AN INTEGRATED COURSE IN ELEMENTARY JAPANESE SECOND EDITION Eri Banno Yoko Ikeda Yutaka Ohno Chikako Shinagawa nnlll3^? Kyoko Tokashiki TheJapanTimes
CD yu-'V^-TiiS:tT^t-ti:^(DT\ z:')i* < /£ ^ l^o 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 ofthe publisher. First edition: October 1999 Second edition: October 2011 6th printing: November 2012 JASRAC tB 1110931-204 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-0 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/ ISBN978-4-7890-1443-4 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.” Its 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 ofthe Publications Department ofThe 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 September 2011
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6 let L/toll-/Preface.3 $®|iIOU'\'U/lntroduction.12 IS/ubj: ii\hj ^hj *13^ T^JbAW^hJ^U Looking for a Part-time Job 26 Potential Verbs ~U (It looks like ...) —jM^I^~0 CultureNote Names ofYears.48 fa^r•9 £ t .^Useful Expressions At the Bank.49 =±:/. *14s y'CbV^'TVx— Valentine’s Day 50 15 Ul^ number -l-fe / number + Ut)'+ negative CultureNote Annual Events in Japan.72 ^Useful Expressions Counters- •73
*15^ A Trip to Nagano 74 uti^ (D 0 4: c:a Volitional Form Volitional Form ~r33< Using Sentences to Qualify Nouns CultureNote Japanese Accommodations.8i s^Useful Expressions /tvT'Jb’C^ At the Hotel.95 ^16® Lost and Found 96 ~r®id^'^/<n§/fe65 -r'rs/^t^/u'uurc CultureNote Gift-giving in Japan.117 iD< mYJm Grumble and Gossip 118 IS^cfU (I hear) -or --rcE) ~fd:<rfeiiiir^ -a^rcur-r —luiL/—r^)'6 CultureNote Japanese Gestures.128 i: -^^Useful Expressions J^M/5l§P^Tr At the Barber/Beauty Salon.139 tr V> CF d:oli/u
8 *18® A^CD7^JbA'Yh John’s Part-time Job 140 Transitivity Pairs ~‘CU^5 ~<h ~^*'5 -i^'cbzi'orc-^-r CultureNote '^“L Sushi.163 *19® Meeting the Boss T: Honorific Verbs Giving Respectful Advice —rcfc^'oTcTr^ CultureNote Visiting Someone’s House li 0 fj /v 164 183 *20® Mary’s Shopping 184 b' h(D Extra-modest Expressions Humble Expressions -rjilir Questions within Larger Sentences name item CultureNote — Japanese Pop Culture t: ti/v •207
i; ►►►9 *21^ Burglar 208 Passive Sentences adjective + CultureNote Religion in Japan—Shinto and Buddhism.229 *22^ Education in Japan 230 IC (3^ ^U< Causative Sentences verb stem + ~IS' ~®|C CultureNote (2) Japan’s Educational System (2).251 :: li-j V‘< f *23** Sy X\. Good-bye 252 Causative-passive Sentences CultureNote Japanese Proverbs •273
10 1 md^m^m cfc ft' 'N/u *13^ 0^035^)051/^1^/^ Interesting Experiences in Japan 1C I5^ (J-L\ (J•^ 276 # 3i4 ji t# $ M m # i§] 1, *14is Personal Advice Column ^5 rdhj 283 i± ix w m m to ^ ^ & •t n *15'^ My Favorite Place t^fcU T <hC5 288 ?E ^ >5^ >± x ® te jt 3* i# it *16® ^A;t)'rKl7;^feA/J The Manga Doraemon 295 -e ^ i-x # Fffl a *17® ^^’3— YokoOno 301 ^ if m ^ * p«o ^ ^18^ A.CoIIgq© Lif© rdl\ *K Z)0 308 @ ^ m ^ « 1^ m n ?s *19® Jb Letters and E-mails 315 X « fo1 *20® 5S0Iin A Cat’s Plate tad ^6 323 M ^ ^ jh ;|=^ ^ iii ^21 w Je ^ Unlucky Ages ifU it ^7] 330
=t)< i; ►►► 11 Tomomi’s Diary 336 ^ IC^ ^ IE II lE) ^ ^ ^ ^ *23» A;^II? What Does This Face Mean? 342 Z}'33 II « ^ i=@ ^ tb it SI i ^ ^ ^ t'hj mo ^<,1/''Aj1 Japanese-English.350 ^<.l/''A^2 English-Japanese.365 S^lfeEl Map ofJapan.380 1C (3/u B ^ Numbers.382 t'-f Conjugation Chart.384
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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 speak¬ ing accurately yet in a stilted manner, or fluently but employing only simple grammatical structures. n 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’ knowl¬ edge ofJapan 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 “Listen¬ ing Comprehension” exercises is especially convenient. We have also recorded the readings from the Reading and Writing section ofthe 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 sup¬ plemented 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, we have updated the readings in the Reading and Writing section to make them more relevant to the Japan oftoday. m 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 Con¬ versation and Grammar section of each lesson is organized as follows: 0Dialogue 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 0Vocabulary 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 sum¬ marized 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 Q and 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 Dia¬ logue 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 discuss¬ ing 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 through 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 15 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 liX ^((^^) book H A.) Japan Ot J:: 0 Japanese language Mr./Ms. Yamamoto (book; basis) (5) — -f 7|" tK ^ (4) meaning (7) stroke order (6) stroke count The mark appearing next to readings in item (3) indicates the on-yomU or the reading of the character that was imported from China. The 0 mark indicates the kun-yomi, or the native Japanese reading. The sound of on-yomi and kun-yomi may change when the kanji is used in certain words. For example, the ordinary pronunciation of ^ is gaku, but this becomes gak when the kanji is used in the word (gakkoo). Such derivative readings are also 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 work¬ book 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 GENKII consists of kanji practice, readings for comprehension, questions about the content ofthe 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 compo¬ nent parts or making new words by combining kanji. Readings for comprehension are gen¬ erally 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 sec¬ tion, we suggest topics for students to write on. GENKI II contains readings for comprehension, questions about the content of the read¬ ings, 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 top¬ ics 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 num¬ ber 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 ofJapan with the names of all the prefectures, a table of changes in the sounds of numbers and counters, and a table ofverb conjugations.
Introduction ►►►23 IV 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 un¬ necessary for beginning students ofJapanese. 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, ofthe Reading and Writing section. Students begin studying kanji in Lesson 3 of the Reading and Writing section. To encour¬ age students to maintain a firm grasp of the kanji they have learned, the Reading and Writ¬ ing 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 hand¬ writing 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 ofsome 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 $ cir D ‘J h E> h Z _ (Z
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t) iJ\hj IS5 Conversation and Grammar Section UlSii yibJK'^ hJ^U Looking for a Part-time Job-26 ^14^ X— Valentine’sDay-50 ^15^ A Trip toNagano-74 Ut' (D OaCo ^16^ ISXV^ t)-3- feCD Lost andFound-96 wYlm C'Bcll "D^DcIriS Grumble and Gossip-118 \m\j mSii yByclhu(D~F}\jlK^ h John’s part-time job-140 m\9M Meeting theBoss-164 Mary’s Shopping-184 t' ^CD ^21^ dfSlSxBurglar-208 l^22ii Education in Japan-230 IC |g^ 5J;5U< ^23i^ Sy tl Good-bye 252
f*13^ I ^ ^ ° N.13"^ "y)\j) hJ^U Looking for a Part-time Job ^ =:S D fi> i a o g u oI J John caiis the restaurant Littie Asia. @ K13 01/02 > ^ -ft 11^ \ r 'J h >l ' Tv^'Tj T-fo 2 i/ 3 y 3 -ft 4 i/ s y 5 -ft T/v 6 i/ B y ->'3 y • 7y Li-fo Ultl I i-f)\ * (i4' bxn >1 ^ 1 Tir fB Utzi^Tir^'o i: ^ ^^ L ^ li ^ —B#T-t^o i L/co v'-^ i: © At the restaurant. (• ')) K13-03/04 > ^ -ft T^ ^ i -9 2 3 > 3 -ft T/v ^ y B y 5 -ft T/v 6 i/ B y 7 -ft T/v LTZ<79T;L^<^ M:|P|J7J<#)>S^T'r7J'o T-r^'bo L. L, C>i; * ic ^^^ r 075> U X h 7 > T"-^ t' /c z j: ‘j i -f tJ'o lit'o 7^^ 9 —^£h Vfz ^ ‘j i-r. (ii: llv'o J;^ L < ^^Xli'oT < /iXv'o 0 Professor Yamashita comes to Little Asia. ki 3-05/06 1 -7' 3 X : V' b o L bv 'i-tfo iiiT^:io 2 ubT^fc^ : ys'yiLo Z ZX'T V 3v''3>; xxo —^afaicH I'o L ti) *9 4^0 75' life t9 4 li/T^^ : -t ^ T'-f’J'o ' L'.'Ti'Tj'o Lf;•ti:^-ti:V'
5 i/ 3 y : 6 : Z<Di7 lx—tJ"'—'j fc' ^' L -?• 9 T'f U ^ ^, t-tXo -to Manager: Yes, this is Little Asia. John: My name is John Wang. I saw your classified ad. Manager: I see. Well, shall we meet and have a talk? Can you come to the store today? John: I cannot come today, but ifits tomorrow, I think I can come. Manager: 1 see. Today is no good ... All right. How about one o’clock tomorrow? John: One o’clock. Okay, I’ve got it. @ Manager: Mr. Wang, why are you interested in this job? John: It seems interesting. I can meet various people; I can also use Japanese ... Manager: Have you worked at a restaurant before? John: Yes. As a waiter, I have. Manager: Can you start tomorrow? John: Yes. I’ll do my best. Manager: Good luck. John: Welcome. Oh, Professor Yamashita. Prof. Yamashita: John, do you work here? John: Yes. I work three days a week. Prof. Yamashita: I see. Which one is good? John: This curry is the most popular one. Prof. Yamashita: It looks good. Well, I will try this one.
28»>^§5-3taii fcA, a Nouns * ryjLyf 7 — iifz < tj: AA ' z < c" * t! U — * 3 T 3 < 3 3 ^If 3'7U-7 -fe-7- ^'1 t') y 9 O' o tJ' W <^3"L * (i'L fi) T * 9^ "dr mn. Ud-:- h * hfziV 15 - a d j e c t i V e s d dl L < ' d'ti.' L V' ' ^ L <' MLv' -rro =E PP(2 u I a r y @ K13-07 waiter (someone s) house/home adult foreign language musical instrument karate curry kimono; Japanese traditional dress advertisement tea (black tea) language golf sweater elephant violin motorcycle (consumer) prices grammar lawyer recruitment shop; store yakuza; gangster promise; appointment (term) paper I (formal) glad sad hot and spicy; salty strict incredible; awesome close; near * Words that appear in the dialogue
m^3m>^>29 ^-adjectiv e s it-) * fiih { >'£) U - V e r b s #)t; lit; imki ^J.-< >±< v< ^ Irregular Verb 1 i" Adverbs a n d O t h e obo L Coll l^li tfx.c; * t 9 L li- L 1 Numbers (used to count days) — B ziH A o tJ' = H ct oTJ' E3H V 'OtJ' iB iJv 'tJ' XB -tB J: 9^' Z ZOi)' XB H-B various; different kinds of happy (lasting happiness) no good to knit to lend; to rent (person IZ thing $) to do ones best; to try hard to cry to brush (teeth); to polish (~ $) to keep a promise to be moved/touched (by...) (-10 Expressions (someone honorable) is present/ home ... times ... kilometers;... kilograms as a matter of fact,... all my name is ... one day two days three days four days five days six days seven days eight days nine days ten days
>£ G r 0 m m a r iZ\fv iSo d Potential Verbs We use the potential verb to say that someone “can,” or “has the ability to,” do something, or that something is “possible ” We make potential verbs using the rules listed below: ru-verbs: Drop the final -ru and add -rareru. ^ 2) (mi-ru) - {mi-rareru) u-verbs: Drop the final •-u and add -eru. n< ijk-u) - fjld"?) (ik-eru) fto - iS'T IJ ^ — cm —• m.z) — - - u ®n2) mizi - C irregular verbs: <2) -* ^2) - r^2) You may note that the potential forms of ru-verhs are considerably longer than those of the i^-verbs, which happen to end in the hiragana 6. (Compare and in the n—I ^ ^ above list.) There actually are shorter, alternative potential forms of rw-verbs and the irregu¬ lar verb < 'S, which are made by adding the suffix -reru, instead of -rareru. These ra-less forms are gaining popularity especially among young speakers, but are considered slightly substandard. potential forms ra-less potential forms ru-verbs: l±12) - I±i6n2) Iiin2) m2) - m6n2) mn2) irregular verb: <2) - C6n2) cn2) Potential verbs themselves conjugate as regular ru-verhs. btzl 1C r IJ* I can speak Japanese.
hhl Hi. (The truth is) I cannot swim. O' V' We could not go to the beach, because it rained. The table below summarizes the conjugation pattern of potential verbs.' short forms long forms affirmative negative affirmative negative present past fe-form iLBnrc ke>nz H m6n»^3'orc * MBn^urc ^5m\thjZ[jrc * ^ Those verbs that take the particle t: can take either i or tJ'*' when they have been made into the potential. T -S, the potential counterpart of the verb "f -S, is somewhat special, and takes almost all the time. All particles other than $ remain the same when the verb is turned into the potential. verbs with ^: U J; A'A U cfc U J; - is considered substandard.) u r<t u z:t L ct verbs with particles other than ^ : llllZs^ iJLilZsTlS (No particle change involved.) ga ~u To give the reason for something, we can use the conjunction (reason) t)^ 6 X (situation)o ’ You can also express the idea of “can do” using a more complex construction: verb dictionary form + Z ^ T $ ^. This construction is found mostly in the written language. The negative version of the sentence will be dictionary form + Z ^ ^ ^ V / T g - ^ < Z ^ i -to (Compare: 4^'7 i ir ) tr VMary can play the guitar. i-^Lo (Compare: A) I'A ta w ;J> I'/a ta ^ jJ' You cannot keep dogs and cats in this apartment.
why aren’t you coming to the party? L- lt^ $ J: -9 J J; 9 I have to study today, because there will be an exam tomorrow. When you want to mention not just one but two (or more) reasons, you can use L in place of b. L usually follows a predicate in the short form. (reasoDi) U, (reasorig) U, (situation)o I really like my Japanese class, because Japanese language is interesting, and our teacher is good. th $ Ti'^i XL t) (±4' X> Yesterday was a great day—afriend came by, and I talked with my boyfriend on the phone. Q : ac'jf U fz\^T-tLo < i; 75';i Do you want to go back home? B ^<79^5^11^ Lv'U wv L, 'If') 4 < 'T-fo C L(D th No. Life here in Japan is good, and I have goodfriends here. So I don’t want to go back. You can use just one L clause, implying that it is not the only reason for the situation. Z<Dn<D±',^[i'MTiro O'O 7)' < Life in this city is an easygoing one. Things are inexpensive, for one thing. Sometimes the L clauses follow the description ofthe situation explained. W/c'Lo Professor Yamashita is a great teacher. He is good at teaching, and he is kind. Note that L follows the short forms.^ In present tense sentences, this means that tz appears with ti.'-adjectives and nouns, but not with v ^-adjectives. t h^-adjectives: ^f-adjectives: - noun +Zr'^; ^^rcu
^13ii>»->33 (It looks like ...) We add ^ l X'-f to vand ti.'-adjective bases to say that something “seemingly” has those properties.^ When we say Ti", we are guessing what something is like on the basis of our impressions. To form ^ Ti" sentences with \ '-adjectives, you drop the final twith ti'-adjectives, you just drop ti. The only exception is with the t '-adjective v 'v', which will be changed to ct "5 before X: i. C <7) ij Z~ Iijo t' L T'f o This apple looks delicious. ^ L fz i ^ "7 T'j'o It looks like the weather will befine tomorrow. T^ $ - / T 'j — ^ •? T L fzo It looked like Mary wasfine. bi -adjectives: 3511 - 3SliU^5'C-r (exception) bill ^ -adjectives: lf^ t lf4 # You can use X: 1 Ti" with negative adjectives too. The negative ending t' is changed to ti "5 before 3(77:2^(111 L < ti^^lTi-o Cfii' This book does not look difficult. ^ t 3 ^ ^llx-X7J<±^L' T-fo It does not look like Tomoko is good at tennis. ^ In the very polite speech style, L can also follow the long forms, just like another reason connective b, which may follow long forms (as we learned in Lesson 6) as well as short forms (see Lesson 9). btzl 1C r IC T 1C II ^ - / will study Japanese next year, too. I like Japan, and what is more, the Japanese language is interesting. ^ You can also use ^ 1 with a verb stem to describe your impression or guess. 3 <7)-h— y — 1 TiTo (With 'S, the potential form of'A 1.) It looks like this sweater is washable at home. The impression you express may be an event about to happen. U *9 T't'o It looks like it will rain. * <6 , You can also put the negative on '9 TT instead of an adjective and say: U ^ L-fi' t z ^ i: l!i-i 1'
You can use the adjective + ?: 9 combination to qualify a noun. 9 is a ti'-adjective, thus we say -? 9 ’i' before a noun. f>Uz 5 She is wearing a warm-looking sweater. In many 9 T't' sentences, the guesswork is done on the basis of visual impressions. It is wrong, however, to assume that 9 is linked only to the visual medium. We use 9 Ti" when we lack conclusive evidence. (For example, we say an apple is #3 v' L 9 before we have had the chance to taste it. Once we have tasted it, we say ' L v v) With an adjective for which visual evidence is crucial, such as ' ’i.-, we do not use 9 and say that something is ^ 9 T't', if it looks pretty; we already have enough evidence to con¬ clude that it is pretty. Cl You can use the te-form of a verb plus the helping verb <A -£> to express the idea of “doing something tentatively,” or “trying something.” You are not sure what the outcome of your action will be, but do it and see what effect it might have. 75'A i: IZ (JACA ti § I did not know the kanjU so I tried asking a Japanesefriend ofmine. ’A AMy friends say that the cake at the shop is good. I will have a piece one ofthese days (and see ifit really lives up to its reputation). ^ h comes from the verb ^, and conjugates as a regular ru-verh. Unlike the main verb ^'S, however, ~ T ^ is always written in hiragana. TjiE) A statement of the form “noun A A b predicate X” says that the predicate X applies only to A and is not more generally valid. The main ideas of a A b sentence, in other words, are contrast (as in Situation 1) and limitation (as in Situation 2).
ig13ii»>35 Situation 1 I' Have you ever been to Brazil? A : ^ 'j ti: tz Z ‘j iy’^ iy r> fz Z ij i -l+^o^ 1,% f> Vve been to Chile, but never to Brazil Situation 2 Q : U (C 15 ^ w Do you understand Japanese? A : *j i-to Ifit is (written) in hiragana, yes. ir> introduces a sentence that says something “positive” about the item that is contrasted. In the first situation above, ’i' b puts Chile in a positive light, and in contrast with Brazil, which the question was originally about. In the second situation, a smaller part, namely hiragana, is brought up and contrasted with a larger area, namely, the language as a whole. You can describe the frequency of events over a period oftime by using the following frame¬ work. (period) l«_ (frequency) (frequency) per (period) li—|C;:i.Ih1^ i •f'o Ishampoo three times a week. btzl <.'0 ^lo ^ i 'to I call my family once a month. bfzl I'O Ifo !)' -P< Xk. h L i "T o Myfather goes on a trip twice a year. (C U xZ-j ^ You can optionally keep the particle |C before h in this example. Particles such as IC, T, and h may, but do not have to, intervene between the noun and h, while (1,7^^', and i never go with ti' h.
\-fhj Expression Notes ^ Playing musical instruments requires different verbs. For stringed and keyboard instruments: ^ ^ ^ to play the guitar to play the piano 0- For wind instruments: X to play the saxophone For percussion instruments: V y ^ ^tzfz^ to play the drum Referring to musical instruments in general, ^ Z> and h (for potential) are usually used. ^ i)^o Can you play any instruments? 4'IC 7j''o $ ^ 'A^o Do you play any instruments? 4'1; :4''o b ±fl<- Both -adjectives and ^-adjectives can modify verbs as adverbs. With -adjectives, the final is dropped and < is added. With ^-adjectives, K is added. Ui*) U tio Robert is good at cooking. h § A/ti Robert cooks well UiT f IJj:-) IJ B 7 X (iia LV'-C'-fo :c c' tc(D ®* 1 H- -t. H/- / •*' -A-zn L < ®I i y A trV'sto The Japanese class isfun. I enjoy studying Japanese every day. J
|g13ii>>-»37 ^ P r a c t i c e ^ tXhj Ukd5 @— 33cJ^ A. Change the verbs into the potential forms. @ki3-08 Example: —* Tc'^b^-S 1. Il’i'-f 3. o< 5. < ^ 7. 9. <DtJ 11. <" 13. X)iJ 2.ir^ 4. Hi 6.^6 8. 10. i-o n.Ufzh< B. Describe the things that Mary can do. @ki3 09 Example: / T')—^ i't'o I't. at. sweater in Japanese early in the morning hot bath
C. Pair Work—Ask if your partner can do the above. Example: A: —^ ^-f-Tj'o ^ tt B : l±^\ '/^Ifi-fo/v'vjijcifi•^f^o D. Pair Work—You meet a person on a blind date. To get to know them, ask if they can do the following things and take notes. Add your own questions. After asking the questions, decide if you want to have a date again with them. Questions Your partner’s information speak foreign languages? Yes / No (what language?) drive a car? Yes / No (good?) cook? Yes / No (what dish?) play tennis? Yes / No (good?) E.Pair Work—Ask if your partner could do the following things when they were children. Expand your conversation. Example: J^<" — A : lfz^\ Z tt tSJ: B : ifzo tii A : <" h V 'ilcifi L fz ^'o B : 100 Y - MK-b\'T-to A : -f Z'T'T-f B : -g. 100 Y- i'/i/';i}cifi'r7j'. Hi 1. 0 'C^L^ (T) ij i 9 U fz 3. 4. h°T/$^< 5. 6. AT k T H^1t< r>t^)
F. Answer the questions using the potential verb in the negative. @ki3-io Example: Q : ## ^ K ' i Lfz^'o (too expensive) ^ 75' A :'.'V'x, i^-f J •t!:^TL7(:o 1. -7 yf] (Sri Lanka) (D f] U — t. L (too spicy) 2. L i L/c^' 3. i L/ctJ'o (too hot) l±i' 4. $ <7) -7 tBrJ'lt i L /ct)' r 5. '31^ $ X i L 7c tJ'o (too many) u .r. «ir 6. i L /c tJ'o (too cold) 0 A fc'i (too difficult) 00 hot) (too busy) G. Group Activity—“What Is It?” Game The class will be divided into two or more groups. The instructor will show the name of a place to the representative of each group. The rest of the group members ask their group representative whether one can do certain things there and guess what place it is. The representative can answer the questions only with IS L'i or Li L1X. The first group that gets the correct answer gets a point. Change representatives. Example: Sample Questions: Answers: ^ ZT'k<hixtir^\ fc - '.'t'Xo i-f 75'o (iA X — lit'o t LJ:75'A ^ ^ ? T-f AP'fc<d/vl>5U iSiz, b' Tcb' Ot A. Answer the questions using ~U~U. Examine the ideas in the cues and de¬ cide whether you want to answer in the affirmative or in the negative. (jlKi.3-11 Example: 1C (^^ t A : 'T-fo .i'o 75' V't — ' L. ^ AvL. 0^0 75' A75' V't flAA < Av 'T-fo
1. L^'T-fTj'o i-fo ^^^'j ifo) L {t^ Lr}><fiv' hh ^3 'T'-f o #^'Ti'o) ^75' L'f 3. iir:6\ t^:^-t^:l' $t>' 4'7i'' tJ' 4. ^^fli^L^'o/cT-r^'o ij J; C. ^ fc(r> < ti.'^^'otzT-to ^-^f^TL/•co) fz ^(D Zt {£ 5. ^''°—-r 4 —i‘t'^'o I' ^ <7)9 't -\zn^ i Ifzo) ic (^^ r L/voVv ct 75'/v i: i vr^^(^9 7. —AT:^lf’5''T^ i-f^'o ceti) UiCT tiAAT-To) IC li^ r lii *jt4- 8. T-f^'o i-tirAo) '?<•?< it B. Answer the following questions an(d add reasons for your answer. Example: Q : 0 ^<7):i)^ |i^ L ' 'T'f ^'o (z (JA -ti-l'Ti'O A<7) A : l±^ \ ^Lv'T-ro:^A^7><A<^ L. AAAIll^fT/ALo *w i t L^^^o 1. Z<7)Z"^‘lt Lv'T-TtJ'o 2. 4^, ^-thT-r^'o L$)f7 $ (C (iA vl lj.i4>$J:9 b 4. B^lcjiAAv'T-TTj'o IZ (iA 1' 5. B^II<7)^^||(iA3PT^7j'o (z liA C.' Ai-'^A
A. Describe the following pictures using @ki3-i2 Example: ZcT)"^ Lllfo'.'L'?:') V'to (4) strict (8) ^(7)A glad (12) ^A >_ L smart (5) H#1+ It'-' new (9) Jo C V ^ ^ (13) 75'- sleepy (6) ^ scary (10) mean (14) -fe-y- (7) ^<7)A lonely (11) ±(DA kind (15) « sad
B. Look at the pictures in A and make sentences as in the example. 0 Example: -f i -* ' L -t n ti'i" L T'-f o C.Pair Work—Talk about the picture taken at a party using Example: A B ')ii I) -t 9 Ti" Uo A : C (DAli ? 1 T'-f V't B : ^iTtno D. Pair Work—Comment on your partner’s belongings using Example: A : to t L 1 li^ B :^9T-f^'o J;o Co K13-13 V
§g13P>>->43 E. Pair Work—B acts out the following situations and A makes a guess. Continue the conversation like the example below. Example: ^'' IfzA.T't^'o B ; 'k^irtz^Tjrc A : <tiJ CO 1. •? tL L ' 2. 7)'4' 3. BRv' taC 4. 'It L V' A. Respond to the following sentences using @ki3-i4 Example: A : 3 T $ T'-f J: o B : E -To 1. L^7>'o/-T-r J;, 2. #)<0^® i L/co A'-' 7>'' 4' 3. Z <7):^|±^t^ L i L /co 4. Lv'T-f Jio 5. ^iifo t L o /ccto t ^ J J: 9 6. 3(0 CD l±J;7j'o4T-f J;o 7. 3(0^-#liM^'JTL4cl;o U Li U B. Pair Work—You are at a shopping center. Ask store attendants whether you can try out the following, using appropriate verbs. Example: Customer: i"A ifi'?T AT t c n'Ti* 075' Store attendant: L" 7 o T A T < /;' t'c 075'
44 C. Talk about what you want to try in the following places. Example: y K (India) ^ A : T y KIc^to/cC ij i' B : ^ ij Tt. ^toTA/b^'T-fo A : ^ T'-f^'o T > /cv ^Tini\ 4'U B ; T > KT^'o 3 7!7"(Yoga) LTA/cV'T'-fo (7) 4* lb 1. T (Kenya) 3. ^ ^ (Thailand) 5. h (Tibet) 2. 4. y ^ i/ /!/ (Brazil) 6. Your own ®fl^»6t5:a^*Ufc c:5 5'\f (D A. Answer the questions as in the example. @ <13-15 Example: Q : /T'j — ^ ^ ^ — t—i L/c (D A • ( O tea X coffee) Z.-0 <D CO 1. y T')—:!5X./(l^^ T :7 i't'Tj'o (O bicycle X motorbike) (O 2. Kic^f oT^cC Ij i' ( O Australia X New Zealand) 3. yT'j — ^ fly i L iirtJ'o ( o tennis X golf) 4. It ^ X./I1 H ‘j i f’ t'o ( O history X economics) ic iti'eri.' Ji9 * 5. It X./ ' i "f t'o ( O friend X girlfriend) 6. ItX.-X./lii^ H I-llii^'lt b tli "t't'o ( O Sunday X Saturday)
|g13ii>>>45 B. Answer the following questions. Use whenever possible. Example: Q : X rK— '7 ^ Jt ^ ^ i i" ^'o 1. i-f^'o 2. h t:lfzZ >) i-ty!>\ IZ li^ ijj:0 U 0< 4. ^SAi:^o/cZ i-fTj'o UA i) 5. 6. Tii'^fa 75' 0—aiC“|ilft^ST 15-B (CB [Z tc A. Look at the following pictures and make sentences as in the example. @ki3-i6 — H ic-EJ'feAi'T \z Ti'V' A Example: Ex. twice a day (3) three hours a day (1) three times a day (2) seven hours a day (5) twice a week
(6) three days a week (7) five days a week (8) once a month B. Pair Work—Look at the pictures in A and ask your partner the questions using the patterns below. — B fgiHj -SFal 1C ~ i f'Tj' '-'o Ltf*075'^ i: J^0 I'O Ifo Example: A : B ^ B :^iTirno /ct'Tv'—H iz-lnJ'fe-sJ-fo IZ fz ^tS (i/v C. Class Activity—Ask two people how often they do the following things. Add your own questions. Example: I -fT < tz ^ ipiVv i' ^ A : B ^ ii-Tj'o tZ ^ ipt'A B ; If t-To Questions ( ) ( ) X-/N°-|Cff < u *9 A
gg13^>->->47 A. Answer the following questions. 1. t Ltz-h\ i^+^T"L/c^'o >1 4'U 4'U 2. ;i^ 4-12 75' 3. t:"z left-o T»A/cv'T-f ^'o t:"-? LTr-f^'o z ft, bi 5MC 5.4^. <^fz\^Tir-^\ V'i 4'(2 6. —H iCf^BfFal L i-f ^'o 4'^ i: 75'^ 7. —zi^lcf^iH) ux h 7 >I7ff i irtJ'o i-'o LtfiT:^'/C 75:A/75'V' i' 8. —|C^^ < b CbV'f^V'i-ftJ'o \,'o {fo 075' B. Pair Work—Talk about paii-time jobs. 1. \'t:lfzZ ij i-ftJ'o 2. ^ '-o L t L /ctJ'o 3. tiX^cL'T' T k T L /; 4. -^aF^l7'fg0«5^ i lfz^\ V' o L rJ*') ^'A/ ^A/(2‘^li/jrb 5. —B#Ffll7'.' < b t bV'i lfz^\ v'-^ i: 75'^ 6. ^'XtL'T7l/^<T k T»A/cv'T-ftJ'o iTT-f^'o C. Role Play—One of you is the manager of one of the following organizations, and the other is the student who is looking for a job. (a) Call the organization and make an appointment for a job interview, as in Dialogue I. (b) Then, discuss experiences and qualifications, etc., as in Dialogue n. Ti/T ' kx-^^k k ifx$ x-t:-'y7xy ’ l-'i 4 1 X ^
fiC^rurell^^Fl Names of Years /v I" 9 K. i ^a^z:9 Japanese people use two systenns of reference for years. One is the Gregorian calendar year, and the other is ^-§-, Japanese imperial eras that, since the Meiji era, have coincided with the emperors' tenures. Under the system, the year 2000, for instance, was 2^, the 12th year ofthe Heisei era (Emperor Akihito's tenure). The four most recent are: (1868-1912), ;<cIE (1912-1926), BSfB (1926-1989), and taAC"-? tot' L' fcL'Lj;-? lao t> (1989- ). Japanese people remember Meiji as the era of modernization, Taisho as the time the movement toward democracy was born, Showa as a period of war and economic growth, and Heisei as an era marked by recession and big earthquakes. X t Japanese people associate their birth years with the 12 animals in the East Asian zodiac, which is referred to as and The table below lists the animals In the zodiac, and X t i;«)9 (c L the years they are associated with. People born in 2000, for example, are ti. Eto Animal Years of birth ne =nezumi rat 1984 1996 2008 i ushi - ^ 1985 1997 2009 H torn tiger 1986 1998 2010 5P u = usagi rabbit 1987 1999 2011 M tatsu dragon 1988 2000 2012 E mi = hebi snake 1989 2001 2013 ^ uma horse 1990 2002 2014 ^ hitsuji sheep 1991 2003 2015 ^ saru monkey 1992 2004 2016 M tori chicken 1993 2005 2017 & inu dog 1994 2006 2018 % i = inoshishi boar 1995 2007 2019
Useful Expressions CD At the Bank Useful Vocabulary D®- ¥^3|4- X -) IJ J: ^ -y i/ — I'' - o itmWFliA ^ J: T - 0tliE#-f-- $ ^75'' < - ab^Li T 0 Useful Expressions Dy^ ^ M J /c v' U X"X -Iwould like to open an account. ^ V'lh ^ Pfl T'f^^o-Iwould like to close an account. cA er t F^ PI I - ;i T ^ tzi^ -Please change dollars into yen. ;l^ |C U /c ^ ^/CT'irtJ^'o-I would like to deposit money Zn 75'^a O. C ^ ^ into the account. + i^Can you change a 10,000-yen bill into ten 1,000-yen bills? L i"j'o-I will withdraw money. account commission bank card passbook savings 100-yen coin amount personal identification number \ & ATM ®33?II^An ®33?l^t±JU O fz >) z Ji. ^ A, fd A'Li') H' @ deposit (D withdrawal (3) passbook update ® bank transfer (D credit card (D balance inquiry
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