»B*|gAN INTEGRATED COURSE IN ELEMENTARY JAPANESE SECOND EDITIONEri Banno Yoko Ikeda Yutaka Ohno Chikako Shinagawa Kyoko Tokashiki ^H TheJapanTimes
#JB (D 9 -r * 0 \z it % MP3 B&<D 9 v £ JUSfP 7 t 7 T JLtf'JRIi $ ft r id £ T0 «TS4LT<f'?^o CD 7V-^-?iiS£?££tfA<DT\ £>±* < ££ u\> Note on the accompanying disk The disk that comes with this book contains digital audio files in MP3 format. The files can be played on computers or digital audio players, but not on CD players. Copyright ©2011 by Eri Banno, Yoko Ikeda, Yutaka Ohno, Chikako Shinagawa, and Kyoko Tokashiki. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of the publisher. First edition: May 1999 Second edition: March 2011 8th printing: May 2012 Illustrations: Noriko Udagawa and Reiko Maruyama English translations and copyreading: 4M Associates, Inc., and Umes Corp. Narrators: Miho Nagahori, Yumiko Muro, Tomoki Kusumi, Tsuyoshi Yokoyama, and Kit Pancoast Nagamura Recordings: TBS Service, Inc. Typesetting: guild Cover art and editorial design: Nakayama Design Office Gin-o Nakayama and Akihito Kaneko Printing: Tosho Printing Co., Ltd. Published by The Japan Times, Ltd. 5-4, Shibaura 4-chome, Minato-ku, Tokyo 108-0023, Japan Phone: 03-3453-2013 Website: http://bookclub.japantimes.co.jp/ Genki-Online: http://genki.japantimes.co.jp/ ISBN978-4-7890- 1440-3 Printed in Japan
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Preface This is a revised edition of the textbook GENKI: An Integrated Course in Elementary Japanese, which was published in 1999. Since it first came out, GENKI has become widely used by teachers and students of Japanese and has gone through numerous reprintings. Such wide acceptance led to the decision to publish this revised edition. In 1999, our aim was to develop a textbook that teachers would find convenient and helpful, and one that students could easily use. We thus wrote the book based on a survey of students needs and refined it through many test-teaching situations. Originally meant as a text for foreign students studying in Japan, GENKI gained popularity among those studying in other countries as well. As use increased, we began to hear from those who wanted “more information on culture” and “audio aids appended to the text.” It’s also been more than ten years since GENKI was originally published, and the passage of time has required revisions to vocabulary and expressions. While retaining the ease-of-use quality for teachers, we have added new content and revisions that reflect our experiences and the voices of those who have used the text. The task of revision took two years to complete. We believe that this effort has resulted in a book that instructors and students will find even easier to use and learn from. The opinions of the teachers and students who have used GENKI have been a major driving force in the preparation of this revised edition. We are truly grateful to those who have provided this input. The authors would also like to express their sincere appreciation to the following: Noriko Udagawa, our illustrator, whose work has become a GENKI trademark; the staff of The Japan Times; and particularly to Chiaki Sekido of the Publications Department of The Japan Times, who has worked tirelessly with us on this project since its inception. It is our hope that students of the language will find additional pleasure in learning Japanese by using this new edition of GENKI. The Authors January 2011
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t>< u m<)m Kabuki 208 Past Tense Short Forms Qualifying Nouns with Verbs and Adjectives ^rc—r CultureNote Japenese Traditional Culture 226 ti li/v VA, b n -KA, ^Useful Expressions Colors 227 mlO1* Winter Vacation Plans 228 3 £ ru Comparison between Two Items Comparison among Three or More Items adjective/noun + CD -OfcD/c adjective + T&<t> £Z£)MC/cifClCfe IrCultureNote Public Transportation in Japan 247 U \if* Zn Op § ri'A, ^Useful Expressions iRTr At the Station 248 *llss After the Vacation 250 VT~/clA -TcD-TcD?*) ~c noun A noun B CultureNote fclE,fJ New Year’s 264 ^Useful Expressions In the Japanese Classir I5FA. •265
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18 Introduction I Aim and purpose GENKI: An Integrated Course in Elementary Japanese is a textbook for beginners in the study of the Japanese language. Students can complete the elementary-level study of Japanese in the 23 lessons of this text, which is divided into two volumes. The book is designed mainly for use in university courses, but is also effective for high school students and adults who are beginning to learn Japanese either at school or on their own. Hopefully, students will have at least a basic knowledge of English, because grammar explanations are given in English. GENKI: An Integrated Course in Elementary Japanese is a comprehensive approach to developing the four basic language skills (listening, speaking, reading, and writing), which aims to cultivate overall Japanese-language ability. Emphasis has been placed on balancing accuracy, fluency, and complexity so that students using the material will not end up speaking accurately yet in a stilted manner, or fluently but employing only simple grammatical structures. Q Revised edition The revised edition features changes in four major areas. 1 . Addition of Culture Notes Each lesson now contains a “Culture Note,” which is designed to enhance students’ knowledge of Japan through information on Japanese culture and daily life. 2. Audio material bundled with text and workbook Audio aids, which had previously been sold separately, have now been added to the textbook and workbook in MP3 format. The addition of audio material for the workbook’s “Listening Comprehension” exercises is especially convenient. We have also recorded the readings from the Reading and Writing section of the book. 3. Vocabulary and expressions We rigorously reviewed the vocabulary and expressions to replace words, such as “cassette
Introduction 19 tape” and “LL” that are no longer in common use, with words and phrases that students will encounter more frequently. 4. Grammar, practice and readings While no changes were made to the grammatical topics introduced in each lesson, we supplemented the text and/or made the necessary corrections to make the material even easier to understand. In the revised edition, we have replaced the negative forms of adjective and noun phrases -ku arimasen/-ja arimasen and -nakucha ikemasen, meaning “must,” with the -ku nai desu/ -ja nai desu and -nakereba ikemasen/-nakya ikemasen forms, which are more commonly used in everyday life. We also increased communicative practice material—mainly dialogues—so that students would be given sufficient opportunity to practice the grammar that they learn. Moreover, wehave updated the readings in the Reading and Writing section to make them more relevant to the Japan of today. QI Structure of the textbook This textbook basically consists of three sections: Conversation and Grammar, Reading and Writing, and the Appendix. A detailed explanation of each part follows. A Conversation and Grammar The Conversation and Grammar section aims at improving students’ speaking and listening abilities by having them learn basic grammar and by increasing their vocabulary. The Conversation and Grammar section of each lesson is organized as follows: # Dialogue The dialogues revolve around the lives of foreign students living in Japan and their friends and families, presenting various scenes that students are likely to face in their daily lives. By practicing natural expressions and aizuchi (responses that make conversations go smoothly), students are able to understand how sentences are connected and how some phrases are shortened in daily conversation. Because the Dialogue section of each lesson covers a lot of new grammar and vocabulary, students may feel it is too difficult to understand at first. Don’t be overly concerned, however, because the grammar and vocabulary will gradually take root with practice. Students can listen to dialogues on the accompanying audio aids (in MP3 format). Students are encouraged to practice regularly by listening to the audio and carefully noting pronunciation and intonation.
20#Vocabulary The Vocabulary section presents all the new words encountered in both the Dialogue and Practice sections of each lesson. Words that appear in the Dialogue are marked with an as- terisk ( * ). Words are listed according to their function in Lessons 1 and 2, and by parts of speech in Lesson 3 and all subsequent lessons. In addition, all words presented in the text are also found in the Index at the end of each volume. Words found in the Vocabulary section of each lesson appear frequently in subsequent lessons, thus encouraging students to learn little by little each day. The new words, along with their English translations, also appear in the audio material, which enables students to absorb through listening. Starting with Lesson 3, the Vocabulary section also gives the kanji rendering, but students are not required to memorize the kanji orthography. This textbook does not indicate a word’s accents. The accent of a Japanese word varies considerably, depending on region, the speaker’s age (including the generation gap between speakers), the word’s inflections, and its connection with other words in the sentence. Therefore, there is no need to be overly concerned about accent, but try to imitate as closely as possible the intonation heard on the accompanying audio aids. # Grammar Easy-to-understand grammar explanations are provided so that even those studying on their own can easily follow. Students at school should read the explanations before each class. All grammar items covered in the lesson’s Practice section are explained in the Grammar section. Grammar and vocabulary that require explanation but are not practiced are summarized in the Expression Notes section at the end of each Grammar section. # Practice For each grammar point covered, Practice sections provide drills that advance in stages from basic practice to application. The intent is to enable students to gain a grasp of Japanese naturally by completing the drills in the order presented. Basic exercises that call for a single predetermined answer are marked with a Qand re- corded with their answers on the audio aids, thus allowing students to practice and learn on their own. The last part of the Practice section contains Review Exercises that help summarize what has been learned. For example, some exercises combine various topics covered in the lesson, while others require students to create dialogues by applying what was learned in the Dialogue section. # Culture Note We have integrated a Culture Note section into each lesson, where we explain aspects of the culture and everyday life of Japan. These notes cover a wide variety of topics, ranging from
Introduction 21 matters closely linked to language, such as kinship terms, to information deeply ingrained in daily life, such as the Japanese climate. Our hope is that these comments will serve as a springboard for students to deepen their understanding of Japanese culture even further by taking steps of their own, such as by gathering information from the Internet or by discussing the topics with their Japanese friends. #Useful Expressions When necessary, we include sections on Useful Expressions at the end of the lessons in or- der to present supplementary vocabulary and phrases. These sections list expressions that are related to the lesson’s topic (as in “Time and Age” in Lesson 1) or to particular situations (as in “At the Station” in Lesson 10). The vocabulary introduced in Useful Expressions is also listed in the index of each volume. B Reading and Writing The Reading and Writing section aims to foster comprehension and writing ability throug the study of Japanese characters and through practice in both reading and writing. After learning hiragana in Lesson 1 and katakana in Lesson 2, students begin studying kanji in Lesson 3. Each lesson after Lesson 3 is organized as follows: #Kanji list The list contains the new kanji introduced in each lesson. Students are exposed to about new characters in each lesson. Since it is probably not feasible to learn all of these at once,we encourage students to tackle a few each day. We have formatted each kanji list as follows. (1) serial number (2) kanji (3) reading (5) compounds that include the kanji li/C book H ^-(ICliA/) Japan £ g Japanese language Mr./Ms. Yamamoto T (book; basis) (5) — -f t ^ ^ (4) meaning (7) stroke order (6) stroke count The mark appearing next to readings in item (3) indicates the on-yomi, or the reading ofthe character that was imported from China. The t> mark indicates the kun-yomi, or thenative Japanese reading. The sound of on-yomi and kun-yomi may change when the kanjiis used in certain words. For example, the ordinary pronunciation of $ is gaku, but thisbecomes gak when the kanji is used in the word (gakkoo). Such derivative readings arealso included in the readings section.
22 Although some kanji have many readings, we include principally those readings that are appropriate for an elementary level course. Readings and words that are shaded should be memorized. The others are for reference, so students don't need to memorize them. The Reading and Writing section of the workbook includes practice sheets for the kanji learned in each lesson. Students should practice writing the kanji repeatedly, following the stroke order shown on the kanji list in the text- book. #Practice GENKI I consists of kanji practice, readings for comprehension, questions about the content of the readings, and writing practice. Kanji practice is aimed at getting students accustomed to kanji through practice in various forms, such as reconstructing kanji from their component parts or making new words by combining kanji. Readings for comprehension are generally short and deal with subjects familiar to the students. They assume knowledge of the vocabulary and grammar that the student has learned in the Conversation and Grammar section. New words that appear in the readings are listed. At the end of each Practice section, we suggest topics for students to write on. GENKI II contains readings for comprehension, questions about the content of the readings, and writing practice. The readings introduce Japanese as it is used in a variety of areas, ranging from letters and fables to essays and advertisements. They assume knowledge of the vocabulary and grammar that the student has encountered in the lesson so far, and with each lesson the readings become longer and more difficult. New words in the readings are listed in the order in which they appear. At the end of each Practice section, we suggest topics for students to write on. We provide recordings of these readings in both Volumes I and II of the revised edition. These are denoted by a Q mark. Students can listen to them through the accompanying audio aids (in MP3 format). C Appendix The Appendix of Volumes I and II contains an Index. The Japanese-English Index, in hiragana order, lists words and expressions from the Vocabulary and Useful Expression sections of each lesson (the index does not contain the vocabulary used in Culture Notes). The number next to a word indicates the lesson in which the word was introduced. In the EnglishJapanese Index, English equivalents to Japanese words are arranged in alphabetical order. In both indexes of this revised edition, verbs are indicated with [ru] [u\ [irr.], to show which verb group they belong to. Also included in the Appendix are a map of Japan with the names of all the prefectures, a table of changes in the sounds of numbers and counters, and a table of verb conjugations.
Introduction 23IV Orthography and font The basic text is written in kanji and hiragana. In the case of kanji, we follow the official Joyo Kanji list. However, hiragana is used instead when the Joyo Kanji equivalent is deemed unnecessary for beginning students of Japanese. The pronunciation of every kanji in the Conversation and Grammar section is indicated in hiragana so that this section can be studied alone. To lessen the burden on the students and allow them to study on their own, however, the “Greetings” unit and Lessons 1 and 2 are written in hiragana and katakana, alongside which the same statement is presented in romanization. The romanizations are purely for supplemental purposes and students should avoid relying on them too much. Students study hiragana and katakana in Lessons 1 and 2, respectively, of the Reading and Writing section. Students begin studying kanji in Lesson 3 of the Reading and Writing section. To encourage students to maintain a firm grasp of the kanji they have learned, the Reading and Writing section does not provide hiragana readings for kanji that have already been introduced. The Japanese in the basic text is set mainly in the Textbook font, which resembles handwriting and serves as a good model for students. Students will encounter a variety of fonts used for Japanese materials, however, and should be aware that the shape of some characters differs considerably, depending on the font used. Note especially that in certain fonts two separate strokes may merge into a single stroke because they mimic the characters produced by a writing brush. Example: Textbook font Mincho font Gothic font Handwriting A $ £ A' $ § A u D 'j b b 5 b z < <Z K 9 *
24 Japanese Writing System There are three kinds of characters in Japanese: hiragana, katakana, and kanji. 1 All three characters can be seen in a single sentence. t~ U hi £ JL i ~f 0 I watch television. katakana kanji hiragana Hiragana and katakana, like the alphabet, represent sounds. As you can see in the above ex- ample, hiragana has a roundish shape and is used for conjugation endings, function words, and native Japanese words not covered by kanji. Katakana, which has rather straight lines, is normally used for writing loanwords and foreign names. For example, the Japanese word for “television” is written in katakana as f kb ( terebi). Kanji, or Chinese characters, represent not just sounds but also meanings. Mostly, kanji are used for nouns and the stems of verbs and adjectives. (T)H i r a g a n a 1 . Basic Hiragana Syllables There are forty-six basic hiragana syllables, which are listed below. Once you memorize this chart, you will have the skill to transcribe all of the Japanese sounds. h 1 X a i u e 0 * < It ka ki ku ke ko * s— . L i- * sa *shi su se so tz % o r E ta *chi *tsu te to \z & n <D na ni nu ne no li U O' 11 ha hi fu he ho i There is another writing system called romaji (Roman letters) which is used for station names, signs, and so on.
Japanese Writing System 25L n * The syllables L , £>, and are romanized as shi, chi, tsu, and/w, re- spectively, to closely resemble English pronunciation. * * £ is also pronounced as “wo.” The romanization is given for general pronunciation reference. 2. Hiragana with Diacritical Marks You can transcribe 23 additional sounds by adding diacritic marks. With a pair of short diagonal strokes ( " ), the unvoiced consonants k, s, t, and h become voiced consonants g, z, d, and b, respectively. The consonant h changes to p with the addition of a small circle ( ° ). 7^' <" If 8 a gi g u ge go V t -r ? za ji zu ze zo tz % *o T da ji zu de do If If > '' O' •< If ba bi bu be bo If \ O O' K If pa Pi pu pe po * £> (ji) and o ( zu) are pronounced the same as U (ji) and "f - (zu), respectively, and have limited use. 3. Transcribing Contracted Sounds Small and J; follow after letters in the second column (z-vowel hiragana ,except t ') and are used to transcribe contracted sounds. The contracted sound represents a single syllable.
26 * * kya * rp kyu Z X kyo Lv sha L Yp shu L Jt sho cha t) yp chu % X cho 1- * nya IC rp nyu IC Jt nyo U? hya th tp hyu ux hyo A mya Yp myu ^ ct myo U * rya l ) YP ryu ‘ ) X ryo H'yp * X m gy» gy° IT* C Yp i: J: ja ju jo U K* bya byu tfx byo V* pya U°YP pyu U° X pyo 4. Transcribing Double Consonants There is another small letter, which is used when transcribing double consonants such as tt and pp. Examples: tz katta (won) cf. ti'tz kata (shoulder) sakka (writer) (1 0 11° happa (leaf) *5 o L zasshi (magazine) Note double consonant ns as in sannen (three years) are written with L + a hiragana with an initial n sound (tc, 1C, <&, fa, and <7)). Examples: * ^ fa L sannen (three years) *>L+£\' armai (guide) 5. Other Issues Relating to Transcription and Pronunciation A. Long Vowels When the same vowel is placed one right after the other, the pronunciation of the vowel becomes about twice as long as the single vowel. Be sure to hold the sound long enough, because the length of the vowel can change one word to another.
Japanese Writing System 27aa L obaasan (grandmother) cf. io (1 *5 obasan (aunt) ii In U t U ojiisan (grandfather) cf. L "5 L ojisan (uncle) uu f 1 C suuji (number) ee The long ee sound is usually transcribed by adding an t ' to an e-vowel hiragana. There are a few words, however, in which 1L is used instead of v \ eega (movie) $ L oneesan (big sister) oo The long oo sound is in most cases transcribed by adding an 1 to an o-vowel hiragana. There are, however, words in which the long vowel is transcribed with an io, for historical reasons. (Ib 'Jo hooritsu (law) Y. In too (ten) B. Pronunciation of K> L “n” is treated like a full syllable, in terms of length. Its pronunciation varies, however, depending on the sound that follows it. Japanese speakers are normally not aware of the different sound values of L. Therefore, you do not need to worry too much about its pronunciation. 2 C. Vowels to Be Dropped The vowels i and u are sometimes dropped when placed between voiceless consonants (k, s, t, p, and h), or at the end of an utterance preceded by voiceless consonants. Example: $ T"i~ s(u)kides(u) (I like it.) D. Accent in the Japanese Language Japanese has pitch accent: all syllables are pronounced basically either in high or low pitch. Unlike English stress accent in which stressed syllables tend to be pronounced longer and louder, in Japanese each syllable is pronounced approximately in equal length and stress. The pitch patterns in Japanese vary greatly, depending on the region of the country. 2 One variety of the L pronunciation merits discussing here. When it is followed by a vowel or at the end of an utterance, L indicates that the preceding vowel is long and nasalized. (Nasalized vowels are shown here with a tilde above vowel letters. You hear nasalized vowels in French words such as “bon,” or the English interjection “uh-uh,” as in “no.”) ex. ft (Cio reai (romance) If /C ho (book) Followed by n, t, d, s, and z sounds, L is pronounced as “n.” ex. f? U 1j.' onna (woman) Followed by m, p, and b sounds, L is pronounced as “m.” ex. "5 Ulf sampo (stroll) Followed by k and g sounds, L is pronounced as “ng” as in “song.” ex. i U’i* matjga (comics)
28 Examples: & •$ a sama e (morning) tt'i i na (name) ka ta i (high) (i)K a t a k a n a T 7 JL * a i u e 0 tj Y 7 Y 0 ka ki ku ke ko Y V X -fe 7 sa *shi su se SO 7 Y V 7~ h ta *chi *tsu te to i~ . X / na ni nu ne no / \ t 7 * ha hi fu he ho -7 A / Y ma mi mu me mo Y ZL 3 ya yu yo 7 'J )l V a ra ri ru re ro 7 7 wa 0 y nif Y 7" Y 3" g a gi g u ge go Y > '' V X Y V" za P zu ze zo * The syllables -f-, '7 , and ~7 are romanized as shi, chi, tsu, and /«, re- spectively, to closely resemble English pronunciation.
Japanese Writing System 29 7 —V* 7“ F da P zu de do / \ t: X X ba bi bu be bo t° X o "S. * pa P* pu pe po * ^ (ji) and "/ ( zu ) are pronounced the same as V (ji) and X ( zu ), respectively, and have limited use. X 3. X 3 ^ '' ja X rz. ju j° kya *=L kyu 3 kyo sha > 3. shu > 3 sho cha XL chu X 3 cho — + nya — XL nyu — 3 nyo t -V hya t 3. hyu t 3 hyo - dr mya ^ XL myu i 3 myo rya ') a. ryu ') 3 ryo bya tf 3- byu if 3 byo pya t°3. pyu k° 3 pyo The pronunciation of katakana and its combinations are the same as those of hiragana, ex- cept for the following points. (1) The long vowels are written with — . Examples: 7 — kaa (car) keeki (cake) X * — sukii (ski) booru (ball) x — y suutsu (suit) When you write vertically, the — mark needs to be written vertically also. Example: *
30 (2) Additional combinations with small vowel letters are used to transcribe foreign sounds which originally did not exist in Japanese. Examples: ^7 ^ /nc7 7 4 — y harowiin (Halloween) 7 X ' S 'f ^X'f haiwee (highway) $ ^7 )\/ *> * — 7 — mineraruwootaa (mineral water) i/ x '> x 7 shefu (chef) Z/ x i/ X — A X jeemusu (James) & X f" x y 9 chekku (check) 7 T 7 r y 'y 3 y fasshon (fashion) 7 A 7 4 ') 'ey firipin (Philippine) 7 x t)7 x kafe (cafe) 7 t 7 * — 7 fooku (fork) f* >r '*— 7-4 — paatii (party) -r 4 X — — 7 7 K Dizuniirando (Disneyland) X n. r xl X >y h dyuetto (duet) 1 The sound “v” is sometimes written with r>". For example, the word times written as t: —X X or 7 4 —i~ X . “Venus” is some- (m)K a n j i Kanji are Chinese characters which were introduced to Japan more than 1,500 years ago when the Japanese language did not have a writing system. Hiragana and katakana evolved later in Japan based on the simplified Chinese characters. Kanji represents both meanings and sounds. Most kanji possess multiple readings, which are divided into two types: on-yomi (Chinese readings) and kun-yomi (Japanese readings). On-yomi is derived from the pronunciations used in China. Some kanji have more than one on-yomi due to temporal and regional variances in the Chinese pronunciation. Kun-yomi are Japanese readings. When people started to use kanji to write native Japanese words, Japanese readings ( kun-yomi) were added to kanji. By the time of high school graduation, Japanese are expected to know 2,136 kanji (called Joyo kanji), which are designated by the Ministry of Education as commonly used kanji. A total of 1,006 kanji are taught at the elementary school level, and most of the remainder are taught in junior high school. There are roughly four types of kanji based on their formation.
Japanese Writing System SI(1) Pictograms Some kanji are made from pictures: (tree) |s| B (day; sun) (2) Simple ideograms Some kanji are made of dots and lines to represent numbers or abstract concepts. — -*• (three) . * -*• P (up) (3) Compound ideograms Some kanji are made from the combination of two or more kanji. Q (day; sun) + (moon) — (bright) A(person) + A(tree) - A(to rest) (4) Phonetic-ideographic characters Some kanji are made up of a meaning element and a sound element. Meaning element y (water) + Q (day; sun) + Sound element sei (blue) yjf sei (blue) On-yomi sei (clean) sei (clear sky)
fr'U to iS\hj IS 5 /Vu Conversation and Grammar Section 3d 0 ^© Greetings 34 » 1 » aBfcSUUtfcfcfS New Friends 38 Shopping 58 m 3 X— h©ft^]5^ Making a Date 84 *><*< $ 4 R ffl&Z(DT— h The First Date 102 A Trip to Okinawa 128 33£»fcD«>:!:5 31 6A— Sc^f/u©—B A Day in Robert’s Life 146 UV5 Id'S m 7 IS ^S^©^K Family Picture 166 6' ?< Uv> LA, A'— Barbecue 186 * 9 ® fr'/3\ 3: Kabuki 208 mlOtS $f'fc<fr©:P/E’ Winter Vacation Plans 228 ^llii fod}(D&<tl After the Vacation 250 *>T if§12tS ^ S Feeling III If *5 £ 266
34 IzsceS * 3£>2a!§ Ml KOO-G Greetings
&l± X 1 o Ohayoo. Good morning. Ohayoo gozaimasu. Good morning, (polite) ^ Aj 1 1~> li Konnichiwa. Good afternoon. 3 XJf/Clio Konbanwa. Good evening. ^ X 1 fX b o Sayoonara. Good-bye. v') 0 Oyasumi(nasai). Good night. & ') !)*£ 1 0 Arigatoo. Thank you. #> ‘J Arigatoo gozaimasu. Thank you. (polite) "t" <& i -tt /C 0 Sumimasen. Excuse me.; I’m sorry. lie. No.; Not at all. ''oTJ i ”t” o Ittekimasu. I’ll go and come back. ''oTbo L '(’I'o Itterasshai. Please go and come back. /c^'io Tadaima. fm home. IJ (t'^')o Okaeri(nasai). Welcome home. ^/;/:'$ito Itadakimasu. Thank you for the meal, (before eating) 3"^^ * i (T L 7c) 0 Gochisoosama(deshita). Thank you for the meal, (after eating) l± Ui6i L To Hajimemashite. How do you do? X6 l < fc^'oLJto Yoroshiku onegaishimasu. Nice to meet you.
36 >•>•>• £15 Expression Notes 1 D tj'ilZ) Ohayoo is used between friends and family members, while ohayoo gozaimasu is used between less intimate acquaintances, similarly with arigatoo and arigatoo gozaimasu. The rule of thumb is: if you are on the first-name basis with someone, go for the shorter versions. If you would address someone as Mr. or Ms., use the longer versions. Ohayoo is the greeting used before noon, but some people use it in casual settings in the afternoon or even at night when they see their classmates or co- workers for the first time that day. There are several good-bye expressions in Japanese, the choice among which depends on the degree of separation. Sayoonara indicates that the speaker does not expect to see the person spoken to before she “turns a page in her life”; not until a new day arrives, or until fate brings the two together again. It sounds dramatic and ritualistic, and its daily use is largely restricted to school children taking leave of their teachers. itzo Jaa, mata. (between friends, expecting to see each other again fairly soon) Lotfiv* L S to Shitsureeshimasu. (taking leave from a professor’s office, for example) Sumimasen means (1) “Excuse me,” to get another person’s attention, (2) “I’m sorry,” to apologize for the trouble you have caused, or (3) “Thank you,” to show appreciation for what someone has done for you. IMA*. lie is primarily “No,” a negative reply to a question. In the dialogue, it is used to express the English phrase “Don’t mention it,” or “You’re welcome,” with which you point out that one is not required to feel obliged for what you have done for them. I Ittekimasu and itterasshai is a common exchange used at home when a family member leaves. The person who leaves says ittekimasu, which literally means “I will go and come back.” And the family members respond with itterasshai, which means “Please go and come back.” Tadaima and okaeri are used when a person comes home. The person who ar- rives home says tadaima (I am home right now) to the family members, and they respond with okaerinasai (Welcome home). r 0*5 iiy-h i\
&Uc!r:3»>37 Tl/uUtfO Practice Act out the following situations with your classmates. 1. You meet your host family for the first time. Greet them. 2. It is one o’clock in the afternoon. You see your neighbor Mr. Yamada. 3. You come to class in the morning. Greet your teacher. Greet your friends. 4. On a crowded train, you stepped on someone’s foot. 5. You dropped your book. Someone picked it up for you. 6. It is eight o’clock at night. You happen to meet your teacher at the convenience store. 7. You are watching TV with your host family. It is time to go to sleep. 8. You are leaving home. 9. You have come back home. 10. You are going to start eating. 1 1 . You have finished eating. C ulture(Jj30 Greetings and Bowing Aisatsu to ojigi Japanese people greet each other by bowing, which has many other functions, such as expressing respect, gratitude, or apologies. There are different ways of bowing, ranging from a small nod of the head to a 45-degree bend at the waist. Generally, the longer and the deeper you bow, the more formal and respectful it appears to others. Many Japanese tend to feel uncomfortable with physical contact, although handshaking is becoming quite common in business situations, especially those involving foreigners. When meeting someone in a business situation for the first time, it is customary to exchange meeshi (business cards) with a small bow. Etiquette guides list a vast number of rules and pointers, but just remember that the important thing is to clearly show your respect when exchanging meeshi.
38 • SCSI! \SsJ_B /£l\ tb L E S S 0 N 1 New Friends fc'Uto D Q o g u e Mary, an international student who just arrived in Japan, talks to a Japanese student. © L|i K01-01/02 » * i) i> 1 yruMearii 2 tz 1+ L : Takeshi tb $> b 3 /T'JMearii 4 tz It L : Takeshi fAiHfAo v'£ Sumimasen. Ima nanji desu ka. t d> *7 b U liX,Ti" 0 Juuniji han desu. Arigatoo gozaimasu. lie.
HI 111 >>>• 39 KOI -03/04 1 tz 111 : Takeshi )6 * i) V' 2 / T >J - : Mearii 3 Tclt L : Takeshi * u i' 4 y r >J - : Mearii £(7), r)> -9^< J>'o Ano, ryuugakusee desu ka. U, f'iv4/c'V'^<<7) 7j<< Ee, Arizona daigaku no gakusee desu. •?- -Ur/L 3 ti ^'/CT'-f ©o Soo desu ka. Senkoo wa nan desu ka. uii/Cr'T-fo /C -tt v 'tto Nihongo desu. Ima ninensee desu. © Mary: Excuse me. What time is it now? Takeshi: Its half past twelve. Mary: Thank you. Takeshi: You’re welcome. ® Takeshi: Um ... are you an international student? Mary: Yes, I am a student at the University of Arizona. Takeshi: I see. What is your major? Mary: Japanese. I am a sophomore now.
40>>>£i£'3££St Tc hu cZr VocabularyK01-05 h<r> ano ima X. V ' w eego L X. ee < -t+v gakusee . . .go z l Z i kookoo z z gogo r'-tfx gozen . . . sai ~ $ L . . . san ~c . . . ji ~ c ^ . . . jin -tir/C 3 ^ senkoo H± V sensee * 9 T-f soo desu 9 Ti* soo desu ka < daigaku XLb denwa tomodachi Li L namae LL/LL nan/nani izliL Nihon . . . nensee liv hai han liXZ'9 bangoo ‘j H> 9 -ttv ryuugakusee btz l watashi um . . . now English (language) yes student . . . language ex. I C ( I L 3' ( nihongo) Japanese language high school P.M. A.M. . . . years old Mr./Ms. . . . o’clock ex. v ' % U ( ichiji) one o’clock . . . people ex. I - ( I L U L (nihonjin) Japanese people major teacher; Professor . . . That’s right. I see.; Is that so? college; university telephone friend name what Japan . . . year student ex. v ' £> faX -tf v ( ichinensee) first-year student yes half ex. IZ C (i/C (niji han) half past two number international student I * Words that appear in the dialogue
ADDITIONAL VOCABULARY K01-06 Countries r / 'j fi & tb ij i)' T ¥') x V' S* ij t *-X h -7 'J T « b -r t e> i) * tf'/CZ < x x.—T'y f 9 k. x. "C A, ^i:'< Amerika Igirisu Oosutoraria Kankoku Suweeden Chuugoku U.S.A. Britain Australia Korea Sweden China Majors kagaku science TS'TIt/C* rj» -7 i> u h ajia kenkyuu Asian studies l+v ' keezai economics 3 < * 'tJ'/CI+v ' kokusaikankee international relations 3 y £ Z. k> Xf *P *? tz $> konpyuutaa computer L/C£v>^< jinruigaku anthropology seeji politics fcf v T X rtf l* 4^ -4- bijinesu business Cr U 9 .S/U«< bungaku literature L rekishi history ccupation s L 3"L shigoto job; work; occupation \ ' L K 1 isha doctor kaishain office worker 3 *5 3 kookoosee high school student L n> .)> shufu housewife /c'v 'J* < v, 'X,-th daigakuinsee graduate student 7c' V < -|+\. daigakusee college student ^3"l bengoshi lawyer a m i 1 y *5^'* -25 okaasan mother & L 9 ^ otoosan father fc fc X. is L oneesan older sister 1- ^ ' J X/ oniisan older brother V ' 1 9 £ imooto younger sister fcL 9 £ otooto younger brother
42 •£:>£ Grammar M x&YTrr “It is 12:30.” “I am a student.” “My major is the Japanese language.” These sentences will all be translated into Japanese using an appropriate noun and the word desu. o Itis... U 2 I- U ll/CT'-fo (It) is halfpast twelve. Juuniji han desu. () < ( -if t ' o (I) am a student. Gakusee desu. I C ( I L Z' T"~t o (My major) is the Japanese language. Nihongo desu. Note that none of these sentences has a “subject,” like the “it,” “I,” and “my major,” found in their English counterparts. Sentences without subjects are very common in Japanese; Japa- nese speakers actually tend to omit subjects whenever they think it is clear to the listener what or who they are referring to. What are we to do, then, when it is not clear what is being talked about? To make explicit what we are talking about, we can say: ( i 1 2 ( i /C Z o is the Japanese language. wa nihongo desu. Where stands for the thing that is talked about, or the “topic,” which is later in the sentence identified as nihongo. For example, -tf /C Z 9 (i iZtl/CZ' T"i~ 0 (My) major is the Japanese language. Senkoo wa nihongo desu. Similarly, one can use the pattern X wa Y desu to identify a person or a thing X as item Y. X IS Y Trlfo X is Y. Asfor X, it is Y. btz b l± X - • 4-AT-fo Watashi wa Suu Kimu desu. I am Sue Kim.
§§ 1 IS 43 K* £ -tf C-tf ' Tto Mr. Yamashita is a teacher. Yamashita san wa sensee desu. tb U t' * * i) AT') — T / 'J # If C Tto Mary is an American. Mearii san wa amerikajin desu. Wa is a member of the class of words called “particles” So is the word no, which we will turn to later in this lesson. Particles attach themselves to phrases and indicate how the phrases relate to the rest of the sentence. Note also that nouns like gakusee and sensee in the above examples stand alone, unlike their English translations “student” and “teacher,” which are preceded by “a.” In Japanese, there is no item that corresponds to “a,” nor is there any item that corresponds to the plural “-s” at the end of a noun. Without background situations, a sentence like gakusee desu is therefore ambiguous between the singular and the plural interpretations; it may mean “We are/you are/they are students,” as well as “I am/you are/she is a student.” Question Sentences It is very easy to form questions in Japanese. Basically, all you need to do is add ka at the end of a statement. ‘J rp 1 < -1ft o { ) h> 1 Ryuugakusee desu. Ryuugakusee desu ka. (I am) an international student. (Are you) an international student ? The above sentence, Ryuugakusee desu ka, is a “yes/no” question. Question sentences mayalso contain a “question word” like nan 2 (what). In this lesson, we learn how to ask, and answer, questions using the following question words: nanji (what time), nansai (how old), nannensee (what year in school). MlL z n li Utt^o !i) i^Tto Senkoo wa nan desu ka. (Senkoo wa) eego desu. What is your major? (My major) is English. 1 It is not customary to write a question mark at the end of a question sentence in Japanese. 2 The Japanese question word for “what” has two pronunciations: nan and nani. Nan is used immediately before desu or before a “counter” like;/ (o’clock). The other form, nani, is used before a particle. Nani is also used in the combination nanijin (person of what nationality).
44 £*£ •£&* Ima nanji desu ka. What time is it now? (tx) <m0 (Ima) kuji desu. It is nine o'clock. 5f'J-*/Cli Uii'Tttf'o C ID 1 $ 1 H V 'Tto Mearii san wa nansai desu ka. How old are you, Mary ? Juukyuusai desu. Ym nineteen years old. Ute/C-tfoT-fo Nannensee desu ka. What year are you in college? Ninensee desu. I’m a sophomore. TXfrlf/CCX t± t’/CTt tf' 0 Denwa bangoo wa nan desu ka. What is your telephone number? 186 <D 7343 Tto Ichi hachi roku no nana san yon san desu. It is 186-7343. BM noun1 0 noun2 No is a particle that connects two nouns. The phrase Sakura daigaku no gakusee means “a student at Sakura University.” The second noun gakusee provides the main idea 3 (being a student) and the first one Sakura daigaku makes it more specific (not a high school, but a college student). No is very versatile. In the first example below, it acts like the possessive (Vs”) in English, but that is not the only role no can play. See how it connects two nouns in the following examples. T'clll TLbliXzX Takeshi san no denwa bangoo 7XX'< <n -tfX-tft' daigaku no sensee uiaXwtf) j>«< -th Takeshi s phone number a college professor a student of the Japanese language nihongo no gakusee \zllL<n tz\'4H Nihon no daigaku a college in Japan Observe that in the first two examples, the English and Japanese words are arranged in the same order, while in the last two, they are in the opposite order. Japanese seems to be more consistent in arranging ideas here; the main idea always comes at the end, with any further description placed before it. 3 Here is what we mean by the “main idea” In the phrase Takeshi san no denwa bangoo (Takeshis phone number), the noun denwa bangoo (phone number) is the main idea, in the sense that if something is Takeshi’s phone number, it is a phone number. The other noun Takeshi san is not the main idea, because Takeshis phone number is not Takeshi.
g§in 45noun, CO noun2 /K t main idea further restriction A phrase of the form “noun, no noun2 ” acts more or less like one big noun. You can put it wherever you can put a noun, as in the following example: tzl1lisA,n L Takeshi san no okaasan wa li z i z i <o ' kookoo no sensee desu. T-fo Takeshis mother is a high school teacher . C ulture(J|30 Japanese Names Nihonjin no namae When Japanese give their name, they say their family name first and given name last (middle names do not exist). When introducing themselves, they often say only their family name. Here are some typical Japanese names. Family name Given name Men Women Satoo tz<*P Takuya AU A' Erika t ft Suzuki b «fc 0 tz Shoota M' Ai tciPU L Takahashi -5 o Ichiroo 4-te<fr Naomi tz 4' A' Tanaka b Hiroshi Kb o Z Yuuko Itoo £ Masahiro b- £ t Misaki Most Japanese names are written in kanji. For example, Tanaka is usually written as E041 , which means "middle of the rice field." Family names are often related to nature or geographical features. Because many kanji share the same reading, names with the same pro- nunciation may be written with different kanji, such as and \§.T- for the feminine name Yuuko.
46 23b5 * ]&/Zafe MJ— Y' 2 \-fhj Expression Notes 2 A <5©^Aho indicates that you have some reservations about saying what you are going to say next. You may be worried about interrupting something someone is currently doing, or sounding rude and impolite for asking personal questions, for example. IcfclA/ X.X. Both hai and ee means “yes” in response to yes-no questions. Compared to haU ee is more conversational and relaxed. In more informal situations, un is used. Hai is also used to respond to a knock at the door or to the calling of one’s name, meaning “Here,” as follows. (Ee cannot be replaced in this case.) Teacher: X ^ X § A/ ? Mr. Smith? Sumisu san? Student: t±V> 0 Here. Hai. desu ka acknowledges that you have understood what was just said. “Is that so?” or “I see.” Pronunciation of [i The particle It is pronounced “wa” not “/ia.” It should be written with It. All other instances “wa” are written with fo. 37-8667trto Watashi no denwa bangoo wa san nana no hachi roku roku nana desu. My telephone number is 37-8667. There are few exceptions, such as konnichiwa (good afternoon) and konbanwa (good evening). They are usually written with CL A K 'hit and CL A ti'A/It. Numbers Many number words have more than one pronunciation. Refer to the table at the end of this book for a general picture. 0 U and ft are both commonly used. 1 V * % , but pronounced as l ' o in V ^ o A/ (one minute) and V * o $ V > (one year old). 2 tL all the time. When you are reading out each digit separately, as when you give your phone number, it may be pronounced with a long vowel, as 3 $ A all the time. The part that follows it may change shape, as in $ A A/, instead of $ A/A^A/. )
»1»»>47 Expression Notes 2N<=£ A/ is the most basic, but fourth-year student is <£ and four o’clock is i C. In some combinations that we will later learn, it is read as L (as in April). The part that follows this number may change shape too, as in <fc /v^/v. Cl' all the time. When read out separately, it may be pronounced with a long vowel, as CT *9 . ^ , but pronounced as 6 o in 6 o & & is the most basic, but seven o’clock is L "C D. (± , but usually pronounced as (± o in ti o &^ and (i o § V \ § $> 9 is the most basic, but nine o’clock is ^ C. C 9 , but pronounced as C $> o or Co in C o ^A// C o ^/v and Giving one’s telephone number The particle no is usually placed in between the local exchange code and the last four digits. Therefore, the number 012-345- 6789 is zero ichi ni, san yon go no, roku nana hachi kyuu. ti/utilA^The word sensee is usually reserved for describing somebody else’s oc- cupation. Watashi wa sensee desu makes sense, but may sound slightly arrogant, because the word sensee actually means an “honorable master.” If you (or a member of your family) are a teacher, and if you want to be really modest, you can use the word kyooshi instead. cShj >San is placed after a name as a generic title. It goes both with a given name and a family name. Children are referred to as chan (and boys in particular as kun), rather than san. Professors and doctors are usually referred to with the title sensee. San and other title words are never used in reference to oneself. Referring to the person you are talking to The word for “you,” anata, is not very commonly used in Japanese. Instead, we use the name and a title like san and sensee to refer to the person you are talking to. Therefore, a sentence like “Ms. Hart, are you Swedish?” should be: \t h t i- n i x. -c A, s'— — Haato san wa suweedenjin desu ka. instead of X ^7 x —y* > 0 Haato san, anata wa suweedenjin desu ka. 4 5 6 7 89 10 J
48>»£I5-3$S1 H/uUK&O Practice (Numbers) 0KOI -07 -t? Z> 0 -if o/'jf'U ' zero ree 1 v'£> 11 C Q 9 \ 30 * ft n ichi juuichi sanjuu 2 IC 12 40 ni juuni yonjuu 3 13 50 r c •* ? san juusan gojuu 4 XL/l/U) 14 U H> -9 Jt L/ U Hi 9 l 60 yon shi (yo) juuyon juushi rokujuu 5 3 15 Ut:' 70 +£+££ * 9 go juugo nanajuu 6 < 16 i:n>9^< 80 li£> U 5 roku juuroku hachijuu 7 +£+£/ L % 17 i: n> i+ct'/Ctp iu 90 $ U> 9 U H> 9 nana shichi juunana juushichi kyuujuu 8 18 C H> 9 l±% 100 U- ^ { hachi juuhachi hyaku 9 19 Un>9^H>9// Cn>9 < kyuu ku juukyuu juuku 10 U n> 5 20 juu nijuu A. Read the following numbers. 0koi-os (a) 5 (b) 9 (c) 7 (0 8 (g) 2 (h) 6 (d) 1 (e) 10 (i) 4 (j) 3 B. Read the following numbers. 0koi-o9 (a) 45 (b) 83 (c) 19 (d) 76 (e) 52 (f)100 (g) 38 (h) 61 (0 24 (j)97 C. What are the answers? 0koi-io (a) 5 + 3 (b) 9 + 1 (c) 3 + 4 (d)6~6 (e) 10 + 9 (f)8-7 (g)40-25
^ 49 ©UfcVu (Time) _0KO1-11 A. Look at the following pictures and answer the questions. 0<01-12 Example: Q : v ' i h L Ti" ^'o Ima nanji desu ka. A : ITIiyCT-fo Ichiji han desu.
50»>£E-JS£« B. Answer the questions. @kom 3 Example: /CD T~f ^'o Tookyoowa ima nanji desu ka. A : Z"-tfX * /LC T'-f o Gozen sanji desu. ®Tr/ut)lc£/uc:'0 (Telephone Numbers) A. Read the following people’s telephone numbers. Qkoi-m Example: ^il/; 283-9547 — Yamashita 1. 951-0326 daigaku 2. -tt X-t± V ' 362-4519 sensee i:i ±%*L<n CX/CXX ni hachi san no kyuu go yon nana 3. 5f<J- 020-6921-4236 Mearii 4. 7; If L 030-8522-1032 Takeshi B. Pair Work—Read the dialogue below with your partner. 0koms A : TXsbldXw 9li Denwa bangoo wa nan desu ka. B : 283-9547 T"f „ Ni hachi san no kyuu go yon nana desu. A : 283-9547 T'T fao* (* fc = right?) Ni hachi san no kyuu go yon nana desu ne. B : liv \ T-f o Hai, soo desu.