Japanese Now: Text — Volume 1 9780824840297

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JAPANESE NOW Text Volume 1

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

University of Hawaii Press Honolulu

COPYRIGHT © 1 9 8 2 BY THE DEPARTMENT OF EDUCATION, STATE OF HAWAII ALL RIGHTS RESERVED PRINTED IN THE UNITED STATES OF AMERICA

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TAPES TO ACCOMPANY THIS TEXT ARE AVAILABLE FROM UNIVERSITY OF HAWAl'l PRESS 2 8 4 0 KOLOWALU STREET HONOLULU, HAWAl'l

96822

Library of Congress Cataloging-in-Publication Data Sato, Esther M. T„ 1915— Japanese now. Contents: v. 1. Text. 1. Japanese language—Text-books for foreigners. I. Shishido, Loren I., 1946II. Sakihara, Masako, 1935. III. Title. PL539.3.S28 495.6'82421 81-23142 ISBN 0-8248-0773-1 (vol. 1) AACR2

University of Hawai'i Press books are printed on acid-free paper and meet the guidelines for permanence and durability of the Council on Library Resources

CONTENTS

Preface

v

Introduction

vii

Note on Pronunciation

viii

Introductory Units Lessons

1 11

Lesson 1 Jiro Meets Tom

13

Lesson 2 Deciding to Go to the Beach

15

Lesson 3 Deciding to Go to McDonald's

19

Lesson 4 Deciding What to Have for Lunch

22

Lesson 5 Jiro and Tom Decide to Go to the Movies

26

Lesson 6 Jiro Prefers to Study for the Test

29

Lesson 7 Jiro Buys a Birthday Present

34

Lesson 8 In the Morning

37

Lesson 9 Preparing to Go Swimming

40

Lesson 10 Jiro Plans for a Date

45

Lesson 11 Jiro Meets Mary on a Date

48

Lesson 12 Jiro and Mary at the Zoo

51

Lesson 13 Lunch Time at the Zoo

55

Lesson 14 AtJiro'sHome

59

Lesson 15 At the Department Store

63

Lesson 16 Caught in the Rain

67

Lesson 17 After Returning Home from Shopping

70

Lesson 18 Going for a Walk before Dinner

73

Lesson 19 Father Returns Home from Work

76

Lesson 20 Planning for an Outing

80

Appendixes

85

Summary of Grammar

87

ListofKanji

91

List of Verbs

93

Glossary

95

About the Authors

111

Map of Japan

112

Hiragana Chart

114

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. This series will introduce them to the Japanese and give them valuable insights into how the Japanese communicate and meet daily challenges and human needs. The four volumes of this series are designed to serve as 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. Volume 1 focuses on the individual and her friends and gives the student a basic vocabulary of useful words and expressions. Volume 2 acquaints the student with his immediate surroundings, including the family and the neighborhood. Volume 3 leads the student into the larger community and introduces him to Japanese literature and art. Volume 4 takes a broad look at Japan, its cities, history, religion, and its political and economic life. All four volumes are intended to teach language and at the same time expand and deepen the student's understanding of various aspects of Japanese culture. The differences between colloquial and literary Japanese are clearly indicated. Students are first exposed to the spoken language as it is used daily in various social contexts, and are familiarized with the basic structure of Japanese as well. Later, the formal written style is introduced. Students will be able to contrast and compare the two styles readily. Many people have helped us directly and indirectly in making this series a reality. The administrators, teachers, and students of the Hawaii State Department of Education have supported our efforts throughout. Without their cooperation, encouragement, and assistance, such a project would never have been attempted, much less realized. Loreen Ige, Joanne Kanda, and June Kuwabara of Castle High School, Howard Asao of Farrington High School, and Fumiyo Yamanaka of Waiakea High School used and tested our materials and made invaluable comments and suggestions for improving the final product. To the Reverend Eijo Ikenaga goes our warmest gratitude for his creative artwork and calligraphy. At the University of Hawaii, our special thanks go to the administrators and our colleagues in the College of Education, particularly those in the Department of Curriculum and Instruction and the Research and Development Group, and to colleagues in the Department of East Asian Languages: David E. Ashworth and Takako Ayusawa, who helped with editorial tasks, and Kyoko Hijirida, who assisted with the preparation of tapes. To the University of Hawaii Press, we say "mahalo" for the help and guidance we received throughout the publication process.

INTRODUCTION

The Japanese language is spoken by more than 120 million people in Japan proper and a few million more in Okinawa, Korea, and some islands of the South Pacific. Some sixteen centuries ago, the Chinese writing system was introduced in Japan and has since been used with the Japanese syllabary, which was developed in Japan. The Japanese language has many dialects, but since the Meiji Restoration in 1868, standard Japanese has been based on the Tokyo dialect. Today, the Tokyo dialect is the language spoken and understood by the majority of the people of Japan. This series is designed to enable the student to learn Japanese by listening, speaking, reading, and writing from the beginning. No romanization is used. Students learn to pronounce and recognize the Japanese syllabary. Introducing the syllables and symbols reinforces and accelerates the language learning process. In addition, students are more likely to develop a " p u r e " pronunciation through the use of the syllabary, and will learn kanji more readily. Nine introductory units provide a basic vocabulary of everyday words and useful expressions that allow the student to begin speaking Japanese immediately. Grammar and grammatical structures are not discussed in these units. While students practice greetings and basic conversations, they also practice reading and writing the kana syllabaries. 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.

NOTE ON PRONUNCIATION

Japanese is a syllabic language. It is made up of distinct syllables which have the same sound duration. Five syllables are vowels that may be short or long with the long given twice the sound duration of the short vowel: It is important that a clear distinction is made between long and short vowels. ¿¡9 resembles a in father, but is much shorter; fa $> is like aah. I ^ is equivalent to i in mach/ne, but shorter; o u sounds like eek. •y resembles ui in suit, but is pronounced with unrounded lips; < n is like cool. is the same as e in get;

I * or A. A. is like eeh.

to is pronounced like o in obey; fc n or fc & is like ooh. ^ is pronounced like n in by

, ii\ l i

f

when it is followed by tz,

b , tz f 5 V>

hot

good

white yellow

Adjective + Noun L 5 0

red shoes

Z A/CD

9

Note: numbers refer to entries in Grammar section. II. D I A L O G U E tz&fr

:

T

:

fr)

h A •

o

tzüfr : 7iit>

:

tztafr :

t z ü f r Z A , (i? t

7

9 § «fc 9 T * 1 " o

III. V O C A B U L A R Y

(tz/uZ) Japanese name for a male. (In Japanese the last name comes first followed by the first name.) (Particle connecting two nouns.)

CO

am, is. (Depending on the context, am, you are, he/she is, it is, or they are.)

can mean

/

Tom Akau. (Katakana is used to write a foreigner's name, with first name first and then the last as in English. A dot is placed between the first and last name.) j;6L
h

socks handkerchief only that what this

iti

whose 5 5

my father. (Used to refer to speaker's father when speaking to someone outside of the family.)

ttliïtt

that's all that's right

SUPPLEMENTARY

VOCABULARY that one over there tower which what language? 34

IV. 1. Z t i l t

M ^ t ^ o

What is that?

Both &A/ and mean what, Ax is used before words which begin with the sounds t, d, or n, and also in a compound word designating how many. Ex.

&

What did you buy?

k A £ 2.

Zflthis',

£

H ^ l f c i » ,

^ f t that',

fofi

What and what did you buy?

that over there", ¿f f t

which

Z f l indicates something close to the speaker, - f f l refers to something close to the listener, and fofi something at a distance from both the speaker and the listener. E t i is a question word. These words are demonstratives used to point at or refer to a thing or things. 3. < O L f ; { :

mv ^ f t t o

I bought socks and handkerchiefs.

In this context, the verb is understood to be replaces fr O Ltz0 Ex. Q:

Ltz

Ltzfr„

A:

^yiJ^f-

and need not be repeated. Here "Ct" What did you buy?

I £ 1

I bought socks and handkerchiefs. f t ,

4. • f t L ^ i i T - f ^ o

Is that all you bought?

/ f i t is a particle meaning only.

V.

DRILLS A. Question-Answer: Use of Z f i and

ft . Cue: 7 ° U - t f > h

Q: A:

ztui

1.

U - y

^ n f ^ h - e t .

2. 3. of

¿1 Jt V

4.

fc^fa

5.

fctL

6.

fotl Cue: H&9

Q: A: 1. f - V * - h 2. 3. 4. 35

J^yii f-

C. Answer the following questions using fc i t Ex. Q:

. Cue:

o

only a book

A: l i / v t z i f e i " o 1. 2. t z ï l i ï 3. i O l : ^

(only Mr. Tanaka)

èÉLfcsô»o n i t i

1

.

(only Tom and Jiro)

Lît/v^

(only today and tomorrow)

D. Construct questions to the following answers Ex. A: *>*>*-?1*o fc^lîJ:? o

800,000

10,000

iztA,

"5 ^ Ax

-

100,000

^ Ax

20,000

900,000

30,000 TIME

40,000

A/

< £ A,

1,000,000

(E)

&Ax Li

W h a t time is it?

L-^i;

7 o'clock

1 o'clock

ft*> Li

8 o'clock

2 o'clock

< t;

9 o'clock

3 o'clock

Li tg> 9 Li

ii;

4 o'clock

Li Kb 9

ri;

5 o'clock

li (9> 9 i - Li

5< U

6 o'clock

iii;

YEN -

10 o'clock Li

11 o'clock 12 o'clock

;lAx

X>* < A A,

100 yen

K t t * < *Ax

200 yen

5,000 yen

c? A x t » < £ Ax

300 yen

6,000 yen

J; Axi>->?
< h

how much? airplane dollar 73

b A < / U i

IV. - 5 ? M S " 9 1. HD? L «k < ¿ T .

I have time until dinner,

i t * is a particle which means until or up to a certain time, event, or place. Ex.

O i t t o t>tz

to the informal past.

• --k^tzh

ft n Z. 9

if p fc 6 ?

Why don't you go to school?

?

Why don't you eat lunch?

2. ^ 9 7f

fao

Yes, maybe.

tz is the informal or plain form of situation.

and is usually used by a male speaker in an informal

f ^ T ' t f e (formal) •f 9 tz

fa

(informal)

3. i J Z ^ o

Is that so, okay.

is omitted in this expression. It is used usually by male speakers in an informal situation, (formal) 9 ^

(informal)

V. D R I L L S A. Give the formal form of the following phrases. Ex.

Aofce?

1. ifi^ZoK 2.

9

r

o

T

5

Ao£e> .

^

3. < t 0 £ 4.

i

ts&6tz

Z(Dli/o£

£/utzt>?

7. K&A/zr-e

zitnizh?

6.

tk^is^? ^fcfc?

8. 77

VI.

REVIEW A. Say the following in Japanese. Ex.

father's birthday

1.

mother's car

2.

older brother's girlfriend

3.

Japanese car

4.

Japanese language book

5.

English book

6.

American television

B. Substitution 1. Ex. Cue:

Japan

1.

America

2.

school

3.

3 o'clock

4.

here

5.

Hokkaido

A t T*

2. Ex: Cue:

Hawaii

1.

school

2.

5 o'clock

3.

there

4.

bank

5.

railway station

3. Ex. Cue:

home

school

1.

Hokkaido, Kyushu

2.

Tokyo, Honolulu

3.

Japan, Hawaii

4.

here, there

5.

3 o'clock, 5 o'clock

C. Repeat Review Drill B.3 and complete the sentences with an appropriate verb.

Ex.

VII.

enter

/

KH Li


¿c

L E S S O N 20

Planning for an Outing

Situation: Family conversation I. R E A D I N G SELECTION t.«fc-5fi

±®0T*to

isltZ/ob

fîtt-to

fc^è/^a*

b&tzto

'Î-TJ-IZ

o < 0 i t fîËÉt^Ç),

F^M^f::

fît il.

^ o è fc'lHè^o

h A

tr-;uT*t^o

h A

t£
o

t C

l i

(Noun) ¡ i

i ^ T ' t

(noun)

4. 9 * > f i

is; am; are

5.

Question marker -

6.

X t

Omission of the topic/subject

fc&tf»

7.

Omission of words other than topic/subject

?

LESSON 2

1.1X>tXt&

Time words

2. tzts.fr

Particle i ;

3. Word Order Particle

4.-9*5^ 5. O f 6.

f t

^

Nonpast formal form of verbs Verb negative + fr

P I M M !

Particle fa

7. 8. O f

t L

Tentative form of verbs

«k 9

LESSON 3 1.

K^A- F t

2.

fc^ii"

Particle

t z ^ t t

Particle

3.

fcttSfi?

/jor^r

4. Word Order: Topic/subject + location + action

LESSON 4

tz'< & Ltz

1. 2.

Formal past tense form of verbs

- X K tz £ ^^ please do;

O T O ^ l 1 1

3. 3

Particle ( I ;

OT
AxtLK^l

fr

Xt*t r >) -i 7

f

Eg

U i t A,

l t
t

free time

IU 4, 2

one hundred. (Counter for hundreds.)

9

hiragana

IU 3, 19

tett

(fc-5)

(Diitf

frb^^tz

¿f 9

Hokkaido — northernmost Japanese

15

island * y

Honolulu

1

book

IU 3, 17

iS/vL^ ?

Honshu — main Japanese island

15

IS. A, b o ?

really?

15

l i f u b - 9 ¡1

really; truly

14

fS A^ ¿r

actually

11

every day

IU 5

before; to

12

McDonald's

3

-t L i 9

(Verb suffix to express let!s.)

3

-^"t"

(Formal nonpast verb suffix.)

3

-i-ftA,

(Formal nonpast negative verb

3

* 1

ii

^ X.

suffix.) £ tz

not yet; still

3, 16

^ t t b i i d

let's wait

16

iloTOii*

I am waiting

13

i f

until ten thousand. (Counter for ten thousands.)

18 9

$ —t 4 y

meeting

9

short

iu 8

water

IU 2, 14

lake

2

swimwear

9

< /£ £ V

please show me

17

1

shall we see . . .

5

to see

3

milk

16

barley tea

14

¿".-(fci l i l i ^

(MS) tft'^^

106

difficult

IU 7.

trouble; inconvenience

13

Mary

10

é

also; t o o

9

è -5

already

8

Thursday

20

^ T P t i t

to take (thing) along

14

&

Oh boy!

17

Waikiki

5

understand

IU 4

I don't understand

IU 9

I forgot.

IU 9

I; me (Both masculine and feminine.)

4

not good

13

(Subject marker.)

4

but. (Used to connect two statements.)

11

girl friend

14

school

IU 1,

give it all you've got; hang in there

6

g/oZ?

bank

15

M B

Monday

20

entry way to a Japanese home

19

1

P.M.

13

r-tfx

A.M.

13

£

five

9

=E pa

language

20

May 5th

20

Thank you for the meal.

IU 4

meal; cooked rice

IU 2,

Excuse me. (Used when announcing oneself.)

IU 8

golf

10

approximately (time)

9

magazine

6

too bad; it was unfortunate

4

(Counter for time.)

9

hour; time; period

2,9

isn't; aren't

12

tottitLfc btz

< L

• r s * 9 s £ (-e L fc)

£

s o

108

12 -f ¿>

well . . .

2

+

ten

9

eleven

9

juice

6

twelve

9

ten minutes

12

o

n

19

skillful

20

You're mean, brother.

18

- f V ^ ^

a lot

12

fz^EZ.6

kitchen

19

tzfrb

that is why

17

only

7

tzbb

no good

6

fzti

who

4

tzfKD

whose

7

X"

at (a place)

3

"C

by means of

9

T

and. ( - T f o r m of t - t . )

20

i? j . — J\

1

p

r

e

p

a

r

a

t

i

U «k 9 "f 6 9 Clt^A/tf)

O 12 to 3

T—

h

date

6

•et

tbtz

it's completed; it's ready

20

isn't it; probably

6, 9

it is; they are. (Comes generally at the end of a sentence after nouns or adjectives.)

1

•TS^— h

department store

3

T£>

but

6

tr h L

electric train

9

X/vfo

telephone

IU 4, 6

if 9

how about . . . ?

10

if 9 O tz L t t T

D o n ' t mention it.

IU 5

Eo

What happened?

16

H^X't^

H o w a b o u t it?

20

¿ * H T

why?

6

if "5

please. (Used when offering

14

T'Li?

LtLtz

something.) if 9

£ A/

zoo

11

if 9 £

thank you; I'm sorry

IU 6, 14

if 3.

where

1

if L * & 0

downpour

16

109

±WB K7A

h )

* U—

tf —

fcf-;u fcf 7 f

- 7 7 ^

y - ^ > y

4

-

110

Saturday

20

(go for) a drive

20

dollar

18

which

7

bus

15

bus stop

15

basketball

9

volleyball

10

beer

17

art

9

Big Mac

4

grammar; structure

1

not especially

5

study

IU 2, 3

box lunch

20

I; me. (Masculine usage.)

4

parking

15

party

20

piano

9

swimming pool

2

present

7

pen

6

french fries

4

ABOUT THE AUTHORS

ESTHER M. T. SATO, professor of education in the College of Education at the University of Hawaii, teaches foreign language methods and coordinates the student teaching program for foreign language majors. For more than fifteen years, she has also served as the liaison officer between the Hawaii Department of Education and the private Japanese language schools. MASAKO SAKIHARA has taught Japanese at the University of Hawaii and, since 1979, at the University of Hawaii High School. LOREN I. SHISHIDO also taught at the university laboratory school, at both the elementary and secondary levels.

Ill

SEA OF JAPAN

Kagoshima

PACIFIC

OCEAN

ZT L^ If r

If ^

tz ^

$

fr ^

^

£

if

If &

if £ ab

a* *

fc

>

i±

&

£

if

&

£

if &

&

fc

S

¡6»

&

&

*

-7

fotz/v

fc

£

¿fe •9"

iJ

T

K

L

t

O

¡1

L

t

O

*

>r

*

t

i 9

& fc

hj

frtzfrti

£

\>

1; 0

¡T

tr

?

V

¿i

0

•f

§

WJ) tf

J,

J&

t


tf 9 9

& 9

to 9 -9 9

t 9

< 9

9 9

5 cfc 9 jo A/

y

;u

A

7

^

7,

*

t>°

9

^

9

if

T* -tf

tf

'J

ti

¿6

u

^

£

£

ir 9

E

9

•f 9

K

y"

£

*

—

fc

-tf

(3T i?

t>

0

*

-e "t?

X

9

t

1;

t>°

9

P. *

A, ¿r

^

¡r tr r f tr g a t? ¡r t* ¿ ¿ ¿ ¿ ¿ ¿ ¿ ¿ ¿ J ; 9 9 9 9 * 5 9 9 9 9 9

£ i: i. J: i: • 5 9 9 9 9 if

e

9fcA/

9 9

X

69

«k 9

¡5 ¿0 & 9 9

V

3

y

9

fc/fA,:

TLX.-,

fcfco;

1

¿ f c o ; ¿fcO;

% «k 9 fcA,

if

T

•tr

y

X

frtzfrti.

t

*

T C—

fc

ivtz/v

t

%

9

9

% J; 9 fc 9 fcA,

h

V

3

*

9

Katakana J; 9 fcA, is expressed by '—' or '|' For example, n — k: — ; -tr — ; -1 Exceptions to "£>J:9fcA/ tl £ %.tzk,\

•a- if

X \^

«k

Jo A/

I

¿fc

Limited Usage £ is used only for the object particle in a sentence. a . is pronounced sentence.

when used as a particle in a

i i is pronounced b when used as a particle in a sentence. O and V in small letters followed by fr , tz , ( i f

L

t *

è

& &

i>

•V

t •Y

•v

f-

9

t KD % £ 9 9 Ìò/v

a.

f" J.

SL

Kb

tf Kb

f: KD

tf

tf Kb 9

U Kb 9

t? Kb 9

KD 1fl> 9 9

tf Kb 9

ÌC

U ji

-s j.

JL