glg»»51C. Group Work—Use the dialogue above and ask three classsmates their telephone numbers. name telephone number ( ) ( ) ( ) ( ) ( ) ( ) ®U5/uci'CD Example: student of Japanese language 1. my teacher 2. my telephone number 3. my name 4. Takashis major \Z [IL Zl<D ^ < -tfv nihongo no gakusee 5. Marys friend 6. student of the University of London 7. teacher of the Japanese language 8. high school teacher Translate the following phrases into Japanese using (D {no). @koi-i6 kb 3d D U & kb D 6' A. Look at the chart on the next page and describe each person using the cues in (a) through (e). 1. tz It 1*>C Takeshi san -f n 2. * — Suu san b if h t 3 o/n— h * L Robaato san 4. *>£ L /c-lf/C-l+t' Yamashita sensee (a) Nationality (^)koi-i 7 tb h U i' Example: / T 'j — iS L Mearii san T/ 'J # UyCT-f. Mearii san wa amerikajin desu. (b) Year in school Qkoi-is tb & ij i' Example: / T — *5 Mearii san Mearii san wa ninensee desu. (c) Age @koi -19^ ib i] h Example: / T 'j — ^ Mearii san YT'J — iJ/Ui L n> o $ n> i is v c Mearii san wa juukyuu sai desu.
52 £fg •:£;£, S(d) School @koi-2o tb h U v Example: / T 'J — * L Mearii san (e) Major @koi-2 i a * u i' Example: / T 'J — S C Mearii san #> h y ^ & u % & XT'j-iAli T 'J y"f- /£'. < <7) Mearii san wa Arizona daigaku no < -tfv 'T-fo gakusee desu. X 0 — ^5 /L <7^ -It/CZoli KiaXZfT-fo Mearii san no senkoo wa nihongo desu. Hart, Mary 7c It L Kimura Takeshi Kim, Sue Smith, Robert Yamashita sensee Nationality American Japanese Korean tt'LZ < KJL) kankokujin British i' 5‘ 'J t igirisujin Japanese Year 2nd year 4th year 3rd year 4th year Age 19 22 20 22 47 School U. of Arizona Sakura Univ. Seoul Univ. U. of London Sakura Univ. Major Japanese history OKS L) rekishi computer Z h 7 tz &> {py t‘a-7-) konpyuutaa business If t to -f (bvtx) bijinesu (Japanese teacher) B. Ask and answer questions using the given cues. [4] koi -22 *> & 'J i' * tf> U fr Example 1: / T 'J - S /C/T / 'J i] IT A Mearii san amerikajin t> h y v' * * y — Q : yr'j-5 Cli T7 'J ij tLTirt'o Mearii san wa amerikajin desu ka. A : -to TiEe, soo desu.
%lg »>53 Example 2: / T '] — i L,/ ^ Atl/C-lt'. Mearii san sannensee — Q : ^ ^ — ^5 /C(i *X,fcX,-t£v'T-ttf'0 Mearii san wa sannensee desu ka. A : ^ n 'A. lcteX,-tiA 'T"f o lie, ninensee desu. * h U h i; •? * Mearii san Arizona daigaku no gakusee *6 & U I' 2 . /T 'J — * Mearii san ichinensee 3. AltlS/C/IXJAL/C Takeshi san nihonjin 4. tz\mL/\zilLt-:^tH<n Takeshi san Nihon daigaku no gakusee 5. Alt l ^ L/ L H> 1 * ID 9 $ V. ' Takeshi san juukyuusai i* -9 i'^x.X.t'A 6. X — * A/X^x-x'y L/C Suu san suweedenjin 7. X — *5 <75 -tt I -7 /It'- '*5' V ' (economics) Suu san no senkoo keezai * if * t tf i; fc i- 8 . u ^ ^ h ^5 X> 4±X> C Robaato san no senkoo bijinesu h if *> t 9 d/<— h * L/X fa/C-th' Robaato san yonensee 6 if ab fc 10. c7 /<— h * L/K L rp 9 v '-5 * V Robaato san nijuuissai 11. L A-tf/Cttv '/IXIA L A Yamashita sensee nihonjin 12. K>t L A 4+ A4+ V'/A <7 t <T) 4+/C4+V ^ Yamashita sensee Hawai daigaku no sensee A. Look at the chart about Mary’s host family and describe each person with regard to (a) and (b). l . 2. t>'lzo*/C 3. v'fctE okaasan oniisan imooto (a) Occupation/School 0koi-23 Example: & L t "?5 A -*• t>Lt^A(i t'V L ¥ V 'ATi"o otoosan Otoosan wa kaishain desu.
54 £!£ •£;£!! (b) Age 0koi-24 Example: Jo £ 9 is /(, otoosan Mary’s host family J: /C C n> l l±o 5\'Tto Otoosan wa yonjuuhassai desu. otoosan (father) ^5 /0 okaasan (mother) \z v oniisan (elder brother) V ' t 0 £ imooto (younger sister) Occupation/ School tJ'v ' L ^ kaishain (works for a company) L d> O' shufu (housewife) daigakuinsee (graduate student) 3 9 3 O-l+V' kookoosee (high school student) Age 48 45 23 16 B. Answer the questions using the chart above. @koi-25 1 . & Otoosan wa kaishain desu ka. 2. feK i is /Cli Otoosan wa nansai desu ka. 3. fctf'&S/Cli -t± -tir v. 'Ti" t>' 0 Okaasan wa sensee desu ka. 4. fctf'&SXXi Okaasan wa ttLiS v'T-fjJ'o nansai desu ka. 5. &i:v'*/Ui Oniisan wa tf'v. ' L ^ t 'X/T'f tJ'o kaishain desu ka. 6. Oniisan wa nansai desu ka. 7. /cA 'tf«< -t± v 'T"f tf'o Imooto wa daigakusee desu ka. 8. \ i fr/,* V'T-ftf'o Imooto wa nansai desu ka.
jjni%->->-55 vn ^<t:&)(D fl/uUiiO (Review Exercises) A. Class Activity—Ask five classmates questions and find in the chart below. jo tl' i X. 1 1 ? (What is your name?) Onamae wa? A tb h U li h t : yr k Ti~ Mearii Haato desu. h V 4' Z' L d) o L XJi ? (Where do you come from?) Goshusshin wa? A : T'J Vitto Arizona desu. jo L Z £ (1 ? (What is your occupation?) Oshigoto wa? A : ?$<< Gakusee desu. Nannensee desu ka. A : Kta/C-tfyC'fo Ninensee desu. tf'o Nansai desu ka. A : U rb o £ ^ n i \ ' Ti" Juukyuusai desu. -i+,C l o li 4/CT-M\, Senkoo wa nan desu ka. A : Uli/CZ'T-fo Nihongo desu. Name Nationality/ Hometown Occupation/ School Age Major, etc. B. Self-introduction—Introduce yourself to the class. Example: £> &> ij u li h t li^iLTo Hajimemashite. Mearii Haato desu. f •} V'i~ t£\ ^ Tto Arizona daigaku no gakusee desu. '.'i I- ^3. v 'T-fo Ima ninensee desu. i: ^ ^ fj) o ^ oTt, Juukyuusai desu. -tb/C 3 9 Senkoo wa , i A l < Yoroshiku li l:l I/CZ'T-fo nihongo desu. jo fa H ' L i "t - c onegaishimasu.
56 £!£ •3&£il C. Class Activity—Ask your classmates what their majors are, and find someone who has the following major. Example: Q : -\± ^ Z n li +£ LT"t 1)' 0 Senkoo wa nan desu ka. A : icl I/Cr'T-fo Nihongo desu. name 1. Japanese 2. economics 3. English 4. history 5. business D. Role Play—Using Dialogue as a model, make skits in the following situations. 1. You don’t have a watch with you, but you need to know what time it is. 2. You’ve just met a Japanese person and want to get to know the person.
fg1SI>»>57 Useful Expressions Time / Age Time Hours Minutes 1 C 1 11 U d> 1 \ N o T° kj ichiji ippun juuippun 9 2 12 U d> ^ 1 Z niji nifun juunifun 3 */L3°/C 13 U d> i *LXL 3 * c i: sanpun juusanpun sanji 4 £LXL 14 C d) iXLXL 4 J; l yonpun juuyonpun yoji 5 rru 15 i: d) 9 C\T/C 5 re go)' gofun juugofun 6 o 16 U roppun juu roppun 6 ^ < e 7 17 e ti) 5 rokuji nanafun juunanafun 7 L t) C 8 llo *3° kj/ 18 C 5 lio3?/C/ shichiji happun juuhappun 8 (1 kj U 5 li^.S'C li £> U hachifun juuhachifun hachiji 9 * $ n 19 e n> 5 * n> i 9 < u kyuufun juukyuufun kuji 10 L d> o *1° L>/ 20 1 - L d> o kj/ 10 UlC jliuji juppun nijuppun j ippun nijippun 11 e tp 3 30 “5 ky C d> o T° L/ juuichiji sanjuppun 12 e n> 3 ic e juuniji sanjippun Age /fcv' < otfii', (How old are you?) Nansai desu ka. Oikutsu desu ka. The counter suffix ~ $ v (• . . sai) is used to indicate . . years old.” i v ' o r v 5 r i t 9 $ rp 9 -J t issai gosai kyuusai 2 iz * V ' 6 ^ 10 nisai rokusai jussai jissai 3 7 11 sansai nanasai juuissai 4 8 li o * V ' 20 li fz t>* yonsai hassai hatachi *For 20 years old, li 7c %{hatachi) is usually used, although icLtfo'SWUCoSv' ( nijussai/nijissai) can be used.
58 £15-sail f “AfcfU 1 C to' L E S S 0 N 2 X'lX t)0 Shopping D i a I o g u Mary goes to a flea market. @K02-01/02 J6 & 0 1 "* 1 / T ') — : Mearii 2 Mise no hito tb h U 3 / T 'J - : Mearii 4 <&-tt £ Mise no hito J6 #> u i' 5 y r 'J - : Mearii 6 Mise no hito t> h 'j V' 7 / T 'J - : Mearii ’i" i -tir Ajc Sumimasen. ztu± Kore wa V' < btth ikura desu ka. Sore wa sanzen en desu. Takai desu ne. &<r> x (toil p < btf Jaa, ano tokee wa ikura desu ka. * /C-tfXCX < XXT'To Are wa sanzengohyaku en desu. f i tt^'o hfo-t fzrt''- 'T-ftio Soo desu ka. Are mo takai desu ne. cftli -tfXlioC/X XXT'T J: 0 Kore wa senhappyaku en desu yo. C ^<nx it"£ < Jaa, sono tokee o kudasai. A man finds a wallet on the ground. L bt:\'UX Shiranai hito ato £> ij I' / T 'J - : Mearii ZsKli tzM Kore wa dare no saifu desu ka. btzl<n XXT-to Watashi no saifu desu. £> U b x 1 Arigatoo cX'£t< gozaimasu. After shopping, Mary goes to a restaurant. @ko2 03/04 •9 x. x. t ti i~ 1 r>X— b ]yX Ueetoresu 2 / r 'j - : Mearii ' ' b o L ' i -tf o / X a. — £ £9 -t'o Irasshaimase. Menyuu o doozo. X'l to C*lli t'LTirbo Doomo. Kore wa nan desu ka.
3S2B>»59 9 X X. t ft + 3 — h lx X Ueetoresu * * o v> 4 / T'J - : Mearii *) X. z. t tl "t 5 ^7 X — h lx X Ueetoresu «> * U i' 6 / T 'J - : Mearii ZtiTirti ' o U^tto Dore desu ka. Aa, tonkatsu desu. £XX'o? -5 Tonkatsu? Sakana desu ka. lU'i I- < T-fo U'T'T Jc c lie, sakana ja nai desu. Niku desu. Oishii desu yo. zi\i lito Jaa, kore o onegaishimasu. * * * *> *> U i' 7 / r 'J - : Mearii 9 x. x. t u -f 8 ^x— h 1/X Ueetoresu * & ij i' 9 / T 'J - : Mearii o M tli IfZTtK Sumimasen. Toirewa doko desu ka. £>^-3 T-f o Asoko desu. Arigatoo gozaimasu. © Mary: Excuse me. How much is this? Vendor: It is 3,000 yen. Mary: It’s expensive. Well then, how much is that watch? Vendor: That is 3,500 yen. Mary: I see. That is expensive, too. Vendor: This is 1,800 yen. Mary: Then, IT1 take that watch. * * * Stranger: Whose wallet is this? Mary: It s my wallet. Thank you very much. Waitress: Welcome. Heres the menu. Mary: Thank you. What is this? Waitress: Which one? Oh, it is tonkatsu (pork cutlet). Mary: Tonkatsu? Is it fish? Waitress: No, it is not fish. It is meat. It is delicious. Mary: Then, I’ll have this. * * * Mary: Excuse me. Where is the restroom? Waitress: It is over there. Mary: Thank you very much.
60 »>s!£-:£>SH Tc hj C Vocabulary<02-05 Words That Point * ZiX kore * -Ztl sore * #>>ft are * dore Z<D kono * :<D sono * 1h<r> ano YKn dono z z koko soko *£>-? 3 asoko * K'Z doko * tziX dare Food * ' L v oishii * i N sakana * £ CtJ'O tonkatsu * |w < niku * / — a. — menyuu to U *P n yasai Things enpitsu f) s "5 kasa tf'l iX kaban < O kutsu * "5 \ '.3' saifu v-yX jiinzu U i' A, T U L jt jisho CTAX* jitensha L- *3' A> shinbun T > +• 'V tiishatsu fi'i'L * o * Elfv* tokee this one that one that one (over there) which one this . . . that . . . that . . . (over there) which . . . here there over there where who /V/ > delicious fish pork cutlet meat menu vegetable pencil umbrella bag shoes wallet jeans dictionary bicycle newspaper T-shirt watch; clock * Words that appear in the dialogue
/- h <r> a t nooto notebook <y^ A, pen pen II'-? L booshi hat; cap ll/C hon book Places kissaten cafe ginkoo bank * M U i; i' to ire toilet; restroom £ l J: tf'/C toshokan library ^ •? I/I? J: < yuubinkyoku post office Countries r / v -h & *> v Amerika U.S.A. I^'JX 5 u -r Igirisu Britain y r t ^s. Kankoku Korea Chuugoku China Majors Itv 'J'v, ' keezai economics zi > t° i — 9 — Z. h> If vp 7 tz $r> konpyuutaa computer \£ i/ ?- X U to t bijinesu business H* L rekishi history Family okaasan mother otoosan father Money Matters * V ' < h ikura how much * ~ 1L L . . . en . . . yen * fz ' takai expensive; high Expressions * *. ' b -o L v ' i -tf irasshaimase Welcome (to our store). ( . . . o) onegaishimasu . . . , please. * (~ £ ) (, tz*\ s ( . . . o) kudasai Please give me . . . * C K’ & jaa then . . . ; if that is the case, * £" ? •?’ doozo Please.; Here it is. * £'-? & doomo Thank you.
62 »> £I£ • j3'\AjI§°5 Grammar CT cn an What do we do when we want to talk about things that we do not know the names of? We say “this thing” “that one,” and so forth. In Japanese, we use kore, sore, and are. z*ui Kore wa ikura desu ka. How much is this? ^*ili Sore wa ^5 /C-tfX £ /CT't'o sanzen en desu. That is 3,000 yen. Kore refers to a thing that is close to you, the speaker (“this thing here”). Sore is something that is close to the person you are talking to (“that thing in front of you”), and are refers to a thing that is neither close to the speaker nor the listener (“that one over there”). btzL<n <>Tto Are wa watashi no pen desu. zjtii btzl<D <y T-fo ±Hl± btzl<n < y Ti~ Kore wa watashi no pen desu. Sore wa watashi no pen desu. o There is also an expression dore for “which.” Here we will learn to use dore in sentences like: £>t TtK Dore desu ka. Which one is it (that you are talking about)?
63 In this lesson, we will not explore the full extent to which the word dore can be put to use, because there is a slight complication with question words like dove. Question words like dore and nani cannot be followed by the particle wa. Instead, you must use the particle ga and say: ^ A, 1b +xtz<n Which one is your pen? Dore ga anata no pen desu ka. W&M C ©/?:©/<&©/ £© + noun If you want to be slightly more specific than kore, sore, and are, you can use kono, sono, and ano together with a noun. (Note here that the re series must always stand alone, while the no series must always be followed by a noun.) Thus, if you know that the item in your hand is a watch ( tokee), instead of: 3 ti li t ' ( b Ti~ H ow much is this? Kore wa ikura desu ka. you can say: 3 <7) £ Idt N |i t < ijTti'o How much is this watch? Kono tokee wa ikura desu ka. Similarly, if you are talking about a watch that is held by the person you are talking to, you can say: •^•<7) £ t~t v Ml 'J /C-tfX X. /CT't’o That watch is 3,000 yen. Sono tokee wa sanzen en desu. And if the watch is far from both the speaker and the listener, you can say: #><?) £ 1ft Mi ^ /C-tfX 3 Ik r ( di A^T't'o That watch over there is 3,500 yen. Ano tokee wa sanzengohyaku en desu. If you already know that one of several watches is 3,500 yen but do not know which, you can say: 3<7) 3 Itv •$ /C-tf L Z Ik r ( X.CT'f’ d)' 0 Whichwatch is 3,500 yen? Dono tokee ga sanzengohyaku en desu ka. Since dono is a question word, just like dore discussed above, we cannot use the particle wawith it; we must use ga.
To summarize: ends-) (LCD noun (l£~) close to the person speaking ^n(B-) -?•© noun (li~) close to the person listening ®n(is~) <S® noun (li~) far from both people £'n(*'~) df® noun (£)'~) unknown cz z mzz az We will learn just one more ko-so-a-do set in this lesson: koko, soko, asoko, and doko are words for places. <Z cZ here,, near me there, near you fib-TzZ. over there where You can ask for directions by saying: •f Ai-1+ /Co 1 If L ? i { 11 Yl Z T'~t ri' 0 Excuse me. Where is the post office? Sumimasen. Yuubinkyoku wa doko desu ka. If you are close by, you can point toward the post office and say: ( fj) ? C/X $ J: < 1 1 ) hT: Z Tffio (The post office is) right over there. (Yuubinkyoku wa) asoko desu. We will learn how to give more specific directions in Lesson 4. d TcftCD noun In Lesson 1, we learned how to say things like Mearii san no denwa bangoo (Marys phone number) and Takeshi san no okaasan (Takeshi’s mother). We now learn how to ask who something belongs to. The question word for “who” is dare, and for “whose,” we simply add the particle no. z>ftl± fcft® tf'iJXTl-tf'o -tjftli ^® THiXT-fo Kore wa dare no kaban desu ka. Sore wa Suu san no kaban desu. Whose bag is this? That is Sues bag.
gj2H>>>65 Ml noun In Lesson 1, we learned how to say “Item A is this, item B is that.” We now learn how to say “Item A is this, and item B is this, too” tz iti*x,ii ud/ur/CTi-o Takeshi san wa nihonjin desu. iclI/ClT/CT-fo Michiko san mo nihonjin desu. Takeshi is a Japanese person. Michiko is Japanese, too. Note that these two sentences are almost identical in shape. This is natural, as they both claim that a certain person is Japanese. The second sentence, however, is different from the first in that we do not find the particle wa in it. We have mo instead. Mo is a particle that indicates that that item, too, has the given property. One thing that you should watch out for is exactly where the particle is placed. In English, the word “too” can be placed after the sentence as a whole, as in the example above. Not so in Japanese. In the above example, mo must directly follow Michiko san. A ; IS j X | Trfo A is X. B 1 X i TrTo B too is X. t two items T shared property M noun To negate a statement of the form X wa Y desu, where Y is a noun, you replace desu with ja nai desu. 2 K* i tz ^ (i ( -tf U ' Tto Mr. Yamada is not a student. Yamada san wa gakusee ja nai desu. 1 We cannot use mo to describe a situation like the following: Our friend, Pat, has dual citizenship; Pat is a Japanese, but at the same time, she is an American. To describe the second half of this situation, we cannot say, Patto mo amerikajin desu, because the sentence would mean that Pat, in addition to somebody that has been mentioned, is an American. Neither can we say, Patto wa amerikajin mo desu. (Japanese speakers would say, Patto wa amerikajin demo arimasu.) 2 In the dialogues, there are two sentences that end with desu, which call for special attention: Are mo takai desu ne (That one too is expensive), and Oishii desu yo (It is delicious). These sentences cannot be negated by replacing desu with;a nai desu, because takai and oishii are not nouns. Are mo takai ja nai desu and oishii ja nai desu are therefore not grammatical. Instead, one would have to say takaku nai desu and oishiku nai desu. We will learn about the conjugation pattern of adjectives in Lesson 5.
66>»£&-S£5m You find several stylistic variants in negative sentences. Ja nai desu is very colloquial. The more formal replacement for nai desu is arimasen. Ja is a contraction of de wa, which is more formal and more appropriate in the written language. Thus in addition to the above sentence, you also find: Yamada san wa Yamada san wa gakusee ja arimasen. gakusee de wa arimasen. (more conservative speech style) (formal, appropriate for writing) affirmative: (X IS) YTrTo XisY. negative: (X IS) Y X is not Y. Statements often end with the tags ne or yo, depending on the way the speaker views the in- teraction with the listener. If the speaker is seeking the listeners confirmation or agreement to what has been said, then ne (“right?”) could be added. U v> ') — L<P> -t+X> Z (1 X'h'h* { T"t ti a Ms. Lee, your major is literature, right? Rii san no senkoo wa bungaku desu ne. Z >H.|i |C < U 'T'f ti o This is not meat, is it? Kore wa niku ja nai desu ne. Another particle, yo (“I tell you”), is added to a statement if the speaker wants to assure the listener of what has been said. With yo added, a statement becomes an authoritative decree. Tonkatsu wa sakana ja nai desu yo. Let me assure you. “Tonkatsu” is notfish. w S i) t >f ^r' U X U/CT-f Jto Sumisu san wa igirisujin desu yo. (In case you’re wondering,) Mr. Smith is British.
iB2R >>•> 67 myh Expression Notes 3\(~3r) < Tccll\k ( . . . o) kudasai is “Please give me X.” You can use it to request (concrete) items in general. ( . . . o) onegaishimasu too is a request for item X. When used to ask for a concrete object, ( ... o) onegaishimasu sounds slightly more upscale than ( ... o) kudasai. It is heard often when ordering food at a restaurant (“I will have . . ( . . . o) onegaishimasu can also be used to ask for “abstract objects,” such as repairs, explanations, and understanding. il O ( . . . o) doozo is used when an offer is made with respect to item X. In the dialogue, the restaurant attendant uses it when she is about to hand the menu to the customer. It may also be used when a person is waiting for you to come forth with item X; a telephone operator, asking for your name, would probably say Onamae o doozo. (O is a politeness marker. Therefore onamae is “your honorable name.”) On the pronunciation of number words Note that the words for 300, 600, 800, 3,000, and 8,000 involve sound changes. “Counters” whose first sound is h, like hyaku (hundred), generally change shape after 3, 6, and 8. Some counters that begin with s, like sen (thousand), change shape after 3 and 8. Refer to the table at the end of the volume. Big numbers In addition to the digit markers for tens (juu), hundreds (hyaku), and thousands (sen), which are found in Western languages as well, Japanese uses the marker for tens of thousands (man). Thus 20,000, for example, is niman ( = 2 x 10,000), rather than nijuusen ( = 20 x 1,000). While the next unit marker in Western languages is one million, Japanese describes that number as 100 x 10,000, that is, hyakuman. More complicated numbers can be considered the sums of smaller numbers, as in the following examples. 23 x 10,000 i A,t /v (nijuusanman) 4 x 1,000 X Ay^Ay (yonsen) 5 x 100 < (gohyaku) 6 x 10 h < *5 (rokujuu) 7 (nana) v.
68 >£!£• sail C ulture(J|EJO Japanese Currency Nihon no okane Japan's official currency is the yen, which is pronounced en in Japanese. The bills and coins currently in circulation are the following: 10,000-yen bill 5,000-yen bill A portrait of Yukichi Fukuzawa (1835-1901), a philosopher and the founder of Keio University. Shurei Gate, the Shuri Castle in Okinawa. A portrait of Ichiyoo Higuchi (1 872-1 896), a writer and poet. 1,000-yen bill 500-yen coin 100-yen coin A portrait of Hideyo Noguchi (1876- 1928), a bacteriologist who devoted himself to yellow fever research. 50-yen coin 1 0-yen coin 5-yen coin 1-yen coin All bills and coins are different sizes. For example, the bills slightly descend in length from 10,000 yen to 1,000 yen. Although credit cards are now widespread in Japan, some small shops and restaurants do not accept them, even in major cities. Consequently, most people usually carry a certain amount of cash with them, and ATMs can be found almost every- where. Pre-paid cards are available for use for public transportation and shopping. Personal checks are not used in Japan.
fl/uUtfO P r IJ1T5L/ (Numbers) a c t i c e Lil K02-06 100 U < 1,000 10,000 v ' A £ L hyaku sen ichiman 200 KtA* < 2,000 1 c-tiX 20,000 1 ztL nihyaku nisen niman 300 * /C £/> < 3,000 30,000 sanbyaku sanzen sanman 400 ILU"? < 4,000 Jt /C4+/C 40,000 Jt yonhyaku yonsen yonman 500 < 5,000 50,000 gohyaku gosen goman 600 6,000 h < -tt/i 60,000 *> < roppyaku rokusen rokuman 700 ft U ( 7,000 trtxx 70,000 X, nanahyaku nanasen nanaman 800 < 8,000 li o -tt Kj 80,000 li^iX, happyaku hassen hachiman 900 £ d> 1 U ? < 9,000 * rp 1 -tt ^ 90,000 kyuuhyaku kyuusen kyuuman A. Read the following numbers. @ko2-o7 (a) 34 (b) 67 (c) 83 (d) 99 (e) 125 (f) 515 (g) 603 (h) 850 (i) 1,300 (j) 3,400 (k) 8,900 (1)35,000 (m) 64,500 (n) 92,340 B. Look at the pictures and answer how much the things are. @ko2-o8 Example: Q : ^ > li v ' < b T~f Pen wa ikura desu ka. A : li A U ^ i x./CT"-to Hachijuu en desu. x a. Ex. > ¥80
70 £!£ •:£;£& (1 )tC/C£A°o (2)tf'"5 ( 3) L /OO'/O ( 4) il/C ¥50 (5) < o ¥3,500 (6) 8 l+v ¥ 1 0,000 ( 7) jWJX (8) 0 L J; ¥ 8,000 t v' a, i* ( 9) y->X' ( 10) <n fc t ( 11 ) / — b (12) (I 9 L ¥2,800 C. Pair Work—One of you looks at picture A and the other looks at picture B (p. 80). (Don’t look at the other picture.) Find out the price of all items. Example: A • /C Xf"> II V ' < b Tt Enpitsu wa ikura desu ka. B : U* < jL/CT-fo Hyaku en desu.
§§2t! 71 ®cnu «/uT?-r6' A. Items (1) through (6) are near you, and items (7) through (12) are near yourfriend. Your friend asks what these things are called in Japanese. Pay attention to dll (/core) and (sore). @ko2 -o9 Example 1: Friend : -ZHl i +£ LT"t Sore wa nan desu ka. You : I Hli <>Tir0 Kore wa pen desu. Example 2: Friend: Zttli ftXT'ftf'o Kore wa nan desu ka. You : -S-jHII T'>e YT-fo Sore wa tiishatsu desu.
72»»>^15-3t;£li B. Look at the picture and tell what each building is. @ko2-io Example: Q : dhKU +£ h'C't fro Are wa nan desu ka. A : &*Ui £ L J: frLX'fro Are wa toshokan desu. C. Pair Work—Point out five things in the classroom and ask your partner what they are using 3ft (kore), irfl (sore), or (are). Refer the picture on p. 83 for the vocabulary. Example 1: A : h *111 tuLTir fro Are wa nan desu ka. B : L It'. 'T"f o Are wa tokee desu. Example 2: A : aftli Sore wa nan desu ka. B : z*ili <>Tir 0 Kore wa pen desu. l/KSZrTfr A. Look at the pictures and make sentences using 3® (kono), ?•© (sono), or &©(ano). @ko2 -ii Example: 3 © X. L If'? II h ( L rs> ? fc.LX'fra Kono enpitsu wa rokujuu en desu.
m2m>»73B. Pair Work—One of you looks at card A and the other looks at card B (p. 81). Ask and answer questions to find out the price of each item. Use H © (kono), ^CO (sono), or {ano) appropriately. After finding out the price of all items, decide on one item you want to buy. Example: Customer; Z <7)11X^11 b Tt Kono hon wa ikura desu ka. Store attendant : ic H =? < £ A, T o Nisen hyaku en desu. Customer : IT <r>-h Jaa, sono kasa o kudasai. Part I. You are a store attendant. Tell the customer how much each item is. Part II. You are a customer. Ask for the prices of items (l)-(5).
74 Look at the pictures and answer where the following are. @<02-12 Example: A 2X3-511 XZT-tt'o Sumimasen. Ginkoo wa doko desu ka. B : *>* ZT'to Asoko desu. A : z'*\'tir 0 Arigatoo gozaimasu. bank D O Q f=lD t i' fi (l) M U (2) £ L ± 7JX (3) < o (4) L 7c -t± X-t± V ' Yamashita sensee 46 (2 *t> -9 (5) / — a- menyuu (6) C L jt jisho Tc.no Pair Work—Point at each item below (picture A) and ask whose it is. Your partner will refer to the picture B (p. 82) and tell you who it belongs to. Example: A : 3 jH.I1 tztUD iS'^Tt^'o Kore wa dare no kasa desu ka. 46 & U V' B \ / T')-*L<r> iJ'iTt. Mearii san no kasa desu.
fjj2jf »75 Look at the pictures below and describe each picture. @K02-i3 Example: titl */Cli Idl/CL/CT-fo Otoosan wa nihonjin desu. Okaasan mo nihonjin desu. Ex. Japanese Father Mother
(4) 7:00 (5) vegetable (6) U. of London students A. Look at the chart on the next page and answer the questions. [^J <02-14 Example: Q : /T'J— ^/U± C /ET'-ftf'o Mearii san wa nihonjin desu ka. lc (1 /C tL E t 5')ijtLTiTo lie, nihonjin ja nai desu. Amerikajin desu. 1. 7c It l 5 /Eli *> 0> 9 Z" < E ^Ttto Takeshi san wa chuugokujin desu ka. h if $> t * * i) fr 2. &'<— h /C (i T7'J ii E/CT-f^ Robaato san wa amerikajin desu ka. 3. Y’i l t'c tf/C-ttv'li t'LZ < Utt^o Yamashita sensee wa kankokujin desu ka. 4. -tf/oinii ici^rr-r^o Robaato san no senkoo wa nihongo desu ka. 5. |± it^^VTt^o Suu san no senkoo wa keezai desu ka. 6. /cltl^XJi ^ < b /cV, < <7) < -th 'T-ft'o Takeshi san wa Sakura daigaku no gakusee desu ka. *6 * IJ i> h h ¥ h 7. / T 'j — $ A,li d > K>7^''.'7j if < <7) 'T'-f Mearii san wa Rondon daigaku no gakusee desu ka. 8. /cltl-SAdi lw ta/C-t± v Takeshi san wa ninensee desu ka. 9. X — *,Cli uA^^•lfpT'tto Suu san wa ichinensee desu ka. to. c7/n— b*,Ui J; Robaato san wa yonensee desu ka.
j£2jg>->>-77 Hart, Mary * tJb /bit L Kimura Takeshi Kim, Sue Smith, Robert Yamashita sensee Nationality American Japanese Korean British Japanese School U. of Arizona Sakura Univ. Seoul Univ. U. of London Sakura Univ. Major Japanese history computer business (Japanese teacher) Year 2nd year 4th year 3rd year 4th year B. Pair Work—Ask your partner whose belongings items (1) through (7) (picture A) are. Your partner will refer to the picture B (p. 78) and answer the questions. Example: A ' 3 tl 11 77 'J — iS L<F> iS V Kore wa Mearii san no saifu desu ka. lie, Mearii san no saifu ja nai desu. A : 'J — iS^<n is v. fro Rii san no saifu desu ka. B : 7C*, ')-iS^<D is t '.I'Tto Ee, Rii san no saifu desu.
78 >>•> £15 • £;£H H/uUfiDO (Review Exercises) A. Role Play—One student is a store attendant. The other is a customer. Use Dialogue I as a model.
B. Role Play—One student is a waiter/waitress. The other student goes to a res- taurant. Look at the menu below and order some food or drink, using Dialogue II as a model. (See Culture Note in Lesson 8 [p. 207] for more information on Japanese food.) *-=LTv'l jt < t tf If o T V' $ A, £ V' o ft v f i> o t < U V' f 7M X 7 'J - A C O- l' 3 — t t± A, If S> it- h — ff— ^-7 7 " 9 C **> 9 V a - X h i, <
80 £*•£» Look at the picture and ask who each person is. Then, add more questions about their nationality, occupation, etc., as in the example. Example: A B B Z4Ui /zltTti'o Kore wa dare desu ka. £> h ij b ST <) -5 /CTi- o Mearii san desu. V' r i) -r T ¥') X U/CT Igirisujin desu ka. T © k i: L m * lie, igirisujin ja nai desu. $> tb i) T/'j ii L/CT-f 0 Amerikajin desu. f <) < H±v 'T-f Arizona daigaku no gakusee desu. Soo desu ka. 'T"-f Pair Work ©C. Example: A I V'< bTth Enpitsu wa ikura desu ka. B : U* < x/CT-fo Hyaku en desu. (- P- 70) ¥100
(— p. 73) Pair Work (5) B. ~~ Example: Customer: C<7)(i/Cli i) T't i'o Kono hon wa ikura desu ka. Store attendant : I z-\± Ti~ „Nisen hyaku en desu. Customer: Jaa, sono kasa o kudasai. prices of items (l)-(5). the customer how much each item is.
82 »»»aB-a%a Pair Work @ Example: A : ZtUi tziUD Kore wa dare no kasa desu ka. #> h y i-' B : ST')-* L<n Mearii san no kasa desu. (— p. 74) Picture B t *9 X — Suu 7 c It L Takeshi #>$>!) I' XT 1 ) — Mearii b if & t C7 / \ — k Robaato L /c-tt/C-bfrv Yamashita sensee
Useful Expressions SdolO fart' 'j i L tz'h'o Do you understand? Wakarimashita ka. to#' ‘J i L tz 0 I understand./I understood. Wakarimashita. fart' ') i -tf L0 I don’t understand./I don’t know. Wakarimasen. tJJoOJ { f:^'o Please say it slowly. Yukkuri itte kudasai. & 1 i'oT ( /cii'o Please say it again. Moo ichido itte kudasai. £> J: o £ Please wait. Chotto matte kudasai. ^ ^ N T ^ /c J v ' 0 Please listen./Please ask. Kiite kudasai. 10 — i/ £ A T ^ /c ^5 ^ N o Please look at page 10. Juppeeji o mite kudasai.
( | i e s s o n 3^X— 0^^ Making a Date T< T< Tv D i Q I O Q U © fc'U fc> v-' Mary and Takeshi are talking. @K03-01/02 1 felt L : 2 / T 'J — : 34 L : 5 / T 'J — : 6 felt L : 7 / T 'J - : sfi^lifev 'Tv lifto ln>tio 41C tim fev'Tv' t %x%% i ifD tt, i t xf' & i to f tTff o U^£>, et^l 0 1-B^iHi trMj£ -it /Cri'o ¥ X s ? V X.I' ^ * ista (it, jt o z 0 ¥ X s ) If i:^f, BflSBiiirt T-rt'o \zhii tf v^'Tf fc 0 On Sunday morning, at Mary’s host family’s. | "l|) K03- 03/04 1 TT'J2 &#*/C 3 / T 1 J - 4 *'i> 5 XT 'J — 6 f'#* A ii'h 7 / r >j - 8 f 9 y r 'j - fcliJt t :Tt'ito t> lit to -?-v ' Tf ti 0 li* ft, -f 0 li /K#lcff $ i fo ^I^T^i^^ito $ <k -) Jn ^ V' Jitt f'-' ^ <& v u 'Tf >ti 0 'j t f f'o 4A, U f»'f fLB# Tto < U aftwIRli? (fA, liA/ t ffo tz t 9 Ttto v'oTboL^v'0 v'oT* if0
%3jg>»85 Takeshi: Mary, what do you usually do on the weekend? Mary: Lets see. I usually study at home. But I sometimes see movies. Takeshi: I see. . . . Then, would you like to see a movie on Saturday? Mary: Saturday is not a good day. (lit., Saturday is a little bit [inconvenient] . . . ) Takeshi: Then, how about Sunday? Mary: Thats fine. Mary: Good morning. Host mother: Good morning. You are early, aren’t you? Mary: Yes, I’m going to Kyoto today. I will see a movie in Kyoto. Host mother: Good. Around what time will you come back? Mary: Around nine. Host mother: How about dinner? Mary: I will not eat. Host mother: I see. Well, have a nice day. Mary: Good-bye.
86 >>>£15 -gag rc^ §E PP @ V o cab u 1 a r y Nouns Entertainmenf and Sports * X. v movie is ^ music ^ o L magazine xtf-y sports f— h date (romantic, not calendar) -r — X tennis flrf TV Foods and Drinks T>f X 7 'J -A ice cream breakfast fc>@ sake; alcohol green tea =7— t coffee * l£XZ"ldX BfcC'fc dinner /\y / hamburger CA Z"I±X *w<R lunch A-f * water Places % home; house * -7 £ home; house; my place Z 9 school Time m morning * L/c B^B tomorrow t. 'O when * $ J: 1 m today * ~ z'X at about . . . 3 /Cl±*X tonight * L id P J O 2®5^. weekend * X Jt p T/' ±.Bf B Saturday * Words that appear in the dialogue
fS3H 87 * ic % Jt n if BBSS £ v Me £> £ v'liX (/verbs * V ' < ft < * tf'X. 6 !f £ i < M < <nt: fkU Uir .tt; vfit «L' Ru-verbs io $ 6 * * fz< 6 4i6 * A6 Irregular Verbs < £ -5> * i~ 6 * </C $ 1 lir 6 Adjectives MH' * li^' Adverbs £>£*) + negative -tfX-tfX + negative * tz V ' T V * J; -o JC * «t < Expressions * -t i Tirn * T t> * £" *7 Ti~ Sunday every day every night to go (destination IZ / ^) to go back; to return (destination IZ/^) to listen; to hear (~ £ ) to drink (~£) to speak; to talk (language £ / T) to read (~£) to get up to eat (~£) to sleep; to go to sleep to see; to look at; to watch (~ £ ) to come (destination IZ / ^) to do (~£) to study (~£) good early not much not at all usually a little sometimes often; much That’s right.; Let me see. but How about . . . ?; How is ... ?
88 • !&/2aftiG r a m m a r IS\hj IS -5 Cl Verb Conjugation Verbs in Japanese conjugate, or take various shapes. In this lesson, we learn three forms: (1) the “dictionary forms,” (2) the present tense affirmative forms, and (3) the present tense negative forms. 1 There are two kinds of verbs that follow regular conjugation patterns, and an example of each is below. ru-verb u-verb verb bases tabe ik dictionary forms (to eat) lj< (to go) present, affirmative f- present, negative t- stems tz fr€r i' belongs to the group of verbs called the “ru-verbs.” Ru-verbs are so called, because you add the suffix ru to the verb base ( tabe, in the above example) to form the dictionary form. For the two long forms we learn in this lesson, you simply add the suffixes masu and masen, instead of ru, to the bases. We learn four ru-verbs in this lesson: fz fa ^<£1" $JE£-f fa' h feSi-f JL£-f fz fa fa A. Another major group of verbs is called the “w-verbs.” The dictionary form of an u-verb like ft 4 can be broken down into the base ( ik in the above example) and the suffix u. The long forms like ff 1* Hr and ff $ £ /C, then, are formed with the base plus suffixes imasu and imasen. In u-verb conjugations you find letters shifting in the same row of the hiragana chart (see inside front cover). In ff < , for example, you see < and $ , both in the N row of the hiragana chart, tfcij has and <&, both in the £ row, and so forth. We learn six w-verbs in this lesson: 1 The use of the term “dictionary form” is by no means restricted to listings in a dictionary. They also appear in various constructions in actual sentences. We will learn their uses in later chapters. Don’t be misled by the names given to the long forms too; the “present tense” in Japanese can indicate both the “present” and the “future.” We will return to this issue in Section 2 below. For the moment, we will concentrate on the forms, not the meaning of these verbs. 2 In addition to the standard negative forms like £ -tf L and $ £-£/(,, you may also hear the much more colloquial sub-standard negative forms like 'T't’ and ' T't used by Japanese speakers. We will briefly come back to these increasingly popular new negative forms in Lesson 8.
3j3fg>>>89 tfct; tfct' U-f M< *T< <7) J; l±& b ^'x. IUit tfcAi-f tsii-r M*i-f 'Jf'ii'f co J; Ii4' 5 V' 75' x. In later lessons, we will have many opportunities to refer to the parts like and , which come before i i~ and t -t+ L in the long forms. For the sake of ease of reference, wewill call these parts (same as bases with ru-verbs, and bases plus i with u-verbs) “stems.” In addition to ru-verbs and u-verbs, there are two “irregular verbs.” Note that the vowels in their bases are different in the short (dictionary) forms and the long forms. irregular verbs dictionary forms 1 (to do) < 3 (to come) present, affirmative present, negative stems U These two verbs are also used to form compound verbs. In this lesson, we learn the verb Mwhich conjugates just like verb i" . It is important to remember which verb belongs to which conjugation class. It is a good idea, therefore, to memorize each verb as a set: instead of memorizing just the dictionary form, try to memorize the dictionary form and the present tense affirmative, like ff ( —ft b £ . This is especially important with verbs that end with the hiragana £> , because they may be irregular verbs like "f Z> and < -£>, or ru-verbs, or u-verbs whose bases just happen to endwith the consonant r. If you know the verb classes and the rules that apply to them, youknow why it is wrong to say X Jt ‘j £i~ and X % i (= a ru-verb) jJflfS (= an u-verb that ends with S ) verb bases mi kaer long forms A, * b A'X. A'X stems H !i§d *'X. Look at the second from the last syllable in the dictionary form; and X. in JL and %, for example. The irregular verbs set aside, if you see the vowels u, u, or o right before the final -S, you can be absolutely sure that they are u-verbs. (We have not learned any such verbs yet.) If you see the vowels i and e before the final , in most cases, the verbs are ru-verbs. ft is such a ru-verb. There are exceptions, however; there are also u-verbs that have the vowels i and e before the final -5> . % is such an exceptional u-verb.
9o»»£jg-gaai Verb Types and the “Present Tense” In this lesson we learn about a dozen verbs that describe basic human actions. These are often called “action verbs,” and the “present tense” of these verbs either means (1) that a person habitually or regularly engages in these activities, or (2) that a person will, or is planning to, perform these activities in the future. Habitual actions: btzl A ST ')-* /Clik $ hi \th tz Future actions: l tz £ £ i~ 0 btz ij-j i *-5 i £> N'Jf >j i -t±/C c £ ± 7 tf'X. I often watch TV. •{t /C o Mary sometimes doesn't eat breakfast I will go to Kyoto tomorrow. Sue will not return home today. H Particles Nouns used in sentences generally must be followed by particles, which indicate the rela- tions that the nouns bear to the verbs. 3 In this lesson, we learn four particles: £ , T, I C , and The particle £ indicates “direct objects,” the kind of things that are directly involved in, or affected by, the event. Note that this particle is pronounced “o.” - — t —_£ o I drink coffee. (D £ M $ £ "To I listen to music. f-Ut'£A£-fo I watch TV. 7? The particle T indicates where the event described by the verb takes place. 4 EUMftT^ i to I will read books in the library. t LxfrA, II A/ X 9 ^>T"t k t to I will watch TV at home. & 3 In spoken language, particles are often “dropped” We will learn more about such cases in Lesson 15. 4 In later lessons, we will be introduced to verbs that require particles other than T to express location.
H3I1! 91 |(_ The particle 13 has many meanings, but here we will learn two: (1) the goal toward which things move, and (2) the time at which an event takes place. ( 1 ) goal of movement %Al i 4" B i* i -it Lo I will not go to school today. btz l $ i 9 C *9 l± 3 £> 13'jf- *) £ -f 0 I will return home. btz l i)'*. (2) time I will go to Kyoto on Sunday. \Z%<fc-9 Tf t V' -1- —Bf |3^ J -f" o I will go to bed at eleven. (Some time words stand alone, without the particle 1 3 tagging along, which will be dis- cussed in Section 4 below.) Approximate time references can be made by substituting Z' h or 3' h 1 3 for 1 3 . Thus, -f- — 3' <^> ( 1 3 ) 3lE i "j" 0 I will go to bed at about eleven. 'N The particle -"s too, indicates the goal of movement. The sentences in (1) above therefore can be rewritten using ^ instead of 13. Note that this particle is pronounced “e.” (± 4- /Cc btz L btz I Note ‘j i-f o $ X -9 I will not go to school today. I will return home. tf'X. that ^ may replace the particle 1 3 only in the goal-of-movement sense. The particle 13 for time references and other uses, which we will learn about in later lessons, cannot be so replaced. Time Reference You r eed the particle 13 with (1) the days of the week like “on Sunday,” and (2) numerical time expressions, like “at 10:45,” and “in September.” 0 iu < b orc lzt>|£o Xf v> -tiB#E3-j-.g.#l3 3gA £-f ( D i/vCn**) >1* o'/v £> 13 'jfu i-r. 75' x. I will go on Sunday. I get up at 10:45. I will go back in September.
92 bIS • X&l You do not use the particle lc with (1) time expressions defined relative to the present moment, such as “today,” and “tomorrow,” (2) expressions describing regular intervals, such as “every day,” and (3) the word for “when.” h i tz$k£~t 0 I will come tomorrow. $ I watch TV every evening. ii'ifx * / e> ^ x ft 1$ i ~h'o When will you go? You normally do not use \Z with (1) the parts of a day, like “in the morning” and “at night,” and (2) the word for “weekend.” Unlike words like hi tz and #0ft above, however, these words can be followed by I-, depending on styles, emphases, and personal preferences. I read the newspaper in the morning. h) ^ L A/O'A/ £ L i ~f ri'o What will you do on weekends? I vni-o (H9 ~&tthih' You can use £ (= the present tense negative verb, plus the question particle) to ex- tend an invitation. It should be noted that its affirmative counterpart, £ ~f 1)', cannot be so used. Thus a sentence like & Z'M £ can only be construed as a question, not as an invitation. -tf /C What do you say to having lunch with me? O'* 13^ tz v u \Tir Sounds great. T“ — X £ L i H+ As’/j'o Will you play tennis with me? 1 , ^>cto^ 0 Um, its slightly (inconvenientfor me at this moment). ritM Word Order Japanese sentences are fairly flexible in the arrangement of elements that appear in them. Generally, sentences are made up of several noun-particle sequences followed by a verb or an adjective, which in turn is often followed by a sentence-final particle such as ?)', fa, or J; . Among the noun-particle sequences, their relative orders are to a large extent free. A typical sentence, therefore, looks like the following, but several other arrangements of noun-particle sequences are also possible.
g£3jg>>>93 M I ^l± ^B 0#«&T H*ff i lilito L J i -} t Li-frAs (- (i/v *1 '<XJj:9 tbpic time place object verb I will study Japanese in the library today. li x< -tHfr* i topic frequency -tB#; Lt> i; time goal m ‘J i-r, verb q/ten go frac/c /zome at around seven. Frequency Adverbs You can add a frequency adverb such as # 0 (everyday), J; < (often), and Y A (sometime s) to a sentence to describe how often you do something. bt In this lesson, we also learn two adverbs which describe how infrequent an activity or an eveni bt: tl'IC*. 11 Y 1* Yl $ I - ft A i 't o I sometimes go to a coffee shop. So S l' is; -tfX-tfX (never; not at all) and h £ •) (not often; not very much). These adverbs anticipate the negative at the end of the sentence. If you use -tfX-tfX or i ‘J , in other words, you need to conclude the sentence with i -tf L. %, I itf/UXf U If £ jLljfX frit L 5 X, li ft* IMmi 9 The Topic Particle (3: I do not watch TV at all. Takeshi does not study much. As w saw in Lesson 1, the particle li presents the topic of one’s utterance (“As for item X, it is such that . . .”). It puts forward the item that you want to talk about and comment on. You may have noted that the topic phrases in sentences such as / T ') — i X ti (Mary is a sophomore), and ^AOO#JjCl± H (My major is the Japanese language), are the subjects of those sentences. A topic phrase, however, need not be the subject of a sentence. We see three sentences in the dialogue of this lesson where nonsubject phrases are made topics with the help of the particle li. L Or fro Mary, what do you usually do on the weekend ? 4-B lift Cliffs £ ir 0 5 n 5 1 9 t w Yrn going to Kyoto today.
94>»£is-3tsm In the above two examples, (i promotes time expressions as the topic of each sentence. Its effects can be paraphrased like these: “Lets talk about weekends; what do you do on weekends?” “Let me say what I will do today; I will go to Kyoto” IfX liC tz How about dinner? I will not eat. In this example, (i is used in directing the listeners attention and thereby inviting a com- ment or completion of a sentence. You may also note that the broached topic, % does IfA, If/, not stand in subject relation to the verb, but is rather its direct object. r iiiy-s Expression Notes 4\When you move to a place where the hearer is, you say “I’m coming.” in English. However in the same situation, (iff # S i is used in Japanese. i h is a movement toward the place where the speaker is, while fr is a movement in a direction away from the speaker. literally means “a little,” “a bit,” “a small amount,” as in ^ J; o b ^ tz § V' (Please give me a little) and i J: o (Please wait for a moment). It is commonly used for a polite refusal. In this case, it means “in- convenient,” “impossible,” and so on. Japanese people don’t normally reject re- quests, suggestions, or invitations with V' V' x. (No), because it sounds too direct. A • if® B Will you see a movie on Saturday? B • ±® B ioto Saturday is not convenient. £ £ n Xf y (lit. y Saturday is a little bit.) J
95 !|Vn/u © A. £ Ucfe frA, tfo U £ Change the following verbs into and ~^t+/u. @ko3-o6/o7 B. Hi Uko ract c Example: tz^Z> tz <6 1. <F>tJ l. * < 7 c <£ -f 4. -f 6 5.6 . ». ' < 7. < 4 8. 9. 10. J; t 11 . ^ 12. -^/C J: •? 1" 6 _ook at the pictures below and make sentences using the cues, a) Add the appropriate verbs to the following direct objects. @ko3-os Example: ero l eTo L i (2)-r-X (3) ' ' > ' if— school/Saturday (6) 0 *ft (C ISA, C McDonald’s/5:00 home/tonight college/every day
96 >£15 •$;£! (b) Add the place to the above sentences. @ko3-o9 Example: library -* HI T$tIt £ ffii <A £ "f < i t «£ C. Look at the pictures below and make sentences using the cues. |j K03-10 Example: go to the post office — #MfL I - -fT c v> Ex. go to the post office (2) come to school 3:00 (3) come to the coffee shop (4) return home (5) return to the U.S. tomorrow D. Pair Work—Make questions, using verbs we have learned in this lesson. Example: A : ti' 0 k Ith'A. io l £ B : ii, £ -tf/U X «t
H3I1 97 E. Pair Work—Guessing game Ask questions and find out the items your partner has chosen. 1. Before you start, both of you will choose one item in each row of the table and mark it. 2. In each row, using the verb and one of the four items, make a yes-or-noquestion sentence and find out which item your partner has chosen. 3. You can ask at most two questions with one verb. If you have guessed correctly the item your partner has chosen, you score a point. Your partner will not give away the right answer when you ask a wrong question. 4. When you have asked questions about all the verbs in the table, switch roles with your partner and answer their questions. 5. Tabulate the score. You win the game if you have scored higher than your partner. Example: A B A B l' 5 o $ XL W lit', It $ i Xo (A guessed what B marked, therefore A won.) ~UIt£ £ X i' post office school coffee shop library sports movie news (— JL — X) cartoon (i/U'O <n sake green tea water coffee ~ A i ’t <£ book newspaper magazine Japanese book l£X date study telephone tennis
98 -gats 0raRlcg®rr&' mU U 33 A. Look at Mary’s schedule and answer the following questions. @<03-1 i 1. /T 'J mm Or 4 k> U & 2. AT'j-i * Hrti\ 4' A/ D 4A, U liA, tz 4. YT 1 )-* /C(i^TH#l3 Z7 — b-HUIt^'o4A/ U <0 5. /T ') -* %\zm) 4A, U ?5' x. 6. /T'J-iAli^ui^Lit^o 4 A/ U ^A/^i-) 7. /T'J— (;:<££ -fjfr' 0 */<, U fa 7:30 a.m. get up 8:00 eat breakfast 8:30 go to school 12:00 eat lunch 3:00 p.m. drink coffee 4:00 play tennis 5:00 go home 6:30 eat dinner 7:00 watch TV 8:00 study 11:30 go to bed B. Pair Work—Ask your partner what time they do the following things. Example: A : t 3"^ * £-f 4A, U *5 4 A, C *3 13 & l±£> 13 & Your partner’s schedule time ( ) get up ( ) eat breakfast ( ) go to school ( ) eat lunch ( ) go home ( ) go to bed C. Look at the pictures in I-B (p. 95) and I-C (p. 96), and add the time expressions to the sentences. @K03 -i 2/i 3 Example: (I-B) 2:00 — —B# |: £&<A t -f 0 U C t Ltii'L L t (I-C) 1:00 — —B#|:#MI# Kff $ 4 to l'*> 13 *i>-)tfA,Sj:< V'
99 ®n-t-£«393;ti/u6' (D A. Make suggestions using the cues below. (4)ko3-i4 Example: drink coffee 1 . see a movie 2. come to my house 3. play tennis 37— t — <F> 4. eat dinner 7. drink tea at home 5. study in the library 8. listen to the music 6. talk at a coffee shop B. Pair Work—Ask your friend out for the activities in the pictures. Example: A : B I* H K & l i Hf /U\, Xf t Urt'A. B • v h ' %1 0 / "t" i -tf £> J: o £ How often do you do the following activities? Answer the questions using the expressions below. Example: Q : HA, <t A • x. x. > ct ( <£> i .t ct
100 gig • X;£$i l. X,+°— "/ £ l^tK •^•B ii.'(3£> 2. So L i J: < 3. A £ -f tf'o t LtfrAs o £ ^ £" A 4. tf'o X.O ^ * *>i u j ~ i -tirX 5. o— fc — fclfcAi-fd'o (7) -tfx-tfx ! 6. i: liA, S 7. (iA, fc II (Review Exercises) A. Answer the following questions. 1 . ±i-J)\ 4A, 13 2. l i-ftf'o i *7 3. oof- U t' £ jjLi -ftf'o 4. X-t' — "/ £ L Hrfro 5. ^I3fc(i£"3 izff* i-f j>'o V' 6. 7. l i*f ^ A,{^A, 4(3 8 . #BSL IX'o joifx 4a, 13 fa B. Tell your classmates what your plans are today/tomorrow/on the weekend. Example: -4"B li-- ^ 3X® 3'M£'§£X i "To i£B^|C III^f^T B £M5£ L l'*> 13 06 liA, tz is Ay 13 fc L.fc7&'X (3 15 A/ r i-fo ^B#z'^^i3 !)f ‘J i-fo 6 < 13 '-'x. tS'x. C. Class Activity—Find someone who . . . name 1. gets up at 7 o’clock. 2. eats breakfast every day. 3. speaks French. 4. watches TV at home. 5. listens to Japanese music. 6. plays tennis.