Communicating With Japanese by The Total Method 1

COMMUNICATING
WITH
JAPANESE
BY THE TOTAL METHOD
Basic, Part One
COMMUNICATING
WITH
JAPANESE
BY THE TOTAL METHOD
Basic, Part One Q)
Revised
Includes
Updated Vocabulary
Self Test with Answer Key
NOAH S. BRANNEN
assisted by Kasayosb i Hirose and Tsuyoshi Sasaki
revised with the assistance of Katsuhisa Yamaguchi

The cover design
by Haku Maki, wood- block artist ,
was made especially f'or Japanese by the TotaZ Method
and is an artistic interpretation of' _
the ancient shape of' the Chinese character ~
which means both "language" and "to speak."
All rights reserved.

The materials appearing in this book are original and may not be
reproduced in any form without written permission , except f'or
brief' ~uotations embodied in critical articles and reviews.
Copyright (£) 1976 by Japan Missionary Language Institute

for the Author , Noah S. Brannen
Revised, June, 1992
Published by
JAPAN MISSIONARY LANGUAGE INSTITUTE
Ochanomizu Student Christian Center
1 Kanda Surugadai 2- chome, Chiyoda- ku
Tokyo, Japan 101
Printed by
Shinsei Undo
f OREWORD
Confronting the task of learning another language, many people find

themselves haunted by the specter of conjugation tables, grammatical
rules (with the inevitable exceptions ! ) and vocabulary lists. Pre-
vious experience in studying a language, maybe Latin, French, or Span-
ish, has for many been sheer drudgery. Very few are the stalwarts
who have had the dedication and the determination (the enthusiasm hav-
ing long since waned) to complete the mastery of a foreign language by
the old, traditional methods .
Dr. Noah S . Brannen is one of those who, in spite of the traditional

approach used in the textbooks on Japanese available at the time, have
achieved a fluency in the Japanese language that testifies to the fact
that adults can learn languages well . But in the course of the exer-
cise of sheer determination and dedication, the question must have of-
ten presented itself: "Isn ' t there a better way? "
.
The course presented in this book is an affirmative answer to that
question. Based on a description of the Japanese language according
to modern linguistic principl es, Japanese by the Total, Method is an
application of recent advances in language theory to the teaching of
Japanese. Dr. Brannen's doctoral dissertation was a description of
the Japanese language incorporating a highly effective grammar discov-
ery technique. Such techniques are used by linguists to discover the
rules that operate in a language and that comprise the framework of a
language- what we call grammar. It is on such a framework that the
lessons of this text are built.
The student can therefore experience something like the excitement
of discovery that the linguistic specialist senses as he systematizes
language data. An outline is developed by which relevant data from the
lessons and from the environment are seen to be parts of an integrated
whole . Japanese studied from this perspective "makes sense" right
from the start.
Japanese by the Total, Method has been developed and tested with more
than 600 students over a period of eight years . The results already
produced give eloquent testimony to the effectiveness of the method.
It is with confidence that this book is recommended to the serious stu-
dent of Japanese .
L. Shelton Allen
Okinawa, Japan
1976
vii
AUTHOR' S PREFACE
The motivation for producing the series of texts titled Japanese by the TotaL
Method has a number of facets, not the least of which was my own dissatisfac-
tion wi tb texts and teaching methods used on me as I tried to master Japanese
as a second language after reaching tbe age of 26 . The sounds of the new lan-
guage came easy, and the grammar fit nicely into the patterns pointed out to
me, but after several years of disciplined study and living in rural Japan
where I spoke nothing but Japanese, even to my long-suffering bride from Alaba-
ma , I was caught up short one day with the realization that I was iLLiterate -
I couldn't read and write in a manner commensurate with my role in the Japanese
community in which I had made my home . Over the years and decades the average
"foreigner" has come to terms with this situation in Japan, but I was deter-
mined not to compromise my goal of total mastery of this language.
Today, several years later, of course I am aware that I still have a long way
to go, but I am equally convinced that , given the right start and patient guid-
ance , the foreigner in Japan can achieve a level of "mastery" of the total
Japanese language . Japanese is not an esoteric tongue, spoken and written by
the initiated few . It is the language of a homogenous culture of 120,000,000
people, not a few of whom have considerable difficulty mastering the reading
and writing themselves. To achieve a level of mastery of the Japanese language
that would not compromise the goal of literacy, I felt a new approach was need-
ed. This purpose is expressed in the rather ambitious title of these texts:
Japanese by the TotaL Method .
A language text should be built on an adequate linguistic model. These texts

were begun almost immediately after I completed my Ph.D. thesis at the Univer-
sity of Michigan which described seventy-five syntagmemic formulas drawn from
data which I collected on tape over a period of five years. It is assumed that
these seventy-five formulas represent the basic sentence patterns (or grammar)
of the Japanese language as it is spoken today . Many revisions and adjustments
were made during the ten years which it has taken to produce this text as it is
now offered, but the basic analysis bas changed very little. I assume that if
a student masters these patterns he should be able to say anything be wants to
say, and he should be able to say it the way a Japanese would say it. Of course,
this implies that if a student wants to talk about politics he will have to sup-
ply vocabulary from that field. But this new vocabulary can be fitted into the
basic patterns. In fact, I think that is what language acquisition is all about.
Another facet of the motivation behind these texts bas been the desire to see
a course of study which reflects some understanding of the background, psycholo-
gy, interests, and learning habits of non- native speakers. As the non-Japanese
student pursues his study of these texts, he should become aware of this focus
throughout .
Fortunately, my own motivations dovetailed with those of Paul McGarvey, rep-

resentative of the J . C.E. M. language commission, who came to talk to me one day
in 1967 about the possibility of developing a "tailor-made language program for
missionaries." I remember saying something to Dr. Eugene Nida in the summer of
1966 about the fact that the majority (about 99%) of the missionaries in Japan
are illiterate. He acted shocked. Linguist that Dr. Nida is, he seemed either
to have expected more of the missionary, or to have under-assessed the difficul-
ty of the task of learning to read and write Japanese. To "tailor-make" a lan-
guage course for Japan missionaries, to me, included the task of building in all
the facets described above as my own motivations in trying a new approach.
ix
X JAPANESE BY THE TOTAL METHOD
Over the past ten years the project of building the texts, Japanese by the
TotaZ Method, has received the full and enthusiastic support of missionaries
related to J.E.M.A., as well as other missions and educational institutions in
Japan . It would have been impossible to make this approach from my desk. The
materials needed a school, with teachers and pupils, and the numerous dedica-
ted staff members which the Japan Missionary Language Institute provided . Dur-
ing the past three years, International Christian University has also cooperat-
ed with the project.
It would be difficult to list all the names of the numerous teachers and stu-
dents, as well as interested specialists, who have been involved in the prepa-
ration of this text. But especially do I wish to thank the dedicated teachers
at the Japan Missionary Language Institute for their invaluable help over a
period of years in improving the text in terms of theory as well as pedagogy .
Special thanks to Marie Olfert, Dean of J .M.L.I. since 1969, who has encouraged
every step of the text ' s progress; and to Frances Horton, J .M. L. I . Publications
Secretary, who has supervised the preparation of photo- ready copy for offset
printing of the text.
Japanese by the Total Method has been a "total" effort by countless indi vi-
duals. Without them I am afraid we may have produced another noble attempt at
a Japanese language text, but certainly nothing as comprehensive as Japanese by
the TotaZ Method.
Noah S. Brannen
r.c.u., Mitaka
Tokyo, Japan
1976
PREFACE TO THE FIRST REVISION
It has been twenty-five years since we first began to develop this series of
Japanese texts. From 1967 until the present, the entire series, Volumes I -
VI, has been used at Japan Missionary Language Institute in Tokyo. All six
volumes were used to start the Summer Program in Japanese at International
Christian University in 1970, and the Japanese I - VI Program of the regular
curriculum of the same university beginning in 1972. The texts continued to
be used as the basic texts for both programs at I.C.U. until 1989.
In the quarter of a century that has passed since Japanese by the Total.
Method was first begun, the world has changed radically in a number of ways .
Just as new political divisions call for new national names (and sometimes
the restoration of old ones) , modern developments in science and technology
create new terminology. To keep up with changes in the global community of
which Japan is becoming more and more a prominent participating member, we
can expect to see significant changes in the Japanese language itself.
In this first revision, we have tried to keep step with changes in Japanese
society as well as the language. Women students have called our attention to
the changing role of women in Japanese society . Prices of goods, as well as
ordinary procedures, such as buying a train ticket, have had to be updated.
But the promise on page 4 of Volume I; i.e., that upon completion of the
first three volumes "the student should have mastered the essential eighty
patterns of contemporary colloquial Japanese," remains unchanged.
Experiments with new teaching and learning techniques have generated a rash
of Japanese language texts in recent yea.r s. In this revision we have incor-
porated some new methods which seem to us to be sound, such as suggesting
ways in which each lesson can be used in communicative situations. It is our
hope that creative teachers will take these additions (Section 8: Vocabulary
Enrichment) and expand them, so that students can begin to develop confidence
in using the language they have learned in practical situations from the very
beginning of their study .
Grammatical patterns don't change easily. My Ph.D. thesis was a study of

the Japanese language in three generations, concentrating on the language of
a small community and three generations of speakers. The study showed some
variation among speakers, and some grammatical constructions used by the old-
er generation which had changed with their children . and grandchildren. But
the grammar of colloquial Japanese has continued with essentially very little
change for the past 100 years. Young people, with their in-group language,
like to import grammatical features of other languages, such as English, but
most of these innovations are short-lived. Vocabulary and expressions found
in Section 8 of this revision have been updated and may be used for · substi-
tution in the drills and dialogues if the teacher and students wish to do so.
Language teaching and learning methods change, but our experience with
using these texts over the past twenty-five years has convinced us even more
than ever that the only sure way to mastery of the Japanese language is by
the Total Method.
Noah S . Brannen
Bunka Women's University
Kodaira, Tokyo, Japan
1992
TABLE OF CONTENTS
ForeJJJord vii
Author's ~eface ix
INTRODUCTION 1
General Remarks • The Effective Use of This Course • Description of
the Total Course
SOUND PATTERNS AND THE WRITING SYSTEM

Unit 1 SIMPLE SOUNDS 5
Table 1 Consonant-Vowel Syllables 6
Table 2 Consonant-Vowel Syllables with Restricted Consonants 6
Unit 2 COMPLEX SOUNDS 15
Table 3 Complex Consonants 16
Table 4 Distribution of t, ts, and ch 18
Unit 3 LENGTHENED CONSONANTS AND UNVOICED VOWELS 23
Table 5 Lengthened Consonants in Word Constructions 23
Unit 4 SYLLABLES AND RHYTHM 29
Unit 5 TONE ACCENT OF WORDS 33
Unit 6 THE WRITING SYSTEM 39
Table 6 The Riragana Syllabary 44
Table 7 The Katakana Syllabary 45
SIMPLE SENTENCES
Lesson 1 INTRODUCTIONS 47
Simple Sentences Made from the Copular Clause Base • Interrogative
Sentences • Deictics • Intonation Patterns
Lesson 2 YOU AND ME 65
Nouns • Interrogatives • Deictic Particles • Levels of Politeness •
Sentence-Final Particles
Lesson 3 BIG AND SMALL, SHORT AND TALL 81
Simple Sentences Made from the Adjectival Clause Base • Accent Shift •
Sentence Connectives
Lesson 4 MINE AND THINE 99
Noun Phrases • Deictic Particles • Noun + no • Attributives o Deletion
of Noun Head o Noun Phrase in Basic Patterns
Lesson 5 WORK AND PLAY 115
Simple Sentences Made from the Verbal Clause Base • Plain and Polite
Verb Endings • How to Distinguish Consonant and Vowel Verbs o Rule of
Thumb for wa and ga • Negative Questions
xiii
xiv JAPANESE BY THE TOTAL METHOD
Lesson 6 BUYING AND EATING 135

Kinds of Clauses • Simple Sentences Made from the Transitive-Verbal
Clause Base • Object Element o Indirect Object Element
Lesson 7 WHERE, WHO, AND WHAT 153
Peripheral Elements of Clauses o Location Element (1) • Two Verbs
Meaning "Is": aru and iru • The Particle wa vith Negative Construc-
tions o Inclusive and Exclusive "And"
Lesson 8 LIKES AND DISLIKES 171
Topic Element • suk1 and kirai • Intransitive Verbs Which Do Not
Require an Agent
Lesson 9 WHEN AND HOW 187
Manner Element o Time Element o Expanded Clauses
Lesson 10 CLOCKS AND CALENDARS 203
Dual Numbering System o Telling Time
Lesson 11 WHERE, WHEN, AND HOW 221
Location Element (2) o Making Verbs of Nouns by Adding suru • Emphatic
Sentence-Final Particles yo and wa
Lesson 12 DIRECTIONS 235
Direction Element • Verbs which Prefer ni • Focusing
Lesson 13 LET 1 S GO BY BUS 251
Means Element (1) • The Presumptive Verb Inflection • "Fly the Sky":
Motion Verbs and the Location Element
Lesson 14 COUNTING 267
Counters • Classifiers o Possession
Lesson 15 OF TIME AND MONEY 285
Counting Time and Money o Time Suffixes o Means: With Money and Time •
Shift of Verb Class
Lesson 16 STUDY, PLEASE 307
Verbal Auxiliaries • The -te Form • Use of Auxiliaries with Main Verbs
in -te Form o Nominalizing Suffix -kata • Quotations • Summary of Verb
Inflections Introduced Thus Far
Lesson 17 HOME WITH A COLD WITH THE CHILDREN 329
Means Element ( 2) • Accompaniment Element o "He Went Shopping"
Lesson 18 IN JUNE IT RAINS A LOT 343
Adverbs and Adjective Phrases • Manner Expressions of Degree, Quantity,
and Contrast • Focusing
Lesson 19 "AS FOR SUMISU-SAN, JAPANESE BECAME LIKED" 355
Adverbs • Complement Element o With naru o With suru
1
Lesson 20 QUIET, PLEASE; HE S STUDYING 369
Stative Auxiliaries iru and aru • Transitive-Intransitive Verb Pairs •
Transitive Verbs and aru
TABLE OF CONTENTS XV
APPENDICES
Appendix 1 AN OUTLINE OF JAPANESE GRAMMAR: 210 JAPANESE SENTENCES 385
Appendix 2 GRAMMAR EXPLANATIONS IN VOLUME I - - -- - - -- - - - - - - 391

Appendix 3 VOCABULARY INTRODUCED IN VOLUME I 399
Appendix 4 ANSWERS TO SELF TESTS 431
Appendix 5 KANJI INTRODUCED IN VOLUME I 437
INTRODUCTION
GENERAL REMARKS
This text contains the first half of forty lessons which constitute the basic
course in a three-part curriculum which includes basic, intermediate, and ad-
vanced. This total curriculum is designed to cover approximately two years of
concentrated study.
This approach is neither wholly oral cor wholly written, but a combination of
both elements. All four skills--hearing , speaking, reading, and writing--are
taught simultaneously. We have named this approach to the study of Japanese the
"total method." If the student hopes to become really proficient in Japanese he
is advised to adopt the total method approach from the outset and begin with
Japanese orthography from Lesson 1 .
This curriculum is not a rehash of materials alr eady available elsewhere ; i t is

a new method based upon firm linguistic theor y , and it reached its present f orm
only after being tested for seven year s wit h an accumulated total of several hun-
dred students . While the " slot model" owes a great deal to guidance I rec eived
from Kenneth L. Pike, under whom I wrote my Ph .D. thesis at the University of
Michigan , the understanding of ker nel and derived constructions owes much to the
influence of generative grammar. My debt to Eugene A. Nida, with whom I have
worked on translation theory over the past few years, is obvious in almost every
lesson , and more recent study under Charles J . Fillmore at the University of Cali-
fornia at Berkeley has helped in tightening up the grammar sections considerably .
Since the concept of "slot" is basic to the construction of the Drills of this
text, a word of explanation seems to be in order . A sentence is analyzed as a
string of words and particles related to each other by grammatical rules and se-
mantic constraints. Su~h a string is analyzed as a series of slots, each slot
having a specific grammatical relation to the whole. Items (e . g . , individual
words or phrases, suffixes, etc . ) can substitute in a given slot to derive other
structures . For example :
Subject Object Predicate

I Kodomo wa I I pan o ) 1 tabemasu ) The child eats bread .
An item in a slot may be substituted by an item of the same class:
Subject Object Predicate

I Kodomo wa ) I gohaii o ) I tabemasu ) The child eats rice .
But note that slot "markers " (the par ticles wa and o in the above examples) are
fixed in the slot to indicate the role that the preceding noun plays with re-
spect to the predicate.
E~ch lesson, consisting of vocabulary, kanji, drill, grammar, dialogue, read-

ing, and exercises, is integrated around patter~s. As ~he student progresses
throup.h the course he learns to expand, transform , and combine the patterns.
This method reverses the random approach of many traditional Japanese language
texts which take a conversation or reading selection and simply explain the pat-
terns as they appear.
Each lesson contains a dialogue and a readlng selection which reinforce the
patterns under study by providing a natural context. A variety of practical
l
2 JAPANESE BY THE TOTAL METHOD
situations for everyday conversation are presented, and the readings carry much
information of an "orientation" nature for persons interested in Japanese life.
A section is provided at the end of each lesson to allow for the inclusion of
specialized vocabulary. This feature enables these texts to update the vocabu-
lary with each revision to keep pace with the rapidly changing social and econo-
mic scene.
Because of the desirability of introducing Japanese orthography simultaneously

with the spoken language, a compromise has had to be reached on the matter of
the proper method of teaching kanji. Kanji frequency lists have been followed
and only Joyo kanji (i.e., the 1,945 characters prescribed by the Japanese Minis-
try of Education and adopted by la\o~ as the characters most essentual and useful
for ordinary communication) are introduced. Through the integration of each
lesson, the context provides a mnemonic aid to retaining the 504 kanji presented
in the basic course. Classification of kanji in terms of radicals is a useful
learning aid, but we believe that this method can best be applied after the
basic kanji have first been picked up in context. Some guidance to help the
student study kanji by the classification method is given in Lesson 5.
Today's Japanese Eanji, by Imada, Inagaki, Hirose, and Brannen (Tokyo: Bonjinsha,
1987) is recommended as a kanji study guide and reference. This book contains all
of the 1945 Joyo Kanji, the official list adopted on October 1, 1981, with all the
accepted readings and one example of each reading and the English translation. In
addition, 166 Jinmeiyo Kanji, Kanji for Personal Names, are included. Today's
Japanese Kanji can also serve as a handy kanji dictionary to look up the reading
and usage of kanji which the student has forgotten or which have not yet been in-
troduced, by stroke-count or radical.
THE EFFECTIVE USE OF THIS COURSE
FOR PRIVATE STUDY. If these lessons are used for private study, it is highly
recommended that they be used with tapes, so that the student may hear the lesson
performed by native speakers. For this purpose, tapes for all 40 lessons in this
course have been prepared and are available upon order. Answers to exercises
(Section 7) are not given, since they are designed to be used with a tutor, but
each lesson ends with a "Self Test" and an answer key which may serve the same
purpose as the exercises if one is studying alone.
IN CLASS. When studying in a class of two students or more, the following pro-
cedure is recommended:
(1) Preview the lesson in class. If possible, the teacher should introduce
a lesson in the session previous to the session in which it is to be performed.
First, the teacher reads through the vocabulary list, allowing the students to
repeat in chorus. Next, the teacher reads the head sentence of all the drills.
It is not recommended that Section 4. Grammar, be covered in class sessions.
Thorough reading of the grammar section should have been completed by the student
before the lesson is taken up in class. However, questions about grammar should
be answered clearly and briefly in Japanese if possible. Often, a few examples of
grammar usage in simple sentences and dialogues will suffice.
(2) StudY the lesson at home. Memorize the new vocabulary. Practice writing
the new kanji (and kana). Study the drills with the help of their English equiv-
alents. Study the grammar explanations (afte'r having first gone through the
drills). Re-read the drills. Memorize the dialogue. Study the reading . Exer-
cises are to be completed following the instructions of the teacher. Finally,
review previous lessons.
INTRODUCTION 3
(3) Perform the lesson in class . In drill sessions, the students imitate the
teacher (in sound practice and repetition drjlls) , first in uni son, then indi-
vidually. A variety of drills is found in these lessons, including repetition,
question- answer, transformation, and situation- response drills. The teacher will
explain what type of student response is expected by using examples. The teacher
corrects mistakes by repeating (a sound, or sentence, etc.) once or twice. The
teacher must not use EngLish, and students are not permitted to use English ex-
cessively in drill sessions. Books should be closed during drill.
In the beginning , dialogues are to be memorized and repeated verbatim, teacher-

student, student- student, exchanging roles, in chorus , individually, etc. The
dialogue is integrated with the lesson in such a way that new vocabulary and new
patterns are practiced in context. Later on in the course, the dialogue should
be used as a starting point to stimulate free conversation, but the teacher
should be careful to encourage the use of the vocabulary and sentence patterns
under study at that time.
Like the dialogues, the readings of each lesson are integrated , stressing the
vocabulary and patterns introduced in the lesson, and at the same time introduc-
ing systematically new kanji and new readings for kanji already introduced . In
the reading session, each student should have an opportunity to read aloud for
the ~eacher, and the teacher should help the student to read correctly, smoothly,
and meaningfully . Practice in writing kanji may be combined with the reading
session or writing may be taught separately. Writing practice contributes
greatly to progress in learning t o read.
( 4) Perfo'Y'm the lesson in the lab. The language laboratory has a unique
function in language learning. The privacy of the individual booth, well- select-
ed voices (male and female) on the tapes, good sound fidelity, and other mechani-
cal factors enhance the student's progress. But the greatest advantage of the
language lab (if it is technically adequate and conscientiously operated) is the
opportunity it provides for the student to bear (on the replay) his own voice re-
sponding immediately after the voice on the tape, and the opportunity for the
teacher to monitor the student ' s performance and correct mistakes .
WITH A TUTOR . Unless you are lucky , you will probably have to train your own
tutor. This text , however, is designed so that you can do just that. One advan-
tage of the total method is that a Japanese person will be able to read your text,
because it is written in Japanese (not a romanized transcription) . If your tutor
follows the procedure as outlined above for in-class study, he should soon develop
into a good teacher even without previous training .
DESCRIPTION OF THE TOTAL COURSE
Japanese by the TotaL Method is designed to cover beginning, intermediate, and

advanced stages of language study . The overall design is to concentrate on gram-
matical patterns in the first three volumes and to concentrate on vocabulary
building and content in the succeeding volumes.
VOLUME I (BASIC , PART ONE, 1976): Sound Patterns and the Writing System; Lessons
1- 20 . The first volume introduces seven basic patterns on which Japanese sen-
tences are formed; i.e., copular clause 1, copular clause 2, adjectival clause,
intransitive verbal clause 1, intransitive verbal clause 2, transitive verbal
clause 1, and transitive verbal clause 2. Expansions of these basic patterns are
accomplished by the addition of peripheral clause elements such as Location and
Time, and by expanding phrases--noun phrase, adjective phrase, and verb phrase.
Approximately 1,080 vocabulary entries and 193 kanji plus 107 additional read-
ings are presented.
VOLUME II (BASI C, PART TWO, 1979) : Lessons 21- 30. Work~ng on the foundation of
the seven basic patterns presented in Volume I, the second volume introduces more
complex sentence patterns by expansions--principally by embedding sentences in
Lhe noun phrase el ement of a matrix sentence. Four basic transformations--poten-
tial, passive, causative, and causative- passive--are introduced . Approximately
850 vocabulary entries and 151 kanji plus 78 additional readings are presented .
VOLUME III (BASIC , PART THREE, 1980) : Lessons 31-4 0 . The initial lesson of this
volume deals with Honorifics, very polite speech style. Later in the volume, the
Plain style is treated. The major concentration of these ten lessons is on com-
plex sentences ; i.e., combining simple sentences to form longer sentences through
conjoining , producing coordinate and cause- effect type sentences . Approximately
1,030 vocabulary entries and 160 kanji plus 115 additional readings are presented .
Upon completion of the basic course (Volumes I, II, and I II) the student should
have mastered the essential eighty patterns of contemporary colloquial Japanese,
acquired a vocabulary of close to 3 , 000 words, and studied 504 kanji plus 300
additional readings .
INTERMEDIATE AND ADVANCED STAGES . These texts have been made available, in xerox
form, to students of the Japan Missionary Language Institute and International
Christian University over the past several years. These materials can be made
ava:.lable also to persons not connected with either of the above institutions
upon request .
In this course, as one moves beyond the basics, the focus shifts from sentence
structure to the structure of discourse. A reading in natur al , up- to- date Japa-
nese provides the framework for the lesson . Grammar patterns , expressions , idi-
oms , and vocabulary are extracted f r om the reading and used as the material for
drill sessions . Subject matter covered includes topics of general interest to
both foreigner and Japanese living in Japan today, such as traffic , pollution ,
trade, and politeness in Japanese society . Literary sections include folk tales ,
children ' s stories, historical tales as well as history, women ' s speech and men ' s
speech , and several writing styles including an exchange of diary entries by a
husband and wife . Through these lessons, valuable insights into Japanese family
life and private and national customs may be observed .
When the ent ire course is completed, the student should have learned almost
all the 1 ,945 Joyo kanji together wit h most of the differ ent readings of these
kanji . He should have acquired a working vocabulary of appr oximately 5 , 500 words ,
including a l arge number of' technical terms in such f i el ds a s social studies ,
history , l anguage , and literature . It is expected that the student will at this
time be prepared to read newspapers , novels , and all materials of popular inter-
est . If the student bas studied this curriculum with a qualified teacher, his
speaking ability should at least match his reading ability .
UNIT 1
SIMPLE SOUNDS
PROBLEM: There are fundamental differences between Japanese sounds and

English sounds--both in consonants and vowels. (The same statement
is true when comparing Japanese sounds with the sounds of any lan-
guage.)
OBJECTIVE: To help the student to bear the difference between Japanese sounds
and English sounds (concentrating on "pure" simple vowels and simple
consonants), and to help him produce some of these sounds so that
they are acceptable to the native speaker. The Drills that follow
are designed expressly for this purpose.
SECTION 1. DRILL
The Drills used in this book are designed for use with a tutor or with tapes,
for private or group study. (See "The Effective Use of This Course," p. 2 . )
If a student does not have access to a tutor or tapes , it is suggested that he
read the Explanation section first, and then read the Drills aloud. If the stu-
dent is studying in class with a teacher, he should prepare the lesson in advance
and perform in class with his book closed . Drills for all Sound Patterns are
Repetition Drills; i.e., the student imitates (mimics) the tutor or tape.
PRACTICE 1. Try pronouncing the following vowels. Mimic your tutor until the
pronunciation comes naturally.
Short VoweZs
a i u e 0
Short Vott1eZs in Sequence

aa ia ua ea oa
ai ii ui ei oi
au iu uu eu ou
ae ie ue ee oe
ao io uo eo 00
PRACTICE 2 . The following tables list typical consonant- vowel syllables. Note
that each consonant in Table 1 may be followed by any of the five vowels,
but that the consonants in Table 2 are restricted regarding the vowels which
may follow them. Mimic your tutor until the pronunciation comes naturally.
5
TABLE 1. CONSONANT-VOWEL SYLLABLES

a i u e 0
k ka ki ku ke ko
n na ni nu ne no
m ma mi mu me mo
r ra ri ru re ro
(bard) ga gi gu ge go
g
(soft) ga gi gu ge go
b ba hi bu be bo
p pa pi pu pe po
TABLE 2. CONSONANT-VOWEL SYLLABLES

WITH RESTRICTED CONSONANTS
a i u e 0
s sa su se so
t ta (ti) te to
b ba hi fu he ho
y ya yu yo
w wa
z za zu ze zo
d da (di) de do
sh sha shi shu (she) sho
Note : The sound combination she occurs, but it is extremely
rare. The use of ti and di are generally restricted to such
foreign loan words as tea and dinner, and many Japanese don ' t
use these combinations at all . A blank slot in Table 2 indi-
cates that this sound combination does not occur.
PRACTICE 3. For some students, certain sounds are hard to distinguish; e . g.,
r (the flap} and d. Three sets of minimal pairs are given here to help
the student to learn to distinguish between similar sounds . Mimic your
tutor until you can make the distinction clearly.
(1) raku daku sore sode rai dai

mura muda tara tada irai idai
roku doku k1ro k1do warai wadai
(2) 1ki eki (3) kuni kugi

kimono kemono 1nai igai
saki sake kokunai kokugai
koi koe kaneru kageru
klimi kame k1nu k1gu
Note: The tone- accent mark ( ' ) is placed over the vowel of the syllable before a
fall in pitch. For a more complete explanation of tone accent see Unit 5 (p . 33)
SOUND PATTERNS AND THE WRITING SYSTEM Unit 1 7
PRACTICE 4. The following words contain the consonants of Table 1 in their first
syllable . Mimic your tutor until the pronunciation comes naturally.
kame kita kuse keta koko

..
naze nishi numa neko no do
mane mimi mud a mesu mono
raku rika rusu rob a
gaku gl.mu guzu goma
basho bira buta boku
papa pike puro poro
PRACTICE 5- The following words contain the consonants of Table 2 in their first
syllable . Mimic your tutor until the pronunciation comes naturally .
sa to suna soko
tera toko
hito futa hodo
yuka yoko
zaru zuga
...
zen~ zoku
dame deshi doko
share shidi shufu shomu
SECTION 2. EXPLANATION
BREAKING HABITS. It is assumed that the student ' s primary objective in this
course is to learn to "speak like a native. " For some students this may not
be the chief objective , but even if the student ' s primary objective is to ac -
quire reading ability in the language, the best and fastest way to achieve his
goal is through the mastery of the sounds of the language .
It may not be necessary to "become as a little child" in order to produce the

sounds accurately, but it is necessary to acquire new habits of speech. Some-
times acquiring new habits means breaking old ones. In order to do this , there
are two simple rules which the student must keep in mind at all times:
(1) TUNE THE EAR . Listen for the differences between Japanese sounds and
English sounds (and be assured that they are all different to some extent) .
This lesson is designed to point up these differences by concentration on •: simple"
sounds . "Complex" sounds and complicated combinations of sounds will be intro-
duced in succeeding lessons . (The terms " simple " and "complex" are used here in
a technical sense. Some students may find certain so- called simple sounds in
Japanese not so simple when it comes to producing them, but this is a matter of
performance--"simple " and "complex" refer to Lhe phonetic components of the
sounds . )
See if you can detect a difference in the vowel sounds which your instructor
makes from corresponding English vowel sounds. The difference is essentially
the difference in position of the tongue and tension on the part of the articu-
l ators (~hroat ouscles, tongue, and so forth). For a graphic representation of
the tongue position vhen producing Japanese vowels, refer to the diagram which
appears below (p . 11). Next, see if you can detect a difference between Japanese
vowels and English vowels (in terms of tongue position and quality), and between
Japanese consonants and English consonants (in terms of point of articulation,
degree of aspiration, etc.). Some of the difference between Japanese consonants
and English consonants are summarized below:
DIFFERENCES IN JAPANESE AND ENGLISH CONSONANTS

(a) New consonant BOWLds. The sound written f in romanization in this
text occurs only in a syllable before the vowel u. It is not to be
interpreted as the same sound as fin English, though it is close.
In English, f is made by causing friction of the air stream passing
between the upper teeth and the lower lip. For the Japanese f, the
friction is caused by the upper and lower Zips only, as if one were
playing the flute. Try saying Fuji-san Mt. Fuji.
When h occurs before i it is sometimes produced with friction, making

a sound something like sb. Try saying hito person.
Soft ~ is difficult to produce, and it is not absolutely necessary to

make this sound, though one's speech is considered more refined if he
can make it. It does not occur at the beginning of words, but is used
only medially before any of the five vowels. Hard g occurs initially in
a word, but under certain conditions it also occurs medially in place of
the soft g. The sound of soft g is produced by touching the back upper
part of the mouth (the velum) with the back of the tongue, allowing some
of the sound to come out through the nose-very much like the last sound
of the English vord sing, though in Japanese this sound is followed by
a vowel. Try saying "sing-a-song. 11
Syllabic n is produced exactly like m in some places , like n in some

places, like the soft g (=English ng) in some places, and like a nasal-
ized vowel in still others . Before p, b, and m (bilabials), n is pro-
nounced like m--that is, with the lips closed, allowing the air to
come through the nose: eopitsu penciZ. Before t, d, and n (dentals),
before ts, z, ch, and j (affricates; z in this case sounds more like
dz, although we don't use this spelling), and before r (flap), o is
pronounced like n, with the tongue in the same position as the consonant
following it--that is, the tip of the tongue just touches the teeth at
the point where the front upper teeth meet the gums: minoa de aZZ to-
gether. Before k and g or g (velars), o is pronounced like g (=English
ng)--that is, with the back part of the tongue pressing up against the
velum (the soft part of the palate in the back of the mouth): nihongo
Japanese (Language). Before vowels, before f , h, s, and sh (fricatives),
before wand y (semivowels), and before a pause, the syllabic n is pro-
nounced almost like a nasalized version of the preceding vowel but with
a narrower oral passage than the non- nasalized counterpart, so that it
sounds darker than the vowel, usually with some degree of the u quality;
since, unlike m, n, and g, the oral passage is never completely closed,
it may be helpful to think of this sound as n with the tongue not quite
touching the teeth: sens~ teacher. Try pronouncing the following words
from "Useful Expressions": koonichi wa heUo; koiibaii wa heUo (in the •
evening); o- geiiki desu ka? How are you?
(b) Difference in distribution. Check the blank spaces of Table 2 in Prac-

tice 2 which shows that several consonants do not occur before all five
vowels--such consonants are restricted in distribution.
(c) Difference in amount of aspiration . Remember that Japanese p, t, and

k have less aspiration, or breath, than the correspondi ng English
sounds. Practice words with these sounds in them while holding a
slip of paper in front of your mouth. Compare with the correspond-
ing Engli sh sounds .
(d) SZ.ight difference in point of articulation. For example, the tongue

is more forward for Japanese d than for English d. ~~t the tip of the
tongue against the back of the upper teeth and pronounce it very hard;
also, the tongue position is different from the nearest English equi-
valents of Japanese vowels.
(e) Manner of delivery. The terms "lenis" and "fortis" are convenient to
describe the difference between the del ivery of Japanese sounds com-
pared to English, but perhaps they are too technical for the average
reader of this text: remember to clip short all Japanese vowels and
pronounce distinctly all consonants.
It is the function of the linguist to help point out differences in Japanese

sounds . The student should train himself to hear the differences and practice
so that he can produce them without conscious effort .
(2) PRODUCE THE NEW SOUND. The student should imitate a native speaker
(his tutor in the classroom) and judge from the response be receives from the
native speaker whether or not his performance is good . An efficient language
lab (with careful monitoring and correcting and playback facilities so that
the student hears his own mistakes) is an invaluable aid.
The student should watch and observe physicaZZy visible phenomena such as
movement or l ack of movement of the lips (the upper lip hardly moves with many
Japanese speakers), rounding or nonrounding of lips, amount of opening of the
mouth, position of the tongue where visible, etc . Even the inclination of the
head to indicate affirmative or negative, or the upper part of the body to de-
liver greetings, is a part of language !
The student should 'listen for nonvisible phenomena such as the difference be-
tween n ~n dental position and n in velar position; bard and soft g; amount of
aspiration on consonants such as p, t, and k.
In the explanation sessions the linguist will explain and demonstrate, through
drawings and other aids, the way in which Japanese sounds are produced.
The student should practice with a tutor (imitating everything), with a tape
recording (ideally using a tape on which be can record his own performance im-
mediately after that of a native speaker and play it back--for this purpose a
short- del ay playback machine is preferable), and before a mirror. Small band
mirrors should be provided in the lab.
Close attention should be paid to other features of Japanese sounds, such

as rhythm (in the two-syllable words of this lesson), and accent--that is, the
tone- pitch difference between syllables within a word . Later, intonation pat-
terns of an entire utterance should be carefully noted and copied . For practice
on rhythm and pitch a metronome and piano may be helpful .
ROMANIZATION. In these sections on Sound Patterns, Japanese words are written

only in the letters of the Western alphabet. This is done to help the student
to advance more quickly in the early stages of his language study, but the
student should be warned that excessive use of romanization (called romaji)
can lead to the acquisition of bad habits which will have to be broken if he
wishes to speak Japanese "like a native." The use of romanization has the
disadvantage of suggesting that the pronunciation of Japanese sounds is the same
as an English sound written with the same letters. The fact is that all Japanese
sounds are sufficiently different to warrant retraining even on the simple sounds
The student is advised to use these symbols as little as possible and rely upon
his ear both in the classroom and in the lab. A good practice to follow is to
read the text materials at home and perform in the class sessions without refer-
ring to the written materials at all. In the chart below, vowels and consonants
are arranged to show the position of the tongue when producing the sounds; i.e.,
low, high, front, back.
THE SOUNDS OF JAPANESE
VOWELS
Short Long
i u I or i i ii
e 0 e 0
a a
- I
CONSONANTS
p t k
b d g
m n (g) n
ts ch
j
f 5 sh h
z
r
y
SECTION 3. EXERCISES
Compare (with a tutor) the following Japanese and English words. Note any dif-
ferences you hear in the quality of vowels, differences in point of articulation
of consonants, and so forth . (The English words are not translation, but simply
words which contain similar sounds.)
(1) Japanese EngUsh (2) Japanese EngUsh (3) Japanese EngUsh

koko cocoa rob a robe zeni Zen
kame comma no do node futa foot
kit a kitty mono monorail betsu bets
kuse custodian yoko yokel daiisu dance
PRODUCING JAPANESE VOWELS
front
high
back
/- ....
{ o ; bought
.... _./
low
pot
Vowe~ Chart Comparing American English and Japanese
The tongue position is indicated in the chart for each of the vowels a , i,
u, e, o in Japanese (the vowels enclosed in solid circles). Compare the tongue
position--front or back, high or low, with the position when producing American
English (vowels enclosed in broken circles). Note: the letters in the chart
represent sounds, not letters of the alphabet (e.g . , the English word foot is
phonemically /fut/).
~ASAL PASS AG£
LoweR\.IP
Cross Seation of Speeah Organs

Showing five different positions of the tongue when produaing Japanese vowe~s
SECTION 4. VOCABULARY BUILDING
1. Kore wa te desu.* This is (a/my/etc.) hand.

karada body
me eye
mim1 ear
kao face
atam8. bead
onaka stomach
2. Sore wa isu desu. That is a/the chair.

mado window
do a door
yuka floor
heya room
..
yane roof
3. Kore wa terebi desu. This is a T. V.

mer a camera
tabako cigarette
taiya tire
miruku This is milk.
4. Are wa ushi desu. That (over there) is a cow.

uma horse
neko cat
in\i dog
r6ba donkey
risu squirrel
tori bird
5· Kore wa kita desu. This is north.

minami south
nishi west
higashi east
*If the word before desu is not accented, desu receives the accent on the first
syllable (desu). Note, too, that the vowel of the last syllable of desu is not
pronounced . Actually it is whispered. (See Unit 3 for an explanation of this.)
SOUND PATTERNS AND THE WRITING SYSTFM Dnit 1 13
SECTION 5. USEFUL EXPRESSIONS
Daily Greetings
Yes.
No .
Koiinichi wa. Hello (in the daytime).
Ohayo gozaimasu. Hello (in the morning).
Koiibaii wa. Hello (in the evening).
0-geiiki desu ka? How are you (Lit., Are you well)?
H3i, geiiki desu. Fine, thank you (lit., Yes, I am well).
Okawari arimaseii ka? How 1 ve you been (lit. , Is there no change)?
Okagesama de. Thank you (lit., By your favor).
Sayonara. Good-bye.
Oyasumi nasH. Good night.
D~mo ar!gato gozaimasu. Thank you very much.
Shitsure shimashita. Excuse me (for what I did; e.g. , for taking
your time; for bumping into you; etc .) .
o6 itashimashite. Don ' t mention it/Think nothing of it .
ShitsGre shimasu. Excuse me (when saying good-bye or when
about to do something) .
oc3zo. Please (go ahead)/Please (have some--when
offering food) .
SECTION 6. WRITING
Learn to recognize and write the characters of lines l, 2, and 3 of the Un-
modified Kana in Table 6, The Hiragana Syllabary (p . 44) beginning at the upper
right-hand corner, reading from top to bottom . Write the following words in
hiragana :
1. okashi 2. ue 3. suki 4. ai 5. kiku

6. aki 7. soko 8. sekai 9. usa 10. o-sake
*Lengthened vowels (e . g., I, o, e) are treated in the next unit.

UNIT 2
COMPLEX SOUNDS
PROBLEM: Complex sounds include consonant combinations (commonly call ed clus-

ters) which are unfamiliar to the native speaker of English chiefly
because of the difference of distribution of sucb combi nations in
Japanese . Long vowels also constitute a pr oblem, because Engli sh
language habits of off-glides are apt to distort the "pure" qualit y
of lengthened vowels in Japanese, and also because vowel length is
not a meaningful distinction in Engli sh .
OBJECTIVE : To drill the student in complex consonant sounds and lengthened

vowels, and to enable him to acquire "muscular habituation" in Japa-
nese sound patterns .
SECTION 1. DRILL
Refer to Unit 1 for instruction in how the student is to perfor m i n drill ses-
sions . The student studying alone can simulate the drill session by the use of
tapes .
PRACTICE 1. Try pronouncing the following lengthened vowels . Mi mic your tutor
unt il the pronunciation comes naturally.
Lengthened Vowels
I (ii) ii 5
In most dict ionaries the long vowel e is written ei. This reflects the Japanese
way of writing this sound in hiragana . However, for the purpose of teaching cor-
rec t pronunciation , we prefer to write this lengthened vowel as e. The same con-
siderat i on holds for lengthened i, though we represent it sometimes by I and some-
times by ii. In three circumstances ii is preferable and is therefore used i n
this book: (l) in adjectives (e .g., 5k1i (is) big) , because of the importante of
the f inal i in adjective declensions; (2) in certain verb forms (e.g., kiite hea~s);
and (3) in words in which the i i is formed from two separate kanji (e . g ., kiiroi
(is) yellow) . The accent, if present, almost always comes on the first part of
a lengthened vowel, so &, 6, etc ., are to be understood as aa, oo, etc. Exceptions
will be written out; e .g. ' ooi many.
PRACTICE 2. The words i n Table 3 cont ain complex consonants. Mimic your tutor
until the pronunciation comes naturally .
15
TABLE 3. CoMPLEx CoNSONANTS
INITIAL
a i u e 0
~
ts- tsu ,
ch- cha chi chu (che) cho
~
j - ji ju (jetto) jo
, ,
ny- nya nyuyoku nyobo
,
ky- kyaku lcyUky\i kyo
gy- gyaku - -
gyunyu gyo
c:
, c:
by- byak~reii byubyu byo
,
hy- hyaku hyuzu hyo
~
ry- ryaku ryuryii ryo
c:
my- myak(i myuzu my6
,
py- pyiipyii py6ii
MEDIAL
a i u e 0
-ts- tatsu
-ch- ocha tochi uchu kicho
-j-
... -
reJa k8ji kaju kajo
-ny- konyakku gyunyu tonyobyo
-ky- kokyaku shiky\i kokyo
-gy- hangyaku togyu sagyo
-by- s'iibyaku reby~ n1byo
-hy- nihyaku jikanhyo
-ry- seiiryaku horyu horyo
-my- saiimyaku komyo
- c: - deiipyo
-py- happyaku konpyuta
Note: Forms in parentheses are rare.
PRACTICE 3. Try to distinguish the following minimal pairs by mimicking your

tutor. The tutor may test the student's bearing by having the student
indicate whether the tutor pronounced a word from the left-hand list or
right.
(1) ie re n~u n~mu sode sode

,
keba keba d~su d!su k6i kai
c: ,
(2) k1yo kyo ishiya isha m1yo myo
,
h1yo hyo k.!yoku kyoku hiyaku hyaku
(3) tsukl. suk! tslimi silmi tsugi sugi

,
tsuru suru r1tsu rl.su Gtsu usu
{4) kashi kachi us hi uchl shikaku chikaku

shijimi chijimi shikai chlkai t6shi to chi
PRACTICE 4. Pronounce the following words containing complex consonants. Mimic
your tutor until the pronunciation comes naturally.
kyabetsu kyaku Dorakyura kyoka

,
ky6ri kakyoku kya kyiiky~sha
kyokai gyaku kagyaku gyorogyoro
.::.
tliigyo ogya gyiiniku gyogi
,. ,
nyoi nyanya nyiigaku nyobo
,.
hyaku hy6kohyoko hyiizu tohyo
,
byoki myaku myujikaru my6ji
ryaku ryiigaku h6ryo ry6ri
PRACTICE 5. The following words contain lengthened vowels, compl ex consonants,

or both. Mimic your tutor \mtil the pronunciation comes naturally.
, ,
kiiko seta kay6bi ototo Kyoto
,. ,.
shlso shojoji furl kohi he
, ,
moyo Tokyo apato Ji5d6shii aisu-kurimu
SECTION 2 . EXPLANATION
Listening and mimicking (or "mim-mem," mimicking and memorizing) is the first step
in acquiring new pronunciation habits. Basic to language is speech, and we cannot
hope to master Japanese until we have gained control of the sounds. In this les-
son we are working on a more difficult phase of sound mastery, because we are deal-
ing with complex consonant sounds and lengthened vowels. Whereas in the first unit
our attention was concentrated on attack-- 11point of articulation 11 -in Unit 2 the
focus is on delivery--"ma:nnel" of articulation." In producing complex consonants
and lengthened (or long) vowels, it is "follow-through" t hat counts.
THE "S-FOLLOW-THROUGH." The "s"-sound series in Japanese is less complicated than

in most other languages (incl uding English); it consists of s, sh, and z. If we
consider that s and sh are voice~ess consonants (meaning that the vocal chords are
not vibrating when the sound is produced), then we can u.n derstand that z is the
voiced counterpart of s; the two consonants are formed in the same way except for
the fact that the vocal chords do not vibrate for s but they do vibrate for z.
(You can feel your vocal chords vibrating if you place your fingers lightly on the
Adam' s apple while you pronounce z.) In some languages (e . g. , French), sh has a
voiced counterpart, zh (as in English azure) , but zh is not found as a distinctive
sound in Japanese. Instead of the soft zh Japanese has the sound j which is
slightly harder than j in American English. Compare the following pairs: Voiae-
less: a~a, Voiaed: a~a; and Voiae~ess: 1shi, Voiaed: 1ii.
The 118-follow- through" for t yields the complex consonants ts and ch. The former
occurs only before the vowel u, but the latter may occur before any vowel. These
two sounds, ts and ch, complement the consonant t. Table 4 shows the way the
three consonants are distributed before vowels.
TABLE 4. DISTRIBUTION OF t, ts, AND ch

a i u e 0
t ta te to
ts tsu
ch cha chi chu (che) cho
Note: Compare the ts sound in katsu with the ta

sound in the phrase aats 'n' miae.
THE "Y-FOLLOW-THROUGH. " Consonant + y clusters are treated as complex consonants

because they are articulated as if they were single units of sound. Thus, a con-
sonant + y fills the same space as a simple consonant such as k (in terms of syl-
labic rhythm) in the examples below:
SimpZe Consonant Consonant + y

koka kyoka
,.
kBto Kyoto
goi gyoi
There is some similarity between the manner of articulation of consonant + y com-

binations and sh and j of the "S-follow-through" consonants, especially from the
point of view of the vowel sound which comes after . In both cases the following
vowel is produced with a slight "Y-on-glide" (that is, it begins withy): chaku,
shaku, jaku; myaku, kyaku , gyaku. The word nyuyoku which means enter the bath
is sometimes used as a pun for "New York." Note that the nyu sound is very simi-
lar to new in the pronunciation of many English speakers. The manner of articula-
tion of gyo, hyo, myo, etc., is similar, but since we do not have ready counter-
parts in English we are apt to slip in a high vowel (i) so that the city, KyBto,
becomes ki-yo-to. Careful attention should be given to this complex consonant
series. (A "high" vowel refers to the position of the tongue when making the
sound; i.e., the back of the tongue is high, near the soft palate.)
LENGTHENED VOWELS. Lengthened vowels in Japanese are short vowels voiced for a
longer period of time (roughly twice as long as the short vowel counterparcl. Re-
member that it is important to make a distinction between short and long vowels
in Japanese.
Perhaps the most difficult area of "muscular habituation" for the Japanese sound
patterns (for the native English speaker) is in maintaining the same quality of
the vowel over the interval required for uttering lengthened vowels. This requires
the elimination of off-glides on vowels (see "on-glides" with relation to y before
vowels in THE "Y-FOLLOW-THROUGH" above).
The term "diphthong" is not used here, but some students may find it helpful to
realize that off-glide on vowels includes the general phenomenon of diphthongs.
More specifically, the tendency to glide from a "pure" vowel into another vowel,
as when forming a word like boat--where o glides into u (or w, lip-rounding), is
a habit which must be corrected if one wishes to pronounce lengthened vowels cor-
rectly. Try saying boat before a mirror, watching carefully the lip movements .
The lengthened o in Japanese must not be pronounced as the long vowel in boat; the
o-quality and the original position of the lips must remain constant to the end.
SOUND PATTERNS AND THR WRITI:IG SYSTEM Unit 2 19
Lengthened e is a similar problem. Instead of an off- glide to a high front i

or y, Japanese e continues unchanged , both with respect to quality and position
of the tongue (except in certain dialects).
Here it must be added that the student will hear sounds which he may interpret
as diphthongs because they resemble diphthongs in his own native language . For
exampl e, ai love may sound like I /ay/ in English. This reflects the fact that
combinations of vowels do occur in Japanese, but they are not diphthongs as we
think of diphthongs in English; two vowels in sequence in Japanese do not blend
into each other in the manner that diphthongs do. (Actually, Japanese consider
that two vowels in sequence belong to two different syllables.)
SECTION 3 . EXERCISES
1. Pronounce the following words without making diphthongs of them:
oi ou
..
au ue hae mae
2. Listen to the tutor or tape pronounce the following words at random, and
see if you can identify which column (left or right) the word appears in:
LEFT RIGHT
!chi ftsu
och1 otsu
uchi utsu
kiichu kutsu
chfti tsUi
3. Compare the Japanese loan word with the original English :
LOAN WORD DERIVED FROM

otomiru
.. oatmeal
otobai autobike
..
tosuto toast
..
hosu hose
..
rosuto roast
b~to boat
...
JaDlU jam
reja leisure
rajio radio
jettoki jet
..
jipu jeep
teburu table
miruku-s~ki milk shake
L. ?rac't~ce with tutor or tape; record your own voice and compare your pronun-
cia~ion ~th a native speaker:
, ;
Tokyo shgsho e seto

; ; ; ;
Kyoto toto re sense

; ...
kyo so k1re gakuse
SECTION 4 . VOCABULARY BUILDING
1. Papa wa doko desu ka? Where is Dad (Papa)?

mama Mom (Mama)
the station
mise the store
hoteru the hotel
kaisha the company
uriba the sales- place/counter
2. Sore wa uchi desu . That's a/my bouse.

michi a street
tomodachi my friend
iriguchi the entrance
deguchi the exit
3. Chikatetsu desu. (It is the) subway.

n1motsu (It is) baggage.
tsukue (It is) a desk.
otsuri (Here ' s your) change.
tsukl. ( It ' s the ) moon .
tsuch! (It is) earth/soil.
chikyii (It is) the (planet) earth.
4. Anata wa kaicho desu. You are president (of an organization) .

sejika a politician
gakuse a student
b6kushi a pastor/minister
isha a (medical) doctor
kodomo a child
otona an adult
5- Watashi no jGsho desu . (This is) my address.

namae name
djio radio
;
tosuta toaster
6. Kore wa jasu desu. This is juice.

aisu-kurimu ice cream
chokor~to chocolate (candy)
biru beer
""
mayonezu mayonnaise
kOhl coffee
haiib~ga (a) hamburger
7. K::t:okai desu. (It is) a church.

""
Kyoto Kyoto
kyo"" today
kyabetsu cabbage
seyo-ry5ri Western (not Japanese) cooking
8. Sat& o kudasai. Give me (some) sugar, please.

kocha (black) tea
bata butter
""
chizu cheese

In the Classroom
Sense"" : Minasan, ohayo gozaimasu. Teacher: Good morning, everyone.
Gakuse : Sens~, ohayo gozaimasu . Student: Good mrning, teacher.
Seiis~ : Kya wa, fk-ka* o beilkyo- Teacher: Today, we will study Lesson 1.
shimasu.
ni-ka Today we will study Lesson 2.
saii-ka Today we will study Lesson 3.
yon- ka Today we will study Lesson 4.
go-ka Today we will study Lesson 5.
Minna de itte kudasai. Say (it) all together.
hitori de Say (it) by yourself.
ok!i koe de Say (it) in a loud(er) voice .
niboiigo de Say (it) in Japanese.
m!naide Say (it) without looking.
hakkiri Say (it) clearly.
Gakuse: Sumimaseii ga, mo icbido Student: Excuse me, but please say (it)
itte kudasai. once more .
* For an explanation of lengthened consonants see Unit 3, Section 1 (p . 23).

motto yukkuri Excuse me, but please say (it)

more slowly .
Sens~: H6n o akete kudasai . Teacher: Open (your) book(s), please.
tojite Close {your) book(s), please.
Kurikaeshite kudasai . Repeat, please.
Kotaete kudasai. Answer, please.
Wakarimashi ta ka? Did/do you understand?
Gakuse. HB.i, wakarimashita . Student: Yes, I understood/understand .
re, wakarimasen. No, I don't/didn't understand.
Seiis~: Shitsumon ga arimasu ka? Teacher: Are there (any) questions?
Gakuse: - - wa, nihongo de do"" Student: How do you say - - in
iimasu ka? Japanese?
Seiis~ : Ego wa tsukawanaide kudasai . Teacher: Please do not use English.
SECTION 6 . WRITING
Learn to recognize and write the characters of lines 4, 5, and 6 of the Unmodified
Kana in Table 6, The Hiragana Syllabary (p. 44). Write the following words in
biragana:
1. fune 2. natsu 3. beta 4. tanuki 5. niku

6. chikatetsu 7. hito 8. hoka 9. haiku 10. tonakai
UNIT 3
LENGTHENED CONSONANTS AND UNVOICED VOWELS
PROBLEM: Lengthened consonants (or "double consonants" in roma.nization), which

are basic to the phonetic structure of Japanese, are not part of the
system of English and hence cause difficulty both in hearing and in
production for the native speaker of English . The unvoicing of i and
u* follows regular rules of usage and can be grasped readily with a
little practice , but the rules should be understood and mastered .
OBJECTIVE: To help the student to "hear" lengthened consonants and the unvoicing
of vowels, and to aid him in developing speech habits to accommodate
them .
SECTION 1. DRILL
By lengthened consonants we mean only -pp-, -tt-, -kk-, -ss-, -ssh- , -tch-, and
-tts-. Except for foreign loan words, no voiced consonants become lengthened.
Note that, since "S-follow- througb" complex sounds such as ch and ts begin with
a t-like sound, their lengthened counterparts are spelled tcb and tts, respec-
tively . The more accurate spelling for the lengthened sound of sb would be shsh,
but for convenience we represent it by ssh, and no confusion will arise. In the
following practices the students imitate the tutor, first in unison, then indi-
vidually. The tutor corrects mistakes by repeating the sound or word once or
'twice.
PRACTICE 1. Table 5 shows bow the lengthened consonants are combined with other
sounds to make actual words. Mimic your tutor after each word until the pro-
nunciation comes naturally.
TABLE 5, LENGTHENED CONSONANTS IN WORD CONSTRUCTIONS

a i u e 0
-pp- ippaii jippi !ppun !ppoii

-tt- it tan 1tton
-ss- kessaii issliii jisseii !sso
-ssh- tassha nessh!ii risshuii issho
-tts- hettsui
-tch- matcha mate hi hitchu l.tcho
-kk- ikka !kki 1kku 1kkeii ikko
*Authorities such as Siro Hattori and Bernard Bloch recognize other unvoiced
vowels besides those treated here, but we limit this introduction to i and u
!'or pedagogical reasons . The symbol for unvoicing in this lesson will be " ( ) . "
23
PRACTICE 2. Pronounce the following words containing lengthened consonants . Pay

special attention to lengthened complex consonants.
(1) mikka sh(i)kkyaku (2) assari ressha

hakk1ri zasshi
yukkuri tokkyii massugu isshuii
sekken tasse
Nikko kekkyoku .I
l.SSO
-
issho
(3) uttaeru matcha (4) ippai roppyaku

mate hi ipp(i)k1
,
yottsu itchiiya k(i)ppu
ketteii ippen
chotto itcho sh(i)ppo happyo
PRACTICE 3. In certain loan-words, the following voiced lengthened consonants

occur: -dd-, -gg-, and -dj-. (The spelling dj parallels that of tch.)
Here are some examples:
hamu-eggu
PRACTICE 4. Pronounce the following words. Mimic your tutor until the pronun-
ciation comes naturally.
kOttoii ippaii-teki kekkoiish(i)ki sai'ijlirokkai
PRACTICE 5. Pronounce the following minimal pairs. Try to make a clear distinc-
tion between ~ingle and lengthened consonants. This may be used as a recog-
nition drill, the student indicating "left-hand" or "right-hand" as the tu-
tor pronounces words at random.
LEFT RIGHT
sakyu sakkyil
k1do kid do
sh(i)kaku sh(i)kkaku
utae uttae
kake kakke
1keii !kkeii
koka kokka
iso is so
PRACTICE 6. Pronounce the following words containing unvoiced u. Notice that
some u are voiced and some unvoiced.
hi.f(u) fubo paf(u)

fuyli fuf(u)ku furats(u)ku
f(u)tad f(u) tsuka f(u)tatsG
shat(u)to f(u)tsu parach!f (u) su
PRACTICE 7. Pronounce the following words containing unvoiced i. Notice some i

are voiced and some unvoiced.
lffishi kachi ushi uchi sh(i)kaku ch(i)kaku

shijimi chijimi sh(i)kai ch(i)kai toshi tochi
PRACTICE 8. Pronounce the following words containing unvoiced i and u.

...
dete k(i)te b (i) to kugats(u) s(u)keto
sh(i)se h(i)tori des(u) s(u)sumu
sb(i)ta k(i)sha s(u)kiyaki ts(u)kusu
okash(i) kosh(i)kake s(u)kt k(u) tsush(i) ta
LENGTHENED CONSONANTS . In order to master lengthened consonants the student must

be able to distinguish the difference in length between the medial consonants of
pairs such as the following: koka : kokka; moto : motto ; machi : mat chi . To
help distinguish the difference in length of the medial consonants in the right
hand members of these pairs, perhaps it would be useful to compare English pairs
such as the following: housekeeper : bookkeeper; appraise : Zip praise.
Besides length (a lengthened consonant is roughly twice as long--in terms of

time lapse--as the corresponding single consonant), the element of intensity or
strength of the sound is important. Obviously a lengthened consonant is pro-
nounced with more tension and hence is harder. The first consonant of a "double-
consonant" series can be considered to be the same as the second consonant (in
point of articulation) but unreleased .
UNVOICED VOWELS. In normal, fairly rapid conversation, in an unaccented syllable

between two voiceless consonants, or in final position, i and u are usually un-
voiced. Check the examples given in the practices to confirm this rule, and lis-
ten for unvoicing in the speech of your tutor. (This is a good chance to tell
whether your tutor is a native of Tokyo or not, because Tokyo speakers, almost
without exception, unvoice i and u according to this rule.)
Actually, other vowels (o and a) are unvoiced in special contexts, but these
are not treated as regular pronunciation patterns in these lessons. The student
can readily pick up these special usages by listening carefully. Of course,
whispering is a special instance of the unvoicing of all vowels and consonants.
1. Listen to the tutor or tape pronounce the following words at random, and see
if you can identify which column (left or right) the word appears in. Words
with "double consonants" occur in the right-hand column.
LEFT RIGHT LEFT RIGHT LEFT RIGHT

asaku assaku 1to 1tto sakyu sakkyli
akki utae uttae saku sakku
LEFT RIGHT LEFT RIGHT LEFT RIGHT

ishoku isshokii kake kakke sakon sakkon
ishin isshin kaseki kasseki sh(i)kaku sh(i)kkaku
Ise 1sse kido k1ddo
..
sh(i)ke sh(i)kk~
iken !kkeii koka kokka tese tease
iten itteii koku kokku moto mot t o
2. Pr onounce the following accor ding to the r ules for the unvoicing of vowels .
Note : Some i and u vowels i n t his list ar e not unvoiced .
kutsushita shimashita ..
sugu kutsu
shich1ji otonashiku sukoshi kutsii
1kite iru
..
sukiita tsukete gomugutsu
dek1ru bosu hakushi mune..
SECTION 4. VOCABULARY BUILDING
1. Yama desu. (I t is) a mountain .

..
sora the sky
mori a forest
nohara a field
oka a hill
gake a cliff
kawa a river
limi the ocean
saka a s l ope
2. Jozu desu . (He i s) skillful .
heta cll.unsy
hen strange
rippa spl endid
henri (It i s) convenient .
fuben i nconvenient
3. Basu desu. (It is) a bus .
f6ne a ship
kuruma a car
gakko a school
jettoki a jet
roketto a rocket
zasshi a magazine
..
moppu a mop
motto a motto
SOUND PATTERNS AND THE WRITING SYSTEM Unit J 27
4. Watashi no musuko desu. (This is) my son.

musume daughter
kusuri medicine
takush! taxi
kisha train
kutsushita socks
fuku clothes
sukiyaki sukiyaki
ok.S.shi sweets
5. Ocha o kudasB.i. Give me some tea, please.
kokoa hot-chocolate
banana(s)
egg(s)
yasai vegetables
sakana fish
gyUniku beef (meat)
butaniku pork
o-sashimi raw fish
o-sushi sushi
kam1 paper
kitte stamp( s)
kippu ticket(s)
SECTION 5 . USEFUL EXPRESSIONS

In the Lab
, ,
sense: Ii desu ka? Teaaher: Are you ready?
Dewa, hajimemasu. We're going to begin.
Rokuon-shite kudasii. Record, please.
~ ,
Tepu o tomete kudasai . Stop your tape, please.
Issho ni itte kudasB.i. Say/ Repeat together, please .
Kore de owartmasu. That's all/We end with this.
Gakuse: MOtto &kiku shite kudasai . Make (it) louder, please.
MOtto chlsaku shite kudasai. Make (it) lower, please.
In the Classroom
,
Sense: Kokuban ni kaite kudasai. Teaaher: Write on the blackboard, please.
Kokuban o m1te kudasH. Look at the blackboard, please.
Kokuban o keshite kudasSi. Erase the blackboard, please.
Shukudai o shite kudasai. Do (this) homework, please.

Shukudai o dashite kudasai. Hand in (your) homework, please.
Tesuto o shimisu. (We ' re) going to have a test.
Yasumi-j1kan desu. It ' s rest time (time for a break).
Dewa mata. I ' ll see you next time .
SECTION 6. WRITING
Learn to recognize and write the characters of lines 7 through 11 of Unmodified

Kana in Table 6, The Hiragana Syllabary (p. 44). Write the following words in
hiragana:
1. warai 2. yureru 3. musume 4. mori 5. mirina

6. Yamamoto 7. yoron 8. sukiyaki 9. kuruma 10. mushiatsui
UNIT 4
SYLLABLES AND RHYTHM
PROBLEM: Syllables in Japanese differ considerably from syllables in English,

chiefly because Japanese syllables normally end in a vowel, and usu-
ally a single consonant followed by a single vowel constitutes a
syllable. The occurrence of lengthened consonants and syllabic n
complicates this syllabic pattern .
OBJECTIVE: To introduce the characteristic even- rhythm phenomenon of the Japa-

nese language and to help the student to develop the ability to pro-
duce it .
SECTION 1. DRILL
The students imitate the tutor, first in unison, then individually. The tutor
corrects mistakes by repeating the word once or twice .
PRACTICE 1 . Pronounce the following words vith special attention to open sylla-
bles . Syllable boundaries are marked by periods .
(1) nLki.bi hi.to .ri mi. chi da.re ki shi

to .na . ri wa.ta.shi rna. ta ka. re yo
mu.ka.shi ka.wa.ru ro.ji ta .tsu to na
(2) ko.ko so . so byo.do sho.me shu. nyu

me.ryo tsu.jo "'
Kyu.shu
(3) "'
jo.ro ku. tsii hi. me bi.myo fu . tsu
"'
ke.ko sho.chu to.ke ko.kyo "' to
Kyo.
(4) ko . e a .i ha.i ka.u shi.o

e. sa o.u ku.i "'
ku.i
chi.e
i.sha u.e ko.i k~.u ke. i
(5) ku.mi.a.i k.o . ii.ba.ii.wa a.ta.ta.ka.i i.ta.ru.to.ko.ro

sa.i.a.ku ko.n.ni.chi.wa ko.ko.no . tsu mo . no .ma.ne
to.i.a.wa.se ko.n.da . te fu. mi. ki. ri na.ka.na.ka
PRACTICE 2. The lengthened consonant requires an extra syllable to accommodate

the length. Pronounce the following words containing syllabic consonants
with special attention to rhythm.
29
Lengthened Consonants
i. t. ta ma . t.chi i.s .sho 1.t.cho
ka.t.ta ma.k.ka ta.s.sha ma . s . sii.gu
mo.t.ta ke.k.ko sa.k . ki bi.k.ku.ri
SyllAbic ii.
ka . ii. ka.ii..na.ii - -
za.n.ne.n .. KB..n . to
..
me . ii..do ke.n . do Ji. mi. ii. to ko.ii.da.te
na . ii .ne.ii. na. ii.ji na.ii.cho cha.ii.to
ge.ii..ki ka.ii . ge shi. ii . bu. ii shi.ii.po.ii
sa.ii..mo.n a.ii . i ke.n..1 Mi.ii . o.ii
..
e.n o.. .n- se.. . n- ..
mo . n-
ka . ii.ga.e sa.ii.ka.i e.ii..ka . i ko.ii. . go
shi.n.yu ho.ii..ya ki. ii.y5. bi bo.ii o ku.da.sa.i
SYLLABLES. For Practice 1, it will be noted that simple syllables are formed by
a consonant-vowel sequence usually, but that when there are two vowels in sequence
there is a syllable break between them . This last feature of Japanese means that
there are no true diphthongs (in the way that we think of them in English). Two
vowels in sequence should be pronounced as belonging to two different syllables.
'l'his means that each vowel is given the same amount of time in pronunciation.
RHYTHM . To speak Japanese naturally it is absolutely imperative for the student

to master the rhythm pattern of Japanese syllables. As far as time-lapse (the
technical term is "mora") is concerned , each unit separated from others by the
period mark in the drill sections above receives the same rhythm beat. It is
this feature which gives to Japanese its staccato- like rhythm (or, the sound of
machine-gun fire, as someone put it). This staccato rhythm is so unlike the
rhythm pattern of English that the native speaker of English finds it difficult
to throw off his old habits and adopt the new.
Review all patterns practiced in Units 1, 2, and 3, concentrating on the recogni-

tion of syllables, practicing them until the staccato rhythm becomes second nature.
1. Kore wa nan desu ka? What is this?

2. Sore wa shashiii desu. That is a photograph.
deiisba an electric (powered) train
pan bread
sbiiibuii a newspaper
kaidan a stairway
a book
gasoriii gasoline
haii.kachi a handkerchief
sando1tchi a sandwich
roigariii margarine
denwa a telephone
deiipo a telegram
3. Haru desu (It ' s) spring.
...
natsu summer
aki fall
fuyu winter
4. Watashi desu. (It ' s) me.
you
...
sense (I'm/be ' s/you ' re) a teacher.
seiiky~shi a missionary
S. Otona desu. (He ' s) an adult.
shiiiko (It's) faith.
beii.kyo study
Kirisutokyo Christianity
SECTION 5 . USEFUL EXPRESSIONS
Greetings & Introductions

watashi I; me
you (but usuaZZy name or titZe is used)
go-shujiii (your/her) husband
shujiii (my) husband
6kusaii (your/his) wife
kanai (my) wi.fe
kodomo (my/a) child
tomodachi friend
...
Watashi wa -- -- desu. Dozo yoroshiku. I ' m -- -- . How do you do?
Kono kata wa -- -- - san desu. This is -- -- . (When introduaing some-
one not a member of one's own famiZy . )
Kore wa -- -- desu . This is -- -- . (When introduaing a
member of one's own famiZy.)
...
Hajimemashite . Dozo yoroshiku. I ' m very pleased to meet you.
Shitst.re desu ga, donata desu ka? I beg your pardon , but who are you?
32 JAPANESE BY TBE TOTAL METHOD
0-hisashiburi desu. It ' s been a long time (since we met) .

-- -- - san ni yoroshiku. Say hello to -- -- .
0-daiji ni. Take care of (yourself/him/etc . ) (In
case tr£ person is sick, etc.)
o§zo, a- saki ni. Please go on ahead .
O-saki ni. (Excuse me for) going abead.
o d5zo. Have some
Hai. "
Domo arigato gozaimasu. Thank you very much.
Ie, kekko desu. No, thank you.
Itadakwsu. (word said before beginning to eat)
Gochiso-sama. (word said after finishing a meaZ)
SECTION 6 . WRITING.
Learn to recognize and write the characters of the kana with dakuten and handaku-
ten and the kana combinations for Y-follow-tbrough syllables in Table 6, The
Hiragana Syllabary (p. 44). Observe the short lines (dakuten) and the small cir-
cle (handakuten) put on tbe right-hand shoulder of the characters and bow the
smaller kana are made for the Y-follow-through syllables. Write the following
words in hiragana:
1. tegami 2. karada 3. mado 4. deii.wa 5. chizu

6. ocha 7. densha 8. shukudai 9. isba 10. kisba
UN IT 5
TONE ACCENT OF W
ORDS
PROBLEM: Recogni~ing and producing the tone- accent on Japanese words is per-
haps one of the most difficult problems in learning the language.
Word accent is phonemic--that is, the tone pattern of high and low
syllables on many words is arbitrarily fixed and cannot be predict-
ed, hence it must be learned. On the other hand, tone- accent is
different from stress- accent in English; i.e., high pitch on an ac-
cented syllable is important, but stress on the accented syl lable
is not.
OBJECTIVE: To help the student to hear tone-accent in Japanese, and to help

him to produce correct accent patterns in his own speech.
SECTION 1 . DRILL
PRACTICE 1 . . This drill gives practice in two-syllable homophones (words which

sound alike but whose meanings are different) which are distinguished on the
basis of tone- accent. Words in Group I have a high tone-accent on the first
syllable; words in Group II have a high tone-accent on the last syllable .
GROUP I GROUP II
~ chopsticks !£shi bridge
ilshi reed ~ foot
~ ocean .¥ pus
~ morning ~ linen
PRACTICE 2 . Two- syllable homophones in context . When words such as those ap-
pearing in Practice 1 are included in a larger context (i.e., when they are
spoken in a sentence), a third accent type appears ; i .e . , atonic , or words
which have no basic accent at all. Thus, if the atonic word desu is added
to the words of Practice l (thus making these words into simple sentences),
the accent pattern appears as follows :
GROUP I GROUP II
Hashi desu. They are chopsticks . Hasbf desu. It 1 s a bridge.
GROUP III
Hashi desu . It ' s the edge .
Under the guidance of a tutor practice substituting words from the three
groups below in the frame: desu .
Exampl-e : GROUP I bas hi ~hi desu . They are chopsticks.

GROUP II has hi ~hijdesu . It ' s a bridge .
GROUP III has hi ~ It ' s the edge.
33
TWO-SYLLABLE NOUNS
GROUP I GROUP II GROUP III

has hi chopsticks hash! bridge has hi an edge
kaki oyster kakl. fence kaki persimmon
Hana (girl's name) hana flower han a nose
ashi reed ashi foot
Umi ocean uml. pus
as a morning as ..a linen
koto harp koto thing
..
ame rain ame candy
kashi sweets kashi debt
Note that when desu follows any of the words of Group III (i.e . • atonic
words), it receives the tone-accent on its first syllable.
PRACTICE 3 . Pronounce the following two-syllable nouns in context . Mimic your

tutor until the pronunciation comes naturally.
GROUP I Neko desu It is a cat .

..
Zo desu. It is an elephant.
Hato desu . It is a pigeon.
Saru desu. It is a monkey .
GROUP I I Inu desu. It is a dog .
um.a desu. It is a horse.
Kuma desu. It is a bear .
GROUP III Buta desu. It is a pig.
Us hi desu. It is a cov.
Mushi desu. It is an insect .
Tori desu. It is a bird.
ONE-SYLLABLE NOUNS
One- syllable nouns are of tvo types: accented and nonaccented. Of course,
vhen one- syllable words are spoken in isolation the difference in accent cannot
be detected.
PRACTICE 4. Practice the following by substituting in the frame: desu.
GROUP I GROUP II
K1 desu. It's a tree. Ki desu. It ' s one's spirit.
ch1 earth chi blood
h{ fire hi the sun
jl. a character ji the ground
su a nest su vinegar
slll death shi a poem
e a picture e a handle
Standard Tokyo accent for nouns of more than one syllable follows two basic
rules: (1) the pitch of the first and second syllables of a word is always dif-
f erent; and (2) one word has only one accent (or, one area of high pitch); there-
f ore, if one hears two accents it is a clear indication that he has heard two
separate words.
Another way of stating Rule (1) above is to consider that unless the first syl-
lable has the accent~ it is a warm- up syllable, and thus spoken on a lower tone
than the rest of the word. All syllables (except the first syllable of a word)
which precede the accent are spoken on the same high pitch of the syllable which
bears the accent; all syllables following the accented syllable are spoken on a
lower pitch . There are four accent patterns for three- syllable words.
PRACTICE 5. Pronounce the following three-syllable nouns in context:
GROUP I GROUP II
,.
I no chi desu . It is life. Kokoro desu. It is (the) heart.
Namida desu. They are tears. Shiken desu. It is an exam .
Blru desu. It is beer. SatB desu . It is sugar.
Megane desu. They are spectacles. Anata desu. It is you.
GROUP III GROUP IV

Atama desu. It is (the) head . Karada desu. It is (the) body.
Otoko desu . He is a man. Hitsuji desu. It is a sheep.
Onna desu. She is a woman. Tsukue desu. It is a desk.
Hasam! desu. They are scissors. Ego desu . It is English.
PRACTICE 6. Pronounce the following four- and five-syllable nouns.
FOUR-SYLLABLE NOUNS FIVE-SYLLABLE NOUNS

,.
koiizatsu komori o-tsuki-sama
,.
soyokaze uguisu otosaii
,.
mizuUmi sense seDkyBshi
ototo imoto atama-kazu
tomodachi nihoiigo o-shogatsu
nihoii-gami
This lesson on tone- accent in Japanese has concentrated on accent patterns of

nouns. The accent patterns of inflected words (e.g., verbs and adjectives) is
somewhat more complicated, and will be introduced at the appropriate place in
t he Basic Lessons. Numerals and certain time words manifest accent change de-
pending on position in the sentence. Notice how the basically unaccented fu-
tatsu two acquires an accent when followed by a particle. The same thing is
t rue of the adverbial kino yesterday. Thus: Ringo o futatsu kudasai. Give
me two appl-es~ pl-ease; Futatsu de ikura desu ka! Bow much for two? Kino Tokyo
ni ild.mashita. Yesterday, I went to Tokyo; Kino wa samukatta desu. Yesterday,
i t ~s coUl.
As with English, the accent of a word is part of the word itself, and one
simply has to remember the accent along with the word. It is helpful to recog-
nize different types of accent, however, because new words can soon be associat-
ed with a particular type. This is the reason for the method of constructing the
drills of this lesson.
It is not true, however, that there are no rules of tone-accent on nouns .

Though the following list of rules is by no means exhaustive, perhaps it will
help the student to understand accent themes in Japanese.
(1) Accent patterns differ depending upon parts of speech; e.g., the accent
patterns for nouns differ from those of verbs, etc.
(2) Tone-accent in Japanese is distinct from stress-accent in English; i . e.,

the accented syllable in a Japanese word is not spoken in a louder voice but at
a higher pitch .
(3) The accent mark (')used in these units is to be interpreted as follows:

the syllable bearing the accent mark is the syllable before the faH in pitch.
Since pitch is relative, differing with each speaker and even with each different
utterance of a word by the same speaker, pitch does not have a corresponding mu-
sical tone (e.g . , C on the piano). There are four meaningful tones ranging from
1 to 4 (low to high). Normally the syllable which receives the tone-accent is
spoken at level 3 (level 4 being reserved for emphasis or exclamation), and the
tone drops immediately after it to level 2 (or level 1 if it is at the end of the
utterance) . Thus, we can say that tone-accent on a syllable means that the pitch
of the voice is lowered beginning with the next syllable immediately following
the tone-accent mark. All syllables before the tone-accent mark (except the first
"warm-up" syllable) are to be given the same high tone as the syllable with the
accent mark (level 3). If there is a pause, then the pattern of "warm-up," level,
and fall is repeated.
(4) Accent patterns on nouns are affected by the following: (a) The composi-
tion of the word; i.e., compound nouns, nouns derived from verbs, etc.; (b) The
origin of the word; i.e., native Japanese nouns, Chinese loans, English loans,
etc . ; (c) The number of syllables in the word; (d) The nature of the sounds which
compose the word; i.e., presence of long vowels, syllabic consonants, syllabic n,
unvoiced vowels. For example, the favorite accent pattern for three-syllable
nouns is pattern I (on the first syllable). Thus, when a new word is borrowed
from English, it is common for this loan-word to receive the primary accent pat-
tern: tomato, banana, yotto, terebi, matchi, m1shin. Chinese loan-words also
show a preference for this accent pattern: shakai, gogaku, bokushi.
Recognizing and producing the tone-accent on Japanese words is perhaps one of

the most difficult problems in learning the language. But the accent on a word
is just as much a part of it as are the consonants and vowels. Proper pronuncia-
tion of a word includes a proper reproduction of the tone-accent.
If the student feels at this point that the accent system of Japanese is too
difficult, he should be reminded that the accent system of English is, if any-
thing, even more difficult, and that the foreign student has no alternative ex-
cept to learn word accent along with the new word.
3ECTION 3. EXERCISES
Review the Useful Expressions of the first four units paying special attention
to word accents. It may be helpful to try drawing intonation lines as follows:
SOUND PAPTERNS AND THE WRITING SYSTEM Unit 5 37
~ shaiShin d+u. That is a photograph.

~ ~sha desu . That is an electric car (train) .
Have your tutor pronounce these sentences slowly and deliberately and see i f you
can draw lines to indicate his intonation. Use a tape recorder to study your
own accent.
1. &ne desu. (It is) rain.

yuk1 snow
yuki- daruma a snowman
2. Ame o kudasai . Give me some candy, please.
hashi chopsticks
flowers
kaki persimmons
3. Hana desu. (It's) a nose.
hash1 a bridge
kaki oysters
;
e a picture (drawing)
hako a box
nor! paste
ka:m1 paper
hasa:m1 scissors
tegami a letter
4. Kore wa kagam1 desu. This is a mirror.
;
hikoki an airplane
misB..iru a missile
;
Kyoto Kyoto
Tokyo Tokyo
Karuizawa Karuizawa
Nojir!ko Lake Nojiri
Hokkaido Hokkaido
5. Watanabe-san desu . (This/it is) Mr./Mrs./Miss Watanabe.
Yamada Ywnada
Ota Ota
Siimisu Smith
Takahashi Takahashi
sato Sato
Tel-ephone
Denwa desu . Telephone!
MOshimoshi , - san no otaku desu Hello! Is this - - 's residence?
ka?
..
Hai, so desu . Yes, it is.
ie, chigaimasu . No, it isn't (lit., it's different).
Watashi wa - desu. This is - - (lit., I a m - - ).
-san wa irasshaimBsu ka? Is - - in?
Hai. Chotto matte kudasai . Yes. Wait a moment, please.
re, ima imasen. No, be/she's not here now.
Omatase shimashita. (I ' m sorry) I kept you waiting.
Watashi wa nihoiigo ga wakarimasen. I don't understand Japanese.
Anata wa ego ga wakarimasu ka? Do you understand English?
Sumimasen ga, mo ichido itte kudasai . Pardon me, but please say (that) again.
Yukkuri hanashite kudasai . Please speak slowly.
Yoku wakarimasen. I don't/didn't understand (very) well.
Wakarimashita . I understand/understood.
SECTION 6. WRITING
Learn to recognize and write lengthened vowels and double consonants. Refer to
Unit 6 (p. 39) for the rules of writing. Write the following words in hiragana:
A. l. sense 2. toke 3. ego 4. kire 5. sejika

6. denpo 1. kyokai 8. hikoki 9. seiikyoshi 10. seyo-ryori
B. 1. Hokkaido 2. rippa 3. massugu 4. kitte 5. nesshin
6. yukkuri 7. kekkoii 8. chotto 9. hakkiri 10. kakko
The student will do well to familiarize himself with Table 7, The Katakana Sylla-
bary (p. 45) during the early stages of the Basic Lessons. The following exer-
cises will be helpful in mastering katakana. Please refer to Unit 6, Section 3
(p. 40) for the rules of writing . Write the following words in katakana:
C. l. kokoa 2. Iesu 3. Suisu 4. Aioa 5. aisu

D. 1. Tai 2. tekisuto 3. nekutai 4. naifu 5. tenisu
E. 1. haiikachi 2. misairu 3. kamera 4. Amerika 5. kurasu
F. 1. papa 2. puro 3. banana 4. pike 5. bira
6. reji 1. gasorin 8. Buraun 9. Doitsu 10. Igirisu
11. kyabetsu 12. Dorakyura 13. jamu 14 . Jonson 15. shatsu
G. 1. seta 2. kohi 3. shiso 4. apato 5. aisu-kurimu
6. koto 7. otomiru 8. tosuta 9. teburu 10. miruku-seki
11. roketto 12. hamu-eggu 13. matcbi 14. jetto 15. saiidoitcbi
UNIT 6
THE WRITING SYSTEM
PROBLEM: Because the Japanese writing system was devised under the influence
of Chinese, a language which is phonetically quite different, the re-
sulting orthography is perhaps one of the most complex in the world.
OBJECTIVE: To introduce the Japanese writing system.
SECTION 1. IN GENERAL
Japanese is written with hiragana~ katakana, and kanji. The former two systems
are referred to as kana~ and represent two parallel syllabaries by means of which
all the sounds of Japanese may be written. Each kana symbol represents a syllable
- - either a single vowel or a combination of consonant + vowel, with one addition-
al symbol for the syllabic n. Thus, the three-syllable word kodomo child is writ-
ten either in hiragana or in katakana. But the same word may also be written in
kanji (Chinese characters) which have been adopted and assigned conventional "read-
ings " in Japanese.
hiragana kat;akana kanji

kodomo <:. E t ::7 ~· .-:£; ~
Normally Japanese is written without division (or space) between words or phrases,
except for punctuation marks which correspond to the comma and period. However,
in this text in the early lessons we have left a blank space between phrases to
help the beginning student to learn to read. Gradually these divisions are re-
duced until the text is written in standard style .
SECTION 2. HIRAGANA
Hiragana has three important functions in the Japanese writing system: (l) Syn-
tactic features peculiar to the Japanese language are carried by hiragana; e.g . ,
verb, adjective, and copula inflections, relators such as the possessive particle
in noun phrases, connectors such as keredomo ho~ver, etc. (2) Certain words, by
convention, are written in hiragana. Currently, the number of words which are
recommended for writing in hiragana instead of kanji is increasing, making it dif-
ficult for the writers of language texts such as this to keep abreast of the times.
(However, though the recommendations of the Ministry of Educat ion concerning writ-
ing standards are the most authoritative source for "correct" writing style, never-
theless, much of the literature which the student of Japanese may have occasion to
read may not conform to the latest changes in the writing system.) (3) The "Japa-
nese" kuii reading for a kan.ii is traditionally noted in dictionaries in hiragana
(and the "Chinese" on reading is noted in katakana).
Hiragana is an almost completely phonetic writing system, but the student should
be aware of the following formations adopted by convention:
39
(1) When the vowel sounds are lengthened, the expected hiragana are added in
the case of the a, 1, and u sounds; that is, ib, \,A, and ? are added to the
preceding hiragana, respectively. But e and o are usually lengthened by adding
LA and 5, respectively (although some words require X.. and i:>"", respectively).
Lengthened X.. written by adding V' (.:{_\.A) is pronounced e, and lengthened :1:.... writ-
ten by adding 5 (i>"" 5) is pronounced o .
Examples: i:>""i'i• ib ~ lv okasaii mother

ll" VC LA ~ lv on"I san older brother
~'?.2. futsu usual
i'i~ <1!"0 gakuse student
c.2 ~ J: 2. Tokyo Tokyo
When any consonant is doubled in Japanese, the first one of the pair is
(2)
always written with a small tsu ~. In horizontal writing, the small tsu is writ-
ten at the bottom of the space occupied by the regular size characters; and in
vertical writing, at the right. For example: i'i~ ~ t_ 5 gakkO school; ~ ~ l..-
zasshi magazine. (For vertical writing style, see example on p. 46.)
(3) The object-marker particle o is written~. This hiragana is only used

in this grammatical function; elsewhere the sound o is written ;1:,....
(4) The direction-marker particle e is written ...-...... Do not pronounce it he in

this usage.
(5) The topic-marker particle wa is written f,i. Do not pronounce it ha in this

usage.
(6) By convention today ji is written ~ and zu is written~ except in a

few exceptional words which will have to be learned specially.
SECTION 3 . KATAKANA
Though it is possible to represent all the sounds of Japanese in writing using

the katakana script, by convention katakana is reserved for the following usages
only:
(1) Foreign loan- words: ::I - t - kohl coffee; ..,~ Y pan bread.
(2) Foreign personal names: l- ~.A Tomasu Thomas.
(3) Foreign place names: 7 ) 1) j] Amerika America.
(4) As a kind of italics; i . e., to draw attention to the word. The resident
of Japan will be struck by the extensive use of katakana on billboards and in ads.
(5) In dictionaries, to give the oii ("Chinese") reading of a kanji, hiragana

being used to give the kuii reading:
~y (oii reading)
(kanji)
-tr' -1 (kuii reading)
( 6) For onomatopoetic words (words which reflect actual sounds) : 71 ~ 7i ~
gatagata rattling.
(7) For electronic media; e.g. , telegrams, computer print-outs, telex, etc.
SECTION 4. KANJI
The first writing system known to the Japanese was that developed by the Chinese.
Consequently, the Japanese adopted the Chinese writing system, assigned conven-
tional readings to the kanji, and began to put their own language into writing.
This process of accommodation of the Chinese writing system to the sounds and
syntax of Japanese covered a period of two or three centuries until the oldest
extant book in Japanese, the Kojiki, was written in 712 A.D. tt was not until
after the Kojiki was written that the kana systems were invented. But the devel-
opment of kana or some equivalent native script was necessitated by the nature of
the Japanese language--especially the inflected forms. In order to reproduce
these and other elements of Japanese syntax, Japanese has developed a system of
writing which mixes kanji and kana called kana-majiri. For example: fj ( iku
goes; fj? k itta went.
Today, kanji still continue to be used in writing Japanese, and indeed these
characters play an important role in the writing system. Since kanji are basic-
ally "image 11 symbols (in contrast to kana which are phonetic symbols), the Japa-
nese find it easier and quicker to read sentences which have a ~enerous scatter-
ing of kanji. Many nouns are compounds of two kanji, each with its own basic
meaning, which combine to create a visual symbol. For example: A hito person;
people + Q kuchi mouth(s) =A [J jiiiko population.
Kanji are written in various styles, but to get the proper "feel" for the
shapes the beginner should practice writing in the style called kaisho. Each
kanji is fitted into an imaginary square, the individual strokes proportioned so
as to achieve "balance" while aesthetically filling the space inside the square.
Sometimes a kanji is clearly composed of parts--top and bottom, left and right,
etc. Certain kanji are used (in modified shapes) to form constituent parts
(called "radicals") of other kanji. Thus, the kanji for man A occurs in modi-
and *
fied form as the left-hand radical in~~ yasum1 rest (a man beside a tree);
k1 tree becomes # hayashi a grove, or ~ mori a forest .
To write kanji correctly, the order of strokes must be carefully observed. Even
when writing with pen or pencil, kanji are formed as if one were using the tradi-
tional brush. This accounts for the order and direction of strokes (lines) and
also for certain shapes, hooks, and angles.
For a more complete introduction to kanji the student is referred to Today's

Japanese Kanji, by Shigeko Imada, Shigeko Inagaki, Masayoshi Hirose, and Noah
s. Brannen (Tokyo: Bonjinsha, 1987). This book contains all of the Joyo Kanji
("Kanji in Common Use") made official on October 1, 1981, by the Ministry of
Education, with a supplement of 166 Jinmeiyo Kanji ("Kanji for Personal Names),
making a total of 2111 kanji which are recommended for ordinary use in Japan
today. The present course is keyed into this book by following the numbers
assigned to kanji in Today's Japanese Kanji.
The number of strokes in each kanji as well as a graph1c illustration of

stroke order is another helpful feature of Today's Japanese Kanji . The basic
rules governing stroke order are summarized as follows: (l) top to bottom,
(2) left to right, (3) when two or more cross, horizontal strokes precede
vertical ones, (4) center first, then left and right, (5) perpendicular line
running through center written last, and (6) right-to-left diagonal stroke
precedes left-to-right.
SECTION 5. PUNCTUATION AND OTHER MECHANICS
PUNCTUATION MARKS.
(1) Kuteii 0 AJ.so called maru or shiromaru, this open circle functions as
a "period" in Japanese writing . There are certain differenc-
-$JR.\ es, however, between the kuten and the period: (a) it marks
< 1N
the end of a sentence, whether declarative or interrogative,
though in some styles the interrogative mark ? is substitute
(b) it marks the end of a quotation, even though the sentence
in which the quotation is embedded continues. Note: this
punctuation mark is not used after headlines, titles, slogan~
proverbs, etc., nor after the exclamation mark! or the in-
terrogative mark.
(2) "
Toten AJ.so called ten, this mark serves as a "comma" in Japanese
writing but differs somewhat in shape and also in use from
~,¢.\
~ "UI.
the comma in English writing. Its usage is as follows: (a)
to avoid ambiguity in the meaning; (b) between parallel ex-
pressions--words or phrases--which have equal roles in a
sentence (i . e., paratactic constructi ons); (c) to reflect
the presence of a pause; (d) to set off a sentence or para-
graph introducer, or connector; e.g., sore kara then; sono
ue in addition; sore de with that; sbikBshi but; sate weZZ;
now.
(3) Nakateii AJ.so called kuromaru or nakapotsu. The round dot (which
iL fi•"L A, most closely resembles the period in English writing)
is used as follows: (a) between the family name and given
name of foreigners; (c) between the month and day, hour and
minute, title and name. Note: this punctuation mark does
not fall on the base line but is half-raised.
( 4) Kakko ( ) Parentheses of this type are alike both in form and function
fl• ~ c:::.. ........_ to parentheses used in English writing; i.e., they are used
to enclose parenthetical information.
(5) Kagi r J These marks are used (a) to mark a quota~ion, or (b) to
fl• ~· -, place special emphasis on a word or phrase.
'-
(6) Nijfi- kagi r J This is a particular form of quotation marks, used for a
=1ft 'II• ~· ..., quotation within a quotation, the title of a book, etc .
(7) Dasshu Also called nakasen, this mark is used before a parenthe-
~':/"/~ tical remark or to show a time interval.
(8) Teiisen As in English writing, a series of dots (not limited to

A\iili! three as in English, but always an odd number) indicates a
"UI. iJ>I, deletion or time lapse.
REPETITION MARKS. There are three very useful marks used in Japanese writing to
indicate reduplication, either of a kanji or a sound or a sequence of sound.
This sign is used to indicate that the immediately preceding ~.1

(9) Do no jiteii.
IEJq)=¥-R-
k
kanji is repeated . Note: This mark cannot be used for dupli- ~ 1
0 c "UI. eating two or more kanji in sequence .
(10) Hitotsuteii '> This sign means that the preceding kana is duplicated.
If the consonant of the second syllable takes on voicing,
two dots (dakuten) are added.
(11) Ku no jiten 1 This sign is used only in vertical writing and means
\ a sequence of two or more kana is repeated. As with
<cz:>*~ hitotsuteii, two dots are added to show voicing in the
C"CN
first syllable of the repeated word or phrase.
Note: The student will encounter these repetition marks in reading though it
is currently recommended by the Ministry of Education that the bitotsuten and
ku no j1ten not be used.
HOW TO USE GENKOYOSHI (MANUSCRIPT PAPER) .
(1) Write the title on the first line.

(2) Write your name on the second line.
( 3) Start your composition from the third or fourth line.
(4) Leave one square open at the beginning of each paragraph.

(5) Use one square per letter. The period, comma, quotation marks, question
mark, exclamation mark are counted as one letter . The first three of these
marks are written within the last square of a line if otherwise they would
begin a new line.
(6) In case of written dialogue, start on a new line when the speaker changes .
Note: For a sample of writing on manuscript paper, see p. 46:

TABLE 6. THE HIRAGANA SYLLABARY

A. UNMODIFIED KANA
B. KANA WITH DAKUTEN AND HANDAKUTEN
Lj:o ~j:" t_;' ~,,
h}.
uo "1:tt bot -~ \...:Jill.
u~
Dr.
i)' l'' ·~
~,,
'- si
"J)(. .d4
') 0
.... ~'.,.,. v)
)
-t.: t\:
,,
'o / "
l: t
br.c l¥1
,, -tt~
~tc ~ ~
{:
ta
t( [~ L_'' "> ,,
tk ' - :JO
C. KANA COMBINATIONS FOR Y-FOLLOW-THROUGH SYLLABLES
-u. LA t/ :\''
\._
~) Jj u ( -:._
~
-17 II L ~
~' ~
~ ~ ~ ~ ~ ~ .lfJ ~
chol
uo u''
~ ~
L'
,10. fj.YQ
~,,
-'-
~)
-
()'({ m;a
7-} [A ~~
Jwa. n~tt
-17 l
Srz
~
~
~
Yp '1> Yp vp 1J vp yp vp 'fj)
~ \')>
chv.
P/fl. ~ :f{,( .'1ft( JYU. ~ h¥C< .! lf'j
* ~
[!: [l' l;' \'' ~) ]f [;

'- l:: 17 l ~
'-
J: ~ ~ J: J: J: J: J: J: &. .t
1'JO b)O :iO fJYO /YO 117YO }wo 111>0 cho sho Juto
SOUND PATrERNS AND THE WRITING SYSTEM Unit 6 45
TABLE 7. THE KATAKANA
,,
SYLLABARY
A. UNMODIFIED KANA
~ ll
r-;.... 27 ·~
~~,
nt ·+ ,_-t •-:..- ~ ~
~
+1 ·4/ ·
tJ
·~·y
.....
·~
Ill
~~~
m
*~
t4 .so.
·~~
,........
~
IIIII 11
n:. he_ m, dl! 9.1. IIi. i.

'
1~ AI~
~ '
7 ~~a A 1. ~
~ VtL
- -fu nu 1&u 811 u
'}F ·t
~n ~· ·~
~- ~ ,;L
'-t.-
ht lilt.
• tt. ...lit ~
B.
1~1
0
.t;r ~ r=t=_ rl-~ )
11l
KANA WITH DAKUTEN AND HANDAKUTEN

..
.110 ~ m ~w ·~~ ~~ IIIII
J!,
0•
J \,_ / \ brt 5''' -+f' fJ''
dA. zQ.
~
to t: \ /. "'
'
+··
'*
.P<- b(. -r~ / .1~ It"
70 7'' / .. A ., 7''
It" b(.
_,. ~ ~ ~
-t_~
~ ~
.. be Tt4 u
J;-''
Je.
,,
;t; ;t-; ~.
1'0 Do do
')'' ::::1
Ul ..1!!_
C. KANA COMBINATIONS FOR Y-FOLLOW-THROUGH SYLLABLES
co t:.'' ~
' ,, ~\
') '' t: - - + -:/ ~
...
'
Co- -
Jrf ~ "( ~ '\? ~ 1' -y .Jc! ~ ~
hMl. cha. sin ~Yil
- + ~ :r
.14 .9Yrl art ~ 111'1l
(:_'' :/,, ~\ t: --
'
') ......''
..::L ..::1- .::::1. .:::L. ;J.. .;1.. ..:::&-
t:o- t:''
..:L _:L ;1. .::::1.
qyll. mru I!Ya ~ siKi Jc}'C{
lm4
..
.1Cl 1'}'q 1lrtj
'
-:/ ~
a
') '
.....
'3
\::: -- 1- ~ ~
3 9 a 3 :1 .3 :3 3 3
P1Q l>Yo fo !IYO 1'1/0 1PfJ'O hyo ~0 clio ~ ~
ExAMPLES OF THE UsE OF GENKOYOSHI

LESSON 1
INTRODUCTIONS
PROBLEM : Simple sentences in Japanese are single independent clauses.

Clause structure must be mastered before the student can produce
natural sentences.
OBJECTIVE: (1) To introduce the basic structure of copular clauses in the

affirmative, negative, past, and interrogative forms.
(2) To call attention to intonation patterns.
SECTION 1. VOCABULARY
Drill
watashi I
wa particle, Subject or Topic

marker
Nihoiij1ii (a) Japanese (person)
-jiii suffix to indicate nationality

47
-r:-t desu the copul-a

1-··1 '/A Doitsujin (a) German (person)
7J1JtJA Ameriitajin (an) American (person
%~ - ::::
sense teacher
student (pupil)
gakuse student (usually university)
you
ka particl-e for interrogat~on
kodomo child
otona (an) adult
hai yes (this word hn.s many shades

of meaning)
-t-5 '
so thus; (just) so
\/)\/);{_ Ie no
-r:r.t .:5.!?~-l:tlv de wa arimasen neg. form of the copul-a

c.n kore this (near speaker)
*n-· - Jv -""' / boru-p en

book
ballpoint pen
;t!v(J."? enpitsu pencil
~lvtllvV."? manneiihitsu fountain pen

iJ~J}. kam1 paper
-t-tL sore that
.:5tL are that (over there)
department store
jid6sha automobile
gakko school
yama mountain
*A small kana appearing above a kanji (or to the right in vertical writing)
is called furigana. The student should learn to recognize these kanji but is
not required to reproduce them.
basu bus
mo also (particle: emphatic)
deshita past form of the copula

.,._
nan what?
Dialogue
Yamamoto Yamamoto (personal name)
SU!nisu Smith (personal name)
Common Expressions
Konnichi wa. Hello! (a greeting used in

the daytime)
SECTION 2. KANJI STUDY
Kan ji (characters) introduced in these lessons are selected from the list of
"Kanji in Common Use" (Joyo Kanji), a total of 1,945 characters prescribed by
the Japanese Ministry of Education and adopted by law in 1981 as the charac-
ters most essential and useful for ordinary communication .
(1) In the kanji list of each lesson, numerals attached to the kanji desig-
nate the reference numbers used in Today's Japanese Kanji, by Shigeko Imada,
Shigeko Inagaki, Masayoshi Hirose, and Noah S . Brannen (Tokyo: Bonjinsha, 1987).
In this kanji reference book, the number of strokes for each character are in-
dicated along with a handy guide to the stroke order.
(2) The new character is introduced followed by the context in which it

appears in the text. The reading of the kanji in context is given in hira-
gana, with the part of the word represented by the new kanji underlined.
(3) Finally, an entry giving a basic reading of the new kanji is included.
At the beginning the student may not find this last entry of any practical
purpose, but gradually he will come to appreciate its importance. Practically
a ll kanji have t wo basic readings: the Chinese (on) reading, and the native
Japanese (kuii) reading. In the kanji list the on reading is given in katakana
and the kuii reading is given in hiragana. The student will soon discover that
while most kanji have only one kuii reading, they have several on readings, de-
pending on context. Also, because of the assimilati on of sounds, a basic read-
ing is altered in some contexts. For example, gaku (in gakuse student) is al-
tered to gak- (in gakko school); -bon (a classifier for long, cyl indrical ob-
jects such as pencils --the same kanji as bon book) has the following readings:
1ppon one (pencil), n1hon two (pencils), and sanbon three (pencils). (See
Lesson 5 for help on classifying kanji by radicals.)
1440 E
1721 - * -
977A
B/-$:A VCf11vt:1v ://
1072 51: 7t;~ -Jtlv:{f\.n -e/
1013~
7t;~ -Jtlv:{f\.n -e-1
194 t #~ -!J~ <-lt\.n jj!/
115
1;s filJ tl.!v t.r. vc
SECTION 3. DRILL
Two types of drills are used in this lesson: Substitution Drill and Question-
Answer Drill. In the Substitution Drill the tutor gives the first sentence
of each drill exercise and the student repeats after him. When t here is more
than one student, the tutor has all students repeat in unison, then individu-
ally. After each student performs, the tutor repeats the sentence once more
to reinforce correct performance before moving on to the next st udent. Final-
ly, the tutor gives the substitution word (cue) and the student repeats the
original sentence substituting the new word in the appropriate slot. For
Question-Answer Drills follow the example given.
Substitution: English Equivalents
l. :bit lAi B/-$:A -r-to I am a Japanese .
~tashi wa~ii. desu. ~

Cues: a) J-'1'./A a) I am a German.
b) 7}1JtJA b) I am an American.
c) 7t;~ c) I am a teacher.
C:
d) ~~ d) I am a student.
e) #~ e) I am a student.
2. S~ittl B/-$:A -r-t-!J~o Are you a Japanese?
~~ desulka? /
Cues: a) J-'1'./A a) Are you a German?
b) 7}1JtJA b) Are you an American?
c) c:E~ c) Are you a child?
d) i>""c ~ d) Are you an adult?

~stion-Answer:
3. Answer the questions in Dri ll 2 in the affirmative.
Q: ~tJ:tz:tl B:2$:A t:-til~o Q: Are you a Japanese?
A: (a) tl0, -t:"5l:-J-o A: (a ) Yes, (that 's ) so.
~ ~ desu. ~
(b) tl0 . . (b) Yes, (I ' m) a Japa-
nese.
~ ~ii desu. ~
\.__
Substitution:
I am not a student.
~tashi wa ~~·\_~
Cues: a) F' 1 '.:1 A a) I am not a German.
b) 7 J 1J nA b) I am not an American.
c) <:.E"t c) I am not a child.
d) 71[;~ d) I am not a teacher.
Question-Answer:
5. Answer the questions in Drill 2 in the negative.
Q: ~ tJ: tz:tl B :2$:A t:-til~o Q: Are you a Japanese?
A: (a) 00;{_, -t:" 5 t:tl ~ .!'J 1-tt"lvo A: (a) No, (that 's) not
~~
.Je, so de wa
-~
~imasen~
,,
~
so .
(b) 00;{_, B :2$:A t:tl ~.!? 1-tt"lvo (b) No , (I 'm) not a

Japanese.
fi, ~ de wa _1I'imase'n. ~
'--
Substitution:
6. This is a book.
~h6n desu.~
Cues : a) ¥ - ;v..--.:: / a) This is a ballpoint pen.
b) Th is is a pencil.
c) 1/V:t:l!Vl}-? c) This is a fountain pen .
d) -!J~Jr. d) This is paper.
7. -1:-tlV:l: *-rV:t ~ 91-t!" fVo That is not a book.
~ hSn de wa ~imas€n .~
\._
Cues: a) -!J~Jr. a) That is not paper.
b) :t!VV:-? b) That is not a pencil.
c) ¥-Jv-""'/ c) That is not a ballpoint pen.
d) 1/V:t:l!Vl}-? d) That is not a fountain pen .
8. ~nV:t 7'/'- ~ -c'-J--!J~o Is that (over there) a depart-

ment store?
!FWa ~to desul ka? }1
Cues: a) t.:c5L-~ a) Is that (over there) an

automobile?
b) -!J~ "? c:. 5 b) Is that (over there) a

school?
c) ~1 c) Is that (over t here) a

mountain?
d) /;:..::z. d) Is that (over there) a

bus?
9. -t-n~ T /' - ~ -c'-J--!J~o Is that also a department store?
~~to desulka? /"'

Cues: a) t.:c 5L-~ a) Is that also an automobile?
b) -!J~? c:. 5 b) Is that also a school?
c) ~1 c) Is that also a mountain?
d) /'A d) Is that also a bus?
Question-Answer:
10. Change the sentences of Drill 6 into questions and answer them.
Q: Is this a book?
A: (a) Yes, (that's) so.
~. i6\....___
desu. ~
(b) (b) Yes, (that's) a
book .
~ ~) h6n desu. -~
(c) . 00;{_ .. (c) No, (that's) not
so.
fi, ~ de wa ~· ~
\_
(d) 00;{_, ( -t-tLtl) 7-fs;:-c'tl (d) No , (that's) not
a book.
<f> !J 1 -lllvo
_fi, ~~dewa~\_ ~
Substitution:
I was a teacher.
~tashi wa ~iCs'~ deshita.~

I;
Cues: a) ~VE a) I was a student.
b) ~~ b) I was a student.
c) <:.c~ c) I was a child.
l2 . <h ts:. t-c tl 51[;~ -c' L. fL IJ~o Were you a teacher?
~~ deshitalka?/
I;
J.+-1.::to
Cues : a) ::r.. Vt: a) Were you a student?
b) ~~ b) Were you a student?
c) L.c~ c) Were you a child?
Question-Answer:
13. Answer the ~uestions in Drill 12 in the affirmative.
Q: <h ts:. t-c tl 51[;~-c' L.f-ciJ~o Q: Were you a teacher?
A: (a) tl0, -t" 5 -c' L. fLo A: (a) Yes, (I) was.
4~ deshita. ~
(b) V:J::(t).. $t~-c' LJco (b) Yes, (I) was a

teacher.
~. :::p~ deshita. ~
Substitution:
I wasn't a teacher.
~tashi wa ~~ de wa ji'imas~ des hi ta. ~

1:
1-1-1~
Cues : a) ::t:.Vt a) I wasn't a student.
b) I wasn't a student.
c) I wasn ' t an adult.
Question-Answer:
15. Answer the questions i n Drill 12 in the negative.
Q: <bf.cfz:tJ: ~~L:' LJz:il~o Q: Were you a teac her?
A: (a) 00;{_, -t"5L:'tl <b.!?1-lt,.Z, A: (a) No, ( T) was not .

L:' lfz:o
j'i, ~'de wa ~imas~ deshita . ~
(b) 00;{_, (b) No, (I ) was not a
tea cher.
L:' l fz:o
~Ie -~
-r.:, ~s~ ~ deshita. " ~
d e wa ~L1mase1\ ·
16. The tutor asks the student for the names of objects , using real object s
or pictures.
Q: What is this?
A: That is a book .
17. The student asks the tutor for the names of objects, using the above
pattern.
Lesson 1 INTRODUCT~I..:..;
ON :.:..:S=---_ _ _ _ _ _ _ _ _ ____:5~5
SECTION 4. GRAMMAR
1.1 . SIMPLE SENTENCES MADE FROM THE COPULAR CLAUSE BASE. This lesson intro-
duces a basic , or kernel, pattern of Japanese sentences to which we give the
label SIMPLE SENTENCE, COPULAR CLAUSE BASE. This means that such sentences are
composed of a single clause (or a single predication) in which the predicate is
oade up of a noun plus the copula (N + desu).
1.1.1. COPULAR CLAUSE: BASIC PATTERN 1. In the example below of Basic Pattern
1 (kore wa bon desu), the word bon book by itself does not make a complete sen-
tence (or predication), but bon desu it is a book does.
Subject Predioate
I [bon] [desu] I (It) is (a) book.
I kore wa I I [hon] [desu] I This is (a) book.
The mi ni mal form is the predicate alone; e.g., hon desu, but this may be expanded
to include a subject (e .g., Kore wa bon desu. This is a book. Sore wa hon desu .
That is a book. etc .) . Remember: the copula (desu) is not the predi cate; the
combination of a noun (e.g. , bon) or noun phrase (as we will explain in a later
lesson) and the copula makes up the predicate element of t his basic pattern .
Unlike English, Japanese does not r equire a verb to make a complete sentence .
The word desu of a copular clause is not a verb. Later we will introduce clauses
in which the predicate slot is filled by a verb, but in another kind of clause
the pr edicate slot is filled by an adjective. A literal translation of the basic
sentence Han desu. would be Book . (Ther e is no article "a" or "the" in Japanese.)
But the nearest English equivalent to Hon desu . is It is a book.
1.1.2. THE SUBJECT IN COPULAR CLAUSES. The first expansion of this simple
sentence type is the inclusion of a subject in the basic clause (see patter n at
1.1.1.). This subject slot, like most slots in Japanese, has a marker--i.e., the
particle wa--which follows the noun (or noun phrase) which serves as the subject
of the clause. Thus Han desu . is expanded to Kore wa bon desu. This is a book.,
in which kore wa is the subject (a noun with the subject-marker particle wa ).
Certain nouns (or what we will call classes of nouns) --namely, Copular Nouns
(introduced in Lesson 2)--do not fill the subject s l ot of copular clauses, though
they do occur with desu to make up the predicate (e . g ., Watashi wa genki desu. I 'm
~ll/healthy., where genki is a copular noun meaning well or healthy). Another
class of nouns (interrogative nouns equivalent to English words like which?,
what?, etc .) never occur before the subject-marker particle wain this pattern.
Interrogative nouns will receive special treatment below.
Whereas in English one rarely speaks a sentence without stating the subject,
the subject is often omitted in Japanese, particularly if it is obvious , or if
either the speaker or the one spoken to is the subject. This feature of Japanese
gives an air of ambiguity to the language, especially for the beginner. But
Japanese is not as ambiguous as it seems at first; there are other signals in the
context which clear up the ambiguity, and the student will learn to recognize
these as he acquires skill in the language.
1.1.3 . NEGATIVE COPULAR CLAUSE. The diagram below describes t he way in which
a simple affirmative copular clause is made negative; i.e., the copula desu is
changed to de wa arimasen. A variant of the negative copula is ja arimasen.
Subject Predicate
1 [honJ [~d;awa ~ arimasen] ] (It) is not (a) book.
I kore wa] 1 [honJ [fd;awa ~ arimasen] ] This is not (a) book.
Some speakers (native of Tokyo) never use the contracted form ja with arimasen
(is not, polite), but only with nai (is not, plain).
1.1.4. COPULAR CLAUSE, PAST. To make a copular clause past the indicative
copula desu is substituted by the past inflection of the copula, deshita:
Subject Predicate
I [h6n] [deshita] ] (It) was (a) book.
I kore wa ] I [h6ii] [deshita] ] This was (a) book .
1.1.5. INFLECTED WORDS. There are two major classes of words in Japanese:
inflected and non-inflected. As the student would expect from his familiarity
with other languages, verbs in Japanese are inflected. But, as the drills of
Lesson 1 show, the copula is also inflected.*
To inflect a word means to change the tense, aspect, or mood of a word by

changing the shape of the word itself. In Japanese this is done by att:
suffix to the basic stem. Thus:
Stem Indicative Past
(Present Tense)
des- -u desu
desbi- -ta desbita
1.1.6. NEGATIVE PAST COPULAR CLAUSE. To change a basic copular clause to

negative past (equivalent to changing English It is a book. to It was not a book.
first make the clause negative, then add the past form of the copula: bon desu
~bon de wa arimasen ~bon de wa arimasen desbita.
*It will be noted that the stem itseZf changes when it is combined with the
past suffix. This is quite common in languages, and in Japanese, though some
word stems r emain unchanged, many words have two or more shapes for the stem.
The change in the stem is due to what is called assimiZation; i.e., the stem ac-
commodates itself to the sound of the suffix. In the case of the past form of
the copula, the fact that the suffix begins with a consonant requires that the
stem end in a vowel, because Japanese is a CV.CV-type language. (Recall that,
excepting the syllabic nasal n and cases of double consonants, every syllable of
Japanese consists of a consonant and a vowel, in this order, or a single vowel,
and no syllable ends in a consonant.) Thus *desta is not a likely combination
since the consonant s would be followed immediately by another consonant t, in-
stead of a vowel, which is normal. (In this text an asterisk before a word indi-
cates that this is not a real Cor correct] form.) For this reason, a vowel i i<
inserted, giving *desita, and the consonant s is changed to sh to "accommodate"
the vowel. The result is desbita, the past form of the copula.(cf. Lesson 5,
Section 4, 5.1.2).
Subject Predicate
I [hon] [~d;awa! arimasen deshita]) (It) was not (a ) book.
I kore wa] I [h6n] qd;awa ~ arimasen deshita] ] This was not (a ) book.
1 . 2. INTERROGATIVE SENTENCES. Making questions is easier in Japanese than i n

English because it is not necessary to change the order of the words or elements
of the basic sentence (cr . It is a book. Is it a book?). In Japanese a quest i on
can be made from a statement simply by adding the interrogative particle ka: Hon
desu . It is a book. Hon desu ka? Is it a book?
Changing a statement into a que stion is a process which takes place on the sen-
~ence level, not clause level. This statement may sound unnecessarily confusing,
but it is necessary to make this distinction because a clause is the raw materiaZ
from which a sentence is made, whereas a sentence is the utterance itself (written
or spoken), with words, accents, pauses, intonation, etc.
There are three important rules used in forming interrogative sentences:
(a ) Add the interrogative particle ka at the end of the sentence;

(b) Give the utterance a rising intonation~;
(c) If an interrogative word such as d6re which is used as subject, change
the subject-marker particle toga (e.g., Dore ga anata no hofi desu ka?
Which is your book?--see Lesson 2).
1 . 3 . DEICTICS. There are several series of words in Japanese which are roughly
equi valent to English demonstrative pronouns (this~ that~ etc.).
~
Near the Near the Distant Interrogative
Speaker Addressee ( "Known" t o
both Speaker
and Addressee )
Deictic Particle kono this sono that ano that dono which?
(demonstrative;
attributive)
Noun (independent) kore thi s sore that are that dore which?
Adverb (locative) koko here soko t here asoko there doko where?
...
JAdverb (manner) ko in this so i n t hat a i n that do in what
m:znner manner m:znner m:znner?
There are three features of these series wh ich should be noticed:
(1 ) Each series has the same characteristic initial sounds.
(2) Kore this refers to something near at hand, i.e., near t he speaker. Sore
t hat r efers to something nearer the addressee than the speaker. Are that refers
to something distant from the point of view of both speaker and addressee (cf.
"that yonder" in certain American dialects). This gradation in t he not - near-the-
speaker category is not found in English (though it is possible t o disti ngui sh
between "that" and "that over there," or "there" versus "yonder" ) . I t appear s
impos s ible to define the line between sore that and are that over there~ but the
following hypothetical situation may help to clarify the distinction somewhat :
Two people are seat-

ed in a room, talking.
There is a book on a
table beside the chair
in which speaker A is
seated. Through the
window a mountain can
be seen in the distance.
In this situation, speak-
er A would refer to the
book as kore this, but
speaker B would refer to
it as sore that. Both
speaker A and speaker B
would refer to the moun-
tain as are that over
there .
The series ano, are, asoko has another important use which appears t o be
directly opposite to the use which we have explained thus far; i.e. , these words
can be used to indicate things or events which are familiar to both parties in a
conversation (but not immediately at hand). For example, speaker A might say to
speaker B, Are wa Tanaka-san deshita. That was Mr. Tanaka. 3 meaning That feZZow
who was just here . . (This use of words to point to "known" or "shared in-
formation" belongs to a phenomenon of language which Charles Fillmore calls
deixis.)
(3) The Noun series (kore, sore, are, dore) is not used immediately preceding a
noun. To say this book in Japanese, the Deictic Particle series, kono, sono, ano.
dono, is used; thus: kono bon this book3 etc.
1.4. INTONATION PATTERNS. Intonation is characteristic of all speech. In fact,

we cannot speak without intonation . Intonation is the means by which an individu~
speaker is able to insert his own attitude, feeling, intention, reaction, and so
forth, into the language system of his culture.
This does not mean, however, that intonation patterns are created by each speak
to suit his own fancy, irrespective of other speakers of the same language. If
this were so, intonation would be unintelligible and useless as a means of verbal
communication. Intonation patterns, like the sounds of a language, are establish
by the culture group as a whole.
Thus it is that certain patterns which we will call PRIMARY INTONATION PATTERNS
become associated with a spoken language and become an integral part of it. There
is an intonation to show that the speaker is through speaking, or not t hrough; t h
he is asking a question; or that he is surprised, relieved, sympathetic, and so
forth . The language cannot be spoken properly without the use of these intonatio
patterns. Nor is it possible to speak a language properly by superimposing intona
tion patterns brought over from another language and culture.
In the drills of this lesson, we have marked the intonation contours by conven-
tional symbols. There are four distinctive voice levels relating to intonation:
low (1), mid (2), high (3), and extra-high (4). These levels are all relative;
i.e., each speaker will use his own set of four distinctive voice levels for into
tion, so that these levels do not match, for example, notes on t he piano.
Primary intonation patterns of Japanese are of the following four types:
(a) ~ FaZZing. From level 3 to level 1, marking the end of a sentence .

( b ) / Rising. To level 3, indicating that the sentence is a question or

emphatic. (Note: Under certain conditions a question sentence may
have falling intonation, as in the Dialogue of this lesson. )
(c) ~ Non-terminaL. Contour ending at level 2, indicat ing that the state-
ment is not finished.
(d) !I ExcLamatory. Either falling sharply to level l , or rising t o l evel

4, with a great contrast of tone level, indicating excitement, anger,
intense concern, fear.
FaLLing intonation (~) does not differ essentially from the equivalent pat-
;ern in English. Note, in this lesson, how word-accent affects the shape of the
Lntonation contour on the end of a sentence.
Rising intonation (~), as in questions, at the end of a sentence in Japanese

is different from the rising intonation pattern of English . Whereas in English the
speaker begins to raise the pitch gradually over several words toward the end of the
sentence, in Japanese the usual pattern is to raise the pitch only on the final ka:
~ desu\ka? / Is it a book?
Non-te~inaL intonation (~). In the Controlled Dialogue of this lesson, the

greeting
~nichi wa. ~ Hello!
illustrates the non-terminal type of intonation. Such an intonation indicates to

t he addressee that the speaker has not brought his speech to a conclusion lthough
he may actually break off his speech at this point). Though the above example is
exceptional, since it represents a greeting which means AS for today . . . ~ it is
easy to imagine that such a greeting originated in a complete sentence (a comment
on the weather?), the latter part of which has dropped out in current usage, leaving
Konnichi wa. HeLLo!
ExcLamatory intonation (~ ~) in Japanese has certain distinctive characteristics

not found in English, but we reserve treatment of this pattern until later.
SECTION 5. DIALOGUE
The Dialogues of the first few lessons are for memorization. They should be
previewed by the tutor on the day before they are to be used so the student will
have the advantage of hearing them correctly produced before he begins to memorize
them. In class the student will be called on to participate in the dialogue with
the tutor or with another student.
The dialogue should be controlled, but this does not mean that there can be no
variation. The control is placed on the patterns and vocabulary to be employed in
the dialogue . The student should be permitted to "try his wings," but he should
not be allowed to use patterns not yet introduced, nor should he be content to use
only patterns of previous lessons at the expense of failing to concentrate on the
patterns under study.
Today, Japanese is written both in the traditional manner, i.e., in vertical lines
f rom top to bottom (beginning at the right), as well as in the "western" manner,
i.e., in horizontal lines from left to right. To help the student to become f amil -
iar with both forms we present all the Dialogues in horizontal lines and most Read-
i ngs in vertical lines . Punctuation conventions · (such as the comma ) and arabic
numerals (as well as direct quotations from languages using romanized alphabets}
ar e more readily accommodated by the horizontal style of writing.
SECTION 5. DIALOGUE
~£" Cb C : L./vVL ~Vi o

;z ~ ;z : L.lvVL ~Vi o
~£"tc: ~ tJ: tz:. Vi $~"t:-t1J~ o
;z~;z v. V.;{_' $~-rr.t ~ i'J 1~/v v ~ tJ: tz:. Vi ?
~;ttc :btz:.lr.t $~-c""to ~ tJ: tz:. Vi $'[;~-c"-tiJ~o
t.!:V., -t:? -r-t 0 ~ tJ: tz:. Vi B =*A t:-tiJ~ o

~ ;t Cb c : Vi V., B =*A-r-t o ~ tJ: tz:.r.t F' 1 'Y A -r-t-tJ~o
;z ~ ;z : V.V.;{_, F' 1 'Y A "t:V;t ~ i'J 1 ~ lvo 7} 1) 7J A -r-;- o
~ ;t Cb c : -t:? -r-t-tJ~ 0
Ya.rrwnoto: !gnnichi wa. ~
SUmisu: Konnichi wa .
--/
~
Yamamoto: ~~,/I
SUmisu:
Yamamoto:
SUrnisu :
Yamamoto:
SU!nisu:
Yamamoto:
English Equivalents
Yamamoto : Hello.
Smith: Hello.
Yamamoto: Are you a student?
Smith: No, I'm not a student. (Are) you?
Yamamoto : I am a student. Are you a teacher?
Smith: Yes, I am (tit., it is so). Are you a Japanese?
Yamamoto: Yes, (I am) a Japanese . Are you a German?
Smith: No, (I'm) not a German. (I'm) an American.
Yamamoto: Is that so?
SECTION 6. READING
15 10 5
~) 1J ~ t~ ~ ~ ~ L.
-::>
•8 I I Jtn-rn
~) :tt ft\_,) 1ttc tt-k0 tJ: ;f.. ~) h-J #- r-:.. :J t:
X.b v~ ' -( tj tJ: t:i ~) ;\-~) t;t -r._·· G 1} L
' .::t1 , -r *- r~ ~~ Lj: 1J L:l
*- ;k_ ') jJL~O]" ;}-;f.. -1- tjJ) t-.•. ~j. ~
~lv lv
u-r
.. 0 -('
i
-r..·' -{ ~ -&J tt -( 8
tt'CA
~;1. -:J 1: t.J~ ~;J. i• i··L o 1 1' f) l!-. t;l ~
A
~~ ~
-:J..
.. -t "/:J.
~-c -c 0
~ -(
~v1 10 f) L
0
}... l)
-( 1J /v o I) -t
~ ~ 0
~ t.J: -tt -tA

ol
0
-tt
lv lv lv
tJ 1
(}. 0
0
-:J.. jJ)
fo_~ 0
-c t-:. L
10 lei
FiZZ in the bZanks:

1. btz:. L. _ B :<$:A _ o
2. ;ht~fc:.. _ 7 } 1) tJ A _ o
3. .:r:n
4. <::h.-- fPJ- 0
5. bt-c. L. _ r1 ';I A -rr.t _ o
Change the foZZowing sentences to the fo~ indicated in parentheses:

6. ;b tc:.. L.Vi %~ -r -t 0 (Negative)
7. ;ht~ f-c.Vi B :<$:A-r-to (Question)
8. th:h.-Vi 7 /' - ~ -r-t o (Negative)
9. ;ht~f-c.Vi $~L.'-:t"o (Past)
10 . ;b f-c. L.Vi L C ~ L.' L.fc:..o (Negative)

Express in Japanese:
11 . I am a student.
12. That is a book.
13. This i s not a fountain pen.
14. Were you a teacher?
Add accent marks to all the above .
............. "';"";"'"_-; - _- - ....

- - -···- - -- - ··- - ----------- - --
SECTION 8. VOCABULARY ENRICHMENT
Nan desu ka!

Q. 1.., .::· t l;t fnJt·t~\ 0 What is your occupation?
1± Jfi t.,.::'t occupation

A. ( b t:. 1.., l;t) "' A, .::· l.., TTo I am a lawyer.
_,
~:;':/:::.7 ;{ A, 0 1.: &;) engineer
4H±J!t tJ} \t) 1.., ~ \t) A, company employee
$'i.x"B tJi \t' 2? jJ} A, diplomat

~~(lifi ~1-?l.... teacher
-..
iH~J!i ;:?ut-,A.- government employee
.....
.:E~ L,~J, housewife
-,
~Mg2~ 1..,.4.,~/\J~ 1..,~ news reporter
m~~ 'J ~ ? tJ) <i! \t' overseas' student

Q. Excuse me.
A. What is it you want?

Q. I'm looking for the station.
Q. What is that?
Q. What is that called in Japanese?

A. This is a kakejiku (scroll).
Q. What's the matter?
A.
Q. When is the concert?
A. What?
Q. ( Louder) I said, "When is the concert?
Q. fnJt' t ~\ 0 What do you want?

A. :I - 1::: - *Q) tJi ,a; 1.., \t' .4., T "9 tJ>. o I 'd like some coffee beans .
SECTION 9. SELF TEST
This section is provided to assist students in individual study. Complete the

test after you have finished the lesson, then check your answers with the Answer
Key, Appendix 4.
I. Write kanji on the line, hiragana or katakana in parentheses.

1. v t:. tAt ··e 9 o
tJ>. <it~'
2. -f tl,~;t_'"C'' 9 0
';J; ,\_
3. ~ t;t t:. 'j: '"(" 9 'IJ~ 0
t: t;J; XI C XI
4. ~n,,;t bus '"C''9'1J~o
(-)
II. Fill in the blanks.

1. ;:: n. ~;t if--Jv~Y ___ o
2. ;:: ,\_ ~: 'tj __ o

3. A: ~ t;t t:. 'j: :S'G 1:.
B: ~'~';it , :S'G1: 0
4. A~ A~ A-';t 7 ;1. 1) tJ .A
5. -fn fiiJ 0
III. Change the following sentences to the for• indicated in parentheses:

=?
1. ~n,,;t ~f3( T9 o (Negative)
2. ~ t;t t:. 'j: 1:fl'"C''9o (Question)
3. ~ t;t t: ~j: ;:: .t· 'b -r·9 0 (Past )
4. b t:. ~ 'j: 13ti;t'"C"9o (Negative Past)
IV. Express in Japanese.

1. A: Are you an herican?
B: No, I'm German.
2. A: Are you a teacher?
B: No, I'm a student.
LESSON 2
YOU AND ME
PROBLEM: One class of nouns in Japanese functions much like the adjective in
English; e. g. , as kind in he is kind; the kind m:xn.
OBJECTIVE: (1) To introduce copular nouns.

(2) To introduce levels of politeness in asking personal questions.
Drill
7C~ ( t.r../l(L ) * genki (na/ni) well; healthy (-ly)
ti. ~ t:. .t ? ~ ( t.r.. ) daij6bu (na) all right; fine; O.K.
0 1 ( t.r.. ) hima (na) free; free time; leisure
~ J. ? ( t.r../ 1(L ) Hyo (na/ni) skillful; dexterous (-ly)
~~ byoki sick (note that byoki is not a

copular noun)
,
sumato (na/ni) slender; stylish (e.g .• stylish
in d.Pess)
vt ~ ( t.r.. ) kechi (na) stingy; miserly
tJ. "? L.lv ( t.r.. /l(L ) nessh1n (na/ni); enthus iastic ; earnest (- ly)
nesshin (na/ni)**
~ :h~ ( t.r.. /l(L ) k1re (na/ni) pr etty; nice looking
-t-<D so no that (near the person addressed)
A hi to; - - hito*** person
j:,~~ L. ~ ~ lv o-isha-san (a) doctor; physician (o- is an

honorific noun prefix; -san is
an honorific suffix)
kangofu-san (a) nurse
*Copular Nouns take na in the pre-noun attributive slot (e . g., sh1nsetsu na hito
a kind per son) and ni when used adverbially (e , g. , shinsetsu ni kindly).The " (- l y
entry in the English column indicates that the word may be used adverbially .
**Some words can be accented in more than one way. Usuall y it makes no differenc1
but in some cases the function requires a change of accent (see Sound Patterns, Uni ·
5, Section 2 , p . 35) .
***Some nouns change their accent when modified.
65
kono this (near the speaker)
kata person (PoUte)
sh1nsetsu (na/ni) kind (- ly)
hey a (a) room
{j!~U Ct.r. ) henri (na) convenient; useful; suitable
/G{j! ( t.r. ) fuben (na) inconvenient; unsuitable
lfiJ~ ( t.c.//fL) sh1zuka (na/ni) q_uiet ( - ly)
if_ tb ( t.r. ) dame (na) not good ; no good
1 ? <I? ( t.r. ) makkura (na) pitch dark
tb<D a no that (over there [distant from

both the speaker and the person
addressedJ)
who?
Yamamoto Yamamoto (personal name)
---san Mr. /Mrs. /Miss (noun suffix used

principally with names ) (Hon. )
donata who? (Polite)
dono whi ch/what?
ga particle, Subject marker

Dialogue
o- Honori fie noun pre fix (e. g. ,

o-genki)
a an exclamation
ne sentence-final particle : not

emphatic; tag question
..e yes (indicates affirmation or
consent)
t okorode by the way; however (sentence

connector)
yo sentence- final particle: emphat-:
an interjection
White (personal name)

~
mo already
48 7 -
1C 7C~ vflv~ J//
266 )$_
~ 7C~ vflv~
1572 ~
~~ u .J.: 5~ ~: 3 9
1669 '-}j --:--,
j=j 7J~ fr:_ 7J~ fr:_
1655 1l. 00::5t!J ~lv!J """-/

1856 ~lJ
f}!;5flj ~lvJ2.. 1)
1586
/f ~00: ~-"'lv 7
667
~ Lit;$: ~j ~ c ~j
New Readings
*: ~lv (1) 977 A: B;$:A VU"ilv ~lv ( 1)

*
1721
Lit;$: ~"i~c A u-e:
SECTION 3. DRILL
Follow the instructions for performances of Substitution and Question-Answer

Drills given in Lesson 1.
Substitution: English Equivalents
l. :bk LAi 7C~--r"to I am well/ healthy.
Cues: a) tel.!> L: .J.: 5 ~ a) I am all right.
b) lJ-j b) I am free. I I have free

time.
c) ~X? c) I am dexterous / skillf ul.
d) ~~* d) I am sick.
*Byoki is not a Copular Noun; i.e., it takes no instead of na i n the pr e- noun

attributive slot (e.g., byoki no hito a sick person) .
68' JAPANESE BY THE TOTAL METHOD
2. tdc ltl .A7-r""Etl ~!?"£-!th-o I ' m not stylish/slender .
Cues: a) vt~ a) I ' m not stingy.
b) tl?lh- b) I'm not earnest.
c) ~ttl./) c) I'm not pretty.
d) ~~ d) I'm not sick.
3. ~t.tktl ?}"£ ""E-ttJ~o Are you free? I Do you have

free time?
Cues: a) ~J:5 a) Are you skillful/dexterous?
b) ~~ b) Are you sick?

c) 7C~ c) Are you well/healthy?
Question-Answer:
4. Answer the ~uestions in Dri ll 3.
Q: ;bfJ:ktl lf'£""E-1"1J~o Q: Are you free?
A: (a) tl0, [}"£ ""E-!"o A: (a) Yes, (I'm) free.
(b) No, (I'm) not free.
Substitution:
c
5. -t"-0Atl !:£~L'""to That person (or he/she) is a
student .
Cues: a) ~!:£ a) That person is a student.
b) :J:."'0l~~h- b) That person is a doctor .

c) tJ~h-c~~h- c) That person is a nurse.
d) 7ft;!£ d) That person is a teacher .
6. L.07Jtl F' 1 '/A ""E""to This person (Polite) (or he/she)

is a German .
Cues: a) B:<$:A a} This person is a Japanese .
b) :J:..,.c t.t b) This person is an adult .

c) 7ft;!£ c) This person is a teacher .
d) 7J.lJ7JA d) This person is an American .

7- -t-V At!: l~~~ -r l f-co That person (or he/she) was

kind.
Cues: a) ~J:? a) That person was skillful/

dexterous.
b) fflg~ b) That person was sick.
c) ~:h.V> c) That person was pretty.
d) h-::>l~ d) That person was earnest.
8. <:.CD -"~tl: 1£5¥U -r -to This room is convenient .
Cues: a) ::ff£ a) This room is inconvenient.
b) '-' -r tJ~ b) This room is quiet.
c) tOb c) This room is no good.
d) 1-::>(l? d) This room is pitch dark.
Question-Answer:
9 . (a) Q: if> CD A Vi fi:h. -r-:t-75~ 0 (a) Q: Who is that person (or

he/she)?
A: i.f>CDAtl: ( llJ:<$:) ~~-r-t"o A: He/she is Mr . /Mrs./Miss

(Yamamoto).
(b) Q: if> CDjJ Vi ct£. f<:_ -r-ttJ~o (b) Q: Who is that person (Po-
Ute)?
A: i.f>CDjJtJ: (A~ A) ~~-r-t"o A: That person is Mr./Mrs./

Miss (Smith) .
10 . Q: c. co"JJ-tJ~ Llr<$:~ ~ -r-tn~o Q: Which person (or who) is Mr./

Mrs./Miss Yamamoto?
A: (a) <:. CDn1J~ Llr<$:~ ~-r-t"o A: (a) This person (or he/she)
is Mr . /Mrs./Miss Yamarr.oto.
(b) <:. CDjjiJ~ -t- 5 -r-t"o (b) This person is.
(c) <:.cojJ-r-t"o (c) This person.

SECTION 4 . GRAMMAR
2.1. NOUNS. Nouns are generally considered to be noninfl ected words in Japanese,
and this is true fo r most nouns. However, there are classe s of nouns which take
affixes-- suffixes, prefixes, or both. Noun affixes are t r eated in a later section,
but it should be noted here that Japanese nouns are not inflected for gender (there
are no femi ni ne and masculi ne nouns) or number, the only exceptions being pronouns,
nouns designating people (e . g., kodomo-tachi children), and a limited class of
nouns which take redupl~cation (e.g . , yama-yama mountains or every mountain) .
Ther e are no case suffixes , but nouns are marked for "case" or function or role in
the sentence by particles i n postposition (as wa mar ks the subject in Kore wa h6n
de su . This is a book. ). Noun classes include: (1) ordinary nouns--bon book;
(2) honor ific nouns--o-isha-san doctor; (3) interrogative nouns--da r e/donata who?;
(4) pronouns--watashi I , anata you , kore this, sore that ; and (5) copular nouns--
genki well/healthy. Other classes or subclasses will be treated in a later sectio
2.1.1 . COPULAR NOUNS . The noun geDki well/healthy represents the class of copu-
lar nouns. Nouns of this class are usually translated by words belonging to the
adjective class in Engli sh: henri handy/convenient; fuben inconvenient; sh!zuka
quiet; sh!nsetsu kind. But these nouns are distinguished f r om adjectives in Japa-
nese because adjectives take inflectional suffixes and the se do not.
Copular nouns have certain characteristics in common which distinguish them from
ordi nary nouns:
(1) When they occur i n the pr e- noun attributive slot (when they modify another
noun) they t ake na , the att ributive form of the copula; e. g. , genki na hit6 (a)
healthy person; befiri na han (a) handy/useful book. Ordinary nouns and pronouns
take no i n this usage: byoki no hito (a) sick person; watashi no han my book.
(2) They are used as "adver bs of manner , " taking the Manner particle ni : sh!-
zuka ni quietly; sh!nsetsu ni kindly.
(3) Most of them are not followed by the particle wa .
2. 1 . 2. PRONOUNS. Pronouns, in Japanese, do not have nominative and objective

cases as in English ; i.e., I 3 me; he 3 him; she 3 her. Neither i s there a possessive
form such as we f i nd i n Engli sh hie book. Pronouns, in Japanese, behave very muc~
like nouns (e.g., gakk~ no h6n [a] school book; watashi no h6n my book) .
(1) Demonstrative Pronouns . The equivalent to what has traditionally been

called "demon strat i ve pronoun" in English is the series kore, sore, are , and dore,
which we have i dent i f i ed a s DEICTIC NOUNS (see 1.3.). The plural suffix for t hese
nouns (or pr onouns) i s - ra: kore this, korera these; sore that , sorera those; are
that, arer a those.
(2) Personal Pronouns . Si nce Japanese personal pr onouns have no nominative and
objective case d i stinct i on (such as I/me, he/him , etc.), and since they funct i on
in slots filled by nouns, they are considered to constitute a class of nouns whicH
take plural suffixes. The suffi xes for personal pronouns are shown as follows:
watashi I, watash!tachi we ; anata you, anatagata you (pl ural) ; kare he , karera
they. (Other forms such as watakushid6mo we and the masculine b6kur a we occur.)
Japanese has an abundance of pronouns (20 to 30, dependi ng on how many dialect~
forms are admitted), allowi ng for various shades of meaning , including masculine,
femi ni ne, young, old, vulgar, neutral, polite, honorific, formal, literary , etc.
Thi s abundance itself attests to the peripheral status of per sonal pronouns in the
grammar. Actually -the speaker avoids using pronouns unless they are essential to
clear up ambiguity . . Special verb forms and honorific nouns are used to carry the
meaning of second and third person, and humble expressions indicate the speaker.
2.2. INTERROGATIVES. The interrogatives dono which, dore which, and doko where
were listed at 1.3. Lesson 2 introduces two forms of the interrogative used to
indicate people: dare who (plain), and donata who (polite). Note the characteris-
tic d- at the beginning of such words.
Use of an interrogative word in the subject slot alters slightly the basic pat-
tern for interrogative copular clauses, as follows:
Subject Predicate
(a) I kono kat a wa) I Yamamoto-sai'i desu] I ka )? Is this person Mr . Yamamoto?
(b) I dono kat a ga] I Yamamoto-sai'i desu] I ka )? Which person is Mr. Yamamoto?
(c) I donata ga] I Yamamoto-sai'i desu] I ka 1? Who is Mr . Yamamoto?
When the subject slot includes an interrogative word (such as the deictic particle
dono or the interrogative noun donata) the slot is marked with the particle ga in-
stead of the usual marker wa. In the answer to (2) and (3) in which the subject
includes an interrogative word, the marker ga is retained:
Q: Dono kata ga Yamamoto-san desu ka? Which person is Mr. Yamamoto?
A: Kono kata ga Yamamoto-sai'i desu. This person is Mr. Yamamoto.
Thus, when an interrogative is used in the subject slot of a copular clause it
s erves to focus the subject; i.e., to make it the important part of the sentence.
For focus on the subject in copular clause constructions, t he particle ga (instead
of wa) is used. (Note that the interrogatives dare/d6nata are never used as rela-
tive pronouns as English who is used in expressions such as the man who came to
dinner.)
2.3 . DEICTIC PARTICLES (see also 1.3.). There is a small class of deictic parti-
cles· (sometimes called "determiners" or "demonstratives") which is limited in dis-
t ribution to a modifying slot before a noun; e.g., kono hoff this book; ano heya
that room. These words can never be used (as nouns) in such slot s as subject or
object; i.e., they cannot be followed by "case-marker particles" wa, ga, o, etc.
The ent ire list of deictic particles is given below:
DEICTIC PARTICLES
kono this koiina this kind
sono that (near) soiina that kind (near)
ano that (distant) anna that kind (distant)
dono which? donna which kind?
aru a certain
If one wishes to use "this" as subject (e.g., This is a book) he uses kore (Kore
wa hon desu This is a book.), but "this book" is kono hon.
2.4 . LEVELS OF POLITENESS. Though the Japanese language is changing, as all

languages do, there remain a number of polite forms and expressions which have no
fo rmal correspondents in English. And there are several levels of politeness!
Of course one can be polite in English, but the linguistic structure for pol ite-
ness in Japanese is quite a different system.
The treatment of "honorifics" is reserved for Lesson 31, but certain features,
relative to politeness, are illustrated in the drills and conversation of the
present lesson:
(1) The head sentence of each drill is given in Polite Style (called, by some,
the "masu-desu style"). This style will be followed throughout the basic course,
because it is a style of speech especially important to the non-native speaker,
since it is used in ordinary, non-intimate, somewhat formal communication.
Characteristic of the Polite Style is the nature of the predicate: for copular
and adjectival clauses, the predicate ends in desu, deshita, etc., i.e., the
polite form of the copula; and for verbal clauses the predicate (ver b) ends in
-m8su, -m8shita, etc., i.e., the polite form of the verb.
(2) For spoken Japanese we identify three significant levels of politeness

(though subdivisions in each level may be recognized). These are: (a) Plain--
when the relationship between speakers is intimate, or when the situation does
not call for deference, or between men of equal status, among students, etc.;
(b) Polite--in somewhat formal, non-intimate communication, when the relative
status of speakers is unknown; and (c) Honorific--"status-conscious" speech, show-1
ing deference to others and deprecation of self.
(3) The primary distinction between polite and plain styles is, as explained
in (1) above, the form of the predicate. However, as in English, certain words
are considered to be more polite than others. For example:
Polite Plain
D6nata desu ka? Dare desu ka? Who is (it)?
ano lead an6 hito he/she (Zit., that person)
One class of nouns--Honorific Nouns--take honorific affixes o- and/or -san (or
variants of these affixes). Such forms are used in polite speech. For example:
ocha tea; o-isha-san doctor; Tanaka-san Mr . Tanaka. The suffix -san (or -sama in
the honorific style) is used with surnames (other than one 's own) and is equiva-
lent to Mr., Mrs., Miss, or Master in English. However, as the above illustratio
(o-isha-san) shows, this suffix is sometimes attached to other nouns to show r e-
spect. Certain words--notably, common items connected with everyday living--are
never spoken without the honorific affix: e.g., goban rice/a meal, where go- is a
variant of the honorific prefix o- .
2.5. SENTENCE-FINAL PARTICLES. A unique feature of Japanese sentences (especial:

spoken Japanese) is the final particle which often carries the significant intona-
tion of the sentence. In Lesson l, the final interrogative particle ka was intro
duced. Sentences ending in ka are doubly marked for interrogative: (a) by the
final ka, and (b) by rising intonation (though the rising intonation is optional
when the final particle ka is present).
In Lesson 2, two new sentence-final particles are introduced: ne and yo. These
two particles (and their variants) function much like ka. The sentence-final par
ticle ne, it appears, is very similar to the particle ka in that it indicates a
question. Actually ne carries quite a few meanings, but it can perhaps be grasp _
first as the equivalent of English "tag questions ." That is, often ne doesn't
really mark a question, but rather is spoken to elicit the consent of the one spo
to, or to confirm one's own statement:
Kono heya wa sh!zuka desu ne. ~ This room's quiet, isn't i~.
Sentence-final particle yo is added to emphasize one's statement. I n most cases
this particle cannot be translated into English. Occasionally yo can be reproduced

in written translations by underlining and in speech by stress (or intonation):
Ano kata desu yo.~ That person (over there).
The particle ne can be understood as a nonemphatic particle (in contrast to yo),
serving to soften, somewhat, a statement.
Howaito-san wa byOki deshita ne. ~ Mr. White was sick, wasn't he?
Both ne and yo are used at the end of exclamatory utterances. In such cases they
are often lengthened to n~ and y~, respectively, and the intonation contour is
marked for a greater span of tone change (from level 4 to level 1, or vice versa).
The intonation on the final particle yo carries important meaning: If yo is

spoken with falling intonation ( ~ ) it adds the meaning of "insistence" or some-
t imes "resistance . " With rising intonation _;?/) yo indicates t hat the speaker
is instructing or informing the listener.
There are numerous sentence-final particles, many of which are characteristic of

particular dialects . * Some particles (such as wa) are characteristic of women's
speech, while others (such as ze) are characteristic of men's speech.
*Interested students are referred to Yoichi Fujiwara, The Sentence Structure

of Japanese, translated and edited by Noah S. Brannen and Scott J. Baird (Univer-
s ity of Tokyo Press, Tokyo, 1973) .
SECTION 5. DIALOGUE
Ill *: C: (/_) '"'- -tr' Vi l f iJ~ l: -t t.l o

A ~ A : ;{_;{_ , -t" 5 l:i'"t.lo
Ill *= cc6 "L'\ ~(J_)J]VJ: [tJ:.k.. -c-tiJ~o
A ~ A : EV J]l:-tiJ~o
Ill * : (/_) ~ Jj -c-t J:. 0

A ~ A : ~~ , ~ V "JJl: -tiJ ~o th V"JJVi rl\ 9 1 ~ c; ~ l:-j'- J:. o
Ill *= t-91~-c;~V;t m~l:L-kt.l o
A ~ A : :{_:{_, m~ l: ltz:o
Ill *: ~ 5 7C~ l:-t"iJ~ o

A .::: A : ;{_;{_, ~ 5 tc0 1.:. .t 5 ~l:-j'- o
Yarrr:unoto: *isu-saii, ~~ ,/7
SUmisu: A, _::¥amoto-saii, ~nichi wa. ~
Yamamoto: ~ 4zuka desu ne. ~
SU!nisu: ~t. ~q desu jne. _/1
Yamamoto: ~ ~ ~ata desujka? ;;f
SU!nisu: *o ~desujka? ,;7/
Yarrr:unoto: .1lo katal desu yo . ~

SUmisu : X{_ .fo kata~desu ka. ~ ~ ~to-saii desu yo.~
Yarrr:unoto: ~ ~oh de~hita jn;. _;?'/
SWnisu: 1,
\:_ ~
byoki dThita . ~
Yamamoto : \~ --v..,.. ~ A--··
M<tgeii~ka? _/{ c
SUmisu: ~{. ~§~~bu desu. ~
English Equivalents
Yamamoto: How are you, Mr . Smith (lit. 3 Mr. Smith, ar e you well)?
Smith: Oh , hello, Mr. Yamamoto.
Yamamoto: This room is quiet, isn 't it?
Srrith: Yes, it is .
Yamamoto: Say, who is that (person over there)?
Srrith: Who?
Yamamoto: That person over there.
Smith: Oh, him (that person)? He is Mr. White.
Yamamoto: Mr. White was sick, wasn't he?
Smith: Yes, (he) was sick .
Yamamoto: Is he well (now)?
Smith: Yes, he's O.K. (now).
SECTION 6. READING
15
FiLL in the bLanks:

L :btz: l (}"£ 0
2. ~(()A ~fLl,/) ~ .b "i1th,o

3. ~<Djj tzt:t.tc 0
4. L. (()jj tl-?1..-!v-c'-t 0
5. c(()75 ;t ? 1 ~ L"-t 0
L.(()jj ;t? 1 ~ L"-t 0
Change the foLLowing sentences to the fo~ indicated in parentheses:

6. ~t~fr_Vi ~~L" -t"o (Negative)
7. :btc !..-Vi (}"£-c'-t"o (Past )
8. L.075Vi LLJ:<f;:c; A, L"-t 0 (Negative )
9 - ~<D "'-~Vi "£ "? ( GL"-t"o (Question)
10 . .7c(()jjVJ: l h,1t-::) -c' -t 0 (Negative Past)
Express in Japanese :
11. I am sick .
12 . That room (over there) i s no good.
13. This person is pretty .
14. Who is the person over ther e?

He is Mr. Smith.
Add accent marks to aZZ the above .

Daily Greetings
(Useful Expressions from Unit 1, p. 13)
;:: h.. ~:: t:d;t 0 Hello (in the daytime).

tH;t .t -5 ;:· ~- ~' *9 o Hello (in the morning).
;:: h.. ~i h.. ~;t 0 Hello (in the evening).
l5 {.> 9}]. ~ ~ ~\ 0 Good night.
How are you?
Fine, thank you.
How are you? (or, Has there been any
change since I saw you last)?
Thank you (for asking).
A. G'"'J:fH' L-*L-f::o Oh, I'm sorry.
B. t "-5 ~,f::L-*V"Co Think nothing of it.
A. L- -:J tL ~' L- * 9 o Excuse me (I want to telephone) .

B. C:" -5~o Please (go ahead) .
A. ~,t-5~6o Good-bye.
B. ~,t-5~6o Good-bye .
Copular Nouns with 'TEKI'
individual (-ly)
1±~89(~1 ~::) l,.{>;bl~'"( ~(~I ~::) social (-ly)
·-··-·····-··--···-············-····················-······-·-······-·····-·-·-····-···-·-············-·······--·--·-···········--···--·············-·····--··---··········--·-······-···-·--···-····
~ill 89 ( ~ I ~::) ~ {> --:> :IJl h.. "( ~ ( ~I ~::) obj ec ti ve (- 1y)
subjective (-ly)
ll~89C~I ~::) ~1 h.. t -:J 'l ~ C~ I ~::) actual (-ly)

J~f:*l{ 89 C~I ~:: ) I)~ -5 "(~(~I ~::) ideal (-ly)
SECTION 9. SELF TEST (For answers, see Appendix 4.)
I. Write kanji on tbe line, biragana or katakana in parentheses.

1. &5 0) ~ ~ ~;J: -c '9 0
( ) V'J:"?~
2 . &5 0) ~;J: -c '9 0
rrtm
3. JIG ~ ~;J: ~ ,{.. -c '9 0
( ) {5£'bt
4 . ;: 0) "" ~ ~;1:
,b.~'(,{,
-c '9 0
5. Smith( ) White( )
II . Fill in the blanks.

1. Q: ·t=: n_m ~ -c LJ: 0
A: ;f\'711-~h.. m ~-e ~t:o
2 . Q: t' 0)"-~ V91F'C'9 0
A: ;:0)"-~ t-? 0
3. Q: J'f;~ ~h.. it -:J _ _ __ 0
A: ~;1:~,, - - - - - - -
4. Q: ~~ tJ-:> ~,{.. _ _ __ o
A: ~' ~' ;'t, - - - - - - - -
II. Rewite each sentence in negative and past polite forms.

l. -tO))d;l: ~~ ·t-to
Negative
Past
2. -tO)}d;J: ~h..it-:JTTo
Negative
Past
3. b t: ~ ~;J: V'iJ':""CTo
Negative
Past
4 . ""~ ~;J: ~ n ~' ·c -t tJ\ o
Negative
Past
Express in Japanese.
1. Mr. Yamamoto is a doctor.
..
L • Tbe nurse was not skillful.
3. Who is that person?
4. You (Hr. White) were sick, weren't you?
LESSON 3
BIG AND SMALL) SHORT AND TALL
PROBLEM : Adj ective s have a pr edicat ive a s we l l as at tributive f unction in

Japanese .
OBJECTIVE: To i ntroduce the Adjectival Clause : indicative , negative , past , and

past negative .
SECTION l . VOCABULARY
Drill
chisai adj ( is ) small
okii adj ( is ) bi g
81
-t>li~ 1 l \,/) yakamash1i adj (is) noisy ; boisterow:
J::bl/) yowai adj (is) weak
-::JJ:\,/) tsuyoi adj (is) strong
trf n~ l \,/) muzukashii* adj (is) difficult
;b-:?1,/) at sui adj (is) thick
5-t\/) usui adj (is) thin (not people)
~.,. ~ \,/) omoi adj (is) heavy
n~ ~ \,/) karui adj (is) light (in weight)
-:)3:/:l:/ Jonson Johnson (personal name)
:biJ~\,/) wakai adj (is) young (not children)
5 -::J < l \,/) utsukush1i adj (is) beautiful
\,/) -1:-iJ ~ l \,/) isogash1i adj (is) busy; in a hurry
-?~l\,/) yasashii* adj (is) easy
vc< niku meat
rWIJ\,/) takai adj (is) expensive; high
*I/) yasui adj (is) cheap; inexpensive
th iJ~\,/) akai adj (is) red
~~\,/) furui adj (is) old (not people)

~.,. \,/) l \,/) oishii adj (is) good tasting; de -
licious
thtt~L-~ atarash1i adj (is) new; fresh
V:;l:-?1/) hayai adj (is) early
JRJ:i!: Tokyo Tokyo (place name)
~.,. ~ l-61/) omoshiroi adj (is) interesting
;b-:?1,/) at sui adj (is) hot (weather)
~fr\,/) samui adj (is) cold (weather)
*unaccented adjectives receive an accent when they occur immediately before

desu ; e .g. Muzukash!i desu. It is difficult. In the speech of many young peop'
today, unaccented adjectives have acquired an accent not only before desu but
in all occurrences.
Lesson J BIG AND SMALL, SHORT AND TALL 83
mushiatsui adj (is) sultry; muggy
sa to Sato (pePsonaZ name)
Dialogue
fk watakushi I; me (PoUte)
-rt demo but
~.n<G 1kura how much?
-T one thousand
-Tfi1 sen-en one thousand yen
( ---)Fg (-)eii (- - ) yen (Japanese aurPenay )
8 hyaku 0
* one hundred
Effg hyaku-en one hundred yen
Reading
soshite and
Common Expressions
Hajimemashite. I'm pleased t o meet you (Zit.,

It is the f irst time . . . ).
DBzo yoroshiku. How do you do (Zit., Please

think well of me)?
Kochira koso. How do you do (said afteP Pe-
aeiving the gpeating, DBzo
yoroshiku; meaning, Zit., I am
the one to ask that of you).
870
.I)' +~ln t~.n?~.n i?ln(~ln)
1197
567
*- ::k~ln
--:1
~.,.~.,. ~ \.n ~.,.~.,. ( ~ \.n)
ii ~\.n
-:r
t-c 1J~ ( \.n )
lii) t-c1J~ \.n
*words marked with the superior circle ( 0 ) are accented when they are
~ollowed immediately by a particle or desu. (See Sound Patterns, Unit 5,
Section 2, p. 35 .)
."
~ ~\;-\ -?fl.;-\ ~j-(l.;-\)
/:1"1-1
3.'1-1 *-;'f,
~
Jl* c?~.t?
c?~.t?
~?
:f-3?
**
(ig7 ;f~
~ bk<l bk(l
1068 + =ff=g -{i-/v;{_lv -1!/
72 ~
=ff=g -{i-/v;{_lv ;I:;/
1562 §
Eff=g U.-tr>(Jtlv 1:: ""' ?
SECTION 3 . DRILL
Note: English Equivalents appear at the end of the Drill section from this
point on .
Substitution :
l. t.<D t.c~ti lj' c! \;-\ -r -:t
0
Cues: a) ::};::~0
b) -?il~1 00
c) .tb0
d) -::>10
2. -r
t.<D *ti tJ- il ~ l \;-\ -r -:t 0
CUes: a) ~-:?\;-\
b) 5 -1"0
c) i,-..~0
d) il~b0
Lesson. J BIG AND SMALL, SHORT AND TALL 85
3. :/ 3 :/ '/ :/ ~ !Vti bi'J~ ( ~ !J i -It fuo

Cues: a) 5-:::J(l..LA
b) LA~?)! l LA
c) .:k~LA
d) ;J--~V.
!: . ~<D *ti ~-:::J( ~ !J i-lt/Vo

Cues: a) 5-j'-LA
b) i>... ~LA
c) trfi'J\ L.LA
d) ~~lLA
uestion.- Answer:
5. Change the sentences of Dri11 1 to questions and answer them in the
affirmative.
Q: C:. <D C:. c ~ ti +~LA -r-t- i'J\o
A: (a) ViLA, ,j,~LA-r-t"o
(b) ViLA, ~<D C:. c~tl ,j,~LA-r -t"o
6. Change the sentences of Dri11 2 to questions and answer them in the

negative.
Q: c<D 2js:V:;t trfii~L.LA-r-t-i'J~o
A: (a) LALA;t, trf7J\L-< ~!)1-lt!Vo
(b) LALA;t, ~<D ;;$:V:i trfi'J~L-< ~!>1-lt!Vo
-w,s ti tution.:
., <:.v VC(tl ~< t.r. 0 -r-t- 0
Cues: a) *LA
b) ~i1~0
c) ~~0
d) i>... 0L.V.
e) ~t-cC::JL-0
Cues : a) V. -=til~ LV.

b) J: bV.
c) -::::> J: \;')
d) tt~v.
9. -=teo *tt ~c; Lil~-:::> f-c_ -r'i'"o
Cues: a) trfil~ LV.

b) 5-t"V.
c) ;b-::::>0
d) i>" ~ \;')
10. **tl i>" ~ l6 < ;b .!J j -lt ~ "C' Lko

Cues: a) ;b-::::>0
b) c;-uv.
c) :k~V.
d) ul2b-:::>v.
11. ;beD *tl -u-rt~~ L< 2b kJ j -lt ~ "C' l f~o
Cues: a) ~c;lV.
b) .il~ 6 \;')
c) i>" ~ \;')
d) ;b-::::>0
-.; c.'
12. {£:ific;~tt =*:~< t.r. il ~ -: :> t-c. -r --t
0
Cues: a) ,j-,~ \;')
b) V>-=til~ LV>
c) bii~V.
d) -::>.tV.
Lesson 3 BIG AND SMALL~ SHORT AND TALL 87
English Equivalents
1. This child is small. 8. Mr./Mrs . /Miss White was young.

a) This child is big. a) Mr . White was busy.
b) This child is noisy. b) Mr. White was weak.
c) This child is weak. c) Mr . White was strong.
d) This child is strong. d) Mr. White was early.
2. This book is difficult. 9. That book was easy.

a) Thi s book is thick. a) That book was difficult.
b) This book is thin . b) That book was thin .
c) This book is heavy. c) That book was thick.
d) This book is light. d) That book was heavy.
3. Mrs./Miss/Mr. Johnson is not young. 10 . Tokyo was not i nte resting.

a) Mrs. Johnson is not beautiful. a) Tokyo was not hot .
b) Mrs. Johnson is not busy. b) Tokyo was not cold.
c) Mrs. Johnson is not big . c) Tokyo was not big.
d) Mrs. Johnson is not small. d) Tokyo was not muggy.
4. That book i s not thick. 11. That book was not difficult.
a) That book is not thin. a) That book was not easy.
b) That book is not heavy. b) That book was not light
c) That book is not difficult . c) That book was not heavy.
d) That book is not easy. d) That book was not thi ck.
5. Q: Is this child small? 12. Mr./Mrs./Miss Sato wap not big .

A: (a) Yes , ( i t) is small. a) Mr . Sato was not small.
(b) Yes, the child is small . b) Mr. Sato was not busy .
c) Mr . Sato was not young.
6. Q: I s this book difficult? d) Mr. Sato was not strong.
A: (a) No, (it) is not di fficult.
(b) No , that book is not dif-
ficult.
7- This meat is not expensive.

a) This meat is not cheap.
b) This meat is not red.
c) This meat is not old .
d) This meat is not good (-tasting).
e) This meat is not fresh.
SECTION 4. GRAMMAR
3.1. SIMPLE SENTENCES MADE FROM THE ADJECTIVAL CLAUSE BASE. The Adjec-
tival Clause, like the Copular Clause , forms the base for simple sentences
in Japanese. In an adjectival clause the predicate slot is filled by the
adjective alone. Thus:
Subject Predicate Polite

Ending
( [Nihongo wa] [muzukash!i] ) desu. Japanese is difficult.
3.1.1. ADJECTIVES: DEFINITION. Adjectives are inflected f orms typically

filling the predicate slot in adjectival clauses and the attributive slot in
noun phrases . I n form, adjectives are distinguished from nouns and verbs by
the endings (every adject ive must have an inflectional suffix, thus dis-
tinguishing adjectives from nouns; and adjective suffixes differ from verb
suffixes.)
3 .1.2. ADJECTIVE INFLECTIONS. Not all of the adjective i nflections are

presented in this lesson. (For a complete l ist, see Appendix 1.)
Lesson 3 introduces the (1) indicative (or "present"), (2) past, and (3)
adverbial endings for adjectives:
(1) Adjective Indicative Inflection
Stem Infl-ection Indicative Form

aka- -i akai (is) red
kuro- -i kuroi (is) black
muzukashi- -i muzukashii (is) difficult
samu- -i samui (is) cold
Note : The stem of an adjective always ends in a vowel, but never the
vowel e .
(2) Adjective Past Inflection
Stem Inflection Past Form

aka- -katta ak..ikatta (was) red
kuro- -katta kurokatta (was) black
muzukashi- -katta muzukashikatta (was) difficult
samu- -katta samukatta (was) cold
(3) Adverbial Inflection. The use of the adverbial inflection in nega-

tive adje~tive constructions only is presented here. There are other
uses of this adverbial form.
Stem Inflection Adverbial

with Neg.
aka- -ku akaku nai isn't red
kuro- -ku kuroku nai isn't black
muzukashi- -ku muzukashiku nai isn't difficult
samu- -ku samuku nai isn't cold
Lesson 3 BIG AND SMALL 1 SHORT AND TALL 89
3.1.3. ADJECTIVAL CLAUSES. Adjectival clauses are very much like copular
clauses, except the predicate slot is filled by adjectives (instead of NOUN +
COPULA, in copular clauses ) .
( 1) ADJECTIVE CLAUSE: BASIC PATTERN 2
Subject Predicate Po Ute Ending

I muzukashii I (It) is difficult.
I muzukash!i I desu . (It) is difficult.
I [Nihoiigo wa] [ muzukashii] I Japanese i s difficult .
I [Nihoiigo wa] [ muzukash!i] I desu . Japanese i s difficult.
Each of the four forms presented in Basic Pattern 2 is a complete adjectival

clause, and hence a complete simple sentence.
(2) Decorative desu. The copula desu, or some inflected form of the copula ,
is obligatory to t he predicate of copular clauses, but it is optional in adjec -
tival clauses, as the pattern above shows. Therefore, the final polite desu
in adjectival clauses is not treated as part of the predicate, but only as a po-
lite ending to the sentence. We have given it the name "decorative desu" to in-
dicate its peripheral status. If the decorative desu i s dropped from an adjec-
t ival clause the result is a sentence with exactly the same meaning. But there
is a differ ence--a difference in style (if we are talking about writing ) , or po-
liteness ( if we are talking about speech).
3.1.4. DUAL ROLE OF THE ADJECTIVE. The term "adjective" may sound like a mis-
nomer, since we are not accustomed to the use of the adjective as a predicate in
English. If we think of is difficult as one word, we have something like the ad-
jective predicate of Japanese adjectival clauses. For this r eason, we have given
the gloss for adjectives in the predicate form: (is) difficult .
3 .1.5. ADJECTIVE ACCENT CHANGES. If the indicative form ( "present tense " ) ,
the form which is listed in a dictionary, has an accent, the adverbial form also
is accented, but it characteristically shifts one syllable to the left. If the
indicat ive is not accented, the adverbial is not accented. Plain Past is accent-
ed, but follows a s i milar pattern:
(1) Accented
Indicative Adverbial Past
, ,
ok1i (is) big okiku okikatta
, ,
chis a! (is) small chisaku chisakatta
omoshiroi (is) interesting omosh1roku omoshirokatta
atarasht.i (is) new atarashiku atarashikatta
atsui (is) hot atsuku atsukatta
(2) Unaccented
Indiaative Adverbial Past

at sui (is) thick ats uku atsUkatta
muzukashii (is) difficult muzukashiku muzukashikatta
usui (is ) thin usuku usUkatta
omoi (is) heavy omoku omokatta

karui (is) light karuku karukatta
3.1.6 . ADJECTIVAL CLAUSE PATI'ERNS.
(1) Basic Pattern: Indicative ("Present Tense")
Subject Predicate
Plain: I muzukashii I (It) is difficult.
Plain: ( [Nihofigo wa] [ muzukashii] I Japanese is difficult
Polite: I muzukashl.il desu (It) is difficult.
Polite: I [Nihofigo wa] [ muzukashH] I desu. Japanese is difficult.
(2) Negative
Subject Predicate
(muzukashiku )
I (muzukashiku wa) nail
Plain: (It) isn't difficult
(muzukashiku ) Japanese isn't dif-

wa) nail
Plain: I [Nihoiigo wa] [ (muzukashiku ficult.
*Polite: I [Nihofigo wa] (muzukashiku ) Japanese isn't dif-

[ (muzukashiku wa) nai]) desu. ficult.
Polite: I [Nihoiigo wa] (muzukashiku ) Japanese isn't dif-

[ (muzukashiku wa) arimasefi]l ficult.
( 3) Past
Subject Predicate
Plain: I muzukashikattal (It) was difficult.
Plain: I [Nihofigo wa] [muzukashikatta]l Japanese was difficult.
Polite: I [Nihofigo wa] [muzukashikatta]ldesu. Japanese was difficult.
(4) Negative Past

Subject Predicate
Plain: (muzukashiku ) (It) wasn't diffi-
I (muzukashiku wa) nakattal cult.
Plain: I [Nihoiigo wa] [ (muzukashiku )
(muzukashiku wa) nakattal
Japanese wasn't dif-
ficult.
*Polite: I [Nihoiigo wa] (muzukashiku ) Japanese wasn't

[ (muzukashiku wa) nakattal I desu. difficult.
Polite: I [Nihofigo wa] [ (muzukashiku ) Japanese wasn't
(muzukashiku wa) arimaseii deshita]) difficult.
3.2. ACCENT SHIFT. It was noted (see fn. p. 82) that unaccented adjectives,
such as muzukashii (is) difficult, take on an accent when followed by the bas-
*This form is not commonly used in standard Japanese.

Lesson J BIG AND SMALL1 SHORT AND TALL 91
i cally unaccented desu : Thus, muzukashii + desu ~ muzukashii desu. The copula
desu is basically unaccented (or atonic), but it may affect or itself be affected
by the accent of a preceding word. Thus, Tanaka is unaccented, but in the sen-
t ence Tanaka desu. I'm Tanaka. desu acquires an accent. When an unaccented ad-
j ective (in the indicative) is followed by the polite desu, the reverse occurs ,
i .e., the adjective acquires an accent.
The placement of accent (or tone-accent, as explained in "Sound Patterns") on

vords in sequence, i.e., when speaking a complete phrase or sentence, does not
always follow the pattern observed in pronouncing each of the words i n isolation.
?or example, ano thai has no innate accent, but in the phrase ano hito that person
it receives the accent. Likewise, hito person itself is accented in some contexts
and unaccented in others.
I t is wise for the student to l earn the accent of a word as it appears in the
70cabulary lists and then note carefully how accents are dropped or acquired in
the sentences given in the drills of each lesson. Sentence intonation affects
~rd accent, especially toward the end of a sentence.
3 .3. SENTENCE CONNECTIVES. All languages appear to have ways to connect inde-
?endent sentences so that the speaker can indicate what type of relationship he
~t ends to be understood between the sentences which he utters. The sentences
:bich appear in the Reading section of Lesson 3 illustrate some of the principal
sentence connectives in Japanese.
(1) No connective: contrastive wa. The first two sentences of the Reading
~t ion are Kono kodomo wa Amerikajifi desu. Ano kodomo wa Nihofijifi desu. This
~i ld is an American, (but) that child is a Japanese. There is no connective
etween the two independent sentences. However, the subjects of both sentences
are marked with wa. Up to this point we have identified wa as simply a particle
marking the subject element of a clause. In these two sentences, i.e., when two
~lar sentences are juxtaposed as the two first sentences of the Reading, and
~ subjects are marked with the particle wa, it is understood that the subject
! one sentence is being contrasted with the subject of the other. We could show
~s contrast in English by underlining or italics. Thus: This child is an Amer-
That child is a Japanese. The contrastive use of wa serves the same func-
2) Disjunctive: demo. The third and fourth sentences of the Reading i l lus-
:ate the same use of contrastive wa as sentences one and two, but in addition
~ey are further marked with the sentence connective demo but to heighten the
~trast between them: Kono kodomo wa Okii desu. Demo, ano kodomo wa chisai desu.
~ child is big. But that child is smaZZ.
Conjunctive: soshite. If the speaker wishes to add another sentence to
t he has said, and wants to specify that what he is adding does not contrast
~h his former sentence, but that it is an addition to it, he may connect the
sentences with the sentence connector soshite and or and then. Thus: Tokyo wa
desu. Soshite, mushiatsui desu. Tokyo's big. And it 's muggy. It will be
ted that the subject is deleted from the second sentence.
) ~ansitionaZ: tokorode. Sometimes the speaker may want to indicate that

ere is no connection between what he is about to say and what he (or the other
~eaker) has just said. In this situation, he may introduce a new subject with
phrase tokorode by the way or any of a number of other transitionals. Thus
_ the dialogue of Lesson 2 the expression tokorode was used to change the subj ect:
.korode, ano kata wa donata desu ka? By the way, who is that (person )?
SECTION 5. DIALOGUE
~=~
§i : Jt 7 1 ~ ~ lv -c--j"t.J.o L.lvlfC "Gtlo

{tc•-c--r 0
*'J -1 1'- : tl l:.Vxi L- "L o c 5~ J: 0 L- <o

L. "G t? L. .:to Jt 7 1 ~ ~ lvtt 7 J- 1) tJ A -c--t-!J" o
;{_ ;{_ .. .:t 5 -c- 1" 0
* * * * *
~L.0-c-, {tc§~lv, :teD *ti i>~tL.-0\1")-c--j"-!J>o
;{_ ;{_ .. j:,~ t L- 0 \;'") -c--t -c- t ~ 1J" "? t-c -c--t
0 0
.:t 5 -c-1"-!J•o \;'") ( t? -c- Gf-c-!J>o

1tL §j : =f p::j -c- L- t-c 0
*'J-1 1'- : ~1J>-:>7't-c--j-t.J. o
1tL ~= (_([) *ti aFr:J-c-L-tto

.:t:h tt $: 1J" -? t-c -c--r t.J. 0
;{_;{_ 0 -c- t j:,-. t L- 0 <
Bato: Howaito-san desu ne. Konnichi wa. Hajimemashite. Watakushi wa

Sato desu .
Howaito: Hajimemashite. D6 zo yoroshiku.
SatO: Kochira koso. Howaito-san wa Amerikajin desu ka?
Howaito:
..:.
E,
..
so desu .
* * * * *
HO!JJcd to: Tokorode, Sato-san, sono hon wa omoshiroi desu ka?
~ ~ ,
sato: E, omoshiroi desu .
;
Demo takakatta desu.
Howaito: s5 desu ka? rkura deshita ka?
sCztO: Sen-en des hi ta.
Howaito: Takakatta desu ne .
sato: Kono hon wa hyaku-en deshita .
Howaito: Sore wa yasukatta desu ne .
~
sato: t!.
E.
..
Demo omosh~roku arimasen.
,._
Lesson 3 BIG AND SMALL, SHORT AND TALL 93
English Equival ents
Sato : You' re Mr. White, aren ' t you? I'm pleased to meet you (Zit. ~ being
the first time). I ' m Sato.
Whi te: How do you do? I ' m pl eased to meet you.
Sato: The pleasure is mine (Zit .~ I indeed . . . ). Mr . White, are you an
American?
White: Yes, that ' s right.
White : By
* * * * *
the way, Mr. Sato, is that book interesting?
Sa to: Yes , it ' s interesting. But (it) was expensive.
Whi te: I s that so? How much was it?
Sa to: It was one thousand yen.
White : (That) was e xpensive, wasn ' t it.
Sato: This book was a hundred yen.
White : That was cheap, wasn't it .
Sato: Yes. But it isn ' t interesting.
SECTION 6. READING
5
~~~~a,~
(!) d) 0) 0) OJ 0)
"'> "> .., -::.. > "'>
"- \._.. ....... \._.. '- ........
t'' t ' ~-· c.·· e:·· t'
tJt>~:t:Jt><b
t~ ~~ L~ ~~ Lj ~~
ct-J ; ),j(_B-p
b~ ~ ~ ;f- :;l
~) v) "') L) ~ lJ
-r..·' -( -( -( -( -jJ
ti:i:i.~J\
-r
-r.·· -( i:
:0 t
' \
30 25 20
..
-( J: ~ -( Ai!-~ ~i;~:: -( ~ --r..·· ~ ~j_ -r
{) ;b G 0 --~
\ IJ~ l: t-:.. ~ J
It}
<
9
~
rJ) iOJtO)
0 0
u ff b \
"&> L"J
:b ? ofv 6 -"" -tt ~
\
jJ'l }J /)
) t~-J t~ -( -\'b lv ~ v- lv () \.;) "'). -}( hjJ)

LJ: -t ~;l ~j l~ . ~·· "L~-- u~ 0
-t '- ·~
(i'~ < }G
~~ ~ :;f -}:._ ~ J J'
)< ,,
~d 1' ~j ~
0
•'
L. L.
-t ~~- < -r. ~l
~ ~
l:i ~
-r
A~~. 0 Slvtbfv
\
i: ~
-r -r·A~ -{ ~ ~ ~ ~;l
~;1
~
'>
~ 1)
~ \} ~ "''
:{
~ 1 i:t-r~- t
Z1 1 ~
];·. -tt tt:ic-tt~ ~ -tt
-r. -r
0
~-rt -( ~ t.:- A: tJ)'u A: tJ~'u

lv lv
-r_'' (
1. u ~ ~ \v) v~
t~ lv ' <
0
l;;i
Lesson 3 BIG AND SMALLl SHORT AND TALL 95
FiZZ in the bZanks:

1. c:. (/) 2f:>:Vi trf~~ l < 0
2. JI~Jr(Vi ~-:::J _ ~ .!J '£ ~lvo

Ev f,§J0
3.
4. ~V"J]Vi
* l/v~-:::J
0
:Vi <bitGl0""r"to (Past)
8. C:.(f) '"'--t'tl lf~~l:"to (Negative )
9. -tv 7)~-:::>c?tl .S:.~0l:-t"o (Negative)
_o . c:. v 2f:>:tl -t' ~ l-0 -r: -t" o (Negative Past)
£%press in Japanese:
{! . This paper is not new.
\2 . That person was not kind.
3. That meat was cheap.
This department store is old.
5- It was cold in Tokyo (or Tokyo was cold).
6. That person is strong.
~ accent marks to aZZ the above.

Say Tnat Again

(Useful Expressions from Unit 2, pp.21-22)
9h-£1t~;f.ri , ~-5 ~,-e::,c:· Excuse me, but please say (it) once
g" ":? l <~=_· tt ~\ 0 more.
9 Q'j. *1t ~ tli ' ~ ":? t ~ ":? < I) Excuse me, but please say (it) more
~ ":? l . < ~=_· tt ~\ 0 slowly .
< I) t/l ;t G -c g ":? -c <t=.· tt ~' o Repeat, please.
* ~ it.> ~t l <~=_· tt ~\ 0 Open (your) book(s) , please.
*,. ~ t 15 l < t=.• tt ~\ 0 Close (your) book (s), please.
5i!. ~ ~\ 1." ~ ":? l < ~=_· tt ~\ 0 Say (it) without looking .
;t ~' ;:· ~;t --:> t/l v ~ ~' ·c <~=.· tt ~' o Please do not use English.
fnJ :/Jl G --:> ~ ~ :!Ji it.> 1J £ 9 t/l o Do you have any questions?
G --:> ~ A- :!Ji it.> 1J £ 9 o I have a question.
Adjective Pairs
Department stores are expensive .
.6...=..!S..=S...= ..X .. .....f::Jt.......... ~2 i..Y..~.I-..:t. Q......... ............................... ............. ~.l:!.P..~J.!!!.~I.k.~.J.§.....~I.!L..!1..b..~.iU1., ......................................

--L..o
;:: 0) JlH;t ~ ~' 1." 9 o This mountain is high .
~..<D...IJ.JJt..........~J\.:r-..:t. lb.~..t.....!!!.!!J!.nt~.tD.....t§....l!!.:w..,..............................................
*
Q ................. ... ..................... ........... ........................ ............ ...... . ...
l:ltJ'
;:: 0) ;{_ A; lf --:> ~;t ~' -r·9 0

This pencil is long .
-t...<D...x. lv...tf...?.Jt........ I.k\.:c:.~. .a.......................................................................... n.~..t. . .P..~.n~.u.....t~ ....§.h.9..r..L ..............................................

~;t.Q~;t ~f:f:~\~'o Spring is warm.
S ...~Jit......... .t.f . .L:J\..a. . . . . . ... . . . . . . . . . . . . . . .. . . . . . . . . . . ... . . . . . . . . . . . . . . ..f..~ .U....J..§....~.9..!!..L .........................................................................

Summer is hot.
~t1
?!J\.
-k.. I9.>.Jit.......... a ........................................................................................................................ ~tn.t.~.:L..J.~.....~..O.J.!L........... ......................................................
.ts ~ ~;t ~ ~' o Hot water is hot.
(Cold) water is cold .

Lesson 3 BIG AND SMALL~ SHORT AND TALL 97
SECTION 9. SELF TEST (For answers, see Appendix 4.)
I. Write kanji with okurigana on the line, hiragana or katakana in paren t hese s .
Note: Be sure to write the okurigana also.
Example: ;:: (]) basu ~i Jj\ r tt l-' J (okurigana) -c· 9 o
( J\ :A ) ( t) l-' ~ l-' )
1. :t: (J) depato ~t -c· 9 o
( ) ( j5 j5 ~ ii~ -:> f= )
2 • Q: t (])
(
*) ~t
( f= i;\ jj\ -:> f= )
-c· 9 i;\ 0
A: l-' l-' ;it , 'T"r--.-:-"""

( f= i;\ <)
Q: l-\ <6 -c· ~ t: i;\ 0
A: -c· ~f:o
( 1!-A,;t,{, )
II. Rewrite each sentence in negative and past polite forms .

1. b t: ~ ~t l-\ t i'Jl ~ l-\ -c· 9 0
Negative
Past
Negative
Past
3. lUiHt t5 ·::H ' -c· 9 o
Negative
Past
4. w*tt ,4., 't ~ n l-' -c· 9 0
Negative
Past
!I I . Hatch word s with oppo s ite mean i ngs.

( ) 1. ;15 't l-\ a. *~ l- \
( ) 2. ~ tt ~ l-\ b. -5 9 l-\
( ) 3. lj\ tt l-\ c. 3i: l-\
( ) 4. ~b l-' d. .b .Q l- \
( ) 5. ~ l-\ e . '? ~ l- \
( ) 6. ~ l- \""' f. tnftJ\ ~ l-'
t! fl
( ) 7. (5 t: 6 ~ l- \ g . ~l-'
( ) 8. f.11j l- \ h. iJ' .Q l- \
LESSON 4
MINE AND THINE
PROBLEM; Modifie d Noun Phrases contain pre-noun construction not found in

English.
OBJECTIVE: To introduce the modi f ied Noun Phrase.
SECTION 1 . VOCABULARY
Drill
no - - 's (pa:r>ticZe : possessive~

attributive; apposition)
EB9=t Tanaka Tanaka (personaZ name)

,.
i>.,c 5 ~IV otosan (your / his) fat her
i>.,i6~~ ~IV ok~san (your/his) mother

,.
i>.,VLV>~ IV onisan (your/hi s) older brother
i>.,h:t ~IV * .::

one -
san (your/h is ) older sister
i>., c 5 c ~IV ototo-san (your/his) younger brother
V>t5c~IV imoto-saii (your/his) younger s ister
Furaiisujin (a) French person
Chiigokujin (a) Chinese (person)
kagaku science
bungaku literature
tL~L rekishi history
i>.,IVi6~ < ongaku music
Vj"V> ~-\!> k~zai economics
-;-; chichi (one ' s own) father
tild baha (one ' s own) mother

,. .
~VL an1 (one's own) older brother
~h ane (one 's own) older sister
*Remember that i n some words ;{_ is lengthened with ;{_ and not \;> ( see p . 40) .
99
ototo (one's own) younger brother
imoto (one's own) younger sister

"'""
m~ byoiii. hospital
tJV> furui adj (is) old (not new)

~l\1> atarash1i adj (is) new; fresh
V>V> / J:V> H/yoi adj (is) good
en dore which? (of more than two al-

ternatives)
nihoii.go Japanese (language)
-go language (e. g., the Japanese

language) (noun suffi:x;)
ego English (language)
furaii.sugo French (language)
doitsugo German (language)
chugokugo Chinese (language)
Peng (personal name)
seii.kyashi (a) missionary
NihOii. Japan
shiiibuii newspaper
7 J. 1) tJ Amerika America
Furaiisu France
c:p~ Ch~goku China
F' 1 'Y D6itsu Germany
iJ ~ :b \;> \;> kawaii adj (is) cute
fr. oiin! woman; female
fr,([)~ oiina no ko (a) girl
~ ko child
t~j ;{_ namae name
Arisu Alice (name, fern . )
otoko man; male

otoko no ko (a) boy
Tomu Tom (name~ masa.)
otoko no hito (a) man
yasashii adj (is) gentle; sweet
oiina no hito (a) woman
Dialogue
Iteredomo however; but
Reading
(one ' s own) wi fe

~.. ...
c ±A go-shujiii (another' s) husband
l,..\1>
±A shuj ifi (one ' s own ) husband
tr:t-66 musume... (one ' s own ) daughter
trt t. musuko (one ' s own ) son
Ll.JEB Yamada Yamada (personal name)
Common Expressions
...
DOmo arfgato . Thank you very much.
1352 ta
EB9J f<:..tJ:.iJ ~ t-c
Ll.JEB 1"-itc: t-c
1257 ~
EB9J tctJ:.tJ~ fJ:.tJ~
9JOO A ~\9>5c(t.)v T.:LrJ

594
il 9JOOA ~\9>5c?t)v ::::Ifl
500
6 il~ ~~~ ~6(~)
972 ~
WT l ~ ihtcG -c~ ;ht-c l?(l~)
WT~ l)v~)v '//

1631 ~
jf~ l~~~ 7./
863 ~ -:-1
fr:.V-T :'I:>--~tJ: ([) <:. :j;;,.~tJ:
681
~
-:--,
fr:.V-T :'I:>--~tJ:({) <:.
1231
~ ~([).::;- :'I:>--c 2vc:. i>""c L.
SECTION 3. DRILL
Substitution :
1. <:.tLV:t :bkl-V :2Js:l:'i'"o
Cues : a) "" c 5 c; ~ l:' -t-0

Cues: a) :'I:>--;;6~ -- VL 1,;) c; ~
c) :'I:>-- h.;{_ c; ~
d) i>--c5cc;~
e) l,;)i5cc;~
3. ;b([) F'1 'YAV* 5t~V:t L- ~-it-:? l:' -:r0

Cues: a) B:2Js:A
b) 7}1JtJA
c) 7:7/.AA
d) l=j=l§;IA
*Appos i tional no .
4. t.<D 1J~1J~ <<l) :2fi:ti :J:,~ i L>S 0 -r -1"o

~A,
Cues: a) X~
b) tL~l
c) :J:,~~1J~ <
d) Vj0~0
Question-Answer:
5. Humble and Honorific terms .
Q: t.nti tf.;h<D 7.._~(;"? -c'-j-1J~o
A: "b"b<D -c'i'"o
Cues: a) Viti
b) <bK
c) <btl
d) :J:,~ c 5c
e) 0 t 5C
Q: :J:,~ c 5 -;; ~ <l) 7.._~[.;"?-c'-j-iJ~o
Cues: a) j:,"iJ ~ l~
d) l-f1J~
II> A,
7. -t:htl :*:~0 W91>Jt -r -t0

Cues: a) +~0
b) 150
c) jfl0
d) 00
Question- Answer:
8. Q: [ ts:. t-c -!J! B*c(7_) ?t;~ -c'-t"-!J~o
Cues: a) ;t0c
b) 7:7:/;;t..c
c) F'1'Yc
d) ~~c
A: LiJ EB ~ lv -!J~ B::$:cQ) %~ -r-t0 / L. (7_) 15-!J~ -1::? -c'-t"o

Cues: a) ;t ? 1 t-
b) EB~
c) LIJ::$:
d) ~:/
9. Q: c.n-!J~ trfiJ~ l0 ::$:L:'-:fiJ~o
A: L. h-!J~ trfil~ l0 ::$:L:'-:fo / C hiJ~ -t:- 5 -r-t 0
Cues : a) ~~l-0
b) rEij0
c) *0
d) 150
e) jf l-0
10. Q: $? 1 l- ~/vtl [Q)15L:'-t"iJ~o
A: ;b (7_) :7f: ~/J:. 15 L:' -j'-o

Cues: a) j:,-. ~ l- 6 0
b) ;;t..-:c<-l-
c) *~\;')
d) ~ttl/)
e) ~1\.t~.t?L-
Substitution:
11. <:.<D i>"" ~ l..-61/) S::$:<D jflif.lti 83 J:fl c; At (l) -c -t 0
Cues: a) th<D
b) 7 } 1) -}]
c) jfl..-1/)
d) 77/A
e) -1:-<D
f) J:fl~
g) 31/)
h) F'1 ';/
12. <:.<D Jj ~ :b \;') \;') t;;.<Dr<D tJ: 1 ;ttl 7 1) A l:-t"o
Cues: a) 7C~
b) :!75<D:r ~A
c) ~J:I/)
d) :!75<DA
e) -?~ L-1/)
f) t;;.<DA 71) A
English Equivalents
1. This is my book (Lit., As for this, CitJ is my book).

a) This is your book.
b) This is Mr./Mrs./Miss White's book.
c) This is Mr./Mrs./Miss Tanaka' s book.
d) This is that person ' s (or his/her) book.
e) This is this person's (or his/her) book.
2. That person (or he/she) is Mr./Mrs./Miss Johnson's father.

a) That person is Mr. Johnson's mother.
b) That person is Mr. Johnson's older brother.
c) That person is Mr. Johnson's older sister.
d) That person is Mr. Johnson's yotmger brother.
e) That person is Mr. Johnson's younger sister.
3. That teacher who is German is kind.

a) That teacher who is Japanese is kind.
b) That teacher who is American is ki nd.
c) That teacher who is French is kind.
d) That teacher who is Chinese is kind.
4. This science book is interesting.

a) This literature book is interesting.
b) This history book is interesting.
c) This music book is interesting.
d) This economics book is interesting.
5. Q: Whose pencil is this (Zit., As for this, whose pencil is it)?

A: It's Dad 1 s.
a) It 1 s Mom 1 s .
b) It 's my older brother's.
c) It ' s my older sister's.
d) It's my younger brother ' s.
e) It ' s my younger sister's.
Q: Is (it) your father's pencil?

a) Is (it) your mother 's pencil?
b) Is (it) your older brother's pencil?
c) Is (it) your older sister's pencil?
d) Is (it) your younger brother 's pencil?
e) Is (it) your younger sister's pencil?
A: Yes, it's Dad's. (eta . )
6. That kind person is Mr./Mrs./Miss White.

a) That healthy/full-of-life person is Mr . White.
b) That stylish person is Mr . White.
c) That earnest person is Mr. White.
d) That quiet person is Mr. White.
7. That is a big hospital.

a) That is a small hospital.
b) That is an old hospital.
c) That is a new hospital.
d) That is a good hospital.
8. Q: Who is a/the Japanese teacher?

a) Who is a/the English teacher?
b) Who is a/the French teacher?
c) Who is a/the German teacher?
d) Who is a/the Chinese teacher?
A: Mr . /Mrs./Miss Yamada is a/the Japanese teacher. I This person is.

a) Mr. White is a/the English teacher. I This person is.
b) Mr. Tanaka is a/the French teacher. / This person is.
c) Mr. Yamamoto is a/the German teacher. I This person is.
d) Mr. Peng is a/the Chinese teacher . I This person is.
9. Q: Which book is difficult Cl.it. ~ Which [of several] is [a] difficult book)?
a) Which book is easy?
b) Which book is expensive?
c) Which book is cheap?
d) Which book is old?
e) Which book is new?
A: This book is difficult. / This (one) is.

a) This book is easy. I This (one) is.
b) This book iS expensive. I This (one) is.
c) This book is cheap. I This (one) is.
d) This book is old. I This (one) is.
e) This book is new. I This (one) is.
10. Q: Who is Mr./Mrs./Miss White (tit. ~ As for Mr. White, which person is he)?
A: That healthy/full-of-life person (is). / It is that healthy person.
a) That interesting person (is).
b) That stylish person (is).
c) That big person (is).
d) That pretty person (is).
e) That missionary (person is).
11. This interesting Japanese newspaper is Mr./Mrs./Miss Tanaka ' s (tit.~ As for
this interesting Japanese newspaper, Cit] is Mr. Tanaka's).
a) That interesting Japanese newspaper is Mr. Tanaka's.
b) That interesting American newspaper is Mr. Tanaka's.
c) That new American newspaper is Mr. Tanaka's.
d) That new French newspaper is Mr. Tanaka ' s.
e) That new French newspaper is Mr. Tanaka's .
f) That new Chinese newspaper is Mr. Tanaka's.
g) That old Chinese newspaper is Mr . Tanaka's.
h) That old German newspaper is Mr. Tanaka 1 s.
12. This cute girl's name is Alice .

a) This healthy/full-of-life girl's name is Alice.
b) This healthy/full-of-life boy's name is Tom.
c) This strong boy's name is Tom.
d) This strong man's name is Tom.
e) This gentle man's name is Tom.
f) This sweet woman's name is Alice.
SECTION 4. GRAMMAR
4.1. NOUN PHRASES (see also Lessons 23 and 25) . A more detailed explanation
of the construction of noun phrases will be given in Lesson 25 . For the present
lesson it will suffice to identify the different types of modifiers of the head
noun of a phrase .
4.1.1. DEICTIC PARTICLES (see also 2.3.) . Deictic particles (kono this~ sono
that~ ano that~ and dono which?) can come immediately before the head of a noun
phrase, as in the following examples: ano hito that person; dono hito which per-
son? Sometimes, however, these particles are separated from the head noun: ano
Doitsujin no sens~ that teacher who is German. Deictic particles can only occur
in noun phrases, because they have to have a noun "to lean on."
4.1.2. NOUN + no. A noun can modify another noun by joining the two with the
particle no. At this point it is not wise to identify this construction as "pos-
sessive" or "apposition" or the like; we will simply designate this part of a
noun phrase as the NOUN + no part. Two or more nouns may be joined in this man-
ner, but it is the last noun in the series which is head of the phrase . Thus:
ofina no ko no namae (a) gir~'s name (lit . , fema~e chi~d's name); Nihofi no shinbufi
(a) Japanese newspaper; Nihongo no sens~ (a) Japanese teacher I teacher of Japa-
nese; watashi no hofi my book.
4.1.3. ATTRIBUTIVES. A more complete explanation of attributives in noun
phrases will be given at 25 .1 . In the present lesson, two types of attributives
are introduced: (1) adjectives and (2) copular attributives. When an adjective
is used to modify a noun (i.e., the attributive use of adjectives), it comes im-
mediately before the noun which it modifies. This use of adjectives was briefly
introduced in Lesson 3: muzukashii hon (a) difficu~t book; atarash1i hofi (a) new
book; ok!i byoin (a) big hospita~ . When a copular noun modifies another noun (i.e.
the attributive use of the copular noun), the copular noun is followed immediate-
ly by na: sh!fisetsu na kata (a) kind person; gefiki na kodomo (a) heaZthy chiZd.
The particle na is actually the attributive form of the copula desu.
4.1.4. DELETION OF NOUN HEAD. In expressions such as chichi no desu It's Dad's.
the noun head (i.e., efipitsu penciZ in chich! no enpitsu desu) is deleted, just
as in the English equivalent. As the student has no doubt begun to observe, the
little particle no carries a tremendous load in Japanese syntax.
4.1.5. NOUN PHRASES IN BASIC PATTERNS. In Japanese, as in English, a noun

phrase may be substituted for a noun. Thus, in Basic Pattern 1 (see 1.1.1.) which
contains two nouns, each of the nouns may be substituted by noun phrases :
BASIC PATTERN 1
Subject Predicate
I [hofi] [desu]J (It) is (a) book.
I kore wa) I [hofi] [desu] I This is (a) book.
BASIC PATTERN 1, WITH NOUN PHRASES IN THE NOUN SLOTS
Subject Predicate
I [watashi no hofi][desu]) (It) is my book.
I [kono atarash1i hofi wa]) I [watashi no hofi][desu]) This new book is my book.
Note that the slot marker (e.g., the subject-marker particle wain the examples
above) comes at the end of the phrase, and the noun before the slot marker is the
head noun of the phrase.
SECTION 5. DIALOGUE
EEl~~~' ~tL0fJ: :<$:L.""i'"tlo

;{_;{_' bf~ le:> -r-r- 0
A .:. A : fliJV :<$:L.""i'"il~ o
EE ~: tL ~ l..-<6> :<$:L.""i'"0
13 :<$:0 tL ~ l L.""i'"il~o
00;{_, 7:7:/.A(l} tL~lL.""i'"o
A~ A: -t"V :<$:Vi J: il ~ "?It L.""i'"iJ~ o

EE ~ 00:{_, J: ( ~ 9 1-l:!-~""C l ito
A~ A irfiJ~ L-il~? f~ L.""i'"iJ~o
EE ~: 00;{_, ir:fiJ~ l ( "" "t lo < tL ~ lti i>"" "t lo < :<$:Vi

i>"""t lo( <b91~~-rllto
;b ;b, -1:" ? ""Ci'"iJ~ o
SUmisu: Tanaka-san, k!re na h6n desu ne. Tanaka-san no desu ka?

,.
Tanaka: E, watashi no desu.
SUmisu: Nan no hon desu ka?
Tanaka: Rekishi no hon desu.
SUmisu: Nihon no rekishi desu ka?
Tanaka: Ie, Furansu no rekishi desu.
SUmisu: Sono hon wa yokatta desu ka?
Taniika: Ie, y6ku arimasen deshita.
SUmisu: Muzukashikatta desu ka?
Tanaka: Ie, muzukashiku arimasen deshita. Demo, omosh!roku arimasen deshita.
SUmisu: Furansu no rekishi wa omosh!roku arimasen ka?
Tanaka: Rekishi wa omoshiroi desu. Keredomo, kono hon wa omosh!roku arimasen
deshita.
,. ,.
SUmisu: A, so desu ka.
llO JAPANESE BY THE TOTAL METHOD
English Equivalents
Smith: Mr. Tanaka, that's a nice-looking book. Is it yours (lit.~ Is it

Mr. Tanaka's)?
Tanaka: Yes, it's mine.
Smith: What book is it?
Tanaka: It's a history book.
Smith: Japanese history?
Tanaka: No, French history.
Smith: Was it (that book) good?
Tanaka: No, it wasn't very good.
Smith: Was it difficult?
Tanaka: No, it wasn't difficult. But it wasn't interesting.
Smith: Isn't French history interesting?
Tanaka: The history is interesting. But this book wasn't interesting.
Smith: Oh, I see (lit.~ Is i t so?).
Lesson 4 MINE AND THI NE 111
SECTION 6. READING
10 5
25 20 15
--
Pi U in the b l.anks:
1. ;;z.. ~ ;;z.. ~ lv 0 ~ ? t ~ lv tJ: 1 :t 7 1) ;;z.. -c'-j'- 0
~ ~~
2. tbV JC~ Atl ~Jfi~lvL"i'"o

3. cV"JJtl :J:>~/v;Oi( 7t~L"i'"o
4. -tv ~~ "JJ E.tJ: t-c -c: i'" 0
A L"i'" o
Construct sentences using the words given~ adding na or no if necessary:
6. cv , *· ~ c~
~·~ lv, 0\(), tl , -c:-r-

7. ~/v-t:t-::J' ;j; r;; 1 ~ ~ lv ' ;b Q)' "Jj. -c:-r-, tl
~
8. :J:>~~ ~60 , tl , tbV, ~VE. A. tb !J 1-t:tlv, L"tl

9. -tv. -c:~it. ,J . . ~\(). 7ff£. "'"'--?, tl
11. This big person is a German.
12. Which one i s yours?
13. The English book was not interesting.
14. The man (over there) is not Tom' s younger brother.
15. The sweet girl is sick .
Add accent marks to a~~ the above.

Let's Begin
(Useful Expressions from Unit 3, pp.27-28 )
Are you ready (to begin)?
Well then, we're going to begin.
Say/ Repeat together, please .
Say/ Repeat it by yourself.
That 's all/ We end with this.
G 19> <~ "'' T 9 o

(This is your) hoaework.
L, 19> <t:• "'' ~ t:• L, l <t:• ~ "'' 0

Hand in (your) ho11ework, please.
TA ~--~ G£9o (We) are going to have a test.
It's rest time (time for a break).

I' 11 see you next time.
Noun Phrases
The mountain is high.
That is a high mountain.
This child is little.
That girl is a little child.

This child is healthy.
That boy is a healthy child .

This room is quiet.
This is a quiet roo•.
That opinion is realistic.
That is a realistic opinion.

SECTION 9. SELF TEST (For answers see Appendix 4)
I. Write kanji with okurigana on the line, hiragana or katakana in parentheses.

1. :: (]) ~;t t " t.t t:. (]) -r:·"9 tJ \ o
~ f: t; L. ~' L. A-~ A-
2 . ~ (]) 5t ~ t.;t (]) ~;t ~ A- (]) U 9 0) ~ A- T T o
( ) fJA-ti :: {>£f=
3. ~ (]) ~;t
(]) }... -r:·9 j)\ 0
tJt:: :: t).g,-5;::'<
4 . :: (]) ~: < ~;t .:p P3 -r:· L. t:. ~j tL t" :t j5 ~' L.
0 < ~ ?) *it A- -r:· L. t:. 0 -r:· 9 0
( ) .;., G tJ\ '? f:
5. France( ) America( ) Germany ( )
II. Supply particles where necessary. Mark "X" where not needed.
1. ~(])l,.h-it"J E~\l,.{>~h- ;J\t}-{ f-5'i;~"{' To
2. :: tL ~;t t3 ~' L. ~' -7- ~ T T t.l o

3. :: (])Wf L. ~,_tL ~ L._;.f.( ~;t~ t,.\ -r:·"t 0
4. ~(])'J'~t.-,_?;c_-=f~;J:tJ\tH'~'T9o
III. Give the Humble forms for the following.

1. Et?~A-
2 • j5 j)\ ~ ~ A-
3. j5 ~: ~' ~ A-
4. t5t.lx~A-
5. Et?t~A-
6. ~' :t ? t ~ A-
1. A pitch- dark room is no good.
2. My new car is red.
3. Q: Is that stylish (smart-looking) person your elder sister?
A: No, she's my mother .
4. Q: Which is your book?
A: The history book.
5. Who is your teacher?

LESSON 5
WORK AND PLAY
PROBLEM: Japanese verbs are highl y i nfl ected.
OBJECTIVE: (1) To introduce the basic structure of intransitive clause s.

(2) To introduce negative questions.
(3) To introduce the direction element in intransitive clauses.
Drill
\{)6Q . "'
J.nu dog
t.r. < naku vi barks

( t.r. iJ ~ t.r. \.{) ., t.r. \.{) f-c ) (nakanai; naita)
~6< aruku vi walks

( ~ 6 iJ~t.r. \.{) (arulumai;
~6\.{)f-c) aruita)
tt l- 6 hash1ru vi runs
( tt L- ~::d.r. \.{) • (hashiranai;
tll.-?f-c) hash1tta)
~-t:-~ asobu vi plays

( ~ -t:- Vi t.r. \.{) • (asobanai;
~-t:-lvfC) asoiida)
~ 7-~ Kur~ku Cl ark (persona Z name)
~ l..- 1-c ashita 0 * tomorrow
ff< iku; yuku vi goes

( ffiJ~ t.r. \.{) ; ff? fc ) (ikanai; itta)
tJJ< hataraku vi works

( flJJiJ ~ t.r. \.{) (hatarakanai;
jl]\{)f-c ) hataraita)
~-ttf "'
yasumu vi rests
( -?-t j t.r. \.{) (yastuntmai;
-?-tlvtc) yasuiida)
*see Lesson 3 , p. 83, footnote.

115
tfj tJ~vt ~ dekakeru vi goes out (fr om one's home)

( tfjiJ~V'ttJ:~ ' (dekakenai;
tfj tJ~vt f<:. ) dekake ta)
iJ~ .Z ~ kaeru vi returns; goes home

( iJ~.Z I? t.t~ (kaeranai;
tJ~.Z?t-c) kaetta)
TC i kodomo child
tb < ugoku vi moves; runs (e.g ., the oar

( tbiJ~tJ: ~ ; tb~ f<:. ) (ugokanai; ugoita) runs)
C '"£ ~ . tomaru vi stops; parks

( C-£ I? f.t~ (tomaranai;
tomatta)
11! kur\.Dlla car

.,.
f.ti>"' ~ naoru vi becomes fixed; is repaired
( tJ: i>"' I? t.t ~ • (naoranai;
t.t i>"' "? f<:. ) naotta)
f<:. -:::J tats u vi stands (up)

( t-c t-c f.t ~ ; f<:. "? f<:. ) ( ta tanai; ta tta)
-T:b-6 suwaru vi sits; sits (Japanese style)

( -J-:b I? f.t ~ (suwaranai;
suwatta)
:b~ neru vi sleeps; goes to bed

( :b fJ: ~ ; :bf<:. ) (nenai; neta)
i>"' ~ ~ okiru vi awakes; gets up

( i>"' ~ f.t ~ ; i>"' ~ t-c ) (okinai; okita)
"' lJ .A. I(arisu Harris (personaZ name)
~ Q) 5 kino 0 yesterday
*~ kUru vi comes
( *tJ: ~ ; *f<:. ) (konai; kita)
-:::JiJ~:h ~ tsukareru vi becomes tired

( -:::JiJ~:htJ: ~ (tsukarenai;
-:::JiJ~:ht-c ) tsukareta)
jO., c6 < odoroku vi is startled; is surprised

cjO., E 6 v~tJ: ~ (odorokanai;
jO., E 6 ~ f<:_ ) odoroita)
ffi6 komaru vi is perplexed

Cffi GtJ: ~ ; ffi ? k ) (komaranai; komatta)
.bc6 futoru vi becomes fat

c.be GtJ:~ (futoranai;
.bc-::>t<:.) futotta)
1='-tt-6 yaseru vi becomes thin

( ~-tttJ: ~ ; ~-ttk ) (yasenai; yaseta)
l=ftt Nakamura Nakamura (personal name)
~= ni to (particle , Direction marker)
Dialogue
.,._ . .-
enJ~n engine ; motor (of a car)
:b6~ warui adj (is) bad
k.!;lv tabuii probably
:bv~ 6 wakaru vi understands

c:bv~ GtJ: ~ (wakaranai;
:b75~? k) wakatta)
-t- (" sugu right away; soon
Reading
so ; therefore (sentence connec-

tive)
Common Expressions
Okawari arimasen How are you ("lit.~ Is t here no

ka. change)?
je">;V~Vf ~ i -c 0 Okagesama de. Thank you! (lit .~ By your favor.)

-t-Jr. i -ttlv iJ~ ..... . Sumimaseii ga . Excuse me, but . I I 'm
sorry, but
540 ).-
~J fJ( 0( 0 ( <)
1412 ~
{tl)( t l:t-c G< tltLGC<)
837 ~
l:fj iJ•(rJ 6 l:iJ•VJ 6 t:(6)
1408 in :tb< 52< 5c ( <)
758
1844
*
~ *6
*tJ:0
(6~
76
2tJ:0
(6~
< ( 6)
< ( 6)
*~-r- ~ ?-r- < ( 6)
602 ~
12fg6 c~6 c_~(6)
1169 1 1
9=It-J tJ:iJ•iY G &G
HOW TO STUDY KANJI. The student may have already discovered, as more and more
complicated kanji are introduced, that there are certain relatively s imple kanji
which are used in combination with others to form new ones. For example: ~
onria woman combines with -T ko child to make PJ-~ suk! "likes. Such kanji as ~
and -=f are independent kanji, but they are also radicals; i.e., they are kanji
roots which are used to compose other kanji. Many times the basic shape of these
kanji is altered somewhat when it is used as a part of another kanji; e.g., )\
is altered to 1 when it i s the left-hand radical as in ~~U b~nri convenient.
TPaditionally there are 214 historical radi cals,* each with a number assigned
to it . Thus ~ is Radical No. 38, and -T is Radical No . 39 . Already the fol-
lowing kanji which are used both independently and as radicals have appeared:
*see, A. N. Nelson: Japanese-English Character Dictionary (Charl es E. Tuttle,

Co ., Rutland Vermont; Tokyo, Japan, 1962). Nel son, like Rose-Innes, classifies
a number of kanji under different radicals than those established by tradition.
However , he always indicates the traditional classification as well. For help
in determining the radical, take Nelson ' s advice: 'Take a LEFT radical in pre-
ference to a RIGHT; take a TOP radical in preference to a BOTTOM .' For further
help in identifying radicals, study Nel son ' s Appendices 1 to 3.
Lesson 5 WORK AND PLI!.Y 119
Radical No . Kaftji Reading Root Meaning

72 B NICHI [NI] sun
9 .A JIN; hi to* person
100 ~ SE b i rth; life
46 1-U yama mountai n
70 h kata person (Hon . )
42 IJ\ ( ~ l_!> ) chUsai) small
37 )\:(~ \.!>) o(kiiJ big
__._
189 rEJ ( \.!>) taka(i) tall ; high
102 EE ta rice field
38 -9: ofina woman
39 -T ko child
144 ff ( <) i(ku) goes
159 ]{[ kU!'U171a wheel
Begin to keep a notebook of the kanji you have learned . classifying them by
radicals. You will discover that some radicals consistently appear on the left .
some on t he right . Some radicals change their shape depending on where they
appear in a combination. A few radicals may appear at the top . bottom . l eft .
and right .
FOR YOUR KANJI NOTEBOOK
A. LEFT-HAND RADICAL
Example:
9 (also used as a top radical in the shape _A )
1ilJ {uJ-r-t-il~ o What is i t?
if_ if_ 5f1J convenient
tiJ ttJ< vi works
115 ~ (also used as top or bottom radical)

convenient
I; me
B. RIGHT-HAND RADICAL
Example:
19 j] (also used as bottom radical)
vi move s
*Most kanji have two different "readings"; some have many mo r e. In these
texts . when readings are given in r omanization. caps stand for the on (Chi nese )
reading and italics stand for the kun (Japanese) reading .
c. TOP RADICAL
Example: ~~
8 ~
40 ~ * ** Tokyo
ti:V> adj (is) cheap

4 / *
=f ( traditionally =fflj nooo
classified un-
der 24)
1
- 6 ( tradi tiona Uy Efflj ¥100
classified un-
7
-- der 106 )
7C ( tradi tiona Uy
classified un-
7Cm healthy; well
der 10 )
D. BOTTOM RADICAL
Example: ~ [I]
10 JL
7t 7t~ teacher
39 7 (also used as left- hand or top radical)
#- #-~ student
E. ENCLOSURES
a. Complete Exterior Enclosure
Example: ~~
31 0
~ 9J~A (a) Chinese
ffi ffi6 vi is perplexed
b. Three-side Enclosure
Example: [j ~
169
r~ ~ (traditionally ~~ newspaper
classified un-
der 128)
c. Two-side Enclosure
Example: [j ~
104 ~
~ ~~ sick
SECTION 3. DRILL
Subs titution:
1. 0~VJ: t.c ~-£ -t"o

Cues : a) 2b 6 (
b) Vi L-6
c) 2b~~
Question- Answer:
2. Q: !17-!l~lvtl 2bl-f<: fi ~ -£ -t"iJ~o
A: V;i0, fi~ 1-t"o
Cues: a) ttJ<
b) ~-t-tf
c) ttl iJ•vt 6
d) iJ•.Z6
Substitution:
3. crD -'~AVJ: jb~ 1~/vo
Cues : a) fi(
b) ~16
c) ~ t.c Jo""6
4. !17-!l~lvtl 2bl-f<: fi~ 1~/vo

Cues: a) IIJ(
b) ~-t-tf
c) ttl iJ•vt 6
d) iJ•.Z6
5· 2b 0 T C t Vi f<: "tJ 1 L- f<:o

Cues: a) -t"b6
b) tl6
c) Jo""~ 6
122 JAPANESE BY THE TOTAL MFI'HOD
6. /' 1) :A ~/vV;i ~<D? *1~/v-c lfco
Cues: a) fi<
b) -?i'"&
c) tB7J~vt .:6
d) ;O~:t .:6
7. :btcl-Vi -:?;O~n 1 L teo

Cues: a) j:,-. c6 <
b) klSI.:6
c) ~c.:6
d) -?~.:6
Question- Answer:
8. Q: 'L<D 2f>=Vi i>-.t L-6 ( tf> .!J 1~1v7J~o
A: (a) V;i0, i>-.t L-6 ( tf> .!J 1 ~lvo
(b) 00;{_, j:,-. t L. 6 0"{" -r 0
Cues : a) &f;O~ L-0

b) ~0
c) tl0
d) JfL0
9. Q: t:p;ftc;!vV:t tB 7J~VJ 1 ~ lv l." L. f-c 7J~o
A: (a) V;i0, tfl 7J~VJ 1 ~ /v l." L- f-co

(b) 00;{_, tB 7J~VJ 1 L- f~o
Cues: a) j:,-.[ 6 <
b) {jl](
c) *.:6
10 . J\ ') A JIG~ ~;J: tJi "? ;: 9 ~:: -*.£ 1..- ~'/J'l.o
Cues: a) wlitG
b) JfL"R
c) 9 'b
Engl ish Equivalents
1. A/the dog barks. /Dogs bark.

a) A dog walks .
b) A dog runs.
c) A dog J,::lays.
2. Q: Is Mr./Mrs . /Miss Clark going tomorrow (or Will Mr. Clark go tomorrow )?
A: Yes, he/she is (going).
a) Is Mr. Clark working/going to work tomorrow?

b) Is Mr. Clark resting tomorrow?
c) Is Mr. Clark leaving (or going somewhere) tomorrow?
d) Is Mr. Clark returning (home) tomorrow?
3. This bus will not run (lit., will not move).

a) This bus will/does not go.
b) This bus will/does not stop (there).
c) This car will not (or cannot) repair/be repaired.
4. Mr. /Mrs . /Miss Clark is not going (or will not go) tomorrow.
a) Mr. Clark is not working tomorrow.
b) Mr. Clark is not resting tomorrow.
c) Mr. Clark is not leaving (or going anywhere) tomorrow.
d) Mr. Clark is not returning (home) tomorrow.
5. That child stood up.

a) That child sat down.
b) That child slept/went to bed.
c) That child woke/got up.
6. Mr./Mrs . /Miss Harris didn't come yesterday.

a) Mr. Harris didn't go yesterday.
b) Mr. Harris didn't rest yesterday.
c) Mr . Harris didn't leave (or go anywhere) yesterday.
d) Mr. Harris didn't return (home) yesterday.
7. I am tired (or I became tired).

a) I am surprised.
b) I am perplexed.
c) I am f'at.
d) I am thin.
8. Q: Isn't this book interesting (Zit. , As f'or this book, is Cit] not inter-
esting)?
A: (a) No, it isn't interesting (Zit., Yes [what you said is trueJ, it
isn't interesting).
(b) Yes, it's interesting (lit., No Cwhat you said is not trueJ, it
is interesting).
a) Isn't this book dif'f'icult?

b) Isn't this book expensive?
c) Isn't this book old?
d) Isn't this book new?
124 JAPANESE BY THE TarAL METHOD
9. Q: Didn 't Mr. /Mrs. /Miss Nakamura l eave?

A: (a) No, he didn't (Zit., Yes [what you said is trueJ, he didn't
leave ).
(b) Yes, he left (Zit., No [what you said is not true], he did leave).
a) Wasn 1 t Mr . Nakamura surprised?
b) Didn 1 t Mr. Nakamura work?
c) Didn't Mr. Nakamura come?
10 . Did Dr./Professor Harris come to school?
a) Did Dr. Harris go to the hospital?
b) Did Dr. Harris leave for Tokyo?
c) Did Dr. Harris go (return) home?
SECTION 4. GRAMMAR
5 .1. SIMPLE SENTENCES MADE FROM THE VERBAL CLAUSE BASE. A third base for simple
sentences in Japanese is a verbal clause, transitive or intransitive. Lesson 5
introduces the pattern of intransitive verbal clauses. As with the copular and
adjectival clauses, the essential element in verbal clauses is the predicate. The
verbal clause predicate may be a single verb form or a verb phrase.
5. 1.1. INTRANSITIVE VERBAL CLAUSE: BASIC PATTERN 3
(1) Basic Pattern: Indicative ( "Present Tense")
Subject Predicate
I nakimB.s u I (He) barks.
(wa)] [nakimasu] I (The) dog barks.
I [inu (ga)
(2) Negative
lnakimasenl (He) doesn't bark.
I [inu wa] [nakimasen] I (The) dog doesn't bark.
(3) Past
( nakimashi ta I (He) barked.
1 [inu ~;:~ 1 [nakimashita] I (The) dog barked.
(4) Negative Past

( nakimasen deshital (He) didn't bark.
I [inu wa] [nakimaseii deshita] I (The) dog didn't bark .
5.1.2. VERBS. Like the copula* and adjective, the verb is inflected in Japa-
nese. The basic construction is Stem ana Ending, with the ending carrying a wide
range of meaning, including past, future, conditional, provisional, negative,
etc. (see Appendix).
(1) The Polite -masu form of the Verb. In this lesson four forms of the
verb are treated: polite present (or non-past, since this form is also used for
future or habitual action), polite negative, polite past, and polite negative- past .
Plain forms of verbs are listed in the vocabulary, primarily for the purpose of
showing accents. With the polite -masu ending, all verbs are accented alike, but
*cr. Lesson 1, 1.1.5, p. 56, footnote.

some verbs have an innate accent while others are unaccented. If a verb has an
accent, then the plain negative and plain past forms are also accented (see the
vocabulary list of this and subse~uent lessons).
COMPARISON OF PLAIN AND POLITE FORM OF VERBS

Pl-ain Polite
Present: naku nakimasu (He) barks.
Negative: nakanai nakimasen (He) doesn't bark.
Past: naita nakimashita (He) barked.
Negative Past: nakanakatta nakimasen deshita (He) didn't bark.
The polite form of the verb is characterized by the inclusion of the polite
DERIVATIVE SUFFIX -mas-. The indicative ("present") suffix is -u, and the past
suffix is -ta (the same as for the copula). Verb inflections will be dealt with
in detail in subse~uent lessons. At this point the student should remember only
the polite forms for indicative, negative, past, and negative-past, and the rules
for forming these from the dictionary listing of verbs.
(2) Verb Inflections 1JJith Polite -masu fo:rm of the Verb

Dictionary Stem Formxnt Indicative Negative Past
C-Verb: naku barks nak- -i- nakimasu nakimasen nakimashita
,._
V-Verb: neru sleeps ne- ""
nemasu nemasen nemashita
(3) Detemining Consonant Verbs (C-Verbs) and Vowel Ve!'bs (V-Ve!'bs). The tem
"C-Verb" means that the verb stem ends in a consonant, and "V-Verb" means that
the verb stem ends in a vowel. Thus, if the stem ends in a consonant (e . g., nak-
barks) the vowel formant -i- must be added before suffixing the polite ending:
nakimasu (he) barks. If the stem ends in a vowel (e.g., ne- sleeps), the ending
is added immediately to the stem: nemasu (he) s~eeps. On the other hand, Vowel
Verbs take a consonant formant -r- in the plain indicative; e.g., ne- + -r- + -u
~ neru. Vowel Verbs and Consonant Verbs are easily discovered in the vocabulary
list of these lessons by checking the· plain negative form. If the plain negative
end& in -anai it is a Consonant Verb; if the plain negative does not end in -anai
it is a Vowel Verb. In the Vocabulary Index (Appendix 3), C-Verbs and V- Verbs are
distinguished with a period between the stem and ending; thus, nak.u, a Consonant
Verb because the stem ends in a consonant, and ne.ru, a Vowel Verb because the stem
ends in a vowel.
Plain Negative Consonant Verb VoweZ Verb (Plain Indicative)

hashiranai doe13n't run hashirimaseii (hashiru)
hatarakanai doesn't work hatarakimaseii (hataraku)
asobanai doesn't play asobimaseii (asobu)
tatanai doesn't stand tachimaseii (tatsu)
nenai doesn't sleep nemaseii (neru)
ok1nai doesn't wake okimaseii (ok1ru)
dekakenai doesn't go out dekakemaseii (dekakeru)
The ordinary dictionary, however, doesn't list verbs in this convenient manner.
It will be necessary for the student to recognize other means of distinguishing
between the two classes of verbs, because proper conjugation of the verb is con-
tingent upon this distinction. The following guide may be of some help:
HOW TO DISTINGUISH CONSONANT AND VOWEL VERBS
If the "dictionary" form does not end in -ru it is a C-Verb .

I f the "dictionary" form ends in -ru look at the preceding vowel:
a) Verbs ending in -oru are C-Verbs.
b) Verbs ending in -aru are C-Verbs.
c) Verbs ending in -uru are C-Verbs.
d) Verbs ending in -iru are V-Verbs--except hash1ru runs and a few others.
e) Verbs ending in -eru are V-Verbs--except kaeru returns and a few others.
( 4) Irregulazo Verbs . Fortunately, Japanese has very few irregular verbs (that
is, there are very few verbs which cannot be classed either as C-Verb or V- Verb).
Essentially, the irregular. verbs are three :
IRREGULAR VERBS
PZain Indicative PZain Negative PZain Past PoZite
suru does shinai shita shimasu
kuru comes kenai uta kimasu
iku goes ikanai itta ikimasu
A class of Honorific verbs ending in -aru is like C-Verbs except in the polite
-masu and imperative inflections:
HONORIFIC VERBS
PZain Indicative PZain Negative Imperative PoZite
kudasaru gives kudasaranai kudasai kudasaimasu
irassharu comes irassharanai irasshai irassha!masu
5.1.3. SUBJECT- MARKER PARTICLES wa AND ga . Up to this point the student has
been led to believe that the subject of a sentence is always marked with the par-
ticle wa which occurs immediately after the noun, or the head noun in a noun
phrase. In Lesson 5, sentences in which the subject element is marked with ga
appear (see the Reading). I t will be noted, in BASIC PATTERN 3 (see 5.1.1.) ,
that the particle marking the subject of an indicative or past intransitive ver-
bal clause may be either wa or ga. However, the particle is wa in a negative
clause .
The choice of wa or ga i sn't entirely optional, as these diagrams may lead the
student to believe. As was explained in Lesson 3 (see 3. 3.), the subjects of
contrastive cl auses (or sentences) are marked with wa. But a subject may be marked
with ga to focus;or emphasize it; e.g., Ano kata wa sens~ desu. He is a teacher.
Ano kata ga sense desu. He is a teacher. This last sentence could be the answer
to the question: Dono kata ga sens~ desu ka? Who is a/the teacher? When there is
an interrogative word such as dono, dare, dore in the subject slot it is always
marked with the particle ga, and the subject slot of the answer is always marked
with ga as well.
RULE OF THUMB FOR wa AND ga
wa marks a new topic which is brought up for comment, but the presupposition
is that the topi c is "shared information."
wa contrasts the subjects of two sentences in sequence.
wa marks the subject of a negative sentence (usually, but there are exceptions
when ga is used).
wa is used to bring a parti cular slot (like Object, Time, etc. ) into focus;
in this usage, wa replaces o or ga, but it does not replace other particles
such as ni, but is added to the particle marker for the slot; e. g ., soko
ni wa as foP thePe.
ga r eplaces wa to emphasize the subject of a copular clause .
ga marks the subject if there is a " question word" (such as dare ) in the
subject slot, and ga is also used to mark the subject of the answer.
ga marks the subject of an embedded clause.
5 .2. NEGATIVE QUESTIONS . Ask a negative question and you get a negative answer.
At least this is the way it strikes the native speaker of English when he comes
up against negative questions in Japanese . But there is a l ogic at work, as we
have tried to explain in the English equivalents to the drills . To the question:
Kono hon wa omosh!roku arimasen ka? Is this book not intePesting? the answer
Hai . Yes. would imply that one agreed with what was said; i.e., that he thought
the book uninteresting. To indicate that one did, in fact, fi nd the book inter-
esting, he feels he first has to negate the statement which was put in the nega-
tive. The result: Ie, omoshiroi desu. No, it is interesting.
5 . 3. I NTRANSITIVE VERBS. Verbs introduced in Lesson 5 are intransitive , which

means that these verbs do not take an object . Transitive ve rbs (verbs which
may take an object) a r e introduced i n Lesson 6 .
The first four lessons concentra t e on two basic sentence patterns in Japanese;
i. e ., Copular sentences and Adj ectival sentences. Basic elements of these two
types are Subject and Predicate , the contrast between them bei ng shown in the
Predicate slot. Verbal sentences (the third, and last , basic sentence type)
are those sentences where the predicate slot is filled by a ver b .
THREE BASI C SENTENCES

Copular Sentence I Noun+ wa I I Noun + desu )
Adjectival Sentence I Noun + wa I I Adjective)
VePbal Sentence I Noun+ wa I I Verb)
5 .3.1. THE DIRECTION ELEMENT (see also 12.1). Verbal sentences are e x-
panded by the addition of a variety of elements (slots) , eac~ accompani ed by
its distinctive marker particle. In this lesson, the Direction element and
its marker, ni, are introduced in Drill 10.
V.;Pbal Sentence with DiPection I Noun + wa) I Noun + ni ) I Verb )

~isu-sense wa gakko ni klinashita.
Professor Harris came t o school.
SECTION 5. DIALOGUE
?7-?: w*~~' c~~~tl o

L.U *: c~~~tl, f/7-f/~~0 i>--tJ~bJ? tb.!?1-lt~tJ~o
? 7-? : tl~, i>--tJ~v-r~ 1-c o w*~ ~tl?
1-U 2f5:: ;{_;{_, bkl-~ o
? 7-? : W*~~, -j'-.7)..1-l:t~iVi, }j[iOi i!J ~ 1-lt~ o

L.U *: ~ntl rn.!?1L-k~o
IJ 7-? : X..X..o
1-U 2f5: : .:r. :/ .:./ :/iVi b.:b ~"""Ci'"iV~o
?7-?: ft.!;~ ~?l:i'" o
UJ *: tb tb, btJ~ J? 1 L-k o i'" <• fJ: j;,-. J? 1 i'" o

Kuraku: Yamamoto-san, konnichi wa.

Yarrwnoto: Konnichi wa, Kur~ku-san. 0-kawari arimasen ka?
Kuraku: Hai, o-kaga-sama de . Yamamoto-san wa?
.:.
Yarrwnoto : E, watashi mo .
Ku~ku: Yamamoto-saii, sumimasen ga, kuruma ga ugokimasen.
Yamamoto : Sore wa komarimashita ne.
..:.
Kur.&.ku: E.
Yamamoto: Enjin ga warui desu ka?
,.
Kuraku: Tabuii so desu.
~ ,.
Yamamoto: A, wakarimashita. Sugu naorimasu .
English Equivalents
C~ark: Hello , Mr. Yamamoto.

Yamamoto: Hello , Mr. Clark. How are you (~it.~ Is there no change)?
Clark: Fine, thank you ( Ut. ~ by your favor). And how are you?
Yamamoto: Yes, I'm fine, too.
C~ark: Mr. Yamamoto , pardon me, but (my) car won't go .
Yamamoto: You're in a fix, aren't you.
C~ark: Yes .
Yamamoto: Is it the motor (~it .~ Is the engine bad)?
C~ark: Probably so.
Yamamoto: I 've found your t r ouble (~it.~ Oh, I understand). I t will be r e-
paired right away.
SECTION 6. READING
15 10 5
}\
l)
~
;f.- WJ ~Ji-~$:.~~ 'o/ ~ ~~E% --( t~ -cp
~ )\ ?\ jl ~5 ~j ;fi ifi (}) (}) t t'' b tt~ ;t1
I I) I -r..··
~
'-
~
I...-
~
L..
..ls:
L A.A..':t=b "' L:J~ '-
~
kJ--1
;t _. ~
i.lvfv~lvlv ~~ t"d ~j ~"j "@
'}v
1....- -; " ~;;t l~ t,'' ~d fJ~· 'f ~ tj
\ lv I 0 ~.;t ~j &8 cb
A-1" tJ. Z ~ *-
~ vS~ J:_
-tt.;t;!!::z£
l,;G~::f:
VJ 'J ().'' (}''
~ ;fi
~---='
lv '-- ;:())
~ L
'-- A'-t lv ~J: lv it
~-itG~G ~ ~ ~ ~
~ ~ l~ G 1v. t'[, ~ r~
fi:fi: ~~ ~
~ t~ -{ 0
u " 'AfPG
A.; it ff-1 0 u (-:_ 0 0
~ til t~
fv~ (-:.. 0 ~) ~1 L.. 0
tlJ /J) ~ • tl ;ft -t~

t•' (::'' o-tt
;f- v
u
0
~
....._ L t7.......
'\
t> \
lv
0
J.J "
L
Change the foUowing sentenaes to the forrn indiaated in parentheses:

1. bit lti thlit it1J~1""to (Negative)
2. 3'7 - 3'c;lvr.t /:b ii•VJ 1 ~ lvo (Past--add ~ 0) 5)

3. ~AV;i f.l1 ""to (Past)
4. t_O) !f!ti t,c s,-- .b 1 -to (Negative)
5. bf<:.lti ih -t-lf 1 -t 0 (Past)
Answer in Japanese~ using the aue given in parentheses:

6. t_O) :<$:Vi r§J( fh .!J 1 ~lvil•o (til/))
!=f;fjc;!vti /:biJ•VJ 1 ""til•o (\/)\;');{_)

7.
8. t..tLti ;ht.r..itOJ 1f! -r-til•o (\;')\;');{_)
9. ;ht.r..itti t.l1 -ItIV -c l tc il •o (;{_;{_)
10. thOJAti ~~'"( ""tiJ•o (\;')\;');{_)
11. iht.r.. itti _j;,-. C 6 ~ 1 ~/v '"( litil•o (\;')\;');{_)
12. I ran .
13. The boy will get up.
14 . The man di d not go.
15 . The American worked.
16 . The car wi l l not go (move).
Add aaaent marks to aZZ the above .

Getting Acquainted
(Useful Expressions from Unit 4 , pp.31-32)
A:
b~t-
~Ld;J: -r·9 0 t• ? :e ck -? L, < o I am _ __ How do you do?
B: t;J: t; dJ £ L, T , t•? :e I am pleased to meet you.
~. .. .,~.,
A: ;::·ffH~ ~ d) IJ tJi t ? Thank you for inviting me (today).

B: t ' ? :e dJ L, d) tJi "? T Please eat.
A: -r· t;J:' "' t:. 1:. ~ £ 9 0 (Said before beginning to eat .)
B: t • ? :e 0 Please .
!>JIG t: 0
~~
A: (Excuse me for) going ahead.
B: t ' ?:.r!o Please .
B: d) t; t;J: '<' "/)\ tJi-c" 9 "/Jl o How does it taste?
A: t:. "'-'~h., t1 "? ;: ? -r· 9 o Very good!
B: ;::· t;J: A., 0) !> "/Jl :b IJ t;J: ._' "/)\ tJi-c" 9 "/Jl o Would you like some more rice?
No , thank you .
A: Z:""t-f?tt£o Thank you (li t . It was a feast) .
B: !> -f £ -:::> tt £ 1" ;::· ~· '-' £ L, t:. o No,no ( lit. It wa s rough fare)!
v' v' L" t ~\?

v\v\~'t~\0 -r· t;t , t;J:t;dJ£9o Are you ready? Well, we will begin.
····················-·-···-···-··-·-····--·········-···--·····-----·-----·---....·-········---··················---·······--·-···-·········-··-······-·--·-·-·-····---···········-··--·--·····----······-
't-5 v'v'~· t~\0 Are you all right now?

.............................................................................................................................................................................................................................--.-········-··...............................................................
Do you want sugar?
No , thank you .
TA. ~
_
........................................_.,,..........................................................- ............,_.................................................................... ........... __ ......._____
, ,,~.-- .........................___________,
A: :S }( ~ tJi V\ V\ ~· t ;fJ o Nice weather, isn ' t it?
B: ;'t;'t , V\V\~'t:tJo Yes, it is, isn ' t it ?

.............................................................................................................................................................................................................................................................................................................
Is tomorrow convenient for you?
Yes, it ' s O. K.
SECTION 9. SUMMARY TEST. Lessons 1-5

(For answers see Appendix 4)
j!l $ ;1: j;) < lJ iJ:\ ~
I. ~~t.~(ry#~ . V6#~.~~~~ ( v 6 tJl ~ /fJ 5' 1J -f .1
1. Q) lt' &Q ~;J: ·e 9 o
"Tb:-:'!:77""::~("L-' 't lt' ~ lt' "(} J: -j ~
-=::'"""£::c"'"' ;;FJ,_,£,. . . c-.:r:r-:: 0
2. Convenience Store~~~ ·c 9 o
n lt, ~
3. Q:
{> *tf 6 ~ ~ (J) ~
<~ * }) f: 6 L-
~;J:
lt'
T 9 tJl ,
A: lt' lt' ;'t. T 9 o

~~lt'
4. Johnson~~Q)~( ~~Q) ;:·Q)7t;1=_~;J:. ~Q)-5 , iJ'i"?;::-5~::: '"CL-'t:.o
( ~~~ ~£tt~
II. Rewrite the following in negative form.

1. ;!i)(J))d;J:¥1:l'·9o (Neg.)----- - - - - - - - - - - - -
2. ~ 7 - ~ ~ ~ ~;J: ;!;) L- t:. l'' iJl ~t £ 9 o ( Neg . )
3. ;:: Q) {> ~ lt' ~;J: fJT L- lt' '"('· 9 o (Neg.) _ _ _ _ _ _ _ _ _ _ _ _ _ _ __
4. T- t " 't ~;J: {> iJl £ L- iJl "? t:. l'' 9 o (Neg.) - - - - - - - - - - - - - -
5. ;:: (J) * ~;J: b t:. L- (J) ·e 9 o (Neg . ) -------'-'--------'------ --
III. Supply appropriate particles. Mark "X" where not needed .

1. Ll.J EE ~ ~ fJT L- lt,_]!!_i!IJ ~ £ tt ~ o
2. ;:: Q) ;\ / ~ lt' L- < ;!;) ry *it~ 0
n _ v t:. L-_
3. ::: *-'"' ~ Y _i!5 ry *tt ~ 0 i!5 :tJ T 9 o
4. ~ ~ t:._ '*' t1' ~ ~ "(' 9 iJl 0
IV. Make your own sentence using the verb given.

l.
2.
3.
4.
5.
134 JAPANESE BY THE 'IOTAL METHOD
V. Fill in the blanks in the chart. Do not use kanji.
Dictionary Polite Negative Polite Past Polite

Fon Fon Fon Fon
~ tL\-' ~ tL\-' l'T ~ tL \-' 1:' ~;t N> t) *it A. ~ tL\-' -r l t::
ili tJ~ ~t .Q
t::"'J
t.ii ~
;V) "? \-'
7\..~\-'
t;t l .Q
~fli
~.!::.Q
111 <
t.l.Q
VI. Express in Japanese .

1. Is Tom your younger brother? - - - - - - - - - - - - - - - - - - - -
2. Was that French book difficult?
-------------------
3. I'm going to Tokyo tomorrow.
4. My new ball-point pen is no good.
5. My father is going to return to A•erica to1orrow .
LESSON 6
BUYING AND EATING
PROBLEM: As in English, the distinction between transitive and intransitive

verbs is not indicated in t he " shape" of the word, but in the
larger context of clause--i.e., transitive verbs "take an object."
OBJECTIVE: (1) To introduce the Transitive Verbal Clause.

(2) To present the Topic and Subject slots in transitive verbal
clauses .
SECT I ON 1 . VOCABULARY
Dri ll
~ ~ particle, Object marker

Pi? 75~5 vt buys
( Pi :b tJ: ~ ; Pi ? k ) ( tJ~:btJ: ~ . tJ~? k )
'
%6 56 vt sells
C% GtJ: ~ ; % -:::> k ) C 5 GtJ: ~ ; 5 -:::> k )
., :
W'Etr ?tr vt reads
( wt ~ t,£ ~ ; W'tlvtc ) ( J: "?tJ:~ . ? lvtc)
'
Yt6 ~6 vt sees; looks at
~ ~
( .~JJ: ~ ; Ytt~) ( Jr.tJ:~ ; Jj..fz:)
ctllv 2r.tlv (cooked) rice; a meal
1lz""6 t~ -;::z6 vt eats

( *""tJ:~ ; *""k) ( ~z:-:::ztJ: ~ . k""k )
'
c ~~)~vt sake (Japanese rice wine) (or
alcoholic drinks in general)
vt drinks
J
1::•- Jv beer
bread
cake
(Japanese) tea
coffee
135
l_i;!Jj. -c iJ!Jj. letter (epistle )
tJ~< ~< vt writes; draws; paints

( tJ~tJ~t~ !./) • tJ~l./) tc..
, ) ( t;~ ~t~ !./) ,• ~!./) tc.. )
;{_ ~ (a) picture (drawing ; painting)
;{_ 1./)i;i ~!./) i;i; ;{_ !./) i;i movie
Yc(J_)-T Yc"i><: the (lit. , that) child
-"'lv~.t? -"'lv~.t? study
Vi 1.:-&>'J ~ Vi 1.:- &>') ;:, vt begins

( Vi 1.:- &>') t~ !./) ; ( Vi 1.:- &>') t~ !./) ;
Vil.:-&>'Jtc..) Vi 1.:-&>'J tc.. )
l
7i!IW ~~(/_) kimono (Japanese style dress)
~~ ~;:, vt wears; puts on (clothing)

( ~ t~ 0 ; ~ tc.. ) ( ~ t~ !./) ; ~ tc.. )
( j;,-. ) Vi l ( j;,">) ttl chopsticks
-?t;~? -?t;~? vt uses

( -?t;~bt~ !./) ; ( -?t;~t>t~l./) ;
-? 1J ~ ··:::de.. ) -? t;~-:;) tc.. )
r·; door
~vt.o ~vt~ vt opens

( ~vtt~ !./) ; ~vttc.. ) ( ~vtt~l./) ; ~vt tc..)
1E ?c- window
l&>'J-0 l~~ vt closes; shuts

( l &>') t~ !./) ; l &>') tc.. ) ( l~t~l./); "C&>'Jtc..)
partiaZe, Indireat Objeat
marker
Japanese (language)
language (e.g. , the Japanese

language) (noun suffix)
j;,"> l;t ~ j;,"> L-;{_ ;:, vt teaches

( ~"> l ;{_ t~ !./) ; ( j;,-. l ;{_t~ !./) ;
j;,"> l ;{_ tc.. ) j;,"> lX.tc..)
&;) ~1 .Q &;) ~1-!> vt gives (someone)
~~ ::1 ~:i -l- transistor radio

1- 7 / y A ~ - 7
-
v • -l-
4
'- ..::;
I' /
'i
. , .,
"'7 .,.., _
A 1 7 ., 4
~vt~ ~vt~ (a) watch; clock
iJ}7 ji;.:;; camera
1 ::¥ 1J .AA 1 ::¥ 1):;;;: t,~ Englishman
) - 7 - ? - 7- - air-conditioning unit
~-t:t-.:6 .7}.~.:6 vt shows

--:1 -:-1
( ~-t:ttJ:~ ; ~-t:tit) ( )}. -1t tJ: ~ ; Jf.-t:t t-c )
::T v ~::· "? v ~::· television
{DJ tlvc what?
-:1".:6 -:1".:6 vt does

C l.J.t ~ ; L.t-c ) C LJ.t ~ ; LJ-c )
Dialogue
tl~l Hayashi (personaL name)
it"'"" ~ 3 ; t-c"'"" ~ v food
i'"~~~ sukiyaki (a Japanese f ood)
~ and (a conjunctive used be-

tween nouns or noun phrases)
tempura (deep-fat fried food)
Reading
adj (is) red
Common Expressions
Let 1 s see . . / Let me

think . . .
Thank you.
Won 't you . . . ?
1483 J Ji5 tJ~5 tJ~ ( 5)

1477 ~
~~ %.:6 2_.:6 5 ( .:6)
1424 ~
~
=--=t..r
l'i1l: ?t..r J: ( 't_r )
138 JAPANESE BY THE TOTAL :METHOD
460
jL
940
44 ~
'* Jt~
~-"'6
:7;~
t-c~ 6
Jj..(~)
t-c ( ""' 6 )
iV\tJ otr V(tJ)

1621 % ~
m~ ~~v ~v
522
~ B*~ Kfi~c ::: l
1892 ~
# tl~ l tl~l
1045 ~
.J ' ~V> .;h i&>V> .;h Jj> ( V> )
New Readings
115 [llJ : {PJ 1?.~ (1)

{PJ tllfL ..
SECTION 3. DRILL
Substitution :
Cues: a) !JC ~
b) IDttJ
c) .ft6
Expansion:
(b) Add ib l f-c to the sentences in l(a).
Substitution:
~~ ~ ~2
Cues: a) r'B:Jv • -' '"'Q
Expansion:
(d) Add tb Lfz:. to the sentences in l(c).
Example : :biz:. Ltl tb Lfz:. ~V>::$:a- ~\;> ~ i'"o
Substitution:
2. :b tL Ltl ctllva- ~~1-ltlvo
Cues: a) j:,.,.~ VJ" ~U
b) ~:::·-;v
c) /~ :;/
d) 7-::f-
Question- Answer:
3. Q: ibtJ:fLtl cV:tlva- ~~1-tiJ•o
A: tl\t>, ( ctl/v a- ) ~~~-to
Cues : a) /~ /
b) 7-::f-
c) vc <
4. Q: ;bfJ: fLtl j:,.,.~ VJ" a- ~Jj.. ~ -:t"iJ•o
A: (a) \!> \!> ;{_ , ( j:,-. ~ Vi a- ) fVz Jj.. ~ -lt lvo
(b ) \!> \!> ;{_ , ( j:,-. ~ VJ Vi ) tV\ Jj.. ~ -t:t" lvo
Cues: a) j:,.,. i?-?
b) ~:::· - ;v
c) :J-t:-
Substitution:
5. (a) -f- c t Vi cVilv a- i;t~ ~ Lfz:.o
Cues: a) ::$: WEu
b) ::1-~ - AAu
c) -r. iJt.Jj.. iJ~<
d) ;{_ iJ~<
e) ;{_ 0iJ~ ~6
Expansion:
(b) Add ~ ([) 5 to the sentences in 5(a) .
(c) Add i'" <+ to the sentences in 5 (a) .
Substitution:
6. --t:"([)-f-Vi *:a: ~0-£ -Jt lv -c lf<:.o
Cues : a) ~lv~.t? ti:L:tl66
~
b) m!IW ~6
c) Vil ~iJ-?
d) 1-"7 <bvt 6
e) -£c L-tl66
Question- Answer:
7. Q: T C ~ tJ: VL (:a: ~~j lf<:.iJ•o
A: (a) Vi 0 , ( VL ( :a: ) ~~ 1 L- fLo
(b) Vi 0 , ( VL ( Vi ) ~~ -£ L- fLo
Cues: a) ... ~ /
b) -7 - ::f-
c) L'tl:lv
8. Q: T C ~ tJ: VL ( :a: ~~ j lfz:. iJ•o

A: (a) 0 0;{_, ( VL (Vi ) ~~-£-it lv -c L- fLo
(b) 0 0 ;{_ , ( K ( :a: ) ~~-£ -Jtlv -c L- fLo
Cues: a) -'"~;/
b) 7-=f-
c) ctllv
Substitution:
9. B*=Atl ;t-?1~-c!lvVC B*=~:fr i>~ L-X. 1-:t"o

Cues: a) ~ffilA ~ffil~
b) 77/7-A 77/:A~
c) 7JIJtJA x_ l,n~O) *.:If> ~f £ L, t: 0
d) f1-;; A ~·1 '/~
10 . B*=Atl 7 J 1) tJAVC ~7/:/:A!J-7:/;d-:fr % !J 1-:t"o

Cues: a) f1-;; A cvt~.n
b) 77/:AA tJJ-7
c) 1:¥ 1J:AA !1-7-
!
..
d) ~ffilA ~t!W
11. 5t1:.tl :bkl-VL ;0!? C:. 5 ([) !1-7-:fr Jt~1 L-ko

Cues: a) Lll*=c!lv tJ}7
b) t-?1~-c!lv cvt~.n
~c'
c) 1te~c!lv *
d) "' 1) :7-'C!/v :Tv~:::·
~ituation-Response (Question-Answer):
-2 . The tutor gives the situation, or statement, and then questions the student
about the content.
;l; c'
Situation: :bk ltl 1te~c! lvVL *=:fr &5 ~f £ Gt:. o
(a) Q: tctL;O! *:fr &5 tf £ L, t:. iJ'

1te~c!lvVL 0
A: ;bt.r. fL.;Q! (1ti:~c!lvVL) ( *=:fr ) &5 ~f £ Gt:. o

(b) Q: :bkl-tl tcnvc *:fr &5 tf £ Gt: :b'-' o
A: ( ;bt.r.ktl) fb:Jfic!lvVL C*=:fr) &5 tf £ L, t:. 0
/
(c) Q: :b tz:. LA:t ~Jfi ~ lv vc {iiJ 't 115 ~f 1 L- t: iJ~ o

A: ( ~ t.c fdi ) ( '(tc)fi ~ /v VC ) ::<$: ~ 115 ~f £ L- f:: o
(d) Q: :b tz:. LA:t fiiJ ~ L- 1 L- tco~a
A: ( ~t.ctz:.tl) 1te!i~lvVC ::<$:~ &5~f£ L-t:o
1. (a) I buy books . I I (will) buy a book.

a) I sell books. I I (will) sell a book.
b) I read books. / I (will) read a book.
c) I look at books. / I (will) see/look at a book.
(b) I'm going to/will buy (a) book(s) tomorrow.
(c) I buy cheap books. I I'm going to buy a cheap book.

a) I sell expensive books. / I'm going to sell an expensive book .
b) I read old books. / I'm going to read an old book.
c) I look at new books. I I'm going to look at a new book.
(d) I'm going to buy a cheap book (or books) tomorrow.
2. I don't (or will not/am not going to) eat rice (or a meal).
a) I don't drink sake.
b) I don ' t drink beer.
c) I don't eat bread.
d) I don't eat cake.
3. Q: Do you drink sake?

A: Yes, (I) drink (sake).
a) Do you drink (Japanese) tea?

b) Do you drink beer?
c) Do you drink coffee?
4. Q: Do you drink sake?

A: (a) No, (I) don't drink (sake).
(b) No, (I) don't drink (sake).
a) Do you drink (Japanese) tea?

b) Do you drink beer?
c) Do you drink coffee?
5. (a) The child(ren) (or my child) ate rice/his meal.

a) The child read a book.
b) The child drank coffee.
c) The child wrote a letter.
d) The child drew .a picture.
e) The chil d saw a movie.
(b) The child(ren) (or my child) ate rice yesterday.
(c) The child(ren) (or my child) ate (his meal) right away.
6. The (lit. ~ That) child didn ' t buy a/the book(s).

a) The child didn't begin studying. I The child didn't begin his study .
b) The child didn ' t dress (Zit . ~ put on a/his/her kimono) .
c) The child didn 't use chopsticks.
d) The child didn ' t open the door .
e) The child didn ' t shut the window .
7. Q: Did (the) child(ren) eat (the) meat?

A: (a) Yes, (t he) child (ren) ate (the) meat.
(b) Yes , (the) child(ren) ate (the) meat.
a) Did (the) chil d(ren) eat bread?

b) Did (the) chi l d(ren) eat cake?
c) Did (the) child(ren) eat rice/the meal?
8. Q: Did (the) child(ren) eat (the) meat?

A: (a) No, (the) child(ren) didn't eat (the) meat .
(b) No , (the) child(ren) didn't eat (the) meat.
a) Did (the) child(ren) eat bread?

b) Did (the) chil d( r en) eat cake?
c) Did (the) child(ren) eat rice/the meal?
9. A Japanese teaches Mr . /Mrs./Miss White (the) Japanese language.

a) A Chinese teaches Mr. White Chinese.
b) A Frenchman teaches Mr . White French.
c) An American gave Mr . \fuite an English book .
d) A German gave Mr . White a German book .
10. (The) Japanese sell Ameri cans transistor radios. I Japanese sell
transistor radios to Ameri cans.
a) Japanese sel l Germans watches/clocks.
b) Japanese sel l t he French cameras.
c) Japanese sell the Engl ish air- conditioning units.
d) Japanese sell Chinese kimonos .
11. (The) teacher showed me (the) school air- conditioning unit .

a) The teacher showed Mr./Mrs./Miss Yamamoto the school camera.
b) The teacher showed Mr./Mrs./Miss White the school clock .
c) The Teacher showed Mr . /Mrs./Miss Sato the school book(s).
d) The teacher showed Mr./Mrs./Miss Harris a/the school television.
12 . Situation: I gave Mr./Mrs . /Miss Sato a/the book(s) .

a) Q: Who gave Mr. Sato the book?
A: You gave (Mr. Sato) (the book) .
b) Q: To whom di d I gi ve the book?
A: (You) gave (the book) to Mr . Sa to .
c) Q: What did I give Mr. Sa to?
A: (You) gave (Mr . Sato) the book.
d) Q: What did I do?
A: (You) gave Mr . Sato the book .
SECTION 4. GRAMMAR
6.1. KINDS OF CLAUSES. With this lesson we introduce the last of the four kinds
of clauses i n Japanese: Transitive Verbal Clause. The total list is given below:
SIMPLE SENTENCE BASE
1. Copular Clause
2. Adjectival Clause
3. Intransitive Verbal Clause
4. Transitive Verbal Clause
These clauses receive their names from the nature of the predicate. Thus , a
copular clause has a predicate which contains the copula , an adjectival clause
has a predicate which contains an adjective, and the predicate of verbal clauses
is a verb. Intransitive and Transitive Verbal Clauses are distinguished by the
fact that the latter type can include a direct object of the verb whereas the
former cannot.
6.2. SIMPLE SENTENCES MADE FROM THE TRANSITIVE-VERBAL-CLAUSE BASE. Transitive

verbal clauses are clauses containing a verbal predicate and optional object and
indirect- object elements.
6. 2 . 1. TRANSITIVE VERBAL CLAUSE: BASIC PATTERN 4
(l) Basic Pattern 4(a): Indicative
Subject Object Pr-edicate

I tabemasul (He/she/it/etc.) eats.
I pan ol I tabemasul (He/she/it/etc . ) eats bread
I kodomo (wa) I I tabemasul (The) child eats.

(ga)
I kodomo (wa) I
(ga) I pan ol I tabemasul 'The) child eats bread
(2) Basic Pattern 4(b): Past
Subject Ind. Obj. Objeat Pr-edicate

I oshiemashital (He/she/etc . ) taught.
I ego ol I oshiemashital (He) taught English.
I kodomo nil I oshiemashital (He) taught t he child .
I kodomo nil I ego ol I oshiemashital (He) taught the child
English.
..
I sense (wa) I I oshiemashital (The) teacher taught .
(ga)
I sefis~ (wa) I I ego ol I oshiemashital (The) teacher taught

(ga) English .
I sefis~ (wa) I I kodomo nil I ego ol I oshiemashital (The) teacher taught

(ga) (the) child English .
(3) Negative
Subjeat Objeat Pr>ediaate

I tabema sen1 (He/she/it) doesn ' t eat.
(o )
1 pan (wa) 1 I tabemaseii1 (He) doesn't eat bread.
I kodomo wa1 I tabemaseii1 (The) child doesn't eat.
( kodomo wa1 1 pan (o )

(wa) 1 I tabemasen1 (The) child doesn ' t eat
bread .
(4) Negative- Past

Subjeat Ind. Obj . Objeat Pr>ediaate
(He/she/etc . )
( oshiemaseii deshita1 didn't teach.
(o )
( ego (wa) 1 I oshiemaseii deshita1 (He) didn ' t
teach English .
I kodomo ni1 I ego (o )
(wa) 1 ( oshiemaseii deshita1 (He) didn't teach
the child English.
I sens~ wa1 I kodomo ni1 I ego (o )
(wa) 1 I oshiemaseii deshita 1 (The) teacher
didn ' t teach (the)
child English .
6.2 . 2. THE OBJECT. There are certain verbs which may occur in a clause with
a unit of grammar which we call Object (or "direct object"). The term "object"
refers to the element in a clause which is the goal of the action of the verb .
The native speaker of English i s familiar with this structure in his own language,
though the object comes after the verb in English and before the verb in Japanese.
A transitive verbal clause, then , is a clause in which the object may occur .
(1) Optional and Obligatory Elements . It will be noticed that we have used
the expression "may occur" when speaking of the object element in transitive
verbal clauses. The patterns presented in 6 . 2 . 1., as well as the drills of this
lesson, illustrate the optional status of the object . Therefore, the object is
an optional element of transitive verbal clauses . However, the object el ement
cannot occur in intransitive verbal clauses, nor can it occur in adjectival or
copular clauses .
Omission of the object is easy enough to understand in sentences like Kodomo wa

(gohaii o) tabemashita. (The) ahiZd ate (a meal). In English, too, such sentence s
usually omit the object : The ahild ate . But in many instances , especially when
the object is understood or bas been mentioned previously in the conversation,
this characteristic omission of the object in Japanese can be puzzling to the be-
ginner ; e . g . ,
Q: Sono ega o mimashita ka? Did you see that movie?
A: Mimashita. (I ) saw (it ) .
As the patterns of 6.2.1 . show, in transitive verbal clauses (as in all clause
~ype s) all elements exc ept the predicate are optional.
(2 ) The Objeat-Marker Partiale o. Conveniently Japanese marks t he object ele-

:ent of the clause overtly with a particle : o. In fact, all slots such as Subject.
Object, Indirect Object , etc., except t he Predicate, are marked at the end of the
slot by a particle . These particles are something like prepositions in Engli sh,
but since they come at the end of the slot perhaps they should be called post-
positions . The fact that these slots (or functions ) are so well mar ked by these
d i stinctive particles makes it possible to change the order of the slots and still
not al ter the meaning of the sentence.
(3) The Use of wa to Focus . As the drills of this lesson illustrate, the Objec
slot is normally marked wi th the particle o unless the speaker wishes to focus (or
emphasize , or call attention to) this sl ot . In such a case the object is marked
with wa . Any sl ot in a sentence can be put in focus by marking it wi th wa . Comp
the fol lowing two sentences :
Kodomo ni ego wa oshiemasen deshita. (He) di dn ' t teach the chil d(ren)
EngZish.
Kodomo ni wa ego o oshiemasen deshita . (He) di dn' t teach English to chiZdren .
(4) Nani (what) as Object. The wor d nan what? was i ntroduced in Lesson 1;
e.g. , Kore wa nan des u ka? What is this? The wor d nani what? which occurs in
the present lesson in the Object slot is the same word; the form is changed be-
cause it is followed immediately by the vowel o. Remember that the form of t his
word before the object- marker particle and also before the subject- marker particle
ga is nani . Thus,
Nani o tabemashita ka? What did (you ) eat?

Nani ga arimasu ka? What is there?
6 . 2.3. THE INDIRECT OBJECT . This lesson points up another feature of transi-
tive verbal cl auses: the indirect - obj ect element . The indirect object can be
thought of as a second goaZ of the action of the ver b . However , this element
is much like the traditional indirect object in English (except there is no
special objective form of the pronoun to fill this slot as in English , Give me
the book) . Like the object, the i ndirect object is marked by a particle (ni)
which comes aft er the indirect- object noun , or after the noun head of a noun
phrase . As was explained above, the particle wa may be attached to the indirect-
object element to focus it, but wa does not replace the particle ni as it does
the particle o.
6 . 2 . 4 . TWO CLASSES OF TRANSITIVE VERBS . The i ndirect object is optional in

certain transitive verbal clauses , which means i t may or may not occur , but it
is obligatorily absent from other transiti ve clauses. For this reason , the drills
of this lesson are designed to cal l attention to two classes of transi tive ver bs .
In 6 . 2 .1 . these are distinguished as Basi c Pattern 4(a) and 4(b). The fact is,
in Japanese, the indirect- object slot may occur with some transitive verbs but
not wit h others . Certain verbs cannot take an indirect object . One such verb is
,taberu eats .
6 . 3. INVI TATIONS. Invitations and requests ar e often phrased as negative ques-

tions for the sake of politeness, but are answered as if they were affirmative
questions (see 5 . 2 . for negative questions). The opening sentence of the Di alogue
is such an invi tation :
J onson-san, kohl nomimasen ka ? Mr. Johnson, won't you have some coffe
~
E,
..
domo .
0
Yes, thanks.
SECTION 5. DIALOGUE
:b k LAi i>-- ~ -? a- ftA Jt.. j -to

~C:6-r, if*~lvtl :b--~V:Ta- ffAJj..j-j-iJ~ o
~~ ' ftj(Jj..j-j- 0 ~3/Y/~Ivtl?
:b t-c. L- tl i>-- ~ vt tl ftA Jj.. j -tt lv 0

~ 3 / Y ./ ~ lvtl 8 *0 ~~!JW-a- ~~ j 1..- kiJ~ o
~~' ~~j LJ-c.o

fPJ-a- ~~ j 1..-tz:iJ~ o
English Equivalents
Hayashi: Mr . Johnson, won't you have some coffee?

Johnson: Yes, thanks.
Hayashi: I'm drinking (Japanese) tea.
Johnson: By the way, do you drink sake (or alcoholic beverages )?
Hayashi : Yes (I drink it). How about you?
Johnson: I don 't drink sake.
Hayashi: Have you eaten (Zit., did you eat) Japanese food?
Johnson: Yes, I have.
Hayashi: What have you eaten (Zit . , what did you eat)?
Johnson: Let's see • . . . Sukiyaki and tempura.
Hayashi: Was it good?
Johnson: Yes, it was good.
SECTION 6 . READING
15
:J 1
I )LI
l:::- 1
I
! ~!z
lt
,fj_~
11:
-1,
FiZZ each bZank with an appropriate particZe:
1. ten ~.nt5c 7-=f- 1t~"£L-t-c 0
~ L.. . ft~ 1 l-f-c o

2. :bt-cl, -=ret .z~.nm i>-- L- ;t 1 -r- 0
3. ib tJ:. t-c {PJ L-1 L-t-c 0
~lv~.t5 l-1 l-f-co

4. rt?1~~ 1v {iJJ :i:>-- L- x_ -£ LJ-c 0
i>-- L- ;{_ 1 L- t-c 0

c:. (/_) ~ n ~.n 0
:1.1~~1 l-f-co
Change each sentence to the form indicated in parentheses:
6. :bt-c L-tt ::1-l:::-~ ~J;.. "£ -r- 0 (Past)
7· -=rcttt 7-=f-~ :ft~ 1-t"o (Negati ve)
8. 3'7-3'~/vtl :bf-cl-(IL fJ}7~ ~{t"£ l-ko (Ne gative)

It
9. -f:(/_) ~(J_)-=ftJ: ¥~~ ~1-t"o (Ne gat ive Past)
10 . I sold him my camera.
ll . That small boy (over there) does not read books.
12. What do you (or will you I a re you going to) teach hi m?
13 . Japanese use chopsticks.
14 . Do you drink beer?
Add accent marks to aZZ the above.

Telephone!
(Useful Expressions fro• Unit 5, p.38)
~~-c- -t 0 Telephone!
'b '-' 'b '-' ' Hello! Is this 's residence?
~;f:l,\' ~-? 1.'"9 0 Yes, it is.
~\ ~\ ;(._ t> :iJl t,.\ *"9 0 No , it isn't (lit. it's different).
~J.d;t_T"t o This is _ _
-- ~ A..,~;t \.-\6 '? 1..--t-> t,.\ * "t:fJ\0 Is in?
Yes, wait a mo1ent, please.
t,.\ t,.\ ;'{. ' * *1t A.
t,.\ t,.\ 0 No, he/she's not here now .
tJ fey= t: 1t '-' * '-' t: (I' m sorry) I kept you waiting.
*
0
~J.d;t 8 ~ :iJl ;b :iJdJ * 1t A. I don't understand Japanese.

*"9
0
it>~ t: ~;t ;'{. ~\ ~ :iJl ;b :fJ\ IJ :fJ\ 0 Do you understand English?

"9lj.iJ:1f"A...o'boJ tJJ:-:>(: Pardon 1e. Please talk a little 1ore
ll:(r
$ '? < IJ ~ '-' l <t=. ~ t,.\ 0 slowly .

.t < ;b :fJ\ IJ *1t A. 0 I don't/didn ' t understand (very) well.
;b :fJ\ IJ * L, t: 0 I understand/understood.
·c ~;t , ~ .t -:> ~ 6 o Well, good-bye.
Japanese Food Henu Western Food Henu

meat and vegetable s t ew nv -71'7. curned r tce
ftsh and vegetables f rted
1n deep fat I '1 7 9 /
7.7--'f
macaron1 grat1n casserol e
beef steak
t
• I t
~ ~~
~
pork cu tle t
chtcken s htskabob i 7. 1r ?' 7- { -
II / J{- :11 -
spaghet t1
hnburger
~ ~
-c
h
~' ~ .t <
sl1c ed raw ftsh
set •enu I~ ~~
~ 7 7
Pllla
Pllaf (seasoned rtce
e.g.•l~fl''.t l ~\ ~ J; < ! wtth •eat or sea food)
set menu of grtlled f tsh !,,
_
;r, -:1 1- t< ·~ 7 hot dog
~~ ~ t? box lunch if..i....I:..:Z...7....:t'.................tr..~n.~.h....f.Li..f!.!J....P..Q.J.HQ.~.~--························j
e.g. I < ~?~ ~~t? ! .......................................................................................
':
fancy box lunch
rice se rved 1n large bowl i ~pices
I
with var1ous types of topptng i ; b'., t.. musta rd
e . g. -c
~ ~ c n ee topped w1 th tempura i ~
b'~c~ nee topped wtt h pork cutlet ' soy sauce
i
e.g. l~tiTC.:C
buckwheat (served as noodles )
soba topped w1th fried tofu

Japanese horseradish I
? c~ noodles L..7.:..f._J:..Y...Z...............k.H~.b.v..P.... -······-········-···············''
e. g . iifl'"il?c~
udon topped w1th va r1 ous
food s 1nclud1 ng f ish cake
; ~ venegared rtce (usually
topped wtth f t sh) ,
e. g. ii 1: 1· 'J nee ball '
;r; I 9 ~ sush1 rolled tn seaweed
1: € '! sus h1 topped w1 th ra w ftsh !
---··-~..'2._k..-......~.~-~.!U....\I!J.~.~.d...l!.A.tL~M..i.!l.~.s.... f.l!.O.!J.~....i
Lesson 6 BUYING AND EATI NG 151
SECTION 9. SELF TEST ( For answer see Appendix 4)
I. jj :f:t j:5 ( IJ tJi f.t
( o GtJi tj !7J '$' h 7 )
2 0 tt A.- ~;1: b t: ~ ~: .ij!O) eakon (air- conditioner) ~ o

~ < )(-"J Jj.if£ Cf:
3 0
t ~;t ~ ~' TT o
...,(])'"lj.,.......,.{)-(])"" ""'f:,-"""""""··...,..{).....,0)"' ( )
4 . b t: ~ ~;t 0) i1r WI ~ o
~: ~~ A.- ;: ( ) J lj. £ it A.-
II . Supply particles where needed.
3 0 d) t;t t: ~;I: t:: :tL- T. tJ\ lj.- "/Jl ~ * ~ t: - 0
4 0 3<. ~' t;\ - ~ *it A.- "/Jl 0

5 0 ** fJ ~ * ~ t: "/)\ 0
III.Answer the questions , based on the sentence given .

? 7 - ? tt A.- ~;1: tr T ;:: tt A.- ~: A 1 A 0) t ~1 ~' ~ d) ~1 ;j; ~ t: o
l;f~
(a) Q: 1:.· :tL tJ\ ? 7 - ? (]) ,@, T tt A.-~: t ~1 ~' ~ d) ~1 a: ~ t: "IJ' o
A:
( b) Q: ? 7 - ? tt A.- ~;I: t:.•:tL ~: t ~1 ~' ~ d) ~1 * ~ t: "/Jl 0
A:
(c) Q: fi!I ~ d) ~j * ~ t: "/Jl 0
A:
( d ) Q: fiff rJJt~1l-\""("~f:"IJlo
A:
(e) Q: ? 7 - ? tt A.- ~;1: fi!I ~ ~ a; ~ t: "/Jl o
A:
I V. Complete the chart.
Di ctionarv Form - masu Form Enl!"lish

;I;) ~f ."6
ft.-;:6 t:.-;:;t-t
"/)\ < Writes
Mar
it;. 6.
. WI' -5
ll?. -3
"':) "/)\-?
V. Express in Japanese .
1. I am going to study (lit., do a study of ) Japanese literature.
2. Mr. (Teacher) Yamada taught me Japanese history.
3. My teacher uses a red pencil .

4. Who are you going to write that letter to?
5. Will you have some (Japanese green ) tea?
LESSON 7
WHERE) WHOJ AND WHAT
PROBLEM: There are two verbs to express "is" (existence in a certain loca-
tion), one used with animate (or mobile) objects, and one used with
inanimate objects .
OBJECTIVE : (1) To present the peripheral element, Location.

(2) To present the two verbs meaning " is" ( "to exist").
Drill
c:.c:. c:.c:. here
VL: VL: particle~ Location marker
~6 E6-:-1 vi is (inanimate)
-:-1
( tJ: \..;'\ ; ~ ? t<:. ) ( tJ: \..;'\ • ~ ? tc:. )
'
l-?llv l-?l-lv photograph
-t-C:. -t"C:. there
wHJC u: .t ? V.lv hospital
~~. IJ~? c:. ? school
*~ it'V.IJ~ < university; college
IJ~V. L- ~ l ~
IJ~V. company; firm
C:.?L:..t? C:.?L:.;? factory
~-t"C:. ~-t"C:. over there
~fi ~-·~v c:. ? (a) bank
;{_~ ~~ station (railroad)
~~ C:.?C:.? high school
Vl:( -? (~lv) vc7-? C ~ Iv) butcher (shop); meatman
----? --? person or shop engaged in re-

tail business (e . g.~ pan-ya
bread store/bread- man)
vegetable( - fruit) shop/seller
15 3
(a) picture (drawing; painting)
ofuro (Japanese style bath);

bath (for bathing) (The polite
form ofuro is always used by
women and has atso aome to be
gene~Zty used by men. The
form furo is sometimes used
by men but never by women.)
r -7·Jv r -7·Jv table
V>-t V>-t chair
:7 .;; * ?~* radio
5-t? 5-t?;--5~ house
M ?x. before; in front (of)
V>~ V>~ vi is (animate)

( V>tJ:V> ; V>t~) ( V> tJ; V> ; V> k )
~6 5 L-6 behind ; in back (of)
Et.. "Ec.. where?
J:L. J:L. (the) side; beside
c tJ; !? c tJ; !? (right) next to (physical prox-

imity) (on Zy for like things}
.1}. ~-· J.j.. ~-· right (side/direction)
Cftc:!? Cftc:!? left (side/direction)

-:-1
J: ?X.; - ?X. on top (of); above
-t-Vf ~(tf beside; nearby

C:a:,-. ) --c ib Gt.n C :a:,-. ) --c ~ Gv. toilet (Zit. , washroom)
1--1 v ~11/ toilet (term preferred by men)
.1}. ~-· (/_) 15 )).. ~-· (/_)~ 5 (the) right side; to the right
)t; ~~ ahead
~
$ t;t. tJ~ inside
E lvtJ: 'E !vtJ: what; what sort/kind of?
Dial ogue
f~ G ~G Look! (an exclamation)
i:J.L. Be.. cat
;{_ ~ Eh!; What ! (an exaZamation)

Lesson '1 WHERE WHO AND WHAT 155
Reading
:;l:,~ i? ~ (Japanese) tea
-'? and ( aonjunative used bettueen

nouns or noun phrases; ina 1-u-
sive)
-:-1
T LJz:. ; -.. LJz:. below; beneath
~
fJ - ::Z.. / V ;;d- car stereo
li§( ~ ( vt hears; li stens

( fif.l il ~ t.( $> ; lifJ \(> tz:. ) ( ~ il~ t.c \(> ; ~ \(> tz:. )
42 ~
Wg~ 0:.1:? \(>~ 1 /
560 ~
~13( il~? c: ? =:!'/
397 ~
~fi ~--~c.? =¥/
161 ~
~ ~
1095 ~
)!pj M :rx.. ~;{_
518 1~
tf6 ? L-6 ?l-(6)
919 J:..
J: ?X.. ?X..
1254 ~
;Jo~* :;l:,~~ 7-v
109 -r
J '
T L-tz:. L-tz:.
New Readings
194
~= ~j:: 7)~ <~ \(> (1) 540
~:r : rr < \!>( ( 5)
~13( il~? <:.? ~fi ~--~ c:?
1197
:k: ::k~V> ;Jo~ ;Jo~~ \(> (3) 567 -.s- •
~·
r'S) I.!> tz:. ---:-1
ii~V> ( 3)
::k~ ti.V>il~ < ~~ C: ?C:?

1669 --:--, 1631

1i t.J~tc (2) IHJ : if~ (4)
Jr. ~-- ([) 1i Jr. ~-- ([) fi ? ~<
1072 7tc : ?t~ -tt/v~(/) (1)
?t ~~
SECTION 3. DRILL
Substitution:
1. c:.c:.vc 2$::-!J~ th.!? 1i""o

Cues: a) F'7
b) 1c
c) ~~ ~lv
d) -c t.J~:Jj..
e) 7" - ~
Question-Answer:
2. Q: .:t:" C:. VL ~~t.J~ th .!? 1 i""t.J~o
A: (a) V;t0, th !J"ii""o
(b) \;"\\;"${_ , (.:t:"C:.V'LVJ: ~~Vi) th!J"i-ltlvo
Cues: a) $;&
b) -}($
c) t.J•(/) ~ ~
d) c:. ? L:. .t ?
Substitution:
3. th.:t-C::.VC ~fit;~ th.!? 1 ~fco
Cues : a) x_~
b) ~t5(
c) V'L(i='
d) i=>;i:," i='
Lesson. ? WHERE WHO~ AND WHAT 157
4. (a) .:r: c:.vcr.t j-Vt:VJ: ;b 9 1 -Itlv -c l ko

Cues: a) ~
b) .i>--b6
c) -T-7·Jv
d) V>-t
e) 7 -;./ ;:t
(b) bk..l-0 5-;vcr.t .i>--b6 tl lb 9 1 -Itlv -c LJco

Cues : a) ~ec !1 - 7-
b) bk..l-0 raJ~ :r v 1::'
c) ~fi -£ E
5. 5-;0 Mvc -T E ~ ?J~ V>"ii'"o

Cues: a) .i>-- c 5 c
b) V>~5c
c) lbVl:
d) ;btl
6. C:.0"-~Vl:(tl) ~0Atl V> j -It lvo

Cues : a) tl:.0A
b) ~0-T-
c) 1;(0-T-
d) .i>-- c t.r..
7. bk..l-0 ~6Vl: -; -;;O! V> 1 lk..o

Cues: a) tltl
b) 7J.lJtJA
c) ?'t;(:£
d) LIJ/.$:-c;!v
Question- Answer:
8. Q: T C ~ v± ;{_ ~ VC ~ j LJz:il•o
A: (a) v± ~ , ( ;{_ ~ VC ) ~1 LJz:o
(b) ~~;{_ , ( ;{_ ~ VC ((tl )) ) ~j -1t lv --c' LJz:o
Cues: a) ~13'l
b) T"'' - ~
c) 5-b
d) -""'..~
Substitution:
9. L.e:>"""'-~VC -T c ~ il~ ~j i'"o
Cues: a) ~~
b) fl - 7 -
c) ~6b.
d) F' 1 'YA
e) cvt~
Question-Answer :
10 . Q: Llr;$:c!lvtl cL.VC ~1-:til•o
A: ( LiP~: c! lv tl ) ~ t,r. tz: ([) WJ VC ~ j -j'-o
Cues : a) ~6
b) .t<:.
c) c t,r. 9
d) .7). ~--
e) (}fi9
11. Q: ::rv~tl c<:.vc th 9 1 i'"il•o

A: (:;T-v~v±) :;T- - 7• Jv ([) .t<:.vc ~ 91-to
Cues: a) J:
b) Jj.. ~--
Lesson ? WHERE 159 .
c) C.Fff. '!J
d) -tVf
12. Q: :J:,-.--c ~ GV>/ ~ 1 v tl c!: <:.vc ~ '!J 1 -tiJ•o

A: ;!:,• L ~ GV> / ~ 1 1/ tl 4 ~-- (/_) 15 VL ~ '!J j -t0
Cues: a) Off. '!J (f)/j

b) 1f6
c) <:. (f))t;
d) 3t ~ (}) q:.
FPee ExpPession:
13. Draw a picture on the blackboard and explain what you have drawn . For
example : " Here is a house. To the right of the house there is a tree.
In front of the house there is a car."
Question- AnsweP:
14. Answer the question using the words in the cue .
A: ;<f;:iJ.> ~ !J j "to
Cues: a) ;<$:// - ~ ~ *c /-
---
~ iJ~ ~ '!J j -to
b) :$://-t-/x_~vu~
c) 11.1-7 /7-/ .:t /cvt V>

d) ¥ -;v---:: / / "S: lvh.lvO~/ iJ•4
(b) Q: 7 - 7· Jv([) J:V'L clvt.c;<f;:iJ~ ~ '!J j -tiJ •o

A: ~~\tl;$:;0~ ~ '!J j -to
Cues : a) 5 -j-V>
b) +<!V>
c) :;k~\tl
d) ~It>
15. Alternative Location Pattern
Cues: a) f--{ v
bl i1H1
c) il6 1J: t: 0) ? 'tJ
English Equivalents
l. Here is a book. I There is a book here.

a) Here is (a/the) door.
b) Here is (a/the) window.
c) Here is a photograph.
d) Here is a letter.
e) Here is (some) cake.
2. Q: Is there a hospital there?

A: (a) Yes, there is.
(b) No, there is not (a hospital there) .
a) Is there a school there?

b) Is there a university there?
c) Is there a company there?
d) Is there a factory there?
3. Over there there was a bank.

a) Over there there was a (R.R.) station.
b) Over there there was a high school.
c) Over there there was a meat store.
d) Over there there was a grocery (vegetable) store.
4. (a) There was no television (or There were no T.V . sets) t here.
a) There were no pictures there.
b) There was no bath there.
c) There was no table there.
d) There were no chairs there.
e) There was no radio there.
(b) There was no bath in my house .

a) There was no air conditioner in the school.
b) There was no television in my high school.
c) There was no window in the bank.
5. In front of the house (or my house) there is a child (or children). I There
is a child in front of the house.
a) My younger brother is in front of (our) house.
b) My younger sister is in front of our house.
c) My older brother is in front of our house.
d) My older sister is in front of our house.
6. There are no men in this room.

a) There are no women in this room.
b) There are no boys in this room.
c) There are no girls in this room.
d) There are no adults in this room.
7. My father was behind/in back of me.

a) My mother was behind me.
b) An American was behind me.
c) The teacher was behind me.
d) Mr./Mrs./Miss Yamamoto was behind me.
8. Q: Was the child (or Were the children) in the (R.R.) station?
A: (a) Yes, (the child) was (in the station).
(b) No, (the child) was not (in the station).
Lesson 7 WHERE, WHO, AND WHAT 161
a) Was the child at school?

b) Was the child in the department store?
c) Was the child at home (or in the house)?
d) Was the child in the/his room?
9. There is a child (or There are children) in this room.

a) There are students in this room.
b) There is an air-conditioning unit in this room.
c) There is a dog in this room.
d) There is a German in this room.
e) There is a clock in this room.
10. Q: Where is Mr./Mrs./Miss Yamamoto?

A: (Mr./Mrs./Miss Yamamoto) is in front of you.
a) (Mr. Yamamoto) is behind you.
b) (Mr. Yamamoto) is at your side.
c) (Mr. Yamamoto) is next to you.
d) (Mr. Yamamoto) is on your right.
e) (Mr. Yamamoto) is on your left.
11. Q: Where is the washroom?

A: The washroom is on the right- hand side.
a) The washroom is on the left- hand side.
b) The washroom is at the rear.
c) The washroom is (straight) ahead.
d) The washroom is inside the station .
13. (Free Expression Drill)
14. (a) Q: What is there on the table?

A: There is a book.
a) There are a book and a notebook.
b) There are a book, a notebook, and a pencil .
c) There are a camera, a radio , and a clock.
d) There are a ball-point p en, a fountain pen, and paper .
(b) Q: What kind (i.e. , description) of book(s) is/ are on the table?
A: There is a thick book.
a) There is a thin book.
b) There is a small book.
c) There is a big book.
d) There is an old b ook.
15 . Q: Where is the station?

A: [Pointing] (It's) right over there.
a) Where is the toilet?
b) Wh e re is the bank?
c) Where is your house?
SECTION 4. GRAMMAR
7.1. PERIPHERAL ELEMENTS OF CLAUSES. With the introduction of the Location

slot in Lesson 7 we begin to explore the expansion potential of clauses in
Japanese. In other words, we begin to learn how to make longer sentences .
There are a number of other elements (slots) which we refer to as peripheral
elements because of their optional status (i.e., they may or may not occur)
and because of the fact·that they are not distinguishing elements of contras-
tive clauses (such as Object for transitive clauses). Peripheral el ements may
occur in both intransitive and transitive clauses, and some of them (e .g., Time ,
Location) may occur in adjectival and copular clauses as well.
To help the student grasp the construction of expanded clauses (expanded sim-
ple sentences) the following model is given, showing the types of elements or
slots and the order in which they usually occur in the same clause, but the
speaker has some liberty to select. It will also be discovered as one develops
familiarity with the language that there is a certain amount of f reedom with
respect to the order in which these elements occur. For example, an element may
be moved to the front of the sentence for emphasis . Since elements are marked
by particles which show the role which the element plays with respect to the
predicate, it is easy to keep tab on them. Incidentally, it may be of i nterest
to know that our survey showed that usually no more than four or five elements
(slots) occur in a single clause (simple sentence) in normal conversation .
EXPANDED TRANSITIVE VERBAL CLAUSE

(Time)(Loc/Dir)(Subj)(Acc)(Means)(Manner)(Ind.Obj)(Obj)(Pred)
Abbreviations : Loc=Location
Dir=Direction
Subj =Subject
Acc=Accompaniment
Ind.Obj =Indirect Object
Obj =Object
Pred=Predicate
7.2. THE LOCATION ELEMENT (1). The Location element, as the name of the slot
indicates, identifies the location in which an action takes place or a certain
state or condition exists. In this lesson the latter function only is i ntro-
duced; i.e . , location in which a certain state or condition exists. With the
two intransitive ("stative") verbs arimasu is (inanimate) and ~masu i s (animate),
the location element is always marked by the particle ni, but it is marked by
de with verbs of another class.
7.3. TWO VERBS MEANING "IS" : aru AND iru. With animate objects, such as
people, animals, birds, fish, etc., the verb meaning "is" (i.e., existence i n
a certain location) is iru (Polite, imasu): Kodomo wa eki ni imashita. (The)
ahiUi was in the station. Kono heya ni inu ga imasu. In this room there is a
dog ./There 's a dog in this room. The verb meaning "is" (location) used with i n-
animate objects, such as books, chairs , houses, etc., is aru (Polite, arimasu) :
Tsukue no ue ni hofi ga arimasu. There's a book on (top of) the desk. Asoko ni
gifiko ga arimashita . There was a bank over there.
As explained before, the copula desu is not a verb and it should not be mis-
taken for these verbs of location. The meaning of is in He is Mr. Tanaka. and
is in Here is Mr. Tanaka. I Mr. Tanaka is here. is quite different. In Japanese,
these two expressions belong to different clause types:
COPULAR CLAUSE: Ano kata wa Tanaka-san desu. He is Mr. Tanaka.

VERBAL CLAUSE: Tanaka-san wa koko ni imasu. Mr. Tanaka is here.
Lesson 7 WHERE WHO~ AND WHAT 163
7.4. THE PARTICLE wa WITH NEGATIVE CONSTRUCTIONS (see also 5.1 . 3). In Lesson 6,
the use of wa to replace the object- marker particle o i n negative constructions
was observed: 0-sake o nomimasu . I drink sake. 0-sake o nomimasen. I don 't
drink sake. 0-sake wa nomimasen. I don ' t drink sake./It is sake that I don ' t
drink. The use of wa to call attention to the Indirect-Object slot when it is
this slot that is being negated was also explained in Lesson 6: Kodomo n! wa
ego o oshiemasen deshita. (He) didn't teach English to children.
In Lesson 7 a similar. use of wa is found; i .e ., wa is used to mark the element

of the clause which is specifically negated. This may be referred to as "focus-
ing" a clause element by marking it with wa: Thus :
LOCATION NOT IN FOCUS LOCATION IN FOCUS
Kodomo wa eki ni imasen deshita. Kodomo wa eki ni wa imasen deshita.
The child was not in the station . The child was not in the station.
Observe that wa does not take the place of the location-marker particle ni but is
added after it, just as in the case of focusing the Indirect-Object marker ni.
The particles ga and o may be replaced by wa, but wa is added after other particle:
Any slot in a clause may be brought into focus by marking it with wa. With t his
understanding of another use of wa we can now explain the use of wa in the negativ•
predicate slot: Nihongo wa muzukashiku wa arimasen. Japanese isn't difficult.
In the following examples note how wa serves to focus or "topicalize" elements:
(1) SUBJECT NOT IN FOCUS SUBJECT IN FOCUS

Hon ga arimasu. Hon wa arimasu.
There is a book (here). There is a book (but no paper).
(2) INDIRECT OBJECT NOT IN FOCUS INDIRECT OBJECT IN FOCUS
Kodomo ni ego o oshiemasen . Kodomo n1 wa ego o oshiemasen .
(He) doesn 't teach English (He) doesn ' t teach English to children.
to children .
( 3) OBJECT NOT IN FOCUS OBJECT IN FOCUS

Ego o oshiemasu. Ego wa oshiemasu. (Keredomo,
Furansugo wa oshiemasen.)
(He) teaches English. (He) teaches English. (But~ he
doesn't teach French.)
The three examples above illustrate three uses of the particle wa (cf . , 5.1. 3. ):
(a) to topicalize or "thematicize" an element of the sentence; i.e. , to set up
some element in the sentence as the topic about which a statement is made ,
as illustrated in Example (1); (b) to focus a specifi c element of the sentence
(clause) which is negated, as illustrated in (2); and (c) to contrast two elements
in different sentences (cl auses), as in Example (3).
7.5. INCLUSIVE AND EXCLUSIVE "AND" (see also Lesson 23 for drills on Compound
Noun Phrases) . Drill 14 here and the Reading of Lesson 7 demon strate the use
of three conjunctives between nouns or noun phrases: to, ya, and mo. (Caution :
Do not use these conjunctions between sentences.)
The particle mo was introduced in Lesson 1 with the meaning "also," and it was
shown how this particle replaces the subject particle wa i n copular clauses:
Kore wa hon desu ka? Is this a book? Kore mo hon desu ka? Is this also a book?
The particle mo has a number of meanings, including "also ," "too, " "even,"
"as much (many) as," etc.
In this lesson another use of mo- conjunctive- is introduced. In this usage mo

• • . mo carries the meaning "both . . . and . . . " : Kore mo sore mo hoii. desu ka?
Are both this and that books? Note that mo follows both nouns in the example;
every noun , including the last noun, in a series which is joined by t his conjunc-
tive is followed by mo .
The conjunctives to and ya introduce a concept common to many languages but

foreign to English; i .e . , the concept of incZusion and excZusion when enumer-
ating items. In English , when we wish to imply that the l ist of items wh ich we
are enumerating could be expanded to include others , we use an expression such
as the following: "There are books, notebooks, pencils , etc., in the left - hand
drawer ." In Japanese, the use of the conjunctive ya between nouns or noun
phrases implies (like the English and so for th or etc.) that t here are other
items which could be added to the list given but are not specifically stated .
I n other words, ya is an inclusive conjunctive ; i.e. , ya implies a longer list:
Tsukue no ue ni wa hoii. ya nBto ga arimasu. On the desk there are a book and a
notebook. (From the point of view of the speaker , the list is still open .
Compare the use of etc. i n English . )
The conjunctive to, on the other hand , is excZusive, meaning that the speaker
has closed the list (even though there may be other items which he could have
mentioned): Tsukue no ue ni wa hoii. to nato ga arimasu. On the desk there are a
book and a notebook.
7.6. ALTERNATIVE LOCATION PATTERN. You will often .hear questions asking for
the location of somet h ing using the Copular Sentence pattern, thus :
·1 Noun + wa I I Noun + desu I ka?
- I
Yub1iikyoku wa d6ko desu ka?
Where is the post office?
This is the f irst basic sentence pattern which was introduced in Lesson 1 .
This pattern alternates with the verbal sentence pattern with the location
element which is introduced in Lesson 7, and e ither pattern is acceptaqle.
However, note that the Location Element marked with t he particle ni never
occurs in the alternative location patt ern.
Lesson ? WHEREl WHOl AND WHAT 165
SECTION 5. DIALOGUE
!/ ::;; - !/ ~ ,z, , c. ntt il~ :b\;') \;') ~ -c-:r:n. o

tJ-tcl67Ji 7J~ ~ ~ lito
c.ntt :r v ~· -c-til~o
?7-? : (tj:\;')o *~\;')rv~-c'-th.o
** TV ~· CD J:VL {PJ7)! ~ .b 1 -til~o

?7-?: :<$:-c'-th.o fiG , rv~·v .:t-ViVCti h.t.iJ_\ \/)1-tJ: o
# ;t, h. t. tl c c. VL \;') ~ -til~ o
?7-?: C.C.VL \;')~-j'-o
**
?7-'J ;{_ ;{_ .. \;") j -r- 0 iJ ~ b \;") \;") h. L. -c -t" o
-t"<Dh.L.tt .,., ./ 't :it-"' j -t-76~ 0
**'J7-'J \;") \;") ;{_ .. it-"' j -1t lv 0 C:ttlv't it""' j -r- 0
-t" ? -c· -r- iJ ~ -t:"<Dt:lL.(ri B2js:<D tJ. L l:-t"i'lo

**?7-'J
0
-t"? -e-r-n. 0
English Equivalents
Hayashi : This is a cute picture, isn't it, Clark.

CZark: My daughter drew it.
Hayashi: Is this a T.V . ?
CZark: Yes. It ' s a -big T.V., isn ' t it.
Hayashi: What ' s on top of the T.V . ?
CZark: (Some) books. Look ! There's a cat beside the T. V.
Hayashi: What! Whe r e ' s the cat?
CZark: Here (it is).
Hayashi: Ah ! Is that a cat ? Is there a cat in your home (or Do you have a
cat)?
CZark: Yes , there i s. It' s a cute cat.
Hayashi: Does (that) cat eat bread?
CZark : No , it doesn ' t. It eats rice.
Hayashi: Is that so? That 's a Japanese cat, isn't it.
CZark: Yes, I guess so (Zit .~ It is so, isn't it).
Lesson ? WHERE~ WHO~ AND WHAT 167
SECTION 6. READING
15
FiU the bLanks with appropriate words or partiaZes:

1. <::.<::. ~~ A 01 -t" 0
2. El*~ )'[;~ c· <::. 0
iht.t..t-c ~6 0
3. .:tVA ~fi 0
4. :77-:7~/v 5tJ :T v t:' 0
00:{_ ' 0
5. ih t.r.. kid :j:,-.~v:r ~)).1-t"- 0
(rj: 0 .. 0
Construat sentenaes using the words given~ supply ing neaessary partiaZes.
7. tb.!?1-ttlv, :77 - :7~/v. :T v !::'' 5-t:.:>
8. 7) ~ :b 0 0 ' .:7cVi ' :bt-c L, 01 Lk , hL.

9. Lll:<$:~ lv, :bk L, ct.r.. .!?, 01-t
10 . L.V, ~. 01-ttlv, ""-i=', A
Express in Japanese~ and write answers to the questions aZso:

11. Who is in front of you?
12. What is under the table?
13. What is to the right of the facto r y?
14. Where is your mother ?
1 5. There is nice (good) meat in the meat store over there .
Add aaaent marks to aZZ the above .

Lesson ? WHERE3 WH03 AND WHAT 169
In The Taxi
..
~ ,,~
)'} ~ ""- t5 t.l tJi l-' G £ "9 o To the Foreign Office, please.
c•< t!lv ~ .. ., I(>
M ffl =: T § 3-chome, Shinjuku
]f! )¥, I{ )\
_t
11)
!f
.u
"" ~
1}
~
• T
?ffl 0
~
Tokyo Sta tion , Yaesu Entrance
Ueno Park
i
S." J
it !ttl museum
i ~j it museum of fine arts

,,, ;::<
w 00 Jv Imperial Hotel
(..10-:> 1:.. .,
*7
;::< ~ l!.t<
:±l }.. 00 i fi f,ij Immigration Office
1! <.,
~
*;::
EB ?ts
(J)
=
c .. .,
{:£ ji)f
(..~
Narita Airport
this address
- - £ -r· fiil~ <·· ~ l-' j)\ j)\ IJ £ "9 j)\ 0 How many minutes does it take to ?
I have the map.

,,
£ '? 9 <-· fj '? 't < t=.· ~ l-' o Go s traight ahead.
t
ti Cli: H: <t=.· ~ l-'
!ttl tJ{ '? -r o Turn right (left).
~-~ t;\ t: 1!: ( ti ~::) !ttl tJi 't < t=.· ~ l-' '? o Turn (right) at the next corner.
ylvi{
lN? -r· t5 -3 G -r <t=.· ~ l-' o Let me (get) out at the light.
Here will be fine.
St op.
Keep the change.

:: 1!'1:
Jj\ JjtJi <!5 IJ £9 0 I have some small change.
1- 7 Y 'J 1!: <!5 ~1 't <t=.· ~ l-' o Open the trunk, please.
SECTI ON 9. SELF TEST (For answer see Appendix 4)
I. iJ :to+!> < t) tJ\ t;t
( V 6 tJi t:t I 'h >J 1J -t )
1. ~ (]) ~ ~i ~: "'};:. ~ \-' tJi d5 tJ a; "9 o
t:. \-' ( ) rJ J: -j ~' /4.,
2. ~;t (]) ~: d5 tJ a; "9 o
~ .4.. ;: -5 ;: ") ;: ") TX
3. To ire ~;t ;it ~ (]) Jfl , J}. ~· (]) 15 ~: d5 t) a; T o
(~ ( ) ( )
4. Teburu(J) ~: !> tJi d5 t) a; "9 o
( ) ");t ~
5. door ( ) radio ( ) television( )
II. Supply particles in every blank.

1. *
B J... ~;t i3 *
::1 - 1::: - fiX JJ. a; "9 o
2. tt L.lJ ~ .4., ~;t 'fJ\ \-' G ~ ~' a; it .4., o -? 'Is 'fJ\ ;it t) a; G 1:: o
3. 7 - 7· Jv _l:_ fiii_d5 tJ a; "9 'fJ\ o
4 . d5 t;t t:: -? 'Is !l! 1.!5 tJ a; "9 'fJ\ o
5. bt:G(])£'t>( town) ~~_;t;)t)a;Gf::o ~tnt· ~"'};:. ~ ;t;)t)a;it/vl'' Gt:o
III. Fill in the blanks with appropriate verbs .

1. "' ~ (]) * ~: fiiJ '/Jl 'fJ\
*
0
2 . "' ~ (]) ~: t=_' :tL '/Jl 'fJ\ 0
3. L.lJ * ~ .4.. ~;t B * ~g(J)7t;1: TT o i3 t t;t ~: ~r t • ~ ~: ~ B *~.f _ _ _ _ o

4. Q: ~ (]) -? , 'fJ\ \-' G~ ~: _ _ _ _ 'fJ\ o
A: t-' \-' ;it, t.Hlt ~: ____ o

1. Clark's house is right next to min e.
2. Near my house there is a good vegetable store.
3. Do you have a car? (Hint: Is there a car at your house ?)
4. Do you have children? (Hint: Are there children in your house?)
5. Where do you live (lit., Where is your house)?

LESSON 8
LIKE$ AND DISLIKES
PROBLEM: A clause may have both a Subject and a Topic.
OBJECTI VE : To present copular, adjectival , and verbal clauses i n wh i ch there

i s both a Topic slot and a Subject slot.
Drill
iff~ ( t.t ) -t" ~ ( t.t ) likes
~ ~0 ( tJ:. ) ~ ~0 ( t.t ) disli kes
:J:,"( ~Jv ~< ~Jv (your/his) wife
kJ .t ? kJ tJ??tJ cooking; cuisine
t. .t ? -r ( f.t/ I(C
~
J:=f ( t.t/lfC ) ) skillful (- ly )
~
"T = .A /=.A tennis
~gs:
ll>=! :t0c English (language)
..... it
T=f CtJ:./ lfC ) r..../t ( tJ:. / I(C ) unskillful (- ly)
tJ~Jv t. tJ~Jv t. (a) Chinese character (writ-

ten language)
§ ~ eye(s)
=f =c hand(s)
=1=:
F 2:t voice
-t:t ~ height
---:-1
~0 tctJ~0 adj (is) tall; high
D-(0 D-(0 adj (is ) low; short
~ ~~~~ head
tlBfE ~ --r"F~ vi is able; can; is done

( tf:i7!?2 t.c 0 ; t:fBfE t~ ) ( --r "Ft.c 0 ; =c ~ t-c ) (e.g.~ the cake is done )
?JvL"Jv ?Jv--cJv dri v i ng (a vehi cle)
171
-?vt ~ -?VJ ~ vi is baked ; is toasted;

( -?Vjt,£\1) ; -?vt tz:) ( -?VJf.£ \{) ; -?VJ tz: ) is grilled
CD<:~ CD 2 6 vi remains
( CD <: Gf.£ 0 ; ( CD <: ~t.£ 0 ;
CD<:-::Jtz:) CD2-::Jtz:)
<b( tJ: (./) ; ib (./) k )
[__, 1 ~ I ~'L
v ~ ~ vi closes; shuts
C l -£ Gt.£ 0 ; ( l"i "C;tJ:0 ;
[__, 1 '? tz: ) [__,? -::JtZ:)
tf ;/ I} / tf ;/ 1) / gasoline
.,S.~'L
~h6 c4~~ vi runs out; is exhausted
( ~ h tJ: (./) ; ~ h tz: ) ( ~ RtJ: \{) ; ? tLk ) (e . g., r uns out of gas)
(./)~ (./) ~ vi needs; wants

C0 GtJ: 0 ; 0 '? tz: ) C0 GtJ: 0 ; 0 '? tz: )
-,
-}- / ' / - Nancy (name, fem.)
----,
tJ: i>"-t fJ: i>..,."t vt fixes ; repairs ; mends
( tJ: i>"~ tJ: (./) ; ( t,£ :jo.,? t,£ (./) ;
tJ: i>" ltz: ) t,£~ ltz:)
c~6 C~ 6 vt stops; parks
( c &') tJ: (./) ; c &') tz: ) ( c &')tJ:0 ; c dt)k_)
Dialog ue
well . . . (an inter,iection)
(./) ;0> ;0~ how about?
*M Kimura (personal name)
( i>") ~ c ') sugar
cream
this kind; t his sort; this

manner
[}~ [__,~ b ; [}~ [__,~ lf (after) a long time ; (for)

the first time in months/
years
vt bakes
( i=>iJ~ t.r: \.n ; i=' \.n k ) ( i='iJ~t.r: \.n ; i='l.n k )

J:Vf~ ihVf~ vt g ive s (e . g .~ I give you)
( J:Vft.r: \.n ; J:Vf k ) ( ihVftJ: \.n ; ihVf k ) (a different verb is used to
express "You give me 11 )
Reading
ffi5-t- 1--l-::v..,J>..
vcJ..t...._ J vt talks
( ~~ t,r:\.n ; ( tl. t,£ ~ t,r: \.n ;
~ LJc.) tl. t,2 LJ-c. )
1\.nV'L~ '?~.n VL ~ ever y day
-t:"0J: -t:"0 5 :{_ in addition
-t-Vi ~ L- \.n -t"Vf ~ L;~,n adj ( i s) wonderful

tiL.
--:-1
~m kiJ~tl. L- Takahashi (personal name)
l.n61.n6 C t.r:/0/V'L) l.n6\.n6 ( t,r:/0/V'L) various (- ly)
~ ( VL country; nation
!jW ,j_~
~v/ thing (concrete)
-t.n--r -t:h--r then ; t hat ' s why
~:t~ j:," L-;t ~ vt teaches

( qj:;t t.r: \.n ; ( j:," L- :t tJ: \.n ;
qj:;tt-c.) j:," L- :t tz: )
Common Expressions
Please ! (e . g. ~ Go ahead~
please. I Take this ~ please;
BUT NOT Please give me)
~ ~
\.n\.n:{_, VJ-:::>2:.5 No, thank you.
--rro
.z-.n--rtl. .z-n-=t?tl. well then - -
ih .b iJ~ ~ 5 "F
ih iJ~ ~ 5 Thank you.
( c:~·~.n1-t-) 0 c c:~~.n?-t-) o
c51.nkl-1 L--eo E51.ntz:L-'?L--co Don ' t mention it ! I Not at

all !
537
55
"*~
l...
ff~ -t~ -t ( ~ )
~~
pp ;{_1_/)c X1
1777
§ §
---,
66
779
~ =f :c --c
J:=f l:-.t 5~ -r
1016
f =I:
J= 2:t cz
1401 -~
j ~ ~k~ ~tt-s:
1713 ~
*f1 ~tr~ ~
1940 tt ~ii i"" V:tt-2-t . Vi t.c ( -1" )
367 !~ i>"" l ( ;{_ 6 )

~;{_6 i>""l:t6
New Readings
919 _t: J: 5:t (7) 594 oo: !fl!E ~'?c<

\9> - (4)
J:.f: 1:-.t ?f IE ((!C
J:Vf6 ~V16
SECTION 3. DRILL
Substitution:
l. bklV:t """'~ ~ .t 5 iJ~ ff ~ t:""to
Cues: a) t:-Jv
b) ;{_ \_r)iJ!
c) f 1 ';/
d) i>"" ..s,. 6
2. EB9='~,Z,V:t ~~-!J~ ~ G0--c'i'"o
Cues: a) -!J~-!J~ <

b) 7 - ;;f-
c) 06t.l
d) :::::7-l:::-
3. -/ 3 / :J / ~ ,Z,Q)jO-- <~ IVV:t _b X 5 _b -!J~ J:=J:--c'i'"o

Cues: a) ~
b) B*~
c) -t~~~
d) 7=-:A
.._ It
4. :btz:L-V:t ~ffi-!J"
PO ~ T=J:--c'i'"o
Cues : a) -c,z,~G
b) -!J~IV t-
c) 7=-:A
d) .bx5.b
Question- Answer:
5. Q: ;htJ:tz:Vi ""IV~ X 5 -!J~ tff~ t:-t-!J~o
A: (a) Vi 0 , ( ""A_, ~ X 5 7i~ ) tEf ~ --c' -j'-o

(b) 00;{_, (""A_,~ .t 5V:J:/-!J~) tff~--c'V:J: fh_bj-ltiVo
(c) 00.Z, ( ""IV ~ .t 5 Vi/ -!J! )
Cues: a) :{_0-!J!
b) 06t.l
c) :::::7-l::: -
d) f-1 './
Substitution:
6. ) 1) ;:z..V:J: ~-!J~ X~ 0--c'i'"o
Cues : a) =J: +~ 0
b) ?5
c) -tt
d)
e) ~
Question- Answer:
7- Q: ]-'' 1' :;; ~;0~ l:fB*1-ttJ~o
A: (a) Vj:0, ( r- 1' :;; ~;Oq tfj*j -to

(b) 00X.. , ( f 1' :;; ~Vi/ ;0~) tfj* j -It lvo
Cues : a) 9 .t ?9
b) J-==-:7.
c) B*~
d) ?lv-clv
Substitution:
8. bfc:..L.Vi 7 7 ;/ :7.~;0~ btJ~ 9 j -to
Cues: a)
*~
b) 9=I~ ~
c) ]-'' 1' :;;~
d) .:ttL
9. ?-- =f- ;0~ tfj * j L. fc:..o

Cues: a) ~vt6
b) <Deb
c) f) if>(
d) 1t:' L-16
e) jj '/ lJ ;/ ~tL6
f) 1fi c1 6
g) :L;/-:);/ t.r. i>'- 6
. Lesson 8 LIKES AND DISLIKES 177
10 . ( bk LA:t) 7-::ftl \;'\ .!? '£ -It lvo

Cues: a) ::1-1::::-
b) :j:,""*
c) ~::·-;v
d) Yen
Question- Answer:
11. Q: 7 / -/ - tl ~ 7)! \;'\ \;'\ L" "t7i~o
A: (a) qj:\;'\ , (7/-/-tl) (~7)~) 1;'\1;'\L"j-o
(b)\;'\\;'\;{_, (7/-/-qj:) (~qj:/7)~) J:( ~.!'J-£1-:tlvo
(c) 1;'\1;'\k_ , (7/-/-tl) (~7)~) ;bb\;'\L"j-o

Cues : a) f6 /~;h.\;'\
b) §/::k~\;'\
c) ~:e:t/ iff ~
d) .!? .t? .!?/J:.:f
TransfoT'171ation :
12 . Example : 5fktl .7ce:>"£ E~ ~V:Jj l k o ==> Yce:>"£ Etl ~~ "£ l..- fL.o
Cues : a) bfL-ltl .7ce:> F'7 ~ l..-&6-£ lito
b) Llr*= ~ lv tl ll! ~ f.t J:,.,. l "£ l ko
c) -:/ 3 / :J / ~ lve:> :j:,.,. ( ~ /vtl 7- ::f ~ i=' ~ "£ l ko
d) ]j[ ~ C &6-£ lko
l. I like study.
a) I like beer.
b) I like movies .
c) I like Germany.
d) I like the (Japanese) bath.
2. Mr . /Mrs . /Miss Tanaka dislikes school.

a) Mr. Tanaka dislikes science.
b) Mr. Tanaka dislikes cake.
c) Mr. Tanaka dislikes dogs.
d) Mr. Tanaka dislikes coffee.
3. Mrs. Johnson (Ut ., Mr. Johnson's wife) is good/skillful at cooking.

a) Mrs. Johnson is good at (painting) pictures .
b) Mrs. Johnson is good in Japanese .
c) Mrs. Johnson is good at (making) sukiyaki .
d) Mrs . Johnson is good at tennis.
4. I ' m no good (unskillful) in English.

a) I'm no good at (making) tempura.
b) I ' m no good at (writing) kanji.
c) I ' m no good at tennis.
d) I ' m no good at cooking .
5. Q: Do you like study (or to study)?

A: (a) Yes, (I) like (study).
(b) No, (I) don ' t like (study) .
(c) No, (I) disli ke (study).
a) Do you like movies?

b) Do you like dogs?
c) Do you like coffee?
d) Do you like Germany?
6. Alice's eyes are big (Lit., As for Alice, [her] eyes are big) .
a) Alice ' s hands are small.
b) Alice's voi ce is good.
c) Alice is tall (Ut. , As for Alice, [her] height is high).
d) Alice is short.
e) Alice is smart (Ut ., As for Alice, [her] head is good).
7. Q: Can you speak German?

A: (a) Yes, I can (speak German).
(b) No, I cannot (speak German).
a) Can you cook?

b) Can you play t ennis?
c) Can you speak Japanese?
d) Can you drive?
8. I understand French (Lit. , As for me, French is understood) .

a) I understand English.
b) I understand Chinese.
c) I understand German.
d) I understand that.
9. The cake is done (i.e., The cake is made/finished).

a) The cake is baked.
b) There's some cake left over .
c) The door opened.
d) The window shut.
e) I'm out of gas (Zit.~ The gasoline gave out).
f) The car stopped.
g) The engine (was) repaired.
10. (I) don ' t want (any) cake (lit. ~ As for me, cake is not needed).
a) (I) don't want coffee.
b) (I) don't want (Japanese) tea.
c) (I) don't want beer.
d) (I) don't want that .
11. Q: Is Nancy smart (Zit . ~ As for Nancy, is her head good)?

A: (a) Yes , (Nancy) is smart. I Yes, she is.
(b) No, (Nancy) is not smart (Zit.~ As for Nancy, her head is not good ) . ,
No, she isn ' t.
(c) No, (Nancy) is not smart (Zit.~ As for Nancy, her head is bad).
a) Is Nancy 's voice pretty?

b) Are Nancy ' s eyes big?
c) Does Nancy like school?
d) Is Nancy good at cooking?
12. I opened that window. ~ That window opened .

a) I shut that door. ~ That door shut.
b) Mr. Yamamoto fixed the car. ==;> The car was r epaired (got fixed) .
c) Mrs . Johnson baked a cake. ~ The cake was baked.
d) (He) stopped the car . ~ The car stopped .
SECTION 4. GRAMMAR
8 .1. THE TOPIC ELEMENT. Up to this point the Topic element has been used in
these lessons but not explained. The fact is, when a new subject (topic) of dis-
course is introduced by a speaker it receives the marker wa, which indicates t o
the person spoken to that the word or phrase so marked is going to be the TOPI C.
Thus , in the drills of these lessons, since sentences are given entirely out of
context, it is natural in Japanese to state the subject of the sentence as Topic;
i . e . , to mark the subject with wa: Watashi wa hon o kaimashita. (I) bought a
book. I As for me~ (I) bought a book. When there is only one element in a clause
marked with wa and no element marked with ga, the element marked with wa can
double as the subject of the clause (as in the drill sentences of t hese les sons
thus far). However, as the drills of Lesson 8 are designed to show, sentences
containing an element marked with wa and another marked with ga are quite common
in Japanese . In such sentences the element marked with wa should be considered
the Topic of the sentence, and the element marked with ga interpreted as the
Subject. The following chart shows the occurrence of Topic and Subject in
copular, adjectival, and verbal sentences.
CO-OCCURRENCE OF TOPIC AND SUBJECT

Topic Subject Predicate
(a) Cop. watashi wa I beiikyo ga) I suki desu) I like study.
(b) Adj. Arisu wa I me ga) I utsukush!i) Alice's eyes are
beautiful.
(c) Vb. Tak&hashi-saii wa I uiiteii ga) I dekimasu) Mr. Takahashi can
drive.
In example (a), the subject of the copular predicate is not "I" (as in the Eng-
lish equivalent), but "study." The word watashi is the topic; i.e., "As for me
" The literal rendering (if we slavishly follow the grammar) would be
"As for me, study is liked." In example (b), the subject of utsukush!i (are)
beautiful, is me eyes, not "Alice." Isn't Japanese logical!
8.2. Suk1 AND kirai. Because of the English gloss in sentences such as Watashi
wa beiikyo ga suk! desu. I like study, the beginner is influenced to think of
words like suk! likes and kirai dislikes as verbs . They are not verbs but nouns
- copular nouns- and as nouns they fill the slot for nouns in the NOUN + COPULA
predicate of copular clauses. However, unlike the large class of copular nouns
which form adverbials with ni (e.g., jozu ni skillfully, beta ni unskillfully,
etc.) suk! and kirai do not form adverbs of manner. Suk! and kirai, like other
copular nouns, do not appear in the subject or object slots.
8.3. INTRANSITIVE VERBS WHICH DO NOT REQUIRE AN AGENT; dekiru, aku, shimaru,
naoru. It has already been explained that intransitive verbs are verbs which do
not take an object. But the verbs used in Drill 9 represent a class of intransi-
tive verbs which do not require an agent; i.e., they do not need to specifY who or
what caused the action: D6a ga akimashita. The door opened. Mado ga shimari-
mashita. The window shut. It is not specified, for example, what caused the
door to open; it may have been the wind, or it may be that you thought the door
could not be opened but found that it could be opened, without specifying how th~
feat was accomplished.
Many verbs of this intransitive type have a transitive counterpart which is

used when one wants to specify the agent: D6a ga akimashita. The door opened.
Doa o akemashita. (Someone) opened the door. Some other pairs appear below:
INTRANSITIVE TRANSITIVE
shimaru shimeru shuts
nok6ru nok6su leaves over
tomaru tomeru stops
na6ru
..
naosu repairs
yakeru yaku bakes
SECTION 5. DIALOGUE
?5-?~!v(J)
cB <~ lv : ~~ ... 7 - "f 75~ t±B* 1 l tc o

:::I-t:-t 7 -"f tl V.J) ~ 75~ L" "tiJ~o
'J 7 ? .. *ift~ lv .. .;~:,--~ t 5t f7 1) -.J.,. 7)~ V. 9 1"tiJ~o

;ft: v.v.x_ , VJ "? C. 5 L"-t o .... . .;~:,-- \;> l \;> 7 - ;f
* L""th.o
? 5 - 1]: -1:" 5 L""tiJ~o
;ft: .;~:,-- <~lvti .;~:,-- 9 5 9 7)~ J: =:P -r -t h. 0
* ~V.lV.7-;fVJ:
.t
~~l~9L""to
C.lvt.r..
IJ 7 - fJ : -**1~ lv<Di>"' ( ~lvVJ: 7 - "f~ ~ ~ 1-ftlviJ~o

* ;ft : iJdJ:.. V.Vi 9 .t 5 9 Vi .J:=f-r-t 0 -r ~ . . 7 - "fti
~~1-Etlvo
?5-?~!v(J)
cB ( ~ /v : -1:" 5 L""til~o
J:Vf1"to
* ;ft: V.V.x_ , VJ"?C.5L""tX o
? 7 ? : c5-ro
* *1 : -t 5 -r-til~o ~ 9 7)! t 5 c~' V.1"to
?5-?~!v(J)
cB( ~/v: V.\.t>x_ , C 5V.fc l1lLo

English Equivalents
Mrs .Clark: Well, the cake 's done. How about some coffee and cake?
Clark: Mr. Kimura, do you use (Zit.~ need) sugar and cream?
Kimura: No, thank you. It's delicious cake .
Clark: You think so (Zit . ~ Is that so)?
Kimura: Your wife is a good cook (Zit. ~ As for your wife, CherJ cooking is
skillful). It ' s been a long time since I've had such good cake.
Clark: Doesn ' t Mrs. Kimura bake cakes?
Kimura: My wife's a good cook. But she doesn't bake cakes.
Mrs. Clark: Is that so? Well then, I ' ll give your wife this cake . Please
(take it).
Kimura: No, it's all right.
Clark: Please!
Kimura: Well . . (Zit.~ Is that so?). Thank you.
Mrs. Clark: Not at all.
SECTION 6. READING
r"
¥-(
i
~t
1i
e:_··
tJ
'
Construct sentences using the words given:
1. bk l' ff ~ ' Vi , ;{_\();Vi' --r-t-' 1Ji

2. ~ t.t..k , 9J~~ , t:±B*1-t", Vi , 7i~. 1Ji
3. ? lv L"lv, Vi , .:; 3 :/ :J :/ ~ lv, i>-- <~ lv , ([) , 1Ji, -c-;-, J:=F
4. --tv, b ;&~ .!? i·-t-, A, Vi , ~~, 1J~ , 1Ji
5. B39J~Iv. h.<:. , ~ G\1) , Vi, -c-t-, 1Ji, ;&~
Change these sentenaes to the form indiaated in parentheses :

~ l: '
6. 1;£~~/vtl .!? .t ? .!? 1Ji
J:=f:-c'-t"o (Negative)
7. bt-cltl -{:[1Ji [}(\1)-c'-j-o (Past)
8. $711-~lvtl B *~-!Ji 1±\*1-t"o (Past)
9. 83 9J ~ A,([) i>-- <~ lvtl § 1Ji ~ tL \() -c·-;- 0 (Question)
10. bt-c. ltl -r!v~ G-!Ji ff~-c'-t"o (Negative. Past)
11 . I am not tall.
12. Mr . Johnson is intelligent.
13 . Nancy can speak Chinese .
14. Do you understand German?
15 . I am not good at cooking.
16. Alice doesn ' t like dogs .
Add aaaent marks to aZZ the above.

LESSON 8. VOCABULARY ENRICHMENT
Wnat Kind Do You like1

.it•• is<
Q: ~: ~ 1J: ~ Jllj tJ~ tit ~ -c· 9 ;f)\ 0 What kind of movies do you like?
A: 7 7 / A ~ ji!ij t.Ji tit ~ l" 9 o I like French movies .
I like westerns .
I like musicals .
Q: t' ~ 1J: J... t.Ji tit ~ ·e 9 :fJ\ o What kind of person do you like?
A: G j' :fJ\ 1J: )... t.Ji tit ~ -c· 9 o I like a quiet person.
~th~1J: I like an active person.
~~ G v' I like a gentle (kind) person.
Q: t ' ~ 1J: it .~'(; ;f)i tit ~ -c· 9 ;f)\ 0 What kind of food do you like?
A: v' :s ~,-, :s 1J: it.~'( !It t.Ji tit ~ -c· 9 o I like various kinds of food.
I like Chinese food.
I like Japanese food.

~~ v' O)fi.J.m I like vegetable dishes .
&5-::>~IJGf:it.l'(!jt I like simple (light) food.
Q: t• ~ 1J: A ;!{ - ''J t.Ji tit ~ -c· 9 :fJ\ o What kind of sports do you like?
I like games played with a ball.
I like swimming.
~ ""''
~ )1i. A ;!{ - ''J I like outdoor sports.
Q: c:.· ~ 1J: -* t.J\ 91- ~ l" "9 t.J~ o What kind of books do you like?
t-.o?Jt"?
A: ~t.Ji 91- ~ -c·9 o I like novels.
JiJi,J,IDt I like mystery (detective) stories.
I like love stories.
I like poetry.
I like biographies.
I like non-fiction.
SECTION 9. SELF TEST (For answer see Appendix 4)

I. jj~t 15 < IJ jy>. ~
(() 0 if,;;7J 1115 -r)
1. Alice~i :tJ:i::k~'-''l'' To :tJ:i'J'2''-''l'.To :tJ:i~;tL~t,T·"to ~G'l,
c )05<) -=c c) ::ft
t=- tJ:i '-'' '-'' T '9 o

-:>::t):-::Jf:.r:-:
2. Tom~itennistJ:iJ:-=FT· "t o soccer'b T·"t o

(} ( ) ( ) ( ~
4. 0
II . Change the following to Negative Past.

Example: bf=.G~i 'llv~t":>iJ:i Yf~T·"to
"* b t=. G ~i -c lv ~ t:> iJ:i Oi Yt- ~ T· li 65 !J *it lv T· G t=. o

1. ~ J; -5 li (today) <9.> ·::H' T· '9 o
"* (/)
~ -5 ~j: - - - - - - -- -- - - - - - - - - - - - - -
2 . tJ f=. t., li B ;ifs; ~ tJ->. J: -¥ T '9 o
"* Wl ~i (before)
3. "' * (now) * ;f;f ~ i±.li b f=. l., (f) B ;ifs; ~g (f) ~ 1:. T· '9 o
"* Wlli
4. 7 1
) A li ~ ~ ~: * *T o
"* ~(f)-J~j: - - - -- - - -- -- - - - - - - - -- -- - -
III . Write appropriate particles in the parentheses and a word from the list on
the line.
~"' :±:*Z> tt 7.> ~ </~ tt 7.> t*Z>ItdJZ>

1. !, .L- ( "'):Pi"' ( )
<9.>
0 4 . f-*2'/v( ) it ( ) 0
2. 7 1) A( )-5/v'l/v( ) 0 5. ~7( ) 0
3. ]f;! ( ) 0 6. 'r-~( ) 0
IV . Express in Japanese.
1. That German person could not understand (lit., could not do) Japanese.
2. I don't like cats. But I like dogs.
3. Yesterday, my car wouldn't go. I was out of gasoline (li t. , gasoline gave
out).
4. What kind of music do you like?
LESSON 9
WHEN AND HOW
PROBLEM : Manner expressions and time expressions are adverbs and have
certain similarities in Japanese sentences.
OBJECTIVE: To introduce the Manner and Time slots .
SECTION l. VOCABULARY
Drill
\,;-)-?~ ;-::"""'x
v • ___, '1::) always
:kL"V> fL.\,;-) L \,;-) usually
J: < ~<
~ often; well; hard
~k C~ C~ someti mes
1~?~-,~..-r
ViL:-&0-c v~ v~J L for the first time
-!fi. "? fi_ (not) yet
~ .t 5 e.,s.~h
• .1 today
~c;?-c ~
~~
c .......
~ L
-r the day after tomorrow
*=Jm ~ \,;-) L. \9> 5 next week

fl, ~ lr¥""""'
*=f.! ? v • v; ___, next month
*I¥ ~ \,;-) tJ. ~ next year
-?< -::::!<
___, vi arrives
( -? i6 d,£ \,;-) ; -? \,;-) tL ) ( -? ;-; t,£ \,;-) ; 3 \,;-) tL )
j:,~ c c \,;-) 4-,. L
~
) , ~ o*
c lcv• the day before yesterday
5tJm -It~ L. \9> 5 last week
5tf.l ~I lr¥"""'
rvv;
1:!. ___, last month
~ .t 1¥ .,S.~..V,/
e • 4o1.rv last year
$1;>~~ ~7)~ 1;> ~ ~ baby
*See Lesson 3 , p. 83 , footnote.

187
~"in~ 51 n~ vi is born
c
~1 nt.;:v. ; c 51 nt.;:V> ;
~"intz:.) 51 :htz:)
----:-1
1' :/ f India
i:lv ~ \9> 5 this week
<:/v(rf-? this month
<: c~ this yea:r

--,
\;> -:::J when ?
Vit.;: Vi fl. flower
Vi~ tfi,S spring (one of the seasons)
vc VC pa:ro tic Z.e 3 Time l'l'a!'ke!'
~< ~ ( vi blossoms; blooms

( ~;V~t.;:V>; ~V>k.) c c; n~t.;: V> ; c; v. tL )
~ t.;:-? 0
summer (one of t he seasons)
tb~ li) ~ fall; autumn ( one of the

seasons)
~~ 0
winter (one of the seasons)
{liJ.J: 5B t~r/,v~.;:,
~ /L r~·
r what day ( of t h e week )?.
J:IJ:?B Vf -:::J? 5 [f Monday
n~ .t: ; s n~x 5 [f Tuesday
-1-V>J:?S -j'-V> X 5 [f Wednesday
*J;:?S ~ ( X 5 '(j Thursday
~lvJ:?S ~ lv? 5 '(j Friday
c.t:?s C? 5 (J Saturday
SJ:?B VC ~? 5 '(j Sunday
Dial ogue
My! (an inte!'jection3 usu-

ally used by women)
shopping
flower arranging
lesson; practice
(your/his) wife (Hon.)
ikebana (Japanese flower

arranging)
adj (is) enjoyable; fun
Reading
t2V>-t ~ ( t£. ) likes very much
1 :f l) A 1 ::f l) A England; Great Britain; U. K.
0-£ now
t:5P ? J6 \;l ( t£. ) famous
Hamlet (name of a play)
c~tt:~ c~tt:~ friend
~?~ ~?~ ticket
Tc;~ <tt:?~ vt gives (e.g.~ he gives me;

BUT NOT I give you) (Hon.)
CTc; Gt£.\tl ; ( ( tt: c; ~ f£. \;l ; (irr. [see 5.1 . 2 (4)~ p . 126J)
Tc;-::::>t-c) <tt:?-::::>t-c)
::k~:£ ft:\;l~(-lt\tl college/university student
-ltlv~lv -ltlv~lv major (st udy)
ii~V> c:. ( foreign country
3 - c "/ _,,:: Europe
Common Expressions
? !vii~ J: il~? k l:"t 0 "?/vill J?il~? k -z:-t 0 (I) was fortunate/lucky .
737 ~
~k c~c~ c~
~ ~k symbol for repetition of previous character
810 i!.
*~ GV>L-~? -/::>..?
457 l=1 --g\;l~-:? 7 ''/

*~
1450 ~
*-"F GV>hlv ;;(, /
~* eel el
601 ~
'-7 Aj@l
I " elvl~5 :::1/
~* eel* *
A
I ~j \;>j
123 1 ---,
t.t "'J t.t?
1369 ~
~ ~~ ~~
'
New Readings
1197 7::_: :k~V>

"71
:;jo-.:;jo-. ~ \;> ( 3) 1713 *: *M _!trG ~8)
if. \;> -!J ~ < *J:58 i <x5U

*~ (7)
1483
:k-cV> kV>-cV> ~ : fil5 -!J'5 (6)
1844
*: *6 76 ( 5) fil!W -!J ' \;> i (/_)
*t.£\1> 2t.£\.n ()) ( fil \,/) !WJ ) **
109
*jj- _t?-t (5) T: T ltz:. 7)
*~ GV>l~5 Tc;6 (tf.~6
1013
~ : ~:± -!J ~ <-It \;> ( 1)
594 g]: r:p~ -G~5 c·< (4 )
:±itL6 _2itL6 ~ <VC ,8

~'""
1440
8 82f":A vcf~lv ~/v(l) 9'1-~ . -!J~V> e(
JjJ:58 H'"'JX5U
8158 VC-GX5lf'
*Occasi onally a two-kanj i combinat ion and more rarely a three- kanji combina~
tion is pronounced as a unit; i .e . , i t is not possibl e t o assign a reading to
each kanji independently .
**The form in parenthe s es i s curr ently recommended by the Ministry of Educa~
t i on, but we have chosen the older form because it is still more common i n
pre~ent u sage.
SECTION 3 . DRILL
Substitution :
1. :bft: lAi l.i>-::J~ -:: :t -1::: - a- tij( Jj. -£ -:r
0
Cue~ : a) :k-LV>
b) J: <
c) ~k
d) ~ .t 5 til:-a6-L
2. :A~:A~/vVJ: jf(_ *-£-Jtlvo

Cues : a) fi<
b) tl~
c) i>"' ~ ~
d) tJ~:t~
3. iT-'71 t- ~ lvtl ~5 ~-"'-£ l-ko

Cues: a) ti)(tr
b) -:r~
c) ~-u
d)
*~
4. :bft: L-tl ~ .t 5 h~1-:fo
Cues : a) th L- ft:
b) th~-:::>-L
c)
*JIM
d) *J.I
e) *!if
5. -:/3 / 'J :Y~/vtJ: ~ (/) 5 -::::>~ j LJz:o

Cues: a) i>"' CCV.
b) )t;J&J.
c) )1[;}1
d) ~ .t !if:
6. if*~lv<D$-;-tr>lvtl: ~<D5 ~ 'i fL 'i l- fz:o

Cues: a) ~ .t 5
b) i>"'c e: v.
c) )t;J&J.
d) )1[;)1
7.
Cues : a) ..£fJ&J.
b) .6f A
c) .6ftif:
Question-Answer:
8. Q: E8 9=' ~ lvtl: V.-::::> * 'i -t"il ~o

A: ( E8 9=' ~ lvtJ: ) ~ .t 5 *j -t"o
Cues : a) i.b ~ -:::> L
b) i.b ltz:
c) *!if:
d) *11
9. Q: .A~.A~/vtJ: *j l-tz:il~o
A: (a) ti:V> .. (-A~.A~Ivtl:) ~5 *j j___ fz:o

(b) 00:l .. j fi.. * j -lot lvo
(c) 00:l .. 'i fi.. -r:-;-0
Substitution:
10. (a) C: ([)tifJ: ti ti~ ( VC ) ~ ~ 1 -t"o
Cues: a) ~
b) ~~
c) ~
(b) c: (.[)~ 0 ti tJ: ti ti ~ ( vc ) c; ~ ]: -t

0
Cues: a) ~
b) +c;V> ~~
c) ::k~V> ~
ll. Al5BVC B*M([)~~~x5~ ~1~

Cues: a) il~ l 5B
b) -t"V> l 5 B
c) *l 5 B
d) ~~l5B
e) Cl 5 B
r) Bl 5B
Expansion:
12. Change the basic sentence to include the word in the cue.
Basic sentence: *~~ti fiJJ ~ 1-t"o

Cues: a) \;>'?~
b) Bl5B
c) ~
d) l <
English Equivalents
1. I always drink coffee .

a) I usually drink coffee.
b) I often drink coffee.
c) I sometimes drink coffee.
d) I'm drinking coffee for the first time today .
2. Mr./Mrs./Miss Smith hasn't come yet.

a) Mr. Smith hasn't gone yet.
b) Mr. Smith hasn't gone to bed yet.
c) Mr. Smith hasn't got up yet.
d) Mr. Smith hasn 1 t returned yet.
3. Mr./Mrs./Miss White has already eaten (or already ate).

a) Mr. White ~as already drunk ( it ).
b) Mr. White has already done (it).
c) Mr. White has already read (it).
d) Mr. White has already come.
4. I'm going today. I I will go today.

a) I'm going tomorrow.
b) I'm going the day after tomorrow.
c) I'm going next week.
d) I'm going next month.
e) I 1 m going next year.
5. Mr./Mrs./Miss Johnson arrived yesterday.

a) Mr. Johnson arrived the day before yesterday.
b) Mr. Johnson arrived last week.
c) Mr. Johnson arrived last month.
d) Mr . Johnson arrived last year.
6. Mrs . /Mr. Hayashi's baby was born yesterday.

a ) Mrs. Hayashi's baby was born today.
b) Mrs . Hayashi's baby was born the day before yesterday.
c) Mrs . . Hayashi's baby was born last week.
d) Mrs. Hayashi's baby was born last month.
7. Today we ' re goi ng to study the history of India. I Today I am (or we/ they
are) doing (the) study of the history of India.
a) This week we're going to study the history of India .
b) This month we ' re going t o study the history of India .
c) This year we ' re going to study the history of India.
8. Q: When is Mr. /Mrs. /Miss Tanaka coming?

A: (Mr./Mrs./Miss Tanaka) is coming today.
a) (Mr. Tanaka) is coming the day after tomorrow .
b) (Mr. Tanaka) is coming tomorrow.
c) (Mr. Tanaka) is coming next year.
d) (Mr. Tanaka) is coming next month.
9. Q: Has (or Did) Mr./Mrs./Miss Smith come?

A: (a) Yes, (Mr. Smith) has already come:
(b) No, (Mr. Smith) hasn't come yet .
(c) No, not yet.
10. (a) This flower blooms in the spring.

a) This flower blooms in the summer.
b) This flower blooms in the fall.
c) This flower blooms in the winter.
(b) This red flower blooms in the spring.

a) This red flower blooms in the summer.
b) This small flower blooms in the fall.
c) This large flower blooms in the winter.
11. (On) Monday (I/you/he/she/we/you/they) study (or will study) Japanese.

a) On Tuesday (I) study Japanese.
b) On Wednesday (I) study Japanese.
c) On Thursday (I) study Japanese.
d) On Friday (I) study Japanese .
e) On Saturday (I) study Japanese.
f) On Sunday (I) study Japanese.
12. Mr./Mrs./Miss Hayashi works/will work.

a) Mr. Hayashi always works.
b) Mr. Hayashi works/will work on Sunday.
c) Mr. Hayashi works / will work in the summer .
d) Mr. Hayashi works hard (or well).
SECTION 4. GRAMMAR
9 . 1. THE MANNER ELEMENT (see also Lesson 32) . The Manner element will receive a
f uller treatment in Lesson 32. In Lesson 9 we introduce a few simple manner ex-
pressions to show form and position of occurrence in a clause. In the drills, the
manner words have been carefully chosen to show degree and contrast:
MANNER EXPRESSIONS (see also 18.2)

Degree Contrast
~
l.tsu mo always mo already (affirmative)
taite usually mad a (not) yet (negative)
yoku often
tokidoki sometimes
This list could be extended ad infinitum~ for Japanese abounds in manner words.
However, our procedure will be to introduce such expressi ons in this lesson and
pick up individual items from time to time. A summar y treatment of the Manner
element appears in Lesson 32. Note that manner words are not inflected, and
that the position of occurrence in a clause is relatively free. Manner expres-
s ions such as those appearing in the chart above may occur in any clause type
- copular, adjectival, or verbal.
9. 2. THE TIME ELEMENT. The Time element is used to express the meaning "time
i n which an action takes place or a condition exists." This element is somewhat
f ree in terms of the position of occurrence, but (like the Manner element) it
frequently occurs as the first element in a clause.
The Time element may occur with the time-marker particle ni or without it.
Some time expressions do not take the particle when filling the time slot; e.g.,
1tsu when3 kino yesterday . Notice that words f or the seasons-haru spring3
natsu summer3 aki faU 3 fuyu winter- may or may not take ni. When the Time ele-
ment is manifested by a time word plus ni it is freer in distribution. Lesson 10
continues this introduction of the Time element with the addition of hours, the
months of the year, and so forth. I n clauses such as the following , the Time
element may be considered to occur twice: Kono hana wa kotoshi haru ni saki-
mashita. This flower blossomed3 this year3 in the spring .
9.2.1. TIME RELATIONS. For convenience, a chart is given below showing time
relationships; e . g ., "today," " yesterday ," "tomorrow ," "the day after tomorr ow ,"
"next year," etc . Taking the col umn marked NOW as one ' s standpoint , the column
marked 11 -1 11 is to be interpreted as "the unit before the present" (where t he unit
is a day, a year, etc .), and the column marked "+1" is to be inter preted as "the
unit which immediately follows the present."
TIME RELATIONS
-2 -1 NOW +1 +2
...
ototoi kino kyo ashita asatte
day before yesterday today tomorrow day after
yesterday tomorrow
sensenshu senshu konshii raishii saraishii
week before last week this week next week week after
last next
sensengetsu ---
sengetsu koiigetsu raigetsu saraigetsu
month before last month this month next month month after
last next
ototoshi kyoneii kotoshi raineii saraineii
year before last year this year next year year after
last next
9.2 . 2. TIME NOUN AFFIXES. The time slot is typically filled by time nouns
which are distinguished from ordi nary nouns and pronouns by the affixes which
may accompany them:
TIME NOUN AFFIXES

,
Prefix: mai- every Suffixes: -goro about , around
-go to* every
-oki* every other
Examples:
Kono hana wa mai-toshi sakimasu. This flower blossoms every year .
Kono han a wa haru-g6ro saklmasu. This flower blossoms around spring.
Kono hana wa nineii-goto ni sakimasu. This flower blossoms every two years.
Kono hana wa ichineii-oki ni sakimasu. This flower blossoms every other year .
9.3. EXPANDED CLAUSES. An "expanded clause" is a basic clause pattern whi ch

includes at l east one peripheral element . Peripheral elements are t hose element
*May be used with nouns other than time nouns.

which are not di agnostic (contrastive) of particular clause types, such as Ob-
ject (with transitive clauses only) . In this lesson the peripheral elements of
time and manner have been introduced . Note the diagram below showing clause ex-
pansion by including peripheral elements.
CLAUSE EXPANSIONS
(l) Transitive Verbal Clause
( SUBJECT (wa ) ) ( MANNER ) ( OBJECT (o) ) I PREDICATE)
watashi 1tsu mo gohan tabemasu
Yamada-san taite ocha nomimasu
kodomo yoku o-kashi kaimasu
Tanaka-san tokidoki ego oshiemasu
(2) Intransitive Verbal Clause
I SUBJECT ( wa ) ) ( TIME I I PREDICATE )
son6 hito kino dekakemashita
Arisu ototoi ikimashita
watashi seii.shii tsukimashita
anata kyoneii. kimashita
Note that the fillers for the slots may be interchanged , providing semantic con-
straints are observed, giving a variety of sentences . For example:
i. Tanaka- san wa yoku ocha o nomimasu. Mr. Tanaka often drinks tea.
Otona wa ta ite o-sake o nomimasu. Adults usually drink sake .
ii. Son6 hito wa kino dekakemashita. He (or that person) left yesterday.
Arisu wa senshii t sukimashita. Alic e arri ved last week .
Permutation of the order of occurrence of slots (except for the predi cate) is
also possible. For example:
iii. Yoku Tanaka-san wa ocha o nomimasu. Mr. Tanaka often drinks tea .
iv. Kino sono hito wa dekakemashita. Yesterday he .left.
The subjects in the above examples are all marked with the particle wa instead of
ga. This means that in each example the subject is in focus, as explained in 7.4.
In sentences given out of context it is normal to focus , or topicalize , or "thema-
ticize" the subject . Thus, Tanaka-san wa yoku ocha o nomimasu, could be glossed
as "As for Mr. Tanaka , he often drinks tea'.'
SECTION 5. DIALOGUE
(Two Women)
Jt!JW l:-TiJ~o
*?-1t-~lv : ln ln .Z , i>~r.t tJ: CD VJ ln C. l: -to
~~1~/v ..:t? -r-ttJ~ o 5t~ti ctJ:tz:_ -r-ttJ~ o
*? -1 t-~/v : *ift~ lv<Di>~ <~ 1 -r-t 0
~*i~lv ln-::::> ti l:JO-£ LJz:.iJ~ o
*?-1t-~/v : %~ tiCJO'i~ko
~H~ lv ln-::::> ~ tJ~ X ? B -r-ttJ~ o

.Z.Z.. j(L"ln iJ~ X ? B -r-t o vttL c ~ . .
~~.t ~lv.t?BVL fJ~'i-t o
lnVJVftJ:ti i>~ ~ ~6\.nl:-:t"iJ~o
English Equivalents
Mrs. Nakamura: My! Mrs. White ! I

haven ' t seen you for a
long time . Are you
going shopping?
Mrs. White: No, I' m going to study
flower arr anging .
Mrs. Nakamura : Is that so? Who is
your teacher?
Mrs . White: Mrs. Kimura.
Mrs. Nakamura: When did you begi n
(studying)?
Mrs. White: I began l ast mont h.
Mrs. Nakamura: Is it always on Tuesday?
Mrs. White: Yes, it ' s usually on
Tuesday. But sometimes
I go on Fri day.
Mrs. Nakamura : Is f l ower arrangi ng
interesting?
Mrs. White: Yes, it ' s fun.
Lesson 9 WHE'N AND HOW 199
SECTION 6. READING
15
~
fi_
-(
25 20
~
¥J -t ._ ~ ~\ i¥- "t>" 8
u j l.J ~
7 "'~ ? 3>
fJ) ~ rJ)
(-:. ..
~
'7 ') rJ)
I I 9 -"") jf-
1 7 J ry =j \i) t~
1 I '7 I I .. r; -t. •'
7 ! I ~,1 l I
i" ~
'--
I '1 i 7 0
b'
i fl
;v -"~
...... G I \i)
-tt. IV (J) •• ~ :t -(
~ ~ /J ~· "' -r.. :*L 9
v ~~1J·(
/'
0
~~
~
-r0
t-:.
7
0
t ~~ ~ ~ *"' -(
G ~ tJ'l u tj ~
r~ ~ . , t-
7
~ r~. --: i 1-
I
'l ;tP.
-"
._ t;i
0
-t 1 0
Q) tj:
Fill in the blanks:
~~~
1.
- 2 ;Jo"c c 0
- 1 %~ ~.t!if:
NOW ~ .J;: 5
+1 .h LJr. *jj
+ 2
Answer in Japanese:
~ -------- ~
2. StJ:. k tl 0-J~ /~,/ ~ it~1-t"tJ~ o
3. ~ .t 5 tl 1PJ J: 5 B l:-t"tJ~ o
4. Slk 1PJcD~Iv~.t5~ l1-t"tJ•o
5. ~ .t!if:cD5ltl c; D tJ•? fL "t'-j-tJ>o
6. ~.t 5 tl -/J• J: 5 B l:-t"-/J• o
7. It was hot last week .
8. I ate tempura yesterday.
9. The person will come Wednesday this week.

10. Mr. White's already come. (Hint : use Past)
11 . Mrs. Smith hasn't come yet . (Hint: use Present)
Expand and transform the following~ using the words given:
12 . b k. ltl *1-t"o (~.tq:.)
13. tJ> .Z J? 1 --It lvo C*!IF)

14. .h-JV."t'-t"o ( 5l)
15 . .h cDAtl fi~1-t"o (jif.)
Add accent marks to all the above.

let's Practice!
I am going to study Japanese .
history
(facts) about (my) new job
B: ~ldi l.i'[f' 1:::"7 ./ ~ tL~ G Ill>-? G '"( ~' *9 o I am practicing the piano every day.
how to write kanji
the breaststroke
~··
c: ± .t -? B ~i tHi ~ (}) ~t ~' :::: T 9 o Saturday is my ikebana les son.
!> ~ tea ceremony

B*.b;.t-5 traditional Japanese dance
~t ~ t • -? Japanese fencing
_,
~t t.-' :::: ( "9 ~) practice; training; lesson
~t·-? the way of ~ (suffix attached to
traditional Japanese arts )
'II'
1t!l1! tJ. t•-? the art of flower arrangement
1: ~t :ffi ~,ij~;f~ flower arrangement

-,
71!! <J.)!Jj ~ ~t \ (}) ~;£· -? Ikenobii School
,J,mtm ts ~j: ; IJ ~ -? Ohara School
...,
:ii!J=J?m of -? ~f "'? IJ Ill> -? Sogetsu School
~ t "-? the way of tea
~(})~ "f?~(})i9> Cha-no-yu (tea ceremony )
*-T* ts {>lit~ ~t the Omote School
il.::P* -? ; it~ ~t the Ura School
1B~ ~;I -? t.r~ < traditional Ja panese music
* "~!! t:J. tJl.? t: long epic songs

:m ? t: t.-\ songs for the Noh drama
~ ::?t 13-string horizon tal har p
=: "*~ G~h-it~ 3-string instrument

R.i\ (_,. -\"> <~j: i? bamboo flute
SECTION 9. SELF TEST
I. ~*+ 15 < 1J tJi 'IJ:
( "0 6 tJi t:l /JJ '$' 1J -t )
1. Wilson7'e ~ ~;:1: (]) ~~ 8/.$: ~~ 3tUU. . . t:. o (]) £ -c· 8/.$: ~~ ~' £ "9 o
( ;: t l_.. t:l-:J ( ) t; ~\ tliZI ~
2. Tes U;t :k l" ~' .t -? 8 ': ;15 1J £ "9 o 't tL ~· 'b 7'e ~;:I: .t -? 8 -c· L. t:. o
(~ ( ) t)( l_.. ~ -? -w-:>
3.
4.
II. Compl ete the answers to the following questions.

1. Q: ;:· ~;:1: h- ~ it -"( * l_.. t:. '/)\ 0
A: ~;:1: ~\ ' 't>-? 0
A: ~\~\X. , *t:: _ _ _ __ _ _ _ _ _ _ __ _ _ _ _ _ _ _ o
2. Q: * ~\~~is ;15 ~ ;:· ~;:1: h- ~~ (at breakfast)

A: ~\~\X. , ~I.?
---------------------------0
3. Q: ~\-:>
B *':
l_.. t:. '/)\
A: (Summer, this year) A,-~
** 0
-------------------------------------0
4. Q: ~' -:::» 'b ;15 ~ ;:· ';:I: h- '~ r\ / ~ ~ -"( £ "9 'fJ\ o
A: :k "( ~'-------------------------------------------------0
III. Give the Japanese word for the following.
1. A,-J)! (J)Jilj(J)~
2. A,-~0)-:J ~· (])(after)~
3. A,- ~ (]) Jilj (]) if-
4. * .t -? B (]) -;ru (]) -;ru (]) .t -? B

5. * ~ -? B (])-:::» ~· (])-:> ~· (]) .t -? B ____ _ _ __ ___
1. That per son came to my house day before yesterday.
2. Mrs. Yamada often corrects( 'IJ:1.>"9) my Japanes e.
3. My wife usually drinks tea.

4. I was busy Friday , last week .
5. Tokyo was hot and humid la st summer (lit ., the summer of last year).
LESSON 10
CLOCKS AND CALENDARS
PROBLEM: Telling time, months, and days in Japanese brings to focus several
basic differences between Japanese and western languages.
OBJECTIVE: To continue the introduction of the Time slot, with fillers of

hours, days, and months.
Drill
\;>~ one
~ two
~~ three
1m -c;?~ four
li 2 five
--'-
/'\ -::,( six
--:-1 ~
-t l -; ; t.r..t.r. seven
/\ ld~ eight
::tL 7; ~ ~5 nine
-t t-~5 te-n
-t- l:-~5\i>~o* eleven
-t= t~5VLo twel ve
=-t ~t~ 5 twenty
=-t ?~t-~5 thirty
-~ - c: - - o'clock (classifier for

time in hours)
{PJ~ t2~t what time?
-~ V>~t one o'clock
*see Lesson 3, p. 83, footnote.
203
=~ 'Kt two o 'clock
~ ?~t three o 1 clock
IZQ~ ~t four o 'clock
li~ 2t five o 'clock
~~ 6(t six o ' clock
t~ L- ~ t. seven o'clock
/\~ tl~t eight o 'clock
:fL~ (t nine o'clock
+~ 1.:~5 t ten o'clock
+-~ t~ 5~~t eleven o 1 clock
+=~ t~ 5Kt twelve o'clock
---~ --- ti~ half-past - -

{PJ)i fl.~ iJ! "'::) what month?
-)i ~ "b iJ!--::J 0 January
= Ji V'L iJ! "'::) 0 February
= Ji ? ~;6!--:J March
IZQ)i L- iJ! "'::) 0 April
liJi 2 iJ!--::J May
~Ji 6 <iJ!--::J 0 June
tJi L- "b iJ! "'::) 0 July
/\Ji tl "b iJ! "'::) 0 August
:fLJi ( iJ!--::J September
+Ji t ~ 5 iJ!--::J
0
October
+-Ji t ~ 5 ~ "b iJ!--::J

0
November
+=Ji t ~ 5 V'L iJ!--::J 0

December·
{PJB tl~vc-; what day (of the month)?
-B "'::) ~ k . "b 0 the first (of the month)
=s .b "'::) _;6, the second (of the month)

-s )j.? iJ> the third (of the month)
!lQB the fourth (of the month)
liB the fifth (of the month)
the s ixth (of the month)
-tB the seventh (of the month )
i\B the eighth (of the month)
1LB the ni nth (of the month)
+B c i>"iV~ the t enth (of t he month)
+-B 1.:~ 5V>~V(~ o the eleventh (of the month)
+=B L:~ 5VCVC~ o the twelfth (of the month)
+=B 1.:~5 <!IVVL ~ , the thirteenth (of the month)

t:~5?~vvc~
+1mB 1.:- ~ 5 J: --::> iV~ the fourteenth (of the month)
+.n:B t-~5C:vc~ the f i fteenth (of the month)
l:~56(VL~
0
the s i xteenth (of the month)
+-tB l:~5l-~VL~ o t he seventeenth (of t he month)
l:-~5tJ:~VL~
0
+/\B the e i ghteenth (of the month)
+1LB t-~5<vc~ the nineteenth (of the month)
=+B ti -:?Jj~ the twent i eth (of the month)
=+-B ~L:~ 5V>~VC~ o the twenty- first (of the month)
=+1mB ~ 1.:- ~ 5 J: --::> iV~ the twenty- fourth (of the month)
-+B ?~vt-~5vc~; the thirtieth (of the month)

~lvl:~ ?VC:i?
=:+-B ?lVI.:-~ ?V>~V(~o the thirty- first (of the month)
~.Ar test; examination
c;!:,-. ) fLIV \.:,] 5 lf birthday
Dialogue
the ot her day
Kabuki (a classical Japanese

the ater form)
c5 how?
tlt-"i~ tl t"i ~ vi begins

( tl C- j C::> tJ: \,;-) ; ( tl t j C::> tJ: \,;-) 0
tll:-"i?k) tlt"i?k)
!J!JV- taxi
Rea ding
Kitayama (personaZ name)
this morning
class
i>... :b~ i>... :b~ vi ends ; f inishes

( i>... :b C::> tJ: \,;-) ( i,-. :b C::> tJ: \,;-)
i>... :b ?f<:..) i,-.:b? t-c. )
afternoon ; p.m.
after that; afterward
approximately ; about (used

with Time expressions)
Common Expressions
"E 5 ~ <b F16~ c 5 Thank you very much (for wha

c~·\,r)"? lko you did).
El :k ±
* 1
z
:!i
BA
7
14
* ii<
123.56
O<~±
8 9 10 11 12 13
15 16 17 18 19 20
~
B
4
11
A )( It- 0<
5
12
6
13
7
*
~ ~
±
,g
14 15 18 17 2
1234 a:
21
28
22 23 24 25 26 27
29 30 31
1 2 3
~ ~
18
25
19
26
20
27
21 22 23 24
28
Lg . 1.~ ,; ,:
3 ~ 1~ .~ .~ .! .~ .: l~ 15 16 17 18 19 20 21 4
18 19 20 21 22 23 2. 22 23 24 25 26 27 28
5 6 7 8 9 10 11
25 26 27 28 29 30 31 29 30
z
~ ~ ~ lg .1.~ 1 2
6 7 ~34 5 67 8 9
5 :::E 13 14 15 16 17 18 19
20 21 22 23 24 25 26
10 11 12 13 1• IS 16
17 18 19 20 21 22 23 6
27 28 29 30 31 2. 25 26 27 28 29 30
12 13 14 15 16 17 18 ~ ~ ~ ,g .1.~ .~ .~ Cl 1 234
7 15 16 17 18 19 20 21 ~ .~ .~ .! .~ .: w:~ 8
22 23 24 25 26 27 28 19 20 21 22 23 24 25
29 30 31 26 27 28 29 30 31
19 20 21 22 23 24 25 9
> 1 2 3 0 1
11 ~ 11 1~ .~ ,! .~ .: l~ ~ ~ ,g .1 .~ ,; .! 1~ 12
26 27 28 29 30 31
18 19 20 21 22 23 24 18 17 18 19 20 21 22
25 26 27 28 29 30 n,. x,. 25 28 27 28 29
33
- -B
~.t>-=G
~
"?l/)f-ci? *
17-
*
1436
- =s
V2
}p. -?/J>
-
}p.f<:_(-?)
=-ta tt -?iJ> * *
---
666
~lv "'!t/
-=. B J.j..-:? !J> J.j.. -:? ( "? )

688
V3 I2.Q --c -/
I2.Q ?~v Xlv
[ill~ ]t: X
lmB X -:?/J• X-:? ( "?)
=
*- B tsuitachi and -J- B hatsuka ar e combination readings (see fn . p . 190).
For another meaning, -B may be read ichinichi one day , in which case- is
read ichi and B is re ad nichi.
514 .A (: ::l
Ji
li B l,n -::::>:;6> l.n-::::>(-::::>)
1936 ...>-
.J'
_L.
/'\ 6( of/
~B [rl.ni6> &-:::>(-::::>)
746 -'t:
-t l~ .:-./7-
--:1
-t t~t~ t~t~
-tB t~ {[):;6> t~t~ (-::::>)

1500
J\ /\ tt~ /'7-
/\B J: 5 il> --?-:::>(-::::>)
317 ~
:iL ( !/
:iL ~ ~5 ::f-.:>..?
:iLB <:. <:. ([)~ <:.<:.([)(-::::>)

818 t + t~5 ::/.::>..?
+B ci>""il' c j:,">
=+s (t::t -::::>iJ> * *
1509 .t -~
-:I
- ttl\.; /' /
New Readings
737 1440
a~: ~k c ~c~ (9) 8: B;<f;:A V'Lfi ;\.; t ';\.; (1
filJ ~ tl;\.;t BJ:5B vr:-;?5u (9
457
fj : *Ji ~l,ntf-::::> (9 ) -B -:::) l,n tz: ~ *
-jj l,n -;:;a~~ =s .b -::::>:;6>
1013 ~ : ~~ :;6 ~ <-!:tl,n
~'itt6 2_'itl6
k;\.;~B k;\.;t]5lf
*see previ ous page footnote .
SECTION 3 . DRILL
Question- Answer:
l. Q: 4- {PJ~ l: -J"iJ~o
A: - ~l:-t"o
Cues : a) =~
b) -~
c) IZQ~
d) :li~
e) ~~
2. Q: 4- -1::;~ l: -J"iJ~o
A: (a) (ri\;> ' -t~-r:-t-0

(b) \;> \;> ;{__ ' -1::;~l:(ri~ !J 1-lt~o
Cues : a) i\~
b) 71.~
c) --t~
d) --t -~
e) --t=~
Subs titution :
3. (a) :bt-cl-tl :li~VL :t~.~ 1 L, fco

Cues : a) :li~-¥
b) ~~
c) ~~-¥
d) -t~
e) -t~-¥
Expansi on :
(b ) Add ~ ([) 5 to the sentences above .
Example : :bkl-tl ~([)? :li~VL :t~~ 1 l-f-co

Expansion and T~ansformation:
(c) Add <h L. fL to the sentences in 3 (a).
Example: bf-c L.Vi <h L. fL ILB:ij:(/L i>"" ~-£ -t"o
Question- Answer:
4. Q: <bfJ: fd:i: {PJB:ij:(IL h-£ -t""b~o
A: -ta:ij: (IL h-£ -t"o
Cues : a) -ta:ij:¥-
b) -t-B:ij:
c) -t-B:ij:¥-
d) -t=~
Suhstitution:
5. btLL.Vi -Avc ~-£ tL-£ L. fLo

Cues : a) -A
b) ILA
c) --tA
d) :fLA
e) -t-A
Question-Answer:
6. Q: ;ht.ctdi fPJAVL *-£ L. f-c "b~o
A: =Avc *"£ L.fLo
Cues : a) !rnA
b) ~A
c) i\A
d) -t-A
e) -t=A
Substitution:
7. ~.t5ti - B --r-t"o
Cues: a) =s
b) -B
c) 12118
d) .liB
Question-Answer:
8. Q: ~.t5ti fPJ B --r-t-;O~o
A: (~.t5ti) ~B --r-t"o
Cues: a) the seventh
b) the eighth
c) the ninth
d) the tenth
9. Q: \.!>~ 7-A~"i- !_., 1 -t-;6~0
A: +-svc (7-A~"i-) l-1-t"o

Cues: a) the eighteenth
b) the twentieth
c) the twenty-fourth
10. Q: ( if> ts:. t<:.. V) :i:>" f<:..lv~ B Vi \.!> ~ --c-j'";O>o

A: -Ji-B --r-t"o
Cues: a) March 3rd
b) May 5th
c) July 7th
d) September 9th
English Equivalents
1. Q: What time is it now?

A: (It's) one o'clock.
a) (It's) two o 1 clock.
b) (It IS) three o'clock.
c) (It's) four o'clock.
d) (It's) five o'clock.
e) (It's) six o'clock.
2. Q: Is it seven o'clock now?

A: (a) Yes, it's seven o'clock.
(b) No, it's not seven o'clock.
a) Is it eight o'clock now?

b) Is it nine o'clock now?
c) Is it ten o'clock now?
d) Is i t eleven o'clock now?
e) Is it twelve o 1 clock now?
3. (a) I got up at five o'clock.

a) I got up at five-thirty.
b) I got up at six o'clock.
c) I got up at six-thirty.
d) I got up at seven o'clock.
e) I got up at seven-thirty.
(b) Yesterday, I got up at five o'clock.
(c) Tomorrow, I'm going to get up at five o'clock.
4. Q: What time (or when) do you go to bed?

A: (I) go to bed at ten.
a) (I) go to bed at ten-thirty.
b) (I) go to bed at eleven.
c) (I) go to bed at eleven-thirty.
d) (I) go to bed at twelve.
5. I was born in January.

a) I was born in March.
b) I was born in May.
c) I was born in July .
d) I was born in September.
e) I was born in November.
6. Q: In what month did you come?

A: (I) came in February.
a) (I) came in April.
b) (I) came in June.
c) (I) came in August.
d) (I) came in October.
e) (I) came in December.
7. Today's the first.

a) Today's the second.
b) Today's the third.
c) Today's the fourth.
d) Today's the fifth.
8. Q: What day is it today?

A: (Today 's/It's) the sixth.
a) It's the seventh.
b) It's the eighth.
c) It's the ninth.
d) It's the tenth.
9. Q: When are you going to give the exam (Zit .~ When do CyouJ do [the] exam)?
A: On the eleventh.
a) On the e i ghteenth.
b) On the twentieth.
c) On the twenty - fourth.
10. Q: When is your birthday?

A: January l st .
a) March 3rd.
b) May 5th.
c) July 7th .
d) September 9th.
SECTION 4. GRAMMAR
10.1 . THE DUAL NUMBERING SYSTEM. Since Japanese is written with an adapted
orthography borrowed from Chi nese, a number of interesting features occur in
the Japanese language which reflect the influence of this borrowing . One of
these is the existence of two systems of numbering: one which is rooted in the
original Japanese language, and one which manifests influence f r om the Chinese.
Except for a very few notable exceptions (see jUyokka the fourteenth day of
the month and hatsuka the twentieth day of the month of this lesson), native
Japanese numerals extend only to ten, after which the numerals of Chinese der-
ivation must be used:
Japanese From Chinese Japanese From Chinese

hitotsu 1 ich! yattsii 8 bach{
., ~
futatsii 2 n~ kokono tsu 9 ku; kyii

~
mittsG 3 san to 10 j ij
yottsG 4 sh! (often sub- 11 j uich!
stituted by yoii) 12 jiin{
itsutsu 5 g6
~
20 n!jii
muttsu 6 roku
30 saii.jii
nanatsu 7 shich1 (often sub-
stituted by nana)
To tell time and to tell the months and years, Japanese uses the Chinese- derived
system of numerals. The months have no special "names" as such (e.g. , "January,"
"February," etc. ) . The student will note with interest that the Japanese designa-
tion of months is by "moons"- "first moon," "second moon," etc .
10.1.1. ACCENT ON NUMERALS. Some Japanese words do not have an innate accent
but may acquire an accent under certain conditions. This is especially true of
numerals and adverbs . Some numerals (see 10.1 and also Lesson 14) do not have an
innate accent, but they acquire an accent on the final (or near- final) syllable
under certain conditions, i.e. , when followed directly by an element (or " case")
marker such as de. For exampl e: Koko ni isu ga f utat s u arimasu . Here are two
ahairs. Futatsu de 1kura desu ka? How muah (does it aost) for two?
When a numeral is accented differently according to its use, this is indicated
in the vocabulary list in the foll owing manner : f u tatsu 0 •
10.2 . TELLING TIME . To ask the time in Japanese the copular clause construc -
tion is used: f ma nafij i desu ka? What time is it now? The answer follows the
same construction: Ima jGji des u . It 's now ten o'aZoak. Though time nouns occur
in the above examples , the Time element (which is a peripheral slot in clauses)
does not occur. The phrases nafiji desu what time? and j ~j i desu ten o 'aZoak
manifest the copul ar predicate (NOUN + desu ).
Questions about time are usually more specific in Japanese than in English .
Instead of asking , "When do you go to bed?" it is more natural in Japanese to
say: Ana t a wa nafiji ni nemasu ka? At what hour do you go to bed? In this ver-
bal clause , the time el ement is manifested by nanj i n i at what hour (and the
time- mar ker particle ni is used).
The suffix for designat i ng the hour is -ji o 'aZoak; minute, -fun or - pun ; and
second, -byo. Thus, the question Anata wa nanj i ni nemasu ka? may be answered
by substituting a numeral for the prefix nan- in the pattern of the question :
Watas hi wa j~j i ni nemasu . I go to bed at ten o ' aZoak.
To tell the time more exactly, minutes are added to the hours as follows:
j ~j i nij uppun-sugi 20 minutes after 10; j ~ji nijuppun- mae 20 minutes before 10;
juj i-hafi ten- thirty.
SECTION 5. DIALOGUE
c::. co~(/) it: tt., il·~ ~ co ~ ? .¢-:': ~ c. 5 i> ~ !J il~ c 5

C ~·(/) 1 LJz:o
* ;ft:
(/)(/);{_, c. 5 (/)fz: ~ 1 ~ -c 0
iJ:.~ ~Vi C 5 l: ~fz:il•o

~ .fL(/) l: ~fz:o l: i . . El :<$:~Vi biJ:. !J 1-lf-~ l: ~fz: o
* ;ft: ~5l:~h o ~.fLtl ~(/)EJ:<$:Wl:~o
*?-1 ~ : ~ 5 l:~il• o
* ;ft: iJ:.~~Vi
n~VC
fiiJ~VL tll:.1!J1 ~fz:il• o
Vi t.:. ~ !J ~ ~tz:o btz: ~Vi -~=¥VC t:fj il•vt ~ ~fz: o
{iiJ~VL iJ:.;{_ !J '£ ~fz:il• o
T~VL iJ:.;{_ !J '£ ~fz: o
English Equivalents
White : Thank you for the Kabuki tickets

(which you gave me) the other day.
Kimu:t'a : Don 't mention it. How was the Kabuki?
White: (It was) beautiful. But I didn't understand the Japanese.
Kimura: That ' s right. That Japanese is old (Japanese).
White: I s that so?
Kimu:t'a: What time did the Kabuki begin?
White: It began at fi ve. I went (or set out ) at three- thirty.
Kimura: What time did you get back home?
White: I got home at ten .
Kimu:t'a: Could you find a taxi (Zit. , Was there a taxi)?
White: Yes.
Kimura : That was f ortunate (Zit ., It was good, wasn't it).
SECTION 6. READING
t-:.
lv ~~
:ii
& ? t..... t~
ft
.....
l
15
......
-1 /j ~ tt
......
G 7 ~ '-
-;.... t::
~
~j:
A:A
t:i
10
-----
- -
J:J
;._.
FJ FJ
~?J
--
t~
~
f~
t::
fv
~
5
~4--~ -~
\
' ¢.t
;\ ~PJ t. ~~
..
8 ~j. .... ' L;l :l.t~ a 8 .. ~;i !- a:rr #r -( ~

"(' ~ -""'+ t) 1u JJ.. -( -r ~ ? ··-(-g-z
i-t-FJ IV--+- ~\ ~ --r i 1jJ) ~ ~~ ~1-t o-r/J)
jJ~
~~~ ~·· l: i 0 it "? jJ)
--t-
0 0
.:t j f L~ ~)
0 0
~ L;l I> 0
'J ,. ! ~ Ll & l.:i

13 ~ ~ ~~ ~1 fJ\ -};. t-:. ~ ~
\ u ~ L/ ~ tt ~ o-J{ ~
('[.. \.., 1?~ ~~ qy ~ i
~~
~ ~ ~ ~ v
0
0
~ G
{])
G ~ ~ l.J r-r.. --t t-:.
t"' t~ L., u r-:. 0 1" /J)
"1 0 r-c. t-: • 0
0
t; 0
d)
Answer in Japanese:
1. l.n-:J tJ~:t b 1-tn~o
2. ft!J~(!L tl1-ttJ~o
3. ~ ·{iiJ ~ -r -tiJ '0
4. ~.t5ti fPJ B -r-tn~o

5. 1iJ:lti ih -:J\n -r-ttJ• 0
6. It is four o'clock.
7. When will the bus come?
8. When did you begin to study Japanese?
9. School starts at eight-thirty.
10. My birthday is July 4th.
write in kanji, and indicate the readings atso :

ll. April 8 17. January 3 23. 3:00 29 . 2:30
12 . May 24 18. March 6 24. 5:00 30 . 10 :00
13. September l 19. February 1 0 25. 6:30 31. 8 :00
14. October 9 20 . July 7 26. 1:30 32. 11:00
15. December 2 21. June 20 27. 4:00 33. 9 :00
16. November 5 22. August 26 28 . 7:30 34. 12:00
Add Aaaent marks to aZZ the above.

Wnen Do You Eat1

~t ;:' l;tA,
Q: .!j!,IJ 1il11 ~ tct fPJ aey t.: ft ""' £ 9 :b\ o What time do you eat breakfast?
A: t aey t: ft ""' £ 9 o I eat at 7:00.
! .................... ............. .................
.,~~
or WI
! V'6
I~fMJ~ or
t,•?
~ft or
V'6
iS ~
iIii 1Ml~
II>?
or ?7ft
its~-:J
! tJ>A,
L.r.~~.!. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..~.~.:..~.~.:. . .~.~- ~-~_e-·~-~----·~-~-~-=-~.1

Wnen Do Tney Bloom1
When do the cherry blossoms bloom?
Around April.
When is the season for autumn leaves?
Fall.
! "'''' '''''''''''''''''''''''''''''''''''''''' ''''''''''''''''''''''' '''''''''''''*''**''''························:
1., ~
lrn* the four seasons
i spring ~l peach (blossoms)

'.1:? ~
Jf summer ~ wisteria
l:k fall; autumn
"""'
~ winter &;j~d) iris
•...................................................................................................................:
morning glory
sunflower
cosmos
L...~. . .. . . . . . . . .... . · · · · · ~-~-~.:. ~ ~-~-~--~~-~-~- ~·-· · · · · · · · · · · · · · · · · · · · · · · · · · ·

L esson 10 CLOCKS AND CALENDARS 219
SECTION 9. SUMMARY TEST, Lesson 6- 10 (For answers see Appendix 4)
I. il:t=+ j5 < I) tJi ~
( V 6 tJ\ ~ /1J ~ iJ 7 )
1. 1 2 3 4 5 6 7 8 9
1 0 1 1 1 2 1 3 1 4 1 5 2 0
2.
¥? ~ "J:1J l}:7.; f:~'t) OITf tf~"t i5C;t-Q ·e ~ :t>
3.
(13) (~)
"*"
( .F') ( fill ) ( 4- ~ ) ( *~) ( 4-JJI ) ( Jl; FJ )
4. beer bread cake coffee table taxi class

( ) ( ) ( ) ( ) ( ) ( ) ( )
II. Supply particles. Mark "x" where not needed.

1. 0 2.
3. -? i3> "' OJ "' £it~ 0 4. 7 1) :A _ I) J:. -5 1J _l: ~ T 9 o
5. 1ft 00 ~ ili *£ 9 tJ~ 0 6• ~O)_;btJ\1,.\_A_f~:S_f:' :tl,_l,.\ £ 9tJ\o
III. Fill in the parentheses with appropriate particles . Select from the
intransitive-transitive verb pairs and write the verb on the line.
;: 0) ~ "' t:•' -t ~ ~ ;::· :s ' -$' 7 y - ( ) ~~ 0) -? i3> 0) Wi ~: £ I_., ~ 0
( c £ -Qf c ib -Q)
-t :n tJ~ 6 , -9 7 v - 0) r: 7 < a; ~...- ~ 0 ~ 0) A tJi .:, i3> < ) t:. '? t
<26<726ff-Q)
(intent 1y)
(§i ;{_-Q/ Wj -Q )
£ I_., ~ 0 ~~ ~;:I: j5 c.· :s ~ £ I_., ~ 0 ~t n c :t ' 9 <· ~: -t 0) ~ 0)
A ~cl: r: 7 < ) a; ~...- ~ 0 -t :n tJ~ 6 , -9 7 v- tJq ;:t ~...- 1J a; ~...- ~ 0
(C£-Q/CdJ-Q )
~:t~~ -::> ~ T 9o ~nc:t , Z. :b~ -::> ~T 9 o
IV. Translate III into English .
V. Consulting the calendars and clock on pp. 206 and 207, answer the following
questions.
1. "' £ ' ~ ~ "'(' 9 'IJ~
* "\
0
2• li 0) ~ :IJ v y -$" - ~;:I: fpJ J3 "'(' 9 'IJ\ 0

3. * ~ 1.- ' 7J v Y ?f- l"' ~cl: , 1i B ~cl: ~ ~ -? B -r-9 tJ\ o
4. 'J' ~ "' :IJ v Y ?f - "'[·~;:t , fL FI ~;:t ::(:j O)}J~: ~ 1J £ 9'1J\ o _ _ _ _ _ _ __ _
5. A J3 0) * ~ -? B ~cl: fP1 B T 9 tJ~ o
VI. Express in Japanese .

1. Mrs. Hayashi's baby was born on February 2.
2. Ky birthday is also February 2.

3. I go to the university on Mondays, Wednesdays and Fridays .
4. (On the telephone)

A. Hello, Is Nancy there?
B. No, she isn't in (right) now. She went to school.
A. What time will she return ?

B. About 10:30 p.m .
VII. Co mplet e the chart.
DictionarY Form Polite Form NeKative Polite Form Past Polite Form
/[f-~
l-\ .6
;6;7.-,
tclb ~
t *~
~ -) clb l-\
t= (J) I t. '
LESSON 11
WHERE) WHEN) AND HOW
PROBLEM : The Locat·i on Element is marke d in two ways; with the particle ni
(already introduced in Lesson 7), and with t he particle de.
OBJECTIVE : (l) To present the Location slot marked with de.

(2) To present verb ~orms composed of noun + suru.
SECTI ON 1 . VOCABULARY
Drill
-c -c particle 3 Location marker

h,,
:;j! /n1v U.S.S.R.
1:
*~~ ~ ~5 c Kyoto (place name)

--:-1
;d-Jv7 7 - 1- ;t Jv 7 7 - 1- Olfert (personal name)
LlJJI I ~~iJ·:b Yamakawa (personal name)

ff.t/)cc:.C> ff.t/)cc:.C> kitchen
t/)j \/)~ living room
;{_ \/) iJ~iJ·Iv ;{_ \/) ffi iJ; lv movie theater
:Jo-- J: <" :Jo--? <" . vi swims
( :Jo-- J: iJU.c \/) ( :Jo-- J: ffi tJ: \/)
:Jo-- J: \/) fC ) :Jo--? \/) fC )
54 ?4 ocean; sea
JII iJ•b river

--;:1
7" - ;v- 7 - ; v- swimming pool
~~\/) ~~\/) vegetable ( s)
iJ• E t;;c corner (e . g. 3 street corner)
m dj.~ store; shop
~ lv t. .t ? lv t. .t nei ghborhood; vicinity

A - /~-"":7 -7 '/ 1- A
. --,
_ _,,_"""' -7 '/ 1- super market
£·
/\Ef~ ~:jo--~
vegetabl e( - fruit) shop/ seller
221
VJ-?C:.A_,-t6 VJ-?C:A_,-t6 vi gets marri ed

~A_,~x5 -t 6 ~A_, ~ J: 5 -t 6 vt studies
'""
Jlj}j-t6 5A_,c5-t6 vi exercises
9.t59 -t6 9;59-t6 vt cooks; prepares food
9 J: fi-t6 9.tC:5-t6 vi takes a trip

L:A_,b-t6 L:A_,b-t6 vi t e l ephones
restaurant
1t$-t6 l.t<C-t6 vi eats
.:tc ~c outside
.!? x fi .!?.t<:.5 (a) trip
vtV>?J~ < -t6 VJ\;>7)> <-t 6 vt plans
VC b VCb garden ; yar d
-t- 5 C-t 6 -t-5 C-t6 vt cleans

undershirt; shirt
-tt A_,f-c <-t 6 -ttlvtL(-t6 vt does t he washi ng ; launder
it$ l.t < c (a) meal
J:5V>-t6 x5v.-t6 vt prepares
-ttlvtL< -tt-A_,fL( washing ; laundry
.:t5C .:t5C clean i ng
VJ\;>7)> < vtV>?J~ < (a) plan
J:5V> ?5v. preparation
vtlv~L9>5-t6 vtlv~ L9>5 -t6 vt studie s ; researches
Dialogue
sentence final- pa:rotide3 r
(not) very (much) (occurs ~
neg . )
Reading
(a) formal int erview (fir st
meeting) with a prospect ive
marr i age partner
U3sson 11 WHERE3 WHEN3 AND HOW 223
.rl-T Yoshiko (name3 fem . )
a- particle 3 Starting Point marker

~
te~ '"('~ vi graduates
( tb f.£ \{) ; tb k. ) c --r f.£ \{) ; -ctz: )
~ --:1
i>~m~ 1v i>~~~~lv (your/his) mother

I
.!?h~l.t .!?h~ l.t; .!?h~ l.t; curriculum vitae; record of
(one's) life
.!? n ~ L- .t ; .!? R~ L- .t
~~tc"b friend
i>~~ 5 ~lv (your/his) father
-t-C:.L:' then; thereupon
tJ>..s-: ~ ~- (the) Kabuki Theater
(a) day
very
(a) date; engagement

~...~ '!'
~~ Shibuya (place name)

L»<
WJTm Shinjuku (p~ce name)
~- hotel
'~ ' 7 Jv
i>~~ i>~ "b ~ tea ceremony
i>~.ft i>~tl f.£ flower arranging
1/f: ?if: still
11=~ -?7~ vt makes

( 11= ~:d.£ \{) ; (-? <~r.£\1) ;
--:-1
11=? tz: ) "?(-:::>k.)
vt-:::>C:.Iv vt? C:.lv marriage
SECTION 2 . KANJI STUDY

1069
))) LlJJII ~?ii·b
1347 ~
m J;t.~
99 Jf J\8~
i.>
~i>--~
733 . . .
1t$ 1..- .t( l.:.
1663 ~ --:--1
i>-- fll -2 ;\.; i>-- il' .:h -2 ;\.;
1798 ~
R:ii c~ tt:-;
1213 ~
R~ c~tt: -;
1584 y.: i>-- )( -2 ;\.; i>-- ~ 5 -2 ;\.;

116 '*
1~ i>--11: i>-- Vit~
648 ~~ -?( 6 -?( (6)

11=6
New Readings
1500 1408
Vi -Gil~-?
1
l\ : /\Y:l (10) iJJ: jb ( 52< (5
'A.
/\8 J: 5 il• (10) ;@ jb 51\.;[5
... 1440
/\8~ ~i>--~ s: 8:<$:A VC fi ;\.;[_;\.; (1
940
llt : 1t~6 tL~6 (6) BJ:5B K:hX 5lf (9
7l
1t-!J l.t<L:. -8 -?V> t?:..-; (1
=s ~-? ·i!· (1
-{-<DEl .:tco[Y
Lesson 11 WHERE1 WHEN1 AND HOW 225
SECTION 3. DRILL
Substitution:
1. :bt-c l.Ai 13:<$:--c' 1JJ-7a- ~~1-:fo
Cues: a)
**
;J)t
ItA.
b)
;61 \1>
c) Ji-00
~
d) *tl5
2. ~m~~tt
li l.
13:<$:--c' ~1 n 1lf-co
Cues: a) t-'71 ~ )}1)-j]
b) ;tJv7 7 - ~ r1 ';/
c) ......::/ l=fOO
LltJ II
d)
**
3. -!J~t.r. ~Vi tc:~c-c:.-:,--rtt
*a- ~~1-l:t~o
Cues : a) ?"b
b) ~1
c) ;{_ ~ -!J~-!J~~
d) $:f3(
Question-Answer:
4. Q: tb t.r, t-c Vi -=t 2:. L:' i:>"" J: ~-·1 l t-c iJ ~o
A: (a) Vi~ , ( :bf-c l.Ai ) ( -=t" L L:' ) i:>"" J: ~·1 L-fz:o
(b) ~~;{_ ' (:bt-clVi) ( -=t 2:. --r Vi ) i:>"" J: tr 1 -it~ --r l tz:o
Cues: a) ~-=t:-2:.
b) ?Jr.
c) Jll
d) 7 "-;v
5. Q: th t.r. tdd E C::. -r: ~~It>~ ~It>'£ -t"iJ~o
A: ( :bfz: LAi) iJ~ Ee:>J6l: ~01-t"o
Cues: a) ~ lv C:. J; e:>J6
Substitution:
6. :bkltl VJ? L.lvl1-t"o

Cues: a) -"'/v~J;5
b) '""
~j}]
c) .!? J; 5 .!?
d) .!? J; fi
7. :bt-cltl 7'_,,_ ~ -r: l: lv :b L-1 l ko

Cues: a)
""""'~ -"'/v~J;5
b) tc~t>EL.6 .!';J;5.!?
c) V.A~7/
~-
'""
d) 5-be:>-t-c ~j}]
8. :btz: LiJ! 0-:::J~ .!? J; fi~ VJ\t>iJ~( l1-t"o

Cues: a) VC:b -t-5C:.
b) vc< .!? J; 5 .!?
c) :/'-v:Y -!:tlvt-c<
d)
~- .t 5 It>
9. :bt-c L-iJ~ 7c-cV> :/'-v:YC>-I:tlvt-c<"i- L-1 -t"o

Cues: a) VC:b -t-5C:.
b) .!? J; fi vtV>iJ~ <
.t5V>
c)
~-
d) vc< .!';J;5.!?
Lesson 11 WHERE, WHEN, AND HOW 227
Question-Answer:
10. Q: ;ht.c kv± E t.. -c 8 ::$:~~ -"'lv ~ .t 5 L-1 -tn~o
A: ( :b fL l- VX ) ~ l: ( 8 ::$:~ ~ ) ( -"'/v ~ .t 5 ) l- j j-o
Cues : a) 7 7 /.A ~ /-'"" lv ~ .t 5
,&:A,
c) r-1:;;<D3t~/vtlv~t:9>5
Partiate Distinction:
11. Distinguishing K and l: :
Example: Teacher: :btL L-tl 7 J 1) :h / ~j :tL 1 L-ko
Student: :biLL-Vi 7 J 1) :hl: ~j:(Lj L-ko
Cues: a) EB~c;lvv± **/IIJ~ j "to
b) :btL l__-V:j: 0-:? ~ 5 ~/:ft$ L- j "to
c) ~D<DM/ . A - ... ~ - X " --:7" '/ ~ iJ~;h kJ j "to
d) ;hf,cfLV:j: E L./ 8 ::2fs:mf~ -"'lv ~ .l: 5 L- j l-fLiJ~o
e) ffi:Jltl Et../01-tn~o
English Equivalents
1. I buy cameras in Japan.

a) I buy cameras in Tokyo.
b) I buy cameras in the U.S.S.R.
c) I buy cameras abroad (tit. , I buy cameras in a foreign country).
d) I buy cameras in Kyoto.
2. Mr./Mrs./Miss Takahashi was born in Japan.

a) Mr. White was born in America.
b) Mr. Olfert was born in Germany .
c) Mr. Peng was born in China.
d) Mr. Yamakawa was born in Tokyo.
3. My wife does not read in the kitchen (lit., My wife does not read a book
in the kitchen).
a) My wife does not read at home .
b) My wife does not read in the living room.
c) My wife does not read at the movie theater.
d) My wife does not read at school.
228 JAPANESE BY THE TOTAL lv.t...... .. v .....
4. Q: Did you swim there (or Have you swum there)?

A: (a) Yes, (I) swam (there) (or Yes, I did or Yes, I have) .
(b) No, (I) di dn't swim (there) (or No, I didn't or No, I haven ' t).
a) Did you swim over there?

b) Did you swim in the ocean?
c) Did you swim in the river?
d) Did you swim in the swimming pool?
5. Q: Where do you buY vegetables?

A: (I) buY (them) at the corner store.
a) (I) buY (them) at the neighborhood/local store .
b) (I) buY (them) at the supermarket.
c) (I) buy (them) at that grocery (vegetable) store.
d) (I) buY (them) at the department store.
6. I ' m getting married (Zit . ~ I will marry) .

a) I ' m going to study.
b) I'm going to exercise.
c) I ' m going to cook .
d) I ' m going to take a trip.
7. I telephoned from the department store (or I made a phone call at the
department store).
a) I studied in (my) room.
b) I cooked in the kitchen.
c) I ate at a restaurant.
d) I exercised outside (the house).
8. I al ways plan trips (or It is I who always plans trips) .

a) I always clean the garden.
b) I always cook meat.
c) I always wash (my) shirts.
d) I always prepare (my own) food.
9. I usual ly wash (my) shirts (or It is I who usually washes [my] shirts) .
a) I usuall y clean the garden .
b) I usuall y pl an trips .
c) I usually prepare (my own) meals.
d) I usually cook meat.
10. Q: Where do you study Japanese?

A: (I) (study) (Japanese) at school.
a) Where do you study French?

b) Where do you study (or do research on) Kabuki?
c) Where do you study (or do research on) German literature?
11. Teacher: (Cues) America/ was born

Student: I was born in America.
a) Mr. Tanaka works in Tokyo.

b) I always eat at home .
c) There's a supermarket in front of the bank.
d) Where did you study Japanese?
e) Where is your friend?
Lesson 11 WHERE1 WHEN, AND HOW 229
SECTION 4. GRAMMAR
11 .1 . THE LOCATION ELEMENT (2). In Lesson 7 (see 7 . 2) the Location element

marked by ni was introduced in clauses with the two intranstive verbs, arimasu
is (inanimate) and imasu is (animate). With these stative verbs, the interpre-
tation of the Location element is "location in which a certain state or condi-
tion exists."
In this lesson the slot meaning of the Location element is: Zocation in whi ch
an action takes pZace; the slot marker i s de.
The student will observe in the drills that when the Location element describes
the place where one works, or plays, or is born, it is marked by the particle de:
Nihon de kamera o kaimasu. (I) buy cameras in Japan. Nihon de umaremashita. (I )
was born in Japan. Emphatic, with negative predicate: Kanai wa daidokoro de wa
bon o yomimasen. My wife doesn't read (a book) in the kitchen.
11.1.1 . LOCATIVE PRONOUNS . There is a series of locative pronouns which cor-
responds with the demonstrative pronoun series (see 1 . 3. ):
LOCATIVE PRONOUNS
koko here (near the speaker) asoko there ; yonder
soko there (near the one addressed) doko where?
11.2 . MAKING VERBS OF NOUNS BY ADDING suru . As was explained in Lesson 10,
many words in Japanese are of Chinese origin; i.e . , they are Chinese loans. But
since verbs are not i nflected in Chinese (in fact, there is no clear distinction
between nouns and verbs as separate "parts of speech") , when Chinese loan words
were fit into Japanese syntax, it was necessary to devise a means to infl ect them
when they were used as verbs. The problem was solved by adding the verb suru
does after the Chinese loan word. Thus:
NOUN VERB
kekkon marriage kekkon-suru gets married
denwa telephone denwa-suru telephones
kekaku (a) plan kekaku-suru plans
Since Chinese compounds, such as these given in the example above, are borrowed
as nouns in Japanese, it is also possible to use them as nouns in Japanese syn-
tax. Thus they may be used as subject or object: Kekkon wa itsu desu ka? When
are you getting married (lit . , CYourJ marriage, when is it)? Itsu kekkon o
shimasu ka? When are you getting married (lit., When do you do rmrriage)?
11.3. EMPHATIC SENTENCE-FINAL PARTICLES yo AND wa. The dialogues to this point
have employed only one emphatic sentence- final particle- yo. This particl e may
be used either by men or women for emphasis. However, women often pr efer to use
a n alternate particle wa which is conventionally interpreted as "softer" and
"more feminine."
Woman: Dep~to wa tak~i desu wa. The department store ' s expensive.
Woman
or Man : Yaoya ni wa atarashii yasai ga The vegetable( - fruit) store has
arimasu yo. fr esh vegetables.
There is a wide variety of emphatic sentence- final particles, but the two intro-
duced here are by far the most common .
SECTION 5. DIALOGUE
(Two Women)
y.·.-,_ ~ l: Ji~1 l-ko

7 "'- ~ -r: Ji ~ 1 L- tco~o
~~l:..t0J;5l: Ji~1 1..-fz: o
~:,_,~lv -t" 0 J6 (ri $!:-!J~? fL. l:-j--!J~o
?7-?~lv
~:,_,~/v
thf.tfz:ld ~c;~~ T-''- ~l: Ji~1 -:t'-!J~o
~~.z.. ~c;v.tt ;::r..---'-~--7-;; ~ -r:

Ji~1-to
$1-
?7-?~lv: A~~Ktl ~~..-~~c;~ffi th~1-tXo

A~~(ri if.6l)l:-j-o
th 1 ~ l:fH¥:: 1 -l:tlvo
? 7-? ~lv : :bk l-tl A~.~ -r: B:<$:~:fr '""~ ~ .t 5
L- 1 L- tz: :b 0
English Equivalents
Mrs. Clark : There ' s a new camera on the table , isn ' t there , Mrs . Peng.
Mrs. Peng: Oh, this camera? I bought it yesterday at the depart me nt store .
Mrs . Clark : (You) bought it at the department store? I bought (my) camera
at the neighborhood store .
Mrs. Peng : Was it cheap at that store?
Mrs . Clark: Yes . The department st or e is expensive .
Mrs . Peng : But the department store is beautiful. I like Japanese depart-
ment stores .
Mrs . Clark : Do you buy vegetables at the department store , too?
Mrs . Peng: No, I buy vegetables at the supermarket .
Mrs. Clark: The vegetabl e store has fresh vegetables .
Mrs . Peng : The vegetable store is no good ; I can't speak Japanese very well .
Mrs . Clark: I studied Japanese at the vegetable store .
~ )- 1: "! -:fr ..~ 'l ~ 1 '( -::( { -f- ? • o oj_
B~~~~~[/tf~o- if ~ i 1 ~ -;j £ ~
•P;<I (t( 'r
' ~~.:- )- tt' (p rt q: (t( ft. ~~(j :fjtt~
"f1 ' r:: ry )- "' ttl 1'1 ~? ~ y, ~
·~. •')- t,,1 ~r ~
ry b' ~~;;:: ;;'==?I
~ ~ -.{ )- -£-- ~ .:(g- f'j "!,
~ -:.) -=i ~ ., J. ~
~ ··~ (!{ l ? J,, ~
{t( '£ ~ 1 t..C/ .ct ;;. t ':? ' I\ •' { :;. VIA( "
rr )_ "1
~ .f ·ry ~ -£- .+.1 ~ )- ·· I :f:-@ t tt
~ ~ (J) (p .... ry /") ~ ~? If ~? . '!+ (p ..,
~ 1~~ ~ ~ w~ ~ ~ ~ f: > C£ ry ..:J
"" -i ~ ~ ~ rr -:>Y • ;-,( c; ' ! ~ t~ ~ ~
~.f 0- CJ:-£-
-£:- l -£:- /"'1 .% t. ..£-
1') o I( ' I ~- ~ ry :f \ \~ '1 ~1
r .~ ~ r f: ~1 (p ··~ ~ ' =lr 'i ~1 'P t ~
~ ~r'fry~ ~, ' ~ ry ry c, -\ ~
' ~ ~ 0{. ;: .... ry )v ;;
c.; (, .f n. \
~ c ~ ~ ~ «iff- -:, B ;;. ~ CQ. {9- \ 1- ~~ (f)
\C/ \~ i ~ )- .C:f. ~ .~CI ~ -£: '? J- .% 0 ry ry
~ Yll'l ~ ';? r'i+ I( .r
~, ~ --::( ~ ~ i-
~ ~~ t~ Ct ry 0 ~ ~ .f • )- $. ry ~ .:ff (.
81' ~ (p ~ ~f"flf- ~ t- (, ~ ') .% £?
oz £'Z 0( £'(
~ ~ ~ tA { ;,; (r( (i _}-. ('/ r'f '1 "! 'r=>
..... lP ,w l t ( l ~11 ;;: ~ ~ ;;. ,
w~ eo1!-Yr'~ ~ .• ~ ~ :&- ie?i +
~ f:; ~' ('/ t~" 1 !'{ ~ 1 <1:
~ y r:!, \'\ ' rg )- 'l 0
\ct -f (p a r ~
~ ~ ~ ~ ~1 ~ 9t ';,) ry (p 'r
'""~ \ .... 'L 0 (
::f. ~ -f: ' ~ -:.1 t '1 !'") .... , ~, "" -c-. -;,~ rrl(
~ '1 i 'Sr 'Y f J!_ ~~ (tC , f")
'sr rr r ~ ; ~J w k1
r :::. ~ rr ~1 ,.2-
(p '
~ 1 q: ff 1 ~ '::r ~.:-).
~ ~ ~ ~ ~ ; ~ ~~ k "!_ ~ 1 '1 0
if (t ~ ~ :; ~ !§ ([{ ~' ry 0 'Y ~ ' )- -;._;.
-.. "I .-, -z:- ~ '"" 1""1
.f ~ (1 '1 '7'
i tflry 1,- V..f ~ ~ . I
\~ ~ ~ F~1, ~ (,c 1 ~ 1q trr )-
<J~ r-1 :? J? ::fr 1-f ~? ~ ' rr~~ 1-- ~
f@ ~~ 2- ' ry ::.\ ~ k ry ~ ::? 1 o ::? Yl flr
,C:f ry'' 0 ~1 ry ':1 -;,) ry
(p q: .fir
;;. ~ -:) -:: : '* ~' ~ 1 ry 'l o ~ Y'l
*~
...£- '1 (D '1 ry ry ry .'{ .r .£:- \\ ~ f -;_J. (!( ry
1o ~-wit~~ ?CP1 1 ~ {1- \~ I( tr ~
:f ';). 'l ~ t~ ~~ {tf (r( ry ~ .f ~ ~ ~ -f:-
n tl' ~ ~ t'fl ""'\ ,..., ~ (p
I
C.' ~ ~ 'I q: i ~1 l
£' 01 £'1
~NIOV3H "9 NOiili~3S
1f:Z ~OH GNif ~NaB~ ~383H~ [[ UOSS&7
23 2 JAPANESE BY THE TOTAL METHOD
SECTION 7. EXERC I SES

1. i:i: tJ~:J). ~ iJ-£ -to
2. -rt: t (!L;b <h -t-lf -£ LJ~ o
3. tctL i:i: ::::1 - l:::- ~.7).-£ lk-IJ•o

EB~~Iv ~.7).-£ lko
4. :bk l 1,/)-:::Jt (!L ;b -i" 5 J..: l1-to
Construct sentences using the words and par ticZes given :

6. i:i:, 1,/)60 , tJ~ . 1,/)1-t, (!L , -IJ•
7. ~ CO 5 , i>" J: ~---£ l k, :b 1~ l , -r, 7 · - Jv, ti
8. ~1 tL 1 l t~ , -r, <h t.r. t~ , tJ~, tl, c c.
9. ~trl,/) , -t-c, -r-r-, ti , 1tc
10. j;::"Ll,/) , :l§t-*", J: 5 \,/), CO, :bk l, ~. l-£ i"", -!J~
Answer in Japanese :
11. <ht.r.kti ~co? eel: B:;$:~~ -'""lv~.t ? l"il-k-IJ•o
12. 1,/)-:::J f ' .-:!. - )-"1: tJ} :7~ ~\,/)""£ lk-IJ~o
13. 1,/)-:::Jc i: "1: B :;$:~~ -'""lv ~ .t 5 l-1 l-k tJ~o

14 . ~ t.r. k tl c i: "1: i>" J: ~---£ -:t"tJ• o
15. Do you study Japanes e at school ?
16 . It is hot in summer.
17. I ate at a restaurant .
18 . Mr . Tanaka saw a movie at the movie theater .
19 . I bought a bal lpoi nt pen at the store over there.
Add accent marks to aU the above .

Lesson 11 WHERE WHEN3 AND HOW 233
I'm getting married this year.

Congratulations!
marriage?
Ours is a love match . We work in the same

company.
B: <t5 <t5 ' Q~' *5 ~ '"('" 9 j}\ 0

Oh, you met at work , huh?
C: l~ 'b fl~:*fi~L-*9o I'm getting married, too, in the fall.
B: <t5 6' ~ iJ~ "'J 1:: ;b tJ. 0 Oh, great!

<t5 ~ t:. 't • tJj *5 ~ '"('" 9 iJ~ 0 Did you meet at work, too?
lttt ~ ~..~.,ill'\-'
C: l-\ l-\ it ' H.J: 0) 13 t::• t> 0) fg fi' '"('" 9 0 No , a friend of my mother's introduced us.
B: <t5 ~ 1:: ~;t 13 ~ €1 l-\ '"('" 9 tJ. 0 Oh, it was arranged?
C: t-?1:"9o That's right.
<t5 ~ t:. 't 13 ~ €1 l-\ *5 ~ t::• "'J t:. b ~ tJ. 0 Your marriage was arranged too, wasn't it?
13 L. <t5 b it '"('" 9 iJ~ 0 Are you happy?
B: it it ' 13 iJ~ ~j ~ * '"('" 0 Yes, we are.
·ni -~~~:::::: ------- -~~ - :~:~:::~; --- -- 1
~i exchange of engagement gifts ¥i~!£ wedding ceremony
wedding reception bride
bridegroom honeymoon
congratulatory gift envelope a gift ( to guests at
an auspicious day wedding ) i

;,,, ...................................................,_,,,.....................................................................................................................................................................................................................................~'
I. ij ::f+}; < ~) 'IJ~ t;]:

( (.} 6 '/Jl fj J1j Jj jj +)
1. t.J ~ t.J -t
pool( ) supermarket( ) restaurant( )
undershirt( ) date( ) hotel( )
2. '0 6'/J1t;]:
a;
As~< ) it Jft ( ) if !1J ( )
3 . 'IJ\ A- ~ + }; < IJ '/J~ t;]:
(a) (f) }; tt A-~: }; ~ 1!5 ~f a; ~ 1= o
t 't t= f) iFf) 1flf
( b) tlJ ttft-(J)}; ttft-(J) -c Z.(J);.$:~ .i1~,a;~t=o
jji"1) t '? Jt.it
II. Write a question to match the answer.

1. Q: -------------------------------------------------------
A: f.ld;J: 7 ;;t. 1) t.J (}) :::;- =t- -tt .A~ ~~? ( the State of Texas) -c ~a; :tL a;~ t:. o
2. Q: -------------------------------------------------------
A: ~' ~' X. , -t ;: -r· ~;J: }; ct ~· a; 1t It-T ~ 1= o
3o Q: ------------------------------------------------------~
A: ~ It- ~ J: (}) ;;( - J\- 7 - 'T "J 1-- -e .i1 ~' a; 9 o
4. Q: ------------------------------------------------------~
A: f~ '/Ji 7\. T: ~' IJ J: ff (}) ~1 ~' '/J\ < ~ ~ a; 9 o
5. Q: ------------------------------------------------------~
A: }Rff(J)Jru~: ;!51) a; 9 o
III.Fill in the particles. Mark "X" where a particle is not needed.

1. i!1.5~ tt ~t- ~;}: J¥-ils_'IJ\ ~' ~ ~ rfh ~a: 9 o ? -ts Ufoq: 1!5 1J a: 9 o
2 . Q: ( 1!5 t:J: t= ~;J:) <::: ;: 8 ;.$: ~g -'"" A- ~ J: ? G a; G t= '/J\ o

A: 8 ;.$:~ri~tx -'"'It-~ J:? G a;~ t:. o ~tsl~;J:ffim_ 1!5 IJ a; 9 o
3 . ( Ns t:J: t:. ~;J:) ~' "? 8 ;.$: * a; G t:. '/J\ o

4. ~' "? .:t }; ? iS it Jft G a; 9 'IJ\ o
5. }; ? iS ~'OJ ~\ *9 'IJ\ 0
LESSON 12
DIRECTIONS
~HOBLEM: There is a large number of direction-marker particles.
OBJECTIVE: (1) To introduce the direction element.

(2) To show how the direction element is focused with the particle wa.
Drill
~
~m ~--~v~· (the) Ginza (place name)
vc vc particle Direction marker

3
~~ ; :::;x_~ station (railroad)
0vt~<6 Ikebukuro (place name)

)j.-r
i>~~<D 7.k i,~~ ~<D)}.-f Ochanomizu (place name)
tl0b tt0b vi enters

C tl0 GtJ:0 ; ( tl0 ~tJ:0 ;
(d0?f<..) tt0?f<..)
LlJ -?"jl mountain
<Dv~b <D~~b vi climbs
(<Dv~Gt.c0; C<D~~ GtJ:0
<D~~ "? t-c) <D~~? t-c)
""- (pronounced X. ) particle 3 Direction marker

.tL.(dj Yokohama (place name)
f1?l!•V> c'
:tt#itl![ ~~?~0c? Hokkaido (place name)
-£-r 1-r to; up to; unti l
~ tJ~tJ: ~ tJ~tJ: fish
<-t.!? <-t.!? medicine
:bt-c LJc ~
-t-c ~ pronoun plural suffix; also
used with nouns designating
people
from
235
~ ~
~.& --:-ltl"
.._ '? f'_
1~ara (place name)
:*6 ([) 6 vi rides; boards (a vehicle)

C:* Gt.c: ~~> ; :* -::> tz: ) C ([) G t.c:V> ; ([)-::> tz: )
-rl..
~
1lt.]j[ l: lv l ~ ; l:1v l ~ electric train
~:tl ~:tl boat; ship
(}fi~ (} 2 ? ~ plane; airplane
:t:&TL"-:? "bii~L"-:? subway
f-\.]j[ ~ l~ train (lit.~ steam [engine]

train ; meaning long- distancP
train)
----:1
/77- /77- sofa ;* couch
fz:fz::Jj.. fz:fz::Jj.. tatami (straw mats for floors
t5D il~ t5D il~ floor
-:?(:{_ -:?(:{_ desk; table
:Jo-. < :.10"" < vt places ; puts

( :Jo-.iJ~t.c: \;> ; :Jo-.1;> k ) ( :.10"" il~ t.c: \;> ; :jO">l/) k )
~< q;E< vi walks
--:-1
( ~il~t.c: \;> ; ( q; 6 il~ t.c: \;>
~\;> tz: ) q;~V>tz:)
btz:t.c:~ btz:t.c: ~ Watanabe (personal name)
Dialogue
q; t.c:k}5 q; t.c: tz: il~ tz: you (plU:t'alJ
----}5 ----il~ tz: pronoun plu:t'al suffix (thoug

not used with watashi; also
used with nouns designating
people in honorific speech)
- :tllv classifier for years
"?:t ago
ct.6 ;-- ct.6 (a) place
~~6/v of course ; certainl y
l!v~lv-l:tlv limited express ; t he "Bulle

train " (lit. ~ New Trunk Lin
*In this word some Japanese speakers today use the English " f" .
adj ( is ) f a st
Reading
tl6 spring (one of the seasons)

-:1
ts:.1J~ inside
.7}.-?C:. (the) capital

1"
t-&~ ~f map
"( \0
( ;Jo.. ) ~ ;Jo-.-r ~ ; -r ~ (Buddhist) temple
~lv ).;.1'
:ffj3:f± tAt L:. ~ (Shi nto) shrine
t-c. <c; A, t-c. <"?A, 0 a lot; much
"F 5 t, Toji (name of a tempZe)
~-?-f: 5 Buddhist statue
c:.B~ adj (is ) fearful; frighten-

ing; afraid
1J~;Jo.. face
~At1J~ < L:. Kinkakuji (name of a tempZe)
?At1J~ < t, Ginkakuji (name of a tempZe)

H " •lv ~ ~! H•lv J.:. *
~~~(~~~) !? ~ 5 lh A, t, Ryoanji (name of a tempZe}
:0 ~-c (a small) stone
J:6 ?6 night
Gion (pZaae name}
Miyako dance (Japanese dance

performed in KYoto by Maiko
dancers)
Maiko dancer(s) (traditional

dancing girls of KYoto)
~lf sash (worn with kimono)
ts:.~ adj (is) long
~-;vc~ a/one day
*The form in parentheses is also sometimes used, but the first ent r y i s the
t raditional way of writing the name of this temple.
67 ~
'"' ~ ~~ .::r..;f-
924 .:t._ <V(6)

*6 <V6
1237 ~
:ttP.T-r-:J "btJ~ -c-:J
270 '~
j~ f-\lf[ ~t._,-:;;
1657 1}-
/ ' ~< ~~< ~6(()
856 f t
fJi ct.6 ct.6
1044 E \1)-c \;)l_,
E
1277 '*- ~\;) t.r. #\!) t,r. iJt. ( \;) )
New Readings
758
<6"i 1669 15: --:--1
tJ~t-c
.§![: -* ( 5) }] (2)
-m•
'Civ
"-clvl~ C<V)n (<V)~? (7)
109 ~ t.r. f-c)J ~ t.r. 1-c iJ~ 1-c
"""f: T LJz: (7)
T~6 (ti~6 (9)
:ttP.T-r-:J "btl~ -c-:J

SECTION 3. DRILL
Question- Answer:
~
1. Q: cGD.,..;:;.A(d ~~VL fi~ 1 i'"il~o
A: (a) Vi0, fi ~ 1 i'"o

(b) \.(:1\.,r.l:{_, rr ~ 1 -l:t lvo
~<
Cues: a) ~m
b) *:5UW~
!,,&; -1>
c) ~~
v.~t.&:<o
d) 7ll2~
)J. -f
e) :jo-. ~CD 7J<
Substitution:
2. .:)3/'//c!lvld :bt-cl-GD 5-bVL *1 l-f~o

Cues : a) 2:.2:
b) c. co~;&
c) B=*
d) C. CD-}(~
3. :btL L-Id -;k~VC (d0 !J 1 {__fLo

Cues : a) w GDff6
b) 5-b tJ~:t 6
c) -tc IHtJ~vt 6
d) ~;13( rr<
4. cJ:5BVL **""' rr~ 1 L-ito
.1: ~l:t"t
Cues: a) ~IA
1!-:>XI•V.c~
b) ibif~~
~<
c) ~m
!,,&; -1>
d) ~~
~
5. ~CD5 Asffi1-r fJ~ 1lk.o

Cues : a) /.$:ffi
b) VL:<ffi
c) ~ 75~ tJ:ffi
d) <-tl?~
c
6. :bk. L.Jc 'btl *~mil~ G *=1lf<:o
a)
Cues:
b)
**
.tl: ll:t
~~
1i "
c) ~.&
d) 7} 1) t;
7· c:. c:. 75~ G .... ~.A vc *.!?1-1-o

1:/v
Cues: a) 111lf!
b) ~tl
c) D-fi~
d) t&T "L-:?
e) f-\lfi
8. .A~.A~;VV:l: .:.cc:.vc "t:b lJ 1 l f<:o

Cues: a) V>-t
b) /77-
c) fz:fz:Jj.
d) ~75~
9. -:?(;tVJ:VC .:en :a- i>" ~ 1 lf<:o

Cues: a) -:?(;tVT
b) L.'!V:bVJ:C:.
c) F' 7 CDJ.j. ~--
d) /.$:CDV.tc.!J
Cues: a) tll~
-''.A V'L:*~
c) !J!l'/-VC:*~
(b) bitltl vtc; .~ -!J~ G 5-b-£-r !J!l'/ - VC :*.!?-£ lfco

L;Vb(
Cues: a) ffJT1if3 **~

b) #t5l ~IIJG
c) 5-b *?1~-c;/v(J)5-b
PartiaZe Distinction:
11. Distinguishing VC and L'

Example: Teacher: (Cues) fh LJc *J?:/fi~-£ -:t"
Student: fh ltc **VC fi~ 1-1-o
Cues: a) *J?:/IJJ~-£ -J-
b) <:<D5"b/06b-!J~ 0-£-t-
c) :b it tJ:: """~ lvtl :T - 7 · ;v <D J:/ .:ttL~ :J:;~ ~ -£ L- tc
d) .A ~ .A c; lvtl 7 } 1) j] / -!J~:t.!? 1 L-it
e) <: <:/ """lv ~ .t 5 l-1 -J-
English Equivalents
1. Q: Does this bus go to the Ginza?

A: (a) Yes, it does (lit., Yes, [itJ goes).
(b) No, it doesn't (Zit., No, [itJ does not go).
a) Does this bus go to Shinjuku?

b) Does this bus go to Tokyo Station?
c) Does this bus go to Shibuya?
d) Does this bus go to Ikebukuro?
e) Does this bus go to Ochanomizu?
2. Mr./Mrs./Miss Johnson came to my house.

a) Mr. Johnson came here.
b) Mr. Johnson came to this school.
c) Mr. Johnson came to Japan.
d) Mr. Johnson came to this university.
3. I entered the university/college.

a) I climbed (the) mountain.
b) I returned home.
c) I went out (Zit., I set out to the outside).
d) I went to school.
4. On Saturday (or Saturday) I went to Tokyo.

a) (On) Saturday I went to Yokohama.
b) (On) Saturday I went to Hokkaido.
c) (On) Saturday I went to Shinjuku.
d) (On) Saturday I went to Shibuya.
5. Yesterday (I/he/she/we/you/they) went to the grocery store (Zit., Yesterday

I went all the way to the grocery store).
a) Yesterday (I) went to the bookstore.
b) Yesterday (I) went to the meat store (or butcher's).
c) Yesterday (I) went to the fish store.
d) Yesterday (I) went to the drugstore.
6. We came from Kyoto.

a) We came from Tokyo.
b) We came from Yokohama.
c) We came from Nara.
d) We came from America.
7. You/I/he/she/we/you/they board the bus here.

a) You board the electric train here .
b) You board the ship here.
c) You board the plane here.
d) You board the subway here .
· e) You board the (long-distance) train here.
8. Mr./Mrs . /Miss Smith sat there. (N.B. Sometimes suwaru means simply sits;
sometimes it means sits Japanese fashion. )
a) Mr. Smith sat on the chair .
b) Mr. Smith sat on the sofa.
c) Mr. Smith sat on the tat ami.
d) Mr. Smith sat on the floor .
9. (I) put that on (top of) the desk/table .

a) (I) put that under the desk .
b) (I) put that beside (or next to) the telephone.
c) (I) put that to the right of the door.
d) (I) put that to the left of the book.
10. (a) Yesterday · I walked home from the station (Zit. , As for me, yesterday
I walked from CtheJ station Call the way] to CmyJ house).
a) Yesterday I ran home from the station.
b) Day before yesterday I rode/took the bus home from the station.
c) Day before yesterday I rode/took a taxi home from t he station.
(b) This morning I took a taxi from the station home .

a) This morning I took a taxi from Shinjuku to Tokyo Station .
b) This morning I took a taxi from school to the hospital.
c) This morning I took a taxi from my home to Mr. White ' s house.
11. Teacher: (Cues) tomorrow/Tokyo/(I) will go
Student: I'm going to Tokyo tomorr ow.
a) I work in Tokyo.
b) There's a dog in this house.
c) Mr. Watanabe put that on the table.
d) Mr. Smith returned to America.
e) I study here.
SECTION 4. GRAMMAR
12.1 . THE DIRECTION ELEMENT. The Direction element, as the slot name suggests,
indicates the place toward which or from which an action is directed. There are
several ways in which this element is marked: ni to; e to (but note that English
logotactics does not always permit the use of "to" in translation: I went [toJ
home); kara from; made to/aU the way up to/as far as; • . • kara . • . made
from . . . to . • . .
The direction-marker particles ni and e are free variants; this means that
speakers choose freely between them, without any change in meaning. In fact,
a single speaker may use one on one occasion and the other in an identical situa-
tion. With other speakers, however , a distinction is maintained between the two
(though there are some inconsistencies). If this distinction is observed, the
particle ni is used when the direction is rather narrowly defined (e.g., a par-
ticular station or street), and the particle e is used when the direction is a
loosely defined or rather extensive area. This distinction is maintained in t he
drills of this lesson to some extent, but the sharp student will not ice that the
place names Shinjuku and Shibuya occur both in Drill 1 (with ni ) and i n Drill 4
(with e).
12.1.1. VERBS WHICH PREFER ni. The only satisfactory explanation of the use
of ni to mark slots which at first seem to the non-native to be Zoaation (which
would re~uire the marker de for action verbs), is that certain verbs l i ke noru
rides on/boards; oku puts/pZaaes; and suwaru sits (on) take ni for this slot:
Daigaku ni hairimashita. (He) entered (the) university. Yama ni noborimashita.
(He) aZimbed (the) mountain . Basu ni norimashita. (He) got onto (the) bus . I
(He) :rode on (the) bus. Isu ni suwarimashita. (He) sat in (the) chair. The
idea of location and direction seems to overlap, as can be seen from t he example
Basu ni norimashita. Perhaps this explains why it appears that with some verbs ~
looks to us as if an exception is being made to the rule that the location slot i
marked with de in clauses where the verb is active: Tsukue no ue ni sore o oki-
mashita. (I) put that on top of the desk. Ron wa yuka ni ochimashita. (The)
book feZZ on(to) the floor.
12.1.2. FOCUSING THE DIRECTION ELEMENT. The Direction element may be placed
in focus (e.g., to show contrast, or with a negative predicate) in the same way
that the location and indirect object are focused, i.e., by adding the particle
wa after the element-marker particle, whichever it may be. Thus: Ginza n1 wa
ikimasen deshita. (I) didn't go to the Ginza. Tokyo e
wa ikimasen. (I} don't
go to Tokyo. Gakko made wa saii.juppun kakarimasu. It takes 30 minutes to go to
sahooZ. Gakko kara wa basu ni norimasu. (Coming home) from sahooZ (I) ride t~
bus. Note that when the direction slot is brought into focus with wa--for the I
purpose of showing that this is the slot which is negated, to make it the topic
of the sentence, to contrast it with something else--the direction-marker particl
often receives an accent, as in the illustrations above.
SECTION 5. DIALOGUE
(Two Women)
3' :7- 3' ~t<v ,

*1 LJz:i6~o
? 5-? ~ /v : -t!if=.®VC *1 lfz:o

~::,.; ~ 1v ln 6ln6 t.rma- Yt 1 ltz:i6~o
?5-?~/v : ~~, Jt1lfz:o ln6ln6~m~
fi ~ 1 LJz: o
I:
~/~/v }R$~tl fi~1 L.Jc.i6~o
?5-?~/v: ~~6t<v fi~1lfz: o ~~fz:ntl?
~/~/v bfz:lfz:~tl %~ fi~1lfz:o
*'Ti6~t<v-ttt<vvc *!? 1 ltz:o

? 5-? ~lv : E t..i6~ G * JJ 1 Ltz:i6~ o
~/ ~ /v
l. t.l:t"t
~~;0~ G * JJ 1 lfz:o
? 5-? "ts/v : biz: liz: ~tl *>R~i6~ G * !'J 1 lfz:o
~ / ~ /v JT;O~t<v-l:t"t<vtl tl ~\.n l: -j-;O.o
? 5-? ~/v -t" 5 l:-j-ho
English Equivalents
Mrs . Peng: Mrs . Clark, when did you (or you all) come to Japan?
Mrs . CZ.ark: (We) came seven years ago.
Mrs. Peng: Have you seen various places?
Mrs. Cl.ark: Yes, we have. We ' ve been to all sorts of places .
Mrs. Peng: Did you go (or Have you been) t o Kyoto?
Mrs . Cl.ark : Of course . Did you (or Have you [allJ)?
Mrs . Peng : We went l ast month. We rode on the "Bull et " train .
Mrs . CZ.ark : Where did you board (the train)?
Mrs . Peng: At Yokohama.
Mrs. CZ.ark: We got on (the train) at Tokyo .
Mrs. Peng : The "Bullet" is fast, isn 't it.
Mrs . Cl.ark : Yes, it is.
SECTION 6. READING
5 ,?, ttn: ~;:~: -s ~~, ts ~ {> ¥41¥1 :tJi t:. < ~ ;,__ s tJ £-to *Ldi ~~' -3 11' -3 tJ: ts 'if
"' fj ~ £ L. t: 0 J! ~ ~: ~j: .Ji. ":) Jf :; :iJi t: <~ ;,__ b) t) £ L. t: 0 ;: b It\ :iJ~ t5
ff.J * ~ 11, .Ji. --:J Jf '5 ~ ~ £ L. t: o -f n :fJ\ 6 ,

~~~. iP(
1fi 00;;: ~
£.
jJUD 'if"'- fi ~ £ L. t: o
1fi M 'if~;:~: ~ n ~t' --r· L- t:. o • oo 'if ff.J L- -r :fJ\ tJ: ~: b -c· ts ~ ~ ~ Jt. * L- t:. o ~fi
~ ~ -n;:~: :G ff.J ~: v ~ ~£ L- t: o *~ ff.J ~: v ~;:~: t -c -t -? ") < G ~t' --r·-t o
~ £ L- t:. o * ~~, ;: ~ ;,__ ff.J ~!It~;:~: ~ n ~~, --r·-to

fi
tsrn;:~: :flf ~~, --r·-t o £ ~t, ;: ~ ;,__ ~;:~: :fJ\ v ~~, ~~,
TTo +R~ *~~~ ~~t)£L.f:o
t:. 0) L. 1t' - B -c· L. t:. o ~ ~;t ,?- ~ :iJi * ~~
15'"('' 9 0
1. Afl+ B B * *=1 lt-co

2. 1::0 A _ ::ft.~ _ .li~ _ til~ 1 -to
!;~( -r,<.,
3. wrm tl!K * 1J 1 lko

4. fC0c<:.6 ~~l1 lko
5. nt:l *~ tl01J 1 lko
Answer in Japanese:
-r,<.,
6. ~t.cktt c<:.n~G tl!KVC *.V1-tn~ o
7. ~ t.cktt ~ .t 5 cL.-"- fi ~ 1-tn~ o

8. ~ t.c f<:_ 0-T c ~Vi ~ A,L: .t l:' ~.f::U1 -tn~o
9. -:J(:t0J:(rC {PJ ;6~ ~ 1J 1-tn~o
10. <h t.c ktt 5 -Gn~G ,~1 l:' ~~ 1 -tn~o
11. I always go to the Ginza on Saturday.
12. When did you enter the university?
13. Where will you go tomorrow (or Where are you going tomorrow)?
14. Yesterday I bought a table at a department store in Shibuya .
15. We go home at 4:30.
16. We came to Japan seven years ago.
Add accent marks to aU the above.

At tne Station
@.., .1' J.. It ,
A: 9}}.£it/vo tJJ1-fnl'Jl:£~;:J:t;:c· 9:fJ\o Excuse me. Where is the ticket window?
A: it> t;: c ·9tl o t ' -? -t it> I') :bit-? o Over there? Thank you.
I want to buy a ticket for the Bullet .
Ask at the Green Window.
What track is the Hikari No . ?

B: Track No.
11'< u II:
A: ;: O)m!f!~;:J: ~~w!f!T9:b~o Does this train stop at every station?
~··;······~~0·ii··i··;;-=·~~ . . . .t. .
i.·;-·i"=t··~·~··~······························o·~·~ ~·····~·h·~·····~·~~·~·····~·;~·~·~ ····~·~·~·~ · ·~ ·~···················?................... .
ticket gate ·~
~.Y:t(~ /v)station personnel
... ~~
station master
~* 4'-.:t .A~ kiosk; newsstand
~ ~~
·~
track number !f! jiiij (train) car
g
?!f! car No. ;j;-,L,. platform
ij@.·~
tJ] 1-1 ?'C l) t~ ticket (sale) window ~ Limited Express
j)~\ ~<
fJ!,fi Expres s tk~ Special Rapid Service

t;~ .$.(
"/J'f!hi
1i fl tJJN round- trip (return) ticket r'i ~ t)J ff one- way ticket
ii~~~ seat reservation ~ ;m; non-reserved seat

~~ t~ l;-:>
nun * advanced (sale) ticket ~B* ticket on sale today only

~-~~ ~
!f! ~ conductor ~l'J~G fare extensio n
~f 1)- ::.; !fi green car ~:iii!!! di ning car

~f!·h
l::' .::z. ''J 7 .I. buffet car f...: t:i' !fi sleeper
1!\• ~ l; ~
7\t ~ fiJT fare adjustment window platform ticket
........................................................................................................................................................................................................................................................................................................
I. ?Ji:+j'S < IJ tJi"l;t

( 0 6 tJ5. t;i I tJ 51 7J 7)
1. tlJ JII ~ ~ QJ tJ\ 1t' L- ~ ~;J:: j5 ~ Q) 71< J: ~ IJ £ 9 o .F.J ct -5 B tJ\ 6 ~ ~ ct -5 B £ l' ,
( ) ( )ll-9 ( ) ( )
£ "'' ~: "t tJ\ "'' L- ~ ~: fj ~ £ 9 o X. "L "'' £ -c· o -c· :t , ~ "-<
( ) ~ i).Q~£i' ( )
'ttl! "'' ,,~, S!?

2. J'T- ~ ~: ~;J::' "'' ~ "'' ~ "l;t ~: :filff(:fi Q)IJ!) tJi ~ IJ £9 0
( )t t.-:'5
3. It\ !fi 0) IJ J; fj ~;J:: -:J jJ\ tL £9 0
~ ~ ()
4• T "L -:J ~;J:: 1J! ~IJ -c· 9 o

-:g- ( )
5. sofa( )
II. Supply the particles . Mark "X" where not needed.

1. .:: Q) '':;.. ~;~:: · _fi ~
f!fm_ *9 jJ\ o
2 • -f Q) * ~;J:: t ' ;: j5 ~ £ L- t:: jJ\ 0
3. t' ;: __ i !fi __ * IJ £ 9 jJ\ 0
4 . 1=' tL __ !fi '"(' 9 jJ\ 0
6. ~--5 "t_~ ~ £ L- t: 0
1. ;\v/?11/·'f- :tt:ii
III . Using the following words make four original sentences. You may use one
word more than once, but be sure to use them all at least once . Supply
additional words and particles as necessary, but use only the verbs listed.
~ !fi * .Q ~ tJ\ 6 ~ £T fi<
":) <it j5 < ~ ~f .Q
1.
2.
3.
4.
IV. Join left and right and supply the particles.

1. ~If! ( ) a. IJJ:-?IJ'"t.Q
2. )l )¥, ( ) b. fl<
3. tJ~ ~' G~ ( ) c. n<
4. -5~ ( ) d. *.Q
5. ffil:j:r~/v ( ) e. t5<
f. '"tb.Q
6. * ~-< )
1. v.AI-7Y ( ) g. tJ~ x .Q
8. ~' T ( ) h. &;) ~f .Q
9. t=_• ~' t•;:: 0 ( ) i. ~;t ~' .Q
10. ::r -7· Jv_..t_.$_( ) j. ft!J'"t.Q
v. Add the following two words to each of the sentences .

-5~ 1\~
...,... ..,..
1. fldt ' - '- ~'"? ~ ~' 1 To
2. fb ';t -x.-r ~' ft$G1To
3. ~J:-5 tJ~ x IJ 1 To
4. N.>Gt:: Iii. ii tJi *1To

5. ~J:-5 ~ -$7?~-~:*IJ 1 Gf::o
tli:~ tl <: ~ vt hauls; transports

CVi <: v:f' toe~ ; ( Vi t. Vi toe~ ;
(r.iC:.,4.;1t:) (r.it.,4.;1t:)
~ ,4.;k <~ ~ ,4_; ft ( ~ washing machine
~G? ~ G? vt washes
( ~ G:btoe~ ; ( ~ G:btoe~ ;
~ G?k) ibG?k)
11t[i5 IC,4.;:b telephone
:tr :tr particle~ Location marker
c i>"'6 "Fi>.,.6 vi passes through ; passes by

( c i>"' G toe~ ; ( c i>"' ~toe~ ;
c j:,.,.? k) Fi>"'? tL)
j:,.,..!? 6 i>--!r 6 vi gets off (a vehicle)
( i>" .!? toe ~ ; i>"' .!? k ) ( i>--lrtoe~ ; ~.!? k)
tb6 -:r} 6 vi goes out
---:1 ~
( l:fj toe ~ ; l:fj k ) ( IC toe ~ ; IC k )
c.!? C.!? bird
-tG ~"-
-c_ 9 sky
c~ c~ vi flies
( ctl toe~ ; c,4.; it: ) ( c tltoe ~ ; c,4.;1t:)
.::) :L -;; J:1 ~ (a) jet (pl ane)
I
~ ~ 1 Jv missile
~
o -7 -;; ~ rocket
.,!;:~
J; ? town; street; section of to·wu
:If. ~ street ; road
e)(d G (open) f i eld ( s)
~ .!? forest; woods
~toe iJ~ ~toe iJ~ country (rural distric t )

~
~toe iJ~ili ~toe iJ~J;.. ~ country road
t:?~z..
E?0 c_ / r.J road
LES SON 13
LET'S GO BY BUS
PROBLEM: Some intransitive verbs occur in clauses with elements marked with o.
OBJECTIVE: (l) To introduce the Means element .

(2) To introduce the Presumptive inflection of the verb with Horta-
tive meaning .
(3) To show the use of a limited class of intransitive verbs with an
element marked with o.
Drill
particle~ Means marker

marker (for writing); magic
ink
brush (for writing)
india ink
--,
:7 1/-''-.A
0
cray- pas (a type of crayon)
--,
l:lv~~; -clv~~ electric train
--, --,
7.-t -:7; $-:7 fork
-::1 ~ steak
.A/-_.,
.A?-/ spoon
tJV-7 1.A tJV - "?1.A curried ( stew with) rice

--, 0
.A-7 soup
-J-17 j=117 knife
t'J~ ~~ vt cuts
( t'J I? t,t \.n ; t'J? f-r_ ) ( ~ G't,t \.n ; ? ? tz: )
--,
.:::.:1. -.A news
baseball
sumo (Japanese- style wres -

tling)
scissors
251
Lesson 13 LET'S GO BY BUS 253
expressway (lit ., high-speed

road)
Diai:ogue
"' -It ftlv
{~~fT V.-ltklv Isetan (department store)
*8 l}iJ! l <· ~ east entrance
g§"Q I(C_ l <· t> west entrance
:bt-c~ :bk~ vi crosses over

C:bk Gt.r:v. ; C:b t-c Gt.r: v. ;
:bk-::>k) :bk-::>k)
live? live? (traffic) signal
-:6 Jj.. ~-- right (side /direction)
"i ? -t <· ( t.r: / I(C_ ) ~ ? :p <· ( t.r: / I(C_ ) straight (ahead)

~·t>
tr.1JIIJ l} if_ .!? iJ~ :b left(-hand) side

~·t>
--1JIU ---iJ!:b --side

Reading
I
/')t /':hlv U.S.S.R.
f~lv c? ( 0/ I(C_ ) vilvc? c0//(C) real; true (-ly}
n ~e: outside
1iJ!~ 1iJ.\~ vi turns (e.g., turns a
C1 iJ! Gt.r: v. ; C~ iJ.\ Gt.r: v. ; aorner)
1 iJ!? t-c) 1 iJ.\? t-c)
lfj Q =2<·~ exit
~< ~ < vt asks
( ~ iJ~ t.r: v. ; 1lf.IV. k ) ( ~ iJ.t.r:V. ; ~ V.k)
~iJ~ < t>~< near
~e:--c after
! ? ~
--::-1
~~m ~ ? ~L lv ; ~ -::::> ~ L lv coffee shop; tea house
C:.?t>{'> black tea (~it., red tea)
:b~V> adj (is) young
-!tlv~~?l missionary
Common Expr essions
--... -c: ~ tjWJ iO ~ ~ 6 --... -c: ;;Q ~ \,/) ~ v ;0~ i) 6 has shopping (to do) at . . .
1355 ~ --:1
~JI[ t:lv L-t.> 7'/
1056 -i-7] ~6 ~ ( 6)
"WJ6
1411 ~
~ J;."b .7)..-tJ
968 .k ~ li ~kJ
525
0 *0 OiO~ L <~ "b <t?
1015 !§
gmO vc L <· "b KL
47 .1a ti .7).. ~·· .7).. ~··
612 1£ ~·b
tr_ 1Jtlj '()- if. !J iO ~ :b '()-tf.YJ
1921 Jt. :J;l! 7nlv V/
169
1~ ~ ~c -t:-c
776 ~
~ ;e:V> :b~l/) :bib~ ( l;l )
New Rea dings
1940
~:;5 : ffi!ii"" ttt2-:r- (8) 1347 r;S : J;5 .7)..~ (11 )
~-::> ,;
~ffi!i t:lv:b ~1!t!6 ~-:::>~L"Iv

1374
*: ** c5~x5 ( 3) 367 ~= ft{;{_6 :t~ L:t 6 (8)
*0 OiO~ L ( "b -ttlv~L -ttlv~i5L

Lesson. 13 LET'S GO BY BUS 255
SECTION 3. DRI LL
Substitution.:
l. ;t,Z,U:-:?L" ~~ i>~ ~ 1 L- .t 5 0
Cues: a) 7-:/;;!/1Y!J
b) ~-r:
c) -t"Jr.
d) !I ]//'_A
1.:~<
2. /'.A L" jffEfVC D~'£l.-.t5o
Cues: a) tl![ J!Uj~~.~
b) !J!/y- EEt:fl~A.,<D5"b
~
c) :f:&T-r-:? ~I*
d) ~h. 7} 1) j;
e) on:~ 1Yf
3. !J!/:/-L" l:fj :O~vt 1 L- .t 5 0
Cues: a) t¥ i>~:t~
b) /'_A
*~
c) ~h. n<
Question- Answer:
4. Q: ib t.r.. fc_ Vi {P]-c *1 1...-f-c.i>~o
A: /'.A L" *1 L-ko
Cues: a) !J!Jy-
b) t!li
c) ±&T"L-:?
d) ~h.
Substitution:
5. b fc lAi Vi~l: <:"Vi~~ it""'1 ~ko
Cues: a) 7;;t-!/ A:T-::f-
b) A7·- / ::hV-:71A
c) Vi~ ~ iJ~t.r.
d) A7·-/ A-7· fjJzty
e) 717 A:T-::f- -w.J6
6. 7~;tl: ==-;>.-A~ llf:l ~ 1 ~ko
Cues: a) :rv ~_. 1='~~? jt6

b) ~llf:l -ttL ~ty
c) 7~;t j:,-..~iJ! < llf.l<

d) :rvt: -t'~? Jt6
7. bk~Vi -ttL~ Vi~4-l: -wJ .!J 1 ~ko
Cues: a) -* ViC:.~
b) 1t4./L.( ~ ~~?
c) =¥ *""'6
d) llt~ ~-t'
Question-Answer:
(» (
B. Q: c:. CD ... ~A Vi ~m ~ c :t.,..!.? 1-t'iJ~o

A: (a) fct0 , C i>"" .!:J 1-t'o
(b) 00X.' c j:,-...!.? 1-l:t~0
Cues: a) }RJ?,:!R
~
b) ~m
V>tt.&:<~
c) riM~
9. Q: C" C:. l:' -'~A~ j:,-.. .!:J 1-t'iJ~o

\»(
A: ~m-r i>.,..!.? 1-t"o
l..~ -t>
Cues: a)
b)
•*
:t:&T-c-:?
/
/
~~
~~
if
XC. I i i
c) ~tl / ~~
d) l}fJ~ / 1:/f
10. Q: ~ f.t k_V;t {PJ~VL ? "b ~ l:fj 1 LJL76~o
A: ( bk lV:J:) {:;~V( /:b1 lko

Cues: a) 8:30
b) 7 :30
c) 9:00
d) 9:30
Substitution:
11 . Uti -tG~ clf1-t"o

Cues: a) l}fJ~
b) ~.:!:.;:/~~
c) ~ -lt1 Jv
d) o-7::~~
12. bklk"bti 1-b~ ?fo~ 1lko

Cues: a) ~
b) vV:tG
c) ~<2)9
d) i>""76~<DJ:
13. *Vi ~~ V:J:l!J1-t"o

Cues: a) 0t.t76~~
b) c?6
c) <:.?-t<E?6
d) i>""76~<DJ:
English Equivalents
1. Let's draw (a) picture with (a) pencil .

a) Let ' s draw (a) picture with magic ink . (or felt- tip pen) .
b) Let ' s draw (a) picture with (a) brush .
c) Let ' s draw (a) picture with indi a i nk.
d) Let ' s draw (a) picture with crayon.
2. Let ' s go to Shinjuku by bus.

a) Let ' s go to Tokyo Station by electric train .
b ) Let ' s go to Tanaka's house by taxi.
c) Let ' s go to (the) Ginza by subway .
d) Let ' s go to America by ship .
e) Let ' s go to India by plane .
3. Let ' s go (Zit . 3 set out) by taxi.

a) Let ' s return (or go home) by electric train.
b) Let' s come by bus .
c) Let ' s go by ship .
4. Q: What did you come by (or By what means did you come)?
A: I came by bus .
a) I came by taxi.
b) I came by electric train.
c) I came by subway .
d) I came by ship.
5. I ate rice with chopsticks (or I ate with chopsticks).

a) I ate steak with (a) fork .
b) I ate curried rice with (a) spoon.
c) I ate fish with chopsticks .
d) I ate (Ut .3 drank) soup with a spoon.
e) I cut (the/my) meat with (a) knif e.
6. (I) listened to the news on the radio (or CIJ heard news by means of radio) .
a) (I) saw the baseball (game) on television .
b) (I) read that in the newspaper.
c) (I) listened to music on the radio.
d) (I) saw sumo on television.
7. I cut that with scissors.

a) I hauled that in (my) car .
b) I washed that in the washing machine.
c) I ate that with my fi ngers .
d) I talked (about) that by telephone .
8. Q: Does this bus go to Shinjuku (Zit. 3 As for thi s bus, does Cit J pas:;
through Shinjuku)?
A: (a) Yes , (it) does (Ut . 3 Yes, CitJ passes through) .
(b) No , (it) doesn ' t (Ut .3 No, [it] does not pass through) .
a) Does this bus go by Tokyo Station?

b) Does this bus go by (the) Ginza?
c) Does this bus go by Ikebukuro?
d) Does this bus go by Shibuya?
9. Q: Where do you (or I/he/she/one/etc . ) get off the bus?

A: (I) get off at Shinjuku.
a) Q: Where do you get off the electric train?

A: I get off at Shibuya .
b) Q: Where do you get off the subway?

A: I get off at Ginza.
c) Q: Where do you get off the ship?

A: I get off at Yokohama .
d) Q: Where do you get off the plane?

A: I get off in India.
10. Q: What time did you leave home?

A: (I) left at seven .
a) I left at 8:30 .
b) I left at 7:30.
c) I left at 9:00 .
d) I left at 9:30.
11. (The) bird flies through the sky.

a) (The) plane flies through the sky.
b) (The) jet flies through the sky.
c) (The) missile flies through the sky.
d) (The) rocket flies through the sky.
12. We walked (through) the town.

a) We walked (along) the street.
b) We walked (through) the field .
c) We walked (through) the midst of the forest .
d) We walked (along) the top of the hill .
13. (The) car runs (along the) street.

a) (The) car runs (along a) country road.
b) (The) car runs (along the) road.
c) (The) car runs (along the) expressway.
d) (The) car runs (along the) top of the hill.
SECTION 4. GRAMMAR
13.1. THE MEANS ELEMENT (1) (see also 17 .1) . The name "Means " is given to this
element of clauses to designate nouns , or noun phrases, which are marked by the
particle de (homophonous with the particle which marks location), and which carry
the meaning "by means of" or "with. " Other meanings for this element will be
introduced in a later lesson.
THE MEANS ELEMENT: INSTRUMENT

Hashi de gohafi o tabemasu. (I) eat rice ~~th chopsticks .
Naifu de sore o kirimashita. (I) cut that with a knife .
Rajio de ny&su o ki kimashita . (I ) listened to the news by means
of the radio.
Defisha de kimashita. (I) came by eleatria train.
13.2. THE PRESUMPTIVE-VERB INFLECTION. The presumptive inflection is used with

a number of meanings (see Appendix). In this lesson, however, only one meaning
and use of this inflection is presented. It is a convenient form t o mean "Let's
do so- and- so! ": a suggestion. We call this use hortative. Transitive verbs and
intransitive verbs alike may take the presumptive inflection with t his meaning :
PRESUMPTIVE-VERB INFLECTION : HORTATIVE

, , "'
Asobimasho. Let's play! Tabemasho. Let ' s eat ! Ikimash5. Let ' s go !
The morpheme for this inflection is - 5 (with Consonant Ver bs) , and -yo (with
Vowel Verbs) , but in the drills of this lesson this inflection occurs only with
the polite derivation suffix - mas- (i .e ., in polite form) , and, hence , it will
be simple enough to remember the hortative is formed by adding - mash& to the verb
stem in the same manner t hat -masu, -mashita, and -masefi are added.
POLITE ENDINGS OF THE VERB

Indicative Past Negative Presumptive
plays asobimasu asobimashita asobimasefi asobimash6
eats tabemasu tabemashita tabemaseii tabemash5"'
l3. 3. "FLY THE SKY": MOTION VERBS AND THE LOCATION ELEMENT. There is a class
of verbs having the common meaning of motion through or over space--such as iku
goes, tobu flies, aruku walks, and wataru crosses over--that occurs in verbal
clauses with the Noun + o element , which, up until this point, we have identified
as the object slot: Kodomo wa hodo o arukimasu . The children walk (on) the
sidewalk. Tori wa sora o tobimasu. Birds fly (in) the sky . Are such verbs to
be regarded as transitive, or , to put the question from another angle , i s t he
Noun + o element which occurs in the same clause to be regarded as object , in the
same sense that pan o (in Kodomo wa pan o tabemasu. The ahild eats bread. ) is
considered to be object? With this subclass of verbs of motion (such as arUku
walks) the Noun+ o element which occurs in the same clause is not the "goal of
action" but rather the "location of action." The list of verbs which takes this
element is limited. Two other particles which mark the location element are ni
and de (introduced at 7.2 and 11.1, respectively). We might make the followi ng
comparison:
Location Element Partie le Kind of Verb

ni existential (i.e ., verbs
of "being")
de action
0 motion
Lesson 13 LET ' S GO BY BUS 261
SECTION 5. DIALOGUE
"t-~1 ~lvo ~~!4tt c 5 n ~ 1 -t-tJ~o

f3t ~ft "t: -t"tJ~o f3t~ftti * D~ ttl 1 -t-o
-c-.r X. 0
:; 3 ";..~:; ";..~ : ~~ ... -1::- 5 t:-t-tJ~ o · · · · · :~:UJ t:-t-tl o
!R (]) A. : -1::- 5 t: -t-o -1::-h iJ ~ G JIUJ CD MCD~ i- :b k .!? 1 -t-o

: ; 3 ";./ :J ";./ : L-lv C 5 iJ.\ ~ .!? 1 -t"tJ~o
.(R (]) A.: ti~ , ~.!?1-t"o -1::-CD~i" ~~ fi~1-t"o
lR (]) A. : -1::-tLtJ~ G, 1
iJ<t>
-::> -t- <· ~ n ~ 1 -t-o
: ; 3 ";./ :J ";./ : f3t~fttl ir:1JI!J t:-t"iJ~o
!R (]) A. : tl ~ , tr: 1JIU t: -t-o -t- <· :b iJ ~ .!? 1 -t- .t o

: ; 3 ";./ :J ";./ : C5 ~ ~.!? iJ~ C 5 C ~~ 1 l.Jz:o
( eio l
English Equivalen ts
Johnson: Excuse me. How do you get (Zit.~ go) to Isetan (Department Store)
Station
Attendant: Isetan? You go out the East Exit. This is the West Exit.
Johnson: Oh, is that so? . . . . . The East Exit , right?
Attendant: Right. Then you cross over the street in front of the East Exit.
Johnson: Is there a light (or traffic signal) ?
Attendant: Yes, there is. You go to the right on that street.
Johnson: O.K.
Attendant: Then you go (or continue) straight ahead.
Johnson : Is Isetan on the left side?
Attendant: Yes , it ' s on the left . You'll find it (Zit. ~ understand) right
away .
Johnson : Thank you very much.
SECTION 6. READING
25 20
t
I
I
I
I
I
I
I
e:
I
FiH each Hank with an appropriate particl-e:

1. :bk l _ _ .bh. __ C: C: _ _ *1 lko
2. ~:; ' / - _ 5 ~ __ ii•.Z!? ~ ltcO•o
3. B3~~~ - - ;{_lv(f.-J - - -ciJ~;Ij..
4. -t <2) .:=. ;:1. - .A _ _ fJT (lfJ _ _ M[ ;/j.. ~ l fL. o
5. -t<Dl}fi~ - 1 / ~-- ~ ;t,-.!? ~-;- 0
Construct sentences using the words given, suppl-ying necessary particl-es:

-r
8. ;1;'7 1 ~~lv. ~~. il~~~ lk, *·-;v~/
~ ~ ~ ~~
9. ~~ fT, ~ !? ~ -t-, tr: 1JtU

l t t.t't
10 . t~~~. :bk l, ~!I'/ - , j:,--!? ~ lk

11. ~ <2) 5' *!? j lk, l}fi ~' :b1L. l ' Vi t.:.&>'J-c
I!
12 . -tB, ~1*. ~ts:.k, il~ , 1'3~1 -:t-
13. I arrived in Japan on Thursday.
14. Where do you get off the bus?
15. I cut paper with scissors.
16. I told that to him (that person) over the telephone.
17. Let's wash the shirts in the washing machine.
18. The bus turned the corner there.
Add accent marks to aU the above .
Draw a map based on the Dial-ogue.

At tne Travel Agency

I ' d like to go to a hot spring resort
B: Ufi~U·e m~-r ~ *9 ~ 0 You can ask at the travel agency.
A: i IJ ~~!*n O).:fi~ :t.r( '"C ~ £ 'tiblo Can they make train and Japanese inn
reservations?
They can take care of all travel

arrangements .
Do you have a cheap ticket to Hong Kong?
Yes. When are you leaving?

A: 6F.Il 7 Bl'' 9o On June 17 .
; IJ ~;J: :t - 7" / ~: L- l <t=.• ~ l-' 0 Leave the return ticket open.
An afternoon flight is available.

Can you make hotel re se rvations?
Yes.
~ ;:~ J'L< t:ltJ'
A: mH'JMt*7Jt;O).:p¥J~ .t.>IIil-,L-£9o I'd like plane and hotel reservations.
····················--···········-··························-······································-························
: "'~ll
~ IJIJ (~A,) chef
l*fi ttJtm/tmfi~t± travel agency main ( large) bath
procedures
I outdoor bath
~
reconfirmation I mixed bathing
itinerary I
~
''? It< 1: ~.t.< .,
- m = b{f'f ~ one night w/ 2 meals
i
tourist information ! maid
i
~ ~tt carry-on baggage i room service (person)
...... ~~~~ ~~·~· · ·· · · · · · · · · · · ·:·=·~ ~.~.: ~.~ ~.~ ~.~.~-~· · · ·-· -· · · · \

.. .. .. ..... ..
tip (i n an envelope )
JAPANESE BY THE TOTAL METHOD 265
I. ~~+13 < IJ t.Ji'l;t

Ca 6 t.Ji 1i. I tJ "J tJ 7 )
1. tJ -9 tJ T (a) fork._ _ __ (b) spoon_ _ __ (c) news _ _ __
(d) India_ _ __ (e) curry rice _ __ (f) Russia _ __
2. 0)~0) ~ ~~£G.t?o
~ ~
4.
·c~G~ ·c~b --e~~
5. ~0)-5 ~~ -c· it ~ Gt ~G£Gt:o
~ "J ~~ f) t.Jl ~' ~ .t "J
6. Knife'"(· steak~ o
(~ (~ ~f) £"9
II. Write a particle in the parentheses and a verb from the list on the line.
Use each verb once only .
9:b~ j:;IJ~ ml< ~< f.i< &56? ~;:!: ~' ~
te~ t.ts~ ~9
t:•<
1. 9i- ( ) £G.t ?o 6. ififfi( ) £G.t ? o
2. J'G~( ) £G.t?o 7. "'{> ( ) £G.t?o
3. * t> ( ) £G.t?o 8. :@( ) £ L.t?o
4. ~' 9( ) £G.t?o 9. )'\;( ( ) £G.t?o
5. 1t~t: < ~( ) £Got-5o 10. 1ft~( ) £L,_t-jo
III . Consulting the map on page 262, give directions to the subway, filling in
the blanks and using the verbs given.
1. ;t 7 Jt..-_ _ Wl __:!i __ ( te ~ ) ______ _ _ ___ o
2. -t;:: ' ti. ( *t.Ji ~ ) ____________ 0
3. £-:J9('_(~<) _ _ _ _ _ _ _ _ _ _ _ o
4. :tf!!~L "J~;:J:_ 1J{q_ (;5~) _ _ _ _ _ _ _ _ _ _ o
IV. Complete the chart.
B< ~' ~ ;t I t: ~,., ;l!t ;t I .1: "'>

tJ] ~
~;t ;:: ~
bt:~
t~
;t t.Ji ~
V. Express in Japanese.
1. Watanabe went to San Francis co from Japan by ship .
2. From San Francisco to Seattle he rode the train.
3. The train pas s ed through Portland.
4. The streets of Seattle were beautiful . On the left and right t here were
beautiful, tall (lit., big) trees.
LESSON 14
COUNTING
PROBLEM: Counting objects in Japanese is a complex system .
OBJECTIVE: To introduce Japanese numerals and the counting system.
SECTION l. VOCABULARY
Drill
ctassifier for counting people
classifier for flat things

such as paper
fi "Cv.. adj (is) desired; wants
ti/J~ ~ postcard
~-:::>-c (postage) stamp
--tc.v.. classifier for cars, machines
~~v.. machine; machinery
-;;;< near
._fi,.Z, ; --fi:;\_, ; ._ f~;\_, ctassifi er for long, cylindri-

cal objects such as pencils
-, -
::1~7 cola
~77 banana
?
*
t ree
-tt,.Z, ~;\_, (a) line
ll'< ll'< vt draws (e.g., draws a line)

( ll' 7J ~ tJ:. v.. ; ll' v.. f<:. ) ( ll'iJ~ tJ:. v.. ; ll'V.. k )
f<:_lrf c:. f-c(rfC:. tobacco; cigarettes
(J_)tf e)ty vt smokes (tobacco)

( (/_) 1 tJ:. v.. ; (/_) ;\_, ti. ) ( (/_)?tJ:. v.. ; 3 ;\_, ti. )
....__ ti v..; ._ (rfV.. ; ···--trfV.. --tiV..; --(rfV..; --r.:rv.. atassifier for liquid or dry
measure; e.g.J a cup(ful) of
coffee
267
water
(a) plate; (a) dish
Dialogue
(a) building
-,
-e-~ - sweater
?tn~~ every morning

(/_) (/) one (noun substitute)
(6\.n (6tn adj (is) black

-,
~ .. -t-5-t? ~ .. -t5.:t5 oh yes! (I remember)
*3'~1 ~3'~1 necktie
Reading
j@~ ~ i>" ~ ~ vi awakes; gets up

-::-1 --:--,
( j@~ fJ:I.n ; j@~ k) ( i>" ~ fJ: l.n ; j:,.,. ~ k )
:@ib 51vc5 physical exercise
1m~ vi returns; goes home

C1ffi GtJ: tn
,* ?fz:)
miso soup (miso = fermented
soy bean paste)
soy bean curd
(a) snack (so named because

of the hour when it was trad1
tionally eaten; i . e.~ the 8th
hour of the day, or about
3:00 p . m. )
( i>" ) tJ~ L, ( j:,.,. ) ; ; L, sweets; candy; cake
( j:,.,. ) ~ lv""' l.n ( j:,.,. ) ~ lv""l.n sembei (hard rice crackers)
7.1< J: ? tJ~Iv )j.. -r? 5 tJ~Iv soft (watery) yokan (yBkan =

a confection of gelatin- like
consistency)
--each (e . g., hitotsu-zuts

one each)
(the) older child (of the
family)
vt drives (a vehicle)
(a) drive; driving (usually
for recreation; e.g., go for
a drive)
sea; ocean
vi goes for a drive

Numerals
0(-:? how many?
()~":? one
Jr,. t<:. ":? 0 * two
)j.."?-:?0 three
l:-::::>":?0 four
03-:? five
0
t.J--:::>":? six
-:--1
t.r. t.r. ":? seven
i='-::::>":?0 eight
<:."20-:? nine
c l:>"" 0 ten
Classifiers
1. ~)\ (for counting peopZe, e. g., one person, two people, etc.)
{ij])\ tl.lvlfCiv how many people?
-)\ V.~.b one person
=)\ Jr,. t<:. .b 0 two persons
_)\ ~ !v(iC!v 0 three persons
lmJ\ J;: Vf1lv 0 four persons
B.)\ C:VC/vo five persons
-ft.)\ o71fCiv six persons

~ -:--1
-tJ\ l ~ I(C lv ; t.r. t.r. I(C lv seven persons
/\)\ r.t?lfC!v eight persons

:fLA ~ ~ 5 V'Civ ; <V?/v o nine persons
+A 1.:-~?Vl:,Z, ten persons
2. --;f1c (for aoun.ting flat things suah as paper)

~;f1c ~lv10 how mapy (sheets)?
-;f1c 0~10 one (sheet)
=;f1c ~10 two (sheets)
_;f1c ?,z,10 three (sheets)
"?,4.,10 . .t10 four (sheets)
c10 five (sheets)
6(10 six (sheets)
t.r..tl10; ~~10 seven (sheets)
Vi~10 eight (sheets)
~ ~?10 ; <10 nine (sheets)
t-~?10 ten (sheets)
3. - il' (for aoun.ting maahines~ including aars~ eta.)

fi,z,fi0 how many (machines)?
0~fi_0 one (machine)

-.L>.,
-o ~fi_0 two (machines)
?,z,fi.0 three (machines)
? )vfi_0 ; .t fi_0 four (machines)
cfi.0 five (machines)
6(ti0 six (machines)
t.r..tlti0; ~~fi_0 seven (machines)
Vi~ti0 eight (machines)
~~?ti0 nine (machines)
t-~5ti0 ten (machines)
4. """* (for aoun.ting long~ aylindriaal objeats like penails)

how many (e . g. ~ how many pen-
ails)?
-* 0 -:::>f!lv one
=* "K~11v two
-* ?!vf~lv three
lrn* ilv~llv four
1i* L'~llv five
~* 6-:::>f~lv six
-;--,
--t* tJJdllv s even
i\* tt-:::>f!lv ; r.t ~llv eight
A* ~ ~? ~llv nine
-t* t.:. ~-:::> f~!V ; ~ '? f~ IV ten
5. -r.t~;-Vf~;-vt~ (a liquid or dry measure; e . g. , one glassful of

water)
{ii}Vf~ tl!vvt~ how many (glassfuls)?
-vt~ c:;?Vf~ one (glassful)
=r.t~ "Kr.t~ two (glassfuls)
- v:r~ "?!Vvt~ three (glassfuls)
lrnr.t~ ?,.z,r.t~ four (glassfuls)
nr.t~ L'r.t~ five (glassfuls)
~Vi~ 6-:::>vt~ six (glassfuls)

-;--,
-tr.t~ t~t~r.t~ seven (glass fuls)
i\Vf~;i\r.t~ ti?vt~;r.t~r.t~ eight (glassfuls)
::flr.t~ ~~?r.t~ nine (glassfuls)
-t vt~ l.:.~'?V;f~;~-:::>Vf~ ten (glassfuls )
1 732 1~
-~ ~~1~ 71
1199
A
a -.L:...,
-P Ktc\..rl ~· 1
386 llL
:ili< tJ ~< tJ 75~ ( ~ )
986
7K 7.1< Jj.f Jj.f
1730 ~
w1W1 i~<bc; "7?'1
1286 ~
w1W1 ~~;be; ~c;
278 ~
~~ ~ j:,--~ ~ j:,-- ( ~ ~ )
51 ~
~jb ?~Vc? r)/
281 9"!11
·~ 1ffl~ ~;(_~ 75~x. c~ )
157 '~
ilt #fj ~Jj. ?)).
New Readings
~~
1056 33
tJ]: m~ (13) -.fj ~ tJiO~.::i (10)
m~ ~-:::>"L -B -:J~fc~ (10)

977
A.: B*A vcrg;~V E~V (1) --:J (}~-:J
A u-c (2) -A u-PJJ *
-A u-i.!J* -* ~?v~IV
=A Jr..fc.!J * 1436
= . F:l VL:i0!3 (10)
_A c;;VV21V
1721
=s Jr. -:J75~ (10)
*= B*A vcrg;~C ~IV (1) =+s tl-:J75~ (10)

I
Lll* -\b-£~c (2) =-:J Jr..t-c -:J
-* ~ -:::>v~IV =A ~fci? *
-* "?!Vf~IV 1936 -'-

/ '
.. 7\..F:l 6 <iJ!3 (10)
7\B tJ-~75~ (10)

I
:;1\-::J D-::>-:J
:;;\* ~-:::>v~IV
*cr. Lesson 10 , p . 207, footnote .

1500 i\ : tl "biJ~-:?
1\.F.l (10) 818
+: +.F.! t, ~ 5 tJ~:::i (10)
1\B J: 5 tJ~ (10) +B ci>--tJ~ (10)
j,
As!¥. f' i>--f' (11)

=+s tl-:?76~ (10)
-,
!\-:? f'-:::>-:? +* t,~ ?~~lv;
J\2t>: tll?f~lv [;?f~lv
SECTION 3. DRILL
SuJ:?s titution :
1. C:V1"bVCtl ~IHTiJ~ --:? th .b 1-:t"o
Cues: a) ?:5l:.t5 =-:?
b) 7\.#- _-:?
c) #-~ [m-:?
d) ~~ Ii.-:?
2. C:V5"bV'Ctl '""'-f'iJ~ -ft-:? th!J1To

Cu e s : a) ~~ -1::-:?
b) 1-''7 J\.-:?
c) 1E :71-:?
d) 0-j"- +
3. :bt-c. L- ( vc ) tl -T E i iJ! -A 01-:t"o

Cues: a) =A
b) =A
c) lmA
d) nA
Cues: a) -tA
b) /\A
c) 1LA
d) -tA
{b) c.v~-t> vcr.t ~VA:O! "ft.A, !7:. v A iJ! -i:;A01"to

Cues: a) -t:;A /\A
b) ;\A JLA
c) JLA -tA
5. (a) bkLVi ~;0! -if5c f~ lt.A-c'"to

Cues: a) l ~ l,.Z, _if5c
b) .Y-t:/' nif5c
c) Vi:O~ ~ -t:;ij:5c
d) -WJ=.F 1Lif5c
(b) bkLVi ~! -tU: l~ l,.Z,:O! if5c f~ lt.A-c'"to

Cues: a) .Y-t:/' 1Lif5c "' / tJ 7- "ft.if5c
b) Viii!~ -t:;ij:5c trJ=.F JLif5c
-~
6. -tL.VCVi lf[;O! -o ;h!/1-:t"o
Cues: a) tJ/-7 !mil'
b) -'"'A "ft.il'
c) jl!/.Y - J\il'
d) ~ :0~0 -til'
7. :lli<vm-r 1A.,h,.Z,()-::::>"fr - =* ~01lko
Cues: a) ¥-;v-.-...::.y ==*

b) ?;_,.Z,U.-::::>
-*
c) e:-;v-
1m*
d) =:I-7 n=*
:btz: LA:t -''77~ jt-'"'( 1 l- fz:o

8.
~*
-1:;:;$: -wJ6
*
Cues: a)
b) -ltlv /\::$: lf(
c) tz:lrf <:. :iL:;$: (j_)tf

d) k_lvr.f.--:::J -t-:;$: --:::JiJ~ 5
9. i,~*~ -Vf0 ~.7)-1 l- fz:o

!::.'
Cues: a) n~ _V:f0
b) .::;(.-7· .IiJ:t0
c) ::r-~- ~Vf0
d) 7..k !\Vf0
10. <:.<:. VL: 7 - 7·Jv-/J~ 0( --:::J lh !J 1 "tiJ~o

Cues: a) ~~
b) :&!
c) 1:::'' - ;v
ll. 7 -7· Jv(j_)J: VL 7 *- !/ iJ~ {P}:;$: lh !J 1 "tiJ~o

Cues : a) ::r-~-
b) i.~c; G
c) 7-=¥-
English Equivalents
l. In this town there is one bank.

a) In this town there are two factories.
b) In this town there are three universities.
c) In this town there are four schools.
d) In this town there are five hospitals.
2. In this house there are six rooms.

a) In this house there are seven telephones.
b) In this house there are eight doors.
c) In this house there are nine windows.
d) In this house there are ten chairs.
3. I have one child.

a) I have two children.
b) I have three children.
c) I have four children .
d) I have five children.
4. (a) In this room there are six men.

a) In this room there are seven men.
b) In this room there are eight men.
c) In this room there are nine men .
d) In this room there are ten men.
(b) In this room there are six men and seven women.
a) In this room there are seven men and eight women .
b) In this room there are eight men and nine women.
c) In this room there are nine men and ten women.
5. (a) I want one painting (or drawing).

a) I want three photographs .
b) I want five shirts.
c) I want seven postcards.
d) I want nine stamps.
(b) I want one painting (or drawing) and three photographs.

a) I want five shirts and six handkerchiefs.
b) I want seven postcards and nine stamps.
6. There are two cars there.

a) There are four cameras there.
b) There are six buses there.
c) There are eight taxis there.
d) There are ten machines there.
7. (I/he/she/etc.) bought one fountain-pen at the nearby store.

a) (I) bought two ball-point pens at the nearby store.
b) (I) bought three pencils at the nearby store.
c) (I) bought four bottles of beer at the nearby store.
d) (I) bought five bottles of cola at the nearby store .
8. I ate six bananas.

a) I cut seven trees.
b) I drew eight lines.
c) I smoked nine cigarettes.
d) I used ten pencils.
9. (I/he/she/etc.) drank one cup of (Japanese) tea.

a) (I) drank three cups of (black) tea.
b) (I) drank five bowls of soup.
c) (I) drank six cups of coffee.
d) "(I) drank eight glasses of water.
10 . How many tables are there here?

a) How many students are there here ?
b) How many cars are there here?
c) How many bottles of beer are there here?
11. How many forks are there on the table?

a) How many cups of coffee are there on the table?
b) How many plates are there on the table?
c) How many pieces of cake are there on the table?
SECTION 4. GRAMMAR
14.1 . COUNTERS . For counting objects there are t wo systems in Japanese: (1)
native Japanese numerals (up to ten) supplemented by Chinese numerals (e.g.,
juich! eleven, juni. twelve, etc.) ; and (2) counters (numeral + classifier).
Many items may be counted with native Japanese numerals; e.g., furniture, toys ,
kitchen utensils, etc. Some items , such as fruit, traditi onally have classifiers
associated with them ( as Ringo o ikko kudasai . Give me one apple, please . ) but
they may also be counted with Japanese numerals (Ringo o hitotsu kudasai. Give me
one apple, please) . Animate objects, such as people , dogs and cats, horses and
cows , birds, etc ., are neveP counted with the numeral system; and the classifier
for people is different from the classifier for dogs and cats .
Complicated as the counting system appears, the student may be encouraged to

learn that it is in the process of simplification , and an increasing number of
objects are counted by the numeral system.
14.1.1 . USE OF COUNTERS AS NOUNS. Counters are nouns. This means that they
may be used to fill the subject and object slots (as wel l as the N + no modifying
slot in noun phrases)- slots normally filled by nouns.
(1) Use of CountePs in Noun Phrases.

a) Kodomo ga sannin imasu. There are three children.
b) Enpitsu o !ppon kudasai. Give me a/one pencil, please.
In example (a), the counter sannifi three people is part of the noun phrase ko-
domo ga sannin which constitutes the subject of the sentence . In example (b) ,
the counter i.ppon one long, cylindPical thing is part of the noun phrase enpitsu
o !ppon wh ich is the object of the sentence. Note that the counter comes after
the element marker (ga or o ).
(2) Independent Use of CountePS. When counter nouns are used as subject or
object alone (i.e., when they are not part of a noun phrase but manifest either
subject or object by themselves), counters do not take the element- marker particle
Sannin kimashita. ThPee people came. Gomai kudasai. Give me five (e.g. , five
sheets of papeP)_, please.
14.1.2. CONSTRUCTI ON OF COUNTERS. Counters are made up of a numeral plus a

classifier suffix . In most cases the numeral is a Chinese numeral, but in some
cases (e.g. , hitori one person~ futari two people) a Japanese numeral is used .
Five common classifiers are introduced in Lesson 14:
(l) -nifi for counting people

hitori one person rokunin six people
futar! two people shich1nifi or nananifi seven people
saiin1ii three people hach1niii eight people
yon1ii four people
..
kyi:iniii or kun1ii nine people
gon!ii five people j~niii ten people
(2) -mai for counting thin sheets of~ e . g .~ paper

ichl.mai one sheet rokiimai six sheets
nl.mai two sheets nanamai or shich1mai seven sheets
safimai three sheets hach1mai eight sheets
yofimai or yomai four sheets ky~i or kumai nine sheets
gomai .~ i ten sheets
five sheets JUIDa
(3) -dai for counting machines~ including cars~ etc.

ichl.dai one machine rokudai six machines
nl:dai two machines nanadai or shichl.dai seven machines
saiidai three machines hachidai eight machines
t:
yoiidai or yodai four machines kyudai nine machines
godai five machines judai ten machines
(4) -hon for counting long~ cylindrical objects such as pencils

ippoii one r6ppoii six
n1hoii two nanahoii seven
sanbon three happoii or bachihoii eight
yoiihoii four ky~hofi nine
gohoii five juppofi or jl.ppoii ten
(5) -hai a liquid or dry measure; e . g .~ "one glassful of l!Xlter"

1ppai one roppai six
n1hai two nanahai seven
saiibai ~hree happai or hach1hai eight
yoiihai four
..
kylihai nine
gohai five juppai or jl:ppai ten
These five classifiers are given in detail (up to ten) to illustrate the complex-
ity of sound assimilation in these numeral- suffix combinations. Note that -hai
has three forms {-hai, -pai, and -bai ) , and that -hoii follows the same pattern of
assimilation of sounds.
The variants for "four" and "seven" are said to be the result of a tradition of
taboo associated with the sound shi in Japanese. Since sh! four is homophonous
with sh! death, a negative taboo attached itself to this word, and its use is cir-
cumvented by the traditional substitution of yon four (sometimes yo- as in yonin
four peopZe) . Similarly shich{ seven is commonly substituted by nana seven (which
derives from the Japanese numeral nanatsu).
14.1.3. OTHER CLASSIFIERS . It is important to master the use of a few basic

classifiers such as the five introduced in this lesson (see 14.1 .2), because cer-
tain objects (people , paper, clothing which comes in pairs, animals, etc.) are
never counted without using the particular classifier which applies. Failure to
use the classifier will either result in the breakdown of communication or be the
cause of considerabl e amusement. For reference the following list of useful coun-
ters ~s given:
OTHER CLASSIFIERS
mise !kken l store ushi rokuto 6 head of cattle

tori n1wa 2 birds ringo nanahako 7 boxes of apples
hon sansatsu 3 books
.
plnatsu hachHukuro 8 bags of peanuts
inu yonhiki 4 dogs gasorin kyfu<an 9 cans of gasoline
kyabetsu goko 5 heads of cabbage kutsu jussoku 1 0 pairs of shoes
14.2. POSSESSION. Languages differ in the way in which they express the concept
of possession. An extreme example is the language of New Caledonia which has a
dual system: one system is used to indicate possession of things considered inti-
mate and culturally essential; the other system is used for things less intimate
and less essential. In some languages one simply cannot say "my head, my nose,
my feet," because parts cannot be possessed by the whole .
Though there is a verb meaning "have" (in the sense of "possess")- motsu haveJ
hoZd- this verb is not normally used to mean possession of children, wife, or other
human beings. Thus , the verb motsu is not used to express the statement "I
have two children. " There are two ways to say this in Japanese: Watashi n1 wa
kodomo ga futari arimasu. or Watashi n1 wa kodomo ga futari imasu.
The animate-inanimate distinction between the use of the verbs iru is (animate)
and aru is (inanimate) does not apply when the verb aru is used with the meaning
"has, possesses. " The normal pattern for sentences referring to possession is
illustrated in the examples below:
Anata wa okane ga arimasu ka? Do you have (any) money?

Arimasen. I haven't any (answer to above question) .
Watashi wa kuruma ga ich{dai I have a car.
arimasu .
(Note, in the last example above, how the counter ich1dai expresses in Japanese
what is expressed by the indefinite article a in English. Since there are no
articles- "the" or "a"- in Japanese, this use of counters for "one" item may
be more properly interpreted as indefinite "a," rather than specific "one."
SECTION 5. DIALOGUE
Ii i..
m: -}'3/'//~~ ,
rE:J m: '@!"~ft--c' fPJ a- ~~ j l.Jc tJ~o

::/3/// : 7_i--j'a- /\:;$: ~~jLJc.o
~~j Gko
~ tJ: td:t ::I - 1:: - tJt
m: -t- 5 ""C'-ttJ~ o
~~j GfctJ~o
::/3///: (6~-e-3l-a- ~~j l- fco

rE:J m: -t- 5 ""C' -ttJ~ 0
::/3///: ~ .. -t"?-t"?o ;:f, j' jl 1 ~ -:;$: Jit~j l-ko

rE:J m: btL L-~ ~~ft--c' J: < ~~a- l-11-o
English Equivalents
Takahashi: How was Isetan, Mr. Johnson?

Johnson: Isetan ' s big, isn ' t it? There are two buildings .
Takahashi: What did you buy at Isetan?
Johnson: I bought six forks . I bought coffee and also a sweater.
Takahashi: Do you like coffee?
Johnson: Yes, I like (coffee) very much. I drink two cups every morning.
Takahashi: Is that so? By the way, what kind of sweater did you buy?
Johnson: I bought a black sweater .
Takahashi: I s that so?
Johnson : Oh yes ! I also bought a necktie.
Takahashi: I, too, often shop at Isetan.
o~!~~m ~~}G~ ~!~W)~'~B
+1 <4. ;.L 'Y ~ m~ o~ ~ ~ -!11 ~q: ,L } G ·'-~ , q,.,:L. o 'Y .fl. * * m ~q: 'Y 2. if +1 'Y ~
:er- Sl o ..r.. * \'h{,l: c. ~q: Y ~ · ~ !1! w ~ - o ..r.. * * m q, q, .::? -£- w :r q, 'Y ~ >Sl
o.f..!*ffi ~'Y2.ifW!f[ ~'Y~-~ o~!Q~ ~!1! ~~<4-~W'Y~m~ 51
0 .f..* lt~
\'' 11 ~ +1 ~ Sl \ ~ 2. ¥- o ;,.! 'l * ).1- ~ c. = ~ 'Y ~q: ~ ~ * +1 'Y ~ :er- Sl w 'Y ~ m
~ o~~~B¥- ~G-c ~<4-;,Lq,~-f. o'Y#!lt~~~Sl ~q,~.f.WY ~
o;,.!'l!lf~ ~~~ ~~~~o;,.!'l!:Y~ C.~C.- ~'Y~~~* ::{~
= ~ \~ :Y 'Y .# Sl +1 'Y ~ ) Sl ::? 'Y ~ ~~ o ;..! 'l ! Q ~ ~~ ~q: G- C ' C.~ OT
~q: 'Y ~q: ~ ~ * ,~ += ~q: \ ~ ).1- 'Y .fl. Sl o ;.L 'l * Q ~ ~q: 'l ~q: Sl ::r:r w 11 ..t: - -f.
0
\~ ~ ¥- o ;.L 'l ! :Y ~ ~ c. cy. Sl .J.. *\ ~ ::1 B ~ ~~ 8 ~ ~ 8 +1 ~ :r ~
0 ~.)..
~ B 'f.q: /".. ~~ +1 <4-;,.! q, .::? .f. 'q, .::? ~ .{.1 o .f...).. ~ B 'f.q: 'Y +L:? q, 'Y ~ >Sl q, 'Y
~ :f:ifSlW'Y ~ -~ o ~.)..;,.! c.~q:'l \~ Sl o;,.! 'l! lt~ \~ +1= ~ <i' 'l ~ltWdf' ~ 5
::? Sl +1 ~ :r ~ o ~ ! -rt ~ \ ~ +1 = ~ <i' 'l ~ lt o ~ ! :Y ~ \ ~ +1 = ~ 'Y +L::?
o rtt .fl. * Q ~ +1.).. ~ -!11 Q* ~ +1 /".. ~~ +1 'Y ~ m~ o ~ * 'l ~ * ~ ~ t{,l: ~ ~
o ~! -rt ~ \~ 11 - ~ * q, c.\~ o .f..! Q fHi ::1 <4- ~ ::1 71i: B q.- o .f..~ fli! if\~\~
o.f..!~~ ~!fttiW)~')..'l~ o.f..!~a ~71;:-~ ~- ~'Y~m~ T
B~rBco'Y~~~
SNIOV3H ·g NOI!J3S
18Z fJNIXNflO:J p '[ UOSS8'J
FiZZ eaah bZank with the appropriate word as indicated in parentheses:

1. c:c: vc i>""~ GiQ! _ ~ !r£ -to (5)
2. bit l VCV:t ~:hi')! 0-£-J-o (2)
3. i>"" c c \,;') 7-=f-~ _ _ :ft~ -£ lit o (3)

-r
4. c:c:vc 7 J- ~ :h <Dit!H~I iQ! ~9-£-J- o (4)
5. x_!v_U-:?~ J{l,;-)"£ lito (3)
6. 4a~ ::1-~-~ --
~~"£-t 0 (1)
Give the appropriate counter for eaah word:

7. ~~ (8) 13. ?)~~ (5)
t'
8. fE (1 )
(7)
14.
*I* ( 5)
9.
10.
-""..~
Jr5 (2)
15.
16.
*
~~
(3)
( 12 )
!
11 . A (1 ) 17. m!IW (6)
12. 1,;-)l~ ( 11 ) 18 . ~?~ (4)
19. On Saturday I drank three cups of tea .
20. Mrs. White ate two pieces of delicious cake.
21. Here are four big boys.
22 . I have two radios in my room.
23. Mr. Takahashi bought five bottles of sake.
24. There are nine sofas in this house.
25. How many clocks are there in the r oom over there ?
Add aaaent marks to aZL the above .

Let's Count Them
- -*T:t ~.: A., t:;. A., We count them l(hon), though they're carrots .
jt -t <-e :t -if ::,- .y Jv We count them z. n.a·i 11$:. though they're sandals.
=:e ::5 -r·:t We count them 3(so), though they ' re yachts .
1!9.? .;; -r· :t
3 'Y
"
: :·* L-15 We count them 4 gra.ins:, though it's sesa11e salt.
1!~,
3i ffi -c· :t We count them s Cdaf.) • though they're rockets.
\,~fit~
i\ b-r· :t t; ...
0 fr 'Y
" We count them 6(wa), though they ' re turkeys.
t; '(} ~ -r· :t ~;}: 'IS We count them 'J(hiJtii) , though they're bees.
At-:>-e:t <C. ~ We count them 8 hea.d, though they're whales .
JLft-c· :t v .:z.- A We count them 9 glassfuls though it ' s juice.

+ .::. T :t l-' 'IS :::· We count them l()(k-~t), though they're strawberries .
-·-·······--·-··-·············-··········--·-····-·· ................................................1,.',_
* 1-t-<
rJ A., bottles ! <? shoes !
L. .~. .?.. .~--~-- ~-:-~-:~-~-~=-~- 1 ....

::t---7 -$1 -( necktie s
'····--·-·····--···················-·-·······-···········-······-·=
r-- --~·----··--········--··· ·----·--·········--·······i,,•.:• i

r· ····· ~ -········ · · · · . · · · · · · · · · · · · · · ·--·· · . . .! r,,······ ····································· ············~
:;:~
i
i ::
c=J
[__ - - - '
l;; ''_;;:~_;;:_., ___j 1......?.. .
birds
~. .!.:. . .=.~-~-~·~- ~·-~·-· · · · · ·J

I
············································-·······-·· ...........................................
. ~
l-' dJ. dogs :::· ~;}: A., r i ce

'
~ ;:- app l es I
'
;tJ ::. cats if}. -t L- .Q mis o s oup ~ ' v9 A lettuce
:............................................; ..........................................................................; L.............................................................l
Permission for use of the above song granted by Japanese Society for Rights of
Author s , Composers and Publi s hers as follows:
r l- ' ·:d £ A.. -r· :t.::.. / v/ J ~iiJ: rru ffi ltJ ft!J

I. ~* + j3
Cv 6 iJi. ij I
< ~ iJ{5' 7;tiJ -r )
1. ~I tJ: ~ 0) ? t> ~::t
( )
4. Sweater 1!9 a;"', necktie /\ , !!!=

( ( ) ( )( }"T~ 'k. "'
5.
II. Using the words given, supply the counter and construct a sentence.
Add particles where needed .
3
2. V 't''/ 2
3. m;WJ 2
5 1
III . Supply the particles. Mark "X" where not needed .
1. .:r -7· Jv_l:_*_ :=: tJ:-=> &5 r; *9 o
2 . ~;J:iJi ~ 3 t~ t)J.:j'- 5 t~_ <t=_• tJ: "' 0
3. - B ~:: t: ~i ;::: fpJ * 0) l-J. £. 9 tJl 0
4. bt:G -"{> 7 Y :t 3~ if51J£.9o
IV. Give the Japane$e equivalents .

1. I need five ¥100 stamps and fi ve ¥62 stamps .
2. Q: How many neckties do you have?
A: About ten.
3. In our class there are 6 women and 4 men.
4. Yesterday I watched 2 movies on T.V.

LESSON 15
OF TIME AND MONEY
PROBLEM: The system for telling time and counting money is the same as the
system for counting objects.
OBJECTIVE: To present time and money counters.
Drill
cLassifier for minutes

after (when telling time);
past
!.»'
::fL1~1 ~~5l\9>5 Kyushu (pZace name)
--~rs, -- cil~!v cLassifier for counting hours

il~il~ z, il~~z, vi takes; requires
Cil~il~ Gt.c: ~.n ; ( il~ il~ I;t.c: Ln ;
il~il~? t-c ) il~~?k)
vi?~~.nc 5 Hokkaido (pZace name)
e.'
B7't i2'?2:.5 Nikko (pZace name)
-a --vc"b cZassifier for counting days

~-tt! ~ft! vt is absent from (e.g., is
absent from schooZ)
( ~-:t-1 t.c: Ln ; ( ~-t"?t.c:Ln ;
~-tlvfi.) ~=flvtc.)
b~ boat; ship
~/77/;/.A::r San Francisco
--l ~ 5 il~lv cLassifier for counting weeks

I
0 ; / ~· ; / London
I
==>.-3- ::7 New York
)71)j] Africa
cV < GLn about how much/long/far? etc.
--~Vf-::::> cZassifier for counting months

285
t.2!vt:J.Iv what year; how many years?
--c a s of (e.g. 3 as of this year)
-u-~<;--U~<; multiple of 100

-u:.~< *
-~lv; -~lv multiple of 1,000
--~ multiple of 10 ,000
Dialogue
Thomas (persona~ name)
- <" ~ \,t') ; - <~ \,t') -(~\,t'); -< ~\,t') approximately; about
*~ (t.r.) k \,t') ......,_ lv ( t.r. ) awful; very; exceedingly
~1_,\,t') fz:CDl\,t') adj (is) enjoyable; fun
i>~c c L- i>--~ c 1_, year before last
'itz: 'ifz: again
Reading
"b7i~ 5 "b;O! 5 vi is different

( -; ;0! :b t.r. \,t') ; ( -; 7i! :b t.r. \,t') ;
"b;O!-:::> k ) "b7i!? t-c )
'i~ town; street; section of town
-t:c Cvc ) every--

-,
A-~"-
. supermarket
parking space; parking lot
meat
-::f-o kilogram( s)
ham
gram(s)
( lO"") ~ ( i>"" ) 7i~ t;J. money

Vi~ 5 Vi~? vt pays
( Vi ~ i:d.r. \,t') ; ( Vi ~ bt.r. \,t') ;
tl~?t-c) tl~-:::>fz: )
*The accent on -Ef is determined by the prefix; e.g., nihyaku 0 , sanbyaku,
yonhyaku, gohyaku 0 , roppyaku 0 , nanahyaku, happyaku 0 , kyijbyaku.
tfj-j"- fi-t- vt puts out; pays (money)

( tfj c; t.c 0 ; tfj L1c ) ( tc?t.c 0 ; ttltt)
( jo~) "? t> ( jo~) "? t> change (amount returned when
payment is tendered)
VJ-0~,{, vt0c;A, cal culation; computation
M"tl ?:ttl before
~ 5 ~5 no f urther; not a ny more (with

neg. )
j[f_FJf ~,{, t.:. .t ne ighborhood; vicinity
-- i.~ ~ ( vc ) -- i.~~
-:-1
vc) ;
( at intervals; every other - -
......, jo~~ ( vc )
~6tl,Z, ~6tl,{, abacus
~ :h0 ( t.c/I(C ) ~:hln ( ~ /I(C ) clean
"?"?tr "?~tr vt wraps

-:-1
( "?"?j t.cln ; ( "?"?j t.c:0 ;
"?"?,{,if_) "?~,{,if_)
$ C:~ thi ng (i . e. , an event)
......, F'Jv ......, F'Jv cl.assifier for dOZ.Z.ars
Cl as s ifier s
1. --0- (cZ.assifier for minutes)
fflj} ~,{,~,{, how many minutes?
-0- 0-::;>~h, one minute
=0- V2~,{, two minutes

_j} ?!v.$/v three minutes
IZQj} X!v.$,{, four mi nutes
Jij} "2~,{, five minutes
~j} 6'-:::>~lv six minutes
--:-1
-t:;j} t.c t.c~lv seven minutes
/\.0- ijl"?~lv ei ght minutes
:1L0- ~~5~/v nine minutes

--t7t 1:-;?~!v;~?~lv* ten minutes
=+7t vct.~?~lv twenty minutes
-+7t ~lvt.~?~lv thirty minutes
!m--t-7} .tlvt.~?~lv forty minutes
n--t7t c::r.:.~?~!v fifty minutes
6<t.~?~!v sixty minutes
-t--t-7} t,r,. t,r,. t.; ?~lv seventy minutes
/\--t-7} Vi"bt.;?~!v eighty minutes
:fL--t-7} ~\9>5l:.;?~lv ninety minutes
2. --~ra, (c Zas si fier for hoUPs)
fiiJ~ra, ~ lv El/.J,. lv how many hours?
-~ra, V> -; T;;O:.lv one hour
=~ra, vc "[;iJ:.Iv two hours

_B;fra, ~ lv El/.J:. lv three hours
!mB;fra, J;: El/.J:. lv four hours
nB;fra, c El/.J:.Iv five hours
~~ra, 6 <El/.J:.Iv six hours
-tB;fra, L--G Th:.!v seven hours
A~ra, Vi"b Th:.!v eight hours
n~ra, <1:;;0:./v nine hours
--tB;fra, L: \9> 5 Btl:.lv ten hours
=--tB;fra, vc L: \9> 5 Vil:.lv twenty hours
3. -- B (cZassifier for days)
tl~vvc-; how many days?
V> "GVC "b one day
~-::J;O" two days
Jj..? ;a,. three days
*Juppufi varies freely with j{ppufi, as does nijuppun with nijippun, etc.
lmS J;: '? -!J~ four days
liS 0"'J-/J~ f ive days
~s tr0 il~ six days
--ts 1.k ([) lJ>. seven days
/\13 J;: ? tJ~ eight days

0
JLS Z:. Z:. ([) lJ"' nine days
-ts c j:,~ lJ'- ten days
l:t9>?0~VL~
0
-t-s eleven days
-trms L:~ 5 J;: -::> -!J ~ fourteen days
=-ts tl"'J-!J>. twenty days
=-trms ¥C L: 19> 5 J;: -::> 1J"' twenty- four days
4. --JOOFs, (cLassifier for weeks)

--,
fPJi!MM t.r.lv l 19> ? tJ~Iv how many weeks?
-l!MFs, 0 '? l ;5-!J~Iv one week

-,
=llMM vc l t5l> ? -!J~Iv two weeks
--,
=:~!§Irs, ~ lv l 19> ? -!J~Iv three weeks
-,
fmi!MFs, J;: lv l t5l> ? tJ~Iv four weeks
]i)l;fs, c l ~? tJ~Iv five weeks
~J.!MFs, 6 < l ~ ?iJ'-Iv six weeks
--t~Fs, 1.k 1.k l ~ ? lJ'-Iv seven weeks
/\JOOFs, tl-::> l ~ 5-IJ'-Iv eight weeks
:7Ll00Fs, ~ 19> 5 l ~ 5-!J'-Iv nine weeks
-ti!MFs, L: 19> -::> l ~ 5-IJ'-Iv; ten weeks

t-::> l ~ 5-IJ'-Iv
5. -tJ~ J:l (cLassifier for months)

{iiJ tJ~ J:l t.r. lv~Vf"'J how many months?
-tJ~f:l 0-::>t;;itf"'J one month
=il~f:l VC~Vf"'J two months
_tJ~f:l ~lvt;;Vf"'J three months

1m tJ~ }j otlv;;Vf-:::> four months
litJ~fl c:;;v-r-:::> five months
~tJ~fl 6-:::>;-;Vf-:::> six months
-ttJ~fl t,r,. t,r,. ;;Vf-:::> seven months
/\tJ~fl Vi-:::>;;Vf-:::> eight months
:fLtJ~ }j ~~?~Vf-:::> nine months
+tJ~fl t.~-::>~Vf-:::>; ten months

t.-:::>;;Vf"?
+-tJ~fl t. ~ ') 0 -? tJ~ -:-lvr"? eleven months
+=tJ~A t.~?V'L~Vf-:::> twelve months
6. -$ (aU2ssifier for years)

{ii}$ 1.2/v:t:llv how many years?
-$ V>titllv one year
=$ ~tllv two years

_$ c!lvtllv three years
lm~ J;tllv four years
li$ ctllv five years
~$ 6(hlv six years

-1::;$ L,titllv seven years
/\.$ Vitihlv eight years
JL$ ~ ~ ?hlv; <tllv nine years
+~ t.~ ?hlv ten years
7. --pj (aU2ssifier for Japanese money)

{ii}pj tl.!vx_lv how many yen?
+R t.~?x_!v ten yen
=+R V'Lt.~?x_!v twenty yen
-+R c!lvL:~?x_lv thirty yen
lm+R J;lvt.~')x_lv forty yen
:n:+R c:~ t. ~ ') x_~v fifty yen

~+fiJ o<C:.~5:t,A..; sixty yen
-t+fiJ t.r. t.r. c:. ~ 5 ;{_,A._; seventy yen
A+fiJ tl~t-~5;{.,4.; eighty yen
:iL+ fiJ ~~5C:.~5X.,4.; ninety yen
Efp:] (}~(;{_,4.; one-hundred yen
=sfiJ (!Clf~7:t,A..; two- hundred yen
_Efp:] c;,A..;rJ~7:t,A..; three- hundred yen
[QEfp:] J:,4.;(}~7:t,A..; four-hundred yen
:li.Effi] clf~7:t,A..; five-hundred yen
~Efp:] 0?~~7:t,A..; six- hundred yen

--:l
-tEffi] t.r. t.r. (} ~ < x_ ,4_; seven- hundred yen
/\Efp:] tl?U:.~7:t,A..; eight-hundred yen

--:l
:fLEfp:] ~~5(}~(;{_,4.; nine- hundred yen
8 . ....__ f;v (c'lassifier for doZ.Z.ars)

1PJ f;v tl_,4_; f Jv how many dollars?
-=f f;v {f,4_; f;v one- thousand doll ars
= -=f F';v vc -tt,4.; r Jv two- thousand dollars

_-=ff;v c; ,4.;-tt ,4.; r }V three- thousand dollars
lm-=f f;v x ,A..;-tt,4.; r }V four- thousand dollars
:li-T F';v c-l:t ,4_; ~'';v five-thousand doll ars
~-=ff;v 0 ( -l:t ,4.; f;v six-thousand dollars
-1::-=f f;v tJ:. t.r. -1:t ,4_; ~,, Jv seven- thousand doll ars
/\-=f f;v tl ? -tt ,4.; r }V eight- thousand dollars
:iLT f;v ~ ~ 5 -tt ,4.; r }V nine- thousand dollars
-75 f;v 0 ~j ,4_; f;v ten-thousand dollars
=75 f;v vc j ,4.; r )V twenty-thousand dollars
=75 ~'';v c; ,4_; j ,4_; ~,, Jv thi rty-thousand dollars
lm75 f;v J: ,4_; j ,4_; f Jv forty-thousand dollars
11.75 f;v c'j ,4.; r }V fifty- thousand doll ars

6(1~F';v s i xty-thousand doll ars
--!::;]] f;v f~ f~ 1/v f Jv seventy- thousand dollars
/\JJ f;v (d "b 1/v f Jl/ e ighty- t housand dol lars
]LJ] j-'';v ~~51~ f;v ni nety- thous and dollars
1629 ~
-?} ~-:::>~lv 7:/
JL?} ~ ~ 5~/v 7:/
234 1'a~
=+~Faj V'LL:-~5~ t;:/
1082 ~
fd ~h ~h
1739
1j -J]p:j V>"b11v;tlv ~:/
1650
~ *~ f-c\.1>-"../v """'-.:/
196 *- ~lit> 1-c. ([)-cIt> t-c ([) ( lIt> )

1276
lBJ 'i~ 'i"b

1439 ~
~ vr:7 =-fl
387 ~
j:,.,.ft j:,""iJ>h il>h
New Readings
157 5~ :
#ii: ~Jj. (14)
~?
it#ii:ili f~:::>?J]~c- 5
1411 :@: ):§: J).-b (13)
~?
it#IJ:)g f~:::>;;~c- 5
1440
s: B*A kfj'i!VL:,..v (1)
B.t?13 .KQ? ?lf (9)
- F-l "?\{)fz:. ~ (10)
=a b"? .tJ~ (10)

-t:-VB -tvil. (11)
e.'
BJ't K:::>t.?
1562 e-: EfP:I v-~<:tlv (3)
_Ef ~lvU: ~ <
~8 6?<.;~<
1068 -=f: f-p:J -ttlv:tlv (3)

_-=f ~lv~
837 l:f:j: tfj :Jj~vt 6 "'C;Jj~Vj 6 (5)
tfj-j"- tH-
386 )IT: :ili< -b~< (14)
:iliFJT ~t.t
856 pjf: ffl ~t-6 (12)
-,
JliFJT ~ lv L:. .t
733 4J : it$ l.t<t (11)
$ c~
SECTION 3. DRILL
Question-Answer:
l. (a) Q: 4- {iJJ ~ -r -j-;0 ~0
A: llQ~-7}-c'-j-o / llQ~- 7}-j- ~''""t-j- 0
Cues: a) llQ7}
b) :fL7}
c) =--t-7.1-
d) lm--t-7.1-
e) Ii--t-0-
(b) Q: 4- {il]~ -r -j-;0 ~0

A: ~~]i--t- ]if} -r-t- 0 / -t~ ]if} iW -r -j- 0
Cues: a) 1L--t-llQ7}
b) Ii-T-7.1-
c) Ii--t-=7.1-
d) Ii--t-7.1-
e) lm--t-Ii7.1-
Substitution:
2. 4-!tFtl 1976 ttF-r-t 0
Cues: a) 1980
b) 1984
c) 1987
d) 1989
3. C:.C:.]:L:" ...,.,AL:" =--t-7.1--r *1 L-fco

Cues: a) _--J-7}
b) lm--t-7.1-
c) --t-n7t
d) !m--t-1L7}
1.,.11)'
4. <:. <:. iJ~ G :fL1~l1 -r: ~--r: =+$i:Fa, iJ~iJ~ kJ 1"to
**·~
Cues: a) 111![ =$i:Faj
~
- ~Faj.~
~"*
b) .... ~ ..:;;(.
fl?
i~#iJ~
~- =+RY~Fa,
c)
t' RY~Faj
d) BJ't 111![
5. btz: l.Ai ~ttt~ - B ~1'"41 LJco

Cues: a) =s
b) -B
c) AS
d) /\B
e) RYB
6. <:. <:. iJ~ G ~/7';7/ :/..:;;(. ::71-r: ~-r: -JlMFaj l: h~1-t"o
Cues: a) 1/r =llMFaj

b) 0/ F'/ _JlMFaj
c) ..=.::>--3-!l =llMFaj
d) 7 7 lJ tJ _JlMFaj
Question-Answer:
1· Q: B*~~ E0 (G0 ~IV ~ .t 5 L. 1 L. fz: iJ~o

A: -iJ~A "'"'IV~ .t 5 L. ~ L.tco
Cues: a) =75~A
b) _J5~A
c) RY75~A
d) n75~A
8. Q: th t.r. td-:t {PJ!¥ B*V'L 01-t"75~o
A: 4-$-r: !iF 01-t"o

Cues: a) R:Q$
b) n!¥
c)
~*
d) --t!iF
9. Q: C:.:t'Ltt 0 ( G-c'-t"iJ~o
A: afl:l-c'i'"o
Cues: a) -a:n--tfl:l
b) ~a=--tfl:l
c) /\8---tfl:l
d) -Tfl:l
e) =-t-sfl:l
10. Q: 0(G-c .:.tn:a- ~0-£ L.Jz:iJ~o
A: n-Tfl:l-c ~01 L-fz:o

Cues: a) -JJfl:l
b) =nfl:l
c) :ILJJfl:l
d) -tJJfl:l
I
English Equivalents
l. (a) Q: What time is it now?

A: It's 4:01. It's one minute after four.
a) It's 4:04. It's four minutes after four .
b) It's 4:09. It's nine minutes after four.
c) It's 4:20. It's twenty minutes after four .
d) It's 4: 40. It's forty minutes after four.
e) It's 4:50. It's fifty minutes after four.
(b) Q: What t i me is it now?

A: It's 6: 55 . It ' s five minutes before seven.
a) It's 6:54 . It's six minutes before seven .
b) It's 6:53. It's seven minutes before seven .
c) It 1 s 6:52 . It's eight minutes before seven.
d) It's 6:50. It's ten minutes before seven.
e) It's 6:45. It's fifteen minutes before seven.
2. It is (the year) 1976.

a) It is 1980.
b) It is 1984.
c) It is 1987.
d) It is 1989.
3. I came here by bus in twenty minutes .

a) I came here by bus in thirty minutes.
b) I came here by bus in forty minutes .
c) I came here by bus in fifteen minutes.
d) I came here by bus in forty-five minutes.
4. It takes twenty hours from here to Kyushu by train .

a) It takes two hours from here to Tokyo Station by electric train .
b) It takes an hour and a half from here to the Ginza by bus.
c) It takes twenty-four hours from here to Hokkaido by train.
d) It takes four hours from here to Nikko by electric train.
5. I r ested (stayed home) from school one day .

a) I r ested from school two days .
b) I rested from school three days.
c) I r ested from school six days.
d) I rested from school eight days.
e) I rested from school four days.
6. It's one week from here to San Francisco by ship (lit.~ [You] go from here to
San Francisco by ship in one week).
a) It's two weeks from here to India by ship.
b) It's three weeks from here to London by ship.
c) It ' s two weeks from here to New York by ship.
d) It's three weeks from here to Africa by ship.
7. Q: About how long have you studied Japanese?

A: (I've) studied (it) one month.
a) I've studied it two months.
b) I've studied it three months.
c) I ' ve studied it four months.
d) I ' ve studied it five months.
8. Q: How many years have you been i n Japan?

A: I've been (here) three years this year.
a) I've been here four years this year .
b) I've been here five years this year .
c) I've been here six years this year.
d) I've been here ten years this year.
9. Q: How much is this?

A: It's a hundred yen.
a) It 1 s three hundred and fifty yen.
b) It's six hundred and twenty yen.
c ) It' s e i ght hundred and thirty yen.
d) It's one thousand yen.
e) It's two thousand one hundred yen.
10 . Q: How much did that cost (Zit. , With bow much did you buy t hat)?
A: I bought (it) for five thousand yen.
a) I bought it for ten thousand yen.
b) I bought it f or thirty thousand yen.
c) I bought it for fifty thousand yen.
d) I bought it for seventy thousand yen .
SECTION 4. GRAMMAR
15.1 . COUNTING TIME AND MONEY. Special counter s are used for counting time
and money ; i.e., they are counted not by numerals (hitotsu, futatsu, mittsu,
etc.) but by special counter words which are made up of a Chinese numeral and
a classifi er.
15.1.1. COUNTI NG TIME. There is a different suffix for each category of time
-fun(kan) (Zapse of minutes); ~1kan (Zapse of hours); -nichi(kan) (Zapse of days
-sh~an (Zapse of weeks) ; -kagetsu(kan) (Zap se of months); -nen(kan) (Zapse of
years). The suffix -kan means "interval," and it will be noticed in the li st of
suffixes above that this is optional with some classifiers when counting time (o.
tional, if enclosed in parentheses) . Thus, ich1ji one o'aZoak, but ichij1kan
hour. Note that in naming months the suffi x is -gatsu (e.g ., ichigatsu January,
nigatsu February ) , but in counting months the suffix is -kagetsu: ikkagetsu o
month; nikagetsu two months.
Assimilation of sounds in counters for minutes and days presents a special pro~
lem (like the problem encountered in the classifiers -bon and - hai):
MINUTES DAYS
1 f.ppun {ippunl<.aii) ichinichi (ichinichi)
2 nf.fun (nifiiiikaii) futsuka {futsukakan)
,_
3 sanpun (sanpunkan) mikka (mikkakan)
4 yonpun {yonpuiikan) yokka {yokkakan)
5 go fun (gofuiikaii) itsuka (itsukakan)
"'
6 roppun (roppuiikaii) muika (muikakan)
7 nanafuii (nanafuiikan) nanoka (nanokakaii)
8 happuii (happuiikan) yoka (yokakan)
hachffuii (hachifuiikaii)
9 ky~fun (kyufunkan) kokonoka (kokono~kan)

10 juppun (juppunkan) toka (tokakaii)
j{ppun (jippunkan)
11 ju!ppun (juippunkan) juichinich1 (juichinich1kaii)
12 junffun (junifunkan) juninich1 (jUninich1kaii)
13 jusanpun (jusanpunkan) j~sannichi (jusannich1kan)
14 juyonpun (juyonpunkan) j~yokka (juyokkakan)
15 j5gofun (jugofunkan) j~gonichi (jugonich1kan)
20 nijuppun (nijuppunkan) hatsuka (hatsukakan)
nijlppun (nijippunkan)
30 sanjuppun (sanjuppunkan saiijunichi (sanjunich1kan)
sanj{ppun (sanjippunkan)
If the final -kan is omitted, the above two columns can substitute for telling
t ime and the day of the month respectively (except the first day of t he month,
wh;ch is referred to as tsuitachi): Ich!ji jijgofun desu. It's one-fifteen.
Kyo wa hatsuka desu . Today is the twentieth. Compare them with t he following:
Ichij!kan jGgofun kakarimasu. It takes one hour and fifteen minutes. Hatsuka
(hatsukakan) kakarimasu. It takes twenty days.
15.1.2. INTERROGATIVE TIME WORDS. The interrogative l.tsu means "when":

J6nson-san wa !tsu tsukimashita ka? When did Mr. Johnson arrive? The question
"When were you born?" may be expressed the following way in Japanese: Nannen
nangatsu nannichi ni umaremashita ka? What year what month what day were you
born? Put in this form the question elicits a specific answer, as follows :
Sen-kyGhyaku-gojuich!nen nigatsu n!jusannichl. ni umaremashita. One-thousand-
nine-hundred-fifty-first-year 2nd-month 23rd-day I was born. As these illustra-
tions show, interrogative time counters are constructed with the interrogative
prefix nan- what and a classifier indicating the time interval:
INTERROGATIVE TIME COUNTERS

,._
nannen
,._
what year ---
- (nannenkan)
nannen how many years
nangatsu what month naiik.agetsu (nankagetsukan) how many months
nannichi what day nannichi (nannichl.kan) how many days
nanji what hour nanjl.kan how many hours
15.1.3. TIME SUFFIXES : -goro AND - gurai (kurai). Time noun affixes were
introduced in Lesson 9 (see 9.2.2.). At this point the suffix -goro about,
around, which indicates that the time is not specific, was illustrated: Kono
hana wa haru-g6ro sakimasu. This flower blossoms around spring. The suffix
-goro, when used with a time noun, means "around such-and-such a time": e.g.,
ichiji-g6ro around one o'clock; kinyobi-g6ro around Friday; etc.
In counting time, when one wishes to indicate that the amount (or interval) of
time he has stated is a rough approximation, he may attach the s uffix -gurai
(or-kurai, which is a free variant) : Nankagetsu-gurai nihongo o benkyo-shimashita
ka? About how many months did you study (have you studied) Japanese? Mainichi
nanjikan-gurai nihongo o benkyo-shimasu ka? About how many hours each day do you
study Japanese? Dono kurai nihongo o benkyo-shimashita ka? About how long have
you studied (been studying) Japanese?
15.1.4. COUNTING MONEY. The classifier for Japanese money is -en:
n ichi-eii ¥400 yoiihyakii-eii n,ooo seii-eii

no j ii-eii ¥500 gohyakii-eii ¥3,000 saiizeii-eii
¥50 -
-~
goJu-en ¥600 r oppyakii-eii ¥4,000 yoiiseii-eii
¥100 hyaku-eii ¥700 nanahyakii-eii ¥8,000 hasseii-eii
¥200 nihyakii-eii ¥800 happyakii-eii ¥10,000 ichimaii-eii
¥300 saiibyakii-eii ¥900 kyuhyakii-eii ¥40,000 yoiimaii- eii
¥80,000 hachimaii- eii
¥1,000,000 hyakuman-en
¥100,000,000 i chioku- eii
¥l,OOO,ooo,ooo , ooo itcho-eii
Note that "one million" is "one-hundred ten- thousands" in Japanese, since man
10,000 is a unit in the number system, while "one million" i s not .
In the pronunciation of the suffix for counting money, it may seem that a
y sound is acquired after syllabic ii with some speakers, e.g., ichiman-(y)eii:
Okane ga 1kura arimas u ka ? How much money do you have? Okane ga ichimaii-(y)en
arimasu. I have ¥10,000.
15.1.5. ACCENT SHIFTS. In general it should be borne in mind that the accent
of a word in isolation (as when reading a vocabulary l i st) and the accent of the
same word in combination with another word (or a string of ~ords in a sentence)
may be different. This type of accent shift is especially noticed when numerals
are combined with classifiers to make Counters. The same numeral may have a dif-
ferent accent with a different classifier. Some examples are:
300 sanbyaku ¥300 saiibyakii-eii ¥30,000 saiimaii-eii
700 nanahyaku ¥700 nanahyakii-eii ¥70,000 nanamaii-eii
15 . 2. MEANS: WITH MONEY AND TIME. The Means Element, as explained in Lesson 1~
(see 13.1), is a slot in the sentence which tells by what means, or instrument
the action is done; e.g., Hashi de gohaii o tabemasu. (I) eat rice with chopstic
In Lesson 15, the same Means Element , marked with the particle de, occurs, but i
may be difficult to associate this usage with the one introduced in Lesson 13.
Examples which occur in Lesson 15 are: Ikura de sore o kaimashita ka? How much
did you buy that for? I With how muc?J did you buy that? I How much did that cost?
Koko kara Afurika made fune de saiishUkaii de ikimasu. It's three weeks from here
to Africa by ship. I It takes three weeks from here to Africa by ship.
The meaning of expressions such as !kura de and saiishllkaii de in the above ex-
amples is related to the meaning of the verb kakaru takes/requires, also intro-
duced in this lesson. Thus, the sentences in the paragraph above could be rest
ed as follows: Sore wa !kura kakarimashita ka? How much did that cost? I How
much (money) did that require? Koko kara Afurika made fune de saiishiTkaii kakari-
masu. It takes three weeks from here to Africa by ship.
15.3 . SHIFT OF VERB CLASS. Some verbs, such as owaru ends and yasiimu rests,
have both intransitive and transitive usages. Thus:
vi yasiimu rests Tanaka-san wa ichinichi Mr . Tanaka rested one day.
yasumimashita.
vt yasiimu rests; is Tanaka-san wa gakko o Mr. Tanaka was absent from
absent from yasumimashita. school.
SECTION 5. DIALOGUE
I=P l'f : ~ -:(' A ~ lv ' <h t,c tdi B :;~qj'g ;:0! J:'F --r -j- h
0
r -::z A : -t:- 5 l."-j-tJ~o C 5 ~ , <h .!J iJ! e 5 C ~-I/) 1 -j- o

!=P *1 : cV I? I/) B *Efr 't -"'lv ~ .t 5 L-1 l t~tJ~ o
(
t- ? .A : ~~ --r -!iF~ <~ I? V> "'lv ~ .t 5 L- 1 LJ-c o 41l B ~t3CC'
_$j rl3, -"'lv ~ x 5 L-1 L- tc 0 5 "b --r ~ :ti]~ rl3, "'lv ~ x 5
L-1 lfco
~ H: :::k~l." lfcho
t- -;;z .A : ;{_ ;{_ ' --r ~ ~ l tJ~? t~ --r -j-0
I=P l'f: V>-::::J, B*t'L *1lfctJ~o
t--::z.A: *~MK *1L-ko ~eel 7}~h~ ~.!?1L-k o
-t:-L--c /\;Q~A Mtrc: 1 tc B*trc: *1 lko

~ l'f : Jo/dl." *1 lfctJ~o
r -::z A : 1/)V.;{_, lJ'fi ~ l." *1 lfco
I=P H : filJ$fFI3, <~I? I/) tJ~tJ~.!? 1 L-fc6~o
r -::z .A: -f-;\$fFI3, tJ ~ tJ~.!J 1lfco
English Equivalents
Nak.amu:r'a: Mr. Thomas , you're good at Japane se, aren't you .

Thomas: Is that so? Thank you.
Nakamura: About how l ong have you studied Japanese?
Thomas: I studied at school about a year and a half. Every day I studied
three hours at school. At home, too, I studied five hours .
Nakarrrura: That was terrible (hard work), wasn't it?
Thomas: Yes, but I enjoyed it.
Naka171UI'a: When did you come to Japan?
Thomas: I came six years ago. Year before last I returned to America.
Then eight months ago I came back to Japan again .
NakamUX'a: Did you come by ship?
Thomas : No, I came by plane.
NakamUX'a: About how many hours did it take?
Thomas : It took eighteen hours.
302 JAPANESE BY 'l'HE TOTAL METHOD
SECTION 6. READING
,,_
/~ $. ~
I ~~ ~~
--x
I
if
'Y
}--
35
~
~c; ;A
I
1ft /~
fffl
~ '<
Jh I
~ tr
~~ •Y
jg }-
:b ~j.
~~ ~t.
~.. .;flJ
-c -(
~i:
~t
tt
e·
t{
Fill each blank with an appropriate particle:

1. -t c [ 0 < I? V> V> ~ LJ~ :O~o
2. ~Fa9 ~~ ~-j"~~ lko
3. cc '"'
B 1t 'mil[ R:Q ~Fa9
4. +JJfl1 CD :TV l::' _ _ -t7JP1 __ ~V>~ LJ~o
5. 1 9 !if: B* *~ lko
Answer in Japanese:
6. V>~ B *(!C *~ lk:O~o

7. ~~ ~ L' C ([) ( I? V> iQ•iQ>.!? ~ -t:O~o
8. ~tJ: k0*Vi V> ( I? L' lk:O~o

9. 7;. IJ tJ :0~ I? B * ~ -r 1PJ~Fa9 -r * ~ -t:O~ o
10 . It takes fifteen minutes by bus from here to there.
11 . What time is it now?
12 . Q: What year is it this year?
A: It ' s
-----------------------
13. How long have you been in Japan?
14. How much is this?
15. I bought it for ¥74,9 60 .
Add aacent marks to all the above .

304
Looking for An Apartment

I'm looking for a recently built
apartment.
B: t:h. ~ t J: -5 ~t h. :fJi ;:· ~ ~;f- -5 1.'..9 :fJl o What are your require•ents?
A: 1 DK *t:: ~;J: 2 D K :fJi \-' \- ' -r·'9 o One or two rooms with kitchenette
would be fine .
~ ~:: i!i ~' t;: 0 :fJl. ~' \-' -r·-t 0 I ' d like it to be near a station.
B to t:: lJ :fJi ~' \-' , G"9 :fJl ~ "" ~ :fJi Do you have a quiet room with good
to lJ *'9 :fJ\ 0 sun exposure?
B: i~~;J: t ' q) < 6 ~,:fJl. \- ' \-' L'''t:f.llo How much rent do you wish to pay?
A: 0 0 P3 *-r· ~' \-' 1.'..9 o Up to yen.
,f.
B: 't>J:-:>t M'-:>T"f~ \-'o Just a moment, please.
G -t-> G h.~~ T "f ~ \-' o Look at the photographs.
;: ;f1, ~;J: t' -5 -r· '9 :fJl 0 How about this one?
A: ~'~'L"'ttlo ;::q)7J'\- ~--~~itT"f~\-'o It ' s nice . Please show me this
apartment.
I like it.
Well then, let 's draw up the

contract at the office.
···························································-·········-·····-··-····-···-··--·········-·········-·····--······-····································-···········-···-·-···········-··········..................-..................................................
'~,~~ .
I'IWBE real estate (office) ~~~
~~ deposit (money)
n<> r,o~,
: :fL~ gratuity (money) J\.A/ 1-- 1 v#~ w/ bath & toilet
I::·
;
~ ;:~ tn -t">> £.
maintenance fee
limitation (of contra ct)

f~£.
down-payment
landlord/ lady
I_;;:~ :_: : : : .~:~pense - -- ~;;~--- - ::~::::~~:·:~::::::'

I. ~ ~+ j5 < t) tJi l;t

(06 it;f.f1j'$it.i't)
1. !$! ~ tJ~ 6 ~~
';I":) il~ lt' t:?
*"'(' ~
-r· fiiJ 11\¥
1FA;
tJ~ tJ~ t) *"9 tJ~ 0
2 . b t:. t., ';t iF ': ;: Q) -c· 1: £ tL £ t., t:. o -T t· :t Q) 11\H;t ;: Q) ';t

19-- ~lttJ: -r:g-
X. ': ~ "\'-> tJ~ l" (lively, and) l" '"to
~ f:: Q) c il~ ":) f::
3. ~ knife"'(' ~ t) £ "9 o
~ (~ ( )
4. --;;-:...,....,..,...,...--< ) [Also write in hiragana.]

¥13,600
5. ( ) [Also write in hiragana.]
10:20 p •••
6 . :15
jji""fJ
~ ';J: 6 lt' * L, t:. tJ~ 0
I I. Following the exa•ple, add a word fro• the list to each of the key sentences.
~· 8* al M ~ *~ ~~ 7 ;1. ') tJ
h~* ~~L~ ~t:.~ All\¥~ h~
Exa.ple: tJ t:. L, ';J: El*l" Z.Q)tJ;1.7~ Jh' L, t; * 0
1. b t:. L, ';J: ~J:iJ: :±l L, t:. * 0
2. b t:. L, ';J: IR tJ~ 6 -$7~ ~ -,: ~t) £ Gf:.o
3. b t:. L, ';J: ~tl,~ 7-7-Jv ': :J5~£Gf:.o

c•<
4. Iliff;': ft~£GJ:?o
5. fliffll" :J5t)£L,J:?o
6. ;: ;: tJ~ 6 ~;:£"'(' tJ~ tJ~ t) *"9 0
7. b t:. L, ';J: '1 tc ~~£Gf:.o
I II . With the new list , add words to the following sentences as you did in II.
7 r\- 1- - 8 =A .=: +51 .=: *X h * 1m tJ~ ~ -=f .=: 8 Pl
i\ 51 tro ;\ ~ * =l8 ~ A~ +1i 8 fQ 7 r\- 1- ~• =~
1. A ~ A tc lv ';J: 8 * ': *1 L, t:. o
2. ;: Q) "'"\'-> ': !JJ Q) A. tJi lt' *"9 0
3. ~ )8 bt:.G~ ~ H~ ~b!Gt:.o
4. ;: ;: tJ~ 6
IV. Write a question to match the answer.

1. Q:
A: b "k. G ~i ~ J: if: fL ~ ~:: :*= ~ ~:: ~i \.-' lJ i G "k. o
2. Q:
A: .= +51 <'' l:> \.-' iJ~ iJ~ lJ i "9 o
3. Q:
A: T r::. - 1- "C. T- 1i 8 pj "C. ill'-' i G "k o
4. Q:
A: iJf 18 "C' 15 lJ i 9 o
V. Translate into Japanese .

Yamamoto works in a company in Tokyo. His house is in Mitaka . Every
morning he gets up at 7: 15 . He has two cups of coffee and two pieces of
toast for breakfast. He leaves home at 8 : 00. He usually goes to the station
by bus . Sometimes he goes by car. His wife drives. From Mitaka he takes the
train . He transfers trains at Shinjuku. He gets off the train at Shibuya
Station. From there he walks to his offi ce. It takes about five minutes .
LESSON 16
STUDY) PLEASE
PROBLEM: Verb inflections and verb auxiliaries are highly developed in Japa-
nese.
OBJECTIVE: To introduce the -te form of the verb, in affirmative and negative
constructions with auxiliaries kudasaru and iru.
Drill
T~~ <tc?~ please (or please give me)
*.b:b·:t~ ([) .b :b·~~ vi transfers (from one vehicle

to another)
( * .!? ;7) >;{_ tJ: ~ ; ( ([) .b il·~tJ:~ ;
*.!? :b•:tt-c) ([)kJ~:tt-c)
$~~~;{_ ~ i>"~~~~ vt commits to memory; retains
in the memory (BUT NOT recalls
( $~~~ ;{_ tJ: ~ ; ( i>"f~ ~tJ: ~ ; to mind)
$~~~ ;{_ t-c ) i>"~:tt-c)
.1:?.,.
IZ111:i J:-::::>i=> Yotsuya (ptaae name)
'£-? ~-::::> vt waits

( "i k~~;-£ -:::>tt) ( 1 t2~~ ; ~-:::>it)
~-::::> ~-::::> -:--, -:--,
vt holds
( ~ t-ctJ:~ ; ~? k) ( ~ t-c tJ: ~ ; ~ ? k )
--:-1
i£_"? t-c-::::> vi stands (up)
-:--, -:-1
( iL t-c tJ: ~ ; iL ? t-c ) ( t-c t-c tJ: ~ ; 1-c ? t-c )
~?~.t(VC) ~-:::>~.t(VC) together (with)
$~ c~ i>" c~ vi/vt dances

Ci>~ c GtJ: ~ ; Ci>" c GtJ: ~ ;
$~ c? k) i>"c? k)
~?~ ~?~ more; much/still more
tltr~ tltr~ vi sleeps

( t.rtr GtJ: ~ ; C tltrGtJ:~ ;
tltr-:::>t-c) htr?k)
307
-:I
A::/J-~ A::/J-~ skirt
~? 0 ? (pronounced t::SP ? ) vt says

( ~ b t.r: 0 ; ~ ? tr:. ) ( 0 b t.r: 0 ; 0 ? tr:. )
.t6C:.~ .t6"2~ vi/vt is glad; is pleased ;
rejoices
( .t 6 C:.VftJ:0; ( .t 6 C:.tlt.r:0 ;
.t6C:.Ivtc ) .t621vtc)
0-t" <· 0~(·
-:-:1
vi hurries
( 0-t":b~t.r: 0 ; ( \r.lk;b!t,r: 0 ;
\r.lk\r.lti.) 0~-te)
=f:;b!~ L";b!~ letter (epistle)
€C:.-t" i>~2-t vt wakes (someone)

~
( €C:. c; t.r:0 ; ( i>~ C:. c; t.r: 0 ;
-:1
€C:.~k) i>~C:. ~k)
~§,13-j""~ -l:t-::::>'li;>\r.l-j""~ vt explains
?k ?!2 song
?k? 5k5 vt sings

( ? tr:. b t.r: \{.1 ; ( ? tr:. b t.r: \{.1 ;
?k?k) ?k-?k)
Tc;0~ -l:tlv:b~ <tee; \{.1 ~ ~ lv:b~ Won ' t you please (give me)?
;:t - ... ' - *_,.,_

--, . overcoat
:b~-t :b~-t vt lends

( ;b~c; t.r: 0 ; :b~ ~k ) ( :b~ c; t.r: 0 ; :b~ ~ k )
V-l:t~ V-l:t~ vt places upon

( V-l:tt,r:0; V-l:tk) ( V-l:tt.r: 0 ; V-l:tk )
t.r: < t.r: < vi cries; weeps
( t.r: :b~tJ: \{.1 ; t.r: 0 k ) ( t.r: :b~tJ: \{.1 ; t.r: 0 k )
bG? bG? vi/vt laughs; smiles
CbGbtJ:0; C bGbtJ:0;
bG?tr:. ) bG-?k)
ifJ= trtl (one ' s own) mother
(---L")0~ c----c)0~ verb auxiLiary: progressiv
~ -;~ (one's own) father

Lesson 16 STUDY~ PLEASE 309
...,
.A.Q ,;t ~' .Q vi enters; goes into
(.A I? i;t ~' ( ~;t ~' rJ i;t ~'
A--:Jt:.) u ~' "':) t:.)
i5 .b. -? ~.: J... .Q i5 ~-? ~.: t£~, .Q takes a bath; gets in the bath
~"':)~ ~"':)~ a little while ago; just now
Dialogue
-t lv 1;t ~.: -t lv 1;t ~.: to that extent; that much
:r") *~'
") * ~' adj (is) skillful
·r- ~;t ~;t well then
Reading
;:-JG~-51;!~ ;:?G~?i'!v:b public telephone
'il~ ~ j)) ~t .Q "(" lv :b ~ tJ) ij' .Q telephones ; makes a phone call
~15 ~ j)) t:. way of doing (something)
ii< ti57 distant
19 ~' :5
..-;
color
d) j)) red color
i;ts blue (green) color
"" t: IJ
(/j. ;;. t' IJ green
~ ~' ~ lv ~ v' ~ 1v recentl y; in recent times
7"''J y .:z. 7 ;;t / 7"''J Y~7 :.t / touchtone telephone
~~ ~t:: * classifier for coins
* t:. ~;t *~~;t or
7v7:.tY7J-~-t 7v7:.tYE-~-t telephone card
~(])~£d)~' ~(])~iN)~' in the case o f
.FIL~9 .Q :£ ") ~' 9 .Q v t prepare s
-@) ~.: ~' "':) ~ ~' t.: a t one time
t:. t ;'Ui t:. ~ *- ~i f o r example
.AtL.Q ~' tL .Q vt puts in; inserts
(.AtLt;t~'; J...tLt:.) ( ~' tLt;t ~' ; ~' tL t:.)
g
11? ~i lv 2-? ; ~ it lv ;::- -? number ( e.g.~ denwa bango)
i59 i59 vt p ushes

( i5 ~ t;t ~' i5 G t:. ) ( i5 ~ t;t v' ; i5 G t:. )
.......,
m~ ~.: m.Q "(" lv :b ~.: ·r- .Q answers the telephone
r:·- ''J r:·- ''J beep !
t;t<t;t.Q t;t<t;t.Q vi runs out; plays out (Zit.~
becomes nonexistent) (e.g.~
(t;t <1;t I? 1;t ~'; ( 1;t <i;t l?l;t ~' money runs out)
1;t <1;t "':) t:. ) 1;t <1;t "':) t:. )
(a) talk
9 ('' ~:: at once
.,
7/7" 7/7" (a) light; lamp
d).Q ;g.Q a certain (deictic)
d).Qif,J ·sot~ at certain times
7 './ 7" jJ) --::; < ~ './ 7" tJi ::_) < (the) lamp/light comes on
-fO)If,¥ -fO)t~ at that time
vending machine
machine
.,.,.
-tt -~--::; classifier for paper money
9-Qt 9-Qt then
81i @7} v {:> <;:· 'fJ\ ~\ .J.: ~ 105 times (calls)
te-c*o -?-c<o comes out (verb phrase~ cf. 22)
~~~~-5 ~~~19>-5 (an) emergency
71
t~b~ telephone receiver
~;}: '9' 9 t;J: '9' 9
(vt) takes off; removes
( ~;}: '9' ~ 1J: ~ \ ( ~;}: '9' ~ 1J: ~\
t;ti"'Gf=) ~;}: '9' '-' t= )
--::; ~- ( 0) / t:: ) --::; F < 0) / t:: ) next
if-9/ (a) button
l'~b~ telephone (instrument)
~t ~\ ~ --::; police
v {:> < Et; ~;r ~ No. 110
G J: -5 ~if' -5 G J: fire department
fire; conflagration
~~-5~;;t?Lt"t-> ambulance
.., •<
iE.lil ~:: it~\ 'fJ\ < ~:: accurat e ly
it:b9 itb9 vt dials; turns
(*:b ~ 1J: ~\ ( *b ~ 1J: ~\
itbGf=) £:bl..tf=)
Lesson 16 STUDY PLEASE 311
1864 jr_ ..,

jz"J fr:...~ k_("J)
490 _;...
-a §5 05 0 ( 5 )
1065 i.t ~§.13 -i£"-:::::>.!60 -e:;;
1760 B}J ~§.13 -i:t"J.l60 } 1

81
'~
lL ~< c :t--( c j:,.. ( 0 )
939 ~
~~ ~~06 06
383
£ --tPEE Cl51>5;t~tc1 fr:...1
1818 ffl
ffl~ J??V> 3?
25 ~
~~ ffl~ ? 50
148 1§] ---;--,
~~ 0 -:::>tJ~V> 171
1441 A
A.~ , A.:h.~ trV>~' V>M tiV> ( ~ ), \(> ( :h.~)
1529 .::$- c:,

:j:~ vt~C? /' /
1646 ~l]
JJij -"'-:::::> -".:,:1
1021 ,;j;: ..,

11 lf11§5 ih:t"l:~b th ;t-. ( \!>)
New Readings
--;r
1633 ifj: : j:,-.£6:~ ~ j:,--tJ~ th ~ ~ (11) 387 fir : ;t-.~ ;t-.tJ~tl (15)
-a ttti ~~ ~~06
_584
:X:: :t.. )( ~ ~ :t-- F 5 ~ ~ (11)
1940
~= §5-j'- Vi 7:2-t- (8)
)( -;~ 11~ -r~b (13)
§! ttts:. D
SECTION 3. DRILL
Substitution:
1. 2f>:a-
I»(
JL -r T~0o
Cues: a) JJTfE3-r :* 9 il~x_ ~

b) L. 0il•lv l: a- i>""f~ x_ ~
l ? 1'
c) !miG -r i>"" 9 ~
d) ~([)*a- JL-ti" ~
2. lm~1L' 1 ?L r~0o
Cues : a) L tL a- t -::J
b) ~ L. VC :fr.-::J
c) ... ~ ;/~ "WJ~
d) 0?L..tK i>""f~
3. L. L.VC =tb ?"L T~0o
Cues : a) t? c!:: ([)ff ~

b) ::t:JK 1 il~ ~
c) J: ( t:ltr~
4. L ([)A tJ - ~ :fr ~ G? L r c; 0o
cue s: a) c::.na- -:::Ji/~5
b) "WJ=f:~ 1{5
c) 0?L..tVC i35
d) i>"~a- Vi G 5
5. L. 02f;:~ Wilv -r Tc; 0o

Cues: a) ( -J-9 ~ ~tr
b) J: 6 L.~
c) -?-ttr
d) 0-j'-~ tiL.~
6. ~~-r T~~o
Cues: a) 11§(
b) tJ~<
c) n<
d) ~-t:-(
7. s*m-r ~l-r T~~o

Cues: a) C:. CD=fiJ~~ "i- te-t
b) ~~~vc ~c:.-t
c) C:.CD7-:/;t"i- t~i>'--t
8. -~VL c:.c:.vc *-r T~~o
Cues: a)
**vc rJ<
b) IDG~-t6
c) ~?c ""'~~.t?-t6
d) ~?c ~-"'6
9. B*CD?k."i- ?t<:.?l. T~~ 1-\:t~tJ~o

Cues: a) s*mi- fj:;t6
b) F'7"i- ~vt6
c) ;t-/'-i- tJ~-t
d) -:::J(;tCDJ::VC *i- CD-l:t-6
10 . ~"""" t~ \.!> -r T~V>o
Cues: a) Je,-\:t-6
b) Jt6
c) ~~6
d) f)(;t6
1 1. ~1 .b V>.:ttJtt~ \.!> -r T~V>o
Cues: a) t~ <
b) ~!v ~ .t 5 -t ~
c) q; .:t..s-:
d) 85--t
Cues: a) -?iJ~ 5
b) 5k 5
c) :bG 5
d) ~ 5
13 . -ff.J:tl 4- -tt!v k ( l- -r v>"~ -j-o

Cues : a) )( tJJ (
b) $-b ~!v ts:. <
c) :!:>" c 5 c ~!v ~ .t 5 i'" ~
d) V>i5c tlL-~
14.
Cues : a) q; tJ. :!:>.,. ~ 6 VC A.~
b) -T c i 7}-c' q;.:f:~
c) 1.;>,\Q 71<~ !Pztr

d) tl L. Ctl!v~ 1t~~
Question- Answer:
15 . Q: q;ts:.f-ctl ~<D5 :iL~VC fuJ~ l-L" V>]:l.-f-ciJ~o
A: (~Ltl ) 'iit$~ l-L" V>]:l-f-co

Cues: a) TV 1:::·~ Jt~
b) =f iJ!.7).. ~ tJ~ <

c) :!:>"~ G ~ q;G5
16 . Q: q;ts:_f-ctl ~-:? ~ ;$:~ wt/v-c' \;>j LJz:iJ~o
A: \;>\;>;{__ , ( ~Ltl ) ;$:~ wt/v -c' \;>]: -tt" /v -c' l- ko

Cues: a)
b) """"lv ~ .t 5 -t 6
c) ~~ ?P-<
Engl ish Equivalents
NOTE: In most of the exampZes in DriZZs 1-12, the EngZish equivaZents couZd
be given without the word "pZease."
Look at (the) book, please.
a) Change at Shinjuku, pl~ase.
b) Learn/memorize this/these kanji, please.
c) Get off at Yotsuya, please.
d) Show (me) that book, please.
2. Wait until four o'clock, please.

a) Hold this, please.
b) Stand there, please.
c) C~t the bread, please.
d) Dance with (me), please.
3. Sit here, please.

a) Go up a little higher, please (Zit., Go up more, please).
b) Turn right, please.
c) Sleep well, please.
d) Board the subway at Shinjuku, please.
4. Wash this skirt, please.

a) Use this, please.
b) Buy (a) stamp, please.
c) Say (it) together, please.
d) Pay (the) money, please.
5. Read this book, please .

a) Take (Zit., drink) (your) medicine, please.
b) Be happy! I Be joyous, please .
c) Rest, please.
d) Carry (the) chair, please.
6. Please walk.
a) Please listen.
b) Please write.
c) Please go .
d) Please hurry.
1. Speak (Zit., talk) in Japanese, please.

a) Mail this letter, please.
b) Wake (me) at six thirty, please.
c) Repair this radio, please.
8. Come he r e at three o'clock, please .

a) Go to Tokyo, please.
b) Explain, please .
c) Study more, please.
d) Eat more, please.
9. Won ' t (you) sing (a) Japanese song, please?

a) Won't you teach (me) Japanese, please?
b) Won't you open (the) door, please?
c) Won ' t you lend (me) (an) overcoat, please?
d) Won 't you put (the) book on the desk, pl ease?
10. Please don ' t eat.

a) Please don ' t show (it).
b) Please don ' t look.
c) Please don ' t get up.
d) Please don ' t t each (it).
11. Please don ' t hurry so (much). I Don't hurry too much.
a) Please don ' t cry so. / Don ' t cry too much.
b) Please don 't study so. / Don't study too much.
c) Please don ' t play so. I Don' t play too much.
d) Please don't talk so much. / Don't talk too much.
12. Please don't wash (it).

a) Please don't use (it).
b) Please don 't sing.
c) Please don't l augh.
d) Please don 't buy (it).
13 . Mother is doing the washing now.

a) Father is working now.
b) The baby is crying now .
c) My younger brother is studying now.
d) My younger sister is running now.
14. My older brother is reading the newspaper.

a) My older sister i s taking a bath. / My older sister is in
the bath.
b) The/my child is playing outside.
c) The dog is drinking water.
d) The cat is eating (food/rice) .
15. Q: What were you doing yesterday at nine?

A: (I) was eating .
a) (I) was watching television.
b) (I) was writing a letter .
c) (I) was washing dishes.
16. Q: Were you reading a book just now (or just a moment ago)?
A: No, (I) wasn ' t reading a book .
a) Were you telephoning just now?

b) Were you studying just now?
c) Were you walking outside just now?
SECTION 4. GRAMMAR
16 . 1. VERBAL AUXILIARI ES. With this lesson we begin the study of verbal auxi-
liaries. In addition to a relatively generous repertory of verb inflections,
Japanese employs several auxiliary verbs in combination with a main verb (some-
what paralleling English auxiliary- main- ver b constructi on s , e . g., . will go,
though in reverse order) .
Two auxiliaries , kudasaru and iru , are introduced here. Step by step the
student will be introduced to ten verbal auxiliaries which combine with the
gerund i nflection (called the -te form) to produce various moods and aspects of
the predicate . Some of these auxili aries have alternat e forms wh ich will be in-
troduced in later lesson s. Note that these are verbal auxiliaries , and hence,
do not occur in adjectival and copular predicates.
VERBAL AUXILIARIES
(1) kudasar u (for me; to me) (6) oku (preparatory)
kudasaimaseii ka won ' t you please
kudasai (imperative) please
(7) shimau (completive)
(give me) (8) m1ru tries to
(2) iru (progressive; stative) (9) kuru becomes; comes
,. to be
( 3) aru (stative)
(4) mor a u receives (10) iku becomes; gets
(5) to be
ageru gives [Caution: Special
care must be taken in the
au:r:iliary use of ageru . J
It is very important for the student to master these forms if he wishes to gain
control of verb forms in Japanese . However, the list as given above will probably
appear quite baffling at this point. Verbal auxiliaries will be presented step
by step over the next seven lessons (through Lesson 22) .
The functi on which all of the verbal auxiliaries have in common is " augmenta-
tion, extension, or modification of the meaning of the main verb." They always
occur after the main verb, though it is possible for more than one to occur in
combination. As many as three auxiliaries occurring together in the same verb
phrase is not uncommon.
16 .1.1 . THE - te FORM. The special inflection with which these ten auxiliaries
combine is referred to sometimes as the -te form, because the verb form ends in
either - t e or -de depending on the nature of the verb root . In this text we have
called this form the gerund inflection . All verbs take the gerund inflection.
(See 5.1.2 . for an explanation of verb roots.)
Up to t hi s point the student has been taught to use inflections only with the
polite ( -ma su ) form . Most verb inflections, however, attach directly to the
verb root , as does the gerund (-te) inflection.
For Vowel Verbs (i.e . , when the root ends in a vowel ) the process of forming
the gerund inflection is simple; i . e . , add -te directly to the root. With Conso-
nant Verbs , however, certain modifications (called "assimilations " ) of sounds
occur . Thus:
Indicative Gerund
V-Verb eats tabete
C-Verb
..
nomu drinks n6iide
C-Verb kau buys katte
C-Verb kiku hears kiite
C-Verb is6gu hurries is6ide
The process of assimilation of sounds which operates, for example, in the form-
ing of noiide from nomu + te is as follows: (1) the t of -te becomes d through
the influence of the voiced nasal m of the root nom- ; and (2) the final m of the
verb root becomes ii through the influence of the dental point of articulation of
the t ~f the suffix -te. A complete list of the types of assimilation is given
on pages 320 and 321 for reference. Notice that the alternate form -de is used
with Consonant Verbs whose stem (or root) ends in g, b, m, or n.
For verbs which have appeared in the vocabulary lists i n these lessons, the
Plain Past form can be used as a model to construct the -te form :
Indicative Plain Past Gerund ( - te foT'ITl)

miru sees mita ml.te
akeru opens ake t a akete
kl.ru euts kl.t t a kl.tte
lffieru returns kaetta kaette
kiku hears kiita kiite
The student can best learn to produce these forms by analogy, t hat is, by compari-
son of a new verb with verbs which he has already learned. For this reason, verb
representing each type are selected for inclusion in the drills of these lessons.
16.1.2. THE NEGATIVE - te FORM. Though the negative -te form has been analyzed
in other ways, it seems adequate (and simpler) to treat it as the negative form o
the gerund. The construction is as follows:
NEGATIVE -te FORM

Plain Negative Negative -te FoT'ITl
tabenai + de tabenaide not eating
isoganai + de isoganaide not hurrying
nakanai + de nakanaide not crying
hanasanai + de hanasanaide not speaking
iwanai + de iwanaide not saying
asobanai +de asobanaide not playing
beiikyo- shinai + de beiikyo- shinaide not studying
The plain negative form is given in the vocabulary lists through this lesson.
To form the plain negative from the indicative (or "dictionary form"), add -nai
to the stem of Vowel Verbs, and -anai to the stem of Consonant Verbs. (But note
that the stem for verbs like kau buys ends in w; e.g., kau buys; kawanai doesn't
buy.)
16.2. USE OF AUXILIARIES WITH MAIN VERBS IN -te FORM . The drills of this lesson
are designed t o show how the auxili aries kudasaru gives and iru is are combined
with a main verb which i s i n the gerund (- te) inflection. Thus, a main verb + aux-
iliary makes a verb phrase. Compare t he English equivalent s of the following:
Hon o m!te kudasai. Please look at (your) books. Ron o m1naide kudasai. (Please)
don 't look at (your) books . Haha wa !rna sentaku-shite !masu. Mother is doing the
washing now.
16.2 .1. THE AUXILIARY kudasaru. The auxiliary verb kudasaru gives (me) is intro-
duced in t hi s lesson in two forms: (1) Negat ive: kudasaimasen; and (2) Imperative:
kudasai . Since the imperative inflection is not to be pres ented until much l ater
in these l essons (see Lesson 39), it is well for the student simply to remember
that the form -te kudasai is used to express a polite request or demand . In the
English equiva lent , kudasai is translated " please, " but literally it means " gi ve
me." The negative question kudasaimaseii ka makes the request even more polite :
Polite Request Very Polite Request

Doa o ~kete kudasai. Doa o akete kudasaimaseii ka?
Open the door, please . Won't you open the door, please?
Kudasaru is also used as an independent verb to mean "give," or more specifically

"give me . " To say " give you (or someone else)" the verb ageru is used: Sono hoii o
kudasai. Give me that book, please . Kono hon o agemasu. I'll give you this book.
Kudasaru can be used to mean "give" to persons who are i~timately associated with
oneself; e . g. , one 's wife, child , or c l ose friend: Sense wa kodomo ni kono hoii o
kudasaimashita. The teacher gave my child this book. The problem of "level" and
" direc tion" of giving in Japanese is taken up in more detail in Lesson 21 (see
21.1.).
16.2.2. THE AUXILIARY iru. As a "stative " auxili ary , the verb iru is (here)
has a complex range of meanings. In the present lesson , however, the illustra-
tions of the uses of iru as a verb auxiliary are limited to contexts in which it
is equivalent to English progressive tense:
Affirmative Negative
..Ima gohaii o tabete imasu. Goban o tabete imasen.
I' m eating now . (He)'s not eating .
Juniji ni wa gohaii 0 tabete imashita. G6han o tabete imasen deshita.
I was eating at twelve o 'clock. (He) wasn ' t eating.
A small number of verbs , such as shiru knows and oboeru remembers, when used with
t he auxiliary iru are not to be interpreted as "progressive" in meaning: Watashi
wa shitte imasu. I know. Oboete imaseii. (I) don 't remember. Wasurete imasu.
He's forgotten . ·CAUTION: The negative of shitte imasu (I) know is not *shitte ima-
s~ii, but shirimasen (I) don't know.
16.3 . THE NOMINALIZING SUFFIX -kata. The suffix -kata way of doing (something) may
be added to the infinitive form (i.e . , the form of the verb stem which precedes the
-masu in polite form) t o make nouns from verbs:
Indicative Infinitive -kat a

kaku writes kaki kakikata way of writing
kau buys kai kaikata way of buying
kakeru dials kake kakekata way of dialing
'W
VERB STEMS AND THE -te FORM INFLECTION I~
Dictionary Form Indicative; Stem Stem AUernate Gerund Examples
Negative (Root) end befor>e -te
VOWEL ~"""" ~ eats tabe·ru tabe- e tabe·te miseru shows
tabe·nai hajimeru begins
VERBS oshieru teaches
,
Jt~ sees m~·ru mi- i m1·te ok!ru gets up
m!·nai kiru Wear'S
CONSONANT 'if:? stands tats·u tat- t tat·te matsu waits c..,

tat.anai m6tsu holds
VERBS ~
~~ becomes "
nar·u nar- r "
nat·te suwaru sits t%J
nar·anai noru r>ides on ~
t til
kl.ru outs K
l f kaeru r>eturns
magaru turns ~
1-3
~? buys ka·u kaw- w ) \_ kat·te warau laughs
kaw · anai tsukau uses ~
iu (yii) says
harau pays ~
1-3
utau sings i:l:
§
~-t speaks hanas ·u hanas- s shi hanashi·te osu pushes
hanas·anai na6su r>epair>s
dasu sends out
iS=< writes kak·u kak- k kai · te a ruku walks

kak ·anai ) ( hataraku wor>ks
aku opens
i kiku hear>s; listens
tsuku ar>r>ives
i>"" .t <~ swims "

oyog•u oyog- g \ I oyoi·de is6gu hur>r>ies
oyog·anai
VERB STEMS AND THE -te FORM INFLECTION (continued)
Dictionary Form Indicative; Stem Stem Alternate Gerund Examples

Negative (Root) end before -te
CONSONANT <b--t~ plays asob·u a sob- b asoii.·de tobu flies
asob•anai yorokobu is pleased
VERBS hakobu carries
(continued) W'Etr reads yom·u yom- rn yoii.·de n6mu drinks

yom·anai ii yasilmu rests
silmu lives
komu is crowded
ti;'
:7860 dies shin·u shin- n ) ( shiii.·de <:Jl
<:Jl
shin•anai §
IRREGULAR -t~ does su·ru shi- i shi· te I~
shi•nai
VERBS ~
comes ku·ru ki- i ki·te §
*~ 1-<:
ko·nai
'tJ
ff< goes ik•u ik- k t it · te ~
;b
ik·anai
~
w
N
I-'
suru does shi shikata way of doing
taberu eats tabe tabekAta way of eating
16.4. SUMMARY OF VERB INFLECTIONS INTRODUCED THUS FAR. The verb form, as the
student no doubt is aware by this time, is very complex. Though all verb inflec-
tions have not yet been introduced, the following is a summary of the inflections
learned thus far:
VERB INFLECTIONS
Indicative Past Negative

Plain Gerund Infinitive Negative
-te form
V- Verb : tab~ru t&beta tab~nai tabete tabe tabe'naide
C-Verb: ar-6ku ar\iita arukanai ar6ite aruki aruk~naide
Polite Negative Past Presumptive
L
V-Verb: tabem~su tabem~shita tabemaseii tabemas~fi deshita tabemasho
/__
C-Verb: arukim~su arukim~shita arukimas~n arukimasen deshita arukimasho
SECTION 5. DIALOGUE
t l t lo IE l=j=J ~ /v l:-J-"h~o
**83 ~ : tl0 , -t- 5 -r:-t 0
bkltl *l:"to
**
83~ ;h ;h ' *~ /v l:-J-"h~o )'C~l:-J-"h~o
** ;t;t, i>""-h~Vf~ 1 -r: 0 ct. o-r:, IE 9J ~Iv, 77/.A~<D*:fr.-
-n~ l-c T ~ 01 -Itlv"h~o
83 ~ : ;t;t , 00l:"t.J:o
bkltl 77/.A~:fr.- ""lv ~ 5 L--c 01-J-o
** .l:
83 ~ : -t- 5 -r: -t-n~ 0

;ht£.t-c.tl 7 7 ;/ .A~-h~ J:.:=¥ -r: -ttl
** 0
83 ~: 00;t, -t-lv t£,l(L 51< fhlJ 1-lt/v.J:o

bt-clvc ~x.-c T~0j-ltfv"h~o
**
83 ~: -t" 5 l: i"tl X.o -t- :h -r: tl ' ;h lt-c -t-mJ{(L 5 ~l(L *-c T~0o
fh !J "h~ C 5 C ~-0-£ "to -r: tl ' fi~-£-J-o

**
Hayashi : Hello. Is this Mr. Tanaka?

Tanaka : Yes, it is .
Hayashi : This is Hayashi (~it.~ I am Hayashi) .
Tanaka: Mr. Hayashi? How are you (~it.~ Are you well)?
Hayashi : I ' m fine , thank you. By the way, Mr . Tanaka, would you lend me your
French book (tit . ~ Won't you lend [meJ CyourJ French bock)?
Tanaka: Yes , I ' ll be glad to (tit . ~ Yes , it's all right).
Hayashi : I' m studyi ng French.
Tanaka : I s that so?
Hayashi : You' re good at French, aren't you.
Tanaka: I ' m not so good (~it. ~ Not good to that extent) .
Hayashi: Would you teach me?
Tanaka : Well . . . (indicating one is thinking about it) . Then, would you
please come to my h ouse tomorrow at ten?
Hayashi: Thank you. Then I will (go) .
JAPANESE BY THE TOTAL METHOD
324
SECTION 6. READING
1 &~~<.•<~~~~ mM~ ~ni~o ~~M.ili<~~~~~L·~--~
-:J :b~ ~' £ ~ o ~ ~. M ~ :b~ ~t 1:1 ~ IDl RJI L £ L J: ~ o
~ ~ L o ~ • M ~.: ~;J: ~' 0 ~' 0 ~ fS :bi &5 1J £ ~ o Uffi • w. lJ. t ' IJ ~ t' :bi &5 1J £
s ~ ~' ~ .4.- ~;J: 7 " ''J S/ ;z. 7 :t Y ·li~ :bi ttl *£ L t:: o ~ ~ • ~~ ~.: ~;J: -t- P3 .3S. {.> 8 PEL
£ t:: t;J: • ::;- v 7 :t :/ tJ - I" ~ "J ;b~ ~ ' £ ~ 0
8 P3 .3S. ~ ti &5 ~' ~;J:. ts -:J 1J ~;J: ttl £it ..z, o -t- P3 .3S. ~ t:: < ~ .4., fiH! L l" T ~ ~' o
-00~ ~~iT ~IJi~ o t::t~~.d5~t::~ li~ ~hi~o ~h~~-~
~ ~. ~li *% ~ !> L l" T ~ ~' o ~ ~ :bi ·li~ ~.: ttl £ ~ o ~li L l" T ~ ~' o · · · ·
1o · · · · r 1:::' - ''J • t.' - ''J J !> ~ :bi ~ <~ IJ £ L t:: o -r· '8 • &5 ~ t:: ~ lili ~;J: £ t=.·
!> b 1J £ it .4.- o ~ h T ~;J: • ~ <·· t.: £ t:: -t- P3 .3S. ~ ~ :tL l" T ~ ~' o
~ ~ L o ~ ·li~ ~.: ~ ~' 7 Y 7" :bi &5 IJ £ ~ o &5 {> M • ~ ~ 7 Y 7" ~;J: -:J ~' l" ~' £ it
A-o ~~lf,J.-t-P3.3S.~ -:J:bl;b~~'TT~~ 'o 7"v7:t/tJ-f";bi ~'IJ£~o
r-- - -
I I 1"
k// I I -~' 0
-.,
@ flO
4
..
119
Give the -te form of the following verbs and add kudasai:
1. ~-'5 7. M< 13. ft .Q

2. ~J~ 8. ~'of ( + 14 . Mttr
3. *.Q 9. 9-Q 15. Ill<
4. rr< 10 . lt89 16 . ~;t '? -?
5. ~? 11. ti5-Q 17 . tHLt.Q
6. i5'J.Q 12 . :t> ....) 18 . 1±1-Q
Give the Negative -te form and add T ~ 0 :

19. m~ 25.
*~ 31. i>"" J: <·
20.
*~ 26 . lli-t 32. ~5
21. fr< 27. :@ib-t~ 33. ~~
22. ~~ 28 . \()-t" <. 34. ~G?
23. €~~ 29. ~-ttl' 35. it~~
24. j:::J 30. tJ~< 36. bG?
Answer in Japanese:
37 . ~ ts:. t-cv::t ~ 1Pla- [.;-r \() j -:t"tJ~ o
38. ~ts:. 1-Lv::t vt~ -t~vc 1Pla- l-r \() '£ lkiJ•o
39. <b ts:. tc_ Vi ~V?VJ:~ i\~~vc 1Pla- l-r Lnj [.;fc_iJ• o
40. ~ ts:. tr:. Vi ~v?vcc ~vc 1Pla- [.;-r Lnj LJciJ• o
41. Put i n three 10- yen coins , please .
42 . Push this button, please .
43. Please (be) wait(ing) for me t here .
44 . Please don 't swim here.
45. I am writing a letter to my mother now.
46 . Pl ease show me these ties.
47 . Turn left at that street, please .
48 . Would you please teach me Japanese using this book (by means of this book)?
49 . Last night my husband was fixing the T.V. set .
50 . Sit down , please.

How to Make Kappamaki Cucum~er Sushi

2 , ~ ~ ? ry ~ t:. -r ~:: iW ry *T o
2. ~ ~ ? ~J ~ t:. "L t:: t)] "? "L 1'" ~ \t' o
3. ttL -F tL 0) ~ ~ ? ry ~ 'b ? ~ tt t:. T t:: t)] "? Tl'" ~ \t' o
5. * ~
Ill
11 0 G Tl'" ~ \t' o
6. fau ~ ~ * t:: ~ "? Tl'" ~ \t' o

~·~
7. 8 0 :7· 7 A 0) fij fli ~ 7 •'J 1- if-- Jl.d~! t:: G Tl'" ~ \t' o
8. foljlfli ~ 0) ry O)J:: t:: ii \t' Tl'" ~ \t' o
9. t tL iJ~ 0 ;:· t;t A, ~ 0) t;f G Tl'" ~ \t' o
10. ;b~rft~~?ry~ fijfl&O)*A,I:f:tt:: fi\t\"'(1'"~\t\o
11. ~~"9-c. TG~ ~\t,"Ll'"~\t'o
I»~"!>
12. T G 0)% ~ f'F "? Tl'" ~ \t' o

13. ~~T~ t;ti'GTl'"~\t'o
14. T G ~ 1" 1 7 -r:· t)] "? Tl'" ~ \t' o

15. T G ~ .15 ~ 0 t:: ~ 6 ~ Tl'" ~ \t' o
,. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
16 .
i~~~·;
~&5, ft~*GJ:?o .15\t,G\t,TTJ.o
v·~·;·~-~ .... ... ...... ..............
a.t·h~-~-~.... ........... ........... .. ................... . .... j
0) ~) seaweed ii < places form

~ll)l-jry cucumber ii0T wets 7•'J 1-if--JvJM! football shape
~~T roller 1;t 0~-Q lines up vertically
b~lf horseradish O)t;f"t spreads in the middle

'
t.>~G dish rolls shape
'
< ry iJl t:.
-:J way of making
.................................... ...... ...................................................... t~..!.!.. . .~.:.~.e~ ~--~-~·-· · ··········-~--~--~-~ . . . . . . . ... . . . .~.:.~- ~·-· -~--~--~·-· · · · · · · · ···---i
328 JARANESE BY THE TOTAL METHOD
I. iJ¥+15 < IJ 'IJi'l;t Give English equivalents on the line.

(0 6 'IJi fj I 1i >j 1J -t)
A: ~:: 'il!g~~ 'fJ\~tf:t-,'"'('To (I want to telephone my mother.)
1m ( )
B: 15 ~ !v ~;t ~:: '9 !v '"'(· \-' *'9 j)\ o (Does your 11other live far away?)
1FS tts<
A: ~ml"·-to
ck ;:: ~;t *
B: l"' ~;t, 'fJ\ ~t 1J ~
( ) tt·:Hbt-'
G * G J: -? o --------------
;:. (f)
~
'il! &~ ~ ":) tJ\ t-' * G J: -? o -------------~-------------
+ P3 'FT ~ t: < ~ lv
l-5 \-\
G "ll'" ~ t-' o -------------
U""X"
~ ~;t :b 'fJ\ IJ *'9 'fJ\ 0 - - - - - - - - - - - - - - - - - - - -
A: ;:.fl,'"'(''fo
----------------
8: 151£i~
( ) \-'h-e 1'"~\-'o - - - - - - - - - - - - - -
A: 'IJi
~
0 -----------------
l"·£Cf=
B: 15 ~ lv ~;t fpJ ~ j)\ o ---------------
t "J t-' t-' £ G f=
II. Complete the chart.
;t -:J (waits) ;t "'J l \-' ;t "9

~~< ( ) ~ .{) j)\ 'l;t \-\ -r·"'f' ~ \-'
\-\ -t <·· ( )
J: tr ( )
15~.{) ( )
0) ,;r· ~ ( )
-q~ (does)
\-' < (goes)
<~ (comes)
III. On the line, write a sentence to •atch the answer.

1. A: 3. A:
B: A-
I' -Tv!::~ §i l \-' *'9 0
B: B*~(J)~BeT X::/v~J:-?G"l
2. A: \-' *'9 0
B: y: ~;t ~ (f) -? 4. A:
8 ~':: 1\!J~ G T t-' * G t: o B: ,... 7 ~;t If.>\-' l \-' *'9 0
LESSON 17
HOME WITH A COLD WITH THE CHILDREN
PROBLEM : The Means Element has another meaning equivalent to English "for
the reason that."
OBJECTIVE: (1) To present another usage of the Means Element .

(2) To present the Accompaniment Element .
Drill
--r --r particZe ~ Reason marker
1±$ L-ee!: work
~<G ~<G cherry tree; cherry blossom
~9 ~9 fog
~
/~ lJ _., lJ Paris
;V~-lf iV~--lf (a) common cold
Elillll! t.:.E? L-~ automobile

1:.
$-i!& ~2: accident

0
Jr.lvt.r.. Jr.lvt.r.. all; everybody
~w --vv~ all
c!: c partie Ze ~ Accompaniment marker

~"'
~*
~. t:
~lvf~ (a) walk; stroll
'M±Lll bt.:.c; lv Mt . Fuji
Dialogue
c; lf L-\1) ~lf -c\1) adj (is) lonely

~
~fi~ u-~? ~ plane; airplane
JLt6 * Jj.-~6 vi is visible; can be seen
m~ e:~ vi flies
*From this lesson, the plain negative and past forms of verbs will no longer
be given in the vocabulary.
329
snow
Reading
111!
~:sl:f!J~ <:(_!?-?~~L:.t5 National Theater
c.
1~A "2c:,z, private ; individual
!J 3'-/ -~*± !J.? -/-~ l~ taxi company
~u tJ~~ l~; -- ~ l~ company
5,Z,:C,Z,lt5J> driver
"C,z,-tt-? ( t.r./ I(C ) kind (-ly)
~ ;5 today
t7-t:- < L: -t:- < speed; mph ; kph
kilometer(s)
vi runs
adj (is) severe; extreme;
violent
vt iJ~ I(C ,z, (a) casualty ; injured person
l.\0 vi dies
:bk-1" vt gives; hands over
•P
.f!J t?~ (a) play (drama)
-:s.lv
~~-t-.:6 ~ ,z,~~-1" .:6 vi takes a walk; strolls
"2,z,c- this time
685 ~±
1±• .Lc~ -/
730
El Elitlll! t,~5l~ -:)
1094 ~
~:g~ .{?,z,~ -1i'/
1605 ~~
~:g~ .tf,z,~ 7'
*cr. Lesson 10 . p. 207, footnote.

1542 -i ~D-1£
~
o-25 ~ 1:::
~~ c~ c (~)
930 ~ IH ----,
~_l[JIIJ~ c(.!?-:?Vf~t.t5 -:/ 3?
150 ~ ----,
~ 1l!l-/ - ~H jl !I -/ - iJ~V> L- {> 771
~H iJ•V> L- {> 771
757 ;f.±. iJ>V> L- ~
~H -/..y
1116 .k. ~.:6

----,
Vi L- .:6 V:tl-(.:6)
692 §e.
?E~ L-~ l- ( ~ )
1366 Ji.. ~It ~c !-"

New Readings
----,
733
l-.t(l: 779
=F : =F -r
~·
-$: (11) (8)
----,
•1±* c:F
L-ee
(15) J:=f:
~~=¥:
l: .t 5f
----,
51v-rlvl- L9>
(8)
1657
~ = ~< ~~< (12) 1056 t)J : "W.:b ?.::, (13)
~A,
~~ ~lvf~ "W=F ~?L (14)

lN
667
0..1 : LJ_p'f>: ~-£~c (2) ~m "C!v~-:?
.. t;
~±w ~t~lv
----,
1864
rr.: _l[-:? fc-J (16)
----,
IH
~_l[JIIJ ~ c:.<.!?-:JVf~ L:.t5
SECTION 3. DRILL
Substitution:
1. fktl ms -'"",.Z,~.t?-r 0-t:";O.\ l-0 ""fi""o
Cues: a) 1±$
b) -li",.Z,f-c(
c) ~t!W
d) .b.t?.b
2. B:<$:tl ~<G-r !&> 5 &)0 ""fi""o

Cues: a) o/f/ ~.!?
b) 77/7.. .r:: l)
c) r1 ';! 1:::'-Jv
d) ~~ .b.t?.b
3. #~,.Z,Vi 75~-lf-z: ~~:a-~-:r,.z,-z: 0-£-j-o

Cues: a) 1±$
b) ~~
1:.
c) §jblf!$i!t£
d) -=r- ciO)~~
4. -A-r ~~ VL D ~ "i l f-co

Cues: a) =A
b) -A
c) lmA
d) J).,.Z,t.r..
Question-Answer:
5. Q: ~~tl ~W-r {il]A -r'-tiO~o

A: -t-=A -r'i""o
Cues : a) 0-j- / T
Lesson 1? HOME WITH A COLD WI TH THE CHILDREN 333
::I - 7
~*
b) /
c) :;t,~~ / _ Vf\;>
d) lti / 1i1=;
e) "W=f / -t~
Suhstitution:
6. ~Atl 83~~/v~ **VLrJ~ ~ L.Jc.o

<! c'
Cues: a) 1tJ:Jji. ~ lv
b) -rEt
c) $71 ~~lv
d) ;Od.t0
t1L-
7. $71~~1vtl r\§]m~1v~ Jtt!W V'L fi ~ ~ LJ~o
Cues: a) -rEt ~-- :7 1 7'
.;lv
b) 06t.l ~~
c) :;t,~ <~lv ~$
d) ~ft~lv X. 0;0~
8. -:/3/:l/~lvtl :77-:7~1v~ll>?l.tV'L 1i _!? ~ LJ~o

Cues: a) Lll/-$:~1v t±ln~vt .:6
b) -TEt ~-t~
c) *11~1v ::r v ~· :a- Jt b
;'I c'
d) 1tJ:Jji.~ lv -T/'- ~ vr rr <
Question- Answer:
L- ~'
9. Q: ~t.tktl ten~ :ft.?HVC:fi ~ ~ L-ttn~o
A: n~t.t~~> ~ D ~ ~ Gfto
Cues: a) -t<:.V'LV.-6 / Lll::$:~1v
b) 5 t~ 5 / -TEt
c) *.:6 / *11~1v
"' l;
d) ~±wvr e:>~i'-6 / :77 - :7~/v
English Equivalents
1. I'm busy studying every day. I I ' m busy every day with studying.
a) I' m b usy working every day.
b) I'm busy (with) washing every day.
c) I ' m busy (with) s hopping every day.
d) I'm busy cooking every day.
2. Japan is famous/known for (its) cherry blossoms .

a) London is famous for (its) fog.
b) France is famous because of Paris.
c) Germany is famous for (its) beer.
d) China is famous f or (its) cooking/cuisine.
3. Miss/Mrs./Mr. Hayashi is staying (home) from school with a cold.

a) Miss Hayashi is staying home from school b ecause of work .
b) Miss Hayashi is staying home from school because of sickness .
c) Miss Hayashi is out of school because of (an) automobile accident .
d) Mrs . Hayashi is out of school because of (her) child ' s s i ckness.
4. I went t o (the) Ginza alone (Zit.~ Being one per son CI/he/etc . J went to [the]
Ginza).
a) The t wo of us went to (the) Ginza . I The two of them went to (the) Ginza .
b) We three went to (the) Ginza . I They all three went to (the) Ginza .
c) The four of us went to (the) Ginza. I All four of them went to (the) Gin
d) Everybody went to (the) Ginza . / All of them went to (the) Ginza. I We wer
to (the) Ginza together .
5. Q: How many students are ther e in all? I How many students are there al-
together?
A: Twelve persons .
a) Q: How many chairs are there altogether?

A: Ten (chairs ) .
b) Q: How many colas are there altogether?

A: Six (colas) .
c) Q: How many cups of (Japanese) tea are there altogether?

A: Three cups (of tea).
d) Q: How many cars are there altogether?

A: Five (cars) .
e) Q: How many stamps are there altogether?

A: Seven (stamps) .
6. I went to Tokyo with Mr./Mrs . /Miss Tanaka.

a) I went to Tokyo with Mr . /Mrs./Miss Sato.
b ) I went to Tokyo with (the) child(ren) .
c) I went to Tokyo with Mr./Mrs . /Miss White.
d) I went to Tokyo with my wife.
7. Mr . /Mrs . /Miss White went shopping wi th Mr./Mrs./Miss Takahashi.

a) Mr. White went for a drive with (the) child (ren) .
b) Mr. White went for a walk with (t he) dog.
c) Mr. White went (out) to eat with his wife .
d) Mr. White went to (the) movie with Mr. Nakamura.
8. Mr./Mrs./Miss Johnson returned with (or together with) Mr./Mrs./Miss Clark.

a) Mr. Johnson set out with Mr. Yamamoto.
b) Mr. Johnson played with (the) child(ren).
c) Mr. Johnson watched television with Mr. Kimura.
d) Mr. Johnson went to the department store with Mr. Sato.
9. Q: With whom did you go to Kyushu?

A: I went with my wife.
a) Q: Whom were you with (there)?

A: I was with Mr. Yamamoto.
b) Q: With whom did you sing?

A: I sang with (the) child(ren).
c) Q: With whom did you come?

A: I came with Mr. Kimura.
d) Q: With whom did you climb Mt. Fuji?

A: I climbed with Mr. Clark.
SECTION 4. GRAMMAR
17.1. THE MEANS ELEMENT (2) (see also 13.1). It is interesting to observe that
elements which translate in English as "with," "reason for," or "the reason that "
fit into the Means slot in Japanese: Watashi wa benkyo de isogash1i desu. I'm
busy studying. I Because of study I'm busy. Kaze de gakko o yasumimashita. (I)
3
stayed home from school with a cold. I Because of a cold 3 (I) rested (from) school.
B,y extension, the Means element is used to cover other areas of meaning not so
obviously related to "means " for the native speaker of English . Three other such
usages are illustrated by the following: Nihon wa sakura de yUme desu. Japan is
famous for cherry blossoms. Hitori de ikimashita. (I) went alone. Basu de nan-
pun kakarimasu ka? How long does it take by bus?
17.2. THE ACCOMPANIMENT ELEMENT. The Accompaniment (or "companion") element has
the slot meaning "accompaniment with something or somebody ." This element is al-
ways marked by the accompaniment marker to or by the accompaniment adverbial ex-
pression to issho ni together with. Fillers for this slot include interrogatives
(dare to with whom), nouns (kanai to with my wife), or noun phrases (kanai to kodomo
to with my wife and children ). Examples found in the drills of this lesson are:
Watashi wa Tanaka-san to Tokyo ni dekakemashita. I set out for Tokyo with Mr.
Tanaka. Jonson-san wa Kur~ku-san to issho ni kaerimashita. Mr. Johnson returned
with Mr. Clark.
Another point of interest when comparing Japanese and English is that certain
case categories are not equivalent in the surface structures of the two languages.
For example, in English we would say "Mr. So-and-so married that person," in which
construction "that person" is the obj ect of the verb. This " object" becomes "accom-
pani ment" in Japanese: Tanaka-san wa sono hito to kekkon-shimashita. Mr. Tanaka
married that person.
17.3 . "HE WENT SHOPPING." Drill 7 of this lesson includes a pattern which appear
to contain the location element but actually does not: Kaimono ni ikimashita.
(She) went shopping. "Shopping" is not the loaation of the action but the purpose.
The proper equivalent would be "(She) went for the purpose of shopping." Likewise,
~ga ni ikimashita, (He) went to see a movie~ includes the meaning of purpose . Th
significance of this pattern will be grasped more readily when the Verb Phrase of
Purpose is introduced (see Lesson 26).
Lesson 1 7 HOME WITH A COLD WITH THE CHILDREN 337
SECTION 5. DIALOGUE
~ ~1: ~x.A~!\Ai tine B:<$:VC*1L-ttil•o

t- -;:r A : R:ii c * 1 lito
~ ~ : fPJA L:' *1 litiJ•o
I' -;:r A : _A L:' *1 lito
i=f:l ~1: L'Vi, ~lfl(~.!J1-It~L:'lith. o
I'-;:' A : ;{_;{_ , ~ lf l ( ~ .b 1-lt~ L' L.f-co ~ liJ•? it L'i"" o

~ "" 1,;
i=f:l ~ : ~D~ll> '? ~± LlJ,:O~ Jt;{_ 1 lf-ciJ>o
1'-;:r.A: ;t;t, Jt.Z1lito ~n~Vi ~±WV~tl~ ~lf1L-it o
11=1 ~ : ~±wtl E? -r litil•o

I'-;:' A : l5b ~ iJ~ ~ .b 1 lito ~ :h~L' lito
11=1 ~ : B :<$:Vi ~±w--r l5b? c\6~-r-:t-h.o
1'-;:rA: ~?L'i""h.o bitl~ 7}~hl.' ~±LlJV~c~ m~1lit o
English Equivalents
Nakarrrura: Mr . Thomas, who did you come to Japan with?

Thomas: (I) came with some friends.
Nakarrtza>a: How many of you came?
Thomas: There were three of us (Zit.~ Being three [weJ came).
Nakarrrura: Then you weren't lonely, were you.
Thomas: Right, it wasn't lonely. It was enjoyable.
Nakamuro : Could you see Mt . Fuji from the plane?
Thomas: Yes , we could (Zit.~ it was visible). The plane flew near Mt. Fuji.
Naka.rnur>a: How was Mt. Fuji?
Thomas: There was snow. It was beautiful.
Nakamura: Japan 's famous for Mt. Fuji, (isn't it).
Thomas: That's right. I (also) read about Mt . Fuji in America.
SECTION 6. READING
f:o
B*~~ *A~~~~-t ~~~ - ~H~~~~ - ~ ~ry~~o &~~<.
~A~~~-~-ry~~o ~~~~-~~~o ~GT.~Iry ~~<~ry~tt~o
f~ t: "I? ~;J: .$ ~ If! :iJ~ 6 '0 t• v' JJ #i ~ ~ I G t: o ~ ~~- t r\ A 0) $ a5cc· G t: o

~t :iJ} A ~;J: ~$ -c +=: A ~ G t:: o JIL?- -c· ~;J: 11¥ B =. A <-· 6 v' JJ Jf& -c· 9E ~.: I ~ o
+~~ ~~IGt:o A§~~Gt:o ~~bt:GIGt:o ~~ry~ ~ti~~~
10 'f I G t: o
If;!.
IJIJ :iJ} ~ :b ry I G t: o 00 :li: IJIJ ~ ~ :$1. -c· A ~ A ~ ~ :iJ} I -::> T v' I G t: o A~ A
~ ~ ';J: ~ < ~ ~ t v\ -::> G J; -c· G t: 0 }j. ~ "l;t -c· .::: + ~ ('' 6 v\ M~ G I G t: 0 ~ :h
~6 ~~~-~1-I?IGt:o ~A~~~-~ *ltt~~Gt:o ~:hT.~tl~
~~~-~.: .ryiG't:o lrnAv'-::>GJ:~.: .ryiGt:o ~fi~~;J: .::tH':iJ~~~
15 ;ff v' A -c· G t: o t T ~ ';J: ~ <~ ry I G t: o t:!. :iJ~ 6 f~ t: "I? ~;J: .$ 0) If! -c· ~;J: ~~ G
I tt ~ ~ G t: o .:: :b :iJ~ -::> t: -c·~ o JIL?- ~U.: "? ~ I G t: o 1L § ~T G t: o ~~ :b
t:GIGt:o ~-~ s~ry~~lfltt ~~Gt: o
Fitl each btank with an appropriate particZe:

1:.
1. .7c v A $-i!ii :7E VC 1 l k o
2. ~ms s.n+FJ-r-t o
3. J}.lvt.r. _ _ V.? l.t __ J:t:$- l-1 lfLo
4. f::.A Ji !1m fJ ~ 1 L-fc o
t;~<
5. wrm - t .]f[ - i>"" b 1 lko

.:?ct. -''A :* J? ;O~Jt 1 lko
Answer in Japanese:
6. ~ts:.kti -A -r B*VL*1 ltca~o

7. ~ts:. k.ti tin c #13'ZVC *1 -ti6~o
8 . ~ts:. tc tl ~t£ V 9'} -r tin c B 2f>:m -r ~ l "£ -tiV~o
9. B*tl fPJ-r' ~?&6V>""t-J-i6•o
10. ~ t.r. k. ([) :7 :7 A VC #~(ri ~$ -r' fPJ A V>1-J-i6•o
11 . I climbed Mt. Fuji with a friend (the two of us).
12. A total of five students are here.
13. We went shopping yesterday.
14. I ate alone.
15 . London is famous for (its) fog.
16. She stayed home f r om school with a cold .

340 J.~R~E~E B~ THE TQT~L METHOD
At tne Bank
"~ .£:. V'l;
A: D~~rm~t:lt,O)l'·-ttr~o I'd like to open a bank account.
B: t;J: It' o fiiJ 0) D ~ -r· "9 il~ o Certainly. What kind of an account?
"' ?~ J: 1!.\.
A: wt~fJilT;:O)O~l'· "to An ordinary savings account.
A: i5l%: ~ i5 6 G t: "'' 0) -c· "9 ::bi o I'd like to withdraw some money.
;:: O),;O)tj! "'' 15 ~ ~ ]t ll" ~ "'' 0 Please show me how to use this machine .
B: -c·t;J:, ~-5t.i51Jt:
=
fj!-:>""(l"~li'o All right, use (it) as I tell you.
deposit withdrawal
bank transfer bank book
bank balance recording in bank book.
secret number
remittance (payment) check
~~1~
·jiljj:rg money exchange )'i.IJ!I:;bltJit foreign currency
1 *.If~
~-
paper bill
&
m~ cash
L. iHl. . . . . . ... . . . . . .~.?J!.~.dl~.U..!!JL.......................................................i.~. . . . . . . . . . . . . . . . . .~. !!.D.f.JI.!!!.~l!..!W..............
At the Post Office
Give me five 62 yen stamps and ten
aerograms, please.
Altogether that will be yen.
Send this package by airmail, please.

J:1 ~
B: ;:: 0) JfHJf t: i5 ~ W1 t. f:£ji)j ~ il l!' L"l" ~ "'' o Write your name and address on this
·~ ~ postal transfer
!fi!Hfii% zip code tiN IJ f§ ;t
~~-! ~(1.\. ~It:
1
~ A~'- if.u. government stamp ta A ~J. ~
.1-Jrdtt.;l;llm cash envelope
~~ address sender
~ff by ship express; special delivery
~ ~ t
11 ~mdJ registered mail printed matter
' /1) ~1! I! t2.\.
L.....I§..tL................._._ wei gh..L.................................................................... ...~.i!.~..i1.1.~.................Q..!!.!!!.~.!l.!!!.9J:~.U.Y..!l.....~J~.!!!.P..
The Banking Machine

E'll 1ft I
b- f: fltO: d
mk IIJJ 1111wts JIHB Lo
D
[QJ I iiT iF I
SECTION 9. SELF TEST (For answewrs see Appendix 4)

I. j l ~+ !> < t) '/)\ r.J.
(06 if.it'h1JtJ't)
# ~ h-'j: JIUjt(J.) 't" Wlt-' -r ~'£'to ~~, 't" :X !Vi~ fJ ~£'to
t)\ ~' C~ C ~ E < ) ~ tJ\
Jf(J.)~(at those ti•esL j;;:"(t-' fJitJ\A-1tA-'.:
( ) (
*t.J) i'to (
~IOL #~A-'j:
)
Js(~A-~r~·'b~ j;;:!Vj~ fJ~£'to 'j: .$'"(' fJ~£'to
;:X:t' tt'?
:X!Vi(J.)~if'b t-'-:> L. J: ':
( )
<.Q £ ': * lJ £'to i!'£~
l"' !lYA 't"'t o
( )
# ~ A- 'j: - A 't" JIOjO.: fi t) £ 't o
( ) ( )
!> <~ A- 'j: -T- ~· 'b ~
(};::")
a't" JIOiO:
fit) *'t 0 t=. ~' t J; ? ~'"(' L. J; ? '/)\ 0 (A,-~') t: < ~ A.-0)).'/)\ (} ;::? ~~~;::'"('
II. In your own words, describe a Japanese •iai kekkon.

III. Supply the particles. Mark "X" where not needed .
1. ~ ~ _ l[ _Jj. ~ t:l
.lo
m± LlJ (;
O.Hf lJ * t.,. t: o
2• lij "< _ .:& ~-l-' ":) l J: _JR &_.ii !I!- ~'1 ~ *9 0
3. .ts t;t * X. "":;; ;')\ lt' '"Cf ~ l-' o

4. ~~ _ ~ _19> ~ _ '¥t.le_1!9 B _ {;> 9ij. * t.,. t: o
5. - }... j-: 7 1 7''_fi ~ * t.,. t: ;')\ 0
6. 'flJ~ _JIU¥-_~ IIJ11! $ ~_A_t: < ~ A,9E ~: £9 o

7. ..f 0) * _l-, <6 .ii l-' * t.,. t: ;')\ 0
8. ~gl!i_.&~ l-\ :s lt\ :S_$_g~ t.,. *9 0
h.,
9. ~ B ~;J: m± LlJ ~;J: ~ lJ ~ X. *it ~ o
10 . B;;$:_~_~<6 ~-Jclt.H,T9o
IV. Fill in the blanks with a word (o r mo re) of your choice .

1. 7J -r ?f ~;J: _ _ _ _ -c 19> -J &n' -r 9 o
2. b t: t.,. ~;J: 1lJ B -c· l-' ..ftJi L.l-' -c·9 o
3. _ _ _ _ T Jj{ l3 ~: fi ~
1:
* it~-c· t.,. t: o
4. b t: t.,. ~;J: _ _ _ _ T ;: b tJ\ -? t: -c· 9 o
5. EB ~ ~ ~ ~;J: -c· fli3 iJt ~: .A lJ * t.,. t: o
V. Give the Japanese equivalent.

1. In the summer the three of us are going to travel in Europe.
2. I made this by myself.
3. In my class there are 5 women and 6 men. Altogether there are 11 students .
4. Mr . Yamakawa went with Yoshiko to the National Theater in a taxi.
5. Kr . Yamakawa married Yoshiko .

LESSON 18
IN JUNE IT RAINS A LOT
PROBLEM: Manner expressions and adverbial and adjectival phrases are not dif-
fi cult in terms of pattern but can be a bit confusing in terms of
nuances .
OBJECTIVE: (1) To continue the introduction of t he Manner Element by showing

contr ast and degree , and by showing the use of manner words in
adverbial phrases.
(2) To introduce the simplest type of adjectival phrase.
Drill
~ ~~ fall ; autumn (one of t he

seasons)
-tfl~ -tfl~ adj (is) cool
ij~
*
;tdc t-c -!J~ ~
-:--,
<h t-c f-c -!J ~ 0
spring (one of the seasons)
adj (is) warm (weather)
t>-:::>c~ t>-:::>"F~ (not) at all (with neg.)
?tll0 ?h"C0 adj (is) happy
-!J~ t.r. l~ -!J~t.r. l0 adj (is) sad

-:--,
-!J ~ t.r. .!? -!J ~ t.r. .!? rather; fairly
:J>l -t~l a littl e
f1 c A_;c ~"1 ~A_; c almost (used primarily in

neg. clauses)
t.r. -!J ~ t.r. -!J ~ t.r. -!J ~ t.r. -!J ~ hardly; not easily; not quick-
ly (in neg. clauses)
rather (in aff. clauses)
vi/vt laughs; smi les

rain
vi precipitates; falls (e . g.~

arne ga furu it rains)
undoubtedly; surely ; certainly
34 3
IF< vt writes
i>~:Pt..- ; -tL7 ; f L- sushi (vinegar- flavor ed cold
rice balls, usually topped
with a layer of horseradish
and a layer of raw fish)
-?-::>c -?-?c at last ; at length; finally
~b6 ;i,~b6 vi ends; finishes
-?tf -?tf vi ceases; stops
:lfs:~(V/VL) filv c 5 ( v /VL ) real ; true (-ly)
Dialogue
very, awfull y; terribly (note

caution in Gramna:r> 18. 2)
usual; ordinary ( - ly)
vt waits
Reading
~1?\/):(:l/v year after next

~'
JHil B vt-?r?u: Monday
~BiB
~'
~!v??U Friday
~ra, 1:-Jj~lv class period; time

---,
r lJ Jv r lJ }V drill
conversation
language laboratory
(.} I? #tJ: ; (.}I? Jj~t}_ ; (the) hiragana (syllabary)

(.} I? Jj~tJ:
(the) katakana (syll abary)
v-tn6 t>-tn6 vt forge t s
1/)Jj.. 0J;.. meaning
l-Jj~ L- L-~L- but ; however

~Jv
Jj~ ~ 1:- ~ lv order of writing

-~~~ -,
~ ( tJ:/VL) ~1v ( tJ: /VL ) strange ; peculiar
4-1--rVL: so far; up until now

l.t5~-::>L.5 elementary school
-s~5~-:::>L.5 middle school; jr. high
(7_)(:~ (the) r emainder
?tf..11f.. yet; still (emphatic)
805 ~
~~ ~~
841 ~
tt6 tl6
872
.1}'
* -t<: ( l)
&l -t2t..-
891 ~
~5 bG5 bG(5)
50 r$J
' ' ffi' "ii60 ~66
857 -t-
'a 4< ~< iJ~ ( <)
808 ~~
~b6 ~ .. b-6 ~.. ( b6)
1371 ~
*~ v-~~c 5
"?
1184 ~~
~' ~-:? ~-:? 1(-:?)
New Readings
--,
1629
']J: -?} ~-::>~~ (15) 870 lj\ : +~0 'S0~0 (3)
~ L 5
:fL?t ~ ~5~~ (15) +~~ L .t 5 iJ~-::>
--,
f0?} f0~~
SECTION 3. DRILL
Substitution:
Cues : a ) fj(
2. fktl ~-?<!::~ 5 fL l- ( ib JJ '"£ ~ lvo

Cues : a) ~U'L-V>
b) ~L-V>
c) -!J ~ t.r. L- \.(>

3. ~~Vi ~T:'f~ *""£ l-ko
Cues: a) t-c<~lv
b) -!J~ t.r. JJ
c) :J>L-
4. A~ A ~lvtl ~ cD 5 fi c!::lv C h.& JJ '"£ ~lv-c' LJz:o

Cues: a) tJJ (
b) ~lv ~ .t 5 i'" 6
c) ~i'"
d) ::rve~~6
5. EEI=P~Ivtl t.r. -!J~ t.r. -!J~ ~~ 'i~!Vo

Cues: a) h-6
b) 1ilfi6
c) vt-?C::.Iv-t-6
d) ~5
6. ~Atl ffi -!J~ k(~;V ~ JJ '"£ i'"o

Cues: a) :1LA -!J~ t.r. JJ
b) +A :J>L-
7· - A Vi ffi -!J~ v"i <!: lv c ~ JJ --£ ~ lvo
Cues: a) +-A ib-£ JJ
b) -A
8. ~7-~~lvtl ~-:::>c c c (tC *1-t"o

Cues : a) -t c """- 1j <
b) 7 } 1
) ;h """' 1ffl' b
c) a- • <
=f';O! Jj..
d) :t.~-t- L-a- ~"'"" b
9. ~-:::>c *;0~"? ~ 1 L-f'co

Cues: a) -"'lv ~ .t ? ;0~ ~ :b 6
b) m;&~~&
c) fj]j!~ <
d) fE;O~~ <
~· ~
10. ~ ±Llltl c--rt ~ :h0l"-t"o
Cue: a) *~VL
English Equivalents
1. Summer last year (Zit ., last year's summer) was very hot.
a) Fall last year was very cool.
b) Winter last year was very cold.
c) Spring last year was very warm.
2. I'm not at all happy. I I'm not happy in the least.

a) I'm not at all lonely.
b) I'm not at all happy/joyous .
c) I'm not at all sad.
3. All the students came.

a) Many students came.
b) A fair number of students came.
c) A few students came.
4. Mr./Mrs./Miss Smith hardly slept (or almost didn't sleep) at all yesterday.
a) Mr. Smith hardly worked at all yesterday.
b) Mr. Smith hardly studied at all yesterday.
c) Mr. Smith hardly talked at all yesterday.
d) Mr. Smith hardly watched television at all yesterday.
5. It seems Mr./Mrs./Miss Tanaka will never get up (tit., Mr. Tanaka will
hardly get up) .
a) I t seems Mr. Tanaka will never go to bed.
b) It seems Mr. Tanaka will never return (or come home).
c) I t seems Mr. Tanaka will never get married.
d) I t seems Mr. Tanaka will never laugh.
6. In June it rains a lot (Zit., As for June, a lot of rain falls).

a) In September it rains quite a bit .
b) In October it rains a little.
7. In February it seldom rains at all.

a) In November it doesn't rain very much.
b) In January it doesn't rain at all.
8 . Mr./Mrs ./Miss Clark will come here without fail (or will certainly/undoubtedl~
come) .
a) Mr. Clark will go there without fail.
b) Mr. Clark will return to America without fail .
c) Mr . Clark will write the letter without fail .
d) Mr. Clark will eat sushi without fail.
9. The book(s) finally arrived.

a) (I) finally finished studying .
b) The rain finally ceased (or let up).
c) The door finally opened.
d) The flower(s) finally bloomed.
10. Mt . Fuji is extremely beautif ul/pretty.

a) Mt . Fuji is really beautiful .
SECTION 4. GRAMMAR
18.1. ADVERB AND ADJECTIVE PHRASES (see also 26.1). The adjective phrase is the
subject of Lesson 26. In the present lesson we introduce the simplest form of
adjective and adverb phrases; i.e., an adjective or adverb modified by another
adverb (manner expression), and two adjectives in sequence.
18.1.1. ADJECTIVE PHRASES. Two adjectives in indicative f or m may occur side by

side to modify a single noun: Nagai atsui natsu ga owarimashita. (The ) long~ hot
summer ended. Or, an adjective may be preceded by an adverb which intensifies the
meaning of the adjective: Nihon no natsu wa totemo mushiatsui desu. Japan's sum-
mers are very muggy. Other adjective phrases involving comparisons and special
adjective inflections will be introduced in Lesson 26.
18.1.2. ADVERB PHRASES. Adverb phrases follow the pattern of the second type
of adjective phrases given above; i.e., an adverb may immediately precede another
adverb to qualify or intensify the second adverb: Haru wa ame ga taite takusan
furimasu. In spring it usually rains a lot. Since the adverb (a manner word) is
not inflected, phrases formed with adverbs are not difficult; they are produced
simply by juxtaposing two adverbs.
18.2. MORE MANNER EXPRESSIONS OF DEGREE, QUANTITY, AND CONTRAST (see also 9.1).
The drills of this lesson are designed to further the student's understanding and
use of adverbs of manner to express varying shades of degree in intensity or man-
ner.
If you wish to describe the hot weather, you have the choice of several adverbs
in Japanese, each with a different shade of meaning. For example: Totemo atsui
desu. It's very hot. Zuibun* atsUi desu. It's awfully hot. Ka.nari atsui desu.
It's rather hot. At the other extreme, you may say: Sukoshi atsui desu. It's
a little hot. or Chittomo atsuku arimasen. It's not hot at all.
Adverbs are also used to indicate quantity; e.g., Takusan arimasu. There is a
lot. or Sukoshi arimasu. There is some. In other usages some of the same ad-
verbs which express degree or quantity may also express contrast.
*careful discretion must be exercised in the use of zuibun, a word which is

very expressive but which carries strong subjective feeling. For example, i ts
use would be improper when intending to compliment your superior, for it woul d
carry the nuance that you did not have such an expectation of the person, and
your good intention might turn into a "backhanded compliment ," as we s ay i n
English.
SECTION 5. DIALOGUE
I' xA : s *~Y~J:t f0:B- tf L.~-::::>1/)-c'-j-:h.o s *<D~tl 1/)-::::>iJ~ G

1/)-::::>1-c'-c'-j-iJ~o
~ ;f1 : ~-::::> 5 Vi /\~ tJ~ G i\~ 1-c-c-t-o
~ -::::>0 -c-t-0
I' x A : -i" 5 -c'-t"iJ~o 7\ ~ VJ: f:miJ~ fL ( ~ lv ~ !J 1 L.fz:.:h.o

fL ( ~ lv ~ !J 1-t"iJ~o
~ ;f1 : ;{_;{_, ::k'L\/) fL(~/v ~lJ1-t"o
i'xA: 0-::::>i i\~V:t tl'L.~-::::>1/)-c'-j-iJ~o
~ ~ : ;{_;{_, t.f'L,.~-::::>0-c'-j-o t'Li tf'L.~-::::>1/)-c'-j-o -c'i,

:%¥:Vi \,/) \,/) -c -;- J: 0
I' X A : -i" 5 -c'-t"iJ~o ~-::::> ( ~ lJ 1-JtlviJ~o

~ ;f1 : Vi \,/) ' ~ -:::J < ~ 1? 1 -ltlv 0 ~ fL fL iJ ~ \,/) -c-;- J: 0
I' x A : -t-tL Vi I/) I/) -c' -t":h. o

~ ~: ;{_;{_, bfLL.VJ: ·~ ~~'L01-t"o ·~ ::k~~-c'-t"o
English Equivalents
Thomas: Summer in Japan is awfully muggy, isn't it. How long does summer las
in Japan (lit., As for Japan's summer, from when to when is [itJ)?
Nakamura: Usually (it lasts) from June to August. But September is also rathe
hot.
Thomas: Is it? It rai ned a lot in June, didn ' t it. Does it always rain a Io
Nal<.arrru:t'a: Yes, usually it rains a lot.
Thomas: Is August always muggy?
Nakamura: Yes, it is. It's extremely muggy. But spring's nice .
Thomas: Is that so? Isn't it hot?
Nakamura: No, it's not hot. It's warm.
Thomas: That's nice.
Nal<.arrru:t'a: Yes, I'm waiting for spring. I like spring a lot.
SECTION 6. READING
10
20
-( ~ -(
~' t 1.
35 2 JAPANESE BY THE TOTAL METHOD
FiZZ eaah bZank with the appropriate word from the foZZowing Zist:
1='-:::>c, -b-:::>c~. ~"icAtE, ::t-l, iJJ.t!J, t.tiJ~t.ttJ~. ~-:::>c
1. L. {[) r-....1=' Vi __ ib "'? \n l." -t"o
2. -t:"{[)AV;:t 7-::f-~ _ _ ~~~ ~Atl: lko

3. t_(/_) F'7Vi _ ib ~ ~ ~Ato
4. EB~~AtV;:t _ *~ -t"o
5. -T f ~Vi __ 5F~r.....fj~ ~ lko
6. ~iJ~ _ . b . !J ~ Lf~o
7. \() ~ 5 ctt c::.•ttA.t~- ~~~~Ato
Answer in Japanese:
8. ib f.t k (/_)~ -c Vi \()-::) miJ~ k <~At .b. !J ~ -t-tJ~ o
9. ibt.ttd:t · B :<$='~{[)~At~ .t 5~ (()-::J Vi L-ab~ L.J-c.tJ~o
10. ;bt.tfz:Vi ~1:{[)~;1,)~ ~$ :biJ~!J ~ -t"tJ ~o
11. ibt.tfr:.{[)~l."Vi ~Vi b-::J5ti {PJ}jiJ~G fPJ}j'il:l:-t"75~o
12. ibt.tfr:.{[)~l."Vi ~Vi ~iJi ~"i cAtE b!J 'i~AtiJ~o
13. I have a hard time remembering that kanji.
14. He (that person) will come again, without fail.
15. Finally the rain let up.
16. Mt. Fuj i is really beautiful.
17. It's extremely cold in Tokyo.
Add accent marks to all the above.

353
ADV~RBS THAT WORK BOTH WAYS

~· ? :2::;
** ~ h.. ~;J: ~ '? t **i" 0
Mr./Ms. Hayashi will certainly co1e.
tt;~,\..~;J: ~-::>t *£ith..o Mr . /Ms . Hayashi will not come, I ' m sure .
~ff8#'A:i71::1
~ (}) * ~;J: ~if t h.. t ' 15 :b IJ * ~ f= 0 I've almost finished that book .
~ (}) * ~;J: ~if t h.. t ' Mt: A, -r t.- ' *it A, 0 I've hardly read any of that book.
~ ~t A, (}) ;:: f= ~ 1i: ~if t A, t' I missed al1ost all the test questions .
*"t ;b:i 3t £ ~ f= 0
~ ~t A, (}) ;:: f= ~ 1i: ~it t h.. t ' I missed al1ost none of the test
£ "t ;b:i 3t *it A, --r· ~ f= 0 questions .
A: ~;J: t.-' , ~it t A, t ' * £ ~ f= o Yes . Almost everyone came.
A: t.-' t.-' ~ , ~it t A, t ' * £it h.. --r· ~ f= o No. Almost no one came .
Japanese is very difficult.

I can hardly understand it.
bard time with it .

·-··············--······-··-··-·········--····-·-·····-- - - -
*..t!:
Q: iii ~;J: t> ? 11. ~ f= ? Have you (already) eaten?

A: £t=: (f!~l"t.-,T.tt.-,~)o Not yet .
A: £t=: (f! ~ l"t.-'~~)o I ' m st il l eating.

Q: ffli ;b~ f'F IJ *~ J; ? ;b~ 0 Shall I 1ake (you) so•ething?
A: £t=. t.-'t-'o a;t=_· i>t:t:b~;b:i i":b~ t:tt.-'o I ' m still O.K. I'• not hungry ffi .
Q: ;::'~;J:h.,;b:i £ t=.· 9;' ~ (});::-::> ""( t.-' £ ""9 o There ' s still some (food) left.
Won't you have some more?

I. <
nl*+ 15 IJ jJ} IJ:
( '0 6 jJ5. ti !7J 5' jj -r )
1. 8 *·e ~;t
~ (
t ~ ~: ~;t
) ~
~;t cV.> *IJ ,J. IJ *it ~o ~t n l:: :t , ~;J:.Q
~:: ~;t
f:< ~/v .J-1) *9o

A
2. l' ~ ~' -,,
"t ;: G -::.:£--::>--=-c=-
0
3. Lab l" ~;): dr i 11 ~ G 9

c-) c--) * o
II. Select the most appropriate word for the context.

~~~~!v~(~G,~t~l::, t:<~lv)8*~~lli**it~o 15<~1v~
8 *~g "IJ~ ( iV.> * IJ ' t l :t ' ~;£ t !v c:· ) J:-¥ -c·9 0 ~ ~ ~ ~ ~ ~;): ( t> "? t :t '
IJ:~IJ:~, ~<)~/v~~~G*9o ~:tL~:t(IJ:~IJ:~,~G, t:<~lv)
lli * * it ~ 0 t=.' ' fld;t ~ ~ ~ ~ !v t 8 *

; : (]) iV.> ~' ~g -c· ( t: < ~ !v ' ~;£ t !v c:· '
~ G ) g5 G * G t: o ~ -::> < IJ ~ G * G t: o ~ ~ ~ ~ !v ~;t ( t> -::> t :t , ~ -::> t
~ -::> t ) f~ (]) giJi "IJi b "IJ~ IJ G t: o *
III. Match left and right.
( ) 1. :;: a. iV.> t: t: "IJ~ ~'
( ) 2. ~ tr ~' b. fj(
( ) 3. ~ :tL Gl-' c. ~;): t *
.Q
( ) 4. t:<~lv d. ~
( ) 5. ~ e. "IJ~ IJ: G l-'
( ) 6. 9"9 Gl-' f. iV.> -:J ~'
( ) 7. *~ :b .Q g. ~G
IV . Express in Japanese .
1. Please explain to me the meaning of this kanji.
2. Altogether we have studied about 180 kanji.
3. I really like Japan.
4. Do you understand everything the teacher says?
5. Do you always study with your friend?

LESSON 19
"AS FOR SUM I SU-SAN~ JAPANESE BECAME LIKED"
PROBLEM: The Complement Element, diagnostic of one type of intransitive ver-

bal clause, is a l so found in tran sitive clauses when the Predicate
slot is filled with suru does.
OBJECTIVE: To introduce the Complement Element.
Drill
i>"".:t:"~ i>"".:t:"~ adj (is) l ate
if!.\I> Vi~V> adj (is) early
'LV>tl~ ( t.r./VC ) :C~tl~ ( t.r. /VC) careful (- ly)
1J3ttJ ~ ( t.r. / I(C ) -c-:rtJ~ ( t.r. / I(C ) quiet (-ly)
~~~ ~tJ~~~ adj (i s) bright; light;

cheerful
c: ct child
t.r. ~ 12~ vi becomes

~ tJ~ i>"" face
tJ~Jr. tJ~Yf hair (of the head [humanJ)
vt vt hair (human or animal)
tJ~Jr.vvt tJ~Jr.OJvt hair (of the head [ humanJ)
s~ L-6V> adj (is) white

I(C I(C particle~ Complement m::xr>ker>
Vik..~ t£t-c.~ twenty (years old )
l ~b-It ( t.r./ I(C ) l ~b-It ( tt./VC ) happy; fortunate
t. .t ? ~ ( t.r./ I(C ) t. .t ? ~ ( t.r./ I(C ) strong; well
&'~ ( t.r.) (}-::::> J: ? ( t.r. ) necessary; needful

iE tJ~ < ( t.r./ I(C ) -tt~tJ~ < ( t.r./VC ) correct; accurate (-ly)
tJ~ G1f. tJ~ G1f. body

355
adJ (is) wide; spacious
adJ (is) dark (i.e. , absence

of light)
Dialogue
how old?
Reading
1::,
{tr:Jfi ~c 5 Sato (personal- name)
~il5-t~ -1t~1J~-?-t ~ vi lives (one ' s daily life )
r<D-T~ ltz:<Dc:.c~ (the) younger child (of the

family)
The Brazil Maru (maru is at-

tached to the names of Japa-
nese saiting vessel-s muah tike
S.S. is attaahed in Engl-ish)
-~V)Ivtll)~ ~ "? lx 5 ij11vao~ earnest; industrious (-ly);

( t.r./I(C ) ( t.r./ I(C ) with all (one's) might
~-?~L'~ 0'-?~L'~ forever; for an indefinitely

long period of time
c:. c v:t' word; language
~<D thing (abs traat)
----ff after
L'-tiJ~ ~ therefore; so (potite form

of dakara J
vt knows
put (one ' s) head (tit., face)
out
vt picks up
now (emphatia); nowadays
Common Expressions
( .:thtl ) i>"'tl6L' c ? ( .:t:htl) i>"'ab L' c 5 Congratulations!

c~~~ -to c:~·~,n ~-t 0
~;&iJ~~~ 1J~-:::> c:. 5 1J~ ii ~ there is school

Lesson 19 " AS FOR SUMISU- SAN, JAPANESE BECAME LIKED" 357
SECTION 2 . KANJI STUDY
1114 Jf. .Efi~ Vi~~ ,;r~ c~ ")

1038 *
~i6~ l:;fn~ L:-9 (:0\)
356 ~*' -T~ <:.ct t~
261 # gJi n~:;to.. :&\:to

1485
8 80 l6~ t..- 0 c~ ")
1558 ~
1821
1012
'*
iE..
' ... &'~
~'~
(}-::>J;:?
(}-::>J;:?
I::'/
3'7
iEi6• < -lt~i6~ < -1!1

531 ji;..
Jl;..~ u-6~ u- 0 c~ ")
613 11i. 1ti:Kf
c~
?c?
201 ~t
~ffi -lt~i6--::> j]';l
1239 ~0
~.:6 l.:6 G (~)
New Readings
1760 fl.fj : -lt-::>&6~

ij)ll¥3 (16)
1¥3.:6\.A <bi6•6 LA
1013
~= ~~ i6~ <-lt~ (1)
~j;(L6 ?jtL6 (9)
tclv~B tclvt:.;?u (10)

~
-~vtlv&6\.A ~? l .1: ?vt lv&6\.A
518
~i: 1f6 ? l6 (7)
1f c
SECTION 3 . DRILL
Suhstitution:
~
1. -t<D~fi~tl ~ < ~U~ LJz:o

Cues: a) (_} ( \,;')
2. ~7-A~/vtl tJ~Ivl.::.~ ~tl,\;')(!C1j:~~ lfz:o

Cues: a) J:=:f:
b) tJ, "? llv
c) -c \,;') tJ, \,;')
3. (a) 7 1) ;;z. Vi J: ( ~lv ~ J: ?l ~ lfz:o

Cues : a) ~il~ / i""b6
b) ~6\/> / ~?
c) J:=J= / ~ ~ il~ <

Transformation:
(b) Change the verbs in the above dri ll to the -- -cV> ~ -j- form .
Substitution:
Cues: a) -::::::>J:\,1')
b) il~ b \,;') \,;')
c) ~6\;-)
d) \,;') \,;')
Lesson 19 "AS FOR SUMISU- SAN3 JAPANESE BECAME LIKED" 359
5. t-?1~-c!lvVi ~tJ! ( ~ ( f.r_ !J 1 l k ..o

Cues: a) $0
b) tJ ~ .7)- ([) vt ~0
c) f30
6. -=f'fttVi --:?(!Lf.r_ !J 1 lko

Cues: a) _-:?
b) Viki?
c) W9~
d) l~b~
e) l:.t5~
7. ~~Vi B *=lmtJ~ J:=F(!Lf.r_ !J 1lf-r.o

Cues: a) PJ~
b) &'~
c) iEtJ~ (
8. jl).AVl tJ~ ~ fi.tJ~ * ( ~ f.r_ !J 1 l ko

Cues: a) ~ ~:(L0
=1=:
b) F 00
c) ~13( PJ~
d) ~ r'ED0
9. #~lvtl 0-j'-~ raJ ( L. 1 L. ko

Cues: a) l1'(0
b) -"'...~ $.0
c) ~~0
d) < ~0
10. T /-/-Vi -"'...~~ ~ h0(1L l1 lko
Cues: a) f~)FU
b) 1? < ~
Cues: a) trt&'J
b) -T--ttt
English Equivalents
1. That plane flew high.

a) That plane flew low.
b) That plane arrived late .
c) That plane arrived early.
2. Mr./Mrs./Miss Thomas wrote kanji beautifully.

a) Mr . Thomas wrote kanji skillfully.
b) Mr. Thomas wrote kanji earnestly (or with zeal ).
c ) Mr. Thomas wrote kanji carefully.
3. (a) Alice studied well.

a) Alice sat quietly.
b) Alice laughed brightly/gaily .
c) Alice painted (Zit . 3 drew) (the) picture skillfully.
(b) Alice is studying hard.

a) Alice is sitting quietly.
b) Alice is laughing brightly/gaily.
c) Alice is painting (the) picture skillfully.
4. That child (or those children) became/got (or has/have become) big.
a) That child became strong.
b) That child became (or has become) cute.
c) That child became (or has come to be) cheerful.
d) That child became good (i.e., He / she is a good child).
5. Mr./Mrs./Miss White ' s face has become (or became) dark (Zit. 3 "black,"
meaning "he is sun- tanned" ).
a) Mr . White ' s face became red. / Mr. White's face is red.
b) Mr. White's hair became (or has gotten ) long.
c) Mr . White ' s hair became (or has gotten) white.
6. (The) child is one (year old) (Zit. 3 As for [the] child , [heJ became one) .
a) The chi ld is three .
b) The chi ld is twenty.
c) The child is sick
d) The chil d is happy.
e) The child is healthy.
7. The student(s) has/have become (or became) good/skill f ul in Japanese.

a) The students have come to like Japanese (Zit . 3 As for [the] student[sJ,
Japanese became liked).
b) The students have come to need Japanese .
c) The students have become accurate in Japanese (or The students have come
to be able to speak Japanese correctly).
8. Alice is big. I Alice has become big (i.e. , Alice is a big girl now) (Zit. 3
As for Alice , body became big).
a) Alice ' s face has become pretty.
b) Alice ' s voi ce has become good.
c) Alice has come to like school.
d) Alice has grown tall.
9. Mr . /Mrs./Miss Hayashi made the chair high.

a) Mr. Hayashi made the chair low.
b ) Mr. Hayashi made the room wide/spacious.
c) Mr . Hayashi made the room light/bright.
d) Mr . Hayashi made the room dark.
10. Nancy cleaned (her) room (Zit . 3 Nancy made the room clean) .
a) Nancy made (her) room (more) conveni ent.
b) Nancy made (her ) room pitch dark.
11. Mr. /Mrs. Hayashi made a doctor of his/her son.

a) Mr . Hayashi made a nurse of his daughter .
b) Mr . Hayashi made a teacher of his child .
SECTION 4. GRAMMAR
19.1. ADVERBS (see Lesson 32 for a summary of the Manner Element). Adverbs are
noninflected words. However, the most common type of adverb in Japanese is de-
rived from the adjective root:
Adjective Adverb
akai is red akaku red- like; red
tsuy6i is strong tsuyoku in a strong manner; strongly
From these examples it can be seen that the adverb is derived from the adjective
by replacing the adjective indicative ending with the adverbial suffix -ku.
The reason adverbs are classified as "noninflected words" is that as adverbs

they are not subject to inflection. Therefore, there is no "past," "future,"
"conditional," etc., form of the adverb.
In addition to adverbs which are derived from adjectives (a~ explained above)
there are a number of "adverbial expressions" in Japanese. In these lessons we
have not classified such expressions as adverbs because, as the student has no
doubt observed , such expressions "fill the Manner slot," and thus may be called
"manner expressions." The name doesn't matter, and if it seems easier to call
them "adverbs" (i.e., if it is easier for the student to master thei r use by call-
ing them " adverbs"), then, of course, this is certainly to be encouraged.
Certain manner expressions are made from nouns by adding the manner-particle ni :
ADVERBS OF MANNER
"Manner Expressions "
t~ne ni carefully
sekaku ni accurately
isshokeiime ni with all one's might
In the examples given above, all of the nouns are copular nouns . This clarifies
another part of the definition of copular nouns in Japanese; i.e., copular nouns
are a class of nouns which take na when used in attric~tive position, and ni when
used adverbially.
19.2. THE COMPLEMENT ELEMENT. The Complement element is more strictly defined as
verb complement. This complement is "nested" so closely to the verb that no
other clause element can come between it and the predicate. The complement may
be thought of as completing the verb; in other words, the meaning of the verb (i.e.,
the predicate) is not complete without the complement : Kodomo wa ~kiku narimashita.
(My) child became big; My child ' s grown up now. Kodomo wa byoki ni narimashita.
(My) child's sick; My chiZd became sick.
In form, the complement element is identical to what we have described as "ad-
verbs" or "manner expressions." There are two forms: (1) an adverb derived from
the adjective root; and (2) a noun (or noun phrase) + ni. For this reason we
have included examples of the manner element and complement element i n this lesson.
The pattern seems identical . The difference must be found in t he concept of
"nesting ." The manner element of a clause may be removed without producing a
nonsense expression : Kodomo wa hayaku arukimashita. The child walked fast.
Kodomo wa arukimashita. The chiZd walked. But the complement is so "nested"
with the predicate that it cannot be removed without turning the sentence into a
meaningless utterance: Kodomo wa tsuyoku narimashita. The child became strong.
Lesson 19 "AS FOR SUMISU-SANJ JAPANESE BECAME LIKED" 363
*Kodomo wa narimAshita (a nonsense expression). (But, in answer to a question,

narim~shita can be used since the complement has just been stated in the question.)
19.2.1. THE COMPLEMENT-MARKER PARTICLE ni. Just as the object, subject , time,
manner, location, and direction elements have their markers, the complement has
its own marker, occurring immediately after the noun (or noun head in a noun
phrase ). This particle i s ni (homophonous with the particle marking indirect ob-
. ject, the time particle , the manner particle, and one of the particles marking
location, as well as one of the particles marking direction). Note that adverbs
formed from adjectives (e.g., h~yaku from hay&i) do not take the particle ni when
fi lling the complement slot.
19.2.2. VERBS WHICH TAKE THE COMPLEMENT. The complement is obligatory in cer-
tain intransitive verbal clauses, but it does not occur in others . This is the
basis for distinguishing two classes of intransitive verbal clauses.
(1) Intransitive Verbal Clause (A)

Subject Predicate
[akim~shital (It) opened.
[d6a gal [akim~shital (The) door opened.
(2) Intransitive Verbal Clause (B)
Subject Complement Predicate
[byoki nil [narimashital (He) is (or became) sick.
[ akaku [narim&shital (It) became red.
[musum~ gal [byoki nil [narimashital My daughter is (or became) sick.
kao gal akaku [narim~shital (His) face is (or became) red.
The first class (A) is a large class which includes most intransitive verbs .
The second class (B) is a very restricted class which occurs in intransitive
clauses with an obligatory compl ement. Class (B) verbs include (ni) naru be-
comes; (ni) yoru (it) depends on; (ni) sou runs alongside of; (ni) kanau is
in accord with.
19.2.3. THE COMPLEMENT WITH suru. The use of the complement with the verb
suru may be considered a transformation of the basic intransitive clause to
transitive (or causative). Since there is only one verb (i.e., s uru does) which
occurs in this pattern, it is probably correct to conclude that the complement
in fact does not occur in transitive clauses , but that its use with suru is
a causative transformati on of the intransitive verbal clause. Consider t he
following example: Musuko ga isha ni narimashita. My son became a doctor.
Musuko o isha ni shim&shita. I made my son a doctor .
19.3. QUOTATIONS (see Lesson 39 for explanation and drill of Quotative Sentences).
Direct quotations follow the pattern:
[Subject wal [" "1 [to iim&shital
He/she said, " II
The quoted sentence is enclosed in Japanese quotation marks called kagl (see
p. 42) and is given verbatim. The subject may also occur between the quotative
sentence particle to and the verb, as in the Reading of this l esson :
"Keredomo ashit~ wa kiny~bi desu. D~kara gakko ga arimasu," to ok~san wa iimashita
"But tomorrow is Friday. So there is school, 11 the mother said .
SECTION 5. DIALOGUE
~?~: ~Lkti ~~5t~~Vk~~B~~~o ~~~t5~~~1~
11=1 ~1 : ~ !I ~~ t 5 c ~ ~ 1 -t 0
~? ~ : ~~ 5 t ~~ti ~ ( -::JVCfJ: !J 1 ~tJ~o

11=1 ~1 : ti tcb V'L tJ:: .!? 1 ~ o ~ L k iJ ~ G ~ ~ 5 t -c~-£-tiJ~o
~ ~'f : ti~ , :*:~:i""C"to
~? ~ : {PJVCfJ: 9 1-t"iJ~o
11=1 f1 : 1 fi. btl~.!? 1-l:t~o -r ~ . . ~-:::> L~V'L ~~"t -""~ ~ .t 5
L -cV>"i -t"o
~?~: -t-5~-t"~ o ~~5t~~ti ~~VC *~"t~L1-t"bo
English Equivalents
Thomas: Tomorrow's your (younger) sister's birthday , isn ' t it. That's
great !
Nakamu.ra : Thank you .
Thomas: How old will your sister be?
Nakamura : She'll be twenty . From tomorrow my sister ' s an adult, too .
Thomas: Is that so ? American children become adults at eighteen.
Nakamu.ra: American children become adults early, don ' t they.
Thomas: Is your sister going to college now?
Nakamura : Yes , she ' s a college student .
Thomas: What does she plan to be (Lit .~ What will [sheJ become)?
Nakamura : (She) doesn ' t know yet. But she is studying English hard (indus-
triously).
Thomas: She is, isn't she. Your s i ster speaks English well (lit.~ As for
your younger s ister, CsheJ speaks English skillfully , doesn ' t she).
SECTION 6. READING
c'
,{"& '~ lv t~
&7t v ~ l reo
:3--J..JJ :J-1!-~~ 1 <:. ~$®tJ~· .:r:.t ~ztJ ~ ~ u r::o 1tr.ni ~ ~v :tJ $ < ~ A...t>
- Ji.~t h..{}:) ~' "'. lv ~ j !J u ~ l..t (:.o lt'k.J:: .t> , ): -1-t:: tt 1) ;l tt Jv-( G t:..
~3"7~-(:b B;:c}-A..OJ~~ -(v(~. "You can't teach an old dog new
tricks." ;:: tt ~;t::t-~ ··(i o
10 2 t V;ftj ::tt ~5 t; Lt 0 ~)t> C1> ··(1 ,J, ~ \,) 1-1!-tJl' ~ <. $. t:f~ ~ 1 o
o
1:;--? d) ~ 0)
.f ~l "f' X l) jJ A._ if) :J1!\f-:_ ~ J::... ~) ' l., j l': ABC ::0' ':) K./v ~ d:
H
?~tjl·~~Gt-:. ~l1. -tJ'i1 ~t(1)~J.;J~f3 .:idJ~t~ -'b-ll~fv
tz:
r 'bJ u r~ t'J. ~_;ftiJ)··~ ~ ~ t!:; fv 0 _j
15 t. --5 \) ~ l..t t::: 0
1
t-:·IJ) S rtJ:~JjbJ ~ ~ 9. _j
t1 tl r::· t> 1J G f:.tl4:Pi 8 --( i o
t ~':;# ~ lv ld. b ~ \ l G t-:. ··( tJ.

~ d) .:o- tj.fll'] ~ ~ -tt lv.
I fu~ nf {? Tomorrow no school. d) t. . b ") .l l..t r-:. • ...J
I
Ycft1.·· 'h-!fJ:~Jvl-j. tt:ft..t~~~G ~ vi: .

20 I 'J; l f-;: t;:l }3-tj~ ~ (-:_ i)JJY' tf'_;&t~~~ i. ·-(i ~) S ~;f~;f&,JI)~-f!:.fv • .J

t 1t 1-tj t \i) ~ L- t~. ::::-;.._ ~ i:Y. nf:... ~ f,_J-: fJ La. ;1 r:: tJ. c ~-.. e ~~ :IJ)'.
})JJ) ~ ~ 1! fv··(G t--:.. -( tJ, ;), ~ \.)~- t -7 t lJ. 7t&OJ~pf d: < t)JJ) ~~l
t:.
¥. ()):::... _;:_ 8~t-( Ld~. 1tr.ijl~,J,Aj. r d) 1j OJ ~t ~'? l J: ~-: ~--( ,),~
25 ;f~:'" A1 ~ ~ 0 t~. -t 0) ~ ~ OJ -J 0 ;9..1! dJ -tt O"J :} O"J 1": 1-. }- ffJ tJ) 7-r /Jf 4[ v:·
~ l (-:. 1:. 0) -t;t 0) ~ t~ ~ tL"t *0 1) ~ f!:.f...._ ·{ Gt-c. Aii-i:~ 1-v ~"j 'Y' v 11l ' ~ L
0
('C. \)\\~~Iii' b !J~ V ~ tt /v. "f c1) ~ 'f5 (}) 1- tJ. W0) ~ t· :IJ) ? ft~ 2:; J:lA
u ~ l(-:D
"Hey! Paper!"
30 2 t t;ftj. :::.. / -( i. -( t> -st-0):} ~~ f ;tt·{ 9( b.tJ) I) .;1 Lt t~. 1 L -"(
::t m;b\ JJ. "t. v -? ~, ~ ~v r~ .
"Thank you!"
~-n ~ -r m-tt (}) ~ c ~ m~ t~ v~ t ~ t" ~~!. n9 tr. ~ u t-: • -( t> • .t.

35 0)-#:0 }~;}. 'If~~-( ~~t;)" t -c u J: < ~t.~ 1.
Lesson 19 "AS FOR SUMISU-SAN~ JAPANESE BECAME LIKED" 367
Add ts:. .!? i ~ tr:_ to each sentence:
l. bt-c~r.t 71< :0~ fi ~V>-c-t 0
2. -"-~tl ~ tLV>-c-t 0
3. c; u V>-c -t 0
4. l5b~ -c-Jo
5. ?-Gtl i ? <I? -r-to
6. tr-t<:tt L:..t 5~-c-Jo
Add ~i ~t<: to each sentence:
7. -"-~tl l¥l 6 \.tl -c -t 0

8. -"-~ti V>-c-t
~ tL 0
9. vcvtt Jt;.. \.tl -c -t 0
Answer in Japanese :
10. ib ts:.t·o.o :!>.. sc~ lvtl <~ vc ts:. .!? i
\.tl ~ t-c:O•o
n. ibts:.t-cv.:rmc;~vtt :O•bV> <ts:..!? i ~t-c:O•o
12 . ibts:.tctl 8:<$:gfr;O~ J:=Fvcts:..!? i ~t-c:O•o

13 . :0•/v t.:. tl uf :0• ~ <ts:. .!? i ~ tr:_ :O•o
14 . He needs many books .
15. Mr s. White ' s gotten pretty.
16 . The boy will be nine tomorrow.
17. Mrs . Tanaka made the kitchen more spacious. (Hint: " made wide" )
18 . Mr . Thomas ' face got red.
19. Mr. Johnson ' s daughter got sick.
20. Tom i s not very tall .
21 . Last week I went to the beach (lit. ~ sea). So I got a suntan .
Add accent marks to all the above .

What Will Be, Will Be

What will be, will be. (lit., it will only become
as it becomes . )
T.l.
&5 G 't:.l;t: ~ ~U:: t:t ~ T G J; -5o It will be a nice day, tomorrow .
f.ld;t: ~~9~.::tl::t:t-::>'t:.o I'm going to get married. (lit., It has become that
I will marry.)
]liM~~~;t: t:t<t:tl);:J;Gt:. o Mr./Ms. Kawamura died. (lit., became not).
~ill;t: m ~U:t:t-::>'t:.o My friend is sick (lit., became sick).
= t:.9 = t;t: I!!H:t:t~o 2 and 2 is 4. (lit., it becomes 4.)
U9.:: l;t: 7::. ~ <t:t l) ;:J; G t:. o My son's grown up .
ts-t< ;l;tl) ;:J; G't:.o It's late . /I'm late.

~{> ~
ff t: ;l;t ~ t 1~iJi ~ ~ ;:J; 9 o When spring comes, the flowers bloom .
f.t...l;t: &5 ;l;t f:.tJi Yf ~ t:: J';t-::> t:. o I love you.

I. ~*+ ;J:s < t) iJi t;t
C0 6 tJ5. fJ I f.J '7 tJ 7 )
1. 8 *0) 1:. t: l;t: , 8
iJ~ "J
*im tJi
0 "J l -5
l'. 9 o t:: iJ~ 6 , 8 *im ~ fit t: ts ~~L:lt. ;:J;
it v\ iJ~ <
iJJ;oJo
2 • &5 0)
VftJ~
t:t .:rY""t) 0) ~ tt G~
<t:t r; * G t:. o
3 . .:: ;f1, l;t: $ ~ -r· 9 tl 0
&5 tJ~ ~ v' o ~ v' C )

4.
~
B ~~~
C-::>"l
v' *9 tJ~ o
II. Change the sentences as in the example.

Example: 1: ;b t;t: JA v' -c· 9 o ~
1. I- 1 ld;t: ~ :ft v' -c· 9 o ~-----~---------- G ;:J; G t:. o

2 . 9G 1:. tt m31:1. -r· 9 0 ~ t:t r; * G t:. o
3. if5 ~ t;t: Mi iJ~ -c· 9 o ~ t:t r.J ;:J; G t:. o
4 . U 9 dJ l;t: fi ¥ -c· 9 o ~ G a; G t:. o
rt
5 . ts 1ft. ~ A- t;t: tJ~ 11- 0) 'f:. tJi 8 v' -c·9 o ~------------ t:t r.J a; G t:. o
LESSON 20
QUIET~ PLEASEi HE 'S STUDYING
PROBLEM: Verbal auxi l i aries iru and aru are used to expre ss varying modes
of the head verb.
OBJECTIVE: To demonstr at e the use of verbal auxiliaries iru and aru .
Dr ill
?1 ?? horse
ms "?~~> vc-; every day
c--r)~~>o c - -r)~~>o verb auxi~iary: stative
~1o tb~"?o vi gathers; collects
~? ~? vi meets; sees
Ti'
-:t-f~
~*
Suzuki (persona~ name)
tttr ::P-u vi lives ; dwells

J6-Jj!t.J. iiJn!t.J. (eye)glasses
n~ vt o n~ij o vt wears (glasses)
cf>~V> adJ (is) blue; green

fi? L- hat
n~i?o vt wear s ; puts on (e.g . ~

puts on over the head;
wears on the head)
shoe(s)
vt wears (on lower body) ;

puts/pulls on (e.g.~ wears/
puts on shoes/skirt/pants)
tcnn~ someone
11~ electricity
-:-1 :-:1
t~a-~vto -c1v~~~vto turns on the li ght
11~-b~~ < :r'lv ~ -b~ ~ < the light comes on

369
t.r. 0>-"".;:, t.r. 0>-"".;:, vt lines (something) up
t.r. ~~ t.r. ~~ vi lines up

c--c)th;:, c--c).h~ verb auxiliary: stative
~&>');:, th-::>J6;:, vt gathers; collects

(_'Jr. t:Yf. trash ; waste
-t-c~ -t-r~ vt discards; throws away
76>X. -t ~;t-t vt returns (something)
¥$~~ J:?~< clothes (Zit.~ western cloth-

ing ; i.e .~ European-American
styZe clothing)
vt puts away
Dialogue
J- ~ Jv (a) meter (measurement)

--,
-l!/:j- (a) centimeter
"21vc next time
l.t ? 76>~-t ~ vt introduces

Reading
tr76> l ancient/old times; long ago
lflv silver
-:>(
~~ -::>(~ vt makes; creates

;!
5(~,~ (_? ?-c!v; (_? c; -clv (a) crossing; intersection
jffi~ ~j;,.,~ vi passes through; passes by

c_tr 2tr vi gets/becomes crowded
·c-=>
ifu T~ -!? !.J \-c "'? subway
VL: ~-· -?76, ( t.r./ VC ) VL: ?-?76, ( t.r./ VC ) merry and cheerful; jovial;
busy (- ly)
~-:::>Vf~(V/VL) full
c; 76~-t vt searches for

\..' ----;1 h.
handbag; purse
"" / 1: / ' -;; :;/
Italy
Lesson 20 QUIET, PLEASE; HE ' S STUDYING 371
7"1-ffil 1-J~\.r> C:. ( foreign country
~ V>b col or
1/ fA 1/t?tJv (a) person from India; (an)

I ndian
~ ?6 n i ght
~100 ~\;>1-J~ ; ;{_\;>/')~ movie
---~ ....., t \9> 5 through( out); all during
~ ~c; morning
{)6 {)6 noon; daytime
813 t. ~16 ~-::J"?6 ~-::J(j6)
821 11. i±:tr ftr -1- (tr)

1820 ~
¥~~~ J:'?.b( 3?
1610 JJii. . ¥~~~ J:'?.b( 7!/

533 _).,...
<!
~ x~.r#.. c:.??-rJv ~?
1348 -6
,,,, <!
x~.r2.. c:.??-rJv T/
1307 -li_
jj6 i:t--6 c:t--(6)
1783 ~
:&: ?6 J:6
56 ~
[l;k:fjj ~\;>1-J~ .:r.1
142 \~J [l;k:Jmj ~ \;>7)~ jj
New Readings
150 .6.. •
:z::;;;-. 3Z ~ '/ -~t± 3Z ~ '/-~0l~ (17)
~t± ?J~0L ~ (17)

~5 ~5
169
9~: n ~c (13)
n~ 7)~0 t. (
1257 k.J.r.?J~
~= 83~ (4)
~~ ~~ 5 c< (4)
-B ~ 0-;vc-;c.~?
SECTION 3. DRILL
Substitution :
~
1. 11M=Jmttl ~ JRJil:CDJ:~ ~/v"'C01 "to

Cues: a) 51 ~CD~~ }E6
b) ihCDA (Iff ~ """'
~?P--:to
c) -T-ttt Vcb-c ih.:t~
d) ihCD~CD)\ ~u-c IIJ<
2. fktl 4/lB B*=iffi~ ~lv ~ .t 5 L--c \() 1 -t 0
Cues: a) ~;{_6
b) ~-t
c) Mr.tf
d) -??)~ 5
3. .:tt.VC ilf?)~ C "£ ? L 01-:t"o

jL-?
Cues: a)
b)
*
ht. tl6
c) 06t.l ?E6t.l
Lesson 20 QUIET1 PLEASEj HE 'S STUDYING 373
4. EE9='~ 1vtl 7 J. 1) :hVLh-:::>LV>"i-J"o

Cues : a) $?11-~ lv B*VL:*6
b) :t~)( ~ lv ~5 h6
c) :t~-a~ lv ~5 JE9~ 6
d) J:l-T-~Iv ~5 vt-:::><:.lv-t-6
5. !1:7 - !J~Ivtl 'itc: tJj tJ~VJ" L"V> 1-Jtlvo

Cues: a) A ~16
b) -}-/-/- vt -:::><:.lv-t-6
c) LltJII~ lv *6
6. 5fktl "itc: Jfllfj a_. wtlv l:V> 1-Jtlvo

Cues: a) =ftJ~Jj- a- • <
b) <:ttlva-*-"'6
c) )t~VC~5
d) :t~~6VCA.6
Question- Answer:
7. Q: ~5 JYtJ~Iv-Jt lvVC :* lJ 1 l fL tJ~o

A: V>V>;t , "itc: :*-:::>L"01-ltlvo
Cues: a) -1"~~~ / 1t-"'6
b) :t~~ vt / t/z&
c) tJ~~~ / Ji6
t!
d) ~~ / ff(
Substitution :
-r-r
8. ~*~lvtl .:bDl~llva-~-:::>-cV>'i -to
Cues : a) -Z:- <D A a_. :t~f~;{_ 6
b) -t:-<:.a-~6
c) *~VC'(±tf
9.
G'
ftr:li~~tt :J>L. .b. c -:? 'L\;') j -t0
Cues : a) ~-l:t~
b) -::::>il~h~
c) 1219~
d) \;')-t:"(
10. -t:-CD515CDAV:± .l6il~tl'i-il~vt-c0j L.k.o

Cues: a) Ff0-/ -f' '/ ~ ~
b) fS:'? L. il~~~
c) (60(-::::> V:±(
Situation-Response:
11. Tutor : ti..hil~iJ! F'7 'i- tbVJ" '"£ L.f~o ( tb < )

Student: f7tl;b0'L0j i'"o
Cues: a) jC' / L..l66 (L.-£~)
b) :r l/ t:' / tJ:i>~-t ( tJ: jO~~ )
c) 11~ / -::::>vt~ (-::::> < )

d) i>~~ / A.h~ (A. 6)
e) lf[ / c.lt>~ Cc-£~)
/ tJ: G""' ~ C tJ: G~)

f)
*
Substitution:
12. F'7V:±~VJL~ !J j i'"o
Cues : a) jC' L..lt>~
b) 11~ -::::>vt~
c) ~.lt)~
d)
*7J< A.h6
e) lf[ tJ:i>~-t
Lesson 20 QUIET3 PLEASEj HE 1 S STUDYING 375
Situation-Response:
1 3. Tutor: 1t$ -:a- ffl~ L- -cr~ V>o
Student: 1t$tl ~ 5 ffl~ l- L cb kJ j -t"o
Cues: a) """"--? / -1:-5 I.>t-6

b) ;j;,.,.~ / tlG5
c) C.:Jr. / -t--c6
d) -¥;&!:Jr. / :t:<
e) / ;&~ ;(_ -t-
f) *
?$~~ / lj 5
l. (The) plane is now flying (along) over Tokyo.

a) (The) horse is now running (through) the midst of the forest.
b) That person is now strolling (through) the town.
c) (The) child is now playing in the garden.
d) That man is now working at the company.
2. I'm studying Japanese every day.

a) I'm teaching Japanese every day.
b) I'm speaking Japanese every day.
c) I'm reading Japanese every day.
d) I'm using Japanese every day .
3. A car is stopped over there.

a) There is a tree standing over there.
b) Over there a cat is asleep.
c) There is a dead dog over there (Zit. 3 Over there a dog is dead).
4. Mr./Mrs./Miss Tanaka has gone to America.

a) Mr ./Mrs./Miss White has come to Japan.
b) Father is already asleep (oP lying down).
c) Mother is already awake (op has already gotten up).
d) Yoshiko i s already married.
5. Mr./Mrs./Miss Clark hasn't left yet.

a) The people have not yet gathered.
b) Nancy isn't married yet .
c) Mr./Mrs./Miss Yamakawa hasn 't come yet.
6. I haven't read the newspaper yet.

a) I haven't written (the) letter yet.
b) I haven't eaten yet.
c) I haven't met the teacher yet.
d) I haven't had my bath yet.
7. Q: Have you (already) ridden the Bullet?

A: No, I haven't ridden (it) yet.
a) Have you (already) eaten sukiyaki?

b) Have you (already) drunk sake?
c) Have you (already) seen Kabuki?
d) Have you (already) been to the Ginza?
8. Mr./Mrs./Miss Suzuki has that photograph.

a) Mr. Suzuki remembers him/her.
b) Mr. Suzuki knows that pl ace.
c) Mr. Suzuki l i ves in Tokyo.
9. Mr./Mrs./Miss Sato is a l ittle fat .

a) Mr. Sato is a l ittle thin.
b) Mr. Sato is a little tired.
c) Mr. Sato is a l ittle perplexed.
d) Mr. Sato is i n somewhat of a hurry .
10. That man was wearing glasses.

a) That man was wearing a blue shirt.
b) That man was wear ing a hat .
c) That man was wearing black shoes .
11. Tutor: Someone opened the door .

Student: The door i s open .
a) Someone shut the window. The window is shut .

b) Someone repai r ed the tel evision . The televi sion is repaired.
c) Someone turned on the light. The light is on .
d) Someone put money i n. There ' s money i nside (it).
e) Someone stopped the car. The car is par ked.
f) Someone lined up the books. The books are lined up .
12. The door is open. (Someone opened it . )

a) The window is shut. (Someone shut it.)
b) The light is on . (Someone turned it on.)
c) The books are collected. (Someone collected them.)
d) The water has been put in. (Someone put it in.)
e) The car is fixed. (Someone fixed it.)
13. Tutor : Prepare the meal, please.

Student : The meal is al ready prepared.
a) Clean the room, pl ease. The room is alr eady clean.

b) Pay t he money, please. The money is al ready paid .
c) Take out t he garbage , please. The garbage has alr eady been
taken out.
d) Write t he letter, please. The letter is already written.
e) Return the book , pl ease. The book is already returned.
f) Put away the clothes, please. The clothes are already put
away.
Lesson 20 QUIET, PLEASE; HE ' S STUDYING 377
SECTION 4. GRAMMAR
20.1. STATIVE AUXILIARIES iru AND aru (see 16.2 . 2. for another use of iru).
Verbal auxiliaries accompanying a main verb inflection for gerund (-te form) were
introduced first in Lesson 16. The verb iru is, when used as an auxiliary, was
shown (in Lesson 16) to form the "progressive tense" i n Japanese. But the auxi-
liaries iru and aru function to indicate a state; i.e., an event which is viewed
as having taken place at some undesignated time in the past but continues into the
present-- in other words, a state is different from a "progressive" action which is
an event taking place at the present moment, and a state is different from a "past"
action which is an event that took place and was completed in the past.
20 .1 .1. PROGRESSIVE (-te + iru).
(a) 1ma doa o akete imasu. (I) ' m now opening the door.
(b) Mainichi nihongo o benkyo- (I) ' m studying Japanese every day.
shite imasu.
(c) Suzuki-san wa Tokyo de Mr . Suzuki is working in Tokyo.
hataraite imasu.
20 .1.2. STATIVE. When a verb root has both an intransitive and a transitive form
(see 20.2), always use iru with the intransitive member of the
pair and aru with the transitive:
(a) Do a wa/ga aite imasu. The door's open.

(b) Doa wa/ga akete arimasu. The door ' s open (i.e . ' someone opened it,
and it now stands open) .
(c) Basu wa/ga tomatte imasu . The bus is stopped .
(d) Basu wa/ga tomete arimasu. The bus is stopped (i.e . , someone stopped
it and it is now in that state).
When the verb does not have both intransitive and transitive forms, use iru
with transitive a s well as intransitive verbs:
(e) Suzuki-san wa Tokyo ni Mr. Suzuki lives in Tokyo .

sunde imasu .
(f) Howaito-san wa Nih6n ni Mr. White is in Japan (i . e ., he has come
kite imasu. to Japan and he is still here ) .
(g) Sate-san wa sukoshi futotte Mr. Sate's a bit fat.
imasu.
(h) Sore o shitte imasu. I know that .
(i) Sor e o oboete imasu ka? Do you remember that?
(j)* Sono otoko no hito wa megane That man wears glasses.
o kakete imasu.
20.2. TRANSITIVE-INTRANSITIVE VERB PAIRS. Several sets of verb pairs (one

transitive , t he other i ntransitive) have been introduced in thi s lesson. The
student wi l l no doubt be interested in discovering some rule or pattern by which
*Note that this sentence does not mean, "That man is now putting on his
glasses ." To say this, Japanese would use a sentence like, Sono otoko no hito
wa megane o kakete iru toko~o desu. A number of verbs, and in particular, verbs
meaning "wears on the body, " are treated as states in Japanese .
37 8 JAPANESE BY THE TCY!'AL METHOD
the transi tive is distinguished f r om the intransitive member . There is i ndeed

" patter n" in thes e pairs , but it is a very compl ex pattern which does not lend
i tself to a simple expl anation. Perhaps t he f ollowi ng grouping will help to
br ing out some of t he distinctive features of t hese sets of verbs:
TRANSI TIVE- INTRANSITIVE VERB PAIRS
(a ) atsumeru gather s (something) atsumaru (things) gather

kakeru hangs (s omething) kak8.ru (something) hangs
tomeru stops (something) t omaru (something) stops
shimeru closes (somethi ng) shimaru (something) closes
(b) akeru opens (something) aku (something) opens
naraberu l ines up (something) narabu (someth ing) l ines up
tateru stands (something) up tatsu (something) st ands up
tsukeru turns (something) on t suku (something) comes on
yameru stops (something) yamu (s omethi ng) stops
(c) dasu puts (something) out deru (something ) goes out
,.
arawasu r eveals (somethi ng) arawareru (something) i s reveal ed
,.
(d) naosu repairs (somethin g ) naoru (something) i s r epai red
:::: ,.
tosu puts (something) through toru (s omethi ng) goes through
watasu passes (something) over wataru (something) cr osses over
(e) noseru puts ( s omething ) on noru (somethi ng ) r ides on
Certain formatives (i . e., character istic sounds or sound combinations) may be

observed as the distinguishing features between words of t he left- hand and
right- hand columns . For example , t he sounds - e- and -a- di st inguish t he pairs
i n gr oup (a ) , and the sounds -s-and -r- distingui s h the pai rs in group (d) .
Native speakers seem to respond to the sound s in verbs as indicating the meaning
of "active" or "causative. " It is interesting to note that this sound occurs i n
the left- hand, or " transit ive, " column .
20 . 3 . TRANSITIVE VERBS AND aru. Transitive verbs whi ch have no cor responding
intransi tive form also occur with the auxiliary aru to bri ng out a "passive"
meaning . Example : Tegami wa m5 k8.ite arimasu . The ZetteP is alPeady written.
Not e t hat the ori ginal Obj ect t egami o transforms t o Topi c tegami wa i n such
constru cti ons.
Lesson 20 QUIET, PLEASE; HE 1 S STUDYING 379
SECTION 5. DIALOGUE
I~ , ,
~~ ,.~
!::::~
~ ~ ~
~
........
~--
I
ffi rfl: A::: A~~' ~t.o't.V;l L1J:;$:~~~5EQ-:::>L"~1-j'-;0:.o
A~A: ,Z,t, 5EQ-:::>L"~1i'".l: o
ffi 1=P : E ~t~ A -r:-ti6" o

A~A : k? -r:-ttl · · · · · o
ffi !=p : Jb;O!;f;l ~ ;O:.Vj"L" ~ 1 -j-;O> o

A~A : ~~,t, ;O:.vt-r ~1-lt~o
EEl li=!: b c -:::>L" ~1 --j-;0:. 0
A~A : ~~;{_, -?-lt-r ~1-t J: o -lt;O! ~~-r:-to

ffi rf1 : E0 < G~ -r:-ti6"o
A~ A : 1J - ~-e / 7
Jv 80 <· G~ -r: -to
ffi rp : k:h.Vi ~~ -r:-th.o ~£ L- .t ? ;0:.~ L- -r r ~ ~0
A~A: ;t;t, ~~-c-tl:o

English Equivalents
Tanaka: Mr . Smith, do you know Mr. Yamamoto?

Smith: Yes, I know (him).
Tanaka: What kind of a person is he?
Smith: Let me see . . . .
Tanaka: Does he wear glasses?
Smith: No, he doesn't wear (glasses).
Tanaka: Is he fat?
Smith: No, he's thin. He's tall.
Tanaka: About how (tall) (is he)?
Smith: About one meter and eighty centimeters.
Tanaka: That's tall, isn't it. Next time introduce (us), please.
Smith: Sure (I'll be glad to) (lit.~ It's all right).
SECTION 6. READING
Lesson 20 QUIET, PLEASE; HE 1S S TUDYING 381
35 30
~ -
FiU each blank with either \;') 6 or ~ 6 in Polite -mas- f orm :
1. C::Jj..iJ!-t-e-e 0
2. c:.vq:t vcr.t :;J:,.,. ~ C:?iJ! A.n-c 0
3. *iJ! t.r. ~""'--c - - 0
4. bt~ l-V:i ~~~ %1 -:::> 'L __ o
5. ""-~VL it~iJ! -::::>1/)-c _ _ o
Change the auxiliary without changing the basic meaning (i . e ., change \/)6 to
~ 6 , and viae ver sa, making whatever modif ication i s necessary in the main
verb and particles ):
6. r; iJ! ~ \;') -c \;') 1 -t 0
7. ?"-~ti ~Vj""'(l./)1-t" o
8. lJ.V:i cJO'L~!J1 -t" o

9. 515 V A ;Oi f<.. <c; lv ~1 -:::> -c 01 -to

10 . 1 E V:t L. &>'J -r ~ .!? 1 -to
Answer in Japanese:
11. ~ t.c k V:t ~ E <: VC 1±/v --r 01 -tn~ o

12 . 'bfJ: fc <Z):j:,-.5(-;; /vti ..S:,. C -:::> L 01 -t"iJ~o
13. ~ t.ckti 1 / F'V:h ~ L. i- ~-:::> L" 01 -tiJ~ o
14. th t.c kti B *mfV:;$:i- t -:::> L" 01-:t"n~ o

15. <t>t.ckVc t.c.!? <DAti &>'JiJitli"tJ~vt-r01-tiJ~o
Express in Japanese :
16. The children are playing now.
17 . He (that person) is in a hurry. (Hint: "is hurrying")

18. The girl is sleeping now.
19. The rain has stoppe d.
20. Mr. Tanaka is mar r i ed.

21 . I have not read the book yet.
22 . There stands a strange( - looking) man.
23 . Mrs. Smith has already come to Japan.
24. Do you know Mr . Hayashi wel l?
No, I don ' t know him very well .

Lesson 20 QUIET~ PLEASE'; HE'S STUDYING 383
VERB PAIRS
The car is stopped.
!!! il~ t OJ l '!> t) *'9 0 The car is (has been) stopped .
Cl=: tL il~ il~ -f 0) !!! ~ t dJ £ G t: o ) (Someone stopped it.)
!!! ~ t clb '"( l,-\ £ 9 0 X is stopping the car.
Verb takes slot Verb <l·di:S;,ViiD;t; take slot

litC
(a) trod)~ begins (something) trc£~ (something) begins
j}l ~t ~ hangs (something) j}l j}l ~ (something) hangs
7~ clb ~ decides (something) ~*~ (something) is decided

~--J~t~ finds (something) ~-:::>ill~ (something) is found
~~
Jt~1 ~ spreads (something) !til~~ (something) spreads
(b) ~~t~ opens (something) Jm< (something) opens
M"'~ lines (something) up ~.b:: (something) lines up; queues

.,
1-t~t~ attaches (something) N< (something) is attached
{>d)~ quits (something) {>tr (something) quits
~
tf.'"(~ stands (something) up ti.--J (something) stands up
(c) ili't puts (something) out ili~ (something) goes; comes out
.s.
if:{->9 increases (something) if:x ~ (something) increases
~
mt9 lets (something) flow mttL~ (something) flows
.
?lf?9 wets (something) ?=n~ ( something) becomes wet
(d) t:.tt59 repairs (something) i;tt5~ (s omething) is repaired
'Ill:"
~9 returns (something) ~~ (something) returns
ts
~9 passes (something) through il~ (something) passes through
t>~
at9 passes (something) over at~ (something) passes over

JAPANESE BY THE TOTAL METHOD
384
SECTION 9. SUMMARY TEST (For answers see Appendix 4)
I. ~f+i.> < I) 'IJit.f.
Co 6 'IJi ti I 1i 5' 1J 7)
t -c :tsuJJatot.t. A. l'""t o
(
II. Circle the word that properly fits the context.

1. ~ <6 ~;J: ( tJ '? t :t' t l :t ' t=. <~ A,) ~ tL lt' '"(· 9 0
2. ~ 0) -? 0) 1:l ~;J: ( {> '? t ' t l :t ' ~;I t h, t •) tl tr I) £ it A- '"(. L, t=.

* ,
0
3. i\ JH;J: ( t=. < ~ h, , ~ ~: i5 £ lJ ) tr G i5 -:::> 'fJ\ '? t=. -c-9 o
4. ( f=. ( ~ /v, ::k~, tJ '? t 't>)-:::> iPfL '"Clt' £9 o

5. ( ~ G , t 'l :t , {> '? t ) ;: 0) * :tJ>. ~ b lJ £ G t=. o
III. Supply particles where needed.

1. ;: 0) }}. :fJ\ lv ~;J: = --:::> 1 5 0 P3 -r 9 0
2. 7 1) A._~~-~ ~ _ t.t. lJ £ G f=. o

3. tey~ .:&:il_lt,'?GJ: ~~ Jl!J! fj~£9o
4. ~_fld;J: - A._B *~-~lv ~ J:-? G 'llt' £9 o

5. ~;t t A, t "1il B_WI_il_ ~/v ~ J:-? G 'l v' £9 o
IV. Choose the proper verb auxiliary to co1plete the sentence.

1. ~~:fJ}. -:::> lt' l (d) -5' lt' -5) 0
2. ]fH;J: t.t. t3 '? 'l (d) -5, lt' -5) o

3. t3 1fi :iJi ~;J: 6 '? l ( iV) -5 ' lt' -5 ) 0
~ t3 ill:~ h, ~;J: iQ ~ l ( iV) -5 ' lt' -5) 0
5. :f- :fJi}}. :tJ" i! lt' l ( iV) -5 ' lt' -5) 0
V. Make sentences using only words given. You 1ay change the form of a word
and add particles and verb auxiliaries where needed.
1. ~~ Rll -5 lt' ~-?
2. lt'-::>:t !l!v' ~~ fk *-5
3. 7 1) .A t3 lt' G ~ ~ 1v t.t. -5
4. - A. ~$ 9 -5 ::k 'llt' :fJ\
5. iV)O)J... t.t.--5 lt'lt' m~ :fJ\

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COMMUNICATING

assisted by Kasayosb i Hirose and Tsuyoshi Sasaki

revised with the assistance of Katsuhisa Yamaguchi

All rights reserved.

Copyright (£) 1976 by Japan Missionary Language Institute

Revised, June, 1992

Confronting the task of learning another language, many people find

Dr. Noah S . Brannen is one of those who, in spite of the traditional

A language text should be built on an adequate linguistic model. These texts

Fortunately, my own motivations dovetailed with those of Paul McGarvey, rep-

Grammatical patterns don't change easily. My Ph.D. thesis was a study of

SOUND PATTERNS AND THE WRITING SYSTEM

Lesson 6 BUYING AND EATING 135

Appendix 2 GRAMMAR EXPLANATIONS IN VOLUME I - - -- - - -- - - - - - - 391

This curriculum is not a rehash of materials alr eady available elsewhere ; i t is

Subject Object Predicate

An item in a slot may be substituted by an item of the same class:

Subject Object Predicate

E~ch lesson, consisting of vocabulary, kanji, drill, grammar, dialogue, read-

Because of the desirability of introducing Japanese orthography simultaneously

THE EFFECTIVE USE OF THIS COURSE

In the beginning , dialogues are to be memorized and repeated verbatim, teacher-

DESCRIPTION OF THE TOTAL COURSE

Japanese by the TotaL Method is designed to cover beginning, intermediate, and

PROBLEM: There are fundamental differences between Japanese sounds and

Short Vott1eZs in Sequence

TABLE 1. CONSONANT-VOWEL SYLLABLES

TABLE 2. CONSONANT-VOWEL SYLLABLES

(1) raku daku sore sode rai dai

(2) 1ki eki (3) kuni kugi

kame kita kuse keta koko

It may not be necessary to "become as a little child" in order to produce the

DIFFERENCES IN JAPANESE AND ENGLISH CONSONANTS

When h occurs before i it is sometimes produced with friction, making

Soft ~ is difficult to produce, and it is not absolutely necessary to

Syllabic n is produced exactly like m in some places , like n in some

(b) Difference in distribution. Check the blank spaces of Table 2 in Prac-

(c) Difference in amount of aspiration . Remember that Japanese p, t, and

(d) SZ.ight difference in point of articulation. For example, the tongue

It is the function of the linguist to help point out differences in Japanese

Close attention should be paid to other features of Japanese sounds, such

ROMANIZATION. In these sections on Sound Patterns, Japanese words are written

THE SOUNDS OF JAPANESE

(1) Japanese EngUsh (2) Japanese EngUsh (3) Japanese EngUsh

PRODUCING JAPANESE VOWELS

~ASAL PASS AG£

Cross Seation of Speeah Organs

SECTION 4. VOCABULARY BUILDING

1. Kore wa te desu.* This is (a/my/etc.) hand.

2. Sore wa isu desu. That is a/the chair.

3. Kore wa terebi desu. This is a T. V.

4. Are wa ushi desu. That (over there) is a cow.

5· Kore wa kita desu. This is north.

SECTION 5. USEFUL EXPRESSIONS

1. okashi 2. ue 3. suki 4. ai 5. kiku

*Lengthened vowels (e . g., I, o, e) are treated in the next unit.

PROBLEM: Complex sounds include consonant combinations (commonly call ed clus-

OBJECTIVE : To drill the student in complex consonant sounds and lengthened

TABLE 3. CoMPLEx CoNSONANTS

Note: Forms in parentheses are rare.

PRACTICE 3. Try to distinguish the following minimal pairs by mimicking your

(1) ie re n~u n~mu sode sode

(3) tsukl. suk! tslimi silmi tsugi sugi