Japanese Now: Teacher's Manual — Volume 1 9780824897451

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J A P A N E S E NOW

JAPANESE NOW Teacher's Manual Volume 1

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

University of Hawaii Press Honolulu

C O P Y R I G H T © I 9 8 2 B Y T H E D E P A R T M E N T OF E D U C A T I O N , S T A T E OF H A W A I I ALL RIGHTS R E S E R V E D ISBN O - 8 2 4 8 - O 7 7 4 - X M A N U F A C T U R E D IN T H E U N I T E D S T A T E S OF A M E R I C A

93

92

91

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5

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CONTENTS

Preface

vii

Introduction

ix

Section I—General Suggestions, Techniques, and Procedures

1

Section II—Introductory

3

Units and Presentation ofKana

Section III—Presentation of Lessons

12

Lessons Lesson

1 Jiro Meets Tom

14

Lesson 2 Deciding to Go to the Beach

18

Lesson 3 Deciding to Go to McDonald's

21

Lesson 4 Deciding What to Have for Lunch

24

Lesson 5 Jiro and Tom Decide to Go to the Movies

26

Lesson 6 Jiro Prefers to Study for the Test

28

Lesson 7 Jiro Buys a Birthday Present

31

Lesson 8 In the Morning

36

Lesson 9 Preparing to Go Swimming

38

Lesson 10 Jiro Plans for a Date

42

Lesson 11 Jiro Meets Mary on a Date

45

Lesson 12 Jiro and Mary at the Zoo

49

Lesson 13 Lunch Time at the Zoo

53

Lesson 14 AtJiro'sHome

56

Lesson 15 At the Department Store

60

Lesson 16 Caught in the Rain

64

Lesson 17 After Returning Home from Shopping

68

Lesson 18 Going for a Walk before Dinner

72

Lesson 19 Father Returns Home from Work

77

Lesson 20 Planning for an Outing

79

Appendix

83

Directions for Exercises

89

PREFACE Language learning is an essential component of general education today. The series Japanese Now was developed with the belief that in an increasingly complex and technologically advanced world general education must encompass a realization and appreciation of the necessity for mutual interdependence and peaceful coexistence among all peoples and nations. The study of languages and cultures provides students with a means to know and understand their fellow citizens of the world. Japanese Now will introduce them to the Japanese and give them valuable insights into how the Japanese communicate and meet daily challenges and human needs. The purpose of this manual is to assist teachers in the use of the series Japanese Now, which constitutes the basic unit of a four-year high school Japanese language program. In a three-year program, volume 4 may be used as a reader for advanced students. The manual provides general suggestions, techniques, and procedures for the use of the series, covering such topics as teaching aids, scheduling, and formats. Detailed guides are presented for each lesson, indicating how the lesson is to be taught, including preparation and identification of key points. The manual also includes suggestions for activities to be used to reinforce concepts being taught. Many people helped us directly and indirectly in making the series Japanese Now a reality. The administrators, teachers, and students of the Hawaii State Department of Education supported our efforts throughout. Without their cooperation, encouragement, and assistance, such a project would never have been attempted, much less realized. Our special thanks go to University of Hawaii graduate students Ken K. Fukada, Jr., Naomi Y. Hirano, Dahleen E. Sawai, and Lorilei M. Sugimura, who contributed the games, puzzles, exercises, and cultural notes included in this manual. "Mahalo" to all.

INTRODUCTION Japanese Now was conceived as a means for students to learn the Japanese language as it is heard, spoken, seen, and written. The series was designed to develop communication skills, understanding, and a positive attitude to early success and continued progress in language acquisition for immediate use. Students are expected to learn Japanese by listening, speaking, reading, and writing from the beginning. Romaji has been completely left out with the idea that students will accept Japanese as it is written, if it is introduced that way, and will learn the three styles of orthography used in writing Japanese as a matter of course. When students learn Japanese sounds through the syllabary, they are more likely to develop a "pure" pronunciation. Also, introducing the syllables and symbols reinforces and accelerates the learning process, and helps students learn the syllabary and the kanji in a shorter period of time. Nine introductory units provide a basic vocabulary of everyday words and useful expressions which allow the students to begin speaking Japanese immediately. Grammar and grammatical structures are not discussed in these units, but are covered in the regular lessons that follow. This is to avoid grammar drills that often discourage or bore students at the beginning of language learning. Instead, reading and writing of the kana syllabaries are taught while the students practice basic conversations. This motivates the students to master a writing system that is totally new to them. The major objective of this series is to develop not only oral fluency, but an overall competence in Japanese, which also includes insights into the cultural context of the language as well. Thus the material presented covers all facets of Japanese life and is keyed to topics relevant to students' interests and related studies. All four volumes have Japan as the setting and build lessons around various situations and episodes that will help the student to understand and appreciate Japan and the Japanese. This manual provides material to help the teacher use the series to the best advantage. In addition to providing detailed instructions on how to present the materials, there are supplemental materials on exercises, puzzles, games, and other activities that will reinforce the lessons. Cultural notes are included for background information.

SECTION I GENERAL SUGGESTIONS, TECHNIQUES, AND PROCEDURES

OBJECTIVES OF THE COURSE 1. Develop self-confidence and a positive self-concept in the learning and speaking of Japanese. 2. Develop a wholesome attitude toward the Japanese language. 3. 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 understanding of the Japanese people and the characteristics peculiar to their thinking and customs. 6. Realize and appreciate similarities of goals, standards, and purpose in life of Japanese and Americans. 7. Realize the need for understanding others for peaceful coexistence of the peoples of the world.

AIDS IN TEACHING A teacher's manual provided for each level gives suggestions for instructions. An exercise book which contains drills and exercises is available for students. It gives ample opportunity for the student to make responses in associating sounds and symbols, and to develop comprehension and communication skills. The prepared tapes for each lesson are effective aural materials for developing skills in listening and comprehension. (Tapes are available from National Center for Audio Tapes, University of Colorado, Boulder, Colorado 80302.)

SCHEDULING The individuals in a class and their rate of progress should determine the rate of presentation of the materials. However, a reasonable pace should be maintained, as the lessons are short and the materials presented are constantly reviewed in succeeding lessons. Students are not expected to master them on the day the lesson is covered, but through repetition and review the material should be absorbed in a reasonable amount of time.

INSTRUCTIONAL PLANS AND FORMAT INTRODUCTORY UNITS

The format of each unit and its essentials are: Useful expressions and greetings. Learning and understanding everyday expressions. Vocabulary. Learning the meaning, the sounds, and the use of words and phrases. Simple expressions. Using vocabulary words in simple sentences. 1

LESSONS

Each lesson consists of the following teaching-learning points: Reading selection. Summary of dialogue. Dialogue. Introduction of new vocabulary and sentence patterns. Vocabulary. Learning the meaning, the sounds, and the use of words and phrases introduced in dialogue. Grammar. Understanding the meaning of new words and phrases and converting them into language patterns. Drills and Exercises. Practicing structural patterns to reinforce the language through oral and written drills and exercises.

2

SECTION II INTRODUCTORY UNITS AND PRESENTATION OF KANA

P R E S E N T A T I O N OF I N T R O D U C T O R Y

UNITS

The main goals of these units are to: 1.

learn the greetings and expressions;

2.

learn as many vocabulary words as possible;

3.

learn to use these words in simple everyday conversation; and

4.

review and test comprehension.

PROCEDURE 1. Present each greeting three times. Give the meaning of the expression and explain when it is used. 2.

Present once more and have students repeat. D o this three times or more until the pronunciation is satisfactory. Check comprehension of meaning and usage by asking students questions.

3.

Proceed to the next expression and repeat steps one and two for each expression.

When all the greeting expressions have been learned, check students' comprehension by creating situations and having the students give the correct greetings. The more often the greetings are used at the appropriate time during the day, the sooner they will be a part of the students' vocabulary. Learning the vocabulary is vital to becoming fluent in everyday conversation. The following procedure is suggested: 1.

Introduce one word at a time by pronouncing it at least three times.

2.

Give the meaning in English, and drill by having students repeat the model as many times as necessary.

3.

Drill by giving the meaning in English and eliciting the correct translation.

4.

Repeat steps two and three as many times as necessary.

Having learned the vocabulary, the students are now ready to use the words in sentences. 1.

Present sentences at least three times. Elicit the meaning of the sentence. Present sentence again.

2.

Have students repeat the model at least three times or as many times as necessary.

3.

Drill by giving the sentences in English and eliciting the equivalent in Japanese. Repeat drill as many times as necessary.

Teachers should take care not to bore students with the repetitions. Well-paced drills to get the sounds, meanings, and expressions are the goal. Through daily review with quick drills, students should learn to say, understand, and use the simple sentences accurately. 3

ORAL EXERCISE FOR INTRODUCTORY U N I T I

A. How do you greet someone: 1. in the morning? 2. during the day? 3. at night? B. Say the following in Japanese. 1.

Goodbye.

6. I'm returning home.

2. I'm going to the restroom.

7. I'm coming to the library.

3. I'm going to school.

8. Are you going to Japan? (answer) Yes, I am. (answer) No, I'm not.

4. I'm going to the airport. 5. I'm going to the library. ORAL EXERCISE FOR INTRODUCTORY U N I T 2

A. Say the following in Japanese. 1. I'll go home.

6. I'll drink water.

2. I'll come to school.

7. I'll go to the restroom.

3. I'll buy a pencil.

8. I'll study.

4. I'll eat a meal.

9. I'm going to see a movie.

5. I have homework.

10. I'm going to read a book.

B. What do you say: 1. upon leaving the house? 2. in reply to the above? ORAL EXERCISE FOR INTRODUCTORY U N I T 3

A. Say the following in Japanese. 1. I read books. He reads books. They'll read books. 2. I write hiragana. He writes hiragana.

6. Good night. „ ,, 7. I m going to study. „ . 8. I m going home.

3. He speaks Japanese. They speak Japanese. 4. She listens to music. I listen to music. 5. Do you speak Japanese? (answer) Yes, I do. (answer) No, I don't. B. What do you say: 1. upon arriving home? 2. when asking a favor? 4

ORAL EXERCISE FOR INTRODUCTORY UNIT 4

A. Say the following in Japanese. 1. I have homework.

5. Do you understand English?

2. I have a test.

6. Do you have homework?

3. There is a dog.

7. Do you have free time?

4. There is a telephone. B. Answer the following questions. 1. Do you understand Japanese? Yes, No, 2. Do you have homework? 3. How do you say "Please"? 4. What do you say before eating? 5. What do you say after eating? ORAL EXERCISE FOR INTRODUCTORY UNIT 5

A. Say the following in Japanese. 1. Thank you.

6. I came yesterday.

2. You're welcome.

7. I go everyday.

3. I am going to return home tomorrow.

8. I will get up now.

4. I am going to buy it today.

9. I will sleep now.

5. I said it yesterday.

10. I am going to say it today.

ORAL EXERCISE FOR INTRODUCTORY UNIT 6

A. Say the following in Japanese. 1. red shoes; There are red shoes.

5. delicious sushi; I'll eat delicious sushi.

2. yellow pencil; There are yellow pencils.

6. cold water; I'll drink cold water.

3. blue shoes; There are blue shoes.

7. I'm sorry to trouble you.

4. hot tea; There is hot tea.

8. I'm sorry to have bothered you.

B. Vocabulary practice 1. white; white paper

6. blue; blue paper

2. black; black shoes

7. yellow; yellow pencil

3. cold; cold tea

8. delicious; delicious sushi

4. hot; hot tea

9. good; good movie

5. red; red shoes 5

ORAL EXERCISE FOR INTRODUCTORY UNIT 7

A. Say the following in Japanese. 1. It's cold, isn't it?

4. I have a hard test.

2. I'm going to buy a new car.

5. It's hot, isn't it?

3. I'm going to buy a small house.

6. It rains a lot, doesn't it?

B. Give the opposites for the following: Adjectives

Opposites

Sentences (Say it in Japanese.)

1.

inexpensive

I'm going to buy an expensive car

2.

new

I'm going to read an nld hnnk

3.

big

I'm going to see a small house

4.

hard

I'm going to have an easy test

5.

hot

I'm going to have cold tea.

6.

long

I'm going to have a short vacation

7.

interesting

I'm going to see a boring mnvie

ORAL EXERCISE FOR INTRODUCTORY UNIT 8

A. What do you say when: 1. you arrive at someone's home? 2. you welcome someone to your home? B. Vocabulary drill. Give the opposite of: 1. expensive 2.

long

3.

interesting

4.

near

5.

far

C. Say the following in Japanese. 1. I have a long vacation.

8. I'm going to buy red shoes.

2. I have a short vacation.

9. I'm going to study hiragana.

3. I saw an interesting movie.

10. I'm going to read a book.

4. I bought inexpensive shoes.

11. There is a teacher.

5. I'm going to a beach nearby.

12. I'm going to bed now.

6. I'm going to Japan.

13. It is hot, isn't it.

7. I'm going to eat sushi. 6

PRESENTATION OF KANA The use of the syllabary chart with an "intensive" approach seems to be the most expedient and efficient way of learning hiragana and katakana. (See pages 8-9.) With this approach teachers have found that most of the students can learn the syllabary in about a month, a period much shorter than what was thought to be necessary. While students learn the everyday greetings and simple expressions orally, it is suggested that reading and writing kana be taught. This adds a new dimension to learning the language and students seem to become motivated, especially when they learn to write their names. To begin this component of language learning, a brief introduction to modern Japanese orthography is interesting information for the students. The existence of the three types of orthography and the use of each might help with the appreciation and understanding of each type. For reference, the book A Manual of Japanese Writing by Hamako Ito Chaplin and Samuel E. Martin is recommended. The Japanese have borrowed many foreign words and phrases which are a part of the Japanese language today. These loan words are Japanized approximations of the original pronunciation. This has required the English sounds to be adapted to Japanese syllables, and so "hotel" becomes hoteru and "Smith" becomes Sumisu. In some instances abbreviated forms are used. Some examples are: eakon air condition rimokon remote control depaato department store There are some words which are used with a slightly different meaning than their original meaning. Examples are: feminisuto someone who is very sweet to women sumaato well dressed or in fashion Still others have been invented by the Japanese and are frequently used: sarariman salaried man mai hoomu home that I own mai kaa my (own) car sukin shippu having close and warm relationship More recently special combinations of katakana have been adopted. They are referred to as the more "innovative" pronunciation. Some of the often used expressions are: X 7 7 \L 7 x 47 a r jl-T

f - X y 7 • -i y 7 ^ - y •v x 7 i? 3

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In a c o m p o u n d w o r d the i ; s o u n d is w r i t t e n ^ when the original w o r d begins with % . Similarly, " 5 is used instead o f ~f w h e n the o r i g i n a l s o u n d is

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used f o r the li s o u n d w h e n the p r e c e d i n g s o u n d is % .

resembles a in father, but is much shorter; h h is like aah. l > is equivalent to / in mach/ne, but shorter; m » sounds like eek. 9

resembles ui in suit, but is pronounced with unrounded lips; < 9 is like c o o l .

7L is the same as e in get; 7L I "> or A. X. is like eeh. is pronounced like o in obey; fe 9 or A, is pronounced like n in li/vTt by

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is like o o h .

when it is followed by tz,

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tz c? m # x k* -t n -i A A- -J ASAA -t o A mI- m ".

rU m if a

ACTIVITY 2

Karuta Game Objective: To enable the students to recognize and read hiragana. Materials: Make cards with words that start with certain hiragana syllables. Procedure: 1. Lay all the cards down on the table. 2. Have the students stand or sit around the table so that they are able to view all the cards. 3. Teacher will call out a syllable, for example sa. 4. The students must then look for the particular card with a word that starts with the syllable. 5. Whoever finds the card must pick it up before anyone else does and read the word out loud. 6. The student with the largest number of cards at the end of the game wins. ACTIVITY 3

Complete the following sentences by: 1. filling in the blanks with the correct characters. 2. filling in the parentheses with the correct particles. a. Akau-san (no) u chi (wa) do ko desu (ka). "Where is Mr. Akau's home?" b. To sho ka n (wa) do ko desu (ka). "Where is the library?" c. Tanaka-san (no) e n pi tsu (wa) do ko desu (ka). "Where is Mr. Tanaka's pencil?" Have students participate by contributing simple words that could be used in this particular structure. Write the words on the board and then randomly point out words and have individual students or the entire class say the complete sentence. ACTIVITY 4

Locating places Objective: Locating cities in Japan. Recognizing the geographical composition of Japan. Materials: Maps of Japan—all maps should have major cities marked with a dot. Each student has a map with only one city identified. A list of all the cities to be located is provided at the bottom of the map. Procedure: 1. Each student is given a map (see sample map on page 17). 2. Students must locate all of the cities by asking their classmates for the answers they have on their maps. Sample dialogue:

A: Sapporo wa doko desu ka? B: Hokkaidoo desu.

/Wakarimasen.

3. First person to locate all of the cities is declared the winner. 16

MAP OF JAPAN

LESSON 2 I.

Deciding to Go to the Beach

KEY POINTS

Patterns 1. (Name) to (Name). 2. (Place) e ikimasen ka? 3. (Place) e ikimashoo. Use students' names and familiar place names for drills. Explain that the particle e is always used with motion verbs such as iku and kuru, and that the place or noun that comes before e is where you are headed for. (Iki)masen ka ending is used as a polite form to invite someone to do something. Vocabulary The particle e is written with the syllable he. Students should have enough writing exercises to internalize this. II.

ADDITIONAL INFORMATION

Kooen There are innumerable parks throughout Japan. In Tokyo there are four well-known parks and they are: 1. Hibiya Kooen, which is located across from the Imperial Hotel. It covers an area of about forty acres and features frequent concerts as well as shows and exhibitions; 2. Ueno Kooen (see lesson 11); 3. Hama Rikyu Kooen, which is just south of the center of Tokyo and on the harbor. There are sixty acres of lovely walks, lawns, foliage, and a pond with an island; and 4. Tama-Zoological Kooen, which is located on the southwest edge of Tokyo and includes sylvan grounds and animals behind moats in naturalistic habitats. Otearai Toilet facilities in most restrooms in Japan are Japanese-style, without seats. Newly constructed office buildings, department stores, tax-free shops, and of course hotels, however, have clean Western-style toilet facilities. Traditionally Japanese otearai were not " f l u s h " toilets, but today most of them are flushed with water. Many of the homes today have flush toilets with Westernstyle seats. Many terms are used for toilets. Some of them are obenjo, gofujo, habakari, and toire. Otearai literally means "wash hand" and consists of a toilet and a basin. The bathtub or ofuro is in a separate room. ACTIVITY I

Going Places Objective: Drill on (place) e ikimasu. 18

Materials: 3x5 index cards Procedure: 1. Have students draw pictures of different places (e.g., school, mountains, river, ocean, park, etc.). Make sure there is one set of ten pictures to one pair of students. 2. Pair off students. Each student will select five of ten picture cards without letting her partner know which of the five have been selected. 3. Each student must guess which of the destinations his partner has picked using the following dialogue: A (guessing):

Umi e ikimasen ka? "Would you like to go to the beach?" B (if " b e a c h " is one of the cards he has selected):

Ii desu ne. Ikimashoo. " T h a t ' s fine. Let's g o . "

or B (if the guess was wrong):

Dame desu. " I cannot." 4. Students alternate asking each other questions. ACTIVITY 2

Objective: To have students practice writing hiragana. Game time: 10-15 minutes. Procedure: Prepare a list of words to be used. Divide the class into two teams. The teacher says a word or phrase and one member from each team runs up to the board and writes it in hiragana. The first person to write it correctly scores one point for the team. ACTIVITY 3

Say the following in Japanese. 1. Won't you go to the lake tomorrow?

(Ashita mizuumi e ikimasen ka?) 2. Let's go to the playground.

(Yuuenchi e ikimashoo.) Yes! Let's go.

(Ee, ikimashoo.) 3. Let's go to the pool tomorrow.

(Ashita puuru e ikimashoo.) 4. Yes, I'm free.

(Ee, hima desu.) 5. Sounds good.

(Ii desu nee.) 19

Are you free the day after tomorrow? (Asatte hima desu ka?) Mr. Tanaka and Mr. Akau are free today. (Kyoo Tanaka-san to Akau-san wa hima desu.) Let's go to Honolulu's mountains and beaches. (Honorum noyama to umi e ikimashoo.)

20

LESSON 3 I.

Deciding to Go to McDonald's

KEY POINTS

Patterns 1. (Place) de tabemasu. 2. (Object) o tabemasu. The particle o marks the object of a sentence whereas the particle de indicates where action takes place. 3. (Verb stem)masen ka. The use of -masen ka in an invitation to do something is the polite form to use in addressing anyone. At this juncture it may not be very important to stress that the -masu form indicates an action to occur in the future or that it is habitual, but it should be mentioned that it has these meanings as well. Vocabulary The particle o is written with wo from the wa column of the syllabary at all times. Exercises to practice writing the particle o in a sentence may be necessary to learn and remember this. II.

ADDITIONAL INFORMATION

McDonald's The diet of young Japanese is becoming increasingly influenced by fast-food chains such as McDonald's and Shakey's. Organized as a joint venture between the American hamburger chain and a Japanese trading firm, McDonald's has become one of the most prosperous of all foreign-affiliated companies, with over 150 sales outlets across the nation which are making well over $100 million a year. Its fast-food strategy has proven exceptionally successful in developing a profitable new market, causing the fast-food industry to become the fastest-growing economic sector in Japan. Depaato Two Tokyo department stores, Mitsukoshi and Takashimaya, share honors for top quality merchandise. Mitsukoshi Nihonbashi is the main store of the Mitsukoshi chain and hosts weekly art shows and other special exhibits. Takashimaya is the best organized store for foreign shoppers. It is a familiar name to Americans because of its well-publicized New York branch. Takashimaya's "purchase assembly card system" allows customers to shop at ease throughout the store and later pick up their packages and pay for all their purchases at one time. All department stores and practically all other Tokyo shops are open on Sunday. Department store shopping hours are generally from 10 A.M. to 6 P.M. Most will handle packing and shipping. Big department stores are also found in the amusement and shopping centers that cluster around the main commuter train stations in the outlying districts of Tokyo. The leading terminal department stores, as these are called, are Isetan in Shinjuku, Tokyu in Shibuya, and Seibu in Ikebukuro. 21

ACTIVITY I

Communication

Practice

Objective: Drill on (object) o (verb). Materials: Worksheet consisting of two columns. Column 1 consists of objects, hiru gohan, sushi, ocha, eiga, hon, etc. Column 2 consists of verbs, taberu, nomu, miru, yomu, etc. Procedure: 1. Students match the proper objects with the verbs. 2. Teacher and students check worksheet using the following pattern. Ex. Nani o tabemasu ka. Osushi o tabemasu. ACTIVITY 2

Yes or No Materials: Bingo-like grid with verbs (e.g., miru, taberu) heading each column. Each block below verb headings should contain a picture of an object that would match the verb. For example, a picture of a television below the verb miru, or ice cream and cake below the verb taberu. Procedure: 1. Pair off students. Each is given a game sheet. 2. Each student marks off any ten spaces on his sheet. 3. Each student must find out what spaces his partner has marked off by asking something like: Terebi o mimasu ka. If his guess was right, his partner would respond: Ee, (terebi o) mimasu. If not, lie, (terebi o) mimasen. 4. Students alternate parts. ACTIVITY 3

Objective: To have students practice sentence structure as well as hiragana. Game time: 10 minutes. Procedure: Select sentences to be used and write each word, particle, punctuation mark, etc., on separate cards so that they may be shuffled around. Prepare two identical sets of cards. To prevent the sets from being mixed up, write each set in a different colored ink. Divide students into two teams. Each team will get a set of cards. Teacher will read a sentence and students are to find the cards containing the right words, particles, and so on. As they find the right cards, they are to stand in a line so that the sentence will be in the proper order. The first team to finish it correctly gets the point. 22

ACTIVITY 4

Complete the following sentences by filling in the correct words, particles, and verb endings. Some of the words are taken from the introductory units. Answers are given in the parentheses and blanks. 1. Let's eat hamburger.

(Hambaagaa)o^ tabe(mashoo).

2. Are you going to eat lunch?

(Ohiru) o tabe(masu) ka.

3. No, I'm not going to eat.

lie, tabe(masen).

4. I will buy ice cream.

(Aisu

5. I will listen to music.

(Ongaku)o_ kiki(masu).

6. I'll see a movie.

(Eiga)_o mi(masu).

7. I'll drink tea.

kuriimu)o_kai(masu).

(Ocha)o_nomi(masu).

8. Let's write hiragana.

(Hiragana) o kaki(mashoo).

9. I will not shop.

(Kaimono) o shi(masen).

10. I will not eat sushi.

(Osushi) o tabe(masen).

23

LESSON 4 Deciding What to Have for Lunch I.

KEY POINTS

Patterns 1. (Noun) o onegai shimasu. 2.

-tekudasai. Both are useful expressions and should be made a part of everyday conversation.

3. (Place) ni ite kudasai. To express that something or someone is " a t " a place ni is used. 4. (Subject) ga kaimasu. Explain that ga follows the subject you want to emphasize. Limiting the explanation to this may be sufficient at this time. 5. (Verb stem)masu kara. Vocabulary All the verbs introduced in the introductory units have been reintroduced as vocabulary. It is suggested that they be used as many times as possible in the various drills. ACTIVITY I

Gossip Game Objective: To have students practice listening and pronunciation skills. Game time: 10 minutes. Procedure: Divide students into two teams. Students are to arrange themselves in a line. Teacher will whisper a sentence to the first person in each team. Students are to pass it on to the persons directly behind them by whispering in their ear. Last person will have to stand up and say the sentence. First team to say it correctly gets the point. Students rotate and the game continues with the teacher whispering a new sentence. ACTIVITY 2

Review What would you say when: 1. you meet someone in the morning? (Ohayoo gozaimasu.) 2. you meet someone in the afternoon? (Konnichi wa.) 3. you meet someone in the evening? (Konban wa.) 4. you want to thank someone? (Arigatoo gozaimashita.) 24

5. you are going out somewhere? fitte mairimasu.) Say the following in Japanese: 1. Where is your home? (Uchi wa doko desu ka.) 2. Won't you go to the beach? (Umi e ikimasen ka.) 3. Let's go to the beach. (Umi e ikimashoo.) 4. I'm going to the airport. (Kuukoo e ikimasu.) 5. Are you going to Japan? (Nihon e ikimasu ka.) No, I'm not going. (lie, ikimasen.) ACTIVITY 3

Create a 7-8 line dialogue using the structures presented in this lesson as well as what has been covered in previous lessons. ACTIVITY 4

Translate the following into Japanese. 1. I will buy lunch. (Watakushi ga ohiru o kaimasu.) 2. Please stay here. (Koko ni ite kudasai.) 3. Please listen. (Kiite kudasai.) ACTIVITY 5

Change the following verbs into the-te form. 1. kaimasu

(katte)

2.

imasu

(ite)

3.

nomimasu

(nonde)

4.

kikimasu

(kiite)

5.

tabemasu

(tabete)

6.

hanashimasu

(hanashite)

7.

mimasu

(mite)

25

LESSON 5 Jiro and Tom Decide to Go to the Movies I.

KEY POINTS

Patterns 1. (Verb stem)mashita. 2. (Noun) ni shimashoo. The verb shimasu " t o d o " takes the object marker o as in tenisu o shimasu. However, in responding to suggestions such as tenisu o shimashoo ka, the o is replaced by ni to indicate a choice or decision. Ex. A: Kyoo ikimashoo ka. B: Ashita ikimashoo. or Ashita ni shimashoo. A: Nani o nomimashoo

ka.

B: Koora o nomimashoo. or Koora ni shimashoo. 3. ni (motion verb) Motion verbs such as iku, kuru, and kaeru more commonly take ni when the noun preceding them is not a place word. If it is a place noun both ni and e can be used. To enhance the understanding and use of ni and e, use the examples in the bunpoo notes and other drills with similar sentences. Ex. Eiga ni ikimasu.

I am going to the movies.

Kaimono ni ikimasu.

I am going shopping.

Benkyoo ni ikimasu.

I am going to study.

I I . ADDITIONAL INFORMATION

Chambara Chambara is sword-play in drama and films, and it is to old Japan what cowboy and Indian films are to the American West. ACTIVITY I

What Will It Be? (or Resutoran de) Materials: Markers of two different colors. Procedure: 1. Have each student make a grid with nine blocks. In each of the nine spaces, have students draw pictures of different foods and drinks with which they are familiar. 2. Students are paired off. Each student receives a game sheet and markers of both colors. 26

3. Students try to score points by asking each other which block they will pick: A: Nani ni shimasu ka. B: Ocha ni shimasu. 4. Each student marks his game sheet according to the choices made. 5. Alternate turns, as in regular tic-tac-toe, until one person gets three in a row. Other possibilities: Depaato de. Maaketto de. ACTIVITY 2

Baseball Objective: Vocabulary review Procedure: 1. Divide the class into two teams, with a batter and captains. 2. The players take their places on a baseball diamond marked out for them. 3. From a prepared list the pitcher gives out a word which must be translated or defined. 4. If the batter gives the correct answer he proceeds to first base. If he fails, he is out. 5. Score is kept as in baseball. ACTIVITY 3

Answer the following in English according to the dialogue in lesson 5. 1. How many people are conversing? Who are they? 2. What did Mr. Tanaka ask Mr. Akau? What was his reply? 3. Where are they going? What were their choices? ACTIVITY 4

Make two sentences using the "either . . . or . . . " and "let's decide o n " patterns. Translate into English.

27

LESSON 6 I.

Jiro Prefers to Study for the Test

KEY POINTS

Patterns 1. Adjective + noun Adjective as a noun modifier will be a carry-over from English and may not need much emphasis. Learning the adjectives is the major effort here. 2. Ima wa dame desu. Because wa appears after the time word, which we said does not need a particle, an explanation of its use to convey the meaning of contrast should be made clear. 3. Imasu and A rimasu Imasu and arimasu are both nonpast formal forms of the verbs iru and aru. The difference between the two is that imasu is used to refer to people or animate beings such as animals, insects, etc., whereas arimasu refers to inanimate things such as books and chairs or an event. The subject of these verbs is usually marked by particle ga.

Vocabulary The list is long, but many are repeats from the introductory units. The words are useful in expanding the various drills.

II.

ADDITIONAL INFORMATION

Shiken-jigoku Shiken-jigoku literally means "examination hell" and refers to preentry school exams. There are entrance exams into private preschool (in some areas), kindergarten, grade school, intermediate school, for both public and private high school, and college and university. These exams are taken in hopes of getting on the track to success in university entrance exams and also in getting a good job after graduating from a college or university. Parents and teachers suffer with their children or, in many cases, increase the suffering of their children for months and even years leading up to this crucial juncture in a young person's life. The expression "examination hell" is appropriate in many ways. The present system of exams causes torment to many people in various ways. Inability to pass these exams sometimes causes students to commit suicide or be psychologically scarred by the heavy pressure of competition they have been subjected to for so long. Since the Meiji era the Japanese have looked on university education as a sure means of upward mobility, and so with typical stoic acceptance, they take the entrance exam ordeal for granted and allow their lives to be affected to an amazing degree by success or failure in that one single examination. The entrance exam has become an initiation rite assuming enormous importance to countless Japanese from their earliest childhood.

Juku Juku is a special school whose sole objective is to prepare students for high school or college entrance examinations. These special schools are called Yobi-koo. Many high school graduates who attend these schools are preparing for their second attempt at the college entrance examination. 28

ACTIVITY I

What do you have? Structures to be drilled: Adjective + noun . . . gaarimasu Materials: Make two sets of worksheets. On each set, number from 1 to 10 (or more, if desired). On one set of worksheets, draw pictures of objects for the odd numbers, and leave even numbers blank. For the other set, draw pictures next to the even numbers, and leave odd numbers blank. Pictures should be of things that are within the students' vocabulary and that can be described by an adjective students know (old shoes, red book, etc.). Procedure: 1. Students are paired off. Each pair is given two worksheets, one from each set. Students must not show their partners their worksheet. 2. Students must find out what pictures are on their partner's sheet, then guess what kind of shoe, for example, his partner has. A dialogue such as this may ensue: A: Nani ga arimasu ka. B: Kutsu ga arimasu. A: A tarashii kutsu desu ka. B: lie, soo ja arimasen. or Hai, atarashii kutsu desu. (Students may be given a list of adjectives to guess from.) 3. Students continue until both partners have their worksheets completed.

ACTIVITY 2

Blackboard

Game

Objective: Translation (English to Japanese); hiragana practice. Procedure: 1. Divide class into teams (two teams is usually the best). 2. Teacher dictates a sentence in English. 3. One member from each team runs up to the board and writes the sentence in Japanese. 4. First one to sit down after writing the sentence correctly scores. 5. Next two players go to board. 6. Repeat procedure. Suggestion: If both players don't score (i.e., each had the sentence wrong), increase the points of the next sentence by 1. 29

ACTIVITY 3

Using all the vocabulary presented thus far, have the students contribute nouns and adjectives. T o reinforce hiragana and katakana, write the characters on the chalkboard or overhead projector. Have the students combine acceptable words using modifiers. This could be done individually or as a class. Ex.

eigo nihongo atarashii ii akai furui

rekoodo zasshi kuruma hon

eigo no hon nihongo no zasshi atarashii kuruma ii rekoodo akai kuruma furui hon

ACTIVITY 4

Rearrange the following to make complete sentences. Translate them into English. 1. ga, shukudai, ka, arimasu

(Shukudai ga arimasu

ka.)

2.

America, arimasu, ga, no, kamera

3.

arimasu, ga, shiken

4.

ga, seibugeki, chambara, ka, ii desu, ka, ii desu, ga seibugeki ga ii desu ka.)

5.

rekoodo, ka, ga, ii desu, ii desu, ga, ka, teepu desu ka.)

(America

no kamera ga arimasu.)

(Shiken ga arimasu.)

30

(Rekoodo

(Chambara

ga ii desu ka,

ga ii desu ka, teepu ga ii

LESSON 7 I.

Jiro Buys a Birthday Present

KEY POINTS

Patterns 1. sore, kore, are 2. dore, dare, (question words)

3. . . .

dakedesu.

Vocabulary The use of chichi and otoosan is often difficult for students. The diagram below may be useful and helpful in the explanation.

Otoosan Okaasan

Chichi Haha

II.

ADDITIONAL INFORMATION

Tokyo Tower Tokyo Tower was the tallest independent steel tower in the world when it was built, standing 1,092 feet tall. It contains two observation platforms, one 390 feet and the other 738 feet above ground, and commands a grand view of the entire city, Tokyo Bay, and Izu and Boso peninsulas. The tower also serves as a transmission point for local television stations. The Waxworks Museum on the third floor has tableaux appealing to children, as well as horror scenes better avoided. Adventure World, a Disney-type animation show on the ground floor, can keep children entertained for half a day. ACTIVITY I

Fill in the correct particles. 1. Sore wa nan desu ka. 2. Chichi no tanjoobi desu. 3. Hankachi to kutsushita. 4. Kore desu ka. 5. Nani o kaimashita ka. 31

ACTIVITY 2

Puzzle

32

6. restaurant

ACROSS

*7. salty, hot (spicy) (karai)

1. new 4. shoes

8. airport

7. river

9. homework 10. inexpensive

* 11. color (iro)

14. well . . .

12. book 13. where?

*15. dark (color) (koi) 17. expensive, high, tall

*16. sore, painful (itai)

18. test

19. toilet

19. music

*21. watch, clock (tokei) 22. delicious

20. telephone

25. school

22. interesting

*27. young (wakai)

23. busy

29. water

24. hamburger

30. white

26. ocean, beach

33. blue

28. shopping

34. yesterday

31. will go

35. yellow

32. study

36. Tokyo

33. sweet

39. far

*34. strict, severe (kibishii)

41. difficult

36. library

44. mountain

37. hot

45. particle used with verbs of direction

38. cold (climate)

46. will not go

40. big

47. movie

42. let's go

49. short

43. a suffix that is attached to someone name

52. black

44. kind, easy

53. not yet 54. good

47. yes *48 late, slow (osoi) 50. car 51. old

DOWN 1. red *2. island (shima) 3. Japan 5. cold (liquid)

•Denotes supplementary vocabulary 33

else's

ACTIVITY 2

Answer Key 1

t>

2

tz

3 (-

L

4 10

t 12 14

15

£

^

X

h

16

(, >

26 29 30 33 &

^

•fo

35

§

I >

L

P

tz

L

*

L I>

9

t£ o

(t

h 27 t)

y

28 o

£

&

1

L

a

*

]

t

34

£

+

t

t

o

L

-f

O

42 O

O 43

fc

$




i

44




6

20 -e

b

^ 25

5 O

»

-r

T

19

h


45

^ 48

47

fc

I*

t 46 i

49

50
3 ti S O ? ed m 00 C a Ut Ö Sv 60 3 •a C ed c ^ Uh 'So -a 3 00 m .S

'XJ -N

-K il

ih

"f A 'V

H

ih

X-

V

K

K

LESSON 12 I.

Jiro and Mary at the Zoo

KEY POINTS

Patterns 1. Nodo ga kawaita. Nodo ga kawaita is an idiomatic expression to express " I am thirsty." Literally, it means "My throat has become dry." To be thirsty is not a momentary action, but a state of being and is expressed in the past tense. In Japanese expressions of impression, inspiration, emotion, excitement, and the like, the informal forms are used. Other examples are: A a, i tai! Aa,

tsukareta!

2. ja arimasen. (Noun) ja arimasen is the negative of (Noun) desu. 3.

Hajimemashite Hajimemashite is often said before doozo yoroshiku. like " H o w do you do. I'm glad to meet you."

Together they express something

Kanji Kanji is introduced in this lesson. It is suggested that the stroke order be taught in class. Explain that the basic strokes go from left to right and from top to bottom, and demonstrate the details of how each stroke ends as shown in the following examples. Practice sheets for hiragana, katakana, and kanji are in the exercise book. The practice sheets for all of the kanji are placed at the end of the exercise book. A good reference for reading and writing kanji is Reading Japanese by Eleanor H. Jorden and Hamako I. Chaplin. Basic Rules in Stroke Order 1. top to bottom:

r

2

2. left to right:

]

A

4-

49

3. horizontal stroke first:

4. horizontal stroke first, then vertical stroke, then the other horizontal strokes:

i

¿£

i

5. vertical stroke running through the center is written last:

/r;

6. center first, then left to right:

> ' 7. top portion first: i i- 3

7 II.

ADDITIONAL INFORMATION

Kissaten Kissaten is a symbol of civilized living. It is a necessary haven from the insane bustle that is modern Japan, and offers coffee, tea, cocoa, and an assortment of abominable soft drinks. This so-called coffee shop or tea shop offers a place for testing the new "way of romantic love." Customers often want to sit in peace, listen to music, read, or converse with congenial people. Most large office buildings house one or more kissaten, which serve as offices away from the office (and from the boss' scrutiny). 50

For many freelancers, the kissaten is their only office. As an office, the kissaten offers the relaxed ambience conducive to the "getting acquainted" period essential to Japanese business. It is this ambience that recommends it for casual dates, and even occasionally for the meeting that is the first step toward an arranged marriage. Rivalry between kissaten is intense and each one strives to provide an atmosphere different from its neighbor. Often it is the coffee itself that is the main difference, and a number of shops induce customers inside with rare types or special blends of coffee. Customers are otherwise attracted by the music and decor of a particular kissaten. ACTIVITY I

Exercise on prices (review of numbers) You have gone shopping with your Japanese friend who has just arrived from Japan. You've spent a lot of money and your friend isn't sure how much everything costs in yen. It's your job to do the conversion. 100 yen equals 50 r

•fc

V

A

N

H

•J

J

V

-te

>T

>

•f

10.

mi

11.

ke

12.

nu

13.

sa

-fe

T

14.

n

y

Y

15.

a

r

16.

su

y

17.

ko

a

18.

i

J

19.

na

•f

20.

ku

A

->

F"

T

X

*

Y

*

-7 Y

SL H

* 9

*

63

LESSON 16 I.

Caught in the Rain

K E Y POINTS

Patterns 1. ka nanika "or something'' 2. de "by means o f " Ex. 1. 2. 3. 4. 5. 6. 7.

Basu cteikimasu. Denwa de hanashimasu. Enpitsu de kakimasu. Nihongo de iimasu. Hashi de tabemasu. Jisho de shirabemasu. Keshigomu de keshimasu.

Vocabulary 1. Na is one of the particles that is added to the end of a sentence to show the speaker's emotion or attitude. Na is spoken in a low tone, as in a monologue where the statement is directed to the speaker himself. Both na and naa are used by Jiro to himself, although they were audible to the people around him. 2. Ka nanika is used both in suggesting something and stating a fact. It is used to suggest something here. 3. Iya ni natchau and komatta naa are common expressions used in informal conversational situations. Although both expressions are uttered to oneself, they are audible to others. They express the troubled state one is in. II.

ADDITIONAL INFORMATION

Cha Green tea, the symbol of gracious hospitality and ancient tradition, is perhaps the most popular beverage among the Japanese. The medical value of green tea has been known for centuries; cha contains more vitamin C than the tea usually served in Western countries. In some ways, tea in Japan epitomizes the spirit of Japanese cooking: simple, nutritious, aesthetically pleasing, and symbolic of deep cultural heritage. The freshly picked leaves of Japanese tea are not fermented but are kept green by a process of steaming and heating to prevent oxidation. Tea leaves are classified according to the way they are grown and picked; the best and most expensive kind of tea is made from the most tender, young leaves cut from older bushes grown in the shade. Some varieties of Japanese tea are: 1. Hiki-cha (matcha) is powdered green tea used in tea ceremony. The young leaves of aged tea plants are ground into powder. The powdered tea is whipped to a froth in hot water. Often it is made into a sweet iced tea drink or used to flavor sherbet. This tea is more commonly called matcha when used in tea ceremony. 2. Gyokuro is green tea of the finest quality made from the most tender leaves of old tea shrubs. The flavor is mild and fragrant when the tea leaves are brewed in lukewarm water at a temperature of 60° C (140° F). It is a tea to taste with the tip of one's tongue rather than to drink. 64

3. Sencha is Japanese steeped green tea, made from leaves of medium grade and size. It is brewed in warm water, but not in boiling hot water. This is the most commonly used tea in everyday life and is frequently served to guests as well. 4. Bancha is considered a coarse kind of Japanese tea. It is made from large and tough tea leaves and is considered to be the cheapest grade of Japanese green tea. It should be brewed in boiling hot water. 5. Hoji-cha is made from the roasted leaves of bancha, which have a brownish color and a pleasant smokey flavor. It is brewed in boiling hot water. 6. Shin-cha is the first harvested tea of the year which comes out in early May. Sushi Sushi is vinegared rice with fish and vegetables. It is a popular and uniquely Japanese dish delicately seasoned with vinegar, salt, sugar, and sweet rice wine. It is made in the form of rolls, slices, oval-shaped balls, and many others. Some of the varieties are: Norimaki is vinegared rice rolled in a sheet of laver with various ingredients in the center such as egg, mushrooms, dried gourd, greens, and so on. It is served in bite-size pieces. Futomaki is a thick sushi roll. It is vinegared rice wrapped in a dried seaweed laver sheet with egg, sweetened mashed fish, mushrooms, and bits of vegetables in the center. The long roll is sliced when served. Tamago-maki is vinegared rice rolled up in a thick slice of egg omelet, with mushroom, seasoned dried gourd shavings, laver, and greens decoratively arranged in the center. It is also called date-maki. Kappa-maki is vinegared rice wrapped in half sheets of seaweed laver with a piece of cucumber in the center. Those rolled with a piece of takuwan are called teppo-maki. Those rolled with a slice of red raw tuna and a bit of horseradish in the center are called tekka-maki. Inari-zushi is a vinegared rice ball wrapped up in a bag of fried bean curd seasoned with sugar and soy sauce. Sometimes cooked mushroom and other vegetables are mixed into the rice. Chakin-zushi is a seasoned and vinegared rice ball wrapped with a thin egg crepe in an artistic way. Also called fukusa-zushi. Nigiri-zushi are small, oval-shaped, vinegared rice balls topped with sliced fillet of a variety of fish and shellfish, mostly raw but sometimes cooked, or a small slice of omelet. Usually wasabi is spread under those ingredients. They are eaten dipped in soy sauce with sliced ginger served as a condiment. Saba-zushi is one of the Osaka-style sushi. Pressed sushi cut into a rectangular shape, it is topped with vinegared mackeral slices. It is called battera in the Osaka area. Chirashi-zushi is garnished sushi. The vinegared rice is arranged with many kinds of ingredients on top. The ingredients include sliced raw fish, mushroom, egg, sweetened mashed fish, seaweed laver, and vegetables. Sushi is often used for lunch boxes, picnics, snacks, and special occasions. Wasabi (Horseradish) Green Japanese horseradish, a very hot aromatic spice, made from the root of the wasabi plant, is used as a condiment. It is usually served in a tiny mold on the dish with the soy sauce for sashimi, sushi, or noodles. It is mixed in the soy sauce according to taste. 65

ACTIVITY I

Useful Expressions Match the expressions in the left column with the correct expressions in the right column by writing the corresponding letter in the blanks. b

1. Wakarimashita.

a. Please write.

f

2. Chotto matte kudasai.

b. I understand.

d

3. Shizuka ni shite kudasai.

c. Please open your book.

a

4. Kaite kudasai.

d. Please be quiet.

m

5. Shukudai o dashite kudasai.

e. Please say the answer.

c

6. Hon o akete kudasai.

f. Please wait a minute.

0

7. Shitsumon ga arimasu.

g- I forgot.

g e

8. Wasuremashita.

h. Please write your name.

9. Kotae o it te kudasai.

i.

Please look this way.

1 10. Minna de itte kudasai.

j-

Please read.

n

11. Yukkuri itte kudasai.

k. Please say it again.

k

12. Moo ichido itte kudasai.

1.

i

13. Kotchi o mite kudasai.

m. Please turn in your homework.

j

14. Yonde kudasai.

n. Please say it slowly.

h

15. Namae o kaite kudasai.

0. I have a question.

Please say it together.

ACTIVITY 2

Complete the following by adding the appropriate particle. If no particle is necessary, put an X in the blank. 1. Takushii de kaerimashita. 2. Chotto X machimashoo. 3. Hayaku X kaette kudasai. 4. Kuukoo ni ikimashita. 5. Koora o nomimasu. ACTIVITY 3

Translate the following sentences into Japanese. Then create two sentences of your own using de "by means o f . " 1. Please answer in English. (Eigo de kotaete kudasai.) 2. I wrote with a pencil and a pen. (Enpitsu to pen de kakimashita.) 66

3. I came by bus. (Basu de kimashita.) 4. I spoke by telephone. (Denwa de hanashimashita.) 5. I came home by train. (Densha de kaerimashita.) Sentences: 1. 2. ACTIVITY 4

Kanji Practice: Teacher reads sentences aloud in English and students are asked to write the equivalent in Japanese on the chalkboard. 1. I drank cola. (Koora o nomimashita.) 2. I went home by taxi. (Takushii de kaerimashita.) 3. Tom came too. (Tomu-san mo kimashita.) 4. I will buy a present. (Purezento o kaimasu.) 5. Let's see a movie. (Eiga o mimashoo.) 6. I'll be waiting here. (Koko de matte imasu.) 7. ¡trained. (A mega

furimashita.)

8. I'll go by car. (Kuruma de ikimasu.) ACTIVITY 5

Answer the following questions in complete sentences according to the dialogue. 1. Who are the two people conversing in this dialogue? 2. What is the weather like? 3. How does Jiro feel about the rain? 4. Is anyone thirsty? If so, who? 5. Does Jiro drink milk often? (If no, answer accordingly.) 6. Who wants to return home quickly? Why? 7. How did they decide to go home? 67

LESSON 17 I.

After Returning Home from Shopping

KEY POINTS

Patterns 1. (Informal form of verb) + no This is the informal of (verb stem)/77C5M ka. 2. (Verb stem)masen deshita

(negative past)

Vocabulary 1. Shooganai "can't be helped; can't do anything" is used as an expression to show some disgust in describing someone as helpless. 2. (Person) ni amai is an expression used to mean that one is "nice and sweet" to someone.

Culture The Japanese people always bring omiyage back to family members or friends whenever they go on a trip. It is a souvenir from a trip abroad or a present for the children or family members at home. It is usually something made at the place visited, a product for which the place is known—often times something to eat. II.

ADDITIONAL INFORMATION

A me In Japan, there are a variety of words to describe rain, just as there are in English. Listed below are some of the more common words for describing rain: 1. ooame

heavy rain; downpour.

2. kiri(s)ame 3. kosame

a drizzle. a light rain; a drizzle.

4. niwakaame

shower.

5. konukaame

drizzling (misty) rain.

ACTIVITY I

Reply in the negative to the following sentences, using iie. 1. Hon o kaimashita ka.

(lie, hon o kaimasen

2. Zasshi o yomimashita ka.

(lie, zasshi o yomimasen

3. Ocha o nomimashita ka.

(lie, ocha o nomimasen

4. Uchi e kaerimashita ka.

(lie, uchi e kaerimasen

5. Toshokan e ikimashita ka.

(lie, toshokan e ikimasen 68

deshita.) deshita.) deshita.) deshita.) deshita.)

ACTIVITY 2

Kanji Recognition:

Numbers Zti

!±

5 98

Connect the dots in the following order:

a. b.

k. /

1.

c.

m.

d.

n.

e.

0.

f.

A

P-

^ +

u.

—

V.

ff.

w.

gg-

X A+ia

t + A

+

X.

A + A

y-

IZ3+

ii.

z.

-t+ffl

jj-

g-

q-

aa.

h.

r.

bb.

ffl

i.

s.

cc.

A +

j.

t.

dd.

+

i

ee. E + A

t

hh. ra+ra H+t

1

^

kk. 11. t + 7 1 ;

A

ACTIVITY 2

A nswer Key

98

a. 25

k. 34

u. 17

ee. 58

b. 6

1. 1

v. 39

ff. 90

c. 99

m. 9

w. 52

gg- 67

d. 30

n. 84

x. 88

hh. 44

e. 12

o. 32

y. 40

ii. 36

f. 8

p. 78

z. 74

jj. 20

g. 73

q. 46

aa. 11

kk. 13

h. 41

r. 19

bb. 4

i. 15

s. 95

cc. 80

j. 60

t. 5

dd. 69 70

11. 76

ACTIVITY 3

Place a T (true) or an F (false) next to each statement pertaining to the dialogue in lesson 17. F

1. This conversation took place in the morning.

T 2. Jiro asked his mother to make instant ramen. F 3. Kimiko is Jiro's older sister. F 4. Tom received a gift from Kimiko. T 5. Tom is very sweet to Kimiko. ACTIVITY 4

Sentence

Hangman

Objective: To review sentence patterns and vocabulary. Equipment: Chalk, chalkboard Procedure: 1. Divide the class into two teams. 2. Team 1 makes a sentence, keeping it a secret from team 2. Ex. Ashita hon o yomimasu. 3. Captain of team 1 writes the appropriate number of blanks on the board next to the hangman's platform. Ex.

1

4. Team 2 now guesses the missing hiragana. For each incorrect guess, a new part of the body is drawn hanging from the noose. When a correct guess is made, all applicable blanks are filled. 5. The contest ends when the drawn figure is completed or when the sentence is completed, whichever comes first. 6. The team that is "hanged" loses a point to the other team; the team that gets the sentence correct, gets a point. 7. The team with more points wins. Variations: A. Objective: To practice reading and writing katakana and kanji. Procedure: Same as for hiragana. B. Objective: To practice a particular area of structure, e.g., particles. Procedure: Partial sentences, incomplete sentences, sentences with blanks are written on the board or overhead projector. Guesses are made by whole words, forms of words, particles, etc. 71

LESSON 18 I.

Going for a Walk before Dinner

KEY POINTS

Patterns 1.

made

2. (Statement) kara (statement) Vocabulary 1. Sanpo suru, sanpo o suru 2. Kenkasuru

to go walking or to go for a walk

to fight

There are some nouns which can be followed directly by the verb shimasu (suru). These are called verbal nouns. Often times the particle o is inserted with these expressions, especially if the noun has a modifier. Ex. 1. benkyoo shimasu (benkyoo suru) 2. kaimono shimasu (kaimono suru) 3. ryokoo shimasu (ryokoo suru) 4. sanpo shimasu (sanpo suru) With modifiers: 1. Nihongo no benkyoo o shimasu. 2. Kurisumasu no kaimono o shimashita. Culture In Japanese both niisan and (name) niisan are used when the speaker's older brother is called or referred to; especially when the speaker has more than one brother. It is the same with neesan "sister." II.

ADDITIONAL INFORMATION

Sanpo The art of walking flourished during the period of the Meiji Restoration. Today the cities are crowded, and the pace of life busier; yet behind the main roads and tall concrete buildings and in the local neighborhoods, the atmosphere of changeless calm still prevails. Families and couples venture out for walks in the country, often in their geta and yukata, just taking in the air. On Sundays thousands of people go to centers like the Ginza, Shinjuku, or to the Meiji Shrine and stroll on the streets or in the parks. They wander along the streets, which are obligingly closed to traffic for the occasion, and stop only for ice cream for the children, to take a snapshot, or for an idle moment of window shopping. ACTIVITY I

Fill in the appropriate particles where necessary. 1. Omae wa iya nan da. 2. Ohiru o tabemasen deshita kara onaka ga sukimashita. 3. Nihon e ikimashita. 72

4. Jiroo niisan no ijiwaru! 5. Kimiko wa sanpo o shimasu. ACTIVITY 2

Create four sentences, 2 for each of the new patterns presented. 1.

made

2. (Statement) kara (statement) Translate into English. 1. 2.

3. 4.

73

ACTIVITY 3

ACROSS

57. this

40. test

1. amusement park

58. morning

41. hundred

4. older sister

59. home economics

42. from

6. drinks

62. match, game

43. day before yesterday

8. what time?

63. practice

46. about, approximately (time)

10. not especially

64. a lot, extremely

47. free time

11.now

65. new

48. seven o'clock

14. ate

67. instead of that

49. will not drink

18. there is (verb for animate objects)

69. train

51. place (abbreviated form)

70. counter for ten thousand

54. why?

19.shoes

71. unpleasant, don't like

55. from now

*20. state (shuu)

58. hot

21. five o'clock 22.there 23. cleaning 26. here 27. over here 29. quickly 30. only 31. history 33. yen 34. with negative verb—(not) much 36.far

60. will take

1. dinner

65. tomorrow

2. English

66. fast, early

3. (own) father

68. but

4. money

69. used at the end of a sentence after nouns or adjectives, 'it is, they are.'

5. movie 6. drank 7. will not eat 8. what? 9. there is (verbs for inanimate objects)

38.1, me (both masculine and feminine)

12.today

42. paper

13. homework

*44. medicine (medical science) (igaku)

61. swim wear

DOWN

15. study 16. four o'clock

45. nine o'clock

17. over there

47. person

24. hour, period

50. already

25. who?

51. place

28. close, near

52. everyday

32. work

53. saw

35. until, as far as

54. where?

37. music

56. yesterday

39. birthday

•Denotes supplementary vocabulary

75

ACTIVITY 3

Answer Key

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