Gen Kip Art 1

8/7/2019 Gen Kip Art 1

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J ..

Eri Banno t)jJJikJlYutaka Ohno*JJm

Yoko Sakanet)jm.~Chikako Sh inagawa.flrJII~~

The JapanT1 l l 1 e s


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Eri Banno tR!l!}71dJl!Yutaka Ohno* J :m

Yoko Sakane tR . ftUI -1-Chikako Shinagawa. ?nJ l l1 t i -1-

The Jap an Tunes


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Copyright 1999 by Eri Bonne, Yutaka Ohno, Yoko Sa kane, and ChikakoShinagawa

All rights reserved. No part of this publication may be reproduced, stored in aretrieval system, or transmitted in any form or by any means, electronic,mechanical, photocopying, recording, or otherwise, without the prior writtenpermission of the publisher.

First edition: May 199932nd printing: November 2004

Editorial assistance: guildIllustrations: Noriko Udagawa and Reiko MaruyamaCover art and Editorial design: Nakayama Design Office

Gin-a Nakayama, Mc"um; So+ch. and Masalaka Muramalsu

Published by The Japan Times, Ltd.5-4, Shibaura 4-chome, Minato-ku, Tokyo 108-0023, JapanPhone: 03-3453-2013http://bookclub. [o panti m es.co. ip /

ISBN4-7890-0963-7

Printed in Japan


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Preface

Producing the materials for this textbook involved a long process of

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

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

reactions and comments of students who used a trial version of thistext. It has taken more than four years to complete this proi ect. Our

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

original plan to produce the ideal textbook-one that will enable

students to learn Japanese smoothly, while also enjoying lively games

and helpful illustrations.

'o Ne have an extensive list of people to thank for the completion of this

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

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

publishing process. Particular acknowledgment goes to Kvoko Toka-

shiki who helped in the production of Lesson 11 and following, to our

colleagues and trainees in the Asian Studies Program of Kansai Gaidai

University who attempted the trial version and made invaluable sug-

gestions, to Kaori Taiima for her illustrations in the trial version, to

Judy Okawa for translating, and to the teachers whose heartfelt guid-

ance encouraged us throughout the process. Finally, we would also like

to express our gratitude to the foreign students at Kansai Gaidai

University for providing us with the opportunity to write this book.


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(d :l/(/)(~/Preface""'''''''''''''''''''''''''''''3

*~(~-:Jl, \""C/lntrod uction 8ia:fuu J ;

Japanese Writing System .. .. 18

Greetings 6

New Friends 10

Shopping 30

Making a Date 54

The First Date 72

A Trip to Okinawa 96

A Day in Robert's Life 114

Family Picture 132

Barbecue 150

Kabuki 170

Winter Vacation Plans 190

After the Vacation 210

Feeling III 226

~6~~,....tf .-D J'\- r ~ /v(j)- BLit; (;::5


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017 :

a*"( - : : : .* , ; : . - . - )Japan

*

;j;/ *'C*'/) booktt: E *~(-:::.*' / '::l) Japanese ~*~h ,(S \ . :>~ 'b t ~Iv)

Mr.lMs. Yamamoto

(boo~; basis) I(~)- J T.** -~ . * m = ~ ~ ~ .

@~imi~

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Introduction

I Aim and purpose

GENKI: An Integrated Course in Elementary Japanese is a textbook for beginners inthe study of the Japanese language. Students can complete the elementary-level study

of Japanese in the 23 lessons of this text, which is divided into two volumes. The book

is designed mainly for use in unix ersity and college courses, but it is also effective for

high school students and adults who are beginning to learn Japanese either at school or

on their own. Hopefully, students will have at least a basic knowledge of English,because grammar explanations are given in English.

GENKI: An Integrated COU1'sein Elementary Japanese is a comprehensive approachto developing the four basic language skills (listening, speaking, reading, and writing)

in order to cultivate overall Japanese-language ability. Much emphasis has been placed

on balancing accuracy, fluency, and complexity so that students using the material

would not end up speaking accurately yet in a stilted manner, nor fluently yet employ-

ing only simple grammatical structures.

n Structure of the textbookThis textbook basically consists of three sections: Dialogue and Grammar, Reading and

Writing, and the Appendix. A detailed explanation of each part foll 0 \iVS.

A.,. Dialogue and Grammar

The Dialogue and Grammar section aims at improving students' speaking and listening

abilities by learning basic grammar and increasing vocabulary. The Dialogue and

Grammar section of each lesson is comprised of the following components:

ODialogue

The dialogues revolve around the lives of foreign students living in Japan, their friends,

and their families, presenting various scenes that students are likely to face in their daily

lives. By practicing natural expressions and aizuchi (responses that make conversationsgo smoothly), students are able to understand how sentences are connected and how

some phrases are shortened in daily conversation. Because the Dialogue section of eachlesson covers a lot of new grammar and vocabulary, students may feel it is too difficult


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to understand at first. Don't be overly concerned, however, because the grammar and

vocabulary will gradually take root with practice.

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

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

,*Vocabulary

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

and Practice sections of each lesson. Words that appear in the Dialogue are markedwith an asterisk ( * ) .Words are listed according to their function in Lessons 1 and 2,

and by parts of speech in Lesson 3 and following. In addition, all words presented in thetext are also found in the Index at the end of each volume.

Words found in the Vocabulary section of each lesson appear frequently in subse-

quent lessons, thus students are encouraged to learn them little by little each day. After

Lesson 2 , commonly used kanji equivalents of some words (J ovo Kanji) are also listed,but students are not required to memorize them.

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

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

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

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

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

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

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

class.

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

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

Practice section can be found in the Expression Notes at the end of each Grammar

section .

Practice

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

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

tions sequentially. students can naturally build up their Jananese-Ianzuaze ability. Theexercises with only one answer are marked with 8l and recorded on the 'CD, allowingstudents the opportunity to practice on their own.

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

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

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

learned in the Dialogue section.


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Introduction .....

Supplement

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

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

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

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

Ba . -Reading and WritingThe Reading and "\ riting section aims to foster comprehension and writing ability by

learning Japanese characters and by providing opportunities to practice both reading

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

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

components:

.Kanji list

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

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

many at once.

cp serial number

(1) reading (?) compounds including the kanji

017 :

8 * (-=- It :;:..-) . Japan

*;j;/ * City) bookt~ 8 *~(-=-* ~::i) .rapanese ~*~!v(-'Pi~c~Jv)

Mr./Ms. Yamamoto

(book: basis) (gl- I :t * "*"(3) meaning (7) stroke order

(6) total strokes

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

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

kun 'vomi and on 'yomi are sometimes altered in compounds of two or more kanji. Forexample, the ordinary pronunciation of ~ is "gaku," which becomes "gaik)" when the

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

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

elementary level are included.

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

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

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


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writing the kanji repeatedly, according to the stroke order shown on the kanji list in the

textbook.

_Practice

GENKI 1 "Consistsof kanji practice, readings for comprehension, questions about thecontent of the readings, and writing practice. Kanji practice includes various types of

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

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

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

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

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

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

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

GENKI II contains readings for comprehension, questions about the content of thereadings, and writing practice. The readings employ various styles of Japanese, ranging

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

ly learned vocabulary, grammar, and kanji, the readings are easy to understand butgrow longer and more difficult in later lessons. V i!ord lists are provided for newly

introduced vocabulary. Finally, composition topics are introduced.

C"'Appendix

Volumes 1 and 2 both contain an Index. The Japanese-English Index, in hiraganaorder, lists words found in the Vocabulary and Supplement section of each lesson. The

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

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

betical order.

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

inflections of the expressions related to numbers.

m Orthography and fontThe basic text is written in kanji and hiragana. Kanji is used for the most commonly

used characters, those that appear in the official list of J oyo Kanji. Hiragana is usedinstead, however, when the J OYO Kanji equivalent would not be necessary for beginning

students of Japanese.


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Introduction ....

So that students can easily study the Dialogue and Grammar section, the pronuncia-

tion of every kanji is indicated in hiragana, However, to lessen the burden on the

students and allow them to study on their own, Greetings and Lessons 1 and 2 are

represented in hiragana and kaiakana, as well as by romanized forms. It is best not to

rely too much on the romanizations, but use them only as a learning aid. Students studyhiragana and kaiakana in Lessons 1 and 2, respectively, of the Reading and Writing

section.

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

pronunciations of the kanji already presented are not indicated in hiraaana, in order topromote the students' increasing acquisition of kanji.

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

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

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

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

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

stroke.

Example: Textbook font Mincho font Gothic font Handwriting

~~ ~

- - \ :

--;

~ ~ ~ 0


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( Japanese Writing System )1

There are three kinds of characters In Japanese: hiragana, katakana, and kanji. All three

characters can be seen in a single sentence.h

T v t:~_~ Jt _ #_ t_ 0ka t a k an a l t: rb tl 0)na 11 . 1 , nu ue n o

' 1 U-. . t1,,), .A",

ha hi fu h e hoI j I r

"There is another writing system called romaii (Roman letters) which is used for station names, Sif,'11S,

and so on.


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I I I

i l-;. t; ~ trna mt rnu me mo

~ I V ;b 1:ya

!JIU yo

~ ~) I .; n "6ra rt ru re ro

~ ~wa *'*'0

I

Iv

In

The romanization is given for general pronunciation reference.

Japanese Writing System ...

"The syllables L, 1;, and -::J are

romanized as shi, chi, andtsu, respectively, which iscloser to the English pronunci-

ation.

** . : ris also pronounced as "wo."

2. Hiragana with Diacritical Marks

You can transcribe 23additional sounds by adding diacritical marks. With a pair of short

diagonal strokes ("), the unvoiced consonants k, s, t, and h become voiced consonants g,Z, d . and b, respectively. The consonant h changes to p with the addition of a small circleC).

-/;{ ~' < " '1 '~"

\ . . . : '-

ga gi gu ge go

~" ' " L : f -tf' ;P ''-za J Z ZZl ze zo

t3 . * -/;' * .. . . . . . . (_" t"= d a J Z ZZl d e do

( i rl "" ~ t f '"),,b a b i b u b e b o

tipa pe ' 1porJpi pU

* t;;' Ui) and -? (zu) are pro-nounced the same as t: Ui)and f (ZU), respectively, andhave limited use.


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3. Transcribing Contracted SoundsSmall {', t1l, and 1 follow after letters in the second column (z-vowel hiragana, except \ \)and are used to transcribe contracted sounds. The contracted sound represents a singlesyllable.

I~~ ~ v p : 5 J :kya kyu kyo

I, L ~ L v p L J :sha shu sho

t ~ t v p 1;J:cha chu cho

I:~ I: v p t: J:nya nyu nyo

ij~ V 'vp UJ:hya hyu hyo

l - J .~ l J . v p 7 ; . J : :my a myu myo

f) ~ f) v p f) J:rya rvu rvo

5'~ ~' . : :sr~.._ v p '- ,J:gya gjlU gyo

t~ t v. b L:,J:ja JU JO

7 _ / ~ 71v .b 7 . _ } 'lbya byu b y o

7 . J ~ U v p 7Ylpya py u pyo

4. Transcribinz Double ConsonantsThere is another small letter "J, which is used when transcribing double consonants suchas tt and pp.

Examples: h' -:J t: katta (won) cf. h't::. kata (shoulder)

~ -:J h' sakka (writer)

tj: -:J rj' haJ2Qa (leaf)

.:.,._"L zasshi (magazine)'- -:J

Note that double consonant n's, as in sannen (3 years), are written with Iv + a hiraganawith an initial n sound ( iJ .: , ~ : ,o, P, or 0).

~ Iv' iJ : \ .. \ annas

Examples: ::. Iv;f ; j . /V sannen (3 years)

(guide)

5. Other Issues Relating to Transcription and Pronunciation

A Long VowelsWhen the same vowel is placed one right after the other, the pronunciation of the vowel


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Japanese Writing System ..

becomes about twice as long as the single vowel. Be sure to hold the sound long enough,because the length of the vowel can change one word to another.

uu

~~;f J? :: Iv obaasan (grandmother) ef. t-; (1' ~ ,z , obasan (aunt)

~L\'\~1v orusan (grandfather) cf. ~L::1v oiisan (uncle)31 L SUU7Z (number)

aa

ee The long ee sound is usually transcribed by adding an ~\ to an e-vowel hira-gana. There are a few words, however, in which x ..is used instead of ~\

. :Z . \ , \1;" eega (movie)

~ b .:Z . ~Iv oneesan (big sister)

00 The long 00 sound is in most cases transcribed by adding an -J to an

0-' owel hiraaana. There are, however, words in which the long vowel istranscribed wi th an f;, for historical reasons.

hooritsu (law)

too (ten)

B. Pronunciation of A. . , .A . . , ."n" is treated like a full syllable, in terms of length. Its pronunciation varies, however,depending on the sound that follows it. Japanese speakers are normally not aware of the

different sound values of A.. , . .Therefore, you do not need to worry too much about its 2

pronunciation.

C. Vowels to Be DroppedThe vowels i and u are sometimes dropped when placed between voiceless consonants ik ;s, t, p , and h), or at the end of an utterance preceded by voiceless consonants.

Example: 3 ~ '" 'C 'Ts(u)kides(u) (I like it.)

20ne variety of the . z ,pronunciation merits discussing here. \~ hen it is followed by a vowel or at the endof an utterance, Iv indicates that the preceding vowel is long and nasalized. (Nasalized vowels are shownhere with a tilde above vowel letters. You hear nasalized vowels in French words such as "bon," or theEnglish interjection "uh-uh," as in "no.")

tL / . , _ ,ji) ~, reai (romance), 1Iv hi] (book)

Followed by n, t, d, s, and s sounds, .z , is pronounced as "n."b Iv ~ onna (woman)

Followed by 11'1, p , and b sounds, Iv is pronounced as "rn."

:> Iv 11 sampo (stroll)Followed by k and g sounds, Iv is pronounced as "ng" as in "song."

11v i . l ' > manga (comics)


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D. Accent in the Japanese Language

Japanese has a pitch accent: all syllables are pronounced basically either in high or low

pitch. Unlike the English stress accent in which stressed syllables tend to be pronounced

longer and louder, in Japanese each syllable is pronounced approximately in equal length

and stress. The pitch patterns in Japanese vary greatly, depending on the region of the

country.

Examples: Ji:>::

Ij:~x..

t:. i;'\' \

_ (L ..sa

____ma__ena__ _s,ta 1

(morning)

(name)

(high)

C])Katakana

7 1 7 x. ;fa t u e 0

:!J .:t '7 7 :1ka k i ku ke ko

1j- y A . - e ysa *sh i su se so

7 T ''/ T ~ta "chi "tsu te to

-t - ~ ;t" /-na nt nu ne no

/\ t: 7 -A . . . . *ha h i fu he ho-:(

. . . .b. ;J . -T :-.. . . . .

ma n z z mu me 'ln0

-v ::L :3ya yu yo

- I) Iv V a7ra rt ru re ro

7 =;wa a

/'n

"The syllables Y, T, and 'Yareromanized as shi, chi, andtsu, respectively, to give acloser English pronunciation.


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Japanese Writing System ...

Iif ~ 7"

I7'

I::J'

g a gz g l l ge g o

-if :/ : : J : {! 'J "z a J l Zll ze 20

Y " *f * 'j I-


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'When you write vertically, the - mark needs to be written vertically also.

Example:

*'1Iv

(2)Additional combinations with small vowel letters are used to transcribe foreign sounds

that originally did not exist in Japanese.

Examples: 71 F\"[J 71 - : , . - haroioiin (Halloween)

7 . : r . /\1 rJ.:r.1 haiuiee (highway)

7;;t ~ _ ::f,- 7 Jv7 ;;t - 5' - mineranaoootaa (mineral water)

~ . : r . ~ . : r . 1) - sherii (sherry)

: / . : r . :/.:r.-L'A [eemusu (J ames)f " . : r . f " .r, ''J -7 chekku (check)

7 , 7 T ''J ~ 3':"- tasshon (fashion)

71 71 1 ) C O :,. - iiripin (Philippine)

7 . : r . . 7l7.:r.. kate (cafe)

7 ; t 7 J 1) 7:t II . --=-7 karitorunia (California)

71 / ~ - 7 1 - paatii (party)

7 1 T'1 A:J disuko (disco)-,' T'::J_-7 dvuuku (Duke);::L

(3) The sound "v" is sometimes written with ri. For example, the word "Venus" IS

sometimes written as \::'-7 A or l~i1 --r A.


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f )' l \ ;j)

Greetings ----------~----- 6

c:!r"~':) cf5t:bvL\c:=I)~t) New Friends ------10X ~i Y -"('9

Question Sentencesnoun. (J) noun,lJiJ'lv C: l .J Time/Age --------------.-------------------------------- .. ---------------29

t J ' \L \= I )O ' .>Shopping --- ---- ---- -; -H)

::n, -tn J;n c'n'C .(J)/ 7c0)/ to (J) / c'0) + nounfinO) noun

z z -t;: C b-t:: e:noun ~noun C ~ J; I Ji -it Iv

~b./------J:In the Clas s room - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -- - - - - - 53

c,!:~*~) T-~O)!?~ Making a Date -- -- -- -- 54Verb Conjugation

Verb Types and the "Present Tense"

Particles

Time Reference-... i -it Iv iJ- : .

Word Order

Frequency Adverbs

The Topic Particle ~j:


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( ~ 4 ~ ) ~tY)~Q)7-J-.. The First Date ~--- --- -72X fJ'i c istJ *9" / \,~*9"Describing Where Things Are

Past Tense

t: < t: Iv- s ; ! tF" ,5l1't L fJ~A-

C

iJ'fllii Locations -------------- ------------ ----------------- ----- ------------ ---- ---------------- -94

l.\ 5

@B ill ~ . .$ Days/Weeks/Months/Years---------------------------95o L'I'? -::>", tel_,

( M 5~ ) !!!n A Trip to Okinawa --- ---- --96Adjectivesf[f~ (iJ:)/~ ?\,l(~)oj"

Degree Expressions

'" '- '*L J .: -) / -----*L J: -) iT"Counting

@jjHJ!~"'C' At the Post Office------------------------------------------------11211>3UfvEJ; .;: ~ 'J j)

h~ Iv::. "10,but pronounced as ),.,'>? in P")fv (one minute) and ~l, ? 2 -

V l (one-year old).

2 h: all the time. When you are reading out each digit separately,

as when you give your phone number, it may be pronounced with

a long vowel, as ~.:: v '> .

3 ~ Iv all the time. The part that follows it may change shape, as

in ~Iv!v, instead of ~!v.h,Iv.

4 J: Iv is the most basic, but fourth-year student is J: blv-1tv,> andfour o'clock is J: C. In some combinations that we will laterlearn, it is read as L, (as in CiJ f - - : : : > ,April). The part that follows

this number may change shape too, as in J: 1v~1v.5 ;:::- all the time. When read out separately, it may be pronounced

with a long vowel, as t':'I.6 ~ < ,but pronounced as ~ '? in ~ "). Iv.7 iJ : iJ :is the most basic, but seven o'clock is C t L.8 tj: t, but usually pronounced as ~j: '? in ~j: '? ",~Iv and tj: '? ~ V l.9 ;!;!~ - :J is the most basic, but nine o'clock is


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nlvu~5 p r a c t c e

(Dg-5li (Numbers) B.l,f )7 -

0 t'a/ift\,'zero ree

It ,1:; II L r J : l 7\\i:> 30 ~ l v t r y 7ichi juuichi sanjuu

2 ~: 12 t: r J : l- )t: 40 J : l v t r y 7ni juuni yonjuu

3 ~ I v 13 L r y - ) ~ I v 50 . : t I ') :J - )san juusan gojuu

4 l l v / L / ( J : ) 14 t r y - )J: I v / t v p7 L 60 ~ < t l 1 J - )yon shi (yo) juuyon juushi rokujuu

5~'\ ...

15 t v p - ) . : 70 ' l l j : t l 1 J - )


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C D1 . J t . l ' 1v (Time) @

Qj ~) (C ) (9 C =QIt \i; t: t: L ~lvt J:1: ="tichiji niji sanji yoji gOji

C DC !)Q~) e)

e);; < t: Li;t Ii i; L < L' L~1trokuji shichiji hachiji kuji juujiC) Q) (]tvp-J~\i;t

L ~ -7 ~ :L1 ,.\0 LUIv

juuichiji juuniji ichiji han

A. Look at the following pictures and answer the questions. @

Ima nanji desu ka.

Ichiji han desu.

(1)

(9( 4 )

Q)

( 2 )

e)(5)

c o

(3)

~)( 6 )

G )


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B. Answer the questions. 61

Tookyoo wa ima nanji desu ka.

A . ~v-1f'A _ , ~A_ ,t -("ToGozen sanji desu.

1. London 6: 00 PM/-_./'

o j .> 2. StockhOlm.:rr 7:00 P.M. \ -d)~ 4. New Delhi ~ V '1[l-'~"'vf?' D l{ 30 P.M. ru#- Tokyo

V~\./',_4---- 3:00A.M.; V ;;.~ a '_...___5. BangkokI rl =W- ~ cl :OOA.M.U -

6 . Sydney3. Nairobi \l J 4:00 A.M.

9:00 PM.

7. New York1 :00 P.M.

8. Rio de Janeiro3:00PM.

(~clvt>(;ffv~'? (Telephone Numbers)

A. Read the following people's telephone numbers. EDYamashita

Example: {'> l L i: 283-9547 ~ t: L J :i;~ A_ ,(J) ~ v p - ) .:1 A_ , ~ ~ni hachi san no kyuu go yon nana

iIJ ?, 'J I'

l. ;J 7 I) - 951-0326Mearii

2 . t::.!t L 362-4519Takeshi. , 1

3. A- 691-4236SuuJj IJ }j ;: :

4 . '0.1,' - r 852-1032Robaato

B. Pair Work-Read the dialogue below with your partner. till]

Denwa bangoo wa nan desu ka.

B : 283-9547 "'("T0

Ni hachi san no kyuu go yon nana desu.


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A . 283-Q547--C'T tloi hachi san no kyuu go yon nana desu ne.

B U:1,,', .f -) - -C ' - f0Hal, 500 desu.

C. Group Work-Use the dialogue above and ask three classmates their telephone

numbers.

name telephone number

( ) ( )

( ) ( )

( ) ( )

r~(~Iv~o) jj\< ttL'Translate the following phrases into Japanese using 0) (no). Sl

Example: student of the Japanese language ~ ~: ,3 : ~ :_ "Cl) f,;{ < -tt I" '\nihongo no gakusee

l. my teacher 2 . my telephone number

3. my name 4 . Takeshi's major

5. Mary's friend 6 . student of the University of London

7 . teacher of the Japanese language 8. high school teacher

Look at the chart on the next page and describe each person using the cues

in (a) through (e). Eill1. t~~tL ~ ~

Takeshi san

-;- 1

2. A-~~Suu san Robaato san

4 . ~ ~ L t: -tt Iv -tt I" '\Yamashita sensee

(a) nationalityjJ ;, t) \.. Y> J, J ) ~ , t) tl) ~ o

Example: ;. _;,{ 7 I) - ~ Iv Ii 7;l 1 ) iJ t Iv - -C 'To _Mearii san Mearii san wa amerikajin desu.

(b) year in schoolit) ~ 'l 1. , dJ ~ IJ ~ -,

Example: ;. ;l 7 1) - ~IvLi t: b Iv-lt

I" '\"C'''t 0Mearii san Mearii san wa ninensee desu.


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(c) age~) n I) \, \ v) J) I} ~'I

Example: ~ 7" I) - ~ Iv - - -+ _ ; ;( 7 I) - ~ h" fJ : 7 1) ,/1- t::.'1,\lJ{ < 0Mearii san Mearii san wa Arizona daigaku no

lJ{ < -it I, \ "("Togakusee desu.

(e) major;/) t;, I} " If) h ') \'

Example: ~ 7 I) - ~ Iv -,l> _ ;


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s') ~ f1 _\

Example 2: 7- 7 1 ) - ~ Iv/ ~ Ivblv-tt I" \Mearii san sannensee

Mearii san wa sannerisee desu ka,

A' I,\I,\;Z_~ 1:blv-ttI,\"('Tolie, ninensee desu.

Mearli san Arizona daigaku no gakusee

Mearii san ichinensee

Takeshi san nihonjin

Takeshi san Nihon daigaku no gakusee

Takeshi san juukyuusaiT -j -r;.--_:.:.. "" 'C+ j . . . ,

6. A-~Iv/A7.:L-T'/LIvSuu san sueedenjin-;- -j

7. A - ~ Iv (/) -tt Iv t Iv / tt 1 " ~ "I, \ (economics)Suu san no senrnon keezai~ u ~ ~ ~ ~ ~ ~

8 . P F\' - ~ :: Iv (/) -tt Iv t !v/ c ' : ; i


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(b) age~) j'} I) l\

Example: B~ - }~ Iv -) _ ; I .7 l) - ~!v0 B~ - }~ tZ,IJ: llv t l'):l-} iJ:"? ~ ~\-c't"ootoosan Mearii san no yonjuuhassai desu.otoosan wa

Mary's host family

; l ? t "5 : : / v j:-;1.1 'G b ~Iv j:?t=\\~1v I t\ t " 5cotoosan okaasan oniisan imooto(father) (mother) (elder brother) (younger sister)

1 , ) ' I t \L"I" ' I , , \ , z , L i1 J " '. ), t . :_ \\1 ;" < \,.\tZ ,1! -\ \ . ; -1 . : :"5* 1 " \Occupation/ kaishain shufu daigaku insee kookoosee

School (works for (housewife) (graduate (high schoola company) student) student)

Age 4 8 4 5 23 1 6

B. Answer the questions using the chart above.

l. } ; t -1 ~Iv l j : I t \ L ~ \ \Iv -(""11.1'0Otoosan wa kaishain desu ka.

2 . h t: -) :: Iv I j ~ Iv ~ I t\"(''th'DOtoosan wa nansai desu ka,

3 . h 1.1 'S ~ ,z , tJ*Iv-tt \ \-("1'h' 0Okaasan wa sensee desu ka.

4. h if' G b ~Iv t j ~ ,z , ~ \ ,.'-('''1h' DOkaasan wa nansai desu ka.

5. ht:\\::lvlj -h'\\ L -f>\tZ-"(''t-h'oOniisan wa kaishain desu ka.

6 . h t= \,. ~,z ,t; i ~ Iv ~ \. ,.-("'th'oOniisan wa nansai desu ka,

7. \,\t -) t lj f::_'\\-/){ < -1t\'''(''th'oImooto wa daigakusee desu ka.

8. \,t-) t tj ~ Iv ~ \\"("Th'oImooto wa nansai desu ka.


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vr r~ c.(/)(}) ttfv u I g ):J (R eview Exerc is es )A. Class Activity-Ask five classmates questions and fill in the chart below.

Example questions:

h:lj: j: i_ tj? (What is your name?)Onamae wa?

t:_ ", : :1;' t? ~ j: L i: 1;'0 (Where do you come from?)Doko kara kimashita ka,

L :" t: _ (occupation) tj ~ 1v1"'TI;'oShigoto wa nan desu ka.

:Ij:;(,;fJ;(, -1t \ , -t'.T 1;' 0Nannensee desu ka.

: I j:Iv ~ \' -("T7;'oNansai desu ka.

Senmon wa nan desu ka.

Name NationalityOccupation/ Age Major, etc.

School

B. Self-introduction-Introduce yourself to the class.

Example:!J) ,~ 'l l \ fi}) z

Ltt~l L-to ~71)_. /'-r-t",oHajimemashite. Mearii Haato desu.;n f} -c - ~ .

7 I) '/Tt::"\'I;~ < ~ 7;~ < -1tv\1"',o \'\lArizona daigaku no gakusee desu. Ima

ninensee desu. Senmon wa nihongo desu,

Juukyuusai desu. Doozo yoroshiku.


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C. Class Activity-Ask your classmates what their majors are, and find someone

who has the following major.

Senmon wa nan desu ka.

A : t: tllv ; : :_"-C"_'0Nihongo desu.

name

1. Japanese

2. economics

3. English

4. history

5. business


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/ Age

Time

hours minutes

I. \ 1; C I. \ - ? " '~ ~Iv II r I 'P - J v \"? v~~ Ivichiji ippun juuippun

2 f= L 2 ~ =v Iv 1 2 L I 'P - J t=",)./vniji nifun juunifun

3 :::IvL 3 ~Iv >"Iv 1 3 L~ - J ~ Iv > lv. . . . . . . .......)~ .._ .....J ~sanji sanpun juusanpun

4 lL 4 1 Iv v ) ~A ." 1 4 L v p - J J : Iv "'~~A ."yoji yonpun juuyonpun

5 ; : "L 5 ~" , Iv 1 5 L ~ - J;:"3.1v" -- . .. .J~goji . . . gofun juugofun

6 J:; < t 6 J:; "? "')~ Iv 1 6 L rp - J . ;- . .; ~Ivrokuji roppun juuroppun

7 L i ? t 7 i ; t 7 J :v ' ) . 1v 1 7 L rp - J 7 J : ~v A_ ,shichiji nanafun juunanafun

8 tj: i? L 8 (j - v); Iv / (j 1;..;. Iv 1 8 L rp - J lj"? ..~~ Iv /hachiji happun hachifun juuhappun

q < L q ~ rp - J v), Iv L rp - JU :i? v), Ivkuji kyuufun juuhachifun

1 0 L r p - J t: 1 0 t rp "? .~~ A., . Iq L' V jJ - J ~ rp - Jv~ >A ."juuji juppun juukyuufun

I I LJ1J - J \ \ i ; t 20 t-C '"Iv- ~ "? .-,>.juuichiji nijuppun

1 2 L J 1 l- J t= C 30 ~ l vL > lv_ V ;P" "'? . ... .J~juuniji sanjuppun

Nansai desu ka. Oikutsu desu ka.

The counter suffix ,....__ ~ \ \ is used to indicate" -years old."

\,\"?:::\\ 5 : .--.: :\ \ 9 ~J1 l - J :: \, \issai gosai kyuusai

2 t=:::\\ 6 IS < :: I. \ 1 0 LJ1 l - ? : : \ \nisai rokusai jussai

3 ::1v::1.\ 7 ij: ij: ::: \ \ I I t v p - J I.r\"? ::'1.\sansai nanasai juuissai

4 l: A .,. ::v \ 8 tj -? :: \,\ 20 1.1t~i? *yonsai hassai hatachi

"For 20 years old, (;f;::t: , (hatachi) is usually used. although ~: l r p - ~ \' (nijussai) can be used.


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r ~~~L E SjJ\l \i:)0) Shopping

D a o

C DMary goes to a flea market.Ii) lh I) I.\

1 ;I 7 I) - :Mearii

Mise no hito

3 ;l 7 I) - :Mearii

Mise no hita

5 ;I 7 1 ) - :Mearii

Mise no hito~l) J} t} l.'.

7 ;17 I) - :Mearii

s N _ 2 lo

9 eu

Sumimasen. Kore wa ikura desu ka.

;c n ti ~ A ."-I f Iv :ZA .""C ""t 0Sore wa sanzen en desu.

Takai desu ne. [aa, ikura desu ka.ano tokee wa

& >n {j: ~ A.,,~ Iv .: tr ~ < :ZA ." " ("1"0Are wa sanzengohyaku en desu.

500 desu ka. Are mo takai desu ne.

::_n lj --ttA ."lj: -o if ~ < :ZA ."- e1"J: 0Kore wa senhappyaku en desu yo.

Iaa, sono tokee a< t. . :"~~\- - 0kudasai.

* *A man finds a wallet on the ground.

Shiranai hito&i) t.... r) ~ \

9 ;I 7 I) - :Mearii

Kore wa dare no saifu desu ka.

1 0t: L 0) ~ ~\ v~, - -c"1"0Watashi no saifu desu.

& >0 h '{ '( .-J ::_ " :-" \, \ ToArigatoo gozaimasu.


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&~ d -J 'I .. 'I

2 ~ 7 1)_Mearii

~" J toDoomo.

.: ;fL(j: 7d , :tC " ("J b ' 0Kore wa nan desu ka.

1 i_ i~ t: ~l. -:-

37..I..~rVAUeetoresu Dore desu ka . Aa, tonkatsu desu.,~ ?) fJ ~ ..

4 ;J . 7 1 ) - Mearii

::: tCh'-"J? ~ h'7d , :l"Jh'oTonkatsu? Sakana desu ka.

- ~ ;: ( 1 .. z ~1. - f"

57..I..~rvA \'\\.\;Z., ::h'0:t,\",ji)~ 1-ttlvo t= < -('-to } s\.\L \.\" 'C '3 d:oUeetoresu lie, sakana ja arimasen. Niku desu. Oishii desu yo.d) ~ f) 1.1.

6 ~ 7 1) - Mearf [aa, kore 0 onegaish j rnasu.

* * *n t) ~ J t v7 ;J . 7 I) -

Mearii Surnirnaseri, otearai wa doko desu ka.-~ i._ i t: * t ~

8 7..I.. ~ r VA ji) . ;c : .-C " J0Ueetoresu Asoko desu.

Mary: Excuse me. How much is this?

Vendor: It is 3 ,000 yen.

Mary: It's expensive. "VeUthen, how much is that watch?

Vendor: That is 3,500 yen.

Mary: I see. That is expensive, too.

Vendor: This is 1,800 yen.

Mary: Then, I'll take that watch,

~:

Stranger: Whose wallet is this?

Mary: It's my wallet Thank you very much.

CDWaitress: Welcome. Here's the menu.

Mary: Thank you. What is this?

Waitress: Which one? Oh, it is tonkaisu (pork cutlet).

Mary: Tonkatsu? Is it fish?

Waitress: No, it is not fish. It is meat. It is delicious.

Mary: Then, I'll have this.

Mary: Excuse me. Where is the restroom?

\i\laitress: It is over there.


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t : . __Iv ~\Lb Ia a ru y

w 0 r d 5 T h a t P 0 n t* .:n kore this one* fn sore that one

* j)n are that one (over there)* t'n dore which one

':0) kono this ...

* fO) sono that ...

* jtyo) ana that ... (over there)

r: dono which ...

* .:bf.: asoko over there

* t" .; doko where

* t: ;f L dare who

F 0 0 d

* };\\L\\

* ~ h'~

* t1 v 1 J ' ~

* t: Iv;:_ ' < 0) i;{ < -1:t\\-{"Ti;>ogakusee desu ka.

8. t: ~tL ~ ,z,ti t:blv-1:t I, \-{"Ti;'oTakeshi san wa ninensee desu ka.T i

9. ;Z - ~ Iv Ii\\ 1; blv-1:t \ \ -("Ti;>oSuu san wa ichinensee desu ka.7) ~i .t, 2: : : :

10. o/' ;-_ r ~Iv Ii J: . tl / v -1 : t \ \" 'C"T i J>oRobaato san wa onensee desu ka.

Hart, Marv ~t; C- ; ,t~it L Kim, Sue Smith, Robert f'i Lt~itA_,1tpKimura Takeshi Yamashita sensee

_ ationality American Japanese Korean British Japanese

School U. of Arizona Tozai Univ. Seoul Univ. U.ofLondon Tozai Univ.

Major Japanese history computer business (Japaneseteacher)

Year 2nd year 4th year 3rd year 4th year .>:B. Pair Work-Ask your partner whose belongings items (1)through (7) are. Your

partner will refer to the picture on the next page and answer the questions.

Kore wa Mearii san no

l/) 1) l) .. ~

.; ntj ;J. 7 1 ) _ ~ /v e ? ) ~I, \,,). "'C'''ti;posaifu desu ka.

Ex. (JExample: Alie, Mearii san no

Ii) Jj ~ ,

'v \ \ \.z , ;J. 7 1) - ~ Iv 0) ~,,\ .-~ > L '\'"& t:> ~;1 -It Ivasaifu ja arimasen.

B

~ \'A' .:nLt 1)-~1v0) ~"\"L-{"Ti;>oKore wa Rii san no saifu desu ka.

Ee, R ii san no

r~ \. \

B : 7(_ 7(_, 1) - ~ Iv 0) ~ \ \ ,,)."(' T 0saifu desu,

( 1 ) " (4) (5)@j( 2 ) (6) (7)


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1O c t ~ I..

;(7 I) -Mearii

~ "1 ) _

RiiJ:-)=Yooko

(~* c i 1 J ( J ) tLlv U ' 9 :>- :> (Review Exercises)A. Role Play-One student is a store attendant. The other is a customer. Use

Dialogue I as a model.


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B. Role Play-One student is a waiter/waitress. The other student goes to a

restaurant. Look at the menu below and order some food or drink, using

Dialogue II as a model.

"(1.\Ll 'i /.",. r. r t- > ; f ) - t t;./\/'J\'-t/-

I..:.P7,

:/.=1.-7..


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Enpitsu wa ikura desu ka.

Hyaku en desu.

Picture B

I 4,500 I I 9,OOO I

I 3,700 I

I 7,OOO I


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Pair Work C DD. ::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::~:::::::::::::::::::::::::::::::::::::::::::::===~::::::::::::::::::::::::::::::::::Example: Customer:': 0) tl,z, u : 1,' < t? -('"TiJ'o

Kona han wa ikura desu ka.

Store attendant: t: -\t IvU' f" < i_ Iv -(""J 0Nisen hyaku en desu.

Card B

(1~~---~-

,\ ------ --,

I7,350 I

~#~I 2,100 I

Ex. (3)

Part I. You are a customer. Ask for the

price of items (1)-(5).

Part II. You are a store attendant. Tell

the customer how much each item is.


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Pai r Work Qij~== === ~~= === === === ~~= === === === === === === === === ===

Example: A'':: ;fLtj t.=';fLO) h':: "("Th~oKore wa dare no kasa desu ka.Ir i ) ~ IJ '1,.\

B . ;;f.7 1 ) - ~ Iv(/) n' ~ "('ToMearii san no kasa desu.

Picture B

- J - - ) '" $; ~ , ';;f.7" 1) -

Mearii

;1..,- t : : : . t tLTakeshiSuu

z, Ii ,i? zD F\ - r ~;t L t: -tt/v1 :1 :- ~ \Robaato Yamashita sensee


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ClassroomI nth e

'{:',z, ~6denki

I/

::


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N ij(M3=IL E S S 0T- ~ O ) * ~ *Making a Date

v< t~T' 'T

mOVIe

music~;a~S7IC

~Ii~ magazinesports

date (romantic, not calendar)

tennis

TV

video tape; VCR

Foods and Drinks

Ji) ~ . :0,j: Iv}; :::(t};~-'I'"

::1-c-* IJ Iv .: ~j: Iv

~}H~pm. breakfast} ;m sake; alcohol};2t. green tea)f..

coffee

i !$ ti ifPW i dinner

hamburger

~{ifpiR lunch

J f . water

Places

I, \ :Z .

* 7 ~LLI)l..-I.JI.-

1;~ -? .: -)

home: house

home; house; my place

language lab

school

Time

mornmg

tomorrow

when

today

at about

tonight

weekend

Saturday

Sunday

.: Ivif A ."* LV) J7j:-:J* C::"1-) ir

* t: ~ 117.f

+ayt

~*BiEEB' t t

E

* Words that appear in the dialogue


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j:\,t=i?

:1 '. \t 1 ' , z ,

U-verbs

" \ ' o

5. ~ 7 I) ~ ~.z, (jMs'lf t: -) t? ~:IJ$~ i Th'o~Iv L' b"-

6. ~ '7 I) - ~ .z, (jMat r:~7~ L ,i TiJ'o,:tJ v c ~/~ , : : . .!: .1

7. ~'71)-~.z,(jM*(::OC~Th>o~~Iv L i" ; l

B. Pair Work~Ask your partner what time they do the following things.

Example: A :1Pf*t:~21_t7J'o~'.{, L ,:--,

B :/\..*t:~2.i_toU-t? L h

Your partner's schedule

time

1 - _~ ~ ~ ~ ~ ~~ __~ _ p _

) eat breakfast

) go to school

) eat lunch

( ) go home1 - - - ( - - - -- - - - - - - - - - - - - - - - -) - - - - ~ ~ - ~ -~ - - ~~~ - -- - - - - - - - --

C. Look at the pictures in 1-8 (p.65) and I-C (p.66), and add the time expressions

to the sentences. SlExample: 2:00 ~


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(0 mB2i-'~~(h*9- a oL\ r;:~I;J/v J : :

How often do you do the following activities? Answer the questions using the

expressions below.

Example: Q: *- ~~5t ; ; ".i i"h'o!ilv J:A: ;_f_~ 1 \~5th.iTo/'.\\\;_, JiJ.i ~Uth.i-ltlvo

l 1

1. A$-'Y ~ L.i T1.}"o

2. ~!H~~ ~ft';'.i i"h'o:r~ L ct ~,~ } '"'-' .i ,

~ ~ ~"~

JiJ.i0 1-tf Iv -i:f Iv J " '- ':i -it Iv

3. l3J:lj'gt:1t ~ .i T1.)"o1: L" ,,-Iv t,

4. II;it@ ~JL.i , 1 .1 '0~ ~ ~ .?,. - 2 ; .

5.::J -

1= - ~1k';'.i +e- ,V J6. 8 * O ) ~ ~ ~& , ~.i i"h'o

~: ~11V' , t - ; I t . . . .. ') ' ( : -

7. ~,ij ::_"tJ :Iv ~ 1z~ .i T 1 .1 '0i):::' t:

(j) *c


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C. Class Activity-Find someone who ...

name

1. gets up at 7 o'clock.

2. eats breakfast every day.

3. speaks French.

4. watches TV at home.

5. listens to Japanese music.

6. plays tennis.

D. Suggest to a classmate that you do something together over the weekend. Use

Dialogue I as a model.

Example: A: B ~ Iv tj T':::'7-. ~ L .i "'1;>0

B tj\, \0

A t~;b, 8Hi8~::T.:::.7-.i'Lj-1tlvh~o. : t :j .. J:'1 [ /

B E Hi8 tj ~ J: -? c : : . .. .. .ar:;;J:i f . ;O :

A -c'7 i:"Th>o t ~~, RI E /,j C ::" -)i:"Th'oz: J: -1 '.f


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(m4. Il E S SON 4 1fJJcVJLO)T-~The First Daterd:lJ

a o 9 u e

C DMary goes downtown.1 ~ 7"lJ - : J h :i -1t Ivo '"7" 7 F T n - rO' U t~:."(" J 7 ;' 02 ~O G t: I. \/.._: ~ ~T/\- l- ~~--C.- t 1 0

l ~~ ~~

3 /. 7" lJ - : ~ ~7 ;" t "5 .: ~ " \ \.i J 0

o In the evening, at Mary's host family's house.1/.7" lJ - :

2 ;j:.;:X.~,z,:

3 /. 7" lJ - :

4 ;j:.;:X.~.z,:

5 /. 7" lJ - :

6 ;j:.;:X.~Iv:

7 /. 7" lJ - :

8

9 ;j:.;:X.~,z,:t. -)

. :j .> .. JP.. ~ I 10 n'-iol. _ IV

11

t= 1 :: . ' \ \.i 0

j:.; 7 ;';Z _ ~t: ~\, '0 ~ ,.1 t" " 5 " ("L t: 1;'0Jt j -1t Iv - -C 'L t. : 0 T: ~t L ~ Iv tJ :*-j -1 : : t,z , - -CoL t= 0A ~

;Z _-? .. to '7 L "(- c "-t h' 0

h 1;' ~ j *Ivo t::h' G, - /.._"{,,*~ t };~ ~::1T~ j L t.:oUt'l) U I v - < - -cs I.~

/.._-h~t=< ~ Iv \, \j L t. : h'o~~

tJ: \ \0 ;j:.;' 9 = "- c " ~$~ t. : < - :> -Iv ~ ~j L t: 0tG l~L~ t

T' /\ - r ~:t1t~ 1 Lt.:o ijl.\, j:.;;j.{='(f"('o,o\.

~ ~ -hi't "50

(b -o , /. 7" 1 ) - ~ Iv -,


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Vocabu I a r y

N 0 U n 5

Activities

T JI..-r{1 ~

h'l,\ t (7)

77/-

People and Things

& ;t : t .t:\\~

* j.;hf>~f

: .:r"t.; e- 1j A ."

* Li'" Liv- ' J < i . .

"(h~h

b:':

Places

* j.; "( G: ' : '7. : t1v7.-/\ -

* T'F~-~/'\ A "( 1,.\

tr: ' 7 1 , \ 1v

part-time job

shopping

class

you

*dog

j;~ souvenir

+1~ childi tfpiK rice; meal

~Jt picture; photographi J L desk

4 '-h -* letter~ti cat

bread

person

/"Al~~Ffr:

temple

park

supermarket

department store

bus stop

hospital

Gen Kip Art 1

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Transcript of Gen Kip Art 1