllables, practicing them until the staccato rhythm becomes second nature.

SECTION 4 .

VOCABULARY BUILDING

nan

1.

Kore wa

desu ka?

2.

Sore wa shashiii desu.

What is this? That is a photograph.

deiisba

an electric (powered) train

pan

bread

sbiiibuii

a newspaper

SOUND PATTERNS AND THE WRITING SYSTEM Unit 4 kaidan

31

a stairway a book

3.

4.

gasoriii

gasoline

haii.kachi

a handkerchief

sando1tchi

a sandwich

roigariii

margarine

denwa

a telephone

deiipo

a telegram

Haru desu ... natsu

(It ' s) spring. summer

aki

fall

fuyu

winter

Watashi desu.

(It ' s) me. you

...

sense

(I'm/be ' s/you ' re) a teacher.

seiiky~shi

S.

a missionary

Otona desu.

(He ' s) an adult.

shiiiko

(It's) faith.

beii.kyo

study

Kirisutokyo

Christianity

SECTION 5 .

USEFUL EXPRESSIONS

Greetings & Introductions watashi

I; me

you (but usuaZZy name or titZe is used) go-shujiii

(your/her) husband

shujiii

(my) husband

6kusaii

(your/his) wife

kanai

(my) wi.fe

kodomo

(my/a) child

tomodachi Watashi wa -- -- desu.

...

Dozo yoroshiku.

Kono kata wa -- -- - san desu. Kore wa -- -- desu . Hajimemashite .

... Dozo yoroshiku.

Shitst.re desu ga, donata desu ka?

friend I ' m -- -- .

How do you do?

This is -- -- . (When introduaing someone not a member of one's own famiZy . ) This is -- -- . (When introduaing a member of one's own famiZy.) I ' m very pleased to meet you. I beg your pardon , but who are you?

32

JAPANESE BY TBE TOTAL METHOD

0-hisashiburi desu.

It ' s been a long time (since we met) .

-- -- - san ni yoroshiku.

Say hello to -- -- .

0-daiji ni.

Take care of (yourself/him/etc . )

(In

case tr£ person is sick, etc.) o§zo, a- saki ni.

Please go on ahead .

O-saki ni.

(Excuse me for) going abead.

o d5zo. " Domo arigato gozaimasu.

Hai.

Have some Thank you very much.

Ie, kekko desu.

No, thank you.

Itadakwsu.

(word said before beginning to eat) (word said after finishing a meaZ)

Gochiso-sama.

SECTION 6 .

WRITING.

Learn to recognize and write the characters of the kana with dakuten and handakuten and the kana combinations for Y-follow-tbrough syllables in Table 6, The Hiragana Syllabary (p. 44). Observe the short lines (dakuten) and the small circle (handakuten) put on tbe right-hand shoulder of the characters and bow the smaller kana are made for the Y-follow-through syllables. Write the following words in hiragana: 1.

tegami

2.

karada

3.

mado

4.

deii.wa

5.

chizu

6.

ocha

7.

densha

8.

shukudai

9.

isba

10.

kisba

SOUND PATTERNS AND THE WRITING SYSTEM UN IT

5

TONE ACCENT OF W ORDS PROBLEM:

Recogni~ing and producing the tone- accent on Japanese words is perhaps one of the most difficult problems in learning the language. Word accent is phonemic--that is, the tone pattern of high and low syllables on many words is arbitrarily fixed and cannot be predicted, hence it must be learned. On the other hand, tone- accent is different from stress- accent in English; i.e., high pitch on an accented syllable is important, but stress on the accented syl lable is not.

OBJECTIVE:

To help the student to hear tone-accent in Japanese, and to help him to produce correct accent patterns in his own speech.

SECTION 1 .

DRILL

PRACTICE 1 . . This drill gives practice in two-syllable homophones (words which sound alike but whose meanings are different) which are distinguished on the basis of tone- accent. Words in Group I have a high tone-accent on the first syllable; words in Group II have a high tone-accent on the last syllable . GROUP I

GROUP II

~

chopsticks

ilshi

reed

~ ~

ocean

!£shi

bridge

~

foot

.¥

pus

~

morning

linen

PRACTICE 2 . Two- syllable homophones in context . When words such as those appearing in Practice 1 are included in a larger context (i.e., when they are spoken in a sentence), a third accent type appears ; i .e . , atonic , or words which have no basic accent at all. Thus, if the atonic word desu is added to the words of Practice l (thus making these words into simple sentences), the accent pattern appears as follows : GROUP I Hashi desu.

GROUP II

They are chopsticks .

Hasbf desu.

It 1 s a bridge.

GROUP III Hashi desu .

It ' s the edge .

Under the guidance of a tutor practice substituting words from the three groups below in the frame: desu . Exampl-e :

They are chopsticks.

has hi

~hi desu . ~hijdesu .

has hi

~

It ' s the edge.

GROUP I

bas hi

GROUP II GROUP III

33

It ' s a bridge .

34

JAPANESE BY THE TOTAL METHOD TWO-SYLLABLE NOUNS GROUP I

GROUP III

GROUP II

has hi

chopsticks

hash!

bridge

has hi

an edge

kaki

oyster

kakl.

fence

kaki

persimmon

Hana

(girl's name)

hana

flower

han a

nose

ashi

reed

ashi

foot

Umi

ocean

uml.

pus

as a koto

morning

as ..a

linen

.. ame

harp

koto

thing

rain

ame

candy

kashi

sweets

kashi

debt

Note that when desu follows any of the words of Group III (i.e . • atonic words), it receives the tone-accent on its first syllable. PRACTICE 3 . Pronounce the following two-syllable nouns in context . tutor until the pronunciation comes naturally. GROUP I

.. Zo desu.

It is a cat .

Hato desu .

It is a pigeon.

Saru desu.

It is a monkey .

Inu desu.

It is a dog .

um.a

It is a horse.

Neko desu

GROUP I I

GROUP III

Mimic your

It is an elephant.

desu.

Kuma desu.

It is a bear .

Buta desu.

It is a pig.

Us hi desu.

It is a cov.

Mushi desu.

It is an insect .

Tori desu.

It is a bird. ONE-SYLLABLE NOUNS

One- syllable nouns are of tvo types: accented and nonaccented. Of course, vhen one- syllable words are spoken in isolation the difference in accent cannot be detected. PRACTICE 4.

Practice the following by substituting in the frame: GROUP I

K1 desu.

GROUP II

It's a tree.

Ki desu.

It ' s one's spirit.

ch1

earth

chi

blood

h{

fire

hi

the sun

jl.

a character

ji

the ground

su

a nest

su

vinegar

slll

death

shi

a poem

e

a picture

e

a handle

desu.


Unit 5

35

Standard Tokyo accent for nouns of more than one syllable follows two basic rules: (1) the pitch of the first and second syllables of a word is always diff erent; and (2) one word has only one accent (or, one area of high pitch); theref ore, if one hears two accents it is a clear indication that he has heard two separate words. Another way of stating Rule (1) above is to consider that unless the first syllable has the accent~ it is a warm- up syllable, and thus spoken on a lower tone than the rest of the word. All syllables (except the first syllable of a word) which precede the accent are spoken on the same high pitch of the syllable which bears the accent; all syllables following the accented syllable are spoken on a lower pitch . There are four accent patterns for three- syllable words. PRACTICE 5.

Pronounce the following three-syllable nouns in context:

GROUP I ,. I no chi desu . It is life.

GROUP II Kokoro desu.

It is (the) heart.

Namida desu.

They are tears.

Shiken desu.

It is an exam .

Blru desu.

It is beer.

SatB desu .

It is sugar.

Megane desu.

They are spectacles.

Anata desu.

It is you.

GROUP III

GROUP IV

Atama desu.

It is (the) head .

Karada desu.

It is (the) body.

Otoko desu .

He is a man.

Hitsuji desu.

It is a sheep.

Onna desu.

She is a woman.

Tsukue desu.

It is a desk.

Hasam! desu.

They are scissors.

Ego desu .

It is English.

PRACTICE 6.

Pronounce the following four- and five-syllable nouns.

FOUR-SYLLABLE NOUNS ,. koiizatsu komori

FIVE-SYLLABLE NOUNS o-tsuki-sama ,.

soyokaze

uguisu

otosaii

mizuUmi

sense

seDkyBshi

ototo

imoto

atama-kazu

tomodachi

nihoiigo

o-shogatsu

,.

nihoii-gami

SECTION 2.

EXPLANATION

This lesson on tone- accent in Japanese has concentrated on accent patterns of nouns. The accent patterns of inflected words (e.g., verbs and adjectives) is somewhat more complicated, and will be introduced at the appropriate place in t he Basic Lessons. Numerals and certain time words manifest accent change depending on position in the sentence. Notice how the basically unaccented futatsu two acquires an accent when followed by a particle. The same thing is t rue of the adverbial kino yesterday. Thus: Ringo o futatsu kudasai. Give me two appl-es~ pl-ease; Futatsu de ikura desu ka! Bow much for two? Kino Tokyo ni ild.mashita. Yesterday, I went to Tokyo; Kino wa samukatta desu. Yesterday, i t ~s coUl.

36


As with English, the accent of a word is part of the word itself, and one simply has to remember the accent along with the word. It is helpful to recognize different types of accent, however, because new words can soon be associated with a particular type. This is the reason for the method of constructing the drills of this lesson. It is not true, however, that there are no rules of tone-accent on nouns . Though the following list of rules is by no means exhaustive, perhaps it will help the student to understand accent themes in Japanese. (1) Accent patterns differ depending upon parts of speech; e.g., the accent patterns for nouns differ from those of verbs, etc. (2) Tone-accent in Japanese is distinct from stress-accent in English; i . e., the accented syllable in a Japanese word is not spoken in a louder voice but at a higher pitch . (3) The accent mark (')used in these units is to be interpreted as follows: the syllable bearing the accent mark is the syllable before the faH in pitch. Since pitch is relative, differing with each speaker and even with each different utterance of a word by the same speaker, pitch does not have a corresponding musical tone (e.g . , C on the piano). There are four meaningful tones ranging from 1 to 4 (low to high). Normally the syllable which receives the tone-accent is spoken at level 3 (level 4 being reserved for emphasis or exclamation), and the tone drops immediately after it to level 2 (or level 1 if it is at the end of the utterance) . Thus, we can say that tone-accent on a syllable means that the pitch of the voice is lowered beginning with the next syllable immediately following the tone-accent mark. All syllables before the tone-accent mark (except the first "warm-up" syllable) are to be given the same high tone as the syllable with the accent mark (level 3). If there is a pause, then the pattern of "warm-up," level, and fall is repeated.

(4) Accent patterns on nouns are affected by the following: (a) The composition of the word; i.e., compound nouns, nouns derived from verbs, etc.; (b) The origin of the word; i.e., native Japanese nouns, Chinese loans, English loans, etc . ; (c) The number of syllables in the word; (d) The nature of the sounds which compose the word; i.e., presence of long vowels, syllabic consonants, syllabic n, unvoiced vowels. For example, the favorite accent pattern for three-syllable nouns is pattern I (on the first syllable). Thus, when a new word is borrowed from English, it is common for this loan-word to receive the primary accent pattern: tomato, banana, yotto, terebi, matchi, m1shin. Chinese loan-words also show a preference for this accent pattern: shakai, gogaku, bokushi. Recognizing and producing the tone-accent on Japanese words is perhaps one of the most difficult problems in learning the language. But the accent on a word is just as much a part of it as are the consonants and vowels. Proper pronunciation of a word includes a proper reproduction of the tone-accent. If the student feels at this point that the accent system of Japanese is too difficult, he should be reminded that the accent system of English is, if anything, even more difficult, and that the foreign student has no alternative except to learn word accent along with the new word.

3ECTION 3.

EXERCISES

Review the Useful Expressions of the first four units paying special attention to word accents. It may be helpful to try drawing intonation lines as follows:

SOUND PAPTERNS AND THE WRITING SYSTEM

37

Unit 5

~ shaiShin d+u.

That is a photograph.

~ ~sha desu .

That is an electric car (train) .

Have your tutor pronounce these sentences slowly and deliberately and see i f you can draw lines to indicate his intonation. Use a tape recorder to study your own accent.

SECTION 4 . 1.

2.

VOCABULARY BUILDING (It is) rain.

&ne desu. yuk1

snow

yuki- daruma

a snowman

Ame o kudasai .

Give me some candy, please. chopsticks

hashi

flowers persimmons

kaki

3.

4.

(It's) a nose.

Hana desu. hash1

a bridge

kaki

oysters

;

e

a picture (drawing)

hako

a box

nor!

paste

ka:m1

paper

hasa:m1

scissors

tegami

a letter

Kore wa kagam1 desu. ;

hikoki

an airplane

misB..iru

a missile

;

5.

This is a mirror.

Kyoto

Kyoto

Tokyo

Tokyo

Karuizawa

Karuizawa

Nojir!ko

Lake Nojiri

Hokkaido

Hokkaido

Watanabe-san desu .

(This/it is) Mr./Mrs./Miss Watanabe.

Yamada

Ywnada

Ota

Ota

Siimisu

Smith

Takahashi

Takahashi

sato

Sato

38


SECTION 5.

USEFUL EXPRESSIONS Tel-ephone

Telephone!

Denwa desu . - san no otaku desu

MOshimoshi , ka?

Hello!

..

Is this -

-

's residence?

Hai, so desu .

Yes, it is.

ie, chigaimasu .

No, it isn't (lit., it's different).

Watashi wa Hai.

desu.

This is -

-

(lit., I a m - - ).

-san wa irasshaimBsu ka?

Is -

-

Chotto matte kudasai .

Yes.

Wait a moment, please.

in?

re, ima imasen.

No, be/she's not here now.

Omatase shimashita.

(I ' m sorry) I kept you waiting.

Watashi wa nihoiigo ga wakarimasen.

I don't understand Japanese.

Anata wa ego ga wakarimasu ka?

Do you understand English?

Sumimasen ga, mo ichido itte kudasai .

Pardon me, but please say (that) again.

Yukkuri hanashite kudasai .

Please speak slowly.

Yoku wakarimasen.

I don't/didn't understand (very) well.

Wakarimashita .

I understand/understood.

SECTION 6.

WRITING

Learn to recognize and write lengthened vowels and double consonants. Refer to Unit 6 (p. 39) for the rules of writing. Write the following words in hiragana: A.

B.

3.

ego

4.

kire

8.

hikoki

9.

seiikyoshi

rippa

3.

massugu

4.

kitte

kekkoii

8.

chotto

9.

hakkiri

l.

sense

2.

6.

denpo

1. kyokai

1.

Hokkaido

2.

7.

6. yukkuri

toke

5. 10.

5. 10.

sejika seyo-ryori nesshin kakko

The student will do well to familiarize himself with Table 7, The Katakana Syllabary (p. 45) during the early stages of the Basic Lessons. The following exercises will be helpful in mastering katakana. Please refer to Unit 6, Section 3 (p. 40) for the rules of writing . Write the following words in katakana: Suisu

tekisuto

3. 3.

2.

misairu

3.

papa

2.

puro

reji

1.

gasorin

3. 8.

C.

l.

kokoa

2.

Iesu

D.

1.

Tai

2.

E.

1.

haiikachi

F.

1.

6. 11. G.

kyabetsu

12.

Dorakyura

13.

Aioa

5.

aisu

naifu

5.

tenisu

kamera

4. 4. 4.

Amerika

kurasu

banana

4.

pike

5. 5.

Buraun

9. Doitsu

nekutai

jamu

14 .

10.

bira Igirisu

Jonson

15. 5.

aisu-kurimu

shatsu

1.

seta

2.

kohi

3.

shiso

4.

apato

6.

koto

7.

otomiru

8.

tosuta

9.

teburu

10.

miruku-seki

13.

matcbi

14.

jetto

15.

saiidoitcbi

11.

roketto

12.

hamu-eggu


6

THE WRITING SYSTEM PROBLEM:

Because the Japanese writing system was devised under the influence of Chinese, a language which is phonetically quite different, the resulting orthography is perhaps one of the most complex in the world.

OBJECTIVE:

To introduce the Japanese writing system.

SECTION 1.

IN GENERAL

Japanese is written with hiragana~ katakana, and kanji. The former two systems are referred to as kana~ and represent two parallel syllabaries by means of which all the sounds of Japanese may be written. Each kana symbol represents a syllable - - either a single vowel or a combination of consonant + vowel, with one additional symbol for the syllabic n. Thus, the three-syllable word kodomo child is written either in hiragana or in katakana. But the same word may also be written in kanji (Chinese characters) which have been adopted and assigned conventional "readings " in Japanese. hiragana

kodomo

<:. E t

kat;akana ::7

~· .-:£;

kanji

~

Normally Japanese is written without division (or space) between words or phrases, except for punctuation marks which correspond to the comma and period. However, in this text in the early lessons we have left a blank space between phrases to help the beginning student to learn to read. Gradually these divisions are reduced until the text is written in standard style .

SECTION 2.

HIRAGANA

Hiragana has three important functions in the Japanese writing system: (l) Syntactic features peculiar to the Japanese language are carried by hiragana; e.g . , verb, adjective, and copula inflections, relators such as the possessive particle in noun phrases, connectors such as keredomo ho~ver, etc. (2) Certain words, by convention, are written in hiragana. Currently, the number of words which are recommended for writing in hiragana instead of kanji is increasing, making it difficult for the writers of language texts such as this to keep abreast of the times. (However, though the recommendations of the Ministry of Educat ion concerning writing standards are the most authoritative source for "correct" writing style, nevertheless, much of the literature which the student of Japanese may have occasion to read may not conform to the latest changes in the writing system.) (3) The "Japanese" kuii reading for a kan.ii is traditionally noted in dictionaries in hiragana (and the "Chinese" on reading is noted in katakana). Hiragana is an almost completely phonetic writing system, but the student should be aware of the following formations adopted by convention: 39


40

(1) When the vowel sounds are lengthened, the expected hiragana are added in the case of the a, 1, and u sounds; that is, ib, \,A, and ? are added to the preceding hiragana, respectively. But e and o are usually lengthened by adding LA and 5, respectively (although some words require X.. and i:>"", respectively). Lengthened X.. written by adding V' (.:{_\.A) is pronounced e, and lengthened :1:.... written by adding 5 (i>"" 5) is pronounced o .

Examples:

i:>""i'i• ib ~ lv ll" VC LA ~ lv

okasaii on"I san

older brother

~'?.2.

futsu

usual

i'i~

gakuse

student

Tokyo

Tokyo

<1!"0

c.2 ~

J:

2.

mother

When any consonant is doubled in Japanese, the first one of the pair is ~. In horizontal writing, the small tsu is written at the bottom of the space occupied by the regular size characters; and in vertical writing, at the right. For example: i'i~ ~ t_ 5 gakkO school; ~ ~ l..zasshi magazine. (For vertical writing style, see example on p. 46.) (2)

always written with a small tsu

(3) The object-marker particle o is written~. This hiragana is only used in this grammatical function; elsewhere the sound o is written ;1:,.... (4) The direction-marker particle e is written ...-...... this usage.

(5) The topic-marker particle wa is written f,i.

Do not pronounce it he in

Do not pronounce it ha in this

usage.

(6) By convention today ji is written ~ and zu is written~ except in a few exceptional words which will have to be learned specially.

SECTION 3 .

KATAKANA

Though it is possible to represent all the sounds of Japanese in writing using the katakana script, by convention katakana is reserved for the following usages only: (1)

Foreign loan- words:

(2)

Foreign personal names:

(3)

Foreign place names:

::I -

t -

l-

~.A

kohl coffee;

..,~ Y

pan

bread.

Tomasu Thomas.

7 ) 1) j] Amerika America.

(4) As a kind of italics; i . e., to draw attention to the word. The resident of Japan will be struck by the extensive use of katakana on billboards and in ads. (5) In dictionaries, to give the oii ("Chinese") reading of a kanji, hiragana being used to give the kuii reading: ~y (oii reading) (kanji) -tr' -1 (kuii reading) ( 6) For onomatopoetic words (words which reflect actual sounds) : gatagata rattling.

71 ~ 7i ~

(7) For electronic media; e.g. , telegrams, computer print-outs, telex, etc.

SOUND PATTERNS AND THE WRITING SYSTEM Unit 6 SECTION 4.

41

KANJI

The first writing system known to the Japanese was that developed by the Chinese. Consequently, the Japanese adopted the Chinese writing system, assigned conventional readings to the kanji, and began to put their own language into writing. This process of accommodation of the Chinese writing system to the sounds and syntax of Japanese covered a period of two or three centuries until the oldest extant book in Japanese, the Kojiki, was written in 712 A.D. tt was not until after the Kojiki was written that the kana systems were invented. But the development of kana or some equivalent native script was necessitated by the nature of the Japanese language--especially the inflected forms. In order to reproduce these and other elements of Japanese syntax, Japanese has developed a system of writing which mixes kanji and kana called kana-majiri. For example: fj ( iku goes; fj? k itta went. Today, kanji still continue to be used in writing Japanese, and indeed these characters play an important role in the writing system. Since kanji are basically "image 11 symbols (in contrast to kana which are phonetic symbols), the Japanese find it easier and quicker to read sentences which have a ~enerous scattering of kanji. Many nouns are compounds of two kanji, each with its own basic meaning, which combine to create a visual symbol. For example: A hito person; people + Q kuchi mouth(s) =A [J jiiiko population. Kanji are written in various styles, but to get the proper "feel" for the shapes the beginner should practice writing in the style called kaisho. Each kanji is fitted into an imaginary square, the individual strokes proportioned so as to achieve "balance" while aesthetically filling the space inside the square. Sometimes a kanji is clearly composed of parts--top and bottom, left and right, etc. Certain kanji are used (in modified shapes) to form constituent parts (called "radicals") of other kanji. Thus, the kanji for man A occurs in modified form as the left-hand radical in~~ yasum1 rest (a man beside a tree); and k1 tree becomes # hayashi a grove, or ~ mori a forest .

*

To write kanji correctly, the order of strokes must be carefully observed. Even when writing with pen or pencil, kanji are formed as if one were using the traditional brush. This accounts for the order and direction of strokes (lines) and also for certain shapes, hooks, and angles. For a more complete introduction to kanji the student is referred to Today's Japanese Kanji, by Shigeko Imada, Shigeko Inagaki, Masayoshi Hirose, and Noah

s.

Brannen (Tokyo: Bonjinsha, 1987). This book contains all of the Joyo Kanji ("Kanji in Common Use") made official on October 1, 1981, by the Ministry of Education, with a supplement of 166 Jinmeiyo Kanji ("Kanji for Personal Names), making a total of 2111 kanji which are recommended for ordinary use in Japan today. The present course is keyed into this book by following the numbers assigned to kanji in Today's Japanese Kanji. The number of strokes in each kanji as well as a graph1c illustration of stroke order is another helpful feature of Today's Japanese Kanji . The basic rules governing stroke order are summarized as follows: (l) top to bottom, (2) left to right, (3) when two or more cross, horizontal strokes precede vertical ones, (4) center first, then left and right, (5) perpendicular line running through center written last, and (6) right-to-left diagonal stroke precedes left-to-right.

SECTION 5.

PUNCTUATION AND OTHER MECHANICS

PUNCTUATION MARKS.

42


(1)

Kuteii

AJ.so called maru or shiromaru, this open circle functions as a "period" in Japanese writing . There are certain differences, however, between the kuten and the period: (a) it marks the end of a sentence, whether declarative or interrogative, though in some styles the interrogative mark ? is substitute (b) it marks the end of a quotation, even though the sentence in which the quotation is embedded continues. Note: this punctuation mark is not used after headlines, titles, slogan~ proverbs, etc., nor after the exclamation mark! or the interrogative mark.

0

-$JR.\ < 1N

(2)

" Toten

AJ.so called ten, this mark serves as a "comma" in Japanese writing but differs somewhat in shape and also in use from the comma in English writing. Its usage is as follows: (a) to avoid ambiguity in the meaning; (b) between parallel expressions--words or phrases--which have equal roles in a sentence (i . e., paratactic constructi ons); (c) to reflect the presence of a pause; (d) to set off a sentence or paragraph introducer, or connector; e.g., sore kara then; sono ue in addition; sore de with that; sbikBshi but; sate weZZ;

~,¢.\ ~ "UI.

now. (3)

Nakateii

AJ.so called kuromaru or nakapotsu. The round dot (which most closely resembles the period in English writing) is used as follows: (a) between the family name and given name of foreigners; (c) between the month and day, hour and minute, title and name. Note: this punctuation mark does not fall on the base line but is half-raised.

iL fi•"L A,

( 4)

Kakko fl•

(5)

Kagi fl•

(

~ c:::..

)

Parentheses of this type are alike both in form and function to parentheses used in English writing; i.e., they are used to enclose parenthetical information.

J

These marks are used (a) to mark a quota~ion, or (b) to place special emphasis on a word or phrase.

........_

r

~·

-, '-

(6)

Nijfi- kagi =1ft 'II• ~·

(7)

Dasshu

r

...,

J

Also called nakasen, this mark is used before a parenthetical remark or to show a time interval.

~':/"/~

(8)

This is a particular form of quotation marks, used for a quotation within a quotation, the title of a book, etc .

Teiisen

As in English writing, a series of dots (not limited to three as in English, but always an odd number) indicates a deletion or time lapse.

A\iili! "UI. iJ>I,

REPETITION MARKS. There are three very useful marks used in Japanese writing to indicate reduplication, either of a kanji or a sound or a sequence of sound.

(9) Do no jiteii. IEJq)=¥-R0 c "UI.

k

This sign is used to indicate that the immediately preceding ~.1 kanji is repeated . Note: This mark cannot be used for dupli- ~ eating two or more kanji in sequence .

1


(10)

Hitotsuteii '>

(11)

Ku no jiten

1

*~

\

C"CN

Unit 6

43

This sign means that the preceding kana is duplicated. If the consonant of the second syllable takes on voicing, two dots (dakuten) are added. This sign is used only in vertical writing and means a sequence of two or more kana is repeated. As with hitotsuteii, two dots are added to show voicing in the first syllable of the repeated word or phrase.

Note: The student will encounter these repetition marks in reading though it is currently recommended by the Ministry of Education that the bitotsuten and ku no j1ten not be used. HOW TO USE GENKOYOSHI (MANUSCRIPT PAPER) .

(1) Write the title on the first line. (2)

Write your name on the second line.

( 3)

Start your composition from the third or fourth line.

(4) Leave one square open at the beginning of each paragraph. (5)

Use one square per letter. The period, comma, quotation marks, question mark, exclamation mark are counted as one letter . The first three of these marks are written within the last square of a line if otherwise they would begin a new line.

(6)

In case of written dialogue, start on a new line when the speaker changes .

Note:

For a sample of writing on manuscript paper, see p. 46:

44


TABLE 6. THE

HIRAGANA SYLLABARY

A.

UNMODIFIED KANA

B.

KANA WITH DAKUTEN AND HANDAKUTEN

Lj:o ~j:" "1:tt

t_;'

u~

i)'

uo "J)(. ')

0

bot

Dr.

-~ .d4

'o

br.c

h}.

l''

·~

'- si

-tt~

~

~,,

,,

/ "

l¥1

~tc ~ C.

\...:Jill.

-t.: t\: l: t {: [~ ,,

)

.... ~'.,.,. v)

t(

~,,

ta

L_''

"> ,,

' - :JO

tk

KANA COMBINATIONS FOR Y-FOLLOW-THROUGH SYLLABLES

-u. LA uo u'' ~

~

t/

:\'' \._

~

~

~

~

,10.

Yp

'1>

P/fl.

~

[!: [l'

L' Yp :f{,(

l;'

~) ~

fj.YQ

~,, -'-

vp

.'1ft(

()'({

~) -

u

( -:._

~

.lfJ

~

~'

~

m;a

Jwa.

n~tt

chol

~

Srz

~

Jj

7-} [A ~~

~

1J

vp

yp

JYU.

~

h¥C<

.! lf'j

\'' ~) ]f [; '-

l::

-17 II L ~ ~

-17 l

~

vp

'fj)

chv.

*

17 l

\')> ~

~

'-

J:

~

~

J:

J:

J:

J:

J:

J:

&.

1'JO

b)O

:iO

fJYO

/YO

117YO

}wo

111>0

cho

sho

.t Juto

SOUND PATrERNS AND THE WRITING SYSTEM

TABLE 7. THE KATAKANA A.

UNMODIFIED KANA

~

r-;.... 27

·~

ll

,, ·y ·4/ · t J +1 ·+ ,_-t •-:..- ~ ~ ~

~~,

1~

VtL

~n 0

B.

' 7 -

lilt.

9.1.

IIi.

'

u

811

'-t.-

m

tt.

...lit

~w

·~~ ~~

~

J!,

IIIII

KANA WITH DAKUTEN AND HANDAKUTEN

• J \,_ / \ brt

to t: \

b(.

.P<-

5''' -+f' fJ'' dA.

/. "'

b(.

It"

..

~ ~

be

_,.

~

Tt4

;t; ;t-; ~.

do

Do

1'0

~

zQ.

+·· A .,

' / -r~

70 7'' / ..

'*

It"

.1~

~

7''

~

-t_~

J;-''

u

Je.

')'' ::::1 Ul

,,

..1!!_

KANA COMBINATIONS FOR Y-FOLLOW-THROUGH SYLLABLES

' ,, co t:.'' ~

Co- t:o- t:'' Jrf

~

~\ ~

'\?

.14

.9Yrl

art

(:_'' :/,, ~\ '

..:L

_:L

lm4

'

P1Q

9 l>Yo

~

~

') ......''

..::L

..::1-

.::::1.

..

qyll.

1'}'q

mru

-:/ ~

3

'

;1. .1Cl

a fo

a !IYO

...

-:/ ~ + -y 1' - + ~ :r t: --

') '' t: -

"(

') 3 1'1/0

' .....

'3 1PfJ'O

i.

A 1. ~ ~ ,;L '}F ·t ~•

~

..

.110

dl!

1&u

.t;r ~ r=t=_ rl-~ ) 11l

11

~

~~a nu

-fu

~· ·~ ht

0

C.

m,

IIIII

·~~ ,........

~~~

~

AI~

.so.

t4

*~

he_

~

1~1

m

Ill

.....

·~

n:.

45

SYLLABARY

·~

nt

Unit 6

~

.Jc!

~

hMl.

111'1l

cha.

sin

~Yil

.::::1.

.:::L.

;J..

.;1..

..:::&-

1lrtj

~

siKi

Jc}'C{

I!Ya

\::: :1 hyo

-- 1.3

~0

~ ~

:3

3

3

clio

~

~

46


ExAMPLES OF THE UsE OF GENKOYOSHI

LESSON 1

INTRODUCTIONS

PROBLEM :

Simple sentences in Japanese are single independent clauses. Clause structure must be mastered before the student can produce natural sentences.

OBJECTIVE:

(1) To introduce the basic structure of copular clauses in the affirmative, negative, past, and interrogative forms. (2) To call attention to intonation patterns.

SECTION 1.

VOCABULARY

Drill

watashi

I

wa

particle, Subject or Topic marker

Nihoiij1ii

(a) Japanese (person)

-jiii

suffix to indicate nationality 47

48


-r:-t

desu

the copul-a

1-··1 '/A

Doitsujin

(a) German (person)

7J1JtJA

Ameriitajin

(an) American (person

%~

- :::: sense

teacher student (pupil)

gakuse

student (usually university) you

ka

particl-e for

kodomo

child

otona

(an) adult

hai

yes (this word hn.s many shades

interrogat~on

of meaning)

-t-5

' so

thus; (just) so

\/)\/);{_

Ie

no

de wa arimasen

neg. form of the copul-a

kore

this (near speaker)

-r:r.t

.:5.!?~-l:tlv

c.n

*n-· -

book Jv -""' /

boru-p en

ballpoint pen

;t!v(J."?

enpitsu

pencil

~lvtllvV."?

manneiihitsu

fountain pen

iJ~J}.

kam1

paper

-t-tL

sore

that

.:5tL

are

that (over there) department store

jid6sha

automobile

gakko

school

yama

mountain

*A small kana appearing above a kanji (or to the right in vertical writing) is called furigana. The student should learn to recognize these kanji but is not required to reproduce them.

Lesson 1 INTRODUCTIONS basu

bus

mo

also (particle: emphatic)

deshita

past form of the copula

.,._

nan

what?

Yamamoto

Yamamoto (personal name)

SU!nisu

Smith (personal name)

Konnichi wa.

Hello! (a greeting used in the daytime)

49

Dialogue

Common Expressions

SECTION 2.

KANJI STUDY

Kan ji (characters) introduced in these lessons are selected from the list of "Kanji in Common Use" (Joyo Kanji), a total of 1,945 characters prescribed by the Japanese Ministry of Education and adopted by law in 1981 as the characters most essential and useful for ordinary communication . (1) In the kanji list of each lesson, numerals attached to the kanji designate the reference numbers used in Today's Japanese Kanji, by Shigeko Imada, Shigeko Inagaki, Masayoshi Hirose, and Noah S . Brannen (Tokyo: Bonjinsha, 1987). In this kanji reference book, the number of strokes for each character are indicated along with a handy guide to the stroke order.

(2) The new character is introduced followed by the context in which it appears in the text. The reading of the kanji in context is given in hiragana, with the part of the word represented by the new kanji underlined. (3) Finally, an entry giving a basic reading of the new kanji is included. At the beginning the student may not find this last entry of any practical purpose, but gradually he will come to appreciate its importance. Practically a ll kanji have t wo basic readings: the Chinese (on) reading, and the native Japanese (kuii) reading. In the kanji list the on reading is given in katakana and the kuii reading is given in hiragana. The student will soon discover that while most kanji have only one kuii reading, they have several on readings, depending on context. Also, because of the assimilati on of sounds, a basic reading is altered in some contexts. For example, gaku (in gakuse student) is altered to gak- (in gakko school); -bon (a classifier for long, cyl indrical objects such as pencils --the same kanji as bon book) has the following readings: 1ppon one (pencil), n1hon two (pencils), and sanbon three (pencils). (See Lesson 5 for help on classifying kanji by radicals.) 1440

E

1721 - * -

50


977A

B/-$:A

VCf11vt:1v

://

7t;~

-Jtlv:{f\.n

-e/

7t;~

-Jtlv:{f\.n

-e-1

#~

-!J~

<-lt\.n

jj!/

1;s

filJ

tl.!v

SECTION 3.

DRILL

1072

51:

1013~ 194 115

t

t.r. vc

Two types of drills are used in this lesson: Substitution Drill and QuestionAnswer Drill. In the Substitution Drill the tutor gives the first sentence of each drill exercise and the student repeats after him. When t here is more than one student, the tutor has all students repeat in unison, then individually. After each student performs, the tutor repeats the sentence once more to reinforce correct performance before moving on to the next st udent. Finally, the tutor gives the substitution word (cue) and the student repeats the original sentence substituting the new word in the appropriate slot. For Question-Answer Drills follow the example given.

Substitution: l.

:bit lAi

English Equivalents

B/-$:A -r-to

~tashi wa~ii. desu. Cues:

a)

I am a Japanese .

~

J-'1'./A

a)

I am a German.

b)

7}1JtJA

b)

I am an American.

c)

7t;~

c)

I am a teacher.

C:

2.

d)

~~

d)

I am a student.

e)

#~

e)

I am a student.

B/-$:A -r-t-!J~o

Are you a Japanese?

S~ittl

~~ Cues:

a)

desulka? /

J-'1'./A

a)

Are you a German?

b)

7}1JtJA

b)

Are you an American?

c)

c:E~

c)

Are you a child?

d) i>""c ~

d)

Are you an adult?

Lesson 1 INTRODUCTIONS

51

~stion-Answer:

3.

Answer the questions in Dri ll 2 in the affirmative. Q:

~tJ:tz:tl

A:

(a)

B:2$:A t:-til~o

Q:

Are you a Japanese?

-t:"5l:-J-o

A:

(a )

Yes, (that 's ) so.

(b)

Yes, (I ' m) a Japanese.

tl0,

~ ~ desu. ~

tl0 . .

(b)

~ ~ii

desu. \.__

~

Substitution: I am not a student.

~tashi Cues:

wa

~~·\_~

a)

F' 1 '.:1 A

b)

7 J 1J

c) d)

a)

I am not a German.

b)

I am not an American.

<:.E"t

c)

I am not a child.

71[;~

d)

I am not a teacher.

nA

Question-Answer:

5.

Answer the questions in Drill 2 in the negative. Q:

~ tJ: tz:tl

A:

(a)

B :2$:A t:-til~o

00;{_, ~~

.Je, so de wa (b)

00;{_,

fi,

~ .!'J

-t:" 5 t:tl -~

~imasen~

B :2$:A t:tl

~ de wa

,,

1-tt"lvo

Q:

Are you a Japanese?

A:

(a)

No, (that 's) not so .

(b)

No , (I 'm) not a Japanese.

~

~.!?

_1I'imase'n.

1-tt"lvo

'--

~

Substitution: This is a book.

6.

~h6n desu.~ Cues :

a)

¥ - ;v..--.:: /

a)

This is a ballpoint pen.

b)

Th is is a pencil.

52

7.


1/V:t:l!Vl}-?

c)

This is a fountain pen .

d)

-!J~Jr.

d)

This is paper.

-1:-tlV:l:

*-rV:t

~

hSn de wa

Cues:

8.

c)

That is not a book.

~imas€n .~ \._

-!J~Jr.

a)

That is not paper.

b)

:t!VV:-?

b)

That is not a pencil.

c)

¥-Jv-""'/

c)

That is not a ballpoint pen.

d)

1/V:t:l!Vl}-?

d)

That is not a fountain pen .

7'/'-

!FWa ~to

9.

91-t!" fVo

a)

~nV:t

Cues:

~

~ -c'-J--!J~o

desul ka?

a)

t.:c5L-~

b)

-!J~ "?

c) d)

-t-n~

}1

Is that (over there) a department store?

a)

Is that (over there) an automobile?

b)

Is that (over there) a school?

~1

c)

Is that (over t here) a mountain?

/;:..::z.

d)

Is that (over there) a bus?

c:. 5

T /' -

~ -c'-J--!J~o

Is that also a department store?

~~to desulka? /"' Cues:

a)

t.:c 5L-~

b)

-!J~?

c) d)

a)

Is that also an automobile?

b)

Is that also a school?

~1

c)

Is that also a mountain?

/'A

d)

Is that also a bus?

c:. 5

Question-Answer: 10.

Change the sentences of Drill 6 into questions and answer them.

Q:

Is this a book?


53

A:

~.

~ ~)

h6n desu.

~

de wa

00;{_,

(d)

(b)

Yes, (that's) a book .

(c)

No, (that's) not so.

(d)

No , (that's) not a book.

-~

00;{_ ..

fi,

Yes, (that's) so.

~

i6\....___ desu.

(b)

(c) .

(a)

~· ~ \_

( -t-tLtl) 7-fs;:-c'tl

!J 1 -lllvo

_fi, ~~dewa~\_ ~ Substitution: I was a teacher.

~tashi wa ~iCs'~ deshita.~ I;

Cues:

l2 .

a)

~VE

a)

I was a student.

b)

~~

b)

I was a student.

c)

<:.c~

c)

I was a child.

51[;~ -c' L. fL IJ~o

~~

Were you a teacher?

deshitalka?/

I;

Cues :

a)

J.+-1.::to ::r.. Vt:

a)

Were you a student?

b)

~~

b)

Were you a student?

c)

L.c~

c)

Were you a child?


Answer the

~uestions

Q:

A:

(a)

51[;~-c' L.f-ciJ~o

tl0,

4~ (b)

V:J::(t)..

in Drill 12 in the affirmative.

-t" 5 -c' L. fLo

Q:

Were you a teacher?

A:

(a)

Yes, (I) was.

(b)

Yes, (I) was a teacher.

deshita. ~ $t~-c'

LJco

~. :::p~ deshita. ~

54


Substitution: I wasn't a teacher.

~tashi wa ~~ de wa ji'imas~ des hi ta. ~ 1:

Cues :

1-1-1~

a)

::t:.Vt

a)

I wasn't a student.

b)

I wasn't a student.

c)

I wasn ' t an adult.


Answer the questions i n Drill 12 in the negative. Q:

A:

(a)

~~L:' LJz:il~o

-t"5L:'tl

00;{_,

Q:

Were you a teac her?

A:

(a)

No, ( T) was not .

(b)

No, (I ) was not a tea cher.

L:' lfz:o

j'i, ~'de (b)

wa

~imas~ deshita . ~

00;{_,

L:' l fz:o -r.:, ~s~ -~ ~Ie 16.

17.

d e wa ~L1mase1\ ~ deshita. " ~ ·

The tutor asks the student for the names of objects , using real object s or pictures.

Q:

What is this?

A:

That is a book .

The student asks the tutor for the names of objects, using the above pattern.

Lesson 1

SECTION 4.

INTRODUCT~I..:..; ON :.:..:S=---_ _ _ _ _ _ _ _ _ ____:5~5

GRAMMAR

1.1 . SIMPLE SENTENCES MADE FROM THE COPULAR CLAUSE BASE. This lesson introduces a basic , or kernel, pattern of Japanese sentences to which we give the label SIMPLE SENTENCE, COPULAR CLAUSE BASE. This means that such sentences are composed of a single clause (or a single predication) in which the predicate is oade up of a noun plus the copula (N + desu). 1.1.1. COPULAR CLAUSE: BASIC PATTERN 1. In the example below of Basic Pattern 1 (kore wa bon desu), the word bon book by itself does not make a complete sentence (or predication), but bon desu it is a book does. Subject

Predioate

I [bon] [desu] I I kore wa I I [hon] [desu] I

(It) is (a) book. This is (a) book.

The mi ni mal form is the predicate alone; e.g., hon desu, but this may be expanded to include a subject (e .g., Kore wa bon desu. This is a book. Sore wa hon desu . That is a book. etc .) . Remember: the copula (desu) is not the predi cate; the combination of a noun (e.g. , bon) or noun phrase (as we will explain in a later lesson) and the copula makes up the predicate element of t his basic pattern . Unlike English, Japanese does not r equire a verb to make a complete sentence . The word desu of a copular clause is not a verb. Later we will introduce clauses in which the predicate slot is filled by a verb, but in another kind of clause the pr edicate slot is filled by an adjective. A literal translation of the basic sentence Han desu. would be Book . (Ther e is no article "a" or "the" in Japanese.) But the nearest English equivalent to Hon desu . is It is a book. 1.1.2. THE SUBJECT IN COPULAR CLAUSES. The first expansion of this simple sentence type is the inclusion of a subject in the basic clause (see patter n at 1.1.1.). This subject slot, like most slots in Japanese, has a marker--i.e., the particle wa--which follows the noun (or noun phrase) which serves as the subject of the clause. Thus Han desu . is expanded to Kore wa bon desu. This is a book., in which kore wa is the subject (a noun with the subject-marker particle wa ). Certain nouns (or what we will call classes of nouns) --namely, Copular Nouns (introduced in Lesson 2)--do not fill the subject s l ot of copular clauses, though they do occur with desu to make up the predicate (e . g ., Watashi wa genki desu. I 'm ~ll/healthy., where genki is a copular noun meaning well or healthy). Another class of nouns (interrogative nouns equivalent to English words like which?, what?, etc .) never occur before the subject-marker particle wain this pattern. Interrogative nouns will receive special treatment below. Whereas in English one rarely speaks a sentence without stating the subject, the subject is often omitted in Japanese, particularly if it is obvious , or if either the speaker or the one spoken to is the subject. This feature of Japanese gives an air of ambiguity to the language, especially for the beginner. But Japanese is not as ambiguous as it seems at first; there are other signals in the context which clear up the ambiguity, and the student will learn to recognize these as he acquires skill in the language. 1.1.3 . NEGATIVE COPULAR CLAUSE. The diagram below describes t he way in which a simple affirmative copular clause is made negative; i.e., the copula desu is changed to de wa arimasen. A variant of the negative copula is ja arimasen.


56

Subject

Predicate

1 [honJ [~d;awa ~ arimasen]

]

(It) is not (a) book.

I kore wa] 1 [honJ [fd;awa ~ arimasen] ]

This is not (a) book.

Some speakers (native of Tokyo) never use the contracted form ja with arimasen (is not, polite), but only with nai (is not, plain). 1.1.4. COPULAR CLAUSE, PAST. To make a copular clause past the indicative copula desu is substituted by the past inflection of the copula, deshita:

Subject

Predicate

I [h6n] [deshita] ] I kore wa ] I [h6ii] [deshita] ]

(It) was (a) book. This was (a) book .

1.1.5. INFLECTED WORDS. There are two major classes of words in Japanese: inflected and non-inflected. As the student would expect from his familiarity with other languages, verbs in Japanese are inflected. But, as the drills of Lesson 1 show, the copula is also inflected.* To inflect a word means to change the tense, aspect, or mood of a word by changing the shape of the word itself. In Japanese this is done by att: suffix to the basic stem. Thus:

Stem

Indicative

Past

(Present Tense) desdesbi-

desu

-u

-ta

desbita

1.1.6. NEGATIVE PAST COPULAR CLAUSE. To change a basic copular clause to negative past (equivalent to changing English It is a book. to It was not a book. first make the clause negative, then add the past form of the copula: bon desu ~bon de wa arimasen ~bon de wa arimasen desbita.

*It will be noted that the stem itseZf changes when it is combined with the past suffix. This is quite common in languages, and in Japanese, though some word stems r emain unchanged, many words have two or more shapes for the stem. The change in the stem is due to what is called assimiZation; i.e., the stem accommodates itself to the sound of the suffix. In the case of the past form of the copula, the fact that the suffix begins with a consonant requires that the stem end in a vowel, because Japanese is a CV.CV-type language. (Recall that, excepting the syllabic nasal n and cases of double consonants, every syllable of Japanese consists of a consonant and a vowel, in this order, or a single vowel, and no syllable ends in a consonant.) Thus *desta is not a likely combination since the consonant s would be followed immediately by another consonant t, instead of a vowel, which is normal. (In this text an asterisk before a word indicates that this is not a real Cor correct] form.) For this reason, a vowel i i< inserted, giving *desita, and the consonant s is changed to sh to "accommodate" the vowel. The result is desbita, the past form of the copula.(cf. Lesson 5, Section 4, 5.1.2).

Lesson 1 INTRODUCTIONS Subject

57

Predicate

I [hon] [~d;awa! arimasen deshita])

(It) was not (a ) book.

I kore wa] I [h6n] qd;awa ~ arimasen deshita] ]

This was not (a ) book.

1 . 2. INTERROGATIVE SENTENCES. Making questions is easier in Japanese than i n English because it is not necessary to change the order of the words or elements of the basic sentence (cr . It is a book. Is it a book?). In Japanese a quest i on can be made from a statement simply by adding the interrogative particle ka: Hon desu . It is a book. Hon desu ka? Is it a book? Changing a statement into a que stion is a process which takes place on the senlevel, not clause level. This statement may sound unnecessarily confusing, but it is necessary to make this distinction because a clause is the raw materiaZ from which a sentence is made, whereas a sentence is the utterance itself (written or spoken), with words, accents, pauses, intonation, etc. ~ence

There are three important rules used in forming interrogative sentences: (a )

Add the interrogative particle ka at the end of the sentence;

(b)

Give the utterance a rising intonation~;

(c)

If an interrogative word such as d6re which is used as subject, change the subject-marker particle toga (e.g., Dore ga anata no hofi desu ka? Which is your book?--see Lesson 2).

1 . 3 . DEICTICS. There are several series of words in Japanese which are roughly equi valent to English demonstrative pronouns (this~ that~ etc.).

~

Near the Speaker

Near the Addressee

Distant ( "Known" t o both Speaker and Addressee )

Interrogative

Deictic Particle (demonstrative; attributive)

kono this

sono that

ano that

dono which?

Noun (independent)

kore thi s

sore that

are that

dore which?

Adverb (locative)

koko here

soko t here

asoko there

ko in this

so i n t hat

a i n that

doko where? ... do in what

JAdverb (manner)

m:znner

manner

m:znner

m:znner?

There are three features of these series wh ich should be noticed: (1 )

Each series has the same characteristic initial sounds.

(2) Kore this refers to something near at hand, i.e., near t he speaker. Sore t hat r efers to something nearer the addressee than the speaker. Are that refers to something distant from the point of view of both speaker and addressee (cf. "that yonder" in certain American dialects). This gradation in t he not - near-thespeaker category is not found in English (though it is possible t o disti ngui sh between "that" and "that over there," or "there" versus "yonder" ) . I t appear s impos s ible to define the line between sore that and are that over there~ but the following hypothetical situation may help to clarify the distinction somewhat :

58


Two people are seated in a room, talking. There is a book on a table beside the chair in which speaker A is seated. Through the window a mountain can be seen in the distance. In this situation, speaker A would refer to the book as kore this, but speaker B would refer to it as sore that. Both speaker A and speaker B would refer to the mountain as are that over

there . The series ano, are, asoko has another important use which appears t o be directly opposite to the use which we have explained thus far; i.e. , these words can be used to indicate things or events which are familiar to both parties in a conversation (but not immediately at hand). For example, speaker A might say to speaker B, Are wa Tanaka-san deshita. That was Mr. Tanaka. 3 meaning That feZZow who was just here . . (This use of words to point to "known" or "shared information" belongs to a phenomenon of language which Charles Fillmore calls

deixis.) (3) The Noun series (kore, sore, are, dore) is not used immediately preceding a noun. To say this book in Japanese, the Deictic Particle series, kono, sono, ano. dono, is used; thus: kono bon this book3 etc. 1.4. INTONATION PATTERNS. Intonation is characteristic of all speech. In fact, we cannot speak without intonation . Intonation is the means by which an individu~ speaker is able to insert his own attitude, feeling, intention, reaction, and so forth, into the language system of his culture. This does not mean, however, that intonation patterns are created by each speak to suit his own fancy, irrespective of other speakers of the same language. If this were so, intonation would be unintelligible and useless as a means of verbal communication. Intonation patterns, like the sounds of a language, are establish by the culture group as a whole. Thus it is that certain patterns which we will call PRIMARY INTONATION PATTERNS become associated with a spoken language and become an integral part of it. There is an intonation to show that the speaker is through speaking, or not t hrough; t h he is asking a question; or that he is surprised, relieved, sympathetic, and so forth . The language cannot be spoken properly without the use of these intonatio patterns. Nor is it possible to speak a language properly by superimposing intona tion patterns brought over from another language and culture. In the drills of this lesson, we have marked the intonation contours by conventional symbols. There are four distinctive voice levels relating to intonation: low (1), mid (2), high (3), and extra-high (4). These levels are all relative; i.e., each speaker will use his own set of four distinctive voice levels for into tion, so that these levels do not match, for example, notes on t he piano. Primary intonation patterns of Japanese are of the following four types: (a) ~ FaZZing.

From level 3 to level 1, marking the end of a sentence .


59

( b ) / Rising.

To level 3, indicating that the sentence is a question or emphatic. (Note: Under certain conditions a question sentence may have falling intonation, as in the Dialogue of this lesson. )

(c) ~ Non-terminaL. (d)

!I

Contour ending at level 2, indicat ing that the statement is not finished.

ExcLamatory.

Either falling sharply to level l , or rising t o l evel

4, with a great contrast of tone level, indicating excitement, anger, intense concern, fear.

FaLLing intonation (~) does not differ essentially from the equivalent pat;ern in English. Note, in this lesson, how word-accent affects the shape of the Lntonation contour on the end of a sentence. Rising intonation (~), as in questions, at the end of a sentence in Japanese is different from the rising intonation pattern of English . Whereas in English the speaker begins to raise the pitch gradually over several words toward the end of the sentence, in Japanese the usual pattern is to raise the pitch only on the final ka:

~ desu\ka? / Non-te~inaL

intonation

(~).

Is it a book? In the Controlled Dialogue of this lesson, the

greeting ~nichi

wa.

~

Hello!

illustrates the non-terminal type of intonation. Such an intonation indicates to t he addressee that the speaker has not brought his speech to a conclusion lthough he may actually break off his speech at this point). Though the above example is exceptional, since it represents a greeting which means AS for today . . . ~ it is easy to imagine that such a greeting originated in a complete sentence (a comment on the weather?), the latter part of which has dropped out in current usage, leaving Konnichi wa. HeLLo!

ExcLamatory intonation (~ ~) in Japanese has certain distinctive characteristics not found in English, but we reserve treatment of this pattern until later. SECTION 5.

DIALOGUE

The Dialogues of the first few lessons are for memorization. previewed by the tutor on the day before they are to be used so have the advantage of hearing them correctly produced before he them. In class the student will be called on to participate in the tutor or with another student.

They should be the student will begins to memorize the dialogue with

The dialogue should be controlled, but this does not mean that there can be no variation. The control is placed on the patterns and vocabulary to be employed in the dialogue . The student should be permitted to "try his wings," but he should not be allowed to use patterns not yet introduced, nor should he be content to use only patterns of previous lessons at the expense of failing to concentrate on the patterns under study. Today, Japanese is written both in the traditional manner, i.e., in vertical lines f rom top to bottom (beginning at the right), as well as in the "western" manner, i.e., in horizontal lines from left to right. To help the student to become f amil iar with both forms we present all the Dialogues in horizontal lines and most Readi ngs in vertical lines . Punctuation conventions · (such as the comma ) and arabic numerals (as well as direct quotations from languages using romanized alphabets} ar e more readily accommodated by the horizontal style of writing.

60


SECTION 5. ~£"

DIALOGUE

Cb C :

L./vVL ~Vi o

;z ~ ;z :

L.lvVL ~Vi o

~£"tc:

~ tJ: tz:. Vi

$~"t:-t1J~ o

;z~;z

v. V.;{_'

$~-rr.t

~;ttc

:btz:.lr.t

$~-c""to

t.!:V., ~ ;t Cb

;z

c : Vi V.,

~

~ ;t

;z :

Cb c

Ya.rrwnoto:

SUmisu:

-t:? -r-t 0

i'J 1~/v v ~ tJ: tz:. Vi

~ tJ: tz:. Vi

B =*A-r-t o

~ tJ: tz:.r.t

F' 1 'Y A "t:V;t

V.V.;{_,

:

~

~

i'J 1

~ tJ: tz:. Vi

$'[;~-c"-tiJ~o

B =*A t:-tiJ~ o F' 1 'Y A -r-t-tJ~o ~ lvo

7}

-t:? -r-t-tJ~ 0

!gnnichi wa.

~

Konnichi wa .

~

--/

Yamamoto: ~~,/I

SUmisu: Yamamoto:

SUrnisu : Yamamoto:

SU!nisu: Yamamoto:

English Equivalents

Yamamoto : Smith: Yamamoto: Smith: Yamamoto : Smith: Yamamoto: Smith: Yamamoto:

?

Hello. Hello. Are you a student? No, I'm not a student. (Are) you? I am a student. Are you a teacher? Yes, I am (tit., it is so). Are you a Japanese? Yes, (I am) a Japanese . Are you a German? No, (I'm) not a German. (I'm) an American. Is that so?

1)

7J A

-r-;- o

Lesson 1 INTRODUCTIONS SECTION 6.

READING 10

15

1J

~) ~)

~ t~ ~ ~

:tt

X.b

*~lv

tt-k0

;k_ ') jJL~O]"

;}-;f..

..

0

u-r

~;1. -:J

-:J..

..

-c

~-c

tJ: t:i

-r..·' -{ ~;J.

-('

i t.J~

1:

~

0

t.J:

i•

*- r~

-r._·· ~~

1 1'

-&J f)

t;t

tjJ) t-.•.

~j.

, -r

-1~

i··L

-t

o

"/:J.

}... l)

0

-:J..

-( 1J

fo_~

-c

G 1} L Lj: 1J L:l ~

tt -( 8

l!-. t;l ~ A

~~ ~ /v

-tA ol tJ 1 jJ)

-tt lv

(}.

#- r-:.. :J t:

~) ;\-~)

L

~

Jtn-rn

•8 I I tJ: ;f.. ~) h-J

0

f)

10

~v1

-::>

L.

ft\_,) 1ttc v~ ' -( tj

lv

tt'CA

5

~

.::t1

'

~ lv

61

0

0

t-:. L lei

10 SECTION 7.

EXERCISES

FiZZ in the bZanks: 1.

btz:. L. _

B :<$:A _

2.

;ht~fc:..

7 } 1)

3.

.:r:n

4.

<::h.-- fPJ-

5.

bt-c. L. _

_

r1

';I

tJ A

o

_

o

0

A -rr.t _

Change the foZZowing sentences to the

o

fo~

indicated in parentheses:

6.

;b tc:.. L.Vi

%~ -r -t 0

(Negative)

7.

;ht~ f-c.Vi

B :<$:A-r-to

(Question)

8.

th:h.-Vi

~

(Negative)

9.

;ht~f-c.Vi

10 .

;b f-c. L.Vi

7 /' -

-r-t o

$~L.'-:t"o

L C ~ L.' L.fc:..o

(Past) (Negative)

o

I)

~

-(

-t 0

-tt

lv 0

62


Express in Japanese: 11 .

I am a student.

12.

That is a book.

13.

This i s not a fountain pen.

14.

Were you a teacher?

Add accent marks to all the above .

- -

-···-

- -- -

............. "';"";"'"_-; - _-

-

....

··-

- ----------- - --

Lesson 1 INTRODUCTIONS SECTION 8.

63

VOCABULARY ENRICHMENT

Nan desu ka! Q.

1.., .::·

t l;t fnJt·t~\

t.,.::'t

1± Jfi A.

What is your occupation?

0

( b t:. 1.., l;t)

"' A, .::· l..,

occupation I am a lawyer.

TTo

_,

engineer

0 1.: &;)

~:;':/:::.7

;{ A,

4H±J!t

tJ} \t) 1.., ~ \t) A,

company employee

$'i.x"B

tJi \t' 2?

diplomat

~~(lifi

~1-?l.... -.. ;:?ut-,A.-

iH~J!i

jJ} A,

teacher government employee

.....

.:E~

L,~J,

housewife

~Mg2~

-, 1..,.4.,~/\J~ 1..,~

news reporter

m~~

'J

~

? tJ)
overseas' student

Q.

Excuse me.

A.

What is it you want?

Q.

I'm looking for the station.

Q.

What is that?

Q.

What is that called in Japanese?

A.

This is a kakejiku (scroll).

Q.

What's the matter?

A. Q.

When is the concert?

A.

What? ( Louder) I said, "When is the concert?

Q.

Q.

fnJt' t ~\

A.

:I -

1::: -

0

*Q) tJi

,a; 1.., \t' .4., T

What do you want? "9 tJ>. o I 'd like some coffee beans .

64


SECTION 9.

SELF TEST

This section is provided to assist students in individual study.

Complete the

test after you have finished the lesson, then check your answers with the Answer Key, Appendix 4. I.

Write kanji on the line, hiragana or katakana in parentheses. 1.

v t:. tAt

tJ>.

··e 9

o

2. -f tl,~;t_'"C'' 9 0

';J; ,\_

t;t t:. 'j:

3.

~

4.

~n,,;t

II.

t: t;J; XI C XI bus

(-)

'"(" 9

'IJ~ 0

'"C''9'1J~o

Fill in the blanks. 1.

;:: n. ~;t

if--Jv~Y

___ o

2. ;:: ,\_ ~: 'tj __ o 3. A: ~ t;t

B:

t:. 'j: :S'G 1:.

~'~';it ,

:S'G1:

4. A~ A~ A-';t 7 ;1.

5. -fn

0

1)

tJ .A

fiiJ

0

III. Change the following sentences to the for• indicated in parentheses: =? 1. ~n,,;t ~f3( T9 o (Negative)

t:. 'j: 1:fl'"C''9o ~ t;t t: ~j: ;:: .t· 'b -r·9 b t:. ~ 'j: 13ti;t'"C"9o

2. ~ t;t

3.

4.

IV.

0

Express in Japanese. 1. A: Are you an herican?

B: No, I'm German. 2. A: Are you a teacher? B: No, I'm a student.

(Question) (Past ) (Negative Past)

LESSON

2

YOU AND ME PROBLEM:

One class of nouns in Japanese functions much like the adjective in English; e. g. , as kind in he is kind; the kind m:xn.

OBJECTIVE:

(1) To introduce copular nouns. (2) To introduce levels of politeness in asking personal questions.

SECTION 1.

VOCABULARY

Drill 7C~ ( ti. ~

t.r../l(L ) *

t:. .t ? ~ ( t.r.. )

0 1 ( t.r.. ) ~

J. ? (

t.r../ 1(L )

~~

genki (na/ni)

well; healthy (-ly)

daij6bu (na)

all right; fine; O.K.

hima (na)

free; free time; leisure

Hyo (na/ni)

skillful; dexterous (-ly)

byoki

sick (note that byoki is not a copular noun)

, sumato (na/ni)

slender; stylish (e.g .• stylish

in d.Pess)

vt ~ ( t.r.. )

kechi (na)

stingy; miserly

tJ. "? L.lv ( t.r.. /l(L )

nessh1n (na/ni); nesshin (na/ni)**

enthus iastic ; earnest (- ly)

k1re (na/ni)

pr etty; nice looking

-t-
so no

that (near the person addressed)

A

hi to; - - hito***

person

~ :h~

j:,~~

( t.r.. /l(L )

L. ~ ~ lv

(a) doctor; physician (o- is an

o-isha-san

honorific noun prefix; an honorific suffix) kangofu-san

-san

is

(a) nurse

*Copular Nouns take na in the pre-noun attributive slot (e . g., sh1nsetsu na hito The " (- l y entry in the English column indicates that the word may be used adverbially . **Some words can be accented in more than one way. Usuall y it makes no differenc1 but in some cases the function requires a change of accent (see Sound Patterns, Uni · 5, Section 2 , p . 35) . ***Some nouns change their accent when modified.

a kind per son) and ni when used adverbially (e , g. , shinsetsu ni kindly).

65

66


kono

this (near the speaker)

kata

person (PoUte)

sh1nsetsu (na/ni)

kind (- ly)

hey a

(a) room

Ct.r. )

henri (na)

convenient; useful; suitable

/G{j! ( t.r. )

fuben (na)

inconvenient; unsuitable

lfiJ~

sh1zuka (na/ni)

q_uiet ( - ly)

dame (na)

not good ; no good

makkura (na)

pitch dark

a no

that (over there [distant from both the speaker and the person addressedJ)

{j!~U

if_ tb

1

?

( t.c.//fL)

( t.r. )

tb
who? Yamamoto

Yamamoto (personal name)

---san

Mr. /Mrs. /Miss (noun suffix used principally with names ) (Hon. )

donata

who? (Polite)

dono

whi ch/what?

ga

particle, Subject marker

o-

Honori fie noun pre fix (e. g. , o-genki)

a

an exclamation

ne

sentence-final particle : not emphatic; tag question

Dialogue

..e

yes (indicates affirmation or consent)

t okorode

by the way; however (sentence connector)

yo

sentence- final particle: emphat-: an interjection White (personal name)

~

mo

already

67

Lesson 2 YOU AND ME SECTION 2. 48 7

KANJI STUDY

-

7C~

vflv~

7C~

vflv~

~~

u .J.:

j=j

7J~

00::5t!J

~lv!J

"""-/

f}!;5flj

~lvJ2..

1)

/f

~00:

~-"'lv

7

~

Lit;$:

~j ~

1C

J//

266 )$_

~ 1572 ~

1669

1655

1856 1586

667

'-}j

1l. ~lJ

5~

9

~: 3

--:--,

7J~

fr:_

c

fr:_

~j

New Readings 1721

*:

~lv

*

977

A:

~"i~c

Lit;$:

SECTION 3.

(1)

B;$:A

VU"ilv ~lv

A

u-e:

( 1)

DRILL

Follow the instructions for performances of Substitution and Question-Answer Drills given in Lesson 1. English Equivalents

Substitution: l.

:bk LAi

7C~--r"to

I am well/ healthy.

Cues:

a)

tel.!> L: .J.: 5 ~

a)

I am all right.

b)

lJ-j

b)

I am free. I I have free time.

c)

~X?

c)

I am dexterous / skillf ul.

d)

~~*

d)

I am sick.

*Byoki is not a Copular Noun; i.e., it takes no instead of na i n the pr e- noun attributive slot (e.g., byoki no hito a sick person) .


68'

2.

tdc ltl .A7-r""Etl Cues:

3.

~!?"£-!th-o

I ' m not stylish/slender .

a)

vt~

a)

I ' m not stingy.

b)

tl?lh-

b)

I'm not earnest.

c)

~ttl./)

c)

I'm not pretty.

d)

~~

d)

I'm not sick.

""E-ttJ~o

~t.tktl

?}"£

Cues:

a)

~J:5

a)

b)

~~

b) Are you sick?

c)

7C~

c)

Are you well/healthy?

Q:

Are you free?

A:

(a)

Yes, (I'm) free.

(b)

No, (I'm) not free.

Are you free? free time?

I Do you have

Are you skillful/dexterous?

Question-Answer:

4. Answer the

~uestions

Q:

;bfJ:ktl

A:

(a)

in Dri ll 3.

lf'£""E-1"1J~o

tl0,

[}"£

""E-!"o

Substitution: c

5.

-t"-0Atl !:£~L'""to Cues:

6.

a)

~!:£

a)

b)

:J:."'0l~~h-

b) That person is a doctor .

c)

tJ~h-c~~h-

c)

That person is a nurse.

d)

7ft;!£

d)

That person is a teacher .

F' 1 '/A ""E""to

This person (Polite) (or he/she) is a German .

a)

B:<$:A

a}

b)

:J:..,.c t.t

b) This person is an adult .

c)

7ft;!£

c)

This person is a teacher .

d)

7J.lJ7JA

d)

This person is an American .

L.07Jtl Cues:

That person (or he/she) is a student . That person is a student.

This person is a Japanese .

Lesson 2

7-

8.

69

YOU AND ME

-t-V At!:

l~~~ -r l

Cues:

a)

~J:?

a)

That person was skillful/ dexterous.

b)

fflg~

b)

That person was sick.

c)

~:h.V>

c)

That person was pretty.

d)

h-::>l~

d)

That person was earnest.

-"~tl:

<:.CD

Cues:

a)

f-co

That person (or he/she) was kind.

1£5¥U -r -to

This room is convenient .

::ff£

a)

This room is inconvenient.

b)

'-' -r tJ~

b)

This room is quiet.

c)

tOb

c)

This room is no good.

d)

1-::>(l?

d)

This room is pitch dark.

Question-Answer: Q:

if> CD A Vi

fi:h. -r-:t-75~ 0

A:

i.f>CDAtl:

( llJ:<$:)

(b) Q:

if> CDjJ Vi

ct£. f<:_ -r-ttJ~o

9 . (a)

(a)

~~-r-t"o

(b)

Q:

Who is that person (or he/she)?

A:

He/she is Mr . /Mrs./Miss (Yamamoto).

Q:

Who is that person (PoUte)?

A:

10 .

i.f>CDjJtJ:

(A~

A)

Q:

c. co"JJ-tJ~

A:

(a)

<:. CDn1J~

(b)

<:. CDjjiJ~ -t- 5 -r-t"o <:.cojJ-r-t"o

(c)

~~-r-t"o

Llr<$:~ ~ -r-tn~o Llr<$:~ ~-r-t"o

A:

That person is Mr./Mrs./ Miss (Smith) .

Q:

Which person (or who) is Mr./ Mrs./Miss Yamamoto?

A:

(a)

This person (or he/she) is Mr . /Mrs./Miss Yamarr.oto.

(b)

This person is.

(c)

This person.

70


SECTION 4 .

GRAMMAR

2.1. NOUNS. Nouns are generally considered to be noninfl ected words in Japanese, and this is true fo r most nouns. However, there are classe s of nouns which take affixes-- suffixes, prefixes, or both. Noun affixes are t r eated in a later section, but it should be noted here that Japanese nouns are not inflected for gender (there are no femi ni ne and masculi ne nouns) or number, the only exceptions being pronouns, nouns designating people (e . g., kodomo-tachi children), and a limited class of nouns which take redupl~cation (e.g . , yama-yama mountains or every mountain) . Ther e are no case suffixes , but nouns are marked for "case" or function or role in the sentence by particles i n postposition (as wa mar ks the subject in Kore wa h6n de su . This is a book. ). Noun classes include: (1) ordinary nouns--bon book; (2) honor ific nouns--o-isha-san doctor; (3) interrogative nouns--da r e/donata who?; (4) pronouns--watashi I , anata you , kore this, sore that ; and (5) copular nouns-genki well/healthy. Other classes or subclasses will be treated in a later sectio 2.1.1 . COPULAR NOUNS . The noun geDki well/healthy represents the class of copular nouns. Nouns of this class are usually translated by words belonging to the adjective class in Engli sh: henri handy/convenient; fuben inconvenient; sh!zuka quiet; sh!nsetsu kind. But these nouns are distinguished f r om adjectives in Japanese because adjectives take inflectional suffixes and the se do not. Copular nouns have certain characteristics in common which distinguish them from ordi nary nouns: (1) When they occur i n the pr e- noun attributive slot (when noun) they t ake na , the att ributive form of the copula; e. g. , healthy person; befiri na han (a) handy/useful book. Ordinary take no i n this usage: byoki no hito (a) sick person; watashi

they modify another genki na hit6 (a) nouns and pronouns no han my book.

(2) They are used as "adver bs of manner , " taking the Manner particle ni : sh!zuka ni quietly; sh!nsetsu ni kindly. (3)

Most of them are not followed by the particle wa .

2. 1 . 2. PRONOUNS. Pronouns, in Japanese, do not have nominative and objective cases as in English ; i.e., I 3 me; he 3 him; she 3 her. Neither i s there a possessive form such as we f i nd i n Engli sh hie book. Pronouns, in Japanese, behave very muc~ like nouns (e.g., gakk~ no h6n [a] school book; watashi no h6n my book) . (1) Demonstrative Pronouns . The equivalent to what has traditionally been called "demon strat i ve pronoun" in English is the series kore, sore, are , and dore, which we have i dent i f i ed a s DEICTIC NOUNS (see 1.3.). The plural suffix for t hese nouns (or pr onouns) i s - ra: kore this, korera these; sore that , sorera those; are that, arer a those. (2) Personal Pronouns . Si nce Japanese personal pr onouns have no nominative and objective case d i stinct i on (such as I/me, he/him , etc.), and since they funct i on in slots filled by nouns, they are considered to constitute a class of nouns whicH take plural suffixes. The suffi xes for personal pronouns are shown as follows: watashi I, watash!tachi we ; anata you, anatagata you (pl ural) ; kare he , karera they. (Other forms such as watakushid6mo we and the masculine b6kur a we occur.) Japanese has an abundance of pronouns (20 to 30, dependi ng on how many dialect~ forms are admitted), allowi ng for various shades of meaning , including masculine, femi ni ne, young, old, vulgar, neutral, polite, honorific, formal, literary , etc. Thi s abundance itself attests to the peripheral status of per sonal pronouns in the

Lesson 2 YOU AND ME

71

grammar. Actually -the speaker avoids using pronouns unless they are essential to clear up ambiguity . . Special verb forms and honorific nouns are used to carry the meaning of second and third person, and humble expressions indicate the speaker. 2.2. INTERROGATIVES. The interrogatives dono which, dore which, and doko where were listed at 1.3. Lesson 2 introduces two forms of the interrogative used to indicate people: dare who (plain), and donata who (polite). Note the characteristic d- at the beginning of such words. Use of an interrogative word in the subject slot alters slightly the basic pattern for interrogative copular clauses, as follows:

Subject (a) (b) (c)

Predicate

I kono kat a wa) I Yamamoto-sai'i desu] I ka )? Is this person Mr . Yamamoto? I dono kat a ga] I Yamamoto-sai'i desu] I ka )? Which person is Mr. Yamamoto? I donata ga] I Yamamoto-sai'i desu] I ka 1? Who is Mr . Yamamoto?

When the subject slot includes an interrogative word (such as the deictic particle dono or the interrogative noun donata) the slot is marked with the particle ga instead of the usual marker wa. In the answer to (2) and (3) in which the subject includes an interrogative word, the marker ga is retained:

Q:

Dono kata ga Yamamoto-san desu ka?

Which person is Mr. Yamamoto?

A:

Kono kata ga Yamamoto-sai'i desu.

This person is Mr. Yamamoto.

Thus, when an interrogative is used in the subject slot of a copular clause it s erves to focus the subject; i.e., to make it the important part of the sentence. For focus on the subject in copular clause constructions, t he particle ga (instead of wa) is used. (Note that the interrogatives dare/d6nata are never used as relative pronouns as English who is used in expressions such as the man who came to

dinner.) 2.3 . DEICTIC PARTICLES (see also 1.3.). There is a small class of deictic particles· (sometimes called "determiners" or "demonstratives") which is limited in dist ribution to a modifying slot before a noun; e.g., kono hoff this book; ano heya that room. These words can never be used (as nouns) in such slot s as subject or object; i.e., they cannot be followed by "case-marker particles" wa, ga, o, etc. The ent ire list of deictic particles is given below: DEICTIC PARTICLES kono

this

koiina

this kind

sono

that (near)

soiina

that kind (near)

ano

that (distant)

anna

that kind (distant)

dono

which?

donna

which kind?

aru

a certain

If one wishes to use "this" as subject (e.g., This is a book) he uses kore (Kore hon desu This is a book.), but "this book" is kono hon.

wa

2.4 . LEVELS OF POLITENESS. Though the Japanese language is changing, as all languages do, there remain a number of polite forms and expressions which have no fo rmal correspondents in English. And there are several levels of politeness! Of course one can be polite in English, but the linguistic structure for pol iteness in Japanese is quite a different system.

72


The treatment of "honorifics" is reserved for Lesson 31, but certain features, relative to politeness, are illustrated in the drills and conversation of the present lesson:

(1) The head sentence of each drill is given in Polite Style (called, by some, the "masu-desu style"). This style will be followed throughout the basic course, because it is a style of speech especially important to the non-native speaker, since it is used in ordinary, non-intimate, somewhat formal communication. Characteristic of the Polite Style is the nature of the predicate: for copular and adjectival clauses, the predicate ends in desu, deshita, etc., i.e., the polite form of the copula; and for verbal clauses the predicate (ver b) ends in -m8su, -m8shita, etc., i.e., the polite form of the verb. (2) For spoken Japanese we identify three significant levels of politeness (though subdivisions in each level may be recognized). These are: (a) Plain-when the relationship between speakers is intimate, or when the situation does not call for deference, or between men of equal status, among students, etc.; (b) Polite--in somewhat formal, non-intimate communication, when the relative status of speakers is unknown; and (c) Honorific--"status-conscious" speech, show-1 ing deference to others and deprecation of self.

(3) The primary distinction between polite and plain styles is, as explained in (1) above, the form of the predicate. However, as in English, certain words are considered to be more polite than others. For example:

Polite

Plain

D6nata desu ka?

Dare desu ka?

Who is (it)?

ano lead

an6 hito

he/she (Zit., that person)

One class of nouns--Honorific Nouns--take honorific affixes o- and/or -san (or variants of these affixes). Such forms are used in polite speech. For example: ocha tea; o-isha-san doctor; Tanaka-san Mr . Tanaka. The suffix -san (or -sama in the honorific style) is used with surnames (other than one 's own) and is equivalent to Mr., Mrs., Miss, or Master in English. However, as the above illustratio (o-isha-san) shows, this suffix is sometimes attached to other nouns to show r espect. Certain words--notably, common items connected with everyday living--are never spoken without the honorific affix: e.g., goban rice/a meal, where go- is a variant of the honorific prefix o- . 2.5. SENTENCE-FINAL PARTICLES. A unique feature of Japanese sentences (especial: spoken Japanese) is the final particle which often carries the significant intonation of the sentence. In Lesson l, the final interrogative particle ka was intro duced. Sentences ending in ka are doubly marked for interrogative: (a) by the final ka, and (b) by rising intonation (though the rising intonation is optional when the final particle ka is present). In Lesson 2, two new sentence-final particles are introduced: ne and yo. These two particles (and their variants) function much like ka. The sentence-final par ticle ne, it appears, is very similar to the particle ka in that it indicates a question. Actually ne carries quite a few meanings, but it can perhaps be grasp _ first as the equivalent of English "tag questions ." That is, often ne doesn't really mark a question, but rather is spoken to elicit the consent of the one spo to, or to confirm one's own statement: Kono heya wa sh!zuka desu ne. ~

This room's quiet, isn't i~.

Sentence-final particle yo is added to emphasize one's statement.

I n most cases

Lesson 2

YOU AND ME

73

this particle cannot be translated into English. Occasionally yo can be reproduced in written translations by underlining and in speech by stress (or intonation): Ano kata desu yo.~

That person (over there).

The particle ne can be understood as a nonemphatic particle (in contrast to yo), serving to soften, somewhat, a statement. Howaito-san wa byOki deshita ne. ~

Mr. White was sick, wasn't he?

Both ne and yo are used at the end of exclamatory utterances. In such cases they are often lengthened to n~ and y~, respectively, and the intonation contour is marked for a greater span of tone change (from level 4 to level 1, or vice versa). The intonation on the final particle yo carries important meaning: If yo is spoken with falling intonation ( ~ ) it adds the meaning of "insistence" or some_;?/) yo indicates t hat the speaker t imes "resistance . " With rising intonation is instructing or informing the listener. There are numerous sentence-final particles, many of which are characteristic of particular dialects . * Some particles (such as wa) are characteristic of women's speech, while others (such as ze) are characteristic of men's speech.

*Interested students are referred to Yoichi Fujiwara, The Sentence Structure of Japanese, translated and edited by Noah S. Brannen and Scott J. Baird (Univers ity of Tokyo Press, Tokyo, 1973) .

74


SECTION 5.

DIALOGUE

*:

Ill

A ~ A

:

-t" 5 l:i'"t.lo

;{_;{_ ,

*=

Ill

l f iJ~ l: -t t.l o

'"'- -tr' Vi

C: (/_)

~(J_)J]VJ:

cc6 "L'\

A ~ A :

EV

J]l:-tiJ~o

Ill

~

Jj -c-t J:. 0

* : (/_)

A ~ A :

~~ ,

*=

Ill

:{_:{_,

Ill

~

A

*:

.:::

~ V "JJl: -tiJ ~o

t-91~-c;~V;t

A ~ A :

A :

[tJ:.k.. -c-tiJ~o

th V"JJVi

m~ l: ltz:o

7C~ l:-t"iJ~ o

5

;{_;{_,

~

5

tc0 1.:. .t 5 ~l:-j'- o

*isu-saii, ~~ ,/7

SUmisu:

A, _::¥amoto-saii, ~nichi wa. ~

Yamamoto:

~ 4zuka desu ne. ~

~t. ~q desu jne. _/1

Yamamoto:

~ ~ ~ata desujka? ;;f

SU!nisu:

*o

Yarrr:unoto:

.1lo katal desu yo .

SUmisu : Yarrr:unoto:

c; ~ l:-j'- J:. o

m~l:L-kt.l o

Yarrr:unoto:

SU!nisu:

rl\ 9 1 ~

~desujka? ,;7/

X{_ .fo

kata~desu

~ ka.

~

~ ~to-saii

~ ~oh de~hita

~

SWnisu:

1,

Yamamoto :

\~ --v..,.. ~ A--·· M
SUmisu:

~{. ~§~~bu

byoki dThita .

\:_ ~

c

desu.

~

jn;. _;?'/

desu

yo.~

Lesson 2

YOU AND ME

English Equivalents Yamamoto:

Smith: Yamamoto:

Srrith: Yamamoto:

Srrith: Yamamoto:

Smith: Yamamoto:

Smith: Yamamoto:

Smith:

How are you, Mr . Smith (lit. 3 Mr. Smith, ar e you well)? Oh , hello, Mr. Yamamoto. This room is quiet, isn 't it? Yes, it is . Say, who is that (person over there)? Who? That person over there. Oh, him (that person)? He is Mr. White. Mr. White was sick, wasn't he? Yes, (he) was sick . Is he well (now)? Yes, he's O.K. (now).

75

76


SECTION 6. 15

READING

Lesson 2 YOU AND ME SECTION 7.

77

EXERCISES

FiLL in the bLanks: L

:btz: l

(}"£

2.

~(()A

~fLl,/)

3. ~
tzt:t.tc

4. L. (()jj

tl-?1..-!v-c'-t

5. c(()75

;t ? 1

~

L"-t

L.(()jj

;t? 1

~

L"-t 0

0

.b "i1th,o

~ 0

0

Change the foLLowing sentences to the

0

fo~

indicated in parentheses:

~t~fr_Vi

~~L" -t"o

(Negative)

7. :btc !..-Vi

(}"£-c'-t"o

(Past )

8. L.075Vi

LLJ:
(Negative )

6.

9 - ~
"'-~Vi

.7c(()jjVJ:

"£

"? (

GL"-t"o

l h,1t-::) -c' -t 0

Express in Japanese : 11.

I am sick .

12 .

That room (over there) i s no good.

13.

This person is pretty .

14. Who is the person over ther e? He

is Mr. Smith.

Add accent marks to aZZ the above .

(Question) (Negative Past)

78


SECTION 8.


Daily Greetings (Useful Expressions from Unit 1, p. 13)

;:: h..

~::

t:d;t

Hello (in the daytime).

0

;:· ~- ~'

tH;t .t -5

*9

Hello (in the morning).

o

Hello (in the evening).

;:: h.. ~i h.. ~;t 0

l5 {.> 9}].

~ ~ ~\

Good night.

0

How are you? Fine, thank you. How are you? (or, Has there been any change since I saw you last)? Thank you (for asking). A. G'"'J:fH' B. t "-5

Oh, I'm sorry.

L-*L-f::o

~,f::L-*V"Co

A. L- -:J tL ~'

Think nothing of it. Excuse me (I want to telephone) .

L- * 9 o

Please (go ahead) .

B. C:" -5~o ~,t-5~6o

Good-bye.

B. ~,t-5~6o

Good-bye .

A.

Copular Nouns with 'TEKI' individual (-ly) 1±~89(~1

~::)

l,.{>;bl~'"( ~(~I

~::)

social (-ly)

·-··-·····-··--···-············-····················-······-·-······-·····-·-·-····-···-·-············-·······--·--·-···········--···--·············-·····--··---··········--·-······-···-·--···-···· ~ill 89 ( ~ I ~::) ~ {> --:> :IJl h.. "( ~ ( ~I ~::) obj ec ti ve (- 1y)

subjective (-ly) ll~89C~I ~::)

~1 h..

t -:J 'l

J~f:*l{ 89 C~I ~:: )

I)~

-5

~ C~ I

~::)

"(~(~I ~::)

actual (-ly) ideal (-ly)

Lesson

SECTION 9. I.

SELF TEST

2 YOU AND ME

(For answers, see Appendix 4.)

Write kanji on tbe line, biragana or katakana in parentheses.

2 . &5 0)

(

~;J:

rrtm

JIG ~ ~;J:

) {5£'bt

4 . ;: 0) "" ~ ~;1:

-c '9

~ ,{..

,b.~'(,{,

5. Smith( II .

0

) V'J:"?~

(

3.

-c '9

&5 0) ~ ~ ~;J:

1.

0

-c '9

-c '9

0

0

White(

)

)

Fill in the blanks. 1. Q: ·t=:

A:

n_m ~ -c LJ:

;f\'711-~h..

2 . Q: t' 0)"-~

A: 3. Q:

0

m ~-e ~t:o

V91F'C'9

0

;:0)"-~

t-?

J'f;~

it -:J _ _ __

~h..

0

0

A: ~;1:~,, - - - - - - 4. Q:

tJ-:>

~~

~,{..

_ _ __

o

A: ~' ~' ;'t, - - - - - - - -

II. Rewite each sentence in negative and past polite forms. ~~ ·t-to

l. -tO))d;l:

Negative Past ~h..it-:JTTo

2. -tO)}d;J: Negative Past 3. b

t: ~ ~;J:

V'iJ':""CTo

Negative Past 4 . ""~ ~;J:

~

n ~' ·c -t tJ\

o

Negative Past Express in Japanese. 1. Mr. Yamamoto is a doctor.

..

L •

Tbe nurse was not skillful.

3. Who is that person? 4. You (Hr. White) were sick, weren't you?

79

LESSON 3

BIG AND SMALL) SHORT AND TALL

PROBLEM :

Adj ective s have a pr edicat ive a s we l l as at tributive f unction in Japanese .

OBJECTIVE:

To i ntroduce the Adjectival Clause : indicative , negative , past , and past negative .

SECTION l .

VOCABULARY

Drill chisai

adj ( is ) small

okii

adj ( is ) bi g 81

82


-t>li~ 1

yakamash1i

adj (is) noisy ; boisterow:

J::bl/)

yowai

adj (is) weak

-::JJ:\,/)

tsuyoi

adj (is) strong

trf n~ l \,/)

muzukashii*

adj (is) difficult

;b-:?1,/)

at sui

adj (is) thick

5-t\/)

usui

adj (is) thin (not people)

~.,. ~

\,/)

omoi

adj (is) heavy

n~ ~

\,/)

karui

adj (is) light (in weight)

-:)3:/:l:/

Jonson

Johnson (personal name)

:biJ~\,/)

wakai

adj (is) young (not children)

5 -::J < l \,/)

utsukush1i

adj (is) beautiful

\,/) -1:-iJ ~ l \,/)

isogash1i

adj (is) busy; in a hurry

-?~l\,/)

yasashii*

adj (is) easy

vc<

niku

meat

rWIJ\,/)

takai

adj (is) expensive; high

*I/)

yasui

adj (is) cheap; inexpensive

th iJ~\,/)

akai

adj (is) red

~~\,/)

furui

adj (is) old (not people)

oishii

adj (is) good tasting; de -

~.,.

l \,/)

\,/) l \,/)

licious thtt~L-~

atarash1i

adj (is) new; fresh

V:;l:-?1/)

hayai

adj (is) early

JRJ:i!:

Tokyo

Tokyo (place name)

omoshiroi

adj (is) interesting

;b-:?1,/)

at sui

adj (is) hot (weather)

~fr\,/)

samui

adj (is) cold (weather)

~.,. ~

l-61/)

*unaccented adjectives receive an accent when they occur immediately before desu ; e .g. Muzukash!i desu. It is difficult. In the speech of many young peop' today, unaccented adjectives have acquired an accent not only before desu but in all occurrences.

Lesson J

BIG AND SMALL, SHORT AND TALL

83

mushiatsui

adj (is) sultry; muggy

sa to

Sato (pePsonaZ name)

fk

watakushi

I; me (PoUte)

-rt

demo

but

~.n
1kura

how much?

Dialogue

-T

one thousand

-Tfi1

sen-en

one thousand yen

( ---)Fg

(-)eii

(- - ) yen (Japanese aurPenay )

8

hyaku

Effg

hyaku-en

one hundred yen

soshite

and

Hajimemashite.

I'm pleased t o meet you (Zit., It is the f irst time . . . ).

DBzo yoroshiku.

How do you do (Zit., Please think well of me)?

Kochira koso.

How do you do (said afteP Peaeiving the gpeating, DBzo yoroshiku; meaning, Zit., I am

0

*

one hundred

Reading

Common Expressions

the one to ask that of you).

SECTION 2.

KANJI STUDY

870

1197

567

.I)'

+~ln

t~.n?~.n

*-

::k~ln

~.,.~.,. ~

lii)

~\.n

t-c1J~ \.n

ii

--:1

\.n

-:r

*words marked with the superior circle ( 0 immediately by a particle or desu. Section 2, p. 35 .) ~ollowed

i?ln(~ln) ~.,.~.,.

(

~

\.n)

t-c 1J~ ( \.n )

)

are accented when they are (See Sound Patterns, Unit 5,

84


." /:1"1-1

3.'1-1

(ig7

1068

72 1562

~

*-;'f, ~

;f~

+ ~

§

SECTION 3 .

~j-(l.;-\)

~\;-\

-?fl.;-\

Jl* **

c?~.t?

~?

c?~.t?

:f-3?

~

bk
bk(l

=ff=g

-{i-/v;{_lv

-1!/

=ff=g

-{i-/v;{_lv

;I:;/

Eff=g

U.-tr>(Jtlv

1:: ""'

?

DRILL

Note: English Equivalents appear at the end of the Drill section from this point on .

Substitution : l.

t.
lj' c! \;-\

a)

::};::~0

b)

-?il~1

c)

.tb0

d)

-::>10

Cues:

2.

-r -:t

t.c~ti

-r

0

00

t.
a)

~-:?\;-\

b)

5 -1"0

c)

i,-..~0

d)

il~b0

0


Lesson. J

3.

:/

3

~ !Vti

:/ '/ :/

~
5-:::J(l..LA

b)

LA~?)!

c)

.:k~LA

d)

;J--~V.

Cues:

~

~-:::J(

*ti a)

5-j'-LA

b)

i>... ~LA

c)

trfi'J\ L.LA

d)

~~lLA

!J i

~

a)

Cues:

!: .

bi'J~ (

-It fuo

l LA

!J i-lt/Vo

uestion.- Answer:

5.

Change the sentences of Dri11 1 to questions and answer them in the affirmative. Q: A:

C:.
C:.

c ~ ti

+~LA -r-t- i'J\o

(a)

ViLA,

,j,~LA-r-t"o

(b)

ViLA,

~
C:. c~tl

,j,~LA-r -t"o

6. Change the sentences of Dri11 2 to questions and answer them in the negative. trfii~L.LA-r-t-i'J~o

Q:

c
A:

(a)

LALA;t,

(b)

LALA;t,

2js:V:;t

trf7J\L-< ~
;;$:V:i

-w,s ti tution.:

.,

<:.v VC(tl

~<

a)

*LA

b)

~i1~0

c)

~~0

d)

i>... 0L.V.

e)

~t-cC::JL-0

Cues:

t.r. 0 -r-t-

0

~!)1-lt!Vo

trfi'J~L-<

~!>1-lt!Vo

85

86


Cues :

9.

-=teo

10.

11.

;beD

J: bV.

c)

-::::>

d)

tt~v.

J: \;')

trfil~

b)

5-t"V.

c)

;b-::::>0

d)

i>" ~ \;') i>" ~

LV.

l6 < ;b .!J j

a)

;b-::::>0

b)

c;-uv.

c)

:k~V.

d)

ul2b-:::>v.

*tl

Cues:

12.

b)

a)

**tl Cues:

V. -=til~ LV.

~c; Lil~-:::> f-c_ -r'i'"o

*tt

Cues:

a)

L<

a)

~c;lV.

b)

.il~ 6

c)

i>" ~ \;')

d)

;b-::::>0

-.; c.'

{£:ific;~tt Cues:

-u-rt~~

-lt ~ "C' Lko

2b kJ j -lt ~ "C' l

\;')

=*:~<

t.r. il ~ -: :> t-c. -r --t

0

\;')

a)

,j-,~

b)

V>-=til~

c)

bii~V.

d)

-::>.tV.

LV>

f~o

Lesson 3

BIG AND

SMALL~

87

SHORT AND TALL

English Equivalents This child is small. a) This child is big. b) This child is noisy. c) This child is weak. d) This child is strong.

8. Mr./Mrs . /Miss White was young.

2.

This book is difficult. a) Thi s book is thick. b) This book is thin . c) This book is heavy. d) This book is light.

9.

3.

Mrs./Miss/Mr. Johnson is not young. a) Mrs. Johnson is not beautiful. b) Mrs. Johnson is not busy. c) Mrs. Johnson is not big . d) Mrs. Johnson is not small.

1.

4. That book i s not thick.

5.

a) b) c) d)

That That That That

Q: A:

Is this child small? (a) Yes , ( i t) is small. (b) Yes, the child is small .

6. Q: A:

7-

book book book book

is is is is

not not not not

expensive. not cheap. not red. not old . not good (-tasting). not fresh.

Mr . Mr. Mr . Mr.

White White White White

was was was was

busy. weak. strong. early.

That book was a) That book b) That book c) That book d) That book

easy. was difficult. was thin . was thick. was heavy.

10 .

Tokyo was a) Tokyo b) Tokyo c) Tokyo d) Tokyo

i nte resting. not hot . not cold. not big. not muggy.

11.

That book was a) That book b) That book c) That book d) That book

12.

Mr./Mrs./Miss Sato wap not big . a) Mr . Sato was not small. b) Mr. Sato was not busy . c) Mr . Sato was not young. d) Mr. Sato was not strong.

thin. heavy. difficult . easy.

I s this book difficult? (a) No, (it) is not di fficult. (b) No , that book is not difficult.

This meat is not a) This meat is b) This meat is c) This meat is d) This meat is e) This meat is

a) b) c) d)

not was was was was

not was was was was

difficult. not easy. not light not heavy. not thi ck.

88


SECTION 4.

GRAMMAR

3.1. SIMPLE SENTENCES MADE FROM THE ADJECTIVAL CLAUSE BASE. The Adjectival Clause, like the Copular Clause , forms the base for simple sentences in Japanese. In an adjectival clause the predicate slot is filled by the adjective alone. Thus:

Subject

Polite Ending

Predicate

( [Nihongo wa] [muzukash!i] )

desu.

Japanese is difficult.

3.1.1. ADJECTIVES: DEFINITION. Adjectives are inflected f orms typically filling the predicate slot in adjectival clauses and the attributive slot in noun phrases . I n form, adjectives are distinguished from nouns and verbs by the endings (every adject ive must have an inflectional suffix, thus distinguishing adjectives from nouns; and adjective suffixes differ from verb suffixes.) 3 .1.2. ADJECTIVE INFLECTIONS. Not all of the adjective i nflections are presented in this lesson. (For a complete l ist, see Appendix 1.) Lesson 3 introduces the (1) indicative (or "present"), (2) past, and (3) adverbial endings for adjectives: (1)

Adjective Indicative Inflection

Stem

-i

akai

(is) red

kuro-

-i

kuroi

(is) black

muzukashi-

-i

muzukashii

(is) difficult

samu-

-i

samui

(is) cold

The stem of an adjective always ends in a vowel, but never the

Adjective Past Inflection

Stem

(3)

Indicative Form

aka-

Note : vowel e . (2)

Infl-ection

Inflection

Past Form

aka-

-katta

ak..ikatta

(was) red

kuro-

-katta

kurokatta

(was) black

muzukashi-

-katta

muzukashikatta

(was) difficult

samu-

-katta

samukatta

(was) cold

Adverbial Inflection. The use of the adverbial inflection in negative adje~tive constructions only is presented here. There are other uses of this adverbial form.

Inflection

Adverbial with Neg.

aka-

-ku

akaku nai

isn't red

kuro-

-ku

kuroku nai

isn't black

muzukashi-

-ku

muzukashiku nai

isn't difficult

samu-

-ku

samuku nai

isn't cold

Stem

Lesson 3

89

BIG AND SMALL 1 SHORT AND TALL

3.1.3. ADJECTIVAL CLAUSES. Adjectival clauses are very much like copular clauses, except the predicate slot is filled by adjectives (instead of NOUN + COPULA, in copular clauses ) . ( 1)

ADJECTIVE CLAUSE: BASIC PATTERN 2

Subject

Predicate

I muzukashii I I muzukash!i I I [Nihoiigo wa] [ muzukashii] I I [Nihoiigo wa] [ muzukash!i] I

Po Ute Ending (It) is difficult.

desu .

(It) is difficult.

Japanese i s difficult . desu .

Japanese i s difficult.

Each of the four forms presented in Basic Pattern 2 is a complete adjectival clause, and hence a complete simple sentence. (2) Decorative desu. The copula desu, or some inflected form of the copula , is obligatory to t he predicate of copular clauses, but it is optional in adjec tival clauses, as the pattern above shows. Therefore, the final polite desu in adjectival clauses is not treated as part of the predicate, but only as a polite ending to the sentence. We have given it the name "decorative desu" to indicate its peripheral status. If the decorative desu i s dropped from an adject ival clause the result is a sentence with exactly the same meaning. But there is a differ ence--a difference in style (if we are talking about writing ) , or politeness ( if we are talking about speech). 3.1.4. DUAL ROLE OF THE ADJECTIVE. The term "adjective" may sound like a misnomer, since we are not accustomed to the use of the adjective as a predicate in English. If we think of is difficult as one word, we have something like the adjective predicate of Japanese adjectival clauses. For this r eason, we have given the gloss for adjectives in the predicate form: (is) difficult . 3 .1.5. ADJECTIVE ACCENT CHANGES. If the indicative form ( "present tense " ) , the form which is listed in a dictionary, has an accent, the adverbial form also is accented, but it characteristically shifts one syllable to the left. If the indicat ive is not accented, the adverbial is not accented. Plain Past is accented, but follows a s i milar pattern:

(1) Accented Indicative

(2)

Adverbial

Past

ok1i

(is) big

chis a!

(is) small

, okiku , chisaku

, okikatta , chisakatta

omoshiroi

(is) interesting

omosh1roku

omoshirokatta

atarasht.i

(is) new

atarashiku

atarashikatta

atsui

(is) hot

atsuku

atsukatta

Adverbial

Past

Unaccented

Indiaative at sui

(is) thick

ats uku

atsUkatta

muzukashii

(is) difficult

muzukashiku

muzukashikatta

usui

(is ) thin

usuku

usUkatta

90


omoi

(is) heavy

omoku

omokatta

karui

(is) light

karuku

karukatta

3.1.6 . (1)

ADJECTIVAL CLAUSE PATI'ERNS.

Basic Pattern:

Subject Plain: Plain:

( [Nihofigo wa]

Predicate I muzukashii I

(It) is difficult.

[ muzukashii] I

Japanese is difficult

I muzukashl.il desu

Polite: Polite: I [Nihofigo wa] (2)

Indicative ("Present Tense")

[ muzukashH] I

desu.

(It) is difficult. Japanese is difficult.

Negative

Subject

Predicate (muzukashiku

)

Plain:

I (muzukashiku wa) nail

Plain:

(muzukashiku ) I [Nihoiigo wa] [ (muzukashiku wa) nail

(It) isn't difficult Japanese isn't difficult.

*Polite: I [Nihofigo wa]

(muzukashiku ) Japanese isn't dif[ (muzukashiku wa) nai]) desu. ficult.

Polite: I [Nihoiigo wa]

(muzukashiku ) Japanese isn't dif[ (muzukashiku wa) arimasefi]l ficult.

( 3)

Past

Subject

Predicate

I muzukashikattal

Plain:

I [Nihofigo wa] [muzukashikatta]l Polite: I [Nihofigo wa] [muzukashikatta]ldesu.

Plain:

(It) was difficult. Japanese was difficult. Japanese was difficult.

(4) Negative Past Subject

Predicate (muzukashiku

)

Plain:

I (muzukashiku wa) nakattal

Plain:

) I [Nihoiigo wa] [ (muzukashiku (muzukashiku wa) nakattal

*Polite: I [Nihoiigo wa]

(It) wasn't difficult. Japanese wasn't difficult.

(muzukashiku ) [ (muzukashiku wa) nakattal I desu.

Japanese wasn't difficult.

) Japanese wasn't Polite: I [Nihofigo wa] [ (muzukashiku (muzukashiku wa) arimaseii deshita]) difficult.

3.2. ACCENT SHIFT. It was noted (see fn. p. 82) that unaccented adjectives, such as muzukashii (is) difficult, take on an accent when followed by the bas-

*This form is not commonly used in standard Japanese.

Lesson J

BIG AND SMALL1 SHORT AND TALL

91

i cally unaccented desu : Thus, muzukashii + desu ~ muzukashii desu. The copula desu is basically unaccented (or atonic), but it may affect or itself be affected by the accent of a preceding word. Thus, Tanaka is unaccented, but in the sent ence Tanaka desu. I'm Tanaka. desu acquires an accent. When an unaccented adj ective (in the indicative) is followed by the polite desu, the reverse occurs , i .e., the adjective acquires an accent. The placement of accent (or tone-accent, as explained in "Sound Patterns") on vords in sequence, i.e., when speaking a complete phrase or sentence, does not always follow the pattern observed in pronouncing each of the words i n isolation. ?or example, ano thai has no innate accent, but in the phrase ano hito that person it receives the accent. Likewise, hito person itself is accented in some contexts and unaccented in others. I t is wise for the student to l earn the accent of a word as it appears in the 70cabulary lists and then note carefully how accents are dropped or acquired in the sentences given in the drills of each lesson. Sentence intonation affects ~rd accent, especially toward the end of a sentence. 3 .3. SENTENCE CONNECTIVES. All languages appear to have ways to connect inde?endent sentences so that the speaker can indicate what type of relationship he ~t ends to be understood between the sentences which he utters. The sentences :bich appear in the Reading section of Lesson 3 illustrate some of the principal sentence connectives in Japanese.

contrastive wa. The first two sentences of the Reading are Kono kodomo wa Amerikajifi desu. Ano kodomo wa Nihofijifi desu. This ~i ld is an American, (but) that child is a Japanese. There is no connective etween the two independent sentences. However, the subjects of both sentences are marked with wa. Up to this point we have identified wa as simply a particle marking the subject element of a clause. In these two sentences, i.e., when two ~lar sentences are juxtaposed as the two first sentences of the Reading, and ~ subjects are marked with the particle wa, it is understood that the subject ! one sentence is being contrasted with the subject of the other. We could show ~s contrast in English by underlining or italics. Thus: This child is an AmerThat child is a Japanese. The contrastive use of wa serves the same func(1)

No connective:

~t ion

2) Disjunctive: demo. The third and fourth sentences of the Reading i l lus:ate the same use of contrastive wa as sentences one and two, but in addition ~ey are further marked with the sentence connective demo but to heighten the ~trast between them: Kono kodomo wa Okii desu. Demo, ano kodomo wa chisai desu. ~ child is big. But that child is smaZZ.

Conjunctive: soshite. If the speaker wishes to add another sentence to t he has said, and wants to specify that what he is adding does not contrast ~h his former sentence, but that it is an addition to it, he may connect the sentences with the sentence connector soshite and or and then. Thus: Tokyo wa desu. Soshite, mushiatsui desu. Tokyo's big. And it 's muggy. It will be ted that the subject is deleted from the second sentence. ) ~ansitionaZ: tokorode. Sometimes the speaker may want to indicate that ere is no connection between what he is about to say and what he (or the other ~eaker) has just said. In this situation, he may introduce a new subject with phrase tokorode by the way or any of a number of other transitionals. Thus _ the dialogue of Lesson 2 the expression tokorode was used to change the subj ect: .korode, ano kata wa donata desu ka? By the way, who is that (person )?

92


SECTION 5. ~=~

Jt 7 1 ~ ~ lv -c--j"t.J.o

§i :

*'J -1

DIALOGUE

{tc•-c--r

0

c 5~

tl l:.Vxi L- "L o

1'- :

L. "G t? L. .:to

;{_ ;{_ ..

L.lvlfC "Gtlo J: 0 L-
Jt 7 1 ~ ~ lvtt

.:t 5 -c- 1"

7 J- 1) tJ A

-c--t-!J" o

0

*

*

*

*

*

:teD *ti i>~tL.-0\1")-c--j"-!J>o ;{_ ;{_ .. j:,~ t L- 0 \;'") -c--t -c- t ~ 1J" "? t-c -c--t .:t 5 -c-1"-!J•o \;'") ( t? -c- Gf-c-!J>o =f p::j -c- L- t-c ~L.0-c-,

{tc§~lv,

0

1tL *'J-1

1tL

§j :

0

~1J>-:>7't-c--j-t.J. o

1'- :

(_([) *ti

~=

Bato:

0

aFr:J-c-L-tto

.:t:h tt

$: 1J" -? t-c -c--r t.J. 0

;{_;{_ 0

-c- t

j:,-.

t L- 0 <

Howaito-san desu ne.

Konnichi wa.

Hajimemashite.

Sato desu .

Howaito:

Hajimemashite.

SatO:

Kochira koso. ..:.

D6 zo yoroshiku. Howaito-san wa Amerikajin desu ka?

.. so desu .

Howaito:

E,

HO!JJcd to:

Tokorode, Sato-san, sono hon wa omoshiroi desu ka?

sato:

E, omoshiroi desu .

Howaito:

s5

sCztO:

Sen-en des hi ta.

Howaito:

Takakatta desu ne .

sato:

Kono hon wa hyaku-en deshita .

Howaito:

Sore wa yasukatta desu ne .

sato:

E.

* ~

t!.

~

desu ka?

..

Demo

* ,

* ;

Demo takakatta desu.

rkura deshita ka?

~

omosh~roku

*

,._

arimasen.

*

Watakushi wa

Lesson 3


English Equival ents

White:

You' re Mr. White, aren ' t you? I'm pleased to meet you (Zit. ~ being the first time). I ' m Sato. How do you do? I ' m pl eased to meet you. The pleasure is mine (Zit .~ I indeed . . . ). Mr . White, are you an American? Yes, that ' s right.

White :

By

Sato :

Whi te: Sato:

Sa to:

Whi te: Sa to:

White : Sato:

White : Sato:

*

*

*

*

*

the way, Mr. Sato, is that book interesting? Yes , it ' s interesting. But (it) was expensive. I s that so? How much was it? It was one thousand yen. (That) was e xpensive, wasn ' t it. This book was a hundred yen. That was cheap, wasn't it . Yes. But it isn ' t interesting.

93

94


SECTION 6.

READING 5

~~~~a,~ (!) d) 0) 0) OJ 0) ">

"'>

"-

\._..

..,

-::..

.......

\._..

>

'-

"'>

........

t'' t ' ~-· c.·· e:·· t' tJt>~:t:Jt>
ct-J ; ),j(_B-p b~ ~ ~ ;f- :;l ~) v) "') L) ~ lJ -r..·' -( -( -( -( -jJ

ti:i:i.~J\ -r -r.··

-( t

:0 '

-( J:

25

30

~

-( Ai!-~

{) ;b G 0 --~ \ IJ~ l: t-:.. ~ J

~i;~::

9

It}

<

~

rJ)

-( ~ --r..·· ~

iOJtO) 0

0

0

0

~~

l:i ~ '>

)< ,,

~ ~

];·.

Z1 -tt

1.

-r_''

-r.

lv

u

t~ 0

-r

•'

L.

~

~

L.

Slvtbfv 0 -r -r·A~ -{ ~ ~ ~ ~;l 1 ~ \} ~ "'' ~ 1 i:t-r~- t tt:ic-tt~ ~-rt -( ~ t.:- A: tJ)'u A: tJ~'u ~ ~ \v) ~;1

A~~.

\

0

lv

'

<

l;;i

\

20

jJ'l }J ofv 6 -"" -tt ~ :b ? vlv () \.;) ) t~-J t~ -( -\'b lv ~ -t ~;l ~j l~ . ~·· "L~-- u~ LJ: (i'~ < }G ~d 1' ~j ~ ~ :;f -}:._ ~ J J' \

i:

v~

~j_

u ff

..

-r b

\

L"J

"&> /)

"'). -}( hjJ) -t '-t ~~- < ·~

-r.

i: :{ ~

-r

~l

~ 1)

~

-tt lv (

Lesson 3 BIG AND SMALLl SHORT AND TALL SECTION 7.

EXERCISES

FiZZ in the bZanks: 1.

c:. (/) 2f:>:Vi

2.

JI~Jr(Vi

3.

Ev

4.

~V"J]Vi

5.

.A~.A~/vVi

trf~~

l

~-:::J _

*

<

~ .!J

0

'£ ~lvo

f,§J0 l/v~-:::J

0-i-~~

0

Change the foZZowing sentences t o the form indicated in parentheses:

6. ;:J; 71

~ ~ /vVi

7. C:.V

2f:>:Vi

8. C:.(f)

'"'--t'tl

:b~~0l:-t"o

-tv 7)~-:::>c?tl .S:.~0l:-t"o _o . c:. v 2f:>:tl -t' ~ l-0 -r: -t" o 9.

£%press in Japanese: {! .

This paper is not new.

\2 .

That person was not kind.

3.

That meat was cheap. This department store is old.

5-

It was cold in Tokyo (or Tokyo was cold).

6.

That person is strong.

~

accent marks to aZZ the above.

(Negative ) (Past) (Negative ) (Negative) (Negative Past)

95

96


SECTION 8.


Say Tnat Again (Useful Expressions from Unit 2, pp.21-22) 9h-£1t~;f.ri ,

<~=_· tt ~\

g" ":? l

9

Q'j.

*1t

~ ":?

~ tli '

. < ~=_· tt

l

< I) t/l ;t G -c

*

~

g

":?

~\

0

~ ":?

t

-c
5i!. ~ ~\ 1." ;t ~' ;:· ~;t

--:> t/l v ~ ~' ·c

Say (it) without looking . Please do not use English.

0

<~=.· tt ~'

o

it.> 1J £ 9 t/l o

it.> 1J £ 9

A- :!Ji

Close (your) book (s), please.

0

G --:> ~ ~ :!Ji ~

Repeat, please. Open (your) book(s) , please.

0

< t=.• tt ~\ ~ ":? l < ~=_· tt ~\

G --:>

< I)

slowly .

t 15 l

fnJ :/Jl

more. Excuse me, but please say (it) more

0

~

":?

Excuse me, but please say (it) once

~,-e::,c:·

<~=_· tt ~\

~t l

it.>

*,. ~

~-5

Do you have any questions? I have a question.

o

Adjective Pairs Department stores are expensive .

~2

.6...=..!S..=S...= ..X .. .....f::Jt..........

i..Y..~.I-..:t.

~.l:!.P..~J.!!!.~I.k.~.J.§.....~I.!L..!1..b..~.iU1.,

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

Q......... ............................... .............

--L..o

;:: 0)

~ ~' 1." 9

JlH;t

This mountain is high .

o

~..
*

lb.~..t.....!!!.!!J!.nt~.tD.....t§....l!!.:w..,..............................................

Q ................. ... ..................... ........... ........................ ............ ...... . ...

;:: 0) ;{_ A; lf --:>

l:ltJ'

~;t

~' -r·9

I.k\.:c:.~.

-t...
~;t.Q~;t ~f:f:~\~'o

This pencil is long .

0

n.~..t. . .P..~.n~.u.....t~ ....§.h.9..r..L ..............................................

.a..........................................................................

Spring is warm.

S ...~Jit.........

.t.f . .L:J\..a. . . . . . ... . . . . . . . . . . . . . . .. . . . . . . . . . . ... . . . . . . . . . . . . . . ..f..~ .U....J..§....~.9..!!..L ......................................................................... Summer is hot. ~t1

?!J\. .ts ~ ~;t ~ ~'

-k.. I9.>.Jit..........

~tn.t.~.:L..J.~.....~..O.J.!L........... ......................................................

a ........................................................................................................................

o

Hot water is hot. (Cold) water is cold .

Lesson 3

SECTION 9. I.

SELF TEST

BIG AND

SMALL~

SHORT AND TALL

97

(For answers, see Appendix 4.)

Write kanji with okurigana on the line, hiragana or katakana in paren t hese s . Note: Be sure to write the okurigana also. r tt l-' J (okurigana) -c· 9 ( t) l-' ~ l-' )

~i Jj\

Example: ;:: (]) basu ( J\ :A )

1.

:t: (J) depato (

2 • Q: t (])

(

*)

A: l-' l-' ;it , Q:

l-\

<6

~t

) ~t

( j5 j5 ~ ii~ -:>

( f= i;\ jj\ -:> f= )

f= )

-c· 9

-c· 9 i;\

o

o

0

<)

'T"r--.-:-"""

( f= i;\

-c·

~

t: i;\

0

-c· ~f:o

A: ( 1!-A,;t,{, )

II.

Rewrite each sentence in negative and past polite forms . 1. b

t: ~ ~t

l-\

t i'Jl

~ l-\ -c· 9

0

Negative Past Negative Past 3. lUiHt t5 ·::H ' -c· 9 Negative

o

Past

4.

w*tt ,4., 't

~

n l-' -c· 9

0

Negative Past !I I . Hatch word s with oppo s ite mean i ngs. ( ) 1. ;15 't l-\

tt ~ l-\ lj\ tt l-\

(

) 2. ~

(

) 3.

(

)

(

) 5.

(

) 6. ~ l- \

4. ~b l-'

a.

*~

l- \

b. -5 9 l-\ c. 3i: l-\ d. .b .Q l- \

~ l-\

e . '? ~ l- \

""'

f. tnftJ\

7. (5 t: 6

(

)

(

) 8. f.11j l- \

~ l- \

t! fl

g . ~l-' h. iJ' .Q l- \

~ l-'

LESSON

4

MINE AND THINE PROBLEM;

Modifie d Noun Phrases contain pre-noun construction not found in English.

OBJECTIVE:

To introduce the modi f ied Noun Phrase.

SECTION 1 .

VOCABULARY

Drill no

- - 's (pa:r>ticZe : possessive~ attributive; apposition)

Tanaka (personaZ name)

i>.,c 5 ~IV

Tanaka ,. otosan

i>.,i6~~ ~IV

ok~san

(your/his) mother

EB9=t

(your / his) fat her

,.

i>.,VLV>~ IV

onisan

(your/hi s) older brother

i>.,h:t ~IV *

.:: one san

(your/h is ) older sister

i>., c 5 c

~IV

ototo-san

(your/his) younger brother

V>t5c~IV

imoto-saii

(your/his) younger s ister

Furaiisujin

(a) French person

Chiigokujin

(a) Chinese (person)

kagaku

science

bungaku

literature

rekishi

history

ongaku

music

Vj"V> ~-\!>

k~zai

economics

-;-;

chichi

(one ' s own) father

tild

baha

(one ' s own) mother

~VL

,. . an1

(one's own) older brother

~h

ane

(one 's own) older sister

tL~L i>.,IVi6~

<

*Remember that i n some words ;{_ is lengthened with ;{_ and not \;> ( see p . 40) . 99


100

ototo

(one's own) younger brother

imoto

(one's own) younger sister

m~

byoiii.

hospital

tJV>

furui

adj (is) old (not new)

~l\1>

atarash1i

adj (is) new; fresh

V>V> / J:V>

H/yoi

adj (is) good

en

dore

which? (of more than two alternatives)

nihoii.go

Japanese (language)

-go

language (e. g., the Japanese language) (noun suffi:x;)

ego

English (language)

furaii.sugo

French (language)

doitsugo

German (language)

chugokugo

Chinese (language)

"'""

Peng (personal name) seii.kyashi

(a) missionary

NihOii.

Japan

shiiibuii

newspaper

Amerika

America

Furaiisu

France

Ch~goku

China

D6itsu

Germany

iJ ~ :b \;> \;>

kawaii

adj (is) cute

fr.

oiin!

woman; female

fr,([)~

oiina no ko

(a) girl

~

ko

child

t~j ;{_

namae

name

Arisu

Alice (name, fern . )

otoko

man; male

7 J. 1) tJ

c:p~

F' 1

'Y

Lesson 4

101

MINE AND THINE

otoko no ko

(a) boy

Tomu

Tom

otoko no hito

(a) man

yasashii

adj (is) gentle; sweet

oiina no hito

(a) woman

Iteredomo

however; but

(name~

masa.)

Dialogue

Reading

~..

(one ' s own) wi fe

...

c ±A ±A

go-shujiii

(another' s) husband

shuj ifi

(one ' s own ) husband

tr:t-66

musume...

(one ' s own ) daughter

trt t.

musuko

(one ' s own ) son

Ll.JEB

Yamada

Yamada (personal name)

l,..\1>

Common Expressions

...

DOmo arfgato .

SECTION 2. 1352

Thank you very much.

KANJI STUDY

ta EB9J

f<:..tJ:.iJ ~

Ll.JEB

1"-itc:

t-c t-c

EB9J

tctJ:.tJ~

fJ:.tJ~

9JOO A

~\9>5c(t.)v

T.:LrJ

il

9JOOA

~\9>5c?t)v

::::Ifl

6

il~

~~~

~6(~)

WT l ~

ihtcG -c~

;ht-c l?(l~)

1257 ~

594

500

972 ~

WT~

l)v~)v

'//

102

JAPANESE BY

THE TOTAL METHOD

1631 ~

l~~~

fr:.V-T

:'I:>--~tJ:

~

fr:.V-T

-:--, :'I:>--~tJ:({)

~

~([).::;-

:'I:>--c 2vc:.

863 ~ 681

1231

7./

jf~

SECTION 3.

-:-1

([) <:.

<:.

DRILL

Substitution : 1.

<:.tLV:t

:bkl-V :2Js:l:'i'"o

Cues : a)
2.

3.

b)

$71~~~

c)

EBI=j=lc;~

d)

e)

(:([)jj

;b([)

Cues:

i>"" c 5 c; ~ l:' -t-0 Cues: a) :'I:>--;;6~
.;-3/:J/c;~v

a) B:2Js:A b)

7}1JtJA

c)

7:7/.AA

d)

l=j=l§;IA

*Appos i tional

b)

:'I:>-- VL 1,;) c; ~

c)

:'I:>-- h.;{_ c; ~

d)

i>--c5cc;~

e)

l,;)i5cc;~

F'1 'YAV* 5t~V:t

no .

:j;;,.~tJ:

L- ~-it-:? l:' -:r0

i>""c L.

Lesson 4 MINE AND THINE

t.
4.

<
1J~1J~

:J:,~ i

L>S 0

-r -1"o

~A,

Cues:

a)

X~

b)

tL~l

c)

:J:,~~1J~

d)

Vj0~0

<

Question-Answer:

5.

Humble and Honorific terms .

Q:

t.nti tf.;h
"b"b
b)

c)

d)

:J:,~ c

e)

0

A: Cues:

A:

5c

5 -;; ~
a)

j:,"iJ ~
b)

:J:,~K

c)

:J:,~

d)

:J:,-..c 5 c-;; ~

e)

0i5c-;;~

0-;; ~

tl x_ -;; ~

ti0, "b"b
Substitution:

6.

-c'i'"o

t 5C

:J:,~ c

Q: Cues:

7.._~(;"? -c'-j-1J~o

l~-@:"?

a)

7C~

b)

_A-:(" - ~

c)

tl-::>l~

d)

l-f1J~

t.r.

7.._~[.;"?-c'-j-iJ~o

103


104

II> A,

7.

-t:htl

:*:~0

a)

+~0

b)

150

c)

jfl0

d)

00

Cues:

W91>Jt -r -t0

Question- Answer:

8.

Q:

[ ts:. t-c -!J! Cues:

a)

;t0c

b)

7:7:/;;t..c

c)

F'1'Yc

d)

~~c

LiJ EB ~ lv -!J~

A: Cues:

9.

a)

;t ? 1 t-

b)

EB~

c)

LIJ::$:

d)

~:/

B::$:cQ)

%~

Q:

c.n-!J~

trfiJ~

l0

::$:L:'-:fiJ~o

A:

L. h-!J~

trfil~

l0

::$:L:'-:fo / C hiJ~

Cues :

10.

?t;~ -c'-t"-!J~o

B*c(7_)

Q:

a)

~~l-0

b)

rEij0

c)

*0

d)

150

e)

jf l-0

$? 1 l- ~/vtl ;b (7_)

A:

Cues:

[Q)15L:'-t"iJ~o

:7f: ~/J:.

a)

j:,-. ~

b)

;;t..-:c<-l-

15 L:' -j'-o

l- 6 0

-r-t

0

/

L. (7_) 15-!J~

-t:- 5 -r-t

0

-1::? -c'-t"o

Lesson 4

c)

*~\;')

d)

~ttl/)

e)

~1\.t~.t?L-

105

MINE AND THINE

Substitution:

<:.
11. Cues:

a)

i>"" ~

l..-61/)

7 } 1) -}]

jfl..-1/)

c)

77/A

d)

-1:-
f)

31/)

g)

F'1 ';/

h)

<:.
12. Cues:

a)

Jj ~ :b \;') \;')

:!75
7 1) A l:-t"o

~A

~J:I/)

:!75
d)

e)

t;;.
7C~

b) c)

jflif.lti 83 J:fl c; At (l) -c -t

th
b)

e)

S::$:
-?~

f)

L-1/)

t;;.
71) A

English Equivalents 1.

This is my book (Lit., As a) This is your book. b) This is Mr./Mrs./Miss c) This is Mr./Mrs./Miss d) This is that person ' s e) This is this person's

for this, CitJ is White's book. Tanaka' s book. (or his/her) book. (or his/her) book.

my

book).

0

106


2.

That person (or a) That person b) That person c) That person d) That person e) That person

3.

That teacher who a) That teacher b) That teacher c) That teacher d) That teacher

he/she) is Mr./Mrs./Miss Johnson's father. is Mr. Johnson's mother. is Mr. Johnson's older brother. is Mr. Johnson's older sister. is Mr. Johnson's yotmger brother. is Mr. Johnson's younger sister. is German is kind. who is Japanese is kind. who is American is ki nd. who is French is kind. who is Chinese is kind.

4. This science book is interesting.

5.

a) b) c) d)

This This This This

Q:

Whose pencil is this (Zit., As for this, whose pencil is it)? It's Dad 1 s. a) It 1 s Mom 1 s . b) It 's my older brother's. c) It ' s my older sister's. d) It's my younger brother ' s. e) It ' s my younger sister's.

A:

Q:

A:

literature book is interesting. history book is interesting. music book is interesting. economics book is interesting.

Is (it) your father's pencil? a) Is (it) your mother 's pencil? b) Is (it) your older brother's pencil? c) Is (it) your older sister's pencil? d) Is (it) your younger brother 's pencil? e) Is (it) your younger sister's pencil? Yes, it's Dad's. (eta . )

6.

That kind person is Mr./Mrs./Miss White. a) That healthy/full-of-life person is Mr . White. b) That stylish person is Mr . White. c) That earnest person is Mr. White. d) That quiet person is Mr. White.

7.

That is a big hospital. a) That is a small hospital. b) That is an old hospital. c) That is a new hospital. d) That is a good hospital.

8.

Q:

Who a) b) c) d)

A:

Mr . /Mrs./Miss Yamada is a/the Japanese teacher. I This person is. a) Mr. White is a/the English teacher. I This person is. b) Mr. Tanaka is a/the French teacher. / This person is. c) Mr. Yamamoto is a/the German teacher. I This person is. d) Mr. Peng is a/the Chinese teacher . I This person is.

is a/the Japanese teacher? Who is a/the English teacher? Who is a/the French teacher? Who is a/the German teacher? Who is a/the Chinese teacher?

Lesson 4 MINE AND THINE

9.

10.

107

Q:

Which book is difficult Cl.it. ~ Which [of several] is [a] difficult book)? a) Which book is easy? b) Which book is expensive? c) Which book is cheap? d) Which book is old? e) Which book is new?

A:

This book is difficult. / This (one) is. a) This book is easy. I This (one) is. b) This book iS expensive. I This (one) is. c) This book is cheap. I This (one) is. d) This book is old. I This (one) is. e) This book is new. I This (one) is.

Q:

Who is Mr./Mrs./Miss White (tit. ~ As for Mr. White, which person is he)? That healthy/full-of-life person (is). / It is that healthy person. a) That interesting person (is). b) That stylish person (is). c) That big person (is). d) That pretty person (is). e) That missionary (person is).

A:

11.

This interesting Japanese newspaper is Mr./Mrs./Miss Tanaka ' s (tit.~ As for this interesting Japanese newspaper, Cit] is Mr. Tanaka's). a) That interesting Japanese newspaper is Mr. Tanaka's. b) That interesting American newspaper is Mr. Tanaka's. c) That new American newspaper is Mr. Tanaka's. d) That new French newspaper is Mr. Tanaka ' s. e) That new French newspaper is Mr. Tanaka's . f) That new Chinese newspaper is Mr. Tanaka's. g) That old Chinese newspaper is Mr . Tanaka's. h) That old German newspaper is Mr. Tanaka 1 s.

12.

This cute girl's name is Alice . a) This healthy/full-of-life girl's name is Alice. b) This healthy/full-of-life boy's name is Tom. c) This strong boy's name is Tom. d) This strong man's name is Tom. e) This gentle man's name is Tom. f) This sweet woman's name is Alice.

SECTION 4.

GRAMMAR

4.1. NOUN PHRASES (see also Lessons 23 and 25) . A more detailed explanation of the construction of noun phrases will be given in Lesson 25 . For the present lesson it will suffice to identify the different types of modifiers of the head noun of a phrase . 4.1.1. DEICTIC PARTICLES (see also 2.3.) . Deictic particles (kono this~ sono ano that~ and dono which?) can come immediately before the head of a noun phrase, as in the following examples: ano hito that person; dono hito which person? Sometimes, however, these particles are separated from the head noun: ano Doitsujin no sens~ that teacher who is German. Deictic particles can only occur in noun phrases, because they have to have a noun "to lean on." that~

108


4.1.2. NOUN + no. A noun can modify another noun by joining the two with the particle no. At this point it is not wise to identify this construction as "possessive" or "apposition" or the like; we will simply designate this part of a noun phrase as the NOUN + no part. Two or more nouns may be joined in this manner, but it is the last noun in the series which is head of the phrase . Thus: ofina no ko no namae (a) gir~'s name (lit . , fema~e chi~d's name); Nihofi no shinbufi (a) Japanese newspaper; Nihongo no sens~ (a) Japanese teacher I teacher of Japanese; watashi no hofi my book. 4.1.3. ATTRIBUTIVES. A more complete explanation of attributives in noun phrases will be given at 25 .1 . In the present lesson, two types of attributives are introduced: (1) adjectives and (2) copular attributives. When an adjective is used to modify a noun (i.e., the attributive use of adjectives), it comes immediately before the noun which it modifies. This use of adjectives was briefly introduced in Lesson 3: muzukashii hon (a) difficu~t book; atarash1i hofi (a) new book; ok!i byoin (a) big hospita~ . When a copular noun modifies another noun (i.e. the attributive use of the copular noun), the copular noun is followed immediately by na: sh!fisetsu na kata (a) kind person; gefiki na kodomo (a) heaZthy chiZd. The particle na is actually the attributive form of the copula desu. 4.1.4. DELETION OF NOUN HEAD. In expressions such as chichi no desu It's Dad's. the noun head (i.e., efipitsu penciZ in chich! no enpitsu desu) is deleted, just as in the English equivalent. As the student has no doubt begun to observe, the little particle no carries a tremendous load in Japanese syntax. 4.1.5. NOUN PHRASES IN BASIC PATTERNS. In Japanese, as in English, a noun phrase may be substituted for a noun. Thus, in Basic Pattern 1 (see 1.1.1.) which contains two nouns, each of the nouns may be substituted by noun phrases : BASIC PATTERN 1

Subject

Predicate I [hofi] [desu]J I kore wa) I [hofi] [desu] I

(It) is (a) book. This is (a) book.

BASIC PATTERN 1, WITH NOUN PHRASES IN THE NOUN SLOTS

Subject

Predicate

I [watashi no hofi][desu]) (It) is my book. I [kono atarash1i hofi wa]) I [watashi no hofi][desu]) This new book is

my book.

Note that the slot marker (e.g., the subject-marker particle wain the examples above) comes at the end of the phrase, and the noun before the slot marker is the head noun of the phrase.

SECTION 5.

DIALOGUE EEl~~~'

EE

~:

~tL0fJ:

bf~

;{_;{_' A .:. A :

109

4 MINE AND THINE

Lesson

:<$:L.""i'"tlo

le:> -r-r- 0

:<$:L.""i'"il~ o

fliJV

tL ~ l..-<6> :<$:L.""i'"0 13 :<$:0 tL ~ l

00;{_,

L.""i'"il~o

7:7:/.A(l}

:<$:Vi

tL~lL.""i'"o

J: il ~ "?It L.""i'"iJ~ o

A~

A:

-t"V

EE

~

00:{_,

A~

A

irfiJ~ L-il~? f~ L.""i'"iJ~o

EE

~:

00;{_,

J: ( ir:fiJ~

~

9 1-l:!-~""C l ito

l (

lf~ o

i>"" "t lo <
:7

:/.A e:>

tL~lti

~"tlo0""Ci'"o

i>"""t lo( ;b ;b, SUmisu:

tL ~ lti i>"" "t lo <
-1:" ? ""Ci'"iJ~ o

Tanaka:

SUmisu:

Nan no hon desu ka?

Tanaka:

Rekishi no hon desu.

SUmisu:

Nihon no rekishi desu ka?

Tanaka:

Ie, Furansu no rekishi desu.

SUmisu:

Sono hon wa yokatta desu ka?

Taniika:

Ie, y6ku arimasen deshita.

SUmisu:

Muzukashikatta desu ka?

Tanaka:

Ie, muzukashiku arimasen deshita.

SUmisu:

Furansu no rekishi wa omosh!roku arimasen ka?

Tanaka:

Rekishi wa omoshiroi desu. deshita.

,.

,.

ce:> :<$:Vi

Tanaka-san, k!re na h6n desu ne. ,. E, watashi no desu.

SUmisu:

~~ il ~ o

A, so desu ka.

Tanaka-san no desu ka?

Demo, omosh!roku arimasen deshita.

Keredomo, kono hon wa omosh!roku arimasen

llO


English Equivalents

Is it yours (lit.~ Is it

Smith:

Mr. Tanaka, that's a nice-looking book. Mr. Tanaka's)?

Tanaka:

Yes, it's mine. What book is it? It's a history book. Japanese history? No, French history. Was it (that book) good? No, it wasn't very good. Was it difficult? No, it wasn't difficult. But it wasn't interesting. Isn't French history interesting? The history is interesting. But this book wasn't interesting. Oh, I see (lit.~ Is i t so?).

Smith: Tanaka:

Smith: Tanaka:

Smith: Tanaka:

Smith: Tanaka:

Smith: Tanaka:

Smith:

Lesson 4

SECTION 6.

111

MINE AND THI NE

READING 5

10

-

25

20

15

--

112


SECTION 7 .

EXERCISES

Pi U in the b l.anks: 1.

;;z.. ~ ;;z.. ~ lv

2.

tbV JC~

3.

cV"JJtl

4.

-tv

0 ~

?

t ~

tJ: 1

~ lv

:t

7

1)

;;z.. -c'-j'- 0

~~

Atl ~Jfi~lvL"i'"o :J:>~/v;Oi(

~~

7t~L"i'"o

E.tJ: t-c

"JJ

-c: i'"

0

A L"i'" o given~

Construct sentences using the words

*·

~

c~

~·~ lv, 0\(), tl ,

adding na or no if necessary:

-c:-r-

6.

cv ,

7.

~/v-t:t-::J' ;j; r;; 1 ~ ~ lv ' ;b Q)' "Jj.

-c:-r-,

tl

~

8.

:J:>~~ ~60 ,

9.

-tv.

tl , tbV,

-c:~it.

~VE.

A. tb !J 1-t:tlv, L"tl

,J . . ~\(). 7ff£. "'"'--?, tl

Express in Japanese: 11.

This big person is a German.

12.

Which one i s yours?

13.

The English book was not interesting.

14.

The man (over there) is not Tom' s younger brother.

15.

The sweet girl is sick .

Add accent marks to

a~~

the above.

Lesson

SECTION 8.

4 MINE AND THINE

113


Let's Begin (Useful Expressions from Unit 3, pp.27-28 ) Are you ready (to begin)? Well then, we're going to begin. Say/ Repeat together, please . Say/ Repeat it by yourself. That 's all/ We end with this.

<~ "'' T 9 L, 19>

TA

~--~

(This is your) hoaework.

o

t:• L, l

Hand in (your) ho11ework, please.

0

(We) are going to have a test.

G£9o

It's rest time (time for a break). I' 11 see you next time.

Noun Phrases The mountain is high. That is a high mountain. This child is little. That girl is a little child. This child is healthy. That boy is a healthy child . This room is quiet. This is a quiet roo•. That opinion is realistic. That is a realistic opinion.

114


SECTION 9. I.

SELF TEST (For answers see Appendix 4)

Write kanji with okurigana on the line, hiragana or katakana in parentheses. ~;t

1. :: (]) ~

f: t; L. ~' L. A-~ A2 . ~ (]) 5t ~ t.;t (]) ~;t (

3.

~

(])

)

fJA-ti

1.

~

A- (]) U 9 0) ~ A- T T

(])

(

5. France( II.

{>£f=

~;t }... -r:·9 j)\ :: t).g,-5;::'< < ~;t .:p P3 -r:· L. t:. ~j tL t" :t j5 ~' L.

tJt::

4 . :: (]) ~:

::

t " t.t t:. (]) -r:·"9 tJ \ o

0

0

)

)

2. :: tL ~;t t3 ~' L. ~'

< ~ ?) *it A- -r:· L. t:.

America(

Supply particles where necessary. ~(])l,.h-it"J

o

E~\l,.{>~h-

)

0

Germany (

Mark "X" where not needed.

;J\t}-{ f-5'i;~"{' To

-7- ~ T T t.l o

3. :: (])Wf L. ~,_tL ~ L._;.f.( ~;t~ t,.\ -r:·"t 0

4.

~(])'J'~t.-,_?;c_-=f~;J:tJ\tH'~'T9o

III. Give the Humble forms for the following. 1. Et?~A2 • j5 j)\ ~

~

A-

3. j5 ~: ~' ~ A-

4. t5t.lx~A5. Et?t~A6. ~'

:t ?

t ~ A-

IV. Express in Japanese. 1. A pitch- dark room is no good. 2. My new car is red. 3. Q: Is that stylish (smart-looking) person your elder sister? A: No, she's my mother . 4. Q: Which is your book? A: The history book. 5. Who is your teacher?

.;., G tJ\ '? f: )

-r:· 9

0

LESSON 5

WORK AND PLAY PROBLEM:

Japanese verbs are highl y i nfl ected.

OBJECTIVE:

(1) To introduce the basic structure of intransitive clause s. (2) To introduce negative questions. (3) To introduce the direction element in intransitive clauses.

SECTION 1.

VOCABULARY

Drill \{)6Q

t.r.

< ( t.r. iJ ~ t.r. \.{) ., t.r. \.{) f-c )

~6<

(

dog

naku

vi barks

(nakanai; naita)

vi walks

aruku

~ 6 iJ~t.r. \.{)

(arulumai;

~6\.{)f-c)

tt l- 6 ( tt L- ~::d.r. \.{)

aruita)

vi runs

hash1ru

•

tll.-?f-c)

(hashiranai; hash1tta)

~-t:-~

(

. "' J.nu

vi plays

asobu

~ -t:- Vi t.r. \.{)

•

~-t:-lvfC)

(asobanai; asoiida)

~ 7-~

Kur~ku

Cl ark (persona Z name)

~

ashita 0 *

tomorrow

iku; yuku

vi goes

l..- 1-c

ff<

(

ffiJ~ t.r. \.{)

; ff? fc )

tJJ<

(ikanai; itta)

vi works

hataraku

( flJJiJ ~ t.r. \.{) jl]\{)f-c )

~-ttf

( -?-t j t.r. \.{) -?-tlvtc)

(hatarakanai; hataraita)

vi rests

"' yasumu

(yastuntmai; yasuiida)

*see Lesson 3 , p. 83, footnote. 115

116


tfj tJ~vt ~ ( tfjiJ~V'ttJ:~ ' tfj tJ~vt f<:. )

dekakeru

iJ~ .Z ~

kaeru

( iJ~.Z

I? t.t~

tJ~.Z?t-c)

TC i tb

< ( tbiJ~tJ: ~ ; tb~ f<:. )

C '"£ ~ . ( C-£ I? f.t~

vi goes out (fr om one's home)

(dekakenai; dekake ta)

vi returns; goes home

(kaeranai; kaetta) kodomo

child

ugoku

vi moves; runs (e.g ., the oar

(ugokanai; ugoita) tomaru

runs)

vi stops; parks

(tomaranai; tomatta)

11!

kur\.Dlla

car

f.ti>"' ~ ( tJ: i>"' I? t.t ~ •

.,. naoru

vi becomes fixed; is repaired

t.t i>"' "? f<:. )

f<:. -:::J

(naoranai; naotta)

vi stands (up)

tats u

( t-c t-c f.t ~ ; f<:. "? f<:. )

-T:b-6 ( -J-:b I? f.t ~

( ta tanai;

ta tta)

suwaru

vi sits; sits (Japanese style)

(suwaranai; suwatta)

:b~

neru

( :b fJ: ~ ; :bf<:. )

vi sleeps; goes to bed

(nenai; neta)

i>"' ~ ~ ( i>"' ~ f.t ~ ; i>"' ~ t-c )

okiru

"' lJ

.A.

I(arisu

Harris (personaZ name)

~ Q)

5

kino 0

yesterday

*~ ( *tJ: ~ ; *f<:. )

kUru (konai; kita)

vi comes

-:::JiJ~:h ~

tsukareru

vi becomes tired

( -:::JiJ~:htJ: ~ -:::JiJ~:ht-c )

vi awakes; gets up

(okinai; okita)

(tsukarenai; tsukareta)

Lesson 5 jO.,

c6 < cjO., E 6 v~tJ: ~ jO., E

6

odoroku

vi is startled; is surprised

(odorokanai;

~ f<:_ )

ffi6 Cffi GtJ: ~ ; ffi

117

WORK AND PLAY

odoroita) komaru ?

k )

.bc6

(komaranai; komatta) futoru

c.be GtJ:~ .bc-::>t<:.)

vi becomes fat

(futoranai; futotta)

1='-tt-6 ( ~-tttJ: ~ ; ~-ttk )

yaseru

l=ftt

Nakamura

~=

vi is perplexed

vi becomes thin

(yasenai; yaseta)

ni

Nakamura (personal name) to (particle , Direction marker)

Dialogue

.,._ . .-

enJ~n

engine ; motor (of a car)

:b6~

warui

adj (is) bad

k.!;lv

tabuii

probably

:bv~ 6 :bv~

wakaru

vi understands

c

GtJ: ~ :b75~? k)

-t- ("

(wakaranai; wakatta) sugu

right away; soon

Reading so ; therefore (sentence connective)

Common Expressions Okawari arimasen

ka. je">;V~Vf ~

-t-Jr. i

i -c 0

-ttlv iJ~ ..... .

How are you ("lit.~ Is t here no change)?

Okagesama de.

Thank you! (lit .~ By your favor.)

Sumimaseii ga .

Excuse me, but sorry, but

. I I 'm


118 SECTION 2.

KANJI STUDY

540 ).-

~J

0(

0 (

{tl)(

t l:t-c G<

tltLGC<)

l:fj iJ•(rJ 6

l:iJ•VJ 6

t:(6)

:tb<

52<

5c

(6~

(6~

1412 ~

837

~

1408

in

758

1844

*

~

602 ~

1169 1 1

<)

fJ(

( <)

*6 *tJ:0

76

*~-r-

~ ?-r-

< ( 6) < ( 6) < ( 6)

12fg6

c~6

c_~(6)

9=It-J

tJ:iJ•iY G

&G

2tJ:0

HOW TO STUDY KANJI. The student may have already discovered, as more and more complicated kanji are introduced, that there are certain relatively s imple kanji which are used in combination with others to form new ones. For example: ~ onria woman combines with -T ko child to make PJ-~ suk! "likes. Such kanji as ~ and -=f are independent kanji, but they are also radicals; i.e., they are kanji roots which are used to compose other kanji. Many times the basic shape of these kanji is altered somewhat when it is used as a part of another kanji; e.g., )\ is altered to 1 when it i s the left-hand radical as in ~~U b~nri convenient. TPaditionally there are 214 historical radi cals,* each with a number assigned to it . Thus ~ is Radical No. 38, and -T is Radical No . 39 . Already the following kanji which are used both independently and as radicals have appeared:

*see, A. N. Nelson: Japanese-English Character Dictionary (Charl es E. Tuttle, Co ., Rutland Vermont; Tokyo, Japan, 1962). Nel son, like Rose-Innes, classifies a number of kanji under different radicals than those established by tradition. However , he always indicates the traditional classification as well. For help in determining the radical, take Nelson ' s advice: 'Take a LEFT radical in preference to a RIGHT; take a TOP radical in preference to a BOTTOM .' For further help in identifying radicals, study Nel son ' s Appendices 1 to 3.

Lesson 5 Radical No .

WORK AND PLI!.Y

119

Kaftji

Reading

Root Meaning

72

B

NICHI [NI]

sun

9

.A

JIN; hi to*

person

100

~

SE

b i rth; life

46

1-U

yama

mountai n

70

h IJ\ ( ~ l_!> )

kata

person (Hon . )

chUsai)

small

)\:(~ \.!>)

o(kiiJ

big

189

rEJ ( \.!>)

taka(i)

tall ; high

102

EE

ta

rice field

38

ofina

woman

ko

child

144

-9: -T ff

i(ku)

goes

159

]{[

kU!'U171a

wheel

42 37

__._

39

( <)

Begin to keep a notebook of the kanji you have learned . classifying them by radicals. You will discover that some radicals consistently appear on the left . some on t he right . Some radicals change their shape depending on where they appear in a combination. A few radicals may appear at the top . bottom . l eft . and right .

FOR YOUR KANJI NOTEBOOK A.

LEFT-HAND RADICAL

Example: (also used as a top radical in the shape

9

115

~

_A )

1ilJ

{uJ-r-t-il~ o

What is i t?

if_

if_ 5f1J

convenient

tiJ

ttJ<

vi works

(also used as top or bottom radical) convenient

I; me B.

RIGHT-HAND RADICAL

Example: 19

j]

(also used as bottom radical)

vi move s

*Most kanji have two different "readings"; some have many mo r e. In these texts . when readings are given in r omanization. caps stand for the on (Chi nese ) reading and italics stand for the kun (Japanese) reading .


120

c.

TOP RADICAL

Example: 8 40 4

~~

~

~ /

* *

**

Tokyo

ti:V>

adj (is) cheap

=f ( traditionally =fflj 1

7

D.

-

--

6 ( tradi tiona Uy

Efflj

¥100

7C ( tradi tiona Uy

7Cm

healthy; well

classified under 106 )

classified under 10 )

BOTTOM RADICAL

Example: 10

E.

~ [I]

JL 7t~

7t 39

nooo

classified under 24)

7

teacher

(also used as left- hand or top radical)

#-

#-~

student

ENCLOSURES a.

Complete Exterior Enclosure

Example: 31

b.

0

~

9J~A

(a) Chinese

ffi

ffi6

vi is perplexed

Three-side Enclosure

Example:

r~

169

c.

~

(traditionally classified under 128)

Example:

~

~

[j ~

~~

Two-side Enclosure

104

~~

~~

newspaper

[j ~ sick

Lesson 5

SECTION 3.

WORK AND PLAY

DRILL

Subs titution: 0~VJ:

1.

Cues :

t.c ~-£ -t"o

a)

2b 6 (

b)

Vi L-6

c)

2b~~

Question- Answer: 2.

Q:

!17-!l~lvtl

A:

V;i0, fi~ 1-t"o

2bl-f<: fi ~ -£ -t"iJ~o a)

ttJ<

b)

~-t-tf

c)

ttl iJ•vt 6

d)

iJ•.Z6

Cues:

Substitution:

crD

3.

Cues :

jb~ 1~/vo

a)

fi(

b)

~16

c)

4.

-'~AVJ:

t.c Jo""6

~

!17-!l~lvtl

2bl-f<: Cues:

5·

2b 0

fi~ 1~/vo

a)

IIJ(

b)

~-t-tf

c)

ttl iJ•vt 6

d)

iJ•.Z6

T C t Vi f<: "tJ 1 L- f<:o Cues:

a)

-t"b6

b)

tl6

c)

Jo""~

6

121

122

6.

JAPANESE BY THE TOTAL MFI'HOD

~
/' 1) :A ~/vV;i

a)

fi<

b)

-?i'"&

c)

tB7J~vt .:6

d)

;O~:t .:6

Cues:

7.

Cues:

L teo

-:?;O~n 1

:btcl-Vi

*1~/v-c lfco

c6 <

a)

j:,-.

b)

klSI.:6

c)

~c.:6

d)

-?~.:6


Q:

'L=Vi i>-.t L-6 (

A:

(a)

V;i0,

(b)

00;{_,

Cues :

9.

j:,-.

a)

&f;O~

b)

~0

c)

tl0

d)

JfL0

t:p;ftc;!vV:t

A:

(a)

V;i0,

(b)

00;{_, j:,-.[ 6

b)

{jl](

c)

*.:6

~lvo

0

L-0

~ lv l." L. f-c 7J~o

tfl 7J~VJ 1

a)

tf> .!J 1

t L. 6 0"{" -r

tB 7J~VJ 1

Q:

Cues:

10 .

i>-.t L-6 (

1~1v7J~o

tf> .!J

~ /v l."

L- f-co

tB 7J~VJ 1 L- f~o

<

J\ ') A JIG~ ~;J:

tJi "?

Cues:

a)

wlitG

b)

JfL"R

c)

9 'b

;:

9

~::

-*.£ 1..- ~'/J'l.o

Lesson 5

WORK AND PLAY

123

Engl ish Equivalents 1.

A/the a) A b) A c) A

2.

Q: A:

Is Mr./Mrs . /Miss Clark going tomorrow (or Will Mr. Clark go tomorrow )? Yes, he/she is (going).

a) b) c) d)

Is Is Is Is

3.

dog dog dog dog

Mr. Mr. Mr. Mr.

This bus a) This b) This c) This

barks. /Dogs bark. walks . runs. J,::lays.

Clark Clark Clark Clark

working/going to work tomorrow? resting tomorrow? leaving (or going somewhere) tomorrow? returning (home) tomorrow?

will not run (lit., will not move). bus will/does not go. bus will/does not stop (there). car will not (or cannot) repair/be repaired.

4. Mr. /Mrs . /Miss Clark is not going (or will not go) tomorrow. a) b) c) d)

5.

Mr. Mr. Mr. Mr.


is is is is

not not not not

working tomorrow. resting tomorrow. leaving (or going anywhere) tomorrow. returning (home) tomorrow.

That child stood up. a) That child sat down. b) That child slept/went to bed. c) That child woke/got up.

6. Mr./Mrs . /Miss Harris didn't come yesterday. a) b) c) d)

Mr. Mr. Mr . Mr.

Harris Harris Harris Harris

didn't didn't didn't didn't

go yesterday. rest yesterday. leave (or go anywhere) yesterday. return (home) yesterday.

7.

I am tired (or I became tired). a) I am surprised. b) I am perplexed. c) I am f'at. d) I am thin.

8.

Q: A:

Isn't this book interesting (Zit. , As f'or this book, is Cit] not interesting)? (a) No, it isn't interesting (Zit., Yes [what you said is trueJ, it isn't interesting). (b) Yes, it's interesting (lit., No Cwhat you said is not trueJ, it is interesting).

a) b) c) d)

Isn't Isn't Isn't Isn't

this this this this

book book book book

dif'f'icult? expensive? old? new?

124

9.

JAPANESE BY THE TarAL METHOD Didn 't Mr. /Mrs. /Miss Nakamura l eave? (a) No, he didn't (Zit., Yes [what you said is trueJ, he didn't leave ). (b) Yes, he left (Zit., No [what you said is not true], he did leave). a) Wasn 1 t Mr . Nakamura surprised? b) Didn 1 t Mr. Nakamura work? c) Didn't Mr. Nakamura come? Did Dr./Professor Harris come to school? a) Did Dr. Harris go to the hospital? b) Did Dr. Harris leave for Tokyo? c) Did Dr. Harris go (return) home? Q:

A:

10 .

SECTION 4.

GRAMMAR

5 .1. SIMPLE SENTENCES MADE FROM THE VERBAL CLAUSE BASE. A third base for simple sentences in Japanese is a verbal clause, transitive or intransitive. Lesson 5 introduces the pattern of intransitive verbal clauses. As with the copular and adjectival clauses, the essential element in verbal clauses is the predicate. The verbal clause predicate may be a single verb form or a verb phrase.

5. 1.1. (1)

INTRANSITIVE VERBAL CLAUSE:

Basic Pattern:

Indicative ( "Present Tense")

Subject (wa)] I [inu (ga) (2)

Predicate I nakimB.s u I [nakimasu] I

(He) barks.

lnakimasenl

(He) doesn't bark.

[nakimasen] I

(The) dog doesn't bark.

( nakimashi ta I

(He) barked.

[nakimashita] I

(The) dog barked.

(The) dog barks.

Negative

I [inu wa] (3)

BASIC PATTERN 3

Past

1 [inu

~;:~ 1

(4) Negative Past ( nakimasen deshital

I [inu wa]

[nakimaseii deshita] I

(He) didn't bark. (The) dog didn't bark .

5.1.2. VERBS. Like the copula* and adjective, the verb is inflected in Japanese. The basic construction is Stem ana Ending, with the ending carrying a wide range of meaning, including past, future, conditional, provisional, negative, etc. (see Appendix). (1) The Polite -masu form of the Verb. In this lesson four forms of the verb are treated: polite present (or non-past, since this form is also used for future or habitual action), polite negative, polite past, and polite negative- past . Plain forms of verbs are listed in the vocabulary, primarily for the purpose of showing accents. With the polite -masu ending, all verbs are accented alike, but

*cr. Lesson 1, 1.1.5, p. 56, footnote.

Lesson 5 WORK AND PLAY

125

some verbs have an innate accent while others are unaccented. If a verb has an accent, then the plain negative and plain past forms are also accented (see the vocabulary list of this and subse~uent lessons). COMPARISON OF PLAIN AND POLITE FORM OF VERBS

Pl-ain

Polite

Present:

naku

nakimasu

(He) barks.

Negative:

nakanai

nakimasen

(He) doesn't bark.

Past:

naita

nakimashita

(He) barked.

Negative Past:

nakanakatta

nakimasen deshita

(He) didn't bark.

The polite form of the verb is characterized by the inclusion of the polite DERIVATIVE SUFFIX -mas-. The indicative ("present") suffix is -u, and the past suffix is -ta (the same as for the copula). Verb inflections will be dealt with in detail in subse~uent lessons. At this point the student should remember only the polite forms for indicative, negative, past, and negative-past, and the rules for forming these from the dictionary listing of verbs. (2)

Verb Inflections 1JJith Polite -masu fo:rm of the Verb Dictionary

Stem

Formxnt

C-Verb:

naku barks

nak-

-i-

V-Verb:

neru sleeps

ne-

Indicative

Negative

nakimasu

nakimasen ,._ nemasen

"" nemasu

Past nakimashita nemashita

(3) Detemining Consonant Verbs (C-Verbs) and Vowel Ve!'bs (V-Ve!'bs). The tem "C-Verb" means that the verb stem ends in a consonant, and "V-Verb" means that the verb stem ends in a vowel. Thus, if the stem ends in a consonant (e . g., nakbarks) the vowel formant -i- must be added before suffixing the polite ending: nakimasu (he) barks. If the stem ends in a vowel (e.g., ne- sleeps), the ending is added immediately to the stem: nemasu (he) s~eeps. On the other hand, Vowel Verbs take a consonant formant -r- in the plain indicative; e.g., ne- + -r- + -u ~ neru. Vowel Verbs and Consonant Verbs are easily discovered in the vocabulary list of these lessons by checking the· plain negative form. If the plain negative end& in -anai it is a Consonant Verb; if the plain negative does not end in -anai it is a Vowel Verb. In the Vocabulary Index (Appendix 3), C-Verbs and V- Verbs are distinguished with a period between the stem and ending; thus, nak.u, a Consonant Verb because the stem ends in a consonant, and ne.ru, a Vowel Verb because the stem ends in a vowel.

Plain Negative hashiranai doe13n't run hatarakanai doesn't work

Consonant Verb hashirimaseii hatarakimaseii

(hataraku)

asobanai

doesn't play

asobimaseii

(asobu)

tatanai

doesn't stand

tachimaseii

nenai

doesn't sleep

nemaseii

(neru)

ok1nai

doesn't wake

okimaseii

(ok1ru)

dekakenai

doesn't go out

dekakemaseii

(dekakeru)

VoweZ Verb

(Plain Indicative) (hashiru)

(tatsu)

The ordinary dictionary, however, doesn't list verbs in this convenient manner. It will be necessary for the student to recognize other means of distinguishing between the two classes of verbs, because proper conjugation of the verb is contingent upon this distinction. The following guide may be of some help:

126

JAPANESE BY THE TOTAL METHOD HOW TO DISTINGUISH CONSONANT AND VOWEL VERBS

If the "dictionary" form does not end in -ru it is a C-Verb . I f the "dictionary" form ends in -ru look at the preceding vowel: a) b) c) d) e)

Verbs Verbs Verbs Verbs Verbs

ending ending ending ending ending

in -oru are C-Verbs. in -aru are C-Verbs.

in -uru are C-Verbs. in -iru are V-Verbs--except hash1ru runs and a few others. in -eru are V-Verbs--except kaeru returns and a few others.

( 4) Irregulazo Verbs . Fortunately, Japanese has very few irregular verbs (that is, there are very few verbs which cannot be classed either as C-Verb or V- Verb). Essentially, the irregular. verbs are three :

IRREGULAR VERBS

PZain Indicative

PZain Negative

PZain Past

PoZite

suru

does

shinai

shita

shimasu

kuru

comes

kenai

uta

kimasu

iku

goes

ikanai

itta

ikimasu

A class of Honorific verbs ending in -aru is like C-Verbs except in the polite -masu and imperative inflections: HONORIFIC VERBS

PZain Indicative

PZain Negative

kudasaru

gives

kudasaranai

kudasai

kudasaimasu

irassharu

comes

irassharanai

irasshai

irassha!masu

Imperative

PoZite

5.1.3. SUBJECT- MARKER PARTICLES wa AND ga . Up to this point the student has been led to believe that the subject of a sentence is always marked with the particle wa which occurs immediately after the noun, or the head noun in a noun phrase. In Lesson 5, sentences in which the subject element is marked with ga appear (see the Reading). I t will be noted, in BASIC PATTERN 3 (see 5.1.1.) , that the particle marking the subject of an indicative or past intransitive verbal clause may be either wa or ga. However, the particle is wa in a negative clause . The choice of wa or ga i sn't entirely optional, as these diagrams may lead the student to believe. As was explained in Lesson 3 (see 3. 3.), the subjects of contrastive cl auses (or sentences) are marked with wa. But a subject may be marked with ga to focus;or emphasize it; e.g., Ano kata wa sens~ desu. He is a teacher. Ano kata ga sense desu. He is a teacher. This last sentence could be the answer to the question: Dono kata ga sens~ desu ka? Who is a/the teacher? When there is an interrogative word such as dono, dare, dore in the subject slot it is always marked with the particle ga, and the subject slot of the answer is always marked with ga as well. RULE OF THUMB FOR wa AND ga wa marks a new topic which is brought up for comment, but the presupposition is that the topi c is "shared information." wa contrasts the subjects of two sentences in sequence. wa marks the subject of a negative sentence (usually, but there are exceptions when ga is used).

Lesson 5

WORK AND PLAY

127

wa is used to bring a parti cular slot (like Object, Time, etc. ) into focus; in this usage, wa replaces o or ga, but it does not replace other particles such as ni, but is added to the particle marker for the slot; e. g ., soko ni wa as foP thePe. ga r eplaces wa to emphasize the subject of a copular clause . ga marks the subject if there is a " question word" (such as dare ) in the subject slot, and ga is also used to mark the subject of the answer. ga marks the subject of an embedded clause. 5 .2. NEGATIVE QUESTIONS . Ask a negative question and you get a negative answer. At least this is the way it strikes the native speaker of English when he comes up against negative questions in Japanese . But there is a l ogic at work, as we have tried to explain in the English equivalents to the drills . To the question: Kono hon wa omosh!roku arimasen ka? Is this book not intePesting? the answer Hai . Yes. would imply that one agreed with what was said; i.e., that he thought the book uninteresting. To indicate that one did, in fact, fi nd the book interesting, he feels he first has to negate the statement which was put in the negative. The result: Ie, omoshiroi desu. No, it is interesting. 5 . 3. I NTRANSITIVE VERBS. Verbs introduced in Lesson 5 are intransitive , which means that these verbs do not take an object . Transitive ve rbs (verbs which may take an object) a r e introduced i n Lesson 6 .

The first four lessons concentra t e on two basic sentence patterns in Japanese; i. e ., Copular sentences and Adj ectival sentences. Basic elements of these two types are Subject and Predicate , the contrast between them bei ng shown in the Predicate slot. Verbal sentences (the third, and last , basic sentence type) are those sentences where the predicate slot is filled by a ver b . THREE BASI C SENTENCES

Copular Sentence Adjectival Sentence VePbal Sentence

I I I

Noun+ wa

I

Noun + wa

I

Noun+ wa

I

I Noun + desu ) I Adjective) I Verb)

5 .3.1. THE DIRECTION ELEMENT (see also 12.1). Verbal sentences are e xpanded by the addition of a variety of elements (slots) , eac~ accompani ed by its distinctive marker particle. In this lesson, the Direction element and its marker, ni, are introduced in Drill 10.

V.;Pbal Sentence with DiPection

I

Noun + wa)

I

ni ) gakko ni

Noun +

I Verb ) klinashita.

~isu-sense wa Professor Harris came t o school.

128


SECTION 5.

?7-?: L.U

*:

DIALOGUE

w*~~'

c~~~tl o

c~~~tl,

f/7-f/~~0

? 7-? :

tl~,

i>--tJ~v-r~ 1-c o

2f5::

;{_;{_,

bkl-~ o

1-U

? 7-? : L.U

*:

IJ 7-? : 1-U

2f5: :

W*~~,

~ntl

tb.!?1-lt~tJ~o

w*~ ~tl?

-j'-.7)..1-l:t~iVi,

}j[iOi i!J ~ 1-lt~ o

rn.!?1L-k~o

X..X..o .:r. :/ .:./ :/iVi

b.:b ~"""Ci'"iV~o

?7-?:

ft.!;~

~?l:i'" o

UJ

tb tb,

btJ~ J? 1 L-k o

*:

i>--tJ~bJ?

i'" <•

fJ: j;,-.

J? 1 i'" o

Lesson 5

Kuraku:

Yamamoto-san, konnichi wa.

Yarrwnoto:

Konnichi wa, Kur~ku-san.

Kuraku:

Yarrwnoto : Ku~ku:

Yamamoto : Kur.&.ku:

Yamamoto: Kuraku:

Yamamoto:

Hai, o-kaga-sama de .

WORK AND PLAY

129

0-kawari arimasen ka?

Yamamoto-san wa?

.:.

E, watashi mo .

Yamamoto-saii, sumimasen ga, kuruma ga ugokimasen. Sore wa komarimashita ne. ..:.

E.

Enjin ga warui desu ka? ,. Tabuii so desu. ,. A, wakarimashita. Sugu naorimasu . ~

English Equivalents C~ark:

Yamamoto: Clark: Yamamoto: C~ark:

Yamamoto: C~ark:

Yamamoto: C~ark:

Yamamoto:

Hello , Mr. Yamamoto. Hello , Mr. Clark. How are you (~it.~ Is there no change)? Fine, thank you ( Ut. ~ by your favor). And how are you? Yes, I'm fine, too. Mr. Yamamoto , pardon me, but (my) car won't go . You're in a fix, aren't you. Yes . Is it the motor (~it .~ Is the engine bad)? Probably so. I 've found your t r ouble (~it.~ Oh, I understand). I t will be r epaired right away.

130


SECTION 6.

READING

15 ~

}\

l)

~ )\

I)

I

10

;f.I

kJ--1 ;t _. ~ 1....-

-;

WJ ~Ji-~$:.~~ 'o/ ~ ?\ jl ~5 ~j ;fi ifi -r..·· ~ '-

Z

~ ~ l~ ~ A.; it ff-1 fv~ tlJ /J) ~

;f-

~ ....._ L

J.J

0

v

t7

.......

"

~

~

L..

I...-

..ls:

L

i.lvfv~lvlv

" ~;;t l~ t,'' ~d fJ~·

\ lv I

A-1" tJ. ~ L '-- A'-t lv

5

*-

0

~ ~ vS~ J:_ -tt.;t;!!::z£ ~-itG~G

G

t~ 0

1v. t'[,

-{

u

(-:..

•

0

~ r~

u "

(-:_ 0

~~E%

(}) (}) t t''

A.A..':t=b ~~ t"d ~j ~"j

~.;t ~j &8 cb l,;G~::f:

VJ

'J ().'' (}''

~ ~ ~ ~

fi:fi: 0

0

tl

~1 ;ft

u

t>

~)

t•' '\

(::''

--( b

-cp tt~ ;t1

"@

'}v

t~

"' L:J~ '~

'f ~ ~

tj

;fi

~---='

lv '-- ;:()) ~J: lv it

~~ ~

'AfPG ~ til t~ L..

-t~ o-tt lv 0

\

L

0

Lesson 5 WORK AND PLAY SECTION 7.

131

EXERCISES

Change the foUowing sentenaes to the forrn indiaated in parentheses: 1.

bit lti thlit

2.

3'7 - 3'c;lvr.t

3.

~AV;i

4.

t_O)

5.

bf<:.lti

Answer in

it1J~1""to

/:b ii•VJ 1

~ lvo

f.l1 ""to

ih -t-lf 1 -t

(Negative) (Past)

0

using the aue given in parentheses:

r§J(

fh .!J 1

~lvil•o

6.

t_O)

7.

!=f;fjc;!vti

8.

t..tLti

9.

;ht.r..itti t.l1 -ItIV -c l tc il •o

:<$:Vi

(Past--add ~ 0) (Past)

!f!ti t,c s,-- .b 1 -to

Japanese~

(Negative)

(\/)\;');{_)

/:biJ•VJ 1 ""til•o

;ht.r..itOJ 1f! -r-til•o

10.

thOJAti

~~'"( ""tiJ•o

11.

iht.r.. itti

_j;,-. C 6 ~

1

~/v '"(

I ran .

13.

The boy will get up.

14 .

The man di d not go.

15 .

The American worked.

16 .

The car wi l l not go (move).

(\;')\;');{_) (;{_;{_)

(\;')\;');{_)

litil•o


(til/))

Add aaaent marks to aZZ the above .

(\;')\;');{_)

5)


132

SECTION 8.

VOCABULARY ENRICHMENT Getting Acquainted (Useful Expressions from Unit 4 , pp.31-32)

A:

b~t-

~Ld;J:

-r·9

t;J: t;

A:

;::·ffH~ ~

..

:e

ck -? L,

<

o

I am _ __

How do you do?

I am pleased to meet you.

.,~.,

B: t ' ?

:e

d)

IJ tJi t ?

Thank you for inviting me (today).

dJ L, d) tJi "? T

A: -r· t;J:' "' t:. 1:. ~ £ 9 B: t • ? :e A:

t• ?

dJ £ L, T , t•? :e

B:

~.

0

0 !>JIG t: 0

Please eat.

0

(Said before beginning to eat .) Please .

~~

(Excuse me for) going ahead.

B: t ' ?:.r!o B: d) t; t;J:

Please . '<' "/)\ tJi-c" 9 "/Jl o

A: t:. "'-'~h.,

t1 "?

B: ;::· t;J: A., 0)

!> "/Jl :b IJ t;J:

;:

? -r· 9

How does it taste? o

Very good!

._' "/)\ tJi-c" 9 "/Jl o

Would you like some more rice? No , thank you .

A: Z:""t-f?tt£o B: !> -f £ -:::>

tt

Thank you (li t . It was a feast) .

£ 1" ;::· ~· '-' £ L, t:. o

No,no ( lit. It wa s rough fare)!

v' v' L" t ~\? v\v\~'t~\0

-r· t;t , t;J:t;dJ£9o

Are you ready? Well, we will begin.

····················-·-···-···-··-·-····--·········-···--·····-----·-----·---....·-········---··················---·······--·-···-·········-··-······-·--·-·-·-····---···········-··--·--·····----······-

't-5

v'v'~· t~\0

Are you all right now?

.............................................................................................................................................................................................................................--.-········-··...............................................................

Do you want sugar? No , thank you .

_

__ ......._____

........................................_.,,..........................................................- ............,_.................................................................... ........... TA.

~

A: :S }( ~ tJi

B: ;'t;'t ,

V\ V\ ~·

t

V\V\~'t:tJo

;fJ

o

,

,,~.--

.........................___________,

Nice weather, isn ' t it? Yes, it is, isn ' t it ?

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

Is tomorrow convenient for you? Yes, it ' s O. K.

Lesson 5 WORK AND PLAY SECTION 9.

Lessons 1-5

(For answers see Appendix 4) j!l $ ;1: j;) < lJ iJ:\ ~ ( v 6 tJl ~ /fJ 5' 1J -f .1 V6#~.~~~~

SUMMARY TEST.

~~t.~(ry#~ .

I.

1.

"Tb:-:'!:77""::~("L-'

Q)

't lt' ~ lt'

-=::'"""£::c"'"' ;;FJ,_,£,. . . c-.:r:r-::

3.

Q:

{>

*tf 6

A: lt' lt' ;'t.

4.

II.

lt' &Q ~;J:

"(} J: -j ~

·e 9

o

0

·c 9

Store~~~

2. Convenience

133

~ ~ (J) ~

~~lt'

T

n lt, ~ 9

o

<~

* }) f: 6 L-

T 9 tJl ,

~;J:

lt'

o

Johnson~~Q)~( ~~Q)

(

~~~

;:·Q)7t;1=_~;J:.

~Q)-5 , iJ'i"?;::-5~:::

~£tt~

'"CL-'t:.o

Rewrite the following in negative form.

1. ;!i)(J))d;J:¥1:l'·9o (Neg.)----- - - - - - - - - - - - -

2.

~

3. ;:: 4.

7 -

~ ~ ~ ~;J: ;!;)

Q) {> ~

lt'

T- t " 't ~;J:

5. ;::

(J)

* ~;J:

L- t:. l'' iJl ~t £ 9 o ( Neg . ) fJT L- lt' '"('· 9 o (Neg.) _ _ _ _ _ _ _ _ _ _ _ _ _ _ __

~;J:

{> iJl

£ L- iJl "? t:. l'' 9 o (Neg.) - - - - - - - - - - - - - -

b t:. L- (J) ·e 9 o (Neg . ) -------'-'--------'------ --

III. Supply appropriate particles. 1. Ll.J EE ~ ~ 2.

;::

Q)

;\ /

fJT L- lt,_]!!_i!IJ ~ £ tt ~ o ~ lt'

n _ v t:. L-_ 4. ~ ~ t:._ '*' t1' ~ 3. :::

IV. l.

2. 3.

4. 5.

Mark "X" where not needed .

L-

<

*-'"'

;!;)

ry

*it~

~ Y _i!5

~ "(' 9 iJl

ry

0

*tt ~

0

i!5 :tJ

0

Make your own sentence using the verb given.

T

9

o

134

JAPANESE BY THE 'IOTAL METHOD

V. Fill in the blanks in the chart. Dictionary Fon ~

tL\-'

tL\-' l'T

Past Polite Fon

Negative Polite Fon

Polite Fon ~

Do not use kanji.

~

tL \-' 1:' ~;t N>

t)

*it A.

~

tL\-' -r l t::

ili tJ~ ~t .Q t::"'J t.ii ~

;V) "? \-'

7\..~\-'

t;t l .Q ~fli ~.!::.Q

111 < t.l.Q

VI.

Express in Japanese .

1. Is Tom your younger brother? - - - - - - - - - - - - - - - - - - - -

2. Was that French book difficult?

-------------------

3. I'm going to Tokyo tomorrow. 4. My new ball-point pen is no good. 5. My father is going to return to A•erica to1orrow .

LESSON 6

BUYING AND EATING PROBLEM:

OBJECTIVE:

As in English, the distinction between transitive and intransitive verbs is not indicated in t he " shape" of the word, but in the larger context of clause--i.e., transitive verbs "take an object." (1) To introduce the Transitive Verbal Clause. (2) To present the Topic and Subject slots in transitive verbal

clauses .

SECT I ON 1 .

VOCABULARY

Dri ll ~

~

Pi? ( Pi :b tJ: ~

75~5

;

vt buys

( tJ~:btJ: ~ . tJ~? k

Pi ? k )

%6 C% GtJ: ~ ; % -:::> k )

particle, Object marker

'

)

56

vt sells

C 5 GtJ: ~

;

5

-:::>

k )

W'Etr ?tr ( wt ~ t,£ ~ ; W'tlvtc ) ( J: "?tJ:~ . ? lvtc)

., : vt reads

'

Yt6 ( .~JJ: ~ ; Ytt~)

~6 ( Jr.tJ:~ ; Jj..fz:)

ctllv

2r.tlv

(cooked) rice; a meal

1lz""6

t~ -;::z6

vt eats

~

( *""tJ:~ ; *""k)

(

vt sees; looks at

~

~z:-:::ztJ: ~ . '

c ~~)~vt

k""k )

sake (Japanese rice wine) (or alcoholic drinks in general)

vt drinks J

1::•- Jv

beer bread cake (Japanese) tea coffee 135

136


l_i;!Jj.

-c iJ!Jj.

letter (epistle )

tJ~<

~<

vt writes; draws; paints

;{_

~

(a) picture (drawing ; painting)

;{_ 1./)i;i

~!./) i;i; ;{_ !./) i;i

movie

Yc(J_)-T

Yc"i><:

the (lit. , that) child

-"'lv~.t?

-"'lv~.t?

study

Vi 1.:-&>'J ~ ( Vi 1.:- &>') t~ !./) Vil.:-&>'Jtc..)

Vi 1.:- &>') ;:, ( Vi 1.:- &>') t~ !./) Vi 1.:-&>'J tc.. )

vt begins

(

tJ~tJ~t~ !./) • tJ~l./) tc..

,

)

;

( t;~ ~t~ !./) ,• ~!./) tc.. )

;

l

7i!IW

~~(/_)

kimono (Japanese style dress)

~~

~;:,

vt wears; puts on (clothing)

~ t~ 0

(

( j;,-. )

( ~ t~ !./)

; ~ tc.. )

Vi l

( j;,">)

-?t;~?

-?t;~?

(

(

-?t;~bt~ !./) ;

-? 1J ~ ··:::de..

)

;

~

tc.. )

ttl

chopsticks

vt uses

-?t;~t>t~l./)

-? t;~-:;)

;

tc.. )

r·;

door

~vt.o

(

~vtt~ !./) ; ~vttc..

)

1E l&>'J-0

( l

&>') t~ !./) ;

l

&>') tc..

)

~vt~ ( ~vtt~l./)

vt opens

;

~vt tc..)

?c-

window

l~~ ( l~t~l./); "C&>'Jtc..)

vt closes; shuts partiaZe, Indireat Objeat marker Japanese (language) language (e.g. , the Japanese language) (noun suffix)

j;,">

l;t ~ ( ~"> l ;{_ t~ !./) j;,"> l ;{_ tc.. )

j;,"> L-;{_ ;:, ;

( j;,-. j;,">

;{_t~ !./) ;

lX.tc..) vt gives (someone)

&;) ~1-!>

&;) ~1 .Q

1- 7 / y A

l

vt teaches

~

-

- 7

v

• -l-

4

~~

'- ..::;

'i

I'

. , .,

/

"'7 .,.., _ A 1

::1 ~:i -l-

7

., 4

transistor radio

Lesson 6 BUYING AND EATING

137

~vt~

~vt~

(a) watch; clock

iJ}7

ji;.:;;

camera

1 ::¥ 1J .AA

1 ::¥ 1):;;;: t,~

Englishman

) - 7 -

? - 7- -

air-conditioning unit

~-t:t-.:6

.7}.~.:6

(

~-t:ttJ:~

--:1

-:-1

( )}. -1t tJ: ~ ; Jf.-t:t t-c

; ~-t:tit)

vt shows

)

{DJ

"? v ~::· tlvc

what?

-:1".:6

-:1".:6

vt does

::T v

~::·

television

C LJ.t ~ ; LJ-c )

C l.J.t ~ ; L.t-c ) Dialogue

tl~l

it"'"" ~ 3

Hayashi (personaL name)

; t-c"'"" ~ v

food

i'"~~~

sukiyaki (a Japanese f ood)

~

and (a conjunctive used be-

tween nouns or noun phrases) tempura (deep-fat fried food)

Reading

adj (is) red Common Expressions Let 1 s see . think . . .

. / Let me

Thank you.

Won 't you . . . ?

SECTION 2. 1483

J

KANJI STUDY

( 5)

Ji5

tJ~5

tJ~

%.:6

2_.:6

5 ( .:6)

=--=t..r l'i1l:

?t..r

J: ( 't_r )

1477 ~

~~ 1424 ~ ~

138 460

940

JAPANESE BY THE TOTAL :METHOD

jL

'*

44 ~ 1621 % 522

Jt~

:7;~

Jj..(~)

~-"'6

t-c~ 6

t-c ( ""' 6

iV\tJ

otr

V(tJ)

m~

~~v

~v

B*~

Kfi~c

::: l

#

tl~ l

tl~l

~V>

.;h i&>V>

.;h Jj> ( V> )

)

~

~

1892 ~ 1045 ~ .J

'

New Readings

115 [llJ :

{PJ

1?.~

{PJ

tllfL

SECTION 3.

(1)

..

DRILL

Substitution :

Cues:

a)

!JC ~

b)

IDttJ

c)

.ft6

Expansion: (b)

Add

ib l f-c

to the sentences in l(a).

Substitution:

Cues:

a)

~~ ~

r'B:Jv •

~2

-' '"'Q

Lesson 6 BUYING AND EATING

139

Expansion: (d)

tb Lfz:.

Add

to the sentences in l(c).

~V>::$:a-

tb Lfz:.

:biz:. Ltl

Example :

Substitution:

2.

:b tL Ltl

ctllva-

~~1-ltlvo

Cues:

a)

j:,.,.~ VJ"

~U

b)

~:::·-;v

c)

/~

d)

7-::f-

:;/


ibtJ:fLtl

A:

tl\t>, ( ctl/v a- ) a)

/~ /

b)

7-::f-

c)

vc <

Cues :

4.

cV:tlva-

Q:

j:,.,.~ VJ"

a-

~~1-tiJ•o

~~~-to

~Jj.. ~

-:t"iJ•o

Q:

;bfJ: fLtl

A:

(a)

\!> \!> ;{_ , ( j:,-. ~ Vi a-

)

fVz Jj.. ~ -lt lvo

(b )

\!> \!> ;{_ , ( j:,-. ~ VJ Vi )

tV\ Jj.. ~ -t:t" lvo

Cues:

i?-?

a)

j:,.,.

b)

~:::· - ;v

c)

:J-t:-

Substitution: 5.

(a) -f- c t Vi Cues:

a)

cVilv a-

i;t~ ~

::$:

WEu

Lfz:.o

~\;> ~

i'"o


140 b)

::1-~ -

AAu

c)

-r. iJt.Jj..

iJ~<

d)

;{_

iJ~<

e)

;{_ 0iJ~

~6

Expansion: (b)

Add

~ ([)

(c)

Add

i'" <+

5

to the sentences in 5(a) .

to the sentences in 5 (a) .

Substitution:

*:a:

--t:"([)-f-Vi

6. Cues :

~0-£

~lv~.t?

a)

-Jt lv -c lf<:.o

ti:L:tl66

~

c)

m!IW Vil

~iJ-?

d)

1-"7

e)

-£c

L-tl66

b)

~6


Q:

T C ~ tJ: VL (:a:

A:

(a)

Vi 0 , ( VL (

:a: )

~~ 1

L- fLo

(b)

Vi 0 , ( VL ( Vi )

~~ -£

L- fLo

Cues:

8.

a)

~~j

lf<:.iJ•o

... ~ /

b)

-7 - ::f-

c)

L'tl:lv

VL (

:a:

(a)

0 0;{_, (

VL

(b)

0 0 ;{_ , ( K (

Q:

T C ~ tJ:

A:

~~ j

lfz:. iJ•o

-c L- fLo :a: ) ~~-£ -Jtlv -c L- fLo

(Vi ) ~~-£-it lv

Lesson 6 BUYING AND EATING Cues:

a)

-'"~;/

b)

7-=f-

c)

ctllv

141

Substitution:

B*=Atl

9. Cues:

~ffilA

~ffil~

b)

77/7-A

77/:A~

c)

7JIJtJA

x_ l,n~O) *.:If> ~f £

f1-;; A

B*=Atl Cues:

i>~ L-X.

B*=~:fr

a)

d) 10 .

;t-?1~-c!lvVC

7 J

f1-;; A

cvt~.n

b)

77/:AA

tJJ-7

c)

1:¥ 1J:AA

!1-7~t!W

~ffilA

5t1:.tl :bkl-VL Cues: a) Lll*=c!lv

0

..

!

11.

t:

% !J 1-:t"o

~7/:/:A!J-7:/;d-:fr

a)

d)

L,

~·1 '/~

tJAVC

1)

1-:t"o

;0!?

b)

t-?1~-c!lv

c)

c' 1te~c!lv

d)

"' 1)

C:.

5 ([) !1-7-:fr

Jt~1

L-ko

tJ}7 cvt~.n

~

~ituation-Response

-2 .

:7-'C!/v

* :Tv~:::·

(Question-Answer):

The tutor gives the situation, or statement, and then questions the student about the content. ;l; c' Situation: :bk ltl 1te~c! lvVL *=:fr &5 ~f £ Gt:. o (a)

Q: A:

(b)

Q: A:

*:fr &5 tf £ L, t:. iJ' ;bt.r. fL.;Q! (1ti:~c!lvVL) ( *=:fr ) &5 ~f £ Gt:. o :bkl-tl tcnvc *:fr &5 tf £ Gt: :b'-' o ( ;bt.r.ktl) fb:Jfic!lvVL C*=:fr) &5 tf £ L, t:. tctL;O!

1te~c!lvVL

0

0

/


142 (c)

Q:

A:

(d)

Q:

A:

:b tz:. LA:t ( ~ t.c

~Jfi ~ lv

fdi )

{iiJ 't

115 ~f 1 L- t: iJ~ o

( '(tc)fi ~ /v VC )

:b tz:. LA:t fiiJ ~ ( ~t.ctz:.tl)

vc

::<$: ~

115 ~f £ L- f:: o

L- 1 L- tco~a 1te!i~lvVC

::<$:~

&5~f£

L-t:o

English Equival ents 1.

books . I I (will) buy a book. sell books. I I (will) sell a book. read books. / I (will) read a book. look at books. / I (will) see/look at a book.

(a)

I buy a) I b) I c) I

(b)

I'm going to/will buy (a) book(s) tomorrow.

(c)

I buy a) I b) I c) I

(d)

I'm going to buy a cheap book (or books) tomorrow.

cheap books. I I'm going to buy a cheap book. sell expensive books. / I'm going to sell an expensive book . read old books. / I'm going to read an old book. look at new books. I I'm going to look at a new book.

2.

I don't (or a) I don't b) I don ' t c) I don't d) I don't

3.

Q: A:

Do you drink sake? Yes, (I) drink (sake).

a) b) c)

Do you drink (Japanese) tea? Do you drink beer? Do you drink coffee?

Q: A:

Do you drink sake? (a) No, (I) don't drink (sake). (b) No, (I) don't drink (sake).

a) b) c)

Do you drink (Japanese) tea? Do you drink beer? Do you drink coffee?

4.

5.

will not/am not going to) eat rice (or a meal). drink sake. drink beer. eat bread. eat cake.

child(ren) (or my child) ate rice/his meal. The child read a book. The child drank coffee. The child wrote a letter. The child drew .a picture. The chil d saw a movie.

(a)

The a) b) c) d) e)

(b)

The child(ren) (or my child) ate rice yesterday.

(c)

The child(ren) (or my child) ate (his meal) right away.

Lesson 6

6.

7.

8.

9.

The a) b) c) d) e)

Q:

BUYING AND EATING

(lit. ~

The The The The The

That) child didn ' t buy a/the book(s). child didn't begin studying. I The child didn't begin his study . child didn ' t dress (Zit . ~ put on a/his/her kimono) . child didn 't use chopsticks. child didn ' t open the door . child didn ' t shut the window .

A:

Did (the) child(ren) eat (the) meat? (a) Yes, (t he) child (ren) ate (the) meat. (b) Yes , (the) child(ren) ate (the) meat.

a) b) c)

Did (the) chil d(ren) eat bread? Did (the) chi l d(ren) eat cake? Did (the) child(ren) eat rice/the meal?

Q: A:

Did (the) child(ren) eat (the) meat? (a) No, (the) child(ren) didn't eat (the) meat . (b) No , (the) child(ren) didn't eat (the) meat.

a) b) c)

Did (the) child(ren) eat bread? Did (the) chil d( r en) eat cake? Did (the) child(ren) eat rice/the meal?

A Japanese teaches Mr . /Mrs./Miss White (the) Japanese language. a) A Chinese teaches Mr. White Chinese. b) A Frenchman teaches Mr . White French. c) An American gave Mr . \fuite an English book . d) A German gave Mr . White a German book .

10. (The) Japanese sell Ameri cans transistor radios. I Japanese sell transistor radios to Ameri cans. a) Japanese sel l Germans watches/clocks. b) Japanese sel l t he French cameras. c) Japanese sell the Engl ish air- conditioning units. d) Japanese sell Chinese kimonos . 11.

143

(The) teacher showed me (the) school a) The teacher showed Mr./Mrs./Miss b) The teacher showed Mr./Mrs./Miss c) The Teacher showed Mr . /Mrs./Miss d) The teacher showed Mr./Mrs./Miss

air- conditioning unit . Yamamoto the school camera. White the school clock . Sato the school book(s). Harris a/the school television.

12 . Situation: I gave Mr./Mrs . /Miss Sato a/the book(s) . a) Q: Who gave Mr. Sato the book? A: You gave (Mr. Sato) (the book) . b) Q: To whom di d I gi ve the book? A: (You) gave (the book) to Mr . Sa to . c) Q: What did I give Mr. Sa to? A: (You) gave (Mr . Sato) the book. d) Q: What did I do? A: (You) gave Mr . Sato the book .

144


SECTION 4.

GRAMMAR

6.1. KINDS OF CLAUSES. With this lesson we introduce the last of the four kinds of clauses i n Japanese: Transitive Verbal Clause. The total list is given below: SIMPLE SENTENCE BASE 1. 2. 3. 4.

Copular Clause Adjectival Clause Intransitive Verbal Clause Transitive Verbal Clause

These clauses receive their names from the nature of the predicate. Thus , a copular clause has a predicate which contains the copula , an adjectival clause has a predicate which contains an adjective, and the predicate of verbal clauses is a verb. Intransitive and Transitive Verbal Clauses are distinguished by the fact that the latter type can include a direct object of the verb whereas the former cannot. 6.2. SIMPLE SENTENCES MADE FROM THE TRANSITIVE-VERBAL-CLAUSE BASE. Transitive verbal clauses are clauses containing a verbal predicate and optional object and indirectobject elements.

6. 2 . 1. (l)

TRANSITIVE VERBAL CLAUSE:

Basic Pattern 4(a):

Subject

Indicative

Object

I pan ol I I kodomo (wa) (ga) I kodomo (wa) I

I pan ol

Basic Pattern 4(b):

Past

(ga)

(2)

Subject

Ind. Obj.

BASIC PATTERN 4

Pr-edicate

I tabemasul I tabemasul

(He/she/it/etc.) eats.

I tabemasul

(The) child eats.

I tabemasul

'The) child eats bread

Objeat

Pr-edicate

I I ego ol I I kodomo nil I I kodomo nil I ego ol I

..

(He/she/it/etc . ) eats bread

oshiemashital

(He/she/etc . ) taught.

oshiemashital

(He) taught English. (He) taught t he child .

oshiemashital oshiemashital

(He) taught the child English. (The) teacher taught .

I sense (wa) I

I oshiemashital

I I sefis~ (wa) (ga)

I ego ol I oshiemashital

(The) teacher taught English .

I I sefis~ (wa) (ga)

I kodomo nil I ego ol I oshiemashital

(The) teacher taught (the) child English .

(ga)

Lesson 6

(3)

145

BUYING AND EATING

Negative

Subjeat

Objeat

Pr>ediaate

I tabema sen1

1 pan

(o ) (wa) 1 I tabemaseii1

I kodomo wa1

I tabemaseii1

( kodomo wa1

) 1 pan (o (wa) 1 I tabemasen1

(He/she/it) doesn ' t eat. (He) doesn't eat bread. (The) child doesn't eat. (The) child doesn ' t eat bread .

(4) Negative- Past Subjeat

Ind. Obj .

Objeat

Pr>ediaate (He/she/etc . ) ( oshiemaseii deshita1 didn't teach.

(o ) ( ego (wa) 1

I kodomo ni1

I sens~ wa1

I oshiemaseii deshita1 (He) didn ' t teach English .

) I ego (o (wa) 1 ( oshiemaseii deshita1

(He) didn't teach the child English.

) I kodomo ni1 I ego (o (wa) 1 I oshiemaseii deshita 1 (The) teacher didn ' t teach (the) child English .

6.2 . 2. THE OBJECT. There are certain verbs which may occur in a clause with a unit of grammar which we call Object (or "direct object"). The term "object" refers to the element in a clause which is the goal of the action of the verb . The native speaker of English i s familiar with this structure in his own language, though the object comes after the verb in English and before the verb in Japanese. A transitive verbal clause, then , is a clause in which the object may occur .

(1) Optional and Obligatory Elements . It will be noticed that we have used the expression "may occur" when speaking of the object element in transitive verbal clauses. The patterns presented in 6 . 2 . 1., as well as the drills of this lesson, illustrate the optional status of the object . Therefore, the object is an optional element of transitive verbal clauses . However, the object el ement cannot occur in intransitive verbal clauses, nor can it occur in adjectival or copular clauses . Omission of the object is easy enough to understand in sentences like Kodomo wa (gohaii o) tabemashita. (The) ahiZd ate (a meal). In English, too, such sentence s usually omit the object : The ahild ate . But in many instances , especially when the object is understood or bas been mentioned previously in the conversation, this characteristic omission of the object in Japanese can be puzzling to the beginner ; e . g . ,

Q: A:

Sono ega o mimashita ka? Mimashita.

Did you see that movie? (I ) saw (it ) .

As the patterns of 6.2.1 . show, in transitive verbal clauses (as in all clause ~ype s) all elements exc ept the predicate are optional. (2 ) The Objeat-Marker Partiale o. Conveniently Japanese marks t he object ele:ent of the clause overtly with a particle : o. In fact, all slots such as Subject.


146

Object, Indirect Object , etc., except t he Predicate, are marked at the end of the slot by a particle . These particles are something like prepositions in Engli sh, but since they come at the end of the slot perhaps they should be called postpositions . The fact that these slots (or functions ) are so well mar ked by these d i stinctive particles makes it possible to change the order of the slots and still not al ter the meaning of the sentence. (3) The Use of wa to Focus . As the drills of this lesson illustrate, the Objec slot is normally marked wi th the particle o unless the speaker wishes to focus (or emphasize , or call attention to) this sl ot . In such a case the object is marked with wa . Any sl ot in a sentence can be put in focus by marking it wi th wa . Comp the fol lowing two sentences : Kodomo ni ego wa oshiemasen deshita.

(He) di dn ' t teach the chil d(ren)

EngZish. Kodomo ni wa ego o oshiemasen deshita .

(He) di dn' t teach English to chiZdren .

(4) Nani (what) as Object. The wor d nan what? was i ntroduced in Lesson 1; e.g. , Kore wa nan des u ka? What is this? The wor d nani what? which occurs in the present lesson in the Object slot is the same word; the form is changed because it is followed immediately by the vowel o. Remember that the form of t his word before the object- marker particle and also before the subject- marker particle ga is nani . Thus, Nani o tabemashita ka?

What did (you ) eat?

Nani ga arimasu ka?

What is there?

6 . 2.3. THE INDIRECT OBJECT . This lesson points up another feature of transitive verbal cl auses: the indirect - obj ect element . The indirect object can be thought of as a second goaZ of the action of the ver b . However , this element is much like the traditional indirect object in English (except there is no special objective form of the pronoun to fill this slot as in English , Give me the book) . Like the object, the i ndirect object is marked by a particle (ni) which comes aft er the indirectobject noun , or after the noun head of a noun phrase . As was explained above, the particle wa may be attached to the indirectobject element to focus it, but wa does not replace the particle ni as it does the particle o. 6 . 2 . 4 . TWO CLASSES OF TRANSITIVE VERBS . The i ndirect object is optional in certain transitive verbal clauses , which means i t may or may not occur , but it is obligatorily absent from other transiti ve clauses. For this reason , the drills of this lesson are designed to cal l attention to two classes of transi tive ver bs . In 6 . 2 .1 . these are distinguished as Basi c Pattern 4(a) and 4(b). The fact is, in Japanese, the indirectobject slot may occur with some transitive verbs but not wit h others . Certain verbs cannot take an indirect object . One such verb is ,taberu eats . 6 . 3. INVI TATIONS. Invitations and requests ar e often phrased as negative questions for the sake of politeness, but are answered as if they were affirmative questions (see 5 . 2 . for negative questions). The opening sentence of the Di alogue is such an invi tation : J onson-san, kohl ~

E,

.. domo .

0

nomimasen ka ?

Mr. Johnson, won't you have some coffe Yes, thanks.

Lesson 6 BUYING AND EATING SECTION 5.

147

DIALOGUE

i>-- ~ -?

:b k LAi ~C:6-r, ~~ '

3

/

~~'

fPJ-a-

ftA Jt.. j

if*~lvtl

ftj(Jj..j-j- 0

:b t-c. L- tl ~

a-

i>-- ~ vt tl

Y ./ ~ lvtl

~~j ~~ j

-to

:b--~V:Ta-

ffAJj..j-j-iJ~ o

~3/Y/~Ivtl?

ftA Jj.. j -tt lv 0 8

*0

~~!JW-a-

~~ j

1..- kiJ~ o

LJ-c.o

1..-tz:iJ~ o

English Equivalents

Hayashi: Johnson: Hayashi: Johnson: Hayashi : Johnson: Hayashi: Johnson: Hayashi: Johnson: Hayashi: Johnson:

Mr . Johnson, won't you have some coffee? Yes, thanks. I'm drinking (Japanese) tea. By the way, do you drink sake (or alcoholic beverages )? Yes (I drink it). How about you? I don 't drink sake. Have you eaten (Zit., did you eat) Japanese food? Yes, I have. What have you eaten (Zit . , what did you eat)? Let's see • . . . Sukiyaki and tempura. Was it good? Yes, it was good.

148 SECTION 6 .

JAPANESE BY THE TOTAL METHOD READING

15

:J

1

I

)LI

l:::I

1

! ~!z lt

,fj_~

11:

-1,

Lesson 6 BUYING AND EATING SECTION 7.

149

EXERCISES

FiZZ each bZank with an appropriate particZe: 1.

ten

~.nt5c ft~ 1

~ L.. .

:bt-cl,

-=ret

3.

ib tJ:. t-c

{PJ

.z~.nm

L-1 L-t-c

~lv~.t5

0

l-f-c o

2.

4.

1t~"£L-t-c

7-=f-

i>-- L- ;t 1

-r-

0

0

l-1 l-f-co {iJJ

rt?1~~ 1v

:i:>--

L- x_ -£ LJ-c

0

i>-- L- ;{_ 1 L- t-c 0

c:. (/_)

n ~.n

~

:1.1~~1

0

l-f-co

Change each sentence to the form indicated in parentheses:

6.

:bt-c L-tt

::1-l:::-~

7·

-=rcttt

7-=f-~

8.

3'7-3'~/vtl

~J;.. "£

-r-

(Past)

0

:ft~ 1-t"o

:bf-cl-(IL

fJ}7~

(Negati ve) ~{t"£

l-ko

(Ne gative)

It

9.

-f:(/_)

~(J_)-=ftJ:

¥~~

~1-t"o


I sold him my camera.

ll .

That small boy (over there) does not read books.

12.

What do you (or will you I a re you going to) teach hi m?

13 .

Japanese use chopsticks.

14 .

Do you drink beer?

Add accent marks to aZZ the above.

(Ne gat ive Past)

150


SECTION 8.


Telephone! (Useful Expressions fro• Unit 5, p.38)

~~-c- -t

Telephone!

0

Hello! Is this

'b '-' 'b '-' ' ~;f:l,\' ~-? ~\ ~\

1.'"9

;(._ t> :iJl t,.\

0

~J.d;t_T"t o

-- ~ A..,~;t \.-\6

tJ fey=

'?

1..--t->

~J.d;t

8

it>~

t: ~;t

t,.\

t,.\

*

0

~ :iJl

;b :iJdJ

;'{. ~\ ~ :iJl

"9lj.iJ:1f"A...o'boJ $

.t

t,.\

* *1t A. t: 1t '-' * '-' t:

t,.\ t,.\ ;'{. '

<

;b :fJ\

;b :fJ\

*

IJ

·c ~;t ,

L, ~

~

IJ

'-' l

*1t A.

t: 0 .t -:>

~

*

Is

"t:fJ\0

6

No, he/she's not here now . (I' m sorry) I kept you waiting. I don't understand Japanese. Do you understand English?

0

*

;b :fJ\

1t A.

IJ

*"9 0

:fJ\ 0

slowly . I don't/didn ' t understand (very) well. I understand/understood. Well, good-bye.

0

0

o

• I t ~ ~

-c

~

h

~' ~ .t

<

e.g.•l~fl''.t ~~ ~

e.g.

Western Food Henu

meat and vegetable s t ew ftsh and vegetables f rted 1n deep fat pork cu tle t chtcken s htskabob sl1c ed raw ftsh set •enu

~ ~~

l ~\ ~

J;

<

set menu of grtlled f tsh box lunch

t? I < ~?~

~~t?

I

i

I~ ! !,, _

!

fancy box lunch rice se rved 1n large bowl with var1ous types of topptng i n ee topped w1 th tempura i nee topped wtt h pork cutlet ' buckwheat (served as noodles )

i

e . g. e.g. ?

c~ e. g .

;

-c

c

~ ~ b'~c~

Please talk a little 1ore

Pardon 1e.

Japanese Food Henu

t

in?

Yes, wait a mo1ent, please.

tJJ:-:>(:

ll:(r

< IJ

'?

Yes, it is. No , it isn't (lit. it's different). This is _ _

0

*"9

's residence?

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

':

~pices ; b'., t..

musta rd soy sauce Japanese horseradish

l~tiTC.:C

soba topped w1th fried tofu noodles

I i ~

I

L..7.:..f._J:..Y...Z...............k.H~.b.v..P.... -······-········-···············''

iifl'"il?c~

udon topped w1th va r1 ous food s 1nclud1 ng f ish cake venegared rtce (usually topped wtth f t sh) e. g. ii 1: 1· 'J nee ball ;r; I 9 ~ sush1 rolled tn seaweed 1: € '! sus h1 topped w1 th ra w ftsh

curned r tce macaron1 grat1n casserol e 7.7--'f beef steak 7. 1r ?' 7- { spaghet t1 II / J{- :11 hnburger ~~ Pllla ~ 7 7 Pllaf (seasoned rtce wtth •eat or sea food) ;r, -:1 1- t< ·~ 7 hot dog if..i....I:..:Z...7....:t'.................tr..~n.~.h....f.Li..f!.!J....P..Q.J.HQ.~.~--························j

nv -71'7. '1 7 9 /

~

, '

!

---··-~..'2._k..-......~.~-~.!U....\I!J.~.~.d...l!.A.tL~M..i.!l.~.s.... f.l!.O.!J.~....i

Lesson 6

151

BUYING AND EATI NG

SECTION 9.

SELF TEST ( For answer see Appendix 4) I. jj :f:t j:5 ( IJ tJi f.t ( o GtJi tj !7J '$' h 7 )

2 3

0

~

tt A.- ~;1: b t:

0

...,(])'"lj.,.......,.{)-(])""

4 . b t: ~ ~;t

t

~ ~:

<

""'f:,-"""""""··...,..{).....,0)"'

~: ~~

~;t ~ ~' (

0)

A.- ;:

.ij!O) eakon (air- conditioner) )(-"J

(

~

o

Jj.if£ Cf:

TT o

)

i1r WI ~

o

) J

lj.

£ it A.-

II . Supply particles where needed.

0

3

4

5

d) t;t

0

t: ~;I: t:: :tL- T. tJ\ lj.- "/Jl ~

3<. ~' t;\ -

0

**

0

fJ ~

~

*it A.-

* ~ t: "/)\

*

~

t: -

0

"/Jl 0 0

III.Answer the questions , based on the sentence given . ? 7 - ? tt A.- ~;1: tr T ;:: tt A.- ~: A 1 A 0) t ~1 ~' ~ d) ~1 ;j; ~ t: o l;f~ (a) Q: 1:.· :tL tJ\ ? 7 - ? (]) ,@, T tt A.-~: t ~1 ~' ~ d) ~1 a: ~ t: "IJ' o A: ( b) Q: ? 7 - ?

tt A.- ~;I: t:.•:tL ~:

A: (c) Q:

fi!I ~ d) ~j

*

~

t ~1 ~' ~ d) ~1

*

~

t: "/Jl 0

t: "/Jl 0

A: ( d ) Q: fiff rJJt~1l-\""("~f:"IJlo

A: (e) Q:

? 7 - ? tt A.- ~;1: fi!I ~

~

a;

~

t: "/Jl o

A:

I V. Complete the chart. Di ctionarv Form

Enl!"lish

- masu Form

;I;) ~f ."6

ft.-;:6

"/)\ < Mar it;.

6.

. WI' -5 ll?. -3 "':) "/)\-?

t:.-;:;t-t

Writes

152

V.


Express in Japanese . 1. I am going to study (lit., do a study of ) Japanese literature. 2. Mr. (Teacher) Yamada taught me Japanese history. 3. My teacher uses a red pencil . 4. Who are you going to write that letter to? 5. Will you have some (Japanese green ) tea?

LESSON

7

WHERE) WHOJ AND WHAT PROBLEM:

There are two verbs to express "is" (existence in a certain location), one used with animate (or mobile) objects, and one used with inanimate objects .

OBJECTIVE :

(1) To present the peripheral element, Location. (2) To present the two verbs meaning " is" ( "to exist").

SECTION 1.

VOCABULARY

Drill

c:.c:.

c:.c:.

here

VL:

VL:

particle~

~6

E6-:-1

( tJ: \..;'\ ; ~

?

l-?llv -t-C:. wHJC ~~.

*~

t<:. )

L- ~

vi is (inanimate) -:-1

( tJ: \..;'\ • ~

?

'

tc:. )

l-?l-lv -t"C:. u: .t ? V.lv IJ~? c:. ? it'V.IJ~

Location marker

photograph there hospital school

<

university; college company; firm

C:.?L:..t?

l ~ C:.?L:.;?

~-t"C:.

~-t"C:.

over there

~fi

~-·~v

;{_~

~~

~~ C:.?C:.?

high school

Vl:( -? (~lv)

vc7-? C ~ Iv)

butcher (shop); meatman

----?

--?

IJ~V.

IJ~V.

factory

c:. ?

(a) bank

station (railroad)

person or shop engaged in retail business (e . g.~ pan-ya bread store/bread- man) vegetable( - fruit) shop/seller 15 3

154

JAPANESE BY THE TOTAL METHOD (a) picture (drawing; painting) ofuro (Japanese style bath); bath (for bathing) (The polite form ofuro is always used by

women and has atso aome to be gene~Zty used by men. The form furo is sometimes used by men but never by women.)

r -7·Jv

r

V>-t

V>-t

chair

?~*

radio

5-t?

5-t?;--5~

house

M

?x.

before; in front (of)

V>~

V>~

vi is (animate)

:7 .;;

*

-7·Jv

table

( V> tJ; V> ; V> k

( V>tJ:V> ; V>t~)

)

~6

5 L-6

behind ; in back (of)

Et..

"Ec..

where?

J:L.

J:L.

(the) side; beside

c tJ; !?

c tJ; !?

.1}.

~-·

Cftc:!?

J.j..

(right) next to (physical proximity) (on Zy for like things}

~-·

right (side/direction)

Cftc:!?

left (side/direction) -:-1

J:

?X.; - ?X.

on top (of); above

-t-Vf

~(tf

beside; nearby

C:a:,-. ) --c ib Gt.n

C :a:,-. ) --c ~ Gv.

toilet (Zit. , washroom)

1--1 v

~11/

toilet (term preferred by men)

)).. ~-· (/_)~ 5

(the) right side; to the right

~~

ahead

.1}. ~-· (/_) 15 )t;

~

t;t. tJ~

$

inside

'E !vtJ:

what; what sort/kind of?

G

~G

Look! (an exclamation)

i:J.L.

Be..

cat

;{_

~

Eh!; What ! (an exaZamation)

E lvtJ: Dial ogue f~

Lesson '1

WHERE

WHO

155

AND WHAT

Reading :;l:,~ i? ~

(Japanese) tea

-'?

and ( aonjunative used bettueen nouns or noun phrases; ina 1-usive) -:-1

LJz:. ; -.. LJz:.

T

fJ ~

li§(

( fif.l il ~ t.( $> ; lifJ \(> tz:. )

SECTION 2.

42 ~ 560 ~ 397 ~ 161 ~ 1095

1254

vt hears; li stens

( ~ il~ t.c \(>

J:..

; ~ \(>

tz:. )

1 /

Wg~

0:.1:?

~13(

il~?

c: ?

=:!'/

~fi

~--~c.?

=¥/

~

~

M

:rx..

tf6

? L-6

?l-(6)

J:

?X..

?X..

;Jo~*

:;l:,~~

7-v

T

L-tz:.

~

-r J '

109

(

~

)!pj

car stereo

V ;;d-

KANJI STUDY

518 1~ 919

~

::Z.. /

below; beneath

\(>~

~;{_

L-tz:.

New Readings

194

1197

~=

:k:

<~ \(>

~j::

7)~

~13(

il~?

::k~V>

;Jo~ ;Jo~~ \(>

::k~

ti.V>il~

(1)

540

~:r

: rr < ~fi

<:.?

<

(3)

567

-.s- • ~·

\!>(

( 5)

~--~ c:?

r'S) I.!>

tz:. ---:-1 ii~V>

~~

C: ?C:?

( 3)

156


1669

--:--,

t.J~tc

1i

(2)

1631

IHJ :

Jr. ~-- ([) 1i Jr. ~-- ([) fi ? 1072

7tc :

?t~

-tt/v~(/)

?t

~~

SECTION 3.

if~ ~<

(1)

DRILL

Substitution: 1.

c:.c:.vc

2$::-!J~

a)

F'7

b)

1c

Cues:

th.!? 1i""o

c)

~~ ~lv

d)

-c t.J~:Jj..

e)

7" - ~

Question-Answer: 2.

~~t.J~

Q:

.:t:" C:. VL

A:

(a)

V;t0,

(b)

\;"\\;"${_ ,

Cues:

th .!? 1 i""t.J~o

th !J"ii""o

(.:t:"C:.V'LVJ:

a)

$;&

b)

-}($

c)

t.J•(/) ~ ~

d)

c:. ? L:. .t ?

Substitution: 3.

th.:t-C::.VC Cues :

~fit;~

a)

x_~

b)

~t5(

c)

V'L(i='

d)

i=>;i:," i='

th.!? 1

~fco

~~Vi)

th!J"i-ltlvo

(4)

Lesson. ?

4.

(a)

.:r: c:.vcr.t Cues:

a)

~

b)

.i>--b6

c)

-T-7·Jv

d)

V>-t

e)

7 -;./ ;:t

bk..l-0

(b) Cues :

5.

a)

~ec

b)

bk..l-0

c)

~fi

5-;0 Mvc Cues:

6.

.i>-- c 5 c

b)

V>~5c

c)

lbVl:

d)

;btl

C:.0"-~Vl:(tl)

bk..l-0

tl:.0A

b)

~0-T-

c)

1;(0-T-

d)

.i>-- c t.r..

~6Vl:

-; -;;O!

5-;vcr.t

.i>--b6 tl lb 9 1 -Itlv -c LJco !1 - 7-

raJ~

:r v -£ E

V> j -It lvo

V> 1 lk..o

b)

tltl 7J.lJtJA

c)

?'t;(:£

d)

LIJ/.$:-c;!v

a)

AND WHAT

9 1 -Itlv -c l ko

~0Atl

a)

Cues:

;b

WHO~

-T E ~ ?J~ V>"ii'"o

a)

Cues :

7.

j-Vt:VJ:

WHERE

1::'

157

158



Q:

T C ~ v±

A:

(a)

;{_ ~ VC ~ j v± ~ , ( ;{_ ~ VC )

(b)

~~;{_ ,

Cues:

a)

~13'l

b)

T"'' -

c)

5-b

d)

-""'..~

( ;{_ ~

LJz:il•o ~1

LJz:o

VC ((tl )) )

~j

-1t lv --c' LJz:o

~

Substitution:

9.

L.e:>"""'-~VC

Cues:

-T c

~j

~ il~

a)

~~

b)

fl - 7 -

c)

~6b.

d)

F' 1 'YA

e)

cvt~

i'"o

Question-Answer : 10 .

Q:

Llr;$:c!lvtl

cL.VC

A:

( LiP~: c! lv tl

)

~1-:til•o

~ t,r.

tz: ([) WJ VC

Cues :

11.

Q:

A:

::rv~tl

~6

b)

.t<:.

c)

c t,r. 9

d)

.7). ~--

e)

(}fi9

th 9 1 i'"il•o

c<:.vc

(:;T-v~v±)

a)

~ j -j'-o

:;T- -

7• Jv ([)

Cues:

.t<:.vc

a)

J:

b)

Jj.. ~--

~

91-to

12.

c)

C.Fff. '!J

d)

-tVf

Q:

:J:,-.--c ~

GV>/ ~ 1 v tl

A:

;!:,• L ~

GV> /

~ 1 1/ Cues:

159 .

WHERE

Lesson ?

c!: <:.vc

tl 4

~

~-- (/_) 15 VL

a)

Off. '!J (f)/j

b)

1f6 <:. (f))t;

c)

3t

d)

'!J 1 -tiJ•o

~

~

'!J

j

-t

0

(}) q:.

FPee ExpPession: 13.

Draw a picture on the blackboard and explain what you have drawn . For example : " Here is a house. To the right of the house there is a tree. In front of the house there is a car."

Question- AnsweP:

14.

Answer the question using the words in the cue .

A:

(b)

;

~

Cues:

a)

;<$:// - ~ ~

b)

:$://-t-/x_~vu~

c)

11.1-7 /7-/ .:t /cvt V>

d)

¥ -;v---:: /

j

"to

7

A:

~~\tl;$:;0~

- 7· Jv([)

~

'!J

a)

5 -j-V>

b)

+

c)

:;k~\tl

d)

~It>

j

Cues:

v

a)

f--{

bl

i1H1

c)

il6 1J: t: 0) ? 'tJ

~ iJ~

---

/ "S: lvh.lvO~/ iJ•4

-to

Alternative Location Pattern

/-

*c

clvt.c;
J:V'L

Q:

Cues :

15.

!J

~

'!J

j

-tiJ •o

~

'!J

j

-to

160

JAPANESE BY THE TarAL METHOD

English Equivalents l.

2.

Here is a book. I There is a book here. a) Here is (a/the) door. b) Here is (a/the) window. c) Here is a photograph. d) Here is a letter. e) Here is (some) cake.

A:

Is there a hospital there? (a) Yes, there is. (b) No, there is not (a hospital there) .

a) b) c) d)

Is Is Is Is

Q:

there there there there

a a a a

school there? university there? company there? factory there?

3.

Over there there was a) Over there there b) Over there there c) Over there there d) Over there there

4.

(a)

There was a) There b) There c) There d) There e) There

no television (or There were no T.V . sets) t here. were no pictures there. was no bath there. was no table there. were no chairs there. was no radio there.

(b)

There was a) There b) There c) There

no bath in my house . was no air conditioner in the school. was no television in my high school. was no window in the bank.

a bank. was a (R.R.) station. was a high school. was a meat store. was a grocery (vegetable) store.

5.

In front of the house (or my house) there is a child (or children). I There is a child in front of the house. a) My younger brother is in front of (our) house. b) My younger sister is in front of our house. c) My older brother is in front of our house. d) My older sister is in front of our house.

6.

There are a) There b) There c) There d) There

no men are no are no are no are no

in this room. women in this room. boys in this room. girls in this room. adults in this room.

7. My father was behind/in back of me.

8.

a) b) c) d)

My mother was behind me. An American was behind me. The teacher was behind me. Mr./Mrs./Miss Yamamoto was behind me.

Q: A:

Was the child (or Were the children) in the (R.R.) station? (a) Yes, (the child) was (in the station). (b) No, (the child) was not (in the station).

Lesson 7

a) b) c) d) 9.

10.

the the the the

child child child child

at in at in

school? the department store? home (or in the house)? the/his room?

There is a child (or There are children) in this room. a) There are students in this room. b) There is an air-conditioning unit in this room. c) There is a dog in this room. d) There is a German in this room. e) There is a clock in this room.

Q: A:

11.

Was Was Was Was

Q: A:

Where is Mr./Mrs./Miss Yamamoto? (Mr./Mrs./Miss Yamamoto) is in front of you. a) (Mr. Yamamoto) is behind you. b) (Mr. Yamamoto) is at your side. c) (Mr. Yamamoto) is next to you. d) (Mr. Yamamoto) is on your right. e) (Mr. Yamamoto) is on your left. Where is the washroom? The washroom is on the right- hand side. a) The washroom is on the left- hand side. b) The washroom is at the rear. c) The washroom is (straight) ahead. d) The washroom is inside the station .

13.

(Free Expression Drill)

14.

(a)

Q: A:

(b)

15 .

WHERE, WHO, AND WHAT

Q: A:

Q: A:

What is there on the table? There is a book. a) There are a book and a notebook. b) There are a book, a notebook, and a pencil . c) There are a camera, a radio , and a clock. d) There are a ball-point p en, a fountain pen, and paper . What kind (i.e. , description) of book(s) is/ are on the table? There is a thick book. a) There is a thin book. b) There is a small book. c) There is a big book. d) There is an old b ook.

Where is the station? [Pointing] (It's) right over there. a) Where is the toilet? b) Wh e re is the bank? c) Where is your house?

161

162


SECTION 4.

GRAMMAR

7.1. PERIPHERAL ELEMENTS OF CLAUSES. With the introduction of the Location slot in Lesson 7 we begin to explore the expansion potential of clauses in Japanese. In other words, we begin to learn how to make longer sentences . There are a number of other elements (slots) which we refer to as peripheral elements because of their optional status (i.e., they may or may not occur) and because of the fact·that they are not distinguishing elements of contrastive clauses (such as Object for transitive clauses). Peripheral el ements may occur in both intransitive and transitive clauses, and some of them (e .g., Time , Location) may occur in adjectival and copular clauses as well. To help the student grasp the construction of expanded clauses (expanded simple sentences) the following model is given, showing the types of elements or slots and the order in which they usually occur in the same clause, but the speaker has some liberty to select. It will also be discovered as one develops familiarity with the language that there is a certain amount of f reedom with respect to the order in which these elements occur. For example, an element may be moved to the front of the sentence for emphasis . Since elements are marked by particles which show the role which the element plays with respect to the predicate, it is easy to keep tab on them. Incidentally, it may be of i nterest to know that our survey showed that usually no more than four or five elements (slots) occur in a single clause (simple sentence) in normal conversation . EXPANDED TRANSITIVE VERBAL CLAUSE (Time)(Loc/Dir)(Subj)(Acc)(Means)(Manner)(Ind.Obj)(Obj)(Pred) Abbreviations :

Loc=Location Dir=Direction Subj =Subject Acc=Accompaniment Ind.Obj =Indirect Object Obj =Object Pred=Predicate

7.2. THE LOCATION ELEMENT (1). The Location element, as the name of the slot indicates, identifies the location in which an action takes place or a certain state or condition exists. In this lesson the latter function only is i ntroduced; i.e . , location in which a certain state or condition exists. With the two intransitive ("stative") verbs arimasu is (inanimate) and ~masu i s (animate), the location element is always marked by the particle ni, but it is marked by de with verbs of another class. 7.3. TWO VERBS MEANING "IS" : aru AND iru. With animate objects, such as people, animals, birds, fish, etc., the verb meaning "is" (i.e., existence i n a certain location) is iru (Polite, imasu): Kodomo wa eki ni imashita. (The) ahiUi was in the station. Kono heya ni inu ga imasu. In this room there is a dog ./There 's a dog in this room. The verb meaning "is" (location) used with i nanimate objects, such as books, chairs , houses, etc., is aru (Polite, arimasu) : Tsukue no ue ni hofi ga arimasu. There's a book on (top of) the desk. Asoko ni gifiko ga arimashita . There was a bank over there. As explained before, the copula desu is not a verb and it should not be mistaken for these verbs of location. The meaning of is in He is Mr. Tanaka. and is in Here is Mr. Tanaka. I Mr. Tanaka is here. is quite different. In Japanese, these two expressions belong to different clause types: COPULAR CLAUSE:

Ano kata wa Tanaka-san desu.

He is Mr. Tanaka.

VERBAL CLAUSE:

Tanaka-san wa koko ni imasu.

Mr. Tanaka is here.

Lesson 7

WHERE

WHO~

AND WHAT

163

7.4. THE PARTICLE wa WITH NEGATIVE CONSTRUCTIONS (see also 5.1 . 3). In Lesson 6, the use of wa to replace the object- marker particle o i n negative constructions was observed: 0-sake o nomimasu . I drink sake. 0-sake o nomimasen. I don 't drink sake. 0-sake wa nomimasen. I don ' t drink sake./It is sake that I don ' t drink. The use of wa to call attention to the Indirect-Object slot when it is this slot that is being negated was also explained in Lesson 6: Kodomo n! wa ego o oshiemasen deshita. (He) didn't teach English to children. In Lesson 7 a similar. use of wa is found; i .e ., wa is used to mark the element of the clause which is specifically negated. This may be referred to as "focusing" a clause element by marking it with wa: Thus : LOCATION IN FOCUS

LOCATION NOT IN FOCUS Kodomo wa eki ni imasen deshita.

Kodomo wa eki ni wa imasen deshita.

The child was not in the station .

The child was not in the station.

Observe that wa does not take the place of the location-marker particle ni but is added after it, just as in the case of focusing the Indirect-Object marker ni. The particles ga and o may be replaced by wa, but wa is added after other particle: Any slot in a clause may be brought into focus by marking it with wa. With t his understanding of another use of wa we can now explain the use of wa in the negativ• predicate slot: Nihongo wa muzukashiku wa arimasen. Japanese isn't difficult. In the following examples note how wa serves to focus or "topicalize" elements: (1)

(2)

( 3)

SUBJECT NOT IN FOCUS

SUBJECT IN FOCUS

Hon ga arimasu.

Hon wa arimasu.

There is a book (here).

There is a book (but no paper).

INDIRECT OBJECT NOT IN FOCUS

INDIRECT OBJECT IN FOCUS

Kodomo ni ego o oshiemasen .

Kodomo n1 wa ego o oshiemasen .

(He) doesn 't teach English to children .

(He) doesn ' t teach English to children.

OBJECT NOT IN FOCUS

OBJECT IN FOCUS

Ego o oshiemasu.

Ego wa oshiemasu. (Keredomo, Furansugo wa oshiemasen.) (He) teaches English. (But~ he doesn't teach French.)

(He) teaches English.

The three examples above illustrate three uses of the particle wa (cf . , 5.1. 3. ): (a) to topicalize or "thematicize" an element of the sentence; i.e. , to set up some element in the sentence as the topic about which a statement is made , as illustrated in Example (1); (b) to focus a specifi c element of the sentence (clause) which is negated, as illustrated in (2); and (c) to contrast two elements in different sentences (cl auses), as in Example (3). 7.5. INCLUSIVE AND EXCLUSIVE Noun Phrases) . Drill 14 here of three conjunctives between Do not use these conjunctions

"AND" (see also Lesson 23 for drills on Compound and the Reading of Lesson 7 demon strate the use nouns or noun phrases: to, ya, and mo. (Caution : between sentences.)

The particle mo was introduced in Lesson 1 with the meaning "also," and it was shown how this particle replaces the subject particle wa i n copular clauses: Kore wa hon desu ka? Is this a book? Kore mo hon desu ka? Is this also a book? The particle mo has a number of meanings, including "also ," "too, " "even," "as much (many) as," etc. In this lesson another use of mo- conjunctive- is introduced.

In this usage mo


164

• • . mo carries the meaning "both . . . and . . . " :

Kore mo sore mo hoii. desu ka?

Are both this and that books? Note that mo follows both nouns in the example; every noun , including the last noun, in a series which is joined by t his conjunctive is followed by mo . The conjunctives to and ya introduce a concept common to many languages but foreign to English; i .e . , the concept of incZusion and excZusion when enumerating items. In English , when we wish to imply that the l ist of items wh ich we are enumerating could be expanded to include others , we use an expression such as the following: "There are books, notebooks, pencils , etc., in the left - hand drawer ." In Japanese, the use of the conjunctive ya between nouns or noun phrases implies (like the English and so for th or etc.) that t here are other items which could be added to the list given but are not specifically stated . I n other words, ya is an inclusive conjunctive ; i.e. , ya implies a longer list: Tsukue no ue ni wa hoii. ya nBto ga arimasu. On the desk there are a book and a notebook. (From the point of view of the speaker , the list is still open . Compare the use of etc. i n English . ) The conjunctive to, on the other hand , is excZusive, meaning that the speaker has closed the list (even though there may be other items which he could have mentioned): Tsukue no ue ni wa hoii. to nato ga arimasu. On the desk there are a book and a notebook.

7.6. ALTERNATIVE LOCATION PATTERN. You will often .hear questions asking for the location of somet h ing using the Copular Sentence pattern, thus :

·1 Noun + -

I

wa

I

Yub1iikyoku wa

I

Noun

d6ko

+

desu

desu

I

ka?

ka?

Where is the post office? This is the f irst basic sentence pattern which was introduced in Lesson 1 . This pattern alternates with the verbal sentence pattern with the location element which is introduced in Lesson 7, and e ither pattern is acceptaqle. However, note that the Location Element marked with t he particle ni never occurs in the alternative location patt ern.

Lesson ?

SECTION 5.

c. ntt

~ ,z, ,

7J~ ~ ~

tJ-tcl67Ji

c.ntt :r v

**

165

WHOl AND WHAT

DIALOGUE

!/ ::;; - !/

?7-? :

WHEREl

il~ :b\;') \;') ~

-c-:r:n. o

lito

~· -c-til~o

*~\;')rv~-c'-th.o

(tj:\;')o

TV ~· CD

J:VL

?7-?:

:<$:-c'-th.o

#

;t,

?7-?:

C.C.VL

h. t. tl

{PJ7)!

fiG ,

c c. VL

\;')~-j'-o

~

.b 1

rv~·v

-til~o

.:t-ViVCti

\;') ~ -til~ o

h.t.iJ_\

\/)1-tJ: o


166

** ?7-'J

**'J7-'J **?7-'J

;{_ ;{_

..

\;") j

-r-

0

iJ ~ b \;") \;") h. L. -c -t" o

-t"
0

0

0

-t"? -e-r-n.

0

English Equivalents

Hayashi : CZark: Hayashi: CZark: Hayashi: CZark: Hayashi: CZark: Hayashi: CZark: Hayashi: CZark : Hayashi: CZark:

This is a cute picture, isn't it, Clark. My daughter drew it. Is this a T.V . ? Yes. It ' s a -big T.V., isn ' t it. What ' s on top of the T.V . ? (Some) books. Look ! There's a cat beside the T. V. What! Whe r e ' s the cat? Here (it is). Ah ! Is that a cat ? Is there a cat in your home (or Do you have a cat)? Yes , there i s. It' s a cute cat. Does (that) cat eat bread? No , it doesn ' t. It eats rice. Is that so? That 's a Japanese cat, isn't it. Yes, I guess so (Zit .~ It is so, isn't it).

Lesson ?

SECTION 6.

READING 15

WHERE~

WHO~

AND WHAT

167

168


SECTION 7.

EXERCISES

FiU the bLanks with appropriate words or partiaZes: ~~

01 -t" 0

A

1.

<::.<::.

2.

El*~

)'[;~

c· <::.

iht.t..t-c

~6

0

3.

.:tVA

~fi

0

4.

:77-:7~/v

ih t.r.. kid

:T v

5tJ

00:{_ ' 5.

0

t:'

0

0

:j:,-.~v:r

(rj: 0 ..

~)).1-t"-

0

0

Construat sentenaes using the words

:77 - :7~/v.

given~

:T v

supply ing neaessary partiaZes.

5-t:.:>

7.

tb.!?1-ttlv,

8.

7) ~ :b 0

0 ' .:7cVi ' :bt-c L, 01 Lk , hL.

9.

Lll:<$:~

lv, :bk L, ct.r.. .!?, 01-t

10 .

!::''

L.V, ~. 01-ttlv, ""-i=', A

Express in

Japanese~

and write answers to the questions aZso:

11.

Who is in front of you?

12.

What is under the table?

13.

What is to the right of the facto r y?

14.

Where is your mother ?

1 5.

There is nice (good) meat in the meat store over there .

Add aaaent marks to aZZ the above .

Lesson ?

SECTION 8.

169

WHERE3 WH03 AND WHAT


In The Taxi

..

~ ,,~

~ ""- t5

)'}

M

t.l tJi l-' G £ "9 o

c•< t!lv

ffl =:

~

.. .,

I(>

T

.u

11)

!f

i

!ttl

•

~

T

~

Tokyo Sta tion , Yaesu Entrance

?ffl 0

"" ~

1}

Ueno Park

S." J

it i ~j it ,,, ;::< w 00

museum museum of fine arts

*7

Jv fi

;::<

(..10-:>

1:.. .,

:±l

}..

00

1!

<.,

~

c .. .,

(..~

*

EB ?ts =

;::

3-chome, Shinjuku

§

]f! )¥, I{ )\ _t

To the Foreign Office, please.

(J)

~

i

Imperial Hotel l!.t<

Immigration Office

f,ij

Narita Airport this address

{:£ ji)f

- - £ -r· fiil~ <·· ~ l-'

j)\ j)\

IJ £ "9 j)\

How many minutes does it take to

0

I have the map. £

'?

9 <-·

ti Cli: H:

~-~ t;\ t: 1!:

,, fj

'?

't

< t=.· ~ l-'

Go s traight ahead.

o

t

ylvi{

lN? -r· t5 -3 G -r

Turn right (left).

o

'?

o

Turn (right) at the next corner. Let me (get) out at the light.

o

Here will be fine. St op.

Keep the change. :: 1!'1:

Jj\ JjtJi

I have some small change.

0

1- 7 Y 'J 1!:

o

Open the trunk, please.

?

170


SECTI ON 9.

SELF TEST (For answer see Appendix 4)

iJ :to+!> < t) tJ\ t;t ( V 6 tJi t:t I 'h >J 1J -t )

I.

1.

t:. \-'

2.

~

~ (]) ~ ~i ~:

.4.. ;:

-5

~;t

3. To ire ~;t ;it (~

;: ") ;: ") ~ (])

Jfl ,

(

)

~:

!>

4. Teburu(J) (

)

"'};:. ~ \-' ( ) rJ

");t

TX (

~

tJi

d5

t)

)

d5

)

d5 tJ a; "9 o

d5 tJ a; "9 o

~:

J}. ~· (]) 15 ~:

5. door (

II.

(])

tJi J: -j ~' /4.,

t)

a; T o

a; "9 o

radio (

television(

)

Supply particles in every blank.

*

*

B J... ~;t i3 ::1 - 1::: 2. tt L.lJ ~ .4., ~;t 'fJ\ \-' G ~ 1.

fiX JJ. a; "9 o ~' a; it .4., o -? 'Is

'fJ\ ;it t)

a;

G 1:: o

3. 7 - 7· Jv _l:_ fiii_d5 tJ 4 . d5 t;t

t::

-? 'Is

!l!

5. bt:G(])£'t>( town)

a; "9 'fJ\ o 1.!5 tJ a; "9 'fJ\ o

~~_;t;)t)a;Gf::o

~tnt· ~"'};:. ~

;t;)t)a;it/vl'' Gt:o

III. Fill in the blanks with appropriate verbs . 1. "' ~ (])

2 . "' ~ (])

3. L.lJ * 4. Q:

~ ~

* *

~: fiiJ '/Jl

'fJ\

~: t=_' :tL '/Jl

0

'fJ\

0

.4.. ~;t B * ~g(J)7t;1: TT o

(])

-? ,

A: t-' \-' ;it,

'fJ\ \-'

G~

~: _

i3 t t;t ~: ~r t • ~ ~: ~ B *~.f _ _ _ _ o

_ _ _ 'fJ\ o

t.Hlt ~: ____ o

IV. Express in Japanese. 1. Clark's house is right next to min e. 2. Near my house there is a good vegetable store. 3. Do you have a car? (Hint: Is there a car at your house ?) 4. Do you have children? (Hint: Are there children in your house?) 5. Where do you live (lit., Where is your house)?

)

LESSON

8

LIKE$ AND DISLIKES PROBLEM:

A clause may have both a Subject and a Topic.

OBJECTI VE :

To present copular, adjectival , and verbal clauses i n wh i ch there i s both a Topic slot and a Subject slot.

SECTION 1 .

VOCABULARY

Drill iff~

(

t.t )

-t" ~ ( t.t

( tJ:. )

~ ~0

~ ~0

:J:,"( ~Jv

kJ .t

? kJ

J:=f (

t.t/lfC )

( t.t )

disli kes

~< ~Jv

(your/his) wife

tJ??tJ

cooking; cuisine

t. .t ? -r ( f.t/ I(C

it

T=f CtJ:./ lfC

)

~

~gs: ll>=!

tJ~Jv

likes

~

"T = .A

.....

)

)

t.

skillful (- ly )

/=.A

tennis

:t0c

English (language)

r..../t ( tJ:. / tJ~Jv

I(C )

t.

unskillful (- ly) (a) Chinese character (written language)

§

~

eye(s)

=f

=c

hand(s)

F

=1=:

2:t

voice

-t:t

~

height ---:-1

~0

tctJ~0

adj (is) tall; high

D-(0

D-(0

adj (is ) low; short

~

~~~~

head

tlBfE ~

( tf:i7!?2 t.c 0 ; t:fBfE t~ ) ?JvL"Jv

--r"F~

( --r "Ft.c 0 ; =c ~ t-c )

?Jv--cJv

vi is able; can; is done (e.g.~ the cake is done ) dri v i ng (a vehi cle)

171

172


-?vt ~

-?VJ ~ ( -?VJf.£ \{) ; -?VJ tz: )

vi is baked ; is toasted;

CD 2 6

vi remains

( -?Vjt,£\1) ; -?vt tz:) CD<:~

( CD <:

( CD <: ~t.£ 0 ;

Gf.£ 0 ;

CD2-::Jtz:)

CD<:-::Jtz:)

(
[__, 1

vi opens

( ;b;O>tJ: (./) ; ib (./) k ) I

~

v

C l -£ Gt.£ 0 [__, 1 '? tz: )

~'L

vi closes; shuts

~ ~

( l"i "C;tJ:0 ;

;

[__,? -::JtZ:)

tf ;/ I} /

tf ;/ 1) /

~h6 ( ~ h tJ: (./) ; ~ h tz: )

.,S.~'L c4~~

(./)~

(./) ~

C0 GtJ: 0

; 0

'?

gasoline

( ~ RtJ: \{) ;

; 0

'?

ltz: )

c~6

( c &') tJ: (./) ; c &') tz: )

(e . g., r uns out of gas)

tz: )

-}- / ' / -

tJ: i>"-t ( tJ: i>"~ tJ: (./) ;

vi runs out; is exhausted

vi needs; wants

C0 GtJ: 0

tz: )

? tLk )

-,

tJ: i>"

is grilled

----,

fJ: i>..,."t ( t,£

:jo.,? t,£ (./) ;

Nancy (name, fem.)

vt fixes ; repairs ; mends

t,£~ ltz:) C~ 6

( c &')tJ:0 ; c dt)k_)

vt stops; parks

Dialog ue well . . . (an inter,iection)

(./) ;0> ;0~

how about?

*M

Kimura (personal name)

( i>") ~

c ')

sugar cream this kind; t his sort; this manner

[}~ [__,~ b ; [}~ [__,~ lf

(after) a long time ; (for) the first time in months/ years

vt bakes

Lesson 8 LIKES AND DISLIKES

(

i=>iJ~ t.r: \.n

; i=' \.n k )

J:Vf~

(

i='iJ~t.r: \.n

; i='l.n k )

ihVf~

( J:Vft.r: \.n ; J:Vf k )

173

( ihVftJ: \.n ; ihVf k )

vt g ive s (e . g .~ I give you) (a different verb is used to express "You give me 11 )

Reading

ffi5-t-

1--l-::v..,J>.. vcJ..t...._ J

vt talks

( tl. t,£ ~ t,r: \.n ; tl. t,2 LJ-c. )

( ~~ t,r:\.n ; ~ LJc.) 1\.nV'L~

'?~.n VL ~

ever y day

-t:"0J:

-t:"0 5 :{_

in addition

-t-Vi ~ L- \.n

-t"Vf ~ L;~,n

adj ( i s) wonderful

tiL.

--:-1

~m

L-

kiJ~tl.

Takahashi (personal name)

l.n61.n6 C t.r:/0/V'L) l.n6\.n6 ( t,r:/0/V'L)

various (- ly)

~

( VL

country; nation

!jW

,j_~ ~v/

thing (concrete)

-t.n--r

-t:h--r

then ; t hat ' s why

~:t~

j:,"

( qj:;t t.r: \.n ; qj:;tt-c.)

L-;t ~

( j:,"

vt teaches

L- :t tJ: \.n ;

j:,"

L- :t tz:

)

Common Expressions Please ! please.

(e . g. ~ Go ahead~

I Take

this ~ please;

BUT NOT Please give me) ~

\.n\.n:{_, --rro

~

VJ-:::>2:.5

.z-.n--rtl.

.z-n-=t?tl.

ih .b iJ~ ~ 5

ih iJ~ ~ 5 c c:~~.n?-t-)

(

c:~·~.n1-t-)

well then - -

"F

0

c51.nkl-1 L--eo

No, thank you.

Thank you. o

E51.ntz:L-'?L--co

Don ' t mention it ! all !

I Not at

174


SECTION 2. 537

55 1777

779

KANJI STUDY

"*~ l...

ff~

-t~

-t ( ~ )

~~ pp

;{_1_/)c

X1

§

§

~

=f

---,

66

:c

--c

l:-.t 5~

-r

J=

2:t

cz

~

~k~

~tt-s:

*f1

~tr~

~

~ii i""

V:tt-2-t

~;{_6

i>""l:t6

J:=f 1016

1401

f

=I:

-~

j

1713 ~

1940

367

tt !~

. Vi t.c ( -1" ) i>"" l ( ;{_ 6 )

New Readings 919

_t:

J:

5:t

J:.f:

1:-.t ?f

J:Vf6

~V16

SECTION 3.

(7)

DRILL

Substitution: l.

bklV:t """'~ ~ .t 5 iJ~ ff ~ t:""to Cues:

a)

t:-Jv

b)

;{_ \_r)iJ!

c)

f 1 ';/

d)

i>"" ..s,. 6

594

oo:

!fl!E

~'?c< (4) \9> -

IE

((!C

Lesson 8 LIKES AND DISLIKES 2.

-/ 3

/

~ G0--c'i'"o

<

a)

-!J~-!J~

b)

7 - ;;f-

c)

06t.l

d)

:::::7-l:::-

Cues:

3.

~~-!J~

EB9='~,Z,V:t

:J / ~ ,Z,Q)jO--

<~ IVV:t

_b

a)

~

Cues:

.._

4.

~ffi-!J" PO ~

:btz:L-V:t Cues :

175

X

5 _b

b)

B*~

c)

-t~~~

d)

7=-:A

-!J~

J:=J:--c'i'"o

It

T=J:--c'i'"o

a)

-c,z,~G

b)

-!J~IV

c)

7=-:A

d)

.bx5.b

t-


""IV~ X

5 -!J~

tff~ t:-t-!J~o

Q:

;htJ:tz:Vi

A:

(a)

Vi 0 ,

(b)

00;{_,

(""A_,~ .t 5V:J:/-!J~)

(c)

00.Z,

( ""IV ~

Cues:

( ""A_, ~

a)

:{_0-!J!

b)

06t.l

c)

:::::7-l::: -

d)

f-1 './

X

5 7i~ ) .t

Substitution:

6.

)

1)

;:z..V:J:

Cues :

a)

~-!J~

X~ 0--c'i'"o

=J:

+~ 0

tEf ~ --c' -j'-o

5 Vi/ -!J! )

tff~--c'V:J:

fh_bj-ltiVo

176

JAPANESE BY THE TOTAL METHOD b)

?5

c)

-tt

d) ~

e)

Question- Answer: 7-

l:fB*1-ttJ~o

Q:

]-'' 1' :;; ~;0~

A:

(a)

Vj:0,

(b)

00X.. ,

Cues :

(

:;; ~;Oq

tfj*j

( f 1' :;; ~Vi/ ;0~)

a)

9

b)

J-==-:7.

c)

B*~

d)

?lv-clv

.t

r- 1'

?9

Substitution:

8.

bfc:..L.Vi Cues:

a) b)

7

7 ;/ :7.~;0~

9=I~ ~

]-'' 1'

d)

.:ttL

:;;~

?-- =f- ;0~ Cues:

9 j -to

*~

c)

9.

btJ~

tfj * j

a)

~vt6

b)

c)

f)

if>(

d)

1t:'

L-16

e)

jj '/

f)

1fi

c1 6

g)

:L;/-:);/

t.r. i>'- 6

lJ ;/

~tL6

L. fc:..o

-to tfj* j -It lvo

.

10 .

( bk LA:t) Cues:

Lesson 8

7-::ftl

a)

::1-1::::-

b)

:j:,""*

c)

~::·-;v

177

LIKES AND DISLIKES

\;'\ .!? '£ -It lvo

Yen

d)


Q:

7 / -/ - tl

A:

(a)

~ 7)!

qj:\;'\ ,

\;'\ \;'\ L" "t7i~o

(7/-/-tl)

(~7)~)

1;'\1;'\L"j-o

(b)\;'\\;'\;{_,

(7/-/-qj:)

(~qj:/7)~)

1;'\1;'\k_ ,

(7/-/-tl)

(~7)~)

(c) Cues :

a)

f6 /~;h.\;'\

b)

§/::k~\;'\

c)

~:e:t/ iff ~

d)

.!? .t? .!?/J:.:f

J:(

~.!'J-£1-:tlvo

;bb\;'\L"j-o

TransfoT'171ation : 12 .

Example : Cues :

.7ce:>"£

5fktl

E~

.7ce:> F'7 ~

a)

bfL-ltl

b)

Llr*= ~ lv tl ll! ~

c)

-:/

d)

]j[ ~

3

/

~V:Jj l k o ==>

~~

l..-&6-£ lito

f.t J:,.,. l

"£ l ko

:J / ~ lve:> :j:,.,. ( ~ /vtl

C &6-£ lko

Yce:>"£ Etl

7- ::f ~

i=' ~ "£ l ko

"£ l..- fL.o

178


English Equival ents l.

I like study. a) I like beer. b) I like movies . c) I like Germany. d) I like the (Japanese) bath.

2.

Mr . /Mrs . /Miss Tanaka dislikes school. a) Mr. Tanaka dislikes science. b) Mr. Tanaka dislikes cake. c) Mr. Tanaka dislikes dogs. d) Mr. Tanaka dislikes coffee.

3. Mrs. Johnson (Ut ., Mr. Johnson's wife) is good/skillful at cooking. a) b) c) d)

Mrs. Mrs. Mrs. Mrs .

Johnson Johnson Johnson Johnson

is is is is

good good good good

at in at at

(painting) pictures . Japanese . (making) sukiyaki . tennis.

4. I ' m no good (unskillful) in English.

5.

a) b) c) d)

I'm no I ' m no I ' m no I ' m no

good good good good

at at at at

(making) tempura. (writing) kanji. tennis. cooking .

Q: A:

Do you like study (or to study)? (a) Yes, (I) like (study). (b) No, (I) don ' t like (study) . (c) No, (I) disli ke (study).

a) b) c) d)

Do you like movies? Do you like dogs? Do you like coffee? Do you like Germany? (Lit., As for Alice, [her] eyes are big) . Alice ' s hands are small. Alice's voi ce is good. Alice is tall (Ut. , As for Alice, [her] height is high). Alice is short. Alice is smart (Ut ., As for Alice, [her] head is good).

6. Alice's eyes are big a) b) c) d) e)

7.

8.

A:

Can you speak German? (a) Yes, I can (speak German). (b) No, I cannot (speak German).

a) b) c) d)

Can Can Can Can

Q:

you you you you

cook? play t ennis? speak Japanese? drive?

I understand French (Lit. , As for me, French is understood) . a) I understand English. b) I understand Chinese. c) I understand German. d) I understand that.

Lesson 8

LIKES AND DISLIKES

179

9.

The a) b) c) d) e) f) g)

cake is done (i.e., The cake is made/finished). The cake is baked. There's some cake left over . The door opened. The window shut. I'm out of gas (Zit.~ The gasoline gave out). The car stopped. The engine (was) repaired.

10.

(I) a) b) c) d)

don ' t want (any) cake (lit. ~ As for me, cake is not needed). (I) don't want coffee. (I) don't want (Japanese) tea. (I) don't want beer. (I) don't want that .

11.

Q: A:

Is Nancy smart (Zit . ~ As for Nancy, is her head good)? (a) Yes , (Nancy) is smart. I Yes, she is. (b) No, (Nancy) is not smart (Zit.~ As for Nancy, her head is not good ) . , No, she isn ' t. (c) No, (Nancy) is not smart (Zit.~ As for Nancy, her head is bad).

a) b) c) d)

Is Nancy 's voice pretty? Are Nancy ' s eyes big? Does Nancy like school? Is Nancy good at cooking?

12.

I opened that window. ~ That window opened . a) I shut that door. ~ That door shut. b) Mr. Yamamoto fixed the car. ==;> The car was r epaired (got fixed) . c) Mrs . Johnson baked a cake. ~ The cake was baked. d) (He) stopped the car . ~ The car stopped .

SECTION 4.

GRAMMAR

8 .1. THE TOPIC ELEMENT. Up to this point the Topic element has been used in these lessons but not explained. The fact is, when a new subject (topic) of discourse is introduced by a speaker it receives the marker wa, which indicates t o the person spoken to that the word or phrase so marked is going to be the TOPI C. Thus , in the drills of these lessons, since sentences are given entirely out of context, it is natural in Japanese to state the subject of the sentence as Topic; i . e . , to mark the subject with wa: Watashi wa hon o kaimashita. (I) bought a book. I As for me~ (I) bought a book. When there is only one element in a clause marked with wa and no element marked with ga, the element marked with wa can double as the subject of the clause (as in the drill sentences of t hese les sons

180


thus far). However, as the drills of Lesson 8 are designed to show, sentences containing an element marked with wa and another marked with ga are quite common in Japanese . In such sentences the element marked with wa should be considered the Topic of the sentence, and the element marked with ga interpreted as the Subject. The following chart shows the occurrence of Topic and Subject in copular, adjectival, and verbal sentences. CO-OCCURRENCE OF TOPIC AND SUBJECT

Topic

Subject

Predicate

(a)

Cop.

watashi wa I beiikyo ga)

I like study.

(b)

Adj.

Arisu wa

(c)

Vb.

Alice's eyes are beautiful. Mr. Takahashi can drive.

Tak&hashi-saii wa

I I

I suki desu) me ga) I utsukush!i)

uiiteii ga)

I

dekimasu)

In example (a), the subject of the copular predicate is not "I" (as in the English equivalent), but "study." The word watashi is the topic; i.e., "As for me " The literal rendering (if we slavishly follow the grammar) would be "As for me, study is liked." In example (b), the subject of utsukush!i (are) beautiful, is me eyes, not "Alice." Isn't Japanese logical! 8.2. Suk1 AND kirai. Because of the English gloss in sentences such as Watashi wa beiikyo ga suk! desu. I like study, the beginner is influenced to think of words like suk! likes and kirai dislikes as verbs . They are not verbs but nouns - copular nouns- and as nouns they fill the slot for nouns in the NOUN + COPULA predicate of copular clauses. However, unlike the large class of copular nouns which form adverbials with ni (e.g., jozu ni skillfully, beta ni unskillfully, etc.) suk! and kirai do not form adverbs of manner. Suk! and kirai, like other copular nouns, do not appear in the subject or object slots. 8.3. INTRANSITIVE VERBS WHICH DO NOT REQUIRE AN AGENT; dekiru, aku, shimaru, naoru. It has already been explained that intransitive verbs are verbs which do not take an object. But the verbs used in Drill 9 represent a class of intransitive verbs which do not require an agent; i.e., they do not need to specifY who or what caused the action: D6a ga akimashita. The door opened. Mado ga shimarimashita. The window shut. It is not specified, for example, what caused the door to open; it may have been the wind, or it may be that you thought the door could not be opened but found that it could be opened, without specifying how th~ feat was accomplished. Many verbs of this intransitive type have a transitive counterpart which is used when one wants to specify the agent: D6a ga akimashita. The door opened. Doa o akemashita. (Someone) opened the door. Some other pairs appear below: INTRANSITIVE

TRANSITIVE

shimaru

shimeru

shuts

nok6ru

nok6su

leaves over

tomaru

tomeru

stops

na6ru

.. naosu

repairs

yakeru

yaku

bakes

Lesson 8 LIKES AND DISLIKES SECTION 5.

181

DIALOGUE

?5-?~!v(J)

cB <~ lv :

'J

?

7

;ft:

* ?

*

...

t±B* 1 l tc o

7 - "f 75~

:::I-t:-t

7 -"f tl

*ift~ lv ..

.;~:,--~

v.v.x_ ,

V.J) ~ 75~ L" "tiJ~o

t 5t

f7 1)

VJ "? C. 5 L"-t o

-.J.,. 7)~

.... .

5

-

1]:

-1:" 5 L""tiJ~o

;ft:

.;~:,--

<~lvti

.;~:,--

9

~V.lV.7-;fVJ: 7

-

.t

5 9 7)~ J: =:P -r -t h. 0

fJ :

-**1~ lv"' ( ~lvVJ:

;ft :

iJdJ:.. V.Vi

9

.t

7 - "f~

5 9 Vi .J:=f-r-t 0

~ ~ 1-ftlviJ~o

-r ~ . .

?5-?~!v(J)

cB (

~ /v

:

-1:" 5 L""til~o J:Vf1"to

* 7

*

;ft:

V.V.x_ ,

? :

c5-ro

VJ"?C.5L""tX o

*1 : -t 5 -r-til~o

~

9 7)! t 5 c~' V.1"to

?5-?~!v(J)

cB(

~/v:

V.\.t>x_ ,

C.lvt.r..

~~l~9L""to

~~1-Etlvo

?

V. 9 1"tiJ~o .;~:,-- \;> l \;> 7 - ;f

L""th.o

* IJ

..

~~

C 5V.fc l1lLo

7 - "fti

182


English Equivalents

Clark: Clark: Kimura: Clark: Kimura:

Mrs .

Clark: Kimura: Mrs. Clark: Kimura: Clark: Kimura: Mrs. Clark:

Well, the cake 's done. How about some coffee and cake? Mr. Kimura, do you use (Zit.~ need) sugar and cream? It's delicious cake . No, thank you. You think so (Zit . ~ Is that so)? Your wife is a good cook (Zit. ~ As for your wife, CherJ cooking is skillful). It ' s been a long time since I've had such good cake. Doesn ' t Mrs. Kimura bake cakes? My wife's a good cook. But she doesn't bake cakes. Is that so? Well then, I ' ll give your wife this cake . Please (take it). No, it's all right. Please! Well . . (Zit.~ Is that so?). Thank you. Not at all.

Lesson

SECTION 6.

8 LIKES AND DISLIKES

183

READING

r" ¥-(

i ~t

1i e:_··

tJ

'

184


SECTION 7.

EXERCISES

Construct sentences using the words given: 1.

bk l' ff ~ ' Vi , ;{_\();Vi'

2.

~ t.t..k , 9J~~ ,

3.

? lv L"lv, Vi , .:; 3

4.

--tv, b

5.

B39J~Iv.

;&~

.!?

t:±B*1-t", Vi ,

i·-t-,

h.<:. ,

--r-t-'

~

:/

7i~.

:J :/ ~ lv, i>--

A, Vi ,

~~,

G\1) , Vi,

1Ji 1Ji

<~ lv , 1J~ ,

-c-t-,

([) , 1Ji, -c-;-, J:=F

1Ji

1Ji, ;&~

Change these sentenaes to the form indiaated in parentheses : ~

l: '

6. 1;£~~/vtl

.!? .t ? .!? 1Ji

J:=f:-c'-t"o 7. bt-cltl -{:[1Ji [}(\1)-c'-j-o 8.

$711-~lvtl

B *~-!Ji

9. 83 9J ~ A,([) i>-- <~ lvtl 10.

bt-c. ltl

-r!v~

G-!Ji

1±\*1-t"o

§ 1Ji

~

tL \() -c·-;- 0

ff~-c'-t"o


I am not tall.

12.

Mr . Johnson is intelligent.

13 .

Nancy can speak Chinese .

14.

Do you understand German?

15 .

I am not good at cooking.

16.

Alice doesn ' t like dogs .

Add aaaent marks to aZZ the above.

(Negative) (Past) (Past) (Question) (Negative. Past)

Lesson 8

LESSON 8.

LIKES AND DISLIKES


Wnat Kind Do You like1 Q:

.it••

is<

~: ~ 1J: ~ Jllj tJ~

tit ~ -c· 9 ;f)\

A: 7 7 / A ~ ji!ij t.Ji

tit ~ l" 9

0

What kind of movies do you like?

o

I like French movies . I like westerns . I like musicals .

Q: t'

~ 1J:

J... t.Ji tit ~ ·e 9 :fJ\ o

A: G j' :fJ\ 1J: )... t.Ji

tit ~ -c· 9

What kind of person do you like? I like a quiet person.

o

~th~1J: ~~

I like an active person.

G v'

I like a gentle (kind) person.

Q:

t ' ~ 1J: it .~'(; ;f)i

tit ~ -c· 9

A:

v' :s ~,-, :s 1J: it.~'( !It t.Ji tit ~ -c· 9

;f)\

What kind of food do you like?

0

o

I like various kinds of food. I like Chinese food. I like Japanese food.

~~

v' O)fi.J.m

I like vegetable dishes . I like simple (light) food.

&5-::>~IJGf:it.l'(!jt

Q: t• ~ 1J: A ;!{ - ''J t.Ji

tit ~ -c· 9

:fJ\ o

What kind of sports do you like? I like games played with a ball. I like swimming.

""''

~ )1i. A ;!{ ~

Q:

''J

c:.· ~ 1J: -* t.J\ 91- ~ l" "9 t.J~ o t-.o?Jt"?

A: ~t.Ji

91- ~ -c·9 o

JiJi,J,IDt

I like outdoor sports. What kind of books do you like? I like novels. I like mystery (detective) stories. I like love stories. I like poetry. I like biographies. I like non-fiction.

185

186


SECTION 9.

SELF TEST (For answer see Appendix 4)

jj~t 15 < IJ jy>. ~ (() 0 if,;;7J 1115 -r)

I.

1. Alice~i

c

:tJ:i::k~'-''l'' To

:tJ:i'J'2''-''l'.To

-=c c)

)05<)

::ft

:tJ:i~;tL~t,T·"to

~G'l,

t=- tJ:i '-'' '-'' T '9 o

-:>::t):-::Jf:.r:-:

2. Tom~itennistJ:iJ:-=FT· "t o soccer'b T·"t o (} ( ) ( ) ( ~

4.

II .

0

Change the following to Negative Past. Example:

bf=.G~i

'llv~t":>iJ:i Yf~T·"to

"*

b t=. G ~i

-c lv ~ t:> iJ:i Oi

1.

~ J;

-5 li (today)

"*

<9.>

Yt- ~ T· li 65 !J

*it lv T· G t=. o

·::H' T· '9 o

(/)

~ -5 ~j: - - - - - - -- -- - - - - - - - - - - - - 2 . tJ f=. t., li B ;ifs; ~ tJ->. J: -¥ T '9 o

"*

3. "'

Wl ~i (before)

* (now) *

;f;f ~ i±.li b f=. l., (f)

"*

4. 7

1 )

Wlli A li ~ ~ ~:

"*

~(f)-J~j:

* *T

B ;ifs; ~g (f)

~ 1:. T· '9

o

o

- - - --

- - -- -- - - - - - - - -- -- - -

III . Write appropriate particles in the parentheses and a word from the list on the line. 1.

~"'

!, .L- (

2. 7

1)

A(

3. ]f;! (

)

"'):Pi"'

:±:*Z> (

)

)-5/v'l/v(

<9.>

tt 7.>

) it (

4 . f-*2'/v(

0

)

~

0

0

5.

~7(

6.

'r-~(

)

t*Z>ItdJZ> )

0

0

)

0

IV . Express in Japanese. 1. That German person could not understand (lit., could not do) Japanese. 2. I don't like cats.

But I like dogs.

3. Yesterday, my car wouldn't go. out). 4. What kind of music do you like?

I was out of gasoline (li t. , gasoline gave

LESSON

9

WHEN AND HOW PROBLEM :

Manner expressions and time expressions are adverbs and have certain similarities in Japanese sentences.

OBJECTIVE:

To introduce the Manner and Time slots .

SECTION l.

VOCABULARY

Drill \,;-)-?~

;-::"""'x v • ___, '1::)

always

:kL"V>

fL.\,;-) L \,;-)

usually

~< ~

often; well; hard

~k

C~ C~

someti mes

ViL:-&0-c

v~ v~J L

for the first time

-!fi.

"? fi_

(not) yet

e.,s.~h • .1

today

J:

<

~ .t

1~?~-,~..-r

5

~c;?-c

~

~~ -r c ....... ~ L

the day after tomorrow

*=Jm

~ \,;-)

next week

*=f.!

fl, ~ lr¥""""' ? v • v; ___,

next month

*I¥

~ \,;-) tJ. ~

next year

-?< ( -? i6 d,£ \,;-) ; -? \,;-) tL j:,~

c c \,;-)

L. \9> 5

-::::!< ___, )

vi arrives

( -? ;-; t,£ \,;-)

;

3 \,;-) tL )

) , ~ o* c lcv•

4-,. L

~

5tJm

-It~ L. \9>

5tf.l

1:!.

the day before yesterday

5

last week

~I lr¥"""' rvv; ___,

last month

~ .t 1¥

.,S.~..V,/ e • 4o1.rv

last year

$1;>~~

~7)~ 1;> ~ ~

baby

*See Lesson 3 , p. 83 , footnote.

187


188 ~"in~ ~1 nt.;:v. ;

c

51

n~

vi is born

c 51 nt.;:V>

~"intz:.)

;

51 :htz:)

----:-1

1' :/ f

India

i:lv ~ \9> 5

this week

<:/v(rf-?

this month

<: --,

c~

this yea:r

\;> -:::J

when ?

Vit.;:

Vi fl.

flower

Vi~

tfi,S

spring (one of the seasons)

vc

VC

pa:ro tic Z.e 3 Time l'l'a!'ke!'

~<

~

( ~;V~t.;:V>;

(

vi blossoms; blooms

c c; n~t.;: V>

~V>k.)

~

t.;:-?

tb~

li) ~ ~~

0

;

c; v. tL ) summer (one of t he seasons) fall; autumn ( one of the seasons)

0

winter (one of the seasons)

5B

r~· t~r/,v~.;:, ~ /L r

what day ( of t h e week )?.

J:IJ:?B

Vf -:::J? 5 [f

Monday

n~x 5 [f

Tuesday

-1-V>J:?S

-j'-V> X 5 [f

Wednesday

*J;:?S

~

~lvJ:?S

~ lv? 5 '(j

Friday

c.t:?s

C? 5 (J

Saturday

SJ:?B

VC ~? 5 '(j

Sunday

{liJ.J:

n~

.t: ; s

( X 5 '(j

Thursday

Dial ogue My!

(an inte!'jection3 usu-

ally used by women) shopping flower arranging lesson; practice

Lesson 9 WHEN AND HOW

189 (your/his) wife (Hon.)

ikebana (Japanese flower arranging)

adj (is) enjoyable; fun Reading

t2V>-t ~ ( 1 :f

1 ::f

l) A

t£. )

likes very much

l) A

England; Great Britain; U. K.

0-£

now

? J6 \;l (

t:5P

famous

t£. )

Hamlet (name of a play)

c~tt:~

c~tt:~

friend

~?~

~?~

ticket

Tc;~

vt gives (e.g.~ he gives me; BUT NOT I give you) (Hon.) (irr. [see 5.1 . 2 (4)~ p . 126J)

::k~:£

ft:\;l~(-lt\tl

college/university student

-ltlv~lv

-ltlv~lv

major (st udy)

CTc; Gt£.\tl Tc;-::::>t-c)

( ( tt: c; ~ f£. \;l ; t-c)

;

ii~V>

c:. (

foreign country

3 - c "/ _,,::

Europe

Common Expressions

? !vii~ J: il~? k l:"t

SECTION 2. 737 ~

~ 810

i!.

457

l=1

0

"?/vill J?il~? k -z:-t

0

(I) was fortunate/lucky .

KANJI STUDY c~

~k

c~c~

~k

symbol for repetition of previous character

*~

GV>L-~?

*~

--g\;l~-:?

-/::>..?

7 ''/

190


1450 ~

GV>hlv eel

*-"F

~*

;;(,

/

el

601 ~

'-7

Aj@l

elvl~5

:::1/

~*

eel*

*

A

~j

\;>j

I

"

I

123 1

---,

1369 ~

'

~

t.t "'J

t.t?

~~

~~

New Readings

1197

1844

1013

1440

7::_:

*:

~ :

8

"71

:k~V>

:;jo-.:;jo-. ~ \;>

( 3)

*~

if. \;> -!J ~ <

(7)

:k-cV>

kV>-cV>

*6

76

( 5)

*t.£\1>

2t.£\.n

())

*jj-

_t?-t

(5)

*~

GV>l~5

~:±

-!J ~ <-It \;>

1713

*:

1483

~ :

109

T:

_!trG

*M

*J:58 i i (/_) fil!W ( fil \,/) !WJ ) **

~8)

(6)

T

ltz:.

Tc;6

(tf.~6

r:p~

-G~5 c·<

(4 )

:±itL6 _2itL6

~

,8

82f":A vcf~lv ~/v(l) JjJ:58 H'"'JX5U 8158 VC-GX5lf'

~'"" 9'1-~

( 1)

594

g]:

.

-!J~V>

7)

e(

*Occasi onally a two-kanj i combinat ion and more rarely a three- kanji combina~ tion is pronounced as a unit; i .e . , i t is not possibl e t o assign a reading to each kanji independently . **The form in parenthe s es i s curr ently recommended by the Ministry of Educa~ t i on, but we have chosen the older form because it is still more common i n pre~ent u sage.

Lesson 9 WHEN AND HOW SECTION 3 .

DRILL

Substitution : 1.

:bft: lAi Cue~ :

2.

a)

:k-LV>

b)

J:

c)

~k

d)

~ .t

:A~:A~/vVJ:

iT-'71 t-

til:-a6-L

5 jf(_

~ lvtl

:bft: L-tl Cues :

~ .t

fi<

b)

tl~

c)

i>"' ~ ~

d)

tJ~:t~

~5

5

a)

th L- ft:

b)

th~-:::>-L

c)

*JIM

d)

*J.I *!if

e)

*-£-Jtlvo

a)

Cues:

4.

tij( Jj. -£

<

Cues :

3.

-:: :t -1::: - a-

l.i>-::J~

~-"'-£

a)

ti)(tr

b)

-:r~

c)

~-u

d)

*~

h~1-:fo

l-ko

-:r

0

191

192

5.


-:/3 / 'J :Y~/vtJ:

(/) 5

-::::>~ j

a)

i>"' CCV.

b)

)t;J&J.

c)

)1[;}1

d)

~ .t

Cues:

6.

~

if*~lvlvtl:

!if:

~
a)

~ .t

5

b)

i>"'c

e: v.

c)

)t;J&J.

d)

)1[;)1

V.-::::>

*

Cues:

LJz:o

~ 'i

fL 'i l- fz:o

7. Cues :

a)

..£fJ&J.

b)

.6f A .6ftif:

c)

Question-Answer: 8.

Q:

E8 9=' ~ lvtl:

A:

(

E8 9=' ~ lvtJ: ) Cues :

9.

~ .t

'i -t"il ~o

5 *j -t"o

a)

i.b ~ -:::> L

b)

i.b ltz:

c)

*!if:

d)

*11

Q:

.A~.A~/vtJ:

A:

(a)

ti:V> ..

(b)

00:l ..

j fi.. * j -lot lvo

(c)

00:l ..

'i fi.. -r:-;-0

*j

l-tz:il~o

(-A~.A~Ivtl:)

~5

*j

j___

fz:o


193

Substitution: 10.

(a)

C: ([)tifJ: ti Cues:

ti~

a)

~

b)

~~

c)

~

c: (.[)~ 0

(b)

Cues:

Cues:

~ ~

ti tJ: ti ti ~ (

1 -t"o

vc )

c;

~

]: -t

0

~

a) b)

+c;V>

~~

c)

::k~V>

~

Al5BVC

ll.

( VC )

B*M([)~~~x5~

~1~

l 5B

a)

il~

b)

-t"V> l 5 B

c)

*l 5 B

d)

~~l5B

e)

Cl 5 B

r)

Bl 5B

Expansion: 12.

Change the basic sentence to include the word in the cue. Basic sentence: Cues:

*~~ti

a)

\;>'?~

b)

Bl5B

c)

~

d)

l

<

fiJJ ~ 1-t"o

194



I always drink coffee . a) I usually drink coffee. b) I often drink coffee. c) I sometimes drink coffee. d) I'm drinking coffee for the first time today .

2.

Mr./Mrs./Miss a) Mr. Smith b) Mr. Smith c) Mr. Smith d) Mr. Smith

Smith hasn't come yet. hasn't gone yet. hasn't gone to bed yet. hasn't got up yet. hasn 1 t returned yet.

3.

Mr./Mrs./Miss a) Mr. White b) Mr. White c) Mr. White d) Mr. White

White has already eaten (or already ate). ~as already drunk ( it ). has already done (it). has already read (it). has already come.

4.

I'm a) b) c) d) e)

going today. I I will go today. I'm going tomorrow. I'm going the day after tomorrow. I'm going next week. I'm going next month. I 1 m going next year.

5. Mr./Mrs./Miss Johnson arrived yesterday. a) b) c) d)

Mr. Mr. Mr. Mr .

Johnson Johnson Johnson Johnson

arrived arrived arrived arrived

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

6.

Mrs . /Mr. a ) Mrs. b) Mrs . c) Mrs . d) Mrs.

7.

Today we ' re goi ng to study the history of India. I Today I am (or we/ they are) doing (the) study of the history of India. a) This week we're going to study the history of India . b) This month we ' re going t o study the history of India . c) This year we ' re going to study the history of India.

8.

Q: A:

9.

Q: A:

Hayashi's Hayashi's Hayashi's . Hayashi's Hayashi's

baby baby baby baby baby

was was was was was

born born born born born

yesterday. today. the day before yesterday. last week. last month.

When is Mr. /Mrs. /Miss Tanaka coming? (Mr./Mrs./Miss Tanaka) is coming today. a) (Mr. Tanaka) is coming the day after tomorrow . b) (Mr. Tanaka) is coming tomorrow. c) (Mr. Tanaka) is coming next year. d) (Mr. Tanaka) is coming next month. Has (a) (b) (c)

(or Did) Mr./Mrs./Miss Smith come? Yes, (Mr. Smith) has already come: No, (Mr. Smith) hasn't come yet . No, not yet.

195

Lesson 9 WHEN AND HOW 10.

(a)

This flower blooms in the a) This flower blooms in b) This flower blooms in c) This flower blooms in

(b)

This red a) This b) This c) This

spring. the summer. the fall. the winter.

flower blooms in the spring. red flower blooms in the summer. small flower blooms in the fall. large flower blooms in the winter.

11.

(On) Monday (I/you/he/she/we/you/they) study (or will study) Japanese. a) On Tuesday (I) study Japanese. b) On Wednesday (I) study Japanese. c) On Thursday (I) study Japanese. d) On Friday (I) study Japanese . e) On Saturday (I) study Japanese. f) On Sunday (I) study Japanese.

12.

Mr./Mrs./Miss Hayashi works/will work. a) Mr. Hayashi always works. b) Mr. Hayashi works/will work on Sunday. c) Mr. Hayashi works / will work in the summer . d) Mr. Hayashi works hard (or well).

SECTION 4.

GRAMMAR

9 . 1. THE MANNER ELEMENT (see also Lesson 32) . The Manner element will receive a f uller treatment in Lesson 32. In Lesson 9 we introduce a few simple manner expressions to show form and position of occurrence in a clause. In the drills, the manner words have been carefully chosen to show degree and contrast: MANNER EXPRESSIONS (see also 18.2)

Contrast

Degree ~

l.tsu mo

always

mo

already (affirmative)

taite

usually

mad a

(not) yet (negative)

yoku

often

tokidoki

sometimes

This list could be extended ad infinitum~ for Japanese abounds in manner words. However, our procedure will be to introduce such expressi ons in this lesson and pick up individual items from time to time. A summar y treatment of the Manner element appears in Lesson 32. Note that manner words are not inflected, and that the position of occurrence in a clause is relatively free. Manner express ions such as those appearing in the chart above may occur in any clause type - copular, adjectival, or verbal. 9. 2. THE TIME ELEMENT. The Time element is used to express the meaning "time i n which an action takes place or a condition exists." This element is somewhat f ree in terms of the position of occurrence, but (like the Manner element) it frequently occurs as the first element in a clause. The Time element may occur with the time-marker particle ni or without it. Some time expressions do not take the particle when filling the time slot; e.g.,


196

1tsu when3 kino yesterday . Notice that words f or the seasons-haru spring3 natsu summer3 aki faU 3 fuyu winter- may or may not take ni. When the Time element is manifested by a time word plus ni it is freer in distribution. Lesson 10 continues this introduction of the Time element with the addition of hours, the months of the year, and so forth. I n clauses such as the following , the Time element may be considered to occur twice: Kono hana wa kotoshi haru ni sakimashita. This flower blossomed3 this year3 in the spring .

9.2.1. TIME RELATIONS. For convenience, a chart is given below showing time relationships; e . g ., "today," " yesterday ," "tomorrow ," "the day after tomorr ow ," "next year," etc . Taking the col umn marked NOW as one ' s standpoint , the column marked 11 -1 11 is to be interpreted as "the unit before the present" (where t he unit is a day, a year, etc .), and the column marked "+1" is to be inter preted as "the unit which immediately follows the present." TIME RELATIONS -2

-1

NOW

+1

+2

ototoi

kino

kyo

ashita

asatte

day before yesterday

yesterday

today

tomorrow

day after tomorrow

sensenshu

senshu

konshii

raishii

saraishii

week before last

last week

this week

next week

week after next

sensengetsu

sengetsu

koiigetsu

raigetsu

saraigetsu

month before last

last month

this month

next month

month after next

ototoshi

kyoneii

kotoshi

raineii

saraineii

year before last

last year

next year

year after next

...

---

this year

9.2 . 2. TIME NOUN AFFIXES. The time slot is typically filled by time nouns which are distinguished from ordi nary nouns and pronouns by the affixes which may accompany them: TIME NOUN AFFIXES

Prefix:

mai-

every

Suffixes:

, -goro

about , around

-go to*

every

-oki*

every other

Examples: Kono hana wa

mai-toshi

sakimasu.

This flower blossoms every year .

Kono han a wa

haru-g6ro

saklmasu.

This flower blossoms around spring.

Kono hana wa

nineii-goto ni sakimasu.

Kono hana wa ichineii-oki ni sakimasu.

This flower blossoms every two years. This flower blossoms every other year .

9.3. EXPANDED CLAUSES. An "expanded clause" is a basic clause pattern whi ch includes at l east one peripheral element . Peripheral elements are t hose element

*May be used with nouns other than time nouns.


197

which are not di agnostic (contrastive) of particular clause types, such as Object (with transitive clauses only) . In this lesson the peripheral elements of time and manner have been introduced . Note the diagram below showing clause expansion by including peripheral elements. CLAUSE EXPANSIONS (l) Transitive Verbal Clause ( SUBJECT (wa ) )

( MANNER )

( OBJECT (o) )

I PREDICATE)

watashi

1tsu mo

gohan

tabemasu

Yamada-san

taite

ocha

nomimasu

kodomo

yoku

o-kashi

kaimasu

Tanaka-san

tokidoki

ego

oshiemasu

(2) Intransitive Verbal Clause

I SUBJECT ( wa ) ) son6 hito

( TIME

I

I PREDICATE )

kino

dekakemashita

Arisu

ototoi

ikimashita

watashi

seii.shii

tsukimashita

anata

kyoneii.

kimashita

Note that the fillers for the slots may be interchanged , providing semantic constraints are observed, giving a variety of sentences . For example: i. ii.

Tanaka- san wa yoku ocha o nomimasu.

Mr. Tanaka often drinks tea.

Otona wa ta ite o-sake o nomimasu.

Adults usually drink sake .

Son6 hito wa kino dekakemashita.

He (or that person) left yesterday.

Arisu wa senshii t sukimashita.

Alic e arri ved last week .

Permutation of the order of occurrence of slots (except for the predi cate) is also possible. For example: iii. iv.

Yoku Tanaka-san wa ocha o nomimasu.

Mr. Tanaka often drinks tea .

Kino sono hito wa dekakemashita.

Yesterday he .left.

The subjects in the above examples are all marked with the particle wa instead of ga. This means that in each example the subject is in focus, as explained in 7.4. In sentences given out of context it is normal to focus , or topicalize , or "thematicize" the subject . Thus, Tanaka-san wa yoku ocha o nomimasu, could be glossed as "As for Mr. Tanaka , he often drinks tea'.'

198


SECTION 5.

DIALOGUE (Two Women)

Jt!JW l:-TiJ~o *?-1t-~lv :

ln ln .Z ,

~~1~/v

..:t? -r-ttJ~ o

5t~ti

*? -1 t-~/v :

*ift~ lv~

<~ 1 -r-t

~*i~lv

ln-::::>

ti l:JO-£

*?-1t-~/v :

%~

tiCJO'i~ko

~H~ lv

ln-::::> ~

tJ~

.Z.Z..

j(L"ln

~~.t

i>~r.t tJ: CD VJ ln C. l:

Mrs. Nakamura : Mrs . White: Mrs. Nakamura: Mrs. White: Mrs. Nakamura: Mrs. White:

Mrs. Nakamura : Mrs. White:

0

LJz:.iJ~ o

iJ~

~lv.t?BVL

English Equivalents

Mrs. White:

ctJ:tz:_ -r-ttJ~ o

X ? B -r-ttJ~ o

lnVJVftJ:ti

Mrs. Nakamura:

-to

My! Mrs. White ! I haven ' t seen you for a long time . Are you going shopping? No, I' m going to study flower arr anging . Is that so? Who is your teacher? Mrs. Kimura. When did you begi n (studying)? I began l ast mont h. Is it always on Tuesday? Yes, it ' s usually on Tuesday. But sometimes I go on Fri day. Is f l ower arrangi ng interesting? Yes, it ' s fun.

X ? B -r-t o fJ~'i-t o

i>~ ~ ~6\.nl:-:t"iJ~o

vttL c ~ . .

Lesson 9

SECTION 6.

199

WHE'N AND HOW

READING 15

~ fi_ -(

t

25

¥J -t

u

(-:.

fJ)

'7 I

1

1

7 I

i ~ /'

~~

~

-r

20

~ ._ ~ ~\ ~

..

')

I

J ry

I

'7

fl ;v

-tt. ~

v t-:. 0

0

7 7 I

I

~

9

=j

I ..

I

~,1 l

'1

-"~ ...... IV (J)

/J ~· "'

i

jf-

\i)

t~

r; -t. I

7 G

I

••

~

rJ)

-"")

•'

i"

~ '--

0

b'

:t

-(

\i)

-r.. :*L 9 ~~1J·(

0

t ~~ ~ ~ *"' -( G

r~ 0

'l ;tP.

._ -"

8 l.J ~

j

7 "'~ ? 3>

7

!

i¥- "t>"

rJ)

t;i

~ ~

~

-t

tJ'l

u

. , tr~. --:

1 0

tj

~

i

1-

Q)

tj:

200


SECTION 7 .

EXERCISES

Fill in the blanks: 1.

~~~

;Jo"c c 0

- 2

~.t!if:

%~

- 1

5

NOW

~ .J;:

+1

.h LJr.

*jj

~

+ 2 Answer in Japanese: 0-J~

2.

StJ:. k

tl

3.

~ .t 5 tl

4. Slk 5.

6.

~

/~,/ ~

-------- ~

it~1-t"tJ~ o

1PJ J: 5 B l:-t"tJ~ o

1PJcD~Iv~.t5~

.t!if:cD5ltl

~.t 5 tl

l1-t"tJ•o c; D tJ•? fL "t'-j-tJ>o

-/J• J: 5 B l:-t"-/J• o

Express in Japanese:

7.

It was hot last week .

8.

I ate tempura yesterday.

9. The person will come Wednesday this week. 10.

Mr. White's already come.

11 .

Mrs. Smith hasn't come yet .

Expand and transform the

(Hint : use Past) (Hint: use Present)

following~

using the words given:

12 .

b k. ltl *1-t"o

(~.tq:.)

13.

tJ> .Z J? 1 --It lvo

C*!IF)

14.

.h-JV."t'-t"o

( 5l)

15 .

.h cDAtl

fi~1-t"o

Add accent marks to all the above.

(jif.)

Lesson 9

SECTION 8.

201

WHEN AND HOW


let's Practice! I am going to study Japanese . history (facts) about (my) new job

~ldi

B:

l.i'[f' 1:::"7 ./ ~

tL~ G Ill>-? G '"( ~' *9

o

I am practicing the piano every day. how to write kanji the breaststroke

~··

c: ± .t -? B ~i

tHi ~ (})

~t ~'

:::: T 9

Saturday is my ikebana les son.

o

!> ~

tea ceremony

B*.b;.t-5

traditional Japanese dance

~t ~

Japanese fencing

t • -?

_,

~t

t.-' :::: ( "9 ~)

practice; training; lesson the way of

~t·-?

~

(suffix attached to

traditional Japanese arts ) 'II'

1t!l1! 1: ~t :ffi

tJ. t•-?

the art of flower arrangement

~,ij~;f~

flower arrangement

\

-,

(}) ~;£· -?

Ikenobii School

71!!
~ ~t

,J,mtm

ts ~j: ; IJ ~ -?

:ii!J=J?m

of -?

~(})~

*-T* il.::P* 1B~

~f "'?

...,

IJ Ill> -?

Ohara School Sogetsu School

~ t "-?

the way of tea

"f?~(})i9>

Cha-no-yu (tea ceremony )

ts

{>lit~ ~t

-? ; ~;I

it~ ~t

-? t.r~ <

the Omote School the Ura School traditional Ja panese music

* "~!!

t:J. tJl.? t:

:m

?

~

::?t

13-string horizon tal har p

=: "*~

G~h-it~

3-string instrument

R.i\

(_,. -\">

t: t.-\

<~j: i?

long epic songs songs for the Noh drama

bamboo flute

202


SECTION 9.

I. 1.

2.

SELF TEST

~*+ 15 < 1J tJi 'IJ: 6 tJi t:l /JJ '$' 1J -t )

( "0

(

Wilson7'e ~ ~;:1:

Tes U;t :k l"

(~ (

)

~'

~~

(])

;: t

l_..

t:l-:J

8/.$: ~~ 3tUU. . . t:. (

o

t;

)

.t -? 8 ': ;15 1J £ "9 o 't tL ~· 'b 7'e

~\ tliZI

l_.. ~

t)(

~;:I:

(])

~

£

-c·

8/.$: ~~ ~' £ "9 o

.t -? 8 -c· L. t:. o

-? -w-:>

3.

4.

II. 1.

Compl ete the answers to the following questions. Q: ;:· ~;:1: h- ~ it -"(

A: A: 2.

~;:1: ~\ '

*

l_..

t:. '/)\

0

't>-?

~\~\X. ,

Q:

*

A:

~\~\X. ,

0

*t::

~\~~is ;15

~

~I.?

*':

_ _ _ __ _ _ _ _ _ _ __ _ _ _ _ _ _ _ o

;:· ~;:1: h- ~~ (at breakfast)

---------------------------0

**

3.

Q:

4.

Q: ~' -:::» 'b ;15 ~ ;:· ';:I: h- '~ r\ / ~ ~ -"( £ "9 'fJ\

l_.. t:. '/)\ B A: (Summer, this year) A,-~

A:

~\-:>

0

-------------------------------------0 o

:k "( ~'-------------------------------------------------0

III. Give the Japanese word for the following. 1.

A,-J)! (J)Jilj(J)~

2.

A,-~0)-:J ~· (])(after)~

3.

A,- ~ (]) Jilj (]) if-

4. 5.

IV. 1.

* .t -? B (]) -;ru (]) -;ru (]) .t -? B *

~

-? B (])-:::» ~· (])-:>

~· (])

.t -? B ____ _ _ __ ___

Express in Japanese. That per son came to my house day before yesterday.

2.

Mrs. Yamada often corrects( 'IJ:1.>"9) my Japanes e.

3.

My wife usually drinks tea.

4.

I was busy Friday , last week .

5.

Tokyo was hot and humid la st summer (lit ., the summer of last year).

LESSON

10

CLOCKS AND CALENDARS PROBLEM:

Telling time, months, and days in Japanese brings to focus several basic differences between Japanese and western languages.

OBJECTIVE:

To continue the introduction of the Time slot, with fillers of hours, days, and months.

SECTION 1.

VOCABULARY

Drill

\;>~

one

~

two

~~

three

1m

-c;?~

four

li

2

five

--'/'\

-::,(

six

-t

l -; ; t.r..t.r.

seven

/\

ld~

eight

::tL

7;

-t -t-t= =-t =-t

t-~5

te-n

l:-~5\i>~o*

eleven

t~5VLo

twel ve

--:-1

~

~ ~5

nine

~t~ 5

twenty

?~t-~5

thirty

-~

- c:

- - o'clock (classifier for

{PJ~

t2~t

what time?

-~

V>~t

one o'clock

time in hours)

*see Lesson 3, p. 83, footnote. 203

204


=~

'Kt

two o 'clock

?~t

three o 1 clock

IZQ~

~t

four o 'clock

li~

five o 'clock

~~

2t 6(t

t~

L- ~ t.

seven o'clock

/\~

tl~t (t

eight o 'clock

~

:fL~

six o ' clock

nine o'clock

+~

1.:~5 t

ten o'clock

+-~

t~ 5~~t

eleven o 1 clock

+=~

t~ 5Kt

twelve o'clock

---~

--- ti~

half-past - -

{PJ)i

fl.~ iJ! "'::)

what month?

-)i

~

= Ji = Ji

V'L iJ! "'::)

? ~;6!--:J

March

IZQ)i

L- iJ! "'::)

April

liJi

2 iJ!--::J

~Ji

6
tJi /\Ji :fLJi +Ji +-Ji +=Ji

"b iJ!--::J

January

0

February

0

0

May 0

June

L- "b iJ! "'::)

0

July

tl "b iJ! "'::)

0

August September

( iJ!--::J

t t t

~

5 iJ!--::J

~

5 ~ "b iJ!--::J

~

5 V'L iJ!--::J

0

October

0

0

November December·

{PJB

tl~vc-;

-B

"'::) ~ k . "b

=s

.b "'::) _;6,

the second (of the month)

-s

)j.? iJ>

the third (of the month)

what day (of the month)? 0

the first (of the month)

Lesson 10


!lQB

the fourth (of the month)

liB

the fifth (of the month)

205

the s ixth (of the month)

-tB

the seventh (of the month )

i\B

the eighth (of the month)

1LB +B +-B +=B +=B

the ni nth (of the month)

+1mB +.n:B

c i>"iV~

the t enth (of t he month)

1.:~ 5V>~V(~ o

the eleventh (of the month)

L:~ 5VCVC~ o

the twelfth (of the month)

1.:~5
the thirteenth (of the month)

t:~5?~vvc~ 1.:- ~ 5 J: --::> iV~

the fourteenth (of the month)

t-~5C:vc~

the f i fteenth (of the month)

l:~56(VL~

+-tB +/\B +1LB =+B =+-B =+1mB -+B =:+-B

0

the s i xteenth (of the month)

l:~5l-~VL~ o

t he seventeenth (of t he month)

l:-~5tJ:~VL~

the e i ghteenth (of the month)

0

t-~5
the nineteenth (of the month) the twent i eth (of the month)

~L:~ 5V>~VC~ o

the twenty- first (of the month)

~ 1.:- ~ 5 J:

the twenty- fourth (of the month)

--::> iV~

?~vt-~5vc~; ~lvl:~ ?VC:i?

the thirtieth (of the month)

?lVI.:-~ ?V>~V(~o

the thirty- first (of the month)

~.Ar

test; examination

c;!:,-. )

fLIV \.:,] 5 lf

birthday

Dialogue the ot her day Kabuki (a classical Japanese the ater form)

c5

how?


206 tlt-"i~

tl t"i ~ ( tl t j C::> tJ: \,;-) tlt"i?k)

( tl C- j C::> tJ: \,;-) ; tll:-"i?k)

vi begins 0

!J!JV-

taxi

Rea ding Kitayama (personaZ name) this morning class

i>... :b~

i>... :b~ ( i>... :b C::> tJ: \,;-) i>... :b ?f<:..)

vi ends ; f inishes

( i,-. :b C::> tJ: \,;-) i,-.:b?

t-c. ) afternoon ; p.m. after that; afterward approximately ; about (used with Time expressions)

Common Expressions

"E 5 ~

El

:k

*

Thank you very much (for wha you did).

±

1234 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31

1

z

:!i

BA

* ii<

O<~±

123.56 8 9 10 11 12 13 15 16 17 18 19 20 22 23 24 25 26 27 29 30 31

7 14 21 28

a:

~

B

4 11 18 25

3

~ 1~ .~ .~ .! .~ .: l~

~ ~

~

z

5

7 :::E 13 14 15 16 17 18 19 20 21 22 23 24 25 26

1

2

3

~ ~

lg .1.~

7

,g .1.~ .~ .~

15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31

*

±

,g 14 15 18 17 7

~ ~

5

67

1 2 8 9

10 11 12 13 1• IS 16 17 18 19 20 21 22 23 2. 25 26 27 28 29 30

Cl

2

21 22 23 24 28

Lg . 1.~ ,; ,:

~34

27 28 29 30 31

~ ~ ~

6 13 20 27

15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30

18 19 20 21 22 23 2. 25 26 27 28 29 30 31

6

A )( It- 0<

5 12 19 26

4

6

1 234

~ .~ .~ .! .~ .: w:~

19 20 21 22 23 24 25 26 27 28 29 30 31

8

9 >

11

1 2 3

0

1

~ 11 1~ .~ ,! .~ .: l~ ~ ~ ,g .1 .~ ,; .! 1~ 18 19 20 21 22 23 24 25 26 27 28 29 30

18 17 18 19 20 21 22 n,. x,. 25 28 27 28 29

12

Lesson 10

SECTION 2. 33

KANJI STUDY

-

~.t>-=G

666

-

17-

~ "?l/)f-ci?

-B 1436

207


*

*

V2

-

=s

}p. -?/J>

}p.f<:_(-?)

=-ta

tt -?iJ> *

*

~lv

"'!t/

---

-=. B

J.j..-:?

V3

I2.Q

--c

-/

I2.Q

?~v

Xlv

[ill~

]t:

X

X -:?/J•

X-:? ( "?)

688

lmB

=

!J>

J.j..

-:? (

"? )

*- B tsuitachi and -J- B hatsuka ar e combination readings (see fn . p . 190). For another meaning, -B may be read ichinichi one day , in which case- is read ichi and B is re ad nichi.

208 514


.A

1936 ...>.J'

746

1500

-'t:

Ji

(:

::l

li B

l,n -::::>:;6>

l.n-::::>(-::::>)

_L.

/'\

6(

of/

~B

[rl.ni6>

&-:::>(-::::>)

-t -t -tB

l~

.:-./7-

J\

--:1

1509

t

t~t~

t~

t~t~

{[):;6>

(-::::>)

/\

tt~

/'7-

/\B

J: 5 il>

--?-:::>(-::::>)

:iL :iL :iLB

(

!/

+ +B

317 ~

818

t~t~

.t

~ ~5

::f-.:>..?

<:. <:. ([)~

<:.<:.([)(-::::>)

t~5

::/.::>..?

ci>""il'

c j:,">

=+s

(t::t -::::>iJ> *

*

-~

- ttl\.;

-:I

/'

/

New Readings 737

457

a~:

fj :

~k

c ~c~

filJ ~

tl;\.;t

*Ji

~l,ntf-::::>

-jj

(9)

1440

8:

(9 )

l,n -;:;a~~ 1013

*see previ ous page footnote .

~ :

V'Lfi ;\.; t ';\.; B;
(1 (9

=s

.b -::::>:;6>

~~

:;6 ~

~'itt6

2_'itl6

k;\.;~B

k;\.;t]5lf

<-!:tl,n

Lesson 10

SECTION 3 .


DRILL

Question- Answer: l.

Q:

{PJ~ l: -J"iJ~o

4-

- ~l:-t"o

A: Cues :

2.

a)

=~

b)

-~

c)

IZQ~

d)

:li~

e)

~~

-1::;~ l: -J"iJ~o

Q:

4-

A:

(a)

(ri\;> '

(b)

\;> \;> ;{__ '

Cues :

-t~-r:-t-0 -1::;~l:(ri~

a)

i\~

b)

71.~

c)

--t~

d)

--t -~

e)

--t=~

!J 1-lt~o

Subs titution :

3.

(a)

:bt-cl-tl

:li~VL

a)

:li~-¥

b)

~~

c)

~~-¥

d)

-t~

e)

-t~-¥

Cues :

:t~.~

1 L, fco

Expansi on :

(b )

Add

~

([) 5

Example :

to the sentences above .

:bkl-tl

~([)?

:li~VL

:t~~

1 l-f-co

209


210

Expansion and (c)

Add

T~ansformation:

to the sentences in 3 (a).

bf-c L.Vi

Example:


Q:

{PJB:ij:(IL h-£ -t""b~o -ta:ij: (IL

A:

Cues :

h-£ -t"o

a)

-ta:ij:¥-

b)

-t-B:ij:

c)

-t-B:ij:¥-

d)

-t=~

Suhstitution:

5.

c)

-Avc -A ILA --tA

d)

:fLA

e)

-t-A

btLL.Vi Cues :

a) b)

~-£

tL-£ L. fLo

Question-Answer:

6.

Q:

;ht.ctdi

fPJAVL

=Avc

A: Cues :

a)

!rnA

b)

~A

d)

i\A -t-A

e)

-t=A

c)

*-£ L. f-c "b~o *"£ L.fLo

i>"" ~-£ -t"o

Lesson 10 CLOCKS AND CALENDARS Substitution: 7.

~.t5ti

Cues:

- B --r-t"o

a)

=s

b)

-B

c)

12118

d)

.liB

Question-Answer:

8.

~.t5ti

A:

(~.t5ti)

Cues:

9.

Q:

\.!>~

~B

--r-t"o

a)

the seventh

b)

the eighth

c)

the ninth

d)

the tenth

7-A~"i-

!_., 1 -t-;6~0

+-svc

A: Cues:

10.

fPJ B --r-t-;O~o

Q:

(7-A~"i-)

a)

the eighteenth

b)

the twentieth

c)

the twenty-fourth

Q:

( if> ts:. t<:.. V) :i:>" f<:..lv~ B Vi

A:

-Ji-B --r-t"o Cues:

a)

March 3rd

b)

May 5th

c)

July 7th

d)

September 9th

l-1-t"o

\.!> ~ --c-j'";O>o

211


212 English Equivalents 1.

Q: A:

What time is it now? (It's) one o'clock. a) (It's) two o 1 clock. b) (It IS) three o'clock. c) (It's) four o'clock. d) (It's) five o'clock. e) (It's) six o'clock.

2.

Q: A:

Is it seven o'clock now? (a) Yes, it's seven o'clock. (b) No, it's not seven o'clock.

a) b) c) d) e)

Is Is Is Is Is

3.

4.

it eight o'clock now? it nine o'clock now? it ten o'clock now? i t eleven o'clock now? it twelve o 1 clock now?

(a)

I got a) I b) I c) I d) I e) I

(b)

Yesterday, I got up at five o'clock.

(c)

Tomorrow, I'm going to get up at five o'clock.

Q:

A:

up at five o'clock. got up at five-thirty. got up at six o'clock. got up at six-thirty. got up at seven o'clock. got up at seven-thirty.

What time (or (I) go to bed a) (I) go to b) (I) go to c) (I) go to d) (I) go to

5.

I was a) I b) I c) I d) I e) I

6.

Q: A:

when) do you go to bed? at ten. bed at ten-thirty. bed at eleven. bed at eleven-thirty. bed at twelve.

born in January. was born in March. was born in May. was born in July . was born in September. was born in November.

In what month did you come? (I) came in February. a) (I) came in April. b) (I) came in June. c) (I) came in August. d) (I) came in October. e) (I) came in December.

7. Today's the first. a) b) c) d)

Today's Today's Today's Today's

the the the the

second. third. fourth. fifth.

Lesson 10 CLOCKS AND CALENDARS 8.

Q:

A:

9.

Q:

A:

10.

Q: A:

213

What day is it today? (Today 's/It's) the sixth. a) It's the seventh. b) It's the eighth. c) It's the ninth. d) It's the tenth. When are you going to give the exam (Zit .~ When do CyouJ do [the] exam)? On the eleventh. a) On the e i ghteenth. b) On the twentieth. c) On the twenty - fourth. When is your birthday? January l st . a) March 3rd. b) May 5th. c) July 7th . d) September 9th.

SECTION 4.

GRAMMAR

10.1 . THE DUAL NUMBERING SYSTEM. Since Japanese is written with an adapted orthography borrowed from Chi nese, a number of interesting features occur in the Japanese language which reflect the influence of this borrowing . One of these is the existence of two systems of numbering: one which is rooted in the original Japanese language, and one which manifests influence f r om the Chinese. Except for a very few notable exceptions (see jUyokka the fourteenth day of the month and hatsuka the twentieth day of the month of this lesson), native Japanese numerals extend only to ten, after which the numerals of Chinese derivation must be used:

Japanese

From Chinese

Japanese

From Chinese

hitotsu

1

ich!

yattsii

8

bach{

futatsii

2

n~

kokono tsu

9

ku; kyii

mittsG

3

san

to

yottsG

4

sh! (often substituted by yoii)

itsutsu

5

g6

muttsu

6

roku

nanatsu

7

shich1 (often substituted by nana)

~

.,

~

~

10

j ij

11

j uich!

12

jiin{

20

n!jii

30

saii.jii

214


To tell time and to tell the months and years, Japanese uses the Chinese- derived system of numerals. The months have no special "names" as such (e.g. , "January," "February," etc. ) . The student will note with interest that the Japanese designation of months is by "moons"- "first moon," "second moon," etc . 10.1.1. ACCENT ON NUMERALS. Some Japanese words do not have an innate accent but may acquire an accent under certain conditions. This is especially true of numerals and adverbs . Some numerals (see 10.1 and also Lesson 14) do not have an innate accent, but they acquire an accent on the final (or near- final) syllable under certain conditions, i.e. , when followed directly by an element (or " case") marker such as de. For exampl e: Koko ni isu ga f utat s u arimasu . Here are two ahairs. Futatsu de 1kura desu ka? How muah (does it aost) for two?

When a numeral is accented differently according to its use, this is indicated in the vocabulary list in the foll owing manner : f u tatsu 0 • 10.2 . TELLING TIME . To ask the time in Japanese the copular clause construc tion is used: f ma nafij i desu ka? What time is it now? The answer follows the same construction: Ima jGji des u . It 's now ten o'aZoak. Though time nouns occur in the above examples , the Time element (which is a peripheral slot in clauses) does not occur. The phrases nafiji desu what time? and j ~j i desu ten o 'aZoak manifest the copul ar predicate (NOUN + desu ). Questions about time are usually more specific in Japanese than in English . Instead of asking , "When do you go to bed?" it is more natural in Japanese to say: Ana t a wa nafiji ni nemasu ka? At what hour do you go to bed? In this verbal clause , the time el ement is manifested by nanj i n i at what hour (and the time- mar ker particle ni is used). The suffix for designat i ng the hour is -ji o 'aZoak; minute, -fun or - pun ; and second, -byo. Thus, the question Anata wa nanj i ni nemasu ka? may be answered by substituting a numeral for the prefix nan- in the pattern of the question : Watas hi wa j~j i ni nemasu . I go to bed at ten o ' aZoak. To tell the time more exactly, minutes are added to the hours as follows: j ~j i nij uppun-sugi 20 minutes after 10; j ~ji nijuppun- mae 20 minutes before 10; juj i-hafi ten- thirty.

Lesson 10

SECTION 5.

215


DIALOGUE

c::. co~(/) it: tt.,

il·~ ~

.¢-:': ~

c. 5 i>

El :<$:~Vi

biJ:. !J

co ~

?

~

!J il~ c 5

C ~·(/) 1 LJz:o

*

;ft:

(/)(/);{_, c. 5 (/)fz: ~ 1 ~ -c iJ:.~ ~Vi

C 5 l: ~fz:il•o

~ .fL(/) l: ~fz:o

*

;ft: ~

*?-1

*

:

;ft:

0

~5l:~h o

l: i . . ~.fLtl

1-lf-~ l: ~fz: o

~(/)EJ:<$:Wl:~o

~ 5 l:~il• o

iJ:.~~Vi

fiiJ~VL

tll:.1!J1 ~fz:il• o

n~VC

Vi t.:. ~ !J ~ ~tz:o

{iiJ~VL

iJ:.;{_ !J '£

~fz:il• o

T~VL

iJ:.;{_ !J '£

~fz: o

btz: ~Vi

-~=¥VC

t:fj il•vt ~ ~fz: o

English Equivalents

White : Kimu:t'a :

White: Kimura:

White: Kimu:t'a:

White: Kimura:

White: Kimu:t'a:

White: Kimura :

Thank you for the Kabuki tickets (which you gave me) the other day. Don 't mention it. How was the Kabuki? (It was) beautiful. But I didn't understand the Japanese. That ' s right. That Japanese is old (Japanese). I s that so? What time did the Kabuki begin? It began at fi ve. I went (or set out ) at three- thirty. What time did you get back home? I got home at ten . Could you find a taxi (Zit. , Was there a taxi)? Yes. That was f ortunate (Zit ., It was good, wasn't it).


216

SECTION 6.

READING 15

10

......

A:A -1 /j ~ tt ..... ~ G 7 ~ 't:i lv ~~ -;.... l t:: ~j: & ? t..... t~ ' L;l :l.t~ 8 ~j. ....

t-:.

:ii

"('

i-t-FJ 0

--t13 \

ft

~

{])

t"'

"1 t; d)

-""'+

.:t

IV--+~~~ j f L~

~

~ ~~ ~1

jJ~

'J ,.

u

('[.. ~~

......

0

\..,

~ G t~ 0

~

L/

t)

1u

~\ ~

~·· l: ~)

!

JJ..

--r

i

0

-};.

~ tt ~

1?~ ~~ qy

~ ~ ~

~ ~ L.,

u r-:.

r-c. t-: 0

G l.J r-r..

•

0

--

J:J

;._.

a

-(

FJ FJ

~?J

8 ..

-r

i 1jJ) 0

~

fJ\

- -----

~

--t 1" 0

0

t~

5

~

~4--~ -~

t::

;\ ~PJ t. ~~ !- a:rr #r -( ~ ? ··-(-g-z

f~

~;i

~ ~ ~~

it ~ Ll

"?

&

t-:. ~

o-J{ ~

v

t-:.

/J) 0

fv

\

~

' ¢.t

~1-t jJ) 0

L;l

l.:i ~

~

i

0

I>

..

o-r/J) 0

Lesson 10 CLOCKS AND CALENDARS SECTION 7.

217

EXERCISES

Answer in Japanese: tJ~:t

1.

l.n-:J

2.

ft!J~(!L

3.

~

4.

~.t5ti

5.

1iJ:lti

b 1-tn~o

tl1-ttJ~o

·{iiJ ~ -r -tiJ '0

fPJ B -r-tn~o ih -:J\n -r-ttJ• 0


It is four o'clock.

7.

When will the bus come?

8.

When did you begin to study Japanese?

9.

School starts at eight-thirty.

10.

My

birthday is July 4th.

write in kanji, and indicate the readings atso : ll.

April 8

17.

January 3

23.

3:00

29 .

2:30

12 .

May 24

18.

March 6

24.

5:00

30 .

10 :00

13.

September l

19.

February 1 0

25.

6:30

31.

8 :00

14.

October 9

20 .

July 7

26.

1:30

32.

11:00

15.

December 2

21.

June 20

27.

4:00

33.

9 :00

16.

November 5

22.

August 26

28 .

7:30

34.

12:00

Add Aaaent marks to aZZ the above.

218


SECTION 8.


Wnen Do You Eat1 ~t

;:'

l;tA,

Q: .!j!,IJ 1il11 ~ tct

t aey t: ft ""' £ 9

A:

What time do you eat breakfast?

fPJ aey t.: ft ""' £ 9 :b\ o

I eat at 7:00.

o

! .................... ............. .................

.,~~

or WI ! V'6

I~fMJ~

or

iIii 1Ml~

or ?7ft

t,•?

~ft

or

V'6

iS ~

II>?

its~-:J !

tJ>A,

L.r.~~.!. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..~.~.:..~.~.:. . .~.~- ~-~_e-·~-~----·~-~-~-=-~.1 Wnen Do Tney Bloom1 When do the cherry blossoms bloom? Around April. When is the season for autumn leaves? Fall.

! "'''' '''''''''''''''''''''''''''''''''''''''' ''''''''''''''''''''''' '''''''''''''*''**''''························:

1.,

~

lrn*

the four seasons

i

spring

'.1:?

Jf

summer

l:k

fall; autumn

"""' ~

winter

•...................................................................................................................:

~l ~

peach (blossoms)

~

wisteria

&;j~d)

iris morning glory sunflower cosmos

L...~. . .. . . . . . . . .... . · · · · · ~-~-~.:. ~ ~-~-~--~~-~-~- ~·-· · · · · · · · · · · · · · · · · · · · · · · · · · ·

L esson 10

SECTION 9. I.

SUMMARY TEST, Lesson 6- 10 (For answers see Appendix 4)

il:t=+ j5 < I) tJi ~ 2

1 1 0

2.

4.

II.

219

( V 6 tJ\ ~ /1J ~ iJ 7 )

1.

3.


~

beer

1 2

"J:1J

)

(

)

(

Supply particles.

cake

)

OITf

( 4- ~

( fill )

( .F')

bread

f:~'t)

(

coffee

5.

"' OJ "' £it~ ili

1 5

tf~"t

i5C;t-Q

(

( *~) table

)

9

2 0

·e ~ :t>

( 4-JJI ) (

taxi

)

(

( Jl; FJ )

class

)

2.

0

-? i3> 1ft 00 ~

1 4

)

)

8

Mark "x" where not needed.

1.

3.

7

6

1 3

l}:7.;

"*"

(~)

(13)

5

4

1 1

¥?

(

3

*£ 9

0

tJ~ 0

1)

-5 1J _l: ~ T 9

4.

7

6•

~O)_;btJ\1,.\_A_f~:S_f:' :tl,_l,.\

:A _ I) J:.

o

£ 9tJ\o

III. Fill in the parentheses with appropriate particles . Select from the intransitive-transitive verb pairs and write the verb on the line. ;: 0) ~ "'

t:•' -t ~ ~ ;::· :s

-t :n tJ~ 6 , -9 7 v -

0)

<

£

I_., ~

(§i ;{_-Q/ Wj -Q )

~cl:

r: 7 <

a;

~...- ~

( c £ -Qf c ib -Q)

~ 0) A

0

tJi .:, i3>

£

I_., ~

0

< ) t:. '? t

<26<726ff-Q) ~~ ~;:I: j5

0

a;

)

(C£-Q/CdJ-Q )

~:t~~ -::> ~ T 9o

) ~~ 0) -? i3> 0) Wi ~:

-$' 7 y - (

r: 7

(intent 1y) A

'

~...- ~

0

c.· :s ~ £

I_., ~

0

-t :n tJ~ 6 , -9 7

~t

n c :t '

v-

tJq ;:t

~...-

9 <· ~: -t 0) ~ 0) 1J

a;

~...- ~

0

~nc:t , Z. :b~ -::> ~T 9 o

IV.

Translate III into English .

V.

Consulting the calendars and clock on pp. 206 and 207, answer the following questions.

1.

"' £ ' ~ ~ "'(' 9 'IJ~

2•

li 0)

* "\ ~

:IJ

0

v y -$" -

~;:I: fpJ J3

3.

*

4.

'J' ~ "' :IJ v Y ?f - "'[·~;:t ,

5.

A J3

~ 1.- ' 7J

0)

*

v Y ?f- l"' ~cl: , ~

"'(' 9

'IJ\ 0

1i B ~cl: ~ ~ -? B -r-9 tJ\ o

fL FI ~;:t ::(:j O)}J~: ~ 1J £ 9'1J\ o _ _ _ _ _ _ __ _

-? B ~cl: fP1 B T 9

tJ~ o

220

VI.



1.

Mrs. Hayashi's baby was born on February 2.

2.

Ky birthday is also February 2.

3.

I go to the university on Mondays, Wednesdays and Fridays .

4.

(On the telephone) A. Hello, Is Nancy there? B. No, she isn't in (right) now.

She went to school.

A. What time will she return ? B. About 10:30 p.m . VII. Co mplet e the chart. DictionarY Form /[f-~

l-\ .6

;6;7.-, tclb ~

t

*~

~

-) clb l-\

t= (J) I t. '

Polite Form

NeKative Polite Form

Past Polite Form

LESSON 11

WHERE) WHEN) AND HOW PROBLEM : OBJECTIVE :

The Locat·i on Element is marke d in two ways; with the particle ni (already introduced in Lesson 7), and with t he particle de. (l) To present the Location slot marked with de. (2) To present verb ~orms composed of noun

SECTI ON 1 .

+

suru.

VOCABULARY

Drill

-c

h,,

:;j! 1:

-c

particle

/n1v

U.S.S.R.

~ ~5

*~~ ;d-Jv7 7 -

1-

c

3

Location marker

Kyoto (place name)

--:-1

;t Jv 7 7 -

1-

Olfert (personal name)

LlJJI I

~~iJ·:b

Yamakawa (personal name)

ff.t/)cc:.C> t/)j

ff.t/)cc:.C>

kitchen

\/)~

living room

;{_ \/) iJ~iJ·Iv

;{_ \/) ffi iJ; lv :Jo--? <" . ( :Jo-- J: ffi tJ: \/)

:Jo-- J: <" ( :Jo-- J: iJU.c \/) :Jo-- J: \/) fC )

movie theater

vi swims

:Jo--? \/) fC )

54

?4

ocean; sea

JII

iJ•b

river

7" - ;v-

7 - ; v-

swimming pool

~~\/)

~~\/)

vegetable ( s)

iJ• E

t;;c

corner (e . g. 3 street corner)

m

dj.~

store; shop

~ lv

--;:1

? lv t. .t

t. .t

A - /~-"":7

-7 '/ 1-

A

.

nei ghborhood; vicinity

--,

_ _,,_"""'

-7 '/ 1-

super market

£·

/\Ef~

~:jo--~

vegetabl e( - fruit) shop/ seller

221


222

VJ-?C:.A_,-t6 ~A_,~x5 -t 6

'"" Jlj}j-t6 9.t59 -t6 9 J: fi-t6

L:A_,b-t6

VJ-?C:A_,-t6 ~A_, ~ J: 5 -t 6 5A_,c5-t6 9;59-t6 9.tC:5-t6 L:A_,b-t6

vi gets marri ed vt studies

vi exercises vt cooks; prepares food

vi takes a trip vi t e l ephones restaurant

1t$-t6

l.t
vi eats

.:tc

~c

outside

.!? x fi

.!?.t<:.5

(a) trip

vtV>?J~

< -t6

VC b -t- 5 C-t 6

VJ\;>7)>

<-t 6

vt plans

VCb

garden ; yar d

-t-5 C-t6

vt cleans undershirt; shirt

-tt A_,f-c <-t 6

-ttlvtL(-t6

vt does t he washi ng ; launder

it$

(a) meal

vt prepares

-ttlvtL<

l.t < c x5v.-t6 -tt-A_,fL(

.:t5C

.:t5C

clean i ng

J:5V>-t6

VJ\;>7)>

<

vtV>?J~

<

washing ; laundry

(a) plan

J:5V>

?5v.

preparation

vtlv~L9>5-t6

vtlv~ L9>5 -t6

vt studie s ; researches

Dialogue

sentence final- pa:rotide3 (not) very (much) (occurs

r ~

neg . ) Reading (a) formal int erview (fir st meeting) with a prospect ive marr i age partner

U3sson 11

223

WHERE3 WHEN3 AND HOW

.rl-T

Yoshiko (name3 fem . )

a-

particle 3 Starting Point marker ~

te~

( tb f.£ \{)

'"('~

;

tb k. )

vi graduates

c --r f.£ \{) ; -ctz: ) ~

--:1

i>~m~ 1v

i>~~~~lv

.!?h~l.t

.!?h~

(your/his) mother I

l.t; .!?h~ l.t; .!? n ~ L- .t ; .!? R~ L- .t

curriculum vitae; record of (one's) life

~~tc"b

friend

i>~~ 5 ~lv

(your/his) father

-t-C:.L:'

then; thereupon

tJ>..s-: ~

~-

(the) Kabuki Theater (a) day very (a) date; engagement

~...~

'!'

~~

Shibuya (place name)

L»<

WJTm

Shinjuku

(p~ce

name)

~'~ ' 7 Jv

hotel

i>~~

i>~ "b ~

tea ceremony

i>~.ft

i>~tl

flower arranging

1/f:

?if:

still

11=~

-?7~

vt makes

( 11= ~:d.£ \{) 11=? tz: ) vt-:::>C:.Iv

;

f.£

(-? <~r.£\1) ; --:-1

"?(-:::>k.) vt? C:.lv

marriage

224


SECTION 2 . 1069

KANJI STUDY

)))

1347 ~

99

Jf

LlJJII

~?ii·b

m

J;t.~

i.>

J\8~

733 . . .

~i>--~

1t$

1..- .t( l.:.

i>-- fll -2 ;\.;

i>-- il' .:h -2 ;\.;

R:ii

c~ tt:-;

R~

c~tt: -;

i>-- )( -2 ;\.;

i>-- ~ 5 -2 ;\.;

i>--11:

i>-- Vit~

11=6

-?( 6

1663 ~

--:--1

1798 ~ 1213 ~

1584

116

648

y.: '* 1~ ~~

-?( (6)

New Readings 1500

l\ : /\Y:l

llt :

1

/\8

J: 5 il•

/\8~

~i>--~

1t~6

tL~6

1t-!J

l.t
...

940

Vi -Gil~-?

(10)

1408

iJJ:

(10) 1440

(6)

s:

jb (

'A.

52<

(5

;@ jb

51\.;[5

8:<$:A

VC fi ;\.;[_;\.;

(1

BJ:5B K:hX 5lf

(9

7l

-8

-?V> t?:..-;

(1

=s

~-? ·i!·

(1

-{-
.:tco[Y

Lesson 11

SECTION 3.

225

WHERE1 WHEN1 AND HOW

DRILL

Substitution: 1.

13:<$:--c'

:bt-c l.Ai

** ;J)t

a)

Cues:

~~1-:fo

1JJ-7a-

ItA.

b)

;61 \1>

Ji-00

c)

~

*tl5

d)

li l.

~m~~tt

13:<$:--c' ~1

a)

t-'71

)}1)-j]

b)

;tJv7 7 - ~

r1

c)

......::/

l=fOO

d)

LltJ II

**

2.

Cues:

3.

-!J~t.r. ~Vi

Cues :

~

tc:~c-c:.-:,--rtt

a)

?"b

b)

~1

c)

;{_ ~ -!J~-!J~~

d)

$:f3(

n 1lf-co

';/

*a-

~~1-l:t~o

Question-Answer:

4.

-=t 2:. L:'

Q:

tb t.r, t-c Vi

A:

(a)

Vi~ ,

(b)

~~;{_ '

Cues:

a)

~-=t:-2:.

b)

?Jr.

c)

Jll

d)

7 "-;v

i:>"" J: ~-·1 l t-c iJ ~o

( :bf-c l.Ai ) (:bt-clVi)

( -=t" L L:' )

i:>"" J: ~·1 L-fz:o

( -=t 2:. --r Vi ) i:>"" J: tr 1

-it~ --r

l tz:o

226

5.

JAPANESE BY THE TOTAL METHOD Q:

th t.r. tdd

A:

(

E C::. -r:

~~It>~

:bfz: LAi)

iJ~

Ee:>J6l:

Cues:

~

lv C:. J; e:>J6

a)

~It>'£ -t"iJ~o ~01-t"o

Substitution:

VJ? L.lvl1-t"o

6. :bkltl Cues:

7.

a)

-"'/v~J;5

b)

~j}]

c)

.!? J; 5 .!?

d)

.!? J; fi

'""

:bt-cltl 7'_,,_ Cues:

-r:

l: lv :b L-1

a)

""""'~

-"'/v~J;5

b)

tc~t>EL.6

.!';J;5.!?

c)

V.A~7/

d)

5-be:>-t-c

8. :btz: LiJ!

~'""

~j}]

VJ\t>iJ~(

a)

VC:b

-t-5C:.

b)

vc<

.!? J; 5 .!?

c)

:/'-v:Y

-!:tlvt-c<

d)

~-

.t 5 It>

:bt-c L-iJ~ 7c-cV> Cues:

l ko

.!? J; fi~

0-:::J~

Cues:

9.

~

:/'-v:YC>-I:tlvt-c<"i-

a)

VC:b

-t-5C:.

b)

.!? J; fi

vtV>iJ~

c)

~-

.t5V>

d)

vc<

<

.!';J;5.!?

l1-t"o

L-1 -t"o

Lesson 11

WHERE, WHEN, AND HOW

227


Q:

;ht.c kv±

A:

(

Cues :

8 ::$:~~ -"'lv ~

E t.. -c

~ l:

:b fL l- VX )

( 8 ::$:~ ~ )

/.A ~ /-'"" lv ~

7

.t

.t

5 L-1 -tn~o ( -"'/v ~ .t 5 ) l- j j-o

5

a)

7

c)

r-1:;;5

,&:A,

Partiate Distinction: 11.

Distinguishing Example:

Cues:

K

and

l: :

Teacher:

:btL L-tl

7 J

1)

:h / ~j :tL 1 L-ko

Student:

:biLL-Vi 7 J

1)

:hl:

~j:(Lj

a)

EB~c;lvv±

b)

:btL l__-V:j:

c)

~D
d)

;hf,cfLV:j:

e)

ffi:Jltl

L-ko

**/IIJ~ j "to

0-:? ~

5 ~/:ft$ L- j "to

E L./ 8 ::2fs:mf~ -"'lv ~

.l:

"to

5 L- j

l-fLiJ~o

Et../01-tn~o


I buy a) I b) I c) I d) I

cameras in Japan. buy cameras in Tokyo. buy cameras in the U.S.S.R. buy cameras abroad (tit. , I buy cameras in a foreign country). buy cameras in Kyoto.

2.

Mr./Mrs./Miss Takahashi was born in Japan. a) Mr. White was born in America. b) Mr. Olfert was born in Germany . c) Mr. Peng was born in China. d) Mr. Yamakawa was born in Tokyo.

3.

My in a) b) c) d)

wife does not the kitchen). My wife does My wife does My wife does My wife does

read in the kitchen (lit., My wife does not read a book not not not not

read read read read

at in at at

home . the living room. the movie theater. school.

JAPANESE BY THE TOTAL

228

4. Q:

lv.t...... .. v

.....

A:

Did you swim there (or Have you swum there)? (a) Yes, (I) swam (there) (or Yes, I did or Yes, I have) . (b) No, (I) di dn't swim (there) (or No, I didn't or No, I haven ' t).

a) b) c) d)

Did Did Did Did

5.

Q: A:

Where do you buY vegetables? (I) buY (them) at the corner store. a) (I) buY (them) at the neighborhood/local store . b) (I) buY (them) at the supermarket. c) (I) buy (them) at that grocery (vegetable) store. d) (I) buY (them) at the department store.

6.

I ' m getting married (Zit . ~ I will marry) . I ' m going to study. b) I'm going to exercise. c) I ' m going to cook . d) I ' m going to take a trip.

you you you you

swim swim swim swim

over there? in the ocean? in the river? in the swimming pool?

a)

7. I telephoned from the department store (or I made a phone call at the department store). a) I studied in (my) room. b) I cooked in the kitchen. c) I ate at a restaurant. d) I exercised outside (the house).

8.

I al ways plan trips (or It is I who always plans trips) . a) I always clean the garden. b) I always cook meat. c) I always wash (my) shirts. d) I always prepare (my own) food.

9.

I usual ly wash (my) shirts (or It is I who usually washes [my] shirts) . a) I usuall y clean the garden . b) I usuall y pl an trips . c) I usually prepare (my own) meals. d) I usually cook meat.

10.

11.

Q: A:

Where do you study Japanese? (I) (study) (Japanese) at school.

a) b) c)

Where do you study French? Where do you study (or do research on) Kabuki? Where do you study (or do research on) German literature?

Teacher: Student: a) b) c) d) e)

(Cues) America/ was born I was born in America.

Mr. Tanaka works in Tokyo.

I always eat at home . There's a supermarket in front of the bank. Where did you study Japanese? Where is your friend?

Lesson 11 WHERE1 WHEN, AND HOW SECTION 4.

229

GRAMMAR

11 .1 . THE LOCATION ELEMENT (2). In Lesson 7 (see 7 . 2) the Location element marked by ni was introduced in clauses with the two intranstive verbs, arimasu is (inanimate) and imasu is (animate). With these stative verbs, the interpretation of the Location element is "location in which a certain state or condition exists." In this lesson the slot meaning of the Location element is: Zocation in whi ch

an action takes pZace; the slot marker i s de. The student will observe in the drills that when the the place where one works, or plays, or is born, it is Nihon de kamera o kaimasu. (I) buy cameras in Japan. was born in Japan. Emphatic, with negative predicate: bon o yomimasen. My wife doesn't read (a book) in the

Location element describes marked by the particle de: Nihon de umaremashita. (I ) Kanai wa daidokoro de wa

kitchen.

11.1.1 . LOCATIVE PRONOUNS . There is a series of locative pronouns which corresponds with the demonstrative pronoun series (see 1 . 3. ): LOCATIVE PRONOUNS koko

here (near the speaker)

asoko

there ; yonder

soko

there (near the one addressed)

doko

where?

11.2 . MAKING VERBS OF NOUNS BY ADDING suru . As was explained in Lesson 10, many words in Japanese are of Chinese origin; i.e . , they are Chinese loans. But since verbs are not i nflected in Chinese (in fact, there is no clear distinction between nouns and verbs as separate "parts of speech") , when Chinese loan words were fit into Japanese syntax, it was necessary to devise a means to infl ect them when they were used as verbs. The problem was solved by adding the verb suru does after the Chinese loan word. Thus: NOUN

VERB

kekkon

marriage

kekkon-suru

gets married

denwa

telephone

denwa-suru

telephones

kekaku

(a) plan

kekaku-suru

plans

Since Chinese compounds, such as these given in the example above, are borrowed as nouns in Japanese, it is also possible to use them as nouns in Japanese syntax. Thus they may be used as subject or object: Kekkon wa itsu desu ka? When are you getting married (lit . , CYourJ marriage, when is it)? Itsu kekkon o shimasu ka? When are you getting married (lit., When do you do rmrriage)? 11.3. EMPHATIC SENTENCE-FINAL PARTICLES yo AND wa. The dialogues to this point have employed only one emphatic sentence- final particle- yo. This particl e may be used either by men or women for emphasis. However, women often pr efer to use a n alternate particle wa which is conventionally interpreted as "softer" and "more feminine." Woman: Woman or Man :

Dep~to wa tak~i desu wa.

The department store ' s expensive.

Yaoya ni wa atarashii yasai ga arimasu yo.

The vegetable( - fruit) store has fr esh vegetables.

There is a wide variety of emphatic sentence- final particles, but the two introduced here are by far the most common .

230


SECTION 5.


~

l:

Ji~1

7 "'-

~

-r:

Ji ~ 1 L- tco~o

~~l:..t0J;5l: ~:,_,~lv

l-ko

y.·.-,_

Ji~1

1..-fz: o

-t" 0 J6 (ri

$!:-!J~? fL. l:-j--!J~o

thf.tfz:ld

~c;~~

T-''- ~l:

~~.z..

~c;v.tt

;::r..---'-~--7-;; ~

?7-?~lv ~:,_,~/v

Ji~1 -:t'-!J~o

-r:

Ji~1-to $1-

?7-?~lv:

A~~Ktl A~~(ri

th 1 ~

? 7-? ~lv :

~~..-~~c;~ffi

th~1-tXo

if.6l)l:-j-o

l:fH¥:: 1 -l:tlvo

:bk l-tl A~.~ -r:

L- 1 L- tz: :b

B:<$:~:fr

'""~ ~ .t 5

0

English Equivalents Mrs. Clark : Mrs. Peng: Mrs . Clark : Mrs. Peng : Mrs . Clark: Mrs . Peng : Mrs . Clark : Mrs . Peng: Mrs. Clark: Mrs . Peng : Mrs . Clark:

There ' s a new camera on the table , isn ' t there , Mrs . Peng. Oh, this camera? I bought it yesterday at the depart me nt store . (You) bought it at the department store? I bought (my) camera at the neighborhood store . Was it cheap at that store? Yes . The department st or e is expensive . But the department store is beautiful. I like Japanese department stores . Do you buy vegetables at the department store , too? No, I buy vegetables at the supermarket . The vegetabl e store has fresh vegetables . The vegetable store is no good ; I can't speak Japanese very well . I studied Japanese at the vegetable store .

~

)- 1:

"!

-:fr ..~ 'l ~ 1

B~~~~~[/tf~o•P;
(t(

' ~~.:- )- tt' (p

"f1 '

r::

ry

"1 (J)

rr )_ ~

~

~~;;::

b'

ry

1'1

)- "' ttl

ft.

rt q:

'r

(t(

;;'==?I

~ ~ -.{ )- -£-- ~ .:(g- f'j "!, {t( '£ ~ 1 t..C/ .ct ;;. t ~ .f ·ry ~ -£- .+.1 (p

~ 1~~ ~ ~ "" -i ~ ~ ~

-£:1')

r

l

o

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-£:I(

0{.

~ ~ ~

'

~ ~

c

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.... ry /")

w~ rr

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r f: ~ )-

\~ i

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~

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~ ~

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.% (p

t.

;-,(

..£-

~-

··~ ~

~r'fry~ ;:

~ ~ ~

Yll'l t~

81' ~ oz

~

Ct

(p

«iff- -:, ....

B

~ .~CI ~

'( -::( { -f- ? •

eo1!-Yr'~

w~

~ tA {

~ ~

.....

lP

(p

;,; (r(

,w l t ( l

r-1

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;

'

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·~. •')- t,,1 ~r ~

~

.,

J.

(!{ l ? ' I\ •' { :;. )- ·· I :f:-@

~ ~? If ~? .

)-

'i

$.

'!+

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oj_

~

tt

VIA(

CJ:-£\~

'1

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n. \ ~

')

"

~1 t

~

~

.:ff (.

£'(

£?

.%

'r=>

;;. ,

t~" 1 !'{ ~ (p

....

'L

<1: ~ 'r

rrl(

0

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-c-. -;,~

""

'""

~

~.:-). '1

J!_ ~~ (tC , f") :::. ~ rr ~1 ,.2~~ k "!_ ~

ry

1 'Y

0

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"I

1,-

~

~

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'

-z:-

.-,

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ry

ry 'l

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o

f -;_J. \~ I( q: i

(p

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trr )-

1-~ ::? Yl flr

o

':1 -;,)

1

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)- -;._;.

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ry

~ ~ {1-

~

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01

GNif

~

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(p

t

> C£ ry ..:J ~ t~ ~ ~

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ry c, -\

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t- (,

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.•

+ 1 r

a

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ry

'""~ \ .... , ~,

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(r( ry ~ t'fl ""'\ ,...,

~ ~

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c.; (,

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f@

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;;. ~ -:) -:: : '* ~'

:f ';). 'l I

o

if ~ i 1 ~ -;j £ ~ ~~(j :fjtt~ ~? ~ y,

~

~ ··~

':?

~

~ f: c; '

~.f

~ ry :f

'

~, '

-£: '?

.C:f.

r:!,

~ f:; ~' ('/ \'\ ' rg )- 'l ~ 9t ';,)

r

'sr rr ~

ry )v ;; .f ;;. ~ CQ. {9- \ 1- ~~ (f) J- .% 0 ry ry ~, ~ --::( ~ ~ I(

';? r'i+ ry 0 ~ ~ ~ ~f"flf£'Z

~ ~ ~1

~ y ~ ~ ::f. ~ ~

-f: ' ~ -:.1 t '1 !'") '1 i 'Sr 'Y f r ~ ; ~J w k1 ~ ~

~ ~

if (t ~ ~ :; ~ !§ ([{ ~' .f ~ (1 '1 '7' tflry ~ ~ F~1, ~ :? J? ::fr 1-f ~? ~ ~~ 2' ry ::.\ ~ k ry ~ ry'' 0 ~1 (p q: .fir ...£'1 (D '1 ry ry ry .'{ .r ~-wit~~ ?CP1 1o

C.'

n

£'

Y'l ~

tr

ry

(!(

~1

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£'1

"9

~NIOV3H

~OH

1f:Z

[[

~383H~

NOiili~3S

UOSS&7

23 2


SECTION 7.

EXERC I SES

FiZZ each bZank with an appropriate particZe:

i:i:

2.

-rt: t

3.

tctL

(!L;b

::::1 -

i:i: ~.7).-£

EB~~Iv

1,/)-:::Jt

4. :bk l

iJ-£ -to

~

tJ~:J).

1.

LJ~ o ~.7).-£

l:::-

lk-IJ•o

lko -i" 5 J..: l1-to

(!L ;b

Construct sentences using the words and par ticZes given :

6. i:i:, 1,/)60 , tJ~ . 1,/)1-t, (!L , -IJ• 7.

~ CO

5 , i>" J:

8.

~1

tL 1 l

9.

~trl,/) ,

10.

t~

~---£

l k, :b 1~ l , -r,

, -r,
tJ~,

7 · - Jv,

tl,

ti

c c.

-t-c, -r-r-, ti , 1tc

j;::"Ll,/) , :l§t-*", J:

5 \,/), CO, :bk l,

~.

l-£ i"",

-!J~

Answer in Japanese : 11.

12.

1,/)-:::J

13.

1,/)-:::J

14 .

~co?

f ' .-:!. - )-"1:

eel:

B:;$:~~

tJ} :7~

-'""lv~.t ? l"il-k-IJ•o

~\,/)""£ lk-IJ~o

c i: "1: B :;$:~~ -'""lv ~ .t 5 l-1 ~ t.r. k tl c i: "1: i>" J: ~---£ -:t"tJ• o

l-k tJ~o


Do you study Japanes e at school ?

16 .

It is hot in summer.

17.

I ate at a restaurant .

18 .

Mr . Tanaka saw a movie at the movie theater .

19 .

I bought a bal lpoi nt pen at the store over there.

Add accent marks to aU the above .

Lesson 11

SECTION 8.

WHERE

233

WHEN3 AND HOW


I'm getting married this year. Congratulations!

marriage? Ours is a love match . We work in the same company. B:
l~

Q~' *5 ~ '"('" 9

Oh, you met at work , huh?

0

'b fl~:*fi~L-*9o

B:
C:

j}\

t:. 't •

l-\ l-\

it ' H.J: 0) 13

~

Oh, great!

0

tJj *5 ~ '"('" 9 iJ~

lttt

I'm getting married, too, in the fall.

Did you meet at work, too?

0

~..~.,ill'\-'

t::• t> 0) fg fi' '"('" 9

B:
No , a friend of my mother's introduced us.

0

Oh, it was arranged?

0

That's right.

C: t-?1:"9o
t:. 't 13 ~ €1 l-\ *5 ~ t::• "'J t:. b

13 L.
iJ~

·ni ~i

tJ.

0

Your marriage was arranged too, wasn't it? Are you happy?

0

B: it it ' 13 iJ~ ~j ~ * '"('"

~

0

-~~~::::::

Yes, we are.

-------

exchange of engagement gifts

-~~ ¥i~!£

-

:~:~:::~; ---

--

wedding ceremony

wedding reception

bride

bridegroom

honeymoon

congratulatory gift envelope

a gift ( to guests at

an auspicious day

1

wedding )

i

;,,, ...................................................,_,,,.....................................................................................................................................................................................................................................~'


234

SECTION 9. I.


ij ::f+}; < ~) 'IJ~ t;]: ( (.} 6 '/Jl fj J1j Jj jj

+)

1. t.J

~

t.J

-t

pool(

supermarket(

)

undershirt(

date(

)

restaurant(

)

)

hotel(

)

)

2. '0 6'/J1t;]: a;

As~<

3 . 'IJ\ A(a) ( b)

~ + };

if !1J (

)

)

< IJ '/J~ t;]:

t 't t= f)

tlJ

it Jft (

)

tt A-~: };

(f) };

iFf)

ttft-(J)};

ttft-(J)

t

jji"1)

1!5 ~f a;

~

1flf -c

~

Z.(J);.$:~

1= o .i1~,a;~t=o

Jt.it

'?

II. Write a question to match the answer. 1. Q: ------------------------------------------------------A: f.ld;J: 7 ;;t. 1) t.J (}) :::;- =t- -tt .A~ ~~? ( the State of Texas) -c ~a; :tL a;~ t:. o

2. Q: ------------------------------------------------------A: ~' ~' X. , -t ;: -r· ~;J: }; ct ~· a; 1t It-T ~ 1= o 3o Q: ------------------------------------------------------~ A: ~ It- ~ J: (}) ;;( - J\- 7 - 'T "J 1-- -e .i1 ~' a; 9 o

4. Q: ------------------------------------------------------~ A: f~ '/Ji 7\. T: ~' IJ J: ff (}) ~1 ~' '/J\ < ~ ~ a; 9 o

5. Q: ------------------------------------------------------~ A: }Rff(J)Jru~: ;!51) a;

9

o

III.Fill in the particles. 1.

i!1.5~ tt ~t- ~;}: J¥-ils_'IJ\ ~' ~ ~

2 . Q: ( 1!5 t:J:

t= ~;J:)

3 . ( Ns t:J: ~' "?

5. }; ? iS

-'"" A-

8 ;.$:

*

}; ? iS

it Jft

G a; 9 'IJ\ o

~'OJ

~\

*9

'IJ\

0

o

~ J:

t:. o a; G t:. '/J\ o

-'"'It-~ J:? G a;~

~' "?

t:. ~;J:)

.:t

rfh ~a: 9

8 ;.$: ~g

<::: ;:

A: 8 ;.$:~ri~tx

4.

Mark "X" where a particle is not needed.

? -ts Ufoq: 1!5 1J ? G a; G t= '/J\ o ~tsl~;J:ffim_

1!5 IJ a; 9

a: 9 o

o

LESSON

12

DIRECTIONS ~HOBLEM:

OBJECTIVE:

SECTION 1.

There is a large number of direction-marker particles. (1) To introduce the direction element. (2) To show how the direction element is focused with the particle wa.

VOCABULARY

Drill ~

~m

~--~v~·

(the) Ginza (place name)

vc

vc

particle Direction marker

~~ ; :::;x_~

station (railroad)

0vt~<6

Ikebukuro (place name)

i>~~
i,~~ ~
Ochanomizu (place name)

tl0b C tl0 GtJ:0 ;

tt0b

vi enters

)j.-r

(d0?f<..)

3

( tl0 ~tJ:0 ;

tt0?f<..)

LlJ

-?"jl

mountain

vi climbs

C
X. )

particle 3 Direction marker

.tL.(dj

Yokohama (place name)

:tt#itl![

~~?~0c?

Hokkaido (place name)

-£-r

1-r

to; up to; unti l

~ tJ~tJ:

~ tJ~tJ:

fish

<-t.!?

<-t.!?

medicine

f1?l!•V>

c'

:bt-c LJc ~

-t-c ~

pronoun plural suffix; also used with nouns designating people from 235

236 ~

JAPANESE BY THE TOTAL METHOD ~

~.&

--:-ltl" f'_ .._ '?

1~ara

([) 6 vi :*6 C:* Gt.c: ~~> ; :* -::> tz: ) C ([) G t.c:V> ; ([)-::> tz: ) -rl..

~

; l:1v l

(place name)

rides; boards (a vehicle)

1lt.]j[

l: lv l

~:tl

~:tl

boat; ship

(}fi~

(} 2 ? ~

plane; airplane

:t:&TL"-:?

"bii~L"-:?

subway

f-\.]j[

~ l~

train (lit.~ steam [engine] train ; meaning long- distancP train)

~

~

electric train

----:1

/77-

sofa ;* couch

fz:fz::Jj..

fz:fz::Jj..

tatami (straw mats for floors

t5D il~

t5D il~

floor

-:?(:{_

-:?(:{_

desk; table

:Jo-. <

:.10""

/77-

(

:Jo-.iJ~t.c: \;> ;

~<

( ~il~t.c: \;> ~\;>

tz: )

btz:t.c:~

;

:Jo-.1;> k )

<

vt places ; puts

( :.10"" il~ t.c: \;> ; :jO">l/) k

q;E< ( q; 6

) vi walks

--:-1

il~

t.c: \;>

q;~V>tz:) btz:t.c: ~

Watanabe (personal name)

q; t.c: tz: il~ tz:

you (plU:t'alJ

Dialogue

q; t.c:k}5 ----}5

----il~

tz:

pronoun plu:t'al suffix (thoug not used with watashi; also used with nouns designating people in honorific speech)

- :tllv

classifier for years

"?:t

ago

ct.6 ;-- ct.6

(a) place

~~6/v

of course ; certainl y

l!v~lv-l:tlv

limited express ; t he "Bulle train " (lit. ~ New Trunk Lin

*In this word some Japanese speakers today use the English " f" .

Lesson 12

237

DIRECTIONS

adj ( is ) f a st Reading

tl6


-:1

1"

t-&~

ts:.1J~

inside

.7}.-?C:.

(the) capital

~f

map

"( \0

( ;Jo.. ) ~

;Jo-.-r

~lv ).;.1'

~

; -r ~

:ffj3:f±

tAt L:. ~

t-c.
t-c. <"?A,

(Buddhist) temple (Shi nto) shrine

0

a lot; much

"F 5 t,

Toji (name of a tempZe)

~-?-f: 5

Buddhist statue

c:.B~

adj (is ) fearful; frighten-

..

ing; afraid

1J~;Jo

face

~At1J~ < L:.

Kinkakuji (name of a tempZe)

?At1J~ < t,

Ginkakuji (name of a tempZe)

!? ~ 5 lh A, t,

Ryoanji (name of a tempZe}

:0

~-c

(a small) stone

J:6

?6

night

H " •lv

~

~! H•lv J.:.

~~~(~~~)

*

Gion (pZaae name} Miyako dance (Japanese dance performed in KYoto by Maiko dancers) Maiko dancer(s) (traditional dancing girls of KYoto)

~lf

sash (worn with kimono)

ts:.~

adj (is) long

~-;vc~

a/one day

*The form in parentheses is also sometimes used, but the first ent r y i s the t raditional way of writing the name of this temple.


238

SECTION 2.

KANJI STUDY

67 ~

'"'

924

.:t._

1237 ~

~

~~

.::r..;f-

*6

:ttP.T-r-:J

"btJ~

f-\lf[

~t._,-:;;

~<

~~<

~6(()

fJi

ct.6

ct.6

E

\1)-c

\;)l_,

~\;)

t.r. #\!)

t,r. iJt. ( \;) )

270 '~

j~

1657

1}/

'

856 f t

1044

1277

E

'*-

-c-:J

New Readings 758

.§![:

-*

"""f:

( 5)

-m•

"-clvl~

T

LJz:

(7)

T~6

(ti~6

(9)

:ttP.T-r-:J

"btl~

'Civ

109

<6"i

-c-:J

1669

15:

}]

C
--:--1

tJ~t-c

(2)

(
Lesson 12 SECTION 3.

DIRECTIONS

DRILL

Question- Answer: ~

1.

~~VL

Q:

cGD.,..;:;.A(d

A:

(a)

Vi0,

(b)

\.(:1\.,r.l:{_,

fi~

1

i'"il~o

fi ~ 1 i'"o

rr ~ 1 -l:t lvo

~<

Cues:

a)

~m

b)

*:5UW~

c)

~~

!,,&; -1>

v.~t.&:
d)

7ll2~

e)

:jo-. ~CD 7J<

)J. -f

Substitution: 2.

.:)3/'//c!lvld Cues :

3.

4.

a)

2:.2:

b)

c. co~;&

c)

B=*

d)

C. CD-}(~

-;k~VC

(d0 !J 1 {__fLo

a)

w

GDff6

b)

5-b

tJ~:t 6

c)

-tc

IHtJ~vt 6

d)

~;13(

rr<

:btL L-Id Cues :

:bt-cl-GD 5-bVL

cJ:5BVL

**""' .1: ~l:t"t

Cues:

a)

~IA 1!-:>XI•V.c~

b)

ibif~~

c)

~m

~<

!,,&; -1>

d)

~~

rr~ 1 L-ito

*1 l-f~o

239


240 ~

5.

Cues :

6.

b)

Asffi1-r /.$:ffi VL:
c)

~ 75~ tJ:ffi

d)

<-tl?~

~CD5

a)

:bk. L.Jc 'btl a)

c

*~mil~

fJ~

1lk.o

G *=1lf<:o

b)

**

c)

~.&

d)

7} 1) t;

c:. c:. 75~ G

.... ~.A

vc *.!?1-1-o

a)

111lf!

b)

~tl

c)

D-fi~

d)

t&T "L-:?

e)

f-\lfi

Cues:

.tl: ll:t

7·

~~ 1i

"

1:/v

Cues:

8.

.A~.A~;VV:l:

Cues:

9. Cues:

a)

b)

a)

.:.cc:.vc "t:b lJ 1 l f<:o V>-t

b)

/77-

c)

fz:fz:Jj.

d)

~75~

-:?(;tVJ:VC .:en :a-:?(;tVT L.'!V:bVJ:C:.

c)

F' 7 CDJ.j. ~--

d)

/.$:CDV.tc.!J

i>" ~ 1

lf<:o

Lesson 12 DIRECTIONS

Cues:

241

tll~

a)

-''.A V'L:*~

!J!l'/-VC:*~

c) (b)

vtc;

bitltl

.~ -!J~

G 5-b-£-r

!J!l'/ - VC :*.!?-£ lfco

L;Vb(

Cues:

a)

ffJT1if3

**~

b)

#t5l

~IIJG

c)

5-b

*?1~-c;/v(J)5-b

PartiaZe Distinction: 11.

Distinguishing Example:

Cues:

VC

and

L'

fh LJc

Teacher:

(Cues)

Student:

fh ltc **VC

*J?:/fi~-£

-:t"

fi~ 1-1-o

-J-

a)

*J?:/IJJ~-£

b)

c)

0-£-t:b it tJ:: """~ lvtl :T - 7 · ;v
d)

.A ~ .A

e)

<: <:/ """lv ~

<:
c; lvtl

7 } 1) j] /

.t

5 l-1 -J-

-!J~:t.!?

1 L-it

:J:;~ ~

-£ L- tc

242



Q: A:

Does this bus go to the Ginza? (a) Yes, it does (lit., Yes, [itJ goes). (b) No, it doesn't (Zit., No, [itJ does not go).

a) b) c) d)

Does Does Does Does Does

e)

this this this this this

bus bus bus bus bus

go go go go go

to to to to to

Shinjuku? Tokyo Station? Shibuya? Ikebukuro? Ochanomizu?

2.

Mr./Mrs./Miss Johnson came to my house. a) Mr. Johnson came here. b) Mr. Johnson came to this school. c) Mr. Johnson came to Japan. d) Mr. Johnson came to this university.

3.

I entered the university/college. a) I climbed (the) mountain. b) I returned home. c) I went out (Zit., I set out to the outside). d) I went to school.

4. On Saturday (or Saturday) I went to Tokyo. a) b) c) d)

(On) Saturday (On) Saturday (On) Saturday (On) Saturday

I I I I

went went went went

to to to to

Yokohama. Hokkaido. Shinjuku. Shibuya.

5.

Yesterday (I/he/she/we/you/they) went to the grocery store (Zit., Yesterday I went all the way to the grocery store). a) Yesterday (I) went to the bookstore. b) Yesterday (I) went to the meat store (or butcher's). c) Yesterday (I) went to the fish store. d) Yesterday (I) went to the drugstore.

6.

We came from Kyoto. a) We came from Tokyo. b) We came from Yokohama. c) We came from Nara. d) We came from America.

7.

8.

You/I/he/she/we/you/they board the bus here. a) You board the electric train here . b) You board the ship here. c) You board the plane here. d) You board the subway here . · e) You board the (long-distance) train here. Mr./Mrs . /Miss Smith sat there. (N.B. Sometimes suwaru means simply sits; sometimes it means sits Japanese fashion. ) a) Mr. Smith sat on the chair . b) Mr. Smith sat on the sofa. c) Mr. Smith sat on the tat ami. d) Mr. Smith sat on the floor .

Lesson 12

9.

(I) put (I) (I) (I) (I)

a) b) c) d) 10.

11.

DIRECTIONS

243

that on (top of) the desk/table . put that under the desk . put that beside (or next to) the telephone. put that to the right of the door. put that to the left of the book.

(a)

Yesterday · I walked home from the station (Zit. , As for me, yesterday I walked from CtheJ station Call the way] to CmyJ house). a) Yesterday I ran home from the station. b) Day before yesterday I rode/took the bus home from the station. c) Day before yesterday I rode/took a taxi home from t he station.

(b)

This morning I took a taxi from the a) This morning I took a taxi from b) This morning I took a taxi from c) This morning I took a taxi from

Teacher: Student: a) b) c) d) e)

station home . Shinjuku to Tokyo Station . school to the hospital. my home to Mr. White ' s house.

(Cues) tomorrow/Tokyo/(I) will go I'm going to Tokyo tomorr ow.

I work in Tokyo. There's a dog in this house. Mr. Watanabe put that on the table. Mr. Smith returned to America. I study here.

244

SECTION 4.


GRAMMAR

12.1 . THE DIRECTION ELEMENT. The Direction element, as the slot name suggests, indicates the place toward which or from which an action is directed. There are several ways in which this element is marked: ni to; e to (but note that English logotactics does not always permit the use of "to" in translation: I went [toJ home); kara from; made to/aU the way up to/as far as; • . • kara . • . made

from . . . to . • . . The direction-marker particles ni and e are free variants; this means that speakers choose freely between them, without any change in meaning. In fact, a single speaker may use one on one occasion and the other in an identical situation. With other speakers, however , a distinction is maintained between the two (though there are some inconsistencies). If this distinction is observed, the particle ni is used when the direction is rather narrowly defined (e.g., a particular station or street), and the particle e is used when the direction is a loosely defined or rather extensive area. This distinction is maintained in t he drills of this lesson to some extent, but the sharp student will not ice that the place names Shinjuku and Shibuya occur both in Drill 1 (with ni ) and i n Drill 4 (with e). 12.1.1. VERBS WHICH PREFER ni. The only satisfactory explanation of the use of ni to mark slots which at first seem to the non-native to be Zoaation (which would re~uire the marker de for action verbs), is that certain verbs l i ke noru rides on/boards; oku puts/pZaaes; and suwaru sits (on) take ni for this slot: Daigaku ni hairimashita. (He) entered (the) university. Yama ni noborimashita. (He) aZimbed (the) mountain . Basu ni norimashita. (He) got onto (the) bus . I (He) :rode on (the) bus. Isu ni suwarimashita. (He) sat in (the) chair. The idea of location and direction seems to overlap, as can be seen from t he example Basu ni norimashita. Perhaps this explains why it appears that with some verbs ~ looks to us as if an exception is being made to the rule that the location slot i marked with de in clauses where the verb is active: Tsukue no ue ni sore o okimashita. (I) put that on top of the desk. Ron wa yuka ni ochimashita. (The)

book feZZ on(to) the floor. 12.1.2. FOCUSING THE DIRECTION ELEMENT. The Direction element may be placed in focus (e.g., to show contrast, or with a negative predicate) in the same way that the location and indirect object are focused, i.e., by adding the particle wa after the element-marker particle, whichever it may be. Thus: Ginza n1 wa ikimasen deshita. (I) didn't go to the Ginza. Tokyo wa ikimasen. (I} don't go to Tokyo. Gakko made wa saii.juppun kakarimasu. It takes 30 minutes to go to sahooZ. Gakko kara wa basu ni norimasu. (Coming home) from sahooZ (I) ride t~ bus. Note that when the direction slot is brought into focus with wa--for the I purpose of showing that this is the slot which is negated, to make it the topic of the sentence, to contrast it with something else--the direction-marker particl often receives an accent, as in the illustrations above.

e

Lesson 12

SECTION 5.

245

DIRECTIONS


3' :7- 3' ~t
*1

LJz:i6~o

? 5-? ~ /v :

-t!if=.®VC *1 lfz:o

~::,.; ~ 1v

ln 6ln6 t.rma- Yt 1

ltz:i6~o

?5-?~/v :

~~,

ln6ln6~m~

Jt1lfz:o

fi ~ 1 LJz: o I:

~/~/v

}R$~tl

fi~1 L.Jc.i6~o

?5-?~/v:

~~6t
fi~1lfz: o

~/~/v

bfz:lfz:~tl

%~

*'Ti6~t
*!? 1 ltz:o

? 5-? ~lv :

E t..i6~ G l. t.l:t"t

~~fz:ntl?

fi~1lfz:o

* JJ 1 * JJ 1 lfz:o

Ltz:i6~ o

~/ ~ /v

~~;0~ G

? 5-? "ts/v :

biz: liz: ~tl *>R~i6~ G

~ / ~ /v

JT;O~t
? 5-? ~/v

-t" 5 l:-j-ho

*

!'J 1 lfz:o

tl ~\.n l: -j-;O.o

English Equivalents Mrs . Mrs . Mrs. Mrs. Mrs. Mrs . Mrs . Mrs . Mrs . Mrs. Mrs. Mrs .

Peng:

CZ.ark: Peng:

Cl.ark: Peng:

Cl.ark : Peng :

CZ.ark : Peng:

CZ.ark: Peng :

Cl.ark :

Mrs . Clark, when did you (or you all) come to Japan? (We) came seven years ago. Have you seen various places? Yes, we have. We ' ve been to all sorts of places . Did you go (or Have you been) t o Kyoto? Of course . Did you (or Have you [allJ)? We went l ast month. We rode on the "Bull et " train . Where did you board (the train)? At Yokohama. We got on (the train) at Tokyo . The "Bullet" is fast, isn 't it. Yes, it is.

246


SECTION 6.

READING

,?, ttn:

5

~

~;:~:

-s ~~, ts ~ {> ¥41¥1 :tJi

"'

fj

~ £ L. t:

ff.J

*

~ 11, .Ji. --:J Jf '5 ~

~ n ~t' --r· L- t:. o

~ ~ -n;:~:

:G ff.J ~: v ~

t: o

-f

TTo

+R~

£

~t,

;:

*~~~

t:. 0) L. 1t' - B -c· L. t:. o

~ ~;t

~

~~~. iP(

b) t) £ L. £.

1fi 00;;: ~

t:

0

jJUD 'if"'-

;:

b It\ :iJ~ t5

fi ~ £ L. t: o

;,__ ~;:~:

o

:fJ\ v

~~, ~~,

~~t)£L.f:o ,?- ~ :iJi

~fi

o

fi

:flf ~~, --r·-t o

t: <~ ;,__

~~' -3 11' -3 tJ: ts 'if

*Ldi

oo 'if ff.J L- -r :fJ\ tJ: ~: b -c· ts ~ ~ ~ Jt. * L- t:. L- t: *~ ff.J ~: v ~;:~: t -c -t -? ") < G ~t' --r·-t

•

~£

s tJ £-to

n :fJ\ 6 ,

* ~~, ;: ~ ;,__ ff.J ~!It~;:~: ~ n ~~, --r·-to

tsrn;:~:

0

< ~ ;,__

.Ji. ":) Jf :; :iJi

~ £ L.

1fi M 'if~;:~:

£ L- t:. o

15'"('' 9

J! ~ ~: ~j:

0

t:.

*

~~

o

Lesson 12 DIRECTIONS SECTION 7.

EXERCISES

FiZZ each bZank with an appropriate particZe: 1.

2.

Afl+ B 1::0 A _ !;~(

3.

wrm

4.

fC0c<:.6

5.

nt:l

B

*

::ft.~

*=1 lt-co .li~

_

til~

_

1

-to

-r,<.,

tl!K

* 1J 1 lko ~~l1

*~

lko

tl01J 1 lko

Answer in Japanese: -r,<.,

6.

~t.cktt

c<:.n~G

7.

~ t.cktt

~ .t

8.

~ t.c f<:_ 0-T c ~Vi

9.

-:J(:t0J:(rC

10.

5 {PJ ;6~

5 -Gn~G

tl!KVC

*.V1-tn~ o

cL.-"- fi ~

1-tn~ o

~ A,

L: .t l:' ~.f::U1 -tn~o ~ 1J 1-tn~o

,~1

l:'

~~

1

-tn~o


I always go to the Ginza on Saturday.

12.

When did you enter the university?

13.

Where will you go tomorrow (or Where are you going tomorrow)?

14.

Yesterday I bought a table at a department store in Shibuya .

15.

We go home at 4:30.

16.

We came to Japan seven years ago.

Add accent marks to aU the above.

247

248


SECTION 8.


At A: 9}}.£it/vo

@..,

J..

.1'

It

tne Station

,

tJJ1-fnl'Jl:£~;:J:t;:c· 9:fJ\o

A: it> t;: c ·9tl o t ' -? -t it> I') :bit-?

o

Excuse me. Where is the ticket window?

Over there? Thank you. I want to buy a ticket for the Bullet . Ask at the Green Window. What track is the Hikari No .

B:

?

Track No.

A: ;: O)m!f!~;:J:

11'< u II: ~~w!f!T9:b~o

. . . .t.

~··;······~~0·ii··i··;;-=·~~

...

~~

~*

·~ g

?!f!

Does this train stop at every station?

.

.

i.·;-·i"=t··~·~··~······························o·~·~ ~·····~·h·~·····~·~~·~·····~·;~·~·~ ····~·~·~·~ · ·~ ·~···················?...................

ticket gate

·~ ~.Y:t(~

station master

4'-.:t .A~

track number

!f! jiiij

(train) car

car No.

;j;-,L,.

platform

tJ] 1-1 ?'C l) t~

ticket (sale) window

fJ!,fi

Expres s

/v)station personnel

~ ~~

ij@.·~

~

j)~\ ~<

kiosk; newsstand

Limited Express

tk~

Special Rapid Service

"/J'f!hi

r'i ~ t)J ff

one- way ticket

ii~~~ seat reservation

~ ;m;

non-reserved seat

~~

t~ l;-:>

t;~ .$.(

1i fl tJJN

round- trip (return) ticket

advanced (sale) ticket

nun * ~-~~

!f! ~ ~f

1)- ::.; !fi

l::' .::z. ''J 7 1!\• ~ l; ~

7\t ~ fiJT

.I.

~B* ~

ticket on sale today only

conductor

~l'J~G

fare extensio n

green car

~:iii!!!

di ning car

buffet car

f...: t:i' !fi

fare adjustment window

~f!·h

sleeper platform ticket

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

Lesson 12

SECTION 9. I.

1.

?Ji:+j'S

< IJ tJi"l;t

( 0 6 tJ5. t;i I tJ 51 7J 7)

(

tlJ JII ~ )

~ QJ tJ\ 1t'

L- ~ ~;J::

2. J'T- ~ ~: ~;J::' "'' ~ "'' ~ "l;t (

4•

)t

~

-:g-

It\

~

!fi 0) IJ

j5 ~ Q) 71< J: ~

(

)ll-9

(

-:J jJ\ tL

*

)

,,~,

(

~

S!?

.F.J

£9

ct -5 B tJ\ 6

)

£ -c·

(

)

~ ~

i).Q~£i'

IJ £9

ct -5 B £ l' , o

-c· :t , ~ "-< (

)

0

0

)

Q) '':;.. ~;~::

2 • -f Q)

X. "L "''

o

o

Supply the particles .

1. .::

(

IJ £ 9

~: :filff(:fi Q)IJ!) tJi ~

t.-:'5

fj ~;J:: ()

)

o

'ttl! "''

J;

T "L -:J ~;J:: 1J! ~IJ -c· 9

5. sofa( II.

249


£ "'' ~: "t tJ\ "'' L- ~ ~: fj ~ £ 9

3.

DIRECTIONS

~;J::

3. t' ;: __

f!fm_ · _fi ~ j5 ~

t ' ;:

i

Mark "X" where not needed.

!fi __

4 . 1=' tL __ !fi '"(' 9

jJ\

*9

jJ\ o

£ L- t:: jJ\

* IJ £ 9

jJ\

0

0

0

6. ~--5 "t_~ ~ 1. ;\v/?11/·'f-

£ L- t:

0

:tt:ii

III . Using the following words make four original sentences.

You may use one

word more than once, but be sure to use them all at least once . Supply additional words and particles as necessary, but use only the verbs listed. ~

":)
2. 3.

4.

*

!fi j5

.Q

<

~ tJ\ ~ ~f .Q

6

~

£T

fi<

250


Join left and right and supply the particles. ( ) a. IJJ:-?IJ'"t.Q 1. ~If! )l )¥, ( ) b. fl< 2.

IV.

(

3.

tJ~ ~'

4.

-5~

5.

ffil:j:r~/v

6.

* ~-<

1.

v.AI-7Y

8.

~' T

(

9.

t=_• ~' t•;::

0

10.

v.

G~ (

c.

)

d. *.Q e. t5<

) (

n<

)

f. '"tb.Q

)

(

g.

)

tJ~

x .Q

h. &;) ~f .Q

) (

i. ~;t ~' .Q

)

::r -7· Jv_..t_.$_(

)

j.

ft!J'"t.Q

Add the following two words to each of the sentences . 1\~

-5~

1.

fldt

2.

fb ';t

3.

...,... ..,.. ' - '-

~'"? ~

~' 1 To

ft$G1To

~J:-5

-x.-r ~' tJ~ x IJ 1 To

4.

N.>Gt::

Iii. ii tJi

*1To

5.

~J:-5

~

-$7?~-~:*IJ

1 Gf::o

252


tli:~

tl <: ~ ( Vi t. Vi toe~ ;

CVi <: v:f' toe~ ; (r.iC:.,4.;1t:)

(r.it.,4.;1t:) ~ ,4_;

<~

~ ,4.;k

~

~G?

ft ( ~

washing machine

G?

vt washes

( ~ G:btoe~ ;

( ~ G:btoe~ ; ~

vt hauls; transports

ibG?k)

G?k)

11t[i5

IC,4.;:b

telephone

:tr

:tr

particle~

c i>"'6 ( c i>"' G toe~ ; c j:,.,.? k)

"Fi>.,.6

vi passes through ; passes by

j:,.,..!? 6

i>--!r 6

( i>" .!?

( c i>"' ~toe~ ; Fi>"'? tL)

vi gets off (a vehicle)

( i>--lrtoe~ ; ~.!? k)

toe ~ ; i>"' .!? k )

-:r} 6

tb6 ( l:fj toe ~

;

l:fj k

Location marker

vi goes out ---:1

)

( IC toe ~

~

; IC k )

c.!?

C.!?

-tG

-c_ 9 ~"-

sky

c~

c~

vi flies

( ctl toe~ ; c,4.; it: )

bird

( c tltoe ~ ; c,4.;1t:) .::) :L -;;

J:1 ~

(a) jet (pl ane)

I ~ ~

1

Jv

missile

-7 -;;

~

o

~

rocket

.,!;:~ J; ?

town; street; section of to·wu

:If. ~

street ; road

e)(d G

(open) f i eld ( s)

~

.!?

forest; woods

~toe iJ~

~toe iJ~

~toe iJ~ili

~toe iJ~J;.. ~

country road

E?0

t:?~z.. c_ / r.J

road

~

country (rural distric t )

13

LES SON

LET'S GO BY BUS PROBLEM:

Some intransitive verbs occur in clauses with elements marked with o.

OBJECTIVE:

(l) To introduce the Means element . (2) To introduce the Presumptive inflection of the verb with Hortative meaning . (3) To show the use of a limited class of intransitive verbs with an element marked with o.

SECTION 1 .

VOCABULARY

Drill particle~

Means marker

marker (for writing); magic ink brush (for writing) india ink --,

cray- pas (a type of crayon)

0

:7 1/-''-.A --,

tJV-7 1.A

l:lv~~; -clv~~

electric train

--, --, 7.-t -:7; $-:7

fork

-::1 ~ .A/-_.,

steak

.A?-/

spoon

tJV - "?1.A

curried ( stew with) rice

--,

0

.A-7

soup

-J-17

j=117

knife

t'J~

~~ ( ~ G't,t \.n ;

vt cuts

( t'J I? t,t \.n ; t'J? f-r_ )

--,

?

?

tz: ) news

.:::.:1. -.A

baseball sumo (Japanese- style wres tling) scissors 251

Lesson 13 LET'S GO BY BUS

253

expressway road)

(lit ., high-speed

Diai:ogue "'

-It ftlv

{~~fT

V.-ltklv

*8

l}iJ!

g§"Q

I(C_

:bt-c~

:bk~

<· ~

east entrance

<· t>

l

C:bk Gt.r:v. ;

l

Isetan (department store)

west entrance

vi crosses over

C:b t-c Gt.r: v. ; :bk-::>k)

:bk-::>k) live?

live?

(traffic) signal

-:6

Jj..

right (side /direction)

"i

-t <· ( t.r: /

?

I(C_ )

~

~--

?

:p <· ( t.r: /

~·t>

tr.1JIIJ --1JIU

l} if_

.!?

I(C_ )

straight (ahead)

iJ~ :b

left(-hand) side

~·t>

---iJ!:b

--side

Reading I

/')t f~lv

c?

( 0/ I(C_

)

/':hlv

vilvc?

n

~e:

1iJ!~

1iJ.\~

U.S.S.R.

c0//(C)

outside

C1 iJ! Gt.r: v. ;

C~ iJ.\ Gt.r: v. ;

1 iJ!? t-c)

1 iJ.\? t-c)

~< ~ iJ~ t.r: v.

~iJ~

vi turns (e.g., turns a aorner)

=2<·~

lfj Q

(

real; true (-ly}

<

; 1lf.IV. k )

~

exit

<

vt asks

( ~ iJ.t.r:V. ; ~ V.k)

t>~<

near

~e:--c ! ?

after

~

~~m

~

--::-1

?

~L

lv ;

~ -::::> ~ L

lv

coffee shop; tea house

C:.?t>{'>

black tea

:b~V>

adj (is) young

-!tlv~~?l

missionary

(~it.,

red tea)


254

Common Expr essions

--... -c: ;;Q ~ \,/) ~ v ;0~ i) 6

--... -c: ~ tjWJ iO ~ ~ 6

KANJI STUDY

SECTION 2. 1355 ~

1056

-i-7]

1411 ~

968

.k

525

0 1015

!§

47

.1a

612

1£

1921

Jt.

169

has shopping (to do) at . . .

~JI[

t:lv L-t.>

--:1

7'/

"WJ6

~6

~

~

J;."b

.7)..-tJ

~

li

~kJ

*0

OiO~

gmO

vc L <· "b

KL

ti

.7).. ~··

.7).. ~··

tr_ 1Jtlj

'()- if. !J iO ~ :b

'()-tf.YJ

:J;l!

7nlv

V/

~

~c

-t:-c

;e:V>

:b~l/)

:bib~

( 6)

L <~ "b

~·b

1~

776 ~

~

( l;l )

New Rea dings 1940

~:;5

:

ffi!ii""

ttt2-:r-

~ffi!i

t:lv:b

(8)

1347

r;S : J;5 ~-::>

1374

*: ** *0

c5~x5 OiO~

L ( "b

( 3)

367 ~=

.7)..~ ,;

~1!t!6

~-:::>~L"Iv

ft{;{_6

:t~

-ttlv~L

-ttlv~i5L

L:t 6

(11 )

(8)

Lesson. 13

SECTION 3.

LET'S GO BY BUS

DRI LL

Substitution.:

;t,Z,U:-:?L"

l.

Cues:

~~

a)

7-:/;;!/1Y!J

b)

~-r:

c)

-t"Jr.

d)

!I

i>~ ~

1.:~<

/'.A

L" jffEfVC

a)

tl![

J!Uj~~.~

b)

!J!/y-

EEt:fl~A.,
c)

:f:&T-r-:?

~I*

d)

~h.

e)

on:~

D~'£l.-.t5o

~

Cues:

7} 1)

j;

1Yf

!J!/:/-L"

l:fj :O~vt 1

a)

t¥

i>~:t~

b)

/'_A

*~

c)

~h.

n<

3.

Question- Answer:

4.

Q:

ib t.r.. fc_ Vi

A: Cues:

0

]//'_A

2. Cues:

1 L- .t 5

{P]-c *1 1...-f-c.i>~o /'.A L" *1 L-ko

a)

!J!Jy-

b)

c)

t!li ±&T"L-:?

d)

~h.

L- .t 5

0

255

256


Substitution:

5.

b fc lAi

Vi~l:

<:"Vi~~

a)

7;;t-!/

A:T-::f-

b)

A7·- / ::hV-:71A

c)

Vi~

d)

A7·-/ A-7·

e)

717

Cues:

7.

~ko

~ iJ~t.r.

fjJzty

A:T-::f- -w.J6

7~;tl:

==-;>.-A~

llf:l ~ 1

a)

:rv

1='~~?

jt6

b)

~llf:l

-ttL

~ty

6. Cues:

it""'1

~_.

c)

7~;t

j:,-..~iJ!

d)

:rvt:

-t'~?

-ttL~

bk~Vi

Cues:

<

llf.l< Jt6

Vi~4-l:

-wJ .!J 1

a)

-*

ViC:.~

b)

1t4./L.( ~

~~?

c)

=¥

*""'6

d)

llt~

~-t'

~ko

Question-Answer: B.

(» (

Q:

c:. CD ... ~A Vi

A:

(a)

fct0 ,

(b)

00X.'

Cues:

~m ~

c :t.,..!.? 1-t'iJ~o

C i>"" .!:J 1-t'o

a)

}RJ?,:!R

b)

~m

c)

riM~

c j:,-...!.? 1-l:t~0

~

V>tt.&:<~

9.

Q:

C" C:. l:'

-'~A~

j:,-.. .!:J 1-t'iJ~o

\»(

A:

~m-r

i>.,..!.? 1-t"o

~ko

Lesson 13 l..~ -t>

b)

•* :t:&T-c-:?

/ /

~~

c)

~tl

/

~~

d)

l}fJ~

/

1:/f

a)

Cues:

LET'S GO BY BUS

~~ if

XC. I i i

10.

Q:

~ f.t k_V;t

A:

(

{PJ~VL

bk lV:J:) Cues:

? "b ~

{:;~V(

a)

8:30

b)

7 :30

c)

9:00

d)

9:30

l:fj 1 LJL76~o

/:b1 lko

Substitution:

Uti

11 .

Cues:

12.

a)

l}fJ~

b)

~.:!:.;:/~~

c)

~

d)

o-7::~~

-lt1

*Vi Cues:

?fo~

a)

~

b)

vV:tG

c)

~<2)9

d)

i>""76~
~~

clf1-t"o

Jv

bklk"bti 1-b~ Cues:

13.

-tG~

1lko

V:J:l!J1-t"o

a)

0t.t76~~

b)

c)

c?6 <:.?-t
d)

i>""76~
257

258



Let's draw (a) a) Let ' s draw b) Let ' s draw c) Let ' s draw d) Let ' s draw

2.

Let ' s go to Shinjuku by bus. a) Let ' s go to Tokyo Station by electric train . b ) Let ' s go to Tanaka's house by taxi. c) Let ' s go to (the) Ginza by subway . d) Let ' s go to America by ship . e) Let ' s go to India by plane .

3.

Let ' s go (Zit . 3 set out) by taxi. a) Let ' s return (or go home) by electric train. b) Let' s come by bus . c) Let ' s go by ship .

4.

Q:

A:

I ate a) I b) I c) I d) I e) I

6.

(I) a) b) c) d)

7.

I cut a) I b) I c) I d) I

8.

Q:

a) b) c) d)

pencil . magic ink . (or felt- tip pen) . (a) brush . indi a i nk. crayon.

What did you come by (or By what means did you come)? I came by bus . a) I came by taxi. b) I came by electric train. c) I came by subway . d) I came by ship.

5.

A:

picture with (a) (a) picture with (a) picture with (a) picture with (a) picture with

rice with chopsticks (or I ate with chopsticks). ate steak with (a) fork . ate curried rice with (a) spoon. ate fish with chopsticks . ate (Ut .3 drank) soup with a spoon. cut (the/my) meat with (a) knif e.

listened to the news on the radio (or CIJ heard news by means of radio) . (I) saw the baseball (game) on television . (I) read that in the newspaper. (I) listened to music on the radio. (I) saw sumo on television. that with scissors. hauled that in (my) car . washed that in the washing machine. ate that with my fi ngers . talked (about) that by telephone .

Does this bus go to Shinjuku (Zit. 3 As for thi s bus, does Cit J pas:; through Shinjuku)? (a) Yes , (it) does (Ut . 3 Yes, CitJ passes through) . (b) No , (it) doesn ' t (Ut .3 No, [it] does not pass through) . Does Does Does Does

this this this this

bus bus bus bus

go go go go

by by by by

Tokyo Station? (the) Ginza? Ikebukuro? Shibuya?

Lesson 13

9.

LET'S GO BY BUS

Q: A:

Where do you (or I/he/she/one/etc . ) get off the bus? (I) get off at Shinjuku.

a)

Q: A:

Where do you get off the electric train? I get off at Shibuya .

b)

Q: A:

Where do you get off the subway? I get off at Ginza.

c)

Q: A:

Where do you get off the ship? I get off at Yokohama .

d)

Q: A:

Where do you get off the plane? I get off in India.

10.

Q: A:

What time did you leave home? (I) left at seven . a) I left at 8:30 . b) I left at 7:30. c) I left at 9:00 . d) I left at 9:30.

11.

(The) bird flies through the sky. a) (The) plane flies through the sky. b) (The) jet flies through the sky. c) (The) missile flies through the sky. d) (The) rocket flies through the sky.

12.

We a) b) c) d)

13.

(The) car a) (The) b) (The) c) (The) d) (The)

259

walked (through) the town. We walked (along) the street. We walked (through) the field . We walked (through) the midst of the forest . We walked (along) the top of the hill .

SECTION 4.

runs (along the) street. car runs (along a) country road. car runs (along the) road. car runs (along the) expressway. car runs (along the) top of the hill.

GRAMMAR

13.1. THE MEANS ELEMENT (1) (see also 17 .1) . The name "Means " is given to this element of clauses to designate nouns , or noun phrases, which are marked by the particle de (homophonous with the particle which marks location), and which carry the meaning "by means of" or "with. " Other meanings for this element will be introduced in a later lesson.


260

THE MEANS ELEMENT: INSTRUMENT Hashi de gohafi o tabemasu.

(I) eat rice ~~th chopsticks .

Naifu de sore o kirimashita.

(I) cut that with a knife .

Rajio de ny&su o ki kimashita .

(I ) listened to the news by means of the radio. (I) came by eleatria train.

Defisha de kimashita.

13.2. THE PRESUMPTIVE-VERB INFLECTION. The presumptive inflection is used with a number of meanings (see Appendix). In this lesson, however, only one meaning and use of this inflection is presented. It is a convenient form t o mean "Let's do so- and- so! ": a suggestion. We call this use hortative. Transitive verbs and intransitive verbs alike may take the presumptive inflection with t his meaning : ,

Asobimasho.

PRESUMPTIVE-VERB INFLECTION : HORTATIVE , "' Let's play! Ikimash5. Tabemasho. Let ' s eat !

Let ' s go !

The morpheme for this inflection is - 5 (with Consonant Ver bs) , and -yo (with Vowel Verbs) , but in the drills of this lesson this inflection occurs only with the polite derivation suffix - mas- (i .e ., in polite form) , and, hence , it will be simple enough to remember the hortative is formed by adding - mash& to the verb stem in the same manner t hat -masu, -mashita, and -masefi are added. POLITE ENDINGS OF THE VERB

Indicative

Past

Negative

Presumptive

plays

asobimasu

asobimashita

asobimasefi

asobimash6

eats

tabemasu

tabemashita

tabemaseii

tabemash5"'

"FLY THE SKY": MOTION VERBS AND THE LOCATION ELEMENT. There is a class of verbs having the common meaning of motion through or over space--such as iku goes, tobu flies, aruku walks, and wataru crosses over--that occurs in verbal clauses with the Noun + o element , which, up until this point, we have identified as the object slot: Kodomo wa hodo o arukimasu . The children walk (on) the sidewalk. Tori wa sora o tobimasu. Birds fly (in) the sky . Are such verbs to be regarded as transitive, or , to put the question from another angle , i s t he Noun + o element which occurs in the same clause to be regarded as object , in the same sense that pan o (in Kodomo wa pan o tabemasu. The ahild eats bread. ) is considered to be object? With this subclass of verbs of motion (such as arUku walks) the Noun+ o element which occurs in the same clause is not the "goal of action" but rather the "location of action." The list of verbs which takes this element is limited. Two other particles which mark the location element are ni and de (introduced at 7.2 and 11.1, respectively). We might make the followi ng comparison:

l3. 3.

Location Element Partie le

Kind of Verb

ni

existential (i.e ., verbs of "being")

de

action

0

motion

Lesson 13

SECTION 5.

DIALOGUE

f3t ~ft "t: -t"tJ~o

-c-.r X. ";..~:; ";..~

:

!R (]) A. : : ; 3 ";./

:J ";./ :

.(R (])

A.:

lR (]) A. :

~~

c 5 n ~ 1 -t-tJ~o

~~!4tt

"t-~1 ~lvo

:; 3

261

LET ' S GO BY BUS

f3t~ftti

*

D~

ttl 1 -t-o

0

-1::- 5 t:-t-tJ~ o

...

· · · · ·

:~:UJ t:-t-tl o

-1::- 5 t: -t-o

-1::-h iJ ~ G JIUJ CD MCD~ i- :b k .!? 1 -t-o

L-lv C 5 iJ.\

~

ti~ ,

-1::-tLtJ~

.!? 1

-t"tJ~o

~.!?1-t"o

G,

1

-::> -t-

-1::-CD~i"

~~

fi~1-t"o

<· ~ n ~ 1 -t-o

iJ

: ; 3 ";./

:J ";./ :

!R (]) A. : : ; 3 ";./

:J ";./ :

f3t~fttl

ir:1JI!J t:-t"iJ~o

tl ~ ,

tr: 1JIU t: -t-o

C5

~.!? iJ~

~

-t- <· :b iJ ~ .!? 1 -t- .t o

C 5 C ~~ 1 l.Jz:o

( eio l

English Equivalen ts

How do you get

(Zit.~ go) to Isetan (Department Store)

Johnson: Station

Excuse me.

Attendant: Johnson: Attendant: Johnson: Attendant: Johnson: Attendant: Johnson : Attendant:

Isetan? You go out the East Exit. This is the West Exit. Oh, is that so? . . . . . The East Exit , right? Right. Then you cross over the street in front of the East Exit. Is there a light (or traffic signal) ? Yes, there is. You go to the right on that street.

Johnson :

O.K. Then you go (or continue) straight ahead. Is Isetan on the left side? Yes , it ' s on the left . You'll find it (Zit. ~ understand) right away . Thank you very much.

262 SECTION 6.

JAPANESE BY THE TOTAL METHOD READING

25

t I I

I I

I I I

e: I

20

Lesson 13 LET'S GO BY BUS SECTION 7.

EXERCISES

FiH each Hank with an appropriate particl-e: 1.

:bk l _ _ .bh. __ C: C: _ _ *1 lko

2.

~:; ' / - _

3.

B3~~~ - - ;{_lv(f.-J - - -ciJ~;Ij..

4.

-t <2) .:=.

5.

-t
;:1. -

5 ~ __ ii•.Z!? .A _ _

-

fJT (lfJ

1 /

~

ltcO•o

_ _ M[ ;/j.. ~

~--

~

;t,-.!?

l fL. o ~-;- 0

Construct sentences using the words given, suppl-ying necessary particl-es: 8.

-r ;1;'7 1 ~~lv. ~~. il~~~ ~

9.

~

~

lk,

*·-;v~/

~~

~~ fT,

~

!? ~ -t-, tr: 1JtU

l t t.t't

10 .

t~~~.

11.

~

<2)

:bk l,

5' *!?

j

~!I'/ - ,

j:,--!? ~ lk

lk, l}fi ~' :b1L. l ' Vi t.:.&>'J-c

I!

12 .

-tB,

~1*.

~ts:.k, il~ , 1'3~1 -:t-


I arrived in Japan on Thursday.

14.

Where do you get off the bus?

15.

I cut paper with scissors.

16.

I told that to him (that person) over the telephone.

17.

Let's wash the shirts in the washing machine.

18.

The bus turned the corner there.

Add accent marks to aU the above . Draw a map based on the Dial-ogue.

263

264


SECTION 8.


At tne Travel Agency I ' d like to go to a hot spring resort B:

Ufi~U·e m~-r ~ *9 ~

A:

i

You can ask at the travel agency.

0

IJ ~~!*n O).:fi~ :t.r( '"C ~ £ 'tiblo

Can they make train and Japanese inn reservations? They can take care of all travel arrangements . Do you have a cheap ticket to Hong Kong? Yes. When are you leaving? On June 17 .

6F.Il 7 Bl'' 9o

A:

; IJ ~;J: :t - 7" / ~: L- l

0

Leave the return ticket open. An afternoon flight is available. Can you make hotel re se rvations? Yes.

~ ;:~ J'L< mH'JMt*7Jt;O).:p¥J~

A:

t:ltJ'

.t.>IIil-,L-£9o I'd like plane and hotel reservations. ····················--···········-··························-······································-························ : "'~ll ~ IJIJ (~A,) chef

l*fi ttJtm/tmfi~t± travel agency procedures reconfirmation itinerary

main ( large) bath

I

outdoor bath

~

I I ~

i

tourist information !

mixed bathing ''? It<

1: ~.t.<

.,

- m = b{f'f ~ one night w/ 2 meals maid

i

~ ~tt ......

carry-on baggage

i

~~~~ ~~·~· · ·· · · · · · · · · · · ·:·=·~ ~.~.: ~.~ ~.~ ~.~.~-~· · · ·-· -· · · · \ ..

..

.. ..... ..

room service (person) tip (i n an envelope )

265


SECTION 9. I.


~~+13

< IJ t.Ji'l;t

Ca 6 t.Ji 1i. I tJ "J tJ 7 )

1. tJ -9 tJ T

2.

4.

5.

~

0)~0)

(b) spoon_ _ __

(d) India_ _ __

(e) curry rice _ __

~

·c~b

Russia _ __

--e~~

~0)-5 ~~ -c· it ~ ~ "J ~~ f) t.Jl ~' ~ steak~

(~ (~

II.

(f)

~ ~~£G.t?o

·c~G~

6. Knife'"(·

(c) news _ _ __

(a) fork._ _ __

~f)

£"9

Gt ~G£Gt:o

.t

"J

o

Write a particle in the parentheses and a verb from the list on the line. Use each verb once only . 9:b~

j:;IJ~

te~

t.ts~

1. 9i- (

)

f.i<

~<

ml<

t:•<

£G.t ?o

6. ififfi(

)

£G.t ? o

)

£G.t?o

)

£G.t?o

7.

* t> (

)

£G.t?o

8. :@(

4. ~' 9(

)

£G.t?o

9.

5.

1t~t: < ~(

)

~;:!: ~' ~

~9

2. J'G~(

3.

&56?

10.

£Got-5o

"'{> (

)

£ L.t?o

(

)

1ft~(

)

)'\;(

£G.t?o £L,_t-jo

III . Consulting the map on page 262, give directions to the subway, filling in the blanks and using the verbs given. 1. ;t 7 Jt..-_ _ Wl __:!i __ ( te ~ ) ______ _ _ ___ o 2. -t;::

' ti.

(

*t.Ji

~ ) ____________

0

3.

£-:J9('_(~<) _ _ _ _ _ _ _ _ _ _ _ o

4.

:tf!!~L "J~;:J:_ 1J{q_ (;5~) _ _ _ _ _ _ _ _ _ _ o

IV.

Complete the chart.

B< tJ]

~

~;t

;::

~' ~ ;t I

~

bt:~ t~

;t t.Ji ~

t:

~,.,

;l!t ;t I

.1:

"'>

266

V.


Express in Japanese.

1. Watanabe went to San Francis co from Japan by ship . 2. From San Francisco to Seattle he rode the train. 3. The train pas s ed through Portland. 4. The streets of Seattle were beautiful . beautiful, tall (lit., big) trees.

On the left and right t here were

14 COUNTING

LESSON

PROBLEM:

Counting objects in Japanese is a complex system .

OBJECTIVE:

To introduce Japanese numerals and the counting system.

SECTION l.

VOCABULARY

Drill

ctassifier for counting people classifier for flat things such as paper

fi "Cv..

adj (is) desired; wants

ti/J~ ~

postcard

~-:::>-c

(postage) stamp

--tc.v..

classifier for cars, machines

~~v..

machine; machinery

-;;;<

near

._fi,.Z, ; --fi:;\_, ; ._ f~;\_, ctassifi er for long, cylindrical objects such as pencils

*

-tt,.Z,

ll'< ( ll' 7J ~ tJ:. v..

; ll' v.. f<:. )

-, ::1~7

cola

~77

banana

?

t ree

~;\_,

(a) line

ll'< ( ll'iJ~ tJ:. v..

; ll'V.. k

)

vt draws (e.g., draws a line)

f<:_lrf c:.

f-c(rfC:.

tobacco; cigarettes

(J_)tf

e)ty

vt smokes (tobacco)

( (/_) 1 tJ:. v.. ....__ ti v..;

; (/_) ;\_, ti. )

._ (rfV.. ; ···--trfV..

( (/_)?tJ:. v.. ; 3 ;\_, ti. ) --tiV..; --(rfV..; 267

--r.:rv..

atassifier for liquid or dry measure; e.g.J a cup(ful) of coffee


268

water (a) plate; (a) dish Dialogue (a) building

-,

(/_)

sweater

?tn~~

every morning

(/)

one (noun substitute)

(6tn

(6\.n ~ ..

-e-~ -

-t-5-t?

*3'~1

~

..

adj (is) black

-,

-t5.:t5

oh yes! (I remember)

~3'~1

necktie

Reading j@~ ~

( j@~ fJ:I.n ; j@~ k)

:@ib

i>" ~ ~ -::-1 ( i>" ~ fJ: l.n ;

51vc5

1m~

vi awakes; gets up --:--,

j:,.,. ~

k ) physical exercise

vi returns; goes home

C1ffi GtJ: tn

,*

?fz:) miso soup (miso = fermented soy bean paste) soy bean curd (a) snack (so named because of the hour when it was trad1 tionally eaten; i . e.~ the 8th hour of the day, or about 3:00 p . m. )

( i>" ) tJ~ L,

( j:,.,. ) ; ; L,

( j:,.,. ) ~ lv""' l.n

( j:,.,. )

7.1< J:

? tJ~Iv

)j..

~ lv""l.n

-r? 5 tJ~Iv

sweets; candy; cake sembei (hard rice crackers) soft (watery) yokan (yBkan = a confection of gelatin- like consistency) --each (e . g., hitotsu-zuts

one each) (the) older child (of the family)

Lesson 14

269

COUNTING

vt drives (a vehicle) (a) drive; driving (usually for recreation; e.g., go for a drive) sea; ocean

vi goes for a drive Numerals

0(-:?

how many?

()~":?

one

Jr,. t<:. ":? 0 *

two

)j.."?-:?0

three

l:-::::>":?0

four

03-:?

five

t.J--:::>":?

0

six

-:--1

t.r. t.r. ":?

seven

i='-::::>":?0

eight

<:."20-:?

nine

c l:>"" 0

ten

Classifiers

1.

~)\ (for counting peopZe, e. g., one person, two people, etc.)

{ij])\

tl.lvlfCiv

how many people?

-)\

one person

=)\

V.~.b Jr,. t<:. .b 0

_)\

~ !v(iC!v

lmJ\

J;:

Vf1lv 0

four persons

B.)\

C:VC/vo

five persons

-ft.)\

o71fCiv

six persons

-tJ\

l

/\)\

r.t?lfC!v

~

~ I(C lv

two persons

0

three persons

-:--1

; t.r. t.r. I(C lv

seven persons eight persons


270

:fLA

~ ~ 5 V'Civ ;

+A

1.:-~?Vl:,Z,

2.

nine persons ten persons

--;f1c (for aoun.ting flat things suah as paper)

~;f1c

~lv10

how mapy (sheets)?

-;f1c

0~10

one (sheet)

=;f1c

~10

two (sheets)

_;f1c

?,z,10 "?,4.,10 . .t10

three (sheets)

c10 6(10

five (sheets) six (sheets)

t.r..tl10; ~~10

seven (sheets)

Vi~10

eight (sheets)

~ ~?10 ;

<10

t-~?10 3.

- il'

-.L>.,

-o

"""*

nine (sheets) ten (sheets)

(for aoun.ting maahines~ including aars~ eta.)

fi,z,fi0

how many (machines)?

0~fi_0

one (machine)

~fi_0

two (machines)

?,z,fi.0

three (machines)

? )vfi_0 ;

4.

four (sheets)

.t fi_0

four (machines)

cfi.0

five (machines)

6(ti0 t.r..tlti0; ~~fi_0

six (machines) seven (machines)

Vi~ti0

eight (machines)

~~?ti0

nine (machines)

t-~5ti0

ten (machines)

(for aoun.ting long~ aylindriaal objeats like penails) how many (e . g. ~ how many penails)?

Lesson 14 COUNTING

271

0 -:::>f!lv

one

"K~11v

two

?!vf~lv

three

ilv~llv

four

L'~llv

five

~*

6-:::>f~lv

six

--t*

tJJdllv tt-:::>f!lv ; r.t ~llv

-* =* -* lrn* 1i*

-;--,

i\* A* -t*

s even eight

~ ~? ~llv

nine

t.:. ~-:::> f~!V ; ~ '? f~ IV

ten

5. -r.t~;-Vf~;-vt~ (a liquid or dry measure; e . g. , one glassful of water)

{ii}Vf~

tl!vvt~

how many (glassfuls)?

-vt~

c:;?Vf~

one (glassful)

=r.t~

"Kr.t~

two (glassfuls)

- v:r~

"?!Vvt~

three (glassfuls)

lrnr.t~

?,.z,r.t~

four (glassfuls)

nr.t~

L'r.t~

five (glassfuls)

~Vi~

6-:::>vt~

six (glassfuls)

-tr.t~

t~t~r.t~

seven (glass fuls)

i\Vf~;i\r.t~

ti?vt~;r.t~r.t~

eight (glassfuls)

::flr.t~

~~?r.t~

nine (glassfuls)

-t vt~

l.:.~'?V;f~;~-:::>Vf~

ten (glassfuls )

SECTION 2.

1 732 1~ 1199

A

a

-;--,

KANJI STUDY -~

~~1~

71

-.L:..., -P

Ktc\..rl

~· 1

272 386 986

1730


llL

7K ~

1286 ~

:ili<

tJ ~<

tJ 75~ (

7.1<

Jj.f

Jj.f

w1W1

i~
"7?'1

w1W1

~~;be;

~c;

~~ ~

j:,--~ ~

j:,-- ( ~ ~ )

~jb

?~Vc?

r)/

278 ~

51 ~ 281

9"!11

·~

1ffl~

~;(_~

75~x.

ilt

#fj

~Jj.

?)).

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New Readings 1056

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Lesson 10 , p . 207, footnote .

1936

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Lesson 14 1500

i\ :

tl "biJ~-:? 1\B J: 5 tJ~ As!¥. f' i>--f' -, !\-:? f'-:::>-:?

(10)

1\.F.l

273

COUNTING 818

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(10)

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SECTION 3.

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tll?f~lv

J\2t>:

DRILL

SuJ:?s titution : 1.

2.

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3.

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b)

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J\.-:?

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a) b)

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274

Cues:

a)

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b)

/\A

c) 1LA d) {b)

c.v~-t> vcr.t

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bkLVi

(a) Cues:

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b)

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c)

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Cues:

Cues:

7.

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c)

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nif5c -t:;ij:5c

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Lesson 14 COUNTING

8.

-''77~

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Cues:

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7

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275

276



In this town there is one bank. a) In this town there are two factories. b) In this town there are three universities. c) In this town there are four schools. d) In this town there are five hospitals.

2.

In this house there are six a) In this house there are b) In this house there are c) In this house there are d) In this house there are

3.

I have one a) I have b) I have c) I have d) I have

4.

(a)

In this room there are a) In this room there b) In this room there c) In this room there d) In this room there

six are are are are

men. seven men. eight men. nine men . ten men.

(b)

In this room there are a) In this room there b) In this room there c) In this room there

six are are are

men and seven women. seven men and eight women . eight men and nine women. nine men and ten women.

(a)

I want one a) I want b) I want c) I want d) I want

(b)

I want one painting (or drawing) and three photographs. a) I want five shirts and six handkerchiefs. b) I want seven postcards and nine stamps.

5.

rooms. seven telephones. eight doors. nine windows. ten chairs.

child. two children. three children. four children . five children.

painting (or drawing). three photographs . five shirts. seven postcards. nine stamps.

6.

There are a) There b) There c) There d) There

7.

(I/he/she/etc.) bought one fountain-pen at the nearby store. a) (I) bought two ball-point pens at the nearby store. b) (I) bought three pencils at the nearby store. c) (I) bought four bottles of beer at the nearby store. d) (I) bought five bottles of cola at the nearby store .

8.

I ate a) I b) I c) I d) I

two are are are are

cars there. four cameras there. six buses there. eight taxis there. ten machines there.

six bananas. cut seven trees. drew eight lines. smoked nine cigarettes. used ten pencils.

Lesson 14

9.

COUNTING

277

(I/he/she/etc.) drank one cup of (Japanese) tea. a) (I) drank three cups of (black) tea. b) (I) drank five bowls of soup. c) (I) drank six cups of coffee. d) "(I) drank eight glasses of water.

10 .

How a) b) c)

many tables are there here? How many students are there here ? How many cars are there here? How many bottles of beer are there here?

11.

How many forks are there on the table? a) How many cups of coffee are there on the table? b) How many plates are there on the table? c) How many pieces of cake are there on the table?

SECTION 4.

GRAMMAR

14.1 . COUNTERS . For counting objects there are t wo systems in Japanese: (1) native Japanese numerals (up to ten) supplemented by Chinese numerals (e.g., juich! eleven, juni. twelve, etc.) ; and (2) counters (numeral + classifier). Many items may be counted with native Japanese numerals; e.g., furniture, toys , kitchen utensils, etc. Some items , such as fruit, traditi onally have classifiers associated with them ( as Ringo o ikko kudasai . Give me one apple, please . ) but they may also be counted with Japanese numerals (Ringo o hitotsu kudasai. Give me one apple, please) . Animate objects, such as people , dogs and cats, horses and cows , birds, etc ., are neveP counted with the numeral system; and the classifier for people is different from the classifier for dogs and cats . Complicated as the counting system appears, the student may be encouraged to learn that it is in the process of simplification , and an increasing number of objects are counted by the numeral system. 14.1.1 . USE OF COUNTERS AS NOUNS. Counters are nouns. This means that they may be used to fill the subject and object slots (as wel l as the N + no modifying slot in noun phrases)- slots normally filled by nouns.

(1)

Use of CountePs in Noun Phrases.

a)

Kodomo ga sannin imasu.

There are three children.

b)

Enpitsu o !ppon kudasai.

Give me a/one pencil, please.

In example (a), the counter sannifi three people is part of the noun phrase kodomo ga sannin which constitutes the subject of the sentence . In example (b) , the counter i.ppon one long, cylindPical thing is part of the noun phrase enpitsu o !ppon wh ich is the object of the sentence. Note that the counter comes after the element marker (ga or o ). (2) Independent Use of CountePS. When counter nouns are used as subject or object alone (i.e., when they are not part of a noun phrase but manifest either subject or object by themselves), counters do not take the element- marker particle Sannin kimashita. ThPee people came. Gomai kudasai. Give me five (e.g. , five

sheets of papeP)_, please.

278


14.1.2. CONSTRUCTI ON OF COUNTERS. Counters are made up of a numeral plus a classifier suffix . In most cases the numeral is a Chinese numeral, but in some cases (e.g. , hitori one person~ futari two people) a Japanese numeral is used . Five common classifiers are introduced in Lesson 14: (l)

(2)

(3)

(4)

(5)

-nifi for counting people hitori

one person

rokunin

six people

futar!

two people

shich1nifi or nananifi

seven people

saiin1ii

three people

hach1niii

eight people

yon1ii gon!ii

four people

.. kyi:iniii or kun1ii

nine people

five people

j~niii

ten people

-mai for counting thin sheets

of~ e . g .~

paper

ichl.mai

one sheet

rokiimai

six sheets

nl.mai

two sheets

nanamai or shich1mai

seven sheets

safimai

three sheets

hach1mai

eight sheets

yofimai or yomai

four sheets

ky~i or kumai

nine sheets

gomai

five sheets

.~ i JUIDa

ten sheets

-dai for counting

machines~

including

cars~

etc.

ichl.dai

one machine

rokudai

six machines

nl:dai

two machines

nanadai or shichl.dai

seven machines

saiidai

three machines

hachidai

eight machines

t:

yoiidai or yodai

four machines

kyudai

nine machines

godai

five machines

judai

ten machines

-hon for counting

long~

cylindrical objects such as pencils

ippoii

one

r6ppoii

six

n1hoii

two

nanahoii

seven

sanbon

three

happoii or bachihoii

eight

yoiihoii

four

ky~hofi

nine

gohoii

five

juppofi or jl.ppoii

ten

-hai a liquid or dry measure;

e . g .~

"one glassful of l!Xlter"

1ppai

one

roppai

six

n1hai

two

nanahai

seven

saiibai

~hree

happai or hach1hai

eight

yoiihai

four

.. kylihai

gohai

five

juppai or jl:ppai

ten

nine

These five classifiers are given in detail (up to ten) to illustrate the complexity of sound assimilation in these numeral- suffix combinations. Note that -hai has three forms {-hai, -pai, and -bai ) , and that -hoii follows the same pattern of assimilation of sounds.

Lesson 14

279

COUNTING

The variants for "four" and "seven" are said to be the result of a tradition of taboo associated with the sound shi in Japanese. Since sh! four is homophonous with sh! death, a negative taboo attached itself to this word, and its use is circumvented by the traditional substitution of yon four (sometimes yo- as in yonin four peopZe) . Similarly shich{ seven is commonly substituted by nana seven (which derives from the Japanese numeral nanatsu).

14.1.3. OTHER CLASSIFIERS . It is important to master the use of a few basic classifiers such as the five introduced in this lesson (see 14.1 .2), because certain objects (people , paper, clothing which comes in pairs, animals, etc.) are never counted without using the particular classifier which applies. Failure to use the classifier will either result in the breakdown of communication or be the cause of considerabl e amusement. For reference the following list of useful counters ~s given: OTHER CLASSIFIERS mise !kken

l store

tori n1wa

2 birds

ringo nanahako

7 boxes of apples

hon sansatsu

plnatsu hachHukuro

8 bags of peanuts

inu yonhiki

3 books 4 dogs

gasorin kyfu
9 cans of gasoline

kyabetsu goko

5 heads of cabbage

kutsu jussoku

1 0 pairs of shoes

ushi rokuto

.

6 head of cattle

14.2. POSSESSION. Languages differ in the way in which they express the concept of possession. An extreme example is the language of New Caledonia which has a dual system: one system is used to indicate possession of things considered intimate and culturally essential; the other system is used for things less intimate and less essential. In some languages one simply cannot say "my head, my nose, my feet," because parts cannot be possessed by the whole . Though there is a verb meaning "have" (in the sense of "possess")- motsu haveJ hoZd- this verb is not normally used to mean possession of children, wife, or other human beings. Thus , the verb motsu is not used to express the statement "I have two children. " There are two ways to say this in Japanese: Watashi n1 wa kodomo ga futari arimasu. or Watashi n1 wa kodomo ga futari imasu. The animate-inanimate distinction between the use of the verbs iru is (animate) and aru is (inanimate) does not apply when the verb aru is used with the meaning "has, possesses. " The normal pattern for sentences referring to possession is illustrated in the examples below: Anata wa okane ga arimasu ka?

Do you have (any) money?

Arimasen.

I haven't any (answer to above question) .

Watashi wa kuruma ga ich{dai arimasu .

I have a car.

(Note, in the last example above, how the counter ich1dai expresses in Japanese what is expressed by the indefinite article a in English. Since there are no articles- "the" or "a"- in Japanese, this use of counters for "one" item may be more properly interpreted as indefinite "a," rather than specific "one."

280


SECTION 5.

DIALOGUE

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English Equivalents Takahashi: Johnson: Takahashi: Johnson: Takahashi: Johnson: Takahashi: Johnson: Takahashi: Johnson : Takahashi:

How was Isetan, Mr. Johnson? Isetan ' s big, isn ' t it? There are two buildings . What did you buy at Isetan? I bought six forks . I bought coffee and also a sweater. Do you like coffee? Yes, I like (coffee) very much. I drink two cups every morning. Is that so? By the way, what kind of sweater did you buy? I bought a black sweater . I s that so? Oh yes ! I also bought a necktie. I, too, often shop at Isetan.

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282


SECTION 7.

EXERCISES

FiZZ eaah bZank with the appropriate word as indicated in parentheses: 1.

c:c: vc

2.

bit l VCV:t

3. i>"" 4.

i>""~

c c \,;')

c:c:vc

~:hi')!

!r£ -to

(5)

0-£-J-o

(2)

7-=f-~ _ _ :ft~ -£

-r

7 J- ~ :h
lit o

(3)

~9-£-J- o

(4)

J{l,;-)"£ lito

5. x_!v_U-:?~ 6. 4a~

~

GiQ! _

::1-~-~

--

(3)

~~"£-t 0

(1)

Give the appropriate counter for eaah word:

7.

~~

(8)

13.

8.

fE

(1 )

14.

9.

-""..~

(7)

15.

Jr5

(2)

16.

10.

?)~~

t'

*I* * ~~

(5) ( 5) (3) ( 12 )

!

11 .

A

(1 )

17.

m!IW

(6)

12.

1,;-)l~

( 11 )

18 .

~?~

(4)


On Saturday I drank three cups of tea .

20.

Mrs. White ate two pieces of delicious cake.

21.

Here are four big boys.

22 .

I have two radios in my room.

23.

Mr. Takahashi bought five bottles of sake.

24.

There are nine sofas in this house.

25.

How many clocks are there in the r oom over there ?

Add aaaent marks to aZL the above .

Lesson 14

SECTION 8.

283

COUNTING


Let's Count Them

- -*T:t jt -t

~.:

<-e :t

=:e ::5 -r·:t 1!9.? .;; -r· :t

We count them l(hon), though

-if ::,- .y Jv

We count them

" : :·* L-15

We count them 3(so), though they ' re yachts .

3 'Y

0

fr 'Y

\,~fit~ i\ b-r· :t t; ...

t; '(}

~

-r· :t

At-:>-e:t

JLft-c· :t + .::. T :t

~;}:

We count them

"

s Cdaf.) •

though they're rockets.

We count them 6(wa), though they ' re turkeys. We count them 'J(hiJtii) , though they're bees.

'IS

We count them 8 hea.d, though they're whales .

v .:z.- A

We count them 9 glassfuls though it ' s juice.

l-' 'IS

We count them

:::·

-·-·······--·-··-·············-··········--·-····-··

*

rJ A.,

bottles

::t---7 -$1 -( necktie s

-

- -

'

shoes

!

....

r· ····· ~

:;:~

though they're strawberries .

L. .~. .?.. .~--~-- ~-:-~-:~-~-~=-~- 1

--~·----··--········--··· ·----·--·········--·······i,,•.:• i

[__

l()(k-~t),

................................................1,.',_

1-t-< !

'····--·-·····--···················-·-·······-···········-······-·=

r--

z. n.a·i 11$:. though they're sandals.

We count them 4 gra.ins:, though it's sesa11e salt.

1!~,

3i ffi -c· :t

they're carrots .

A., t:;. A.,

-········ · · · · . · · · · · · · · · · · · · · ·--·· · . . .! i

c=J

l;; ''_;;:~_;;:_., ___j

r,,······

····································· ············~

i ::

birds

~. .!.:. . .=.~-~-~·~- ~·-~·-· · · · · ·J

1......?.. .

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

············································-·······-·· . ~

l-' dJ.

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dogs

:::· ~;}: A.,

cats

if}.

r i ce

-t L- .Q mis o

' s oup ~

..........................................................................;

:............................................;

I

~ ;:- app l es

I

'

' v9 A lettuce

L.............................................................l

Permission for use of the above song granted by Japanese Society for Rights of Author s , Composers and Publi s hers as follows: r l- '

·:d £ A.. -r· :t.::.. /

v/

J ~iiJ:

rru ffi

ltJ ft!J

284


SECTION 9. ~* + j3

I.

1.


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Cv 6 iJi. ij I

~I tJ: ~ 0) ? t> ~::t ( )

4. Sweater 1!9 a;"', necktie /\ (

(

)

(

)(

, !!!=

}"T~

'k. "'

5.

II.

Using the words given, supply the counter and construct a sentence. Add particles where needed . 3

2. V 't''/ 3.

m;WJ

2

2

5

1

III . Supply the particles. 1.

Mark "X" where not needed .

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2 . ~;J:iJi ~ 3. -

3 t~

B ~:: t: ~i ;:::

4. bt:G

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fpJ

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&5 r;

5 t~_

7 Y :t

0) l-J.

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3~

o 0

0

if51J£.9o

IV. Give the Japane$e equivalents . 1. I need five ¥100 stamps and fi ve ¥62 stamps . 2. Q: How many neckties do you have? A: About ten. 3. In our class there are 6 women and 4 men. 4. Yesterday I watched 2 movies on T.V.

LESSON

15

OF TIME AND MONEY PROBLEM:

The system for telling time and counting money is the same as the system for counting objects.

OBJECTIVE:

To present time and money counters.

SECTION 1.

VOCABULARY

Drill

cLassifier for minutes after (when telling time); past !.»'

::fL1~1

~~5l\9>5

Kyushu (pZace name)

--~rs,

-- cil~!v

cLassifier for counting hours

il~il~

z,

Cil~il~ Gt.c: ~.n ; il~il~?

t-c )

il~~z, ( il~ il~ I;t.c: Ln ; il~~?k)

vi takes; requires

vi?~~.nc 5

Hokkaido (pZace name)

e.' B7't

i2'?2:.5

Nikko (pZace name)

-a

--vc"b

cZassifier for counting days

~-tt!

~ft!

vt is absent from (e.g., is absent from schooZ)

(

~-:t-1

( ~-t"?t.c:Ln ;

t.c: Ln ;

~-tlvfi.)

~=flvtc.) b~

boat; ship

~/77/;/.A::r

San Francisco

--l ~ 5 il~lv

cLassifier for counting weeks

I

0 ; / ~· ; /

London

I

==>.-3- ::7

New York

)71)j]

Africa

cV < GLn

about how much/long/far? etc.

--~Vf-::::>

cZassifier for counting months 285


286

t.2!vt:J.Iv

what year; how many years?

--c

a s of (e.g. 3 as of this year)

-u-~<;--U~<;

multiple of 100

-u:.~<

*

-~lv; -~lv

multiple of 1,000

--~

multiple of 10 ,000

Dialogue Thomas

- <" ~ \,t')

; -

(t.r.)

*~

<~ \,t')

k

~1_,\,t')

i>~c

-(~\,t');

c L-

'itz:

\,t') ......,_ lv

-<

~\,t')

( t.r. )

(persona~

name)

approximately; about awful; very; exceedingly

fz:CDl\,t')

adj (is) enjoyable; fun

i>--~ c 1_,

year before last

'ifz:

again

Reading "b7i~

"b;O! 5

5

( -; ;0! :b t.r. \,t') ; "b;O!-:::> k )

vi is different

( -; 7i! :b t.r. \,t') ; "b7i!? t-c )

'i~

town; street; section of town

-t:c Cvc ) -,

every--

.

supermarket

A-~"-

parking space; parking lot meat

-::f-o

kilogram( s) ham gram(s)

( lO"") ~ Vi~

5

( Vi ~ i:d.r. \,t') tl~?t-c)

;

( i>"" ) 7i~ t;J.

money

Vi~?

vt pays

( Vi ~ bt.r. \,t')

;

tl~-:::>fz: )

*The accent on -Ef is determined by the prefix; e.g., nihyaku 0 yonhyaku, gohyaku 0 , roppyaku 0 , nanahyaku, happyaku 0 , kyijbyaku.

,

sanbyaku,

Lesson 15

OF TIME AND MONEY

fi-t-

tfj-j"( tfj c; t.c 0 ( jo~) "?

; tfj L1c )

t>

(

vt puts out; pays (money)

( tc?t.c 0 ; ttltt) jo~) "? t>

change (amount returned when payment is tendered)

VJ-0~,{,

vt0c;A,

cal culation; computation

M"tl

?:ttl

before

~

~5

5

287

no f urther; not a ny more (with neg. )

~,{, t.:.

j[f_FJf -- i.~ ~

(

vc )

.t

ne ighborhood; vicinity

vc) ; ......, jo~~ ( vc ) -:-1

-- i.~~

(

~6tl,Z,

~6tl,{,

~ :h0

~:hln ( ~ /I(C

( t.c/I(C )

"?"?tr ( "?"?j t.cln "?"?,{,if_)

"?~tr

;

at intervals; every other - -

abacus

)

clean

vt wraps -:-1

( "?"?j t.c:0

"?~,{,if_)

;

$

C:~

thi ng (i . e. , an event)

......, F'Jv

......, F'Jv

cl.assifier for dOZ.Z.ars

Cl as s ifier s 1.

--0-

(cZ.assifier for minutes)

fflj}

~,{,~,{,

how many minutes?

-0-

0-::;>~h,

one minute

=0-

V2~,{,

two minutes

_j}

?!v.$/v

three minutes

IZQj}

X!v.$,{,

four mi nutes

Jij}

"2~,{,

five minutes

~j}

6'-:::>~lv

six minutes

--:-1

-t:;j}

t.c t.c~lv

seven minutes

/\.0-

ijl"?~lv

ei ght minutes

:1L0-

~~5~/v

nine minutes

288


--t7t

1:-;?~!v;~?~lv*

ten minutes

=+7t -+7t

vct.~?~lv

twenty minutes

~lvt.~?~lv

thirty minutes

!m--t-7}

.tlvt.~?~lv

forty minutes

n--t7t

c::r.:.~?~!v

fifty minutes

6
sixty minutes

t.; ?~lv

-t--t-7}

t,r,. t,r,.

/\--t-7}

Vi"bt.;?~!v

eighty minutes

:fL--t-7}

~\9>5l:.;?~lv

ninety minutes

2.

seventy minutes

--~ra, (c Zas si fier for hoUPs)

fiiJ~ra,

~ lv El/.J,. lv

how many hours?

-~ra,

V> -; T;;O:.lv

one hour

=~ra,

vc "[;iJ:.Iv

two hours

~ lv El/.J:. lv

three hours

El/.J:. lv

four hours

c El/.J:.Iv

five hours

_B;fra, !mB;fra, nB;fra,

J;:

~~ra,

6

-tB;fra,

L--G Th:.!v

seven hours

A~ra,

Vi"b Th:.!v

eight hours

n~ra,

<1:;;0:./v

nine hours

L: \9> 5 Btl:.lv

ten hours

vc L: \9> 5 Vil:.lv

twenty hours

--tB;fra, =--tB;fra, 3.

six hours

-- B (cZassifier for days)

tl~vvc-;

how many days?

V> "GVC "b

one day

~-::J;O"

two days

Jj..? ;a,.

three days

*Juppufi varies freely with j{ppufi, as does nijuppun with nijippun, etc.

Lesson 15

OF TIME AND MONEY

lmS liS

'? -!J~

four days

0"'J-/J~

f ive days

~s

tr0 il~

six days

--ts

1.k ([) lJ>.

seven days

/\13

J;:

? tJ~

eight days

JLS

Z:. Z:. ([) lJ"'

-ts

c j:,~ lJ'-

-t-s

l:t9>?0~VL~

-trms

L:~ 5 J;: -::> -!J ~

fourteen days

=-ts

tl"'J-!J>.

twenty days

=-trms

¥C L: 19>

J;:

4. --JOOFs,

fPJi!MM -l!MFs,

nine days ten days

5 J;:

0

-::> 1J"'

eleven days

twenty- four days

(cLassifier for weeks) --,

t.r.lv l

0

19>

? tJ~Iv

l ;5-!J~Iv

'?

=llMM

vc l

-,

=:~!§Irs,

~ lv

l

fmi!MFs, ]i)l;fs,

0

J;: lv

t5l>

? -!J~Iv

how many weeks? one week two weeks

--,

l

19>

-, t5l>

? -!J~Iv

three weeks

? tJ~Iv

four weeks

~J.!MFs,

c l ~? tJ~Iv 6 < l ~ ?iJ'-Iv

six weeks

--t~Fs,

1.k 1.k l ~ ? lJ'-Iv

seven weeks

/\JOOFs,

tl-::>

l

~

eight weeks

:7Ll00Fs,

~

5 l ~ 5-!J'-Iv

-ti!MFs,

L: 19> -::> l ~ 5-IJ'-Iv; t-::> l ~ 5-IJ'-Iv

5.

-tJ~ J:l

19>

5-IJ'-Iv

five weeks

nine weeks ten weeks

(cLassifier for months)

{iiJ tJ~ J:l

t.r. lv~Vf"'J

how many months?

-tJ~f:l

0-::>t;;itf"'J

one month

=il~f:l

VC~Vf"'J

two months

_tJ~f:l

~lvt;;Vf"'J

three months

289

290


1m tJ~ }j

otlv;;Vf-:::>

four months

litJ~fl

c:;;v-r-:::>

five months

~tJ~fl

six months

-ttJ~fl

6-:::>;-;Vf-:::> t,r,. t,r,. ;;Vf-:::>

/\tJ~fl

Vi-:::>;;Vf-:::>

eight months

:fLtJ~ }j

~~?~Vf-:::>

nine months

+tJ~fl

t.~-::>~Vf-:::>;

ten months

seven months

t.-:::>;;Vf"?

-:-lvr"?

+-tJ~fl

t. ~ ') 0

+=tJ~A

t.~?V'L~Vf-:::>

-? tJ~

eleven months twelve months

6. -$ (aU2ssifier for years)

{ii}$

1.2/v:t:llv V>titllv

how many years?

~tllv

two years three years

lm~

c!lvtllv J;tllv

four years

li$

ctllv

five years

~$

six years

JL$

6(hlv L,titllv Vitihlv ~ ~ ?hlv;

+~

t.~ ?hlv

-$ =$ _$

-1::;$ /\.$

one year

seven years eight years

nine years ten years

7. --pj (aU2ssifier for Japanese money)

{ii}pj

tl.!vx_lv

how many yen?

+R =+R -+R lm+R :n:+R

t.~?x_!v

ten yen

V'Lt.~?x_!v

twenty yen

c!lvL:~?x_lv

thirty yen

J;lvt.~')x_lv

forty yen

c:~ t. ~ ') x_~v

fifty yen

Lesson 15

OF TIME AND MONEY

o
sixty yen

tl~t-~5;{.,4.;

eighty yen

~~5C:.~5X.,4.;

ninety yen

(}~(;{_,4.;

one-hundred yen

=sfiJ _Efp:]

(!Clf~7:t,A..;

two- hundred yen

c;,A..;rJ~7:t,A..;

three- hundred yen

[QEfp:]

J:,4.;(}~7:t,A..;

four-hundred yen

:li.Effi]

clf~7:t,A..;

five-hundred yen

~Efp:]

0?~~7:t,A..;

six- hundred yen

-tEffi] /\Efp:]

t.r. t.r. (} ~ < x_ ,4_;

seven- hundred yen

tl?U:.~7:t,A..;

eight-hundred yen

:fLEfp:]

~~5(}~(;{_,4.;

~+fiJ

-t+fiJ A+fiJ :iL+ fiJ Efp:]

--:l

--:l

seventy yen

nine- hundred yen

8 . ....__ f;v (c'lassifier for doZ.Z.ars)

1PJ

f;v

tl_,4_; f Jv

how many dollars?

-=f

f;v

{f,4_; f;v

one- thousand doll ars

vc -tt,4.; r Jv

two- thousand dollars

= -=f F';v _-=ff;v lm-=f :li-T

f;v F';v

~-=ff;v

-1::-=f

f;v

/\-=f :iLT

f;v f;v

c; ,4.;-tt ,4.; r }V x ,A..;-tt,4.; r }V c-l:t ,4_; ~'';v 0 ( -l:t ,4.; f;v tJ:. t.r. -1:t ,4_; ~,, Jv

three- thousand dollars

tl ? -tt ,4.; r }V ~ ~ 5 -tt ,4.; r }V

eight- thousand dollars

~j

-75 f;v

0

=75 f;v

vc j ,4.; r

=75

~'';v

lm75 f;v 11.75 f;v

c; ,4_; j

,4_; f;v

four- thousand dollars five-thousand doll ars six-thousand dollars seven- thousand doll ars

nine- thousand dollars ten-thousand dollars

)V

twenty-thousand dollars

,4_; ~,, Jv

thi rty-thousand dollars

J: ,4_; j ,4_; f Jv c'j ,4.; r }V

forty-thousand dollars fifty- thousand doll ars

291


292

6(1~F';v

s i xty-thousand doll ars

--!::;]] f;v

f~ f~ 1/v

f

Jv

seventy- thousand dollars

/\JJ f;v

(d "b 1/v f

Jl/

e ighty- t housand dol lars

]LJ] j-'';v

~~51~

SECTION 2.

-?}

~-:::>~lv

JL?}

~ ~ 5~/v

=+~Faj

V'LL:-~5~

t;:/

fd

~h

~h

1j

-J]p:j

V>"b11v;tlv

~:/

~

*~

f-c\.1>-"../v

"""'-.:/

~lit>

1-c. ([)-cIt>

t-c ([) ( lIt> )

'i~

'i"b

~

vr:7

=-fl

j:,.,.ft

j:,""iJ>h

il>h

1'a~

1082 ~ 1739

1650

196

ni nety- thous and dollars

KANJI STUDY

1629 ~

234

f;v

*-

7:/ 7:/

1276

lBJ 1439

387

~ ~

Lesson 15

OF TIME AND MONEY

New Readings 157 5~ :

#ii: ~?

1411

:@:

1562

1068

837

386

856

s:

e-: -=f: l:f:j:

)IT:

pjf:

f~:::>?J]~c- 5

):§:

J).-b

4J :

(13)

it#IJ:)g

f~:::>;;~c- 5

B*A B.t?13

kfj'i!VL:,..v

(1)

.KQ? ?lf

(9)

- F-l

"?\{)fz:. ~

(10)

=a

b"? .tJ~

(10)

-t:-VB e.' BJ't

-tvil.

(11)

EfP:I

v-~<:tlv

_Ef

~lvU: ~ <

~8

6?<.;~<

f-p:J

-ttlv:tlv

_-=f

~lv~

tfj :Jj~vt 6

"'C;Jj~Vj

tfj-j"-

tH-

:ili<

-b~<

:iliFJT

~t.t

ffl JliFJT

733

(14)

it#ii:ili ~?

1440

~Jj.

K:::>t.?

6

~t-6

-, ~

(3)

(3)

(5)

(14)

(12)

lv L:. .t

it$

l.t
$

c~

(11)

293

294


SECTION 3.

DRILL

Question-Answer: l.

(a)

4-

Q:

{iJJ ~ -r -j-;0 ~0 llQ~-7}-c'-j-o

A: Cues:

(b)

4-

Q:

a)

llQ7}

b)

:fL7}

c)

=--t-7.1-

d)

lm--t-7.1-

e)

Ii--t-0-

{il]~

-r -j-;0 ~0

~~]i--t- ]if}

A: Cues:

llQ~- 7}-j- ~''""t-j- 0

/

a)

1L--t-llQ7}

b)

Ii-T-7.1-

c)

Ii--t-=7.1-

d)

Ii--t-7.1-

e)

lm--t-Ii7.1-

-r-t-

0

/

Substitution: 2.

1976

a)

1980

b)

1984

c)

1987

d)

1989

Cues:

3.

ttF-r-t

4-!tFtl

C:.C:.]:L:"

...,.,AL:"

Cues:

0

=--t-7.1--r

a)

_--J-7}

b)

lm--t-7.1-

c)

--t-n7t

d)

!m--t-1L7}

*1 L-fco

-t~ ]if} iW

-r -j-

0

Lesson 15

4.

<:. <:. iJ~ G a)

Cues:

1.,.11)'

-r:

:fL1~l1

**·~

~--r:

=+$i:Fa,

111![

=$i:Faj

.... ~ ..:;;(.

- ~Faj.~

~-

=+RY~Fa,

~

b)

~"*

fl?

c)

i~#iJ~

d)

BJ't

5. btz: l.Ai

t'

- B

Cues:

a)

=s

b)

-B

c)

AS

d)

/\B RYB

e)

6.

<:. <:. iJ~ G Cues:

iJ~iJ~ kJ

~1'"41

~/7';7/ :/..:;;(. ::71-r:

1"to

LJco

~-r:

-JlMFaj l: =llMFaj _JlMFaj

a)

1/r

b)

0/

c)

..=.::>--3-!l

d)

7 7 lJ tJ

F'/

=llMFaj _JlMFaj

Question-Answer:

1·

Q:

B*~~

-iJ~A

A: Cues:

8.

Q:

A:

E0 (G0

a)

=75~A

b)

_J5~A

c)

RY75~A

d)

n75~A

th t.r. td-:t {PJ!¥

4-$-r: Cues:

~IV ~ .t

"'"'IV~ .t

B*V'L

!iF 01-t"o

a)

R:Q$

b)

n!¥

295

RY~Faj

111![

~ttt~

OF TIME AND MONEY

5 L. 1 L. fz: iJ~o

5 L. ~ L.tco

01-t"75~o

h~1-t"o

296

JAPANESE BY THE TOTAL METHOD c) d)

9.

Q:

0 ( G-c'-t"iJ~o

C:.:t'Ltt

a)

afl:l-c'i'"o -a:n--tfl:l

b)

~a=--tfl:l

c)

/\8---tfl:l -Tfl:l =-t-sfl:l

A: Cues:

d)

e) 10.

Q:

0(G-c

A: Cues:

a) b)

c) d)

I

~* --t!iF

.:.tn:a-

~0-£ L.Jz:iJ~o

n-Tfl:l-c -JJfl:l =nfl:l :ILJJfl:l -tJJfl:l

~01

L-fz:o

Lesson 15

OF TIME AND MONEY

297


(a)

(b)

Q: A:

What time is it now? It's 4:01. It's one a) It's 4:04. It's b) It's 4:09. It's c) It's 4:20. It's d) It's 4: 40. It's e) It's 4:50. It's

Q: A:

What t i me is it now? It's 6: 55 . It ' s five minutes before seven. a) It's 6:54 . It's six minutes before seven . b) It's 6:53. It's seven minutes before seven . c) It 1 s 6:52 . It's eight minutes before seven. d) It's 6:50. It's ten minutes before seven. e) It's 6:45. It's fifteen minutes before seven.

minute after four. four minutes after four . nine minutes after four. twenty minutes after four . forty minutes after four. fifty minutes after four.

2.

It is (the year) 1976. a) It is 1980. b) It is 1984. c) It is 1987. d) It is 1989.

3.

I came here by bus a) I came here by b) I came here by c) I came here by d) I came here by

4.

It takes twenty hours from here to Kyushu by train . a) It takes two hours from here to Tokyo Station by electric train . b) It takes an hour and a half from here to the Ginza by bus. c) It takes twenty-four hours from here to Hokkaido by train. d) It takes four hours from here to Nikko by electric train.

5.

I r ested (stayed home) from school one day . a) I r ested from school two days . b) I rested from school three days. c) I r ested from school six days. d) I rested from school eight days. e) I rested from school four days.

6.

It's one week from here to San Francisco San Francisco by ship in one week). a) It's two weeks from here to India by b) It's three weeks from here to London c) It ' s two weeks from here to New York d) It's three weeks from here to Africa

7.

Q:

A:

in twenty minutes . bus in thirty minutes. bus in forty minutes . bus in fifteen minutes. bus in forty-five minutes.

by ship ship. by ship. by ship. by ship.

About how long have you studied Japanese? (I've) studied (it) one month. a) I've studied it two months. b) I've studied it three months. c) I ' ve studied it four months. d) I ' ve studied it five months.

(lit.~

[You] go from here to

298


8. Q: How many years have you been i n Japan?

9.

A:

I've a) b) c) d)

Q:

How much is this? It's a hundred yen. a) It 1 s three hundred and fifty yen. b) It's six hundred and twenty yen. c ) It' s e i ght hundred and thirty yen. d) It's one thousand yen. e) It's two thousand one hundred yen.

A:

10 .

Q: A:

been I've I've I've I've

(here) three years this year. been here four years this year . been here five years this year . been here six years this year. been here ten years this year.

How much did that cost (Zit. , With bow much did you buy t hat)? I bought (it) for five thousand yen. a) I bought it for ten thousand yen. b) I bought it f or thirty thousand yen. c) I bought it for fifty thousand yen. d) I bought it for seventy thousand yen .

SECTION 4.

GRAMMAR

15.1 . COUNTING TIME AND MONEY. Special counter s are used for counting time and money ; i.e., they are counted not by numerals (hitotsu, futatsu, mittsu, etc.) but by special counter words which are made up of a Chinese numeral and a classifi er. 15.1.1. COUNTI NG TIME. There is a different suffix for each category of time -fun(kan) (Zapse of minutes); ~1kan (Zapse of hours); -nichi(kan) (Zapse of days -sh~an (Zapse of weeks) ; -kagetsu(kan) (Zap se of months); -nen(kan) (Zapse of years). The suffix -kan means "interval," and it will be noticed in the li st of suffixes above that this is optional with some classifiers when counting time (o. tional, if enclosed in parentheses) . Thus, ich1ji one o'aZoak, but ichij1kan hour. Note that in naming months the suffi x is -gatsu (e.g ., ichigatsu January, nigatsu February ) , but in counting months the suffix is -kagetsu: ikkagetsu o month; nikagetsu two months. Assimilation of sounds in counters for minutes and days presents a special lem (like the problem encountered in the classifiers -bon and - hai): MINUTES

DAYS

1

f.ppun {ippunl<.aii)

ichinichi (ichinichi)

2

nf.fun (nifiiiikaii) ,_ sanpun (sanpunkan)

mikka (mikkakan)

4 yonpun {yonpuiikan)

yokka {yokkakan)

3 5

go fun (gofuiikaii)

"' 6 roppun (roppuiikaii)

7 8

futsuka {futsukakan)

itsuka (itsukakan) muika (muikakan)

nanafuii (nanafuiikan)

nanoka (nanokakaii)

happuii (happuiikan)

yoka (yokakan)

hachffuii (hachifuiikaii)

pro~

Lesson 15 OF TIME AND MONEY 9 ky~fun (kyufunkan) 10

299

kokonoka (kokono~kan)

juppun (juppunkan)

toka (tokakaii)

j{ppun (jippunkan) 11

ju!ppun (juippunkan)

juichinich1 (juichinich1kaii)

12

junffun (junifunkan)

juninich1 (jUninich1kaii)

13

jusanpun (jusanpunkan)

j~sannichi (jusannich1kan)

14 juyonpun (juyonpunkan)

j~yokka (juyokkakan)

15

j5gofun (jugofunkan)

j~gonichi (jugonich1kan)

20

nijuppun (nijuppunkan)

hatsuka (hatsukakan)

nijlppun (nijippunkan) 30

sanjuppun (sanjuppunkan

saiijunichi (sanjunich1kan)

sanj{ppun (sanjippunkan) If the final -kan is omitted, the above two columns can substitute for telling t ime and the day of the month respectively (except the first day of t he month, wh;ch is referred to as tsuitachi): Ich!ji jijgofun desu. It's one-fifteen. Kyo wa hatsuka desu . Today is the twentieth. Compare them with t he following: Ichij!kan jGgofun kakarimasu. It takes one hour and fifteen minutes. Hatsuka (hatsukakan) kakarimasu. It takes twenty days. 15.1.2. INTERROGATIVE TIME WORDS. The interrogative l.tsu means "when": J6nson-san wa !tsu tsukimashita ka? When did Mr. Johnson arrive? The question "When were you born?" may be expressed the following way in Japanese: Nannen nangatsu nannichi ni umaremashita ka? What year what month what day were you born? Put in this form the question elicits a specific answer, as follows : Sen-kyGhyaku-gojuich!nen nigatsu n!jusannichl. ni umaremashita. One-thousandnine-hundred-fifty-first-year 2nd-month 23rd-day I was born. As these illustrations show, interrogative time counters are constructed with the interrogative prefix nan- what and a classifier indicating the time interval:

INTERROGATIVE TIME COUNTERS ,._ nannen ,._ nangatsu

what year

nannen - (nannenkan)

how many years

what month

naiik.agetsu (nankagetsukan)

how many months

nannichi

what day

nannichi (nannichl.kan)

how many days

nanji

what hour

nanjl.kan

how many hours

---

15.1.3. TIME SUFFIXES : -goro AND - gurai (kurai). Time noun affixes were introduced in Lesson 9 (see 9.2.2.). At this point the suffix -goro about, around, which indicates that the time is not specific, was illustrated: Kono hana wa haru-g6ro sakimasu. This flower blossoms around spring. The suffix -goro, when used with a time noun, means "around such-and-such a time": e.g., ichiji-g6ro around one o'clock; kinyobi-g6ro around Friday; etc.

In counting time, when one wishes to indicate that the amount (or interval) of time he has stated is a rough approximation, he may attach the s uffix -gurai (or-kurai, which is a free variant) : Nankagetsu-gurai nihongo o benkyo-shimashita ka? About how many months did you study (have you studied) Japanese? Mainichi nanjikan-gurai nihongo o benkyo-shimasu ka? About how many hours each day do you study Japanese? Dono kurai nihongo o benkyo-shimashita ka? About how long have

you studied (been studying) Japanese?

300


15.1.4.

n

COUNTING MONEY. ichi-eii ii-eii

The classifier for Japanese money is -en: ¥400

yoiihyakii-eii

n,ooo

seii-eii

no

j

¥500

gohyakii-eii

¥3,000

saiizeii-eii

¥50

goJu-en

¥600

r oppyakii-eii

¥4,000

yoiiseii-eii

¥100

hyaku-eii

¥700

nanahyakii-eii

¥8,000

hasseii-eii

¥200

nihyakii-eii

¥800

happyakii-eii

¥10,000

ichimaii-eii

¥300

saiibyakii-eii

¥900

kyuhyakii-eii

¥40,000

yoiimaii- eii

¥80,000

hachimaii- eii

¥1,000,000

hyakuman-en

-~

¥100,000,000 ¥l,OOO,ooo,ooo , ooo

i chioku- eii itcho-eii

Note that "one million" is "one-hundred ten- thousands" in Japanese, since man 10,000 is a unit in the number system, while "one million" i s not . In the pronunciation of the suffix for counting money, it may seem that a y sound is acquired after syllabic ii with some speakers, e.g., ichiman-(y)eii: Okane ga 1kura arimas u ka ? How much money do you have? Okane ga ichimaii-(y)en arimasu. I have ¥10,000. 15.1.5. ACCENT SHIFTS. In general it should be borne in mind that the accent of a word in isolation (as when reading a vocabulary l i st) and the accent of the same word in combination with another word (or a string of ~ords in a sentence) may be different. This type of accent shift is especially noticed when numerals are combined with classifiers to make Counters. The same numeral may have a different accent with a different classifier. Some examples are: 300

sanbyaku

¥300

saiibyakii-eii

¥30,000

saiimaii-eii

700

nanahyaku

¥700

nanahyakii-eii

¥70,000

nanamaii-eii

15 . 2. MEANS: WITH MONEY AND TIME. The Means Element, as explained in Lesson 1~ (see 13.1), is a slot in the sentence which tells by what means, or instrument the action is done; e.g., Hashi de gohaii o tabemasu. (I) eat rice with chopstic In Lesson 15, the same Means Element , marked with the particle de, occurs, but i may be difficult to associate this usage with the one introduced in Lesson 13. Examples which occur in Lesson 15 are: Ikura de sore o kaimashita ka? How much

did you buy that for? I With how muc?J did you buy that? I How much did that cost? Koko kara Afurika made fune de saiishUkaii de ikimasu. It's three weeks from here to Africa by ship. I It takes three weeks from here to Africa by ship. The meaning of expressions such as !kura de and saiishllkaii de in the above examples is related to the meaning of the verb kakaru takes/requires, also introduced in this lesson. Thus, the sentences in the paragraph above could be rest ed as follows: Sore wa !kura kakarimashita ka? How much did that cost? I How much (money) did that require? Koko kara Afurika made fune de saiishiTkaii kakarimasu. It takes three weeks from here to Africa by ship. 15.3 . SHIFT OF VERB CLASS. Some verbs, such as owaru ends and yasiimu rests, have both intransitive and transitive usages. Thus:

vi yasiimu rests

Tanaka-san wa ichinichi yasumimashita.

Mr . Tanaka rested one day.

vt yasiimu rests; is absent from

Tanaka-san wa gakko o yasumimashita.

Mr. Tanaka was absent from

school.

Lesson 15

SECTION 5. I=P

l'f :

r -::z A !=P

t- ?

~

:

*1 : .A :

H:

~

-:(' A

~ lv '

-t:- 5 l."-j-tJ~o

L-1 lfco :::k~l." lfcho

V>-::::J,

B*t'L

t--::z.A:

*~MK

*1lfctJ~o

1/)V.;{_,

1 tc

7}~h~

~.!?1L-k o

B*trc: *1 lko

lfctJ~o

lJ'fi ~ l." *1 lfco

<~I? I/)

r -::z .A: -f-;\$fFI3,

~eel

*1L-ko

l'f : Jo/dl." *1 H : filJ$fFI3,

~ l tJ~? t~ --r -j-0

/\;Q~A Mtrc:

-t:-L--c

I=P

0

(

--r ~

:

I? I/) B *Efr 't -"'lv ~ .t 5 L-1 l t~tJ~ o ~~ --r -!iF~ <~ I? V> "'lv ~ .t 5 L- 1 LJ-c o 41l B ~t3CC' _$j rl3, -"'lv ~ x 5 L-1 L- tc 0 5 "b --r ~ :ti]~ rl3, "'lv ~ x 5

cV

;{_ ;{_ '

r -::z A

301

DIALOGUE

t- -;;z .A : I=P l'f:

~

OF TIME AND MONEY

tJ~tJ~.!?

tJ ~ tJ~.!J

1

L-fc6~o

1lfco

English Equivalents

Nak.amu:r'a: Thomas:

Nakamura: Thomas:

Nakarrrura: Thomas:

Naka171UI'a: Thomas:

NakamUX'a: Thomas :

NakamUX'a: Thomas :

Mr. Thomas , you're good at Japane se, aren't you . Is that so? Thank you. About how l ong have you studied Japanese? I studied at school about a year and a half. Every day I studied three hours at school. At home, too, I studied five hours . That was terrible (hard work), wasn't it? Yes, but I enjoyed it. When did you come to Japan? I came six years ago. Year before last I returned to America. Then eight months ago I came back to Japan again . Did you come by ship? No, I came by plane. About how many hours did it take? It took eighteen hours.

302

JAPANESE BY 'l'HE TOTAL METHOD

SECTION 6.

READING

,,_ /~ I

$. ~~

~ ~~

--x I

if 'Y

}--

35

~

~c; ;A I

1ft

/~

~

'<

Jh

I

fffl ~

tr

~~

•Y

jg }:b

~j.

~~ ~t. ~.. .;flJ

-c -(

~i: ~t

tt e· t{

Lesson 15

SECTION 7.

OF TIME AND MONEY

EXERCISES

Fill each blank with an appropriate particle:

[ 0 < I? V>

1.

-t c

2.

~Fa9

3.

cc

4.

+JJfl1

5.

~~

~-j"~~

'"' B 1t CD :TV

lko R:Q ~Fa9

'mil[

l::' _ _

-t7JP1 __

B*

!if:

1 9

V> ~ LJ~ :O~o

~V>~ LJ~o

*~ lko

Answer in Japanese:

*(!C

6.

V>~

B

*~ lk:O~o

7.

~~ ~

L'

8.

~tJ: k0*Vi

V> (

I? L' lk:O~o

9.

7;. IJ tJ :0~ I?

B

~

C ([) ( I? V>

*

-r

iQ•iQ>.!? ~ -t:O~o

1PJ~Fa9 -r

*

~ -t:O~ o


It takes fifteen minutes by bus from here to there.

11 .

What time is it now?

12 .

Q:

What year is it this year?

A:

It ' s

-----------------------

13.

How long have you been in Japan?

14.

How much is this?

15.

I bought it for ¥74,9 60 .

Add aacent marks to all the above .

303

304

SECTION 8. VOCABULARY ENRICHMENT

Looking for An Apartment I'm looking for a recently built apartment. B:

t:h. ~ t

A:

1 DK

J: -5

*t::

~t

h. :fJi ;:· ~

~;f-

~;J: 2 D K :fJi \-' \- '

-5 1.'..9 :fJl o

What are your require•ents?

-r·'9 o

One or two rooms with kitchenette would be fine .

~ ~:: i!i ~' t;: 0 :fJl. ~' \-' -r·-t 0

B to t:: lJ to lJ

:fJi ~' \-' ,

*'9 :fJ\

I ' d like it to be near a station.

G"9 :fJl ~ "" ~ :fJi

Do you have a quiet room with good sun exposure?

0

i~~;J: t ' q) < 6 ~,:fJl. \- ' \-' L'''t:f.llo

B:

A: 0 0

P3 *-r·

~'

How much rent do you wish to pay?

\-' 1.'..9 o

Up to

,f.

B: 't>J:-:>t M'-:>T"f~ \-'o

Just a moment, please. Look at the photographs.

G -t-> G h.~~ T "f ~ \-' o ;: ;f1, ~;J: t'

-5 -r· '9 :fJl

yen.

How about this one?

0

A: ~'~'L"'ttlo ;::q)7J'\- ~--~~itT"f~\-'o

It ' s nice . Please show me this apartment.

I like it. Well then, let 's draw up the contract at the office. ···························································-·········-·····-··-····-···-··--·········-·········-·····--······-····································-···········-···-·-···········-··········..................-.................................................. . '~,~~ I'IWBE n<> r,o~,

: :fL~

I::·

~~~

real estate (office)

~~

deposit (money)

gratuity (money)

J\.A/ 1-- 1 v#~ w/ bath & toilet

maintenance fee

down-payment

limitation (of contra ct)

landlord/ lady

;

~ ;:~

tn -t">> £.

f~£.

I_;;:~ :_: : : : .~:~pense - -- ~;;~--- - ::~::::~~:·:~::::::'

Lesson 15

SECTION 9. I.

OF TIME AND MONEY


~ ~+ j5 < t) tJi l;t (06 it;f.f1j'$it.i't)

1. !$! ~ tJ~ 6 ~~

';I":) il~ lt'

*"'('

~

t:?

-r· fiiJ 11\¥

2 . b t:. t., ';t iF ': ;: Q) 19-~lttJ:

X. 3. 4.

~

~

~

305

': ~ "\'-> tJ~ l" (lively, and) knife"'('

~

t)

(~ ( )

tJ~ tJ~ t)

*"9

tJ~ 0

1: £ tL £

t., t:.

o

1FA;

-c·

f:: Q) c il~ ":) f::

-T t· :t Q) 11\H;t ;: Q)

£ "9 o ) [Also write in hiragana.]

(

) [Also write in hiragana.]

¥13,600 10:20

6 . :15

jji""fJ

p •••

~ ';J:

6 lt'

';t

l" '"to

--;;-:...,....,..,...,...--<

5.

-r:g-

* L, t:.

tJ~ 0

I I. Following the exa•ple, add a word fro• the list to each of the key sentences.

~·

al

8*

h~*

~

M

~~L~

~t:.~

*~

~~

All\¥~

7 ;1. ') tJ

h~

*

Exa.ple: tJ t:. L, ';J: El*l" Z.Q)tJ;1.7~ Jh' L, t; 1. b t:. L, ';J: ~J:iJ: :±l L, t:. 2. b t:. L, ';J: IR tJ~ 6 -$7~ ~ -,: ~t) £ Gf:.o 3. b t:. L, ';J: ~tl,~ :J5~£Gf:.o 7-7-Jv ':

*

c•<

4. Iliff;': 5. fliffll"

0

0

ft~£GJ:?o

:J5t)£L,J:?o

6. ;: ;: tJ~ 6

~;:£"'('

7. b t:. L, ';J:

'1 tc

tJ~ tJ~ t)

*"9

0

~~£Gf:.o

I II . With the new list , add words to the following sentences as you did in II. 7 r\- 1-

;\ ~

i\ 51 tro 1. A ~ A

2. ;:

- 8

* =l8

tc lv ';J:

Q) "'"\'->

3. ~ )8 4. ;: ;: tJ~ 6

':

.=: +51

=A

8

* ':

~

A~

+1i 8

*1

!JJ Q) A. tJi bt:.G~

.=: *X

lt' ~ H~

L, t:.

*"9

h fQ

*

1m tJ~ ~

7 r\- 1-

o

0

~b!Gt:.o

-=f .=: 8 ~•

Pl

=~


306

IV. Write a question to match the answer. 1. Q:

A: b "k. G ~i ~

J:

if: fL ~

~::

:*= ~ ~::

~i

\.-' lJ i G "k. o

2. Q:

A:

.= +51 <'' l:> \.-'

iJ~ iJ~

lJ i "9 o

3. Q: A:

T r::. - 1- "C. T- 1i 8

pj "C.

ill'-' i

G

"k o

4. Q: A:

V.

iJf 18 "C' 15 lJ i 9

o

Translate into Japanese . Yamamoto works in a company in Tokyo. His house is in Mitaka . Every morning he gets up at 7: 15 . He has two cups of coffee and two pieces of toast for breakfast. He leaves home at 8 : 00. He usually goes to the station by bus . Sometimes he goes by car. His wife drives. From Mitaka he takes the train . Station.

He transfers trains at Shinjuku.

He gets off the train at Shibuya From there he walks to his offi ce. It takes about five minutes .

LESSON

16

STUDY) PLEASE PROBLEM:

Verb inflections and verb auxiliaries are highly developed in Japanese.

OBJECTIVE:

To introduce the -te form of the verb, in affirmative and negative constructions with auxiliaries kudasaru and iru.

SECTION 1.

VOCABULARY

Drill T~~

*.b:b·:t~

( * .!? ;7) >;{_ tJ: ~ ; *.!? :b•:tt-c)

vi transfers (from one vehicle to another)

([)kJ~:tt-c)

i>"~~~~

$~~~;{_ ~

( $~~~ ;{_ tJ: ~ ; $~~~ ;{_ t-c

please (or please give me)

(

)

vt commits to memory; retains in the memory (BUT NOT recalls

i>"f~ ~tJ: ~ ; i>"~:tt-c)

to mind)

.1:?.,.

IZ111:i

J:-::::>i=>

Yotsuya (ptaae name)

'£-?

~-::::>

vt waits

( "i

k~~;-£

-:::>tt)

~-::::>

~-::::>

(

( 1 t2~~ ; ~-:::>it)

~ t-ctJ:~

;

(

~? k)

t-c-::::>

~?~.t(VC)

-:--,

( t-c t-c tJ: ~

( iL t-c tJ: ~ ; iL ? t-c )

; ~

-:-1

?

; 1-c ?

~-:::>~.t(VC)

c~

k )

;

c? k)

vi stands (up)

t-c ) together (with)

c~ Ci>" c GtJ: ~ ;

i>"

Ci>~ c GtJ: ~ $~

t-c tJ: ~

~

vt holds

-:--,

--:-1

i£_"?

$~

-:--,

vi/vt dances

i>"c? k)

~?~

~?~

more; much/still more

tltr~

tltr~

vi sleeps

( t.rtr GtJ: ~ ; tltr-:::>t-c)

C tltrGtJ:~ htr?k) 307

;

308


A::/J-~

A::/J-~

~?

0

(

~

-:I

b t.r: 0 ;

~

?

tr:. )

( .t 6 C:.VftJ:0; .t6C:.Ivtc )

(

? (pronounced ( 0 b t.r: 0 ; 0

t::SP ?

? ) vt

<·

0-t":b~t.r: 0

;

says

tr:. )

.t6"2~

.t6C:.~

0-t"

skirt

vi/vt is glad; is pleased ;

( .t 6 C:.tlt.r:0 ; .t621vtc)

0~(· -:-:1 ( \r.lk;b!t,r: 0 ;

rejoices

vi hurries

0~-te)

\r.lk\r.lti.) =f:;b!~

L";b!~

letter (epistle)

€C:.-t" ( €C:. c; t.r:0 ;

i>~2-t ~ ( i>~ C:. c; t.r: 0 ;

vt wakes (someone)

-:1

i>~C:. ~k)

€C:.~k) ~§,13-j""~

-l:t-::::>'li;>\r.l-j""~

vt explains

?k

?!2

song

?k?

5k5

vt sings

( ? tr:. b t.r: \{.1

;

( ? tr:. b t.r: \{.1

;

?k-?k)

?k?k)

Tc;0~ -l:tlv:b~

.

Won ' t you please (give me)?

;:t - ... ' -

--, *_,.,_

overcoat

:b~-t

:b~-t

vt lends

( ;b~c; t.r: 0 ; :b~ ~k )

( V-l:tt,r:0; V-l:tk)

< ( t.r: :b~tJ: \{.1

:b~ c; t.r: 0

; :b~ ~ k ) vt places upon

V-l:t~

V-l:t~

t.r:

(

( V-l:tt.r: 0 ; V-l:tk ) t.r:

;

t.r: 0 k )

bG? CbGbtJ:0; bG?tr:. )

< ( t.r: :b~tJ: \{.1

vi cries; weeps ;

t.r: 0 k )

bG?

vi/vt laughs; smiles

C bGbtJ:0;

bG-?k)

ifJ=

trtl

(one ' s own) mother

(---L")0~

c----c)0~

verb auxiLiary: progressiv

~

-;~

(one's own) father

Lesson 16

...,

STUDY~

(.A I? i;t ~'

( ~;t ~' rJ i;t ~'

A--:Jt:.)

u ~' "':) t:.)

i5 .b. -?

~.:

i5 ~-? ~.:

J... .Q

~"':)~

309

vi enters; goes into

,;t ~' .Q

.A.Q

PLEASE

t£~, .Q

takes a bath; gets in the bath

~"':)~

a little while ago; just now

-t lv 1;t ~.:

to that extent; that much

Dialogue

-t lv 1;t ~.:

:r") *~'

") * ~'

·r- ~;t

adj (is) skillful

~;t

well then

Reading

;:?G~?i'!v:b "(" lv :b ~ tJ) ij' .Q

;:-JG~-51;!~ 'il~ ~ j)) ~t

.Q

public telephone telephones ; makes a phone call

t:.

~15

~

ii<

ti57

distant

~' :5

color

d) j))

red color

i;ts

blue (green) color

(/j.

;;. t' IJ

green

~ ~' ~ lv

~

7"''J y .:z. 7 ;;t /

7"''J Y~7 :.t /

~~

~t::

19

j))

way of doing (something)

..-;

"" t: IJ

v' ~ 1v

recentl y; in recent times touchtone telephone

*

classifier for coins

*~~;t

* t:. ~;t

or

7v7:.tY7J-~-t

7v7:.tYE-~-t

telephone card

~(])~£d)~'

~(])~iN)~'

in the case o f

.FIL~9 .Q

:£ ") ~' 9

.Q

v t prepare s

~' "':) ~ ~' t.: t:. ~ *- ~i ~' tL .Q

a t one time

-@)

~.:

t:. t

;'Ui

.AtL.Q (.AtLt;t~';

J...tLt:.)

g

( ~' tLt;t ~' ; ~' tL

f o r example

vt puts in; inserts

t:.)

~i lv 2-? ; ~ it lv ;::- -?

number

i59 ( i5 ~ t;t v' ; i5 G t:. )

vt p ushes

"(" lv :b ~.: ·r- .Q

answers the telephone

r:·- ''J

r:·-

beep !

t;t
t;t
11? i59 ( i5 m~ ~.:

~ t;t ~'

i5 G t:. )

m.Q

<1;t I? 1;t ~'; 1;t <1;t "':) t:. )

(t;t

.......,

''J

( 1;t

( e.g.~

denwa bango)

vi runs out; plays out becomes nonexistent) money runs out)

(Zit.~

(e.g.~


310

(a) talk

9 ('' ~::

at once

7/7"

.,

7/7"

(a) light; lamp

d).Q

;g.Q

a certain (deictic)

d).Qif,J

·sot~

at certain times

~ './ 7" tJi ::_) <

(the) lamp/light comes on

-fO)t~

at that time

7 './ 7" jJ) --::;

<

-fO)If,¥

vending machine machine

.,.,. -tt

-~--::;

classifier for paper money

9-Qt

9-Qt

81i @7}

te-c*o

v {:> <;:· 'fJ\ ~\ .J.: ~ -?-c
then

~~~~-5

~~~19>-5

105 times (calls) comes out (verb

phrase~

(an) emergency

71

t~b~ ~;}: '9' 9

t;J: '9' 9

( ~;}: '9' ~ 1J: ~ \ t;ti"'Gf=) --::; ~- ( 0) /

telephone receiver

t:: )

(vt) takes off; removes

( ~;}: '9' ~ 1J: ~\ ~;}: '9' '-' t= ) --::; F < 0) / t:: )

next

if-9/

(a) button

l'~b~

telephone (instrument)

~t ~\ ~

--::;

police

v {:> < Et; ~;r ~

No. 110

G J: -5 ~if' -5 G J:

fire department fire; conflagration

.., •<

~~-5~;;t?Lt"t->

ambulance

< ~::

accurat e ly

iE.lil ~::

it~\ 'fJ\

it:b9

itb9

(*:b ~ 1J: ~\ itbGf=)

( *b

vt dials; turns ~

1J: ~\

£:bl..tf=)

cf.

22)

Lesson 16

SECTION 2. 1864

STUDY

PLEASE

311

KANJI STUDY

..,

jr_ jz"J

fr:...~

k_("J)

§5

05

0 ( 5 )

~§.13

-i£"-:::::>.!60

-e:;;

~§.13

-i:t"J.l60

} 1

~<

c :t--(

c j:,.. (

~~

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DRILL

Substitution:

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1.

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I»(

Cues:

a) b)

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3. Cues :

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Cues :

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Lesson 16

6.

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10 .

Cues:

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9. Cues:

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8. Cues:

T~~o

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7. Cues:

STUDY PLEASE

a)

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314


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Lesson 16 STUDY, PLEASE Cues:

315

a) b)

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c)

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.t

5 -t 6

?P-<

Engl ish Equivalents

NOTE:

In most of the exampZes in DriZZs 1-12, the EngZish equivaZents couZd be given without the word "pZease."

Look at (the) book, please. Change at Shinjuku, pl~ase. Learn/memorize this/these kanji, please. Get off at Yotsuya, please. Show (me) that book, please.

a) b) c) d)

2.

Wait until four o'clock, please. a) Hold this, please. b) Stand there, please. c) C~t the bread, please. d) Dance with (me), please.

3.

Sit a) b) c) d)

4.

Wash this skirt, please. a) Use this, please. b) Buy (a) stamp, please. c) Say (it) together, please. d) Pay (the) money, please.

5.

Read this book, please . a) Take (Zit., drink) (your) medicine, please. b) Be happy! I Be joyous, please . c) Rest, please. d) Carry (the) chair, please.

here, please. Go up a little higher, please (Zit., Go up more, please). Turn right, please. Sleep well, please. Board the subway at Shinjuku, please.

6. Please walk. a) b) c) d) 1.

Please Please Please Please

listen. write. go . hurry.

Speak (Zit., talk) in Japanese, please. a) Mail this letter, please. b) Wake (me) at six thirty, please. c) Repair this radio, please.

316

8.

JAPANESE BY THE TOTAL METHOD Come he r e at three o'clock, please . a) Go to Tokyo, please. b) Explain, please . c) Study more, please. d) Eat more, please.

9. Won ' t (you) sing (a) Japanese song, please? a) b) c) d)

Won't Won't Won ' t Won 't

you you you you

teach (me) Japanese, please? open (the) door, please? lend (me) (an) overcoat, please? put (the) book on the desk, pl ease?

10.

Please don ' t eat. a) Please don ' t show (it). b) Please don ' t look. c) Please don ' t get up. d) Please don ' t t each (it).

11.

Please don ' t hurry so (much). I Don't hurry too much. a) Please don ' t cry so. / Don ' t cry too much. b) Please don 't study so. / Don't study too much. c) Please don ' t play so. I Don' t play too much. d) Please don't talk so much. / Don't talk too much.

12.

Please don't wash (it). a) Please don't use (it). b) Please don 't sing. c) Please don't l augh. d) Please don 't buy (it).

13 .

Mother is doing the washing now. a) Father is working now. b) The baby is crying now . c) My younger brother is studying now. d) My younger sister is running now.

14.

My older brother is reading the newspaper. a) My older sister i s taking a bath. / My older sister is in the bath. b) The/my child is playing outside. c) The dog is drinking water. d) The cat is eating (food/rice) .

15.

Q: A:

What were you doing yesterday at nine? (I) was eating . a) (I) was watching television. b) (I) was writing a letter . c) (I) was washing dishes.

16.

Q: A:

Were you reading a book just now (or just a moment ago)? No, (I) wasn ' t reading a book .

a) b) c)

Were you telephoning just now? Were you studying just now? Were you walking outside just now?

Lesson

SECTION 4.

16 STUDY, PLEASE

317

GRAMMAR

16 . 1. VERBAL AUXILIARI ES. With this lesson we begin the study of verbal auxiliaries. In addition to a relatively generous repertory of verb inflections, Japanese employs several auxiliary verbs in combination with a main verb (somewhat paralleling English auxiliary- main- ver b constructi on s , e . g., . will go, though in reverse order) . Two auxiliaries , kudasaru and iru , are introduced here. Step by step the student will be introduced to ten verbal auxiliaries which combine with the gerund i nflection (called the -te form) to produce various moods and aspects of the predicate . Some of these auxili aries have alternat e forms wh ich will be introduced in later lesson s. Note that these are verbal auxiliaries , and hence, do not occur in adjectival and copular predicates. VERBAL AUXILIARIES

(1)

(2) ( 3)

kudasar u kudasaimaseii ka kudasai iru

,.

won ' t you please (imperative) please (give me)

(6) oku (7) shimau (8) m1ru

(progressive; stative)

(9)

kuru

becomes; comes to be

(10)

iku

becomes; gets to be

(for me; to me)

aru

(stative)

(4)

mor a u

receives

(5)

ageru

gives [Caution: Special care must be taken in the au:r:iliary use of ageru . J

(preparatory) (completive) tries to

It is very important for the student to master these forms if he wishes to gain control of verb forms in Japanese . However, the list as given above will probably appear quite baffling at this point. Verbal auxiliaries will be presented step by step over the next seven lessons (through Lesson 22) . The functi on which all of the verbal auxiliaries have in common is " augmentation, extension, or modification of the meaning of the main verb." They always occur after the main verb, though it is possible for more than one to occur in combination. As many as three auxiliaries occurring together in the same verb phrase is not uncommon.

16 .1.1 . THE - te FORM. The special inflection with which these ten auxiliaries combine is referred to sometimes as the -te form, because the verb form ends in either - t e or -de depending on the nature of the verb root . In this text we have called this form the gerund inflection . All verbs take the gerund inflection. (See 5.1.2 . for an explanation of verb roots.) Up to t hi s point the student has been taught to use inflections only with the polite ( -ma su ) form . Most verb inflections, however, attach directly to the verb root , as does the gerund (-te) inflection. For Vowel Verbs (i.e . , when the root ends in a vowel ) the process of forming the gerund inflection is simple; i . e . , add -te directly to the root. With Consonant Verbs , however, certain modifications (called "assimilations " ) of sounds occur . Thus:

318


Indicative V-Verb

Gerund eats

tabete

C-Verb

.. nomu

drinks

n6iide

C-Verb

kau

buys

katte

C-Verb

kiku

hears

kiite

C-Verb

is6gu

hurries

is6ide

The process of assimilation of sounds which operates, for example, in the forming of noiide from nomu + te is as follows: (1) the t of -te becomes d through the influence of the voiced nasal m of the root nom- ; and (2) the final m of the verb root becomes ii through the influence of the dental point of articulation of the t ~f the suffix -te. A complete list of the types of assimilation is given on pages 320 and 321 for reference. Notice that the alternate form -de is used with Consonant Verbs whose stem (or root) ends in g, b, m, or n. For verbs which have appeared in the vocabulary lists i n these lessons, the Plain Past form can be used as a model to construct the -te form :

Indicative miru sees

Plain Past

Gerund ( - te foT'ITl)

mita

ml.te

akeru opens

ake t a

akete

kl.ru euts

kl.t t a

kl.tte

lffieru returns

kaetta

kaette

kiku hears

kiita

kiite

The student can best learn to produce these forms by analogy, t hat is, by comparison of a new verb with verbs which he has already learned. For this reason, verb representing each type are selected for inclusion in the drills of these lessons. 16.1.2. THE NEGATIVE - te FORM. Though the negative -te form has been analyzed in other ways, it seems adequate (and simpler) to treat it as the negative form o the gerund. The construction is as follows:

NEGATIVE -te FORM

Plain Negative tabenai + de isoganai + de nakanai + de hanasanai + de iwanai + de asobanai +de beiikyo- shinai + de

Negative -te FoT'ITl tabenaide not eating isoganaide not hurrying nakanaide not crying hanasanaide not speaking iwanaide not saying asobanaide not playing beiikyo- shinaide not studying

The plain negative form is given in the vocabulary lists through this lesson. To form the plain negative from the indicative (or "dictionary form"), add -nai to the stem of Vowel Verbs, and -anai to the stem of Consonant Verbs. (But note that the stem for verbs like kau buys ends in w; e.g., kau buys; kawanai doesn't

buy.)

Lesson 16

STUDY PLEASE

319

16.2. USE OF AUXILIARIES WITH MAIN VERBS IN -te FORM . The drills of this lesson are designed t o show how the auxili aries kudasaru gives and iru is are combined with a main verb which i s i n the gerund (- te) inflection. Thus, a main verb + auxiliary makes a verb phrase. Compare t he English equivalent s of the following: Hon o m!te kudasai. Please look at (your) books. Ron o m1naide kudasai. (Please) don 't look at (your) books . Haha wa !rna sentaku-shite !masu. Mother is doing the

washing now. 16.2 .1. THE AUXILIARY kudasaru. The auxiliary verb kudasaru gives (me) is introduced in t hi s lesson in two forms: (1) Negat ive: kudasaimasen; and (2) Imperative: kudasai . Since the imperative inflection is not to be pres ented until much l ater in these l essons (see Lesson 39), it is well for the student simply to remember that the form -te kudasai is used to express a polite request or demand . In the English equiva lent , kudasai is translated " please, " but literally it means " gi ve me." The negative question kudasaimaseii ka makes the request even more polite :

Very Polite Request

Polite Request Doa o

~kete

kudasai.

Open the door, please .

Doa o akete kudasaimaseii ka? Won't you open the door, please?

Kudasaru is also used as an independent verb to mean "give," or more specifically "give me . " To say " give you (or someone else)" the verb ageru is used: Sono hoii o kudasai. Give me that book, please . Kono hon o agemasu. I'll give you this book. Kudasaru can be used to mean "give" to persons who are i~timately associated with oneself; e . g. , one 's wife, child , or c l ose friend: Sense wa kodomo ni kono hoii o kudasaimashita. The teacher gave my child this book. The problem of "level" and " direc tion" of giving in Japanese is taken up in more detail in Lesson 21 (see 21.1.).

16.2.2. THE AUXILIARY iru. As a "stative " auxili ary , the verb iru is (here) has a complex range of meanings. In the present lesson , however, the illustrations of the uses of iru as a verb auxiliary are limited to contexts in which it is equivalent to English progressive tense:

..Ima

Negative

Affirmative

Goban o tabete imasen.

gohaii o tabete imasu.

I' m eating now . Juniji ni wa gohaii

(He)'s not eating . 0

tabete imashita.

I was eating at twelve o 'clock.

G6han o tabete imasen deshita. (He) wasn ' t eating.

A small number of verbs , such as shiru knows and oboeru remembers, when used with t he auxiliary iru are not to be interpreted as "progressive" in meaning: Watashi wa shitte imasu. I know. Oboete imaseii. (I) don 't remember. Wasurete imasu. He's forgotten . ·CAUTION: The negative of shitte imasu (I) know is not *shitte imas~ii, but shirimasen (I) don't know. 16.3 . THE NOMINALIZING SUFFIX -kata. The suffix -kata way of doing (something) may be added to the infinitive form (i.e . , the form of the verb stem which precedes the -masu in polite form) t o make nouns from verbs:

Indicative

Infinitive

-kat a

kaku

writes

kaki

kakikata

way of writing

kau

buys

kai

kaikata

way of buying

kakeru

dials

kake

kakekata

way of dialing

VERBS

CONSONANT

VERBS

VOWEL

hanas ·u hanas·anai

speaks

writes

swims

~-t

iS=<

i>"" .t <~ " oyog•u oyog·anai

kak·u kak ·anai

ka·u kaw · anai

buys

~?

" nar·u nar·anai

tats·u tat.anai

becomes

stands

'if:?

m!·nai

,

~~

sees

Jt~ m~·ru

tabe·ru tabe·nai

~"""" ~

eats

Indicative; Negative

Dictionary Form

oyog-

kak-

hanas-

kaw-

nar-

tat-

mi-

tabe-

Stem (Root)

g

k

s

w

r

t

i

e

end

Stem

\

)

)

i

shi

t

I

(

\_

l f

AUernate befor>e -te

VERB STEMS AND THE -te FORM INFLECTION

oyoi·de

kai · te

hanashi·te

kat·te

" nat·te

tat·te

m1·te

tabe·te

Gerund

is6gu hur>r>ies

a ruku walks hataraku wor>ks aku opens kiku hear>s; listens tsuku ar>r>ives

osu pushes na6su r>epair>s dasu sends out

warau laughs tsukau uses iu (yii) says harau pays utau sings

suwaru sits noru r>ides on kl.ru outs kaeru r>eturns magaru turns

matsu waits m6tsu holds

ok!ru gets up kiru Wear'S

miseru shows hajimeru begins oshieru teaches

Examples

'W

~

§

1-3 i:l:

~

~

1-3

~

til K

~

t%J

c..,

I~

VERBS

IRREGULAR

(continued)

VERBS

CONSONANT

goes

ff<

does

-t~

*~

dies

:7860

comes

reads

W'Etr

ik•u ik·anai

ku·ru ko·nai

su·ru shi•nai

shin·u shin•anai

yom·u yom·anai

asob·u asob•anai

plays

Indicative; Negative

Dictionary Form

ik-

ki-

shi-

shin-

yom-

a sob-

Stem (Root)

k

i

i

n

rn

b

Stem end

)

t

ii

(

Alternate before -te

it · te

ki·te

shi· te

shiii.·de

yoii.·de

asoii.·de

Gerund

VERB STEMS AND THE -te FORM INFLECTION (continued)

n6mu drinks yasilmu rests silmu lives komu is crowded

tobu flies yorokobu is pleased hakobu carries

Examples

ti;'

I-'

N

w

;b

~ ~

'tJ

1-<:

§

~

I~

§

<:Jl <:Jl

322


suru

does

shi

shikata

way of doing

taberu

eats

tabe

tabekAta

way of eating

16.4. SUMMARY OF VERB INFLECTIONS INTRODUCED THUS FAR. The verb form, as the student no doubt is aware by this time, is very complex. Though all verb inflections have not yet been introduced, the following is a summary of the inflections learned thus far:

VERB INFLECTIONS

Indicative

Past

Negative

Plain

Gerund Infinitive

Negative -te form

V- Verb :

tab~ru

t&beta

tab~nai

tabete

tabe

tabe'naide

C-Verb:

ar-6ku

ar\iita

arukanai

ar6ite

aruki

aruk~naide

Polite

Negative Past

Presumptive L

V-Verb:

tabem~su

tabem~shita

tabemaseii

tabemas~fi deshita

tabemasho

C-Verb:

arukim~su

arukim~shita

arukimas~n

arukimasen deshita

arukimasho

/__

STUDY~

Lesson 16

SECTION 5.

**83

DIALOGUE

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323

PLEASE

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English Equival ents

Hayashi : Hello. Is this Mr. Tanaka? Tanaka : Yes, it is . Hayashi : This is Hayashi (~it.~ I am Hayashi) . Tanaka: Mr. Hayashi? How are you (~it.~ Are you well)? Hayashi : I ' m fine , thank you. By the way, Mr . Tanaka, would you lend me your Tanaka: Hayashi : Tanaka : Hayashi : Tanaka: Hayashi: Tanaka : Hayashi:

French book (tit . ~ Won't you lend [meJ CyourJ French bock)? Yes , I ' ll be glad to (tit . ~ Yes , it's all right). I' m studyi ng French. I s that so? You' re good at French, aren't you. I ' m not so good (~it. ~ Not good to that extent) . Would you teach me? Well . . . (indicating one is thinking about it) . Then, would you please come to my h ouse tomorrow at ten? Thank you. Then I will (go) .


324 SECTION 6.

1

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&5 {> M • ~ ~ 7 Y 7" ~;J: 7"v7:t/tJ-f";bi

-:J ~' l" ~' ~'IJ£~o

£ it

Lesson 16

STUDY~

PLEASE

r--

325

-

-

I

I

k//

I

1" -~' 0

I

-.,

1

@

SECTION 7 .

flO 119

4

..

EXERCISES

Give the -te form of the following verbs and add kudasai:

1.

~-'5

7.

M<

13.

ft .Q

2.

~J~

8.

~'of ( +

14 .

Mttr

3.

*.Q

9.

9-Q

15.

Ill<

4.

rr<

10 .

lt89

16 .

~;t

5.

~?

11.

ti5-Q

17 .

tHLt.Q

6.

i5'J.Q

12 .

:t> ....)

18 .

1±1-Q

'? -?

326


Give the Negative -te form and add

T

~

0 :

<·

31.

i>"" J:

lli-t

32.

~5

27.

:@ib-t~

33.

~~

~~

28 .

\()-t" <.

34.

~G?

23.

€~~

29.

~-ttl'

35.

it~~

24.

j:::J

30.

tJ~<

36.

bG?

19.

m~

25.

20.

26 .

21.

*~ fr<

22.

*~

Answer in Japanese:

1Pla-

[.;-r

\() j -:t"tJ~ o

37 .

~ ts:. t-cv::t

~

38.

~ts:. 1-Lv::t

vt~

39.

~V?VJ:~

i\~~vc

40.

~ ts:.

tr:. Vi

~v?vcc

~vc

-t~vc

1Pla-

\() '£ lkiJ•o

l-r

1Pla1Pla-

l-r [.;-r

Lnj Lnj

[.;fc_iJ• o

LJciJ• o


Put i n three 10- yen coins , please .

42 .

Push this button, please .

43.

Please (be) wait(ing) for me t here .

44 .

Please don 't swim here.

45.

I am writing a letter to my mother now.

46 .

Pl ease show me these ties.

47 .

Turn left at that street, please .

48 .

Would you please teach me Japanese using this book (by means of this book)?

49 .

Last night

50 .

Sit down , please.

my

husband was fixing the T.V. set .


Lesson 16

SECTION 8.

STUDY, PLEASE

327


Cucum~er

How to Make Kappamaki

~ ~

2 , ~ ~

3.

ttL -F tL 0) ~ ~ ? ry ~ 'b ? ~

5.

*

6.

fau ~ ~

7.

8 0 :7· 7 A 0) fij fli ~ 7 •'J 1- if-- Jl.d~! t:: G Tl'" ~ \t' o

8.

foljlfli ~

9.

t tL iJ~ 0 ;:· t;t A, ~

10.

;b~rft~~?ry~

11.

~~"9-c. TG~ ~\t,"Ll'"~\t'o

~

~J ~

t:. "L t::

2.

?

t)] "?

Sushi

? ry ~

t:. -r ~:: iW ry

*T

o

"L 1'" ~ \t' o

tt

t:. T

t::

t)] "?

Tl'" ~ \t' o

Ill

11 0 G Tl'" ~

*

t::

\t' o

~ "? Tl'" ~ \t' o ~·~

0)

ry O)J:: t:: ii \t' Tl'" ~ 0)

\t' o

t;f G Tl'" ~ \t' o fi\t\"'(1'"~\t\o

fijfl&O)*A,I:f:tt::

I»~"!>

12. T G 0)% ~ f'F "? Tl'" ~ \t' o 13.

~~T~ t;ti'GTl'"~\t'o

14. T G ~ 1" 1 7 15. T G ~ .15

~

-r:·

0 t::

t)] "?

Tl'" ~ \t' o

~

~

6

Tl'" ~ \t' o

,. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

16 .

~&5, ft~*GJ:?o

.15\t,G\t,TTJ.o

i~~~·;

v·~·;·~-~

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

seaweed

ii <

~ll)l-jry

cucumber

ii0T wets

~~T

roller

1;t

b~lf

horseradish

O)t;f"t

t.>~G

dish

0)

-:J

~)

< ry iJl t:.

way of making

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

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

a.t·h~-~-~

form

places

0~-Q

j

7•'J 1-if--JvJM!

football shape vertically

lines up

spreads

in the middle

rolls

shape

' '

. . . . . . . ... . . . .~.:.~- ~·-· -~--~--~·-· · · · · · · · ···---i

t~..!.!.. . .~.:.~.e~ ~--~-~·-· · ··········-~--~--~-~

328

JARANESE BY THE TOTAL METHOD

SECTION 9. I.


< IJ 'IJi'l;t 6 'IJi fj I 1i >j 1J -t)

iJ¥+15

(0

~:: 'il!g~~

A:

1m ( ) B: 15 ~ !v ~;t 1FS

Give English equivalents on the line.

'fJ\~tf:t-,'"'('To (I

tts<

'9 !v '"'(· \-'

~::

want to telephone my mother.)

*'9

j)\

o

(Does your 11other live far away?)

A: ~ml"·-to

ck ;:: ~;t B: l"' ~;t, ;:. (f)

*

'fJ\

~

~t 1J ~

(

A: ;:.fl,'"'(''fo

A:

~

B: 15

t: < ~ lv

~ ~;t :b 'fJ\

8: 151£i~ ( )

tt·:Hbt-'

IJ

*'9

* G J: -?

o --------------

l-5 \-\ 'fJ\

0

G "ll'" ~ t-'

o -------------

- - - - - - - - - - - - - - - - - - - -

----------------

\-'h-e 1'"~\-'o - - - - - - - - - - - - - -

'IJi

l"·£Cf=

0

-----------------

~ lv ~;t fpJ ~

t

G

'il! &~ ~ ":) tJ\ t-' * G J: -? o -------------~-------------

+ P3 'FT ~ U""X"

)

"J

t-' t-' £ G f=

j)\

o ---------------

II. Complete the chart. (waits)

;t -:J ~~<

;t

(

)

\-\ -t <·· (

)

J: tr

)

(

( (

15~.{)

0)

,;r· ~

-q~

\-' < <~

"'J

l \-' ;t "9 ~ .{) j)\ 'l;t

\-\ -r·"'f'

~

\-'

) )

(does) (goes) (comes)

III. On the line, write a sentence to •atch the answer. 1. A: 3. A:

B: 2. A:

A-

I'

-Tv!::~

B: y: ~;t

~ (f)

§i l \-'

*'9

-?

8 ~':: 1\!J~ G T t-'

0

* G t: o

B:

B*~(J)~BeT X::/v~J:-?G"l

\-' *'9

0

4. A:

B: ,... 7

~;t

If.>\-' l \-'

*'9

0

LESSON

17

HOME WITH A COLD WITH THE CHILDREN PROBLEM :

The Means Element has another meaning equivalent to English "for the reason that."

OBJECTIVE:

(1) To present another usage of the Means Element . (2) To present the Accompaniment Element .

SECTION 1.

VOCABULARY

Drill

--r

--r

particZe ~

1±$

L-ee!:

work

~
~
cherry tree; cherry blossom

~9

~9

fog

/~

~

lJ

;V~-lf

_., lJ

Paris

iV~--lf

(a) common cold

t.:.E? L-~

automobile

$-i!&

~2:

accident

Jr.lvt.r..

Jr.lvt.r..

~w

--vv~

Elillll! 1:.

Reason marker

0

all; everybody all

c

partie Ze ~ Accompaniment marker

~lvf~

(a) walk; stroll

bt.:.c; lv

Mt . Fuji

~lf -c\1)

adj (is) lonely

~fi~

u-~? ~

plane; airplane

JLt6 *

Jj.-~6

vi is visible; can be seen

m~

e:~

vi flies

c!: ~"'

~* 'M±Lll ~.

t:

Dialogue

c; lf L-\1) ~

*From this lesson, the plain negative and past forms of verbs will no longer be given in the vocabulary. 329


330

snow Reading 111!

<:(_!?-?~~L:.t5

National Theater

1~A

"2c:,z,

private ; individual

!J 3'-/ -~*±

!J.? -/-~ l~

taxi company

~u

tJ~~ l~; -- ~ l~

company

5,Z,:C,Z,lt5J>

driver

~:sl:f!J~ c.

"C,z,-tt-? ( t.r./ I(C ~

)

;5

kind (-ly) today

t7-t:- < L: -t:- <

speed; mph ; kph kilometer(s)

vi runs adj (is) severe; extreme; violent

•P

.f!J -:s.lv

~~-t-.:6

SECTION 2. 685

730

~±

El

vt iJ~ I(C ,z,

(a) casualty ; injured person

l.\0

vi dies

:bk-1"

vt gives; hands over

t?~

(a) play (drama)

~ ,z,~~-1" .:6

vi takes a walk; strolls

"2,z,c-

this time

KANJI STUDY

1±•

-:)

~:g~

.{?,z,~

-1i'/

~:g~

.tf,z,~

7'

1094 ~

*cr.

-/

t,~5l~

Elitlll!

1605 ~~

.Lc~

Lesson 10 . p. 207, footnote.

Lesson 17 HOME WITH A COLD WITH THE CHILDREN 1542

930

-i

~

~

~D-1£

o-25 ~

1:::

~~

c~

c (~) ----,

IH

~_l[JIIJ~

c(.!?-:?Vf~t.t5

1l!l-/ - ~H

jl

150 ~

~

757

;f.±.

1116

.k.

692

1366

----,

!I -/ - iJ~V> L- {>

Ji..

-:/ 3?

771

~H

iJ•V> L- {>

771

~H

iJ>V> L- ~

-/..y

~.:6

Vi L- .:6

V:tl-(.:6)

?E~

L-~

l- ( ~ )

~It

~c

!-"

----,

§e.

331

New Readings 733

1657

-$:

~ =

~·

0..1 :

rr.:

c:F

(15)

L-ee

~<

~~<

(12)

779

1056

=F :

t)J :

----,

=F

-r

J:=f:

l: .t 5f

~~=¥:

51v-rlvl- L9>

"W.:b

?.::,

(13)

"W=F

~?L

(14)

~A,

~lvf~

~-£~c

LJ_p'f>: ..

1864

(11)

•1±* ~~

667

l-.t(l:

t;

~±w

~t~lv

_l[-:?

fc-J

IH

~_l[JIIJ ~

----,

lN

(2)

(16)

----, c:.<.!?-:JVf~ L:.t5

~m

----,

----,

"C!v~-:?

(8) (8)

332


SECTION 3.

DRILL

Substitution: 1.

ms

fktl

a)

1±$

b)

-li",.Z,f-c(

c)

~t!W

d)

.b.t?.b

Cues:

3.

5 &)0 ""fi""o

~
a)

o/f/

~.!?

b)

77/7..

.r:: l)

c)

r1

1:::'-Jv

d)

~~

.b.t?.b

75~-lf-z:

~~:a-~-:r,.z,-z:

#~,.Z,Vi Cues:

0-t:";O.\ l-0 ""fi""o

B:<$:tl

2. Cues:

-'"",.Z,~.t?-r

';!

a)

1±$

b)

~~

c)

§jblf!$i!t£

d)

-=r- ciO)~~

!&>

0-£-j-o

1:.

~~ VL D ~ "i l f-co

-A-r

4. Cues:

a)

=A

b)

-A

c)

lmA

d)

J).,.Z,t.r..

Question-Answer: 5.

Q:

~~tl

A:

-t-=A -r'i""o

Cues :

a)

~W-r

0-j-

/

{il]A -r'-tiO~o

T

HOME WITH A COLD WI TH THE CHILDREN

Lesson 1? b)

::I - 7

c)

:;t,~~

d)

e)

/ /

~*

lti

/

1i1=;

"W=f

/

-t~

_ Vf\;>

Suhstitution: ~Atl

6.

83~~/v~

a)

c' 1tJ:Jji. ~ lv

b)

-rEt

c)

$71

d)

;Od.t0

**VLrJ~ ~

L.Jc.o

Cues:

~~lv

t1L-

7.

$71~~1vtl

~--

-rEt

a)

Cues:

Jtt!W V'L fi ~ ~ LJ~o

r\§]m~1v~

:7 1

7'

.;lv

8.

06t.l

c)

:;t,~

d)

~ft~lv

-:/3/:l/~lvtl

Cues:

~~

b)

<~lv

~$

X. 0;0~

:77-:7~1v~ll>?l.tV'L

1i _!?

a)

Lll/-$:~1v

t±ln~vt .:6

b)

-TEt

~-t~

c)

*11~1v

::r v ~· :a- Jt b

;'I

d)

c'

1tJ:Jji.~ lv

-T/'-

Question- Answer:

9.

Q:

~t.tktl

ten~

A:

n~t.t~~> ~

D

Cues:

~ ~

L- ~'

:ft.?HVC:fi ~

~ L-ttn~o

Gfto

a)

-t<:.V'LV.-6

/

Lll::$:~1v

b)

5 t~ 5

/ /

-TEt

/

:77 - :7~/v

c)

*.:6 "'

d)

l;

~±wvr e:>~i'-6

~ LJ~o

*11~1v

~

vr rr <

333


334

English Equivalents busy studying every day. I I ' m busy every day with studying. I' m b usy working every day. I'm busy (with) washing every day. I ' m busy (with) s hopping every day. I'm busy cooking every day.

1.

I'm a) b) c) d)

2.

Japan is famous/known for (its) cherry blossoms . a) London is famous for (its) fog. b) France is famous because of Paris. c) Germany is famous for (its) beer. d) China is famous f or (its) cooking/cuisine.

3.

Miss/Mrs./Mr. Hayashi is staying (home) from a) Miss Hayashi is staying home from school b) Miss Hayashi is staying home from school c) Miss Hayashi is out of school because of d) Mrs . Hayashi is out of school because of

school with a cold. b ecause of work . because of sickness . (an) automobile accident . (her) child ' s s i ckness.

4. I went t o (the) Ginza alone

(Zit.~ Being one per son CI/he/etc . J went to [the] Ginza). a) The t wo of us went to (the) Ginza . I The two of them went to (the) Ginza . b) We three went to (the) Ginza . I They all three went to (the) Ginza . c) The four of us went to (the) Ginza. I All four of them went to (the) Gin d) Everybody went to (the) Ginza . / All of them went to (the) Ginza. I We wer to (the) Ginza together .

5.

A:

How many students are ther e in all? I How many students are there altogether? Twelve persons .

a)

Q:

Q:

A: b)

c) d)

A:

How many colas are there altogether? Six (colas) .

Q: A:

How many cups of (Japanese) tea are there altogether? Three cups (of tea).

Q:

How many cars are there altogether? Five (cars) .

Q:

A: e)

How many chairs are there altogether? Ten (chairs ) .

Q:

A:

How many stamps are there altogether? Seven (stamps) .

6.

I went to Tokyo with Mr./Mrs . /Miss Tanaka. a) I went to Tokyo with Mr . /Mrs./Miss Sato. b ) I went to Tokyo with (the) child(ren) . c) I went to Tokyo with Mr./Mrs . /Miss White. d) I went to Tokyo with my wife.

7.

Mr . /Mrs . /Miss a) Mr. White b) Mr. White c) Mr. White d) Mr. White

White went shopping wi th Mr./Mrs./Miss Takahashi. went for a drive with (the) child (ren) . went for a walk with (t he) dog. went (out) to eat with his wife . went to (the) movie with Mr. Nakamura.

Lesson

17 HOME WITH A COLD WITH THE CHILDREN

335

8. Mr./Mrs./Miss Johnson returned with (or together with) Mr./Mrs./Miss Clark.

9.

a) b) c) d)

Mr. Johnson set out with Mr. Yamamoto. Mr. Johnson played with (the) child(ren). Mr. Johnson watched television with Mr. Kimura. Mr. Johnson went to the department store with Mr. Sato.

Q:

With whom did you go to Kyushu? I went with my wife.

A: a)

Q: A:

b)

Q: A:

c)

Q: A:

d)

Q: A:

SECTION 4.

Whom were you with (there)? I was with Mr. Yamamoto. With whom did you sing? I sang with (the) child(ren). With whom did you come? I came with Mr. Kimura. With whom did you climb Mt. Fuji? I climbed with Mr. Clark.

GRAMMAR

17.1. THE MEANS ELEMENT (2) (see also 13.1). It is interesting to observe that elements which translate in English as "with," "reason for," or "the reason that " fit into the Means slot in Japanese: Watashi wa benkyo de isogash1i desu. I'm busy studying. I Because of study I'm busy. Kaze de gakko o yasumimashita. (I) 3

stayed home from school with a cold. I Because of a cold

3

(I) rested (from) school.

B,y extension, the Means element is used to cover other areas of meaning not so

obviously related to "means " for the native speaker of English . Three other such usages are illustrated by the following: Nihon wa sakura de yUme desu. Japan is famous for cherry blossoms. Hitori de ikimashita. (I) went alone. Basu de nanpun kakarimasu ka? How long does it take by bus?

17.2. THE ACCOMPANIMENT ELEMENT. The Accompaniment (or "companion") element has the slot meaning "accompaniment with something or somebody ." This element is always marked by the accompaniment marker to or by the accompaniment adverbial expression to issho ni together with. Fillers for this slot include interrogatives (dare to with whom), nouns (kanai to with my wife), or noun phrases (kanai to kodomo to with my wife and children ). Examples found in the drills of this lesson are: Watashi wa Tanaka-san to Tokyo ni dekakemashita. I set out for Tokyo with Mr. Tanaka. Jonson-san wa Kur~ku-san to issho ni kaerimashita. Mr. Johnson returned

with Mr. Clark. Another point of interest when comparing Japanese and English is that certain case categories are not equivalent in the surface structures of the two languages. For example, in English we would say "Mr. So-and-so married that person," in which construction "that person" is the obj ect of the verb. This " object" becomes "accompani ment" in Japanese: Tanaka-san wa sono hito to kekkon-shimashita. Mr. Tanaka

married that person.

336


17.3 . "HE WENT SHOPPING." Drill 7 of this lesson includes a pattern which appear to contain the location element but actually does not: Kaimono ni ikimashita. (She) went shopping. "Shopping" is not the loaation of the action but the purpose. The proper equivalent would be "(She) went for the purpose of shopping." Likewise, ~ga ni ikimashita, (He) went to see a movie~ includes the meaning of purpose . Th significance of this pattern will be grasped more readily when the Verb Phrase of Purpose is introduced (see Lesson 26).

Lesson 1 7

SECTION 5. ~

~1:


DIALOGUE ~x.A~!\Ai

tine

R:ii c

~

fPJA L:' *1 litiJ•o

:

I' -;:r A : i=f:l

~1:

I'-;:' A i=f:l

:

~ :

1'-;:r.A: 11=1

~ :

11=1

_A L:' *1 lito L'Vi,

~lfl(~.!J1-It~L:'lith. o

;{_;{_ ,

~ lf

~

l (

.b 1-lt~ L' L.f-co

"" 1,;

'?

;t;t,

Jt.Z1lito

~±wtl

~± LlJ,:O~

~

liJ•? it L'i"" o

Jt;{_ 1 lf-ciJ>o ~n~Vi

~±WV~tl~

~lf1L-it o

E? -r litil•o

.b 1 lito

l5b ~ iJ~

~

~ :

B :<$:Vi

~±w--r

1'-;:rA:

~

~D~ll>

:

I'-;:' A

B:<$:VC*1L-ttil•o

* 1 lito

t- -;:r A : ~

337

~?L'i""h.o

~ :h~L'

lito

l5b? c\6~-r-:t-h.o

bitl~

7}~hl.'

~±LlJV~c~

m~1lit o

English Equivalents Nakarrrura:

Mr . Thomas, who did you come to Japan with?

Thomas:

(I) came with some friends. How many of you came? There were three of us (Zit.~ Being three [weJ came). Then you weren't lonely, were you. Right, it wasn't lonely. It was enjoyable. Could you see Mt . Fuji from the plane? Yes , we could (Zit.~ it was visible). The plane flew near Mt. Fuji. How was Mt. Fuji? There was snow. It was beautiful. Japan 's famous for Mt. Fuji, (isn't it). That's right. I (also) read about Mt . Fuji in America.

Nakarrtza>a:

Thomas: Nakarrrura:

Thomas: Nakamuro :

Thomas: Naka.rnur>a:

Thomas: Nakamura:

Thomas:


338

SECTION 6.

READING

f:o

B*~~

*A~~~~-t

~A~~~-~-ry~~o

f~ t: "I? ~;J: ~t :iJ} A ~;J:

10

-c

+=: A ~ G t:: o

+~~

~~IGt:o

'f I G t:

o

If;!.

IJIJ :iJ}

~

~~~~-~~~o

'0 t• v' JJ #i ~

.$ ~ If! :iJ~ 6 ~$

~~~ - ~H~~~~ - ~

~~~-~1-I?IGt:o

~~~-~.: 15 ;ff

.ryiG't:o

v' A -c· G t: o

I tt ~ ~ G t: o t:GIGt:o

t T

~

<~ ry I

.:: :b :iJ~ -::> t: -c·~ o ~-~

o

11¥ B

~ ~~-

t r\

A 0) $ a5cc· G t: o JJ Jf& -c·

=. A <-· 6 v'

~~ry~

*ltt~~Gt:o

JIL?- ~U.: "?

t:!. :iJ~ 6 ~

f~ t:

I G t: o

s~ry~~lfltt ~~Gt: o

9E ~.: I

~;J:

1L §

G t:

A~ A 0

~ :h

~:hT.~tl~

~fi~~;J:

"I?

~

~ti~~~

I -::> T v' I G t: o

.ryiGt:o

G t: o

&~~<.

~~<~ry~tt~o

-c· .::: + ~ ('' 6 v\ M~ G I

~A~~~-~

lrnAv'-::>GJ:~.:

';J: ~

G t:

A ~ A ~ ~ :iJ}

}j. ~ "l;t

0

~GT.~Iry

~~bt:GIGt:o

00 :li: IJIJ ~ ~ :$1. -c·

:b ry I G t: o

I

JIL?- -c· ~;J:

A§~~Gt:o

~ ~ ';J: ~ < ~ ~ t v\ -::> G J; -c· G t: ~6

~

~ry~~o

.::tH':iJ~~~

.$ 0) If! -c· ~;J: ~T

G t: o

~~

G

~~

:b

o

Lesson 17 HOME WITH A COLD WITH THE CHILDREN SECTION 7.

EXERCISES

Fitl each btank with an appropriate particZe: 1:.

1.

.7c v A

2.

~ms

3.

J}.lvt.r. _ _ V.?

4.

f::.A

$-i!ii

:7E VC 1 l k

o

s.n+FJ-r-t o l.t __ J:t:$- l-1 lfLo fJ ~ 1 L-fc o

Ji !1m

t;~<

5.

wrm -

t .]f[ -

.:?ct.

-''A

i>"" b 1 lko

:* J?

;O~Jt 1

lko

Answer in Japanese: ~ts:.kti

-A -r

7. ~ts:. k.ti

tin c

B*VL*1 ltca~o #13'ZVC *1 -ti6~o

8 . ~ts:. tc tl

~t£ V 9'}

-r

6.

9. 10.

B*tl fPJ-r' ~ t.r. k. ([) :7

tin c

B 2f>:m -r ~ l "£ -tiV~o

~?&6V>""t-J-i6•o

:7 A VC

#~(ri

~$ -r'

fPJ A V>1-J-i6•o


I climbed Mt. Fuji with a friend (the two of us).

12.

A total of five students are here.

13.

We went shopping yesterday.

14.

I ate alone.

15 .

London is famous for (its) fog.

16.

She stayed home f r om school with a cold .


339

340

J.~R~E~E B~

SECTION 8.

THE

TQT~L

METHOD


At tne Bank "~

.£:.

V'l;

A: D~~rm~t:lt,O)l'·-ttr~o B:

I'd like to open a bank account. Certainly. What kind of an account?

t;J: It' o fiiJ 0) D ~ -r· "9 il~ o "' ?~ J: 1!.\.

A: wt~fJilT;:O)O~l'· "to A:

i5l%: ~ i5 6

I'd like to withdraw some money.

G t: "'' 0) -c· "9 ::bi o

;:: O),;O)tj! "'' 15 ~ B: -c·t;J:,

An ordinary savings account.

~ ]t ll" ~ "''

~-5t.i51Jt:

0

= fj!-:>""(l"~li'o

Please show me how to use this machine . All right, use (it) as I tell you.

deposit

withdrawal

bank transfer

bank book

bank balance

recording in bank book.

secret number remittance (payment) ~~1~

·jiljj:rg ~-

1 *.If~

check

money exchange

)'i.IJ!I:;bltJit

foreign currency

paper bill

& m~

cash

L. iHl. . . . . . ... . . . . . .~.?J!.~.dl~.U..!!JL.......................................................i.~. . . . . . . . . . . . . . . . . .~. !!.D.f.JI.!!!.~l!..!W.............. At the Post Office Give me five 62 yen stamps and ten aerograms, please. yen. Altogether that will be Send this package by airmail, please. J:1

~

B: ;:: 0) JfHJf t: i5 ~ W1 t. f:£ji)j ~ il l!' L"l" ~ "'' o Write your name and address on this ·~ !fi!Hfii%

zip code

~ tiN IJ f§ ;t

postal transfer

~~-! ~(1.\. ~It: ~ A~'- if.u.

government stamp

ta A ~J. ~ .1-Jrdtt.;l;llm

cash envelope

~~

address

sender

by ship

express; special delivery

1

~ff ~

'

~

t

11 ~mdJ /1) ~1!

registered

printed matter

mail I! t2.\.

L.....I§..tL................._._ wei gh..L.................................................................... ...~.i!.~..i1.1.~.................Q..!!.!!!.~.!l.!!!.9J:~.U.Y..!l.....~J~.!!!.P..

Lesson 17


341

The Banking Machine E'll 1ft I

b- f: fltO: d

mk IIJJ 1111wts JIHB Lo

D [QJ I iiT iF I

SECTION 9. I.

SELF TEST (For answewrs see Appendix 4)

j l ~+ !>

< t) '/)\ r.J.

(06 if.it'h1JtJ't)

# ~ h-'j: JIUjt(J.) Jf(J.)~(at

t)\ ~'

C~

't" Wlt-' -r ~'£'to

those ti•esL j;;:"(t-' fJitJ\A-1tA-'.: (

)

Js(~A-~r~·'b~ j;;:!Vj~ fJ~£'to

:X!Vi(J.)~if'b t-'-:> L. J: ':

(

#

<.Q £ ':

*'t

)

0

t=. ~' t

(

J;

(

;:X:t'

* lJ £'to

~ A- 'j: - A 't" JIOjO.: fi t) £ 't o

fit)

II.

)

(

~~,

)

? ~'"(' L. J; ? '/)\

!> 0

<~ A- 'j: (A,-~')

't" :X !Vi~ fJ ~£'to

C ~ E < ) ~ tJ\

*t.J) i'to 'j:

tt'?

i!'£~

(

~IOL #~A-'j: )

.$'"(' fJ~£'to

l"' !lYA 't"'t o

(

-T- ~· 'b ~

)

(};::")

t: < ~ A.-0)).'/)\

In your own words, describe a Japanese •iai kekkon.

a't" JIOiO:

(} ;::? ~~~;::'"('

342


III. Supply the particles. .lo

Mark "X" where not needed . (;

m± LlJ

1.

~ ~ _ l[ _Jj. ~ t:l

2•

lij "< _ .:& ~-l-' ":)

l

3.

.ts t;t * X.

;')\ lt' '"Cf ~ l-' o

4.

~~ _ ~ _19> ~ _

5.

- }...

6.

'flJ~ _JIU¥-_~ IIJ11! $ ~_A_t:

7.

..f 0)

_l-,

<6

8.

~gl!i_.&~

l-\

h.,

9.

~

"":;;

j-: 7

*

B ~;J:

O.Hf lJ

* t.,. t:

J: _JR &_.ii !I!- ~'1

'¥t.le_1!9 B _

1 7''_fi ~

.ii l-'

* t.,. t: ;')\

*

t.,.

~

t: ;')\

~ X.

lJ

~

*9

t.,.

t: o

0

0

< ~ A,9E ~: £9 o

0

:s lt\ :S_$_g~ t.,. *9

m± LlJ ~;J:

*

{;> 9ij.

o

*it ~

0

o

10 .

B;;$:_~_~<6

~-Jclt.H,T9o

IV.

Fill in the blanks with a word (o r mo re) of your choice .

1.

7J -r ?f ~;J: _ _ _ _ -c 19> -J &n' -r 9 o

2.

b

3.

_ _ _ _ T Jj{ l3 ~: fi ~

4.

b t: t.,. ~;J: _ _ _ _ T ;: b

5.

EB ~ ~ ~ ~;J:

t:

t.,. ~;J:

1lJ B

-c· 1:

V. 1.

l-' ..ftJi L.l-' -c·9

o

*

-c· t.,. t: o tJ\ -? t: -c· 9 o it~

-c· fli3 iJt ~:

.A lJ

* t.,. t:

o

Give the Japanese equivalent. In the summer the three of us are going to travel in Europe.

2.

I made this by myself.

3.

In my class there are 5 women and 6 men.

4.

Mr . Yamakawa went with Yoshiko to the National Theater in a taxi.

5.

Kr . Yamakawa married Yoshiko .

Altogether there are 11 students .

LESSON

18

IN JUNE IT RAINS A LOT PROBLEM:

Manner expressions and adverbial and adjectival phrases are not diffi cult in terms of pattern but can be a bit confusing in terms of nuances .

OBJECTIVE:

(1) To continue the introduction of t he Manner Element by showing contr ast and degree , and by showing the use of manner words in adverbial phrases. (2) To introduce the simplest type of adjectival phrase.

SECTION 1.

VOCABULARY

Drill

~

~~

-tfl~

-tfl~

adj (is) cool

*

ij~


;tdc t-c -!J~ ~

adj (is) warm (weather)

t>-:::>c~

t>-:::>"F~

(not) at all (with neg.)

?tll0

?h"C0 -!J~t.r. l0

-!J~ t.r. l~

fall ; autumn (one of t he seasons)

-:--,

adj (is) happy adj (is) sad

-:--,

-!J ~ t.r. .!?

-!J ~ t.r. .!?

rather; fairly

:J>l

-t~l

a littl e

f1 c A_;c

~"1 ~A_; c

t.r. -!J ~ t.r. -!J ~

t.r. -!J ~ t.r. -!J ~

almost (used primarily in neg. clauses) hardly; not easily; not quickly (in neg. clauses) rather (in aff. clauses)

vi/vt laughs; smi les rain

vi precipitates; falls arne ga furu it rains)

(e . g.~

undoubtedly; surely ; certainly 34 3


344

IF<

vt writes

i>~:Pt..- ;

-tL7 ; f

L-

sushi (vinegar- flavor ed cold rice balls, usually topped with a layer of horseradish and a layer of raw fish)

-?-::>c

-?-?c

at last ; at length; finally

~b6

;i,~b6

vi ends; finishes

-?tf

-?tf

vi ceases; stops

:lfs:~(V/VL)

filv c 5 (

v /VL )

real ; true (-ly)

Dialogue

very, awfull y; terribly (note caution in Gramna:r> 18. 2)

usual; ordinary ( - ly)

vt waits Reading ~1?\/):(:l/v

year after next

JHil B

~'

vt-?r?u:

Monday

~'

~!v??U

Friday

1:-Jj~lv

class period; time

~BiB ~ra,

r lJ

---, Jv

r lJ

drill

}V

conversation language laboratory

(.} I? #tJ: ; (.}I? Jj~t}_ (.} I? Jj~tJ:

;

(the) hiragana (syllabary)

(the) katakana (syll abary)

v-tn6

t>-tn6

vt forge t s

1/)Jj..

0J;..

meaning

L-~LJj~ ~ 1:- ~ lv

but ; however

l-Jj~

L-

~Jv

-~~~ ~

( tJ:/VL)

4-1--rVL:

-,

~1v

( tJ: /VL )

order of writing strange ; peculiar so far; up until now

Lesson 18

SECTION 2.

l.t5~-::>L.5

elementary school

-s~5~-:::>L.5

middle school; jr. high

(7_)(:~

(the) r emainder

?tf..11f..

yet; still (emphatic)

KANJI STUDY

805 ~

841 ~ 872

~~

tt6

tl6

&l

-t2t..-

-t<: ( l)

~5

bG5

bG(5)

ffi'

"ii60

~66

4<

~<

iJ~

~b6

~

*~

v-~~c

~-:?

~-:?

r$J '

'

857

~~

*

.1}'

891 ~ 50

-t'a

808 ~~ 1371 ~

1184

345


~~

~'

(

<)

.. ( b6)

.. b-6

~

5

"? 1(-:?)

New Readings 1629

']J:

-?} :fL?t f0?}

SECTION 3.

DRILL

Substitution:

Cues :

a ) fj(

~-::>~~

(15)

~ ~5~~ (15)

--,

f0~~

870

lj\ :

--,

+~0

'S0~0

+~~

~ L 5 L .t 5 iJ~-::>

(3)


346

2.

fktl

Cues :

3.

~~Vi Cues:

4.

5.

5 fL l- ( ib JJ '"£ ~ lvo

~-?
~U'L-V>

b)

~L-V>

c)

-!J ~ t.r.

*""£ l-ko

~T:'f~

a)

t-c<~lv

b)

-!J~ t.r. JJ

c)

:J>L-

A~ A ~lvtl

~ cD

Cues:

6.

~Atl Cues:

~lv ~ .t

c)

~i'"

d)

::rve~~6

~~ 'i~!Vo

a)

h-6

b)

1ilfi6

c)

vt-?C::.Iv-t-6

d)

~5

ffi -!J~

k(~;V

:1LA

-!J~ t.r. JJ

b)

+A

:J>L-

a) b)

A Vi ffi -!J~

+-A -A

5 i'" 6

b)

a)

7· Cues:

5 fi c!::lv C h.& JJ '"£ ~lv-c' LJz:o Cues: a) tJJ (

t.r. -!J~ t.r. -!J~

EEI=P~Ivtl

L- \.(>

v"i
~ JJ

'"£ i'"o

~ JJ

--£ ~ lvo

Lesson 18

8.

~7-~~lvtl

a)

c c (tC *1-t"o -t c """- 1j <

b)

7 }

c)

=f';O! Jj..

~-:::>c

Cues :

d)

~-:::>c

9.

Cues:

-"'lv ~

b)

m;&~~&

c)

fj]j!~

d)

fE;O~~

~ ±Llltl

c--rt

a)

*~VL

~·

10.

*;0~"? ~ 1

a)

.t


;h """'

1ffl' b

a- • < :t.~-t- L-a- ~"'"" b

L-f'co

? ;0~ ~ :b 6

<

<

~

Cue:

1 )

~ :h0l"-t"o

347


348


Summer last year (Zit ., last year's summer) was very hot. a) Fall last year was very cool. b) Winter last year was very cold. c) Spring last year was very warm.

2.

I'm a) b) c)

not I'm I'm I'm

3.

All a) b) c)

the students came. Many students came. A fair number of students came. A few students came.

at all not at not at not at

happy. I I'm not happy in the least. all lonely. all happy/joyous . all sad.

4. Mr./Mrs./Miss Smith hardly slept (or almost didn't sleep) at all yesterday. a) b) c) d)

5.

Mr. Mr. Mr. Mr.

Smith Smith Smith Smith

hardly hardly hardly hardly

worked at all yesterday. studied at all yesterday. talked at all yesterday. watched television at all yesterday.

It seems Mr./Mrs./Miss Tanaka will hardly get up) . a) I t seems Mr. Tanaka will never b) It seems Mr. Tanaka will never c) I t seems Mr. Tanaka will never d) I t seems Mr. Tanaka will never

never get up (tit., Mr. Tanaka will go to bed. return (or come home). get married. laugh.

6.

In June it rains a lot (Zit., As for June, a lot of rain falls). a) In September it rains quite a bit . b) In October it rains a little.

7.

In February it seldom rains at all. a) In November it doesn't rain very much. b) In January it doesn't rain at all.

8 . Mr./Mrs ./Miss Clark will come here without fail (or will come) . a) Mr. b) Mr. c) Mr . d) Mr.

9.

10.

The a) b) c) d)


will will will will

go there without fail. return to America without fail . write the letter without fail . eat sushi without fail.

book(s) finally arrived. (I) finally finished studying . The rain finally ceased (or let up). The door finally opened. The flower(s) finally bloomed.

Mt . Fuji is extremely beautif ul/pretty. a) Mt . Fuji is really beautiful .

certainly/undoubtedl~

Lesson 18

SECTION 4.


349

GRAMMAR

18.1. ADVERB AND ADJECTIVE PHRASES (see also 26.1). The adjective phrase is the subject of Lesson 26. In the present lesson we introduce the simplest form of adjective and adverb phrases; i.e., an adjective or adverb modified by another adverb (manner expression), and two adjectives in sequence. 18.1.1. ADJECTIVE PHRASES. Two adjectives in indicative f or m may occur side by side to modify a single noun: Nagai atsui natsu ga owarimashita. (The ) long~ hot summer ended. Or, an adjective may be preceded by an adverb which intensifies the meaning of the adjective: Nihon no natsu wa totemo mushiatsui desu. Japan's summers are very muggy. Other adjective phrases involving comparisons and special adjective inflections will be introduced in Lesson 26. 18.1.2. ADVERB PHRASES. Adverb phrases follow the pattern of the second type of adjective phrases given above; i.e., an adverb may immediately precede another adverb to qualify or intensify the second adverb: Haru wa ame ga taite takusan furimasu. In spring it usually rains a lot. Since the adverb (a manner word) is not inflected, phrases formed with adverbs are not difficult; they are produced simply by juxtaposing two adverbs. 18.2. MORE MANNER EXPRESSIONS OF DEGREE, QUANTITY, AND CONTRAST (see also 9.1). The drills of this lesson are designed to further the student's understanding and use of adverbs of manner to express varying shades of degree in intensity or manner. If you wish to describe the hot weather, you have the choice of several adverbs in Japanese, each with a different shade of meaning. For example: Totemo atsui desu. It's very hot. Zuibun* atsUi desu. It's awfully hot. Ka.nari atsui desu. It's rather hot. At the other extreme, you may say: Sukoshi atsui desu. It's a little hot. or Chittomo atsuku arimasen. It's not hot at all. Adverbs are also used to indicate quantity; e.g., Takusan arimasu. There is a or Sukoshi arimasu. There is some. In other usages some of the same adverbs which express degree or quantity may also express contrast.

lot.

*careful discretion must be exercised in the use of zuibun, a word which is very expressive but which carries strong subjective feeling. For example, i ts use would be improper when intending to compliment your superior, for it woul d carry the nuance that you did not have such an expectation of the person, and your good intention might turn into a "backhanded compliment ," as we s ay i n English.

350


SECTION 5.

I' xA :

DIALOGUE

s *~Y~J:t

s *
f0:B- tf L.~-::::>1/)-c'-j-:h.o

1/)-::::>iJ~ G

1/)-::::>1-c'-c'-j-iJ~o

~

;f1 :

~-::::> 5 Vi

/\~ tJ~

i\~ 1-c-c-t-o

G

~ -::::>0 -c-t-0

I' x A :

-i" 5 -c'-t"iJ~o fL (

~

~ lv

~

7\ ~ VJ:

!J

f:miJ~

fL (

~ lv

::k'L\/)

fL(~/v

i'xA:

0-::::>i

i\~V:t

tl'L.~-::::>1/)-c'-j-iJ~o

~

;{_;{_,

t.f'L,.~-::::>0-c'-j-o

~ :

:%¥:Vi \,/) \,/) -c -;- J:

0

I' X A :

-i" 5 -c'-t"iJ~o

~-::::>

~

Vi \,/) '

;f1 :

~ -:::J

-t-tL Vi I/) I/) -c' -t":h. o

~

;{_;{_,

~lJ1-t"o

t'Li

tf'L.~-::::>1/)-c'-j-o

-c'i,

( ~ lJ 1-JtlviJ~o

< ~ 1? 1 -ltlv

I' x A : ~:

!J 1 L.fz:.:h.o

1-t"iJ~o

;{_;{_,

;f1 :

~

bfLL.VJ: ·~

0

~ fL fL iJ ~ \,/) -c-;- J: 0

~~'L01-t"o

·~

::k~~-c'-t"o

English Equivalents

Thomas:

Nakamura: Thomas:

Nal<.arrru:t'a: Thomas:

Nakamura: Thomas:

Nakamura: Thomas:

Nal<.arrru:t'a:

Summer in Japan is awfully muggy, isn't it. How long does summer las in Japan (lit., As for Japan's summer, from when to when is [itJ)? Usually (it lasts) from June to August. But September is also rathe hot. Is it? It rai ned a lot in June, didn ' t it. Does it always rain a Io Yes, usually it rains a lot. Is August always muggy? Yes, it is. It's extremely muggy. But spring's nice . Is that so? Isn't it hot? No, it's not hot. It's warm. That's nice. Yes, I'm waiting for spring. I like spring a lot.

Lesson 18

SECTION 6.

351


READING 10

20 -(

~'

~

-(

t 1.

35 2


SECTION 7.

EXERCISES

FiZZ eaah bZank with the appropriate word from the foZZowing Zist: -b-:::>c~. ~"icAtE,

1='-:::>c, 1.

L. {[) r-....1=' Vi __ ib "'? \n l." -t"o

2.

-t:"{[)AV;:t

7-::f-~ _ _ ~~~ ~Atl:

F'7Vi _

ib ~

~ ~Ato

*~

-t"o

3.

t_(/_)

4.

EB~~AtV;:t

5.

-T f

~Vi

6.

~iJ~

_ . b . !J ~ Lf~o

7. \()

~

::t-l, iJJ.t!J,

_

t.tiJ~t.ttJ~.

~-:::>c

lko

__ 5F~r.....fj~ ~ lko

5 ctt

c::.•ttA.t~- ~~~~Ato

Answer in Japanese: (/_)~ -c Vi

\()-::)

miJ~

8.

ib f.t k

9.

ibt.ttd:t · B :<$='~{[)~At~ ~1:{[)~;1,)~

.t

k 5~

~$

<~At

.b. !J ~ -t-tJ~ o

(()-::J Vi

L-ab~ L.J-c.tJ~o

:biJ~!J ~ -t"tJ ~o

10.

;bt.tfz:Vi

11.

ibt.tfr:.{[)~l."Vi

~Vi

b-::J5ti

12.

ibt.tfr:.{[)~l."Vi

~Vi

~iJi

~"i

{PJ}jiJ~G

cAtE

fPJ}j'il:l:-t"75~o

b!J


I have a hard time remembering that kanji.

14.

He (that person) will come again, without fail.

15.

Finally the rain let up.

16.

Mt. Fuj i is really beautiful.

17.

It's extremely cold in Tokyo.

Add accent marks to all the above.

'i~AtiJ~o

353

SECTION 8.


ADV~RBS ~·

THAT WORK BOTH WAYS

? :2::;

**i"

** ~ h.. ~;J:

~

tt;~,\..~;J:

~-::>t

'?

t

Mr./Ms. Hayashi will certainly co1e.

0

Mr . /Ms . Hayashi will not come, I ' m sure .

*£ith..o

~ff8#'A:i71::1

~ ~

(}) * (}) *

~;J: ~if t h.. t ' ~;J: ~if t

~ ~t A, (}) ;::

*"t

;b:i 3t

~ ~t A, (}) ;::

£ "t ;b:i 3t

f=

*

h.. t ' Mt: A, -r t.- ' ~

1i:

£ ~ f= f=

15 :b IJ

~

~ f=

I've almost finished that book .

0

*it A,

0

I've hardly read any of that book.

~if

t A, t'

I missed al1ost all the test questions .

~it

t h.. t '

I missed al1ost none of the test

0

1i:

*it A, --r· ~ f=

A: ~;J: t.-' , ~it t A, t ' *

£

questions .

0

~

f= o

A: t.-' t.-' ~ , ~it t A, t ' * £it h.. --r· ~ f= o

Yes .

Almost everyone came.

No.

Almost no one came .

Japanese is very difficult. I can hardly understand it.

bard time with it . ·-··············--······-··-··-·········--····-·-·····-- - - -

*..t!: Q:

iii ~;J:

A: £t=:

t> ? 11. ~ f= ?

Have you (already) eaten? Not yet .

(f!~l"t.-,T.tt.-,~)o

A: £t=: (f! ~ l"t.-'~~)o Q:

ffli ;b~ f'F IJ

*~

J;

?

A: £t=. t.-'t-'o a;t=_· Q:

;::'~;J:h.,;b:i

£ t=.· 9;'

;b~

I ' m st il l eating. Shall I 1ake (you) so•ething?

0

i>t:t:b~;b:i i":b~ t:tt.-'o ~

(});::-::> ""(

I ' m still O.K.

I'• not hungry ffi .

t.-' £ ""9 o There ' s still some (food) left.

Won't you have some more?

354


SECTION 9. I. 1.

2.

3.

II.


<

nl*+ 15 IJ jJ} IJ: ( '0 6 jJ5. ti !7J 5' jj

8

*·e

~;t

-r )

t ~ ~: ~;t

~ (

f:<

~/v .J-1)

"t ;:

G -::.:£--::>--=-c=-

)

~

~;t

cV.>

*IJ

,J.

IJ

*it

~o

~t

n l:: :t ,

~;J:.Q

*9o l' ~ ~'

0

*

Lab l" ~;): dr i 11 ~ G 9 c-) c--)

A -,,

o

Select the most appropriate word for the context. ~~~~!v~(~G,~t~l::, t:<~lv)8*~~lli**it~o

8

*~g "IJ~ (

iV.>

* IJ '

t l :t '

~;£

t !v c:· ) J:-¥ -c·9

IJ:~IJ:~, ~<)~/v~~~G*9o

lli * * it ~ ~ G ) g5 G * G t: o ~ -::>

; : (])

~ ~ ~ ~ ~ ~;):

0

iV.> ~'

~g

-c· ( t: < ~ !v '

~ ~

!v ~;t (

*

III. Match left and right.

:;:

(

) 1.

(

)

(

) 3.

(

)

4.

t:<~lv

(

)

5.

~

a. iV.> t: t: "IJ~ ~' b. fj( c. ~;): t .Q d. ~ e. "IJ~ IJ: G l-'

(

) 6.

9"9 Gl-'

f. iV.> -:J ~'

(

) 7. *~ :b .Q

2. ~ tr ~' ~

15<~1v~ (

t> "? t :t '

~:tL~:t(IJ:~IJ:~,~G, t:<~lv)

t=.' ' fld;t ~ ~ ~ ~ !v t 8 * ~ -::> < IJ ~ G * G t: o ~ ~ t ) f~ (]) giJi "IJi b "IJ~ IJ G t: o 0

IV .

~:: ~;t

:tL Gl-'

*

g.

~G


1.

Please explain to me the meaning of this kanji.

2.

Altogether we have studied about 180 kanji.

3.

I really like Japan.

4.

Do you understand everything the teacher says?

5.

Do you always study with your friend?

~;£

t !v c:· '

t> -::> t :t ,

~ -::>

t

LESSON

19

"AS FOR SUM I SU-SAN~ JAPANESE BECAME LIKED" PROBLEM:

The Complement Element, diagnostic of one type of intransitive verbal clause, is a l so found in tran sitive clauses when the Predicate slot is filled with suru does.

OBJECTIVE:

To introduce the Complement Element.

SECTION 1.

VOCABULARY

Drill i>"".:t:"~

i>"".:t:"~

adj (is) l ate

if!.\I>

Vi~V>

adj (is) early

:C~tl~ ( t.r. /VC)

careful (- ly)

-c-:rtJ~ ( t.r. /

quiet (-ly)

'LV>tl~ 1J3ttJ ~

( t.r./VC )

( t.r. /

I(C )

~~~

I(C )

~tJ~~~

adj (i s) bright; light; cheerful

c: ct

child

t.r. ~

12~

vi becomes

~

tJ~ i>""

face

tJ~Jr.

tJ~Yf

hair (of the head [humanJ)

vt

vt

hair (human or animal)

tJ~Jr.vvt

tJ~Jr.OJvt

hair (of the head [ humanJ)

s~

L-6V>

adj (is) white

I(C

I(C

particle~ Complement m::xr>ker>

Vik..~

t£t-c.~

twenty (years old )

( t.r./ I(C

)

l

t. .t ? ~ ( t.r./ I(C

)

t. .t ? ~ ( t.r./ I(C (}-::::> J: ? ( t.r. )

l

~b-It

&'~

( t.r.)

iE tJ~ < ( t.r./ I(C tJ~

G1f.

)

~b-It

-tt~tJ~ tJ~

( tt./VC ) )

< ( t.r./VC )

G1f.

happy; fortunate strong; well necessary; needful correct; accurate (-ly) body

355


356

adJ (is) wide; spacious adJ (is) dark (i.e. , absence of light) Dialogue how old? Reading

1::,

{tr:Jfi

~c 5

Sato (personal- name)

~il5-t~

-1t~1J~-?-t ~

vi lives (one ' s daily life )

r
ltz:
(the) younger child (of the family) The Brazil Maru (maru is at-

tached to the names of Japanese saiting vessel-s muah tike S.S. is attaahed in Engl-ish) -~V)Ivtll)~

( t.r./I(C ) ~-?~L'~

~ "? lx 5 ij11vao~ ( t.r./ I(C )

earnest; industrious (-ly); with all (one's) might

0'-?~L'~

forever; for an indefinitely long period of time

c:. c v:t'

word; language

~
thing (abs traat)

----ff

after

L'-tiJ~ ~

therefore; so (potite form of dakara J

vt knows put (one ' s) head (tit., face) out

vt picks up now (emphatia); nowadays Common Expressions

( .:thtl ) i>"'tl6L' c ? c~~~ ~;&iJ~~~

-to

( .:t:htl) i>"'ab L' c 5

Congratulations!

c:. 5 1J~ ii ~

there is school

c:~·~,n ~-t 0

1J~-:::>

Lesson 19

SECTION 2 . 1114

KANJI STUDY

Jf.

1038 *

356

~*'

261

#

1485

8

1558 ~

'

1821

'* ...

iE.. 531 ji;..

1012

613

11i.

201

~t

Vi~~

,;r~ c~

~i6~

l:;fn~

L:-9 (:0\)

-T~

<:.ct

t~

gJi

n~:;to

80

l6~

t..- 0 c~

&'~

(}-::>J;:?

I::'/

~'~

(}-::>J;:?

3'7

iEi6• <

-lt~i6~

Jl;..~

u-6~

..

:&\:to

<

1ti:Kf

?c?

~ffi

-lt~i6--::>

u- 0

1013

518

~=

G (~)

~i:

ij)ll¥3

-lt-::>&6~

1¥3.:6\.A

~~

i6~

<-lt~

(1)

~j;(L6

?jtL6

(9)

tclv~B

tclvt:.;?u

(10)

-~vtlv&6\.A

~?

1f6 1f

l ? l6

c

(16)

~

.1:

c~

j]';l

l.:6

~.:6

")

-1!1

New Readings fl.fj :

")

.Efi~

c~

1239 ~0

1760

357

" AS FOR SUMISU- SAN, JAPANESE BECAME LIKED"

?vt lv&6\.A (7)

")

358

JAPANESE BY

SECTION 3 .

THE TOTAL METHOD

DRILL

Suhstitution: ~

1.

-t
2.

3.

~

a)

(_} ( \,;')

~7-A~/vtl

(a)

7 1)

;;z.

< ~U~ LJz:o

tJ~Ivl.::.~

~tl,\;')(!C1j:~~

Cues:

a)

J:=:f:

b)

tJ,

c)

-c \,;') tJ, \,;')

"?

llv

Vi

J: ( ~lv ~

a)

~il~

/

i""b6

b)

~6\/>

/

~?

c)

J:=J=

/

~ ~ il~

Cues :

J:

lfz:o

?l

~

lfz:o

<

Transformation: (b)

Change the verbs in the above dri ll to the

Substitution:

Cues:

a)

-::::::>J:\,1')

b)

il~

c)

~6\;-)

d)

\,;') \,;')

b \,;') \,;')

-- -cV> ~ -j-

form .

Lesson 19

5.

"AS FOR SUMISU- SAN3 JAPANESE BECAME LIKED"

( ~ ( f.r_

~tJ!

t-?1~-c!lvVi

$0

a)

Cues:

tJ ~ .7)- ([) vt

b)

~0

f30

c)

6.

--:?(!Lf.r_

-=f'fttVi Cues:

7. ~~Vi

a)

_-:?

b)

Viki?

c)

W9~

d)

l~b~

e)

l:.t5~

9.

T

b)

&'~

c)

iEtJ~

(

a)

~

~:(L0

b)

F

=1=:

00

c)

~13(

PJ~

d)

~

r'ED0

0-j'-~

~

raJ (

f.r_

!J 1 l ko

L. 1 L. ko

l1'(0

a) b)

10.

PJ~

* (

#~lvtl Cues:

a)

tJ~ ~ fi.tJ~

jl).AVl Cues:

!J 1 lko

B *=lmtJ~ J:=F(!Lf.r_ !J 1lf-r.o Cues:

8.

!J 1 l k ..o

-"'...~

$.0

c)

~~0

d)

< ~0

/-/-Vi

-"'...~~ Cues:

~

h0(1L l1 lko

a)

f~)FU

b)

1? < ~

359

360

JAPANESE BY

Cues:

a)

trt&'J

b)

-T--ttt

THE TOTAL METHOD


That plane flew high. a) That plane flew low. b) That plane arrived late . c) That plane arrived early.

2.

Mr./Mrs./Miss Thomas a) Mr . Thomas wrote b) Mr. Thomas wrote c ) Mr. Thomas wrote

3.

(a)

Alice studied well. a) Alice sat quietly. b) Alice laughed brightly/gaily . c) Alice painted (Zit . 3 drew) (the) picture skillfully.

(b)

Alice is studying hard. a) Alice is sitting quietly. b) Alice is laughing brightly/gaily. c) Alice is painting (the) picture skillfully.

wrote kanji kanji kanji

kanji beautifully. skillfully. earnestly (or with zeal ). carefully.

4.

That child (or a) That child b) That child c) That child d) That child

5.

Mr./Mrs./Miss White ' s face has become (or became) dark (Zit. meaning "he is sun- tanned" ). a) Mr . White ' s face became red. / Mr. White's face is red. b) Mr. White's hair became (or has gotten ) long. c) Mr . White ' s hair became (or has gotten) white.

6.

(The) child is one (year old) (Zit. 3 As for [the] child , [heJ became one) . a) The chi ld is three . b) The chi ld is twenty. c) The child is sick d) The chil d is happy. e) The child is healthy.

those children) became/got (or has/have become) big. became strong. became (or has become) cute. became (or has come to be) cheerful. became good (i.e., He / she is a good child). 3

"black,"

Lesson 19


361

7.

The student(s) has/have become (or became) good/skill f ul in Japanese. a) The students have come to like Japanese (Zit . 3 As for [the] student[sJ, Japanese became liked). b) The students have come to need Japanese . c) The students have become accurate in Japanese (or The students have come to be able to speak Japanese correctly).

8.

Alice is big. I Alice has become big (i.e. , Alice is a big girl now) (Zit. 3 As for Alice , body became big). a) Alice ' s face has become pretty. b) Alice ' s voi ce has become good. c) Alice has come to like school. d) Alice has grown tall.

9.

Mr . /Mrs./Miss Hayashi made the chair high. a) Mr. Hayashi made the chair low. b ) Mr. Hayashi made the room wide/spacious. c) Mr . Hayashi made the room light/bright. d) Mr . Hayashi made the room dark.

10.

Nancy cleaned (her) room (Zit . 3 Nancy made the room clean) . a) Nancy made (her) room (more) conveni ent. b) Nancy made (her ) room pitch dark.

11.

Mr. /Mrs. Hayashi made a doctor of his/her son. a) Mr . Hayashi made a nurse of his daughter . b) Mr . Hayashi made a teacher of his child .

362


SECTION 4.

GRAMMAR

19.1.

ADVERBS (see Lesson 32 for a summary of the Manner Element). Adverbs are noninflected words. However, the most common type of adverb in Japanese is derived from the adjective root:

Adjective

Adverb

akai

is red

akaku

red- like; red

tsuy6i

is strong

tsuyoku

in a strong manner; strongly

From these examples it can be seen that the adverb is derived from the adjective by replacing the adjective indicative ending with the adverbial suffix -ku. The reason adverbs are classified as "noninflected words" is that as adverbs Therefore, there is no "past," "future," "conditional," etc., form of the adverb.

they are not subject to inflection.

In addition to adverbs which are derived from adjectives (a~ explained above) there are a number of "adverbial expressions" in Japanese. In these lessons we have not classified such expressions as adverbs because, as the student has no doubt observed , such expressions "fill the Manner slot," and thus may be called "manner expressions." The name doesn't matter, and if it seems easier to call them "adverbs" (i.e., if it is easier for the student to master thei r use by calling them " adverbs"), then, of course, this is certainly to be encouraged. Certain manner expressions are made from nouns by adding the manner-particle ni :

ADVERBS OF MANNER "Manner Expressions " t~ne ni

carefully

sekaku ni

accurately

isshokeiime ni

with all one's might

In the examples given above, all of the nouns are copular nouns . This clarifies another part of the definition of copular nouns in Japanese; i.e., copular nouns are a class of nouns which take na when used in attric~tive position, and ni when used adverbially.

19.2.

THE COMPLEMENT ELEMENT. The Complement element is more strictly defined as verb complement. This complement is "nested" so closely to the verb that no other clause element can come between it and the predicate. The complement may be thought of as completing the verb; in other words, the meaning of the verb (i.e., the predicate) is not complete without the complement : Kodomo wa ~kiku narimashita. (My) child became big; My child ' s grown up now. Kodomo wa byoki ni narimashita.

(My) child's sick; My chiZd became sick. In form, the complement element is identical to what we have described as "adverbs" or "manner expressions." There are two forms: (1) an adverb derived from the adjective root; and (2) a noun (or noun phrase) + ni. For this reason we have included examples of the manner element and complement element i n this lesson. The pattern seems identical . The difference must be found in t he concept of "nesting ." The manner element of a clause may be removed without producing a nonsense expression : Kodomo wa hayaku arukimashita. The child walked fast. Kodomo wa arukimashita. The chiZd walked. But the complement is so "nested" with the predicate that it cannot be removed without turning the sentence into a meaningless utterance: Kodomo wa tsuyoku narimashita. The child became strong.

Lesson 19

"AS FOR SUMISU-SANJ JAPANESE BECAME LIKED"

*Kodomo wa narimAshita (a nonsense expression).

363

(But, in answer to a question,

narim~shita can be used since the complement has just been stated in the question.)

19.2.1. THE COMPLEMENT-MARKER PARTICLE ni. Just as the object, subject , time, manner, location, and direction elements have their markers, the complement has its own marker, occurring immediately after the noun (or noun head in a noun phrase ). This particle i s ni (homophonous with the particle marking indirect ob. ject, the time particle , the manner particle, and one of the particles marking location, as well as one of the particles marking direction). Note that adverbs formed from adjectives (e.g., h~yaku from hay&i) do not take the particle ni when fi lling the complement slot. 19.2.2. VERBS WHICH TAKE THE COMPLEMENT. The complement is obligatory in certain intransitive verbal clauses, but it does not occur in others . This is the basis for distinguishing two classes of intransitive verbal clauses. (1)

Intransitive Verbal Clause (A)

Subject

Predicate

[d6a gal (2)

[akim~shital

(It) opened.

[akim~shital

(The) door opened.

Intransitive Verbal Clause (B)

Subject

[musum~ gal

kao

Complement Predicate [byoki nil [narimashital

(He) is (or became) sick.

[ akaku

(It) became red.

[narim&shital

My daughter is (or became) sick.

[byoki nil [narimashital

gal

akaku

[narim~shital

(His) face is (or became) red.

The first class (A) is a large class which includes most intransitive verbs . The second class (B) is a very restricted class which occurs in intransitive clauses with an obligatory compl ement. Class (B) verbs include (ni) naru becomes; (ni) yoru (it) depends on; (ni) sou runs alongside of; (ni) kanau is

in accord with. 19.2.3. THE COMPLEMENT WITH suru. The use of the complement with the verb suru may be considered a transformation of the basic intransitive clause to transitive (or causative). Since there is only one verb (i.e., s uru does) which occurs in this pattern, it is probably correct to conclude that the complement in fact does not occur in transitive clauses , but that its use with suru is a causative transformati on of the intransitive verbal clause. Consider t he following example: Musuko ga isha ni narimashita. My son became a doctor. Musuko o isha ni shim&shita. I made my son a doctor . 19.3. QUOTATIONS (see Lesson 39 for explanation and drill of Quotative Sentences). Direct quotations follow the pattern:

[Subject wal

["

"1

He/she said, "

[to iim&shital

II

The quoted sentence is enclosed in Japanese quotation marks called kagl (see p. 42) and is given verbatim. The subject may also occur between the quotative sentence particle to and the verb, as in the Reading of this l esson : "Keredomo

ashit~

wa

kiny~bi

"But tomorrow is Friday.

desu.

D~kara

gakko ga arimasu," to

So there is school,

11

the mother said .

ok~san

wa iimashita

364


SECTION 5.

~?~: 11=1

~1

:

~1

~ ?~

~

~Lkti

~ !I ~~ t

~:

c ~ ~ 1 -t

7J-~nv-T-mtl ~~

~

ti~ ,

:

~? ~ : 11=1

5

~~~t5~~~1~

0

~~

~?~: ~'f

~~5t~~Vk~~B~~~o

5 t ~~ti ~ ( -::JVCfJ: !J 1 ~tJ~o : ti tcb V'L tJ:: .!? 1 ~ o ~ L k iJ ~ G ~ ~ 5 t : -1:-5 ""C~iJ~o 7} l) :h V -T-mti + i\ ~

~? ~ :

11=1

DIALOGUE

5 t~~ti

•<

~-

:t~

t

t

tJ:: ~ ~o

f.dCfJ::

!J 1

~0

~t~vc~.!?1~b o :::*:~VCfi-:::>-c~-£-tiJ~o

:*:~:i""C"to

{PJVCfJ: 9 1-t"iJ~o

f1 : 1 fi.

btl~.!? 1-l:t~o

-r ~ . .

~-:::> L~V'L

~~"t -""~ ~ .t

L -cV>"i -t"o ~?~:

-t-5~-t"~ o

~~5t~~ti

~~VC

*~"t~L1-t"bo

5

Lesson 19


365

English Equivalents

Thomas: Nakamu.ra : Thomas: Nakamura : Thomas: Nakamu.ra: Thomas: Nakamura : Thomas: Nakamura :

Thomas:

Tomorrow's your (younger) sister's birthday , isn ' t it. That's great ! Thank you . How old will your sister be? She'll be twenty . From tomorrow my sister ' s an adult, too . Is that so ? American children become adults at eighteen. American children become adults early, don ' t they. Is your sister going to college now? Yes , she ' s a college student . What does she plan to be (Lit .~ What will [sheJ become)? (She) doesn ' t know yet. But she is studying English hard (industriously). She is, isn't she. Your s i ster speaks English well (lit.~ As for your younger s ister, CsheJ speaks English skillfully , doesn ' t she).

SECTION 6.

c'

,{"& '~ lv

READING

t~

&7t v ~ l reo

1 <:.

:3--J..JJ :J-1!-~~

- Ji.~t h..{}:) ~' ~3"7~-(:b tricks." 10

2 t V;ftj

"'. lv ~

~$®tJ~· j

.:r:.t ~ztJ ~ ~ u r::o

u ~ l..t (:.o

!J

B;:c}-A..OJ~~ -(v(~. ;:: tt ~;t::t-~ ··(i o

::tt

lt'k.J:: .t> ,

1tr.ni ~ ~v :tJ $

): -1-t:: tt 1)

;l tt Jv-( G t:..

"You can't teach an old dog new

,J, ~ \,) 1-1!-tJl' ~ <. $. t:f~ ~ 1 o "f' X l) jJ A._ if) :J1!\f-:_ ~ J::... ~) ' l., j l': ABC ::0' ':) K./v ~ d:

1:;--? d) ~ 0)

.f ~l ?~tjl·~~Gt-:.

~5 t; Lt 0 ~)t>

~l1.

C1>

··(1

o

H

-tJ'i1 ~t(1)~J.;J~f3

.:idJ~t~

tz: 15

< ~ A...t>

r 'bJ u r~ t'J. ~_;ftiJ)··~ ~ ~ t!:; fv t. --5 \) ~ l..t t::: 1 t1 tl r::· t> 1J G f:.tl4:Pi 8 --( i t ~':;# ~ lv ld. b ~ \ l G t-:. ··( tJ.

_j

0

0

t-:·IJ) S rtJ:~JjbJ ~ ~ 9. _j ~ d) .:o- tj.fll'] ~ ~ -tt lv. I fu~ nf {? Tomorrow no school. d) t. . b ") .l l..t r-:. • ...J Ycft1.·· 'h-!fJ:~Jvl-j. tt:ft..t~~~G ~ vi: . I

o

-'b-ll~fv

366


'J; l f-;: t;:l }3-tj~ ~ (-:_ i)JJY' tf'_;&t~~~ i.

I

20

1t 1-tj t

t

\i)

~ L- t~.

})JJ) ~ ~ 1! fv··(G

·-(i

::::-;.._ ~ i:Y. nf:... ~ f,_J-: fJ La.

~) S ~;f~;f&,JI)~-f!:.fv • .J ;1

r::

tJ.

c ~-.. e

t--:.. -( tJ, ;), ~ \.)~- t -7 t lJ. 7t&OJ~pf d:

~~ :IJ)'.

< t)JJ) ~~l

t:. ¥. ()):::... _;:_ 8~t-( Ld~. 1tr.ijl~,J,Aj. r d) 1j OJ ~t ~'? l J: ~-: ~--( ,),~ 25 ;f~:'" A1 ~ ~ 0 t~. -t 0) ~ ~ OJ -J 0 ;9..1! dJ -tt O"J :} O"J 1": 1-. }- ffJ tJ) 7-r /Jf 4[ v:· ~ l (-:. 1:. 0) -t;t 0) ~ t~ ~ tL"t *0 1) ~ f!:.f...._ ·{ Gt-c. Aii-i:~ 1-v ~"j 'Y' v 11l ' ~ L ('C. \)\\~~Iii' b !J~ V ~ tt /v. "f c1) ~ 'f5 (}) 1- tJ. W0) ~ t· :IJ) ? ft~ 2:; J:lA 0

u ~ l(-:D "Hey! 30

Paper!"

t t;ftj. :::.. / -( i. -( t> ::t m;b\ JJ. "t. v -? ~, ~ ~v r~ . 2

-st-0):} ~~

f

;tt·{

9(

b.tJ) I) .;1 Lt

t~.

1 L -"(

"Thank you!"

~-n ~ 35 0)-#:0

}~;}.

-r m-tt (}) ~ c ~ m~ t~ 'If~~-( ~~t;)"

v~

t

~ t"

~~!.

n9 tr. ~ u t-: •

t -c u J: < ~t.~ 1.

-( t> • .t.


Add

ts:. .!? i

"AS FOR

SUMISU-SAN~

EXERCISES ~ tr:_

to each sentence:

71< :0~ fi

~V>-c-t 0

l.

bt-c~r.t

2.

-"-~tl

3.

c; u V>-c -t 0

4.

l5b~

5.

?-Gtl i

6.

tr-t<:tt

L:..t

~i

to each sentence:

Add

~

tLV>-c-t 0

-c-Jo

~t<:

7.

-"-~tl

8.

-"-~ti

9.

JAPANESE BECAME LIKED"

?

l¥l 6 \.tl -c -t 0

V>-c-t vcvtt Jt;.. \.tl -c -t ~ tL

0

0

Answer in Japanese :

<~ vc ts:. .!? i :O•bV>
10.

ib ts:.t·o.o :!>.. sc~ lvtl

n.

ibts:.t-cv.:rmc;~vtt

12 .

ibts:.tctl 8:<$:gfr;O~ J:=Fvcts:..!? i ~t-c:O•o :0•/v t.:. tl uf :0• ~
13 .

\.tl

~ t-c:O•o

~t-c:O•o


He needs many books .

15.

Mr s. White ' s gotten pretty.

16 .

The boy will be nine tomorrow.

17.

Mrs . Tanaka made the kitchen more spacious.

18 .

Mr . Thomas ' face got red.

19.

Mr. Johnson ' s daughter got sick.

20.

Tom i s not very tall .

21 .

Last week I went to the beach

Add accent marks to all the above .

(lit. ~

sea).

(Hint: " made wide" )

So I got a suntan .

367

368


SECTION 8.


What Will Be, Will Be What will be, will be. (lit., it will only become as it becomes . ) T.l.

&5 G 't:.l;t:

~ ~U::

t:t

~

T G J; -5o It will be a nice day, tomorrow .

f.ld;t: ~~9~.::tl::t:t-::>'t:.o

I'm going to get married. (lit., It has become that I will marry.)

]liM~~~;t:

t:t
Mr./Ms. Kawamura died. (lit., became not).

o

~ill;t: m ~U:t:t-::>'t:.o

= t:.9 = t;t:

I!!H:t:t~o

U9.:: l;t: 7::.

~

My friend is sick (lit., became sick). 2 and 2 is 4. (lit., it becomes 4.)

;:J; G t:.

My son's grown up .

o

ts-t< ;l;tl) ;:J; G't:.o ~{>

ff t: ;l;t

~

~

1~iJi

t

~ ~ ;:J;

f.t...l;t: &5 ;l;t f:.tJi Yf

SECTION 9. I.

It's late . /I'm late.

~

9

When spring comes, the flowers bloom .

o

t:: J';t-::> t:. o I love you.


~*+ ;J:s

< t) iJi t;t

C0 6 tJ5. fJ I f.J '7 tJ 7 ) 1. 8 0) 1:. t: l;t: , 8

*

iJ~ "J

*im

tJi

0

"J

l -5

l'. 9

o

t:: iJ~ 6 ,

8

*im

~

fit t: ts ~~L:lt. ;:J;

it v\ iJ~ <

iJJ;oJo 2 • &5 0)

VftJ~

t:t

3 . .:: ;f1, l;t:

.:rY""t) 0) ~ tt

&5 tJ~ ~ v'

4.

~

B ~~~

o ~ v' v'

~

$

-r· 9 tl

o

0

C )

*9

C-::>"l

G~

tJ~ o

II. Change the sentences as in the example. Example: 1: ;b t;t: 1.

o

~

I- 1 ld;t: ~ :ft v' -c· 9 o ~-----~---------- G ;:J; G t:. o

2 . 9G 1:. tt

3.

JA v' -c· 9

m31:1. -r· 9

if5 ~ t;t: Mi iJ~ -c· 9

4 . U 9 dJ l;t:

* G t:.

0

~

t:t r;

o

~

t:t r.J ;:J; G t:.

fi ¥ -c· 9

o rt

~

5 . ts 1ft. ~ A- t;t: tJ~ 11- 0) 'f:. tJi 8

G a; G t:.

v' -c·9

o

~------------ t:t r.J

o o

o

a; G t:. o

LESSON QUIET~

20

PLEASEi HE 'S STUDYING

PROBLEM:

Verbal auxi l i aries iru and aru are used to expre ss varying modes of the head verb.

OBJECTIVE:

To demonstr at e the use of verbal auxiliaries iru and aru .

SECTION 1 .

VOCABULARY

Dr ill

??

horse

ms

"?~~> vc-;

every day

c--r)~~>o

c - -r)~~>o

verb

~1o

tb~"?o

vi gathers; collects

~?

~?

vi meets; sees

?1

Ti'

auxi~iary:

stative

~* tttr

-:t-f~

Suzuki

::P-u

vi lives ; dwells

J6-Jj!t.J.

iiJn!t.J.

(eye)glasses

o

n~ij o

vt wears (glasses)

cf>~V>

adJ (is) blue; green

fi? L-

hat

n~i?o

vt wear s ; puts on (e.g . ~ puts on over the head; wears on the head)

n~ vt

(persona~

name)

shoe(s)

vt wears (on lower body) ; puts/pulls on (e.g.~ wears/ puts on shoes/skirt/pants) tcnn~

someone

11~

electricity

t~a-~vto 11~-b~~

<

-:-1

:-:1

-c1v~~~vto

turns on the li ght

:r'lv ~ -b~ ~ <

the light comes on

369


370

t.r. 0>-"".;:,

vt lines (something) up

t.r. ~~

t.r. 0>-"".;:, t.r. ~~

c--c)th;:,

c--c).h~

verb auxiliary: stative

~&>');:,

th-::>J6;:,

vt gathers; collects

(_'Jr.

t:Yf.

trash ; waste

-t-c~

-t-r~

vt discards; throws away

76>X. -t

~;t-t

vt returns (something)

¥$~~

J:?~<

clothes (Zit.~ western clothing ; i.e .~ European-American styZe clothing)

vi lines up

vt puts away Dialogue

J-

~ Jv

(a) meter (measurement)

--,

-l!/:j-

(a) centimeter

"21vc

next time

l.t ? 76>~-t ~

vt introduces

tr76> l

ancient/old times; long ago

lflv

silver

-::>(~

vt makes; creates

5(~,~

(_? ?-c!v; (_? c; -clv

(a) crossing; intersection

jffi~

~j;,.,~

vi passes through; passes by

2tr

vi gets/becomes crowded

ifu T~

-!? !.J \-c "'?

subway

VL: ~-· -?76, ( t.r./ VC )

VL: ?-?76, ( t.r./ VC )

merry and cheerful; jovial; busy (- ly)

~-:::>Vf~(V/VL)

full

c; 76~-t

vt searches for

Reading

-:>(

~~ ;!

c_tr ·c-=>

"" /

\..' ----;1

h.

1: / ' -;; :;/

handbag; purse Italy

Lesson 20

371

QUIET, PLEASE; HE ' S STUDYING

7"1-ffil

1-J~\.r>

~

V>b

col or

1/ fA

1/t?tJv

(a) person from India; (an) I ndian

C:. (

foreign country

~

?6

n i ght

~100

~\;>1-J~ ; ;{_\;>/')~

movie

---~

....., t

through( out); all during

~

~c;

morning

{)6

{)6

noon; daytime

SECTION 2. 813

821

t. 11.

1820 ~

1610

JJii. .

1348

1307

-6 ,,,,

-li_

5

KANJI STUDY ~16

i±:tr

~-::J"?6

~-::J(j6)

ftr

-1- (tr)

¥~~~

J:'?.b(

3?

¥~~~

J:'?.b(

7!/

c:.??-rJv

~?

c:.??-rJv

T/

jj6

i:t--6

c:t--(6)

:&:

?6

J:6

[l;k:fjj

~\;>1-J~

.:r.1

[l;k:Jmj

~ \;>7)~

jj

533 _).,...

~

\9>

x~.r#..
x~.r2..

1783 ~

56 ~ 142

\~J


372

New Readings

150

169

1257

.6.. •

:z::;;;-.

9~:

~=

~ '/-~0l~

3Z ~ '/ -~t±

3Z

~t±

?J~0L ~

~5

~5

n

~c

n~

7)~0

83~

k.J.r.?J~

(4)

~~

~~ 5 c<

(4)

-B ~

0-;vc-;c.~?

SECTION 3.

(17)

(17)

(13)

t. (

DRILL

Substitution : ~

11M=Jmttl

1.

Cues:

a)

51

~CD~~

}E6

"""' ~?P--:to

c)

Vcb-c

ih.:t~

d)

ihCD~CD)\

~u-c

IIJ<

.:tt.VC

a)

~;{_6

b)

~-t

c)

Mr.tf

d)

-??)~

ilf?)~

C "£

b)

*

jL-?

ht.

tl6

c)

06t.l

?E6t.l

a)

~lv ~ .t

B*=iffi~ Cues:

Cues:

~/v"'C01

(Iff ~

fktl 4/lB

3.

JRJil:CDJ:~

ihCDA -T-ttt

b)

2.

~

?

5 L--c \() 1 -t

5

L 01-:t"o

0

"to

Lesson 20 QUIET1 PLEASEj HE 'S STUDYING EE9='~ 1vtl

4. Cues :

7 J.

$?11-~ lv

a)

B*VL:*6

b)

:t~)( ~

lv

~5

h6

c)

:t~-a~ lv

~5

JE9~

d)

J:l-T-~Iv

~5

vt-:::><:.lv-t-6

!1:7 - !J~Ivtl

5. Cues:

6. 5fktl

:hVLh-:::>LV>"i-J"o

1)

6

'itc: tJj tJ~VJ" L"V> 1-Jtlvo

a)

A

~16

b)

-}-/-/-

vt -:::><:.lv-t-6

c)

LltJII~ lv

*6

"itc: Jfllfj a_. wtlv l:V> 1-Jtlvo

Cues:

a)

=ftJ~Jj-

a- •

<

b)

<:ttlva-*-"'6

c)

)t~VC~5

d)

:t~~6VCA.6

Question- Answer:

7. Q: A:

~5

JYtJ~Iv-Jt lvVC :* lJ

1 l fL tJ~o

V>V>;t , "itc: :*-:::>L"01-ltlvo

Cues:

a)

-1"~~~

/

1t-"'6

b)

:t~~ vt

t/z&

c)

tJ~~~

/ / /

t!

~~

d)

Ji6 ff(

Substitution : -r-r

8.

~*~lvtl Cues :

.:bDl~llva-~-:::>-cV>'i -to

a)

-Z:-
b)

-t:-<:.a-~6

c)

*~VC'(±tf

373

374

9.

JAPANESE BY THE TOTAL METHOD G'

ftr:li~~tt

:J>L. .b.

Cues :

10.

a)

'L\;') j -t0

-:?

a)

~-l:t~

b)

-::::>il~h~

c)

1219~

d)

\;')-t:"(

.l6il~tl'i-il~vt-c0j

-t:-CD515CDAV:± Cues:

c

Ff0-/

-f' '/

b)

fS:'? L.

c)

(60(-::::>

L.k.o

~ ~ il~~~

V:±(

Situation-Response: 11.

Student: Cues:

F'7 'i- tbVJ" '"£

ti..hil~iJ!

Tutor :

L.f~o

f7tl;b0'L0j i'"o

a)

jC'

/

L..l66

(L.-£~)

b)

:r l/ t:' /

tJ:i>~-t

( tJ: jO~~

c)

11~

/

-::::>vt~

(-::::> < )

d)

i>~~

/

A.h~

(A. 6)

e)

lf[

/

c.lt>~

Cc-£~)

*

/

tJ: G""' ~

C tJ: G~)

f)

Substitution: F'7V:±~VJL~

12. Cues :

( tb < )

a)

jC'

L..lt>~

b)

11~

-::::>vt~

d)

*7J<

~.lt)~

A.h6

e)

lf[

tJ:i>~-t

c)

!J j i'"o

)

Lesson 20 QUIET3 PLEASEj HE 1 S STUDYING Situation-Response: 1 3.

Tutor:

1t$ -:a- ffl~ L- -cr~ V>o

Student:

1t$tl

~

Cues:

a)

""""--?

/

-1:-5

b)

;j;,.,.~

/

tlG5

c)

C.:Jr.

/

d)

-¥;&!:Jr.

/

e)

*

/

-t--c6 :t:< ;&~ ;(_ -t-

/

lj

f)

?$~~

5

ffl~ l- L

cb kJ

j -t"o

I.>t-6

5

English Equival ents l.

(The) plane is now flying (along) over Tokyo. a) (The) horse is now running (through) the midst of the forest. b) That person is now strolling (through) the town. c) (The) child is now playing in the garden. d) That man is now working at the company.

2.

I'm a) b) c) d)

3.

A car is stopped over there. a) There is a tree standing over there. b) Over there a cat is asleep. c) There is a dead dog over there (Zit. 3 Over there a dog is dead).

studying Japanese every day. I'm teaching Japanese every day. I'm speaking Japanese every day. I'm reading Japanese every day. I'm using Japanese every day .

4. Mr./Mrs./Miss Tanaka has gone to America. a) b) c) d)

Mr ./Mrs./Miss White has come to Japan. Father is already asleep (oP lying down). Mother is already awake (op has already gotten up). Yoshiko i s already married.

5.

Mr./Mrs./Miss Clark hasn't left yet. a) The people have not yet gathered. b) Nancy isn't married yet . c) Mr./Mrs./Miss Yamakawa hasn 't come yet.

6.

I haven't read the newspaper yet. a) I haven't written (the) letter yet. b) I haven't eaten yet. c) I haven't met the teacher yet. d) I haven't had my bath yet.

375

376

7.


Q: A:

Have you (already) ridden the Bullet? No, I haven't ridden (it) yet.

a) b) c) d)

Have Have Have Have

you you you you

(already) (already) (already) (already)

eaten sukiyaki? drunk sake? seen Kabuki? been to the Ginza?

8. Mr./Mrs./Miss Suzuki has that photograph. a) b) c)

9.

Mr. Suzuki remembers him/her. Mr. Suzuki knows that pl ace. Mr. Suzuki l i ves in Tokyo.

Mr./Mrs./Miss Sato is a l ittle fat . a) Mr. Sato is a l ittle thin. b) Mr. Sato is a little tired. c) Mr. Sato is a l ittle perplexed. d) Mr. Sato is i n somewhat of a hurry .

10.

That man a) That b) That c) That

was man man man

wearing glasses. was wearing a blue shirt. was wear ing a hat . was wearing black shoes .

11.

Tutor: Someone opened the door . Student: The door i s open . a) b) c) d) e) f)

Someone Someone Someone Someone Someone Someone

shut the window. repai r ed the tel evision . turned on the light. put money i n. stopped the car. lined up the books.

12.

The a) b) c) d) e)

door is open. (Someone opened it . ) The window is shut. (Someone shut it.) The light is on . (Someone turned it on.) The books are collected. (Someone collected them.) The water has been put in. (Someone put it in.) The car is fixed. (Someone fixed it.)

13.

Tutor : Prepare the meal, please. Student : The meal is al ready prepared. a) b) c)

Clean the room, pl ease. Pay t he money, please. Take out t he garbage , please.

d) e) f)

Write t he letter, please. Return the book , pl ease. Put away the clothes, please.

The window is shut . The televi sion is repaired. The light is on . There ' s money i nside (it). The car is par ked. The books are lined up .

The room is alr eady clean. The money is al ready paid . The garbage has alr eady been taken out. The letter is already written. The book is already returned. The clothes are already put away.


QUIET, PLEASE; HE ' S STUDYING

377

GRAMMAR

20.1. STATIVE AUXILIARIES iru AND aru (see 16.2 . 2. for another use of iru). Verbal auxiliaries accompanying a main verb inflection for gerund (-te form) were introduced first in Lesson 16. The verb iru is, when used as an auxiliary, was shown (in Lesson 16) to form the "progressive tense" i n Japanese. But the auxiliaries iru and aru function to indicate a state; i.e., an event which is viewed as having taken place at some undesignated time in the past but continues into the present-- in other words, a state is different from a "progressive" action which is an event taking place at the present moment, and a state is different from a "past" action which is an event that took place and was completed in the past. 20 .1 .1.

PROGRESSIVE (-te + iru).

(a)

1ma doa o akete imasu.

(I) ' m now opening the door.

(b)

Mainichi nihongo o benkyoshite imasu.

(I) ' m studying Japanese every day.

(c)

Suzuki-san wa Tokyo de hataraite imasu.

Mr . Suzuki is working in Tokyo.

20 .1.2.

STATIVE.

When a verb root has both an intransitive and a transitive form (see 20.2), always use iru with the intransitive member of the pair and aru with the transitive:

(b)

Do a Doa

(c)

Basu wa/ga tomatte imasu .

The bus is stopped .

(d)

Basu wa/ga tomete arimasu.

The bus is stopped (i.e . , someone stopped it and it is now in that state).

(a)

wa/ga aite imasu.

The door's open.

wa/ga akete arimasu.

The door ' s open (i.e . ' someone opened it, and it now stands open) .

When the verb does not have both intransitive and transitive forms, use iru with transitive a s well as intransitive verbs: (e)

Suzuki-san wa Tokyo ni sunde imasu .

Mr. Suzuki lives in Tokyo .

(f)

Howaito-san wa Nih6n ni kite imasu.

(g)

Sate-san wa sukoshi futotte imasu.

Mr. White is in Japan (i . e ., he has come to Japan and he is still here ) . Mr. Sate's a bit fat.

(h)

Sore o shitte imasu.

I know that .

(i)

Sor e o oboete imasu ka?

Do you remember that?

(j)* Sono otoko no hito wa megane o kakete imasu.

That man wears glasses.

20.2. TRANSITIVE-INTRANSITIVE VERB PAIRS. Several sets of verb pairs (one transitive , t he other i ntransitive) have been introduced in thi s lesson. The student wi l l no doubt be interested in discovering some rule or pattern by which *Note that this sentence does not mean, "That man is now putting on his glasses ." To say this, Japanese would use a sentence like, Sono otoko no hito wa megane o kakete iru toko~o desu. A number of verbs, and in particular, verbs meaning "wears on the body, " are treated as states in Japanese .

JAPANESE BY THE TCY!'AL METHOD

37 8

the transi tive is distinguished f r om the intransitive member . There is i ndeed " patter n" in thes e pairs , but it is a very compl ex pattern which does not lend i tself to a simple expl anation. Perhaps t he f ollowi ng grouping will help to br ing out some of t he distinctive features of t hese sets of verbs: TRANSI TIVE- INTRANSITIVE VERB PAIRS (a ) atsumeru

gather s (something)

atsumaru

(things) gather

kakeru

hangs (s omething)

kak8.ru

(something) hangs

tomeru

stops (something)

t omaru

(something) stops

shimeru

closes (somethi ng)

shimaru

(something) closes

opens (something)

aku

(something) opens

naraberu

l ines up (something)

narabu

(someth ing) l ines up

tateru

stands (something) up

tatsu

(something) st ands up

tsukeru

turns (something) on

t suku

(something) comes on

yameru

stops (something)

yamu

(s omethi ng) stops

puts (something) out

deru

(something ) goes out

r eveals (somethi ng)

(something) i s reveal ed

repairs (somethin g )

arawareru ,. naoru

tosu

puts (something) through

toru

(s omethi ng) goes through

watasu

passes (something) over

wataru

(something) cr osses over

puts ( s omething ) on

noru

(somethi ng ) r ides on

(b) akeru

(c) dasu

,. arawasu (d) naosu ::::

(e) noseru

,.

(something) i s r epai red

Certain formatives (i . e., character istic sounds or sound combinations) may be observed as the distinguishing features between words of t he left- hand and right- hand columns . For example , t he sounds - e- and -a- di st inguish t he pairs i n gr oup (a ) , and the sounds -s-and -r- distingui s h the pai rs in group (d) . Native speakers seem to respond to the sound s in verbs as indicating the meaning of "active" or "causative. " It is interesting to note that this sound occurs i n the left- hand, or " transit ive, " column . 20 . 3 . TRANSITIVE VERBS AND aru. Transitive verbs whi ch have no cor responding intransi tive form also occur with the auxiliary aru to bri ng out a "passive" meaning . Example : Tegami wa m5 k8.ite arimasu . The ZetteP is alPeady written. Not e t hat the ori ginal Obj ect t egami o transforms t o Topi c tegami wa i n such constru cti ons.

QUIET, PLEASE; HE 1 S STUDYING

Lesson 20

SECTION 5.

DIALOGUE I~ , ,

~~

,.~

!::::~

~

379

~

~

~

........

~--

I A~~'

~t.o't.V;l

L1J:;$:~~~5EQ-:::>L"~1-j'-;0:.o

ffi rfl:

A:::

A~A:

,Z,t,

ffi 1=P :

E ~t~ A -r:-ti6" o

A~A :

k? -r:-ttl · · · · ·

ffi !=p :

Jb;O!;f;l ~ ;O:.Vj"L" ~ 1 -j-;O> o

A~A

~~,t,

:

5EQ-:::>L"~1i'".l: o

;O:.vt-r ~1-lt~o

c -:::>L" ~1 --j-;0:.

EEl li=!:

b

A~A :

~~;{_,

-?-lt-r

0

~1-t J: o

E0

A~ A :

-e / 7 k:h.Vi ~~ -r:-th.o

rp :

A~A:

-lt;O! ~~-r:-to

< G~ -r:-ti6"o

ffi rf1 : ffi

o

1J -

;t;t,

~

Jv

80

~~-c-tl:o

<· G~ -r: -to ~£

L- .t ? ;0:.~ L- -r r

~ ~0


380

English Equivalents

Tanaka:

Smith: Tanaka:

Smith: Tanaka:

Smith: Tanaka:

Smith: Tanaka:

Smith: Tanaka:

Smith:

Mr . Smith, do you know Mr. Yamamoto? Yes, I know (him). What kind of a person is he? Let me see . . . . Does he wear glasses? No, he doesn't wear (glasses). Is he fat? No, he's thin. He's tall. About how (tall) (is he)? About one meter and eighty centimeters. That's tall, isn't it. Next time introduce (us), please. Sure (I'll be glad to) (lit.~ It's all right).

SECTION 6.

READING

Lesson 20 35

QUIET, PLEASE; HE 1S S TUDYING

381

30

~ -

SECTION 7.

EXERCISES

FiU each blank with either \;') 6 or ~ 6 in Polite -mas- f orm :

2.

-t-e-e c:.vq:t vcr.t :;J:,.,. ~ C:?iJ! A.n-c

3.

*iJ!

t.r.

4.

bt~

l-V:i

5.

""-~VL

1.

C::Jj..iJ!

0

~""'--c

- -

~~~ it~iJ!

0

0

%1 -:::> 'L __

-::::>1/)-c _ _

o

o

Change the auxiliary without changing the basic meaning (i . e ., change \/)6 to ~ 6 , and viae ver sa, making whatever modif ication i s necessary in the main verb and particles ):

6.

r; iJ!

7.

?"-~ti

8.

lJ.V:i

~ \;')

-c \;') 1 -t

0

~Vj""'(l./)1-t" o

cJO'L~!J1 -t" o

382


9. 515 V A ;Oi f<..
~1

-:::>

-c 01 -to

L. &>'J -r ~ .!? 1 -to

1 E V:t

Answer in Japanese: ~ t.c k

12 .

'bfJ: fc
13.

~ t.ckti

1 / F'V:h ~ L. i-

14.

th t.c kti

B *mfV:;$:i-

15.

t.ckVc t.c.!?
V:t

~

E <: VC 1±/v --r 01 -tn~ o

11.

..S:,. C -:::> L

t

01

-t"iJ~o

~-:::> L" 01 -tiJ~ o -:::>

L" 01-:t"n~ o

&>'JiJitli"tJ~vt-r01-tiJ~o

Express in Japanese : 16.

The children are playing now.

17 .

He (that person) is in a hurry.

(Hint: "is hurrying")

18. The girl is sleeping now. 19.

The rain has stoppe d.

20.

Mr. Tanaka is mar r i ed.

21 .

I have not read the book yet.

22 .

There stands a strange( - looking) man.

23 .

Mrs. Smith has already come to Japan.

24.

Do you know Mr . Hayashi wel l? No, I don ' t know him very well .


Lesson 20

SECTION 8.

QUIET~

PLEASE'; HE'S STUDYING

383


VERB PAIRS The car is stopped.

!!! il~ t OJ l '!>

t)

*'9

The car is (has been) stopped .

0

Cl=: tL il~ il~ -f 0) !!! ~ t dJ £ G t:

!!! ~ t clb '"( l,-\ £ 9

litC

)

(Someone stopped it.) X is stopping the car.

0

Verb takes (a)

o

Verb
slot

slot

trod)~

begins

(something)

trc£~

(something) begins

j}l ~t ~

hangs

(something)

j}l j}l ~

(something) hangs

7~ clb ~

decides

(something)

~*~

(something) is decided

~--J~t~

finds

(something)

~-:::>ill~

(something) is found

spreads

(something)

!til~~

(something) spreads

(b) ~~t~

opens

(something)

Jm<

(something) opens

M"'~

lines

(something) up

~.b::

(something) lines up; queues

~~

Jt~1 ~

.,

1-t~t~

attaches (something)

N<

(something) is attached

{>d)~

quits

(something)

{>tr

(something) quits

stands

(something) up

ti.--J

(something) stands up

puts

(something) out

ili~

(something) goes; comes out

if:x ~

(something) increases

mttL~

(something) flows

~

tf.'"(~

(c) ili't .s.

if:{->9 ~

increases (something)

mt9

lets

(something) flow

?lf?9

wets

(something)

?=n~

( something) becomes wet

repairs

(something)

i;tt5~

(s omething) is repaired

returns

(something)

~~

(something) returns

il~

(something) passes through

at~

(something) passes over

.

(d) t:.tt59 'Ill:"

~9

ts

~9 t>~

at9

passes (something) through passes (something) over


384

SECTION 9. SUMMARY TEST (For answers see Appendix 4) I.

~f+i.>

< I) 'IJit.f.

Co 6 'IJi ti I 1i 5' 1J 7)

t

II.

-c :tsuJJatot.t. A. l'""t o (

Circle the word that properly fits the context.

<6 ~;J: ( tJ '? t

1.

~

2.

~ 0)

3.

i\ JH;J: ( t=.

4.

( f=. ( ~ /v, ::k~,

5.

( ~ G , t 'l :t ,

t

:t'

t=.

l :t '

-? 0) 1:l ~;J: ( {> '? t ' t l :t '

* ,

< ~ h, ,

~ ~:

tJ

{> '?

'?

<~ A,) ~ tL lt' '"(· 9 ~;I

0

t h, t •) tl tr I) £ it A- '"(. L, t=.

i5 £ lJ ) tr G i5 -:::> 'fJ\ '? t=. -c-9

0

o

t 't>)-:::> iPfL '"Clt' £9 o

t ) ;: 0)

*

:tJ>. ~ b lJ £ G t=.

o

III. Supply particles where needed.

=

}}. :fJ\ lv ~;J:

1 5 0 P3 -r 9

1.

;: 0)

2.

7

3.

tey~

4.

~_fld;J: - A._B *~-~lv ~

5.

~;t

IV.

1)

--:::>

A._~~-~ ~ _

t.t. lJ £ G f=. o

Jl!J!

~~

.:&:il_lt,'?GJ:

t A, t "1il B_WI_il_

~/v ~

fj~£9o

J:-? G 'llt' £9 o J:-? G 'l v' £9 o

Choose the proper verb auxiliary to co1plete the sentence.

1.

~~:fJ}. -:::>

lt' l (d) -5' lt' -5)

2.

]fH;J: t.t. t3

'?

'l (d) -5, lt' -5) o

3.

t3 1fi :iJi

6

'?

~

t3 ill:~ h, ~;J: iQ ~ l ( iV) -5 ' lt' -5)

5.

:f- :fJi}}. :tJ" i! lt' l ( iV) -5 ' lt' -5)

V.

0

~;J:

0

l ( iV) -5 ' lt' -5 )

0

0

0

Make sentences using only words given. You 1ay change the form of a word and add particles and verb auxiliaries where needed.

1.

~~

Rll -5 lt'

~-?

2.

lt'-::>:t

!l!v'

~~

3.

7

t3 lt' G ~

4.

- A.

5.

iV)O)J...

1) .A

~$

9 -5

t.t.--5

fk 1v

*-5 t.t. -5

::k 'llt'

:fJ\

~

lt'lt'

m~

:fJ\

Communicating With Japanese by the Total Method 1

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