Speak Japanese in 90 Days, volume 2

Speak Japanese in 90 Days:
A Self Study Guide to Becoming Fluent
Volume Two
Copyright © Kevin Marx 2017
Smashwords Edition

All rights reserved. No part of this publication may be reproduced or transmitted
in any form or by any means, electronic or mechanical, including photocopying,
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permission in writing from the author.

Table of Contents


Foreword
Formatting and Verb Terminology


Intermediate Basics

Particles
Confirming Information, Tag Questions
Phrases and Expressions Part 1
Phrases and Expressions Part 2
Reading 1
Negative O-Form
Passive Voice
Causative-Form, Let
Causative-Passive
Reading 2


Conjunctions and Clauses

Because
Even Though, Although, Despite
Coordinating Conjunctions
Either Or, Neither Nor, Else
Reading 3
Noun Modifying Clauses
That
Giving More Information With
Idiomatic Expressions with
Reading 4
If Part 1
If Part 2
If Part 3
If Part 4
Wonder, Even If
Whether or Not, Instead of
Reading 5


Intermediate Grammar

Do Completely, Regret, Unintentionally
Coming and Going
Giving and Receiving
Giving and Receiving Favors
Sorry For, Thank You For, It's a Good Thing
Reading 6
Preparing for the Future
To Try, to Attempt
To Pretend, Nothing Like, Nothing More Than
Reading 7
On the Contrary
Only, Except For
Anything But, Besides
For the Sake of, In Order to, Because of
About, Concerning, Regarding, Relating
Through, By, Depending On, According to
Fault, Because of, Thanks to
Reading 8
Place
By No Means, Not Easily, By All Means
Together With
In That State
Used to, Memories, Accustomed to
Reading 9


Intermediate Adjective Grammar

Conditional Adjectives
Nouns as Adjectives
Comparisons, As ~ As
Reading 10
Prefer, Would Rather, But Rather
To the Extent That, Too~to~, More Than
The More~The More
Reading 11


Upper Intermediate Grammar

Even
As Long As, All You Have to Do Is

At Most, No More Than, At Best, At Least
Behavior
Tend to
Reading 12
Look, Sound, Seem Part 1
Look, Sound, Seem Part 2
Look, Sound, Seem Part 3
Look, Sound, Seem Part 4
Look, Sound, Seem Part 5
In Order to, So That, Hopes
Be Sure to, Try to, Reach the Point
Deduce, Change of Plans, Somehow or Other
Feel, Worry, Care, Interest
Reading 13
Appreciation, Disappointment, On Purpose
Reason, Cause
Extent
Reading 14
Decisions
Other Uses of
For, For a, As a
Reading 15


Time Expressions

Whenever, Each Time, In the Case of
Within
Just, In the Middle of, About to
Time Phrases Part 1
Time Phrases Part 2
Time Phrases Part 3
Reading 16

Foreword


This is the second book in the series Speak Japanese in 90 Days. The goal of
these two books is to not only teach you Japanese grammar points, but also to
teach you how to self-study effectively. If you have studied with Volume One,
you have likely learned how to effectively memorize new vocabulary and
grammar points. Volume Two will help you move beyond simple memorization,
and introduce a new study method to build fluency. Volume Two covers the rest
of the grammar tested in the JLPT N4 as well as all of the grammar in the JLPT
N3, and even a few grammar points from the JLPT N2. This book consists of 90
lessons that can be studied in one day each. There are 74 grammar lessons and
16 reading reviews. Thank you for your purchase, I hope you enjoy studying
with this book!


How to Study



Grammar

Like Volume One, at the end of each lesson, there will be a template to create a
grammar note card which will help you memorize and review the grammar
point. On one side of the card write the grammar rule in English, as well as one
of the example sentences provided, and on the other side, write the grammar rule
in Japanese, along with the Japanese translation. Just like you did in Volume
One, practice saying these sentences out loud at least three times a day, ten times
each, for a total of thirty times, and you may find that you can automatically
recall the sentences without making much effort. In addition to this, I want you
to try and create a sentence on your own using the new grammar, this is called
practicing, as opposed to studying. As mentioned in Volume One, practicing is
just as important as studying. If you don't have a native Japanese person to
practice your own sentence with, try finding online resources where you can
practice. There are many online resources that will help you find a language
partner. It is extremely important that you try using the grammar on your own.
Making mistakes will help you learn faster than any amount of studying. That is
to say: practice makes perfect.


Vocabulary

You may notice that this book does not have ten vocabulary words per lesson
like Volume One. The reason for this is that the JLPT N3 tests over 5000

possible words, and after learning the most common 1000 words from Volume
One, different students have different needs for vocabulary. To increase your
vocabulary you need to start reading. There are 16 reading sections in this book
that are designed to practice the grammar previously learned, however, these
readings are not enough for you to significantly increase your Japanese
vocabulary. You need to find some reading material that fits your Japanese
goals. At this stage, I recommend finding some Japanese comic books that are
aimed at younger audiences, because they contain (readings printed above the
kanji). If you do not live near a Japanese book retailer, you can find them in
online retailers. There are many websites that host free content to read as well.
When you read, be sure to say everything out loud. Read a page once through,
and then go back look up words you don't know, and make a flash card. At this
level, you may want to limit yourself to five words a day. As words become
more abstract, they become harder to memorize, and the goal of 10 words a day
outlined in Volume One becomes more and more difficult. After you have
drilled the words, go back and read the page once again. Continue to review old
pages and old vocabulary words along with new ones. Try making your own
sentences with the new vocabulary words, and say everything out loud.


Studying Vocabulary with Flash Cards

On both sides of the card write the numbers 1-10. On one side write the English
word and on the other side write the Japanese equivalent. Read word number one
out loud. Flip the card. Read the Japanese equivalent word out loud. Go on to the
second word. Do this at least ten times for each word. It is extremely important
that you say the words out loud. You brain will play tricks on you, and you may
begin to memorize the order of the words on the card, so it is important to mix
them up. Do the odd words, then do the even words. Do the words backwards.
You can also switch the language you start with. Start on the English side to
improve your speaking, start on the Japanese side to improve your reading and
listening. Say everything out loud.


Kanji

Now that you are past the beginner level of Japanese, you need to start studying
kanji more seriously. As stated in Volume One, in my opinion, the best kanji
resource available is the Kanji Learner's Course by Andrew Scott Conning
(Kodansha USA, 2013), which can be used with an excellent series of graded
reading sets and a sequential wall chart. These resources are especially good
because they will help you build your vocabulary while at the same time

learning kanji meanings and readings.

Formatting and Verb Terminology


The vocabulary words presented in the readings will have the word written in or
, followed by the [] in brackets, followed by the English meaning in bold.
Words that are usually written with kana alone will be noted with (UK), meaning
usually kana.

The example sentences in this book will have the following format: The English
sentence in bold, followed by the Japanese sentence using only and , followed
by the same Japanese sentence as it would normally appear using []. Japanese
sentences often have many different possible translations, and so you may see
some example sentences with two English translations. Translations that show
the literal meaning will be represented in parentheses and preceded by Lit.


Verb Form Names

The different conjugations of verbs in this book have unique, easy to understand
names that you may not be familiar with, as many resources give them different
names. Please read the following explanations:

U-Form: This will refer to the casual present tense form of verbs, also called the
Dictionary-Form.
Examples:
[]
[]

I-Form: This refers to the conjugation of verbs causing verbs to end in the
sound . This is also called the Polite-Form. It is combined with to make polite
present tense sentences.
Examples:
[]
[]

A-Form: This refers to the conjugation of verbs causing verbs to end in the
sound . This is also called the Negative-Forms. It is combined with to make
casual negative present tense sentences.
Examples:
[]
[]

E-Form: This refers to the conjugation of verbs causing verbs to end in the
sound . This is also called the Imperative, Conditional, or Potential-Form.
Examples:
[]
[]

O-Form: This refers to the conjugation of verbs causing verbs to end in and
verbs to end in the sound . This is also called the Volitional or Presumptive-
Form.
Examples:
[]
[]

Te-Form: This refers to the conjugation of verbs causing them to end in .
Examples:
[]
[]

Ta-Form: This refers to the conjugation of verbs causing them to end in . It is
used for casual past tense sentences.
Examples:
[]
[]

NaiDe-Form: This refers to one of the negative Te-Forms, ending in . It is used
for negative commands, and to say without doing or instead of doing.
Examples:
[]
[]

Nakute-Form: This refers to one of the negative Te-Forms, ending in . It is used
to say not this but that, and to connect negative sentences with and.
Examples:
[]
[]

Day 1: Particles


We can end a sentence with to draw attention, or show that we feel emotional,
or have strong feelings about the sentence. This is similar to using , but is
primarily used by women. However, men in the Kansai region of Japan also use
it. It doesn't always take the place of , and can be combined with it as well. In
writing you may see the vowel extended with a small .

This is delicious.


We're going!



We can end a sentence with or to make the sentence sound more forceful, as
though the speaker is in control, or the speaker is an authority. Because this
makes the speaker an authoritative figure, it won't be used politely. After all,
why would a superior be polite to an inferior? or can also combine with the U-
Form to make a command, or can take the place of the Volitional-Form. This is
usually used only by males.

It is his fault. (with authority)


Let's go!
Go! (command)



You may sometimes hear a sentence end with . You may also hear a sentence
begin with , in fact you may hear a sentence with all over the place! This word
has no meaning, and is used similarly to like in English. It is a slang word that
speakers will put anywhere in a sentence. Just like like, it is considered a poor
way of speaking, and so teenagers tend to use it a lot more than adults. can also
be used the draw attention at the start of a sentence, similar to hey.

Yeah well, that's like, your opinion.


Hey, did you see this?
?
?


is not actually a particle, but a verb, usually expressed in the Te-Form , which
can take the place of other particles. When you see it as , it will be in noun
modifying clauses, which we will learn in Day 16. It is usually used in formal
writing or formal speech, and won't be used in casual conversation. In the
dictionary, the definitions are in, at, and for.

When used for locations, unlike or , it can represent both tangible and intangible
places.

The baseball club meeting will be held in the cafeteria.


He is an expert in the field of physics.


can be used for non-specific time.

Friends in dark days are essential.


Conan, what is best in life?


Day 1 Grammar Cards:
1. Emotion particle

2. Authority particle / Command / Let's

/
3. Slang like

4. in, at, for (formal)
[] (UK)

Day 2: Confirming Information, Tag Questions

To review English grammar, a tag question is a phrase that we put at the end of
sentences to confirm information. For example: Right? Eh? Isn't it? Doesn't he?
Shouldn't we? We use these to confirm information or to show that we agree
with a statement.


We can use at the end of a sentence to make a tag question. Using is so popular
in Japanese that it may seem some people just throw it into sentences at random
places to give themselves a bit of time to think. The word for thinking in
Japanese is . This means uh or um. You can also say it twice , or hold the vowel
longer to get someone's attention, as in Hey!

This is good, isn't it?


Amazing, eh?


Many male speakers will replace with in a casual setting.

This is good, isn't it.


Amazing, eh?



When we use tag questions, in English, we usually use a negative question. We
can do this in Japanese as well by using , the negative form of . Just like in
English, you change your intonation if you want to make this sound like an
actual question, or just a statement.

This is good, isn't it?


Amazing, isn't it?

In casual conversations, this is often shorted to just . More often than not, when
we use this shortened version, it will only be used as a statement, and not an
actual question.

This is good, isn't it.


Amazing, isn't it.



To confirm a previous statement, we will use the phrase plus or . If we use
with this phrase, it literally means Is it that way, or, is it like that? But a better
translation is Oh I see, or, Is that so, or, Really? If we use , with this phrase, we
are showing our agreement with the previous statement.

A: This is good.
B: Oh, I see. / Is that so? / Really?
A:
B:

A: This is good.
B: It is good, isn't it? / Yeah I think so, too.
A:
B:

Many people will shorten these, is shortened to , and is shorted to just .

A: This is good.
B: Oh, I see. / Is that so? / Really?
A:
B:

A: This is good.
B: It is good, isn't it? / Yeah, I think so, too.
A:
B:

Day 2 Grammar Cards:

1. Tag questions / Confirming information

2. um / uh
3. Hey!
4. Confirming information
(Oh, I see.)
(I think so too.)

Day 3: Phrases and Expressions Part 1

In today's lesson we will learn some phrases and expressions that require a bit of
explanation that you won't find in a dictionary.


[] is used when something unexpected happens that you can't believe. It can be
translated as No way! or I can't believe it! It can be combined with [] or []to
mean difficult times.

He won? I can't believe it!


Let's save this for a rainy day.



We can use [] to say something like What in the world or What the heck! This
term can be a bit vulgar depending on how you say it, and you can probably
think of other words to replace heck in the translation. But this doesn't mean that
it is always used in a vulgar way, even old ladies on family television programs
say it:

What in the world are you doing?


Who the heck are you?!



You already know the word [] (to make a mistake). This is often used negatively
as [] to show your certainty that something is true.

I know I've seen him before.

I'm certain. He is at fault.



If you have forgotten some information that you previously knew, place at the
end of a sentence, replacing or . This is opposed to never having known said
information.

What was his name again? (I used to know, but I forgot.)
?
?

Where was that store? (I used to know, but I forgot.)



[] literally means street or avenue, but is often used to show a way of doing
something, or a way of thinking, similar to English. It is often paired with to
refer to your way of thinking, or to refer to someone else's way of thinking.

He did it just as I said.


Let's go with your plan.


Yes, like that.



You already know [] means to exist for inanimate objects. A homonym of this
word, [] can be used as an adjective to note a specific thing. The translation is a
certain, but this translation sort of lacks the nuance that the word has. For
example, if we examine the two English words somewhere and anywhere, we
can see that somewhere is referring to a more specific place than anywhere, but
not specific enough that we actually know the location. The same is true with

using [], we are stating that the place is specific, but not specific enough that we
are saying exactly where. This idea can be illustrated perfectly with the word one
day [].

One day, the samurai saw a ninja.


He met her at a certain place.
He met her somewhere.



is a phrase that means additionally, moreover, or even more. This can be used as
an adverb or to start a sentence that offers additional information. In my opinion
moreover is a bit of an old fashioned phrase, so it might be better to change
moreover to something more modern.

This service costs an additional 100 yen.


Put in the sugar and flour. (Moreover) Also the egg and butter.


If you do that, it will hurt even more.


Day 3 Grammar Cards:
1. No way! I can't believe it!
[] (UK)
2. Difficult times
[]
[]
3. What the heck?!
[]
4. Showing certainty that something is true
Negative verb + []

5. Forgotten information
End of sentence
6. Way of thinking or doing
[]
7. a certain (specific but unspecified)
[] (UK)
8. additionally / moreover / even more
[] (UK)

Day 4: Phrases and Expressions Part 2


[] and [] both mean truth, and we can start a sentence with them plus for the
meaning: as a matter of fact, the truth is, actually, etc. [] has a nuance of a
confession. If we are not confessing something, we can use [].

The truth is, I ate your cake.


Actually, it's not that expensive.



We can use [] to say as much as possible. The much in this translation can be
replaced by whatever adjective follows it. Because this uses the word [] (can),
this is emphasizing the limitations of our own abilities. Making requests with
this grammar is somewhat forceful.

I ate as many cakes as possible.


Please come as soon as possible.



[] also means as much as possible. It is more polite than [], so it will more often
be used when making requests.

Please do it as fast as possible.


I try to avoid rush hour as much as possible.

[] or has many uses. You can add this to clauses to show that some result met
your expectations. By itself, we can translate it to Just as I thought. It is also
used similarly to anyway, even still, or nonetheless, to show that circumstances
haven't changed despite some new development.

After the strong earthquake, just as I thought, the building was alright.


He has changed, but nonetheless, he is a liar.



[] translates to anyway, at any rate, in any case, or be that as it may. We use this
at the beginning of sentences to show that the previous idea doesn't matter, it
won't change the importance of the following sentence.

Be that as it may, you still need to study.


That was last year. Anyway, let's forget it.



[] literally means one way or one direction. When accompanied by , will
translate to on one hand, that is, you are explaining two different opinions or
situations. In English we usually accompany this phrase with on the other hand,
but it Japanese it isn't necessary. The clause without [] will show the other point
of view. In English, we usually begin sentences with on one hand, and while it
can begin a sentence in Japanese, it is usually placed at the end of the clause.

I want to help on one hand, but on the other hand, I don't have free time.


On one hand he is not smart, but on the other hand he can think of good
ideas.

When placed at the end of a sentence followed by the copula, [] shows that the
sentence keeps happening, or happens continuously.

My stocks keep going down!


This trend is continuing to spread.



[] means in other words, in short, or what I mean is, and functions pretty much
the same as in English. We can use it to clarify or sum up the previous sentence:

In other words, she won't be coming back.


So you're saying you can't come, right?


Day 4 Grammar Cards:
1. As a matter of fact / The truth is / Actually
[] (nuance of confession)
[]
2. As much as (humanly) possible
[] (UK)
3. As much as possible
[] (UK)
4. Just as I thought / Anyway / Even still / Nonetheless
/ [] (UK)
5. Anyway / At any rate / In any case / Be that as it may
[] (UK)
6. On one hand
[]
7. In other words / In short / What I mean is
[] (UK)

Day 5: Reading 1

Today's lesson will contain the first reading section. The readings will contain
the target grammar from the previous lessons to help you review. The readings
will also contain grammar that you haven't studied yet, but will be presented
later in this book, so if you don't understand everything completely, that is
perfectly fine. Because of this, it's a good idea to practice the previous readings
every time you reach the new ones. Once you finish the book, you should be
able to understand everything in the readings completely. Each sentence is
numbered, and the numbers next to the vocabulary words correspond to the
sentence where they are found. Above each sentence is the same sentence
written without kanji. These sentences without kanji contain spaces for ease of
reading, but normally Japanese is never written like this. The names of the
characters are all written using only and , because kanji names can be comprised
of any number of different kanji.

Study these readings like you study your flashcards, for short intervals, three
times a day. Start by first reading everything out loud. After you have read it
once, review all the words that you don't know. Read everything out loud once
more. On your second study session, after reading everything out loud again, try
to translate the sentences into English. There are many various translations
possible. Try to think of the many different ways that you could express the
sentences in English. On your third study session, drill the unknown vocabulary
again before reading everything out loud. Your goal after the third study session
should be that you can recall the grammar points in a relatively short amount of
time.

As stated in the foreword, these readings should not be your sole source of
practice. It is very important that you find something to read which is applicable
to your Japanese goals, and practice reading it with the method outlined above.

Reading 1 Vocabulary:
2) [] Osaka
2) [] person's origin / birthplace
4) [] to go to and from / to attend school
5) [] accountant
8) [] smiling face
12) [] joke
18) [] roger (radio)

20) [] washbasin
22) [] cooking pot
22) [] (UK) to peek into

Reading 1:



1)



2)



3)



4)



5)



6)



7)



8)



9)



10)



11)



12)



13)



14)



15)



16)



17)



18)

19)



20)



21)

22)



23)



24)



25)

Day 6: Negative O-Form

If you recall, the O-Form is also called the Volitional Form or the Presumptive
Form. We use it to say things like Let's, shall we, and to show our certainty.
Since volition is your will or desire to do something, we can use the negative O-
Form to show our strong will or desire not to do something. We can also use it
to show our certainty in negative sentences. First let's look at how to make the
negative O-Form:

For verbs, we drop the final and add .

Verbs
[] → []
[] → []

For verbs, we use the U-Form + .

Verbs
[] → []
[] → []
[] → []
[] → []
[] → []
[]→ []
[] → []
[] → []

Special Verbs
→
[] → [][]
The conjugation of this verb will depend on the age of the speaker. Younger
Japanese speakers tend to use the unconjugated versions and .

We can call this the Negative O-Form or the Mai-Form. This grammar express
our will, desire, or intention not to do something:

I'll never make that mistake again.

I won't drink anymore.


The Mai-Form can also be used just like and , but since it is negative, we are
saying that we presume something not to be true.

Probably no one will come.


Probably no one will come.


Day 6 Grammar Cards:
1. Mai-Form ( verbs)
drop add
2. Mai-Form ( verbs)
U-Form +
3. Mai-Form ()

→
→
→

[] → []
[] → []

Day 7: Passive Voice

Passive voice can be tough with European languages, but luckily for us, it’s
really easy in Japanese.

For verbs, we use the A-Form + .

Verbs
[] → []
[] → []

For verbs, we use the A-Form + .

Verbs
[] → []
[] → []
[] → []
[] → []
[] → []
[]→ []
[] → []
[] → []

Special Verbs

→

[] → []

Just a reminder for those that may have been sleeping during English grammar
class, we use the passive voice to convert an object of a sentence into a subject.
For example, we can change the sentence I wrote a book to A book was written.

I wrote a book.


A book was written.


We can also use the Passive-Form combined with the Te-Form and to make a

passive sentence with the word being:

The movie is being watched.


The movie was being watched.


Using the Passive-Form makes the sentence even more vague. In the example
above, we don’t know who wrote the book. Again, it’s polite to be vague in
Japanese, so the Passive-Form can sometimes be used to make a sentence sound
softer or more polite. While in English, using passive sentences in writing is
considered bad form, this is not the case at all in Japanese. Remember, the
Japanese language likes to drop everything that can be understood from context,
and so the passive voice will be used much more often in Japanese, especially
when it's possible to leave out the subject of the sentence.

We can also use the Te-Form + for English translations of the passive voice.
This grammar isn't actually the passive voice though, it doesn't make sentences
vague or get rid of the subject. Rather, it shows that something has been
completed, a change in state has occurred, something happened, and () now
something exists () in a new state. In English, we use the passive voice to convey
this meaning.

These potatoes are not fried, but baked.


His name is written here.


Note that, because this grammar shows the the action was completed, we cannot
translate this with the word being. If we want to say something is being done we
need to use the Passive-Form.

Day 7 Grammar Cards:
1. Passive-Form ( verbs)

A-Form +
2. Passive-Form ( verbs)
A-Form +
3. Passive-Form + being
Passive Te-Form +
4. Passive-Form of a completed action
Te-Form +
5. Passive-Form ()

[]

Day 8: Causative-Form, Let

The Causative-Form in Japanese has many uses and is unlike any grammar
structure in English, so it can be a bit confusing the first time you see it. First,
let’s just take a look at how we make the Causative-Form. Like the Passive-
Form, the Causative-Form is used by adding endings to the A-Form. However,
there are two ways to conjugate the Causative-Form.

For verbs, we use the A-Form + .

verbs
[] → []
[] → []

For verbs, we use the A-Form + .

verbs
[] → []
[] → []
[] → []
[] → []
[] → []
[] → []
[] → []
[] → []

Special Verbs

→

[]→ []

The shorter Causative-Form ends in instead of :

Verbs
[] → []
[] → []

Verbs
[] → []
[] → []

[] → []
[] → []
[] → []
[] → []
[] → []
[] → []

Special Verbs

→

[]→ []

You may be wondering what the difference is between these two versions. There
is no difference. The shorter version is the classical style of conjugation, and
being so, is less common in modern Japanese. Some speakers say the shorter
version sounds more blunt.

Let's look at a common example to help us learn what exactly the Causative-
Form is. On many signs in Japan you will find this phrase:

Notice


This is the Causative-Form of [] (to know), not only that, but it is also in the E-
Form, changed to , which makes it a command. The literal translation of this
phrase is someone commanding you to cause to know. In English we can
translate this as please notice or please be aware or let it be known. What this
form is telling you to do, is to cause the verb of knowing to happen. Please keep
this in mind when you see the Causative-Form, it means cause this verb to
happen.

We can use the Causative-Form to say that someone made us or forced us to do
something:

My parents make me study every day.


My boss forces everyone to work hard.

Do you recall that we can translate as let it be known? Because of this, the
Causative-Form is also used to say let. It sounds a bit funny, but the previous
sentences could also be translated as let instead of make / force.

My parents let me study every day.


My boss lets everyone work hard.


That was so nice of our parents to let us study, and so nice of our boss to let us
work hard! Of course, I'm joking here, and you can usually understand from
context if someone meant make or force or let. However, if we want to explicitly
say let me in Japanese, we use the Causative-Form combined with Te-Form
commands.

Let me buy this please.


Don't let me go alone.


Day 8 Grammar Cards:
1. Causative-Form ( verbs)
A-Form + (modern)
A-Form + (classical)
2. Causative-Form ( verbs)
A-Form + (modern)
A-Form + (classical)
3. let
Causative Te-Form +
4. Causative-Form ()
(modern)
(classical)
[] (modern)

[] (classical)

Day 9: Causative-Passive

Now that we have learned both the Passive-Form and Causative-Form, we can
combine them into the Causative-Passive-Form. This is easy to do, we simply
combine the two endings together. Though verbs have two possible Causative-
Form conjugations, Causative-Passive verbs only have one.

For verbs, we use the A-Form + .

Verbs
[] → []
[] → []

For verbs, the modern conjugation uses the A-Form + .

Verbs
[] → []
[] → []
[] → []
[] → []
[] → []
[] → []
[] → []
[] → []

The classical conjugation replaces with . becomes . Unlike the classical
Causative-Form, the classical Causative-Passive of verbs is actually more
common than the modern version. Most speakers say that because it is shorter, it
is easier. After all, the Causative-Passive has many syllables! One final note,
verbs that end in do not use the classical conjugation. Perhaps this is because
saying sounds funny.

Verbs
[] → []
[] → []
[] → []
[] → []
[] → []
[] → []

[] → []
[] → []*

Like verbs, the two special verbs only use the modern conjugation.

Special Verbs

→

[] → []

We can use this when we want to say that someone is made or forced to do
something.

I was forced to eat the cake.


I was being forced to eat the cake.


The soldiers are forced to run every day.


The soldiers are being forced to run every day.


Day 9 Grammar Cards:
1. Causative-Passive ( verbs)
A-Form +
2. Causative-Passive ( verbs)
A-Form + (modern)
A-Form + (classical)
3. Causative-Passive ()

[]

Day 10: Reading 2

Reading 2 Vocabulary:
1) [] bandit
1) [] to attack / to raid
2) [] to kidnap / to abduct
3) [] peace
3) [] to like / to prefer
3) [] to go against / to fight against
5) [] (Na) cruel
6) [] to present / to submit
6) [] to order / to command
7) [] trip / journey
7) [] samurai
7) [] to stop by
8) [] destruction / devastation
8) [] before one's eyes / in one's presence
10) [] whereabouts
11) [] thanks / gratitude / reward
12) [] to chastise / to punish
12) [] to take back / to get back / to recover
13) [] choices / alternatives / options
13) [] to hide / to conceal
15) [] (UK) mold
16) [] to arrive
16) [] loud voice
17) [] to release / to set free
17) [] (UK) to attack / to beat / to finish off
20) [] arrow
20) [] to shoot
21) [] quick / nimble
21) [] (UK) to dodge / to evade
22) [] sword
22) [] to wave / to shake / to swing
23) [] miracle
25) [] never again (with negative verb)

Reading 2:

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2)



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25)

Day 11: Because

In Volume One, we learned and as translations for because. There are a few
more words we need to learn.


We can use to show our reasons. Think of it as a combination of and , where
the is being used to sort of sum up the previous sentence. This translates to
that's why or so.

I want to see him. That's why / So I will go.


Oh, that's why he was crying?



Another way we can give our reasons for doing something is to add to the end
of the reason. This is often used when people are giving multiple reasons, and
will act as a list marker, similar to using and with nouns. Depending on the
sentence, this can translate to and or or.

I will go, because I want to see him, and I want go outside.


I don't have any money or time.


can also be used when you are giving lists of adjectives in place of the Te-Form.
With Na-Adjectives, we need to remember to add :

He is strong and kind and a great person.


The cat is cute and fluffy.

Yet another way we can say because is . This word will start a sentence and is
used in a response to a why question. Though means because, sentences using it
are almost always ended with , so usually it is used as an emphasis marker to
show that what you are saying is the response to a why question:

A: Why are you going?
B: Because I want to meet him.
A: ?
B:
A: ?
B:

A: Why are you doing that?
B: Because I don't like him.
A: ?
B:
A: ?
B:

Day 11 Grammar Cards:
1. That's why

2. Listing reasons / Listing adjectives

3. because (reply to why)
...

Day 12: Even Though, Although, Despite


can be translated as even though, although, despite. It is attached to the end of a
clause. As far as translation, even though can easily be replaced by although, but
when we use despite, the English sentence changes into something like: Despite
the fact that ~. In Japanese the same sentence means all three things.

Even though I was studying every day, I didn't pass the test.


Despite the fact that I tried hard, I couldn't win.


If we make a sentence that ends with or the casual version , we need to change
these words to .

Although it's gold, it's not worth much.


Even though it was his birthday, he didn't get a present.


It's important not to confuse this word with situations where the particles and
are combined, for example, when you nominalize a verb with the particle:

I didn't notice that he ate my cake.



has the same meaning as but is most always used in contexts when you are
angry or annoyed at someone. For nouns we need to add before .

He wouldn't give me 100 yen even though he is rich. (annoyed)

He kissed other women even though he is my boyfriend! (annoyed)


derives from the word [] which means a habit or tendency, usually referring to a
bad one.

Smoking every day is a bad habit.


He has a habit of getting angry.
He tends to be angry.


Day 12 Grammar Cards:
1. despite / although / even though

2. despite / although / even though (annoyed)
[] (UK)
3. A bad habit or tendency
[]

Day 13: Coordinating Conjunctions

If you don't know the grammar word Coordinating Conjunction, don't worry.
The word and is a coordinating conjunction. We use words like this to connect
sentences with different ideas, that is, coordinating conjunctions connect main
clauses rather than subordinating clauses!

Most of the words we will learn today can simply be translated as and, but they
each have a slight nuance and various uses. Like in English, a lot of these words
are just acting as place holders for the speaker to think and gather his or her
thoughts.

What separates the words that we will learn today from the previous ones, is that
the two clauses will be separated by a period, and not a comma. The
conjunctions will be the first word in the second sentence, rather that one long
sentence separated by a comma. The reason is that these words are often used to
give speakers time to gather their thoughts before they speak again.


means and, but has a nuance of because of that or therefore, similar to . This is
often shortened to just in conversation.

He lost my money in stocks. Therefore I can't trust him.


I lost my job. So, I can't buy expensive things.



is the same as but only used with improvements or solutions to the previous
stated situation.

I'm unemployed. So, I'm looking for a new job.


We were fighting every day. So, to fight reduce our fights, I moved.

is often used to sum up previous sentences and offer a conclusion, but it can
also be used to mean also, or and then...

We lived together, and uh, anyway, the point is, we were fighting every day.


He moved in, then he moved out.



means despite that. Before, we learned the word to mean despite, and sentences
with similar meanings can be constructed using both.

I was studying every day. Despite that, I didn't pass the test.


He lost my money in stocks. And yet, I trust him.


Day 13 Grammar Cards:
1. and / because of that / therefore

(shows improvement)
2. and / but / however

3. despite that

Day 14: Either Or, Neither Nor, Else

To say either A or B in Japanese is very easy. The choices will be presented
first, and then the question will be asked.


When presenting choices, we add after each choice, but the final choice usually
has no marker. This can be translated as or. The choices must be nouns, so we
need to nominalize verbs.

Which do you like, A or B?
AB
AB

Do you want to see a movie, or go out to eat, or walk around the park?


We can replace with to show that the options aren't the only ones available,
similar to using and with nouns. Unlike , using doesn't require you to
nominalize the verb with . However, this grammar is not very commonly used,
most people will just use .

Do you either want to see a movie, or go out to eat, choose already!



To say neither nor we use with a negative verb. This can sometimes be
confusing because we use for also. So try to think of it as also not.

I don't like A nor B.
AB
AB

Neither I nor Mr. Tanaka understand this question.



means or / else / otherwise. This is always used with questions:

Do you like A? Or do you like B?
AB
AB

Will you meet your friend? Or will you stay home?


Day 14 Grammar Cards:
1. either / or
(noun) + ()
2. neither / nor
(noun) + + (negative verb)
3. else / or / otherwise

Day 15: Reading 3

Reading 3 Vocabulary:
2) [] match / game
3) [] complaint
5) [] unemployed person
6) [] interest / curiosity
6) [*] sales
*This can also be written as .
7) [] product
10) [] player
10) [] injury
11) [] to believe
14) to slide / to slip off / to deviate
14) [] (UK)* to notice / to recognize
*Only the second kanji is usually kana.
15) [] to calm down
16) idiot
17) [] mouthful / gulp
19) [] lazy person
20) [] feeling
20) [] promotion
21) [] salary / wages
23) [] to quit a job
24) [] business conditions / economic climate
28) ass (slang)
28) [] to kick / to beat up

Reading 3:



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