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    Minna No Nihongo Beginner II Translation Grammatical Notes PDF

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    Minna no Nihongo IL AMTED AA Ge Dah IL HAAR - SCI SH Translation & Grammatical Notes AU-T-42h9-9 © 1998 by 3A Corporation All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of the Publisher. Published by 3A Corporation. Shoei Blig., 6-3, Sarugaku-cho 2-chome, Chiyoda-ku, Tokyo 101-0064, Japan ISBN4-88319-108-7 C0081 First published 1998 Printed in Japan FOREWORD As the title Minna no Nihongo indicates, this book has been designed to make the study of Japanese as enjoyable and interesting as possible for students and teachers alike. Over three years in the planning and compilation, it stands as a complete textbook in itself while acting as a companion volume to the highly regarded Shin Nihongo no Kiso. As readers may know, Shin Nihongo no Kiso is a comprehensive introduction to elementary Japanese that serves as a highly efficient resource enabling students wishing to master basic Japanese conversation to do so in the shortest possible time. As such, although it was originally developed for use by AOTS's technical trainees, it is now used by a wide range of people both in Japan and abroad. The teaching of Japanese is branching out in many different ways. The growth in intemnational relations has led to a greater level of interchange between Japan and other countries, and non-Japanese from a wide variety of backgrounds have come to Japan with a range of different objectives and are now living within focal communities here. The changes in the social environment surrounding the teaching of Japanese that have resulted from this influx of people from other countries have in tum influenced the individual situations in which Japanese is taught. There is now a greater diversity of Jearning needs, and they require individual responses, It is against this background, and in response to the opinions and hopes expressed by a large number of people who have been involved in the teaching of Japanese for many years both in Japan and elsewhere, that 3A Corporation proudly publishes Minna no Nihongo. While the book continues to make use of the clarity and ease of understanding provided by the special features, key learning points and learning methods of Shin Nihongo no Kiso, the scenes, situations and characters in Minna No Nihongo have been made more universal in order to appeal to a wider range of Jeamers, Its contents have been enhanced in this way to allow all kinds of students to use it for studying Japanese with pleasure. Minna no Nihongo is aimed at anyone who urgently needs to learn to communicate in Japanese in any situation, whether at work, school, college or in their local community. Although it is an introductory text, efforts have been made to make the exchanges between Japanese and foreign characters in the book reflect Japanese social conditions and everyday life as faithfully as possible. While it is intended principally for those who have already left full-time education, it can also be recommended as an excellent textbook for university entrance courses as well as short- term intensive courses at technical colleges and universities. We at 3A Corporation are continuing actively to produce new study materials designed to meet the individual needs of an increasingly wide range of learners, and we sincerely hope that readers will continue to give us their valued support. In conclusion, I should like to mention the extensive help we received in the preparation of this text, in the form of suggestions and comments from various quarters and trials of the materials in actual lessons, for which we are extremely grateful. 3A Corporation intends to continue extending its network of friendship all over the world through activities such as the publishing of Japanese study materials, and we hope that everyone who knows us will continue to lend us their unstinting ‘encouragement and support in this. Iwao Ogawa President, 3A Corporation June 1998 EXPLANATORY NOTES + Structu re racteo8 tt SPH | consists of « Main Text, a Translation and Grammar Text and a set of cassette tapes, The Translation and Grammar Text is currently available in English. Versions in other languages will be published shortly. The materials have been prepared with the main emphasis on listening and speaking Japanese; they do not provide instruction in reading and writing hiragana, katakana or kanji. I. Content and Method of Use 1. Main Text 1) Lessons There are 25 lessons, from Lesson 26 to Lesson 50, which follow (4. 4.te 4 WJ, and each contains the following: © Sentence Patterns Basic sentence patterns are shown. @ Example Sentences A small dialogue in the style of a question and answer is given to show how the sentence patterns are used in practical conversation. New adverbs, conjunctions, and other grammatical points are also introduced. @ Conversation In the conversations, various foreign people staying in Japan appear in a variety of situations, The conversation includes everyday expressions and greetings. As they are simple, learning them by heart is recommended. if time allows, students should try developing the conversation by applying the reference words given in cach lesson of the Translation and Grammar Text in order to maximize their communication skills. @ Drills The drills are divided into three levels: A, B, and C. Drill A is visually designed in chart style to help understanding of the grammatical structure. The style helps students to learn 3) Numbers are Principally shown, in Arabic numerals. e.g. oe 9 o'clock shi ie Ist April Yo one (thing) However kanji is used in the following cases. eg. “AC ok “SR by oneself one time __ ten thousand yen bill 5, Miscellaneous 1) Words which can be omitted from a sentence are enclosed in square brackets [ ]. eg. X12 S4RICH. My father is 54 years old. 2) Synonyms are enclosed in round brackets (_). eg. EK (Ct) who 3) The part for an alternative word is denoted by ~. eg. ~(t O#4°CHH. How would you like ~ ? Tf the alternative partis a numeral, — is used. eg.-& ~yearsold -H -yen -a}if hours TO USERS OF THIS TEXTBOOK The most effective way to study 1, Learn each word carefully. The Translation & Grammatical Notes introduces the new words for each lesson. First, listen to the tape and learn these words thoroughly, paying special attention to the correct pronunciation and accent. Try to make sentences with the new words. It is important to memorize not only a word itself, but its use in a sentence. 2, Practice the sentence patterns. Make sure you understand the meaning of cach sentence pattern, and do Drills A and B until you have mastered the pattern. Say the sentences aloud, especially when doing Drill B. 3. Practice the conversation drills. Sentence-pattern practice is followed by conversation practice. The example conversations show the various situations in actual daily life in which people from abroad will often need to use Japanese. Start by doing Drill C to get accustomed to the pattern. Don’t practice only the dialogue pattern, but try to expand the dialogue. And learn how to communicate suitably according to the situations by practicing the conversation. 4, Listen to the cassette tape repeatedly. When practicing Drill C and Conversation, listen to the tape and say the dialogue aloud to make sure you acquire the correct pronunciation and intonation. Listening to the tape is the most effective way to get used to the sound and speed of Japanese and to improve your listening ability. 5. Always remember to review and prepare. So as not to forget what you have learnt in class, always revicw it the same day. Finally, do the practice section at the end of each lesson in order to check what you have learnt and to test your listening comprehension. As for the reading practice, this is an exercise to improve your comprehension of written material. Try to read it, referring to the vocabulary list. And, if you have time, look through the words and grammar explanation for the next lesson. Basic preparation is necessary for effective study. 6. Use what you have learnt. Don’t limit your learning to the classroom. Try to talk to Japanese people. Using what you have just learnt is the best way to progress, If you complete this textbook following the above suggestions, you will have acquired the basic vocubulary «and expressions necessary for daily life in Japan systematically the basic sentence patterns through substitution drills, and applying verb forms and conjugations following the chart. Drill B has various drill patterns to strengthen students’ grasp of the basic sentence patterns. Follow the directions given in each practice. Drills marked with a = sign use pictorial charts. Drill C is given in discourse style to show how the sentence patterns function in actual situations, and to enhance practical oral skills. Do not simply read, repeat and substitute, but try making your own Substitution, enrich the content, and develop the story. © Practice ‘Two kinds of practices are given: one type for listening (3) and the other for grammar practice. The listening practice is further divided into questions asking for personal answers, and questions confirming the key point of the given discourse. The listening practices are designed to strengthen students’ aural skills, while the grammar practices check comprehension of vocabulary and the grammar points in the lessons studied, The reading practices mostly require students to give a true or false response after reading a simple story compiled with words and sentence patterns from the lessons learned. 2) Review This is provided to enable students to go over the essential points every several lessons studied. 3) Summary At the end of the Main Text, a summary of grammatical points is given, such as the use of the particles, verb forms, adverbs and conjunctions, using example sentences appearing in the respective lessons. 4) Index This includes classroom expressions, greetings, numerals, new vocabulary, and idiomatic expressions introduced in each lesson of the Main Text all through from Lesson | to Lesson 50. 2. Translation’and Grammar Text 1) The following are given in each of the lessons from Lesson 26 to Lesson 50. new vocabulary and its translation @translation of Sentence Patterns, Example Sentences, and Conversation ® useful words related to the lesson and small pieces of information on Japan and the Japanese @ explanation of essential grammar appearing in the lesson 2) A grammatical summary of particles, how to use the forms, adverbs, adverbial expressions, and various conjugations is given in English at the back of the Main Text. 3. Cassette Tapes On the cassette tapes, Vocabulary, Sentence Patterns, Example Sentences, Drill C, Conversation and listening comprehension questions of the Practice section are recorded. Students should pay attention to the pronunciation and intonation when listening to the Vocabulary, Sentence Patterns and Example Sentences. When listening to Drill C and Conversation, try to get accustomed to the natural speed of the language. 4. Kanji Usage 1) Kanji usage is based on 'é #8 $ 4, which is an official list of the most commonly used Chinese characters in Japan. © # Fil (words which are made by a combination of two or more kanji and have a special reading) shown in the Appendix Chart of #34 R23 are written in kanji. eg. kif friend 345 fruit t9% glasses @® Proper nouns are written with their own Chinese characters even if their readings are non-standard. eg. KH Osaka A&R Nara dst Kabuki 2) For freeing students from confusion, some words are given in kana although they ae included in #3 3% and its Appendix Chart eg. 55 SHS) tk BB) 305 (FE) possess exist perhaps yesterday CHARACTERS IN THE CONVERSATIONS Mike Miller ‘American, employee of IMC S Matsumoto Tadashi ‘Suzuki Yasuo Japanese, department oa Japanese, chief at IMC (Osaka) Nakamura Akiko employee of IMC Japanese, sales section chief at IMC Lee Jin Ju Korean, researcher at AKC Thai, student at Sakura University ©) C= =) Ogawa Yone SD Japanese, Ogawa Hiroshi Ogawa Hiroshi’s mother Ogawa Sachiko Japanese, neighbor Japanese, of Mike Miller's, housewife Karl Schmidt Klara Schmidt Gesman, engineer at Power Electric Company German, teacher of German yi sy Bx7 Watanabe Akemi Takahashi Toru Hayashi Makiko Japanese, Japanese, Japanese, employee of employee of employee of Power Blectric Company Power Electric Company Power Electric Company John Watt Ito Chiseko British, professor at Japanese, teacher in charge of ‘Sakura University Hans Schmidt's class at Himawari elementary schoo! Other Characters Hans Gupta German, schoolboy (12 yrs.), Indian, employee of IMC son of Karl and Klara Schmidt 3% IMC (computer software company) SKAKC (7 7 Tidt $e 7 7 — : Asia Research Institute) CONTENTS Terms Used For Instruction- Abbreviations--- LESSON 26------ L. Vocabulary IL. Translation Sentence Patterns & Example Sentences Conversation: ‘Where do I put the trash? 1LReference Words & Information: REFUSE DISPOSAL, LESSON 27- L. Vocabulary IL Translation Sentence Patterns & Example Sentences Conversation: ‘You can make anything, can’t you? 1.Reference Words & Information: SHOPS FOUND LOCALLY LESSON 28- I. Vocabulary IL. Translation Sentence Patterns & Example Sentences Conversation: Over a cup of tea [L.Reference Words & Information: RENTING ACCOMMODATION TV.Grammar Explanation LV \sadj tad N 2. V C-form & 3. Interrogative V fe-forms 19TH H plain form LOH plain form ~ feat fthn BCH Ah ct FCT / FECT BURT, ce, 4 Noobjectylt TV.Grammar Explanation 1. Potential verbs, 2. Potential verb sentences 3. RAST and MORE 4. CERT 5. 64% ZL 1V.Grammar Explanation LVidt-formt a Vi 2.VCform it 3. plain form. ~ 4 EHC SENT oo 6.46 LO BRE REL CHO LESSON 29------ I. Vocabulary TI, Translation Sentence Patterns & Example Sentences Conversation: left something U.Reference Words & Informati STATE & APPEARANCE LESSON 30- 1. Vocabulary IL, Translation Sentence Patterns & Example Sentences Conversation: I will reserve a ticket for you UlLReference Words & Information: LOCATION LESSON 31- L. Vocabulary IL Translation Sentence Patterns & Example Sentences Conversation: 1 think I will start using the Internet 1LReference Words & Information: FIELDS OF STUDY 1V.Grammar Explanation 1. V T-form Vs ¢ > 2.VTfom LEVELA/LEDET 3.VTform Ld Lt 4 BVELA 5S. CIMT CI MIE 1V.Grammar Explanation LV T-forn & YET 2.VTC-form BY ET 3. £42 Vffirmative) 4 tHlt ~ IV.Grammar Explanation 1. Volitional form 2. How to use the volitional form 3. V dictionary form wigs] 4. Victionary form | 4. wa | Hee 8.24 VC-form WEL 6 =-/4~ LESSON 32: 1. Vocabulary IL Translation Sentence Patterns & Example Sentences Conversation: You might be sick T1LReference Words & Information: WEATHER FORECAST LESSON 33--: 1. Vocabulary T. Translation Sentence Patterns & Example Sentences Conversation: ‘What does this mean? IlLReference Words & Information: SIGNS LESSON 34-- 1. Vocabulary Il. Translation Sentence Patterns & Example Sentences Conversation: Please do as Ido TILReference Words & Information: COOKING 10 IV.Grammar Explanation 1. V-form Vtr0 form 248 2, Vi \s-agj tad N 3.0 Vad) Head} | EFA OTT plain form TLE plain form{ ©“ *? ~K plain form Pe LNEtL plain form Lb loli wok 6. QuantifierT TV.Grammar Explanation 1. Imperative and prohibitive forms 2. Use of the imperative and prohibitive forms 3.0 tha gt and~e BOT vet _ 4Xl2 YO 05 BRT Be ig dot dik plain form acs" | : le Bat onetaten plain form “52 IV.Grammar Explanation 1. V1 dictionary form Vi A-form CRY, Ve NO 2. Vi feeform No | HLT. Va 3. Vi T-form ¥e Vi 20 -form al 4. Vi 20 form #0 T. Ve LESSON 35+: ‘Sentence Patterns & Example Sentences Conversation: If you go to atravel agency, you can find out IILReference Words & Information: PROVERBS LESSON 36- I. Vocabulary IL. Translation Sentence Patlerns & Example Sentences Conversation: Imake the effort to use my brain and body IILReference Words & Information: HEALTH LESSON 37- 1. Vocabulary IL. Translation Sentence Patterns & Example Sentences Conversation: ‘Kansai Airport is made on reclaimed land Il. Reference Words & Information: INCIDENT 1V.Grammar Explanation 1. How to make the conditional form 2. Conditional form. ~ 3NGH ~ 4. Interrogative V conditional form wocta 3V V dictionary for \\sadj} conditional form {\ *-adj(~1°) HEX te-ady Hi-adj te TV.Grammar Explanation 1. Vi dictionary form Vitro formés |2 dK Ve 2. Viictionary forma 3 (|, Vl formt ¢ eee 3. Vaictionary form E ee VitE\ form» 4th 1V.Grammar Explanation L. Passive verbs 2, Nuperson)it Nu(person:)I= Vpassive 3. Ni(person)lz Nx(persom)t= Ni Vpassive 4, N(thing)o*/12_ V passive 5. Nut Nu(person)I< > Vpassive 6NPE/NT OC UEF LESSON 38- 1. Vocabulary IV.Grammar Explanation IL. Translation 1. Vplain form® Sentence Patterns & Example Sentences 2. Vdictionary form®(4 adjective C+ Conversation: 3. Vidictionary formO 4 adjective TH like putting things in order 4, Véictionary form Siz Lt: 5. Vplain form® © f2>T WA ANNUAL EVENTS 6 | \saqj Pain form on Ol NCH 4¢-ad | plain form N |~ko~e 1 ~ CRU ALAR A~L EDS ~E RM, ete LESSON 39- 82 I. Vocabulary 1V.Grammar Explanation IL. ‘Transtation 1, VT-form Sentence Patterns & Example Sentences Virvsformts ¢T | Conversation: Vaud) (~A)+~ ¢T[ T'm sorry to be late %e-adj [H+ T TiL-Reference Words & Information: 2NT FEELINGS 3.V : plain form \adj oS %-adj | plain form = N |~Keet LESSON 40- L Vocabulary TV.Grammar Explanation IL, Translation H plain form Sentence Patterns & Example Sentences Sad : Interrogative{ n~ Conversation: tt-adj{ plain form am worried if my son has inade any friends or not N ~—-= TIL Reference Words & Information: 2 . plain form MEASUREMENT, SHAPES & PATTERNS Vad econ ~ ‘e-adj plain form N lee 3.VT-form BE4 4. adj (~~ S07 FRO CF TL ETH LESSON 41 ‘dais rove “94 1. Vocabulary TV.Grammar Explanation Il. Translation 1. Expressions for giving and receiving Sentence Patterns & Example Sentences 2. Giving and receiving of actions Conversation: 3.V Tform (EE OEHLD Could you keep my parcel? 4.NIC V IiLReference Words & Information: USEFUL INFORMATION 1. Vocabulary TV.Grammar Explanation IL, Translation 1. Veictionary form| yyy Sentence Patterns & Example Sentences NO Conversation: 2. Vdictionary form® | _ ‘What will you spend your bonus on? N - TiLReference Words & Information: 3. Quantifierlt OFFICE SUPPLIES & TOOLS 4. Quantifier & LESSON 43- eee i I. Vocabulary TV.Grammar Explanation IL. Translation 1.ViF-form ‘Sentence Patterns & Example Sentences Vad (~4)} 49 TH Conversation: tag l#1 He looks kind 2.V C-form RET TiLReference Words & Information: PERSONALITY & NATURE LESSON 44- a I. Vocabulary TV.Grammar Explanation IL. Translation 1. V£4-form Sentence Patterns & Example Sentences Vad (~¥)) FF ET Conversation: ty-adj [46] Do it like in this photo, please 2 ettom|? TTT Ill Reference Words & Information: le Cuey BEAUTY PARLOR & BARBER SHOP 3. '-adj(~4)-+~ ¢ tradi Jt lat NIE aN LET 5.0 sadj(~ > ~ ¢ ty -adj [44] (= LESSON 45 1. Vocabulary I. Translation Sentence Patterns & Example Sentences Conversation: ‘Though I practiced very hard IReference Words & Information: - EMERGENCY LESSON 46 L. Vocabulary IL. Translation Sentence Pattems & Example Sentences Conversation: He should be there soon T1LReference Words & Information: ROOTS OF KATAKANA WORDS LESSON 47- 1. Vocabulary TL Translation Sentence Patterns & Example Sentences Conversation: heard that she has got engaged T1.Reference Words & Information: ONOMATOPOEIA LESSON 48-, I. Vocabulary I. Translation ‘Sentence Patterns & Example Sentences ‘Conversation: Let me take leave, please [1LReference Words & Information: DISCIPLINE 1V.Grammar Expla tion 1. V dictionary form V fe-form Virvformt | go it, ~ § adj (~s 9), * tradi No plain form \ adj te-adj je form No [~Ke~t 1V.Grammar Explanation 1. V dictionary form V T-form 1°, V A-form 2. V form (£0) TH 3. Veictionary form VEU forte vo-adj (~0») ead’ No Enatt ager IV.Grammar Explanation 1. plain form& 3 CF 2V plain form \sadj ty-adj_ plein form ~K-+~ te N_ phinform ~#-+~0 3 B/E cB ee Lat LTT 136 1V.Grammar Explanation 1, Causative verbs 2. Causative verb sentences 3. Usage of a causative 4, Veeausative T-form 0 LESSON 49-++++++» sesesneee | 42 L. Vocabulary 1V.Grammar Explanation Il. Translation 1, 4&8 (honorific expressions) Sentence Pattems & Example Sentences 2. Types of Bi Conversation: 3. ERIE (cespectful expressions) Would you please convey my message? 4, $28 and style of I1LReference Words & Information: ina sentence ‘TALKING ON THE TELEPHONE LESSON 50. L Vocabulary TV.Grammar Explanation UL. Translation 1, BER (humble expressions) Sentence Patterns & Example Sentences 2. T' Conversation: Tam sincerely grateful to you ULReference Words & Information: HOW TO WRITE ADDRESSES 148 Par les - How to Use the Forms Various Uses of Verbs and Adjectives -- Intransitive and Transitive Verbs Adverbs and Adverbial Expressions Various Conjunctions-- LESSON 16: “102 1. VT-form, [VT-form], ~ 2.4 adj (~~ T. ~ 3.N saat) © ~ 4.WiT-form#* 5. Va 5.Nild. NiA* adjective 6. CFPOT 1LCON R&l_ HOWTO WITHDRAW MONEY LESSON 17° 108 1. Verb #8 \-form QV forme T CHE B.VE forme tHit oo) EL 4. VEN format CTE OW TH 5.N (object) Id 6. N(time) # TIS V R&I BODY & ILLNESS LESSON 18-- 1. Vetb dictionary form 2.N V dictionary form = & wy “114 a Csat 3 ea iN ; oie \ dictionary form = e . 4. Vi dictionary form NO Quantifier (period) 5. eat 6.tU R&l ACTIONS aan “120 form form Ltd HY ET 3.VA-form'), VA-form!) LET 4.0 aadj (A) +~ teagl#I>i paved st ttA R&A TRADITIONAL CULTURE & ENTERTAINMENT. LESSON 20-- LESSON 21-- LESSON 22: LESSON 23. "126 1. Polite style and plain style 2. Proper use of the polite style or the plain style 3. Conversation in the plain style R&I HOW TO ADDRESS PEOPLE “132 Lplainformt. Bust 2 plain form: je Boar 3.V no [tain form SLL? ‘2-adj[ plain form | © 7 N ~k 4.Nu (place) Note 5.N (occasion) ¢ 6.NTE V 7. VEE form tt Cores R&I POSITIONS IN SOCIETY byt 1. Noun modification 2. Noun modification by sentences 3.NA 4.V dictionary form R&I CLOTHES HR / 1. V dictionary form Vite form veadi(—y) Jean ~ te-adj te NO 2. V dictionary form, form 3. V dictionary form &. ~ 4, N4* adjective/V 5.N (place) & V (verb of movement) R&I ROAD & TRAFFIC re, = 2. bivtt VT-form fh wT Cnet 3..N (person)4® V 4, Interrogatives* V R&I EXCHANGE OF PRESENTS LESSON 25: 1. plain past form, ~ 2.Vfe-form. ~ 3. VT-form i wadj (~A)—~ € T te-adj 1+ T NT 4b Land 46 5 5.NA° R&I LIFE b~ T7eyb Ay hho ay wit (ds Terms Used For Instruction lesson - sentence pattern example sentence conversation practice exercise answer reading practice review contents index grammar sentence word phrase clause pronunciation vowel consonant. ‘mora accent intonation UN -row (\))-tine polite style of speech plain style of speech inflection form ~ form modification exception EE pee eae eo: Fee ae noun verb intransitive verb transitive verb adjective U-adjective ‘adjective particle adverb conjunction quantifier counter interrogative (question word) ‘noun (predicate) sentence verb (predicate) sentence adjective (predicate) sentence subject predicate object topic affirmative negative perfective imperfective past non-past potential volitional imperative prohibitive conditional passive causative respectful humble \-adj 4-adj Abbreviations noun ia) eg CEL student yas L \ adjective (\ 4B) eg. BL tasty %-adjective (obs) eg H(t] beautiful a verb (#84) eg HEET write ss, sentence (X)g eg CHIt RCT. This is a book. Oka desk Kas high Loa te) quiet BNET eat ep ays bhlit BLA RRS eet. I will go to Tokyo tomorrow. |. Vocabulary ate IHLET I Bineg 1 [EmAI~] EG bOES T [emcte~] PNET I SAelet 0 Us biliaagt J aI pat uy DOTM baw AAS LY SAM DB & LASALY Ca 7tG PACITY le ROYFAT Lesson 26 KET. BEF check RLEF, MLEF look for, search BNET (oe Ric~] ME Sued (08 =~] Smet WLAALT MBS vy BOK BY RPE Rat Bry SAMA. RB DE 3B7h —t ACE be late [for an appointment, etc.] be in time [for an appointment, etc.] do attend [a party] apply for, enter for convenient (concerning time) inconvenient (concerning time) feel well feel ill newspaper publishing company, newspaper office judo athletic meeting place volunteer ~ dialect next time, another time pretty, very directly any time anywhere anybody anything ~ like this ~ like that (near the listener) ~ like that (far from both the speaker and the listener) 3*NHK eivto gd MERLART aged Hosas Giles 1 ce huat (cae~1 1 MAST (Ta0~] WKS 2% Bld WR tote ~Ba Slay 0 Bont. Nippon Hoso Kyokai (broadcasting company) Children’s Day fictitious store {boxes} be put in order ‘ garbage, trash, dust at put out [the trash] [trash] burn Monday, Wednesday and Friday place where something is put side bottle can hot water gas ~ company 3 contact What shall I do? electronic mail space, universe be afraid of spaceship another astronaut Japanese astronaut (1955- ) Il. Translation Sentence Patterns 1. Lam going on a trip from tomorrow. 2. I would like to learn ikebana (flower arrangement). Could you kindly introduce a is ‘good teacher to me? (26) Example Sentences 1. Ms. Watanabe, you sometimes speak Osaka dialect. Have you lived in Osaka? +--Yes, | lived in Osaka until [ was fifteen. 2. The design of your shoes is interesting. Where did you buy them? "I bought this pair at Edoya Store, They are Spanish. 3. Why were you late? ~--Because the bus didn’t come. 4. Are you going to participate in the Athletic Meeting? ++-No, | won't, I don't like sports so much. 5. I've written a letter in Japanese. Could you please check it for me? “Yes, of course. 6. I want to tour NHK. How can I do that? *»*You just go and ask. You can tour there any time. Conversation ‘Where do I put the trash? Janitor: Mr. Miller, have you finished settling into your apartment? Yes, [almost have. Er, { want to throw some trash away. Where do f put it? Janitor: Trash that can be bumed should be put out on Monday, Wednesday, and Friday mornings. The trash and garbage collection point is next to the parking lot. Miller: | What about bottles and cans? Janitor: Bottles and cans should be put out on Saturdays. : Lsee, And there’s no hot water. Janitor: Get in touch with the gas company, and they will soon come and fix i Miller: Oh, what shall [ do? I don’t have a phone. Sorry, but would you mind contacting them for me? Janitor: No, certainly not. Miller: That's very kind of you. Thank you. lll. Reference Words & Information 240% LF REFUSE DISPOSAL In order to reduce and recycle refuse, household waste is sorted into types and collected on different days, The designated collection sites and collection days vary from area to area. The following is an example of the regulations. Tak # aoppooe Refuse Collection Day Information Se OE EES RHE: Ak: SRB Collection a Mon., Wed. & Fri. \ t 1 t \ t 1 l 1 1 \ \ ' \ 1 t Ler paper ft : frm garbage | Vonage t I BIRO A RR TH) | | Non-combustible Refuse 1 \ HFRBE glass | | yon4 2B plastics ' ! BR? & metal kitchen utensils | ' Weigh ge wary 1 i Bakes ' ' the third Tuesday { \ eat scrap furniture é i i KEELES electrical appliances : ; BEE bicycles ! View tastes / 1 FURS RH : | Recyclable Refse t | e38 cans ; \ eave bottles ' ' Sei newspaper \ IV. Grammar Explanation i v tag | Pain form ia} lain tom Nl ~Heme ACH ~A-T is an expression used to explain causes, reasons, grounds, etc, stongly.~£ C4 is used in spoken language, while ~ T+ is used in weitten language. ~ T+ is used in the following ways. n| ~ette ‘This expression is used in the following cases. (When the speaker guesses the reason or the cause as to what he has seen or heard and then ‘confinns whether he is correct, fos we Rie Bosra. Khe Ae OAL ID, AR, WET RIS ELT OF Ute Ms. Watanabe, you sometimes speak Osake dialect. Have you lived in Osaka? --Yes lived in Osaka until was fen @2)When the speaker asks for information about what he has seen of heacd . ® BELSu F¥1 vo Heth, est Honk tt “EET ARTO MOE Ute “The design of your shoes is interesting. Where did you buy them? + bough tis pair at Edoya Store. (@)When the speaker asks the listencr to explain the reason or the cause of what he has seen or heard. @ CILT MRAL TIO Why were you late? (When asking for an explanation ofa situation. OCF LAL TION What's the matter? (Note) “~A-T4# sometimes contains the speaker's surprise, suspicion, strong curiosity, ete. Inappropriate use, therefore, may offend the listener, soit is necessary to be careful with this expression. Ql ~Att ‘This expression is used in the following cases. (When stating the reason or cause as an answer fo such questions as in (3) and (4) in 1) above. © V5Lt Hance, Why were you late? SA RAAT. ‘Because the bus didn’t come, © C3 LAAT What's the matter? wBroe Ae Boccr. “don’t feel wet (2)When the speaker adds the reason or the cause to what he’s stated, © BH Hie aaate. Do you read a newspaper every morning? ke Ss eet “No. don’t have the time. [Note] ~4 C+ isnot used to merely deseribe the facts as shown in the following example. beELIL 74 7~ am Mike Miller. x beL 17+ ~heta ~ 2 ~A THA is used to introduce a topic. It is followed by a request, an invitation of an expression seoking permission. 4° inthis case is used to conneot sentences lightly and indicates hesitation and reservation on the speaker's side. As in @®, clauses following ~A-C-4'4* are often omitted when they are self-evident to the speaker and the listener. Fe BOLL TIO. Bao BT OREECA I've written a letter in Japanese. Could you please check it for me? © NHKE RELAUATHAN CF LA OUT I want to tour NHK. How can I do that? @ Bs bee Letienn, ‘There’s no hot water. VT -form + ££» | Would you please do me the favor of ~ing? ‘This is a request expression that i politer than ~~ < 7230, Oi RFs BAL AKU E RL Would you please introduce a good teacher to me? Sve Vidomn Wve Fy] WhavWhen/Where Interrogative Vit-forms CF % | Whnageuyne. {shall ® CIC ALF Rake OTH. Whore should I buy a camera? B bam BE LOLTTN CF LA OUTTA I1don't have any small change. What shall I do? ~fe \\VC44 is used when the speaker asks the listener for some advice or instructions about what to do. In @, the speaker wants to buy a camera but does not know where to buy one, so he asks the listener to recommend a good shop. Hacer MOTH | likeldisike (object {EF CH/ FETT | be good ave poor at} N SVE T, etc. have, otc. © HHS: Fiocaro. AMR, ARIE BEY HE CE OLTH. Are you going to participate in the athletic meeting? No, I don't like sports very much, ‘You leamed in Book I (Lessons 10 and 17) that subjects and also objects indicated by & can become topics and be highlighted by (2. Objects indicated by #* can also be highlighted by I?. Vocabulary gost I ATET OT alyad 1 [Abe~] cyst [etae~] aaet [ees~] aati [eran] teste 0 {x 34] oosat (28 +b5e-) x ab ey <2 dh tee WLS vbE BOL vie UCFAALS DILAIEALES Brave wyyay EVILS ~8L9l0 BOF AWA Edo Lesson 27 meas MTS RET (az~) Ry aT 4 e~] Raat [hs~] moaat La] (280~] WX RE Bi wR Bam cud org ~K * eth (gett keep (a pet), raise (an animal) build run, drive [along a road] take [a holiday] [a mountain] can be seen [a sound] can be heard {an airport] be made, be completed, come into existence set up [a class], open, hold [eed vfayEe ts Rage pet ae bird voice wave : fireworks - scenery, view daytime old days, ancient times tool, instrument, equipment vending machine mail order, mail-order sales (dry) cleaning, laundry condominium, apartment house kitchen ~ class party room after ~ (duration of time) only ~ (used with negatives) ae other oe {avai clearly almost al! (in affirmative sentences), hardly, scarcely (in negative sentences) Kansai International Airport name of a shopping district in Tokyo with many electrical stores peninsula in Shizuoka Prefecture Sunday carpenter bookshelf dream(~€ 4 £1: have a dream) someday, sometime house, home marvelous, wonderful children like very much cartoon, comic strip hero, heroine shape robot fantastic, mysterious pocket for example attach, put on freely sky fly oneself future name of a cartoon character I. Translation Sentence Pattems 1. Lean speak Japanese a litte. 2. We can see a town from the top of the mountain. 3. They have built a big supermarket in front of the station, Example Sentences 1. Can you read Japanese newspapers? *No, Loan't. 2. How many days summer vacation can you take at Power Electric? ---Well, about three weeks. ‘That’s good. I can take only one week at my company. 3. Can you keep pets in this condominium? +-We can keep alittle bird or fish, but not a dog or a cat. 4. Can you see Mt. Fuji from Tokyo? In the old days we could sce it well, but now we can hardly sec it at all. 5. You can hear birds singing, can’t you? -+-Yes. Spring has come. 6 When did they complete Kansai International Airport? n *-+In the autumn of 1994. 7. That's a nice bag. Where did you buy it? “--I bought it by mail order. ‘Do they also have it in department stores? think they don’t have it in department stores. Conversation ‘You can make anything, can’t you? ‘What with all the light it gets, it’s a nice room, Yes. You can see the ocean on a fine day. This table has an interesting design, doesn’t it? Did you buy it in the States? No, I made it myself, Oh, really? Yes, Do-it-yourself is my hobby. Wow. Did you make that bookshelf, too? Yes, ‘That’s amazing! You can make anything, can’t you? It's my dream to build my own house by myself someday. That’s a wonderful dream. Ill. Reference Words & Information an 4& < @i§ SHOPS FOUND LOCALLY Camera Shop BH developing Tye printing extra print enlargement negative Ra4K slide H-ERHAK service size panoramic size 7'\—=77H Cleaners FFA 7Y-=77 — dry cleaning laundering stain removal waterproof alterations shrink stretch 2YE= Convenience Store delivery service photo developing Wael et FER AA payment of utility charges Be-, 777% photocopy, fax iY tas, GEORE TY Y—b 4/47 y bOWRIE sale of concert tickets nD IV. Grammar Explanation 1. Potential verbs na How to make potential verbs (See Main Textbook, Lesson 27, p.12, i Al.) Potential verbs polite form plain form| T weet ONtet OTS Dost WATT BAS 0 aiet ENGHKET 7ADKS bi ait Tonet TbHS Let cset TS Al potential verbs are Group II verbs; they conjugate into the dictionary form, 4 \-form, T-form, ete. eg HIS, ACEO), HITT 444, which includes the meaning of possibility itself, does not change into HH HS, 2. Potential verb sentences 1) Potential verbs expross not actions but states. The objects of transitive verbs arc indicated by the particle %. When they become potential verbs, however, their objects are usually indicated by the particle 4° ® br Lit ox EBLET. 1 speak Japanese, lt BARBS I can speak Japanese. No particles change except for € oe oe Uae CH me ateto. ‘Can you go to the hospital alone? @RPSAE SARELTL I. could not see Mr. Tanaka. 2) Potential verbs have two uses: to express a person's ability to do something (®) and to express the possibility of an action in a certain situation (®). @ 29-kAlt Rea doer. Mr. Miller can read kanji. © 20 Rite Es RAGHET. Youcan change dollars at this bank. a. MART and MC RET The potential verb for 4EF is HL MEF and that for ¥ FEF is FEF. They indicate that one’s intention of seeing or listening can be realized. % 2. ¥ indicates that a certain object comes into one’s sight and ¥ <= 2 £4 that a sound reaches one’s cars independent of one’s will. In sentences using & 2 #F and % © A #F, objects to be seen or. heard become the subjects oft the sentence and are indicated by 4°. OBC F RRo tae Aonet. ‘You can now see Kurosawa’s movies in Shinjuku @ tito giilo Ratt. Me Fuji san be: seen from the Shinkansen. © BSc RAT miter. ‘You can hear the weather forecast by phone. @ 3740 Be monet. The sound of a radio can be heard. 4. CREF The vorb T #4 that you learn here means “come into being, completed,” “be finished,” “be made,” ee ORo Hic Rav 2-4 THE LE A big supermarket has been completed in front of the station. Own FR vo THETH When can you fix this watch? ‘come up,” “be 5. It DY CMAN OE CIE, ote. (i is used to highlight a noun as a topic, and as you leamed in Lessons 10, 17 and 26, when 46 or © follows the noun, it is replaced by (1. When other particles (e.g. T, I=, ~, ete.) follow the noun, ir is s placed after them, @ be Lo PRe TAY ALO Kes vas. Jn my school there is an American teacher. @peLO PRU PHB BAst. Tn my school we can learn the Chinese language. 2) (E used to make contrasts @FOFid es HALA S25lt RATHL, ‘Yesterday we could see mountains, but not today. Ot vit hase, Coit hated. Idrink wine, but not beer. | is @RB EET AMA TEEtL, Twill go to Kyoto, but not to Osaka. 6. & Like the usage of |i explained above, & replaces @ or 4%, but follows other particles. In the case of the particle ~, however, it can be omits @7FFsLIt RHO Best, VIVAL Beet. Klara can speak English, She can speak French, too. ORF TAYAN TEELK. KEVIN ES | went to America last year. I weat to Mexico, to @brlLo MEO, Be RATT. Bo MEDD’ RATT. ‘The sea can be seen from my room, and also from my brother's room. 7. La L.# is attached to nouns, quantifiers, ctc., and is always used with negative predicates. It highlights the word, makes limitations and negates everything except the thing expressed by the word. It replaces 4¢ or %, but follows other particles. 4 bas a negative nuance, while (7 has a positive one QDo-evFL a Fret. cannot write anything but Roman letters. @o-vetklt Fst Tecan only write Roman letters. TELA, I. Vocabulary gmat 0 Dsva~] BOUVET T HAET I RGUET TI Beet 1 PLOEF I [eat Cle~] 2eLET OD eCole) ho LAle] PeLY Aw Brie Loire th Bre LS whe WS bv Wh Ltn neK Sagr9 K-F2 1h o% Foz Lejto Lesson 28 anad t mya HUET Moet meet CU [A#E~] Role] MELAS Hy Bik BR a AK & * By 46, eit eal ANS [bread] sell, be sold dance chew, bite choose be different {g0 to and from [university] take a memo serious earnest gentle, kind great, admirable proper, just right custom experience power \ popularity ([4° ¢ #6] be popular [with students]) form, shape color taste chewing gum ~a HYET: goods price salary bonus program drama novel La jtom ale DAYAL ore UtITd bre LTHTL Use Leib Lifts < FANT AN eH 2t aso [522] Bifivoas wR-LAFA Ba BLes) Let 0 ABR RF EIA AF BFE BIL aa AR bALTION novelist singer janitor (my) son. (someone else's) son (my) daughter (someone else's) daughter oneself 2 future a little while usually, mostly in addition and so Thave a favor to ask. homestay 0 conversation notice date Saturday gymnasium free of charge Translation Sentence Patterns 1. Lfisten to music while eating, 2. I jog every morning. 3. Subways are fast and inexpensive, so let’s take the subway, Example Sentences 1, When I'm driving and sleepy, I chew gum. *=-You do? I stop the car, and take a nap for a while, 2. Taro, don’t watch TV while studying. +-OK, Mum, 3. He is working while studying at university. “Really? He is admirable, 4, What do you usually do on holidays? +~-Well, mostly I draw pictures. 5. Professor Watt is earnest, diligent and rich in experience. “++He is a good teacher, isn’t he? 6. Mr. Tanaka, you often go on trips, but never go abroad. hat’s right. I don't understand foreign languages, and the customs are different " from ours, and so travelling abroad is tough for me. 7. Why did you choose Sakura University? "Sakura University is the one which my father graduated from, it has many good professors, and itis near to my house. Conversation Over a cup of tea Ogawa Sachiko: Mr. Miller, I have a favor to ask. Miller: What is it? ‘Ogawa Sachiko: Would you mind teaching English to my son? He is going to Australia on a homestay program this summer vacation, but he can’t speak English. Miller: I wish I could, but I’m afraid I don’t have time to.... Ogawa Sachiko: Couldn't you have a chat with him over a cup of tea? Miller: Well, [ often have to go on business trips, and I'll soon have a Japanese language tes... Besides I have never taught before... Ogawa Sachiko: So, you can’t... Well, that’s a shame. Miller: Tam very sorry. Ill. Reference Words & Information 96 £48) & RENTING ACCOMMODATION How to Read Housing Information fet Ra 4e URS Eas 5 @rvyay @R3E on ke eae ORK 15498 One 2H ous an na s ORK 6.00074 @2LDK (@6-6-LDK8) Resse ibs, OORT O 8 Fe OPT ORHE R-N—ETC 400m 303-1234 ~5678 © tain line @ nearest station @ five-minute walk from the station @ condominium made of reinforced concrete * b ‘one or two-story wooden apartment building ic detached house, single house © three years old (years since construction) © rental fee @® deposit money Money that’s left with the owner in the form of a deposit. ‘When you move out, the owner in principle gives a part of it back. gift money 2 Money that's paid directly to the owner as a “gif.” ® maintenance fee @ facing south © 8th floor of ten-story building ® living/dining Toom with kitchen and 2 rooms ® 6mats (= 6 ) Be = is a unit of measurement used for the area of a room. 118 corresponds to the area ofa tatamni mat (approximately 180% 90cm). @ real estate agent 28 20 WV. Grammar Explanation 1.[_ Vi BF -form 44% Ve This sentence pattern means that one person does two different actions (V1 and V;) at the same time. The action denoted by V; is the more emphasized of the two actions. ees ace ORE Metre RELET. listen to music while eating. This sentence pattern is also used when the two actions take place over a period of time, OW ses GRRE WHLT OFT. I’m working and studying Japanese. +L VTform wet An individual’s customary action is expressed by this sentence pattem. A customary action in the past is expressed by using VC-form \£ L. @ BH Yaxy7e LO ORT jog every morning. @Feio cs, Bot aoe HT ELE Tused to go to bed at eight every evening when I was a child. 3.[/ plain form lL, ~ 1) When sentences are stated from a certain viewpoint, they can be linked using this structure, For example, sentences describing the merits of a particular subject are joined into one sentence using this pattern. te bold gous O vy beet MEL, SCHL. BRE BUST. Professor Watt is earnest and diligent and has experience. 2) This structure is also used to state causes or reasons when there is more than one cause or reason. Use of this structure implies the meaning of “furthermore” or “on top of that.” ORs Bol Hes RNS, co Bit eee MATH. ‘This shop is very convenient. It’s near the station, and you can also come here by car. ‘When the speaker states reasons using this pattern, he/she sometimes does not say his/her conclusion when it's understood from the context. See @ ORF RHE BAT VAR ELAM, 3h, Bike BOL. LIT 0 BBO URE BSL Could you teach English to my son? “Sorry. I ofien go on business trips, and I have to take a Japanese exam soon, There are cases when only one ~ L is used in a sentence. Though the reason explicitly stated is only one, the existence of other reasons-is implied by the use of ~ L. Note this is not true of ~ 9°15, OBL snot. co He Most. Because the color is beautiful (and for some other reasons), I'll buy this pair of shoes. As you see in ®, ©, @ and ®, the particle 4 is often used in this sentence pattern. By the use of &, the speaker implies the existence of other reasons to emphasize his/her viewpoint. 4, tHE ALC is used when you add another similar fact or situation, permet’ OLILT F¢OKFE RLELTIHO. we CoRE a, Beebe REEL ow BEG Bot, eats Ros, fete. Why did you choose Sakura University? «Because it's my fathcr's alma mater, there are many good teachers, and besides, it’s near my house. 5. tne €#.T is a conjunction used to show that what was said before it is the reason or cause for the sentence following it Oro varavit BRE BOL. BOLvATH. Ene hi Borcrn. ‘The food is inexpensive and tasty in this restaurant. “And that’s why it’s crowded. a teat f 6. bk LO RRGIS RELTTD ee tas In this sentence (see # @ C 2), the particle {<, which indicates one’s destination, is used instead of the particle ~, which shows direction. Verbs like (3 4, 3E4, HA) 44 and Lp 2 9 UE are used with either “place ~" or “place [= 1. Vocabulary HetT I [RTA] Leua¢ 1 CET a~] sat I (TA 8 48~] aae7 0 [TAS d~] ceay [Ab s~] vert [4b 4~] Charest 1 Dogas~] pnes I (3 7a~] bres 0 [aa~] PSHET T [maae~] toner 0 [3

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