Colloquial

Japanese

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Colloquial

Japanese
The Complete Coursefor Beginners
Second edition
Hugh Clarke and
Motoko Hamamura

First published 2003
by Routledge
11 New Fetter Lane, London EC4P 4EE
Simultaneously published in the USA and Canada
by Routledge
29 West 35th Street, New York, NY 10001
This edition published in the Taylor & Francis e-Library, 2005.
“To purchase your own copy of this or any of Taylor & Francis or Routledge’s
collection of thousands of eBooks please go to www.eBookstore.tandf.co.uk.”
Routledge is an imprint of the Taylor & Francis Group© 2003 Hugh Clarke and Motoko Hamamura
Typeset in Times New Roman by
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A catalogue record for this book is available from the British Library
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ISBN 0-415-19478-4 (Book)
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ISBN 0-203-98691-1 Master e-book ISBN

Contents

Prefacevii

Introduction to the Japanese language
1 ฬೝߩ੤឵ Meishi no kookan

1
11

Exchanging business cards

2 ⥄Ꮖ⚫੺ Jiko-shookai

28

Introducing yourself

3 ኅᣖߩ⹤ Kázoku no hanashi

41

Talking about families

4 ⾈޿‛ Kaimono

58

Shopping

5 ᦬ᦐᣣߦળ޿߹ߒࠂ߁‫ޕ‬᦬ᦐᣣߦળ޿߹ߒࠂ߁‫ޕ‬
Getsuyóobi ni aimashóo.

75

Let’s meet on Monday!

6 ㋈ᧁߐࠎߩળ␠߳ߤ߁߿ߞߡ
㋈ᧁߐࠎߩળ␠߳ߤ߁߿ߞߡ
ⴕ߈߹ߔ߆‫ޕ‬

90

Suzuki san no kaisha e dóo
yatte ikimásu ka.
How do I get to your office, Mr Suzuki?

7 ߤࠎߥᗵߓߩੱߢߔ߆‫ޕ‬
Dónna kanji no hito désu ka.

111

What does he look like?

8 Ꮢౝⷰశߦⴕ߈߹ߒࠂ߁‫ޕ‬
Shinai-kánkoo ni ikimashóo.

130

Let’s take the city tour!

9 ࡎ࠹࡞ߢ Hóteru de145

At the hotel

10 ┹㚍ࠍ⷗ߦⴕ߈߹ߖࠎ߆‫ޕ‬Keiba o mí ni ikimasén ka.
Would you like to come to the races?

160

vi

11 ᣣᧄߦⴕߊߥࠄߤߩቄ▵߇ ޿޿ߢߒࠂ߁߆‫ޕ‬

178

Nihón ni ikú nara, dóno kísetsu
ga íi deshoo ka.
If you’re going to Japan, which is the best season?

12 ߤ߁߽㘑㇎ࠍᒁ޿ߚࠃ߁ߢߔ‫ޕ‬
Dóomo kaze o hiita yóo desu.

193

Somehow I seem to have caught a cold.

13 ゞߦ߱ߟߌࠄࠇߚ‫ޕ‬ゞߦ߱ߟߌࠄࠇߚ‫ޕ‬
Kuruma ni butsukerareta.

211

Another car ran into me!

14 ߽ߒ߽ߒ⑺రవ↢޿ࠄߞߒ߾޿
߹ߔߢߒࠂ߁߆‫ޕ‬

229

Móshimoshi, Akimoto sensei
irasshaimásu deshóo ka.
Hello, may I speak to Professor Akimoto?

15 ਄㆐ߩ⒁⸬ߪߎࠇߢߔ‫ޕ‬
Jootatsu no hiketsu wa kore desu.

248

The secret road to progress!

Key to the exercises
Grammar summary
Appendix: hiragána, katakána and kanji
Japanese–English glossary
Index of grammar and language functions

258
289
306
312
383

Preface

In this completely new edition of Colloquial Japanese, we haveintegrated the writing system into the course from Unit 1. This has
resulted in the unusual, dare we say unique, feature of combining romanised transcription and the Japanese script in the first five units. Instead oflearning hiragána and katakána syllabaries mechanically by rote before
embarking on your study of Japanese, running the risk of losing yourenthusiasm before you have begun, you are introduced gradually to theJapanese writing system as you acquire useful phrases and expressions
you can use immediately. From the beginning we introduce thethree components of the Japanese script – kanji, hiragána andkatakána – within a context of partly romanised, natural spoken
Japanese. We hope this innovation will help you learn how to read andwrite Japanese as quickly and painlessly as possible. From Unit 6 thebasic conversations and dialogues are given in kana and a restricted
number of kanji. Students who apply themselves diligently to the studyof the Japanese script should be able to learn the 200 kanji introduced in
the fifteen units. For those who cannot afford the time to master all
the kanji, however, it will be possible to complete the course with aknowledge of the script introduced in the first seven units.
In addition to the introduction of the Japanese script, the new edition
adopts a more interactive, communicative approach to the learning ofJapanese. The language is introduced through a series of practical dialogues simulating the actual situations a learner of Japanese is likely to
encounter. We have been careful, however, not to sacrifice the comprehensive coverage of grammar and vocabulary which were the hallmarksof earlier editions of Colloquial Japanese.
We have received encouragement and advice from many friends andcolleagues, too numerous to mention here. We are particularly grateful toour copy editor, Diane Stafford, whose excellent command of Japaneseand meticulous eye for detail has purged the manuscript of many
typographical errors and inconsistencies. Special thanks must also go toviii
our editors Sophie Oliver and James Folan of Routledge, whose patienceand understanding encouraged us to go on when it seemed at times
we would never finish the manuscript. We hope their faith in us will be
rewarded with this volume.
Hugh Clarke and Motoko Hamamura
May 2001

Introduction to theJapanese language

Japanese, with over 127 million speakers in Japan, large emigrantcommunities in North and South America and a rapidly growing body offluent non-native speakers, is one of the world’s major languages. Outside the languages of Europe, it is probably the most studied foreign language, with about a million learners in China, a similar number in Korea
and around 300,000 in Australia and New Zealand. It is the most studied
foreign language in Australian secondary schools and is now also
becoming very popular in Britain and America. Japan is the world’s
second-largest economy, a major provider of foreign aid and a significant force in world affairs, particularly in Asia. It has a rich, distinctive
culture combining native elements with influences from the Asian
mainland and, more recently, from Europe and America. A fascinating
blend of tradition and modernity, Japan has a literary tradition extending
back 1,200 years, yet is one of the most modern, some would say postmodern, high-tech, post-industrial societies in the world. The Japanese
language is the key to understanding Japanese culture and society.
Studying Japanese can be a very rewarding experience in its own right,
but, more important, it has great practical value for anyone wishing to dobusiness with the Japanese or planning to visit Japan.

Pronunciation and romanisation
Japanese has a relatively simple sound system. It does not havea strong stress accent as we have in English, preferring instead to usehigh and low pitch contrasts to mark the boundaries between phrases.
For practical purposes, you will find that you can produce naturalsounding Japanese by giving each syllable equal stress and prominence(loudness).

2

Romanisation
The romanisation used in this book is a modification of the Hepburn
system which is the most practical for speakers of English. We haveindicated long vowels by writing the short vowel twice, e.g. oo, uu, etc.
The acute accent has been added to indicate the pitch accent. The following descriptions of Japanese sounds are approximations based on the
pronunciation of south-eastern British English.

The vowels
Japanese has five short vowels a, e, i, o, u and five long vowels romanised here aa, ee, ii, oo and uu. The short vowels are all the same length,very short and crisp, giving Japanese its characteristic staccato rhythm.
a
e
i
o
u

like the u in cut
like the e in getlike the i in hit
like the au in taught but shorter, like the o in hot
like the u in put but without the lip-rounding (pull the corners of yourmouth back slightly when you pronounce this vowel).

The long vowels, indicated by double letters in our romanisation, areexactly the same sounds as their short counterparts, but are given twice
the duration. A difference in the length of the vowel can make a difference in the meaning of a word. To avoid confusion and embarrassment,
care must be taken to distinguish between long and short vowels. Take,for example, shujin ‘husband’ and shuujin ‘prisoner’ or, potentiallyeven more dangerous, komon ‘adviser’ and koomon ‘anus’.
When two or more vowels come together in Japanese each retains its
original pronunciation. The sequence is pronounced without a pause in
the middle, but each vowel is given its full value and duration, unlike thediphthongs in English which tend to coalesce the vowels together into asingle sound. Note that the sequence ei is usually replaced in pronunciation by the long vowel ee, e.g. senséi ‘teacher’ is pronounced sensée.

Devoicing of vowels
Under certain circumstances the vowels i and u are omitted, reducedor whispered. This phenomenon, known as devoicing, is particularly

3marked in the speech of Tokyo. You will notice it in the pronunciation
recorded on the tapes which accompany this volume. It generally occurs
when the vowels i or u are sandwiched between two of the consonants,
p, t, k, s, sh, ts, ch, f and h (voiceless consonants), or when i or u follow
one of these consonants at the end of a sentence (i.e. before a pause).

Consonants
The consonants p, b, t, d, k, h, m and y are pronounced pretty much thesame as they are in English.
ch
j
ts

z
f
n

g

r

like ch in church, but for many speakers with the tip of the tongue
down behind the lower front teeth.
like j in judge, but for many speakers with the same tongue position
as ch above.
like the ts in cats. Note that this sound occurs at the beginning of
the syllable in Japanese. You will need to practise this sound to
avoid confusing it with s.
like the z in zoo. Many Japanese speakers pronounce this sound likethe ds in cards at the beginning of a word and like z elsewhere.
differs slightly from English f. The lower lip does not touch theupper teeth. It is like the sound we make blowing out a candle.
before a vowel like n in now. At the end of a word the sound is
midway between the n in man and the ng in sang. Try pronouncing
man without touching the roof of your mouth with the tip of yourtongue. When n occurs at the end of a syllable it is influenced by
the following consonant. It is pronounced n when followed by n, t,
d, s, z, r or w. Before m, p or b it is pronounced m, e.g. shinbun(pronounced shimbun) ‘newspaper’, Nihón mo (pronounced
nihom mo) ‘Japan too’. When followed by g or k, n is pronounced
like the ng in singer. Note that this last sound change also occurs in
English, the n in think is actually pronounced ng.
like the g in get. Some speakers, particularly in Tokyo, pronounce
this sound as the nasal ng (like the ng in singer) when it occurs
between vowels. Although the nasal pronunciation still enjoys considerable prestige in the media, the tendency seems to be towards
using the stop pronunciation (‘the hard g’) in all positions.
this sound does not occur in English. To our ears it often sounds likea blend of d, l and r. Actually it is made by flapping (or tapping)
the tip of the tongue against the gum ridge behind the upper teeth.

4
The effect can be achieved by pronouncing the r of English word rat
while placing the tip of the tongue in the position to form a d.
w like the w in wonderful, but with the corners of the mouth pulledback slightly. This sound occurs only before a. Take care to pronounce wa like the wo in wonder and not like the wa in war.

Double consonants
Just as Japanese distinguishes short and long vowels it also makes a distinction between single and double consonants. Making these distinctions is the major difficulty English speakers encounter in pronouncing
Japanese. The double consonants pp, tt, tts, tch, ss, ssh, kk, nn, nm(pronounced mm) take twice the time to pronounce of their single counterparts. Where the first element is p, t or k the sound is begun, then held
for a syllable beat before being released. Double consonants occur in
Italian and can be heard in English at word boundaries, as in take care or
about time. Failure to distinguish single and double consonants can resultin misunderstanding. Note, for example, káta ‘shoulder’, kátta ‘won’ orbata ‘butter’, batta ‘grasshopper’.
Japanese also has syllables beginning with a consonant followed by y.
This y is always pronounced as a consonant, like y in ‘yes’. We can heara similar combination of a consonant plus y in English words like new,cue, amusing, etc. One combination English speakers find difficult is theinitial ry in words like ryokan ‘a traditional Japanese inn’.

The apostrophe
An apostrophe is required in the romanisation to distinguish initial nfrom syllable-final n, which, you will recall, undergoes various soundchanges according to the sound which follows. Compare tan’i ‘unit’with tani ‘valley’ or kin’en ‘no smoking’ with kinen ‘memorial’.

Pitch
In the romanised vocabulary lists in the early units, the grammaticalsummary and the glossaries, we have indicated the Japanese pitch accent.
A fall from high to low pitch, where it occurs in a word, is marked withthe acute accent mark ´. This mark on what we call ‘the accented syllable’
indicates that all preceding syllables of the word or phrase, except thefirst syllable, are pronounced on a high, level pitch. In the pronunciation

5of Tokyo words always begin with a low-pitched syllable unless thatsyllable carries the pitch accent mark. Where the final syllable of a word
carries the accent mark it indicates that a following particle or ending
begins with a low-pitched syllable. For example: hana ‘nose’ is pronounced hana (low–high) and, as it has no accent mark, any following
particles also continue on a high pitch. hana ga takái ‘his nose is high, he
is arrogant’ is pronounced hanagatakai. In contrast, while haná ‘flower’is pronounced the same as hana in isolation, in connected speech it isfollowed by a low-pitched particle, e.g. haná ga akai ‘the flower is red’ ispronounced hanaga akai. On the other hand háshi ‘chopsticks’, with its
initial accented syllable is pronounced, hashi (high–low).
You may prefer to ignore the pitch notation used in our system ofromanisation and simply model your pronunciation on the native speakers
recorded on the tape which accompanies this volume. Unless you arekeen to sound like a native of Tokyo you need not worry unduly about thepitch accent of Japanese. There is considerable regional variation in pitch
tolerated within the definition of kyootsuugo or ‘the common language’.

Words of foreign origin
Japanese has borrowed many words from foreign languages, particularly
from English. It is important to pronounce these words with the modifications they have undergone to accommodate them to the Japanesesound system and not in their original English, or other, pronunciation.
As the Japanese writing system permits only very restricted consonantsequences, many loan-words in Japanese end up with more syllables thanthey have in their original languages, e.g. supúun ‘spoon’, fóoku ‘fork’,gasorin sutándo ‘gasoline stand (petrol station)’.

Pronunciation practice 1
Listen carefully to the pronunciation of these famous Japanese brandnames, then try repeating them after the speakers. The bold forms inbrackets indicate that our romanisation differs from the conventional
spelling.
Sony (Sónii)KawasakiMatsushita

Toyota (Tóyota)
SuzukiSubaru (Súbaru)

Mitsubishi (Mitsúbishi)
Toshiba (Tooshiba)
Mazda (Matsuda)

6
Now listen to these Japanese words which have been borrowed into
English. Notice the difference between the Japanese and English
pronunciations.
karatesashimi (sashimí)karaoketsunamiikebana (ikébana)kabukiorigami (orígami)

Now some Japanese place names:
Yokohama
Okinawa

Hiroshima
Fukuoka (Fukúoka)Nagoya (Nágoya)
Nagano (Nágano)

Here are some more place names, personal names and well-known words
which contain long vowels:
Tokyo (Tookyoo)
Kyushu (Kyúushuu)
Kato (Kátoo)judo (júudoo)

Osaka (Oosaka)
Kyoto (Kyóoto)Noh (noo)

Honshu (Hónshuu)
Sato (Sátoo)sumo (sumoo)

And some more with double consonants, vowel sequences and syllabic n:
Nihon (Nihón) ‘Japan’
Hokkaido (Hokkáidoo)
Nissansensei (senséi)
samuraibanzai (banzái)

Nippon (Nippón) ‘Japan –formal pronunciation’
SapporoHonda
geishatempura (tenpura)kampai (kanpai) ‘cheers!’

Tottori
Sendai (Séndai)
ninja
aikido (aikídoo)Listen to the following examples of devoiced vowels:
Nagasaki (Nágasaki)
sushi (súshi)Makita (Mákita)

Shikoku (Shikóku)
Tsuchida (Tsuchida)sukiyaki (sukiyaki)
Chikamatsu(Chikámatsu)

Examples of consonants followed by y are given below.
ryokan Japanese inn
kyúuri cucumber

Kyushu (Kyúushuu)
okyakusamá guest, customer

7
Note the pronunciation of the following words of foreign origin.
tákushii taxi
térebi television
supúun spoon supóotsu sportnáifu knife
fóoku forksákkaa soccer supagéttii spaghetti

Pitch accent
Compare these accented and unaccented names listed below. Repeat thenames after the native-speaker on the cassette tape.

Unaccented(First syllable low, all following syllables high.)Abe, Ono, Sano, Mori, Wada
Yoshida, Aoki, Ikeda, Nomura
Kimura, Murata, Matsumoto, Ishikawa, Sugiyama, Inoue, Ookubo,
SaitooAccented(Unless it carries the accent mark, the first syllable is low, then all syllables
up to the accent mark are high. Syllables after the accent mark are low.)
Súgi, Óka, Háta, Míki, Séki
Sátoo, Kátoo, Fújita, Sákai, Támura, Mórita, Nishímura, Akíyama,
Ichikáwa, Takáhashi, Yamáguchi

The writing system
The Japanese writing system has been shaped by the historical accidentof Japan’s proximity to China. The Chinese language began to be used
extensively in Japan after the introduction of Buddhism in the sixth
century. Unfortunately, however, the characters which provided aningenious solution to the representation of the largely monosyllabic,
uninflected tonal language spoken in China were quite unsuitable as ameans of writing Japanese which was, and is, a highly inflected polysyllabic language. Some time around the beginning of the eighth century
Chinese characters, known in Japan as kanji, were adapted to the writingof Japanese. This was achieved by ignoring the meaning of the Chinese

8characters and simply borrowing their sounds. This system was refined
further by abbreviating or simplifying those Chinese characters usedphonetically, resulting in the invention of the native syllabaries, hiragána
and katakána some time in the tenth century. Japanese is still writtenwith a combination of these three separate writing systems. Kanji areused for writing most nouns, and the roots of verbs and adjectives. They
are used in their pseudo-Chinese pronunciation (called the on-reading) toconvey the sounds of words borrowed from Chinese and in the nativeJapanese, kun-reading to write original Japanese words. This means thatyou will learn at least two different pronunciations (readings), for most of
the kanji introduced in this book. Hiragána is used for writing particles,
suffixes and words with difficult or unusual characters, while katakána isused for writing words borrowed from languages other than Chinese.
In this book kanji, hiragána and katakána are introduced together in
gradual stages from the very first unit. By the end of the book you shouldhave an active mastery of hiragána, katakána and approximately
250 kanji. In addition, where appropriate, the glossary provides kanjitranscriptions of all the words used in the book and other important
vocabulary items.

Writing kanji
Kanji are made up of a relatively small number of distinct strokes, written, for the most part, from left to right or from top to bottom. As theclassification of kanji is based on the number of strokes they contain andthis is the principle upon which character dictionaries are arranged, it isimportant to learn how to count the number of strokes in a character andto execute them in the correct order. The glossaries also list the kanji
used for writing vocabulary items introduced in the book, even where thecharacters they contain have not been introduced for specific study. The
secret of learning kanji is to be aware of the discreet elements which
form the character, linking them in your mind with a mnemonic of yourown making, and practising writing them over and over again. The
movements of hand and eye as you trace over the strokes of the character
help to etch the image onto your memory.

How to use this book
The course has been designed to meet the needs of those who wish
to acquire a thorough grounding in Japanese in a relatively short time.

9
The primary focus of the course is on the spoken language. It is indeed
possible to work through the book without attempting to learn the written
language at all. One the other hand, if your goal is to be able to readJapanese as well as speak it, it is important that you familiarise yourself
with the Japanese script as early as possible. We have tried to design abook which will simultaneously meet the needs of these two different
groups of learners. If you have decided not to tackle the written language
you must rely more on your ears than your eyes. You will find theaccompanying tapes an indispensable part of this course. The romanised
text should be taken merely as a guide to the pronunciation of Japaneseand an aid to help you remember the vocabulary. All the grammaticalpoints are explained with romanised examples and all the glossary
entries are given in both Japanese script and romanised transliteration.
We recommend, however, that serious students should at least learn
the two Japanese syllabaries, hiragána and katákana. You acquire the
new symbols gradually over the first seven units. By the time you reach
Unit 8 you should be able to follow most of the material without looking
at the romanised versions. If literacy in Japanese is your ultimate goal
you must get into the habit of reading and writing the Japanese script.
Don’t fall into the trap of romanising everything before you try to workout what it means. Your aim should always be the comprehension of
written texts as Japanese, not the laborious decoding of a series ofabstract signs to produce an English translation.
If you need a high level of proficiency for business or other professional
communication you should be prepared to learn a fair number of Chinesecharacters. You will find as you acquire more and more kanji that these
are the building blocks of the Japanese vocabulary. You should learn how
to read and write the 200 or so basic characters introduced in this course.
In the first ten units new kanji are given with an indication of the numberof strokes and the order in which they should be written. If you practise
writing the kanji following the correct order of strokes you will soonacquire the basic principles of writing and counting strokes. For this reason
we felt it was not necessary to continue giving the stroke order after
Unit 10. From Unit 11 we have included a large number of kanji notincluded in the lists to be learnt by heart. We have shown the pronunciation of these additional characters with small superscript hiragána syllables known as furigana. This traditional system will help you to recognisea large number of kanji compounds in context even though you may not
be able to write the individual characters. Advanced students might like tolearn the new kanji compounds as they are introduced, whiting out the
furigana readings when they are confident they can read the words without them.

10
Another major turning point you will notice in Unit 11 is that we nolonger give lists of new vocabulary. This is partly to save space, but also
because we believe that it is important that you become more actively
involved in the learning process. You will find that making your own
vocabulary lists and looking up the meanings of new words in the glossaries will speed up your acquisition of the language.
We have designed the course so that you can use it as a practical,
direct-method language course, as a grammar handbook or as a basic
dictionary. The glossaries, grammar index, kanji lists and grammar summary have been included so that you can find your way around the bookwith minimum effort. Although the course progresses in sequence from
Unit 1 to Unit 15 you will often need to return to earlier units or jump toan explanation given in the grammar summary at the end of the book.
The numbering system used in the main text, the Key to the Exercises
and the recordings makes it easy for you to navigate from one part of thecourse to another.

1 ฬೝߩ੤឵Meishi no kookan
Exchanging business cards

By the end of this unit you should be able to:• Greet somebody• Introduce yourself and respond to introductions• Introduce others• Thank someone and respond to thanks• Apologise and respond to an apology• Enquire about the jobs people do• Say goodbye.
You will also learn:• 16 hiragána symbols:ߐࠎߡߔ߆ߪߎߦߜߣߩ߹ߘ߁޿߃

• 7 kanji characters: ↰ ᧄ ਛ Ꮉ ጊ ਄ ਅ• 3 katakána symbols: ࠬ ࡒ ࡯• To use the voicing marks, nigori.

Dialogue 1 1
At an office reception for a visiting Japanese trade delegation you
exchange business cards and practise your few words of Japanese. You
are surprised to discover that you can identify some of the kanji used
to write the visitors’ names. The Japanese guests are impressed andflattered by your efforts to learn Japanese.
As you listen to the tape follow the text carefully to see if you canidentify any of the Japanese characters below. Then look at the romanised

12
text and the English translation. Come back to the Japanese text when you
have studied the section on the script.
A. ࠬࡒࠬ:
ᧄ↰:
ࠬࡒࠬ:
ᧄ↰:
ࠬࡒࠬ:
ᧄ↰:

ߎࠎߦߜߪ‫ޕ‬ߎࠎߦߜߪ‫ޕ‬ᧄ↰ߐࠎߢߔ߆‫ޕ‬ߪ޿‫ޕߔߢ↰ᧄޕߔߢ߁ߘޔ‬ߪjime߹shiߡ‫ߙ߁ߤޕߔߢࠬࡒࠬޔ‬yoroshiku.
ߎߜraߎߘ‫ޕ‬

B. ↰ਛ:
ࠬ࡯:↰ਛ:ࠬ࡯:ࡒࡒߐࠎߢߔ߆‫ޕ‬޿޿߃‫ޕߔߢ࡯ࠬޔ‬ߤ߁moߔmi߹seࠎ‫ޕ‬޿޿߃‫ޕ‬

A. SÚMISU:HONDA:
SÚMISU:
HONDA:

SMITH:
HONDA:
SMITH:
HONDA:

HONDA:

Konnichi wa.
Konnichi wa.
Honda san désu ka.
Hái, sóo desu. Honda
désu.
Hajimemáshite.
Súmisu desu. Dóozo
yoroshiku.
Kochira kóso.

HONDA:

Hello.
Good afternoon.
Are you Mr Honda?
Yes, that’s right.
I’m Honda.
How do you do?
I’m Smith. Pleased tomeet you.
The pleasure is mine.

B. TANAKA:
SÚU:
TANAKA:SÚU:

Mími san desu ka.
Iie, Súu desu.
Dóomo sumimasén.
Lie.

TANAKA:SUE:
TANAKA:SUE:

Are you Mimi?
No, I’m Sue.
I’m sorry.
That’s all rightSÚMISU:SMITH:

Vocabulary
ߎࠎߦߜߪ
ߐࠎ

konnichi wa
san

…ߢߔ߆
ߪ޿
޿޿߃
ߘ߁ߢߔ
hajime߹shiߡ

désu kahái
iie
Sóo desu
hajimemáshite

hello, good day, good afternoon
Mr, Mrs, Miss, Ms (polite term ofaddress)
is it?, are you?, etc.
yes
no, don’t worry (reply to an apology)
that’s right (literally, ‘it is so’)how do you do? (literally, ‘for the
first time’)13ߤ߁ߙyoroshiku
ߎߜraߎߘ

dóozo yoroshiku
kochira kóso

do߁mo

dóomo

ߔmi߹seࠎsumimasénpleased to meet you
me too, the pleasure ismine, etc.
very, really (grateful, sorry,etc.)
I’m sorry

Grammar points
In many ways Japanese grammar is less complex than that of the European
languages. There are no changes indicating singular or plural nouns and no
definite or indefinite articles. You will already have gathered from theexample dialogues introduced in this unit that the verb comes at the end of
the sentence and that the question marker, ka ߆, follows the verb.
You will also have noticed that no ߩ is used to join nouns to indicatethat the word preceding no possesses, or describes in some way, thefollowing noun, e.g. Tanaka san no hón ‘Mr Tanaka’s book’, yamano náka ‘in the mountains’ (literally, ‘inside of the mountains’, ‘themountains’ inside’), náka no hito ‘the person inside’ or ‘the person in
the middle’. It is worth noting here that nouns with an accent on the final
vowel lose that accent when followed by no. For example, yamá loses
its accent in the phrase yama no náka, above.
These little words which show the grammatical relationship between
the various components of a Japanese sentence are called ‘particles’, or14
sometimes, because they follow the nouns to which the refer, they arecalled ‘postpositions’ in contrast with English ‘prepositions’ which precede the noun. We refer to them as ‘particles’ in this book. In addition to
the possessive particle no and the question marker, ka, in this unit wemeet the topic particle, wa. This particle is used to indicate the topic of
the sentence and means something like, ‘as for …’ or ‘speaking of …’.
Of course, it is used far more frequently in Japanese than we would use
these expressions in English. Notice, too, that the particle wa is writtenwith the hiragána symbol for ha, ߪ. This is one of the rare cases inwhich the kana spelling reflects an earlier stage of the Japanese language and does not coincide with the modern Japanese pronunciation.
The particle to ߣ, ‘with’ or ‘and’ is also used for joining nouns. And thetag question marker ne operates in the same way as ka.

Japanese names
Japanese usually have two names, the family name, séi or myóoji, whichcomes first and the given name, namae. Given names are generally used
only within the family or between close friends. Most family names andplace names in Japanese are compounds of two kanji. Here are somenames which can be written with the seven characters introduced in thisunit. Notice that the t and k at the beginning of a word often change to d
and g respectively when that word occurs as the second element of
a compound. This phenomenon is known as ‘sequential voicing’(rendaku). It is a common feature of Japanese but occurs somewhat
unpredictably, so learn each new compound as a new vocabulary item.

Pronunciation practice
↰ਛ
ਛ↰
ਅ↰
ጊ↰
ᧄ↰
਄↰
↰ጊ
Ꮉ↰

TanakaNakadaShimodaYamadaHonda
Ueda
TáyamaKáwada

ጊᧄ
ਛᧄ
Ꮉᧄ
ጊਛ
਄ጊ
ਛጊ
ጊਅ
↰Ꮉ

1

Yamamoto
Nakamoto
Kawamoto
Yamanaka
UeyamaNakayama
Yamáshita
TágawaThe polite suffix san, ߐࠎ, meaning Mr, Mrs, Miss or Ms, must be used
when addressing anyone but a family member or a very close friend.

15
It can follow either the family name, the given name or the family nameplus the given name, e.g. Tanaka san, ‘Mr Tanaka’, Jiroo san, ‘Jiro’ or
Tanaka Jiroo san, ‘Mr Jiro Tanaka’. Never use san to refer to yourself.

Business cards or Meishi
In Japan the exchange of business cards is an important ritual accompanying introductions. You offer your card with your name turned to face
the recipient of the card. You make a slight bow, ojígi in Japanese, as
you hand over your card. Usually you will also receive a card from theperson to whom you are presenting your card. Having received the card
you should take it in both hands and read it carefully, noting the
katagaki, literally ‘shoulder writing’, the details of the company, position, rank, etc., written to the right or above the name. This information
tells you a lot about the social standing of the person you have just met
so you can choose the appropriate level of language when addressing
him or her.

Writing
In this unit we introduce sixteen hiragána syllables, seven Chinese characters or kanji and three katakána syllables. If you are still unsure howthese three different scripts are used for writing Japanese you can reread
the section on the Japanese writing system in the introduction. The language can be written in the traditional fashion, i.e. in vertical columns
starting from the upper right-hand corner of the page, or horizontally, left
to right, as in English.

Hiragána
The hiragána symbols themselves, like kanji, are generally written fromleft to right and from top to bottom. The syllables introduced in Unit 1
are given below with the order and direction of the strokes indicated witha number placed at the beginning of each stroke.
2

1

2

1

1

1
3

sa

n

te

su

16
2
1

1

1

3

1

3

2

2

3

2

ka

ha

(wa)

ko

ni

2

3

2

1

1

1
2

1

chi

to

1

no

ma
1

1
2
1

2

2
3

so

u

i

e

You will notice that with the addition of two dots in the upper right-handcorner, a syllable starting with t– is transferred into a syllable beginningwith d–. Similarly, syllables with an initial s– or k– are transformed intoz– or g– syllables with the addition of the same two dots. These are thevoicing marks, known as nigori (or dakuten) in Japanese. For example:
ߡߢ
te de

ߣߤ
to do

ߐߑ
sa za

ߘߙ
so zo

߆߇
ka ga

ߎߏ
ko go

The voicing mark is used with syllables beginning with h– to indicate an
initial b– sound. For example:
ߪ becomes ߫ as inߎࠎ߫ࠎߪ konban wa ‘good evening’.
Notice, too, that the second element of the long oo vowel is spelt withthe hiragána symbol for u,߁. For example:
ߘ߁in ߘ߁ߢߔ߆‫ޕ‬Sóo desu ka. ‘Is that so?’
From the outset it is very important to ensure that characters are writtenwith the correct number of strokes performed in the correct order. This is17particularly so in the case of kanji because they are arranged in dictionaries according to the number of strokes they contain. Besides, cursive
handwriting is very difficult to decipher unless you have a sound knowledge of the principles of stroke order.

Exercise 1.1
Next time you go to eat sushi, perhaps you might like to try these delicacies. Imagine you are sitting at the sushi counter confronted by a menu
written in hiragána and English. How would you order these from thesushi chef, who, incidentally, is called itamae or, more politely, oitamae
san in Japanese.
A transliteration of the items on this menu, and answers to all the exercisesin the book, can be found in the ‘Key to the Exercises’ that starts on p. 258.
Sushi Menu
Today’s Specials

Yellow-tail kingfish

Sea urchin

Salted herring roe

Squid

Crab

Kanji
The kanji introduced in this unit are all basic characters based on the original pictographs depicting natural phenomena or spatial relationships. These
characters are particularly common in Japanese place names and familynames. The kanji introduced in Unit 1 are given below in the square handwritten style with numbers indicating the order and starting point of eachstroke. As a general rule kanji are written from left to right and from top tobottom. Often, however, a high central element will have precedence over

18
2
1

2

3

4

1

5

3

4
4

1

2

1

2

3

3
5

ta, –darice fieldhón, motobook, origin

naka
middle1112kawa, –gawa
river

2 3

3

2

3

yama
mountainue
above, top

shita, shimo
below, bottom

the left hand stroke, as in yamá and ue and there are some characters likenáka, in which a final down-stroke bisects the rest of the character.

Katakána
As we mentioned in the section on the Japanese writing system in the
Introduction, katakána is used nowadays for writing foreign names andwords borrowed from languages other than Chinese. In this book weintroduce katakána gradually a few syllables at a time. When you havelearnt all the hiragána characters we will speed up the introduction of
the remaining katakána. Unit 1 gives you just two syllables su and miand the length mark, called boo, which is used in katakána script
to indicate that the preceding vowel is lengthened. The length mark is
written horizontally in horizontal writing, but in vertical script it would
be written as a vertical line from top to bottom.
1

1
2

2
1

3

1

su

mi

long vowel(horizontal script)

long vowel(vertical script)

Foreign words
Modern Japanese uses many words which have been borrowed fromforeign languages, mostly from English. These words, however, are19often quite unrecognisable to native speakers of English because they
have been adapted to the Japanese writing system and obey the Japaneserules of pronunciation. Because katakána, the script used for writing
foreign loan words, is a syllabary and not an alphabet, it is not usuallypossible to write sequences of two or more consonants. Consequently,
the Sm– at the beginning of Smith becomes Sumi– with the addition of
the dummy vowel –u. As Japanese has no ‘th’ sound ‘s’ is substituted,
again followed by the dummy vowel –u. The Japanese equivalent of the
one-syllable name, Smith, then, has three syllables, su–, mi–, –su. Notethat u is the weakest of the five Japanese vowels and is hence the one
usually used as a dummy vowel, but after t– or d– the dummy vowel is oand after ch– or j– it is i. More will be said of these spelling conventions
as you learn more katakána words. As a general rule, however, you
should treat katakána words as you would any new vocabulary item andonly use words you have seen or heard before.

Exercise 1.2
The following reading exercise will test your knowledge of the meaningsof the characters introduced in this unit and the use of the particles noand to. Match the Japanese phrases on the left with the English equivalents on the right. Read the Japanese phrases aloud as you go. Thencover up the Japanese and practise writing the phrases from the English
cues. Check your answers with the Key to the Exercises on p. 258.
For example:
1. ጊߩ਄

a. the top of the mountainyama no ue

Now you are on your own.
2. Ꮉߣ↰
3. ጊߩਅ
4. Ꮉߩਛ
5. ጊߩᧄ
6. ᧄߩጊ
7. ጊߩਅߩᎹ
8. ጊߩ਄ߩ↰9. ጊߣᎹ
10. Ꮉߩ਄ߩጊ

b. in the riverc. mountains and rivers
d. the river at the bottom of the mountaine. the rice-field up on the mountainf. the mountain above the riverg. a book about mountains
h. below the mountaini. a mountain (i.e. pile or stack) of books
j. rivers and rice-fields

20

Exercise 1.3
Some Japanese girls write their family names, séi or myóoji, in kanji
and their given names, namae, in hiragána. What are the names of thegirls listed below? Notice that many girls’ names end in –ko or –e.
1. ਄↰ߐߜ߃
4. Ꮉ↰ߐߣߎ

2. ጊᧄ߹ߜߎ
5. ᧄ↰ߜ߃

3. ਅ↰߆ߩߎ

How would these girls write their names in kanji and hiragána?
6. Táyama Masue

7. Tanaka Hámako

8. Nakayama Sónoko

Dialogue 2 1
Greetings used in Japanese vary according to the time of day. To a lesser
extent the same is true of expressions of leave-taking. When greetingsomeone the Japanese are far less inclined to use the name of the person
they are addressing than we do in English. In this section the pronunciation guide and the English gloss appear beneath each dialogue.
A Mr Yamanaka greets Mr Smith as he arrives at the office at 8:30 a.m.
one Monday morning. He thanks Mr Smith for inviting him to play golf
the day before. When you make a greeting in Japanese you often include
a reference to the last time you met.
ጊਛ:
ࠬࡒࠬ:
ጊਛ:
ࠬࡒࠬ:

oߪyo߁ ߏߑ޿߹ߔ‫ޕ‬oߪyo߁ ߏߑ޿߹ߔ‫ޕ‬kiߩ߁ߪ ߤ߁mo ari߇ߣ߁ߏߑ޿߹shita‫ޕ‬ߤ߁޿tashi߹shiߡ‫ޕ‬

YAMANAKA: Ohayoo gozaimásu.
SMITH:
Ohayoo gozaimásu.
YAMANAKA: Kinoo wa dóomo arígatoo
gozaimashita.
SMITH:
Dóo itashimashite.

Good morning.
Good morning.
Thanks for yesterday.
Not at all.

B Even Japanese sometimes get names wrong. Mr Honda recognises
one of his customers on the platform at Shinjuku station when he is on
his way home from work at about 8:00 p.m. In the dark he mistakes

21
Mr Nakada for Mr Tanaka. Mr Honda apologises for his mistake andthere are no hard feelings.
ᧄ↰:
ਛ↰:
ᧄ↰:
ਛ↰:
ᧄ↰:
ਛ↰:

ߎࠎ߫ࠎߪ‫ޕ‬ߎࠎ߫ࠎߪ‫ޕ‬↰ਛߐࠎߢߔ߆‫ޕ‬޿޿߃‫ޕߔ߹޿߇ߜޔ‬ਛ↰ߢߔ‫ޕ‬ߤ߁mo shitsure޿ shi߹shita‫ޕ‬޿޿߃‫ޕ‬

HONDA:NAKADA:
HONDA:NAKADA:

Konban wa.
Konban wa.
Tanaka san désu ka.
Iie, chigaimásu.
Nakada désu.
HONDA: Dóomo shitsúrei
shimashita.
NAKADA: Iie.

HONDA:NAKADA:
HONDA:NAKADA:
HONDA:

Good evening.
Good evening.
Are you Mr Tanaka?
No, I’m not. I’m
Nakada.
I’m very sorry.

NAKADA: That’s all right.

C Mr Nakagawa tentatively approaches a young man at the reception
for the visiting trade delegation. Someone has told him there is a mancalled John from one of the British firms who can speak Japanese.
Relieved to find he has the right man, Nakagawa introduces himself.
ਛᎹ:
JÓN:
ਛᎹ:
JÓN:

shitsure޿ ߢߔ߇‫ޔ‬ona߹߃ߪ㧫
Jonߢߔ‫ޕ‬
hajime߹shiߡ‫ޔ‬ਛᎹߢߔ‫ޕ‬ߤ߁ߙ yoroshiku‫ޕ‬

NAKAGAWA:
JOHN:
NAKAGAWA:
JOHN:

Shitsúrei desu ga, onamae wa?
Jón desu.
Hajimemáshite. Nakagawa désu.
Dóozo yoroshiku.

NAKAGAWA:
JOHN:
NAKAGAWA:
JOHN:

Excuse me, but (may I ask) your name?
(It’s) John.
How do you do? I’m Nakagawa.
Pleased to meet you.

D Sue Smith is so thrilled that she can write her name with the only
three katakána symbols she knows she decides to have her name in22Japanese put on her business card. Mr Yamamoto who runs a beachresort hotel in Shimoda looks a little bemused as he reads the card Sue
has given him.
ࠬࡒࠬ:
ጊᧄ:
ࠬࡒࠬ:
ጊᧄ:

watashiߩme޿shiߢߔ‫ޕ‬aa‫ߔߢࠎߐࠬࡒࠬ࡮࡯ࠬޔ‬ne‫ޕ‬ߪ޿‫ޕߔߢ߁ߘޔ‬ጊᧄߢߔ‫ ߙ߁ߤޕ‬yoroshiku‫ޕ‬SÚMISU:YAMAMOTO:SÚMISU:YAMAMOTO:

Watashi no meishi désu.
Áa, Súu Súmisu san désu ne.
Hái, sóo desu.
Yamamoto désu. Dóozo yoroshiku.

SMITH:YAMAMOTO:
SMITH:YAMAMOTO:(This) is my business card.
Ah, you are Sue Smith, aren’t you?
Yes, I am.
I’m Yamamoto. Glad to meet you.

E The following exchange is between Sue Smith and her close colleague Mr Tanaka. Sue picks up a book left on the table and asks
Mr Tanaka if it is his. Notice how Sue uses Mr Tanaka’s name where in
English we would use the pronoun ‘you’. The tone is rather casual andinformal.
ࠬࡒࠬ
↰ਛ
ࠬࡒࠬ
↰ਛ:

↰ਛߐࠎߩᧄߢߔ߆‫ޕ‬ߪ޿‫ޔ‬watashiߩᧄߢߔ‫ޕ‬ߤ߁ߙ‫ޕ‬
ߤ߁mo‫ޕ‬SÚMISU:TANAKA:SÚMISU:TANAKA:

Tanaka san no hón desu ka.
Hái, watashi no hón desu.
Dóozo.
Dóomo.

SMITH:TANAKA:
SMITH:TANAKA:Is this your book, Mr Tanaka?
Yes. It’s my book.
Here you are, then.
Thanks.

23
F Mr Yamanaka introduces his workmate Mr Nakada to Ms Yamamoto,a customer from Shimoda on the Izu Peninsula south-west of Tokyo.
ጊਛ:

ਛ↰:
ጊᧄ:

ߏsho߁߆޿ shi߹ߔ‫ޕ‬ߎߜraߪਛ↰ߐࠎߢߔ‫ޕ‬߆޿shaߩ ߣmodaߜߢߔ‫ޕ‬ਛ↰ߢߔ‫ߙ߁ߤޕ‬yoroshiku‫ޕ‬ߪjime߹shiߡ‫ޕ‬ਅ↰ߩጊᧄߢߔ‫ޕ‬

YAMANAKA: Goshookai shimásu.
Kochira wa Nakada
san désu.
Kaisha no tomodachi désu.
NAKADA:

Nakada désu. Dóozo
yoroshoku.
YAMAMOTO: Hajimemáshite.
Shimoda no Yamamoto désu.

Let me introduce you.
This is Mr Nakada.
He is a friend from thecompany.
I’m Nakada. Pleased tomeet you.
How do you do?
I’m Yamamoto from
Shimoda.

G After a fruitless few hours trying to interest Mr Yamamoto in new
sail-board technology our friends Yamanaka and Nakada decide tofinish the day with a sake or two at their favorite izakaya or Japanesepub. They part at about 10:30 p.m. so they will be fresh for another day
at the office tomorrow.
ጊਛ:
ਛ↰:
ጊਛ:
ਛ↰:

ja, ߐyonara‫ޕ‬oyaߔmi naߐ޿‫ޕ‬
߹ta ashita‫ޕ‬ja, ߹ta‫ޕ‬

YAMANAKA:
NAKADA:YAMANAKA:
NAKADA:Ja, sayonará.
Oyasumi nasai.
Mata ashita.
Ja, mata.

YAMANAKA:
NAKADA:YAMANAKA:
NAKADA:

Well, goodbye.
Good night.
See you tomorrow.
See you, then.

24

Vocabularyoߪyo߁ߏߑ޿߹ߔ
ߎࠎ߫ࠎߪoyaߔmi naߐ޿ohayoo gozaimásu
konban wa
oyasumi nasai

ߐyo߁nara

sayoonaraߐyonarasayonara

߹ta ashitamata ashitaja߹ta

ja mataߜ߇޿߹ߔ

chigaimásu

ari߇ߣ߁ߏߑ޿߹ߔ
ari߇ߣ߁ߏߑ޿߹shitaߤ߁޿tashi߹shiߡ

arígatoo gozaimasu
arígatoogozaimashita
dóo itashimashite

shitsure޿shi߹tashitsúrei shimashita

shitsure޿ ߢߔ߇‫ޔ‬shitsúrei desu ga

ߤ߁ߙ

dóozo

me޿shimeishiᧄ߆޿shaߏsho߁߆޿shi߹
ona߹߃

hón
kaishagoshookai shimásu
onamaena߹߃ߣmodaߜ
watashiߎߜranamae
tomodachi
watashikochiragood morning
good evening
good night (before
retiring)
goodbye (formal
pronunciation)
goodbye (casual
pronunciation)
I’ll see you again
tomorrowsee you! I’ll see you
again (casual)that’s not right,
that’s incorrect, no
thank youthank you (past tense)
not at all, don’t
mention it (in reply
to thanks)
pardon me, I’msorry, it was rudeof me, etc.
excuse me, but …
(may I ask …, etc.)
please, go ahead,take one, etc.
business card
(note: ei is
pronounced ee)
bookcompany, firm
let me introduce(your, his/her) name(honorific)(my) name (neutral)friendI, methis side, this person

25
kinóo
ashita
mata
kóso

kiߩ߁
ashita߹ta
ߎߘyesterday
tomorrowagain
indeed (kochira kóso
I’m pleased to meetyou, too)Particles
ߪ
ߩ
ߣ
߆
ne

wa
no
to
ka
ne

as for, speaking of (topic particle)’s, belonging to (possessive or descriptive particle)
with, and? (question particle)
isn’t it?, didn’t we? aren’t you? (a tag question, seeks
agreement from the listener)

Exercise 1.4 1
Imagine the voice on the tape is talking to you. Listen carefully and give
an appropriate answer. Turn off your cassette between questions if you
need more time to respond. You will find the English prompts given
below helpful, but remember they are not necessarily in the same orderas the answers you’ll need.
ENGLISH PROMPTS: Don’t mention it. Bye, I’ll see you again tomorrow.
My name is … (your name, but pronounced in a Japanese way if you canmanage it). How do you do? I’m (your name). Good night.

Exercise 1.5
Copy out the following printed sentences and phrases in appropriate
handwritten characters following the correct stroke order shown in themodels given on pp. 15–18. Read them over several times until you are
sure of the pronunciation and the meaning of each example. If you getstuck look up the readings in the Key to the Exercises.
1. ↰ਛߐࠎߢߔ߆‫↰ޕߔߢ߁ߘޔ޿ߪޕ‬ਛߢߔ‫ޕ‬
2. Ꮉᧄߐࠎߢߔ߆‫ޕߔ߹޿߇ߜޔ߃޿޿ޕ‬ጊᧄߢߔ‫ޕ‬
3. ጊߣᎹߣ↰4. ጊߩਛߩ↰5. ᧄ↰ߐࠎߣ↰ጊߐࠎ

26

Exercise 1.6
Choose an appropriate response from the list on the right to the phrases
on the left.
1. ࠬࡒࠬߐࠎߩᧄߢߔ߆‫ ޕ‬a. ߐyonara‫ޕ‬
2. ߹ta ashita.
b. ߪ޿‫ޕߔߢ߁ߘޔ‬3. ߤ߁ߘyoroshiku.
c. ߜ߇޿߹ߔ‫ޕ‬ਛ↰ߐࠎߩᧄߢߔ‫ޕ‬
4. ߎࠎ߫ࠎߪ‫ޕ‬d. ߎߜraߎߘ‫ޕ‬
5. ߘ߁ߢߔ߆‫ޕ‬e. ߎࠎ߫ࠎߪ‫ޕ‬

Exercise 1.7 1
A comprehension
There is an optional barbecue lunch arranged for the Japanese guests andpeople from your company. As husbands and wives are also invited thegathering includes a range of occupations. Over lunch there is a lively
discussion about the kind of work each of them is doing.
Listen to the tape and identify the occupations of all the guests
mentioned. Write down the names with their respective occupations
and check your answers with the key in the back of this book.
You will need some new vocabulary items for this exercise.

Occupations
߆޿sha޿ࠎ
shacho߁bucho߁
߇kuse޿
ߎ߁mu޿ࠎ
shufu
kyo߁shi
޿sha
naࠎ
shiߏߣ
oshiߏߣ

kaisháin
shachoobuchoogakuseikoomúin
shúfu
kyóoshiisha
nán
shigotooshígoto

company employee
director, company president, CEO
department head
student
civil servant
housewife
teacher
doctorwhat(my) job, work (neutral)(your, his/her) job, work (honorific)

Dialogue↰ਛ: ਄↰ߐࠎߩ oshiߏߣߪnaࠎߢߔ߆‫ޕ‬਄↰: kyo߁shiߢߔ‫↰ޕ‬ਛߐࠎߪ?

27
↰ਛ:
ጊ↰:
ᧄ↰:
ጊ↰:
ᧄ↰:

B

߇kuse޿ߢߔ‫ޕ‬ᧄ↰ߐࠎߩoshiߏߣߪnaࠎߢߔ߆‫ޕ‬޿shaߢߔ‫ޕ‬ጊ↰ߐࠎߪ ߆޿sha޿ࠎߢߔ߆‫ޕ‬޿޿߃‫߁ߎޔ‬mu޿ࠎߢߔ‫ޕ‬ߘ߁ߢߔ߆‫ޕ‬

Practice

Now try asking some of your friends, real or imaginary, the following
questions.
1. What is your occupation?
2. Are you a company employee?
3. Are you a housewife?
4. Ms Smith is a company director, isn’t she?
5. Is Mr Yamada a student?

Exercise 1.8
You are waiting in the lobby of the hotel for your Japanese guests tocome down to meet you. How will you greet them, assuming the time is:
1. 9:00 a.m.?
2. 1:00 p.m.?
3. 7:00 p.m.?
4. What would you say to them after you had brought them back to thehotel at 11:00 p.m.?
5. How would you say goodbye to your guests at the airport?
6. How many cultural keywords do you remember? Katagaki, nigori,izakaya, myóoji, ojígi and itamae were all introduced in Unit 1.
Could you explain these concepts to your friend who is planning a trip
to Japan?

2 ⥄Ꮖ⚫੺
Jiko-Shookai
Introducing yourself

In this unit you will learn how to:• Say who you are and where you come from• Say where you live and ask people where they live
• Tell people you are learning Japanese• Discuss nationality, country and language• Express your likes and dislikes.
You will also acquire:• 15 more hiragána: ޽ࠅߖ ߅ࠃߒߚ ߥࠄ߈ߊ߽ ࠊ ߺ ࠇ• 5 more kanji: ᣣ ࿖ ੱ ⺆ ⧷• 5 more katakána: ࠕ ࡔ ࡝ ࠞ ࡜

Dialogue 1 1
You are at an international health conference. The chair person,
Dr Nakayama, is getting the members of your panel to introduce themselves. You recognise a lot of the vocabulary introduced in Unit 1. You
realise listening to the material over and over again gives you confidence. Practice makes perfect.
ਛጊߖࠎߖ޿: ࠬࡒࠬߐࠎ‫ ޿߆߁ࠂߒߎߓޔ‬o ߅ ne ߇޿ ߒ߹ߔ‫ޕ‬ࠬࡒࠬߐࠎ:
ߪ޿‫ޕߚߒ߹ࠅ߆ࠊޔ‬ߺߥߐࠎ‫ޕߔ߹޿ߑߏ ߁ࠃߪ߅ޔ‬ࠊߚߒߪࡔࠕ࡝࡯࡮ࠬࡒࠬߢߔ‫ޕ‬
Rondon ߆ࠄ ߈߹ߒߚ‫ޕ‬

29ਛጊߖࠎߖ޿:࡝࡯ߐࠎ:ਛጊߖࠎߖ޿:࡝࡯ߐࠎ:ਛጊߖࠎߖ޿:⧷࿖ੱߢߔ‫ޕ‬޿߹‫ޔ‬ᣣᧄ⺆ o ߥࠄ t ߡ޿߹ߔ‫ޕ‬ߤ߁ߙࠃࠈߒߊ‫ޕ‬޽ࠅ߇ߣ߁ ߏߑ޿߹ߒߚ‫ޕ‬
Tsu ߉ߪ ࡝࡯ߐࠎࠍ ߏߒࠂ߁߆޿ ߒ߹ߔ‫ޕ‬ߤ߁߽‫ޕ‬
ߪߓ me ߹ߒߡ‫ޕ‬ࠊߚߒߪ ࡝࡯ߢߔ‫ޕ‬
ਛ࿖ߩ Pekin ߆ࠄߢߔ‫ޕ‬ᣣᧄ⺆߇ߔߎߒߢ߈߹ߔ‫ޕ‬࡝࡯ߐࠎߩߏ shúmi ߪ ߥࠎߢߔ߆‫ޕ‬
Sak ࠞ࡯ߣ ࡜ gubi࡯ߢߔ‫ޕ‬ࠅࠂ߁ࠅ߽ ߔ߈ߢߔ‫ޕ‬ߤ߁߽ ޽ࠅ߇ߣ߁ ߏߑ޿߹ߒߚ‫ޕ‬

NAKAYAMA SENSÉI:SÚMISU SAN:

NAKAYAMA SENSÉI:RÍI SAN:NAKAYAMA SENSÉI:RÍI SAN:NAKAYAMA SENSÉI:DR NAKAYAMA:MS SMITH:

Súmisu san, jiko-shóokai o onegai shimásu.
Hái, wakarimáshita.
Minásan, ohayoo gozaimásu.
Watashi wa Méarii Súmisu desu.
Róndon kara kimáshita.
Eikokújin desu.
Íma, Nihongo o narátte imasu.
Dóozo yoroshiku.
Arígatoo gozaimashita.
Tsugí wa Ríi san o goshookai shimásu.
Dóomo.
Hajimemáshite.
Watashi wa Ríi desu.
Chúugoku no Pékin kara désu.
Nihongo ga sukóshi dekimásu.
Ríi san no goshúmi wa nán desu ka.
Sákkaa to rágubii desu.
Ryóori mo sukí desu.
Dóomo arígatoo gozaimashita.
Ms Smith, I’d like you to introduce yourself.
Yes, certainly.
Good morning everyone.
I’m Mary Smith.
I come from London.
I’m British.
Now I am learning Japanese.

30
DR NAKAYAMA:
MR LEE:DR NAKAYAMA:
MR LEE:DR NAKAYAMA:

Next, let me introduce Mr Lee.
Thanks. I’m Lee. I’m from Beijing in China.
I can speak a little Japanese.
What are your interests, Mr Lee?
Soccer and rugby. I’m also fond of cooking.
Thank you very much.

Vocabularyߖࠎߖ޿teacher, Dr, Mr, etc. (title forteachers, doctors, etc.)ߓߎߒࠂ߁߆޿
jiko-shóokai
self-introduction
߅ ne ߇޿ ߒ߹ onegai
please give us …, I’d like to ask
you for …
ߔshimásuࠊ߆ࠅ߹ߒߚ
wakarimáshita I understand, certainlyߺߥߐࠎ
minásaneveryone, all of you (honorific)
߆ࠄkarafrom (particle)
߈߹ߒߚkimáshita(I) came⧷࿖ੱEikokújin
Briton, English (person)
޿߹
íma
now
ᣣᧄ⺆
NihongoJapaneseߥࠄ t ߡ ޿߹ߔ narátte imasu is/am/are learningtsu ߉ߪ
tsugí wanextਛ࿖Chúugoku
China
Pekin
Pékin
Peking, Beijingߔߎߒ
sukóshia little
ߢ߈߹ߔ
dekimásu
can (speak), can do
shu ߺ
shúmi
hobby, interest, pastimeߥࠎߢߔ߆nán desu ka
what is it… ga sukí desu (I) like …
… ߇ ߔ߈ߢߔ
sak ࠞ࡯
sákkaasoccer࡜ gubi—rágubii
rugby (union football)ࠅࠂ߁ࠅ
ryóoricooking߽moalso, too, evensenséiHiragána
In this unit we learn fifteen more hiragána symbols. You have now seen
31 of the 46 hiragána symbols you will need to read and write Japanese.
Practise writing them on squared paper following the examples below.
Make sure you write the strokes in the correct order.

31

2
1

1

2

3

1

1

a

ri

2

1

se

2

2

1

yo
1

o

2

1

3

2

2

3

3

1
3
4

4

shi

ta

na

3

1

1

1

2

2

3

4

ra

ki

ku

mo

1

1

1
2

2

wa

mi

2

re

With the addition of the nigori, or voicing mark, this basic list can beextended to include:
ߗ ze

ߓ ji

ߛ da

߉ gi

ߋ gu

Notice that the symbol for sho ߒࠂ is made up of the two hiragána
characters for shi ߒ and yo ࠃ with the yo written smaller to indicate it
should be pronounced as a single syllable with the preceding symbol.
This in turn can be combined with the nigori mark to produce the syllable jo, ߓࠂ. As we have not yet learnt how to write double consonants,in this unit the first element of a double consonant is left in romanisation, e.g. narátte is written ߥࠄ t ߡ. Similarly, most syllables thatwould be written in katakána will have to remain in romanised script
until the symbols have been introduced. Of course many of the words
written in hiragána in the early units will gradually be replaced withkanji.

32

Katakána
In this unit you learn five more katakána symbols, ࠕ a, ࡔ me, ࡝ ri, ࠞ ka
and ࡜ ra. You will notice the similarity between the hiragána andkatakána symbols for ri and ka. Note too, the raised dot in࡝࡯࡮ࡒ࡜࡯ (Dialogue 1) which is often used to indicate a break
between words borrowed from foreign languages. Normally Japanese does
not have spaces between words as the alternation of kanji, hiragána andkatakána tends to break up the text into easily identifiable units. In textbooks such as this one and in material written for young children, however, spaces are often used to break up a sentence. Note that where spaces
are used particles are always written attached to the preceding noun.
1

1
2

2

a

me

1

2

2

1
2

1

ri

ka

ra

Kanji
In this unit we introduce five more kanji characters. You will notice thatsome characters have two or more pronunciations, or readings. The readings written in capital letters are the pseudo-Chinese pronunciations,or on-readings, which are mostly used in compound words of two or
more kanji characters. Contrasting with the on-readings are the native
Japanese pronunciations, or kun-readings, given in lower case, which aremost often used when a kanji character stands alone. There are, however, exceptions to this general rule, as we saw in Unit 1 with the kuncompounds which are common in personal names and place names. As
we shall see in the next unit, the kanji, for ‘person’, ੱ, also has thereading –ri, but only when combined with the numbers for ‘one’ and

2
1

3
4

2
1 3
5

1

1
4

7

2

6

8

NICHI
hi
sun, day

KOKU,
–GOKU
kuni
countryJIN
hito
person

2

8

2

9

1

10
11
3
4 6 12 13
5
7
14

GO
language

4
6

3

5 7
8

EI
England,
Britain33‘two’ in the words hitóri ‘one person’ and futari ‘two people’, so thisreading is not listed separately below.

Exercise 2.1
Write these sentences in Japanese script, combining hiragána, katakána
and kanji as appropriate.
1. Kawada san wa Nihonjín desu.
2. Rárii Miraa san wa Chúugoku ni súnde imasu.
3. Nihongo mo Chuugokugo mo dekimásu.
4. Ríi san wa íma Eigo o narátte imasu.
5. Yamamoto san wa Amerika ni súnde imasu.

Grammar points
The simple sentence introduced in Unit 1 is extended to include thepresent continuous tense of the verbs, ‘to live’, and ‘to learn’. These sentence patterns should be learnt at this stage as vocabulary items withoutworrying too much about their grammatical structure. In due course you
will understand the various forms and functions of the Japanese verbal
system.

Sentence patterns… ni súnde imasu… o narátte imasu… ga wakarimásu… ga dekimásu… ga dekimasén… ga sukí desu
… ga sukí ja arimasénor … ga sukí dewa arimasén… ga dáisuki desu(s/he is, I am, you are, we are, they are)living in …
(s/he is, I am, you are, we are, they are)learning …
(I, you, s/he, we, they, etc.) understand …
(I) can do, can speak … (used withlanguages)(I) can’t do, can’t speak … (usedwith languages)(I) like …
(I) don’t like …
(I) don’t like …
(I) love …

You will notice that some verbs mark their objects with o and otherswith the particle ga. Actually, there is only a small group of verbs in this34
latter category, but it is convenient to introduce some of them now as
they occur very frequently in everyday conversation. At this stage just beaware that different verbs require different particles. In the meantime,
use the expressions introduced here simply as set phrases to add a little
variety to your conversation.
Here are some more sports, hobbies and pastimes you will be able towork into your conversations. Most of these should not cause you any
problems as they are borrowed from English. They would normally be
written in katakána, but, as our main purpose at this point is to enrich
your Japanese conversation, the vocabulary is provided here only inromanised form. Go through this list saying aloud either, ‘I like …’ or‘I don’t like … very much’ – only in Japanese, of course, i.e. … ga sukí
desu or … ga amari sukí ja arimasen. As in these suggested sentence
patterns it is usual to leave out the first person pronoun ‘watashi wa’.
ténisu tennis
suiei swimming
basukétto (booru) basketballbáree (booru) volley ballhókkee hockey
sukíi skiing
karaóke karaoke singing
sukéeto skating
yakyuu baseballgórufu golfsumoo sumo wrestlingdókusho reading

júudoo judoháikingu hiking
takkyuu table-tennis
sáafin surfing
booringu (10 pin) bowlingjooba horse-ridingópera opera
shibai theatreéiga film, movie
kaimono shoppingryokoo travel

Perhaps you have an even stronger passion or affection for somethingelse, which will require the use of dáisuki (or ‘big like’). This expression
has a very wide usage ranging from food to people and most thingsin between. For example:
Watashi wa chokoréeto ga
dáisuki desu.
Nihonjín wa yakyuu to sákkaa
ga dáisuki desu.
Nihongo no senséi ga dáisuki desu.

I love chocolate.
Japanese love baseball andsoccer.
I love our Japanese teacher.

Exercise 2.2 1
Here is another passage demonstrating these structures. Read it out aloud
before checking your understanding of the passage with the key at the35back of the book. You will probably have to refer to the vocabulary list
which follows the passage.
Paku ߐࠎߣ ࡝࡯ߐࠎߪ ߆ࠎ࿖ੱߢߔ‫ࠎ߆ޕ‬࿖ߩ Sóoru ߆ࠄ߈߹ߒߚ‫ޕߔ߹޿ߢࠎߔ ߦࠞ࡝ࡔࠕޔ߹޿ޕ‬fu ߚࠅߣ߽ ⧷⺆߇ ࠃߊ ߢ߈߹ߔ‫ޕ‬ᣣᧄ⺆߽ߔߎߒߢ߈߹ߔ‫ޕ‬
Paku ߐࠎߪ rókku ߣ ࠬ pootsu ߇ ߔ߈ߢߔ‫ޕ‬࡝࡯ߐࠎߪ rókku ߇ ޽߹ࠅ ߔ߈ߢߪ޽ࠅ߹ߖࠎ‫ޕ‬kurashikkǌ ߣ ߤߊߒࠂ߇ ߔ߈ߢߔ‫ޕ‬Paku ߐࠎߣ࡝࡯ߐࠎߪ ޿߹‫ߢࠎߔ ߦߜ߁ ߩࠎߐ࠭ࠕ࡯ࡒ࡮࡯࡝࡜ޔ‬޿߹ߔ‫ߦࠞࠬ࡜ࠕޕߔߢੱࠞ࡝ࡔࠕߪࠎߐ࠭ࠕ࡯ࡒޕ‬ߔࠎߢ޿߹ߔ‫ޔ߹޿ޕ‬ᣣᧄ⺆ o ߥࠄ t ߡ ޿߹ߔ‫ޕ‬ࡒ࡯ࠕ࠭ߐࠎߩ shu ߺߪ ࠕࡔ࡝ࠞ n futtobooru ߣࠕ i ࠬ hokke࡯ߢߔ‫ޕ‬Teni ߽ࠬ ߔ߈ߢߔ‫ޕ‬

Vocabulary
߆ࠎ࿖
߆ࠎ࿖ੱ
So—ru
߰ߚࠅߣ߽
ࠃߊ
rokku
߅ࠎ߇ߊ
޽߹ࠅ
ߎߡࠎ߅ࠎ߇ߊ

Kánkoku
Kankokujín
Sóoru
futari tomo …
yóku
rókku
óngakuamari
koten-óngakuߤߊߒࠂ߁ߜࠬ pootsuࠕ i ࠬ hokke࡯ࠕࡔ࡝ࠞn futtobo࡯oru

dókushouchi
supóotsu
ais uhókkee
Amerikan fúttobooru

Korea
Korean (person)
Seoulboth of themwellrock (music)
music(not) much, (not) very
classical music (moreoften kuráshikku)
reading
house
sportsice-hockey
American football

Country, language and nationality
Japanese uses the suffixes –go ⺆ and –jin ੱ after the name of a country
to express the language or a national of that country. Here is a list of
countries, languages and nationals.

36
COUNTRYLANGUAGE

Eikoku ⧷࿖
England,
Britain

Eigo ⧷⺆ English

PERSON

Igirisújin Igiri ࠬੱ(regular form,
Eikokújin, not often
used) the British
Nihón ᣣᧄNihongo ᣣᧄ⺆Nihonjín ᣣᧄੱ
Japan
JapaneseJapanese
Kánkoku ߆ࠎ࿖ Kankokugo ߆ࠎ࿖⺆ Kankokujín ߆ࠎ࿖ੱKorea
KoreanKoreanChúugoku ਛ࿖ Chuugkugo ਛ࿖⺆Chuugokújin ਛ࿖ੱ
China
ChineseChineseNote that Kánkoku refers only to South Korea. North Korea is generally
called Kita Choosen.
Here are some more continents, countries and cities. How is yourkatakána reading coming along?
YooróppaÁjia
Afurika
Amerika
Oosutorária
Tái
FuransuRóndonPári
ItariaSupéinAirurándo
KánadaNyuujiirándo
Indo
Róoma
SuéedenShídonii
DoitsuArasukaࠕ ji ࠕ
ࠕ fu ࡝ࠞ
ࠕࡔ࡝ࠞOo ࠬ to ࡜࡝ࠕ
TaiFu ࡜ n ࠬ
RondonPa ࡝
Ita ࡝ࠕ
ࠬ peinࠕ iru ࡜ ndo
ࠞ nadaNyuujii ࡜ ndo
Indo
Ro࡯ma
ࠬ e࡯denShidoni࡯Doitsuࠕ࡜ࠬࠞEuropeAsia
AfricaAmerica
Australia
ThailandFranceLondon
Paris
Italy
Spain
Ireland
CanadaNew Zealand
India
Rome
SwedenSydneyGermany
AlaskaExercise 2.3
Using the written cues below, ask each member of your group whichcountry he or she comes from. Then take the part of the other person and37make an appropriate response, again relying on the cues given. Someof the cues will also test your ability to read kanji and katakána.
Remember in Japanese it is usual to use the name of the person you aretalking to rather than the pronoun, ‘you’. For example:
Cue: Paku Korea
Q: Paku san wa dóchira kara kimashitaka or Paku san wa dóchirakara desu ka.
A: (Watashi wa) Kánkoku kara kimáshita or (watashi wa)
Kánkoku kara desu.
1. ጊᎹᣣᧄ
4. ࡒ࡜࡯ ⧷࿖

2. ࠕ࡝
5. ࡔࠕ࡝࡯

India
ࠕ࡜ࠬࠞ

3. Han Korea
6. ࡝࡯ ਛ࿖Exercise 2.4
A new Japanese student has joined your aerobics class. You decide touse the opportunity to practise your Japanese by introducing her to themembers of your cosmopolitan group. You give the nationality of eachmember of your class and mention what other languages they speak. Use
the following cues to guide your Japanese explanations. For example:
Cue: Kim Korea Spanish
Kochira wa Kímu san desu. Kímu san wa Kankokujín desu.
Supeingo mo dekimásu.
1. Wang
China
Japanese
4. RaniIndia
Thai

2. Baker
EnglandFrench
5. Gordon
America
Russian

3. BraunGermany
ChineseExercise 2.5
How would you ask someone where he or she lives? When you haveasked the question, make an appropriate reply using the word supplied inbrackets. For example:
Cue: Honda (Tokyo)
Q: Honda san wa dóko ni súnde imasu ka.
A: Tookyoo ni súnde imasu.

38
1. ጊᧄ
(Nagoya)
5. Leclerc(Paris)2. ࿖ᧄ(Sapporo)
6. ࠞ࡯(Sydney)

3. ࠬࡒࠬ
(London)
7. ࡔࠞ࡝
(Rome)

4. ࡝࡯(Beijing)
8. Kim(Seoul)Exercise 2.6 1
Listen carefully to the tape. One of the students in your Japanese class is
telling you where her friends come from. See if you can match all thenames and nationalities correctly.
Hérena san wa watashi no Nihongo no kúrasu no tomodachi désu.
Suéeden kara kimáshita. Érikku san mo Nihongo ga sukóshi
dekimásu. Doitsújin desu. Píitaa san wa Nyuujiirandójin desu. Kímu sanwa Sóuru kara kimáshita. Kankokujín desu. Méarii san wa Amerikájin
desu. Edouíina san wa Igirisu kara kimáshita. Bóbu san wa Oosutorária
kara desu. Minna watashi no Nihongo no kúrasu no tomodachi desu.
Watashi wa Nihongo ga sukí desu. Kurasuméeto mo minná sukí desu.

Vocabulary
kúrasukurasuméeto
minná

class
classmateall, everyone

Exercise 2.7 1
Now, using the English prompts below, tell your new Japanese friend
about the hobbies of the various members of your class. This time theprompts will be given on the tape and there will be a short pause to give
you time to answer. A model answer for each question will be provided
on the tape and in the key at the back of the book. Follow this example:
Cue: Helena movies rock-music
Hélena san no shúmi wa éiga to rokku desu.
1. Michaelsurfingbasketball

2. Robert
horse-riding
soccer

3. Annemusichiking39
4. Karl
reading
travel5. Gordon
swimming
baseball

6. youshopping
tennisExercise 2.8 1
Listen to Dialogue 2 on the tape and see if you can answer the following
comprehension questions. Only turn to the written text after you have madetwo or three attempts to answer the questions after listening to the tape.
1. Where does Mr Miller live?
3. What language does Mr Miller
speak a little?
5. What is Mr Kim’s hobby?

2. Does Mr Kim live in Korea?
4. Does Mr Kim speak Thai?

Dialogue 2 1During the morning tea break at the conference Mr Kim finds himself ina long queue waiting for coffee. To pass the time he talks to the person
in front of him. Listen to the dialogue and answer the questions which
follow this passage.
KÍMU:
ࡒ࡜࡯:
KÍMU:
ࡒ࡜࡯:
KÍMU:
ࡒ࡜࡯:
KÍMU:
ࡒ࡜࡯:
KÍMU:
ࡒ࡜࡯:

ߪߓ me ߹ߒߡ‫ ߪߒߚࠊޔ‬Kim ߢߔ‫ޕߊߒࠈࠃߙ߁ߤޕ‬ߪߓ me ߹ߒߡ‫ޕߔߢ࡯࡜ࡒޔ‬ߎߜࠄߎߘ‫ޕߊߒࠈࠃߙ߁ߤޔ‬ࡒ࡜࡯ߐࠎߩ߅࿖ߪߤߎߢߔ߆‫ޕ‬O࡯ࠬ to ࡜࡝ࠕߢߔ‫߹޿ޔ߽ߢޕ‬ਛ࿖ߦߔࠎߢ޿߹ߔ‫ޕ‬
Kim ߐࠎߪ ߤߜࠄ߆ࠄߢߔ߆‫ޕ‬ࠊߚߒߪ ߆ࠎ࿖ੱߢߔ߇‫ޔ‬
޿߹ Tái ߦߔࠎߢ޿߹ߔ‫ޕ‬ߘ߁ߢߔ߆‫ޕ‬Tai ⺆߇ ߢ߈߹ߔ߆‫ޕ‬޿޿߃‫ޕࠎߖ߹߈ߢޔ‬ࡒ࡜࡯ߐࠎߪ ਛ࿖⺆߇ ߢ߈߹ߔ߆‫ޕ‬߃߃‫ ߛ ߒߎߔޕ‬ke‫ޕ‬ߣߎ ro ߢ Kim ߐࠎߩ ߏ shu ߺߪ ߥࠎߢߔ߆‫ޕ‬ࠬ po࡯tsu ߢߔ‫ޕ‬
Górufu ߇ߔ߈ߢߔ‫ޕ‬ࠊߚߒ߽ górufu ߇ߔ߈ߢߔ‫ޕ‬

40

Vocabulary
߅࿖
ߤߎ
ߤߜࠄ
ߢ߈߹ߖࠎ
߃߃
ߛ ke
ߣߎ ro ߢokuni
dóko
dóchiradekimasénéedake
tokoró deyour country (honorific)
where
which one, where (polite)
can’t speak, can’t do
yes
only
by the way …

3 ኅᣖߩ⹤
Kázoku no hanashi
Talking about families

In this unit you will learn how to:• Use neutral and honorific terms for family members• Count people with the numeral classifiers –ri and –nin
• Say ‘this’, ‘that’ and ‘that over there’• Tell the time
• Name the months of the year
• Count from 1 to 99• Give and ask for telephone numbers.
You will also acquire:• 15 more hiragána: ߌ ߟ ߧ ߨ ߭ ߰ ߳ ߶ ߻ ߼ ߿ ࠁ ࠆ ࠈ ࠍ• 20 more kanji: ৻ ੑ ਃ ྾ ੖ ౐ ৾ ౎ ਻ ච ↵ ᅚ ሶ ᄢ ዊ ᅢ
ᤨ૗᦬ඨ

• 5 more katakána: ࠲ ࠢ ࠪ ࠗ ࡂ

Dialogue 1 1
Mr Cooper is visiting his neighbour Mr Yamashita, who has invited him
in for a cup of tea. After a while Mr Yamashita produces a pile of photos,
which he proceeds to spread out on the coffee table in front of them.
ࠢ࡯ࡄ࡯:
ጊਅ:
ࠢ࡯ࡄ࡯:
ጊਅ:
ࠢ࡯ࡄ࡯:

ߘࠇߪ ૗ߢߔ߆‫ޕ‬ߎࠇߪ ߜߜߩ ߆ࠎࠇ߈ߩ ߒ߾ߒࠎߢߔ‫ޕ‬߆ࠎࠇ߈?
౐චߐ޿ߩ ߚࠎߓࠂ߁߮ߢߔ‫ޕ‬ߘ߁ߢߔ߆‫ޕ‬

42
ߎࠇߪ ߜߜߣ ߪߪߢߔ‫ޕ‬߅ߣ߁ߐࠎߪ ࠊ߆޿ ߢߔߨ߃‫ޕ‬߃߃‫ޕߔߢ߈ࠎߍޔ‬teni ࠬߣ gorufu ߇ ᅢ߈ߢߔ‫ޕ‬ߘࠇߪ ߛࠇߩ ߒ߾ߒࠎߢߔ߆‫ޕ‬ߎࠇߪ ޽ߦߣ ޽ߨߢߔ‫ޕ‬޽ߦߪ ߤߊߒࠎ ߢߔ߇‫ࠎߎߞߌ ߪߨ޽ޔ‬ߒߡ޿߹ߔ‫ޕ‬ࠢ࡯ࡄ࡯: ߦߡ ޿߹ߔߨ߃‫ޕ߆ߔߢࠇߛ ߪࠇ޽ޕ‬ߤࠇߢߔ߆‫ ߩߣ߁߽޿ ߪࠇ޽ ޔ޽޽ޕ‬ሶߤ߽
ጊਅ:
ߢߔ‫ޕ‬
ࠢ࡯ࡄ࡯: ߆ࠊ޿޿ߢߔߨ߃‫ޕ‬૗ߐ޿ ߢߔ߆‫ޕ‬ੑߐ޿ ߢߔ‫ޕ‬ጊਅ:ࠢ࡯ࡄ࡯: ᅚߩሶ ߢߔ߆‫ޕ‬޿޿߃‫ޔ‬ᅚߩሶ ߢߪ ޽ࠅ߹ߖࠎ‫ߩ↵ޕ‬ሶߢߔ‫ޕ‬
ጊਅ:

ጊਅ:
ࠢ࡯ࡄ࡯:
ጊਅ:
ࠢ࡯ࡄ࡯:
ጊਅ:

KÚUPAA:YAMÁSHITA:KÚUPAA:YAMÁSHITA:

Sore wa nán desu ka.
Kore wa chichi no kanreki no shashin désu.
Kanreki?
Rokujússai no tanjóobi desu.
Sóo desu ka.
Kore wa chichí to háha desu.
Otóosan wa wakái desu née.
Ée, génki desu.
Ténisu to górufu ga sukí desu.
Sore wa dáre no shashin desu ka.
Kore wa áni to ane désu.
Áni wa dokushin désu ga, ane
wa kekkon shite imásu.
Nite imásu née.
Are wa dáre (no shashin) desu ka.
Dóre desu ka.
Áa, are wa imooto no kodomo désu.
Kawaíi desu née. Nánsai desu ka.
Nísai desu.
Onnánoko desu ka.
Iie, onnánoko dewa arimasén. Otokónoko desu.

COOPER:YAMASHITA:
COOPER:YAMASHITA:

What’s that?
These are my father’s kanreki photos.
Kanreki?
It’s the 60th birthday.

KÚUPAA:YAMÁSHITA:KÚUPAA:YAMÁSHITA:KÚUPAA:YAMÁSHITA:KÚUPAA:YAMÁSHITA:KÚUPAA:YAMÁSHITA:KÚUPAA:YAMÁSHITA:

43
COOPER:YAMASHITA:
COOPER:YAMASHITA:
COOPER:YAMASHITA:

COOPER:YAMASHITA:
COOPER:YAMASHITA:
COOPER:YAMASHITA:

Really?
This one’s my mother and father.
Your father’s young, isn’t he?
Yes. He’s fit.
He likes tennis and golf.
Whose photo is that?
This is my elder brother and elder sister.
My brother is a bachelor,but my sister is married.
They look alike, don’t they?
Who’s (or whose photo is) that?
Which one?
Oh, that’s my younger sister’s child.
Cute, isn’t it? How old?
Two years old.
Is it a girl?
No, it’s not a girl. It’s a boy.

Vocabulary
ߘࠇ
ߎࠇ
޽ࠇ
ߜߜ
߆ࠎࠇ߈
ߒ߾ߒࠎ
౐චߐ޿
ߚࠎߓࠂ߁߮
ߪߪ
߅ߣ߁ߐࠎ
ࠊ߆޿
ߍࠎ߈
޽ߦ
޽ߨ
ߤߊߒࠎ

sore
kore
are
chichikanrekishashinrokujússai
tanjóobi
háha
otóosan
wakái
génki
áni
ane
dokushinߌߞߎࠎ ߒߡ޿߹ߔ
ߦߡ޿߹ߔ

kekkon shite imásu
nite imásu

ߛࠇ
ߤࠇ

dáre
dóre

that (near addressee)
this (close to speaker)
that (over there)
father (neutral)
60th birthday
photograph
60 years oldbirthdaymother (neutral)
father (honorific)
youngfit, well, healthyelder brotherelder sisterbachelor, single/
unmarried person(is) married
looks like, resembles,
look alike
who?
which one?

44
޿߽߁ߣ
ሶߤ߽
߆ࠊ޿޿
૗ߐ޿
ੑߐ޿
ᅚߩሶ
↵ߩሶ
ߨ߃/ߨ

younger sisterchildcute, appealing
how many years old?
two years old
girlboy
isn’t it, etc. (question markers; the former
is slightly more formal)

imootó
kodomokawaíinánsainísai
onnánoko
otokónoko
née/néHiragána
In this unit we meet a further 15 hiragána symbols.
1

3
1

2

2

1

1

ke

2

tsu

nu

ne

1

1

1
2

4

2

4

3

1

3

hi
2

fu

he

2

3

2

3

1

1

ho

1

mu
1

ru

me
1

ro

2
1

ya

yu

2
1

3

o

You have now been introduced to the 46 hiragána symbols. The full
chart included in the Appendix (see p. 306) lists all the hiragána syllables. The shaded rows indicate the basic symbols in the traditional order.
Read across the page from the upper left hand corner. You can remember
the order of the rows with the mnemonic, ‘a kana syllabary, think now
how much you really want (to learn it)’.

45
One more rule you will need to learn is how to form a double consonant sequence with the use of the hiragána symbol for tsu ߟ, written
smaller to indicate that it is pronounced without its usual vowel as thefirst element of a double consonant. For example:
tta ߞߚ, kko ߞߎ, sshi ߞߒ, etc.
The first element of –nn–, however, is ࠎ:e.g. ߅ࠎߥߩੱ onnánohito, a woman
Note the following combinations with the y– syllables. Here the y– syllables are written smaller to indicate they are to combine with the preceding hiragána and are pronounced as a single syllable. We have alreadylearnt the hiragána syllables sho ߒࠂ and jo ߓࠂ in Unit 2.
kya ߈߾
gya ߉߾
sha ߒ߾
ja ߓ߾
cha ߜ߾
nya ߦ߾hya ߭߾
mya ߺ߾
rya ࠅ߾

kyu ߈ࠀ
gyu ߉ࠀ
shu ߒࠀ
ju ߓࠀ
chu ߜࠀ
nyu ߦࠀ
hyu ߭ࠀ
myu ߺࠀ
ryu ࠅࠀ

kyo ߈ࠂ
gyo ߉ࠂ
sho ߒࠂ
jo ߓࠂ
cho ߜࠂ
nyo ߦࠂ
hyo ߭ࠂ
myo ߺࠂ
ryo ࠅࠂ

Syllables with b and p
The syllables beginning with b– or p– are formed from the symbols in
the h– line. b– is made with the nigori mark and p– with a small raised
circle, known as maru, for example:
ߪ
ha
߫
ba
߬
pa

߭
hi
߮
bi
߯
pi

߰
fu
߱
bu
߲
pu

߳
he
ߴ
be
ߵ
pe

߶
ho
߷
bo
߸
po

߭߾
hya
߮߾
bya
߯߾
pya

߭ࠀ
hyu
߮ࠀ
byu
߯ࠀ
pyu

߭ࠂ
hyo
߮ࠂ
byo
߯ࠂ
pyo

P in particular, is only rarely found in native Japanese words. You will
normally encounter it in loan words, e.g. ࡄࠬ pásu ‘a pass’, ࠬ࡯ࡄ࡯súupaa ‘a supermarket’, when, of course, it is written in katakána.

46

Katakána
Here are five more katakána symbols.
1

2

2

1

1

1
2

2

1

2

3
3

ta

ku

shi

i

ha

These can be combined with the eight katakána symbols you havelearnt so far to write a large number of loan words from English andother languages. Remember that the katakána symbols follow the samespelling conventions outlined above for hiragána.

Exercise 3.1 1
Look at the list of katakána words below and see if you can guess what
each one means (we have used romaji where you have not yet learnt the
katakána). When you have read through the list a few times, try listening
to the tape and imitating the pronunciation of your Japanese instructor.
1. ࠲ࠢࠪ࡯
4. pa ࠬ࠲7. ࡔ࡯ࠞ࡯
10. ࠢ࡯࡜࡯

2. ࠗ࠲࡝ࠕ
5. ࡃ࡯
8. ࠞࡔ࡜

3. ࠕࠗࠬ
6. ࠞ࡜࡯࡮terebi
9. ࡜ࠗ࠲࡯

Now, using the words introduced above, see if you can translate the following phrases into Japanese, then write them with katakána words or
kanji joined by the particle no ߩ.
11. Italian pasta
13. a Japanese colour television
15. air-conditioner for a taxi

12. a camera manufacturer
14. an American lighter

Kanji
In this unit we introduce more kanji than usual to include the numbers
from 1 to 10, in addition to ten more basic characters.

47
1

1

1

1

2
1

2

3

4

3

3

2

4

5

NI
futatwoICHÍ
hitoone

2

1
2

4

3

SHICHÍ
nanaseven

2
1

2

HACHÍ
eight

KÚ,
KYÚU
nine

JÚU
ten

1

2

1

1

GÓ
five

1

2

1

2 3
1
4
5

SHI
yon
four

1

ROKU
six

6

SAN
three

2

2

3

3

2

2

1

3

3

7

otoko
man

1

6

su (ki)
like

ko
child

6

4
2 5

3

onna
woman

2
1
3
4

5
7
9

JI
toki
o’clock
hours

8

1
3
2
5
4
6

DAI
oo (kii)
large

7

nán,
náni
what

SHOO
chii (sai)
small

2
1 3
4

1
3

2

4

–GATSU
month

HAN
half

Numbers and counting 1
Just as we say, ‘two bottles of milk’, ‘three planks of wood’ or ‘threehead of cattle’, in which ‘bottles’, ‘planks’ and ‘head’ might be regarded
as numeral classifiers appropriate to the kind of object we are counting,Japanese employs a number of classifiers for counting objects dependingon their shape and size. We have included a fairly comprehensive listof these numeral classifiers in the Grammar Summary (see p. 302).

48
Up to 10, Japanese has two sets of numbers, one a native Japanese set andthe other borrowed from Chinese. In this unit the kanji for the numbers
1 to 10 are introduced with a few simple counters or units of measurement
which require the pseudo-Chinese pronunciation, or the on-reading.
Although the kanji for the numbers are used frequently with small
numbers and in telling the time or enumerating the months of the year,
etc., the Arabic numerals are commonly used in everyday communication and, of course, are used exclusively for mathematics or finance.
You will notice that the numbers 4, 7 and 9 each have two pronunciations. Yón is often used instead of shi, which has the same pronunciation
as the Japanese word for ‘death’. Nána often replaces shichí as thislatter is too easily confused with 1 ichí, 4 shí and 8 hachí. The pronunciations kú– and kyúu– are both common. Which one is used seems to
be largely a matter of convention and depends on just what is being
counted, though at times it seems either of the two pronunciations can beused. Kú like shí has an inauspicious meaning as it is a homophone forkú meaning ‘suffering’.
With the ten number kanji you can count from 1 to 99. ‘Eleven’ isjuuichí ච৻ or ‘ten-one’, fifteen is ‘ten-five’ or júugo ච੖, ‘twenty’ is‘two-ten’ or níjuu ੑච, and ‘ninety-eight’ is kyúujuu-hachí ਻ච౎or ‘nine-ten-eight’. ‘Forty’ is generally yónjuu rather than shijúu,
though you will also hear this form, ‘seventy’ is nanájuu and ‘ninety’ iskyúujuu.

Exercise 3.2
Identify the following numbers. Pronounce them all in Japanese andwrite in kanji those numbers given in Arabic numerals.
1. 6
4. 27
7. ྾ච੖
10. චਃ

2. 5
5. 62
8. ਻

3. 18
6. ྾
9. ৾ච౐

The months of the year 1
The months from January to December are formed with the ending –gatsú
which is used for naming, but not counting, the months of the year. In
this case April, the fourth month is pronounced shigatsú (yón is not usedin this case) and July (the seventh month) is shichigatsú.

49
January৻᦬ichigatsú

Februaryੑ᦬nigatsú

March
April
May
ਃ᦬
྾᦬
੖᦬
sangatsú shigatsú gogatsúJune౐᦬rokugatsú

July
AugustSeptember October November December
৾᦬
౎᦬
਻᦬
ච᦬
ච৻᦬
චੑ᦬
shichigatsú hachigatsú kugatsú juugatsú juuichigatsú juunigatsú
Nángatsu ૗᦬ means ‘which month’.

Telling the time 1
The on-readings of the numerals are also used for telling the time, butsound changes occur when the word for minute, –fun, combines with thenumerals other than go ‘five’. So in this unit we introduce only, –ji,‘o’clock’, used for counting the hours of the day, hán, which means‘half’ and is used to indicate time half-past the hour, and –fun, whichmeans ‘minute’ in combination with –go, ‘five’. There is one slight irregularity in combination with –ji, when yón loses its final –n to form
the word for 4 o’clock, yóji.
The words for ‘a.m.’ and ‘p.m.’ are, respectively, gozen and gógo. In
accordance with the structure of Japanese sentences, which run from thegeneral to the particular, hours come before minutes. Here are someexamples of how you tell the time in Japanese. Notice the question word
nán in nánji desu ka, ૗ᤨߢߔ߆, ‘What time is it?’gozen júuji

juuníji hángógo yóji yonjuugofun

Telephone numbers
The numbers introduced in this unit are also used for telephone numbers,
serial numbers, account numbers and so on. Zero is either réi or the

50
English word zéro. Sometimes a telephone number can be broken up
into smaller components, such as its area code etc., with the addition of
the particle no. When giving a telephone number Japanese usuallylengthen the short vowels in ni (‘two’) and go (‘five’) to give níi and góo
respectively. Here are some examples of telephone numbers, bankaccount numbers and computer passwords.
1. ਃ྾౐৻ ߩ ੑ৾‫౎ޚ‬San yón rokú ichi no
níi nána zéro hachí

2. ਃ੖਻྾ ৾৾‫ޚ‬ੑ
3. ਃੑ‫౎ޚ‬San góo kyúu yón (no)San níi
nána nána zéro níi
zéro hachí

Exercise 3.3 1
Practise pronouncing these times, telephone numbers and account codes
after the instructor. Write down the first five examples from dictation.
The answers are given in the key at the end of the book (p. 262).
6. ਃ྾౐৻ ߩ ੑ৾‫౎ޚ‬
9. 26-3465-8791

7. ਃ੖਻྾ ৾৾‫ޚ‬ੑ
10. (03) 9786-3342

8. ਃੑ‫౎ޚ‬Age
One way to express age in Japanese is by adding the ending –sai to theon-readings of the numbers. Japanese generally feel no compunction
about asking you how old you are regardless of your sex. Although the
old Confucian values are breaking down in modern Japan, it is still truethat older people are afforded a good deal more respect and consideration than they are generally in most western societies. The point of asking your age is often to determine whether you are older or younger
than the questioner, thereby establishing the degree of respect and deference you should be given. In addition to the expression, nánsai desu
ka, introduced in this unit, you may also hear, oikutsu désu ka, whichmeans the same thing, but is more polite. Notice the sound changes
which occur when –sai follows the numerals 1, 8 and 10, íssai ‘one year
old’, hássai ‘eight years old’ and jússai ‘ten years old’. Of course,
these affect all the numbers which end in 1, 8 or 10, e.g. nanajússai,‘70 years old’.

51

Family members
Japanese generally has two terms, an honorific term and a neutral term, foreach family member. The honorific term is used for referring to or addressing people outside your own family circle or for addressing senior membersof your own family. The neutral term is used when you are talking to others
about members of your family. Here is a family tree with the honorificterms of reference or address written in bold with the neutral terms given inparentheses beneath. When addressing your younger brother or sister the
given name is used, but when referring to someone else’s younger brotheror sister it is usual to attach the polite address form san, e.g. imootó san‘(your) younger sister’, otootó san ‘(your) younger brother’. Notice that
there is no general term for brother or sister in Japanese. You have to indicate whether you are dealing with an older or a younger sibling. The term

sóbo
(obáasan)oba(obasan)imootó

sófu(ojíisan))chichí
(otóosan)otootó

háha(okaasan)watashiáni(o-níisan)oji(ojiisan)ane(o-néesan)

52
kyóodai means ‘brothers and sisters’. In Japanese you usually include
yourself when counting kyóodai, e.g. uchi wa yonin kyóodai desu ‘there
are four children in our family’ or ‘I have three brothers and sisters’.
In Japanese you refer to your own wife as kánai, but to someone
else’s wife as ókusan. Similarly, ‘my husband’ is shújin, but ‘your husband’ or ‘her husband’ is goshújin with the honorific prefix, go–,attached. You refer to your own children as kodomo, but other people’schildren as okósan.

Exercise 3.4 1
Respond to the questions on the tape using the cues given below and theappropriate term for the family relationship. For example:
Q: Ojisan wa oikutsu désu ka. (35)
A: Oji wa sanjuugósai desu.
1. Otóosan wa nánsai
desu ka. (65)
3. Okáasan wa oikutsu
désu ka. (48)

2. Onéesan wa nánsai
desu ka. (29)
4. Oníisan wa nánsai
desu ka. (32)

The following are not recorded on the tape. Check your responses in the
Key to the Exercises on p. 262.
5. Otootó san wa nánsai
desu ka. (23)
7. Obáasan wa oikutsu
désu ka. (87)

6. Ojíisan wa oikutsu
désu ka. (92)
8. Imootó san wa nánsai
desu ka. (17)This and thatJapanese distinguishes three degrees of distance from the speaker. Kore
‘this’ is used pretty much as ‘this’ is in English, referring to objects or
persons close to the speaker. Something in the middle distance or close
to or associated with the listener, or addressee, is sore, ‘that’ (by you).
Are, ‘that over there’ or ‘that by him’ is used to refer to objects awayfrom both the speaker and the addressee and is often associated witha third person. For example:
Q: Sore wa nán desu ka. What’s that?
A: Kore wa chichi no shashin desu. This is a photo of my father.

53
Q: Are wa nán desu ka. What’s that (over there)?
A: Are wa Nihongo no hón desu. That’s a Japanese book.

Dialogue 2 1
You ask Mr Tanaka about his family and tell him about yours. It’s reassuring to learn that a Japanese businessman is as concerned about his
family as he is about his work. There is a transcription of this dialogue
in the Key to Exercises.
ࠬࡒࠬ: ↰ਛߐࠎ‫߅ޔ‬ሶߐࠎߪ ૗ੱ ޿ࠄߞߒ߾޿߹ߔ߆‫ޕ‬↰ਛ:߁ߜߪਃੱߢߔ‫ߩ↵ޕ‬ሶੑੱߣᅚߩሶ৻ੱ޿߹ߔ‫ޕ‬߅ߚߊߪ?
ࠬࡒࠬ: ߁ߜ߽ਃੱߢߔ‫ޕ‬ᅚߩሶ߇ੑੱߣ↵ߩሶ߇৻ੱ޿߹ߔ‫ޕ‬਄ߩሶߪ↵ߩሶߢ‫ޔ‬ਅߣ ߹ࠎਛߪᅚߩሶߢߔ‫ޕ‬↰ਛߐࠎߩ਄ߩ߅ሶߐࠎߪߤߜࠄߢߔ߆‫ޕ‬↰ਛ:਄ߪᅚߩሶߢߔ‫ޕ‬ᄢ߇ߊߖ޿ߢߔ‫ࠎ߹ޕ‬ਛߩ↵ߩሶߪߎ߁ߎ߁ߖ޿ߢߔ‫ޕ‬ਅߩ ሶ ߪ߹ߛਛ߇ߊߖ޿ߢߔ‫ޕ‬ࠬࡒࠬ: ߁ߜߩሶߤ߽ߪ߹ߛዊߐ޿ߢߔ‫ޕ‬਄ߩ↵ߩሶߪዊ߇ߊߖ
޿ߢߔ‫ޕ‬ੑੱߩᅚߩሶߪ ߹ߛࠃ߁ߜ߃ࠎߢߔ‫ޕ‬↰ਛ:ߘࠇߓ߾޽‫ߢ ޿ߒ߇ߘ޿߅ ߜߦ޿߹ ߪࠎߐߊ߅ޔ‬ߒࠂ߁ߨ‫ޕ‬ࠬࡒࠬ: ߘ߁ߢߔ‫߽ߒߚࠊޕ‬ᄢ߳ࠎߢߔࠃ‫ޕ‬
SMITH:TANAKA:
SMITH:TANAKA:
SMITH:TANAKA:
SMITH:How many children are in your family, Mr Tanaka?
We have three children, two boys and a girl. What about you?
We also have three children, two girls and a boy. The eldest
is a boy. The youngest and the middle are girls. What’s youreldest, Mr Tanaka?
The eldest is a girl. She is a university student. The middle boy
is in high school. The youngest is still in junior high school.
Our children are still small. The eldest boy is in primaryschool. The two girls are still in kindergarten.
Then, your wife must be very busy every day.
Yes. It’s tough on me too!

Vocabulary޿ࠄߞߒ߾޿
߹ߔ

irasshaimásu

to be, to have (honorific verb, cannot
be used to refer to oneself or one’s
own family)

54
ሶ
߅ሶߐࠎ

ko
okosan

߹ࠎਛ
ᄢ߇ߊ
ᄢቇߖ޿
ߎ߁ߎ߁

mannakadáigakudaigákusei
kookooߎ߁ߎ߁ߖ޿
ਛ߇ߞߎ߁

kookóosei
chuugákusei

ዊߐ޿
ዊ߇ߊߖ޿
ࠃ߁ߜ߃ࠎ
߅ߊߐࠎ
߹޿ᣣ
߅޿ߘ߇ߒ޿
߅ߚߊࠃchiisái
shoogákusei
yoochíen
ókusanmainichioisogashíi
otaku
yo

child, son (sometimes daughter)child, your child (honorific expression, not used to refer to one’s own
children)middleuniversity
university student
high school (short for kootoogákkoo)
high school student
junior high school student (literally,‘middle school student’)small, little (young, of children)
primary school pupil
kindergarten(your) wife (honorific)
everydaybusy (honorific)
your house; you
I’m telling you!, you know, etc.
(emphatic or assertive particle)

Exercise 3.5 1
Listen to this passage on the tape, check the new vocabulary listed below
and then answer the questions.
Harry Clark is having a chat with his university classmate, Kazuo Honda
about their respective families. Coming from a small family himself, Harry
Clark is surprised to hear how large Honda san’s family is. You will find aromanised version of this passage in the Key to the Exercises (p. 263).
ᧄ↰৻↵:߁ߜߩ߆ߙߊߪ ߘ߰ߣ ߘ߷‫ޔߪߪ ߣߜߜޔ‬޽ߦߣ ޽ߨ‫ޔ‬޿߽߁ߣߣ ߅ߣ߁ߣ‫ޕߔߢߒߚࠊ ߦࠇߘޔ‬ߗࠎ߱ߢ ਻ੱߢߔ‫ޕ‬ߜߜߪ ߎ߁߻޿ࠎߢ‫ޕߔߢ߰ࠀߒ ߪߪߪޔ‬޽ߦߪ ߆޿ߒ߾޿ࠎߢߔ‫ߩ߾ߒ޿߇߁ߎࠂࠅޕ‬ߒ߾޿ࠎߢߔ‫ޕ‬

55ࡂ࡝࡯࡮ࠢ࡜࡯ࠢ:ᧄ↰৻↵:ࡂ࡝࡯࡮ࠢ࡜࡯ࠢ:޽ߨߪ ᄢ߇ߊߖ޿ߢߔ‫߇ߩ߽޿߆ޕ‬ᅢ߈ߢߔ‫ޕ‬޿߽߁ߣߪ ߜࠀ߁߇ߊߖ޿ߢߔ‫ޕ‬߅ߣ߁ߣߪ ߒࠂ߁߇ߊߖ޿ߢߔ‫ޕ‬޿߽߁ߣ߽ ߅ߣ߁ߣ߽ ࠬ po࡯࠷߇ᅢ߈ߢߔ‫ޕ‬ߚߊߐࠎ ߢߔߨ‫ޕ‬߃߃‫߇޿ߛ߁ࠂ߈ ߪࠎߐࠢ࡯࡜ࠢޕ‬޿߹ߔ߆‫ޕ‬޿޿߃‫ޕߔߢߎߞࠅߣ߭ޕࠎߖ߹޿ޔ‬Vocabulary
৻↵

Kazuo

ߘࠇߦ
ߗࠎ߱ߢ
ߢ

sore nizénbu dedeࠅࠂߎ߁߇޿ߒ߾
ߚߊߐࠎ
߈ࠂ߁ߛ޿

ryokoo-gáisha
takusán
kyóodai৻ੱߞሶ‫ ߎߞࠅߣ߭ޔ‬hitoríkko
ߒࠀ߰
shúfu

a common boy’s name(note irregular readingsof kanji in names)
and, in addition
altogether, in total
is … and is … and (linking
clauses, cf. tobetween nouns)
travel company
many, a lot
brothers and sisters,
siblings
only childhomemaker

Questions
1. How many in Kazuo Honda’s family?
2. How many children in Harry Clark’s family?
3. What does Mr Honda’s younger brother like doing?
4. What is his father’s job?
5. Where does his elder brother work?
6. What does his elder sister enjoy doing?
7. What work does his mother do?
8. What kind of school does his younger brother attend?

56

Exercise 3.6
Imagine you are Kazuo Honda answering Harry Clark’s questions about
the hobbies and pastimes of the various members of his family. Frame
your answers using the English cues provided. For example:
Q: Ojíisan no shúmi wa nán desu ka.
Cue: golf
A: Sófu no shúmi wa górufu desu.
1. Obáasan no shúmi wa nán desu ka.
2. Otóosan no shúmi wa nán desu ka.
3. Okáasan no shúmi wa nán desu ka.
4. Oníisan no shúmi wa nán desu ka.

travel (ryokoo)
kendo (kéndoo, Japanese
fencing)tennissoccer

The following are not recorded on the cassette tape. Check your answers
with the Key to the Exercises (p. 263).
5. Otooto san no shúmi wa nán desu ka.
6. Onéesan no shúmi wa nán desu ka.
7. Ojíisan no shúmi wa nán desu ka.
8. Imooto san no shúmi wa nán desu ka.

surfing (sáafin)
shopping
reading books
basketball

Exercise 3.7
Harry Clark decides to investigate the business hours of the shops andbusinesses he will be using during his stay in Japan. How would he ask
the business hours of the following places and what answer would heexpect to receive? Use the cues below to generate the questions andprovide the answers. For example:
Cue: post-office (yuubínkyoku), 10:00 a.m., 5:30 p.m.
Q: Yuubínkyoku wa nánji kara nánji made desu ka.
A: (Yuubínkyoku wa) gozen júuji kara gógo goji-hán
made desu.

57
1. Bank, 10:00 a.m., 4:30 p.m.
2. Shops, 10:30 a.m., 7:00 p.m.
3. Supermarket, 7:00 a.m., 8:00 p.m.
4. Department store, 10:30 a.m., 9:00 p.m.
5. Convenience store, 6:00 a.m., 11:30 p.m.
You will need some more vocabulary items to complete this exercise.

Vocabulary߉ࠎߎ߁ࠁ߁߮ࠎ߈ࠂߊ
re ࠬ to ࡜ nࠬ࡯ࡄ࡯ߺߖde ࡄ࡯tokonbini߆ࠄ߹ߢ૗ᤨ߆ࠄ૗ᤨ߹ߢ

ginkooyuubínkyoku
résutoransúupaamisé
depáatokonbínikara
máde
nánji kara nánji madebankpost officerestaurant
supermarket
shop, shops
department store
convenience storefromuntil, to, up to
from what time until
what time?

Exercise 3.8
Ask what month someone’s birthday falls in, then answer the question
using the cues given below. For example:
Cue: ጊ↰‫ ޔ‬චੑ᦬
Q: ጊ↰ߐࠎߩ ߚࠎߓࠂ߁߮ߪ ૗᦬ߢߔ߆‫ޕ‬
A: (ጊ↰ߐࠎߩ ߚࠎߓࠂ߁߮ߪ) චੑ᦬ߢߔ‫ޕ‬
1. ߅ߣ߁ߐࠎ‫ ޔ‬྾᦬
2. ጊᎹߖࠎߖ޿‫᦬౎ ޔ‬
3. ࠢ࡜࡯ࠢߐࠎߩ ߅ߊߐࠎ‫ ޔ‬ච᦬(in answering pretend you are Harry Clark)
4. ߅ሶߐࠎ‫᦬౐ ޔ‬
5. ߅߫޽ߐࠎ‫᦬਻ ޔ‬

4 ⾈޿‛
KaimonoShopping

In this unit you will learn how to:• Ask how much things are• Describe things• Say where things are located• Use the demonstrative adjectives• Make simple requests• Count the storeys in a building• Use larger numbers.
You will also acquire:• 10 more kanji⊖ ජ ਁ ౞ 㜞 ቟ ቇ ᩞ వ ↢• 10 more katakána ࡈ ࠦ ࡦ ࡅ ࠠ ࡙ ࡑ ࡕ ࠷ ࡋ

Dialogue 1 1
Browsing in one of Tokyo’s famous department stores you overhear thisconversation at a specialist counter selling scarves. You recognise
Mr Yamada, whom you met in Unit 1. He is talking to a young woman
behind the sales counter.
ጊ↰:
ߡࠎ޿ࠎ:
ጊ↰:
ߡࠎ޿ࠎ:
ጊ↰:

߈ࠇ޿ߥࠬࠞ࡯ࡈߢߔߨ‫ޕ‬߃߃‫ޕߔߢࠈ޿ ޿ߒࠄߕ߼ޔ‬޿ߊࠄߢߔ߆‫ޕ‬৻ਁ౞ ߢߔ‫ޕࠃߔߢߩ߽ ޿޿ޕ‬߽߁ߔߎߒ቟޿ߩߪ ޽ࠅ߹ߖࠎ߆‫ޕ‬

59
ߡࠎ޿ࠎ:
ጊ↰:
ߡࠎ޿ࠎ:
ጊ↰:
ߡࠎ޿ࠎ:
ጊ↰:
ߡࠎ޿ࠎ:
ጊ↰:
ߡࠎ޿ࠎ:
ጊ↰:
ߡࠎ޿ࠎ:
YAMADA:
TEN’IN:YAMADA:
TEN’IN:YAMADA:
TEN’IN:YAMADA:
TEN’IN:YAMADA:
TEN’IN:YAMADA:
TEN’IN:YAMADA:
TEN’IN:YAMADA:
TEN’IN:ߪ޿‫ޕߔ߹޿ߑߏޔ‬ߘߩࠬࠞ࡯ࡈߪ ޿߆߇ߢߔ߆‫ޕ‬ߤߩࠬࠞ࡯ࡈߢߔ߆‫ޕ‬ߘߩዊߐ޿ߩߢߔ‫ޕ‬޿ࠈ߇ ߜࠂߞߣ‫ޕ‬ߣ߽ߛߜߩ ߚࠎߓࠂ߁߮ߩ ࡊ reze ࡦ to ߢߔ‫ޕ‬߅ߣ߽ߛߜߪ ߅޿ߊߟߢߔ߆‫ޕ‬ੑචߐ޿ ߢߔ‫ޕ‬ߢߪ ޽ߩࠬࠞ࡯ࡈߪ ޿߆߇ߢߔ߆‫ޕ‬߅ߨߛࠎߪ ߘ߁㜞ߊ ޽ࠅ߹ߖࠎ‫ޕ‬޿ߊࠄߢߔ߆‫ޕ‬౎ජ౞ߢߔ‫ޕ‬ߊߛߢߪ‫ࠍࠇߘޔ‬ਅ ߐ޿‫ޕ‬߆ߒߎ߹ࠅ߹ߒߚ‫ޕ‬
Kírei na sukáafu desu ne.
Ée, mezurashíi iró desu.
Íkura desu ka.
Ichiman’en desu. Íi monó desu yo.
Moo sukóshi yasúi no wa arimasén ka.
Hái, gozaimásu.
Sono sukáafu wa ikága desu ka.
Dóno sukaafu desu ka.
Sono chiisái no desu.
Iró ga chótto …
Tomodachi no tanjóobi no purézento desu.
Otomodachi wa oikutsu désu ka.
Nijússai desu.
Déwa, ano sukáafu wa ikága desu ka.
Onédan wa sóo tákaku arimasen.
Íkura desu ka.
Hassen’en désu.
Déwa, sore o kudasái.
Kashikomarimáshita.

YAMADA:SHOP ASSISTANT:YAMADA:SHOP ASSISTANT:YAMADA:

It’s a beautiful scarf, isn’t it?
Yes. It’s an unusual colour.
How much is it?
It’s ten thousand yen. It’s a good one!
Don’t you have any a bit cheaper?

60
SHOP ASSISTANT:YAMADA:SHOP ASSISTANT:YAMADA:SHOP ASSISTANT:YAMADA:SHOP ASSISTANT:YAMADA:SHOP ASSISTANT:YAMADA:SHOP ASSISTANT:

Yes, we do, Sir.
How about that scarf there?
Which scarf ?
That small one.
The colour is a bit …
It’s a birthday present for a friend.
How old is your friend?
She’s twenty.
Well, what about that scarf over there? It’s not so
expensive.
How much is it?
It’s eight thousand yen.
Give me that one, then.
Certainly, Sir.

Vocabulary
ࠬࠞ࡯ࡈ
޿ߊࠄ
৻ਁ౞
߽ߩ
߽߁ߔߎߒ

sukáafuíkuraichiman’enmonó
moo sukóshi޽ࠅ߹ߖࠎ߆

arimasén kaߏߑ޿߹ߔ

gozaimásu

޿ࠈ
ߜࠂߞߣ

iró
chótto …

ࡊ reze ࡦ toߨߛࠎ (߅ߨߛࠎ)… ࠍਅߐ޿/ߊߛߐ޿߆ߒߎ߹ࠅ߹ߒߚ

purézentonedan( … o) kudasái
kashikomarimáshita

㜞޿
߼ߕࠄߒ޿
޿޿

takái
mezurashíi
íi, yói

scarf
how much?
ten thousand yen
thing
a little more …,
a little —er
don’t you have,aren’t there
any …
there is, there are;we have (formal)
coloura little, a bit …,
not really to mylikingpresent
priceplease give me …
certainly,
Sir/Madamhigh, expensive
rare, unusual
good

61
߈ࠇ޿ (ߥ)቟޿޿߆߇

kírei (na)
yasúi
ikága

beautifulcheap
how much?

Adjectives
In Japanese, adjectives and other descriptive words and phrases always
precede the noun they describe. We have already seen how a noun
followed by no can be used to describe another noun (Tokyo no hóteru
‘hotels in Tokyo’ or ‘Tokyo hotels’, watashi no tomodachi ‘my friend’).
Japanese has two types of adjective: ‘TRUE ADJECTIVES’ and ‘NA
ADJECTIVES’ or ‘DESCRIPTIVE NOUNS’. A list showing examples of bothtypes can be found below.
true adjectives
takái expensive
yasui cheap
wakái young
sugói great
ookíi bigchiisái small

na adjectives
kírei na pretty, beautiful
hadé na gaudy
génki na fit, healthysukí na favourite (like)ookíi na big
chíisa na small

True adjectives always end in a vowel followed by the suffixes –i, thatis, –ai, –ii, –ui, or –oi (but not –ei) and behave in many respects likeverbs. They directly precede the noun they describe. For example:
takái hon an expensive book chiisái kodomo a small child
Na adjectives, on the other hand, can be thought of as nouns which
require na to link them to the noun they describe. For example:
shízuka na kawá a quiet river hadé na sukáafu a gaudy scarf
Both true adjectives and na adjectives can be used before désu, e.g. sono
hón wa takái desu ‘that book is expensive’, ano kodomo wa chiisái desu
‘that child is small’, kono sukáafu wa kírei desu ‘this scarf is beautiful’.
Note that in the latter case there is no na between the na adjective
and desu. In Unit 3 we met the vocabulary items, wakái ‘young’ andgénki ‘fit, healthy’. We can see now that these are a true adjective and62
a descriptive noun, respectively, e.g. wakái onnánoko ‘a young girl’and génki na kodomo ‘a healthy child’. Sukí, which we met in theexpression, górufu ga sukí desu ‘(I) like golf ’ , is also a descriptive noun,e.g. watashi no sukí na hón ‘my favourite book’ or ‘a book I like’.
In negative sentences, true adjectives appear in an adverbial form, also
called the –ku form, e.g. kono sukáafu wa tákaku arimasen ‘this scarf
is not expensive’. To make the adverbial form of any true adjective simply
change the final –i of the dictionary form, so-called because this is how
adjectives are listed in dictionaries, to –ku. Note too, that the positionof the high-pitched syllable of an accented adjective shifts to the left
in the adverbial form, e.g. takái desu ‘it is expensive’, but tákaku
arimasen ‘it is not expensive’. Actually, there are two possible negative
forms of true adjectives: either –ku arimasen as we have just seen, or the
more colloquial –ku nai desu as in kono sukáafu wa tákaku nai desu
‘this scarf is not expensive’. Descriptive nouns do not undergo any
change when they appear in negative sentences. The negation is simply
indicated by putting the copula, désu, into one of the two possible negative forms, dewa (or ja) arimasén or dewa (or ja) nai desu, e.g. ano
sukáafu wa kírei ja arimasen, ano sukáafu wa kírei ja nai desu ‘thatscarf is not beautiful’. A small number of adjectives occur as both true
adjectives and as descriptive nouns, e.g. ookíi hóteru and óoki na hóteru
both mean ‘a big hotel’, while ‘a small child’ could be either chíisa na
kodomo or chiisái kodomo. Here too, note the difference in the pitchaccent of the alternate forms and the fact that the shortened forms neveroccur before désu.
The true adjective yói ‘good’ is usually used in its more colloquial pronunciation íi ‘good’, but it should be noted that in the adverbial form only
the full form, yóku, is used, e.g. sore wa yóku arimasen ‘that is not good’.

Exercise 4.1
Give the negative equivalents of the following sentences. Take care to
distinguish true adjectives, descriptive nouns and the copula. Make
sure you know the meaning of each sentence as you work through theexercise. Follow the example below.
Cue: Chichí wa wakái desu.
My father is young.
A: Chichí wa wákaku arimasen or … wákaku nai desu.

63
1. Kono hón wa takái desu.
2. Ano sukáafu wa kírei desu.
3. Kono monó wa íi desu.
4. Sono hón wa watashi no désu.
5. Háha wa génki desu.
6. Kono iro wa mezurashíi desu.
7. Górufu wa sukí desu.
8. Ano kámera wa yasúi desu.
9. Ríi san wa Chuugokújin desu.
10. Otooto no shúmi wa karaóke desu.

This and that revisited
In Unit 3 we met the demonstrative pronouns, kore ‘this’, sore ‘that’,are ‘that over there’ and dóre ‘which?’. In Japanese these pronouns canonly occur before a particle or directly before the copula, désu. If wewant to say ‘this book’ or ‘that building over there’ we have to use oneof the demonstrative adjectives, kono, sono, ano or dóno. For example:
Kono hón wa ikága desu ka. ‘How about this book?’

The one
The particle no ߩ which we met as a possessive marker or as a particle
linking nouns in Unit 1 is used after an adjective in the sense of ‘the…
one’, e.g. takái no ‘the expensive one’. Consider the following sentences:
Moo sukóshi yasúi no wa
arimasén ka.
Ookíi no wa yasúi desu.
Chiisái no wa takái desu.

Don’t you have a slightly
cheaper one?
The large one is cheap. The small
one is expensive. (Perhaps thediscussion here is about mobile
phones keitai-dénwa.)

Note, with descriptive nouns, na must be used before no is added.
For example:
Sukí na no wa kono hón desu.

The one (I) like is this book,
This book is the one (I) like.

64This construction is particularly useful for shopping, as we will see in
Dialogue 2.

Dialogue 2 1
Peter decides to test out his Japanese buying a pair of jeans in one of thedepartment stores over Shinjuku station.
ࡇ࡯࠲࡯:
ߡࠎ޿ࠎ:
ࡇ࡯࠲࡯:
ߡࠎ޿ࠎ:
ࡇ࡯࠲࡯:
ߡࠎ޿ࠎ:
ࡇ࡯࠲࡯:
ߡࠎ޿ࠎ:
ࡇ࡯࠲࡯:

PÍITAA:
TEN’IN:PÍITAA:
TEN’IN:PÍITAA:
TEN’IN:PÍITAA:
TEN’IN:PÍITAA:ߜࠂߞߣߔߺ߹ߖࠎ‫ޕ‬ߪ޿‫…߆ߦߥޔ‬ࠫ࡯ࡦ࠭ࠍ ߆޿ߚ޿ࠎߢߔ߇‫ޕ‬޽߅޿ߩߣ ߒࠈ޿ߩ߇޽ࠅ߹ߔ‫ޕ‬޽߅޿ߩࠍ ߺߖߡਅߐ޿‫ޕ‬ߤ߁ߙ‫ޕࠃߔߢߩ߽޿޿߽ߡߣޔߢ޿ߖࠞ࡝ࡔࠕߪࠇߎޕ‬ᣣᧄߖ޿ߩ߽޽ࠅ߹ߔ߆‫ޕ‬ߪ޿‫ޕߔߢࠄߜߎޕߔ߹޿ߑߏޔ‬޽޽‫ޕߔߢ޿޿߆ߥ߆ߥߪࠇߘޔ‬ᣣᧄߖ޿ߩ ޽߅޿ߩࠍਅߐ޿‫ޕ‬
Chotto sumimasén.
Hái nánika.
Jíinzu o kaitain’ désu ga …
Aói no to shirói no ga arimásu.
Aói no o mísete kudasai.
Dóozo. Kore wa Amerikasei désu.
Totemo íi monó desu yo.
Nihonsei no mo arimásu ka.
Hái, gozaimásu. Kochira désu.
Áa, sore wa nakanaka íi desu.
Nihonsei no aói no o kudásai.

PETER:SHOP ASSISTANT:PETER:SHOP ASSISTANT:PETER:SHOP ASSISTANT:PETER:

Ah, excuse me?
Yes, Is there something (I can help you with)?
I’d like to buy some jeans…
We have blue (ones) and white (ones).
Please show me the blue ones.
Here you are. These are made in America. They arevery good ones.
Do you also have Japanese ones?

65
SHOP ASSISTANT:PETER:

Yes, we have. They’re over here.
Ah, those are really good.
Give me the blue Japanese ones, please.

Vocabularyߥߦ߆߆޿ߚ޿ߢߔ߇
޽߅޿ߒࠈ޿ߺߖߡਅߐ޿
ߖ޿
ߣߡ߽
ߥ߆ߥ߆
ࠫ࡯ࡦ࠭

nánikakaitai désu ga…
aói
shiróimísete kudasai–seitotemonakanakajíinzusomething
I would like to buy, but…
blue
white
please show memade in…, –madevery
very, really, extremely
jeans

Exercise 4.2 1
Imagine you are in an elegant department store, depáato, in Tokyo’s
upmarket Ginza district. Using the words you have learnt and the additional vocabulary given below ask the shop assistant to show you theitems given in the cues. For example:
Cue: Those black boots over there.
A: Ano kurói búutsu o mísete kudasái.
You will find extra vocabulary listed underneath this exercise.
1. that yellow tie over there
2. the navy suit3. that red skirt over there
4. the green hat
5. those brown trousers
6. that blue shirt over there
7. the grey suit8. the white jeans
9. that beautiful scarf
10. a slightly cheaper one.

66

Vocabulary
Colours
These are true adjectives:
ߊࠈ޿
޽߆޿
߈޿ࠈ޿

kurói
akai
kiiroiblack
redyellow

These are nouns. They must be linked to the noun they describe with theparticle, no.
ߜ߾޿ࠈ
ߪ޿޿ࠈ
ߺߤࠅ
ߎࠎ

chairohaiiromídorikón

brown (literally, ‘tea colour’)grey (literally, ‘ash colour’)green
navy blue

Items of clothingߖ߮ࠈࠬ࡯࠷࠭ bo ࡦ
ඨ࠭ bo ࡦ
ࠬࠞ࡯to
ࡑࡈ࡜࡯
ࡉ࡯࠷
ne ࠢ࠲ࠗ
wa ࠗࠪ ya ࠷߷߁ߒsebirosúutsuzubón
hanzúbonsukáatomáfuraabúutsunékutaiwaishatsu
booshi(man’s) suit
suit (man’s or woman’s)
trousers, pants
shortsskirt
muffler, woollen scarf
boots
tie
shirt
hat

To be or not to be
In English we use the same verb, the verb ‘to be’, to express equivalence,e.g. ‘John is a student’ and location, ‘John is in the kitchen’. Japanese,
however, makes a distinction between these two categories. We havealready met désu, which is assigned its own category, the copula, because
it behaves rather differently from other Japanese verbs. Désu, like theequals sign in an equation, shows that the two noun phrases in the67sentence are equivalent, e.g. kore wa hón desu ‘this is a book’. Taroo
san wa gakusei desu ‘Taro is a student’. If we want to say where
something is we generally use either arimásu or imásu. For the mostpart, arimásu is used to indicate the location of inanimate objects andimásu is used of people and animals. Note that the particle ni is used toindicate location as we would use the preposition ‘in’ in English. You
have already seen the negative form of arimásu, arimasén, as it also
occurs in the negative form of désu, dewa (or ja) arimasén. The negative
form of imásu is imasén. The examples below show arimásu and imásu
in context.
Keitai-dénwa wa rokkai no
Mobile phones are in the electronic
denkaseihin-úriba ni arimásu.
products counter on the sixth floor.
Tanaka san wa kaigíshitsu
Mr Tanaka is in the conference
ni imásu.
room.
We have seen that désu can also be used in certain expressions to indicate location, e.g. Chuuoo-yuubínkyoku wa dóko desu ka ‘Where is thecentral post office?’ This common usage does not contradict the assertion that désu behaves as a copula showing the equivalence of two nounphrases in a sentence. A more literal translation of this sentence mightbe, ‘As for the central post office, what place is it?’ The function of désu
after adjectives and descriptive nouns, however, is more to indicate
politeness than to indicate equivalence.
Yamanaka san wa górufu ga
dáisuki desu.
Kono iró wa mezurashíi desu.

Mr Yamanaka loves golf.
This colour is unusual.

When arimásu is used, as it frequently is, in the sense of ‘to have’, it canalso be used when the object is a person. In this case the object is marked
with the particle, ga. More will be said about subjects and objects inJapanese in a later unit.
Tanaka san wa Kankokujín no
tomodachi ga arimásu.
Sannin no kodomo ga arimásu or
kodomo ga sannin arimásu.

Mr Tanaka has Korean friends.
I have three children.

If you compare the two versions in the last example you will noticethat a numeral and the appropriate classifier can come before the68noun to which it refers, in which case it is linked to the noun by theparticle, no. Or the number expression can follow both the noun and its
particle. The latter of these two constructions seems to be the morecommon.

Dialogue 3 1
At the department store
ࡑ࡝ࠕ:
ߡࠎ޿ࠎ:
ࡑ࡝ࠕ:
ߡࠎ޿ࠎ:
ࡑ࡝ࠕ:
ߡࠎ޿ࠎ:
ࡑ࡝ࠕ:
ߡࠎ޿ࠎ:
MÁRIA:TEN’IN:MÁRIA:TEN’IN:MÁRIA:TEN’IN:MÁRIA:TEN’IN:ߜࠂߞߣ ߅߁߆߇޿ߒ߹ߔ‫ޕ‬ߪ޿‫ޔ‬૗ߢߒࠂ߁߆‫ޕ‬ߊߟ߁ࠅ߫ߪ ૗߇޿ߦ ޽ࠅ߹ߔ߆‫ޕ‬߰ߓࠎߩ ߊߟߪ ੑ߇޿ߦ ޽ࠅ߹ߔ‫ޕ‬ߒࠎߒߩ ߊߟߪ?
ਃ߇޿ߢߔ‫ޕ‬޽ࠅ߇ߣ߁ ߏߑ޿߹ߒߚ‫ޕ‬ߤ߁ߙ ߏࠁߞߊࠅ‫ޕ‬
Chotto oukagai shimásu.
Hái, nán deshoo ka.
Kutsu-úriba wa nangai ni arimásu ka.
Fujin no kutsú wa sangai ni arimásu.
Shínshi no kutsú wa?
Sangai désu.
Arígatoo gozaimásu.
Dóozo goyukkúri.

MARIA:SHOP ASSISTANT:MARIA:SHOP ASSISTANT:MARIA:SHOP ASSISTANT:MARIA:SHOP ASSISTANT:

I wonder if you could tell me…
Yes. What would you like to know?
What floor is the shoe department?
Ladies’ shoes are on the second floor (first floor).
What about gentlemen’s shoes?
They’re the third floor (second floor).
Thank you.
Please take your time.

Note that Japanese designates floor numbers in the same way as
American English, i.e. ground floor = ‘first floor’, etc.

69

Vocabulary߅߁߆߇޿ߒ߹ߔ
૗ߢߒࠂ߁߆߁ࠅ߫ߊߟ߁ࠅ߫߆޿૗߆޿‫ޔ‬૗߇޿
ߊߟ
ߒࠎߒ
߰ߓࠎ
ߏࠁߞߊࠅ

oukagaishimásunán deshoo ka
uriba
kutsu-úriba
kainankai, nangai
kutsú
shínshifujin
goyukkúri

I wonder if you can help me(literally, ‘I’d just like to ask’)what is it, I wonder (polite)
department, countershoe counter
floor, storey (classifier)which floor
shoes
gentlemanlady
at leisure, taking time(honorific)

Numeral classifier
In this unit we meet the numeral classifier kai, which is used for counting
floors or storeys in a building. Note the sound changes which occur whenit combines with 1, 3, 6, 8 and 10. Remember, Japanese count floors starting from 1 at ground-floor level. ‘Which floor?’ is either nankai or nangai.
st

2 floornikaith

7 floornanakai

1 floorikkai
6 floorrokkaind

3 floorsangaird

4 flooryonkaith

8 floorhakkaith

5 floorgokai

th

9 floorkyuukaithth

10 floorjukkaith

Exercise 4.3
You ask the well-groomed young woman sitting at the first-floor information desk, annaijo, at Mitsukoshi department store, if she can direct
you to various departments in the store. Using the cues (and vocabulary
given below the exercise) ask her on which floor each sales counter islocated, then repeat the answer to confirm that you have understoodcorrectly. For example:
Cue: men’s clothing, third floor
Q: Shinshiyoofuku-úriba wa nangai ni arimásu ka.
A: Wakarimáshita. Sangai désu ne.

70
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.

electronic goods department, fifth floor
camera department, sixth floor
watch department, fourth floor
furniture department, seventh floor
sporting goods department, third floor
computer department, fifth floor
women’s shoes, second floor
food hall, first-floor basement
parking, second-floor basement
plant nursery, roof

Vocabularyߢࠎ߆ߖ޿߭ࠎ
denka-séihinߢ ࠎ ߆ ߖ ޿ ߭ ࠎ ߁ denkaseihin-úriba
ࠅ߫
ߜ߆
chiká
ߜ߆৻߆޿

chika-íkkai

ߜࠀ߁ߒ߾ߓࠂ߁

chuushajooߒࠂߊࠅࠂ߁߭ࠎ
ߒࠂߊࠅࠂ߁߭ࠎ
߁ࠅ߫ࠦࡦࡇࡘ࡯࠲
ࠃ߁߰ߊ
ߒࠎߒ
߰ߓࠎ
߆ߋ
ߣߌ޿
ߊߟ
߅ߊߓࠂ߁
߁߃߈߁ࠅ߫

shokuryoohin
shokuryoohinúriba
konpyúuta
yoofukushínshi
fujin
kágu
tokei
kutsú
okujooueki-úriba

electronic goods
electronic goods
counter/department
underground,basement
first-floor
basementparking (station/ floor
etc.)
food
food hall
computerclothes
gentlemanladyfurniture
watch, clock
shoes
roof
plant nursery

Bigger numbers
In Unit 3 we met the numbers from 1 to 99. Now we introduce the numbers from 100 to 100 million. Because the yen is a very small unit ofcurrency you will soon become accustomed to using large numbers in71Japanese. The Japanese have a separate term for ten thousand which canmake counting a little complicated for English speakers. Note the soundchanges which occur in combination with other numbers.
100
⊖
hyakú
1,000
ජ
sén
10,000৻ਁ
ichimán

200
300
400
500
600
700
800
ੑ⊖
ਃ⊖
྾⊖
੖⊖
౐⊖
৾⊖
౎⊖
nihyakú sánbyaku yónhyaku gohyakú roppyakú nanáhyaku happyakú
2,000
3,000
4,000
5,000
6,000
7,000
8,000
ੑජ
ਃජ
྾ජ
੖ජ
౐ජ
৾ජ
౎ජ
ni sénsánzenyónsengosén
rokusén nanasén
hassén20,000 30,000
40,00050,000 60,000
70,00080,000
ੑਁ
ਃਁ
྾ਁ
੖ਁ
౐ਁ
৾ਁ
౎ਁ
nimán sanmán yonmán gomán rokumán nanamán hachimán

900
਻⊖kyúuhyaku
9,000਻ජ
kyuusén
90,000਻ਁ
kyuumán

?00
૗⊖nánbyaku?000
૗ජnanzén?0000
૗ਁnanmánRemember when pronouncing these numbers that n at the end of a syllable (i.e. hiragána ࠎ), is pronounced m before p, b or m. ‘One thousand’ is either sén ජ‫ޔ‬or issén ৻ජ, but you do not get the choice with‘one hundred’ and ‘ten thousand’. The former never has a ‘one’ in frontof it and the latter always does.
Numbers over ten thousand require a little extra practice. Notice thatJapanese does not have a separate term for a million, preferring to say,‘a hundred ten thousands’ instead. If you remember that ‘one million’ ishyakumán ⊖ਁ, you should not have too much difficulty. Consider, forexample, the following:੖ਁ gomán 50,000੖⊖ਁ gohyakumán 5,000,000

੖චਁ gojuumán 500,000
੖ජਁ gosenmán 50,000,000

Although you have learnt the kanji for the numbers, remember that theArabic numerals we use in English are usually used in Japan too. Even
when kanji are used, as, for example, for price labels or for numbering
the pages in a book, large numbers are frequently written with just thebasic kanji from 1 to 9 with the addition of the sign for zero, 0, e.g.
instead of ਃ⊖੖ච౞ (¥350) written out in full, you might simply see,
ਃ੖㧜౞.
1

1

1

2
3

4
5

1

3
1
2

2

2
3
4

3 4
67 5
8 9
10

6

HYAKU
(–BYAKU,–PYAKU)
hundred2

SEN(–ZEN)
thousandMANtenthousand

EN
yen

KO O
taka (i)high, tall

72
1 2

1
2 3

4

5

4 5
6

6

3

7

8

5

2
1

3

6
4

1
7

9

8

10

4

2
5

3

3
1 2

6

4
5

yasu (i)
cheap

GAKU
learning

KOO
schoolSEN
saki
ahead,
futureSEI
student; life

Exercise 4.4
Here are some words and phrases we have met before, but this time
written in kanji. See if you can give the pronunciations and meaningsof the following. You will need to refer to this unit’s new kanji given
below.
1. ዊቇᩞ

2. 㜞ᩞ

3. ቟޿ᧄ

4. ⧷⺆ߩవ↢5. ᄢቇ↢

Exercise 4.5 1
See if you can follow this passage. First try to read it without listening to
the cassette tape. Then listen to the tape without looking at the text to see
if you can understand the gist of the passage. Finally, follow the text as it isbeing read on the tape. First just listen, then try reading along with thenative speaker, trying to imitate the Japanese intonation and grouping ofsyllables.
↰ਛߐࠎߣ ጊᧄߐࠎߪ ߣ߽ߛߜ ߢߔ‫ޕ‬ੑੱߣ߽ ᣣᧄੱߔ‫ޕߔ߹޿ߢࠎߔ ߦ࡝ࡄ ߪ߹޿ ߽ߢޕ‬↰ਛߐࠎߪ ࡄ࡝ߩᣣᧄੱቇᩞߩవ↢ߢߔ‫ޕ‬ጊᧄߐࠎߩߏߒࠀੱߪ ᣣᧄߩ ߉ࠎߎ߁ߩ ࡄ࡝ߒߡࠎߜࠂ߁ ߢߔ‫↰ޕ‬ਛߐࠎ߽ ጊᧄߐࠎ߽ ߆޿߽ߩ߇ ᄢᅢ߈ߢߔ‫ޕ‬ࡄ࡝ߦ ߈ࠇ޿ߥ ߺߖ߇ ߚߊߐࠎ޽ࠅ߹ߔ‫ޕ‬㜞޿ߺߖ߽቟޿ߺߖ߽ ޽ࠅ߹ߔ‫ ߪ߁ࠂ߈ ޕ‬ጊᧄߐࠎߪ ࡉ࡯࠷ࠍ߆޿߹ߒߚ‫ޕߔߢߩ߽ ߩࠕ࡝࠲ࠗޕߔߢ࠷࡯ࡉ ޿޿߽ߡߣޕ‬

73

Katakána
Now you have learnt all the hiragána syllables, you can concentrate
your efforts into building up your store of katakána. We learn ten new
katakána symbols in this unit.

1

1

1

3

2

1
1

2

fu

1

2

2

ko

n

hi
1

1

1

ki
2

3

3
2

2

1

2

yu

ma

tsu

mo

he

Exercise 4.6
See if you can match the new katakána words with the appropriate illustrations on this and the next page. Some of the words might be a little
difficult to guess. The Japanese word for ‘bread’, for example, is borrowed from the Portuguese. If in doubt, check with the key on p. 266.

a.

b.

c.

e.

f.

g.

d.

h.

74

i.

j.

m.

n.

q.

r.
a.
b.
c.
d.
e.
f.
g.
h.
i.
j.
k.
l.
m.
n.
o.
p.
q.
r.
s.
t.

k.

l.

p.

o.

s.

t.

5 ᦬ᦐᣣߦળ޿߹ߒࠂ߁‫ޕ‬
Getsuyóobi ni aimashóo.
Let’s meet on Monday!

In this unit you will learn how to:• Make suggestions and issue invitations• Offer to do something• Say you are going to do something• Talk about time – past, present and future• Arrange the time and place for a meeting• Say where something happens• Count hours, days, months and years• Say the days of the week
• Use the prefixes for this …, last …, next … andevery …
You will also acquire:• 10 more kanji:੹ ᧪ Ფ ㅳ ᐕ Ἣ ᳓ ᧁ ㊄ ࿯• 10 more katakána: ࠙ ࠝ ࠨ ࠰ ࡎ ࠴ ࠻ ࠽ ࠾ ࡁ

Dialogue 1 1
While taking a stroll along the Ginza, doing what the Japanese calla Ginbura, Bob Smith bumps into his friend Shuuji Imada whom he met
some years ago in New York. After exchanging the usual greetings Bob
suggests they both get together with their mutual friend Harry Wong fora meal later in the week.

76
ࠬࡒࠬ:
੹↰:
ࠬࡒࠬ:
੹↰:
ࠬࡒࠬ:
੹↰:

ߒ߫ࠄߊ ߢߔߨ‫ޕ߆ߔߢ ߈ࠎߍ߅ ޕ‬߃߃‫߽߹ߐߥߺ ߩߊߚ߅ ޕߢ߹ߐߍ߆߅ޔ‬߅ߍࠎ߈ߢߔ߆‫ޕ‬߃߃‫᧪ޔࠎߐ↰੹ޔߢࠈߎߣޕ‬ㅳ ࠙ࠜࡦߐࠎߣਃੱߢ ޽޿߹ߖࠎ߆‫ޕ‬޿޿ߢߔࠃ‫᧪ޕ‬ㅳߪ ޿ߟߢ߽ ߛ޿ߓࠂ߁߱ ߢߔ‫ޕ‬ߘ߁ߢߔ߆‫ ߪߒߚࠊޕ‬Ἣࠃ߁ᣣ߇ ߛ߼ߢ‫ޔ‬࠙ࠜࡦߐࠎߪ ᳓ࠃ߁ᣣ߇ ߛ߼ߢߔ‫ޕ‬ߓ߾‫߁ࠃ᦬ޔ‬ᣣߦ ߒ߹ߒࠂ߁߆‫ޕ‬
߆ࠎ

ࠬࡒࠬ:
੹↰:
ࠬࡒࠬ:
੹↰:
ࠬࡒࠬ:
੹↰:
SUMISU:IMADA:SUMISU:IMADA:SUMISU:IMADA:SUMISU:IMADA:SUMISU:IMADA:SUMISU:IMADA:
SMITH:IMADA:
SMITH:IMADA:
SMITH:

޽‫ᤨޕߨߔߢ޿޿ޔ‬㑆 ߪ ޿ߟ߇ ޿޿ߢߔ߆‫ޕ‬ߓ߾‫ޕ߆߁ࠂߒ߹ߴߚ ࠍࠆ߭߅ ߢߥࠎߺޔ‬ߔߒߎ߁ ߪ ߤ߁ߢߔ߆‫ޕ‬޿޿ߢߔߨ߃‫᧪ޔߪߢޕ‬ㅳߩ᦬ࠃ߁ᣣ චੑᤨߦ޽޿߹ߒࠂ߁‫ޕ‬ߪ޿‫ޕߔ߹ߒࠊࠎߢߦࠎߐࡦࠜ࠙ ߪߒߚࠊޔߪߢޕ‬ߐࠃߥࠄ‫ޕ‬ߓ߾‫߁ࠃ᦬ ߚ߹ޕ‬ᣣߦ‫ޕࠄߥࠃߐޕ‬Shibáraku desu ne.
Ogénki desu ka.
É, okagesama de. Otaku no minásan mo ogénki desu ka.
É. Tokoróde, Imada san, Wón san to sanin de aimasén ka.
Íi desu yo. Raishuu wa itsudé mo daijóobu desu.
Sóo desu ka. Watashi wa kayóobi ga damé de, Wón san wa
suiyóobi ga damé desu.
Ja, getsuyóobi ni shimashóo ka.
A, íi desu née. Jikan wa ítsu ga íi desu ka.
Ja, minná de ohíru o tabemashóo ka.
Sushikóo wa dóo desu ka.
Íi desu née. Déwa, raishuu no getsuyóobi juuníji ni aimashóo.
Hái. Déwa, watashi wa Wón san ni denwa shimásu. Sayonará.
Ja, mata getsuyóobi ni. Sayonará.
It’s been a while, hasn’t it?
Are you keeping well?
Yes. Thank you. Is everybody well at your place?
Yes. By the way, Mr Imada, what say the two of us get
together with Mr Wong?
Fine! Anytime next week is all right with me.
Tuesday is no good for me and Mr Wong can’t makeWednesday.

77
IMADA:
SMITH:IMADA:
SMITH:IMADA:
SMITH:IMADA:

Shall we make it Monday, then?
Mm, that’s fine. What would be a good time?
Then, what say we all have lunch together?
What about Sushikóo?
That would be nice. So, let’s meet next Monday at twelve.
Sure. Then I’ll ring Mr Wong. Bye.
Then, see you on Monday. Bye.

Vocabularyߒ߫ࠄߊ߅ߍࠎ߈ ߢߔ߆

shibáraku
ogénki desu ka߅߆ߍߐ߹ߢ

okagesama de

߅ߚߊ
ߺߥߐ߹
ߣߎࠈߢ
ਃੱߢ
޿ߟߢ߽
ߛ޿ߓࠂ߁߱

otaku
minásama
tokoróde
sannin deitsudémo
daijóobu

ߛ߼
ߢ

damé
de

ߦߒ߹ߒࠂ߁߆

… ni shimashóo ka߅߭ࠆߚߴ߹ߒࠂ߁߆
ߢࠎࠊ

ohíru
tabemashóo ka
denwa

for a while, for a (long) time
Are you well? How are you?
(honorific)
Thanks to you (suggestingthat my good health is theresult of your being kindenough to ask after it)
your place, you (honorific)
all, all of you (honorific)
by the way
the three of us/them
any time at all
all right, okay, no need toworry
no good
is … and (form of désu used
to link clauses)
Shall we make it …?, what
about …?
midday, midday meal, lunch
shall we eat
telephone

More verbs
So far we have met the Japanese copula, désu, which is used like the equals
sign in an equation to equate one noun with another. In the last unit wewere also introduced to the verbs arimásu and imásu which tell us where
something, or, in the case of imásu, someone, is situated. We have also
met one or two other verbs, which have been introduced as vocabulary

78
items to add a little zest to your Japanese conversation without yourneeding to worry exactly how they perform in the sentence. We havemet kimáshita ‘came’ in expressions like Kánkoku kara kimáshita‘I come (literally ‘came’) from Korea.’ We also met Wakarimáshita‘I understand’ and Róndon ni súnde imasu ‘I live in London.’ Apartfrom the obvious fact that the Japanese verb comes at the end of thesentence, you will have noticed that many sentences end in –másu or–máshita. Actually, this is the ending you use to show politeness to theperson you are addressing. It is the form used in all conversation, except
between close friends and among children, so it is the most appropriate
form for foreign learners of the language to start with. Later we will
also learn the plain verb forms used in the written language and insubordinate clauses.
Japanese marks the past tense with the ending –máshita. This indicates that the action of the verb is complete and contrasts with –másu,
which is used for actions and states where the action is not yet
completed. For this reason –másu doubles up to cover both present andfuture time and is hence often called the ‘non-past form’. Of course, eachof these forms has a negative equivalent, as shown below.

Suffix:Non-past
affirmative–másu

Example: ikimásu(I) goNon-past
negative–masénPast
affirmative–mashita

ikimasén(I) don’t goikimáshita(I) went

Past
negative–maséndeshitaikimasén deshita(I) didn’t go

Some verbs in Japanese which describe states rather than actions are
generally used with some form of the auxiliary verb, imásu. The verb
‘to live’, for example, appears as súnde imasu ‘I live’, súnde imashita‘I lived’, etc. More will be said of this construction in a later unit. In themeantime, remember these verbs in the contexts in which you have seen
them so far. You will have noticed also that sometimes a Japanese adjective or descriptive noun is used where we would use a verb in English.
Take, for example, the expressions in Japanese for liking or disliking
something: hambáagaa ga sukí desu ‘I like hamburgers’.

Verbs with shimásu
Apart from its function as the freestanding verb ‘to do’, shimásu combines with a number of nouns to form quasi compound verbs. Here are79some common verbs with shimásu, and each one is followed by asentence showing how it can be used.
benkyoo shimásu
Mainichi nánjikan benkyoo shimásu
ka.

to study
How many hours do you
study every day?

ryóori (o) shimásu
Píitaa san no ouchi de dáre ga ryóorio shimásu ka.

to cookWho cooks at your place,Peter?

shokuji (o) shimásu
Kyóo wa issho ni shokuji
shimasén ka.

to have a meal, eat
Won’t you join me for ameal today?

kekkon shimásu
Onéesan wa ítsu kekkon
shimashita ka.

to marry
When did your elder
sister get married?

ryokoo shimásu
Rainen Amerika o ryokoo shimásu.

to travel
Next year I’m going totravel through America.

(Note: In this construction the course travelled is marked with theparticle o.)

Dialogue 2 1
Yamada and Tanaka are hiring a car.
ጊ↰: ޽ߒߚ re ࡦ࠲ࠞ࡯ߢ ࠼࡜ࠗࡉߦ
޿߈߹ߖࠎ߆‫ޕ‬↰ਛ: ߘࠇߪ ޿޿ߢߔߨ߃‫ޕ߆߁ࠂߒ߹߈޿ ߳ߎߤޕ‬ጊ↰: ߁ߺߣ ጊߣ ߤߜࠄ߇ ޿޿ߢߔ߆‫ޕ‬↰ਛ: ࠊߚߒߪ ߤߜࠄߢ߽ ߆߹޿߹ߖࠎ‫ޕ‬ጊ↰: ߘࠇߢߪ‫ޔ‬ጊ߳ ޿߈߹ߒࠂ߁‫ޕ‬↰ਛ: ߛࠇ߇ ߁ࠎߡࠎ ߒ߹ߔ߆‫ޕ‬ጊ↰: ࡇ࡯࠲࡯ߐࠎߦ ߅ߨ߇޿ ߒ߹ߒࠂ߁‫ޕ‬↰ਛ: ߘ߁ ߒ߹ߒࠂ߁‫߇ࠎߡࠎ߁ ߪࠎߐ࡯࠲࡯ࡇޕ‬ߓࠂ߁ߕ ߢߔ߆ࠄ‫ޕ‬
YAMADA: Ashita rentakáa de doráibu ni ikimasén ka.
TANAKA: Sore wa íi desu née.
Dóko e ikimashóo ka.

80
YAMADA:TANAKA:YAMADA:TANAKA:YAMADA:TANAKA:Úmi to yamá to dóchira ga íi desu ka.
Watashi wa dochira démo kamaimasén.
Sore déwa yamá e ikimashóo.
Dáre ga unten shimásu ka.
Píitaa san ni onegai shimashóo.
Soo shimashóo. Píitaa san wa unten ga joozú desu kara.

YAMADA: Let’s hire a car and go for a drive tomorrow.
TANAKA: That would be great!
Where shall we go?
YAMADA: Which do you prefer, sea or mountains?
TANAKA: I don’t mind which. (‘I’d be happy with either.’)
YAMADA: In that case, let’s go to the mountains.
TANAKA: Who’ll drive?
YAMADA: Let’s ask Peter.
TANAKA: Let’s do that. Peter’s a good driver.

Vocabulary߁ࠎߡࠎ ߒ߹ߔ
re ࡦ࠲ࠞ࡯
ߢ
߳
߁ߺ
ߤߜࠄߢ߽
߆߹޿߹ߖࠎ
߅ߨ߇޿ߒ߹ߔ
ߢߔ߆ࠄto drive
car for hire, car rental
with, by, by means of(instrumental particle)eto, towards (directional particle
written with hiragána ‘he’).
úmiseadochira démo
either one
kamaimasén
it doesn’t matteronegai shimásu to request (agent indicated by ni)
désu kara
because … is. (Often used, as
in the example here, in an
incomplete sentence toindicate a reason.)unten shimásu
rentakáade

Exercise 5.1
How would the following statements be altered by the addition of thetime expressions provided in the brackets (you can check their meaning
in the table on p. 86)? Perhaps there are some sentences where no change
is necessary. See the example below.
Cue: Ikimasén (kinóo)
A: Kinóo ikimasén deshita.

81
1. Tanaka san ni aimáshita. (ashita)
2. Nihón ni ikimáshita. (rainen)
3. Góhan o tabemáshita. (mainichi)
4. Atarashíi kuruma o kaimásu. (séngetsu)
5. Kyóo wa mokuyóobi desu. (kinóo)

Vocabulary
ߏߪࠎ
޽ߚࠄߒ޿
ߊࠆ߹

gohan
atarashíi
kuruma(cooked) rice; meal
newcar, cart

Exercise 5.2 1
Here are some more time expressions to help you practise your tense
endings. You can look up the days of the week on p. 85.
otótoiasátteotótoshisarainenthe day before yesterday
the day after tomorrowthe year before last
the year after next

Now tell your Japanese friend:
1. You came from London the year before last.
2. You are going to China the year after next.
3. The day after tomorrow is Saturday.
4. The day before yesterday was Tuesday.
5. What’s today? That’s right. It’s Thursday.

‘How about …?’
In this unit we also meet the ending –mashóo, which is sometimes
called the ‘tentative’, ‘propositive’ or ‘hortative’ suffix because it isused when you want to make a suggestion or put a proposition. In
English we would normally say ‘let’s do’ something or other where
Japanese would use the –mashóo construction. If the suggestion ismore tentative, or if you want to give the listener the opportunity tosuggest something else, the –mashóo sentence can be framed asa question, –mashóo ka ‘Shall we …?’ ‘What say we …?’, etc. Here are82some examples and an exercise to help you get the hang of this usefulexpression.
Háyaku kaerimashóo.
Yasúi no o kaimashóo.
Nánji ni ikimashóo ka.

Let’s go home quickly. Let’s go backearly.
Let’s buy the cheap(er) one.
What time shall we go?

Funnily enough, this last example can also mean ‘What time shall I
come?’ in a context where the speaker is going to visit the listener. In
Japanese kimásu is only used for movement towards the speaker or toa place associated with the speaker. In all other cases ikimásu is used.
If we hear a knock at the door we might say, ‘Just a minute, I’m coming’
whereas a Japanese would say ‘Just a minute I’m going.’
The –mashóo ending also provides a very convenient way to offer to dosomething for someone. For example:
Suutsukéesu omochimashóo ka.
Eigo de kakimashóo ka.

Shall I carry your(mochimásu tosuitcase for you?
hold, carry)
Shall I write it in English?

Exercise 5.3 1
Soften the following statements and questions by rephrasing the ideas aspropositions or suggestions, retaining the ka ending when it occurs. If
called upon to do so, could you also translate your new sentences into
English and also write them in Japanese script? Some of the kanji you
will need for this exercise are introduced later in this unit. Just in case you
feel the urge to do so, the answers are included in the key at the end of
the book.
Follow the example below:
Cue: Sánji ni ikimásu.
A: Sánji ni ikimashóo.
1. Íma kaerimásu ka.
2. Aói no o kaimásu.
3. Nánji ni aimásu ka.
4. Hachíji ni tabemásu.
5. Súgu ikimásu ka.

83

Knowing the object
Japanese shows the relationship between the various elements in a
sentence by the use of particles. We have already met some such as wa(topic), ga (subject), ni (location) and so on. In this unit we meet o,written with the hiragána symbol ࠍ (once pronounced wo, but now
indistinguishable in pronunciation from o ߅). This is another example ofhistorical spelling, just as the topic particle pronounced wa is writtenwith the hiragána character for ha ߪ. The object is the noun, i.e. thething, person or concept affected by the action of the verb. Not all verbs
have objects, but those that do so are called ‘TRANSITIVE VERBS’. Conversely, verbs which do not normally take an object are ‘INTRANSITIVEVERBS’. As we shall see later, the distinction between transitive andintransitive verbs is an important one in Japanese grammar.
Here are some more examples illustrating the use of the particle o.
Nihonjín wa mainichi góhan otabemásu.
Dóno shinbun o yomimásu ka.
Atarashíi kuruma o kaimáshita.

The Japanese eat rice every day.
Which newspaper do you read?
I bought a new car.

With verbs which indicate movement over a distance, or what we call‘verbs of linear motion’, like ‘to go’, ‘to walk’, ‘to fly’ and ‘to run’, theobject particle o is used to indicate the course of the movement and corresponds to English prepositions like ‘along’, ‘through’ and ‘over’. We meetthis construction again in the next unit.
Michi o arukimásu
Sóra o tobimásu
Nihón o ryokoo shimásu

to walk along a roadto fly through the sky
to travel through Japan

Note that some verbs, which are transitive in English and take a direct
object, are intransitive in Japanese. One such verb is aimásu, ‘to meet’,
which takes an indirect object, marked by ni, in Japanese.
Kinóo Tanaka san ni aimáshita.

Yesterday I met Mr Tanaka.

Note that where the noun object forms a kind of compound verb
with shimásu, as introduced on p. 78, the noun, which constitutes thefirst element, is not usually followed by the object particle o. For
example:Jón san wa Tookyoo de Nihongo obenkyoo shimáshita.

John studied Japanese inTokyo.

84

Where the action is
We have seen how location, ‘in’, ‘at’ etc., with the verbs imásu andarimásu is indicated using the particle ni. For example:
The director is in the conferenceroom

Shachoo wa kaigíshitsu ni imásu

With more active verbs, however, the place of action is indicated withde. For example:
I read the newspaper every day at
the company.
I bought the magazine at the kiosk at
the station.

Mainichi kaisha de shinbun oyomimásu.
Éki no kiósuku de zasshi okaimáshita.

Kanji
In this unit we introduce the kanji for writing the days of the week anda few other time expressions. All of these are used very frequently andsome are basic elements that occur in a large number of other kanji. It is
important, therefore, that you cannot only recognise them in context, butthat you can write them confidently. Practise writing them following thestroke order shown below:
1

2

5

1
2

3

4

4

KON
ima
now

7

6

RAI,
ki (masu)come, next-

3

3

4

5

4

6

3

3

5

8

SHUU
week

NEN
tóshi
year

1 2

2

3

4

4
5

6

4

7

11

1

4

5

10

–MAI
every, each

1 2

2
1 3

9

2
3

2

2
4

6

1
2

1

1

3

1
6

3

7

KA
hi
fire

SUI
mizu
water

MOKU
ki
tree, wood

KIN
kane
gold, metal;
money

DO
tsuchiearth

85

The days of the week
The days of the week are named after the five traditional Chinese elementsof fire, water, wood, metal and earth with the addition of the sun (Sunday)
and the moon (Monday) to make up the seven days of the week according
to the western calendar. This solar calendar was introduced into Japan in
1872. The first kanji in the suffix –yóobi, used for naming days of theweek, is rather complicated so it is given here with the reading
indicated in small hiragána characters above the kanji. These hiragána
symbols used to indicate the readings of difficult or unusual kanji are
known as furigana. As we progress in this course we will be introducing
more kanji with furigana to help you develop your reading skills inJapanese. Remember most kanji have both Chinese-style on-readings,
used in compounds and other words borrowed from Chinese, and thenative kun-readings, used when the character stands alone or forms partof a Japanese proper noun. There are exceptions to these rules of combination of kanji readings. Take, for example, the names of the days of theweek where the first two kanji are read in the on-reading and the third –bi,
is a variant kun-reading. Actually, the final –bi is optional. You will also
hear getsuyóo ‘Monday’, etc. for the names of the days of the week.
ࠃ߁

᦬ᦐ ᣣ

getsuyóobi

Mondaykayóobi

Tuesdaysuiyóobi

Wednesday

mokuyóobi

Thursdaykin’yóobi

Fridaydoyóobi

Saturdaynichiyóobi

Sunday

ࠃ߁

Ἣᦐ ᣣ
ࠃ߁

᳓ᦐ ᣣ
ࠃ߁

ᧁᦐ ᣣ
ࠃ߁

㊄ᦐ ᣣ
ࠃ߁

࿯ᦐ ᣣ
ࠃ߁

ᣣᦐ ᣣ

Prefixes in time expressions
Although Japanese relies heavily on suffixes (i.e. endings) and particles,
which follow the forms to which they refer, there are also a number of
useful prefixes used with time expressions. The following chart shows
how these are used. Note that there are some irregular forms.

86
వ
sen–
last …

੹
kon–
this …

᧪rai–
next …

Ფmai–every …

ㅳ
–shuu
week

వㅳ

੹ㅳ

᧪ㅳ

Ფㅳ

senshuu
last week

konshuu
this weekraishuu
next week

maishuu
every week᦬
–getsu
month

వ᦬

੹᦬

᧪᦬

Ფ᦬

séngetsu
last month

kongetsu
this month

raigetsu
next monthmaigetsu, maitsuki
every month

੹ᐕ

᧪ᐕ

Ფᐕ

kotoshithis year

rainennext year

mainen, maitoshi
every year

ᐕ
–nen
year

*

ᣣ
–nichi
day

**

੹ᣣ

Ფᣣ

konnichi, kyóo **today

máinichievery dayNotes:*వᐕ sennen does not mean ‘last year’, but ‘in recent years’. ‘Last year’ is kyónen (෰ᐕ).
**వᣣ is pronounced senjitsu and means, ‘recently, the other day’. ᧪ᣣ rainichi does not mean
‘tomorrow’ but ‘coming to Japan’. Of course, ‘yesterday’ is kinóo and ‘tomorrow’ is ashita.

Time duration
߆ࠎ

The numeral classifier for counting hours is –jíkan ᤨ㑆 . The –kan of thesuffix expresses durationand is also found in the߆ࠎclassifiers for counting߆ࠎ
weeks, –shúukan ㅳ㑆 and years, –nénkan ᐕ㑆 . Although the –kan
is required when counting hours or weeks, for counting years either–nénkan, or simply –nen may be used. For example:
Nínen Nihón ni imáshita or
Ninénkan Nihón ni imáshita.

I was in Japan for two years.

We have already met the suffix –gatsu ᦬, used for naming the months(ichigatsú ৻᦬ ‘January’ etc.), but for counting months, the numeralclassifier –kágetsu ߆᦬ is used. For example:
Sankágetsu Tookyoo de Nihongo obenkyoo shimáshita.

I studied Japanese for threemonths in Tokyo.

Incidentally, the permitted word order in Japanese sentences is very flexible. As long as the verb is at the end of the sentence, the order of the

87subject, object and expressions of time and place can be changed about
freely. To illustrate, the example above would mean the same thing if itwere Tookyoo de sankágetsu Nihongo o benkyoo shimáshita or
Nihongo o Tookyoo de sankágetsu benkyoo shimáshita. Generally, thewords towards the front of the sentence seem to carry a stronger emphasis.

Exercise 5.4 1
Here are some sentences to help you learn the Japanese script. First, readthe sentences aloud, then check your results by comparing your voice withthat on the tape. Then practise your comprehension skills by listening to thetape with your book closed. Finally, translate the sentences into English.
1. ੹↰వ↢ߪᣣᧄᄢቇߩ⧷⺆ߩవ↢ߢߔ‫ޕ‬ࠃ߁ߊߛ

2. ᧪ㅳߩ࿯ᦐ ᣣ౎ᤨඨߦ᧪ߡਅ ߐ޿‫ޕ‬
3. ጊਛߐࠎߩਅߩᅚߩሶߪ㜞ᩞਃᐕ↢ߢߔ‫ޕ‬
4. Ფㅳ᦬࡮Ἣ࡮᳓ߦᣣᧄ⺆ߩࠢ࡜ࠬ߇޽ࠅ߹ߔ‫ޕ‬ߊߛ

5. ᳓ࠍਅ ߐ޿‫ޕ‬
6. ੹ᣣߪ߅㊄߇޽ࠅ߹ߖࠎ‫ޕ‬
7. ቟޿࠙ࠗࠬࠠ࡯ߪ޽߹ࠅᅢ߈ߓ߾޽ࠅ߹ߖࠎ‫ޕ‬
8. వㅳߩᧁᦐᣣߦ㊄↰ߐࠎߪ྾࿖߆ࠄ᧪߹ߒߚ‫ޕ‬

Exercise 5.5
Can you read this note Tom has left pinned to the door of his flat inTokyo? He has been giving English lessons privately for about a year,
while teaching himself Japanese with the aid of this book.

88
1. Which class has Tom cancelled?
2. Why?
3. What day did he say Yasuko should return?
4. What time will the class be held?
5. How do you think Yasuko feels about the note?

Katakána
The katakána symbols introduced in this unit will bring the total you
have learnt to around thirty, leaving the final fifteen for the next twounits. While it takes a bit of practice to remember katakána, you willfind it a lot easier if you learn it in context rather than as isolated characters. You can usually guess the meaning of words written in katakána as
the vast majority of them are borrowed from English.

1

2

3

1

2

3

2

1

1

1

o

3

ho

2
2

2

so

sa

1

1

4

3

3

u

2

2

1
1

1
2

chi

to

na

ni

no

Exercise 5.6
Here is the menu of a little coffee shop or kissáten in the back blocksof Shinjuku. Or was it Shibuya? Or perhaps even Ikebukuro? Somewhere
in Tokyo anyway.

89

For the price of a cup of coffee you can sit there for an hour chattingwith friends, writing letters or just listening to the music. Look at themenu and answer the questions below.
1. How much would you pay for an iced coffee?
2. What kinds of dessert are there?
3. What is the most expensive beverage?
4. How much would you pay for an orange juice and a hot dog?
5. How much would an American coffee (not as strong as a regularJapanese coffee), toasted cheese on toast and a salad cost?

6 ㋈ᧁߐࠎߩળ␠߳ߤ߁߿ߞ
ߡⴕ߈߹ߔ߆‫ޕ‬ߡⴕ߈߹ߔ߆‫ޕ‬Suzuki san no kaisha e
dóo yatte ikimásu ka.
How do I get to youroffice, Mr Suzuki?

In this unit you will learn how to:• Give and follow directions• Make requests• Ask and give permission• Discuss existing states and actions in progress• Make longer sentences• Say what you want to do• Say why you go somewhere.
You will also acquire:• 10 more kanji:ⴕ ળ ⾈ ᄁ ⺒ ㌁ ␠ ᦠ ⡞ ᣂ• 10 more katakána: ࠤ ࠮ ࠹ ࡀ ࠿ ࡗ ࡛ ࡞ ࡟ ࡠ

Dialogue 1 1
Not long after you arrive in Tokyo you decide to look up Mr Suzuki. You
got his phone number and a letter of introduction from Mr Honda, whom
you met in Unit 1. Mr Suzuki works in the Nihonbashi office of Mr
Honda’s trading company. You meet in a kissáten (coffee shop) in Shinjuku to discuss your proposed visit to Mr Suzuki’s office. You may needto refer to the new kanji introduced later in this chapter.

91
޽ߥߚ: ߔߕ߈ߐࠎߩ ળ␠߳ ߤ߁ ߿ߞߡ ⴕ߈߹ߔ߆‫ޕ‬ߔߕ߈: ᣣᧄ߫ߒߩ ߜ߆ߡߟߩ ߃߈ߩ ߜ߆ߊߦ ޽ࠅ߹ߔ‫ޕ߆ߔߢ ߓࠎߙߏ ߊࠃ ࠍࠎ߳ߩߘޕ‬޽ߥߚ: ޿޿߃‫ߡ޿ᦠ ࠍߕߜޕࠎߖ߹ࠅߒ ߊࠃ ࠅ߹޽ ޔ‬ߊߛߐ޿߹ߖࠎ߆‫ޕ‬ߔߕ߈: ޽޽‫ ߩߟߡ߆ߜޕࠃߔߢ޿޿ޔ‬A ߩ㧞ߩ ߢߋߜࠍߢߡߊߛߐ޿‫ޕ‬޽ߥߚ: A ߩ㧞ߩ ߢߋߜߢߔߨ‫ޕߚߒ߹ࠅ߆ࠊޔ޿ߪޕ‬ߔߕ߈: ߃߃‫ߐߛߊ ߡߞ߇߹ ߳ࠅߛ߭ ࠍߎߘޔߡߒߘޕ‬޿‫ޕ‬޽ߥߚ: ߪ޿‫ޕߚߒ߹ࠅ߆ࠊޔ‬ߔߕ߈: ߔࠆߣ ጊ↰㌁ⴕ߇޽ࠅ߹ߔ‫ޕ‬޽ߥߚ: ޽޽‫ޕ߆ߔߢ߁ߘޔ‬ߔߕ߈: ߃߃ߞߣ‫߹ޔߡߞ޿ߪ ߦߜߺ ޿߹ߖ ߩߎࠃߩߘޔ‬ߞߔߋ ⊖ࡔ࡯࠻࡞ߋࠄ޿ ⴕ߈߹ߔ‫ޕ‬޽ߥߚ: ⊖ࡔ࡯࠻࡞ ߹ߞߔߋ ߢߔߨ‫ޕ‬ߔߕ߈: ߔࠆߣ ߺ߉߇ࠊߦ Ფᣣᣂ⡞߆ ⺒ᄁᣂ⡞ߩ ߛ޿ࠅߡࠎ߇ ޽ࠅ߹ߔ‫ޕ‬޽ߥߚ: ߪ޿‫ޕߚߒ߹ࠅ߆ࠊޔ‬ߔߕ߈: ߘߎߩ ߆ߤࠍ ߺ߉ߦ ߹߇ߞߡ߷߁߃߈ੑ࡮ਃචࡔ࡯࠻࡞ߩߣߎࠈߦ ᣣ⧷⾏ᤃ ߣ޿߁‫ޔ‬ዊߐߥળ␠߇޽ࠅ߹ߔ‫ޕ‬޽ߥߚ: ޽޽‫ޕ߆ߔߢ߁ߘޔ‬ߔߕ߈: ࠊߚߒߩ ߓ߻ߒࠂߪ ߘߩࡆ࡞ߩ ੑ߆޿ ߦ޽ࠅ߹ߔ‫ޕ‬
(Looking at the map Mr Suzuki has drawn for you.)޽ߥߚ: ޽ࠅ߇ߣ߁ߏߑ޿߹ߔ‫߹ࠅ߆ࠊ ߊࠃ ߢߕߜߩߎޕ‬ߔ‫ߚߒ޽ޕ‬චੑᤨߏࠈ ⴕߞߡ߽ ޿޿ߢߔ߆‫ޕ‬ߔߕ߈: ߃߃‫ޕࠃߔߢ޿޿ޕࠎࠈߜ߽ޔ‬૗ᤨߢ߽ ߆߹޿߹ߖ
ࠎ‫ޕ߆߁ࠂߒ߹ߴߚ ࠍࠎߪߏࠆ߭߅ ߦࠂߒߞ޿ޕ‬޽ߥߚ: ߪ޿‫ޕ߁ࠂߒ߹ߒ ߁ߘޔ‬ANÁTA: Suzuki san no kaisha e dóo yatte ikimásu ka.
SUZUKI: Nihonbashi no chikatesu no éki no chikaku ni arimásu. Sono
hen o yóku gozónji desu ka.
ANÁTA: Iie, amari yóku shirimasén. Chízu o káite kudasaimasén ka.
SUZUKI: Áa, íi desu yo. Chikatetsu no éi no ní no déguchi o détekudasai.
ANÁTA: Éi no ní no déguchi desu ne. Hái, wakarimáshita.
SUZUKI: Ée. Soshite, soko o hidari e magatte kudasái.

92ANÁTA:SUZUKI:ANÁTA:SUZUKI:

Hái. Wakarimáshita.
Suru to Yamada Gínkoo ga arimásu.
Áa, sóo desu ka.
Éetto, sono yoko no semái michi ni háitte, massúgu hyaku
meetoru gúrai ikimásu.
ANÁTA: Hyaku meetoru massúgu desu ne.
SUZUKI: Suru to migigawa ni Mainichi-Shínbun ka Yomiuri-Shínbun
no dairiten ga arimásu.
ANÁTA: Hái. Wakarimáshita.
SUZUKI: Soko no kádo o migi ni magatte, ni-sanjuu meetoru no tokoroni Nichiei-Bóoeki to yuu, chíisa na kaisha ga arimásu.
ANÁTA: Áa, sóo desu ka.
SUZUKI: Watashi no jimúsho wa sono bíru no nikai ni arimásu.
(Looking at the map Mr Suzuki has drawn for you.)ANÁTA:

Arígatoo gozaimasu. Kono chízu de yóku wakarimásu. Ashitajuuniji góro itte mo íi desu ka.
SUZUKI: Ée, mochíron. Íi desu yo. Nánji demo kamaimasén. Issho ni
ohiru-góhan o tabemashóo ka.
ANÁTA: Hái, sóo shimashóo.
YOU:
How do I get to your office, Mr Suzuki?
SUZUKI: It’s near the Nihonbashi underground station. Do you knowthat area well?
YOU:
No, I don’t know it at all well. Would you draw me a map?
SUZUKI: Yes, certainly. Come out of the underground at the A2 exit.
YOU:
The A2 exit, is it? Yes, I see.
SUZUKI: Yes. And turn to the left there.
YOU:
Yes, I see.
SUZUKI: Then you’ll find the Yamada Bank.
YOU:
Oh, is that right?
SUZUKI: Uh, ’um, go into the narrow road alongside and go straightahead for about a hundred metres.
YOU:
Straight ahead for one hundred metres …
SUZUKI: Then, on your right-hand side you’ll see an agent for theMainichi or the Yomiuri newspaper.
YOU:
Yes, I see.
SUZUKI: Turn right at that corner and about twenty or thirty yards
along there is a little company called Nichiei Trading.
YOU:
Oh, I see …
SUZUKI: My office is on the first floor of that building.

93
Thank you very much. It will be clear with this map. May I
come at 12 o’clock tomorrow?
SUZUKI: Yes, of course. That’s fine. Any time will do. Let’s have lunch
together!
YOU:
Yes, let’s do that.

YOU:

Vocabulary
޽ߥߚ

anáta

you

ߤ߁߿ߞߡ

dóo yatte

how (literally, ‘doing
what way?’)

ᣣᧄᯅ
ߜ߆ߡߟ

Nihonbashi
chikatetsu߃߈ߜ߆ߊߏߙࠎߓߢߔ߆

ékichikákugozónji desu ka

޽߹ࠅ
ࠃߊ
ߒࠅ߹ߖࠎ
ߜߕ
ᦠ޿ߡ
ߊߛߐ޿߹ߖࠎ߆

amari
yóku
shirimasén
chízu
káite
kudasaimasén ka

ߢߋߜ
ߢߡ
ߊߛߐ޿
߭ߛࠅ
߹߇ߞߡ ߊߛߐ
޿
ߘߒߡ
ߔࠆߣ
㌁ⴕ
޽޽‫߆ߔߢ߁ߘޔ‬déguchidétekudasái
hidarimagatte kudasái

district in central Tokyo
underground railway,
subwaystationvicinity, area around …
Do you know?
(honorific)(not) much, (not) very
well, often(I) don’t know
mapwriting, drawing
Won’t you?/Would you
mind?
exit
going out, exiting
please (give me)leftplease turn

߃߃ߞߣ
ࠃߎ
ߖ߹޿
ߺߜ

éetto
yoko
semái
michi

߫ߒ

soshitesuru toginkooáa, sóo desu ka

and, after that
then, nextbank
Oh, is that so? Really?
I seeuh, um (hesitation form)
side, alongsidenarrowroad, street

94
ߪ޿ߞߡ
߹ߞߔߋ
ߋࠄ޿
ߺ߉
ߺ߉߇ࠊ
Ფᣣᣂ⡞

háittemassúgu
gúrai
migi
migigawa
Mainichi-shínbun

⺒ᄁᣂ⡞Yomiuri-shínbun

߆
ߛ޿ࠅߡࠎ
ߘߎߩ
߆ߤ
ߣߎࠈ
߷߁߃߈
ળ␠
ߓ߻ߒࠂ
ࡆ࡞
ⴕߞߡ߽޿޿ߢߔ
߆
߽ߜࠈࠎ
૗ᤨߢ߽
߆߹޿߹ߖࠎ
޿ߞߒࠂߦ߅߭ࠆߏߪࠎ

kadairítensoko nokádo
tokorobooekikaishajimúshobíru
itte mo íi desu ka

entering, going instraight, straight ahead
about
right
right-hand side
Mainichi Shimbun(newspaper)
Yomiuri Shimbun(newspaper)or (particle)
agencythere (not far away)
cornerplace, spot; wheretrade, trading
company, firm
officebuilding
may I go/come?

mochíronnánji demo
kamaimasén
issho niohiru-góhan

of course
any time at all
it doesn’t matter
togetherlunch

Chiming in
In English, conversational etiquette demands that we do not butt in whenothers are speaking. In Japanese, however, the listener is expected toindicate that he or she is listening attentively to what is being said bychiming- in with comments, such as ‘I see’, ‘really’, ‘you don’t say?’ etc.
This feature of Japanese conversation is known as aizuchi (literally,‘pounding in unison’, a reference to the cooperation required when two
people are pounding rice in a mortar with large wooden mallets). Common examples of aizuchi are, áa sóo desu ka, hái, wakarimáshita andsóo desu née. There are several examples in Dialogue 1. Another featureof Japanese conversation is the frequent use of hesitation forms, like theéetto ‘er’, ‘um’, ‘let me think’, etc., introduced in the dialogue. Other
common hesitation forms are anoo ‘er’ and sóo desu nee (pronounced ina drawn-out, level intonation) ‘let me see’. In addition to giving the

95
speaker time to frame his or her thoughts, as do similar forms in English,
Japanese hesitation forms, paradoxically, contribute to the flow ofconversation. This is because they give the listener more time to become
involved in the conversation and allow the speaker not to sound too
abrupt or self-assertive, both of which are considered poor form inJapanese society.

Formation of the ‘–te form‘
Another important form of the Japanese verb is the –te form, sometimes
called the ‘GERUND’. This is used in a number of constructions, either
in conjunction with another auxiliary verb or as a linking form between
clauses. We have already seen an example of the –te form (which sometimes appears as –de, as we shall see below) in the phrase, Róndon
ni súnde imasu ‘I live in London.’ The –te ending undergoes a numberof sound changes depending on the type of verb concerned and the final
consonant of the verb stem (what you have left when you cut off the–másu ending). The list that follows gives the –te forms of some verbs
introduced in this or in previous units. Verbs in Japanese fall into threegroups or conjugations, the ‘CONSONANT-ROOT VERBS’ (or ‘–u verbs’),the ‘VOWEL-ROOT VERBS’ (or ‘–ru verbs’) and a small group of irregularverbs. More will be said about verb roots and the verb conjugationsin the next unit (see p. 117 if you want to read ahead for more detailnow). It is not generally possible to tell the conjugation of a verb when
you see it with the –másu ending. If there is an –e before the –másu,
however, you can be sure you are dealing with a vowel-root verb. The
verb, tabemásu ‘eats’, is a case in point. Vowel-root verbs simply add–te to the same verb stem to which –másu is attached. For example,
tabemásu ‘eats’, tábete ‘eating’ (the English gloss here is more a convenient label than an indication of the literal meaning of the verb). Anothervowel-root verb we have met is mimásu ‘sees’, ‘watches’, which has the–te form míte. Similarly, the irregular verbs kimásu ‘comes’ andshimásu ‘does’, have the predictable –te forms, kíte ‘coming’ and shite‘doing’ respectively. Of the consonant-root verbs, only those which have–shi before the –másu ending add –te directly without undergoing any
sound change. For example, hanashimásu ‘speaks’ becomes hanáshite‘speaking’. In all other consonant-root verbs, however, the –te ending is
assimilated to the final consonant of the stem, resulting in the endings–ite, –ide, –tte or –nde.
kakimásu writes

káite

writing (–ki plus –te becomes –ite)96
isogimásu hurries
kaimásu buys
machimásu waits
torimásu takes
yomimásu reads
asobimásu plays

isóide
katte
mátte
totte
yónde
asóndehurrying (–gi plus –te becomes –ide)buying (–ai plus –te becomes –atte)
waiting (–chi plus –te becomes –tte)
taking (–ri plus –te becomes –tte)
reading (–mi plus –te becomes –nde)playing (–bi plus –te becomes –nde)

Uses of the ‘–te form’
Perhaps the most common use of the –te form is with the auxiliary verb
imásu to express either an action in progress or a completed state.
Generally, with transitive verbs, i.e. those verbs which take a direct
object, the –te form followed by imásu is used to convey the idea thatan action is in progress, like the present continuous tense in English.
For example:
Shachoo wa íma shinbun oyónde imasu.

The managing director is now
reading the newspaper.

With intransitive verbs the –te imásu construction describes a completed
state. For example:
Otootó wa íma Nyuu Yóoku ni
itte imásu.

My younger brother is now in
New York (i.e. he is in a stateof having gone to New York).

Japanese verbs generally designate actions. In order to describe a state
most Japanese verbs use the –te imásu construction, as shown below.
kekkon shimásu to marryfutorimásu to get fat
yasemásu to get thintsukaremásu to become tired
okorimásu to get angry
yorokobimásu to rejoice
onaka ga sukimásu to gethungrynódo ga kawakimásu to getthirstykekkon shite imásu to be married
futótte imasu to be fat
yasete imásu to be thintsukárete imasu to be tired
okótte imasu to be angry
yorokónde imasu to be happy
onaka ga suite imásu to behungrynódo ga kawaite imásu to bethirsty

97
The literal meaning of onaka ga sukimásu is ‘the stomach becomes
empty’ and nódo ga kawakimásu means ‘the throat becomes dry’.
In either case a plain past tense verb can be used to convey much thesame idea as the –te imásu form. For example:
Onaka ga sukimáshita or
Nódo ga kawakimáshita

I’m hungry
I’m thirsty

Some verbs seem to occur only in the –te imásu construction, forexample:Ásako san wa Jiroo san o ái shite imásu.

Asako loves Jiro.

The verb shirimásu to get to know, occurs in the –te imasu form in theaffirmative, but not in the negative.
Yamamoto san o shitte imásu ka.
Iie, shirimasén.

Do you know Mr Yamamoto?
No, I don’t.

The honorific expression gozónji desu ka ‘do you know?’, introduced inthis unit, is a safer alternative if you are addressing an older person or asocial superior of little acquaintance. If you are addressed this way yourself you must not reply using the honorific prefix go–. You can say either
shitte imásu or zonjimásu if you are replying in the affirmative andshirimasén or zonjimasén if your answer is negative.

Exercise 6.1 1
Imagine you are having a telephone conversation with a Japanese friend.
Your friend asks you what you are doing now. Just as in English wewould not expect the reply ‘I’m talking to you over the phone’ so too inJapanese – the –te imásu form refers more generally to what we havebeen doing recently or how we have been spending our time these days.
The point about the activity described in the –te imásu form is that it is
not finished. Using the cues given below tell your friend what you aredoing. Follow the example below:
Cue: reading a magazine (zasshi)
Q: Íma náni o shite imásu ka.
A: Íma zasshi o yónde imasu.

98
1. washing the car (kuruma, araimásu, arratte)
2. writing a letter (tegami)
3. studying Japanese
4. cleaning the room
5. watching television (térebi)
The following are not recorded on the cassette tape.
6. waiting for a friend (machimásu, mátte)7. listening to the radio (kikimásu, kitte)
8. reading a novel (shoosetsu)
9. drinking coffee (nomimásu, nónde)10. making a cake (kéeki, tsukurimásu, tsukútte)Exercise 6.2
Match the following pictures with the appropriate captions.

a.

b.

c.

d.

e.

1. futótte imasu
2. okótte imasu
3. tsukárete imasu
4. yasete imásu
5. yorokónde imasu

Requests using the ‘–te form’

1

The –te form followed by kudasái is a very useful way to request
someone to do something for you. Actually, this auxiliary is a form of
the verb, ‘to give’, which will be treated in greater detail in the discussion of verbs of giving and receiving in Unit 12 (see p. 195). For the time
being, you can think of kudasái as being close to the idea of ‘please’ in99
English. Here are some requests that any language learner would findindispensable. Listen to the examples from the list below recorded on thecassette tape.
Moo ichido itte kudasái.
Mótto yukkúri hanáshite kudasai.

Please say it again.
Please speak more slowly.

And if all that fails you could try:
Eigo de itte kudasái.

Please say it in English.

Another very useful phrase is … o oshiete kudasái ‘please teach me’ or‘please tell me’:Nihongo o oshiete kudasái.
Yuubínkyoku e no michi ooshiete kudasái.

Please teach me Japanese.
Please tell me the way to the post office.

While these –te kudasái forms make perfectly acceptable requests formost situations, there are times when you might need a more polite
expression. Generally, you can make a request more polite by framing it
as a question. A negative question is politer still. It is interesting to see
how a similar pattern can be seen in both the Japanese sentences below
and their English translations.
Chízu o káite kudasai.
Chízu o káite kudasaimasu ka.
Chízu o káite kudasaimasen ka.

Please draw me a map.
Would you draw me a map?
Wouldn’t you draw me a map?

A very polite request form, which you are likely to hear and perhaps
even use yourself, is –te itadakemásu ka, which we shall gloss for thetime being as ‘would you be so kind as to …’ or ‘would you mind …’,
but which we shall see later is also bound up with the idea of giving andreceiving.
Shitsúrei desu ga, onamae ooshiete itadakemásu ka.

Excuse me, but would you mind
telling me your name?

100

The particle o with verbs of motion
You will recall that intransitive verbs which describe movement from one
place to another often mark the location through which the motion occurs
with the particle o. The English gloss for this o might be a preposition like‘along’, ‘through’, ‘over’, etc.
Sono semái toorí o massúgu
itte kudasái.
Tsugí no kádo o migi emagatte kudasái.
Densha ga nagái tonneru otoorimashita.

Please go straight along that narrowroad.
Turn right at the next corner.
The train went through a long tunnel.

Exercise 6.3
Using the request form introduced above, ask your friend to do thefollowing for you.
1. Write it in romanised Japanese (roomáji).
2. Wait a minute (use chotto).
3. Say it again.
4. Ring you at three o’clock.
5. Draw (write) you a map.

Dialogue 2 1
A stranger is asking directions to the central post office. In the written
text of this dialogue we have introduced some additional kanji compounds for recognition only. From this point on we will indicate with
furigana the pronunciation of any words written with kanji not previously introduced.
↵ߩੱ: ߔߺ߹ߖࠎ‫ޕ‬ᅚߩੱ: ߪ޿‫ޕ‬ߜࠀ߁߅߁↵ߩੱ: ߜࠂߞߣ߅߁߆߇޿ߒ߹ߔ߇‫ ޔ‬ਛ ᄩࠁ߁߮ࠎ߈ࠂߊㇷ ଢ ዪ ߪߤߜࠄߢߒࠂ߁߆‫ޕ‬

101
ᅚߩੱ: ߟ߉ߩ ߆ߤࠍ ߭ߛࠅ߳ ߹߇ߞߡ‫޿ࠈ߭ޔ‬ߕߞߣ߹ߞߔߋⴕߞߡߊߛߐ޿‫ޕ‬↵ߩੱ: ߘߎߩ߆ߤࠍ ߭ߛࠅߢߔߨ‫ޕ‬ᅚߩੱ: ߪ޿‫ߡߒߘޕߔߢ߁ߘޔ‬ਃߟ߼ߩ ߒࠎߏ߁ࠍ
߹߇ߞߡߊߛߐ޿‫ߣࠆߔޕ‬ߣ߁߈ࠂ߁߃߈

↵ߩੱ:
ᅚߩੱ:
↵ߩੱ:
ᅚߩੱ:
↵ߩੱ:
ᅚߩੱ:

ONNÁNOHITO:OTOKÓNOHITO:ONNÁNOHITO:OTOKÓNOHITO:ONNÁNOHITO:OTOKÓNOHITO:ONNÁNOHITO:OTOKÓNOHITO:ONNÁNOHITO:WOMAN :

ߺ߉߳

߹ࠆߩ߁ߜ

ߔߋ޽ࠅ߹ߔ‫ ᧲ ޕ‬੩ 㚞 ‫ޔ‬ਣߩౝߩ ߺߥߺߋߜߩ ߹߃ߦ ޽ࠅ߹ߔ‫ޕ‬޽ࠆ޿ߡ‫ޔ‬૗߲ࠎߋࠄ޿ ߆߆ࠅ߹ߔ߆‫ޕ‬ߘ߁ߢߔߨ߃‫ޕ‬྾੖߰ࠎ ߆߆ࠅ߹ߔ‫ޕ‬ߤ߁߽޽ࠅ߇ߣ߁ߏߑ޿߹ߒߚ‫ޕ‬޽߼ߢߔ߆ࠄ‫ⴕߡߞ߅ߣ ࠍ߁ߤ߆ߜ ࠄ߆߁ࠀߜߣޔ‬ߞߡߊߛߐ޿‫ޕ‬ߪ޿‫ޕߦߟߖࠎߒߏޔ߽߁ߤޕ‬ߤ߁޿ߚߒ߹ߒߡ‫ޕ‬OTOKÓNOHITO:ONNÁNOHITO:OTOKÓNOHITO:MAN:WOMAN :
MAN:ߺߜࠍ

Sumimasén.
Hái.
Chotto oukagai shimásu ga‫ޔ‬chuuoo-yuubínkyoku
wa dóchira deshoo ka.
Tsugi no kádo o hidari e magatte, hirói michi o zutto
massúgu itte kudasái.
Soko no kádo o hidari desu ne.
Hái, sóo desu. Soshite mittsume no shingoo o migi emagatte kudasái. Suruto, súgu arimásu. Tookyoo éki,Marunóuchi no minamiguchi no máe ni arimásu.
Arúite nánpun gurai kakarimásu ka.
Soo desu nee. Shigofun kakarimásu.
Dóomo arígatoo gozaimashita.
Áme desu kara tochuu kara chikádoo o tóotte ittekudasái.
Hái. Dóomo, goshínsetsu ni.
Dóo itashimashite.

Excuse me.
Yes?
I wonder if you could tell me where the central post
office is?
Turn left at the next corner, and keep going straight along
the wide road.

102
MAN:
WOMAN :MAN:
WOMAN :MAN:
WOMAN :MAN:
WOMAN :Left at the corner there, is it?
Yes, that’s right. And turn right at the third set of traffic
lights. Then it’s right there. It is in front of the Marunouchi
southern entrance to Tokyo Station.
About how many minutes will it take on foot?
Let me think. It’ll take four or five minutes.
Thank you very much.
As it is raining, take the underground walkway part of theway. (literally, ‘from along the way’)
Yes. It’s very kind of you (to suggest that).
Not at all.

Vocabularyߜࠂߞߣ߅߁߆߇޿ ߒ߹ߔߟ߉߭ࠈ޿chóttooukagai shimásu
tsugí
hirói

޽߼
޽߼ߢߔ߆ࠄámeáme desu kara

޽ࠆ޿ߡ
ߣߜࠀ߁

aruitetochuuߜ߆ߤ߁chikádoo

a little; justexcuse me, may I ask …?
nextwide, broad, spacious(room)
rain
because it is raining(literally, ‘because it israin’)
walking, on footalong the way, part of theway
underground walkway

Exercise 6.4
A new flatmate has moved into your flat. You decide to show him
around the town. Can you explain how to get from where you
are standing to the following places? You’ll need to familiarise yourself
with some new vocabulary items first. Try to come up with yourown directions first then check your answers in the Key to the Exercises(p. 268).

103

Vocabulary߃߈ࡃࠬߡ޿࠲ࠢࠪ࡯ߩࠅ߫
ߜࠀ߁ߒ߾ߓࠂ߁
ࠟ࠰࡝ࡦ࡮ࠬ࠲ࡦ࠼
߃޿߇߆ࠎ
ߎ߁߃ࠎ
ࠬ࡯ࡄ࡯
ࠦࡦࡆ࠾
߮ࠂ߁޿ࠎ
ߪߥ߿
߿߅߿
ߊߔࠅ߿

éki
basuteitakushii-nóriba
chuushajoo
gasorin-sutándo
eigákankooen
súupaakonbínibyooinhanáyayaoya
kusuriyastationbus stop
taxi rank
car park
petrol station
cinema, movie theatreparksupermarket
convenience store
hospital
floristgreengrocer
chemist, pharmacy

104
ߐ޿ߒࠂߩ
ߪߓ߼ߩ
৻ߟ߼
ੑߟ߼
ਃߟ߼
྾ߟ߼
ߟ߈޽ߚࠅ

saisho nohajime no
hitotsume
futatsume
mittsumeyottsumetsukiatari

ߒࠎߏ߁
ߎ߁ߐߡࠎ
ߣ߅ࠅ
߅߁ߛࠎ߶ߤ߁
ࠊߚࠅ߹ߔࠊߚߞߡߊߛߐ޿
ࠊߚࠆߣ
߻ߎ߁߇ࠊ
߻ߎ߁

shingookoosatentoorí
oodan-hódoo
watarimásu
watatte kudasái
wataru tomukoogawa
mukoo

ߣߥࠅ
ߎ߁߫ࠎ
ߎ߁ߐߡࠎ
ߡ߹߃

tonarikoobankoosaten
temae

߹ߚ
ߟ߉

mata
tsugi

first
first, beginning
first
secondthird
fourthend of the road/corridor
etc.; T-junction
signal, traffic lights
intersection, junction
street, roadpedestrian-crossing
to crossplease crosswhen one crosses
opposite side
opposite, beyond,overseas
next to, neighbouring
police box
cross-roads, junction
in front of, before (withlocation)again; further
next, following

Use the map and the vocabulary list supplied above and give her the
directions she needs. For those of you without the tape we have givencues in English and sample answers in the key at the back of the book.
Q: Dóo yatte gasorin-sutándo e ikimásu ka.
A: Kono michi o massúgu itte, futatsume no shingoo o hidari
e magatte kudasái. Gasorin-sutándo wa migigawa de, súupaa no
tonari désu.
1. the post-office
4. the park
7. the florist
10. the convenience store

2. the school
5. the hospital
8. the restaurant

3. the taxi rank
6. the chemist
9. the station

Make sure you can explain how to get to all of the destinations marked
on the map.

105

Ordinal numbers
In addition to the quasi-Chinese set of numbers, ichí, ní, san, etc.,
Japanese has a set of native numerals which are used with the suffix–tsu to count miscellaneous objects with no obvious numeral classifier
and also for counting age. The native numerals have been largely
replaced by the Chinese numerals and are now generally found only up
to ten. Here are the native Japanese numerals up to ten, paired with
the numeral classifier, –tsu. Notice the word for ‘ten’ does not take theclassifier.
1
2
3
4
5
6
7
hitótsu futatsú mittsú yottsú itsútsu muttsú nanátsu
৻ߟ ੑߟ
ਃߟ
྾ߟ ੖ߟ
౐ߟ
৾ߟ

8
9
10
yattsú kokónotsu tóo౎ߟ ਻ߟචIt is this set of numbers, up to ten at any rate, which take the ordinal
number suffix –me ߼. In the previous exercise we met hitotsume ‘thefirst’, futatsume ‘the second’, etc. It is also possible to use the Chinese
set of numerals with the ordinal suffix, –bánme, as in ichibánme ‘thefirst’, nibánme ‘the second’, etc. After 10, of course, the –bánme
alternative must be used, e.g. sanjuuichibánme ‘the thirty-first’.

Exercise 6.5 1
1. Listen to this dialogue we overheard in a department store. A middleaged female customer is looking for the toilet. She asks a young shop
assistant for help. You can find the romanised version of this passage
and the translation in the key at the back of the book.
߅߈߾ߊߐࠎ: ߅ߡ޽ࠄ޿ߪ

ߤߎߢߔ߆‫ޕ‬

ߓࠂߖ޿

ߡࠎ޿ࠎ:

ߪ޿‫ޔ‬ᅚ ᕈ ߩ ߅ߡ޽ࠄ޿ߪ ߎߩߐ߈ߦ
޽ࠅ߹ߔ‫ޕ‬߹ߕ‫ޕ޿ߐߛߊ ߡߞⴕ ߋߔߞ߹ ࠍߎߎޔ‬ߘߒߡߟ߈޽ߚࠅࠍ ߭ߛࠅߦ ߹߇ߞߡߊߛߐ޿‫ޕ‬ߓࠂߖ޿ᅚ ᕈ ߩ ߅ߡ޽ࠄ޿ߪ ߺ߉߇ࠊߦ
޽ࠅ߹ߔ‫ޕ‬ߛࠎߖ޿߅߈߾ߊߐࠎ:↵ᕈ ߩߪ?

106ߡࠎ޿ࠎ:߅߈߾ߊߐࠎ:ߪ?
ߛࠎߖ޿↵ᕈ ߩ ߅ߡ޽ࠄ޿ߩ
߹ߞߡ޿߹ߔ߆ࠄ‫ޕ‬

߹߃ߢ

ߣ߽ߛߜ߇

2. Now imagine you are working in a large resort hotel. A Japanese
guest approaches and asks you the way to the gentlemen’s toilet.
Using the cues and vocabulary items given below, direct the guest towhere he has to go. He is greatly relieved to find someone here who
can speak Japanese. Tell him to go straight ahead down here until hereaches the end of the corridor. Then he should turn right and he willfind the gents’ on his left.

Vocabulary
josei
woman, female
danseiman, malekono saki ni ahead, along in front

tsukiatarimázu
oteáraiend of the road/corridor, etc.
first, to start withtoiletThis last is a rather genteel word. You will also hear tóire ࠻ࠗ࡟borrowed from English, obénjo or simply benjo (the form with theo- prefix is softer, more feminine) and keshóoshitsu, a euphemism
equivalent to ‘powder room’.

Expressing your wishes with –tai
One good way to say what you want to do is simply to use the suffix –taion the verb stem. Another way of putting this might be to say that you
replace the –másu ending with –tai, as the verb stem is what is left after–másu has been removed. The –tai ending is conjugated like anadjective, giving the negative forms, either –taku arimasén or –taku nái
desu. As the –tai ending behaves like an adjective, you would expect theobject of a verb with –tai to be marked by ga, but although purists stillinsist on ga, it is not at all uncommon to hear o used in this position
instead.
Kyóo wa Chuuka-ryóori o tabetái
desu.
Ashita wa ikitaku arimasén (orikitaku nai desu).

Today I want to eat Chinesefood.
I don’t want to go tomorrow.

107
As –tai implies a degree of subjective judgement it is not usuallyused to refer to third persons and only refers to the second person inquestions.
Nihongo de hanashitáku
arimasen ka.

Don’t you want to speak Japanese?

Coming or going to do something
The verb stem followed by the particle ni and a verb of coming or goingis used to express a reason for going somewhere.
Pán o kai ni ikimáshita.
Éiga o mí ni ikitai désu.
Shuumatsu ni asobi ni kitekudasái.

I went to buy bread.
I want to go to see a film.
Please come to visit (literally ‘to play’)at the weekend.

In this construction the idea of going seems to have precedence over theother action, with the result that the place phrase, if mentioned, isfollowed by the directional particle e or ni.
Yokohama e Chuuka-ryóori otabe ni ikimashóo ka.

Shall we go to eat Chinese food in
Yokohama?

Exercise 6.6 1
Using the English cues given below, create a role-play dialogue in which
Asako says she would like to do something and you respond suggestingthat you both do it together. For example:
Cue: buy new clothes
Asako: Atarashíi yoofuku ga kaitai désu.
You: Já, issho ni kai ni ikimashóo.
1. eat Chinese food
4. study English in
London2. see a film
5. listen to rockmusic

3. buy a mobile phone

Kanji
In this unit we introduce the kanji for some common Japanese verbs andadjectives, some of which we have met before. The letters in parenthesis
are to be written in hiragána.

108
1

4
2

1

5
4

KOO
i (kimásu)
to go

1

10
11
13
14

3
4
6

KAI
ai (másu)to meet2 12 9

1

7

5

6

5

1
3
4 56

5 7
6 8
9
10
11

3

6

3

1

2

2
3

3
5

5
6

4

7

7

8

BAI
u (rimásu)
to sell

4

1

8

7

12

BAI
ka (imásu)
to buy6

7 + 7 = 14 strokes

2

23 4

1

2

9

2
5 6
3
7
4
8
9 11 14
10
12
13

DOKU, TOKU
yo (mimasu)
to read

1
2
3
5

10
4

12

6
9

7

11

8

10

GIN
silverSHA
companySHO
ka (kimásu)
to writeBUN
ki (kimásu)
to hear

SHIN
atara (shíi)
new

Katakána
We have almost come to the end of the katakána syllabary. The fiveremaining symbols will be introduced in Unit 7. You should now be able
to read and write almost all of the katakána words you come across andmost of you should be able to write your names in katakána.

2

1
2
3

ke

3

1

2

se

te

1

1

1

2
3

2
1

1

1

2

4

ne
2

nu

1
1

3

ya

2

2

yo

3

ru

re

ro

109

Exercise 6.7
What do the items in each of the following lists of katakána words havein common? The answers plus the meaning and romanisation of thewords appear in the Key to the Exercises (p. 271).
1. ࠢ࡜࡝ࡀ࠶࠻‫ޔ࠻࡯࡞ࡈޔࡦ࡯ࡏࡦࡠ࠻ޔ࠻࠶ࡀ࠲ࠬࠞޔ‬ࠢ࡝ࠬࡑࠬ࡮ࠠࡖࡠ࡞
2. ࠞࠢ࠹࡞‫࠻࡯࡟࡚ࠦ࠴ޔ࠻࡞ࠣ࡯࡛ޔ࡯࡝ࡠ࠮ޔ࡯ࠟ࡯࠿ޔ‬3. ࠞ࠿࡯‫࠻࡯ࡏޔ࡞࡯ࠝޔ࠻࠶࡛ޔࠢ࠶ࡗࠞޔ‬4. ࠤ࠾ࡗ‫ࡑ࡯ࡠޔ࡞ࠫ࡜ࡉޔࡄ࠶ࡠ࡯࡛ޔ࡞ࠟࡀ࠮ޔ‬5. ࡃ ࡟ ࡦ ࠲ ࠗ ࡦ ࡮ ࠺ ࡯ ‫ޔ ࠻ ࠶ ࡟ ࡯ ࡞ ޔ ࠠ ࡯ ࠤ ޔ ࡞ ࡯ ࠮ ޔ‬ࡊ࡟࠯ࡦ࠻Exercise 6.8 1
First, read through the following passage silently to yourself. Then, following the written text with your eyes listen carefully to the voice on thecassette tape. Finally, read the passage aloud. Can you answer the questions
below the passage? New vocabulary items are given below the passage.
వㅳߩ㊄ᦐᣣߩ߫ࠎߦ‫ޔ‬ળ␠ߩࠞࠢ࠹࡯࡞࡮ࡄ࡯࠹ࠖ࡯ߢ㜞ጊߐࠎߣ቟↰ߐࠎߦળ޿߹ߒߚ‫ޕ‬㜞ጊߐࠎߪᣂ⡞߈ߒ߾ߢ‫⺒ޔ‬ᄁᣂ⡞ߦߟߣ߼ߡ޿߹ߔ‫ޕ‬቟↰ߐࠎߪ㌁ⴕࡑࡦߢ‫ޕߔ߹޿ߢࠎߔ ߦߊ߆ߜߩߜ߁ߩߒߚࠊޔ‬ੑੱߣ߽ ߻߆ߒ ࡛࡯ࡠ࠶ࡄߢ ߒߏߣࠍߒߡ޿߹ߒߚ‫ޕ‬㜞ጊߐࠎߪ ྾ᐕ㑆 ࡠࡦ࠼ࡦߦ
ߓࠂ߁ߕ޿߹ߒߚ‫߽ߡߣ߇⺆⧷ޕ‬਄ᚻ ߢߔ‫ޕ‬቟↰ߐࠎߪߥ߇ߊࠗ࠲࡝ࠕߩ޿ߥ߆ߦߔࠎߢ޿߹ߒߚ‫ޕ‬ࠗ࠲࡝ࠕࠅࠂ߁ࠅ߇ᄢᅢ߈ߢ‫ޕߔ߹ࠅߊߟߊࠃߢࠎ߱ߓޔ‬੹ࠗ࠲࡝ࠕߩࡄࠬ࠲ߣ࠺ࠩ࡯࠻ߦߟ޿ߡᧄࠍᦠ޿ߡ޿߹ߔ‫ޕ‬
1. Where did I meet Mr Yasuda?
2. When did I meet Mr Takayama?
3. Why do you think Mr Takayama speaks such good English?
4. Where does Mr Takayama work?
5. What do Mr Yasuda and Mr Takayama have in common?
6. What project is Mr Yasuda engaged in at the moment?

110

Vocabularyᣂ⡞߈ߒ߾ߟߣ߼ߡ޿߹ߔ
ߒߏߣ
߻߆ߒ
޿ߥ߆
ߦߟ޿ߡ
ߓࠂ߁ߔߥ

shinbun-kísha
tsutómete
imasu
shigotomukashiinaka
ni tsúite
joozú najournalist, newspaper reporter
works for, serves (takes ni)
workformerly, in the past
country(side)about
be skilled in, be good at7 ߤࠎߥᗵߓߩੱߢߔ߆‫ޕ‬
Dónna kanji no hito
désu ka.
What does he look like?

In this unit you will learn how to:• Describe how things look or seem
• Ask, give and refuse permission• Report what people say or think• Explain when things happen• Make compound sentences• Give reasons• Use plain-form verbs in subordinate clauses• Form the plain past-tense form of verbs• Describe sequences of events• Say what happened before something else.
You will also acquire:• 10 more kanji:㘩 ੐ 㘶 ゞ ಽ ᣧ ⊕ 㕍 ᚻ ⑳• 5 more katakána: ࡢ ࡥ ࠛ ࡦ ࡧ

Dialogue 1 1Graham Short is due to arrive at Narita Airport tomorrow morning.
Mr Abe, a division head with Nichiei Trading asks his young Australianassistant, Bruce, to go to the airport to meet him. Bruce wonders how hewill recognise Mr Short.
޽ ߴ

㒙ㇱ:

޽ߒߚ‫ޔࠄ߆ߔ߹᧪߇ࠎߐ࠻࡯࡚ࠪࠄ߆ࠬ࡝ࠡࠗޔ‬ߊ߁ߎ߁߳ ߻߆߃ߦⴕߞߡߊߛߐ޿‫ޔߐ޽ޕ‬਻ᤨਃචಽߩ ߭ߎ߁߈ߢ ߟߊࠃߡ޿ߢߔ‫ޕ‬

112
ࡉ࡞࡯ࠬ:
޽ ߴ

ߘ߁ߢߔ߆‫ߩࠈ޿ߥࠎߤ ߪࠎߐ࠻࡯࡚ࠪޔߢࠈߎߣޕ‬߰ߊࠍ ߈ߡ޿ࠆ ߢߒࠂ߁߆‫ޕ‬㒙ㇱ:ࡈࠔ࠶ࠢࠬߦࠃࠆߣ‫ޔߡ߈ ࠍࠈ߮ߖ ߩࠎߎޔ‬㕍޿ࡀࠢ࠲ࠗࠍ ߒ߼ߡߊࠆߘ߁ߢߔ‫ޕ‬ࡉ࡞࡯ࠬ:ߘ߁ߢߔ߆‫߆ੱߩߓࠎ߆ߥࠎߤ ߪߢࠇߘޕ‬߅ߒ߃ߡߊߛߐ޿‫ޕ‬

޽ ߴ

㒙ㇱ:

ߘ߁ߢߔߨ߃‫ߪߌߩߺ߆ޔߡߊߘ߶ ߪ߅߆ޕ‬ߜ߾޿ࠈߛ ߘ߁ߢߔ‫ޕ‬ࡉ࡞࡯ࠬ:߼߇ߨࠍ ߆ߌߡ޿߹ߔ߆‫ޕ‬

޽ ߴ

㒙ㇱ:
ࡉ࡞࡯ࠬ:
޽ ߴ

㒙ㇱ:
ࡉ࡞࡯ࠬ:
޽ ߴ

޿޿߃‫ޕࠎߖ߹޿ߡߌ߆ޔ‬ߖߩ㜞ߐߪ ߤ߁ߢߔ߆‫ޕ‬ߖߪ㜞ߊߡ‫ޕߔߢ߁ߘ ࠆ޿ߡߖ߿ޔ‬ߢߪ‫ޕߨߔߢ޿ߚࠎߪ ߣ߃߹ߥޔ‬㒙ㇱ:߶ࠎߣ߁ߢߔߨ߃‫ޔࠄ߆ࠇߘޕ‬ᐕࠇ޿ߢߔ߇‫ޔ‬྾චߋࠄ޿ࠄߒ޿ߢߔ‫ޕ‬ࡉ࡞࡯ࠬ:ߪ޿‫ ߆ੱߩߓࠎ߆ߥࠎߤ ޿ߚ޿ߛޕ‬ಽ߆ࠅ߹ߒߚ‫ޕ‬

޽ ߴ

޽ߒߚ

㒙ㇱ:

ߘࠇߢߪ᣿ᣣ߅ߨ߇޿ߒ߹ߔ‫ޕ‬ࡎ࠹࡞ߦ࠴ࠚ࠶ࠢࠗࡦߒߡ߆ࠄળ␠ߦ
ߟࠇߡ᧪ߡߊߛߐ޿‫ޕ‬ࡉ࡞࡯ࠬ:ߪ޿‫ޕߚߒ߹ࠅ߆ࠊޔ‬ABE:

Ashita, Igirisu kara Shóoto san ga kimásu kara, kuukoo emukae ni itte kudasai. Ása kúji sanjúppun no hikóoki detsukú yotei désu.
BURUUSU: Sóo desu ka. Tokoróde, Shóoto san wa dónna iro no fukú okite iru deshóo ka.
ABE:
Fákkusu ni yoru to kón no sebiro o kite, aói nékutai oshímete kuru soo desu.
BURUUSU: Sóo desu ka. Sore de wa dónna kanji no hito ka oshiete kudasái.
ABE:
Sóo desu née, kao wa hósokute, kaminóke wa
chairo da sóo desu.
BURUUSU: Mégane o kákete imasu ka.

113
ABE:
BURUUSU:ABE:
BURUUSU:ABE:
BURUUSU:ABE:
BURUUSU:ABE:

BRUCE:ABE:
BRUCE:ABE:
BRUCE:ABE:
BRUCE:ABE:
BRUCE:ABE:
BRUCE:ABE:
BRUCE:

Iie, kákete imasen.
Sé no takasa wa dóo desu ka.
Sé wa takákute, yasete iru sóo desu.
Déwa, namae to hantai désu ne.
Hontoo desu nee. Sore kara, nenrei désu ga, yónjuu gurai
rashíi desu.
Hái. Daitai dónna kanji no hito ka wakarimáshita.
Sore déwa, ashita onegai shimásu. Hóteru ni chekkuín shite
kara, kaisha ni tsurete kite kudasái.
Hái, wakarimáshita.
Tomorrow Mr Short is coming from England, so please go
to the airport to meet him. He is scheduled to arrive in themorning on the 9:30 plane.
I see. By the way, what colour clothes will he be wearing?
According to the fax he’ll be wearing a navy suit and ablue tie.
Oh really? Then could you tell me what he looks like?
Let me think, they say he has a narrow face and brown hair.
Does he wear glasses?
No, he doesn’t.
What about his height?
Apparently he is tall and thin.
Then, he is the opposite of his name, isn’t he?
That’s right, isn’t it! Then there’s his age. Apparently he isaround forty.
I see. Well then, I have a pretty good idea what he looks like.
Well then, I’m counting on you for tomorrow. Bring him to
the office after he has checked in at the hotel.
Yes, certainly sir.

Vocabulary
߆ࠄ

kara

ߊ߁ߎ߁
߻߆߃ ߦ
ⴕߞߡ
߰ߊ
ࡈࠔ࠶ࠢࠬ
… ߦࠃࠆߣ

kuukoomukae ni itte

because …, … and so(conjunction)
airportgoing to meetfukú
fákkusu… ni yoru toclothes
fax, facsimile
according to

114
߭ߎ߁߈
ߟߊ
ࠃߡ޿
ߤࠎߥ
߆ࠎߓ
߰ߊ
ߢߒࠂ߁߆
㕍
߆߅
߶ߘߊߡ
߆ߺߩߌ
߼߇ߨ
ߖߩߚ߆ߐ
߿ߖߡ޿ࠆ
ߘ߁ߢߔ
ߨࠎࠇ޿
ߋࠄ޿
ߛ޿ߚ޿

hikóoki
tsukú
yotei
dónna
kanji
fukú
deshóo kaáokao
hósokutekaminóke
méganesé no takasa
yasete iru… sóo desu
nenreigurai
daitai࠴ࠚ࠶ࠢࠗࡦߔࠆ
ߟࠇߡߊࠆ

chekkuín suru
tsurete kúru

aeroplane, planearriveschedule, plan
what kind of
feeling, impression
clothes… do you think?
blue (noun)
face
slender and …, thin and …
hair (of head)glasses, spectacles
heightis thinthey say …, apparently
age
about
more or less,approximately
check in (verb)
to bring (a person)

Compound sentences
The easiest way to expand on the simple sentence is to combine two contrasting sentences with ga or keredomo (kedo in informal colloquial
speech), both of which carry the idea of ‘but’ in English. Generally, in these
constructions the verb before ga or keredomo carries the same –másu ending as the verb at the end of the sentence. You should take care to pronounce these clause-final particles as if they were attached to the precedingverb and not as the first word of the second clause as we do in English.
Jikan wa arimasu ga, okane
wa arimasen.

I have the time, but I don’t have themoney.

Note that in sentences of this kind, where a strong contrast is implied, thecontrasting nouns are usually followed by the particle wa.
Abe san wa kimásu ga,
Yamamoto san wa kimasén.
Nihongo wa mushikashíi desu
keredomo, omoshirói desu.

Mr Abe is coming, but Mr Yamamoto
is not.
Japanese is difficult, but it isinteresting.

115

Giving reasons
Another common compound sentence is formed by two clauses linked bykara, ‘because’. The clause preceding kara gives the reason for theaction described by the main verb at the end of the sentence.
I haven’t time now, so I’ll do it
tomorrow.

Íma jikan ga arimasén kara,
ashita shimásu.

Sometimes, a sentence ending in kara is tacked on as if it were anafterthought.
Let’s make it tomorrow. I’mbusy today.

Ashita ni shimashóo. Kyoo wa
isogashíi kara.

As in this example, Japanese tends to be more explicit, indicating thereason with kara, whereas in English the reason is implied by simply
juxtaposing the two sentences.

Exercise 7.1
Match the consequences in the left-hand column with the most appropriate reasons on the right, joining them into a single sentence with kara.
Several new vocabulary items are introduced in this exercise. Follow theexample below:
Cue: ashita shimásu
kyoo wa isogashíi desu
A: Kyoo wa isogashíi desu kara ashita shimásu.
Consequences

Reasons

1. háyaku yasumimásu

a. onaka ga itái desu
(I have a stomach ache)b. onaka ga sukimashita (I’m hungry)c. okane ga arimasénd. tsukarete imásu
e. nódo ga kawakimáshita (I’m thirsty)

2. tabemásu
3. bíiru demo nomimashóo
4. sen’en kashite kudasái
5. kusuri o nomimásu

Vocabulary
onaka
nódo

stomach, belly
throatkawakimásu
kasu

to become dry
to lend

116
sukimásu
tsukaréru

to become empty
to become tired

kusuriitai

medicinehurts, aches, ispainful

Verbs in the plain form
We have seen Japanese verbs with the polite –másu ending and in thegerund or –te form. Another form of the verb is the PLAIN FORM, often
also called the ‘dictionary form’ for the obvious reason that this is how
verbs are usually listed in dictionaries. Here again it is necessary torevisit the four conjugations of Japanese verbs, the copula, consonantroot verbs, vowel-root verbs and irregular verbs. Here, using some verbs
we have already met, are examples of the –másu form, –te form and theplain form of each of these verb conjugations:
Form
Conjugation
copulaconsonant-root verb
vowel-root verb
irregular verb

–másu form–te form–plain formdésu
ߢߔkakimásu
ᦠ߈߹ߔtabemásu㘩ߴ ߹ߔshimásu
ߒ߹ߔ

de
ߢ
káite
ᦠ޿ߡ
tábete
㘩ߴߡ
shite
ߒߡ

da (de aru)ߛ (ߢ޽ࠆ)káku
ᦠߊ
tabéru㘩ߴࠆsuruߔࠆ

All vowel-root verbs have dictionary forms ending in –ru, but not all
verbs ending in –ru are vowel-root verbs. That is to say, it is not always
possible to tell the dictionary form from the –másu form. Verbs endingin –emásu are all vowel-root verbs with plain forms ending in –eru, butwith other verbs you can never be really sure. If you know the dictionary
form you can accurately predict the –másu form, except in the case ofverbs ending in –ru, where you need the additional information of theverb’s conjugation before you can correctly assign its –másu form. Take,for example, the Japanese equivalents of the verbs ‘to wear’ and ‘to cut’,
the vowel-root verb kiru and the consonant-root verb kíru (note the difference in pitch accent), which respectively have the –másu forms kimásu‘wears’ and kirimásu ‘cuts’. To form the –másu form from the plain
form, then, vowel-root verbs simply drop the –ru ending and add –másu,
whereas consonant-root verbs drop the final –u and add –imásu. In theprocess of adding the –imásu ending, verbs ending in –tsu and –su
undergo slight sound changes becoming –chimásu and –shimásu

117
respectively. For example, mátsu ‘to wait’ becomes machimásu andhanásu ‘to speak’ becomes hanashimásu.
Note that the plain-form equivalent of the copula, désu, is da.

The plain-form past tense
We have already met the past-tense marker, –ta, in the polite, final-verb
endings –máshita and déshita. This ending attaches to the verb stem inthe same way as the –te form does and undergoes all the same soundchanges depending on the immediately preceding sounds. For practical
purposes, then, all you need do to form the plain past tense is to substitute an ‘a’ for the final ‘e’ of the –te form.
káite writing
yónde reading
itte goingkáita wrote (plain past tense form)
yónda read (plain past tense form)
itta went (plain past tense form)

Uses of the plain form
The plain form is used as a final verb in casual conversations between
family members or close friends and when talking to children. As you
become more fluent in Japanese you will learn when it is appropriate toswitch to the plain form for final verbs. In the meantime, however, you
should continue using the polite style, ending every sentence in –másu
or désu. You cannot avoid learning the plain forms, however, as theyoccur frequently in non-final verbs (i.e. in subordinate clauses).
The various uses of the plain form will be introduced gradually overthe next few units. In this unit we introduce the plain form as it is used ina number of time constructions and for quoting what one says or thinks.

Probability
The conjectural form of the copula, deshóo, is used after a plain-form
verb to express probability, supposition or speculation.
Tanaka san wa ashita kúru
deshoo.

Mr Tanaka will probably cometomorrow.

This same sentence with the final deshóo pronounced with a rising thenfalling question intonation means something like, ‘Mr Tanaka will be
coming tomorrow, won’t he?’ or ‘I’m right in thinking Mr Tanaka will
be coming tomorrow, aren’t I?’

118
After a verb in the plain past tense, deshóo, usually expresses a
supposition.
Mr Abe’s plane must have alreadyarrived in Tokyo.

Abe san no hikóoki wa moo
Tookyoo ni tsúita deshóo.

BeforeThe plain form of the verb followed by the noun, máe ‘front’, is used toconvey the idea of ‘before’. The use of the time particle ni after máe
seems to be optional. Where it is used it emphasises the point of time
more precisely.
Irassháru máe ni denwa okudasái.
Tookyoo ni kuru máe Róndon
ni súnde imashita.

Please give me a ring before you
come.
Before I came to Tokyo I lived in
London.

After … –ing … ‘–te kara’
We have seen the particle, kara, used after a noun in the sense of‘from’, e.g. Tookyoo kara Shizuoka made Shinkánsen de ichijíkan
kakarimásu. ‘It takes an hour on the Shinkansen (‘bullet train’) from
Tokyo to Shizuoka.’ After the –te form of a verb, kara means ‘after’. In
this construction the event in the main clause (i.e. the verb at the end of
the sentence) generally follows on immediately after the verb in the subordinate clause and the sequence of events has been planned in advanceby the subject of the main clause.
Shokuji shite kara térebi
o mimáshita.
Suzuki san ga kite kara
soodan shimashóo.
Nihón ni tsúite kara súgu
Nihongo no benkyoo ohajimemásu.

I watched television after having mymeal.
Let’s discuss it after Mr Suzuki comes.
I’ll start studying Japanese
immediately after I arrive in Japan.

A sentence such as Senséi ga káette kara Fújiko san ga kimáshita‘Fujiko came after the teacher had gone home’, would indicate that
Fujiko had timed her arrival to occur after the teacher’s departure. Where
this sense of planning is absent, ‘after’ is expressed with the conjunction,áto ‘after’. More of this construction later.

119

Exercise 7.2 1
Listen to the pairs of sentences given on the cassette tape and join themwith máe ni or –te kara as the sense demands. You should have time togive your answer before the correct answer comes on the tape. You
should keep the sentences in the same order when you combine them.
Cue: dekakemásu
térebi o keshite kudasái
A: Dekakeru máe ni térebi o keshite kudasái.
1. kaisha e dekakemásu
2. okane o iremásu
3. bótan o oshimásu
4. denwa o shimáshita
5. jogingu o shimasu
6. nemásu

chooshoku o tabemásu
bótan o oshimásu
nomímono ga déte kimásu
denwa-bángoo o shirabemáshita
sháwaa o abimásu
sutóobu o keshite kudasái

Vocabulary
dekakéru
kesu
chooshoku or
asa-góhan
chuushoku or
hiru-góhan
yuushoku or
ban-góhan
bótan

to set out, leave(for = e)to put out,
turn off
breakfastosu
nomímonodéte kuru
sháwaa o abiru

lunch

neru

dinnersutóobu

to pushdrink
to come out
to have a
shower, takea shower
to sleep, go to
bed
stove, heater

buttonIndirect or reported speech or
thought
To report what you or others have said or what you think, the Quotative
Particle, to, ‘that’ or ‘thus’, is used after the verb in the subordinate clause(i.e. clauses containing a non-final verb) and the principal clause contains a verb of saying or thinking. In casual conversation, you will often

120hear this particle pronounced te or tte, but for the time being you should
stick to the standard pronunciation, to.
Suzuki san wa ashita kúru toiimáshita yo.
Onamae wa nán to osshaimásu ka.
Jón to mooshimásu.
Nihon-ryóori wa oishii toomoimásu ka.

Mr Suzuki said he is coming
tomorrow, you know.
What is your name? (honorific)
My name is John. (formal)
Do you think Japanese cooking
tastes good?

Another way to indicate that you are passing on what someone else has
told you is to simply add sóo desu (the accent is lost after an accentedverb) ‘I hear’, ‘they say’, ‘the story goes’, etc., after the plain form of theverb.
Ashita kúru soo desu.
Ano résutoran wa takái soo desu yo.

Apparently he is coming
tomorrow.
They say that restaurant isexpensive, you know.

The expression yóo desu ‘it seems’, ‘it looks as if ’ is similar to sóo
desu, but tends to be used to indicate a judgement based on visible
evidence rather than hearsay.
Kono térebi wa kowárete iru yoo
desu.

This television appears to bebroken.

Another expression used after a plain verb form, rashíi desu, ‘it seems’,‘it appears’, can be used for either hearsay or appearance, thus combining
the functions of sóo desu and yóo desu.
Anóhito wa máinichi gókiro hashíru
rashíi desu yo.

Apparently he runs fivekilometres every day.

Indirect questions
The quotative particle, to, is not generally used in reported or indirectquestions. In this case the question particle, ka, follows the plain verb

121
form in the subordinate clause in conjunction with a main verb of asking,telling, understanding, knowing or believing.
Kyoo nánji ni káeru ka
wakarimasén.
Anóhito ga náni o itte iru kasappári wakarimasén.

I don’t know what time I’ll (or ‘he’ll’)
be home today.
I can’t understand a word he issaying.

It is usual to leave out the plain copula, da, before the question marker
ka, as in the following examples taken from the opening dialogue, but
you will sometimes hear the sequence da ka … in indirect questions.
Sore dewa, dónna hito ka oshietekudasái.
Taitei dónna kanji no hito ka
wakarimáshita.
Nán da ka wakarimasén or
Náni ka wakarimasén.

Then, tell me what sort of person
he is?
I have a general idea of whatkind of person he is.
I don’t know what it is.

When or wheneverWe have met the particle to used to link nouns in the sense of ‘and’ or‘with’ and we have seen in this unit how to can be used to mark the endof a quotation. Another clause-final particle, to, which follows the plain
present tense (dictionary form) of the verb, expresses the idea of ‘when’,‘whenever’ or ‘if ’ . When the final verb is in the present tense the mainclause is a natural or habitual consequence of the clause ending in to. In
this construction the main verb cannot be an imperative, request or verb
expressing the speaker’s determination.
Suzuki san ga kúru to tanoshíi desu.
Íma súgu iku to básu ni ma ni
aimásu yo.

It’s fun when Mr Suzuki
comes.
If you go straight away you’ll
be in time for the bus.

When the final verb is in the past tense there is not necessarily an antecedent and consequent relationship between the clauses, but there isoften a sense of surprise at the outcome expressed in the main verb.

122
Mádo kara sóto o míru to áme ga
fútte imashita.
Uchi ni káeru to kodomo ga
byooki de nete imáshita.

When I looked out of the window(I was surprised to notice that)
it was raining.
When I got home my child wassick in bed.

The time when, toki
Another very common way of expressing time is simply to use a verb in
the plain form followed by the noun toki ᤨ ‘time’. This last construction, however, is used only for ‘when’ and does not carry the sense of
hypothetical or uncertain events conveyed by English ‘if ’ or Japanese to.
Kaisha ni tsúita toki ni wa súgu
watashi ni denwa shite kudasái.

When you get to the office pleasering me at once.

Sequences of events
While nouns can be joined with to, verbs, adjectives and clauses arelinked by putting all but the final element in the –te form. The –te form
carries no tense in itself, the tense being conveyed by the final verb.
Kaisha e itte shinbun oyomimáshita.
Tookyoo e itte Nihongo obenkyoo shitai désu.
Kono résutoran no shokuji
wa oishikute yasúi desu.

I went to the office and read thenewspaper.
I’d like to go to Tokyo and study
Japanese.
The food at this restaurant is tasty andcheap.

Permission and prohibition
A verb in the –te form followed by the particle mo means, ‘even if
one does …’. Perhaps the most common use of this construction is incombination with íi desu, ‘it is good’, ‘it will be all right’, etc., to indicate permission.
Koko de tabako o sutte mo íi desu.
Kono hón o karite mo íi desu ka.

You may smoke here.
May I borrow this book?

123
Instead of íi desu, kamaimasén (‘it doesn’t matter’) can be used tomake the expression a little softer.
Kyoo wa háyaku káette mokamaimasén.

Today you may go home early(literally, ‘I don’t mind even if
you go home early’).

The idea of prohibition is suggested with the use of –te wa damé desu,
literally, ‘as for doing …, it is no good’, or –te wa ikemasén ‘as fordoing …, it will not do’, etc.
Résutoran de tabako o sutte wa
ikemasén.
Sono hón o karite wa ikemasén.

You must not smoke in therestaurant.
You must not borrow that book.

Exercise 7.3
A young Japanese on a working holiday is spending a week at your place
to improve his English. You explain to him the rules of your house.
Follow the example and use the lists below to tell your visitor what hecan and cannot do.
Cue: tabako o suimasu (to smoke cigarettes)
A: Sóto de tabako o sutté mo íi desu.
Náka de tabako o sutté wa damé desu.
1. keitai-dénwa o tsukaimásu (to use a mobile phone)
2. kakimásu
3. hanashimásu
4. haraimásu (to pay)
5. sháwaa o abimásu (abite) to take a shower
Permitted

Prohibitedsóto de (outside)básu de (on the bus)
pén de (with a pen)
Eigo de (in English)
dóru de (in dollars)ásanáka deeigákan de (in the cinema)
enpitsu de (in pencil)
Nihongo de (in Japanese)en de (in yen)yóru (at night)

When you have finished making your pairs of dos and don’ts, try joining
them into a single sentence with ga (‘but’). For example:
Sóto de tabako o sutté mo íi desu ga, náka de sutté wa damé desu.

124
Now practise asking permission, approving or rejecting your own requests
according to the instructions in the permitted and prohibited columns.
Follow the two examples:
Q: Keitai-dénwa o básu de tsukatté mo íi desu ka.
A: Hai, tsukatté mo íi desu.
Q: Keitai-dénwa o eigákan de tsukatté mo íi desu ka.
A: Iie, tsukatté wa damé desu.

Exercise 7.4
You have just arrived at a traditional Japanese inn, or ryokan, in a hot
spring (onsen) resort in the Japanese Alps. After changing into yoursummer kimono or yukata you come down to the front desk to sort out
a few problems. Fill in the blanks in the following dialogue that you havewith the manager.
MANAGER:YOU:
MANAGER:YOU:
MANAGER:YOU:
MANAGER:YOU:
MANAGER:YOU:
MANAGER:

Ohéya wa ikága desu ka. How is your room, Sir/Madam?
Íi héya de, nagamé mo subarashíi desu. It is a nice roomwith a wonderful view.
Oki ni itte itadaite ureshíi desu. I’m glad you like it.
Keredomo, 1. _________________________ (the TV isbroken)Dóomo sumimasén. Súgu naoshimásu. I’m very sorry.
We’ll fix it at once.
2. _________________________________ (Are the shops[mise] in the hotel lobby [róbii] open now?)
Iie, íma wa 3. ______________________ (No, they areclosed now.)
Shokuji wa moo 4. _____________________ (Is the meal
ready yet?)
Iie, máda 5. ________________________ (No, it’s notready yet.)Ja, 6. _______________________________ (Is there an
automatic vending machine, then?)Hái, dansei no ofúro no máe 7. _______________ (Yes,there is one in front of the men’s bath.)

You will need some vocabulary items to complete this exercise.

125

Vocabulary
ohéya
heyá
nagamé
subarashíi
oki ni itte itadaite
ureshíi
naósu
akimásushimarimásu
kowaremásu
dékite imasu
moo
máda
jidoohanbáiki
danseijosei
ofúro

your room, room (honorific)
room
view
wonderfulto have you like it, that you like it
happy, glad
to fix, mend
to open (intransitive)
to close (intransitive)
to break, get broken (intransitive)
to be ready, to be done
already
still (not) yet
automatic vending machinemen, male
women, femalebath

Exercise 7.5 1
Listen to the passage on the tape then answer the following questions inEnglish. You will need to learn a few more vocabulary items, listed below,
before you can follow the passage. You will find the answers in the Key tothe Exercises (p. 272). For those of you without the cassette tape, a romanised version of the passage appears in the Key to the Exercises.
1. Where was Mr Tanaka born?
2. How old is he now?
3. What does Mr Tanaka look like?
4. What sport did he play at university?
5. Which university did he attend?
6. When did he graduate?
7. How often does he play tennis these days?
8. Which company does he work for?
9. Where is Mr Tanaka working now?
10. What is happening next year?

126

Vocabulary
߁߹ࠇࠆ
߭ߊ޿
ߔ߽߁߱
ߟߣ߼ࠆ
߆ࠊࠆ
ߘߟ߉ࠂ߁ߔࠆ
ߖ޿ߪ޿ࠆumareru
hikúi
sumóobutsutoméru
kawarusotsugyoo suru
sei
hairu

to be born
short, low
the sumo club
to work for (takes ni)
to change, move, transfer
to graduate
stature, height, build
rejoin, enter, fit

Possession
Japanese makes a distinction between owning things which may be taken
away by others (alienable possession) and things which are intrinsicallypart of the individual. So to express the idea of ‘to have’ with material
objects, Japanese generally uses the verb áru ‘to be’, ‘to exist’,e.g. Takayama san wa atarashíi kuruma ga arimásu. ‘Mr Takayama
has a new car., On the other hand ‘to have’ with parts of the body, etc.,
is conveyed with the verb suru ‘to do’.
Séeraa san wa aói me o shite imasu.
Yásuko san wa kírei na te o shite imasu.

Sarah has blue eyes.
Yasuko has beautiful hands.

Wearing clothes
In Japanese a number of different verbs are used where we would use ‘towear’ in English. As we have seen the general verb ‘to wear’ is thevowel-root verb kiru ‘to wear’ or ‘to put on’. There are, however, more
specific verbs for headwear, kabúru; footwear, trousers, skirts, etc., haku;
glasses, necklace, pendant, etc., kakéru; tie or belt, shiméru; gloves orrings, hameru; jewellery, tsukéru. To have or wear a beard (hige) or
moustache (kuchihige) is expressed with the verb hayásu ‘to grow’.

Exercise 7.6 1
Read the description and match each sentence with the appropriate
illustration.
1. Tanaka san wa kurói booshi o kabútte ite, mégane o kákete imasu.
2. Ueda san wa shirói booshi o kabútte ite, mégane o kákete imasen.

127
3. Tákushii no unténshu san wa shirói tebúkuro o hamete imásu.
4. Aóyama san wa kuchihige o hayáshite ite, kurói óbi o shímete imasu.
5. Yamamoto san wa kírei na buróochi o tsukéte imasu.
6. Aoki san wa gurée no sebiro o kite ite, shirói kutsú o haite imásu.

A

B

C

D

E

F

When you have identified all the people from the clues on the tape, try
describing the characters in the pictures in Japanese. Finally see if you
can write all their names in Japanese.
You will need a few more vocabulary items to complete this exercise.

Vocabularybooshióbi
buróochiunténshutebúkurogurée

hatsash, belt
broochdriverglovesgrey

128

Katakána and kanji
With these five katakána symbols we have come to the end of both
native Japanese syllabaries. You will rarely see two of these new syllables.
ࡥ is used exclusively for the grammatical function of indicating the object
and is hence not used in writing words borrowed from other languages. The
only time you might see it is in a text written entirely in katakána, as in atelegram or a computer game. ࡧ has been manufactured artificially by
combining the symbol for u and the nigori marks to convey the ‘v’ soundof European languages, but, apart from its use in some names, it has been
virtually abandoned in favour of katakána syllables beginning with b. For
example, ࡧࠔࠗࠝ࡝ࡦ is now usually written ࡃࠗࠝ࡝ࡦ, ‘violin’ . This
unit’s new kanji appear directly below the katakána.

2

1

1

3

3

1

1

4

1

2

2
3

5

2

e

wa
2
3

1
4
7 5
9

SHOKU
ta (bemásu)
to eat

1

2
3
4
6

6

2
5

(w)o
8

1

8

6

5

2

1 2
3
4

3
4

7 56

7

JI
kotó
thing, fact

8

n
9

7

11

12

3

4

4

SHA
karumacar, cart

2

3

3

4
5

2
6

FUN minute
BUN part, sharewa (karimásu)
to understand

1

1
4

1
3

2

1 2

1

10

IN
no (mimásu)
to drink

1

vu

2

6

5 7

8

3

3
2

4 5

6
7

4

SOO
hayá (i)fast, early

HAKU
shiró (i)
white

SEI
aó (i)
blue, green

SHU
té
hand

SHI
watashi,watakushi
I, me

129

Exercise 7.7
Read the following sentences aloud. To make sure you have understood
what you have read check with the English equivalents in the Key to the
Exercises.
1. ጊᧄߐࠎߣᧄ↰ߐࠎߪᲤᣣචੑᤨච੖ಽߦળ␠ߩߣߥࠅߩ࡟ࠬ
࠻࡜ࡦߢળߞߡ‫ߦࠂߒߞ޿ޔ‬㘩੐ߒ߹ ߔ‫ޕ‬
2. ޽ߩ⊕޿ࠬࡐ࡯࠷࡮ࠞ࡯ߪࠛ࠼ࡢ࡯࠼࡮ࡧࠖࡦ࠮ࡦ࠻ߐࠎߩᣂ
ߒ޿ゞߢߔ‫ޕ‬
3. ੹ᣣߪゞߢ᧪߹ߒߚ߆ࠄ‫ࠍ࡞࡯ࠦ࡞ࠕޔ‬㘶ࠎߢߪߛ߼ߢߔ‫ޕ‬
4. 㕍ጊߐࠎߪᄢ߈ߥ㌁ⴕߦߟߣ߼ߡ޿߹ߔ‫ޕ‬
5. ቟ሶߐࠎߪ߈ࠇ޿ߥᚻࠍߒߡ޿߹ߔ‫ޕ‬
6. ⑳ߪߎߩߏࠈᲤᣣᣣᧄ㘩ࠍ㘩ߴߡ޿߹ߔ‫ޕ‬
7. ੹ᣣߪߤࠎߥ㘩੐ߦߒߚ޿ߢߔ߆‫ޕ‬
8. ߎߎߢߚ߫ߎࠍ㘶ࠎߢߪߛ߼ߢߔ‫ޕ‬

8Ꮢౝⷰశߦⴕ߈߹ߒࠂ߁‫ޕ‬
Shinai-kánkoo ni
ikimashóo.
Let’s take the city tour!

In this unit you will learn how to:• Use the past tense of adjectives• Give advice and suggest alternatives• Use adjectival clauses• Express ability to do something using kotó ga dekíru• Express experience using kotó ga áru• Make comparisons using the particle yori.
You will also acquire:• 10 more kanji: ᧲ ੩ ㇺ 㑆 ⧎ ⋡ ⷗ ඦ ೨ ᓟ

Dialogue 1 1Miss Yamada is about to set off on a city tour. We overhear her discussing the day’s schedule in the lobby with the tour guide. She seems to be
more interested in shopping for souvenirs than seeing the city sights,
however.
ጊ↰:੹ᣣߪ ૗ᤨߦ ߒࠀߞ߬ߟߒ߹ߔ߆‫ޕ‬ࠟࠗ࠼: ౎ ᤨ ߢ ߔ ‫ ߁ ࠂ ߜ ޕ‬㘩 ࠍ 㘩 ߴ ߡ ߆ ࠄ ߔ ߋ ࡠ ࡆ ࡯ ߦ޽ߟ߹ߞߡ ߊߛߐ޿‫ޕ‬ጊ↰:ߪ޿‫ޔ‬ಽ߆ࠅ߹ߒߚ‫ߦ߽߅ ߪࠈߎߣߊⴕࠄ߆ࠇߎޕ‬ߒߥ޿ ߢߔ߆‫ޕ‬ࠟࠗ࠼: ߃߃‫ޔ‬ඦ೨ߪ ߒߥ޿߆ࠎߎ߁ߢߔ‫ޕ‬ඦᓟߪߪߊ߱ߟ߆ࠎߣ ߮ߓࠀߟ߆ࠎࠍ ⷗ߦⴕߊࠃߡ޿ߢߔ‫ޕ‬

131
ጊ↰:

ߘ߁ߢߔ߆‫ߟ޿ޔ߇ߔߢࠎ޿ߚߒ ࠍߩ߽޿⾈ޕ‬ߢ߈߹ߔ߆‫ޕ‬ࠟࠗ࠼: ⾈޿߽ߩߪ ࠁ߁㘩ߩ೨ߦ ߢ߈߹ߔ‫ޕ‬ጊ↰:ߺߖ߇ ߒ߹ࠆᤨ㑆ߪ ߛ޿ߚ޿ ૗ᤨߏࠈ ߢߔ߆‫ޕ‬ࠟࠗ࠼: ߘ߁ߢߔߨ߃‫ޕߔߢࠈߏᤨ౐ ޿ߚ޿ߛޕ‬ጊ↰:ߚߩ߹ࠇߚ ߅ߺ߿ߍ߇ ߚߊߐࠎ ޽ࠆࠎߢߔ߇‫ޕ‬ࠟࠗ࠼: ᄢߓࠂ߁߱ ߢߔࠃ‫ߢ߹ߊߘ߅ ߪࠎߡ޿ߗࠎ߼ ޕ‬޽޿ߡ޿߹ߔ߆ࠄ‫ޕߔ߹߈ߢ߇ߣߎ߁⾈ ߽ߢߟ޿ޕ‬ጊ↰:޽޽‫ޕߚߞ߆ࠃޔ‬YAMADA:GÁIDO:YAMADA:GÁIDO:YAMADA:GÁIDO:YAMADA:GÁIDO:YAMADA:GÁIDO:YAMADA:

Kyóo wa nánji ni shuppatsu shimásu ka.
Hachíji desu. Chooshoku o tábete kara súgu róbii ni
atsumátte kudasai.
Hái, wakarimáshita. Kore kara iku tokoro wa ómo ni shínai
desu ka.
Ée, gózen wa shinai-kánkoo desu. Gógo wa hakubutsúkan to
bijutsúkan o mí ni iku yotei désu.
Sóo desu ka. Kaimono o shitái n’ desu ga, ítsu dekimásu ka.
Kaimono wa yuushoku no máe ni dekimásu.
Mise ga shimáru jikan wa daitai nánji góro desu ka.
Sóo desu née. Daitai rokúji góro desu.
Tanomáreta o-miyage ga takusan áru n’ desu ga.
Daijóobu desu yo. Menzéiten wa osoku máde aite imásu
kara. Itsudemo kau kotó ga dekimásu.
Áa yókatta.

YAMADA: What time do we leave today?
GUIDE:At 8 o’clock. Please assemble in the lobby straight after
breakfast.
YAMADA: Right. Will the places we go to now be mainly in the city?
GUIDE:
Yes, in the morning we’ll do a city tour. In the afternoon weplan to go to see the museum and the art gallery.
YAMADA: I see. I’d like to do some shopping. When will I get the
chance to do it?
GUIDE:
You will be able to do some shopping before dinner.
YAMADA: About what time do the shops close?
GUIDE:
Let me see. Mostly around six o’clock.
YAMADA: I’ve got lots of presents I’ve been asked to buy.
GUIDE:
It’ll be all right. The duty-free shops are open until late. You
can buy them any time.
YAMADA: Ah. That’s good.

132

Vocabularyߒࠀߞ߬ߟߔࠆ
ࡠࡆ࡯
޽ߟ߹ࠆ
߅߽ߦ
ඦ೨
ඦᓟ
ߒߥ޿߆ࠎߎ߁
ߪߊ߱ߟ߆ࠎ
߮ߓࠀߟ߆ࠎ
⷗ߦⴕߊߒߚ޿ࠎߢߔ߇ …
ߢ߈߹ߔ
ߺߖ
ߒ߹ࠆ
ߏࠈ
ߚߩ߹ࠇߚ

shuppatsu suru
róbii
atsumáru
ómo nigózen
gógo
shinai-kánkoo
hakubutsúkan
bijutsúkan
mí ni iku
shitái n’ desu ga
dekimásu (fromdekíru)mise
shimáru
góro
tanomáreta

߅ߺ߿ߍ
ࠎߢߔ߇

omiyagen’ desu ga߼ࠎߖ޿ߡࠎ
߅ߘߊ
޽޿ߡ޿ࠆ
ࠃ߆ߞߚ

menzéiten
osoku
aite iru
yókattato leave, departlobby
to gather, assemble
mostly, mainly
morning, a.m.
afternooncity tour, city sight-seeing
museumart gallery
to go and see, go to see
I would like to, but …
to be able to do; canshop
to closeabouthave been asked, havebeen requested
souvenirs, presents
you see, the fact is …
(used to give an
explanation)
duty-free shop
late (adverb)
to be open
Good! I’m glad (pasttense of adjective)

Past tense of adjectives
True adjectives in Japanese behave in much the same way as verbs. They
can constitute predicates in their own right and they also occur in thepast tense. In the Dialogue above we met the exclamation, yókatta‘Good! I’m glad’, etc. Actually, this is the past tense form of yói ‘good’,
the more formal form of íi, which we have seen several times before.
It should be noted that íi, in fact, is rather restricted in its use. It does notoccur in the adverbial form or in the past tense, being replaced by yóku

133
and yókatta respectively. The past tense of true adjectives is formed byadding the suffix –katta to the adjective root, or, if you prefer, by replacing the –i of the present tense by –katta. In the polite speech style a pasttense adjective in the principal clause is followed by a form of the
copula, désu.
Kinóo no chuushoku wa oíshikatta
desu.
Senshuu wa zútto isogáshikatta desu.

Yesterday’s lunch wasdelicious.
I was busy all last week.

The negative past tense of true adjectives is formed by adding –nakatta(the past tense of the suffix nai, ‘not to exist’, ‘to be not…’, which isactually an adjective in form to the adverbial form (–ku form) of theadjective.
Ano éiga wa amari omoshíroku
nakatta desu.

That film was not very
interesting.

Remember that the –tai, ‘(I) want to …’, ending introduced in Unit 6,
also behaves like an adjective. Consequently, it forms its past tense with–katta:Kono máe no nichiyóobi ni
hanamí ni ikitákatta desu ga,
áme ga furimáshita karaikimasén deshita.

Last Sunday I wanted to go and see
the cherry blossom, but
I didn’t go because it was
raining.

Exercise 8.1
Read the sentences below then change the time expression as indicated,making any other changes the sense demands. For example:
Cue: Kyóo wa isogashíi desu. (kinóo)
A: Kinóo wa isogáshikatta desu.
1. Kyóo no shokuji wa totemo oishíi desu. (kinóo)
2. Kyóo no éiga wa amari omoshíroku nai desu. (senshuu)
3. Nihongo no shikén wa ítsumo muzukashíi desu. (sengetsu)
4. Kónban no páatii wa tanoshíi deshoo née. (yuube)
5. Kyóo no okyakusan wa amari óoku nai desu. (kinóo)

134

Vocabulary
shikénítsumoexamination
alwaysyuube
óoilast night
numerous

Giving advice and suggestingalternatives
The noun hoo, ‘direction’, ‘side’ is used in comparisons and, after theplain past tense of a verb, to give advice.
Chooshoku o tábete kara súgu
dekáketa hoo ga íi desu.

Tanaka senséi ni kiita hoo ga íi
desu.
Ashita háyaku ókita hoo ga íidesu.

You had better set out straightafter breakfast. It would bebetter to leave straight after
breakfast.
You’d better ask Dr Tanaka.
You’d better get up early
tomorrow.

Notice that a past-tense verb is used even where the reference is to an
action in the future.

Exercise 8.2
Answer your Japanese friend’s questions with a recommendation to dowhat is suggested in the question. Follow the example below:
Q: Íma súgu kaerimashóo ka.
A: Ée, íma súgu káetta hoo ga íi desu.
1. Koko de mátte mo íi desu ka.
2. Móo hajimemashóo ka.
3. Háyaku okimashóo ka.
4. Takai no o kaimashóo ka.
5. Nihongo de hanashimashóo ka.

Vocabulary
móo
hajiméru
okíru

already
to start, begin
to get up

135

Adjectival clauses
In Japanese descriptive words and phrases always precede the nouns theydescribe. We have seen how the descriptive phrase can be a noun followed by the particle no, as in Tookyoo no hóteru, ‘hotels in Tokyo’. It
can be a na adjective, as in kírei na haná ‘beautiful flowers’, or an
adjective, takái yamá ‘a high mountain’. Actually, takái yamá means‘a mountain which is high’. Sometimes a noun might be described by anadjective in the past tense, e.g. isogáshikatta toki ‘when I was busy’. In
the same way, a verb can also be used to describe a following noun,e.g. máiasa yómu shinbun ‘the newspaper I read every morning’ or
kinóo átta hito ‘the person I met yesterday’, raishuu iku tokoro ‘theplace I am going to next week’. These clauses are generally equivalent toa relative clause in English, but because they precede rather than follow
the noun they describe we prefer to call them ‘adjectival clauses’. The
time clauses (when something happens/happened, etc.) we met in the lastunit with a plain tense verb followed by toki, ‘time’ are actuallyadjectival clauses, literally, ‘the time, when …’. Kinóo kaisha ni tsúita
toki ni hoka ni dáremo imasén deshita ‘When I arrived at the company
yesterday there was nobody else there’. In adjectival clauses the subject
particle, ga, is often replaced by no.
Kore wa Suzuki senséi ga
káita hón desu or
Kore wa Suzuki senséi no
káita hón desu.

This is the book Dr Suzuki wrote.

Vocabulary
hoka nidáremobesides, apart from
nobody, anybody

Exercise 8.3
Combine two simple sentences into a compound sentence using an adjectival clause as in the example below.
Cue: Kore wa hón desu. (kinóo kaimáshita)
A: Kore wa kinóo katta hón desu.

136
1. Anóhito wa Suzuki san desu. (senshuu Méari san no páatii deaimáshita)
2. Kore wa booshi désu. (ototoi depáato de kaimáshita)
3. Íma shinbun o yónde imasu. (kore wa Asahi-shínbun desu)
4. Kore wa tegami désu. (watashi ga Nihongo de kakimáshita)

Exercise 8.4
Using the English prompts combine the phrases given below into
sentences containing adjectival clauses, following the example below.
Cue: ળ߁‫੹ޔ‬ᣣߩඦᓟ‫ޔ‬ጊᎹవ↢‫ߪޔߔߢޔੱޔ‬(The person I am going to meet this afternoon is Dr Yamakawa.)
A: ੹ᣣߩඦᓟળ߁ੱߪጊᎹవ↢ߢߔ‫ޕ‬
1. ߪ‫࡯࡜࠮࠻ࠬࡌޔ߁ߩ߈ޔᧄޔߔߢ߁ߘߛޔߚߞ⾈ޔ‬(I hear the book I bought yesterday is a bestseller.)
2. ߈߽ߩ‫ߪޔࠍޔࠆ޿ߡ߈ޔ߆ߔߢޔੱޔࠇߛޔ‬(Who is the person wearing a kimono?)
3. ޽ࠅ߹ߔ‫߇ޔ޿ߚߒࠎߛ߁ߘޔߣߎޔ‬(There are things I wish to discuss.)
4. ⷗ߚ‫ߪޔ߁ߩ߈ޔߚߞ߆ࠈߒ߽߅ޔ߇޿߃ޔࠃߔߢޔ‬(The film I saw yesterday was funny.)
5. ߽ߞߡⴕߊ‫ޔߩ߽ޔ߆ߔߢޔߦޔࠇߤޔ‬ਛ࿖‫ߪޔ‬(Which are the things you are taking to China?)‘Can do’We have already met the verb dekíru in the sense of to be able to speak
a foreign language, e.g. Chuugokugo ga dekimásu ka ‘Can you
speak Chinese?’ It is also used in a number of idiomatic expressions inwhich it has the basic meaning of ‘to be done’, ‘to be ready’, ‘to be
produced’.
Shashin wa ítsu dekimásu ka.
Okinawa déwa paináppuru ga
dekimásu.

When will the photos beready?
In Okinawa they can growpineapples.

137
Dekíru replaces suru in those verbs made up of a noun plus the verb ‘todo’, such as benkyoo suru ‘to study’, unten suru ‘to drive’, kaimono
suru, ‘to shop’, etc., to express ability or potential.
Can you drive a car?
Can I change money here?
(ryoogae suru ‘tochange money’)

Kuruma no unten ga dekimásu ka.
Koko de okane no ryoogae ga
dekimásu ka.

To make a potential form of a verb with dekíru it is necessary first totransform the verb into a noun phrase with the addition of kotó ‘thing’,‘fact’. That is to say, the plain present-tense form (or dictionary form) of
the verb plus kotó ga dekíru expresses the idea, ‘can do ...’.
Nihongo o káku koto ga dekimasu ka.
Sashimí o tabéru kotó ga dekimásu ka.

Can you write Japanese?
Can you eat sashimi(raw fish)?

Experience
This same kotó, is also used with the verb áru ‘to exist’, ‘to have’, toexpress the idea of experience. When kotó ga áru is used after the plain
past tense of a verb it means ‘to have done …’. After the plain present
tense it means, ‘to sometimes do …’.
Nihón ni itta kotó ga arimásu ka.
Nihón no éiga o míru kotó ga
arimásu ka.

Have you (ever) been to Japan?
Do you ever see Japanesefilms?

Exercise 8.5 1
The Japanese Embassy in London is seeking to employ a local memberof staff who can drive, cook, use a computer and speak Japanese. The
following is the text of the interview between the applicant and the
Senior Consul, Mr Tanaka. Imagine you are the applicant responding to
Mr Tanaka’s questions. When you have finished filling in the blanks,listen to the complete interview on the cassette tape.
TANAKA:

Kono shigoto ni wa kuruma no unten ménkyo ga
hitsuyoo désu ga, unten dekimásu ka.
APPLICANT: (Tell him you can. You have licences for both car andmotorbike.)

138
TANAKA:APPLICANT:TANAKA:APPLICANT:TANAKA:APPLICANT:TANAKA:APPLICANT:TANAKA:APPLICANT:TANAKA:APPLICANT:

Tama niwa resépushon ga áru toki ryóori no tetsudái moshimásu ga, ryóori ga dekimásu ka.
(Tell him you can. Explain that you used to work in a hotel
in Paris.)
Dónna ryóori ga dekimásu ka.
(Tell him you can cook Italian food. Say you can also cook
Chinese and Thai food.)Parii no hóteru de Chuuka-ryóori o naraimáshita ka.
(Say no. You learnt from your mother.)
Okáasan wa Chúugoku no katá desu ka.
(Tell him your mother isn’t Chinese. She isJapanese.)
Nihongo o joozu ni hanásu kotó ga dekimásu ga, káku
kotó mo dekimásu ka.
(Tell him you can write only hiragána and katakána.)Konpyúuta wa dóo desu ka.
(Tell him you can use a computer.)

You will need some more vocabulary items to do this exercise.

Vocabulary
licencekatá
person (honorific,
not used to referautomobile, car
to oneself or
motorbikeoccasionally,
one’s family)
sometimes
resépushon reception… wa dóo what about …?
dake
only (e.g. hiragána
desu ka
only (takes a negadake desu ‘(I know) shika
tive verb, e.g.
only hiragana.’)Nihongo shika
tetsudáihelp, assistancedekimasén ‘I
hataraku
to work
can only speaktsukúru to makeJapanese.’)ménkyojidóoshaootóbaitama níwa

Comparisons
There is no change in the form of adjectives to express the comparative
or superlative degree. Instead, Japanese uses the particle yóri ‘than’, the139noun hoo ‘side’, ‘direction’ and a set of demonstrative pronouns dótchi,
kótchi, etc.
Tookyoo wa Róndon yori ookíi
desu.
Sukiyaki yóri sushi ga sukí desu.

Tokyo is bigger than London.
I like sushi more than sukiyaki.

A question of the type, ‘Which is…er, A or B?’ is expressed as A to B
to (déwa), dótchi ga…desu ka.
Nihongo to Chuugokugo to déwa
dótchi ga muzukashíi desu ka.

Which is more difficult,Japanese or Chinese?

Corresponding to the question word dótchi or its more formal equivalentdóchira ‘which one of two?’ are the demonstrative pronouns
kótchi/kochira ‘this (one of two)’, sótchi/sochira ‘that (one of two)’and átchi/achira ‘that (one of two over there)’.
Sótchi o kudasái.

Please give me that one (of two).

These demonstrative pronouns are also used to indicate direction, ‘thisway’, ‘that way’, etc. The forms ending in –ra, in particular, are morepolite and are often used in invitations or instructions.
Kochira e dóozo.

This way please.

For emphasis the hoo we met earlier in the unit can be used.
Róndon yori Tookyoo no hoo
ga zutto hirói desu.

Tokyo is far larger than London.

Where only one of the items in the comparison is mentioned, it is usual
to use hoo.
Tookyoo no hoo ga hirói desu.

Tokyo is the larger.

Comparison can also be suggested by using the adverb mótto, ‘more’.
Mótto yasúi no ga arimasén ka.

Don’t you have a cheaper
one?

140
Superlatives are generally expressed with the aid of ichiban, ‘number
one, most’.
Ichiban ookíi kutsú o mísete
kudasai.

Please show me your biggest pairof shoes.

Exercise 8.6
Using the data supplied below, fill in the blanks in the following
sentences.
1. (ጊ↰ 178 cm, ਛᎹ 174 cm)
2. (↰ਛ 170 cm 68 kg, ጊᧄ 160 cm 92 kg)
3. (ᧄ↰ 1930 ᐕ↢߹ࠇ, ೨↰ 1935 ᐕ↢߹ࠇ)
4. (ߜ߆ߡߟ ਃචಽ, ࠲ࠢࠪ࡯ ৻ᤨ㑆)
5. (ࡆ࡯࡞ ਃ౎੖౞, ࠦ࡯࡜ ੑ਻㧜౞)
6. (࡜࡯ࡔࡦ ੖⊖౐ච౞, ߡࠎ߲ࠄ ౎⊖౞)
7. (੹ᣣ 26ºC, ߈ߩ߁ 22ºC)
8. (੹ㅳ ޿ߘ߇ߒ޿, ᧪ㅳ ߭߹)
1. __________wa ___________ yori se ga takái desu.
2. ___________wa ___________ yori futótte imasu.
3. ___________wa ___________ yori toshiue désu.
4. ___________yori __________no hoo ga hayái desu.
5. ___________wa ___________ yori yasúi desu.
6. ___________wa ___________ yori takái desu.
7. ___________wa ___________ yori atatakái desu.
8. ___________no hoo ga tsugoo ga íi desu.

Vocabulary
se ga takaiߖ߇㜞޿… nen-umare
toshiuehimatsugoo ga íi… ᐕ↢߹ࠇ
ᐕ਄߭߹ߟߏ߁߇޿޿

to be tall (literally, ‘stature istall’)
born in … (year)
older, more senior (person’s age)
free time
to be convenient, to be suitable

Dialogue 2 1Frank Anderson is talking to his business associate Mr Baba about his
coming trip to Japan.

141ࠕࡦ࠳࡯࠰ࡦ:߫ ߫㚍႐:ࠕࡦ࠳࡯࠰ࡦ:߫ ߫᧪ㅳᣣᧄߦⴕߊࠃߡ޿ߢߔ߇‫ޔ‬ᣣᧄߦ޿ࠆ㑆ߪߐߊࠄߩ⧎߇⷗ߚ޿ߢߔ‫ޕ‬ߜࠂ߁ߤ੹‫ޕࠃߔߢ ߟߖ߈ ߩ⷗⧎ޔ‬⧎⷗ߦ ߤߎ߇ ޿޿ߢߔ߆‫ޕ‬
ࠁ߁߼޿

㚍႐:
ࠕࡦ࠳࡯࠰ࡦ:੩ㇺߩ ޽ࠄߒጊ߇ ᦭ฬ ߢߔ߇‫᧲ޔ‬੩ߢ߽⷗ࠆߎߣ߇ߢ߈߹ߔࠃ‫ޕ‬᧲੩ߢߪ ߤߎ߇ ޿޿ߢߔ߆‫ޕ‬

߫ ߫

㚍႐:

ߎ߁߈ࠂߩ ߹ࠊࠅ߿ ߼޿ߓߓࠎߋ߁߿ ޿ߩ߆ߒࠄߎ߁߃ࠎߥߤ߽ ߦࠎ߈ߩ ޽ࠆߣߎࠈߢߔࠃ‫ޕ‬ࠕࡦ࠳࡯࠰ࡦ:߫ ߫㚍႐:ANDÁASON:
BABA:
ANDÁASON:
BABA:
ANDÁASON:
BABA:
ANDÁASON:
BABA:⑳߇ⴕߊળ␠ߪ ߎ߈ࠂ߁ߩ ߜ߆ߊ ߢߔ߆ࠄ‫ޕߔߢߚߞ߆ࠃ ߤ߁ࠂߜޕ‬ߡࠎ߈߇޿޿ߣ ޿޿ߢߔߨ‫߇߼޽ޕ‬߰ࠆߣ ߐߊࠄߪ ߔߋ ߜࠅ߹ߔ߆ࠄ‫ޕ‬

Raishuu Nihón ni iku yotei desu ga, Nihón ni iru aida wa
sakura no haná ga mitái desu.
Choodo íma hanamí no kísetsu desu yo.
Hanamí ni dóko ga íi desu ka.
Kyóoto no Arashiyama ga yuumei desu ga, Tookyoo
démo míru kotó ga dekimásu yo.
Tookyoo déwa dóko ga íidesu ka.
Kóokyo no mawari ya, Meiji-jínguu ya, Inokashira-kóoen
nádo mo ninki no áru tokoro désu yo.
Watashi ga iku kaisha wa kóokyo no chikáku desu kara,
choodo yókatta desu.
Tenki ga íi to íi desu ne. Áme ga fúru to sakura wa súgu
chirimásu kara.

ANDERSON: I’m going to Japan next week and while I’m there I’d liketo see the cherry blossom.
BABA:
It’s just the right season for viewing the cherry blossom.
ANDERSON: Where is a good place for seeing the cherry blossom?
BABA:
Arashiyama in Kyoto is famous (for its cherry blossom),
but you can also go blossom viewing in Tokyo.
ANDERSON: I wonder where in Tokyo would be good?
BABA:
The area around the Imperial Palace, the Meiji shrine andInokashira Park and so on are all popular spots.

142
ANDERSON: That’s just fine for me. The company I’m going to is near
the Imperial Palace.
I hope the weather is good. Cherry blossom scatters as
BABA:
soon as it rains.

Vocabulary…yotei désu
ga
iru aida
sakurahana
chóodohanamí
kísetsu
Arashiyama
yuumei (na)kóokyomawari
Meiji-jínguu
Inokashira-kóoen…ya…yanádo
ninki ga áru
chikákutenki…to íi desu
chiru

to plan to…
and (when first clause is a general statement andsecond is explanation of detail)while (I am) in
cherry (tree)
flowerjust, precisely, exactly
cherry-blossom viewing
seasonplace namefamousImperial Palacesurrounds, area aroundthe Meiji Shrine
the Inokashira park
and, such things as … and … (used to join similar
items)
et cetera, and so on
to be popularvicinity, nearby
weather(I) hope…, it will be good if …
to scatter, fall (of blossom)

Exercise 8.7 1
Listen to the dialogue on the cassette tape and answer the questions
which follow. You will find a romanised transcription of this passage inthe Key to the Exercises (p. 275).
ࠫࠚ࡯ࡦ࡮ࡠࡃ࡯࠷ߐࠎߪ৻਻౎‫ޚ‬ᐕߦ࠾ࡘ࡯ࠫ࡯࡜ࡦ࠼ߢ↢߹ࠇ߹ߒߚ‫ޕ‬ᄢቇߢ྾ᐕ㑆ᣣᧄ⺆ࠍߴࠎ߈ࠂ߁ߒ߹ߒߚ‫ޕ‬ᄢቇࠍߘߟ߉ࠂ߁ߒߡߔߋᣣᧄߦ᧪߹ߒߚ‫᧲ߪ੹ޕ‬੩ߦ޽ࠆዊߐߥᣂ⡞ળ␠ߦߟߣ߼ߡ޿߹ߔ‫ߓ⧷ߩ߼ߚߩ߾ߒ߁ߎࠂࠅޕ‬ᣂ⡞ߢߔ‫߽߅ޕ‬

143ߦࠕࡔ࡝ࠞ߿ࠗࠡ࡝ࠬ߿ࠝ࡯ࠬ࠻࡜࡝ࠕߥߤ߆ࠄᣣᧄߦ᧪ࠆࠊ߆
޿ࡃ࠶ࠢࡄ࠶ࠞ࡯ߩੱߚߜ߇⺒ߺ߹ߔ‫᧪߽ࠎߐࡦ࡯ࠚࠫޕ‬ᐕ߆޿߇޿ࠅࠂߎ߁ࠍߒߚ޿ߣ޿ߞߡ޿߹ߔ‫ߛ߹ޕ‬ਛ࿖ߦⴕߞߚߎߣ߇
ߥ޿߆ࠄ‫ޕߔߢ߁ߘߛࠅ߽ߟߊⴕߦࡦࠠࡍߦ᦬਻ޔ‬1. Where was Jane born?
2. In what year was she born?
3. What did she do when she graduated from university?
4. Where is she working now?
5. What does the company produce?
6. Who are the main users of the product?
7. What does Jane say she wants to do next year?
8. What does she intend to do in September?

Vocabulary… ni tsutómete
iru
ryokóosha

to be working
in / for …
traveller, tourist… no tame nofor …, for the
kaigaisake of …
English script,
English language

Eiji

bakkupákkaa

back-packer

hitotachi

people (–tachi =plural suffix)
overseas

Kanji
In this unit we introduce ten more kanji. As many of them are used in
Dialogue 2, we suggest that you read through the list of new characters,then go back to the Japanese script version of the dialogue.

6
1
2 3

4
5
7

1
2
8

TOO
higashi
east

4
3 5
6 8
7

KYOO
capital1

2 4 11 9
1
10

3
5

6
7
8

TO
metropolis

5 6
2
7
3
8
4
10
9 11
12

KAN
aida
interval; between

3

2
1
7

4
5

KA
haná
flower

6

144
1 2
3
4
5

MOKU
me
eye

1 2

5
6

1
3
4

4
7

KEN
mi (másu)to see3GOzodiac sign ofthe horse;
noon

1

2

1

2

4

2
3
4 5
6
7

8

9

ZEN
máe
front; before

5
6

3 7 8
9

GO, KOO
áto after
ushi (ro)behindExercise 8.8
Rewrite the following romanised sentences in Japanese script, using
kanji, hiragána and katakána as appropriate. Check with the answers
in the key at the back of the book to see if you have understood themcorrectly.
1. Senshuu Kyóoto e itte kimáshita.
2. Raigetsu Tanaka senséi to hanamí ni ikimásu.
3. Me no máe ni takusan no kírei na haná ga arimáshita.
4. Gógo gojihán ni Tookyoo-éki no máe de mátte ite kudasai.
5. Tookyoo wa Kyóoto yori ookíi desu.

9 ࡎ࠹࡞ߢ
Hóteru deAt the hotel

In this unit you will learn how to:• Discuss conditions and consequences• Use more numeral classifiers• Narrate what happened in the past
• Talk about doing two or more things at the same time
• Talk about doing things frequently or alternatively using–tari• Use the indefinite pronouns dáreka, nánimo, etc.
You will also acquire:• 10 more kanji:⌕ ⹤ ᣿ ᦺ ᶏ 㐷 ભ ⚕ ᨎ บ

Dialogue 1 1Come along with me as I check in with my family at a hotel in Kyoto. Just
my luck! There has been a mix-up over my booking. This is the conversation I had with the young woman at the hotel front desk or furónto.
ࡈࡠࡦ࠻:
ࠢ࡜࡯ࠢ:
ࡈࡠࡦ࠻:
ࠢ࡜࡯ࠢ:
ࡈࡠࡦ࠻:

޿ࠄߞߒ߾޿߹ߖ‫ޕ‬ࠢ࡜࡯ࠢߢߔ߇‫ࠍࡦࠗࠢ࠶ࠚ࠴ ޔ‬ߒߚ޿ࠎߢߔ…
ߪ޿‫߁ࠂߒ߁ࠂߒޕߚߒ߹ࠅ߹ߎߒ߆ޔ‬߅߹ߜਅߐ޿‫ޕߔ߹ߒߚ޿ ߴࠄߒ߅ ੹ߛߚޕ‬࠷ࠗࡦߣ ࠳ࡉ࡞ߩ ߳߿ࠍ ࠃ߿ߊߒ߹ߒߚ߇ …
ߪ޿‫੹ޔ‬ᣣ߆ࠄ ޽ߐߞߡ߹ߢ ਃ߬ߊ ߢ‫ޔ‬྾ੱߐ߹ߢߔߨ‫ޕ‬

146
ࠢ࡜࡯ࠢ:
ࡈࡠࡦ࠻:
ࠢ࡜࡯ࠢ:
ࡈࡠࡦ࠻:
ࠢ࡜࡯ࠢ:
ࡈࡠࡦ࠻:

ࠢ࡜࡯ࠢ:
FURÓNTO:KURÁAKU:
FURÓNTO:KURÁAKU:
FURÓNTO:KURÁAKU:
FURÓNTO:KURÁAKU:
FURÓNTO:KURÁAKU:
FURÓNTO:KURÁAKU:
FRONT DESK:
CLARK:FRONT DESK:
CLARK:FRONT DESK:ߘ߁ߢߔ‫ޕ‬߅߳߿ߪ ࠪࡖࡢ࡯ߟ߈ߩ ߳߿ߢߔߨ‫ޕ‬޿޿߃‫ࠍ߿߳ ߩ߈ߟࠈ߰ޔߪᤨߚߒߊ߿ࠃޔ‬߅ߨ߇޿ ߒߚࠎߢߔ߇ …
߽߁ߒࠊߌߏߑ޿߹ߖࠎ‫੹ޕ‬ᣣߪ ߜࠂߞߣߏߑ޿߹ߖࠎ߇‫ޕߔ߹޿߽߅ߣࠆ޽ࠄߚߒߢߚߒ޽ޔ‬ߢߪ‫ࠄߚߞ޽ ߇߿߳ ߩ߈ߟࠈ߰ ߚߒ޽ޔ‬߆߃ߡߊߛߐ޿‫ޕ‬߆ߒߎ߹ࠅ߹ߒߚ‫ߦࠄߜߎޔߪߢࠇߘޕ‬ߏߓࠀ߁ߒࠂߣ ߅ߥ߹߃ࠍ߅ߨ߇޿ߒ߹ߔ‫ޕ‬ߘࠇ߆ࠄ‫ޕߔ߹ߒ޿߇ߨ߅ ߦࠄߜߎࠍࡦࠗࠨޔ‬ߪ޿‫ޕߚߒ߹ࠅ߆ࠊޔ‬Irasshaimáse.
Kuráaku desu ga, chekkuin o shítai n’ desu.
Hái, kashikomarimáshita. Shóoshoo omachi kudasái.
Tadáima oshirabe itashimásu.
Tsúin to dáburu no heyá o yoyaku
shimáshita ga.
Hai, Kyóo kara asátte made sanpaku de, yoninsama désu ne.
Sóo desu.
Ohéya wa sháwaa-tsuki no heyá desu ne.
Iie, yoyaku shita tokí wa, furó-tsuki no heyá o onegai
shitá n’ desu ga …
Mooshiwake gozaimasén. Kyóo wa chótto gozaimasén
ga, ashita deshitara, áru to omoimásu.
Déwa, ashita furó-tsuki no heyá ga áttara kaettekudasái.
Kashikomarimáshita. Sore déwa, kochira ni gojuusho toonamae o onegai shimásu. Sore kara, sain o kochira ni
onegai shimásu.
Hái, wakarimáshita.
May I help you?
My name is Clark. I’d like to check in, please.
Yes, certainly Sir. Just one moment please. I’ll checkyour booking now.
I booked one twin and one double room.
Three nights from tonight till the day after tomorrow for
four people, isn’t it?

147
CLARK:FRONT DESK:
CLARK:FRONT DESK:
CLARK:FRONT DESK:
CLARK:

That’s right.
Your room was a room with a shower, wasn’t it?
No. When I made the booking, I asked for a room witha bath.
I’m terribly sorry, Sir. We don’t have anything today,
but I think we could find you one tomorrow.
Well then, if you have a room with a bath tomorrowplease change the room for me.
Certainly, Sir. Well then, could you write your name andaddress here, please? Then sign here, please.
Yes, I see.

Vocabularyࡈࡠࡦ࠻࠴ࠚ࠶ࠢࠗࡦߔࠆ
ߒࠂ߁ߒࠂ߁
߅߹ߜਅߐ޿

furóntochekkuinshóoshooomáchi kudasaiߚߛ޿߹tadaima߅ߒࠄߴ ޿ߚߒ߹ߔ
ࠃ߿ߊߔࠆ
࠷ࠗࡦ
࠳ࡉ࡞
ਃ߬ߊ

oshirábe
itashimasu
yoyaku suru
tsúin
dáburusanpaku྾ฬߐ߹yonmeisama߅߳߿ࠪࡖࡢ࡯ߟ߈
߰ࠈߟ߈߅ߨ߇޿ߒߚࠎߢߔ߇

oheya
sháwaa-tsuki
furo-tsuki
onegai shita n’desu gamooshiwake
gozaimasen
gozaimasén ga …

߽߁ߒࠊߌߏߑ޿߹ߖࠎ
ߏߑ޿߹ߖࠎ߇

front desk, reception
to check ina little (formal)
please wait(honorific)
just now; now(formal)I’ll check / investigate(respectful)to reserve, booktwin (-bed room)
double (-bed room)
three nights’ stay(haku = counterfor nights’ stay)four people (veryformal)your room (honorific)
with a shower
with a bathI requested you know,
but …
We’re terribly sorry(very formal)
There aren’t any,
I’m afraid.

148
߆߃ࠆ
ߏߓࠀ߁ߒࠂ
ࠨࠗࡦࠍ߅ߨ߇޿ߒ߹ߔ

kaeru
gojúushosáin o onegai
shimásu

to change
address
please sign (formal
request)More ways to say ‘if’ and ‘when’: –tára
In Unit 7 we met the clause-final particle to, which expresses the idea of‘if, when or whenever’. It describes natural or habitual consequences
beyond the control of the subject of the main verb and therefore cannot
be used in sentences which contain a request or command. This restriction does not apply to the suffix –tára which is perhaps the most common ways of saying ‘if ’ or ‘when’ in Japanese. It attaches to the stem ofverbs, undergoing the same sound changes as with the –te form and theplain past tense. The accent of the first syllable of –tára is lost if thevowel stem already carries an accent. In essence you can form the –táraconditional by attaching ra to the plain past tense, e.g. tábetara ‘if one
eats’, ittára ‘if one goes’. This also applies to adjectives, which form
their plain past tense by adding –katta to the adjective root, e.g.,
isogáshikatta ‘was busy’ and the conditional by adding a further –ra,isogáshikattara ‘if you are busy’. The basic meaning of the –tára conditional is ‘if or when the action of the subordinate verb is completed theaction of the main verb follows’.
Yókattara chotto ocha demo
nomimasén ka.
Okane ga áttara ryokoo shitai
desu.
Okyakusan ga kitara watashi nioshiete kudasai.

If you like, what about having acup of tea or something?
If I had the money, I’d like totravel.
Please let me know when thevisitors come.

When the main verb is in the past tense, the –tára construction, like to,usually carries a connotation of surprise.
Uchi ni káettara tomodachi ga
kite imashita.

When I got home (I was surprised to
discover) my friend had come.

The difference between the uses of to and –tára can be illustrated bycomparing the following two sentences.

149
Fuyú ni náru to sukíi ni
ikimasu.
Fuyú ni náttara sukíi ni
ikimásu.

When winter comes I go skiing. (i.e.
every year, habitual consequence.)
When winter comes I’m going skiing.
(i.e. this year, single event.)–(r)éba
Another conditional suffix, –(r)éba is attached to the verb root (the dictionary form of the verb minus the final u or, with vowel-root verbs andirregular verbs, –ru). The –(r) of this suffix drops when it is preceded bya consonant and the accent is lost with accented vowel roots, e.g. káku
becomes kákeba ‘if one writes’, asobu becomes asobéba ‘if one plays’,tabéru gives tabéreba ‘if one eats’, akeru akeréba ‘if one opens’, kúru
kúreba ‘if one comes’, suru suréba ‘if one does’, and so on. With true
adjectives –kereba is added to the adjective root, yókereba ‘if it is good’,átsukereba ‘if you are hot’. Remember nái, the plain form of arimasén,behaves like an adjective, so its –(r)éba conditional is nákereba ‘if there
is not’. The meaning of –(r)éba overlaps a great deal with -tára and in
most cases the two are interchangeable. There are, however, a number ofidiomatic expressions in which the –(r)éba conditional is preferred. As
these are associated with the plain negative form of the verb they will be
introduced in the next unit. In the meantime familiarise yourself with theformation of the –(r)éba conditional and learn to recognise it in contexts
such as those introduced in the next exercise.

Exercise 9.1
Complete sentences 1–8 by choosing an appropriate clause from the list
below. You will probably need to refer to the vocabulary list at the endof the exercise.
1. _____________________ ߐ߈ߦ 㘩ߴߡߊߛߐ޿‫ޕ‬
2. _____________________ ゞߣ ޿߃ࠍ ⾈޿ߚ޿ߢߔ‫ޕ‬
3. _____________________ ߊߟࠍ ߧ߉߹ߔ‫ޕ‬
4. _____________________ ߅߹ࠊࠅߐࠎߦ ⡞޿ߡߊߛߐ޿‫ޕ‬
5. _____________________ ゞࠍ ߁ࠎߡࠎߒ߹ߖࠎ‫ޕ‬
6. _____________________ ޿߃ߦ ᣧߊ ߆߃ࠆࠃ߁ߦߥࠅ߹ߒߚ‫ޕ‬
7. _____________________ ৻ભߺ ߒ߹ߒࠂ߁߆‫ޕ‬ߒ

8. _____________________ ਛᱛߢߔ‫ޕ‬

150
a. ߌߞߎࠎߒߚࠄ
c. ߎࠇ߇ ߅ࠊߞߚࠄ
e. ߺߜ߇ ಽ߆ࠄߥ߆ߞߚࠄ
g. ߅ߥ߆߇ ߔ޿ߚࠄb. ߅ߐߌࠍ 㘶ࠎߛࠄd. ᣣᧄߩ޿߃ߦ ⴕߞߚࠄf. ޽߼߇ ߰ߞߚࠄh. ߚ߆ࠄߊߓߦ ޽ߚߞߚࠄ

Vocabularyߐ߈ߦߧߋ߅߹ࠊࠅߐࠎ
৻ભߺߒਛᱛsaki ni
núgu
omáwarisan
hitóyasumi
chuushifirst, ahead, before
to take off (clothes, etc.)
policeman, policewoman
a rest, a breakcancellation, calling off

Exercise 9.2 1
Listen to these examples on the tape and repeat, paying particular attention to
the intonation patterns and the positions of pauses. Make sure you understand what the sentences mean by checking your translations against the Key
to the Exercises (p. 275). You will need a few more vocabulary items, which
you can find listed here below the exercise. Some of the kanji included here
are those introduced later in this lesson.
1. ੹‫ ߫ߌⴕߋߔޔ‬㑆ߦ޽޿߹ߔࠃ‫ޕ‬
2. ゞ߇ߥߌࠇ߫ ޽ࠆ޿ߡⴕ߈߹ߔ‫ޕ‬
3. ᣣᧄੱߩ ߣ߽ߛߜ߇ ߶ߒߌࠇ߫ ߒࠂ߁߆޿ߒ߹ߔ‫ޕ‬
4. චᤨߔ߉ࠇ߫ ߢࠎߒ߾߇ ߔ޿ߡ޿߹ߔ‫ޕ‬
5. ߐ߻ߌࠇ߫ ߽߁߰ࠍ ৻ᨎ ߚߒߡߊߛߐ޿‫ޕ‬
6. Ფᣣ ߁ࠎߤ߁ߔࠇ߫ ߪ߿ߊ ߿ߖ߹ߔࠃ‫ޕ‬

Vocabulary
㑆ߦ޽߁
߶ߒ޿
ߔ߉ࠆ
ߢࠎߒ߾
ߔߊ
߽߁߰
ߚߔ
߁ࠎߤ߁

ma ni áuhoshíisugírudensha
suku
móofu
tasu
undoo

to be in time (‘for’ = ni)
to want
to pass, exceed, be more thantrain (electric)
to become empty
blanketto addexercise151

While – ‘nagara’
The idea of someone doing two or more things at the same time isexpressed by –nagara attached to the verb stem: tabenágara ‘whileeating’, kakinágara ‘while writing’, utainagara ‘while singing’. With
accented verbs the accent moves to the first syllable of –nagara, while
unaccented verbs have unaccented –nagara forms. In Japanese, the major,
or longer, activity tends to go into the main clause, and the subordinate, or
shorter activity, into the clause with –nagara, which seems, to me at least,
to be the reverse of what happens with the use of ‘while’ in English.
Shinbun o yominágara asagóhano tabemáshita.
Koohíi o nominágara soodan
o shimáshita.

I read the newspaper while I was
having breakfast.
We discussed it over a cup ofcoffee.

If the subjects of the clauses are different, ‘while’ is expressed with aida‘interval of time’, or aida ni after the plain present tense of the verb.
Kánai ga kaimono o shite iru aida,kuruma de zasshi o yomimáshita.

While my wife was shopping
I read a magazine in
the car.

Exercise 9.3
How would you describe these situations in Japanese using –nagara?
1. Asako is eating potato chips as she reads a newspaper.
2. Last night my mother fell asleep while watching television.
3. The truck driver always listens to the radio while driving his truck.
4. Tsutomu is singing a song while having a bath.
5. My son often listens to music while he is studying.

Vocabularyࡐ࠹࠻࠴࠶ࡊ
޿ߨ߻ࠅࠍߔࠆ

potetochíppu
inemúri o suru

࡜ࠫࠝ
߁ߚ

rájio
utá

potato chips, crisps
to fall asleep, doze off (whennot in bed)
radio
song

152
߁ߚ߁

utau

߻ߔߎ
߅߰ࠈߦ ߪ޿ࠆ

musukoofúro ni háiru

sing (often used with ߁ߚ, e.g.,߁ߚࠍ߁ߚ߁ to sing)son (usually my son)to have a bathMore numeral classifiers
When counting objects in Japanese you must be careful to use the rightnumeral classifier. We have met some already, but in most cases, as forexample when we were counting hours or minutes or the floors of thedepartment store, the Japanese categories had clear English equivalents.
This is not the case when we are counting dogs or pencils or cars, all ofwhich come with a numeral classifier in Japanese and no particular word
in English. The kanji for some of these numeral classifiers are introduced in this unit. With some common exceptions, most of the classifiers
combine with numerals from the pseudo-Chinese set, ichí, ní, san, etc.,
often undergoing sound changes in the process. You will find an extensive chart of these classifiers and the sound changes in the Grammar
Summary at the end of the book (p. 299). For counting miscellaneous
objects with no clear numeral classifier, you should use the native
Japanese set of numbers, hitótsu, futatsú, mittsú, etc., or the Chinese
numerals followed by –ko, e.g. íkko, níko, sánko, etc. The numeral andits classifier usually appear in the adverbial position before the verb, but
it is also possible to place the number followed by no in front of thenoun to which it refers. When the number and its classifier follow thenoun, the subject, topic or object particles are often omitted. The usage
should be clear from the following example sentences and phrases. Notethat sound changes occur most frequently in combinations with 1, 3, 6
and 8.
Honda san wa ie ga níken to
kuruma o sándai mótte imasu.
Buráun san wa mainichi koohíi oróppai nomimásu.
Inú ippikí to kanariya ichíwa kátte
imasu.
‘Shichínin no samurai’ wa
Kurosawa Ákira no ichiban
yuumei na éiga desu.

Mr Honda has two houses andthree cars.
Mr Brown drinks six cups ofcoffee every day.
We have one dog and one
canary. (káu to keep, have(a pet))‘The Seven Samurai’ is Akira
Kurosawa’s most famous
film.

153
Here is a list of some of the more common numeral classifiers. We havemet some of them before; others are being introduced for the first time.
The various sound changes are somewhat irregular but you will pickthem up gradually with practice. If in doubt about a particular combination of number and classifier check it in the Grammar Summary. Whenasking how many things are being counted, use nán plus the numeralclassifiers (nánbon, nánmai, nánbiki, etc.) with the pseudo-Chinese
numerals, and íkutsu with the Japanese numerals.
–nin
–dai
–ken
–mai
–hai
–hon
–satsu
–hiki
–wa
–too
–tsuu

people (but hitóri ‘one person’, futarí ‘two people’)vehicles, machines, telephones, etc.
houses, shops, etc. (1. íkken, 6. rókken, 8. hákken)
flat objects, sheets of paper, plates, etc.
‘glassful’, ‘cupful’ (1. íppai, 3. sánbai, 6. róppai, 8. háppai)
cylindrical objects, bottles, pens, etc. (1. íppon,
3. sánbon, 6. róppon, 8. háppon)
books, volumes (1. issatsú, 8. hassatsú)small to medium animals (fish, dogs, cats, etc.)(1. ippikí, 3. sánbiki, 6. roppikí, 8. happikí )birds (1. ichíwa, 3. sánba, 6. róppa, 8. hachíwa)large animals (horses, cows, etc.) (1. íttoo, 8. hátto)letters (1. ittsuu, 8. hattsuu)

Exercise 9.4
Change the English prompts into Japanese to make a complete sentencewith an appropriate numeral classifier. Note that we have introduced
some more classifiers in the list of kanji for this unit. Refer to the Key
to the Exercises (p. 276) to check whether you have understood themeaning of the sentences.
Cue: ޽ߘߎߦ޿߹ߔ‫(ޕ‬one dog)
A: ޽ߘߎߦ ޿ߧ߇ ৻඘޿߹ߔ‫ޕ‬
1. ߃ࠎ߯ߟ߇ ޿ࠅ߹ߔ‫(ޕ‬twelve)
2. ߊߛߐ޿‫(ޕ‬three tissues)
3. Ფᣣ㘶ߺ߹ߔ‫(ޕ‬three glasses of milk)
4. ߆ߞߡ޿߹ߔ‫(ޕ‬two dogs)
5. ߤ߁߱ߟ߃ࠎߢ ↢߹ࠇߚ‫(ޕ‬two giraffes)
6. ߐ߆ߥ߿ߢ ⾈޿߹ߒߚ‫(ޕ‬three small fish)
7. ࡢࠗࡦ߇ ߩߎߞߡ޿߹ߔ߆‫( ޕ‬how many bottles?)8. ࠁ߁ߴ ᚻ⚕ࠍᦠ߈߹ߒߚ‫( ޕ‬three)154
9. ߈ߩ߁߁ࠇ߹ߒߚ߆‫( ޕ‬how many cars?)
10. ߶ߒ޿ߢߔ߆‫( ޕ‬how many sheets of paper?)Vocabulary޿ࠆ࠹ࠖࠪࡘ࡮ࡍ࡯ࡄ࡯
߉ࠀ߁ߦࠀ߁
޿ߧ߆߁ߤ߁߱ߟ߃ࠎ
ࠠ࡝ࡦ
↢߹ࠇࠆ
ߐ߆ߥ߿
ߐ߆ߥ
ࡢࠗࡦ
ߩߎࠆ
߁ࠇࠆ

iru
tishupéepaa
gyuunyuu
inú
káu
doobutsúen
kirinumarerusakanayasakanawáin
nokóruureru

ᚻ⚕

tegamito needtissue paper
milk
dog
to have, keep (an animal)zoo
giraffeto be bornfish shop
fish
wine
to remain, be left
to be sold, sell ((intrans.)
often used instead of uru
to sell (trans.))
letterCounting the days
To count the days of the month Japanese uses two different numeralclassifiers, –ka for the days up to ten and for the 14th and 24th, and–nichi with almost all of the other numbers. The 20th, hatsuka, also uses
the same classifier, but combined with an old native Japanese numeral,
which now survives only in this word and in hátachi which means,‘20 years old’. –ka combines with the Japanese set of numerals and–nichi with the pseudo-Chinese numerals. The first day of the month iseither tuitachí or ichijitsu. With the exception of these last two forms
which mean ‘the first day of the month’, these numeral classifiers for thedays of the month can be used either to name the days of the month orcount days’ duration, i.e. mikka means either ‘3rd of the month’ or‘three days’. ‘One day’ is ichinichi. As the combinations of number andclassifier are a little irregular they are introduced here in some detail.
৻ᣣੑᣣichinichi
futsuka

one day
2nd, two days

155
ਃᣣ
྾ᣣ
੖ᣣ
౐ᣣ
৾ᣣ
౎ᣣ
਻ᣣ
චᣣ

mikka
yokka
itsukamuika
nanokayooka
kokonoka
tooka

3rd, three days
4th, four days
5th, five days
6th, six days
7th, seven days
8th, eight days
9th, nine days
10th, ten days

The 14th of the month or fourteen days is juuyokka and the 24th or 24days is nijuuyokka. The other days are quite regular, e.g. juurokunichi‘16th’, sanjuuichinichi ‘31st’. ‘How many days?’ or ‘What day of themonth?’ is nánnichi. Japanese dates (and addresses on envelopes too)proceed from the general to the particular, year followed by month thenfinally the day.
Nánnen, nángatsu, nánnichi niumaremáshita ka.
Shóowa juukyúunen sangatsú
kokonoka ni umaremáshita.

What year, month and day
were you born?
I was born on the 9th March, 1944.

Japanese dates
Although the western calendar is well understood and often used inJapan, the usual way to express dates is in relation to the periods of theemperor’s reign. In the modern period there have been four emperors andfour reign periods. They are the Méiji period which started in 1868, theTaishoo period from 1912, the Shóowa period from 1926 and the Heisei
period from 1989. As these starting dates mark year one of each reign
period, when converting Japanese dates to the western calendar remember to calculate from the year before, for example, Shóowa 19 is 1944
(1925 plus 19) and 1960 is Shóowa 35.

Exercise 9.5
Read the dates below and see if you can convert them to dates in thewestern calendar. You might find it easier to write the Japanese year period first and leave the calculations till later. When you have finishedconverting the dates to English try the exercise in reverse. Check yourefforts against the romanised answers in the Key to the Exercises (p. 276).

156
1. ߳޿ߖ޿ਃᐕච᦬ਃᣣ‫ޕ‬
2. ߒࠂ߁ࠊੑචᐕ౎᦬౐ᣣ‫ޕ‬
3. ߒࠂ߁ࠊච౐ᐕචੑ᦬౎ᣣ‫ޕ‬
4. ߼޿ߓਃච౎ᐕ਻᦬྾ᣣᣣࠃ߁߮‫ޕ‬
5. ߎߤ߽ߩᣣߪ੖᦬੖ᣣߢߔ‫ޕ‬

Verb stem plus –táriThis suffix, which indicates that two or more actions are performed alternately or frequently, attaches to the verb stem in the same way as the –te form and plain past tense –ta ending do, undergoing the same soundchanges. It brings together two or more actions which are taken as examples of a potentially longer list in much the same way as nádo ‘… and soon, and the like’, does for nouns. When two or more verbs are linked
with the –tari form, the last, that is the principal verb of the sentence, isusually followed by a form of the verb suru ‘to do’.
Yoaké made osake o nóndari
sushí o tábetari shimashita.
Kono heyá de hón o yóndari
tegami o káitari shimasu.

We drank sake and ate sushi (anddid various other things) untildawn.
In this room we read books, write
letters and so on.

Often this expression is heard with just a single verb.
Uchi de térebi o mítari shimasu.

I stay home and watch TV or
something.

Sometimes the copula, désu, da, etc., replaces suru.
Sóbo wa konogoro chooshi ga
wárukute netári ókitari desu.

Lately my grandmother is out ofsorts and is in and out of bed
all the time.

Vocabulary
ࠃ޽ߌ
ߎߩߏࠈ
ߜࠂ߁ߒ
ࠊࠆ޿

yoaké
konogorochooshiwarúi

dawn, daybreaklately, these days
tune, tuning, condition
bad

157

Exercise 9.6
You are showing a visitor over the dormitory where you are staying as an
exchange student in Japan. Explain the facilities available and give examples of the various ways you use them. Use the example below as a guide.
Cue: my room, sleep, study
A: Watashi no heyá desu. Koko de netári benkyoo shitárishimasu.
1. bathroom, shower, take baths
2. lounge, chat, entertain visitors
3. kitchen, cook, eat
4. reading room, read newspapers, study
5. laundry, wash clothes, ironVocabulary߰ࠈ߫‫ࠈ߰߅ޔ‬ࠪࡖࡢ࡯ࠍ޽߮ࠆ
߅߁ߖߟ㑆߅ߒ߾ߴࠅߔࠆ
ߖߞߚ޿ߔࠆ
ߛ޿ߤߎࠈߖࠎߚߊ߫ߖࠎߚߊࠍߔࠆ

furobá, ofúro
sháwaa o abiru
oosetsuma
osháberi suru
séttai suru
daidokoro
sentakuba
sentaku (o) suruࠕࠗࡠࡦࠍ߆ߌࠆ
ߣߒࠂߒߟáiron o kakéru
toshóshitsu

bathroom
to showerlounge, drawing room
to chatto entertain
kitchenlaundry
to wash clothes, do thelaundry
to ironreading room

Indefinite pronouns
Japanese has a series of indefinite pronouns formed by adding the suffix–ka to the various question words.
náni whatdáre who
doko wheredóre which one of manydótchira which one of twoítsu when
ikura how muchnánika something, anythingdáreka someone
dókoka somewhere
dóreka any one (of many)dótchiraka either one (of two)ítsuka sometimeíkuraka somewhat

158
The same question words can take the suffix –mo to give a negative connotation. These indefinite pronouns are often used in conjunction withnegative verbs. For added emphasis the suffix –demo is used insteadof –mo.
nánimo nothing
dókomo nowhere, everywhereítsumo any time, always

nándemo anything at all, nothing at all
dókodemo anywhere at allítsudemo anytime at all

Where the verb requires a directional particle like e or ni these areinserted between the question word and mo.
Dárenimo iimasén deshita.
Dókoemo ikimasen.

I didn’t tell anyone.
I’m not going anywhere.

Exercise 9.7 1
This exercise will give you practice in the use of the indefinite pronouns.
Rearrange the components into complete Japanese sentences, then translatethem into English. You can hear the finished sentences on the tape and checkyour English translations against those in the Key to the Exercises (p. 277).
1. ߒ߹ߒߚ ޽ߚࠄߥߊߡ ߚ߆ࠄߊߓߦ ߛࠇ߽ ߇ߞ߆ࠅ2. ޽ࠅ߹ߖࠎ߆ࠄ ߁ߜߦ ߽ߩ߇ 㘩ߴࠆ߽࡟ࠬ࠻࡜ࡦߢ㘩੐ߒ߹ߒࠂ߁ ૗߽
3. ࠼ࠕࠍ ࡁ࠶ࠢ ߆ࠄ ߒߡ޿߹ߔ ⴕߞߡ ⷗ߦ ߊߛߐ޿ ߛࠇ߆
4. ߒߕ߆ߥ ߅ߜ߾ 㘶ߺ߹ߒࠂ߁ ߣߎࠈ ߤߎ߆ ߢ߽ ߢ
5. ߭߹ߥ ޿ߟ߆ ߁ߜߦ ᤨߦ ޽ߘ߮ߦ᧪ߡߊߛߐ޿
6. ޽ߩ ޿ߟ߽ ߺߖߪ ߎࠎߢ޿߹ߔ
7. ߎ߹ߞߚ੐߇ ૗߆ ޿ߞߡߊߛߐ޿ ޽ߞߚࠄ ޿ߟߢ߽8. ߤߎ߽߳ ߎࠎߤߩ ⴕ߈߹ߖࠎ ㅳ߹ߟߦVocabularyߚ߆ࠄߊߓ޽ߚࠄߥߊߡ

takarákuji
ataranakute߇ߞ߆ࠅߔࠆ
ߒߕ߆ߥ
࠼ࠕ
ࡁ࠶ࠢߔࠆ

gakkári suru
shízuka na
dóa
nókku suru

lottery
not winning and… (literally ‘nothitting’)
to be disappointed
quiet
door
to knock

159
߭߹ߥᤨ
ߎ߻
ߎ߹ࠆ
ߎ߹ߞߚ੐

spare time (hima no toki also used)
to become crowded
to get into trouble, to get into a fix
problem, getting into difficulty

hima na tokikómu
komárukomátta kotó

Kanji
In this Unit we introduce ten more kanji.
2

7

1

6

9

4

2
4 5

1

8

3

9
7
10
8 11
13

10

2

5

3

4

10
9

1
7

8

7

2

3
5
6
7

4

5

1

11

4

11
12

6

2

6

1

3
5

9

12

8

6

8
3

12

CHAKU
ki (ru) to wear
tsu (ku) to arrive

1

2
3

5

4

WA
haná (su)to speak, talk
4

1

6
7
8

MEI, MYOO
aka (rui) bright

1

5

6

KYUU
yasú (mu)to rest

8

10
9

1
6

3 4

2
7

8
3

4
5

6

SHI
kami paper

KAIúmi sea

5

1

4
5

MON
gate

2

7
2
3

23

CHOO
ása morning

MAI
sheet (of paper
etc.)

DAI
stand, platform;
counter formachines

Exercise 9.8
Read the following sentences aloud then translate them into English.
Check your answers in the Key to the Exercises (p. 277).
੹ᦺጊਛߐࠎߪ᧲੩ߦ⌕޿ߚߘ߁ߢߔ‫ޕ‬⊕޿⚕ࠍਃᨎਅߐ޿‫ޕ‬᣿ᣣߩࠅࠂߎ߁ߦࡃࠬࠍੑบࠃ߿ߊߒ߹ߒߚ‫ޕ‬⧷⺆ߩవ↢ߪᄢቇߩ㐷ߩ೨ߢቇ↢ߣ⹤ߒߡ޿߹ߒߚ‫ޕ‬᣿ᣣߩඦᓟᶏ߳࠼࡜ࠗࡉߦⴕ߈߹ߒࠂ߁‫ޕ‬࡝࡯ߐࠎ‫ᤨޔ‬㑆߇޽ߞߚࠄ޿ߟ߆ਛ࿖ߩ⹤ࠍߒߡߊߛߐ޿‫ޕ‬ᣣᧄߢߪ৻ᐕߦච੖ᣣߩભᣣ߇޽ࠅ߹ߔ‫(ޕ‬kyuujitsu ‘holiday’)࡚ࠪ࡯࠻ߐࠎߪߎࠎߩߖ߮ࠈࠍ⌕ߡ᧪ࠆߘ߁ߢߔ‫ޕ‬᣿ᣣળ␠ࠍભߺߚ޿ߢߔ‫(ޕ‬Note: yasúmu can be used as a transitive verb meaning ‘to take time off from.’)
10. ߻ߎ߁ߦ⌕޿ߚࠄ ߢࠎ⹤ࠍ ਅߐ޿‫(ޕ‬mukoo ‘over there’, ‘theother side’)
1.
2.
3.
4.
5.
6.
7.
8.
9.

10 ┹㚍ࠍ⷗ߦⴕ߈߹ߖࠎ߆‫ޕ‬Keiba o mí ni ikimasén ka.
Would you like to come to theraces?

In this unit you will learn how to:• Talk about your intentions• Talk about your plans for the future• Give explanations• List reasons• Use the demonstrative adjectives dónna,konna, etc.

• Use the demonstrative adverbs dóo, koo, etc.
• Give advice• Ask people what kinds of things they like to do• Suggest what might happen• Use the potential verbs to say what you can or
cannot do.
You will also acquire:• 10 more kanji: ญ ⡊ ሼ ῳ Უ ౉ ಴ ૑ ⍮ 㐿

Dialogue 1 1
On the train one evening you overhear a conversation between two
Japanese businessmen. You turn around to recognise Mr Yamaguchi and
Mr Maeda, whom you met the other day at an export forum. You can’t
make out all they are saying, but you pick out enough words to know
they are discussing plans for the weekend.

161
೨↰:
ጊญ:

ߎߩߏࠈߪߤ߁ߢߔ߆‫ߒߢࠎ޿ߒ߇ߘ޿߅ ߕࠄࠊ߆޿޽ޕ‬ࠂ߁ߨ‫ޕ‬
ߘ߁ߥࠎߢߔࠃ‫ޕ‬ᣂߒ޿ߌ޿߿ߊ߇ߟ߉߆ࠄߟ߉߳ߣ౉
߇޿

೨↰:
ጊญ:
೨↰:
ጊญ:
೨↰:

ࠆߒ‫ޔ‬಴ߜࠂ߁߇ ߅߅޿ߒ‫ޔ‬ᄖ ࿖߆ࠄߩ ߅߈߾ߊߐࠎ
߇Ფㅳߩࠃ߁ߦ᧪ࠆ߆ࠄ‫ᤨ ߩࠎ߱ߓ ࠎߗࠎߗޔ‬㑆߇ ߥ޿ࠎߢߔࠃ‫ޕ‬ߣߎࠈߢ‫ߩߤࠎߎޔ‬࿯ᦐᣣߪ߅߭߹ߢߔ߆‫ޕ‬߃߃ߞߣ‫ߩߤࠎߎޔ‬࿯ᦐᣣߪߜࠂߞߣ…‫ޕ‬ߓ߾޽‫ޔ‬ᣣᦐᣣߪ?
ᣣᦐᣣߪߴߟߦࠃߡ޿߇޽ࠅ߹ߖࠎ߇…
ߘࠇߢߪ‫ޔ‬ᣣᦐᣣߪ߅߭߹ߥࠄ‫߈ⴕߦ⷗ࠍ߫޿ߌޔ‬߹ߖࠎ߆‫ޕ‬
߆ߚ

ጊญ:
೨↰:

ߌ޿߫! ߹ߐ߆೨↰ߐࠎߺߚ޿ߥ߃ࠄ޿ᣇߪߌ޿߫߳ ⴕ߆ߥ޿ߢߒࠂ߁‫ޕ‬޽޽‫ޔ‬ጊญߐࠎߪ ߆ࠎ߇߃߆ߚ߇ ߰ࠆ޿ߢߔߨ߃‫ޕ‬ߎߩߏࠈߩ ߌ޿߫ߪ ߌߞߎ߁ ߒ߾ࠇߡ޿޿߹ߔࠃ‫ޕ‬
ߦࠎ߈

ጊญ:

೨↰:
ጊญ:
೨↰:

ߣߊߦ ࠊ߆޿ OL ߩ㑆ߢ ߿߈ࠀ߁ࠃࠅੱ᳇߇޽ࠆߘ߁
ߢߔ‫߅ޕࠃߔߢࠎߊⴕߊࠃߪ⑳ ޕ‬㊄ࠍ޽߹ࠅ߆ߌߥߌࠇ
߫ߚߩߒ޿ߢߔࠃ‫ޕ‬ߘ߁ߢߔ߆‫ޔࠄ߆ࠎߖ߹ࠅ޽߇ߣߎߚߞⴕޕ‬⍮ࠅ߹ߖࠎߢߒߚ‫ࠆߔߌ߁߽߅߅ߪ⑳ޕߨߔߢ޿ߚ⷗ߡߞⴕ߭ߗޕ‬ߟ߽ࠅߢߔ‫ޕ‬ߘ߁߆ࠎߚࠎߦ ߆ߡ߹ߖࠎࠃ‫ޕ‬߿ߞߡ⷗ߥ޿ߣಽ߆ࠅ߹ߖࠎߨ‫ޕ‬߹ߞߚߊ ߘߩߣ߅ࠅߢߔ‫ޕ‬

MAEDA:
YAMÁGUCHI:

MAEDA:
YAMÁGUCHI:
MAEDA:
YAMÁGUCHI:
MAEDA:
YAMÁGUCHI:

Kono goro wa dóo desu ka. Aikawarazu oisogashíi
deshoo ne.
Sóo na n’ desu yo. Atarashíi keiyaku ga tsugí karatsugi e to háiru shi, shutchoo ga ooi shi, gaikoku kara nookyakusan ga maishuu no yóo ni kúru kara, zenzen
jibun no jikan ga nái n’ desu yo.
Tokoróde kóndo no doyóobi wa ohima désu ka.
Ee tto, kóndo no doyóobi wa chótto …
Jáa, nichiyóobi wa?
Nichiyóobi wa betsu ni yotei ga arimasén ga …
Sore de wa, nichiyóobi wa ohima nara, keiba o mi ni
ikimasén ka.
Keiba! Másaka Maeda san mítai na erái katá wa keiba
e ikanai deshóo.

162
MAEDA:

YAMÁGUCHI:

MAEDA:
YAMÁGUCHI:
MAEDA:
MAEDA:YAMAGUCHI:

MAEDA:YAMAGUCHI:
MAEDA:YAMAGUCHI:
MAEDA:YAMAGUCHI:
MAEDA:YAMAGUCHI:
MAEDA:YAMAGUCHI:
MAEDA:

Áa, Yamáguchi san wa kangaekáta ga furúi desu née.
Konogoro no keiba wa kékkoo sharete imásu yo. Tóku
ni wakái óoéru no aida de yakyuu yori ninki ga áru sóo
desu. Watashi wa yóku ikú n’ desu yo. Okaneo amari kakénakereba tanoshíi desu yo.
Sóo desu ka. Itta kotó ga arimasén kara shirimasén
deshita. Zéhi itte mitai désu ne. Watashi wa oomóokesuru tsumori désu.
Sóo kantan ni katemasén yo.
Yatte mínai to wakarimasén ne.
Mattaku sono tóori desu.
How are things these days? I suppose you’re busy as
usual, aren’t you?
Yes, you’re right there. New contracts are coming in one
after another, I’ve had lots of business trips and what’smore we’ve had customers from abroad virtually every
week, so the fact is I’ve had no time to myself at all.
By the way, are you free this Saturday?
Hmm (let me see). Saturday is a bit (inconvenient).
Well, what about Sunday?
I don’t have any particular plans for Sunday.
Well, if you’re free on Sunday, would you like to cometo the races?
Horse races! Surely important people like you don’t go
to the races, Maeda san.
Ah, Yamaguchi san, you’re old fashioned in your thinking.
These days horse racing is pretty stylish you know. In
particular, they say it is more popular than baseballamong young ‘office ladies’. I often go. If you don’t bet
too much money it is enjoyable.
That would be nice. I’ve never been so I had no idea. I’dlove to come. I’m intending to make a big profit.
It’s not all that easy to win, you know.
You never know till you try, do you?
You’re certainly right there.

Vocabulary޽޿߆ࠊࠄߕ
ߌ޿߿ߊ

aikawarazu
keiyaku

as usualcontract163ߟ߉߆ࠄߟ߉߳ߣ
౉ࠆtsugí kara tsugi e toháiruᲤㅳߩࠃ߁ߦ

maishuu no yóo ni

ߎࠎߤߩkóndo no

߅߭߹
ߗࠎߗࠎ
߃߃ߞߣ

ohima
zenzenee tto… ߪߜࠂߞߣ

… wa chóttoߴߟߦ

betsu ni

ࠃߡ޿
ߥࠄ
ߌ޿߫

yotei
nára
keiba

߃ࠄ޿

erái

ߌߞߎ߁

kékkoo߹ߐ߆ⴕ߆ߥ޿ߢߒࠂ߁

másakaikanai deshóoߒ߾ࠇߡ޿ࠆ
ߣߊߦsharete iru
tóku niߩ㑆ߢ⷗ߦⴕ߈߹ߖࠎ߆

no aida demí ni ikimasén ka

ߗ߭

zéhi

޽߹ࠅ
߆ߌࠆ

amari
kakéruone after the otherto go in, come in,enter
virtually every week
(literally, ‘as if
every week’)this time, next time,
this, next
free time (honorific)(not) at all, entirely
hmm, let me see(hesitation form)
is a bit (difficult,inconvenient, etc.)
in particular;
separately, apartplan, arrangement
if (as you say …)
horse racing, theraces
great, eminent,
important,responsible
splendid (naadjective); pretty,
fairly (adverb)
surely (not)probably (surely)
don’t goto be stylish
particularly,
especially
among
literally, won’t(you) go andsee, would you
like to go/ comeand see?
definitely, without
fail(not) too muchto bet164ߚߩߒ޿tanoshíi߅߅߽߁ߌ…ߟ߽ࠅߢߔ
ߘ߁߆ࠎߚࠎߦ
߆ߡࠆ
߿ߞߡߺࠆ
—ߥ޿ߣ
߹ߞߚߊ
ߘߩߣ߅ࠅ

oomóoke…–u tsumori désu
sóo kantan ni
katéruyatte míru…–nai tomattakusono tóori

enjoyable,pleasurable
a large profit
intend to …
as easily as (all) thatto be able to win
to try doing
if you don’t …
entirely, completelythat way, like that

Note: tóori is one of a small number of native Japanese roots where thelast element of the long oo is written with hiragána o rather than u.
Most long oo vowels occur in words borrowed from Chinese or in verbal
suffixes. In these cases they are written with a final u.

Intention
A common way to express what you intend to do is to use the noun
tsumori ‘intention’ after the dictionary form of the verb.
Kyóo wa háyaku káeru tsumori désu.

I intend to go home early
today.

As this is a rather subjective expression it is usually used to refer to one’s
own intentions. If you want to say someone else intends to do this or that
it is usual to add a further qualification such as sóo desu ‘it seems’,‘apparently’, etc.
Suzuki san wa rainen kara Róndon
ni iku tsumori da sóo desu.

I understand Mr Suzuki intends
to go to London next year.

The meaning is a little different when the main clause does not refer tothe future.
Sonna tsumori déwa nakatta
desu.
Kore démo ganbátte iru
tsumori désu.
Hito no kotó o kangáete iru
tsumori désu.

That’s not what I meant. That’s notwhat I intended.
Even at this rate I feel I am
giving it my utmost.
I am trying to consider others.

165
We have already met another noun, yotei ‘plan’, ‘arrangement’, whichis also often used in much the same way as tsumori. In the dialogue wemet the expression betsu ni yotei ga arimasén ‘I have no particularplans’, in which yotei is used as a noun in a main clause, but, like tsumori désu, yotei désu can also follow the dictionary form of a verb.
Nichiyóobi ni keiba o mí ni iku
yotei désu.

On Sunday I’m going to (look at) theraces.

Exercise 10.1
After a high school graduation ceremony you overhear a group of young
people discussing what they intend to do in the future. Using the cues,
the vocabulary list below and tsumori désu, say what each of the graduates intends to become in the future. Follow the example.
Cue: Yasuo kun is going to study acting.
A: Yasuo kun wa haiyuu ni náru tsumori désu.
1. Haruo kun is going to study journalism.
2. Rie san is going to study English and education in America.
3. Jun kun is going to study medicine.
4. Sachie san is taking up an apprenticeship in a restaurant.
5. Tomoko san is going to study music.

Vocabularynáru
haiyuujaanarísuto
shéfu
kyóoshiisha

to becomeactor
journalist
chefteacher
doctorpianísutokunongakka

pianistterm of address for boys
and young men. Usedmainly by men.
musician

Talking about your plans
Another common way to say what you are thinking of doing is to use theexpression of –(y)óo to omou ‘I’m thinking of doing …’. We have actually met this –(y)óo suffix, sometimes called the propositive or hortative
suffix on the ending –mashóo ‘let’s’, ‘let me do something’. The ending also
attaches to the verb root, with the initial –(y) dropping after a consonant.

166
For example, tabeyóo ‘let’s eat’, ikóo ‘let’s go’. The fall from high to
low pitch always occurs after the first vowel of the suffix regardless of theaccent of the verb root. In the polite style this ending often occurs with averb of thinking to convey the idea of ‘I’m thinking of doing …’.
I’m thinking of going to Japannext year.
Tonight I’m thinking of seeing afilm.

Rainen Nihón ni ikóo toomótte imasu.
Kónban éiga o miyóo to omótteimasu.

If you are finding it a little difficult at this stage to get your mind (andtongue) around this new construction, you can achieve the same effectwith –tai to omótte imasu.
Shóorai náni ni naritái toomótte imasu ka.

What would you like to do in the future?

This same suffix is used with the verb suru ‘to do’, to express the idea of‘trying to do something’ or, according to the context, being ‘about to dosomething’.
Kinóo ryóoshin ni renraku o shiyóo toshimáshita ga dekimasén deshita.
Kyoojuu ni owaróo to shite imásu.

Choodo dekakeyóo to shite ita toki ni
denwa ga narimáshita.

Yesterday I tried to contact
my parents, but was
unable to do so.
We are trying to finish
today (literally, ‘withintoday’).
The phone rang just as I
was about to leave.

The idea of being ‘about to do something’ is more often expressed with
the noun tokoro ‘place’, ‘point’.
Íma dekakéru tokoro desu.

I’m about to leave (set out).

Giving advice
We have already met the expression, ikága desu ka used when offering
food to a guest, as in Áisu koohíi wa ikaga desu ka? ‘May I offer you
an iced coffee?’ The expression, centred around ikága, a polite word for‘how,’ is also used in conjunction with the conditional form of a verb to
make suggestions, ‘how about …?’ ‘why not …?’. The neutral equivalent

167of the honorific ikága is simply the demonstrative adverb dóo, introduced in this unit. In less formal situations dóo is used instead of ikága.
But it is always possible, in any language, that suggestions and offers ofadvice may be misinterpreted, so it is wise to err on the side of politenessin these constructions.
Ashita irassháttara ikága desu ka.
Shinkánsen ga takakéreba básu deittára dóo desu ka.

What say you come tomorrow?
If the Shinkánsen (bullet train)is (too) expensive (for you)why don’t you go by bus?

In less formal contexts a suggestion can be made simply with the –(r)éba
ending alone.
Hitóri de ikéba.
Osóba ni suréba.

Why don’t you go by yourself ?
Why don’t you have the soba (buckwheat
noodles)?

Of course, the most obvious way to give advice is with the –ta hoo ga íi
construction introduced in Unit 8. As hoo, meaning ‘side’ or ‘direction’,is also used in comparisons, its use for making suggestions closely parallels the use of ‘better’ in English.
Háyaku itta hóo ga íi desu.

You’d better go early.

Exercise 10.2
Suggest an appropriate solution to the situation on the left by turning theclause into a conditional and combining it with one of the pieces ofadvice on the right. Follow the example. (You’ll need to learn the new
vocabulary items given below the exercise before you start.)
Cue: atamá ga itái, kusuri o nómeba dóo desu ka.
A: Atamá ga itakereba kusuri o nómeba dóo desu ka.
1. Shéfu ni naritái.
2. Okane ga takusán hoshíi.
3. Jikan ga nákereba.
4. Jibun de dekinákereba.
5. Nedan ga tákakereba.

a. Betsu no misé ni mo itta hóo ga
íi deshoo.
b. Hito ni tanóndara ikága desu ka.
c. Minarai ni itta hóo ga íi desu.
d. Úmaku tooshi o shita hóo ga íi
desu.
e. Áto ni shitára dóo desu ka.

168

Vocabulary
betsu nonedan
hito
tanómuminaraia different, a separate,
another
price
person; someone elseto askapprentice,apprenticeshipjibun deúmaku
tooshi suru
áto ni suru

by oneself
skilfully
to invest
to make it later,
put off tilllater, postpone

Potential verbs
We have already seen how we can express the idea of ‘can do …’ byusing kotó ga dekimásu after the ‘dictionary’ form of the verb.
Piano o hiku kotó ga dekimásu ka.

Can you play the piano?

There is, however, a more common way of expressing potential by using
yet another form of the Japanese verb. Japanese consonant-root verbs
have corresponding vowel-root verbs which convey the idea of being
able to do this or that. To form the potential form from any consonantroot verb simply replace the final u with –eru. For example:
káku ‘to write’ becomes kakéru ‘to be able to write’ andutau ‘to sing’ (verbs like this have roots ending in –w which is
pronounced only before a, as we shall see in the next unit)
becomes utáeru ‘to be able to sing’.
As these potential verbs are stative verbs rather than action verbs theygenerally mark their objects with the particle, ga.
Piano ga hikemásu ka. Can you play the piano?
Kanji ga kakemásu ka. Can you write kanji?
With vowel-root verbs the potential ending is –rareru, which, as we
will see directly, is also the passive ending. The potential form of theirregular verb kúru ‘to come’ is koraréru ‘to be able to come’. The
other irregular verb suru ‘to do’ does not have a potential form, dekíru
being used instead.

169
Can you eat sashimi?
When can you come?
Can you drive a minibus?

Sashimi ga taberaremásu ka.
Ítsu koraremásu ka.
Mínibasu o unten dekimasu ka.

Often the idea of potential in Japanese is expressed not with a potentialverb, but with an intransitive verb. These verbs are best learnt simply as
vocabulary items. Here are three particularly useful ones.
miéru to be able to see, to be visible
Fuyu no háreta hi ni wa Tookyoo kara
Fújisan ga miemásu.

On a fine winter’s day
you can see Mt. Fuji
from Tokyo.

kikoeru to be able to hear, to be audible
Tonari no heya no kóe ga kikoemásu.
You can hear the voicesfrom the room next door.
mitsukaru to be able to find, to be foundKuruma no kagí ga mitsukarimáshita.
I found (was able to find)the car keys.

Exercise 10.3
You have as your house guest this weekend an Italian visitor Franco,
who has spent many years in the Far East. You ask him if he can dovarious things, using your newly acquired potential verbs, of course.
1. Ask Franco if he can speak Chinese.
2. Ask him if he can make (tsukuru) pasta tonight.
3. Ask Franco if he can come with you to the zoo on Thursday to see thepanda.
4. Ask if he can eat Japanese shiokára (salted squid guts) and umeboshi(salted plums).
5. Ask Franco if he can read Japanese.

Possibility
We know how to say that this or that probably happened or will probably
happen, using deshóo after the plain forms of the verb.
Ashita kúru deshoo.
Moo Igirisu ni káetta deshoo.

(He’ll) probably come tomorrow.
(He) has probably already returned
to England.

170
If we are less sure about what might happen we move from the realms ofprobability to possibility and to Japanese uses of the expression kámoshiremasen (literally, ‘whether or not we cannot know’) to convey theidea of ‘might …’ or ‘may …’.
Ashita yukí ga fúru kámoshiremasen.
Denwa-bángoo o wasureta kámoshiremasen.

It might snow tomorrow.
She may have forgotten the phone
number.

Because Japanese carries so much information in the verb at the end of
the sentence, it often employs adverbs at or near the beginning of thesentence to give the hearer an inkling of what lies ahead. With conditional clauses it is common to start with móshi ‘if ’ . Tabun ‘probably’ isoften used with deshóo and with kámo shiremasen there is moshikashitára ‘possibly’, ‘perhaps’.
Móshi jikan ga áttara kyóo nogógo kíte kudasai.
Tabun kyóo wa osoku káeru
deshoo.
Moshikashitára wasureta kámoshiremasen.

If you have time please come thisafternoon.
He’ll probably be back late today.
Perhaps he’s forgotten.

Giving explanations
To give an added connotation of explanation or elaboration to a sentence
Japanese often ends a sentence in n’ desu or the more formal no desu
after the plain form of a verb. This means something like ‘the fact is’ or‘let me explain that’, or just ‘you see’ or ‘you know’, and functions tolink the sentence to the wider conversational context. Compare ashí ga
itái desu and ashí ga itái n’ desu. Although both have the basic meaning‘my foot hurts’, the former is a simple statement of fact, probably a pieceof information with no particular connection to the present topic of conversation. The latter, however, is an explanation, perhaps in reply to thequestion ‘Why are you walking so slowly?’
Ashita shuppatsu surú n’ desu.
Kaze o hiitá n’ desu.

I’m leaving tomorrow, you see (andthat’s why I’m busy packing).
I’ve got a cold, you see (and that’s
why my voice is husky).

171
The use of n’ desu is particularly common in questions beginning withdóoshite or náze (or the more colloquial nánde), all meaning ‘why’, andin answer to these questions. Note in the example below that da, the plain
present form (dictionary form) of désu, becomes na before n’ desu.
Dóoshite Nihóngo o benkyoo
shite iru n’ desu ka.
Kánai wa Nihonjín na n’ desu.

Why are you studying Japanese?
My wife’s Japanese, you see.

More demonstratives
We have met the demonstrative pronouns kore ‘this’, sore ‘that (byyou)’, are ‘that’ (over there) and dóre ‘which one?’ and their corresponding demonstrative adjectives kono, sono, ano and dóno. We havealso met the adverb sóo ‘like that’ in the expression Sóo desu ka ‘Is thatso?’ As you may have suspected, sóo belongs to a series ofdemonstrative adverbs, kóo ‘like this’, sóo ‘like that’, áa ‘like that’ (overthere) and dóo ‘how’.
Kóo suréba dóo desu ka.

What say we do it like this?

In colloquial speech these adverbs are often replaced by the longer forms
koo yuu fúu ni (literally, ‘in this kind of manner’), etc.
Soo yuu fúu ni hanáshite wa damé desu.

You mustn’t talk like that.

There is another set of demonstrative adjectives meaning ‘this kind of ’,‘that kind of ’ and ‘what kind of ?’. They are konna, sonna, anna anddónna. These, too, in informal colloquial language are often replaced bykoo yuu, soo yuu, aa yuu and dóo yuu. Yuu is the verb ‘to say’ and iswritten iu ޿߁. These demonstrative adjectives can in turn be converted
into adverbs by adding the particle ni, as in konna ni ‘this much’, dónnani ‘how much’, etc.
Konna ryóori wa hajímete desu.
Dónna hito to kekkon shitai
désu ka.
Shikén wa sonna ni
muzukáshikatta désu ka.

This is the first time I’ve had thiskind of food.
What sort of person do you wantto marry?
Was the exam (really) thatdifficult?

172

Exercise 10.4 1
You are a university student working part-time at the reception desk of alarge hotel in London. A Japanese tourist comes in and reports that she
has lost her handbag. Ask her the details of her handbag and its contents
using dónna. Some model questions and answers are provided for youon the cassette.
1. What colour is it?
2. What shape is it?
3. What sorts of things were inside it?
Now take the part of the tourist and answer your own questions. You willneed the new vocabulary introduced below.

Vocabulary
dónna iro what colour (nániiro
is also used)
béiju
beige
pínku
pink
katachi
shape
marui
round
shikakúsquaresánkaku triangularchoohóokei
rectangulardaenkeioval
nakámicontents
saifu
purse, wallet
kuréjitto káado credit cardteikíkenseason ticket
ie no kagí
house key

Listing reasons – ‘and what is more ...’We have learnt that verbs or adjectives in Japanese can be joined by putting the first in the –te form. So we have met expressions like itte kimásu‘goodbye’ (literally, ‘I’m going and coming’) and yásukute oishíi desu
‘it’s inexpensive and tasty’. Another way of joining clauses is with theemphatic particle shi, which is a more emphatic way of saying ‘and’ thanthe –te form. It means something like, ‘and what is more’ and ‘moreover’.
Ashita ane mo kúru shi otootó
mo kimásu.

Tomorrow my sister is coming
and my brother is coming too.

Often shi is used for giving a number of reasons why something is, orshould be, so.

173
Yúkiko san wa kírei da shi, atamámo íi shi, kanemóchi desu kara,
kánojo to kekkon shitai hito ga
óoi sóo desu.

Yukiko is beautiful, intelligent
and rich so apparently there
are lots of people who would
like to marry her.

Exercise 10.5 1
Listen carefully to the tape, press the pause button then practise repeatingthese sentences which drill some of the structures introduced in this unit.
If you find the sentences too long to remember all at once, practise by
breaking them into smaller segments. Gradually you will find you canbuild up to longer sentences. New vocabulary is listed after the exercise
and a translation is provided in the key on p. 278.
1. Tanaka Jiro is not feeling too well at work. He asks his boss if he cango home.
A: ߩߤ߽ ޿ߚ޿ߒ ߖ߈߽ ߢࠆ߆ࠄ‫ޔ‬ᣧߊ ߆߃ࠅߚ޿ࠎ
ߢߔ߇‫ޕ߆ߔߢ޿ߒࠈࠃޔ‬B: ߃߃‫߽߆ߗ߆ޔࠄߚߒ߆ߒ߽ޕ‬⍮ࠇ߹ߖࠎߨ‫ޕ‬߅ᄢ੐ߦߤ߁ߙ‫ޕ‬
A: ߤ߁߽ ޽ࠅ޽߇ߣ߁ߏߑ޿߹ߔ‫ޕ‬
2. A conversation between doctor and patient.
A: ߔߴߞߡߎࠈࠎߛࠎߢߔ߇‫ޕߚߒ߹߈ߡࠇߪ ߦߥࠎߎޔ‬B: ߎߞߖߟ߆߽⍮ࠇ߹ߖࠎ‫ޕ߁ࠂߒ߹⷗ߡߞߣ ࠍࡦࠥ࠻ࡦ࡟ޕ‬3. Trying to get something for a headache on a public holiday.
A: ߈ࠀ߁ߦ ߕߟ߁ߩ ߊߔࠅ߇ ޿ࠆࠎߢߔߌࠇߤ‫ߢߎߤޔ‬ᄁߞߡ޿ࠆߢߒࠂ߁‫ޕ‬
B: ޽޽‫ ߪ߁ࠂ߈ޔ‬ભߺߢߔߨ‫ ߢ࠾ࡆࡦࠦޔ߽ߢޕ‬ᄁߞߡ޿ࠆ
߆߽⍮ࠇ߹ߖࠎ‫ޕ‬
A: ߓ߾‫ޕߔ߹⷗ߡߞⴕ ߣߞࠂߜޔ‬Vocabulary
nódo
sekí
yoroshíikazethroatcoughgood (formal, suggests approval by a social superior)a cold174
to slip
to fall overto swellbroken bone

subérukorobuharerukossetsu

Dialogue 2 1
Listen to the dialogue and see how much you can understand before
learning the vocabulary. Then check the new vocabulary and listen again.
޽ ߴ

㒙ㇱ:
߫ ߫

㚍႐:
޽ ߴ

㒙ㇱ:
߫ ߫

㚍႐:
޽ ߴ

ߎߩߏࠈࠆ ߣߡ߽ߟ߆ࠇࠈࠎߢߔࠃ‫ޕ‬ߘ߁ߢߔ߆‫ޕ‬ળ␠ߢ߅޿ߘ߇ߒ޿ࠎߢߒࠂ߁‫ޕ‬
߆ߜࠂ߁

߆޿ߒࠂ߁

ߴߟ

޿߿‫ޔ‬೎ ߦ૗߽ߒߡ޿߹ߖࠎ‫ޕ‬

߫ ߫

߆ߥࠄ

޽ ߴ

㒙ㇱ:

߅߽

ߘࠇߪ ޿ߌ߹ߖࠎߨ߃‫ ⸃ ࠬ࡟࠻ࠬޕ‬ᶖ ߦ૗ࠍߒߡ޿߹
ߔ߆‫ޕ‬

㒙ㇱ:
㚍႐:

ߖ߈ߦࠎ

޿ߘ߇ߒ޿ߣ޿߁ࠃࠅ ⺖㐳 ߣߒߡߩ ⽿છ ߇㊀ ޿߆ࠄ‫ޔ‬ࠬ࠻࡟ࠬ߇ ߚ߹ࠆࠎߢߔ‫ޕ‬ߟߊᔅ ߕᤨ㑆ࠍ૞ ߞߡ‫ޔ‬૗߆ᅢ߈ߥ੐ࠍߒߚᣇ߇
޿޿ߢߔࠃ‫ޕ‬߶ࠎߣ߁߁ࠎߤ߁ ߱ ߘ ߊߘ߁ߢߔߨ‫ᧄޕ‬ᒰ ߦߎߩߏࠈߪㆇേ ਇ⿷ߣ߆ࠎ޿߁ᗵ ߓߢߔࠃ‫ޕ‬
߫ ߫

㚍႐:
޽ ߴ

ߎࠎߤ

޿ߞߒࠂ

ߘࠇߥࠄ‫੹ޔ‬ᐲߩᣣᦐᣣߦࠧ࡞ࡈߢ߽৻✜ ߦߒ߹ߖࠎ߆‫ޕ‬ߣ߽㒙ㇱ:޿޿ߢߔߨ߃‫߅߭ߗޕ‬ଏ ߒߚ޿ߢߔߨ‫ޕ‬

ABE:
BABA:
ABE:

Kongoro totemotsukaréru n’ desu yo.
Sóo desu ka. Kaisha de oisogashíi n’ deshoo.
Isogashíi to yuu yori kachoo to shite no sekinin ga omói kara,sutorésu ga tamarú n’ desu.
Sore wa ikemasén née. Sutoresu káishoo ni náni o shite
imásu ka.
Íya, betsu ni nánimo shite imasén.
Kanarazu jikan o tsukútte, nánika sukí na kotó shita hóo ga íidesu yo.

BABA:
ABE:
BABA:

175
ABE:
BABA:
BABA:

Sóo desu ne. Hontoo ni konogoro wa undoobúsoku to yuu kanji
désu yo.
Sore nara, kóndo no nichiyóobi ni górufu demo issho ni
shimasén ka.
Íi desu nee. Zéhi otómo shitai désu ne.

Vocabulary
yóri
kachoosekininomoi
sutorésu
tamarusutoresu-káishoo
betsu nikanarazu
tsukúru
undoo-búsoku
…to yuusore nára
kóndo nootómo suru

than, rather thansection head
responsibility
heavy
stressto build up, accumulate
stress reliefin particularwithout failto makelack of exercise, getting insufficient exercise
that, of the kind that (often used in adjectival
clauses to link noun to its qualifier)in that casethis, next
to join, accompany, go along withKanji
The kanji charts introduced from Units 1 to 10 have been included primarily to help you learn to write and recognise the Chinese characters.
Only one or two readings have been given for each character and you
have not always had examples demonstrating both the on and kun readings of the kanji. We feel that now you have learnt how to read andwrite over 100 kanji you should have a good idea of the principles underlying the stroke order and a feel for the correct proportions of written
kanji. From Unit 11 the information about how to write the character
will be dropped in favour of including more readings and English meanings for each kanji. As there are several kanji in this list with a varietyof readings not included in the chart we have set out some additional
information below. You will need to have read through this section carefully before starting the remaining exercises.

176

1
1

1

2
3

KOO
kuchi
mouth

2 3 6
4

5

JI
mimí
ear

2
1
4

NYUU
hái (ru)
to enter

3
4

2

1
4

5

1

3
5

JI
character

3
5

SHUTSUdé (ru)to exit, leave

1

3
4
2
6
7

5

JUU
sú (mu)to live

4

2
3
4

6

1

2

2

FU
chichí
fatherBO
háhamother

1

56
1 2
7
3
8
4 9 11

2
67

3
5

8

CHI
shi (ru)
to know

10

12

KAI
a (keru)
to open

Additional readings of thisunit’s kanji౉i(reru) ‘to put in’. Note: ౉ࠇࠆ could be either ireru ‘to put in’ or
haireru ‘to be able to enter’. Context will usually determine which isthe correct reading. Remember the important distinction in Japanese
between transitive (trans.) and intransitive (intrans.) verbs. Hái(ru) is
intransitive, i(reru) is transitive.
಴ dá(su) ‘to put out’, ‘send out’, ‘take out’, ‘pay’ (trans.). The intransitive dé(ru) means ‘to go out’, ‘come out’, ‘stick out’, ‘protrude’, etc.
⍮ no extra readings to learn for this one, but remember that shi(ru)means ‘to get to know’, ‘to become acquainted with’. The equivalent of ‘I know’ in Japanese is shitte imásu (literally, ‘I am in astate of having got to know’). Just to make you thoroughly confused, however, ‘I don’t know’ is simply shirimasén.
㐿 In the chart we have just a(keru) (trans.) ‘to open’. There is also its
intransitive partner, a(ku) ‘to open, to come open’, etc., as in ‘thedoor opens’. There is also another verb hirá(ku), written in exactly
the same way as a(ku), which means ‘to open’, ‘to uncover’,‘spread open’. This is a transitive verb like a(keru) and its partner
hirakéru ‘to become modern’, ‘become civilised’ is an intransitive
verb like aku. Obviously the Japanese did not design their languagewith the needs of foreign learners uppermost in their minds!

177

Exercise 10.6
Read the following sentences aloud then translate them into English.
1. ጊญߊࠎߩ߅ῳߐࠎߣ߅Უߐࠎࠍ⍮ߞߡ޿߹ߔ߆‫ޕ‬
2. ⍮ࠅ߹ߖࠎ‫ߦߎߤޕ‬૑ࠎߢ޿߹ߔ߆‫ޕ‬
3. ࠃߎ߆ࠄ౉ࠇ߹ߔ߆‫ߪߎߘ޽ޔ߃޿޿ޕ‬಴ญߢߔ‫ޕ‬
4. ೨ߩ౉ญߪ㐿޿ߡ޿߹ߖࠎ߇‫ޕ‬
5. ߘࠇߥࠄ‫ޔ‬೨ߩ㐷߇㐿ߊᤨ㑆߹ߢ߹ߟ߶߆ߪ޽ࠅ߹ߖࠎ‫ޕ‬(hoka wa arimasén ‘there is nothing for it but to…’)
6. ᣂ ⡞ ߩ ‫ ޟ‬⡞ ‫ ߁ ޿ ߣ ޠ‬ሼ ߪ ‫ ޟ‬㐷 ‫ ޟ ߣ ޠ‬⡊ ‫ޠ‬ࠍ޿ߞߒࠂߦᦠ ޿ߚ߆ ࠎሼߢߔ‫ޕ‬
7. ቟ሶߐࠎߩዊߐߊߡ‫޿⊕ޔ‬⡊߇⧎ߩࠃ߁ߦ⷗߃߹ߒߚ‫ޕ‬
8. ญࠍᄢ߈ߊ㐿޿ߡ‫( ߚߒޔ‬tongue) ࠍ಴ߒߡߊߛߐ޿‫ޕ‬

11 ᣣᧄߦⴕߊߥࠄߤߩቄ▵߇޿޿ߢߒࠂ߁߆‫ޕ‬
Nihón ni ikú nara, dóno
kísetsu ga íi deshoo ka.
If you’re going to Japan, which isthe best season?

In this unit you will learn how to:• Use the plain negative forms of verbs and adjectives• Discuss obligation• Say what will happen if something is not done
• Make decisions• Talk about what you have done in the past
• Request people not to do certain things• Use conditionals with nara
• Give reasons using no de.
You will also acquire:• 20 more kanji: ർ ධ ⷏ ᤐ ᄐ ⑺ ౻ ᄕ ᣇ ᄙዋ ᱠ ᣏ ᄤ ᳇ 㔎 㔐 㘑 ᥤ ኙ

Dialogue 1 1
Barbara who has been learning Japanese in London is talking to her
friend about her plans to visit Japan next year. Can you follow thedialogue with the aid of the Japanese–English glossary (p. 312)?
Making your own vocabulary list will help implant the words into yourmemory.

179
߆ࠎ߇

ࡃ࡯ࡃ࡜:

޿ࠈ޿ࠈ ⠨ ߃ߚࠎߢߔ߇‫᧪ ޔ‬ᐕߩᣏⴕߪᣣᧄߦⴕߊ
ߎߣߦߒ߹ߒߚ‫ޕ‬

ߣ߽ߛߜ:
ࡃ࡯ࡃ࡜:

޿޿ߢߔߨ߃‫ޕ‬ೋ ߼ߡߢߔ߆‫ޕ‬޿޿߃‫ޔ‬චᐕߋࠄ޿೨ߦߜࠂߞߣⴕߞߚߎߣ߇
޽ࠅ߹ߔ‫ޕ‬ߣ߽ߛߜ:ߘࠇߢ‫ߟ޿ޔ‬㗃 ⴕߊ੍ቯߦߒߡ޿ࠆࠎߢߔ߆‫ޕ‬

ࡃ࡯ࡃ࡜:
ߣ߽ߛߜ:

߹ߛ᳿߼ߡ޿߹ߖࠎ߇ⴕߊߥࠄ‫ߤޔ‬ቄ▵߇޿޿ߢߒࠂ߁߆‫ޕ‬ߘ߁ߢߔߨ߃‫ޕ‬ᤐ߆⑺ߢߔߨ߃‫ޕ‬ࡃ࡯ࡃ࡜:ߘߩᄖ ߩ ቄ▵ ߪߤ߁ߢߔ߆?

ߣ߽ߛߜ:ᄐ߽౻߽ᣏⴕߦߪะ߹ߖࠎࠃ‫ޕ‬ᄐߪ⫳ߒ ᥤ޿ߒ‫ޔ‬౻ߪ߆ߥࠅኙߊߥࠅ߹ߔ߆ࠄ…

ࡃ࡯ࡃ࡜:ᣣᧄߩᤐߣ⑺ߪߤࠎߥᗵ ߓߢߔ߆‫ޕ‬ߣ߽ߛߜ:ᤐߪ ᪉ ߇ߣߡ߽߈ࠇ޿ߢߔࠃ‫ߦ ․ޕ‬ᄛ᪉ ߪࡠࡑࡦ࠴

ࡃ࡯ࡃ࡜:࠶ࠢߢ‫ੱ޿ ⧯ޔ‬㆐ ߦੱ᳇߇޽ࠅ߹ߔ‫ޕ‬ᤐߦ޿ߟߚࠄ
ߤ߁ߢߔ߆‫ޕࠂߔߢ޿޿ޕ‬ߣߡ߽ࠃߐߘ߁ߢߔߨ߃‫ޔ߾ߓޕ‬ᤐߦߒ߹ߒࠂ߁‫ޕ‬

ߪߓ

ߏࠈ

ࠃߡ޿

߈ߖߟ

߈

߶߆

߈ߖߟ

߻

߆ࠎ

ߐߊࠄ

ߣߊ

ࠊ߆

BÁABARA:TOMODACHI:BÁABARA:TOMODACHI:BÁABARA:TOMODACHI:BÁABARA:TOMODACHI:BÁABARA:TOMODACHI:BÁABARA:

߻

ࠃߑߊࠄ

ߚߜ

Iroiro kangáeta n’ desu ga, rainen no ryokoo wa Nihón ni
iku kotó ni shimáshita.
Íi desu née. Hajímete desu ka.
Iie, júunen gurai máe ni chotto itta kotó ga arimásu.
Sore de, ítsu goro iku yotei ni shite irú n’ desu ka.
Máda kimete imasén ga, ikú nara, dóno kísetsu ga íi
deshóo ka.
Sóo desu née. Háru ka áki desu née.
Sono hoka no kísetsu wa doo desuka?
Natsú mo fuyú mo ryokoo ni wa mukimasén yo. Natsúwa mushiatsúi shi, fuyú wa kánari sámuku narimásu
kara …
Nihón no háru to áki wa dónna kanji désu ka.
Háru wa sakura ga totemo kírei desu yó. Toku ni yozákura
wa romanchíkku de, wakái hitotachi ni ninki ga arimasu
haru ni ittara doo desuka. íi desu yo.
Totemo yosaśoo desu née. Já, háru ni shimashóo.

180

The plain negative
We have been trying to put a positive spin on learning Japanese, but
we cannot delay any longer the introduction of the plain negative forms.
Actually we have already met a negative form in the shape of nái in nái
desu, an alternative to arimasén, and, in the negative of adjectives,tákaku nai ‘not expensive’, etc. What we already know about negatives
is summarised in the following table.

Verb

Adjective

kakimasén

Copulatákaku nai desu
tákaku arimasen(I) don’t write (it) isn’t expensive

Descriptive noun

déwa arimasén sukí dewa (ja) arimasén
sukí ja nái desu(it) is not(I) don’t like

The plain non-past negative ending –(a)nai is added to the verb root, theinitial –(a) dropping with vowel-root verbs, e.g. tabénai ‘to not eat’.
The irregular verbs kúru and suru become kónai and shinai respectively.
Unaccented verbs have unaccented negative forms, e.g. iku ‘to go’, ikanai‘to not go’. With accented verbs the accent mark moves to the vowel
before the –n of the suffix, káku ‘to write’, kakánai ‘not write’, míru
‘to see’ mínai ‘not see’. Verbs with dictionary forms (plain non-past
forms) ending in –au or –ou are really consonant-root verbs ending in –w.
This final –w of the root now appears only before –a, that is, in the various
negative forms of the verb, omowánai ‘not to think’, warawanai ‘notto laugh’, etc.
To recap, let us use the larger table to compare the non-past and pasttense forms of the plain and polite-style negative in verbs, adjectives,
descriptive nouns and the copula.

C-root verb
V-root verb
Irreg. (k)Irreg. (s)Adjective
CopulaDes. noun

Non-past
affirmative

Non-past
negative

Past
affirmative

Past
negative

káku
míru
kúru
suru
takái
da
sukí dakakánaimínai
kónai
shinaitákaku nai
ja náisukí ja nái

káita
míta
kíta
shita
tákakatta
dátta
sukí datta

kakánakatta
minákatta
konákattashinákatta
takaku nákatta
ja nákatta
sukí ja nákatta

181

Exercise 11.1
This exercise drills the negative forms of verbs and adjectives. How
would you tell your friend,
1. that she had better go in a season which is not too hot?
2. that she had better take the train at a time when it is not too crowded?
3. that you like desserts that are not too sweet?
4. that Saturdays and Sundays are the days when you do not go to
the gym?
5. that there are a few people who won’t be coming tonight?

Double negatives and obligation
Although you will hear a lot of Japanese using plain forms like these as
final verbs in casual conversation, for the time being most of us will use
the plain forms as non-final verbs in polite-style speech. The uses of thenegative verbs are obviously the same as those of their affirmative counterparts, but there are a number of negative endings that deserve special
treatment. These are the negative –te form endings and the negative
conditionals.
The negative forms of the conditional endings –tára and –(r)éba
are –(a)nákattara and –(a)nákereba.
Kyóo dekínakattara, zéhi
ashita madé ni yatte kudásai.
Anáta ga ikanákereba watashi
mo ikimasén.

If you can’t do it today please be
sure to do it by (the end of )tomorrow.
If you’re not going, I’m not going
either.

A similar construction uses the clause final particle to meaning ‘if ’,‘when’ or ‘whenever’ after a negative verb to mean ‘if not’.
Súgu dénai to básu ni ma ni
aimasén.

If we don’t leave immediately we’ll
be late for the bus.

One very useful construction using the negative conditional form is–(a)nákereba narimasen, a double negative form which literally means‘if one does not do something, it will not do’, which is the Japanese wayof expressing obligation.

182
Kyóo wa háyaku kaeránakereba
narimasen.
Nihongo wa máinichi sukóshi
zútsu benkyoo shinákereba
narimasen.

Today I have to go back early.
With Japanese you have to study
a little every day (zútsu‘each’, e.g., Hitótsu zútsu‘one each’ or ‘one of each’).

Instead of narimasén in this construction you will sometimes hearikemasén, literally, ‘it cannot go’. This also suggests obligation, butwith perhaps a slightly stronger connotation of moral responsibility.
Ikemasén alone means something like ‘Don’t!’ or ‘Stop it!’ and is often
used as a rebuke to mischievous children.
Ashita wa shikén desu kara
kónban wa isshookénmei
benkyoo shinákereba ikemasen.

Tomorrow’s the exam, so I’ll
have to study for all I’mworth.

You may also hear expressions of compulsion with the descriptive noun
damé ‘no good’ instead of a negative verb. The construction withdamé is more emphatic and carries an even heavier connotation of moral
obligation.
Mata ashita konákereba
damé desu.

You must come again tomorrow.

In addition to the conditional –(a)nákereba narimasen form, you will
also hear –(a)nákute wa narimasen or the very colloquial –(a)nákucha
naranai, which is sometimes contracted even further by dropping thefinal verb. This last is usually used in very informal casual conversationin plain-style speech.
Minshuku no yoyaku oshinákute wa narimasen.

O! Juuníji da. Móo
kaeranákucha!

I have to make the minshuku booking.
(Note: Minshuku is a private house
which offers homestay or similarbudget accommodation.)
Oh! It’s twelve o’clock. I’ll have to be
going home.

Exercise 11.2 1
You are having a party. From the list of sentences on the cassette tape
say which are directly related to your preparations for the party.

183
ߊߔࠅ

1. ⮎ ࠍ㘶߹ߥߊߡߪߥࠅ߹ߖࠎ‫ޕ‬
޿ࠈ

߽ߩ

ࠃ߁ ޿

2. ⦡ ‫ߥޘ‬㘩ߴ‛ ࠍ↪ ᗧߒߥߌࠇ߫ߥࠅ߹ߖࠎ‫ޕ‬
ߟ߆

ߐࠄ

޽ࠄ

3. ૶ ߞߚࠦ࠶ࡊ߿߅⋁ ࠍᵞ ߞߡߒ߹ࠊߥߌࠇ߫ߥࠅ߹ߖࠎ‫ޕ‬߽ߩࠇ޿ߙ߁ ߎ

4. 㘶ߺ‛ ࠍ಄⬿ ᐶߦ౉ࠇߥߌࠇ߫ߥࠅ߹ߖࠎ‫ޕ‬߳ ߿

5. ㇱደࠍ߆ߚߕߌߥߊߡߪߥࠅ߹ߖࠎ‫ޕ‬߆޿߽ߩ

6. ⾈‛ ࠍߒߥߌࠇ߫ߥࠅ߹ߖࠎ‫ޕ‬ߡ޽ࠄ޿

7. ߅ᚻᵞ ޿ߦⴕ߆ߥߌࠇ߫ߥࠅ߹ߖࠎ‫ޕ‬
߅ࠎ߇ߊ

߃ࠄ

8. 㖸ᭉ ࠍㆬ ߫ߥߌࠇ߫ߥࠅ߹ߖࠎ‫ޕ‬

Vocabulary
iroiro na

saravarious (Note: the kanji ‫ޘ‬sign indicating the previous
kanji is to be repeated. A backward tick ࠒor abackward tick with the voicing marks ࠓ performs thesame function with hiragána, but its use is usuallyconfined to writing in vertical script.)
plate (Note: osára is a more genteel alternative usedmainly by women.)

Prohibition
If, as we have seen, two negatives make a strong positive statement,‘must’, then it follows that a single negative should convey a strong
negative message. You will recall from Unit 7 that this is just what
happens in Japanese. The idea of prohibition, ‘you must not …’ isexpressed by a verb stem followed by –te wa ikemasén.
Hikóoki no náka de keitai-dénwa otsukátte wa ikemasén.

You must not use a mobile
phone inside the aircraft.

Remember the opposite construction, that is, to express permission, use–te mo íi desu.
Sóto de tabako o sutté mo íi desu.

You may smoke outside.

Exercise 11.3
Match the conditions in the left-hand column with the consequences set
out in random order on the right. Then read the full sentences over two or184
three times each, making sure you understand what they mean. Finally,
check your answers against those in the Key to the Exercises (p. 279).
1. ੹ߔߋⴕ߆ߥ޿ߣ
2. ߅㊄߇ߥ޿ߣ
3. ᣣᧄߢᣣᧄ⺆߇ߢ߈ߥ޿ߣ
4. ߜ߾ࠎߣ㘩ߴߥ޿ߣ
5. ߖࠎߚߊࠍ ߒߥ޿ߣ6. ߓߞߐ޿ߦ⷗ߥ޿ߣ

a. ಽ߆ࠅ߹ߖࠎ‫ޕ‬b. ߔߋ߅ߥ߆߇ ߔ߈߹ߔ‫ޕ‬c. ⌕ࠆ߽ߩ߇ߥߊߥࠅ߹ߔ‫ޕ‬d. ૗߽⾈߃߹ߖࠎ‫ޕ‬e. ߰ߴࠎߢߔ‫ޕ‬f. ࡃࠬߦ߅ߊࠇࠆ߆߽ߒࠇ߹ߖࠎ‫ޕ‬

Making decisions
In English the verb ‘to make’ can be used to convey the idea of making adecision. For example, we might say, ‘I’m busy today. Let’s make it tomorrow’. In Japanese this idea is achieved with the verb, suru ‘to do’: Kyóo wa
isogashíi kara ashita ni shimashóo. This construction, noun + ni + part ofthe verb suru, means to ‘decide on’ something. If you want to say you havedecided to do this or that, in other words if you want to use this construction
with a verb or adjective, you must use the noun kotó ‘thing’ after the plain
form of the verb before you add ni suru. This kotó has the function of turning the verb into a noun so it can take the nominal particles, in this case ni,
or be made the subject or object of another verb. In this respect its function
is very similar to the –ing ending of the English gerund in expressions like,‘I like reading books’, Hón o yómu kotó ga sukí desu.
For practical purposes you can think of …–koto ni suru as being, ‘todecide to …’ and …–(a)nái kotó ni suru as being ‘to decide not to …’.
Koosoku básu de iku kotó
ni shimáshita.
Shinkánsen de ikanai kotó
ni shimáshita.

We decided to go on the expressway bus.
We decided not to go on the Shinkansen.

Exercise 11.4 1
Haruo had not been feeling very well, so he decided to visit his doctor.
The doctor diagnosed the trouble as gendáibyoo ‘sickness of the modern
lifestyle’ brought on by overwork, lack of exercise and poor diet. Haruo
has decided to turn over a new leaf to get fit and healthy. How would
you go about this task if you were Haruo? On the tape and written below
is the doctor’s advice. Use this, the vocabulary items beneath and the185numbered cues to make a list of the things you would do. There is also
one example to help you.
ߦߊ

ߦߊ

߆ࠊ

ߐ߆ߥ

߿ߐ޿

⡺ ߩ㘩ߴߔ߉ߢߔ‫ޕ‬⡺ ߩઍ ࠅߦ߽ߞߣ 㝼 ߿㊁⩿
߶߁

߁ࠎߤ߁

ࠍ㘩ߴࠆᣇ ߇޿޿ߢߔ‫ޕ‬Ფᣣㆇേ ߔࠆࠃ߁ߦߒߡ
ߐߌߊߛߐ޿‫߅ ޕ‬㈬ ߪ߳ࠄߒߡߊߛߐ޿‫߫ࠇߌߥ߼߿ߪߎ߫ߚޕ‬ߥࠅ߹ߖࠎ‫ޕ‬
ߥ߆

޽߹

߆ࠊ

ߊߛ߽ߩ

߅⣻ ߇ߔ޿ߚࠄ↞ ޿߽ߩߩઍ ࠅߦᨐ‛ ࠍ㘩ߴࠆߣ޿޿ߢߔ‫ޕ‬Cue: nikú herasu
A: Nikú o herasu kotó ni shimásu.
1. tabako, suwanai
2. amai monó, kawari ni, kudámono, tabéru
3. osake, ryóo, herasu
4. máinichi, undoo suru
5. mótto, sakana, yasai, tabéru

Vocabulary
kawari ni instead of hóo ga ii it is better to … yóo ni suru to make itso that …, arrange to …, make sure that …

‘Please don’t …’
The negative request is formed with the ending –(a)naide kudasai.
Shibafu ni hairánaide kudasái.
Ki ni shináide kudasai.
Shinpai shináide kudasai.

Please don’t walk on the grass(shibafu ‘lawn’).
Please don’t think anything of it.
Don’t worry. It’s nothing, etc.
Please don’t worry (more serious
than the above).

Often the negative request is dropped in favour of a more indirect
approach. You might hear a tour guide, for example, say, Kochira deno shashin wa goénryo kudasái ‘Please refrain from taking photographs here.’ Or something along the lines of ‘please try not to’ shinai
yóo ni shite kudasái or ‘be careful not to …’ shinai yóo ki o tsukéte
kudasái.

186
Please be careful not to forget yourumbrella.

Kása o wasurenai yóo ni ki otsukéte kudasai.

Exercise 11.5 1
Each of the following role-play dialogues contains a negative request.
First read through the dialogue making sure you understand the meaningof the sentences. Then find an appropriate answer to put into the blankspace. Finally, listen to the tape and try repeating the whole dialogue
yourself until you can memorise it. Repeat this procedure with eachdialogue.
1. You notice the caretaker of your building mopping the floor in thecorridor outside your office.
ߣ߅

޽ߥߚ:

޽ߩ߁‫ࠍߎߎޔ‬ㅢ ߞߡ߽޿޿ߢߔ߆‫ޕ‬߆ࠎ ࠅ ߦࠎ

ࠁ߆▤ ℂ ੱ㧦߹ߛᐥ ߇ߧࠇߡ޿ࠆߩߢ‫ޔ‬㨋㨋㨋㨋ߥ޿ࠃ߁ߦ᳇
ࠍߟߌߡߊߛߐ޿‫ޕ‬
2. The tour guide is giving instructions about tomorrow’s departure.
޽ߒߚ

ߒࠀߞ߬ߟ

࠷ࠕ࡯ࠦࡦ࠳ࠢ࠲࡯㧦 ᣿ᣣߩᦺ౐ᤨඨ ಴ ⊒ ߢߔ‫ޕ‬
ߕ޿߱ࠎ

ጊᧄߐࠎ㧦

ߪ߿

㓐ಽ ‫ޔ‬ᣧ ޿ߢߔߨ߃‫ޕ‬߽߁ࠊߌ࠷ࠕ࡯ࠦࡦ࠳ࠢ࠲࡯㧦 ߃߃‫ޔ߇ࠎߖ߹ࠅ޽ ⸶ߒ ↳ޔ‬޽ߟ౐ᤨ߹ߢߦࡠࡆ࡯ߦ㓸 ߹ߞߡߨ߇޿ߊߛߐ޿‫ޕ‬㨋㨋㨋㨋ࠃ߁ߦ߅ 㗿 ޿ߒ߹ߔ‫ޕ‬
3. Tomoko and Yoko are sisters living together in an apartment inTokyo. Tomoko is just about to go out to do some shopping.
߆޿߽ߩ

ߣ߽ߎ:

ࠬ࡯ࡄ࡯ߩ⾈‛ ߦⴕߞߡߊࠆߨ‫ޕ‬

ࠃ߅ߎ:
ߣ߽ߎ:

߅⍾ ♧ߣႮ ࠍ㨋㨋㨋㨋ߥ޿ࠃ߁ߦ⾈ߞߡ߈ߡߨ‫ޕ‬
ߪ޿‫ޕ‬

ߐ ߣ߁

ߒ߅

Vocabulary
osátoosugar (Note: women’s word, men use satóo without theelegant o– prefix.)187

More clause-final particles
Giving reasons with no de
Another useful way to show a cause and effect relationship between twoclauses is to use the particles no de, ‘because’ after a plain form of theverb. This is similar in use and meaning to kara, but is more formal andis used more often in writing. no de is more restricted in its use than kara.
It tends not to occur in sentences in which the main verb is imperative,
interrogative or implies obligation or prohibition. In speech the no isoften contracted to just n’.
Yuki ga yandá no de yamáe sukíi ni dekakemáshita.
Kono hen ni kitá n’ de,tsúide ni yotte mimáshita.

As the snow had stopped we set out forthe mountains to do some skiing.
I was in the area so I just dropped inwhile I was at it.

Nára – ‘if’
Nára after the plain form of the verb provides yet another conditional expression in Japanese. It is usually found in contexts where it means something
like, ‘if as you say’ or ‘if it is so that…’. It picks up and expands an assertion
made, or presumed to have been made, by the person you are addressing. In
this respect it deals with factual rather than hypothetical situations.
Róndon ni iku nara watashi
no tomodachi no tokoro
ni yottára dóo desu ka.

If you are going to London (as you
say you are) why don’t you drop
in at my friend’s place? (yoru ‘todrop in’ [at = ni].)Exercise 11.6
Choose the most appropriate ending for each of the following nára
clauses from the list of options on the right. When you have finished theexercise practise repeating the completed sentences.
1. ᣣᧄߦⴕߊߥࠄߥ ࠄ

a. ߟ޿ߢߦᄹ⦟ ߦ߽ⴕߊߣ
ߜ߆޿޿ߢߔࠃ‫ޕ‬ㄭ޿ߢߔ߆ࠄ‫ޕ‬߈ࠂ߁ߣ

2. ੩ㇺ ߦⴕߊߥࠄ

ࠃࠆ

޿ߎ߁

b. ᄛ ‫ ᤨ ౐ ޔ‬એ㒠 ߦ ߒ ߡߊߛߐ޿‫ޕ‬

188
߻ ࠅ

߶߁

3. ήℂߥࠄ

c. ᤐ߆⑺ߩᣇ ߇޿޿ߢߔ‫ޕ‬߽

4. ᚻߺ߿ߍࠍᜬߞߡ޿ߊߥࠄ
ߢࠎࠊ

5. 㔚⹤ࠍߔࠆߥࠄ

ߒ߆ߚd. ઀ᣇ߇޽ࠅ߹ߖࠎ‫ޕ‬e. ૗߇޿޿ߢߒࠂ߁ߨ߃‫ޕ‬

Vocabularyíkoo
tsuide ni
Nára
temíyageshikata ga nái

after, from … onwards
incidentally, at the same time, while …
the ancient capitala gift (usually of food) taken when visiting someone
it can’t be helped, never mind

‘Without doing …’
Perhaps a more common use of the –(a)náide construction is to joinclauses.
Kyóo wa kaisha e ikanáide Today I didn’t go to the office and spent
all day in bed with a cold.
ichinichijuu kaze de nete
imáshita.
This –(a)náide is often equivalent to ‘without’ in sentences like:
Asagóhan o tabénaide kaisha eikimáshita.

I went to the office without
having breakfast.

There is another negative –te form, –(a)nakute which is used (without
the initial –a) as the –te form of the verb nái ‘to have not’.
Íma wa okane ga nákute komátte
imasu.

At the moment I’m in a fix
because I’ve got no money.

This is also the only form used with adjectives and descriptive nouns.
Shokuji ga óishiku nákute gakkári We were disappointed the foodshimashita.
was not good.
It is used for joining clauses, particularly when the subjects are different
or there is a cause-and-effect relationship between the clauses.

189
Koko de kurejittokáado
ga tsukaenákute fúben
desu.

It’s inconvenient not being able to use acredit card here.

This is also the form used in the pattern –(a)nakute mo íi ‘need not …’(literally, ‘even if not, it is good’).
It does not matter if you are notfluent in Japanese.
You needn’t take the medicine any
longer.

Nihongo ga ryúuchoo ja nákute
mo kamaimasén.
Móo kusuri o nománakute moíi desu.

Dialogue 2
Miss Abe, who is holidaying in Sydney, asks the concierge at her hotel if
he can suggest an interesting optional tour.
޽ ߴ

㒙ㇱ:

ߔߺ߹ߖࠎ‫ߩ࡯ࠕ࠷࡞࠽࡚ࠪࡊࠝߣߞࠂߜޕ‬߁߆߇ߎߣࠍ ુ ޿ߚ޿ࠎߢߔ߇‫ޕ‬ࠦࡦࠪࠚ࡞ࠫࠚ:޽ ߴ㒙ㇱ:ߪ޿‫ޕ߆ߔߢ޿ߒࠈࠃ߇࡯ࠕ࠷ߥࠎߤޕ‬߆ࠎ߇߹ߛࠃߊ ⠨ ߃ߡ޿ߥ޿ࠎߢߔ߇‫ޔ‬߆૗߆ߜࠂߞߣᄌࠊߞߚ࠷ࠕ࡯ ߇ ޽ࠅ߹ߔ߆‫ޕ‬ࠦࡦࠪࠚ࡞ࠫࠚ:޽ ߴ㒙ㇱ:ߘ߁ߢߔߨ߃‫੹ޕ‬ᣣߪᄤ᳇߽޿޿ߒ‫ޔ‬ࡋ࡝ࠦࡊ࠲࡯ߪ޿߆߇ߢߔ߆?
ߩࡋ࡝ࠦࡊ࠲࡯ߢߔ߆‫ޕ‬ਸ਼ߞߚߎߣߪߥ޿ࠎߢߔ߇‫ޔ‬ߛ޿ߓࠂ߁߱ᄢ ਂ ᄦ ߆ߒࠄ‫ߣߞࠂߜߦࠇߘޕ‬㜞ߘ߁ߢߔߨ߃‫ޕ‬ࠦࡦࠪࠚ࡞ࠫࠚ:ߚߩ޽ࠎߗࠎࡋ࡝ࠦࡊ࠲࡯ߪᭉ ߒ޿ߒ‫ޔ‬቟ోߢߔࠃ‫ࠇߘޕ‬
ߌߒ߈

ߐ޿ߎ߁

ߦ‫ࠆ⷗ࠄ߆࡯࠲ࡊࠦ࡝ࡋޔ‬᥊⦡ߪᦨ㜞 ߢߔ‫߆ߞߖޕ‬ߊߎߎ߹ߢ޿ࠄߞߒ߾ߞߚࠎߢߔ߆ࠄ‫ޕ‬
޽ ߴ

㒙ㇱ:

ߓߟ

ߤ

ߩ

ታ ߪ‫ޔ‬೨߆ࠄ৻ᐲߪਸ਼ߞߡߺߚ߆ߞߚࠎߢߔ‫߽ߢޕ‬ᣣᧄߢߪ㜞ߊߡ‫߆ߥ߆ߥߢ߹੹ޔ‬߈߆޿ᯏળ߇ߥ߆ߞߚࠎߢߔࠃ‫ޕ‬ߪࠎ߇ߊ ޿ ߆߈߆޿ߩࠦࡦࠪࠚ࡞ࠫࠚ:ᣣᧄߩඨ㗵 એਅߢߔ߆ࠄ‫ߩߎޔ‬ᯏળߦ ਸ਼ߞߡߺߚࠄ
޿߆߇ߢߔ߆‫ޕ‬

޽ ߴ

ߪࠎ߇ߊ

㒙ㇱ:

߶ࠎߣ߁

ߩ

ඨ㗵 ? ᧄᒰ ߢߔ߆‫ޔߪߢޕ‬ਸ਼ߞߡ ߺ߹ߒࠂ߁‫ޕ‬

190

Vocabularykonsheruje… no kotó
ukagaetái n’ desu ga

kawattasóo desu née
káshiratakasóo na–sóo naconcierge (in a hotel)
about … (also… ni tsuite)
I would just like to enquire, but… (a common
polite opening gambit when requesting
information)
unusual, different, strange (from kawaru ‘tochange’)let me think, hmm, I wonder, etc.
I wonder (sentence-final particle used by
women)
looks/seems expensive
looking…, seeming… (suffix attached toadjectives, forms a descriptive noun)ߛ޿anzen nasekkakuichidó waíka… te míru

safe (anzen dáiichi ቟ో╙৻ safety first)
since you have gone to all the trouble of…,
with difficulty
once (at least)less than (cf. íjoo એ਄ ‘more than’)to try doing…, do… and see

Exercise 11.7
Answer the following comprehension questions based on Dialogue 2.
1. What kind of optional tour is Miss Abe looking for?
2. Why does she have reservations about a helicopter flight?
3. Give three reasons the concierge put forward to convince Miss Abe totake the flight.
4. Why hadn’t Miss Abe flown in a helicopter in Japan? Give two reasons.
5. Why did she finally decide to take the flight?

Kanji
From this unit we introduce the new kanji in a slightly different format.
As you now know the principles of stroke order and stroke formation weno longer provide the stroke order for each character, though we do givethe number of strokes in each character. It is important to practise writing
the kanji as this process helps etch the correct balance and stroke count191
into your memory. The readings and meanings given for each kanji arefar from complete. Where possible, both Chinese-style on-readings (insmall capital letters) and native Japanese kun-readings (lower case) are
given, but often it has not been possible to find appropriate examples ofeach reading.

Exercise 11.8 1
After you have tried reading these sentences aloud, repeat them after
your tutor on the tape.
1. 㔐ߩਛࠍᱠ޿ߡ߆߃ࠅ߹ߒࠂ߁‫ޕ‬
2. ධᣣᧄߪർᣣᧄࠃࠅᥤ޿ߢߔ‫ޕ‬
3. ᄤ᳇߇ࠊࠆ߆ߞߚࠄⴕ߆ߥ޿ߎߣߦߒ߹ߒࠂ߁‫ޕ‬߅߽

4. ᤐભߺߦ⷏ᣣᧄࠍᣏⴕߒࠃ߁ߣᕁߞߡ޿߹ߔ‫ޕ‬
5. ᄕᣇ߆ࠄ㘑߇ߟࠃߊߥߞߡ㔎߇߰ࠅߛߒ߹ߒߚ‫ޕ‬
6. ኙ޿߆ࠄ߽߁ዋߒ޽ߞߚ߆޿࠮࡯࠲࡯ࠍ⌕ߚᣇ߇޿޿ߢߔ‫ޕ‬
7. ᄐߦߪߎߩ߳ࠎߩᶏߦ᧪ࠆੱ߇߭ߓࠂ߁ߦᄙ޿ߘ߁ߢߔ‫ޕ‬
8. ߻ߎ߁ߩ㜞޿ጊ߇⑺ߩᄕᣣࠍ޽߮ߡߣߡ߽߈ࠇ޿ߦ⷗߃߹ߔ‫ޕ‬
9. ੹ᐕߩ౻ߪ㔐߇ዋߥ߆ߞߚߩߢࠬࠠ࡯ߦⴕ߈߹ߖࠎߢߒߚ‫ޕ‬߃߈

10. ᧲੩㚞ߩධญ߆ࠄർญ߳ᱠ޿ߡⴕߞߡ૗ಽߋࠄ޿߆߆ࠅ߹ߔ߆‫ޕ‬

Useful expressions
Omachidoosama déshita.
Osewasamá deshita.
Otsukaresama déshita.
Gokúroosama deshita.
Zannén deshita.
Ganbátte kudasai.

Sorry to have kept you waiting.
Thank you for your help.
Thank you for your efforts (literally, ‘youmust be tired’).
Thank you for your efforts. (Not used
towards people of higher social status)
What a pity!
Stick to it! Work hard!

192

minami

SEI, SAI

háru

nishi

natsú

natsuyásumi
natsu no úmi

áki

yuu

fuyú

(honokatá, –gatá rific)(honorific)

óo(i)(honorific)
suku(nái)sukó(shi)tabi

arú(ku)
íppo

ninki
kíbun

yuki

samú(i)kaze

12 ߤ߁߽㘑㇎ࠍᒁ޿ߚࠃ߁
ߢߔ‫ޕ‬
Dóomo kaze o hiita
yóo desu.
Somehow I seem to have caught
a cold.

In this unit you will learn how to:• Talk about giving and receiving goods and favours• Use more expressions with the –te form
• Discuss expectations using hazu
• Discuss obligation using the verbal auxiliary –beki• Use concessive clauses with no ni.
You will also acquire:
20 more kanji:ᄖ ᔃ ᕁ ᕆ ㈬ ㈩ ᵗ ᭽ 㔚 ㇱᦅ 㐳 ฬ ర ᨋ 㒠 ᫪ ⓨ ┙ 㔕

Dialogue 1 1
Akita san is concerned about his workmate Baba san, who has been
unusually quiet during their regular Friday night round of drinks after work.
߆߅޿ࠈ

߫߫

⑺↰:
߫߫

㚍႐:

ࠃ

㚍႐ߐࠎ‫ ޔ‬㗻⦡ ߇⦟ߊߥ޿ߢߔߨ‫ޕ‬
߆ߗ

޽ߚ߹

߭

޿ߚ

ߤ߁߽㘑㇎ࠍᒁ޿ߚࠃ߁ߢߔ‫ ޕ‬㗡 ߽ߩߤ߽∩ ޿ߒ‫ޔ‬ߖ߈ຕ߽಴ࠆࠎߢߔ‫ޕ‬
޿ߒ߾

⑺↰:
߫߫

㚍႐:

ߺ

߅ක⠪ߐࠎߦ⸻ߡ߽ࠄߞߚࠄߤ߁ߢߔ߆‫ޕ‬
޽ߒߚ

޿ߒ߾

߃߃‫ޔ‬᣿ᣣߜࠂߞߣක⠪ߦⴕߞߡ᧪ࠃ߁ߣᕁߞߡ޿߹ߔ‫ޕ‬

194
They continue the conversation after lunch at work on Monday.
⑺↰:

ߊߔࠅ

⮎ ߆૗߆߽ࠄ޿߹ߒߚ߆‫ޕ‬

߫߫

߈

޿ߜ߅߁

㚍႐: ߃߃‫৻ ޔ‬ᔕ ‫ ߽ߢޕ‬ലߊ߆ߤ߁߆ಽ߆ࠅ߹ߖࠎ‫ޕ‬㘩ᓟߦߓࠂ߁

৻ ㍤ 㘶߹ߥߊߡߪߥࠄߥ޿ߘ߁ߢߔ‫ޕ‬ߺߕ߽⑺↰: ߓ߾‫ޔ‬᳓ ࠍᜬߞߡ᧪ߡ޽ߍ߹ߒࠂ߁߆‫ޕ‬߫߫㚍႐: ޽‫ޕࠎߖ߹ߺߔ߽߁ߤޔ‬㧔ᔃߩਛߢ㧦⑺↰ߐࠎߪ
ߒࠎߖߟ

߮ࠂ߁߈

߮ࠂ߁߈

ࠊࠆ

ⷫಾ ߛߥ޽‫∛ޕ‬᳇ ߽ᖡ ߊߥ޿ߥ޽‫∛ ޘᤨޕ‬᳇ ߦߥࠈ߁߆ߥ‫ޕࡦࡎࠧޔࡦࡎࠧޕ‬㧕
߫߫

߆߃

߶߁

⑺↰: 㚍႐
ߐࠎ‫ߦߜ߁߁߽ޕ‬Ꮻ ߞߚᣇ ߇޿޿ࠎߓ߾ߥ޿ߢߔ߆‫ޕ‬ߖ߈ຕ߽ ߭ߤ޿ߒ‫ޕࠄ߆ߛ߁ߘࠆߛޔ‬߫߫߶߆㚍႐: ߓ߾‫ޔ‬ᄖߩੱߦ߁ߟߔߣ ޿ߌߥ޿߆ࠄ‫ޔ‬
ߚ޿

߆߃

߆ߗ

ߒߚ㘑㇎ߓ߾ߥ޿
Ꮻߡભ߻ߎߣߦߒ߹ߔ‫ޕ‬㧔ᔃߩਛߢ㧦ᄢࠊࠆߩߦ‫ޔ‬૗ߛ߆‫ޔ‬ᖡ޿ࠃ߁ߥ᳇߇ߔࠆߥ޽‫ޕ‬㧕ߛ޿ߓ⑺↰: ߓ߾‫߅ޔ‬ᄢ੐ߦ‫ޕ‬
߫߫

ߐ߈

ߒߟࠇ޿

㚍႐: ޽ࠅ߇ߣ߁ߏߑ޿߹ߔ‫߅ޔ߾ߓޕ‬వ ߦᄬ␞ ߒ߹ߔ‫ޕ‬AKITA:BABA:AKITA:
BABA:

Baba san, kaoiro ga yóku nái desu ne.
Dóomo kaze o hiita yóo desu. Atamá mo nódo mo itái shi, sekímo déru n’ desu.
Oisha san ni míte morattara dóo desu ka.
Ée, ashita chótto isha ni itte koyóo to omótte imasu.

They continue the conversation after lunch at work on Monday.
AKITA:BABA:AKITA:BABA:AKITA:BABA:

Kusuri ka nánika moraimáshita ka.
Ée, ichioo. Démo kiku ka dóo ka wakarimasén. Shokugo ni
ichijoo nomanákute wa naránai soo desu.
Já, mizu o motte kite agemashóo ka.
Á, dóomo sumimasén. (Kokóro no náka de: Ákita san wa
shínsetsu da náa. Byooki mo wáruku nai náa. Tokídoki byooki
ni naróo ka ná. Gohón, gohón.)Baba san. Móo uchi ni káetta hoo ga íi n’ ja nái desu ka. Sekímo hidói shi, darusóo da kara.
Já, hoka no hito ni utsusu to ikenai kara, káette yasumu kotó ni
shimásu. (Kokóro no náka de, táishita kaze ja nái no ni, nán daka, warúi yoo na ki ga surunaa.)

195
AKITA:BABA:

Já, odaiji ni.
Arígatoo gozaimasu. Já, osaki ni shitsúrei shimasu.

Vocabulary
kaze o hiku
míte morau
ichioo… ka dóo ka
kiku ka dóo ka
wakarimasén
shokugoichijoomotte kúru
–te agemashóo ka
wáruku nái náa–(y)óo ka náa
gohón gohón
darusóo
yóo naki ga suru
warúi yóo na ki ga
suru
odaiji ni
osaki ni shitsúrei
shimásu

to catch a cold
get … to examine, have examined
once, for the time being, tentatively, for what it’s
worthwhether or not …
I don’t know whether it will work or notafter meals (cf. shokuzen 㘩೨ ‘before meals’)
one tablet (–joo is the numeral classifier fortablets)
to bring
shall I … for you?
it’s not so bad, it’s not bad at all (e.g. being sick)I think I’ll … (literally, ‘shall I just …?’)Cough ! Cough! (the sound of coughing,cf. hákushon ‘Atishoo’! for a sneeze)
seem drowsy, look tired, seem to lack vitality,
seem lethargic
as if
to feel, have the impression (that … = yóo na …)
to feel bad, to feel one has done something
wrong, to feel guilty
look after yourself (said to a sick person)
Sorry to leave early, good bye

Giving and receiving verbs
Japanese has a number of verbs for giving and receiving. Which is used
depends on the relative status of the giver and receiver and whether theaction is away from or towards the speaker. For in-giving, that is, forsomeone giving something to the speaker or a third person, the verb used
is kudasáru where the giver is of higher social status than the speakerand kureru when the giver is of lower or equal social status.
When you are talking to someone you do not know well, it is usuallysafer to use kudasáru. In practice kudasáru often indicates a secondperson subject and kureru a third-person subject.

196
Kore wa Suzuki san ga
kudasátta yubiwa désu yo.
Tomodachi ga kureta inú ni‘Póchi’ to yuu namae otsukemáshita.

This is the ring you gave me,
Mr Suzuki.
I called the dog my friend gave me‘Pochi’.

For out-giving, ‘I give’, ‘he gives’, etc., ageru is generally used regardless of the status of the recipient, though sashiageru can be used in situations calling for particular respect and decorum.
The nurse gave medicine to thepatient.
I gave a souvenir gift to Professor
Watanabe.

Kangófu wa kanja ni kusuri oagemáshita.
Watanabe senséi ni omiyage osashiagemáshita.

There is a verb, yaru ‘to give to an inferior’, but this seems to be usedmainly for actions directed towards junior members of one’s own family,
particularly one’s own children. It is also used with non-human indirect
objects.
I gave my son a kite for hisbirthday.
I fed the goldfish.

Musuko no tanjóobi ni táko oyarimáshita.
Kíngyo ni esá o yarimáshita.

Paralleling the use of the giving verbs kudasáru and kureru, there are
the receiving verbs: itadaku ‘to receive from a superior’ and morau ‘toreceive from someone other than a social superior’. Itadaku is often
used when the receiver is the first person (‘I’ or ‘we’) and the giver is thesecond person (‘you’). Notice that the person from whom something isreceived is usually indicated with the particle ni, though you will also
occasionally hear kara used instead.
Senséi ni itadaita hón wa totemo
chóohoo desu.
Tároo kun ni moratta okáshi wa
sukóshi amasugimásu.

The book I got from you(professor) is very useful.
The cakes we got from Taro are a
bit too sweet.

Often there is little difference in meaning between giving and receiving
sentences, such as the following:
Senséi ga kudasátta jibikí ohóndana ni okimáshita.

I put the dictionary the professor
gave me on the bookshelf.

197
Senséi ni itadaita jibikí o hóndana
ni okimáshita.

I put the dictionary I got fromthe professor on thebookshelf.

In purely neutral contexts where we are not concerned with the relative
status of giver and receiver, ataeru is used for ‘to give’ and ukéru for‘to receive’.
Kono garasu wa sootoo no
atsúryoku o ataete mowaremasén.
Atatakái kangei o ukemáshita.

This glass will not break evenwhen subjected to considerablepressure.
We received a warm welcome.

For receiving letters, parcels, etc., uketóru is often used.
Sokutatsu o táshika ni
uketorimáshita.

I am in receipt of your express delivery
letter (formal cliché).

Giving and receiving verbs as
auxiliaries
The giving and receiving verbs can also be used after the –te form toshow the relationship between the instigator and recipient of an action.
Saitoo san wa furúi kataná omísete kudasaimáshita.

Mr Saito showed me an old sword.

The –te kudasáru ending usually indicates that a social superior does
something for me or someone closely connected with me. –te kureru
also suggests that I have been the recipient of some favour, but this timefrom a person who is clearly not of higher social standing.
Kodomo ga michi o annái
shite kuremáshita.

The child showed me the way.

To indicate that I, or we, have done or will do something for someone
else, a verb in the –te form followed by ageru is used.
Tokei o shúuri ni dáshite
agemashóo ka.

Shall I put your watch in for repair foryou?

As with the simple verb yaru, –te yaru is generally used when the
speaker is doing something for his own children. –te yaru is not normally used by women or by junior members of the family.

198
I took my son fishing.

Musuko o tsuri ni tsurete itte
yarimáshita.

–te yatte kudasái is used when one is asking for a favour to be done fora member of one’s family, a subordinate or a pupil.
Kodomo no machigái o naóshite
yatte kudasái.

Please correct the child’s
mistakes for him.

When the receiving verbs are used as auxiliaries after the –te form theyoften, but not necessarily, suggest that the subject of the sentence, ‘I’or ‘we’, instigated the action. Note that the agent is followed by theparticle ni.
Dáiku ni yáne o naóshitemoraimáshita.
Abe senséi ni subarashíi é okáite itadakimáshita.

I got the carpenter to fix the roof.
I was lucky enough to have Dr Abe
paint a wonderful picture for me.

In the last example there is no suggestion that I caused Dr Abe to paintthe picture. It is very similar in meaning to:
Abe senséi ga subarashíi é o káite kudasaimáshita.
A very polite request form can be made with –te itadakemásu ka, or theeven politer –te itadakemasén ka after the appropriate verb. In this casethe potential form of the verb, i.e. ‘can receive’ is used in an affirmative
or negative question.
Shió to koshóo o tótte
itadakemásu ka.
–te itadakitái, –te moraitái

Would you mind passing the salt andpepper?
‘I’d like you (him) to …’, ‘I wish you(he) would …’

The receiving verbs with the desiderative –tái ending can be used toexpress the idea that you would like someone to do something for you.
–te itadakitái is usually used when referring to a second or third personpresent in the conversational situation and –te moraitái to an absent
third person.
Kinóo katta yasai wa kusátte
imasu kara torikáette
itadakitái n’ desu ga.
Háyaku chichí ni káette kitemoraitái desu.

The vegetables I bought yesterday arerotten so I’d like you to change themfor me.
I wish father would come back home
quickly.

199
In neutral situations, where the relationship between individuals is not
involved, –te hoshíi is often used instead of –te moraitái.
Moo sukóshi suzushiku nátte
hoshíi desu née.

I wish it would get a bit cooler. Don’tyou?

Exercise 12.1
Fill in the gaps with the appropriate form of the verbs, morau,kudasáru, ageru or yaru as the sense demands.
1. Chichi ni nékutai o katte _____.
(I bought my father a tie.)
2. Suzuki senséi ga eigo o oshiete ______.
(Mr Suzuki taught me English.)
3. Sumimasén ga, michi o oshiete _____tái n’ desu ga.
(Excuse me. Would you mind showing me the way?)
4. Isha ni míte _______.
(I had myself examined by the doctor.)
5. Imootó o éki made kuruma de okutte _____.
(I gave my sister a lift to the station in my car.)

Exercise 12.2 1
Listen to the following letter from Kaya to her friend Yohko. Play the cassette tape several times until you feel you can understand the gist of what
the letter contains. Take notes as you go so you can answer the questions
that follow. When you have finished the exercise read the text of the letter(N.B. The recording employs a slightly longer version of the letter). Finally,turn to the Key to the Exercises and see if you can reproduce the Japanesefrom the English translation. Don’t worry at this stage about reproducing
the kanji with furigana readings. They are included here to get you used
to reading longer texts in Japanese script. Notice in letter writing the polite–másu style is used even between close friends or family members.
߭ࠈߒ

1. ߆߿ߪ ᵗ ߆ࠄ㨋㨋㨋㨋㨋㨋㨋㨋㨋㨋㨋㨋㨋㨋㨋㨋㨋㨋㨋‫ޕ‬
2. ⑺↵ߪ߆߿ߦ㨋㨋㨋㨋㨋㨋㨋㨋㨋㨋㨋㨋㨋㨋㨋㨋㨋㨋㨋㨋‫ޕ‬ࠅࠂ߁ߒࠎ

3. ਔ ⷫ ߪ⑳ߦ㨋㨋㨋㨋㨋㨋㨋㨋㨋㨋㨋㨋㨋㨋㨋㨋㨋㨋㨋㨋‫ޕ‬
4. ࡏ࡯ࠗࡈ࡟ࡦ࠼߆ࠄ㨋㨋㨋㨋㨋㨋㨋㨋㨋㨋㨋㨋㨋㨋㨋㨋㨋㨋‫ޕ‬
5. Უߪࡃࠬ࠺࡯ࠤ࡯ࠠࠍ㨋㨋㨋㨋㨋㨋㨋㨋㨋㨋㨋㨋㨋㨋㨋㨋‫ޕ‬

200

Vocabulary
haruméite
kimashita–meku
narisóo desu
–sóo

there is a feeling of spring in the air(conventional reference to theseason at the beginning of a letter)to seem like (a suffix added to season nouns, forms a
consonant-root verb)
it looks as if it (I) will become …
seemingly, it looks as if … (a suffix whichattaches to the verb stem)

201
minásama

everyone (polite form of minásan often used in lettersor speeches)

More auxiliaries after the ‘–te form’
In Japanese it is very common to have more than one verb at the end of
the sentence. We have seen how the giving and receiving verbs can beused as auxiliary verbs after the –te form to show who is doing what for
whom, and we are now familiar with the use of the various forms of iru
after the –te form to indicate an action in progress or a completed state. In
this unit we meet several more verbs used as auxiliaries after the –te form.

Try doing, do …and see, ‘–te míru’The verb míru ‘to see’ is used after the –te form to convey the idea that theaction was performed tentatively or casually in order to see what the outcome might be. The original meaning of míru is retained in this construction, which might be literally translated as ‘to do something and see …’.
The same idea is often conveyed in English with the verb, ‘to try’.
Kazuko san ni denwa o kákete
mimáshita.
Afurika ni itte mitái desu nee.

I tried giving Kazuko a call.
I’d like to go and have a look at
Africa.

Because the –te míru form is indirect and tentative it is often used tomake suggestions.
Okuchi ni áu ka dóo ka wakarimasén ga
tábete mite kudasai.

I don’t know whether you’ll
like it, but just try some.

The construction with –te miru should not be confused with the –(y)óo tosuru form introduced in Unit 10, although both may often be translated by‘to try’ in English. The former conveys the idea that you do something to see
what happens, in other words you succeed in doing what you set out to do.
The latter construction is used when you attempt to do something, but for
one reason or another your ambitions are frustrated and you fail to complete
your task. Some speakers of English make a distinction between ‘I tried
doing … (to see what would happen).’ and ‘I tried to do … (but failed)’. Perhaps the point can be illustrated by comparing the following sentences.
Michi o watatte mimáshita ga
mukoogawa ni mo éetíiému
ga arimasén deshita.

I tried crossing the road but there
was no ATM (cash dispenser) on
the other side either.

202
Michi o wataróo to shimáshitaga kootsuu ga hagéshikutewataremasén deshita.

I tried to cross the road but thetraffic was so heavy I couldn’t
get across.

To do beforehand – ‘–te oku’This construction with oku, the verb ‘to put’ carried out conveys the ideathat an action has been carried out or has been done in preparation forsomething else.
Sono mama ni shite oite kudasái.
Bíiru o reizóoko ni ireteokimáshita.
Nihón ni iku máe ni Nihongo osukóshi benkyoo shite oita
hoo ga íi desu yo.
Kinoo denwa de setsumei shite
okimáshita kara wakáru hazu
desu.

Please leave it as it is(like that).
I put some beer in the fridge(in preparation for tonight’s
party).
You should (take the precautionof) studying a little Japanese
before you go to Japan.
I explained it to him over thephone yesterday so he should
know about it. (Note: hazu,‘should’ is introduced later inthis unit)

To end up doing – ‘–te shimau’Zénbu ippen ni tábete shimaimashita.
Tabesugi de onaka o kowáshite
shimaimashita.

He ate it all up at once.
I ended up with an upset
stomach from eating too
much.

In colloquial Japanese this –te shimau construction is sometimes abbreviated to –chau, particularly in Tokyo where some speakers seem to use
it indiscriminately even when there is no particular connotation of finality
or completion.
Sonna kotó o yuu to káetchau yo.

I’ll go home if you talk like that.

To have been …– ‘–te áru’This construction is used with transitive verbs to convey the idea that thepresent state is the result of a completed action. It often strongly suggests

203
a deliberate action by a human agent. The same kind of idea is often
expressed with a passive verb in English. In Japanese too, this construction generally requires that the object of the transitive verb become thesubject (or topic) of the –te áru construction.
Món ga akete áru kara náka dechuusha shimashóo.

The gate has been opened (for us)
so let’s park inside.

The negative of the –te áru construction is, naturally enough, –te nái or,in the polite style, –te arimasén.
Komugiko wa máda katte nái
kara kónban okonomiyaki ga
dekimasén.

The flour hasn’t been bought yet so
we can’t make okonomiyaki tonight. (Okonomiyaki is a kind ofsavoury pancake.)In the above example there is a strong suggestion that someone hasdeliberately opened the gate, which would not be conveyed by the neutral, món ga aite iru ‘the gate is open’, i.e. by –te iru after the intransitive verb, aku.
In practice this construction is used in much the same way as the –te
oku construction explained above.

Keeps on getting more …– ‘–te kúru’
The verb, kúru ‘to come’ after the –te form indicates that the action of
the verb started at some point in the distance or at some time in the pastand continued until the present location or time.
Mainichi kaisha kara káeru toinú ga mukae ni háshitte
kimasu.
Nihón demo isshoo kekkon
shinai josei ga fúete
kimashita.

Every day when I get home fromwork the dog comes runningto greet me.
In Japan too there has been acontinual increase in the numberof women who never marry.

Will go on getting more …– ‘–te iku’This construction is similar to –te kúru above, but the starting point of
the action is the speaker or narrator’s present location or time.
Tsugí kara tsugí e to furúi
tatémono ga kiete ikimásu.

The old buildings go on
disappearing one after another.

204
Kore kara wa moo sukóshi rakú
ni nátte iku deshoo.

I expect it will get a little
easier for me from now on.

Exercise 12.3 1
Listen to these questions on the tape and give your own answer to eachquestion. You may need to pause the tape to give yourself time to respond.
1. ੩ㇺߦⴕߞߡߺߚ޿ߢߔ߆‫ޕ‬
2. ߐߒߺࠍ㘩ߴߡߺߚߎߣ߇޽ࠅ߹ߔ߆‫ޕ‬
ߒࠂ߁ࠄ޿

ߒߏߣ

3. ዁ ᧪ ‫઀ߥࠎߤޔ‬੐ࠍߒߡߺߚ޿ߢߔ߆‫ޕ‬
4. ᣣᧄ㈬ࠍ㘶ࠎߢߺߚ޿ߢߔ߆‫ޕ‬
5. ᣣᧄߢߤࠎߥ߽ߩࠍ⷗ߡߺߚ޿ߢߔ߆‫ޕ‬Here are some new words which might help you answer these questions.

Vocabulary
the future, in
Nára nothe Great Buddha
the future
daibutsu
in Naraeiga-kántoku
film director
shiro
castles
ongakkamusicianmatsuri
festivaluchuu-hikóoshi astronautokuresóo
it looks as if we’ll be late (see grammar notes on –sóo
in Unit 13)
shooraiExercise 12.4
Complete the following sentences by choosing the most appropriateclause from the list on the right.
1. Pán ga nái kara
2. Hóteru no heyá o
3. Okuresóo da kara
4. Tomodachi ga uchi ni asobi ni kúru no de
5. Chízu de iku basho oa. heyá o kírei ni shite
okitái desub. denwa o shite oita
hoo ga ii to omoimasu
c. sukóshi katte oitekudasái
d. shirábete okimasu
e. yoyaku shite
okimáshita

205

Exercise 12.5 1
Paul has decided to invite a few friends around for a barbecue this weekend. Before he goes off to buy the food he makes a list of the things he has
and does not have at home. As he is learning Japanese like you, forpractice he writes his list in Japanese script. Paul’s Japanese neighbour,Taro, has come around early to help with the shopping. With the list to
guide you, imagine you are Paul answering Taro’s questions, using móo,‘already’ or máda, ‘not yet’ in your answers as appropriate. Press the pause
button to give you time to supply the answer. You will find Paul’s
responses in the Key to Exercises. Here are Paul’s list and Taro’s questions.

1. Potetochíppusu o kaimashóo ka.
2. Tomatosóosu ga irimásu ka.
3. Kyúuri wa takusán áru deshóo?
4. Uchi no niwa no rémon o motte kimashóo ka.
5. Sutéeki wa móo katte áru deshóo?

The plain style of speech
The plain style of speech is used among close friends and family members and when talking to children. It is in this form of speech where thedifferences between men’s and women’s speech become most pronounced. Women, in particular, use a number of sentence-final particles,

206
like no (a question marker when pronounced with rising intonation,otherwise used for giving explanations, ‘the fact is…’, etc.), káshira‘I wonder’ and wa, an assertive feminine particle. Sóo yo and sóo na noyo ‘that’s right’ are also typically feminine exclamations.
In the plain form men tend to use the colloquial first-person pronoun
boku or even the somewhat vulgar ore, the corresponding second-person
pronouns, kimi and omae, and the sentence-final emphatic particles,ná(a), zó and zé, none of which are normally used by women. Of the
final particles, zé differs from zó in that it can follow verbs in the plain
hortative or propositive form, –(y)óo ‘let’s …’, e.g. Ikóo ze ‘Let’s go!’,whereas zó cannot.

Exercise 12.6 1
Listen to the following exchange between Akiko and Haruo Yamaguchi,
a young married couple. Like many such conversations the content is ofno great import, but they provide us with examples of the plain style,some useful vocabulary and a number of new constructions using the –teform. How many –te forms can you find and what do they mean?
ߐ߇

⑺ሶ:
ᤐ↵:

૗ࠍត ߒߡ޿ࠆߩ?
ߊࠆ߹߆߉ゞ ߩ㎛ ߪߤߎ߆ߥ޽‫ޕ‬
߅

⑺ሶ:
ᤐ↵:
⑺ሶ:

ߐߞ߈࠹࡯ࡉ࡞ߩ਄ߦ⟎޿ߡ߅޿ߚߌߤ‫ޕ‬޽ߞ‫ޕࠃࠆߊߡߞⴕߣߞࠂߜޔ߾ߓޕߚߞ޽ޔߚߞ޽ޔ‬ߤߎ߳ⴕߊߩ?

ᤐ↵:ࡆ࡯࡞߇ߥ޿߆ࠄ⾈ߞߡߎࠃ߁ߣᕁ ߞߡ…

⑺ሶ:಄⬿ᐶߦࠞࡦ࡮ࡆ࡯࡞߇ਃᧄ౉ࠇߡ޽ߞߚߌߤ…

ᤐ↵:߽߁‫↰ߴ߁ࠁޔ‬ਛߐࠎߣੑੱߢోㇱ㘶ࠎߢߒ߹ߞߚࠃ‫ޕ‬

⑺ሶ:

߅߽

ࠇ޿ߙ߁ߎ

ߗࠎ߱ ߩ

߅ߘ

ߐ߆ ߿

ߒ

ㆃ ޿߆ࠄ‫ޔ‬㈬ ደߪ߽߁㐽߹ߞߡ޿ࠆࠎߓ߾ߥ޿ߩ?
߃߈߹߃

ߐߌࠆ޿

߁

ᤐ↵:

޿߿‫ޔ‬㚞೨ ߩࠦࡦࡆ࠾ߢ㈬㘃 ߽ᄁߞߡ޿ࠆ߆ࠄ
ߘߎߦⴕߞߡߺࠆࠃ‫ޕ‬⑺ሶ:ߓ߾‫ߦߢ޿ߟޔ‬᣿ᣣߩ ᦺ 㘩 ߩࡄࡦߣ ‐ ੃ ߽⾈ߞߡ߈ߡ‫ޕ‬߁ࠎ‫ޕࠃࠆߊߡߞⴕޔ߾ߓޕߚߞ߆ࠊޔ‬޿ߞߡࠄߞߒ߾޿‫ޕ‬ᤐ↵:⑺ሶ:ÁKIKO:HARUO:

޽ߒߚߜࠂ߁ߒࠂߊ

Náni o sagashite iru nó?
Kuruma no kagí wa dóko ka náa.

߉ࠀ߁ߦࠀ߁

207ÁKIKO:HARUO:
ÁKIKO:HARUO:
ÁKIKO:HARUO:
ÁKIKO:HARUO:
ÁKIKO:HARUO:
ÁKIKO:

Sákki téeburu no ue ni oite oita kedo.
Á, átta, átta. Já, chótto itte kúru yo.
Dóko e iku nó?
Bíiru ga nái kara katte koyóo to omotte.
Reizóoko ni kanbíiru ga sánbon irete átta kedo …
Móo, yuube Tanaka san to futarí de zénbu nónde shimatta yo …
Osoi kara, sakaya wa móo shimatte iru n’ ja nái no.
Íya, ekimáe no konbíni de sakérui mo utte iru kara soko ni ittemíru yo.
Já, tsuide ni ashita no chooshoku no pán to gyuunyuu mokatté kite.
Ún, wakátta. Já itte kúru yo.
Itterasshái.

Vocabulary
ka náakedoáttaI wonder (masculine)but (casual speechabbreviation of
keredomo)
I’ve found it!

íyawakáttano (when contradicting)okay, right, I’ve got it.

Expectation and obligation
Hazu désu is used after the plain form of a verb or adjective toindicate expectation. It often corresponds to the English, ‘ought to …’ or‘should …’, etc., but without any suggestion of moral obligation.
Ashita kúru hazu desu.
Sono gurai no kotó o shitte iru
hazu désu.

He should come tomorrow. / I
expect he’ll come tomorrow.
He should at least know that.

Where a sense of moral obligation is implied beki désu is used instead.
Ashita kúru beki desu.
Mae mótte denwa suru bekidéshita ga …

He should come tomorrow. (He owes it
to us to come tomorrow.)
I should have rung beforehand but …

Where the obligation is not to do this or that, it is the final verb whichtakes the negation, becoming beki ja arimasén, etc.

208
Shachoo ni sonna kotó o yuu
beki ja arimasén deshita.

I should not have said that to thedirector.

Exercise 12.7
In the following sentences fill in the blanks with either hazu or béki as
the sense demands.
1. Densha wa taitei juugófun-okí ni kúru ____ desu.
2. Wakái hito wa toshiyóri ni séki o yuzuru ____ desu.
3. Kyóo ginkoo wa aite iru ____ desu.
4. Supíido seigén o mamóru ____ desu.
5. Kinóo tegami o dashimáshita kara kanarazu nisánnichi de tsuku ____desu.
6. Háyaku isha ni míte morau ____ desu.

Vocabulary–okí
nisánnichi

every …, at … intervals (suffix used with numbers andnumeral classifiers)
two or three days

Although
We have already learnt how to express concession using the coordinate
particles ga and keredomo. These differ from most clause-final particles
and resemble the particle kara ‘because’ in that they follow the same
form as the main verb at the end of the sentence, that is to say, for mostof us, the polite –másu form. There is, however, a compound particle, noni ‘although’, which follows the plain form of the verb or adjective.
Nankai mo oshieta no ni, máda
obóete imasén.
Takái no ni shitsu ga íi kara
kaimáshita.

Though I taught him time and timeagain he still doesn’t
remember it.
Although it’s expensive, it’s goodquality so I bought it.

As we saw with the compound particle no de ‘because’, the plain present
form of the copula used before no ni is na.
Ano hóteru wa yuumei na no
ni sáabisu ga wárukute
gakkári shimashita.

Although that hotel is famous I wasdisappointed to find the service
is terrible.

209
In formal written Japanese you may also come across the clause-final
compound particle mono no, which has much the same meaning as no ni.
Sooridáijin wa atarashíi náikaku okessei shita mono no, tsugi nosénkyo de katéru ka doo ka wa
utagawashíi.

Although the Prime Minister
formed a new cabinet it isdoubtful whether he can win
the next election.

Exercise 12.8 1
Read these sentences aloud then listen to them on the tape. Finallytranslate them into English and check your answers with the Key to the
Exercises (p. 282).
1. ੹ᣣߪ㔕৻ߟߥ޿㕍ⓨߩߔ߫ࠄߒ޿ᄤ᳇ߢߔ‫ޕ‬
2. ጊਅ㔚᳇ߩᶏᄖㇱ㐳ߪ੹㕍᫪ߣ⑺↰ߩᣇࠍᣏⴕߒߡ޿߹ߔ‫ޕ‬
3. ᕆߦⓨ߇ᦅߞߡ߈ߡ㔎߇㒠ࠅߘ߁ߦߥߞߚߩߢ‫ޔ‬ᕆ޿ߢ߁ߜߦ
߆߃ࠅ߹ߒߚ‫ޕ‬
4. ᫪ ↰ ␠ 㐳 ߩ ᓟ ࠈ ߦ ┙ ߞ ߡ ޿ ࠆ ੱ ߩ ฬ ೨ ߪ ዊ ᨋ ᵗ ሶ ߛ ߣᕁ޿߹ߔ‫ޕ‬5. ⓨ߇ᦅߞߡ޿ࠆߩߦ㔎ߩᔃ㈩ߪߥ޿ߘ߁ߢߔ‫ޕ‬
6. ᄢᨋవ↢ߪ߅ర᳇ߘ߁ߢߔߨ߃‫ޕ‬
7. ߎߩ߅㈬ߪ⑺↰ߩฬ㈬ߛߘ߁ߢߔ‫ޕ‬
8. ࿖┙ᄢቇߩᄖ࿖ੱቇ↢߇Ფᐕ߰߃ߡ߈ߡ޿߹ߔ‫ޕ‬

Vocabulary
furisóo
genkisóo
Osóre irimasu ga.
Goméiwaku desu ga.
Otesúu desu ga.
Dóozo okake kudasái.
… o oshiete itadakemásu ka.
Osumai wa dóchira desu ka.

to look like rain, look as if it will rain
to look well (more on the suffix –sóo
in Unit 13)
I am very sorry/grateful, etc.
I’m sorry to bother you, but …
I’m sorry to bother you, but …
Please sit down.
Would you mind telling me …?
Where do you live? (honorific)

210

Kanji
This Unit’s new kanji are given in detail below.
gaikokujin

dénki electricity
denwa telephone

kumó(ru)’13 ゞߦ߱ߟߌࠄࠇߚ‫ޕ‬ゞߦ߱ߟߌࠄࠇߚ‫ޕ‬
Kuruma ni butsukerareta.
Another car ran into me!

In this unit you will learn how to:• Use the causative form of verbs• Recognise and use the passive voice• Recognise the causative-passive• Use the suffix –sóo, ‘it looks as if …’• Use the suffix –gáru to describe the behaviour ofothers.
You will also acquire:• 20 more kanji: ⦡ ‛ ‐ ⡺ ᤋ ↹ 㙚 ᐫ ᓙ ജಷಾⷫ෹ฝᏀ᦭⸒ㄭኅ

Dialogue 1 1
Kitabayashi Yooko and Morita Yasuko, acquaintances from the sameneighbourhood, meet on the street. We pick up their conversation after
the usual bows, thanks and salutations have been exchanged.
߈ߚ߫߿ߒ

ߊ߮

޿ߚ

ർ ᨋ:

᫪↰ߐࠎ‫ޕ‬㚂 ߇∩ ߘ߁ߢߔߨ߃‫ޕ߆ߔߢࠎߚߒ߁ߤޕ‬᫪↰:ߎߩ㑆ㆇォ ߒߡ޿ߚᤨ‫ޔ‬ᮮ ߆ࠄᕆߦゞ߇಴ߡ᧪ߡ߱ߟ
ߌࠄࠇߚࠎߢߔ‫ޕ‬

߈ߚ߫߿ߒ

ർ ᨋ:

߁ࠎߡࠎ

޿ߞߒࠀ

ࠃߎ

߁

ߒࠂ߁

ߓ߾‫৻ޔ‬⒳ ߩ߻ߜᛂߜ ∝ ߢߔ߆‫ޕ‬

212
ߊ߮

᫪↰:

ߎߒ

ߜࠅࠂ߁

߃߃‫ޔ‬㚂 ߣ⣶ ࠍ߿ࠄࠇߡ‫੹ޔ‬ᴦ≮ ߦ߆ࠃㅢ ߞߡ޿߹ߔ‫ޕ‬

߈ߚ߫߿ߒ

ߚ޿߳ࠎ

᫪↰:

੹‫ ୃޔ‬ℂߦ಴ ߒߡ޽ࠅ߹ߔ߇‫ޕߔ߹޿ߡࠇࠄ߿ࠅߥ߆ ޔ‬

ർ ᨋ:

߈ߚ߫߿ߒ

ർ ᨋ:

᫪↰:

ᄢᄌ ߢߔߨ߃‫ߢࠇߘޕ‬ゞߩᣇߪ?
ߒࠀ߁ࠅ

ߛ

߫޽޿

߶ߌࠎ

ߘ߁޿߁႐ว‫଻ޔ‬㒾ߪߤ߁ߥࠆࠎߢߔ߆‫ޕ‬
ߐߞߘߊ

߶ߌࠎ

ࠇࠎࠄߊ

ᣧㅦ ‫଻ߩߜ߁ޔ‬㒾ળ␠ߦㅪ⛊ ߒߡ‫ޔ‬
޽޿ߡ

߿ߞߡ߽

߰ ߜࠀ߁޿

ࠄߞߡ޿߹ߔ‫⋧ޕ‬ᚻߩਇ ᵈᗧ ߦࠃࠆߩߢ‫ޔ‬
߭ࠃ߁

ߗࠎ߱ ߛ

⾌↪ߪోㇱ಴ߒߡ߽ࠄ߃ࠆࠎߓ߾ߥ
޿߆ߣᕁ޿߹ߔ߇ …
߈ߚ߫߿ߒ

߼ࠎߤ߁

᫪↰:

߃߃‫ߣࠇߘޕ‬ゞ߇ߥ޿ߣ⾈‛ߩᤨߣߞߡ߽ਇଢߢߔ‫ޕ‬

ർ ᨋ:

߈ߚ߫߿ߒ

ർ ᨋ:

㕙ୟ ߢߔߨ߃‫ޕ‬߰ߴࠎߟߓ߾‫ޔ‬ᰴߦⴕߊᤨㅪࠇߡⴕߞߡߐߒ޽ߍ߹ߔࠃ‫ޕ‬
߃ࠎࠅࠂ

᫪↰:

㆙ ᘦߥߊ߅ߞߒ߾ߞߡߊߛߐ޿‫ޕ‬ߤ߁߽ߏⷫಾߦ‫ޕ‬KITABAYASHI:
MORITA:KITABAYASHI:
MORITA:KITABAYASHI:
MORITA:KITABAYASHI:
MORITA:KITABAYASHI:
MORITA:KITABAYASHI:
MORITA:

Morita san. Kubi ga itasóo desu née. Dóo shita n’desu ka.
Konoaida unten shite ita toki, yoko kara kyuu ni
kuruma ga déte kite butsukeraretá n’ desu.
Já, ísshu no muchiuchishoo desu ka.
Ée, kubi to koshi o yararete, íma chiryoo ni kayotte
imásu.
Taihen désu née. Sore de kuruma no hóo wa?
Íma, shúuri ni dáshite arimásu ga, kánari yararete
imásu.
Soo yuu ba’ai, hoken wa dóo náru n’ desu ka.
Sassoku, uchi no hokengáisha ni renraku shite, yatte
moratte imásu. Aite no fuchúui ni yorú no de, híyoo
wa zénbu dáshite moraerú n’ ja nái ka to omoimásu
ga …
Mendóo desu née.
Ée. Sore to kuruma ga nái to kaimono no toki tottemo
fúben desu.
Já, tsugí ni iku toki tsurete itte sashiagemásu yo.
Enryonáku osshátte kudasai.
Dóomo goshinsetsu ni.

213

Vocabulary
itasóobutsukerareru
yarareru
sóo yuu ba’ai

looks sore
be hitbe done in,take a blowin that case,in circumstances likethat

… ni yoru
zénbu dáshite
moraeru n’
ja nái ka toomoimásu
enryo náku
ossháru

to be the result of, tostem fromI think we can probably get them to pay
the lot
without reserve,
don’t hesitate to …
to say (honorific)

Exercise 13.1
Answer the following comprehension questions on Dialogue 1. The
questions are in English, but you should be able to answer them in both
English and Japanese. The Key to the Exercises has model answers inboth English and Japanese (p. 283). Your answers may well be correcteven if they don’t correspond exactly to those in the back of the book.
1. What injury did Mrs Morita sustain in the accident?
2. What is she doing about it?
3. Is she still driving her car?
4. What is the situation regarding insurance?
5. What does Mrs Morita find inconvenient?
6. How does Mrs Kitamura offer to help?

Passive sentences
Dialogue 1 introduces a number of passive sentences. To form a passive
verb from its active voice equivalent, the subject of the active sentence
becomes the agent of the passive sentence and is indicated with the particle ni, in much the same as ‘by’ marks the agent of an English passive
sentence. The passive ending –(r)areru (which you met as a potential
verb ending in Unit 10) is added to the verb root, the initial –(r) dropping
after a consonant. For example, the active sentence, Senséi wa Tároo
o homemáshita ‘The teacher praised Taro’ is transformed into thepassive sentence, Tároo wa senséi ni homeraremáshita ‘Tároo waspraised by the teacher’. Some more examples of passive verbs are214taberaréru ‘to be eaten’, miraréru ‘to be seen’, kakaréru ‘to be written’ and omowaréru ‘to be thought’ or ‘to spring to mind’. The passive
forms of the irregular verbs suru ‘to do’ and kúru ‘to come’ are sareru(sometimes serareru) and koráreru respectively. You may find it puzzling to learn that kúru has a passive equivalent, because we do notmake passives from intransitive verbs in English and we cannot imagine
a context in which we might use a verb form meaning, ‘to be come’.
In Japanese, however, even intransitive verbs can occur in the passive.
When they do, they often carry a connotation of inconvenience or discomfort experienced by the subject of the sentence, usually ‘I ’ or ‘we’. This
construction is known as the ‘INDIRECT PASSIVE’ or the ‘ADVERSATIVEPASSIVE’. A few examples should make the concept easier to understand.
Kinóo áme ni furaremáshita.
Kyuu ni tomodachi ni korárete
komarimáshita.
Kare wa háyaku ryóoshin ni
shinarete shinseki ni
sodateráreta.

I was caught in the rain yesterday.
I was put out when my friend
turned up suddenly.
He suffered the early death of his
parents and was raised byrelatives.

This indirect passive construction can also be used with transitive verbs,
in which case it strongly suggests that someone has been affected by theaction. This contrasts with the direct passive which is simply a neutral
description of what happened. For example, the direct passive saifu ga
nusumaremáshita ‘the wallet was stolen’ merely tells us what happened
to the wallet. On the other hand, the indirect passive, saifu o nusumaremáshita ‘I had my wallet stolen’, strongly suggest the distress andinconvenience I suffered as a result of the theft. Notice that in the indirect
passive the object of the active sentence remains the object in the passive
sentence, the subject being the person who suffers the inconvenience.

Exercise 13.2
Complete the following sentences by choosing an appropriate ending
from the list below (use the English cues as a guide). Then translate thecompleted sentences into English.
1. Shigoto ni iku tochuu (I was caught in
the rain.)
2. Isha ni mótto (I was told to exercise.)
3. Sake wa kome kara (is made)a. tsukurárete imásu.
b. homeraremáshita.
c. saifu onusumaremáshita.

215
4. Nihongo ga joozu da to (I was praised.)
5. Gaikoku de (I had my wallet stolen.)d. undoo suru yóo ni
iwaremáshita.
e. áme ni furaremáshita.

Causative sentences
In Japanese the causative is formed with the suffix, –(s)aséru after theverb root, the initial –(s) dropping after a consonant. For example:
tabesaséru
mataséru
warawaseru

to make eat
to make wait
to make laughThe irregular verbs suru and kúru have the causative forms saseru andkosaséru. In addition to the causative meaning, the –(s)aseru suffix isalso often used to convey the idea of letting someone do something andis therefore sometimes called the ‘PERMISSIVE’. We will retain the causative tag, but remember the form carries both connotations. Sometimes
the distinction between causative and permissive can be shown by theuse of ni after the object of the permissive clause. For example:
Watashi ni yarasete kudasái please let me do it as opposed
to shachoo wa Suzuki san o yamesasemáshita the boss gave
Mr Suzuki the sack (literally, ‘made him stop work’).
This distinction cannot be made if there is another object in the sentence.
In this case the person made or permitted to perform the action is always
followed by ni.
Tanaka kun ni gaikoku kara
no okyakusan o mukae ni
ikasemáshita.

I had (or let) young Tanaka go
to meet the customer fromoverseas.

Here are some more examples of the causative.
Warawasenáide kudasái.
Please don’t make me laugh.
Abe san ni iwaseru to,If you let Mr Abe have his say, (he’ll
Edomae no sushí watell you) local Edo (i.e. Tokyo) sushi is theichiban oishii désu.
best.

216
In casual colloquial speech a shortened causative form, –(s)asu, often
replaces the longer suffix. This shorter form is particularly common in
the plain past-tense and conditional endings.
We can’t have you letting the dog eat
such good meat.

Sonna íi nikú o inú nitabesáshitara komáru yo.

The causative form should be used with caution as it usually implies
a person in authority issuing orders or distributing privileges. For thisreason it is often used in conjunction with another verb, such as ageru
or the suffix –tai, to soften the blow.
Oishii jizake o nomásete
agemasu.
Koko no oishii unagi o sóbo nitabesasetái desu.

I’ll let you try some delicious local
sake.
I’d like to have my grandmother try
some of the delicious eel they
have here.

–sasete itadakimásu
This very polite verb ending is used in formal situations and is particularly
favoured by certain types of middle-class ladies. It is formed with thecausative form of a verb followed by the object honorific verb, itadaku‘to receive’ (from a social superior). Literally the expression means
something like ‘I receive the favour of being permitted to…’. You willhear it mainly in set formal routines found in speech-making or in thecontext of elaborate greeting or leave-taking.
Minásan, kore kara Ákita
no min’yoo o utawasete
itadakimásu.

Ladies and gentlemen, now I would liketo take the liberty of singing a folksong from Akita.

The causative-passive
When the causative suffix attaches to a verb root it forms a new vowelstem verb which can take the various verb endings, including the passive
suffix. However, as mentioned above, the short causative form is often
preferred to the full form when other endings are to be added, and this is
usually the case with the causative-passive. For example, the verb mátsu‘to wait’ forms the causative verb mataséru, ‘to make wait’, ‘to keep
waiting’, and we would expect the causative-passive, ‘to be kept waiting’217
to be mataseráreru, but, while this form is possible, matasáreru is far morecommon. The causative-passive of suru ‘to do’, however, is saserareu.
Here are some examples of the causative-passive form.
Byooin de zúibun nágaku
matasaremáshita.
Kekkónshiki de supíichi
o saseraremáshita.

I was kept waiting an awfully long timeat the hospital.
I was made to give a speech at thewedding ceremony.

It is interesting to note that this causative-passive construction does notcarry the connotation of permission commonly found in the –(sa)seru
construction.

Exercise 13.3
Using the English cues given, change the verb in brackets to the appropriate causative form, then translate the whole sentence into English.
1. Jón san wa joodan o itte hito o (warau – makes laugh).
2. Yuushoku no shitaku wa watashi ni (suru – let do) kudasái.
3. Shinpai (suru – making) sumimasén.
4. Tsugí wa boku ni (haráu – let pay) kudasái.
5. Kono konpyúuta o chótto (tsukau – let use) kudasái.
6. Háisha de ichijíkan íjoo (mátsu – was kept waiting).
7. Kodomo no toki ni múri ni (tabéru – was made to eat) no de, yasai gakirai ná n’ desu.
8. Konogoro osoku made shigoto o (suru – made to).

‘It looks as if it will …’
We have already covered the use of sóo desu after the plain form of a verb
or adjective to indicate hearsay or reported speech, when it is more or lessequivalent to ‘I hear that’, ‘they say that’, ‘apparently’, etc. Attached tothe stem of the verb or adjective (remember the stem is what is left when
you cut off the –masu ending of a verb or the final –i of a true adjective),–sóo (which loses its accent when attached to unaccented stems) means‘it looks …’ or ‘it looks as if it will …’. Here are some examples.
Ano konpyúuta wa takasóo
desu né.

That computer looks expensive.

218
Kyóo wa gakkoo ni okuresoo
désu.

It looks as if he’ll be late for school
today.

The adjective íi (or yói) ‘good’ and the negative, nái, have irregular –sóo
forms, becoming yosasóo ‘seems good’ and nasasoo ‘seemingly not’,respectively.
Háyaku itta hoo ga yosasóo
desu.
Koko ní wa íi no ga nasasóo
desu.

It looks as if it would be better to go
early.
It doesn’t look as if there are any good
ones here.

Exercise 13.4 1
Listen to these casual plain-form dialogues between Yumi and her friend
Yoshie. Notice the use of the –sóo suffix and the feminine final particles
káshira and nó. After each dialogue practise the question and response
taking the parts of each of the characters in turn. Pay particular attention
to the intonation of questions without the question particle, ka. Finally,
to make sure you have understood, use the vocabulary list to produce atranslation of the dialogues. You’ll find a model answer in the Key to the
Exercises (p. 283).
߰ߊ ߁ ࠅ ߫

1. ࡙ࡒߐࠎߣࠃߒ߃ߐࠎߪ෹ߛߜߢߔ‫ ᦯ߩ࠻࡯ࡄ࠺ޕ‬ᄁ႐ࠃ߁߰ߊߢ৻✜ߦᵗ᦯ ࠍ⷗ߡ޿߹ߔ‫ޕ‬
࡙ࡒ:

ߦ ޽

ߎߩࠦ࡯࠻ૃว߁߆ߒࠄ?
ߦ ޽ࠃߒ߃: ߁ࠎ‫ૃޔ‬ว޿ߘ߁ࠃ‫?ࠄߚߺߡ⌕ߣߞࠂߜޕ‬ߥ߆ߔ

2. ࡙ࡒߐࠎߣࠃߒ߃ߐࠎߪ߅⣻ ߇ⓨ ޿ߡ߈߹ߒߚ‫ߙߩ ޕ‬࠺ࡄ࡯࠻ߩ࡟ࠬ࠻࡜ࡦߩ࡚ࠪ࡯ࠤ ࡯ࠬߩࡔ࠾ࡘ࡯ࠍ⷟ ޿ߡ‫ޔ‬ߘ߁ߛࠎ૗ࠍ㘩ߴࠃ߁߆⋧⺣ ߒߡ޿߹ߔ‫ޕ‬࡙ࡒ:ߘ߁ߨ߃‫ޕࠆߔ ߦࠄ߲ࠎߡޔ⑳ޕ߁ߘߒ޿߅ࠇ޽ޔ‬ࠃߒ߃:ߓ߾‫ޕࠆߔߦ߉ߥ߁ߪ⑳ޔ‬ߐ߇߈ߩ߁

3. ࡙ࡒߐࠎߪࠕࡄ࡯࠻ࠍត ߒߡ޿߹ߔ‫ߦࠎߐ߃ߒࠃޕ‬ᤓᣣ ⷗ߚࠕࡄ࡯࠻ߩߎߣࠍ⹤ߒߡ޿߹ߔ‫ޕ‬
ࠃߒ߃:

߈ߩ߁

ᤓᣣ⷗ߚࠕࡄ࡯࠻ߤ߁ߛߞߚ?

219
ߟ

࡙ࡒ:

߃߈

ߴࠎࠅ

ࡃࠬ࡮࠻ࠗ࡟ઃ߈ߢ‫ޔ‬㚞 ߦ߽ㄭߊߡଢ೑ߣߎࠈߥ ᚲ ࠃ‫ޕ‬߈ࠃߒ߃:ࠃߐߘ߁ߨ‫ߦࠇߘޕ‬᳿߼ࠆ?

࡙ࡒ:߽߁ዋߒ⷗ߡ߆ࠄ᳿߼ࠃ߁߆ߣᕁߞߡ޿ࠆߩ‫ޕ‬߈

4. ࡙ࡒߐࠎߣࠃߒ߃ߐࠎߪవ↢ߦ޽ߍࠆࡊ࡟࠯ࡦ࠻ࠍ
߃ࠄㆬ ࠎߢ޿߹ߔ‫ޕ‬࡙ࡒ:ߎߩࠬࠞ࡯ࡈߤ߁߆ߒࠄ?
ߒ߱

ࠃߒ߃:

޽޽‫ࠇߘޔ‬ᷦ ߊߡ‫ޔ‬వ↢߇ᅢ߈ߘ߁ߨ‫ޕ‬࡙ࡒ:ߜࠂߞߣ࿾๧߆ߒࠄ?

ࠃߒ߃:߁ࠎ‫߁߽ޔ‬ዋߒᵷᚻߥߩ߇޿޿߆߽⍮ࠇߥ޿ࠊߨ‫ޕ‬࡙ࡒ:޽࠶㧍㔎߇㒠ࠅߘ߁‫ࠈߘࠈߘ߁߽ޕ‬Ꮻ ࠈ߁߆‫ޕ‬

ߓ ߺ

ߪ ߢ

߆߃

Describing how others feel or behave
In Japanese a distinction is made between subjective information basedon our own opinions and feelings, and judgements and opinions aboutothers which are formed on the basis of observed evidence. In Japanesesamúi means, ‘I am cold’ or ‘I feel cold’, based on my own subjective
experience. If I want to say someone else is cold, however, I cannot use
the same subjective expression, but must make an objective judgement
based on what I have seen or heard. We can say, ‘he looks cold’samusóo desu or ‘he says he’s cold’ samúi soo desu or ‘he seems to becold’ samúi yoo desu. We can also use the suffix –gáru, which is used
to make an objective verb out of a subjective adjective, so samugáru
means ‘to behave as if one feels cold’, hazukashigáru ‘to be shy, behave
in an embarrassed manner’. The same ending can be added to the suffix–tái ‘(I) want to…’ to give –tagáru ‘(he) wants to…’. Compare watashi
wa onsen ni hairitái desu ‘I want to take a hotspring bath’ with karemo hairitagátte imasu ‘he wants to take one (i.e. a hotspring bath)too’. The suffix can also be used with a small number of descriptive
nouns, like iya na in the list below. Here are some common pairsconsisting of a subjective adjective and an objective verb formed
with –gáru.

220
Subjective (‘I’)

Objective (‘He’, etc.)

hoshíiiya dahoshigáru
iyagáru

kowái
atsúi
omoshirói
natsukashíi

kowagáru
atsugáru
omoshirogáru
natsukashigáru

to want
to dislike, find repugnant,be unwilling toto be frightened
to feel the heat, be hot
to find interesting or amusing
to feel nostalgic about

According to and in accordance with
Two expressions often confused by learners of Japanese are ni yoru toand ni yotte. The confusion arises because the English translation‘according to’ is from time to time applied to each construction. For
example, we can say in English ‘according to Bill, it is going to rain tomorrow’ and ‘cultures differ according to the country’, using ‘according
to’ both times for what are actually two quite different concepts.
In Japanese, the former, indicating reported speech or quoted opinion,
is expressed with ni yoru to and the latter, which can be paraphrased as‘in accordance with’ or ‘depending on’ is ni yotte. The Japanese equivalents of the two English sentences given above, therefore, are, Bíru sanni yoru to ashita wa áme da sóo desu and kuni ni yotte búnka gachigaimásu. Ni yoru to usually occurs in a sentence which ends withsóo desu ‘it seems’, ‘it appears’, ‘they say’. We can also express the ideaof ‘according to’ with … no hanashi dé wa, ‘in the words of …’ or… ni iwaseru to ‘if we let … have his/her say’.

Degrees of probability
When we make a statement based on the evidence available to us, we
indicate the degree to which we believe what we say to be true withadverbs like ‘definitely’, ‘probably’, ‘perhaps’, ‘possibly’ etc. The
Japanese seem less inclined than we are to make dogmatic assertions.
They qualify many of their statements with a final deshóo ‘probably’ or
to omoimásu ‘I think …’. When necessary, however, they can indicate
certainty with kanarazu ‘without fail’, ‘certainly’ at the beginning ofa sentence, though paradoxically even these strong assertions tend tofinish in a final deshóo or to omoimásu.

221
Kanarazu nyuugaku-shíken ni
gookaku suru deshóo.

He is sure to pass the entrance exam.

At the other end of the certainty scale we have met the construction of aplain verb;ka mo shiremasen ‘perhaps’ (literally, ‘whether or not wecannot know’). Another common expression which falls somewhere
between these two, is formed with n’ ja nái ka to omoimásu ‘probably’(literally, ‘I think, is it not that …?’). In written Japanese and in moreformal situations this contracted form is usually replaced by the full form
no dewa nái ka to omoimásu:
Ashita kúru n’ ja nái ka toomoimásu.

He’ll probably come tomorrow.

Knowing how to do things
Japanese has a very convenient way of saying ‘how to do something’ or‘the way to do something’. The suffix –kata is simply added to the verb
stem, so tabekáta means ‘how to eat’ or ‘way of eating’, tsukaikata‘how to use’, ‘way of using’, ikikata ‘how to go’, ‘way of going’, andso on. We have met this construction in the expression shikata ga
arimasén ‘it can’t be helped’, which we can see now actually means,‘there is no way of doing it’.
Anóko no iikata wa otóosan tosokkúri desu.
Kuni ni yotte kangaekáta gachigaimásu.
Kono ji no yomikáta o oshieteitadakemásu ka.

His way of speaking is just like hisfather.
Ways of thinking differ from country
to country.
Could you tell me how to read thischaracter please?

Difficult or easy to do
We have met the adjectives muzukashíi ‘difficult’ and yasashíi ‘easy’.
Japanese also has two suffixes –nikúi ‘difficult to …’ and –yasúi ‘easy
to …’ which attach to the verb stem.
Mifune san no Nihongo wa
nakanaka wakarinikúi desu.
Kono hón wa yomiyasúi desu.

Mr Mifune’s Japanese is difficult
to understand.
This book is easy to read.

222

Exercise 13.5 1
In this exercise we drill some of the new constructions introduced above.
First listen to this short dialogue then answer the questions that follow it.
Takeo and Haruo are waiting for Akiko in a kissáten (coffee shop).
߅ߘ

ߚߌ߅:

⑺ሶߐࠎ‫ޔ‬ㆃ ޿ߢߔߨ߃‫ޕ‬

ᤐ↵:
ߚߌ߅:

߽ߒ߆ߒߚࠄ⚂᧤ ᔓ ࠇߚࠎߓ߾ߥ޿߆ߣᕁ޿߹ߔ‫ޕ‬ߜࠂߞߣ㔚⹤ߒߡߺ߹ߔ‫ޕ‬߿ߊߘߊࠊߔ

Takeo returns a few minutes later.
ᤐ↵:
ߚߌ߅:
ᤐ↵:
ߚߌ߅:

ኅߦ㔚⹤ߒߡߺ߹ߒߚ߇‫߽⺕ޔ‬㔚⹤ߦߢ߹ߖࠎߢߒߚ‫ޕ‬߽߁ዋߒᓙߞߡߺ߹ߒࠂ߁߆‫ޕ‬߽߁৻ᤨ㑆ㄭߊ߽ᓙߞߡ޿ࠆߩߦ‫ޕ߃ߨࠎߖ߹᧪ޔ‬߽߁᧪ߥ޿ࠎߓ߾ߥ޿ߢߒࠂ߁߆‫ޕ‬ߓ߾‫ޕ߁ࠂߒ߹߈ⴕߡ߼ࠄ߈޽ޔ‬1. What did Haruo think was the reason why Akiko had not shown up?
2. Who rang her home?
3. Who answered the phone?
4. How long did they wait?
Now following the example below, use the cues to make similar dialogues of your own. Model answers are given in the Key to the Exercises(p. 284).
Cue: tsukaikata, kantan
A: Chótto sumimasén. Kore no tsukaikata o oshiete kudasái.
B: Ée, íi desu yo. Kantan désu.
5. yarikata, sukóshi fukuzatsu.
6. Éki e no ikikata, sukóshi yayakoshíi.
7. makizúshi no tsukurikata, kotsu o oshiete agemásu.
8. kippu no kaikata, koko ni okane o irete, kono botan o osu daké.

Dialogue 2 1
Mary has just arrived in Japan to spend a year as an exchange student at
a university in Tokyo. She is discussing her accommodation problems
with staff in the international office of her host university.

223
Listen to the dialogue and then move on to the comprehension questions
in Exercise 13.6. This is primarily an aural comprehension exercise, but
you should return to test your reading comprehension after you havelearnt the new kanji introduced in this unit.
߁

ߟ

ฃߌઃߌ㧦
ࡔࠕ࡝࡯㧦
߁

ߟ

ฃߌઃߌ㧦

ߟ߉

ߪ޿‫ޔ‬ᰴ ߩᣇ‫ޕߙ߁ߤޔ‬
ߒࠀߊߪߊ

ߘ߁ߛࠎ

ኋ ᴱ ߦߟ޿ߡߤߥߚ߆ߣ⋧⺣ ߒߚ޿ߢߔ‫ޕ‬ߒࠀߊߪߊߚࠎߣ߁ߪ޿‫ ޕߚߒ߹ࠅ߆ࠊޔ‬ኋ ᴱ ᜂᒰ
߈߻ࠄ

߹ߤ

߫ࠎ

ߪᧁ᧛ߢߔ‫ࠄ߆ ⓹ߩߎߘ޽ޕ‬ੑ⇟ߟߊ߃⋡ߩ ᧍ ߦߔࠊߞߡ޿߹ߔ‫ޕ‬
ࡔࠕ࡝࡯㧦
߈߻ࠄ

ᧁ᧛㧦

ߡ߈ߣ߁

ߒࠀߊߪߊ

ߒࠂ߁߆޿

ㆡᒰ ߥ ኋ ᴱ ࠍ ⚫ ੺ ߒߡ޿ߚߛߌ߹ߖࠎ߆‫ޕ‬
ࠃߐࠎ

ߛ޿ߚ޿

ߘ߁ߢߔߨ߃‫ޔ߇ߔ߹ࠅࠃߦ▚੍ޕ‬ᄢ૕
ߒࠀࠆ޿

ߒࠀߊߪߊ

ࠅࠂ߁

ਃ⒳㘃 ߩ ኋ ᴱ ߇޽ࠅ߹ߔ‫ ޕ‬ᄢቇߩቇ↢ ኰ ߣ
ߍߒࠀߊ

ߓߔ޿

ਅኋ ߣ⥄Ἲߩࠕࡄ࡯࠻ߢߔ‫ޕ‬

ࡔࠕ࡝࡯㧦
߈߻ࠄ

ᧁ᧛㧦

߿ߜࠎ

ኅ⾓ߪߤߩߋࠄ޿ߦߥࠅ߹ߔ߆‫ޕ‬
ࠅࠂ߁

߫ࠎ

ߎ߁ߨߟ߭

߰ߊ

ቇ↢ ኰ ߪ৻⇟቟ߊ‫ޔ‬శᾲ⾌߽฽߼ߡ᦬৻ਁ੖ජ౞ߢߔ‫ޕ‬ߍߒࠀߊߟਅኋ ߪੑ㘩ઃ߈ߢ౐ਁ౞ߋࠄ޿ߢߔ‫ޕ‬ࠕࡄ࡯࠻ߪ౎ਁ౞߆ࠄੑචਁ౞ߋࠄ޿߹ߢ޽ࠅ߹ߔ‫ޕ‬

ࡔࠕ࡝࡯㧦
߈߻ࠄ

ᧁ᧛㧦

ߍߒࠀߊ

ਅኋ ߣ޿߁ߩߪߤࠎߥ߽ߩߢߔ߇‫ޕ‬ߒࠂߊ߹޽‫ޔ‬ੑਃੱߩᄖߩᄢቇ↢ߣ৻✜ ߦ᥵ࠄߒ߹ߔ‫ޕ‬
ߓ

߳ ߿

߰ ࠈ

ߒߖߟ

߈ࠂ߁ߤ߁

ߟ߆

߿ߜࠎ

ߴߟ

⥄ಽߩㇱደ߇޽ࠅ߹ߔ߇‫߅ޔ‬㘑ํ‫ߩߤߥ࡟ࠗ࠻ޔ‬ࠃ߁ߩߙᣉ⸳ߪ ౒ ห ߢ૶ ޿߹ߔ‫ޕ‬ᣣᦐ ᣣࠍ㒰 ޿ߡᲤᣣᦺ
㘩ߣᄕ㘩߇ߟ޿ߡ޿߹ߔ‫ޕ‬ᣣᦐᣣߪ㘩੐߇಴ߥ޿ߩߢ‫ࡆࡦࠦޔ‬ੑ߆ࠄ૗߆⾈ߞߡߊࠆ߆‫ޔ‬ᄖ㘩ࠍߔࠆ߆‫ޕߔ߹ߒߦ߆ࠄߜߤޔ‬ߓࠁ߁ࠕࡄ࡯࠻ߪ⥄↱ߢߔ߇‫ޔ‬ቇ↢ߦߣߞߡߪ㜞ߔ߉ࠆߢ
ߒ߈

ࠇ޿

ߪࠄ

ߒࠂ߁‫ޕ‬ኅ⾓ߣ೎ ߦᢝ ㊄ߣ␞ ㊄߽ᛄ ࠊߥߌࠇ߫ߥ
ߤ߁

ߎ߁ߨߟ߭

ߴߟ

ࠅ߹ߖࠎ‫ޕ‬᳓㆏ ߣశᾲ⾌߽߽ߜࠈࠎ೎ ߢߔ‫ޕ‬
ߖ޿߰

ࡔࠕ࡝࡯㧦

ߒࠂ߁߇ߊ

ߘ߁ߢߔ߆‫ޕ‬ᣣᧄ᡽ᐭ߆ࠄ ᅑ ቇ ㊄ࠍߋࠄ޿߽ࠄߞߡ޿ࠆߩߢ‫ਁ৾ߦ᦬ޔ‬౞ ૏ ߹ߢ಴ߖࠆߣᕁ
ߍߒࠀߊ޿߹ߔ‫ޕ‬ਅኋ ߦߒࠃ߁߆ߒࠄ‫ޕ‬

224
߈߻ࠄ

ᧁ᧛㧦

ࡔࠕ࡝࡯㧦
߈߻ࠄ

ᧁ᧛㧦

UKETSUKE:
MÉARII:UKETSUKE:
MÉARII:KIMURA:

MÉARII:KIMURA:

MÉARII:KIMURA:

MÉARII:KIMURA:
MÉARII:KIMURA:ߍߒࠀߊਅኋ ߥࠄᄢቇߩߔߋㄭߊߦ޿޿ߣߎࠈ߇޽ࠅ
߹ߔࠃ‫ޕ‬ᱠ޿ߡචಽߋࠄ޿ߒ߆߆߆ࠅ߹ߖࠎ‫ޕ‬ߟߓ߾޽‫ߦߎߘޔ‬ㅪࠇߡ޿ߞߡߊߛߐ޿‫ޕ‬ਛࠍ⷗ߚ޿ߢߔ‫ޕ‬ߪ޿‫ޕ߁ࠂߒ߹ߺߡߞⴕࠄ߆੹ޕࠃߔߢ޿޿ޔ‬Hái, tsugí no katá dóozo.
Shukuhaku ni tsúite dónataka to soodan shitai désu.
Hái, wakarimáshita. Shukuhaku tántoo wa Kimura désu.
Asoko no mádo kara nibanme no tsukue ni suwatte imásu.
Tekitoo na shukuhaku o shookai shite itadakemasén ka.
Sóo desu née. Yósan ni yorimásu ga, daitai sánshurui
no shukuhaku ga arimásu. Daigaku no gakuséiryoo togeshuku to jisui no apáato desu.
Yáchin wa dóno gurai ni narimásu ka.
Gakuséiryoo wa ichiban yásuku, Koonetsúhi mo fukúmete
tsukí ichiman gosen’en désu. Geshuku wa nishoku-tsuki derokuman’en gurai désu. Apáato wa hachiman’en karanijuuman’en gurai máde arimásu.
Geshuku to yuu no wa dónna monó desu ka.
Máa, nisannin no hoka no dai to issho ni kurashimásu. Jibunno heyá ga arimásu ga, ofúro, tóire nado no shísetsu wa
kyoodoo de tsukaimásu. Nichiyóobi o nozoite, mainichichooshoku to yuushoku ga tsúite imasu. Nichiyoo bi wa
shokuji ga denai no de, konbini kara nanika o katte kuruka
gaishoku o suruka dochiraka ni shimasu. Apáato wa jiyúu
desu ga, gakusei ni tótte wa takasugíru deshoo. Yáchin to
betsu ni shikikin to réikin mo harawanakereba narimaĞen.
Suidoo to koonetsúhi mo mochíron betsu désu.
Sóo desu ka. Nihon séifu kara shoogakukin o moratte
irú no de, tsukí ni nanaman’en gurai máde daséru toomoimásu. Geshuku ni shiyóo kashira.
Geshuku nára daigaku no súgu chikáku ni íi tokoró ga
arimásu yo. Arúite júppun gurai shika kakarimasén.
Jáa, soko ni tsurete itte kudasái. Náka o mitái desu.
Hái, íi desu yo. Íma kara itte mimashóo.

Vocabulary
Kimura(Note there is no san. It is not usual to use honorifics
to refer to members of one’s own organisation when
speaking to outsiders.)

225… ni yoru
fukúmetenozoite… to betsu ni
reikinit depends on
including (from fukuméru to include)
except, excluding (from nozoku to exclude)
apart from, in addition to
key money (non-refundable fee paid to landlord)

Exercise 13.6
Test your comprehension of Dialogue 2 by answering these questions.
1. Where is Mr Kimura’s desk?
2. Why did Mary come to the International Centre?
3. Which is the most expensive accommodation?
4. What is ‘geshuku’ like?
5. What did Mary ask Mr Kimura to do for her?
6. Why did she do so?

Exercise 13.7 1
First, listen to the dialogue. You may want to read the notes before you
play it a second time.
Mary has decided to take a room in a student boarding house. We join
her as the landlord is showing her around on her first day in her new
lodgings.
߅߅߿

߳ ߿

ᄢኅߐࠎ㧦

ߎࠇߪ޽ߥߚߩㇱደߦߥࠅ߹ߔ‫ޕ‬ࡔࠕ࡝࡯㧦᣿ࠆߊߡᄢ߈޿ㇱደߢߔߨ߃‫ޕ‬

߅߅߿

ᄢኅߐࠎ㧦

߳ ߿

߻

ߓࠂ߁

߳ ߿

޽ߚ

߃߃‫ޔ‬ධะ߈ߩ౎ ⇥ ߩㇱደߢߔ‫ޕ‬ᣣᒰࠅ߽޿޿ߒ‫ޔ‬
ߤ߁ࠈ

ߪߥ

ߒߕ

㆏〝߆ࠄ㔌 ࠇߡ޿ࠆࠎߢ‫߽ߡߣ ޔ‬㕒 ߆ߢߔ‫ޕ‬
߹ߤ

ߎ߁߃ࠎ

ߡࠄ

߿ ߨ

ߎߩ⓹ ߆ࠄ౏࿦ ߣ߅ኹ ߩደᩮ ߇⷗߃߹ߔ‫ࠂߜ ޕ‬ࠄࠎߥ߇ߞߣߏⷩ ਅߐ޿‫?߁ࠂߒߢ޿޿߇߼ ⌑ޕ‬
ࡔࠕ࡝࡯㧦
߅߅߿

ߦࠊ

ߤ߁

߃߃‫ޔ‬ᐸ ߽߈ࠇ޿ߢߔߨ‫ޔߢࠈߎߣޕ‬㘩ၴ ߪߤߎߢߔ߆‫ޕ‬
߆޿

ߍࠎ߆ࠎ

߭ࠈ

ᄢኅߐࠎ㧦

৻㓏 ߦ޽ࠅ߹ߔ‫₵ޕ‬㑐 ࠍ౉ߞߡ‫ߋߔ ޔ‬Ꮐߩᐢ ޿ᵗ㑆ߢߔ‫ޕ‬

ࡔࠕ࡝࡯㧦

߅㘑ํߪ?

߰ ࠈ

226
߅߅߿

ᄢኅߐࠎ㧦

߈ࠂ߁ߤ߁

ࠃߊߓࠂ߁

ߴߞ߆ࠎ

౒ ห ߩᄢ ᶎ ႐ ߪ೎㙚ߟ߁ࠈߦ޽ࠅ߹ߔ‫ߩ࡞ࡆߩߎޕ‬ᓟࠈߦ޽ߞߡㅢ〝ߢߟߥ߇ߞߡ޿߹ߔ‫ޕ‬
ࡔࠕ࡝࡯㧦

߽ࠎߍࠎ

㐷㒢 ߪ޽ࠅ߹ߔ߆‫ޕ‬

߽ࠎߍࠎ

߅߅߿

ᄢኅߐࠎ㧦

ࠃࠆ

ߒߕ

㐷㒢 ߪ޽ࠅ߹ߖࠎ߇‫ޔ‬ᄛ ߪ㕒 ߆ߦߒߡ߽ࠄࠊߥ޿
߈ࠎߓࠂ

߼޿ࠊߊ

ߣㄭᚲ ߦㅅᖺ ࠍ߆ߌ߹ߔ߆ࠄච৻ᤨߔ߉ߦߪߢ߈
߅ߣ

ࡔࠕ࡝࡯㧦

߅ࠎ߇ߊ

ߥ߇

ࠆߛߌ࠹࡟ࡆߩ 㖸 ࠍዊߐߊߒߡ‫ޔ‬㖸ᭉ ࠍᵹ ߐߥ޿ࠃ߁ߦ᳇ࠍߟߌߡߊߛߐ޿‫ޕ‬ߪ޿‫৻ࠄ߆ࠇߎޕߚߒ߹ࠅ߆ࠊޔ‬ᐕ㑆ߤ߁ߙࠃࠈ
ߨ߇ߒߊ߅㗿 ޿ߒ߹ߔ‫ޕ‬

Vocabulary–joohiatari ga íi
ofúro
daiyókujoo
méiwaku okakérudekiru dakenagásunumeral classifier for tatami mats (approx. 0.8 m x
1.9 m)
sunny, good sunny aspectbath, bathroom (elegant form of furó)large bath, communal bathto be a nuisance, to cause trouble to others
as far as possible, as … as possible (followed by anadjective in –ku form)
to play (music on the radio, CD player etc.), let flow,pour

Now use the information you have gained from the previous dialogue
between Mary and her landlord to answer true or false to the following
statements.
߳ ߿

1. ㇱደ߇ዊߐ߆ߞߚߩߢ‫ޕߚߒ߹ߒࠅ߆ߞ߇ߪ࡯࡝ࠕࡔޔ‬
߳ ߿

߭ࠈ

ߥ߇

2. ࡔࠕ࡝࡯ߩㇱደߪᐢ ߊߡ⌑ ߼߽޿޿ߢߔ‫ޕ‬ߤ߁ࠈ߅ߣ

3. ㆏〝ߩ㖸 ߇᳇ߦߥࠅ߹ߒߚ‫ޕ‬
߹ߤ

ߦࠊ

ߎ߁߃ࠎ

4. ⓹ ߆ࠄ߈ࠇ޿ߥᐸ ߣ౏࿦ ߇⷗߃߹ߔ‫ޕ‬
ߤ߁

߳ ߿

ߔߋ

5. 㘩ၴ ߪࡔࠕ࡝࡯ߩㇱደߩ⋥ ߋ਄ߦ޽ࠅ߹ߔ‫ޕ‬߳ ߿

ߟ

6. ࡔࠕ࡝࡯ߩㇱደߦࡃࠬ࡮࠻ࠗ࡟߇ઃ޿ߡ޿߹ߔ‫ޕ‬

227
߰ ࠈ

ߴߞ߆ࠎ

7. ߅㘑ํߪ೎㙚 ߦ޽ࠅ߹ߔ‫ޕ‬߽ࠎߍࠎ

8. 㐷㒢 ߇ߥ޿ߩߢ‫ޕ߁ࠂߒߢߚߒߣߞ߶ޔ‬Exercise 13.8
Read these sentences aloud then translate them into English. If you arehaving trouble following the Japanese script refer to the Key to Exercises(p. 285).
߱ߚ

1. ‐⡺ߣ⽋ ⡺ߣߤߜࠄ߇߅ᅢ߈ߢߔ߆‫ޕ‬޽

2. ᤋ↹㙚ߩ೨ߢ෹ߛߜߣᓙߜวࠊߖ߹ߒߚ‫ޕ‬߽

3. ⷫಾߥੱ߇߅ߣߒߚߐ޿߰ࠍᜬߞߡ߈ߡߊࠇ߹ߒߚ‫ޕ‬
4. ෹ੱߩኅߩㄭߊߦᣣᧄಷࠍᄁࠆᐫ߇᦭ࠅ߹ߔ‫ޕ‬ࠅࠃ߁

5. Ꮐฝߩ಴ญࠍߏ೑↪ਅߐ޿‫ޕ‬
6. ⑺ߦᄖ࿖ߦᣏⴕߒߚᤨ⦡‫ޕߚߒ߹ࠅ߃߆ߡߞ⾈ࠍ‛ߥޘ‬
7. ዊߐ޿ߩߦജ߇᦭ࠅ߹ߔ‫ޕ‬ߒ߾

8. ⸒⺆ቇ⠪ ߦ⸒ࠊߖࠆߣᣣᧄ⺆ߦߪߚߊߐࠎߩᣇ⸒߇᦭ࠅ߹ߔ‫ޕ‬

Useful expressions
Watakushi wa koo yuu monó degozaimásu
Sakihodo wa shitsúrei
itashimáshita
Goshoochi no yóo ni
Ossháru toorí desu
Otómo shite mo yoroshii désu ka–te sashitsukae arimasén ka.

Here is my business card (literally,‘I’m this kind of person’)Sorry to trouble you just now.
As you know
That’s right, It’s as you say
Would you mind if I join you?
Would it be all right if …?
(literally, ‘Is there any objection
to…?’)

228

Kanji

koushi calf
suigyuu water buffalo

14 ߽ߒ߽ߒ
߽ߒ߽ߒ⑺రవ↢޿ࠄߞ
߽ߒ⑺రవ↢޿ࠄߞߒ߾޿߹ߔߢߒࠂ߁߆‫ޕ‬
Móshimoshi, Akimoto
sensei irasshaimásu
deshóo ka.
Hello, may I speak to
Professor Akimoto?

In this unit you will learn how to:• Use verb forms to show respect to the subject ofa sentence• Use verb forms to show respect to the object ofa sentence• Use formal language to indicate politeness• Use compound verbs• Use particles indicating extent and degree• Form abstract nouns from adjectives• Use the plain imperative form.
You will also acquire:• 20 more kanji: 㖸 ᭉ ᥧ ᜬ ∛ ᒝ ↸ ⋵ ᄥ ᐔਔ ᤤ ᥅ ീ ᚲ ႐ Ꮏ ᐢ 㚍 㚞

Dialogue 1 1
Mr Nakamura of the Kaigai Shinbun newspaper makes a telephone callto Professor Akimoto, a researcher in Chinese studies.

230
ߚߊ

߽ߒ߽ߒ‫⑺ޕ‬రవ↢ߩ߅ቛ ߢߔ߆‫ޕ‬

ਛ᧛:
ߚߊ

⑺రቛ :

ߪ޿‫ޕߔߢ߁ߘޔ‬ਛ᧛:ਛ᧛ߣ↳ ߒ߹ߔ߇‫ޔ‬వ↢‫ߢߔ߹޿߾ߒߞࠄ޿ޔ‬ߒࠂ߁߆‫ޕ‬

߽߁

ߚߊ

⑺రቛ :

ߪ޿‫ޔ‬ዋ‫߅ޘ‬ᓙߜਅߐ޿‫ޕ‬After a short pause⑺ర:߽ߒ߽ߒ‫⑺ޕ‬రߢߔ߇ …

ਛ᧛:⑳ߪᶏᄖᣂ⡞ߩਛ᧛ߣ↳ ߒ߹ߔ‫⃻ޕ‬࿷ ‫ ޔ‬ᣣ ਛ 㑐ଥ ߦߟ

߽߁

ߍࠎߑ޿

߈ ߓ

ߦߞߜࠀ߁߆ࠎߌ޿ߗ ߭ߤ޿ߡߩ⸥੐ࠍᦠ޿ߡ޿߹ߔ‫ߢࠇߘޕ‬ᤚ㕖వ↢ߦ৻ᐲ߅⋡ߟߏ߁ߦ߆߆ࠅߚ޿ߩߢߔ߇‫ߏޔ‬ㇺวߪ޿ߟ߇ࠃࠈߒ޿ߢߒࠂ
߁߆‫ޕ‬
⑺ర:
ਛ᧛:

ߎࠎߤ

ࠃ߁

੹ᐲߩ㊄ᦐ ᣣ߆ࠄࡌ࠻࠽ࡓߩᣇߦⴕߊߩߢ‫ߩߘޔ‬ᓟߦߥࠅ߹ߔ߇ …
ߌߞߎ߁߆߃⚿᭴ ߢߔ‫߅ߟ޿ࠄ߆ࡓ࠽࠻ࡌޕ‬Ꮻ ࠅߦߥࠅ߹ߔ߆‫ޕ‬߽ߤ⑺ర:ਃ᦬਻ᣣߦᚯ ࠅ߹ߔ‫ޕ‬ਛ᧛:ߘ߁ߢߔ߆‫ߪߢޕ‬ච྾ᣣߩ᦬ᦐ ᣣߪ޿߆߇ߢߒࠂ߁߆‫ޕ‬⑺ర:ߜࠂߞߣᚻᏭ ࠍ⺞ ߴߡߺ߹ߔ‫ޔߣ࡯߃ޕ‬ඦᓟߩ

ࠃ߁

ߡߜࠂ߁

ߒࠄ

޽

ਃᤨߥࠄⓨ޿ߡ޿߹ߔ‫ޕ‬
ਛ᧛:

߽߁

ࠊߌ

↳ ߒ⸶ ߏߑ޿߹ߖࠎ‫ޔ‬ਃᤨߪߜࠂߞߣ… ඦ೨ਛߢ޽ⓨ޿ߡ޿ࠆ߅ᤨ㑆߇ߏߑ޿߹ߖࠎ߆‫ޕ‬⑺ర:ਛ᧛:ᦺߩ਻ᤨߥࠄ૗ߣ߆ߥࠅ߹ߔ߇ …
ߌߞߎ߁

߁߆߇

⚿᭴ ߢߔ‫ߪߢޕ‬ච྾ᣣߩ਻ᤨߦߘߜࠄߦ ુ ޿߹ߔ‫ޕ‬⑺ర:ߪ޿‫ޔ‬ಽ߆ࠅ߹ߒߚ‫ޕ‬ਛ᧛:ߢߪ‫ޔ‬ቱ ߒߊ߅㗿 ޿⥌ ߒ߹ߔ‫ޕ‬ࠃࠈ

NAKAMURA:
AKIMOTO TAKU:
NAKAMURA:
AKIMOTO TAKU:ߨ߇޿ߚ

Móshimoshi. Akimoto senséi no otaku désu ka.
Hái, sóo desu.
Nakamura to mooshimásu ga, senséi, irasshaimásu
deshóo ka.
Hái, shóoshoo omachi kudasái.

231
AKIMOTO:NAKAMURA:

Móshimoshi. Akimoto désu ga …
Watakushi wa kaigaishínbun no Nakamura to
mooshimásu. Génzai, Nitchuu-kánkei ni tsuite no kíjio káite imasu. Sore de zéhi senséi ni ichido ome ni
kakaritái no desu ga, gotsugoo wa ítsu ga yoroshii
deshóo ka.
Kóndo no kin’yóobi kara Bétonamu no hóo ni ikú node, sono áto ni narimásu ga …
Kékoo desu. Bétonamu kara ítsu o kaeri ninarimásu ka.
Sángatsu kokonoka ni modorimásu.
Sóo desu ka. Déwa, juuyokka no getsuyóobi wa ikága
deshóo ka.
Chótto techoo o shirábete mimasu. Éeto, gógo nosánji nára aite imásu.
Mooshiwake gozaimasén, sánji wa chótto …
Gozenchuu de aite iru ojikan ga gozaimasén ka.
Ása no kúji nara nántoka narimásu ga …
Kékkoo desu. Déwa, juuyokka no kúji ni sochira ni
ukagaimásu.
Hái, wakarimáshita.
Déwa, yoroshiku onegai itashimásu.

AKIMOTO:NAKAMURA:
AKIMOTO:NAKAMURA:
AKIMOTO:NAKAMURA:
AKIMOTO:NAKAMURA:
AKIMOTO:NAKAMURA:

Vocabulary
móshimoshi

hello (overthe telephone)taku house, residence

Respect language
Although respect language, or keigo, has its origins in the hierarchicalfeudal society of pre-Meiji Japan, it continues to play an important rolein the modern, egalitarian, middle-class society of contemporary Japan,
as ‘the lubricating oil’ of harmonious social interaction.
For the foreign learner the acquisition of keigo comes gradually after
long periods of exposure to its use within Japanese society. Usually, youwill find that if you stick to the polite désu/–másu style and use the honorific expressions you have learnt in the formal set routines for greetings,
apologies and thanks, you will have no difficulty communicating andyou will not cause offence. You cannot neglect keigo, however, as you

232
are likely to hear a lot of it from all sorts of people who want to makeyou feel welcome in their country and ensure that you leave with a good
impression of Japan.
Japanese respect language falls into two main categories, ‘referent
honorifics’ which show respect to the person you are referring to, and‘addressee honorifics’ which show politeness to the person you are talking to. The addressee honorifics, characterised by the use of désu or–másu at the end of the sentence, are the forms you have been learningin this book and should present few problems at this stage. You havealso already met some honorific verbs, such as irassháru, meaning ‘arespected person comes, goes’ or ‘is’. Within the referent honorifics, theverb irassháru belongs to a category known as ‘subject honorifics’ inwhich the ‘socially superior referent’ (i.e. the person to whom you wish
to show respect) is the subject of the verb. Irassháru joins a small groupof subject-honorific verbs ending in –áru which lose the final –r of theroot before adding –másu. For example:Ítsu Nihón ni irasshaimáshita ka.

When did you arrive inJapan?

The other verbs in the group are kudasáru ‘to give’, ossháru ‘to say’and nasáru ‘to do’.
The –r of the root also drops in the imperative form of these verbs, as
we have seen in the request form –te kudasái. Be careful, however,when using the imperative forms as, even though they derive from honorific verbs, they have only a mildly honorific connotation. Irasshái.
‘Come!’ or ‘Go!’, for example, is most often used for addressing
children, junior workmates or close friends.
Although meshiagaru, the honorific verb ‘to eat’, ends in –aru it
has the regular –másu and imperative forms, meshagarimásu andmeshiagare. (See p. 241 for the formation of the plain imperative forms.)
The regular subject honorific form for verbs is formed by using thehonorific nominal prefix o– followed by the verb stem and ni náru. The
verb káku ‘to write’, for example, produces okaki ni náru ‘an honoured
person writes’. There is an alternative form of the regular subjecthonorific construction in which ni náru is replaced by a form of the
copula, da. This latter construction seems to be used to describe present
states or actions in progress and is therefore more equivalent to the –te
iru ending.
Móo okaeri desu ka.

Are you leaving (going back) already(so soon)?

233
Odekake désu ka.

Are you going out somewhere (a common
greeting)?

A polite imperative form can be made with the honorific prefix o– plus
the verb stem and kudasái.
Gojúusho to onamae o koko ni
okaki kudasái.

Please write your name andaddress here.

There is also a category of elegant or euphemistic verbs which usuallyreplace the expected regular form.
Náma no káki mo meshiagaremásu ka.
Dóchira ni osumai désu ka.
Kono óoba o omeshi ni narimásu ka.

Can you also eat raw
oysters?
Where do you live?
Will you try on thisovercoat?

The subject-honorific equivalent of shitte iru ‘to know’ is gozónji da,and the subject-honorific form of the copula, da, is de irassháru.
Matsuzaki senséi o gozónji desu ka.
Matsui senséi wa Nihon-búngaku no
kyooju de irasshaimásu.

Do you know Mr Yamazaki?
Dr Matsui is a professor ofJapanese literature.

If the respected person is not the subject of the verb but the direct orindirect object, the object-honorific verb form is used. The subject of theobject-honorific construction, though rarely explicitly expressed, is usually, ‘I’ or ‘we’. The regular object-honorific verb is formed with the
honorific prefix o– plus the verb stem and part of the verb suru ‘to do’,or its formal equivalent itásu. There is an example in Dialogue 1 of thisunit.
Dóozo yoróshiku onegai itashimásu.

I am very grateful for yourhelp.

Here are some more common uses of the object honorific form:
Okaban o omochi shimashóo ka.
Kinóo katta konpyúuta o omise
shitái desu.

Shall I carry your bag for you?
I’d like to show you the computer
I bought yesterday.

234
There are several object-honorific verbs which either replace, or occur
alongside, their regular counterparts. An example here should suffice togive you an idea how these verbs behave.
Séngetsu haishaku shita hón oashita okaeshi shimásu.

Tomorrow I’ll return the book I borrowed last month.

Note that in this last example, the regular form okari shita could be usedinstead of haishaku shita with little change in the meaning.

Exercise 14.1
Can you answer these comprehension questions on Dialogue 1?
1. Why does Mr Nakamura ring Professor Akimoto?
2. Why isn’t this Friday convenient for the professor?
3. What date does Mr Nakamura suggest for their meeting?
4. Why doesn’t Professor Akimoto reply immediately?
5. When do they finally agree to meet?

Honorifics with nouns and adjectives
We have had many examples of nouns with the prefix o– or go– attachedto them. In some cases this prefix has lost its original honorific force andsimply forms an elegant alternative to a common word. This usage
occurs frequently with a number of very common nouns, many of them
the names of foods and beverages, and is employed particularly often by
women. Examples include, oyu ‘hot water’, osake ‘rice wine’, ocha‘tea’, okome ‘rice’ (uncooked), góhan ‘rice’ (cooked), okane ‘money’,oháshi ‘chopsticks’, otsuri ‘change’ (money), oteárai ‘lavatory’, etc.
Elsewhere these prefixes are attached to nouns to indicate that they are
owned by, or in some way connected to, a respected person. So otaku orouchi means ‘an honorable house’, often ‘your house’, gohón means‘your book’, and so on. Originally the prefix o– was used with nouns of
native Japanese origin and go– with compounds borrowed from Chinese,but the situation has become very confused with some original Japanesewords taking go–, as in goyukkúri ‘please take your time, please relax’
and Chinese loans taking o– as in odénwa ‘your telephone call’ (or ‘mytelephone call to you’). Some words like, henjí ‘answer’, seem to occur
with either prefix, so that you might hear ohenji ‘your answer’ one daythen gohenji with the same meaning the next.

235
o–
ohima
oikutsuogénkispare time
how old?
fit, wellgo–gojúushogojibungokensonaddress
yourself, etc.
modestSometimes the honorific prefix indicates not that the noun is owned by arespected person but that it is a verbal noun or the like directed towards
someone to whom respect is shown.
Tookyoo o goannai shimásu.
Odénwa o sashiagemásu.

I’ll show you around Tokyo.
I shall telephone you.

True adjectives and descriptive nouns make their honorific forms withthe addition of the honorific prefix o– or go– in the same way as that
described above for nouns.
Sensei no ókusan wa taihen
outsukushíi katá desu né.
Oisogashíi tokoro o dóomo
sumimasén deshita.

Your wife is a very beautiful lady, Sir.
I’m sorry to have troubled you when
you were so busy.

There is one adjective íi (or yói) ‘good’ which has a separate honorificform, yoroshíi. It is generally used to indicate that someone in a
respected position approves or endorses a particular situation. In practice
it is frequently used in questions seeking the approval of a respectedsuperior.
Móo káette mo yoroshíi desu ka.
Kore de yoroshíi desu ka.

May I go home now?
Is this all right?

Polite and formal styles
In Japanese there are three speech styles, plain, polite and formal, whichshow increasing degrees of politeness to the person being addressed. All
final verbs in Japanese carry an indication of the degree of politenessto the addressee and the degree of respect shown to the subject or objectof the main verb. So far in this book you have become very familiar withthe polite desu/–másu style. You also know the plain style as it occurs
in non-final verbs and you have heard a few dialogues between
close friends with final plain-form verbs. The formal style too, is not236
altogether new to you as it occurs in a number of greetings and formal
routines with the verb gozaimásu. This verb along with a small numberof verbs listed below are characteristic of the formal style which is usedmainly in greetings, speech making and over the telephone. Other verbs
used in the formal style are móosu ‘to say, to be called’, itásu ‘to do’,máiru ‘to come’ or ‘to go’, óru ‘to be’ and itadaku in the sense of ‘toeat’. These verbs usually have the speaker, or someone close to the
speaker, as subject.
Watakushi wa Nakamura to
mooshimásu.
Itte mairimásu.
Súgu itashimásu.
Róndon ni rokúnen súndeorimáshita.
Móo juubún itadakimáshita.

My name is Nakamura.
Goodbye.
I’ll do it straight away.
I lived six years in London.
I’ve already had sufficient.

Perhaps you have noticed that adjectives in the formal style have a longvowel before the final gozaimásu. We have already met arígatoo
gozaimásu from the adjective arigatái ‘grateful’ and ohayoo gozaimásu
from hayái (or rather its honorific form ohayai). Adjectives with roots
ending in –a or –o have formal forms ending in –oo, those with roots in–u become –uu and those with roots ending in –ki or –shi become –kyuu
or –shuu respectively. The adjective íi ‘good’ becomes yóo (from yóku)
and the honorific yoroshíi becomes yoroshúu.
Kyóo wa oatsúu gozaimásu né.
Yuube no éiga wa taihenomoshiróo gozaimáshita.
Kono séki de yoroshúu
gozaimásu ka.

It’s hot today isn’t it (bothhonorific and formal).
Last night’s film was very
interesting.
Is this seat all right?

The formal style also uses certain vocabulary items, usually of Chineseorigin, in place of the more common native Japanese words. Ashita‘tomorrow’, for example, is likely to be replaced by myóonichi andkinóo ‘yesterday’ by sakújitsu. The noun monó ‘person’ is also frequently used in this style to refer to oneself. For example as you handover your business card you might say.
Watakushi wa koo yuu monó degozaimásu.

‘Here is my card.’ (literally, ‘I am
this kind of person.’)237

Exercise 14.2
Complete the sentences on the left by choosing the most appropriate
ending from the list on the right.
1. ߊࠈ
㤥 ޿ࡍࡦߢ
2. ߅ߚ߫ߎࠍ

a. ᓮ೑↪ਅߐ޿‫ޕ‬b. ߏࠁߞߊࠅ߅ભߺਅߐ޿‫ޕ‬

3. ࠛ࡟ࡌ࡯࠲࡯ࠍ

c. ߏ㆙ᘦ ਅߐ޿‫ޕ‬ߟ߆

4. ߅∋ ࠇߩࠃ߁ߢߔ߆ࠄ
ߖ߈޽

5. ߎߩᏨ ߇ⓨ޿ߡ޿߹ߔ߆ࠄ

ߏࠅࠃ߁

߃ࠎࠅࠂ

d. ߤ߁ߙ߅߆ߌਅߐ޿‫ޕ‬e. ߅ᦠ߈ਅߐ޿‫ޕ‬

Exercise 14.3
The honorific verb irassháru replaces a number of different verbs. Identify the meaning of irassháru in each of these sentences and give theneutral (i.e. non-honorific) polite-style equivalent. Look through thekanji introduced in this unit before you tackle this exercise.
1. ޿ߟߎߎߦ޿ࠄߞߒ߾޿߹ߒߚ߆‫ޕ‬
2. ᧪᦬ߩ㖸ᭉળ߳޿ߟ޿ࠄߞߒ߾޿߹ߔ߆‫ޕ‬ߌࠎ߈ࠀ߁ߒߟ

3. వ↢ߪ੹ ⎇ⓥቶ ߦ޿ࠄߞߒ߾޿߹ߔ‫ޕ‬ߺߥ

4. ⊝ ߐࠎ߅ర᳇ߢ޿ࠄߞߒ߾޿߹ߔ߆‫ޕ‬
5. ߽ߒ߽ߒ‫ޔ߇ߔߢࡦ࠙࡜ࡉޔ‬ዊᨋవ↢޿ࠄߞߒ߾޿߹ߔ߆‫ޕ‬
6. ૗߆߅઀੐ࠍߒߡ޿ࠄߞߒ߾޿߹ߔ߆‫ޕ‬The passive as an honorific
Generally, not every verb in an honorific sentence need carry an honorific suffix. As long as one verb near the end of the sentence is marked ashonorific, the sentence is interpreted as an honorific sentence. Often only
the auxiliary verb carries an honorific suffix. For example, it is possible
to say, Sensei, íma náni o nasátte irasshaimasu ka ‘What are you
doing now, Sir?’, but in practice it is usual to use just one honorific verb,
Sensei, íma náni o nasátte imasu ka or the more common, Sensei, ímanáni o shite irasshaimásu ka.
The passive voice ending can also be used as a regular subjecthonorific construction. This is perhaps a little less respectful than the full238
o– verb stem –ni náru form. It seems to be used more by men and isused as a matter of personal preference more by some individuals thanothers. It can be distinguished from a true passive by the lack of an agent
marked by the particle ni.
Matsuzaki senséi wa kinóo
Yooróppa kara kaeraremáshita.
Ototói Tanaka san no okáasan ga
nakunararemáshita.

Mr Matsuzaki returned homefrom Europe yesterday.
Mrs Tanaka’s mother passed
away the day before yesterday.

Exercise 14.4 1
Imagine you are a student talking to an eminent university professor,
Dr Yamamoto. Using the respect language you have learnt and the cuesin parentheses supply the questions which drew these responses from theProfessor.
1. ᧪ㅳߩ㊄ᦐᣣߦᣏⴕߦߢ߆ߌ߹ߔ‫(ޕ‬your question ends in désu ka)߆ࠎ߈ࠂ߁߽ࠎߛ޿

߆ࠎ

ߌࠎ߈ࠀ߁

2. Ⅳ Ⴚ ໧㗴 ߦ㑐 ߔࠆ ⎇ ⓥ ࠍߒߡ޿߹ߔ‫(ޕ‬your question begins
with dónna)ߒ߱߿

3. ᷦ⼱ߦ૑ࠎߢ޿߹ߔ‫(ޕ‬your question ends in désu ka)
ߨ߇

4. ߢߪ‫߅ޔ‬㗿 ޿ߒ߹ߔ‫(ޕ‬you offered to carry his bag)ߔ߃

5. ੹᦬ߩ ᧃ ࠕࡔ࡝ࠞ߆ࠄᏫߞߡ߈߹ߔ‫(ޕ‬your question ends in–másu ka)

Abstract nouns from adjectives
There is a very convenient suffix, –sa, which attaches to the adjective
root (the bit left when you chop off the final –i) to form an abstract noun.
Here are some examples of abstract nouns formed with –sa. The adjective from which each is derived is given in parentheses; takása ‘height’(takái), nagása ‘length’ (nagái), óokisa ‘size’ (ookíi), yósa ‘value’ (yói
‘good’), nása ‘absence’ of (nái), subaráshisa ‘splendour’ (subarashíi),kireisa ‘cleanliness’ (kírei ‘clean’), shizukása ‘tranquillity’ (shízuka).
There is another similar suffix –mi, which is also used to form abstract
nouns. It is far less frequent than –sa and seems to be used to convey
a more figurative or metaphorical meaning. From the adjective omoi
‘heavy’, for example, we get both omosa ‘weight’ and omomi ‘gravity’,239‘significance’. Another common abstract noun in –mi is umami‘deliciousness’, ‘wonderful taste’ from umái ‘delicious’.

Particles of extent and degree
We have learnt that Japanese has no equivalents to the comparative
degree of adjectives in English. You will recall that to compare theattributes of two things, Japanese uses the noun hóo ‘side, direction’ andthe particle yori ‘than, from’, but the form of the adjective concerned
remains unchanged.
Taihéiyoo to Taiséiyoo to de wa
dóchira no hóo ga hirói desu ka.
Taihéiyoo wa Taiséiyoo yori hirói
desu.
Taihéiyoo no hóo ga hirói desu.

Which is larger the Pacific or
the Atlantic?
The Pacific Ocean is larger
than the Atlantic.
The Pacific is larger.

We did not learn, however, how to say, for example, that A is not bigger
than B or that A is about the same size as B. To do this we need to callinto service two more particles, hodo and gúrai.
Taiséiyoo wa Taihéiyoo hodohíroku arimasén.
Otootó wa bóku hodo omoku náidesu.
Áni wa chichi gúrai se ga takái
desu.
Kore wa Pári de tábeta ryóori
gúrai oishii desu.

The Atlantic is not as large as the
Pacific.
My younger brother is not as
heavy as I am.
My elder brother is as tall as myfather.
This is as good as the food we
ate in Paris.

Exercise 14.5
Use the data in parentheses to fill in the gaps in these sentences.
1. Chikatetsu wa _____________ tákaku arimasén. (densha ¥360;
chikatetsu ¥280)
2. Bíiru wa _____________ tsúyoku arimasén. (bíiru, 5do; osake, 12do)
3. Wáin wa _____________ tsuyói desu. (wáin, 12do; osake, 12do)
4. Oosaka wa _____________ óoku nái desu. (oosaka, jinkoo
500mannin; Tookyoo, jinkoo 1,000mannin)
5. Otootó wa _____________ sé ga takái desu. (otootó 181 sénchi,chichi 178 sénchi)

240

Vocabulary–dodegrees (measure of alcohol
content)

sénchicentimetre

Compound verbs
Japanese has a large number of compound verbs, most of which will beacquired as separate vocabulary items. However, it is useful to learnsome of the common endings with wide application, so you can form
compounds from many of the verbs you have already learnt. Compoundverbs are formed by adding a verb to the stem of another verb. Here wehave set out some of the most common second elements with example
sentences.
–dásu
furidásu
nakidásu
waraidásu
iidásu–hajiméru
yomihajiméru
narihajiméru
naraihajiméru–owarukakiowáru
tabeowáru–naosuyarinaósu
kangaenaósu–tsuzukéru

to begin, start suddenly, to break out
to start raining, e.g. Áme ga furidashimáshita.
to burst into tears, e.g. Akanboo ganakidashimáshita.
to burst out laughing, e.g. Okíi kóe dewaradashimáshita.
to start saying, to speak out, e.g. Kyuu ni
iidashimáshita.
to begin
to begin to read, e.g. Sensoo to Heiwa (War andPeace) o yomihajímeta bákari desu.
to begin to become, e.g. Kuraku
narihajimemáshita.
to begin to learn, e.g. Obáasan wa saikin Eigo onaraihajimemáshita.
to finish
to finish writing, e.g. Yatto kono hón okakiowarimáshita.
to finish eating, e.g. Tabeáwótte kara matabenkyoo shihajimemáshita.
to redo, to do again
to redo, e.g. Moo ichido saisho kara
yarinaoshimashóo.
to rethink, e.g. Kangaenaóshite kudasai.
to continue

241
arukitsuzukéru
hanashitsuzukéru–sugíru
nomisugíru
tabetoosugíru
takasugíru

to keep walking, e.g. Ashí ga ítaku náru madearukitsuzukemáshita.
to keep talking, e.g. Nanjíkan mohanashitsuzukemáshita.
to overdo, to be too much (also used withadjective roots)
to drink too much, e.g. Uísukii onomisugimáshita.
to eat much, e.g. Shoogatsú (New Year) ni náru
to ítsumo tabesugimásu.
to be too high, too expensive, e.g. Keitai-dénwa
no ryóokin ( fees, charges) wa takasugimásu.

The plain imperative
In your dealings with Japanese, or anyone else for that matter, you willprobably get greater cooperation if you avoid ordering people around.
The –te kudasái request form will suffice for most everyday purposes.
You should know, nevertheless, that Japanese has a plain imperative
form, which you will hear used from time to time in conversation
between close friends and within the family. The plain imperative ofconsonant-root verbs is formed by adding –e to the verb root, e.g. ike‘go!’, nóme ‘drink!’, warae ‘laugh!’. With vowel-root verbs the suffix–ro is generally added, though –yo is also quite common in westernJapan and in written Japanese, e.g. tabéro ‘eat!’, míro ‘look!’, tsugi no
mondai ni kotaeyo ‘answer the following questions’ (written instruction). The plain imperative forms of the irregular verbs, kúru and suru
are kói and shiró (or séyo) respectively, e.g. Póchi, kotchí e kói ‘Come
here, Pochi!’ (calling a dog), háyaku shiró ‘do it quickly!’, 20 péeji osanshoo séyo ‘refer to page 20’ (written instruction). The in-giving verb
kureru ‘someone gives me’ also has an irregular imperative, becoming
kuré ‘give me!’, without the anticipated –ro suffix. This also applies
when kureru is used as an auxiliary verb, e.g. tasukete kuré ‘Help me!’
The plain negative imperative is formed by adding the particle na to
the plain form of the verb, e.g. ikú na ‘don’t go!’, míru na ‘don’t look!’.
Often in the plain style the request forms are used without kudasái or,put differently, the –te form alone is used as a request. Sometimes
choodai ‘accept with thanks’, ‘please’ is added to the –te form to makea casual, friendly request in the plain style.
Kore o yónde.
Sore o mísete choodai.

Read this (please).
Show me that (please).

242
In practice these brusque plain imperatives are often softened with theaddition of the sentence final particle, yo.
Ki ni surú na yo.
Kyóo wa sore de íi ni shiró yo.
Oshiete choodái yo.
Joodan yuú na yo.

Don’t worry about it!
Leave it at that for today!
Please tell me (pleading tone).
Stop kidding! Don’t make jokes!

The brusque imperatives are used even in polite-style speech whenreporting instructions that have been made to oneself.
Iké to iwaremáshita.
Súgu dáse to iimáshita.
Míru na to okoraremáshita.

I was told to go.
He said to send it straight away.
I was angrily told not to look.

Direct requests with kudasái can be changed to reported speech with theimperative of kureru, kuré.
Yóji ni kite kuré totanomaremáshita.

I was told to come at 4 o’clock.

Of course, reported commands can also be expressed with the plain formof the verb followed by yóo ni.
Iku yóo ni iwaremáshita.

I was told to go.

Exercise 14.6
In the following sentences replace the indirect imperative in yóo ni withthe plain imperative form, then translate into English. We give you an
example to help you get started.
Cue: Osoku naranái yoo ni iwaremáshita.
A: Osoku náru na to iwaremáshita. I was told not to be late.
1. Ashita kúru yoo ni iwaremáshita.
2. Róbii de mátsu yoo ni iimáshita.
3. Senséi wa séito ni yóku benkyoo suru yóo ni iimáshita.
4. Densha no náka de keitai-dénwa o tsukawanai yóo ni to yuu anaúnsu
ga arimashita.
5. Asoko de chuusha shinai yóo ni to káite arimashita.

243

Dialogue 2 1
At the restaurant࠙ࠚ࡯࠲࡯:
߈߾ߊቴ:࠙ࠚ࡯࠲࡯:

߈߾ߊቴ:࠙ࠚ࡯࠲࡯:

߈߾ߊቴ:࠙ࠚ࡯࠲࡯:

޿ࠄߞߒ߾޿߹ߖ‫ޕ‬૗ฬ᭽ߢߔ߆‫ޕ‬྾ੱߢߔ‫ޕ‬ዋ‫߅ޘ‬ᓙߜਅߐ޿‫(ޕ‬the waiter goes to look for atable for four) ߤ߁ߙߎߜࠄ߳‫(ޕ‬after he has seatedthe guests) ࡢࠗࡦ࡮࡝ࠬ࠻ߣࡔ࠾ࡘ࡯ߢߏߑ޿߹ߔ‫ޕ‬ߤ߁߽‫ޕ‬
߅㘶ߺ‛ߪ૗ߦߥߐ޿߹ߔ߆‫ޕ‬߹ߥ߹వߕ‫ߩ࡞࡯ࡆ ↢ޔ‬ਛ࡚ࠫ࠶ࠠੑߟߣࡒࡀ࡜࡞࠙ࠜ
࡯࠲࡯ੑߟਅߐ޿‫ޕ‬ߪ޿‫(ޕߚߒ߹ࠅ߹ߎߒ߆ޔ‬after a while he brings߈

the drinks) ߅㘩੐ߩᣇߪ߅᳿߹ࠅߢߒࠂ߁߆‫ޕ‬߈߾ߊࠁ߆ߦࠅࠂ߁ࠅ

߆ߦ

ߋࠄ޿

ቴ:

ߪ޿‫ Ⳝߚߢ⨨ߩߎޕ‬ᢱℂ ߢߔ߇‫ ߩߤߪ Ⳝޔ‬૏ ߩᄢ߈ߐߢߔ߆‫ޕ‬࠙ࠚ࡯࠲࡯:

ߘ߁ߢߔߨ߃‫ ߩߎޔ‬૏ ߢߔ‫ޕ‬

߈߾ߊ

ቴ:

ߋࠄ޿
ߨ߇

߆ߦ

ߢߪ‫߅ߟ৻ࠍࠇߘޔ‬㗿 ޿ߒ߹ߔ‫ߣ Ⳝߪࡦࠗࡔޕ‬޿ ߖ ߃ ߮ߗࠎߐ޿દ൓ᶏ⠧ ߢ‫ߢߥࠎߺޔ‬ಽߌߡ㘩ߴ߹ߔ‫ ߡߒߘޕ‬೨⩿߿ߐ޿࠙ࠚ࡯࠲࡯:
߈߾ߊ

ߦࠎ߹߃

ߨ߇

ߪߎߩ㊁⩿ࠬ࡯ࡊࠍ྾ੱ೨ ߅㗿 ޿ߒ߹ߔ‫ޕ‬ࡢࠗࡦߪ૗ߦߥߐ޿߹ߔ߆‫ޕ‬
߆ࠄߊߜ

ቴ:

(looking at the wine list) ߎߩਛߢㄆญ ߩ⊕ࡢࠗࡦߪߤࠇߢߔ߆‫ޕ‬࠙ࠚ࡯࠲࡯:

ߎߜࠄߩࠝ࡯ࠬ࠻࡜࡝ࠕߩࡢࠗࡦߪਛ‫ ޘ‬ᅢ ⹏
ߢߔ‫ޕ‬

߈߾ߊ

ߎ߁߭ࠂ߁

ቴ:

ߢߪߘࠇߦߒ߹ߔ‫ޕ‬࠙ࠚ࡯࠲࡯:

߆ߒߎ߹ࠅ߹ߒߚ‫ ߏޕ‬ᵈ ᢥ ߪએ਄ ߢࠃࠈߒ޿ߢ
ߔ߆‫ޕ‬

߈߾ߊ

ߜࠀ߁߽ࠎ

ߣ

ߌߞߎ߁

޿ߓࠂ߁

ߚ

ቴ:

߃߃‫ޔ‬ขࠅ޽߃ߕߘࠇߢ⚿᭴ ߢߔ‫ߚߞ߆ߥࠅ⿷ޕ‬࠙ࠚ࡯࠲࡯:

ࠄᓟߢㅊടߒ߹ߔ‫ޕ‬߹ߪ޿‫߅ߊࠄ߫ߒޕߚߒ߹ࠅ߹ߎߒ߆ޔ‬ᓙߜਅߐ޿‫ޕ‬(after they have finished the main course)

ߟ޿߆

244
࠙ࠚ࡯࠲࡯:
߈߾ߊቴ:ߐ߅ਅߍߒ߹ߔ‫(ޕ‬he returns a few moments later)࠺ࠩ࡯࠻ߪ޿߆߇ߢߔ߆‫ޕ‬
ߌߞߎ߁

߆ࠎߓࠂ߁

ߨ߇

࠺ࠩ࡯࠻ߪ⚿᭴ ߢߔ‫ ߅ޕ‬ൊ ቯ ࠍ߅㗿޿ߒ߹ߔ‫ޕ‬WEITAA: Irasshaimáse. Nánmeisama desu ka.
KYAKU: Yonin désu.
WEITAA: Shóoshoo omachi kudasai. Dóozo kochira e. Wain rísuto toményuu de gozaimásu.
KYAKU: Dóomo.
WEITAA: Onomímono wa náni ni nasaimásu ka.
KYAKU: Mázu, namabíiru no chuujókki futatsu to mineraru uóotaa
futatsú kudasái.
WEITAA: Hái, kashikomarimáshita. Oshokuji no hoó wa okimari
deshóo ka.
KYAKU: Kono yúdeta kani-ryóori desu ga, kani wa dóno gurai noóokisa désu ka.
WEITAA: Sóo desu née, kono gurai désu.
KYAKU: Déwa, sore o hitótsu onegai shimásu. Méen wa kani to iseebide, minná de wákete tabemasu. Soshite zensai wa kono
yasai-súupu o yoninmae onegai shimásu.
WEITAA: Wáin wa náni ni nasaimásu ka.
KYAKU: Kono náka de karakuchi no shíro wa dóre desu ka.
WEITAA: Kochira no Oosutorária no wáin wa nakanaka koohyoo
désu.
KYAKU: Déwa, sore ni shimásu.
WEITAA: Kashikomarimáshita. Gochúumon wa íjoo de yoroshii
désu ka.
KYAKU: Ée, toriáezu sore de kékkoo desu. Tarinákattara áto de tsuika
shimásu.
WEITAA: Hái, kashikomarimáshita. Shibáraku omachi kudasái. Osageshimásu. Dezáato wa ikága desu ka.
KYAKU: Dezáato wa kékoo desu. Okanjoo o onegai shimásu.

Vocabulary–mei
nánmeisama desu ka

numeral class (for counting people)
How many of you are there,
Sir/Madam? (honorific)

245óokisayoninmaegochúumon wa íjoo de yoroshii
désu katoriáezu
osage shimásu
okanjoosize (–sa, suffix to form abstract
noun from adjectives)
four portions/servings (–ninmae
counter for servings)
will that be all for your order,
Sir/Madam?
for the time being, first, for a start
I’ll clear the table for you
bill (also kanjóo)

Exercise 14.7
Answer the following questions on Dialogue 2.
1. What drinks did they order before the meal?
2. What entrées did they have?
3. What was ordered for the main meal?
4. Why were only two main meals ordered?
5. What wine did they settle on and why?

Exercise 14.8 1
After studying the list of new kanji for this unit translate the following
sentences into English. Then read the sentences aloud. Finally, see if you
can reproduce the Japanese script from the English translation.
߻߆ߒ

ߍ޿ߓࠀߟ

1. ᤄ ‫᧲ޔ‬੩ߩਅ↸ߩ ⧓ ⴚ ᄢቇߢ⷏ᵗ㖸ᭉࠍീᒝߒߚߎߣ߇޽
ࠅ߹ߔ‫ޕ‬
2 ߎߩ⚕ߦᦠ޿ߡ޽ࠆ྾ሼߩ㚞ฬࠍߤ߁⺒ߺ߹ߔ߆‫ޔ޽޽ޕ‬ߚ߆ߛߩ߫߫

ߖࠎߎࠇߪߚ߆ߛߩ߫߫ߢߔ‫ ޕ‬㜞↰㚍႐ߪ᧲੩ߩጊᚻ✢ ߩ㚞ߢ‫ޔ‬ࠊ ߖ ߛ᦭ฬߥᣧⒷ↰ᄢቇߩ޽ࠆ႐ᚲߢߔ‫ޕ‬ߩߪࠄߩ

3. ޽ߩᐢ޿㊁ේࠍ㚍ߦਸ਼ߞߡ߆ߌߡ⷗ߚ޿ߢߔߨ߃‫ޕ‬ߏߏ

4. ᓮਔⷫߩᓮ૑ᚲߣ߅ฬ೨ࠍߎߎߦ߅ᦠ߈ਅߐ޿‫ޕ‬ߒߏߣ

5. ᤤ߽ᄛ߽Ꮏ႐ߢ઀੐ࠍߔࠆߩߪᭉߢߪ޽ࠅ߹ߖࠎ‫ޕ‬
6. ᄢ⷏ᵗߪᄥᐔᵗ߶ߤᐢߊ޽ࠅ߹ߖࠎ‫ޕ‬

246
7. ∛᳇ߥߩߦߜߞߣ߽ᥧ޿᳇ᜬߜࠍੱߦ⷗ߖ߹ߖࠎ‫ޕ‬
8. 㕍᫪⋵ߣ⑺↰⋵ߪ౻߇㐳ߊߡ㔐߇૗ࡩ᦬߽㒠ࠅ߹ߔ‫ޕ‬

Vocabulary
Yamanotesen
sén
Omedetoo gozaimásu
Dóozo yói otoshi o.
Akemáshite omedetoo
gozaimásu.
Kánben shite kudasai.
Okotoba ni amaete.

Zéhi yorasete itadakimásu.
See next page for Kanji table.

the Yamanote (or Yamate) line (mainloop-line for trains in Tokyo)
line
Congratulations
I hope you have a Happy New Year.
Happy New Year.
Please bear with me, pleaseexcuse me.
That’s very kind of you (literally,‘I’m taking advantage of yourkind words’).
I’ll certainly be dropping in.

247

Kanji

Tokyo

15 ਄㆐ߩ⒁⸬ߪߎࠇߢߔ‫ޕ‬
Jootatsu no hiketsu wa
kore desu.
The secret road to progress!

In this unit you will learn how to:• Increase your comprehension skills• Discuss current events• Recite the list of 12 zodiac animals• Increase your vocabulary with kanji compounds• Recognise some common kanji signs and notices.
You will also acquire:• 20 more kanji: ౝ ደ ቶ ⟤ ⴚ ⧓ ⠪ ຬ Ꮢ ㆏᥍⊛ൻήਇଢ೑ᢥኹ⹞

Dialogue 1 1
After working your way through this course you decide to talk to a
Japanese teacher about what you should do to progress further in yourstudy of Japanese. This is primarily an exercise in vocabulary building.
వ↢㧦
ߣ

↢ᓤ㧦

ߐ޿ߏ

ߎߩࠦ࡯ࠬߩᦨᓟߩ࡙࠾࠶࠻߹ߢീᒝߒߡ߈߹ߒߚ߇‫ޔ‬޿߆߇ߢߒࠂ߁߆‫ޕ‬ߛ޿ߚ޿ ߈ ߘ ߱ࠎ߸߁ߺߘ߁ߢߔߨ߃‫߁߽ޔ‬ᄢ૕ ၮ␆ ᢥᴺ ߽りߦߟ߈߹ߒߚ
߆ࠎߚࠎ

ߓࠂ߁ߚߟ

ߒ‫◲ޔ‬න ߥળ⹤߽ߢ߈߹ߔ߇‫ ࠄ߆ࠇߎޔ‬਄ ㆐ ߔࠆߩߦ߫ࠎߪߤ߁ߔࠇ߫৻⇟ ޿޿ߢߒࠂ߁‫ޕ‬

249
޿

߹

వ↢㧦
ߣ

↢ᓤ㧦

߰

వߕ‫⺆ޔ‬ᒵࠍჇ߿ߔߎߣߢߔߨ‫ޕ‬
ߚࠎ

߆ߕ

޽޿ߐߟ

ߓ߱ࠎ

ߚ

ߘ߁ߢߔ߆‫ޕ‬⍮ߞߡ޿ࠆන ⺆ߩᢙ ߇߹ߛ߹ߛ⿷ࠅߥ޿ߣ
߆ࠎࠃߊᗵ ߓ߹ߔ‫ޕ‬
వ↢㧦

ߒࠂ߈ࠀ߁

߆ߙߊ

ߒࠀߺ

ߔ߁ߓ

ೋ ⚖ ߩ࡟ࡌ࡞ߢߪ‫ޔ‬᜿ᜦ ‫⥄ޔ‬ಽߩኅᣖ߿⿰๧‫ޔ‬ᢙሼ‫ޔ‬

ߓߎߊ

ߡࠎߎ߁

ࠅࠂߎ߁

ߩ

߽ߩߥߤ

ߟ߆

ᤨೞ‫ޔ‬ᄤ୥ ‫ޔ‬ᣏⴕ ߿ਸ਼ࠅ‛ ╬ ߦߟ޿ߡߩળ⹤ߢ૶ ߁ࠃߚࠎߤ߁߁ߥන ⺆ࠍዉ ౉ߒ߹ߒߚ‫ޕ‬
ߣ

↢ᓤ㧦

ߡ޿ߤ

ߋࠄ޿

ߓߒࠎ

ߘ߁ߢߔߨ‫ࠆ޽ޕ‬⒟ᐲߘߩ ૏ ߩળ⹤ߦ⥄ା߇޽ࠅ߹ߔ
߈ࠀ߁ߓࠂ߁߈ࠀ߁

߇‫ޔ‬ਛ ⚖ ‫ ޔ‬਄ ⚖ ߩᣣᧄ⺆ߪߤࠎߥ߽ߩߢߔ߆‫ޕ‬
వ↢㧦

ߔߢ

߈ࠀ߁

ߒࠂ߁߆޿

߽߁ᣢ ߦਛ ⚖ ߩળ⹤߽޿ߊߟ߆ߎߩᧄߢ ⚫੺ ߒߡ޽
ߚߣ

ߌࠎߎ߁

ࠅ߹ߔ‫ޔ߫߃ ଀ޕ‬ஜᐽ ߩ⹤ߣ߆‫ࠚ࠴ߩߢ࡞࠹ࡎޔ‬
ߌ޿߫

ߥߤ

߰ߊߑߟ

߱ࠎߌ޿

࠶ࠢࠗࡦߣ߆‫┹ޔ‬㚍ߩ⹤╬ ߇ߘ߁ߢߔ‫ߣߞ߽ޕ‬㐳޿߱ࠎߒࠂ߁ᢥ┨ ߿߆ߥࠅⶄ㔀 ߥ ᢥဳ ߇ಽ߆ߞߚࠅ‫ޔ‬

ߓ߱ࠎ

ࠅࠃ߁

߈ࠀ߁

⥄ಽߢ೑↪ߢ߈ߚࠅߔࠆߣ‫ޔ‬ਛ ⚖ ߩ࡟ࡌ࡞ߦ
ߚߞ㆐ ߒߚߣ⸒߃߹ߔ‫ޕ‬

ߣ

↢ᓤ㧦
వ↢㧦

ߓࠂ߁߈ࠀ߁ߔߔ߻ߕ߆਄⚖ ߹ߢ ㅴ ߻ߩߪ 㔍 ߒ޿ߢߒࠂ߁ߨ߃‫ޕ‬ߌߞߟߠ޿޿߃‫ޔ‬᳿ ߒߡߘࠎߥߎߣߪ޽ࠅ߹ߖࠎ‫ߡߌ ⛯ޕ‬ߤࠅࠂߊദജ ߔࠆߎߣ߇ᄢಾߢߔ‫ޕ‬

ߣ

↢ᓤ㧦
వ↢㧦

޽޽ߘ߁ߢߔ߆‫ޕ‬ߓࠂ߁߈ࠀ߁

ߔߔ

߭ߌߟ

ߓߒࠂ

߭

߆ࠎߓ

ߚߊߐࠎ߅߷਄⚖ ߹ߢㅴ ߻⒁⸬ߪṽሼࠍ ᴛጊ ⷡ ߃ࠆߎߣߢߔ‫ޕ‬
ߑߞߒ

ߒࠂ߁ߖߟ

ߘ߁ߔࠆߣㄉᦠࠍᒁ߈ߥ߇ࠄᣂ⡞߿㔀⹹߿ ዊ⺑ ߇⺒߼ࠆࠃ߁ߦߥࠅ߹ߔ‫ޕ‬ߣ↢ᓤ㧦ᣧߊߘ߁ߥࠅߚ޿ߢߔߨ‫ޕ‬వ↢㧦⺒߻ߎߣߦࠃߞߡᓢ ‫ߦޘ‬ㅴᱠߒ߹ߔࠃ‫ ޕ‬࿖㓙

ߓࠂ

ߖ޿ߓ

ߌ޿ߑ޿

ߖ߆޿

ߒࠎ߸

߆ߊߜ

ߎߊߐ޿

ߖࠎߘ߁

᡽ᴦ߿⚻ᷣ ‫ޔ‬਎⇇ߩฦ࿾ߩᚢ੎ ‫ޔ‬ߒࠀ߁߈ࠂ߁޽ࠄߘ

߈߇

ߍࠎߓࠂ߁

߆ࠎ

ቬᢎ ੎ ޿‫ޔ‬㘫㙈ߥߤߩ ⃻⁁ ߦ㑐 ߔ
޿

ߛ޿

߶߁߰

ࠆ⺆ᒵࠍ⍮ߞߡ޿ࠇ߫⹤㗴 ߇⼾ንߦߥࠅ߹ߔ‫ޕ‬
ߣ

↢ᓤ㧦

߆ࠎ߇

ߖ߆޿

ߓߓࠂ߁

ߘ߁ߢߔ߆‫ ޕ‬⠨ ߃ߡߺࠇ߫‫ߊࠃޔ‬਎⇇ߩ੐ᖱ ߩળ⹤ࠍ߆੤ࠊߒ߹ߔߨ‫ޕ‬
߫ࠎߋߺ

వ↢㧦

ߘࠇ߆ࠄ‫ߦ ⚵⇟ߩࡆ࡟࠹ߊࠃޔ‬಴ߡߊࠆࠃ߁ߥ␠ળ
߽ࠎߛ޿

޿

ߴࠎࠅ

໧㗴 ߩ⺆ᒵ߽⍮ߞߡ߅ߊߣଢ೑ߢߔࠃ‫ޕ‬

250
ߣ

↢ᓤ㧦

߶߁ࠅߟ

߈ࠂ߁޿ߊ

߰ߊߒ߆ࠎߌ޿

ߚߤᴺᓞ ‫ ޔ‬ᢎ⢒ ‫␩⑔ޔ‬㑐ଥ╬ ߣ޿ߞߚ߽ࠎߛ޿໧㗴 ߢߔ߆‫ޕ‬వ↢㧦ࠈ߁ߓࠎ߽ࠎߛ޿ࠅߎࠎ ࠅߟ

ߘ߁ߢߔ‫ ޔߚ߹ޕ‬⠧ੱ ໧㗴 ‫ޔ‬㔌ᇕ ₸ ߩ਄
ߒࠂ߁

ߓߐߟ

߹߿ߊ

ࠄࠎࠃ߁

᣹ ‫⥄ޔ߼ߓ޿ޔ‬Ვ‫ޔ‬㤗⮎ߩੂ↪ ߣ޿߁߽ࠎߛ޿ߐߟߓࠎ ߓߌࠎ

߅ߒࠂߊ

ߚ

ߏ߁ߣ߁

ߒࠀ߁ࠊ޿

໧㗴 ߣᲕੱ ੐ઙ‫ ޔ‬ᒝ⋑ ‫ ޔ‬෼⾔ ‫ޔ‬
ߪࠎߑ޿

ࠊߛ޿

ᳪ⡯ ߘߩઁߩ‽⟋ ߽ࠃߊ⹤㗴ߦߩ߷ࠅ߹ߔ‫ޕ‬ߣ↢ᓤ㧦޽޽‫ޕ߃ߨߔߢ߁ߘޔ‬వ↢㧦߃߃‫ޔޔߦࠇߘޕ‬࿾㔡‫ޔ‬บ㘑 ‫ޔ‬ᵩ᳓ ‫ޔ‬ἫጊߩྃἫ
ߥߤ

ߡࠎߐ޿

ߓߒࠎ

ߚ޿߰߁

ߎ߁ߕ޿

ߚ޿߈ ߅ߖࠎ

ߜ߈ࠀ߁

߆ߑࠎ

߰ࠎ߆

߅ࠎߛࠎ߆

╬ ߩᄤἴ ߣ‫ޔ‬ᄢ᳇ᳪᨴ‫ޔ‬࿾⃿ ߩ ᷷ᥦൻ‫ޔ‬ߺߟࠅࠎ߫ߞߐ޿ߥߤߒߗࠎ ߆ࠎ߈ࠂ߁

ߣ

߆ߎ

ߒࠂ

ኒᨋ ߩબណ ╬ ߩ⥄ὼ ⅣႺ ࠍขࠅ࿐ ߻⻉

߽ࠎߛ޿

ߊࠊ

ࠕࠗ࠹ࠖ࡯

ߓࠂ߁߶߁ߟ߁ߒࠎ໧㗴 ߽޽ࠅ߹ߔ‫ޕ‬ട ߃ߡ‫ ޔ‬IT ‫ ࠅ߹ߟޔ‬ᖱႎ ㅢା

߉ߓࠀߟ

߆߱

ߣࠅ߭߈

ߣ߁ߒ

߶ߌࠎ

߈ࠎࠁ߁

ᛛⴚ ߣ߆‫ޔ‬ᩣ ߩขᒁ ‫ޔ‬ᛩ⾗‫଻ޔ‬㒾ߥߤߩ ㊄Ⲣ

߆ࠎߌ޿

ߜߒ߈

߭ߟࠃ߁

㑐ଥ ߩ⍮⼂߽ ᔅⷐ ߢߔߨ‫ޕ‬

ߣ

↢ᓤ㧦

ߣ߅

⡞޿ߚߛߌߢ᳇߇㆙ ߊߥࠅߘ߁ߢߔߨ‫ࠄ߆ࠇߎޕ‬߆ࠎߓ޿ߞߒࠂ߁ߌࠎ߼޿ṽሼࠍ ৻↢ ๮ ീᒝߒߥߌࠇ߫ߥࠅ߹ߖࠎ‫ޕ‬
వ↢㧦

ߋࠄ޿߅߷

ߛ޿߱

੖⊖ሼ ૏ ⷡ ߃ࠇ߫ᄢಽಽ߆ࠆࠃ߁ߦߥࠅ߹ߔ
߅߷

ߓࠂ߁ߚߟ

ࠃ‫ޕ‬Ფᣣ৻‫ޔ‬ੑሼߕߟⷡ ߃ߚࠄᣧߊ ਄ ㆐ ߒ߹߇ࠎ߫ߔࠃ‫ޕ‬㗎ᒛߞߡߊߛߐ޿‫ޕ‬

Vocabulary
sáigo
sai–
–tari –tari suru
… kotó ni yotte
kákuchishuukyoo-árasoi
shúukyooarasóisonótawadai ni noboru
aitíi

last
most – (prefix. cf., saikoo ᦨ㜞 highest, best;saisho ᦨೋ first)
to do such things as…and…, do frequently or
alternately
by –ing, through –ing
everywhere, all places throughout…
religious strife
religionfight, struggle, strife
and other, etc.
become a topic of conversation
I.T.

251
that is, in short
information
communications
technology
faint away, feel dizzy

tsúmarijoohootsuushingíjutsu
ki ga tooku náru

Exercise 15.1
Translate the following sentences, based on Dialogue 1, into English.
߆ࠎߚࠎ߈ߘ ߱ࠎ߸߁

ߺ

1. ◲න ߥળ⹤߽ߢ߈߹ߔ߇‫ߛ߹ޔ‬ၮ␆ ᢥᴺ ߇りߦߟ޿ߡ޿߹ߖࠎ‫ޕ‬
ߓࠂ߁ߚߟ

޿

߰

߫ࠎ

2. ਄㆐ ߔࠆߩߦ⺆ᒵࠍჇ߿ߔߩ߇৻⇟ ޿޿ߢߔ‫ޕ‬
ߒࠂ߈ࠀ߁

ߟ߆

ߚࠎ

ߤ߁

3. ೋ⚖ ߩ࡟ࡌ࡞ߢߪળ⹤ߢ૶ ߁ࠃ߁ߥන ⺆ࠍዉ ౉ߒ߹ߒߚ‫ޕ‬
߈ࠀ߁

ߔߔ

ߟߠ

ߤࠅࠂߊ

4. ਄ ⚖ ߹ߢㅴ ߻ߩߦ‫ ߡߌ ⛯ޔ‬ദജ ߔࠆߎߣ߇ᄢಾߢߔ‫ޕ‬
ߖ߆޿

ߓߓࠂ߁

߆ࠎ

޿

ߛ޿

߶߁߰

5. ਎⇇ߩ੐ᖱ ߦ㑐 ߔࠆ⺆ᒵࠍ⍮ߞߡ޿ࠇ߫⹤㗴 ߇⼾ንߦߥࠅ߹ߔ‫ޕ‬

Dialogue 2 1ߥߦߤߒࡔࠕ࡝࡯ߐࠎߪ૗ᐕ ߢߔ߆‫ޕ‬

What animal sign were you bornunder, Mary?

There are people in Japan who believe a person’s personality is determinedby the sign of the animal for the year in which he or she was born. Even
those who don’t believe like to go along with the game. Don’t be surprised
if you are asked what your animal sign is. After this unit you should know.
Here is a conversation between Mary and her Japanese friend, Haruo.
ᤐ↵:
ࡔࠕ࡝࡯:

ߥߦߤߒ

ࡔࠕ࡝࡯ߐࠎߪ૗ᐕ ߢߔ߆‫ޕ‬
ߥߦߤߒ

޿ߺ

૗ᐕ ߞߡ‫߁޿߁ߤޕ‬ᗧ๧ߢߔ߆‫ޕ‬
߃ߣ

ߒ

ᤐ↵:

ᐓᡰߩߎߣߢߔࠃ‫ޕ‬චੑᡰࠍ⍮ߞߡ޿ࠆߢߒࠂ߁?

ࡔࠕ࡝࡯:⡞޿ߚߎߣ߇޽ࠅ߹ߔ߇ᔓ ࠇ߹ߒߚ‫ޕ‬චੑ඘ ߩ

ࠊߔ

ߤ߁߱ߟ

߅߷

ߤ߁߱ߟ

ߓࠀࠎߓࠂ

߭߈

േ‛ ߛߣ޿߁ߎߣߛߌⷡ ߃ߡ޿߹ߔ‫ߥࠎߤޕ‬േ‛ ߥߩ߆‫ ߥࠎߤޔ‬㗅ᐨ ߥߩ߆ಽ߆ࠅ߹ߖࠎ‫ޕ‬‫‪252‬‬‫ߒ߅‬‫޽‬‫ޕ߆߁ࠂߒ߹ߍ‪ᢎ ߃ߡ਄‬‬‫‪ᤐ↵:‬‬‫ޕߔ߹ߒ޿ ‪߅㗿‬ޔ߃߃‬‫‪ࡔࠕ࡝࡯:‬‬‫ޠߨޟߩޠߺߕߨޟߪࠇߘ —ޠ‪ሶ‬ޟߪ ‪ ᦨೋ‬ޔ߾ߓ‬‫‪ᤐ↵:‬‬

‫߇ߨ‬

‫ߨ‬

‫ࠄߣ‬

‫߁‬

‫ࠂߒ޿ߐ‬‫ߒ߁‬‫ޔޠ‪ව‬ޟޔޠ ‪ኑ‬ޟޔޠ ‪ਊ‬ޟࠄ߆ࠇߘޕࠃߔߢ‬‫ޕ߆ߔߢ‪ߪ૗‬ޠ߁ޟ‬‫‪ࡔࠕ࡝࡯:‬‬‫ޠ߉ߐ߁ޟޕߔߢ޿ߊߦࠅ߆‪ߎࠇ߽ಽ‬ޕ߃ߨߔߢ߁ߘ‬‫‪ᤐ↵:‬‬‫ߊ߾ࠅ‬‫ޕߔ߹޿⸒ߣޠ߁ޟߡߒ ⇛ ࠍ‬‫ޕ߆ߔ߹᧪߇‪ߘࠇ߆ࠄ૗‬ޠ߁ޔࠄߣޔߒ߁ޔߨޟޔ߾ߓ‬‫‪ࡔࠕ࡝࡯:‬‬‫… ޠ‪Ꮘ‬ޟޔޠ ‪ㄖ‬ޟ‬‫‪ᤐ↵:‬‬‫ߩ‪┥ߪฎઍਛ࿖ߩ᨞ⓨߩ േ‛ ߢ⷏ᵗ‬ޕߡߞߺߟߚ ?߃߃‬‫‪ࡔࠕ࡝࡯:‬‬‫ޕߔߢߩ߽ߥ߁ࠃࠆߚ‪࠼࡜ࠧࡦߦᒰ‬‬‫‪ᤐ↵:‬‬‫‛‪චੑᡰ ߪߺࠎߥᧄᒰ ߩ േ‬ޕ߆ߔߢ߁ߘޔ޽޽‬‫ޕࠃߚߒ߹޿ߡߞ‪ߛߣᕁ‬‬‫‪ࡔࠕ࡝࡯:‬‬‫‪ฎઍߩੱߚߜߪ┥ ߇ᧄᒰ‬ޔ߽ߢޕߨ޽߹‬‫‪ᤐ↵:‬‬‫ߺ‬‫ߟ߱߁ߤ‬

‫޿ߛߎ‬

‫߁ߊ߆‬

‫ߟߚ‬

‫ߟߚ‬

‫޽‬

‫ߟ߱߁ߤ‬‫ߒ‬‫߁ߣࠎ߶‬‫߁ߣࠎ߶‬

‫޿ߛߎ‬

‫ߟߚ‬

‫޿ߑࠎߘ‬‫ࠎߒ‬‫ޕࠃߔߢ޿ߚߺߚ޿ߡߓ ‪ߦሽ࿷ ߔࠆߣା‬‬‫ޠߺޟޔߢࠈߎߣޕ߃ߨ߁ࠂߒߢ߁ߘ‬‫ޕ߆ߔߢ‪ߪ૗‬‬‫‪ࡔࠕ࡝࡯:‬‬‫ޕߔߢߣߎߩ Ⱜ߁⸒ߢ‪ߎࠇߪචੑᡰ‬‬‫‪ᤐ↵:‬‬‫?ߪ ‪ߘߩᰴ‬ޕ߆ߔߢ߁ߘ޽޽‬‫ޔߺޔߟߚޔ߁ޔࠄߣޔߒ߁ޔߨޕ߃ߨߔߢ߁ߘ‬‫‪ࡔࠕ࡝࡯:‬‬

‫߮߳‬

‫ߒ‬

‫߉ߟ‬

‫ߓߟ߭‬

‫߹߁‬

‫߹߁‬

‫‪ᤐ↵:‬‬‫ޔޠ ᧂ ޟޔޠ ‪ඦ‬ޟޕߔߢޠ ‪ඦ‬ޟ߁ߘޔߘ ‪߁߹...‬‬
‫ߧ޿‬

‫޿‬

‫ࠆߐ‬

‫ࠅߣ‬

‫ߪޠ޿ޟޕޠ‪੥‬ޟޔޠ ‪ᚎ‬ޟޔޠ ‪㈥‬ޟޔޠ ↳ޟ‬‫ߒߒߩ޿‬‫ޕߔߢߣߎߩޠ ‪ ⁿ‬ޟ‬‫߷߅‬‫ޕߨߔ߹޿ߡ߃ ⷡߊࠃ‬‫‪ࡔࠕ࡝࡯:‬‬‫ޕࠄ߆ߔ߹޿ߡߞ߿ߣߞߕࠄ߆ᤨߩ ‪ሶଏ‬ޕ߃߃‬‫‪ᤐ↵:‬‬‫߽ߤ‬‫ࠎߚࠎ߆‬

‫ࠊ‬

‫߷߅‬

‫ߊ޿‬

‫‪ᐞ ߟ߆ߩࠣ࡞࡯ࡊߦಽߌߡⷡ ߃ࠆߣ◲න‬‬
‫߷߅‬

‫ߔ‬

‫‪ࡔࠕ࡝࡯ߐࠎ߽߈ߞߣ⋥ߋⷡ ߃ࠄࠇࠆߣᕁ‬ޕࠃߔߢ‬‫ߤ‬‫‪ߘߩᓟ‬ޔࠄ߆ߔ߹޿⸒‪⑳߇߽߁৻ᐲ‬ޕࠃߔ߹޿‬‫ޕ߆ߔߢ޿޿ޕ޿ߐߛߊߡߞ⸒߇ࠎߐ࡯࡝ࠕࡔ‬‫ޕ޿ߪ‬‫‪ࡔࠕ࡝࡯:‬‬

253
ᤐ↵:

ߓ߾‫ޔߟߚ ޔ߁ޔࠄߣޔߒ߁ޔߨ ޕࠃߔ߹߈ⴕޔ‬ߺ ߁߹‫޿ޔߧ޿ ޔࠅߣޔࠆߐޔߓߟ߭ޔ‬ࡔࠕ࡝࡯:ࠃߊಽ߆ࠅ߹ߒߚ‫ߪ⑳ޔߢࠈߎߣޕ‬૗ᐕߢߒࠂ߁‫ޕ‬ᤐ↵:ߥߦߤߒߥࠎߨࠎ ߁૗ᐕ ↢߹ࠇߢߔ߆‫ޕ‬ࡔࠕ࡝࡯:

1982 ᐕߢߔ‫ޕ‬ᤐ↵:ߓ߾‫ޔ‬௢ ࠃࠅਃߟਅߢߔ߆ࠄ‫ ޔ‬ᚎᐕߢߒࠂ߁‫ޕ‬߷ߊ޿ߧߤߒ

Vocabulary
nanidoshi
eto

juuníshi… ni ataru
mítai na

what zodiac animal sign
traditional Chinese calendrical system with 10 stems(arranged in five pairs) and 12 branches combining to
produce a cycle of 60 years
12 branches; 12 animals of the Chinese zodiac
to be equivalent tolike, as; it seems that

The following chart shows the zodiac animals with below the Zodiac
names and the normal conversational terms for these animals.

254
Zodiac
name

ZodiaccharacterCommonname (where
different)

Commoncharacter

English

Dates

ne

ሶ

nezumi

㥘

rat

ushi

ਊ

‐

ox

tora

ኑ

⯥

tiger

u

ව

఻

rabbit

tatsu

ㄖ

┥

dragon

mi

Ꮘ

Ⱜ

snake

umá

ඦ

㚍

horse

hitsuji

ᧂ

⟠

sheep

sáru

↳

₎

monkey

tori

㈥

㢚

cock

inú

ᚎ

›

dog

í

੥

ⁿ

boar

1924 1936 1948
1960 1972 1984
1996 2008
1925 1937 1949
1961 1973 1985
1997 20091926 1938 1950
1962 1974 1986
1998 2010
1927 1939 1951
1963 1975 1987
1999 2011
1928 1940 1952
1964 1976 1988
2000 2012
1929 1941 1953
1965 1977 1989
2001 2013
1930 1942 1954
1966 1978 1990
2002 2014
1931 1943 1955
1967 1979 1991
2003 2015
1932 1944 1956
1968 1980 1992
2004 2016
1933 1945 1957
1969 1981 19932005 2017
1934 1946 1958
1970 1982 1994
2006 20181935 1947 1959
1971 1983 1995
2007 2019

usagi

hébi

niwatori

inoshíshi

255

Kanji
uchi

ya

muro

isó(gu)(1336–1573)

let’s hurry

mono

ichi

michi
íchiba, shijoo marketha(réru)mátoba(kéru)ná(i)táyo(ri)ki(ku)

bénri na convenientrikoo na cleverhidarikiki left-handed
kinri interest rate

256

Exercise 15.2
1. Work out you own zodiac animal.
2. Explain in Japanese what the zodiac animal is for this year and next year.
3. Say in Japanese how many of these animals can be found outside zoos
in your country?
4. Explain in Japanese why the dragon is included in the list.
5. Ask your Japanese friend (in Japanese, of course) what are the characteristics (tokuchoo) of people born under the sign of the tiger.

More useful kanji
Although the emphasis in this book has been on the spoken language, by
the end of this unit you will have learnt the two syllabaries, hiragána
and katakána, and about 200 kanji. Most of the kanji introduced in thisunit have considerable generative force, combining with other kanji toform a large number of kanji compounds.
In addition to those characters introduced specifically for writing andrecognition, you have seen a large number of kanji with their readings
given in furigana and you have kanji transcriptions for most of the
vocabulary items in the glossaries. By now you have acquired a soundknowledge of how kanji characters are formed and how to write andcount the strokes in each character correctly. When you feel you havemastered the 200 basic characters introduced for reading and writing,you can go back and tackle those characters that have been introducedwith furigana annotation. Learn each character or character compoundas it occurs and white out the furigana reading when you feel you havelearnt it. Finally, you will have erased all the furigana in this text andyou will be well on the way to reading Japanese. At this point, however,
we feel you should learn at least to recognise these few extra charactersoften seen on signs in public places.
㕖Ᏹญ
ᡷᧅญ
⓹ญ
ෂ㒾
ᵈᗧ
ㆱ㔍ᚲ
᩺ౝᚲ
⑌ᱛ

hijóoguchi
kaisatsúguchi
madóguchi
kiken
chúui
hinanjoannaijokinshi(emergency) exit
ticket gate, turnstile
counter, window
dangerattention, be careful
evacuation point
information counter
forbidden

257
㚢ゞ⑌ᱛ
⑌ᾍ
৻ᣇㅢⴕ
ฝ஥ㅢⴕ
Ꮏ੐ਛ
༡ᬺਛ
ቯભᣣ
ൻ♆ቶ

chuusha-kinshi
kin’enippootsúukoo
migigawatsúukoo
koojichuu
eigyoochuu
teikyuubi
keshooshitsu

no parking
no smoking
one-way traffic
keep rightunder construction; men at work
open for businessregular holiday (shop closed)
powder room, toilet

Exercise 15.3 1
Translate into English the following sentences which contain kanji
introduced in Unit 15.
1. ᧲੩⧓ⴚᄢቇߢߪ⟤ⴚ߽ീᒝߢ߈߹ߔ‫ޕ‬ߔ޿ߓࠀࠎ

2. ߎߩ↸ߩᢥൻ⊛ ᳓Ḱ ߪ߆ߥࠅ㜞ߊߡ߅ߤࠈ߈߹ߒߚ‫ޕ‬
3. ᄐ ߦ ߪ ᧲ ੩ ߩ ደ ਄ ߩ ࡆ ࡗ ࠟ ࡯ ࠺ ࡦ ߢ ↢ ࡆ ࡯ ࡞ ࠍ 㘶 ߻ߩ߇ᅢ߈ߢߔ‫ޕ‬
4. ߎߩߏࠈᣣᧄߩ࿖ౝ߽ᄖ࿖߽߳ࠃߊᣏⴕߒ߹ߔ‫ޕ‬
5. ੹ᦺർᶏ㆏߆ࠄࠕࠗ࠿ᢥൻߩቇ⠪߇ή੐ߦ⌕߈߹ߒߚ‫ޕ‬
ߓࠂ߁

ߴࠎ

߿ߐ޿

ߒࠎߖࠎ

6. ߘߩ߅ኹߪ㕖 Ᏹ ߦਇଢ ߥᚲߦ޽ࠅ߹ߒߚ‫ޕ‬
7. ᣣᧄߩᢥቇ߿⹞ߦ⧓⠪ߩ⹤߇ࠃߊ಴ߡ߈߹ߔ‫ޕ‬
8. 㚞೨ߩᏒ႐ߩ㊁⩿ߪᣂ㞲 ߢ቟޿ߢߔ‫ޕ‬ࠊ߆

9. ޽ߩᐫߩᐫຬߪ߶ߣࠎߤࠕ࡞ࡃࠗ࠻ࠍߒߡ޿ࠆ⧯ ⠪ߢߔ‫ޕ‬
10. ᣿ᣣ᥍ࠇߚࠄߣߥࠅߩ↸߹ߢⴕߞߡߺ߹ߒࠂ߁‫ޕ‬

Vocabulary
Tanoshími ni shite orimásu.
Taihen kékoo na monó o itadaite …
Tsumaránai monó desu ga, dóozo.
Ohisashiburi désu né.
Gobúsata shite orimásu.
Mata ome ni kakarimashóo.

I’m looking forward to it.
Thank you for the lovely gift.
It’s nothing much, but please …
It’s been a long time, hasn’t it?
Sorry I’ve been out of touch.
Let’s meet again.

Key to the Exercises

Unit 1
Exercise 1.1(from right to left) hamachi, úni, kazunoko, ika, kani

Exercise 1.2
1 a yama no ue 2 j kawá to ta 3 h yama no shita 4 b kawa nonáka 5 g yama no hón 6 i hón no yama 7 d yama no shita nokawá 8 e yama no ue no ta 9 c yamá to kawá 10 f kawa no ue noyamá

Exercise 1.3
1 Ueda Sachie 2 Yamamoto Máchiko 3 Shimoda Kánoko
4 Kawada Sátoko 5 Honda Chie 6 ↰ጊ ߹ߔ߃ 7 ↰ਛ ߪ߹ߎ
8 ਛጊ ߘߩߎ

Exercise 1.4
1 (Watashi wa) [your name] desu. Or, Watashi no namae wa[your name] desu. 2 Hajimemáshite (dóozo yoroshiku).
3 Dóo itashimashite. 4 Sayonara. Mata ashita. 5 Oyasumi nasái.

259

Exercise 1.5
1 Tanaka san desu ka. Hái, sóo desu. Tanaka désu. Are you Ms(Mr, Mrs, etc.) Tanaka? Yes, that’s right. I’m Tanaka.
2 Kawamoto san désu ka. Iie, chigaimásu. Yamamoto désu. Are you
Mr Kawamoto? No, I’m not. (literally, ‘that’s not right’) I’m Yamamoto.
3 Yamá to kawá to tá. Mountains and rivers and rice fields.
4 Yama no náka no tá. The rice fields in the mountains.
5 Honda san to Táyama san. Mr Honda and Mr Tayama.

Exercise 1.6
1 c

2 a

3 d

4 e

5 b

Exercise 1.7
Part A Comprehension
Mr Ueda is a teacher, Ms Tanaka is a student, Honda is a doctor and
Yamada is a civil servant.
Part B Practice
1 Oshígoto wa nán desu ka. oshi ߏߣߪ na ࠎ ߢߔ߆‫ ޕ‬2 Kaishain
desu ka. ߆޿ sha ޿ࠎ ߢߔ߆‫ ޕ‬3 Shúfu desu ka. Shúfu ߢߔ߆‫ޕ‬
4 Súmisu san wa shachoo desu ne. ࠬࡒࠬߐࠎߪ shacho ߁ߢߔ ne‫ޕ‬
5 Yamada san wa gakusei desu ka. ጊ↰ߐࠎߪ ߇ kuse ޿ߢߔ߆‫ޕ‬

Exercise 1.8
1 Ohayoo gozaimásu. ߅ߪ yo ߁ ߏߑ޿߹ߔ‫ ޕ‬2 Konnichi wa.
ߎࠎߦߜߪ‫ ޕ‬3 Konban wa. ߎࠎ߫ࠎߪ‫ ޕ‬4 Oyasumi nasái.
߅ ya ߔ mi na ߐ޿‫ ޕ‬5 Sayoonara ߐ yo ߁ nara 6 katagaki(credentials, details of company and rank on business card); nigori(voicing mark, which turns t– into d– etc.); izakaya ( pub); myóoji( family name); ojígi (bow); itamae (sushi chef )260

Unit 2
Exercise 2.1
1 Ꮉ↰ߐࠎߪᣣᧄੱߢߔ‫ ޕ‬2 ࡜࡝࡯࡮ࡒ࡜࡯ߐࠎߪਛ࿖
ߦߔࠎߢ޿߹ߔ‫ ޕ‬3 ᣣᧄ⺆߽ ਛ࿖⺆߽ ߢ߈߹ߔ‫ ޕ‬4 ࡝࡯ߐࠎߪ޿߹ ⧷⺆ࠍ ߥࠄ t ߡ޿߹ߔ‫ ޕ‬5 ጊᧄߐࠎߪࠕࡔ࡝ࠞߦ
ߔࠎߢ޿߹ߔ‫ޕ‬

Exercise 2.2
Páku san to Ríi san wa Kankokujín desu. Kánkoku no Sóuru kara
kimáshita. Íma, Amerika ni súnde imasu. Futaritomo Eigo ga yóku dekimásu. Nihongo mo sukóshi dekimásu. Páku san wa rókku to supóotsu ga
sukí desu. Ríi san wa rokku-óngaku ga amari sukí dewa arimasén.
Kurásshikku to dókusho ga sukí desu.
Páku san to Ríi san wa íma, Rárii Míiazu san no uchi ni súnde imasu.
Míiazu san wa Amerikájin desu. Arasuka ni súnde imasu. Íma, Nihongo onarátte imasu. Míiazu san no shúmi wa Amerikan-fúttobooru to aisuhókkee desu. Ténisu mo sukí desu.
Mr Park and Mr Lee are Koreans. They came from Seoul in South Korea.
Now they are living in America. Both of them speak English well. They
also know a little Japanese. Mr Park likes rock music and sport. Mr Lee
does not like rock music much. He likes classical music and reading.
Mr Park and Mr Lee are now living in Larry Mears’s house. Mr Mears
is an American. He lives in Alaska. Now he is learning Japanese.
Mr Mears’s hobbies are American football and ice hockey. He also likes
tennis.

Exercise 2.3
1 Yamagawa san wa dóchira kara kimáshita ka. Watashi wa Nihón
kara kimáshita. 2 Ari san wa dóchira kara kimáshita ka. Indokara kimáshita. (Note: watashi can be omitted.) 3 Han san wa
dóchira kara kimáshita ka. Kánkoku kara desu. 4 Míraa san wa
dóchira kara désu ka. Watashi wa Eikoku kara kimáshita.
5 Méarii san wa dóchira kara kimáshita ka. Arasuka kara kimáshita.
6 Ríi san wa dóchira kara désu ka. Watashi wa Chúugoku kara desu.

261

Exercise 2.4
1 Kochira wa Wán san desu. Wán san wa Chuugokújin desu.
Nihongo mo dekimásu. 2 Kochira wa Béeka san désu. Béekaa san wa
Igirisújin (Eikokújin) desu. Furansugo mo dekimásu. 3 Kochira wa
Buráun san désu. Buráun san wa Doitsújin desu. Chuugokugo modekimásu. 4 Kochira wa Ránii san désu. Ránii san wa Indójin desu.
Taigo mo dekimásu. 5 Kochira wa Góodon san désu. Góodon san wa
Amerikájin desu. Roshiago mo dekimásu.

Exercise 2.5
1 Yamamoto san wa dóko (or ‘dóchira’ which is more polite) ni súnde
imasu ka. Nágoya ni súnde imasu. 2 Kunimoto san wa dóchira ni
súnde imasu ka. Sapporo ni súnde imasu. 3 Súmisu san wa dóko
ni súnde imasu ka. Róndon ni súnde imasu. 4 Ríi san wa dóchira ni
súnde imasu ka. Pékin ni súnde imasu. 5 Rukuréeru san wa dóko ni
súnde imasu ka. Pár ni súnde imasu. 6 Káa san wa dóko ni súnde
imasu ka. Shídonii ni súnde imasu. 7 Mekari san wa dóko ni
súnde imasu ka. Róma ni súnde imasu. 8 Kímu san wa dóko ni
súnde imasu ka. Sóuru ni súnde imasu.

Exercise 2.6
Helena – Sweden, Eric – Germany, Peter – New Zealand, Mr Kim –Korea, Mary – America, Edwina – UK, Bob – Australia.

Exercise 2.7
1 Máikeru san no shúmi wa sáafin to basukétto desu. 2 Robáato sanno shúmi wa jooba to sákkaa desu. 3 An san no shúmi waóngaku to háikingu desu. 4 Káaru san no shúmi wa dókusho toryokoo désu. 5 Góodon san no shúmi wa suiei to yakyuu désu.
6 Anáta no shúmi wa kaimono (shóppingu) to ténisu desu.

Exercise 2.8
1 Chinagolf

2 No (In Thailand)

3 Chinese

4 No

5 Sport, especially262

Unit 3
Exercise 3.1
1 taxi 2 Italy 3 ice 4 pasta 5 bar 6 colour TV 7 maker(manufacturer) 8 camera 9 lighter 10 ‘cooler’ (air-conditioner)
11 ࠗ࠲࡝ࠕߩ pa ࠬ࠲ 12 ࠞࡔ࡜ߩࡔ࡯ࠞ࡯ 13 ᣣᧄߩࠞ࡜࡯࡮terebi 14 ࠕࡔ࡝ࠞߩ࡜ࠗ࠲࡯ 15 ࠲ࠢ shi࡯ߩࠢ࡯࡜࡯

Exercise 3.2
1 ౐ (rokú) (6) 2 ੖ (gó) (5) 3 ච౎ (juuhachí) (18) 4 ੑච৾(níjuunana) (27) 5 ౐චੑ (rokujuuní) (62) 6 yón (4) 7 yónjuugo(45) 8 júuku (19) 9 nanájuuroku (76) 10 júusan (13)Exercise 3.3
1 ਻਻྾਻ ߩ ੑ‫( ৾ޚޚ‬kyúu kyúu yón kyúu no níi zéro zéro nána)
2 ྾ᤨඨ (yóji hán) 3 ਃ⊖౐ච౎ (sánbyaku rokujuuhachí) 4 ਃੑ਻৻ ߩ ੖౐‫ޚ‬ੑ (sán níi kyúu ichi no góo rokú zéro níi) 5 ߏߗࠎ৾ᤨ (gózen shichíji) 6 3461-2708 (sán yón rokú ichi no níi nána
zéro hachí) 7 3594-7702 (sán góo kyúu yón no nána nána zéro níi)
8 3208 (sán níi zéro hachí) 9 ੑ౐ߩਃ྾౐੖ߩ౎৾਻৻ (níi rokú
no sán yón rokú góo no hachi nána kyúu ichi) 10 ‫ޚ‬ਃߩ਻৾౎౐ߩ
ਃਃ྾ੑ (zéro sán no kyúu nána hachí rokú no sán sán yón níi)

Exercise 3.4
1 Chichí wa rokujuugósai desu. 2 Ane wa nijuukyúusai desu.
3 Háha wa yonjuuhássai desu. 4 Áni wa sanjuunísai desu.
5 Otootó wa nijuusánsai desu. 6 Sófu wa kyúujuunisai desu.
7 Sóbo wa hachijuunána desu. (Note that the suffix –sai is notessential in conversion when the context is clear.) 8 Imootó wa
juunána (sai) desu.

Dialogue 2 (transliteration)SÚMISU:TANAKA:

Tanaka san, okosan wa nánnin irasshaimásu ka.
Uchi wa sannin désu. Otokónoko futari to onnánoko hitóri
imásu. Otaku wa?

263SÚMISU:TANAKA:SÚMISU:TANAKA:SUMISU:

Uchi mo sannin désu. Onnánoko ga futari to otokónoko ga
hitóri imásu. Ue no ko wa otokónoko de, shita to mannaka
wa onnánoko desu. Tanaka san no ue no okosan wa dóchiradesu ka.
Ue wa onnánoko desu. Daigákusei desu. Mannaka no
otokónoko wa kookóosei desu. Shita no ko wa mádachuugákusei desu.
Uchi no kodomo wa máda chiisái desu. Ue no otokónoko
wa shoogákusei desu. Futari no onnánoko wa mádayoochíen desu.
Sore jáa, ókusan wa máinichi oisogashíi deshóo né.
Soo desu. Watashi mo taihen désu.

Exercise 3.5
HONDA KAZUO:

Uchi no kázoku wa sófu to sóbo, chichí to háha, ánito ane, imootó to otootó, sore ni watashi désu. Zénbu
de kunin désu. Chichí wa koomúin de, háha wa
shúfu desu. Áni wa kaisháin desu. Ryokoogáisha no
sháin desu. Ane wa daigákusei desu. Kaimono ga
sukí desu. Imootó wa chuugákusei desu. Otootó wa
shoogákusei desu. Imootó mo otootó mo supóotsu ga
sukí desu.
HÁRII KURÁAKU: Takusán desu né.
HONDA KAZUO:
Ée. Kuráaku san wa kyóodai ga imásu ka.
HÁRII KURÁAKU: Iie, imasén. Hitoríkko desu.
1 9 2 1 (Harry Clark is an only child) 3 sport 4 civil servant
5 in a travel company 6 shopping 7 home duties (she is a housewife)
8 primary school

Exercise 3.6
1 Sóbo no shúmi wa ryokoo désu. 2 Chichi no shúmi wa kéndoo
desu. 3 Háha no shúmi wa ténisu desu. 4 Áni no shúmi wa sákkaa
desu. 5 Otootó no shúmi wa sáafin desu. 6 Ane no shúmi wa
kaimono désu. 7 Sófu no shúmi wa dókusho desu. 8 Imooto no
shúmi wa basukettobóoru desu.

264

Exercise 3.7
1 Ginkoo wa nánji kara nánji made desu ka. (Ginkoo wa) gózen júuji
kara gógo yóji hán made desu. 2 Mise wa nánji kara nánji made desuka. (Mise wa) gózen júuji hán kara gógo shichíji made desu. 3 Súupaa wa nánji kara nánji made desu ka. (Súupaa wa) gózen shichíji kara
gógo hachíji made desu. 4 Depáato wa nánji kara nánji made desu ka.
(Depáato wa) gózen júuji hán kara gógo kúji made desu. 5 Konbíni
wa nánji kara nánji made desu ka. (Konbíni wa) gózen rokúji kara
gógo juuichíji hán made desu.

Exercise 3.8
1 ߅ߣ߁ߐࠎߩ ߚࠎߓࠂ߁߮ߪ ૗᦬ߢߔ߆‫ߩߜߜޕ‬ߚࠎߓࠂ߁߮ߪ ྾᦬ߢߔ‫ ޕ‬2 ጊᎹߖࠎߖ޿ߩ ߚࠎߓࠂ߁߮ߪ ૗᦬ߢߔ߆‫ޕ‬ጊᎹߖࠎߖ޿ߩ ߚࠎߓࠂ߁߮ߪ ౎᦬ߢߔ‫ޕ‬
3 ࠢ࡜࡯ࠢߐࠎߩ ߅ߊߐࠎߩ ߚࠎߓࠂ߁߮ߪ ૗᦬ߢߔ߆‫ޕ‬߆ߥ޿ߩ ߚࠎߓࠂ߁߮ߪ ච᦬ߢߔ‫ ޕ‬4 ߅ሶߐࠎߩ
ߚࠎߓࠂ߁߮ߪ ૗᦬ߢߔ߆‫ߪ߮߁ࠂߓࠎߚ ߩ߽ߤߎޕ‬౐᦬ߢߔ‫ ޕ‬5 ߅߫޽ߐࠎߩ ߚࠎߓࠂ߁߮ߪ ૗᦬ߢߔ߆‫ޕ‬ߘ߷ߩ ߚࠎߓࠂ߁߮ߪ ਻᦬ߢߔ‫ޕ‬

Unit 4
Exercise 4.1
1 Kono hón wa tákaku nai desu. 2 Ano sukáafu wa kírei ja arimasen.
3 Kono monó wa yóku nai desu. 4 Sono hón wa watashi no dewa
arimasén. 5 Háha wa génki ja arimasen. 6 Kono iro wa mezuráshiku
nai desu. 7 Górufu wa sukí ja arimasén. 8 Ano kámera wa yásuku
arimasén. 9 Ríi san wa Chuugokújin dewa arimasén. 10 Otooto no
shúmi wa karaóke ja arimasen.

Exercise 4.2
1 Ano kiiroi nékutai o mísete kudasai. 2 Kón no sebiro o mísete
kudasai. 3 Ano akai sukáato o mísete kudasai. 4 Midori no booshi omísete kudasai. 5 Sono chairo no zubón o mísete kudasai. 6 Ano aói
waishatsu o mísete kudasai. 7 Haiiro no sebiro o mísete kudasai.

265
8 Shirói jíinzu o mísete kudasai. 9 Sono kírei na sukáafu o mísete
kudasai. 10 Moo sukóshi yasúi no o mísete kudasai.

Exercise 4.3
1 ߢࠎ߆ߖ޿߭ࠎ߁ࠅ߫ߪ ૗߇޿ߦ ޽ࠅ߹ߔ߆‫ޕߚߒ߹ࠅ߆ࠊޕ‬੖߆޿ߢߔߨ‫ ޕ‬2 ࠞࡔ࡜߁ࠅ߫ߪ ૗߇޿ߦ޽ࠅ߹ߔ߆‫ޕ‬ࠊ߆ࠅ߹ߒߚ‫ ޕߨߔߢ޿߆౐ޕ‬3 ߣߌ޿߁ࠅ߫ߪ ૗߇޿ߢߔ߆‫ޕ‬ࠊ߆ࠅ߹ߒߚ‫ޕ‬྾߆޿ߢߔߨ‫ ޕ‬4 ߆ߋ߁ࠅ߫ߪ ૗߇޿ߦ޽ࠅ߹ߔ߆‫ޕ‬ࠊ߆ࠅ߹ߒߚ‫ ޕߨߔߢ޿߆৾ޕ‬5 ࠬࡐ࡯࠷ࠃ߁߭ࠎ߁ࠅ߫ߪ
૗߇޿ߢߔ߆‫ޕߚߒ߹ࠅ߆ࠊ ޕ‬ਃ߆޿ߢߔߨ‫ ޕ‬6 ࠦࡦࡇࡘ࡯࠲
߁ࠅ߫ߪ ૗߇޿ߦ޽ࠅ߹ߔ߆‫ޕߚߒ߹ࠅ߆ࠊ ޕ‬੖߆޿ߢߔߨ‫ޕ‬
7 ߰ߓࠎߩߊߟ߁ࠅ߫ߪ ૗߇޿ߢߔ߆‫ޕߚߒ߹ࠅ߆ࠊ ޕ‬ੑ ߆޿ߢߔߨ‫ޕ‬
8 ߒࠂߊࠅࠂ߁߭ࠎ߁ࠅ߫ ߪ૗߇޿ߢߔ߆‫ޕߚߒ߹ࠅ߆ࠊޕ‬ߜ߆৻߆޿ߢߔߨ‫ ޕ‬9 ߜࠀ߁ߒ߾ߓࠂ߁ߪ ૗߇޿ߦ޽ࠅ߹ߔ߆‫ޕ‬ࠊ߆ࠅ߹ߒߚ‫߆ߜޕ‬ੑ߆޿ߢߔߨ‫ ޕ‬10 ߁߃߈߁ࠅ߫ߪ
૗߇޿ߦ޽ࠅ߹ߔ߆‫ޕߨߔߢ߁ࠂߓߊ߅ޕߚߒ߹ࠅ߆ࠊ ޕ‬

Exercise 4.4
1 shoogákkoo: primary school 2 kookoo: high school
3 yasúi hón: an inexpensive book 4 Eigo no senséi: an English teacher
5 daigákusei: a university student

Exercise 4.5
Tanaka san to Yamamoto san wa tomodachi désu. Futaritomo Nihonjín
desu. Keredomo íma wa Pári ni súnde imasu. Tanaka san wa Pári no
Nihonjin-gákkoo no senséi desu. Yamamoto san no goshújin wa Nihonno ginkoo no Pári shiténchoo desu. Tanaka san mo Yamamoto san mo
kaimono ga dáisuki desu. Pári ni kírei na misé ga takusán arimásu. Takái
misé mo yasúi misé mo arimásu. Kyóo wa Yamamoto san wa búutsu okaimáshita. Totemo íi búutsu desu. Itaria no monó desu.
Miss Tanaka and Mrs Yamamoto are friends. Both of them are Japanese.
But they live in Paris. Mrs Tanaka is a teacher at the Japanese School inParis. Mrs Yamamoto’s husband is the manager of the Paris branch ofa Japanese bank. Both Miss Tanaka and Mrs Yamamoto love shopping.
In Paris there are many beautiful shops. There are both expensive andinexpensive shops. Today Mrs Yamamoto bought some boots. They arevery fine boots. They are Italian ones.

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Exercise 4.6
1 g 2 d 3 n 4 l 5 a (tsuaa, tour) 6 b 7 o 8 e 9 k
10 m 11 s 12 c 13 p (bahha, Bach) 14 i 15 q 16 j 17 r
18 t (pan, bread) 19 f 20 h

Unit 5
Exercise 5.1
1 Ashita Tanaka san ni aimásu. 2 Rainen Nihón ni ikimásu.
3 Mainichi góhan o tabemásu. 4 Sengetsu atarashíi kuruma okaimáshita. 5 Kinóo wa mokuyóobi deshita or Kinóo wa suiyóobi
deshita (depending on how you interpret the question).

Exercise 5.2
1 Otótoshi Róndon kara kimáshita. 2 Sarainen Chúugoku ni ikimásu.
3 Asátte wa doyóobi desu. 4 Ototói wa kayóobi deshita. 5 Kyóo wa
naniyóobi desu ka. Áa sóo desu. Mokuyóobi desu.

Exercise 5.3
1 Íma kaerimashóo ka. Shall we go back (home) now? ੹߆߃ࠅ߹ߒ
ࠂ߁߆‫ ޕ‬2 Aói no o kaimashóo. Let’s buy the blue one. ޽߅޿ߩࠍ
⾈޿߹ߒࠂ߁‫ ޕ‬3 Nánji ni aimashóo ka. What time shall we meet?
૗ᤨߦ ޽޿߹ߒࠂ߁߆‫ ޕ‬4 Hachíji ni tabemashóo. Let’s eat ateight o’clock. ౎ᤨߦ ߚߴ߹ߒࠂ߁‫ ޕ‬5 Súgu ikimashóo ka. Shall
we go straight away? ߔߋ ޿߈߹ߒࠂ߁߆‫ޕ‬

Exercise 5.4
1 Imada senséi wa Nihon Dáigaku no Eigo no senséi desu. Professor
Imada is an English teacher at Nihon University. 2 Raishuu no
doyóobi hachíji hán ni kite kudasái. Please come next Saturday at half
past eight. 3 Yamanaka san no shita no onnánoko wa kookoo
sannénsei desu. Mr Yamanaka’s youngest girl is a third-year high267
school student. 4 Maishuu gétsu, ká, súi ni Nihongo no kúrasu ga
arimásu. Every week on Mondays, Tuesdays and Wednesdays I have aJapanese class. 5 Mizu o kudasái. Please give me some water.
6 Kyóo wa okane ga arimasén. Today I don’t have any money.
7 Yasúi uísukii wa amari sukí ja arimasén. I don’t like cheap whiskyvery much. 8 Senshuu no mokuyóobi ni Kaneda san wa Shikóku kara
kimáshita. Last Thursday Mr Kaneda came from Shikoku.

Exercise 5.5
1 Today’s English class. 2 He is going skiing with his friends.
3 On Wednesday of next week. 4 At 7:30 p.m. 5 Pretty cheesed off,
I should imagine.

Exercise 5.6
1 ¥3805 ¥8302 apple pie and vanilla ice cream

3 whisky

4 ¥360

Unit 6
Exercise 6.1
1 Íma náni o shite imásu ka (question omitted below). Kuruma o aratte
imásu. ੹૗ࠍߒߡ޿߹ߔ߆‫ޕߔ߹޿ߡߞࠄ޽ ࠍ߹ࠆߊޕ‬2 Tegami o káite imasu. ߡ߇ߺࠍ ᦠ޿ߡ޿߹ߔ‫ޕ‬
3 Nihongo o benkyoo shite imásu. ᣣᧄ⺆ࠍ ߴࠎ߈ࠂ߁ߒߡ޿߹ߔ‫ޕ‬
4 Heyá o sooji shite imásu. ߳߿ࠍ ߘ߁ߓߒߡ޿߹ߔ‫ޕ‬
5 Térebi o míte imasu. ࠹࡟ࡆࠍ ߺߡ޿߹ߔ‫ޕ‬
6 Tomodachi o mátte imasu. ߣ߽ߛߜࠍ ߹ߞߡ޿߹ߔ‫ޕ‬
7 Rájio o kiite imásu. ࡜ࠫࠝࠍ ⡞޿ߡ޿߹ߔ‫ޕ‬
8 Shoosetsu o yónde imasu. ߒࠂ߁ߖߟࠍ ⺒ࠎߢ޿߹ߔ‫ޕ‬
9 Koohíi o nónde imasu. ࠦ࡯ࡅ࡯ࠍ ߩࠎߢ޿߹ߔ‫ޕ‬
10 Kéeki o tsukútte imasu. ࠤ࡯ࠠࠍ ߟߊߞߡ޿߹ߔ‫ޕ‬

Exercise 6.2
1 b

2 d

3 e

4 a

5 c

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Exercise 6.3
1
2
3
4
5

Roomáji de káite kudasai. ࡠ࡯ࡑߓߢ ᦠ޿ߡߊߛߐ޿‫ޕ‬
Chotto mátte kudasai. ߜࠂߞߣ ߹ߞߡߊߛߐ޿‫ޕ‬
Moo ichidó itte kudasái. ߽߁৻ߤ ޿ߞߡߊߛߐ޿‫ޕ‬
Sánji ni denwa shite kudasái. ਃᤨߦ ߢࠎࠊߒߡߊߛߐ޿‫ޕ‬
Chízu o káite kudasai. ߜߕ ࠍᦠ޿ߡߊߛߐ޿

Exercise 6.4
1 Q: Dóo yatte yuubínkyoku e ikimásu ka. ߤ߁߿ߞߡ ࠁ߁߮ࠎ߈ࠂߊ߳ ⴕ߈߹ߔ߆‫ޕ‬
A: Kono michi o massúgu itte, hitotsume no shingoo o watattekudasái. Yuubínkyoku wa migigawa de, shingoo no kádo kara
súgu desu. ߎߩߺߜࠍ ߹ߞߔߋⴕߞߡ‫ߏࠎߒ ߩ߼ߟ৻ޔ‬߁ࠍ ࠊߚߞߡߊߛߐ޿‫ޔߢࠊ߇߉ߺ ߪߊࠂ߈ࠎ߮߁ࠁޕ‬ߒࠎߏ߁ߩ ߆ߤ߆ࠄ ߔߋߢߔ‫ޕ‬
2 Q: Dóo yatte gakkoo e ikimásu ka. ߤ߁߿ߞߡቇᩞ߳ⴕ߈߹ߔ߆‫ޕ‬
A: Kono michi o massúgu itte, mittsume no shingoo o migi emagatte kudasái. Mata massúgu itte, tsugi no michi o watattekudasái. Suru to, gakkoo wa súgu máe ni arimásu. ߎߩߺߜࠍ
߹ߞߔߋⴕߞߡ‫ޔ‬ਃߟ߼ߩ ߒࠎߏ߁ࠍ ߺ߉߳ ߹߇ߞߡߊߛߐ޿‫ߞߚࠊ ࠍߜߺ ߩ߉ߟޔߡߞⴕߋߔߞ߹ ߚ߹ޕ‬ߡߊߛߐ޿‫ޔߣࠆߔޕ‬ቇᩞߪߔߋ߹߃ ߦ޽ࠅ߹ߔ‫ޕ‬
3 Q: Dóo yatte takushii-nóriba e ikimásu ka. ߤ߁߿ߞߡ࠲ࠢࠪ࡯
ߩࠅ߫߳ ⴕ߈߹ߔ߆‫ޕ‬
A: Kono michi o massúgu itte, yottsume no shingoo o migi emagatte súgu desu. Tákushii noriba wa éki no chuushajoo no máe
ni arimásu. ߎߩߺߜࠍ ߹ߞߔߋⴕߞߡ‫ޔ‬྾ߟ߼ߩ ߒࠎߏ߁ࠍ ߺ߉߳ ߹߇ߞߡߔߋߢߔ‫ߪ߫ࠅߩ࡯ࠪࠢ࠲ ޕ‬߃߈ߩ ߜࠀ߁ߒ߾ߓࠂ߁ߩ ߹߃ߦ޽ࠅ߹ߔ‫ޕ‬
4 Q: Dóo yatte kooen e ikimásu ka. ߤ߁߿ߞߡ ߎ߁߃ࠎ߳
ⴕ߈߹ߔ߆‫ޕ‬
A: Kono michi o massúgu itte, futatsume no shingoo o hidari emagatte kudasai. Mata sono michi o massúgu itte kudasai. Kooen
wa tsukiatari desu. ߎߩߺߜࠍ ߹ߞߔߋⴕߞߡ‫ޔ‬ੑߟ߼ߩ ߒࠎߏ߁ࠍ ߭ߛࠅ߳ ߹߇ߞߡߊߛߐ޿‫ߜߺߩߘߚ߹ޕ‬ࠍ ߹ߞߔߋⴕߞߡߊߛߐ޿‫ޕߔߢࠅߚ޽߈ߟ ߪࠎ߃߁ߎޕ‬5 Q: Dóo yatte byooin e ikimásu ka. ߤ߁߿ߞߡ ߮ࠂ߁޿ࠎ߳
ⴕ߈߹ߔ߆‫ޕ‬

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A: Kono michi o massúgu itte, hitotsume no shingoo o migi emagatte kudasái. Tsugi no kádo made arúite, oodanhódoo owatatte kudasái. Suru to byooin wa súgu máe ni arimasu. ߎߩߺߜࠍ ߹ߞߔߋⴕߞߡ‫߉ߺ ࠍ߁ߏࠎߒ ߩ߼ߟ৻ޔ‬߳ ߹߇ߞߡߊߛߐ޿‫߅ޔߡ޿ࠆ޽ ߢ߹ߤ߆ ߩ߉ߟޕ‬߁ߛࠎ߶ߤ߁ࠍ ࠊߚߞߡߊߛߐ޿‫ࠎ޿߁ࠂ߮ ߣࠆߔޕ‬ߪ ߔߋ߹߃ߦ޽ࠅ߹ߔ‫ޕ‬
6 Q: Dóo yatte kusuriya e ikimásu ka. ߤ߁߿ߞߡ ߊߔࠅ߿߳
ⴕ߈߹ߔ߆‫ޕ‬
A: Kono michi no hidarigawa o arúite, hitotsume no toorí owatatte súgu desu.ߎߩߺߜߩ ߭ߛࠅ߇ࠊࠍ ޽ࠆ޿ߡ‫ޔ‬৻ߟ߼ߩߣ߅ࠅࠍ ࠊߚߞߡߔߋߢߔ‫ޕ‬
7 Q: Dóo yatte hanáya e ikimásu ka. ߤ߁߿ߞߡ ߪߥ߿߳ ⴕ߈߹ߔ߆‫ޕ‬
A: Kono michi o massúgu itte, futatsume no shingoo o migi emagatte kudasái. Tsugi no shingoo máde arúite, hidari e
michi o watatte kudasái. Suru to, hanáya wa manmáe ni
arimasu. ߎߩߺߜࠍ ߹ߞߔߋⴕߞߡ‫ޔ‬ੑߟ߼ߩ ߒࠎߏ߁ࠍ ߺ߉߳ ߹߇ߞߡߊߛߐ޿‫ߢ߹߁ߏࠎߒ ߩ߉ߟޕ‬޽ࠆ޿ߡ‫ޔߣࠆߔ ޕ޿ߐߛߊߡߞߚࠊ ࠍߜߺ ߳ࠅߛ߭ޔ‬ߪߥ߿ߪ ߹ࠎ߹߃ߦ޽ࠅ߹ߔ‫ޕ‬
8 Q: Dóo yatte résutoran e ikimásu ka. ߤ߁߿ߞߡ࡟ࠬ࠻࡜ࡦ߳
ⴕ߈߹ߔ߆‫ޕ‬
A: Kono michi o massúgu itte, futatsume no shingoo o migi emagatte kudasái. Tsugi no michi máde arúite, oodanhódoo owatatte kudasái. Résutoran wa sono kádo ni arimásu. ߎߩߺߜࠍ ߹ߞߔߋⴕߞߡ‫ޔ‬ੑߟ߼ߩ ߒࠎߏ߁ࠍ ߺ߉߳߹߇ߞߡߊߛߐ޿‫ߛ߁߅ޔߡ޿ࠆ޽ ߢ߹ߜߺ ߩ߉ߟޕ‬ࠎ߶ߤ߁ࠍ ࠊߚߞߡߊߛߐ޿‫ߤ߆ߩߘ ߪࡦ࡜࠻ࠬ࡟ ޕ‬ߦ ޽ࠅ߹ߔ‫ޕ‬
9 Q: Dóo yatte éki e ikimásu ka. ߤ߁߿ߞߡ㚞߳ⴕ߈߹ߔ߆‫ޕ‬
A: Kono michi o massúgu itte, tsukiatari máde arúite kudasái.
Éki wa hirói toori no mukoogawa ni arimásu.
ߺߜ޽ࠆߎߩ㆏ ࠍ߹ߞߔߋⴕߞߡ‫ߢ߹ࠅߚ޽߈ߟޔ‬ᱠ ޿ߡߊߛ ߐ޿‫ޕ‬߃߈ߪ ߭ࠈ޿ߣ߅ࠅߩ ߻ߎ߁߇ࠊߦ ޽ࠅ߹ߔ‫ޕ‬
10 Q: Dóo yatte konbini e ikimásu ka. ߤ߁߿ߞߡࠦࡦࡆੑ߳ⴕ߈
߹ߔ߆‫ޕ‬
A: Kono michi no hidarigawa o massúgu, mittsume no shingoomáde itte kudasái. Mata sono michi o massúgu itte kudasái.
Soko de wataru to konbini ga arimásu. ߎߩߺߜߩ ߭ߛࠅ߇ࠊࠍ ߹ߞߔߋ‫ޔ‬ਃߟ߼ߩ ߒࠎߏ߁߹ߢ ⴕߞߡߊߛ

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ߐ޿‫ࠊ ߢߎߘޕ޿ߐߛߊߡߞⴕߋߔߞ߹ࠍߜߺߩߘߚ߹ޕ‬ߚࠆߣ ࠦࡦࡆ࠾߇޽ࠅ߹ߔ‫ޕ‬

Exercise 6.5
1 OKYAKUSAN:
TEN’IN:OKYAKUSAN:
TEN’IN:OKYAKUSAN:

Oteárai wa dóko desu ka.
Hái, josei no oteárai wa kono saki ni arimásu.
Mázu, koko o massúgu itte kudasái.
Soshite tsukiatari o hidari ni magatte kudasái
Josei no oteárai wa migigawa ni arimásu.
Dansei no wa?
Ha!?
Dansei no oteárai no máe de tomodachi ga mátte
imasu kara.

CUSTOMER:
SALES ASSISTANT:OKYAKUSAN:
TEN’IN:OKYAKUSAN:

Where is the toilet?
Yes. The women’s toilet is up this way.
First, go straight along here.
And turn left at the end of the aisle.
Then you will find the women’s toilet on yourright.
What about the men’s?
Uh!?
A friend of mine is waiting in front of the men’s
toilet.

2 Koko o massúgu itte, tsukiatari o migi e magatte kudasái. Suru todansei no oteárai wa hidarigawa ni arimásu.

Exercise 6.6
1 Asako: Chuuka-ryóori ga tabetái desu.
You: Já, issho ni tábe ni ikimashóo.
2 Asako: Éiga ga mitái desu.
You: Já, issho ni mí ni ikimashóo.
3 Asako: Keitai-dénwa ga kaitai désu.
You: Já, issho ni kai ni ikimashóo.
4 Asako: Róndon de Eigo o benkyoo shitai désu.
You: Já, issho ni (Róndon e) benkyoo shi ni ikimashóo.
5 Asako: Rókku o kikitai désu.
You: Já, issho ni kiki ni ikimashóo.

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Exercise 6.7
1 all connected with music (clarinet, castanets, trombone, flute,
Christmas carol) 2 food and drink (cocktail, nougat, celery, yoghurt,
chocolate) 3 all connected with boats (canoe, kayak, yacht, oar, boat)
4 place names (Kenya, Senegal, Europe, Brazil, Rome) 5 not sure,perhaps because they are all enjoyable (Valentine’s Day, a sale, cake,roulette, present)

Exercise 6.8
1 At the company cocktail party. 2 On Friday night last week.
3 Because he spent four years working in London. 4 He is a journalist
working for the Yomiuri Shimbun. 5 They both used to work in
Europe. 6 He is writing a book about cooking Italian pasta anddesserts.
Senshuu no kin’yóobi no ban ni, kaisha no kakuteru páatii de
Takayama san to Yasuda san ni aimáshita. Takayama san wa kisha
de, Yomiuri Shinbun ni tsutómete imasu. Yasuda san wa ginkoo-man de,watashi no uchi no chikáku ni súnde imasu. Futaritomo
mukashi Yooróppa de shigoto o shite imashita. Takayama san wa
yonenkan Rondon ni imashita. Eigo ga totemo joozu desu. Yasuda
san wa nagaku Itaria no inaka ni súnde imashita. Itari ryóori ga
daisuki de, jibun de yóku tsukurimasu. Ima Itaria no pasuta todezáato ni tsuite hón o káite imasu.

Unit 7
Exercise 7.1
1 d I’m turning in early because I’m tired. 2 b I’m hungry so I’mgoing to eat. 3 e I’m thirsty, so let’s have a beer. 4 c I’ve got nomoney so please lend me ¥1,000. 5 a I’ll take some medicine because
I’ve got a stomach ache.

Exercise 7.2
1 Kaisha e dekakéru máe ni chooshoku o tabemásu. (I’ll have breakfast
before leaving for the company.) 2 Okane o irete kara botan o272oshimásu. (You press the button after putting in the money.)
3 Botan o oshite kara nomímono ga déte kimásu. (The drink comesout after you press the button.) 4 Denwa o suru máe ni denwabángoo o shirabemáshita. (I checked the phone number before ringing.)
5 Jogingu o shite kara sháwaa o abimásu. (I have a shower after I’ve
been jogging.) 6 Neru máe ni sutóobu o keshite kudasái. (Pleaseturn off the heater before you go to bed.)

Exercise 7.3
1 Básu de keitai-dénwa o tsukatte mo íi desu. Eigakan de (keitaidénwa o) tsukatte wa damé desu. (You may use your mobile phone on
the bus. You mustn’t use your mobile phone in the cinema.) 2 Pén de
káite mo íi desu. Enpitsu de káite wa damé desu. (You may write in pen.
You mustn’t write in pencil.) 3 Eigo de hanáshite mo íi desu. Nihongo
de hanáshite wa damé desu. (You may speak in English. You mustn’t
speak in Japanese.) 4 Dóru de harátte mo ii desu. Én de harátte wa
damé desu. (You may pay in dollars. You must not pay in yen.) 5 Ása
sháwaa o abite mo íi desu. Yóru sháwaa o abite wa damé desu. (You may
have a shower in the morning. You mustn’t have a shower at night.)
6 Each of these pairs of sentences can be combined into a single sentence
using ga ‘but’ e.g. Básu de keitai-dénwa o tsukatte mo íi desu ga, eigakan
de (keitai-dénwa o) tsukatte wa damé desu. (You can use your mobile
phone on the bus, but you can’t in the cinema.) 7 This exercise is
self-explanatory. Make your own dialogues along the lines of the modelin the book.

Exercise 7.4
1 Térebi ga kowárete imasu. (The TV is broken.) 2 Róbii no miséga íma aite imásu ka. (Are the shops in the hotel lobby open now?)
3 Iie, íma wa shimátte imasu. (No, they are closed now.) 4 Shokuji
wa moo dékite imasu ka. (Is the meal ready yet?) 5 Iie, máda dékite
imasen. (No, it’s not ready yet.) 6 Ja, jidoohanbáiki ga arimásu ka.
(Is there an automatic vending machine, then?) 7 Hái, dansei no ofúro
no máe ni arimásu. (Yes, there is one in front of the men’s bathroom.)

Exercise 7.5
Tanaka san wa Tookyoo-umare de, kotoshi nijuugo ni narimásu. Se
wa hikúkute futótte imasu. Daigaku de sumóobu ni háitte imashita.

273
Shúmi wa íma ténisu to górufu de, ténisu wa maishuu shimasu.
Sannen máe ni Tookyoo-dáigaku o sotsugyoo shite. Mainichi
Shinbun-sha ni hairimáshita. Íma wa Shikóku ni tsutómete ite,rainen kara Oosaka ni kawarimásu.
1 Tokyo 2 24 (he will be 25 this year) 3 He’s short and fat. 4 Sumo
5 Tokyo University 6 3 years ago 7 Every week 8 Mainichi
Shinbun Company 9 Shikoku 10 He’s being transferred to Osaka.

Exercise 7.6
1 E

2 F

3 A

4 D

5 C

6 B

Exercise 7.7
1 Yamamoto san to Honda san wa máinichi juuníji júugofun ni
kaisha no tonari no résutoran de átte, issho ni shokuji shimásu.
Mr Yamamoto and Mr Honda meet in the restaurant next door to thecompany everyday at 12:15 and have lunch together. 2 Aro shirói
supootsukáa wa Edowáado Vinsento no atarashíi kuruma désu. That
white sports car is Edward Vincent’s new car. 3 Kyóo wa kuruma dekimáshita kara, arukooru o nónde wa damé desu. Today I came by car so
I mustn’t drink any alcohol. 4 Aóyama san wa óoki na ginkoo ntsutómete imasu. Mr Aoyama works in a large bank. 5 Yásuka san wa
kírei na té oshite imasu. Yasuko has beautiful hands. 6 Watashi wa
konogoro máinichi Nihonshoku o tábete imasu. These days I’ve been
eating Japanese food every day. 7 Kyóo wa dónna shokuji ni shitai
désu ka. What kind of food do you want to eat today? 8 Koko detabako o nónode wa damé desu. You must not smoke here.

Unit 8Exercise 8.1
1 Kinóo no shokuji wa totemo oíshikatta desu. 2 Senshuu no éiga wa
amari omoshíroku nakatta desu. 3 Nihongo no shikén wa sengetsu
muzukáshikatta desu. 4 Yuube no páatii wa tanóshikatta deshoo née.
5 Kinóo no okyakusan wa amari óoku nakatta desu.

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Exercise 8.2
1 Ée, koko de mátta hoo ga íi desu yo. 2 Ée, móo hajimeta hoo ga íidesu yo. 3 Ée, háyaku ókita hoo ga íi desu. 4 Ée, takái no o katta
hoo ga íi desu. 5 Ée, Nihongo de hanáshita hoo ga íi desu.

Exercise 8.3
1 Anóhito wa senshuu Méari san no páatii de átta Suzuki san desu.
2 Kore wa ototoi depáato de katta booshi désu. 3 Íma yónde iru
shinbun wa Asahi-shínbun desu. 4 Kore wa watashi ga Nihongo dekáita tegami désu.

Exercise 8.4
1 ߈ߩ߁⾈ߞߚᧄߪࡌࠬ࠻࠮࡜࡯ߛߘ߁ߢߔ‫ ޕ‬2 ߈߽ߩࠍ߈ߡ޿ࠆੱߪ ߛࠇߢߔ߆‫ ޕ‬3 ߘ߁ߛࠎߒߚ޿ߎߣ߇޽ࠅ߹ߔ‫ޕ‬
4 ߈ߩ߁⷗ߚ߃޿߇ߪ ߅߽ߒࠈ߆ߞߚߢߔࠃ‫ ޕ‬5 ਛ࿖ߦ߽ߞߡⴕߊ߽ߩ
ߪߤࠇߢߔ߆‫ޕ‬

Exercise 8.5
APPLICANT:APPLICANT:APPLICANT:APPLICANT:APPLICANT:APPLICANT:APPLICANT:

Hái, dekimásu. Jidóosha no ménkyo mo ootóbai no
ménkyo mo mótte imasu.
Hái, ryóori mo dekimásu. Máe ni wa Pári no hóteru dehataraita kotó ga arimásu.
Itaria-ryóori ga dekimásu. Chuuka-ryóori to Tai-ryóori motsukúru kotó ga dekimásu.
Iie, háha kara naraimáshita.
Iie, Chuugokújin de wa arimasén. Nihonjín desu.
Iie, hiragána to katakána dake desu. (Or)Iie, hiragána to katakána shika káku kotó ga dekimasén.
Hai, konpyúuta mo tsukau kotó ga dekimásu.

Exercise 8.6
1 Yamada san wa Nakagawa san yori se ga takái desu.
2 Yamamoto san wa Tanaka san yori futótte imasu. 3 Honda san wa

275
Maeda san yori toshiue désu. 4 Tákushii yori chikatetsu no hoo ga
hayái desu. 5 Kóora wa bíiru yori yasúi desu. 6 Tenpura wa ráamen
yori takái desu. 7 Kyóo wa kinóo yori atatakái desu.
8 Raishuu no hoo ga tsugoo ga íi desu.

Exercise 8.7
1 New Zealand 2 1980 3 she came to Japan 4 at a small newspaper
company in Tokyo 5 an English language newspaper for travellers
6 backpackers visiting Japan from America, Britain and Australia
7 to travel overseas 8 she is going to Beijing
Jeen Róbaatsu san wa sén kyúuhyaku hachijúunen ni Nyuujíirando deumaremáshita. Daigaku de yonenkan Nihongo o benkyoo shimáshita.
Daigaku o sotsugyoo shite súgu Nihón ni kimáshita. Íma wa Tokyo ni
áru chíisa na shinbunkáisha ni tsutómete imasu. Ryokoosha no tameno eiji-shínbun desu. Ómo ni Amérika ya Igirisu ya Oosutorária
nádo kara Nihón ni kúru wakái bakkupákkaa no hitotachi ga
yomimásu. Jeen san mo rainen kaigai-ryókoo o shitai to itte imásu. Máda
Chúugoku ni itta kotó ga nái kara, kúgatsu ni Pékin ni iku tsumori da sóo
desu.

Exercise 8.8
1 వㅳ੩ㇺ߳ⴕߞߡ᧪߹ߒߚ‫ ޕ‬2 ᧪᦬↰ਛవ↢ߣ⧎⷗ߦⴕ߈߹ߔ‫ޕ‬
3 ⋡ߩ೨ߦߚߊߐࠎߩ߈ࠇ޿ߥ⧎߇޽ࠅ߹ߒߚ‫ޕ‬
4 ඦᓟ੖ᤨඨߦ᧲੩㚞ߩ೨ߢ߹ߞߡ޿ߡߊߛߐ޿‫ޕ‬
5 ᧲੩ߪ੩ㇺࠃࠅᄢ߈޿ߢߔ‫ޕ‬

Unit 9Exercise 9.1
1 g

2 h

3 d

4 e

5 b

6 a

7 c

8 f

Exercise 9.2
1 If you leave straight away now you will be in time. 2 If I don’t havethe car I’ll walk there. 3 If you want Japanese friends I’ll introduce276
you (to some). 4 After ten o’clock the trains are empty (this is aeuphemism for ‘not impossibly crowded’). 5 If you are cold put on an
extra blanket. 6 If you exercise every day you’ll soon lose weight.

Exercise 9.3
1 ᦺሶߐࠎߪࡐ࠹࠻࠴࠶ࡊࠬࠍ㘩ߴߥ߇ࠄᣂ⡞ࠍ⺒ࠎߢ޿߹ߔ‫ޕ‬
2 ࠁ߁ߴᲣߪ࠹࡟ࡆࠍ⷗ߥ߇ࠄ޿ߨ߻ࠅࠍߒ߹ߒߚ‫ޕ‬
3 ࠻࡜࠶ࠢߩ߁ࠎߡࠎߒࠀߪ޿ߟ߽࡜ࠫࠝࠍ⡞߈ߥ߇ࠄ࠻࡜࠶ࠢࠍ
߁ࠎߡࠎߒ߹ߔ‫ ޕ‬4 ߟߣ߻ߐࠎߪ ߁ߚࠍ߁ߚ޿ߥ߇ࠄ ߅߰ࠈߦߪ޿ߞߡ޿߹ߔ‫ ޕ‬5 ߁ߜߩ߻ߔߎߪ ࠃߊ ߅ࠎ߇ߊࠍ
⡞߈ߥ߇ࠄ ߴࠎ߈ࠂ߁ ߒ߹ߔ‫ޕ‬

Exercise 9.4
1 Enpitsu ga juuníhon irimásu. I need twelve pencils.
2 Tishupéepaa sánmai kudasai. Please give me three tissues.
3 Máinichi gyuunyuu o sanbai nomimásu. Every day I drink threeglasses of milk. 4 Inú o níhiki kátte imasu. I have two dogs.
5 Doobutsúen de kirin ga nítoo umareta sóo desu. I hear two giraffes
were born at the zoo. 6 Sakanaya de chíisa na sakana sánbiki
kaimáshita. I bought three small fish at the fish shop. 7 Wáin ga
nánbon nokótte imasu ka. How many bottles of wine are left?
8 Yuube tegami o santsuu kakimáshita. Last night I wrote threeletters. 9 Kinóo kuruma nándai uremáshita ka. How many cars did
you sell yesterday? 10 Kamí ga nánmai hoshíi desu ka. How many
sheets of paper do you want?

Exercise 9.5
1 3rd October, 1991 2 6th August, 1945 3 8th December, 1941
4 Sunday, 4th September, 1905 5 Children’s day is 5th May.

Exercise 9.6
1 Koko wa furobá desu. Koko de ofúro ni háittari, sháwaa o abitarishimásu. 2 Koko wa oosetsuma désu. Koko de osháberi o shitári,277
okyakusan o séttai shitári shimasu. 3 Koko wa daidokoro désu. Koko
de tábetari, ryóori o shitári shimasu. 4 Koko wa toshóshitsu desu. Koko
de shinbun o yóndari, benkyoo shitári shimasu. 5 Koko wa sentakuba
désu. Koko de sentaku shitári, áiron o káketari shimasu.

Exercise 9.7
1 Dáre mo takarákuji ni ataranakute gakkári shimashita. We weredisappointed because nobody won anything in the lottery. 2 Uchi ninánimo tabéru mono ga arimasén kara résutoran de shokuji
shimashóo. Because there is nothing to eat at home let’s eat out at arestaurant. 3 Dáreka dóa o nókku shite imásu kara mí ni ittekudasái. Please go and have a look. There’s someone knocking at thedoor. 4 Dókoka shízuka na tokoro de ocha démo nomimashóo.
Let’s have some tea or something in a quiet spot somewhere. 5 Ítsuka
hima na toki ni uchi ni asobi ni kite kudasái. Some time when you arefree please come around to my place. 6 Ano misé wa ítsumo kónde
imasu. That shop is always crowded. 7 Nánika komátta kotó gaáttara ítsudemo itte kudasái. If you have anything worrying you pleasetell me any time at all. 8 Kóndo no shuumatsu wa dókoemo
ikimasén. I’m not going anywhere this weekend.

Exercise 9.8
1 Késa Yamanaka san wa Tookyoo ni tsúita sóo desu. I hear
Mr Yamanaka arrived in Tokyo this morning. 2 Shirói kamí o sánmai
kudasai. Please give me three sheets of white paper. 3 Ashita no
ryokoo ni básu o nídai yoyaku shimáshita. I reserved two buses for
tomorrow’s trip. 4 Eigo no senséi wa daigaku no món no máe degakusei to hanáshite imashita. The English teacher was talking with astudent in front of the university gate. 5 Ashita no gógo úmi e doráibu
ni ikimashóo ka. Shall we go for a drive to the seaside tomorrow
afternoon? 6 Ríi san, jikan ga áttara ítsuka Chúugoku no hanashí oshite kudasái. Mr Lee, when you have time please talk about China.
7 Nihón de wa ichínen ni juugonichi no kyuujitsu ga arimásu. In Japan
there are fifteen public holidays a year. 8 Shóoto san wa kón no sebiro
o kite kúru soo desu. Apparently Mr Short will come wearing a navy
blue suit. 9 Ashita kaisha o yasumitái desu. I’d like to take a day off
from the company tomorrow. 10 Mukoo ni tsúitara denwa o kudasái.
When you get over there give me a ring.

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Unit 10
Exercise 10.1
1 Haruo kun wa jáanarisuto ni náru tsumori désu. 2 Rie san wa Eigo
no kyóoshi ni náru tsumori désu. 3 Jun kun wa isha ni náru tsumoridésu. 4 Sachie san wa shéfu ni náru tsumori désu. 5 Tomoko san waóngaku no sensei ni náru tsumori désu.

Exercise 10.2
1 Shéfu ni naritákereba minarai ni itta hóo ga íi desu. 2 Okane gatakusán hoshíkereba, úmaku tooshi o shita hóo ga íi desu. 3 Jikan ga
nákereba áto ni shitára dóo desu ka. 4 Jibun de dekinákereba hito ni
tanóndara ikága desu ka. 5 Nedan ga tákakereba betsu no misé ni moitta hóo ga íi deshoo.

Exercise 10.3
1 ࡈ࡜ࡦࠦߐࠎߪਛ࿖⺆߇⹤ߖ߹ߔ߆‫ ޕ‬2 ࡈ࡜ࡦࠦߐࠎ‫ޔ‬ߎࠎ߫ࠎࡄࠬ࠲ࠟߟߊࠇ߹ߔ߆‫ ޕ‬3 ᧁࠃ߁ᣣߦࡄࡦ࠳ࠍ⷗ߦ‫ޔ‬ߤ߁߱ߟ߃ࠎ߳ⴕߌ߹ߔ߆‫ ޕ‬4 ߒ߅߆ࠄ߿߁߼߷ߒ߇㘩ߴࠄࠇ߹ߔ߆‫ޕ‬
5 ᣣᧄ⺆߇⺒߼߹ߔ߆‫ޕ‬

Exercise 10.4
1 Q: Okyakusama no handobággu wa dónna iro desu ka.
A: Kuró desu.
2 Q: Dónna katachi desu ka.
A: Shikakú desu.
3 Q: Dónna mono ga háitte imashita ka.
A: Hyaku póndo ga háitte iru saifu to kurejitto-káado to teikíken ga
háitte imasu.

Exercise 10.5
1 A: My throat hurts and I have a cough so I’d like to leave (literally,‘go home’) early. Would that be all right?
B: Yes. Perhaps it’s a cold. Take care.
A: Thank you very much.

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2 A: I slipped and fell over. See how swollen it is (literally, ‘it hasswollen up this much’).
B: Perhaps it’s a break. Let’s take an X-ray and have a look.
3 A: I need some medication for a headache in a hurry. Where would
they sell it, I wonder?
B: Hm, today’s a holiday, isn’t it. But perhaps they sell it at theconvenience store.
A: Then, I’ll just go and see.

Exercise 10.6
1 Do you know young Yamaguchi’s mother and father? 2 No I don’tknow them. Where do they live? 3 Can you go in from the side? No,
that’s the exit. 4 The front entrance is not open. 5 In that case, there
is nothing for it but to wait until the time when the front gate opens.
6 The ‘bun’ character in shinbun (newspaper) is a character in which‘mon’ (gate) and ‘mimi’ (ear) are written together. 7 Yasuko’s small,white ears looked like flowers. 8 Open your mouth wide and stick out
your tongue.

Unit 11
Exercise 11.1
1 Amari átsuku nai kísetsu ni itta hóo ga íi desu. 2 Densha ga amarikónde inai toki ni notta hóo ga íi desu. 3 Amari amaku nái desáato ga
sukí desu. 4 Jímu ni ikanai hi wa doyóobi to nichiyóobi desu.
5 Kónban kónai hito ga nanninka imásu.

Exercise 11.2
2, 4, 5, 8

Exercise 11.3
1 f

2 d

3 e

4 b

5 c

6 a

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Exercise 11.4
1 Tabako o suwanai kotó ni shimásu. 2 Amai mono no kawari ni
kudámono o tabéru kotó ni shimásu. 3 Osake no ryóo o herasu kotó ni
shimásu. 4 Máinichi undoo (o) suru kotó ni shimásu. 5 Mótto
sakana ya yasai o tabéru kotó ni shimásu.

Exercise 11.5
1 ߔߴࠄ

2 ߅ߊࠇߥ޿

3 ࠊߔࠇ

Exercise 11.6
1 c

2 a

3 d

4 e

5 b

Exercise 11.7
1 Miss Abe is looking for something a bit out of the ordinary. 2 She isworried about safety because she has never flown in a helicopter before.
She also thinks a helicopter flight might be too expensive. 3 The
concierge said the helicopter flight was (1) great fun, (2) safe and (3) thebest way to see the scenery. 4 It was too expensive and she had not
had the opportunity to fly in Japan. 5 Because it was half the price of asimilar flight in Japan.

Exercise 11.8
1 Let’s walk back (home) through the snow. 2 Southern Japan ishotter than the north. 3 Let’s decide not to go if the weather is bad.
4 I’m thinking of travelling through western Japan in the spring
holidays. 5 From the evening the wind became stronger and it started
to rain. 6 It’s cold so you had better wear a slightly warmer sweater.
7 (Literally) Apparently in summer the people who come to the sea inthis area are extremely numerous. 8 The high mountain opposite looks
beautiful bathed in the sunlight of the setting sun in autumn. 9 As
there wasn’t much snow this winter I didn’t go skiing. 10 About how
many minutes does it take to walk from the southern entrance to Tokyo
station to the northern entrance?

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Unit 12
Exercise 12.1
1 agemáshita 2 kudasaimáshita
5 yarimáshita

3 itadaki

4 moraimáshita

Exercise 12.2
ߎ߁ߔ޿

1 ࡈ࡜ࡦࠬߩ㚅᳓ ࠍ߽ࠄ޿߹ߒߚ‫ ޕ‬Kaya got some French perfume
from Hiroshi. 2 ࡀ࠶ࠢ࡟ࠬࠍ޽ߍ߹ߒߚ‫ ޕ‬Akio gave Kaya anecklace. 3 ߅㊄ࠍߊࠇ߹ߒߚ㧛ߊߛߐ޿߹ߒߚ‫ ޕ‬My parents gaveme money. 4 ߈ࠇ޿ߥ⧎ࠍ߽ࠄ޿߹ߒߚ‫ ޕ‬She got some beautiful
flowers (from her boyfriend). 5 ߟߊߞߡߊࠇ߹ߒߚ㧛ߊߛߐ޿߹ߒߚ‫ޕ‬My mother made me a birthday cake.

Yóoko san,Ogénki desu ka. Shídonii wa dandan haruméite kimashita. Niwa niwa
iroiro na haná ga saite ite taihen kírei desu.
Kyóo wa kúgatsu yokka de, watashi no nijússai no tanjóobi desu.
Uchiwa sannin kyodai desu. Watashi wa mannaka de ue to shita ni ani tootooto ga arimasu. Ani no namae wa Hiroshi de, kotoshi nijuusan sai
desu. Otooto wa juuku de, Akio to yuu namae desu. Tanjóobi ni kázoku
kara iroiro na purézento o moraimáshita. Ryóoshin kara wa okane omoraimáshita. Áni wa Furansu no koosui o kuremáshita. Otootó no Akio
wa nékkuresu o kuremashita. Watashi no boifuréndo wa kírei na haná omotte kite kuremáshita. Háha wa tanjoobi kéeki o tsukútte kuremashita.
Watashi no sukí na chokoreeto-kéeki deshita. Yuru wa, kazoku to isshoni chuuka-ryoori o tabeni ikimashita. Totemo íi tanjóobi deshita. Ashita
wa chichi no hi desu. Nihon nimo chichi no higa arimasuka? Watashi nochichi wa itsumo furui shatsu bakari kite iru node atarashii shatsu o katte
agemashita. Ki ni itte kureru ka doo ka chotto shinpai shite imasu. Saizu
wa tabun daijoobu da to omoimasu.
Watashi no daigaku wa raishuu kara hajimarimásu. Sukóshi
isogáshiku narisóo desu.
Sore dé wa, mata tegami o kakimásu. Minásama ni yoroshiku.
Kaya

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Exercise 12.3
1 How did you respond when asked if you would like to go to Kyoto?
2 Have you ever eaten sashimi? 3 What work you said you would
like to do in the future. 4 Would like to try some sake. 5 Whatkinds of things do you want to see in Japan?

Exercise 12.4
1 c

2 e

3 b

4 a

5 d

Exercise 12.5
1 Iie, potetochíppusu wa móo katte arimásu. 2 Ée, tomatosóou
wa máda katte arimasén kara katte oite kudasái. 3 Iie, kyúuri
mo máda katte arimasén. 4 Arígatoo gozaimásu. Rémon wa
katte arimasén kara motte kite kudasái. 5 Ée, sutéeki wa móo kattearimásu.

Exercise 12.6
sagáshite iru (‘you are looking for’); oite oita (‘I left it on the table touse later’); itte kúru (‘I’ll go and get something’, literally ‘I’ll go andcome back’); katte koyóo (‘shall I buy?’); to omótte (‘I think I will…’
sentence incomplete to give time for wife to respond); irete átta (‘hadbeen put in’); nónde shimatta (‘we drank it all up’); shimátte iru (‘areclosed’); utte iru (‘they sell’ – habitual state); itte míru (‘I’ll try going
there’); katte kite (‘buy and bring back’); itte kúru (‘I’m going [andcoming back]’); itterasshái (short for itte irasshái) ‘goodbye’ – literally,‘please go and come back’. I make it fourteen –te forms. How many did
you find?

Exercise 12.7
1 hazu2 béki3 hazu4 béki5 hazu6 béki

Exercise 12.8
1 Today the weather is superb with not a single cloud in the blue sky.
2 The chief of the overseas division of Yamashita Electrical is now

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travelling around Aomori and Akita. 3 As the sky suddenly clouded
over and it looked as if it was going to rain we hurried home. 4 I think
the name of the person standing behind Company President Morita is
Kobayashi Yooko. 5 Although the sky is cloudy they say there is nofear of rain. 6 Professor Oobayashi looks well, doesn’t he?
7 Apparently this is a famous sake from Akita. 8 The foreign students
in national universities have been increasing every year.

Unit 13
Exercise 13.1
1 She hurt her neck and lower back. Kubi to koshi ga ítaku
narimáshita. 2 She is attending a clinic for regular treatment. Chiryoo
ni kayotte imásu. 3 No, she has put it in for repair. Iie, shúuri ni
dashimáshita. 4 She thinks the other party will pay everything. Aite ga
zenbu haráu to omótte imasu. 5 She says it is inconvenient not having
the car for shopping. Kaimono no toki kuruma ga nái to fúben da to itteimásu. 6 She offers to give her a lift next time she goes shopping.
Tsugí ni kaimono ni iku toki tsurete itte ageru to itte imásu.

Exercise 13.2
1 e I was caught in the rain on my way to work. 2 d I was told by thedoctor to take more exercise. 3 a Sake is made from rice. 4 b I waspraised for my Japanese. 5 c I had my wallet stolen when I was abroad.

Exercise 13.3
1 Jón san wa joodan o itte hito o warawasemásu. John tells jokes andmakes people laugh. 2 Yuushoku no shitaku wa watashi ni sasete
kudasái. Please let me prepare the evening meal. 3 Shinpai sasete
sumimasén. I’m sorry I made you worry. 4 Tsugí wa boku ni
harawásete kudasái. Next time please let me pay. 5 Kono konpyúuta ochótto tsukawasete kudasái. Please let me use this computer for a minute.
6 Háisha de ichijíkan íjoo matasaremáshita. I was kept waiting for morethan an hour at the dentist’s. 7 Kodomo no toki ni múri nitabesaseráreta no de, yasai ga kirai ná n’ desu. I don’t like vegetables
because I was forced to eat them as a child. 8 Konogoro osoku mádeshigoto o saseraremásu. Lately I’ve been made to work until late.

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Exercise 13.4
1 Yumi and Yoshie are friends. They are looking at clothes together inthe clothing department of a department store.
YUMI:
Would this coat suit me, I wonder?
YOSHIE: Yes, it looks as if it would suit you. Why not just try it on?
2 Yumi and Yoshie are feeling hungry. They are discussing what to eat
as they peruse the display window in the department store restaurant.
YUMI:
Let’s see, that looks good. I’ll have tenpura.
YOSHIE: I’ll have eel.
3 Yumi is looking for an apartment. She is talking to Yoshie about theapartment she saw yesterday.
YOSHIE: How was the apartment you saw yesterday?
YUMI:
It has its own bath and toilet and is conveniently locatednear the station.
YOSHIE: That sounds good. Are you going to settle on that?
YUMI:
I think I’ll make up my mind after I’ve looked around alittle more.
4 Yumi and Yoshie are choosing a present for their teacher.
YUMI:
How would this scarf be, I wonder?
YOSHIE: Ah, that’s very tasteful. It looks like the sort of thing theprofessor would like.
YUMI:
A bit conservative, don’t you think?
YOSHIE: Yes, perhaps a slightly brighter one would be better.
YUMI:
Oh! It looks like rain. Shall we head home in a minute?

Exercise 13.5
1
2
3
4
5

He thought perhaps she had forgotten about the appointment.
Takeo rang Akiko’s home.
Nobody was home to answer the phone.
They waited for over an hour.
A: Chótto sumimasén. Kore no yarikata o oshiete kudasái.
B: Ée, íi desu yo. Sukóshi fukuzatsu désu ga …
6 A: Chótto sumimasén. Éki e no ikikata o oshiete kudasái.
B: Ée, íi desu yo. Sukóshi yayakoshíi desu ga …
7 A: Chótto sumimasén. Makizúshi no tsukurikata o oshiete kudasái.
B: Ée, íi desu yo. Kotsu o oshiete agemásu.
8 A: Chótto sumimasén. Kippu no kaikata o oshiete kudasái.
B: Ée, íi desu yo. Koko ni okane o irete, kono botan o osu dake désu.

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Exercise 13.6
1 Mr Kimura’s desk is the second desk from the window over there.
2 She wants to discuss accommodation with someone at the centre.
3 Self-catering apartments are the most expensive. 4 Geshuku is aboarding house with shared bathroom facilities and two meals a day
provided six days per week. 5 She asked him to take her to see theboarding house (geshuku). 6 She wanted to see what theaccommodation was like inside.

Exercise 13.7
1 False8 True2 True 3 False 4 True 5 False

6 False7 True1 Heyá ga chiisakátta no de, Méarii wa gakkári shimashita. 2 Méarii
no heyá wa hirókute nagamé mo íi desu. 3 Dóoro no otó ga ki ni
naramáshita. 4 Mádo kara kírei na niwa to kooen ga miemásu.
5 Shokudoo wa Méarii no heya no súgu ue ni arimásu. 6 Méarii noheya ni basutóire ga tsúite imasu. 7 Ofúro wa bekkan ni arimásu.
8 Mongén ga nái no de, hotte shita deshóo.

Exercise 13.8
1 Which do you prefer, beef or pork? 2 I met my friend in front of thecinema. 3 A kind person brought (back) the wallet I dropped. 4 Near
my friend’s house there is a shop which sells Japanese swords. 5 Please
use the exits to your left and right. 6 When I made a trip abroad in theautumn I returned with all sorts of things I had bought. 7 Although she(he) is small she (he) is strong. 8 According to linguists there are many
dialects in Japanese.

Unit 14
Exercise 14.1
1 Mr Nakamura rings Professor Akimoto to seek information for a story
he is writing on Sino-Japanese relations. 2 Because the professor isleaving for Vietnam on Friday. 3 Monday, 14th March. 4 He needs

286
to go away to check his appointment diary.
9:00 a.m. on Monday, 14 March.

5 The agree to meet at

Exercise 14.2
1 e

2 c

3 a

4 b

5 d

Exercise 14.3
1 kimáshita (imáshita is also possible if we assume the sentence could
mean, ‘When were you here?’) 2 ikimásu (kimásu is also possible if
the sentence is taken as an invitation) 3 imásu is most likely (butgiven the right context ikimásu or kimásu are also possible) 4 désu
5 imásu 6 shite imásu

Exercise 14.4
1 Ítsu goryokoo ni odekake désu ka. 2 Dónna (go)kenkyuu o shite
irasshaimásu ka. 3 Dóchira ni osumai désu ka. 4 Okaban o omochi
shimashóo ka. 5 Ítsu (goro) Amérika kara káette irasshaimásu ka.

Exercise 14.5
1 densha hodo 2 osake hodo 3 osake gúrai
jinkoo ga 5 chichí yori

4 Tookyoo hodo

Exercise 14.6
1 Ashita kói to iwaremáshita. I was told to come tomorrow. 2 Róbii demáte to iimáshita. He said to wait in the lobby. 3 Senséi wa séito ni
yóku benkyoo shiro to iimáshita. The teacher told the pupil to study hard.
4 Densha no náka de keitai-dénwa o tsukau na to yuu anaúnsu ga
arimáshita. There was an announcement (saying) not to use mobile phones
on the train. 5 Asoko de chuusha suru na to káite arimashita. There wasa sign (literally, ‘it was written’) that you should not park there.

Exercise 14.7
1 Two medium mugs of beer and two glasses of mineral water. 2 They
all had vegetable soup. 3 Steamed lobster and boiled crab. 4 They

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decided to share the lobster and crab between four. 5 They settled on a
dry Australian white to go with the seafood because the waiter said it was
highly regarded.

Exercise 14.8
1 It was a long time ago when I studied western music at the University of
the Arts in downtown Tokyo. 2 ‘How do you read the four character
station name written on this piece of paper?’ ‘Oh, this is Takadanobaba.
Takadanobaba is a station on the Tokyo Yamanote line and is the place
where the famous Waseda University is.’ 3 How I’d love to be on ahorse galloping over that broad field. 4 Write you parents’ names andaddress here please. (Note: in Japanese it is usual to put address before
name.) 5 It is not easy working day and night in the factory. 6 The
Atlantic Ocean is not as wide as the Pacific. 7 Although she is ill, incompany she never shows the slightest sign of being depressed. (literally,‘does not show people the slightest dark feeling’.) 8 In Aomori andAkita prefectures the winters are long and it snows for many months.

Unit 15
Exercise 15.1
1 I can hold a simple conversation, but I still have not mastered thebasic grammar. 2 To advance, the best thing to do is increase yourvocabulary. 3 At the elementary level we introduced the kind of words
you use in everyday conversation. 4 To move up to the advanced level
it is important to put in sustained effort. 5 If you know the vocabulary
pertaining to current world events, your topics of conversation becomericher and more varied.

Exercise 15.2
1 Watashi wa sarudoshi désu. (I was born under the sign of themonkey, how about you?) 2 Kotoshi wa umadoshi dé, rainen
wa hitsujidoshi désu. 3 Tora to sáru to tatsu no hoka no doobutsu wa
minna watashi no kuni ni imásu. 4 Mukashi no hitóbito wa tatsu gahontóo ni sonzai suru doobutsu da to shínjite ita kara désu.
5 Toradoshi no hito no tokuchoo wa nán desu ka.

288

Exercise 15.3
1 You can also study fine art at the Tokyo University of the Arts. 2 I was
surprised to find the cultural level of this town is quite high. 3 In summer
I like drinking draft beer in Tokyo’s rooftop beer gardens. 4 These days
I often travel both within Japan and abroad. 5 This morning the scholarof Ainu culture arrived safely from Hokkaido. 6 The temple in question(sono) was located in an extremely inconvenient (inaccessible) place.
7 Stories of geisha often appear in Japanese literature and poetry. 8 The
vegetables from the market in front of the station are cheap and fresh.
9 The shop assistants in that shop are almost all young people doing
part-time work. 10 If it clears up tomorrow, let’s try going to thenext town.

Grammar summary

Summary of the verb, adjective andcopulaVerb: suffixes attached to the root 1
SuffixAccented
consonantrootkák–‘to write’

INDECLINABLE3
káku
–(r)u
‘(I) write’
present

Unaccented
vowel-root

kau‘(I) buy’

akeru
suru
‘(I) open it’ ‘(I) do’tabéru‘(I) eat’–(r)éba
conditional

kákebakaéba‘if (I) write’ ‘if (I) buy’tabéreba‘if (I) eat’–(y)óopropositive/
conjectural–ebrusqueimperative–ro/–yoimperative

kakóo
kaóo
‘let’s write’ ‘let’s buy’

tabeyóo
‘let’s eat’

DECLINABLE4–e–potentialkáke‘Write!’kakéru‘(I) canwrite’

Irregular verbs

Unaccented Accented
consonant- vowel-root
root
ka(w)2–tábe–‘to buy’‘to eat’ake–‘to open’su–/shi–‘to do’kú–/kó–‘to come’

kúru
‘(I)
come’
akerébasurébakúréba‘if (I) open ‘if (I) do’‘if (I)it’
come’
akeyóoshiyóokoyóo‘let’s open ‘let’s do (it)’ ‘let’s
it’
come’

kaé
‘Buy!’

kaeru‘(I) canbuy’

tabéro/tabéyo‘Eat!’

akeró/
akeyo‘Open it!’shiró/séyo‘Do it!’uses
passiveuses
passive

uses dekíru uses
passive(kói)‘Come!’

290
SuffixAccented
consonantrootkák–‘to write’

Irregular verbs
Unaccented Accented Unaccented
consonant- vowel-root vowel-root
root
su–/shi–kú–/kó–ka(w)2–tábe–
ake–‘to do’‘to come’‘to eat’‘to open’‘to buy’–(r)are–passivekakaréru‘(it) iswritten’kawareru taberaréru akerareru sareru
koraréru‘(it) is‘(it) is‘(it) is‘(it) is done’ ‘(I’m) put
bought’eaten’
opened’out whensomeonecomes’–(s)ase–/–(s)as–causative

kakaséru
‘make/letwrite’

kawaseru‘make/letbuy’

tabesaséru akesaseru saseru‘make/let ‘make/let ‘make/let
eat’
open’
do’

–(s)aserare– kakaseraréru–(s)asare–‘(I) ampassive of
made tocausative
write’

kawaserareru‘(I) ammade tobuy’

tabesaseraréru‘(I) ammade toeat’

akesaseraréru‘(I) ammade toopen it’saserareru kosaserareru‘(I) am‘(I) ammade tomade tocome’
do it’

kakánai‘(I) don’t
write’

kawanai‘(I) don’t
buy’

tabénai‘(I) don’t
eat’

akenai‘(I) don’t
open’

shinai‘(I) don’t
do it’–(a)na–negativekosaseru‘make/let
come’

kónai
‘(I) don’t
do it’

Notes:
1. Suffixes with an initial consonant lose that consonant when the root ends in a consonant. Suffixes
with an initial vowel lose that vowel when the root ends in a vowel.
2. The root consonant –w is only written before a.
3. The indeclinable suffixes come at the end of the verb and have no further suffixes attached to them.
They may, however, be followed by clause-final or sentence-final particles.
4. The declinable suffixes occur in combination with other suffixes. Here they appear in the examples
combined with the present-tense suffix, –(r)u, for suffix verbs and –i for suffix adjectives.

Verb: suffixes attached to the stem1
SuffixAccented Unaccented
consonant- consonantroot
root
kák–
kaw–
‘to write’ ‘to buy’

INDECLINABLE2
káki(none)‘(I) write
connective
and…’

kai
‘(I) buy
and…’

Accented Unaccented
vowel-root vowel-root

Irregular verbs

tábe–‘to eat’ake–‘to open’su–/shi– kú–/kó–‘to do’‘to come’tábe‘(I) eat
and…’

ake‘(I) open
and…’

shi
kúru
‘(I) do‘(I) come’
and…’

291
kakinágara kainagara–nagara‘while (I)simultaneous ‘while (I)buy’
action, ‘while’ write’

tabenágara akenagara shinagara kinágara
‘while (I)‘while (I) ‘while (I) ‘while (I)
eat’
open’
do’
come’

–te3
gerundkáite‘writing’katte‘buying’tábete‘eating’

akete‘opening’shite‘doing’kite‘coming’

–ta
past

káita
‘wrote’katta‘bought’tábeta‘ate’

aketa‘opened’

shita
‘did’

kita
‘came’–tára3
conditional

káitarakatára‘if (I) wrote’ ‘if (I)bought’tábetara‘if (I) ate’aketára‘if (I)
opened’shitárakitara‘if (I) did’ ‘if (I)came’

káitari–tári 3frequentative/ ‘writing’alternativeetc.

kattári‘buying’etc.

tábetari‘eating’etc.

aketári‘opening’etc.

shitári‘doing’etc.

kitari‘coming’
etc.

nasái
imperative

kainasái‘Buy!’

tabenasái‘Eat!’

akenasái‘Open it!’shinasái‘Do it!’kinasái
‘Come!’

kaisootabesóo
akesookakisóo
–soo (da)‘looks about ‘looks about ‘looks about ‘looks‘look as if
to buy’to eat’about tosomething will to write’
open’
happen’shisoo‘looksabout todo’

kisóo
‘looksabout tocome’

kakinasái‘Write!’kakikatá‘way ofwriting’kaikata‘way ofbuying’tabekatá‘way ofeating’akekata‘way ofopening’shikata‘way ofdoing’

kikatá
‘way ofcoming’

DECLINABLE4
kakimásu
–másu
polite address ‘(I) write’kaimásu‘(I) buy’tabemásu‘(I) eat’akemásushimásu‘(I) open it’ ‘(I) do it’kimásu‘(I) come’–kata‘way ofdoing’

oake ninasáruokai ni náru otabe ni
o–… ni náru okaki ni(oide nináru‘anáru)‘anáru‘a respected náru5
subject‘a respected ‘a respected respected respected‘a respected person
honorific
personpersonpersonpersonpersonbuys’
opens’
opens’
does’
comes’
writes’o–… suru
objecthonorific

okaki suru‘(I) write
to/for a
respected
person’–owáru etc.
compoundverbs

kakiowáru kaiowáru‘(I) finish‘(I) finish
writing’buying’tabeowáru‘(I) finish
eating’–taidesiderative

kakitái
‘I want towrite’

tabetái
‘I want toeat’

oake suru(?)‘(I) open it
for arespected
person’kaitai‘I want tobuy’

aketai‘I want to
open’

shitai‘I want to
do it’

kitái‘I want to
come’

292
SuffixAccented Unaccented
consonant- consonantroot
root
kák–
kaw–
‘to write’ ‘to buy’

Accentedvowel-root

Unaccented
vowel-root

Irregular verbs

tábe–‘to eat’ake–‘to open’su–/shi– kú–/kó–‘to do’‘to come’kakiyasúi kaiyasúi
tabeyasúi
akeyasúi‘easy to‘easy to buy’ ‘easy to eat’ ‘easy towrite’
open’
kakinikúi kainikúi
tabenikúi
akenikúi–nikúi‘difficult to’ ‘difficult to ‘difficult to ‘difficult to ‘difficult towrite’
buy’
eat’
open’

–yasúi‘easy to’shiyasúi‘easy todo it’
shinikúi‘difficult
to do it’kiyasúi
‘easy tocome’
kinikúi
‘difficult
to come’Notes:
1. The stem is formed by adding –i to the root of consonant-root verbs, but verbs with final –t and –shave stems ending in –chi and –shi respectively, e.g. mát– ‘to wait’ has the stem máchi and hanás–‘to talk’ becomes hanáshi.
2. The indeclinable suffixes come at the end of the verb and have no further suffixes attached to them.
They may, however, be followed by clause-final or sentence-final particles.
3. These suffixes, all beginning with –t, fuse with the final syllable of the verb stem undergoing soundchange in the process. These changes can be seen, for example, in the formation of the –te form, or
gerund, as follows:writing
káki + –te becomes káite
isógi + –te becomes isóide hurrying
buyingkai + –te becomes kattemáchi + –te becomes mátte waitingkáeri + –te becomes káette returning homeyómi + –te becomes yónde reading
flyingtobi + –te becomes tonde
shini + –te becomes shinde dying
The vowel-root verbs, irregular verbs and consonant-root verbs with stems ending in –shi simply add
these suffixes without change, e.g. tábete ‘eating’, kite ‘coming’, shite ‘doing’, hanáshite ‘talking’, etc.
4. The declinable suffixes occur in combination with other suffixes. Here they appear in the examples
combined with the present-tense suffix –(r)u, for suffix verbs and –i for suffix adjectives.
5. This verb, while possible, is usually replaced by the honorific verb meshiagaru ‘to eat’.

Adjective
SuffixAccented roottaká–
‘high’

Unaccented root
aka–
‘red’

–i
present–ku
adverbial–ku nainegativetakái‘is high’tákaku‘high(ly)’tákaku nai‘not high’akai‘is red’akaku‘red(ly)’
akaku nái‘not red’

293
–kute
gerund–kattapast

tákakute‘high and… ’tákakatta‘was high’akákute‘red and… ’akákatta‘was red’–kattara
conditional 1–kereba
conditional 2

tákakattara‘if high’tákaereba‘if high’akákattara‘if red’akákereba‘if red’

Copula
Tense

Plain
1

Present ‘is/am/are’Past ‘was/were’Conditional ‘if … were’
Conjectural ‘probably is’, etc.
Gerund ‘is/am/are … and’
Negative ‘is/am/are not’

dá
dátta
dáttaradaróo
déde (wa) nái
ja nái

Politedésu
déshitadéshitara
deshóo(déshite)2de (wa) arimasén
ja arimasén

Notes:
1. The formal copula de áru, which follows the pattern of áru, may occur in either
the plain or polite styles, but in spoken Japanese its use is largely confined tospeech-making.
2. This form is used where extremely polite language is called for. dé is usually sufficient.

Particles
The following phrase-final particles follow nouns.
wa topic marker – ‘as for … ’, ‘speaking of … ’, ‘as far as … isconcerned’ (written with hiragána ‘ha’)
Kore wa hón desu.

This is a book.

ga subject marker (object marker with stative verbs and adjectives)
Dóre ga Tanaka san no hón
desu ka.

Which is your book, Mr Tanaka?

o object marker; shows path of action with motion verbs (written withhiragána ‘wo’)294
Please show me that book.
He is walking along the beach.

Sono hón o mísete kudasái.
Umibe o arúite imasu.

no possessive marker; noun qualifier – ‘of ’This is my book.

Kore wa watashi no hón desu.

ni indirect object; goal, locative with existential verbs – ‘to’, ‘in’
I gave Mr Tanaka a book.

Tanaka san ni hón o agemáshita.

de locative with action verbs; instrument – ‘at’, ‘in’; ‘with’, ‘bymeans of ’Kono hón o Tookyoo dekaimáshita.

I bought this book in Tokyo.

mo ‘too’, ‘also’
Sore mo watashi no hón desu.

That’s my book too.

démo ‘even’
Hón demo tákaku narimashitane.

Even books have become
expensive, haven’t they?

to ‘and’Hón to bóorupen o kaimáshita.

I bought a book and aball-point pen.

ya ‘and’, ‘such things as …’. – links items in a logical category or
seriesHón ya zasshi o kaimáshita.

I bought books and magazines.

nádo ‘and so on’, ‘etc.’
Enpitsu ya bóorupen nádo okaimáshita.

I bought pencils, ball-point pens,etc.

e direction marker – ‘to’, ‘towards’ (written with hiragána ‘he’)
Tookyoo e ikimásu.

I go to Tokyo.

made destination marker; upper extent – ‘up to’, ‘as far as’, ‘until’;‘even’
Kádo made issho ni arukimásu.

I’ll walk with you up to thecorner.

kara departure marker – ‘from’Básu wa dóko kara demásu ka.

Where does the bus leave from?

295
yóri comparison marker – ‘than’Prices are more expensive in Tokyo
than in London.
There is nothing more expensive
than what you receive (for) free.

Tookyoo wa Róndon yori
bukka ga takái desu.
Táda yori takái mono wa
arimasén.
dake ‘extent’; ‘only’, ‘alone’That alone is not enough(literally, ‘With that only it
does not suffice’).

Sore dake de wa tarimasén.

gurai ‘about’
I intend to be here for about twomonths.

Nikágetsu gúrai koko ni iru
tsumori désu.

hodo ‘extent’; ‘only’, ‘(not) that much’
Today was not as hot asyesterday.

Kyóo wa kinoo hodo átsuku
arimasén deshita.

bákari ‘to the extent of ’ , ‘as much as’, ‘as many as’, ‘only’, ‘just’
I lived in New York for three
years.

Sannen bákari Nyuuyóoku ni
súnde imashita.

The particle no combines with a number of nouns indicating location
to give ‘postpositional phrases’ equivalent to English prepositions.
no ue ni ‘on top of ’, ‘on’
Jísho wa tsukue no ue ni
arimásu.

The dictionary is on the table.

no shitá ni ‘under’, ‘below’
Kagí o ishí no shita ni
iremáshita.

I put the key under the stone.

no máe ni ‘in front of ’Ginkoo no máe ni imásu.

He is in front of the bank.

no ushiro ni ‘behind’
Shashin no ushiro ni
kakimáshita.

I wrote it on the back of the photograph.

no náka ni ‘inside’
Hikidashi no náka ni iremáshita.

I put it into the drawer.

296
no sóto ni ‘outside’
The post-box is outside the post
office.

Pósuto wa yuubínkyoku nosóto ni arimásu.
no aida ni ‘between’

She was sitting between
two men.

Kánojo wa futari no otokonohitó
no aida ni suwatte imáshita.

no migigawa ni ‘on the right-hand side of ’, ‘to the right of ’
It’s on the right-hand side of
the Chinese restaurant.

Chuuka-ryooríya no migigawa
ni arimásu.
no chikaku ni ‘near’
Daigaku no chikáku ni hón’ya
ga takusán arimasu.

There are many bookshops
near the university.

Clause particles (conjunctions)to ‘when’, ‘whenever’, ‘if ’
When (I) write letters my handgets sore.

Tegami o kaku to te ga ítaku
narimásu.

toki ‘when’, ‘time when’(‘when’ clauses ending in toki are actually adjectival clauses with theverb qualifying the noun toki, ‘time’).
When I write letters I use thispen.

Tegami o káku toki kono pen otsukaimásu.
máe ni ‘before’
Irassháru máe ni denwa o kudasái.

Before you come please
give me a ring.

no de ‘because’, ‘since’
Tegami o kaku no de pen okashite kudasai.

Please lend me a pen because I’mgoing to write a letter.

mono no ‘although’ (written)
Tegami o káita mono no,shoochi shinákatta.

Although I wrote a letter he did notagree (to what I asked).

297
no ni ‘although’
Although I wrote a letter he did
not give me a reply.

Tegami o káita no ni hénji oshite kuremasén deshita.

áto de ‘after’ (follows the plain past form of the verb)
After writing the letter I readthe newspaper.

Tegami o káita áto de shinbun oyomimáshita.
nára ‘if ’

If you are writing a letter
you’d better write it today.

Tegami o káku nára kyóo káita
hoo ga íi desu.

Verbal suffixes in subordinate clauses–te ‘and’ (gerund). See the section on verbs below for other uses ofthe –te form.
(I) wrote a letter and posted it.

Tegami o káite dashimáshita.
–te wa (ikemasen) ‘must not’

Koko de tabako o sutté wa ikemasen.

You can’t smoke here.

–te mo íi desu ‘may’
Koko de tabako o sutté mo íi desu ka.

May I smoke here?

–te kara ‘after’(I) went out after writing a
letter.

Tegami o káite kara
dekakemáshita.
–tara ‘when’, ‘if ’ (conditional)
Tegami o káitara yorokóbu deshoo.

If (you) write a letter(he) will be pleased.

–tari ‘doing … over and over’, ‘doing A then doing B’ (frequentative/
alternative)
Tegami o káitari hón o yóndari
shimáshita.

(I) wrote letters and readbooks and so on.

–(r)eba ‘if ’ (conditional)
Tegami o kákeba wakátta
deshoo.

If (I) had written a letter (she)would have understood.

298–nagara ‘doing A while also doing B’ (simultaneous action)
Tegami o kakinágara rajio
o kiite imáshita.

While writing the letter I waslistening to the radio.

Verb plus noun plus désu
A number of nouns combine with désu (and its related forms) in final
predicates to give an added nuance to the main verb.
tsumori desu ‘intend to… ’I intend to go to bed early.

Háyaku neru tsumori désu.
yotei désu ‘plan to… ’I plan to leave at 3 o’clock.

Sánji ni tátsu yotei désu.

no désu or n’ désu ‘the fact is … ,’ (makes a link with the previous
sentence)
Dóoshite kuruma o urú n’ desu ka.

Why are you selling yourcar then?

wáke desu ‘that is to say … ’ (adds explanation)
Okane ga tarinái wáke desu né.

That is to say we don’t haveenough money, do we?

házu desu ‘the expectation is that … ’
Móo Amerika ni itta házu desu.

I expect he’s already gone toAmerica.

sóo desu ‘it is said that’
Ashita kúru sóo desu.

I hear he is coming tomorrow.

yóo desu ‘it looks as if ’
Ano ie ni dáremo súnde inai
yóo desu.

It looks as if there is nobody
living in that house.

hóo ga íi desu ‘it is/would be better to … ’ (usually follows a verb in
the past tense)
Ashita háyaku ókita hóo ga íi desu.

You had better get up early
tomorrow.

299

Pronouns
Japanese has a rich array of pronouns which vary according to the degreeof formality of the occasion, the relative status of speaker and listener,
and the sex of the speaker.

PersonSingular

Plural

1st
1st
1st
1st

watakushi
watashiatashi
boku

I
I
I
I

1st
2nd
2nd
2nd

ore
anáta
kimi
omáe

I
you
you
you

3rd
3rd

anóhitokáre

he, shehe

3rd

kánojoshewatakushidómo
watashitachi
atashitachi
bókutachibókuraorétachianatagáta
kimitachiomáetachiomáeraanóhitotachikáretachikárerakánojotachi

Notes
we
we
we
we

formal form
polite stylecasual (female )casual (male)

we
you
you
you

vulgar (male)
general politecasual (male)vulgar (male)they= that person
they (m) casual (used byboth sexes)
they (f) casual (used byboth sexes)

Question words
There is a group of nouns which cannot be followed by the topic particle
wa. They are the interrogatives náni ‘what’, dáre ‘who?’, dónata
‘who?’ (honorific), dóko ‘where?’, íkutsu ‘how many?’, íkura ‘how
much?’, etc. Náni ga muzukashíi desu ka. ‘What is difficult?’ Dáre ga
kimásu ka. ‘Who is coming?’ Note that these question words all havehigh pitch on the first syllable.

Indefinite pronouns
In addition to the personal pronouns listed above, Japanese has a groupof indefinite pronouns and negative pronouns formed from the interrogatives
by the addition of the particles, ka, mo and demo.

300Interrogative

Indefinite

Definite

Emphatic

náni
what

nánikasomethingnánimonothingdáre
who

dárekasomeonedáremono-one/everyone

dónatawho(honorific)
dóko
where

dónataka
someone(honorific)
dókokasomewhere

dónatamo
no-one/everyone(honorific)
dókomo(not) anywhereíkutsuhow manyíkutsuka
severalíkutsumo(not) manynándemoanything at all
nothing at all
dáredemoanyone/no-one
at alldónatademo
anyone/no-one atall (honorific)
dókodemo(not) anywhereat allíkutsudemo
any number at all

Demonstratives
Japanese distinguishes ‘this’, near the speaker, ‘that’, near the addresseeand ‘that’ (over there), away from both the speaker and addressee.
Close

Intermediate

kore

this

sore

that

koko

there

soko

there

Distant
are

asoko
asuko
kotchí/ this one sotchí/ that one atchí/kochira (of two)/ sochira (of two)/ achirathis waythat way

Interrogativethat over dóre
there
over there dóko

which
where

that one dótchi/ which(of two)/ dóchira (of two)/that waywhere

In addition to these demonstrative pronouns there is a corresponding set
of demonstrative adjectives and adverbs.
PronounPlace

Adjective1

Adjective 2Adverb

kore
this
sore
that

koko
here
soko
there

kono
this
sono
that

konna
this kind of
sonna
that kind ofkoo
like thissoolike that

301
arethat (over there)
dóre
which

asoko
(over) there
dóko
where

ano
that
dóno
which

anna
that kind of
dónna
what kind ofaalike that
doo
how

Respect and politeness
Every final verb in Japanese tells us something about the degree of respect
the speaker shows towards the person being referred to (the referent),
usually the subject (or indirect object) of the main verb, and the degreeof politeness shown to the person spoken to (the addressee). The system
as a whole is known as honorific language, or keigo in Japanese. There
are three speech styles, plain, polite and formal, which indicate the degreeof politeness to the addressee and a number of levels of respect languages
shown to the referent. For our purposes, however, it is sufficient todistinguish simply neutral and honorific verb forms and to make a further
distinction according to whether the respected referent is the subject orindirect object of the verb. Respect and politeness in the Japanese verb
can be expressed in terms of two intersecting axes, as can be seen in theverb ‘to write’ in the following table.

Respect/politeness

Plain

PoliteFormalneutralkáku

kakimásu

subject honorificsubject honorific(alternative presentcontinuous form)
object honorific*

okaki ni naru

okaki ni narimásu
okaki desu

kaku n’ degozaimásu––
okaki suru–
okaki shimasu–

Note: * The object honorific generally has the meaning of ‘(I) do something for a respectedreferent.’

The same distinctions can be seen in the copula.
Respect/politeness

Plain

PoliteFormalneutralda (spoken)de áru (written)
de irassháru

désu

de gozaimásu

subject honorificde irasshaimásu–

302
In addition to the regular forms of verbs there are a number of separate
euphemistic verbs used in honorific expressions in Japanese. Some of themore common honorific verbs are given below with their neutral counterparts. In the list below they are given in the plain form, though as
main verbs they would most often occur in the polite style.
NeutralHonorific

Meaning

iu
suru
iku
kúru
iru
tabéru
nómu
míru
neru
kiru

osshárunasáruirassháru
irassháru
irassháru
meshiagáru
meshiagáru
goran ni náru
oyasumi ni náru
omeshi ni náru

to sayto do
to go
to cometo be, to exist
to eatto drink
to seeto sleep
to wearNumbers and Numeral classifiers
12

34

56

78

9 10

100 ?

–bai
times asmuch
–bannumber,ordinals–bannights–bun
part,fraction

ichibainibaisanbaiyonbaigobai
rokubainanabaihachibaikyuubaijuubaihyakubainanbaiichíbanníban

sanbanyonbangoban
rokubannanábanhachíbankyúubanjúubanhyakúbannánbanhitóbanfutábanichibun
nibun

míban
yóban
sanbunyonbun

–

–

–

–

gobun
rokubunnanabunhachibunkubun
juubunhyakubunnanbun–byoo
seconds

ichíbyooníbyoosánbyooyónbyoo

góbyoorokúbyoonanábyoohachíbyoo

kúbyoojúubyoohyakubyoo
nánbyoo–chakú
suits,
outfits

itchakúnichakúsanchakú
yonchakú

gochakúrokuchakú

nanachakú
hatchakú

kyuuchakú hyakuchakú
jutchakú
nanchakú–dáasudozensichidáasu sandáasu
nidáasuyondáasu

godáasurokudáasu

nanadáasu
hachidáasu

kyuudáasu haykudáasu
juudáasunandáasu–dai

ichidai

gódai

nanadaikyúudaisámdaihyakúdai

303
vehicles,machines–dangrades
steps

nidai

yóndairokudaihachidaijuudainandaiichídannídan

sandanyondangodan
rokúdanshichídan
hachídankyúudanjúudanhyakúdannándan–dó
times

ichidó
nidó

sandó
yondó

godó
rokudó

nanadó
hachidó

kudó
juudó

hyakudónandó–dodegrees
–en
yen
–fun
minutes–gatsú
names ofmonthsichídonído
ichien
nien
íppun
nífun
ichigatsú
nigatsú

sándo
yóndo
san’enyon’ensánpunyónpunsangatsú
shigatsú

gódo
rokúdogoen
rokuengófun
róppungogatsúrokugatsú

nanádohachídonanaenhachiennanáfunháppunshichigatsú
hachigatsú

kúdo
júudo
kyuuenjuuen
kyúufunjúppunkugatsújuugatsú

hyakúdonándo
hyakuennan’enhyáppunnánpun–nangatsú–gúramu ichigúramu sangúramu gogúramu nanagúramu kugúramu hyakugúramu
nigúramu yongúramu rokugúramu hachigúramu juugúramu nangúramu
grams
ippai
nihai

sánbaiyónhaigóhai
róppainanáhaiháppaikyúuhaijúppaihyáppainánbaiippén–hen
number of nihén
times

sanbényonhéngohén
roppénnanahén
happénkyuuhén
juppénhyappén
nanbénippikí
níhikisánbikiyónhikigóhikiroppikínanáhikihappikíkyúuhiki
juppikíhyappikínánbikiíppon–honcylindrical níhon
objectssánbonyónhongohon
rópponnanáhonhápponkyúuhonjúpponhyápponnánbon–hai
cupfuls,
glasses–hikianimals–hyakú
hundreds

hyakú
nihyakúsánbyaku
yónhyaku

gohyakúroppyakúnanáhyaku
happyakú

kyúuhyaku––
nánbyaku–jio’clock

ichíji
níji

sánji
yóji

góji
rokújishichíji
hachíji

kúji
júuji

–
nánji

–juu
tens
–ka
lessons

júu
níjuu
íkka
níka

sánjuuyónjuu
sánka
yónka

gojúu
rokujúu
góka
rókka

nanájuuhachijúunanákahákka

kyúujuu–
kyúukajúkka–
nánjuuhyákkanánka–ka/–nichidays–kái
numberof times

ichinichi
futsuka

mikka
yokka

itsukamuika

nanokayooka

kokonoka hyakunichi
tooka
nannichi

ikkái
nikái

sankáiyonkáigokái
rokkáinanakái
hakkáikyuukái
jukkáihyakkái
nankái

304
12

34

56

78

9 10

100 ?

ikkai
nikai

sangaiyonkaigokai
rokkainanakaihakkaikyuukaijukkaihyakkainangai

íkken
níken
ikki
niki

sánkenyónken
sánki
yónki

góken
rókkengóki
rókki

nanákenhákkennanákihákki

kyúukenjúkkenkyúukijúkki

hyákkennánkenhyákkinánki

ichíkiro sánkiro–kirokilogram/ níkiro yónkiro
metre
ikko
sanko
–ko
yónko
‘a piece’, níko
boxes, fruit,furniture,etc., roundor square
objectsichímai sánmai
–mai
nímai
yónmai‘sheets’,flat objects,
paper,
plates,shirts, ties,etc.
ichimán sanmán–man
nimán yonmán
tenthousands
ichínen sannen
–nen
nínen
yonen
years
hitórisannin–nin/–rifutarí
yonin
peopleissai
sánsai–sai
nisai
yónsaiyears ofage

gókirorókkironanákiro kyúukiro hyákkiro
hachíkiro júkkiro
nánkiro

góko
rókko

nanákohákko–kaistoreys,floors–kenbuildings–ki
aeroplanes

gomai
nanámairokumai hachímai

kyúukojúkko

hyákkonánko

kyuumai
júumaihyakúmainánmaigomán
nanamán kyuumán hyakumán
rokumán hachimán juumán nanmán
gonen
rokunengonin
rokúningósai
rokusaishichinenhachinenshichininhachinin
nanasaihassaikunen
júunenkunin
juuninkyuusaijússaihyakúnennánnenhyakuninnánninhyakusainánsai–satsu‘volume’,books

issatsúnísatsusánsatsu gósatsu nanásatsu kyúusatsu hyakusatsu
yónsatsu rokúsatsu hassatsú jussatsú nánsatsu

–seki
ships
–sen
thousands

issekí
nísekisén
nisén

sánsekiyónsekisanzényonséngósekirokúsekigosén
rokusén

nanásekihassekinanasenhassénkyúuseki hyakusekí
jussekínánsekikyuusén
––nanzén305–soku‘pair’,
shoes,
socks–soo
vessels,boats–tén
points,marks–too‘head’,
large
animals–tsu
miscellaneous
objects,
years ofage
–tsuu
letters–wa
birds

issokú
nísokusánzoku gósok
nanások
yónsoku rokúsoku hássoku

kyúusok hyakúsoku
jússoku nánzoku

íssoo
nísoo

sánsooyónsoogósoo
rokúsoonanásoohássookyúusoo
jússoohyakúsoonánsoo

ittén
nitén

santényonténgotén
rokutén

nanatén
hatténkyuutén
jutténhyakuténnantén

íttoo
nítoo

sántooyóntoogotoo
rokútoonanátooháttookyúutoo
júttoohyakutoonántoohitótsufutatsúmittsú
yottsú

itsútsu
muttsú

nanátsuyattsú

kokónotsu –tóoíkutsuittsuunitsuuichíwaníwa

santsuuyontsuu
sánba
yónwa

gotsuurokutsuu
gówa
róppa

nanatsuu
hattsuu
nanáwahachíwakyuutsuu hyakutsuu
juttsuunántsuukyúuwa hyáppa
júppa
nánwa

Notes:
1. In the above table yón– and nána– have been used for 4 and 7 where possible, though inmost cases shi– and shichí – can be used instead. With 9 the form which first sprang to mind
has been chosen. Kú– and kyúu– are often not interchangeable, so use the form given here,
but be prepared to hear the other as well. In the interrogative expressions it is always possible
to place an accent on the first syllable instead of using the accent shown here. For 8 it isusually possible to use the full form hachi– instead of the forms with a double consonant.
2. –jíkan, ‘hours duration’; –jóo –tatami, ‘mats, unit of room size’; –meetoru, ‘metres’;–paasénto, ‘per cent’; –péeji, ‘pages’; –póndo, ‘pounds’ undergo no sound changes or shiftof accent; –kágetsu, ‘months duration’, retains its accent, but has double consonants incombination with 1, 6, 8, 10 and 100; –sénchi, ‘centimetres’ and –shúukan, ‘weeks duration’, retain their original accent, but double the consonant in 1, 8 and 10; –doru, ‘dollars’, isunaccented and follows the pattern of –dai.

Appendix
Hiragána, katakána and kanji

Hiragána
޽
a
߆
ka
߇
ga
ߐ
sa
ߑ
za
ߚ
ta
ߛ
da
ߥ
na
ߪ
ha
߫
ba
߬
pa
߹
ma
ࠄ
ra
ࠊ
wa

޿
i
߈
ki
߉
gi
ߒ
shi
ߓ
ji
ߜ
chi
(ߝ)
ji
ߦ
ni
߭
hi
߮
bi
߯
pi
ߺ
mi
ࠅ
ri

߁
u
ߊ
ku
ߋ
gu
ߔ
su
ߕ
zu
ߟ
tsu
(ߠ)
zu
ߧ
nu
߰
fu
߱
bu
߲
pu
߻
mu
ࠆ
ru

߃
e
ߌ
ke
ߍ
ge
ߖ
se
ߗ
ze
ߡ
te
ߢ
de
ߨ
ne
߳
he
ߴ
be
ߵ
pe
߼
me
ࠇ
re

߅
o
ߎ
ko
ߏ
go
ߘ
so
ߙ
zo
ߣ
to
ߤ
do
ߩ
no
߶
ho
߷
bo
߸
po
߽
mo
ࠈ
ro
ࠍ
o

߿
ya
߈߾
kya
߉߾
gya
ߒ߾
sha
ߓ߾
ja
ߜ߾
cha
(ߝ߾)
ja
ߦ߾
na
߭߾
hya
߮߾
bya
߯߾
pya
ߺ߾
mya
ࠅ߿
rya

ࠁ
yu
߈ࠀ
kyu
߉ࠀ
gyu
ߒࠀ
shu
ߓࠀ
ju
ߜࠀ
chu
(ߝࠀ)
ju
ߦࠀ
nu
߭ࠀ
hyu
߮ࠀ
byu
߯ࠀ
pyu
ߺࠀ
myu
ࠅࠀ
ryu

ࠃ
yo
߈ࠂ
kyo
߉ࠂ
gyo
ߒࠂ
sho
ߓࠂ
jo
ߜࠂ
cho
(ߝࠂ)
jo
ߦࠂ
no
߭ࠂ
hyo
߮ࠂ
byo
߯ࠂ
pyo
ߺࠂ
myo
ࠅࠂ
ryo

ࠎ
n

307

Katakána (basic syllables only)
ࠕ
a
ࠞ
ka
ࠨ
sa
࠲
ta
࠽
na
ࡂ
ha
ࡑ
ma
ࡗ
ya
࡜
ra
ࡢ
wa

ࠗ
i
ࠠ
ki
ࠪ
shi
࠴
chi
࠾
ni
ࡅ
hi
ࡒ
mi

࡝
ri

࠙
u
ࠢ
ku
ࠬ
su
࠷
tsu
࠿
nu
ࡈ
fu
ࡓ
mu
࡙
yu
࡞
ru

ࠛ
e
ࠤ
ke
࠮
se
࠹
te
ࡀ
ne
ࡋ
he
ࡔ
me

࡟
re

ࠝ
o
ࠦ
ko
࠰
so
࠻
to
ࡁ
no
ࡎ
ho
ࡕ
mo
࡛
yo
ࡠ
ro
ࡥ
o

ࡦ
n

Kanji
The following lists the kanji introduced for acquisition throughout thiscourse, arranged in ascending order of the number of strokes. The digits
before the decimal point refer to the Unit in which the kanji wasintroduced. The three digit code after the decimal point is the order of
introduction of the character. This chart provides a running tally of thenumber of kanji acquired by any particular point in the course. This isfollowed by a finder list of Chinese-style on readings (in small caps) andnative Japanese kun readings in lower case with the parts usually written
in hiragána included in parentheses.

308
1 stroke৻ 3.013
2 strokes
ੱ 2.010
ੑ 3.014
৾ 3.018
౎ 3.019
਻ 3.020
ච 3.021
౉ 10.097
ജ 13.152
ಷ 13.153
3 strokes
Ꮉ 1.004ጊ 1.005
਄ 1.006
ਅ 1.007ਃ 3.015
ᅚ 3.023
ሶ 3.024
ᄢ 3.025
ዊ 3.026
ජ 4.033
ਁ 4.034
࿯ 5.051
ญ 10.092
ᄕ 11.110Ꮏ 14.179
4 strokes
ਛ 1.003ᣣ 2.008੖ 3.017
౐ 3.017
᦬ 3.030
౞ 4.035
੹ 5.042Ἣ 5.047
᳓ 5.048
ᧁ 5.049
ಽ 7.066
ᚻ 7.070
ඦ 8.079

ῳ 10.095
ർ 11.103
ᣇ 11.111
ዋ 11.113
ዋ 11.113
ᄤ 11.116
ᔃ 12.124
ర 12.136‐ 13.145
ಾ 13.154
෹ 13.156
ᄥ 14.171ౝ 15.183
ൻ 15.195
ਇ 15.199
ᢥ 15.200
5 strokes↰ 1.001ᧄ 1.002྾ 3.016
ඨ 3.031↢ 4.041⊕ 7.068⋡ 8.077
บ 9.091
Უ 10.096
಴ 10.098
౻ 11.109
ᄖ 12.123┙ 12.141ฝ 13.157
Ꮐ 13.158
ᐔ 14.172
ᐢ 14.180
Ꮢ 15.191
6 strokes
ᅢ 3.027⊖ 4.032
቟ 4.037
వ 4.040
Ფ 5.044ᐕ 5.046

ⴕ 6.052
ળ 6.053
ᣧ 7.067
ભ 9.088⡊ 10.093
ሼ 10.094⷏ 11.105
ᄙ 11.112
᳇ 11.117
ฬ 12.135
⦡ 13.143⡺ 13.146
᦭ 13.159
ਔ 14.173
ኹ 15.201
7 strokes↵ 3.022
૗ 3.029
᧪ 5.043
ᄁ 6.055
␠ 6.058
ゞ 7.065⑳ 7.071
⧎ 8.076
⷗ 8.078
૑ 10.099
⸒ 13.160
ㄭ 13.161↸ 14.169⧓ 15.188
೑ 15.198
8 strokes
࿖ 2.009⧷ 2.012
ቇ 4.038㊄ 5.050
੐ 7.063
㕍 7.069
᧲ 8.072
੩ 8.073
᣿ 9.084
㐷 9.087

ᨎ 9.090⍮ 10.100
ᱠ 11.115
㔎 11.118
㐳 12.134
ᨋ 12.137ⓨ 12.140‛ 13.144↹ 13.148
ᐫ 13.150
ᚲ 14.177⠪ 15.189⊛ 15.194
9 strokes
㘩 7.062೨ 8.080
ᓟ 8.081ᶏ 9.086
ධ 11.104
ᤐ 11.106⑺ 11.108
㘑 11.120
ᕁ 12.125
ᕆ 12.126
ᵗ 12.129㒠 12.138
ᤋ 13.147
ᓙ 13.151
㖸 14.163
ᜬ 14.166⋵ 14.170
ᤤ 14.174
ደ 15.184
ቶ 15.185⟤ 15.186
ଢ 15.197
10 strokes
ᤨ 3.028
㜞 4.036
ᩞ 4.039
ᦠ 6.059⚕ 9.089

309
ᄐ 11.107
ᣏ 11.114㈬ 12.127㈩ 12.128
ኅ 13.162∛ 14.167
ീ 14.176
㚍 14.181
ຬ 15.190
11 strokes
ㅳ 5.045
ㇺ 8.074
㔐 11.119ㇱ 12.132
ᒝ 14.168
ⴚ 15.187
12 strokes
⾈ 6.054㘶 7.064㑆 8.075⌕ 9.082⌕ 9.082
ᦺ 9.085
㐿 10.101
ኙ 11.121
ᥤ 11.122

᫪ 12.139
㔕 12.142
᥅ 14.175
႐ 14.178
㆏ 15.192
᥍ 15.193
ή 15.196
13 strokes
ᣂ 6.061
⹤ 9.083
㔚 12.131
ᭉ 14.164
ᭉ 14.164

ᥧ 14.165
⹞ 15.20214 strokes
⺆ 2.011
⺒ 6.056㌁ 6.057⡞ 6.060
᭽ 12.130
㚞 14.182
16 strokes
ᦅ 12.133
㙚 13.149
ⷫ 13.155

DAI บ 9.091
DAI ᄢ 3.025
DAN ↵ 3.022

GAKU ቇ 4.038
GAKU ᭉ

Kanji on-kun finder lista(keru) 㐿
10.101
á(ru) ᦭ 13.159
á(u) ળ 6.053
aida 㑆 8.075
aka(rui) ᣿
9.084
áki ⑺ 11.108
ame 㔎 11.118
AN ቟ 4.037
AN ᥧ 14.165
aó(i) 㕍 7.069
arú(ku) ᱠ
11.115ása ᦺ 9.085
atara(shíi) ᣂ
6.061
áto ᓟ 8.081
atsú(i) ᥤ
11.122ba ႐ 14.178
BA 㚍 14.181ba(kéru) ൻ
15.195
BAI ᄁ 6.055
BAI ⾈ 6.054
BAN ᥅ 14.175
BEN ଢ 15.197
BEN ീ 14.176
BI ⟤ 15.186

BO Უ 10.096
BOKU ᧁ 5.049
BU ㇱ 12.132
BUN ಽ 7.066
BUN ᢥ 15.200
BUN ⡞ 6.060
BUTSU ‛

13.144
BYOO ∛

14.167CHAKU ⌕

9.082
CHI ⍮ 10.100

chichí ῳ
10.095chii(sái) ዊ
3.026
chiká(i) ㄭ
13.161chikará ജ
13.152CHOO ᦺ 9.085
CHOO ↸
14.169CHOO 㐳
12.134
CHUU ਛ 1.003
CHUU ᤤ 14.174
dá(su) ಴
10.098dé(ru) ಴
10.098DEN ↰ 1.001
DEN 㔚 12.131
DO ࿯ 5.051
DOKU ⺒ 6.056
DON ᦅ 12.133
DOO ㆏ 15.192
EI ᤋ 13.147
EI ⧷ 2.012
EKI 㚞 14.182
EN ౞ 4.035
FU ਇ 15.199
FU ῳ 10.095
fú(ru) 㒠
12.138
fúmi ᢥ 15.200
FUN ಽ 7.066
futa(tsú) ੑ
3.014
futó(i) ᄥ
14.171
FUU 㘑 11.120
fuyú ౻
11.109GA ↹ 13.148
GAI ᄖ 12.123

14.164–gatá ᣇ11.111GATSU ᦬ 3.030
GEI ⧓ 15.188
GEN ర 12.136
GEN ⸒ 13.160
GETSU ᦬ 3.030
GIN ㌁ 6.057
GO ੖ 3.017
GO ඦ 8.079
GO ⺆ 2.011
GYOO ⴕ 6.052
GYUU ‐ 13.145
ha(réru) ᥍
15.193
HACHI ౎ 3.019
háha Უ
10.096
HAI ㈩ 12.128
hái(ru) ౉
10.097
HAKU ⊕ 7.068
HAN ඨ 3.031
haná ⧎ 8.076
haná(su) ⹤
9.083
háru ᤐ 11.106

310
hayá(i) ᣧ
7.067
hayashi ᨋ
12.137
HEI ᐔ 14.172
hi ᣣ 2.008
hí Ἣ 5.047
hidari Ꮐ
13.158higashi ᧲
8.072
hiró(i) ᐢ
14.180hirú ᤤ
14.174hito ੱ 2.010
hitó(tsu) ৻
3.013
HO ᱠ 11.115
hoka ᄖ 12.123
HOKU ർ
11.103
HON ᧄ 1.002
HOO ᣇ 11.111
HYAKU ⊖
4.032
i(ku) ⴕ 6.052
ICHI ৻ 3.013
ichi Ꮢ 15.191
ié ኅ 13.162
íma ੹ 5.042
IN ຬ 15.190
IN 㘶 7.064
iró ⦡ 13.143
isó(gu) ᕆ
12.126itsú(tsu) ੖
3.017
JI ੐ 7.063
JI ሼ 10.094
JI ኹ 15.201
JI ᜬ 14.166
JI ᤨ 3.028
JI ⡊ 10.093
JIN ੱ 2.010
JITSU ᣣ 2.008
JO ᅚ 3.023
JOO ਄ 1.006
JOO ႐ 14.178
JUTSU ⴚ15.187
JUU ਛ 1.003
JUU ਛ 1.003
JUU ૑ 10.099
JUU ච 3.021
KA ૗ 3.029
KA ൻ 15.195
KA ᄐ 11.107
KA ኅ 13.162
KA Ἣ 5.047
KA ⧎ 8.076

ká(ku) ᦠ
6.059
ka(u) ⾈ 6.054
KA, GE ਅ 1.007
KAI ળ 6.053
KAI ᶏ 9.086
KAI 㐿 10.101
KAKU ↹
13.148kami ⚕ 9.089
KAN ኙ 11.121
KAN 㙚 13.149
KAN, KEN 㑆
8.075
kane ㊄ 5.050
katá ᣇ 11.111
kataná ಷ
13.153kawá Ꮉ 1.004
kaze 㘑 11.120
KEN ⋵ 14.170
KEN ⷗ 8.078
kí ᧁ 5.049
KI ᳇ 11.117
ki(ku) ೑
15.198ki(ku) ⡞ 6.060
kí(ru) ಾ
13.154ki(ru) ⌕ 9.082
KIN ㄭ 13.161
KIN ㊄ 5.050
kita ർ 11.103
ko ሶ 3.024
kokóno(tsu)਻ 3.020
kokóro ᔃ
12.124KOKU ࿖ 2.009

KON ੹ 5.042
KOO ญ 10.092
KOO ᅢ 3.027
KOO Ꮏ 14.179
KOO ᐢ 14.180
KOO ᓟ 8.081
KOO ᩞ 4.039
KOO ⴕ 6.052
KOO 㒠 12.138
KOO 㜞 4.036

kotó ੐ 7.063
KU ਻ 3.020
kú(ru) ᧪
5.043
kubá(ru) ㈩12.128kuchi ญ10.092
kúmo 㔕
12.142kumó(ru) ᦅ
12.133kuni ࿖ 2.009
kurá(i) ᥧ
14.165kuruma ゞ
7.065
KUU ⓨ 12.140
KYOO ᒝ
14.168
KYOO, KEI ੩
8.073
KYUU ਻ 3.020
KYUU ભ 9.088
KYUU ᕆ
12.126má(tsu) ᓙ
13.151machi ↸
14.169mae ೨ 8.080
MAI ᨎ 9.090
MAI Ფ 5.044
MAN ਁ 4.034
máto ⊛ 15.194
mé ⋡ 8.077
MEI ᣿ 9.084
MEI ฬ 12.135
mí(ru) ⷗ 8.078
michi ㆏15.192
migi ฝ 13.157
mimí ⡊ 10.093
minami ධ
11.104misé ᐫ 13.150
mit(tsú) ਃ
3.015
miyako ㇺ
8.074
mizu ᳓ 5.048
mó(tsu) ᜬ
14.166MOKU ᧁ 5.049
MOKU ⋡ 8.077
MON 㐷 9.087
monó ‛
13.144monó ⠪
15.189mori ᫪
12.139motó ర 12.136
moto ᧄ 1.002
MOTSU ‛
13.144
MU ή 15.196
muró ቶ
15.185mut(tsú) ౐
3.017
MYOO ᣿ 9.084
na ฬ 12.135
ná(i) ή 15.196
nagá(i) 㐳
12.134
NAI ౝ 15.183
náka ਛ 1.003
nán ૗ 3.029
NAN ධ 11.104
NAN ↵ 3.022
nána ৾ 3.018
naná(tsu) ৾
3.018
náni ૗ 3.029
natsú ᄐ11.107
NEN ᐕ 5.046
NI ੑ 3.014
NICHI ᣣ 2.008

311
NIKU ⡺ 13.146
NIN ੱ 2.010
NIN ੱ 2.010

nishi ⷏ 11.105
nó(mu) 㘶
7.064
nochi ᓟ 8.081
NYO ᅚ 3.023
NYUU ౉ 10.097
o(ríru) 㒠
12.138
OKU ደ 15.184
omó(u) ᕁ
12.125
ON 㖸 14.163
onná ᅚ 3.023
óo(i) ᄙ 11.112
oo(kíi) ᄢ
3.025
otó 㖸 14.163
otokó ↵ 3.022
oyá ⷫ 13.155
RAI ᧪ 5.043
RAKU ᭉ
14.164
RI ೑ 15.198
RIN ᨋ 12.137
RITSU ┙
12.141ROKU ౐ 3.017
RYO ᣏ 11.114
RYOKU ജ13.152
RYOO ਔ 14.173
SA Ꮐ 13.158
SAI ಾ 13.154
SAI ⷏ 11.105
sake ㈬ 12.127
saki వ 4.040
sama ᭽
12.130samú(i) ኙ
11.121
SAN ਃ 3.015
SAN ጊ 1.005
SEI ᥍ 15.193
SEI ↢ 4.041
SEI ⷏ 11.105
SEI 㕍 7.069
SEKI ᄕ 11.110

SEN వ 4.040
SEN ජ 4.033
SEN Ꮉ 1.004
SETSU ಾ13.154
SETSU 㔐11.119
SHA ␠ 6.058
SHA ⠪ 15.189
SHA ゞ 7.065
SHI ྾ 3.016
SHI ሶ 3.024
SHI Ꮢ 15.191
SHI ᕁ 12.125
SHI ⑳ 7.071
SHI ⚕ 9.089
SHI ⹞ 15.202

shi(ru) ⍮10.100SHICHI ৾
3.018
SHIKI ⦡ 13.143
SHIN ᔃ 12.124
SHIN ᣂ 6.061
SHIN ᫪ 12.139
SHIN ⷫ 13.155
shiró(i) ⊕7.068
shita ਅ 1.007
SHITSU ቶ
15.185
SHO ᚲ 14.177
SHO ᥤ 11.122
SHO ᦠ 6.059
SHOKU 㘩7.062
SHOO ዊ 3.026
SHOO ዋ 11.113
SHOO ↢ 4.041
SHU ᚻ 7.070
SHU ㈬ 12.127
SHUN ᤐ
11.106SHUTSU ಴
10.098SHUU ⑺ 11.108
SHUU ㅳ 5.045
SOO ᣧ 7.067
sóra ⓨ 12.140
sóto ᄖ 12.123su(kí na) ᅢ
3.027
sú(mu) ૑
10.099
SUI ᳓ 5.048
sukó(shi) ዋ
11.113
sukun(ái) ዋ
11.113
SYA ␠ 6.058
TA ᄙ 11.112
tá ↰ 1.001
ta(béru) 㘩
7.062
tá(tsu) ┙12.141tabi ᣏ 11.114
TAI บ 9.091
TAI ᄢ 3.025
TAI ᄢ 3.025
TAI ᄥ 14.171
TAI ᓙ 13.151
taira ᐔ 14.172
taká(i) 㜞
4.036
tano(shíi) ᭉ
14.164
táyori ଢ
15.197té ᚻ 7.070
TEKI ⊛ 15.194
TEN ᄤ 11.116
TEN ᐫ 13.150
tera ኹ 15.201
TO ㇺ 8.074
toki ᤨ 3.028
tokoro ᚲ
14.177TOKU ⺒ 6.056
tómo ෹
13.156
TOO ౻ 11.109
TOO ಷ 13.153
tóo ච 3.021
TOO ᧲ 8.072
toshí ᐕ 5.046
tsu(ku) ⌕9.082
tsuchí ࿯ 5.051
tsukí ᦬ 3.030

tsuyó(i) ᒝ
14.168U ฝ 13.157
U 㔎 11.118
u(mareru) ↢4.041
u(mu) ↢ 4.041
u(ru) ᄁ 6.055
uchi ౝ 15.183
ue ਄ 1.006
umá 㚍 14.181
úmi ᶏ 9.086
UN 㔕 12.142
ushi ‐ 13.145
ushi(ro) ᓟ
8.081
utsú(ru) ᤋ
13.147
utsuku(shíi)⟤
15.186
WA ⹤ 9.083
wa(kéru) ಽ
7.066
watakushi ⑳
7.071
watashi ⑳
7.071
ya ደ 15.184
yamá ጊ 1.005
yámai ∛
14.167yasú(i) ቟
4.037
yasú(mu) ભ
9.088
yat(tsú) ౎
3.019
yó(mu) ⺒
6.056
yón ྾ 3.016
YOO ᭽ 12.130
YOO ᵗ 12.129
yot(tsú) ྾
3.016
yu(u) ⸒ 13.160
yuki 㔐 11.119
YUU ෹ 13.156
yuu ᄕ 11.110
YUU ᦭ 13.159
ZEN ೨ 8.080

Japanese–English glossaryAáa ޽޽abiru ᶎ߮ࠆabunai ෂߥ޿
achira ޽ߜࠄ
Afurika ࠕࡈ࡝ࠞagaru ਄߇ࠆagemásu
ageru ਄ߍࠆagó 㗶
ái suru ᗲߔࠆ
aida 㑆
aikawarazu ⋧ᄌࠊࠄߕaimásuáinu ࠕࠗ࠿
áiron ࠕࠗࡠࡦÁirurando ࠕࠗ࡞࡜ࡦ࠼
áisatsu ᜿ᜦaité ⋧ᚻaite iru ⓨ޿ߡ޿ࠆ㐿޿ߡ޿ࠆaitíi ࠕࠗ࠹ࠖ࡯
aiyoo suru ᗲ↪ߔࠆ
aizuchi ว᭵

Ah! (exclamation)
to shower, bathe
dangerous, watch out!
over there, that way
Africato go up, rise, entersee ageru
to give, raise up
chin
to lovebetween, interval, gap
as usualsee áuAinu (the aboriginal people of
Hokkaido)
iron (clothes)
Irelandgreeting, formal conversationalroutines
the other party, partner,
opponent
to be vacant; to be open
I.T., information technology
to enjoy using regularly
chiming in

313
aji ๧
Ájia ࠕࠫࠕ
ajisai ⚡㓁⧎ákachan ⿒ߜ߾ࠎakai ⿒޿akanboo ⿒ࠎဌakarui ᣿ࠆ޿
akemáshite omedetoo gozaimásu᣿ߌ߹ߒߡ߅߼ߢߣ߁ߏߑ޿߹ߔ
akeru 㐿ߌࠆáki ⑺akimásuakiraméru ⺼߼ࠆakisu ⓨ߈ᎽÁkita ⑺↰aku 㐿ߊ
aku ⓨߊ
amai ↞޿amari/anmari ૛ࠅamasugíru ↞ߔ߉ࠆ
áme 㔎
ame 㘸
Amérika ࠕࡔ࡝ࠞAmerikájin ࠕࡔ࡝ࠞੱ
Amerikasei ࠕࡔ࡝ࠞ⵾
–(a)nai ߥ޿–(a)naide ߥ޿ߢ–(a)nakerba narimasen ߥߌࠇ߫ߥࠅ߹ߖࠎ–(a)nakute ߥߊߡanáta ޽ߥߚ‫⾆ޔ‬ᣇanaúnsu ࠕ࠽࠙ࡦࠬ
ane ᆌ
áni ఱ
ánki ᥧ⸥
anmarianna ޽ࠎߥ
annai suru ᩺ౝߔࠆannaijo ᩺ౝᚲ
ano ޽ߩ
anóhito ޽ߩੱ

taste
Asia
hydrangea
baby
red
baby
light, bright
Happy New Year!
to open (transitive)
autumnsee aku
to give up, abandon, resign
oneself tosneak thiefplace nameto come open, open
to become vacant, be freesweetvery, a lot; not very
too sweet
rain
sweet, candy
America
Americanmade in America
negative suffix
without (negative suffix)
must…, have to…
negative suffix
youannouncement
elder sisterelder brotherlearning by heart
see amarithat kind of
to guide, show aroundinformation counterthat over therehe314
anóhitotachi ޽ߩੱߚߜ
anokatá ޽ߩᣇ
anokatagata ޽ߩᣇ‫ޘ‬
anóko ޽ߩሶanoo ޽ߩ߁
anshin suru ቟ᔃߔࠆanzen na ቟ోߥanzen-kámisori ቟ోೠಷaói 㕍޿
Aómori 㕍᫪
aozóra 㕍ⓨapáato ࠕࡄ࡯࠻arasói ੎޿
Arashiyama ፲ጊarau ᵞ߁are ޽ࠇ
ari Ⳟarigatái ᦭ࠅ㔍޿arígatoo ᦭ࠅ㔍߁arimásuáru teido ޽ࠆ⒟ᐲáru ᚗࠆáru ᦭ࠆ
arubáito ࠕ࡞ࡃࠗ࠻
arúiwa ᚗ޿ߪ
arukitsuzukéru ᱠ߈⛯ߌࠆarukimásu
arúku ᱠߊása ᦺ
asa-góhan ᦺᓮ㘵ásahi ᦺᣣAsahishínbun ᦺᣣᣂ⡞asanéboo o suru ᦺኢဌ
asátte ᣿ᓟᣣ–(a)seru
ashí ⿷
ashita ᣿ᣣ
asobu ㆆ߱asoko ޽ߘߎasu ᣿ᣣ
ataeru ਈ߃ࠆ
atamá 㗡theyhe (honorific)
they (honorific)
he (child)um, er (hesitation form)
be free from worrysafe, securesafety razor
blue, green
place nameblue sky
rented flat
fight, struggle, strife
place namewashthat over there
antgrateful
thank yousee áru
to a certain extent
a certain
to be located somewhere; to havepart-time workorto keep on walking
see arúku
to walk
morning
breakfastmorning sun
a major daily paper… sleep in late in the morning
the day after tomorrowsee –(s)aseru
leg, foottomorrow
to play, have free timeover there
tomorrow
to givehead

315
atamá ga íi 㗡߇޿޿atarashíi ᣂߒ޿
ataru … ni —— ߦᒰߚࠆatashi ޽ߚߒ
atatakai ᥦ߆޿
atchí ޽ߞߜáto ᓟ
áto de ᓟߢ
atsugáru ᥤ߇ࠆ
atsui ෘ޿atsúi ᥤ޿astumáru 㓸߹ࠆastuméru 㓸߹ࠆatsuryoku ࿶ജ
attakái ᥦ߆޿áu ળ߁awaséru วࠊߖࠆ–(a)zu ߕ

intelligent
newbe equivalent toI (feminine)warmthat way, over there
later, afterward; 〔 remains
after
to feel the heat, be hot
thick
hot
to collect, gather (intransitive)
to collect, gather (transitive)
pressurewarm
to meet, come together, fit
to bring together
negative suffix = –(a)naiB
báa ࡃ࡯
báabekyuu ࡃ࡯ࡌࠠࡘ࡯
báai ႐ว
báka 㚍㣮
bakageta kotó 㚍㣮ߍߚ੐bakarashíi 㚍㣮ࠄߒ޿bákari ߫߆ࠅ
bakkupákkaa ࡃ࠶ࠢࡄ࠶ࠞ࡯
ban ᥅
ban ⇟
bánana ࡃ࠽࠽
ban-góhan ᥅ᓮ㘵bangoo ⇟ภbangumí ⇟⚵bánsen ⇟✢banzáibara ⭼⭲
báree ࡃ࡟࡯basho ႐ᚲbar
barbecueoccasion, time, if, whenfool, bloody idiot (very abusive)
stupid thing, ridiculous thingfoolish, stupid
only, to the extent ofback-packer
night, evening
numberbananadinner, evening meal
numberradio, TV programme
track number
hooray, long live (literally, ‘ten
thousand years’)roseballet; volley (ball)
place

316
bassai બណ
básu ࡃࠬ
basu-nóriba ࡃࠬਸ਼ࠅ႐
basuketto(bóoru) ࡃࠬࠤ࠶࠻ࡏ ࡯࡞
basútei ࡃࠬ஗
basutoire-tsuki ࡃࠬ࠻ࠗ࡟ઃ߈
báta/bátaa ࡃ࠲࡯
batta Ⲃbéiju ࡌ࡯ࠫࡘbekkan ೎㙚bengóshi ᑯ⼔჻
benjó ଢᚲbenkyoo suru ീᒝߔࠆbenkyooka ീᒝኅ
bénri na ଢ೑ߥ
bentóo ᑯᒰ
béruto ࡌ࡞࠻
Bétonamu ࡌ࠻࠽ࡓbetsu na/no ೎
betsu ni ೎ߦbétto (béddo) ࡌ࠶࠻
bidánshi ⟤↵ሶbíiru ࡆ࡯࡞bíjin ⟤ੱbíjutsu ⟤ⴚbijútsukan ⟤ⴚ㙚bíka ⟤ൻ
bín ↉
bíru ࡆ࡞
biyagáaden ࡆࡗࠟ࡯࠺ࡦ
bodii-súutsu ࡏ࠺ࠖ࡯ࠬ࡯࠷
boku ௢ (or bóku)
booeki ⾏ᤃ
booeki-gáisha ⾏ᤃળ␠booifuréndo ࡏ࡯ࠗࡈ࡟ࡦ࠼
booringu ࡏ࡯࡝ࡦࠣ
booru ࡏ࡯࡞bóorupen ࡏ࡯࡞ࡍࡦ
booshi Ᏺሶ
bótan ࡏ࠲ࡦ–bu ㇱfelling, cutting down
bus
bus terminus/depot, bus stationbasketballbus stopwith bath and toilet
buttergrasshopper
beige
annex, separate building
lawyer, solicitor
toilet, lavatory
to studya hard worker, a studious typeconvenient, usefullunch box
belt
Vietnamseparate, different, anotherin particularbed
handsome manbeer
a beauty, beautiful womanart, the fine arts
art gallery
beautification
bottlebuilding
beer garden
body suitI
trade
trading company
boyfriend
bowling (ten pin)ball; bowl
ball-point pen
hat, cap
buttoncopy of document (numeralclassifier)

317
–bu ㇱ
búbun ㇱಽ
buchoo ㇱ㐳búdoo ᱞ㆏budoo ⫁⪕
búji na ή੐ߥbukka ‛ଔ
búkkyoo ੽ᢎ
bunbóoguya ᢥᚱౕደbúngaku ᢥቇ
bunka ᢥൻbunkateki na ᢥൻ⊛ߥ
bunkei ᢥဳ
bunpoo ᢥᴺbúnshoo ᢥ┨
Burajiru ࡉ࡜ࠫ࡞buróochi ࡉࡠ࡯࠴buta ⽋butsurígaku ‛ℂቇ
búutsu ࡉ࡯࠷
byóo ⑽byooin ∛㒮
byooki no ∛᳇ߩbyooki ∛᳇byoonin ∛ੱbyooshitsu ∛ቶdivision of company, etc.
partdivision headmartial arts
grapessafe
prices
Buddhism
stationer/’sliterature
cultureculturalsentence patterngrammarsentence; writing
Brazilbroochpig
physics
boots
second (numeral classifier)hospital, clinic
sick, ill
illness, disease
sick person
sickroomCcha ⨥chairo ⨥⦡–chaku ⌕chanto ߜ߾ࠎߣ–chau
chawan ⨥⏀chekkuín ࠴ࠚ࠶ࠢࠗࡦ
chi ⴊchichí ῳchichioya ῳⷫchigau ㆑߁tea (see ocha)
brown
suit, outfit (numeral classifier);
arrivalproperly
see –te shimau
rice bowl, tea-cup
check inblood
fatherfatherto differ, to be wrong, no318
chíisa na ዊߐߥ
chiisái ዊߐ޿
chíizu ࠴࡯࠭
chika ࿾ਅchikái ㄭ޿
chikáku ㄭߊ
Chikámatsu ㄭ᧻chikámichi ㄭ㆏chikará ജ
chikatetsu ࿾ਅ㋕chikazúku ㄭઃߊ
chikyuu ࿾⃿–chimauchíri ࿾ℂ
chirí Ⴒchiru ᢔࠆchiteki ⍮⊛chittómo ߜߞߣ߽chiryoo ᴦ≮
chishiki ⍮⼂chízu ࿾࿑chokoréeto ࠴࡚ࠦ࡟࡯࠻
–choo 㐳chóochoo ↸㐳choodai 㗂ᚬchoodó ৼᐲ
chóohoo na ㊀ቲߥchoohookei 㐳ᣇᒻchoonán 㐳↵
Choosen ᦺ㞲chooshi ga ii ⺞ሶ߇޿޿
chooshoku ᦺ㘩chótto ߜࠂߞߣ–chuu ਛchuugákusei ਛቇ↢
Chúugoku ਛ࿖
Chuugokugo ਛ࿖⺆Chuugokújin ਛ࿖ੱ
chúui ᵈᗧchuujókki ਛ࡚ࠫ࠶ࠠ
chúuka ਛ⪇

small
small
cheeseundergroundnear
vicinity, near
Chikamatsu, Japan’s greatest
playwright (1653–1724)
short cutstrengthunderground railway
to approachearth, globe
see –te shimau
geography
dust, dirt
to scatter, fall (blossoms, etc.)
intellectualin the least (not) at all
medical treatment
knowledge
map
chocolatehead, chief (suffix)
town mayor
please, give me
exactly, justuseful, precious
rectangulareldest son(North) Korea
to run well, go smoothly
breakfast
a little
in the course of
junior high-school student
China
Chinese (language)
Chinese (person)
attention, be careful
medium-sized tankard
Chinese (food)319
chuukaryóori ਛ⪇ᢱℂ
chuukyuu ਛ⚖
chuumon ᵈᢥchuunen ਛᐕ
chuuoo ਛᄩ
chuusha suru 㚢ゞߔࠆchuushajoo 㚢ゞ႐chuusha-kinshi 㚢ゞ⑌ᱛchuushi suru ਛᱛߔࠆchuushoku ᤤ㘩Chinese cuisineintermediate
to ordermiddle age
centralto park (a car, etc.)
car parkno parking
to call off, stop doing
lunch

Ddáburu ࠳ࡉ࡞
daenkei ᬦ౞ᒻ
dái บ
daibu ᄢಽdaibutsu ᄢ੽
daidokoro บᚲ
Daiei-hakubutsukan ᄢ⧷ඳ‛㙚daigaku ᄢቇdaigákusei ᄢቇ↢
daihyoo ઍ⴫dáiichi ╙৻daijóobu ᄢਂᄦ
dáiku ᄢᎿdairiten ઍℂᐫdáisuki na ᄢᅢ߈ߥdaitai ᄢ૕
daitóoryoo ᄢ⛔㗔daiyokujoo ᄢᶎ႐
dákara ߛ߆ࠄ
daké ߛߌ
dakuten Ộὐdamé 㚝⋡dandan ߛࠎߛࠎdansei ↵ᕈdánshi ↵ሶ
dánsu ࠳ࡦࠬdantairyókoo ࿅૕ᣏⴕdouble (room)oval, ellipticalstand, dais
considerably, very many times
great Buddha (image)
kitchenBritish Museum
university
university student
representative
first, number one
all right, OK
carpenteragency, agent
to love, be very fond of
approximately, generally, for themost part
President
large bathso, therefore
only, extent
voicing marks
no good; stop it!
gradually
male, manman, male (dánshi no men’s …)
dancegroup travel, tour

320
dáre ⺕
dáredemo ⺕ߢ߽
dáreka ⺕߆dáremo ⺕߽darusóo ߛࠆߘ߁dashimásu
dasu ಴ߔ
dayígai એᄖde áru ߢ޽ࠆde gozaimásu ߢߏߑ޿߹ߔ
de irassháru ߢ޿ࠄߞߒ߾ࠆ
de ߢ
de ߢ
déguchi ಴ญdekakeru ಴߆ߌࠆdekimásu
dekiru dake … ߢ߈ࠆߛߌ
dekíru ಴᧪ࠆ
demásudémo ߢ߽
dengon વ⸒
dénki 㔚᳇densha 㔚ゞdenshi-méeru 㔚ሶࡔ࡯࡞
denwa 㔚⹤
denwa-bángoo 㔚⹤⇟ภdepáato ࠺ࡄ࡯࠻déru ಴ࠆ
deshóo ߢߒࠂ߁désu ߢߔ
dezáato ࠺ࠩ࡯࠻
–do ᐲ
–do ᐲ
dóa ࠼ࠕ
dóchira ߤߜࠄ
dóchiramo ߤߜࠄ߽dóchirasama ߤߜࠄ᭽Dóitsu ࠼ࠗ࠷

who?
anyone at all
someoneno onelistless looking, tired looking
see dásu
take out, put out
besides, outside
is, are, etc. (written-style
copula)is (formal)
is (honorific)‘agent’, by means of, within, atexit
to go out
see dekíru
as much as possible, as … aspossibleto be done, be ready, be made; beable to, cansee déru
evenmessageelectricity, lighttrain (electric)
electronic mailtelephonetelephone number
department store
to go out, come out, appear
probably is
is, are, am (copula)dessertdegrees (measure of alcohol
content)
times (numeral classifier)door
which one, where (honorific)
both, either
who (honorific)
Germany321dóko ૗ಣ‫ߎߤޔ‬
dokú (o-ki no——) ߅᳇ߩᲥdokú Ქ
dokushin ⁛りdókusho ⺒ᦠdónata ߤߥߚ
dónatasama ߤߥߚ᭽dóndon ࠼ࡦ࠼ࡦdónna ߤࠎߥdónna kanji desu ka ߤࠎߥᗵߓ
ߢߔ߆dono kurai/gurai ߤߩߋࠄ޿
dóno ߤߩ
dóo ߤ߁
dóo itashimashite ߤ߁޿ߚߒ߹ߒߡ
dóo shimashita ka ߤ߁ߒ߹ߒߚ
߆
doo shiyoo mo nai ߤ߁ߒࠃ߁߽
ߥ޿
dóo yuu ߤ߁޿߁dóo yuu fuu na ߤ߁޿߁߰߁ߥ
dóo yuufuu ni ߤ߁޿߁߰߁ߦ
dooaku ₨ᖡ
doobutsu േ‛
doobutsuen േ‛࿦dóomo ߤ߁߽doomoo ₨⁴
doonyuu suru ዉ౉ߔࠆdóoro ㆏〝dooro-hyóoshiki ㆏〝ᮡ⼂dóose ߤ߁ߖdóoshite ߤ߁ߒߡdooshitémo ߤ߁ߒߡ߽
dóozo yoroshiku ߤ߁ߙࠃࠈߒߊ
dóozo ߤ߁ߙdoráiibu ࠼ࠕ࡜ࠗࡉ
doráiibu suru
doragon ࠼࡜ࠧࡦdóre ߤࠇ

where
what a shame, I’m sorry to hearthatpoisonunmarried man or woman,bachelor
reading
who (honorific)
who (honorific)
rapidly, quickly
what kind ofwhat’s it (he, she, etc.) like?
how long, how far, how much?
which?
how?
don’t mention it, not at all
What happened? What’s thematter?
hopeless, impossible
what kind of?
what kind of?
how?, in what way?
fierce, wild (literary word)
animalzoo
Thanks! Sorry! very
fierce, wild, savage
introduce, bring inroadroad sign
anywaywhy, howno matter what, without failhow do you do? Please do what
you can for me
pleasedrive
to drivedragonwhich one?

322
doroboo ᵆ᫔
dóryoku suru ദജߔࠆdótchi ߤߞߜ
doyóobi ࿯ᦐᣣ

robber, thief
make an effort, endeavour, take
pains
which one?
Saturday

E
–e
e߳
é⛗
–eba
ebi Ⲍ‫ޔ‬ᶏ⠧
Edomae ᳯᚭ೨ée ߃߃
eetto ߃߃ߞߣeibun ⧷ᢥéiga ᤋ↹eigákan ᤋ↹㙚eigakantoku ᤋ↹⋙〈eigo ⧷⺆eigyoochuu ༡ᬺਛ
eiji ⧷ሼ
Eikoku ⧷࿖
Eikokújin ⧷࿖ੱ
eikyoo ᓇ㗀éki 㚞
ekibíru 㚞ࡆ࡞ekimáe 㚞೨ekimei 㚞ฬén ౞
enpitsu ㋦╩
enryo ㆙ᘦ
erábu ㆬ߱erái உ޿
erebéetaa ࠛ࡟ࡌ࡯࠲࡯
–eru ߃ࠆéru ᓧࠆ
esá 㙄brusque imperative suffix
to, toward
picturesee –(r)eba
prawn, shrimp
fresh from the sea in front of Edo(Tokyo)yes
let me see (hesitation form)
English (written)
film, movie
cinemafilm director
Englishopen for business
English language (newspaper)
England, Britain
Englishman, Briton
influencestationstation building
in front of the station
station nameyenpencilreserve, holding backto choosegreat, praiseworthy, well done!
lift, elevator
potential suffix
to get, gain
feed, bait

323
esukaréetaa ࠛࠬࠞ࡟࡯࠲࡯
eto ᐓᡰ

escalator
traditional Chinese calendar
systemF
fákkusu ࡈࠔ࠶ࠢࠬ
fóoku ࡈࠜ࡯ࠢfuan na ਇ቟
fúben na ਇଢߥ
fuchúui ਇᵈᗧfude ╩
fuéru Ⴧ߃ࠆ–fújin –ᄦੱ
fujin ᇚੱFújisan ን჻ጊ
fújiyuu ਇ⥄↱
fuku ็ߊ
fuku ᜞ߊ
fukú ᦯
fukuméru ฽߼ࠆ
fukúshi ⑔␩
fukuúriba ᦯ᄁࠅ႐fukuzatsu na ⶄ㔀ߥ–fun ಽ
funabin ⦁ଢ
fúne ⦁
funka ྃἫFuransu ࡈ࡜ࡦࠬfuridasu 㒠ࠅ಴ߔ
furó 㘑ํ
furobá 㘑ํ႐
fúru 㒠ࠆ
furúi ฎ޿furúsato ᡿ㇹfutarí ੑੱ
futatsú ੑߟ
futói ᄥ޿futorimásu
futorisugi ᄥࠅߔ߉fax, facsimile
fork
uneasy, worriedinconvenientcarelessness
writing brush
to increase
Mrs…
lady, woman
Mt Fujidisabled, inconvenienced,
handicapped
to blow
to wipeclothes
to include
welfareclothing departmentcomplicatedminutessea mailship, boat
eruptionFranceto start raining
bathbathroom
to fall (rain and snow)oldhometown, native place
two people
twofat, thicksee futóru
too fat, overweight324
futóru ᄥࠆ
futsuka ੑᣣ
futsukayoi ੑᣣ㈮޿futsuu ᥉ㅢ
futtobóoru ࡈ࠶࠻ࡏ࡯࡞
fúudo ࡈ࡯࠼fúukei 㘑᥊
fuyásu Ⴧ߿ߔ
fuyu ౻

to get fat
two days, 2nd of the monthhangoverusual
footballhood
scene, sceneryincrease (transitive)
winterGga ߇
ga ߇
ga ߏㅅᖺߢߔ߇
gáado ࠟ࡯࠼gáido ࠟࠗ࠼gaijin ᄖੱ
gaikoku ᄖ࿖
gaikokújin ᄖ࿖ੱ
gaishoku ᄖ㘩gaka ↹ኅ
gakkári suru ߇ߞ߆ࠅߔࠆ
gaku 㗵
gakusei ቇ↢gakuse’iryoo ቇ↢ኰgakusha ቇ⠪
ganbáru 㗎ᒛࠆ
ganbátte kudasai 㗎ᒛߞߡਅߐ޿
garasu ࠟ࡜ࠬ–gáru ߇ࠆgasorin ࠟ࠰࡝ࡦgasorinsutándo ࠟ࠰࡝ࡦ࡮ࠬ࠲
ࡦ࠼
gásu ࠟࠬ
–gata ߇ߚgéi an ⧓
geijutsu ⧓ⴚ
geisha ⧓⠪but (clause-final particle)
subject particle
sorry to bother you, but…
railway arch
guide
foreigner, westerner (colloquial)
foreign country, abroad
foreigner
eating out
artistto be disappointed
a framestudent
student dormitory
scholarto persevere, stick to a task
keep at it, give it all you’ve got!
glass
to act in a…way (suffix forms
verb from adjective)
gasoline
petrol station
gas; cooker; petrol (colloquial)
plural suffix (honorific)
an art, accomplishment; trickart, artistic performance
geisha, traditional professional
entertainer

325
gekijoo ഍႐
gen’in ේ࿃
géndai ⃻ઍ
gendáibyoo ⃻ઍ∛gengo ⸒⺆
gengogakusha ⸒⺆ቇ⠪
genjoo ⃻⁁genjúumin ේ૑᳃
génkan ₵㑐génki na ర᳇ߥ
geshuku ਅኋ
génzai ⃻࿷getsuyóobi ᦬ᦐᣣ
gíjutsu ᛛⴚ
gín ㌁
ginkoo ㌁ⴕ
Gírisha ࠡ࡝ࠪࡖgítaa ࠡ࠲࡯
go ੖
–go ⺆
go…desu ߏ…ߢߔgobusata shite imásu ߏήᴕ᳸ߒ
ߡ޿߹ߔgochisoosama déshita ߏ㚓⿛᭽ߢߒߚgoenryo kudasaiᓮ㆙ᘦߊߛߐ޿
goenryo naku ߏ㆙ᘦߥߊ
goenryo nasaránaide kudasai ߏ㆙ᘦߥߐࠄߥ޿ߢਅߐ޿
gógatsu ੖᦬
gógo ඦᓟ
góhan ߏ㘵gói ⺆ᒵ
goissho ߏ৻✜
gokenson ߏ⻞㆖gokúroosama deshita ߏ⧰ഭ᭽ߢߒߚgokyoodai ߏఱᒉ
gomeiwaku desu ߏㅅᖺߢߔ

theatrecause
modern, present times, current
diseases of the modern lifestylelanguage
linguist
conditions, state of affairs
aborigine, original inhabitantentrance porch, vestibule
healthy, fit, wellboarding, lodging
now, at present
Mondaytechnology, skill
silverbank
Greeceguitarfivelanguage (suffix)
is… (subject honorificconstruction)
I have not been in touch, I havebeen neglectful
thank you for the wonderful meal
please refrain from…
please don’t stand on ceremony,
don’t just be polite
don’t stand on ceremony, don’t
just be politeMayafternooncooked rice, a meal
vocabulary
together, with you (honorific)
modest (honorific)
thanks for your help
brothers and sisters (honorific)
it’s an imposition (on…)

326
gomen kudasái ߏ఺ਅߐ޿
gomen nasái ߏ఺ߥߐ޿
gomi ߏߺ
gomibáko ߏߺ▫
gookaku วᩰ
Góoshuu ⽕Ꮊgootoo ᒝ⋑
goran kudasái/nasáiߏⷩਅߐ޿goran ni ireru ߏⷩߦ౉ࠇࠆ
goran ni náru ߏⷩߦߥࠆ
gorippa ߏ┙ᵷgoriyoo kudasái ߏ೑↪ߊߛߐ޿
góro 㗃
górufu ࠧ࡞ࡈ
goryooshin ߏਔⷫ
goshinpai náku ߏᔃ㈩ߥߊ
goshinsetsu ni ߏⷫಾߦgoshoochi no yóo ni ߏᛚ⍮ߩࠃ ߁ߦ
goshookai shimásu ߏ⚫੺ߒ߹ߔgoshújin ߏਥੱ
goshúmi ᓮ⿰๧
goyóo ߏ↪
goyukkúri ߏࠁߞߊࠅ
gozaimásu ߏߑ޿߹ߔ
gózen ඦ೨gozenchuu ඦ೨ਛ
gozónji desu ka ߏሽߓߢߔ߆
gozónji ᓮሽߓ ߏሽߓ
gurai ૏gúramu ࠣ࡜ࡓ
gurée ࠣ࡟࡯guuzen ஧ὼ
gyuuniku ‐⡺gyuunyuu ‐੃

excuse me, anyone home?;
goodbye (on telephone)
I’m sorry
rubbishrubbish bin, dustbin
passing (exam), making the grade
Australia
robberyplease look (honorific)
to show to a respected person –object (honorific)
to look, see (honorific)
splendid (honorific)
please use
about, aroundgolf(your) parents (honorific)
please don’t worry
thank you for your kindness
as you know
let me introduce …
husband (honorific), yourhusbandhobby (honorific), your hobby(shúmi)business, something to do(honorific)
at leisure, slowly (honorific)
is, are (formal)
morning, 㩔 a.m.
all morning, throughout themorning
do you know?
know (honorific)
about, as … asgram weightgrey
by chance
beef
milk

327

H
ha ᱤ
haba ᏷
haba ga hirói ᏷߇ᐢ޿haba ga semái ᏷߇⁜޿hachi ౎hachi ⱎhadashi ⵻⿷hadé ᵷᚻ
háha Უ
hái ߪ޿
hai ᧰haiiro Ἧ⦡haiken shite mo yoroshíi desu ka᜙⷗ߒߡ߽ࠃࠈߒ޿ߢߔ߆
haiken suru ᜙⷗ߔࠆháikingu ࡂࠗࠠࡦࠣ
hairimásu
háiru ౉ࠆháisha ᱤක⠪
haishaku suru ᜙୫ߔࠆhaitatsu suru ㈩㆐ߔࠆhaiyuu େఝ
hajimaru ᆎ߹ࠆ
hajime ೋ߼ ೋ߼
hajime…o —— …mo…ࠍೋ߼…߽
hajimemáshite ೋ߼߹ߒߡ
hajimemásu
hajimeru ᆎ߼ࠆ
hajímete ೋ߼ߡ
hákase ඳ჻hakken ⊒⷗hakkíri ߪߞ߈ࠅhako ▫
hakobu ㆇ߱haku ጁߊ
hakubútsukan ඳ‛㙚

tooth
width
wide
narroweight
bee
bare-footed, bare feetbright, loud, showy
motheryes
cupfuls, glassful
grey
may I have a look?
to look at object (honorific)
hikingsee háiru
to enter, go in, fit
dentistto borrow from a respected
person (honorific)
to deliveractor
to start, begin (intransitive)
first, beginning
not only but …, from … to …
how do you do?
see hajimeru
to begin
for the first time
doctor, PhD
discoveryclearlyboxtransport, carry (transitive)
to wear shoes, socks, skirt,
trousers, etc.
museum328
hamachi ߪ߹ߜ
hameru ߪ߼ࠆhán ඨhaná ⧎
hana 㥦
hanamí ⧎⷗
hanaréru 㔌ࠇࠆhanashí ⹤hanashimásu
hanasu ᡼ߔ
hanásu ⹤ߔ
hanátaba ⧎᧤hanáyome ⧎ᇾhanbai-búchoo ⽼ᄁㇱ㐳hanbáiki ⽼ᄁᯏ
hanbún ඨಽ
handobággu ࡂࡦ࠼ࡃ࠶ࠣ
hanga ↹
hangaku ඨ㗵hánsamu na ࡂࡦࠨࡓߥ
hansei suru ෻⋭hantai ෻ኻ
hanzai ‽⟋hanzúbon ඨ࠭ࡏࡦhappa ⪲ߞ߬hará ⣻
haráu ᛄ߁hare ᥍ࠇ
haremásu
hareru ⣲ࠇࠆharéru ᥍ࠇࠆ
háru ᤐ
haruméku ᤐ߼ߊ
haru-yásumi ᤐભߺ
hashí ᯅháshi ▰
hashirimásu
hashíru ⿛ࠆhatá ᣛ
hátachi ੑචᱦ

kingfish, yellowtail
to wear/put on (gloves, ring, etc.);
inserthalf past, – and a half
flowernose
cherry-blossom viewing
separate from, move away fromstory, talking
see hanásu
to let go
to speakbunch of flowers
new bridesales manager, head of the sales
sectionvending machinehalf
handbag
woodblock-print
half pricehandsomereflect, think over, reconsider
opposite, against
crimeshorts, short pants
leaf
belly
to payfine weather
see haréru
to swellto fine up
springbecome like spring
spring holiday
bridgechopsticks
see hashíru
to runflag
twenty years old329
hatarakimásu
hataraku ௛ߊ–hatsu ⊒hatsuka ੑචᣣ
hatsuon ⊒㖸hayái ㅦ޿hayamé ni ᣧ߼ߦ
hayashi ᨋhayásu ↢߿ߔhazu ߪߕ‫╫ޔ‬
hazukashigáru ᕯߕ߆ߒ߇ࠆ
hazukashíi ᕯߕ߆ߒ޿
hébi Ⱜ
heisei ᐔᚑ
heitai ౓㓌
heiwa ᐔ๺hén na ᄌߥhen ㄝhénji ᄌߓherasu ᷫࠄߔ
herikóputa ࡋ࡝ࠦࡊ࠲
hetá na ਅᚻߥ
heyá ㇱደhi ᣣhiatari ᣣᒰߚࠅhiatari ga íi ᣣᒰߚࠅ߇ᅢ޿
hidari Ꮐ
hidarigawa Ꮐ஥
hidarikiki Ꮐ೑߈
hidói ㉃޿hidói me ni áu ㉃޿⋡ߦળ߁
higashí ᧲hige o sóru 㜯ࠍೠࠆhige 㜯
hijoo ni 㕖Ᏹߦ
hijóoguchi 㕖Ᏹญhiketsu ⒁⸬
hiki ඘
hikidashi ᒁ߈಴ߒhikóoki 㘧ⴕᯏhiku ᒁߊ

see hataraku
to workleaving at/from (suffix)
twenty days
pronunciation
fast, quick, early ᣧ޿
early, on the early side
forestto grow (beard, etc.)
should be, is expected to be
to act shyly, be shy
ashamed, shy, embarrassed
snake
year period, 1989–
soldierpeacestrange, peculiar
place, area
answer, reply
reduce, decrease (transitive)
helicopter
poor at, weak at
roomday; sun
exposure to the sun
to be sunny
left
left-hand side
left-handed
cruel, severe
have a terrible experienceeast
to shavebeard, moustache
extremely, very
(emergency) exit
secret (method)counter for animals
draweraeroplane
to catch a cold; to pull; look up ina dictionary

330
hiku ᒢߊ
hikúi ૐ޿hima ᥜ
hinanjo ㆱ㔍ᚲhiragána ᐔ઒ฬ
hirói ᐢ޿hirú ᤤ
hirugóhan ᤤᓮ㘵hirumá ᤤ㑆hisashiburi ਭߒ߱ࠅhísho ⒁ᦠhitó ੱ
hitobanjuu ৻᥅ਛ
hitogomi ੱᷙߺ
hitóri ৻ੱ
hitóri de ৻ੱߢ
hitori mo + negative ৻ੱ߽
hitoríkko ৻ੱߞሶhitótsu ৻ߟhitsuji ⟠hitsuji ⟠hitsuyoo na ᔅⷐ
híyoo ⾌↪
hodo ⒟hoka ᄖ
hoken ଻㒾
hokengáisha ଻㒾
Hokkáidoo ർᶏ㆏
hókkee ࡎ࠶ࠤ࡯homéru ⹷߼ࠆ–hón ᧄ
hón ᧄ
hóndana ᧄ᫜
hontóo/hontó ᧄᒰ
hón’ya ᧄደ
hóo ga íi ᣇ߇޿޿hóo ᣇhóofu na ⼾ንߥ
hoogén ᣇ⸒
hookokusho ႎ๔ᦠ

to play piano, guitar, etc.
low, shortspare time
evacuation point
hiragána syllabarybroad, wide, vast
midday, lunchtime
lunch
daytimeafter a long time
secretary
person, someone else
all night
crowd of people
one person
alone, by oneself
no one, nobody
only child
one
sheep
sheep; ᧂ (calendar sign)necessarycostextent; (not) as … asother, anotherinsurance
insurance company
most northerly of Japan’s fourmain islands
hockeyto praise(numeral classifier) for
cylindrical objects
book
bookshelftruebook shop
be better to …
direction, siderich, abundantdialect
report331
hóomu ࡎ࡯ࡓhooritsu ᴺᓞhoosoo suru ᡼ㅍߔࠆhoshi ᤊhoshigáru ᰼ߒ߇ࠆhoshíi ᰼ߒ޿
hosói ⚦޿hóteru ࡎ࠹࡞
hotóndo ߶ߣࠎߤhotto suru ߶ߞߣߔࠆ
hyakkáten ⊖⽻ᐫhyakú ⊖
hyakubun ⊖⡞hyoogen ⴫⃻

railway platform
law
to broadcast
star
to want, appear to want
to want
thin, fine, narrow
hotel
almost all, nearly
to be relieved
department store
hundredhearing one hundred times
expression (in speech or writing)Ií੥ichi ৻
íchiba Ꮢ႐
ichíban ৻⇟
ichíbu ৻ㇱichído ৻ᐲ
ichidó wa ৻ᐲߪichigatsú ৻᦬ichigo ⧽
ichinichijuu ৻ᣣਛichioo ৻ᔕié ኅigai to ᗧᄖߣ
iidásu ⸒޿಴ߔIgirisu ࠗࠡ࡝ࠬIgirisújin ࠗࠡ࡝ࠬੱíi ᅢ޿
iie ޿޿߃
iimásuíimeeru E ࡔ࡯࡞
ijime ⧦߼íjoo એ਄
ika ὖ⾚íka એਅ

boar (calendar sign)one
marketfirst, no. 1, mostone part; one copy
once, sometime
once, just once, at least once
January
strawberryalltentatively, as a start, somehow
house, household; family
unexpectedly, surprisingly
begin to say; come out withEngland, Britain
Englishman, Briton
goodno
see yuu
E-mailbullying
all, above, up to heresquid, cuttlefish
less than, from … down

332
ikága ᅤ૗ikága desu ka ᅤ૗ߢߔ߆
ikébana ↢⧎ikemasén ޿ߌ߹ߖࠎ
ikimásu ⴕ߈߹ߔikken ৻⷗íkoo એ㒠
iku ⴕߊ
íkutsu ᐞߟíkura ᐞࠄíma ੹
imada ᧂߛimásu
ími ᗧ๧
imootó ᆂ
inaka ↰⥢
Índo ࠗࡦ࠼
Indonéshia ࠗࡦ࠼ࡀࠪࠕ
inemúri ዬ⌁ࠅ
infure ࠗࡦࡈ࡟inku/inki ࠗࡦࠢ
inóru ␨ࠆinoshíshi ⁿinshoo ශ⽎inshooteki ශ⽎⊛
inú ᚎ
inú ›
ippai ޿ߞ߬޿íppai ৻᧰ippen ni ৻ㆉߦíppo ৻ᱠ
ippootsúukoo ৻ᣇㅢⴕirasshái ޿ࠄߞߒ߾޿
irasshaimáse ޿ࠄߞߒ߾޿߹ߖ
irasshaimásu
irassháru ޿ࠄߞߒ߾ࠆ
iremásu
ireru ౉ࠇࠆiriguchi ౉ࠅญ
irimásuiró ⦡how? (honorific)
how are you?
ikebana, flower arrangement
won’t do; Don’t do that!
see iku
one lookafter, since, from … onwards
to go
how many
how muchnow
still
see irumeaning
younger sistercountryside
India
Indonesia
dozing off; falling asleep (at thewheel)
inflationink
to pray
wild boar
impression
impressive, striking, moving
dog (calendar sign)dog
full
one glassful, cupfulat once, at a time
one stepone-way traffic
welcome!
welcome (honorific)
see irassháru
to come, go, be (honorific)
see ireru
to put inentrance
see ir-u
colour

333
iroiro na ⦡‫ߥޘ‬
iru ޿ࠆíru ౉ࠆ
ir-u ⷐࠆ
iséebi દ൓ᶏ⠧isha ක⠪ishí ⍹
isogashíi ᔔߒ޿
isogimásu
isógu ᕆߋissho ৻✜ísshoo ৻↢
isshookénmei ৻↢ ๮
isshu ৻⒳isshuu suru ৻๟ߔࠆisu ᫹ሶ
itadaku 㗂ߊitái ∩޿
itamae ᧼೨Itaria, Itarii ࠗ࠲࡝ࠕ‫࡯࡝࠲ࠗޔ‬itásu ⥌ߔ
itóko ᓥఱᒉítsu ૗ᤨ
itsudémo ૗ᤨߢ߽ítsuka ޿ߟ߆
itsuka ੖ᣣítsumo ૗ᤨ߽
itsútsu ੖ߟ
ittai ৻૕iu ⸒߁iya ޿߿
iyá na ህߥ
iyagáru ህ߇ࠆ
izakaya ዬ㈬ደ

variousto be
see háiru
needlobster
doctorstone
busy
see isógu
to hurry
togetherlife, throughout one’s life
for all one is worth, desperately
a kind of
to do a circuit of, to go aroundchair
to receive (object (honorific)),
to eat (formal)
painful, to hurt
cook, chef (Japanese food)
Italy
to do (object (honorific))cousinwhen
any time at all
sometime, one day
five days; 5th of the monthalwaysfive(what) on earth!
see yuuno (when contradicting)unpleasant, disagreeable
to dislike, find repugnant, be unwilling totavern, pub (Japanese style)Jjá/jáa ߓ߾޽
jaanarísuto ࠫࡖ࡯࠽࡝ࠬ࠻

well then, in that casejournalist334
jama ㇎㝷jí ሼji ᤨ
jibikí ሼᒁ
jibun de ⥄ಽߢ
jidóosha ⥄േゞjigi
jíinzu ࠫ࡯ࡦ࠭jijoo ੐ᖱjikan ᤨ㑆
jíken ੐ઙjíko ੐᡿
jíko ⥄Ꮖ
jikogénba ੐᡿⃻႐
jíkoku ᤨೞ
jikoshóokai ⥄Ꮖ⚫੺jímen ࿾㕙
jimí ࿾๧
jímu ࠫࡓ
jimúsho ੐ോᚲ–jin ੱ
jinja ␹␠jinkoo ੱญ
jisatsu ⥄Ვjishin ⥄ାjishin ࿾㔡jísho ㄉᦠjissai ni ታ㓙ߦjisui ⥄Ἲ
jiténsha ⥄ォゞjitsú ni ታߦjitsú wa ታߪ
jiyúu ⥄↱
jizake ࿾㈬jógingu ࡚ࠫࠡࡦࠣ
jójo ni ᓢ‫ߦޘ‬
jókki ࡚ࠫ࠶ࠠ–joo ㍤
jooba suru ਸ਼㚍ߔࠆjoodan ౬⺣jooei ਄ᤋ F
joohoo ᖱႎhindrance, nuisance (see ojama)
character, lettero’clock (suffix)
dictionary
by oneselfcar
see ojigi
jeans
circumstances, the state of things
time; hour
incident, case, affair
accident
self
scene of an accident
time
self-introduction
groundsubdued, conservative, plain
gym
officeperson; suffix of nationality
shrine (Shinto)
population
suicideconfidence
earthquake
dictionary
really, actually, in reality
cooking for oneself
bicyclereally, honestly
actually, in fact
freedom; –na free
local sakejogging
graduallyjug, mug, tankard
tablet (numeral classifier)to ride a horsejokeshowing (a film), screening
information

335
jookyuu ਄⚖jooshoo ਄᣹
jootatsu ਄㆐
joozú na ਄ᚻߥ
josei ᅚᕈjóshi ᅚሶjoshigákusei ᅚሶቇ↢júnbi Ḱ஻
júnjo 㗅ᐨ
–juu ਛ
júu ච
juubún චಽ
júudoo ᨵ㆏
juugatsú ච᦬
juuichigatsú ච৻᦬
juunigatsú චੑ᦬
juuníshi චੑᡰ
júusho ૑ᚲ
júusu ࠫࡘ࡯ࠬjuuyokka ච྾ᣣadvanced class/level
increase, riseprogression, advancement
to be skilful; to be good at
woman
woman; women’s (sporting event)female student
preparationsorder
all through (suffix)
tensufficient, enough, plenty
judo
OctoberNovember
December
12 branches; 12 animals of theChinese zodiac
addressorange juice
14th day of the monthKka ߆káado ࠞ࡯࠼kaban 㕲kabe ო
kabin ⧎↉
kabu ᩣ
kabuki ᱌⥰પkabúru ⵍࠆkachimásu
kachoo ⺖㐳
kádo ⷺ
kaeri Ꮻࠅkaerimásu
káeru Ꮻࠆkaeru ⰶkáesu ㄰ߔinterrogative particle; orcardbag, briefcase
wall
vase
(stocks and) shares
Kabuki traditional theatre
to wear a hat; put on the headsee kátsu
head of a section or department
cornerthe way home; going home
see káeru
to return home, go backfrog
to return, give back

336
kágaku ൻቇ
kágaku ⑼ቇ
kagamí ㏜
kage ᓇ
–kágetsu ࡩ᦬kagí ㎛
kago ☜
kagu ༦ߋ
kágu ኅౕ
kai ’in ળຬ
kaidan 㓏Ბkaigai-ryókoo ᶏᄖᣏⴕkaigan ᶏጯ
kaigí ળ⼏
kaigichuu ળ⼏ਛkaigíshitsu ળ⼏ቶkaiin ળຬkaijoo ળ႐
kaimásukaimono ⾈޿‛
kaisatsúguchi ᡷᧅญ
kaisha ળ␠
kaishain ળ␠ຬ
kaiwa ળ⹤káji Ἣ੐
kakarimásu
kakaríchoo ଥ㐳kakáru ߆߆ࠆ
kakáru ߆߆ࠆ

kakéru ߆ߌࠆ
kakéru 㚟ߌࠆkaki ᩑ
káki ‖⳼kakimásu
kakiowáru ᦠ߈⚳ࠊࠆ
kakkoo ᩰᅢ
káku ᦠߊ
kákuchi ฦ࿾kakuu no ᨞ⓨߩchemistrysciencemirrorshade, shadow
months (numeral classifier)keybasket; cage
to smellfurniturememberstairs, steps
overseas trip
coast, seaside
conference; also káigi
in conference
conference room
memberconference room
see kau
shopping
ticket gatecompany
company employee
conversation
fire
see kakáru
chief clerk, project manager
to costto take time, cost; be hanging;
denwa ga kakáru to berung upto hang, attach
to run, gallop
persimmon
oystersee káku
to finish writing
form, shape, appearance
to writeeverywhere, all places
throughout…
imaginary, fictitious

337
kamá ┇
kamaimásén ᭴޿߹ߖࠎ
kámera ࠞࡔ࡜
kami ⚕
kaminári 㔗
kaminóke 㜬ߩᲫkámo shiremasen ߆߽⍮ࠇ߹ߖࠎkamoku ⑼⋡–kan 㑆
kanaboo ㊄᫔Kánada ࠞ࠽࠳
kánai ኅౝkanarazu ᔅߕ
kánari ߆ߥࠅ
kanashii ᖤߒ޿
kanban ⋴᧼kánben shite kudasái ൊᑯߒߡਅ
ߐ޿kane ㊄kanemochí ㊄ᜬߜkangaekatá ⠨߃ᣇkangáeru ⠨߃ࠆkangei suru ᱑ㄫߔࠆkangei ᱑ㄫ
kangófu ⋴⼔ᇚkani Ⳝ
kanja ᖚ⠪kanji ᗵߓkanji ṽሼkanjiru ᗵߓࠆ
kanjóo ൊቯ
kankei 㑐ଥ
Kánkoku 㖧࿖Kankokugo 㖧࿖⺆Kankokujín 㖧࿖ੱkankoo ⷰశ
kankyoo ⅣႺ
kánojo ᓐᅚ
kanpai ੇ᧰
kanreki ㆶᥲ
kannrinin ▤ℂੱkiln
it doesn’t mattercamerapaper
thunderhair
perhapssubject, course
suffix indicating duration
metal rod, iron rod
Canadawife; my wife
certainly, surely, without failfairlysad
signboard, signplease forgive me; please excuse
memetal, see okanerich person
way of thinking
to think, consider
to welcome
welcomenurse
crab
patient
feeling
Chinese charactersfeelbill, accountrelations, connection
South Korea
Korean (language)
Korean (person)
tourism
environmentshea toast, cheers
sixtieth birthday
caretaker, janitor

338
kánsuru 㑐ߔࠆkantan na ◲නߥkao 㗻
kaoiro 㗻⦡kaori 㚅ࠅkara ߆ࠄ
kara ߆ࠄ
kara ߎࠇ߆ࠄ
kará ⓨkara, –te——karada o kowásu ૕ࠍߎࠊߔ
karada ૕
karakuchi ㄆญkaraoke ࠞ࡜ࠝࠤkarate ⓨᚻ
karatédoo ⓨᚻ㆏káre ᓐ
karimásu
kariru ୫ࠅࠆ
karu ಿࠆ
karui シ޿
kása ஺
kashikói ⾫޿kashikomarimáshita ⇊߹ࠅ߹ߒߚkashimásu
káshira ߆ߒࠄkasu ⾉ߔkata ᣇ
káta ⢋
katachi ᒻkatagaki ⢋ᦠ߈katai ࿕޿katakána ઒ฬ
katákori ⢋ಝࠅkatana ಷ
katazukéru ઃߌࠆ

about, concerning
simple, easy, brief
facecomplexion
smell, fragrance
because (clause final particle)
from (phrase final particle)
now, from now on
empty
see –te kara
to harm one’s healthbody; healthdry (of wine, etc.)
karaoke, singing to musicalaccompaniment (literally,‘empty orchestra’)
karate (a martial art)
the way of karate, teachings ofkaratehesee karu and kariru
to borrowto mow, cut
light; not heavy
umbrellaclevercertainly sir/madam (object honorific)
see kasu
I wonder if … (feminine
sentence-final particle)
to lendperson (honorific)
shouldershape, form
credentials, title (writing beside
the name on a business card)
hard
a Japanese syllabary
stiffness in the shoulders
sword
to tidy up, put away339
kátsu ൎߟkáu 㘺߁
kau ⾈߁
kawá Ꮉ
kawaíi นᗲ޿
kawaku ੇߊ
kawari ni ઍࠅߦ
kawaru ᄌࠊࠆ
kawasu ੤ࠊߔ
kawatta ᄌࠊߞߚkayóobi Ἣᦐᣣ
kayou ㅢ߁kayui ∣޿
kázan Ἣጊkaze 㘑
kaze 㘑㇎kazoeru ᢙ߃ࠆ
kázoku ኅᣖ
kázu ᢙ
kazunoko ᢙߩሶke Ძkedo ߌߤ
kegá ᕋᚒ
keiba ┹㚍
keigo ᢘ⺆
keijiban ឝ␜᧼
keikaku ⸘↹
keiken ⚻㛎keikoo ௑ะ
keimusho ೃോᚲ
keisatsu ⼊ኤkeitai-dénwa ៤Ꮺ㔚⹤keiyaku ᄾ⚂
kéizai ⚻ᷣkeizaiséichoo ⚻ᷣᚑ㐳
kekkon suru ⚿ᇕߔࠆ
kekkón-shiki ⚿ᇕᑼ
kékkoo desu ⚿᭴ߢߔ
kékkoo na ⚿᭴ߥto winto keep (an animal); have (a pet)to buyriver
cute, appealing; precious,
belovedto dry up
instead ofto change
exchange (conversations)strange, peculiar; weird
Tuesday
to attend; go regularly
between, ply
itchy
volcanowind
a coldto countfamilynumbersalted herring roe
hair, furbut (casual speech)
injuryhorse-racing; race-horse
respect language
notice board
planexperiencetendency
prison, gaol
the police
mobile phone, cell phone
contract
economy, economics
economic growth
to marry
wedding ceremony
it’s fine; it’s all right; no thankyou; I’ve had enoughfine, wonderful

340
kemuri ᾍ
kén ೛
ken ⋵
–ken イkenbutsu ⷗‛kenchikka ᑪ▽ኅkenchiku ᑪ▽
kéndoo ೶㆏
kenka ༗ནkenkoo na ஜᐽߥ
kenkoo ஜᐽ
kenkyuu ⎇ⓥkenkyúushitsu ⎇ⓥቶ
kenson na ⻞㆖ߥkentóo ga tsukánai ⷗ᒰ߇ߟ߆
ߥ޿
keredomo ߌࠇߤ߽késa ੹ᦺ
keshiki ᥊⦡
kesshite ᳿ߒߡkesu ᶖߔ
ki ga suru ᳇߇ߔࠆki ga tooku náru ᳇߇㆙ߊߥࠆ
ki ga tsuku ᳇߇ߟߊki ni iru ᳇ߦ౉ࠆki ni náru ᳇ߦߥࠆki ni suru ᳇ߦߔࠆki o tsukéru ᳇ࠍߟߌࠆ
kí ᧁ
ki ᳇
kieru ᶖ߃ࠆkíga 㘫㙈
kíji ⸥੐
kikai ᯏળkikái ᯏ᪾kikaseru ⡞߆ߖࠆkiken ෂ㒾kiken na ෂ㒾kikimásu
kikoeru ⡞ߎ߃ࠆkikoeru ⡞ߎ߃ࠆsmoke
ticketprefecture(numeral classifier for buildings)
sightseeingarchitectarchitecture
Japanese fencing
argument
healthyhealthresearch, study
office (of a university academic)
modest, humble
have no idea, be unable to guessbut, however
this morning
scenery(definitely) not; neverto put out, extinguishto feel, think
faint away, feel dizzy
to notice, realize
to like, be pleased
to be a worry, weigh on one’s
mind
to worry
to be careful
tree; woodmind, spirit, energy
to go out, disappear
faminearticle (newspaper, etc.)
opportunity
machineto tell, relate
dangerdangerous
see kiku
to be able to hear, be audible
to be audible; can hear

341
kiku ೑ߊ
kiku ⡞ߊkiku ⩵
kimaru ᳿߹ࠆ
kimásukimeru ᳿߼ࠆ
kimi ำ
kimochi ᳇ᜬߜ
kimono ⌕‛kín ㊄kinchoo suru ✕ᒛߔࠆ
kindókei ㊄ᤨ⸘
kin’en ⑌ᾍ
kinen ⸥ᔨkíngyo ㊄㝼kínjo ㄭᚲkinmédaru ㊄ࡔ࠳࡞kinóo ᤓᣣkinshi ⑌ᱛ
kin’yóobi ㊄ᦐᣣ
kin’yuu ㊄Ⲣkiósuku ࠠࠝࠬࠢkippu ಾ╓kirai na ህ޿ߥ
kírei na ✊㤀ߥkirimásu
kirin ࠠ࡝ࡦkiro ࠠࡠ
kíru ಾࠆ
kiru ⌕ࠆ
kísetsu ቄ▵kisha ᴁゞ
kisó ၮ␆
kisobúnpoo ၮ␆ᢥᴺ
kisóku ⷙೣ
kisoku-tadashíi ⷙೣᱜߒ޿
kissáten ༛⨥ᐫkitá ർ
kitai ᦼᓙkitanai ᳪ޿kitte ಾᚻto work, be effective, function
to hear, listen; ask
chrysanthemum
to be decided
see kúru
to decide, fix, settle
you (familiar)
feeling; moodkimono, garment
gold
to be tense, to be strained
gold watch
no smoking(in) commemoration, souvenir,
keepsake
goldfishneighbourhood, nearby
gold medal
yesterday
forbidden
Fridayfinancekioskticketto dislike
beautiful; clean
see kír-ugiraffekilometre, kilogram
to cutto wearseasontrain
basis, foundation
basic grammar
rule, regulation
regular, regulated
tea shop, coffee shop
northexpectation, hopes, anticipation
dirty, filthy
postage stamp342
kitto ߈ߞߣkke ߞߌ
ko ୘ko ሶ
kochira kóso ߎߜࠄߎߘ
kochira ߎߜࠄ
kódai ฎઍkodomo ሶଏkóe ჿ
kóe ga suru ჿ߇ߔࠆkokki ࿖ᣛkoko ߎߎ
kokonoká ਻ᣣ
kokónotsu ਻ߟ
kokóro ᔃ
kokuritsu ࿖┙
kokuritsu-dáigaku ࿖┙ᄢቇkokusai ࿖㓙kokusaikóoryuu ࿖㓙੤ᵹkokusaiteki ࿖㓙⊛
komáasharu ࠦࡑ࡯ࠪࡖ࡞
komáru ࿎ࠆ
kome ☨
koméya ☨ደ
kómu ㄟ߻
kón ⚬kónban ੹᥅
konban wa ੹᥅ߪ
konbíni ࠦࡦࡆ࠾kondákutaa ࠦࡦ࠳ࠢ࠲࡯
kóndo ੹ᐲkóngetsu ੹᦬
konna ߎࠎߥkonnichi wa ੹ᣣߪ
kono ߎߩ
kono aida/konaida ߎߩ㑆
konogoro ߎߩߏࠈkonpyúuta ࠦࡦࡇࡘ࡯࠲
konshéruje ࠦࡦࠪࠚ࡞ࠫࠚ
konshuu ੹ㅳsurely, certainly
retrospective question particle(numeral classifier) for
miscellaneous objects
child
me too; the pleasure is mine
this one, this way
ancient period; ancient
child
voice
to hear a voicenational flag
herenine days; 9th of the monthnine
heart; feelings; mind
nationala national university
international (as prefix)
international exchangeinternational (adjective)commercial, advertisement
to be in trouble; become
distressed; be at a loss
rice (uncooked)
rice merchant; rice shop
to get crowded
navy blue
this evening
good evening
convenience store(tour) conductor
this time; next time
this month
this kind of
hello!; good day
thisrecently, the other day
these days
computerconcierge (in a hotel)
this week343
koo ߎ߁
koo yuu ߎ߁޿߁koo yuu fuu na ߎ߁޿߁߰߁ߥ
koo yuu fuu ni ߎ߁޿߁߰߁ߦ
kooban ੤⇟
Koochíken 㜞⍮⋵
koodai na ᐢᄢߥ
kooen ౏࿦koofun ⥝ᅗkoogai ౏ኂ
koohai ᓟヘ
koohíi ࠦ࡯ࡅ࡯koohyoo ᅢ⹏koojichuu Ꮏ੐ਛ
koojoo Ꮏ႐
kookan ੤឵
kookan-ryúugakusei ੤឵⇐ቇ↢
kookoku ᐢ๔
kookoo 㜞ᩞkookóosei 㜞ᩞ↢kookúuken ⥶ⓨ೛
kóokyo ⊞ዬkoomúin ౏ോຬ
koonétsuhi శᾲ⾌koori ᳖kooryuu ੤ᵹkoosoku 㜞ㅦkoosoku-básu 㜞ㅦࡃࠬ
koosoku-dóoro 㜞ㅦ㆏〝
kóosu ࠦ࡯ࠬkoosui 㚅᳓
kóoto ࠦ࡯࠻kootoogákkoo 㜞╬ቇᩞ
kootsuu ੤ㅢ
kootsuu-jíko ੤ㅢ੐᡿kooyoo ⚃⪲koozui ᵩ᳓
koppu ࠦ࠶ࡊkore ߎࠇ
koro 㗃

like this
this kind of
this kind oflike thispolice-box
Kochi Prefecture
vast, immensepark
excitement
pollution; public nuisancejunior (student, etc.)
coffeepopular, well received, highly
praisedunder construction; men at work
factory
exchangeoverseas exchange student
advertisement; announcement
high school (abbr.)
high-school student
airline ticket
the imperial palace
civil servant, government
employeeheating and lighting costs
icecultural exchange
high speed
highway bus
highway, motorway
courseperfumecoathigh school
traffic
traffic accident
autumn leaves
flood
a glass
thistime; about when; about

344korobu ォ߱korosu Ვߔ
koshi ⣶
koshiraeru ߎߒࠄ߃ࠆ
koshoo suru ᡿㓚ߔࠆkoshóo ⢫ᬅkóso ߎߘ
kossetsu 㛽᛬kotáeru ╵߃ࠆkotchí ߎߞߜ
koten-óngaku ฎౖ㖸ᭉ
kotó ੐
kotó ga aru ߎߣ߇޽ࠆ
kotó ga dekiru ߎߣ߇ߢ߈ࠆ
kotó ni suru ߎߣߦߔࠆ
kotó ni yotte ߎߣߦ޿ࠃߞߡ
kotobá ⸒⪲
kotoshi ੹ᐕkotsu ߎߟkowagáru ᔺ߇ࠆ
kowái ᔺ޿kowareru უࠇࠆ
kowásu უߔ
kozutsumi ዊ൮
–ku ߊ
kú ਻
–ku nai ߊߥ޿
kubáru ㈩ࠆ
kubi 㚂
kuchi ญkuchihige ญ㜯kudámono ᨐ‛
kudasái ਅߐ޿
kudasáru ਅߐࠆ
kugatsú ਻᦬
kúmo 㔕
kumóru ᦅࠆ
kumorí ᦅࠅkun ำkuni ࿖

to fall overto killhips, lower backto make; manufacture
to break down, malfunction
pepperthe very one (emphatic particle)
broken bone
to answer
here; this way; this one
classical music
thing; fact
to have done; to haveexperienced
to be able
to decide to
by …ing, through …ingwords; language
this year
knack, trick
to be frightened
to be frightened; frightening
to get broken
to breakparceladverb suffix
ninenegative suffix
to distribute
neck
mouth
moustache
fruit
please give me
to give
Septembercloud
to cloud over; become cloudy
cloudy weather
familiar form of address for men
and boyscountry; one’s native place

345
kurai ᥧ޿kurasu ᥵ࠄߔ
kurejittokáado ࠢ࡟ࠫ࠶࠻ࠞ࡯࠼
kureru ๓ࠇࠆ
kuríininguya ࠢ࡝࡯࠾ࡦࠣደ
kurísumasu ࠢ࡝ࠬࡑࠬ
kurói 㤥޿
kúru ᧪ࠆ
kuruma ゞ
kusá ⨲
kusái ⥇޿
kusáru ⣣ࠆkusuri ⮎kusuriya ⮎ደkutabiréru ߊߚ߮ࠇࠆ
kutsú 㕦kutsu-úriba 㕦ᄁ႐
kúu 㘩߁
kúuki ⓨ᳇kuukoo ⓨ᷼
kuwáete ട߃ߡkyaku ቴkyónen ෰ᐕ
kyóo ੹ᣣ
kyóoshi ᢎᏧkyóodai ఱᒉ
kyoodoo ౒หkyoogijoo ┹ᛛ႐kyooiku ᢎ⢒
kyóoju ᢎ᝼
kyóoka ᒝൻ
kyóomi ⥝๧
kyóomi o mótsu ⥝๧ࠍᜬߟkyóoshi ᢎᏧkyóri 〒㔌kyúu ਻
kyuujitsu ભᣣ
kyúuri 㤛ⅶ
kyúuryoo ⛎ᢱ
Kyúushuu ਻Ꮊdark
to livecredit card
to give
dry cleaner’s
Christmas
black
to comecart; cargrasssmellyto rot; go bad
medicine; medication
chemist’s
to get tired; exhausted
shoes
shoe department/countereat (vulgar)
air
airportin addition
guest; customer
last year
today
teacherbrothers and sisters
in common, sharedstadium, sports groundeducation
professor
strengthening
interest
to be interested (in = ni)teacherdistancenine(public) holiday
cucumbersalaryKyushu (southernmost ofJapan’s four main islands)

346

M
ma ni áu 㑆ߦว߁
máa máa ߹޽߹޽máajan 㤗㓴
machí ↸
machiawaséru ᓙߜวࠊߖࠆ
machigaeru 㑆㆑߃ࠆ
machigai 㑆㆑޿
machigatte 㑆㆑ߞߡ
machigau 㑆㆑߁machimásu
máda ᧂߛ
máde ߹ߢ
máde ni ߹ߢߦ
mádo ⓹
madóguchi ⓹ญmáe ೨máfuraa ࡑࡈ࡜࡯magaru ᦛ߇ࠆmáhi 㤗∽–mai ᨎ
mai- Ფ
máiasa Ფᦺ
maigetsu Ფ᦬mainen Ფᐕ
máinichi Ფᣣmáiru ෳࠆmaitoshi Ფᐕmaitsuki Ფ᦬makikomaréru Ꮞ߈ㄟ߹ࠇࠆ
makizushi Ꮞኼมmama ߹߹
mamóru ቞ࠆmángaichi ਁ߇৻
mannaka ⌀ࠎਛmánshon ࡑࡦ࡚ࠪࡦ

to be in time (for = ni); to beenoughso so; not badmahjong
town; district
to meet, arrange to meetto mistake (transitive)
mistake, error
by mistake
to be wrong; make a mistakesee mátsu
still, not yet
as far as, until
by, before
windowcounter, window
front; —— no máe ni in front ofmuffler
to turn; go aroundparalysis(numeral classifier for flat
objects)
each, every (prefix)
every morning
every monthevery year
every dayto go, come (formal)
every year
every month
to be caught up in, be swept
along withsushi rollway, fashion, as it is (see sono
mama)
to protect; observe (rules, etc.)
just in caseright in the middle
flat; apartment

347
mánzoku suru ḩ⿷ߔࠆ
marude ߹ࠆߢmarui ਣ޿másaka ߹ߐ߆–masén ߹ߖࠎ–masén deshita ߹ߖࠎߢߒߚ
–máshita ߹ߒߚ–mashóo ߹ߒࠂ߁massúgu ⌀ߞ⋥ߋmata dóozo ߹ߚߤ߁ߙ
mátchi ࡑ࠶࠴
mata ߹ߚ‫ޔ‬෶
mátsu ᓙߟmátsu ᧻matsuri ⑂ࠅ
mattaku ోߊmawari ๟ࠅ
mayaku 㤗⮎
mázu వߕmé ⋡–me ⋡méeru ࡔ࡯࡞méetoru ࡔ࡯࠻࡞mégane ⌒㏜–mei ฬ
Méiji ᣿ᴦMeijijínguu ᣿ᴦ␹ችmeirei suru ๮઎ߔࠆméin ࡔࠗࡦ
meishi ฬೝ
meishu ㌏㈬meetoru ࡔ࡯࠻࡞méiwaku ㅅᖺ
mekata ⋡ᣇ
Mekíshiko ࡔࠠࠪࠦmémo ࡔࡕ
ménbaa ࡔࡦࡃ࡯mendóo na 㕙ୟménkyo ఺⸵
ményuu ࡔ࠾ࡘ࡯menzéiten ఺⒢ᐫ

to be satisfied
just like, just as if
round
surely not, nonsense!
polite negative ending
polite past negative ending
polite past ending
polite hortative ending, let’s…
straight ahead
please come again
matchesagain; further
to waitpine
festival
completely, absolutely
surrounding area, aroundnarcotic drugs
first (adverb)
eyeordinal suffix
mail (E-mail)metre
spectacles, glasses
numeral classifier for people
year period (1868–1912)
shrine in Tokyo commemorating
the Emperor Meiji
to ordermain meal, main dishbusiness card, name cardfine sakemetretrouble, nuisanceweightMexicomemo; memo padmemberbothersome; difficult
licence (qualification)menu
tax-free store

348
meshiagaru ถߒ਄߇ࠆ
meshita ⋡ਅmeue ⋡਄mezurashíi ⃟ߒ޿mi ni tsuku りߦߟߊmi Ꮘmiai ⷗ว޿
michi ㆏mídori ✛miéru ⷗߃ࠆmiéru ⷗߃ࠆmigaku ⏴ߊmigi ฝ
migigawa ฝ஥
migigawatsúukoo ฝ஥ㅢⴕmígoto na ⷗੐ߥ
mijikái ⍴޿míkan Ᵽᨲmikka ਃᣣmimai ⷗⥰޿
mimásumimí ⡊
miná ⊝
minami ධ
minamimuki ධะ߈
minásama ⊝᭽minásan ⊝ߐࠎ
minato ᷼
mineraru-wóotaa ࡒࡀ࡜࡞࡮
࠙ࠜ࡯࠲࡯minna ߺࠎߥminshuku ᳃ኋ
minshushúgi ᳃ਥਥ⟵min’yoo ᳃⻦mínzoku ᳃ᣖ
miokuru ⷗ㅍࠆ
míru ⷗ࠆ

to eat (honorific)
socially inferior (i.e. below
oneself in age, position or status)
socially superior (i.e. above
oneself in age, position or status)
rare; unusual
to absorb, acquire, learn(intransitive)
snake (calendar sign)
marriage meeting
road
green
to come on a visit (honorific)
to be able to see; be visible
to polish; shine; clean
rightright-hand sidekeep rightsplendidshort
mandarin orange, satsuma
three days; 3rd of the monthvisit to the sick, get-well visit
see míru
ear
all, everyone
southfacing south
everyone; all of you; ladies andgentlemen (honorific)
everyone; all of you; ladies andgentlemen (honorific)
harbour, port
mineral water
all, everyone
bed and breakfast, guesthouse
democracy
folk songethnic group, people
to see off; send off
to see, look, watch

349
míruku ࡒ࡞ࠢ
misé ᐫ
misemásu
miséru ⷗ߖࠆ
mítai na ߺߚ޿ߥmíte morau ⸻ߡ߽ࠄ߁
mitsukaru ⷗ߟ߆ࠆmitsurin ኒᨋ
mittsú ਃߟ
miyage ࿯↥
miyako ㇺ
mizu ᳓
mizuúmi ḓmo ߽
mo…mo ߽…߽mochiagéru ᜬߜ਄ߍࠆ
mochíron ൩⺰modan na ࡕ࠳ࡦߥmodóru ᚯࠆ
modósu ᚯߔ
mokuyóobi ᧁᦐᣣ
momo ᩶
momoiro ᩶⦡món 㐷
Monbúshoo ᢥㇱ⋭mondai ໧㗴
mongén 㐷㒢
monó ‛
monó ⠪
móo ߽߁moo ߽߁
mooshiagéru ↳ߒ਄ߍࠆmooshiwake arimasén ↳ߒ⸶޽ࠅ߹ߖࠎmóosu ↳ߔ
morau ⾃߁mori ᫪
móshi(ka) ߽ߒ(߆)
móshimoshi ߽ߒ߽ߒmotoméru ᳞߼ࠆ

milk (condensed)
shop
see miséru
to show
like, asto have oneself examined (by adoctor)to be found; be able to findjunglethreesouvenir; gift
capitalwaterlake
also, too; even
both…andto lift upof course
modernto return (intransitive)
to put back; bring up, vomit(transitive)
Thursday
peach
pink
gate
Ministry of Education
problem, question
curfew, closing time
thing
person (formal)
alreadymore
to say (object honorific)
I’m terribly sorry; there’s no
excuseto say; be called (formal)
to receive, be given
wood; grove
ifhello (telephone)
to seek; to buy (honorific)

350
mótsu ᜬߟmotte iku ᜬߞߡ޿ߊ
motte kúru ᜬߞߡߊࠆ
mótto ߽ߞߣmóttomo ᦨ߽
moyori no ᦨነࠅߩmuchiuchishoo 㖊ᛂߜ∝muda na ή㚝ߥmúgamuchuu ήᚒᄞਛmuiká ౐ᣣmukaeru ㄫ߃ࠆmukashi ᤄmukau ะ߆߁mukoo ะߎ߁muku ะߊ
mumei ήฬmurá ᧛
murásaki ⚡múri na ήℂߥmuró ቶ
Muromachi-jídai ቶ↸ᤨઍmushi ⯻
mushiatsúi ⫳ߒᥤ޿
músu ⫳ߔmusubu ⚿߱musuko ᕷሶmusumé ᆷ
muttsú ౐ߟ
muzukashíi 㔍ߒ޿
myóo na ᅱߥ
myóoban ᣿᥅
myóoji ฬሼ
myóonichi ᣿ᣣto have; holdto taketo bringmore
mostnearestwhiplash injury
useless; a waste
frantically; like madsix days, 6th of the month
to meet, welcome
the past; long ago; formerly
to face; go towards
opposite; over there; abroadface (intransitive), turn towards;
suitunknown
village
purpleunreasonable, fruitless, uselessroom
Muromachi period(1336–1573)
insect, worm, bug
humid, sultry
to steamtie, link, joinsondaughtersix
difficultodd, strange, peculiar
tomorrow night (formal)
family name, surname
tomorrow (formal)N’n desu ࠎߢߔ
na no de ߥߩߢ
na no ni ߥߩߦ

the fact isbecause it isalthough it is

351
ná ߥ
na ߥ
náa ߥ޽
nadakái ฬ㜞޿nádo ╬
nagái 㐳޿nagamé ⌑߼–nágara ࡯ߥ߇ࠄnagareru ᵹࠇࠆ
nagasu ᵹߔ–nai ߥ޿
nái ߥ޿
–naidenáifu ࠽ࠗࡈnáigai ౝᄖ
náikaku ౝ㑑náka ਛ
nakanáka ߥ߆ߥ߆nakámi ਛりnakidásu ᵅ߈಴ߔnakigóe 㡆߈ჿnaku ᵅߊ
nakunaru ੢ߊߥࠆnakusu ߥߊߔnáma ↢
namabíiru ↢ࡆ࡯࡞namae ฬ೨namatámago ↢ෆnán ૗nána ৾
nanátsu ৾ߟ
nándaka ૗ߛ߆
nandémo ૗ߢ߽
nandomo ૗ᐲ߽
náni ૗
nanidoshi ૗ᐕnánika ૗߆
nánimo ૗߽
nankai mo ૗࿁߽…, isn’t it? etc. (sentence-final
particle)
negative imperative particle
same as ná above
famouset cetera, and so on
longview, outlook
while…ing (verbal suffix)
flow
to wash away; play (music)
see –(a)nai
to be not; to have notsee –(a)naide
knifeinternal and external; home andabroadcabinet, ministry
inside, middle
very, considerably
contents
burst out crying
cry; song of bird, etc.
cry
to die, pass away
to loseraw; live entertainment
draft beer
nameraw egg
what
seven
seven
somehowanything at all; somehow,
anyhow
any number of times; very often
what
what zodiac animal sign
somethingnothing
any number of times; very often

352
nánmeisama desu ka ૗ฬ᭽ߢߔ
߆
nanoka ৾ᣣnánte ߥࠎߡnántoka ૗ߣ߆
naóru ⋥ࠆ
naósu ⋥ߔ
–naósu ⋥ߔnára ߥࠄ
naraihajimeru ⠌޿ᆎ߼ࠆnaráu ⠌߁naréru ᘠࠇࠆ
narimásu
náru ᚑࠆ
–nasái ߥߐ޿
nasáru ߥߐࠆ
natsú ᄐnatsukashigáru ᙬ߆ߒ߇ࠆ
natsukashíi ᙬ߆ߒ޿natsuyásumi ᄐભߺnáze ૗᡿né ߨne ሶ
nedan ୯Ბnée ߨ߃
néesannegáu 㗿߁
nékkuresu ࡀ࠶ࠢ࡟ࠬ
néko ₀nékutai ࡀࠢ࠲ࠗnemuru ⌁ࠆ–nen ᐕ
nénjuu-mukyuu ᐕਛήભ
nenrei ᐕ઎
neru ኢࠆ
netsú ᾲnezumi 㥘
ni kánshite ߦ㑐ߒߡni kánsuru ߦ㑐ߔࠆ

how many people, Sir/Madamseven days, 7th of the monthand the like, the likes of…, what
(exclamation)
somehow or otherbe cured; get better; be fixed
mend; curere-…
ifbegin to learn
learn
become accustomed (to = ni)
see náru
becomeimperative ending
do (honorific)
summerto feel nostalgic about
nostalgic
summer vacation
why
isn’t it?, etc. (sentence-final
particle)rat (calendar sign)
price
isn’t it?, etc. (sentence-final
particle)see onéesan
to request, see onegái
necklace
cat
tie
sleep
years
open all year roundage
go to bed; lie down; sleep
heat; temperature; feverrat, mouseabout, concerning (adverb)
concerning, about (adjective)

353
ni tótte ߦߣߞߡni tsúite no ߦߟ޿ߡni yoru to ߦࠃࠆߣni yotte ߦࠃߞߡ

ni ߦ
ni ੑ
niáu ૃว߁
–nichi ᣣ
Nichiei ᣣ⧷nichiyóobi ᣣᦐᣣ
nigái ⧰޿nigatsú ੑ᦬nigorí Ộࠅ
Nihón ᣣᧄNihongo ᣣᧄ⺆Nihonjín ᣣᧄੱ
Nihonsei ᣣᧄ⵾
Nihonshu ᣣᧄ㈬Nihontoo ᣣᧄಷ
nikú ⡺–nikúi ߦߊ޿
nikujága ⡺ߓ߾߇
nikúya ⡺ደnímotsu ⩄‛ningen ੱ㑆ningyoo ੱᒻninja ᔋ⠪ninki ੱ᳇Nippón ᣣᧄ
niru ૃࠆ
nishi ⷏nishiguchi ⷏ญ
Nitchuu– ᣣਛnite iru ૃߡ޿ࠆniwa ᐸ
niwatori 㢚
no ߩ

for
about, concerning
according toby (agent of passive); in
accordance with (see alsokotó ni yotte)
indirect object particle
twosuit, become-days (numeral classifier)Japan and Britain
SundaybitterFebruary
voicing marks; muddiness
Japan
Japanese language
Japanese person
Japanese manufacture, made in
Japan
Japanese rice wine, sake
Japanese sword
meat
be difficult to … (suffix)
beef and potato stew
butcher, butcher’s shop
luggage; parcels
human being; person
dollninja, a feudal-period
spy-commando
popularity
Japan (formal pronunciation),see Nihón
take after; come to resemble
west
western gate, western exit
Japan and China
resemble, look likegardencock, hen, chicken’s of … (possessive particle)

354
no ߩ
no de ߩߢno désu ߩߢߔ
no ni ߩߦnoboru ਄ࠆ
nochihodo ᓟ⒟nódo ༄
nódo ga kawakimáshita ༄߇ᷢ޿ߚ
nokóru ᱷࠆ
nomimásu 㘶ߺ߹ߔ
nomímono 㘶ߺ‛nomisugiru 㘶ߺㆊ߉ࠆnómu 㘶߻noo ⢻nóoto ࡁ࡯࠻noriba ਸ਼ࠅ႐
norikaeru ਸ਼ࠅ឵߃ࠆ
norimásu
norimono ਸ਼ࠅ‛
noriokuréru ਸ਼ࠅㆃࠇࠆ
noru ਸ਼ࠆ

noseru ਸ਼ߖࠆ
nozoku ⷟ߊ
nozoku 㒰ߊnozoite 㒰޿ߡnúgu ⣕ߋ
nureru Ứࠇࠆnusúmu ⋑߻nyuugaku-shikén ౉ቇ⹜㛎nyuuin suru ౉㒮ߔࠆ
Nyuujíirando ࠾ࡘ࡯ࠫ࡯࡜ࡦ࠼
nyúushi ౉⹜nyúusu ࠾ࡘ࡯ࠬthe fact; the one (nominalizing
particle)becausesee ’n désu
althoughclimb, go up, come up in(conversation)
later, afterwards (formal)
throatI’m thirsty
remainsee nómu
drink, beveragedrink too muchdrink
the Noh theatre
exercise book, notebook
boarding place; taxi rank; bus
stationchange trains, buses, etc.
see norutransport
miss (bus, etc.), be late for…
get on; ride, ni after
object; appear in newspaper,etc.
put on, place on; give a ride toto peep at, glance at,look atto exclude
excludingtake off (clothes)
get wetsteal
entrance examination
go to hospital
New Zealandentrance examination (abbr.)
news

355

O
oࠍ
o– ߅

o…ni náru ߅…ߦߥࠆ
oagari kudasai ߅਄߇ࠅਅߐ޿
oari désu ka ߅᦭ࠅߢߔ߆
oba ฀Უ
obáasan ߅߫޽ߐࠎ
obasan ฀Უߐࠎóbi Ꮺ
oboemásu
obóeru ⷡ߃ࠆ
oboosan ߅ဌߐࠎocha ߅⨥ocha no yu ߅⨥ߩḡocha o ireru ߅⨥ࠍ౉ࠇࠆochíru ⪭ߜࠆochitsuku ⪭ߜ⌕ߊodaiji ni ߅ᄢ੐ߦodekake désu ka ߅಴߆ߌߢߔ߆
odoróita 㛳޿ߚ
odoróku 㛳ߊodoru 〭ࠆ
ofúro ߅㘑ํ
ogénki desu ka ߅ర᳇ߢߔ߆
oháshi ߅▰
ohayoo gozaimásu ߅ᣧ߁ߏߑ޿ ߹ߔ
ohima ߅ᥜohíru ߅ᤤoide ni náru ߅಴ߢߦߥࠆ
oikutsu ߅ᐞߟ
oishasan ߅ක⠪ߐࠎoishii ⟤๧ߒ޿
oisogashíi ᔔߒ޿
ojama shimáshita ߅㇎㝷ߒ߹ߒߚ

object particle; along, through, etc.
honorific prefix (if a word is notlisted here look it up without
the initial o–)(honorific) verb
please come in; please eat
have you got …?
aunt
grandmother, old woman(honorific)
aunt (honorific)
sash, belt (judo, etc.)
see obóeru
to remember; learn
Buddhist priest
tea
tea
to make tea
to fall; fail examination
to settle down; be calmtake care of yourself
are you going out?
Oh! You frightened me!
(exclamation of surprise)
to be surprised
to dancebath
How are you? Are you well?
chopsticks
good morningspare time (honorific)
midday; lunch
to come; go (honorific)
how old? How many? (honorific)
doctor (honorific)
delicious, tasty
busy (honorific)
goodbye; sorry to have bothered
you

356
ojama shimásu ߅㇎㝷ߒ߹ߔoji ฀ῳ
ojigi suru ߅ㄉ௾ߔࠆ
ojíisan ߅ߓ޿ߐࠎ
ojisan ฀ῳߐࠎojóosan ߅ሥߐࠎoka ਐokáasan ߅Უߐࠎokaeri désu ka ߅Ꮻࠅߢߔ߆
okaeri nasái ߅Ꮻࠅߥߐ޿
okagesama de ߅㒶᭽ߢokake kudasái ߅߆ߌਅߐ޿
okane ߅㊄okanemochí ߅㊄ᜬߜ
okáshi ߅⩻ሶokanjoo ߅ൊቯ
okáshi ߅⩻ሶokashíi ߅߆ߒ޿okáwari wa ikága desu ka ߅ઍࠊࠅߪ޿߆߇ߢߔ߆
okazu ߅߆ߕ–oki ⟎߈oki ni iru ߅᳇ߦ౉ࠆ
oki ni meshimáshita ka ߅᳇ߦถߒ߹ߒߚ߆
oki ni mésu ߅᳇ߦถߔ
oki no doku désu ߅᳇ߩᲥߢߔ
okiki shimásu ߅⡞߈ߒ߹ߔ
okimásu
Okinawa ᴒ✽
okíru ⿠߈ࠆokóru ᔶࠆokóru ⿠ߎࠆokosan ߅ሶߐࠎokósu ⿠ߎࠆhello; may I come in? Sorry tobother you
uncle
to bow
grandfather, old man (honorific)
uncle; middle-aged man(honorific)
miss; young lady; daughter(honorific)
hillmother (honorific)
are you leaving, are you goinghome?
welcome back; hello
yes, thank you; fortunately;
thanks to you
please sit downmoneyrich person
cakesbill (also kanjóo)
cakes, sweets
funny, strange
would you like another helping?
side dishes eaten with riceat intervals of (numeral suffix)
to like, be pleased (honorific)
did you like it? Were yousatisfied?
to like, be pleased (honorific)
what a pity, I am sorry to hear thatexcuse my asking; would you mind
telling mesee óku and okíru
Okinawa, Japan’s southernmost
prefecture
to get up
to get angry, be offended
to happen
child (honorific), your childto cause; suffer (heart attack)

357
óku ం
oku ⟎ߊ
okuchi ni awánai deshoo ga ߅ญߦวࠊߥ޿ߢߒࠂ߁߇
okujoo ደ਄
okureru ㆃࠇࠆ
okurimásu
okurimono ⿅ࠅ‛
okuru ㅍࠆókusan ᅏߐࠎ
okyakusama ߅ቴ᭽
okyakusan ߅ቴߐࠎomachidoosama déshita ߅ᓙߜߤ߁ߐ߹ߢߒߚ
omae ߅೨
omatase shimáshita ߅ᓙߚߖߒ
߹ߒߚomáwarisan ߅Ꮌࠅߐࠎ
ome ni kakáru ߅⋡ߦ߆߆ࠆ
omiai ߅⷗ว޿omimai ߅⷗⥰޿omiyage ߅࿯↥ómo na ਥߥómo ni ਥߦ
omócha ⃉ౕomochi désu ka ߅ᜬߜߢߔ߆
omochi shimashóo ka ߅ᜬߜߒ߹ߒࠂ߁߆omói ㊀޿omoidásu ᕁ޿಴ߔomoshirogáru 㕙⊕߇ࠆomoshirói 㕙⊕޿omote ⴫omóu ᕁ߁
omówazu ᕁࠊߕ
onaji หߓonaka ߅⣻onaka ga sukimásu ߅⣻߇ⓨ߈߹ߒߚ
onamae ߅ฬ೨

one hundred million
to place, put
I hope you like it (of food), it
might not be to your liking
rooftop
to be late (for = ni)
see okuru
present
to sendwife (honorific), your wife
guest, customer, audience(honorific)
guest; customer, audiencesorry to have kept you waitingyou (very familiar; used by men
only)
sorry to keep you waiting
policeman
to meet object (honorific)
marriage meeting
visit to a sick person (honorific)
souvenir; gift
mainmainlytoy
have you got …?
shall I carry it for you?
heavy
to recall, remember
to find interesting or amusing
interesting; amusing
front, outside
think
unintentionally, spontaneously
samestomach, abdomen
get hungry
name (honorific)

358
onamae wa nán to osshaimásu ka߅ฬ೨ߪ૗ߣ߅ߞߒ߾޿߹ߔ߆
ondanka ᷷ᥦൻ
onéesan ߅ᆌߐࠎonegai shimásu ߅㗿޿ߒ߹ߔóngaku 㖸ᭉongakka 㖸ᭉኅ
oníisan ߅ఱߐࠎonnanohitó ᅚߩੱ
onnánoko ᅚߩሶ
onnarashíi ᅚࠄߒ޿onsen ᷷ᴰ
óoame ᄢ㔎óoba ࠝ࡯ࡃóoi ᄙ޿
ookíi ᄢ߈޿óoki na ᄢ߈ߥ
ookisa ᄢ߈ߐ
Oosaka ᄢ㒋
oosetsuma ᔕធ㑆
Oosutoráriya ࠝ࡯ࠬ࠻࡜࡝ࠕ
oosugíru ᄙㆊ߉ࠆootóbai ࠝ࡯࠻ࡃࠗ
óoyasan ᄢኅߐࠎópera ࠝࡍ࡜ópushonaru tsúaa ࠝࡊ࡚ࠪ࠽
࡞࡮࠷ࠕ࡯
Oranda ࠝ࡜ࡦ࠳orénji ࠝ࡟ࡦࠫorenjiíro ࠝ࡟ࡦࠫ⦡
orígami ᛬ࠅ⚕
orinpíkku ࠝ࡝ࡦࡇ࠶ࠢ
oríru 㒠ࠅࠆóru ߅ࠆóru ᛬ࠆ
osage shimásu ߅ਅߍߒ߹ߔ
osake ߅㈬osaki ߅వosára ߅⋁osátoowhat is your name? (honorific)
warming
elder sister (honorific)
please; I’d be obliged if you would
do it for me
musicmusicianelder brother (honorific)
woman
girl
feminine
hot spring
heavy rainovercoat
many, numerous
big, large
big, large
size
Osaka
sitting room, lounge room
Australia
to be too many, too numerous
motorbike, motorcycle
landlord
opera
optional tour
the Netherlands, Holland,orange (fruit)orange (colour)
paper folding
the Olympic Gamesto get off; go down; come down
to be (formal)
to bend; to fold; to break; toweave
I’ll clear the table
rice wine, sakein front; first (honorific)
plate, saucer
see satóo

359
osawagase shimáshita ߅㛍߇ߖߒ߹ߒߚosen ᳪᨴ
oséwa ni náru ߅਎⹤ߦߥࠆ
oséwa suru ߅਎⹤ߔࠆ
osewasamá deshita ߅਎⹤᭽ߢ
ߒߚ
osháberi o suru ߅༆ࠅࠍߔࠆ
osháre ߅ߒ߾ࠇoshiemásu
oshiéru ᢎ߃ࠆ
oshoku ᳪ⡯
osoi ㆃ޿
osoku ㆃߊosómatsusama deshita ߅☻ᧃ᭽ߢߒߚosóre irimasu ᕟࠇ౉ࠅ߹ߔ
osowaru ᢎࠊࠆ
ossháru ઔࠆossháru tóori desu ઔࠆㅢࠅߢߔ
osu ᛼ߔ
osumai wa dóchira desu ka ߅૑߹޿ߪߤߜࠄߢߔ߆
otaku ߅ቛotéarai ߅ᚻᵞ޿otésuu desu ga ߅ᚻᢙߢߔ߇
otera ߅ኹotétsudai san ߅ᚻવ޿ߐࠎ
otétsudai shimashóo ka ߅ᚻવ޿
ߒ߹ߒࠂ߁
otó 㖸
otokonohitó ↵ߩੱ
otokónoko ↵ߩሶ
otómo shite mo yoroshii désu ka߅ଏߒߡ߽ࠃࠈߒ޿ߢߔ߆
otonashíi ߅ߣߥߒ޿
otóosan ߅ῳߐࠎotootó ᒉ
otoshi ߅ᐕ
otósu ⪭ߣߔ
ototói ৻ᤓᣣ
otótoshi ৻ᤓᐕ

sorry to have caused so muchbother/fusspollution
to be looked after
to take care of
thank you for your help
to chatter, talk, gossip, chatfashionable; smart dresser
see oshiéru
to teachcorruptionlate, slow (adjective)
late (adverb)
sorry it was such a simple meal
excuse me, I’m sorry
to learn, be taught
to speak, say (honorific)
it is as you say
to push, press
where do you live?
house (honorific); youlavatory, toilet
sorry to trouble you, but…
a templemaid, household help
shall I help you
sound, noisemanboy
may I accompany you?
gentle; mild; meek; obedientfather (honorific)
younger brotherage (honorific)
to drop, let fall
the day before yesterday
the year before last

360
otsukarésama deshita ߅∋ࠇߐ߹ߢߒߚotsuri ߅㊒ࠅouchi ߅ኅowakari désu ka ߅ಽ߆ࠅߢߔ߆
owaru ⚳ࠊࠆoyá ⷫoyasumi ߅ભߺ
oyasumi nasái ߅ભߺߥߐ޿
oyasumi ni náru ߅ભߺߦߥࠆ
oyogimásu ᵒ߉߹ߔoyógu ᵒߋoyu ߅ḡ

you must be tired, thanks for youreffortschangehouse (honorific)
do you understand?
to finishparentholiday; rest (honorific)
good night!
to go to bed, sleep (honorific)
see oyógu
to swim
hot waterP
páatii ࡄ࡯࠹ࠖ࡯
paináppuru ࡄࠗ࠽࠶ࡊ࡞
pán ࡄࡦ
pánfuretto ࡄࡦࡈ࡟࠶࠻
pánya ࡄࡦደPári ࡄ࡝
pasupóoto ࡄࠬࡐ࡯࠻
péeji ࡍ࡯ࠫPékin ർ੩pén ࡍࡦ
pénki ࡍࡦࠠpianísuto ࡇࠕ࠾ࠬ࠻
piano ࡇࠕࡁpínku ࡇࡦࠢpósuto ࡐࠬ࠻
potetochíppu ࡐ࠹࠻࠴࠶ࡊ
puréeyaa ࡊ࡟࡯ࡗ࡯
purézento ࡊ࡟࠯ࡦ࠻

party
pineapple
bread
pamphletbaker, bakery
Parispassport
page
Peking, Beijing
pen
paint
pianistpiano
pink
post-box
potato chip
player CD/record, etc.
presentR
rágubii ࡜ࠣࡆ࡯rai– ᧪–ráigetsu ᧪᦬rainen ᧪ᐕ

rugby
next-, coming- (prefix)
next monthnext year361
rainichi ᧪ᣣraishuu ᧪ㅳ
rájio ࡜ࠫࠝrakú na ᭉߥ
ran’yoo ੂ↪
–(r)areru ࠄࠇࠆ–rashíi ࠄߒ޿ rárii ࡜࡝࡯–(r)éba ࠇ߫–(r)eba…–(r)u hodo…
réberu ࡟ࡌ࡞
réesu ࡟࡯ࠬ
réi 㔖
réi ␞
reikin ␞㊄
reizóoko ಄⬿ᐶrekóodo ࡟ࠦ࡯࠼rémon ࡟ࡕࡦrenraku suru ㅪ⛊ߔࠆ
renshuu suru ✵⠌ߔࠆ
resépushon ࡟࠮ࡊ࡚ࠪࡦ
resépushon ࡟࠮ࡊ࡚ࠪࡦ
ressha ೉ゞ
résutoran ࡟ࠬ࠻࡜ࡦ
rikon 㔌ᇕ
rikónritsu 㔌ᇕ₸ringo ࡝ࡦࠧrippa na ┙ᵷߥ–rítsu ₸riyoo suru ೑↪ߔࠆ–ro ࠈ
róbii ࡠࡆ࡯rokkotsu ⡻㛽roku ౐
rokugatsú ౐᦬
rókku ࡠ࠶ࠢromanchíkku ࡠࡑࡦ࠴࠶ࠢ
Róoma ࡠ࡯ࡑrón ⺰
Róndon ࡠࡦ࠼ࡦcoming to Japannext weekradio
easy, comfortableabuse
passive ending-likerally (car)conditional suffix
the more …the more …
level
race; lacezerobow, salutation; courtesy
key money, non-refundable
depositrefrigerator
recordlemon
to contact
to practise
reception
reception (party)
locomotive, train
restaurant
divorcedivorce rate
apple
splendid, fine
rate (cf., shibóoritsu death rate,shusshóoritsu birth rate)use, make use of, utilise
imperative suffix
lobby, foyer
rib
six
June
rock (music)
romantic
Romeargument, debate
London362
roojin ⠧ੱ
roojinmóndai ⠧ੱ໧㗴
Róshia ࡠࠪࠕ
Roshiago ࡠࠪࠕ⺆
ryáku suru ⇛ߔࠆryokan ᣏ㙚ryokoo suru ᣏⴕߔࠆryokoogáisha ᣏⴕળ␠ryokóosha ᣏⴕ␠
ryokóosha ᣏⴕ⠪–ryoku ജ
ryóo ኰ
ryóo ㊂ryóo– ਔryooashi ਔ⿷ryoogae ਔᦧryoohóo ਔᣇ
ryoohóotomo ਔᣇߣ߽ryóokin ᢱ㊄ryóori suru ᢱℂߔࠆryóori ᢱℂ
ryóoshin ਔⷫ
ryúuchoo na ᵹᥰ
ryuugaku ⇐ቇryuugákusei ⇐ቇ↢

old person
problems associated with the aged
RussiaRussian language
to abbreviate
Japanese inn
to travel
travel company
travel company
traveller
strength (in compounds)
dormitory, hall of residence
quantity, volume
both (prefix)
both legsmoney exchange
both
both
fees, charges
to cookcooking; foodparents
fluentstudying abroadoverseas studentS–sa –ߐ
sa ߐsáabisu ࠨ࡯ࡆࠬsáafin ࠨ࡯ࡈࠖࡦ
sáe… –(r)eba ߐ߃…ࠇ߫
sáe ߐ߃
sagasu តߔ
sagéru ਅߍࠆ–sai ᱦ
saifu ⽷Ꮣsáigo ᦨᓟ-ness, forms abstract nouns fromadjectives
sentence-final particle
service; complimentary gift
surfing
if onlyeven
to look for
to lower, carry; clear away(dishes, etc.)
years (numeral classifier for age)wallet, purse
last

363
saikai suru ౣળߔࠆsaikin ᦨㄭ
saikoo ᦨ㜞sáin suru ࠨࠗࡦߔࠆ
saisho ᦨೋ
sáji ൾ
sakana 㝼
sakanaya 㝼ደsakaya ㈬ደ
sake ㈬sakéru ㆱߌࠆ
sakérui ㈬㘃
saki వ
sakíhodo వ⒟sákkaa ࠨ࠶ࠞ࡯sákki ߐߞ߈sakkyoku suru ૞ᦛߔࠆsaku ດߊ
sakújitsu ᤓᣣsakura ᪉sakusen ૞ᚢ
samúi ኙ޿samurai ଂ–san ߐࠎ
san ਃsánkaku ਃⷺ
sánpaku ਃᴱsanpo suru ᢔᱠߔࠆsappari ߐߞ߬ࠅsara ⋁
sarainen ౣ᧪ᐕ
saraishuu ౣ᧪ㅳ
sáru ↳–saseru ߐߖࠆ–sasete itadaku
sasetsu Ꮐ᛬sashiagéru Ꮕߒ਄ߍࠆ
sashimi ೝりsasou ⺃߁sassoku ᣧㅦ
sásu ೝߔ‫ޔ‬ᜰߔ

to meet again
recently
best, most, supreme, wonderful
to signfirst, beginning
spoon
fish
fish shop, fishmonger
sake merchant, liquor shop
sake, rice wine
to avoidalcoholic beverages, liquor
first, beforehand
just now; a while ago
soccerjust now, a while ago
to compose (music)
to bloomyesterday (formal)
cherry blossom
strategy
coldwarriorform of address, Mr, Mrs, Miss, etc.
threetriangle
three nights’ stay
to go for a walkcompletely; refreshing;(not) at allplate, saucer
the year after next
the week after nextmonkey (calendar sign)causative ending
formal verb ending
left-hand turnto give (object honorific)
raw fishto invite
at once, quickly, immediately
to sting, poke; indicate

364
satóo ⍾♧
–satsu ౠ
satsujin Ვੱ
sawaru ⸅ࠆ
sayonará/sayoonara ߐࠃ(߁)ߥࠄ
sé ⢛sé ga hikúi ⢛߇ૐ޿sé ga takái ⢛߇㜞޿sebiro ⢛ᐢséeru ࠮࡯࡞séetaa ࠮࡯࠲࡯
séi ᆓ
séi ᕈ
seichoo suru ᚑ㐳ߔࠆ
séifu ᡽ᐭseigén ೙㒢seihin ⵾ຠ
seiji ᡽ᴦseikatsu ↢ᵴseikoo ᚑഞ
seiri suru ᢛℂߔࠆseisaku ᡽╷
seiseki ᚑ❣
seiten ᥍ᄤ
séito ↢ᓤseiyoo ⷏ᵗsékai ਎⇇sekí ຕ
séki Ꮸ
sekinin ⽿છ
sekkaku ᛬ⷺ
semái ⁜޿semi ⱻ
sén ජsénchi ࠮ࡦ࠴
séngetsu వ᦬
senjitsu వᣣsenmenjo ᵞ㕙ᚲsenpai వヘ
senséi వ↢

sugar
volume (numeral classifier)murderto touch (ni after object)
goodbyestature, height
to be short
to be tall
suit
sale
sweater, pullover
family name, surnamesex, genderto grow
government
limit
product
politics
life, lifestylesuccess
to put in order, tidy up
policyresults
fine weather
pupil, student
the West, the Occident
world
cough
seat
responsibility
having gone to all this trouble, atgreat pains
narrow, cramped
cicadathousandcentimetre
last month
the other day
washroom, wash basinsenior (student, etc.)
teacher; term of address, Mr, Mrs,
Dr, etc.

365
sénshu ㆬᚻsenshuu వㅳ
sensoo ᚢ੎
sentaku ᵞữ
seppuku ಾ⣻–seru
setsumei suru ⺑᣿ߔࠆshabéru ༆ࠆ
shachoo ␠㐳shákai ␠ળ
sháko ゞᐶsharete iru ᵜ⪭ߡ޿ࠆ
shashin ౮⌀
sháwaa ࠪࡖࡢ࡯shéfu ࠪࠚࡈ
shi ߒ
shi ྾
shi ⹞
shiai ⹜วshibafu ⦼↢
shibai ⦼ዬ
shibáraku desu né ᥳߊߢߔߨ
shibáraku ᥳߊ
shibóoritsu ᱫ੢₸
shibúi ᷦ޿
shichi ৾
shichigatsú ৾᦬shigatsú ྾᦬
shigéru ⨃ࠆshigoto suru ઀੐ߔࠆshigoto ઀੐
shihajiméru ઀ᆎ߼ࠆshíifuudo ࠪ࡯ࡈ࡯࠼
shíjin ⹞ੱ
shijoo Ꮢ႐
shíjuu ᆎ⚳
shika ߒ߆shika 㣮competitor, athlete, sportsman or
sportswoman
last week
war
washing
harakiri, ritual suicide
see –(s)aseru
to explain
to talk, chatcompany director, president
society
garagestylish, fashionable
photographshowerchef
and what is more (clause-final
particle)four
poetry; poem
match, bout, game
lawn
play, performanceit’s been a long time, hasn’t it?
for a while
death rate
astringent; sober, in good taste
seven
July
April
to grow thickly
to work, do a job
work
to start to dosea foodpoetmarket (stock market, market
trends, etc.)
all the time, from start to finish
only (with negative verb),(nothing) but
deer

366
shikaku ྾ⷺ
shikámo ߒ߆߽
shikáru ปࠆ
shikáshi ὼߒshikata ઀ᣇshikata ga nái ઀ᣇ߇ߥ޿
shiken ⹜㛎shiki ᑼshikikin ᢝ㊄
Shikóku ྾࿖
shimá ፉshimáru 㐽߹ࠆshimásushimátta! ߒ߹ߞߚshimau ઀⥰߁shiméru 㐽߼ࠆshimi ᨴߺshimiíru ߒߺ౉ࠆshínai Ꮢౝ
shinamono ຠ‛
shínboru ࠪࡦࡏ࡞shinbun ᣂ⡞
shinbúnsha ᣂ⡞␠shingoo ାภshinimásu
shinjíru ାߓࠆshinkan ᣂ㙚Shinkánsen ᣂᐙ✢
shinpai suru ᔃ㈩ߔࠆshínpo suru ㅴᱠߔࠆshinseki ⷫᚘshinsen na ᣂ㞲ߥshínsetsu na ⷫಾ
shínshi ⚩჻shinshitsu ኢቶ
shintai-kénsa り૕ᬌᩏ
shíntoo ␹㆏shinu ᱫߧshin’yoojoo ା↪⁁

squaremoreover, what is more
to scoldbut
way of doing
it can’t be helped, there’s no otherway
examination
ceremony
deposit (for flat, etc.), surety
Shikoku (smallest of Japan’s fourmain islands)
islandto close, shut (intransitive)
see suru
damn! blast!
to put away, finish (see –teshimau)to close, shut (transitive)
stain
soak into, sink into
in the city, within city limits
goods, article
symbolnewspaper
newspaper company
signalsee shinu
to believe
new building, new block
Shinkansen, bullet train lines
to worry
progress, advance
relation, relative
fresh
kind
gentlemanbedroom
medical examination
Shintoism (native Japanese religion)
to dieletter of credit

367
shió Ⴎ
shiokara Ⴎㄆ
shirabéru ⺞ߴࠆshiriai ⍮ࠅว޿shirimásu
shiro ၔshirói ⊕޿shiru ⍮ࠆ
shíryoo ⾗ᢱshísetsu ᣉ⸳shita ਅshitá ⥠
shitagau ᓥ߁
shitaku ઀ᐲshitamachi ਅ↸shiteki ⑳⊛
shiteki ⹞⊛
shiten ᡰᐫ
shiténchoo ᡰᐫ㐳shitsu ⾰
shitsumon ⾰໧shitsúnai ቶౝshitsúrei na ᄬ␞shitsúrei shimasu ᄬ␞ߒ߹ߔ
shiyákusho Ꮢᓎᚲ
shiyoo ga nái ઀᭽߇ߥ޿
shiyoo ઀᭽
shizen ⥄ὼshízuka na 㕒߆ߥ
shizukésa 㕒ߌߐ
sho– ⻉
shokudoo 㘩ၴshokugo 㘩ᓟshokuji suru 㘩੐ߔࠆ
shokuryóohin 㘩ᢱ
shokúyoku 㘩᰼shokuzen 㘩೨
shokyuu ೋ⚖
shomóndai ⻉໧㗴shóo ዊ
shoochisalt
salted squid guts
to investigate, check, look up
acquaintancesee shiru
castlewhite
to get to knowmaterials, records
facilities
bottom, base, below, under
tonguefollow, obey, observe
preparation (of meal, etc.)
down town
privatepoeticbranch (shop or office)branch manager
qualityquestioninterior
rude
goodbye, I must be going
town hall, city office
it’s no good, it can’t be helped
way of doing
nature, natural
quiet, peacefulstillness, quiet, calmall, the various (plural prefix)
cafeteria, dining room
after meals
to have a meal
foodstuffs, provisions
appetite
before meals
elementary class
all the problems, various
problems
small (noun)
see goshoochi ~368
shoochi suru ᛚ⍮ߔࠆshoodan ໡⺣shoogakukin ᅑቇ㊄shoogákusei ዊቇ↢
shóohin ໡ຠ
shoojíki na ᱜ⋥ߥshookai suru ⚫੺ߔࠆshookéesu ࡚ࠪ࡯ࠤ࡯ࠬ
shooko ⸽᜚
shóorai ዁᧪
shoosetsu ዊ⺑shóoshoo ዋ‫ޘ‬
Shóowa ᤘ๺
shorui ᦠ㘃
shosei ᦠ↢
shótchuu ߒࠂߞߜࠀ߁
shúfu ਥᇚshújin ਥੱ
shújitsu ᚻⴚ
shukudai ኋ㗴shukuhaku ኋᴱshúmi ⿰๧shuppatsu suru ಴⊒ߔࠆ
shuppatsu ಴⊒
shúrui ⒳㘃
shushoo 㚂⋧shusseki suru ಴Ꮸߔࠆshusseki ಴Ꮸshusshin ಴りshusshóoritsu ಴↢₸
shutchoo ಴ᒛ
shúukyoo ቬᢎshuukyoo-árasoi ቬᢎ੎޿shuumatsu ㅳᧃ
shúuri ୃℂshuushoku ዞ⡯
shuutome ᆑ
shuuwai ෼⾔
shúzoku ⒳ᣖ

to consent, agree tobusiness discussions
scholarshipprimary school pupil
goods, merchandise, producthonestto introduce
display window (for wax models
of food, etc.)
proof
futurenovel
a little
year period (1926–1989)
documents, papers
student; houseboy
often, all the time
housewife
husbandsurgical operation
homework
accommodation, board
hobby, pastime, interest
to depart, leave
departure
type, kindprime minister, premier
to attend
attendancecoming from, graduating from,born inbirth ratebusiness trip
religion
religious strife
weekend
repairfinding a job, entering
employment
mother-in-law
taking bribes
tribe

369
sóba ߘ߫
sóba ஥
sóbo ␲Უ
sochira ߘߜࠄ
sodatéru ⢒ߡࠆsófu ␲ῳ
soko ߘߎ
soko ᐩ
sokutatsu ㅦ㆐
sonkei suru ዅᢘߔࠆsonna ߘࠎߥsono ߘߩ
sono mama ߘߩ߹߹sono uchi ߘߩౝ
sonóta ߘߩઁ
sonzai suru ሽ࿷ߔࠆ–soo ߘ߁
sóo ߘ߁
sóo da ߘ߁ߛ
sóo desu ka ߘ߁ߢߔ߆
soo’on 㛍㖸
soodan suru ⋧⺣ߔࠆ
sooji suru ᝹㒰ߔࠆ
sóosu ࠰࡯ࠬsootoo na ⋧ᒰߥ
sóra ⓨsore déwa ߘࠇߢߪsore jáa ߘࠇߓ߾޽
sore kara ߘࠇ߆ࠄsore ߘࠇ
sórosoro ߘࠈߘࠈsóru ೠࠆ
sóshite ߘߒߡsotchí ߘߞߜ
sóto ᄖ
sotsugyoo suru තᬺߔࠆsubarashíi ⚛᥍ࠄߒ޿subéru Ṗࠆ
súbete ⛔ߴߡsúde ni ᣢߦ

buckwheat noodles
near, beside
grandmotherthat one, that way; youto raise, bring up
grandfather
there (by you)bottom, base, depths
express delivery
to respectthat kind ofthat (adjective)
as it is, like that, unchanged
meanwhileand other, etc.
to exist
it looks as if it will… (suffix onverb stem)that way, sothey say, apparently (after verb)
is that so, really?
noise
to discuss
to cleansauce
considerable, fit, proper
sky
then, in that casethen, in that caseafter that, nextthat (demonstrative pronoun)
gradually, quietly, soon, aboutnow
to shaveandthat one, that way
outsideto graduate
wonderfulto slip
all, everythingalready370
sue ᧃ
Suéeden ࠬࠛ࡯࠺ࡦ
súgata ᆫ
sugí ㆊ߉
sugíru ㆊ߉ࠆ
sugói ಌ޿sugóku ಌߊ
súgu ߔߋ
suidoo ᳓㆏
suiei ᳓ᵒsuigyuu ᳓‐suijun ᳓Ḱ
Súisu ࠬࠗࠬsuiyóobi ᳓ᦐᣣ
suizókukan ᳓ᣖ㙚sukáafu ࠬࠞ࡯ࡈsukáato ࠬࠞ࡯࠻sukéeto ࠬࠤ࡯࠻sukí na ᅢ߈ߥ
sukí na dake ᅢ߈ߥߛߌ
sukíi ࠬࠠ࡯sukimásu
sukiyaki ߔ߈߿߈sukóshi ዋߒsuku ⓨߊsukunái ዋߥ޿
sumai
sumáu ૑߹߁sumimásu
sumimasén ߔߺ߹ߖࠎ
sumoo ⋧ᠡ
sumóobu ⋧ᠡㇱsúmu ૑߻
suna ⍾
sunahama ⍾ᵿsupagéttii ࠬࡄࠥ࠶࠹ࠖ࡯
Supéin ࠬࡍࠗࡦsupíichi ࠬࡇ࡯࠴supíido ࠬࡇ࡯࠼supóotsu ࠬࡐ࡯࠷supúun ࠬࡊ࡯ࡦsuru ߔࠆ

end
Swedenfigure, form, appearance
past (the hour)
surpass, exceed, be too…
terrific, great; tremendous
terribly, awfully
immediately
water service, water supply
swimming
water buffalo
level, standard
Switzerland
Wednesdayaquarium
scarf
skirt
skate, skating
to likeas much as you likeski
see suku
beef and vegetable disha little
to become empty
few, not manysee osumai
to live, dwell (formal)
see súmu
I’m sorrysumo wrestling
the sumo clubto livesand(sand) beachspaghetti
Spainspeech
speed
sport
spoon
to do

371
súru ߔࠆ
sushí ኼม (also súshi)susumeru ൘߼ࠆ
susumu ㅴ߻
sutándo ࠬ࠲ࡦ࠼sutéeki ࠬ࠹࡯ࠠsuteki na ⚛ᢜߥsutéru ᝥߡࠆ
sutóobu ࠬ࠻࡯ࡉsutorésu ࠬ࠻࡟ࠬsutoresu-káishoo ࠬ࠻࡟ࠬ⸃ᶖ
suu ๆ߁
suuji ᢙሼsúupaa ࠬ࡯ࡄ࡯súupu ࠬ࡯ࡊsúutsu ࠬ࡯࠷
suutsukéesu ࠬ࡯࠷ࠤ࡯ࠬ
suwarikómu ᐳࠅㄟ߻suwaru ᐳࠆ
Suwéeden ࠬ࠙ࠚ࡯࠺ࡦ
suzushíi ᶭߒ޿

to pick pockets
raw fish on vinegared rice
to recommend
advance, progress
lamp; (petrol) station
steak
lovely, charming
to throw away, discard
stove, heater
stressrelief from stressto suck; smoke
numbers, numerals
supermarket
soup
suit
suitcase
to sit down
to sit down (on the ground)
Sweden
cool

T
tá ↰
–ta ߚ
–ta bákari desu –ߚ߫߆ࠅߢߔ
–ta hóo ga íi –ߚᣇ߇޿޿
tabako ࠲ࡃࠦtabemásu
tabemonó 㘩ߴ‛tabéru 㘩ߴࠆtabesugi 㘩ߴㆊ߉tabí ᣏ
tábun ᄙಽ–tachi ㆐
tachiiri-kinshi ┙౉⑌ᱛtachippanashi ┙ߜߞ߬ߥߒ
táda ด‫ߛߚޔ‬
tadáima ߚߛ੹
tadashíi ᱜߒ޿

rice field
past-tense suffix
to have just …
it would be better to…
cigarette
see tabéru
food
to eatover-eating
journey, trip
probably
plural suffix
no entry
standing all the time/way
only; free; justI’m back! just now
correct, right372
tade ⬛
–tagáru –ߚ߇ࠆTái ࠲ࠗ
–tái -ߚ޿
tai’in suru ㅌ㒮ߔࠆ
taifúu บ㘑Taihéiyoo ᄥᐔᵗtaihen na ᄢᄌtaikiósen ᄢ᳇ᳪᨴtaira na ᐔࠄߥ
Taiséiyoo ᄢ⷏ᵗtaisetsu na ᄢಾߥ
táishi ᄢ૶
taishíkan ᄢ૶㙚
táishita ᄢߒߚ
Taishoo ᄢᱜtaitei ᄢᛶ
táiyoo ᄥ㓁takái 㜞޿
tákaku tsuku 㜞ߊߟߊ
tákasa 㜞ߐ
takasugíru 㜞ߔ߉ࠆtake ┻
takkyuu ථ⃿
táko ತ
táko ⱆ
taku ቛ
takusán ߚߊߐࠎtákushii ࠲ࠢࠪ࡯takushii-nóriba ࠲ࠢࠪ࡯ਸ਼႐
tama ni ߚ߹ߦ
tamágo ෆ
tamatama ߚ߹ߚ߹tamé ὑ
tango න⺆
tanjóobi ⺀↢ᣣtanómu 㗬߻
tanoshíi ᭉߒ޿
tanoshimí ni suru ᭉߒߺߦߔࠆ

nettles
to want to … (third person)
Thailandto want toto leave hospital
typhoon
Pacific Oceanvery, extreme(ly); terrible; very
difficultatmospheric pollution
flat, level
Atlantic Ocean
importantambassador
embassygreat, important, serious
year period (1912–1926)
generally, as a rule, for the mostpartsunhigh; expensive
to cost a lot, work out expensive
heightto be too expensive, too highbambootable tennis
kite
octopushousehold, residence(see otaku)
a lot
taxi
taxi rank
occasionally, from time to timeegg
by chance
for, for the sake of; because
wordbirthdayto ask, request
fun, enjoyable
to look forward to373
tantoo ᜂᒰ–tara ߚࠄ–tari…–tari suru
tariru ⿷ࠅࠆ
táshika ni ⏕߆ߦtassuru ㆐ߔࠆtasu ⿷ߔ
tasukáru ഥ߆ࠆtasukéru ഥߌࠆ
tatakau ᚢ߁
tatami ⇥tatémono ᑪ‛
tatóeba ଀߃߫
tátsu ⊒ߟ
tátsu ┙ߟ
tátsu (yakú ni ––––) ᓎߦ┙ߟ
tatsu ┥
tatta ߚߞߚté ᚻ
té ga hanasenái ᚻ߇㔌ߖߥ޿–te ߡ–te agemásu–te ageru ߡ޽ߍࠆ–te arimásu–te áru ߡ޽ࠆ–te hoshíi ߡ᰼ߒ޿–te iku ߡⴕߊ–te imásu–te iru –ߡ޿ࠆ–te itadakemasén ka–ߡ㗂ߌ߹ߖࠎ߆
–te itadaku –ߡ㗂ߊ
–te kara –ߡ߆ࠄ–te kudasái –ߡਅߐ޿–te kudasáru –ߡਅߐࠆ–te kúru –ߡ᧪ࠆ(person) in charge
if, whento do such things as …and …, dofrequently or alternately
be enough, sufficecertainly, no doubt
reach, achieve
to addto be saved; to be a help
to help; save, rescue
to fight
mat, rush mat, tatami (1.6 m2)
building
for example
to leaveto standto be usefuldragon, ㄖ (calendar sign)
only
hand
to be occupiedand (‘the –te form’ ending – joins
clauses)see –te ageru
to give (see –te áru)to have been…
to want something doneto go on getting more…
see –te iru
is/are …ing (present continuous
tense or completed state)would you mind …ing for me?
to have something done by arespected person
after
please (request form)a respected person does
something for someone
to go and …, to start to …,
become more and more …

374–te míru –ߡ⷗ࠆ–te mo íi desu ka–ߡ߽޿޿ߢߔ߆
–te morau –ߡ߽ࠄ߁
té ni háiru ᚻߦ౉ࠆté ni ireru ᚻߦ౉ࠇࠆ
té ni tóru yóo ni ᚻߦขࠆࠃ߁ߦ
–te oku –ߡ⟎ߊ
–te wa damé desu –ߡߪ㚝⋡ߢߔ
–te wa ikemasén–ߡߪⴕߌ߹ߖࠎ
teárai ᚻᵞ޿téate ᚻᒰߡtebúkuro ᚻⴼ
techoo ᚻᏭ
téeburu ࠹࡯ࡉ࡞tegami ᚻ⚕
teido ⒟ᐲteikíken ቯᦼ೛
teikyúubi ቯભᣣtéinei na ৼካ
teiryuujo ஗⇐ᚲteishoku ቯ㘩tekitoo na ㆡᒰߥ
temíyage ᚻ࿯↥téngoku ᄤ࿖
ten’in ᐫຬ
ténisu ࠹࠾ࠬ
ténki ᄤ᳇tenki-yóhoo ᄤ᳇੍ႎtenkoo ᄤ୥
tenpura ߡࠎ߲ࠄtensai ᄤἴ
terá ኹ
térebi ࠹࡟ࡆ
tetsudái ᚻવ޿

to try …ing; do and see
Is it all right?, may I?, etc.
to have someone do something forone
to be obtained, get, come by(intransitive)
to get, obtain (transitive)
clearly (literally, ‘as if you took
into your hands’)
to leave done; do in preparation;
do and set aside
must notmust not …
lavatory
allowance; medical treatment
glovesnotebook, pocket-book,appointment diary
table
letterextentseason ticket
regular holiday (shop closed)
politebus stop
set meal, fixed lunch or dinner,
table d’hôtesuitablea present (from visitor to host)heavenshop assistanttennisweather
weather report; forecast
climate, weather
fish and vegetables in batter
natural calamity
templetelevision
help; helper

375
tetsudau ᚻવ߁
tíishatsu ࠹ࠖ࡯ࠪࡖ࠷
tishupéepaa ࠹ࠖࠪࡘࡍ࡯ࡄ࡯
to ߣ
to shite ߣߒߡ
tobimásu
tobu 㘧߱
tochuu de ㅜਛ
todokéru ዯߌࠆ
todóku ዯߊtóire ࠻ࠗ࡟tokei ᤨ⸘tokí ᤨ
tokoro ᚲ
tokoróde ߣߎࠈߢtokoróga ߣߎࠈ߇tóku ni ․ߦ
tomaru ᱛ߹ࠆ
tomaru ᴱ߹ࠆ
tómato ࠻ࡑ࠻
tomodachi ෹㆐tonari 㓞
tonneru ࠻ࡦࡀ࡞tonto ߣࠎߣtóo චtoodai ᧲ᄢ
tooi ㆙޿
tooká චᣣtooku ni ㆙ߊߦ
Tookyoo ᧲੩
Tookyoodáigaku ᧲੩
Tookyoo-dézuniirando ᧲੩࠺࠭࠾࡯࡜ࡦ࠼
toorí ㅢࠅtóoru ㅢࠆtooshi ᛩ⾗tora ⯥
torákku ࠻࡜࠶ࠢtori 㠽
tori ㈥toriáezu ขࠅᢓ߃ߕ

to help
T-shirttissue paper
with; and; that, thus (quotative
particle)as
see tobu
to flyon the way
to report; deliver
to reach; be delivered
toilet, lavatory
watch, clock
time; whenplaceby the way
however
especially, particularly
to stop; stay
to stay (overnight)
tomatofriendnext door; neighbouring
tunnelentirely, quite; at all, in the leastten
Tokyo University (abbreviation)
distant; farten days, 10th of the monthin the distanceTokyo
Tokyo University
Tokyo Disneyland
way; road; yuu tóori as one says
to pass; go throughinvestment
tiger, ኑ (calendar sign)
truck; track
bird; chicken (meat)cock (calendar sign)for the time being, first, for a start376
torihiki ขᒁ
torikáeru ขࠅᦧ߃ࠆ
torikakomu ขࠅ࿐߻tóru ขࠆ
toshí ᐕtoshiue ᐕ਄toshiyóri ᐕነࠅ
toshókan ࿑ᦠ㙚toshoshitsu ࿑ᦠቶ
totemo, tottemo ߣߡ߽‫ߡߞߣޔ‬߽
totsuzen ⓭ὼtsúaa ࠷ࠕ࡯tsuchí ࿯
tsugí ᰴtsugí kara tsugí e ᰴ߆ࠄᰴ߳
tsugoo ㇺวtsuide ni ᐨߢߦ
tsuika suru ㅊട
tsúin ࠷ࠗࡦtsuitachí ৻ᣣtsukaremásu
tsukaréru ∋ࠇࠆtsukau ૶߁
tsukéru ઃߌࠆ
tsukí ᦬tsukimásu
tsúku ⌕ߊ‫ߊߟޔ‬tsukue ᧍
tsukurikatá ૞ࠅᣇ
tsukúru ૞ࠆ
tsumaránai ⹣߹ࠄߥ޿
tsúmari ߟ߹ࠅ
tsumetai ಄ߚ޿
tsumori Ⓧ߽ࠅ
tsunagaru ❬߇ࠆtsunami ᵤᵄtsurete iku ㅪࠇߡ޿ߊ
tsuri ㊒ࠅtsúru 㢬tsuushin ㅢା

dealings, business transactions
to change, exchange
surround, include
to takeyear; ageolder person, one’s elders
old person
libraryreading roomvery
suddenly
tour
ground, earth
next, following
one after the othercircumstances, convenienceon the way, taking theopportunity to …
to add, supplement
twin (room)
first day of the monthsee tsukaréru
to get tired
to useto put on, attach
moon, monthsee tsuku
to arrive; to stick, to be attacheddesk
way of making
to makeuninteresting; triflingthat is to say, in shortcoldintention
to be linked to, to be tied totidal wave
to take a person
fishing
crane (bird)
correspondence, communication

377
tsutoméru ൕ߼ࠆ-tsuu ㅢtsúuro ㅢ〝
tsuwamono ౓
tsuyói ᒝ޿
tsuzukeru ⛯ߌࠆtsuzukete ⛯ߌߡtte ߞߡ

to work (for = ni), to strive
numerical classifier for letters
passageway
soldier, warrior
strongto keep on …ing; to continue tocontinuously
quotative particle

Uuවuchi ౝ
uchi ߁ߜ
uchi no ߁ߜߩúchuu ቝቮuchuuhikóoshi ቝቮ㘧ⴕ჻ue ਄uísukii ࠙ࠗࠬࠠ࡯
ukagaimásu
ukagau ુ߁
ukéru ฃߌࠆuketoru ฃߌขࠆuketsuke ฃઃ
umá 㚍
umá ඦ
umái ߁߹޿
umare ↢߹ࠇumareru ↢߹ࠇࠆume ᪢umeboshi ᪢ᐓߒúmi ᶏumíkaze ᶏ㘑ún ߁ࠎ
unagi 㠓undoo suru ㆇേߔࠆundoobúsoku ㆇേਇ⿷úni 㔕ਤ
unten suru ㆇォߔࠆ
unténshu ㆇォᚻrabbit (calendar sign)
while; insidehouse; family
our, myspace
astronauttop; up; above
whiskysee ukagau
to ask; visit (object honorific)
to receive
to receive a letter, etc.
reception desk, reception
horse
horse (calendar sign)
to be good at; skilful;
tastyborn in (year or place)
to be bornplum
salted plumsea
sea breeze
yeseel
to exercise
lack of exercise
sea urchinto drive
driver378
ureshíi ሜߒ޿
uriba ᄁࠅ႐uru ᄁࠆ
urusái ߁ࠆߐ޿usagi ఻usetsu ฝ᛬
ushi ‐
ushi ਊ
ushinau ᄬ߁
ushiro ᓟࠈúso ཐúso o tsuku ཐࠍߟߊuta ᱌utagawashíi ⇼ࠊߒ޿utau ᱌߁
úten 㔎ᄤútsu ᛂߟ
utsukushíi ⟤ߒ޿
utsúru ᤋࠆ
utsúsu ⒖ߔ

happy
sales counterto sellnoisy, bothersome
rabbitright-hand turnox, cow, bullox (calendar sign)
to loseback; behindlie
to tell a lie
song, poem
doubtful
to singrainy weather
to hit; send a telegram
beautifulto reflect, show, appear(in a photograph)pass on (a cold, etc.)

W
wa ߪ
wa ࠊ
wadai ⹤㗴wainrísuto ࡢࠗࡦ࡝ࠬ࠻
waishatsu ࡢࠗࠪࡖ࠷
wakái ⧯޿wakamono ⧯⠪
wakarimásu
wakáru ಽ߆ࠆ
wakéru ಽߌࠆ
waraidásu ╉޿಴ߔwarau ╉߁
wareru ഀࠇࠆ
wareware ᚒ‫ޘ‬
warúi ᖡ޿wasureru ᔓࠇࠆ

topic particle
feminine sentence-final particle
topic of conversationwine list
shirt
young
young person
see wakáru
to understandto divide, shareto burst out laughing
to laugh, to smile
to breakwe, usbad
to forget

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watakushi ⑳
wataru ᷰࠆ
watashi ⑳
wázawaza ࠊߑࠊߑwéitaa ࠙ࠚࠗ࠲࡯
Wíin ࠙ࠖ࡯ࡦ

I (formal)
to crossIdeliberately, expressly
waiterViennaY–(y)óo ka to omóu ࠃ߁߆ߣᕁ߁
ya ߿
–ya ደ
yáa ߿޽
yáchin ኅ⾓
yahári ߿ߪࠅ
yukata ᶎ⴩
yakei ᄛ᥊yakkyoku ⮎ዪyaku ni tátsu ᓎߦ┙ߟyakusoku ⚂᧤yakusoku suru ⚂᧤ߔࠆ
yakyuu ㊁⃿
yamá ጊ
yamádera ጊኹ
yámai ∛
yameru ᱛ߼ࠆ
yamu ᱛ߻
yáne ደᩮ
yappári ߿ߞ߬ࠅyarimásu
yarinaósu ߿ࠅ⋥ߔyaru ߿ࠆ
yasai ㊁⩿yasashíi ఝߒ޿
yasemásu
yaseru ∳ߖࠆ
yasúi ቟޿–yasúi ߿ߔ޿I think I’ll…
andshop; shopkeeper (suffix)
oh! hey! hi!
rent
as expected, to be sure
cotton summer kimono
view at night, night scenery
pharmacy, chemist shop
to be usefulpromise, appointment
to promise
baseballmountain
mountain temple
illness, disease
to give up; stop; retire; abandon
to stoproof
too, still, all the same, as
expected (emphatic yahári)
see yaru
to redoto do; give to an inferior; send on
an errand
vegetable
kind, gentle, considerate
see yaseru
to get thincheap
to be easy to

380yasumí ભߺ
yasumimásu
yasúmu ભ߻
yatto ߿ߞߣyattsú ౎ߟ
yayakoshíi ߿߿ߎߒ޿
yo ࠃ
–yo ࠃ
yoaké ᄛ᣿ߌyói
yóji ྾ᤨ
yókatta ࠃ߆ߞߚyokka ྾ᣣyoko ᮮ
yóku ࠃߊ
yokujoo ᶎ႐yomihajiméru ⺒ߺᆎ߼ࠆyomimásu
Yomiurishínbun ⺒ᄁᣂ⡞
yómu ⺒߻yón ྾
yóo na ki ga suru ࠃ߁ߥ
yóo na ࠃ߁ߥ
yóo ni ࠃ߁ߦ
yóo ni suru ࠃ߁ߦߔࠆ–(y)óo to suru ࠃ߁ߣߔࠆ
yoochíen ᐜ⒩࿦
yoofuku ᵗ᦯
yóoi ↪ᗧ
yóoi suru ↪ᗧߔࠆyooji ↪੐
yooka ౎ᣣyookan ᵗ㙚
yóokoso ࠃ߁ߎߘyooma ᵗ㑆yooróppa ࡛࡯ࡠ࠶ࡄ
yooshoku ᵗ㘩
yori ࠃࠅ
yorokobásu ༑߫ߔ
yorokobi ༑߮
yorokóbu ༑߱holiday; rest, break
see yasúmu
to rest; to go to bed, sleep(euphemistic honorific)
at last, finallyeight
complicated, intricate, confusing
sentence-final particle; emphatic
imperative suffix
dawn, daybreaksee íifour o’clock
it was good, good; I’m gladfour days, 4th of the monthside; beside
well; oftenbath, bath-houseto start to readsee yómu
the Yomiuri (a major daily)
to readfour
feel as if…
like, asso that (indirect command)arrange to …, make sure thatto try to (suffix)
kindergarten
western clothes
preparation, provision
provide, prepare, get readybusiness, things to doeight days, 8th of the montha western-style house/building
welcomewestern-style room
Europewestern food/mealthan
to delight, make happy
joy
to be pleased

381
yorokónde ༑ࠎߢyoroshii ࠃࠈߒ޿yoroshii désu ka ࠃࠈߒ޿ߢߔ߆
yoroshiku ࠃࠈߒߊyoru ነࠆ
yóru ᄛ
yoru ࠃࠆ
yoru, ni yoru to ࠃࠆ
yósa ⦟ߐ
yósan ੍▚yotei ੍ቯyotte, ni —— ࠃߞߡ
yótto ࡛࠶࠻yottsú ྾ߟ
you ㈮߁
yowai ᒙ޿yoyaku ੍⚂
yozákura ᄛ᪉yu ḡyubi ᜰ
yubi (o) sásu ᜰ(ࠍ)ᜰߔ
yubiwa ᜰベ
yudéru ⨨ߢࠆ
yude-támago ࠁߢෆ
yuka ᐥ
–yuki ⴕ߈yuki 㔐
yukkúri ࠁߞߊࠅyumé ᄞ
yumé o miru ᄞࠍ⷗ࠆyuu ⸒߁
yuube ᄕߴyuubínkyoku ㇷଢዪyuugata ᄕᣇ
yuugóhan ᄕᓮ㘵yuuhi ᄕᣣyuujin ෹ੱ
yuumei na ᦭ฬߥ
yuushoku ᄕ㘩yuzuru ⼑ࠆwith pleasure
good (honorific)
is it all right? Do you mind?
well, suitably; give my regards;
please do what you can for me
to call at, drop in (at = ni)night; at night
to dependaccording tovalue, worth, goodness
budgetplan
by (agent of passive)
yacht
four
to get drunk
weakreservation, booking
cherry blossoms at night
hot water, see oyu
fingerto point
ring
to boilboiled egg
floorbound for …, to …
snow
slowlydream
to dream
to say (most forms basedon iu)
last night
post officeeveningdinner, evening mealsetting sun, evening sun
friendfamousdinner, evening meal
to hand over, give up, bequeath382Z
zannen na ᱷᔨߥ
zasshi 㔀⹹ze ߗzéhi ᤚ㕖
zénbu ోㇱzensai ೨⩿
zenzen ోὼ
zéro ࠯ࡠ
zo ߙzonjimasén ሽߓ߹ߖࠎ
zonjíru ሽߓࠆ–zu ߕ
zubón ࠭ࡏࡦzúibun 㓐ಽ
zútsu ߕߟzutsuu 㗡∩
zutto ߕߞߣunfortunate
magazineemphatic sentence-final
particlecertainly, without failallentrée, hors d’oeuvre
not at all
zeroemphatic sentence-final
particle
I don’t know (object honorific)
to know (object honorific)
negative suffix, see –(a)zu
trousers
extremely; quite, veryeachheadacheall the way, all the timeIndex of grammar andlanguage functions–(a)nákereba narimasen
181–2–(a)nákute wa narimasen 182‘about’, ‘about to’‘to be’ 166
abstract nouns with –sa 238‘according to’–te form 220
action in progress 96–8
adjectival clauses 135–6
adjectives 61, 78
adverbial form –ku 62
adversative passive
indirect passive 214‘after … –ing’ 118
aizuchi 94‘along’, ‘through’, ‘over’
83, 100‘although’ 208‘and what is more’ 172–3
apologies 11–27‘as … as’ 138–40‘because’ 115‘before’ 118
boku
male pronoun 206
bowing (ojígi) 15
business cards (meishi) 11–13‘but’ (see ga)‘can’ 136–8
casual conversation
plain style 117, 182
causative 215–17
causative suffix 215–17
chiming in 94–5
‘coming’ or ‘going to dosomething’ 107
comparisons 138–40
completed state 78, 96
compound verbs 240–1
conditional clauses 148–9
conditions andconsequences 148–9
copula 62–3, 67, 77
counting days 154–5
countries 28–40
dates 48–9, 155
days of the week 85
de‘by means of’ 55
place of action 84
degrees of probability 220
dekíru 136–7
demonstratives
adjectives 61–9, 171
adverbs 171
pronouns 41–57, 63
describing people 111–29

384
descriptive nouns 61–9
deshóo 117–18
désu (see copula)‘difficult to’ 221–2
e direction marker 107
expectation
hazu 207–8
explanations 170–1
expressing wishes and desires
106–7
extent 239
families 41–4, 51–7
female speech 205
feminine final particles
formal style 235–6
frequentative 156

indirect or reported speech
119–20indirect passive 214
indirect questions 120–1
intention 164–5
introductions 11–27
ka 13, 32, 82–kan 86
kotó 130–44
kotó ga áru 130–44–ku form of adjectives

62

likes and dislikes 38–40
listing reasons 172–3
205–6

ga
as object marker 33–4, 67‘but’ 114, 123–4
giving advice 134, 166–7
giving and receiving 195–9
giving reasons 115, 187–8
go– 97
greetings 11–27
hesitation forms 94–5
hodo 239
honorific prefix 232–5
honorific prefixes o–, go–
232–5
honorific verbs 53–4, 232–4
hoo ‘side’, ‘direction’ 134, 139,239
hoo ga íi 134
hortative 165
imperative 241–2
indefinite pronouns 157–8
indirect imperative 242

máe 118–19–mashóo 81–2
–meku ‘to seem like’ 200
men’s language 206‘must not’ 171, 183
n’ desu 170–1
na adjectives 61–4
–nagara 151
names 14
girls’ given names 20
nára, ‘if ’ 187
nationality 28–40
native Japanese numerals 105
negative forms 62, 179–82
negative requests 99, 185
ni yoru to 220
ni yotte 220
nigori, voicing mark 16–nikúi ‘difficult to’ 222
no de, ‘because’ 187, 208
no ni ‘although’ 208
no ‘the one’ 13, 46, 63
numbers 46–57, 70–1
numeral classifiers 47–57,
67–9, 152–3

385
o with verbs of motion 100
object honorific 216, 233
objective judgment 219
obligation
beki 207–8
occupations 26–7
particles
clause final 187
direction particles e and ni
107
quotative particle to 25
passive 213–15, 216–17, 237–8
past tenseof adjectives 132–3
of verbs 97, 116–18
permission 90–110, 122–5
plain form
formation of 116
past tense 117
uses of 117‘please don’t’, negative
requests 185‘polite request’ –te itadakemasénka (see ‘requests’)
polite style 235–6
possession 126
possibility 169–70
potential verbs 168
with –rareru 168–9
prefixes in time expressions 85–6
probability 117–18
prohibition 122–4, 183
pronunciation 1–7
devoicing of vowels 2–3
double consonants 4long vowels 2pitch 4–5
reasons–r(éba) 149
reference and address232

rendaku 14‘reply to thanks’ 20, 24–7
‘requests’ 58–70, 98–102‘respect language’ 231–4
passive as an honorific 234–5–(s)asete itadakimásu 216
scriptfurigana 9–10
hiragána 8–10
historical spelling 7–8, 83
kanji 7–10
kanji repetition sign 9–10
katakána 8–9
kun reading 32, 85
on reading 32, 48–9, 86
romanisation 1–2
writing kanji 8sequences of events 122
sequential voicing 14
shi 31‘should’ 202, 207–8–sóo 200, 218
sóo desu 120, 219
sports 34, 56
stroke order 8subject honorifics 232
supposition 118
syllables with b and p 45
–tai 106
talking about plans 107–tára 148–9–tári 156
–te form 95
formation 95–7
–te áru 202–3–te iku 203–4–te kara 118–19–te kúru 203–te míru 201–2–te shimau 202

386
telephone numbers 49–50
tentative, hortative 201–2
the one (see no)‘this’ and ‘that’ 41–57
timeclauses of 49, 57, 79–89, 122
duration 86–7
to quotative particle 14
to ‘when’ 121to, ‘with’ or ‘and’ 121–2, 25
toki 122
tone, pronunciation
pitch 4–7
tsumori 164–5
verb plus noun plus désu 62
verbs
conjugations 116
giving and receiving 195–9
intransitive verbs 83, 96,
169, 214

linear motion verbs 83
noun plus verb ‘to do’ 78
plain form 97, 116–17, 235transitive verbs 83, 96, 202–3
verb ‘to be’ 66–8, 126verb from noun plus ‘to do’
156
verbs for wearing clothes 126
voicing mark (see nigori)wa 14
feminine particle 205–6‘when’ or ‘whenever’ 121–2‘while’ 151‘without doing’ 188
yóo desu 120–(y)óo to omou 165–(y)oo to suru 166
yóri 138–40