Eri Banno

Yutaka Ohrto

Yoke Sake v fisclDIf-Y

Chikako Shinagawa ptiJII#?-

iiSkk-kkik /-

TheJapan' l imes

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Preface

Producing the materials for this textbook involved a long process of

surveying students’ needs, writing up the results, making detailed

revisions to the material based on the surveys, and responding to the

reactions and comments of students who used a trial version of this

text. It has taken more than four years to complete this project. Our

labor has been rewarded, however, because this book is based on our

original plan to produce ideal textbook—one that will enable students

to learn Japanese smoothly, while also enjoying lively games and

helpful illustrations.

We have an extensive list of people to thank for the completion of this

textbook. First, our sincere thanks to Chiaki Sekido of the Publica-

tions Department of The Japan Times for seeing this book through the

publishing process. Particular acknowledgment goes to our colleagues

and trainees in the Asian Studies Program of Kansai Gaidai University

who attempted the trial version and made invaluable suggestions, to

Kaori Tajima for her illustrations in the trial version, to Judy Okawa

for translating, and to the teachers whose heartfelt guidance encour-

aged us throughout the process. Finally, we would also like to express

our gratitude to the foreign students at Kansai Gaidai University for

providing us with the opportunity to write this book.

mm^mWfAjg}®=fc < D

IJL/toC/Preface-

^glzour/lntroduction-

*13*^ 7;wm bffL Looking for a Part-time Job 6

*14*- Valentine’s Day 28

*15** "ffff A Trip to Nagano 50

*16* Lost and Found 70

*17* <" t> k o b £ JS Grumble and Gossip 92

*18*- * John's Part-time Job 112

a19* Meeting the Boss 134

*20*"* Mary’s Shopping 154

*21*- £5t3T$ Burglar 178

*22*- Education in Japan 198

rn23m-^m,ti Good-bye

Interesting Experiences in Japan 244

Personal Advice Column 251

* 1 5*' |£ § & Pfr My Favorite Place 256

#?16s - HA,#1

r

F

x. A.J The Manga Doraemon 263

y '3~a Yoko Ono 269

sl8»— College Life 276

Letters 283

02O^-»*|S0n| A Cat’s Plate 291

Unlucky Ages 298

*22^ ®0 IB Tomomi's Diary 304

What Does This Face Mean? 310

Iff§ ^ v^/v 1 Japanese-English 318

S < v^2 English-Japanese 333

Ifff Map of Japan 34.8

| Numbers

ISi Conjugation Chart 352

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3, Aim and purpose

GENKI: An Integrated Course in Elementa

the study of the Japanese language. Studeni

of Japanese in the 23 lessons of this text, whis designed mainly for use in university and

high school students and adults who are begi

on their own. Hopefully, students will hav

because grammar explanations are given in

GENKI: An Integrated Course in Element

to developing the four basic language skills

in order to cultivate overall Japanese-langua

on balancing accuracy, fluency, and compl

would not end up speaking accurately yet in

ing only simple grammatical structures.

II IStructure of the textbook

This textbook basically consists of three secti

Writing, and the Appendix. A detailed expl;

Dialogue and GrammarThe Dialogue and Grammar section aims at i

abilities by learning basic grammar and ii

Grammar section of each lesson is comprise'

•Dialogue

The dialogues revolve around the lives of fori

and their families, presenting various scenes t

lives. By practicing natural expressions and c

go smoothly), students are able to understai

oto understand at first. Don’t be overly concerned, however, because the grammar and

vocabulary will gradually take root with practice.

Dialogues are recorded on the accompanying CD. Students are encouraged to practice

regularly by listening to the CD and carefully noting pronunciation and intonation.

•Vocabulary

The Vocabulary section presents all the new words encountered in both the Dialogue

and Practice sections of each lesson. Words that appear in the Dialogue are marked

with an asterisk ( * ). Words are listed according to their function in Lessons 1 and 2,

and by parts of speech in Lesson 3 and following. 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 subse-

quent lessons, thus student iged to learn them little by little each day. After

Lesson 2, commonly used kanji equivalents of some words (Joyo Kanji) are also listed,

but students are not required to memorize them.

This textbook does not indicate a word’s accents. The accent of a Japanese word

varies considerably, depending on the region, the speaker’s age (including the genera-

tion gap between speakers), the word’s paradigmatic form, and its connection with

other words. Therefore, don’t be overly concerned about the accent, but try to imitate

as closely as possible the intonation heard on the accompanying CD.

•GrammarGrammar explanations are detailed, so that students can easily study them on their

own. Students at school are expected to read the grammar explanations before each

class.

This section also fully explains the items found in the Practice section that follows.

Necessary explanations for the grammar and vocabulary that are not found in the

Practice section can be fo d 1 1 \ at the end of each Grammar

•Practice

This section includes questions related to what was taught in each section of the lesson,

providing students with both basic practice and application. By answering the ques-

tions sequentially, students can naturally build up their Japanese-language ability. The

exercises with only one answer are marked with@ and recorded on the CD, allowing

students the opportunity to practice on their own.

The last part of the Practice section contains Review Exercises, which incorporate

aspects of the lesson as a whole. For example, some questions combine various topics

covered in the lesson, and some call for the creation of new phrases based on what was

learned in the Dialogue section.

Introduction 4

•Supplement

Finally, some lessons include additional or supplementary information. This includes

expressions related to the topic of the lesson, as in “Time and age” in Lesson 1, or

expressions suitable at certain times or places, as in “At the station” in Lesson 10.

Words introduced in the Supplement section are found in the Index of each volume.

B^Reading and Writing

The Reading and Writing section aims to foster comprehension and writing ability by

learning Japanese characters and by providing opportunities to practice both reading

and writing. Hiragana is introduced in Lesson 1, followed by katakana in Lesson 2, and

kanji in Lesson 3 and following. From Lesson 3, each lesson contains the following

•Kanji list

Each new kanji introduced in a lesson is contained in a list, each with about 15 kanji.

This makes it easy to memorize a few each day, rather than be overwhelmed with so

serial number

(2) kanji (4 reading (5) compounds including the kanji

*Mil

(book; basis)

^ (fry) book 0^- (—# V) Japan

Japanese A, (.*$>£ b t $ A,)

Mr./Ms. Yamamoto

5)- t *

(3) meaning

6) total strokes

)stroke order

Among the readings shown in (4) and (5), hiragana indicates the kun’yomi , or Japanese

readings for a kanji, while katakana indicates the on’yomi, or Chinese reading. Both

kun’yomi and on’yomi are sometimes altered in compounds of two or more kanji. For

example, the ordinary pronunciation of # is “gaku,” which becomes “ga(k)” when the

kanji is used in the word Such derivative readings are also included in (4) and (5).

Although some kanji have many readings, only those readings that are useful at an

elementary level are included.

Shaded readings and words in each lesson should be memorized. The others are for

reference, so students don’t need to memorize them. A practice sheet for each kanji is

provided in the Reading and Writing section of the Workbook. Students should practice

writing the kanji repeatedly, according to the i rder shown on the kanji list in the

•Practice

GENKI

I

consists of kanji practice, readings for comprehension, questions about the

content of the readings, and writing practice. Kanji practice includes various types of

questions, such as having students reconstruct a kanji from its various parts or make

new words by combining kanji. By tackling these problems, students will realize the

goal of practice-to become more proficient in their use of kanji. Basically, the readings

are short and deal with subjects familiar to the students. They are easy to understand

if the student has learned the vocabulary and grammar taught previously in the

Dialogue and Grammar section. When readings include new words, a corresponding

word list is provided. Finally, composition topics are given for writing practice.

GENKI II contains readings for comprehension, questions about the content of the

readings, and writing practice. The readings employ various styles of Japanese, ranging

from letters and fables to essays and advertisements. With a knowledge of the previous-

ly learned vocabulary, grammar, and kanji, the readings are easy to understand but

grow longer and more difficult in later lessons. Word lists are provided for newly

introduced vocabulary. Finally, composition topics are introduced.

Appendix

Volumes 1 and 2 both contain an Index. The Japanese-English Index, in hiragana

order, lists words found in the Vocabulary and Supplement section of each lesson. The

number next to a word indicates the lesson in which the word was introduced. In the

English-Japanese Index, English equivalents to Japanese words are arranged in alpha-

betical order.

Also included in the Appendix are tables of verb conjugations as well as sound

inflections of the expressions related to numbers.

l| Orthography and font

The basic text is written in kanji and hiragana. Kanji is used for the most commonly

used characters, those that appear in the official list of Joyo Kanji. Hiragana is used

instead, however, when the Joyo Kanji equivalent would not be necessary for beginning

students of Japanese.

hiragana and katakana in Lessons 1 and 2, respectively, of the Reading and Writing

section.

Students study kanji from Lesson 3 in the Reading and Writing section, where

pronunciations of the kanji already presented are not indicated in hiragana, in order to

promote the students’ increasing acquisition of kanji.

The Japanese in the basic text is set mainly in the Textbook font, which resembles

handwriting and serves as a good model for students. Students will encounter a variety

of fonts used for Japanese materials, however, and should be aware that the shape of

some characters differ considerably, depending on the font used. Note especially that

with some characters, we find two separate strokes in one style are merged into a single

stroke.

Example: Textbook font Mincho font

$ $^ §0 V

b

^ ^ -P

SfS-XS*

flg*xpifpfc<D

rvi 3 :> 57 Jb/V'(' M3tU Looking for a Part-ti

Potential Verbs

~b~ZvTi- (It looks like. . .)

-aracHg#§Bfjr At the Bank

CEiZZD Aw-sf-ox- Valentine’s Day

number + & / number + t-tf2 + negative

.

' 18x75 Counters

S 15 i RBWjff A Trip to Nagano

Volitional Form

~Ti5<

Using Sentences to Qualify Nouns

©/ItxlUT At the Hotel

C m T6*ti Stifa Lost and Found

C*T7J0 <*Si5t3*IS Grumble and Gossip 92

5Xt (I hear)

~»fsvi-c-r

~WC/~T^«.xCKJS/XSISr At the Berber Beauty Salon "I

Cm8 *sjl y a 'JtZk<Jy7)\tM S John’s Part-time Job 112

Transitivity Pairs

~T Lip~t

(.Meeting the Boss 134

Honorific Verbs

Giving Respectful Advice

-X <tlX&<)&k5

-X&fr-jtzX'-f

~\ifXt©ffijSJfS Visiting Someone’s House

ri 20 Bn i Mary’s Shopping

Extra-modest Expressions

Humble Expressions

L » 21 ) d"5IS5 Burglar

Passive Sentences

~EJKadjective + '#'5

[fc]3H 1 p S S 0 N 13^1

J7)^] Looking for a Part-time Job

H i£ Dialogue 0

John calls the restaurant Little Asia.

1 rn *: Iiv\ [') h;v- TVT\ fto

2*a>: J4 ya>-7>^ttito3 AS *:4va>: 4-0 !i*> i -b r?f 8> Lfcfcfefftt*

5^ * : £ 0 -C-t*>o 40 fe Lfc®—6 vs > : -uf-ettao ^'9 3 Lfc.

At the restaurant.

1 « *: 7 > * f I:j***4* *

2 Va> : m,LhinX"fi>'io 0 '.''%t'>A&Alc4;L £ L, 0*i£i«.*.S L 0

3 /£ * : l/XI'7 >-C»VNf- ® s *) 3 +4 0

4 ya>: tiv %0 -)ij ? — £ b Lfc ; lit.

s4[ *: liUci'bWbtllti'.

«vsv: (Jv' 0 J; ^ L < Jill'.' L 3 4o

7« *: VMSoX < $N'v>,,'*

Professor Yamashita comes to Little Asia.

,-y 3 >: 4^3 -a-. *, 4T|fcjL„

! AT|| : v s > $£,„ - C-CT/Ly^'f L S L-CV'24-C-ti‘ 0

3V3>: $*,. -aiMlcSB»VN-Cv^it»

4 JjfJti : 0'C :'t>&\> ifit4'£^L'.'-C+7K

| | Grammard Potential Verbs

ru-verbs: Drop tlhe final -ru and add -rarew.

W,3 (mi-ru) -» (mi-nveru)

u-verbs: Drop thie final -u and add -er

fj< (ik-u) 4 (ik-eru)

fgf 4 Bt±a at >

I3 Sp.3 5Eis&

»<• aus ->

|-3i -¥

irregular verbs:

<5 tz>

above list.) There actually are shorter, alternative potential forms of nirregular verb < 5 ,

which are made by adding the suffix -reru, instead o]

ra-less forms are gaining popularity, but are considered slightly substan

We could not go to the beach, because it rained.

le table below summarizes the conjugation pattern of potential verbs.

present 116*13 M6*UrUpast EBtlfc Jt6*l**)'ofc HB*l£t±AjZ:

te-form ftBftZ:

lose verbs that take the particle £ can take either £ or ¥ when they have be<

;o the potential. "CSS, the potential counterpart of the verb it 5 , is somewhat

d takes ¥ almost all the time. (The use of £ with X’ & % is considered highly

rd.) All particles other than £ remain the same when the verb is turned

tential.

verbs with

-» or WjiSSM&S

» ((±*£^3 is considered substanc

verbs with particles other than ;g:

I1ICH3 -» LJLiCftftS (No particle change involved.)

When you want to mention not just one, but two (or more) reasons, you can use L in

place of (> . L usually follows a predicate in the short form.

(reason,) U, (reasons) U s (situation),,

I really like my Japanese class, because Japanese language is interesting, and our

teacher is good.

ft £«»??! L£uYesterday was a great day—a letter came from my family, and I talked with my

boyfriend on the phone.

Q : BU:*ftc-vvft#>o

Do you want to go back home?

A:vn>x., U h < *. 1 if fee.

No. Life here in Japan is good, and I have good friends 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.

Life in this city is an easygoing one. Things are inexpensive, for one thing.

Sometimes the l clauses follow the description of the situation explained.

WLiLim !XProfessor 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 ti

appears with 4' -adjectives and nouns, but not with t '-adjectives.

S13BH

U-adjectives: JStU^Ul/^-adjectives:

noun+ r-T:

(It looks like . . .

)

We add i n X't to i '- and Si-adjective bases to say that something “seemingly” has those

properties. When we say ~ i n Xt, we are guessing what something is like on the basis

of our impressions.

To form ~ i 7 t"f sentences with t '-adjectives, you drop the final v v; with ^-adjectives,

you just drop Si. The only exception is with the t '-adjective t't', which will be changed

to i S before i 0 .

Z<T> t) L di joV' L i 1 X"f o This apple looks delicious,

h L tz X X % 1 X' t 0 It looks like the weather will be fine tomorrow.

XT 1

) X IS TCyj £ 1 X’ L tzc It looked like Mary was fine.

U-adjectives: jsuuu 4 asuu^er-rexception: uu 4

^-adjectives: 5gSK&) 4

You can use i 1 Xt with negative adjectives too. The negative ending Sit' is changed

to Si i before i n .

z o&im 1 < tail tt ,

This book does not look difficult.

£ t Z $ x f y fr £ 1 4 -tife

It does not look like Tomoko is good at tennis.

You can use the adjective + ?•) combination to qualify a noun. { p is a Si-adjective,

thus we say i 3 Si before a noun.

1 Z 1 & fo 1 It does not look like it will rain.

Stl3Hn|(i

Situation 2

Q : it*'.

Do you understand Japanese?

A : £+„If it is in hiragana, yes.

& o introduces a sentence that says something “positive” about the item that is con-

trasted. In the first situation above, ti. A puts Mexico 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.

O ™SICIIYou can describe the frequency of events over a period of time by using the following

framework.

|~ (period) IZ (frequency) (frequency) per (period)|

feii— t-HElM I shampoo three times a week.

fete—frfl fefrlt ± -t„ / call my family once a month.

X 13— £ L ± t o My father goes on a trip twice a year.

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 tell or llllx.. The first group that gets the correct answer gets a point.

Change representatives.

Sample Questions: Answers:

** VHax. 0

4 tt', -*• IJi\,

1W£ttX"tA'o -> f q Tt.

A. Answer the questions using ~U~U. Examine the ideas in the cues and decide

whether you want to answer in the affirmative or in the negative.@Example: Q : 0 tz v '"Cl"

A : S/tA'4t„)

->< JAi'l L, f±** < & 0 i-fr/U,

1.

(«««**> *) 4 t= OAfclit.)2. 3 Aj|t«'ATti'o

C®S IV'T® mrC'to)

3. jfi',

fVv'W.'K- h <ihfWtJHi7U)4. Acfti'o

< * *) ***&>*' i)

5®«' ^-^4 -(cfi-SJ t^'o

ich-9 -lefts 4 Lfi 0 ) j

6. a

4 &»***>* 0 4 */&£7. -At«fi s-CS 4 ft.

( a t-Wify it. ti

Example:

[f t f]

ss-xswa

8. 5-C+>$‘ 0

9. «L'-'T/'-- t (iVNVN-Cti'o

B. Answer the following questions and add reasons for your answer.

Example: Q • Hj-ChilS L ''''C't'A'o

A : liv \m t L, ZAsttlimotzl,

1. ;«rwtU'tti'„2. 4-,

3. 0 i t**.

4.

5.

A. Describe the following pictures using

Example: d SOi-L ii U V ' L £ 7

l

£”ftec

Ex. TL (1) (2) *U- (3) as.

taa

D. Pair Work—Comment on your partner's belongings using

Example: A : ti t l % Z 4 4

B : -2-p-et^o Xt

A : U MlB : tft4&4

A. Respond to the following sentences using ~"££€>.@Example: Q : C Witli+ t j ft <fc

.

A :

1.

2. focovk&i & At)4J 4 Lfc„

3. L 4 L t-„

4 .

5. LM6 . ;cocd

7 .

B. Talk about what you want to try in the following places.

Example: Q M >

A: 4 > K-C-ei K%.-3X&t;'-'X"to

1.7 7’)* 2. 3.74 4. 7-.?..v/W 5. f<?i- 6.?

ip§EgS*6#*a:0fcA. Answer the questions as in the example.@

Example: Q : >1 7*'J— S A. £i ti" S , 3-t-5:«iLM',

A 1 (O tea X coffee)

- 3-t-lift*4*/C-CLfc.

w««|(3||

1. ?< T ') —$ j 7 ©bicycle x motorbike)

2. S 7 ') -$ > V izifo tz Z >) ifi>„

CO Australia x New Zealand)

3 . yTV— SA/tl 7S Li'fi'o .• ft|tennis .x golf)

4. If X, $ X, Ji 0 0 i i'i'o..‘^.history X economics)

5. ^friend x girlfriend)

6. ItX/SfftttilB IZliii'tf totli-fi'e L^Sunday x Saturday)

B. Answer the following questions. Use ~&£> whenever possible.

Example: Q : X4* — "J & X < JLi 1~i'o

a : it it, w&bJii +„/<'>.'*.,

1. i -fi'o

2. T>w<4 b £ Lkz Ztfk 0

3.

4. 1 2-fA> 0

5. i t©6 .

A. Look at the following pictures and make sentences as in the example.@Example:

Ex. twice a day (1) th

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 organizations and make an appointment for a job interview, as in

Dialogue I .

(b) Then, discuss experiences and qualifications, etc., as in Dialogue n

.

[ TVT-Y^'OV

11*^74 7 M-X7x7*

D. Pair Work—You have made a phone call to a friend, but your friend was not at

home. Continue the conversation in the following situations using the additional

expressions below.

1 . Ask when your friend is coming home and say that you will call again around that

2. Leave the message that there is a vocabulary quiz tomorrow in the Japanese class.

3. Leave the message that you can’t make it to a party tomorrow.

Start the conversation like this:

A : i Li l,

B : (j;t\ Jo IB ftoA:xixL$Li t:A\ In ; IfB :

Additional Expressions:

t tz flEte L i to (I will call again.)

X ~ Xi» tz X < tzi^'o (Please tell her that Smith called.)

:-f-f >7"tztrtti;v'z;gxx < fszfy

(Please tell her I can’t come to the meeting.)

11 4 7 1 - 3 9.8. O'

-etc (My number is 471-3980.)

ihi< ‘am ' L i tf/iML L S to (C*w»w remark)

S14SM

U-adieilive* till'

a - a d i e c t i v e

iftj'tr)

(/-verbsa< s as

* {«#-$

Ru-verbsb*6S

* felfS

* | iiZ

Irregular VerbsZntzL-f* +zTat’-Xf$

Adverbs and Other* W,C In

*#

* Z^£~

frtzLtzh %tz%* %.i Vif

~IAS ~E~li-C

to want (fM«^ **)

to send

to look good (on somebody)

{person K)

to give up

to give (to others)

{thing £ person (-)

to give (me)

{thing £ person (-)

to come into existence; to be made

(~i*)

to consult {person (-)

to propose marriage

{person (-)

Expressions

last year

Mr./Ms. . . . (casual)

. . . like this; this kind of . . .

[makes a noun plural]

[generic counter for smaller

[counter for bound volumes]

[counter for equipment]

[counter for smaller animals]

[counter for long objects]

| | Grammara lilies

(SLv-* means “(I) want (something).” It is an v ^adjective and conjugates as such. The

object of desire is usually followed by the particle ft*'. In negative sentences, the particle

v Uvft.I want a good kanji dictionary.

f

m

,3-y 7 n n i fe ^ -cto

When I was young, I wanted a toy Godzilla.

o til < * 1 i-ax.

S14K«|(ss)

i i 7 < t-v'-CLi i.

Probably Kyoko does not want a CD of classical music.

Or you can use the special construction which says that you are making an observation

of a person feeling a private-predicate sensation. In Lesson 11, we learned the verb

tz¥i, which replaces fi'-'.

.= $ /v :i4SS S < tz « 4%(I understand that) Tomoko wants to study English.

Ill 1'' too has a special verb counterpart, L i . It conjugates as an «-verb and is

usually used in the form ti L¥^>X *' i , to describe an observation that the speaker

currently thinks holds true. Unlike li Lt\ the particle after the object of desire is &.

h U $ il t¥^> -f 0

(I understand that) Tom wants a friend.

QWe have already learned the expression X L i 1 in Lesson 12, with which we can say that

a given state of affairs is probable or likely. The new sentence-final expression ¥ & L ft

that something is a “possibility.” You can use ¥ t L ft 4 -fr/L when you are not sure what

is really the case but are willing to make a guess.

¥ fc L il t -tf/v is placed after the short forms of predicates, in the affirmative and in the

negative, in the present as well as the past tense.

L4i t*Aro

Suzuki is perhaps taller than Tanaka.

The weather may not be good tomorrow.

ii,

Tom may have been a bully when he was a kid.

sis- San

Just like 'tlliii't l tit goes directly after a noun or a & -adjective in the present

tense affirmative sentences. In other words, ti is dropped in these sentences.

Tom is a Canadian. Tom might be a Canadian.

Professor Yamasliita is not

fond of dogs.

a)TA±l4^>*S Uti-frfe/f « possible that Professor Yamashita is not

fond of dogs.

Present tense, affirmative

U-adjectives:

^-adjectives:

noun+rT: Srt'tUtltSrtt/v

Japanese has two verbs for giving. The choice between the pair depends on the direction

with me at the center, you next to me, and all the others on the edge. When a thing moves

thing moves toward the center, the verb we use is < it 5

.

You give to others.

I give to others.

Somebody gives to somebody else.

Somebody gives you.

With both $> If 5 and < it i , the giver is the subject of the sentence, and is accompanied

by the particle 14 or bs. The recipient is accompanied by the particle It.

Lsa • XS«

O ~fc6£5zrra*

ft b f 1" jJ‘ after a verb conveys advice or recommendation. The initial ft in ft h if -I

affirmative. In casual speech, ft f> £'? 'C't may be shortened to ft fc Y’h or ft 4>.

Wry rfow’f yoM starfy harder?

How about taking some medicine?

performed the activity already. It is, therefore, safer not to use it unless you have been

tapped for consultation.

Also, the pattern is not to be used for extending invitations. If, for example, you want

to tell your friend to come visit, you do not want to use ft £'? X"f*\ but should use

? Compare: X "9 % l-fcfz <->£!’•} ’Q'f i' 0

Why don’t you come to my place?

WiM number+t / number+ Uft'+negative

Let us recall what the basic structure for expressing numbers is like in Japanese,

noun| ^ j

+ number

fcCOi -feUlilMf = IZEvri-f 0

There are three cats in our house.

Lft„

We bought three umbrellas.

You can add t> to the number word, when you want to say “as many as.”

My mother owns three, count them, three cats.

§gl4f^|(5i(>)

H W Practice©f^siAWA. Items marked with O are what you want, and items marked with X are what you

do not want. Make sentences using SLAV (jjjjjl

Examples: L V Ex. Q X

B. Items marked with O are what you wanted when you were a child, and items

marked with X are what you did not want. Make sentences using BUU.©Examples: L 7c X’t „ Ex.

,.

X,

(1) (2) x (3) '# (4f: 0 (5) x

C. Pair Work—Ask if your partner wants/wanted the items above.

Example: A : -f-Kcoaf, ***(! L>&‘-=> tzX~t

B : VH%x./fU. < b 0 4 -tir/t'C L fz c

D. Pair Work—Ask your partner which of the two items in the list they want more

of and why.

Example: / 3 > h° a. — 9 —

A : tfp hxVti\B :

1. a >-*r~ h <9# ft/CD2 . >

3. rkt'/IS4 . »/*5.

E. Pair Work—Ask what your partner wants/does not want for their birthday.

Report your finding to the class later.

Examples: 3 -?- £ 1$ i t.

§i!14HM

unsuhA. Look at the picture and change the sentences using —ft'feUtl^tiA. fiifl

Examples: (maybe)

— *«A«Aiit|LAtl tint As.

f) n-k<OK ;i Ct„ (maybe not)

1. (maybe)

2. & WAIi|fc|fc.'Cto (maybe not)

3. (maybe)

4. *<95<9Aiatf*,teV''C't<> (maybe not)

5. t, SJSVN-Ctf* (maybe not)

6. S>«0^r«0A(i'|'H x—X S L i to (maybe)

7. feWlflAiiWAIi, t, IRCV'lto(maybe not)

8. f/lA li|$:6t l tA'i to (maybe)

9. ab«0|/)At;*«A{i*lf-Cto (maybe not)

10. *»*<r3AliS »Al;|» ,t* i'* *) i to (maybe)

11. &«9*«9Atl r-X£ Li Vfeo (maybe)

B. Complete the following sentences

1. fc.Lfc«9*UfUi

2. ftii

3. |aa t watts wffc|k(i

4. ^AeO i; <J WA(i, JWp5. L jfAli

Lti-arAo

L^i-frAo

Lfti-ttAo

L^i-a-Ao

Lt-i-a-Ao

C. Pair Work—Ask your partner what they think they will be doing in twenty years.

When you answer, use C:|1.S1±/u/~-£BLt£'3".

1. trC!cfiA'C*v'4t*' !

SIS £;£

2. »LtV'3ti‘.3.

4.

5.

6. io^Hf

7. <0S nti\8.

^af«fe5Z*/ul4SA^C1z—A. You have just come back from a trip. Look at the picture and tell what you will

give to the following people.@Example: XLdS £ * If i to

birthdays. When you answer, give reasons, too.

Example: A : JiJCS l:JT£ &tf 1 tti'.

b •) -ctox s -f **>***» -w .

1. z. jsmtsa- 3.

4. Julfe 5. ft# 6. R/fcfc

E. Pair Work—One student looks at Picture A below, and the other looks at Picture

B on p. 48. Ask and answer questions to find out who gave what to whom in

order to complete the picture below.

Example: A : tz tf Ji, 9 T $ k, i-f! & & tf t L tzi'„

B : Lfc/Hi'i L/io

F. Answer the following questions.

1. i Av'4 L tzi\'

2. 9 ') x-rxizmm-pi fc tfa itz*\

3. 9 V < *l£ l

4. tti' o ffi&lfi L tzi\

5. I'£>'*9

6. tcjgS

7. -#p k b'.'t Ltzi\

8. -#p ftl < k tJW'f'N 1** fev'l

A. Give advice to the people below. 0]

S14Sm|(«)

Ex

Ex. check newspaper

I 1. consult with the teacher

2. send resume to companies

6. propose marriage

7. give her a ring

8. meet her parents

B. Pair Work—Give your partner some suggestions on the following comments

using —fcBi’-pWA'.

Example: A :

1.

2. 7^*11 Lvv5/?1\

3. ± ^ A, -C-t„

4.

5. ®Sfc***5 ^V'i^-Cto

6 .

7. &W'A,-C"t„

8.

9. jTi <

H14SH

C. Pair Work—Ask your partner the following questions. Respond to the answers

using ~U2)' or ~=fe when appropriate.

Examples: 4 /U s'£ -a X v ' 4 -fi>\

- A :

B :

A : xo,

B : ks.. 1 i feo

-» A : i -fi\

B :

B :

1. 4^<2. i n i miei&m tit tzi\

3. -i'RJ- t'rV4W f b I'll -fi>\

4. 4 L tzfi\

6 .

jSSdtoCDjjgl!

A. Special Days in Japan

(a) Pick one of the special days in Japan listed below and ask a Japanese

person about it. Explain what the event is about in class.

Ut£t“&§ f«B XWBfmeOB tiZf}

(b) What kind of unique events do you have in your own country? Explain

of them in class.

$II151Sm|(9j}..

We use the volitional + £ v ' i to talk about our determinations.

h *.ff & L i 1 £ rn -5 X V ' i toI’ve decided to)I’m going to study Japanese for three hours every day.

You can also use the volitional + £ & v > 4 ?

,

which suggests that the decision to perform

the activity is being made on the spot at the time of speaking. £ & a X v ' 4 ir , in contrast,

tends to suggest that you have already decided to do something.

Situation 1

Q; -7Fg*tfi Li ho m-f.'.'i-fi',,

Twill give you 10,000 yen. What will you use it for?

I will buy a kanji dictionary, (decision made on the spot)

Situation 2

You got 10,000 yen from your parents? What are you going to use it for?

I am going to buy a kanji dictionary, (decision already made)

Q ~rfc<The fe-form of a verb plus the helping verb is < describes an action performed in

* l tz m i x a $ t toSince there will be an exam tomorrow, I will study (for it) tonight.

£< X i Ltz 0

I turned the heater on by way of precaution, because it was going to get colder.

-+'T/kS

I must make a hotel reservation in advance.

{s»)|>-£15 • xa*

Using Sentences to Qualify Nouns

In the phrase tJ fc L %vujt, the } '-adjective J4 t t h " qualifies the noun and tells us

what kind of book it is. You can also use sentences to qualify nouns. The sentences that

are used as qualifiers of nouns are shown in the boxes below.

1. |i£g)5Wpfci *2. IfoiKtlfcl *a |o<xtO±'lcs¥1

4. $

the book \that I bought yesterday\

the book \my boyfriend gt

Qualifier sentences in these examples tell us what kind of book we are talking about, just

like adjectives. The verbs used in such qualifier sentences are in their short forms, either

in the present (as in examples 3 and 4) or the past tense (1 and 2), and either in the

affirmative (1-3) or in the negative (4). When the subject of the verb—that is to say, the

person performing the activity—appears inside a qualifier sentence, as in example 2

above, it is accompanied by the particle ¥, and not (i.

“qualifier sentence + noun” combination is just like one big noun phrase. You can put

it anywhere in a sentence that you can have a noun.

htz (cf. i

This is a book that my girlfriend gave me on my birthday last year.

1 < hi Lib (cf. < hi l &,)

My father gave me a book that Amy Tan wrote.

-ct. -ct|

The movie I was touched by the most is To Live.

M33S? The verb calls for the particle as ii

The particles it, h i, and, £ are frequently dropped in the (

speech. Note also that this sentence is a yes/no question, and the pi

is dropped. (The question particle is retained in special cases

such as the pattern “the volitional + (Shall we . . . ?)”)

J|o'C <5/u/£ld‘<i:o is the contraction of whe:

in the long form (Tt and ft) speech patterns too, but are

;matically dropped at

'Btito

iding with t£ t: ai

A: fU, g®0 ?

B : «h!/«IWhile sentences e:

of women today, i

when they ended a sentence w

Short present + Youtense short form when you want i

te common in the casual speech

I am scheduled to go to Korea this coming weekend.

%<pH itKn kmmtz

sis • xais

C. Pair Work—You and your partner are going on a trip for four days. Decide (1)

where you are going, and (2) what you are going to do each day. Use the

volitional forms as in the example.

Example: A : C ! I ft 3 4 b \_

A : p U * Amx-fii Li t4‘ G

1. triicifS i-fi'o

2. LitrJ'o

A/i >.y 4/L

fry

®«j|ufc5<hjgo-cu£-rA. Describe what each person is planning to do.@

Example: 3* 7 ’)— (study all day)

-» 7 r ')- $ /Ui-B jrns L J: p k

S

o t t=

1 . S i f) Z. (do physical exercise)

2. J4T|| (quit smoking)

3. £ t H (go on a diet)

4. ii 3 > (get up early in the morning)

all day)5. O' -'— h (listen to the Japanese language tapes

6. tz It L (eat more vegetables)

7.

X— (make lots of Japanese friends)

8. It /v (look for a job)

B. Ask three classmates what they are going to do this weekend and fill in the

chart.

Example: A : it3^0 £ L X $ H Si X V ' 4

A : I'V'ftta, tifiK'n <

B : UAsiAsHlrz i iiSctv'it.

C. Pair Work—Practice the following dialogue with your partner. Then substitute

the boxed part with the other occasions listed below and complete the rest of

the underlined parts accordingly.

Dialogue: A : t it(\ I-X+—

B

B : 1 fe-cvf-T

j

-4’ll 1 gg-3-o.'ilx

A : t i Tti'o itUX. uv-Ctta .

ut’— k cofftow 0

D. Let’s sing the song

J> %b^ZtztzZn #* 4

b

f &tztzZ r

What do you suggest doing when you are happy?

Change the underlined parts into other verbs using the volitional forms.

Example: S + 5 (shake hands) -> S lli

’M’W'-f* (wink) -* >9 LX 1

(i)£f|£fDZ&&5?A. A famous prophet said that there will be a big earthquake next week. Tell what

7. felt L-

B. What do you need to do to prepare for the following situations? Make as many

sentences as possible using

Example: &5ft. ifcff Lit.

§tl5SM|(Jp.

1. nmB f) it o

2. S*j**.it3. t — h g Li to

4. —r 4-S Lit.

®§frfofcB|ltA. Look at the pictures and make noun phrases as in the example.@

Example : a friend who lives in Korea -> ItH i : f± /L X' V ' Z it tz t,

B. You are a collector of items associated with world-famous figures. Show your

collection to your guest.@Example: "/ J tzfj? r-C*.

a guitar Eric Clapton used a picture Picasso drew a piano Beethoven played

D. Pair Work—Ask your partner the following questions. Later, report your findings

to the class, as in the example.

Example: What did you buy recently?

-*• A : itzi\

B :

A : B

1. What movie did you see recently?

2. What gifts have you received lately?

3. Which celebrity do you want to meet?

4. What country have you been to?

5 . What kind of music did you listen to when you were in high school?

6. Where did you have your first date?

E. Pair Work—Ask which of the three alternatives your partner likes the most.

Example: A :

I got from my mother I bought last year

(c)

Jody Foster appears

(c)

I bought in Hawaii

»i5im(Hi

''0&<tto(DMW

A. Pair Work—Guessing GameWrite down what you do often in Column I. Write down what you think your

partner does often in Column II. Ask each other to find out if you have guessed

right. If you have guessed your partner’s answers correctly, you score a point.

You win the game if you have scored higher than your partner.

Example: A : J;

B : * p ft.A'l'i, < |

*

;(ftto

I. I do often:II. I think my partner

does often:Was I correct?

J:

J: < fr < W

i <|UjPMS

i < M < |f*.

i <

i. < litfits

J: < tlxS-7

IS • xas

B. Class Activity—Find someone who . . .

1. listens to the Japanese language tape every day

2. is thinking of breaking up with the partner

3. has to write a paper this weekend

4 . cannot swim

5. can speak Spanish

Later, report to the class as in the example.

Example: (Mr. A can speak German.) -» K i "J Qp fi A

C. Tell the class about your New Year’s resolution (ffigjfflglfl).

Example: * Jf- IMfetTf ff 12, t> -? £ L f ® 1 1.

D. Pair Work—Suppose you and your partner have just arrived at your travel

destination. (You choose the place.) Using Dialogue II as a model, decide to do

something together with your partner. Use the informal speech.

fftl5SM

(if) At school the next day.

fa >$A, % yr-i &&t> 9 i UfcV.

2 y 3 > : fiv\ titzAsfto3 JjT|fe4. : lb'K>tz tfta.

4 V 3 > : sra-c-t. a < fc ? t i -aXf L tz o

5

6 v 3 > : Itzi't?,

John: Yes, because the station attendant helped i

sass

i T ii>'* < ^ A/ scholarship

j take (something) out; to ham

1 (something)

(.person & place !-)

collect

| | Grammar0 «eiti3/£if3/ :fc65

We learned in Lesson 14 that the verbs < 3 , S If 5, an tbi describe transactions of

things. Here we will learn the use of these words as helping verbs. When these verbs

follow the te-form of a verb, they describe the giving and receiving of services.

I do something for you.

You do something for others.

I do something for others.

Somebody does something for

somebody eke.

Somebody does something for me.

You do something for me.

Somebody does something for you.

We use the fe-form + h If 3 when we do something for the sake of others, or somebody

does something for somebody else. The addition of the helping verb h If 5 does not

change the basic meaning of the sentences, but puts focus on the fact that the actions were

performed “on demand” or “as a favor.”

mimziifJtiiL T &tfj: Lfe .

I (generously) lent my sister money (to help her out of her destitute conditions).

cf. fAli&T L i L tz 0 [an objective statement]

ail68M|(7s)

Kyoko (kindly) took Tom to the station (because he would be lost if left all by himself).

cf. Sl'jCS/viJhAS A/i: Kt-i'H-'C ''S 4 L tz Q [an objective statement]

We use < tl 5 when somebody does something for us.

A friend telps me'with my homework (for which I am grateful).

A relative sent me cookies. (I should be so lucky.)

We use the fe-form + l> s i to say that we get, persuade, or arrange for, somebody to do

something for us. In other words, we “receive” somebody’s favor. The person performing

the action for us is accompanied by the particle (c.

I got a friend of mine to help me with my homework.

Compare the last sentence with the <. it Z version below. They describe more or less the

same event, but the subjects are different. In i> (, n sentences, the subject is the benefici-

ary. In < ilZ sentences, the subject is the benefactor.

& fjx ,

A friend of mine helped me with my homework.

SIS-3GSS

We will learn three new ways to make a request. They differ in the degrees of politeness

shown to the person you are asking.

I\fc£tt£tt/u7b' (polite)

CtlJSU? (casual)

We use the te-form of a verb + ' tz tz It i # A. to make a polite request. This is more

appropriate than < tz’ $ >. ' when you request a favor from a nonpeer or from a stranger.

% X -o Z X V ' tz tz tt i -frL i >

0

Would you lend me a hand?

The te-form + < request which is roughly equal in the degree of politeness

to < tz 3 i'. < ft t of course comes from the verb <HZ. This is probably the form

most appropriate in the host-family context.

Will you wait for a second?

You can use the fe-form + ( Hi.'", or the te-form by itself, to ask for a favor in a very

casual way. This is good for speaking with members of your peer group.

or itlfrvX*

Pick that thing up (and pass it to me), will you?

“''tztz Itl-BW*- verb which in

ill -iilM'i

You can use the present tense short form

nice happens. When you say £ fa,

other than you.

'"C'-fia to say that you hope something

wishing for the good luck of somebody

vun 7)V^A Ytf&ZI hope you find a good part-time job.

WP#- 1> fcWg Vu N-C"t too

I hope it doesn’t rain.

To say what you hope for for your own good, you can use 5£ ¥. This shows the

speaker’s attitude is more tentative and makes the sentence sound more modest.

I am hoping that the exam is easy.

I hope I can catch the eight o clock tram.

\iwvcrfto

{

1 uu/ur-rff. j

I hope. . . (for you/them)

I hope . . . (for myself)

Note that both Kwv'T-fia and it vh ** mean that you are hoping that something

nice happens. This means that these patterns cannot be used in cases where you hope to

do something nice, which is under your control. In such cases, you can usually turn the

Compare: Y. l-ft

I am hoping to go to college.=I am hoping that I can go to college.

happened.

®l SIS • XiSS

I ~Sse the word a# to describe when something happens or

The sentence A always ends with a short form, either in the present tense or the past

tense. You can decide which tense to use in A by doing a simple thought experiment.

Place yourself at the time the main event B takes place, and imagine how you would

describe the event in A. If A is current or yet to happen, use the present tense in A. If Ahas already taken place, use the past.

The present tense in A If, at the time the main event B takes place, A is current or is still

“in the future,” use the present tense in A.

Thought experiment:

for the visa (=B), the departure (=A) was yet to be realized. The temporal order between

the two events is exactly the same as in the example above, hence the present tense of

It < . Note especially that we use the present tense in A, even if the two events took place

in the past.

f-t-y h tefr < b#, t'-t' i Itzo.

I had the visa issued when 1 was going to go to Tibet.

9S16SM

Observe more examples of this tense combination.

=>>?? b £*.0 itoI take out the contact lenses when I go to sleep.

(You take out the lenses [=B], and then go to bed [=A].)

XT';*** £*«!}£ L/ss

I locked the door when I went out.

(You locked the door [=B], and then went out [=A] .)

Clause A also gets the present tense, when the state of A holds when event B takes place/

Note that Si-adjectives get S', and nouns get n before

!»**#< SII get a headache when it is cold.

7If A is a verbal idea (action) and describes an ongoing event during which B takes or took place, the verb

in A is in the X t ' t form. In the example below, the phone call event (= B) occurs in the middle of TVviewing (=A).

A phone call came token I was watching TV.

watching TVA: —— f-Ve&JLX'.'iitl

B: 1 1 i t k

Note in this connection that it is wrong to use the following sentence pattern, because It -o X \ ' a does

not describe an ongoing event but is a description of the result of “going,” that is, being in a faraway

place after going (see Lesson 7).

Xi+«ltfT,tV'4>t. i It:.'

I took the dog to a vet- when it was sick.

The past tense in A [f, at the time of the main event B, A is already “in the

the past tense in A. Note that we use the past tense even when the two event

take place; it is the order of the two that matters. In the example below, yoi

already arrived in China (-A) at the time you buy tea (=B).

buying oolong tea

&ti scxiitoI take a long bath when I have gotten tired.

(You get tired [=A], and then take a bath [=B].)

Lfc.

I cried when I had forgotten to bring the homework.

(You found out about the homework [=A] and then cried [=B].)

mi

Your friend is sick, and you did the following for your frii

Example: cook dinner -» % C'® £ -Pf• Itz

1 . help with his homework

3. buy flowers

4. take him to the hospital

5. do laundry

8. call his teacher

10. do dishes

fi

Pair Work—Your partner needs help. Tel

each situation using

II what you wot

Example: A : ±tz ( tiVL'B : fcv&tz

'/v-ef„

if t to

SilBS^Q^

C. The following are what your host mother, your friend, and a stranger did for you.

Describe them with and ~rt.65.t5l

Example: X < tit Ltz 0

Ct bV'i tife.

D. Describe what the following people did for you using ~T<fl5/~Tt65.

(s-Oj^-sis • xan

You visited a Japanese family last weekend. Describe what they did for you and

what you did for them using

A : ajl L X <

Answer the following questions.

L L-t&lfi 7 iiS'.'i -f *\,

2. ft&fMTS: L-C < tit Ltzi\

3. «/**»-«* Lttbk'ftV'W'.

4. i-Ct

5. Jcifc'ibWfe^-CV'SBt. ftr& L-C*lf4t*'o

Kt>o <

Ask these people the following favors, as in the example.@Example: -? < 0

-> < OMIX < *t*vvf

(-t.Xf7r : 14>^ < *)»L-C <

Ofcife) tf>^<

®l ass -S3*

i. y-h £*+ 5. 9.

2. 6. sucaIX.K&Z 10. fMJiif <

3. 7. 11.

4. 4% 8 . p i2. hxiii-t

B. Pair Work—Practice request sentences in the following situations, altering the

level of speech depending on whomyou are asking. Expand the conversation.

Example: You want to go somewhere, (to your boyfriend/girlfriend)

-» A : faff ?

B : vhnJ; 0

A :

1. You are broke, (to the host mother)

2. You need one more day to finish the homework, (to the teacher)

3. You are expecting a guest, and you need help around the house, (to your child)

4. You are hungry, (to the host mother)

5. You want to meet more people, (to your friend)

6. You want to have the letter that you wrote corrected, (to the boss)

A. Read each person's situation, and express what you hope for him/her.@

SBlBR^|(*r)

4. You can get into a graduate school.

5. You can get a scholarship.

6. The yen becomes cheaper.

7. Your teacher does not collect the homework.

8. Your teacher does not come to class.

9. A typhoon comes and there is no class today.

B. You are in the following situations. Explain your situation and say what you

hope for.

Example: You want to live in Japan.

1. You have a test tomorrow.

2. You are going to climb a mountain tomorrow.

3. You want to get married.

4. You will begin a homestay next week.

5. You will study abroad.

®t SIS-SSSi

A. Describe each situation using ~0|.

Example:

(8)

II16IIM|©

B. Connect the sentences using ~B|. Pay attention to the tense before ~B|. (jl

Example: 417® 7 £ 7 & Atlyl £ M <

- 7 iAfoatSM JiYo

1.

2. Jifl

3. «*{:*£ It4. f-f-XJ Kfi5.

6. f-*4 X--v>Kt;fl-<^'a>f- • •v'»X«5ifeu<* 5*&yofe7. *-A-> -y 7*'/:* <

8. rMTfctK /**»=»<

C. Pair Work—Ask each other the following questions. Answer them with —IS.

Example: A : if/C inf Si SftX J X^'o

1. 0 if%%2.

3. if J *l L < * 0 f +*«„

4.

5. ii'Aiataii IfcrK

6. Sf4%at4»L4 L|S«4

D. Complete the following sentences.

Bf, M’-ff -£ L 4 Lii.

%Jz%

7. -if

6tt£<rT*£1*/i/eUfcA. Make sentences apologizing for the following things using ~ZTfo£iifuZb

fc/~ZZ$>k.@Example: ->

(to your professor)

1. «*+!:S£t

2 .

3. aits4.

B. Make sentences to apologize for the following things and add excuses to it. Use

or ~Z2®

h

depending on whom you are talking to.

You came late to the class, (to your professor)

-* m< z^xt&nt&-ci?c„

Example:

§gl6!f^(9i)

1. You couldn’t come to the class, (to your professor)

2. You woke your roommate up. (to your roommate)

3. You forgot your friend’s birthday, (to your friend)

4. You laughed at your friend, (to your friend)

5. You told a lie. (to your friend)

6. You lost the book that you borrowed from your host father, (to your host father)

A. Talk about a good experience you had recently.

Example: —A'CSt# tc &# £ JL "C, itf::*-? tzLX: +„ £ co

si. itzo ti^izninx

''-oXitiil tz„ fit, LX < hi L

zx&itili'otzX’?,

B. Role Play—Make a skit based on the following situations.

1. You were absent from class yesterday. Apologize to your teacher and explain why

you were absent.

2. You stood up your date. Apologize to him/her. Then tell him/her that you are too

busy to have a date next week, and ask him/her to wait till the week after next.

(92)|

sis xa«

L E S S 0 N 17^)

Grumble and Gossip

H IS Dialogue ®

0 Sue and Takeshi have just run into each other at the station.

, x— : fcltLSA* lfcftfm-i^Ltz*:nX’-tte<, U#>rC£

2 t ryi'it,

3 tz It l ; * *) is K t .iTS'V'i'to

4 x— : tiWrttillfci'.

5 tz It L : X.X.O -ct tifcb^X-f r< 'It L < & 0 4 L/i„ ii A.

6

7 X— : **-C-ffco < X, «*6li< Ttv'v>

a ^T-Ctio

? fcttL : t t?< fti&

,0 ft.

n X- : Ml:XSfl:^ IX nm^Xi'^tzA.X^'fi'o

,2 * It L : «ifl-4-Tii:x.o tz <b, S tzA,X~tc

0 Ken and Sue have arranged to meet at the coffee shop.

1 x— : its, f;xtzill$/vKf^tzi.o

2 tt/C : tznL%A,itf£lXA'b&A,#A,f^x*t\'i1Z, jtfttz-itz't

3 X— : •fv3^:^ti'C^S*/cV30 4p&ra, 4^W l *'®-CV'*vn?-7 tz i„

4 It A, : <* If 0 * x •; —v > liX*tf *

5 X— : **Uc, Itl-t&XST’) XS'vX*

6 ItA, : *}**. aitzvtzhs tt»i *) ttiiSi- It tfo

»i7SM ’i||

R u - v e r b s

tz 9 5 A 0 5

* trfcS 'IftiS

Irregular VerbsittiT+s fttt-rs

* UUl<t« *Mt5

t5

oc/tts stifr+s

Adverbs and Other* «*>?£•) cryv>4t

*

* i«-* -fvsj;A.

*

* *#Ui'

~l-X S £

* ii #* fe>l£>)

to make tea, coffee, etc.

to lock (— {-)

to be sufficient; to be enough

to get used to . . . (~ t-)

to put makeup on

to get a full-time job (at ... )

(icompany l~)

to wear small items (necktie,

to get a divorce

ExpressionsCongratulations!

I wonder . . . (casual)

I see. (casual)

moreover, . . .

for example

compared with . . .

according to . . .

after all

3t m Grammar

In Lesson 13, we discussed the sentence-final expression * 1 %’i~ which means

ingly.” Here we will study another sentence-final Z 7 X-f, which presents a“

report.” The two i i X"t differ not only in their semantics, but also in the f

predicates they are attached to.

“Our Japanese class is fun.

'

m^zt -

SB-S3S*

The initial tz in tz b comes from the short form past tense endings of predicates.

verbs: ft » fA,££>U-adjectives:

^-adjectives: -» mp'tfofca

noun +-£?:

negative clauses: 4

Sometimes, the clause before tz b describes a possible condition and the clause after it the

consequence which then follows. Whether or not the condition is actually met is largely

an open issue with this set of sentences. It may be fairly likely, as in the first example, or

very unlikely, as in the last.

We will go for a walk, if the weather is fine.

I will ask about it, if I see Professor Yamashita.

a ZCOt^&^a^X^iX’L i 1 0

If somebody is a Japanese person, then they will probably know this word

.

*< UUifep.-feiK lit.I would send money to Amnesty International, if I should win the lottery.

Note that when you say “A tz b B,” you cannot express a sequence of events in which Boccurs before A; B can only take place at the time A comes true or later. You cannot

therefore use tz b to describe an “if” sentence like the following. (“B”= this weekend,

which comes before “A”= next week.)

It will be better for you to study this weekend, if you have an exam next week.

Sometimes, the tz b clause describes a very probable condition, and the second clause

describes the event that will take place as soon as the situation is realized. With this type

of sentence, tz b simply arranges future events and activities in a temporal sequence.

fm.,I will call you when I get home tonight.

Stl7R«

isa-brnb^tzb, mrizn $ i L ± n „

Let’s go out and have some fun once we are done with the homework.

Note that the very same sentences could be interpreted in this way or in the way shown

earlier. The difference lies not in the sentences themselves, but in the possibly different

ways the real world could be like. If you expect to be home tonight in all likelihood, the

first sentence here describes what you will do when you get home. If, on the other hand,

you are not certain whether you will be home tonight, the same ft b sentence describes

what you will do if you get home.

Finally, the ft b clause can describe a condition that is unreal and contrary to fact. With

this type of sentence, you express a purely hypothetical condition and its probable result.

— 0 + > ' 5 f L i l o

If I were a cat, I would be asleep all day long.

* £ S 1 AeXt ItfIf I had money, I would buy a car.

Cl -JtKTfclUVC'T

To describe what you do not need to do, take a negative sentence in the short form, drop

the final of &‘V\ and add < X %Wft. ft' < X is the negative fe-form, which westudied in the last lesson.

MW-4:: < -f

You do not need to take off your shoes.

h tii* < ft- < X iv'i'ttThe present does not need to be anything expensive.

4 -aCCfelUlW does not need to

6Throughout the uses of the tz h conditional clauses discussed here, one thing remains constant: A tzj?

B can only describe a conditional dependency that holds naturally between A and B.’ You cannot

describe with tz h an “if” dependency of the “B even if A” type, where B holds in spite of A.

I will not marry you even if you'want. to.

(wo)|^£H-s:aai

(fH ~»fclWAfc'.'fT follows a noun and expresses the idea that something or somebody resembles

the thing or the person described by the noun. The resemblance noted is usually in terms

of external characteristics, but not necessarily so.

ft y if11 :s7Atz ^fto

My dad looks /acts like Jerry Garcia.

(Has a portly figure? Wears tie-dye shirts? Has an interesting taste in certain chemi-

cals?)

That person over there is like a gorilla.

(Sturdily built? Thumps his chest often? Good at climbing trees?)

AfiV't' T can also follow a verb and expresses the idea that something “appears to be

the case.” It can follow the short form of the present tense and the past tense, both in the

affirmative and in the negative.

It looks like it has rained.

It looks like that person is hungry.

It looks like that person did not sleep last night.

It looks like the professor is not coming to school tomorrow.

+ a-turr It looks like . . .

Slil76ll«

You can use the present tense short form and #1: to describe the event before which

something happens.

verb A (short present) + gyle verb B B before A.

ai:f it,I will go to Tokyo one more time before I go back home.

Lfc.

I studied Japanese for one semester before I came to Japan.

The verb that precedes JtT t- is always in the present tense, whether the tense of the overall

sentence is in the present tense (as in the first example above) or in the past tense (as in

To describe an event after which another thing happens, you can use the fe-form of a

verb A + Zt'B verb B A, and then B./B after A.

Wt Lfi'b, &n% tz,

I studied and then wrote letters to my friends.

f'd lii.Why don’t we (start) eatdng) after Ken has arrived.

S17B-«|(w3)

®fgttjtL/UorA. Report on what Mary and Robert said using ~ot.@

Example: $T'l —/I am busy this week.

-*• Q : *? ?

A :

the underlined parts and make another dialogue with your partner.

A:

|{L'i:Sfe^fe ^t.B : 7/t, Bp.v.feJ:,,

A : in'frfc, Z i X „

B I 7 A/6 fcj 'X. h> & 7.0

-otz -snuur-rA. Make sentences with ~fc6K-5ttUlvrf using the cues.@j Example: -* H&tfhotzb* 7 LV'-Ci"„

1. fotz*>¥fe < fjfeVS & 2. #.%***,*\ 3. B 4^Writ 5

4. £ 5.Lf 6. 7®-b y h £ t (, 7

7. |W»**||vn 8. VH^JtFc 9. f-flifP&felS

10.

Change the cues 1 through 8 into Tib-clauses, choose the appropriate phrases

to follow them from a through i, and make sentences.

Pair Work—Ask what your partner would d

John doesn’t have to do the following things. Make sentences u:

(io6)

|

Sg • sag

C. Pair Work—You and your friend are doing research on companies. Student Ahas looked into SOMY and Student B has looked into Bamasonic (B's memo is

on p. 110). The things you must do are checked. Look at the memo and

exchange the information using After getting all the

information, discuss which company would be better.

A. Describe what the following things/people are like with ~*fcurffa.@Example: % t"to

picture. When

(los)j^sis • sag

C. Pair Work—Ask your partner the following questions about the

you answer, use .

Example: A : ; WAliB

B : z_z_, gWAA/cV't'+o/'.'^*.,

1. CcOAiif 4.-f-r*‘o

2. 3«A(±M4#tt'V'i

3. 4-h

4. 4\

5. ;«Aiir-XS:

6. fcifC fcl&V'i t*\7. J; <ff»S Litri'o

8. t ti>.

9.

10. 4\ L-Ct'i ti‘o

A. Look at the following pictures and make sentences using ~ThsB.@Example: 0 jjMjJWr -~7 & H v 'Xb'

t

, , ftSto

B. Look at the pictures above and make sentences using —But

Example: it,

C. Pair Work—Ask your partner the following questions.

1. f&lzfzm--. llti%2 . MtZttlz,

3. jStitSffK, fp'L^-C+i'o4. J nn n Wt Li Lfs4>%

5. 1 f+rS'o

n/uOwe

A. Gossip about people (e.g., a celebrity/your teacher/your classmate) by using

~5;5~Ct/~-oT.. You can make up your own story.

B. Talk about the things you have to or don’t have to do in Japan, comparing them

to similar situations in your country.

Example: H £ 7 * >1 t to li \ * h h fcitv '*** •) i 1\ fc £ & fi\

a* it < -civ^-e-fo

C. Find an interesting news item on TV or in newspapers or magazines and report

on it using

Example: = jl-XIZ X Z H , ft ') y % )V-

7

ftiMO'l) o tz % §’ tt.

Pair Work

~

, 2/

Example: A : V =. >y 7 -CTii.nl H f:® *> £ < T> -f V. ' It * -8-/U%

B : vnvjt, -civwN-et. vs-ii^T-cta*.

¥220.000 salary

Student B

§tl7ii«

ygytE/vCDJ7J b S John s Part-time Job

£ ;£ Gram

\IttS

Transitive

open something f<

Intransitive

something opens

PJtos close something piss something closes

AttS put something in AS something goes hiside

take something out £'s something goes out

OttS turn something on ~D< something goes on

;F turn something off; fAS something goes off

frextinguish something

break something ®ns something breaks

gf make somethingdirty g*tS something becomes dirty

fif drop something §5S something drops

fcA'T boil water t>< water boils

Takeshi boiled the water.

talking on the phone

tor Yamashita is man

r, when followed by "

ko is turning the l

7 bsmJ i;^ L 't v '

;

> ^oes Godzilla, des

form of £

uous. In it

described

fou, in oth

ing done.

d the boot

which

KTOH ii||

Sometimes, a £ sentence describes a cause-effect relationship between specific events.

7 7 ') £%V'L { %<) if.If Mary goes back home, we will be sad and lonely.

While the clause that comes before £ is always in the present tense, the second clause can

be in the present or in the past tense.

L tz a

When I was young, whenever winter arrived, I caught a cold.

The event described by the second clause must follow the event described in the first half

of the sentence. Thus it is wrong to say:

Whenever I talk with that person, we go to a coffee shop.

If you want an adjective idea in the second clause, it is usually expressed as a change. It

is very common therefore to find in the second clause an t '-adjective base + < & 5 , and

a & -adjective base + Ki‘5 (see Lesson 10 for adjective + tc Z ).

f;f £ to

Whenever fall arrives, trees turn red.

Whenever night comes, the town becomes quiet.

O -*#&•You can connect two verbs with £c**t> to say that the two actions are performed at the

same time. follows a verb stem. The second verb, which goes after can be

in any form.

v 'o tgm & m s & b b« &m® l i -t

I always study Japanese while listening to music.

tzW Li bimiLX\'£1r0

Takeshi is doing laundry singing a song.

Tllrt't h & l

It is not easy to go to school working part-time.

V| s/'Z-

'yzi

®G-XSE«

Note that the two verbs that flank UHf b must be two actions performed by the

person. 4' i>* t, ,in other words, cannot describe an action performed while another

does something.

b'-o tz'C"f means I wish I had done or I should have done something. You c;

it to describe an alternative course of action you, to your great regret, did not tal<

fliL

"f v' 5

J

I wish I had told her that I loved her.

»* £ fib frifblQ xa ttft.I should not have broken up with her.

All verbs can regularly be turned into a l£'X b'o tzX'ir sentence with no except

irregularity. You form the (f-form on the basis of the present tense short forms.

Verbs in the affirmative:

Drop the final -u and :add -eba.

(tabe-ru) 4 (tabe-reba )

fik-u) 4 mtli (ik-eba

)

f'3 4

kz> 4 fit li

4 tftlf

<3 4

Verbs in the negative:

Drop the final U and ;add wtu*.

4

4

4

ffcSU 4 Mfcaywi4 USWtlK4 ZJSWtlK

We will learn about the (df-fori jsed in broader

fglBSNI©®e usu* u/c

A. You finished doing the following things. Express what you did with ~~Z\j

*5.0Example: finished eating lunch t 1 * =’& £ |:4 '

X

L t v < ± L tz „

1 . finished doing homework

2 . finished writing a paper

3 . finished reading a book

4. finished listening to a Japanese language tape

5 . finished cleaning a room

6 . finished seeing a video

B. The following things happened and you regret them. Express them with ~rh

Example: ')&'•' /v'C'f r)', (bought a lot)

- life.

1. (broke it)

2 . (spent all)

3 . ft v ' -C v V tz CO t\ (fell down)

4 . J CO ^ -o /c CO "C, (caught a cold)

5. ^ n i h 4 *) fctOdEr; (slept in class)

6. (Yumi got married)

7. 4-H 5 flcfetJ £&*-.> < -fe inlt <&*'-: tz&'CfA*. (forgot it)

8. $f|®i£ L tz<7yC, (missed a train)

Stl8!I-<

D. Pair Work—You did the following things. Explain the situations to your partner

in informal speech. Continue the conversation.

Example: You borrowed a camera from your friend but broke it.

B : x.^ 0 4-t<'S»ojtfi7

A : Zvfifo o Zi-fZio

1. You borrowed a book from your friend but lost it.

2. You received a scholarship but you bought a car with that money.

3. You told a lie to your friend.

4. You had a fight with your boyfriend/girlfriend.

5. You didn’t want to go to class, so you cut class.

6. You overslept and came late for class.

A. Change the cues in 1 through 6 into d: clauses and choose the correct phrase

on the right to complete each sentence.@Example: frit $ ') i to

Ex. atstl it1.

2. it3. B&mzmi i-ex

4.

5.

6. *|r&1 it

^*''&H t to

WZ < it.

it.

||L < 4- 0 i to

® L < £ 0 i -to

«,»*** < ^'.i to

Example: A : *«*fj**Tf B : l*lt 5 C4* Otti.

1. A : B: SMM'litl.2. A : fctz%tis

'-'t B : £ it/=%**?& A -f£ 0

3. A : 4-tfSliil^tt. B: £1 < i'

1

) i+io

4. A : ii'Jtevvtfto B: sM'i+i.5. A

: fbhlt'W&t. B:

C. Pair Work—Talk with your partner using the cues below. Expand your conver-

®xb ti fctf6®J|UA. The pictures below show what Michiko does. Describe them using @

Example: AfedS/Cti, T V t' £ JL “tori’ bfe|t L 4 1%

Pair Work—Ask your partner the following ques

1. fT£lit*'o

2.

3. km,stix>)

4. fjkz ms jrs L a i-#*„

5. JTS

Class Activity— Let’s play charades. The teacher

student. One of the students mimes the sentence

the person is doing and raise their hands when

person that gets the most points is the winner.

Example: 7 4 *7 ') ~l< Zf^X

Talk about the following, using ~Utf 6.

1. two things you often do at the same time when

Example:

Example: L S * W(i i

3. two things you like to do at the same time

Example: Is'sK £ M J i <T)V#,

X&il

|g t,oA. Change the following verbs into If-forms.@

Example: ' ''If IX

1. if 2. < $ 3. &Z 4. tltcf 5,-fZ

6. Oi-i 7. 8. fiiS 9. 10.

11. 12. 13. L4‘V'

B. The following pictures are what happened to you as a result of action you took

or didn’t take (marked with X). Express your regret using

Example: <M£itfrvh*??.

Ex. (1)

SIS • X3SIH

Pair Work—Tell each other a story of a failure or a sad experience, which

happened contrary to your wishes.

Example: A I it-K b X * X L 4 o fz AsX?~f~ 0

B :

A :

B : t -5 tif- < V«uf j; *>-5 *

Pair Work—Ask your partner the following questions.

1. L* < fe^wlti-B-Ai'.

2. iti'o

3.

4. LL lim 4 -CM > ' X t ' 4 -fi\

5. @fnjifmBi-m£b>x^§ti\6 . &£tzn£mi<0fj-ms^x^£ 1ri\

7. **£«<*„' H£-t*llSXA''?t;X-irA\

8. ft 9 4i-*vo

«•') £!£•£»

Hjfflx. Meetin9 the Boss

GrammarHonorific Verbs

We use special verbs to describe the actions of people whom you respect. These special

verbs are called honorific verbs, because they bestow honor on, or exalt, the person

US 1

*s J

fS

ITS

1

ft) 1

as~rns

USoU^S UBobtHlSf

SlflcftS

JSoU'f’S 33-o U-f1 US'S"

SU-tffS

<£*s <s*us-r33»a-cas

~rU6oU*>S ~ri!6obWSt

r^n^' z.

kj)~ t";- 5~

All the honorific verbs listed above are z* -verbs, but some of them have irregular conjuga-

tions. The long forms of o(,o Iv 5, So l-t$, 135, (f:5 3, and—U't>o L ?> 5

end with oit, instead of the expected 9 4 i\

When we use an honorific verb instead of a normal verb, we will have sentences which

mean that somebody graciously does something. (Thus we never use these verbs to

describe our own actions.) We use them when we talk about what is done by (1) some-

body higher up in the social hierarchy, or (2) somebody whom you do not know very well,

especially when addressing them directly.

The professor will (graciously) not go to!come to!be at the school.

cf.MfrglJbtH iir ir.

What will you (graciously) eat!drink?

SI 91SN

i < tzH't Lfe , cf..

Ms. Tanaka’s mother (graciously) gave me this book,

*41Jf

$ 3 £ 7 ft. cf. |at» =7 -ctI hear that the professor (graciously) cooks for himself.

y? bfrl' -C < ** $ v’h. ' cf . tz i V

s

Please don’t (graciously) worry.

*4 13tr U b- S t ^it, cf: At¥.l;tThe professor is (graciously) watching TV.

For the activities for which we lack special honorific verbs, we add the respect factor as

follows:

(1) Using LfV'it instead of X v ' i 4, if the sentence has the helping verb

•tv'5.

*413:7— L C< Hwti2±±)'TAe professor is (graciously) listening to the tapes.

*4 ti&fr A fe V (<

It appears that the professor is (graciously) tired.

(2) Flanking a verb stem with and (c & 5 ,in most other cases.’

( tziw « &.-OX < £ 3fv )

Please (graciously) use it.

WM Giving Respectful Advice

You may hear the form “ti + verb stem + < tz S'.'” in public address announcements

and in the speech of store attendants.

(cftS)

Please take a voucher.

(< tfcfrjj

Please read the instruction.

Although such sentences end with < tz S i it is better to consider that they are

(courteously phrased) commands, rather than requests. When somebody tells you

< tz 5 vi, you are being encouraged to perform the actions for your own good. Thus if

I want somebody to pass the salt for me it is wrong to say:

X

Please take the salt (and pass it to me).

You may want to stick to what you have actually heard, rather than coming up with

sentences of your own using this pattern, because the formation is full of irregularities.

With most T 5 compound verbs, for example, the prefix C is used instead of tS. Note

also the examples with special honorific verbs below.

« gifts)Please watch out.

z‘% < T-ctt'o (< < JjLS)

Please look.

tif < tzi (< S Lg^'S C-fe^S)

Please help yourself.

fil** <7C $ Vsj;, (

<

Please have a good rest.

< *5)

must*I©Z<nZftDIfiio

want to express gratitude to someone and if you want to refer specifically to

you are grateful for in doing so, you can use the fe-form + < h X h 1 t n .

to-form + Thank you for doing . . .

Thank you for helping me out

If you are thanking someone who needs to be talked to with the honorific language, such

as when you and the person are not close or when the person ranks higher than you in any

of the social hierarchies, you should say “te-form + < tzi o X & 1 tfZ 0 C'ai't Lfi.”

i L-fe,

Thank you for writing a letter of recommendation for me.

gH ~ZcfcA'ofcr-rTc-form + Xh'otz means “I'm glad that such and such is/was the case.” If you want to

mention something in the negative in the part before Xh'-itz, you can use the negative

fe-form & < X.

I am glad that . . .

|

B L X i tJ'o tzX’-f o

I’m glad that I have studied Japanese.

xrf—a l - *#i£*»*« "Cto

I’m glad that Mary got well.

a nn 0n-ft < X £i'otzX~t<,

I’m glad that I did not go to the party yesterday.

2,” by adding idfft

mB) I• 5GSSI

qending in the short form.

/f is supposed to be the case . . .

fB fi a »1 a /£#> b , itfriiM i 5 til*-c-f.

Banks must be closed, because today is a Sunday.

£ ti-ffto/ believe that Mary did not go anywhere yesterday.

A titlvt sentence is a statement about what you believe is true or likely, though you

lack conclusive evidence. It is used when situations surrounding the case and/or our

common sense point naturally to such a belief. littt cannot be used in a situation in

which you are “supposed” to do something because of duty, responsibility, or law.

You can turn lit "ft into the past tense to describe something that was supposed to

have been the case but which actually turned out otherwise. The part that precedes

litt L tz is in the present tense.

£ t btf 0 i L fz,

I was supposed to receive a phone call last week, but I did not.

You can use Iit"ft with adjectives and nouns as well as with verbs.

U-adjectives: fctl'lSUBT'C'r

^-adjectives: Tca&tt'TCt

nouns:

S P r a c t i c e

n-t-«au±^ortChange the following verbs into honorific expressions.@(a) Special honorific verbs

Example: ft (

1. 2. f -7 3. t'£ 4. -fS 5. 6. *37. JLS 8. iftt- 9. aZTSV’'* 10. S£Afi'S 11. < ft*

(b) fc-CfcS

Example: Ifc 1 ->•

1. *?**? 2. 3. ttt; 4. M< 5. SiS

6. 7. 8. 9- f°

Describe what Professor Yamashita does in a da;/ using honorific express!

Example: JUT4fe|Mia-t-S-g L-t**' 1

) i1%

Ex. (1) (2) (3!

-

(4) ^(5) )6)

l

<7 '

3t19H<j(i45)

C. Change the following questions into honorific expressions.@Example: i < V-M £ #9 4 + 0

-*

1. ti fi&lZfS £-£'' S. tt>\

3. < MS 4t>„5. »X,^V'4 t*\>

7. a*.

9. i’i-a ;:'rt-o f; c £ * s *> ') 4 -ti\ i

11. flit, Lt;i\ 1

13. t 1

15. KXiXl-7 £ L 4 t>5v 1

17. |#$tt,-fl'4 fi>„ 1

19. ftt?a*»£;te!£Lt'.x.5/C-e+>!>‘<1

X <¥*££# 9 (cfc 9

(d l:f^'C'V'4 -ti> 0

£f#^ tv'i -f !i>„

X <fl£Lit4‘.

r^0£'fe'<4 l tzi\

-4-?hBM£»L4t^o

. *a,

-</ h £«^-r^'4+4«> 0

^ZKK&'itzZ. 9 ith

D. Pair Work—Ask your partner the questions above made with honorific expres-

sions. Make sure that you don’t use honorific forms when you answer.

E. Role Play-Act the role of a reporter or a celebrity who you like.

Reporter—Ask questions using honorific expressions.

Celebrity—Answer the questions.

sm9s<

0»£Pfnr <nr£ d 5A. Express your appreciation to the following people using

^:<KSorSDK32«l«l/t.0

Example:

«*SM<toyourfriend -> ISAS H-t t> V¥%%to your teacher -» ffi* & MWt i-tS$ h V-skS %

Your friend Your teacher

1

.

/-h SJL-8-S 6.

2. Hit-t? 7. ftawMiv'fcjt-t

3. 8.

4. 9. amftiti?5. *rrn&«r'S 10.

B. Role Play— In pairs, act the role of the following, expressing your appreciation

to each other as much as possible.

Example: Husband and Wife

->• Husband: v v-3 & JS v f L S & ft -a X < tit & 0 i* Z P „

Wife: t < tit * 9 sP£ p „

(#l»t S/JR S 1 p 4 -C-a S,etc.)

1. Husband and Wife

2. Boss and Secretary

3. Roommates

4 . Boyfriend and Girlfriend

~z<nz&o&±-5/

ryv'4 Lfc„

fifis-xan

C. Tell the class who you want to express your gratitude to, and what you want to

say to them, as in the example.

Example: f 8*U*t^;fe*v**. ^ (i

mn&zix <

m

L/io l

l tz 0 [mmzix Kt^tz^ -cVo

A. Express that you are glad that you did/didn’t do the things below using ~Z

Example: —* 0jjM-

1.

3. a*f5. j^**#***7.

9. v^v^fcAS&l-g-x.S

2. «$§£«$.

4. % p

6. z<?)A¥£mM

8. ff-< u-dt-V&fv'-r L4 n

to. «-Lw.y^'f ic?ioa-t

B. Pair Work—Talk about the things you are glad you have done/you haven't

done. Expand the conversation as in the example.

Example: to it it v

'

-*• A:

|«*-C'MDSX'.'4 L*.

tzX"to

B : Iff Lttti',

A : o |?vs-JU L„

b : w < t, <rt,\.ox>wm\

i; |«5 2. *a 3. *#•

i.^K^Xt'b 5. -fmv&f

3519'aH n#}

A. Read the information about Mr. Ishida and Ms. Sato and answer the questions

using —li'f'.@Example: Q : Effl 5 urttis

A : jiL *.***& fjkltzi'b.

1.

2 .

3 .

4. Sffl 3 /Ui*«OA (2 iti t*'o

5. iti>„

6. + S +>&»„

7 .

8. tep. 3 ,Cti £ »X' !AW^m

£

L 4 t*‘o

B. Complete the sentences using Hi'J'.

1. ji.i

2. tz < ^ < /zia tz+f&m'b,

3.

4. AfeC

5. tz it r v

6. X-$/vli4 \: iht-: ti'b,

C. The following are things you expected to happen but didn’t. Think about the

reasons and make sentences as in the example.

Example: fetz T 4 — lC4^5

1. Stop iioffts

2. S co i t X'K U >J?~ k ¥&h 5

3. fctzt>r-4tz.Z

4. iatz-ktftiz’^x < til

5. <

e. mix-mfi

7. fjfggvzs

D. Takeshi went to Nara with Mary, but things turned out differently from what he

had expected. Talk about what he had expected and what really happened,

using “li’f’.

Example: What he had expected What happened

his father would lend his car his father left early to play golf

using his car

-> < ftSliT-CL tzi\

fiC-CLS^i Lfeo

What he had expected

1. the bus would come at 10:00

2. they could see mountains from the bus

3. it would take only one hour to Nara

5. the date would be fun

What happened

it took as long as three hours

they lost the way

Mary got angry

E. Pair Work—Make a dialogue as in the example.

Example: A : 3 >-f Cff <

x,

B : ?

A: „ tz ^t$ It

X. hti.

B:

B: __

®S£tf)©|Jg

A. Class Activity—Using honorific expressions, ask questions and find someone

1. plays tennis

2. writes lots of letters

3. often buys a lottery ticket

4. has an elder brother

5. has been to Okinawa

matches TV every day

Irinks coffee every day

m xm*

A Japanese official from a sister city has come to your city. You came to the

airport to pick him/her up. Using honorific expressions, ask questions in order

to get to know the official.

Example: i] -1: X 1 Z ij +?

X

V V t, o t * v> 4 L tz

Role Play—Make a skit based on the following situations.

1. This is your last day in Japan. You had a great time because of your host family.

Express your appreciation to the host family.

2. Japanese language was hard for you. You thought about quitting it many times

during the semester, but you could make it because of your teacher’s help.

Visit your teacher’s office and express your appreciation to the teacher.

J— Mary’s Shopping

si£ Dialogue 0

At an electric appliance store.

1 -«: 50 «><<•- ? v > S H •#*>'«££

2 ii'A-Ct.

3 & *: £«, < fesv'o It.

4 ffl J: iifttz&'-'tzlt L/i. fflj^t lit, V * -7 t > ifL-tfX'-'tztz

s Iti-tftt. A-tz^X'ttx, :]L^. UL6 i'Hfzb,

7 ^T'J-: O*. Mi'Llt.

8 ffl + : t siaM^^

Q On a street.

,yr';-: -f-^4 i -arX. D Kl$mZ^7%liZ’Zlzt,Zfr%.z_X'''tctztfilt

2 ./U\, V'Afto

3 « L' v ' $ /v : £ ±l:tt* s'^ £ Uz. £ -fio if ili'

4 ;:e< A-Ctis

i^r 1)-: x.t.„

6 fcUv^^.'j «t=. g-c-tfeo

7 * 7 ')-: nni, &vx-C v*fc$*iS,, *>$ Sifts t'O'C, *t> -p -s fc/L-Ct.

X ;£ GrammarfUl Extra-modest Expressions

In the last lesson, we learned the special expressions to be used when we want to show

respect to another person. Here, we will learn to talk modestly of our own actions. We use

the verbs below when we want to sound modest and respectful in our speech, to show an

extra amount of deference to the listener. These verbs are almost always used in long

forms, because the purpose of using them is to be polite to the person you are talking to.

one of these verbs is like ending a sentence wit

extra-modest expressions

US 33D*T (33S)

fJO%t (#S)*S >

mo lgly*T (gjT)

ITS utu^-r (Ufcl")

i

m >

ixtzlttt? (UfcfcO

CtfU*f-rus (~rfcs)

~r-f ~'C2S’u*r

words lil

You can use these verbs instead of the normal ones on very formal occasions, for example,

when you introduce yourself at a job interview. (They are typically used with the more

stilted first-person word , rather than the normal ¥ .)

|ua*.# t 0

y

&i $ t o

I will be in Japan next year, too, sirIma’am.

f lfc ; Cf. fm l&lt;I graduated from college this June, sirima'am.

H f S* s L cf. fmI have been studying Japanese for a year.

mi a

I am interested in the Japanese culture.

cf. h 1 1 -f

S820HM J|

You can also use these expressions to talk modestly about your own family or about the

company you work for. Extra-modest expressions are frequently used by people in

business when they talk to customers. Thus you hear many extra-modest sentences like

the second and third examples below, in public address announcements, and in the

speech of shop clerks.

& off ttw% cf. -et

My mother is a doctor.

t 1 t t . cf. *4

1

A train is pulling in.

^ is-gt- ryt' a t, Cf. -ctThe bathroom is on the second floor.

Because the effect of the extra-modest expressions is to put the subject in a modest light,

you cannot use them to describe the actions performed by the person you are talking to

or by somebody who is not in your group. Therefore, it is wrong to say:

x if4>„Are you coming to school tomorrow, Professor?

G&M Humble Expressions

When you do something out of respect for somebody, you can sometimes describe your

action using a verb in the humble pattern “ti + verb stem + -f 5.” (Not all verbs are

used this way, so you may want to use only the ones you have actually heard used.) You

can speak of “humbly” meeting, lending to, or borrowing from, someone, for example.

33 + stem + I (humbly) do . . .

j

ii inn fakte tiGr '- 'LitI (humbly) met my professor yesterday.

tif L+ S -o i 1 ft.I intend to (humbly) lend my professor a book.

0 L i Lfc„

I borrowed a dictionary from my professor (and feel very obliged).

SS0Sm|(i6i)

Let us summarize the three types of “respect language” we have learned in the last two

lessons. The up arrow and the down arrow indicate the person whose profile is raised or

lowered, respectively, by the use of the respect element in the sentence.

1. Honorific expressions exalt the subject of the sentence.

VMbo If vxi L 1:41 4 Ltz.

My professor has (graciously) arrivedlleft.

2. Extra-modest expressions talk modestly of what you do.

(person listening to you^)

My name is Mary Hart.

3. Humble expressions demote the subject and raise the profile of another person.

I (humbly) returned the book to my professor.

If you do something without doing something else, the missed action can be mentioned

as ~ ta x ' (the short negative present) plus T. Note that the present tense form ~ tc v \ is

used for both the present and past actions.

verb + SIVC' without doing x

Last night, I studied without getting any sleep.

1 read a newspaper without using dictionaries.

Wt !M Questions within Larger Sentences

You can include a question as a part of a longer sentence and express ideas such as “I don’t

know when the test is” and “I don’t remember whether Mary came to the party.”

Quoted question clauses are shown in the boxes in the examples below. Quoted questions

are in short forms. Note (1) that the clause ends with the question particle b' when it

contains a question word like tzil and & 1:, as in the first two examples, and (2) that it

SS0IS<|(163)

JHB name £U5 item

When you want to talk about a person or a thing that goes by a certain name, but if you

believe the person you are talking with is not familiar with it, you can use the following

pattern.

(name) iUo (item) (item) called “(name)”

# ( & My> tS ' i t (I used to have) a dog called “Pochi.”

rJEJ £>Vb ft (4ffev>4 Lfbo) (She sang) a song called “Hana.”

QYou can describe something that is “easy-to-do” by adding the adjective-forming suffix

to a verb stem. A verb stem + conjugates like an v '-adjective.

ft-) -* ftw^-fvx

This computer is easy to use.

mt- -> iAtt"This book was easy to read.

If something is “hard-to-do,” you can use another v '-adjective-forming suffix Iz < (.'with

-Jt-'iS (fj** < X) ft < v'ft.

Fish are hard to eat, because they have many bones.

Sometimes, the subject of a ~ J?'f v V Ic < i ' sentence is a place (where it is easy/difficult

to do something in), a tool (easy/difficult to do something with), and so forth.

- 0®jii £ xThis town is quite livable.

This glass is hard to drink from.

6Note that J

fa'f V' as a separate word means ‘

“Easy” is * $ L \

£iSii

C. Pair Work—You are at a very formal reception and have just met each other for

the first time. Ask each other the following questions using honorific expres-

sions. When you answer, use extra-modest expressions.

1.

2. L tz i',

3.

4. t-;k& J: (SMI*'.5.

6 .

7. #

h

gW:c u v ' a *if£&asti -f

8 .

9. 3 i L tz i\

10.

D. Below on the left is Mr. Brown’s speech of self-introduction at an informal party.

Rephrase the speech for a very formal reception by filling in the blanks with

extra-modest expressions.

pany.

S2011

E. Pair Work—Telephone Conversation

Change the underlined parts and practice the dialogue with your partner.

a eh : -f 0

x;x: x £ x z $ L 4 -fa*, kii-p S fv tt v v L.»i'4

Jj w: 4-. ttioZ&frliXii 1) o

x s x : ? -c-tav u * t> 'x ; -a fe -c v a -ax»K

Jj b : fe#li.tfej

x s x : &jl L 4 -f o

A. Change the verbs into humble expressions, ffl

Example:

1. ItO 5 2. 3. 4. 5.

6. »* 7. fcfc 8. «t 9. Hi 10. JMfS

B. Look at the pictures and politely offer your help.@Example: L 1 7h'„

C. Pair Work—One of you is a boss. The other is a subordinate. The boss asks the

subordinate to do various things. The subordinate responds using humble

expressions.

Example: Boss’s situation: You want to take a taxi. Ask your subordinate to call a

B : iiv\

Boss’s situations:

1. Your bag is very heavy. Ask to carry it.

2. You are thirsty. Ask to make some tea.

3. You want to go home. Ask to give you a ride.

4. You are going to move to a new house next week. Ask to help you.

6. You want to know Tanaka-san's telephone number. Ask to look up the number.

7. You want to eat rice balls (H it S’ 1 ). Ask to make some.

8. You want to have your subordinate’s watch. Ask to give it to you.

D. Change the underlined parts into honorific, humble, or extra-modest expressions.

1. tz it L : SPft.

SP ft : i h*

tzlfl: L'f -f tao

3. tctt L «PA. #_

f * i 0 «*ti t =

k It L

f ftRKtt < lk»

tz It L

4 . tz»L 7-/7 h £-fv>a

ft # +Ai4x.„ *»t"

Ctr-s -C vvit/

tc(tW: Z7-e-t*\

& s : *1 tzVffilzMizm'.'S-t,

k It L : Zi X-i-*', iiittii. it-.h

W Cfr*£ Is*

Describe he pictures using ~&U7?.@

A. You have been involved in a car accident and have lost all your memory. (For

some reason you can speak Japanese.) You are at the hospital and your doctor

will ask you the questions below. Answer them using @Example: Q : * & tz fi 7 Y ') ft Aft*'.

1. feifcliH+Atti'. 2. fttti',3. M4|L-O'it*'o 4.

5. 6.

7. fSjfctffri

9.

11. 14 LYci

B. You are interested in Hayashi, a friend of your friend. Ask your friend about

Hayashi.@Example: Do you know if Hayashi likes tennis?

->• *'1aK>X k'i'ti*.

Do you know . . .

1 . if Hayashi is good at singing 2

3. if Hayashi is interested in politics 4

5 . what kind of music Hayashi likes 6

7. what time Hayashi goes to bed 8

C. Pair Work—Using the questions in B, ask questions about your classmates or

your teacher. When you talk about your teacher, use honorific expressions.

Example: where the teacher lives

B : (it'ofeo-cvxi L-f t'i-t J:„

or $ S>, ***» 9 4-^o

D. Pair Work—Ask your partner the following questions.

Example: A : B Iz-ffi & L4 Ltzi'o

1

.

2. nz L-Ct'5 SSv'itri'o

3. L tz»\

4.

5. f®A.6 .

. if Hayashi can swim

. where Hayashi lives

. what Hayashi will do this weekend

. what Hayashi’s hobby is

3t20K«|(m)

8. L-CviJi-tiK

10. L^'o12. ZtX-k>XZZIz?M Ltzi',

©-v y<t.i\5 > tf-

A. Describe the pictures using @

B. Pair Work—Talk about the following topics, using ~£U-p as in the example.

C. Tell your classmates about your favorite places or people.

Example: | UX b 7 1 4 to t 4WX i fiV' L < T, X < 4 to

*2011|(m)

A. Make sentences using and C<IV@

(6) *fftS (7) ft

•tt-iV'it. X-$/C«Df n/t-]-$/bcDf

B. Class Activity—Show something to the class. Introduce it and talk about it using

Examples: £ X t # 5

C. Pair Work—Ask your partner the following questions and expand the conversation.

Example: if L Jt*i' V' £,J|

V' 4 i" #>„

- A :

B : i i -C'-ffa.

A : L-C-C-fi'o

B : X- LV'U Cfc<*<.'U

1.

2 .

-f *> 0

3. if/fcf

A. Pair Work—One of you looks at picture A below and the other looks at picture

B (p. 177). Ask each other questions about how to get to the following places

from “HERE” on the map. When you are asked, answer the question as in the

example.

Example: 7| [ C l S <Rj

A : let ^ £“«*:* *

Picture A

You want to go to the following places:

1. x—»<— 4. H*ait rs 7c£0->rf-vj

2. ri.E/hJ 5. UXh7> rmi3. »/g r^;k>j 6. mf

Class Activity—Suppose you are at a very formal party. Walk around

reception hall (classroom) and make acquaintance with VIPs (classmates),

questions and fill in the table below. Add your own questions.

Role Play—One of you is working at a shop, and the other is a customer. L

Dialogue I as a model, make conversations in the following situations.

seoBM[(»B

Pair Work '^T^iTT^r'' a?.^-.0^SB|5B53BSS^^^IExample: >$ T l- L S f’J

-* a : u l $f&^m±£ziz*>z *'&*. * Jr^»$k

x U Grammarii Passive Sentences

When you are inconvenienced by something somebody else ha

your dissatisfaction using the passive sentence. Suppose, for

bothered by your friend’s unauthorized use of your car. Compscription of the event and (b) the passive version, which makes cl<

(a) & it'. ' i L'iis A friend of mil

(b) mi C * £ i&frfri Lfzo I had my car u

(and I am mad

As you can see from the above example, the basic makeup of a p

following examples.

(victim) |i (villain) [c

<5*

’evil act)

I had my car used by a friend.

The “victim” is affected by an event. Marked with the p

The “villain" performs an action which causes the suffe

The “evil act" is described with the passive form of a vi

is first examine what the passive form of a

-verbs: Drop the final -ru anc

llE'KS 4

'n< 4 ffWlS

fo 4 fSfcftS

Wit; 4 Waft'S

||< 4 |!tfftS

4 Ht>ns

4 i|*n

444 EKft

£Eis«|(i||jr

You may have noticed that the passive forms of ra-.verbs and the irregular { i is the

same as the potential verbs (see Lesson 13), but the passive form of an a-verb looks

different from the potential verb: for the verb Set’, the passive is while the

potential is IS to t

.

Passive forms of vei•bs theraselves conjugate as regular re-verbs.

negative affirmative negative

present

fe-form

Let us now turn to the ways in which these forms are used in sentences. In most passive

sentences, the “victim” has been unfavorably affected by the “villain’s” act. They may beunfavorably affected in various ways, such as being angry, embarrassed, sad, and hurt."

gdi tziiz Lfco

I was annoyed with the person sitting next to me for smoking.

T-citl H!i *T ')-iUz l < ZLbtlitoTakeshi is often laughed at by Mary.

“

tzbb't- 'VX7- K i&i titz i 7 tf.I hear that Professor Yamashita had his password stolen by someone.

Compare the inadvertent/unfavorable focus of a passive sentence with the intended/favorable focus of a tUi sentence (see Lesson 16).

(i84-)

|

®!5 • SiS

mt titbit hies minute,I was annoyed with a friend of mine for reading my diary.

*13 %t£%r- m/i-ct bV'i Lfco

/ had a friend of mine read the letter for me.

Finally, we note that some passive sentences are not perceptibly unfavorable.

*13 cDAt: T- Ltzc

I was asked out by that person for a date.

*13 At: Ltz,

I was introduced by my big brother to a friend of his.

*13 &tz

I was invited by a friend to a party.

*«AI3 to

That person is looked up to by most everyone.

When someone says these, they probably do not mean that they were inconvenienced by

how things have turned out. There are relatively few verbs that come out neutral in their

meaning when they are turned into the passive form.

d ~T353You can use the fe-form of a verb + the helping verb tb 3 to characterize a situation that

has been brought about on purpose by somebody who remains unnamed in the sentence.

#vo«-c\ x 1 4 to

The heater is on, because it is cold.

(=The heater was turned on and has been kept that way)..

A book is on the table.

(=The book was put on the table and it has remained there ever since.)

lyXOffatfl XklUr, is the result of ffaZLXti.taurant reservation has been made. (I) made a reservation

¥% -a X h 0 t to is the result of

d has been bought (and is ready). (I) bought bread (for f

y assigns the partic

(^SlS-SatSI

tp1 fX V ' lilfc,

There was an earthquake while I was asleep last night.

I want to take my parents to Kyoto while they are in Japan.

|

A (HU'S) W&IZ B B takes place, while A.j

zxtz^mt l tz.

A friend came while I was out.

The event B must be of short duration and properly contained within the bounds of

activity A. If B extends throughout the time when A occurs, we use W instead of W l:.

l waited, reading a book, while my roommate used my computer.

MM adjective +We learned in Lesson 10 how to say “become,” as in < tt 5 (become cold/colder) and

Jzf 1- i 5 (become good/better at doing X). Here we learn to use adjectives together with

the irregular verb i~ 5 , which in combination with adjectives means “to make.”

mfcU 4 /r!fc<'3"'5 to make something cold/colder

WB& 4 jffllgll'S'-S to make something simple/simpler

z ® till L+ Jffc <ot\ L < LX < ft £\.\

Please make the next exam easier, because the last one was too difficult.

&A/ fJX’fStlir-£X ( Li Li 1. (

X

(<— t irregular adjective)

Let’s join our forces and make the world a better place.

L/io

/ made the room clean.

« £ <K7" • -7-'J -* tz V *fe L tz V vX"? 0

I want to make my hair like Bob Marley’s.

Note also the following idiomatic use of this pattern:

m'l-.-fl make it quiet - keep quiet IN'I: ft \ M*^Please be quiet!

d ~riiUL\

When you want somebody to do something, you can describe your wish by using the

fe-form of a verb and the adjective {it V'. The person the wish is directed to is markedwith the particle It.

/ want my sick friend to get well.

ffji'1-- A /— Kit. iff® -i f-S o "t; IS l * * tz X'i'.

I wanted my roommate to help me with my homework.

|

(JM3) person Id verb te-form gL>U J want (person) to do .. .

[

When you want to say you don’t want them to do something, you can negate li L t ' andsay ~-Cli L { * 1 i MA, or negate the verb and say ~&'.'-Cli L ''TT.

fm L X ii L < * ») t

I don’t want my father to talk about the good old times.

mt *x 3 ’J -t: LVN-Cto

I don’t want my host family to speak in English.

Let us now summarize the three words for “want”:

tz t ' (Lesson 11)j

verb stem + fcU I want to do ,

b + A l-ft $ tz V '-Cto I want to go to Vietnam.

©Isk-xss*

ti L v ' (Lesson 14)'

}-now#- gW'' -

JAii l L V ' X~f, I want a good dictionary.

X li L v > (this lesson)|

to do . . .

jSAti L X (I L* 'X'~fc I want my little brother to call me.

Ij H Practice(±)Jb-AX- h 1CSIB^snS btz

A. Change the following verbs into the passive forms.@Example: tfct' -> ftlfl 5

1. 2. 3. &<-f 4. -fS

5. ftt? 6. p 7. AS 8.

9. *ft+ 10. i£*vO'< 11. #.5 12. fcIfC

13. jto 14 . IXi'ivfZ 15. |S5

Describe the picture with the passive forms.@Example: fz It L $ ufi tfSHo *

Ex. ( (2) (3)

t??>lin

f, | !Sf': Jfig.

ss

^f(f M*>(iXS £ S i«sat

(4).

(E

*Jfc

(6) (7)

— »JR®

iI

;YTji

;

‘

:

% ^ '60 ;

Llm Xn*<"5 J4< (*A>*)F#-S M-t

(W) sis • sums

<8) r< (9) (10) (11)A,*>A

i 1*^0? %iif)

Pt

C. Pair Work—Make questions using the passive forms and ask your partner the

questions.

Example: AtA : *Atz%Kf

tfrtitzt'€fr& o it4‘.

B : r it [zfr^l sr^it*'

i. Atzktnst Mo-fS 2.

3.

5.

4.

"3 6. fc'4t4'4 fM$7. i ft'ftA7> sr- M:» b 8. «/«***i. S

D. Pair Work—Yc

answer, use th

ur partner looks upset. Ask what the problem is. When you

e passive form. Expand the conversation.

Example: A stranger punched you.

A : if -5 L tzAsX"tb\

B : *> f>"ft v %A f c ft ^ bfy&'pT’f.

A : ZtuiVf'.'-Ctteo Wm-IT-itzlZi^^'T-fJ:,,

B : AAA-C'to ft <" 4«ft§. |A % $ «A fe © i) 1 f L ft i> b„

2. A burglar broke into your house.

3. A customer omplained.

5. Your friends make fun of you all the time.

6. (They) are b ullying your child at school.

mzm<\

(T)f^'fUrSD^rA. Describe the pictures with Q

Example: t> 1 t -f 0

Ex. (1) (2) (3)

home. Using tell them whether the following things have been done (O)

or haven’t been done (X).@Example: O washing the car t-» X & 1 i

X washing the car -* X h 0 £ ’-foksi

’ .1 . O cooking dinner giving the cat water

3. X doing laundry 4. O doing shopping

. 5. O putting the food in the refrigerator 6. x cleaning the room

C. Pair Work—You and your friend have been making preparations for a party.

Using the dialogue below as a model, go down the list of things to do, finding

out what your partner has already done and dividing the remaining tasks

between the two. Add your own question. B’s list is on p. 197.

Example:

A : X&*) ifi>.

B : ft 1 X$> 1 £ to If 1 -CfcS £ Ltz,

B:!*?£*•• IX t>') lti‘.

A :vu'x, 0 i-fc/U f Bit Li'4%, IXiti

B : z.-o \

> rU5HICfSI:rYou are a chauffeur, working for the president of a company,

the daily schedule of the president. Describe your day as a c

B. Complete the following sentences.

S21R^|(0)

2. aa^di^it-cv^Mtc i^p-t __

3. t'SBi:

4. of, 0 -c-f 0

5. Jn^^TlZ <

6. sf'g? Lfco

7. V' % ) i Lfc„

itr

A. There will be an election for mayor soon. You are one of the candidates. Say

your pledges below using —C/ICUST.@Example: increase parks -»

1 • make the town cleaner

3. make the town safer

5. make the tax lower (3c V')

7 . make the roads wider

£!!£:£< Li -f„

2. make the municipal hospital new

4. make the environment better

6. make school holidays longer

B. Pair Work—Make a short dialogue in the following situations. Use ~L<r<7ii£

Example: Your teacher is so tough. He always gives you too much homework.

Ask him to decrease homework.

- a :*gu -t^i-a-zU'*, «££&< L tv'fck’tti-a

/U\ llt'<D7 9Xc9fo$£A*T$

b : < tziw

1. Your teacher is so tough. Her tests are always difficult. Ask her to make exams

you too much rice. Ask her

door loves karaoke. He alwa:

fciiz^torsiAvcTUsing the cues below, make sentences using ~T:I5L'U.@Example: L/tz\iZ £ S

-* tiiL$A,lztzl£z S^tottiLv'-e-fo

i.

3.

5. Wk/fjLb i

7. itmvl/iisi&iii

Tell what you want

Examples: You

2.

4.

6 . frsk/tmz

8.

your friend to do/not to do, using —tSUV

r friend likes cooking

*• ti fe idm-s £ + a «*>*»* ?t „ tn' h

x

smrm g

£ElS-« (l95)

C. Pair Work—Discuss what you and your partner want the following people or

organizations to do/not to do. Give reasons.

Example: IV— A * — h

B : Lttti'.

A : mi t c-t^. v.o -cto

1.

%LK%> 2. »/»*3. JfcM/jR 4.

5. &t£tz0>f%L/&f. 6.

D. Pair Work—Ask a favor of your partner, explaining your situation. Then, expand

the conversation.

Example: You left your wallet at home

-> A: |t* tmtitzi't,. fLtift&fl

A: f?P3o

B : ?

a: fja £**>*<

1. The Japanese homework Is difficult.

2. You want to take your friend for a drive.

3. You want to eat delicious tempura.

4. You are going to have a party at your house.

5. You have just lost your contact lens and can’t find it.

6 . You will arrive at the airport late at night.

A. Tell about your bad experience using passive forms, e.g., when it happened/

what happened/how you felt about it.

Example: ftfi. flf&lX. L fz„ M,'.'X’'-'tzCOX\ fC&XZhA-CLiv^L Lfc„

©IiSS-xa*

B. Role Play—One of you is a police officer. The other was involved in the

following incidents and is calling the police to explain the situation. (Refer to

the vocabulary list below.)

Example: A burglar broke into your room and took your ring last night.

-* Police : 14

Caller: iLtU bnn

,

^ 7

Sitti Lfc„

Police : frfBf z'hX*-i*\

Caller: riW'M h lcfT^> X v ' 5 Mfcx b i\tz (0X\

Police : b h tz <D 14 t**

Caller : ;u t'- (ruby) M4 B KWj'

C-ft,

1. You were punched by a man when you were walking on a street.

2. Your bicycle was stolen.

3. You were deceived by a sales person, and money was taken.

4. You were followed by a man from the station to your house.

5. Your wallet was taken while you were sleeping on a train.

Vocabulary |B|S • IIP# (Crimes and Accidents)

rt £ i (a&) robber 454 t (# t

)

to attack

S3? (tWO fraud ft 5 to kick

(*m«) con man/woman (*t) to murder; to kill

X b-tf- stalker 1

5

to pick one’s pockets

tl pickpocket -fe'i-f to deceive

<6* A/ sexual offender -Sit* to follow

S/CUfS (751 30 shoplifting. 4: <" S (®S) to punch; to strike; to hit

(&«) kidnapping to# tr (St1

) to steal

W r rape V < (a car) run over

yp-Ti to blackmail; to threaten

x ||Grammar

Causative Sentences

[n this lesson, we learn yet another verb derivation called the “c

and who lets someone do something.

You can derive the causative form of a verb this way:

ru-verbs: Drop the final -ru and add -sase-ru.

u-verbs: Drop the final -u and add -ase-ru.

fa< 4 h'A'fi'S w 4 pstrtia

4 fSfct*3 In. 4

m 4 ®3 4 ffie>t±3

»< 4 4 BlittS

H5 4 StfrttS

<3 4 ZZttZ,

TS 4 SIS3

As you may have noticed already, the causative derivation is quit

derivation, which we studied in the last lesson.

The basic structure of a causative sentence is like the following:

©I =I£ • SiSSl

(director) [J (cast) (C causative verb (director) makes (cast) do .

(director) (J (cast) C causative verb + r&ltf'S/r <*l§

(director) lets (cast) do . . .

causative verb + T<tztS It please let me do .. .

WM verb stem + &£WThe verb stem + tc S i ' is a command.

3

lr S | ' has a strong implication that you are

“talking down” to somebody, or that you think you are more mature, know better, and

should be obeyed. therefore, is appropriate for parents to use toward their

children or for teachers toward their students. You also often see £ 5 1' in exam instruc-

Call

C0|£ £ 1 (HH'Jt'o Listen to what the professor has to say.

fr-i Fill in the blanks with a word.

Q -it

“Clause A IS clause B” is a conditional statement “if A, then B.” We have already seen

an instance of this construction in Lesson 18, namely, the If-form in the pattern ISX

tz (I wish I had done . . . ).

Let us first review the conjugation rule of the verb If-form.

3f22!S<<

Verbs in the affirmative:

Drop the final -u and add -eba.

-> skw*

f< * fttK fo > fra H5 4 M^.a» rna

<-s 4 <naVerbs in the negative:

Drop the final It and add Itfftli.

fjMcu 4 fA'aana

In an “A if B” sentence, the “A” part describes the condition, provided which the

consequence described in “B” will follow.

±\ -f 0

If you have a car, you can go to various places.

£*%(£? f/U,

If you lock the doors and windows, you won 7 have your apartment broken into.

If you do not tell the landlord, he will never find that out.

You usually use the “A li’ B” pattern when the condition “A” guarantees a good result

in “B.” Therefore, the sentence (i) below is natural, while the sentence (ii), though not

impossible, sounds rather odd.

(i)

If I run, I will be able to catch the train.

(ii) ?? t+Citftit

o

If I walk, I will be late for the train.

6You can express the idea in (ii) more appropriately with fz h : fa -' 7 b . You may also

note that (ii) is not totally ungrammatical. Embedded in a larger sentence that overtly cancels the “goodresult” implication, for example, (ii) improves significantly in acceptability:

£ * 1> 4 tfc.

(0)|k*IS-SS«

Because of this “good result” implication, “A IS B” is often used to advise “A.” Some-

times, the part “B” contains vacuous generic expressions like or nv'ift.

; etcYou will be okay, if you take this medicine.

All you have to do is ask the teacher. (If you ask, everything will be fine.)

C9 ~©c« It connects two facts, A and B, which hold in spite of the expectation that if A is the

case, B is not to be the case. “A M- B,” therefore means “A, but contrary to expectations,

B, too” or “B, despite the fact A.”

This company is rich, but its workers' salaries are low.

cot:,

She is home but does not ansioer the phone.

The predicate in the part A is in the short form. When A ends with a ^-adjective or with

a noun + X-f, it appears as ft, just like in the explanatory A,X”i~ construction.

Ms. Tanaka is nice, but Ms. Yamada does not like her.

* $ v ' h 0 t: i |B|ft L $

It is a big issue, but he does not consult with anybody.

Because <n 1: connects two facts, you cannot have non-factual sentences like requests, and

suggestions in the B clause:

Compare: B Jfcgjfr» Lj& ~*t£3&£’C' 14'S-vv,

X hi 0 10*.Compare: hS LTf fr ^ it if,

The food does not look very promising, but let s eat

£9 ~©<fc5&/~®<£5C“noun Afllii noun B” means “a B like/similar to A.” When you say “A Oln S B,”

the “A” either has the same quality or appearance as B, or is an example of B.

7 frWiff 5 X'to

I like towns like Kamakura.

m±T*7>^> X-t-col n >) k^X'toI want to be a person like Aung San Suu Kyi, the Burmese democracy leader.

You use “noun A nX 7 when you want to describe an action which is “done in the

same way as A” or a characteristic “which is comparable to A.”

* 7 ') -ZUl &JOl 7 KXflzmfj toMary can swim very well, just like a fish.

K • 7') coin Km'ttoAntonio is strong like Muhammed All

bnAiiWckn-K aJ: 7 itHL1 :!: if ''it*She says the same thing over and over again, just tike a broken vinyl record.

- comifLco^vm.i-m'XtoThis town is as quiet as a graveyard at night.

msm *

C. Group Work—Talk about the following topics with your classmates.

Example: A : * tz tz b, Kfj £ i +>!'„

B :^^tzotzb. h « SMHt *.

C : tfi Lttt*'.

B f£t 3 T"to

tVC

1. *&fci*0*i|o*:|*f**

2. btttztm-ktz^tzb.

3 .

sis-sas

D. Pair Work—You are executives in a company who are preparing for a confer-

ence. Look at the profiles of your subordinates and discuss who would be the

best person to do the tasks.

Example: A : tzfUSV >

B : /ulz&frlttzt, 3 >t"x.-?-coz K & 1 <

Ex. fe ft

1 .

2. fJiKT -5

3. ft# i-mz

4.

5.

6 .

bA. You wanted to do the following things. Your parents let you do some and didn’t

let you do others. Complete the sentences using @Example: —A#. A L & 7 3 fdS'x.)

-> -A*

1. f ttui (rt-fM? ft'vv^)

2. ftscosf, £/£%«*(;-»£ 5 ((ivx)

3. f«cost, fl/fY-AStl ({iv, x)

4. §4^5 (nny5. fftCOB#, (^VX,x)

6. o^')

7. O'".'*.)

8. rmi4 h£?Z (ti vx)

9. T< (tit ')

B. Pair Work—Using the cues above, talk about the things your parents let you do/

didn’t let you do when you were a child and as a high school student.

Example: S^C<0 Bf » —A*, b L £ t $

-> A:

p*ii-A».b LSitit < Hi Ltzi\

B : IUN*., -A*bL&$-a--C<ft.i-a-A'C'L/i„ fAfi-A*.

b LS L/cVb/iA-Ctlt^. ASAti?

C. Pair Work—Talk about the following topics.

Example: A : ftCS^f, f«tC*!FS $*T* tf i

b : iff to

a :

B : /xM 7 V t7 7t:K

1. tkio/ci,, f|t(cj»r£

2. ItilUSk

3. A,

|S)|

SIS • XSSSi

D. You have been working for a company, but your boss underestimates you.

Volunteer to do the following activities using the causative + T <tztzL\.[jjjj]

Example: 3 t°— -» 3 h°— & Ik (3 -&X { tz $ t V

1. (

2.

3. t«|f^4. £<0f±|E£^.2,

5. ;A0/Dyx? hcbt+SSjt-C?

6 .

E. Pair Work—Make a short dialogue in the following situations. Use the causa-

tive + r<e*u.

Example: Today is the birthday of your child. You want to leave the office early.

Ask the boss.

- A : 4-Hiif-<4»b-a--r

B : ^A : *s fif 4|t&BiO cm r«t *-*•** &*,*

LYc/t-Cto

1. You want to go to Europe with your friend next month. You need a week off from

the job. Ask the boss.

2. Your boss is looking for someone who can teach English to her/his child. You want

the job.

3. You invited the boss out for dinner. After the meal, offer to pick up the tab.

4. Your boss is drunk, but he has to drive a car home.

5. You have been seeing someone for three months. He/she has just proposed marr-

USES*

A. You are a parent. What would you say to your child in the following situations?@Example: Your child’s room is always messy. -» jfllf? £ Li?

1. Your child doesn’t eat vegetables.

2. Your child doesn’t study at all.

3. Your child stays up late.

4. Your child doesn’t practice the piano.

5. Your child doesn’t like to take a bath.

6. Your child always studies and doesn’t play.

7. Your child doesn’t come home right after school and hangs around at a convenience store.

8. Your son has very long hair like a girl’s.

B. Pair Work—Choose a situation below and make a short dialogue using —ft

<SCY.

1. Parent—Child 2. Teacher—Student

Example: Mother :iiC, feS

Child:

Mother : < fej ic 'o t iMio < fef.

Child: IHIIHJHSJ:.

0 Tcfllfc:DA. Change phrases 1 through 6 into the li-form and choose the correct phrase that

follows from a through g. (jl

Example: -> 1 4 to

ex.

1. <

2 .

3. jjfcS

4. + S

5.

6.

a. SL < Silt.b. liLv'tc

c. axl:|-C < flit.

d. |fti:4 0 4 "to

e. #*i:Sll:fi'ito

<*>*>•) 4 to

g. aw0tfl441-o

H22SM

C. Pair Work—Ask your partner the following questions.

Example: A : if P 1: % 0 4

b : f, i i-tio

l. if i 0 4 +*>„

3. if? t*tl^fRi:A*tifi> 0

4. if* »=***'$*&

5. ifftWftltift.MflJti'.

6 .

^5A^fc0[z.jgi\A,r'-r

Change the cues in 1 through 7 into fflIC-clauses and choose the correct phras

that follows from the right

Example:

column.@c £if&*\w7>,l;B

Ex. LtzZHi i> 1 2-B-/1 v y\ a. 8R < * 1 i-SX

1. a L7: *v%#2.

3. t/c

xO c. «*«**•?•§;

/y d.

4. ftirtiCtt SftV'-Cl / X3^-e. K,4-l:I§-'fc4 Lfe

5. tf/lWxiMS t :* L £ vy f . hx g'i.i L tz

6. \g. L7i

7. WL iLfc ' h. 'oyiz^.-o twit

Pair Work—Complain about the following situations. When you hear th

complaint, give advice or

Example: You bought a cr

encouragement,

unera last week. It has broken.

A : CCD* 77, ftmW'kfy «!c,

3l2e!sJ(2S):

A. Pair Work—Ask your partner the following questions. When you answer, use

~ffl<t5S as in the example.

Example: A : atAlofc 1

B : 0

A : if | LfC-+*\,

B : xti® < t,

1. £*,&$;AMI 1 Is <

2. i;%0.-Ai;|t4#LfcV'-Ct^o

3.

B. Describe your classmates using —CDcfc-SJtC.

Example: %yf 7 3 >«0 X P frA-fto tz$ , not#tt-C < tiiti'b

o

C. Pair Work—Talk about your classmates using ~©dt-5C.

Example: $ /v can climb up a tree like .

-» A : ya l-frl-mlZ

B : * p tth. g.i> £ n Sv'i to’ 1

®r|Aiiy r 9 -S/t^iSn i 5±4l:>juz®tL5

1 3 ^ can sing very well like .

2.

3 L can dance very well like .

3.

3 /v eats a lot like .

4.

$ Aj is smart like ,

5.

3 ^ is strong like , , ..

6

.

3 Ay is handsome/beautiful like .

7.

3 /C is fluent in Japanese like .

topic from below and discuss it.A. Group Work—In a group, choose one

Example: «IJf **vi£>

- A : -&%stbtzb, XfKteii'b.

1^*-^c : to

“*+:

1. *fVXVN

2. ta^m F

3 .

4. $*4.n*

5. *f= l:fTi"fr7,h(2p inm

B. Talk about things that you wanted to do but were not allowed to do when you

were a child. How did you feel about it? How did you react?

Example: r U t'/r- A £ L tz*'^ tz <0 K, »«I2 $ MX < H g ^LCL tz„ fritz

-cto fecff-^'C, y-A £ l i L/b 0

C. Role Play—Using the first part of Dialogue I as a model, act the role of a

mother/father or a child.

Father/Mother— Tell the child to do something using and try to

convince him/her to do it.

Child—Take a defiant attitude toward the father/mother.

SEEBm|(2w)

Example: Father : b'T/ D jj.1? i L fr $ t j; <7) i fe Lt -s fz tz ?> *1 „

Child: 'ft*,,

Father : $ a Ijtjf ~f Ifi7’n(0h'7-X F (professional pianist)

Child: & Wct'7-X F,l:ft;h-& <

Other cues:

go to bed/exercise/help cook/go to a cram school/eat vegetables/study English

(22o)j^sis • san

f«23»| L E S S 0 N 23^1

gij tl Good -bye

H 15 Dialogueo Mary and her host family at their last dinner together.

1 A, :

2 * 7 ') - :

4 tiXiA, :

5 L :

7 :

-ct, ***¥£;£* l

JiXsll, A," j£*K8**K«t 0 i Ltzo

Hcff -3 -c t . fcfciyfca £ SjS#it'V4-c-#a 0

L* tf> £>, croXiiT^ >) *f:ff < litllii'.vvvtfcta,,

® On the way to the airport.

, tzifi, .: sw-ifS

2^r'j-: J: <»fe3*i*:.

3*ttl: t?< ftt\

4^T'J-: fȤtl <

5 3fe.it t; rjSJS *) Z-fz'.'tzl vX$LfrHtz„

6 ^r'j-: m'i'-ztz,

7 tz itL: # x. :?>&*& t t J; < L tzte, iH

At the airport.

tifettt: L>S,2 $T')~: h/U tt L. < A, t „ tzl1l< &Kfz.X*m--Xi'-3tz a

3 tz It L : ® L * t &Sj t 4' V 4-C 0

X gj GrammarM Causative-passive Sentences

“Causative-passive” sentences are the passive version of causative sentences. You can use

causative-passive sentences when you want to say that you were made to do, or harassed

or talked into doing, something that you did not want to.

(Tf L tz a

(I don’t want to eat it because I don’t like meat, but) I am (always) made to eat meat.

You make the causative-passive forms this way:

1. ru-verbs: Drop -ru and add -sase-rare-ru.

|E^S 4 |t^t!rt±6ns

2. u-verbs that end with 'f : Drop -u and add -ase-rare-ru.

mt 4

3. all the other u-verbs: Drop -u and add -asare-ru.

f< 4 frt'SttS 20 4 SittftS

it 4 festis As 4 Ae*ns||< 4 l|r3? 4 WHitlSSo 4 Sbstts

4. irregular verbs:

TS 4 Stt6:flS

<S 4 ’£-t±6flS

In the table above, you must have noticed that the causative-passive morphology in

Groups 1, 2, and 4 is indeed the combination of the causative and the passive forms:

-(s)ase-mre

.

In Group 3, however, the causative-passive suffix -asare is shorter than the

sum of the causative (-ase

)

and the passive (-rare) suffixes.

|ab ||gc

/ Mias tricked by my girlfriend into washing her car.

The “puppet" is forced into performing an action. Marked with IJ or 1}.

The “puppet master” wields power over, and manipulates, the puppet.

The particle is C.

If you compare a causative-passive sentence with a causative sentence, you notice that the

actors are switched between the two:

My friend made me help him with his

homework.

(Sb)^is • xas

Sit.I will go on a picnic even if it rains.

jjlp'Pf^tzb,

# < ft, -xTa^Sotti-tj-/^

I will not turn on the air conditioner, even if it is hot.

%Jj'-Dtzb, Jura t„

I will turn on the air conditioner, if it is hot.

1 it.Even a child will get it. (You will be able to understand it, even if you are a child.)

bb'<) i-tiX.

If j« are a child, you will not get it.

You can form a ft -clause by adding t to the verb or adjective fe-form. With ft-

adjectives and nouns, you have X’ t . Note that verb tz b and X t forms look very much

like each other, but adjective tz b and X t forms look quite distinct.

Compare:

Iofc6

IfAfofcb

IItzz>1tB

verbs: So 4 fort,U-adjectives: IgUU 4 jgUCrfc (X igUtort)^-adjectives: tuMCsEc) 4 jESirt (X jcSfc-irt)

nouns: || 4 ||rt (x||/cor%.)

You can also form a negative X t clause, based on the short form negative.

verbs: ffcfcU 4 m>*< rtCompare:

Sfc&A'ofcB

U-adjectives: glv<a:U 4 iu<a<rt sb<afi'ofceft-adjectives: jGSU^fcU 4 Tjsut&crt 7c*i; jf>aA'ofc6

nouns: ^iU Jf>S:U 4 ||i;<s>a<rt ||i;^a3b'cfc&

SKaSN

The X i -clause itself does not have tense. It can be followed either by a present tense

clause (as in the above examples), or by a past tense clause:

fiti, #E3, L/to

I went to class every day, even if it rained.

h amtim l

<

-c t ,

I would have taken the Japanese class, even if it would have been difficult.

0 ~z<tiztz>

Zt Iz-f 5 means "decide to do . . . It follows the short form present tense of a verb.

You can use a negated verb, too.

ZZKli L tz„.

We have decided to buy a car.

I will not make too many complaints. I am feeling sorry for him already.

We sometimes use the volitional form of this construction, such as ff< C 1 1-

1

X §>

instead of the simple volitional form of a verb, ft i a ,in suggesting an activity, z Z IzL

X 1 has the additional implication that the suggestion is being made after a deliberation.

ZZIZ Li To

Let’s take the plunge. Let’s go to Vietnam this summer.

1 if (c L’Ct'S means “do something as a regular practice,” that is, you have made up

your mind that you should do something and have stuck to that determination.

* a +-*« 3 - z K L -c t ' 3 to

I make it a rule to go to bed at eleven every night.

IS# C ti SB k ft 3 ; z K L X v ' 3 1

„

I have made this firm decision not to drink and have strictly followed it.

~T.il decide to do . . .

|

do ... as a regular practice

Practice

Change the following into the causative-passive forms.|

Example: 8E 3

1.

6. 4-3

11. ff£tz

2. ^to-5 3. £ttS

7. fi 8.

12. jU X < £

-l. Mg. »t

Hiroshi and Michiko are forced to do the following by

the pictures using the causative-passive forms.@Example: V ?> I $ AslZ&t, Z $ A,lzfrl£As ilftz i tit

Ex.

fg23B<|(2M)

C. Pair Work—Ask your partner if, as a child, his/her parents made him/her do the

following things using the causative-passive forms.

Example: t

<

->• A : Ltzi'o

B : livv,

1. aaSrj^n

3. fry Si -

9

5. -< :

>y

7. IfiSS^fs n

2. S^coSPSSfflt-f 5

4. -sa&sts6.

8. sicff <

D. Pair Work— First play janken (scissors-paper-rock) and decide who is in charge.

Each time you win janken, you can give an order, such as dancing, singing a

song, drawing a picture, and opening a window. The other person will act out

the order. Repeat janken several times. You will then describe actions, using

the causative and causative-passive sentences.

Example: open the window

A:

B : l±VN. hi' 0 i L Ac„ (B will act opening the window.)

A : B BflltS-fri L/io

B : A Ltzo

WM-th

>cttl

J

SI23iS<|||g|

9.

10. m URSilil11. fimtix'.'Z

12.

B. Answer the following questions using —Tfc.@Example: Q : v ' U 1* b fliz b , £ ~f fi\

A : vn^ 0 i'L'fcfefltk sNfcStfrAi-fr/U,

1.

nm^Ltzb. «St#1lt4' 0

2. *±i

tc^S:'i-v'4^' 9

3. atu%»fe&«

4. J-Cf«*''7 H* L i + *>„

5.

||!:|bflf:f,, ttSt-f**.

6. g<

7. fctffbSif/U' I**,. it*\

9. K4H»yw4'> ^4>1 LitK

C. Pair Work—Ask your partner the questions in B above.

Example: A : V' \^tb b Hiz b , i

B : (ivN„

v'vx£ 0 I'Ubbfrtf,,

D. Complete the following sentences.

Tt, &9 i-tf/Co

xt, a^&mmto-ci>, t-a-'C-f,

-Ct).

-ct.

sE-sta*

A. The semester is over and people are leaving. Tell what they have decided to do,

using @Example: J*TV~ '

will go back to her country and continue the study of Japanese

1. A— : will become an elementary school teacher

2. n/t— h : will have an interview at a Japanese company

3. 3 > will not return to Australia because he will learn karate in Japan

4. tzllL : will quit the company and look for a new job

5. £ : will study abroad

6. : will teach Japanese in China

7. *7') h 7r i y- : will go to the U.S. to see Mary

B. Pair Work—Make a dialogue as in the example.

Example: A : X < l fcv SfM- tK 5 - £ 1: L i L tz,

b : b, ms: t'd-ot y -ctt.

A: f Lit.

B

C. Group Work—You are a family who has recently won a lottery. Discuss how you

will spend your money.

Example: A : ffljp * If Sli ZZlz Li p

B : MSJ; t:Li p.

c :.

JSE3SH

A. Tell what Mary and Takeshi make a habit/policy of doing or not doing, using

~£*£UrU5.@

Example: >f H fCi®*£ ft# Ki|*ttSi* Z £ iC L "t V ' £ i\

Ex. walk her dog twice a day (1) not talk behind someone’s back

(2) study in the library on weekends (3) read the newspaper every day

I

(6) ask a person when she doesn’t (7) not cry even if he is sad

(236)|^£IS-£SS

(8) buy flowers, cooks, etc., (9) not drink coffee before going to bed

on Mother’s Day

B. Pair Work—Tell your partner what you make a practice of doing or not doing.

Example: A : H M < Z Z I: L t v ' i to B $ XriJ ?

b : fritfrx f7ri '1-^ to

A. Describe how long they will stay in Japan or until when they will not get married,

using ~ST.@

B. Complete the following sentences.

1. a if,

2. *6* if,

3. i’if,

it-, af &imitif, ffg&V’&t-ti* WityA,

i f , a« L i L tz

C. Pair Work—Suggest the following plans to your partner. (The card for Student

B is on p. 240.) When you respond, use ~ST. Expand the conversation like the

example.

Example: A : —if l-gyt/ B : You have a final exam pretty soon.

-> A : -itci&iro i.

A : L* £>, ^mmb-otz te.

Student A—Suggest 1, 3, and 5 to your partner.

Use 2, 4, and 6 to respond to your partner’s suggestions.

1. its

2. You are broke, but you will receive a bonus soon.

3. fr-4

4. You caught a cold and have a sore throat.

5. <

meamil

2.

®£<Llsb(DMWA. Tell your future plans. Have you decided to continue studying Japanese? What

else have you decided to do? Tell the reasons, too.

Example: g, li H £ git 5 3 Z l: L i L tz, B ZXi

B. Pair Work/Group Work—Using Dialogue I as a model, talk about good and bad

memories in Japan or in Japanese class in a pair/group.

(24o)|^SlS • £i£iB

C. Pair Work—Using Dialogues I and I as models, make short dialogues with

your partner in the following situations.

1. You have lived with a host family in Japan for three months. You are leaving for

your country tomorrow.

2. You and your friend had not seen each other for ten years. You have had a chance

to meet the friend at a reunion. You have had a good time and now it is time to

leave.

D. Class Activity—Find someone who . . .

1 . was made to practice any musical instrument as a child.

pets as a child.

3. wants to stay in Japan until they become fluent

in Japanese.

Pair Work (?| Y- - -

•; aaBr;

Example: A : —lt(-®ir/B : You have a final exam pretty soon.

-> A : -It cat? p i 0

A L'-pfc, iKmmb'itz h—Mil-mil to.

Student B—Suggest 2, 4, and 6 to your partner.

Use 1, 3, and 5 to respond to your partner’s suggestions.

1. Your host family is out. You have to stay home.

2.

3. You are on a diet and have determined to lose ten kilograms.

4. Cffen

5. You are working on a big project (*.J W±#) and can’t take a vacation.

6. —ItCfitr

?*©£=£> Interesting Experiences in Japan

m # £ u 1*1 ,« ^ m # isi m &

f It 14 a ; Personal Advice Column —

Cm *15

rt & *|Aff»5»|| My Favorite Place

a i a f s s it ^ « tt i ^ i

^ 16 ^ „ ^/uflTK^Xfc/vJ The Manga Doraemon

^ t ^ i ^ 1 ^ 1 1 ^ 1 i f f

r*mw* L

:

it 1 i

-a— YokoOno

& Ht #L * * & <¥ -% ^ # W

CEJEEDn ^ i]

*^|ESS College Life

# m. t tt m m m s a ® » t «

. £ 1

9

*.

)

* *i 4- it # T' « )l i if i «ti t r»l £

‘i 2Q i jm r % oh 1i # 1A ^ m M -t * M

K2«£*/fc<U«|(0||

g 21 _jjj ^ IE Unlucky

* * s *. **te*ai#tt-aK**iL

CS~ 22 1H xni/uroaiB Tomomi’s Diary -

—

~ga> .-

ie * ® ^ ,1 m <% * # n # m m * i*i s

C*.,23~g^ cftttifA/ttffi ? What Does This Face Mean?

ii 'it & $ *a « tb -ft a m m * %. m

3S13IS-*

hi77

(fcsvr) bad

(Jt.^SbSysSvO to feel sick

JfcM (7477) the worst .ft® (77v) devil

(bad; wrong) (11)

* t!«I§ (frbtc) body

74 ($ "f x- $ ) body weight

gymnastics; physical exercises

(body) (?)' i i- ft 1+

airport &%, (77*) airH & ij'b(? 6) sky 3c. ( ($) ( ) to be vacant

(*>e.T) karate

(sky; empty) (8)'' ^ 5** 5b

g?

'MPCI Sit IPlSilS) airport

x&U (391

<4#f'j Kobe Port ji- (»&i) port

(port; harbor) o»' ? r r r r ¥ ¥ ¥ W W

1\ is # < X’O < ) to arrive ‘ # * ' (* *) to wear

4-77 ( t* &<Z>) kimono

(43 33$ frf- 9 ) arriving at Osaka

(to reach; to wear) «•#» IB (ttl’)-same

i^iISJa# ( h'S'SJ) same time; simultaneous

(same) wi n n m m m

\m ii A (-*>*d) the Japan Sea

i*4 it4) overseas

(sea) »> 'l f r ;f m M m

& S «*) noon; daytime SbC'g? (U-S,Sts» iuncbS-k (4-=-7Ssa 7) lunch

(noon; daytime) (9)

(In this chart, katakana indicates the on’yomi [pronunciation originally borrowedfrom Chinese] and hiramna indicates the kun'yomi [native Japanese reading].)

A. (reading) Xf (bold type) l4SfUl'66*75Z?f

»

a (<« » —£ (4vPa*)

Hf (t#) <:

c»3- H(058) ^(052) 3=1054) Bf (01.

«©*f€BSa»*Uj:5« GB (answer) BTl:iSDSfo)

1. -$H 2 & m 3- -It 4. ®^JL

5. ^f-o 6 ^Ajt 7. jit; 8.

9. &tr 10. t%-r 11- Bfl <

[®-B«£] 1. i Vstcfe 2. 3. V'fetr 4. rr 5. to 6.

. Sf<acOl'i

/

8~fe/u|ig$©ftA;!|^coL\r#S*Ufco Bc&SUido

&a h «4a* s**f ^ -et° # at ^m $ x>m $ &**& $?% maa^aii^K %<'*' b&± Y)'kKh.fLt^AJ^t% 4\ ^a-fc

bHZ<OX\ ZXb 7 ih-.t-M-C-t. a^{-(iJ6 -f <b <

/OfeOifo B-ca, 7toa*u

**) i.^-ytt’tfco^ato-ft, n^tzn

*sa, -f>x hy r i y-^%rig.S'fc^a^fJi Lfco

nn&pftifik. l%A,b o i itio mi r ? j

HJJilfc, nx^Asli Kf^£tp^nunpj rav', ^-tt 0 -ci^'C't^?jX/C^a- jr

Vi^t. H®r t fv’. i -a-A.0 0 3 Ltzo -ct, £

*iv>L.^a^A?C- £<!&&*•-<# i.*.. rrt,

! J < Z 0 i l tz 0 ti

J: < x. Ut^X^t l.tz,

ZtLli-^lZ-^COtX mt Izm-^X. ±tz

%$z Ifrumc^tzZiLtfhl] ntx.it o i>'tbl,iti\'U)'-otzt

to x-i. t-zil 1). i 7 A'tbZt^tz < h 0 i-ti-zU

pot

•i"#> turtle

C. S:£S/uZ:'0 (= true) *' x (= false) WlirOSan.

( ^ ) i. a***««*# $*?**. mxxi&i „

e. i ©-fife (others)

1. *) lti>, H^co»-ep#.aT«a

aj’ftSV' | ihAJti'Z e- *>' d. JjftV' e

2 . < *0 i t*'o

ti +K

gaM©V'l'X*A/liB*©mCour«S*Uto -^*-*Ud;5o

£Jt«*Kge» < 0 Lfe, <WJLS.h# z'Z,£m--%^tzC0

c\ ?> $rsi ©* t=«* {;*&$ <• i: ut*v > if tc„ ^^vNX-'y

< ^‘fiiUc^o-tVNT1-^ ^^SJCRIUI*

= o/c 0 r-dKBfclfrfcHJ ZtLA^A^lB^f— £p It

Zirt'ti , o ti. < t

;lVN(f.&v\, 't#«'t'C\ £ &%z.tz 0 ft.

* a a , tc $? ^ ^ ©f , Ir-^icf;^!:*-;^, ^^dUsn:***?**, PitUf^fe. fj&i^sg^fv'* t£

l'tVNSf;tf 1fc$,t. A/Lfc&L*

Z $ £ £ 0 «A£f#Ufc 0 i-5 0 H A^*toc

c. HHicgxr<«*tv

1. 7 $&<DB*<»m^ipmtftX’Ltzi\ €i U^iSuiL fc$\,

2. T«a-eti7'y->i»t*-eJli+*>o ( ) Ca-eJ

#'.'t < fz$«-N 0

(1)

7'?yi®i«-15 : ( if,•)•

(2)

*<ot*-CJL2 : .f' '| C )( )

a. W')—*>#ti<b.

c. hh^tX\AH'tz\d. H

e. AA^-Ci&L* Tfc'o

**fc©a3=bOSU^R«»S* L/J;3.

E(*14m\ l E s S 0 N

Personal Advice Column

3^

ftsi‘'5pC; 1Sb^(. ft (s&^ti) he; boyfriend

ft^r (*>©$> a) she; girlfriend

®-' * i i r r w &.

n?¥

(age; replace)

°tft ('^Pagdem tftft (f>* ?-t) electricity fee

(Dj'JlaMyy-f) 60’s

+ft (y a »^ ) in one’s teens •) i : «>fo 9 fc) instead

® ' i ft ft ft

ti¥

(to stay; to keep)

"f) foreign students

(IK*) absence from home(*>St») registered mail

«)' * 15 « «• ft ft ft ft ©

ftV7

(family; tribe)

(%'/?) family

ift (^’>'/^' ) member of royalty

U>'/*) race

ai)’ * J 2 V fc fc fc fc fc fc

Liz

(parent;

intimacy)

5CII (fcfc**) father ft-# ft (S/V-fe^ft) kind

best friend MU (V parents

fJl L V ' (Vtz l/Vi) intimate

M ' ‘ * M } } 1

mt- li. m^7ft (it>.«?i) kind #7& (S3) to cut

^tfft (^ -< -fe 7 ft) precious

( I* oT ) postage stamp

(4)- * *7 10

ITiff?

1

(English;

excellent)

US (X'fcf) (English 31HI (x^i?^) England

H4-ft (xd’ #4 7) English conversation

Hit (xd’id,) hero

(<$•£) shop

(tyj >) store attendant •jbTS (/M fy) stall

(^atV) book store

Is)-*- r n fp $ % %

§gl4iS-*|(l253)

®If0SS'

'

A. (reading) £gjx.i:b dte>o Kf (bold type) liSlrbUWawJTrro

(*'/*) d-bj^-iE (***>* i-'?)

Wtl)O _t (0261 ^(116) £(096| it (047) ^ (160) ^ (109))

B. ;£©*?£fi»*bd;5o (S (answer) tt;^©^-yfflTCSD*1-o)

1. 2. Jf < 3. & -9 4. 5.

6 - 7. 8. 9. 10. Bfjyj

'IS* <**/>) worry

TK/tkx advice

© ( i L i i) being older

© (UfiU) age; era

© OtA,ifl») senior members of a gr

© ~%-K (~4aAi>*) for . . . years

(-oSSb-3) to date [w-verb]

A. f|HIICf|^.Z<£:&Uo (Answer the questions.)

1. h%tzim&t>sh>) i-fi\ tziii-nRLiti'o

2 . >) ± ti'» if^ier K^*<fX£ Li l*$*.

ti/£coAliFlpitl26®«#Tilt"to H.*if_h0»>'vx

4t o fttt*WR0|tJ-t\ A^Wtt^|-3'Cv'4'to ^0r'X, «lir¥

i^toti'it. ?*fi

Vstv'l, tAtM

$U^>£ifk>’S'''£’t. tttt.04-

Tili*.$-C\ tA0^?±!iARI:* 1 4

to

To-CV'S-fo fAt^t; < * ') i-tir

ki &,*>*&* Zt#>XjlL*tcff^Actl

&6*:L-rvN

4 t» (26* • *)

Cto B^A^T^5SLti.'4t= tA0tSAIi:Bt»'C

to 4, H^A0tXh7r ; V — 44

'&/v_C'.'>4 to tta»tti;

. *

ifiiM iMm £ *£. L^-5 X V x 4 t

.

sfAi4

iM-xto USSttl 4 to ftca< $/<A'i t**'. A

A^«^»(i:^AcOHt»J; Uftt

t>t^- ! j £f£f£-ci

t t Httv'i t*at#t\Attc& o 4 -a-/

tAiif-|$0i*H> bljtffit;

t,

,« < -t Attlfc- *ti,

4t±0 * siftf y;H : 1

V' It 4 4 A„ Htitf27n#M<*ibVN^f«t;*-

liw'it&V'Afto -Ct.

< h 1 4-aAo a l tzi

1*\ r hVsMXStiSv

7 KAt 7fAt»T«l=*-S0* 5»J

fAiiJ: < ft1f«04X\ *

fgl4fi<|(Q|

C. Mglzgx.r<fc**Uo

HI egitt*

1.

2. LX Z ®A!if <->Z>-*.m L 4'V'«0it;

t*‘o

3. *4' it (i £ CO £ ^*6 T «S4| L 4 (I n s8*v 4 v \ £ g v X J -f A> 0

£?? l-c-e-trK

4.

(What would you do if you were in a similar situation?)

m S*S^±#C*6*Lt

1. CcOAlirhX h 7r ~ ') -L B iXi\ KU tfti'.

2. B *-An&tz% L B 4-SKI® L i Xi‘,

3. j^cOAliiT

7

4. * 4 4 1 1§I L*«A***

H mgffffc&u

1. ccoA13v^im«f:jiH i L&**.

2. Zn Lt/yylHtft^; < ^^eoX-fi\

3. tbt£tz[iL-0AA^VV~}L\zfi { Sgoif^.

®«<«1A. I-BCD1 i2 0AC7’KA'('7.^«SSU ct5o

B. Imagine that you are one of the characters in the list below, and write about their

problems.

*7. h 7r ; V “ taH % cofik (others)

(kJ5bI

1 1 S S o N 15^j

My Favorite Place

ti (Ltfei) to die

^ (V) death euthanasia

r- r r r- ft

m

(mind; meaning)

(>f S. ) meaning

v'iift't’ £ (f- a. ^ "f g ) to watch out

(^f ^ V) opinion fl! #*t“ & ( 3 ’M 1" & ) to prepare

a3)

- ----d-***^**^

*>ir

S£!fc- M 5) meaning

('>a() hobby P)Dtt (^fa^S) interest

(5 V) soybean paste (S>U) taste

ft ' « 0 u- >=<f ^

mm%$

i’i'fe'f' 2 (^a.^'f'f-S) to watch out

to order

;±<* (**<’) to pour

(8)•

' | f f- 5'+ }* )±

tji-o

(summer)

Wfrh. (*o*f*) summer vacation

%7jL (^ 3 *) early summer

~ r TT w W * J y X

«(if*!

7 fi ¥3(Si**) fish

(5J5V>%(i) fish market

&,#, (df>^a) goldfish

* P ft ft ® « ,« $ ,# &Sfc

(temple)

3o# OfeT fe) temple

(h Toji (the name of a temple)

w- + ^

w.3^

(spacious; wide)

/A ^ v (t>£ v*) wide; spacious

/A*# (t>5f£) square; open space

l£% (X>6 Lt) Hiroshima -'A o' (n^n^) advertisement

(si

’ ^ r it it

*K(to roll over)

bitycle

m£l"Z> to drive Elfe-f L (*Y r>-fb) rotating sushi fh.) t ( A 3 *51) to tumble; to fall down

?P.'" * * « * # $'$=#? $5

It(to borrow)

it 0 £ ($4D 2») to borrow

ft*ik ( S' ¥ $-) rented land ftit (5? ¥ y >) debt

(I® ' i r r r f* ft ft ft ft

t:lit

(to run)

££ (ttU%) to run

9 # ^ (ii L 9 j&* § ) hasty writing

(^yVW escape from a prison

m - + a * * * *

3ttzX

tz *r>

(to build)

(fcTfe©) building

& (fcT2>) to build (fe?) to be built

(^^3^) founding a nation

m " - * a « * ’* n m

(ground)

#&T (i-jj) underground

*T«. {i-Hr'y) subway JAB (YX) map(f-+i>>) earth; globe f&l® (PS/>) earthquake

+ i 4~ t* *fc

»«*

£i§ ifejSI square; open space

J#r)T (««§) place

lit tip 1 h- ^ v r b ) parking garage

j(0- + i #. J" 4" iB *>* i§ i§

&s#»tz V9

(foot; leg)

^ (feU) foot; leg /iL1

) & (fc 9 & ) to be sufficient

~~/L ("f y V ^) one pair of shoes

(^T7"V 7) lack of water

(7)’ rl Y Y Y J5L

siwsi'X 'TO

to commute)|

(.h&S) to go through; to pass

ii.7 (*‘*3) to commute i|# ("/&%'?) going to

school sUtfr (7 73r V) going to work

jo)~ r n b s s -s i* a

CjjSIfCDffg

A. &©»?© (reading) £|g;s.4Ud;5o (bold type) B9fUltgS*73^fo

± 3:(J5S^ S) ^-sr'J^sV)

— Mny?a-» A^ (->^)

*feT <»**»«>»>

(pa- £ (054) A (0181 + (028) f (027) ^ (°23|)

B. 2Rffl*f«0S**UJ:5o (S (answer) BTEfcD**.)

®T 2- &< 3- IfA 4. fff±

6. g, 7. #Vh 8- ^

A if io. AS: ii. 12. A

: mWZUFfi

m m

m© 44 tli> (SSitS) to be born [ra-verb] © ft (*&»•) south

© W-i% (BTAtlSM-) atomic bomb ® —#•+ (nfetiA/bw -5) all year

©S-f(OEI-) to leave; to preserve [«-verb] © DtLi1 Cfefflbtt) to enjoy [a-verb]

® (-vuto) peace 'jWjLftf

© ft (bi) island .0 (b-lf/b) nature

© '(* $&| green ,® fc* ( I 5 i -5 ) red leaves; autumn tints

'- Sifti'S (%«> -5v>45) to watch out - '© W (tell) bamboo

[irr. verb] "-fe AS (lib5) to run [a-verb]

' ;%> -Sfe <»b#) scenery

DJH3 <0&] 1. it. 2. t>i-< 3. vj>T*bV' 4. b/vb-f 5. 6M8. AS(A 9. I tA 10. iAb* 11. 12. -t

5.

DU K8£||!l|

. fc%afo* s±t *i/=®j-ct 0 £$,izizmm

K-A* 4* 9 i to 1945#- 8fi6 0,£,l>t:«-

frX'WthXti?Mt>s%-Z$ fr

i

f^+tAcOA* i'?Ei:| L t: c it%<r>K

f WK-AS2S L i L £ o a < f: fc 9 - **fcov%-ciM,fcKv

.l:ii#***'& 9 i to #* tit* $ v =fr£ *#*W*fc J

:fi9 tzlil X 7 « < $

t jn,v»-c"to

I F O 7 3 ?']# ( |' n 7 3 jplo L Jf>) small train usually for tourists

E^ • frg

i #^IR<0^< (c-ii^-C^

ti'iti-*, 5 Di*4fl7c I 19654- 3 > SoCAT^'t

5 Jilfco 9icS;«to

fc.9 Ltv'i Ifco *0 ££ •) TJi, «$?***.* * < Item*At:fc&£ t k-sT^i L/c„

flit, l/XfflAii'7: < $X,^i40

iztj;'*) tliztf. V'^-CTo fio -O'S*—AUX®A®£t£ §\ ii < S€5A^B ,t

v'tt 1

) i-fo

A^vv£4i£4-AlxX 0 Tl-xg B^J %B^J

C. H|JCS^r<*ftrL\o

X. A«KWt:^;ti Li 7 0

a . mm^ji-X’wtbxn-z. $titzffiin?z-c-ti\ fa

A<nA.i 3mzi LtzA'o

b. t -t*‘.

c.

d. 'r*-C1t'<«S'W-=>'C"*AU;, L"X LtHSotjA < -Cli'.'ttiv'cof

ti'.

2. £#£ t, £ % *) ®Ai:H JiLn.3. b*£tz ?t«. *f, A^cO + f^CC-^T-^tA/iVv-C-t

d. jferoAfcSBJRffcfrSfctftiru^'ro Eft-ge, »g, jsf,

i'aurrfA'o

®»<jgg|SSfctf»S*0fS^|;O* u*Sfi

R&ftec

i

r#tbvwi 5 think

(A’/-#*! idea (3^3*-^) archeology

(tVaW reference

tH #4Wilts (fcfrS.) to open (something)

< (& < ) (something) opens ffl ( (X>6 < ) to open

(something) WWa 'i T>) opening of a store

«s pPJI ('v*?*) room 05 A/^0 book store

&J§L (£&%:$) fish shop JUi (^*^^3^) rooftop

)il*l (^£'4*-4’) indoor

Viz

Viz 4#(direction;

( 5 person.on one’s side

m&i} (****) way of reading

7^ (l3>5*3 fc) evening SW (U a’?*’!') both

a*1 (’>5*1*4) exercise 3[#E ariving

('f’i-'ASt't') lucky (.'ii't'O fate

(HiA-) to carry

vmi r

(t'J#®) .exercise

SJ< (arOtomove (^Kf S’ f) automobile

tm ( V7~?y) animal

*S.X.5 (*C£i) to teach ffcS? classroom

«•*(* sStsiH) church *\)X Mmixl^a?)Christianity f£f4# ( 3f a >> * '> a ) textbook

(ID- * * ^ ^ | f f ^ ^

s|

(room)

*c£ <*?#fis®i#omW5tf professor's office (?-*

fc-» basement #-g-£ waiting room

(9)’ ’ ^ »*r * # £ f

(In this chart, katakana indicates the on’yomi and hiragana indicates the kun’yomi.)

3H6SM

®gif0»f3A. »®|^<0R5Wj«gg;LSO*5o

(*b)

(#^#©0

B. ifc©j8f«S**Uj:5o (SliTC^DSfo)

1.0 2. Jatz 3; itl

5- § ^ 6- ^ 7 - l>

9- io. f x h cofi

ai -f {tzm

tfc! (049) f)t 027))

4- 'A

8.

® S hit)' f K X t> hj J

© jMi (afcvi)

© nrffg h rob

© it* (£o <•) tool

© b pocket

D (bj;-5b! <itV') elemei

students

I ® S*lt5 (fct-»5) to help; to rescue [ra-verb] ©fiS (fef?) to

<0 -l^T U3IA,T-) happily © $ -'!> . ’.%

,

©,R< (od{) to continue Cw-verb] © 5ffc7|> (i>l>i!») t

@ “nottS i d it d ) to be sold [nr-verb]

® «X.tf (fcit© for example

© 7 'C tj anywhere

® tS K ... Then

© i#W Oft*) place

3 i tz in addition

©flV'UM.O weak

© (**>« person on one's side

n; to go back ©-verb]

[®-BO;g] 1. < K 2. Stz 3. -b*>t 4.oJ' 5. L*.i.*t 6. *> < T.tz^Z,

8. i±-3^-/C 4 X, 9. ottS 10. rxi-wix.

7T-mO

rV

^1C

^<»

D. In what order did the following events take place? Write the number in each

( )

'4 ) hfifcwsbitnt,

| ) ^liTX k^'*5®£;

'£rh--C^^ 0

C ) h **4 rr>^N->:J

( ) W&< /UiBot, K7X. t f - fa L %,«

E. ;^©KHC|x*UJ:-5„

1. jb*£tz% pr>*/f>J £**?*%

2. r^tHF-rj Zik^tz^vtj>'°

s&fcia, K^x.^,^c£^a:a«^t±JL/^: :66t^tu^:rA'o suuaitc-Dur*^Ucfedo

SB17gM

(* ]_7*| L E S S 0 N 17^1

7t

y

• 3—Z| Yoko Ono

,1M

-fe/f

(year; age)

-+-5.)® Ki&SStS-Di twenty-five years old

&j®#- (Jjib-f jS) year-end gift

-+& (1ife%) twenty years old

®) -i

1(to learn)

1 1 ll§||f5 to learn

y) calligraphy 1*1 ( V V 2/ a. 7 ) practice

1'lf ('>3 7*7) habit; custom

(ID 1 1 51 ” 5,1 *" w F F W W

«Liic (isSK); mainly C"±A husband

±4f (2/3.7) housewife ill (>3 rf) subject of a

sentence (t^&b) owner

(5)' t T ±

It4r«h

y-y t't

feil-f-s (7«f*t0 to marry

fe*. (7-y*) result Mfm (Woy) conclusion

MA' (trf.S) to tie a knot

‘ m i* r r

41(marriage)

«+3 (^y.a.«t«) to marry

mm ( D 7*4 divorce 4|*i;i£ (WW > + ) fiancee

(11) !. 4 i £6

&&-£>

(to gather)

HktbZ (Kt&M to collect

(4 72/3 7) (magazine) feature

(2/37^37T5) to concentrate

®, / 4 !

Hr (to start;

to reveal)

% (/'')yif a«7sf-5') Ho make (pubiiis;*th gite a pre-

s^faflofi IMF (/yyi->) pronunciation

ii* (2/3-y/V7) departure

(9)7 7 / A A A S ^ ^

* tijaf#

(to express;|

**+•5 @Sl»t®)( to make public; to give a pre-

»(t#« cover page £-f (* b to?) to express

surface)•'*

' 1: &<

(*>*'**) ft to (tny) f^fl< »%<)

3:^ #it HA (-i-fc >J

)

<*

j£ L v \ Ifcjeuvi) (er ft (076, ffl (2<33| (070)-

(002) A (018)

«CD^«BB»*bJ:5o (S[j;^©^-y©Ti;iSDSt.)

i. ±£>K5 2. 3. ')f Z 4. 4A5- £1*1 6- JL£ 7. Him 8. ftS

9. I'0- ffc

JIS17SM

B. 7t-J • a-SCDgajE (biography) „

, ^-y-3-r?(JI933^2fll80HA^t-±itLi Lfco 3-nliX«i) Lfe* s\ at^rt <£ %

^tz<X>X\ S\®;0^ a *;:«# ') t L fb 0

5 fc 0 3 — n ii 1953-^ -a.-3 -teDA^CAolt ±t;-f-&£&5£L

tV'i Lfc^', * i **v%B*A***l::*v\ mHULtzo19643s 3-3d£t«if -JJMbt r7V-7"7;i^-'yj £3£r|tLi

to 3-3C9ft tiM < t, #V&/cV'-Cto

&*.*

% * Stitt

Jtotm , Z(°

X 9 roxi'77'>3> - r-yj to

19663s a-ali^'Utll^iSJto R2

.5 fL/bo JL^/bAfc a^gvjLX’&mmZfe^ tx#S JlScotto ht a, -AwjS^&^is^t, '&#>&&

c

A#«']'$vn“ yes” “ Yes” ct>-f*ts J?ti£

tti®tiL/:„ cwlcorgtriii/3 > • 1/y > 0

ts t*- h A XV)/ >A-tL/bo -AiiS^iCMilLi Lfco

20 l960*Ht,

(:£> 9 i L/b 0 3-3Y vs > i. ¥*»« /=*>«)£*&£/= < SACO'i L

/bo I969^(c-A(it«4‘ T^-y K •

3 >J SMS 3 L/bo *$y K

25 tc^-c v> 5 3-3 £ v 3 yco^JtS

HAIR| £,%

; 'PEACE.;: 3^,

JS17SM

C.

1. tS • 3-=r C0*%. (chronology) Srft Of Ui s

19334 4/ • 3-3 (4Sf$£?)

19354

4

4

1956^ m§-fZ

4 [^u-yy^-yj suit

19664

19694 • W>

19754

19804 i>3 >Z3-3, • 7r >yy-J Stht

2. l9664»3-3»«.R^S:fel:i‘S £ L i i

@•<$£11A. 3a&fctf*n^U3ACour«SSU^5o

B. •1'>7.S5^^3>-77-'y^»g^Uj:5o

(276) «**£

College Life

0Uyt a S<7 “purpose; 0 (#>) eyes

a* (»><"fD) eye drops

BJlCDA one’s superiors

±z@6*7 purpose

(*fy??

A

T^r) modern

social ^ ($ fc) target

tj>Ja7 1#

(^^II t) physical labor such as construction

cooperation

(F U s ^ ) endeavor #± ( 1J 3r S') sumo wrestler

'#i© #HR (3X?7#) clothes

( b * 3 Asia ( 3 * S' a ^ ) Western food

(^-"f •fe'f 3 1?) the Atlantic /

m.7^ HR (7^) clothes #HR (Sty 7?) Western clothes

rjj’JHR (JC't77) uniform

(8) ) jj j| )| jp ffl* Jf

itt® “ftS (Sr af 973 dining room

public hall

rjr rr d L tz (K('l! ')tLfc) dignified; imposing

a»* " "> ,* ^ ^ ^ &. ^ ^ ^

$*5f1>

(^**3^) class

(^a 1)'^!) professor

(§i*Aa5) to be given

flD - } $ f* f* ^ $£

^-s-7

(business;

vocation)

(& *- W’ a ty ) class He^#"(^a^s 1)) occupation

(ty’y^aty) industry

iJ*-fcTX« service industry

(13)

SfM8SM(©

iWc lu&Sfefcfr.('>7-0 game; match (-a.7S>) entrance

exam 3 (C £ 3*3) to try

M) * - r ? i r r f ? S S

1

(to examine)

(S^V) exam

y ^ V) experiment ( *r A *r >) experience

«» r • f *'! « s « i r rrr^^ti

m

Lm

(to lend; loan)

(^'t') to lend

L Hi L L/i b) lending

3> (?•>? a » apartment for rent

as* * r ^ ^ ^ fs tjj

K «Hi'

(drawing;

|

to devise)

H]#lf (tt^^)i library (#X) map({$£*&) to devise

«i n n n pi pi i

it(building; hall)

0#lf df#»»-) library Sfefitt QSMXSI movie

theater ifttf (If if) Japaneseinn

AS.® (7'fS'*>') embassy

at' ' > « « « t t r r rtrwffttM

& m $$-b 3 (is£>$y tB come to an end

&h ') (S5«l)) end

H#?-~ (ih'f the last . . .

&P e * t if * i r r ^ i

?s(inn; to lodge in)

ft® 4) homework

"nt (ys/ajt) boardinghouse

(S' «&*>:?) lodging It ef’t') inn

(id

'

i

PH ^ ;$?"£) homework

f£rll (V

y

^ ) topic of conversation H (¥'i ) title

li'f- - * * * * *.cc€e«*«**

(In this chart, katakana indicates the on’yomi and hiragana indicates the kun’yomi.)

incogsa. » ^lasiuiaaw^-r,

t&T'if (i>a'» ^ -f-(?'>'>) &>*?*)

XtL-S #J=) OtXs) '^'jT (ismth/i

= a <*-3*') (*'*>-&) 11 L (Ufctv.)

^sg(?X?^ @#ft (l^> a *»

(«3- £ (038) -J- (060| J| (039) As. (072) % (019) -^T (042)

#1 (166) fr (093))

B. *<0jSp*B6*a:UJ:5<, (gttTC»D*To):

!*££. 2- /£ 3. 4-

5. ife.5^ 6. "jtfcifj- ^

®*¥±<z)pJUA-rh

I ?S fi-J ( 6 < T S ) object; purpose # f±fi ( 6 *> 5

(U i b*>"< -tt») female student construction

Ij T^T'-i. (fc'AL*5 < -St 1) male student i¥BR (Jti -S> <

W'tbS i jL) tutor -^—7/1 clu

(*<->*

U Z t ) physical labor such as

(mo)|

SE*»aii

(>I^<A/0*^4S

| |^

O 7WW-A^>5/a> one-room ,4|) every month

apartment; a studio # 31^*1 ®vih) moving

© l£fr ( t * < t» food cost g> ftjfctt at first

© ~'K (-— V a) charge; fee © m. L l > ( L fc L 1 0 close; intimate

1

(T&.iS-rtSva) charge for electricity

X CO 7 §1"Xft;t <0 _ X ¥a ii ft H X i: CO iiit

X fX Xfx< ft •s ft H <* t HJ i± «•

< ft *vm i. ft ft y= X if <

X m ft h if a: t” CO Xif

u

& r 3 £ ft lie;ft ft ft tH' 7 if

$ tz 1 L H *c if >- < 3 *» a Xa * 0

1

*> ft fft f & CO

Ffl cO l h± if h L -6 4 t •I

lc ft X S'l ? x1

>* if S ft n ft w:A1 L i ft % a L o if

a il,tz m ft r N1 ft m a y=

1 n -t ,* '1 Xmttz * “;l ft + X & 3 A

5 * & With # t 7 X COi

ft t-t j 7 i'to ft4ti t> t X * •c X io

1

< £< if 0 <3 X a ft ft CO t

if ft X i. fc*-3 CO ft f L if

1

ft a* X< 1 a **| t ft cl XCO t> tz * tz it, i

)V'

tz m to m cO * if

* to m ft if * It ft Ik *ft- <i6 & ft

L m £ ¥- n > its ft ft -t if f X if

X < t- £ if fe a jA/ if Z ft ft Z t Zt X i < if if"

L to A m 3£ £ 4- M 0 % < %

t £ s t « m X L if ftVN X x \ a •5 L c ft < j VN X 1

stasis

U<oOtf3503:UfcA\,

7 — 8

5 — 6

3 ~ 4 #&« (average)

I ~ 2 vu'fi

0

@»<jjgSA. ®Sfc©S«S©SgC-3urwsbi5.

B. 57>'r-Sa)Sir\ ft*'

£«»£SUj:5»

SH19Bh|(S)

(il9»| L E S S 0 N 19^)

¥ ffiLetterS

*««

(spring)

ft (liS) spring ftft (liS£S) spring roll

ftft vemal equinox

ft* K’-f S-’a.V) youth

0)=

ft ft ft ft ft ft.

fthi'S3.*7

(autumn)

ft (it) autumn

ftf^M (J.lff'J-4) fall semester

ftft (5'1 )'/y) autumnal equinox

0)' sf * * * ft ft ft

fit

t"7

(winter)

4 UM winter 4frft «.«>*?>**) winter vacation

*4- (7>h7) warm winter

#Jtft4 ('>a>ii'a’>K') four seasons

(5)' 7 }^7-7.

Itii

(flower)

ft (tt*i flower

ftJL (ȣ*) flowerviewing ftft (ttfctf) fireworks

ft*fc£ (*7>Va7) hay fever

(7)_ *. * r r P m

11UiS')

(Mr.; Ms;

condition)

—ft (~S£) Mr./Ms

(te+ ti' 3 f ) dear customer

Wft «* 3 * ) everyone If (3fX) manner

«« ' 1 * * f f ft ft ft ft # ft # ft

r-77”

(negative; non )

(7T>^) uneasy; worried

!

^-) recession T^(7«» inconvenience

{fcf'fV water shortage

(4)- 7- T T'

i(older sister)

4? (*fe) older sister

/l. (i3#a;t$Ad older sister

4?* ('>?'!) sisters

(8) it i i’ if*" if* in

fti'

4a7 'M

(older brother)

X. (iK) older brother

EXitfe (SEW? AJ) older brother

X.* (* 3 7 7-f ) brothers ftX. (77X ) guardians

(5)' n D 7 Ji

(0)|

Wuf (A >-y) CljjrjSse character

5H3fi Chinese herbal medicine

( y? > (7 y ir > ) kanji dictionary

(a-

'}

- r r r r ,* j* ;« » *

*(to graduate)

4^1“ & 3r a ^ 1"& ) to graduate

('/'^a^H) graduation ceremony

(8)

' *"

X 7

construction)

engineering

X ( r! y; construction Xi# ( n i? y a y .) factory

^.X (¥49) carpenter

»•’" T X

(to polish; study)

(f research

training &Jf (" (t <") to sharpen

(9)-“ t x * * r f If u

%mm

(research)

research

inquiry

%>sh h (§;:#?& *5 ) to investigate thoroughly

(7)

, ^ ^ ^ r ^li'S

(quality; matter)

KM question

(yyiiHiVa) good quality

KM (y*-1?) pawn shop

as' >• I

s * r v i* *« k m k k f jr t

W g

(question)

KM (S'S'jS') question

P„1® («>^d) problem »P=1 visit

M b ( t 5 ) to question

El p r f p1 n ft n pi pi w

£S3S (JJiSt^) many

< (~0J5*3<) many of1

. . .

(^M'r'y) decision by majority

#-» * ^ * £ *

(In this chart, katakana indicates the on’yomi and hiragana indicates the kun’yomi.)

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(C£«) heart; mind ^S2-fS fS) to

worry (* y J'V*) enthusiastic (T>^>*) safe (aii+ yy) curiosity

(heart; mind) (4)|

fob 9E9 (fo?>5) to laugh

X. '>3>> (BBitJ) to smile

£ (H^ S/ a £) to burst into laughter

(to laugh) «' * * - - - *- s 3S g-ff-y IWK (f-t:J-?fc) definitely

* -ff-y I6;t3 Oftx.5) to die out

JUS+5 (*-tr'yfS) to faint «2 (-tf-yaiy) despair

(to discontinue) «‘ ***** r r *» *• i4 «

**#£*H: (tiy^'fc) definitely (^>y-f

py-f "f-5) to oppose (— f^s&rzf'jr)

Japan versus China — (>f y'y>f) a pair

(opposite) (?)’ * y y *- y* y$-

its (V'fcV') painful

yv SIS (X79) headache

aS#1

] (^-V'y-y^d-) painkiller

(pain) «

Ifef; fllfi (iMTy) the worst jftili l"1)* -f "r >) recently

TpL ftift (-9-•*«*#) the best OM ;fK) lastly

JRi

Jet (t>-3 fcfc) most

(utmost)

IfeltS US##)! to continue

V9 •f-ttS (TWS) procedure i'/SM?**)

-m toinherit SfeftK?v (uy'/)f K?7) serial TV drama

(to continue) «> ' < m } ] r r r r r r m(In this chart, katakana indicates the on’yomi and hiragana indicates the kun’yomi.)

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•££,F ( Z- if) former name of Tokyo

•S ( 0 X V ) a unit of currency used in the Edo period

(iiS=75,ooora<:-e>v>)

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(298)|^SI»*5g|

f*21 "l' 1'

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1

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M if confidence ff (i'i'h 1)) traffic signal

iffif (J'ti/'s) superstition

to believe in) (9) / < r r ^ i* it it

m ©tfc (PjfrS'l* experience

Ur'X- (-ir 4:0*1$1 economy #ir£tf (7 >7 f 77) over

sensitive Ori management studies

(to pass through)||^r #- .* | | | f *5- # &

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JH & C^^'f) two vehicles/machins/etc.

W>f) stage £rJr (*^f££5) kitchen

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(wind) a);

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(t 1))-

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fa?

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(*>S3aS) to pile up -Mf ON «*») body

weight HJot (Jff-a(’ty) valuables

(heavy; to pile up) (9)

-

ata li-s

fe/iba (lilsfeif) at first Wfc'C ( ft first time

Jfcfo (f-f->3) first tss# («7>®>§) first snow

WiS (tt7;n) first love

(first) (7)' * t t 1 *3 %7

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(toi'fc®) young people

|

(young)^ e* ^ ^ £

sell!

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ages, an individual is most likely to experience calamities or misfortunes. It is customary

in these unlucky years to visit temples and shrines.

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f*23 Bll

1 1 S S o N 23^1

What Does This Face Mean?

€8*<8 iS'-y

m (ft®) -face

SM& (ft ft' ft 3) complexion 9cH (iftft) smilmgface

;« (-fe ft tfft) washing one's face

a®' * * * 4

f ? f s

tt (emotion;

*tt ftfifiil expression

Jttf (i***» >» friendship 'If« (H^* >?) infor-

mation 'fit (ft Sit) mercy

(>d " t r r r t* if it it tt

m8®v \£> K

(to get angry)

m>: to. get-angry

(+ KT-f 9^) human emotions

® 4 * * * ** £ fe «

x (change;

abnormal)

* ft ftxftft) strange 1 A*. to felcfAftft) tough; hectic

SHt ("-ft#) change SEA ('NftJift) eccentric person

t! X. -S (ft ft -5 ) to change (something)

(9)- r tr tr * jji, y £

*bm->3>> y>

(mutual)

(^v^T) partner

^ ft; (V V) consultation ^0JlO (V ^ ^<0 ) mutual

(9) t 't 't ^ 'in ^ts

seIt?

(sideways)

1st (itv) side (Jtiftg) horizontal writing

SIS ( ft -ftft) grand champion of sumo

ttlft-fS (.*"*/ /ft f S') to traverse

it- t i t

tbi<K5-

t

(to compare)

tb$5c (h*V) comparison

5

fct”lr (ta) figure of speech

(4) - t V tt

7b%

7

IS 'r

(to change into)

tUlilC/ft*) culture ft# (*#*) chemistry

Wfc( 1- ft ft ) assimilation 81bit (ft if If) goblin; ghost

ft* (ft'ftabO makeup

(4) ' i 1' it

I S>SI

A

(to differ)

sit 7 5?) • different

FbI iM. X. ( $. % JL § ) to make a mistake

(>t*fc?) illegal

41)

* * * f 1 j ^jfet

t

^Li\ (^^Lti) sad

,^^'J (fc^#) tragedy (t -9-:y&) miserable

a8 ) i i s s] jr & ft g & ®’ lb

(to investigate)

Hi 3! W?) survey; research

l*<S ( U S) to look into

lll'f' (f a 1)^) condition

as* j * ? s t i rmfluiflia

i(to inspect)

JS4 survey; research

>tt) inspection

tt4r (V^tf) criminal investigation

®) + *" ^44444

*mct

(fruit; result)

It* :Xf i'll): result

(*S/i>>) fruitjuice ('O^tJfi'j")

to use up (< fife®) fruit

» ’ ° " e * * JF *.

tjy

(to sense; to feel)

!®.t# (*^y-3">) emotion

i to be moved

fSC-S (*VCS) to feel

|| lygfZtz Ztz'XS

Y'y

(answer)

x.§) to answer '§•%-/'$- (£fcx.) answer

{iiA h 1^) reply; answer

(b^r» examination paper

.V-V“ * ~ T X. X. Ip-ifi. &

(In this chart, katakana indicates the on’yomt

®3t¥©g!S

A. ^BSrUURcMS'Cro

(7>is) ^^7 (^i/a) &&$$$ O (<%)

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5.^^ 6. -fsH 7. I5J U' 8.

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© 9Au<n~ (SV>L *®~) first... ® Kffc i' 1 *£ (£4 D J: 5 &) similar

®mk<D~ (SViScM last... ® tt-£- (ItW society

® %j& CU*%M&) joke @ SI* (6l5S) survey

© ffi-sp-tc OA.*A,K) easily @ *#* (WtjM result

© « (Jj# side © tt'itj?) feeling; emotion

© (< to compare [ra-verb] @ ^cf (fobto't) to express; to show [w-verb]

© D (< t.) mouth © £~it <1f/U>/U all members

© Z(7)XlK like this; this way © %-Z. UfclL) answer

© X -o X depending on . . . ® contempt

© (CAAfAy) human being

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«o tVN5«£ JLfeg L! ¥$) l> A(i, IS <23^11 co v l> "C" L i %l. 11 (have seen Japanese people taking pictures)

j

~

X

v ' i V is used with verbs like Jl 3 , JL *. S , and M - x. S to describe an ongoing situationj

/ T *J- $ /C**0 #tttM L -C ^ 3 *9 £A 4 l tz 0 I saw Mary studying in the

B6a*s*

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A&$A«. B*«*%iLtit *H’ B *A £ f£ 1. 1 v ' S n?, fg

^A(it^A^K«7J £&-=£ ') . !"*&. f^.!! 1) B t-A t, , %

£A«L*Aiaj&A/>} tmxt-fk ft-i-a-A^o ^tttfAt l:ou-C t,

4o Hiti i&s £$**• *.***4 L^^-y-Ao

•v«J? mark

#4 ' > 4f4 k~t % to raise one’s both hands in the air and shout ’’Banzai!”

•»# J (tzXi! $) vertical writing

•iS# > (iC#*'S) horizontal writing

c. SF^css.r<fc**u,

1. :-D X :-) ti£X&ft#t,£*l-CV'i+i\

2. 7i l-ttt^-^-CSIAt£:«.7 nX’7i\

3. (A_A). o, \(AoV»t-C, £#a*-#7it ifi Ltft*'=

4. (AA

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5. 3l!S£B*»cDli*tfA W3*v>*#!*

6. (1)599* Sr A t, a^Aajfh.'gv'ii’/i*'., 7^ 'J #Ali£'7 tti-.

7. (2)599*£l,-r, a^A;i>:? 7.'Svri if;*', v ^Aii^t -et’K

1. m(- -) 2. (V)A 3. AtV')

8 . (@_@)

5. (A--)

(D*<jjga

a. a^Aost'sc, „

B. H*i6£®8UrU3BS^B*A£ISUrumUSffro S5Sl/.fc5o

cS'sU/u 1 > Japanese-English

cSKlVl/ 2 English-Japanese

Map of Japan

!$ Numbers

Conjugation Chart

*£0* Wet B9Z>tl3

.

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