i " (WAS AN INTEGRATED COURSE IN ye JAPANESECopyright © 1999 by Eri Banno, Yutaka Ohne, Yoko Sakane, Chikako Shinagawa, and Kyoko Tokoshiki All rights reserved. No port of this publication may be reproduced, stored ino fal system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of the publisher. First edition: October 1999 Editorial assistance: guild Illustrations: Noriko Udegawe and Reiko Maruyama Cover art ond Editorial design: Nekayama Design Office Cine Nokayone, Musue! Soh, and tototake Murarcie Published by The Jopan Times, Ltd. 5-4, Shibeure 4-chome, Minato-ku, Tokyo 108-0023, Japan Phone: 03-3453-2013 /bookclub.japantimes.co.ip! ISBN4-7890.0982-3 Printed in Jopan(LUHlE BANEPEAD = — AB MICHGE D. KORC < DIUM AE ahi PEM, BML T, MiBicbe SBT Bia TRL RL BBE C DEDRIETHIT SET AER EV FUME BLE LEA, ZOD 28 0) MUSOSHM IUD < CEATSEREBUCTOHRS, COBH LIT. SEREIRRD 7 — Lie 2 iL CEL > EFT A Trip to Nagano 30 7 aces - 816m > any Lost and Found 70 ate - 87 >> BLADES a Grumble and Gossip 92 B18 rr ay SADT VN b John’s Part-time Job 2 819m >> Ha Meeting the Boss 134 #20H >> RP YV—-SAD Bop Mary’s Shopping 154 #2 EBIZS Burglar 178 BQ22e >> HAD Ae Education in Japan 198. 23am >> Hila Good-bye 220sue) eS aia & w Ab 813m >> HAD Sb LA VRE Interesting Experiences in Japan 24 BA HAD Personal Advice Column 251 815 ue >> BDF & 22 Hi My Favorite Place 256 oF fe 2 a B16H >> KAW TRFABDA! The Manga Doraemon 203, 817847 -a-—3 Yoko Ono 269 18m >> REA College Life 276 B19 >> Fat Letters 283 20> >> iD IML A Cat's Plate 201 821» ESE Unlucky Ages 208 ec el - 7 8228 > KES AD AL Tomomi’s Diary son B23 >> STIs CARL? What Does This Face Mean? 310 > Bh #2 SCA Japanese-English 318 & — BSNS (mi-rareru) | u-verbs: Drop the final -u and add -eru. F< lku) > GS eon) = GD BTS > Bes RO} Res | #5 > Bzs Him ins RS > RUS BS > Wns Bo > NS iregular verbs: 7 <3 > zens 35 > «TRS You may note that the potential forms of ru-verbs are considerably longer than those of the w-verbs, which happen to end in the hiragana %. (Compare i and Hei in the above list.) There actually are shorter, alternative potential forms of ru-verbs and the irregular verb < 3, which are made by adding the suffix -rerw, instead of -rareru. These ra-less forms are gaining popularity, but are considered slightly substandard. potential forms alternative potential forms: | ru-verbs: Ho > Hens Hine | | RS > Bons Ene | irregular verb: <<} > zens rns | Potential verbs themselves conjugate as regular ru-verbs. ALAR BEET. T can speak Japanese.OD SB1SR<|( 11) PILRITEOA TH. (The truth is) I cannot swim, Mato kaw vat TIF HR, We could not go to the beach, because it rained. ‘The table below summarizes the conjugation pattern of potential verbs. short forms long forms | affirmative negative affirmative negative | present BSNS BSNL Bones Ronkth past Bonk Ronapok BoneLe BONEEATLE | te-form = BONT ‘Those verbs that take the particle # can take either @ or 4 when they have been made into the potential. ‘€ $4, the potential counterpart of the verb +4, is somewhat special, and takes 4° almost all the time. (The use of & with 4 is considered highly substan- dard.) All particles other than @ remain the same when the verb is turned into the potential. verbs with #: | aPERe > SS-THS: HBTS % (WATSS (4HETHS is considered substandard.) verbs with particles other than: | WIKBS > WICENS (No particle change involved.) To give the reason for something, we can use the conjunction #6. (reason) 5, (situation), QE LTNHF 4 HIREOA THON. Why aren't you coming to the party? A:bLE BROS BOY, SRLBBLE CH EOGROATH. T have to study today, because there will be an exam tomorrow.(22) pas + see When you want to mention not just one, but two (or more) reasons, you can use L in place of #5. L usually follows a predicate in the short form. (reason) Ly (reason.) Ly (situation), BABIAB E L40L, HEL, ALBA ORRYAG SCT. T really like my Japanese class, because Japanese language is interesting, and our teacher is good. BRD DEMURE L, MECBTHLEL. SOVAETEOWATL ES Yesterday was a great day—a letter came from my family, and I talked with my boyfriend on the phone. RIVE TH Py Do you want to go back home? ALOR, BAOEERLOL, WOREBMOSL. BIR SY EEA, 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. WHR L, COMORES. 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. WT LEAVE TTS BA BOMESE PL. MMEL. Pantin SLE ua Professor Yamashita is @ great teacher. He is good at teaching, and he is hind. Note that L follows the short forms.’ In present tense sentences, this means that 7 appears with #-adjectives and nouns, but not with \»-adjectiv "In the very polite speech style, L can also follow the long forms, just like another reading connective 4°, which may follow long forms (as we learned in Lesson 6) as well as short forms (see Lesson 9). AURELORBEBMLET, BRAWSTHL, BRBLSELAOTTL. T will ‘Study Javanese next year, too. I like Japan, and what is more, the Japanese language is interesting.S1GER< (13 ) L\-adjectives: SSLSUL EEL BEL BM ~Z5TF (It looks like...) Weadd 2 3 C+ to \ and #-adjective bases to say that something “seemingly” has those properties. When we say ~@ 4 C+, we are guessing what something is like on the ba of our impressions. To form ~ € 3 CF sentences with \»-adjectives, you drop the final \»; with *-adjectives, you just drop %. The only exception is with the + -adjective (s+, which will be changed to £& before 3. LOVATIEBOLEI TH. — This apple looks delicious. LK ARR L 324TH. It looks like the weather will be fine tomorrow. ATY—SAMHAZIT LH. It looked like Mary was fine. Li-adjectives BULW > SULESTH exception: = LILY > &825ty wradjectives: = TERM) > RRESTS You can use @ C+ with negative adjectives too. The negative ending #4» is changed to %% before 44. CORIBL( REZITT. ap tte SS This book does not look difficult. EROSARFSAMEFU CHSEITS. It does not look like Tomoko is good at tennis. You can use the adjective + 24 combination to qualify a noun, #4 is a #-adjective, thus we say 24 % before a noun. *You can also use £4 -C4 with a verb stem to describe an OWI 29 CH. Ut looks like it will rain, ‘The negative of the verb stem + 29 C7 construction is somewhat irregular, ROME ZILHTSYL, It does not look like it will rain. imminent event.(14 ) mais » Set Bre we—-F BB TOET. She wears a warm-looking sweater. In many 23 C+ sentences, the guesswork is done on the basis of visual impressions. It is wrong, however, to assume that 7 is inalienably linked to the visual medium. We use 23 CF when we lack conclusive evidence. (For example, we say an apple is BW L497 before we have had the chance to taste it. Once we have tasted it, we say 54+ L¥».) With an adjective for which visual evidence is crucial, such as ¥#14»%, we do not use ¢ 4 and say that something is ¥ 414. 3 C7, if it looks pretty; we already have enough evidence to conclude that it is pretty. ~THS You can use the fe-form of a verb plus the helping verb 4. to express the idea of “doing something tentatively,” or “trying something.” You are not sure what the outcome of your action will be, but do it and see what effect it might have. REMbHbEMoEOT, BAAORE BIB TAL Lo T did wot know the kanji, so tried asking a Japanese friend of mine. REBREDEDT —FABULOEE 2 Cod LEMS. BERN THEFTS Mp friends say that the cake at the shop is good. I will have a piece one of these days (and see if it really lives up to its reputation). 4% comes from the verb #4, and conjugates as a regular ru-verb. Ge zs A statement of the form “noun A 4 5 predicate X’ says that the predicate X applies only to A and is not more generally valid. The main ideas of a % 5 sentence, in other words, are “limitation” and “contrast.” Situation 1 QF FYWITOKRCLMHV ETO. Have you ever been to Brazil? ALR VIB SHOR EHV ETA, FIM oC USN ERAS I've been to Mexico, but never been to Bravil. ®You can optionally keep the particle |= before * 4 in this example. Particles such as I=, “C, and 45 may, but do not have to, intervene between the noun and # , while (, 4, and @ never go with #5,Situation 2 Q BRB Abr) ETI. Do you understand Japanese? A: DoetRR bbe ET. If it is in hiragana, yes. 4b introduces a sentence that say something “positive” about the item that is con- trasted. In the first situation above, % 5 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 Airagana, is brought up and contrasted with a larger area, namely, the language as a whole. —HBcSe You can describe the frequency of events over a period of time by using the following framework. (period) [Z (frequency) (frequency) per (period) | AMM ISEB EST. I shampoo three times a week. Alas AIST BRIE EAST. TL call my family once a month. Rls S=BMTE LET. My father goes on a trip twice a year.(20) as seca E37 eed Cee ¥9—KMC The playing of musical instruments requires different verbs. For stringed and keyboard instruments: IBS 1o play the guitar er? eM to play the piano For wind instruments: HyIA ei < to play the saxophone For percussion instruments: FIRERES to play the drum Referring to musical instruments in general, 44 and C8 (for potential) are usually used. AMC e ETM, Can you play any instruments? (laRese 0 zF%. Do vow play any instruments? EF/EFICD Both v-adjectives and *-adjectives can modify verbs as adverbs. With \s-adjectives, the final (> is dropped and ¢ is added. With Z-adjectives, Ic is added. HAO? > ARLETT. The Japanese class is fun. WL AMERUS MME TORT, — L enjoy studying Japanese . 7 - every day. HA LECT. I am good at cooking. LESH MCE ES. TF can cook well.Practice th led ORRBABCES See Be A. Change the verbs into the potential forms. [2] Example: ENS > kNSHS Lies 258 3. uy AOS 5.48 GAB 7. PHS 84S 9 OF WFD UBIO BR bo 13. RES a Describe the things that Mary can do. (:l] in Japanese early in the morning hot bath(28) ps» Sea C. Pair Work—Ask if your partner can do the above. : BRITS th Biliw, HS FJwwa’ay UIT EEA. Example: A D. Pair Work—You meet a person on a blind date. To get to know them, ask if they can do the following things and take notes. Add your own questions. After asking the questions, decide if you want to have a date again with them. Questions: ‘Your partner’s information speak foreign languages? | Yes/No (what language?) | drive a car? Yes/No (good?) cook? Yes/No (what dish?) 1 play tennis? Yes/No (good?) E. Answer the questions using the potential verb in the negative. @) Example: Q #RWELEM. — (too expensive) Aiwuort. BP ECHZZPATLEW Ay KFonv-® RNS Lika. — (too spicy) 2. Bee LELKA*. (too difficult) BREAD ELE 4 SOFMATE LEA. (too busy) RPE SOA ZLA*. (too many) 2 (too cold) rs (too hot) F. Group Activity—"What Is It?” Game The class will be divided into two or more groups. The instructor will show the name of a place to the representative of each group. The rest of the groupBla 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 [&L1 or L112. The first group that gets the correct answer gets a point. Change representatives. Sample Questions: Answers: ESTHNSHETE, > OUR. ANDES. > lth, SCT A > 89K. MGA BUL. ADE < EAS A. Answer the questions using ~L~L. Examine the ideas in the cues and decide @ whether you want to answer in the affirmative or in the negative Example: Q: BARIC BAT Wtta, OBB NT. AMIS BAOETS.) > MBHBOL, A SASL, EARL SV EA, 1 BSRIMEL WTI MD, - CRRA ET. MOC SASD EF.) RULE AIRE TIN ELOTH, MITT.) BRORRERI ETH, (BERL ITH, ROVE beers i Bevis ser.) |. HAT I, Lm ohtta. (RSH BOL CHVEVATLE. BRMHYYFHATLE.) 5. BB NOFA ITE ETH, MER DUCES, ROGER BRMONM IGE Sto, CREM ELA, TMH ELL.) SACHIN TRE TO, (a AUT st. 89 KATH.) EL.)