Japanese Now: Teacher's Manual — Volume 2 9780824897468

Citation preview

J A P A N E S E NOW

JAPANESE NOW Teacher's Manual

Volume 2

ESTHER M. T. SATO MASAKO SAKIHARA LOREN I. SHISHIDO

University of Hawaii Press Honolulu

COPYRIGHT ©

1 9 8 3 BY THE DEPARTMENT OF EDUCATION, STATE OF HAWAII

ALL RIGHTS R E S E R V E D ISBN O - 8 2 4 8 - O 7 9 6 - O MANUFACTURED IN THE UNITED STATES OF AMERICA

93 94 95

6 5 4 3

CONTENTS

Preface

vii

Section I—General Suggestions, Techniques, and Procedures

1

Section II—Introductory Lesson

2

Section III—Lesson Presentation

4

Lessons Lesson 1

Emily's Visit to Japan

7

Lesson 2

Emily MeetsMakoto's

Lesson 3

Emily's Welcome Party

14

Lesson 4

Plans To Go Shopping

17

Lesson 5

Marketing

20

Lesson 6

At the Open Market

26

Lesson 7

At the Shoe Store

31

Lesson 8

Makoto's Day at Work

36

Lesson 9

Visit to the Doctor's

42

Friends

11

Lesson 10 Sukiyaki

46

Lesson 11 Japanese Marriage

53

Lesson 12

59

The End of Emily's Visit

Review Exercises

60

Appendix

65

Translations of Reading Selections and Dialogs Used in the Text

Answer Keys

80

PREFACE

Volume 2 of Japanese Now begins with an introductory lesson and concludes with a general review. Useful vocabulary words for different situations are introduced in the reading selections and dialogs. The vocabulary list may seem formidable but many of the expressions are new combinations of words already learned, and are listed to provide a better understanding of the lesson content. It is through repeated review that the students learn the meanings and usages of words and expressions. The Introductory Lesson presents the categorization and conjugation of Japanese verbs, using the Hiragana Syllabary Chart. All verbs conjugate in the way summarized in the Hiragana Syllabary Chart, with the exception of the -te form, which must be memorized. The chart is a reference for the conjugation of verbs as they are introduced and need not be memorized. Students should not be required to memorize the dialogs, although they should know the words and expressions and be able to use them in similar situations. Cultural information is interspersed throughout the text, and additional information is provided in this manual. Many people have helped us directly and indirectly in developing Volume 2. We would like to acknowledge the administrators, teachers, and students of the Hawaii State Department of Education who supported our efforts. Without their encouragement and cooperation such a project could never have been realized. Our special thanks go to the administrators and staff of the College of Education and to graduate assistants Anne Abe, Naomi Hirano, Dahleen Sawai, and Debra Suzuki.

SECTION I GENERAL SUGGESTIONS, TECHNIQUES, AND PROCEDURES

OBJECTIVES OF THE COURSE 1. Continue to develop self-confidence and a positive self-concept in learning and speaking Japanese. 2. Continue to develop a wholesome attitude toward the Japanese people and their language. 3. Continue to develop skills in oral and written communication in Japanese. 4. Recognize that reading is communication between the writer and the reader through written symbols. 5. Develop further understanding of the Japanese people, their thinking and customs. 6. Realize and appreciate more and more that the goals, standards, and purpose in the lives of Japanese and Americans are similar. 7. Realize further the need for understanding others for peaceful coexistence of the peoples of the world. AIDS IN TEACHING A teacher's manual is provided for each level and gives suggestions for instruction. Exercise sheets, which contain drills and exercises, are available for students. They provide ample opportunity for the student to learn how to associate sounds with symbols and to develop comprehension and communication skills. The prepared tapes for each lesson are materials for developing skills in listening comprehension and speaking. SCHEDULING The teaching time period is determined by the school schedule. Determining how much is accomplished during this teaching time is the teacher's responsibility. Although the makeup of the groups and the individuals and their progress should determine the rate of presentation of the materials, the teacher is advised to set a reasonable pace since the lessons get longer. The materials presented are, however, constantly reviewed in succeeding lessons. All the students are not expected to master the lesson material on the day it is covered. After repetition and reviews, the materials should be absorbed in a reasonable length of time.

1

SECTION II INTRODUCTORY LESSON

The Introductory Lesson is a reference included to give an overall explanation of Japanese verb conjugation for all of the verb forms that appear in the text series. Students can also use this lesson, especially the charts, as a reference to check various forms of other parts of speech introduced in their studies thus far. At this time the most important things the students should know are: 1) there are two categories of verbs, the ichidan and the godan verbs, and 2) to conjugate these verbs the Gojuuon Chart should be used. The teachers should also know that there are two kinds of ichidan verbs, the kami-ichidan and the shimo-ichidan verbs. For a quick review it might be helpful for some teachers to think in terms of ichidan verbs as being the vowel verbs and the godan verbs as the consonant verbs, which are terms used when teaching with romaji. Kami means " u p " and shimo means " d o w n " . Kami-ichidan is so called because the inflectional marker is in the i-dan, or the second dan from the top in the upper half of the Gojuuon Chart; whereas shimo-ichidan has the inflectional marker in the e-dan, or the second dan from the bottom in the lower half of the chart. For example, okiru is a kami-ichidan verb and uses the inflectional marker ki, which is the i-dan, or the second dan of the ka-gyoo. The various suffixes are attached to it to make different forms, like okinai, okimasu, okireba, okiyoo, and so on. Taberu is an example of shimoichidan verbs and uses the inflectional marker be from the e-dan, or the second dan from the bottom of ba-gyoo. Suffixes are attached to be to make the forms tabenai, tabemasu, tabereba, tabeyoo, and so on. (This information is not necessary for students at this time.) After a complete understanding of the two categories of verbs and their inflectional patterns has been developed, much practice is necessary. It would be helpful for students to remember that the udan, or the middle row of the Gojuuon Chart, are the dictionary forms of godan verbs and do not take any suffix. The following drill using the verb ikimasu will make this point. 1. Ask the students what the inflectional marker of the verb ikimasu is. They should answer that it is ki. 2. Then ask the students what gyoo of the Gojuuon ki belongs in. The answer is ka-gyoo. 3. Now ask what the dictionary form of ikimasu is. Students will look at the u-dan and should answer iku.

As exercises for this lesson, students might enjoy the following. 1. Categorize the following verbs and list their inflection markers using the chart. a. au

f.

b. oyogu

g- kiku

c. yomu

h. iku

d. miru

i.

hanasu

e.

j-

kaku

taberu

kaeru

2. Conjugate the above verbs using the syllabary chart. 2

3. Give the formal and informal forms of the following in the nonpast, past, the negative of the nonpast and past, and the-te form. a. akai

d.

samui

b. shizuka

e.

nichiyoobi

c. joozu (adjectival nominal)

3

SECTION III LESSON PRESENTATION

Each lesson consists of the following teaching-learning points: Reading selection. Summary of dialog. Dialog. Introduction of new vocabulary and sentence patterns. Vocabulary. Learning the meaning, the sounds, and the use of words and phrases introduced in the dialog. Reading practice. Reading and understanding new patterns and kanji in the lesson. Drills and exercises. Reinforcing what is learned in the lessons through oral and written practice. Kanji writing. Practicing proper stroke order for the new kanji and learning them. PROCEDURE For teachers who are new at teaching Japanese, a general step-by-step procedure that describes how to teach each lesson is provided. 1. By reading the Reading Selection aloud the students will have a general understanding of the selection. Point out the new vocabulary words and phrases and have the students guess at the meaning. Read the narrative again, then ask questions to check the students' comprehension. Call on students to read it a few times. Or: Select a couple of activities to review the teachinglearning points that have been covered and that lead into the lesson to be presented. Most of the class period should be spent giving the students as much oral practice in the language as possible. After this review, introduce the narrative as explained in the paragraph above. 2. Once you observe that the students understand and can read the narrative, introduce the dialog by repeating the procedure for introducing the narrative. a. Read through the dialog. (Books opened.) b. Ask questions to check students' understanding. c. Model the sentences or utterances, especially the new vocabulary words and phrases. (Books closed.) d. Have students repeat them together by class and by groups, and then individually as necessary. e. Correct mistakes in pronunciation and intonation, but do not dwell on them to the point where students may become bored or embarrassed. 3. Pronounce each vocabulary word two or three times. (Books closed.) a. Have students repeat two or three times. b. Get students to provide or guess at the meaning. c. Model and repeat word again. 4

d. Use the new word in a simple sentence or review it in the lesson dialog or narrative to help students learn its usages. 4. Use drills, games, simulations, and other activities to practice the new structural points orally; this way the students can use the new expressions correctly in similar situations, and can even combine them with those they have learned previously. When this happens the students are slowly integrating the learned materials into the expanding system of this new language. 5. Use various pictures, stick figures, flash cards, and other illustrations to make the class sessions interesting and productive. Magazine pictures mounted on construction paper and flash cards make a good beginning of a picture file for your use. 6. Repeat the above steps for each new set of learning points with constant reference to the appropriate units, lessons, exercises and drills, and build on what the students can already say and understand. 7. Exercises can be used as class practice or homework assignments. They are useful and may be necessary to reinforce the learning points that are difficult for the students. The Exercise Sheets for Volume 2 may be useful for this purpose. 8. Reading selections (the narrative and the reading practice material) can be used for reading aloud, reading comprehension, review, and pronunciation practice of the new patterns, vocabulary, and kanji to be learned. They can also be used for writing practice. 9. Drills and exercises are to be practiced and/or reviewed before proceeding to the next lesson. 10. Every drill and/or exercise in each lesson need not be covered. On the average a minimum of two weeks (approximately ten hours) is necessary to cover a lesson. 11. Exercises in this manual can be used for more practice or quizzes. 12. Exercises in the Exercise Sheets provide more practice, which helps to internalize the learning points. They may be assigned for homework.

LESSON PREPARATION Each lesson guide begins with Key Points, structural points that should be emphasized and that students should be made to understand and learn well for conversational use. The Key Points are numbered and these numbers correspond to those in the Bunpoo notes. However, when these numbers do not correspond, the correct item number is given in parentheses. Preparation 1. Read over the lesson narrative and dialog, noting the new teaching-learning points, vocabulary words and their uses. Refer often to Volume 1 to review items already introduced. The main objective in the presentation of the lesson is to have the students get the meaning of the lesson content. Prepare questions to check their comprehension of the material. 2. Go over the vocabulary listing and pick out those that you consider important and useful in relation to this particular lesson. Present these as ones students will be responsible for, especially in exams. 5

3. Study, review, and adapt appropriate previous unit or lesson activities that would help lead the students into the new materials. The indexes, glossaries, and summaries of grammar notes should be helpful in locating the suitable review activities that will facilitate the teaching of new teaching-learning points. Repetition of exercises already covered with the new materials is helpful and often necessary for mastering the new structures and materials. 4. Listen to the lesson tapes for proper pronunciation and intonation as many times as necessary to get familiar with the materials so that you can provide a good consistent model. 5. Review the grammar notes so that you are clear on what the students need to grasp. Organize each point in your mind so that you need not refer to your text or notes constantly and distract the students. 6. Look over the Exercise Sheets and determine which exercises are suitable for class practice and which are good for homework. Consider extra oral and/or written practices from supplementary or reference materials. Drills with visual aids and games are always both useful and good for variety. 7. Collect new teaching materials you will need. Start your own library of materials if you have none. A file of pictures, patterns covered, vocabulary learned, and kanji flash cards are invaluable for teaching and drilling as well as for reviewing and reteaching. 8. Write out a lesson plan with objectives spelled out and sequence of activities organized for effective teaching and learning.

6

LESSON 1

I.

Emily's Visit to Japan

KEY POINTS

Patterns 1. Gurai or kurai are used to express approximate time duration and approximate amounts. It should be made clear to the students that they cannot be used interchangeably with goro, which is used to tell approximate time. 2. . . .

nisumu.

When expressing the fact that one lives at a particular place, use the verb sumu with ni in t h e - t e iru form. 3. (4) Appositional no 4. (3) Ka naa and ka shira at the end of a sentence are used to add " I wonder" to the statement made. Ka naa is usually used by males and ka shira by females. Ex. a) Oboete iru ka naa. I wonder if you (he) remember(s). b) Oboete iru ka shira. The word that precedes ka naa or ka shira may be a verb, nominal, or an adjective. Ex. a) Ken-chan paatii ni kuru ka shira (ka naa). (Dictionary form + ka shira/ka naa) I wonder if Ken will come to the party. b) Ken-chan paatii ni kita ka shira (ka naa). ( V - t a form + ka shira) I wonder if Ken came to the party. c) Shiken wa kyoo ka shira (ka naa). (N + ka shira) I wonder if we'll have a test today. d) A re wa ototoi datta ka shira (ka naa). (Nominal datta + ka shira) I wonder if that was the day before yesterday. e) Emirii-san wa nihongo ga joozu ka shira. (Adjectival nominal + ka shira) I wonder if Emily speaks good Japanese. f) A no eiga omoshiroi ka shira (ka naa). (Adj -i form + ka shira) I wonder if that movie is interesting. g) Obentoo oishikatta ka shira (ka naa). (Adj -katta form + ka shira) I wonder if the lunch was good. 5. Ken-chan deshoo, noppo no? is an inverted sentence. Such inversion of sentence parts is very common in conversation and students should be made aware of it. 6. (7) -tte (to) ends the dependent clause of a sentence that tells what was said or heard. They exist in the following forms: Dictionary form:

Kuru tte iimashita.

-ta form:

Kita tte iimashita.

Nominal (da):

Gakkoo da tte 1

kikimashita.

Nominal datta:

Kinoo datta tte kikimashita.

Adj -i:

Samui tte kikimashita.

Adj -katta:

Yokatta tte kikimashita.

Adjectival nominal da:

Suki datte iimashita.

Adjectival nominal datta:

Joozu dattatte

kikimashita.

Ex. a) Ken-chart ga "aoi me o shita oningyo wa" tte utaimashita. Ken sang "the blue-eyed doll is . . . " b) Kuukoo wa tooitte kikimashita. I heard that the airport is far away. c) Emirii-san ga Nihon wa samukatta tte iimashita. Emily said that it was cold in Japan. d) Makoto-san ga Emirii-san wa moo kita tte iimashita. Makoto said that Emily had come already. 7. (10) . . . o shita (nominal). -ta form is used only when the phrase describes a nominal. Otherwise the o shite iru form is used. Ex. a) Aoi me o shita oningyoo the blue-eyed doll b) Aoi me o shite imasu. She has blue eyes. V-te form + iru indicates a state of being. It may be replaced by the-ta form when the phrase modifies a nominal. 8. (13) . . . o shite iru. The -te iru form is used to express what one is doing as a player on a team or what one does as a profession. Ex. a) Yakyuu no senshu o shite imasu. (He) is a baseball player, b) Sensei o shite imasu. I am a teacher. 9. A nata mo gakkoo de yakyuu no senshu o shite imasu ka. The particle mo has to be changed to wa in a negative answer. Generally in a negative answer wa also replaces the particle ga and o used in the question. It is important to call students' attention to this point because this has not been formally presented in this text. Ex. a) Q: Nihongo ga wakarimasu ka. Do you understand Japanese? A: lie, nihongo wa wakarimasen. No, I don't understand Japanese. b) Q: Kutsu o kaimashita ka. Did you buy shoes? A: lie, kutsu wa kaimasen deshita. No, I didn't buy shoes. 8

I I . ADDITIONAL INFORMATION

Ningyoo. There are many different kinds of Japanese dolls: some are very simple and cheap, while others are elaborate and worth hundreds, or even thousands, of dollars. Making dolls is a great pastime enjoyed by many women and girls in Japan. When the blue-eyed doll with blonde hair was introduced in Japan, it was a novelty. It was then that Ujo Noguchi wrote the famous song "Blue-Eyed Doll," which was sung by almost all the youngsters in all of Japan. The words of the song are as follows: Aoi me o shita oningyoo wa Amerika umare no seruroido, Nihon no minato e tsuita toki Ippai namida o ukabeteta "Watashi wa kotoba ga wakaranai Maigo ni natiara nan toshoo" Yasashii Nihon no jochan y o Nakayoku asonde yattokure Nakayoku asonde yattokure

The blue-eyed doll is an American celluloid (doll), When she arrived in Japan her eyes were full of tears. "I do not know your language. What shall I do if I get lost." Sweet Japanese girls, dear Please (include the American doll amongst you and) play with her. Please play with her.

Many of the Japanese songbooks and records include this song, so they are obtainable if you might want to teach the song to the class. Yakyuu. Baseball is a very popular sport in Japan, and the investment of interest and money in it is comparable to that of football in the United States. In Japan there are many different tournaments for high schools, colleges and universities, semi-professional and professional teams.

ACTIVITY I

Oral Descriptions Time:

5-10 minutes

Material:

Picture of a party

Objectives: Students will organize their thoughts; put together a story/narrative; practice writing; and practice listening comprehension. Procedure: 1. Describe the situation, scene, mood, feeling, and so on. 2. Create the characters and/or story. 3. Present to the class orally. 4. Use only vocabulary and grammatical structures familiar to the students. 5. Written version turned in before presentation. 6. After presentation, class must answer questions regarding story or class ask narrator questions. To be done after dialog and vocabulary presentation. Do a few presentations each day. 9

ACTIVITY 2

Twenty Questions Topic:

Professions (to be chosen by the students)

Time:

15-20 minutes

Materials:

Various professions listed on cards for students to choose from.

Objectives: Students will learn and practice professional titles; ask and answer questions; and listen to what others ask. Procedure: 1. One person selects a profession. 2. Students must determine the profession by asking only " y e s " - " n o " questions. 3. All students must participate. Variation:

Divide the class into teams. Give points for correct guesses and subtract points for incorrect guesses.

10

LESSON 2

1.

Emily Meets Makoto's Friends

KEY POINTS

Patterns 1.

. . . o . . . ni shookai suru It is important to stress that with the verb shookai suru, the particle o is the direct object marker and the particle ni is the indirect object marker, and the two markers are interchangeable.

2. When a verb is used as a modifier, it must be in the dictionary form for the nonpast tense, t h e - t a form for the past tense, or the plain negative form for the negative sentence. Ex. a)

resutoran the restaurant that we Í g o J to often (went)

b) Wakaranai tango vocabulary that I don't know 3. (4) Na node preceded by a noun indicates the reason or cause for what follows. N + na node and N + da kara are interchangeable. However, na node cannot be used before a desu ending. E x . . ina node) , , Yasumi < , . > kaerimashita. Ida kara) Since it is a holiday, I came home. 4. (5) -te form, meaning " a n d " or " - i n g " , connects two clauses and indicates a sequence of actions. Ex. a) Gohan o tabete gakkoo e ikimashita. After eating, I went to school. b) Kaimono shite kaerimasu. I will shop and then return home. 5. (11) The tentative form of a verb should be well drilled so that students will be able to construct and use this form freely. 6. (13) Use of no at the end of statements and questions. 7. (16) -n da is the informal ending of -n desu, and is used in informal conversational style by male speakers. It is equivalent t o . . . no desu in the formal written style.

Vocabulary 1. Nigate, " p o o r ' ' in relation to something one can do. 2. Ka getsu is the unit used to count by the month. 3.

Te goran nasai, "try to do so and so (to see how it is)".

4.

Ue, "upstairs". 11

5. Mieru, " t o come'', honorific term. 6. Konai is the informal negative expression of kuru. 7. Datte, "even; too; also". 8. Zo is the sentence ending particle used to give emphasis to what is said. It is used by male speakers only.

I I . ADDITIONAL INFORMATION

Surippa. In Japan shoes are removed at entry and slippers worn in the house, except on a tatami (matted) floor. A separate pair of slippers is provided for the toilet, which is usually not part of the bathroom. Schools after school. Many Japanese children take private lessons at a juku, a tutorial school held after their regular school. They study music (piano, violin, and so on) or attend classes in soroban or shuuji (calligraphy). Some others have private tutors. Juku usually specializes in English, mathematics, kokugo (Japanese language), and some other subjects related to entrance exams. They are attended generally by students who are preparing to take an entrance examination for universities, high schools, and even for private intermediate schools. In Japan a high school education is not compulsory and so there is keen competition for schools of high prestige, even if they are public high schools. Yobikoo is a special school that helps students to pass the college entrance examinations. Yobikoo students are generally high school seniors or roonin, the post-high school students who are preparing for another chance to be admitted to college.

ACTIVITY I

Introduction Chain Drill Objectives: To provide listening and speaking practice; a review of the -te construction; and an opportunity for students to introduce themselves to and become acquainted with other class members. Procedure: 1. Have students sit in a circle with the teacher. 2. Student A says: (Name) desu (or to iimasu). Boku/watashi

wa

Yoroshiku. ga kirai/suki desu.

3. Student B then says: (Name) to iimasu (or desu). Yoroshiku. (Student A) san wa

. ga kirai datte iimashita.

Boku/watashi

ga suki desu.

wa.

12

4. Student C repeats what the others have said and adds her name to the list. (Name) to iimasu (or desu). Yoroshiku. (Student A) san wa

ga kirai datte iimashita.

(Student B) san wa

ga suki datte iimashita.

Boku/watashi

wa

ga suki desu.

5. This continues until everyone in the circle has had a turn. If one person forgets, others may help him. 6. If the class is large, divide it into two or more groups. Have the groups do the chain activity simultaneously. ACTIVITY 2

Oral Presentations Topic:

Introductions

Time:

15-20 minutes

Number of people:

Groups of 4-5

Objectives: Students will practice introducing friends; use their imagination to create novel persons; and practice listening and speaking skills. Procedure: In groups of 4 or 5, students will introduce 2, 3, or 4 of their group members to the class. Persons may be novel or real. Keep introductions brief. May use first or third person when introducing. Note: Before beginning the activity, it may be beneficial to review the following: 1) self introduction patterns (". . . desu/to iimasu. Yoroshiku."); 2) tte iimashita/kikimashita; 3) the difference between boku and watashi (". . . ga suki/kirai desu"); and 4) that -san is added only to the end of someone else's name, not one's own.

13

LESSON 3

I.

Emily's Welcome Party

KEY POINTS

Patterns 1. (2) -node, "because or since", is similar to kara in usage and meaning. It ends the subordinate clause of a sentence and is generally preceded by informal forms. Adj -/; Adj -katta Ex. Yasui node kaimashita. I bought it because it was inexpensive. V-dictionary form) \-ta form J

+

node

Ex. a) Shiken ga aru node, isogashii desu. I am busy because I have an exam. b) Shiken ga atta node, isogashikatta desu. I was busy because I had an exam. Informal negative Ex. Kuruma ga nai node kyoo wa dame desu. Because I have no car, I can't make it today. 2. (3) Adj -ku form + naru, " t o become." Ex. Osoku naru. to become late It should be pointed out that -ku naru does not take ni as in "ni naru" (nominal or adjectival nominal). (See Lesson 20 of Volume 1.) 3. (4) deshita is the past-tense form of desu. 4. (6) made follows the dictionary form of a verb regardless of the tense of the final clause. 5. (8) -te kara meaning after one action is completed another takes place. For this construction, students should be familiar with the -te form of verbs. Refer to the Introductory Lesson. Ex. Tabete kara ikimasu. I'll go after I eat. 6. (9) The conditional form -ba of the verb. Ex. Tabereba yokatta no ni. It would have been better if you had eaten. 7. (10) Dictionary form + tsumori, meaning "one intends to do . . . . " The negative is expressed by the nonpast informal negative form of the verb + tsumori. Ex. a) Nihon e iku tsumori desu. I intend to go to Japan.

b) Ikanai tsumori desu ka. Don't you intend to go? 14

8. (11) -te irasshai is the polite imperative form of te kinasai, " t o go and do something". Te kinasai, however, is not used very often even among family members, especially female speakers. Te irasshai is commonly used instead. Ex. Mite irasshai. Go and see (it). Vocabulary 1. Tokoro, ' 'just at the time (when something is happening, something else interrupts it)". 2. Okawari (wa) gozaimasen ka? "How have you been?" 3. De gozaimasu is the polite form of desu.

I I . ADDITIONAL INFORMATION

Onomatopoeic Words. There are two groups of Japanese onomatopoeic words: those that describe sounds (giseigo) and those that describe quality or manner (gitaigo). Unlike their English counterparts, which can be verbs, nomináis, or adverbs, Japanese onomatopoeic words function largely as adverbs. The unique characteristic of giseigo and gitaigo is that their subtle differences of nuance correspond to the difference that distinguishes one animal from another or one kind of nature from another. Kotowaza, "proverbs", have been called "collected wisdom of mankind," "the mirror of the thoughts and sentiment of a nation," and by Cervantes, "short sentences from long experience." In Japan, some proverbs are heard very often in daily conversation. They are enjoyed by some because they provide many excellent guideposts to the study of social psychology in Japan and glimpses into traditional attitudes and beliefs; are rich in historical reference; can serve to explain otherwise incomprehensible customs and mores; and are useful language aids. Some common Japanese proverbs are: Uwasa o sureba, kage (to y ara)

Speak of the devil, and he is sure to appear.

Goo ni itte wa goo ni shitagae.

When in Rome, do as the Romans do.

Saru mo ki kara ochiru.

Even monkeys sometimes fall from trees.

Sumeba miyako.

There is no place like home.

Shiranu ga hotoke.

Ignorance is bliss.

ACTIVITY

Skit Topic:

"Long Time No See"

Time:

15-20 minutes

Group:

Same as in Oral Presentations

Objectives: Students will create scene and dialog; organize their thoughts in orderly manner; and practice speaking and listening skills. 15

Procedure: 1. Using the same groups with "imaginary" members, students will create a skit based on the above listed topic. 2. Students will choose different age brackets according to their members. Ex. after college/career after marriage/families during school years/activities, clubs, friends

16

LESSON 4

I.

Plans To Go Shopping

KEY POINTS

Patterns 1. Tsurete iku and motte iku are both compound verbs meaning " t o take". They differ in that tsurete iku means " t o take a person (or an animal)" and motte iku means " t o take/ carry something". Ex. a) Ken-chan o tsurete iku/kuru. I will take/bring Ken. b) Bentoo o motte iku/kuru. I will take/bring lunch. 2. (3) . . . nisoodan suru, " t o consult with a person/ask a person's opinion". Soodan suru, kiku, hanasu, and iu are verbs that take ni. Ex. Sensei ni soodan shimasu. I'll consult with my teacher. 3. (6) To omou, "(I) think t h a t . . .", is an expression that follows phrases ending with a nominal, adjective, or verb. Ex. Are wa gakkoo da to omoimasu. I think that is a school. (Nominal: notice that before the quotative to, only the plain forms are used. Here in the case of nominal or adjectival nominal da, the plain form of desu is used before to.) 4. (7) -tte is used when one does not understand what someone else has said. Ex.

Asokotte? That place?

5. (9) A conditional clause using nara or naraba following a nominal means "if . . . . " 6. (10) -te miru, "go and see to find out what something or a place is like." Ex. Itte mimasu. We'll go and see. 7. (14) N-te mo ii, "it is all right to . . . . " N-de mo ii, "it is all right." Adj -kute mo ii, "it is all right even if . . . . " 8. (16) Y-te mo, N-de mo, Adj-kute mo, "although or even if . . . . " 9. (18) Suffix ending of the imperative form nasaiyo. Vocabulary 1. Ga ii ka preceded by interrogative words such as nani, doko, dore, or itsu means "what/ where/which/when is good" in a subordinate clause.

17

2. N + no koto, "about something". Ex. Kangeikai no koto o hanashimashita. We talked about the welcome party. 3. Interrogative word + datte iijanai, ' 'it's none of your concern''. 4. Sekkaku desu ke (re) do (dake do), "Thank you, but . . . " 5. Ii kagen nishinasai, "That's enough" or "Stop it". 6. Aayokatta

is used when something good happens.

7. Aa son shita is used when one feels he lost out on something.

I I . ADDITIONAL INFORMATION

Ginza, Roppongi,

Shinjuku

The leading shopping district, Ginza, is the fashion center of Tokyo. It has some of the finest shops of all kinds on both sides of Chuo Dori Street, the main thoroughfare of Ginza. The major department stores—Mitsukoshi, Matsuzakaya, Matsuya—also line this street. There are many restaurants, teahouses, cabarets, bars, and entertainment places that attract businessmen and tourists. With all of its multi-colored lights and neon signs Ginza glows at night. Thousands enjoy strolling along Ginza (Gin-bura) in the evenings, Sundays, and holidays. Roppongi is a district in Tokyo popular with foreign residents and foreign diplomatic offices. It is noted for its many restaurants, run by foreigners, and offers a variety of excellent international cuisine. There are many fashionable shops with specialty goods, nightclubs, teahouses, and snack shops which draw many people both day and night. It is known as a town for the young, who congregate in the streets and frequent the snack shops. Shinjuku is a busy shopping and amusement area with an emerging business section that has a concentration of skyscrapers more than forty stories high. One of these is the Mitsui Building, which is fifty-two stories and houses fifty companies that together employ 7,000 people. It is a city in itself. The Shinjuku Station is an eight-story building with three basement floors, covering a total of 61,450 square meters. It is the terminal for the main train and subway lines—the Chuo Main Line, Odakyu Electric Railway, the Keio-Teito Electric Railway, the Seibu Railway Line, Marunouchi Subway Line, and others. The area around Shinjuku Station is one of the most convenient and popular shopping centers in Tokyo. A subway promenade is connected to four large department stores, the Isetan, Mitsukoshi, Odakyu and Keio, and many other fashionable shops. Washington. In Japan there are many stores and shops that have Western names. Washington is a chain of popular shoe stores specializing in large sizes and also imported styles. Besides shoes for all occasions, handbags are also sold. ACTIVITY I

Strip Story Topic:

Shopping

Time:

15 minutes 18

Materials:

Story about shopping

Objectives: Students will acquire good pronunciation; be able to reconstruct a story and translate the story into English. Procedure: Teacher will create a story in the third person about shopping. The story is geared for both boys and girls, and has a simple plot line. 1. Cut up the story into phrases or sentences. Make enough strips for each student. 2. Have students memorize their own strips. 3. Collect strips. 4. Have students put together story orally with no writing. 5. Each student should translate his or her own strip into English. Variation:

Divide class into teams.

ACTIVITY 2

Verbal Descriptions Topic:

Shopping items

Time:

5 minutes (each)

Procedure: 1. Each student thinks of something he wants to buy and makes about six statements concerning the item. 2. After each statement is given, class will guess what the item is. The class should guess the item from the six statements.

19

LESSON 5

I.

Marketing

KEY POINTS

Patterns 1. To in -ni naru to is a connective particle that indicates a condition under which another action takes place or will surely take place. It always follows the dictionary form of the verb or the nonpast informal negative form for a negative condition (to be introduced later) regardless of the tense of the final clause. Ex. Yuugata ni naru to shufutachi wa kaimono ni dekakemasu. When evening comes (an event that will happen for certain) the housewives go marketing (something that takes place without fail). In contrast to this, in the conditional clause ending in ba or tara, the condition under which the action might take place is not certain. Ex. A me ga fureba (futtara) uchi ni iru tsumori desu. I intend to stay home if it rains, or My decision to stay home depends on whether it rains or not. 2. (3) Time words that do not take the particle ni should be emphasized here. 3. (4) -ya, " a n d " or "and the like", is used as a connector of nominals and indicates that they are examples of a longer list of items. Ex. Niku ya yasaiya okashi o kaimashita. I bought meat, vegetables, and candy. 4. (5) Compound verbs made out of t h e - t e form of verbs and the verbs iku, kuru, and kaeru. Ex. a) Mizu o nonde kuru. I will go to drink water (and return). b) Tabete iku. I'll eat and go. 5. (J) Kara no, "since". Ex. Mukashi kara no shuukan nan desu. It has been the custom since olden times. In Japanese multiple particles occur often, which is why one particle may follow a phrase that ends with a particle, as in mukashi kara no, "since olden times". Please note that the particles ga and o are not used together with another particle. In a phrase where the particle ga or o is originally used, ga or o is replaced by another particle. In Ken-chan ga kimashita, the particle ga is replaced by mo when it means " a l s o " or " t o o " , and multiple particles like go mo do not occur. In the negative sentence wa replaces o, but o wa does not occur. Particles other than ga or o can occur as multiple particles, as in the following examples: Kyoto emo ikimashita.

I went to Kyoto also.

Osaka e wa ikimasen deshita.

I didn't go to Osaka.

Tomodachi eno okurimono desu.

It is a gift for a friend. 20

Basu demo ikimashita.

I went there by bus, too.

Haha kara mo tegami ga kimashita. 1

A letter from mother came, too. 2

6. ( 8 ) M o . . . mo, "both (N ) and (N )". Ex. Sakana mo yasai mo kaimashita. I bought both fish and vegetables. 7. (9) \-masu

stem + ni, " t o " , "in order to", or "so as to".

It is used to express the purpose of an action and is followed by verbs such as iku, kuru, and kaeru. 8. (10) Informal tentative form of the verb (the -oo form) means the same as the -mashoo form (formal). Ex. Ikoo (informal) and ikimashoo (formal) both mean "let's go". The informal form is followed by the expression ka shira ("I wonder . . .") when one refers to his own action and is debating whether he should go or not. When referring to someone else's action, the dictionary form is used. Ex. a) Watashi mo ikoo ka shira. I wonder if I should go too. b) Taniguchi-san mo iku ka shira. I wonder if Mr. Taniguchi is going too. 9. (11) \-te ageru, to do a favor for someone. The Y-te ageru cannot be used by the speaker when she receives the favor. Ex. Katte kite agemashoo. I'll go and buy it for you. 10. (13) No hoo ga ii, "is better". (N1) yori (N2) no hoo ga ii, "(N 2 ) would be better than (N 1 )". Ex. a) Sushi no hoo ga ii desu. Sushi is better. b) Gohan yori sushi no hoo ga ii desu. Sushi is better than plain rice. 11. (15) Y—nai form + de, "without" or "instead o f " . Ex. a) Benkyoo shinai de terebi mimashita. Instead of studying I watched TV. b) Haha ni soodan shinai de kaimashita. I bought (it) without consulting mother. Vocabulary 1. Ya, "shop", "market", or "dealer" The following are some other commonly used examples. ochaya

tea store; tea dealer

komeya

rice store 21

sakaya

liquor store

shinbunya

newspaper boy

sentakuya

laundry; cleaner's (also kuriininguya)

toofuya

toofu (soybean curd) seller

tokoya

barber shop

hanaya

florist

paamaya

beauty shop (also biyooin)

panya

bakery

yuubinya

mailman

raamenya

restaurant where noodles are the specialty

I I . ADDITIONAL INFORMATION

Sakanaya offers very fresh merchandise and personalized service in that the fish is prepared to suit the customer's liking. The secret lies in knowing one's customers and their tastes. For long-established customers, a shop owner will even take advance orders and buy what is required at the wholesale fish market. The proprietor knows his regular customers by name and their preferences. He keeps these in mind when he personally selects his stock at the wholesale market early every morning. Thus the fish he buys are absolutely fresh, and the proprietor lets his customers know what the special of the day is. There is a closeness between proprietor and customer that is not found at a supermarket, which usually pre-packages its fish. Japan is completely surrounded by the sea and so the Japanese have been fish-eaters for a thousand years or more. The variety of seafood available is great, and housewives have a wide selection to choose from. It is customary in Japan for customers to specify how they want their fish cut up for cooking. The fish is gutted and the head and the scales are removed in the shop to save work for the housewife. Almost invariably the shop offers fish already sliced into sashimi, which is eaten with a little horseradish and soy sauce. In fact, slicing fish into sashimi is considered a skill acquired after long years of experience and the true mark of a good fishmonger. It takes fifteen to twenty years to perfect all the skills necessary to run a fish shop properly, from the daily selection and purchase of seafood at the wholesale fish market to the preparation in the shop. It is a difficult business to break into with only a two- or three-year course at chef's school. At the same time, after working in a fish shop five or six years, one can earn more than the average white-collar company employee. Thus the profession of fishmonger tends to run in the family. Many of the shops these days are run by the second or third generation, and the proprietor has literally been brought up in the business. The apprentice system is traditional among retail businesses of fishmongers, butchers, and greengrocers. Many young people go to work in such establishments with the intention of one day running their own businesses. The day's supplies are bought at the central fish market on the Tokyo waterfront. In Japan the regular distribution route for fish goes from producer to wholesaler to broker to retailer. At Tokyo's great central fish market, Tsukiji, there are some 1,600 separate brokers operating by license under the stringent regulation of the Fair Trade Commission. Fishmongers stock a great variety of seafood to satisfy the varied tastes of their knowledgeable

22

customers. Popular items include tuna, mackerel, sea bream, salmon, shrimp and prawn, and squid. Shellfish, seaweed, roe, and steamed fish cake are also stocked. After a midday break, the fishmonger's afternoon is taken up selling fish. His job includes not just selling fish on the premises but making deliveries. Neighborhood shops make individual deliveries to customers' homes, while establishments doing business on a larger scale may deliver as many as a hundred or more boxed assortments of seafood at a time for large company parties. Sanitation regulations are strict, and after the shop closes, around 7 p.m., everything from knives and chopping boards to the glass cases and the tiled floor is washed. Days off are Sunday and national holidays, which are considered a time to relax and have fun as a family. By carrying on old family businesses, fishmongers perpetuate established traditions and introduce up-to-date business practices and the latest conveniences in adapting to the demands of the time. Yaoya. The Japanese have a passion for foods that are fresh. In the vegetable corner, a housewife will pick up a cucumber, onion, or eggplant and with eyes as sharp as those of a customs inspector examine its quality, lustre, color, and so on. However, she will buy only two or three vegetables. Actually, she is out in the late afternoon to enjoy shopping even for a small quantity of fresh vegetables. Shopping at these small shops also provides the housewife with an opportunity to leave the confines of her home and to socialize with other housewives. This is a time when the housewives exchange recipes, gossip about others, and talk about their children. Suupaa used by itself is an abbreviation of certain compounds, especially suupaa maaketto (supermarket). Suupaa is also used to mean "superimposed," when referring to movies, and sometimes serves as an abbreviation of jimaku-suupaa (subtitles superimposed). Suupaa in the sense of "above" or "beyond" is used only in some compounds—for example, suupaatankaa (supertanker) and Suupaaman (Superman). Renji is Japanese for "cooking stove". It is usually a gas range, although there are electric ones as well. Ovens are gaining popularity, but a Japanese renji normally comes without one. In Japanese, a sutoobu, from the English word "stove", is used for heating. There are different kinds of sutoobu, such as sekitan-sutoobu, "coal stove", gasu-sutoobu, "gas stove", denki-sutoobu, "electric stove", andsekiyu-sutoobu, "kerosene stove". Japanese meal. A Japanese meal, it is said, is prepared for the eyes and the ears, as well as for the nose and mouth. The arrangement of foods, including the choice of dishes, does not add to the taste so much as becomes a part of it. What you see is what you get. For the ears, there are tsukemono (pickles) that snap, senbei (crackers) that crunch, and slurping, steaming soup or noodles. The Japanese diet consists primarily of rice, fish, variations of soybean dishes, and vegetables. A typical home breakfast in the country includes several different soybean dishes, which are served with rice and vegetables. One of the most typical soybean foods consumed in Japan is toofu, a bean curd dish that comes in block form. It is white and has the consistency of a custard or a pudding. Toofu originated in China and was introduced in Japan some twelve centuries ago. It remains one of the most essential and widely used items in traditional Japanese cuisine. Toofu can be eaten cold, boiled in water, added to soup, fried, baked, or even frozen. There is an estimated 32,000 small producers of toofu operating in Japan, along with several giant manufacturers that distribute toofu nationally. Another popular soybean food is miso, a soybean paste used to flavor many different dishes

23

and the stock for the most common soup in Japan. Fish and meat are often broiled and marinated in miso, which adds a distinctive and highly tasty flavor to the meal. The paste itself is a product of fermentation. Although there are many varieties of miso (in fact, almost every district in Japan produces its own local type), the paste is invariably rather salty. One soybean product well known internationally is soy sauce, which is called shooyu by the Japanese. It was brought to Japan from China many centuries ago, and is Japan's most essential seasoning. It is used to flavor almost any food served in Japan. Another product of fermentation, shooyu is somewhat more difficult to produce since it requires a special form of yeast that exists in the plant atmosphere. Records show that Japanese shooyu reached the West several centuries ago through Dutch traders. It has become so well known and popular that today shooyu can almost be considered an international seasoning, rather than exclusively oriental. Shooyu is now used to flavor dishes ranging from raw fish to roast beef, and can be found alongside the salt and pepper in most kitchens. In addition to these and many other traditional foods, soybeans provide the protein base for a great many other dishes and can be added as a meat substitute in many items. In Japan, soybeans are often used as an additive in hamburger or sausage, for example, as it does not change the flavor at all. And the extremely high protein content of soybeans guarantees nutritional content. Soybeans are one of the world's most economically important beans, and have become a staple in the diet of the Japanese. Other popular foods today include noodles and breads. Noodles are very popular among office workers who eat their lunch outside because they are inexpensive and easy to prepare and to eat. Bread was introduced into Japan by Dutch and Portuguese traders in the Edo period. By the Meiji Era, it was baked in considerable quantities, but it was still eaten mostly as a snack. Today toast and coffee are common on the breakfast menu, and many young people enjoy sandwiches for lunch. There are many European-named panya, or bakery shops, in Japan whose freshly baked breads are a treat to the palate.

ACTIVITY I

Small Group Discussion Topic:

American and Japanese housewives

Time:

15-20 minutes

Number of people: Objective:

4-5 students in group

Students will be able to contrast American and Japanese housewives in target language.

Procedure: 1. Divide class into groups. 2. Have students discuss American and Japanese housewives. 3. Ask them to point out similarities and differences. 4. Reconvene as a class. 5. Ask one student from each group to report back what was discussed.

24

ACTIVITY 2

Descriptions of Scenes Topic:

Shopping

Time:

10 minutes

Number of people: Materials:

4-6 students in a group

Pictures, slides, drawings of shopping scenes (open markets, swap meets, shopping center, arcades, department stores, sidewalk sales)

Objectives: Students will be able to give short talks in target language, and understand what is presented. Procedure: 1. Each group will have one scene to describe or create. 2. Each student will build on what the previous students have said. 3. Each presentation must have an introduction, climax, and ending. 4. After the presentation, the teacher and/or class may ask group members questions. The teacher may also ask class questions.

ACTIVITY 3

"Tell me how to draw it" Materials:

Draw a simple picture on a piece of poster paper. Use stick figures to represent people. Draw objects that students can describe in Japanese.

Objectives: Students will develop speaking and listening skills and increase vocabulary. Procedure: 1. Show the picture to the class so that the back of the picture is facing the teacher. The teacher should not see the picture at the time of the exercise. 2. Have the students describe how to draw the picture in Japanese. 3. Draw objects on the blackboard according to the directions given by students. 4. Discourage the use of gestures; require oral communication. 5. Elicit more information from students by asking questions. Supply students with words they may need to make their instructions clear.

25

LESSON 6

I.

At the Open Market

KEY POINTS

Patterns 1. (Person) to wakareru, parting with (person). 2. . . . denigiwau, " . . . is crowded and alive with". Ex. Takusan no hito de nigiwatte iru. It is crowded and alive with many people. 3. Adj-stem or V-masu stem + soo, "seems" or "looks like". 4. (5). . . ni (something) o ageru,'' to give something to someone''. The recipient cannot be the first person (me, us, or my family member). Ex. Emirii-san ni hon o agemashita. I gave Emily a book. (Donor) i wa \ (Recipient) ni (something) o ageru/yaru. U« i 5. (5). . .(kara) (something) o morau, " t o receive something from someone". (ni ) Ex. Ani (kara) pen o moraimashita. \ni J I received a pen from my older brother. (Recipient) wo (Donor) ini i (something) o morau. \ kara) Ageru, yarn, sashiageru, morau, itadaku, kureru, and kudasaru are difficult to use. The following are all possible examples. AGERU:

Watashi Chichi/haha Ani/ane Otooto/imooto

wa

Watashi Ani/ane Otooto/imooto

wa

chichi haha

ni pen o agemashita.

Watashi Otooto/imooto

wa

ani/ane

ni pen o agemashita.

Suzuki san Ano hito

wa

watashi no tomodachi | I Suzuki san ' ano hito

sen sei I sen'sei no okosan \ Suzuki san no okosan ITanaka san ano hito

26

ni pen o agemashita.

ni pen o agemashita.

Chichi) Haha )

YARU:

Ani/ane) Watashi I

(Any donor)

wa wa

wa

{ani/ane

)

otooto/imooto i otooto ) imootoJ

Í

inu neko ki hana

ni pen o yarimashita.* ni pen o yarimashita.*

ni mizu o yarimashita.**

•Some girls and ladies tend to use ageru in informal conversation. **The following expression is often heard: Inu ni esa o ágete choodai. Feed the dog. SASHIAGERU:

person whom the j Donor respects, or person of superior status or older than Donor

Watashi Chichi/haha Ani/Ane Otooto/imooto

wa

MORA U:

Any Recipient |

wa

jany Donor j

ni (or kara) pen o moraimashita.

ITADAKU:

Watashi Chichi/haha Ani/ane Otooto/imooto

wa

Donor especially | of superior I status or older than the Recipient

ni/kara pen o itadakimashita.

Chichi/haha Ani/ane Otooto/imooto

wa

jwatashij

ni pen o kuremashita.

KURERU:

ga

watashi chichi/haha ani/ane otooto/imooto anata

ni pen o kuremashita (ka).

Donor especially of superior ga status or older than the Recipient

watashi chichi/haha ani/ane otooto/imooto

ni pen o kudasaimashita.

Suzuki san Tomodachi ( Ano hito Dare KUDASARU:

ni pen o sashiagemashita.

6. -te form + kaeru, kuru, or iku describes how to return, come, or go. 7. ( 1 0 ) n i . . . ni, "and". Its usage is almost the same as to and it connects two nouns. 8. (12). . . gadekiru meaning "can do. . . ." Dekiru, "can", takes the particle ga.

27

Vocabulary 1. Counters for various objects: a) -nin (with two exceptions: hitori = one, futari = two). b) -tsu for native numbers. c) -kire following native numbers: hitotsu = hitokire, futatsu mikire. Notice numbers are abbreviated.

= futakire,

mittsu =

d) -hon, -bon or -port: 2, 4, 5, 7, and 9 use hon; 1, 6, 8, and 10 usepon; 3 uses bon. How many = nanbon. 2. Dame preceded by te wa or cha, " don' t do". 3. Maigo ni naranaiyoo ni ne, "don't get lost". Contractions 1. hashitte wa becomes hashitcha 2. dete shimatta becomes dechatta and indicates completion of an action Ex. Shukudai wa yatchattan desu. I finished my homework. Shukudai wa yatte shimattan desu.

II.

ADDITIONAL INFORMATION

Sashimi refers to sliced raw meat; however, in Hawaii, sashimi refers to raw fish. Sliced raw fish is eaten after dipping it into a small saucer of soy sauce and wasabi, an extremely hot Japanese horseradish. Sashimi is not usually a meal in itself but is served as a kind of hors d'oeuvre or first course. Sashimi can be eaten at any time of the year, but autumn and winter are the best seasons. The sashimi of sea bream, or tai in Japanese, is generally regarded by the Japanese as the most delicious, although the people of Tokyo consider tuna (maguro) the best. To stimulate the appetite, sashimi is arranged artistically, always accompanied by decorative raw edible vegetables called tsuma. Ikizukuri is a synonym for the very freshest sashimi. In fact, the fish themselves are still alive at the time they are filleted. The unique idea of ikizukuri is to make slices piece by piece to form the original shape. Carp, red snapper, and spring lobster are often prepared this way.

ACTIVITY I

Skit Topic:

Restaurants

Time:

15 minutes

Number of people:

4-5 students

Objectives: Students will be able to order a meal in Japanese.

28

Procedure: 1. Students should be given adequate preparation time. Their skits pertain to ordering a meal. 2. Have students create a scene and a dialog. 3. Have them organize their thoughts. 4. Ask them to practice speaking and listening. 5. After presentations, the teacher should ask class questions about content.

ACTIVITY 2

Game Topic:

Shopping

Materials:

Pictures, drawings, slides of shopping places, food items. Anything to do with buying and selling.

Procedure: 1. Display 4 pictorals in front of class. 2. Divide class into teams. 3. One member from each team describes one of the scenes to the class. 4. After each description, any one team may guess which picture is being described. If incorrect, next description is given. 5. Points given for correct guesses decrease as the number of descriptions increase.

ACTIVITY 3

Describing Pictures Objectives: To review vocabulary; provide students with an opportunity to speak Japanese; and provide writing practice. Materials:

Six or more large pictures. Select pictures, from magazines perhaps, that are colorful, creative, and that can generate an array of descriptive terms and phrases. Paste these pictures on construction paper. Number them.

Procedure: 1. Divide the class into groups of 4 or 5. 2. Have students in each group select one person to be their recorder. 3. Before giving each group a picture, inform students that they will have 5 minutes to look at the picture and write down any word, phrase, or sentence that describes it. One point will be given for each descriptive word (e.g., akai); two points for each phrase (akai kutsu); and three points for each complete sentence (Akai kutsu o kaimashita) recorded by each group.

29

4. Point out that dictionaries may be used but that doing so may use up valuable time. Emphasize that students may not ask the teacher for help. 5. Give each group a picture. 6. After 5 minutes, collect the pictures. 7. Pass out different pictures to the groups. Have students repeat above procedure. 8. Stop the game after a number of rounds and collect the recorders' papers. 9. The group with the highest number of points is the winner.

30

LESSON 7

I.

At the Shoe Store

KEY POINTS

Patterns 1. Adjectival nominals are used to modify nominals. Adjectival nominals are called keiyoodooshi. They function like adjectives. They are used either to describe the topic and the subject of the sentence followed by desu (da) or to modify a nominal with na instead of desu (da). They inflect the way nominals do. For instance, a negative form would be de wa nai (ja nai) as in suki de wa nai or sukija nai. Also before the sentence ending no desu (no da) or n desu (n da) they take na as in suki na no desu or suki na n desu. Because they function as adjectives, they are not used as the topic, subject, or object of a sentence. 2. (3) Mo in a negative sentence means ' 'not either' '. Ex. Watashi mo shirimasen. I don't know either. 3. (4) -te morau means "having something done for oneself". Ex. Chichi ni katte morau. I'll have Dad buy it for me.

j

4. (5) N de V-te \yokatta, Adj-kute)

"it is (was) good that . . ."; " I ' m glad that . . . "

Ex. a) Otenki de yokatta. It was good that it was a nice day. b) Kite yokatta. I'm glad I came. c)

Yasukute yokatta. I'm glad it was cheap.

5. (7) Ad]-kute + Ad]-kute + Adj-/. When there is more than one adjective describing something, all the adjectives should be in the -kute form, except the last adjective which should be in the Adj-/ form. 6. (8)N gahoshii, " I want . . . " 7. (9) Y-masu stem + nikui, "hard to . . . " W-masu stem + yasui, "easy to . . . " 8. (11). . . to. . .

todotchiga dewa dochira ga to dewa dotchi no hoo ga 31

Vocabulary 1. Takusan atte, "because there are many''. 2. Formal and polite forms of expressions. 3. (nonaka)\ , „ (nouchi)\de-

,, •

am0ng

(to) de wa, "among". 4. No hoo ga ii, "(this) side" or "(this) one I like". Ex. Kono hoo ga ii desu. This is better (this I like better). 5. Oazukari itashimasu, '' I will hold (keep) it and watch over it''. 6. The honorific o makes an expression more polite. This does not apply to expressions that have separate honorific words, such as meshiagaru (or agaru) for taberu, irassharu for iku, kuru, iru, nasaru for suru, and so on.

I I . ADDITIONAL INFORMATION

Saabisu is taken from the English word "service" and means the same thing as its English counterpart. Some examples of the uses of this loanword are: A no mise wa saabisu ga totemo ii desu. Service is very good in that shop. Saabisu ryoo wa ikura desu ka. What is the cover charge? Ryuukoo refers to a fashion in vogue or a craze. It may also be used to refer to a popular song (ryuukoo ka), a popular writer (ryuukoo sakka), or a singer of popular songs (ryuukoo kashu).

ACTIVITY I

Role Playing Time :

10-15 minutes each day

Number of people: Materials:

Varies.

Cue cards that describe character to be portrayed.

Objectives: Students will be able to use known structures in novel situations; use new vocabulary to create sentences; and organize and use proper sequencing. Procedure: 1. Divide class into groups. 2. Students are given cue cards and are allowed time to prepare together short presentations to be given orally in front of the class. 3. After the presentation, the class can correct any mistakes made. 32

4. Group members or teacher can ask questions of class to test their comprehension. Ex. Waikiki Shop Situation involves a: clerk. You must sell as much as possible. You will assist customers and suggest gift ideas, using polite expressions. husband. You don't want to shop anymore. Ask where the restaurant is. wife. You want to buy as much as possible because you'll be leaving tomorrow for Japan.

ACTIVITY 2

Skit Topic:

Information / Service

Time:

15 minutes

Number of people:

4-5 students

Objectives: Students will be able to construct a dialog; organize their thoughts; and carry on a short conversation for a given situation. Preparation:

Teacher must explain to the class service-related jobs—manning information booths in department stores, airports, hotels, train stations; working for food services; being a taxi driver, bus driver, store clerk; and so on. Asking for and giving directions should also be explained.

ACTIVITY 3

Role Playing: Shopping Objectives: To provide listening and speaking practice; practice in using polite expressions; and to review vocabulary. Materials:

None necessary. May use shopping props, as in shoes, handbags, neckties, to add realism to the activity.

Procedure: 1. Review useful shopping vocabulary with students. Carefully go over polite expressions often used by store clerks. For example:

Donna . . . ga yoroshii desu ka? Kochira de gozaimasu ka? . . . wa ikaga desu ka? Shoo shoo omachi kudasaimase. . . . oazukari itashimasu. . . . no okaeshi de gozaimasu. 33

2. Divide the class so that half the class will act as sales clerks and the other half as customers. 3. Divide the classroom into sections. Each section will be a department (shoe, clothing, handbag, etc.) of a store. 4. Assign two sales clerks to each department. 5. Instruct other students playing customers to browse through the various departments and make at least one purchase. Variation: some customers may be told to give the sales clerks a hard time. ACTIVITY 4

"I'm thinking of a word

..."

Objectives: To review vocabulary; provide students with speaking and listening practice; and reinforce selected grammatical structures. Materials:

A large sheet of poster paper (or blackboard can be used). Draw a line (horizontal, vertical, or diagonal) across the paper or blackboard. Write vocabulary items selected from the lessons randomly above or below the line. Write the words in kanji, hiragana, or katakana, depending upon how they appear in the lessons.

£

**

• f

0

•

o iZ

o

>r

ft

4

X h yy

As

¿f 9 1

M

Procedure: 1. The teacher or a student selects a "mystery" word learned by the students. 2. Inform students that they are to ask questions in order to identify the mystery word that the teacher or student has selected. 3. Review structural patterns that are to be reinforced through this activity. The following question patterns seem to be particularly suited to this activity. . . . desuka? . . . ni arimasu ka? . . . ja arimasen ka? 4. Students need not be limited to " y e s " - " n o " questions; they may ask about the color, size, weight of the object. 5. Introduce the word sen, "line", in English at this time. 34

6. Instruct students to ask questions about the word—they are not to guess the word immediately. They must ask questions that provide clues to help them identify the mystery word. If, for example, the word piza-pai was selected, students should ask the following types of questions before being allowed to guess the word. Tabemono desu ka?

(Hai. Soo desu.)

Sen no shita ni arimasu ka?

(lie, chigaimasu.)

Kanji de kaite arimasu ka?

(lie, chigaimasu.)

Oishii mono desu ka?

(Soo desu ne—oishii desu.)

7. After three or four such exchanges, ask students to identify the mystery word. Introduce these expressions to students. Saa, nan deshoo.

What could it be?

Minasan atete kudasai.

Let's guess what it is.

Note: In the beginning, the teacher selects the word and gives responses to students' questions. Later, however, this role can be turned over to a student.

35

LESSON 8

I.

Makoto's Day at Work

KEY POINTS

Patterns 1. Kikaremasu is the passive expression of the verb kikimasu and means ' 'is asked''. In Japanese, the one who is asked a question is the subject or topic of the sentence and takes ga or wa, and the one who asks takes ni. Ex. John ga Jim ni kikaremashita. John was asked by Jim. 2. Nani + ka is used to mean "something" or "anything" in an affirmative sentence. Ex. Nani ka o mejirushi ni suru. To use something as a landmark. Interrogative words such as nani, dare, doko, and itsu can be followed by ka to mean "some . . . " or "any . . . " in affirmative sentences. Ex. a) Itsu ka ikimashoo. Let's go sometime. b) Dare ka Nihongo o shitte imasu ka? Does anyone know Japanese? c) Doko ka e ikimashita ka? Did you go somewhere? 3. Koto ni shite iru, "to make it a rule to . . . " or "to make it a rule not to . . . . " These expressions are preceded either by the dictionary form or informal negative form of the verb and indicate habitual action, implying that it would be better to do (or not to do) so and so. Ex. a) Maiasa mizu o nomu koto ni shite imasu. I make it a rule to drink water each morning. b) Terebi wa minai koto ni shite imasu. I make it a rule not to watch television. 4. N1 no N2 pattern is used to express the location of what is talked about with N2 specifying that location in relation to N1. Ex. Hon wa tsukue no shita desu. The book is under the desk. 5. (Place) N + o + (Motion) V When a motion verb follows the particle o, the nominal preceding o indicates the place in which or through which the motion takes place or it indicates a starting point. Motion verbs are iku, kuru, kaeru, tooru, magaru, aruku, deru, for example. Ex. Kono michi o massugu itte kudasai. Please go straight along this road. Uchi o deru. Leave home. 36

6. (7). . . deshoo (ka) is the tentative form of desu. It is slightly more polite, softer, and less direct than desuka when asking "Is it . . . ? " 7. (9). . . ni noru, " t o get on (a vehicle)". The verb noru always takes ni, and oriru, " t o get o f f " , always takes o. Ex. a) Basu ni norimasu. We get on the bus. b) Basu o orimasu. We get off the bus. 8. (11) Shitte imasu and shirimasen In affirmative sentences, the nonpast shitte imasu and past tense shitte imashita of the verb shiru should be used. Negative sentences cannot use the -te forms, and use only shirimasen (nonpast) and shirimasen deshita (past). Ex. Shitte imasu (shitte iru); shirimasen (shiranai) Shitte imashita (shitte ita); shirimasen deshita (shiranakatta) 9. (13) No replacing ga in a clause that modifies a nominal. The particle no may replace the subject particle ga in a sentence or clause that modifies a nominal without any change in meaning. Ex. Puuru ga aru niwa desu. _ — . , Puuru no aru niwa desu.

. . , ,, , . It is lLthe yard thatx has a pool.

Vocabulary 1. Doo iku, "how to go", "how to get (to a place)". 2. Desu nee following N + particle is often used after something being talked about and is followed by a pause to get the attention of the listener or give oneself time to think. 3. Me is used after a counter to express a certain sequence of a sequentially numbered thing or happening. Ex. Nihon ni iku no wa kore ga nido me desu. This is the second time I am going to Japan. 4. Ken and gen are used to count houses. {Gen is used for counting 3 and to say "how many".) Ikken, one house; niken, two houses; sangen, three houses; yonken, four houses; goken, five houses; rokken, six houses; nanaken, seven houses; hakken, eight houses; kyuuken, nine houses; jikken, ten houses; nangen, how many houses.

I I . ADDITIONAL INFORMATION

House Address. In Japan, especially in the country, streets lack name signs. Often one whole block has the same name and number; therefore, it is very difficult to locate anyone's home by their address. If you want to meet anyone, it is best to meet at a designated place known by both parties. Hokoosha Tengoku. In June, 1973, the Metropolitan Police Department followed the example of New York City and decided to ban vehicular traffic from some of its main thoroughfares on Sun37

days and national holidays to provide its citizens with more space and a chance to stroll freely through the very heart of the capital city. On these days, no wheeled vehicle is admitted into such areas as Shinjuku, Shibuya, and Ikebukuro, and along the Ginza. Pedestrians may stroll along the middle of the road just as they please without fear of being run over. During these times the streets are transformed from noisy, crowded thoroughfares into something like the sandoo, avenues in front of Shinto shrines lined with little shops on either side. Denwa, public telephones, are found everywhere in Japan and the automatic dial system is used in most of the cities. Each call, either from a public or private phone, is charged according to the length of the conversation in addition to a basic fee, which private and business phone owners must pay. Arubaito is a German loanword and refers to a side job or a part-time job for students. Arubaito is a familiar word among students, and is also used in its shortened form, baito, in conversations.

ACTIVITY I

Oral Descriptions Topic:

Following directions

Number of people: Materials:

7-8 students

Students draw their own maps that include buildings, landmarks, and so on, using as much kanji as possible (use carbon to duplicate).

Objectives: Students give directions in Japanese and receive and obey directions in Japanese. Procedures: 1. Each student will make a set of directions to get from one place to another on his map. 2. In group: Student will give directions (no reading). Others must follow on duplicated maps. No English written or spoken is permitted. Variations: Give points to students who follow correctly.

ACTIVITY 2

Prepared Talks Topic:

Geography

Time:

15-20 minutes

Number of people:

3-4 students

Objectives: Students will use creativity to make their talks interesting; study and learn about the area assigned to them; learn to work cooperatively within their group; and improve speaking and listening skills. Materials:

Teacher prepares a huge map of Japan, complete with names of islands, cities, and famous landmarks. 38

Procedure: Groups will choose and research various locations or cities and surrounding areas. Written reports are to be handed in before presentation.

ACTIVITY 3

Strip Story Objectives: To help students develop communication skills in providing a real communicative situation, and to review grammatical structures. Preparation: 1. Select a simple short story, anecdote, or dialog. (This may be a short folktale, a teacher-created story, or a narrative/dialog from the Kore kara no Nihongo text.) 2. The number of lines in the selection should match the number of students in class. If the class is large, divide the class into groups with even numbers of students, so that each student in a group would have one line from the story to memorize. 3. Write each sentence of the selection on a ditto master. Leave space between each sentence. Run off the story. 4. Cut the story into strips, one sentence on each strip. Keep these strips clipped together until they are to be distributed to students. Procedure: In this activity, students should be given a sentence from a story (the sequence of which is not known) to memorize. Then they are to reconstruct the story by putting the sentences in order. 1. Give each student in the class (or in a group) a strip with a sentence written on it. 2. Give students a minute or two to memorize the sentences. Students are not allowed to write anything down or to talk to other students at this time. 3. Collect the strips from the students. Students should not be allowed to keep the strips because they may be tempted to reconstruct the story by merely passing around their strips and thus defeat the oral communication objective of the activity. 4. Instruct the students to put the scrambled story back into a logical sequence. Encourage students to get out of their seats and speak to each other in Japanese. (At this time, the teacher should step out of the picture as an active participant and should quietly observe what goes on. When students are satisfied with the order they have established, the teacher re-enters the picture.) 5. Ask the class to repeat the whole story, with each student saying his or her memorized sentence at the appropriate time. If the class has been divided into groups, the teacher may go from group to group doing this, or may reassemble the class and have each group present its version to the entire class. 39

Follow-up activities: 1. Individual students may repeat the whole story with help from other students. 2. Have students change the tense. 3. Ask students to dictate their lines to the other students so that each student has a copy of the entire story. After this is done, distribute the original version so that comparisons can be made. Discuss any discrepancies in the story version, not necessarily in Japanese. Note: Before beginning, it may be useful to introduce students to terms such as: bun (shoo); saisho (no); tsugi (no); saigo (no); niban me (no), sanban me (no), yonban me (no).

ACTIVITY 4

Locating Places on a Map Objectives: To develop oral-aural skills by providing practice in giving and following directions, and to review "place" and "direction" vocabulary. Materials:

A map of an area (real or imaginary) drawn on a ditto master. The map should have a starting point so that all students have the same point of reference. Try to include some of the following on the map: kooshuu denwa

byooin

oodan hodoo

kissaten

paakingu

nikuya

ie

kooen

basu tei

suupaa

kuukoo

resutoran

gasorin sutando

eiga kan

kookoo

makudonarudo

Procedure: 1. Pass out maps to students. 2. Review the place names appearing on the map. 3. Review direction vocabulary and phrases. For example: mukoogawa

migi ni haitte

kono michi

hidari ni magaru

ushiro

. . . no kado o magaru

mae

tsukiatari o migi ni magatte

konosaki

massugu iku to 40

4. Divide the class into groups of four. 5. Assign one student from each group a place on the map (e.g., kookoo, byooin). Student must not tell the others in his group what has been assigned him. 6. Each student assigned a location, in turn, will give directions to guide the other members of his group to the location. If the group members end up at a spot different from the assigned place, have students discuss any such discrepancies.

41

LESSON 9

I.

Visit to the Doctor's

KEY POINTS

Patterns 1. N de (isha e iku) The particle de indicates that the nominal preceding it is the cause or reason for what results.

Ex. Kaze de atama ga itai desu.

Because of a cold, I have a headache.

2. Ni san nichi, "two or three days". 3.

. . . kamo shirenai, " m a y " , " m i g h t " , or " m u s t " , follows a verb, an adjective, a nominal, or an adjectival nominal. In the case of a verb, it follows the following forms: V-dictionary form

V-ta

+ kamo shirenai

V-nai Ex. a) Iku kamo shirenai. I might go.

b) Itta kamo shirenai. I might have gone.

c) Ikanai kamo shirenai. I might not go.

In the case of an adjective and a nominal, the forms are: Adj-/

Adj-katta , _ N-datta

)

+ kamo shirenai

Adjectival N Adjectival N-datta

Ex. a) Omoshiroi kamo shiremasen. It may be interesting.

b) Omoshirakatta kamo shiremasen. It may have been interesting.

c) Ashita kamo shiremasen. It may be tomorrow.

d) Kinoo datta kamo shiremasen. It may have been yesterday.

42

4. . . . koto ni suru, "decided to do . . . . " The decisionmaker is the speaker. This expression follows the: V-dictionary form J I V-nai form )

+ koto ni suru

Ex. a) Iku koto ni shimashita. I decided to go. b) Ikanai koto ni shimashita. I decided not to go. 5. Shika is a particle meaning "only'' and is used with a negative predicate. Ex. Kore shika arimasen. I have only this. 6. The ku form of the adjective is an adverb. Ex. a) Yoku ikimasu. I often go. b) Atsuku narimashita. It became hot. c)

Yasuku kaimashita. I bought it cheaply.

7. - te oku, " to do and leave'' or " put (it that way)". Ex. a) Hanashite oku kara. (I'll) talk (before hand) and leave (it that way) until. . . . b) Kaite okimashoo. (I'll) write and leave it. -te oku is contracted t o - t o k u and-te okimasu to tokimasu when used in conversation. Ex. Hanashite oku becomes hanashitoku Kaite okimashita becomes kaitokimashita 8. Ni, " p e r . . . " Ex. a) Ichinichi ni yonkai tabemasu. I eat four times per day. b) Sannin ni hitotsu shika arimasen. There is only one per three people. 9. De following a time word indicates a duration after which something is completed. Ex. Jippun de owarimasu. It ends in 10 minutes. II.

ADDITIONAL INFORMATION

Hospitals. People these days are apt to rush to a hospital (especially to those large, famous hospitals attached to traditional universities) even if they are only suffering from a cold or a stomach43

ache. As a result, large hospitals are invariably overcrowded and it is sometimes necessary to wait for three hours for a three-minute diagnosis. Generally doctors do not give appointments, although they say to come back in a few days and so forth. Likewise some dentists accept patients only by appointment; others flatly refuse new clients. Flu masks are white gauze masks similar to those worn by doctors and nurses in hospitals. These are worn both by people cautiously trying to protect themselves from catching colds, and by those who already have a cold but are being careful not to spread germs or unpleasantness to others with their sneezing and coughing. Okayu is rice gruel. The rice is boiled in plenty of water and sometimes salt is added. It is easily digested and thus good for invalids and old people. To add flavor to this dish, many people eat it with umeboshi, a pickled plum colored red with shiso, beefsteak plant leaves. Sensei may refer to a variety of people. Teachers, lawyers, and doctors, as well as representatives in the national, prefectural, or local legislatures, are traditionally called sensei in direct address. Part-time student-tutors are called sensei by their pupils and their pupils' parents; publishers call their contributing writers sensei; and almost anyone who is teaching something, even if he is not certified to do so, will be called sensei by his students. It must be remembered, however, that the term properly applies only to teachers, lawyers, and doctors. It must also be noted that doctors generally refer to themselves as isha, but are referred to as oisha-san or sensei. In direct address they are usually called sensei.

ACTIVITY I

Game Topic:

Who Am I? What Am I?

Materials:

On cards write names of objects, professions, or people.

Procedure: Cards should be taped onto student's backs. They must guess who or what they are by asking only " y e s " - " n o " questions. Use only professions and objects that are familiar to them. For example: doctor, lawyer, nurse, dentist; aspirin, tooth, medicine, sandals.

ACTIVITY 2

Role Playing Topic:

Illness

Objectives: Students will have practice using known structures in novel situations; using known vocabulary to create sentences; and being organized and using proper sequencing. Time:

5-minute preparation, 5-minute presentation

Number of people: Materials:

2-3 students

Cue cards with character descriptions 44

Procedures: 1. Short presentations are given orally in front of class by students who are given their cue cards. They are allowed time to prepare together. 2. After each presentation, class can correct mistakes. 3. Group members or teacher can ask questions of the class to test their comprehension. Situations for short presentations: School nurse. Exam week is here. Many students become ill. You must check to see what is wrong. Student. You feel a slight cold. It is nothing serious but you didn't study for a math exam. Use effective dramatic techniques.

ACTIVITY 3

Role Playing:

Doctor

Objectives: To provide listening and speaking practice and review vocabulary. Procedure: 1. Take the role of the doctor. 2. Have students be patients suffering from one or more ailments (e.g., headache, fever, diarrhea, constipation). 3. Have patients describe their ailments/symptoms to the doctor. 4. Prescribe treatment for the patients. Variation:

When students become more familiar with the vocabulary and structures of the lesson, ask one of them to volunteer to be the doctor.

45

LESSON 10

I.

Sukiyaki

KEY POINTS

Patterns 1. The particle nagara attached to the V-masu stem means "while . . . " and indicates an action that takes place with the main action stated in the following clause simultaneously. 2. The potential form of the verb means " t o be able t o " or " c a n " . The students should refer to the Introductory Lesson to learn this verb form. It is important to review the godan verbs and the ichidan verbs to understand the construction of this form. It should be noted that miru and kiku have two potential forms. 3. . . . koto ni naru, " t o be decided that (it) will (be done)". This expression is preceded by what is decided, and can be expressed as follows: V-dictionary form + koto ni V-nai

naru natta

is It

to. . .

was

that. . .

decided

not to . . .

has been

Ex.Amerika ni iku koto ni narimashita. It is decided that I will go to the United States. Koto ni shita, introduced in the previous lesson, indicates a subjective determination; koto ni natta expresses an objective determination. 4. (8) Nominalizing an adjective by replacing the final i with sa. 5. (10) Conditional forms of N + da, a verb, and an adjective mean " i f " . 6 . ( 1 1 ) . . . niyoku au: au, " t o go well with", takes ni as its particle. Ex. Furansu ryoori ni wa wain gayoku Wine goes well with French food.

aimasu.

7. (14) Dictionary form of V + mae ni, "before doing" or "before having done". 8. (16) V-temo

ii, " I ' d be willing to

Ex. (Boku ga) aisukuriimu o motte kite mo iiyo. I'll (I can) bring the ice cream. 9. (17) Informal imperative form, motte koi. Have students check this form with the syllabary chart. They should be familiar with the use of the chart for conjugation by now. 10. (18) Informal form of deshoo.

46

Vocabulary 1. Tsukuri kata, "how to make''. 2. Wa, counter for bunches of things like green onions, leafy vegetables. 3. Ko, counter for round things like potatoes, apples. 4. Choo, counter for toofu. 5. Fukuro, counter for bags of things, such as rice, potatoes. 6. Ka, " o r " . (Ippon ka tiihon.) 7. . . . bun no . . . , used to read fractions. 8. Usuku, "thinly". 9. Zutsu, "each". 10. Tsuketoite, contraction for tsukete oite, " t o soak (it)".

II.

ADDITIONAL INFORMATION

Sukiyaki is a popular meat dish cooked at your table and a meal commonly served at home. This dish is made with thinly sliced beef cooked in a shallow iron pan with various other ingredients, such as soybean curd, shirataki, mushroom, long green onion, bamboo shoots. The ingredients are seasoned with soy sauce, sweet rice wine, and sugar or sukiyaki stock. The piping hot dish is cooked at the table and served in individual dishes with a small bowl of beaten raw egg in which the food is dipped. Sukiyaki-nabe is a flat, thick iron pan used for cooking sukiyaki. It is round or square in shape, and its bottom is almost level, with only a slight depression in it to hold the meat and vegetables. Udon suki is a variation of sukiyaki. It is made of deboned sliced chicken and sometimes shrimp or clams, cooked with vegetables like leeks, mushrooms, and edible chrysanthemum leaves. To this, boiled white noodles are added. The meal is eaten with a sauce made of soy sauce, vinegar, and a little grated ginger and finely chopped green onion. Chawan is a ceramic bowl; some are for rice and others to drink tea. Soup bowls called owan are made of wood. Meoto-jawan are matched rice bowls, one of which is larger than the other; they have the connotations of "his" and "hers". These bowls are used by the husband and wife when dining alone or with family and friends, or on other occasions that are not strictly formal. Similarly, meotoyunomi-jawan are tea cups for married couples and used in the same fashion. These objects are traditional, as they represent continuity through time. It appears that meotojawan (and presumably some other paired items), first used by the merchant class at the end of the Edo period, became popular during the Meiji period and even more so since the Taishoo period (1912-1926). To many, the most obvious feature of meoto-jawan and other paired items is the difference in size. Represented by this difference, however, is the intimate and vital interdependence between a man and a woman. In daily use these paired household items may serve as tangible reminders of the most basic reality of survival. Other paired items include the meoto-bashi, two pairs of chopsticks, and also meoto-futon, a 47

special set of futon or large mattress-like cushions for sleeping. Like other paired household items, futon may be brought by the bride as part of her dowry. Hashi. There are only a few things that bring to mind the Far East as powerfully as a pair of chopsticks. They are suitable for the kind of food that has made oriental cooking famous. There is a major difference between the Chinese and Japanese varieties. Chinese chopsticks are invariably longer, thicker, and made of ivory or, presently, plastic (which makes them unusually difficult to manipulate without practice). Many foreigners have been surprised to find in Japan the smaller, wooden chopsticks, which are easier to use. Chopsticks also have a role in ceremonies associated in particular with Buddhist cremations. As a result, there are a few major taboos concerning their use that might be well to remember. First, never pass food to another person using a chopstick, for this brings to mind the ceremony of passing the bones of the deceased by members of the family. Second, never stick your chopsticks vertically into a dish of cooked rice, for a bowl of rice with chopsticks standing upright is offered to the dead in the family shrine. Wari-bashi. In public eating places, unpainted wooden chopsticks called wari-bashi are provided. They are thrown away after each meal. The chopsticks are usually in one piece and packaged in paper envelopes. They can easily be pulled apart at the slit to make two sticks. Wari-bashi are commonly used for guests. Kappu is an English loanword used to refer to an ornamental vessel offered as a prize for a contest. Although in this case it means a "trophy", it may be used as an abbreviation for keiryookappu, "measuringcup". There is a new compound in which kappu means "paper cup": kappu-nuudoru, instant noodles sold in a large cup made of paper or styrofoam. Koppu, on the other hand, is a loanword from Portuguese used to refer to a glass, wine glass, or a tumbler. Ootobai is made up of two English words, auto and bi(cycle). This word means "motorcycle", and is still more commonly used than the newer loanword mootaasaikuru. Soosu by itself normally refers to Worcestershire sauce. Other types of sauce are referred to by their respective names—shooyu (soy sauce), tomato-soosu, howaitosoosu (white sauce).

ACTIVITY I

The ideal activity for this lesson would be to have a real sukiyaki party in which students follow a recipe and discuss what they do in Japanese. Since this is not always feasible, students could role-play making sukiyaki in the classroom with the help of some props (utensils, vegetables, cutting board, and so on). Students could describe what they do in Japanese as they prepare the sukiyaki.

ACTIVITY 2

The recipe instructions (given in the text) could be made into a Strip Story (see Strip Story activity on p. 39). Each step involved in making the sukiyaki is written down on a separate line on a piece of paper. That piece of paper would then be cut into strips with one piece of information on each strip. Each student in the class is given one strip to memorize. After doing so, the teacher asks the students to put the scrambled sentences into a logical sequence. A great deal of discussion can be generated by doing this. 48

ACTIVITY 3

Fraction Bingo Objective:

To provide students with practice in identifying fractions in Japanese.

Materials:

Bingo grids, markers. Write a fraction in each grid of the card.

Procedure: 1. Pass out bingo cards and markers to all students. 2. Read off a fraction in Japanese. 3. Students who have the particular fraction on their bingo cards should place a marker over it. 4. The first student to cover an entire row, column or diagonal line, is the winner. 5. Have the student read back the fractions on his winning card in Japanese. ACTIVITY 4

Prepared Talks Topic:

Demonstration

Objectives: Students will use known vocabulary structures to create new situations; practice writing skills; and listen for understanding. Procedure: 1. Students are to do demonstration in front of the class (food preparation, crafts, repairs). Students should be creative. 2. Students should bring their own materials. 3. Students will speak to the class without the help of notes. Variations: Each demonstrator will make three questions about her presentation. After all the presentations are given, have a short quiz using one of the questions from the student's presentation. ACTIVITY 5

Oral Summary Topic:

Sukiyaki

Procedure: 1. After narrative and dialog presentation, students should be able to summarize. 2. The teacher gives the first sentence of summary. 3. Each student follows until entire lesson is summarized.

49

ACTIVITY

6

Crossword

Puzzle

Objective:

To review vocabulary in Lessons 1-9.

50

ACROSS

DOWN

1. English conversation

2. shopper

4. have a splitting headache

3. young

9. child

4. played

10. need

5. in front of

11. sweet

6. foreigner

12. throat

7. cancer

13. was born

8. throw away

15. to come

9. high school

16. candy

11. sweet

17. red

14. once in a while

18. second floor

15. be asked

20. to listen

16. as usual

21. owing to a cold

19. telephone number

23. skin; peel

20. feel sick

24. light

22. to go out

26. to write

25. painkiller

28. apple

27. to turn

29. able to say

30. to get fat

31. rumor

32. place

33. thing

34. medicine

34. airport

35. even if I have

35. meet (a person)

37. like

36. to do

38. the day after tomorrow

38. show a person around

39. to recover (from an illness)

41. like

40. everyday

42. a letter

43. potential form of miru ("can be seen spontaneously")

45. (train) station 46. two-story house

44. wide, spacious

47. to sell 48. over there 49. good

51

ACTIVITY 6

Answer Key 1

2

3

5

b

b

X.

tz.

7

6

8

t

6

•f

x.

T

/u II

Iß

5

9

b

nb

£

C

b

£

£

i-

15

ti

h

£

I

b ti

if

£

it

T*

£

6

;b

T*

i"

28

0

h

it

if

-f

X.

31

¥

t

9

9

£

1"

6

t

9

9

6

L

£

i-

o 44

43

T

r> 45 X. 4»

47 9

6

52

LESSON 11

I.

Japanese Marriage

KEY POINTS

Patterns 1. . . . tari. . . tari suru, meaning "sometimes . . . and sometimes . . . " , is an expression used to describe two or more statements in one sentence, with the last statement ending in . . . tari shimasu. Each statement before the . . . tari phrase may be preceded by a verb, adjective, nominal, or adjectival nominal. Ex. a) Verb: Natsu wa umi ni ittariyama ni ittari shimasu. During summer I sometimes go to the beach and sometimes go to the mountains. b) Adjective: Asoko no ryoori wa amakattari karakattari shimasu. The food there is sometimes sweet and sometimes salty. c) Nominal: Furansugo no sensei wa Nihonjin dattari A merikajin dattari shimasu. The French teacher is sometimes a Japanese person and sometimes an American. 2. . . . to ka...

to ka. This expression is used to give two or more examples.

Ex. Emirii-san wa suugaku toka shakaika toka o totte imasu. Emily is taking math and social studies. 3. (6). . . ka doo ka means "whether . . . or n o t " , "if . . . or n o t " , and is followed by verbs such as shiraberu, wakaru, shitte imasu, kiku. 4. (9). . . mitai meaning "it seems t o " . Ex. a) Kaze o hiita mitai desu. It seems like I caught a cold. b) Tegami wa kakanai mitai desu. It seems like he is not going to write a letter. c) A no hito wa Nihonjin mitai desu. He looks like a Japanese person. 5. (10) . . . desu mono or da mono is often used at the end of a statement in speaking. It means "because it is so", and seems to give emphasis to what is said. Ex. Kawanai koto ni shita no? Did you decide not to buy? Takai n da mono. Because it is expensive. 6. (11) . . . deshoo. Sore de . . . used as a pair to mean "because", "as . . . " , or "that's why". 7. (12) V-ta koto ga aru (nai) means "(person) has had the experience (no experience) of (V)ing." Ex.Amerika ni itta koto ga arimasu (wa arimasen). I have been (never been) to America. 53

8. (14) V-dictionary form + beki da is an expression meaning "should" or "ought t o " in the nonpast tense. In the past tense, whatever should have been done was not done. Ex. a) Osoku naru toki wa denwa o suru beki (subeki) desu. If you're going to be late (you) should telephone. b) Daigaku ni iku beki deshita. I should have gone to the university. nai wayo. (feminine)

9. (15) V-dictionary form + koto wa

naiyo. (masculine) nai desu yo. arimasen yo.

This expression is used when one wants to say that there is "no need to . . . . " Ex. Sensei nisoodan suru koto wa nai wayo. (feminine) There is no need to consult your teacher. 10. (17) The particle to is a conjunction between the " i f " clause and the "then" clause. Ex. Hayaku shinai to okuremasu yo. If you don't hurry, you'll be late. This to is preceded by the dictionary form as introduced in Lesson 5 and the nonpast informal negative form of the verb. Ex. a) Takusan taberu to futoru yo. If you eat a lot, you will grow fat. b) Yasumanai to tsukaremasu yo. If you don't rest, you'll get tired. 11. (19) -te hoshii is a phrase used to express a desire for someone to do something. It means "(I) want (you) to . . . such and such". This expression is never used when addressing an elder; one would use "te itadakitai" in such a case. Ex. Koko ni ite hoshii n desu (itadakitai n desu). (I) want you to stay here. 12. (21) The informal form N + ja shooganai (formal, shikata ga nai) means " n o choice", " n o use", or "can't be helped". This expression is often used to show disgust about someone who is useless or good-fornothing. Ex. Byookija shooganai naa. If he is ill, it can't be helped. Vocabulary 1. Tame «/means " f o r " , "for the sake of", or "in order to . . . " 2. Kare is a pronoun meaning " h e " . In Japanese kare (he) and kanojo (she) are very limited in usage. They can be used in an informal situation to refer to someone within a close rela54

tionship among student groups and business firms. They are also used to refer to a special boyfriend, girlfriend, fiancé or fiancée. They are never used to refer to someone in a higher social status than the speaker.

II.

ADDITIONAL INFORMATION

Bridal schools continue to flourish in Japan, some having enrollments running into the thousands. The curricula at these schools vary from one institution to the other, but they usually include courses in cooking, dressmaking (both Western dress and kimono), nursing, makeup and hair styling, as well as training in such traditional Japanese arts as cha-no-yu (tea ceremony), ikebana (flower arrangement), and calligraphy. Training in playing traditional musical instruments is also offered at some of the schools. It is reported that among the bridal school students, those having a university degree or a junior college diploma have been increasing in number over the past few years. Lucky days, unlucky days. Most of the wedding ceremonies in Japan are held on taian days, while butsumetsu days are almost always avoided. Taian is the lucky, " a l l is w e l l " day and is chosen when selecting dates for important events and undertakings. Butsumetsu is the unlucky day because of its association with Buddha's death. These days are determined by the lunar calendar. Marriages in Japan. For many years, large numbers of young Japanese found marriage partners through omiai. In those days, ties between the couple's families were given more emphasis than anything else. Nowadays, however, more of Japan's young people marry because of love. Omiai-kekkon is an arranged marriage, usually one which has been arranged by the parents through a "go-between." It is the responsibility of the go-between, or nakoodo, to take into account the status of the two families and the character and age of the two young people before suggesting marriage to the two families. If the families are not acquainted with each other, they then study each other and find out about the heritage, health, position, interests, and character of the prospective bride or groom. This is all done discreetly, and if everything appears satisfactory, the nakoodo arranges for them to meet by inviting the young people with their parents to a home or a play or a concert. This meeting is the important omiai. A final decision is made after the omiai, and is based upon the feelings of the families and the young people. The nakoodo not only takes the responsibility for introducing the two families, but after the marriage is decided upon, assumes all responsibilities for the betrothal and wedding. When the marriage has been decided upon, announcements are made to relatives, and a day is set for the exchange of betrothal gifts, called yuinoo. A t this time betrothal gift-money, or obi, and hakama material are exchanged. The date for the wedding ceremony is set by choosing a kichi-jitsu (calendar of good luck), which in most cases is a day called tai-an (great peace). The ordinary Japanese wedding is a Shinto ceremony or a Christian wedding. The Shinto wedding is held at a regular shrine or before a shrine set up in some ceremonial hall. A Shinto prayer of a promise of faithfulness to one another is made; then the sacred wine, which has been offered to the gods, is drunk from three wine cups and a pledge is made to live through life together. This is called the drinking of the san-san-kudo (three times three, nine sips) pledge. Today wedding rings often are exchanged at this time.

ACTIVITY I

Take Your Turn Objective:

T o have the students practice reading kanji. 55

Procedure: 1. Small groups play this game with a set of kanji cards. The players are seated in a row and a leader holds and displays the cards. 2. The first player pronounces the words shown until he misses one. 3. When this happens, he moves to the end of the row and the second player moves up. She takes her turn pronouncing until she misses and moves to the end of the row.

ACTIVITY 2

Kanji Game Objectives: To provide review in writing kanji. Students will be able to say the word depicted by the kanji character and to write the kanji. Procedure: 1. Divide the class into teams. 2. Kanji words are pronounced one at a time by the teacher or a student. As the word is given, one member of each team will go to the blackboard and write the kanji on the board in the proper stroke order. 3. The one who writes the kanji correctly first scores one point for his team. The team having the highest score wins.

ACTIVITY 3

Compound

Words with Kanji

Objective:

To learn the various readings of kanji and the possible combinations.

Procedure: 1. Print compound kanji on cards. Snip the kanji apart into their component parts. 2. Have the student arrange these slips to see how many different compound words he can make from the individual kanji. 3. This may be played as a game by having two students in competition. 4. The one making the largest number of compound words wins. Partners may also play. Example:

^ p"p *

¥

¥

ft

0

ft

ACTIVITY 4

Word Game Objectives: To reinforce vocabulary learned in the lessons and to provide oral-aural practice to help students develop speaking and listening skills. 56

Materials: 1. Stacks of cards with single words written on them in Japanese. (Words introduced in kanji in the lessons should be written in kanji, others should be written in hiragana or katakana.) 2. Paper and pencil for keeping score. Procedure: 1. Divide the class into groups of four. 2. Have each group divide into two teams. 3. Identical stacks of word cards are given to the teams. 4. Player A on each team picks a card. 5. Player A then tries to get his partner to guess the given word by giving sentential clues in Japanese. 6. If Team 1 does not guess the word, Team 2 then gets a chance at the word. 7. If neither team guesses the word after 3 attempts apiece, Player A should discard the word and pick a new one. 8. The team that gets the word is awarded 2 points. 9. Player B on the team that did not get the previous word then selects the next word and gives the first clue. 10. The team with the highest number of points at the end of the alloted time period is the winner. Note: Words should be selected carefully so that students do not become frustrated in their attempts to provide sentential clues. Words that are not easily defined or described should not be chosen.

ACTIVITY 5

Make a Story Objective:

To have the students practice constructing a logical sequence of events.

Procedure: 1. Cut stories up into single sentences. Put each story into an envelope. 2. Write the following instructions on the outside of the envelopes: "Arrange these sentences to make a story." 3. The envelopes may be given to individuals or to pairs. 4. If used as a competitive game, use copies of the same story or stories of equal length. 5. The player(s) who arranges the sentences into a complete story first wins. 57

ACTIVITY 6

What's My Line? Level:

Intermediate-Advanced level

Playing this well-known TV game show is a lot of fun especially when a new person comes into a class. The yet-to-be-introduced party may wait behind a screen while questions are relayed by the MC. The same game can be played many times over by assigning occupations to group members. Fantastic occupations will generate more questions.

58

Lesson 12

I.

The End of Emily's Visit

KEY POINTS

This chapter is a general review of Volume 2, with the reading selection and conversation consisting of the formal and informal patterns covered thus far. Many new vocabulary words have been introduced for content comprehension and need not be memorized except for those that teachers might deem useful for everyday conversation. Expressions 1. Osewa ni narimashita is a common and useful expression when thanking anyone for having done a favor. 2. . . . to ii n desu kedo (keredo) is another common and useful expression which means " I wish it were" or " I hope it is" that something happens. I I . ADDITIONAL INFORMATION

Ryokan, a Japanese inn, is usually a two- or three-story wooden structure furnished in the traditional Japanese style with tatami (matted flooring), traditional Japanese bedding called futon, and a common toilet and bath. Senbei is sweetened or salted Japanese cracker made by grinding rice flour. After the dough is steamed, it is pressed flat and roasted. Some are coated with soy sauce and wrapped in laver (nori). The New Tokyo International Airport, otherwise known as Narita Airport, uses the latest technology developed by experts from around the world. It is located approximately 66 kilometers east of Tokyo in Chiba Prefecture, a place called Sanrizuka, which is known for its attractive farms and beautiful cherry trees.

59

REVIEW EXERCISES These exercises are for general review and can also be used as quizzes or test items. They do not follow each lesson or sequences of patterns but cover patterns and vocabulary introduced so far. I. Fill in the blanks with the appropriate particles. 1.

t y ^ i ? Mr. Taniguchi lived in Tokyo.

2.

Lft0

ff^ZA, l l ^ ^ l i l f c o I introduced Yoko to Kenji.

3.

¿MftLfco I gave Makoto a present.

4.

^b^fthXiro I received money from father.

5.

£ ff o frb 9 t t o

V

tfsstifZZlzft

9 t.to

5. ^ K ^ f T t S L f e o Lfto VIII. Change the following sentences to the informal form. 1.

tax.,

5

L J: 0 «to

2.

fcfiL-C^^ii-i^o

3.

H H T i g i L i t U .

4. - f r v ^ f t 5.

L i 9o

^ i i ^ U I L f c ?

IX. Change the following to mean "has become" or 'became." 1. i > O V ^ f t o 2. if D ^ i o - t v ^ T - t - o 3. < o a U - S ^ - C - f o 4. 5.

< A^iUfS^Ci

otX'to

Eii^^T'-fo

X. Change the following into negative imperative form to mean "don't . . . . "

1. 2. 3.

^kfrttl^tvo ^ H f c X i i i U , 9

4. 5.

0 ¿-ttr/k«, 62

XI. Give the appropriate counters for each of the following in hiragana. l . -fctihfr^.

i i i f c .

2.

i^lto

3.

o

4. l ^ & f i f c L ^ E 5.

fcOito

fc^C^-f/^S

fcSbio

XII. Combine the following sentences. 2.

fcv^LV^T'to

3.

IZfr^Vto

^i-v^T'i-o

4.

S^^joV^-To

5. ^ o ^ i i ^ v ^ - C i - c

fcv^ •

HÌè^O^^Ht'^T-f-^o

XV. Change the following to mean "because" or "since".

1. Mfriftx-to

I

2. C i f i t ^ l - v ^ - f - o

I^iLfco 63

> F^liHóftÈ&i-fro

3. ¡ f c L f c U t ^ f c i J S - f o

C ^ M l i t o

4.

Lfco

XVI. Give the Japanese equivalent for each of the following. 1.

You should study.

2.

You should see a doctor.

3.

I should have told. (V-te oku).

4.

I should have first consulted mother.

5.

You should have telephoned.

XVII. There are two ways that you have learned to say approximate numbers. Change the following to the other way. 1.

o

^H^fci)

2. J c / i ' ^ ^ H A ^ S A i i Ltzo 3. 4. 5. XVIII. Change the following sentences to mean "can do . . . . " 1. 2.

fc¡it1"o

3. 5. 6.

7. 8.

10.

XIX. Use the V-te form to connect the following: 1. r ' t e A ^ t ^ i - T o

tiiiWtJi-t-o

2. 3.

t) r - t o ^ i U ? »

4.

t / C o M 9 £ L/Co

5. < t 0 ^ i L / C o

feiLfco 64

APPENDIX TRANSLATIONS OF READING SELECTIONS AND DIALOGS USED IN THE TEXT

Lesson 1.

Emily's Visit to Japan

Emily is presently a high school student in the United States, but during her elementary school days, she lived in Japan for four years. Since her father came to Japan because of his work this time, she came to Japan with her parents. Her father and mother will leave for the United States as soon as her father's work is done, but Emily will remain with the family of her childhood friend, Makoto Suzuki. Makoto:

We'll have a welcome party for Emily tonight.

Emily:

A welcome party for me? Wow! I'm so happy.

Makoto:

My friends will come too. And my cousin Kenji also. I wonder if you remember him?

Emily:

Of course I remember him. You mean Ken, the tall one, right?

Makoto:

That's right. He's still very tall.

Emily:

We played together a lot, didn't we?

Makoto:

Do you remember? You used to tease him a lot, saying "noppo noppo," didn't you?

Emily:

That's right. Then Ken would tease me and sing that song.

Makoto:

It was the song "The blue-eyed doll . . . " wasn't it?

Emily:

That's right. Ken was such a rascal but . . . what is he doing now?

Makoto:

He is now playing high school baseball.

Emily:

Really? It brings back memories.

Makoto:

Everyone is looking forward to meeting you.

Lesson 2.

Emily Meets Makoto's Friends

Makoto introduces his best friend, Taniguchi, to Emily. Taniguchi is usually not very punctual but surprisingly he has come early today. This is the first time Taniguchi is talking with a foreigner. His English is poor so he has been studying English conversation for about four months at the supplementary school. However, he still does not have confidence in his English. Taniguchi (at the entrance):

Hello.

Makoto's mother:

Mr. Taniguchi, welcome.

Taniguchi: Am I a bit early? Mother:

That's okay. Why don't you go in? They're chatting upstairs.

Taniguchi (removing shoes): Mother:

Excuse me.

Please.

Mother (at the foot of the stairs):

Makoto, Mr. Taniguchi is here. 65

Makoto (from the top of the stairway):

Come on up.

Taniguchi: Okay. Makoto:

You're unusually early today, aren't you?

Taniguchi: Really? Am I? Makoto:

Let me introduce you. This is my best friend whom I told you about earlier.

Taniguchi: I'm Isao Taniguchi. How do you do? Emily:

I'm Emily. I'm glad to meet you.'

Makoto:

Hey! What happened, Taniguchi? Weren't you supposed to speak English?

Taniguchi: How embarrassing! You, too, are speaking Japanese, aren't you? Makoto:

This is a chance of a lifetime, Taniguchi.

Taniguchi: Yes, I know b u t . . . English is for the next time, okay? Makoto:

How hopeless!

Taniguchi: Don't say that before Emily. How humiliating. Emily:

Ken is late, isn't he? I wonder what happened to him?

Lesson 3.

Emily's Welcome Party

While everyone is talking about Ken, he arrives. It's been seven years since Ken has seen Emily. Ken is surprised to see how much Emily has grown up to be a young lady. (A voice at the entrance):

Good evening.

Emily (from the living room):

Oh, that voice. Isn't it Ken?

Makoto:

He's here. Speak of the devil . . .

Kenji:

I'm late. Sorry . . .

Emily:

It's been a long time, Ken. We were waiting for you.

Kenji:

It's really been a long time. How have you been?

Emily:

I'm fine.

Kenji:

How are your parents?

Emily:

They're fine, thank you. You haven't changed a bit, Ken.

Kenji:

You think so? I'm still lanky. You have really blossomed.

Emily:

Really?

Taniguchi: Did you have practice today, too? Kenji:

Yes. There's a game soon. So we practice till late everyday.

Emily:

I hear you're a pitcher. Makoto told me. Won't you sit down? (Kenji sits next to Makoto)

Makoto:

Your feet stink! How awful! 66

Taniguchi: Really! It's bad! Kenji:

I'm sorry.

Makoto:

You should have come after taking a bath. You're sopping wet with perspiration.

Kenji:

Sorry. I was going to do that, but there was no time to go home. (Makoto's mother enters)

Mother:

Shall we start now? Makoto, call father . . . Oh, who's that with the smelly feet? It's you Ken, isn't it?

Kenji:

Is it that bad?

Mother:

Go to the bathroom and wash your feet.

Makoto:

Instead of that, why don't you take a quick shower? I'll lend you my shirt.

Mother:

Maybe you'll feel better then. (Telephone rings)

Mother:

Oh, there's the phone. I wonder who it is? (Telephone rings)

Mother:

Okay, I'm coming. (Telephone rings)

Mother:

Hello, Suzuki's residence.

Lesson 4.

Plans To Go Shopping

Yoko is Makoto's younger sister, a sophomore in high school. She is taking Emily to the shoe store today. Yoko consults her mother for a good shoe store. Yoko and Emily were planning to go together but Makoto insisted on going, too, so the three leave. Makoto promises to treat the two (girls) to some sweets. Yoko:

Mother, Emily wants to buy sandals. Where's a good place?

Mother:

Let's see. How about over there?

Yoko:

Over there?

Mother:

Remember the shoe store where we bought father's shoes the other day?

Yoko:

Are you talking about Washington?

Mother:

That's right. Washington. You'll find all kinds of shoes over there.

Yoko:

I guess so. Let's try there.

Emily:

Yes. (Makoto enters)

Makoto:

Are you going out?

Yoko:

Yes.

Makoto:

Shinjuku? Ginza? Or is it Roppongi? 67

Yoko:

What does it matter to you?

Makoto:

Emily, shall I take you?

Yoko:

Thanks, but the two of us are going today. Isn't that right, Emily?

Emily:

Isn't it okay if Makoto goes with us?

Yoko:

Well, brother, you'll have to treat (us, then).

Makoto:

Yoko is always like that. How disgusting!

Yoko:

But, brother, you have money, don't you?

Makoto:

Even if I have money, I don't have any to treat you.

Yoko:

Stingy! Isn't it all right sometimes?

Mother:

That's enough. Stop it, the two of you.

Makoto:

Well, only today then.

Yoko:

Oh, that's good.

Makoto:

I'm the loser.

Mother:

Well, both of you, take out your laundry. Mother is going to hurry and wash clothes from now.

Lesson 5.

Marketing

In Japan, housewives start out for the neighborhood fish, meat, vegetable stores, and the like in the marketplace in the late afternoon. They go to buy the day's fresh fish and vegetables to prepare dinner. In Japan today, there are supermarkets, too. There are also refrigerators and microwave ovens. Frozen foods are sold, too. However, Japanese women still go out daily to buy fresh foods. Yoko's mother:

What time are you starting out?

Yoko:

We'll be starting out shortly. Why?

Mother:

Then maybe mother will leave with you.

Yoko:

Are you going marketing for dinner? Shall we market for you on our way back?

Mother:

Well . . . but you will be late, won't you?

Yoko:

Yes, maybe.

Mother:

After all, I'll go by myself.

Emily:

Are you going to the supermarket in front of the train station?

Mother:

I buy frozen foods at the supermarket, b u t . . .

Emily:

Do you buy meat at the meat market?

Mother:

Yes. Both meat and fish are found in the supermarket, but somehow . . .

Yoko:

It's a habit, from long ago.

Mother:

The fish at the fish market is better you know. 68

Makoto:

1 don't think that's true, but . . .

Mother:

Even meat at the meat market is somewhat better than at the supermarket.

Yoko:

Mother, what are we having (for dinner) tonight?

Mother:

What shall we have?

Makoto:

Let's not dillydally and get going.

Mother:

Well, Yo-chan, please help me hang the laundry. Mother will finish doing the dishes.

Yoko (after a while):

Mother, did you lock up?

Mother:

Yes, I did.

Yoko:

Do you have your wallet?

Mother:

Yes, I do.

Makoto:

What about the key?

Mother:

No, I don't. Where is it? Oh yes, I've put it on top of the chest of drawers.

Yoko:

Did you forget again?

Lesson 6.

At the Open Market

Yoko and the others leave Yoko's mother in front of the station and go to Ginza on the subway. Mother goes to the fish market. Both the fish and meat markets are buzzing with late afternoon shoppers. All the proprietors seem busy. Among the meat buyers, there is a boy about five years old. His mother is in the hospital, so he has come on an errand. The meat proprietor gives him some candy. After receiving the candy, the child runs home. The proprietor warns the boy that it is not good to run. (In front of the station) Mother:

We'll see you later. Emily, don't get lost now.

Emily:

Yes, I'll be careful.

Mother:

Be sure to come back early.

Yoko:

Okay. Goodbye. (At the fish market)

Fish vendor:

Welcome! Would you like some sashimi?

Mother:

What is good today?

Vendor:

Today we have some very good tuna.

Mother:

Then I'll have tuna (for sashimi) for six people.

Vendor:

And anything else?

Mother:

That salted salmon looks good, doesn't it?

Vendor:

It's delicious. It's the best. 69

Mother:

It isn't salty, is it?

Vendor:

No, it isn't. It's slightly salted.

Mother:

Then six pieces of that please.

Vendor:

Anything else?

Mother:

One steamed fish cake. And that's all.

Vendor:

Tuna, salmon, and fish cake. Thanks. (A t the meat market)

Customer 1:300 grams of ground pork. Butcher:

Here. 300 grams of ground pork. Thank you. Next, customer over there.

Customer 2: Five croquettes, please. Customer 3: I'll have four croquettes and 100 grams of ham. Butcher:

Here. Five croquettes just made. And for you over there, four croquettes and 100 grams of ham. Thank you very much.

Customer 4:400 grams of the best part of beef. Butcher:

Best part of beef—400 grams. Thank you.

Customer 5: Two pieces of chicken thigh. Butcher:

Thank you very much. Next.

Customer 6: Minced meat, please. Butcher:

I'm sorry, but the minced meat is all sold out.

Customer 6: Then maybe I'll have six croquettes. Butcher:

Six croquettes?

Customer 7: May I have 200 grams of liver and 100 grams of chopped pork. Butcher:

Liver and chopped pork. Here you are. Thank you. Thank you for waiting for the croquettes.

Butcher:

What are you buying, little boy?

Boy:

Pork cutlet!

Butcher:

Pork cutlet. How many?

Boy:

Two.

Butcher:

Is that all?

Boy:

Well . . . And then, eight of that over there.

Butcher:

Eight shuumai [pork hash dumpling] is it? Here you are. Two pork cutlets and eight shuumai. Can you carry it all? Now, this is your change, so be sure you don't lose it.

Boy:

Yes.

Butcher:

Where's your mother? 70

Boy:

She went to the hospital.

Butcher:

Is she in the hospital? What happened?

Boy:

Mama had a baby.

Butcher:

Oh, she had a baby.

Boy:

He's my younger brother. His name is Yuuji.

Butcher:

Is that so? Well, you're a big brother, aren't you? (No reply)

Butcher:

Oh, so you're now a big brother and can run errands. That's great.

Boy:

Tomorrow, Dad and I are going to get them.

Butcher:

Are they coming home tomorrow? Isn't that fine.

Boy:

But it's no fun.

Butcher:

Why?

Boy:

Because Yuuji doesn't play yet.

Butcher:

Ha ha ha . . . That's right, he can't play yet. You're a good boy, so I'll give you some candy. Here.

Boy:

Thank you. (The boy starts to run home)

Butcher:

Don't run! It's dangerous!

Lesson 7.

At the Shoe Store

Emily tries on many different kinds of sandals. There are so many of them, she is confused as to which is the best. There are two pairs she especially likes, so she is troubled. She asks Yoko, but Yoko doesn't know which is better either. So, Makoto is asked to make the decision. After all it was good to have Makoto together (with them). (At the shoe store) Salesman:

Welcome! May I help you?

Yoko:

May I see your sandals?

Salesman:

What kind of sandals would you like?

Emily:

I would like a low and light one.

Salesman:

There are many. This way. What size are you?

Emily:

I wonder what size I am?

Yoko:

Why don't you have (your foot) measured?

Emily:

Yes, of course.

Salesman:

Size 24, isn't it? How about this one? It's this year's fashion 71

Emily:

Well, let's see . . . It's a bit heavy. I wonder . . .

Salesman:

Would you prefer something lighter? How about this one?

Emily:

Aah, this is light and good.

Yoko:

Look, look. How about this one? Try them on?

Emily:

Oh, this is comfortable, too.

Yoko:

And this looks good, doesn't it? It looks comfortable.

Emily:

You're right! Which shall I choose? Of these three, which do you think is the best?

Yoko:

Let's see. Isn't the beige one the best? If it were me, I'd choose that one. Or is the brown one better?

Emily:

I'll ask Makoto? Where is Makoto?

Yoko:

Over there. Brother, please come here for a minute.

Makoto:

What is it?

Emily:

Makoto, which of these two do you like?

Makoto:

Me? Well, I like the beige one . . . Why don't you make it the beige one?

Emily:

Then, I'll take this one. How much is this one?

Salesman:

Is it this one? It is 6,300 yen.

Emily:

Okay. Here you are.

Salesman:

10,000 yen. Please wait a few minutes.

Salesman:

Thank you for waiting. 3,700 yen change. This is a cleaner. Please use it. Thank you very much.

Yoko:

Wasn't that nice? Good service, wasn't it? Now, let's have some refreshments. I'm hungry.

Lesson 8.

Makoto's Day at Work

Makoto is a part-time worker, but he is asked many, many questions by shoppers or passersby. At such times, Makoto makes it a rule to take something as a point of reference and give explanations that can be easily understood. CONVERSATION I

Passerby:

Excuse me, b u t . . . Isn't there a public telephone around here?

Makoto:

There is. It's on the other side of this street—by that building over there.

Passerby:

Is it that building there?

Makoto:

Yes. There is a crosswalk over there.

Passerby:

Thank you.

CONVERSATION 2

Customer:

Where is the parking lot?

Makoto:

It is behind that building. Turn right a little beyond here. 72

CONVERSATION 3

Passerby:

Excuse me but, how do you get to the Public Health Center?

Makoto:

The Public Health Center? Take the bus over there. The bus comes every 20 minutes. Get off at the sixth stop.

Passerby:

I understand. Thank you.

CONVERSATION 4

Customer: Do you happen to know Mr. Yamanaka's home? Makoto:

Ah, Mr. Yamanaka's home. Yes, I do. At the next traffic light turn right and . . .

Customer: Yes . . . Makoto:

If you go straight ahead, there is a barber shop to your left. Turn there.

Customer: Do you turn left at the corner of the barber shop? Makoto:

Yes. Then, at the end of the road, to the right, there are six new homes and Mr. Yamanaka's home is the first two-story house.

Customer: You turn right at the end of the road . . . Of the new homes, it is the first two-story house? Makoto:

Yes. It is the home with a hedge around it.

Customer:

It is far, isn't it?

Makoto:

No, not that far.

Customer: Thank you very much.

Lesson 9.

Visit to the Doctor's

For two or three days, Makoto's father has not been feeling very well. He has a severe headache and no appetite. He is coughing, so he may have a cold. He decides to see a doctor. Doctor:

What is the matter?

Makoto's father:

From two or three days ago I feel like I've caught a cold, and I have a splitting headache.

Doctor:

Let's take your temperature. Does your throat hurt?

Father:

No, my throat doesn't hurt, but I cough.

Doctor:

Do you have diarrhea?

Father:

No, I don't.

Doctor:

How about your appetite?

Father:

No appetite at all. Yesterday I ate only rice gruel and ume [pickled plum].

Nurse:

He has a temperature of 38°C.

Doctor:

You have a slight fever. Take a deep breath . . . Good, once more . . . Does it hurt here?

Father:

No. 73

Doctor:

How about here?

Father:

Not especially.

Doctor:

All right. You are constipated, aren't you?

Father:

Yes, since the day before yesterday. Doctor, is it really a cold?

Doctor:

Yes, it is a slight cold. It is not bad, but we'll give you a shot. A bad cold is going around, you see.

Father:

Please do so. A shot gives the best results, doesn't it?

Doctor:

I'll give you some medicine, too. Take it four times a day and you should be well in two or three days.

Father:

Thank you very much.

Doctor:

Okay.

Nurse:

Take care of yourself.

Lesson 10.

Sukiyaki

Sukiyaki is a delightful dish that is cooked on the dining table as you eat. Because it can be easily made it was decided that Makoto's class bring the ingredients together and have a sukiyaki party. When Emily heard about this, she said she would like to teach it to everyone when she returns to America, so Makoto wrote out a list of the ingredients and the recipe as simply as possible. Recipe (Serves four persons) Beef

1 lb.

Green onion

1 bunch

Chinese cabbage

Vi

Toofu (beancurd)

1 block

Shirataki or itogonnyaku (thinly stripped).... 1 package Potato

1 or 2

Japanese mushroom (dried)

2 large

Fu (wheat gluten bread)

8 pieces

Seasoning: Shoyu (soy sauce)

Vi cup

Mir in (sweet rice wine)

Vi cup

Sugar

Vi cup

Have some good part of beef sliced as thin as possible. Use the thin pieces of meat about the size of your palm; do not cut it smaller. Cut the green onions and Chinese cabbage into two-inch pieces after washing them. Japanese green onions are large and long so two or three stalks are enough, but if they are thin, short ones, you will need one bunch. 74

The toofu should be cut into bite sizes. Charcoal-roasted toofu is best, but if it is not available, regular toofu is all right. There are soft and firm toofu, but soft toofu crumbles easily, so use the firm ones. Shirataki is long, so it should be cut in half; canned ones are okay. Peel the potatoes and cut lengthwise in four if large, and in two if they are small. Boil them. The dried mushrooms should be soaked in water for about half a day and then cut into bite-size pieces. The stem is tough, so it should be cut off. Fu is also soaked in water for 30 minutes. Both fu and mushrooms should be squeezed before cooking. Other vegetables, like chrysanthemum leaves, go well with sukiyaki. Watercress and bean sprouts are also good. The ingredients are all arranged artistically on a large platter. Then when everyone is seated one can begin. Use same amount of each of ingredients for seasoning. Seasoning. In a skillet, cook the soy sauce, rice wine, and the sugar, one-half cup each, on high heat. When it comes to a boil, first put in the beef and then the vegetables and the other ingredients one after the other. It will cook after 2 to 3 minutes, so as you eat put in more meat and vegetables. Put a raw egg in each of the individual dishes, then dip the sukiyaki in the stirred raw egg and eat. Many foreigners may not like the raw egg, but dipping into the raw egg is the common way to eat sukiyaki. Once they try it with the egg, most of them say it's good. When the sauce in the skillet gets low, add more of the seasoning as you wish. Of course, about 30 minutes before starting the sukiyaki the rice should be prepared. Allow half a cup of rice per person. Wash it well, and cook in an electric pot. Teacher:

Well, class, let's decide who brings what. There are eight in the group, so you decide among yourselves.

Fumiko:

Who can bring the skillet?

Chieko:

I can bring the electric rice cooker . . .

Fumiko:

Then you bring the electric cooker. I will bring the skillet.

Chieko:

Okay. I'll also bring the rice.

Kaoru:

Shall I bring the rice bowls, the plates, and the wooden chopsticks?

Setsuko:

Then I'll bring the boiled potatoes—also I'll bring the mushrooms and the fu that have been soaked in water the night before.

Makoto:

Shall I bring the eggs?

Isao:

Then I'll bring the toofu.

Michiko:

Is it okay? Be sure not to crumble the toofu . . . or crack the eggs . . .

Nozomi:

Shall I bring the seasoning and the shirataki?

Michiko:

Now the meat and vegetables? Shall I bring the vegetables?

Kaoru:

The meat is expensive, so how about bringing the receipt and split the expense of it?

Michiko:

Let's do that. I'll buy the meat and bring it.

Chieko:

Don't we need something to drink?

Setsuko:

It's too much trouble, so water is okay. 75

Makoto:

Water?

Setsuko:

It's troublesome to bring ice, isn't it? Besides drinks are so heavy . . .

Makoto:

Taniguchi, why don't you bring it. You're coming on your motorcycle, aren't you?

Isao:

It's okay. Then you, Suzuki, bring the toofu.

Makoto:

Okay. I'll bring the eggs and toofu.

Fumiko:

It's all set now, isn't it? Everyone, don't forget!

Isao:

You, too. Don't forget, please. We can have sukiyaki without drinks, but we can't do anything without meat and the skillet.

Fumiko:

Okay. I won't forget. Trust me!

Lesson 11.

Japanese Marriage

Among the Japanese there are many love marriages, although there still are traditional arranged marriages. In the case of the arranged marriage, the parents ask their acquaintance or friend to find a partner for their son or daughter; or their acquaintance brings marriage proposals, even without being asked, to those who have sons or daughters of marriageable age. The photograph taken for the purpose of the arranged meeting is called the miai shashin. With the photograph at hand the go-between asks, "How about this person for your daughter?" or "How about this person for your son?" and begins the conversation. In a marriage proposal, the character of the person and educational background are important considerations, of course, but his or her parents' occupations, social status, property, and social standing must be carefully considered as well. If these are satisfactory, a meeting (of the parties) takes place. If any dissatisfaction is felt during the meeting, the family will politely refuse (the proposal) through the go-between. Of course, even if one is impressed with the other person, one does not take only the word of the gobetween and marry a total stranger. What has been said by the go-between is secretly checked out through a private investigation agency. Yoko's friend's older sister had a marriage meeting recently. Yoko is very much interested in this matter. Yoko:

(In the train) Say, Misa, what happened to your older sister's marriage meeting after that time (when you talked to me)?

Misako:

The other party is very much interested. My sister can't seem to make up her mind though . . .

Yoko:

Is that so? Your sister is a beautiful lady. Pretty ladies are sure lucky.

Misako:

He is the son of a top-rank business firm's president, right? They say that he'll have opportunities to go to foreign countries.

Yoko:

Your sister is an English literature major, right? She's fluent in English, isn't she?

Misako:

Well . . . that's because she's lived in America before.

Yoko:

So he's the son of a famous company president and a graduate of Tokyo University, is he? He really is a man with a promising future, isn't he? She should marry him without any hesitation! 76

Misako:

You think so?

Yoko:

I do. There's no reason to be hesitant.

Misako:

This is her fifth marriage meeting. She'll be 26 years old next year. If she doesn't hurry, she'll be an old maid for sure,

Yoko:

However, what doesn't she like about him?

Misako:

It's something of little importance.

Yoko:

What is the little thing?

Misako:

For instance, on their date, he walks way ahead of her.

Yoko:

Ha, ha, ha, ha, ha . . .

Misako:

And he wipes his face with the wet hand towel (oshibori), and while eating he makes chewing sounds.

Yoko:

Don't worry. Tell her not to worry about such things!

Misako:

Really. Don't you think it's silly?

Yoko:

In reality, your sister likes him.

Misako:

I wonder.

Yoko:

I'm sure of it. She's just embarrassed to say she likes him.

Misako:

Maybe so. But he says he wants her to quit her job and stay at home after they are married.

Yoko:

Is that so? It's difficult to spend all day with one's in-laws because there is no privacy.

Misako:

I know . . . On top of that, it's probably boring.

Yoko:

But it can't be helped because he's the first son.

Misako:

Oh, the next stop. You're getting off, aren't you?

Yoko:

Oh my, is it Ogikubo already? Well, bye-bye. I'll call you later.

Misako:

Okay.

Lesson 12.

The End of Emily's Visit

Emily's long visit seemed short to her as her day of departure neared. Her experiences of living with a Japanese family, traveling with the Japanese, and meeting Makoto's and Yoko's friends taught Emily many things. There are various styles of speech in Japanese. Whenever Makoto and Yoko speak to their friends or family members, they generally do not use "Nani nani desu," "Nani nani shimasu," "Nani nani desu ka?" or "Nani nani shimasu ka?" When speaking to someone unfamiliar or someone older or at meetings, "Nani nani desu" or "Nani nani shimasu" seem to be used. Furthermore, even among the elders, when speaking to a friend's parents or teachers or others who have a higher status in society, one usually uses polite language. Language usage is very complex; therefore, it is generally safer for foreigners speaking Japanese to use the "Nani nani desu" or "Nani nani shimasu" style. However, Emily believed that because one might find it difficult to understand the everyday language of the Japanese, it is very important for one to practice listening to the different levels of address. 77

There were also things that surprised Emily. For example, in the town there were bath-houses with huge baths, like pools, where friends and strangers bathed together. The baths at hot springs and in Japanese inns are like that^ too. The Japanese take leisurely baths. Families and friends chat, washing each others' backs. Doing so seems enjoyable. Emily tried the bath at the bath-house once. She did not want to try it, but Yoko asked her to come along. Being an American, taking a bath with strangers embarrassed her.

Emily:

Thank you for everything. Aunty and Uncle [Mr. and Mrs. Suzuki], please come to America together someday. My father and mother will be waiting for your visit.

Makoto's Mother: Thank you. It would be nice if we could go . . . Yoko:

But mother, foreign travel might be too much for you.

Emily:

Why? Aunty, do you get air sick?

Makoto:

Mother is afraid of airplanes.

Yoko: Makoto:

Isn't that funny? Mother, why don't you brave it and go? As long as you're with father, it's all right if the plane crashes.

Mother:

Stop making fun of me.

Makoto:

But mother, you always said, when you were young, that since you and father had a love marriage, when you die, you'd die together.

Mother:

Mother does not want to die in a plane crash.

Yoko:

Emily, please come again.

Emily:

Yes. I'll save my money and come again.

Makoto:

The next time you come, come on a Japanese Ministry of Education scholarship. You'll make out that way.

Emily:

I see. It'll be nice if I can get one.

Yoko:

What did you buy for gifts?

Emily:

Let's see. Aji tsuke nori. . . and . . .

Yoko:

Aji tsuke nori? Who are you giving that to?

Emily:

I' m eating it myself.

Yoko:

Oh, my goodness, aren't you taking presents to your boyfriend, your friends, and your relatives?

Emily:

Of course, I've bought some. I have a Nishijin handbag and purse for my mom; a traffic safety talisman that I bought at a temple in Kyoto for father; a fan and a furoshiki for my aunt; a sake warmer and cup for uncle, because he likes sake; and the newest calculator for my cousin. For my boyfriend, I finally broke down and bought a sword.

Makoto:

Did you buy a sword? It must have been expensive.

Emily:

Not that expensive, because I bought the cheapest one. 78

Yoko:

It's wonderful to travel, but because you receive osenbetsu [going away gift] you want to take back gifts and they are sometimes a headache, aren't they?

Emily:

Osenbei [Japanese rice cracker]?

Yoko:

No, it isn't osenbei. It is osenbetsu.

Emily:

What is osenbetsu?

Yoko:

It is money. When you travel you receive money from people, don't you?

Emily:

Ummm . . . We don't receive money.

Yoko:

Really? You don't have the custom of money giving or receiving in America? That's no fun, is it?

Makoto:

You think of nothing but receiving! (In the kitchen: the telephone rings.)

Mother:

Hello. Ah, Mr. Taniguchi. Yes, she's here. Just a moment please . . . Emily, telephone. It's Mr. Taniguchi.

Emily:

Thank you . . . Hello.

Taniguchi: Hello, Emily. The parting time has finally come, hasn't it? Have you finished packing? Emily:

Yes, just about. Taniguchi, thanks for everything. I really enjoyed my stay.

Taniguchi: When Emily goes home it'll be lonely (around here). Emily:

Taniguchi, please study hard for your entrance exam, won't you? I bothered you so much till now, I'm worried.

Taniguchi: No, that isn't so, because I've learned a great deal of English from you. I didn't like English before, but . . . Emily:

Do you like it now?

Taniguchi: Yes, somewhat. Emily:

That's good.

Yaniguchi: I'm hoping I can see you off at Narita. Please tell me your flight number. Emily:

It's JAL, Flight 74.

Taniguchi: Okay. It's JAL, Flight 74, right? Emily:

But . . . Please don't bother.

Taniguchi: But I want to go. Let's all take a picture. Since we don't know when we'll meet again . . . Makoto and Ken are going too, aren't they? Emily:

Yes.

Taniguchi: I'm working, so I might be a little late, but I'll be there for sure. Please give my best to everyone. Emily:

Thank you very much, Taniguchi. Goodbye.

79

ANSWER KEYS

80

Lesson 5. H

81

Lesson 7. F

82

Lesson 10. F 1

2

*

- r

L

È

i f

3

4 î

5 *3

t b

L

tí 6

&

*S

h

*

*

7 Ac

L «3> 8 h

1

n

9 K