日本語 NOW!

NihonGO NOW!

NihonGO NOW! is a beginning-level courseware package that takes a performed-

culture approach to learning Japanese. This innovative approach balances the need for an
intellectual understanding of structural elements with multiple opportunities to experience
the language within its cultural context.
From the outset, learners are presented with samples of authentic language that are
context-sensitive and culturally coherent. Instructional time is used primarily to rehearse
interactions that learners of Japanese are likely to encounter in the future, whether they
involve speaking, listening, writing, or reading.
Level 1 comprises two textbooks with accompanying activity books. These four books
in combination with audio files allow instructors to adapt a beginning-level course, such
as the first year of college Japanese, to their students’ needs. They focus on language
and modeled behavior, providing opportunities for learners to acquire language through
performance templates. Online resources provide additional support for both students
and instructors. Audio files, videos, supplementary exercises, and a teachers’ manual are
available at www.routledge.com/9781138304147.
NihonGO NOW! Level 1 Volume 1 Activity Book provides a wealth of communicative
exercises and assessment tools for students working through the first semester of the
NihonGO NOW! course.

Mari Noda is Professor of Japanese at The Ohio State University.

Patricia J. Wetzel is Emerita Professor of Japanese at Portland State University.

Ginger Marcus is Professor of the Practice of Japanese Language at Washington

University in St. Louis.

Stephen D. Luft is Lecturer of Japanese at the University of Pittsburgh.

Shinsuke Tsuchiya is Assistant Professor of Japanese at Brigham Young University.

Masayuki Itomitsu is Associate Professor of Japanese at Linfield College.

 日本語 NOW!
NihonGO NOW!
Performing Japanese Culture
Level 1 Volume 1
Activity Book

Mari Noda, Patricia J. Wetzel, Ginger Marcus,

Stephen D. Luft, Shinsuke Tsuchiya,
and Masayuki Itomitsu
First published 2021
by Routledge
2 Park Square, Milton Park, Abingdon, Oxon OX14 4RN
and by Routledge
52 Vanderbilt Avenue, New York, NY 10017
Routledge is an imprint of the Taylor & Francis Group, an informa business
© 2021 Mari Noda, Patricia J. Wetzel, Ginger Marcus, Stephen D. Luft, Shinsuke Tsuchiya, and
Masayuki Itomitsu
The right of Mari Noda, Patricia J. Wetzel, Ginger Marcus, Stephen D. Luft, Shinsuke Tsuchiya, and
Masayuki Itomitsu to be identified as authors of this work has been asserted by them in accordance
with sections 77 and 78 of the Copyright, Designs and Patents Act 1988.
All rights reserved. No part of this book may be reprinted or reproduced or utilised in any form
or by any electronic, mechanical, or other means, now known or hereafter invented, including
photocopying and recording, or in any information storage or retrieval system, without permission
in writing from the publishers.
Trademark notice: Product or corporate names may be trademarks or registered trademarks, and are
used only for identification and explanation without intent to infringe.
British Library Cataloguing-in-Publication Data
A catalogue record for this book is available from the British Library
Library of Congress Cataloging-in-Publication Data
Names: Noda, Mari, author.
Title: Nihongo now! : performing Japanese culture / Mari Noda, Patricia J. Wetzel, Ginger Marcus,
Stephen D. Luft, Shinsuke Tsuchiya, Masayuki Itomitsu.
Description: New York : Routledge, 2020. | Includes bibliographical references. | Contents: Level 1,
volume 1. Textbook—Level 1, volume 1. Activity book—Level 1, volume 2. Textbook—Level 1,
volume 2. Activity book. | In English and Japanese.
Identifiers: LCCN 2020026010 (print) | LCCN 2020026011 (ebook) | ISBN 9780367509279 (level 1,
volume 1 ; set ; hardback) | ISBN 9780367508494 (level 1, volume 1 ; set ; paperback) |
ISBN 9781138304123 (level 1, volume 1 ; textbook ; hardback) | ISBN 9781138304147 (level 1,
volume 1 ; textbook ; paperback) | ISBN 9781138304277 (level 1, volume 1 ; activity book ; hardback) |
ISBN 9781138304314 (level 1, volume 1 ; activity book ; paperback) | ISBN 780367509309 (level 1,
volume 2 ; set ; hardback) | ISBN 9780367508531 (level 1, volume 2 ; set ; paperback) |
ISBN 9780367483241 (level 1, volume 2 ; textbook ; hardback) | ISBN 9780367483210 (level 1,
volume 2 ; textbook ; paperback) | ISBN 9780367483494 (level 1, volume 2 ; activity book ; hardback) |
ISBN 9780367483364 (level 1, volume 2 ; activity book ; paperback) | ISBN 9780203730249 (level 1,
volume 1 ; ebook) | ISBN 9780203730362 (level 1, volume 1 ; ebook) | ISBN 9781003051855 (level 1,
volume 1 ; ebook) | ISBN 9781003039334 (level 1, volume 2 ; ebook) | ISBN 9781003039471 (level 1,
volume 2 ; ebook) | ISBN 9781003051879 (level 1, volume 2 ; ebook)
Subjects: LCSH: Japanese language—Textbooks for foreign speakers—English. | Japanese language—
Study and teaching—English speakers.
Classification: LCC PL539.5.E5 N554 2020 (print) | LCC PL539.5.E5 (ebook) | DDC 495.682/421—dc23
LC record available at https://lccn.loc.gov/2020026010
LC ebook record available at https://lccn.loc.gov/2020026011
ISBN: 978-1-138-30427-7 (hbk)
ISBN: 978-1-138-30431-4 (pbk)
ISBN: 978-0-203-73024-9 (ebk)
Typeset in Times New Roman
by Apex CoVantage, LLC
Visit the eResources: www.routledge.com/9781138304147
 Contents

じょまく
序幕 Jomaku Introduction .............................................................................................. xvii

ねが
Act 1 よろしくお願いします。 Yoroshiku onegai shimasu.
Nice to meet you. ....................................................................................... 1
れんしゅう
Scene 1-1 練 習 Renshuu Practice ....................................................................................2
☊1-1-1C Identifying the actors (BTS 2).........................................................................2
☊1-1-2P Checking if everybody is here (BTS 1, 2) .......................................................2
うで だめ
1-1 腕 試し Udedameshi Tryout ......................................................................................3
れんしゅう
Scene 1-2 練 習 Renshuu Practice ....................................................................................4
☊1-2-1C What’s going on? (BTS 1, 3) ..........................................................................4
☊1-2-2P What would you say? ......................................................................................4
れんしゅう
Scene 1-3 練 習 Renshuu Practice ....................................................................................6
1-3-1P Onegai-shimasu (BTS 6) .....................................................................................6
れんしゅう
Scene 1-4 練 習 Renshuu Practice ....................................................................................7
☊1-4-1P What would you say? .......................................................................................7
れんしゅう
Scene 1-5 練 習 Renshuu Practice ....................................................................................8
☊1-5-1C What are they saying? .....................................................................................8
☊1-5-2P What would you say? ......................................................................................8
れんしゅう
Scene 1-6 練 習 Renshuu Practice ..................................................................................10
☊1-6-1C What’s going on?...........................................................................................10
☊1-6-2P Responding appropriately .............................................................................10

v
 れんしゅう
Scene 1-7 練 習 Renshuu Practice ..................................................................................11
☊1-7-1C Listening for the name................................................................................... 11
☊1-7-2C Finding the one that doesn’t belong .............................................................. 11

れんしゅう
Scene 1-8 練 習 Renshuu Practice ..................................................................................12
☊1-8-1CP Mora count ..................................................................................................12
☊1-8-2P What would you say? .....................................................................................12

れんしゅう
Scene 1-9 練 習 Renshuu Practice ..................................................................................13
☊1-9-1CP Mora count ..................................................................................................13
☊1-9-2P Does that sound right? ...................................................................................13
☊1-9-3P What would you say? .....................................................................................13
うでだめ
1-9 腕試し Udedameshi Tryout .....................................................................................14

れんしゅう
Scene 1-10 練 習 Renshuu Practice ..................................................................................15
☊1-10-1C What’s going on? .........................................................................................15
☊1-10-2P Giving a self-introduction............................................................................15
うで だめ
1-10 腕 試し Udedameshi Tryout ..................................................................................15

れんしゅう
Scene 1-11 練 習 Renshuu Practice ..................................................................................16
☊1-11-1C What’s going on? .........................................................................................16

れんしゅう
Scene 1-12 練 習 Renshuu Practice ..................................................................................17
☊1-12-1C What’s going on? .........................................................................................17
☊1-12-2P Responding to leave-taking (BTS 23) .........................................................17
☊1-12-3P Leave-taking (BTS 23) ................................................................................18

れんしゅう
Scene 1-13 練 習 Renshuu Practice ..................................................................................19
☊1-13-1P Responding to a greeting .............................................................................19
☊1-13-2P Greeting someone ........................................................................................19

れんしゅう
Scene 1-14 練 習 Renshuu Practice ..................................................................................20
☊1-14-1CP Mora count ................................................................................................20
☊1-14-2P Responding to a greeting .............................................................................20
1-15-1R Symbol recognition .........................................................................................21
1-15-2R Symbol recognition .........................................................................................21

vi
ひょう か
評価 Hyooka Assessment ...............................................................................................22
き
☊聞いてみよう Kiite miyoo Listening comprehension ................................................22
つか
☊使ってみよう Tsukatte miyoo Dry run .......................................................................22
し
知ってる？ Shitte’ru? What do you know? ....................................................................23

だいじょう ぶ
Act 2 大 丈 夫です。 Daijoobu desu. It’ll be fine........................................ 27
れんしゅう
Scene 2-0 練 習 Renshuu Practice ...................................................................................28
☊2-0-1C Responding to instructional expressions .......................................................28
☊2-0-2C Responding appropriately..............................................................................29
☊2-0-3C What’s going on? ...........................................................................................30
れんしゅう
Scene 2-1 練 習 Renshuu Practice ...................................................................................31
☊2-1-1C Yes or no? (BTS 1) ........................................................................................31
☊2-1-2P Affirming and negating (BTS 1, 2, 5) ...........................................................32
☊2-1-3P Refuting an idea (BTS 1, 5) ..........................................................................33
☊2-1-4P Expressing doubt (BTS 1, 2, 3, 4) .................................................................34
れんしゅう
Scene 2-2 練 習 Renshuu Practice ...................................................................................36
☊2-2-1C Checking the schedule (BTS 4, 6).................................................................36
☊2-2-2C Knowing where they are coming from (BTS 3, 6) ........................................36
☊2-2-3P Providing correction (BTS 1, 3, 6, 14) ..........................................................36
☊2-2-4P Correcting a misconception (BTS 7, 8, 9).....................................................37
うでだめ
2-2 腕試し Udedameshi Tryout .....................................................................................37
れんしゅう
Scene 2-3 練 習 Renshuu Practice ...................................................................................38
☊2-3-1C What’s being offered? (BTS 10)....................................................................38
☊2-3-2C Accepted or declined? (BTS 11, 12) .............................................................38
☊2-3-3CP Inviting a colleague (BTS 11) .....................................................................38
☊2-3-4P Expressing agreement (BTS 14, 15) .............................................................40
うでだめ
2-3 腕試し Udedameshi Tryout .....................................................................................41
れんしゅう
Scene 2-4 練 習 Renshuu Practice ...................................................................................42
☊2-4-1P Leaving it open-ended (BTS 16)....................................................................42
れんしゅう
Scene 2-5 練 習 Renshuu Practice ...................................................................................43
☊2-5-1C What’s going on? (BTS 7, 16, 17).................................................................43

vii
 ☊2-5-2C Asking or stating? (BTS 18)..........................................................................43
☊2-5-3C Acknowledgment or disbelief? (BTS 19)......................................................43
☊2-5-4P Responding to new information (BTS 19) ....................................................44
うでだめ
2-5 腕試し Udedameshi Tryout .....................................................................................44
れんしゅう
Scene 2-6 練 習 Renshuu Practice ...................................................................................45
☊2-6-1C What’s going on? (BTS 25)...........................................................................45
☊2-6-2C What’s the style? (BTS 25) ...........................................................................46
☊2-6-3P Expressing uncertainty (BTS 17, 22, 23, 24) ................................................46
☊2-6-4P Expressing uncertainty (BTS 23, 24, 25) ......................................................47
うでだめ
2-6 腕試し Udedameshi Tryout .....................................................................................47
れんしゅう
Scene 2-7 練 習 Renshuu Practice ...................................................................................48
☊2-7-1C Where is it? (BTS 28)....................................................................................48
☊2-7-2P Answering questions .....................................................................................48
☊2-7-3P Refuting an idea (BTS 23) ............................................................................50
れんしゅう
Scene 2-8 練 習 Renshuu Practice ...................................................................................51
☊2-8-1C What’s going on? (BTS 29)...........................................................................51
☊2-8-2P Checking on what’s being asked (BTS 29) ...................................................51
れんしゅう
Scene 2-9 練 習 Renshuu Practice ...................................................................................53
2-9-1R Identifying things and people ............................................................................53
2-9-2R Asking various questions ...................................................................................53
2-9-3W Writing furigana ...............................................................................................54
ひょう か
評価 Hyooka Assessment ...............................................................................................55
き
☊聞いてみよう Kiite miyoo Listening comprehension ................................................55
つか
☊使ってみよう Tsukatte miyoo Dry run .......................................................................56
よ
読んでみよう Yonde miyoo Contextualized reading ......................................................57
か と
☊書き取り Kakitori Dictation ......................................................................................60
か
書いてみよう Kaite miyoo Contextualized writing .......................................................60
し
知ってる？ Shitte’ru? What do you know?....................................................................61

なん じ
Act 3 何時ですか? Nan-ji desu ka? What time is it?................................ 65

Scene 3-1 練習 Renshuu Practice .....................................................................................66

☊3-1-1CP Asking about acronyms (BTS 1, 4, 5) .........................................................66

viii
 ☊3-1-2P Agreeing with an opinion (BTS 2) .................................................................67
☊3-1-3P Confirming the topic before answering the question (BTS 2) .......................68
☊3-1-4P Picking up on a topic (BTS 4)........................................................................69
3-1 腕試し Udedameshi Tryout .....................................................................................69

Scene 3-2 練習 Renshuu Practice .....................................................................................70

☊3-2-1C What’s going on? (BTS 12)...........................................................................70
☊3-2-2P Saying “Let’s do it!” (BTS 8) ........................................................................71
☊3-2-3P Confirming the time of an event (BTS 9, 12)................................................71
☊ 3-2-4P Telling who isn’t coming (BTS 7, 10) ...........................................................72
3-2 腕試し Udedameshi Tryout .....................................................................................73

Scene 3-3 練習 Renshuu Practice .....................................................................................74

☊3-3-1C What’s right? (BTS 13, 14) ...........................................................................74
☊3-3-2C What’s the loanword? (BTS 14) ....................................................................74
☊3-3-3P Making explicit corrections (BTS 13)...........................................................75
☊3-3-4P Making corrections on mistaken identities (BTS 13)....................................76
3-3 腕試し Udedameshi Tryout .....................................................................................77

Scene 3-4 練習 Renshuu Practice .....................................................................................78

☊3-4-1C What time is the train? (BTS 19) ..................................................................78
☊3-4-2C Where did they study that language? (BTS 15) ............................................78
☊3-4-3P Confirming that you’ve heard it right (BTS 16, 19, 20, 21)..........................79
3-4 腕試し Udedameshi Tryout .....................................................................................79

Scene 3-5 練習 Renshuu Practice .....................................................................................80

☊3-5-1C Getting the details..........................................................................................80
☊3-5-2C How many are there? (BTS 25, 26)...............................................................80
☊3-5-3P Stating unit prices (BTS 22, 25, 26, 27) ........................................................81
☊3-5-4P Doing some quick math (BTS 25, 26, 27).....................................................82
3-5 腕試し Udedameshi Tryout .....................................................................................83

Scene 3-6 練習 Renshuu Practice .....................................................................................84

☊3-6-1C Identifying owners (BTS 29, 30)...................................................................84
☊3-6-2P Claiming ownership (BTS 29) ......................................................................84
☊3-6-3P Locating items (BTS 29, 30) .........................................................................85
3-6 腕試し Udedameshi Tryout .....................................................................................86
れんしゅう
Scene 3-7 練 習 Renshuu Practice ...................................................................................87
3-7-1R Asking questions................................................................................................87
3-7-2R Inviting someone to do something together ......................................................87
3-7-3W Nouns modifying Nouns ..................................................................................88

ix
Scene 3-8 練習 Renshuu Practice.....................................................................................89
3-8-1R Giving someone new information .....................................................................89
3-8-2R X or Y? ..............................................................................................................89
3-8-3W Filling in the blanks..........................................................................................90

Scene 3-9 練習 Renshuu Practice.....................................................................................91

3-9-1R Let’s do X together ............................................................................................91
3-9-2R Correcting information ......................................................................................91
3-9-3R Uses of では de wa............................................................................................92
☊3-9-4W Using furigana ..............................................................................................93
3-9-5W Using furigana ..................................................................................................93

評価 Hyooka Assessment .................................................................................................95

☊聞いてみよう Kiite miyoo Listening comprehension ................................................95
☊使ってみよう Tsukatte miyoo Dry run .......................................................................96
よ
読んでみよう Yonde miyoo Contextualized reading......................................................97
か と
☊書き取り Kakitori Dictation ......................................................................................98
か
書いてみよう Kaite miyoo Contextualized writing .......................................................99
知ってる？ Shitte’ru? What do you know?..................................................................100

れんらく き
Act 4 連絡来ました？ Renraku kimashita? Did they get in touch? ........ 105

Scene 4-1 練習 Renshuu Practice...................................................................................106

☊4-1-1C Non-past or past? (BTS 1)...........................................................................106
☊4-1-2P It wasn’t like that. (BTS 1)..........................................................................106
☊4-1-3P Refuting an idea (BTS 1) ............................................................................107
☊4-1-4P It costs about this much. (BTS 4)................................................................108

Scene 4-2 練習 Renshuu Practice...................................................................................109

☊4-2-1C What field of study is mentioned? (BTS 6).................................................109
☊4-2-2C What’s being asked? (BTS 9)......................................................................109
☊4-2-3P Confirming something additional (BTS 10)................................................ 110
☊4-2-4P Refusing politely (BTS 12) ......................................................................... 110
☊4-2 腕試し Udedameshi Tryout............................................................................... 110

Scene 4-3 練習 Renshuu Practice...................................................................................111

☊4-3-1C What’s being asked? (BTS 13).................................................................... 111
☊4-3-2P When does or did it happen? (BTS 20) ....................................................... 111

x
 ☊4-3-3P Implying that there’s more going on (BTS 14) ........................................... 112
☊4-3-4P Giving accurate information (BTS 13)........................................................ 112

Scene 4-4 練習 Renshuu Practice ...................................................................................114

☊4-4-1C What day is it? (BTS 19) ............................................................................. 114
☊4-4-2P Confirming when the guests came/will come here (BTS 20)...................... 114
☊4-4-3P Telling from when to when (BTS 22) ......................................................... 114
☊4-4-4P Asking what the alternative is ..................................................................... 116
4-4 腕試し Udedameshi Tryout ................................................................................... 116

Scene 4-5 練習 Renshuu Practice ...................................................................................117

☊4-5-1C Waiting for someone (BTS 13, 24) ............................................................. 117
☊4-5-2P Interjecting opinions (BTS 25).................................................................... 117
☊4-5-3P Asking questions (BTS 13, 24) ................................................................... 118
4-5 腕試し Udedameshi Tryout ................................................................................... 118

Scene 4-6 練習 Renshuu Practice ...................................................................................119

☊4-6-1C Naming or counting time? (BTS 29) ........................................................... 119
☊4-6-2P Restating to confirm assumptions (BTS 29) ............................................... 119
☊4-6-3P Clarifying what is assumed (BTS 27) .........................................................120
☊4-6-4P Indicating the important information (BTS 27) ..........................................121

Scene 4-7 練習 Renshuu Practice ...................................................................................123

4-7-1R Reporting where something or someone was or where something was
taking place. ............................................................................................................123
4-7-2R Expressing or asking about limitation .............................................................123
4-7-3R Expressing contrast..........................................................................................124
4-7-4R Asking for information ....................................................................................124
4-7-5R Under human control or not ............................................................................125
4-7-6R Preferred word order .......................................................................................125
☊4-7-7W Fill-in-the-blank..........................................................................................126
☊4-7-8W Sentence completion...................................................................................126

評価 Hyooka Assessment ...............................................................................................128

☊聞いてみよう Kiite miyoo Listening comprehension ..............................................128
☊使ってみよう Tsukatte miyoo Dry run .....................................................................129
読んでみよう Yonde miyoo Contextualized reading ....................................................130
☊書き取り Kakitori Dictation ....................................................................................132

xi
 書いてみよう Kaite miyoo Contextualized writing .....................................................132
知ってる？ Shitte’ru? What do you know?..................................................................133

ねが
Act 5 お願いしてもいいですか。 May I ask a favor of you?...................... 139

Scene 5-1 練習 Practice..................................................................................................140

☊5-1-1C Identifying 〜て forms (BTS 1) ..................................................................140
☊5-1-2P Taking up an offer (BTS 2)..........................................................................140
☊5-1-3P Either will be fine. (BTS 2) .........................................................................140
☊5-1-4P Suggesting that it probably won’t make a difference (BTS 2) ....................141

Scene 5-2 練習 Practice..................................................................................................142

☊5-2-1C What does Sakamoto-san want to do? (BTS 4)...........................................142
☊5-2-2P Giving the benefit of the doubt (BTS 3)......................................................142
☊5-2-3P Denying permission (BTS 2, 4)...................................................................143
☊5-2-4P Doing it and going home (BTS 4)...............................................................143
☊5-2 腕試し Tryout....................................................................................................143

Scene 5-3 練習 Practice..................................................................................................144

☊5-3-1C How many are there? (BTS 6).....................................................................144
☊5-3-2C How polite is it? (BTS 5) ............................................................................144
☊5-3-3P Agreeing and requesting (BTS 5, 6)............................................................144
5-3 腕試し Tryout........................................................................................................145

Scene 5-4 練習 Practice..................................................................................................146

☊5-4-1C What’s going on? (BTS 8, 9).......................................................................146
☊5-4-2C What’s the location? ....................................................................................146
☊5-4-3P Stating your destination (BTS 7, 8).............................................................147
☊5-4-4P Suggesting a means for an action (BTS 9)..................................................147
5-4 腕試し Tryout........................................................................................................148

Scene 5-5 練習 Practice..................................................................................................149

☊5-5-1C What’s going on? (BTS 12).........................................................................149
☊5-5-2CP What would you say? (BTS 10) ................................................................150
☊5-5-3CP Inviting Sakamoto-sensei to events (BTS 10)...........................................150
☊5-5-4P Reassuring someone that you’ll be there by the specified time
(BTS 10, 12) ................................................................................................................ 151
5-5 腕試し Tryout........................................................................................................152

xii
Scene 5-6 練習 Practice..................................................................................................153
☊5-6-1C What are the appointment details? (BTS 15, 16) ........................................153
☊5-6-2P Agreeing with the description of an outcome (BTS 14) .............................153
☊5-6-3P Requesting a classmate to help (BTS 5, 15)................................................154
5-6 腕試し Tryout........................................................................................................154

Scene 5-7 練習 Practice..................................................................................................155

5-7-1R Introducing oneself..........................................................................................155
5-7-2R Seeking information about things and events..................................................155
5-7-3R Correcting information ....................................................................................156
5-7-4R Asking for permission .....................................................................................156
5-7-5R Thank-you memos ...........................................................................................156
5-7-6R Identifying an odd item ...................................................................................157
☊5-7-7W Making a shopping list ...............................................................................158
☊5-7-8W Writing down names...................................................................................158

評価 Assessment.............................................................................................................159
☊聞いてみよう Listening comprehension..................................................................159
☊使ってみよう Dry run ..............................................................................................160
読んでみよう Contextualized reading .........................................................................161
☊書き取り Dictation...................................................................................................162
書いてみよう Contextualized writing .........................................................................163
知ってる？ What do you know?...................................................................................164

せ わ
Act 6 いつもお世話になっております。
We always appreciate your helpfulness .............................................. 169

Scene 6-1 練習 Practice..................................................................................................170

☊6-1-1C Ongoing action vs. resulting state (BTS 1) .................................................170
☊6-1-2C What’s going on? (BTS 2, 3).......................................................................170
☊6-1-3P Responding negatively to “yet” questions (BTS 2, 3) ................................171
☊6-1-4P Apologizing for an assignment not yet completed (BTS 1, 3)....................171
6-1 腕試し Tryout........................................................................................................172

Scene 6-2 練習 Practice..................................................................................................173

☊6-2-1C Where is it? (BTS 8)....................................................................................173
☊6-2-2C Point in time or amount of time? (BTS 9)...................................................174
☊6-2-3P How many are coming?...............................................................................174
☊6-2-4P Where is it? (BTS 8)....................................................................................175
6-2 腕試し Tryout........................................................................................................176

xiii
Scene 6-3 練習 Practice..................................................................................................177
☊6-3-1C More or already? (BTS 2, 12) .....................................................................177
☊6-3-2C Who is it? (BTS 13) ....................................................................................177
☊6-3-3P Asking someone to buy more (BTS 12)......................................................178
6-3 腕試し Tryout........................................................................................................178

Scene 6-4 練習 Practice..................................................................................................179

☊6-4-1C Listening for contact information (BTS 14)................................................179
☊6-4-2P Confirming a change (BTS 16) ...................................................................179
6-4 腕試し Tryout........................................................................................................179

Scene 6-5 練習 Practice..................................................................................................180

☊6-5-1C What’s going on? (BTS 19).........................................................................180
☊6-5-2P Explaining that you want to (BTS 19, 20) ..................................................180
☊6-5-3P Offering to be the one to do it (BTS 21) .....................................................181
☊6-5-4P Using polite language (BTS 21) ..................................................................181
6-5 腕試し Tryout........................................................................................................182

Scene 6-6 練習 Practice..................................................................................................183

☊6-6-1C Identifying question word + か & も (BTS 18, 22).....................................183
☊6-6-2P This one’s better. (BTS 24) .........................................................................183
☊6-6-3P I’ll have this. (BTS 28)................................................................................185
☊6-6-4CP Which one? (BTS 24)................................................................................186
6-6 腕試し Tryout........................................................................................................186

Scene 6-7 練習 Practice..................................................................................................187

6-7-1R Ordering food ..................................................................................................187
6-7-2R Verifying where people are from.....................................................................187
6-7-3R Asking for permission .....................................................................................188
6-7-4R Politely indicating where people are ...............................................................188
6-7-5R Making requests ..............................................................................................189
6-7-6R Stating what people are doing right now.........................................................189
6-7-7R Identifying an odd item ...................................................................................190
6-7-8W Checking if something has been done already ...............................................190
☊6-7-9W Getting to know new people.......................................................................191

評価 Assessment.............................................................................................................192
☊聞いてみよう Listening comprehension..................................................................192
☊使ってみよう Dry run ..............................................................................................193
読んでみよう Contextualized reading .........................................................................195

xiv
 ☊書き取り Dictation...................................................................................................197
書いてみよう Contextualized writing .........................................................................197

Appendix A: Symbol practice............................................................................................203

Appendix B: Assessment answer sheets ............................................................................221
Appendix C: Spotlight on form! Act 2: Negative -nai desu forms ....................................226
Appendix D: Spotlight on form! Act 3: -mashoo forms; Noun -ja nai forms ...................229
Appendix E: Spotlight on form! Act 4: Negative -nakatta desu and Noun + datta forms ...231
Appendix F: Spotlight on form! Act 5: 〜て forms ...........................................................235
Appendix G: Answer keys .................................................................................................237

xv
 じょまく
序幕 Jomaku Introduction

り かいれんしゅう
理解練 習 Rikai renshuu Comprehension practice

0-1C What should you do?

Listen to the instructional expressions and select from the illustrations the one that repre-
sents the most appropriate response to each of the instructions.

Ex. 1. d Ex. 2. a 3. 4. 5.
6. 7. 8. 9. 10.
11. 12. 13. 14. 15.
16. 17. 18. 19. 20.

xvii
0-2C What should you do?
Listen to the instructional expressions and select from the illustrations the one that repre-
sents the most appropriate response to each of the instructions.

Ex. 1. i Ex. 2. k 3. 4. 5.
6. 7. 8. 9. 10.
11. 12. 13. 14. 15.
16. 17. 18. 19. 20.

xviii
0-3C Mora count
Listen to groups of 4 words. All items in the same group have the same number of Japa-
nese syllables, or morae, except one. Check the one item in each group that has a different
number of morae from the others in the same group.

Ex. Group 1. a.  b. c. d.
Ex. Group 2. a. b. c. d. 
Group 3. a. b. c. d.
Group 4. a. b. c. d.
Group 5. a. b. c. d.

0-4C Mora count (Same procedures as Practice 0-3C)

Ex. Group 1. a.  b. c. d.
Ex. Group 2. a. b.  c. d.
Group 3. a. b. c. d.
Group 4. a. b. c. d.
Group 5. a. b. c. d.

0-5C Mora count

Listen and identify the number of morae in each item.

Ex. 1. 2 Ex. 2. 3 3. 4. 5.
6. 7. 8. 9. 10.
11. 12. 13. 14. 15.

0-6C Mora count

Listen and identify the number of morae in each item.
Ex. 1. 4 Ex. 2. 4 3. 4. 5.
6. 7. 8. 9. 10.
11. 12. 13. 14. 15.

0-7C Accent
Listen to groups of 4 words. All items in the same group have the same accent patterns,
except one. Check the one item in each group that has a different accent pattern from the
others in the same group.

xix
Ex. Group 1. a. b. c. d. 
Ex. Group 2. a. b. c.  d.
Group 3. a. b. c. d.
Group 4. a. b. c. d.
Group 5. a. b. c. d.

0-8C Accent
Listen to the short sequences and identify the pitch patterns, using H for high and L for low
pitch.

Ex. 1. HLL Ex. 2. HLL 3. 4. 5.

6. 7. 8. 9. 10.

0-9C Accent
Listen to the short sequences and identify the pitch patterns, using H for high and L for low
pitch.

Ex. 1. LHHHL Ex. 2. HLLLHHH 3. 4. 5.

6. 7. 8. 9. 10.

0-10C Intonation
Listen to groups of 4 items. All items in the same group have the same intonation patterns,
except one. Check the one item in the group that has a different accent pattern from the
others in the same group.

Ex. Group 1. a.  b. c. d.
Ex. Group 2. a. b.  c. d.
Group 3. a. b. c. d.
Group 4. a. b. c. d.
Group 5. a. b. c. d.

xx
 じつえんれんしゅう
実演練 習 Jitsuen renshuu Performance Practice

0-11P What would you say?

For each of the following, say a greeting based on the context. Then listen to the sample,
and how the other person(s) respond(s).

Ex. 1. You are seeing a teacher for the first time today. It is 9:30 a.m.
You おはようございます。 Ohayoo gozaimasu. Good morning.
Teacher おはようございます。 Ohayoo gozaimasu. Good morning.
Ex. 2. You are seeing your boss for the first time today. It is 9:00 a.m.
You おはようございます。 Ohayoo gozaimasu. Good morning.
Boss おはよう。 Ohayoo. Good morning.
3. You are greeting everyone in the ofce when you arrive at work. It is 8:50 a.m.
4. You are visiting a community meeting for the frst time. It’s 3:00 p.m.
5. Your Japanese class has just fnished, and you are passing by your instructor on your
way out. It is 3:50 p.m.
6. You are visiting a student organization on campus for the frst time. It’s 10:00 a.m.
7. You are meeting up with your teacher to go to a reception together. It’s 7:00 p.m.
8. You are about to give a presentation to a group of members of the community. It’s
4:00 p.m.

うでだめ
Introduction 腕試し Udedameshi Tryout

Greet a Japanese person, and bow as you greet the person.

xxi
 だい いち まく
第 1幕
Act 1

ねが
よろしくお願いします。
Yoroshiku onegai shimasu.
Nice to meet you.

1
 れんしゅう
◆◆ Scene◆1-1◆ 練 習 ◆Renshuu◆Practice
1-1

り かいれんしゅう
理解練 習 ◆Rikai renshuu◆Comprehension◆practice
よろしくお願いします。

◆1-1-1C◆Identifying◆the◆actors◆(BTS◆2)
ねが

Identify the two speakers in each exchange. If the speaker says a full name, write the full
name using the same order for surname and first name as the speaker. The first speaker is
male; the second speaker is female.

First (male) speaker Second (female) speaker

Ex. 1. Kanda Amy Wang

Ex. 2. Sakamoto Morris

3.

4.

5.

6.

じつえんれんしゅう
実演練 習 ◆Jitsuen renshuu◆Performance◆practice

◆1-1-2P◆Checking◆if◆everybody◆is◆here◆(BTS◆1,◆2)
You are an intern at a company and have been asked to take attendance at a meeting. Say
each name on the attendance sheet below aloud and then listen for a response. Use ◯ to
indicate that the person is present, and X to indicate absent. Pause the audio if necessary to
give yourself time to say each name correctly.

2
Ex. 1.
かん だ
You 神田さん。 Kanda-san. Kanda-san.
Ms. Kanda はい。 Hai. Here!
Ex. 2.

1-1
しら い
You 白井さん。 Shirai-san. Shirai-san.
Mr. Shirai はい。 Hai. Here!

よろしくお願いします。
うでだめ

ねが
1-1 腕試し◆Udedameshi Tryout

Call your Japanese teacher by name to get his/her attention, then greet your teacher.

3
 れんしゅう
◆◆ Scene◆1-2◆ 練 習 ◆Renshuu◆Practice

り かいれんしゅう
理解練 習 ◆Rikai renshuu◆Comprehension◆practice
1-2

1-2-1C◆What’s◆going◆on?◆(BTS◆1,◆3)
よろしくお願いします。

How is hai はい used in each of the following conversations? Select from:

ねが

a. Affirmative response (‘that’s right’)

b. Handing something over (‘here you go’)
c. Accepting something handed to you (‘got it’)
d. Showing you are in attendance (‘here’ or ‘present’)

In this exercise, you may hear unfamiliar words, just as you would when speaking Japanese
outside of the classroom since others won’t know what you’ve studied. This is a chance for
you to practice using what you do know to get an idea of what’s going on.

Ex. 1. This conversation occurs at a welcome party. b

Ex. 2. This conversation occurs in a classroom. c
3. This conversation occurs at a welcome party.
4. This conversation occurs in a classroom.
5. This conversation occurs in an office.

じうえんれんしゅう
実演練 習 ◆Jitsuen renshuu◆Performance◆practice

1-2-2P◆What◆would◆you◆say?
Imagine what you would say in each situation and say it aloud. Then, listen to the audio
and put a check next to the option that best matches what you came up with.

Ex. 1. Your pen ran out of ink, but your friend a._____ b._____ c._____ d. 
Amy came to the rescue with one of her
pens. You want to thank her as you return
her pen to her.
Ex. 2. You invited your friend over, and your a._____ b.  c._____ d._____
friend has just arrived at your door.
3. You asked your professor to write a a._____ b._____ c._____
recommendation letter for you and she
kindly agreed.
4
4. You are meeting with a professor who a._____ b._____ c._____
wrote a reference letter for you. You
just reported to your professor that you
received the scholarship you applied for
with her support.
5. At a reception, you picked up a glass and a._____ b._____ c._____
the server handed you a paper napkin.

1-2
よろしくお願いします。
ねが

5
 れんしゅう
◆◆ Scene◆1-3◆ 練 習 ◆Renshuu◆Practice

じつえんれんしゅう
実演練 習 ◆Jitsuen renshuu◆Performance◆practice

1-3-1P◆Onegai-shimasu◆(BTS◆6)
1-3

ねが
For each of the following situations, if it would be appropriate to say onegai-shimasu お願
よろしくお願いします。

いします write “Y.” If not, write “N.”

Y Ex. 1. You are in a shop and would like to talk to the salesclerk, but don’t see
ねが

the salesclerk around.

N Ex. 2. You have accidentally bumped into someone as you are walking through
the train station.
3. You asked a friend if you could borrow a pencil, and your friend has just
given you the pencil.
4. An intern at work has offered to make some copies for you, and you
would like him to do it.
5. It is 9:30 a.m. and you are seeing a friend for the first time today.

6. You would like a professor to sign a document for you.

7. A cashier at a supermarket has asked if you would like a bag, and you
would like one.

6
 れんしゅう
◆◆ Scene◆1-4◆ 練 習 ◆Renshuu◆Practice

じつえんれんしゅう
実演練 習 ◆Jitsuen renshuu◆Performance◆practice

1-4-1P◆What◆would◆you◆say?
Imagine what you would say in each situation and say it aloud. Then, listen to the audio
and put a check next to the option that best matches what you came up with.

1-4
Ex. 1. At a business meeting someone just presented her a._____ b.  c._____

よろしくお願いします。
business card to you.
Ex. 2. Your teacher is taking attendance and has just called a.  b._____ c._____

ねが
your name.
3. You are helping out at a reception desk at an event. a._____ b._____ c._____
You are handing a name badge to the attendee who
just checked in.
4. Someone is waving in your direction and calling a._____ b._____ c._____
your name.
5. You have just given your business card to a new a._____ b._____ c._____
acquaintance.

7
 れんしゅう
◆◆ Scene◆1-5◆ 練 習 ◆Renshuu◆Practice

り かいれんしゅう
理解練 習 ◆Rikai renshuu◆Comprehension◆practice

1-5-1C◆What◆are◆they◆saying?
Write the letter of the word that you hear. If the word can be used to thank someone, write
“Y” in the parentheses; otherwise, write “N.”

Ex. Ex.
1-5

1. c (Y) 2. b (N) 3. ( ) 4. ( )
よろしくお願いします。

5. ( ) 6. ( ) 7. ( ) 8. ( )
ねが

a. Doozo / どうぞ
b. Yoroshiku / よろしく
c. Arigatoo / ありがとう
d. Arigatoo gozaimasu / ありがとうございます
e. Sayoonara / さようなら
f. Arigatoo gozaimashita / ありがとうございました
g. Ohayoo / おはよう

じつえんれんしゅう
実演練 習 ◆Jitsuen renshuu◆Performance◆practice

1-5-2P◆What◆would◆you◆say?
Imagine what you would say in each situation and say it aloud. Then listen to how the
other person reacts.

Ex. 1. On your way to class in the morning, you have run into a friend in the hall-
way at school.
You おはよう。 Ohayoo. Good morning.
Friend おはよう。 Ohayoo. Good morning.
Ex. 2. It’s 6:00 p.m. and your supervisor says that you may go home.
しつれい
You では、失礼します。 De wa I’ll be go ahead and excuse
shitsuree-shimasu. myself.
Supervisor はい。 Hai. Okay.

8
3. You have just met someone who will be helping you with your Japanese for the first
time.
4. You’ve just called your new colleague by the wrong name.
5. A student younger than you gave you a snack.
6. You have run into one of your supervisors in the hallway in the morning.
7. Your instructor just announced that class is over.

1-5
よろしくお願いします。
ねが

9
 れんしゅう
◆◆ Scene◆1-6◆ 練 習 ◆Renshuu◆Practice

り かいれんしゅう
理解練 習 ◆Rikai renshuu◆Comprehension◆practice

1-6-1C◆What’s◆going◆on?
In each conversation, listen to Brian and select the description that tells what he is doing.
Use each description only once.

Ex. 1. c Ex. 2. a
3. _____ 4. _____ 5. _____ 6. _____
1-6

a. Bidding farewell.
b. Responding to a request.
よろしくお願いします。

c. Thanking someone for a meal.

d. Entering an office.
e. Offering something.
ねが

f. Receiving something with gratitude.

じつえんれんしゅう
実演練 習 ◆Jitsuen renshuu◆Performance◆practice

1-6-2P◆Responding◆appropriately
Read the context, listen to the speaker, and then provide a response.

Ex. 1. Your supervisor invites you to enter his office.

Supervisor どうぞ。 Doozo. Come in.
しつれい
You 失礼します。 Shitsuree-shimasu. Thank you.
Ex. 2. You and your host mother just finished eating.
Host mother ごちそうさま。 Gochisoosama. Thank you.

You ごちそうさまでした。 Gochisoosama deshita. Thank you.

3. Your senior co-worker (senpai) greets you in the morning.

4. Your homestay mother invites you to begin eating.

10
 れんしゅう
◆◆ Scene◆1-7◆ 練 習 ◆Renshuu◆Practice

り かいれんしゅう
理解練 習 ◆Rikai renshuu◆Comprehension◆practice

1-7-1C◆Listening◆for◆the◆name
Listen to the self-introductions and try to catch the name of the person. Write each person’s
name.

Person’s name

Ex. 1. Sasha Morris

Ex. 2. Suzuki Akira

1-7
3.

4.

よろしくお願いします。
5.

ねが
6.

7.

1-7-2C◆Finding◆the◆one◆that◆doesn’t◆belong
Listen to each group of items, a, b, c, and d. All items in each group except one share
something in common in terms of their meaning or function in a conversation. Identify the
one that doesn’t fit by placing a circle (○) next to it.

Ex. Group 1. a._____ b._____ c._____ d. ○

Ex. Group 2. a. ○ b._____ c._____ d._____
Group 3. a._____ b._____ c._____ d._____
Group 4. a._____ b._____ c._____ d._____
Group 5. a._____ b._____ c._____ d._____

11
 れんしゅう
◆◆ Scene◆1-8◆ 練 習 ◆Renshuu◆Practice

り かいじつえんれんしゅう
理解実演練 習 ◆Rikai jitsuen renshuu Comprehension◆
and◆performance◆practice

1-8-1CP◆Mora◆count
Listen, repeat, and identify the number of morae (beats) in each item. You will hear each
item twice.

Ex. 1. 5 Ex. 2. 4
3. ______ 4. ______ 5. ______ 6. ______ 7. ______
8. ______ 9. ______ 10. ______ 11. ______ 12. ______

じつえんれんしゅう
実演練 習 ◆Jitsuen renshuu◆Performance◆practice
1-8

1-8-2P◆What◆would◆you◆say?
よろしくお願いします。

Imagine what you would say in each situation and say it aloud. Then listen to how the
other person reacts.
ねが

Ex. 1. You just finished a lunch-box meal with your friend.

You ごちそうさま。 Gochisoosama. Thank you.
Friend ごちそうさま。 Gochisoosama. Thank you.
Ex. 2. A shopkeeper just handed you the item you purchased.
You どうも。 Doomo. Thanks.
Shopkeeper どうもありがとうござ Doomo arigatoo Thank you.
います。 gozaimasu.

3. You are leaving home to go to school and your host mother is seeing you off.
4. Your homestay father is about to leave for work.
5. You are visiting a client who has just offered you a seat.
6. You are concluding your first meeting with your project team and want to indicate the
end of the meeting.
7. Your teacher has told you that you can keep the document you were looking at.
8. You see someone who looks like Ichiro, your friend who is several years younger. You
want to see if it really is Ichiro.

12
 れんしゅう
◆◆ Scene◆1-9◆ 練 習 ◆Renshuu◆Practice

り かいじつえんれんしゅう
理解実演練 習 ◆Rikai jitsuen renshuu
Comprehension◆and◆performance◆practice

1-9-1CP◆Mora◆count
Listen, repeat, and identify the number of morae (beats) in each item.

Ex. 1. 5 Ex. 2. 4 3. _____ 4. _____ 5. _____

6. _____ 7. _____ 8. _____ 9. _____ 10. _____

じつえんれんしゅう
実演練 習 ◆Jitsuen renshuu◆Performance◆practice

1-9-2P◆Does◆that◆sound◆right?
For each situation, imagine how you would respond and say it aloud. Then, listen to the
audio and indicate which of the four utterances best matches what you have imagined as

1-9
appropriate.

よろしくお願いします。
Ex. 1. At roll call, your name has just been called. a._____ b. ○ c._____ d._____
Ex. 2. You and your host family are about to begin a. ○ b._____ c._____ d._____

ねが
dinner.
3. You have just finished lunch with a friend. a._____ b._____ c._____ d._____
4. You are leaving your office for a meeting a._____ b._____ c._____ d._____
out of town.
5. Class just ended and your classmate is a._____ b._____ c._____ d._____
leaving.

1-9-3P◆What◆would◆you◆say?
Imagine what you would say in each situation and say it aloud. Then listen to how the
other person reacts.

Ex. 1. You are hosting a reception, and one of your clients is leaving.
You ありがとうございました。 Arigatoo gozaimashita. Thank you (for what
you’ve done).

13
 Client どうもありがとうございま Doomo arigatoo Thank you. Excuse me.
しつれい
した。失礼します。 gozaimashita.
Shitsuree-shimasu.
Ex. 2. A friend of yours is treating you to a meal, and you are about to start eating.
You いただきます。 Itadakimasu. Thank you.
Friend どうぞ。 Doozo. Go ahead.

3. You and your friend are going to different classes now, but will be meeting up again
later for lunch.
4. You are about to leave the office to go on a business trip.
5. You are taking a client out to eat, and the meal has just been brought out.
6. You are waving good-bye to a baby.

うでだめ
1-9◆腕試し◆Udedameshi◆Tryout

Say goodbye to someone before you leave, using the appropriate leave-taking expression.
1-9
よろしくお願いします。
ねが

14
 れんしゅう
◆◆ Scene◆1-10◆ 練 習 ◆Renshuu◆Practice

り かいれんしゅう
理解練 習 ◆Rikai renshuu◆Comprehension◆practice

1-10-1C◆What’s◆going◆on?
Listen to each phrase and indicate whether it would be said (a) as a greeting, (b) when you
or someone else leaves, or (c) at meal time.

Ex. 1. a Ex. 2. b
3. _____ 4. _____ 5. _____ 6. _____ 7. _____
8. _____ 9. _____ 10. _____ 11. _____ 12. _____

じつえんれんしゅう
実演練 習 ◆Jitsuen renshuu◆Performance◆practice

1-10-2P◆Giving◆a◆self-introduction
For each situation, say a simple introduction, and listen to how someone might respond. The
sample responses use Brian and Sasha, but use your own name when you do your introduction.

1-10
Ex. 1. You are a homestay student introducing yourself to your host mother,
Shirai-san.

よろしくお願いします。
You/Brian ブライアンです。 よろしく Buraian desu. Yoroshiku I’m Brian. Nice to
ねが
お願いします。 onegai-shimasu. meet you.
しら い
Host mother Shirai-desu. Doozo I’m Shirai. Nice to

ねが
白井です。 どうぞよろ
しく。 yoroshiku. meet you.
Ex. 2. You are a new student introducing yourself to your teacher,
Sakamoto-sensei.
You/Brian ブライアン・ワンです。 Buraian-wan desu. Yoro- I’m Brian Wang.
ねが
よろしくお願いします。 shiku onegai-shimasu. Nice to meet you.
さかもと
Teacher 坂本です。 どうぞよろ Sakamoto-desu. Doozo I’m Sakamoto. Nice
しく。 yoroshiku. to meet you.
3. You are a new employee introducing yourself to your boss, Yagi-san.
4. You are a new employee introducing yourself to a co-worker, Ikeda-san.

うでだめ
1-10 腕試し◆Udedameshi◆Tryout

Introduce yourself to someone new.

15
 れんしゅう
◆◆ Scene◆1-11◆ 練 習 ◆Renshuu◆Practice

り かいれんしゅう
理解練 習 ◆Rikai renshuu◆Comprehension◆practice

1-11-1C◆What’s◆going◆on?
Listen to Kanda-san and Sasha, office colleagues, and select from the list the option that
best describes the situation. Use each description only once.

Ex. 1. b Ex. 2. a 3. _____ 4. _____ 5. _____

a. Kanda-san is leaving.
b. Sasha is leaving at the end of the workday.
c. Sasha goes off to an appointment.
d. Kanda-san just edited a proposal that Sasha put together for their project.
e. Both Kanda-san and Sasha are leaving the office at the end of the workday.
1-11
よろしくお願いします。
ねが

16
 れんしゅう
◆◆ Scene◆1-12◆ 練 習 ◆Renshuu◆Practice

り かいれんしゅう
理解練 習 ◆Rikai renshuu◆Comprehension◆practice

1-12-1C◆What’s◆going◆on?
Listen to Kanda-san and Sasha, office colleagues, and select from the list the option that
best describes the situation. Use each description only once.

Ex. 1. b Ex. 2. a 3. _____ 4. _____ 5. _____

a. Kanda-san returns to the office after attending a meeting elsewhere.

b. Sasha requests that Kanda-san approve a form.
c. Kanda-san gets Sasha’s attention.
d. Sasha leaves the office at the end of the workday.
e. Sasha leaves to go to an appointment.

じつえんれんしゅう
実演練 習 ◆Jitsuen renshuu◆Performance◆practice

1-12-2P◆Responding◆to◆leave-taking◆(BTS◆23)
Respond to each of the leave-taking expressions based on the context.

Ex. 1. Your host father is leaving for work in the morning.

い

1-12
Host father 行ってきます。 Itte kimasu. I’m leaving.
い
You 行ってらっしゃい。 Itte rasshai. See you later. よろしくお願いします。
Ex. 2. You are leaving your teacher’s office after a one-on-one meeting.
Teacher じゃあ。 Jaa. Well then.
しつれい
ねが

You 失礼します。 Shitsuree-shimasu. Excuse me.

3. A co-worker is leaving the office at the end of the day.
4. Your project team has finished a big presentation and everybody is
going back to their office.
5. You and your friends are about to go home after a night out.

17
 1-12-3P◆Leave-taking◆(BTS◆23)
Say a leave-taking expression based on the context and listen to the response.

Ex. 1. You are leaving for school. Your host family sister is still at home.
い
You 行ってきます。 Itte kimasu. I’m leaving.
い
Host sister 行ってらっしゃい。 Itte rasshai. See you later.
Ex. 2. You are going home after having spent some time with an elementary
school student.
ば い ば い
You バイバイ。 Bai bai. Bye-bye.
ば い ば い
Student バイバイ。 Bai bai. Bye-bye.
3. You have been talking to a teacher, and you are leaving her office now.
4. You are leaving work, but others are still working.
1-12
よろしくお願いします。
ねが

18
 れんしゅう
◆◆ Scene◆1-13◆ 練 習 ◆Renshuu◆Practice

じつえんれんしゅう
実演練 習 ◆Jitsuen renshuu◆Performance◆practice

1-13-1P◆Responding◆to◆a◆greeting
Respond to each of the greetings based on the context.

Ex. 1. You are saying hello to a friend in the morning.

Friend おはよう。 Ohayoo. Good morning.
You おはよう。 Ohayoo. Good morning.
Ex. 2. You are hiking and pass some other hikers on the hiking trail in the
afternoon.
Hikers こんにちは。 Konnichi wa. Hello.
You こんにちは。 Konnichi wa. Hello.
3. Your host father has just arrived home.
4. You are walking past your neighbor who is sweeping the street in
front of her house in the morning.

1-13-2P◆Greeting◆someone
Say a greeting based on the context and listen to the response.

Ex. 1. You are greeting a senior co-worker as you pass her in the hall.
つか さま
You お疲れ様です。 Otsukaresama desu. Hello.
つか さま
Senior co-worker お疲れ様。 Otsukaresama. Hello.
Ex. 2. You have just arrived home from school. Greet your host mother.
You ただいま。 Tadaima. I’m home.
1-13

Host mother おかえり。 Okaeri. Welcome back.

3. Your co-worker has just returned from her meeting.
よろしくお願いします。

4. You are exchanging business cards with a new project team mem-
ber and have just told him your name.
ねが

19
 れんしゅう
◆◆ Scene◆1-14◆ 練 習 ◆Renshuu◆Practice

理解実演練習 Rikai jitsuen renshuu Comprehension◆◆

and◆performance◆practice

1-14-1CP◆Mora◆count
Listen, repeat, and identify the number of morae (beats) in each item.

Ex. 1. 4 Ex. 2. 7 3. _____ 4. _____ 5. _____

6. _____ 7. _____ 8. _____ 9. _____ 10. _____

じつえんれんしゅう
実演練 習 ◆Jitsuen renshuu◆Performance◆practice

1-14-2P◆Responding◆to◆a◆greeting
Say a greeting based on the context and listen to the response.

Ex. 1. You are saying goodnight to a colleague after an evening event.

You おやすみなさい。 Oyasumi nasai. Good night.
Host sister おやすみなさい。 Oyasumi nasai. Good night.
Ex. 2. You are leaving the office to do some errands.
い
You 行ってきます。 Itte kimasu. I’m leaving.
い
Neighbor 行ってらっしゃい。 Itte rasshai. See you later.
3. You are about to end a meeting with a new client.
4. Your colleague is leaving the office for the day, but you still have
something to do.
1-14
よろしくお願いします。
ねが

20
 ◆◆ Scene◆1-15◆ 練習◆Renshuu◆Practice

よ れんしゅう
読み練 習 ◆Yomi-renshuu◆Reading◆practice

1-15-1R◆Symbol◆recognition
Underline the kanji in the following. Leave it unmarked if there are no kanji.

Ex. 1. ジョナサン野村 8. ありがとうございました。

失礼します。
Ex. 2. ブライアンさん、おはよう。(No kanji) 9. お疲れ様です。
3. 博です。 10. 京都駅
4. よろしくお願いします。 11. お帰りなさい。
5. おはよう。 12. お先に。
6. 神田さんです。 13. サーシャ・モリス
7. どうも！僕、一郎。

1-15-2R◆Symbol◆recognition
Underline the katakana in the following.

Ex. 1. 私の家ではテレビはあまり見ません。 8. サーシャ・モリスです。

よろしくお
願いします。
Ex. 2. 雨が降りました。(No katakana) 9. 行っていらっしゃい。
3. 東京ドームに行きました。 10. 野菜丸ごとヤサイクル
4. ミーティング、何時ごろですか。 11. ゴミを減らしてＣＯ２を削減する。
5. 沖縄のどこ 12. いろんな味で食べるエコ。
6. ブライアン・ワンさん
1-15

7. じゃあね、バイバイ！
よろしくお願いします。
ねが

21
 ひょう か
◆◆ ◆ 評 価◆Hyooka Assessment◆

Answer sheet templates are provided in Appendix B for the Assessment sections.

き
聞いてみよう◆Kiite miyoo Listening◆comprehension

For each of the following, read the context, listen to the audio, and then answer the ques-
tions. The audio may include unfamiliar expressions. If you hear something unfamiliar,
rely on what you know to choose the correct answer.

1. Two people greet each other on campus.

a. What is the relationship between the speakers?
b. What is the man’s name?
2. Two people are at the train station.
a. What is the relationship between the speakers?
b. What are they doing?
3. Two people are talking to each other in front of an office building.
a. When is this conversation taking place?
b. Who is more senior, the woman or the man?
4. Two people are talking to each other in front of an office building.
a. Who is staying back?
5. Two people are bowing to each other in an office.
a. How well do they know each other?
b. What is the woman’s name?
c. What is the man’s name?
6. Two people are bowing to each other at a reception.
a. What do both speakers express to each other?
b. What is the woman’s name?

つか
使ってみよう◆Tsukatte miyoo Dry◆run
Act 1

For each of the following, listen to the audio, and respond to what was said based on the
よろしくお願いします。

context.
ねが

22
 1. Your host father is leaving for work.
2. A friend is giving you a pen to borrow.
3. You are passing a friend of yours in the hallway at school in the morning.
4. You respond to a co-worker who is asking for a copy of the new schedule.
5. You are meeting one of the new part-time student workers at the company where you
work. (Use your own name in your response. In the sample response, the name Susan
Smith will be used.)
6. You are passing a co-worker in the hall.
7. A co-worker is leaving work at the end of the day.
8. You have been visiting your friend’s house for dinner. You are now leaving and your
friend’s mother is speaking to you.
9. Your host mother has returned home from work.

Now it’s your turn to start the conversation based on the given context. Listen to how the
other person reacts to you. For some items, you may not get a verbal response. If you hear
something unfamiliar, rely on what you know to choose the correct answer.

10. You are greeting the other employees when you arrive at the office in the morning.
11. Your boss has been on a business trip the past few days. He has just returned to the
office.
12. You sit down next to a friend in class in the morning. It is the first time you’ve seen
your friend today.
13. You and a classmate are both trying to go through the door to class at the same time.
Invite your classmate to go first.
14. You are about to finish meeting one of your superiors at work for the first time.
15. You are visiting a teacher in her office in the afternoon.
16. A cashier is asking if you would like your receipt. You would like the receipt.
17. You are passing a teacher in the hall in the afternoon.
18. You are leaving work at the end of the day.
19. You are just about to eat dinner with your host family. Your host mother made the
dinner.
20. You are meeting some friends from school for dinner in the evening.

し
知ってる？◆Shitte’ru? What◆do◆you◆know?

Select the most appropriate option and write the letter in the space on your answer sheet.

1. You would say はい Hai when you _______. (BTS 1)

Act 1

a. thank someone for something he did

b. ask someone to do something for you
よろしくお願いします。

c. hand something over to someone

ねが

23
 せん せい
2. 〜さん , 〜 先 生 , and 〜くん (~san, ~sensei, and ~kun) are not attached to
your ___________ name. (BTS 2)
a. co-worker’s
b. own
c. teacher’s
3. What is the conventional order of names in Japanese? (BTS 2)
a. Surname then the given name
b. Given name then surname
4. Sometimes 〜さん ~san is dropped after someone’s name. Who is more likely to do so?
(BTS 2)
a. A host to a guest
b. An assistant to a supervisor
c. A manager to an assistant
5. You want to thank your teacher for her signature on a form. What would you say? (BTS 4)
a. ありがとう。Arigatoo.
b ありがとうございました。Arigatoo gozaimashita.
ねが
c. お願いします。Onegai shimasu.
6. You want to preface your request with an apology. (BTS 5)
a. すみません。Sumimasen.
ねが
b. お願いします。Onegai shimasu.
しつれい
c. 失礼しました。Shitsurei shimashita.
7. You’ve just introduced yourself by name to the new intern. What else could you add?
(BTS 9)
a. どうもありがとう。Doomo arigatoo.
b. こちらこそ。Kochira koso.
ねが
c. よろしくお願いします。Yoroshiku onegai shimasu.
8. Upon entering the teacher’s office, you would say ________. (BTS 11)
ねが
a. お願いします。Onegai shimasu.
さき しつれい
b. お先に失礼します。Osaki ni shitsurei shimasu.
しつれい
c. 失礼します。Shitsurei shimasu.
9. It’s 9:00 a.m. and you greet your new host family’s father. What would you say?
Act 1

(BTS 12)
a. おはよう。Ohayoo.
よろしくお願いします。

b. おはようございます。Ohayoo gozaimasu.
c. こんにちは。Konnichi wa.
ねが

24
10. It’s 9:00 a.m. and you leave your homestay for school. What would you say to your
host mother? (BTS 17)
a. そようなら。Sayoonara.
b. バイ
い
バイ。Bai bai.
c. 行ってきます。Itte kimasu.
11. You say goodbye to your best friend after school. (BTS 18)
しつれい
a. では、失礼します。De wa, shitsurei shimasu.
b. さよなら。Sayonara.
c. じゃね、また。Ja ne, mata.
12. You greet your roommate who has just come home. What would you say? (BTS 17)
い
a. 行ってらっしゃい。Itte rasshai.
かえ
b. お帰りなさい。Okaerinasai.
c. ただいま。Tadaima.
13. You’re being introduced to the mayor of the town. How would you refer to yourself in
your introduction? (BTS 15)
ぼく
a. 僕 Boku
b. あたし Atashi
わたくし
c. 私 Watakushi
14. You’re about to start eating dinner with your friend. What would you say? (BTS 13)
a. いただきます。Itadakimasu.
b. どうぞ。Doozo.
ち そうさま
c. ご馳走様でした。Gochisoosama deshita.
15. You’re finishing a meal with your co-worker. What would you say? (BTS 13)
つか さま
a. お疲れ様でした。Otsukaresama deshita.
ち そうさま
b. ご馳走様でした。Gochisoosama deshita.
しつれい
c. 失礼しました。Shitsurei shimashita
16. You’ve come to the end of a workshop and want to thank everyone for their work.
What would you say? (BTS 22)
a. では、
また。De wa, mata.
しつれい
b. 失礼しました。Shitsurei shimashita.
つか さま
c. お疲れ様でした。Otsukaresama deshita.
Act 1

17. Each kana symbol represents a _____. (BTL 1)

a. word
よろしくお願いします。

b. sound
c. mora
ねが

25
 18. Kanji were originally borrowed from _____. (BTL 2)
a. China
b. Korea
c. Nepal
たて が
19. 縦書き Tategaki refers to script that is written _____. (BTL 3)
a. left to right, horizontally
b. right to left, vertically
c. left to right, vertically
20. Furigana is also called _____. (BTL 4)
a. rubi
b. kanji
c. ten-ten
ふり が な
21. 振仮名 Furigana refers to kana that _____. (BTL 4)
a. assists readers with pronunciation
b. substitutes for kanji in tategaki
c. helps people to write kanji
げんこうよう し
22. 原稿用紙 Genkooyooshi refers to _____. (BTL 5)
a. small squares for writing kanji
b. writing assignments
c. special paper for writing Japanese
Act 1
よろしくお願いします。
ねが

26
 だい に まく
第2幕
Act 2

だいじょう ぶ
大 丈 夫です。
Daijoobu desu.
It’ll be fine.
せん り みち いっぽ
千里の道も一歩から Senri no michi mo ippo kara
A journey of a thousand miles begins
with a single step.

27
 れんしゅう
◆◆ Scene◆2-0◆ 練 習 ◆Renshuu◆Practice
2-0

り かいれんしゅう
理解練 習 ◆Rikai renshuu◆Comprehension◆practice
大 丈 夫です。
だいじょう ぶ

2-0-1C◆Responding◆to◆instructional◆expressions
Listen and select from the illustrations the appropriate response to each instructional
expression.

Ex. 1. d Ex. 2. c 3. _____ 4. _____ 5. _____

6. _____ 7. _____ 8. _____ 9. _____ 10. _____
11. _____ 12. _____ 13. _____ 14. _____ 15. _____
16. _____ 17. _____ 18. _____ 19. _____ 20. _____

28
2-0-2C◆Responding◆appropriately
Listen to the audio and select the most appropriate response to the command.

2-0
Ex. 1. c Ex. 2. a 3. _____ 4. _____ 5. _____
6. _____ 7. _____ 8. _____ 9. _____

大 丈 夫です。
だいじょう ぶ
Ex. 1.
a. Tell Jones-san the answer one more time.
b. Ask Jones-san a question.
c. Say it to Jones-san.
d. Repeat what Jones-san said.
Ex. 2.
a. Read something.
b. Ask a question.
c. Listen to the teacher.
d. Close your book.
3.
a. Respond to what was said.
b. Ask a question.
c. Stop using any language other than Japanese.
d. Put your phone away.
4.
a. Tell Chen-san the answer.
b. Ask Chen-san a question.
c. Say it to Chen-san again.
d. Listen.
5.
a. Stop using any language other than Japanese.
b. Respond when it’s your turn.
c. Say it together with the rest of the class.
d. Close your book.
6.
a. Put your phone away.
b. Respond to what was said.
c. Listen.
d. Say it louder.

29
 7.
a. Listen.
b. Look at something.
c. Say it again.
2-0

d. Put your phone away.

大 丈 夫です。

8.
だいじょう ぶ

a. Ask Smith-san one more time.

b. Repeat what Smith-san said.
c. Tell Smith-san the answer.
d. Say it to Smith-san.
9.
a. Repeat what Wilson-san said.
b. Ask Wilson-san one more time.
c. Say “Wilson-san” more clearly.
d. Give the answer to Wilson-san.

2-0-3C◆What’s◆going◆on?
Listen to each conversation and select from the list the description that best tells what the
man is doing. Use each description only once.

Ex. 1. c Ex. 2. d 3. _____ 4. _____ 5. _____

6. _____ 7. _____

a. Reading a name.
b. Thanking for something he received.
c. Agreeing to speak in Japanese.
d. Bidding farewell.
e. Greeting his subordinate.
f. Making a request to a new acquaintance.
g. Beginning a meal.

30
 れんしゅう
◆◆ Scene◆2-1◆ 練 習 ◆Renshuu◆Practice

り かいれんしゅう
理解練 習 ◆Rikai renshuu◆Comprehension◆practice

2-1
2-1-1C◆Yes◆or◆no?◆(BTS◆1)

大 丈 夫です。
だいじょう ぶ
Listen to each statement and select from the list the English that corresponds to what the
speaker says.

Ex. 1. a Ex. 2. b 3. _____ 4. _____ 5. _____

6. _____ 7. _____ 8. _____ 9. _____ 10. _____

Ex. 1. a. I’ll do it.

b. I won’t do it.
Ex. 2. a. I understand it.
b. I don’t understand it.
3. a. I can do this.
b. I can’t do this.
4. a. I’ll do my best.
b. I’ll go easy.
5. a. It’s that one that we both know about.
b. It’s not that one that we both know about.
6. a. I’m all right.
b. I’m not all right.
7. a. My choice is that one close to you.
b. My choice is not that one close to you.
8. a. It’s me.
b. It’s not me.
9. a. That is awesome.
b. That’s not a big deal.
10. a. It’s fine.
b. It’s not fine.

31
 じつえんれんしゅう
実演練 習 ◆Jitsuen renshuu◆Performance◆practice

2-1-2P◆Affirming◆and◆negating◆(BTS◆1,◆2,◆5)
Respond to Yagi-san’s question based on the illustrations. If Yagi-san is correct, respond
affirmatively. If Yagi-san is incorrect, use the negative form じゃないです ja nai desu in
2-1

your response. Remember that Yagi-san will refer to something that you have with それ
sore, but you will refer to the same item with これ kore, and vice-versa.
大 丈 夫です。
だいじょう ぶ

Ex. 1.

Yagi-san それですか。 Sore desu ka? Is it that one?

You はい、
これです。 Hai, kore desu. Yes, it’s this one.

Ex. 2.

Yagi-san あれですか。 Are desu ka? Is it that one over there?

You いえ、
あれじゃないです。 Ie, are ja nai desu. No, it’s not that one over
there.

32
 2-1
大 丈 夫です。
だいじょう ぶ
2-1-3P◆Refuting◆an◆idea◆(BTS◆1,◆5)
Let Tanaka-san know that her assumption is incorrect.

Ex. 1.
Tanaka-san わかりますか？ Wakarimasu ka? Do they understand?
You いえ、わかりません。 Ie, wakarimasen. No, they don’t.

Ex. 2.
せんせい
Tanaka-san 先生ですか？ Sensee desu ka? Is she a teacher?
せんせい
You いえ、先生じゃありません。 Ie, sensee ja arimasen. No, she isn’t.

33
 2-1-4P◆Expressing◆doubt◆(BTS◆1,◆2,◆3,◆4)

Express your doubt about what Kanda-san says by asking a question. Refer to the illustra-
tion to identify the item under discussion in your response.

Ex. 1.
2-1
大 丈 夫です。
だいじょう ぶ

Kanda-san できます。 Dekimasu. I can do it.

You これ、
できますか？ Kore, dekimasu ka? Can you do this
(near me)?
Ex. 2.

だいじょう ぶ
Kanda-san 大 丈 夫じゃないです。 Daijoobu ja nai It’s not okay.
desu.
だいじょう ぶ
You あれ、大 丈 夫じゃないですか？ Are, daijoobu ja nai Is that (over there)
desu ka? not okay?

34
 だいじょう ぶ
2-1 大 丈 夫です。

35
 れんしゅう
◆◆ Scene◆2-2◆ 練 習 ◆Renshuu◆Practice

り かいれんしゅう
理解練 習 ◆Rikai renshuu◆Comprehension◆practice

2-2-1C◆Checking◆the◆schedule◆(BTS◆4,◆6)
Listen to Professor Sakamoto announce tasks and write them on the designated day in the
planner.
2-2
大 丈 夫です。
だいじょう ぶ

2-2-2C◆Knowing◆where◆they◆are◆coming◆from◆(BTS◆3,◆6)
Circle a, b, or c to identify whether the speaker is (a) asking a question; (b) seeking confir-
mation; (c) telling you something new or significant.

Ex. 1. a / b / c Ex. 2. a / b / c 3. a / b / c 4. a / b / c
5. a / b / c 6. a / b / c 7. a / b / c 8. a / b / c
9. a / b / c 10. a / b / c 11. a / b / c 12. a / b / c

じつえんれんしゅう
実演練 習 ◆Jitsuen renshuu◆Performance◆practice

2-2-3P◆Providing◆correction◆(BTS◆1,◆3,◆6,◆14)
Your colleague Murata-san is checking on things with you. Respond “no” to his questions.
If he asks an affirmative question, soften your response with nee. If he asks a negative
question, provide an assertive response with yo.

Ex. 1.
Murata-san わかりますか？ Wakarimasu ka? Do you understand?
You いえ、わかりませんねえ。 Ie, wakarimasen nee. No, I don’t, you know.

36
Ex. 2.
Murata-san しないですか？ Shinai desu ka? Are you not going to do it?
You いえいえ、
しますよ。 Ieie, shimasu yo. No, I will do it.

2-2-4P◆Correcting◆a◆misconception◆(BTS◆7,◆8,◆9)
When Kadota-san, a staff member at the international student office, assumes you’ll do a
task, react with surprise asking if he means for YOU (to do it) and check the timeline he
mentions. Politely, and hesitantly, tell him you can’t. Then apologize.

2-2
Ex. 1.

大 丈 夫です。
だいじょう ぶ
れ ぽ お と きょう か
Kadota-san レポート、今日書きま Repooto, kyoo kakimasu You are going to write
ne? the report, today, right?
すね？
わたし
You あのう、私ですか？ Anoo, watashi desu ka? Umm, you mean, me?
きょう
Kyoo desu ka? Eeto, ie, Today? Umm, it’s not
今日ですか？ええと、い
chotto . . . Sumimasen. possible. Sorry.
え、
ちょっと……。すみ
ません。

Ex. 2.
いま て す と はじ
Kadota-san 今、
テスト始めますね？ Ima, tesuto hajimemasu You are going to start the
ne? test now right?
わたし いま
You あのう、私ですか？ 今 Anoo, watashi desu ka? Umm, you mean, me?
Ima desu ka? Eeto, ie, Now? Umm, it’s not
ですか？ ええと、いえ、
chotto . . . Sumimasen. possible. Sorry.
ちょっと……。すみま
せん。

うでだめ
2-2◆腕試し Udedameshi Tryout

Observe Japanese people talking to each other, and listen for chotto. You can observe peo-
ple around you, or watch Japanese television shows or movies that use live actors. What
did chotto mean when each speaker used it?

37
 れんしゅう
◆◆ Scene◆2-3◆ 練 習 ◆Renshuu◆Practice

り かいれんしゅう
理解練 習 ◆Rikai renshuu◆Comprehension◆practice

2-3-1C◆What’s◆being◆offered?◆(BTS◆10)
Listen to each conversation and select the food or beverage that is being offered.

Ex. 1. b Ex. 2. e 3. _____ 4. _____ 5. _____

6. _____ 7. _____ 8. _____ 9. _____ 10. _____
2-3
大 丈 夫です。

a. breakfast b. udon c. ramen d. cake e. curry rice

だいじょう ぶ

f. soba g. coffee h. tea i. boxed meal j. water

k. milk l. beer m. juice

2-3-2C◆Accepted◆or◆declined?◆(BTS◆11,◆12)
Listen to each conversation and write A if the invitation is accepted and D if it is declined.

Ex. 1. a Ex. 2. d 3. _____ 4. _____ 5. _____

6. _____ 7. _____ 8. _____ 9. _____ 10. _____

り かいじつえんれんしゅう
理解実演練 習 ◆Rikai jitsuen renshuu
Comprehension◆and◆performance◆practice

2-3-3CP◆Inviting◆a◆colleague◆(BTS◆11)
Based on the illustration, invite a colleague to have some food/beverage or engage in an
activity. Then listen to the model and the response and mark each item as accepted ( ) or
declined ( ).

38
Ex. 1.

く っ き い た
You クッキー、
よかったら食 Kukkii, yokattara tabe- Won’t you have some
べませんか？ masen ka? cookies, if you’d like?
Colleague あ、いただきます。おい A, itadakimasu. Oishi- Thank you. I’ll take some.
しそうですね。 soo desu ne. They look delicious.

Ex. 2.

2-3
大 丈 夫です。
だいじょう ぶ
ううろんちゃ の
You 烏龍茶、よかったら飲み Uuroncha, yokattara Won’t you have some
ませんか？ nomimasen ka? Oolong tea, if you’d like?
いま
Colleague あ、今いいです。
どうも。 A, ima ii desu. Doo mo. Oh, I’m okay now.
Thanks.

39
 じつえんれんしゅう
実演練 習 ◆Jitsuen renshuu◆Performance◆practice

2-3-4P◆Expressing◆agreement◆(BTS◆14,◆15)
Yoshida-san, a co-worker, comments about the items in the illustrations. Express your
agreement, mentioning the item in your response.

Ex. 1.

Yoshida-san (That’s) amazing!

2-3

すごいですねぇ。 Sugoi desu nee.

け え き
You ええ、すごいケーキで Ee, sugoi keeki desu Yeah, (that’s) an amaz-
大 丈 夫です。

すねぇ。 nee. ing cake!

だいじょう ぶ

Ex. 2.

おもしろ
Yoshida-san 面白いですねぇ。 Omoshiroi desu nee. (That’s) interesting!
おもしろ く っ き い
You ええ、面白いクッキーで Ee, omoshiroi kukkii Yeah, (that’s) an inter-
すねぇ。 desu nee. esting cookie!

40
 うでだめ
2-3◆腕試し◆Udedameshi Tryout

1. Try inviting your Japanese associates to partake in food and activities that may be
enjoyable for them.
2. Try offering some food items to share with your Japanese colleagues, classmates, and
other acquaintances. See if they use the name of the item in their echo questions.
3. Ask a Japanese friend or associate if she likes various kinds of food.

2-3
大 丈 夫です。
だいじょう ぶ

41
 れんしゅう
◆◆ Scene◆2-4◆ 練 習 ◆Renshuu◆Practice

じつえんれんしゅう
実演練 習 ◆Jitsuen renshuu◆Performance◆practice

2-4-1P◆Leaving◆it◆open-ended◆(BTS◆16)
Your associate asks you to confirm an assumption. Agree while suggesting there is more to
the story.

Ex. 1.
2-4
大 丈 夫です。

いま
Tanaka-san これ、今しますね？ Kore, ima shimasu You are going to do this
ne? now, right?
だいじょう ぶ

You しますけど · · · · · ·。 Shimasu kedo . . . Yes, but (why do you ask?)

Ex. 2.
いそが
Tanaka-san あした、忙しいですね？ Ashita, isogashii You are busy tomorrow,
desu ne? right?
いそが
You 忙しいですけど · · · · · ·。 Isogashii desu Yes, I am, but (why do you
kedo. . . . ask?)

42
 れんしゅう
◆◆ Scene◆2-5◆ 練 習 ◆Renshuu◆Practice

り かいれんしゅう
理解練 習 ◆Rikai renshuu◆Comprehension◆practice

2-5-1C◆What’s◆going◆on?◆(BTS◆7,◆16,◆17)
In each exchange, you will hear a word from the こちら kochira, そちら sochira, あちら
achira, どちら dochira series. Circle what the word refers to. If you hear something unfa-
miliar, rely on what you know to choose the correct answer.

Ex. 1. a) location b) object c) person

Ex. 2. a) location b) object c) person
3. a) location b) object c) person
4. a) location b) object c) person
5. a) location b) object c) person

2-5
2-5-2C◆Asking◆or◆stating?◆(BTS◆18)

大 丈 夫です。
だいじょう ぶ
Listen to what the man says and circle the type of utterance you hear.

Ex. 1. Question / Statement Ex. 2. Question / Statement 3. Question / Statement

4. Question / Statement 5. Question / Statement 6. Question / Statement
7. Question / Statement 8. Question / Statement 9. Question / Statement

2-5-3C◆Acknowledgment◆or◆disbelief?◆(BTS◆19)
Listen to how Sasha responds to Murata-san, her co-worker. Then mark the happy face if
Sasha simply acknowledges what he said, or the surprised face if she expresses some sur-
prise or disbelief. If you hear something unfamiliar, rely on what you know to choose the
correct answer.

Ex. 1.

Ex. 2.

3.

43
 4.

5.

6.

じつえんれんしゅう
実演練 習 ◆Jitsuen renshuu◆Performance◆practice

2-5-4P◆Responding◆to◆new◆information◆(BTS◆19)
Respond to your colleague with Soo desu ka. (acknowledgment) or Soo desu ka? (disbe-
lief ), according to the illustrations.

Ex. 1.
す
Tanaka-san ごはんですか。好き Gohan desu ka? Suki Rice? I don’t like it.
じゃありません。 ja arimasen.
You そうですか。 Soo desu ka. I see.

Ex. 2.
2-5

あさ ら あ め ん
Tanaka-san 朝ごはん、ラーメン Asagohan, raamen For breakfast,
大 丈 夫です。

ですね？ desu ne? ramen, right?

You そうですか？ Soo desu ka? Really?
だいじょう ぶ

3.

4.

5.

6.

7.

うでだめ
2-5◆腕試し◆Udedameshi Tryout

Call your Japanese colleagues, classmates, and other acquaintances on their cell phones.
Pay attention to what they say when they answer the phone.

44
 れんしゅう
◆◆ Scene◆2-6◆ 練 習 ◆Renshuu◆Practice

り かいれんしゅう
理解練 習 ◆Rikai renshuu◆Comprehension◆practice

2-6-1C◆What’s◆going◆on?◆(BTS◆25)
Listen to what your neighbor, Shirai-san, says and circle what she concludes. If you hear
something unfamiliar, rely on what you know to choose the correct answer.

Ex. 1.
a. Shirai-san is familiar with what is being talked about.
b. Shirai-san doesn’t know what is being talked about.

Ex. 2.
a. Everything is fine.
b. There is a problem.
3.
a. Shirai-san will go tomorrow.
b. Shirai-san won’t go tomorrow.

2-6
4.
a. It’s amazing.

大 丈 夫です。
だいじょう ぶ
b. It’s not very impressive.
5.
a. The person is a teacher.
b. The person is not a teacher.
6.
a. It’s a good idea.
b. It’s not a very good idea.
7.
a. Shirai-san likes it.
b. Shirai-san doesn’t like it.
8.
a. Shirai-san can do it.
b. Shirai-san can’t do it.

45
 9.
a. It tastes good.
b. It doesn’t taste good.
10.
a. Everything is fine.
b. There is a problem.
11.
a. It’s going to be Shirai-san.
b. It is not going to be Shirai-san.

2-6-2C◆What’s◆the◆style?◆(BTS◆25)
Listen to what your neighbor, Shirai-san, says and circle the style she uses. If you hear
something unfamiliar, rely on what you know to choose the correct answer.

Ex. 1. a) formal b) informal

Ex. 2. a) formal b) informal
3. a) formal b) informal
4. a) formal b) informal
5. a) formal b) informal
2-6

6. a) formal b) informal
7. a) formal b) informal
大 丈 夫です。

8. a) formal b) informal
だいじょう ぶ

9. a) formal b) informal

じつえんれんしゅう
実演練 習 ◆Jitsuen renshuu◆Performance◆practice

2-6-3P◆Expressing◆uncertainty◆(BTS◆17,◆22,◆23,◆24)
When a colleague, Uchida-san, asks you to identify someone or something, make a com-
ment to yourself before responding that you are unsure. Be careful not to look at Uchida-
san when making the self-directed comment.

Ex. 1.
てら だ
Uchida-san あちらは？ 寺田さん Achira wa? Terada- What about that
ですか？ san desu ka? (one) over there? Is it
Terada-san?
46
You さあ、
だれかなあ · · · · · · Saa, dare ka naa . . . Hmmm, I wonder
わかりませんねぇ。 Wakarimasen nee. who. . . . I’m not sure.
Ex. 2.
ちゃ
Uchida-san そちらは？ お茶です Sochira wa? Ocha What about that (one)
か？ desu ka? over there? Is it tea?
なに
You さあ、何かなあ · · · · · · Saa, nani ka naa . . . Hmmm, I wonder
わかりませんねぇ。 Wakarimasen nee. what. . . . I’m not sure.

2-6-4P◆Expressing◆uncertainty◆(BTS◆23,◆24,◆25)
When a colleague, Tomoda-san, asks you about what Murata-san is going to do, make
a comment to yourself before responding that you are unsure. Be careful not to look at
Tomoda-san when making the self-directed comment.

Ex. 1.
むら た き
Tomoda-san 村田さん、来ます Murata-san, kimasu I wonder if Murata-
かね。 kane. san will come.
You 来ないかな。ちょっと Konai kana. Chotto I wonder if he won’t.
わかりませんねぇ。 wakarimasen nee. I’m not sure.
Ex. 2.
の
Tomoda-san 村田さん、飲みます Murata-san, nomi- I wonder if Murata-

2-6
かね。 masu kane. san will drink.
You 飲まないかな。ちょっ Nomanai kana. Chotto I wonder if he won’t.

大 丈 夫です。
だいじょう ぶ
とわかりませんねぇ。 wakarimasen nee. I’m not sure.

うでだめ
2-6◆腕試し◆Udedameshi Tryout

1. Using a Japanese newspaper (if using an online newspaper, such as Yomiuri or Asahi,
be sure the website is displayed in Japanese!), ask the names of people whose pic-
tures appear in the newspaper. Use an echo question to confirm the accuracy of your
pronunciation.
2. Listen in on some conversations that occur between Japanese people around you to see
if you can tell what titles are being used to address or refer to some of them.

47
 れんしゅう
◆◆ Scene◆2-7◆ 練 習 ◆Renshuu◆Practice

り かいれんしゅう
理解練 習 ◆Rikai renshuu◆Comprehension◆practice

2-7-1C◆Where◆is◆it?◆(BTS◆28)
Listen to Amy ask Takashi the location of an item. Then circle where the item is. If you
hear something unfamiliar, rely on what you know to choose the correct answer.

Ex. 1. a) by Takashi b) by Amy c) away from both of them

Ex. 2. a) by Takashi b) by Amy c) away from both of them
3. a) by Takashi b) by Amy c) away from both of them
4. a) by Takashi b) by Amy c) away from both of them
5. a) by Takashi b) by Amy c) away from both of them
6. a) by Takashi b) by Amy c) away from both of them
7. a) by Takashi b) by Amy c) away from both of them
2-7

じつえんれんしゅう
実演練 習 ◆Jitsuen renshuu◆Performance◆practice
大 丈 夫です。
だいじょう ぶ

2-7-2P◆Answering◆questions
Respond to your colleague Murata-san’s assumptions based on the illustrations. Use
ええ ee to indicate your agreement, and そうですか？ soo desu ka? to indicate your
disagreement.

Ex. 1.

Murata-san おいしそうじゃないですね。 Oishisoo ja nai desu It doesn’t look

ne. appetizing.

48
 べんとう
You お弁当ですか？ええ、おいし Obentoo desu ka? Ee, This lunch box?
そうじゃないですね。 oishisoo ja nai desu Right, it doesn’t look
ne. delicious, does it.
Ex. 2.

とお
Murata-san 遠くないですね。 Tooku nai desu ne. It’s not far, is it?
かいしゃ とお
You 会社ですか？そうですか？遠 Kaisha desu ka? Soo The company?
いですよ。 desu ka? Tooi desu yo. Really? (I disagree)
It’s far, you know.

2-7
大 丈 夫です。
だいじょう ぶ

49
 2-7-3P◆Refuting◆an◆idea◆(BTS◆23)
Tanaka-san asks you for your opinion. Assume your response is bad news, and use Particle
ねぇ nee to soften your response.

Ex. 1.
ちか
Tanaka-san 近いですか？ Chikai desu ka? Is it close?
ちか
You いえ、近くないですねぇ。 Ie, chikaku nai desu nee. No, it’s not close.

Ex. 2.
お い
Tanaka-san 美味しそうですか？ Oishisoo desu ka? Does it look tasty?
お い
You いえ、美味しそうじゃない Ie, oishisoo ja nai desu No, it doesn’t look tasty.
ですねぇ。 nee.
2-7
大 丈 夫です。
だいじょう ぶ

50
 れんしゅう
◆◆ Scene◆2-8◆ 練 習 ◆Renshuu◆Practice

り かいれんしゅう
理解練 習 ◆Rikai renshuu◆Comprehension◆practice

2-8-1C◆What’s◆going◆on?◆(BTS◆29)
Listen to each statement and select the option (a or b) that corresponds to what the speaker
says.

Ex. 1. a. It isn’t tea.

b. I don’t have any tea.
Ex. 2. a. Isn’t that a cell phone?
b. Do you not have a cell phone?
3. a. No, it’s not ramen.
b. No, I don’t have any ramen.
4. a. It isn’t beer.
b. I don’t have any beer.
5. a. It’s not homework.
b. I don’t have any homework.

じつえんれんしゅう
実演練 習 ◆Jitsuen renshuu◆Performance◆practice

2-8-2P◆Checking◆on◆what’s◆being◆asked◆(BTS◆29)
Listen to your colleague’s question and respond based on the illustration.
2-8

Ex. 1.
大 丈 夫です。
だいじょう ぶ

こ お ひ い
Colleague コーヒーですか？ Koohii desu ka? Is (that) coffee?
You これですか？ はい、 Kore desu ka? Hai, (You mean) this? Yes,
こ お ひ い
コーヒーですよ。 koohii desu yo. it’s coffee.

51
 Ex. 2.

こ お ひ い
Colleague コーヒー、
ありますか？ Koohii arimasu ka? Do you have coffee?
こ お ひ い
You コーヒーですか？ はい、 Koohii desu ka? Hai, Coffee? Yes, we have
ありますよ。 arimasu yo. (some).
2-8
大 丈 夫です。
だいじょう ぶ

52
 れんしゅう
◆◆ Scene◆2-9◆ 練 習 Renshuu Practice

よ れんしゅう
読み練 習 ◆Yomi-renshuu Reading◆practice

2-9-1R◆Identifying◆things◆and◆people
Identify where the thing or person is in relation to the writer.

a. Near the writer

b. Near the addressee
c. Away from the writer and the other person
d. Not sure

Ex. 1. これです。 a
Ex. 2. それです。 b
3. これですか。
4. あれですか。
5. どれですか。
6. あ、
あれですか。
7. あれ、
だれですか。
8. どれですか。
これですか。

2-9-2R◆Asking◆various◆questions
Indicate whether the following questions are yes/no questions or wh-questions (questions
that require more than yes or no).

Ex. 1. これ、
どうですか。 Yes/no Wh
2-9

たか
Ex. 2. あれ、高いですか。 Yes/no Wh
大 丈 夫です。
だいじょう ぶ

し ごと
3. 仕事、
ありませんか。 Yes/no Wh
てら だ
4. 寺田さん、
どちらですか。 Yes/no Wh

53
 かん だ
5. 神田さん、そちらですか。 Yes/no Wh
せんせい いま たく
6. 先生、今、お宅ですか。 Yes/no Wh
さか た い
7. 坂田さん、行きませんか。 Yes/no Wh
あかさか いまいそが
8. 赤坂さん、今忙しいですか。 Yes/no Wh

か れんしゅう
書き練 習 ◆ Kaki-renshuu Writing◆practice
も じ れんしゅう
文字練 習 ◆Moji renshuu Symbol◆practice
Use the Symbol Practice sheets in Appendix A to practice hiragana characters #1-24 for
Scene 2-9.

2-9-3W◆Writing◆furigana
Based on the romanized scripts, write the furigana for the following names on the guest
list. Remember, names written in Japanese start with the last name followed by the first
name, which is the opposite of the Western order that appears in the romanized scripts.
2-9
大 丈 夫です。
だいじょう ぶ

54
 ひょう か
◆◆ ◆ 評 価◆Hyooka Assessment◆

Answer sheet templates are provided in Appendix B for the Assessment sections.

き
聞いてみよう◆Kiite miyoo Listening◆comprehension

Read the context, listen to the audio, and then answer the questions. If you hear something
unfamiliar, rely on what you know to choose the correct answer.

1. Class just started.

a. Who is the woman?
b. What is the most likely reason that Wang-san is apologizing?
2. Kanda-san is looking at a file in a document case near the Division Chief, Yagi-san’s desk.
a. What does Kanda-san want to do?
b. Why does Yagi-san apologize?
c. Why does Kanda-san apologize?
3. Sasha and her work associate have been working hard on a project.
a. What have they decided to do?
b. Which of them seems to be primarily in charge of this project?
4. Kanda-san is talking to Sasha on the phone.
a. What day are they talking about?
b. Where will Sasha work that day?
c. How does Kanda-san feel about this?
5. Takashi, a Japanese student at a US college, makes a comment about a task that his
friend, Amy, is doing.
a. What does Takashi think of the task Amy is doing?
b. What is Amy’s response?
c. Does Takashi agree with Amy?
6. A man just walked into the office of Ogaki Trading.
a. Who is the man looking for?
b. What does the woman think the person in question is doing?
Act 2

c. How certain is she of this?

7. Kanda-san and Yagi-san are talking to each other.
大 丈 夫です。
だいじょう ぶ

a. What item is being discussed?

b. How does Kanda-san react to what Yagi-san tells him?
c. What is Yagi-san’s response to Kanda-san’s reaction?

55
 8. Brian is talking to his homestay mother, Mrs. Shirai.
a. What does Brian offer to do?
b. Is the thing Mrs. Shirai refers to near her or near Brian?
c. Does Mrs. Shirai think the task will be easy or difficult?
9. Takashi is talking to his friend Amy.
a. Is Takashi’s initial question a factual question or an invitation?
b. How does Amy respond?
c. What reason does Amy give for her response?
10. Kanda-san and Sasha are walking back from a morning meeting.
a. What does Kanda-san suggest?
b. Does Sasha accept or reject the invitation?
c. What does Sasha suggest?
d. How does Kanda-san respond to this suggestion?

つか
使ってみよう Tsukatte miyoo◆Dry◆run

Listen to Kanda-san’s questions and respond based on the context provided.

1. You are able do the job that needs to be done.

2. You don’t know any French.
3. You think the new poster is amazing.
4. You are fluent in English.
5. The new equipment is quite difficult to operate.
6. The train station is not far away.
7. It’s oolong tea, not black tea.
8. There is juice.

Now it’s your turn to start the conversation based on the given context. Listen to how the
other person reacts to you. For some items, you may not get a verbal response. If you hear
something unfamiliar, rely on what you know to choose the correct answer.

9. You are attending a reception. There is a large selection of delicious food. Tell your
colleague that it looks delicious.
10. Ask your colleague what she’ll have for (a) lunch; (b) dinner.
Act 2

11. Ask a senior student if there isn’t (a) homework; (b) a convenience store; (c) a restroom.
12. You and your colleague are trying to decide what to have for dinner. Ask if he likes
大 丈 夫です。

(a) curry rice; (b) yakitori; (c) sushi; (d) soba noodles.
13. Ask your colleague if there is anything to be done.
だいじょう ぶ

14. Ask your colleague which of the two containers holds (a) milk; (b) dinner; (c) home-
work assignments; (d) reports; (e) cell phones.
56
15. Assuming that the junior student knows what you are talking about, invite him to
(a) write it; (b) start it; (c) do it; (d) end it; (e) do his best; (f) go there; (g) read it.

よ
読んでみよう◆Yonde miyoo Contextualized◆reading

In the following exercises you will encounter various texts that are used in contemporary
Japanese society, along with a description of the context and other relevant information.
By ‘text’ here we mean any printed work, whether it is a book, a newspaper, an academic
paper, an advertisement, or an email.
In any culture you are likely to see a multitude of texts and text types. Some (handwrit-
ten notes, text messages, and emails) are short and to the point, especially when the reader
and writer know each other well. Such short messages can be similar in style to spoken
language. Later we will contrast these short texts with longer, more complex texts that you
are likely to come across in Japanese.

Handwritten◆memos
1. Iida-san, your coworker, borrowed your folder yesterday. Today you find this handwrit-
ten sticky note on the folder.

Act 2

a. What is the purpose of this note?

大 丈 夫です。
だいじょう ぶ

2. The other day, you gave Terada-san, your acquaintance, some homemade sweets in a
plastic container. Today you received a handwritten note on the empty container from
Terada-san.

57
 a. What is the purpose of this note?

Text◆messages
The following examples assume you are reading the texts with some help from a furigana-
generating website, browser add-on, or app.

1. Here is a text message that you received from Kanda-san.

Act 2
大 丈 夫です。
だいじょう ぶ

a. What does the sender want to know?

58
2. Here is another text message you received from Kanda-san.

a. What does the sender want to know?

3. You sent your new friend a photo of a dish at a new restaurant. He responds:

Act 2
大 丈 夫です。
だいじょう ぶ

59
 a. How does your friend react to the photo?
b. What does he ask?

か と
書き取り◆Kakitori Dictation

Listen, imagine the context, repeat silently what you hear, then write it down.

1. _______________________________________________________。
2. _______________________________________________________。
3. _______________________________________________________。
4. _______________________________________________________。
5. _______________________________________________________。
6. _______________________________________________________。
7. _______________________________________________________。
8. _______________________________________________________。

か
書いてみよう◆Kaite miyoo Contextualized◆writing

Consider the context provided and write a note according to the directions.

1. You are returning a book you borrowed from your colleague. On a sticky note attached
to the book, write a thank-you memo.
Act 2
大 丈 夫です。

2. You have found a folder your colleague was looking for. Leave it on his desk with a
だいじょう ぶ

sticky note asking if this is it.

60
 し
知ってる？◆Shitte’ru? What◆do◆you◆know?

Select the most appropriate option and write the letter in the space on your answer sheet.

1. You ask if there’s a particular item on the menu. (BTS 4, 29)

すみません。＿＿＿＿ありますか。Sumimasen. _______ arimasu ka.
け え き
a. ケーキ Keeki
b. どこ Doko
c. おいしい Oishii
2. You warn your co-worker about an upcoming event. (BTS 1)
＿＿＿＿＿＿ないですよ。___________ nai desu yo.
a. おもしろそう Omoshirosoo
b. おもしろく Omoshiroku
c. つまらない Tsumaranai
3. You have some doubt about whether something is okay. (BTS 3, 6, 24)
いい＿＿＿ Ii _____
a. ね！ne!
b. よ。yo.
c. かなあ。ka naa.
4. You don’t understand something that’s right in front of you. (BTS 2)
＿＿＿わかりませんねえ。_____ wakarimasen nee.
a. これKore
Act 2

b. それ Sore
c. あれ Are
大 丈 夫です。
だいじょう ぶ

5. You think something looks delicious. (Scene 2-3)

＿＿＿＿＿ですねえ。_______desu nee.

61
 a. おいしい Oishii
b. おいしそう Oishisoo
c. おもしろい Omoshiroi
6. You disagree with someone’s opinion. (BTS 1)
いや、＿＿＿＿じゃないですよ。Iya, _________ja nai desu yo.
たか
a. 高くtakaku
b. きれい kiree
c. しません shimasen
7. You want to clarify what someone else is talking about. (BTS 7)
きょう
今日＿＿＿＿ Kyoo ______
a. ですか。desu ka.
b. は？ wa?
c. ですよ。desu yo.
8. You’re reluctant to comply with a request. (BTS 9)
a. できません。Dekimasen.
b. わかりません。Wakarimasen.
c. ちょっと。 Chotto.
9. You’ve just been complimented by your co-worker. You respond: (BTS 5)
a. いえいえ。Ieie.
b. ちょっと。Chotto.
c. そうですね！ Soo desu ne!
10. Your co-worker thinks you can’t do a task. You agree. (BTS 5)
a. はい、できます。Hai, dekimasu.
b. いいえ、できません。Iie, dekimasen.
c. はい、できません。Hai, dekimasen.
11. You invite an office visitor to drink some tea. (BTS 11)
a. いただきますか。Itadakimasu ka.
の
b. 飲みませんか。Nomimasen ka.
う う ろ ん ちゃ
c. ウーロン茶じゃないですか。 Uuroncha ja nai desu ka.
Act 2

12. You ask your friend where the keys to the cabinet are. (BTS 28)
大 丈 夫です。

a. どうですか。Doo desu ka.

b. どれですか。Dore desu ka.
だいじょう ぶ

c. どっちですか。Dotchi desu ka.

62
13. Hiragana is not used to write _____. (BTL 1)
a. inflections
b. Arabic numerals
c. function words
14. Hiragana symbols have their origin in _____. (BTL 1)
a. kanji characters
b. spoken language
c. technological advances
15. A dot between a series of symbols indicates _____. (BTL 2)
a. the end of a quotation
b. that they are separate words
c. that something has been omitted

16. Two small dots or slashes " at the top right of a symbol indicate _____. (BTL 2)
a. a direct quote
b. the consonant value of the symbol changes from voiceless to voiced
c. the consonant value of the symbol changes from voiced to voiceless

Act 2
大 丈 夫です。
だいじょう ぶ

63
 だい
だい さん まく
ささ まく
第 3 幕
Act 3

なん じ
何時ですか?
Nan-ji desu ka?
What time is it?
いそ まわ
急がば回れ Isogaba maware
More haste, less speed.
(Literally, ‘If you are in a hurry, go the long way.’)

65
 ◆◆ Scene◆3-1◆ ◆練習◆Renshuu Practice
3-1

Answer sheet templates are provided in Appendix B for the Assessment sections.
何時ですか?

理解実演練習◆Rikai jitsuen renshuu Comprehension◆and◆

なん じ

performance◆practice

3-1-1CP◆Asking◆about◆acronyms◆(BTS◆1,◆4,◆5)
Ask Matsuura-san the meaning of an acronym, following the pattern in the example. Write
down what you find out.

You JLCって何ですか？ JLC tte nan desu ka? What is JLC?

Matsuura- ジャパニーズ・ランゲー Japanese Language Club no It means Japanese

san ジ・クラブのことですね。 koto desu ne. Language Club.

Ex. 1. JLC Japanese Language Club

Ex. 2. JR Japan Rail

3. NG

4. OL

5. CM

6. JSO

66
 実演練習◆Jitsuen renshuu Performance◆practice

3-1-2P◆Agreeing◆with◆an◆opinion◆(BTS◆2)

3-1
Agree with Kanda-san based on the illustration and the pattern in the example.

何時ですか?
なん じ
Ex. 1.

Kanda-san きれいですねえ。 Kiree desu nee. It’s beautiful, isn’t it.

You そうですねえ。
きれい Soo desu nee. Kiree na It is. It’s a beautiful
なケーキですねえ。 keeki desu nee. cake, isn’t it.
Ex. 2.

Kanda-san 難しいですねえ。 Muzukashii desu nee. It’s difficult, isn’t it.

You そうですねえ。難しい Soo desu nee. Muzu- It is. It’s difficult
日本語ですねえ。 kashii nihongo desu Japanese, isn’t it.
nee.

67
 3-1-3P◆Confirming◆the◆topic◆before◆answering◆the◆
question◆(BTS◆2)
Listen to Yamada-san’s question. Confirm the topic and then agree, following the pattern in
3-1

the example.

Ex. 1.
何時ですか?
なん じ

Yamada-san 大きいですか？ Ookii desu ka? Is it big?

You 神田さんの会社ですか？ そ Kanda-san no kaisha Kanda-san’s
うですね。 desu ka? Soo desu ne. company? Yes, it is.

Ex. 2.

Yamada-san 遠いですか？ Tooi desu ka? Is it far?

You 寺田さんのお宅ですか？ そ Terada-san no otaku Terada-san’s home?
うですね。 desu ka? Soo desu ne. Yes, it is.

68
3-1-4P◆Picking◆up◆on◆a◆topic◆(BTS◆4)
Pick up on a topic and ask Miyazaki-san a question about it, based on the information
given. See how much of Miyazaki-san’s response you can get. It may contain some unfa-
miliar expressions.

3-1
Ex. 1.

何時ですか?
なん じ
You 日本の大学って高いですか？ Nihon no daigaku tte Are Japanese
takai desu ka? universities
expensive?
Miyazaki- そうですねえ。高いですね。 Soo desu nee. Takai Yes, I suppose they
san desu ne. are expensive.
Ex. 2.

You ロシア語って難しいですか？ Roshiago tte muzukashii Is Russian difficult?

desu ka?
Miyazaki- すっごく難しいです！ Suggoku muzukashii Yes, it’s really
san desu! difficult!

3-1◆腕試し◆Udedameshi Tryout

1. Introduce yourself to a Japanese exchange student and find out his/her home university.
2. Introduce yourself to a Japanese professional and find out what company s/he works
for.

69
 ◆◆ Scene◆3-2◆ 練習◆Renshuu Practice

理解練習◆Rikai renshuu Comprehension◆practice

3-2

3-2-1C◆What’s◆going◆on?◆(BTS◆12)
Select the option that best corresponds to what the speaker thinks or does.
何時ですか?
なん じ

Ex. 1.  It is Kanda-san ☐ It’s not Kanda-san ☐ An invitation

Ex. 2. ☐ It is Kanda-san  It’s not Kanda-san ☐ An invitation

3. ☐ It is today ☐ It’s not today ☐ An invitation

4. ☐ It is difficult ☐ It’s not difficult ☐ An invitation

5. ☐ It is tomorrow ☐ It’s not tomorrow ☐ An invitation

6. ☐ It is cheap ☐ It’s not cheap ☐ An invitation

7. ☐ He can do it ☐ He can’t do it ☐ An invitation

8. ☐ It is Shirai-san ☐ It’s not Shirai-san ☐ An invitation

9. ☐ It is expensive ☐ It’s not expensive ☐ An invitation

10. ☐ It is medicine ☐ It’s not medicine ☐ An invitation

11. ☐ He understands ☐ He doesn’t understand ☐ An invitation

12. ☐ He will begin ☐ He won’t begin ☐ An invitation

13. ☐ He will do it ☐ He won’t do it ☐ An invitation

14. ☐ It is pretty ☐ It’s not pretty ☐ An invitation

15. ☐ It is far away ☐ It’s not far away ☐ An invitation

16. ☐ He has it ☐ He doesn’t have it ☐ An invitation

17. ☐ He will go ☐ He won’t go ☐ An invitation

18. ☐ It is big ☐ It’s not big ☐ An invitation

19. ☐ He will eat ☐ He won’t eat ☐ An invitation

70
 実演練習◆Jitsuen renshuu Performance◆practice

3-2-2P◆Saying◆“let’s◆do◆it!”◆(BTS◆8)
When Matsumoto-san asks if the two of you will do something, respond affirmatively with
enthusiasm.

3-2
Ex. 1. Matsumoto- 行きますか？ Ikimasu ka? Are we going to go?

何時ですか?
なん じ
san
You はい、行きましょう。 Hai, ikimashoo. Yes, let’s go.
Ex. 2. Matsumoto- 待ちますか？ Machimasu ka? Are we going to wait?
san
You はい、待ちましょう。 Hai, Machimashoo. Yes, let’s wait.

3-2-3P◆Confirming◆the◆time◆of◆an◆event◆(BTS◆9,◆12)
When Yamada-san checks on the time of an event, respond based on the list of events and
times below.

Ex. 1. Yamada- 日本語の授業って、10 Nihongo no jugyoo The Japanese class is

san 時半ですね。 tte, juu-jihan desu ne. at 10:30, right?
You ええ、１０時半ですね。 Ee, juu-ji han desu ne. Yes, it’s at 10:30.
Ex. 2. Yamada- 明日の会議って、３時 Ashita no kaigi tte, Tomorrow’s meeting
san ですね。 san-ji desu ne. is at 3:00, right?
You あのう、２時じゃないで Anoo, ni-ji ja nai Uhm, isn’t it at 2:00?
すか。 desu ka.

English class 9:30

Japanese class 10:30
Tanaka-san’s arrival 12:30
Dr. Yamamoto’s arrival 13:00
Today’s meeting 16:00
Tomorrow’s meeting 14:00

71
 3-2-4P◆Telling◆who◆isn’t◆coming◆(BTS◆7,◆10)
At a meeting the group’s leader notices that someone is missing. Tell her either that person
is absent today, or that person and Tanaka-san are absent today, based on the illustration.

Ex. 1.
3-2
何時ですか?
なん じ

Leader ええっと、
ジェームス君は？ Eetto, Jeemusu-kun Uhm, what about
wa? James-kun?
You あ、
ジェームス君、今日はお A, Jeemusu-kun, kyoo Oh, James-kun—he
休みです。 wa oyasumi desu. is absent today.
Ex. 2.

Leader じゃあ、始めましょう。
あ、 Jaa, hajimemashoo. Okay, let’s start.
坂本先生は？ A, Sakamoto-sensee Oh, what about
wa? Sakamoto-sensei?
You あ、坂本先生と田中さん、今 A, Sakamoto-sensee Oh, Sakamoto-sensei
日はお休みです。 to Tanaka-san, kyoo and Tanaka-san—they
wa oyasumi desu. are off today.

72
 3-2
何時ですか?
なん じ
3-2◆腕試し◆Udedameshi Tryout

1. Confirm the time of an event with a friend or acquaintance.

2. Confirm who will attend a certain event.
3. Ask a friend or acquaintance if s/he understands any of the languages that you speak.

73
 ◆◆ Scene◆3-3◆ 練習◆Renshuu Practice

理解練習◆Rikai renshuu Comprehension◆practice

3-3-1C◆What’s◆right?◆(BTS◆13,◆14)
Listen to two people talk through a slight difference of opinion. Write down what they
finally agree on.
3-3

Ex. 1. It’s Spanish.

何時ですか?

Ex. 2. Professor Sakamoto’s homework isn’t difficult.

なん じ

3.

4.

5.

6.

7.

8.

3-3-2C◆What’s◆the◆loanword?◆(BTS◆14)
In each conversation you will hear an English loanword. Identify the original English
word, and write it down in the space provided. The type of item under discussion is
provided.

Ex. 1. Name: Peter

Ex. 2. Destination: Europe
3. Food:
4. Sport:
5. City:
6. Music:
7. Beverage:

74
 実演練習◆Jitsuen renshuu Performance◆practice

3-3-3P◆Making◆explicit◆corrections◆(BTS◆13)
When Mizuno-san, your senior colleague, brings up a topic, correct her based on the illus-
tration. Maintain the appropriate level of formality.

Ex. 1.

3-3
何時ですか?
なん じ
Mizuno- 今日の１０時の会議、 Kyoo no 10-ji no kaigi, Today’s 10:00 meet-
san 英語ですよ。 Eego desu yo. ing is in English!

You そうですか。
あ、会議、 Soo desu ka. A, kaigi, I see. Oh, the meeting
１０時じゃなくて１０時 10-ji ja nakute 10-ji- is not at 10:00; it’s at
半ですけど · · · · · ·。 han desu kedo . . . 10:30. . . .

Ex. 2.

Mizuno- このジャンさんの傘、
き Kono Jan-san no kasa, (This) Zhang-san’s
san れいですね。 kiree desu ne. umbrella is pretty,
isn’t it.

You そうですね。
あ、それ、
ジ Soo desu ne. A, sore, Yes, oh, that isn’t
ャンさんじゃなくて、
ジェ Jan-san ja nakute Zhang-san’s; it’s
ームスさんの傘ですけど Jeemusu-san no kasa James-san’s umbrella
· · · · · ·。 desu kedo . . . ...

75
 3-3
何時ですか?
なん じ

3-3-4P◆Making◆corrections◆on◆mistaken◆identities◆◆
(BTS◆13)
When Tanaka-san, who is a junior member of your group, inquires about a new member,
make a correction based on the information on the list below.

Ex. 1. Tanaka- 張さんって韓国人です Choo-san tte, Is Cho-san Korean?

san か？ kankokujin desu ka?
You いや、韓国人じゃなく Iya, kankokujin ja No, she is Chinese,
て、中国人です。 nakute, chuugokujin not Korean.
desu.
Ex. 2. Tanaka ジェームス君ってアメ Jeemusu-kun tte, Is James-kun
-san リカ人ですか？ amerikajin desu ka? American?
You いや、アメリカ人じゃな Iya, amerikajin ja No, he is French, not
くて、
フランス人です。 nakute, furansujin American.
desu.

76
 Name Age From

Amy Zhang 20 China

James Napoleon 19 France

Kei Mizuno 32 USA (person of Japanese heritage)

May Kadono 16 Unknown (but not Japan)

Jay Rodriguez 23 USA

Natalie Baron 26 Russia

3-3
何時ですか?
なん じ
3-3◆腕試し◆Udedameshi Tryout

When you find an appropriate opportunity, make one focused and explicit correction on
a question or statement that your Japanese friend makes (in Japanese!). An appropriate
opportunity means that your relative relationship with that person, and the situation, allows
you to make such a correction. Use this strategy with care!

77
 ◆◆ Scene◆3-4◆ ◆練習◆Renshuu Practice

理解練習◆Rikai renshuu Comprehension◆practice

3-4-1C◆What◆time◆is◆the◆train?◆(BTS◆19)
Ishikawa-san is coming to visit, and you are planning to meet at the train station. Listen to his
arrival time and write it down so that you don’t forget. Use a.m. and p.m. as appropriate.

Ex. 1. 3:47 p.m.

Ex. 2. 6:21 p.m.
3-4

3.
何時ですか?

4.
5.
なん じ

6.
7.
8.
9.

3-4-2C◆Where◆did◆they◆study◆that◆language?◆(BTS◆15)
A man is asking his new work associate about her foreign language study. Identify the lan-
guage and where the woman studied it. If you hear something unfamiliar, answer using the
information you are able to identify.

Ex. 1. Korean Peking University

Ex. 2. Japanese A university in Ohio (The Ohio State University)
3.
4.
5.
6.
7.
8.

78
 実演練習◆Jitsuen renshuu Performance◆practice

3-4-3P◆Confirming◆that◆you’ve◆heard◆it◆right◆◆
(BTS◆16,◆19,◆20,◆21)
In the office, Kawada-san, your work associate, asks you to meet her at a particular time
and place. Repeat back the time and place to confirm that you’ve got the right information.
She may use a few unfamiliar expressions. Focus on the key information.

Ex. 1. Kawada- じゃあ、

あさって午前 Jaa, asatte gozen Then, the day after
san １１時に現地で。 juuichi-ji ni genchi de. tomorrow at 11:00 a.m.
at the place.
You あさって午前１１時に Asatte gozen juuichi-ji That’s the day after

3-4
現地ですね？わかりま ni genchi desu ne? tomorrow at 11:00 a.m.
した。 Wakarimashita. at the place, right? Got

何時ですか?
なん じ
it.
Ex. 2. Kawada- ええと、今度の会議は Eeto, kondo no kaigi wa Uhm, the next meeting
san 午後１時に、大垣商会 gogo ichi-ji ni Oogaki- will be at 1:00 p.m. at
でいたしますから、よ shookai de itashi- Ogaki-shokai, so please
ろしくお願いします。 masu kara, yoroshiku be prepared.
onegai-shimasu.
You 午後１時に、大垣商会 Gogo ichi-ji ni Ooga- That’s at 1:00 p.m. at
ですね？わかりました。ki-shookai desu ne? Ogaki-shokai, right?
Wakarimashita. Got it.

3-4◆腕試し◆Udedameshi Tryout

1. Try making an appointment to meet, to talk, to eat together, etc., for a specified time in
the future.
2. When someone tells you information that you need to act on, such as the date or time of
an event you will attend, confirm the information by repeating it back to the person.

79
 ◆◆ Scene◆3-5◆ ◆練習◆Renshuu Practice

理解練習◆Rikai renshuu Comprehension◆practice

3-5-1C◆Getting◆the◆details
Paul, a study abroad student from the US, has two conversations with two different people,
both curious about his experiences and plans. For each conversation, listen for some par-
ticular details and write down what you find out.

Conversation I

Ex. 1. Where Paul studied Japanese At graduate school

Ex. 2. Paul’s homestay family The Mizunos
3-5

3. A great feature of the homestay

何時ですか?

4. Distance from school

5. Test date(s)
なん じ

6. Test subject(s)

Conversation II

7. Their choice of food for lunch

8. Location of the eatery
9. Potential drawback of the location
10. The correction Paul receives

3-5-2C◆How◆many◆are◆there?◆(BTS◆25,◆26)
Sasha and Kanda-san are checking the inventory of office supplies. Circle the item they
appear to be talking about, and write down how many there are.

Ex. 1. 170 notebooks paper pens

Ex. 2. 200 notebooks paper pencils
3. notebooks paper mechanical pencils
4. notebooks paper pens

80
 5. notebooks paper pens
6. notebooks paper mechanical pencils
7. notebooks paper pencils
8. notebooks paper pens

実演練習◆Jitsuen renshuu Performance◆practice

3-5-3P◆Stating◆unit◆prices◆(BTS◆22,◆25,◆26,◆27)
You and your colleague Terada-san are going over some items for potential purchase. As
Terada-san asks about an item, say the price of that item in the catalogue.

Ex. 1. Terada- ノートは？ Nooto wa? What about notebooks?

san

3-5
You このノート、 どうですか？ Kono nooto, doo desu How about these note-
１冊２００円です ka? Is-satsu 200-en books? They are 200-
けど · · · · · ·。 desu kedo . . . yen each . . .

何時ですか?
なん じ
Ex. 2. Terada- 小さい傘は？ Chiisai kasa wa? What about small
san umbrellas?
You この小さい傘、 どうです Kono chiisai kasa, doo How about these small
か？ 一本８００円で desu ka? Ip-pon 800- umbrellas? They are
すけど · · · · · ·。 en desu kedo . . . 800 yen each . . .

81
 3-5-4P◆Doing◆some◆quick◆math◆(BTS◆25,◆26,◆27)
You are helping your friend Yuya-kun plan some purchases. Write down the prices and
quantities he mentions and provide the total.

Ex. 1. Yuya-kun １本１０円のペン８本 Ip-pon juu-en no pen, hap- It’s 8 pens at 10-yen
と１冊１２０円のノー pon to, is-satsu hyakunijuu- each and 6 notebooks
ト６冊ですね。 en no nooto roku-satsu desu at 120-yen each.
ne.

You じゃあ、全部で８００円 Jaa, zenbu de happyaku-en Then that’s 800-yen,

ですね。 desu ne. total, right?
Ex. 2. Yuya-kun １本２５円のペン４本 Ip-pon nijuugo-en no It’s 4 pens at 25-yen
と１冊２５０円のノー pen, yon-hon to, is-satsu each and 3 notebooks
ト３冊ですね。 nihyakugojuu-en no nooto at 250-yen each.
san-satsu desu ne.
You じゃあ、全部で８５０円 Jaa, zenbu de Then that’s 850-yen,
ですね。 happyakugojuu-en desu ne. total, right?
3-5

Use◆the◆worksheet◆below
何時ですか?

Items Unit Price Quantity TOTAL

なん じ

Ex. 1. Pens ¥10 X 8 ¥80

Notebooks ¥120 X 6 ¥720

¥800

Ex. 2. Pens ¥25 X 4 ¥100

Notebooks ¥250 X 3 ¥750

¥850

3. Pens ¥ X ¥

Notebooks ¥ X ¥

4. Pens ¥ X ¥

Notebooks ¥ X ¥

82
 5. Pens ¥ X ¥

Notebooks ¥ X ¥

6. Pens ¥ X ¥

Notebooks ¥ X ¥

3-5◆腕試し◆Udedameshi Tryout

Ask a Japanese friend or acquaintance if s/he thinks the price of a certain item is expensive
or not.

3-5
何時ですか?
なん じ

83
 ◆◆ Scene◆3-6◆ ◆練習◆Renshuu Practice

理解練習◆Rikai renshuu Comprehension◆practice

3-6-1C◆Identifying◆owners◆(BTS◆29,◆30)
Listen to the conversations in which various people identify the owners of certain items
and match the illustrations of the items with the faces of their owners. Draw a line between
the item and its presumed owner.
3-6
何時ですか?
なん じ

実演練習◆Jitsuen renshuu Performance◆practice

3-6-2P◆Claiming◆ownership◆(BTS◆29)
Your office mate Eriko is cleaning the office. As she picks up various items, claim your
ownership, lest she throw them away!

84
Ex. 1. Eriko これは？ Kore wa? What about this one?

You あ、私 (or 僕) のです。私 A, watashi (or boku) no Oh, that’s mine. That’s
(or 僕) の傘。すみませ desu. Watashi (or boku) my umbrella. Sorry.
ん。 no kasa. Sumimasen.
Ex. 2. Eriko これは？ Kore wa? What about this one?

You あ、私 (or 僕) のです。私 A, watashi (or boku) no Oh, that’s mine. That’s

3-6
(or 僕) のカバン。すみま desu. Watashi (or boku) my bag. Sorry.
せん。 no kaban. Sumimasen.

何時ですか?
なん じ

3-6-3P◆Locating◆items◆(BTS◆29,◆30)
You can’t find something you normally carry with you, so you called the office to ask
Shoji-san, a new intern, if he can find the item there. Use the illustration as the guide for
the missing item in each conversation.

85
 Ex. 1. Shoji- はい、庄司です。 Hai, Shooji desu. Hello, this is Shoji.
san

You あ、すみません。あの、私 A, sumimasen. Ano, Uh, sorry, um, is my

のスマホ、そっちにありま watashi no sumaho, smartphone there?
すか？ sotchi ni arimasu ka?
Ex. 2. Shoji- はい、庄司です。 Hai, Shooji desu. Hello, this is Shoji.
san

You あ、すみません。あの、私 A, sumimasen. Ano, Uh, sorry, um, is my

の青いカバン、そっちにあ watashi no aoi kaban, blue bag there?
りますか？ sotchi ni arimasu ka?
3-6
何時ですか?
なん じ

3-6◆腕試し◆Udedameshi Tryout

Think of a city in Japan where you don’t know if a university exists or not. Find out from a
Japanese friend or colleague if there is a university in that city.

86
 れんしゅう
◆◆ Scene◆3-7◆ 練 習 ◆Renshuu◆Practice

読み練習◆Yomi-renshuu◆Reading◆practice

3-7-1R◆Asking◆questions
Read the following questions and indicate whether each is a yes/no question or a
wh-question.

かい ぎ なん じ
Ex. 1. この会議、何時ですか。 Yes/no Wh
がくせい とうだい
Ex. 2. あの学生、東大ですか。 Yes/no Wh
くん こうこうせい
3. たかし君、高校生ですか。 Yes/no Wh
せんせい
4. どなたですか。
あちらの先生、 Yes/no Wh
かさ かん だ
5. その傘、神田さんのですか。 Yes/no Wh
あかさか かさ
6. 赤坂さんの傘、
どれですか。 Yes/no Wh
す だ かさ
7. 須田さんの傘、
どこですか。 Yes/no Wh
せんせい だいがく
8. あの先生、
どちらの大学ですか。 Yes/no Wh

3-7-2R◆Inviting◆someone◆to◆do◆something◆together

3-7
Match the following topics to appropriate invitations. While some of the invitations might

何時ですか?
なん じ
suit multiple topics, you may use each option only once.

れ ぽ お と み
Ex. 1. レポート、みんなで f a. 見ませんか
かいぎ
Ex. 2. 会議、
またあした b b. しませんか
かえ
3. おいしそうですね。 _______ c. 帰りませんか
じ の
4. ６時に _______ d. 飲みませんか
げんち あ
5. 現地で _______ e. 会いませんか
さ っ か あ げ え む か
6. サッカーのゲーム _______ f. 書きませんか

87
 書き練習◆Kaki-renshuu◆Writing◆practice

文字練習◆Moji renshuu Symbol◆practice

Use the Symbol Practice sheets in Appendix A to practice hiragana characters #25–28 for
Scene 3-7.

3-7-3W◆Nouns◆modifying◆nouns
What kind of nouns are they? Write の if they describe other nouns with the Particle の.
Write な if they describe other nouns with the Particle な.
に ほん ご ほん おもしろ とも だ ち
Ex. 1. 日本語__の__本 5. 面白そう_____友達
だいじょう ぶ みず せんせい かさ
Ex. 2. 大 丈 夫__な___水 6. 先生_____傘
す ま ほ す ま ほ あ ぷ り
3. だめ_____スマホ 7. スマホ_____アプリ
じ かい ぎ ど る の お と け ご む
4. 4時_____会議 8. 5ドル_____ノートときれい_____消しゴム
3-7
何時ですか?
なん じ

88
 ◆◆ Scene◆3-8◆ ◆練習 Renshuu Practice

読み練習◆Yomi-renshuu◆Reading◆practice

3-8-1R◆Giving◆someone◆new◆information
Provide your personal opinions with regards to the following topics.
かんだ
Ex. 1. 神田さんですか？ （おもしろい・おもしろくない）
ですよ。
わたし す ま ほ かいしゃ
Ex. 2. 私のスマホの会社ですか？ （いい・よくない）
ですよ。
す す
3. そばですか？ （好き・好きじゃない）
ですよ。
る う む め え と
4. ルームメートですか？ （います・いません）
よ。
わたし がっこう だいがく だいがく
5. 私 の学校ですか？ （大学・大学じゃない）
ですよ。
に ほ ん ご く ら す むずか むずか
6. 日本語のクラスですか？ （難しい・難しくない）
ですよ。
きょう いそが いそが
7. 今日ですか？ （忙しい・忙しくない）
ですよ。
きょう しゅくだい
8. 今日の宿題ですか？ （あります・ありません）
よ。

3-8-2R◆X◆or◆Y?
What are they talking about? Select the topic for each of the following questions. You may
only use each option once.

3-8
かいぎ えいご す だ こ お ひ い あ に め て に す じ
a. 会議 b. 英語 c. 須田さん d. コーヒー e. アニメ f.テニス g. ６時

何時ですか?
なん じ
Ex. 1. f はしますか、
しないですか。
み み
Ex. 2. e は見ますか、見ないですか。
3. はありますか、ないですか。
4. はできますか、
できないですか。
かえ かえ
5. に帰りますか、帰らないですか。
の の
6. は飲みますか、飲まないですか。
い い
7. は行きますか、行かないですか。

89
 書き練習◆ Kaki-renshuu◆Writing◆practice

文字練習◆Moji renshuu Symbol◆practice

Use the Symbol Practice sheets in Appendix A to practice hiragana characters #29-32 for
Scene 3-8.

3-8-3W◆Filling◆in◆the◆blanks
Fill in the blanks with either は or も or け
（れ）
ど.
がくせい
Ex. 1. 学生 は いくらですか。
かい ぎ なん じ
Ex. 2. あしたの会議です けれど 何時ですか。
かさ
3. あの傘です________、
だれのですか。
ぶちょう
4. これ、部長のですか？あれ________ですか。
かい ぎ い
5. あしたの会議です________、行きますか。
さかもと だいがく
6. 坂本さん________、
どちらの大学ですか。
きょう あ す やす
7. 今日________明日________お休みですか。
とうだい せんせい えいご せんせい
8. あの東大の先生です________、英語の先生ですか。
3-8
何時ですか?
なん じ

90
 Scene◆3-9◆ 練習 Renshuu Practice

読み練習◆Yomi-renshuu◆Reading◆practice

3-9-1R◆Let’s◆do◆X◆together.
Select what is omitted in each of the consultations below. You may use each option only once.
ちゃ かいぎ なんじ
a. お茶 b. 会議 c. これ d. 何時ごろ e. ちょっと f. みんな g. この

やす
Ex. 1. e 休みましょうか。
の
Ex. 2. この a 、飲みましょうか。
きょう
3. 今日、_______しましょうか。
しゅくだい
4. _______宿題、
しましょうか。
きょう かえ
5. 今日は_______帰りましょうか。
だいがく か
6. _______は、大学で書きましょうか。
なん じ あ
7. 何時ごろまた_______で会いましょうか。

3-9-2R◆Correcting◆information
Choose from the selections the correct information for each of the statements that follow.

ご ご じ せんせい かさ
a. 午後 b. ここ c. あちら d. ７時 e. あさって f. 先生の g. 傘 h. あれ

じ じ 3-9
Ex. 1. 時時じゃなくて、 d です。
Ex. 2. これじゃないですよ。 h です。
何時ですか?
なん じ

3. こちらじゃなくて、_______ですよ。
ご ぜん じ じ
4. 午前６時じゃなくて、_______６時です。
じゅぎょう
5. その授業、_______じゃありませんよ。
しら い せんせい
6. それ、白井先生の_______じゃないですよ。
かい ぎ
7. あの会議はあしたじゃありませんよ。_______ですよ。
す だ
8. そのかばんは須田さんのですよ。_______じゃないですよ。

91
 3-9-3R◆Uses◆of◆では de wa
Determine whether the following uses of では are used to make a transition or a negation.

Ex. 1. では、
また。 Transition Negation
さつ
Ex. 2. １冊ではありません。 Transition Negation
はじ
3. では、始めましょう。 Transition Negation
しつれい
4. それでは、失礼します。 Transition Negation
きょう あ す
5. 今日ではありません。明日です。 Transition Negation
6. こちらではないです。
あちらです。 Transition Negation
3-9
何時ですか?
なん じ

92
 書き練習 Kaki-renshuu◆Writing◆practice

文字練習◆Moji renshuu Symbol◆practice

Use the Symbol Practice sheets in Appendix A to practice hiragana characters #33–45 for
Scene 3-9.

3-9-4W◆Using◆furigana
Listen to the voice message and write furigana for the name of each participant in a speech
contest.

3-9-5W◆Using◆furigana 3-9

The following sets of name cards have some errors in their furigana. Compare the roman-
何時ですか?
なん じ

ized scripts with the furigana and provide corrections as needed. Place a check mark () if
the furigana is right.

93
 なん じ
何時ですか? 3-9

94
 ◆◆ 評価◆Hyooka Assessment

Answer sheet templates are provided in Appendix B for the Assessment sections.

聞いてみよう◆Kiite miyoo Listening◆comprehension

Read the context, listen to the audio, and then answer the questions. If you hear something
unfamiliar, rely on what you know to choose the correct answer.

1. Yagi-bucho is leading a division meeting.

a. What does she check?
b. What time was the meeting supposed to start?
2. Kanda-san just called Sasha on her office cell phone.
a. What is Kanda-san looking for? What color is it?
b. What feature does Sasha use to confirm that she has the right item?
c. Who ultimately finds the item?
3. Kanda-san enters a small meeting room where a visitor has been waiting.
a. What is the visitor’s name?
b. Where does the visitor work?
c. Who else was Kanda-san expecting?
d. What does he learn about that person?
4. Amy is attending a small gathering that Takashi is having at his dorm.
a. Who are the students?
b. Who is Sam?
5. Sasha is talking to another intern about something she sees on a website.
a. What does Sasha initially check on?
b. What does she ask the intern to do for her?
c. How helpful is the intern?
Act 3

6. After a Japanese Conversation Club meeting, Amy asks Takashi a question.

何時ですか?
なん じ

a. What is Amy’s initial question?

b. Why does Amy ask this question?
c. What does Takashi decide to do in the end?
7. Amy finds something that was left in the room after a meeting.
a. What is the item that was left in the room?
b. Who does Amy initially think it belongs to?
c. What does the new word that Amy learns mean?
95
 使ってみよう◆Tsukatte miyoo Dry◆run

Listen to the audio and respond according to the context.

1. (a) It’s about 11:00 a.m. now. (b) The meeting is at 3:30 p.m. (c) Testing will be tomor-
row at 10:00 a.m.
2. You have a Japanese friend who is eager to learn English. He has asked you to correct
his English pronunciation carefully. He will pick up 5 items on your desk and say what
they are in English. Correct his pronunciation as best as you can.
3. Your work associate is considering a purchase. When he tells you the price of the one
that he is looking at, comment whether you think it’s expensive or not expensive. Here
are the common price ranges for the items that your associate will be talking about. (a)
about $20; (b) $100–$150; (c) ¢60–¢80; (d) $500–$600; (e) $70–$80
4. You and your work associate are meeting a client at her office, but you are unsure of
the location.
5. (a) Tanaka-san and Nakamura-san are scheduled for tomorrow. (b) Trains to Kyoto depart
at 3:54 and 6:17. (c) Tanaka-san is scheduled for tomorrow and the day after tomorrow.

Now it’s your turn to start the conversation based on the given context. Listen to how the
other person reacts to you. For some items, you may not get a verbal response. If you hear
something unfamiliar, rely on what you know to choose the correct answer.

6. You are taking a Japanese visitor out for some ice cream. He knows some English but is
more comfortable in Japanese. Find out a good Japanese equivalent of the following expres-
sions: (a) ice cream sundae; (b) credit card; (c) takeout; (d) trash; (e) sweet; (f) too much.
7. You see a blue bag that you think belongs to your friend Ms. Zhang. Check with a
senior person.
8. Your supervisor is showing you a short proposal that another person prepared. You
notice an error. First, (a) suggest where the error is. Then, (b) suggest that the number
of rods involved is not 690, but 890.
9. Your senior team member just told you who will be joining you at an upcoming event,
but you are not sure if he said Shimizu or Shimazu. Indicate that there was a little
glitch in your listening and find out which it is.
10. You are talking with your senior team member about an upcoming event. Find out
Act 3

where it will be held.

11. You have just learned that you are to come to the library at 2:00 p.m. Confirm the time
何時ですか?

and place succinctly.

12. A senior student is wondering where to wait for a group of visitors. Suggest that you
なん じ

wait at the university.

13. You heard that Fukuzawa University sends students to study abroad at Clinton Univer-
sity, but you’re not sure where that is. Ask Sakata-san, who works in Fukuzawa Uni-
versity’s study abroad office, where Clinton University is.

96
 読んでみよう◆Yonde miyoo Contextualized◆reading

1. Here is a handwritten note on a container found on a table in an office:

a. What does the writer want the reader to do?

The following examples assume you are reading the texts with some help from a furig-
ana-generating website, browser add-on, app, etc.

2. An email from your coworker, Yamamoto-san, with an attachment:

けいたい
Subject：携帯
しら い
これ、白井さんのじゃありませんか。
やまもと
山本

a. What is Yamamoto-san checking on?

3. An email from a coworker, Terada-san:

Act 3

かいぎ じかん
Subject：Re: 会議の時間
かい ぎ じ かん じ じ はん
あしたの会議の時間ですけど、４時じゃなくて４時半じゃありませんか。
すみません、
何時ですか?
なん じ

てら だ
寺田

a. What is the topic of the email?

b. What correction does Terada-san provide?

97
 4. A text message from your classmate at college:

a. What is your classmate suggesting? Provide details.

書き取り◆Kakitori Dictation

Listen, imagine the context, repeat silently what you hear, then write it down.

1. _______________________________________________________。

2. _______________________________________________________。

3. _______________________________________________________。

4. _______________________________________________________。

5. _______________________________________________________。

6. _______________________________________________________。

7. _______________________________________________________。

8. _______________________________________________________。

9. _______________________________________________________。

10. _______________________________________________________。
Act 3

11. _______________________________________________________。

12. _______________________________________________________。
何時ですか?

13. _______________________________________________________。
なん じ

98
 書いてみよう◆Kaite miyoo Contextualized◆writing

Consider the context provided and write a note according to the directions.

1. You have found a folder left in the conference room. On a sticky note attached to the
folder, write a memo asking whose it is.

2. You are returning a plastic container to your neighbor who gave you a piece of pie.
You’ve made some cookies in return and placed them in the container. On a sticky note
attached to the container, write a thank-you note and invite your neighbors (everyone in
the household) to have these (cookies) if they would like to . . .

Act 3
何時ですか?
なん じ

99
 3. You are recommending a game to your colleague. On a sticky note attached to the
game, write a note, indicating that it is, as expected, very interesting. Invite your col-
league to play it on the day after tomorrow.

4. Provide corrections for the following name cards for Sato Takeru (Satou Takeru) and
Nunokawa Ryutaro (Nunokawa Ryuutarou).

さ と たける ねのかわ りゆ た ろ
佐藤 武 布川 竜太郎

知ってる？◆Shitte’ru? What◆do◆you◆know?

Select the most appropriate option and write the letter in the space on your answer sheet.

1. You’ve been asked about a computer. You respond:

あたら せんせい ぱ そ こ ん
新しい先生＿＿＿パソコンですよ。Atarashii sensee _____ pasokon desu yo. (BTS 2)
a. な na
b. の no
Act 3

c. に ni
2. You’re enthusiastic about a new club at school.
何時ですか?

す す ぽ お つ
好き＿＿ スポーツは？ Suki ____supootsu wa? (BTS 2)
a. な na
なん じ

b. の no
c. に ni

100
3. You’re wondering about the time of the class.
なん じ じゅぎょう
何時＿＿授業ですか。Nan-ji _____ jugyoo desu ka. (BTS 2, 20)
a. な na
b. の no
c. で de
4. You’re curious about the meaning of “KC”.
か ん ざ す し て ぃ
KC＿＿カンザスシティのことですね？ KC ____ kanzasu shiti no koto desu ne?
(BTS 4, 5, 14)
a. に ni
b. で de
c. って tte
5. You’re wondering what the Japanese word is for something.
に ほん ご
日本語で＿＿＿といいますか。Nihongo de _____to iimasu ka. (BTS 3)
なに
a. 何 nani
b. どう doo
なん
c. 何 nan
6. You explain the meaning of amefuto.
あ め り か ん ふ っ と ぼ お る
アメリカンフットボール＿＿＿＿＿。Amerikan futtobooru _______. (BTS 4, 5)
い
a って言います tte iimasu
b. のことです no koto desu
c. とのことです to no koto desu
7. You suggest that you and your co-worker go home together.
いっしょ
一緒に＿＿＿＿＿。Issho ni___________. (BTS 8)
かえ
a. 帰りません kaerimasen
かえ
b. 帰ります kaerimasu
かえ
c. 帰りましょう kaerimashoo
8. You’ve been discussing sports.
さ っ か あ て に す
サッカー＿＿テニス＿＿しますよ。Sakkaa ____tenisu____ shimasu yo. (BTS 31)
Act 3

a. も mo も mo
b. と to と to
何時ですか?
なん じ

c. も mo と to
9. You’ve been asked if you eat both sushi and sashimi. You reply:
す し た
寿司＿＿食べますが。Sushi ____ tabemasu ga. (BTS 7, 10, 15)
a. は wa
b. と to
c. で de
101
 10. You ask your coworker about an upcoming meeting.
かい ぎ じ はん
あの会議＿＿３時半じゃないですか。Ano kaigi_____san-ji-han ja nai desu ka.
(BTS 7, 10, 20)
a. に ni
b. は wa
c. と to
11. You’ve been asked where the meeting will be held. You reply:
と しょかん
図書館＿＿あります。Toshokan ____arimasu. (BTS 15, 30)
a. で de
b. と to
c. に ni
12. You’ve been asked where the tickets are.
あちら＿＿あります。Achira ____ arimasu. (BTS 15, 30)
a. に ni
b. で de
c. は wa
13. You finally realized that the destination is, after all, quite far away.
とお
＿＿＿＿＿遠いですねえ。_____________tooi desu nee. (BTS 6, 11)
a. なるほど Naruhodo
b. やっぱり Yappari
c. ちょっと Chotto
14. You suggest that you meet in the lobby.
ろ び い あ
ロビー＿＿＿会いましょうか。Robii _____ aimashoo ka. (BTS 7, 15, 30)
a. で de
b. に ni
c. は wa
15. You correct Ms. Yamada’s mistaken assumption.
に ほん ご ちゅうごく ご
それ、 日本語＿＿＿中国語ですよ。Sore, nihongo _________chuugokugo desu yo.
Act 3

(BTS 13c)
a. じゃない ja nai
何時ですか?

b. じゃなくて ja nakute
c. じゃないです ja nai desu
なん じ

16. All Japanese loanwords_______. (BTS 14)

a. mean the same as the original word
b. undergo a pronunciation change

102
 c. are imported from English
17. You’ve been asked how many books you will buy. You respond:
さん か
三______ 買います。San-_________ kaimasu. (BTS 26)
さつ
a. 冊 satsu
ぼん
b. 本 bon
こ
c. 個 ko
18. You ask about how many tickets they have.
なん
何＿＿ありますか。Nan-______arimasu ka. (BTS 26)
こ
a. 個 ko
まい
b. 枚 mai
さつ
c. 冊 satsu
19. You tell your new acquaintance how long you intend to wait in the lobby.
ぷん ま
１０分＿＿＿＿待ちま す。Jup-pun ________ machimasu. (BTS 19)
a. に ni
b. ごろ goro
c. Ø
20. You’re wondering about the whereabouts of Kanda-san.
だいがく
大学＿＿＿いますか。Daigaku ____ imasu ka. (BTS 30)
a. へ e
b. は wa
c. に ni
21. You’ve been asked if the laptop is yours. You reply:
わたし
私＿＿＿じゃないです。Watashi ____ ja nai desu. (BTS 2, 29)
a. の no
b. な na
c. Ø
22. Completion (classifiers) (BTS 26)
Act 3

よん
四_____ Yon-______
ぷん
a. 分 pun
何時ですか?
なん じ

じ
b. 時 ji
えん
c. 円 en
きゅう
23. 九＿＿＿ Kyuu-_____ (BTS 26)
まい
a. 枚 mai

103
 じ
b. 時 ji
ぷん
c. 分 pun
じゅう
24. 十＿＿＿ Juu-＿＿＿ (BTS 26)
ぷん
a. 分 pun
えん
b. 円 en
せ ん と
c. セント sento
はち
25. 八＿＿＿ Hachi-＿＿＿ (BTS 26)
さつ
a. 冊 satsu
まい
b. 枚 mai
ほん
c. 本 hon
26. You want to know if the small one also costs 100 yen.
ちい えん
小さい＿＿＿も１００円ですか。Chiisai ____ mo 100-en desu ka. (BTS 28)
a. な na
b. に ni
c. の no
27. Long consonants (soku-on) are represented in horizontal writing in hiragana by _____.
(BTL 2)
a. a small つ slightly lower than other symbols
b. writing the hiragana symbol twice
c. writing the hiragana symbol lower than other symbols
28. Yoo-on refers to _____. (BTL 3)
a. the vowel sounds in や, ゆ, and よ
b. two long vowels
c. the ゃ in じゃ
29. Japanese fonts _____. (BTL 5)
a. are limited stylistically
b. vary a good deal
c. are used for the alphabet
Act 3
何時ですか?
なん じ

104
 だい まく
だいよん まく
第4幕
Act 4

れんらく き
連絡来ました？
Renraku kimashita?
Did they get in touch?
とき かね
時は金なり Toki wa kane nari
Time is money.

105
 ◆◆ Scene◆4-1◆ 練習◆Renshuu Practice
4-1

理解練習◆Rikai renshuu Comprehension◆practice

連絡来ました？

4-1-1C◆Non-past◆or◆past?◆(BTS◆1)
れんらく き

Listen to each statement, and mark each as “past” or “non-past.”

Ex. 1.  Past ☐ Non-past

Ex. 2. ☐ Past  Non-past
3. ☐ Past ☐ Non-past
4. ☐ Past ☐ Non-past
5. ☐ Past ☐ Non-past
6. ☐ Past ☐ Non-past
7. ☐ Past ☐ Non-past
8. ☐ Past ☐ Non-past
9. ☐ Past ☐ Non-past
10. ☐ Past ☐ Non-past
11. ☐ Past ☐ Non-past
12. ☐ Past ☐ Non-past

実演練習◆Jitsuen renshuu Performance◆practice

4-1-2P◆It◆wasn’t◆like◆that.◆(BTS◆1)
Yoshida-san, a colleague slightly older than you, asks about your recent experience. Tell
her that things weren’t as she suggests.

Ex. 1.

106
Yoshida-san 高かったですか？ Takakatta desu ka? Was it expensive?
You いえ、高くなかったですよ。 Ie, takakunakatta desu yo. No, it wasn’t expensive.
Ex. 2.

4-1
連絡来ました？
れんらく き
Yoshida-san きれいでしたか？ Kiree deshita ka? Was it clean?
You いえ、きれいじゃなかったで Ie, kiree ja nakatta desu No, it wasn’t clean.
すよ。 yo.

4-1-3P◆Refuting◆an◆idea◆(BTS◆1)
Assure Nakamura-san, a club member who is a year older, that his negative assumptions
are incorrect.

107
 Ex. 1.
Nakamura-san 行かなかったですか？ Ikanakatta desu ka? Did they not go?
You いえいえ、行きましたよ。 Ieie, ikimashita yo. No, they went.
4-1

Ex. 2.
Nakamura-san 面白そうじゃなかったで Omoshirosoo ja nakatta Did it not seem interesting?
連絡来ました？

すか？ desu ka?

You いえいえ、面白そうでし Ieie, omoshirosoo deshita No, it seemed interesting.
れんらく き

たよ。 yo.

4-1-4P◆It◆costs◆about◆this◆much.◆(BTS◆4)
Respond to Murata-san, a senior colleague, with approximate prices based on the informa-
tion given.

Ex. 1.
Murata-san いくらですか？ Ikura desu ka? How much is it?
You 2千円ぐらいです。 Nisen-en-gurai desu. About two thousand yen.
Ex. 2.
Murata-san いくらですか？ Ikura desu ka? How much is it?
You ７千ドルぐらいです。 Nanasen-doru-gurai desu. About seven thousand dollars.

108
 ◆◆ Scene◆4-2◆ 練習◆Renshuu Practice

理解練習◆Rikai renshuu Comprehension◆practice

4-2-1C◆What◆field◆of◆study◆is◆mentioned?◆(BTS◆6)

4-2
The speaker in each audio cue mentions a major or field of study. Write the number of the
audio cue next to the matching field of study.

連絡来ました？
れんらく き
_____ Mathematics _____ Physics

Ex. 1 Japan studies _____ Literature

_____ Religion _____ Economics

Ex. 2 Sociology _____ Linguistics

_____ Engineering

4-2-2C◆What’s◆being◆asked?◆(BTS◆9)
Listen to Brian’s questions to a salesperson and (a) write the number of the audio cue next
to the item that Brian is asking about, then (b) complete the phrase using one of the options
below to describe the item that Brian is looking for.

_____ A notebook that’s________________________

Ex. 1 Paper that’s bigger

_____ A pen that’s

_____ A book that’s

_____ A bag that’s

Ex. 2 An umbrella that’s not red

_____ A T-shirt that’s

_____ Cake that’s

Smaller Cheaper Not black Not white

Not red Not blue Bigger Not so difficult

109
 実演練習◆Jitsuen renshuu Performance◆practice

4-2-3P◆Confirming◆something◆additional◆(BTS◆10)
Kimura-san, who is senior to you, checks on your habits and asks about an additional item.
Confirm that the additional item also belongs to your routine.

Ex. 1.
4-2

Kimura-san コーヒーとか、飲みま Koohii toka, nomimasu yo You drink coffee and the like,
すよね。お茶は？ ne. Ocha wa? right? What about tea?
連絡来ました？

You あ、お茶とかも飲み A, ocha to ka mo nomimasu Oh, I drink tea and the like,
ますよ。 yo. too.
れんらく き

Ex. 2.
Kimura-san 数学が、好きですよ Suugaku ga, suki desu yo ne. You like math, right? What
ね。社会学は？ Shakaigaku wa? about sociology?
You あ、社会学も好きで A, shakaigaku mo suki Oh, I like sociology, too.
すよ。 desu yo.

4-2-4P◆Refusing◆politely◆(BTS◆12)
When Terada-san, who is slightly senior to you, suggests various activities, refuse politely
by indicating that the specified timing won’t work.

Ex. 1. Terada- あさって一緒にテニス Asatte issho ni tenisu How about playing tennis
san しませんか？ shimasen ka? together the day after
tomorrow?
You あ、あさってですか？ A, asatte desu ka? The day after tomorrow? I’m
すみません。 あさって Sumimasen. Asatte wa sorry. The day after tomorrow
はちょっと · · · · · · chotto . . . won’t work.
Ex. 2. Terada- 今度の週末、よかった Kondo no shuumatsu If it’s okay, how about doing
san らみんなで何かしませ yokattara minna de nani ka something with all of us together
んか。 shimasen ka? this coming weekend?
You あ、今度の週末ですか A, kondo no shuumatsu desu This coming weekend? I’m
？すみません。今度の ka? Sumimasen. Kondo no sorry. This coming weekend
週末はちょっと · · · · · · shuumatsu wa chotto . . . won’t work.

4-2◆腕試し◆Udedameshi Tryout

Introduce yourself to a Japanese exchange student and find out his/her major.

110
 ◆◆ Scene◆4-3◆ 練習◆Renshuu Practice

理解練習◆Rikai renshuu Comprehension◆practice

4-3-1C◆What’s◆being◆asked?◆(BTS◆13)
Listen to Murata-san’s question and select the option that best represents what Murata-
san wants to know. Pay close attention to the Particles used to mark the topic of the
question.

4-3
Ex. 1. a. Who is from Canada?
b. Where is Wang-san from?

連絡来ました？
れんらく き
Ex. 2. a. Who will make it?
b. Will Suzuki-san make it or not?
3. a. Who will come?
b. Is Kawakami-san coming or not?
4. a. Which one is cheap?
b. Is this a cheap one or not?
5. a. Which bag is new?
b. Is that bag new or not?
6. a. Which one is difficult?
b. Is Sakamoto-sensei’s difficult or not?
7. a. Which one is expensive?
b. Is this blue one expensive or not?
8. a. What day is Yamamoto-san?
b. Who is it tomorrow?
9. a. Which one is old?
b. Is that one over there old or not?

実演練習◆Jitsuen renshuu Performance◆practice

4-3-2P◆When◆does◆or◆did◆it◆happen?◆(BTS◆20)
Today is Wednesday and Murata-san, your office associate, checks with you about the
timing of some activities. Respond by either confirming the day or providing the accurate
information.

111
 4-3
連絡来ました？

Ex. 1. Murata-san 今日行きましたか。 Kyoo ikimashita ka? Did you go today?

You いや、明日行きますよ。Iya, ashita ikimasu yo. No, I’ll go tomorrow.
れんらく き

Ex. 2. Murata-san 昨日勉強しましたか。 Kinoo benkyoo shimashita ka? Did you study yesterday?
You ええ、昨日しましたよ。 Ee, kinoo shimashita yo. Yes, I studied yesterday.

4-3-3P◆Implying◆that◆there’s◆more◆going◆on◆(BTS◆14)
Provide a negative reply to your colleague Yoshida-san’s questions, implying that there
might be more to the story.

Ex. 1. Yoshida-san 高かったでしょ？ Takakatta desho? It was expensive, right?

You いや、高くなかったけ Iya, takakunakatta No, it wasn’t expensive, but . . .
ど · · · · · ·。 kedo . . .
Ex. 2. Yoshida-san 先生だったでしょ？ Sensee datta desho? It was the teacher, right?
You いや、先生じゃなかっ Iya, sensee ja nakatta No, it wasn’t the teacher, but . . .
たけど · · · · · ·。 kedo . . .

4-3-4P◆Giving◆accurate◆information◆(BTS◆13)
Sakata-san, a friend (junior to you) at Fukuzawa University, has an old list of students
who are studying in America. Correct her misconceptions based on the updated chart
below.

112
 Student’s name Host university

Takashi Matsuura Clinton University

Nobuto Ishikawa UCLA

Noriko Murakami Peking University

Takayuki Nozawa Texas Tech University

Saori Taneda The Ohio State University

Ex. 1.

Sakata-san 村上さんはUCLAです Murakami-san wa UCLA Murakami-san is at UCLA,

4-3
よね。 desu yo ne. right?
You あ、いや、北京大学じゃ A, iya, Pekin-daigaku ja Um, no, isn’t she at Peking

連絡来ました？
れんらく き
ないかな。 nai ka na. University?
Ex. 2.
Sakata -san 野沢さんがオハイオ州 Nozawa-san ga Ohaio- It is Nozawa-san that’s at
立大学ですよね。 shuuritsu-daigaku desu yo The Ohio State University,
ne. right?
You あ、いや、種田さんがオ A, iya, Taneda-san ga Um, no, isn’t it Taneda-
ハイオ州立大学じゃな Ohaio-shuuritsu-daigaku san that’s at The Ohio State
いかな。 ja nai ka na. University?

113
 ◆◆ Scene◆4-4◆ 練習◆Renshuu Practice

理解練習 Rikai renshuu Comprehension◆practice

4-4-1C◆What◆day◆is◆it?◆(BTS◆19)
Write the day of the month mentioned in each conversation using Arabic numerals as
shown in the example.

Ex. 1. 15 Ex. 2. 9 3.
4. 5. 6.
7. 8. 9.

実演練習◆Jitsuen renshuu Performance◆practice

4-4
連絡来ました？

4-4-2P◆Confirming◆when◆the◆guests◆came/will◆come◆here◆
(BTS◆20)
れんらく き

Today is the 19th day of the month. Confirm your teacher’s assumption about the guests’
arrival day here, using the pattern from the examples.

Ex. 1. Sakamoto- 明日ですね？ Ashita desu ne? Is it tomorrow?

sensei
You はい、明日来ます。 Hai, ashita kimasu. Yes, they’re coming
tomorrow.
Ex. 2. Sakamoto- １３日でしたね？ Juu-san-nichi deshita ne? It was the 13th?
sensei
You はい、１３日に来ました。 Hai, juu-san-nichi ni Yes, they came on the
kimashita. 13th.

4-4-3P◆Telling◆from◆when◆to◆when◆(BTS◆22)
Respond to your supervisor, Kanda-san, based on the calendars.

114
Ex. 1.
Kanda-san いつですか？ Itsu desu ka? When is it?
You １６日から１９日までです。 Juu-roku-nichi kara juu-ku- From the 16th to the 19th.
nichi made desu.
Ex. 2.
Kanda-san いつですか？ Itsu desu ka? When is it?
You ７日から１１日までです。 Nanoka kara juu-ichi-nichi From the 7th to the 11th.
made desu.

Ex. 1.

Ex. 2.

3.

4-4
連絡来ました？
れんらく き
4.

5.

6.

7.

8.

9.

115
 4-4-4P◆Asking◆what◆the◆alternative◆is
Respond to your colleague’s negative comment by asking by whom, when, or where it will
be done.
Ex. 1. Yoshida-san 田中さんはダメですね。Tanaka san wa dame desu ne. Tanaka-san’s no good.
You じゃ、誰がしますか。 Ja, dare ga shimasu ka? Then who will do it?
Ex. 2. Yoshida-san ２０日はダメですね。 Hatsuka wa dame desu ne. The 20th is no good.
You じゃ、何日にしますか。 Ja, nan-nichi ni shimasu ka? Then when will (we) do it?

4-4◆腕試し◆Udedameshi Tryout

1. Find out what and when the next major Japanese holiday is, and whether or not your
Japanese friend/colleague will be coming to school/work.
2. Invite a friend to do something with you and, if s/he accepts, work out details for where
and when you will meet.
3. Ask a Japanese exchange student when his/her next class begins and ends.
4-4
連絡来ました？
れんらく き

116
 ◆◆ Scene◆4-5◆ 練習◆Renshuu Practice

理解練習◆Rikai renshuu Comprehension◆practice

4-5-1C◆Waiting◆for◆someone◆(BTS◆13,◆24)
Circle “who” if the man tells you who waited, or “for whom” if he tells you the person he
waited for. Then write the name of the person mentioned in the space provided.

Ex. 1. who for whom Tanaka-san

Ex. 2. who for whom Yamamoto-san

3. who for whom -san

4. who for whom -san

5. who for whom -san

6. who for whom -san

7. who for whom -san

4-5
実演練習◆Jitsuen renshuu Performance◆practice

連絡来ました？
れんらく き
4-5-2P◆Interjecting◆opinions◆(BTS◆25)
Respond to your colleague by offering your assumption about how easy or difficult the
activities must have been, according to the illustrations.

Ex. 1.

Suzuki-san 使いましたよ。 Tsukaimashita yo. I used it!

You そうですか。使いやすかっ Soo desu ka. Really. I bet it was easy to
たでしょう。 Tsukaiyasukatta deshoo. use, wasn’t it.
Ex. 2.
Suzuki-san 作りましたよ。 Tsukurimashita yo. I made it!
You そうですか。作りにくかっ Soo desu ka. Really. I bet it was hard to
たでしょう。 Tsukurinikukatta deshoo. make, wasn’t it.

117
 4-5-3P◆Asking◆questions◆(BTS◆13,◆24)
Ask a team member a question based on the context. Then check what you said with the
model and listen to her response.
You are wondering:

Ex. 1. Who will do a certain task.

4-5

Ex. 2. Which of several items would be best (to use).

3. What she bought at the store.
連絡来ました？

4. Which of several items she used.

5. Who would be best (for a certain task).
れんらく き

6. What she will study.

4-5◆腕試し◆Udedameshi Tryout

1. Ask a friend or colleague about his/her weekly schedule.

2. Find out when the Japanese school year begins and ends.

118
 ◆◆ Scene◆4-6◆ 練習◆Renshuu Practice

理解練習◆Rikai renshuu Comprehension◆practice

4-6-1C◆Naming◆or◆counting◆time?◆(BTS◆29)
Listen to the audio and indicate whether the speaker is naming a point in time or counting
time. Then write the time or the amount of time. If you hear something unfamiliar, rely on
what you know to choose the correct answer.

Ex. 1.  naming time ☐ counting time 9:00

Ex. 2. ☐ naming time  counting time 2 hours 30 minutes

3. ☐ naming time ☐ counting time

4. ☐ naming time ☐ counting time

5. ☐ naming time ☐ counting time

6. ☐ naming time ☐ counting time

7. ☐ naming time ☐ counting time

8. ☐ naming time ☐ counting time

9. ☐ naming time ☐ counting time

4-6
実演練習◆Jitsuen Renshuu performance◆practice

連絡来ました？
れんらく き
4-6-2P◆Restating◆to◆confirm◆assumptions◆(BTS◆29)
Confirm Tanaka-san’s assumptions about when or for how long you did something.
Ex. 1.

Tanaka-san ちょっと使いましたね。 え Chotto tsukaimashita ne. You used it a bit, didn’t

えと· · · · · · ３時間ですか。 Eeto . . . san-jikan desu ka? you? Um . . . was it three
hours?
You はい、３時間ぐらい使い Hai, san-jikan gurai Yes, I used it for three
ました。 tsukaimashita. hours.

119
 Ex. 2.

Tanaka-san ちょっとしましたね。 ええ Chotto shimashita ne. Eeto You did it a bit, didn’t
と · · · · · ·１２時ですか。 . . . juu-ni-ji desu ka? you? Um, was it twelve
o’clock?
You はい、１２時にしました。 Hai, juu-ni-ji ni shimashita. Yes, I did it at twelve
o’clock.

4-6-3P◆Clarifying◆what◆is◆assumed◆(BTS◆27)
4-6

React with a bit of surprise to a club member’s assumptions about Wang-san’s language
abilities. Based on the illustrations, confirm the language that Wang-san can handle.
連絡来ました？

Ex. 1.
れんらく き

Club よくわかりますね。 Yoku wakarimasu ne. He understands well,

member doesn’t he.
You え？あの、
ワンさん、
日本語がわ E? Ano, Wan- Huh? Um, does Wang-san
かりますか？ san, nihongo ga understand Japanese?
wakarimasu ka?

120
Ex. 2.

Club よく話しますね。 Yoku hanashimasu ne. He speaks well, doesn’t he.

member
You え？あの、ワンさん、英語を話し E? Ano, Wan-san, eigoHuh? Um, does Wang-san
ますか？ o hanashimasu ka? speak English?

4-6
4-6-4P◆Indicating◆the◆important◆information◆(BTS◆27)
Initiate the conversation by asking a co-worker a question based on the prompt. The infor-

連絡来ました？
れんらく き
mation you are most concerned about is circled in the prompt.

Ex. 1.
You 英語は田中さんが Eigo wa Tanaka-san ga It’s Tanaka-san that understands
わかりますね？ wakarimasu ne? English, right?
Morita-san はい、田中さんがわ Hai, Tanaka-san ga Yes, it’s Tanaka-san.
かります。 wakarimasu.
Ex. 2.
You 田中さんは英語が Tanaka-san wa eigo ga It’s English that Tanaka-san
わかりますね？ wakarimasu ne? understands, right?
Morita-san はい、英語がわかり Hai, eigo ga wakarimasu. Yes, it’s English.
ます。

121
 Ex. 1. Tanaka-san understands English

Ex. 2. Tanaka-san understands English

3. Suzuki-san can play (do) tennis

4. Kobayashi-san needs an umbrella

5. Yoshino-san has a bicycle

6. Ito-san can do Korean

7. Kato-san understands Chinese

8. Morikawa-san needs a bag

9. Yamaguchi-san understands French

4-6
連絡来ました？
れんらく き

122
 ◆◆ Scene◆4-7◆ 練習◆Renshuu◆Practice

読み練習◆Yomi-renshuu◆Reading◆practice

4-7-1R◆Reporting◆where◆something◆or◆someone◆was◆◆
or◆where◆something◆was◆taking◆place
Circle the appropriate particle for each of the statements.

かんだ お ふ ぃ す
Ex. 1. 神田さんはオフィス に・で いましたけど ······。
み い て ぃ ん ぐ だいがく
Ex. 2. ミーティングは大学 に・で ありましたけど ······。
はん あ ぱ あ と た
3. ご飯はアパート に・で 食べましたけど ······。
く っ き い け え き
4. クッキーとかケーキはここ に・で ありましたけど ······。
ぽ す た あ こ ぴ い る う む つく
5. ポスターはコピールーム に・で 作りましたけど ······。
れきし ぶんがく く ら す だいがく と
6. 歴史とか文学のクラスは大学 に・で 取りましたけど ······。
く ら す め え と く ら す
7. クラスメートはクラス に・で いましたけど ······。
ぱ そ こ ん みせ か
8. パソコンはあのお店 に・で 買いましたけど ······。

4-7-2R◆Expressing◆or◆asking◆about◆limitation
Choose what fits in each of the statements or questions. You may choose each option
once.

おお えい ご じ かん くん すうがく
a. 大きいの b. 英語 c. これ d. １時間 e. たかし君 f. 数学
4-7

く ら す
Ex. 1. クラスは f だけです。
連絡来ました？
れんらく き

て に す
Ex. 2. テニスは d だけしました。
る う む め え と き
3. ルームメートは＿＿＿＿＿だけ来ました。
かんこくご
4. ＿＿＿＿＿だけですか。韓国語もわかりますか。
おお
5. 大きいかばんは、＿＿＿＿＿だけですか。

6. かばんは、
この＿＿＿＿＿だけですか。

123
 4-7-3R◆Expressing◆contrast
Choose what fits in each of the statements or questions. You may choose each option
once.

れきし せんせい す う ぱ あ
a. 歴史 b. 先生 c. うち d. スーパー e. おととい
かさ かんだ し ゃ あ ぺ ん
f. ＣＤ g. 傘 h. 神田さん i. それ j. シャーペン

1. ＤＶＤはありますが、____f____はありません。
すうがく と と
2. 数学は取りますが、___a____は取りません。

3. かばんはありますが、_______はないですね。
よ よ
4. ここでは読みますが、_______では読みませんよね。
がくせい き き
5. 学生は来ますが、_______は来ませんよ。
てらだ おそ おそ
6. 寺田さんは遅かったですけど、_______は遅くなかったですよね。
みせ
7. ここの店にはありましたが、
あそこの_______にはありませんでしたよ。
いそが ぜんぜんいそが
8. きのうはけっこう忙しかったけれど、_______は全然忙しくなかったですよ。
えんぴつ つか つか
9. この鉛筆は使いやすいけど、
あの_______は使いにくいですよね。

4-7-4R◆Asking◆for◆information
Match each of the following questions to the appropriate responses.

い
Ex. 1. ここはどこでしょうか。 j a. 「meeting」
って言いますよ。
せんこう なん
Ex. 2. 専攻は何ですか。 d b. ３Ｆじゃないでしょうか。
ぱ そ こ ん せんせい わ
3. あのパソコンはどうでしょうか。 _____ c. あの先生ですよ。分かりますか。
4-7

に ほん ご
4. あれはどなたですか。 _____ d. 日本語です。
かい ぎ なん じ すうがく
5. この会議は何時から始めましょうか。_____ e. 数学でした。
連絡来ました？

せんこう なん じ はん
6. 専攻は何でしたか。 _____ f. ４時半ぐらいからはどうですか。
さかもと ぬま た
7. 坂本さんはどちらでしょうか。 _____ g. 沼田さんじゃないですか。
れんらく き

しら い せんせい せんせい ふくざわこうこう

8. 白井先生はどの先生でしょうか。 _____ h. 福沢高校じゃなかったでしょうか。
てらだ こうこう つか
9. 寺田さんはどちらの高校でしたか。 _____ i. ちょっと使いにくいですよ。
かい ぎ えい ご なん い こ ろ ん ば す
10. 「会議」は英語で何と言いますか。 _____ j. コロンバスですよ。

124
4-7-5R◆Under◆human◆control◆or◆not
Circle the appropriate particle for each of the questions.

Ex. 1. だれ が・を しましたか。

な まえ か
Ex. 2. だれの名前 が・を 書きましたか。
つく
3. どこ が・を 作りやすいですか。
たか
4. どのかばん が・を 高いですか。
せんせい すうがく と
5. どの先生の数学 が・を 取りましたか。
こうえん
6. どの公園 が・を きれいですか。
7. どれ が・を できませんでしたか。
さかもとせんせい
8. どなた が・を 坂本先生ですか。
き
9. だれのＣＤ が・を 聞きましたか。
せんせい えい ご わ
10. あの先生の英語 が・を 分かりましたか？

4-7-6R◆Preferred◆word◆order
Select the preferred word order.
と しょかん すうがく きょう
Ex. 1.（A. 図書館で B. 数学を C. 今日は）
べんきょう
C A B 勉 強 します。
て に す かん だ じ
Ex. 2.（A. テニスを B. 神田さんは C. ３時に）

B C A します。
さ とう し ごと あした
3.（A. 佐藤さんが B. 仕事が C. 明日は）

できますよ。
ぺ え じ ほん ぺ え じ
4. （A. 2ぺージから B. あの本は C. 34ページまで）
よ
読みました。 4-7
きのう ひる はん あさ はん
5. （A. 昨日は B. 昼ご飯も C. 朝ご飯も）
た
食べませんでした。
連絡来ました？
れんらく き

6. （A. あそこまで B. ここから C. どのぐらい）

かかりますか？
も り す ぽ す た あ みせ
7. （A. モリスさんは B. あのポスターを C. このお店 で）
つく
作りました。

125
 ◆◆ 書き練習◆ Kaki-renshuu◆Writing◆practice

文字練習◆Moji renshuu◆Symbol◆practice

Use the Symbol Practice sheets in Appendix A to practice a hiragana character #46 for
Scene 4-7.

4-7-7W◆Fill-in-the-blank
Listen to the audio and fill in the blanks with the particles you hear. If there is no particle,
put X.

Ex. 1. だれ が しますか。

Ex. 2. どこ で しますか。

3. いつ しますか。

4. どれ しますか。

5. だれ いいですか。

6. どこ いいですか。

7. いつ いいですか。

8. どれ いいですか。

9. どれ ありますか。

10. どこ ありますか。
4-7

11. これ それ ありますか。
連絡来ました？

12. いつ いつ しますか。
れんらく き

4-7-8W◆Sentence◆completion
Complete the following based on what you hear.

Ex. 1. これはしますが、
あれはしません 。
Ex. 2. あれはしましたが、それはしませんでした 。

126
 3. それはおいしいですけど、
これは 。
4. ここはおいしかったですけど、
あそこは 。
5. このかばんはいいですが、
あのかばんは 。
6. そのＤＶＤはよかったですが、
あれは 。
7. ここはきれいですが、
あそこは 。
8. あそこはきれいでしたが、そこは 。
9. ここにはありますが、
あそこには 。
かさ
10. 傘はありましたが、かばんは 。

4-7
連絡来ました？
れんらく き

127
 ◆◆ 評価◆Hyooka◆Assessment◆

Answer sheet templates are provided in Appendix B for the Assessment sections.

聞いてみよう◆Kiite miyoo Listening◆comprehension

Read the context, listen to the audio, and then answer the questions. If you hear something
unfamiliar, rely on what you know to choose the correct answer.

1. A man is asking a female colleague about her hotel accommodations.

a. On what point does the woman agree with the man?
b. What comment does the woman add?
2. A man asks his colleague about a recent trip.
a. Where did the woman go?
b. How does the woman describe that place?
c. Why does the man thank the woman?
3. A man and a woman are looking at a menu in a café.
a. What are they trying to decide?
b. What does the woman suggest?
c. What is the final decision?
4. Two colleagues are talking in their office.
a. Who is the man looking for?
b. How many days will that person be gone?
c. What additional information does the woman provide?
5. Members of a volunteer organization are talking about a new design for their logo.
a. What does the man first ask the woman?
b. What is her response?
c. What does the man assume about the process?
6. Two members of a community club are talking about an upcoming event.
Act 4

a. What does the woman initially ask?

連絡来ました？

b. What is the man’s response?

c. What else does the woman find out?
れんらく き

128
7. Two students are talking at a student orientation.
a. What is the man’s major?
b. What subjects is the man especially bad at?
8. Two interns are talking about a restaurant.
a. When did the man go there?
b. Give details about the restaurant based on what the man says: What’s its name? Is it
new or old? What kind of cuisine is served? How are the prices?

使ってみよう◆Tsukatte miyoo Dry◆run

Listen to the audio, and respond based on the context. Then compare what you said to the
sample response.

1. Your teacher asks you whether you have been to Hokkaido. Tell him that you went last year.
2. Your colleague suggests buying a new electronic device. Remind him that the one you
have (this one) isn’t that old.
3. Your teacher mentions a “Professor Sakamoto.” Check if he is talking about the very
well-known figure in your field by that name.
4. A member of your school activity club is wondering which of the advertisement post-
ers from various years will be good to use in a presentation that you are working on.
Suggest (a) the one from the upcoming year; (b) the one from the year before last year;
(c) the ones from the Showa era; (d) the ones from the upcoming academic term.
5. Respond to a co-worker with some ambiguity or uncertainty as you share the following
information: (a) you are from Canada; (b) tomorrow won’t work; (c) the event will be
held the day after tomorrow; (d) it’s Mr. Anderson who has arrived.

Now it’s your turn to start the conversation based on the given context. Listen to how the
other person reacts to you. For some items, you may not get a verbal response. If you hear
something unfamiliar, rely on what you know to choose the correct answer.

6. You have to finish a project before you go home this evening. Tell your co-worker that
you’ll be going home late.
7. Tell your teacher that the new poster was a bit hard to read.
8. You are brainstorming about an upcoming event. Pose these questions: (a) from what
Act 4

date to what date it is scheduled; (b) from which day of the week to which day of the
week that means; (c) from which time to which time it will be held; and (d) which num-
連絡来ました？
れんらく き

bered pieces of equipment (from which number to which number) will be used.

129
 読んでみよう◆Yonde miyoo Contextualized◆reading

You are reading a text with some help from a furigana-generating website/browser add-on/
app, etc. Read the passages below and answer the questions that follow in English.

1. Here is a text message from your supervisor:

a. Why does the writer apologize?

b. What does the writer tell you about his/her schedule tomorrow?
2. Here are some text messages between two colleagues:
Act 4
連絡来ました？
れんらく き

130
 a. What is the topic of these text messages?
b. What does the writer in the first text message ask for confirmation of ?
c. Why does the writer of the second text message mention the Nihon Hotel? Why is
a meeting mentioned in the second text message?
d. How is the Nihon Hotel described?
3. Here is an email message you received from your instructor about your class:

あした じゅぎょう
Subject: 明日の授 業
あした じゅぎょう じ じ はん
明日の授業は１時からじゃなくて、１時半からです。
しゅくだい ほん ぺ え じ ぺ え じ
宿 題は本の ２３ページから ２７ ページまでです。
さかもと
坂本

a. What does the instructor say about the class time tomorrow?
b. What is the homework assignment?
4. Your coworker Tanaka-san uses an app to add furigana to messages. Here is an email
he received:

あした かい ぎ
Subject: 明日の会議
た な か
タナカさん
きょう と
おかえりなさい。京都はどうでしたか？
あした かい ぎ ご ぜん じ わたし た な か はる の わた
こちらからは私とタナカさん、ZONIからは春野さんと綿
明日の会議は午前９時からです。
ぬき き
貫さんが来ます。
わたなべ
渡邊

a. Where has Tanaka-san been recently?

b. When will the meeting be held?
c. Who will attend the meeting? Where are they from?
d. Can you guess why Tanaka is written in katakana?
5. Here is a text message you received from your classmate:
Act 4
連絡来ました？
れんらく き

131
 a. What does your classmate want to know?

書き取り◆Kakitori Dictation

Listen, imagine the context, repeat silently what you hear, then write it down.

1. _______________________________________________________。
2. _______________________________________________________。
3. _______________________________________________________。
4. _______________________________________________________。
5. _______________________________________________________。
6. _______________________________________________________。
7. _______________________________________________________。
8. _______________________________________________________。

書いてみよう◆Kaite miyoo Contextualized◆writing

Consider the context provided and write a note according to the directions.
For all writing tasks below, you need katakana: コピー (noun) “copy, copies,” and コピ
ーします (verb) “(make) copies, copy, duplicate.” Make sure to use appropriate particles.
Write your message horizontally.

1. You are looking at a memo from an assistant that refers to copies he has made. On a
sticky note attached to the memo, ask the assistant where the copies are located.
Act 4
連絡来ました？
れんらく き

132
2. You have just made copies for your supervisor. On a sticky note attached to the copied
document, tell the supervisor that you made copies of this (document) up to and includ-
ing page 39 (write “p. 39”).

3. On your desk you found a copy of a schedule that seems to be an old version. On a
sticky note attached to the copy, ask your assistants who made copies of this (schedule),
and when they copied it.

知ってる？◆Shitte’ru? What◆do◆you◆know?

Select the most appropriate option and write the letter in the space on your answer sheet.
1. You’ve been asked if you made the tarts. You reply:
いいえ、＿＿＿＿＿＿でした。Iie, _________ deshita. (BTS 1)
つく
a. 作りません tsukurimasen
Act 4

つく
b. 作らなかった tukuranakatta
つく
c. 作らない tsukuranai
連絡来ました？
れんらく き

133
 2. You’ve been asked if the train was early. You reply:
いいえ、＿＿＿＿＿なかったです。Iie, ___________nakatta desu. (BTS 1)
はや
a. 早い hayai
はや
b. 早く hayaku
はや
c. 早かった hayakatta
3. You ask if someone’s major wasn’t linguistics.
げん ご がく
言語学＿＿＿＿ですか。Gengogaku _______desu ka. (BTS 1)
a. なかった nakatta
b. じゃなかった ja nakatta
c. じゃありません ja arimasen
4. You’ve been asked about dinner. You reply:
____________でした。____________deshita. (BTS 1)
a. おいしくありません Oishiku arimasen
た
b. 食べなかった Tabenakatta
c. よくなかった Yoku nakatta
5. You give your colleague an idea of the kinds of things you ate at the party.
く っ き い ぱ い た
クッキー＿＿＿パイを食べました。Kukkii _____ pai o tabemashita. (BTS 8, 11)
a. だけ dake
b. とか to ka
c. あと ato
6. You’re not entirely certain that something is true.
ほんとう
本当______。Hontoo ______. (BTS 2)
a. でしょう deshoo
b. ですよ desu yo
c. ですね desu ne
7. You plan to go home late tonight.
こんばん かえ
今晩＿＿＿＿帰ります。Konban _______kaerimasu. (BTS 3)
おそ
a. 遅い osoi
Act 4

おそ
b. 遅かった osokatta
おそ
c. 遅く osoku
連絡来ました？
れんらく き

134
 8. Which of the following represents yonhyakuman gosen-en? (BTS 4)
a. ￥ 450,000
b. ￥ 405,000
c. ￥ 4,005,000
9. You waited about 40 minutes for your friend.
ぷん ま
４０分＿＿＿＿待ちました。Yonjuppun _______machimashita. (BTS 5)
a. ぐらい gurai
b. ごろ goro
c. には ni wa
10. You ask the salesperson if they only have Japanese teas. (BTS 9)
に ほん ちゃ
a. 日本のはお茶だけですか。Nihon no wa ocha dake desu ka.
ちゃ に ほん
b. お茶は日本のだけですか。Ocha wa nihon no dake desu ka.
に ほん ちゃ
c. 日本のお茶はこれだけですか。Nihon no ocha wa kore dake desu ka.
11. The interviewer asks you what you studied in college. You reply:
しゃかいがく げん ご がく に ほん ご べんきょう
社会学、言語学、＿＿＿＿日本語を勉強しました。Shakaigaku, gengogaku, ______
nihongo o benkyoo shimashita. (BTS 11)
a. だけ dake
b. も mo
c. あと ato
12. By ending a sentence with けど kedo or が ga, you sound as if you’re _______. (BTS 12)
a. familiar with the situation
b. hedging your response
c. completely certain
13. You ask the manager who will do the buying.
か
だれ＿＿＿買いますか。Dare _____ kaimasu ka. (BTS 13, 24)
a. が ga
b. は wa
c. をo
Act 4

14. You wonder which cookie is delicious.

どれ＿＿＿おいしいでしょうか。Dore _____oishii deshoo ka. (BTS 13, 24)
連絡来ました？
れんらく き

a. が ga
b. は wa
c. をo

135
 15. You point out that it was Ms. Terada who baked all the cakes.
てら だ ぜん ぶ つく
寺田さん＿＿＿全部作りました。
Terada-san _____ zenbu tsukurimashita. (BTS 13, 24)
a. をo
b. は wa
c. が ga
16. Compared to other subjects, you think that physics is very difficult.
ぶつ り むずか
物理＿＿＿とっても難しい。Butsuri _____tottemo muzukashii. (BTS 13)
a. が ga
b. は wa
c. をo
17. You ask your koohai in the office informally about yesterday’s meeting.
ぷん
30分だけじゃ＿＿＿＿？ Sanjuppun dake ja ________?（BTS 14)
a. なかった nakatta
b. ないです nai desu
c. ありません arimasen
18. Which of the following time words would occur with particle に ni to indicate when
something took place? (BTS 20)
せんげつ
a. 先月 sengetsu
さんがつ
b. 三月 sangatsu
せんがっ き
c. 先学期 sengakki
19. You want to politely contradict the new intern about who’s teaching the seminar
tomorrow.
き むらせんせい
あしたは木村先生＿＿＿＿＿＿か。Ashita wa Kimura-sensei _____________ka?
(BTS 21)
a. でしょう deshoo
b. じゃなかったです ja nakatta desu
おし
c. 教えません oshiemasen
20. You’re certain that the class begins at 4:00 and not 3:00.
じ
Act 4

４時＿＿＿ですよ。Yoji ______ desu yo. (BTS 22)

a. に ni
連絡来ました？

b. まで made
c. から kara
れんらく き

136
21. Your friend asked you to check on when the library closes tonight. You reply:
こんばん じ はん
今晩は１０時半＿＿＿＿です。Konban wa juujihan ______ desu. (BTS 22)
a. まで made
b. から kara
c. に ni
22. You want to know which computer your coworker plans to use.
つか
どれ＿＿＿使いますか。Dore _____ tsukaimasu ka. (BTS 24)
a. は wa
b. を o
c. が ga
23. You’ve been asked which one you want to buy. You reply:
ねが
これ＿＿＿お願いします。Kore _____ onegai shimasu. (BTS 24)
a. は wa
b. が ga
c. をo
24. You’re convinced that it’s pretty hard to understand the boss’ Japanese.
わ
＿＿＿＿分かりにくいですよ。___________wakarinikui desu yo. (BTS 26)
a. あまり Amari
b. ちょっと Chotto
c. わりと Wari to
25. You don’t think it’s going to be easy to make the new program.
ちょっと＿＿＿＿＿＿＿ですねえ。Chotto _______________desu nee. (BTS 25)
つく
a. 作りやすい tsukuriyasui
つく
b. 作りやすくない tsukuriyasuku nai
つく
c. 作りにくくない tsukurinikuku nai
26. Classifier completion: (BTS 29)
よん
四 Yon-
じ かん
a. 時間 jikan
しゅうかん
Act 4

b. 週 間 shuukan
ねん
c. 年 nen
連絡来ました？
れんらく き

137
 きゅう
27. 九 Kyuu-
じ かん
a. 時間 jikan
にち
b. 日 nichi
ねん
c. 年 nen
28. You’ve been asked how long you’ll lay over at the airport. You reply:
＿＿＿＿＿ぐらいです。__________ gurai desu. (BTS 29)
に じ かん
a. 二時間 Nijikan
じ
b. ２時 Niji
にちよう び
c. 日曜日 Nichiyoobi
29. Which of the following are true regarding the differences between spoken and written
Japanese? (BTL 1)
a. が ga is more common in spoken language; けれど、けども、けれども keredo,
kedomo, keredomo are more common in writing.
b. けど is more common in spoken language; けれど、けども、けれども are more
common in writing.
c. じゃ is a written form while では is a spoken form.
30. Japanese input on a computer _____. (BTL 3)
a. uses a Japanese keyboard
b. requires a Japanese operating system
c. can be done using romanization
Act 4
連絡来ました？
れんらく き

138
 第5幕
Act 5

ねが
お願いしてもいいですか 。
May I ask a favor of you?
き いっとき はじ き いっしょう はじ
聞くは一時の恥、聞かぬは一生の恥
To ask may lead to shame for a moment,
but not to ask leads to shame for a lifetime.

139
 ◆◆ Scene◆5-1◆ 練習◆Practice
5-1

理解練習◆Comprehension◆practice
お願いしてもいいですか 。

5-1-1C◆Identifying◆〜て◆forms◆(BTS◆1)
Select the meaning of the 〜て form you hear from the options below. You will not use
every option.
ねが

Ex. 1. h Ex. 2. o 3. _____ 4. _____ 5. _____

6. _____ 7. _____ 8. _____ 9. _____ 10. _____

a. write b. expensive c. do d. make e. speak

f. listen g. hurry h. return i. come j. new
k. use l. fast m. wait n. buy o. finish

実演練習◆Performance◆practice

5-1-2P◆Taking◆up◆an◆offer◆(BTS◆2)
Respond positively to Ikebe-san (a new part-time worker) when she offers to do various
things.

Ex. 1.
Ikebe-san 手伝いましょうか。 Shall we/I help?
You じゃあ、手伝ってください。すみません。 Then please help. Thanks.
Ex. 2.
Ikebe-san Ｔシャツ作りましょうか。 Shall we/I make T-shirts?
You じゃあ、作ってください。すみません。 Then please make (it). Thanks.

◆5-1-3P◆Either◆will◆be◆fine.◆(BTS◆2)
Your work associate presents two alternatives. Respond that either will be fine.

140
Ex. 1.
Tanaka-san 今日しましょうか。明日しましょうか。 Shall we/I do it today or tomorrow?
You 今日でも明日でもいいですよ。 Either today or tomorrow will be fine.

5-1
Ex. 2.
Tanaka-san 大きく書きましょうか。小さく書きまし Shall I draw it big or small?
ょうか。

お願いしてもいいですか 。
ねが
You 大きくても小さくてもいいですよ。 Either big or small is fine.

5-1-4P◆Suggesting◆that◆it◆probably◆won’t◆make◆a◆
difference◆(BTS◆2)
Respond to a suggestion from a member of your project group that it probably won’t make
a difference whether or not you do what she suggests.

Ex. 1.
Kawata-san 今日しましょうか。 Shall we/I do it today?
You 今日してもしなくても同じでしょう。 Either doing it today or not will prob-
ably be the same.
Ex. 2.
Kawata-san 会いましょうか。 Shall we/I meet them?
You 会っても会わなくても同じでしょう。 Either meeting them or not will prob-
ably be the same.

141
 ◆◆ Scene◆5-2◆ 練習◆Practice

理解練習◆Comprehension◆practice

5-2-1C◆What◆does◆Sakamoto-san◆want◆to◆do?◆(BTS◆4)
5-2

Select from the options below what Sakamoto-san (the female speaker) wants permis-
お願いしてもいいですか 。

sion to do. If you hear something unfamiliar, rely on what you know to choose the correct
answer.

Ex. 1. h Ex. 2. c 3. _____ 4. _____ 5. _____

6. _____ 7. _____ 8. _____
ねが

a. ask a question b. bring a cell phone c. use something

d. not come in April e. not hurry f. come again next year
g. take about 3 months h. make it the day after
tomorrow

実演練習◆Performance◆practice

5-2-2P◆Giving◆the◆benefit◆of◆the◆doubt◆(BTS◆3)
Your colleague is wondering about something. If she is wrong, correct her, assuming that
she actually has access to the same information; otherwise, go along with her in wondering
about the situation.

Ex. 1. $1 = ¥107
Akiyama- 今1ドル108円ぐらいですかねえ。 I wonder if a dollar is about 108-yen.
san
You いや、107円ぐらいでしょう？ No, it’s about 107-yen, don’t you
know.
Ex. 2. ??
Akiyama- 来週の会議、 どの会議室ですか In which conference room will next
san ねえ。 week’s meeting be?
You どの会議室でしょう。 Which conference room, I wonder.
3. Hitory; 4. Not Room 206; 5. Test on Thursday; 6. ??

142
5-2-3P◆Denying◆permission◆(BTS◆2,◆4)
When a junior colleague asks permission not to do something, politely tell him to do it.

Ex. 1.
Tomoda-san これ、しなくてもいいですか。 Is it okay if I don’t do this?
You いや、やっぱりしてください。すみ No, as you might expect, please do it.
ません。 Sorry.
Ex. 2.

5-2
Tomoda-san あの大きいの、使わなくてもいい Is it okay if I don’t use the big one?
ですか。

お願いしてもいいですか 。
You いや、やっぱり使ってください。 No, as you might expect, please use it.

ねが
すみません。 Sorry.

5-2-4P◆Doing◆it◆and◆going◆home◆(BTS◆4)
When a junior colleague asks for confirmation that you did something yesterday, tell her
that you did it and went home.

Ex. 1.
Ikebe-san 食べましたね？ You ate (some), right?
You はい、食べて帰りました。 Yes, I ate (some) and went home.
Ex. 2.
Ikebe-san 会議しましたね？ You held a meeting, right?
You はい、会議して帰りました。 Yes, I held a meeting and went home.

5-2◆腕試し◆Tryout

Ask a superior, such as a boss or a teacher, for permission to do something. For example,
you could ask if it is all right to drink water in class, if it is all right to leave early (e.g.,
because you’re not feeling well), or if it is all right to submit an assignment before the
assigned due date.

143
 ◆◆ Scene◆5-3◆ 練習◆Practice

理解練習◆Comprehension◆practice

5-3-1C◆How◆many◆are◆there?◆(BTS◆6)
In each conversation identify the quantity of items.

Ex. 1. seven Ex. 2. two 3. _____ 4. _____

5. _____ 6. _____ 7. _____
5-3
お願いしてもいいですか 。

5-3-2C◆How◆polite◆is◆it?◆(BTS◆5)
Listen to the four requests and rank them from most polite to least polite. (Keep in mind
that the least polite request is still polite.)

Most polite:
ねが

Next most polite:

Third most polite:

Least polite:

実演練習◆Performance◆practice

5-3-3P◆Agreeing◆and◆requesting◆(BTS◆5,◆6)
Express agreement with the quantity your team member suggests and politely request that
she take care of it.

Ex. 1.
Takagi-san 買って来ますけど、６つぐらいがいい I’ll go buy them, but would about 6
でしょうか。 do?
You そうですね。６つぐらい買って来てい Yes, would you kindly go and buy
ただけますか？ about 6?

144
Ex. 2.
Takagi-san コピーして来ますけど、２０枚ぐらい I’ll go make copies, but would about
がいいでしょうか。 20 sheets do?
You そうですね。２０枚ぐらいコピーして Yes, would you kindly go and make
来ていただけますか？ about 20 copies?

5-3◆腕試し◆Tryout

Make a polite request to a superior, such as a boss or a teacher. For example, you could ask
your teacher to look over an assignment you completed.

5-3
お願いしてもいいですか 。
ねが

145
 ◆◆ Scene◆5-4◆ 練習◆Practice

理解練習◆Comprehension◆practice

5-4-1C◆What’s◆going◆on?◆(BTS◆8,◆9)
Select the option that corresponds to what the speaker says.

Ex. 1. b Ex. 2. a 3. _____ 4. _____ 5. _____

6. _____ 7. _____ 8. _____ 9. _____ 10. _____

Ex. 1. a. I went to the car.

b. I went by car.
Ex. 2. a. I saw the university.
5-4

b. I saw it at the university.

3. a. I waited in the train.
お願いしてもいいですか 。

b. I waited for the train.

4. a. I went to the bank.
b. I went from the bank to somewhere else.
5. a. I drew it using a pencil.
b. I drew a picture of a pencil.
6. a. I studied in the hospital.
ねが

b. I studied about the hospital.

7. a. I came to Fukuzawa University.
b. I came from Fukuzawa University.
8. a. I talked on the telephone.
b. I talked about the telephone.
9. a. I saw the supermarket.
b. I saw it at the supermarket.
10. a. I came to the post office.
b. I came from the post office.

5-4-2C◆What’s◆the◆location?
Select the location that is being discussed from the options below.

Ex. 1. b Ex. 2. j 3. _____ 4. _____ 5. _____

6. _____ 7. _____ 8. _____ 9. _____ 10. _____

146
 a. bank b. bookstore c. supermarket d. hospital e. convenience store
f. park g. classroom h. library i. train station j. meeting room

実演練習◆Performance◆practice

5-4-3P◆Stating◆your◆destination◆(BTS◆7,◆8)
Your co-worker identifies a place where you can get something done or find something you
need. Tell her that you are going to make a quick run to that place.

Ex. 1.
Sato-san これ、銀行でできますよ。 You can get this done at a bank, you
know.
You じゃあ、ちょっと銀行まで行ってき Then, I’ll make a quick run to the bank.
ます。

5-4
Ex. 2.
Sato-san これ、駅の本屋にありますよ。 They have this at the bookstore in the

お願いしてもいいですか 。
ねが
station, you know.
You じゃあ、
ちょっと駅の本屋まで行っ Then, I’m make a quick run to the
てきます。 bookstore in the station.

5-4-4P◆Suggesting◆a◆means◆for◆an◆action◆(BTS◆9)
When your team member proposes an activity, suggest how to do it based on the
illustrations.

Ex. 1.
Takahashi- 大阪の病院まで行きましょう。 Let’s go to a hospital in Osaka.
san
You じゃあ、バスで行きましょう。 Then let’s go by bus.
Ex. 2.
Takahashi- 本屋で買いましょう。 Let’s buy it at a bookstore.
san
You じゃあ、クレジットカードで買いま Then let’s buy it with a credit card.
しょう。

147
 5-4◆腕試し◆Tryout
5-4
お願いしてもいいですか 。

Ask someone how s/he gets to work or school every day and how long it takes.
ねが

148
 ◆◆ Scene◆5-5◆ 練習◆Practice

理解練習◆Comprehension◆practice

5-5-1C◆What’s◆going◆on?◆(BTS◆12)
Select the option that corresponds to what the speaker says.

Ex. 1. a Ex. 2. b 3. _____ 4. _____ 5. _____

6. _____ 7. _____ 8. _____ 9. _____ 10. _____

Ex. 1. a. I got a present from my friend.

b. I got a present because we’re friends.
Ex. 2. a. I came from Fukuzawa University.
b. I came because it’s Fukuzawa University.
3. a. I did it starting on page 5.
b. I did it because it’s only 5 pages.
4. a. I’m going home at 4 o’clock.
b. It’s 4 o’clock, so I’m going home.

5-5
5. a. I won’t be going from the dorm.
b. I won’t be going because it’s a dorm.

お願いしてもいいですか 。
6. a. I heard it from Yamashita-san.

ねが
b. I heard it, because it’s Yamashita-san.
7. a. We’re starting on Thursday.
b. It’s Thursday, so we’re going to start.
8. a. It’s about 20 minutes from the university.
b. It’s the university, so it’s about 20 minutes.
9. a. We’ll do it starting on the 2nd.
b. We’ll do it because it’s only 2 days.
10. a. I borrowed it from the teacher.
b. I borrowed it because she’s a teacher.

149
 理解実演練習◆Comprehension◆and◆performance◆practice

5-5-2CP◆What◆would◆you◆say?◆(BTS◆10)
Imagine what you would say in each situation and say it aloud. Then listen to the audio and
select the one that best matches what you came up with.

Ex. 1. You would like to meet with Yagi-san, the a. b. c. ○

division chief, and she has said that tomorrow at
10:00 a.m. works. Let her know that you will visit
her at that time.
Ex. 2. Tomoda-san, a new intern, has just told you that a. b. c. d. ○
he will attend a certain function tomorrow. Con-
firm this information to make sure you understood
correctly.
3. You are meeting Yamamoto-san, a client of your a. b. c. d.
company, for the first time. When she asks, tell
her that you came to Japan last month.
4. You are wondering when Yagi-san, the division a. b. c. d.
chief, will be going to the US.
5. Yamamoto-san, a client of your company, has asked a. b. c.
if you will be visiting him next Monday. Tell him
5-5

that you will be there next Monday at 3:00 p.m.

6. Ask Tomoda-san, the newly hired intern, if he’s a. b. c.
お願いしてもいいですか 。

going to Kyoto for Golden Week.

5-5-3CP◆Inviting◆Sakamoto-sensei◆to◆events◆(BTS◆10)
Invite Sakamoto-sensei, your Japanese language teacher, to the activities listed below.
ねが

Listen to how she responds and indicate whether she will (○) or will not (✖) attend.

Ex. 1.
You 先生、 よろしければ先生もあさっての Professor, if it’s all right, please
発表にいらっしゃってください。 come to the presentation the day after
tomorrow.
Sakamoto- あさってですか？伺います。 The day after tomorrow? Yes, I’ll
sensei come.
Ex. 2.
You 先生、 よろしければ先生も午後のプ Professor, if it’s all right, please come
レゼンにいらっしゃってください。 to the presentation in the afternoon.
Sakamoto- 今日の午後ですか？午後はちょ In the afternoon today? The afternoon
sensei っと · · · · · ·。 won’t work.

150
Ex. 1. ○ Ex. 2. ✖ 3. _____ 4. _____ 5. _____
6. _____

実演練習◆Performance◆practice

5-5
お願いしてもいいですか 。
5-5-4P◆Reassuring◆someone◆that◆you’ll◆be◆there◆by◆the◆

ねが
specified◆time◆(BTS◆10,◆12)
When Watanabe-san, a business client, tells you when an event begins, reassure him that
you’ll be there by that time.

Ex. 1.
Watanabe- うちの発表は 16 時 20 分からで The announcement/presentation is
san すが · · · · · ·。 from 4:20 p.m. . . .
You わかりました。 では、16 時 20 分ま All right. Then, I’ll be there by 4:20
でに参りますから。 p.m., so. . . .
Ex. 2.
Watanabe 会議は６日からですが · · · · · ·。 The conference starts on the 6th. . . .
-san
You わかりました。では、６日までに参 All right. Then, I’ll be there by the 6th
りますから。 so. . . .

151
 5-5◆腕試し◆Tryout

1. Thank a superior or someone you don’t know well for something that s/he did for you.
2. Ask someone, such as a teacher or your boss, what the deadline is for a certain task (by
when it should be done).
5-5
お願いしてもいいですか 。
ねが

152
 ◆◆ Scene◆5-6◆ 練習◆Practice

理解練習◆Comprehension◆practice

5-6-1C◆What◆are◆the◆appointment◆details?◆(BTS◆15,◆16)
Kato-san, the first speaker, is making appointments with various people. Complete the
table below with the missing information about who he will meet, when and where. If you
hear something unfamiliar, focus on what you know to determine the correct answer.

Whom? When? Where?

Ex. 1. Professor Sakamoto After the second class Classroom

Ex. 2. Kawamura-san, a senior Before the linguistics In front of the library

student class

3. In Professor Shirai’s office

4. In the classroom

5. Nakamura-san, a student
organization leader

6. Suzuki-san, a classmate In a lounge on the ____ floor

5-6
実演練習◆Performance◆practice

お願いしてもいいですか 。
5-6-2P◆Agreeing◆with◆the◆description◆of◆an◆outcome◆ ねが

(BTS 14)
Agree with your teammate’s description, and add that it is the result of a change.

Ex. 1.
Watanabe- 難しいですねえ、
このプレゼン。 It’s difficult, isn’t it—this presentation.
san
You そうですねえ。すごく難しくなりま Yes. It’s become very difficult, hasn’t
したねえ。 it!

153
 Ex. 2.
Watanabe おもしろいですねえ、あの社会学の It’s interesting, isn’t it—that sociology
-san 授業。 class.
You そうですねえ。すごくおもしろくなり Yes. It’s become very interesting,
ましたねえ。 hasn’t it!

5-6-3P◆Requesting◆a◆classmate◆to◆help◆(BTS◆5,◆15)
A classmate who is slightly older than you asks you about an activity. Politely request that
he do it together with you.

Ex. 1.
Yoshida-san 練習しますか？ Are you going to practice?
You はい、あの、
すみませんけど、一 Yes, um, sorry, but would you practice
緒に練習していただけませんか。 together with me?
Ex. 2.
Yoshida-san 時間決めますか？ Are you going to decide on the time?
You はい、あの、すみませんけど、 Yes, um, sorry, but would you decide
一 緒に決めていただけませんか。 together with me?

5-6◆腕試し◆Tryout

Make an appointment with a superior, such as your teacher or your boss.

5-6
お願いしてもいいですか 。
ねが

154
 ◆◆ Scene◆5-7◆ 練習◆Practice

読み練習◆Reading◆practice

Read all items silently, then re-read them out loud.

5-7-1R◆Introducing◆oneself
Who is doing this self-introduction? Write down the person’s name.

Ex. 1. セスです。
よろしく。 Seth

Ex. 2. スーです。
どうぞよろしく。 Sue

3. はじめまして。
キアです。
どうぞよろしく。
ねが
4. キース・オスカーです。
よろしくお願いします。
ねが
5. はじめまして。
カーク・アーサーです。
よろしくお願いします。

5-7-2R◆Seeking◆information◆about◆things◆and◆events
Match the questions on the left with the appropriate response on the right.

Ex. 1. あのノートはどこですか。 _c_ a. ¥50,000 ぐらいじゃないでしょうか。

Ex. 2. テニスはいつしますか。 _d_ b. コーニーさんじゃありませんか。

3. あのコートはだれのでしょ ___ c. アニタさんのデスクにありますよ。

うか。 5-7
じ
4. このツアーはいくらでしょうか。 ___ d. あしたの4時です。
お願いしてもいいですか 。

5. このウイスキーはどこのでしょ ___ e. ネイトさんのじゃありませんか。

ねが

うか。

6. あしたのコーチはどなたで ___ f. そうですね。¥35,000 ぐらいじゃあり

すか。 ませんか。

7. このスーツはなかなかいいで ___ g. テネシーのです。

おいしいでしょう？
すね。いくらぐらいでしょうか。

155
 5-7-3R◆Correcting◆information
Fill in the blank by choosing the appropriate option from the selection below.

a. カナダ b. チーズケーキ c. エドガーさん d. ツアーガイド e. ツアー

Ex. 1. ゲイツさんはドイツじゃなくて、____a____じゃないですか。

Ex. 2. あの_____e____はギニアじゃなくて、
ケニアじゃありませんか。

3. あしたのデザートはアイスじゃなくて、__________じゃないでしょうか。

4. __________はサウスダコタじゃなくて、
ノースダコタじゃないでしょうか。

5. シカゴの__________はダニーさんじゃなくて、
デニスさんじゃありませんか。

5-7-4R◆Asking◆for◆permission
Fill in the blank by choosing the appropriate option from below.

a. スキー b. サッカー c. クッキー d. スタート e. カット

い
Ex. 1. アーサーさんと_____a____に行ってもいいですか。

Ex. 2. ここ、____e____してもよろしいですか。

3. あしたみんなで__________してもいいでしょうか。

4. この__________、いただいてもよろしいでしょうか。

5. あのツアーはあさってから__________してもいいでしょうか。
5-7
お願いしてもいいですか 。

5-7-5R◆Thank-you◆memos
Fill in the blank by choosing the appropriate option from below.

おし き つ も よ み
a. 教えて b. 決めて c. 連れていって d. 持ってきて e. 呼んで f. 見て
ねが

156
 しゅくだい
Ex. 1. 宿題を____f____くださってありがとうございました。

Ex. 2. ケーキを____d____くださってありがとうございました。
とも
3. 友だちも_________くださってありがとうございました。
えいご
4. 英語を_________くださってありがとうございました。
かいぎ ひ
5. 会議の日を_________くださってありがとうございました。
ぎんこう
6. 銀行まで_________くださってありがとうございました。

5-7-6R◆Identifying◆an◆odd◆item
Underline the item that does not belong to the list.

Ex. 1. スキー テニス サッカー タクシー

Ex. 2. チーズ ココア クッキー ケーキ

3. タクシー セーター スカート ソックス

4. コネチカット サウスダコタ テキサス シカゴ

5. ドイツ カナダ チケット ガーナ

6. ザック テッド ダニー デイジー

5-7
お願いしてもいいですか 。
ねが

157
 Scene◆5-7◆ ◆書き練習◆Writing◆practice

文字練習◆Symbol◆practice
Use the Symbol Practice sheets in Appendix A to practice katakana characters #1-25 for
Scene 5-7.

5-7-7W◆Making◆a◆shopping◆list
Create a shopping list based on the voice mail from your host mother.

5-7-8W◆Writing◆down◆names
You are a new exchange student. Listen to your new classmates introduce themselves, and
write down their full names in katakana.
5-7
お願いしてもいいですか 。
ねが

158
 ◆◆ 評価 Assessment◆

Answer sheet templates are provided in Appendix B for the Assessment sections.

聞いてみよう◆Listening◆comprehension

Read the context, listen to the audio, and then answer the questions. If you hear something
unfamiliar, rely on what you know to choose the correct answer.

1. Takashi has borrowed several books from Amy.

a. What is Takashi asking?
b. How does Amy respond?
c. What request does Amy make?
2. Kanda-san has been asked by a salesperson to try a new game that’s very challenging.
a. What is Kanda-san’s concern?
b. How does the salesperson try to reassure Kanda-san?
c. Does this reassure Kanda-san?
3. Sakamoto-sensei has some work to be done and approaches Kanda-san.
a. When does Sakamoto-san ask Kanda-san to start the work?
b. By what time does Sakamoto-san want the work done?
c. How much of the work does Sakamoto-san ask Kanda-san to do by this time?
d. How does Kanda-san respond to Sakamoto-san’s request?
4. Yamamoto-san from Aoi Printing has brought a new poster that was just printed to
Yagi-san.
a. What does Yamamoto-san express thanks for?
b. What does Yamamoto-san ask Yagi-san to do?
c. What does Yagi-san think of the poster?
5. Sasha is getting ready for a meeting when Kanda-san stands up and heads toward the door.
a. Where is Kanda-san going? Where is it located?
Act 5

b. What does Sasha tell Kanda-san about the meeting?

c. What might Sasha be concerned about?
d. How does Kanda-san reassure Sasha?
お願いしてもいいですか 。
ねが

6. Sasha is checking with Kanda-san about an event that she is organizing.

a. What assumption does Sasha make about Kanda-san?
b. When will the event occur?

159
 c. What does Kanda-san ask Sasha?
d. How does Sasha respond to Kanda-san’s request?
7. Brian is talking to a classmate in his Japanese class.
a. What are they talking about? How has it changed?
b. What does Brian’s classmate suggest?
c. What does Brian suggest?
d. What does Brian want to know?
e. How does Brian’s classmate respond? What does he add about today and tomorrow?
8. Sakamoto-sensei has distributed a worksheet to everyone in Brian’s class.
a. What does Sakamoto-sensei ask the students?
b. What does Sakamoto-sensei tell the class to do? By when?
c. What does Sakamoto-sensei say about #8?
d. Why is the student relieved?
9. Sasha and Kanda-san just played a game of tennis.
a. What does Kanda-san say about Sasha’s tennis ability?
b. What does Sasha thank Kanda-san for?
10. An office intern is preparing a poster for an upcoming meeting.
a. What does the intern ask?
b. Why does Sasha apologize?
c. What is Sasha referring to when she says こっち?

使ってみよう◆Dry◆run

Listen to the audio and respond based on the context. Then compare what you said to the
sample response.

1. An intern is asking about doing something. Respond affirmatively by telling him to do

it (a through e).
2. Yamamoto-san, your company’s client, asks if he can come back again. Respond affir-
matively by telling him to come back again.
3. An office associate suggests two possible co-workers for the next project. Respond that
either would be fine.
Act 5

4. Yamamoto-san, your company’s client, asks when you came to Japan. Respond that
you arrived last month.
お願いしてもいいですか 。

5. An office associate is wondering if a new item is needed. Respond that it will probably
be okay whether it is new or not.
6. An intern points out that a reference book is outdated. Ask her to go to the book store
ちょうめ
in ３丁目 and buy a new one.
ねが

160
 7. An office associate wonders if she should ask Tomoda-san. Respond that it probably
won’t make a difference (i.e., will be the same) whether she asks him or not.
8. On your way to visit a client one of the interns points out that you don’t have much
time. Agree and respond that you should hurry.
9. Your friend is very impressed with the beautiful waterfall that you’ve taken him to
see, as you predicted he would be. Agree with him in a way that shows you thought he
would feel that way.
10. A friend asks why you threw something away. Explain that it’s because (a) it’s old;
(b) you don’t use it; (c) it’s a bit small; (d) it’s not interesting; (e) it’s not pretty; (f) it’s
the one from last week.
11. Your office associates asks about the number of tables in the conference room.
Respond that there are two large ones and three small ones.

Now it’s your turn to start the conversation based on the given context. Listen to how the
other person reacts to you. For some items, you may not get a verbal response. If you hear
something unfamiliar, rely on what you know to choose the correct answer.

12. Without implying that there are other options ask an office associate if it’s all right to
(a) write in pencil; (b) go to the bank; (c) think (about it); (d) buy a new one; (e) use
this; (f) turn it in tomorrow; (g) take a look.
13. While implying that there are other options, ask an office associate if it’s all right to (a) do
it tomorrow; (b) begin right now; (c) eat this part; (d) show her something; (e) make a new
one; (f) ask one thing; (g) request her to do something; (h) borrow this book.
14. A rather sensitive issue has come up. Politely request the senpai in charge to call in the
division manager.
15. An office associate will be using the conference room for a meeting. Politely ask her to
be finished by 3 o’clock.
16. You are going to visit a client with a senpai from the office. Ask how you will get there.
17. You just finished practicing tennis at a community center with a senpai from your
school’s tennis club. Thank her for practicing here with you.
18. Ask the intern to go to the factory and borrow a new one from Nakatani-san tomorrow,
because it’s too late today.
19. Comment to Shirai-san on how much Ichiro-kun has grown.
20. You are talking to a teacher about meeting sometime. Ask if it’s all right if it’s after
your second period class.
Act 5

読んでみよう◆Contextualized◆reading
お願いしてもいいですか 。

Read the information and answer the questions that follow in English.
ねが

1. Here’s a list of study abroad participants from the US at a Japanese university.

し めい しゅっしん ち
氏名 出 身地
1. キース・ウッド テキサス
2. アニタ・クック テネシー 161
 3. ケイト・ゲイツ サウスダコタ
4. アイザック・カーター コネチカット
a. How many female students are on the list?
b. Where is Keith from?
c. Who is from the East Coast of the US?
d. What is Gates-san’s first name? Where is she from?
2. Here is an online search result for men’s clothes.

a. What is the most expensive item?

b. What is the cheapest item?
c. What type of sweater is on sale?

書き取り◆Dictation

Listen, imagine the context, repeat silently what you hear, then write it down.

1. _______________________________________________________。

2. _______________________________________________________。
Act 5

3. _______________________________________________________。
お願いしてもいいですか 。

4. _______________________________________________________。

5. _______________________________________________________。
ねが

162
 6. _______________________________________________________。

7. _______________________________________________________。

8. _______________________________________________________。

書いてみよう◆Contextualized◆writing

Compose a note according to the directions.

1. You are leaving a pamphlet for a group tour on the desk of your supervisor, Cook-
san. On a sticky note attached to the pamphlet, politely invite her to join you by saying
“Please come to this tour, if you would like.”

2. You are organizing a reception. Write a brief memo to West-san, your client, and
politely ask him to come by taxi tomorrow.

3. You found a notebook in a conference room. Leave it on Carter-san’s desk with a sticky
note asking if this notebook isn’t his.
Act 5
お願いしてもいいですか 。
ねが

163
 知ってる？◆What◆do◆you◆know?

Select the most appropriate option and write the letter on your answer sheet.

1. You invite another student to come to your party.

＿＿＿＿＿＿＿ください。(BTS 1, 2)
a. きて
b. きいて
c. かいて
2. You wish to ask for permission to go home early today.
き ょ う はや
今日早く＿＿＿＿＿＿＿＿＿。(BTS 2, 4)
かえ だいじょう ぶ
a. 帰って大 丈 夫でしょう
かえ
b. 帰ってください
かえ
c. 帰ってもいいでしょうか
3. You intend to buy something no matter the price.
たか か
＿＿＿＿＿＿＿高くなくても買います。(BTS 2)
たか
a. 高くても
やす
b. 安くても
たか
c. 高くて
4. Which of the following is not used to express manner? (BTS 2)
a. The -ku form of adjectives
b. The -te form of adjectives
c. The -te form of verbs
5. You think the apartment is clean and assume that your friend does too.
すごくきれい＿＿＿＿＿＿＿＿＿ (BTS 3)
a. だった？
b. でしょう？
c. でしょうか。
6. You suggest that you have ramen before going home and studying. (BTS 4f)
た うち かえ べんきょう
Act 5

a. ラーメンを食べて、家へ帰って、勉強しましょう。
うち た べんきょう
b. 家へ帰って、
ラーメンを食べて、勉強しましょう。
お願いしてもいいですか 。

べんきょう た うち かえ
c. 勉強して、
ラーメンを食べて、家へ帰りましょう。
ねが

164
7. You tell another student that the test was really hard and you didn’t do well.
____________ できませんでした。(BTS 4f)
むずか
a. 難しい
むずか
b. 難しくて
むずか
c. 難しかった
8. You ask your advisor politely if she can bring something to the meeting tonight. (BTS 5)
も
持ってきて＿＿＿＿＿＿＿＿＿＿＿＿。
a. ください
ねが
b. お願いします
c. いただけませんか
9. You tell your roommate that you’ll go look at the apartment next door and then be
right back.
ちょっと＿＿＿＿＿。(BTS 7)
み
a. 見ています
み
b. 見てきます
み
c. 見ていきます
10. You tell your office mate that you’ll email Tamura-san.
た むら
田村さん＿＿＿メールします。(BTS 8)
a. を
b. に
c. で
11. You tell your friend you’ll go to the reception by car.
くるま い
車＿＿＿行きます。(BTS 9)
a. に
b. へ
c. で
12. You ask your homestay mother if it’s okay to bring your friend to the party.
ともだち
友達を_______もいいでしょうか。(BTS 7)
つ
Act 5

a. 連れていって
も
b. 持ってきて
お願いしてもいいですか 。

つ
c. 連れてきて
ねが

165
 13. You ask your supervisor if she’ll be coming to the conference hotel tomorrow too.
あ す
明日も＿＿＿＿＿＿＿＿＿＿＿か。(BTS 10)
まい
a. 参ります
b. いらっしゃいます
うかが
c. 伺います
14. Politeness levels in Japanese conversations are _________. (BTS 10)
a. determined by such factors as formality and status
b. fixed and pre-determined
c. reserved for special occasions
15. You thank your coworker for helping you with a task.
＿＿＿＿＿＿＿＿ありがとうございます。(BTS 11)
て つだ
a. 手伝って
て つだ
b. 手伝ってください
て つだ
c. 手伝ってくださって
16. You tell your friend why you’re going to play a certain game this week.
せんしゅう こんしゅう
先週＿＿＿＿＿から、今週は。(BTS 12)
a. しなかったです
b. しなかった
c. しませんでした
17. ございます is the polite equivalent of _________.（BTS 10）
a. あります
b. います
c. します
18. You ask your assistant to get the job done by 4:00.
じ
（BTS 13）
４時＿＿＿してください。
a. に
b. まで
c. までに
19. You think that a certain restaurant has gotten expensive.
たか
Act 5

あのレストランは高く＿＿＿＿＿＿＿＿ねぇ。(BTS 14)
a. なりました
お願いしてもいいですか 。

b. なくなりました
c. なかったです
ねが

166
20. You realize that Japanese class has really gotten to be a lot of fun!
＿＿＿＿＿＿＿＿＿＿＿ねえ。(BTS 14)
おもしろ
a. 面白かったです
おもしろ
b. 面白くなります
おもしろ
c. 面白くなりました
21. Long vowels are represented in katakana by _____. (BTL 2)
a. doubling the vowel symbol
b. using a small X before the vowel symbol
c. using the symbol ー after the vowel symbol
22. When a word is borrowed into Japanese _____. (BTL 3)
a. both the meaning and the pronunciation may change
b. the pronunciation stays the same, but the meaning may change
c. the meaning stays the same, but the pronunciation may change
23. When words are borrowed into Japanese, syllables that end in consonants _____. (BTL 4)
a. acquire a vowel
b. become /n/
c. double the consonant
24. Syllables with an /r/ such as car and fur are likely to_____. (BTL 5)
a. become short /a/ syllables
b. occur with other consonants
c. become long /a/ syllables
25. In borrowed words, syllables that begin with /w/ become _____. (BTL 8)
a. long vowels
b. ウ plus a vowel
c. short vowels
26. Voiced consonants include _____. (BTL 9)
a. /t/ and /d/
b. /g/, /z/, and /d/
c. /k/, /s/, and /t/
27. In katakana, double consonants are represented by _____ . (BTL 10)
Act 5

a. a reduced size katakana ツ

b. a reduced size hiragana つ
お願いしてもいいですか 。
ねが

c. doubling the consonant symbol

167
 第6幕
Act 6

せ わ
いつもお世話になっております。
We always appreciate your
helpfulness.
あ す ひゃく きょう ご じゅう
明日の百より今日の五 十
A bird in the hand is worth two in the bush.

169
 ◆◆ Scene◆6-1◆ 練習◆Practice
6-1

理解練習◆Comprehension◆practice
いつもお世話になっております。

6-1-1C◆Ongoing◆action◆vs.◆resulting◆state◆(BTS◆1)
For each utterance, mark whether the 〜ています form is indicating an ongoing action
わ

(OA) or a resulting state (RS).

せ

Ex. 1.  OA  RS
Ex. 2.  OA  RS
3.  OA  RS
4.  OA  RS
5.  OA  RS
6.  OA  RS
7.  OA  RS
8.  OA  RS
9.  OA  RS
10.  OA  RS
11.  OA  RS
12.  OA  RS
13.  OA  RS
14.  OA  RS

◆6-1-2C◆What’s◆going◆on?◆(BTS◆2,◆3)
Select the option that corresponds to what the speaker says.

Ex. 1. __a__ Ex. 2. __b__ 3. _____ 4. _____ 5. _____

6. _____ 7. _____ 8. _____ 9. _____ 10. _____

Ex. 1. a. I’ve already borrowed it.

b. I still have it.
Ex. 2. a. I’m not looking at it anymore.
b. I still haven’t looked at it.
3. a. Yuya isn’t my roommate anymore.
b. Yuya still isn’t my roommate.

170
 4. a. Mizuno-sensei’s new book is already available.
b. Mizuno-sensei’s new book is still available.
5. a. It’s okay now.

6-1
b. It’s still okay.
6. a. I don’t get it anymore.

いつもお世話になっております。
b. I still don’t get it.
7. a. We don’t have any anymore.

せ
b. We still don’t have any.

わ
8. a. I still don’t need that.
b. I don’t need that anymore.
9. a. We aren’t practicing anymore.
b. We haven’t practiced yet.
10. a. It’s too late.
b. It’s soon enough.

実演練習◆Performance◆practice

◆6-1-3P◆Responding◆negatively◆to◆“yet”◆questions◆◆
(BTS◆2,◆3)
When a koohai at work asks you if you have or haven’t done something yet, respond with
“no,” according to the pattern.

Ex. 1.
Tomoda-san もうしましたか。 Did you do it yet?
You いや、
まだしていません。 No, I haven’t done it yet.
Ex. 2.
Tomoda-san まだしていませんね？ You haven’t done it yet, right?
You いや、
もうしましたよ。 No, I already did it.

◆6-1-4P◆Apologizing◆for◆an◆assignment◆not◆yet◆completed◆
(BTS◆1,◆3)
When your supervisor asks about a task, apologize and tell her that you haven’t done all of
it. Add that you’ll do it right away.

171
 Ex. 1.
Takeda-san レセプションのプログラム、
だいた Did you put together most of the
い決めました？ reception program?
6-1

You あ、すみません。まだ全部決めてま Oh, sorry. I haven’t worked all of it

せん。すぐやります。 out yet. I’ll get to it right away.
いつもお世話になっております。

Ex. 2.
Takeda-san プレゼンのスライド、全部できまし Did you get all the presentation slides
た？ done?
You あ、すみません。まだ全部できてま Oh, sorry. They’re not all done yet.
わ
せ

せん。すぐやります。 I’ll get to it right away.

6-1 腕試し◆Tryout

1. Ask a Japanese acquaintance who has a hobby how long he or she has been pursuing it.
2. Have a short self introduction ready so that when the opportunity presents itself, you
can give it. You may have to alter details to match different contexts.

172
 ◆◆ Scene◆6-2◆ 練習◆Practice

理解練習◆Comprehension◆practice

◆6-2-1C◆Where◆is◆it?◆(BTS◆8)

6-2
In each conversation the woman explains where something is by using a reference point.
Connect the reference point with the associated location.

いつもお世話になっております。
せ
わ

173
 6-2-2C◆Point◆in◆time◆or◆amount◆of◆time?◆(BTS◆9)
Mark the appropriate option to indicate whether a point (P) in time or an amount (A) of
time is mentioned.

Ex. 1. P A
Ex. 2. P A
3. P A
6-2

4. P A
いつもお世話になっております。

5. P A
6. P A
7. P A
8. P A
わ

9. P A
せ

10. P A
11. P A

実演練習◆Performance◆practice

6-2-3P◆How◆many◆are◆coming?
Yoshida-san is wondering how many people will be attending an event. Respond to her
question based on the information provided.

Ex. 1.
Yoshida-san 何人来ますか。 How many people are coming?
You 10人来ます。 10 people are coming.

Ex. 2.
Yoshida-san 何人来ますか。 How many people are coming?
You １７人は来ます。 At least 17 people are coming.

174
 6-2
いつもお世話になっております。
せ
わ
6-2-4P◆Where◆is◆it?◆(BTS◆8)
Kanda-san is looking for an item. Suggest where it might be based on the information
provided.

Ex. 1.

Kanda-san あのう、財布がちょっと . . . Um, my wallet is kind of . . .

You 財布ですか。車の中じゃないですか。 Your wallet? Isn’t it in the car?

175
 Ex. 2.

Kanda-san あのう、車が . . . ええと . . . Um, my car . . . uh . . .

You 車ですか。あの赤い車の後ろのじゃな Your car? Isn’t it the one behind that
いですか。 red car?
6-2
いつもお世話になっております。
わ
せ

6-2◆腕試し◆Tryout

Introduce yourself to someone you haven’t met before. Try to give a more detailed intro-
duction than you have previously.

176
 ◆◆ Scene◆6-3◆ 練習◆Practice

理解練習◆Comprehension◆practice

6-3-1C◆More◆or◆already?◆(BTS◆2,◆12)
In each utterance, you will hear the word もう. Mark whether it means “more” or “already.”

Ex. 1.  More  Already

Ex. 2.  More  Already

6-3
3.  More  Already

いつもお世話になっております。
4.  More  Already
5.  More  Already

せ
わ
6.  More  Already
7.  More  Already
8.  More  Already

6-3-2C◆Who◆is◆it?◆(BTS◆13)
Sasha is going to meet someone she doesn’t know at the train station. Match the person
with his/her picture based on Kanda-san’s description.

Ex. 1. __b__ Ex. 2. __g__ 3. _____

4. _____ 5. _____ 6. _____

(continued)

177
 6-3

実演練習◆Performance◆practice
いつもお世話になっております。

6-3-3P◆Asking◆someone◆to◆buy◆more◆(BTS◆12)
When the intern tells you there isn’t a lot of a certain item, ask him to buy some more,
based on the information given.
わ
せ

Ex. 1.
Tomoda-san 青いペンはあまりないですね。 We don’t have many blue pens.
You じゃ、
もう２０本買ってください。 Then please buy 20 more.

Ex. 2.
Tomoda-san お茶はあまりないですね。 We don’t have much tea.
You じゃ、
もっと買ってください。 Then please buy some more.

Ex. 1. 20 more Ex. 2. More

3. 15 more 4. 30 more
5. More 6. 5 more
7. More 8. 10 more

6-3◆腕試し◆Tryout

1. Ask someone to describe a person you’ve never met before.

2. Describe a person you know to someone who has never met or seen that person before.
3. Take a photo of a group, and arrange the people (in Japanese!) before taking the photo.

178
 ◆◆ Scene◆6-4◆ 練習◆Practice

理解練習◆Comprehension◆practice

6-4-1C◆Listening◆for◆contact◆information◆(BTS◆14)
Write down the contact information that Otani-sensei gives you over the telephone.

Name: Otani
Office room number:
Office phone number:
Mobile phone number:
Email-address:

6-4
実演練習◆Performance◆practice

いつもお世話になっております。
せ
6-4-2P◆Confirming◆a◆change◆(BTS◆16)

わ
A client notices a change in your office. Acknowledge the change.

Ex. 1.
Eguchi-san 電話番号、新しいですね。 The phone number is new, isn’t it?
You あ、はい。電話番号が新しくなり Well, yes. The phone number is
まして······。 new . . .

Ex. 2.
Eguchi-san 入り口、後ろですか？ Is the entrance in the back?
You あ、はい、入り口が後ろになりま Well, yes. The entrance is now in the
して ······。 back . . .

6-4◆腕試し◆Tryout

1. Introduce yourself to someone in a formal setting and exchange meishi with that person.
2. Ask for someone’s contact information.
3. Give someone your contact information.

179
 ◆◆ Scene◆6-5◆ 練習◆Practice

理解練習◆Comprehension◆practice

6-5-1C◆What’s◆going◆on?◆(BTS◆19)
In each of the following sets, you will hear two different utterances said by Mori-san. For
each set, match the utterance with the most appropriate context.

Ex. 1-1. a / b a. An office worker comments about airfares to Vietnam.

Ex. 1-2. a / b b. An office worker was surprised to hear that Mori-san won’t go on a trip.
2-1. c / d c. An acquaintance at a reception has gone back for a third helping of
dumplings. Mori-san is guessing that they are delicious.
2-2. c / d d. Mori-san is wondering whether something on the menu at a restaurant
will be tasty or not.
3-1. e / f e. A friend has commented that Mori-san doesn’t seem to be making any
progress on the homework she’s been working on for two hours.
3-2. e / f f. A classmate from school has asked Mori-san what she thinks about a
6-5

homework assignment.
4-1. g / h g. Mori-san would like to look at something an office associate is
いつもお世話になっております。

holding.
4-2. g / h h. A friend is offering Mori-san an expensive-looking gift and she wants
to make sure that it’s really alright for her to accept it.
わ
せ

実演練習◆Performance◆practice

6-5-2P◆Explaining◆that◆you◆want◆to◆(BTS◆19,◆20)
You are talking to an office associate, who has just heard that you won’t be doing some-
thing. Explain that you want to, but (won’t be able to).

Ex. 1.
Tomoda-san 行かないんですか？レセプシ You’re not going?—the reception.
ョン。
You 行きたいんですけど ······。 I do want to go, but . . .

180
Ex. 2.
Tomoda-san しないんですか？発表。 You’re not going to do it?—the presentation.
You したいんですけど ······。 I do want to do it, but . . .

6-5-3P◆Offering◆to◆be◆the◆one◆to◆do◆it◆(BTS◆21)
You and Shirai-san, your company’s client, are discussing who will do various tasks. Offer
to be the one to do a certain task, based on the information provided. Then listen to Shirai-
san’s response.

Ex. 1.
You じゃ、私がお話ししますから。 Then I’ll speak (to him), so . . .
Shirai-san 申し訳ありません。 Sorry (to make you do that).

Ex. 2.
You じゃ、私が伺いますから。 Then I’ll visit (you), so . . .
Shirai-san すみません。
よろしくお願いいたします。 Thank you.

Ex. 1. Offer to speak (to Shirai-san’s boss). Ex. 2. Offer to visit (Shirai-san).
3. Offer to assist (Shirai-san). 4. Offer to be the one to

6-5
make it.

いつもお世話になっております。
5. Offer to be the one to write (an announcement). 6. Offer to show it (to Shirai-
san’s boss).

せ
7. Offer to be the one to wait (for someone). 8. Offer to be the one to do it.

わ
9. Offer to be the one to meet (someone). 10. Offer to be the one to
invite (someone).

◆6-5-4P◆Using◆polite◆language◆(BTS◆21)
For each of the following, say something that would be appropriate for the given context.

You are talking to: You want to:

Ex. 1-a. an office associate arrange for a time to talk (about something that
may be complicated or serious).
Ex. 1-b. an office associate talk about something that should not take much
time.

181
 2-a. mayor of the city, to introduce yourself as someone who works for
whom you’ve just been Ogaki Shokai.
introduced (The sample will use Sasha Morris’s name.)
2-b. a new intern at the com- introduce yourself as a full-time employee.
pany where you work (The sample will use Sasha Morris’s name.)
3-a. division chief have the division chief look over your work for
the task you’ve just completed.
3-b. division chief have the division chief bring an item the two of
you have been looking at to a meeting with a cli-
ent tomorrow.
3-c. an office intern have the intern make twenty copies of the docu-
ment you are holding.
4-a. Yamamoto-san, a client offer to be the one to make the poster that the two
of you have been talking about.
4-b. an office intern offer to be the one to write the report for the divi-
sion manager.
5-a. a superior say that you liked the food that the superior
offered to you.
5-b. a superior exclaim that the food the superior offered to you
and that you just ate tasted absolutely amazing.
6-5
いつもお世話になっております。

6-5◆腕試し◆Tryout

Make an appointment with a superior, such as a boss or a teacher.

わ
せ

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 ◆◆ Scene◆6-6◆ 練習◆Practice

理解練習◆Comprehension◆practice

6-6-1C◆Identifying◆question◆word◆+◆か◆&◆も◆(BTS◆18,◆22)
You will hear a question word +か or も in each of your teammate’s statements. Which of
the four options is its English equivalent?

Ex. 1. a a. Always b. Sometimes c. Everyone d. Nobody

Ex. 2. c a. Everyone b. Nobody c. Everywhere d. Nowhere
3. a. Everyone b. Nobody c. Everything d. One of these
4. a. Many b. Some c. One d. None
5. a. Everyone b. Some one c. Everything d. Something
6. a. Any day b. No day c. Everywhere d. Nowhere
7. a. Everyone b. No one c. Rarely d. Never
8. a. Many b. Some c. Only one d. None
9. a. Everything b. Something c. One thing d. Nothing
10. a. Everything b. Something c. One thing d. Nothing
11. a. Every day b. Never c. Every one d. Nobody
12. a. Everywhere b. Somewhere c. Nowhere d. Never
13. a. Everyone b. No one c. One of the two d. Neither
14. a. Some b. One of the two c. Both d. Many

6-6
15. a. Everything b. Something c. None of these d. One of these
16. a. Everyone b. One person c. Both people d. No one

いつもお世話になっております。
17. a. All b. Something c. One d. None
18. a. All the time b. Some time c. Both times d. Never
19. A. Some b. Both c. One d. None せ
わ

20. A. Everybody b. Somebody c. Both d. Nobody

実演練習◆Performance◆practice

6-6-2P◆This◆one’s◆better.◆(BTS◆24)
Answer a fellow student’s questions based on the illustrations.

183
 Ex. 1.

Ai どっちの方が高いですか。 Which one is more expensive?

You 小さい方が高いですね。 The small one is more expensive.

Ex. 2.

Ai どっちの方がオススメですか。 Which one would you recommend?

You ラーメンの方がオススメですね。 Ramen is my recommendation.
6-6
いつもお世話になっております。
わ
せ

184
6-6-3P◆I’ll◆have◆this.◆(BTS◆28)
You are at a restaurant. When a waiter presents you with drink options, indicate which one
you will have, based on the illustration.

Ex. 1.

Waiter ジュースはパイナップルとグレープフ The juices we have are pineapple

ルーツがございますが· · · · · ·。 and grapefruit.
You じゃ、パイナップルにします。 Then I’ll have pineapple.

Ex. 2.

Waiter ノンアルコールの飲み物はコーヒーと The non-alcoholic beverages we

お茶とお水がございますが· · · · · ·。 have are coffee, tea, and water.
You じゃ、お水にします。 Then I’ll have water.

6-6
いつもお世話になっております。
せ
わ

185
 理解実演練習 Comprehension◆and◆performance◆practice

6-6-4CP◆Which◆one?◆(BTS◆24)
Ask a fellow student a “which” question based on the information provided. Then mark the
option that he responds with.

Ex. 1.
You 水曜日と木曜日と、
どちらの方がい Which is better, Wednesday or Thursday?
い？
Hiroshi 水曜日かなあ。 Maybe Wednesday.

Ex. 2.
You うどんとラーメンと、
どちらの方が好 Which do you like better, udon or ramen?
き？
Hiroshi 僕は東京の人だからラーメンの方が I’m from Tokyo, so I like ramen better.
好き。

Ex. 1. Which is better  Wednesday  Thursday

Ex. 2. Which do you like better  Udon  Ramen
3. Which is more interesting  Sociology  Literature
4. Which do you want to drink  Black tea  Oolong tea
5. Which is more difficult  English  Chinese
6. Which is easier to write with  This black pen  This blue pen
6-6

7. Which has cheaper tickets  Soccer  Tennis

8. Which is easier to use  Room 507  Room 509
いつもお世話になっております。

6-6◆腕試し◆Tryout

Go out to eat with someone. Before ordering, ask the other person’s opinion of what might
わ

be a good choice. Or ask for an opinion about an item you are thinking of ordering.
せ

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 ◆◆ Scene◆6-7◆ 練習◆Practice

読み練習◆Reading◆practice

Read all items silently, process their meaning, and then read them again out loud.

6-7-1R◆Ordering◆food
Underline the type of food that is ordered.

Ex. 1. パスタをください。 Meal Drink Dessert

Ex. 2. カプチーノをください。 Meal Drink Dessert
3. チーズバーガーを１つください。 Meal Drink Dessert
4. ハム＆エッグとピーチパイをください。 Meal Drink Dessert
5. アイスコーヒーを１つと、ホットコーヒーを２つく Meal Drink Dessert
ださい。

6-7-2R◆Verifying◆where◆people◆are◆from
Write down the person’s name and where s/he is from.

Ex. 1. スミスさんはネバダですね？ ______Smith_____ ____Nevada_____

Ex. 2. トーマスさんはオランダでしょうか。 _____Thomas_____ ___Netherlands__
3. ベネットさんはミネソタからですね？ ________________ _______________
4. バーニーさんはミシシッピでしょうか。 ________________ _______________
6-7
5. マッケンタイヤーさんはアイルランドで ________________ _______________
しょう？
いつもお世話になっております。

6. バーナードさんはウエストバージニアか ________________ _______________

らですね？
せ
わ

187
 6-7-3R◆Asking◆for◆permission
What kind of permission is being sought?

Ex. 1. これ、
コピーしてもいいですか。 making copies of this (thing)
Ex. 2. アップロードしてもいいでしょうか。 uploading
3. あしたスタートしてもよろしいですか。 _____________________________
4. テストはあしたじゃなくてもいいでしょうか。 _____________________________
5. アルバイトのトレーニングはあさってして
もよろしいでしょうか。

6-7-4R◆Politely◆indicating◆where◆people◆are
Write down the person’s name and where s/he is.

Ex. 1. ロペスさんはユタにいらっしゃいます。 _____Lopez______ ____Utah_____

Ex. 2. スミスさんはハワイにいらっしゃいます。 _____Smith______ ___Hawaii____

3. ルイスさんはコロラドにいらっしゃいます。 ________________ _____________
4. トーマスさんはシアトルにいらっしゃいます。 ________________ _____________
5. スコットさんはロサンゼルスにいらっしゃい ________________ _____________
ます。
6. ガルシアさんはワシントンＤＣにいらっし ________________ _____________
ゃいます。
7. エドワーズさんはケンタッキーにいらっしゃ ________________ _____________
います。
8. トンプソンさんはアーカンソーにいらっしゃ ________________ _____________
います。
6-7

9. ロドリゲスさんはペンシルベニアにいらっし ________________ _____________

ゃいます。
いつもお世話になっております。

10. ゴンザレスさんはサンフランシスコにいらっ ________________ _____________

しゃいます。
11. ルーズベルトさんはミズーリのセントルイ ________________ _____________
スにいらっしゃいます。
わ
せ

12. アンダーソンさんはオレゴンのポートランド ________________ _____________

にいらっしゃいます。

188
6-7-5R◆Making◆requests
What request is being made?

Ex. 1. メモしてください。 __e__ a. design a poster

Ex. 2. リサイクルしてください。 __g__ b. backup the data
3. メールをチェックしてください。 _____ c. download (it) from a website
ねが
4. ポスターのデザインをお願い _____ d. copy a schedule
できますか。
5. すみませんが、
コメントをいただけますか。 _____ e. take a memo
6. データをバックアップしていただけますか。 _____ f. give a comment
7. このサイトからダウンロードしていただけ _____ g. recycle (it)
ますか。
8. あのデータをコンピューターにインプット _____ h. check into a hotel
してください。
9. あしたは４：３０ PMにホテルにチェックイ _____ i. cancel a campus tour
ンしてください。
10. すみませんが、あしたのキャンパスツアー _____ j. check email
をキャンセルしていただけますか。
11. すみませんが、あさってのスケジュールをコ _____ k. input data on a computer
ピーしていただけないでしょうか。

6-7-6R◆Stating◆what◆people◆are◆doing◆right◆now
Write down who is doing what.

いま
Ex. 1. アルバイトは今スケジュールを part-time worker
コピーしています。 making copies of the schedule 6-7
いま
Ex. 2. ジョーンズさんは今レシートをチェック Jones-san
しています。 checking a receipt
いつもお世話になっております。

いま
3. キャンベルさんは今あそこでジョギング
しています。
せ
わ

いま と しょかん べんきょう
4. ジョンソンさんは今図書館で勉強して
います。
いま
5. チャールズさんは今ネットでニュース
み
を見ています。 _____________________________

189
 いま
6. スチュワートさんは今ロビーでヒューさ
はな
んと話しています。
いま
7. ネルソンさんは今テレビのドキュメンタ
み
リーを見ています。
いま
8. リチャードソンさんは今レストランでラ
た
ンチを食べています。
いま
9. ハリスさんは今コンビニでジュースとチ
か
ョコレートを買っています。
いま
10. ホワイトさんは今コンピュータのデータ
をバックアップしています。
いま
11. ジャクソンさんは今ニューヨークのホテ
ルでインタビューをしています。

6-7-7R◆Identifying◆an◆odd◆item
Underline the item that does not belong in the list.

Ex. 1. デパート スーパー コンビニ インターネット

Ex. 2. バスケットボール サイクリング ジャケット スノボ
3. ミュージカル ニューヨークステーキ シーフードサラダ パスタ
4. マサチューセッツ ニュージャージー ジョージア シンガポール
5. イギリス サンフランシスコ フランス スペイン
6. ブライアン ジョージ ビバリー ジャック

書き練習◆Writing◆practice
6-7
いつもお世話になっております。

文字練習◆Symbol◆practice
Use the Symbol Practice sheets in Appendix A to practice katakana characters #26–46 for
Scene 6-7.
わ
せ

6-7-8W◆Checking◆if◆something◆has◆been◆done◆already
Write a response that you haven’t done it yet.

190
Ex. 1. a. あのレストランはもうオープンしましたか。
b. いえ、
まだオープンしていません。
Ex. 2. a. このパンフレットはもうコピーしましたか。
b. いえ、
まだコピーしていません。
3. a. あのデータはもうアップしましたか。
b. いえ、
まだ__________________________________________。
4. a. もうブライアンさんにメールしましたか。
b. いえ、
まだ__________________________________________。
5. a. このレッスンはもうカバーしましたか。
b. いえ、
まだ__________________________________________。
6. a. あのポスターはもうプリントしましたか。
b. いえ、
まだ__________________________________________。
7. a. メールはもうチェックしましたか。
b. いえ、
まだ__________________________________________。

◆6-7-9W◆Getting◆to◆know◆new◆people
Four international students have just arrived at Fukuzawa University. Write down their
names, hometowns, and hobbies in katakana.

Name Hometown Hobby

Ex. 1. ヒュー・ジャクソン イギリス

（ロンドン） スポーツ
（バレーボール）

Ex. 2. ソーニャ・ロドリゲス プエルトリコ アニメ

6-7

3.
いつもお世話になっております。

4.
せ
わ

191
 ◆◆ 評価◆Assessment◆

Answer sheet templates are provided in Appendix B for the Assessment sections.

聞いてみよう◆Listening◆comprehension

Read the context, listen to the audio, and then answer the questions. If you hear something
unfamiliar, rely on what you know to choose the correct answer.

1. Suzuki-san and her brother are looking at a photograph that was taken at the welcome
party for Brian at the aikido school where she and Brian train.
a. What does Suzuki-san’s brother want to know about the photo?
b. What is Suzuki-san’s response? What reason does she give for her response?
2. Suzuki-san shows her brother another photograph, taken on the same occasion.
a. Who is being discussed?
b. Where is this person located in this picture?
c. What does Suzuki-san’s brother think about this person’s nationality?
d. How does Suzuki-san explain the situation?
e. What does Suzuki-san’s brother ask related to aikido?
f. What is Suzuki-san’s response? What information does she add to qualify her response?
3. Shirai-san and Sasha are talking after exchanging business cards at a reception.
a. What does Shirai-san initially tell Sasha?
b. Why is Shirai-san surprised at Sasha’s response?
c. How does Sasha know Brian? Provide details.
d. To what extent are Brian and Sasha currently in contact? How long has this been
the case?
4. Kanda-san is having difficulty reaching someone on the phone.
a. Who is Kanda-san trying to reach? Where does this person work?
b. How did Sasha obtain this person’s contact information?
c. Why is Kanda-san having difficulty reaching this person?
Act 6

d. What additional information does Sasha provide to explain the situation?

5. Kanda-san and Sasha are talking about a meeting they attended earlier in the day.
いつもお世話になっております。

a. What does Kanda-san think went well?

b. How does Sasha feel about it?
c. What reason does Kanda-san give for his opinion?
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せ

192
 6. Sasha asks Kanda for permission.
a. What is Sasha asking permission to do? Provide details.
b. Why is Sasha asking permission to do this?
c. Why didn’t Sasha schedule her appointment after work?
d. What was Kanda-san’s mistaken assumption?
7. Kanda-san and Sasha are confirming details about a dinner appointment they have with
a client.
a. When is the dinner appointment?
b. What detail does Sasha check on?
c. What is “Midori” in relation to the dinner appointment? What other meanings of
“Midori” are mentioned?
d. Where is the restaurant located?
8. Sasha and Kanda-san are attending a dinner that their client is hosting at a Korean
BBQ restaurant.
a. What does the client encourage Sasha to do?
b. Why does Sasha refuse?
c. What is the client’s concern?
d. How does Sasha respond to this concern?
9. Yagi-bucho asks Kanda-san to look at a document.
a. What does Yagi-bucho want Kanda-san to do?
b. What is Kanda-san’s question?
c. What timeline does Yagi-bucho give Kanda-san?
10. Kanda-san and Sasha are talking about a poster for an upcoming event.
a. What is Kanda-san asking?
b. What is Sasha’s initial response?
c. What reason does Sasha give for thinking this way?
d. What is Sasha’s concern?
e. Does Sasha approve or disapprove of Kanda-san’s suggestion?

使ってみよう◆Dry◆run

For each of the following, listen to the audio and respond to what was said based on the
Act 6

context.
いつもお世話になっております。

1. You are speaking to an office associate. Murata-san is currently (a) writing a report
with someone in room 503; (b) at the bank; (c) eating lunch at a nearby restaurant;
せ

(d) practicing a presentation in the conference room; (e) waiting for the section chief
わ

in the next room.

193
 2. You are speaking to Yamamoto-san, your company’s client. Answer his question based
on the following information: This week you are free on Wednesday and Thursday.
Next week you are free on Tuesday and Friday.
3. Answer Murata-san’s questions based on the following information: (a) you’ve already
eaten lunch; (b) you’ve already consulted with the section manager; (c) you’ve already
asked Mizuno-sensei; (d) you’ve already bought a new one.
4. Respond to what an office associate says based on the following information: (a) you
are still studying Japanese; (b) Murata-san is still consulting with someone in the con-
ference room; (c) Smith-san is still somewhere in Japan.
5. An aikido club meeting has ended and you were getting ready to leave when a close
friend showed up. Yuya, a mutual friend, has already left.
6. Your office associate asks you about Smith-san, who has become an English teacher
and is now teaching English somewhere in Japan.
7. Your office associate asks you where Yoshida-san’s car is. It’s the grey one to the right
of the blue one over there.
8. You are looking at two items in a store with an office associate. The item on the right is
more expensive than the one on the left.
9. Your office associate asks if you know Taneda-san. You have no idea who Taneda-san is.

Now it’s your turn to start the conversation based on the given context. Listen to how the
other person reacts to you. For some items, you may not get a verbal response. Don’t be
concerned if you hear things you have not yet learned.

10. You are about to leave campus with a friend when you realize you left your notebook
in the library. Ask your friend to wait while you go get your notebook.
11. Ask an office associate what he will be doing this weekend.
12. You have something difficult to talk about with your senpai at work.
13. You are from Ogaki Shokai, meeting someone who regularly works with your com-
pany for the first time. (In the sample response, Sasha Morris’s name will be used.)
14. Inform an office associate that (a) no one has arrived yet; (b) you haven’t consulted
with anyone yet; (c) you haven’t reported to the section manager yet; (c) you haven’t
done anything yet.
15. You are introducing yourself to a group of employees at a company where you just
started working. Tell them where you are from. (In the sample response, Alberta, a
province in Canada, will be used as the location.)
16. An office associate has just asked where you are from. Tell him where you are from.
(In the sample response, Oregon will be used as the location.)
Act 6

17. You are a new employee and have been asked to introduce yourself to the office staff
and other employees. Base your self-introduction on the following information: You
いつもお世話になっております。

are from England; you studied abroad in Japan for 8 weeks last year; you arrived in
Japan 1 week ago; your hobby is golf. The model will use the name Thomas Hunt, but
you should use your own name in your introduction.
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せ

194
18. You and an office associate need to get ready for a meeting with a client at 3:30.
Inform your office associate that it’s already 3:00, but you haven’t done anything yet.
19. You are talking about having a meeting with some other office workers. Ask if it’s all
right to start at 2:00 p.m.
20. You are taking a photo of a group. Tell the tall person in the yellow T-shirt to move a
little more towards the back.
21. A friend is looking at plane tickets and discovers that they are more expensive than the
last time she looked. She is now thinking of waiting to buy a ticket. Tell her that it will
get (even) more expensive.
22. You have a meeting with your company’s client. You have just arrived at the meeting,
but you are about a minute late.
23. Ask your section manager if he is busy tomorrow.
24. You have just finished a meeting and are planning on having another meeting tomor-
row. Ask the group if it’s all right if it’s the same time as today’s.
25. You have just learned that Yagi-bucho is an excellent tennis player. You are not sur-
prised that someone as accomplished as Yagi-bucho would be great at tennis.

読んでみよう◆Contextualized◆reading

Read the information and answer in English the questions that follow.

1. A poster found at a community center.

Act 6
いつもお世話になっております。

a. What catch phrase is used to attract people?

b. List the courses that use a pool.
せ

c. What types of exercise courses are provided? List all of them.

わ

195
 2. A menu from a café.

a. What is the name of the café?

b. How much does espresso cost?
c. What kind of soups are available?
d. Which salad is the most expensive?
Act 6

e. What is the most expensive item on the menu?

f. You are a vegetarian. What choices do you have besides soup and salad, drinks, and
いつもお世話になっております。

desserts?
g. What ice cream flavors are available?
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せ

196
 書き取り◆Dictation

Listen to the self-introductions at a student gathering and write down in katakana the name
of the person, the US state that person comes from, and what the person likes.

Name U.S. state What the person likes

1.

2.

3.

4.

5.

6.

書いてみよう◆Contextualized◆writing

Compose a note according to the directions.

1. You are leaving a schedule for part-time workers at your supervisor’s office. Attach a
sticky note to the envelope for your supervisor, indicating that the schedule is inside.
Start by saying that Smith-san hasn’t checked (the schedule) yet.

Act 6
いつもお世話になっております。

2. You want to get rid of an old computer in your office. Attach a sticky note to it asking
せ
わ

your assistant to recycle this computer because it is no longer (already not) working.

197
 3. Your fellow part-time worker, Katherine, asked about a restaurant you went to last week.
Attach a sticky note to a menu from the restaurant, telling her that it’s the menu from that res-
taurant (you both know), and tell her that the all of the pasta items here are extremely good.

知ってる？◆What◆do◆you◆know?

Select the most appropriate option and write the letter in the space on your answer sheet.

1. You tell the new intern that you’ll be waiting for her in the lobby tomorrow when she arrives.
あしたロビーで＿＿＿＿＿＿＿＿＿。(BTS 1)
ま
a. 待っています
ま
b. 待ちます
ま
c. 待ちましょう
Act 6

2. You’ve been asked what university you’ll be going to next year. You reply:
らいねんふくざわだいがく
いつもお世話になっております。

来年福沢大学に＿＿＿＿＿＿＿。(BTS 1)
い
a. 行っています
い
b. 行きます
い
c. 行きましょう
わ
せ

198
3. You’ve been asked what you were doing last night from about 8–10 p.m. You reply:
りゅうがく べんきょう
留 学センターで勉強＿＿＿＿＿＿＿＿。(BTS 1)
a. しています
b. していました
c. しました
4. You tell your classmate that you’ve been attending Sakamoto-sensei’s seminar since
last month.
せんげつ さかもとせんせい
先月から坂本先生のセミナーに＿＿＿＿＿＿＿＿＿。(BTS 1)
で
a. 出ます
で
b. 出ていま した
で
c. 出ています
5. You tell your roommate that the cookies are done.
クッキーは＿＿＿＿＿＿＿。 (BTS 1)
a. できています
b. できます
c. できていました
6. You tell your classmate that you haven’t done the homework yet.
しゅくだい
宿 題はまだ＿＿＿＿＿＿＿＿＿＿＿＿。(BTS 3)
a. しなかった
b. していない
c. していなかった
7. You’ve been asked if you still jog every day. You reply:
ジョギングは＿＿＿＿＿＿＿＿＿＿＿＿。(BTS 2, 3)
a. もうしています
b. まだしません
c. もうしていません
8. You’re surprised that it’s already 2:00. (BTS 2, 3)
じ
a. もう２時です。
じ
b. まだ２時です。
Act 6

じ
c. もう２時じゃないです。
9. You want to know if it’s okay to start from page 25.
いつもお世話になっております。

２５ページ＿＿＿＿＿いいですか。(BTS 5)
a. で
せ
わ

b. から
c. からで

199
 10. You’re meeting the mayor of the town and formally introducing yourself. You say:
Your NAME と＿＿＿＿＿＿＿＿＿。(BTS 6)
a. いいます
もう
b. 申します
c. おっしゃいます
11. Which of the following can indicate both naming and counting? (BTS 9)
じ
a. 3時
ねん
b. 3年
しゅうかん
c. 3 週 間
12. You encourage your guest to drink some more tea.
ちゃ の
お茶＿＿＿＿飲んでください。(BTS 12)
a. も
b. もう
c. もっと
13. You ask for one more of those desserts.
いっ こ
それ、＿＿＿＿一個ください。(BTS 12)
a. も
b. もう
c. もっと
14. おります is the humble form of __________. (BTS 15)
a. います
b. します
い
c. 言います
15. You’ve been asked if you spoke with the new section chief about an important matter.
はなし
You reply, politely: はい、お話＿＿＿＿＿＿＿＿＿＿。(BTS 15)
もう
a. 申しました
b. いたしました
c. おりました
16. You will often hear ~ まして instead of the ~て form when __________. (BTS 16)
Act 6

a. requesting a favor of someone

b. asking a superior a question
いつもお世話になっております。

c. making a public announcement

17. You ask your office mate if she went anywhere over the weekend.
い
どこ___________ 行きましたか。(BTS 18, 22)
わ
せ

200
 a. にも
b. へは
c. かへ
18. You’re wondering if there are any good bookstores around here.
ほん や
ありますか。(BTS 18)
どこ______________いい本屋、

a. に
b. か
c. で
19. By using んです in a question, you’re______ a situation. (BTS 19)
a. expressing your doubt about
b. seeking an explanation of
c. offering a solution for
20. In statements, んです is often used to express____________. (BTS 19)
a. agreement
b. reason
c. doubt
21. When you add たい to the stem of a verb, the form that results is _______. (BTS 20)
a. an adjective
b. a noun
c. a verb
22. Which of the following does not have a たい form? (BTS 20)
a. います
b. します
c. あります
23. You politely offer to make a new poster for your section chief who seems busy with
わたし
other projects. 私が＿＿＿＿＿＿＿＿＿＿か。(BTS 21)
つく
a. お作りしません
つく
b. お作りしたいんです
つく
c. お作りしましょう
Act 6

24. You notice that something is different about the design of the new app.
ふる ちが
古いの＿＿＿＿ちょっと違う。(BTS 25)
いつもお世話になっております。

a. に
b. と
せ
わ

c. も

201
 25. You’re wondering if you should report the news to someone like your junior colleague
か ちょう こうはい ほうこく
or the section head. 課長＿＿＿後輩に報告しましょうか。(BTS 23)
a. が
b. か
c. と
26. Which of the following does not occur in an affirmative sentence? (BTS 22)
a. だれも
b. どれも
c. どちらも
27. You comment that many exchange students came to the performance.
りゅうがくせい き
留 学生が＿＿＿＿＿＿も来ました ね。(BTS 22)

a. だれ
なんにん
b. 何人
c. いくら
28. When making a comparison of two options, the noun you use as a reference is fol-
lowed by _________. (BTS 24)
a. から
b. より
c. と
29. You ask your professor politely if she knows the name of the new school president.
あたら がくちょう な まえ
新しい学長の名前を＿＿＿＿＿＿＿＿か。(BTS 27)
ぞん
a. 存じています
し
b. 知ります
ぞん じ
c. ご存知です
30. In katakana, the /th/ of leather becomes _____. (BTL 3)
a. /s/
b. /z/
c. /j/
31. Which of the following symbols is rarely used in modern Japanese? _____. (BTL 6)
Act 6

a. ヲ
いつもお世話になっております。

b. オ
c. フ
わ
せ

202
 も じ れんしゅう
Appendix A: 文字練 習 Symbol practice

ひらがな Hiragana

Instruction

For each symbol, study the overall shape (top left) and stroke order, then complete every
box to the right of it.

Act 2

#1

#2

#3

203
 #4

#5

#6

#7

#8
Appendix A

#9

204
#10

#11

#12

#13

#14

Appendix A

#15

205
 #16

#17

#18

#19

#20
Appendix A

206
#21

#22

#23

#24

Act◆3

#25
Appendix A

207
 #26

#27

#28

#29

#30
Appendix A

208
#31

#32

#33

#34

#35

Appendix A

#36

209
 #37

#38

#39

#40

#41
Appendix A

#42

210
#43

#44

#45

Act◆4

#46

Appendix A

211
 カタカナ Katakana

Instruction

For each symbol, study the overall shape (top left) and stroke order, then complete every
box to the right of it.

Act 5

#1

#2

#3

212
#4

#5

#6

#7

#8

#9
Appendix A

213
 #10

#11

#12

#13

#14

#15
Appendix A

214
#16

#17

#18

#19

#20

#21
Appendix A

215
 #22

#23

#24

#25

Act◆6

#26
Appendix A

216
#27

#28

#29

#30

#31

#32
Appendix A

217
 #33

#34

#35

#36

#37
Appendix A

#38

218
#39

#40

#41

#42

#43

Appendix A

#44

219
 Appendix A

220
#46
#45
 Appendix B: Assessment answer sheets

き
聞いてみよう◆Listening◆comprehension

Write your answers to the Listening comprehension questions.

ACT # __________ Date: ___________ Name: _____________________________

No. Q Your answer

1 a

221
 よ
読んでみよう◆Contextualized◆reading

Write your answers to the Contextualized reading questions.

ACT # __________ Date: ___________ Name: _____________________________

No. Q Your answer

1 a
Appendix B

222
 か と
書き取り◆Dictation

Write what you hear.

ACT # __________ Date: ___________ Name: _____________________________

No. Your answer

Appendix B

223
 か
書いてみよう Contextualized◆writing

Write your responses to the Contextualized writing items.

ACT # __________ Date: ___________ Name: _____________________________

Appendix B

224
 し
知ってる？◆What◆do◆you◆know?

Write your answers to the What do you know? questions.

ACT # __________ Date: ___________ Name: _____________________________

1 11 21

2 12 22

3 13 23

4 14 24

5 15 25

6 16 26

7 17 27

8 18 28

9 19 29

10 20 30

Appendix B

225
 かたち
Appendix C: 形 にスポットライト！
Katachi ni supotto-raito! Spotlight on form!
Act 2: negative -nai desu forms

Here is a table of all the verbs you have learned so far with -masu forms and some -nai
desu forms. Using romanization, fill in the rest of the blanks with the forms that complete
the table. Do you see any irregular forms? As you learn the appropriate hiragana and kanji,
you can add the forms in hiragana (furigana) and kanji as well.

-masu forms English -nai forms English

します shi-masu do shi-nai desu doesn’t do
た
食べます tabe-masu eat tabe-nai desu doesn’t eat
できます deki-masu can do deki-__________ _________________
はじ
始めます hajime-masu begin hajime-__________ _________________
き
来ます ki-masu come ko-__________ _________________
います i-masu be, exist (animate) i-__________ _________________
わかります wakar-imasu understand wakar-anai desu _________________
がん ば
頑張ります ganbar-imasu do one’s best ganbar-__________ _________________
お
終わります owar-imasu end something owar-__________ _________________
あります ar-imasu exist (inanimate) __________ _________________
か
書きます kak-imasu write kak-__________ _________________
の
飲みます nom-imasu drink nom-__________ _________________
いただきます itadak-imasu eat; receive (humble) itadak-__________ _________________
よ
読みます yom-imasu read yom-__________ _________________
い
行きます ik-imasu go ik-__________ _________________

226
Here is a table of all the adjectives you have learned so far with -i desu forms and some -ku
nai desu forms. Using romanization, fill in the rest of the blanks with the forms that com-
plete the table. Do you see any irregular forms? As you learn the appropriate hiragana and
kanji, you can add the forms in hiragana (furigana) and kanji as well.

-i desu forms English -ku nai forms English

すごいです sugoi desu amazing sugoku nai desu itʼs not amazing
いいです ii desu good yoku nai desu itʼs not good
よろしいです yoroshii desu good (polite) _________________ itʼs not good
おいしいです oishii desu delicious _________________ _________________
おもしろいです omoshiroi desu interesting/funny _________________ _________________
いそが
忙 しいです isogashii desu busy _________________ _________________
たか
高いです takai desu expensive _________________ _________________
やす
安いです yasui desu cheap _________________ _________________
おお
大きいです ookii desu big _________________ _________________
ちい
小さいです chiisai desu small _________________ _________________
とお
遠いです tooi desu far _________________ _________________
ちか
近いです chikai desu close by _________________ _________________
やさ
易しいです yasashii desu easy _________________ _________________
むずか
難 しいです muzukashii desu difficult _________________ _________________

Appendix C

227
 Here is a table of many nouns you have learned so far with desu forms and some -ja nai
desu forms. Using romanization, fill in the rest of the blanks with the forms that complete
the table. As you learn the appropriate hiragana and kanji, you can add the forms in hira-
gana (furigana) and kanji as well.

Noun desu forms English Noun ja nai desu forms English

これです kore desu itʼs this kore ja nai desu itʼs not this
だいじょう ぶ
大 丈 夫です daijoobu desu itʼs fine daijoobu ja nai desu itʼs not fine
へい き
平気です heiki desu itʼs all right _________________ itʼs not all right
あしたです ashita desu itʼs tomorrow _________________ _________________
けいたい
携帯です keitai desu itʼs a cell phone _________________ _________________
テストです tesuto desu itʼs a test _________________ _________________
す
好きです suki desu itʼs pleasant _________________ _________________
あさ
朝ごはんです asa-gohan desu itʼs breakfast _________________ _________________
や とり
焼き鳥です yakitori desu itʼs yakitori _________________ _________________
そちらです sochira desu itʼs there _________________ _________________
りょう
寮 です ryoo desu itʼs a dorm _________________ _________________
そうです soo desu itʼs like that _________________ _________________
えき
駅です eki desu itʼs the station _________________ _________________
がっこう
学校です gakkoo desu itʼs a school _________________ _________________
Appendix C

228
 かたち
Appendix D: 形 にスポットライト！ Katachi
ni supotto-raito! Spotlight on form!
Act 3: -mashoo forms; Noun -ja nai forms

Here is a table of all the verbs you have learned so far with -masu forms and some -mashoo
forms. Using Romanization, fill in the rest of the blanks with the forms that complete the
table. Do you see any irregular forms? As you learn the appropriate hiragana and kanji, you
can add the forms in hiragana (furigana) and kanji as well.

-masu forms English -mashoo forms English

べんきょう
勉 強します benkyoo-shi-masu study benkyoo-shi-mashoo let’s study
た
食べます tabe-masu eat tabe-mashoo let’s eat
み
見ます mi-masu look at mi-__________ let’s have a look
はじ
始めます hajime-masu begin hajime-__________ _________________
き
来ます ki-masu come ki-__________ _________________
います i-masu be, exist (animate) i-__________ _________________
かえ
帰ります kaer-imasu return; go home kaer-imashoo _________________
お
終わります owar-imasu end something owar-__________ _________________
ま
待ちます mach-imasu wait mach-__________ _________________
か
書きます kak-imasu write kak-__________ _________________
の
飲みます nom-imasu drink nom-__________ _________________
はな
話します hanash-imasu talk hanash-__________ _________________
あ
会います a-imasu meet a-__________ _________________

229
 Here is a table of many nouns that come up in this Act with desu forms and some negative
-ja nai desu forms. Using romanization, fill in the rest of the blanks with the forms that
complete the table. As you learn the appropriate hiragana and kanji, you can add the forms
in hiragana (furigana) and kanji as well.

Noun desu forms English Noun ja nai desu forms English

これです kore desu itʼs this kore ja nai desu itʼs not this
びょう き
病 気です byooki desu she’s sick byooki ja nai desu sheʼs not sick
アプリです apuri desu itʼs an app _________________ itʼs not an app
つぎです tsugi desu itʼs next _________________ _________________
だめです dame desu itʼs bad, not good _________________ _________________
と しょかん
図書館です toshokan desu itʼs a library _________________ _________________
ともだち
友達です tomodachi desu he’s a friend _________________ _________________
どうりょう
同 僚です dooryoo desu sheʼs a colleague _________________ _________________
あめ
雨です ame desu itʼs raining _________________ _________________
おな
同じです onaji desu itʼs the same _________________ _________________
Appendix D

230
 かたち
Appendix E: 形にスポットライト！ Katachi
ni supotto-raito! Spotlight on form!
Act 4: Negative -nakatta desu and Noun +
datta forms

Here is a table of verbs that come up in this Act with -masen deshita forms and some -(a)
nakatta desu forms. Using romanization, fill in the rest of the blanks with the forms that
complete the table. Are you picking up the patterns for verbs? As you learn the appropriate
hiragana and kanji, you can add the forms in hiragana (furigana) and kanji as well.

-masen deshita forms English -(a)nakatta desu forms

た
食べませんでした tabe-masen deshita didn’t eat tabe-nakatta desu
はな
話しませんでした hanash-imasen deshita didn’t talk hanas-anakatta desu
あ
会いませんでした a-imasen deshita didn’t meet aw-anakatta desu
と
取りませんでした tor-imasen deshita didn’t take tor-__________
つく
作りませんでした tsukur-imasen deshita didn’t make tsukur-__________
かんが
考 えませんでした kangae-masen deshita didn’t think about kangae-__________
き
聞きませんでした kik-imasen deshita didn’t listen kik-__________
の
乗りませんでした nor-imasen deshita didn’t get on board nor-__________
て つだ
手伝いませんでした tetsuda-imasen deshita didn’t help tetsudaw-__________
かかりませんでした kakar-imasen deshita didn’t take kakar-__________
つか
使いませんでした tsuka-imasen deshita didn’t use tsukaw-__________
がん ば
頑張りませんでした ganbar-imasen deshita didnʼt persevere ganbar-__________

231
 Here is a table of many nouns that come up in this Act with ja arimasen deshita forms and
some -ja nakatta forms. Using romanization, fill in the rest of the blanks with the forms
that complete the table. As you learn the appropriate hiragana and kanji, you can add the
forms in hiragana (furigana) and kanji as well.

Noun ja arimasen deshita forms English Noun ja nakatta forms

せんもん
専門じゃありませんでした it wasn’t a specialization kore ja nakatta desu
senmon ja arimasen deshita
じ かん
２時間じゃありませんでした it wasn’t two hours ni-jikan ja nakatta desu
ni-jikan
こうがく
ja arimasen deshita
工学じゃありませんでした it wasn’t engineering _________________
koogaku ja arimasen deshita
げん ご がく
言語 学 じゃありませんでした it wasn’t linguistics _________________
gengogaku ja arimasen deshita
たいへん
大変じゃありませんでした it wasn’t terrible _________________
taihen ja arimasen deshita
おとといじゃありませんでした it wasn’t the day before yesterday _________________
ototoi ja arimasen deshita
きょうしつ
教 室 じゃありませんでした it wasn’t a classroom _________________
kyooshitsu ja arimasen deshita
こうえん
公園じゃありませんでした it wasn’t a park _________________
kooen ja arimasen deshita
こ とし
今年じゃありませんでした it wasn’t this year _________________
kotoshi ja arimasen deshita
めい じ
明治じゃありませんでした it wasn’t the Meiji Era _________________
Meiji ja arimasen deshita
さっきじゃありませんでした it wasn’t a while ago _________________
sakki ja arimasen deshita
じ てんしゃ
自転車じゃありませんでした it wasn’t a bicycle _________________
jitensha ja arimasen deshita
ど よう び
土曜日じゃありませんでした it wasn’t Saturday _________________
doyoobi ja arimasen deshita
Appendix E

232
Here is a table of adjectives that come up in the last two Acts with -ku arimasen deshita
forms and some -ku nakatta forms. Using romanization, fill in the rest of the blanks with
the forms that complete the table. As you learn the appropriate hiragana and kanji, you can
add the forms in hiragana (furigana) and kanji as well.

-ku arimasen deshita forms English ku nakatta forms

あたら
新 しくありませんでした it wasn’t new atarashiku nakatta desu
atarashiku arimasen deshita
ふる
古くありませんでした it wasn’t old furuku nakatta desu
furuku arimasen deshita
つか
使いやすくありませんでした it wasn’t easy to use _________________
tsukaiyasuku arimasen deshita
つか
使いにくくありませんでした it wasn’t hard to use _________________
tsukainikuku arimasen deshita
あお
青くありませんでした it wasn’t blue _________________
aoku arimasen deshita
くろ
黒くありませんでした it wasn’t black _________________
kuroku arimasen deshita
かわいくありませんでした it wasn’t cute _________________
kawaiku arimasen deshita
はや
早くありませんでした they weren’t early _________________
hayaku arimasen deshita
おそ
遅くありませんでした she wasn’t late _________________
osoku arimasen deshita
しろ
白くありませんでした it wasn’t white _________________
shiroku arimasen deshita

Appendix E

233
 Here is a table of many nouns that come up in this Act with da forms (remember that reki-
shi da ‘it’s history’ is a bit blunter than rekishi ‘it’s history’ without da) and some -datta
forms. Using romanization, fill in the rest of the blanks with the forms that complete the
table. As you learn the appropriate hiragana and kanji, you can add the forms in hiragana
(furigana) and kanji as well.

Noun da forms English Noun datta forms English

れき し
歴史（だ）rekishi (da) it’s history rekishi datta it was history
じ かん
２時間（だ）ni-jikan (da) it’s two hours ni-jikan datta it was two hours
こうがく
工学（だ）koogaku (da) it’s engineering _________________ it was engineering
せんこう
専攻（だ）senkoo (da) it’s my major _________________ _________________
たいへん
大変（だ）taihen (da) it’s terrible _________________ _________________
きょねん
去年（だ）kyonen (da) it’s last year _________________ _________________
きょうしつ
教 室（だ）kyooshitsu (da) it’s a classroom _________________ _________________
こうえん
公園（だ）kooen (da) it’s a park _________________ _________________
ほんとう
本当（だ）hontoo (da) it’s true _________________ _________________
しょう わ
昭 和（だ）Shoowa (da) it’s the Showa Era _________________ _________________

さっき
（だ）sakki (da) it’s a while ago _________________ _________________
じ てんしゃ
自転車（だ）jitensha (da) it’s a bicycle _________________ _________________
げつよう び
月曜日
（だ）getsuyoobi (da) it’s Monday _________________ _________________
Appendix E

234
 かたち
Appendix F: 形 にスポットライト！
Spotlight on form! Act 5: 〜て forms

Here is a table of all of the verbs you have learned so far with their 〜ない forms and 〜て
forms. Fill in the rest of the blanks with the forms that complete the table. Are you pick-
ing up the patterns for verbs? This time, you should use hiragana for completing the table.
When the verb is typically written in kanji, the character is provided to get you started. Be
careful of おくりがな.

ます forms English 〜ない forms 〜て forms

き き き
決めます kime-masu decide 決めない kime-nai 決めて kime-te
み み み
見ます mi-masu see 見ない mi-nai 見て mi-te
た た た
食べます tabe-masu eat 食べない tabe-nai 食べて tabe-te
できます deki-masu can do でき__________ でき__________
います i-masu be, exist (animate) い__________ い__________
はじ はじ はじ
始めます hajime-masu begin something 始め__________ 始め__________
かんが かんが かんが
考 えます kangae-masu think 考え__________ 考 え__________
か か か
借ります kari-masu borrow (5-3) 借り__________ 借り__________
おし おし おし
教えます oshie-masu teach (5-5) 教え__________ 教え__________

ます forms English 〜ない forms 〜て forms

わかります wakar-imasu understand わからない wakar-anai わかって wakat-te
がん ば がん ば がん ば
頑張ります ganbar- do one’s best 頑張__________ 頑張__________
imasu
お お お
終わります owar-imasu end something 終わ__________ 終わ__________
と と と
取ります tor-imasu take 取__________ 取__________
あります ar-imasu exist (inanimate) ない nai あ__________
つく つく つく
作ります tsukur-imasu make 作__________ 作__________
かえ かえ かえ
帰ります kaer-imasu return 帰__________ 帰__________
の の の
乗ります nor-imasu ride, get onboard 乗__________ 乗__________

235
 かかります kakar-imasu take (time/money) かか__________ かか__________
つか つか つか
使います tsuka-imasu use 使わない tsukaw-anai 使ってtsukat-te
い い い
言います i-imasu is called, say 言__________ 言__________
あ あ あ
会います a-imasu see, meet 会__________ 会__________
ちが ちが ちが
違います chiga-imasu different from 違__________ 違__________
か か か
買います ka-imasu buy 買__________ 買__________
て つだ て つだ て つだ
手伝います tetsuda- help 手伝__________ 手伝__________
imasu
かま かま かま
構います kama-imasu mind, care 構__________ 構__________
ま ま ま
待ちます mach-imasu wait 待たない mat-anai 待って mat-te
の の の
飲みます nom-imasu drink 飲まない nom-anai 飲んで non-de
よ よ よ
読みます yom-imasu read 読__________ 読__________
し し し
死にます shin-imasu die 死なない shin-anai 死んで shin-de
よ よ よ
呼びます yob-imasu call 呼ばない yob-anai 呼んで yon-de
はな はな はな
話します hanash-imasu talk 話さない hanas-anai 話して hanashi-te
か か か
書きます kak-imasu write 書かない kak-anai 書いて kai-te
いただきます itadak- eat; receive (humble) いただ__________ いただ__________
imasu
き き き
聞きます kik-imasu hear; listen 聞__________ 聞__________
い い い
行きます ik-imasu go 行__________ 行って it-te
いそ いそ いそ
急ぎます isog-imasu hurry 急がない isog-anai 急いで isoi-de

ます forms English 〜ない forms 〜て forms

き
来ます ki-masu come こない ko-nai きて ki-te
します shi-masu do しない shi-nai して shi-te
べんきょう べん きょう べん きょう
勉 強します study 勉 強__________ 勉 強__________
し ごと し ごと し ごと
仕事します work 仕事__________ 仕事__________
しゅくだい しゅくだい しゅくだい
宿 題します do homework 宿 題__________ 宿 題__________
じゅぎょう じゅぎょう じゅ ぎょう
授 業します conduct a class 授業__________ 授 業__________
かい ぎ かい ぎ かい ぎ
会議します hold a meeting 会議__________ 会議__________
Appendix F

236
 Appendix G: Answer keys

Introduction

0-1C What should you do?

1. d; 2. a; 3. e; 4. c; 5. d; 6. b; 7. f; 8. a; 9. c; 10. h; 11. e; 12. g; 13. c; 14. b; 15. f; 16.
a; 17. d; 18. i; 19. d; 20. g

0-2C What should you do?

3. e; 4. j; 5. a; 6. j; 7. f; 8. h; 9. c; 10. b; 11. d; 12. g; 13. i; 14 b. ;15. j; 16. a; 17. l; 18.
f; 19. j; 20. e

0-3C Mora count

Group 3. c; Group 4. a; Group 5. c

0-4C Mora count

Group 3. d; Group 4. a; Group 5. d

0-5C Mora count

3. (2); 4. (2); 5. (3); 6. (4); 7. (4); 8. (5); 9. (3); 10. (3); 11. (4); 12. (3); 13. (4); 14. (5);
15. (3)

0-6C Mora count

3. (5); 4. (3); 5. (6); 6. (3); 7. (4); 8. (6); 9. (6); 10. (5); 11. (4); 12. (3); 13. (4); 14. (6);
15. (7)

0-7C Accent
Group 3. a; Group 4. c; Group 5. b

0-8C Accent
3. LHHH; 4. HL; 5. HLLL; 6. LHH; 7. HLLL; 8. HLL; 9. LHHL; 10. HLLL

0-9C Accent
3. HLLLL; 4. LHHHH; 5. LHHHH; 6. LHHHHH; 7. LHHHHL; 8. LHHHHL;
9. LHHLLL; 10. LHHHHHHHL

237
 0-10C Intonation
Group 3. c; Group 4. a; Group 5. c

Act◆1

1-1-1C Identifying the actors

3. Shirai & Sasha; 4. Brian Wang & Kanda; 5. Sakamoto Ichiro & Morris; 6. Takashi &
Yamada Eri

1-1-2P Checking if everybody is here

Ms. Kanda (○); Mr. Shirai (○); Professor Sakamoto (○); Mr. Brian Wang (○); Ms.
Sasha Morris (✕); Ms. Yamada (○)

1-2-1C What’s going on?

3. a; 4. d; 5. b

1-2-2P What would you say?

3. a; 4. b; 5. a

1-3-1P Onegai-shimasu
3. N; 4. Y; 5. N; 6. Y; 7. Y

1-4-1P What would you say?

3. a; 4. b; 5. c

1-5-1C What are they saying?

3. f (Y); 4. g (N); 5. e (N); 6. a (N); 7. c (Y); 8. d (Y)

1-6-1C What’s going on?

3. e; 4. b; 5. d; 6. f

1-7-1C Listening for the name

3. Kaoru; 4. Kanda Kenta; 5. Sakamoto Miki; 6. Zhang; 7. Shirai Masao

1-7-2C Finding the one that doesn’t belong

3. b; 4. c; 5. c
Appendix G

1-8-1CP Mora count

3. (9); 4. (5); 5. (6); 6. (2); 7. (6); 8. (3); 9. (8); 10. (2); 11. (4); 12. (8)

1-9-1P Mora count

3. (4); 4. (2); 5. (4); 6. (4); 7. (6); 8. (3); 9. (4); 10. (1)

1-9-2P Does that sound right?

3. b; 4. b; 5. d

238
1-10-1C What’s going on?
3. c; 4. b; 5. a; 6. a; 7. a; 8. a; 9. b; 10. c; 11. a; 12. c

1-11-1C What’s going on?

3. e; 4. d; 5. c

1-12-1C What’s going on?

3. e; 4. c; 5. d

1-14-1P Mora count

3. (3); 4. (7); 5. (5); 6. (6); 7. (9); 8. (8); 9. (5); 10. (7)

1-15-1R Symbol recognition

3. 博; 4. 願; 5. no kanji; 6. 神田; 7. 僕; 一郎; 8. 失礼; 9. 疲; 様; 10. 京都駅; 11. 帰;
12. 先; 13. no kanji

1-15-2R Symbol recognition

3. ドーム; 4. ミーティング; 5. no katakana; 6. ブライアン・ワン; 7. バイバイ; 8. サー
シャ・モリス; 9. no katakana; 10. ヤサイクル; 11. ゴミ; 12. エコ

き
聞いてみよう◆Kiite miyoo Listening◆comprehension

1. a. they’re friends; b. Kenta; 2. a. they’re friends; b. they’re saying good-bye; 3. a. in

the evening after work; b. the man; 4. a. the man; 5. a. they are meeting for the first
time; b. Yagi Keiko; c. Shirai; 6. a. their gratitude; b. Amy Chou

し
知ってる？◆Shitte’ru? What◆do◆you◆know?

1 C 11 C 21 A
2 B 12 B 22 C
3 A 13 C 23
4 C 14 A 24
5 B 15 B 25
Appendix G

6 A 16 C 26
7 C 17 C 27
8 C 18 A 28
9 B 19 B 29
10 C 20 A 30

239
 Act◆2

2-0-1C Responding to instructional expressions

3. b; 4. e; 5. g; 6. f; 7. a; 8. d; 9. h; 10. b; 11. d; 12. f; 13. c; 14 g. ;15. a; 16. c; 17. e;
18. b; 19. g; 20. h

2-0-2C Responding appropriately

3. d; 4. b; 5. a; 6. c; 7. b; 8. a; 9. d

2-0-3C What’s going on?

3. a; 4. f; 5. g; 6. e; 7. b

2-1-1C Yes or no?

3. b; 4. a; 5. b; 6. a; 7. a; 8. b; 9. a; 10. a

2-2-1C Checking the schedule

today: homework, test, meeting, work; tomorrow: call

2-2-2C Knowing where they are coming from

3. a; 4. c; 5. b; 6. a; 7. b; 8. a; 9. c; 10. a; 11. b; 12. a

2-3-1C What’s being offered?

3. a; 4. g; 5. m; 6. c; 7. f; 8. j; 9. k; 10. i; 11. h

2-3-2C Accepted or declined?

3. a; 4. a; 5. a; 6. a; 7. a; 8. d; 9. d; 10. a

2-3-3CP Inviting a colleague

3. accepted; 4. accepted; 5. accepted; 6. accepted; 7. declined; 8. accepted; 9. accepted

2-5-1C What’s going on?

3. c; 4. b; 5. a

2-5-2C Asking or stating

3. Question; 4. Statement; 5. Question; 6. Question; 7. Statement; 8. Statement; 9. Question

2-5-3C Acknowledgment or disbelief? Asking or stating?

Appendix G

3. disbelief; 4. acknowledgment; 5. acknowledgment; 6. disbelief

2-6-1C What’s going on?

3. b; 4. a; 5. b; 6. a; 7. b; 8. a; 9. b; 10. b; 11. b

2-6-2C What’s the style?

3. b; 4. a; 5. b; 6. a; 7. a; 8. a; 9. b

240
2-7-1C Where is it?
3. a; 4. b; 5. a; 6. c; 7. c

2-8-1C What’s going on?

3. a; 4. b; 5. a

2-9-1R Identifying things and people

3. a; 4. c; 5. d; 6. c; 7. c; 8. a

2-9-2R Asking various questions

3. yes/no; 4. wh; 5. yes/no; 6. yes/no; 7. yes/no; 8. yes/no

2-9-3W Writing furigana

3. かねこ よしき; 4. すだ ともえ; 5. ありやま とうま; 6. ふくち れい

き
聞いてみよう◆Kiite miyoo Listening◆comprehension

1. a. the teacher; b. he is late; 2. a. take out the file; b. she turns down his request; c.
for making the request; 3. a. finish working; b. the woman; 4. a. today; b. at home;
c. it’s fine with him; 5. a. it’s interesting; b. it’s not particularly interesting; c. no,
he doesn’t; 6. a. Kanda-san; b. he’s in a meeting; c. she’s not entirely certain; 7. a.
a report; b. he’s surprised and concerned; c. she is not concerned; 8. a. he offers to
help with something; b. near Mrs. Shirai; c. easy; 9. a. an invitation; b. she turns
him down; c. she has a test tomorrow; 10. a. he invites her to have lunch; b. she
accepts; c. to go to a soba restaurant; d. enthusiastically

よ
読んでみよう◆Yonde miyoo Contextualized◆reading

Handwritten memos
1. a. to thank you for the folder; 2. a. to thank you for the homemade sweets
Text messages
1. a. Whether I am busy now or not; 2. a. where I am (whether I’m at home);
3. a. Thank you! It looks delicious; b. whether it is expensive or not
Appendix G

か と
書き取り◆Kakitori dictation

1. きれいですね。
2. どちらですか。

241
 3. いただきます。
4. おいしいですよ。
5. これ、しませんか。
6. あれ、ありますか。
7. ごちそうさまでした。
8. ありがとうございました。

か
書いてみよう◆Kaite miyoo Contextualized◆writing

1. これ、ありがとうございました。
2. これですか。

し
知ってる？◆Shitte’ru? What◆do◆you◆know?

1 A 11 B 21
2 B 12 C 22
3 C 13 B 23
4 A 14 A 24
5 B 15 B 25
6 B 16 B 26
7 A 17 27
8 C 18 28
9 A 19 29
10 C 20 30

Act◆3

3-1-1CP Asking about acronyms

3. no good; 4. office lady; 5. commercial message; 6. Japanese Student Organization

3-2-1C What’s going on?

3. It’s not today; 4. It’s not difficult; 5. It is tomorrow; 6. It’s not cheap; 7. He can’t do
Appendix G

it; 8. It’s not Shirai-san; 9. It is expensive; 10. It’s not medicine; 11. She doesn’t
understand; 12. He won’t begin; 13. Invitation; 14. It is pretty; 15. It is far away;
16. He doesn’t have it; 17. Invitation; 18. It’s not big; 19. He won’t eat.

3-3-1C What’s right?

3. It’s a papaya. 4. It’s a mechanical pencil. 5. The meeting is tomorrow at 9:30. 6. The
“J” stands for ‘joint.’ 7. The person is not Mizuno. 8. It’s a saakuru.

242
3-3-2C What’s the loanword?
3. ice cream; 4. soccer; 5. Los Angeles; 6. love songs; 7. orange juice

3-4-1C What time is the train?

3. 11:39 a.m.; 4. 1:56 p.m.; 5. 4:35 p.m.; 6. 7:08 p.m.; 7. 8:13 p.m.; 8. 2:24 p.m.;
9. 9:02 a.m.

3-4-2C Where did they study that language?

3. French at Oxford University; 4. French at Waseda University; 5. Spanish at gradu-
ate school in Texas (Texas Tech); 6. Korean at Kyoto University (Kyodai stands for
Kyoto Daigaku); 7. Chinese at UCLA; 8. English in high school

3-5-1C Getting the details

Conversation 1: 3. delicious meals; 4. far; 5. today and tomorrow; 6. Japanese (lan-
guage); Conversation 2: 7. ramen; 8. over there (away from both speakers); 9. price
(expensive); 10. not “off ”, ofu

3-5-2C How many are there?

3. notebooks (29); 4. pens (63); 5. pens (240); 6. notebooks (73); 7. pencils (450);
8. paper (820)

3-5-4P Doing some quick math

3. pens 20 × 8 = 160 and notebooks 150 × 4 = 600; total = 760; 4. pens 30 × 6 = 180
and notebooks 100 × 8 = 800; total = 980; 5. pens 57 × 5 = 285 and notebooks
200 × 3 = 600; total = 885; 6. pens 33 × 6 = 198 and notebooks 270 × 2 = 540;
total = 738

3-6-1C Identifying owners

umbrella—Takashi Matsuura; ticket—Kanda-san; bag—Mr. Shirai; laptop—Division
Chief Yagi; pile of paper—Amy

3-7-1R Asking questions

3. yes/no; 4. wh; 5. yes/no; 6. wh; 7. wh; 8. wh

3-7-2R Inviting someone to do something together

3. d; 4. c; 5. e; 6. a
Appendix G

3-7-3W Nouns modifying nouns

3. な; 4. の; 5. な; 6. の; 7. の; 8. の, な

3-8-2R: X or Y?
3. a; 4. b; 5. g; 6. d; 7. c

243
 3-8-3W Filling in the blanks
3. け
（れ） ど; 4. も; 5. け （れ） ど; 6. は; 7. も; も; 8. け
（れ）
ど

3-9-1R: Let’s do X together

3. b; 4. g; 5. d; 6. c; 7. f

3-9-2R Correcting information

3. c; 4. a; 5. b; 6. g; 7. e; 8. f

3-9-3R Uses of では
3. Transition; 4. Transition; 5. Negation; 6. Negation

3-9-4W Using furigana

3. ほった りゅうた; 4. むかい めい; 5. なかい りょうすけ; 6. にくそん・ふるか
わ; 7. わだ ゆきこ; 8. へんりー・ひらた

3-9-5W Using furigana

3. ねぬのかわ; 4. まほむら; 5. べつっぷ; 6. りゆゅうがちさき; 7. けやき(); 8. ぬめぐ
るろ

き
聞いてみよう◆Kiite miyoo◆Listening◆Comprehension

1. a. the time; b. 3:00; 2. a. his bag, red; b. a college logo; c. Sasha; 3. a. Takeda; b.
Aoi Publishing; c. Yamamoto-san; d. today is her day off; 4. a. Jake and Takashi;
b. the French teacher; 5. a. if she understands Chinese; b. translate it into Japanese;
c. she isn’t helpful; 6. a. if he has time next weekend; b. she wants to invite him to
play golf; c. not play golf; 7. a. a wallet; b. Takashi; c. ID card

よ
読んでみよう◆Yonde miyoo Contextualized◆reading

(1)a. everyone to eat the food in the container

(2)a. whether the cell phone (pictured in the attachment) belongs to Shirai-san
(3)a. the time of the meeting tomorrow; b. the meeting is at 4:30 instead of 4:00
(4)a. to do today’s homework as a group (everyone) at the library on campus.
Appendix G

か と
書き取り◆Kakitori dictation

1. どうぞ。
2. おはよう。

244
 3. いいですか？
4. おはようございます。
5. こんにちは。
6. こんばんは、
7. どうもすみません。
8. ありがとうございました。
9. いただきます。
10. ごちそうさまでした。
11. どうぞよろしく。
12. おやすみなさい。
13. じゃ、またあとで。

か
書いてみよう◆Kaite miyoo Contextualized◆writing

1. これ（は）、
だれのですか。
2. ごちそうさまでした。 これ、
よかったらみなさんでどうぞ。
3. これ、やっぱりとてもおもしろいですよ。 あさってしませんか。
4. さとう たける; ぬのかわ りゅうたろう

し
知ってる？◆Shitte’ru? What◆do◆you◆know?

1 B 11 A 21 A
2 A 12 A 22 A
3 B 13 B 23 A
4 C 14 A 24 B
5 C 15 B 25 B
6 B 16 B 26 C
7 C 17 A 27 A
8 A 18 B 28 C
9 A 19 C 29 B
10 B 20 C 30
Appendix G

245
 Act◆4

4-1-1C Non-past or past?

3. non-past; 4. non-past; 5. past; 6. past; 7. non-past; 8. past; 9. non-past; 10. past; 11.
non-past; 12. past

4-2-1C What field of study is mentioned?

3. physics; 4. engineering; 5. religion; 6. linguistics; 7. mathematics; 8. literature

4-2-2C What’s being asked?

3. a pen that’s not black; 4. a bag that’s not black; 5. cake that’s smaller; 6. a notebook
that’s cheaper; 7. a T-shirt that’s not white; 8. a book that’s not so difficult.

4-3-1C What’s being asked?

3. b; 4. a; 5. b; 6. a; 7. b; 8. b; 9. b

4-4-1C What day is it?

3. 3; 4. 27; 5. 5; 6. 16; 7. 6; 8. 8; 9. 20

4-5-1C Waiting for someone

3. who (Nakamura); 4. for whom (Murata); 5. for whom (Suzuki); 6. who (Kanda);
7. for whom (Ikegami)

4-6-1C Naming or counting time?

3. naming (2:50); 4. naming (5:30); 5. counting (one hour); 6. counting (thirty minutes);
7. counting (one hour thirty minutes); 8. naming (14:06); 9. naming (11:20)

4-7-1R Reporting where something or someone was or where something was

taking place
3. で; 4. に; 5. で; 6. で; 7. に; 8. で

4-7-2R Expressing or asking about limitation

3. e; 4. b; 5. c; 6. a

4-7-3R Expressing contrast

3. g; 4. c; 5. b; 6. h; 7. d; 8. e; 9. j
Appendix G

4-7-4R Asking for information

3. i; 4. g; 5. f; 6. e; 7. b; 8. c; 9. h; 10. a

4-7-5R Under human control or not

3. が; 4. が; 5. を; 6. が; 7. が; 8. が; 9. を; 10. が

246
4-7-6R Preferred word order
3. C-A-B; 4. B-A-C; 5. A-C-B; 6. B-A-C; 7. A-C-B

4-7-7W Fill-in-the-blank
3. X; 4. を; 5. が; 6. が; 7. が; 8. が; 9. が; 10. に; 11. も; も; 12. から; まで

4-7-8W Sentence completion

3. おいしくありません; 4. おいしくありませんでした; 5. よくないです; 6. よくなかっ
たです; 7. きれいじゃありません; 8. きれいじゃありませんでした; 9. ないです;
10. なかったです

聞いてみよう◆Kiite miyoo Listening◆comprehension

1. a. that it’s old; b. it was beautiful; 2. a. Hawaii; b. it was very beautiful; c. he

brought her back some macadamia nuts from Hawaii; 3. a. what they should eat;
b. cheesecake; c. to order two cheesecakes; 4. a. Yamada-san; b. five days; c.
that Sato-san is coming today; 5. a. when he made the design; b. the day before
yesterday; c. that it was hard to make; 6. a. when is the event next week?; b. on
Wednesday, the 8th, at 7:30 p.m.; d. that it’s at the Marriott Hotel; 7. a. sociology;
b. math, physics, and engineering; 8. a. last Saturday; b. Giovanni, new, Italian, a
bit expensive.

読んでみよう◆Yonde miyoo Contextualized◆reading

(1) a. for leaving early today; b. will arrive around 7:30 tomorrow
(2) a. tomorrow’s meeting; b. which room to use and whether it is the usual room
(#201); c. the Nihon Hotel was used for last month’s meeting; d. it was a little
expensive, but it was rather good.
(3) a. it is from 1:30 (not 1:00); b. from page 23 to 27 in the book
(4) a. Kyoto; b. tomorrow from 9:00 a.m.; c. Watanabe and Tanaka from Watanabe’s
company and Haruno and Watanuki from ZONI; d. because he was raised outside
of Japan
(5) a. next semester’s schedule and the location for Korean class
Appendix G

書き取り Dictation

1. どれがいいですか。
2. どこがおいしいですか。
3. どれができますか。

247
 4. どれをしますか。
5. これはいくらですか。
6. あちらはどなたですか。
7. ここにはありますが、あそこにはありません。
8. ここからあそこまで、
どのぐらいかかりますか。

書いてみよう Contextualized◆writing

1. このコピーはどこにありますか。
2. これをp. ３９までコピーしました。
どうぞ。
3. これはだれがコピーしましたか。いつ（コピー）しましたか。

知ってる？ Shitte’ru? What◆do◆you◆know?

1 A 11 C 21 A
2 B 12 B 22 B
3 B 13 A 23 C
4 A 14 A 24 C
5 B 15 C 25 B
6 A 16 B 26 B
7 C 17 A 27 C
8 C 18 B 28 A
9 A 19 B 29 B
10 B 20 C 30 C

Act◆5

5-1-1C Identifying 〜て forms

3. i; 4. g; 5. e; 6. k; 7. c; 8. a; 9. b; 10. m

5-2-1C What does Sakamoto-san want to do?

Appendix G

3. g; 4. a; 5. e; 6. f; 7. b; 8. d

5-3-1C How many are there?

3. six; 4. four; 5. one; 6. eight; 7. six

5-3-2C How polite is it?

Most polite: 3; Next most polite: 1; Third most polite: 4; Least polite: 2

248
5-4-1C What’s going on?
3. b; 4. a; 5. a; 6. b; 7. b; 8. a; 9. b; 10. a

5-4-2C What’s the location?

3. c; 4. h; 5. g; 6. d; 7. f; 8. e; 9. i; 10. a

5-5-1C What’s going on?

3. a; 4. a; 5. b; 6. a; 7. b; 8. b; 9. b; 10. a

5-5-2CP What would you say?

3. b; 4. a; 5. c; 6. c

5-5-3CP Inviting Sakamoto-sensei to events

3. ○; 4. ○; 5. ✖; 6. ○

5-6-1C What are the appointment details?

3. Professor Shirai; tomorrow after the first hour; 4. Kawamura-san, a senior student;
Wednesday next week before the second hour; 5. fifteen minutes before the meet-
ing; meeting room; 6. now; first floor lounge

5-7-1R Introducing oneself

3. Kia; 4. Keith Oscar; 5. Kirk Arthur

5-7-2R Seeking information about things and events

3. e; 4. a; 5. g; 6. b; 7. f

5-7-3R Correcting information

3. b; 4. c; 5. d

5-7-4R Asking for permission

3. b; 4. c; 5. d

5-7-5R Thank-you memos

3. e; 4. a; 5. b; 6. c

5-7-6R Identifying an odd item

3. タクシー; 4. シカゴ; 5. チケット; 6. デイジー
Appendix G

5-7-7W Making a shopping list

チーズケーキ、 ステーキソース

5-7-8W Writing down names

3. ケニー・クック; 4. コートニー・ゲイツ；5. デニス・ウエスト

249
 聞いてみよう◆Listening◆comprehension

1. a. if it’s OK to bring them tomorrow; b. it’s fine; c. that he brings them tomorrow at
the latest; 2. a. whether he can play it or not; b. that he can, with just some practice;
c. yes; 3. a. now; b. by the afternoon; c. all of it; d. he says to rely on him to get it
done; 4. a. for relying on him to do the job; b. take a look at it; c. it’s beautiful; 5.
a. to the bookstore on the eighth floor; b. it starts at 11:00; c. whether he’ll return
in time for the meeting; d. he’ll hurry to the bookstore and return before the meet-
ing starts; 6. a. that he’ll come to it; b. next week; c. if it’s OK if he doesn’t come;
d. she asks if he has something else to do; 7. a. reading and writing, it has gotten
difficult; b. they review together; c. that they review together as soon as possible;
d. when would be good; e. he says anytime is fine with him, that either today or
tomorrow would be good; 8. a. if they have any questions; b. to turn in their home-
work by next Tuesday; c. they don’t have to do it; d. because #8 is difficult; 9. a.
she’s improved; b. for playing tennis with her today; 10. a. if she can write with the
pen she has; b. because it’s hard to write with that pen; c. the pen she has.

読んでみよう◆Contextualized◆reading

(1) a. Texas; b. Isaac Carter; c. Kate, South Dakota

(2) a. coat; b. socks; c. V-neck

書き取り Dictation

1. だれがテニスしますか。
2. ツイッターはしません。
3. タクシーでいらっしゃいますか。
4. そのセーター、いくらですか。
5. あれ、タイガー・ウッズじゃありませんか？
6. あのかわいいスカート、いくらでしょうか。
7. そのノートはカーターさんのデスクにありました。
8. デザートはチーズケーキでもいいでしょうか。
Appendix G

書いてみよう◆Contextualized◆writing

1. クックさん
このツアー、よかったらいらしてください。

250
2. ウエストさん
あしたはタクシーでいらっしゃってください・いらしていただけますか。
3. カーターさん
このノート、
カーターさんのじゃありませんか。

知ってる？◆What◆do◆you◆know?

1 A 11 C 21 C
2 C 12 C 22 A
3 A 13 B 23 A
4 B 14 A 24 C
5 B 15 C 25 B
6 A 16 B 26 B
7 B 17 A 27 A
8 C 18 C 28
9 B 19 A 29
10 B 20 C 30

Act◆6

6-1-1C Ongoing action vs. resulting state

3. OA; 4. OA; 5. OA; 6. RS; 7. RS; 8. RS; 9. OA; 10. RS; 11. OA; 12. OA; 13. RS;
14. OA

6-1-2C What’s going on?

3. a; 4. a; 5. a; 6. b; 7. a; 8. b; 9. b; 10. a

6-2-1C Where is it?

3. Uchida-san—behind; 4. post office—right; 5. park—next to; 6. hotel—in front

6-2-2C Point in time or amount of time?

3. A; 4. P; 5. A; 6. A; 7. P; 8. A; 9. A; 10. A; 11. P
Appendix G

6-3-1C More or already?

3. more; 4. more; 5. already; 6. more; 7. already; 8. more

6-3-2C Who is it?

3. a; 4. e; 5. h; 6. f

251
 6-4-1C Listening for contact information
office room number: 502; office phone number: 63-5741; mobile phone number: 090-
4277-6585; email address: [email protected]

6-5-1C What’s going on?

2-1. d; 2-2. c; 3-1. f; 3-2. e; 4-1. g; 4-2. h

6-6-1C Identifying question word + か & も

3. d; 4. a; 5. c; 6. d; 7. d; 8. a; 9. d; 10. a; 11. d; 12. b, 13. d; 14. c; 15. c; 16. a; 17. b;
18. b; 19. c; 20. b

6-7-1R Ordering food

3. meal; 4. meal and dessert; 5. drink

6-7-2R Verifying where people are from

3. Bennett; Minnesota; 4. Barney; Mississippi; 5. McIntire; Ireland; 6. Barnard; West
Virginia

6-7-3R Asking for permission

3. starting (it) tomorrow; 4. not doing test tomorrow; 5. doing training for part-time
workers the day after tomorrow

6-7-4R Politely indicating where people are

3. Lewis; Colorado; 4. Thomas; Seattle; 5. Scott; Los Angeles; 6. Garcia; Washington
D.C.; 7. Edwards; Kentucky; 8. Thompson; Arkansas; 9. Rodriguez; Pennsylvania;
10. Gonzales; San Francisco; 11. Roosevelt; Missouri (St. Louis); 12. Anderson;
Oregon (Portland)

6-7-5R Making requests

3. j; 4. a; 5. f; 6. b; 7. c; 8. k; 9. h; 10. i; 11. d

6-7-6R Stating what people are doing right now

3. Campbell-san; jogging over there; 4. Johnson-san; studying at the library; 5.
Charles-san; watching news on the Internet; 6. Stewart-san; talking with Hugh-san
in the lobby; 7. Nelson-san; watching a documentary on TV; 8. Richardson-san;
eating lunch at the restaurant; 9. Harris-san; buying juice and chocolate; 10. White-
Appendix G

san; backing up the data from the computer; 11. Jackson-san; doing an interview in
a hotel in New York

6-7-7R Identifying an odd item

3. ミュージカル; 4. シンガポール; 5. サンフランシスコ; 6. ビバリー

252
6-7-8W Checking if something has been done already
3. アップしていません; 4. メールしていません; 5. カバ—していません; 6. プリント
していません; 7. チェックしていません

6-7-9W Getting to know new people

3．チャン・キム；ソウル；ウィンタースポーツ（スキー・スノボー） ；4．
ジョン・スミス；
ニューヨーク；ミュージカル

聞いてみよう◆Listening◆comprehension

1. a. which person is Brian; b. he’s not in the photo because he was the one who was
taking the photo; 2. a. Brian; b. he’s in the back, the third person from the left; c.
that he’s Japanese; d. she says he’s Chinese-American; e. his aikido rank; f. he
hasn’t achieved first rank yet; he’s pretty good at it; 3. a. that a student from the U.S.
is doing a homestay at his home; b. because she already knows about the student;
c. they were students at the same university but not in the same Japanese class;
d. they haven’t seen each other for five months, but they’ve been texting each other;
4. a. he’s trying to reach someone who works at Yoshida Shipping; b. she met that
person last week and was given their business card; c. because the phone number he
has is different from the one on the business card; d. that the card he has is old and
that she has the new one; 5. Sasha’s report at the planning meeting this morning;
b. she wanted to do a better job; c. that even the company president was listening to
the report; 6. a. to leave right after the meeting this afternoon; b. because she has an
appointment at the medical clinic; c. because the doctor is very busy and so it’s hard
to schedule an appointment; d. that she’s not well; 7. a. 7:00 on Wednesday; b. the
name of the restaurant; c. ‘Midori’ is the name of the restaurant; it’s a female name
as well as a color; d. right between the station and the office; 8. a. eat more; b. she’s
had enough; c. that she hasn’t eaten one of the dishes; d. she says that she has eaten
it; 9. a. consult with Sasha Morris before turning it in; b. if she’s in a rush; c. she’d
like to decide everything in one week’s time; 10. a. if the color is okay; b. that brown
would be better; c. because the top part is yellow, brown would show up more
clearly; d. that it wouldn’t be interesting; e. she disapproves.

読んでみよう◆Contextualized◆reading
Appendix G

(1) a. all classes are recommended; Would you like to exercise together? b. free (open
to all) swimming, baby swimming, water aerobics; c. yoga, pilates, aerobics, hula
dance, jazz dance, stretch, and machine training.
(2)a. Ocean View; b. ¥450; c. tomato, onion; d. sea food salad; e. pasta carbonara
f. vegetable sandwich; g. vanilla, strawberry, chocolate

253
 書き取り◆Dictation

1．レベッカ・ロバーツ/ニューメキシコ/アイスクリーム
2．ジュリア・ルーカス/メリーランド/ヨガ
3．ブリジット・ホワイト/ケンタッキー/バスケットボール
4．ジャック・ロペス/マサチューセッツ/カメラ
5．ジョン・サックス/ノースキャロライナ/アップルパイ
6．ビル・カーター/ユタ/ミュージカル

書いてみよう◆Contextualized◆writing

1. スミスさんはまだチェックしていませんけど、アルバイトのスケジュール、
どうぞ。
2. このコンピュータ（ー）
、もうだめですからリサイクルしてください。
3. キャサリンさん
あのレストランのメニューです。ここのパスタはどれもすごくおいしいですよ。

知ってる？◆What◆do◆you◆know?

1 A 11 B 21 A 31 A
2 B 12 C 22 C
3 B 13 B 23 C
4 C 14 A 24 B
5 A 15 B 25 B
6 B 16 C 26 A
7 C 17 C 27 B
8 A 18 B 28 B
9 C 19 B 29 C
10 B 20 B 30 B
Appendix G

254
 日本語 NOW!
NihonGO NOW!

NihonGO NOW! is a beginning-level courseware package that takes a performed-culture

approach to learning Japanese. This innovative approach balances the need for an intellectual
understanding of structural elements with multiple opportunities to experience the language
within its cultural context.
From the outset, learners are presented with samples of authentic language that are
context-sensitive and culturally coherent. Instructional time is used primarily to rehearse
interactions that learners of Japanese are likely to encounter in the future, whether they
involve speaking, listening, writing, or reading.
Level 1 comprises two textbooks with accompanying activity books. These four books
in combination with audio files allow instructors to adapt a beginning-level course, such
as the first year of college Japanese, to their students’ needs. They focus on language
and modeled behavior, providing opportunities for learners to acquire language through
performance templates. Online resources provide additional support for both students
and instructors. Audio files, videos, supplementary exercises, and a teachers’ manual are
available at www.routledge.com/9781138304147.
NihonGO NOW! Level 1 Volume 1 Textbook is ideally accompanied by the Level 1
Volume 1 Activity Book, which provides core texts and additional practice for beginning-
level students.

Mari Noda is Professor of Japanese at The Ohio State University.

Patricia J. Wetzel is Emerita Professor of Japanese at Portland State University.

Ginger Marcus is Professor of the Practice of Japanese Language at Washington

University in St. Louis.

Stephen D. Luft is Lecturer of Japanese at the University of Pittsburgh.

Shinsuke Tsuchiya is Assistant Professor of Japanese at Brigham Young University.

Masayuki Itomitsu is Associate Professor of Japanese at Linfield College.

 日本語 NOW!
NihonGO NOW!
Performing Japanese Culture
Level 1 Volume 1
Textbook

Mari Noda, Patricia J. Wetzel, Ginger Marcus,

Stephen D. Luft, Shinsuke Tsuchiya,
and Masayuki Itomitsu
First published 2021
by Routledge
2 Park Square, Milton Park, Abingdon, Oxon OX14 4RN
and by Routledge
52 Vanderbilt Avenue, New York, NY 10017
Routledge is an imprint of the Taylor & Francis Group, an informa business
© 2021 Mari Noda, Patricia J. Wetzel, Ginger Marcus, Stephen D. Luft, Shinsuke Tsuchiya, and
Masayuki Itomitsu
The right of Mari Noda, Patricia J. Wetzel, Ginger Marcus, Stephen D. Luft, Shinsuke Tsuchiya, and
Masayuki Itomitsu to be identified as authors of this work has been asserted by them in accordance with
sections 77 and 78 of the Copyright, Designs and Patents Act 1988.
All rights reserved. No part of this book may be reprinted or reproduced or utilised in any form or by
any electronic, mechanical, or other means, now known or hereafter invented, including photocopying
and recording, or in any information storage or retrieval system, without permission in writing from the
publishers.
Trademark notice: Product or corporate names may be trademarks or registered trademarks, and are
used only for identification and explanation without intent to infringe.
British Library Cataloguing-in-Publication Data
A catalogue record for this book is available from the British Library
Library of Congress Cataloging-in-Publication Data
Names: Noda, Mari, author.
Title: Nihongo now! : performing Japanese culture / Mari Noda, Patricia J. Wetzel, Ginger Marcus,
Stephen D. Luft, Shinsuke Tsuchiya, Masayuki Itomitsu.
Description: New York : Routledge, 2020. | Includes bibliographical references. | Contents: Level 1,
volume 1. Textbook—Level 1, volume 1. Activity book—Level 1, volume 2. Textbook—Level 1,
volume 2. Activity book. | In English and Japanese.
Identifiers: LCCN 2020026010 (print) | LCCN 2020026011 (ebook) | ISBN 9780367509279 (level 1,
volume 1 ; set ; hardback) | ISBN 9780367508494 (level 1, volume 1 ; set ; paperback) |
ISBN 9781138304123 (level 1, volume 1 ; textbook ; hardback) | ISBN 9781138304147 (level 1,
volume 1 ; textbook ; paperback) | ISBN 9781138304277 (level 1, volume 1 ; activity book ; hardback) |
ISBN 9781138304314 (level 1, volume 1 ; activity book ; paperback) | ISBN 9780367509309 (level 1,
volume 2 ; set ; hardback) | ISBN 9780367508531 (level 1, volume 2 ; set ; paperback) |
ISBN 9780367483241 (level 1, volume 2 ; textbook ; hardback) | ISBN 9780367483210 (level 1,
volume 2 ; textbook ; paperback) | ISBN 9780367483494 (level 1, volume 2 ; activity book ; hardback) |
ISBN 9780367483364 (level 1, volume 2 ; activity book ; paperback) | ISBN 9780203730249 (level 1,
volume 1 ; ebook) | ISBN 9780203730362 (level 1, volume 1 ; ebook) | ISBN 9781003051855 (level 1,
volume 1 ; ebook) | ISBN 9781003039334 (level 1, volume 2 ; ebook) | ISBN 9781003039471 (level 1,
volume 2 ; ebook) | ISBN 9781003051879 (level 1, volume 2 ; ebook)
Subjects: LCSH: Japanese language—Textbooks for foreign speakers—English. | Japanese language—
Study and teaching—English speakers.
Classification: LCC PL539.5.E5 N554 2020 (print) | LCC PL539.5.E5 (ebook) | DDC 495.682/421—dc23
LC record available at https://lccn.loc.gov/2020026010
LC ebook record available at https://lccn.loc.gov/2020026011
ISBN: 978-1-138-30412-3 (hbk)
ISBN: 978-1-138-30414-7 (pbk)
ISBN: 978-0-203-73036-2 (ebk)
Typeset in Times New Roman
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Visit the eResources: www.routledge.com/9781138304147
For Galal, Liz, Marvin, Jeneal, Alyssa, and Sheldon
 Contents

Acknowledgments............................................................................................................. xvii
Prologue ..............................................................................................................................xix
プロローグ ......................................................................................................................................... xxix
じょまく
序幕 Jomaku Introduction ..................................................................................... xxxviii
Instructional expressions part 1 ..............................................................................xxxviii
Basic greetings ........................................................................................................xxxviii

ねが
Act 1 よろしくお願いします。 Yoroshiku onegai shimasu.
Nice to meet you. ....................................................................................... 1
はな き
話す・聞く Hanasu/kiku Speaking and listening ..............................................................3

Scene 1-1 はい。Hai. Present (i.e., I’m here.) ...................................................................3

BTS 1 はい Hai ...............................................................................................................4
せんせい
BTS 2 Titles 〜さん -san and 〜先生 -sensei: うち uchi and そと soto..........................4

Scene 1-2 どうぞ。Hai, doozo. Here you go. ...........................................................6

はい、
BTS 3 More on はい hai .................................................................................................7
BTS 4 ありがとうございます。Arigatoo gozaimasu. Thank you....................................7
ねが
Scene 1-3 お願いします。Onegai-shimasu. Please help me with this. .............................8
BTS 5 すみません・すいません。Su(m)imasen. Excuse me. .........................................8
ねが
BTS 6 お願いします。Onegai-shimasu. Please help me with this. ................................9
ぶ ら い あ ん
Scene 1-4 ブライアンです。Buraian desu. I’m Brian. ....................................................10
じ こ しょうかい
BTS 7 自己 紹 介 Jikoshookai Self-introduction.......................................................... 11
な まえ
BTS 8 名前 Namae Names............................................................................................ 11
ねが
BTS 9 (どうぞ) よろしく (お願いします)。(Doozo) yoroshiku (onegai-shimasu). .......12

vii
Scene 1-5 では。De wa. Well, then. ................................................................................13
BTS 10 Signaling a turning point: では De wa Well, then............................................13
しつれい
BTS 11 失礼ます。Shitsurei-shimasu. Excuse me. .......................................................14

Scene 1-6 いただきます。Itadakimasu. I humbly receive. (Ritual expression

used before meals) ..........................................................................................15
BTS 12 Morning greetings ............................................................................................16
BTS 13 Eating rituals.....................................................................................................16
ぼく いちろう
Scene 1-7 僕、一郎。Boku, Ichiroo. I’m Ichiro. ..............................................................17
BTS 14 Names and titles ...............................................................................................18
BTS 15 Words for self and others..................................................................................19
BTS 16 どうも Doomo Hello .........................................................................................19
い
Scene 1-8 行ってきます。Itte kimasu. See you later. ......................................................20
BTS 17 Leaving.............................................................................................................20

Scene 1-9 じゃあね。Jaa ne. See you. .............................................................................22

ば い ば い
BTS 18 Parting for the day: じゃ （あ）ね・バイバイ・じゃ （あ） 、 また
ja(a) ne, bai bai and ja(a), mata................................................................................23
しつれい
Scene 1-10 失礼します。Shitsurei-shimasu. Excuse me. ..................................................24
BTS 19 Question intonation ..........................................................................................25
BTS 20 Repeating your name in a self-introduction .....................................................25
BTS 21 Responding to どうぞ Doozo (Please) go ahead...............................................25
つか さま
Scene 1-11 お疲れ様です。Otsukaresama desu. Hello. ....................................................26
つか さま
BTS 22 お疲れ様 Otsukaresama ..................................................................................27
つか さま
Scene 1-12 お疲れ様でした。Otsukaresama deshita. Good work. ..................................28
BTS 23 Finishing up for the day....................................................................................29

Scene 1-13 ただいま。Tadaima. I’m home. ......................................................................30

BTS 24 ただいま Tadaima and おかえりなさい Okaeri nasai ....................................31

Scene 1-14 おやすみなさい。Oyasumi nasai. Good night. .............................................32

BTS 25 おやすみなさい。Oyasumi nasai. Good night................................................32

viii
よ か
読み書き Yomi-kaki Reading and writing .....................................................................34
BTL 1 Japanese script....................................................................................................34
BTL 2 Kanji readings ....................................................................................................35
たて が よこ が
BTL 3 縦書横書 Tategaki and yokogaki .......................................................................35
ふ が な
BTL 4 振仮名、Furigana...............................................................................................37
げんこうよう し
BTL 5 原稿用紙 Genkooyooshi ....................................................................................37

だいじょう ぶ
Act 2 大 丈 夫です。 Daijoobu desu.
It’ll be fine................................................................................................ 39
はな き
話す・聞く Hanasu/kiku Speaking and listening ............................................................41
Instructional expressions part 2 .....................................................................................41

Scene 2-1 わかりますか？ Wakarimasu ka? Do you understand? ...................................42

BTS 1 Core Sentences: Verb/Adjective/Noun desu (non-past, formal).........................44
BTS 2 これ、それ、 あれ、 どれ Kore, sore, are, dore This, that (near you),
that (over there), which .............................................................................................45
BTS 3 Sentence particles か ka and ね ne.....................................................................46
BTS 4 Noun + Sentence ................................................................................................46
BTS 5 Affirming and negating.......................................................................................47

Scene 2-2 ちょっと · · · · · · Chotto . . . It’s a little . . . .......................................................48

BTS 6 Sentence particle よ yo .......................................................................................50
BTS 7 “Echo” questions ................................................................................................50
BTS 8 Buying time (hesitation noises)..........................................................................50
BTS 9 ちょっと Chotto A little .......................................................................................51

Scene 2-3 おいしそうですね。Oishisoo desu ne. It looks delicious................................53

BTS 10 Sharing snacks..................................................................................................55
BTS 11 Negative questions as invitations .....................................................................56
えんりょ
BTS 12 遠慮 Enryo Restraint........................................................................................56
BTS 13 Adjective + Noun..............................................................................................56
BTS 14 Sentence Particle ねえ nee ...............................................................................56
BTS 15 Informal affirmative (non-past) form of Adjectives .........................................57

Scene 2-4 いいですけど · · · · · · 。Ii desu kedo . . . It’s okay, but . . ...............................58
BTS 16 Core Sentence + けど kedo but.........................................................................59
BTS 17 The こちら kochira series .................................................................................60

ix
 いま
Scene 2-5 今どちらですか？ Ima dochira desu ka? Where are you now?.......................61
BTS 18 Informal affirmative of [Noun です] [Noun desu] ...........................................62
BTS 19 そう Soo That way ............................................................................................62
BTS 20 Questions with falling intonation .....................................................................63
いえ たく
BTS 21 Words for home: うち、家、お宅 uchi, ie, otaku................................................63

Scene 2-6 どなたですか？ Donata desu ka? Who is that?...............................................64

BTS 22 NounX は？ NounX wa? How about X? ............................................................65
BTS 23 Sentence Particles ねえ・なあ nee and naa ......................................................65
BTS 24 Multiple Sentence Particles かなあ、かねえ ka naa, ka nee............................66
BTS 25 Informal negatives............................................................................................66
やす
Scene 2-7 安くないですねえ。Yasuku nai desu nee. It’s not cheap, is it. .......................67
BTS 26 どうですか？ Doo desu ka? How is it?.............................................................69
BTS 27 Buying time: う〜ん uun, いや（あ）iya(a), and そうですね（え）
soo desu ne(e) ...........................................................................................................69
BTS 28 The ここ koko and こっち kotchi series.............................................................69
なに
Scene 2-8 何かありますか？ Nani ka arimasu ka? Is there something
(for me to do)? ................................................................................................71
BTS 29 Existence: あります arimasu ‘There is/are’ or ‘I have’....................................72
せんぱい こうはい
BTS 30 先輩・後輩 senpai/koohai—junior/senior.........................................................72
よ か
読み書き Yomi-kaki Reading and writing .....................................................................73
ひら が な
BTL 1 平仮名 Hiragana ................................................................................................73
く とうてん
BTL 2 Punctuation (句読点) .........................................................................................74
BTL 3 Handwritten vs. print forms of characters..........................................................75

Scene 2-9R おいしそうですね! Looks delicious!...............................................................76

BTL 4 Diacritics (tenten/daku-on, ゛).............................................................................77

BTL 5 Long vowels .......................................................................................................81
BTL 6 Tips for writing practice .....................................................................................83

なん じ
Act 3 何時ですか? Nan-ji desu ka?
What time is it? ....................................................................................... 85
はな き
話す・聞く Hanasu/kiku Speaking and listening ............................................................87

x
 に ほん ご なん
Scene 3-1 日本語で何といいますか？ Nihongo de nan to iimasu ka?
What’s it called in Japanese? ...........................................................................87
BTS 1 Pronouncing the alphabet ...................................................................................90
BTS 2 Nouns modifying Nouns: NounA の・な NounB NounA no/na Noun B ...............91
に ほん ご なん
BTS 3 日本語 で何といいますか？ Nihongo de nan to iimasu ka?
‘What’s it called in Japanese?’ or ‘What would it be called in Japanese?’ ...............92
BTS 4 Phrase Particle って tte.......................................................................................93
BTS 5 NounX + のこと NounX + no koto a matter of NounX .........................................93
BTS 6 ああ、なるほど。Aa, naruhodo. Oh, of course. ..................................................94
いまなん じ
Scene 3-2 今何時ですか？ Ima nan-ji desu ka? What time is it now?............................95
BTS 7 [Noun + は] and [Noun + Phrase Particle + は] [Noun + wa] and
[Noun + Phrase Particle + wa] ..................................................................................97
BTS 8 Verb stem 〜ましょう -mashoo forms.................................................................99
じ じ はん
BTS 9 Time expressions and classifiers 〜時、〜時半 -ji, -ji-han ................................99
BTS 10 Phrase Particle と to........................................................................................100
BTS 11 やっぱり Yappari ............................................................................................100
BTS 12 Negative questions with [noun desu] or Adjectives .......................................101
す ま ふ ぉ す ま ほ
Scene 3-3 「スマフォ」 じゃなくて 「スマホ」。“Sumafo” ja nakute sumaho.
Not “sumafo,” sumaho. ..............................................................................102
BTS 13 Conversational strategies................................................................................103
がいらい ご
BTS 14 外来語 Gairaigo Loanwords .........................................................................105
いっ
Scene 3-4 一緒にしませんか？ Issho ni shimasen ka? Would you like
to do it together? ........................................................................................106
BTS 15 PLACE + で PLACE + de .........................................................................109
おも
BTS 16 思いやり Omoiyari: negotiating a time for an activity.................................. 110
いっしょ
BTS 17 X と 一 緒に NounX to issho ni ..................................................................... 110
BTS 18 Noun だ Noun da ........................................................................................... 110
ふん ぷん
BTS 19 Time expressions with classifier 〜分・〜分 -fun/-pun.................................. 111
BTS 20 Time + に ni.................................................................................................... 111
しち じ じゅうごふん
BTS 21 Incomplete Sentences: ７時１５分に。Shichi-ji juugo-fun ni. At 7:15........ 111
たか
Scene 3-5 高くないですか？ Takaku nai desu ka? Isn’t it expensive?...........................113
BTS 22 The この Kono series...................................................................................... 117
BTS 23 X or Y? ........................................................................................................... 118
BTS 24 へ〜 Hee......................................................................................................... 118

xi
 BTS 25 Numbers through 999..................................................................................... 119
えん ど る せ ん と こ まい ほん さつ
BTS 26 Classifiers 〜円, 〜ドル, 〜セント, 〜個, 〜枚, 〜本,〜 冊 -en,
-doru, -sento, -ko, -mai, -hon, and -satsu................................................................ 119
BTS 27 QuantityX + quantityY .....................................................................................120
BTS 28 The Noun の no ..............................................................................................120
わたし
Scene 3-6 それは私のです。Sore wa watashi no desu. That’s mine.............................122
BTS 29 More on Particle の no: 私のです vs 新しいののどこですか。
Watashi no desu. vs Atarashii no no doko desu ka? ...............................................124
BTS 30 Location にあります・います Location ni arimasu/imasu ............................124
BTS 31 Noun + も mo..................................................................................................124
BTS 32 Inverted Sentences..........................................................................................125
BTS 33 Multiple Sentence Particles: よね yo ne.........................................................126
よ か
読み書き Yomi-kaki Reading and writing ...................................................................127
なん じ
Scene 3-7R 何時ですか？ What time is it?.......................................................................127
ねが
Scene 3-8R よろしくお願いします！See you then! ..........................................................131
BTL 1 Particle wa は ...................................................................................................132
さき しつれい
Scene 3-9R お先に失礼します。Excuse me (for leaving ahead of you). .........................134
BTL 2 Soku-on (small っ) ............................................................................................135
BTL 3 Yoo-on (small ゃ, ゅ, ょ)..............................................................................136
BTL 4 Handakuon: Maru (ぱ, ぴ, ぷ, ぺ, ぽ) .................................................140
BTL 5 Fonts .................................................................................................................140
BTL 6 Japanese names ................................................................................................140
Summary of symbols in Act 3 .....................................................................................141

れんらく き
Act 4 連絡来ました？ Renraku kimashita?
Did they get in touch? ........................................................................... 143
はな き
話す・聞く Hanasu/kiku Speaking and listening ..........................................................145
おお
Scene 4-1 大きくしました。Ookiku shimashita. I enlarged it.........................................145
BTS 1 Past forms: Verbs, Adjectives, and Noun desu .................................................147
BTS 2 Sentence でしょう （か）deshoo (ka)..................................................................149
BTS 3 Manner expressions: Adjective -ku form + Sentence .......................................150
せん まん
BTS 4 Large numbers 千・万 sen/man.........................................................................150
BTS 5 Quantity + ぐらい -gurai..................................................................................151

xii
 せんこう に ほんがく
Scene 4-2 専攻は日本学でした。Senkoo wa nihongaku deshita. My major
was Japanese. .................................................................................................152
だいがく せんこう
BTS 6 Academic majors and areas of specialization 大学の専攻 .............................154
BTS 7 [Noun + Phrase Particle] as a question.............................................................155
BTS 8 NounX + とか Nounx + to ka ............................................................................155
BTS 9 Noun だけ Noun dake ..................................................................................155
BTS 10 Multiple Phrase Particles: Phrase Particle + も・は mo/wa.............................156
BTS 11 あと + Noun ....................................................................................................156
あいまい
BTS 12 曖昧 Ambiguity..............................................................................................157
わたし
Scene 4-3 私がしました 。Watashi ga shimashita. I’m the one who did it....................158
BTS 13 Phrase Particle が ga ......................................................................................159
BTS 14 Past informal [Noun だった] [Noun datta] it was X......................................160
かい ぎ じ かん
Scene 4-4 会議の時間 Kaigi no jikan The time of the meeting ....................................162
BTS 15 Questions without か......................................................................................165
BTS 16 そのこと Sono koto That matter, that thing ....................................................165
ばん
BTS 17 Classifier 〜番 -ban........................................................................................166
BTS 18 Calendar and holidays ....................................................................................166
BTS 19 Japanese numerals and naming dates in a month ...........................................167
BTS 20 Relative time...................................................................................................167
BTS 21 The past used in recall ....................................................................................168
BTS 22 Noun + から・まで Noun + kara/made ...........................................................169
BTS 23 Phrase Particle ＋です Phrase Particle + desu...............................................169
つか
Scene 4-5 使いやすかったですよ！Tsukaiyasukatta desu yo! It was
easy to use!.....................................................................................................171
BTS 24 Phrase Particle を o ........................................................................................173
BTS 25 Compounds.....................................................................................................174
BTS 26 わりと wari to .................................................................................................175
がん ば
Scene 4-6 頑張ります。Ganbarimasu. I’ll do my best...................................................176
じ かん
BTS 27 Double-ga Sentences: 時間がかかります。Jikan ga kakarimasu.
It takes time .............................................................................................................179
BTS 28 Word order......................................................................................................180
BTS 29 Naming vs. counting classifiers......................................................................180

xiii
よ か
読み書き Yomi-kaki Reading and writing .........................................................................182
BTL 1 About the written language じゃ vs では .........................................................182

Scene 4-7R どこがよろしいですか。Where would be good? ..........................................183

BTL 2 Particle を.........................................................................................................184
BTL 3 Keyboard Input.................................................................................................185
Summary of hiragana...................................................................................................186

ねが
Act 5 お願いしてもいいですか。
May I ask a favor of you?..................................................................... 187
はな き
話す・聞く Speaking and listening ..................................................................................189
わたし き
Scene 5-1 私が決めていいですか？ Is it all right if I make the decision on this?........189
BTS 1 〜て Forms .......................................................................................................190
BTS 2 Uses of the 〜て form.......................................................................................192
しつもん
Scene 5-2 質問してもいいですか？ Is it all right if I ask a question?...........................196
BTS 3 Sentence でしょう？...........................................................................................197
BTS 4 More uses of the 〜て form..............................................................................198
も
Scene 5-3 持ってきていただけますか？ Can I have you bring it?................................200
BTS 5 Polite requests...................................................................................................202
BTS 6 〜つ Japanese numeral series and multiple classifiers in a sentence ...............203
つ
Scene 5-4 連れていっていただけませんか？ Can I have you take me with you?........204
BTS 7 Verb 〜ていきます・きます..............................................................................205
BTS 8 Place/goal に・へ...............................................................................................206
BTS 9 Means で...........................................................................................................207
よ
Scene 5-5 呼んでくださってありがとうございます。Thank you for inviting me ..........208
けい ご
BTS 10 敬語 Politeness...............................................................................................210
BTS 11 Thanking.........................................................................................................212
BTS 12 Sentence + から: reasons................................................................................213
BTS 13 Time までに....................................................................................................214
じ かん
Scene 5-6 お時間いただけませんか？ Can I have some of your time?........................215
BTS 14 Change of state: Adjective 〜くなります・なりました....................................217
あま
BTS 15 甘え Dependence............................................................................................217
め
BTS 16 Classifier ~目 ..................................................................................................217

xiv
よ か
読み書き Reading and writing .......................................................................................219
BTL 1 Katakana...........................................................................................................219
た く し い
Scene 5-7R タクシーでいらしてください。Please come by taxi. .....................................221
ちょうおん
BTL 2 Long vowels (長 音).........................................................................................223
BTL 3 Borrowed words ...............................................................................................224
BTL 4 Morae ending in consonants.............................................................................224
BTL 5 /ar/, /er/, /ir/ and /ur/ .........................................................................................225
BTL 6 /th/.....................................................................................................................225
BTL 7 More on morae ending in consonants ..............................................................227
BTL 8 /w/.....................................................................................................................228
だくおん てんてん
BTL 9 Voiced consonants (濁音 ゛or 点々).................................................................228
そくおん
BTL 10 促音 (small ッ) ...............................................................................................229

せ わ
Act 6 いつもお世話になっております。
We always appreciate your helpfulness. ............................................. 233
はな き
話す・聞く Speaking and listening ..................................................................................235
りゅうがくせい せ ん た あ べんきょう
Scene 6-1 留 学生センターで勉強しています。I’m studying at the International
Student Center................................................................................................235
BTS 1 Verb 〜ています・〜ていました......................................................................237
BTS 2 もう+ Sentence: already, yet, anymore .............................................................239
BTS 3 まだ + Sentence (unchanged situation) ............................................................239
じこ しょうかい
BTS 4 自己 紹 介 Self-introduction............................................................................240
すず き あや の
Scene 6-2 鈴木彩乃といいます。My name is Ayano Suzuki ........................................241
BTS 5 Phrase particle + です ......................................................................................243
もう
BTS 6 Name + といいます・おっしゃいます・申します ............................................244
BTS 7 Change of state: noun + になります・なりました.............................................245
BTS 8 Locations ..........................................................................................................245
かん
BTS 9 Time classifier 〜間..........................................................................................245
しゃしん と
Scene 6-3 みんなで写真撮りませんか？ Why don’t we take a picture together?.........247
BTS 10 Verb 〜て for informal commands .................................................................249
BTS 11 Colors: adjective and noun forms...................................................................250
BTS 12 More: もう and もっと.....................................................................................250
せ たか せ ひく ひと
BTS 13 Describing people: 背が高い・背が低い人 a short/tall person .....................251

xv
 めい し こうかん
Scene 6-4 名刺交換 Exchanging business cards ...........................................................252
めい し こうかん
BTS 14 名刺交換 Exchanging business cards............................................................254
BTS 15 More on politeness .........................................................................................254
あたら
BTS 16 Formal 〜まして forms 新しくなりまして......................................................255
はな
Scene 6-5 お話ししたいんですが · · · · · ·。. . .............................................................256
BTS 17 Polite adjectives..............................................................................................258
なに だれ
BTS 18 Question word + か：何か、 どれか、 どこか、 どちらか、誰か.........................258
BTS 19 Adjective んです ............................................................................................259
BTS 20 Verb 〜たい....................................................................................................260
BTS 21 Humble verbs .................................................................................................261
ぞん じ
Scene 6-6 よくご存知ですね！You know a lot, don’t you!............................................262
なに
BTS 22 何も question word +も..................................................................................264
BTS 23 Noun X か noun Y (か) either X or Y ..............................................................265
BTS 24 Comparison of two items ...............................................................................266
BTS 25 Noun + と + Sentence.....................................................................................267
BTS 26 さすが.............................................................................................................267
し ぞん ぞん じ
BTS 27 知ります・存じます↓・ご存知です↑ Know ................................................268
か れ え
BTS 28 Particle に for decisions: カレーにします。I’ll have curry. ...........................269
よ か
読み書き Reading and writing .......................................................................................270
め に ゅ う
Scene 6-7R メニュー Menu ...............................................................................................270
BTL 1 /v/......................................................................................................................274
BTL 2 /l/ and /r/ ..........................................................................................................275
BTL 3 /th/.....................................................................................................................277
BTL 4 /wh/...................................................................................................................277
ようおん
BTL 5 Yoo-on 拗音 (small ャ、 ュ、 ョ) ...........................................................................278
BTL 6 ヲ.......................................................................................................................284

Appendix A: Japanese-English glossary in gojuuon order ................................................286

Appendix B: Japanese-English glossary by Act and Scene ...............................................317
Index ..................................................................................................................................341

xvi
 Acknowledgments

This textbook could not have come into being without the assistance and cooperation of
many people and organizations. We have tried to list them all below.
For helping with the audio file production and editing: Larry Mollard (Washington
University in St. Louis), Paul Kotheimer (The Ohio State University), and Teppei Fukuda
(Portland State University).
For performing in the audio program for the Scenes: Aki Hirano, Keiji Iwamoto, Yam-
ato Kitahashi, Yuka Kishiue, Kaho Sakaue, Yuya Sano, Kie Uchiyama, Shoichi Ueda, and
Yui Yamato (participants in the 2018 ALLEX Foundation Summer Program); Mami Chujo,
Yumeho Hashimoto, Asako Higurashi, Nao Kakizakai, Masaya Mizutani, Mirai Naga-
sawa, Mayu Okawara, Hiroaki Onuki, Shiori Saito, Rina Sato, Eun Yon Seong, Tetsuko
Sugawara, Mizuho Tanaka, Yosuke Yamauchi, Takuma Yoshida, Chiaki Yoshikawa, and
Yuji Yuasa (participants in the 2019 ALLEX Foundation Summer Program); Nozomi Imai
(Vanderbilt University); Shunichi Maruyama (The Ohio State University); Kanako Yao
(Washington University in St. Louis).
For performing in the audio program for the Activity Book: Junzo Oshimo and Noriko
Kanisawa Kowalchuck (University of Pittsburgh).
For funding support for production of the audio program for the Activity Book: The
Asian Studies Center, University of Pittsburgh.
For video production: Hiroki Ohsawa (Hiroki Ohsawa Productions), director, producer,
script writer, editing, and casting; Yuk Hong Law, director of photography; The Diddy-Did-
dys, music; Daiki Minagawa, assistant producer; Tailun Zhang, production sound mixer/
boom operator; Saaya Minami, production assistant; Yukari Narahara, graphic designer;
Norio Hozaki, Tokorozawa unit location manager.
For performing in the video series: Konomi Tanikawa, Coralie, Takatoshi Kurosawa,
Saki Ohwada, Kenji Iida, Hiroko Shinkai, Yui Nikaido, Hiromasa Ishibashi, Ryuki Endo,
Kirio Yoshimura, Emi Soma, Kiyomi Ohsawa, Ichio Ohsawa, Mika Ogata, Taro Makimura,
Yoshio Shimada, Ririko Izawa, Ayana Hirata, Sachika Hayashi, Tohko Maehara, Goichiro
Yoneyama, Kana Yoshimura, Fuzuki Iguchi, Yuki Okusato, Ayano Niwa, Saki Kawamura,
Antonella Borrelli, Kirara Sakai, Haruka Fujishiro, Shihomi Hamaya, Mitsuji Higashimoto,
Anna Nagai, Takamichi Masui, Takeshi Nishimagi, and members of the Aikido Kobayashi
Dojo Tokorozawa Dojo.
For arranging and providing locations for the video production: Shinsei Service, LLC;
Asobiba 101, Mr. and Mrs. Ohsawa, Mr. and Mrs. Saito, Monjayaki Okonomiyaki Warabe,

xvii
Hiroaki Kobayashi and Aikido Kobayashi Dojo, Naomi Noda, Natsumi Ito, and Waseda
University Tokorozawa Campus.
For funding support for the video production: US Department of Education Title VI
grant to The Ohio State University East Asian Studies Center.
For script rehearsal video production: Andy Watabe (Brigham Young University).
For funding support for the script rehearsal video production: the College of Humani-
ties, Brigham Young University.
For the illustrations: Haruna Shikata, who created the main characters and facial expres-
sion icons; Sylvia Yu (Washington University in St. Louis), who created the mascots;
Elizabeth Callahan (Brigham Young University), who assisted with the creation of illustra-
tions for the Activity Book; Shawna Lawlor (Brigham Young University), who created the
models for symbol production practice; Ayaka Horii (Linfield College), who created the
models for symbol production practice in an earlier draft; Sarah Rigall (Brigham Young
University), who assisted with editing the illustrations and reading/writing activities.
For funding support for illustrations, editing reading/writing activities, and creating the
models for symbol practice: the College of Humanities and the Department of Asian and
Near Eastern Languages, Brigham Young University.
For funding support for illustrations: The Asian Studies Center, University of Pittsburgh.
For reading and commenting on the earlier drafts of Scene scripts: Sachiko Takabatake
Howard, Noriko Kanisawa Kowalchuck, Junzo Oshimo (the University of Pittsburgh);
Teppei Kiyosue, Yuko Kuwai, Hiromi Tobaru, Shun Maruyama, Ying Zhang, and Eri
Terada (The Ohio State University).
For field testing and commenting on the field test versions of the Main Text, Activity
Book, and audio files: Sachiko Takabatake Howard, Noriko Kanisawa Kowalchuck, and
Junzo Oshimo (University of Pittsburgh); Yuko Kuwai, Hiromi Tobaru, Shun Maruyama,
Yeri McClain, Ying Zhang, Lindsay Stirek, Kayo Puthawala, and Shoichi Ueda (The Ohio
State University); Alan Wortham and Sarah Cox Smith (Brigham Young University); Makoto
Morioka and Mariko Kain (Columbus State Community College); Cong Li (Duke-Kunshan
University); Joseph Mesics (Johnsbury Academy); Karen Curtin (Portland State University);
James-Henry Holland and Kyoko Ishida Klaus (Hobart and William Smith Colleges); and all
of the students who studied with the earlier drafts and provided invaluable feedback.
For funding support for the lesson plan development associated with field testing: US
Department of Education Title VI grant to The Ohio State University East Asian Studies Center.
Proofreading: Elizabeth Hengeveld, Hiroko Yoshii (University of Missouri, St. Louis),
Mami Chujo, and Chiaki Yoshikawa.
Many thanks to the editors at Routledge for encouraging us to launch this project.
To our life partners, Galal Walker, Elizabeth Hengeveld, Marvin Marcus, Jeneal Luft,
Alyssa Tsuchiya, and Sheldon Safko, for their unflagging support and trust in our ability to
carry out this project.
We are very grateful to all of the above for assisting us with every aspect of the produc-
tion of these materials. Any errors or omissions are solely the responsibility of the authors.

xviii
 Prologue

Objectives and expectations

We assume that your objective in studying Japanese is to be able to use the language to
interact with people in a culturally coherent way. This objective coincides with the goals
of this material—to help learners become able to use Japanese to participate in Japanese
culture. In other words, you will be able to follow Japanese cultural norms to express your-
self in ways that are in line with your own intentions and to comprehend the intentions
of others. Primarily we address verbal expressions, both spoken and written, though we
also attend to non-verbal expressions such as body language, facial expressions, and even
silence.
We assume that you have no previous background in the formal study of Japanese,
though it is quite likely that most beginning learners have had some level of exposure
to Japanese language and behavior. Some of the “Scenes” you encounter may already
be familiar to you. We expect that you will engage yourself actively in all of the Scenes,
assuming roles of the actors in the Scenes and understanding the circumstances that deter-
mine how actors carry out their intentions through language. Important factors to notice
are the time and place of the Scene, the roles of the participants in the Scene, and the influ-
ence of any bystanders. We refer to this kind of active engagement as “performance.” The
vocabulary and the sentence structures you learn are simply tools you will need to perform
successfully in Japanese culture. Your objective in using NihonGO NOW! is to continu-
ously expand your repertoire for performing in Japanese culture.

Means
NihonGO NOW! is a program to enhance your performance in Japanese through the
resources of the Textbook, the Activity Book, and online materials. NihonGO NOW! sup-
ports self-managed learning, but a Teachers’ Manual, available online, provides resources
まく
for instructors. The program is organized into 24 “Acts” (幕) or learning units. Each Act
はな き
consists of a Speaking and listening (S/L; 話す・聞く) section and a Reading and writing
よ か ば
(R/W; 読み書き) section. In a typical Act, there are six Scenes (場) focusing on listening
and speaking and two to three Scenes for reading and writing.

xix
 Practicing listening and speaking will require extensive work with audio materials. You
need to train your brain to process sequences of sounds, either in production or reception,
quite automatically, always connecting them to intentions expressed in context. Expect
to use a significant portion of your study time with audio materials. Use visual materials
(video clips, illustrations, photographs) and text to enhance your audio-centered study.
Reading and writing will require processing of text. We also provide audio materials to
enhance your study of written texts.
Here are the resources provided in this program and how to utilize them for effective
and efficient study of Japanese. All audio and video materials are available online.
Textbooks: 2 volumes, 12 Acts in each volume. Each Act presents several Scenes.

ば
Elements of a Scene ( 場 ) in the Textbook

Elements What you should do

Scene title Read the English equivalent and look at the Japanese. Focus on
what the Scene is about.
ば めん
場面 Setting: a short description Read and know the circumstances in which this performance is
of the Scene. set, what roles the speakers have, and what they are doing. How
would you perform in this Scene? Consider any bystanders
who may be there, even if they are not actively speaking.
せり ふ
台詞 Script (in S/L section): what 1. Listen to the audio and visualize what you are hearing
the actors do in this performance. without looking at the textbook.
2. View the video (if available). Did your visualization come
close to the Scene you see? What do you think is going on?
3. Read the English equivalent. How close were you in
guessing what is going on? What things can you already say
in Japanese? What do you need to learn that is new?
4. Look through the Japanese and confirm what looks
familiar to you and what appears to be new. Romanization
is provided for Acts 1 through 4 to help you with this
process. Do not try to decode everything by looking at the
Japanese script. Use your ears!
5. Work with the audio files to learn to perform the Scene (see
procedures in the audio files section below.)
6. Practice repeating the lines, using the Build-up audio file.
Use the reverse build-up technique on the Build-up audio,
where you begin at the end of a sentence and add elements
preceding it step-by-step.
7. Use Role Play audio files to practice role play, paying
attention to the communicative purpose of what you are
saying. Practice until you can play each role without
stopping the audio file.
8. Perform the script in the appropriate context (in class).

xx
Elements What you should do
テキストText (in R/W section): 1. View the Text layout and skim it for general content. What
what you read as part of your message is being conveyed? Scan for key items you would
performance. expect to see.
2. Listen to the audio as you follow the text. How close were
you in guessing what is going on? What parts could you
already read? What sequences did you need to learn that are
new?
3. Read the English equivalent to confirm your understanding.
4. If appropriate, read the Text out loud.
5. Consider what you would do in response to reading this
Text.
たん ご ひょうげん
単語と表現 1. Go through the list and know how each item is used or
Vocabulary and expressions: might be substituted in the Scene.
The items that are shaded are 2. Work with the audio to learn how to say the items. Repeat
used in the Scene Script. Others each item while looking at the English provided in the text.
may be substituted in the script Review and repeat those items that are more challenging.
to create new performances. 3. Imagine a new Scene, for which you can use the additional
vocabulary. Try performing that new Scene.
も じ れい
文字と例 Symbols and examples 1. Look at each symbol, paying attention to the stroke shape
(in R/W Section): new symbols and the overall composition. You may want to trace it and
along with short phrases in write it on your own a few times.
which the new symbols are 2. Listen to the audio files as you view the examples.
used. For the most part, the R/W 3. Read the English equivalent provided.
section only uses vocabulary 4. Look at the examples while saying the words you see out
and expressions that have been loud. Avoid isolating symbols in the examples. Think of
practiced in the S/L sections contexts in which these sequences may be found in writing.
of the same or preceding Acts. 5. Read the examples out loud. Can you do this at a normal
When new vocabulary and speaking speed?
expressions are introduced (with
the “+” mark in the R/W section),
study them and imagine the
contexts in which they may be
used. Items marked with # are for
reference only, and those marked
with ¥ mark are familiar words
that contain unintroduced kanji.
かくちょう
拡 張 Expansion: suggestions * Not every Scene has this section.
for expanding your vocabulary Once you have a handle on the performance according to
that are specific to your personal the script provided, follow the suggestion to discover how
interests and professional expressions that are specific to your interest are rendered in
specialization. Japanese. Substitute these items in the script to create new
Scenes. This will expand and personalize your performance
repertoire.

xxi
 Elements What you should do
ぶ たいうら
舞台裏 Behind the Scenes (BTS 1. Read the BTS title and recall how the feature was rendered
in S/L Section): explanations in the Scene script.
about productive features of the 2. Read the explanation. This should help you understand how
language, cultural themes, and the Scene is structured, what strategies you can use, and
strategies for participating in how you can use the language productively.
Japanese culture. 3. Go over the examples. Adding these examples to your
repertoire will expand your performance power immensely.
かいせつ
解説 Between the Lines (BTL These explanations appear throughout the section. Read them
in R/W Section): features of the carefully. This should help you understand how the symbols
written language and strategies are used in Japanese writing as well as strategies for using the
for participating in Japanese written language in your performance.
culture through text.

ば
Elements of a Scene ( 場 ) in the Activity Book
れんしゅう ひょう か
The Activity Book provides Practice (練習) and Assessment (評価) activities and pages on
which to write down your reactions or responses for practice activities.
れんしゅう
練 習 Practice: activities you Most activities in the S/L section and many in the R/W section
should do in preparation for entail working with audio. Follow the directions provided. Aim
Scene rehearsal (in class). for fluency and accuracy as you interpret and express intentions.
They focus on the new forms Always visualize the Scene in your mind. Where are you?
introduced, but also provide What role are you playing? What do others in the Scene look
valuable opportunities for like? What are you all doing? What intentions are expressed and
review and use of familiar interpreted? The more concrete you can make these images, the
things in new contexts. more effective the practice will be.
り かいれんしゅう
理解練 習 Comprehension Read the context provided, then listen to the audio files and
Practice answer questions. Write your answers in the Activity Book.
じつえんれんしゅう
実演練 習 Performance Read the context provided, then practice appropriate responses,
Practice using the pattern provided in the examples. The audio files may
provide a cue. After your speech, check the model provided in the
audio file and repeat it to confirm. There are often multiple ways
to do or say the same thing. The model shows how you can use
what you have learned to manage the performance effectively.
If English descriptions or illustrations provide the cue, the
model may include a response to the speech. Listen to both the
model and the response.
うでだめ
腕試し Tryout: activities * Not every Scene has this section.
to test your knowledge of Follow the instructions and try using your skills in the real world
performance outside of class at the right moment. You and the people you interact with will be
the judge of your level of performance.
Report to your instructor how well your Tryout went.

xxii
よ れんしゅう
読み練 習 Reading Practice: 1. Read the items quietly while listening to the audio files and
imagining Scenes in which they may be used.
2. Read them again silently without the help of the audio. What
intensions are expressed?
3. Read each item out loud. Can you do this at a normal speaking
speed with full comprehension of what you are saying?
も じ れんしゅう
文字練 習 Symbol Practice Do this before class in which writing is practiced.
Practice handwriting the symbols step-by-step.
か れんしゅう
書き練 習 Writing Practice Do this before class in which writing is practiced.
Practice writing words and phrases and composing texts in
the appropriate Japanese script. Some of your “writing” practice
will entail inputting Japanese on an electronic device. For other
practice, write in the space provided in the Activity Book or use
appropriate writing sheets, such as 原稿用紙 genkooyooshi (the
writing sheets with a set number of cells) as instructed by your
teacher.
ひょう か
評 価 Assessment: review
activities that test your ability
to participate in the culture.
き
聞いてみよう Listening Read the context provided, then listen to the audio file and answer
Comprehension: Similar to questions. Write your answers on the answer sheet provided in
Comprehension Practice, the Activity Book.
but the content is more
comprehensive and
challenging.
つか
使ってみよう Dry Run: Read the context outlined in the textbook and try to express it
speaking practice based on (always thinking about culture) using the strategies you have
contextual cues. learned. Listen to the audio to see if your version was similar to
the sample. There may be multiple ways to do the same thing in
addition to the sample provided.
よ
読んでみよう Contextualized 1. Read the context and imagine what text you might expect to
Reading see in it.
2. Look at the overall contour of the text. What kind of
information would you expect to see in different locations
within the text?
3. Read the questions and consider where you might find the
information necessary to answer them.
4. Read the text, working with words and phrases rather than
isolated symbols. This “chunking” is an important strategy for
reading.
5. Write your answers in the Activity Book.

xxiii
 か
書いてみよう Contextualized 1. Read the context and imagine the overall contour of what you
Writing would produce.
2. Identify what you will need to convey through writing.
3. Compose. If you don’t remember the exact symbol, use a
place holder and finish composing. Then review, if necessary,
to replace the place holders with appropriate symbols.
か と
書き取り Dictation 1. Listen to the audio. Listen until you have a good
understanding of what you are hearing.
2. Repeat what you heard silently in your mind with full
comprehension of what you are saying. Imagine the context in
which you might be putting it into writing.
3. Write what you are able to say and understand.
し
知ってる？ What do you know?: Write your answers on the answer sheet provided in the Activity
questions to check your under- Book.
standing of the BTS/BTL items.

Audio files are available online for Scene Scripts, Vocabulary and Expressions, Compre-
hension Practice, Speaking Practice, Comprehension, and Dry Run in the Speaking/Listening
section. For the Reading/Writing section, audio files are available for Text, Symbols and
Examples, Reading Practice, and Dictation. For speaking practice, always speak—do not
whisper—at a comfortable volume and try to build up your speed until you are able to speak
at a natural tempo. Think concretely about the context in which these performances work.
Video files online depict the Scenes. Use these to situate the Scenes clearly in the cul-
tural context. Ask yourself who is involved. Do you know the characters and their back-
grounds? Why are they doing what they are doing? As you practice with the audio, imagine
these Scenes.
Symbol practice sheets are found in Appendix A in the Activity Book.
Check the website for additional learning resources that will become available at www.
routledge.com/9781138304147, such as an English-Japanese glossary, a list of BTS and
BTL, and a full list of different types of verbs, classifiers, and conjugations. Links to useful
resource sites are also available online.
The Teacher’s Manual and additional resources for teachers are also available online.
They include additional practice and assessment ideas, along with points to focus on in
class, and responses to frequently asked questions.
Special Symbols used in the reading and writing section:

#: for your reference only. These expressions won’t appear in practice activities until
they are introduced in the Speaking and Listening portion.
+: new expression that is to be learned. These may appear in practice activities.
¥: for those expressions that have already been introduced but when written in Japa-
nese include kanji that have not yet been introduced. The kanji representation is for
reference only.

xxiv
Main places and characters
Humans have an amazing ability to join and adapt to multiple social circles and adjust
their behaviors to the expectations of each of these circles, taking on different roles as they
do. Even if the circles within which you use Japanese may be somewhat limited now, the
potential for expanding those circles has no limit. NihonGO NOW! presents Scenes that take
place in various circles of interaction that are representative of circles that you are likely to
experience. Your objective is to become able to handle the many situations depicted in these
Scenes while also allowing the Japanese people in these Scenes to feel comfortable interact-
ing with you.
Not all of the Scenes may seem immediately relevant to all learners. For example, if
you are a college student, you might find the business Scenes somewhat remote. If you
are a professional and have already completed your higher education, the college Scenes
may seem less than useful. However, developing the experiential knowledge or handling
these Scenes adds to your capacity to move from one circle to another within the Japanese
context. So you should practice the roles, including those of the Japanese people in each
Scene. You should strive to perform smoothly and accurately all of the Scenes depicted in
Level 1. Some of the Scenes in Level 2 are used to practice narration. In that case, your
aim is to assume that you have engaged in the performance presented and focus on nar-
rating what happened. Remember also that expressions used in every Scene may be trans-
ferred to other Scenes with adjustments, linguistic or non-linguistic.
The circles of people and places—what can be called ‘sagas’—that you can experience
through this material are depicted in the following diagrams.

xxv
xxvi
xxvii
 We have two mascots for this course: Go-kun and Nyau-chan.

xxviii
 プロローグ

目的と期待できる成果
学習者の目標は文化に呼応した形で日本語を用いて人と交わることと言えます。同様
に、本教材の目標は、学習者による日本語を用いて文化に根ざした様々な活動への参
加を支援することにあります。学習者が日本の文化的な規範に沿いながら自らの意図
を表現し、他の人の意図を解釈できることを目指しています。主に言語表現を扱います
が、ボディーランゲージや顔の表情、 あるいは無言でいることを含む非言語表現も扱い
ます。
本シリーズの第１巻は、過去にフォーマルな日本語学習経験を有さない学習者を対
象としています。 もちろん、多くの学習者は何らかの形で日本語の言語行動に触れてい
るでしょう。本シリーズの「シーン」の中には、既に見たこと、聞いたことのあるような場
面もあるかもしれません。そのような場面も含め、学習者に期待するのはすべての「シ
ーン」に能動的に関わり、登場人物を取り巻いて行動を左右する状況を理解しながら、
その人物を演じることです。 ここで重要になるのは、 シーンの展開する時間的状況、場
所的状況、人物の立場、 さらに傍観者の影響です。 このような要素と実際の行動によっ
て成り立つ能動的な関わりを、 「パフォーマンス」
と呼んでいます。 シーンを通して学ぶ
語彙や文法は、日本文化に呼応した「パフォーマンス」を支える道具に過ぎません。 『日
本語 NOW!』の目標は、学習者による日本文化におけるパフォーマンスの領域を継続
的に広げていくことにあります。

手順
『日本語 NOW!』は教科書、 アクティビティブック、オンライン教材の三本柱で学習者の
パフォーマンスを広げるサポートをします。 これらの学習リソースを使った独学も可能
ですが、教師マニュアルを含む教師のためのサポートもオンラインで展開します。 この
プログラムは24幕 (Acts) の単元から成ります。各幕は、話す・聞く (S/L) と読み書き (R/
W) のセクションによって構成され、通常、ひとつの幕に、６つの話す・聞くの場 (Scene)
と、１〜３の読み書きのテキスト(Scene) が紹介されています。

xxix
 話す・聞くの練習には音教材が欠かせません。学習者は、多種多様な状況のもとで
音情報を瞬時にプロセスして意図を素早く表現したり理解する力を習得しなければな
りません。授業に備えた自習時間の大半は音教材を使った学習に当てることになります。
その時、動画やイラスト、写真、文字などの視覚教材の使い方次第で、学習の効果も変
わってきます。読み書き練習はテキストをプロセスする練習です。 このためにも音教材
を用います。
本シリーズが提供する学習リソースと、その有効的な使い方は以下の通りです。動
画、音教材、その他のサポート教材はオンライン上で提供します。
４巻から成る教科書の各幕（Act） （場、Scene）
はいくつかのシーン を提供しています。

教科書のシーン（場）の内容と使い方

要素 学習者がすること
シーンのタイトル 英語のタイトルを読んでから日本語を見て、
どのようなシーンかを考
える。
セッティング（Setting） 読んで、場の状況（時間、場所、登場人物の立場、傍観者）
を理解し、
自分がその状況にいたらどのような行動をとるか、考えてみる。
（Script）
セリフ 、登場人 1. 教科書を見ずに音声ファイルの声を聞いて登場人物の行動を視
物の行動 覚想定化してみる。
2. 付録の動画がある場合はそれを観て、１で想定した場面や状況
を調整する。
3. セリフの英語版を読んで、１、２で想定した登場人物の行動を振
り返る。知っている日本語で言える部分、新たに学習する必要の
ある部分を頭の中で分けてみる。
4. 日本語（あればローマ字）
のセリフを見ながら、
オーディオを聞き、
３で行った仕分けを頭の中でチェックする。
日本語のセリフや単
語を書き取ることはしない。
ローマ字は第１〜第４幕のみに提示
されている。
5. 音教材を使って、パフォーマンスの準備をする。
a. リピート
（B-up）音声ファイルを用いて、各文の最後の部分か
ら始め、徐々に前にある要素を付け足しながら滑らかに言える
まで練習する。
b. Role play音声ファイルを用いて、登場人物のそれぞれのセリフ
を相手との掛け合いの形で練習する。セリフは行動の一部と
考え、顔の表情やボディランゲージ、間合いなども考慮する。
6. 状況に合わせてパフォーマンスをする。
（教室ではそのリハーサ
ルを行う）

xxx
 （読み書きセク 1. 全体のレイアウトを見て内容の予測をする。
テキスト
ションのText） 2. 音声ファイルがあればそれを聞きながら文字を追い、1の予測を
修正する。
よく理解した部分と、新たに学習すべき部分を頭の中
で整理する。
3. テキストの英語を読み、全体の理解を確認する。
4. 声を出して読むタイプのテキストの場合は音読してみる。
5. このテキストを読んだあとで、
どのような行動をするか考えて
みる。
単語と表現 1. リストを見て、それぞれの単語・表現がシーンの中でどのように使
（話す・聞くセクショ われているか、
あるいはどのように使えるかを考える。
ンの Vocabulary and 2. 音声ファイル (Vocab) を聞いて意味を確かめながらリピート練習
expressions） をする。
3. 追加単語をシーンに応用して新たなパフォーマンスを試みる。
文字と例（読み書きセ 1. 紹介された文字を見る。文字全体の構成やそれぞれの画の形態
クションのSymbols and に注意を払う。文字をトレースしてもよい。
examples）新出文字を 2. 音声ファイルを聴きながら例文を目で追う。
用いた例文は既習の 3. 例文の英語を読んで意味を確認する。
語彙表現のみを使って 4. 例文を見て知っている言葉を口に出してみる。単語や文単位で見
いる。例外的に新たな るようにし、例文から文字だけを単独で取り出さないようにする。
語彙表現が導入される それぞれの例文が使われる状況を想定してみる。
場合は + 印で、参考と 5. 例文を声に出して読む。普通に話す程度の速さで読めることを目
して未習事項を紹介す 指す。
る場合は#印、紹介され
た語彙で未習漢字を含
む語彙は¥印で表示し
ている。
拡張（話す・聞くの *すべてのシーンにあるわけではない。
Expansion）個々の専 スクリプトに沿ったパフォーマンスができるようになったら、提示され
門や生活に特化した語 たストラテジーを使い、周りの日本語話者との交流を通して、個別に
彙表現を基本の語彙 必要な語彙表現を増やす。
表現に加える。
舞台裏（話す・聞くセ 4. BTSのタイトルを読んで、
シーンのどの部分がそのBTSに該当す
クションのBehind the るかを考える。
Scenes, BTS）文法、文 5. BTSの説明を読む。
シーンの構成や話者のストラテジーを学んで、
化事項や談話のストラ より広い語用の可能性を模索する。
テジーの説明 6. BTSにある例文を読み、口に出してみて、
どのような場面で使える
かを考える。

xxxi
 解説（読み書きセクショ 注意して読む。紹介されている文字の使い方や書き言葉のストラテ
ンの Between the lines, ジーを学ぶ。
BTL）書き言葉独特の
表現やストラテジーに
ついての解説

教科書と対応したアクティビティブックには、練習と評価のセクションがあり、練習に
よっては答えを記入するスペースがあります。

アクティビティブックの内容

練習（Practice）授業のリハーサルに ほとんどの話す・聞くのセクションの練習と、一定の読み
備える活動。新出事項に焦点を当 書き練習は、音声ファイルを使用しながら行う。淀みなく
てつつ、既習事項も新しい状況で 意図を理解したり、表現したりすることを目指す。
使うことによって復習を兼ねながら 練習は、常にパフォーマンスのシーンを意識しながら行
パフォーマンス力を高める。 う。置かれている場面や状況、登場人物の立場や表現、
そして表現の裏にある意図などの要素を、
より具体的に
イメージする。
• 理解練習（Comprehension 提示された状況を読んで理解した上で音声ファイルを聞
practice） き、答えを記入する。
• 実演練習（Performance practice） 提示された状況を読んで理解した上で、音声ファイルの
会話の例にしたがって会話の一方の発話をする。
その後、
音声ファイルにあるモデルを聴いて、必要に応じて会話
をやり直す。意図が同じでも、実際の発話には複数の可
能性があることが多い。音声ファイルに示すものは、
これ
まで学習したことを有効に使えるサンプルである。
（Tryout）習得できたパフォ
腕試し *すべてのシーンにあるわけではない。
ーマンスを教室の外で使ってみる。 指示にしたがって、習得したパフォーマンスのスキルを
教室外の適当な場面で使ってみる。出来不出来の評価
は学習者を含む当事者に委ねられる。
腕試しの成果を担当の教師に報告する。
読み練習（Reading practice） 1. 音声ファイルを聴きながらテキストを目で追う。
どの
ようなシーンで見るものか、考える。
2. 音声ファイルを聞かずに黙読する。
どのような意図が
表現されているのか考える。
3. 音読してみる。内容をよく理解しながら、普通に話す
程度の速さで読めることを目指す。
文字練習（Symbol practice） 授業で書き練習を行う前にしておく。
表示された手順に従って文字を書く練習をする。

xxxii
書き練習（Writing practice） 授業で書き練習を行う前にしておく。
手書き、
または電子端末を使い、
日本語の表記を用いて
作文をする。手書きの場合は、教師の指示に従って、
アク
ティビティブックの付録にある練習シートや原稿用紙な
どを用いる。
評価 Assessment
聞いてみよう（Listening 状況説明を読み、音声ファイルの会話を聴いて質問に答
Comprehension） える。答えはアクティビティブックの付録にあるシートに
記入する。
（Dry run）
使ってみよう 状況説明を読み、学習したストラテジーを意識しながら
提示された意図を表現してみる。音ファイルのサンプル
を聞いて、
自分の表現と比較する。一つの状況でも複数
の対処法がある。音声ファイルにあるものは一つのサン
プルに過ぎないので、教師は学生が考えたやり方を聞い
て評価を付けたり、別の方法を提示したりする。
読んでみよう
（Contextualized 1. 状況説明を読んで、その状況でどのようなテキストを
reading） 目にするか想起する。
2. 全体のレイアウトを見て、
どこに、
どのような種類の情
報が表示されているか考える。
3. 問題を読み、
テキストのどの部分に答えがあるか見
当をつける。
4. テキストを読む。文字単位ではなく、単語、文単位の
情報を汲み取るようにする。
5. 答えをアクティビティブックの所定の箇所に記入する。
（Contextualized
書いてみよう 1. 状況説明を読んで、
これから書くテキストの全体像を
writing） 想定する。
2. 書き言葉で意図を表現するために、何が必要か、確
認する。
3. 作文する。特定の文字が思い出せない場合は、文字
の場所を空けておきながら、文章全体をまず仕上げ
る。
その後、読み返しながら、空白部分に適当な文字
を挿入する。
書き取り
（Dictation） 1. 音声ファイルの声を聞いて内容をよく理解する。
2. 聞いて理解したことを頭の中で確認しながら、その内
容を書き記す状況を考える。
3. 自分で理解し、言える内容を表記する。
（What do you know?）
知ってる？ アクティビティブックの付録にある記入用紙に答えを記
BTS/BTL の理解度チェック 入する。

xxxiii
 音声ファイルは全てオンラインでアクセスできます。 シーンパフォーマンスの準備を
したり、練習をしたりする場合、ひそひそ声を使わず、はっきりした発声を心がけ、自然
なペースで発話できるようにしてください。 また、そのようなパフォーマンスをする状況
をなるべく具体的に考えて描いてみると良いでしょう。
動画ファイルもオンラインでアクセスできます。動画は、それぞれのシーンの文化的
状況を具体的に把握するために使います。誰がどのような立場で行動しているのか、何
故そのような行動をしているのか考え、音声ファイルを用いた練習の時に、そのイメー
ジを思い浮かべてください。
プログラムサイト[Insert URL content from publisher]には順次新しい学習リソース、
教師用リソースを掲載していきます。

主要な登場人物と場所的背景
私たちは同時に多くのグループに属し、それぞれのグループの中で異なる立場を維持
しつつ、グループ間を絶えず移動しながら生活しています。学習者が日本語を使うグル
ープは、最初はごく限られているかもしれませんが、その可能性は無限に広がっていま
『日本語 NOW!』は学習者が遭遇するであろう複数のグループを想定し、そこで起こ
す。
るシーンを提示しています。 これらのシーンで起こり得る様々な状況に柔軟に対応し、
そこで遭遇する日本語話者と円滑に交流していくことが、本シリーズを用いる日本語学
習者の目標です。
提示される全てのシーンが、全ての学習者の生活に密着しているとは限りません。大
学生にとって、ビジネスシーンは無関係のように思えるかもしれません。逆に、社会人に
とっては、大学のシーンは過去のものと感じられるかもしれません。 しかし、これらのシ
ーンでの行動を体験的に学ぶことは、学習者が複数のグループ間を自由に行き来でき
るようになることと密接に繋がっています。日本人の役を含め、一見、個々の学習者の
「今の自分」とはかけ離れた役どころでも、 シーンに登場する全ての役を演じる練習が、
日本語能力を深めます。最初の12幕のシーンでは、全ての役を淀みなく演じられるよう
練習してください。後半12幕は、ナレーションを含みます。ナレーションでは、シーンのセ
リフそのままではなく、 ナレーションサンプルの構成とストラテジーを使って、起こったこ
とを他の人に話す練習をします。
特定の人々や特定の場所で起こることをサガと言います。 『日本語 NOW!』
で扱うサ
ガは、以下の図にまとめられます。

xxxiv
xxxv
xxxvi
NOW!にはゴー君、ニャウちゃんというマスコットキャラクターが登場します。

xxxvii
 じょまく
序幕 Jomaku
Introduction

Instructional expressions part 1

Listen to the audio files and practice responding to these instructions with an appropriate
action. You need not learn to say these expressions yourself, but need to react promptly
when you hear your instructor say them.

はい。 Ha⸣i. Okay.

はじ
始めましょう。 Ha⸢jimemasho⸣o. Let’s begin.
き
聞いてください。 Ki⸢ite kudasa⸣i. Please listen.
い
言ってください。 I⸢tte kudasa⸣i. Please say it.
こた
答えてください。 Ko⸢ta⸣ete ku⸢dasa⸣i. Please answer.
いっかい い
もう一回言ってください。 Mo⸢o ik-kai itte kudasa⸣i. Please say it again.
い
みんなで言ってください。 Mi⸢n’na⸣ de i⸢tte kudasa⸣i. Please say it all together.
ひと り い
一人ずつ言ってください。 Hi⸢tori-zu⸣tsu i⸢tte kudasa⸣i. Please say it one at a time.
おお こえ はな
もっと大きな声で話してくだ Mo⸣tto ⸢o⸣oki na ⸢ko⸣e de ha⸢na⸣ Please talk louder.
さい。 shite ku⸢dasa⸣i.
ほん み
本を見ないでください。 Ho⸣n o ⸢mi⸣nai de ku⸢dasa⸣i. Please don’t look at the book.
けいたい み
携帯を見ないでください。 Ke⸢itai o mi⸣nai de ku⸢dasa⸣i. Please don’t look at your phone.
か
書いてください。 Ka⸣ite ku⸢dasa⸣i. Please write it.
お
終わります。 O⸢warima⸣su. That’s all for today (used at the
end of a class).

Basic greetings
Basic greetings

Work with the audio files until you are able to use these phrases intentionally and you are
comfortable responding to others appropriately when you hear them use the phrases.

xxxviii
おはようございます。 O⸢hayoo gozaima⸣su. Good morning (formal).
こんにちは。 Ko⸢n’nichi wa. Hello.
こんばんは。 Ko⸢nban wa. Good evening.
ありがとうございました。 A⸢ri⸣gatoo go⸢zaima⸣shita. Thank you (for what you have done).

Basic greetings
a Ohayoo gozaimasu is the first greeting of the day. If you know the person well, ohayoo
is fine. You should always greet your teacher or other superiors with the full form, oha-
yoo gozaimasu, because it is more polite. It is also expected that lower-ranking people
initiate the greeting (speak first) to their superiors.
b Konnichi wa is used at other times of the day, before evening. But konnichi wa is not
used between family members or friends. (See otsukaresama in Act 1 Scene 11.)
c Konban wa is the standard greeting when you meet people in the evening.
d Arigatoo gozaimashita is used to thank someone for what they have done. This is an
appropriate thing to say to your instructor after class, before leaving the classroom.

じ
お辞儀 Ojigi Bowing
All languages have gestures and body language that are peculiar to the culture. Japanese
are well known for bowing—when they are introduced, when they say goodbye, and when
they leave a room or office. Depending on the gravity of the situation, the bow might be
a quick nod of the head (acknowledging a colleague in the hall) or a formal bow (when
meeting a superior for the first time; when accepting a diploma). It is important to remem-
ber that your eyes should look down, not at the person you are addressing.

xxxix
かくちょう
拡 張 Kakuchoo Expansion
1 Observe someone bowing, either as they interact with you or with someone else. Pay
attention to how deeply they bow, how many times they bow, the social situation (i.e.,
the type of relationship that the people who are bowing have with each other), and the
immediate situation (i.e., why they are interacting with each other; for example, thank-
ing, apologizing, greeting, etc.).
2 Ask someone how deeply they would bow in various situations, such as (a) greeting a
friend, a teacher, or a boss; (b) being introduced to someone else; (c) thanking someone
for something small (e.g., picking up something for you that you dropped) or something
big (e.g., staying at someone’s home for several days).

Japanese sounds and romanization

This book will present Japanese in two formats—romanization (roomaji) (the use of the
Roman alphabet to represent Japanese sounds) and Japanese script. The Japanese writing
system is extremely complex, and it can be helpful for beginning students to use romaniza-
tion as a reminder of what Japanese sounds like when first learning how to speak. You will
see Japanese represented in romanization for the first four Acts. At that point, you will have
learned hiragana, and that will allow you to move to reading only in Japanese.
The romanization used here is a variation of one called Hepburn with slight modifications.

a. The mora
The mora (mora-like unit) is the basic unit of pronunciation in Japanese. The writing
system is based on it, and Japanese literature, especially poetry, has mora count at its very
core. All Japanese words are made up of morae that consist of:
a vowel (5 vowels in all: a, i, u, e, o in the left-most column in the chart below);
or
a consonant plus a vowel (62 possible combinations in the top five rows and middle
columns below);
or
a consonant plus a /y/ plus a vowel (33 possible combinations in the last three rows
below) (note that /s/ plus/ /y/ is pronounced /sh/, /z/ plus /y/ is pronounced /j/, and /
t/ plus /y/ is pronounced /ch/);
or
moraic n (in the last column on the right below). This /n/ is the only consonant that
constitutes a mora all by itself in Japanese. It also assimilates to whatever fol-
lows, so before /m/ or /b/ it is pronounced /m/ (shinbun ‘newspaper’ is pronounced

xl
 shimbun), before /t/ or /d/ it is pronounced /n/ (hontoo ‘true’ is pronounced hontoo),
and before /k/ or /g/ it is pronounced /ng/ (ginkoo ‘bank’ is pronounced gingkoo).
At the end of an utterance or before a vowel, it is pronounced with the tongue
raised at the back of the mouth without making contact.

The morae of Japanese

a ka ga1 sa za ta da na ha pa ba ma ya ra wa
i ki gi shi ji chi ni hi pi bi mi ri
u ku gu su zu tsu nu fu pu bu mu yu ru
e ke ge se ze te de ne he pe be me re
o ko go so zo to do no ho po bo mo yo ro n
kya gya sha ja cha nya hya pya bya mya rya
kyu gyu shu ju chu nyu hyu pyu byu myu ryu
kyo gyo sho jo cho nyo hyo pyo byo myo ryo

The vowels are pronounced as follows:

a as in /father/
i as in /peak/
u as in /food/
e as in /egg/
o as in / tote/

In the column headed by sa note that sh (shi, sha, shu, sho) is pronounced with your tongue
somewhere between your teeth and your alveolar ridge—not as far back as English /she/
and not as far forward as English /see/.
In the column headed by ta, note that ch (chi, cha, chu, cho) is similar. Try saying
“cheese” with your tongue further forward and smiling.
Note that the Japanese /r/ is a flap of the tongue against the roof of your mouth, and
that there is no l/r or b/v distinction in Japanese. So English right and light sound the same
when borrowed into Japanese: raito. Similarly, love and rub collapse into rabu.
Finally, Japanese fu is pronounced by blowing air softly between rounded lips, not at all
like English fu which finds your top teeth against your lower lip.

b. Long vowels and long consonants

Unlike English, Japanese has long—in terms of duration—vowels and consonants. (This
should not be confused with long and short vowels in English). One-mora chi (血) ‘blood’
is not the same as two-mora chii (地位) ‘rank.’ Obasan (おばさん) ‘aunt’ should not be
confused with obaasan (おばあさん) ‘grandmother.’ In the first member of each pair (chi

xli
and obasan) the vowel is short and clipped; in the second member of each pair (chii and
obaasan) the vowel is longer in duration.
Here are some other word pairs that differ only in the length of the vowel:

2 morae 3 morae
shujin (主人)‘husband’ shuujin (囚人) ‘prisoner’
hire (鰭)‘fin’ hirei (非礼) ‘impoliteness’
riko (利己) ‘self-interest’ rikoo (理工) ‘science and technology’

Similarly, consonants can be long in Japanese. Oto ‘sound’ is two morae or two beats while
otto ‘husband’ is three morae since the /t/ is held for an additional beat.
Here are some other word pairs that differ only in the length of the consonant:

2 morae 3 morae
hato ‘dove’ hatto ‘hat’ (borrowed from English)
kona ‘flour’ konna ‘this kind of’

c. Pitch accent
As you listen to Japanese, you will notice that words are not distinguished by accent the
way they are in English. English has what is called ‘stress accent.’ The difference between
all of the following pairs

CONtent (noun) conTENT (adjective)

INsult (noun) inSULT (verb)
DIScharge (noun) disCHARGE (verb)
TRUSTy (adjective) trusTEE (noun)

is one of loudness. The first words in the pairs have their stress on the first mora. The
second words in the pairs have their stress on the second mora. Stress accent is important
at both the word level and the sentence level in English. Japanese on the other hand has
“pitch accent” rather than stress accent. The pitch can change from mora to mora, and this
distinguishes words. The word ame whose second mora is pronounced with higher pitch
means ‘candy’; ame with the first mora pitched higher means ‘rain.’ Here are more examples
of word pairs in Japanese that differ only in pitch accent.

me ka
ka ‘jug’ me ‘turtle’
shi ha
ha ‘bridge’ shi ‘chopsticks’
ta ka
ka ‘form’ ta ‘shoulder’

xlii
 In this material, when we show pitch, the following convention will be used: a hori-
zontal line above the text indicates that the next pitch rises until you see a vertical tail ⸣ to
indicate that the next pitch falls. (This is similar to the way that Japanese accent dictionar-
ies indicate accent for speakers of Japanese.) The words above will be represented in the
following way using these marks:

ka⸢me 瓶（か⸢め） ka⸣me 亀（か⸣め）

ha⸢shi 橋（は⸢し） ha⸣shi 箸（は⸣し）
ka⸢ta 形（か⸢た） ka⸣ta 肩（か⸣た）

All Scenes in Act 1 through 4 will include the pitch profile. Here are some examples
from Scene 1:

Bu⸢ra⸣ian desu. This means that the pitch of /ra/ is higher than all of the other morae
in this phrase.
Yo⸢roshiku onegai-shima⸣su. This means that the pitch rises on the second mora /ro/
and falls on the last mora /su/. You may not hear the fall in pitch, because the /u/ of
/su/ is usually voiceless, but it will be audible in other contexts.

Pay attention, too, to how pitch accent interacts with sentence intonation. In English, ques-
tion intonation often rises across the sentence. When you say, “Do you understand?” the
intonation rises consistently. In Japanese, the same question, Wa⸢karima⸣su ka? has pitch
accent along with rising question intonation at the end on ka:

karima a
wa su k

It is also possible that pitch may rise and never come down in Japanese. Intonation for the
greeting konnichi wa does not fall, which never happens in English:

nnichi wa
ko

Finally, you should be aware that pitch accent differs from dialect to dialect, and some-
times generation to generation. What you see here is a standard Tokyo pitch profile, but
you should not be surprised to hear differences among speakers.
れんしゅう うでだめ
Now go to the Activity Book for 練 習 Renshuu Practice and 腕試し Udedameshi Tryout.

Note
1 Sometimes the /g/ sound of Japanese is a hard sound, as in give. Sometimes it is a softer sound
like the /ng/ in singer. This is a matter of dialect. The soft /g/ never starts a word.

xliii
 だい いち
だい いち まく
第 1 幕
Act 1

ねが
よろしくお願いします。
Yoroshiku onegai shimasu.
Nice to meet you.
ことわざ Kotowaza Words of wisdom1
いち ご いち え
一期一会 Ichigo-ichie
‘Once in a lifetime’ or ‘carpe diem’ (seize the day).

1
 はな き
◆ 話す・聞く Hanasu/kiku Speaking and listening

1-1
よろしくお願いします。
Scene 1-1 はい。Hai. Present (i.e., I’m here.)

ねが
Brian is at an orientation meeting and the group’s Japanese teacher, Professor Sakamoto, is
taking attendance.

The script

さかもとせんせい ぶ ら い あ ん
坂本先生 ブライアン
ぶ ら い あ ん わ ん
ブライアン・ワンさん。 はい。

Sakamoto-sensei Buraian

Bu⸢raian Wa⸣n-san. Ha⸢i.

Professor Sakamoto Brian

Brian Wang. Present.

たん ご ひょうげん
単語と表現 Tango to hyoogen Vocabulary and expressions

Names
ぶ ら い あ ん わ ん
ブライアン・ワン Buraian-Wan Brian Wang
も り す
モリス Morisu Morris
さ あ し ゃ
サーシャ Saasha Sasha
かん だ
神田 Kanda Kanda [family name]
しら い
白井 Shirai Shirai [family name]
さかもと
坂本 Sakamoto Sakamoto [family name]
3
 Titles
NAME 〜さん NAME-san Mr. or Ms. NAME
せんせい
NAME 〜先生 NAME-sensei Prof./Dr. NAME
1-1
よろしくお願いします。

Special expressions
はい hai present (in roll call); here you are (handing something over); got it (accepting something)
ねが

ええ ee yes (suggesting agreement or indicating understanding; less formal than hai)

Behind the Scenes

Behind the Scenes (BTS’s) give you information that will help you make sense of individ-
ual expressions. BTS’s contain notes about when, where, and how to use the language in a
culturally appropriate way.

BTS 1 はい Hai

Hai has a number of uses including ‘that’s right,’ ‘here you are’ (hand-
ing something over), ‘got it’ (accepting something that is handed to
you or acknowledging a request), or, as is the case in this exchange,
‘present’ or ‘here’ in roll call. When someone calls your name in Japa-
nese, it is customary to respond with a crisp hai to show your respect
(especially to superiors). A less formal way of indicating agreement or
understanding is ee. Either is appropriate in speaking to higher-ups.

せんせい
BTS 2 Titles 〜さん -san and 〜先生 -sensei:
うち uchi and そと soto

-san is a title that attaches to names in Japanese, and is roughly equivalent to Ms., Mrs., or
Mr. Because English titles sound much more formal than -san, this book will use -san in
translations from the Japanese. -san can be used with both given and family names, so Shi-
rai Reiko might be called ‘Shirai-san’ at work and ‘Reiko-san’ by her acquaintances in the
neighborhood. The convention for names in Japan is surname plus given name, so Shirai is
a surname and Reiko a given name.
The title -san is never added to your own name or the names of people in your in-
group when speaking to outsiders. Japanese people recognize a clear distinction between
people who are in-group (uchi) and people who are out-group (soto), and this is reflected

4
everywhere in the language. In-group might be my company (in contrast to people from
other companies), my family (in contrast to other’s families), or just myself (in contrast to
others in the situation). The boundaries of uchi and soto change from situation to situation,
depending on who else is present. You will be hearing more about this crucial distinction in

1-1
future Acts. よ す
Dropping titles from other people’s names is called yobisute (呼び捨て) in Japanese,

よろしくお願いします。
and happens only within uchi (between close friends and family) or from supervisor to
subordinate (especially when the supervisor wants to call attention to the relationship, such
as when giving direct orders or reprimanding).

ねが
-sensei is a title of respect for anyone in a teaching or leadership role. It can also be used
alone (without a name) to address or refer to these people. Like -san, -sensei is not attached
to your own name. In addressing people, titles associated with occupation are used regu-
larly either alone or in combination with the individual’s last name. You will be learning
more of them in the coming Acts.
れんしゅう うでだめ
Now go to the Activity Book for 練 習 Renshuu Practice and 腕試し Udedameshi Tryout.

Notes
1 This lesson and all others will start off with a kotowaza. Kotowaza are Japanese proverbs or short
sayings that give insight into Japanese culture. They are used regularly in Japanese discourse. We
have selected one kotowaza for each of the chapters to get us going. You should talk about these
phrases in class and with your Japanese friends.

5
 Scene 1-2 はい、どうぞ。Hai, doozo. Here you go.

Professor Sakamoto hands out a packet of materials to the students.

1-2
よろしくお願いします。
ねが

The script

さかもとせんせい ぶ ら い あ ん
坂本先生 ブライアン

はい、
どうぞ。 ありがとうございます。

Sakamoto-sensei Buraian

Ha⸣i, do⸣ozo. A⸢ri⸣gatoo gozaimasu.

Professor Sakamoto Brian

Here you go (take it). Thank you.

6
 たん ご ひょうげん
単語と表現 Tango to hyoogen Vocabulary and expressions

Special expressions
はい、
どうぞ。 hai, doozo Here you go (take it, do it).

1-2
どうぞ。 doozo Go ahead.
ありがとうございます。 arigatoo gozaimasu Thank you (for what you do/will do).

よろしくお願いします。
ありがとう。 arigatoo Thank you. (informal)

ねが
BTS 3 More on はい hai

Here you see another use of hai to get the attention of another person, especially when
there is an upcoming action that requires their awareness. You have heard this in the
Instructional Expressions. Teachers often use this to signal that they are moving onto the
next activity in class.
Doozo by itself is best translated as ‘go ahead.’ When you offer something to someone—
something to eat, a seat, an invitation to go through a door first—it is common to use the
word doozo ‘(please,) go ahead.’ See (doozo) yoroshiku onegai-shimasu below.

BTS 4 ありがとうございます。 Arigatoo gozaimasu. Thank you.

Arigatoo (gozaimasu) is used to thank someone for what they are doing or are going to
do. Arigatoo (gozaimashita) is used to thank someone for what they did. Gozaimasu/
gozaimashita makes arigatoo more polite, so you should always use the full form with
your teacher or other superiors.
れんしゅう うでだめ
Now go to the Activity Book for 練 習 Renshuu Practice and 腕試し Udedameshi Tryout.

7
 ねが
Scene 1-3 お願いします。Onegai-shimasu.
Please help me with this.

Professor Sakamoto is asking each student to sign a document.

1-3

The script
よろしくお願いします。

さかもとせんせい ぶ ら い あ ん
坂本先生 ブライアン (and other students)
ねが

ねが
お願いします。
すみません。 はい。

Sakamoto-sensei Buraian (and other students)

Su⸢mimase⸣n. O⸢negai-shima⸣su. Ha⸣i.

Professor Sakamoto Brian (and other students)

Excuse me. Please help me with this. Got it.

たん ご ひょうげん
単語と表現 Tango to hyoogen Vocabulary and expressions

Special expressions
すみません・すいません su(m)imasen excuse me; I’m sorry; thank you
ねが
お願いします onegai-shimasu please help me with this

Behind the Scenes

BTS 5 すみません・すいません。 Su(m)imasen. Excuse me.

Sumimasen (or its slightly more informal alternative suimasen) has a variety of functions.
It is used in this Scene as an attention getter. If you are in a shop and don’t see the propri-
etor or a salesperson around, you can call “Sumimasen!” and someone will come to help

8
you. It may also be used to offer a casual apology. It may be translated as ‘thank you’ when
humbly accepting an offer, for example, or ‘I see’ when you acknowledge a reprimand
without necessarily admitting guilt.

ねが
BTS 6 お願いします。 Onegai-shimasu.
Please help me with this.

The phrase onegai-shimasu by itself is an all purpose request for assistance: ‘please help

1-3
me with this’ or ‘please give me a hand here.’ In the next Scene you will see onegai-
shimasu in combination with yoroshiku (yoroshiku onegai-shimasu) meaning ‘nice to meet

よろしくお願いします。
you’ or literally ‘please treat me favorably’).
れんしゅう うでだめ
Now go to the Activity Book for 練 習 Renshuu Practice and 腕試し Udedameshi Tryout.

ねが

9
 ぶ ら い あ ん
Scene 1-4 ブライアンです。 Buraian desu.
I’m Brian.

Brian Wang meets his host family for the first time. The host family knows his name in
advance, so Brian introduces himself using his given name.

The script
1-4
よろしくお願いします。

ぶ ら い あ ん しら い かあ
ブライアン 白井さん（お母さん）
ぶ ら い あ ん しら い
ブライアンです。 白井です。
どうぞよろしく。
ねが

ねが
よろしくお願いします。

Buraian Shirai-san (okaasan)

Bu⸢ra⸣ian desu. Shi⸢rai de⸣su. Do⸣ozo yoroshiku.

Yo⸢roshiku onegai-shima⸣su.

Brian Mrs. Shirai (the mother)

I’m Brian. I’m Shirai. Nice to meet you.

It’s nice to meet you.

たん ご ひょうげん
単語と表現 Tango to hyoogen Vocabulary and expressions

Special expressions
NAME です。 NAME desu. I am NAME.
どうぞよろしく。 Doozo yoroshiku. Nice to meet you.
ねが
よろしくお願いします。 Yoroshiku onegai-shimasu. Nice to meet you.
ねが
どうぞよろしくお願いします。 Doozo yoroshiku onegai-shimasu. Nice to meet you.

10
 かくちょう
拡 張 Kakuchoo Expansion

Use English to do this task. Ask a Japanese person to say your family name and given
name(s) in Japanese and familiarize yourself with how they sound. Check to make sure
that the way they are pronounced in Japanese does not coincide with any words or phrases
in Japanese with inappropriate connotations.

Behind the Scenes

1-4
じ こ しょうかい
BTS 7 自己 紹 介 Jikoshookai Self-introduction

よろしくお願いします。
All cultures have ritual language—words and phrases that are virtually automatic in a
given situation. Business people say ‘How do you do?’ when they meet. We say ‘thanks’

ねが
or ‘thank you’ when someone holds the door for us. Japan is well known for its emphasis
on saying the right thing at the right time. Saying what’s expected puts your listeners in the
right frame of mind for what follows. Ritual expressions make people feel comfortable;
they reassure Japanese people that you understand how Japan works.
Here you learn the simplest form of self-introduction, [NAME desu] ‘I am NAME.’
In ordinary circumstances, Japanese introduce themselves using their family name (Wan
desu), and sometimes, but not always, in combination with their given name (Buraian Wan
desu). When you are meeting peers or higher-ups (at work, in university clubs), this will be
the usual convention. In Scene 1, Brian uses his given name because he is introducing him-
self to his host mother in Japan, who already knows Brian’s family name.
You should do your best to “Japanize” the pronunciation of your name (adapt it to the
Japanese sound system) because this is what Japanese do. It also makes it easier for Japa-
nese listeners to understand. It is also a good idea to slow down when you say your name
since your Japanese listeners are likely to be unfamiliar with English pronunciation.

な まえ
BTS 8 名前 Namae Names

Remember that the convention for naming in Japan is family name first, given name sec-
ond. Thus the members of the Tanaka family are Tanaka Ken (father), Tanaka Toshiko
(mother), and Tanaka Naomi (daughter). What happens when foreigners go to Japan? How
should they introduce themselves? What follows are guidelines for names. Don’t be sur-
prised to find exceptions and alternative conventions. a. Western names are expected in
Western order: Sasha Morris is Saasha Morisu. Again, watch for exceptions. b. Chinese
and Korean names are expected to follow the same convention as they do in their native
languages—which is the same as Japan. Thus Liu Jing (Chinese) and Pak Yonsuk (Korean)

11
 consist of family name plus given name. c. The kanji that are used for Chinese names fre-
quently have different pronunciations in China and Japan. The kanji for the surname Wang
in China (王) is pronounced ‘Oo’ in Japanese. The name Zhang (張) in Chinese is pro-
nounced ‘Choo’ in Japanese. Chinese speakers should select the option that they feel most
comfortable with. If you are an American of Chinese heritage, you have a choice. You can
use the Chinese pronunciation or the Japanese pronunciation for your name. Similarly, you
can use the Western order (given name first, family name second) or the Japanese order.

ねが
BTS 9 ( どうぞ ) よろしく( お願いします )。
(Doozo) yoroshiku (onegai-shimasu).
1-4

The phrase (doozo) yoroshiku (onegai-shimasu) literally means something like ‘(Treat
よろしくお願いします。

me) favorably please.’ It can be used in any number of circumstances where the other per-
son will have some control over your fate: when you ask a favor, when you are going to
be tested, when you join a group activity, and at the start of a meeting. More specifically,
ねが

(doozo) yoroshiku (onegai-shimasu) marks the official beginning of a relationship, which

is why it is so common in introductions. The longer form (with doozo ‘by all means’ and
onegai-shimasu ‘please’) is more formal. Note that Brain, who is younger, uses the full
phrase to his host mother, but the host mother uses the shorter form.
れんしゅう うでだめ
Now go to the Activity Book for 練 習 Renshuu Practice and 腕試し Udedameshi
Tryout.

12
 Scene 1-5 では。 De wa. Well, then.

The orientation program is over and Professor Sakamoto signals that it’s all right to leave.

The script

さかもとせんせい がくせい
坂本先生 学生
しつれい
では。 ありがとうございました。失礼します

1-5
よろしくお願いします。
Sakamoto-sensei Gakusei

De⸣ wa. A⸢ri⸣gatoo go⸢zaima⸣shita. Shi⸢tsu⸣rei-shi⸢ma⸣su.

ねが
Professor Sakamoto Students

Well, then. Thank you. Excuse me.

たん ご ひょうげん
単語と 表 現 Tango to hyoogen Vocabulary and expressions

Special expressions
では。 De wa. Well, then.
しつれい
失礼します。 Shitsurei-shimasu. Excuse me.

Behind the Scenes

BTS 10 Signaling a turning point: では De wa Well, then

In American English, “have a good day (weekend)” signals the end of a transaction. In a
Japanese interaction, de wa or its informal equivalent ja(a) (see Scene 9) signals major
transition points in an interaction. Visitors may say de wa as they rise from their seats to
take their leave; a team leader may declare the end of a meeting with de wa, after which

13
 team members are to disperse to begin their respective tasks, and it may be used to signal
that a presenter is going to move on to another topic. In this Scene, Professor Sakamoto
says de wa to signal the end of an orientation event.

しつれい
BTS 11 失礼します。 Shitsurei-shimasu. Excuse me.

Shitsurei-shimasu is used when entering a room, excusing yourself from any sort of meet-
ing, or when interrupting. Here Brian responds to Professor Sakamoto’s signal of ending
with an expression of thanks for the orientation that just took place and excuses himself.
Shitsurei-shimasu, borrowings such as baibai ‘bye-bye’ or the more casual bai ‘bye,’
and de wa ‘well then’ or its informal form ja(a) (see Scene 9 below) are used when leav-
ing. You have almost surely heard the word sayonara. Sayonara is a formal phrase for a
clear ending to an interaction. It is increasingly reserved for a farewell that is perceived to
1-5

be final, suggesting death or irrevocable breaking of relationships, as in a divorce. While it

may continue to be taught in kindergarten and in the lower grades of elementary school as
よろしくお願いします。

a formal goodbye for the day, it is not used when you part with friends for the day or when
you leave work at the end of the day.
Shitsurei-shimashita is used as you leave or any time you have done something that
ねが

might be perceived as rude.

れんしゅう うでだめ
Now go to the Activity Book for 練 習 Renshuu Practice and 腕試し Udedameshi Tryout.

14
 Scene 1-6 いただきます。Itadakimasu. I humbly receive.
(Ritual expression used before meals)

Brian joins the Shirai family for breakfast in the kitchen.

The script

かあ ぶ ら い あ ん
お母さん ブライアン
ぶ ら い あ ん
ブライアンさん、おはよう。 おはようございます。

どうぞ。 あ、いただきます。

1-6
ごちそうさま。

よろしくお願いします。
ねが
Okaasan Buraian

Bu⸢ra⸣ian-san, o⸢hayoo. O⸢hayoo gozaima⸣su.

Do⸣ozo. A, i⸢tadakima⸣su.

Go⸢chisoosama.

Mother Brian

Brian, good morning. Good morning.

Go ahead. Oh, thank you. (lit. ‘I’ll receive it’ [humble].)

Thank you. (lit. ‘It was a feast.’)

たん ご ひょうげん
単語と表現 Tango to hyoogen Vocabulary and expressions

Special expressions
おはよう。 Ohayoo. Good morning (informal).
いただきます。 Itadakimasu. I humbly receive (eating ritual).

15
 ごちそうさま。 Gochisoosama. Thank you. (lit. ‘It was a feast.’)

ごちそうさまでした。 Gochisoosama deshita. Thank you. (lit. ‘It was a feast.’ (formal))

Behind the Scenes

BTS 12 Morning greetings

Notice that Mrs. Shirai, the host mother, says ohayoo to Brian, but Brian, still new to the
family and much younger, says ohayoo gozaimasu back to her. Both of these mean ‘good
morning.’ The difference is that you use the shorter form to in-group members (family,
close friends) or lower ranking people, but the longer form to those you don’t yet know
well or to higher-ups. You should always use the longer form, for example, with your
teacher, even though your teacher may use the short form in greeting you.
1-6

BTS 13 Eating rituals

よろしくお願いします。

Before you begin to eat or when you receive a gift in Japan, it is customary to say itada-
ねが

kimasu. This literally means ‘I humbly receive’ (with no religious connotation). Likewise,
when you are finished eating, it is customary to say gochisoosama (deshita) ‘it was a
feast’ to show your appreciation for the food. Even when they are eating alone, Japanese
people can often be heard whispering itadakimasu to themselves, simply out of habit. It is
appropriate to repeat gochisoosama (deshita) at the end of a dinner party where you were a
guest, even if you have finished the meal some time earlier.
れんしゅう うでだめ
Now go to the Activity Book for 練 習 Renshuu Practice and 腕試し Udedameshi Tryout.

16
 ぼく いちろう
Scene 1-7 僕、一郎。 Boku, Ichiroo. I’m Ichiro.

The Shirai family’s teenage son, Ichiro, comes into the room to greet Brian.

The script

1-7
いちろう ぶ ら い あ ん
一郎 ブライアン

よろしくお願いします。
ぶ ら い あ ん ぶ ら い あ ん
あ、
ブライアン？ はい。
ブライアンです。
ぼく いちろう いちろうくん
どうも！僕、一郎。 一郎君？どうぞよろしく。

ねが
Ichiroo Buraian

A, Bu⸢rai⸣an? Ha⸣i, Bu⸢rai⸣an desu.

Do⸣omo! Bo⸣ku, I⸢chiroo. I⸢chiroo, kun? Do⸣ozo yoroshiku.

Ichiro Brian

Oh, Brian? Yes, I’m Brian.

Hello! I’m Ichiro. Nice to meet you.

17
 たん ご ひょうげん
単語と表現 Tango to hyoogen Vocabulary and expressions

Nouns
ぼく
僕 boku I (masculine)
わたし
私 watashi I (gentle)
あなた anata you
いちろう
一郎 Ichiroo [given name]

Special expressions
ぶ ら い あ ん
ブライアン？ Buraian? (Is it/Are you) Brian?
どうも。 Doomo. Hello.
ぼく いちろう
僕、一郎。 Boku, Ichiroo. I’m Ichiro. (casual)
いちろうくん
一郎君 Ichiroo-kun Ichiro (addressing or referring to)
1-7

Behind the Scenes

よろしくお願いします。
ねが

BTS 14 Names and titles

There is a good deal of variety in the names that you will encounter in Japan, as well as
the kanji that are used to write them, which is why exchanging business cards is important.
Variety is especially noticeable among given names. Here are some common given names
for men and women (kanji are omitted because there is a wide range of possibilities):

Male names Female names

Akira Keiko
Hiroshi Ai
Kazuo Kazuko
Takashi Miho
Shoo Kaoru
Daiki Manami
Kenta Miki
Masao Masako
Makoto Shiori
Takeshi Kana

Addressing and referring to people in Japanese can be much more complicated than it is
in English. You have seen three titles that can be added to names, usually family names, in

18
Japanese: -san, -kun, and -sensei. More will come up in later Acts. Among friends, the use
of the given name alone is common in college, but becomes less so at the workplace. Japa-
nese people often use the given name without a title for foreigners, even at the workplace.
In this Scene, Ichiro is younger than Brian, but calls Brian by his given name without any
title. You should always append -san to the names of those who are older than you (even
by as little as one year) or who are your superiors. Pay careful attention to how Japanese
people use names and titles in groups that you join.

BTS 15 Words for self and others

Direct reference to people, including oneself, in Japanese is much more complex than it is
in English. The noun watashi ‘I’ is introduced here, but it is only one of many forms that
people can use in referring to themselves. Others include:

watakushi—more formal than watashi

atashi—an informal form used primarily by women
boku—a form used primarily by boys and men; it can also be used to refer to little
boys (meaning “you”)

1-7
ore—a rougher form used by older boys and men

よろしくお願いします。
It is therefore a matter of sometimes delicate maneuvering to decide how to refer to your-
self. It depends on your relationship with the other(s) in the context as well as the circum-
stances you find yourself in. In this Scene you also see a good example of the stylistic

ねが
difference between the host, Ichiro, who is less formal (Boku, Ichiroo) and the visitor,
Brian, who maintains formal style (Buraian desu).
Likewise there are a number of words for referring to “you,” the most common of which
is anata. But this is not to say that the use of anata is common. This term should never be
used with superiors, and overuse can indicate a romantic relationship. Keep in mind that a
more common way to refer to the other person is [Name + -san] or [Name + -title] (men-
tioned in the preceding BTS).

BTS 16 どうも Doomo Hello

Doomo literally means ‘in every way.’ It precedes many phrases in Japanese to strengthen
the impact: Doomo arigatoo gozaimasu ‘thank you very much,’ Doomo shitsurei-
shimashita ‘Please excuse me,’ Doomo sumimasen ‘I’m very sorry’ or ‘Thank you very
much.’ When it is used alone, it might mean any of these, or it may be a greeting (‘hello’).
In this Scene, Ichiro says doomo before identifying himself.
れんしゅう うでだめ
Now go to the Activity Book for 練 習 Renshuu Practice and 腕試し Udedameshi Tryout.

19
 い
Scene 1-8 行ってきます。 Itte kimasu. See you later.

Brian is leaving for school.

The script

かあ ぶ ら い あ ん
お母さん ブライアン
い い
行って
（い）
らっしゃい。 行ってきます。

Okaasan Buraian

I⸢tte (i)rasshai. I⸢tte kima⸣su.

Mother Brian
1-8

See you later. See you later.

よろしくお願いします。

たん ご ひょうげん
単語と表現 Tango to hyoogen Vocabulary and expressions
ねが

Special expressions
い
行って
（い）
らっしゃい。 Itte (i)rasshai. See you later. (lit. ‘Go and come back.’)
い
行ってきます。 Itte kimasu. See you later. (lit. ‘I’ll go and come back.’)

Behind the Scenes

BTS 17 Leaving

When you leave your home base (home, office, workplace) intending to return, it is cus-
tomary to say itte kimasu. This literally means ‘I’ll go and come back,’ but is probably
closer to ‘see you later’ in English.

20
 The person who stays behind acknowledges the other’s departure by saying itte (i)rass-
hai. This literally means ‘go and come back,’ but is probably closer to ‘see you later’ or
‘have a good day’ in English.
れんしゅう うでだめ
Now go to the Activity Book for 練 習 Renshuu Practice and 腕試し Udedameshi
Tryout.

1-8
よろしくお願いします。
ねが

21
 Scene 1-9 じゃあね。 Jaa ne. See you.

Ichiro, Brian’s homestay brother, is also leaving for school.

The script

いちろう ぶ ら い あ ん
一郎 ブライアン
ば い ば い
じゃあね。バイバイ。 じゃ、
また。

Ichiroo Buraian

Ja⸣a ne. Ba⸣i bai. Ja⸣ ma⸢ta.

Ichiro Brian

See you later. Bye-bye. See you again.

1-9

たん ご ひょうげん
単語と表現 Tango to hyoogen Vocabulary and expressions
よろしくお願いします。

Special expressions
ねが

じゃ
（あ）ね。 Ja(a) ne. See you later (informal).
じゃ
（あ）。 Ja(a). So (informal).
ば い ば い
バイバイ。 Baibai. Bye-bye (informal).
ば い
バイ。 Bai. Bye (informal).

じゃまた。 Ja mata. See you again (informal).

じゃまたね。 Ja mata ne. See you again (informal).

また。 Mata. (See you) again (informal as a parting expression).

22
 Behind the Scenes

ば い ば い
BTS 18 Parting for the day: じゃ（あ）ね・バイバイ・
じゃ（あ）、また ja(a) ne, bai bai and ja(a), mata

Ichiro’s jaa ne and baibai are informal phrases used when people part and plan to meet
again. Brian is also beginning to drop his formality, using the informal ja(a) mata. Be care-
ful not to use these phrases to superiors such as your teacher.
れんしゅう うでだめ
Now go to the Activity Book for 練 習 Renshuu Practice and 腕試し Udedameshi Tryout.

1-9
よろしくお願いします。
ねが

23
 しつれい
Scene 1-10 失礼します。 Shitsurei-shimasu. Excuse me.

Sasha arrives at the office to meet Kanda-san. Here you see another use of doozo yoroshiku
at the onset of a project that people will be working on together.

The script

かん だ さ あ し ゃ
神田 サーシャ
も り す かん だ さ あ し ゃ も り す
モリスさん？ あ、神田さんですか？サーシャ・モリスです。
かん だ ねが
こんにちは。神田です。 どうぞよろしくお願いします。
しつれい
こちらこそ [Pointing at a chair] どうぞ。 失礼します。[Takes the seat]

Kanda Saasha

Mo⸣risu-san? A, Ka⸢nda-san de⸣su ka? Sa⸢asha Mo⸣risu desu.

Ko⸢nnichi wa. Ka⸢nda de⸣su. Do⸣ozo yo⸢roshiku onegai-shima⸣su.

Ko⸢chira ko⸣so. [Pointing at a chair] Do⸣ozo. Shi⸢tsu⸣rei-shimasu. [Takes the seat]

1-10

Kanda Sasha
よろしくお願いします。

Morris-san? Are you Kanda-san? I’m Sasha Morris.

Hello. I’m Kanda. It’s nice to meet you.

ねが

The pleasure is mine. [Pointing at a chair] Go Excuse me. [Takes the seat]
ahead.

たん ご ひょうげん
単語と表現 Vocabulary and expressions

Special expressions
あ、 A, Oh,
かん だ
神田さんですか？ Kanda-san desu ka? Are you Kanda-san?
こちらこそ kochira koso (the pleasure/fault/etc.) is mine

24
 Behind the Scenes

BTS 19 Question intonation

Listen carefully, as always, to the audio files for all of the Scenes. In this Scene and in
Scene 7, you hear people’s names used as questions:

Scene 7: Buraian?
Scene 10: Morisu-san?
Scene 10: Kanda-san desu ka?

Note how question intonation interacts with pitch accent.

BTS 20 Repeating your name in a self-introduction

When you introduce yourself in Japanese, it is typical to repeat your name, even if the
other person has mentioned it already. Learn how your name is pronounced in Japanese
and enunciate clearly. This is helpful to your Japanese listeners who may not be familiar
with English.
You should also watch for signals that people are not equal in status. Here, for example,
Sasha defers slightly to Kanda—by using the formal desu (explained in Act 2) and by say-
ing doozo yoroshiku onegai-shimasu (literally ‘please treat me favorably’). This is because
she (Sasha) is the newcomer and will be indebted to Kanda for help in adjusting to Japan.
Kanda implicitly acknowledges this by omitting formal signals.

1-10
よろしくお願いします。
BTS 21 Responding to どうぞ Doozo (Please), go ahead

ねが
When you hear doozo ‘(please), go ahead,’ accepting this offer depends on the context. If
you are going to sit down or enter an someone else’s space (such as an office), shitsurei-
shimasu ‘excuse me’ is appropriate. If you are accepting something such as food or
drink, itadakimasu ‘I receive (humble)’ or arigatoo gozaimasu ‘thank you’ is appropriate.
Observe that in this Scene, Sasha waits for Kanda’s signal (doozo) and says Shitsurei-shi-
masu before taking a seat. You will soon learn how to request permission to do something
that in your own culture you might take for granted.
れんしゅう うでだめ
Now go to the Activity Book for 練 習 Renshuu Practice and 腕試し Udedameshi Tryout.

25
 つか さま
Scene 1-11 お疲れ様です。 Otsukaresama desu. Hello.

On her way back from lunch, Sasha runs into Yagi-san, the division chief, in the corridor.

The script

さ あ し ゃ や ぎ
サーシャ 八木
つか さま つか さま
お疲れ様です。 お疲れ様。

Saasha Yagi

O⸢tsukaresama de⸣su. O⸢tsukaresama.

1-11

Sasha Yagi

Hello (lit. ‘Good work.’) Hello.

よろしくお願いします。

たん ご ひょうげん
ねが

単語と表現 Tango to hyoogen Vocabulary and expressions

Nouns
や ぎ
八木 Yagi [family name] (Ms. Yagi is Sasha’s supervisor)

26
Special expressions
つか さま
お疲れ様です。 Otsukaresama desu. Good work. Hello.
つか さま
お疲れ様。 Otsukaresama. Good work. Hello. (informal).

Behind the Scenes

つか さま
BTS 22 お疲れ様 Otsukaresama

You frequently hear otsukaresama (desu) (literally, ‘you must be tired’) as a parting greet-
ing when people leave their work or study places for the day. It is also a sign of apprecia-
tion when someone finishes a project or assignment. But you will also hear it as a generic
greeting when meetings end, as people see each other in the hall, or as they get together
after work to eat and drink. Otsukaresama desu is used to ensure that everyone feels recog-
nized and part of the group (company, class, club).
れんしゅう うでだめ
Now go to the Activity Book for 練 習 Renshuu Practice and 腕試し Udedameshi Tryout.

1-11
よろしくお願いします。
ねが

27
 つか さま
Scene 1-12 お疲れ様でした。 Otsukaresama deshita.
Good work.

Sasha is done for the day and says goodbye to her co-workers.

The script

さ あ し ゃ かん だ
サーシャ 神田
さき しつれい つか さま
お先に失礼します。 お疲れ様でした。
や ぎ
八木
つか さま
お疲れ様。

Saasha Kanda

O⸢saki ni shitsu⸣rei-shi⸢ma⸣su. O⸢tsukaresama de⸣shita.

Yagi

O⸢tsukaresama

Sasha Kanda

I’ll be leaving. Good work.

Yagi
1-12

Good work.
よろしくお願いします。

たん ご ひょうげん
単語と表現 Tango to hyoogen Vocabulary and expressions
ねが

Special expressions
さき しつれい
お先に失礼します。 Osaki ni shitsurei-shimasu. I’ll be leaving (ahead of you).
さき
お先に。 Osaki ni. (I’ll be x-ing) ahead of you.
つか さま
お疲れ様でした。 Otsukaresama deshita. Good work.

28
 Behind the Scenes

BTS 23 Finishing up for the day

When you leave a place where others are still working, it is customary to acknowledge that
you are going home ahead of them. Osaki ni shitsurei shimasu literally means ‘I excuse
myself ahead of you.’ Those who stay behind acknowledge the hard work of those who are
leaving with otsukaresama (deshita) ‘you worked hard.’ Note that this phrase is in the past
because the work is over. Osaki ni is also more generally used to acknowledge that you are
going ahead of someone—through a door, in line, for lunch, etc.
れんしゅう うでだめ
Now go to the Activity Book for 練 習 Renshuu Practice and 腕試し Udedameshi Tryout.

1-12
よろしくお願いします。
ねが

29
 Scene 1-13 ただいま。 Tadaima. I’m home.

Sasha returns home and her roommate, Eri, is already there.

The script

さ あ し ゃ え り
サーシャ 恵理
かえ つか さま
ただいま。 あ、お帰りなさい。
お疲れ様。

Saasha Eri

Ta⸢daima A, o⸢kaeri nasai. O⸢tsukaresama.

Sasha Eri

I’m home. Oh, welcome back. Good job (today).

たん ご ひょうげん
単語と表現 Tango to hyoogen Vocabulary and expressions

Nouns
え り
恵理 Eri [female given name] (Eri is Sasha’s house mate.)

Special expressions
1-13

ただいま。 Tadaima. I’m home; I’m back.

よろしくお願いします。

かえ
お帰りなさい。 Okaeri nasai. Welcome back.
ねが

30
 Behind the Scenes

BTS 24 ただいま Tadaima and おかえりなさい Okaeri nasai

When you return home, it is customary to announce your arrival with tadaima ‘I’m home’
or ‘I’m back’ (literally ‘just now’). The people who are at home ahead of you, or who are
waiting, greet you by saying okaeri nasai ‘welcome back’ (literally, ‘come back’).
れんしゅう うでだめ
Now go to the Activity Book for 練 習 Renshuu Practice and 腕試し Udedameshi Tryout.

1-13
よろしくお願いします。
ねが

31
 Scene 1-14 おやすみなさい。Oyasumi nasai. Good night.

Sasha is ready to go to bed.

さ あ し ゃ え り
サーシャ 恵理

おやすみなさい。 おやすみなさい。

Saasha Eri

O⸢yasumi nasai. O⸢yasumi nasai.

Sasha Eri

Good night. Good night.

たん ご ひょうげん
単語と表現 Tango to hyoogen Vocabulary and expressions

Special expressions

おやすみなさい。 Oyasumi nasai. Good night.

1-14

BTS 25 おやすみなさい。 Oyasumi nasai. Good night.

よろしくお願いします。

Oyasumi nasai may be used when you go to bed at home or when you part from friends
at the end of the evening. It is good homestay etiquette to say this to each family member
ねが

before retiring into your room for the night.

32
 れんしゅう うでだめ
Now go to the Activity Book for 練 習 Renshuu Practice and 腕試し Udedameshi
Tryout.
ひょう か
Then do 評 価 Hyooka Assessment activities.

1-14
よろしくお願いします。
ねが

33
 よ か
◆ 読み書き Yomi-kaki Reading and writing

Between the lines

Between the Lines (BTL’s) give you information that will help you understand the Japa-
nese writing system.

BTL 1 Japanese script

The contemporary writing system for Japanese has a long, com-

plex, and often contentious history. Many readers will probably
know that Japan began importing its writing system from China in
the 4th century. Many changes happened as this script was adapted
to an unrelated and very different language. Suffice it to say that
modern Japanese is written using a combination of kanji (characters
mostly borrowed from China) along with hiragana and katakana
(two mutually independent syllabaries derived from the Chinese
characters). Each kana symbol represents a mora, such as a, ka, sa,
ta, na—in contrast to an alphabetic system where each symbol rep-
resents one sound. If we divide language into content words (nouns,
verbs, adjectives) and function words (particles, inflectional endings,
and the like), then in general the conventions for kanji, hiragana, and
katakana are as follows:

• Kanji: used to represent content words or parts of content words.1

• Hiragana: used to write function words or elements such as inflections, and/or words for
which there is no accepted kanji. The question of whether a word is written in kanji or
hiragana is purely a matter of convention and is decided by Japan’s Ministry of Educa-
もん ぶ か がくしょう
tion, Culture, Sports, Science, and Technology (文部科学 省 Monbukagakushoo).
• Katakana: used to represent borrowed words or in situations where the goal is to make
the language stand out (onomatopoeia, brand names), much like italics in English.

The mixture of these three in written Japanese is called kanji-kana-majiri-bun. Here is an

example of how it works:
1-15R
よろしくお願いします。
ねが

34
ジョンソンさんは今日東京 Jonson-san wa kyoo Johnson-san will go to Tokyo
に行きます。 Tookyoo ni ikimasu. today.

The shaded content words—kyoo ‘today,’ Tookyoo ‘Tokyo,’ and the i-of ikimasu ‘go’—
are written in kanji. The name ‘Johnson’ (underlined) is written in katakana because it is
borrowed. All other elements—title -san, particles wa, ni, and the inflection -kimasu—are
written in hiragana because they are function words or elements.
It is also very common to see two other kinds of script in Japanese texts. One is Arabic
numerals and another is Roman letters (the Western alphabet). For example:

入り口２０m先 iriguchi 20 m saki entrance 20 meters ahead

Mサイズ M saizu size: medium

Finally, Japanese are well known for their use of emoticons or emoji, including ones
that are constructed from keyboard characters. The combination (^_^), for example, is used
to indicate laughter, while (*_*) indicates surprise.
よ れんしゅう
Now go to the Activity Book for 読み練 習 Yomi-renshuu Reading Practice.

BTL 2 Kanji readings

Since kanji were borrowed from China over time, they were very often borrowed more
than once from different regions in China, which means they may have more than one pro-
nunciation or “reading.” The character 明 (which means something like ‘bright’ or ‘light’),
for example, was borrowed once with the pronunciation mei (as in Meiji of Meiji Era—
the age of enlightenment), then with the pronunciation myoo (as in myoonichi ‘tomorrow’)
and then again with the pronunciation min (‘the Ming Dynasty’). What’s more, kanji were
assigned to Japanese words whose meanings are similar to the Chinese words that are rep-
resented. So the same character 明 is used to write the Japanese word akarui ‘bright.’ Most
kanji have one or more Japanese readings in addition to their Chinese reading(s). The Japa-
nese readings are called kun-yomi (訓読み) and the Chinese readings are called on-yomi
(音読み).

たて が よこ が
BTL 3 縦書きと横書き Tategaki and Yokogaki

Traditionally, Japanese is written vertically from top to bottom, right to left. This is called
tategaki. Here is an example:2
1-15R
よろしくお願いします。
ねが

35
 は、いつでもお手伝いします。
なところを、いろんな味で食べるエコ。味の素
を削減する、地球にもやさしいおいしさ。いろん
味わってみませんか。それは、ゴミを減らして
使い切る
は本当に多彩です。実も皮も、根も葉も、丸ごと
も違う。たとえば大根一本とっても、その味わい
味で、野菜丸ごとヤサイクル。部位が違えば、味
野菜ひとつからこんなにも豊かな料理。いろんな
”

ヤサイクル
”

で、野菜をもっと豊かに

KK CO2

More and more, Japanese people elect to write—either by hand or in word processing—
from left to right horizontally. This is called yokogaki and the same text would look like
this:

野菜ひとつからこんなにも豊かな料理。
いろんな味で、野菜丸ごとヤサイクル。
部位が違えば、味も違う。たとえば大
根一本とっても、その味わいは本当に
多彩です。実も皮も、根も葉も、丸ご
と使い切る “ ヤサイクル ” で、野菜を
もっと豊かに味わってみませんか。そ
れは、ゴミを減らしてＣO２を削減する、
地球にもやさしいおいしさ。いろんな
ところを、いろんな味で食べるエコ。
味の素 K K は、いつでもお手伝いしま
す。
1-15R

You will be practicing both tategaki and yokogaki in this textbook.

よろしくお願いします。
ねが

36
 ふ が な
BTL 4 振り仮名 Furigana

Hiragana has another use, and that is to assist readers with the pronunciation of kanji. Since
kanji are not “phonetic” and change pronunciation depending on context, it can be very
difficult to remember how to pronounce all of the kanji. In cases where a writer or pub-
lisher wants to help readers know how to pronounce kanji, hiragana will be placed above
(or in tategaki to the side of) the kanji to indicate their reading. This use of kana is called
furigana (also sometimes rubi).

Examples
さか た
1. 坂田 Sakata [family name, place name]
さか だ
2. 坂田 Sakada [family name, place name]
す だ
3. 須田 Suda [family name]
さ が
4. 佐賀 Saga [family name, place name]
あかさか
5. 赤坂 Akasaka [family name, place name]
て す と
6. テスト tesuto test

In the speaking-listening sections, you will see furigana for much of the Japanese that
you see. In the reading-writing sections, you will see furigana when you are not expected
to know how to pronounce the Japanese.
There are several websites and other add-ons to web browsers that provide furigana to
webpages. Ask your teacher or do a search for furigana providers to find the appropriate
add-on(s) for your browser.

げんこうよう し
BTL 5 原稿用紙 Genkooyooshi

Genkooyooshi refers to Japanese practice paper that is divided into individual small squares
(200–400 per sheet) for writing characters. Genkooyooshi is used extensively in Japan,
not just by novices learning to write for the first time. In the past, students at all levels
turned in their writing assignments on vertically-aligned genkooyooshi. Word processing
and printing have made this unnecessary in large part, but primary and secondary school
students are still asked to turn in assignments written on genkooyooshi. Genkooyooshi
templates in both vertical and horizontal format are available for word processing as well.
When you use genkooyooshi, each symbol, including punctuation and Roman letters, is
allotted one space. Each regular-sized symbol should be placed centrally in each cell. The
1-15R

positioning of punctuation marks and reduced-size symbols differs depending on whether

you use vertical or horizontal genkooyooshi. When using a vertical format, these symbols
よろしくお願いします。

should occupy the right half of the cell, usually the upper right area. For horizontal format,
ねが

37
 the small symbols and punctuation marks occupy the bottom half of the cell, usually the
bottom left area.

Notes
1 Content words (nouns, verbs, adjectives) are associated with creating an idea. They are the largest
(almost limitless) class of words in a language. Function words (in English: prepositions, articles,
and verb endings) are grammatical markers that show the relationships among other words in a
sentence. They are a closed set.
2 Both the vertical and the horizontal texts are used with permission from the Ajinomoto Co. Ltd.
1-15R
よろしくお願いします。
ねが

38
 だい に まく
第2幕
Act 2

だいじょう ぶ
大 丈 夫です。
Daijoobu desu.
It’ll be fine.
せん り みち いっ ぽ
千里の道も一歩から Senri no michi mo ippo kara
A journey of a thousand miles begins
with a single step.

39
 はな き
◆ 話す・聞く Hanasu/kiku Speaking and listening

大 丈 夫です。
だいじょう ぶ
Instructional expressions part 2

い
PERSON に言ってください。 PERSON ni i⸢tte kudasa⸣i. Please say it to PERSON.
き
PERSON に聞いてください。 PERSON ni ki⸢ite kudasa⸣i. Please ask PERSON.
いち ど き
PERSON にもう一度聞いてく PERSON ni mo⸢o ichi-do kiite Please ask PERSON again.
ださい。 kudasa⸣i.
こた
PERSON に答えてください。 PERSON ni ko⸢ta⸣ete ku⸢dasa⸣i. Please answer PERSON.
に ほん ご はな
日本語で話しましょう。 Ni⸢hongo de hanashimasho⸣o. Let’s speak in Japanese.
よ
読んでください。 Yo⸣nde ku⸢das⸣ai. Please read it.
み
見てください。 Mi⸣te ku⸢dasa⸣i. Please look at it.
がん ば
頑張りましょう。 Ga⸢nbarimasho⸣o. Let’s do our best.

Practice responding to these prompts with the appropriate behavior.

41
 Scene 2-1 わかりますか？ Wakarimasu ka?
Do you understand?
2-1

Kanda-san has assigned a job to Sasha and checks if she is okay with it.
大 丈 夫です。
だいじょう ぶ

The script

かん だ さ あ し ゃ
神田 サーシャ
だいじょう ぶ
それ、わかりますか？ はい、大 丈 夫です。

すごいですね! いえいえ。
がん ば
じゃ、
よろしく。 はい。頑張ります。

Kanda Saasha

So⸢re⸣, wa⸢karima⸣su ka? Ha⸣i, da⸢ijo⸣obu desu.

Su⸢go⸣i desu ne! I⸢e⸣ie.

Ja⸣, yo⸢roshiku. Ha⸣i. Ga⸢nbarima⸣su.

Kanda Sasha

Do you understand that? Yes, it’s fine.

Amazing, isn’t it! No, no.

So then, thanks. Yes, sure. I’ll do my best.

42
 たん ご ひょうげん
単語と表現 Tango to hyoogen Vocabulary and expressions

Nouns

2-1
それ sore that (thing near you)

大 丈 夫です。
だいじょう ぶ
これ kore this (thing)
あれ are that (thing over there)
どれ dore which (thing)
だいじょう ぶ
大丈夫 daijoobu fine, safe, all right
へい き
平気 heiki calm, unconcerned, all right

Verbs
わかります（わからない） waka-imasu (wakar-anai) understand

できます（できない） deki-masu (deki-nai) can do, become complete

します（しない） shi-masu (shi-nai) do, play (a game or sport)
き
来ます（こない） ki-masu (ko-nai) come
がん ば がん ば
頑張ります（頑張 らない） ganbar-imasu (ganbar-anai) will do my best

Adjectives
すごい sugoi amazing

いい ii good
よろしい yoroshii good (polite)

Sentence particles (see BTS 3)

ね ne [sentence particle indicating agreement]
か? ka? [question particle]
ね? ne? [particle checking on whether the other person is following]

Special expressions
はい hai yes; here you are
ええ ee yes (casual)
いえいえ ieie no no
いえ ie no
いいえ iie no
よろしく yoroshiku thanks; please treat me favorably
43
 Behind the Scenes
2-1

BTS 1 Core Sentences: Verb/Adjective/Noun desu

大 丈 夫です。

(non-past, formal)
だいじょう ぶ

A major distinction in Japanese is between words that do not change form (such as Nouns
and Particles) and those that do change form (or inflect). Japanese has three kinds of inflect-
ing forms: Verbs, Adjectives, and [Noun desu]. These constitute the Core Sentences of
Japanese.
Unlike English, there is no subject required in a Japanese Sentence—as long as you
know who or what you are talking about. Therefore, a Core Sentence—a Verb, an Adjec-
tive, or a Noun desu—is a complete Sentence all by itself. Unless it is understood other-
wise from the context that we are talking about someone or something else,1 statements are
about the speaker and questions are about the addressee.

a. Verb
A Verb is a word that has a number of forms, two of which are -masu and -masen. The
-masu form is non-past affirmative and the -masen form is non-past negative. An alter-
native form of -masen is -(a)nai desu. The-(a)nai desu form is more common in spo-
ken language (except for invitations) while the -masen form is more typical of written
Japanese.
Notice that “non-past” includes both present and future in English. So shimasu may
mean ‘I do it’ (as a rule or habitually) or it may mean ‘I will do it.’ (Note that it does not
mean ‘I am doing it now.’) Shinai desu may mean ‘I don’t do it’ or ‘I won’t do it.’

します。 Shimasu. I do/play (it).

しません・しないです。 Shimasen. / Shinai desu. I don’t do/play (it).

b. Adjective
An Adjective is a word that has a number of endings, two of which are -i and -ku added to
the Adjective stem. You see these endings in the non-past affirmative and non-past negative
forms of Adjectives.

Non-past affirmative すごいです。 Sugoi desu It’s amazing.

Non-past negative すごくないです。 Sugoku nai desu It’s not amazing.
すごくありません。 Sugoku arimasen It’s not amazing.

44
 Note that there are two alternatives for the non-past negative form. Either of these is
acceptable, but native speakers usually say that the arimasen alternative sounds a bit more
formal. Note also that the negative form of ii desu is yoku nai desu/yoku arimasen. So the
-ku form of ii is -yoku.

2-1
c. Noun desu

大 丈 夫です。
だいじょう ぶ
The last type of Core Sentence will be called [Noun desu]. Nouns combine with desu to
form Sentences.

だいじょう ぶ
大 丈 夫です。 Daijoobu desu. It’s all right.
へいき
平気です。 Heiki desu. I’m not concerned.

There are two alternatives for the negative of Noun desu:

に ほん ご
日本語じゃないです。 Nihongo ja nai desu. It’s not Japanese.
に ほん ご
日本語じゃありません。 Nihongo ja arimasen. It’s not Japanese.

Again, the arimasen alternative sounds a bit more formal.

The -mas- (-masu, -masen) and desu that you see in these Core Sentences tell you that
these Sentences are in formal style. Formal style is used between people who don’t know
each other well, in relationships that are recognized culturally as being formal (doctor-
patient, teacher-student, boss-subordinate), or in situations that are considered to require
careful language—in other words when people feel social distance between themselves and
the people they are talking to. You also saw formal and informal alternatives for greetings
in Act 1.

BTS 2 これ、それ、あれ、どれ Kore, sore, are, dore

This, that (near you), that (over there), which

Kore, sore, and are are representative of a pattern that you will see elsewhere in Japanese.
Unlike English, which makes a two-way distinction between this (close to me or us) and
that (away from me), Japanese makes a three-way distinction among:

これ kore this thing/these things (close to me or that I’m about to mention)

それ sore that thing/these things (close to you), that thing/
these things (you/we just mentioned)
あれ are that thing/these things (away from both of us),
that thing/these things (we both know about)

45
 The question word for this series is dore ‘which one?’ or ‘which thing?’ when you are
asking about three or more items. In Act 2 you will learn how to ask ‘which one out of
two?’ Note that the accent of ko⸢re, so⸢re, and a⸢re is different from that of do⸣re.
2-1

BTS 3 Sentence particles か ka and ね ne

大 丈 夫です。

Sentence Particles are short words that end a Sentence and affect the meaning of the Sen-
だいじょう ぶ

tence. Two of these appear in this conversation.

With rising intonation, the Particle ka changes a statement to a question. Even though
Japanese does not typically use question marks, for clarity this will be represented here
with a question mark (?). You will not see this question mark in the Reading/Writing
section.

き
来ますか？ Kimasu ka? Are you coming?
しませんか？ Shimasen ka? You don’t do it?

With falling intonation, the Particle ne tells listeners that you agree with them or
that you assume they agree with you. This will be represented here with an exclamation
point (!).

すごいですね！ Sugoi desu ne! That’s amazing, isn’t it!

With slightly rising intonation, ne is used to check whether the other person agrees or is
following. This will be represented here with a question mark (?).

わかりますね？ Wakarimasu ne? You understand, right?

BTS 4 Noun + Sentence

Nouns can hook up to Sentences in a number of relationships, including subject, object,

time, and place. Especially when initiating an interaction or bringing up a topic in conver-
sation, the Noun is mentioned and a comment is made without specifying what the gram-
matical relationship (subject, object, time, etc.) is between the two.

これ、わかりますか？ Kore, wakarimasu ka. Do you understand this?

できないですね！ Hiroshi-san, dekinai desu ne! Hiroshi can’t do it, can he!
ひろしさん、
すず き せんせい
鈴木先生、すごいですね！ Suzuki-sensei, sugoi desu ne! Prof. Suzuki is amazing, isn’t she!
あしたできますか。 Ashita dekimasu ka. Can you do it tomorrow?

46
 ねが
これ、お願いします。 Kore, onegai-shimasu. Please give me this one.
えき い
駅、行きますか。 Eki, ikimasu ka. Are you going to the station?

2-1
BTS 5 Affrming and negating

大 丈 夫です。
だいじょう ぶ
As you have already seen, it is dangerous to translate hai simply as ‘yes.’ Hai has many uses,
including ‘here you are,’ ‘present’ (when your name is called for attendance), as well as
acknowledging what the other person has said (‘keep going’). In response to a question, hai
means ‘what you said (or assumed) is right’ whether preceded by an affirmative or a negative.

Q: わかりますね？ Wakarimasu ne? You understand, right?

A: はい、わかります。 Hai, wakarimasu. Yes, I understand.
こ
Q: 来ないですね？ Konai desu ne? You won’t come, right?
A: はい、すみません。 Hai, sumimasen. That’s right. I’m sorry.

In the latter example, English speakers are more likely to say, ‘No, I can’t. I’m sorry.’
Ee is slightly less formal than hai. It is only used in a response to questions, not in the
sense of ‘here,’ ‘present,’ ‘here you are,’ ‘moving on,’ etc., that you saw for hai.
You can disagree with or negate what the other person says with ie and the longer (and
more emphatic) form iie. You should be cautious about directly contradicting or disagree-
ing with superiors. But one situation in which denial is appropriate is when you are com-
plimented. In this conversation, Sasha responds ieie to Kanda-san’s praise of her ability
to understand so quickly. Humility is a virtue in Japan, and Japanese people tend to deny
compliments.
れんしゅう うでだめ
Now go to the Activity Book for 練 習 Renshuu Practice and 腕試し Udedameshi
Tryout.

Note
1 In the cases where identity, gender, and number are not specified, this book will arbitrarily assign
these in examples. So shimasu may be translated as ‘she does,’ ‘he does,’ or ‘they do.’

47
 Scene 2-2 ちょっと · · · · · · Chotto . . . It’s a little . . .

Kanda-san approaches Sasha about a task she is yet to perform.

The script
2-2

かん だ さ あ し ゃ
神田 サーシャ
大 丈 夫です。

でん わ いま
だいじょう ぶ

電話、
しますか？ 今ですか？いえ、
あのう、
ええと、
ちょっと · · · · · ·。

あ、いいですよ！じゃあ、
あとで。 すみません。

Kanda Saasha

De⸢nwa⸣, shi⸢ma⸣su ka? I⸣ma desu ka? I⸢e⸣, a⸢noo⸣, e⸢eto, cho⸣tto . . .

A, i⸣i desu yo! Ja⸣a, ⸢a⸣to de. Su⸢mimase⸣n.

Kanda Sasha

Will you make the phone call? Now? No, umm, uhh, it’s just . . .

It’s all right. So then, maybe later. Sorry.

たん ご ひょうげん
単語と表現 Tango to hyoogen Vocabulary and expressions

Nouns
いま
今 ima now
きょう
きょう・今日 kyoo today
あ した
あした・明日 ashita tomorrow
これから kore kara (from) now
でん わ
電話 denwa telephone

48
 けいたい け え た い
携帯・ケータイ keitai cell phone, mobile phone
べんきょう
勉 強 benkyoo study
し ごと
（お）仕事 (o)shigoto work, job
しゅくだい
宿 題 shukudai homework
て す と
テスト tesuto test
れ ぽ お と
レポート repooto report
きょう か しょ

2-2
教 科書 kyookasho textbook
み い て ぃ ん ぐ
ミーティング miitingu meeting

大 丈 夫です。
だいじょう ぶ
Verbs
い い
行きます（行かない） ik-imasu (ik-anai) go
います（いない） i-masu (i-nai) be, exist (animate)
か か
書きます（書かない） kak-imasu (kak-anai) write
はじ はじ
始めます（始めない） hajime-masu (hajime-nai) begin (something)
お お
終わります（終わらない） owar-imasu (owar-anai) end

Sentence particles

よ yo [sentence particle indicating certainty]

Special expressions

あのう anoo umm (hesitation noise)

ええと eeto uhh (hesitation noise)

すみませんでした・すいません su(m)imasen deshita Sorry. Thank you (for what has

でした。 happened).

ちょっと chotto a little

あとで ato de later

かくちょう
拡 張 Kakuchoo Expansion

Are there any tasks or events that occur regularly in your workplace or school that are not
mentioned here? What are they called in Japanese?

49
 Behind the Scenes

BTS 6 Sentence particle よ yo

In this conversation, you see another Sentence Particle: yo. The Particle yo is assertive; it
indicates certainty. It tells listeners that this is new information or that you don’t believe
2-2

they are thinking the same thing you are. The assertive-sounding yo, with falling intona-
tion, can be rude when used to superiors, but in the right context it can be just the right
大 丈 夫です。

thing to say. If your senior colleague says that he is worried about the report he’d produced,
you could encourage him by saying Ii desu yo. ‘It’s just fine.’
だいじょう ぶ

BTS 7 “Echo” questions

You may notice in the conversations here and in your classroom practice that Japanese
people keep the conversation going by asking a lot of clarifying questions that follow up
on what the other person just said. Sometimes the question takes up (or echoes) what the
other speaker just said.
でん わ
A: 電話しますか？ Denwa shimasu ka? Will you call?
でん わ
B: 電話ですか？ええ、
します。 Denwa desu ka? Ee, shimasu. Call? Yes, I will.

At other times, the question is an attempt to clarify what was left out.

A: しますか？ Shimasu ka? Are you going to do it?

B: これですか？ Kore desu ka? You mean this?

A: いいですね？ Ii desu ne? It’s okay, isn’t it?

B: これですか？ Kore desu ka? You mean this?

Speakers might use an echo question when they actually don’t understand what was just
said. But they might also use it to show deference and concern for the other person—‘I
want to get this right.’—without expecting an answer. English speakers use these questions
now and then, but they are far more common in Japanese. This may be because Japanese
people are especially solicitous of others in a conversation. Echo questions are a sign that
you are actively listening to what the other person is saying.

BTS 8 Buying time (hesitation noises)

All languages have hesitation noises. These are quasi-words that fill pauses, show delibera-
tion, or buy time before you answer or make a commitment. Using the correct hesitation

50
noises can make a big difference between natural-sounding Japanese and awkward,
foreign-sounding speech. Here you learn two hesitation words: ano and eeto. Ano (some-
times lengthened to anoo) is a hesitation noise used when you want to make sure you have
the other person’s attention because you are about to say something or when you want to
soften the impact of what you are about to say because it could be interpreted as negative
or unpleasant. Eeto is typically used to indicate that you are searching for or don’t know
what to say or to hold the floor while you are trying to come up with what it is that you
want to say next.

2-2
BTS 9 ちょっと Chotto A little

大 丈 夫です。
だいじょう ぶ
The word chotto literally means ‘a little.’ Chotto wakarimasu means ‘I understand a little.’
Chotto tabemasu means ‘I eat a little.’ But you may hear chotto in a variety of other situa-
tions where ‘a little’ just doesn’t make sense in English. Here are some examples.

a. To soften the impact of what you say

It is all right to say onegai-shimasu ‘please (help me)’ when asking someone for assistance.
But by adding chotto, you can make the request sound softer and less demanding.

ねが
ちょっとお願いします。 Chotto onegai-shimasu. Would you (just) give me a hand here?

When you go to your professor’s office, before going in you probably want to ask per-
mission, you’d want to use the polite yoroshii, rather than ii, and adding chotto makes your
intrusion less abrupt.

ちょっとよろしいですか？ Chotto yoroshii desu ka. Is it all right?

b. Refusing
Often chotto all by itself indicates hesitation or reluctance.
いま
A: 今しますか？ Ima shimasu ka. Are you going to do it now?
B: ええと ∙∙∙∙∙∙ ちょっと。 Eeto . . . Chotto. Ummm . . . it’s just.

This chotto should have downward intonation and be a bit drawn out, indicating that
you are giving the matter consideration. In this sense it can also be used as a polite refusal.

c. Avoiding the unpleasant

Related to (b) above is the use of chotto (with slowed articulation and often a tilt of the
head) to avoid saying something negative or unpleasant (criticism, disagreement, etc).

51
 In this conversation Sasha doesn’t want to tell Kanda-san directly that she hasn’t made a
phone call. You may also hear Japanese people say chotto under their breath when they see
or hear something they don’t approve of.

d. Getting someone’s attention

When you call a waiter or a salesperson, it is appropriate to say Chotto su(m)imasen. This
is often shortened to Chotto. Similarly, if you see someone drop something on the street or
2-2

some other public place, you can get his or her attention by saying Chotto (su[m]imasen).
れんしゅう うでだめ
Now go to the Activity Book for 練 習 Renshuu Practice and 腕試し Udedameshi
大 丈 夫です。

Tryout.
だいじょう ぶ

52
 Scene 2-3 おいしそうですね。 Oishisoo desu ne.
It looks delicious.

After lunch, Kanda-san offers Sasha some sweets that he brought back for everyone at the
office from a recent business trip.

The script

かん だ さ あ し ゃ
神田 サーシャ

2-3
く っ き い す なん
クッキー、お好きですか？ え？何ですか？

大 丈 夫です。
だいじょう ぶ
く っ き い た
クッキーです。
これ、
よかったら食べませんか？ わあ、おいしそうですね。

どうぞ。 いいですか〜？じゃあ、いただきます。∙∙∙∙∙∙
く っ き い
おいしい！∙∙∙∙∙∙ おいしいクッキーですねえ。

どうも。 ごちそうさまでした。

Kanda Saasha

Ku⸣kkii, o⸢suki de⸣su ka? E? Na⸣n desu ka?

Ku⸣kkii desu. Ko⸢re, yo⸣kattara ta⸢bemase⸣n ka? Waa, o⸢ishiso⸣o desu ⸢ne⸣e!

Do⸣ozo. I⸣i desu ka~? Ja⸣a, i⸢tadakima⸣su . . . O⸢ishii! . . .

O⸢ishii kuk⸣kii desu ⸢ne⸣e.

Do⸣omo. Go⸢chisoosama de⸣shita.

Kanda Sasha

Do you like cookies? What? What is it?

They’re cookies. If you’d like, please have one Wow, they look delicious, don’t they.
of these.

Go ahead. Is it all right? Well, then, I’ll have one . . .

Delicious! . . . They’re delicious, aren’t they!

Thanks. Thank you. (lit. ‘It was delicious.’)

53
 たん ご ひょうげん
単語と表現 Tango to hyoogen Vocabulary and expressions

Nouns
す
(お)好き (o)suki liking, fondness, love
だい す
大好き daisuki very likeable, like very much
なん
1
何 nan what
なに
何 nani what
く っ き い
クッキー kukkii cookie
け え き
ケーキ keeki cake
2-3

はん
ご飯 gohan cooked rice or a meal
あさ はん
大 丈 夫です。

朝ご飯 asagohan breakfast

ひる はん
（お）昼ご飯 (o)hirugohan lunch
だいじょう ぶ

ばん はん
晩ご飯 bangohan dinner
べんとう
（お）弁当 (o)bentoo meal in a box
す し
（お）すし・寿司 (o)sushi sushi
や とり
焼き鳥 yakitori yakitori (chicken shish kebab)
うどん udon wheat noodles
そば soba buckwheat noodles
か れ え ら い す
カレーライス kareeraisu curry rice
ら あ め ん
ラーメン raamen ramen
ちゃ
お茶 ocha tea
みず
（お）水 (o)mizu water
び い る
ビール biiru beer
う う ろ ん ちゃ
ウーロン茶 uuroncha oolong tea
こうちゃ
紅茶 koocha black tea
こ お ひ い
コーヒー koohii coffee
み る く
ミルク miruku milk
じ ゅ う す
ジュース juusu juice
た もの
食べ物 tabemono food
の もの
飲み物 nomimono drink
くすり
（お）薬 (o)kusuri medicine

おいしそう oishisoo look(s) delicious

おもしろそう omoshirosoo look(s) interesting

きれい kirei pretty, clean

54
Verbs
た た
食べます（食べない） tabe-masu (tabe-nai) eat
の の の
飲みます・呑みます（飲まない） nom-imasu (nom-anai) drink, swallow (i.e. medicine)
2
（いただかない）↓
いただきます itadak-imasu (itadak-anai) eat; receive (humble)
よ よ
読みます（読まない） yom-imasu (yom-anai) read

Adjectives
おいしい oishii delicious

おもしろい omoshiroi interesting

2-3
Sentence particles

大 丈 夫です。
だいじょう ぶ
ねえ nee [sentence particle assuming shared attitude/opinion]

Special expressions
わあ waa wow
え？ e? what?
よかったら yokattara if it’s all right

よろしかったら yoroshikattara if it’s all right (polite)

かくちょう
拡 張 Kakuchoo Expansion

What are some of the Japanese foods that you eat frequently? Find out what they are called
and learn to say them accurately.

Behind the Scenes

BTS 10 Sharing snacks

It is customary in Japan for people to bring treats or snacks to the office or study group
meeting. This kind of sharing builds group morale and cohesion. Especially if you have a
chance to travel or visit a special place, it is viewed as a thoughtful gesture to bring some-
thing back for your friends and colleagues. These are consumed with tea, usually in the
afternoon during break time. In this conversation, Kanda-san has offered Sasha cookies
that were a gift from some visitors.

55
 BTS 11 Negative questions as invitations

A common use of negative Verbs is as invitations. It sounds rather stuffy in English to

invite someone this way (‘Won’t you eat some?’) but in formal style the -masen form (not
the -nai desu form) is the most common form of invitation in Japanese. (See BTS 25.)

た
食べませんか？ Tabemasen ka? Won’t you eat some?
の
飲みませんか？ Nomimasen ka? Won’t you drink some?

えんりょ
BTS 12 遠慮 Enryo Restraint
2-3

In some cultures, people feel very comfortable accepting or rejecting offers of food and
大 丈 夫です。

drink or invitations. Japanese tend not to be like that, especially around people they don’t
know well. When your Japanese hosts offer you something to eat or drink, it is typically
だいじょう ぶ

polite to hold off accepting right away or tell them not to go to any trouble—at least at
first. This is called enryo “restraint.” It is a good example of virtues in Japan that center
on deference to others. In this conversation, Sasha responds with surprise (E? ‘Huh?’) and
asks Kanda-san what he is talking about (Nan desu ka? ‘What do you mean?’). She then
acknowledges his invitation, and says that they look delicious (oishisoo desu nee). After
additional urging by Kanda-san, she asks if it is really all right to have one. It is quite likely
that she heard his offer of cookies in the first place, but by asking questions and deferring
her acceptance she shows restraint. Note that Kanda-san invites her to eat a cookie, even as
she defers. This is the other side of enryo—urging the other person to go ahead and have
some even when they show reluctance.

BTS 13 Adjective + Noun

Adjectives can combine directly with Nouns to form a Noun phrase. Examples: ii keitai
‘nice cell phone’ and sugoi repooto ‘amazing report.’ The resulting combination does
everything that a Noun does. Therefore, it is possible to say Ii keitai desu ‘It is a nice cell
phone.’ and Subarashii repooto ja nai desu ka? ‘Isn’t it a wonderful report?’

BTS 14 Sentence Particle ねえ nee

Nee indicates that what you are talking about is impressive and you share the other per-
son’s sentiments or that you assume they share yours. Sasha looks at the treat that Kanda-
san has brought and says Oishisoo desu nee. ‘They look delicious, don’t they!’ To review:

56
• ne with falling intonation tells listeners that you have discovered or realized something
and want to share it.
• ne with slightly rising intonation is used to check whether the other person agrees or is
following.
• nee with falling intonation indicates that you share the other person’s sentiments or that
you assume they share yours.

BTS 15 Informal affrmative (non-past) form of Adjectives

Recall the formal affirmative forms for Adjectives:

2-3
おいしいです。 Oishii desu. It’s delicious.

You can drop the desu for an informal equivalent:

大 丈 夫です。
だいじょう ぶ
おいしい。 Oishii. It’s delicious.

In this conversation, when Sasha exclaims Oishii! ‘It’s delicious!’ she is only expressing
the reaction without directing it to anyone in particular. What she says next, Oishii kuk-
kii desu nee. ‘They’re delicious, aren’t they!’ is a comment directed to Kanda-san in the
appropriate formal style.
れんしゅう うでだめ
Now go to the Activity Book for 練 習 Renshuu Practice and 腕試し Udedameshi Tryout.

Notes
1 Nan occurs before /d/ and /n/; nan or nani occurs before /t/; nani occurs everywhere else.
2 The downward pointing arrow here means that this word in humble. This will be explained in
more detail in later Acts.

57
 Scene 2-4 いいですけど · · · · · ·。 Ii desu kedo . . .
It’s okay, but . . .

Kanda-san checks if Sasha is available to do some task.

The script

かん だ さ あ し ゃ
神田 サーシャ
いまいそが わたし
今忙しいですか？ 私ですか？いや、いい ですけど· · · · · ·。
ねが
じゃあ、
これ、お願いします。 こちらですね？はい、わかりました。
2-4

Kanda Saasha
大 丈 夫です。

I⸣ma i⸢sogashi⸣i desu ka? Wa⸢tashi de⸣su ka? I⸢ya, i⸣i desu kedo. . . .
だいじょう ぶ

Ja⸣a, ko⸢re⸣, o⸢negai-shima⸣su. Ko⸢chira de⸣su ne? Ha⸢ i⸣, wa⸢ karima⸣ shita.

Kanda Sasha

Are you busy right now? Me? No, it’s all right. . . .

Well then, I’ll ask you to take care of this. This, right? Got it.

たん ご ひょうげん
単語と表現 Tango to hyoogen Vocabulary and expressions

Nouns

こちら kochira here, this, in this general area, in this direction, this alternative (of two), the
speaker’s side of a telephone conversation, this person (polite)

そちら sochira there (near you), that (near you), in that general area, in that direction (in your
direction), that alternative (of two near you), the other side of a telephone
conversation, that person (polite)

58
 あちら achira there (away from both of us), that thing (away from both of us), in that
direction (away from both of us), that alternative (of two away from both of
us), that place (that we both know about), that person over there (polite)
どちら dochira where, which, which direction, which (of two), which person/who (polite)

Adjectives
いそが
（お）忙しい (o)isogashii busy

Sentence particles

けど kedo but

が ga but, and
け
（れ）
ど（も） ke(re)do(mo) but

2-4
Special expressions

大 丈 夫です。
だいじょう ぶ
いや iya no (informal); uhh (hesitation noise)

わかりました。 Wakarimashita. Understood. Got it.

Behind the Scenes

BTS 16 Core Sentence + けど kedo but

Kedo is used to contrast two Sentences or ideas. Often the second Sentence is left unsaid
because it is clear from context or because the speaker does not want to state the obvious
or the unpleasant, or the speaker would like the other person to say something in response.
Wakarimasu kedo . . . ‘I understand but . . .’ is what you might say when you don’t want to
admit that you can’t put into practice what has just been explained.
Some uses of kedo may not seem contrastive. For example, a speaker might introduce a
topic using kedo:

Tesuto desu kedo . . . ‘About the test . . .’ is how you might start a conversation with
your instructor on the content of an upcoming test.
Murakami desu kedo . . . ‘I’m Murakami, but . . .’ This is what you might identify
yourself when you go into a doctor’s office for an appointment, or when you expect
that the other person knows that you are expected.

59
 The more formal forms of kedo (keredo, kedomo, keredomo) as well as ga are associated
with formal speech or writing. These will appear in later lessons and in the reading-writing
sections of this textbook.

BTS 17 The こちら kochira series

In this Scene you encounter kochira, sochira, achira, and dochira, another ko-so-a-do
series. This set has multiple meanings (see Vocabulary and Expressions) which can be
somewhat imprecise. You see in this Scene that they are polite equivalents of kore, sore,
are, and dore. In the next three Scenes, you will see that they are also (a) polite equivalents
of koko, soko, asoko, and doko, another ko-so-a-do series that indicates location, but more
precisely, and (b) used to indicate general direction.
Note also that this series can be used in polite reference to people (Sochira, Kanda-san
desu ka. ‘Is that Kanda-san?’). In addition, kochira and sochira refer to the two sides of a
telephone conversation. (Kochira, Murakami desu ‘This is Murakami.’)
れんしゅう うでだめ
2-4

Now go to the Activity Book for 練 習 Renshuu Practice and 腕試し Udedameshi
Tryout.
大 丈 夫です。
だいじょう ぶ

60
 いま
Scene 2-5 今どちらですか？ Ima dochira desu ka?
Where are you now?

Sasha is at her desk and sees that Kanda-san is not at his desk. When she calls him on his
cell phone, she is surprised to find that he is, in fact, somewhere in the office.

The script

さ あ し ゃ かん だ
サーシャ 神田
いま ぼく かいしゃ
今どちらですか？ 僕？会社ですが· · · · · ·。
かいしゃ
え、会社ですか。
あ、そうですか。

Saasha Kanda

2-5
I⸣ma do⸣chira desu ka? Bo⸢ku? Ka⸢isha de⸣su ga . . .

E, ka⸢isha de⸣su ka. A, so⸣o desu ka.

大 丈 夫です。
だいじょう ぶ
Sasha Kanda

Where are you now? Me? I’m in the office, but . . .

What, you’re in the office! Oh, I see.

たん ご ひょうげん
単語と表現 Tango to hyoogen Vocabulary and expressions

Nouns
かいしゃ
会社 kaisha office, company
がっこう
学校 gakkoo school
うち uchi house, home
いえ
いえ・家 ie house, home
たく
お宅 otaku home (polite)

61
 りょう
寮 ryoo dormitory
あ ぱ あ と
アパート apaato apartment
こ ん び に
コンビニ konbini convenience store
えき
駅 eki train station
と い れ
トイレ toire toilet, bathroom, restroom

そう soo that way, so

かくちょう
拡 張 Kakuchoo Expansion

Find out from a Japanese associate or friend what your workplace or study location might
be called, and learn to say it accurately.

Behind the Scenes

BTS 18 Informal affrmative of [Noun です ] [Noun desu]

2-5

Recall the formal affirmative forms for [Noun desu]:

大 丈 夫です。
だいじょう ぶ

きれいです。 Kirei desu. It’s clean.

You can drop the desu for an informal equivalent, including questions:

きれい。 Kirei. It’s clean.

いま
今? Ima? Now?

Note that Kanda-san uses an informal question in this Scene: “Boku?” not “Boku desu ka.”
This use of informal forms is very typical of self-directed statements; you would not talk to
yourself in formal style. For example, if you read something interesting online, you would say to
yourself “Omoshiroi nee,” not “Omoshiroi desu nee.” Kanda-san’s question is as much directed
to himself as it is to Sasha; he is verifying for both of them that he is the topic of discussion.

BTS 19 そう Soo That way

You will hear the word soo in many expressions. With rising intonation, the question
Soo desu ka? ‘Is that so?’ indicates that you’ve heard new information and that you’re

62
somewhat surprised or doubtful about whether it is really true. Soo desu ne(e) indicates
that you agree with what the other person has said (or that you are carefully considering
it—see BTS 28). Soo desu yo conveys certainty about what you’re talking about.

BTS 20 Questions with falling intonation

In this Scene, Sasha’s Soo desu ka (with falling intonation) means ‘I see.’ You will hear
Japanese speakers use Soo desu ka frequently as they listen to others and take in informa-
tion. This is part of being a good listener in Japan.
In general, questions with falling intonation are used to indicate that you understand
what the other person said.

りょう
A: 寮ですよ。 Ryoo desu yo. It’s a dorm. (I’m living in a dorm’)
りょう
B: あ、寮ですか。 A, ryoo desu ka. Oh, (you’re living in) a dorm.

いえ たく
BTS 21 Words for home: うち、家、お宅 uchi, ie, otaku

Words for home include uchi and ie, along with the more polite otaku. Each of these words

2-5
has a much deeper cultural meaning that should not be ignored:
You saw uchi (‘inside’) in Act 1 in contrast to soto (‘outside’) to describe Japanese

大 丈 夫です。
だいじょう ぶ
relationships. People who are uchi are insiders (family, friends) with whom one doesn’t
have to be careful about language, formal behavior, or pretense. With people who are soto
(guests, clients, customers, strangers), one must be careful of how one talks and behaves.
The distinction between uchi and soto is critical to understanding and using the Japanese
language. Uchi also refers to ‘home’ in both the physical sense of a building and the con-
cept of where one belongs.
The word ie refers to a home or a house (the building itself), but it is also the technical
(and sometimes legal) term for the traditional family system. Conventions for the ie deter-
mine roles for family members (grandparents, parents, and children) along with succession
and inheritance.
The word otaku is used to refer politely to someone else’s house, but it can also be
extended to refer to another person’s company in client-client relations. It is often trans-
lated as ‘you’ when one businessperson asks the other what otaku’s position is on a particu-
lar question.
Otaku (usually written in katakana) is also a slang term for those who are hyper-
involved (to the detriment of their involvement in the real world) in anime or some other
subculture.
れんしゅう うでだめ
Now go to the Activity Book for 練 習 Renshuu Practice and 腕試し Udedameshi Tryout.

63
 Scene 2-6 どなたですか？ Donata desu ka?
Who is that?

Sasha is at a reception with her co-worker, Kanda-san. She is still getting used to identifying
all the new faces she has met since her arrival, and relies on him to help her with names.

The script

さ あ し ゃ かん だ
サーシャ 神田
てら だ
あちら、
どなたですか？ 寺田さんですよ。

あちらは？ さあ、
ちょっとわからないですねえ。
だれかなあ。
みず の みず の
水野さんですか？ いやぁ、水野さんじゃないなあ。

Saasha Kanda

A⸢chira, do⸣nata desu ka? Te⸢rada-san de⸣su yo.

A⸢chira wa? Sa⸣a, cho⸣tto wa⸢kara⸣nai desu ⸢ne⸣e. Da⸣re ka ⸢na⸣a.

2-6

Mi⸣zuno-san desu ka? I⸢ya(a), Mi⸣zuno-san ja ⸢na⸣i ⸢na⸣a.

大 丈 夫です。
だいじょう ぶ

Sasha Kanda

Who is that over there? That’s Terada-san.

How about over there? Gosh, I just don’t know. Who could it be?

Is it Mizuno-san? Uhh, that’s not Mizuno-san.

たん ご ひょうげん
単語と表現 Tango to hyoogen Vocabulary and expressions

Nouns
どなた donata who (polite)
だれ
だれ・誰 dare who
64
Sentence particles

かなあ ka naa [sentence particle indicating a shared question]

なあ naa [sentence particle indicating shared agreement]

Phrase particles

は wa [particle for contrast]

Behind the Scenes

BTS 22 NounX は？ NounX wa? How about X?

In this Scene you see a new kind of Particle that attaches to Nouns and Noun phrases.
The phrase Particle wa is used here for contrast. Sasha asks first about a person in the
distance: Achira, donata desu ka? ‘Who is that over there?’ Then when she wants to
pick out another person in contrast to the first, she uses wa: Achira wa? ‘How about over
there?’ This wa can almost always be translated into English as ‘how about.’ Here is
another example:

こ お ひ い の
A: コーヒー、飲みませんね。 Koohii, nomimasen ne. You don’t drink coffee, do you.

2-6
B: ええ。 Ee. Right.
ちゃ
A: お茶は？ Ocha wa? How about tea?

大 丈 夫です。
だいじょう ぶ
BTS 23 Sentence Particles ねえ・なあ nee and naa

Naa is a casual equivalent of Sentence Particle nee. Naa tends to be more self-directed. So
while nee assumes agreement from the other person, naa does not. In this conversation,
Kanda-san says,

さあ、
ちょっとわからないで Saa, chotto wakaranai desu ‘Gosh, I just don’t know!
すねえ。だれかなあ。 nee. Dare ka naa. Who could it be?’

The first Sentence is in response to Sasha’s question, while the second is much more
a question to himself. Naa is less formal than nee, so be careful about seeking agreement
with naa when you are talking to superiors. For the same reason, naa doesn’t occur after
desu/-masu forms.

65
 BTS 24 Multiple Sentence Particles かなあ、かねえ
ka naa, ka nee

You will hear multiple Particles at the end of a Sentence (usually no more than two). The
cumulative effect is, as might be expected, the combined meanings of the Particles.

だれかなあ。 Dare ka naa. I wonder who it could be.

Here ka indicates a question and naa indicates that I assume you and I share the
question.

いいですかねえ。 Ii desu ka nee. I wonder if it’s okay.

‘I question whether it’s all right and assume that you have the same doubt.’

BTS 25 Informal negatives

Here are the negative forms of the Core Sentences that you have seen so far:

Verb た
食べないです tabenai desu I don’t eat
た tabemasen
食べません
Nounです it’s not clean
2-6

きれいじゃないです kirei ja nai desu

きれいじゃありません kirei ja arimasen
大 丈 夫です。

Adjective たか
高くないです takaku nai desu it’s not expensive
たか takaku arimasen
高くありません
だいじょう ぶ

The second (-masen) alternative for each of these is a bit more formal (and thus more
common in writing), and for Verbs is the preferred form for polite invitations. The -nai
desu for any of these is also the basis of an informal equivalent. Simply drop desu. For
verbs, it is this -nai form that is used for informal invitations.

た
Verb 食べない tabenai I don’t eat
Noun です きれいじゃない kirei ja nai it’s not clean
たか
Adjective 高くない takaku nai it’s not expensive
こ お ひ い の
コーヒー、飲まない？ Koohii, nomanai? Would you like to have coffee?

れんしゅう うでだめ
Now go to the Activity Book for 練 習 Renshuu Practice and 腕試し Udedameshi Tryout.

66
 やす
Scene 2-7 安くないですねえ。Yasuku nai desu nee.
It’s not cheap, is it.

Sasha and Kanda-san are looking at restaurant reviews as they try to decide on a venue for
a division party.

The script

さ あ し ゃ かん だ
サーシャ 神田

ここ、
どうですか？ いいけど · · · · · ·。
たか やす
あ、
ちょっと高いですか？ う〜ん。安くないですねえ。

そうですねえ。
あ、こっちは？ どこですか？ああ、いいですね。

Saasha Kanda

Ko⸢ko, do⸣o desu ka? I⸣i kedo . . .

A, cho⸣tto ta⸢ka⸣i desu ka? Uun. Ya⸣suku ⸢na⸣i desu ⸢ne⸣e.

So⸣o desu ⸢ne⸣e. A, ko⸢tchi⸣ wa? Do⸣ko desu ka? A⸣a, i⸣i desu ⸢ne⸣e.

2-7
Sasha Kanda

大 丈 夫です。
だいじょう ぶ
How about this place? It’s good, but . . .

Oh, is it a little expensive? Well, it’s not cheap, is it!

Hmmm. Oh, how about this place? Where? Oh, that’s good, isn’t it.

67
 たん ご ひょうげん
単語と表現 Tango to hyoogen Vocabulary and expressions

Nouns
ここ koko here
そこ soko there (near you), that place just mentioned
あそこ asoko over there, there (away from both of us), that place (that we both know about)
どこ doko where
どう doo how

こっち kotchi here, in this general area, in this direction, this alternative (of two)
そっち sotchi there (near you), in that general area, in that direction (in your direction),
that alternative (of two near you)
あっち atchi there (away from both of us), in that direction (away from both of us), that
alternative (of two away from both of us), that place (that we both know
about)
どっち dotchi where, which direction, which (of two)

Adjectives
たか
高い takai expensive
やす
安い yasui inexpensive, cheap
おお
大きい ookii big
ちい
小さい chiisai small
とお
遠い tooi far
ちか
2-7

近い chikai close
むずか
難しい muzukashii hard, difficult
大 丈 夫です。

やさ
易しい yasashii easy
だいじょう ぶ

つまらない tsumaranai boring

Special expressions
う〜ん uun well (hesitation)
そうですね(え) soo desu ne(e) well, hmmm, right
ああ aa ahh, oh
とても totemo very

68
 Behind the Scenes

BTS 26 どうですか？ Doo desu ka? How is it?

Doo desu ka ‘How is it?’ or ‘How about X?’ can be used to present something for consid-
eration (with the possibility of participation, purchase, opinion, and other relevant actions).
It may also be used to ask about the other person’s condition in general. It is never used as
a greeting out of the blue to mean ‘How’s it going?’

BTS 27 Buying time: う〜ん uun, いや（あ）iya(a), and

そうですね（え）soo desu ne(e)

In this Scene you see two phrases that hold the conversational space open while a
speaker tries to think of what to say next. Uun (pronounced nnn with the mouth closed
as if you were humming) is similar to eeto but is more deliberate. It is used to indicate
that you are searching for or don’t know what to say or to hold the floor while you are
trying to come up with what it is that you want to say next. The phrase soo desu nee
indicates that the speaker is carefully deliberating about what to say and/or that she
needs time to arrange her thoughts. In the previous Scene you also saw Kanda-san say
Iyaa, Mizuno-san ja nai naa ‘Uhh, that’s not Mizuno-san.’ This iyaa is not ‘no’ but a
hesitation noise much like unn. After hesitations like this, listeners typically wait for
the speaker to say something. This is a good way to “buy time” when you are trying to
plan what to say in Japanese!

2-7
BTS 28 The ここ koko and こっち kotchi series

大 丈 夫です。
だいじょう ぶ
In this Act, we find two more new ko-so-a-do series that indicate location.

a ここ、そこ、
あそこ、どこ koko, soko, asoko, doko
b こっち、そっち、
あっち、どっち kotchi, sotchi, atchi, dotchi

The koko, soko, asoko, doko series is used to refer to specific location. Recall that the
kochira, sochira, achira, dochira series also refer to location but in a vaguer sense—this
general area, this direction.
The kotchi series is actually a casual equivalent of the kochira, sochira, achira, dochira
series.

69
 Note again that the accent on the question word for both of these series is different from
the others:

ko⸢ko, so⸢ko, aso⸢ko, do⸣ko

ko⸢tchi, so⸢tchi, a⸢tchi, do⸣tchi
れんしゅう うでだめ
Now go to the Activity Book for 練 習 Renshuu Practice and 腕試し Udedameshi
Tryout.
2-7
大 丈 夫です。
だいじょう ぶ

70
 なに
Scene 2-8 何かありますか？ Nani ka arimasu ka?
Is there something (for me to do)?

Sasha is about to leave, but asks Kanda-san if there is anything more to do.

The script

さ あ し ゃ かん だ
サーシャ 神田
なに べつ さき
何かすること、
ありますか？ いや、別に。いいですよ！よかったらお先にどうぞ。
さき しつれい つか さま
じゃあ、お先に失礼します。 お疲れ様でした。

Saasha Kanda

Na⸣ni ka su⸢ru ko⸣to, a⸢rima⸣su ka? I⸢ya⸣, be⸢tsu ni. I⸣i desu yo! Yo⸣kattara o⸢saki ni do⸣ozo.

Ja⸣a, o⸢saki ni shitsu⸣rei-shi⸢ma⸣su. O⸢tsukaresama de⸣shita.

Sasha Kanda

Is there something I should do? No, not particularly. It’s all right! If you want to, go
ahead (home).

Well then, I’ll be leaving. Good work.

たん ご ひょうげん
単語と表現 Tango to hyoogen Vocabulary and expressions
2-8

Nouns
大 丈 夫です。
だいじょう ぶ

すること suru koto something to do

Verbs

あります（ない） arimasu (nai) exist (inanimate)

71
 Special expressions
なに
何か nani ka something
べつ
別に betsu ni (not) particularly
じゃあ jaa well then

Behind the Scenes

BTS 29 Existence: あります arimasu

‘There is/are’ or ‘I have’

Japanese makes a distinction between animate and inanimate existence. The Verb for inani-
mate existence—arimasu ‘exist, have, be’—is introduced in this Act. Note that the nega-
tive of arimasu is arimasen or nai desu.

すること、
ありますか？ Suru koto arimasu ka? Is there something (I should) do?’
(literally ‘Do you have something to do?’)
べんとう
お弁当、
ありますよ。 Obentoo arimasu yo! There is a boxed meal, you know.
しゅくだい
宿 題、ないですね？ Shukudai, nai desu ne? You don’t have homework, right?

せん ぱい こうはい
せんぱい こう はい
BTS 30 先 輩・ 後 輩 senpai/koohai—junior/senior

In Japan, those who are veterans in a group or older are called senpai ‘senior.’ Newcomers
or juniors are called koohai. It is important to understand how significant the senpai-koohai
relationship is in Japan. There is a strong mentoring aspect to the senpai-koohai relation-
ship, whether it is in school clubs and team sports or at work. American students are often
surprised to find when they go to Japan that although they may be bigger and stronger than
2-8

some of their Japanese classmates, they do not move immediately into the starting lineup
of their sports club. They may be given menial tasks to do that all koohai members are
大 丈 夫です。

expected to take on. And the senpai-koohai relationship lasts a lifetime. When there is a
problem with a contract at work, one person may say, “I have a senpai in the Law Division
だいじょう ぶ

who might be able to help us.” In this conversation, Sasha seeks permission to leave from
her senpai, Kanda-san, who is responsible for making sure that she is following protocol.
れんしゅう うでだめ
Now go to the Activity Book for 練 習 Renshuu Practice and 腕試し Udedameshi Tryout.
ひょう か
Then do 評 価 Hyooka Assessment activities.

72
 よ か
◆ 読み書き Yomi-kaki Reading and writing

Between the lines

ひら が な
BTL 1 平仮名 Hiragana

The next three lessons introduce hiragana. This is the kana system that is used to write
function words, inflections, and/or native Japanese (not borrowed) words for which there
is no accepted kanji. Actually, it is possible to use hiragana to write anything in Japanese.
But native speakers of Japanese who have even a minimal amount of schooling would not
ordinarily write long strings of words or sentences in hiragana.
All hiragana symbols have their origin in more complicated kanji. Below is a chart that
illustrates where each symbol came from. The top character in each block is the typeset
version of the original kanji, the middle character is its cursive (handwritten) form, and the
bottom character is the resulting hiragana symbol.
For the sake of authenticity, in these lessons anything that you see in hiragana is what
Japanese people themselves would typically write in hiragana—or what the Ministry
もんぶかがくしょう
of Education, Sports, Science and Technology (文部科学省) recommends be written in

2-9R
大 丈 夫です。
だいじょう ぶ

Figure 2.1 Origin of hiragana characters

Source: https://commons.wikimedia.org/wiki/File:Hiragana_origin.svg

73
 hiragana. These lessons also follow the convention for this textbook—that you will learn
patterns and vocabulary first in the spoken form and then in the written form.
There are 46 hiragana symbols. They are often summarized in the chart called gojuuon-
hyoo ‘chart of fifty sounds’), although there are only 46 symbols included in the chart since
some sounds are no longer used in modern Japanese.1

Gojuuon-hyoo ‘Chart of ffty sounds’

ん わ ら や ま は な た さ か あ
n wa ra ya ma ha na ta sa ka a
り み ひ に ち し き い
ri mi hi ni chi shi ki i
る ゆ む ふ ぬ つ す く う
ru yu mu fu nu tsu su ku u
れ め へ ね て せ け え
re me he ne te se ke e
を ろ よ も ほ の と そ こ お
o ro yo mo ho no to so ko o

This chart employs vertical writing, so when read in order it is read top to bottom, right
to left. That is: a, i, u, e, o, ka, ki, ku, ke, ko, etc. (あ、い、
う、え、お、か、 き、 く、け、 こ . . .).
This order is called gojuuon-jun ‘gojuuon order’). This order is used to sort lists of names,
items, etc., just as alphabetical order is used in English.

く とうてん
BTL 2 Punctuation ( 句読点 )

You will see punctuation marks in Japanese that are different from English:
2-9R

。 This marks the end of a sentence much as the period marks the end of an English
sentence. In Japanese this is called maru (まる ‘circle’).
大 丈 夫です。

、 This marks a break in a sentence, much like the comma in English. But do watch
てん
だいじょう ぶ

for differences in where the comma is placed! In Japanese this is called 点 ten
とうてん
‘point, dot’) or, more technically, touten (読点).
∙ ∙ ∙ ∙ ∙ ∙ English uses three dots aligned at the bottom of a line to show that something is
missing or unfinished. (“I understand but . . .”) There is no set convention for this
in Japanese but you often see two or more sets of three dots aligned in the center.
This may or may not be followed by a maru: ∙ ∙ ∙ ∙ ∙ ∙ 。

74
 「」 These square brackets are used to designate something as a quotation, just as “ ”
are used in English:「これです」
〜 A tilde has many uses in Japanese. Often it shows that a mora is elongated for
effect (わ〜 waa). In this textbook it will also be used to designate something as
part of a word (Verb〜ましょう ‘Verb~mashoo’ for the -mashoo form of a Verb).
・ A dot between two series of symbols (ブライアン・ワン ‘Brian Wang’) indicates
that they are separate words. This is called nakaten (中点) and you will see it
most commonly in Western names.

In addition to these, you will also see question marks and exclamation points in Japanese,
although these are generally viewed as English borrowings.

BTL 3 Handwritten vs. print forms of characters

There is often a difference between the print form and the handwritten form of a character.
As kana symbols are introduced below, you see first the print form, then the handwritten
form. When you practice writing (see your Workbook), you should imitate the handwritten
form.

Note
1 These symbols include ゐ (wi) and ゑ (we) in the w-column.

2-9R
大 丈 夫です。
だいじょう ぶ

75
 Scene 2-9R おいしそうですね ! Looks delicious!

The following is a screenshot of a smart phone that Eri posted recently. What were Eri’s
friends saying about the post?

テキスト Text
2-9R
大 丈 夫です。

Eri Yamada: I’m about to eat (this)!

Yuko Sakamoto: Looks delicious!
だいじょう ぶ

Sasha: Oh, beautiful! Where is this?

76
 も じ れい
文字と例 Symbols with examples

This Act introduces the first twenty-five hiragana symbols. For each symbol, you see repre-
sentations in a font commonly used in print and a font that is closer to handwriting. Use the
latter as your model for handwriting.

Common Font Romanization Handwritten version

#1. あ a

#2. こ ko

#3. そ* so

#4. れ re

#5. と to
* This one-stroke symbol has a two-stroke variant:

Examples
これ this (thing), this one, this item
それ that (thing) (near you); that (one) (near you); the item (you just mentioned)
あれ that (thing) away from both of us; that (one) away from us); the item
(we both know)

BTL 4 Diacritics (tenten/daku-on, ゛

)

The diacritical marks that you see attached to the symbols below are one kind of dakuten
だくてん にご てん
（濁点）or nigoriten (濁り点). Two small dots or slashes＂ at the top right of a symbol change
the consonant value of the mora from voiceless to voiced. In Japanese, these two marks are
てんてん
called ten-ten 点々‘dot-dot’).
2-9R

Voiceless Voiced
大 丈 夫です。
だいじょう ぶ

こ ko ご go
そ so ぞ zo
と to ど do

77
 From now on, voiced hiragana symbols will be introduced along with the voiceless
ones.

#6. か ka が ga

#7. す su ず zu

#8. た ta だ da

て て
#9. te
ﾞ de

Examples
1. これです。 It’s this one.
2. それですか？ Is it that? Do you mean that one?
3. あ、あれですか。 Oh, you mean that one.
4. どれですか。 Which one is it?
5. あれですが . . . I mean that one over there, but . . .
6. だれですか。 Who is it?

*
#10. さ sa ざ za
* this is a three-stroke symbol.

#11. ん n

Examples
かんだ
1. 神田さん Kanda-san
さかた
2. あ、坂田さんですか。 Oh, is she Sakata-san?
さ が
3. だれですか？ 佐賀さん？ Who is it? Is it Saga-san?

#12 し shi じ ji

ま
2-9R

#13 ma
大 丈 夫です。

*
#14 り ri
だいじょう ぶ

* When you write by hand, this is a two-stroke symbol.

78
Examples

1. します。 She will do it. I do it.

2. しますか。 Are you going to do it? Do they do it?
し ごと
3. 仕事します。 I will work.
4. あります。 There are some. I have it.
5. あ、
ありますか。 Oh, do you have it? Oh, does it exist?
6. またあとで。 See you again later.
し ごと
7. 仕事、
ありますか。 Do you have a job? Is there anything I should do?

#15. き＊ ki ぎ gi

#16. い i
* this is a four-stroke symbol.

Examples
いま
1. 今 right now
い
2. 行きます。 I’ll go.
3. ただいま。 I’m home.
す
4. 好きです。 I like it.
だい す
5. 大好きです。 I like it a lot.
たか
6. 高いです。 It’s expensive/high/tall.
たか
7. 高いですか。 Is it expensive/high/tall?
いま
8. 今しますか。 Are you going to do it right now?
9. いただきます。 Thank you for the meal (lit. I humbly accept).
いま し ごと
10. あ、今仕事しますか？ Oh? You’re going to work right now?

#17. せ se ぜ ze
2-9R

Examples
大 丈 夫です。
だいじょう ぶ

1. しません。 I don’t do it.

い
2. 行きません。 They won’t go.
3. ありません。 There aren’t any.

79
 4. これ、
しませんか。 Would you like to do this?
5. あれ、
ありませんか。 That thing (that we both know), don’t you
have it?
かん だ い
6. 神田さん 。行きませんか。 Kanda-san. Won’t you go?

#18. ち chi ぢ 1
ji

#19. ら＊ ra
* When you write by hand, this is a two-stroke symbol.

Examples

1. こちら this (direction/area/side); this alternative

(of two)
2. そちらですか。 Is it that (direction/side/area)?
3. これ、
あちらですか。 Is this (located) over there?
てら だ
4. 寺田さん、
どちらですか。 Where is Terada-san?
あかさか いま
5. あ、
赤坂さん。
今、どちらですか。 (on the telephone) Oh, Akasaka-san,
where are you right now?

#20. ね ne

#21. よ yo

In Japanese writing, there is rarely any distinction made between ne and ne?
although you may see「ね。」 「 ね !」and「ね ?」. Even nee, which can be rendered
「ねえ」,「ね ぇ」,「ね~」, etc. is sometimes written simply「ね。 」. We must rely heavily on
the context to determine how ね is read and interpreted.

Examples
2-9R

1. これですね。 Itʼs this one, right?

い
大 丈 夫です。

2. 行きませんよ。 I won’t go.

たか
3. 高いですね。 It’s expensive, isn’t it.
だいじょう ぶ

80
 4. しませんね？ You won’t do it, right?
ねが
5. お願いします。 Please give me a hand.
6. あ、
あれですよ。 Oh, it’s that one.
てら だ
7. 寺田さん、
こちらですね？ Terada-san is here/this direction, right?

#22. う u

#23. え e

#24. お o

Examples

1. え？ Huh? Pardon?
2. いえ no
うち
3. 家 house, home
いえ
4. 家 house, home
たく
5. お宅 house, home (polite)
6. いえいえ。 No, no.
7. すごいですね。 It’s great/terrific/amazing, isn’t it.

BTL 5 Long vowels

The long versions of あ, い, and う are written by repeating the same symbol: ああ, いい, うう.
But the long version of お—even though it is pronounced /oo/—is written in hiragana おう
and the long version of /e/—even though it is pronounced /ee/—is written えい. (There are
exceptions to this convention, which will be pointed out as they come up. One of these can
be seen in #2 below where う〜ん ‘hmm’ is written with a tilde.) Thus,

ああ aa
2-9R

いい ii
うう uu
大 丈 夫です。
だいじょう ぶ

ねえ
えい ei exceptions: ええ ee ‘yes,’ お姉さん oneesan ‘older sister’
おお おおさか
おう ou exceptions: 大きい ookii ‘is big,’ 大阪 Oosaka ‘Osaka’

81
 Examples

1. どうぞ。 Please (go ahead/take it/have some).

2. う〜ん [hesitation noise]
せんせい
3. 先生 teacher, instructor, professor, doctor
い
4. 言います。 say, be called
5. いいですか。 Is it OK? Is it good?
6. どうですか。 How is it?
7. そう、そう。 Yes, yes.
8. そうですか。 Oh, really / Oh, okay.
9. きれいですね。 It’s pretty, isn’t it!
10. おいしいですね。 It’s delicious, isn’t it!
11. おいしそうですね。 It looks delicious, doesn’t it.
いまいそが
12. 今忙しいですか。 Are you busy right now?
いま
13. 今ですか？いえ、いいですよ。 Now? No, it’s fine.
14. ごちそうさま
（でした）。 Thank you for the meal.
15. ありがとうございます。 Thank you (formal).
16. ありがとうございました。 Thank you for what you have done (formal).

Summary of symbols in Act 2

The charts below summarize the 24 symbols introduced so far.

n w r y m h n t s k
ん ら ま た さ か あ
n ra ma ta sa ka a
り ち し き い
ri chi shi ki i
す う
su u
2-9R

れ ね て せ え
re ne te se e
大 丈 夫です。

よ と そ こ お
だいじょう ぶ

yo to so ko o

82
 b d z g
だ ざ が
da za ga
（ぢ） じ ぎ
ji ji gi
ず
zu
で ぜ
de ze
ど ぞ ご
do zo go

BTL 6 Tips for writing practice

a. Stroke types
All Japanese characters (kana and kanji) are composed of individual strokes that fall into
different categories depending on how the stroke is started or ended.

1 Stop (tome): The stroke comes to a full stop, like the first stroke of あ, た, and よ.
2 Release (harai): The stroke becomes gradually thinner until it disappears, like the single
stroke of し.
3 Hook (hane): The stroke ends with a hook, like the first stroke of こ, う, and ら.

All of these differences are visible in the printed and brush-written versions of the hiragana
symbols, but the use of ballpoint pens might obscure many of them.
Where a stroke begins and ends is also critical and can even change the character; note
that the long stroke of katakana tsu ツ starts at the top while the long stroke of shi シ starts
at the bottom.

b. Stroke order
Attitudes toward calligraphy and handwriting show cultural differences. For the average
American, good handwriting is largely a matter of legibility. However, there are prescrip-
2-9R

tive rules about the stroke order and stroke types of orthographic symbols in Japanese, and
these rules are closely monitored and followed in Japanese schools.
大 丈 夫です。
だいじょう ぶ

れんしゅう
Now go to the Activity Book for 練 習 Renshuu Practice.

83
 ひょう か よ
Then do 評 価 Hyooka Assessment activities, including 読んでみよう Yonde miyoo
か と か
Contextualized reading, 書き取り Kakitori Dictation, and 書いてみよう Kaite miyoo
Contextualized writing.

Note
1 Note that じ and ぢ have the same pronunciation. The symbol ぢ is rarely used in modern
Japanese.
2-9R
大 丈 夫です。
だいじょう ぶ

84
 だい さん まく
第 3 幕
Act 3

なん じ
何時ですか?
Nan-ji desu ka?
What time is it?
いそ まわ
急がば回れ Isogaba maware
More haste, less speed.
(Literally, ‘If you are in a hurry, go the long way.’)

85
 はな き
◆ 話す・聞く Hanasu/kiku Speaking and listening

3-1
何時ですか?
なん じ
に ほん ご なん
Scene 3-1 日本語で何といいますか？
Nihongo de nan to iimasu ka?
What’s it called in Japanese?

Amy Johnson, President of the Japanese Language Club at her university, welcomes a new
student from Japan and introduces herself.

The script

え い み ー たかし
エイミー 孝
じぇ ええるしい じ ょ ん そ ん ふくざわだいがく まつうら
J L Cのジョンソンです。
どうぞよろしくお あ、福沢大学の松浦です。
どうぞよろしくお
ねが ねが
願いします。 願いします。
じぇ ええるしい
あの、J L Cって · · · · · ·。
じ ゃ ぱ に い ず ら ん げ え じ く ら ぶ
ジャパニーズ・ランゲージ・クラブのことです。 ああ、なるほど。
がくせい さ あ く る
学生のサークルですね。
に ほん ご なん に ほん ご く ら ぶ
日本語で何といいますか？ そうですねえ。
まあ、
日本語クラブかなあ。
に ほん ご く ら ぶ
日本語クラブですね? ええ。

87
 Eimii Takashi

Je⸢e-eru-shi⸣i no Jo⸣nson desu. Do⸣ozo A, Fu⸢kuzawa Da⸣igaku no Ma⸢tsu⸣ura desu.

yo⸢roshiku onegai-shima⸣su. Do⸣ozo yo⸢roshiku onegai-shima⸣su.
3-1

Ano, je⸢e-eru-shi⸣i tte. . . .

何時ですか?

Ja⸢paniizu rangeeji ku⸣rabu no ko⸢to⸣ desu. Aa, na⸢ruhodo.

Ga⸢kuseei no sa⸣akuru desu ne.
なん じ

Ni⸢hongo de na⸣n to i⸢ima⸣su ka? So⸣o desu nee. Ma⸣a Ni⸢hongo-ku⸣rabu ka ⸢na⸣a.

Ni⸢hongo-ku⸣rabu desu ne? E⸣e.

Amy Takashi

I’m Johnson from JLC. Nice to meet you. Oh, I’m Matsuura from Fukuzawa University.
Nice to meet you.

Uhh . . . JLC?

It means ‘Japanese Language Club.’ It’s a Oh, I see.

student club.

What would it be called in Japanese? Hmm. Let me think about it. I guess it’d be
Nihongo-kurabu.

That’s Nihongo-kurabu, right? Yes.

たん ご ひょうげん
単語と 表 現 Tango to hyoogen Vocabulary and expressions

Nouns
じぇ ええるしい
J L C Jee-Eru-Shii JLC (Japanese Language Club)
ふくざわだいがく
福沢大学 Fukuzawa Daigaku Fukuzawa University
だいがく
大学 daigaku university, college

X大学 X-Daigaku X University, X College

こうこう
高校 kookoo high school
だいがくいん
大学院 daigakuin graduate school
おおがきしょうかい
大垣 商 会 Oogaki Shookai Ogaki Trading Company, Ltd.
あ お い しゅっぱん
アオイ 出 版 Aoi Shuppan Aoi Publishing

88
に ほん ご
日本語 Nihongo Japanese (language)
えい ご
英語 Eigo English (language)
ちゅうごく ご

3-1
中 国語 Chuugokugo Chinese (language)
かんこく ご
韓国語 Kankokugo Korean (language)

何時ですか?
なん じ
ふ ら ん す ご
フランス語 Furansugo French (language)
す ぺ い ん ご
スペイン語 Supeingo Spanish (language)
ろ し あ ご
ロシア語 Roshiago Russian (language)
なに ご
何語 nanigo which language
がくせい
学生 gakusei student
さ あ く る
サークル saakuru club
かい
〜会 -kai organization, club, association, group
く ら ぶ
クラブ kurabu club
に ほん ご く ら ぶ
日本語クラブ Nihongo-kurabu Japanese Language Club
じ ょ ん そ ん
ジョンソン Jonson Johnson
じ ゃ ん
1
ジャン Jan Zhang [Chinese family name]
ちょう
張 Choo Zhang [Chinese family name]
に ほんじん
日本人 Nihonjin Japanese (person)
あ め り か じん
アメリカ人 Amerikajin American (person)
ちゅうごくじん
中 国人 Chuugokujin Chinese (person)
かんこくじん
韓国人 Kankokujin Korean (person)
ふ ら ん す じん
フランス人 Furansujin French (person)
す ぺ い ん じん
スペイン人 Supeinjin Spanish (person)
ろ し あ じん
ロシア人 Roshiajin Russian (person)
なにじん じん
何人・なに人 nanijin what nationality
にっけいじん
日 系人 nikkeijin person of Japanese heritage
がいこくじん
外国人 gaikokujin foreigner
がいじん
外人 gaijin foreigner (can be derogatory)

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 Verbs
い わ な い
いいます i-imasu (iw-anai) is called, say
3-1

Phrase particles
何時ですか?

って tte [topic particle]

なん じ

Special expressions
Xのこと NounX + no koto it’s a matter of X; it means X
なるほど。 naruhodo Oh, I see now.
まあ maa I guess (non-committal)

かくちょう
拡 張 Kakuchoo Expansion
1 Find out from a Japanese associate or friend the name of your school, university, or
workplace in Japanese.
2 Do you speak languages other than those listed in the vocabulary section above? Make
an intelligent guess as to what that language is called in Japanese and see if your guess
was right by checking a reliable source.
3 Find out from a Japanese associate or friend how they would refer to your nationality if
it isn’t included in those provided here.
4 Find the Japanese expressions that correspond to various acronyms that are used fre-
quently in your surroundings (e.g., JAL, JETRO, DNA) by telling what each acronym
stands for in English, then asking what it is called in Japanese. You don’t necessarily
have to remember the full term in Japanese (that’s what the acronyms are for!), but see
if you can repeat the term once. Do this in Japanese.
5 Ask a Japanese exchange student or Japanese college graduate what kinds of circles and
clubs there were at his or her home university. Do this in Japanese.
6 Ask a Japanese friend or acquaintance that is familiar with English what a certain word
in English would be in Japanese.

Behind the Scenes

BTS 1 Pronouncing the alphabet

You should learn what the Roman alphabet sounds like in Japanese, since you may have to
spell your name or provide other kinds of alphabetic information (email addresses, ticket
confirmations, etc.). Listen to the accompanying sound file to help you learn the letters. All
of these have the accent on the first mora.

90
えい えいち おお ゔぃい
a ei h eichi o oo v vii
びい あい ぴい だぶりゅう
b bii i ai p pii w daburyuu
しい じぇえ きゅう えっくす

3-1
c shii j jee q kyuu x ekkusu
でぃい けい あある わい
d dii k kei r aaru y wai

何時ですか?
なん じ
いい える えす ぜっと
e ii l eru s esu z zetto
えふ えむ てぃい
f efu m emu t tii
じい えぬ ゆう
g jii n enu u yuu

BTS 2 Nouns modifying Nouns: NounA

の・な NounB NounA no/na Noun B

When one Noun describes another, there are two possible patterns.

a. Nouns that use no

Some Nouns describe other Nouns with the Particle no: watashi no keitai ‘my cell
phone,’ nihongo no sensei ‘the Japanese teacher’ (contrast sensei no nihongo ‘the
teacher’s Japanese’). The relationship between the first and second Nouns varies, but
it is always the second Noun that is being described in some way by the first. The
resulting phrase may indicate possession (watashi no keitai ‘my cell phone’), loca-
tion (Nihon no gakkoo ‘schools in Japan’), or it may serve to further specify which
person or thing you mean (Nihon no Ueno-san ‘the Ueno-san who is in Japan’ (con-
trast Amerika no Kanda-san ‘the Kanda-san who is in the US’). In this Scene you see
this pattern used to describe people’s affiliations—with their school, place of work,
etc. NounA is the affiliation and NounB is the person or thing that can be identified in
terms of NounA.
Here are some other examples.

とうきょうだいがく
東 京 大学の松浦です。
まつうら
Tookyoo-daigaku no Matsuura desu. I am Matsuura from Tokyo
University.
と よ た ちょう
トヨタの張です。 Toyota no Choo desu. I am Cho from Toyota.
こうこう せんせい
高校の先生じゃない Kookoo no sensei ja nai desu ka? Aren’t you a high school teacher?
ですか？
だいがく がくせい
大学の学生です。 Daigaku no gakusei desu. She is a student at a university.
がくせい さ あ く る
学生のサークル gakusei no saakuru student club

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 The number of Nouns (sometimes with Adjectives) that might describe another Noun is
not limited (except by memory). Consider the following examples:

かいしゃ かん だ
会社の神田さんのパソコン
ぱ そ こ ん
kaisha no Kanda-san no the computer of Kanda-san
3-1

pasokon from the office

も り す ぱ そ こ ん き い ぼ お ど
モリスさんのパソコンのキーボード Morisu-san no pasokon no the keyboard from Morris-
何時ですか?

kiiboodo san’s personal computer

かいしゃ ふる な まえ
あの会社の古い名前 ano kaisha no furui namae the old name of that
なん じ

company

b. Nouns that use na

A smaller set of Nouns describe other Nouns with the Particle na: kirei na nihongo ‘beauti-
ful Japanese,’ suki na sensei ‘the teacher that I like.’ These will be called “na Nouns.” All
na Nouns are intangible, but not all intangibles are na Nouns. All na Nouns will be fol-
lowed by (na) in the glossary to distinguish them from other Nouns.

だいじょう ぶ くすり
大 丈 夫な薬 daijoobu na kusuri medicine that is sure or safe
おもしろ さ あ く る
面白そうなサークル omoshirosoo na saakuru a club that looks interesting
に ほん ご
きれいな日本語 kirei na nihongo beautiful Japanese
しつれい えい ご
失礼な英語 shitsurei na eigo English that is rude

に ほん ご なん
BTS 3 日本語で何といいますか？
Nihongo de nan to iimasu ka?
‘What’s it called in Japanese?’ or
‘What would it be called in Japanese?’

You will almost certainly want to ask what things are called in Japanese. This is what it
means to be a language learner. In this question—Nihongo de nan to iimasu ka?—you
see some familiar elements: Nihongo ‘Japanese,’ nan ‘what,’ ka (question Particle). You
also see some elements that you haven’t seen before: iimasu ‘be called, say,’ along with
two new Particles: de and to. These will be analyzed later. For now, here is how this pat-
tern is used.

しゅくだい
宿 題といいます。 Shukudai to iimasu. It’s called shukudai (homework).

日本語でマクドナルドといいます。 Nihongo de Makudonarudo

に ほん ご ま く ど な る ど
It’s called Makudonarudo
to iimasu. (McDonald’s [restaurant]) in
Japanese.

92
 BTS 4 Phrase Particle って tte

In casual speech and informal written genres like email and text (not in formal writing!)

3-1
you will very often hear (or see) Japanese speakers pick up a topic and comment on or ask
about it with Phrase Particle tte.

何時ですか?
なん じ
に ほん だいがく
日本の大学って高いですか？
たか
Nihon no daigaku tte takai Are universities in Japan
desu ka? expensive?
じゃん ぺ きんだいがく
張さんって北京大学の学生です
がくせい
Choo-san tte Pekin-Daigaku Cho-san is a Peking
no gakusei desu ne? University student, right?
ね？

The Particle tte with question intonation can also be used to echo what someone just
said when you don’t know what it means or aren’t clear about what you are supposed to
conclude.
じ ぇ え え る し い
ジ ェーエルシーって？ Jee-eru-shii tte? (What do you mean by) JLC?
き
来ませんって？ Kimasen tte? Isn’t coming? (What do you mean by that?)
たか
高いって？ Takai tte? It’s expensive? (What do you mean by
“expensive?”)

BTS 5 Nounx + のこと NounX + no koto

a matter of NounX

The combination of a Noun plus no koto means something like ‘a matter of N.’ This is
frequently used in explanations, as you see in this Scene when Amy explains what ‘JLC’
means:

Japanese Language Club no koto desu. It means ‘Japanese Language Club.’

Combining the previous pattern [Noun tte] with this phrase, you might hear:

じ ぇ え え る し い
ジェーエルシーって Japanese Jee-eru-shii tte Japanese JLC means Japanese
Language Clubのことです。 Language Club no koto desu. Student Organization.
え み り い り ん
エミリーって、 ってエミリー・リンさ Emirii tte Emirii Rin-san no By Emirii, do you mean
んのことですか？ koto desu ka? Emily Lin?
あ い え む え ふ
アイエムエフって International Ai-emu-efu tte, International IMF means International
Monetary Fund のことですけど、 Monetary Fund no koto desu Monetary Fund, but
に ほん ご なん kedo, Nihongo de nan to what do you call it in
日本語で何といいますか？ iimasu ka? Japanese?

93
 BTS 6 ああ、なるほど。 Aa, naruhodo.
Oh, of course.
3-1

The word naruhodo has a number of English equivalents. It is a verbal response to the light
suddenly dawning when you finally understand what the other person said—new infor-
何時ですか?

mation, an explanation, a joke—often something that is self-evident. English equivalents

include ‘I see,’ ‘that makes sense,’ ‘of course.’ Here you see it in response to an explana-
なん じ

tion of “JLC.”
れんしゅう うで だめ
Now go to the Activity Book for 練 習 Renshuu Practice and 腕 し試 Udedameshi Tryout.

Note
1 The kanji for a common Chinese last name (張) is pronounced “Zhang” in China (and the US), but
“Choo” in Japan.

94
 いまなん じ
Scene 3-2 今何時ですか？ Ima nan-ji desu ka?
What time is it now?

Amy Johnson is talking to Takashi, a Japanese student studying at her university. They are
about to have a meeting, and Amy checks the time. (Remember, Japanese people expect

3-2
things to start on time.)

何時ですか?
なん じ
The script

え い み い たかし
エイミー 孝
いま なん じ に じ はん
今 何時ですか? ２時半ごろじゃないですか?
[after checking]
に じ はん
あ、やっぱり、２時半ですね。
い じ ぇ え む す くん た なか
じゃあ、行きましょう。 ジェームス君と田中さんは？
じ ぇ え む す くん た なか
あ、
ジェームス君と田中さんですか？
きょう やす
今日はお休みです。

Eimii Takashi

I⸣ma ⸢na⸣n-ji desu ka? Ni⸢-jihan go⸣ro ja ⸢na⸣i desu ka?

[after checking]
A, ya⸢ppa⸣ri, ni⸢-jiha⸣n desu ne.

Ja⸣a, i⸢kimasho⸣o. Je⸣emusu-kun to Ta⸢naka-san wa?

A, Je⸣emusu-kun to Ta⸢naka-san de⸣su ka?

Kyo⸣o wa o⸢yasumi de⸣su.

Amy Takashi

What time is it now? Isn’t it around 2:30?

[after checking]
Oh, sure enough, it’s 2:30.

Well, then, let’s go. What about James and Tanaka-san?

Oh, James and Tanaka-san? They are off today.

95
 たん ご ひょうげん
単語と表現 Tango to hyoogen Vocabulary and expressions

Nouns
なん じ
何時 nanji what time
まえ
前 mae before
す
3-2

過ぎ sugi past, beyond

じゅぎょう
授 業 jugyoo class
何時ですか?

かい ぎ
会議 kaigi meeting
やす
なん じ

(お)休み (o)yasumi day off, vacation

びょう き
病 気 byooki sick

Verbs
かえ かえ
帰ります（帰らない） kaer-imasu (kaer-anai) return (home)
ま ま
待ちます（待たない） mach-imasu (mat-anai) wait
べんきょう
勉強します
（しない） benkyoo-shimasu study
し ごと
仕事します
（しない） shigoto-shimasu work
しゅくだい
宿 題します
（しない） shukudai-shimasu do homework
じゅぎょう
授業します
（しない） jugyoo-shimasu conduct a class
かい ぎ
会議します
（しない） kaigi-shimasu hold a meeting

Classifers

Time expressions
いち じ じゅうさん じ
１時 ichi-ji 1:00 1 3時 juusan-ji 13:00
に じ じゅうよ じ
２時 ni-ji 2:00 1 4時 juuyo-ji 14:00
さん じ じゅうご じ
３時 san-ji 3:00 1 5時 juugo-ji 15:00
よ じ じゅうろく じ
４時 yo-ji 4:00 1 6時 juuroku-ji 16:00
ご じ じゅうしち じ
５時 go-ji 5:00 1 7時 juushichi-ji/ 17:00
じゅうなな じ
1 7時 juunana-ji
ろく じ じゅうはち じ
６時 roku-ji 6:00 1 8時 juuhachi-ji 18:00
しち じ じゅうく じ
７時 shichi-ji/ 7:00 1 9時 juuku-ji 19:00
なな じ
７時 nana-ji
96
 はち じ にじゅう じ
８時 hachi-ji 8:00 2 0時 nijuu-ji 20:00
く じ にじゅういち じ
９時 ku-ji 9:00 2 1 時 nijuuichi-ji 21:00
じゅう じ にじゅうに じ
1 0時 juu-ji 10:00 2 2時 nijuuni-ji 22:00
じゅういち じ にじゅうさん じ
1 1 時 juuichi-ji 11:00 2 3 時 nijuusan-ji 23:00
じゅうに じ にじゅうよ じ
1 2時 juuni-ji 12:00 2 4時 nijuuyo-ji 24:00 (midnight)
れい じ
0時 rei-ji 0:00 (midnight)

3-2
Phrase particles

何時ですか?
なん じ
Xは X wa as for X
X とY X to Y X and Y

Special expressions

やっぱり yappari as expected, sure enough

TIME + ごろ TIME + goro about TIME

じ はん
X 時半 (2:30) X-ji-han half past (hour X) (2:30)

かくちょう
拡 張 Kakuchoo Expansion
1 Find the Japanese expressions to refer to objects in your surroundings that are essential
to your daily activities, then practice saying the word until your partner seems comfort-
able with your pronunciation.
2 Find out which smartphone applications are most popular in Japan.

Behind the Scenes

BTS 7 [Noun + は ] and [Noun + Phrase Particle + は ]

[Noun + wa] and [Noun + Phrase Particle + wa]

You saw the Phrase Particle wa in Act 2 Scene 6 as it introduces a Noun in contrast to some
other (already understood) option. In the current Scene, Takashi asks about two other stu-
dents: Jeemusu-kun to Tanaka-san wa? This illustrates the primary function of wa which
is to pick a Noun out of some larger group of items that we most typically understand or
know about from the context. For this reason, wa never follows a question word such as
nani or dore. A good English translation of wa often involves bringing the wa Noun to

97
 the front of the sentence and then commenting on it (see the examples below). Here are
examples illustrating four possible relationships between Nouns with wa and the rest of a
Sentence:

• Time
あしたはできないですよ。 Ashita wa dekinai Tomorrow I can’t do it (though I may
desu yo. be able to do it some other day).
3-2

• Subject
何時ですか?

わたし がく せい
私 は学生じゃありません。 Watashi wa gakusei ja I (at least) am not a student
なん じ

arimasen. (although someone else may be).

• Object
た
すしは食べますけど· · · · · ·。 Sushi wa tabemasu Sushi, I eat, but . . . (maybe not the
kedo . . . other things that are Japanese).

• Quantity
ちょっとはわかりますけど· · · · · ·。 Chotto wa wakarimasu I understand a little, but . . .
kedo . . .

Particle wa is often called a topic particle, but recall that tte is also used to introduce a
topic in speech or casual writing. (Keep in mind, too, that there are other ways of introduc-
ing a topic, such as X desu ga . . . ‘About X . . .’). How is wa different from tte? For one
thing, in using [NounX wa], the speaker is clear about what defines or what is included
in NounX. [NounX tte], on the other hand, is vaguer—the speaker isn’t exactly sure what
defines the category. Secondly, tte suggests emotional or psychological involvement in
NounX. Consider the following example with tte rather than wa, where tte shows height-
ened curiosity or excitement.
さ とう
A: あちら、佐藤さんです。 A: Achira, Satoo-san desu. A: That over there is Sato-san.
さ とう さ とう
B: え？佐藤さん？佐藤さんって、
あ B: E? Satoo-san? Satoo-san tte B: What? Sato-san? Sato-san means
さ とう
のCEOの佐藤さんですか？ ano CEO no Satoo-san desu ka? the Sato-san who is the CEO?

Moreover tte will never be used in the contrastive sense that wa has. In the following
exchange, tte is not possible.

こ お ひ い
A:あ、
これ、
コーヒーじゃないですね。A: A, kore, koohii ja nai desu nee. A: Oh, this isn’t coffee.
こ お ひ い
B: ああ、
コーヒーはあちらです。 B: Aa, koohii wa achira desu. B: Ah, the coffee is over there.

98
 BTS 8 Verb stem 〜ましょう -mashoo forms

The -mashoo form is made by adding -mashoo to the Verb stem. The stem is the -masu
form minus -masu. A Verb in its -mashoo form means ‘let’s’ or ‘why don’t we/I.’ Context
usually makes clear which is intended.

の
飲みましょう。 Nomimashoo. Let’s drink it. / Why don’t I drink it.

3-2
い
言いましょう。 Iimashoo. Let’s tell them. / Let’s say it.

何時ですか?
なん じ
はじ
始めましょう。 Hajimemashoo. Let’s begin.

The addition of question Particle ka (-mashoo ka) with falling intonation invites the lis-
tener to agree to the suggestion—‘shall we/I?’

た
食べましょうか。 Tabemashoo ka. Let’s eat, shall we?
い
言いましょうか。 Iimashoo ka. Shall we/I tell/say it?
はじ
始めましょうか。 Hajimemashoo ka. Let’s begin, shall we?

It is also possible to combine a question word (such as dore or doo) with a -mashoo
form (with or without ka) to pose a question that seeks collaboration.
つか
どれ使いましょうか。 Dore tsukaimashoo ka. Which one shall we use?
どうしましょう。 Doo shimashoo. What shall I do?
そうしましょう。 Soo shimashoo. Let’s do it that way.

Note in this last example that Japanese uses doo ‘how’ rather than nan ‘what.’

BTS 9 Time expressions and classifers

じ じ はん
〜時、〜時半
-ji, -ji-han

In Japanese, numbers rarely occur by themselves (except when doing math or listing numbers
in a sequence—in a test or workbook exercise, for example). Instead they combine with “clas-
sifiers” that tell what is being counted. The classifier for naming hours on the clock is -ji. Espe-
cially for scheduling, Japan uses a 24-hour clock, so the afternoon hours continue after 12:00
juuni-ji (12:00 p.m.) with 13:00 juusan-ji (1:00 p.m.), 14:00 juuyo-ji (2:00 p.m.), 15:00 juugo-ji
(3:00 p.m.), etc. with midnight being 0:00 or rei-ji. The question word for “what time” is nan-ji.
The numbers that combine with -ji are derived from Chinese, with the exception of 4:00
and 7:00. The Chinese-derived word for 4 is shi, which is homonymous with the word for

99
 death and is therefore unlucky (much as the number thirteen is avoided in Western cul-
tures). Shi is used only when doing math or listing numbers in a sequence. Instead, with
clock time, you hear the Japanese number, yo-ji. Similarly, the word for 7, shichi, is easily
confused with shi, so the Japanese number nana often substitutes. Both shichi-ji and nana-
ji are acceptable for 7:00.

いま なん じ
今 何時ですか？ Ima nan-ji desu ka? What time is it now?
よ じ
4時じゃありませんか？ Yo-ji ja arimasen ka? Isn’t it 4:00?
3-2

Half hours are indicated by adding -han to the hour: ichi-ji-han ‘1:30,’ ni-ji-han ‘2:30,’ etc.
何時ですか?

よ じ はん
4時半じゃありませんか？ Yo-ji-han ja arimasen ka? Isn’t it 4:30?
なん じ

Uncertain or approximate time is indicated by adding -goro to the time. Examples:

じゅぎょう に じ はん
授 業 、２時半ごろですね？ Jugyoo, ni-ji-han goro desu ne? Your class is at about 2:30, isn’t it?

Japanese people tend to be very particular about time (in a country where trains run con-
sistently on schedule). People arrive promptly for appointments, events start at the sched-
uled time, and it is considered rude to be late for appointments. At the office, subordinates
are expected to arrive early and be ready and waiting when events start.

BTS
BTS10
10Phrase
PhraseParticle
Particleと to
to
The Particle to is used to connect Nouns to mean something very close to English ‘and’ or
‘with.ʼ

に ほん あ め り か
日本とアメリカ Nihon to Amerika Japan and America
ま ん が あ に め
マンガとアニメ manga to anime Comics and anime
すず き せんせい ちょう ちょう
鈴木先生と張さんと松浦 Suzuki-sensei to Choo-san Prof. Suzuki, Cho-san, and
さん to Matsuura-san Matsuura-san

There is no limit to the number of Nouns connected, but the number rarely goes above
three or four. A major difference between English ‘and’ and Japanese to is that to can be used
to list only Nouns. It cannot be used to list Adjectives, Verbs, or any other kind of sentence.

BTS 11 やっぱり Yappari

The word yappari has a number of English equivalents: ‘as expected,’ ‘sure enough,’
‘I thought so,’ ‘now that I think about it.’ The implication is that something happened as
expected or that you have come to a conclusion after due consideration. In this Scene,

100
Takashi guesses that it’s about 2:30, and after checking his watch sees that it is indeed 2:30
and says, Yappari 2:30 desu. ‘Sure enough, it’s 2:30.’ If you hear about a particularly inter-
esting class, then hear that it is your teacher, you might say, Yappari Suzuki-sensei desu.
‘Just as you might expect, it’s Prof. Suzuki.’ Here are some other examples:
むずか
やっぱり 難 しいですか？ Yappari muzukasii desu ka? Is it difficult (just as you
thought it would be)?
やっぱりおいしいですね！ Yappari oishii desu ne! It’s delicious (just as we

3-2
thought it would be), isn’t it!
とお
遠くないですか ？う〜ん、や
とお
Tooku nai desu ka? Unnn, Isn’t it far? Hmmm, after all

何時ですか?
なん じ
っぱりちょっと遠いですよ。 yappari chotto tooi desu yo. it is far!

There is a more formal equivalent of yappari that you are likely to see in writing: やはり
yahari. You may also hear this in formal presentations. And there are two very informal
forms of yappari that you are likely to hear especially from young people: やっぱ yappa
and やっぱし yappashi. Be careful about using these when talking to superiors; they may
see you as immature.

BTS 12 Negative questions with

[Noun desu] or Adjectives

One use of negative questions (with rising intonation) is to indicate that you believe some-
thing might be the case.

むずか
A: 難しくないですか？ Muzukashiku nai desu ka? Isn’t it difficult?
むずか
B: ええ、 難 しいですよ。 Ee, muzukashii desu yo. Yes, it certainly is!
に じ
A:２時じゃないですか？ Ni-ji ja nai desu ka? Isn’t it 2:00?
に じ
B: ええ、２時ですね。 Ee, ni-ji desu ne. Yes, it is, isn’t it.

Note that the question is negative but the response in agreement will be affirmative in both
exchanges.
This pattern is probably more frequent in Japanese than in English, because Japanese
speakers tend not to make strong assertions unless they are absolutely sure. Even if you are
sure, you run the risk of confrontation if the other person doesn’t agree with you, so it’s
better to leave room for negotiation.
れんしゅう うでだめ
Now go to the Activity Book for 練 習 Renshuu Practice and 腕試し Udedameshi
Tryout.

101
 す ま ふ ぉ す ま ほ
Scene 3-3「スマフォ」じゃなくて「スマホ」。
“Sumafo” ja nakute sumaho.
Not “sumafo,” sumaho.

Amy is asking Takashi about what something is called in Japanese.

3-3
何時ですか?
なん じ

The script

え い み い たかし
エイミー 孝
に ほん ご なん す ま ほ
それ、
日本語で何といいますか？ これ？スマホですが · · · · · ·。
す ま ほ
え？ スマホ。
す ま ほ す ま あ と ほ ん す ま ほ
スマホ？ そう。
スマートホン、
スマホ。
す ま ふ ぉ す ま ふ ぉ す ま ほ
ああ、なるほど。
スマフォですね？ 「スマフォ」
じゃなくて、
スマホ。
す ま ほ
スマホですか？ そう、そう。

Eimii Takashi

So⸢re, ni⸢hongo de na⸣n to i⸢ima⸣su ka? Ko⸢re? Su⸢maho de⸣su ga . . .

E? Su⸢maho.

Su⸢maho? So⸣o. Su⸢maato⸣hon, su⸢maho.

Aa, na⸢ruhodo. Su⸢mafo de⸣su ne? “Su⸢mafo” ja na⸣kute, su⸢maho.

Su⸢maho de⸣su ka? So⸣o, so⸣o.

102
 Amy Takashi

What do you call that in Japanese? This? It’s a sumaho . . .

What? Sumaho.

Sumaho? Right. Sumaatohon, sumaho

Oh, I get it. Sumafo, right? Not “sumafo,” sumaho.

Is it Sumaho? Right, right.

たん ご ひょうげん
単語と 表 現 Tango to hyoogen Vocabulary and expressions

3-3
Nouns

何時ですか?
なん じ
す ま ほ
スマホ sumaho smartphone
えんぴつ
鉛筆 enpitsu pencil
ぺ ん
ペン pen pen
し ゃ あ ぺ ん
シャーペン shaapen mechanical pencil
あ ぷ り
アプリ apuri app, application
に ゅ う す
ニュース nyuusu news

Special expressions

そう、そう。 Soo, soo Right, right; Yes, yes.

かくちょう
拡 張 Kakuchoo Expansion
What stationery items or gadgets do you and people around you use regularly? Find out
from a Japanese associate or friend what they are called and practice their pronunciation.

Behind the Scenes

BTS 13 Conversational strategies

a. Question え？ E? What?
The question word E? is used when you don’t understand what the other person said and
want them to repeat or explain. A more polite equivalent of this is Hai? Be careful, because
the question E? can also be used to indicate disbelief.

103
 b. Informal style
Note that although this conversation is basically formal, not every sentence ends in a -masu
or desu form. This is very typical of Japanese conversation. Many factors trigger formality,
or for that matter informality. Formality structures interactions—often a conversation will
begin and end with formal forms with few signals of formality in the actual discussion. Since
formality is a kind of social “mask,” surprise or fear will cause it to drop away and you will
hear informal forms (Amy’s E? is an example of this.) If you are talking to your superior
and s/he is the topic of conversation, you are likely to hear formal forms; by the same token,
if the conversation becomes a heated discussion of the current budget situation, formality
tends to drop away. Another way to think of this is that politeness and formality are not on-
off switches. They can be turned up and down like dimmer switches. If speakers feel more
formal for whatever reason, there will be more signals of formality in the conversation.
3-3

c. Noun1 じゃなくて Noun2 Noun1 ja nakute Noun2

何時ですか?

Not A, but B
なん じ

In this Scene, Takashi corrects Amy’s pronunciation of sumaho ‘smart phone.’ You might
expect the pronunciation of this word to maintain the /f/ sound of ‘phone’ in English, but
it does not. (See the next note on loanwords.) In correcting her, Takashi uses the pattern
sumafo ja nakute, sumaho ‘not sumafo, but sumaho.’ As you might have guessed, [NounA
ja nakute] is related to a pattern that you already know: [NounA ja nai desu] ‘it isn’t
NounA.’ Below are some other examples.

え い み ー え み り い
エイミーじゃなくて、エミリーです。 Eimii ja nakute, Emirii desu. Not Amy, (but) Emily.
き ょう あした
今日じゃなくて、明日です。 Kyoo ja nakute, ashita desu. Not today, tomorrow.
に じ に じ はん
２時じゃなくて、２時半じゃないです Ni-ji ja nakute, ni-ji-han ja nai Isn’t it 2:30, not 2:00?
か？ desu ka?

You can also use this pattern to correct what you yourself said when you realize you’ve
made a mistake. We all make mistakes as we speak, and have to go back and do “repair.”
In English you might say, “Right, (sorry) I mean left.” In Japanese, speakers correct them-
selves when naming things by using じゃなくて ‘it’s not.’ Notice that this is one place
where no apology is needed!

やま だ
山田さんって、
わ せ だ
早稲田の学生ですか？
がくせい
Yamada-san tte, Waseda no Is Yamada-san a student at
やまだ やまもと gakusee desu ka? A, Yamada- Waseda? Oh, not Yamada-
あ、山田さんじゃなくて、山本さん。 san ja nakute Yamamoto-san. san, I mean Yamamoto-san.
さん じ じゅぎょう
A: ３時の授業ですね？ A: San-ji no jugyoo desu ne? A: It’s a 3:00 class, right?
さん じ かい ぎ B: Ja nakute, san-ji no kaigi B: You mean (lit. ‘it’s not’)
B: じゃなくて、３時の会議です。 desu. it’s a 3:00 meeting.

104
 がいらい ご
BTS 14 外来語 Gairaigo Loanwords

You have already encountered many Japanese loanwords—words, and sometimes phrases,
that are imported into Japanese from other languages. Overwhelmingly, contemporary Jap-
anese loanwords come from English, but there are many loanwords from other languages,
too. Keep in mind that when words are borrowed, they are “Japanized” to fit the Japanese
sound system. That is, they change to fit the mora structure of Japanese, and their accent
ま く ど な る ど
may change unpredictably. Thus ‘McDonald’s’ becomes マクドナルド ma⸢kudona⸣rudo,
あ っ ぷ る ぱ い
‘apple pie’ becomes アップルパイ a⸢ppu⸣ru-pai, etc. Do not try to predict what will hap-
pen to the pronunciation of words when they enter Japanese; there are patterns that we can
は ん ば あ ぐ
observe, but there are also many exceptions. Note, for example, that ハンバーグ hanbaagu

3-3
refers to a cooked patty of ground beef eaten as a main course while a meat patty in a bun
は ん ば あ が あ

何時ですか?
なん じ
is called ハンバーガー hanbaagaa. Similarly, the meaning of words can change dramati-
cally when they go from another language into Japanese. English ‘smart,’ borrowed as
す ま あ と く れ え む
スマート sumaato means ‘slim and good-looking’; ‘claim,’ borrowed as クレーム kureemu
こ ん せ ん と
means ‘complaint’; コンセント konsento means ‘electrical outlet’ (from ‘concentric plug’).
の お ぷ ろ ぶ れ む
Even phrases are borrowed into Japanese as single units. For example, ノープロブレム
お ん で ま ん ど ど ん ま い
noopuroburemu ‘no problem,’ オンデマンド ondemando ‘on demand,’ and ドンマイ don-
mai ‘don’t worry about it’ (from ‘don’t mind’). Remember, too, that simply because a Japa-
nese speaker uses loanwords, it doesn’t mean that he or she speaks English. It is best not to
switch to English unless your host encourages you to do so.
れんしゅう うでだめ
Now go to the Activity Book for 練 習 Renshuu Practice and 腕試し Udedameshi
Tryout.

105
 いっしょ
Scene 3-4 一緒にしませんか？ Issho ni shimasen ka?
Would you like to do it together?

Yagi-bucho, invites Sasha to join her and Kanda-san for tennis.

The script

や ぎ さ あ し ゃ
八木 サーシャ
じ かん
あさって、時間ありますか？ はい。
かん だ いっしょ て に す あさ
神田さんと一緒にテニスしませんか？ ありがとうございます！朝ですか？
いいですねえ。
3-4

あさ しち じ じゅうごふん ご ぜんしち じ じゅうごふん

そう。朝の７時１５分だけど · · · · · ·。 午前７時１５分！
何時ですか?

はや
早いですか？ あ、いえ、
あさってですね？
なん じ

お っ け え
(Checking calendar) オッケーです。
しち じ じゅうごふん げん ち ねが
じゃあ７時１５分に。現地で。 よろしくお願いします。

Yagi Saasha

A⸢sa⸣tte, ji⸢kan arima⸣su ka? Ha⸣i.

Ka⸢nda-san to issho ni te⸣nisu shi⸢mase⸣n ka? I⸣i desu nee. A⸢ri⸣gatoo go⸢zaima⸣su! A⸣sa
desu ka?

So⸣o. A⸣sa no shi⸢chi⸣-ji ⸢ju⸣u⸢go⸣-fun da kedo . . . Go⸣zen shi⸢chi⸣-ji ⸢ju⸣u⸢go⸣-fun!

Ha⸢ya⸣i desu ka? A, i⸢e, a⸢sa⸣tte desu ne. (Checking calendar)

⸢O⸣kkee desu.

Ja⸣, shi⸢chi⸣-ji ⸢ju⸣u⸢go⸣-fun ni. Ge⸣nchi de. Yo⸢roshiku onegai-shima⸣su.

Yagi Sasha

Do you have time the day after tomorrow? Yes.

Do you want to play tennis with Kanda-san? Great. Thanks! In the morning?

106
 Yagi Sasha

Right. It’s at 7:15 in the morning, but . . . 7:15 in the morning!

Is that early? Oh, no, that’s the day after tomorrow, right?
(Checking calendar) Okay.

So then, at 7:15. On the court. I look forward to it.

たん ご ひょうげん
単語と表現 Tango to hyoogen Vocabulary and expressions

Nouns
じ かん
時間 jikan time
あさって asatte day after tomorrow
こん ど
今度 kondo next (upcoming) time

3-4
つぎ
次 tsugi next, following

何時ですか?
なん じ
しゅうまつ
週 末 shuumatsu weekend
ご ぜん
午前 gozen morning, a.m.
ご ご
午後 gogo afternoon, p.m.
あさ
朝 asa morning
ばん
晩 ban evening
だめ
（な） dame (na) bad, useless, problematic
いっしょ
一緒 issho together
みんな minna everyone, all
て に す
テニス tenisu tennis
ご る ふ
ゴルフ gorufu golf
さ っ か あ
サッカー sakkaa soccer
げん ち
現地 genchi the place (we agree on)
と しょかん
図書館 toshokan library

Verbs
はな はな
話します（話さない） hanash-imasu (hanas-anai) talk
あ あ
会います（会わない） a-imasu (aw-anai) meet, see
み み
見ます(見ない) mi-masu (mi-nai) look, watch
107
 Adjectives
はや
早い hayai early
おそ
遅い osoi late

Phrase particles

PLACE で PLACE de [location of activity]

TIME に TIME ni [point of time]

Classifers (time expressions)

ふん•ぷん
〜分 -fun/pun classifier for naming and counting minute(s) (after the hour)
いっぷん にじゅういっ ぷん よんじゅういっぷん
1分 ip-pun 2 1 分 nijuu ip-pun 4 1 分 yonjuu ip-pun
3-4

に ふん にじゅうにふん よんじゅうに ふん
２分 ni-fun 22 分 nijuu ni-fun 4 2 分 yonjuu ni-fun
何時ですか?

さんぷん にじゅうさん ぷん よんじゅうさんぷん

3分 san-pun 2 3 分 nijuu san-pun 4 3 分 yonjuu san-pun
よん ぷ ん にじゅうよん ぷ ん よんじゅうよんぷん
4分 yon-pun/yon- 2 4 分 nijuu yon-pun/ 4 4 分 yonjuu yon-pun/
なん じ

よんふん にじゅうよん ふん よんじゅうよんふん

4分 fun 2 4 分 nijuu yon-fun 4 4 分 yonjuu yon-fun
ご ふん にじゅうご ふん よんじゅうごふん
5分 go-fun 2 5 分 nijuu go-fun 4 5 分 yonjuu go-fun
ろっ ぷん にじゅうろっぷん よんじゅうろっぷん
6 分 rop-pun 2 6 分 nijuu rop-pun 4 6 分 yonjuu rop-pun

7 分 7 分 shichi-fun/
しち ふん ななふん にじゅうなな ふん よんじゅうなな ふん
2 7 分 nijuu nana-fun 4 7 分 yonjuu nana-fun
nana-fun
はっ ぷん にじゅうはっ ぷん よんじゅうはっぷん
8 分 hap-pun 2 8 分 nijuu hap-pun 4 8 分 yonjuu hap-pun
きゅうふん にじゅうきゅうふん よんじゅうきゅうふん
9 分 kyuu-fun 2 9 分 nijuu kyuu-fun 4 9 分 yonjuu kyuu-fun
じゅっ ぷん さんじゅっぷん ごじゅっぷん
10 分 jup-pun 3 0分 sanjup-pun 5 0分 gojup-pun
じゅういっ ぷん さんじゅういっ ぷん ごじゅういっぷん
1 1 分 juu ip-pun 3 1 分 sanjuu ip-pun 5 1 分 gojuu ip-pun
じゅうに ふん さんじゅうに ふん ごじゅうにふん
12 分 juu ni-fun 3 2 分 sanjuu ni-fun 52 分 gojuu ni-fun
じゅうさん ぷん さんじゅうさん ぷん ごじゅうさんぷん
1 3 分 juu san-pun 3 3 分 sanjuu san-pun 5 3 分 gojuu san-pun
じゅうよん ぷ ん さんじゅうよん ぷ ん ごじゅうよん ぷ ん
1 4 分 juu yon-pun/ 3 4 分 sanjuu yon-pun/ 5 4 分 gojuu yon-pun/
じゅうよん ふん さんじゅうよん ふん ごじゅうよん ふん
1 4 分 juu yon-fun 3 4 分 sanjuu yon-fun 5 4 分 gojuu yon-fun
じゅうごふん さんじゅうご ふん ごじゅうごふん
15 分 juu go-fun 3 5 分 sanjuu go-fun 55 分 gojuu go-fun

108
 じゅうろっぷん さんじゅうろっ ぷん ごじゅうろっ ぷん
16 分 juu rop-pun 3 6 分 sanjuu rop-pun 5 6 分 gojuu rop-pun
じゅうなな ふん さんじゅうなな ふん ごじゅうなな ふん
1 7 分 juu nana-fun 3 7 分 sanjuu nana-fun 5 7 分 gojuu nana-fun
じゅうはっ ぷん さんじゅうはっぷん ごじゅうはっ ぷん
1 8 分 juu hap-pun 3 8 分 sanjuu hap-pun 5 8 分 gojuu hap-pun
じゅうきゅう ふん さんじゅうきゅう ふん ごじゅうきゅう ふん
1 9 分 juu kyuu-fun 3 9 分 sanjuu kyuu-fun 5 9 分 gojuu kyuu-fun
にじゅっ ぷん よんじゅっぷん ろくじゅっぷん
20 分 nijup-pun 4 0分 yonjup-pun 6 0分 rokujup-pun
なん ぷ ん
何分 nan-pun/nan- what minute
なんふん fun (of the hour)
何分

Special expressions
みんなで minna de all together
またあとで mata ato de again later

3-4
お っ け え
オッケー okkee okay

何時ですか?
なん じ
かくちょう
拡 張 Kakuchoo Expansion
1 What are common sport activities that people around you do on weekends? Find out,
using the appropriate Japanese strategy, what you would call them in Japanese.
2 Think of one or two recreational activities you do frequently. Find out from a Japanese
associate or friend what they are called and practice their pronunciation.

Behind the Scenes

BTS 15 PLACE + で PLACE + de

A place Noun followed by Particle de designates the location where some activity takes place:

と しょかん よ
図書館で読みました。 Toshokan de yomimashita. I read it in the library.
ちい こ ん び に
小さいコンビニで買いました。
か
Chiisai konbini de We bought it at a small
kaimashita. convenience store
み い て ぃ ん ぐ
ミーティングは田中さんのお
たなか
Miitingu wa Tanaka-san no The meeting will take place at
たく otaku de arimasu. Tanaka-san’s residence.
宅であります。

109
 おも
BTS 16 思いやり Omoiyari:
negotiating a time for an activity

In this Scene, Ms. Yagi and Sasha are negotiating a time to meet. Each is careful not to
insist on a particular time, listening to the needs and convenience of the other person. Once
they settle on a date, they reconfirm the details of when and where they will meet. This
concern for the other person is part of omoiyari ‘consideration,’ a highly valued trait in
Japan. It refers to understanding, respect, acceptance, and attentiveness to others. The word
omoiyari is used in public safety campaigns, volunteer efforts, environment and sustain-
ability drives, and even marketing. According to research, it is one of the characteristics of
a well socialized person.

いっしょ
BTS 17 X と 一緒に Nounx to issho ni

NounX to issho ni means ‘together with X.’ X might be a person, as you see in this conver-
3-4

sation: watashi to issho ni ‘together with me.’

It might also be a thing:
何時ですか?

このお茶、
ちゃ
クッキーと一緒にい
く っ き い いっしょ
Kono ocha, kukkii to issho ni We’ll drink this tea with the
なん じ

itadakimasu. cookies.
ただきます。
し ゃ あ ぺ ん
このシャーペン、ペンと一緒に
ぺ ん いっしょ
Kono shaapen, pen to issho ni I’ll by this mechanical pencil
か kaimasu. along with a pen.
買います。

BTS 18 Noun だ Noun da

There is an informal form of desu that can appear after a Noun: da.

に ほん ご
A: それ、
日本語？ Sore, nihongo? Is that Japanese?
に ほん ご
B: 日本語だよ。 Nihongo da yo. It is (Japanese)!
or Nihongo yo. It is (Japanese)!
に ほん ご
B: 日本語よ。

Recall from the previous Act that it is not unusual for desu to drop completely in infor-
mal speech at the end of a sentence (but not before kedo). In fact, as you see in the forego-
ing example da does not occur in questions. The response above without da sounds a bit
softer—and therefore more feminine—than the corresponding sentence with da; sentence-
final da sounds direct and sometimes abrupt.

110
 The negative informal equivalent of [Noun da] is [Noun ja nai].

なに
A: これ、何？ Kore, nani? What’s this?
けいたい
B: 携帯じゃない？ Keitai ja nai? Isn’t it a cell phone?

BTS 19 Time expressions with

ふん ぷん
classifer 〜分・〜分 -fun/-pun

The classifier for minutes in telling time is -fun/-pun. In telling time, the hour directly pre-
cedes minutes: shichiji go-fun ‘7:05.’ Here you see the numbers through 60 as used on the
clock for naming minutes. Note the following sound changes:

• 4 with this classifier is yon (yon-pun);

• -fun changes to -pun in combination with 1, 3, 4, 6, 8, and 10 (although this distinction
is becoming blurred recently);

3-4
• the consonant morae -ku and -chi change to /p/ with 1, 6, and 8 (ip-pun, rop-pun, hap-pun);
• the number 10 changes to a double consonant: jup-pun/jip-pun.

何時ですか?
なん じ
BTS 20 Time + に ni

The Particle ni in combination with a time expression tells the point at which something
will happen or happened. Clock time and calendar time expressions (which name a specific
point) take ni:

ご じ まえ い
５時前に行きましょう。 Go-ji mae ni ikimashoo. Let’s go before 5:00.
なんじ
何時にできますか。 Nanji ni dekimasu ka. At what time will you be able to finish it?
じ あ
12時ごろに会います。 Juuni-ji goro ni aimasu. I’ll meet them at about 12:00.

A number of Nouns (kyoo, kinoo, ashita) have come up that are used to refer to “relative
time”—that is, words that derive their meaning from their relationship to the present (now
or today), as opposed to words that refer to dates or days of the week. These words do not
take the time Particle に.

しち じ じゅうご ふん
BTS 21 Incomplete Sentences: ７時 １ ５分に。
Shichi-ji juugo-fun ni. At 7:15.

It is common in spoken language to leave sentences unfinished, especially when the miss-
ing information is understood from the context. In this Scene, Yagi-san sums up their

111
 discussion by repeating the important details: Jaa, shichi-ji juugo-fun ni. Genchi de. ‘So
then, at 7:00. At the place.’ Genchi is the agreed-upon destination. There is no Verb in
either sentence, and it would sound quite artificial if there were.
れんしゅう うでだめ
Now go to the Activity Book for 練 習 Renshuu Practice and 腕試し Udedameshi
Tryout.
3-4
何時ですか?
なん じ

112
 たか
Scene 3-5 高くないですか？ Takaku nai desu ka?
Isn’t it expensive?

Sasha and Kanda-san are looking at the handwritten prices for displayed items at a craft
shop.

The script

さ あ し ゃ かん だ
サーシャ 神田
ひゃくきゅうじゅうえん ななひゃくきゅうじゅうえん なな
これ、１ ９ ０ 円ですか？ ７ ９ ０ 円 これですか？これは７じゃないですかねえ。
ですか？
い っ こ ななひゃくきゅうじゅうえん たか あか
へえ、一個 ７ ９ ０ 円ですか。高くない そうですねえ。
じゃあ、
この赤いのは？
ですか？

3-5
さんびゃく ご じゅうえん
あ、かわいいですね。いくらですか？ ３ ５ ０ 円です。

何時ですか?
なん じ
Saasha Kanda

Ko⸢re, hya⸢ku kyuuju⸣u-en desu ka? na⸢na⸣ Ko⸢re de⸣su ka? Ko⸢re wa na⸣na ja ⸢na⸣i desu
hyaku kyu⸢uju⸣u -en desu ka? ka ⸢ne⸣e.

He⸢e, ⸢i⸣k-ko na⸢na⸣hyaku kyu⸢uju⸣u-en desu So⸣o desu nee. Ja⸣a, ko⸢no a⸢ka⸣i no wa?
ka. Ta⸣kaku ⸢na⸣i desu ka?

A, ka⸢wai⸣i desu ⸢ne⸣. I⸣kura desu ka? ⸢Sa⸣nbyaku go⸢ju⸣u-en desu.

Sasha Kanda

Is this 190 yen or 790 yen? This? Isn’t this a 7?

Really? 790 yen for one. Isn’t that expensive? It is, isn’t it. So then, how about this red one?

Oh, it’s cute, isn’t it. How much is it? ¥350.

113
 たん ご ひょうげん
単語と表現 Tango to hyoogen Vocabulary and expressions

Numbers
ぜろ･まる･れい
０ zero, maru, rei

Tens (adding 60 through 90)

じゅう よんじゅう ななじゅう

１０ juu ４０ yonjuu ７０ nanajuu
にじゅう ごじゅう はちじゅう
２０ nijuu ５０ gojuu ８０ hachijuu
さんじゅう ろくじゅう きゅうじゅう
３ ０ sanjuu ６０ rokujuu ９ ０ kyuujuu
なんじゅう
何 十 nan-juu how many tens

Hundreds

ひ ゃ く よんひゃく ななひゃく
１００ hyaku ４００ yon-hyaku ７００ nana-hyaku
に ひ ゃ く ご ひ ゃ く はっぴゃく
２００ ni-hyaku ５００ go-hyaku ８００ hap-pyaku
さんびゃく ろっぴゃっく きゅうひゃく
３００ san-byaku ６００ rop-pyaku ９００ kyuu-hyaku
3-5

なんびゃく
何 百 nan-byaku how many
hundreds
何時ですか?

Two- and three-digit numbers (samples)

なん じ

じゅうさん はちじゅうはち きゅうじゅうなな

１３ juu san ８ ８ hachijuu hachi ９ ７ kyuujuu nana
ひゃくにじゅうさん ろっぴゃくきゅうじゅうよん きゅうひゃくごじゅうなな
１ ２ ３ hyaku ６ ９ ４ roppyaku ９ ５ ７ kyuuhyaku
nijuu san kyuujuu yon gojuu nana

Nouns
の no one(s)
さ い ふ さい ふ
サイフ・財布 saifu wallet
ち け っ と
チケット chiketto ticket
て ぃ い し ゃ つ
ティーシャツ tii-shatsu T-shirt
ほん
本 hon book
の お と
ノート nooto notebook
いくら ikura how much

たくさん takusan a lot

114
Adjectives
あか
赤い akai red
あお
青い aoi blue
くろ
黒い kuroi black
しろ
白い shiroi white
かわいい kawaii cute

Special expressions
へえ hee oh, yes? really?
ぜん ぶ
全部でX zenbu de X X for everything; X all together
あか
赤いの akai no the red one
この X kono + NounX this X

そのX sono + NounX that X

あのX ano + NounX that X over there
どのX dono + NounX which X

3-5
Classifers

何時ですか?
なん じ
えん
円 en yen (Japanese currency)
いちえん ひ ゃ く えん
１円 ichi-en 1 yen １００円 hyaku-en 100 yen
に えん に ひ ゃ く えん
２円 ni-en 2 yen ２００円 nihyaku-en 200 yen
さんえん さ ん び ゃ くえん
３円 san-en 3 yen ３００円 sanbyaku-en 300 yen
よ えん よ ん ひ ゃ く えん
４円 yo-en 4 yen ４００円 yonhyaku-en 400 yen
ご えん ご ひ ゃ く えん
５円 go-en 5 yen ５００円 gohyaku-en 500 yen
ろくえん ろっぴゃくえん
６円 roku-en 6 yen 6 0 0円 roppyaku-en 600 yen
ななえん な な ひ ゃ く えん
７円 nana-en 7 yen ７００円 nanahyaku-en 700 yen
はちえん は っ ぴ ゃ くえん
８円 hachi-en 8 yen ８００円 happyaku-en 800 yen
きゅうえん きゅうひゃくえん
９ 円 kyuu-en 9 yen ９００円 kyuuhyaku-en 900 yen
じ ゅ う えん なんえん
１０円 juu-en 10 yen 何円 nan-en how many yen

ど る
ドル doru dollar(s) (U.S. currency)
いち ど る ひゃく ど る
１ドル ichi-doru 1 dollar 100ドル hyaku-doru 100 dollars
に ど る にひゃく ど る
２ドル ni-doru 2 dollars 200ドル nihyaku-doru 200 dollars
さん ど る さんびゃく ど る
３ドル san-doru 3 dollars 3 0 0ドル sanbyaku-doru 300 dollars

115
 よん ど る よんひゃく ど る
４ドル yon-doru 4 dollars ４００ドル yonhyaku-doru 400 dollars
ご ど る ご ひ ゃ く ど る
５ドル go-doru 5 dollars ５００ドル gohyaku-doru 500 dollars
ろく ど る ろっぴゃく ど る
６ドル roku-doru 6 dollars ６００ドル roppyaku-doru 600 dollars
なな ど る ななひゃく ど る
７ドル nana-doru 7 dollars ７００ドル nanahyaku-doru 700 dollars
はち ど る はっぴゃく ど る
８ドル hachi-doru 8 dollars ８００ドル happyaku-doru 800 dollars
きゅう ど る きゅうひゃく ど る
９ ドル kyuu-doru 9 dollars ９００ドル kyuuhyaku-doru 900 dollars
じゅう ど る なん ど る
１０ドル juu-doru 10 dollars 何ドル nan-doru how many
dollars

せ ん と
セント sento cent(s) (U.S. currency)
いっ せ ん と ろく せ ん と
１セント is-sento 1 cent ６セント roku-sento 6 cents
に せ ん と なな せ ん と
２セント ni-sento 2 cents ７セント nana-sento 7 cents
さん せ ん と はっ せ ん と
３セント san-sento 3 cents ８セント has-sento 8 cents
よん せ ん と きゅう せ ん と
４セント yon-sento 4 cents ９ セント kyuu-sento 9 cents
ご せ ん と じゅっ せ ん と
５セント go-sento 5 cents 1 0セント jus-sento 10 cents
なん せ ん と
何セント nan-sento how many cents
3-5

こ
〜個 ko classifier for counting small objects
いっ こ ろっ こ
１個 ik-ko 1 item ６個 rok-ko 6 items
何時ですか?

に こ なな こ
２個 ni-ko 2 items ７個 nana-ko 7 items
さん こ はち こ はっ こ
なん じ

３個 san-ko 3 items ８個 ８個 hachi-ko/hak-ko 8 items

よん こ きゅう こ
４個 yon-ko 4 items ９ 個 kyuu-ko 9 items
ご こ じゅっ こ
５個 go-ko 5 items １０個 juk-ko 10 items
なん こ
何個 nan-ko how many items

まい
〜枚 -mai classifier for counting thin, flat things
いちまい ろくまい
１枚 ichi-mai 1 sheet ６枚 roku-mai 6 sheets
に まい ななまい
２枚 ni-mai 2 sheets ７枚 nana-mai 7 sheets
さんまい はちまい
３枚 san-mai 3 sheets ８枚 hachi-mai 8 sheets
よんまい きゅうまい
４枚 yon-mai 4 sheets ９ 枚 kyuu-mai 9 sheets
ご まい じ ゅ う まい
５枚 go-mai 5 sheets １０枚 juu-mai 10 sheets
なんまい
何枚 nan-mai how many sheets
ほん･ぼん･ぽん
〜 本 hon/bon/pon classifier for counting long objects
いっぽん ろっぽん
１本 ip-pon 1 length ６本 rop-pon 6 lengths
に ほん ななほん
２本 ni-hon 2 lengths ７本 nana-hon 7 lengths

116
 さんぼん はっぽん
３本 san-bon 3 lengths ８本 hap-pon 8 lengths
よんほん きゅうほん
４本 yon-hon 4 lengths ９ 本 kyuu-hon 9 lengths
ご ほん じ ゅ っ ぽん
５本 go-hon 5 lengths １０本 jup-pon 10 lengths
なんぼん
何本 nan-bon how many long objects

さつ
〜冊 -satsu classifier for counting bound volumes
いっさつ ろくさつ
１冊 is-satsu 1 bound ６冊 roku-satsu 6 bound volumes
volume
に さつ ななさつ
２冊 ni-satsu 2 bound ７冊 nana-satsu 7 bound volumes
volumes
さんさつ はっさつ
３冊 san-satsu 3 bound ８冊 has-satsu 8 bound volumes
volumes
よんさつ きゅうさつ
４冊 yon-satsu 4 bound ９ 冊 kyuu-satsu 9 bound volumes
volumes
ご さつ じ ゅ っ さつ じ っ さつ
５冊 go-satsu 5 bound １０冊・10冊 jus-satsu, 10 bound volumes
volumes jis-satsu
なんさつ
何冊 nan-satsu how many bound volumes

3-5
かくちょう
拡 張 Kakuchoo Expansion

何時ですか?
なん じ
1 What currency is used where you grew up? Make an intelligent guess as to how it
would be said in Japanese and see if you were right by checking with a Japanese associ-
ate or friend, then practice the pronunciation.
2 Find out the current exchange rate between dollars and yen. Where did you find the
information? Keep track of how the exchange rate changes for five days.
3 Speak to someone who has lived in both Japan and the U.S. Find out if anything struck
them as being relatively more or less expensive and what those things were.

Behind the Scenes

BTS 22 The この kono series

This new ko-so-a-do series is used before Nouns and Noun Phrases:

このうち kono uchi this house

やま だ
どの山田さんですか？ Dono Yamada-san desu ka? Which Yamada-san do you mean?
ちい と しょかん
あの小さい図書館、
きれ Ano chiisai toshokan, kirei That little library is beautiful,
いですねえ。 desu nee. isn’t it!

117
 Note in the last example above that ano appears before an [Adjective + Noun] combina-
tion. This new series never appears directly before Noun no (see BTS note below), but it
does occur before [Adjective + Noun] when the Noun is no:

ちい
その小さいの、
きれいですねえ。 Sono chiisai no, kirei desu nee. That small one is beautiful, isn’t
it!

BTS 23 X or Y?

When you want to ask which of two alternatives is the case, you use two questions in suc-
cession as a sentence.

Verbs
い い
行きますか、行きませんか？ Ikimasu ka, ikimasen ka? Are you going or not?

Adjectives
3-5

たか やす
高いですか、安いですか？ Takai desu ka, yasui desu ka? Is it expensive or cheap?
たか たか
高いですか、高くないですか？ Takai desu ka, takaku nai Is it expensive or not?
何時ですか?

desu ka?
なん じ

Noun desu
ひ ゃ く えん な な ひ ゃ くえん
１００円ですか、７００円で Hyaku-en desu ka, Is it ¥100 or ¥700?
すか？ nanahyaku-en desu ka?
え い み ー え み り い
エイミーですか？エミリーです Eimii desu ka? Emirii desu ‘Is it Amy or Emily?’
か？ ka? or ‘Do you mean Amy or
Emily?’

BTS 24 へ〜 Hee

In Act 2 you saw an expression of surprise: waa! Here you see another expression of
surprise: hee. These imply different reactions. Waa is used to indicate open cheerfulness
or happiness in the face of something surprising. Hee is an indication of mild disbelief
in response to new information. So in the foregoing conversation, Sasha is surprised
(and not altogether happy) that the item under discussion is seven hundred yen.

118
 BTS 25 Numbers through 999

Here you see the remaining numbers through 100 (hyaku) along with all hundreds. Note
the following sound changes when 1 through 9 combine with hyaku: sanbyaku (300), rop-
pyaku (600), happyaku (800).
The word for zero may be zero, maru, or ree depending on the context. You have seen
that rei is used with classifiers -ji and -fun. Maru literally means ‘circle’ and you may hear
it as a sign of approval (‘no errors’). Your teacher may circle correct answers on your quiz-
zes and exams. You may also hear marumaru as a substitute for a Noun that the speaker
doesn’t need to specify.

えん どる せ ん と こ
BTS 26 Classifers 〜円 , 〜ドル , 〜セント , 〜個 ,
まい ほん さつ
〜枚 , 〜本 , 〜冊 -en, -doru, -sento, -ko,
-mai, -hon, and -satsu

The classifier for Japanese currency is en; the classifiers for American currency are doru
and sento. It is possible to say nan-en ‘how many yen?’ ‘nan-doru ‘how many dollars?’
and nan-sento ‘how many cents?’ but a more general word for ‘how much’ is ikura.

3-5
いち ど る なんえん
一ドル、何円ですか？ Ichi-doru, nan-en desu ka? How many yen to a dollar?

何時ですか?
なん じ
(i.e. exchange rate)
ご ど る ごじゅうきゅう せ ん と
5ドル
これ、 5 ９セントです。 Kore, go-doru gojuu kyuu-sento desu. This is $5.59.

When counting things in Japanese, it is almost never possible to use a number plus a
Noun as is done in English (two birds, four books, nine towels). Rather, numbers combine
with “classifiers” that are determined by the size, shape, or other characteristics of the
thing being counted. This has a parallel in English with words like paper (“two sheets of
paper,” not “two papers”), “bread” (“I ate two slices/pieces,” not “two breads”). You have
already seen the classifiers -ji and -fun for hours on the clock, -en and -oru for currency. In
this Scene you see another classifier: -ko. The classifier -ko is one of the most general and
is used for small items such as pieces of fruit, cookies, paper clips, golf balls, eggs, etc.

け え き なん こ
ケーキ、何個ですか？ Keeki, nan-ko desu ka? How many pieces of cake?

Another classifier is -mai, which is used for thin, flat objects (paper, shirts, towels, and
the like).

ち け っ と ごまい
チケット、5枚ですね？ Chiketto, go-mai desu ne? Five tickets, right?

119
 A classifier for long, narrow objects, such as pens, pencils, bottles, knives, forks, and
spoons is -hon. Note the sound changes in ippon, sanbon, roppon, happon, jippon/juppon,
and nanbon.

び い る いっぽん の
ビール、一本飲みませんか？ Biiru, ippon nomimasen ka? Shall we drink one bottle of beer?

A classifier for bound volumes, such as books, notebooks, and dictionaries is -satsu,
which is used even if the book is electronic. Note the sound changes in issatsu, hassatsu,
and jissatsu.

ほん いっさつ よ
おもしろい本、一冊読みま Omoshiroi hon, is-satsu Let’s read one interesting book.
しょう。 yomimashoo.

BTS
BTS27
27Quantity
QuantityX ++quantity
quantityY
English is flexible in telling how much a quantity costs. Tutoring might be ‘thirty dollars
an hour’ or ‘an hour for thirty dollars.’ Apples at the market might be ‘two dollars for three’
or ‘three for two dollars.’ Japanese, in contrast, is very strict about the order of the Nouns:
the quantity comes first and the cost comes second.
3-5

さんまい ご ひ ゃ く えん
三枚５００円 San-mai go-hyaku-en ¥500 for three sheets (e.g., art paper)
何時ですか?

いっ こ さんじゅう ど る
１個 ３ ０ドル Ik-ko san-juu-doru $30 per item (e.g., an electronic part)
なん じ

に さつ ひ ゃ く えん
２冊１００円です。 Ni-satsu hyaku-en desu. ¥100 for two volumes.
Or two volumes for ¥100.
じ ゅ う まいきゅうひゃくえん
１０枚９００円ですね？ Juu-mai kyuuhyaku-en desu It’s ¥900 for ten sheets, right?
ne? Or ten sheets are ¥900, right?

BTS 28 The Noun の no

The Noun no occurs as a substitute for something that is already known in the context.
Once we know that we are talking about cars, I can tell you Ii no desu ‘It‘s a good one.’
This no is not used to refer to people. It can appear directly after an Adjective as in the pre-
vious conversation. Here are some examples:

け え き
おいしいケーキ oishii keeki delicious cake(s) > おいしいの oishii no delicious one(s)
す ま ほ
すごいスマホ sugoi sumaho the awesome smart > すごいの sugoi no the awesome one
phone

120
 ほん
おもしろそうな本 a book that looks > おもしろそうなの one that looks
omoshirosoo na hon interesting omoshirosoo na no interesting

It is possible to have multiple modifiers combined with Nouns.

いっしょ
あのおもしろいのと一緒 ano omoshiroi together with that interesting one
no to issho

れんしゅう うでだめ
Now go to the Activity Book for 練 習 Renshuu Practice and 腕試し Udedameshi Tryout.

3-5
何時ですか?
なん じ

121
 わたし
Scene 3-6 それは 私 のです。
Sore wa watashi no desu. That’s mine.

Takashi is trying to pick out the umbrella that belongs to the faculty advisor to the club.

The script

たかし え い み い
孝 エイミー
せん かさ わたし
生の傘、
ここにありますか？これかな？ いや、それは私のです。
ちが せんせい あお
え、
じゃこれですかねえ。 いや、それも違いますよ。先生のって青いの
だよね？
あめ
そうですけど · · · · · ·。 ないですねえ、やっぱり。雨ですか？

いや、そうじゃないけど · · · · · ·

Takashi Eimii
3-6

Se⸢nse⸣e no ⸢ka⸣sa, koko ni arimasu ka? ko⸢re I⸢ya⸣, so⸢re wa⸣ wa⸢tashi no⸣ desu.
ka na.
何時ですか?

E, ja⸣ ko⸢re de⸣su ka ⸢ne⸣e. I⸢ya⸣, so⸢re mo chigaima⸣su yo. Se⸢nse⸣e no

tte a⸢o⸣i no da yo ne.
なん じ

So⸣o desu kedo . . . Na⸣i desu ⸢ne⸣e, ya⸢ppa⸣ri. A⸣me desu ka?

I⸢ya⸣, ⸢so⸣o ja nai kedo . . .

Takashi Amy

The professor’s umbrella, is it here? Is it this one? No, that one is mine.

What, then is it this one? No, that’s also not it! The professor’s is a blue
one, you know, right?

That’s so, but . . . It’s not here after all. Is it raining?

No, it’s not but . . .

122
 たん ご ひょうげん
単語と表現 Tango to hyoogen Vocabulary and expressions

Nouns
かさ
傘 kasa umbrella

かばん kaban bag, briefcase

け ご む
消しゴム keshigomu (pencil) eraser
ぱ そ こ ん
パソコン pasokon personal computer, laptop
かみ
紙 kami paper
ともだち tomodachi friend
ぶ ちょう
部 長 buchoo division chief
どうりょう
同 僚 dooryoo co-worker, colleague
く ら す め え と
クラスメート kurasumeeto classmate
る う む め え と
ルームメート ruumumeeto roommate
あめ
雨 ame rain
ゆき
雪 yuki snow
おな
同じ onaji same

Verbs

3-6
ちが ちが
違います（違わない） chigaimasu (chigaw-anai) different (not different)

何時ですか?
なん じ
Phrase particles

に ni [inanimate location particle]

も mo also, too

Sentence particles

よね yo ne [sentence particle indicating shared

certainty]

Special expressions

よくわかりませんけど yoku wakarimasen kedo I’m not sure, but . . .

ちが おな
(Ｘと)違います・同じです (X to) chigaimasu/onaji desu different from/same as X

123
 Behind the Scenes

BTS 29 More on Particle の no:

わたし あたら
私のです。 vs 新しいののどこですか。
Watashi no desu. vs Atarashii no no doko desu ka?

Recall that when one Noun modifies another the two Nouns are connected by Particle no:
sensee no kasa ‘the teacher’s umbrella,’ watashi no pasokon ‘my laptop.’ What happens
when the second Noun is no meaning ‘one(s)’? In that case, connecting Particle no plus
Noun no collapses to a single no: Sensee no ‘the teacher’s (one),’ watashi no ‘mine.’
The reverse is not true. When Noun no precedes connecting no the two do not collapse.
When we know that we are talking about various companies, Atarashii kaisha no doko
desu ka? ‘Where in the new company?’ becomes Atarashii no no doko desu ka? ‘Where in
the new one?’
The connector na remains unchanged before no: omoshirosoo na hon ‘an interesting
looking book’ becomes omoshirosoo na no ‘an interesting looking one.’

BTS 30 Location にあります・います

Location ni arimasu/imasu

In this Scene you see Particle ni used for the location where something or someone exists.
3-6

ち け っ と
チケット、
どこにありますか？ Chiketto, doko ni arimasu ka. Where are the tickets?
何時ですか?

かばん、ないですよね。 Kaban, nai desu yo ne. You don’t have a briefcase, right?
なん じ

かん だ
神田さん、いませんよね。 Kanda-san, imasen yo ne. Kanda-san isn’t here, right?

BTS
BTS31
31Noun
Noun++も
もmo
mo
A Noun plus Particle mo indicates that the Noun is in addition to something or some-
one else. The English equivalent is ‘too’ or ‘also’ (with an affirmative) or ‘either’ (with a
negative).

きょ う い
今日も行かないです。 Kyoo mo ikanai desu. I won’t go today either.
や ぎ き
八木さんも来ませんねえ。 Yagi-san mo kimasen nee. Yagi-san isn’t coming either, is she?
たか
これも高いですよ。 Kore mo takai desu yo. This is also expensive, you know.

124
 Note that in English the word ‘too’ can apply to any element in a sentence. ‘I will buy
books tomorrow, too’ might mean ‘I also (in addition to other people) will buy books
tomorrow,’ ‘I bought books also (in addition to other things) yesterday,’ or ‘I will buy
books tomorrow also (in addition to other days).’ In Japanese, mo must follow the Noun
that is additional and the meaning is always clear.
When two Nouns in a sentence occur with mo (X mo Y mo) the meaning is ‘both X and Y’
(with an affirmative) or ‘not/neither X or/nor Y’ (with a negative).

たか
これもそれも高いですよ。 Kore mo sore mo takai desu yo. Both this and that are expensive,
you know.
きょう
今日もあしたもないです。 Kyoo mo ashita mo nai desu. It isn’t here today or tomorrow.
や ぎ かん だ き
八木さんも神田さんも来ません Yagi-san mo Kanda-san mo Neither Yagi-san nor Kanda-san is
よ。 kimasen yo. coming, you know.

When two (or more) things in combination are exceptional in some way—for example,
it is unusual for two professors to come to a class, or to eat both ramen and sushi—the
Nouns occur in the combination X mo Y mo rather than X to Y.

BTS
BTS32
32Inverted
InvertedSentences
Sentences
Japanese word order is very flexible in spoken style. So far you have seen that the basic
Core Sentence (Verb, Adjective, or Noun +desu) typically comes last in a sentence, with
other elements preceding it.

3-6
やっぱりないです。 Yappari nai desu. Wouldn’t you know it’s not here.

何時ですか?
なん じ
きょ う あ
今日会います。 Kyoo aimasu. I will see her today.
たか
これ、高いですねえ！ Kore, takai desu nee! This is expensive, isn’t it!

But Nouns can also be added as afterthoughts, clarifications, or elaborations to Core

Sentences. Note that this includes Nouns in combination with their Particles.

ないです、
ここに。 Nai desu, koko ni. There aren’t any—in here.
か きょ う
買います、今日。 Kaimasu, kyoo. I will buy it—today.
たか
高いですねえ、
これ。 Takai desu nee, kore. It’s expensive, isn’t it—this thing!
たか
高くないですねえ、
これ。 Takaku nai desu nee, kore. It’s not expensive, is it—this thing!

The Core Sentence has its usual final intonation, while the additional word or phrase is
slightly lower pitched.

125
 BTS 33 Multiple Sentence Particles: よね yo ne

You saw the Sentence Particles yo (assertion or certainty) and ne (assumed agreement) in
Act 2. Here you see the two used together, with a combined meaning of ‘I’m sure of this
and I think you’ll agree.’ You will see other Particles coming together at the end of a Sen-
tence in successive Acts.

ら あ め ん
ここのラーメン、
おいしいです Koko no raamen, oishii desu The ramen here is good, isn’t it.
よね。 yo ne.
あした しゅくだい
明日は、宿題ないですよね。 Ashita wa shukudai nai desu There’s no homework tomorrow,
yo ne. right?
きょう み い て ぃ ん ぐ
今日のミーティングはそちらで Kyoo no miitingu wa sochira Today’s meeting is there, isn’t it.
すよね。 desu yo ne.

れんしゅう うでだめ
Now go to the Activity Book for 練 習 Renshuu Practice and 腕試し Udedameshi
Tryout.
ひょう か
Then do 評 価 Hyooka Assessment activities.
3-6
何時ですか?
なん じ

126
 よ か
◆ 読み書き Yomi-kaki Reading and writing

This lesson introduces the remaining 22 hiragana symbols. Remember when you practice
to imitate the version that you see on the far right.

なん じ
Scene 3-7R 何時ですか？ What time is it?

Sasha’s colleague Kuno-san sent an email using an app that provides furigana for kanji and
katakana. What does Kuno-san want to know?

テキスト Text

かい ぎ
Subject: あしたの会議
さ あ し ゃ
サ―シャさん
かい ぎ なん じ あさ じゅうじはん
すみません、
あしたの会議は何時ですか？朝の１０時半ですか？
く の
久野

3-7R
Subject: Tomorrow’s meeting

Sasha-san
何時ですか?
なん じ
Excuse me, what time is tomorrow’s conference? Is it 10:30 in the morning?
Kuno

も じ れい
文字と例 Symbols with examples

#25.
の no

127
 Examples
かい ぎ じ かん
1. 会議の時間 time for the meeting; the meeting time
こうこう せんせい
2. 高校の先生 high school teacher
さかた
3. ＪＬＣの坂田です。 I am Sakata of JLC.
かさ
4. その傘ですね。 That umbrella (near you), right?
たか
5. あれ、高いのですか。 Is that an expensive one?
せんせい
6. こちらの先生ですが · · · · · ·。 (I mean) the teacher (near me), but . . .
かさ
7. あれ、
だれの傘ですか。 Whose umbrella is that?
かさ
8. あの傘、
だれのですか。 That umbrella–whose is it?
す だ
9. あ、
あの、須田さんですか。 Oh, um, are you Ms. Suda?
かい ぎ
10. あしたの会議のことですが · · · · · ·。 It’s about tomorrow’s meeting, but . . .
あの、

#26. な* na

* This is a 4-stroke symbol.

Examples
な まえ
1. 名前 names
な まえ
2. お名前 names (polite)

3. ないです。 There aren’t any. I don’t have any.

た なか
4. 田中さん Tanaka-san
なん
5. 何ですか。 What is it?
なに ご
3-7R

6. 何語ですか。 What language is it?

7. さようなら。 Goodbye.
何時ですか?

8. そうかなあ。 I wonder if it is so.

9. どなたですか。 Who is it? (polite)

なん じ

かえ
10. お帰りなさい。 Welcome home.
なん い
11. 何と言いますか。 What do you call it? How do you say it?
いまなん じ
12. 今何時ですか。 What time is it now?
た なか おそ
13. 田中さん、遅いな。 Tanaka-san is late/slow, isn’t he.
おな
14. これとそれ、同じですか。 Are this and that the same?

#27. く ku

128
Examples
だいがく
1. 大学 university, college
がくせい
2. 学生 student(s)
かんこく ご
3. 韓国語 Korean (language)
だいがくいん
4. 大学院 graduate school
くん
5. たかし君 Takashi-kun

6. いくらですか。 How much is it?

7. よくないです。 It is not good.

8. よくありません。 It is not good.

9. すごくいいですね。 It’s really good, isn’t it!

たか
10. これ、高くないですか。 Isn’t this expensive?
えい ご かんこく ご
11. 英語と韓国語、
できますか。 Can you handle English and Korean?

12. ここ、すごくおいしくないですか。 Isn’t this place really tasty?

いま いそが

13. 今ですか。忙しくないです。 Right now? I’m not very busy.

#28. み mi

Examples
み
1. 見ます。 I’ll look. I’ll watch/see it.

2. みんな everyone

3-7R
1 2
3. みなさん# # everyone, ladies and gentlemen
の
4. 飲みます。 I’ll drink it.
何時ですか?
よ なん じ
5. 読みます。 I’ll read it.

6. すみません。 Pardon me. Excuse me.

7. どうもすみません。 Pardon me. My apologies.

の
8. みんなで飲みませんか。 Why don’t we drink it together?
み
9. これ、見ませんか。 Why don’t we watch this?
よ
10. これとあれ、読みませんか。 Why don’t we read this and that?

れんしゅう
Now go to the Activity Book for 練 習 Renshuu Practice.

129
 Notes
1 Expressions marked by # are not previously introduced in the Speaking/Listening sections.
2 Do not use みなさん when referring to groups of people that include yourself or people in your in-
group (when talking to outsiders). It is like attaching -さん to your own name.
3-7R
何時ですか?
なん じ

130
 ねが
Scene 3-8R よろしくお願いします！ See you then!

Sasha is checking an email she sent out to her colleague, using an app that provides furig-
ana for kanji. What important information does Sasha provide?

テキスト Text

かい ぎ
Subject: Re: あしたの会議
く の
久野さん

どうもすみません。
かい ぎ じゅういち じ
あしたの会議は １ １ 時にあります。
ねが
よろしくお願いします！
さ あ し ゃ も り す
サーシャ・モリス

Subject: Re: Tomorrow’s meeting

Kuno-san
My apologies (for not telling you sooner).
Tomorrow’s conference is at 11:00.
See you then!
Sasha Morris

文字と例 Symbol with examples

3-8R

ろ
何時ですか?
なん じ

#29. ro

Examples
くろ
1. 黒いです。 It is black.
いち じ
2. １時ごろ approximately 1:00
3. よろしく。 Nice to meet you (lit. ‘please treat me favorably’).
131
 4. どうぞよろしく。 Nice to meet you (lit. ‘please treat me favorably’).
ねが
5. どうぞよろしくお願いします。 Nice to meet you (lit. ‘please treat me favorably’).

#30. も mo

Examples
1. どうも。 (Thanks) very much.
さかもと
2. 坂本 [family name]
さかもとせんせい
3. 坂本先生 Professor Sakamoto
4. おもしろいです。 It is interesting/funny/intriguing/entertaining.

#31. は ha, wa (as particle) ば ba

BTL 1 Particle wa は

The particle wa is written with は not わ. This is left over from a historical change in the pro-
nunciation of this particle. Note that the greetings こんにちは。and こんばんは。also use は.

Examples
1. はい。 Yes. Got it.
2. かばん bag(s), briefcase(s)
がん ば
3. 頑張ります。 I will do my best.
さん じ はん
4. ３時半です。 It’s 3:30.
5. おはよう。 Good morning. (informal)
6. おはようございます。 Good morning. (formal)
3-8R

な まえ
7. あの、お名前は？ Um, your name is . . .?
た なか
8. 田中さんは？ How about Mr. Tanaka?
何時ですか?

9. これ、いいですね。
あれは？ This is good. What about that one?
あした いそが
10. 明日は忙しくないです。 I’m not very busy tomorrow (at least).
なん じ

#32. け ke げ ge

132
Examples
し けん
1. 試験 examination, test
1
2. そうですけど· · · · · · 。 It is so, but . . .
かい ぎ なん じ
3. あの、
あしたの会議ですけど、何時ですか。 Um, the meeting tomorrow—what time is it?

れんしゅう
Now go to the Activity Book for 練 習 Renshuu Practice.

Note
1 Recall that けど is more common in spoken language. In the written language you will more often
find が as well as other versions of けど: けれど, けども, けれども.

3-8R
何時ですか?
なん じ

133
 さき しつれい
Scene 3-9R お先に失礼します。
Excuse me (for leaving ahead of you)

Brian is reading an email he received from his senior colleague in the Japanese Club, using
an app that provides furigana for kanji and katakana.

テキスト Text

あした れんしゅう
Subject: 明日の練 習
に ほ ん ご く ら ぶ
日本語クラブのみなさん
つか さま
お疲れ様です。
きょ う あした れんしゅう やす
今日と明日の練習はやっぱりお休みです。
つぎ れんしゅう に じ さん じ はじ
次の練習はあさってですが、２時じゃなくて３時に始めます。
こんど て す と むずか べんきょう が ん ば
今度のテストも難しいですけど、勉強頑張りましょう！
さき しつれい
では、お先に失礼します。
ふる た
古田

Subject: Tomorrow’s practice

Everyone in the Japanese Club

Hello.
Practice for today and tomorrow will be cancelled as expected.
Next practice will be on the day after tomorrow and it will start at 3, not 2.
The upcoming test will be difficult (just like the previous ones), so let’s study hard!
See you later. (lit. ‘Sorry for leaving ahead of you.’)
Furuta
3-9R

文字と例 Symbol with examples

何時ですか?

つ づ
なん じ

1
#33. tsu du

134
Examples
べつ
1. 別に not particularly
2. つまらない。 is boring, uninteresting
しつれい
3. 失礼します。 Excuse me.
つか さま
4. お疲れ様でした。 Good job. (lit. ‘You must be tired.’)

BTL 2 Soku-on (small っ )

You have seen that ああ、いい、 うう、えい、おう represent long vowels in hiragana. Long
consonants are represented by a reduced (half size) っ placed right before the symbol for
the consonant being lengthened. The smaller symbol is written slightly lower than sur-
rounding symbols in horizontal writing, and slightly to the right in vertical writing.

Hiragana Romanization
〜っこ -kko
〜っし -sshi
〜って -tte

Examples
がっこう
1. 学校 school(s)

2. あさって the day after tomorrow

3. よかったら if you would like (lit. ‘if it is good’)

い
4. 行ってきます。 I’m off; see you later. (lit. ‘I’ll go and come back.’)
い
5. 言ってください。 Please say it.
なん
6. ＪＬＣって、何ですか。 What is “JLC”?
いち ど い
7. もう一度言ってください。 Please say it one more time.
い
8. みんなで言ってください。 Please say it all together.
い
9. 行って
（い）
らっしゃい。 Bye; see you later
3-9R

10. これ、
よかったらどうぞ。 This—please (have some), if you’d like.
何時ですか?
なん じ

かい ぎ
11. 会議って、
あさってですか。 The meeting, is it the day after tomorrow?

12. どっちですか。
こっちですか。 Where—this way?

135
 せんせい おお
13. 先生のって、大きいのですよね。 The teacher’s (house) is a large one, isn’t it.
がくせい くん
14. たかし君のことですね。 (By) “that student,” you mean Takashi-kun, right?
あの学生って、

#34. や ya

#35. ゆ yu

Examples
やす
1. 安いです。 It’s cheap.
やす
2. 休みます。 She will go to rest/take a break.
た なか やす
3. 田中さんはお休みです。 Ms. Tanaka is off/absent.
ゆき
4. あ、雪ですよ。 Look, it’s snow(ing).
やさ
2
5. 易しいですね。 It’s easy, isn’t it.
やす
6. これ、安くないですか。 Isn’t this cheap?
やす
7. あさって、休みませんよね。 You won’t be absent the day after tomorrow, right?

BTL 3 Yoo-on (small ゃ , ゅ , ょ )

Compare kiya and kya. The first is represented in hiragana by two equal size symbols: きや.
The second is represented by ki followed by a reduced ya: きゃ. Thus morae that contain
a glide (see the chart below) are represented by the hiragana symbol [consonant + -i] fol-
lowed immediately by a reduced ya, yu, or yo. Like the small っ, the small や is written
slightly lower than surrounding symbols in horizontal writing, and slightly to the right in
vertical writing.

r m (h) n t s k
りゃ rya みゃ mya ( ひゃ hya) にゃ nya ちゃ cha しゃ sha きゃ kya
りゅ ryu みゅ myu ( ひゅ fyu) にゅ nyu ちゅ chu しゅ shu きゅ kyu
りょ ryo みょ myo ( ひょ hyo) にょ nyo ちょ cho しょ sho きょ kyo
3-9R

(p) (b) z g
( ぴゃ pya) ( びゃ bya) じゃ ja ぎゃ gya
何時ですか?

( ぴゅ pyu) ( びゅ byu) じゅ ju ぎゅ gyu

なん じ

( ぴょ pyo) ( びょ byo) じょ jo ぎょ gyo

136
 Note: The ja じゃ that you have seen in negatives (Kore ja arimasen. これじゃありませ
ん ‘It’s not this.’ or Ja, mata ato de じゃ、 またあとで ‘So then, see you later.’) is actually a
contraction of de wa では. The full form with de wa では is much more typical of formal
writing (letters, newspapers, academic writing). Thus, in representing spoken style (for
example, novels or stories that reflect speech) you see これじゃないです and これじゃあ
りません. But in formal writing you see これではないです and これではありません. It is
fine to use the contracted form in texts and emails to your friends.

Examples
きょう
1. 今日 today
りょう
2. 寮 dormitory
ちゃ
3. お茶 green tea; Japanese tea; tea (in general)
よ しゅう
4. 予 習 study in advance
かいしゃ
5. 会社 company, office
しゅくだい
6. 宿 題 homework, assignment
じゅぎょう
7. 授 業 class
れんしゅう
8. 練 習 practice
しゅうまつ
9. 週 末 weekend
と しょかん
10. 図書館 library
11. ちょっと · · · · · · It is a little bit (difficult/inconvenient) . . .
だいじょう ぶ
12. 大 丈 夫です。 I am fine/okay.
13. じゃ、
また。 Well then, see you again.
14. じゃ、
あとで。 So then, see you later.
15. じゃ、
またあとで。 Well then, see you again later.
いま かいしゃ
16. 今、会社ですか。 Are you at the office now?
17. これじゃないです。 It is not this one.
18. これじゃありません。 It is not this one.
19. じゃ、そうしましょう。 Okay, let’s do so.
たか
3-9R

20. ちょっと高いですね。 It is a little expensive, isn’t it.

りょう あ
21. あした、寮で会いませんか。 Won’t we meet at the dormitory tomorrow?
何時ですか?
なん じ

22. あさってです。 It’s not tomorrow, but the day after tomorrow.
あしたじゃなくて、

137
 #36. わ wa

#37. に ni

#38. ほ ho

Examples

1. わあ。 Wow!
わたし•わたくし
2. 私 I, me
でん わ
3. 電話ですか。 Is it a telephone/telephone call?
わ せ だ だいがく
4. 早稲田大学 Waseda University
5. かわいいですね。 It’s cute, isn’t it.
6. それ、わかりますね。 That—(you) understand it, right?
7. よくわかりませんけど · · · · · · I’m not sure I understand, but . . .
さき
8. お先に。 (Iʼll leave) ahead of you.
さん じ
9. じゃ、３時に。 Well then, (I’ll see you) at 3:00.
さき しつれい
10. お先に失礼します。 Excuse me (for leaving ahead of you).
よ じ かえ
11. ４時に帰りましょう。 Let’s go home at 4:00.
なん じ あ
12. 何時に会いましょうか。 At what time shall we meet?
なに し ごと
3
13. 何 か仕事ありますか。 Is (there) any work to be done?
に ほん ご
14. 日本語 Japanese (language)
に ほん ご なん い
15. ＪＬＣって日本語で何と言いますか。 “JLC” is what in Japanese?

#39. ひ hi び bi

#40. ふ* fu ぶ bu

#41. へ he, e (as particle)4 べ

3-9R

be

#42.
む mu
何時ですか?

* Note that this is a 4-stroke symbol when it is handwritten.

なん じ

138
Examples
ひる はん
1. 昼ご飯 lunch
ろ び い
2. ロビー lobby
こ ぴ い
3. コピー copy
へい き
4. 平気です。 It’s fine/cool/calm.
た
5. 食べます。 I'll eat it.
むずか
6. 難しいです。 It’s difficult.
べんきょう
7. 勉強します。 I’ll study.
べんきょう
8. うちで勉強します。 I’ll study at home.
た
9. これ、
よかったら食べませんか。 If you would like—won’t you eat some of this?
しゅくだい むずか
10. この宿題、
ちょっと難しくないですか。 Isn’t this homework a bit difficult?

#43. め me

#44. ぬ nu

#45. る ru

Examples
あめ
1. 雨 rain

2. だめ is no good/not working
はじ
3. 始めます。 I'll start/begin.

4. だめですね。 It’s no good, is it.

はじ
5. じゃ、始めましょうか。 Okay, then, shall we begin/start?
かみぬま
6. 上沼さん [family name]-san
ぬのかわ
7. 布川さん [family name]-san
3-9R

ふる た
8. 古田さん [family name]-san
何時ですか?
なん じ

9. なるほど。 That makes sense. Of course.

139
 BTL 4 Handakuon: Maru ( ぱ , ぴ , ぷ , ぺ , ぽ )

Adding a small circle (or maru) to any /h/ mora changes the /h/ to a /p/.

は ha ば ba ぱ pa
ひ hi び be ぴ pi
ふ fu ぶ bu ぷ pu
へ he べ be ぺ pe
ほ ho ぼ bo ぽ po

Handakuon occur much more frequently with katakana words. See Act 6 for details.

Example
1. やっぱり as expected, after all

BTL 5 Fonts

Just as alphabetic languages use a variety of fonts, Japanese has a variety of styles to
choose from. Below you see six possible ways that you might see the word hiragana rep-
resented. In advertising, symbols can get even more distorted. And just as in English, hand-
writing style in Japanese is very distinctive. You may struggle at first, but the more you
read the more easily you will become familiar with these different styles of writing.
3-9R

BTL 6 Japanese names

何時ですか?

It is estimated that there are over 100,000 surnames in use in Japan. Almost all are written
in kanji, and most use the kunyomi of the characters. Here are the twenty most common
なん じ

Japanese family names. Can you arrange them in gojuuon order?

140
 さ とう すず き たかはし た なか い とう わたなべ やまもと なかむら こ ばやし か とう
佐藤 鈴木 高橋 田中 伊藤 渡辺 山本 中村 小林 加藤
よし だ やま だ さ さ き やまぐち まつもと いのうえ き むら はやし さいとう し みず
吉田 山田 佐々木 山口 松本 井上 木村 林 斎藤 清水

Summary of symbols in Act 3

n w r y m h n t s k
ん わ ら や ま は な た さ か あ
n wa ra ya ma ha na ta sa ka a
り み ひ に ち し き い
ri mi hi ni chi shi ki i
る ゆ む ふ ぬ つ す く う
ru yu mu fu nu tsu su ku u
れ め へ ね て せ け え
re me he ne te se ke e
ろ よ も ほ の と そ こ お
ro yo mo ho no to so ko o

p b d z g
ぱ ば だ ざ が
pa ba da za ga
ぴ び （ぢ） じ ぎ
pi bi ji ji gi
ぷ ぶ （づ） ず ぐ
pu bu du zu gu
ぺ べ で ぜ げ
pe be de ze ge
ぽ ぼ ど ぞ ご
po bo do zo go
3-9R

ry my hy ny ch sh ky
りゃ rya みゃ mya ひゃ hya にゃ nya ちゃ cha しゃ sha きゃ kya
何時ですか?
なん じ

りゅ ryu みゅ myu ひゅ fyu にゅ nyu ちゅ chu しゅ shu きゅ kyu

りょ ryo みょ myo ひょ hyo にょ nyo ちょ cho しょ sho きょ kyo

141
 py by j gy
ぴゃ pya びゃ bya じゃ ja ぎゃ gya
ぴゅ pyu びゅ byu じゅ ju ぎゅ gyu
ぴょ pyo びょ byo じょ jo ぎょ gyo
れんしゅう ひょうか
Now go to the Activity Book for 練 習 Renshuu Practice. Then do 評価 Hyooka
よ か
Assessment activities, including 読んでみよう Yonde miyoo Contextualized reading, 書
と か
き取り Kakitori Dictation, and 書いてみよう Kaite miyoo Contextualized writing.

Notes
1 Note that ず and づ have the same pronunciation. The symbol づ is used only in a few places in
modern Japanese; ず is used otherwise. やさ
2 やさしい has two different meanings, each of which is represented by a different kanji: 易しい ‘it’s
やさ
easy,’ and 優しい ‘he’s kind, he’s gentle.’ However, both are often written in hiragana.
3 Remember that the pronunciation of なん・なに depends on what follows. See Scene 3 in Act 2.
4 See Act 5, Scene 5-4 for details on this particle.
3-9R
何時ですか?
なん じ

142
 だい
だいよん まく
第4幕
Act 4

れんらく き
連絡来ました？
Renraku kimashita?
Did they get in touch?
とき かね
時は金なり Toki wa kane nari
Time is money.

143
 はな き
◆ 話す・聞くHanasu/kiku Speaking and listening

4-1
連絡来ました？
れんらく き
おお
Scene 4-1 大きくしました。Ookiku shimashita. I enlarged it.

Sasha shows Kanda-san a poster that she enlarged for a meeting.

The script

(This is the last Act in which you will see romanization for the Japanese. Try using the
Japanese script with furigana this time. Remember to work with the audio files!)

さ あ し ゃ かん だ
サーシャ 神田
おお ぽ す た あ たか
ちょっと大きくしました。 すごくいいポスターですね。高かったでしょう。
さんぜん
いや、
えん
それほどじゃなかったですよ！3000 まあまあでしたね 。
円ぐらいでした。

Saasha Kanda

Cho⸣tto⸢ o⸣okiku shi⸢ma⸣shita. Su⸢go⸣ku ⸢i⸣i⸢ po⸣sutaa desu ⸢ne⸣. Ta⸣kakatta deshoo.

I⸢ya, so⸢re hodo⸣ ja ⸢na⸣katta desu yo! Sa⸢n- Ma⸢ama⸣a deshita ne.
zen-en gu⸣rai deshita.

Sasha Kanda

I made it a bit bigger. Really nice poster! It must have been expensive.

No, it wasn’t that much! It was about ¥3000. Not so much, was it. (‘It was so-so.’)

145
 たん ご ひょうげん
単語と表現 Tango to hyoogen Vocabulary and expressions

Nouns
4-1

ぽ す た あ
ポスター posutaa poster
連絡来ました？

Number: 1000s
れんらく き

せん いっせん ろくせん
千・一千 sen/issen 1000 六千 rokusen 6000
に せん ななせん
二千 nisen 2000 七千 nanasen 7000
さんぜん はっせん
三千 sanzen 3000 八千 hassen 8000
よんせん きゅうせん
四千 yonsen 4000 九 千 kyuusen 9000
ご せん なんぜん
五千 gosen 5000 何千 nanzen how many thousands

Number: 10,000s
まん いちまん ろくまん
万・一万 man/ichiman 10,000 六万 rokuman 60,000
に まん ななまん
二万 niman 20,000 七万 nanaman 70,000
さんまん はちまん
三万 sanman 30,000 八万 hachiman 80,000
よんまん きゅうまん
四万 yonman 40,000 九 万 kyuuman 90,000
ご まん なんまん
五万 goman 50,000 何万 nanman how many ten thousands

Verbs
つく
作ります(作らない) tsukurimasu (tsukur-anai) make
つく
作りました(作らなかった) tsukurimashita (tsukuranakatta) made
か
買います(買わない) kaimasu (kaw-anai) buy
か
買いました(買わなかった) kaimashita (kawanakatta) bought

Adjectives
たか
高かった takakatta was expensive
あたら
新しい atarashii new
あたら
新しかった atarashikatta was new
ふる
古い furui old
ふる
古かった furukatta was old

146
Special expressions

それほど sore hodo that much; to that extent

まあまあ maamaa so-so

4-1
Xぐらい・くらい X gurai/kurai about X, approximately X

連絡来ました？
れんらく き
Behind the Scenes

BTS 1 Past forms: Verbs, Adjectives, and Noun desu

In the previous Acts, you learned how to express your thoughts in the non-past:
か
Verb 買います。 Kaimasu. I will buy it.
I do buy it.
か
買
か
わないです。 Kawanai desu. I won’t buy it.
買いません。 Kaimasen. I don’t buy it.
たか
Adjective 高いです。 Takai desu. It will be expensive.
It is expensive.
たか
高くないです。 Takaku nai desu. It isn’t expensive.
たか Takaku arimasen. It won’t be expensive.
高くありません。
だいがく
Noun desu 大学です。 Daigaku desu. It’s a university.
だいがく
大学じゃないです。 Daigaku ja nai desu. It isn’t a university.
だいがく Daigaku ja arimasen.
大学じゃありません。

All of these Core Sentences have a past form, in both affirmative and negative, formal and
informal. All of these come up in this Scene.

a. Verbs
To change a non-past affirmative Verb into the past affirmative, change -masu to
-mashita. (Recall wakarimashita ‘got it’ from Act 2.) Since there are two alternative
non-past negatives for a Verb (kawanai desu and kaimasen), there are two corresponding
past negatives. To form the past negative, change -nai desu to -nakatta desu or -masen to
-masen deshita.
か
買いました。 Kaimashita. I bought it.
か
買わなかったです。 Kawanakatta desu. I didn’t buy it.
か
買いませんでした。 Kaimasen deshita. I didn’t buy it.

147
 Note that both kawanai desu and kawanakatta desu forms can be made informal by drop-
ping です.

b. Adjectives
4-1

To make a non-past Adjective past, change -i desu to -katta desu. Since there are two alter-
native non-past negatives for an Adjective (takaku nai desu and takaku arimasen), there are
連絡来ました？

two corresponding past negatives. To form the past negative, change -nai desu to -nakatta
desu or -masen to -masen deshita.
れんらく き

たか
高かったです。 Takakatta desu. It was expensive.
高くなかったです。 Takaku nakatta desu. It wasn’t expensive.
たか
高くありませんでした。 Takaku arimasen deshita.

As with the affirmative forms, past forms of the Adjective can be made informal by drop-
ping です.

c. Noun です Noun desu

To make a non-past [Noun desu] past, change -desu to -deshita. Since there are two alternative
non-past negatives for a [Noun desu] combination (daigaku ja nai desu and daigaku ja arimasen),
there are two corresponding past negatives. Daigaku ja nai desu changes just as any Adjective
would for the past: drop -i and add -katta (daigaku ja nakatta desu). Daigaku ja arimasen changes
just as any verb would: add deshita to the negative form (daigaku ja arimasen deshita).
だいがく
大学でした。 Daigaku deshita. It was a university.
だいがく
大学じゃなかったです。 Daigaku ja nakatta desu. It wasn’t a university.
だいがく
大学じゃありませんでした。 Daigaku ja arimasen deshita. It wasn’t a university.

You have now seen a number of informal equivalents of the Core Sentences. Here is a
table to remind you of what has come up so far. You will learn the missing forms later.

Informal Non-past, affirmative Non-past, negative Past, affirmative Past, negative

Verb kawanai kawanakatta
Adjective takai takaku nai takakatta takaku nakatta
Noun desu daigaku (da) daigaku ja nai daigaku ja nakatta

Here are some more examples.

つく
作ります。 Tsukurimasu. I will make it.
つく
作りました。 Tsukurimashita. I made it.
つく
作りませんでした。 Tsukurimasen deshita. I didn’t make it.

148
 はや
早いです。 Hayai desu. It’s early.
はや
早かったです。 Hayakatta desu. It was early.
はや
早くなかったです。 Hayaku nakatta desu. It wasn’t early.

4-1
はや
早くありませんでした。 Hayaku arimasen deshita. It wasn’t early.
きょう
今日です。 Kyoo desu. It’s today.

連絡来ました？
れんらく き
きょう
今日でした。 Kyoo deshita. It was today.
きょう
今日じゃなかったです。 Kyoo ja nakatta desu. It wasn’t today.
きょう
今日じゃありませんでした。 Kyoo ja arimasen deshita. It wasn’t today.

BTS 2 Sentence でしょう（か）deshoo (ka)

Deshoo (with falling intonation) is a tentative form of desu, meaning ‘probably.’ Because it
is tentative, it is a little more polite. For now, you will see deshoo with Adjectives or Nouns
in non-past, past, affirmative, and negative. Nouns that combine with deshoo include ques-
tion words (such as nan, dare), even though there is no Sentence Particle ka at the end of
the Sentence. Here are some examples.

おそ
遅いでしょう。 Osoi deshoo. They’ll probably be late.
たか
高かったでしょう。 Takakatta deshoo. It was probably expensive.
たか
高くないでしょう。 Takaku nai deshoo. It probably isn’t expensive.
わたし
私でしょう。 Watashi deshoo. It’s probably me.
ぶちょう
部長ってだれでしょう。 Buchoo tte dare deshoo. I wonder who the division chief might be.

The addition of ka after deshoo (again with falling intonation) makes it even less certain: ‘do
you suppose that . . .?’ or ‘would it be that . . .?’

た なか
田中さんでしょうか。 Tanaka-san deshoo ka. Would it be Ms. Tanaka?
たか
高かったでしょうか。 Takakatta deshoo ka. Do you suppose it was expensive?
たか
高くないでしょうか。 Takaku nai deshoo ka. Do you suppose it isn’t expensive?
いつでしょうか。 Itsu deshoo ka. When do you suppose it is?

Compare:

たか
高いですね？ Takai desu ne? It’s expensive, isn’t it?
たか
高いでしょう。 Takai deshoo. It’s probably expensive.
たか
高いでしょうか。 Takai deshoo ka. Would it be expensive?

149
 All of these show uncertainty. In the first, it sounds like the speaker is reasonably sure
that the item is expensive, and is seeking agreement. The second sounds less certain about
whether the item is expensive: ‘I suspect it is, but I will give you the final say.’ The third is
the least certain and is relying on the listener to provide assurance.
4-1
連絡来ました？

BTS 3 Manner expressions: Adjective -ku form + Sentence

れんらく き

The -ku form of an Adjective links to a following Sentence to qualify or affect its meaning.
This use of the -ku form is one kind of manner expression. Other manner expressions are
introduced in Scenes below.

はや い
早く行きました。 Hayaku ikimashita. I went early.
おそ かえ
遅く帰ります。 Osoku kaerimasu. I go home late.
おお つく
大きく作ります。 Ookiku tsukurimasu. We’ll make it big.
あたら か
新しく買います。 Atarashiku kaimasu. I’ll buy it again (lit. ‘newly’).

Note that the -ku form of ii ‘good’ is yoku. This can mean either ‘well’ (Yoku wakari-
masu nee! ‘You understand well, don’t you!’), ‘often’ (Yoku ikimasu nee! ‘You go often,
don’t you!’), or ‘a lot’ (Yoku tabemasu nee ‘He eats a lot, doesn’t he!’). Special mention
should also be made of the Adjective sugoi which means ‘amazing, wonderful.’ In its -ku
form it intensifies the Sentence that follows, meaning something like ‘awfully, really,
amazingly.’

やす
すごく安いです。 Sugoku yasui desu. It is really inexpensive.
く っ き い
すごくおいしいクッキー sugoku oishii kukkii amazingly delicious cookies

These days, in informal settings, sugoi is used as a manner expression:

やす
すごい安いです。 Sugoi yasui desu. It is really inexpensive.
く っ き い
すごいおいしいクッキー sugoi oishii kukkii amazingly delicious cookies

せん まん
せん まん
BTS
BTS44Large
Largenumbers 千・万sen/man
numbers千・万 sen/man
Thousands are counted in Japanese using -sen. When a number starts with 1000 (for exam-
ple, 1200) sen (not issen) is preferred (sen-nihyaku). Note the sound change of /s/ to /z/
with 3000 (sanzen), 8000 (hassen) and ‘how many thousand (nanzen).’
Numbers of five places or more are grouped by ten-thousands (-man). 10,000 is ichi-
man; 100,000 is juuman; 1,000,000 is hyakuman; 10,000,000 is senman. Terms beyond
this (oku and choo) are not often used in daily conversation, but are used for real estate,

150
governmental budgets, and the like. One hundred million is ichioku and trillions are desig-
nated in choo.

さんまんいっせんえん
¥ 3 1, 0 0 0 sanman-issen-en ¥31,000

4-1
ごじゅうななまんはっせんどる
$ 5 7 8, 0 0 0 gojuunanaman-hassen-doru $578,000

連絡来ました？
れんらく き
BTS 5 Quantity + ぐらい -gurai

Recall from the previous Act that -goro combines with time expressions to indicate approx-
imation (8:00-goro ‘about 8:00’). Here you see -gurai combining with quantity expressions
(-en, -hon, -satsu, etc.) to indicate approximation.

せんえん ら あ め ん
¥1000ぐらいのラーメンです。 Sen-en-gurai no raamen desu. It’s ramen that’s about ¥1000.
じゅう まい
1 0 枚ぐらいあります。 Juu-mai-gurai arimasu. I have about ten sheets.

The general question word for this pattern is dono gurai ‘about how much.’

つく
どのぐらい作りましょうか。 Dono gurai tsukurimashoo ka. About how much shall I make?

Note that you will hear both -gurai and -goro in naming approximate time.

じゅうにじ き
12:00 ごろ・ぐらいに来ま Juuni-ji-goro/gurai ni kimashoo. Why don’t I come at about 12:00.
しょう。

But the reverse is not true—for counting, only -gurai can be used.
れんしゅう うでだめ
Now go to the Activity Book for 練 習 Renshuu Practice and 腕試し Udedameshi Tryout.

151
 せんこう に ほんがく
Scene 4-2 専攻は日本学でした。

Senkoo wa nihongaku deshita. My major was Japanese.

Sasha and Kanda-san are talking during a break.

4-2

The script
連絡来ました？
れんらく き

さ あ し ゃ かん だ
サーシャ 神田
かん だいがく せんこう すうがく
神田さん、大学の専攻は？ 数学でした。
すうがく いま ぜんぜんつか さ あ し ゃ
へえ、数学！ 今は全然使わないですけどね。
サーシャさんは？
せんこう に ほんがく び じ ね す こ お す に ほんがく に ほん ご
専攻は日本学でした。
あとビジネスのコース ふうん、
日本学って日本語だけじゃないですよね。
と
もけっこう取りました。
れき し ぶんがく しゅうきょう
ええ、歴史とか文学とかも。 宗 教も？
わたし と
私は取りませんでしたけど · · · · · ·。

Saasha Kanda

Ka⸢nda-san, da⸢igaku no gosenkoo wa? Su⸢ugaku de⸣shita.

He⸢e, su⸢ugaku! I⸣ma wa ze⸢nzen tsukawana⸣i desu kedo ne. Sa⸣

asha-san wa?

152
Se⸢nkoo wa ni⸢ho⸣ngaku deshita. A⸣to ⸢bi⸣ Fu⸢un. Ni⸢ho⸣ngaku tte ni⸢hongo dake⸣ ja ⸢na⸣i
jinesu no ko⸣osu mo ⸢ke⸣kkoo to⸢rima⸣shita. desu yo ne.

E⸣e, re⸢kishi to⸣ka ⸢bu⸣ngaku to ka mo. Shu⸣ukyoo mo?

Wa⸢tashi wa torimase⸣n deshita kedo . . .

Sasha Kanda

4-2
Kanda-san, what was your major in college? It was mathematics.

Wow! Mathematics! I don’t use math at all now though. How about

連絡来ました？
れんらく き
you, Sasha?

My major was Japanese studies. And then I Hmm. “Japanese studies” is not just Japanese
also took a fair amount of business courses. (language), is it.

Yes, it’s also fields like history and literature. Religion too?

I didn’t take it, but . . .

たん ご ひょうげん
単語と 表 現 Tango to hyoogen Vocabulary and expressions

Nouns
せんこう
(ご) 専攻 (go)senkoo major field of study
せんもん
(ご)専門 (go)senmon specialization, major
すうがく
数学 suugaku mathematics
れき し
歴史 rekishi history
に ほんがく
日本学 nihongaku Japanese studies
しゅうきょうがく
宗 教（学） shuukyo (gaku) religion (religious studies)
しゃかいがく
社会学 shakaigaku sociology
けいざい がく
経済（学） keizai(gaku) economics
ぶんがく
文学 bungaku literature
げん ご がく
言語学 gengogaku linguistics
こうがく
工学 koogaku engineering
ぶつ り がく
物理（学） butsur(gaku) physics
ぜんぜん
全然 zenzen not at all, entirely

153
 Verbs
つか
使います(使わない) tsukaimasu (tsukaw-anai) use
と
取ります(取らない) torimasu (tor-anai) take (a class)

Phrase particles

とか to ka (things) like, such as

4-2

とかも to ka mo also (things) like, such as

だけ dake just, only
連絡来ました？
れんらく き

Special expressions

ふうん fuun (w/ rising intonation) hmm

けっこう kekkoo quite, nice, wonderful, enough, sufficient (often by
implication ‘no thank you’)

あまり amari not very much (plus negative)

あと ato lastly, remaining, and then

かくちょう
拡 張 Kakuchoo Expansion

Find out the Japanese equivalent for your academic major or specialization and learn to
say it.

Behind the Scenes

だいがく せんこう
BTS 6 Academic majors and areas of specialization 大学の専攻

A major or field of study at university is called senkoo. A few sample majors are intro-
duced above. A more general term is senmon which refers to specialization within a field
of study but also areas of expertise in the day-to-day world or something that a person is
simply interested in or good at. For instance, Burajiru-koohii no senmon ‘a specialist on
Brazilian coffee.’

154
 BTS 7 [Noun + Phrase Particle] as a question

You have seen [Noun wa?] used to contrast an item with other items in the discussion. In
this Scene we find Kanda-san asking Sasha about her major, using two Sentence fragments
consisting of a [Noun plus Phrase Particle]:

さ あ し ゃ
サーシャさんは？ Saasha-san wa? How about you, Sasha?
しゅうきょう
宗 教も？ Shuukyoo mo? Religion, too?

4-2
Sentence fragments are typical of casual conversation, but may occur in formal

連絡来ました？
れんらく き
conversations, especially to follow up on what the other person just said. Kanda-
san’s first question (Saasha-san wa?) follows Sasha’s question about his major, while
the second (Shuukyoo mo?) follows Sasha’s listing of what is included in a Japanese
major.

BTS 8 NounX + とか NounX + to ka

[Noun + to ka] is used in relatively casual settings to mean ‘things like.’ There may be just
one thing mentioned:

く っ き い た
クッキーとか食べますか？ Kukkii to ka tabemasu ka? Do you eat things like cookies?

Or there may be multiple examples listed:

ちゃ こ お ひ い
お茶とかコーヒーとかあり Ocha to ka koohii to ka We have things like tea and
ますよ。 arimasu yo. coffee, you know.

BTS 9 Noun だけ Noun dake

a. Noun だけ Noun dake

The word dake means ‘only, just.’ Kanda-san asks Sasha about what is included in a Japa-
nese major: Nihongaku tte, nihongo dake ja nai desu ne. ‘Japanese studies isn’t only Japa-
nese language, right?’

ら あ め ん た
ラーメンだけ食べました。 Raamen dake tabemashita. I ate only ramen.
かんだ つか
神田さんだけ使いました。 Kanda-san dake tsukaimashita. Only Kanda-san used it.

155
 b. Category は・って X だけ Category wa/tte X dake
In the pattern [NounX wa/tte NounY dake desu], NounY designates some limitation on
NounX. Compare:

に ほんがく に ほん ご
日本学って、
日本語だけじゃないですよね？ Nihongaku tte, Nihongo dake ja nai desu yo ne?
に ほんがく に ほん ご
日本学は、
日本語だけじゃないですよね？ Nihongaku wa, Nihongo dake ja nai desu yo ne?

Both of these are roughly equivalent to ‘Japanese studies isn’t only Japanese language, right?’
4-2

きょう かんだ
今日は神田さんだけです。 Kyoo wa Kanda-san dake desu. Today it’s only Kanda-san
(who’s coming).
連絡来ました？

としょかん
図書館ってここだけですか。 Toshokan tte koko dake desu ka. Is this the only library?
れんらく き

BTS 10 Multiple Phrase Particles: Phrase Particle

+ も・は mo/wa

You have seen Phrase Particles wa and mo following Nouns. Here you see that both of
these Particles may also follow other Phrase Particles with the same function. Here are
some examples:

こ お ひ い の
A: コーヒー、飲みますか？ Koohii, nomimasu ka? Do you drink coffee?
ちゃ の
B: ええ、お茶とかも 飲みま Ee, ocha to ka mo Yes, I drink Japanese tea and that sort
すよ。 nomimasu yo. of thing, too, you know.
かみ
A: 紙、
ここにはないですよ。 Kami, koko ni wa nai There’s no paper in here, is there.
desu yo.
B: あそこには？ Asoko ni wa? How about over there?
A: あそこにもないですが。 Asoko ni mo nai desu ga. There’s not any in there either, but . . .

BTS 11 あと + Noun

In a series of Nouns, the last one mentioned may be preceded by ato. This indicates that Noun
following ato is somehow different from what precedes, or that the list is complete with the
final Noun. The list then might be followed by a Phrase Particle, as with any other Noun.

しゃかいがく れき し しゅうきょう べん
社会学、歴史、
あと宗教も勉 Shakaigaku, rekishi, ato I studied sociology . . . history . . .
きょう
強しました。 shuukyoo mo benkyoo- oh, and also religion.
shimashita.

156
 おすし、やきとり、
あと Osushi, yakitori, ato raamen I like sushi, yakitori, and oh, also
ら あ め ん す mo suki desu. ramen.
ラーメンも好きです。

When ato precedes a quantity Noun, it indicates how much or how many remain or are left.

ふん
あと5分です。 Ato go-fun desu. There are five minutes left.
こ つく
あと10個作ってください。 Ato juk-ko tukutte kudasai. Please make ten more.

4-2
あいまい
BTS 12 曖昧 Ambiguity

連絡来ました？
れんらく き
Conventionally in Japan, it is considered to be easier on listeners if you indicate some
uncertainty when talking about circumstances. Even when you ask your Japanese friend if
she is going to the party on Saturday, she is likely to say “probably” when asked. If your
friend saw Tanaka at the library and you ask if Tanaka is on campus, your friend might say,
“I think so.” Dividing the world into black and white is not a Japanese trait. In fact, ambi-
guity can be a virtue, especially if it preserves interpersonal harmony.
You have now seen multiple examples of vagueness and/or indirect speech in Japan. In
this Act you find two additional ways of showing uncertainty:

a Tentative でしょう desyoo ‘probably’

b NounX +って tte (in contrast to NounX + wa)
In previous Acts, you have seen other patterns that are associated with indirectness or
uncertainty:
c Negative questions to indicate uncertainty
たか
高くないですか？ Takaku nai desu ka? Isn’t it expensive?

d The use of ちょっと chotto as a polite refusal or to show difficulty

e Leaving sentences unfinished with けど kedo or が ga
f Hesitating with そうですねぇ。Soo desu nee.

Listen for these strategies when you talk to your Japanese teacher and/or friends. Try to
include them in your own speech.
れんしゅう うで だめ
Now go to the Activity Book for 練 習 Renshuu Practice and 腕 試し Tryout.

Note
1 The prefix go- makes a word more polite. You will learn more about this in Act 6.

157
 わたし
Scene 4-3 私がしました 。Watashi ga shimashita.
I’m the one who did it.

Sasha surprises Kanda-san by telling him that she was responsible for finishing a task.

The script

かん だ さ あ し ゃ
神田 サーシャ
やました わたし
これは、山下さんですね？ あ、いや、私がしました。
4-3

ほんとう
本当ですか？ はい 。
連絡来ました？

せんしゅう
いつ？ 先週しました。
れんらく き

たいへん べつ
すごいな。大変だった？ いえ、別に。
つか さま
お疲れ様。

Kanda Saasha

Ko⸢re wa Ya⸢ma⸣shita-san desu ne? A, i⸢ya, wa⸢tashi ga shima⸣shita.

Ho⸢ntoo de⸣su ka? Ha⸣i.

I⸣tsu? Se⸢nshuu shima⸣shita.

Su⸢go⸣i ⸢na⸣. Ta⸢ihen da⸣tta? I⸢e, be⸢tsu ni.

O⸢tsukaresama.

Kanda Sasha

This (job) is Yamashita-san’s (doing), right? Oh, no, I’m the one who did it.

Really? Yes.

When? I did it last week.

Amazing! Was it tough? No, not especially.

You worked hard.

158
 たん ご ひょうげん
単語と表現 Tango to hyoogen Vocabulary and expressions

Nouns
いつ itsu when?
せんしゅう
先 週 senshuu last week

きのう kinoo yesterday

おととい ototoi day before yesterday
せんげつ
先月 sengetsu last month
せん が っ き
先学期 sengakki last semester
せんじつ
先日 senjitsu the other day
きょねん
去年 kyonen last year

4-3
さき
（お）先 (o)saki ahead, previous
ほんとう
本当 hontoo true

連絡来ました？
れんらく き
たいへん
大変（な） taihen (na) tough (to do), awful, terrible
やました
山下さん Yamashita-san Yamashita-san

Verbs
しました shimashita did
かんが
考えます (考えない) kangaemasu (kangae-nai) think about, consider
かんが
考えました (考えなかった) kangaemashita (kangae-nakatta) thought
て つだ
手伝います (手伝わない) tetsudaimasu (tetsudaw-anai) help
て つだ
手伝いました (手伝わなかった) tetsudaimashita (tetsudaw-anakatta) helped

Phrase particle
が ga [subject particle]

Behind the Scenes

BTS 13 Phrase Particle が ga

You have seen that Nouns can hook up to Core Sentences in a number of ways. When a
Noun is the subject of a Sentence, it connects directly to the Core Sentence:
わたしかん だ
私、神田です。 Watashi, Kanda desu. I’m Kanda.
これ、おいしいですよ。 Kore, oishii desu yo. This is tasty, you know.
159
 You have also seen that the Phrase Particle wa might mark this Noun when there is a
sense of contrast with other Nouns:

わたし かん だ
私は神田です。 Watashi wa Kanda desu. I (in contrast to others) am Kanda.
これはおいしいですよ。 Kore wa oishii desu yo. This (compared to other things) is tasty, you know.

Yet another possibility is that the Noun is in addition to something or someone else, in
which case it is marked by mo:

わたし かん だ
私も神田です。 Watashi mo Kanda desu. I am also Kanda.
これもおいしいですよ。 Kore mo oishii desu yo. This is also tasty, you know.

In this Scene you see another possible subject marker: ga. Phrase Particle ga marks a
subject when the Noun provides new information or information that the speaker believes
4-3

the other person is looking for. Another way to look at this is that ga puts a spotlight on its
Noun.
連絡来ました？

わたし かん だ
私が神田です。 Watashi ga Kanda desu. I am the one who is Kanda.
れんらく き

これがおいしいですよ。 Kore ga oishii desu yo. This is delicious, you know. (i.e. This is
what is good [is what we want].)
す
そばが好きです。 Soba ga suki desu. (What) I like (is) soba noodles.
やました き
山下さんが来ますよ。 Yamashita-san ga kimasu yo. Yamashita-san is the one who’s coming,
you know.

It is no accident that question words in the subject position are more likely than other
Nouns to be marked by ga:
つく
だれが作りますか？ Dare ga tsukurimasu ka. Who’s going to make it?
たか
どれが高いですか？ Dore ga takai desu ka. Which one is expensive?

BTS
BTS14
14Past
Pastinformal
informal[Noun だった] ][Noun
[Nounだった [Noundatta]
datta]ItItwas
wasXX
The past form of da is datta. Here Kanda-san mixes formal and informal forms in find-
ing out who did a task. His use of informal when he asks Itsu? and Taihen datta? sounds
friendlier and more sympathetic than Itsu deshita ka? and Taihen deshita ka? Keep in mind
that he is Sasha’s senpai at the company, and it is part of his job to encourage her.

かい ぎ きょねん
あの会議、去年だった。 Ano kaigi, kyonen datta. That meeting was last year.
さかもとせんせい じゅぎょう す
坂本先生の授業が好きだった。 Sakamoto-sensei no jugyoo (What) I liked was Sakamoto-sensei’s
ga suki datta. class.

160
 It should not come as a surprise that the negative form of [Noun datta] is [Noun ja
nakatta] (drop desu from the formal [Noun ja nakatta desu]).
かい ぎ せんげつ
あの会議、先月じゃなかった？ Ano kaigi, sengetsu ja nakatta? Wasn’t that meeting last month?
かん だ
神田さんの専攻は、歴史じゃ
せんこう れき し
Kanda-san no senkoo wa, rekishi Kanda-san’s major wasn’t history!
ぶんがく ja nakatta yo. Bungaku datta. It was literature.
なかったよ。文学だった。
れんしゅう うでだめ
Now go to the Activity Book for 練 習 Renshuu Practice and 腕試し Udedameshi
Tryout.

4-3
連絡来ました？
れんらく き

161
 かい ぎ じ かん
Scene 4-4 会 議の時間 Kaigi no jikan
The time of the meeting

Kanda-san wants to confirm the particulars about an upcoming meeting.

The script

かん だ さ あ し ゃ
神田 サーシャ
れんらく き なん
連絡、来ました？ え？ 何ですか？
らいげつ かい ぎ じ かん け さ き
来月の会議の時間。 ああ、そのことですか。今朝 聞きました。
は つ か じゅう じ
２０日の１０時ですよね？
はん じゅう じ じゅういち じ はん
半からじゃなかったですか？ いや、
１０時から１１時半までですけど· · · · · ·。
4-4

ば しょ にひゃくいちばん かい ぎ しつ
そうか。
えっと、
場所は？いつものところですね？ はい、２０１番の会議室です。
連絡来ました？

Kanda Saasha
れんらく き

Re⸢nraku, ki⸢ma⸣shita? E? Na⸣n desu ka?

Ra⸣igetsu no ⸢ka⸣igi no ji⸢kan. A⸣a, so⸢no koto⸣ desu ka. Ke⸣sa ki⸢kima⸣shita.
Ha⸢tsuka no ⸢ju⸣u-ji desu yo ne.

Ha⸣n kara ja ⸢na⸣katta desu ka? Iy⸢a, ju⸣u-ji kara ju⸢u-ichi-ji-ha⸣n made desu kedo . . .

So⸣o ka. E⸢eto, ba⸢sho wa? I⸣tsu mo no Ha⸣i, ni⸢-hyaku-ichi⸣ ban no ka⸢igi⸣shitsu desu.
to⸢koro⸣ desu ne?

Kanda Sasha

Did they get in touch with you? Eh? About what?

The time of the meeting next month. Oh, about that. I heard this morning. It’s at
10:00 on the twentieth, right?

Wasn’t it from half past (ten)? No, it’ll be from 10:00 to 11:30.

Is that so. Uhh, what about the place? Where Yes, in meeting room 201.
we always meet, right?

162
 たん ご ひょうげん
単語と表現 Tango to hyoogen Vocabulary and expressions

Nouns
れんらく
連絡（します） renraku (shimasu) contact, communication
い べ ん と
イベント ibento event
こ ん さ あ と
コンサート konsaato concert
こと koto matter
ば しょ
場所 basho place
ところ tokoro place
いつも itsu mo always
かい ぎ しつ
会議室 kaigishitsu meeting room
きょうしつ
教 室 kyooshitsu classroom
れ す と ら ん
レストラン resutoran restaurant
か ふ ぇ
カフェ kafe café
ほ て る
ホテル hoteru hotel

4-4
こうえん
公園 kooen park
らいげつ
来月 raigetsu next month

連絡来ました？
れんらく き
こんげつ
今月 kongetsu this month
こんしゅう
今 週 konshuu this week
らいしゅう
来 週 raishuu next week
こ とし
今年 kotoshi this year
らいねん
来年 rainen next year
らい が っ き
来学期 raigakki next term/semester
めい じ
明治 Meiji Meiji era (1868–1912)
たいしょう
大 正 Taishoo Taisho era (1912–1926)
しょう わ
昭 和 Shoowa Showa era (1926–1989)
へいせい
平成 Heisei Heisei era (1989–2019)
れい わ
令和 Reiwa Reiwa era (2019–present)
け さ
今朝 kesa this morning
こんばん
今晩 konban this evening
さっき sakki a while ago
は つ か
２０日 hatsuka the twentieth day of the month

163
 Verbs
き
聞きます (聞かない) kikimasu (kik-anai) hear; listen
き
聞きました (聞かなかった) kikimashita (kik-anakatta) heard; listened

Phrase particles

から kara from (starting point)

まで made up to, until

Classifers
にち•か
〜日 -nichi/-ka classifier for naming the day of the month
ついたち じゅうしちにち
１日 tsuitachi the 1st １ ７日 juu-shichi-nichi the 17th
ふつ か じゅうはちにち
２日 futsuka the 2nd １ ８日 juu-hachi-nichi the 18th
みっ か じゅうくにち
３日 mikka the 3rd １９日 juu-ku-nichi the 19th
よっ か は つ か
４日 yokka the 4th ２０日 hatuka the 20th
いつ か にじゅういちにち
５日 itsuka the 5th ２ １日 ni-juu-ichi-nichi the 21st
4-4

むい か にじゅうににち
６日 muika the 6th ２ ２日 ni-juu-ni-nichi the 22nd
なの か にじゅうさんにち
連絡来ました？

７日 nanoka the 7th ２ ３日 ni-juu-san-nichi the 23rd

よう か にじゅうよっ か
８日 yooka the 8th ２ ４日 ni-juu-yokka the 24th
れんらく き

ここの か にじゅうごにち
９ 日 kokonoka the 9th ２ ５日 ni-juu-go-nichi the 25th
と お か にじゅうろくにち
１０日 tooka the 10th ２ ６日 ni-juu-roku-nichi the 26th
じゅういちにち にじゅうしちにち
１ １日 juu-ichi-nichi the 11th ２ ７日 ni-juu-shichi-nichi the 27th
じゅうににち にじゅうはちにち
１２日 juu-ni-nichi the 12th ２ ８日 ni-juu-hachi-nichi the 28th
じゅうさんにち にじゅうくにち
１ ３日 juu-san-nichi the 13th ２ ９日 ni-juu-ku-nichi the 29th
じゅうよっ か さんじゅうにち
１ ４日 juu-yokka the 14th ３ ０日 san-juu-nichi the 30th
じゅうごにち じゅうろくにち
１５日 juu-go-nichi the 15th 3 1 日 san-juu-ichi-nichi the 31st
じゅうろくにち なんにち
１ ６日 juu-roku-nichi the 16th 何日 nan-nichi what date?
がつ
-月 -gatsu classifier for naming the months of the year
いちがつ しちがつ
一月 ichi-gatsu January 七月 shichi-gatsu July
に がつ はちがつ
二月 ni-gatsu February 八月 hachi-gatsu August
さんがつ く がつ
三月 san-gatsu March 九月 ku-gatsu September
し がつ じゅうがつ
四月 shi-gatsu April 十 月 juu-gatsu October
ご がつ じゅういちがつ
五月 go-gatsu May 十 一月 juuichi-gatsu November
ろくがつ じゅう に がつ
六月 roku-gatsu June 十 二月 juuni-gatsu December
なんがつ
何月 nan-gatsu what month
164
 ばん
番 ban classifier for naming a numbers in a series
ねん
年 nen classifier for naming the years
にせんじゅうはちねん
2 0 1 8年 ni-sen-juu-hachi-nen the year 2018

Special expressions

そうか。 Soo ka. Is that so. (expression of awareness)

ば しょ じ かん
いつものX itsu mo no X the usual X (e.g., 場所 basho place, 時間 jikan time, ところ
tokoro place)

かくちょう
拡 張 Kakuchoo Expansion
1 Find out the Japanese equivalent for the next major holiday where you live and learn
how to say it.
2 Pick some of your favorite restaurant or fast food chains and find out if they are in
Japan. If they are, find out how to say the name in Japanese.

4-4
Behind the Scenes

連絡来ました？
れんらく き
BTS 15 Questions without か

Here you find that Kanda-san asks Sasha if someone has been in touch, using a ques-
tion without a final Sentence Particle か. This is typical of speech that is a bit less
formal but not yet informal or casual. Listen carefully for the pitch profile of questions
like this.

ひる た
昼ごはん、食べました？ Hiru-gohan, tabemashita? Did you eat lunch?
かんじ
この漢字、わかります？ Kono kanji, wakarimasu? Do you know this kanji?
きょう しゅくだい
今日の 宿題しました？ Kyoo no shukudai shimashita? Did you do today’s homework?

BTS 16 そのこと Sono koto That matter, that thing

You have seen koto in previous Acts in the pattern [Noun + no koto] meaning ‘matters hav-
ing to do with N.’ Here you see it in combination with sono. Remember that sono N refers
to ‘that N near you’ but also, as is the case here, ‘that N you just mentioned.’ Compare sono
koto to ano koto ‘that matter/experience that we both know (but that will remain unmentioned
here).’

165
 ばん
BTS 17 Classifer 〜番 -ban

When you want to name numbers in a series or sequence, the classifier is -ban.

じゅうごばん なん ぺ え じ
1 5 番、何ページですか。 Juugo-ban, nan-peeji desu ka. What page is number
fifteen?

あしたのクラス、
く ら す
Ashita no kurasu, sanbyakujuu- Tomorrow’s class is in
さんびゃくじゅう ばんきょうしつ ban kyooshitsu desu. classroom 310.
3 1 0 番 教 室です。

There is a good deal of flexibility in naming room numbers. So kyooshitsu sanbyakujuu-

ban, sanbyakujuu-ban no kyooshitsu, and san-maru-ichi no kyooshitsu are all correct.
Japanese does not break room numbers into two-digit chunks as English does (2138, for
example, becomes twenty-one thirty-eight in English).
You may also be surprised to find that the numbers 4 (shi) and 42 (shini) are often
skipped in room and floor numbers in Japan. The pronunciations of these are the same as
‘death’ and they are considered to be unlucky.
4-4

BTS 18 Calendar and holidays

連絡来ました？

In addition to being fully aware of the Western calendar, Japan maintains its own calendar
in which years are counted by era. An era ends when one emperor dies or abdicates (as in
れんらく き

the case of the Heisei emperor) and a new emperor ascends to the throne. The emperor is
never referred to by any given name (even though he has one). Rather, when an emperor
takes the throne, he chooses (in close collaboration with advisors) a name for his era which
is the name by which he himself will be known thereafter. In common parlance the cur-
てんのうへい か
rent emperor is known as 天皇陛下 Tennoo-heika (the Emperor). The first year of an era
がんねん ねん
is called 元年 gan-nen. Thereafter the years are counted with the Chinese numeral plus 年
-nen. The most recent eras are Meiji, Taisho, Showa, Heisei, and Reiwa.
Japan recognizes fifteen national holidays:
がんじつ
1. New Year’s Day (元日): January 1. The New Year’s season is more commonly called
しょうがつ
お正月. Most offices are closed January 1–3.
せいじん ひ
2. Coming of Age Day (成人の日): second Monday in January. This holiday acknowl-
edges those who have reached the age of maturity (20) during the year.
けんこく き ねん び
3. Foundation Day (建国記念日): February 11. On this day citizens are encouraged to
reflect on the establishment of Japan as a nation.
てんのうたんじょう び
4. Emperor’s Birthday (天皇誕 生 日): February 23.

166
 しゅんぶん ひ
5. Vernal Equinox (春分の日): usually around March 20.
しょう わ ひ
6. Showa Day (昭和の日): April 29. Celebrates the Showa Emperor who died in 1989.
けんぽう き ねん び
7. Constitution Day (憲法記念日): May 3. Commemorates the day (in 1948) on which
Japanʼs postwar constitution took effect.
みどり ひ
8. Green Day (緑の日): May 4. Celebrated as a day to appreciate nature.
ひ
9. Children’s Day (こどもの日): May 5.
うみ ひ
10. Marine Day (海の日): third Monday of July. Celebrated as a day to appreciate the sea
and the maritime nation that is Japan.
けいろう ひ
11. Respect for the Aged Day (敬老の日): third Monday of September.
しゅうぶん ひ
12. Autumnal Equinox (秋分の日): usually around September 23.
ひ
13. Sports Day (スポーツの日): second Monday of October.
ぶん か ひ
14. Culture Day (文化の日): November 3.
きんろうかんしゃ ひ
15. Labor/Thanksgiving Day (勤労感謝の日): November 23.

Note that Showa Day, Constitution Day, Green Day, and Children’s Day all fall within a
week of each other (April 29–May 5). This string of holidays is known as “Golden Week”
and is a time when many Japanese people travel or take a special holiday.

4-4
連絡来ました？
れんらく き
BTS 19 Japanese numerals and naming dates in a month

Use of the Japanese series is limited in the sense that it remains for only numer-
als 1 through 10 (with a few exceptions). Above, you see the dates of the month.
The classifier for days is [Japanese numeral + -ka] for 2 through 10, then [Chinese
numeral + -nichi] after 10. Note the exceptions for the first, fourteenth, twentieth, and
twenty-fourth.

じゅうろくにち い
１６日に行きましょう。 Juu-roku-nichi ni ikimashoo. Let’s go on the sixteenth.
いつ か かえ
５日に帰りましたよ。 Itsuka ni kaerimashita yo. He went home on the fifth, you know.
ふつ か き
２日に来ませんか？ Futsuka ni kimasen ka? Won’t you come on the second?

Like clock time (-ji), dates of the month take Phrase Particle ni in a Sentence.

BTS 20 Relative time

A number of Nouns have come up that are used to refer to “relative time”—that is, words
that derive their meaning from their relationship to the present (now or today), as opposed

167
 to words that refer to dates or days of the week. These include all of the words in the list
below, as well as sakki, ima, and ato de.

きょねん
おととい ototoi day before yesterday 去年 kyonen last year
こんしゅう
きのう kinoo yesterday 今週 konshuu this week
きょう こんげつ
今日 kyoo today 今月 kongetsu this month
ことし
あした ashita tomorrow 今年 kotoshi this year
せんしゅう らいしゅう
先 週 senshuu last week 来週 raishuu next week
せんげつ らいげつ
先月 sengetsu last month 来月 raigetsu next month
せん が っ き らい が っ き
先学期 sengakki last term/semester 来学期 raigakki next term/semester
らいねん
来年 rainen next year

You do not need to know what day today is in order to understand ‘Let’s meet on June
26.’ But you do need to know what day today is in order to understand ‘Let’s meet tomor-
row.’ For the most part, Nouns indicating relative time do not take Phrase Particle ni in a
Sentence.

い
あした行きましょう。 Ashita ikimashoo. Let’s go tomorrow.
4-4

かえ
おととい帰りましたよ。 Ototoi kaerimashita yo. He went home the day before
yesterday, you know.
連絡来ました？

きのうしちじきのうしち じ じ
昨 日 7 時にできました。 Kinoo 7:00 ni dekimashita. It was finished yesterday at 7:00.
れんらく き

BTS 21 The past used in recall

In this Scene, when Kanda-san asks Sasha about the time of next month’s meeting, he says:

はん
半からじゃなかったですか？ Han kara ja nakatta desu ka? Wasn’t it from half-past?

He is actually asking about the future, but uses the past ja nakatta. This use of the past
typically indicates that the speaker knows this from some past experience, and is draw-
ing on memory or has just realized that something is true. In English, too, we might say,
“Wasn’t her name Yamamoto?” We don’t mean that it’s changed—only that that’s what we
remember. This use of the past to recall things can also be a polite way of asking someone
a question. Imagine that your co-worker assumes that you are covering tomorrow’s assign-
ment. You might politely disagree by using the past:

あした すず き
明日は鈴木さんじゃなかった Ashita wa Suzuki-san ja nakatta Wasn’t tomorrow (supposed
ですか？ desu ka? to be) Suzuki-san?

168
 The use of the past (and the negative) here makes your contradiction of your co-worker
more indirect and softer.

BTS 22 Noun + から・まで Noun + kara/made

Two new Phrase Particles are introduced here for designating the starting point and end
point of a time sequence: kara ‘from’ and made ‘until, up to (and including).’

ふつ か と お か い
２日から１０日まで行きます。 Futsuka kara tooka made We’ll go from the second until
ikimasu. the tenth.
きょう
今日はここまで。 Kyoo wa koko made. That’s all for today. (lit. ‘Up to
here for today.’ Teachers often
say this to dismiss class)

Phrase Particles wa and mo can also combine with these two Particles, in their usual sense.

じゅうくにち い
１９日からは行きません。 Juu-ku-nichi kara wa ikimasen. I won’t be going from the nineteenth.
は つ か
２０日までは？ Hatsu-ka made wa? How about up until the twentieth?
(i.e. Will you be available?)

4-4
In fact, these Particles can mark the start and end point for location, as well.

連絡来ました？
れんらく き
とうきょう かえ
東京から帰りました。 Tookyoo kara kaerimashita. I returned from Tokyo.
に ひ ゃ く ぺ え じ
２００ページまでしました。 Ni-hyaku-peeji made shimashita. I did up to page two hundred.

Now look again at the kotowaza that introduced Act 2, from the ancient Chinese scholar
Lao Tzu (604-531 BC):

せん り みち いっ ぽ
千里の道も一歩から Senri no michi mo ippo kara A journey of a thousand miles begins with
a single step

In this phrase ippo kara means ‘from step one.’ The entire phrase literally means, ‘Even
the road to a distant place starts from step one.’

BTS 23 Phrase Particle ＋です Phrase Particle + desu

Up until now, you have only seen the various forms of desu in combination with Nouns.
Here you see the combination [Noun + Phrase Particle] acting as a Noun followed by desu:

じ ゅ う じ じゅういち じ
１０時から 1 1 時までです。 Juu-ji kara juu-ichi-ji made It’s from 10:00 until 11:00.
desu.

169
 く ら す きょう
クラスは今日からじゃないで Kurasu wa kyoo kara ja nai Don’t classes start today?
すか？ desu ka? (Aren’t classes from today?)
きょう
今日はここまでです。 Kyoo wa koko made desu. That’s all for today.

Not all Phrase Particles combine with desu in this way. Other combinations will be
noted as they come up.
It follows that these [Noun + Phrase Particle] combinations can modify another Noun if
they are connected with Particle の. This pattern only occurs with Phrase Particles such as
まで, から, へ , and で.

だれ れ ぽ お と
誰からのレポートですか？ Who is it a report from? (lit. ‘It’s a report from whom?’)
きょう しゅくだい わす
あ、今日までの宿題、忘れました！ Oh, I forgot about the homework (that was to be done)
by today!
れんしゅう うでだめ
Now go to the Activity Book for 練 習 Renshuu Practice and 腕試し Udedameshi
Tryout.
4-4
連絡来ました？
れんらく き

170
 つか
Scene 4-5 使いやすかったですよ！Tsukaiyasukatta desu yo!
It was easy to use!

Amy asks Takashi for his opinion about which room to use for a project they are working
on.

The script

え い み い たかし
エイミー 孝
なんばん へ や つか いっかい ひ ゃ く ななばんきょうしつ
何番の部屋を使いましょうか。 一階の１０７番 教 室はどうですか？
いちまるななばん きのう つか つか
１０７番ですか？ はい、
昨日も使いましたけど、
わりと使いやすかったですよ！

そうですか。
じゃあそうしましょう。

Amy Takashi

Na⸣nban no he⸢ya⸣ o tsu⸢kaimasho⸣o ka. I⸢k-kai no hya⸢ku-nana-ban kyo⸣oshitsu wa ⸢do⸣o desu ka?

I⸢chi-ma⸣ru-na⸢na⸣-ban desu ka? Ha⸣i, ki⸢no⸣o mo tsu⸢kaima⸣shita kedo, wa⸢ri to tsukaiya⸣

4-5
sukatta desu yo!

So⸣o desu ka. Ja⸣a so⸢o shima⸣shoo.

連絡来ました？
れんらく き
Amy Takashi

What number room should we use? How about classroom 107?

107? Yes, we used it yesterday too, and it was relatively

easy to use!

Is that so. Well, then let’s do that.

171
 たん ご ひょうげん
単語と表現 Tango to hyoogen Vocabulary and expressions

Nouns
へ や
部屋 heya room
お ふ ぃ す
オフィス oisu office
ふ ぉ ん と
フォント fonto font
じ てんしゃ
自転車 jitensha bicycle
ち か
地下 chika basement, underground

Adjectives
つか
使いやすい tsukaiyasui easy to use
つか
使いにくい tsukainikui hard to use

Classifers
かい
階 kai classifier for naming and counting floors in a building
いっかい ろっかい
１階 ik-kai one floor/first floor ６階 rok-kai six floors/sixth floor

に かい ななかい
２階 ni-kai two floors/second ７階 nana-kai seven floors/seventh
4-5

floor floor
さんがい はっかい はちかい
３階 san-gai three floors/third ８階・８階 hak-kai/hachi- eight floors/eighth floor
連絡来ました？

floor kai
よんかい きゅうかい
４階 yon-kai four floors/fourth ９ 階 kyuu-kai nine floors/ninth floor
れんらく き

floor
ご かい じ っ かい じゅ っ かい
５階 go-kai five floors/fifth floor １０階・１０階 jik-kai/juk-kai ten floors/tenth floor
なんがい
何階 nan-gai how many floors/which
floor

ばんきょうしつ
〜番 教 室 -ban kyooshitsu classifier for naming classroom numbers
ごうしつ
〜号室 -gooshitsu classifier for naming room numbers

Phrase particles
を o [object particle]

172
Special expressions

そうしましょう。 Soo shimashoo Letʼs do that.

わりと wari to relatively
いちばん
一番 ichi-ban most

Behind the Scenes

BTS 24 Phrase Particle を o

You have seen that Nouns can hook up to Core Sentences in a number of ways. When a
Noun is the object of a Sentence, it connects directly to the Core Sentence:

や とり た
焼き鳥、食べますか。 Yakitori, tabemasu ka. Do you eat yakitori?
つか
これ、使いましたね？ Kore, tsukaimashita ne. You used this, didn’t you?

You have also seen that the Phrase Particle wa might mark this Noun when there is a
sense of contrast with other Nouns:

や とり た
焼き鳥は食べますか。 Yakitori wa tabemasu ka. Do you eat yakitori? (It seems that you
don’t eat other things, but how about
yakitori?)

4-5
つか
これは使いましたね？ Kore wa tsukaimashita ne. How about this, you used it, didn’t you?

連絡来ました？
れんらく き
Yet another possibility is that the Noun is in addition to something or someone else, in
which case it is marked by mo:

や とり た
焼き鳥も食べますか。 Yakitori mo, tabemasu ka. Do you eat yakitori too?
つか
これも使いましたね？ Kore mo tsukaimashita ne. You used this too, didn’t you?

In this Scene you see another possible object marker: o. Phrase Particle o marks an
object when the Noun is new information or is information that the speaker believes the
other person is looking for. Another way to look at this is that o puts a spotlight on its
Noun. It is no accident that question words are much more likely than other Nouns to be
marked by o:

なに つく
何を作りますか。 Nani o tsukurimasu ka. What are you going to make?
いちばん よ
どれを一番読みますか。 Dore o ichiban yomimasu ka. Which one do you read most?

173
 Other examples include (note the English translations):

へ や つか
この部屋を使いますか。 Kono heya o tsukaimasu ka. Will you use this room? (Is
this the room you will use?)
ねが
これをお願いします。 Kore o onegai-shimasu. I’ll take this. (This is what I
request.)
き の う じゅぎょう はじ
昨日授業を始めました。 Kinoo jugyoo o hajimemashita. We started class yesterday.
(What we started yesterday
was class.)
いちばんふる か
一番古いのを買いましたよ。 Ichiban hurui no o kaimashita yo. I bought the oldest one, you
know. (What I bought was the
oldest one, you know.)

Note that ga (subject marker) and o (object marker) have a lot in common. Both
put special emphasis on their Noun as important information that the listener may not
know.

BTS 25 Compounds

a. VerbX stem 〜やすい・にくい VerbX stem -yasui/-nikui

The stem of a Verb (-masu form minus the -masu) combined with -yasui yields an Adjec-
tive that means ‘easy to X’:
4-5

よ
読みやすい yomiyasui easy to read
連絡来ました？

しやすい shiyasui easy to do

Similarly, the stem of a Verb combined with -nikui yields an Adjective that means ‘hard
れんらく き

to X’:

よ
読みにくい yominikui hard to read
しにくい shinikui hard to do

Here are more examples:

しゅくだい よ
この 宿 題は読みにくかった Kono shukudai wa This homework was hard to read,
ですねえ! yominikukatta desu nee! wasn’t it!
か
すごい買いやすいですよ。 Sugoi kaiyasui desu yo. It’s really easy to buy, you know.

174
 Note that minikui has two meanings. It can mean ‘hard to see, obscure.’ But it can also
mean ‘ugly, unattractive.’ These two meanings are distinguished in writing with different
kanji.

b. Compound words
You have seen numerous examples of compound words so far. Among Nouns these include
Fukuzawa-daigaku ‘Fukuzawa University’ and Nihongo-kurabu ‘Japanese Language
Club.’ These compounds all refer to a specific entity. The difference between Tookyoo no
daigaku and Tookyoo-daigaku is that the former refers to ‘universities in Tokyo’ while the
latter refers only to Tokyo University.
A Noun in combination with some form of shimasu is a compound Verb. Shitsurei-
shimasu ‘excuse me’ is a compound made up of shitsurei ‘rude’ plus shimasu ‘do.’ Onegai-
shimasu ‘please give me a hand’ is a combination of the Verb root onegai ‘request’ plus
shimasu ‘do.’ Other combinations include:

べんきょう べんきょう
勉 強 benkyoo study (Noun) 勉強します benkyoo-shimasu study (Verb)
でん わ でん わ
電話 denwa telephone (Noun) 電話します denwa-shimasu make a phone call (Verb)
し ごと し ごと
仕事 shigoto work (Noun) 仕事します shigoto-shimasu (do) work (Verb)

BTS 26 わりと wari to

Wari to is an expression that means ‘relatively, rather, unusually, pretty.’

4-5
たか
わりと高かったですけど · · · · · ·。Wari to takakatta desu kedo . . . It was pretty expensive, but . . .

連絡来ました？
れんらく き
You have now seen a variety of expressions that can qualify the meaning of a Sentence.
Compare:

よ
わりと読みにくいですよ。 Wari to yominikui desu yo. It’s pretty hard to read, you know.
けっこう よ
結構読みにくいですよ。 Kekkoo yominikui desu yo. It’s quite hard to read, you know.
よ
すごく読みにくいですよ。 Sugoku yominikui desu yo. It’s awfully hard to read, you know.
よ
あまり読みにくくないですよ。 Amari yominikuku nai desu yo. It’s not very hard to read, you know.
ぜんぜん よ
全然読みにくくないですよ。 Zenzen yominikuku nai desu yo. It’s not at all hard to read, you know.
れんしゅう うでだめ
Now go to the Activity Book for 練 習 Renshuu Practice and 腕試し Udedameshi Tryout.

175
 がん ば
Scene 4-6 頑張ります。 Ganbarimasu. I’ll do my best.

Kanda-san and Sasha just completed a task.

The script

かん だ さ あ し ゃ
神田 サーシャ
つか じ かん さん じ かん
お疲れ様。時間、どのぐらいかかりましたか？ そうですねえ。ほとんど３時間ぐらいですか
すごくかかりませんでしたか？ ねえ。
たいへん あした ねが がん ば
大変でしたね。明日もお願いしますね？ はい、頑張ります！

Kanda Saasha

O⸢tsukaresama. Ji⸢kan⸣, do⸢no-gurai kakarima⸣ So⸣o desu ⸢ne⸣e. Ho⸢to⸣ndo sa⸢njikan gu⸣rai
shita ka? Su⸢go⸣ku ka⸢karimase⸣n deshita ka? desu ka ⸢ne⸣e.

Ta⸢ihen de⸣shita ⸢ne⸣. A⸢shita⸣ mo o⸢negai Hai, ga⸢nbarima⸣su!

shima⸣su ⸢ne⸣.

Kanda Sasha

You must be tired. How much time did it take? Hmm . . . I guess it took almost about three
Didn’t it take an awful lot? hours.
4-6

That was tough, wasn’t it. Please do it tomorrow Yes, I’ll do my best!
too, okay?
連絡来ました？

たん ご ひょうげん
れんらく き

単語と表現 Tango to hyoogen Vocabulary and expressions

Nouns

ほとんど hotondo almost; barely (plus negative)

さん じ かん
３時間 sanjikan three hours

176
 げつよう
月曜（日） getsuyoo(bi) Monday
か よう
火曜（日） kayoo(bi) Tuesday
すいよう
水曜（日） suiyoo(bi) Wednesday
もくよう
木曜（日） mokuyoo(bi) Thursday
きんよう
金曜（日） kin’yoo(bi) Friday
ど よう
土曜（日） doyoo(bi) Saturday
にちよう
日曜（日） nichiyoo(bi) Sunday
なんよう
何曜（日） nan’yoo(bi) what day (of the week)?
こんがっ き
今学期 kongakki this academic term

Verbs

かかります (かからない) kakarimasu (kakar-anai) take (time), cost (money)

かかりました (かからなかった) kakarimashita (kakar-anakatta) took (time), cost (money)
がん ば
頑張ります (頑張らない) ganbarimasu (ganbar-anai) do one’s best
がん ば
頑張りました (頑張らなかった) ganbarimashita (ganbar-anakatta) did one’s best

いります (いらない) irimasu (ir-anai) need

いりました (いらなかった) irimashita (ir-anakatta) needed

Classifers
にち•か
〜日 -nichi/-ka classifier for naming and counting days
いちにち
１日 ichi-nichi one day
よう
曜（日） yoo(bi) days of the week

4-6
じ かん
時間 jikan classifier for counting hours
いち じ かん ろく じ かん
１時間 ichi-jikan 1 hour ６時間 roku-jikan 6 hours
連絡来ました？
れんらく き

に じ かん しち じ かん
２時間 ni-jikan 2 hours ７時間 shichi-jikan 7 hours
なな じ かん
７時間 nana-jikan
さん じ かん はち じ かん
３時間 san-jikan 3 hours ８時間 hachi-jikan 8 hours
よ じ かん く じ かん
４時間 yo-jikan 4 hours ９時間 ku-jikan 9 hours
ご じ かん じ ゅ う じ かん
５時間 go-jikan 5 hours １０時間 juu-jikan 10 hours
なん じ かん
何時間 nan-jikan how many hours?

177
 しゅうかん
週 間 shuukan classifier for counting weeks
いっしゅうかん ろくしゅうかん
1 週間 is-shuukan 1 week 6 週間 roku-shuukan 6 weeks
に しゅうかん ななしゅうかん
2週間 ni-shuukan 2 weeks 7 週間 nana-shuukan 7 weeks
さんしゅうかん はっしゅうかん
3 週間 san-shuukan 3 weeks 8 週間 has-shuukan 8 weeks
よんしゅうかん きゅうしゅうかん
4 週間 yon-shuukan 4 weeks 9 週間 kyuu-shuukan 9 weeks
ご しゅうかん
5週間 go-shuukan 5 weeks じ っ しゅうかん
10 週 間 jis-shuukan 10 weeks
じゅっしゅうかん jus-shuukan
10 週 間
なんしゅうかん
何週間 nan-shuukan how many weeks?

げつ
か月 kagetsu classifier for counting months
いっ げつ なな げつ
1か月 ik-kagetsu 1 month 7か月 nana-kagetsu 7 months
に げつ はち げつ
2か月 ni-kagetsu 2 months 8か月 hachi-kagetsu 8 months
さん げつ きゅう げつ
3か月 san-kagetsu 3 months 9 か月 kyuu/ku-kagetsu 9 months
よん げつ じっ げつ
4か月 yon-kagetsu 4 months 10か月 jik-kagetsu 10 months
ご げつ じゅういっ げつ
5か月 go-kagetsu 5 months 1 1 か月 juu-ik-kagetsu 11 months
ろっ げつ じゅうに げつ
6か月 rok-kagetsu 6 months 1 2か月 juu-ni-kagetsu 12 months
なん げつ
何か月 nan-kagetsu how many months?

ねん
年 nen classifier for naming and counting years
いちねん ろくねん
1年 ichi-nen 1 year, first year 6年 roku-nen 6 years, sixth year
に ねん ななねん
2年 ni-nen 2 years, second year 7年 nana-nen 7 years, seventh year
さんねん はちねん
3年 san-nen 3 years, third year 8年 hachi-nen 8 years, eighth year
よ ねん きゅうねん
4年 yo-nen 4 years, fourth year 9 年 kyuu-nen 9 years, ninth year
ご ねん じゅうねん
5年 go-nen 5 years, fifth year 1 0年 juu-nen 10 years, tenth year
4-6

なんねん
何年 nan-nen how many years, which year?
連絡来ました？
れんらく き

がっ き
学期 gakki academic term
いちがっ き さんがっ き
1 学期 ichi-gakki 1 term/first term 3 学期 san-gakki 3 terms/third term
に がっ き なんがっ き
2学期 ni-gakki 2 terms/second term 何学期 nan-gakki how many terms; which term

178
 Behind the Scenes

じ かん
BTS 27 Double-ga Sentences: 時間がかかります。
Jikan ga kakarimasu. It takes time.

Accomplishing the actions described by some Verbs, such as wakarimasu ‘understand,’

dekimasu ‘can do, become finished,’ irimasu ‘need,’ kakarimasu ‘take (time, money)’ and
arimasu ‘have, exist’ is not under human control. You cannot decide to understand or that
you can do something. These Verbs do not take a Noun marked by o. There might be two
Nouns associated with any of these Core Sentences, and either or both can be marked
by ga.

えい ご わ
英語が分かります。 Eigo ga wakarimasu. He understands English.
(It’s English that he understands.)
た なか わ
田中さんが分かります。 Tanaka-san ga wakarimasu. Tanaka-san understands it.
(It’s Tanaka-san who understands.)
た なか えい ご わ
田中さんが英語が分かり Tanaka-san ga eigo ga It’s Tanaka-san who understands
ます。 wakarimasu. English.

Kakarimasu, which comes up in this Act, is a Verb that means ‘take/require some
resource (such as time, money, etc.)’ Irimasu is a Verb that means ‘need/require’ in a gen-
eral sense.
In addition to the above-mentioned Verbs, all Adjectives and [Noun desu] are often
labeled “double-ga” for the very reason that you might see two ga-phrases in a single
Sentence.

しゅくだい じ かん
その宿題、時間がかかりました Sono shukudai, jikan ga That homework took time,
ねえ。 kakarimashita nee. didn’t it! 4-6
に ほん ご く ら す かみ
日本語のクラスで紙がいります。 Nihongo no kurasu de In the Japanese class we need
連絡来ました？
れんらく き

kami ga irimasu. some paper.

た なか えい ご じょう ず
田中さんが英語が上手です。 Tanaka-san ga eigo ga Tanaka-san is good at English.
joozu desu. (It’s Tanaka who is good at
English.)
つか
どれが使いやすいですか？ Dore ga tsukaiyasui Which one is easy to use?
desu ka?
みせ か れ え ら い す
どの店が カレーライスがおいしい Dono mise ga kareeraisu Which store has good curry
ですか？ ga oishii desu ka? rice?

179
 BTS 28 Word order

Now that you have seen sentences with multiple [Noun + Particle] combinations, you may
also notice that word order is quite flexible in Japanese. All of the following are fine.

かん だ
神田さんが月曜日から金
げつよう び きん
Kanda-san ga getsuyoobi kara Kanda-san will go from
よう び い kinyoobi made ikimasu. Monday until Friday.
曜日まで行きます。
げつよう び
月曜日から金曜日まで神
きんよう び かん
Getsuyoobi kara kinyoobi From Monday until Friday
だ き made Kanda-san ga kimasu. Kanda-san will come.
田さんが来ます。
に ほん ご く ら す
日本語のクラスで紙がいり
かみ
Nihongo no kurasu de kami ga In the Japanese class we need
irimasu. some paper.
ます。
かみ に ほん ご
紙が日本語のクラスでいり
く ら す
Kami ga Nihongo no kurasu de We need some paper in the
irimasu. Japanese class.
ます。
かみ
紙はあしたの日本語の
に ほん ご
Kami wa ashita no Nihongo no As for paper, we need some in
く ら す kurasu de irimasu. the Japanese class tomorrow.
クラスでいります。

In general, word order in a Sentence follows the pattern [Time + Place + Subject +
Object + Verb/Adjective/Noun desu]. But depending on the context and focus of attention,
this can change. Notice also that [Noun wa] phrases tend to go first.

BTS 29 Naming vs. counting classifers

You have seen the following classifiers so far:

-ji for naming (o’clock) hours, -fun for counting minutes, -mai for counting thin flat
4-6

objects, -en ‘yen,’ -doru ‘dollars,’ -sento ‘cents.’

連絡来ました？

We can divide these classifiers into two kinds:

れんらく き

a Naming classifiers, or those that name an element in a sequence (-ji, TIME-mae,

TIME-sugi)
b Counting classifiers, or those that indicate an amount (-mai, -en, -doru, -sento)

In this Scene we see six new classifiers. Make special note of the use of Phrase Particle ni
with naming classifiers in the examples that follow. Notice also that dono gurai and dore
gurai can be used interchangeably to mean ‘about how much.’

180
a -yoobi: a classifier for naming the seven days of the week
すいよう び つか
水曜日に使います。 Suiyoobi ni tsukaimasu. We will use it on Wednesday.
(suiyoobi is a naming classifier)

b -jikan: a classifier for counting the number of hours

に じ かえ
２時に帰りました。 Ni-ji ni kaerimashita. We went home at 2:00. (-ji is a
naming classifier)
に じ かん
２時間かかりました。 Ni-jikan kakarimashita. It took two hours. (-jikan is a
counting classifier)

c ichi-nichi: the use of -nichi to count one day. Compare tsuitachi for naming the first of
the month. For all other dates, the naming classifier is the same as the counting classifier.
ついたち かえ
１日に帰りました。 Tsuitachi ni kaerimashita. We went home on the first.
(tsuitachi is a naming classifier)
いちにち
１日いましたよ。 Ichi-nichi imashita yo. We were there for a day, you know.
(-nichi is a counting classifier)

d -shuukan: a classifier for counting weeks

に しゅうかん
２ 週 間ぐらい かかり Ni-shuukan gurai kakarimashita It took about two weeks, didn’t it.
ましたね。 ne. (-shuukan is a counting classifier)

e -kagetsu: a classifier for counting months

いっ げつ
一か月ぐらい かかりま Ikkagetsu gurai kakarimashita It took about one month, didn’t it.
したね。 ne. (-kagetsu is a counting classifier)

f -nen: a classifier for both naming and counting years.

さんねん
3 年ぐらいいました。 San-nen gurai imashita. I was there for about three years.
(-nen is a counting classifier)

4-6
にせんじゅうねん い
2 0 1 0年に行きました。 Nisenjuu-nen ni ikimashita. We went in 2010.
(-nen is a naming classifier)
連絡来ました？
れんらく き

g -gakki: a classifier for both naming and counting academic terms (such as semesters or
quarters).

に がっ き い
二学期に行きました。 Ni-gakki ni ikimashita. I went in the second term.
(-gakki is a naming classifier)
いちがっ き
一学期しました。 Ichi-gakki shimashita. I did it for one semester.
(-gakki is also a counting classifier)
れんしゅう うでだめ
Now go to the Activity Book for 練 習 Renshuu Practice and 腕試し Udedameshi Tryout.
ひょう か
Then do 評 価 Hyooka Assessment activities.

181
 よ か
◆ 読み書き Yomi-kaki Reading and writing

Now you should be familiar with all the hiragana symbols. This act introduces additional
conventions for hiragana, along with reading practice.

BTL 1 About the written language じゃ vs では

All languages, including English, distinguish between spoken

and written style. But in Japanese the difference between spoken
and written style is more pronounced than in English. This is a
result of the history of the development of the written language
in Japan. So far you have seen that:

けど is more common in spoken language. In the written

language you are more likely to find が as well as けれ
ど、けども、けれども.
The particle wa is written using は.
In the written language, 〜ません forms are more common
than 〜ないです.

In what follows, you will also see that じゃ is a contraction of では, which is much more
だいがく
typical of written style. So although you may hear 大学じゃないです。‘It’s not a univer-
だいがく だいがく
sity,’ you are likely to see in print 大学ではないです。or 大学ではありません。Similarly,
you often hear じゃ ‘well then’ in spoken language, but in writing or on formal occasions
you will see or hear では.
4-7R

You should expect to see more differences as you progress in Japanese. These will be
pointed out here as they come up.
連絡来ました？
れんらく き

182
 Scene 4-7R どこがよろしいですか。Where would be good?

Sasha is reading an email she received from Yagi-san-bucho, using an app that provides
furigana for kanji.

テキスト Text

From: Yagi Reiko <[email protected]>

Date: Tuesday, June 27, 2019 at 10:32 AM
To: Sasha Morris <[email protected] >
Subject: RE: 303 on Wednesday?
モリスさん
つか
いいですね。
では、そこを使いましょう。
かん だ ご ご に じ じ ゅ う ごふん さんびゃくさんばん あ
あしたは神田さんと午後２：１５分に３０３番で会いましょう。
や ぎ
八木
On Monday, June 26 at 3:45 PM, Sasha Morris wrote:
や ぎ ぶ ちょう
八木部 長
かい ぎ
あさっての会議はどこがよろしいですか。
さんがい さんまるさん
３Ｆの３０３はどうでしょうか。
モリス

From: Yagi Reiko <[email protected]>

Date: Tuesday, June 27, 2019 at 10:32 AM
To: Sasha Morris <[email protected] >
Subject: RE: 303 on Wednesday?
Morris-san,
4-7R

Sounds good. Let’s use that (room), then.

Let’s meet in #303 with Kanda-san at 2:15 p.m. tomorrow.
連絡来ました？
れんらく き

On Monday, June 26 at 3:45 PM, Sasha Morris wrote:

Division Chief Yagi,
Where would be good for the conference the day after tomorrow?
How about 303 on the third floor?
Morris

183
 BTL 2 Particle を

#46.
を o (particle)

While お and を are pronounced the same, を is used only to represent the particle o. This
is a remnant of historical changes in Japanese.

Examples

1. どれをしましたか。 Which one did you do?

み
2. どれを見ましたか。 Which did you watch/see/look at?
かさ か
3. どの傘を買いましたか。 Which umbrella did you buy?
しら い せんせい れき し と
4. 白井先生の歴史を取ります。 I’m going to take Professor Shirai’s history (class).

Recall from Act 3 that the particle wa is written withは not わ. This, too, is left over from a
historical change in the pronunciation of this particle. For example,

わたし がくせい
1. 私は学生です。 I am a student.
た なか
2. 田中さんは？ How about Tanaka-san?

Note that the greetings こんにちは and こんばんは also use は.

Examples

1. あちらは？ What about that direction?

や ぎ
2. 八木さんは？ What about Yagi-san?
よ じ
3. ４時ごろは（どうですか）
？ How about around 4:00?
た なか
4. それは田中さんのです。 That is Tanaka-san’s.
せんせい ちが
5. それは先生のとは違います。 That is different from the teacher’s.

Here is a summary of the phrase particles introduced so far:

4-7R

は が を も と で から まで とか
連絡来ました？

Examples
れんらく き

た なか
1. 田中さんのは？ What about Tanaka-san’s?
さかもと
2. 坂本さんがしました。 Sakamoto-san did it. It’s Sakamoto-san who did it.

184
 3. これをしました。 I did this one.
4. これとそれをしました。 I did this and that.
5. これもそれもしました。 I did both this and that.
6. これをしました。
あ、あれもしました。 I did this. Oh, I did that also.
7. これはしましたが、
あれはしませんでした。 I did this one (at least) but didn’t do that one.
かい ぎ よ じ
8. 会議は４時からです。 The meeting starts at 4:00.
かい ぎ よ じ ご じ
9. 会議は４時から５時までです。 The meeting is from 4:00 to 5:00.
れき し すうがく
10. 歴史とか数学とかですね。 History, mathematics, things like that.
11. じゃ、
またあとで。 See you later.
い
12. みんなで行きませんか。 Why don’t we all go together?
13. ここからあそこまで、
どのぐらいかかり How much (time/money) does it take from here to
ますか。 there?

Go back to Scenes in the earlier lessons to see what is written in hiragana only, etc.

BTL 3 Keyboard Input

Now you are ready to begin Japanese input on your computer. If you have never done this
before, do the following:

1 Make sure that your computer is Japanese enabled. There are videos online that can
lead you through this.
2 Practice toggling back and forth on your operating system between Japanese and English
input.

Ready to input Japanese? The romanization that you see in the table at the end of Act 3 will
take care of most morae. Here are the exceptions:

1 For ん type /n/ twice.

2 For Particle を type /wo/.
3 Remember that Particle は is pronounced wa but written /ha/.
4 Remember that Particle へ is pronounced e but written /he/.
5 For small つ (as it まって matte) hit the consonant key twice then the vowel.
4-7R

6 For small あ, い, う, え, お type /x/ followed by the vowel.

連絡来ました？
れんらく き

As you type, hiragana will appear lightly underlined. If you want just hiragana, hit the
‘Return’ key. When you begin to use kanji, you will choose among the options that appear
as you input text, using either the arrow keys or the space bar. If you find that you have
entered kanji, but wanted hiragana, the escape (esc) key will change what you’ve written
back to hiragana.

185
 There is also a Japanese keyboard available, but for word processing most Japanese
people use the romanization input method described above. Japanese keyboard input is far
more popular on smart phones. If you want to use this option, check online for instructions
that match your smartphone.

Summary of hiragana

n w r y m h n t s k
ん わ ら や ま は な た さ か あ
n wa ra ya ma ha na ta sa ka a
り み ひ に ち し き い
ri mi hi ni chi shi ki i
る ゆ む ふ ぬ つ す く う
ru yu mu fu nu tsu su ku u
れ め へ ね て せ け え
re me he ne te se ke e
を ろ よ も ほ の と そ こ お
o ro yo mo ho no to so ko o

p b d z g
ぱ ば だ ざ が
pa ba da za ga
ぴ び （ぢ） じ ぎ
pi bi ji ji gi
ぷ ぶ （づ） ず ぐ
pu bu zu zu gu
ぺ べ で ぜ げ
pe be de ze ge
ぽ ぼ ど ぞ ご
po bo do zo go

れんしゅう
4-7R

Now go to the Activity Book for 練 習 Renshuu Practice.

ひょう か よ
Then do 評 価 Hyooka Asse ssme nt activities, including 読かんでみよう Yonde miyoo
連絡来ました？

か と
Contextualized reading, 書き取り Kakitori Dictation, and 書いてみよう Kaite miyoo
Contextualized writing.
れんらく き

186
 第5幕
Act 5

ねが
お願いしてもいいですか 。
May I ask a favor of you?
き いっとき はじ き いっしょう はじ
聞くは一時の恥、聞かぬは一生の恥
To ask may lead to shame for a moment,
but not to ask leads to shame for a lifetime.

187
 はな き
◆ 話す・聞く Speaking and listening

5-1
お願いしてもいいですか 。
わたし き

ねが
Scene 5-1 私が決めていいですか？
Is it all right if I make the decision on this?

Sasha checks with Kanda-san to see if it’s all right for her to proceed with the decisions
(which room to reserve, who to invite) on an upcoming meeting at their company.

The script

さ あ し ゃ かん だ
サーシャ 神田
わたし き はや
これ、私が決めていいですか？ もちろん、そうしてください。なるべく早くお
ねが
願いします。
いま ぜんぜんへい き かま
わかりました。でも今すぐじゃなくてもいいで 全然平気です。あすでもあさってでも構いま
すか？ せんよ。
りょうかい
了 解です！ よろしく。

Sasha Kanda

Is it okay if I make the decision on this? Of course, please do that. As soon as possible,
please.

Understood. But is it okay if it’s not right this No problem at all. Tomorrow or the next day
minute? will be no problem.

Got it! Thanks for taking care of it.

189
 単語と表現 Vocabulary and expressions

Nouns
5-1

すぐ soon, immediately, right away

お願いしてもいいですか 。

あす tomorrow (slightly more formal than あした)

すこ
少し a little, a few
りょうかい
了解（する） understanding, consent, agreement

Verbs (including 〜て form)

ねが

き き き
決めます（決めない；決めて） decide (something)
いそ いそ いそ
急ぎます（急がない；急いで） hurry
かま かま かま
構います（構わない；構って） mind, care, be concerned about (most commonly
occurs in the negative)

Special expressions

もちろん of course
なるべく As . . . as possible
でも but, however, and yet
X でもY でも whether it’s X or Y
X でもX じゃなくても whether it’s X or not X

Behind the Scenes

BTS 1 〜て Forms

All three Core Sentences (Verb, Adjective, Noun です) have a 〜て form. Multiple uses of
the 〜て form come up in this Act.

a. Verbs in the 〜て form

The 〜て form of an affirmative Verb depends on which of four classes it fits into. (The
〜ない form of the Verb is actually an Adjective. See Adjectives in (b) below.)

-NAI Verbs: You have seen Verbs such as たべます, できます etc. that change to the
negative by dropping -masu and adding -nai desu. In the 〜て form these Verbs
also drop -masu and add -te. These will be explained in more detail in Act 7.

190
 た た
食べます eat 食べて
できます can do できて
み み
見ます see 見て

5-1
き き
決めます decide 決めて

お願いしてもいいですか 。
-ANAI Verbs: The 〜てform depends on the consonant that appears before -imasu. Below

ねが
is an example of all possible combinations. These will be analyzed in more detail in Act 7.
わ わ
分かります understand 分かって
つか つか
使います use 使って
ま ま
待ちます wait 待って
の の
飲みます drink 飲んで
し し
死にます die 死んで
よ よ
呼びます call 呼んで
はな はな
話します talk 話して
か か
書きます write 書いて
いそ いそ
急ぎます hurry 急いで
い か
The Verb 行きます is slightly different from other Verbs like 書きます since its 〜て form
い
is 行って.
Irregulaきr Verbs: These Verbs are irregular for reasons that will be explained in Act 7.
They are 来ますand します.
き
来てす come きて
します do して

A fourth group will be introduced in Act 7. In the meantime, get to know as many of
these Verbs as possible in both their 〜ますand their 〜て forms.

b. Adjectives in the 〜て form

The ~て form of the affirmative Adjective is formed by adding ~て to the ~く form, while
the negative is formed by adding ~て to the ~なく form. Notice that the 〜ない form of the
Verb is, in this sense, an Adjective!
たか たか
高い > 高くて expensive
あたら あたら
新しい > 新しくて new
あか あか
赤くない > 赤くなくて isn’t red
はや はや
早くない > 早くなくて isn’t early

191
 た た
食べない > 食べなくて doesn’t eat
の の
飲まない > 飲まなくて doesnʼt drink
しない > しなくて doesnʼt do
5-1

c. Noun です in the 〜て form

お願いしてもいいですか 。

The ~て form of the affirmative です is ~で. The ~て form of the negative じゃないで
す is じゃなくて, which you saw in Act 3 (スマフォじゃなくて、 スマホ ‘not sumafo, (but)
sumaho.’)
ねが

ここです > ここで is here

だめです >だめで is problematic
わたし わたし
私じゃない >私じゃなくて isn’t I/me
だめじゃない >だめじゃなくて isn’t problematic

BTS
BTS22Uses
Usesof
ofthe 〜てform
the〜て form

a. Request patterns
The 〜て form has quite a number of uses, one of which came up in “Instructional Expres-
sions” where you saw it combined with ください to ask for things or encourage someone to
do something.
い
PERSON に言ってください。 Please say it to PERSON.
き
PERSON に聞いてください。 Please ask PERSON.
いち ど き
PERSON にもう一度聞いてください。 Please ask PERSON again.
こた
PERSON に答えてください。 Please answer PERSON.
つか
どうぞ使ってください。 Please go ahead and use it.
いそ
急いでください。 Please hurry.

b. Permission: 〜て form + いいですか

Another use of the 〜て form is for asking or giving permission or to find out whether
something is acceptable. In this pattern, the 〜て form is followed by a phrase such as
だいじょう ぶ
いいですか or 大 丈 夫ですか.
わたし き
これ、私が決めていいですか？ Is it okay if I make the decision on this?
はや かえ だいじょう ぶ
早く帰って大 丈 夫でしょうか？ Would it be all right if I go home early?

192
 だいじょう ぶ
ひらがなで大 丈 夫ですか？ Is (writing it in) hiragana acceptable?
らいしゅう
来週でよろしいですか？ Is next week all right?
ぶ ちょう けっこう
部長じゃなくて結構です。 It will do if it isn’t the division chief.

5-1
かん じ つか
漢字、使わなくていいですか。 Is it all right if I don’t use kanji?
い だいじょう ぶ
ブライアンに言わなくて大 丈 夫 Do you suppose it’s all right if we don’t tell Brian?

お願いしてもいいですか 。
ねが
でしょうか。
つか
使いやすくなくていいですか？ Is it all right if it’s not easy to use?

c. 〜て Form + も
A 〜て form in combination with Phrase Particle も means something like ‘even if.’ Thus
Noun でも means ‘even if it’s Noun.’ (literally, ‘even being Noun’)

せんえん か
千円でも買いません。 Even if it’s ¥1000 I won’t buy it.
なん
A question word (いつ、 どこ、 だれ、何) plus でも means ‘no matter X.’ Thus いつでも
‘no matter when, any time,’ どこでも ‘no matter where,’ だれでも ‘no matter who,’ 何でも
‘no matter what.’

なん
何でもいいですよ。 Anything is fine. (No matter what it is, it’s fine.)

Similarly, Adjectives in the 〜くても form mean ‘even if it’s Adjective.’

あたら か
新しくても買いません。 Even if it’s fresh (i.e. fish), I won’t buy it.

Verbs behave in the same way.

べんきょう
勉強してもわからないです。 Even if I study, I don’t understand.
べんきょう
勉強しなくてもできました。 I was able to do it even without studying.

When either of two options is possible or acceptable, they are set up in parallel with
each other using 〜ても・でも. The second option may be the negative of the first, the
opposite of the first, or some alternative to the first.

えん えん か
1000円でも9000円でも買いません。 Whether it’s ¥1000 or ¥9000, I won’t buy it.
やす やす か
安くても安くなくても買わないです。 Whether it’s cheap or not, I won’t buy it.
きょう あした おな
今日しても明日しても同じでしょう？ It’s the same whether you do it today or tomorrow, right?

193
 In this Scene you hear Kanda-san tell Sasha when an assignment is due:

あすでもあさってでも。 Either tomorrow or the day after.

5-1

d. 〜て Forms and “manner expressions”

お願いしてもいいですか 。

Sometimes Verbs in the 〜て form can be manner expressions—elements that qualify

Sentences or tell how something occurs. This pattern is very important in expressing
movement because the manner of motion (walking, running, swimming, in a hurry, etc.) is
い き
regularly used in the 〜て form in combination with a directional verb like 行きます or 来
ある き
ます. The most reasonable Japanese equivalents of “I walked here” would be 歩いて来ま
ねが

ある
した not 歩きました.
がん ば
頑張ってやりました。 I did my best.
いそ
急いできました。 They came in a hurry.
ぜん ぶ
As you saw with 全部で and みんなで in Act 3, Noun plus で can also be a manner
expression. Essentially, the combination of Noun + で (〜て form of です) establishes the
existence of something (‘being Xʼ) that is relevant to what follows in the Sentence.
ぜん ぶ えん
全部で7000円でした。 It was ¥7000 in total.
ぜん ぶ まい
全部で８枚じゃないですか。 Isn’t it eight sheets all together?
いち じ かん
1 時間でできます。 I can do it in an hour.
まい えん
３枚で1500円 ¥1500 for three.
あした いっ か げつ
明日で一ヶ月です。 As of tomorrow it’s one month.

These join other manner expressions that have come up so far. In this Scene you find なる
ぜんぜん
べくand 全然. なるべくcombines with another expression to mean ‘as . . . as possible.’
はや かえ
なるべく早く帰りましょう。 Let’s go home as early as possible.
ぜんぜん
全然 combines with both affirmative and negative Sentences as an intensifier.

ぜんぜんだいじょう ぶ
全然大 丈 夫です。 It’s absolutely fine.
ぶ ちょう に ほん ご ぜんぜん
部長の日本語って全然わかりません。 I don’t understand the division chief’s Japanese at all.

Other manner expressions that you have seen include:

わ
すぐ すぐ分かりました。 They understood すぐ tells how they
right away. understood—right away.

194
 あまり あまりできないです。 I can’t do it much. あまり tells how much I can
do—not much.
やす か
わりと わりと安く買いました。 They bought it わりと tells how they bought
pretty cheaply. it—cheaply.

5-1
いっしょ こ お ひ い いっしょ た いっしょ
一緒に コーヒーと一緒に食べます。 We’ll eat it with 一緒に tells how we will eat
coffee. something (such as cake)—with

お願いしてもいいですか 。
ねが
coffee.
すごく すごくきれいでした。 It was amazingly すごくtells how clean it was—
clean. amazingly.
はや はや かえ はや
早く 早く帰りました。 I went home early. 早くqualifies my return
home—early.
はや
Remember that Adjectives in the 〜く form (すごく and 早く above) are common man-
ner expressions. Note also that Noun+に is often a manner expression.
か
きれいに書いてください。 Please write neatly.

Now go to the Activity Book for 練習 Practice and 腕試し Tryout.

195
 しつもん
Scene 5-2 質問してもいいですか？
Is it all right if I ask a question?
5-2
お願いしてもいいですか 。

Brian asks Professor Sakamoto when a homework assignment is due.

ねが

The script

さかもとせんせい ぶ ら い あ ん
坂本先生 ブライアン
ぺ え じ み しつもん
はい、
じゃあ４７ページを見てください。 すみません。質問してもいいですか？
しゅくだい
はい、
どうぞ。 この宿題はあしたまでですね？
きょう
いや、今日までだったでしょう？ あ、そうでしたか。すみません。
きょう だ わ
じゃあ、今日やって、
あす出してください。 分かりました。
どうもすみませんでした。

Prof. Sakamoto Brian

All right then, please look at page forty-seven. Excuse me. May I ask a question?

Yes, go ahead. We have until tomorrow for this homework,

right?

No, it was until today wasn’t it? Oh, was that it. Sorry.

So, do it today and turn it in tomorrow. Understood. I’m really sorry.

196
 単語と表現 Vocabulary and expressions

Nouns
しつもん
質問（します） (ask a) question

Verbs

5-2
やります（やらない；やって） do (less formal than する)
だ だ だ
出します（出さない；出して） submit (an assignment); take out (of a container);

お願いしてもいいですか 。
send out (mail)

ねが
Classifers
ぺ え じ
ページ pages

Special expressions
きょう
今日までだったでしょう？ It was until today, wasn’t it?

Behind the Scenes

BTS 3 Sentence でしょう？

In Act 4 you saw でしょう with falling intonation meaning ‘probably.’ In this Scene, you
see でしょう？ with rising intonation meaning ‘right? don’t you think? wouldn’t it be the
case?’

かん だ せ たか
神田さん、背が高いでしょう？ Kanda-san is tall, don’t you think?
きょ う びょういん
今日は病院でしょう？ Today is (you’re going to) the hospital, right?
やす
あとで休むでしょう？ We’ll take a break later, won’t we?

A special use of でしょう？ alone with question intonation is a response to something

that the speaker feels to be self-evident: ‘Didn’t I tell you?’ ‘Don’t you think?’

A: ああ、おいしい！ Oh, it’s delicious!

B: でしょう？ Don’t you think?

197
 BTS 4 More uses of the 〜て form

e. Permission: Verb 〜てもいいですか

わたし き
In Scene 1 you saw Sasha ask permission using the 〜ていいですか pattern: 私が決めて
いいですか？ ‘Is it all right if I decide it?’
When other alternatives are clearly acceptable, the 〜て form is followed by も. For
example, when you find a small flower decorating the sushi on your plate, you might ask:
5-2

た
これ、食べてもいいですか？ Is it all right to eat this too?
お願いしてもいいですか 。

When you know that a meeting starts at 10:00 but your bus will arrive at 9:00, you
might ask to get into the conference room early by saying:
じ き だいじょうぶ
９時に来ても大丈夫ですか？ Is it also okay to come at 9:00?
ねが

In some situations, other alternatives may not be obvious from the context, but it sounds
more polite to imply that they exist by using the 〜てもいいです pattern.
み
見なくてもいいですよ。 It’s all right if you don’t look!
こ
あした来なくてもよろしいですか？ Would it be all right if I don’t come tomorrow?

f. 〜て forms for sequences

Another use of 〜て forms is introduced here, and that is to link Sentences together to
show a sequence of activities or states. Here are two Sentences:
きょう
今日やります。 I’ll do it today.
だ
あした出します。 I’ll turn it in tomorrow.

These can be combined into a single Sentence by changing the first Sentence into its
〜て form:

きょう あした だ
今日やって明日出します。 I’ll do it today and turn it in tomorrow.

Two or more Sentences can be combined:

ら あ め ん た かえ べんきょう
ラーメンを食べて、すぐ帰って、勉強しました。I had ramen, went home right away, and studied.

198
 Note that the 〜て form gives no indication as to whether the Sentence will be past,
non-past, a request, or something else. It is only the final Verb, Adjective, or Noun です (or
context) that tells us how to interpret the 〜て form.

きょう あした だ
今日やって明日出してください。 Do it today and turn it in tomorrow.
きょう あした だ
今日やって明日出しましょう。 Let’s do it today and turn it in tomorrow.
きょう だ
きのうやって今日出しました。 I did it yesterday and turned it in today.

Similarly, the 〜て form can be used for sequences that involve Noun です and

5-2
Adjectives.

お願いしてもいいですか 。
ねが
ま なか
真ん中でいいです is nice and central
きれいでよかった was nice and clean
むずか
難しくてわかりません is difficult and I don’t understand
さむ たいへん
寒くて大変 is cold and dreadful

Notice that there is very often a sense that there is a causal connection between the first
and the second member of the combination. Something is nice because it is convenient, or
dreadful because it is cold.
Now go to the Activity Book for 練習 Practice and 腕試し Tryout.

199
 も
Scene 5-3 持ってきていただけますか？
Can I have you bring it?

Kanda-san is in charge of promotional materials for meetings with clients. Sasha wants
him to bring what she needs for another meeting tomorrow.
5-3
お願いしてもいいですか 。

The
Thescript
script

さ あ し ゃ かん だ
ねが

サーシャ
さ あ し ゃ 神田
かん だ

サーシャ 神田
ひと ねが なん
すみません。一つだけお願いしてもいいです どうぞ。何でしょう。
か？
もう わけ も ぜん ぶ
申し訳ありませんが、
これあしたも持ってきて いいですよ。全部ですか？
いただけますか？
いちおうぜん ぶ ねが
そうですねえ。すみませんが、一応全部お願 わかりました。
いできますか？
へい き へい き まか
すみません。 平気、平気。任せてください。

200
 Sasha Kanda

I’m sorry. May I ask just one favor? Go ahead. What could it be?

I’m really sorry, but can I have you bring these Of course, it’s fine. Everything?
again tomorrow?

Let’s see. Sorry, but tentatively everything please. Understood.

Thank you. Not a problem, not a problem. Leave it to me.

単語と表現 Vocabulary and expressions

Nouns

5-3
ぜん ぶ
全部 all, everything
いちおう
一応 for the time being, tentatively, more or less

お願いしてもいいですか 。
ねが
Verbs
も も も
持ちます（持たない；持って） hold, have, carry
も も も
（持ってこない；持ってきて） bring (a thing)
持ってきます
も も も
持っていきます（持っていかない；持 take (a thing) along
っていって）
か か か
借ります（借りない；借りて） borrow
ねが ねが ねが
お願いできます（お願いできない；お願 can request
いできて）
いただけます（いただけない；いただけて） can receive; can have
まか まか まか
任せます（任せない；任せて） leave it to someone else; let someone else do it

Classifers
〜つ
ひと むっ
一つ one thing/item 六つ six things/items
ふた なな
二つ two things/items 七つ seven things/items
みっ やっ
三つ three things/items 八つ eight things/items
よっ ここの
四つ four things/items 九つ nine things/items
いつ とお
五つ five things/items 十 ten things/items
いくつ・おいくつ how many things/items

201
 Special expressions
もう わけ
申し訳ありません・ないです。 I’m sorry. (polite)
もう わけ
申し訳ありませんでした・なかったです。 I’m sorry for what happened. (polite)

そうですねえ (to express consideration) let’s see

なん
何でしょう。 What? What could it be?
も
持ってきていただけますか？ Can I have you bring it?
まか
任せてください。 Please leave it to me. Let someone do it.
ねが
お願いできますか？ Can I ask a favor of you?

Behind the Scenes

5-3

BTS 5 Polite requests

お願いしてもいいですか 。

You have seen two options to make a request in past Acts:

ま
Verb 〜て plus ください 待ってください。 Please wait.
ねが しょうかい ねが
Noun (を)お願いします ご紹介をお願いします。 Please introduce us.
ねが

In situations where the request is more serious, a more polite way to make a request is to
substitute いただけますか for ください. This form means something like ‘Can I have you
do X?’ Note the difference between いただきます ‘I’ll have some’ from Act 1 and い
ただけますか ‘Can I have you . . .’ This is an example of how a single vowel can change
meaning.
ま
待っていただけますか？ Can I have you wait?
いそ
急いでいただけますか？ Can I have you hurry?

In this Scene you hear Sasha ask Kanda-san:

も
これあしたも持ってきていただけますか？ Can I have you bring these again tomorrow?

If you are asking someone to do something out of the ordinary, an even more polite way
to ask is to use the negative:
ま
待っていただけませんか？ Can’t we have you wait?
いそ
急いでいただけませんか？ Can’t I have you hurry?

202
 BTS 6 〜つ Japanese numeral series and multiple classifers
in a sentence

The classifier 〜つ is used when there is no special classifier for an object and for intan-
gible things such as ideas, arguments, and the like.
When counting items
(a) the Noun usually comes before the amount;
(b) when you want to mention more than one item, the Nouns can be connected by と;
(c) when Phrase Particles が and を occur, they usually follow the Noun, not the classifier.

めい し まい
名刺3枚 three business cards
きょうしつみっ
教 室三つ three classrooms
ぺ ん ほん か み まい ねが

5-3
ペン（を）2本と紙（を）4枚お願いします。 Please give me two pens and four sheets of paper.

お願いしてもいいですか 。
You may hear other combinations of [Noun (Phrase Particle) + Quantity (Phrase Par-

ねが
ticle)], depending largely on the speakerʼs focus and the surrounding discourse.
Now go to the Activity Book for 練習 Practice and 腕試し Tryout.

203
 つ
Scene 5-4 連れていっていただけませんか？
Can I have you take me with you?

Kanda-san is going out on an errand and, since Sasha is still getting used to her new envi-
ronment, she asks him to take her along.

The script

かん だ さ あ し ゃ
神田 サーシャ
ぎんこう い なに わたし いっしょ つ
ちょっと銀行に行ってきますけど、何かありま あ、
じゃあすみませんが、私も一緒に連れて
すか？ いっていただけませんか？
たす ぎんこう ある
いいですよ。 助かります。銀行まで歩いていきますか？
くるま い
5-4

いや、車で行きましょう。
お願いしてもいいですか 。

Kanda Sasha

I’m just going to the bank, but is there anything Oh, well, if it’s all right, can I have you take
(you need)? me along?

Of course, it’s fine. That’s a big help. Will we walk to the bank?
ねが

No, let’s go by car.

単語と表現 Vocabulary and expressions

Nouns
ぎんこう
銀行 bank
ほん や
本屋 book store
す う ぱ あ
スーパー supermarket
ゆうびんきょく
郵便 局 post office
びょういん
病 院 hospital
こうじょう
工 場 factory, workshop

204
 か もの
買い物 shopping
くるま
車 car
ば す
バス bus
ち か てつ
地下鉄 subway
でんしゃ
電車 train

Verbs
つ
連れていきます take (a person) along
つ
連れてきます bring (a person) along
で で で
出ます（出ない；出て） go out, leave, attend (an event), appear
たす たす たす
助かります（助からない；助かって） be helped, be saved, be rescued
ある ある ある
歩きます（歩かない；歩いて） walk
の の の
乗ります（乗らない；乗って） ride

Phrase particles
Xに to, towards X

5-4
Xへ to, towards X

お願いしてもいいですか 。
Xで by means of X

ねが
Special expressions
ある
歩いて on foot

拡張 Expansion

What kinds of stores do you go to on a regular basis? If you don’t know how to say the
name of one of these kinds of stores in Japanese, find out how to say it in Japanese.

Behind the Scenes

BTS 7 Verb 〜ていきます・きます

A notable use of 〜て form plus a Sentence is in combination with the Verbs of coming and
い
going such as きます and いきます. You first saw this in Scene 8 of the Act 1: 行ってきま
す This is a ritual phrase that is translated as ‘See you later,’ but it literally means something
205
 like ‘I’ll go and come back’ or ‘be right back.’ In English we might say, “I’ll go and have
lunch now” or “I’ll just go and make coffee.” The going is mentioned and the coming back is
assumed. In contrast, in Japanese the going is assumed, but the coming back is included:
た
食べてきます。 I’ll go and have lunch now. (I’ll have lunch and come back.)
こ お ひ い か
ちょっとコーヒー、買ってきます。 I’ll just go and buy coffee. (I’ll buy coffee and come back.)

A 〜て form in combination with いきます, on the other hand, means that the 〜て
form will happen in combination with going somewhere.
ら あ め ん た
ラーメンを食べていきました。 I had ramen and then went.
こ お ひ い か
コーヒーを買っていきましょう。 Let’s buy coffee and then go.

Compare the following.

か
買ってきます。 I’ll go and buy it. (I’ll buy it and come back.)
か
買っていきます。 I’ll buy it and then go.
も つ も
Note that the combinations 持っていく・くる and 連れていく・くる are special. 持ってい
5-4

つ
く・くる means ‘take/bring a thing’ while 連れていく・くる means ‘take/bring a person.’
お願いしてもいいですか 。

の お と ぱ そ こ ん も
ノートパソコンを持っていきます。 I’ll take my laptop.
の お と ぱ そ こ ん も
ノートパソコンを持ってきます。 I’ll bring my laptop.
かん だ つ
神田さんを連れていきます。 I’ll take Kanda-san.
かん だ つ
神田さんを連れてきます。 I’ll bring Kanda-san.
ねが

Finally, note that in this pattern, these “helping” Verbs are more often than not written
in hiragana, not kanji. There is a good deal of variation and no hard and fast rule for this,
so be prepared to see both.

BTS 8 Place/goal に・へ

A place Noun followed by Phrase Particle に or へindicates the goal of a motion Verb
い く かえ
(such as 行く, 来る, 帰る, etc.). (Remember that まで can also indicate the final goal of a
motion Verb.) Note that the Phrase Particle へ is pronounced e, not he.
おおさか い
大阪へ・に行きます。 I’ll go to Osaka.
かえ
うちへ・に帰りました。 I returned home.
ぎんこう い
銀行へ・に行ってきますけど · · · · · ·。 I’ll go to the bank and be right back, but . . .

206
 The difference between へ and に is subtle. Most native speakers will say that へ indi-
cates movement towards a place while に assumes arrival at the goal. But the two can be
used interchangeably with Verbs of motion.
With other types of (non-motion) Verbs, only に is acceptable for marking the goal or
end point of a process:

じ てんしゃ の
自転車に乗 Let’s go by bicycle.
い
って行きましょう。
わたし まか
私に任せてください。 Please leave it to me.
かん だ い
神田さんに言っていただけませんか？ Can (literally ‘can’t’) I have you tell Kanda-san?
し ごと じ かん
この仕事に時間がかかります。 It will take time for (to finish) this work.

Remember that は and も combine with these Phrase Particles in their usual sense.

おおさか い
大阪に・へは行かないです。 I won’t go to Osaka (though I may get as far as
Kyoto).
かん だ い
神田さんには言いませんでした。 I didn’t tell Kanda-san (though I may have told
others).

5-4
お願いしてもいいですか 。
BTS 9 Means で

ねが
A Noun followed by Phrase Particle で tells the means by which something is done. Notice
in the examples below that there are a number of ways in which this might be translated
into English.

くるま き
車で来ました。 I came by car.
か た か な か
カタカナで書いてください。 Please write with/using katakana.
ど る か
ドルで買いましょう。 Let’s buy it with/using dollars.

Compare Phrase Particle で with the で form of です that is introduced above. They
look alike but mean different things!

ここでよろしいですか？ Is this area all right? (で form of です)

くるま き
車で来ました。 I came by car. (‘by means of’ Particle で)

Now go to the Activity Book for 練習 Practice and 腕試し Tryout.

207
 よ
Scene 5-5 呼んでくださってありがとうございます。
Thank you for inviting me.

Yamamoto-san of Aoi Publishing has invited people from Sasha’s office. He mentions the
invitation again at the end of a meeting a few days before the reception.

The script

Pay attention to how Sasha accepts the invitation from Yamamoto-san. Both speakers use
strategies to be polite.

やまもと さ あ し ゃ
山本 サーシャ
きんよう び れ せ ぷ し ょ ん よ
金曜日のうちのレセプションには、いらっしゃ はい。
呼んでくださってありがとうございます。
いますね？
れ せ ぷ し ょ ん まえ みじか ぷ れ ぜ ん よろこ うかが
あ、
レセプションの前に短いプレゼンがござ あ、そうですか。はい、喜んで伺います。
いますから、
よろしければそちらへもいらして
ください。
5-5

れ せ ぷ し ょ ん ぷん まえ じ す まい
では、
レセプションの２０分ぐらい前までに わかりました。
では、６時過ぎまでに参ります。
いらしていただけますか？ ありがとうございます。
お願いしてもいいですか 。

Yamamoto Sasha

Friday’s company reception, you’re coming, Yes, I’ll attend. Thank you for inviting me.
right?
ねが

Oh, before the reception there’s a short Oh, really. Yes, certainly.
presentation, so if you’d like to, please come to
that as well.

Can we have you come about twenty minutes Understood. So then I’ll show up by a little
before the reception? after 6:00. Thank you.

208
 単語と表現 Vocabulary and expressions

Nouns
れ せ ぷ し ょ ん
レセプション reception
ぷ れ ぜ ん
プレゼン presentation
はっぴょう
発 表 presentation, announcement, breaking news

うち our company

Verbs
よ よ よ
呼びます（呼ばない；呼んで） call, invite
うかが うかが うかが
伺います↓（伺わない；伺って） visit (humble)
よろこ よろこ よろこ
喜びます（喜ばない；喜んで） be delighted, be pleased
ございます+ have, exist (polite)
おし おし おし
教えます（教えない；教えて） tell, teach
み み み
見せます（見せない；見せて） show
まい まい まい
参ります↓(参らない・参って) go, come (humble)
いらっしゃいます↑（いらっしゃらない； go, come (honorific)
いらっしゃって↑ or いらして↑）

5-5
Adjectives

お願いしてもいいですか 。
ねが
みじか
短い short
なが
長い long

Phrase particles

TIME までに by TIME X

Sentence particles

REASON から because of REASON X

209
 Special expressions

うちのX our company’s X

よろこ
喜んで delighted
よろしければ if you would like, if it pleases you
ぜ ひ
是非 certainly, without fail
X くださって↑ありがとう
（ございます）。 Thank you for doing X.

Behind the Scenes

けい ご
BTS 10 敬語 Politeness

You will often hear “TPO” when Japanese people talk about appropriate language and
behavior. TPO stands for ‘time, place, and occasion,’ and is a reminder that language
changes depending on who is talking to whom, who or what speakers are talking about,
who is listening, as well as where and when speakers are talking. Japanese people calibrate
their language very carefully to reflect their attitudes and feelings about TPO. This system
けい ご
of language as a whole in Japanese is called 敬語。

ていねい ご
a. 丁寧語 Formality
5-5

You have already learned about ~ます and です as markers of formality (Act 2) (called
ていねい ご
丁寧語 in Japanese). The expression さよなら ‘goodbye’ is also formal, compared to
お願いしてもいいですか 。

ば い ば い
バイバイ ‘bye bye.’ Formal forms put distance between the speaker and the listener. This
could be because they don’t know each other well, the relationship is formal by convention
(doctor-patient), or the context feels formal (friends might speak formally to one another in
front of outsiders). In some cases, only one side of the equation uses formality—for exam-
こうはい せんぱい
ple, the lower-ranking 後輩 uses formal forms while the higher-ranking 先輩 does not.
ねが

そんけい ご けんじょう ご
b. 尊敬語 and 謙 譲 語 Honorifc and humble forms
In addition to formality, Japanese has an elaborate system of Verbs and Verb endings that
convey politeness. Unlike formality (which depends on the relationship between speaker
and listener), politeness is a matter of the relationship between the speaker and those who
s/he is talking about, which could include the listener. Thus いらっしゃいますか is polite
to the subject of the sentence, whether it means ‘Is he going?’ or ‘Are you going?’ Polite-
ness is also more typical of the language of working adults, as opposed to students who
tend not to stand on ceremony.

210
 Politeness can be communicated in two different ways. One way of being polite is
to raise the status of the other person, in which case the speaker uses an honorific Verb
そんけい ご
(尊敬語) (marked here by an upward arrow ↑). Notice that by using an honorific form,
you are identifying the other person as そと—you would never use an honorific in talking
about うち.

いらっしゃいます↑ (honorific なん じ

い き
何時にいらっしゃいま When will you go/come↑?
form of 行きます and 来ます) す↑か？

Another way to indicate politeness is to lower your own status or that of someone in
けんじょう ご
your うち, in which case the speaker uses a humble Verb (謙 譲 語) (marked here by a
downward arrow ↓).

まい い はや まい
参ります↓ (humble form of 行き あした早く参りましょう↓か？ Shall I go/come↓ early
き
ます and 来ます) tomorrow?
うかが
伺います↓ (another humble じ うかが
7時に伺います↓。 I’ll go/come/visit↓ at 7:00.
い き
form of 行きますand 来ます)

Plain Polite-honorific↑ Polite-humble↓

き まい
来ます いらっしゃいます↑ 参ります↓
うかが
伺います↓

5-5
Note that humble forms are used only when the speaker’s behavior impinges somehow
on the other person, not simply to diminish their own behavior.

お願いしてもいいですか 。
ねが
c. Other politeness markers
You have seen polite Verbs: honorifics such as いらっしゃいます↑ and humble forms
まい
such as 参ります↓. In this Scene, Yamamoto-san wishes to be very polite to a representa-
tive of his client company. He therefore uses the Verb ございます rather than あります in
telling Sasha that there will be a presentation. ございます is neither honorific nor humble.
Rather, it is simply more polite than あります. Such polite forms are typical of the speech
of service personnel (salespeople, waiters, etc.) and very formal occasions.

あか
Customer: すみません。
これ、赤いのあ Excuse me. Do you have any red ones of these?
りますか？

211
 あか
Salesperson: あ、赤いのはございませ Ah, red ones, we don’t have.
んねえ。
わす もの
Hotel Receptionist: お忘れ物、
ござい You didn’t forget anything?
ませんか。
Customer: はい、
どうも。 No, thanks.

You have also seen the prefixes お~ and ご~ attached to Nouns to indicate politeness
ねが つか さま さき
(お願い ‘request,’ お疲れ様 ‘good work,’ お先に ‘excuse me for going ahead of you,’
ちゃ す せん こ う
お茶 ‘tea,’ お好き ‘like,’ ‘love,’ ごちそうさま ‘thanks for the meal,’ ご専攻 ‘university
しゅじん
major,’ ご主人 ‘husband’).
Formality and politeness are not simply a matter of ‘on’ or ‘off.’ You have seen Sen-
tence fragments in conversations that are otherwise formal. In Scene 3, Kanda-san says
へいき へいき
平気、平気 (without です) in an otherwise formal exchange to reassure Sasha that he will
bring what she needs the next day. Thus formality and politeness can increase and recede
depending on what is at stake.
けい ご けい ご
Finally, be assured that 敬語 as a whole is not just about rank. Not all users of 敬語 are
けい ご
showing respect to the people they are talking to or about, and not all 敬語 expressions are
designed to show formality and politeness in the way you might understand these in your
けい ご
own culture. 敬語 is used as an agent to build harmony, gauge distance, and assert or refute
けい ご
membership (who is うち and who is そと) in various social groups. 敬語 is one important
way in which you will find your way in the Japanese cultural landscape.
5-5

BTS
BTS11
11Thanking
Thanking
お願いしてもいいですか 。

a. Noun ありがとうございます
When you want to express your gratitude for what someone has given you, a straightfor-
ward pattern is Noun + ありがとう （ございます). Note there is no Phrase Particle in this
construction:
ねが

ちゃ
お茶、
ありがとうございます。 Thank you for the tea.
ぷ れ ぜ ん と
プレゼント、
ありがとう。 Thanks for the present.
れんらく はっぴょう か もの
Some action-like Nouns, such as 連絡, 発 表 , and 買い物 also can occur in this pattern:

れんらく
ご連絡、
ありがとうございました。 Thank you for contacting me.
しつもん
ご質問、
ありがとうございます。 Thank you for inviting me.

212
b. Verb 〜てくださってありがとうございます Thank you for X
You have seen a number of ways to ask others to do things, including 〜てください:

な まえ おし
お名前を教えてください。 Please tell me her name.
ほん も
本を持ってきてください。 Please bring the books.
ば す つ
バスまで連れていってください。 Please take me as far as the bus.

ください is a command form of an honorific Verb くださいます↑ meaning ‘give (from

そと to うち).’ When you want to thank someone for doing X for you, it is common to use
the Verb X in its 〜て form plus くださって (the 〜て form of くださいます↑) plus ありが
とうございます:

な まえ おし
お名前を教えてくださってありがとうございます。 Thank you for telling me her name.
ほん も
本を持ってきてくださってありがとうございます。 Thank you for bringing the books.
ば す つ
バスまで連れていってくださってありがとうござ Thank you for taking me as far as the
います。 bus.

BTS 12 Sentence + から : reasons

A Sentence plus から indicates the reason for something. The Sentence before から may be
past or non-past, affirmative or negative, formal or informal. (It is usually informal, but in
extremely serious settings such as public speaking or a job interview it may also be formal.)

5-5
If the Sentence before から is formal, the final Sentence will also be formal. If the Sentence
before から is informal, the final Sentence may be formal or informal. This is another exam-

お願いしてもいいですか 。
ple of the potential for making your communication more or less formal. The final form

ねが
determines formality, but formality can be “turned up” in other parts of the Sentence.

かばん も い
鞄を持って行きませんでしたから、
ノートもあり I didn’t take my bag so I didn’t even
ませんでした。 have a notebook.
あたら
新しいから、おいしいでしょう。 It’s fresh (i.e. fish), so it’s probably
delicious.
しけん がん ば べんきょう
試験、
あしただから、頑張って勉強しましょう。 Our test is tomorrow, so let’s do our
best and study.

In this Scene you hear Yamamoto-san say:

れ せ ぷ し ょ ん まえ みじか ぷ れ ぜ ん
レセプションの前に短いプレゼンがございますから、There’s a presentation before the
よろしければそちらへもいらしてください。 reception, so if you’d like to, please go
to that as well.

213
 When the result is already mentioned or known, the Sentence may simply end in から.

い
A: 行きませんか？ You are not going?
B: ええ、ぜんぜんわからないですから · · · · · ·。 Yes, I won’t understand anything so . . .
か
A: 買いませんね？ You won’t buy it, right?
つか
B: ええ、使わないですから。 Yes, because we won’t use it.

BTS 13 Time までに

A time expression plus までに means ‘by’ a given time:

あした
明日までにできます。 I can do it by tomorrow.
じ ぷん まい
６時１０分ごろまでに参ります。 I’ll come by about 6:10.

Now go to the Activity Book for 練習 Practice and 腕試し Tryout.

5-5
お願いしてもいいですか 。
ねが

214
 じ かん
Scene 5-6 お時間いただけませんか？
Can I have some of your time?

Brian approaches Professor Sakamoto to request an appointment.

The script

ぶ ら い あ ん さかもとせんせい
ブライアン 坂本先生
せんせい きょう じ かん なん
先生、今日ちょっと お時間、いただけませ はい、何でしょう。
んか？
ぼく よ か よわ むずか
僕、読み書きが弱くて · · · · · ·。 そうか · · · · · ·。難しくなりましたか。
じ かん め じゅぎょう れんしゅう
はい。 じゃあ、３時間目の授業のあとで練習しまし
ょうか。
ねが けんきゅうしつ き
お願いできますか？ いいですよ。
じゃあ、研 究 室へ来てください。
ねが
すみません。
よろしくお願いします。

Brian Professor Sakamoto

Professor, can I have some of your time today? Yes, what would it be?

My reading and writing are weak . . . I see . . . Has it gotten harder?

5-6
Yes. Well, shall we practice after the third hour’s
class.
お願いしてもいいですか 。
ねが

Can I ask you do that? Of course, it’s fine. So then, come to my office.

Thank you for helping me.

215
 単語と表現 Vocabulary and expressions

Nouns
じ かん
お時間 your time
あ ど ば い す
アドバイス advice
よ か
読み書き reading and writing
よ
読み reading
か
書き writing
かい わ
会話 conversation
ぶんぽう
文法 grammar
ご い
語彙 vocabulary
き と
聞き取り listening
か と
書き取り dictation
あと
あと・後 time after, later
れんしゅう
練習（します） practice, rehearse
よ しゅう
予習（します） prepare for a lesson
ふくしゅう
復習（します） review

Verbs

なります（ならない；なって） become

Adjectives
よわ
弱い weak
5-6

つよ
強い strong
お願いしてもいいですか 。

Classifers
め
〜目 classifier for naming numbers in a series

Special expressions
ねが

むずか
難しくなりました。 It became difficult.
あとで later, X のあとで = ‘after X’
そうしていただけますか？ Can I have you do that?

216
 Behind the Scenes

BTS 14 Change of state: Adjective 〜くなります・なりました

You have already seen Adjectives in their く form in a number of places: to form the nega-
あたら あたら か
tive (新しくないです) , in combination with Sentences (Act 4, Scene 1 新しく買いました。
),
あたら
and in this lesson in their 〜て form (新しくて). Here you see the く form in combination
with the verb なります ‘become, get.’

すこ むずか
ここからは少し難しくなりますよ。 From here it gets a little difficult.
おそ
遅くなってすみません。 Sorry to be late.（I’m sorry I became late.）
かい ぎ じ かん はや
会議の時間が早くなりましたよ。 The time for the meeting changed to (became)
earlier.

Note that 〜ない forms have a 〜く form, and therefore pattern like Adjectives.

た
食べない 食べなくなりました。 I stopped eating. (lit. ‘I became not eating.’)
かい ぎ かん だ はなし
きのうの会議で、神田さんの話がわか At yesterday’s conference, I stopped
らなくなりました。 understanding what Kanda-san said.
じゅぎょう で
授業に出なくなりました。 I stopped going to class.

あま
BTS 15 甘え Dependence

Many visitors to Japan are surprised at how much underlings rely on their superiors (teach-
ers, supervisors, senpai) for help and support. This reliance is called amae, often translated
あま 5-6
as ‘dependence.’ Much has been written about 甘え1 but you see an example of it in this
Scene when Brian asks his teacher for help. Subordinates ask supervisors for all kinds of
お願いしてもいいですか 。
ねが

help—personal as well as professional—in Japanese organizations. It is, of course, the

higher-up’s responsibility to take these requests seriously and try to solve the problem.

め
BTS 16 Classifer 〜目
め
Adding the classifier 目 to a number changes it to an ordinal (a form that describes the
じ かん
numerical position of an object in a series, e.g., first, second, third, etc.). Thus ３時間
じ かん め
means ‘three hours,’ while ３時間目 means ‘the third hour.’

217
 す ぺ い ん ご く ら す じ かん め
スペイン語のクラスは3時間目です。 Spanish class is the third hour.
し けん しゅうかん め
試験って5 週 間目じゃないですか？ Isn’t the test in the fifth week?

Now go to the Activity Book for 練習 Practice and 腕試し Tryout.

Then do 評価 Assessment activities.

Note
あま
1 If you want to know more about 甘え try these sources:

Doi, T. (1978). The Anatomy of Dependence. (J. Bester, Trans.) (1st edition). Tokyo, New York:
Kodansha America, Inc.
Johnson, F. (1995). Dependency and Japanese Socialization: Psychoanalytic and Anthropological
Investigations into Amae. NYU Press.
Smith, H., and Nomi, T. (2000). Is Amae the Key to Understanding Japanese Culture? Retrieved
February 20, 2017, from http://www.sociology.org/content/vol005.001/smith-nomi.html
The Anatomy of Dependence. (2016, March 19). In Wikipedia. Retrieved from https://en.wikipedia.
org/w/index.php?title=The_Anatomy_of_Dependence&oldid=710815020
5-6
お願いしてもいいですか 。
ねが

218
 よ か
◆ 読み書き Reading and writing

BTL 1 Katakana

The next three lessons introduce katakana. This is the kana system that is used for writ-
ing loanwords from foreign languages (such as ビール ‘beer’), onomatopoeic expressions
(such as those you see in manga), as well as words that the writer wants to emphasize (ダ
メです。‘It’s no good.’). Katakana was developed in the 9th century by taking parts of kanji
as a form of shorthand. Below is a chart that illustrates where each character came from.
The left character in each block is the katakana symbol, while the right is the kanji source
of the character.

5-7R
お願いしてもいいですか 。
ねが

Figure 5.2.1 Origin of katakana characters

Source: https://en.wikipedia.org/wiki/Katakana#/media/File:Katakana_origine.svg

219
 As with hiragana, there are 46 katakana symbols. Katakana in this and subsequent les-
ご じゅうおん
sons are introduced in the order of 五 十 音, along with conventions and tips for reading.1

Note
1 The symbols ヰ (wi) and ヱ (we) in the w-row are no longer used in modern Japanese.
5-7R
お願いしてもいいですか 。
ねが

220
 Scene 5-7R タクシーでいらしてください。
Please come by taxi.

Sasha is helping Oscar-san, her coworker at Ogaki Trading, who is reading an email he
received from Yamamoto-san of Aoi Publishing.

テキスト Text

From: M. Yamamoto <[email protected]>

Date: Tuesday, May 15, 2020 at 13:32
To: John Oscar <[email protected] >
Subject: RE: Reception

オスカーさん

メールしてくださってありがとうございます。
わたしは１６：００ごろになりますからウッドさんとタクシーでいらしてください。
１７：００にはケーシーさんのプレゼン*もございますから、よろしければそちら
にもどうぞ。

ガイドもおります。
よろしくおねがいいたします。

山本

* purezen, a common abberiviation for purezenteeshon. You will learn these symbols soon.

From: M. Yamamoto <[email protected]>

Date: Tuesday, May 15, 2020 at 13:32
To: John Oscar <[email protected] >
5-7R

Subject: RE: Reception

お願いしてもいいですか 。
ねが

Oscar-san,

221
 Thank you for emailing me

I will be (there) around 16:00, so please come by taxi with Wood-san. There will be
a presentation by Casey-san at 17:00, so please (come to that) as well if time permits.

We will have a guide, so please (make use of that).

Yamamoto

文字と例 Symbols with examples

Common Font Reading in hiragana Handwritten version

#1.
ア あ

#2. イ い

#3. ウ う

#4. エ え

#5.
オ お

#6. カ か

#7. キ き

#8. ク く

#9. ケ け

コ
5-7R

#10. こ

サ
お願いしてもいいですか 。

#11. さ

#12. シ し
ねが

222
#13. ス す

#14. セ せ

#15. ソ そ

Examples

Names

1. キアさん Kia-san
2. ケイさん Kay-san
3. カイさん Kai-san

Others

4. エコでしょうか。 Is it eco(-friendly)?
5. タイでしょうか。 Is it Thailand?
6. ココアでしょうか。 Is it cocoa?
7. カカオ７０％でしょうか。 Is it 70% cacao?

Between the lines

ちょうおん
BTL 2 Long vowels ( 長音 )
ぼうせん
Katakana indicates long vowels with this symbol:—(called 棒線 in Japanese). On your
computer, this should appear when you hit the dash or hyphen key within Japanese input.1
Study the difference between hiragana and katakana below.

hiragana katakana
5-7R

ああ アー
いい イー
お願いしてもいいですか 。
ねが

うう ウー
えい エー
おう オー

223
 Examples

1. スーってだれですか。 Who is Sue?

2. カーキーって？ What is “Car Key”?
3. アーサーってだれですか。 Who is Arthur?
4. エコカーっていいですか。 Is an eco(-friendly) car any good?

BTL 3 Borrowed words

It is not always easy to predict what will happen when a word is borrowed into Japanese.
There are likely to be changes in pronunciation (more on this in the following BTLs) as
す ま あ と
well as meaning. The English word smart (borrowed as スマート), for example, does not
じ ん く す
mean ‘intelligent’; rather it means ‘slim.’ ジンクス comes from English jinx, but it is not
necessarily bad; it may mean something lucky. Words are also often shortened beyond
あ め ふ と あ ま え こ
recognition to an English speaker: アメフト ‘American football,’ アマ‘amateur,’ エコ ‘ecol-
り も こ ん
ogy, ecological,’ and リモコン ‘remote control’ are some examples.
Remember, too, that katakana is used not only for borrowed words but in any context
where the writer wants the language to stand out: animal sounds, brand names, mistakes
in learners’ pronunciation, and even the Japanese names of people who are of Japanese
descent but are not citizens.

BTL 4 Morae ending in consonants

Because Japanese morae (with the exception of the mora /n/) are always [consonant +
vowel], borrowed words with morae that end in consonants acquire a vowel in Japanese. If
the mora ends in /p/, /b/, /s/, /z/, /k/, or /g/ the added sound will be usually /u/.

Examples (people’s names)

1. セスでもいいですか？ Is it okay if it’s Seth

2. カークでもいい？ Is it okay if it’s Kirk?
3. アイクでいいですか？ Is it okay if it’s Ike?
5-7R

Other examples
お願いしてもいいですか 。

1. アイスってこれぐらいですか。 Is the ice (cream) this much?

2. スキーのコースはどちらですか。 Where is the ski course?
3. わりとおいしいソースですよ。 The sauce is quite good.
ねが

224
4. ＢＡＲオークにございます。 It is (available) in Bar Oak.
5. エースはだれですか？ Who is the ace?

BTL 5 /ar/, /er/, /ir/ and /ur/

The morae /ar/, /er/, /ir/ and /ur/ (as in car, learn, sir, fur) are likely to become long /a/
morae (アー, カー, サー, etc.). The mora /or/ (as in normal, ford, corn) is likely to become
a long /o/ mora (オー, コー, ソー, etc.) in the middle of a word and /oa/ at the end of words
such as score, more.

Examples

1. 「アーク」
って？ What is Arc?
2. だれのスコアですか？ Whose score is it?
3. ２００３のオスカーはだれ？ Who won the Oscar in 2003?

BTL 6 /th/

The /th/ of thin becomes /s/ in Japanese.

Examples (names)

1. セオです。はじめまして。 I’m Theo. Nice to meet you.

2. キースさん、はじめまして。 Nice to meet you, Keith-san.
3. アーサーさんがいらっしゃいます。 Arthur-san is coming.

#16.
タ た

#17.
チ ち

ツ
5-7R

#18. つ
お願いしてもいいですか 。

テ
ねが

#19. て

225
 #20.
ト と

#21.
ナ な

#22.
ニ に

#23.
ヌ ぬ

#24.
ネ ね

#25.
ノ の

Examples

People’s names
1. アナです。 I’m Anna.
2. ノアです。
よろしく。 I’m Noah. Nice to meet you.
3. アニタです。
どうぞよろしく。 I’m Anita. Nice to meet you.
4. カーターです。
どうも。 I’m Carter. Nice to meet you.
5. サニーさん、
よろしく。 Nice to meet you, Sunny-san.
6. ケニーさん、
どうも。 Nice to meet you, Kenny-san.
7. トニーさん、
どうぞよろしく。 Nice to meet you, Tony-san.
8. コニーさん、
どうぞよろしくおねがいします。 Nice to meet you, Connie-san.

Places
9. カナダにおります。 I’m in Canada.
10. ケニアにいます。 I’m in Kenya.
11. テネシーにいらっしゃいます。 He is in Tennessee.
5-7R

12. テキサスにいてください。 Please be in Texas.

お願いしてもいいですか 。

Others
13. テニスしてください。 Please play tennis.
14. カヌーはできますか。 Can you canoe?
ねが

226
15. このスーツっていくらですか。 How much is this suit?
16. このツアーはいくらですか。 How much is this tour?
17. コーチをしてくださってありがとうございます。 Thank you for coaching me.
18. タクシーでいらしてください。 Please come by taxi.

BTL 7 More on morae ending in consonants

Recall that borrowed words with morae that end in consonants acquire a vowel in Japa-
nese. If the mora ends in /p/, /b/, /s/, /z/, /k/, or /g/ the added sound will be /u/. If the mora
ends in /t/ or /d/, the added sound will be /o/.

Examples

Names

1. コートニーはないです。 Courtney doesn’t have any.

2. ネートでもネイトでもいいですよ。 Either Neeto or Neito (Nate) is fine.
3. ケートもケイトもいいですよ。 Keeto and Keito (Kate) are both good.

Others

4. いいアートですね。 It’s good art.

5. オートですか。 Is it auto(matic)?
6. カートがございますから · · · · · ·。 I have a cart, so . . .
7. このコースがしやすいですね。 This course is easy to do.
8. このシートですね。 This sheet, right?
9. ソートって∙ ∙ ∙ ∙ ∙ ∙。
あのう、 Um, (what do you mean by) “sort”?
10. あのノートはいくらですか。 How much is that note(book)?
11. テストしていただけますか。 Could I have you conduct the test?
12. そのトースト、おいしいですか。 Is that toast good?
5-7R

13. スカートはないです。 They don’t have skirts.

14. スタートしてください。 Please start.
お願いしてもいいですか 。

15. アシストしますよ。 I will assist.

ねが

227
 BTL 8 /w/

Since there is no /wi/, /wu/, /we/, or /wo/ in contemporary Japanese, borrowed words that
contain these morae are represented by ウ plus a vowel.

Examples

1. キウイをおいしくいただきました。 I enjoyed eating kiwis.

2. ウエストは８６ cmです。 (My) waist is 86 cm.
3. ウイスキーはあまり · · · · · ·。 (I don’t drink) much whiskey.

だくおん てん てん
てんてん
BTL 9 Voiced consonants ( 濁音 ゛or 点 々 )

As with hiragana, two small slashes indicate voiced consonants.

/k/ カ キ ク ケ コ /g/ ガ ギ グ ゲ ゴ
/s/ サ シ ス セ ソ /z/ ザ ジ ズ ゼ ゾ
/t/ タ チ ツ テ ト /d/ ダ ヂ ヅ デ ド

ヂ and ヅ, pronounced /ji/ and /zu/, are rarely used in Modern Japanese. Instead you will
see ジ and ズ.
Compare: カート cart カード card ガード guard
シート seat, sheet シード seed
ケート Kate ゲート gate
テニス tennis デニス Dennis

Examples

Names

1. ガイさんといます。 I’ll be with Guy-san.

5-7R

2. どこですか？ダグさんは？ Where is he—Doug-san?

3. エドさんもいてくださってありがとうございます。 Thank you, Ed-san, for also being here.
お願いしてもいいですか 。

4. ジニーさんもいらっしゃいますか。 Is Ginny-san also coming?

5. ダニーでもいいですよ。 Even Danny is okay.
6. やっぱりアガサでしょう？ It’s Agatha after all?
ねが

228
 7. やっぱりゲイツですね。 It’s Gates after all, right?
8. もちろんデニスです。 Of course, it’s Dennis.
9. ジーナはこっちです。 Gina’s here.
10. ゾーイはあっちです。 Zoe is over there.
11. シーザーさんはそっちです。 Caesar-san is near you.
12. エドガーでもだめですか。 Even Edgar is no good?
13. ゲイリーさんでもだめでしょう。 Even Gary-san is likely no good.
14. デイジーはだめです。 Daisy is no good.

Places

15. シカゴだったでしょう? It was Chicago, right?

16. ドイツがいいです。 Germany is good.
17. カナダにはありませんよ。 It isn’t in Canada.
18. ギニアには９つあります。 Guinea has nine.
19. ガーナだけです。 It’s only Ghana.
20. ノースダコタにありますよ。 North Dakota has one.
21. サウスダコタにもありますよ。 South Dakota has one, too.

Others

22. ドアが３つあります。 There are three doors.

23. チーズを３つおねがいします。 Please give me three blocks of cheese.
24. ガイドがいりますか。 Do you need a guide?
25. タイガーじゃなくて
「tiger」
ですよ。 It’s not taigaa, it’s “tiger.” (correcting
the English pronunciation)
26. デザートがなくてもいいですか。 Is not having dessert okay?

そくおん
BTL 10 促音 (small ッ )
5-7R

As with hiragana, the small ッ represents double consonants.

お願いしてもいいですか 。
ねが

Compare: カート cart カット cut

カーター Carter カッター cutter
セーター sweater セッター setter (volleyball)

229
 Examples

Names

1. ザックがしました。 Zack did it.

2. ウッドさんがしました。 Wood-san did it.
3. クックさんはしました。 Cook-san (at least) did it.
4. キットはしませんでした。 Kitt (at least) didn’t do it.
5. テッドもしました。 Ted also did it.
6. ニックさんもしましたよ。 Nick-san also did it.
7. ニッキーさんはしませんでした。 Nickie-san didn’t do it at least.
8. オットーさんまでしました。 As far as Otto-san did it.
9. サックスをしました。 I played sax(ophone).
10. アイザックからしました。 We started from Isaac.

Others

11. ネットでしました。 I did it on the internet.

12. すごいキック！！ A powerful kick!
13. このデッキにはない。 This deck doesn’t have one.
14. あのデスクにもない。 The desk over there doesn’t have one either.
15. いつものセット The usual set
16. オッケーだよ。 It’s okay.
17. サッカーをしましょう。 Let’s play soccer.
18. かわいいソックス cute socks
19. おいしいクッキー delicious cookies
20. いくらのチケット？ A ticket (that is worth) how much?
21. つまらないカセット boring cassette
22. ツイッターにありました。 It was on Twitter.
23. ダイエットしてください。 Please go on a diet.
5-7R

24. コネチカットのどちらからですか。 Where in Connecticut are you from?

お願いしてもいいですか 。
ねが

230
 Summary of Symbols in ACT 5

n w r y m h n t s k
な た さ か あ
ナ タ サ カ ア
na ta sa ka a
に ち し き い
ニ チ シ キ イ
ni chi shi ki i
ぬ つ す く う
ヌ ツ ス ク ウ
nu tsu su ku u
ね て せ け え
ネ テ セ ケ エ
ne te se ke e
の と そ こ お
ノ ト ソ コ オ
no to so ko o

Now go to the Activity Book for 練習 Practice.

Then do 評価 Assessment activities, including 読んでみよう Contextualized reading,
書き取り Dictation, and 書いてみよう Contextualized writing.

Note
1 Depending on your operating system and whether you are using a computer or a smart phone,
conversion to katakana may vary. Input follows the same process as hiragana. You may have the
option of choosing katakana input; you may have to hold the shift key for katakana, or you may
see both hiragana and katakana options as you input.
5-7R
お願いしてもいいですか 。
ねが

231
 第6幕
Act 6

せ わ
いつもお世話になっております。
We always appreciate your
helpfulness.
あ す ひゃく きょう ご じゅう
明日の百より今日の五 十
A bird in the hand is worth two in the bush.

233
 はな き
◆ 話す・聞く Speaking and listening

6-1
いつもお世話になっております。
りゅうがくせい せ ん た あ べんきょう
Scene 6-1 留 学生センターで勉強しています。

せ
I’m studying at the International

わ
Student Center.

Brian has joined a community aikido school near his homestay house, where his homestay
brother also goes. After training, the members are gathered for a small welcome party.
Kawakami-san, the leader of the aikido school, asks Brian to introduce himself.

The script

かわかみ ぶ ら い あ ん
川上 ブライアン
き
もうみんな来ていますね？
あたら め ん ば あ
はい、みなさん、新 しいメンバーです。
ぶ ら い あ ん くん じ こ しょうかい ねが ぶ ら い あ ん わ ん あ め り か
ブライアン君、ひとこと自己 紹 介をお願い はい、
ブライアン・ワンです。
アメリカの
お れ ご ん しゅう き いまふくざわだいがく
します。 オレゴン 州 から来ました。今福沢大学の
りゅうがくせい せ ん た あ べんきょう しら い いち
留 学 生センターで 勉 強しています。白井一
ろうくん ほ お む す て い
郎君のところでホームステイしています。
あと、
あいきどう お れ ご ん
合気道はオレゴンでちょっとだけしていまし
へ た ねが
たけど、
まだ下手です。
よろしくお願いします。

ありがとうございます。

Kawakami Brian

Everyone is here now, right?

All right, everyone, there’s a new member.

235
 Brian, please introduce yourself and say Yes, I’m Brian Wang. I came from Oregon in
something. America. I am studying now at the International
Student Center at Fukuzawa University. I am
doing a homestay at Ichiro Shirai’s place. And
6-1

also, I was doing a little aikido in Oregon, but

I’m still really bad at it. Nice to meet you.
いつもお世話になっております。

Thank you.
わ

単語と表現 Vocabulary and expressions

せ

Nouns

みなさん everyone (used in addressing a group)

め ん ば あ
メンバー member
ひとこと something (to say)
じ こ しょうかい
自己紹介（します） self-introduction
あ め り か
アメリカ America
に ほん にっぽん
日本・日本 Japan
か な だ
カナダ Canada
め き し こ
メキシコ Mexico
ぶ ら じ る
ブラジル Brazil
ちゅうごく
中 国 China
かんこく
韓国 Korea
い ぎ り す
イギリス England, U.K.
ど い つ
ドイツ Germany
け に あ
ケニア Kenya
お れ ご ん しゅう
オレゴン 州 Oregon
しゅう
州 state, as in the US
しょう
省 provinces in China
かんとんしょう
広東 省 Guangdong Province
りゅうがくせい せ ん た あ
留 学 生センター International Student Center
りゅうがくせい
留 学生 study abroad student

236
 りゅうがく
留学（します） study abroad
がく ぶ
学部 academic division, undergraduate
ぶんがく ぶ
文学部 faculty of arts and humanities

6-1
ほ お む す て い
ホームステイ homestay

いつもお世話になっております。
あい き どう
合気道 aikido (martial art)
へ た
下手 unskillful, bad at

せ
じょう ず

わ
上 手 skillful, good at

Classifers
ねんせい
〜年生 classifier for grade, level in school

Special expressions
くん
NAME 君 [informal title]
もう already, yet, anymore
まだ still, yet

拡張 Expansion

1. Find out what the country and state/province you are from are called in Japanese.
2. Select a martial art that you or one of your friends may be interested in. Using a picture,
ask a Japanese acquaintance what it is called in Japanese.

Behind the Scenes

BTS 1 Verb 〜ています・〜ていました

Here you see Verb 〜て forms in combination with some forms of います. In speaking, the
い of います is frequently dropped (〜てます・〜てました). There are two possible Eng-
lish equivalents for this combination:

a. Be X-ing
This interpretation indicates a past, current, or future ongoing action.

237
 とも ら あ め ん た
友だちはラーメンを食べています。 My friend is eating ramen.
へ や つか
この部屋、使っていませんね。 You’re not using this room, right?
りゅうがくせい せ ん た あ
留 学生センターで待っていますから ∙∙∙∙∙∙。 I’ll be waiting for you at the International
6-1

Student Center, so . . .
いつもお世話になっております。

The Verb います may occur in other forms, including the honorific form いらっしゃい
ます.

じ じ べんきょう
５時から１０時まで勉強していました。 We were studying from 5:00 until 10:00.
わ

かん だ お ふ ぃ す まえ ま
せ

神田さんのオフィスの前で待っていてく Please be waiting in front of Kanda-san’s

ださい。 office.
となり かい ぎ しつ つか
隣の会議室を使っています。 We’ll be using the conference room next door.
まいにち じ ょ ぎ ん ぐ
ジョギングしていませんが ∙∙∙∙∙∙。
毎日は、 I’m not running every day exactly, but . . .

b. Have X-ed or is/am/are X-ed

This interpretationいgenerally
く
indicates
かえ で
a resulting state or a repeated action, especially for
Verbs of motion (行く, 来る, 帰る, 出る).

こ ぴ い
コピーができています。 The copies are done.
さ あ し ゃ かえ
サーシャは帰っていて、
ここにはいません。 Sasha, having gone home, is not here.
ひ る き
ヒルさん、来ていますか？ Is Hill-san here? or Has Hill-san come?
かん だ くん かいしゃ で
きのう会社に出ていましたよね?
神田君、 Kanda-kun, you were at the office yesterday,
weren’t you?
まいにちがっこう い
毎日学校へ行っています。 I go to school every day.

Also note the difference between the two responses below:

がくせい
A: どこの学生ですか？ Where are you from (as a student)?
わ せ だ だいがく い
B1: 早稲田大学に行っています。 I go to Waseda University. (I’m a Waseda student.)
わ せ だ だいがく い
B2: 早稲田大学に行きます。 I will go to Waseda University (but I’m not a
student there yet).
も
Finally, there are a few verbs whose 〜ていますform is a simple present in English. 持っ
ていますmeaning ‘I have’ is one of these.

238
 BTS 2 もう + Sentence: already, yet, anymore

The word もう before a Sentence indicates a change in circumstances or that the Sentence

6-1
has already taken place. The English equivalent might be ‘already,’ ‘yet,’ ‘anymore,’ and
sometimes ‘now’ depending on whether the Sentence is affirmative or negative:

いつもお世話になっております。
a. もう + affrmative

せ
わ
ひる た
もうお昼食べましたか？ Did you already eat lunch?
かえ
もう帰りましたか？ Did he go home already?
もういいです。 It’s good/enough already. (This is often used to
indicate one doesn’t need any more or is fed up.)
き
もうみんな来ていますね？ Everyone is here now, right?
がつ
あ、
もう９月だね？ Oh, it’s September, already, isn’t it?

b. もう + negative
こ お ひ い の
もうコーヒーは飲まなくなりました。 I’ve gotten to the point that I don’t drink coffee anymore.
やす
もう安くないね。 It’s not cheap anymore, is it.
すうがく べんきょう
数学はもう勉強してないから ∙∙∙∙∙∙。 I no longer study math, so . . .

BTS 3 まだ + Sentence (unchanged situation)

The word まだ with a Sentence indicates a continuation in circumstances or that something

is still or yet (not) the case. It typically occurs with the 〜ています form of a Verb, or an
Adjective or [Noun です] that describes a situation.

a. まだ + affrmative
ふる けいたい つか
まだ古い携帯、使っていますか？ Are you still using the old cell phone?
すず き ろ ん ど ん
鈴木さんはまだロンドンにいますね。 Suzuki-san is still in London, isn’t she.
がつ は つ か やす
８月２０日はまだお休みですか？ On August the 20th, will you still be on vacation?

239
 b. まだ + negative
に ほん い
まだ日本に行っていないです。 I haven’t gone to Japan yet.
べんきょう わ
勉強しましたが、
まだ分かりません。 I studied, but I still don’t understand.
6-1

かえ
みんな
た
帰りましたけど、
ブライアンはま Everyone went home, but Brian was still eating.
いつもお世話になっております。

だ食べていました。

まだ does not occur with the simple affirmative past. Unlike もう, まだ combines with
forms of です to indicate ‘not yet’:
わ

なかむら でん わ
せ

Q: 中村さんからの電話は？ How about the phone (call) from Nakamura-

san?
A: まだです。 Not yet. It hasn’t happened yet.

Note that in responding to questions, an affirmative answer with もう will use the simple
past, but a negative answer with まだ typically uses 〜ています・いました.

しゅくだい だ
Q: 宿 題、出しましたか？ Did you turn in your homework?
だ
A1: もう出しました。 I already turned it in.
だ
A2: まだ出していません。 I haven’t turned it in yet.
ひる た
Q: お昼食べましたか？ Did you eat lunch?
た
A1: もう食べました。 We’ve already eaten.
た
A2: まだ食べていません。 We haven’t eaten yet.

じ こ しょうかい
BTS 4 自己 紹 介 Self-introduction

Self-introductions are very important and much appreciated in Japan, especially getting up
in front of a group and telling your hosts who you are. Self-introductions follow a formula
and should include: your name (even if it has already been mentioned), affiliation (country,
school, and/or company), some information about yourself (such as hobbies or interests,
how long you have been in Japan, etc.), and a ritual expression such as どうぞよろしく
ねが
（お願いします）(with a bow) to close.

Now go to the Activity Book for 練習 Practice and 腕試し Tryout.

240
 すず き あや の
Scene 6-2 鈴木彩乃といいます。 My name is Ayano
Suzuki.

After Brian introduces himself to the aikido group, Kawakami-san asks the other members
to do a short self-introduction.

6-2
いつもお世話になっております。
せ
わ
The script

かわかみ すず き あや の
川上 鈴木彩乃
ひと り じ こ しょうかい すず き あや の しゅうかんまえ
じゃあ、みんなも一人ずつ自己 紹 介してくだ はい。ええ、鈴木彩乃といいます。２ 週 間前
みぎ しょだん あいきどう こ とし
さい。右からでいいですか？ に初段になりました。合気道は今年でもう5
ねん め ちか こうこう せいぶつ きょう し
年目になります。近くの高校で生物の 教 師
をしています。どうぞよろしく。

Kawakami Ayano Suzuki

Well then, everyone introduce yourself one by Yes. Uhhh, my name is Suzuki Ayano. Two
one. Is it all right to start from the right? weeks ago I became first rank. As of this year,
it’s five years (that I’ve done) aikido. I usually
work as a biology teacher at a high school
nearby. Nice to meet you.

241
 単語と表現 Vocabulary and expressions

Nouns
みぎ
右 right
ひだり
左 left
しょだん
初段 first or lowest rank black belt in martial arts, calligraphy, shōgi, igo, etc.
6-2

ちか
近く nearby, vicinity, neighborhood
いつもお世話になっております。

む
向こう opposite side, other side, over there
となり
隣 next door, beside
うえ
上 top, over
した
わ

下 bottom, under
せ

なか
中 inside
そと
外 outside
みせ
店 store, shop
せいぶつ
生物 biology
きょう し
教 師 instructor, teacher
ま ね え じ ゃ あ
マネージャー manager
り い だ あ
リーダー leader
い しゃ
医者 (medical) doctor
かいはつ
開発（する） development
き かく
企画（する） plan, project, design
で ざ い ん
デザイン（する） design
ま あ け て ぃ ん ぐ
マーケティング marketing
せ え る す
セールス sales

Verbs
もう もう もう
申します↓（申さない；申して） say (humble)
おっしゃいます↑（おっしゃらない；おっしゃって） say (honorific)

242
Phrase particles
い もう
〜と (言います・申します↓・おっしゃいます↑) Particle

Classifers
にん り ろくにん
〜人・〜人 classifier for counting people 六人 6 people
ひと り しちにん ななにん
一人 1 person 七人・七人 7 people

6-2
ふた り はちにん
二人 2 people 八人 8 people
さんにん きゅうにん く にん
三人 3 people 九 人・九人 9 people

いつもお世話になっております。
よ にん じゅうにん
四人 4 people 十 人 10 people
ご にん なんにん

せ
五人 5 people 何人 how many people

わ
ふん ぷんかん
〜分・分間 classifier for counting minutes
か か かん にち
〜日・〜日間・日 classifier for counting days
ねんかん
〜年間 classifier for counting years

Special expressions
ひと り
一人ずつ one (person) at a time
みぎ
右からでいい from the right is good
かん
AMOUNT OF TIME〜間 number of hours, days, weeks, years

拡張 Expansion

If you work, find out how your occupation would be described, using the 〜ています
pattern.

Behind
Behindthe
theScenes
Scenes

BTS
BTS55Phrase
Phraseparticle
particle++です
です
In Act 5 you saw 〜て forms used for permission, including [Noun で]（これでいいですか？
Is this one all right?). Here you see [Noun + Particle で] in the same pattern.

243
 みぎ
右からでいいですか？ Is it all right (to start) from the right?
ぺ え じ
30 ページまででいいです。 (If you read/complete) it will be fine up to page thirty.
みぎ みぎ
In this pattern, で is a form of です. So in fact, the で in 右からで is the て form of 右から
です。‘It’s from the right.’ Other [Noun + Particle です] combinations do the same thing:

ぺ え じ
30 ページまでです。 (It goes) up to page thirty.
6-2

Particles が and を occur in this pattern but with some limitations. They only occur in
response to statements where information is missing:
いつもお世話になっております。

き
Q: 来ましたよ。 She’s here!
だれ
A: 誰がですか？ Who?
か
Q: きのう買いました。 I bought it yesterday.
わ

なに
せ

A: 何をですか？ What?

Phrase Particles に and までに rarely occur in this pattern.

もう
もう
BTS
BTS66Name
Name++といいます・おっしゃいます・申します
といいます・おっしゃいます・申します
い に ほん ご なん
You saw the Verb 言います in Act 3 日本語で何といいますか？ ‘What’s it called in Japa-
い
nese?’ The Verb 言います and its honorific and humble equivalents—おっしゃいます↑
もう
and 申します↓—mean ‘say,’ ‘tell,’ or ‘is called.’ When we identify things and people, this
い い
pattern is used. You have seen 言う in the Introduction in the 〜て form 言ってください。
‘Please say it.’

すず き
鈴木といいます。 My name is Suzuki.
ろ ば あ と ほ お る
ロバート・ホールっていいましたか？ Was his name Robert Hall?
に ほん ご じ こ しょうかい
日本語で自己 紹 介といいます。 In Japanese it’s called a jikoshookai
(self introduction).
なん
これ、何ていいますか？ What is this called?

Note that between the name and いいます you have a Phrase Particle: と, or less for-
mally（っ） て (with って occurring after vowels, and て occurring after ん).
Because introductions tend to be formal, the humble form is often used for telling your
own name, and the honorific for naming other people, especially superiors. See more on
this humble and honorific distinction in Scene 6-4.

244
 も り す もう
モリスと申します。 My name is Morris. (lit. I am called Morris.)
すず き せんせい
鈴木先生とおっしゃいます。 Her name is Prof. Suzuki. (lit. She is called Prof. Suzuki.)

BTS 7 Change of state: noun + になります・なりました

In Act 5, you saw Adjectives in their く form in combination with なります ‘become, get to
be,’ The combination [Noun + になります] is used to indicate an end state or goal.

6-2
たいへん
大変になりました。 It became terrible (i.e. when the store relocated).

いつもお世話になっております。
ともだち
友達になりました。 We got to be friends.
きょう し
いい教師になりました。 She became a good teacher.

せ
わ
じ
５時になりました。 It is (lit. has become) 5:00. (announcement before the news)

BTS 8 Locations
みぎ ひだり うえ した なか そと となり む
Location Nouns such as 右・左、上・下、中・外、隣 and 向こう are all relative to where the
speaker is. If we are facing each other, my right is your left. If I am on the tenth floor and
you are on the first floor, I must go down to the conference room on the fifth floor but tell
you to come up. Keep perspective in mind as you give directions, and always be sure that
you know where both parties are located.

かん だ さ あ し ゃ みぎ
神田さんは、
サーシャさんの右です。 Kanda-san is on the right of Sasha-san.
ち け っ と でんしゃ なか か
チケットは電車の中で買いました。 We bought our tickets inside the train.
となり す う ぱ あ ちい ほん や
隣のスーパーに小さい本屋がありますよ。 There’s a small bookstore in the supermarket
next door.

かん
BTS 9 Time classifer 〜間
かん
A time classifier plus 〜間 always indicates the amount of time. You have already seen
じ かん じ かん じ かん しゅうかん しゅうかん
〜時間 (１時間 ‘one hour,’ ２時間 ‘two hours,’ etc) and 〜 週 間(1 週 間 ‘one week,’ ２
しゅうかん かん
週 間 ‘two weeks’）. Other classifiers that combine with 間 are:

ふん ぷんかん ふんかん
〜分: １分間 ‘one minute,’ ２分間 ‘two minutes,’ etc.
ねん ねんかん ねんかん
〜年: １年間 ‘one year,’ ２年間 ‘two years,’ etc.

245
 いちにち
the calendar days (except １日, which already indicates an amount of time in contrast to
ついたち
１日):
ふつ か かん みっ か かん
２日間 ‘two days,’ ３日間 ‘three days,’ etc.
ふん ねん か かん
Note that for 分, 年, and 日 the classifier alone (without 間) might be either naming or
かん ふん
counting. 間 simply clarifies that it is an amount of time. Thus, 5分 names a time in (5:05).
ふん かん ねん
But 5分 (間) あります ‘we have five minutes’ tells an amount of time. Likewise, 年 names
めい じ ねん ねん かん か
6-2

a year in 明治２年 ‘Meiji 2,’ while 10年(間) tells how many years. And 日 names a date
よっか じゅうよっ か かん
in 4日 ‘the 4th,’ while 1 4 日間）いました。‘I was there for fourteen days.’ tells an
いつもお世話になっております。

かん じ かん しゅう
amount of time. The 間 is necessary in the case of 〜時間 and optional in the case of 〜週
かん しゅうかん
間 (though 〜週間 is definitely preferred).
しゅう
Now go to the Activity Book for 練 習 Practice and 腕試し Tryout.
わ
せ

246
 しゃしん と
Scene 6-3 みんなで写真撮りませんか？
Why don’t we take a picture together?

Brian suggests taking a group photo of the aikido group.

The script

Pay attention to where everyone is standing when you rehearse this Scene.

ぶ ら い あ ん すず き
ブライアン 鈴木

6-3
しゃしん と
あの、みんなで写真撮りませんか？ いいですね。
そうしましょう。
ほう き

いつもお世話になっております。
じゃあ、みんなこっちの方に来て。
せ たか ひと うし た
背が 高い人は後ろに立って。
みどり しろ ひと みぎ ひだり

せ
そこの 緑 と白の人、
もっと右、
じゃなくて 左

わ
よ
に寄ってください。
お っ け え い
オッケー、行きますよ！１、２、３、はい、
ち い ず
チーズ！
ち い ず いちまい
（みんなで）
チーズ！ もう一枚 ∙∙∙∙∙∙。
はい、
つか さま
はい、
どうもお疲れ様でした。

ありがとうございました。

Brian Suzuki

Umm, shall we take a picture together? Good! Let’s do that.

Well then, everyone come here.

Taller people, stand in back.
The person/people in green and white there,
lean more to the right. I mean the left.

Okay, here we go. one, two, three, cheese!!

[Everyone] Cheese! Okay, one more. . . . Okay, good job.

Thank you.

247
 単語と表現 Vocabulary and expressions

Nouns
しゃしん
写真 photo
ほう
方 way, direction, alternative (of two)
せ
背 back, spine
うし
後ろ back, behind
まえ
前 front
ま なか
真ん中 middle
で ぐち
出口 exit
6-3

い ぐち いりぐち
入り口・入口 entrance
まど
窓 window
いつもお世話になっております。

ひと
人 person
かた
方 person (honorific)
おんな ひと
女の人 woman
わ

おとこ ひと
せ

男の人 man
ち い ず
チーズ cheese

Color nouns
みどり
緑 green
むらさき
紫 purple
ちゃいろ
茶色 brown
きいろ
黄色 yellow
ぐ れ え
グレー gray
ぴ ん く
ピンク pink
あか
赤 red
しろ
白 white
あお
青 blue, green
くろ
黒 black
いろ
色 color
なにいろ
何色 what color
248
Verbs
と と と
撮ります（撮らない；撮って） take (a photo)
み み み
見えます（見えない；見えて） appear, be visible
た た た
立ちます（立たない；立って） stand
すわ すわ すわ
座ります（座らない；座って） sit
よ よ よ
寄ります（寄らない；寄って） get close to, drop by, lean on

Adjectives
せ たか
（背が）高い tall (in stature)
せ ひく
（背が）低い short (in stature)

6-3
Special expressions

いつもお世話になっております。
せ たか ひと
背が高い人 tall person/people

せ
わ
もっと more
いちまい
もう一枚 one more sheet

もうちょっと a little more

みぎ ひだり
じゃなくて左
右、 right, I mean left
い
行きますよ。 Here we go!
いち、に、
さん！ One, two three!
ち い ず
チーズ！ Cheese!

Behind the Scenes

BTS 10 Verb 〜て for informal commands

You have seen Verb 〜てください used for requests. For a direct command in very infor-
mal situations, ください can be dropped. The command can be made more insistent with
the addition of Sentence Particle よ.

ま
待って! Hold on!
み
見てよ。 Look!

249
 すこ べんきょう
もう少し勉強して。 Study a little more.
き
あした来てね。 Come tomorrow, okay?

BTS 11 Colors: adjective and noun forms

あか あお しろ くろ
You have now seen that some colors can have both an Adjective (赤い, 青い, 白い, 黒い)
あか あお しろ くろ みどり
and a Noun (赤, 青, 白, 黒) form. Others, such as 緑 , have only a Noun form. There is a
あか
slight difference in the Adjective and Noun form of colors such as 赤(い). The noun form
あか わ い ん
enters into compounds such as 赤ワイン. Also, when talking about color as a concept, it is
あか
always the Noun form that is used: 赤がすきです。’I like red.’
あか し ろ
赤と白のストラップ a red and white (decorative) strap
6-3

そと ゆき しろ
外が雪 で白くなりましたね。 It’s snowed outside and turned white.
あお
この青、すごくきれいじゃないですか？ Isn’t this a beautiful blue?
いつもお世話になっております。

BTS 12 More: もう and もっと

There are two patterns for indicating ‘more’ or additional quantity in Japanese.
わ
せ

a. もう + amount
The word もう combines with a quantity or amount to indicate how much more.
いっかい
もう一回 one more time
すこ た
もう少し食べませんか。 Won’t you have a little more?
に こ
もう二個ください。 Two more, please.

Notice that in English, ‘more’ follows the number (‘one more time’), but in Japanese it pre-
いち ど
cedes (もう一度).

b もっと + Sentence
The word もっと combines with a Sentence (Verb, Adjective, Noun です) to indicate an
even greater degree than what has been mentioned.

た
もっと食べました。 They ate (even) more.
たか
もっと高いです。 It’s (even) more expensive.
もっときれいです。 It’s (even) prettier (more pretty).

250
 Compare the following:

すこ の
もう少し飲みませんか。 Won’t you drink a little more?
の
もっと飲みませんか。 Won’t you drink more?

The first is a slightly more polite way of inviting someone to have more to drink.

せ たか せ ひく ひと
BTS 13 Describing people: 背が高い・背が低い人
a short/tall person
ふる みせ
In Act 2 you learned that Adjectives can directly modify Nouns: 古い店 ‘an old shop’ or ‘a
shop that’s old.’ In fact, an Adjective Sentence in the informal can directly modify a Noun.

6-3
あたら みせ
あまり新しくない店 a shop that’s not so new

いつもお世話になっております。
え ん じ ん くるま
エンジンがいい車 a car with a good engine
ら ん ち れ す と ら ん
ランチがおいしいレストラン a restaurant where the lunch is good

せ
わ
Now go to the Activity Book for 練習 Practice and 腕試し Tryout.

251
 めい し こうかん
Scene 6-4 名刺交換 Exchanging business cards

Sasha is introduced to someone at a reception.

The script
6-4
いつもお世話になっております。

さ あ し ゃ しら い
サーシャ 白井

(handing over her meishi and accepting his) (handing over his meishi and looking at hers)
おおがきしょうかい さ あ し ゃ も り す もう よし だ うんそう しら い もう
大垣 商 会のサーシャ・モリスと申します。 はじめまして。吉 田運送の白井と申します。
せ わ ねが いた
いつもお世話になっております。 こちらこそどうぞよろしくお願い致します。
わ
せ

もう わけ ばんごう あたら
ありがとうございます。 あ、申し訳ございません。こちらの番号が 新
しくなりまして ∙∙∙∙∙∙。
はちきゅう ななななにいれい
あ、そうですか。 はい。8 9 の 7 7 2 0 です。
ななななにいぜろ ねが いた
7 7 2 0 ですね。どうもありがとうございます。 よろしくお願い致します。
ねが いた
どうぞよろしくお願い致します。
こちらこそ、

Sasha Shirai

My name is Sasha Morris from Ogaki How do you do, Ms. Morris. My name is
Trading Company. We always appreciate your Shirai from Yoshida Transport. It’s we who
helpfulness. appreciate you.

252
 Thank you. Oh, I’m terribly sorry but this number has
changed.

I see. Yes. It’s 89-7720.

So, it’s 7720, right? Thank you. Nice to meet you.

It’s I who am pleased to meet you.

単語と表現 Vocabulary and expressions

Nouns
めい し
名刺 business card
こうかん
交換 exchange
せ わ
（お）世話（します） help, aid, assistance
よし だ うんそう
吉 田運送 Yoshida Transport
ばんごう
番号 number

6-4
でん わ ばんごう
（お）電話番号 telephone number (your telephone number)

いつもお世話になっております。
な まえ
（お）名前 name (your name)
め え る
メール email

せ
あ ど れ す
アドレス (email) address

わ
れんらくさき
連絡先 contact information

Verbs

おります↓ be (humble form of います ‘be’) The 〜ない

and 〜て forms are rarely used today.
いらっしゃいます↑（いらっしゃらない；い be (honorific form of います ‘be’)
らっしゃって）

Special expressions

はじめまして。 How do you do.

せ わ
いつもお世話になっております↓ 。 I/we are always in your debt.
もう わけ
申し訳ございません↓。 I am terribly sorry. (lit. ‘I have no excuse.’)
れいごうごうにい
はちきゅう ななななにいれい
0 5 5 2、8 9 の7 7 2 0 (0552) 89-7720

253
 拡張 Expansion

Do a search on the internet for visual or motion picture representations of Japanese people
exchanging business cards. (Avoid comedic or satirical situations.) Discuss the situation
with your Japanese teacher or colleague. Find out in what context(s) the behaviors you see
are appropriate.

Behind the Scenes

めい し こうかん
BTS 14 名刺交換 Exchanging business cards
めい し めい し
Business cards 名刺 are commonly seen in Japan. Even students sometimes use 名刺.
There is a great deal of information on these cards that helps people to determine what
their relationship to the other person is—company or affiliation, unit, rank—and therefore
how they should address one another. Japanese names are notoriously varied in the kanji
that are used to represent them, and this information is also available from the business
card.
6-4

When you hand over your business card in Japan, the card should be turned so that
the other person can easily read it. Using two hands—both to give your card to the other
いつもお世話になっております。

person and to take the other person’s card—is conventional in a formal setting. When you
accept someone’s card, it is polite to look at the information contained on it, and either
put it away or, if you are at a meeting, place it on the table in front of you (so that you can
remember the names of those in attendance).
Note that numbers which are ordinarily one mora (2 and 5) are lengthened when they
わ

occur in a telephone number—or any other list (credit card numbers, room numbers, etc.).
せ

きょうしつ さんにいごう
教 室は３２５です。 The room is 325.
ごうななれい ごうぜろなな
ええっと、５７０ですか、５０７ですか？ Umm, is it 570? Or 507?

BTS 15 More on politeness

This Scene is a very formal meeting between two people who do not know each other and
who have a good deal at stake in the relationship. Both speakers introduce themselves
もう
using the humble 申します↓. You see two other humble Verbs: おります↓ (humble form of
ねが
います) and いたします↓ (humble form of します). Sasha uses the humble Verb お願いし
ねが
ます, and Shirai-san responds using the even more humble お願いいたします. Below you
see the polite forms for these Verbs.

254
 Plain Polite-honorific↑ Polite-humble↓
い もう
言います おっしゃいます↑ 申します↓
います いらっしゃいます↑ おります↓
します なさいます↑ (see Act 7) いたします↓

あたら
BTS 16 Formal 〜まして forms: 新しくなりまして
あたら
In this Scene you see the 〜て form of a Verb in the formal form: 新しくなりまして. This
use of formal 〜まして forms is typical of ritual speech, such as introductions and public
speaking.

はじめまして。 How do you do. (from 始めます ‘begin’)

おそ もう わけ
遅くなりまして、申し訳ございません。 I am terribly sorry for being late.

Now go to the Activity Book for 練習 Practice and 腕試し Tryout.

6-4
いつもお世話になっております。
せ
わ

255
 はな
Scene 6-5 お話ししたいんですが ∙∙∙∙∙∙。

Sasha wants to discuss her future plans with Yagi-bucho, so she makes an appointment to
see her.

The script

さ あ し ゃ や ぎ ぶ ちょう
サーシャ 八木部 長
ぶ ちょう こんしゅう いそが なん
部 長 、今 週 お 忙 しいですか？ 何ですか？
はな なに むずか はなし
いつかちょっとお話ししたいんですが ∙∙∙∙∙∙。 何か 難 しい 話？
らいねん もくよう ご
ちょっと来年のことについて ∙∙∙∙∙∙。
いえ、 わかりました。
じゃあ、木曜はどうですか？午
ご あ
後はずっと空いてますから。
に じ じ
そうですか？では２時ごろいかがでしょうか。 いいですよ。
じゃあ、
あさっての２時に。
ねが
よろしくお願いします。

Sasha Yagi-bucho
6-5

Chief, are you busy this week? What is it?

いつもお世話になっております。

I’d just like to have a word, but . . . Is it something that’s hard to talk about?

No, but there’s something I’d like to talk about I understand. Well then, how about Thursday?
regarding next year. The whole afternoon is open, so . . .
わ
せ

Is it? Well, how would about 2:00 be? That’s just fine. So then, the day after
tomorrow at 2:00.

Thank you. (lit. ‘Please treat me favorably.’)

256
 単語と表現 Vocabulary and expressions

Nouns
か ちょう
課 長 section chief
しゃちょう
社 長 company president
しょちょう
所 長 head of a laboratory, research center
がくちょう
学 長 school president
はなし
（お）話 talk
そうだん
（ご）相談（する） consultation
ほうこく
（ご）報告（する） report
あ ぽ
アポ appointment
る す
留守 away from home or work

Verbs
はな
お話しします↓ talk (humble)
あ あ あ
空きます（空かない；空いて） become free, empty
やす やす やす
休みます（休まない；休んで） take a break, go on vacation/holiday

いたします↓（いたさない；いたして） do (humble)

6-5
Adjectives

いつもお世話になっております。
Verb〜たい want to VERB

せ
わ
Special expressions

いつか sometime
なに
何か something
Xについて with regard to X
いかが how (polite)
ずっと continuously, by far, the whole time

257
 Behind the Scenes

BTS 17 Polite adjectives

でん わ ちゃ
You have seen polite prefix お〜 with Nouns (お電話、お茶、おすし), but here you see
Sasha asking her division chief if she is busy using an Adjective with the same polite pre-
いそが
fix: お忙しい. Not all Adjectives will add this polite お〜, but some others that you may
はや たか やす
hear (especially from service personnel) are お早い, お高い, and お安い. Polite Adjec-
tives are never used when talking about yourself.

なに
BTS 18 Question word + か：何か、どれか、どこか、
だれ
どちらか、誰か

A question word plus Sentence Particle か makes an indefinite expression usually equiva-
lent to English ‘some-X’ or ‘any-X’:

なに
何か something/anything
だれか・どなたか someone/anyone
どこか・どちらか・どっちか somewhere/anywhere
どうか somehow/anyhow
6-5

どれか something/any one (of a group)

いつもお世話になっております。

いつか sometime (an uncertain time in the future)

いくつか some number of

These expressions may occur with (or without) Phrase Particles just as other Nouns do.
わ
せ

き
あ、
だれか（が）来た！ Oh, someone’s here!
なに た
何か、食べませんか？ Do you want to eat something?
ほん だ い
本田さんはどこかに行きました。 Honda-san went somewhere.

This combination can also precede a Noun phrase to make it indefinite.

なに むずか はなし
何か難しい話 something difficult to talk about
ら あ め ん や
どこかおいしいラーメン屋 some delicious ramen shop
やす ひ
いつか休みの日 some day that’s a holiday

258
 BTS 19 Adjective んです

Any of the three Core Sentence types (Verb, Adjective, and Noun です) can occur in com-
bination with んです. In this Act we cover Adjectives plus んです.

たか
高いんです。 The fact is, it’s expensive.
たか
高くないんです。 The fact is, it’s not expensive.
たか
高かったんです。 The fact is, it was expensive.
たか
高くなかったんです。 The fact is, it wasn’t expensive.

Sentence んです is a [Noun です] sentence, which means that the informal form will
use だ instead of です (んだ). This will be covered in more detail in the next Act.
Sentence んですhas a number of uses, all of which can be subsumed under the idea of
“fact, matter, thing (intangible).” Let’s divide the use of this form into questions on the one
hand and statements on the other.

• んです in questions

When んです is used in a yes-no question, you must have evidence to believe that the main
sentence is true. This is not unlike the use of “What, _____?” in English. Seeing that your
friend is struggling with his Japanese homework, you might say, “What, is it tough?” The
むずか
same question in Japanese would be 難しいんですか。Other English constructions that
accomplish the same thing include affirmative tag questions (“It’s tough, is it?” “It’s tough,

6-5
huh?”).

いつもお世話になっております。
• んです in statements

In statements, too, んです refers to the situation within which the main sentence occurs. It

せ
わ
is often used to express reasons or provide rationales—direct or underlying. In this sense,
it is very different from [Sentence + から] which is a direct reason. んですasks the listener
to take in the entire situation and draw a conclusion. Thus if your teacher asks why you
たか
haven’t bought the textbook yet, you might reply, 高いんです。‘It’s that it’s expensive.’
The price of the textbook is a direct reason for your not buying it, but use of んです here is
a softer alternative than [Sentence + から]. On the other hand, you might give a less direct,
more oblique rationale:アルバイトがないんです。‘I don’t have a part-time job.’ No job
means no money means I can’t afford it. You will find that Japanese people often use んで
すin ways that require you to make these logical connections. Again, it is a virtue in Japan
to be vague, but it is also a virtue to listen carefully for the underlying message!
One related—and frequent—use of んですis to set the stage with background informa-
tion. You see an example in this Scene when Sasha tells her supervisor that she would

259
 はな
like a little of her time: ちょっとだけお話ししたいんですが ∙∙∙∙∙∙ ‘I’d like to have a word,
but . . .’ This sentence frames or forms background for what is to follow—she wants to
ask about next year. English speakers sometimes do this with phrases such as “you know,”
“well, you see,” “here’s the thing,” etc.

BTS 20 Verb 〜たい

A Verb in the 〜たい form means ‘want to’ or ‘would like to.’ It is formed by adding 〜たい
to the Verb stem .

〜ますform 〜たいform
た た
食べます 食べたい to eat
の の
飲みます 飲みたい to drink
つか つか
使います 使いたい to use

This 〜たい form is an Adjective, so all of its forms parallel that of Adjectives.

Affirmative Negative
た た
Non-past 食べたいです 食べたくないです
want(s) to eat た
食べたくありません
do(es)n’t want to eat
た た
Past 食べたかったです 食べたくなかったです
6-5

た
wanted to eat 食べたくありませんでした
didn’t want to eat
いつもお世話になっております。

Because a 〜たい form is an explicit expression of what the speaker wants, it is very
often backgrounded by embedding it into an んです sentence:
き
ちょっとお聞きしたいんですが ∙∙∙∙∙∙。‘I’d like to ask you a question, but . . .’ (offered
わ
せ

as a reason for stopping a stranger to ask for directions).

Either Phrase Particle を or が might mark the direct object of a 〜たいform:

あたら くるま か
新しい車(を・が)買いたいんですけど ∙∙∙∙∙∙。‘We’d like to buy a new car, but . . .’
(offered as a reason for applying at the bank for a loan).

Remember that 〜たい forms rarely refer to what someone else wants, and are not gener-
ally used as invitations the way that “do you want to” forms are in English. For invitations,
it is safer to use a negative question.

260
Note also that some Verbs do not normally occur in the 〜たい form. These include ありま
わ
す, できます, and 分かります. What these Verbs have in common is that they aren’t voli-
tional or a matter of will. You cannot decide that something exists or that you will be able
to do or understand something.

BTS 21 Humble verbs

Most Verbs have a humble equivalent that shows deference (and a certain sense of benefit)
to the listener or someone else in the context. They can be formed by adding the prefix お
〜 to the stem (drop 〜ます from the formal form) and adding some form of します.

はな
お話しします↓ I/we will talk/speak (to someone for you)
て つだ
お手伝いします↓ I/we will help (you)
つく
お作りします↓ I/we will make it (for you)

Note that you can substitute いたします↓ for します in any humble form and make it
て つだ て つだ
doubly polite. Thus お手伝いします↓ is humble but お手伝いいたします↓ is even more
humble.
Now go to the Activity Book for 練習 Practice and 腕試し Tryout.

6-5
いつもお世話になっております。
せ
わ

261
 ぞん じ
Scene 6-6 よくご存知ですね！ You know a lot, don’t you!

Kanda-san is joining Sasha for lunch at a new restaurant near their office.

The script

かん だ さ あ し ゃ
神田 サーシャ
ま
どうもお待たせしました。 いえいえ。
なに たの なに か れ え きょう ら ん ち
何か、
もう頼みました？ いえ、
まだ何も。カレーか今日のランチかで
まよ
迷ってます。
か れ え ら ん ち か れ え ほう
それはカレーでしょう！ え？ランチよりカレーの方がおすすめですか？
ら ん ち か れ え ぐ る め かん だ ぞん じ
ええ。
ランチもいいんですけどね、
カレーほど へえ。
さすがグルメの神田さん、
よくご存知で
ほか みせ ちが
すごくないですよ。他の店のものとあまり違 すね！
わないですね。
か れ え かん だ
いえいえ。 カレーにします。やっぱり神田さんに
じゃあ、
き
聞いて、
よかった！

Kanda Sasha

Sorry to make you wait. No, no.

6-6

Did you already order something? No, nothing yet. I’m torn over whether it
should be curry or the lunch of the day.
いつもお世話になっております。

That should be curry! Oh? You recommend curry over the lunch of
the day?

Right. The lunch of the day is okay, but not as Wow! True to his reputation, Kanda-san the
awesome as curry, you know. It isn’t all that gourmet knows a lot!
わ
せ

different from stuff at other places, you know.

No, no. Well then, I’ll have the curry. Glad that I asked
you, Kanda-san!

262
 単語と表現 Vocabulary and expressions

Nouns
ら ん ち
ランチ lunch, lunch of the day
ていしょく
定 食 set meal
すす
（お）勧め recommendation, suggestion
ほか ほか
他・外 other, else, besides
べつ
別 different, separate, distinct

もの thing (tangible)
ぐ る め
グルメ gourmet, connoisseur

Verbs
たの たの たの
頼みます (頼まない; 頼んで) order (at a restaurant, online, etc.), request
まよ まよ まよ
迷います(迷わない; 迷って) become confused, lost
こま こま こま
困ります(困らない；困って) be troubled; be bothered; be embarrassed
ぞん ぞん ぞん
存じます↓（存じない；存じて） know, find out (humble)
し し し
知ります（知らない；知って） know, find out
し
知っています know
すす
Xに勧めます・薦めます (勧めない・
すす すす
recommend to X, advise X, encourage X
すす すす すす
薦めない; 勧めて・薦めて)

Particles
6-6
より compared to [comparison particle]
いつもお世話になっております。

ほど as much as [comparison particle]

Special expressions
せ
わ

ま
お待たせしました。 Sorry to make you wait.
なに
何も nothing
か れ え きょう ら ん ち
カレーか今日のランチか curry or the lunch of the day
ら ん ち か れ え ほう すす
ランチよりカレーの方がお勧め curry rather than the lunch of the day is the
recommendation

263
 か れ え
カレーほどすごくない not as awesome as curry
ちが
Xと違わないです not different from X

さすが (Noun) true to (your reputation, what I expected, etc.)

ぞん じ
ご存知です↑ know (honorific)

Xにします decide on X
き
Xに聞きます ask X
そうだん
Xに・と相談します consult with X
ほうこく
Xに報告します make a report to X

拡張 Expansion

What kinds of items do you usually carry with you when you go to work or school? Find
out what to call these items in Japanese, and practice saying the words.

Behind the Scenes

なに
BTS 22 何も Question word + も

A question word combines with Phrase Particle も to indicate all of a category (with affir-
mative Sentences) or none of a category (with negative Verbs). Not all combinations are
possible, as the following table shows.

with AFFIRMATIVE with NEGATIVE

なに
何も [rare] nothing, not anything
6-6

だれも [rare] nobody, no one, not anybody

どこも everywhere nowhere, not anywhere
いつもお世話になっております。

いつも always never

どれも every one not (a single) one
どちらも both neither, not either
どの X も every X no X
わ
せ

どんな Xも every kind of X no kind of X

れんらくさき
どの連絡先もまずいです。 All of the forwarding addresses are bad?
けいたい
この携帯、
どちらもだめです。 Both of these cell phones are broken.
なに ほうこく
何も報告しませんでした。 They didn’t report anything.

264
 The same Phrase Particles that can be followed by も in other contexts (にも、
でも、から
も、etc.) can take も in this pattern. Here are some examples:

がん ば
どこまでも頑張ります。 I’ll do my best all the way, no matter how far.
ま
いつまでも待ちます。 I’ll wait forever.
なに き
だれからも何も聞いていませんが ∙∙∙∙∙∙ I haven’t heard anything from anyone, but . . .

When the question word refers to quantity, the meaning is ‘no large number/amount’
(with negative sentences) or ‘a large number/amount’ (with affirmative sentences).

with AFFIRMATIVE with NEGATIVE

いくらも a large amount no large amount
いくつも a large number no large number
なん
何-CLASSIFIER も a large number no large number
なん こ なんぼん なんまい
(including 何個も、何本も、何枚
なんにん
も、何人も etc.)

Here are some examples:

に ほんじん なんにん き
日本人が何人も来ました。 Any number of Japanese people came.
かみしゅくだい なんまい つか
こんな紙、宿題に何枚も使いましたけど。 I used any number of sheets of this kind of
paper for my homework, but . . .
け ご む
消しゴムはいくつもないから ∙∙∙∙∙∙。 There aren’t a lot of erasers, so . . .

BTS 23 NounX か nounY ( か ) either X or Y

6-6
Particle か follows Nouns in a list of two or more alternatives; か is optional on the final
まいにち さ ん ど い っ ち ぴ ざ は ん ば あ が あ た
item in the list. Thus 毎日サンドイッチかピザかハンバーガー（か）を食べました。
いつもお世話になっております。

‘Every day I ate a sandwich, pizza or a hamburger.’

せ

かん だ ぶ ちょう ほうこく
神田さんか部長に報告してください。 Please report either to Kanda-san or the
わ

division chief.
ちゅうごく かんこく りゅうがくせい
中 国か韓国からの留学生ですね。 They are study abroad students from either
China or Korea.

265
 BTS 24 Comparison of two items

In comparing items, there is no -er (taller) or -est (tallest) in Japanese. Rather, when you
mention the two items being compared, both are followed by と: XとYと and what follows
tells how they are to be compared. If the comparison is a question, it typically begins with
ほう ほう
（の方）. You saw 方 in Scene 3 of this Act meaning ‘direction, way.’ In this pattern,
どちら
ほう
方 is used to indicate one alternative of two in making the comparison, and is optional.

か ちょう ぶ ちょう ほう おも
課長と部長とどちらの方がよくわかると思う？ Who do you think would understand better,
the section chief or the division chief?
ごうしつ ごうしつ つか
103号室と107号室とどちらが使いやすいでしょうか。Which would be easier to use, room 103
or room 107?

Is indicating a preference of one thing over another, the word より can be translated ‘rather
than’ or ‘compared to.’ When it is used for comparisons, より marks the point from which
わたし
the comparison is made: そこより ‘compared to that place,’ 私より ‘compared to me.’
あ す ひゃく きょう ご じゅう
（Note that より comes up in the kotowaza for this Act: 明日の百より今日の五 十 literally
‘Better fifty today than a hundred tomorrow.’）Like other particles, よりcan take は or も.

あ い す く り い む あま
アイスクリームより甘いです。 It’s sweeter than ice cream. (Compared
to ice cream, it’s sweet.)
えい ご むずか
英語よりも難しかったです。 It was harder than English, too (in addition
to being harder than something else).
(Compared to English, too, it was hard.)
さむ きょねん
寒いけど、去年よりはいいんじゃないですか？ It’s cold, but compared to last year, at
least, isn’t it better?
こんがっ き すうがく ぶつ り て す と
今学期は数学より物理のテストのほうがやさし This term, the tests for physics are easier
6-6

いね。 than the tests for math, aren’t they. (This

term, compared to math, the tests for
いつもお世話になっております。

physics are hard.)

In negative comparisons, an item can be described as ‘not as much as’: X ほど.

わたし かん だ じょう ず
わ

私 、神田さんほど 上 手じゃないです。 I’m not as good (at X) as Kanda-san.

せ

にく きら さかな す
お肉は嫌いじゃないですが、魚 ほど好きじゃ I don’t hate meat, but I don’t like it as much
ないです。 as fish.

266
 BTS 25 Noun + と + Sentence
べつ ちが おな
When two items are compared or contrasted using 別, 違います, or 同じ , the point of
comparison takes Phrase Particle と.

せんせい ちが
これは先生のと違います。 This is different from the teacher’s.
わたし くるま やまぐち おな
私の車は山口さんのと同じです。 My car is the same as Yamamoto-san’s.

Recall that Phrase Particles such as と (including から、 で) combine with も for
まで、
additional elements as well as は in its comparative meaning.

やまもと ちが
あ、山本さんのとは違います。 Oh, it’s different from Yamada-san’s.
わたし ちが
私のとも違いますよ。 It’s also different from mine.
わたし あ ぱ あ と やまぐち べつ
私のアパートは山口さんのとは別です。 My apartment is different from Yamaguchi-san’s.

A Noun plus と can precede a basic sentence in a general sense of ‘with’ or ‘to.’

か ちょう はな かえ
課長と話して、帰りました。 I talked to my section chief and went home.
せんぱい そうだん
先輩と相談しましたが ∙∙∙∙∙∙。 I conferred with my senior, but . . .
や ぎ ぶ ちょう ま
八木部長とずっと待っていました。 I was waiting the whole time with Division
Chief Yagi.
そうだん あ
Some Verbs, such as 相談します and 会います, take Phrase Particle に or と with a
そうだん
slight difference in meaning. [Noun + に相談します] sounds as if the communication is
そうだん
one-way—I’m going to get advice from X. [Noun + と相談します] sounds a bit more col-
laborative, because of the ‘with’ meaning of Phrase Particle と.
6-6
いつもお世話になっております。

BTS 26 さすが
せ

ぐ る め かん だ
さすが is used in combination with a Noun (さすがグルメの神田さん) when you are
わ

favorably impressed with the knowledge, accomplishment, or behavior of another. There is

a sense of ‘I expected no less’ when Sasha compliments Kanda on his knowledge of what
to order in this Scene. You will also hear さすが（です）‘Excellent! Just like you!’ on its
own as a compliment.

267
 し ぞん ぞん じ
BTS 27 知ります・存じます↓・ご存知です↑ Know
し
The Verb 知ります in the simple affirmative, present or past, means ‘find out’:

し
それ、いつ知りましたか。 When did you find that out?

But in its 〜ています form, the English equivalent is ‘know’:

かん じ し
この漢字、知っていますか。 Do you know this kanji?

The negative response to questions about knowing is not a 〜ています form, but a
simple negative:

し
いいえ、知りません。 No, I don’t know it.
し
Note that 知っています is used for factual knowledge or learning, while わかりますis used
for understanding or recognition. There is some overlap in these two, since either can be
used in talking about, for example, someone’s name.
し ぞん ぞん じ
The polite forms of 知ります are, 存じます↓ and ご存知です↑. The honorific form of
ぞん じ
the question above is ご存知ですか.

かん じ ぞん じ
この漢字、
ご存知ですか。 Do you know this kanji?
ぞん じ
Note that the honorific is a Noun rather than a Verb. Its negative is ご存知じゃないです
ぞん じ
or ご存知ないです.
The humble affirmative and negative responses to a question are:
6-6

ぞん
はい、存じています。 Yes, I know it.
いつもお世話になっております。

ぞん
いいえ、存じません。 No, I don’t know it.

Note that you have already seen a humble polite form of います in おります. So the
foregoing affirmative response can be made even more polite with this substitution:
わ
せ

ぞん
はい、存じて↓おります↓。 Yes, I do know it.

This is further evidence that politeness is not a matter of ‘on’ and ‘off’ but something
that can be amplified and reduced.

268
 か れ え
BTS 28 Particle に for decisions: カレーにします。
I’ll have curry.

Note that [Noun + にします] is a new way of saying ‘decide.’

ら あ め ん
ここのラーメン、おいしそうだから、 The ramen here looks good, so let’s choose ramen.
ら あ め ん
ラーメンにしましょう。 Let’s have ramen.
じ
８時からにしましょう。 Let’s make it from 8:00.
ごうしつ
105号室にしました。 We decided on room 105.

Now go to the Activity Book for 練習 Practice and 腕試し Tryout.

Then do 評価 Assessment activities.

6-6
いつもお世話になっております。
せ
わ

269
 よ か
◆ 読み書き Reading and writing

This lesson introduces the remaining 21 katakana symbols, along with additional
information.

め に ゅ う
Scene 6-7R メニュー Menu

Brian and his colleague are deciding what to order over texts.

テキスト Text
6-7R
いつもお世話になっております。
わ
せ

270
Have you already ordered?

No, not yet. Everything looks so good . . .

Here is the menu.

Hamburger ¥750 Cheeseburger ¥750

Juicy hamburger! Very juicy! Very tasty cheese!
Ham and egg sandwich ¥600 Pizza toast ¥650
Chef’s recommended menu! Pizza by an Italian chef

Set Menu
Drinks
Coffee (hot, iced) ¥450
Hot chocolate ¥400
6-7R

Cappuccino ¥600
Espresso ¥550
いつもお世話になっております。
せ
わ

271
 文字と例 Symbols with examples

#26. ハバパ はばぱ

#27. ヒビ ピ ひびぴ

#28. フブプ ふぶぷ

#29. ヘベペ へべペ

#30. ホボポ ほぼぽ

#31. マ ま

#32. ミ み

#33. ム む

#34. メ め

#35. モ も

Examples

Names

1. ハナはまだいますよ。 Hannah is still here.

2. トムはまだいませんよ。 Tom is still not here.
3. サムはもういますよ。 Sam is already here.
6-7R

4. ジムはもういませんよ。 Jim is no longer here.

いつもお世話になっております。

5. トニーさんとおっしゃいます。 He is Tony-san.
6. ペギーさんはまだしています。 Peggy-san is still doing that.
7. トーマスはまだです。 Thomas hasn’t done this.
わ
せ

272
 8. ピートといいます。 I’m Pete.
9. パットとおっしゃいます。 She is Pat.
10. ナオミっていいます。 I’m Naomi.
11. スミスさんっていいます。 He is Smith-san.
12. ピーターさんっておっしゃいます。 He is Peter-san.

Places

13. ネバダにはまだありますよ。 Nevada still has it.

14. アイダホにもまだありますよ。 Idaho also still has it.
15. オハイオにはもういません。 I’m no longer in Ohio.
16. ミネソタにももういません。 I’m also no longer in Minnesota.
17. エジプトにまだいました。 He was still in Egypt.
18. メキシコにもういました。 He was already in Mexico.
19. ミシシッピーでもうしました。 I already did this in Mississippi.

Food and drinks

20. ピザはまだありますよ。 We still have pizza.

21. パイはもうないです。 We no longer have pies.
22. バターはまだです。 I still haven’t used the butter.
I still don’t have butter.
23. いつものコーヒー the usual coffee
24. ビスケットが１つ one biscuit
25. カプチーノってまだありますか。 Do you still have cappuccino?
26. ピーチパイってまだおいしいですか。 Is the peach pie still tasty?
27. チーズバーガーってもうありませんか。 Is the cheeseburger no longer available?
28. ホットコーヒーってまだですか。 Has the hot coffee still not arrived?
29. アイスコーヒーお１つですね。 One iced coffee, right?
6-7R

30. ハム＆エッグはもうないよ。 The ham and egg sandwich is no longer

available.
いつもお世話になっております。
せ
わ

273
 Between the lines

BTL 1 /v/

There is no /v/ in Japanese so it is usually realized as /b/ (バ、

ビ、ブ、ベ、 ボ) in katakana. バット
might be ‘bat’ or ‘vat’ (You will encounter an innovative way of representing /v/ in Act 7).

Examples

Names

1. ベスはおりません。 Bess/Beth is not here.

2. ビクターはまだおりますが ∙∙∙∙∙∙。 Victor is still here.
3. バートさんはいらっしゃいますか。 Is Bart/Burt-san here?
4. ボビーさんってまだいらっしゃいますか。 Is Bobbie/Bobby-san still here?
5. バーニーさんはもういらっしゃいますか。 Is Barney/Bernie-san already here?
6. ベネットのとなりにございます。 It’s next to Bennett.
7. ビッキーのとなりにあります。 It’s next to Vickie.
8. バーナードさんのとなりにまだありますか。 Is it still next to Bernard-san?

Places

9. バージニアにはまだございます。 It’s still in Virginia at least.

10. ウエストバージニアのとなりにもあります It’s also next to West Virginia.

#36. ヤ や

#37.
ユ ゆ

ヨ
6-7R

#38. よ
いつもお世話になっております。

#39.
ラ ら

#40.
リ り
わ
せ

274
#41. ル る

#42. レ れ

#43. ロ ろ

#44. ワ わ

#45. ヲ を

#46. ン ん

BTL 2 /l/ and /r/

Since Japanese does not distinguish between /l/ and /r/, both of these are usually realized as
/r/ morae in Japanese. Compare these sentences.

1. きれいなライトです。vs. ライトにいます。 It’s a pretty light. vs. He is in the right

field.
2. すごいカーレース vs. きれいなレース an amazing car race vs. pretty lace
3. vs. ライターをしてい
ライターがあります。 There is a lighter vs. I’m working as a
ます。 writer.
4. レーザーポインターです。vs. レーザーカ It’s a laser pointer vs. Please give me
ット、おねがいします。 a razor (cut).
5. アメリカのリーダー、いますか。vs. ブック Is the American leader here? vs. Do
リーダーってありますか。 you have an e-book reader?

Examples
6-7R

Names
いつもお世話になっております。

1. ロイがします。 Roy will do it.

2. リリーがしています。 Lily is doing that.
せ
わ

3. ローラはしていません。 Laura is not doing this.

4. ロペスさんももうしていません。 Lopez-san is also not doing it any more.
275
 5. リンジーさんはまだしていません。 Lindsay-san hasn’t done that yet.
6. ビバリーさんはまだいりません。 Beverly-san still doesn’t need it.
7. タイラーさんはまだしていないです。 Tyler-san still hasn’t done this.
8. ルイーズはもうしていないよ。 Louise is no longer doing it.
9. レベッカさんから１つずつしています。 They are doing it one by one starting from
Rebecca.

Places

10. イランにいたいです。 I want to be in Iran.

11. シリアにいたかったなあ。 I wanted to be in Syria.
12. ロシアにまだいたかった。 I wanted to continue to be in Russia.
13. インドでしたいなあ。 I want to do that India.
14. アメリカでもしたかったよ。 I wanted to do it also in the U.S.
15. イタリアではしたくないです。 I don’t want to do it in Italy.
16. スペインからしたいけど ∙∙∙∙∙∙。 I want to do that from Spain but . . .
17. フランスでしたいですけど ∙∙∙∙∙∙。 I want to do this in France but . . .
18. イギリスでしたいんですけど ∙∙∙∙∙∙。 It’s that I want to do it in England but . . .
19. ブラジルではしたくないんですけど ∙∙∙∙∙∙。 It’s that I don’t want to do this Brazil but . . .
20. ヨーロッパにいらっしゃらないんですか。 So you won’t be in Europe?
21. オーストラリアにいたいんですか。 Is it that you want to be in Australia?
22. シンガポールにずっといたいんだ。 It’s that I want to be in Singapore forever.

U.S. States

23. ユタでもいいですか。 Is it okay even in Utah?

24. ハワイでもいいんですか。 Is it that it’s okay even in Hawai’i?
25. カンザスにいてもいいですか。 Is it okay if I stay in Kansas?
6-7R

26. ミシガンにいてもいいんですか。 Is it that it’s okay if I stay in Michigan?

27. オレゴンにはないです。 It’s not in Oregon.
いつもお世話になっております。

28. コロラドにはないんです。 It’s that it’s not in Colorado.

29. フロリダからだから ∙∙∙∙∙∙。 It’s from Florida, so . . .
30. ワシントンからありますから ∙∙∙∙∙∙。 It starts in Washington, so . . .
わ
せ

276
31. ケンタッキーまでございますから ∙∙∙∙∙∙。 It’s as far as Kentucky, so . . .
32. ペンシルバニアまでだから ∙∙∙∙∙∙。 It’s as far as Pennsylvania, so.

Cities

33. パリにだれかいないんですか。 So isn’t there someone in Paris?

34. ホノルルになにかないんですか。 So isn’t there something in Honolulu?
35. ベルリンのどこかにないんですか。 So is it not somewhere in Berlin?
36. セントルイスにいつかいらっしゃらな So you won’t be visiting St. Louis
いんですか。 sometimes?
37. どれもポートランドにはないんですか。 So none of these are found in Portland?
38. ロサンゼルスにはなにもないんで So there is nothing in Los Angeles?
すか。
39. サンフランシスコにはだれもいないん So there is no one in San Francisco?
ですか。

BTL 3 /th/

The /th/ of leather becomes /z/ and is usually represented by ザ, ジ, or ズ.

Examples

1. わりといいリズム♬♪(^^♪ Pretty good rhythm!

2. すごい！
「レーザービーム」
だ！ Wow! It’s a laser beam!
3. アナザーラブストーリー💛 another love story
4. 「ザ・ゲスト」
ってわりとよかったよ。 “The Guest” was quite good.
5. もう
「ジ・エンド」
だね。 It’s already “the end.”

BTL 4 /wh/

English /wh/ (as in what) is sometimes represented by ホ.

6-7R

Examples
いつもお世話になっております。

1. グレーのホイールがいい。 I want the grey wheel.

せ

2. ホワイトがいいんだけど。 It’s that I want the color white.

わ

3. ホイットニーさんとしたいんだけど∙∙∙∙∙∙。 It’s that I want to do this with Whitney-

san, but . . .
277
 ようおん
BTL 5 Yoo-on 拗音 (small ャ、ュ、ョ )

As with hiragana, the small ャ、

ュ、ョ represent [consonant + y + vowel]:

キャ キュ キョ ギャ ギュ ギョ

Examples
し
1. おもしろいギャグ知らない？ Do you know a funny joke?
し
2. キューバについて知ってますか。 Do you know about Cuba?
し
3. キャサリンはなにも知りませんよ。 Catherine doesn’t know anything (about it).
し
4. ドキュメンタリーについておととい知り I found out about the documentary two
ました。 days ago.

シャ シュ ショ ジャ ジュ ジョ

Examples
6-7R

し
1. ジョンを知ってますか。 Do you know John?
いつもお世話になっております。

し
2. ジャックについてなにか知ってますか。 Do you know anything about Jack?
し
3. ジョージアについてなにも知りません。 I don’t know anything about Georgia.
し
4. シャンハイのことはきのう知りました。 I found out about Shanghai yesterday.
わ
せ

278
 し
5. あさってのスケジュール知りたいんです It’s that I want to find out about the sched-
が ∙∙∙∙∙∙。 ule for the day after tomorrow . . .
し
6. シャワーのことはだれも知らないよ。 No one knows about the shower.

チャ チュ チョ

Examples

1. さすがチャールズさん True to your reputation, Charles-san.

2. チューターはもういないんです。 I no longer have a tutor.
3. チョコレートはまだないんです。 It’s that I still don’t have any chocolates.
4. マサチューセッツにもいたいんです I want to stay in Massachusetts, too, you
が ∙∙∙∙∙∙。 see.

ニャ ニュ ニョ

Examples

1. ソーニャのほうがいいです。 I prefer Sonya.

2. ニョッキのほうがいいんだけど。 It’s that I prefer gnocchi.
3. ニューヨークのほうがよかったなあ。 New York was better.
4. このニュース、
きのうのとおなじです。 This news is the same as the one from
yesterday.
5. ニュージャージーとちがいます。 It is different from New Jersey.

ヒャ ヒュ ヒョ ビャ ビュ ビョ ピャ ピュ ピョ

Examples

1. ヒューさんがしてもいい？ Is it alright if Hugh-san does it?

2. ヒューロンにしてもよろしいですか？ Is it alright if we decide on Huron?
6-7R

3. このコンピュータにしていい？ Is it alright if we decide on this computer?

いつもお世話になっております。

4. インタビューをしてもよろしいですか。 Is it alright if I interview you?

5. ランチはビュッフェにしない？ Shall we go to a buffet for lunch?
せ
わ

ミャ ミュ ミョ

279
 Examples

1. ミャンマーにしましょう。 Let’s decide on Myanmar.

2. ミュージック、
スタート！ Start the music!
3. このミュージカルにしない？ Shall we decide on this musical?

リャ リュ リョ

Examples

1. スクリューがないんです。 It’s that there aren’t any screws.

2. ドイツのリューベックでしましょう。 Let’s do that in Lübeck in Germany.
3. ITソリューションって？ What is “IT solution”?

Additional examples (by semantic category)

Food and drink

1. ミルクだけです。 It is just milk.

2. ビールはこれだけですか。 Is this the only beer?
3. ワインはあれだけでしょう？ That’s the only wine, right?
4. ジャムをもう１つください。 One more (jar of) jam, please.
5. パスタをもっとください。 More pasta, please.
6. サラダ、
もっとおねがいします。 Please give me more salad.
7. メニュー、
もう１つおねがいします。 Please give me one more menu.
8. このランチスペシャルのステーキ、い How about this special steak meal?
かがですか。
9. Premium Steak! ステーキバイキング Premium steak! All-you-can-eat steak
10. Enjoy! コカコーラ Enjoy! Coca-cola
11. ランチがおいしいレストラン a restaurant that has tasty lunch
6-7R

12. どのチョコレートもおいしそうでこま All the chocolates look good, so I’m stuck.

ってます。
いつもお世話になっております。

13. どのハンバーガーもおいしいですよ。 Every hamburger is tasty.

14. サンドイッチはどれもいいですよ。 All the sandwiches are good.
わ
せ

280
15. おススメのアップルパイにします。 I will have the apple pie that was
recommended.
16. チーズケーキはもうオーダーしました？ Have you already ordered the cheesecake?
17. オレンジジュースはまだです。 My orange juice hasn’t arrived yet.
18. このバニラアイスクリーム、
どうしまし What shall I do with this vanilla ice
ょう。 cream?
19. ストロベリーヨーグルトがおススメで I suggest you get the strawberry yogurt.
すよ。

Clothing and accessories

20. グレーのコート a grey coat

21. みどりのドレス a green dress
22. みどりさんのベルト Midori-san’s belt
23. センパイのジーンズ a senior colleague’s jeans
24. むらさきのＴシャツがいります。 I need a purple T-shirt.
25. Ｙシャツ（ワイシャツ）はワンさんがい It is Wang-san that needs a dress shirt.
ります。
26. セーターがしろいモリスさん Morris-san whose sweater is white
27. あかのスカーフのモリスさん Morris-san with a red scarf (for women)
28. くろのブラウスのスミスさん Smith-san with a black blouse
29. ジャケットがくろいスミスさん Smith-san whose jacket is black
30. このポロシャツは¥1,980でした。 This polo shirt was ¥1,980.
31. あのきいろのワンピースは¥7,980で Is that yellow one-piece (dress) ¥7,980?
すか。
32. ハイヒールはあかいのにしましょう。 As for high heels, let’s wear the red ones.
33. このタキシードにしたいんですが ∙∙∙∙∙∙。 It’s that I want to decide on this tuxedo,
but . . .
34. ピンクのネックレスが１つありますけ I have one pink necklace, but . . .
6-7R

ど ∙∙∙∙∙∙。
35. グレーのハンドバッグにしてください。 Please decide on the grey handbag.
いつもお世話になっております。

36. アクセサリーはどれもきれいだよ。 The accessories are all pretty.

37. ジャンさんのショルダーバッグがない It’s that Zhang-san’s shoulder bag is
せ

んですけど ∙∙∙∙∙∙。 missing . . .

わ

281
 Sports（スポーツ）

38. ヨガをしました。 I did yoga.

39. スキーにしました。 I decided on skiing.
40. スノボ (short for スノーボード) がいい Snowboarding is good.
ですよ。
し
41. 「ピンポン」
って知ってますか？ Do you know “ping pong”?
42. アメフト (short for アメリカンフットボー I don’t know the rules for American
し
ル)のルールを知らない。 football.

43. プロレス (short for プロレスリング)のル I found out about the rules for profes-
し
ールについてはきのう知りました。 sional wrestling yesterday.

44. ボーリングはあまりしませんね。 I don’t go bowling much.

45. ハイキングをしましょう。 Let’s go hiking.
46. ジョギングにしましょうか。 Shall we decide on jogging?
47. サイクリングをしています。 I do cycling.
48. バドミントンがしやすいネット a net that is easy to play badminton
with
49. バレーボールがしにくいネット a net that is difficult to play volleyball
with
50. バスケットボールはまだへたです。 I’m still not good at basketball.

Computer and offce

51. カメラがいいスマホ a smartphone with a good camera

52. ビデオをとりましょう。 Let’s film (lit. video) it.
53. テレビがあたらしくなりました。 The television became like new.
54. あたらしいパソコンはまだいらないん So I still don’t need a new personal
です。 computer.
55. あのビデオカメラはもういらないんで So you no longer need that (video)
すか。 camcorder?
6-7R

56. みんながいそがしいスケジュール a schedule that everyone is busy with

いつもお世話になっております。

57. ここからダウンロードしてください。 Please download it from here.

58. ユーチューブでですか。 (You mean) on YouTube?
59. インターネットでしなかったんですか。 Is it that you didn’t do this on the
Internet?
わ
せ

282
Katakana words not borrowed from American English

60. ¥１００のパン ¥100 bread

61. ¥３９０のホッチキス ¥390 stapler
62. アルバイトがまよってます。 The part-time worker is lost.
63. このマフラーのいろはどうですか。 How about the color of this (knitted) scarf?

U.S. presidents
し
64. バラク・オバマについてなにか知っ Do you know anything about Barack
てますか。 Obama?
し
65. ジョージ・ブッシュのこと、知らない？ Don’t you know George Bush?
し
66. ドナルド・トランプも知らないの？ Even Donald Trump doesn’t know?
67. だれか
し
ロナルド・レーガンについて Does anyone know Ronald Reagan?
知ってますか。
68. ジ
し
ョージ・ワシントンについてきのう I found out about George Washington
知りました。 yesterday.
69. アブ
し
ラハム・リンカーンのことはあま I don’t know much about Abraham Lincoln.
り知りません。

Buildings

70. あのビルのむこうです。 It’s over on the other side of that building.

71. ホテルのうしろにいらっしゃいま He is behind the hotel.
すよ。
72. ロビーのなかにおります。 I’ll be inside the lobby.
73. トイレはどこですか。 Where is the restroom?
74. いつものスーパーでショッピングし I’ll be shopping at the usual supermarket.
てきます。
75. アパートの２Ｆがあたらしくなりま The second floor of the apartment became
した。 like new.
6-7R

76. エスカレーターでまいりました。 I came by the escalator.

77. ガソリンスタンドまではあとどのぐら How long until the gas station?
いつもお世話になっております。

いですか。
せ
わ

283
 Transportation

78. バスでまいりましょう。 Let’s use the bus.

79. タクシーでいらしてください。 Please come by taxi.
80. レンタカーっていくらぐらいですか。 About how much is the rental car?
81. モノレールでもいいですよ。 It’s also okay (to come) by monorail.
82. ヘリコプター、のりましょうか。 Shall we ride the helicopter?

Musical instruments

83. へたなギター unskilled guitar (performance)

84. ピアノのパフォーマンス piano performance
85. ¥300,000 のサックス a 300,000-yen sax
86. フルートはちょっと ∙∙∙∙∙∙。 (I don’t play) flute . . .
87. バイオリンのインストラクター a violin instructor
88. トランペットってむずかしいですか。 Is (playing) the trumpet difficult?
89. パイプオルガンはできますか。 Do you play the pipe organ?

BTL 6 ヲ

The distinction in pronunciation between オ and ヲ disappeared in the history of the Japa-
nese language, and katakana ヲ is rarely used now. Sometimes it is used purposefully in
place of オ to make it stand out in such words as ヲタク (also オタク) ‘someone with an
obsessive interest in manga and anime.’ Certain proper nouns continue to use ヲ, including
ふかくさ ちょう
深草ヲカヤ町 Fukakusa Okayacho, an area of Kyoto. Japanese spoken by foreigners and
robots is sometimes written entirely in katakana and ヲ can be found in those utterances:
コンピューターヲカイマシタ ‘I bought a computer.’

Summary of hiragana and katakana

6-7R

n w r y m h n t s k
いつもお世話になっております。

ん わ ら や ま は な た さ か あ
ン ワ ラ ヤ マ ハ ナ タ サ カ ア
n wa ra ya ma ha na ta sa ka a
わ
せ

284
 り み ひ に ち し き い
リ ミ ヒ ニ チ シ キ イ
ri mi hi ni chi shi ki i

る ゆ む ふ ぬ つ す く う
ル ユ ム フ ヌ ツ ス ク ウ
ru yu mu fu nu tsu su ku u

れ め へ ね て せ け え
レ メ ヘ ネ テ セ ケ エ
re me he ne te se ke e

を ろ よ も ほ の と そ こ お
ヲ ロ ヨ モ ホ ノ ト ソ コ オ
o ro yo mo ho no to so ko o

Now go to the Activity Book for 練習 Practice.

Then do 評価 Assessment activities, including 読んでみよう Contextualized Reading,

書き取り Dictation, and 書いてみよう Contextualized Writing.

6-7R
いつもお世話になっております。
せ
わ

285
 Appendix A: Japanese-English
glossary in gojuuon order

List of abbreviations
N = Noun
V = Verb
Adj = Adjective
Sp. Exp. = Special Expressions

あ、 あ、 Sp. Exp. Oh 1 10
ああ ああ Sp. Exp. ahh, oh 2 7
あいきどう 合気道 N aikido (martial art) 6 1
あいだ Amount of time〜間 Sp. Exp. number of hours, days, 6 2
weeks, years
+ あいまい 曖昧（な） N ambiguity (BTS 12) 4 2
+ あう （-U; 会った）
会う V see, meet 3 4
+ あお 青 N blue, green 6 3
+ あおい 青い Adj blue 3 5
+ アオイしゅっぱん アオイ出版 N Aoi Publishing 3 1
+ あか 赤 N red 6 3
あかい 赤い Adj red 3 5
あかいの 赤いの Sp. Exp. the red one 3 5
あく 空く・あく(-U; V become free, empty 6 5
空いた)
+ あさ 朝 N morning 3 4
+ あさごはん 朝ごはん N breakfast 2 3
あさって あさって N day after tomorrow 3 4

286
+ あした あした・明日 N tomorrow 2 2
あす あす N tomorrow (slightly more 5 1
formal than あした)
あすのひゃくより 明日の百より今日の Kotowaza A bird in the hand is worth 6 0
きょうのごじゅう 五十 two in the bush.
+ あそこ あそこ N over there, there (away 2 7
from both of us), that place
(that we both know about)
+ あたらしい 新しい Adj new 4 1
+ あちら あちら N there (away from both 2 4
of us), that thing (away
from both of us), in that
direction (away from both
of us), that alternative (of
two away from both of us),
that place (that we both
know about), that person
over there (polite)
+ あっち あっち N there (away from both 2 7
of us), in that direction
(away from both of us),
that alternative (of two
away from both of us),
that place (that we both
know about)
あと あと Sp. Exp. lastly, remaining, and then 4 2
あと あと・後 N time after 5 6
あとで あとで Sp. Exp. later 2 2
あとで Xのあとで Sp. Exp. later, N のあとで = 5 6
‘after N’
+ アドバイス アドバイス N advice 5 6
+ アドレス アドレス N (email) address 6 4
+ あなた あなた N you 1 7
+ あの あの+ N Sp. Exp. that N over there 3 5
Appendix A

あのう あのう Sp. Exp. umm (hesitation noise) 2 2

+ アパート アパート N apartment 2 5
+ アプリ アプリ N app, application 3 3
+ アポ アポ N appointment 6 5
+ あまり・あんまり あまり・あんまり+ Sp. Exp. not very much 4 2
negative

287
 あめ 雨 N rain 3 6
アメリカ アメリカ N America 6 1
+ アメリカじん アメリカ人 N American (person) 3 1
+ ありがとう。 ありがとう。 Sp. Exp. Thank you. (non-past or 1 2
past, informal)
ありがとうござい ありがとうござい Day1 Thank you. (past, formal) 0 0
ました。 ました。 Phrase
ありがとうござい ありがとうござい Sp. Exp. Thank you. (non-past, 1 2
ます。 ます。 formal)
ある （-U; あった;
ある V exist (inanimate) 2 8
ない）
あるいて 歩いて Sp. Exp. on foot 5 4
あるく （-U; 歩いた）
歩く V walk 5 4
+ あれ あれ N that (thing over there) 2 1
+ いい いい Adj good 2 1
+ いいえ いいえ Sp. Exp. no 2 1
いう いう・言う V is called, say 3 1
（-U; 言った）
+ いえ いえ Sp. Exp. no 2 1
+ いえ いえ・家 N house, home 2 5
いえいえ いえいえ Sp. Exp. no, no 2 1
いかが いかが Sp. Exp. how (polite) 6 5
いきますよ。 行きますよ。 Sp. Exp. Here we go! 6 3
+ イギリス イギリス N England, U.K. 6 1
+ いく （-U; 行った）
行く V go 2 2
いくつ （お）いくつ Classifier how many things/items 5 3
いくら いくら N how much 3 5
+ いしゃ 医者 N (medical) doctor 6 2
いそがしい （お）忙しい Adj busy 2 4
いそがばまわれ 急がば回れ Kotowaza More haste, less speed. 3 0
Appendix A

(lit. ‘If you are in a hurry,

go the long way.’)
+ いそぐ （-U; 急いだ）
急ぐ V hurry 5 1
+ いたす いたす V do (humble) 6 5
(-U; いたした)
いただきます。 いただきます。 Sp. Exp. I humbly receive. 1 6
(eating ritual)

288
 いただく いただく↓（-U; いた V eat; receive (humble) 2 3
だいた）
いただける いただける (-RU; い V can/may have someone 5 3
ただけた) do X
いち 一・１ Numbers 1 3 2
いち、に、
さん！ いち、に、
さん！ Sp. Exp. One, two three!
いちおう 一応 N for the time being, 5 3
tentatively, more or less
いちごいちえ 一期一会 Kotowaza ‘Once in a lifetime’ or 1 0
‘carpe diem’ (seize the day).
+ いちばん 一番 Sp. Exp. most, best 4 5
いちろう 一郎 N [given name] 1 7
いちろうくん 一郎君 Sp. Exp. Ichiro 1 7
いつ いつ N when? 4 3
いつか いつか Sp. Exp. sometime 6 5
いっしょ 一緒 N together 3 4
いっていらっしゃ 行って
（い）
らっし Sp. Exp. See you later. (lit. ‘Go and 1 8
い。 ゃい。 come back.’)
いってきます。 行ってきます。 Sp. Exp. See you later. (lit. ‘I’ll go 1 8
and come back.’)
いってください。 言ってください。 Inst. Exp Please say it. 0 0
いってください。 PERSON に言ってく Inst. Exp Please say it to PERSON. 2 0
ださい。
いつも いつも N always, usual(ly) 4 4
いつもおせわにな いつもお世話になっ Sp. Exp. I/we are always in your 6 4
っております↓。 ております↓。 debt.
いつものN いつものN Sp. Exp. the usual N (e.g., basho 4 4
場所 place, jikan 時間
time, tokoro ところ place,
+ いとう 伊藤 N [family name] 3 9R
+ いのうえ 井上 N [family name] 3 9R
Appendix A

+ イベント イベント N event 4 4

いま 今 N now 2 2
いや いや Sp. Exp. no (informal); uhh 2 4
(hesitation noise)
+ いらっしゃる いらっしゃる↑ V be (honorific 6 4
(-ARU; いらっ form of います ‘be’)
しゃった）

289
 いらっしゃる↑ いらっしゃる↑ ／いら V go, come (honorific) 5 5
っしゃって↑ or いらし
て↑（-ARU; いらっし
ゃった or いらした）
+ いりぐち 入り口／入口 N entrance 6 3
+ いる （-RU; いた）
いる V be, exist (animate) 2 2
+ いる （-U; いった）
いる V need 4 6
+ いろ 色 N color 6 3
う〜ん う〜ん Sp. Exp. well (hesitation) 2 7
+ ウーロンちゃ ウーロン茶 N oolong tea 2 3
+ うえ 上 N top, over 6 2
うかがう 伺う↓（-U; 伺った） V visit (humble) 5 5
うしろ 後ろ N back, behind 6 3
+ うち うち N house, home; Scene 5-5 2 5
our company
うち うちのX Sp. Exp. our company’s X 5 5
+ うどん うどん N udon (wheat noodles) 2 3
+ うみのひ 海の日 N Marine Day (BTS 18) 4 4
え？ え？ Sp. Exp. what? 2 3
+ えいご 英語 N English (language) 3 1
+ ええ ええ Sp. Exp. yes (suggesting agreement or 1 1
indicating understanding;
less formal than hai )
ええと ええと Sp. Exp. uhh (hesitation noise) 2 2
+ えき 駅 N train station 2 5
えり 恵理 N Eri [female given name] 1 13
(Eri is Sasha’s housemate)
えん 〜円 Classifier yen (Japanese currency) 3 5
+ えんぴつ 鉛筆 N pencil 3 3
おいしい おいしい Adj delicious 2 3
おいしそう おいしそう N look(s) delicious 2 3
Appendix A

+ おおがきしょう 大垣商会 N Ogaki Trading Company, 3 1

かい Ltd.
+ おおきい 大きい Adj big 2 7
おかえりなさい。 おかえりなさい・お Sp. Exp. Welcome back 1 13
帰りなさい。
+ おく 億 Numbers hundred millions (BTS 4) 4 1

290
+ おさきに お先に Sp. Exp. I’ll be x-ing (ahead of you) 1 12
おさきにしつれい お先に失礼します。 Sp. Exp. I’ll be leaving (ahead 1 12
します。 of you).
+ おしえる （-RU;
教える V tell, teach 5 5
教えた）
おじかん お時間 N your time 5 6
+ おそい 遅い Adj late 3 4
+ おたく お宅 N home (polite) 2 5
+ おちゃ お茶 N tea 2 3
オッケー オッケー Sp. Exp. okay 3 4
+ おっしゃる おっしゃる↑（-ARU; V say (honorific) 6 2
おっしゃった）
おつかれさま。 お疲れ様。 Sp. Exp. Good work, hello. (informal) 1 11
おつかれさまで お疲れ様でした。 Sp. Exp. Good work. 1 12
した。
おつかれさまです。 お疲れ様です。 Sp. Exp. Good work, hello. 1 11
+ おとこのひと 男の人 N man 6 3
+ おととい おととい N the day before yesterday 4 3
+ おなじ 同じ N same 3 6
おねがいします。 お願いします。 Sp. Exp. please help me with this 1 3
おねがいできます お願いできますか？ Sp. Exp. Can I ask a favor of you? 5 3
か？
おねがいできる お願いできる (-RU) V can request 5 3
おはなししする↓ お話しする↓ V Talk (humble) 6 5
おはよう。 おはよう。 Day1 Good morning. (informal) 1 6
Phrase
おはようござ おはようございます。 Day1 Good morning. (formal) 0 0
います。 Phrase
オフィス オフィス N office 4 5
おまたせしました。 お待たせしました。 Sp. Exp. Sorry to make you wait. 6 6
おもいやり 思いやり N consideration 3 4
Appendix A

おもしろい おもしろい Adj interesting 2 3

+ おもしろそう おもしろそう N look(s) interesting 2 3
おやすみなさい。 おやすみなさい。 Sp. Exp. Good night. 1 14
おる おる↓（-U; おった） V be (humble form of いま 6 4
す ‘be’) The 〜て form is
rarely used today.

291
 + おれ 俺 N I (masculine, informal) 1 7
(BTS 15)
オレゴンしゅう オレゴン州 N Oregon 6 1
おわります。 終わります。 Inst. Exp That’s all for today. (used 0 0
at the end of a class).
+ おわる 終わる V end 2 2
（-U; 終わった）
+ おんなのひと 女の人 N woman 6 3
おんよみ 音読み N Chinese-based readings 1 BTL 2
of kanji
か 〜か？ S. Particle [question particle] 2 1
+ が 〜が S. Particle but, and 2 4
が 〜が Particle [subject particle] 4 3
+ かい 〜会 N organization, club, 3 1
association, group
かい 〜階 Classifier classifier for naming and 4 5
counting floors
す る
+ かいぎ 会議 N (hold a) meeting 3 2
かいぎしつ 会議室 N meeting room 4 4
+ がいこくじん 外国人 N foreigner 3 1
かいしゃ 会社 N office, company 2 5
+ がいじん 外人 N foreigner 3 1
(can be derogatory)
かいてください。 書いてください。 Inst. Exp Please write it. 0 0
+ かいはつ 開発（する） N development 6 2
+ かいもの 買い物 N shopping 5 4
がいらいご 外来語 N loan words (BTS 14) 3 3
かいわ 会話 N conversation 5 6
+ かう （-U; 買った）
買う V buy 4 1
+ かえる （-U; 帰った）
帰る V return (home) 3 2
かかる かかる V take (time/money) 4 6
Appendix A

（-U; かかった）
+ かかん・にちかん・ 〜日間 Classifier classifier for counting days 6 2
にち
+ かき 書き N writing 5 6

292
+ かきとり 書き取り N dictation 5 6
+ かく （-U; 書いた）
書く V write 2 2
がくせい 学生 N student 3 1
+ がくちょう 学長 N school president 6 5
+ がくぶ 学部 N academic division, college 6 1
+ かげつ 〜ヶ月・〜カ月 Classifier classifier for counting 4 6
months
かさ 傘 N umbrella 3 6
+ かた 方（かた） N person (honorific) 6 3
カタカナ 片仮名・カタカナ N katakana syllabary 1 BTL 1
+ かちょう 課長 N section chief 6 5
がつ 〜月
（がつ） Classifier classifier for naming the 4 4
months of the year
+ がっき 〜学期 Classifier school /term 4 6
+ がっこう 学校 N school 2 5
+ かとう 加藤 N [family name] 3 9R
かな かな N syllabary 1 BTL 1
かなあ 〜かなあ S. Particle [sentence particle indicating 2 6
a shared question]
+ カナダ カナダ N Canada 6 1
+ かばん かばん N bag, briefcase 3 6
+ カフェ カフェ N café 4 4
かまう 構う (-U; 構った) V mind, care, be concerned 5 1
about (most commonly
occurs in the negative)
+ かみ 紙 N paper 3 6
+ かよう
（び） 火曜（日） N Tuesday 4 6
から 〜から Particle from (starting point) 4 4
から REASON 〜から S. Particle because of REASON X 5 5
+ かりる 借りる (-RU; 借りた) V borrow 5 3
Appendix A

ほとんど ほとんど N almost; barely 4 6

(plus negative)
+ カレーライス カレーライス N curry rice 2 3
かわいい かわいい Adj cute 3 5

293
 + かんがえる 考える (-RU; 考えた) V think about, consider 4 3
+ かんこく 韓国 N Korea 6 1
+ かんこくご 韓国語 N Korean (language) 3 1
+ かんこくじん 韓国人 N Korean (person) 3 1
かんじ 漢字 N kanji 1 BTL 1
+ がんじつ 元日 N New Yearʼs Day (BTS 18) 4 4
+ かんだ 神田 Name Mr/s. Kanda 1 1
かんださん 神田さんですか？ Sp. Exp. Are you Mr./Ms. Kanda? 1 10
ですか？
+ かんとんしょう 広東省 N Guangdong Province 6 1
+ がんねん 元年 N first year (of a new era) 4 4
(BTS 18)
がんばりましょう。 頑張りましょう。 Inst. Exp Do your best. 2 0
がんばる 頑張る V will do my best 2 1
(-U; 頑張った)
きいてください。 聞いてください。 Inst. Exp Please listen. 0 0
きいてください。 PERSON に聞いてく Inst. Exp Please ask PERSON. 2 0
ださい。
+ きいろ 黄色 N yellow 6 3
+ きかく 企画（する） N plan, project, design 6 2
+ ききとり 聞き取り N listening 5 6
きく 聞く(-U; 聞いた) V hear; listen 4 4
+ きく、Xに Xに聞く Sp. Exp. ask X 6 6
きくはいっときの 聞くは一時の恥、聞 Kotowaza To ask may lead to shame 5 0
はじ、きかぬはい かぬは一生の恥 for a moment, but not to
っしょうのはじ ask leads to shame for a
lifetime.
+ きのう きのう N yesterday 4 3
+ きむら 木村 N [family name] 3 9R
きめる 決める V decide (something) 5 1
(-RU; 決めた)
Appendix A

きゅう・く 九・９ Numbers 9 3 2

+ きょう きょう・今日 N today 2 2
+ きょうかしょ 教科書 N textbook 2 2
きょうし 教師 N instructor, teacher 6 2
+ きょうしつ 教室 N classroom 4 4

294
 きょうまでだった 今日までだったでし Sp. Exp. It was until today, wasnʼt 5 2
でしょう？ ょう？ it?
+ きょねん 去年 N last year 4 3
+ きれい きれい（な） N pretty, clean 2 3
ぎんこう 銀行 N bank 5 4
+ きんよう
（び） 金曜（日） N Friday 4 6
+ きんろうかんしゃ 勤労感謝の日 N Labor/Thanksgiving Day 4 4
のひ (BTS 18)
+ くすり （お）薬 N medicine 2 3
くださってありがと Xくださって↑ありが Sp. Exp. Thank you for doing X 5 5
う
（ございます）。 とう （ございます）。
クッキー クッキー N cookie 2 3
くてん 句点 N phrase point, comma 2 BTL 2
くとうてん 句読点 N Punctuation 2 BTL 2
ぐらい・くらい X ぐらい・くらい Sp. Exp. about X 4 1
+ クラスメート クラスメート N classmate 3 6
クラブ クラブ N club 3 1
+ くる 来る (IRR; 来た) V come 2 1
くるま 車 N car 5 4
グルメ グルメ N gourmet, connoisseur 6 6
+ グレー グレー N gray 6 3
+ くろ 黒 N black 6 3
+ くろい 黒い Adj black 3 5
くん NAME 〜君 Sp. Exp. [informal title] 6 1
くんよみ 訓読み N Japanese-based 1 BTL 2
readings of kanji
けさ 今朝 N this morning 4 4
+ けいご 敬語 N politeness, polite language 5 5
(BTS 10)
+ けいざい 経済（学） N economics 4 2
Appendix A

（がく）
+ けいたい 携帯/ケータイ N cell phone, mobile phone 2 2
けいたいをみない 携帯を見ないでくだ Inst. Exp Please donʼt look at your 0 0
でください。 さい。 phone.
+ けいろうのひ 敬老の日 N Respect for the Aged Day 4 4
(BTS 18)

295
 + ケーキ ケーキ N cake 2 3
+ けしゴム 消しゴム N (pencil) eraser 3 6
けっこう けっこう Sp. Exp. a fair amount 4 2
+ げつよう
（び） 月曜（日） N Monday 4 6
けど 〜けど S. Particle but 2 4
+ ケニア ケニア N Kenya 6 1
+ けれど
（も） 〜け
（れ）
ど（も） S. Particle but 2 4
げんこうようし 原稿用紙 N Japanese writing paper 1 BTL 5
+ げんごがく 言語学 N linguistics 4 2
+ けんこくきねんび 建国記念日 N Foundation Day (BTS 18) 4 4
+ けんじょうご 謙譲語 N humble language (BTS 10) 5 5
げんち 現地 N the place, destination 3 4
+ けんぽうきねんび 憲法記念日 N Constitution Day (BTS 18) 4 4
こ 〜個 Classifier classifier for counting 3 5
small objects
ご 五・５ Numbers 5 3 2
ここ ここ N here 2 7
+ ごい 語彙 N vocabulary 5 6
+ こうえん 公園 N park 4 4
+ こうがく 工学 N engineering 4 2
こうかん 交換 N exchange 6 4
+ こうこう 高校 N high school 3 1
+ ごうしつ 〜号室 Classifier classifier for naming room 4 5
number
+ こうじょう 工場 N factory, workshop 5 4
+ こうちゃ 紅茶 N black tea 2 3
+ こうはい 後輩 N junior (BTS 30) 2 8
+ コーヒー コーヒー N coffee 2 3
+ ごご 午後 N afternoon, p.m. 3 4
Appendix A

ございます ございます (-ARU) V exists (polite form of あり 5 5

ます) The 〜て form and
the informal forms are
rarely used today.
ごじゅうおん 五十音表 N Chart of Fifty Sounds 2 BTL 1
ひょう
ごぜん 午前 N morning, a.m. 3 4
ごぞんじだ↑ ご存知だ↑ Sp. Exp. know (honorific) 6 6
296
 こたえてください。 答えてください。 Inst. Exp Please answer. 0 0
こたえてください。 PERSON に答えてく Inst. Exp Please answer PERSON. 2 0
ださい。
ごちそうさま。 ごちそうさま。 Sp. Exp. Thank you. (lit. ‘It was a 1 6
feast.’)
+ ごちそうさまでし ごちそうさまでした。 Sp. Exp. Thank you. (lit. ‘It was a 1 6
た。 feast,’ formal)
こちら こちら N here, this, in this general 2 4
area, in this direction,
this alternative (of two),
the speaker’s side of a
telephone conversation,
this person (polite)
こちらこそ こちらこそ Sp. Exp. (the pleasure/fault/etc.) 1 10
is mine
こっち こっち N here, in this general area, 2 7
in this direction, this
alternative (of two)
こと こと N matter 4 4
+ ことし 今年 N this year 4 4
+ こどものひ こどもの日 N Children’s Day (BTS 18) 4 4
ことわざ ことわざ N words of wisdom 1 0
この この+ N Sp. Exp. this N 3 5
+ こばやし 小林 N [family name] 3 9R
+ ごはん ご飯 N cooked rice or a meal 2 3
+ こまる 困る (-U; 困った) V be troubled; be bothered; 6 6
be embarrassed
+ ゴルフ ゴルフ N golf 3 4
+ これ これ N this (thing) 2 1
+ これから これから N from now 2 2
ごろ TIME+ごろ Sp. Exp. about [time] 3 2
+ こんがっき 今学期 N this term 4 6
Appendix A

+ こんげつ 今月 N this month 4 4

+ コンサート コンサート N concert 4 4
+ こんしゅう 今週 N this week 4 4
+ こんど 今度 N this time, next time 3 4
こんにちは。 こんにちは。 Day1 Hello. 0 0
Phrase

297
 + こんばん 今晩 N this evening 4 4
こんばんは。 こんばんは。 Day1 Good evening. 0 0
Phrase
+ コンビニ コンビニ N convenience store 2 5

サークル サークル N club 3 1

+ サーシャ サーシャ Name Sasha [given name] 1 1
+ さいとう 斎藤 N [family name] 3 9R
+ サイフ サイフ
（財布） N wallet 3 5
+ さかもと 坂本 Name Sakamoto [family name] 1 1
さかもとせんせい 坂本先生 Name Prof./Dr. Sakamoto 1 1
+ さき （お）先 N ahead, previous 4 3
+ ささき 佐々木 N [family name] 3 9R
さすが さすが (Noun) Sp. Exp. true to (your reputation), 6 6
what I expected, etc.
+ さつ 〜冊 Classifier classifier for counting 3 5
bound volumes
+ サッカー サッカー N soccer 3 4
+ さっき さっき N a while ago 4 4
+ さとう 佐藤 N [family name] 3 9R
+ さよ
（う）なら さよ
（う）なら Sp. Exp. goodbye (BTS 11) 1 5
さん NAME 〜さん Title Mr/s. NAME 1 1
さん 三・３ Numbers 3 3 2
じ 〜時 Classifier classifier for naming hours 3 2
on the clock
し・よん 四・４ Numbers 4 3 2
ジェーエルシー JLC N JLC 3 1
+ じかん 時間 N time 3 4
じかん 〜時間 Classifier classifier for counting 4 6
hours
じこしょうかい 自己紹介（する） N self-introduction 6 1
Appendix A

+ しごと （お）仕事（する） N work, job 2 2

+ しごとする 仕事する V work 3 2
+ した 下 N bottom, under 6 2
しち・なな 七・７ Numbers 7 3 2
しっている 知っている V know 6 6
しつもん 質問（する） N (ask a) question 5 2

298
 しつれいします。 失礼します。 Sp. Exp. Excuse me. 1 5
+ じてんしゃ 自転車 N bicycle 4 5
じはん X時半 Sp. Exp. half past (hour X) (2:30) 3 2
しました しました V did 4 3
+ しみず 清水 N [family name] 3 9R
じゃ じゃ
（あ） Sp. Exp. So. (informal) 1 9
じゃあ じゃあ Sp. Exp. well then, 2 8
+ シャーペン シャーペン N mechanical pencil 3 3
+ しゃかいがく 社会学 N sociology 4 2
しゃしん 写真 N photo 6 3
+ しゃちょう 社長 N company president 6 5
じゃね。 じゃ
（あ）ね。 Sp. Exp. See you later. (informal) 1 9
じゃまた。 じゃまた。 Sp. Exp. See you again. (informal) 1 9
じゃまたね。 じゃまたね。 Sp. Exp. See you again. (informal) 1 9
じゅう 十 (10〜90) Numbers tens (10 through 90) 3 5
じゅう 十・１０ Numbers 10 3 2
じゅういち 十一・１１ Numbers 11 3 2
+ しゅうかん 〜週間 Classifier classifier for counting 4 6
weeks
+ しゅうかん 州 N state, as in the US 6 1
しゅうきょう
（がく） 宗教（学） N religion (religious studies) 4 2
+ ジュース ジュース N juice 2 3
じゅうに 十二・１２ Numbers 12 3 2
+ しゅうぶんのひ 秋分の日 N Autumnal Equinox 4 4
(BTS 18)
+ しゅうまつ 週末 N weekend 3 4
+ じゅぎょう 授業（する） N class 3 2
+ しゅくだい 宿題 N homework 2 2
+ しゅくだいする 宿題する V do homework 3 2
Appendix A

+ しゅんぶんのひ 春分の日 N Vernal Equinox (BTS 18) 4 4

+ しょう 省 N provinces in China 6 1
+ しょうがつ （お）正月 N New Year’s Day/Month 4 4
(BTS 18)
+ じょうず 上手 N skillful, good at 6 1

299
 + しょうわ 昭和 N Showa era (1926–1989) 4 4
+ しょうわのひ 昭和の日 N Showa Day (BTS 18) 4 4
しょだん 初段 N first or lowest rank black 6 2
belt in martial arts,
calligraphy, shōgi, igo, etc.
+ しょちょう 所長 N head of a laboratory, 6 5
research center
+ しらい 白井 Name Shirai [family name] 1 1
しらいです。 NAMEです。 Sp. Exp. My name is NAME. 1 4
+ しる 知る (-U; 知った) V find out, know 6 6
しろ 白 N white 6 3
+ しろい 白い Adj white 3 5
すき （お）好き N liking, fondness, love 2 3
+ すいよう
（び） 水曜（日） N Wednesday 4 6
すうがく 数学 N mathematics 4 2
+ スーパー スーパー N supermarket 5 4
+ すぎ 過ぎ N after, past [time] 3 2
すぐ すぐ N soon, immediately, right 5 1
away
ずつ 一人ずつ Sp. Exp. one (person) at a time 6 2
すごい すごい Adj amazing 2 1
すこし 少し N a little, a few 5 1
+ すし （お）すし・寿司 N sushi 2 3
+ すずき 鈴木 N [family name] 3 9R
すすめ （お）勧め N recommendation, 6 6
suggestion
すすめる、Xに Xに勧める・薦める V recommend to X, advise X, 6 6
(-RU; 勧めた・ encourage X
薦めた)
+ スペインご スペイン語 N Spanish (language) 3 1
+ スペインじん スペイン人 N Spanish (person) 3 1
Appendix A

+ スポーツのひ スポーツの日 N Sports Day (BTS 18) 4 4

スマホ スマホ N smartphone 3 3
すみません。 すみません・すいま Sp. Exp. Excuse me. I’m sorry. 1 3
せん。 Thank you.

300
+ すみませんでした。 すみませんでした・ Sp. Exp. Sorry. Thank you (for what 2 2
すいませんでした。 has happened).
+ する する (IRR; した) V do, play (a game or sport) 2 1
する、Xに Xにする Sp. Exp. decide on X 6 6
すること すること N something to do 2 8
+ すわる （-U; 座った）
座る V sit 6 3
せ 背 N back, spine, rear side 6 3
+ セールス セールス N sales 6 2
+ せいじんのひ 成人の日 N Coming of Age Day 4 4
(BTS 18)
せいぶつ 生物 N biology 6 2
せがたかいひと 背が高い人 Sp. Exp. tall person/people 6 3
+ ぜひ 是非 Sp. Exp. by all means 5 5
ゼロ・まる・れい ゼロ・まる・零 Numbers zero 3 5
せわ （お）世話 N help, aid, assistance 6 4
せん・ぜん 千 (1000〜9000) Numbers thousands (1000 ~ 9000) 4 1
+ せんがっき 先学期 N last semester 4 3
+ せんげつ 先月 N last month 4 3
せんこう （ご）専攻（する） N major, field of study 4 2
+ せんじつ 先日 N the other day 4 3
せんしゅう 先週 N last week 4 3
せんせい NAME 〜先生 Title Prof./Dr. NAME 1 1
ぜんぜん 全然 N not at all, entirely 4 2
+ セント 〜セント Classifier cent 3 5
+ せんぱい 先輩 N senior (BTS 30) 2 8
ぜんぶ 全部 N all, everything 5 3
+ ぜんぶで 全部でX Sp. Exp. X for everything; X all 3 5
together
+ せんもん （ご）専門 N specialization, major 4 2
せんりのみちもい 千里の道も一歩から Kotowaza A journey of a thousand 2 0
Appendix A

っぽから miles begins with a single

step.
そう そう N that way, so 2 5
そう、そう。 そう、そう。 Sp. Exp. Right, right; Yes, yes. 3 3
そうか。 そうか。 Sp. Exp. Is that so? (expression of 4 4
awareness)

301
 そうしていただけ そうしていただけま Sp. Exp. Can I have you do that? 5 6
ますか？ すか？
そうしましょう。 そうしましょう。 Sp. Exp. Letʼs do it that way. 4 5
+ そうだん （ご）相談（する） N consultation 6 5
そうだんする Xに・と相談する Sp. Exp. consult with X 6 6
そうですね（え） そうですね（え） Sp. Exp. (hesitation) 2 7
そうですねえ そうですねえ Sp. Exp. (to express consideration) 5 3
let’s see
+ そこ そこ N there (near you), that place 2 7
just mentioned
+ そちら そちら N there (near you), that (near 2 4
you), in that general area,
in that direction (in your
direction), that alternative
(of two near you), the
other side of a telephone
conversation, that person
(polite)
+ そっち そっち N there (near you), in 2 7
that general area, in
that direction (in your
direction), that alternative
(of two near you)
+ そと 外 N outside 6 2
+ その その+ N Sp. Exp. that N 3 5
+ そば そば N soba (buckwheat noodles) 2 3
それ それ N that (thing near you) 2 1
それほど それほど Sp. Exp. that much; to that extent 4 1
+ そんけいご 尊敬語 N honorific language (BTS 5 5
10)
+ ぞんじる 存じる↓ (-U 存じた) V know, find out (humble) 6 6

たい Verb〜たい Adj want to VERB 6 5

Appendix A

+ だいがく 大学 N university, college 3 1

+ だいがく、X X大学 N X University, X College 3 1
+ だいがくいん 大学院 N graduate school 3 1
+ たいしょう 大正 N Taisho era (1912–1926) 4 4
だいじょうぶ 大丈夫 N fine, safe, all right 2 1

302
+ だいすき 大好き N very likeable, like very 2 3
much
たいへん 大変（な） N tough (to do), awful, 4 3
terrible
たかい 高い Adj expensive 2 7
たかい（せが） （背が）高い Adj tall (in stature) 6 3
+ たかはし 高橋 N [family name] 3 9R
だくおん 濁音 N voiced consonant 5 BTL9
+ たくさん たくさん N a lot, many 3 5
だくてん 濁点 N [diacritical marks] 2 BTL 4
だけ 〜だけ Particle just, only 4 2
だす 出す (-U; 出した) V submit, take out (of a 5 2
container), send out (mail)
たすかる 助かる V be helped, be saved, be 5 4
（-U; 助かった） rescued
ただいま。 ただいま。 Sp. Exp. I’m home; I’m back. 1 13
たつ 立つ（-U; 立った） V stand 6 3
たてがき 縦書き N vertical writing 1 BTL 3
+ たなか 田中 N [family name] 3 9R
たのむ 頼む (-U: 頼んだ) V order (at a restaurant, 6 6
online, etc.), request
+ たべもの 食べ物 N food 2 3
たべる 食べる（-RU; 食べた） V eat 2 3
+ だめ だめ
（な） N bad, useless, problematic 3 4
だれ だれ・誰 N who 2 6
チーズ チーズ N cheese 6 3
チーズ！ チーズ！ Sp. Exp. Cheese! 6 3
+ ちいさい 小さい Adj small 2 7
+ ちか 地下 N basement, underground 4 5
+ ちかい 近い Adj close 2 7
Appendix A

ちがう （-U; 違った）

違う V different from X 3 6
ちがう・おなじ (Xと）違う・同じ Sp. Exp. different from/same as X 3 6
+ ちかく 近く N nearby, vicinity, 6 2
neighborhood
ちかてつ 地下鉄 N subway 5 4
ちがわない Xと違わない Sp. Exp. not different from X 6 6

303
 + チケット チケット N ticket 3 5
+ ちゃいろ 茶色 N brown 6 3
+ ちゅうごく 中国 N China 6 1
+ ちゅうごくご 中国語 N Chinese (language) 3 1
+ ちゅうごくじん 中国人 N Chinese (person) 3 1
+ ちょう 兆 Numbers trillions (BTS 4) 4 1
+ ちょう・ジャン 張 N Zhang (Japanese 3 1
pronunciation: Cho)
[Chinese family name]
ちょっと ちょっと Sp. Exp. a little 2 2
つ 〜つ Classifier classifier for counting items 5 3
ついたち〜さんじ ついたち〜三十一日 Numbers the first ~ the 31st 4 4
ゅういちにち
ついて N について Sp. Exp. with regard to N 6 5
にごりてん 濁り点 N [diacritical marks] 2 BTL 4
つかう （-U; 使った）
使う V use 4 2
+ つぎ 次 N next, following 3 4
+ つくる （-U; 作った）
作る V make 4 1
って 〜って Particle [topic particle] 3 1
+ つまらない つまらない Adj boring 2 7
+ つよい 強い Adj strong 5 6
つれていく 連れて行く V take (a person) along 5 4
+ つれてくる 連れて来る V bring (a person) along 5 4
で 〜で Particle by means of X 5 4
で PLACE で Particle [location of activity] 3 4
+ ティーシャツ ティーシャツ N T-shirt 3 5
+ ていしょく 定食 N set meal 6 6
+ ていねいご 丁寧語 N formal language (BTS 10) 5 5
+ できる できる (-RU; できた) V can do, become complete 2 1
+ でぐち 出口 N exit 6 3
Appendix A

+ デザイン デザイン（する） N design 6 2

+ テスト テスト N test 2 2
+ てつだう 手伝う (-U; 手伝 V helped 4 3
った)
テニス テニス N tennis 3 4

304
 では では Sp. Exp. Well then, 1 5
では では Sp. Exp. [written equivalent of じゃ] 4 7R
でも でも Sp. Exp. but, however, and yet 5 1
でも じゃなくて X でも X じゃなくて Sp. Exp. whether itʼs X or not X 5 1
も も
でも でも X でもY でも Sp. Exp. whether it’s X or Y 5 1
でる （-RU; 出た）
出る V go out, leave, attend (an 5 4
event), appear, answer (the
phone)
てん 点（、） N point, dot 2 BTL 2
でんしゃ 電車 N train 5 4
てんてん 点々 N [diacritical marks] 2 BTL 4
+ てんのうたんじょ 天皇誕生日 N Emperor’s Birthday 4 4
うび (BTS 18)
+ てんのうへいか 天皇陛下 N emperor (honorific) 4 4
(BTS 18)
でんわ 電話（する） N telephone 2 2
+ でんわばんごう （お）電話番号 N telephone number (your 6 4
telephone number)
と （X とY)
〜と Particle X and Y 3 2
と 〜と(言います／申し Particle [quotation particle] 6 2
ます↓／おっしゃい
ます↑)
+ ドイツ ドイツ N Germany 6 1
+ トイレ トイレ N toilet 2 5
どう どう N how 2 7
どうぞ。 どうぞ。 Sp. Exp. Go ahead. 1 2
どうぞよろしく。 どうぞよろしく。 Sp. Exp. Nice to meet you. 1 4
+ どうぞよろしくお どうぞよろしくお願い Sp. Exp. Nice to meet you. 1 4
ねがいします。 します。
とうてん 読点 N point, dot 2 BTL 2
Appendix A

どうも。 どうも。 Sp. Exp. Hello. 1 7

+ どうりょう 同僚 N co-worker, colleague 3 6
+ とおい 遠い Adj far 2 7
とか 〜とか Particle (things) like, such as 4 2

305
 とかも 〜とかも Particle also (things) like, such as 4 2
ときはかねなり 時は金なり Kotowaza Time is money. 4 0
どこ どこ N where 2 7
ところ ところ N place 4 4
+ としょかん 図書館 N library 3 4
+ どちら どちら N where, which, which 2 4
direction, which (of two),
which person/who (polite)
+ どっち どっち N where, which direction, 2 7
which (of two)
+ とても とても Sp. Exp. very 2 7
どなた どなた N who (polite) 2 6
+ となり 隣 N next door, beside 6 2
+ どの どの+ N Sp. Exp. which N 3 5
+ ともだち ともだち N friend 3 6
+ どよう
（び） 土曜（日） N Saturday 4 6
とる （-U; 取った）
取る V take (a class) 4 2
+ とる （-U; 撮った）
撮る V take (a photo) 6 3
+ ドル 〜ドル Classifier dollar(s) (U.S. currency) 3 5
+ どれ どれ N which (thing) 2 1

なあ 〜なあ S. Particle [sentence particle 2 6

indicating shared
agreement]
+ なか 中 N inside 6 2
+ ながい 長い Adj long 5 5
なかてん 中点（・） N raised period 2 BTL 2
+ なかむら 中村 N [family name] 3 9R
+ なにいろ 何色 N what color 6 3
なにか 何か Sp. Exp. Something 6 5
Appendix A

なにか・なんか なにか・何か Sp. Exp. something 2 8

+ なにご 何語 N which language? 3 1
+ なにじん 何人・なに人 N what nationality 3 1
なにも 何も Sp. Exp. nothing 6 6
+ なまえ （お）名前 N name (your name) 6 4
なる （-U; なった）
なる V become 5 6

306
 なるべく なるべく Sp. Exp. As . . . as possible 5 1
なるほど なるほど Sp. Exp. Oh, now I see. 3 1
なん、なに 何（なん） N what 2 3
なんじ 何時 N what time 3 2
なんでしょう。 何でしょう。 Sp. Exp. What? What could it be? 5 3
+ なんよう
（び） 何曜（日） N what day (of the week)? 4 6
に 〜に Particle to, towards X 5 4
に 〜に Particle [inanimate location particle] 3 6
に TIME に Particle [point of time] 3 4
に 二・２ Numbers 2 3 2
にくい 使いにくい Adj hard to use 4 5
にち・か 〜日 Classifier classifier for naming the 4 4
days of the month; Scene
4–6 naming and counting
+ にちよう
（び） 日曜（日） N Sunday 4 6
+ にっけいじん 日系人 N person of Japanese heritage 3 1
+ にほん 日本 N Japan 6 1
（にほん・にっぽん）
にほんがく 日本学 N Japanese studies 4 2
にほんご 日本語 N Japanese (language) 3 1
にほんごクラブ 日本語クラブ N Japanese Language Club 3 1
にほんごではなし 日本語で話しま Inst. Exp Let’s speak in Japanese. 2 0
ましょう。 しょう。
+ にほんじん・にっ 日本人 N Japanese (person) 3 1
ぽんじん
+ ニュース ニュース N news 3 3
にん・り 〜人 Classifier [classifier for people] 6 2
ね 〜ね S. Particle [sentence particle 2 1
indicating agreement]
ね？ 〜ね？ Particle [particle checking on 2 1
whether the other person is
Appendix A

following]
ねえ 〜ねえ S. Particle [sentence particle assuming 2 3
shared attitude/opinion]
ねん 〜年 Classifier classifier for naming the 4 4
years; Scene 4-6 naming
and counting the years

307
 + ねんかん 〜年間 Classifier classifier for counting years 6 2
+ ねんせい 〜年生 Classifier grade, class in school 6 1
の の N one(s) 3 5
+ ノート ノート N notebook 3 5
こと X のこと Sp. Exp. it’s a matter of X; it means X 3 1
+ のみもの 飲み物 N drink 2 3
+ のむ 飲む・呑む V drink, swallow 2 3
（-U; 飲・呑んだ） (i.e. medicine)
+ のる 乗る(-U; 乗った) V ride, get onboard 5 4

は 〜は Particle [phrase particle indicating 2 6

contrast]
は Xは Particle as for X 3 2
はい、 はい、 Inst. Exp Okay, 0 0
はい。 はい。 Sp. Exp. Present. (in roll call); 1 1
Scene 1-2 Here you are.
(handing something
over); Scene 1-3 Got it.
(accepting something)
バイ。 バイ。 Sp. Exp. Bye. (informal) 1 9
はい、
どうぞ。 はい、
どうぞ。 Sp. Exp. Here you go (take it, do it). 1 2
バイバイ。 バイバイ。 Sp. Exp. Bye-bye. (informal) 1 9
はじめまして。 はじめまして。 Sp. Exp. How do you do. 6 4
はじめましょう。 始めましょう。 Inst. Exp Let’s begin. 0 0
+ はじめる 始める V begin (something) 2 2
（-RU; 始めた）
ばしょ 場所 N place 4 4
+ バス バス N bus 5 4
+ パソコン パソコン N personal computer, laptop 3 6
はち 八・８ Numbers 8 3 2
はつか ２０日 N the twentieth day of the 4 4
month
Appendix A

+ はっぴょう 発表 N presentation 5 5
はなし （お）話 N talk 6 5
+ はなす 話す（-U; 話した） V talk 3 4
はやい 早い Adj early 3 4
+ はやし 林 N [family name] 3 9R

308
 ばん 〜番 Classifier classifier for naming the 4 4
numbers (in a series)
+ ばん 晩 N evening 3 4
ばんきょうしつ 〜番教室 Classifier classifier for naming a 4 5
classroom numbers
ばんごう 番号 N number 6 4
+ ばんごはん 晩ごはん N dinner 2 3
+ ビール ビール N beer 2 3
+ ひくい（せが） （背が）低い Adj short (in stature) 6 3
+ ひだり 左 N left 6 2
ひと 人（ひと） N person 6 3
ひとこと ひとこと N something (to say) 6 1
ずっと ずっと Sp. Exp. continuously, by far, the 6 5
whole time
ひとりずついって 一人ずつ言ってくだ Inst. Exp Please say it one at a time. 0 0
ください。 さい。
ひゃく・びゃく・ 百 (100〜900) Numbers hundreds (100 through 900) 3 5
ぴゃく
+ びょういん 病院 N hospital 5 4
+ びょうき 病気 N sick 3 2
ひらがな 平仮名・ひらがな N hiragana syllabary 1 BTL 1
+ ひるごはん （お）昼ごはん N lunch 2 3
+ ピンク ピンク N pink 6 3
ふうん ふうん Sp. Exp. hmm 4 2
フォント フォント N font 4 5
ふくざわだいがく 福沢大学 N Fukuzawa University 3 1
ふくしゅう 復習（する） N review 5 6
+ ぶちょう 部長 N division chief 3 6
+ ぶつり
（がく） 物理（学） N physics 4 2
ブライアン・ワン ブライアン・ワン Name Brian Wang 1 1
Appendix A

ブライアン？ ブライアン？ Sp. Exp. (Is it/Are you) Brian? 1 7

+ ブラジル ブラジル N Brazil 6 1
+ フランスご フランス語 N French (language) 3 1
+ フランスじん フランス人 N French (person) 3 1
ふりがな 振り仮名 N phonetic guide to reading 1 BTL 4

309
 + ふるい 古い Adj old 4 1
プレゼン プレゼン N presentation 5 5
ふん・ぷん 〜分 (ふん・ぷん), Classifier classifier for naming and 3 4
1分〜60分, 何分 counting minute(s)
+ ぶんがく 文学 N literature 4 2
+ ぶんがくぶ 文学部 N faculty of arts and 6 1
humanities
+ ぶんかのひ 文化の日 N Culture Day (BTS 18) 4 4
+ ふんかん・ 〜分間 Classifier classifier for counting 6 2
ぷんかん minutes
+ ぶんぽう 文法 N grammar 5 6
+ へ 〜へ Particle to, towards X 5 4
ページ 〜ページ Classifier pages 5 2
+ へいき 平気 N calm, unconcerned, all 2 1
right
+ へいせい 平成 N Heisei era (1989–2019) 4 4
へえ へえ Sp. Exp. oh, yes? really? 3 5
へた 下手 N unskillful, bad at 6 1
+ べつ 別 N different, separate, distinct 6 6
べつに 別に Sp. Exp. (not) particularly 2 8
へや 部屋 N room 4 5
+ ペン ペン N pen 3 3
+ べんきょう 勉強（する） N study 2 2
+ べんきょうする 勉強する V study 3 2
+ べんとう （お）弁当 N meal in a box 2 3
ほか 他・外 N other, else, besides 6 6
ほう 方 N way, alternative (of two) 6 3
+ ほうこく （ご）報告（する） N report 6 5
+ ほうこくする Xに報告する Sp. Exp. make a report to X 6 6
ぼうせん 棒線 N long vowel symbol 5 BTL2
Appendix A

ホームステイ ホームステイ N homestay 6 1

ぼく 他 N I (masculine) 1 7
ぼく、いちろう。 僕、一郎。 Sp. Exp. I’m Ichiro. (casual) 1 7
+ ポスター ポスター N poster 4 1
+ ホテル ホテル N hotel 4 4

310
 ほど ほど Particle as much as 6 6
[comparison particle]
カレーほど〜ない カレーほどすご Sp. Exp. not as awesome as curry 6 6
くない
+ ほん 本 N book 3 5
+ ほん・ぼん・ぽん 〜本 Classifier classifier for counting long 3 5
objects
ほんとう 本当 N true 4 3
+ ほんや 本屋 N bookstore 5 4
ほんをみないでく 本を見ないでくだ Inst. Exp Please donʼt look at the 0 0
ださい。 さい。 book.

まあ まあ Sp. Exp. I guess 3 1

[Non-committal opinion]
+ マーケティング マーケティング N marketing 6 2
まあまあ まあまあ Sp. Exp. so-so 4 1
+ まい 〜枚 Classifier classifier for counting thin, 3 5
flat things

まいる 参る↓ V go, come (humble) 5 5

（-U; 参った）
+ まえ 前 N before [time]; Scene 6–3 3 2
front
まかせてください。 任せてください。 Sp. Exp. Leave it to me. Let 5 3
someone do it.
まかせる 任せる V leave it to someone else, 5 3
（-RU; 任せた） let someone else do it

また また Sp. Exp. again 1 9

まだ まだ Sp. Exp. still, yet 6 1
+ またあとで またあとで Sp. Exp. again later 3 4
+ まつ 待つ（-U; 待った） V wait 3 2
+ まつもと 松本 N [family name] 3 9R
Appendix A

まで 〜まで Particle up to, until 4 4

まで 〜まで Particle as far as X 5 4
までに TIME〜までに Particle by TIME X 5 5
+ まど 窓 N window 6 3
+ マネージャー マネージャー N manager 6 2

311
 まよう 迷う (-U; 迷った) V become confused, lost 6 6
まる 丸（。） N circle, period 2 BTL 2
まん 万 Numbers 10,000s 4 1
+ まんなか 真ん中 N middle 6 3
+ ミーティング ミーティング N meeting 2 2
+ みえる 見える V appear, be visible 6 3
(-RU; 見えた)
みぎ 右 N right 6 2
みぎ、じゃな 右、
じゃなく左 Sp. Exp. right, I mean left 6 3
くひだり
みぎからでいい 右からでいい Sp. Exp. from the right is good 6 2
みじかい 短い Adj short 5 5
+ みず （お）水 N water 2 3
+ みせ 店 N store, shop 6 2
+ みせる 見せる V show 5 5
（-RU; 見せた）
みてください。 見てください。 Inst. Exp Please look at it. 2 0
みどり 緑 N green 6 3
+ みどりのひ 緑の日 N Green Day (BTS 18) 4 4
みなさん みなさん N everyone (out group); 3 7R
Scene 6-1 (used in
addressing a group)
+ みる （-RU; 見た）
見る V look, watch 3 4
+ ミルク ミルク N milk 2 3
+ みんな みんな N everyone, all 3 4
+ みんなで みんなで Sp. Exp. all together 3 4
みんなでいってく みんなで言ってくだ Inst. Exp Please say it all together. 0 0
ださい。 さい。
+ むこう 向こう N opposite side, other side, 6 2
over there
Appendix A

+ むずかしい 難しい Adj hard, difficult 2 7

むずかしくなりま 難しくなりました。 Sp. Exp. It became difficult. 5 6
した。
+ むらさき 紫 N purple 6 3
め 〜目 Classifier classifier for naming 5 6
numbers in a series

312
+ メキシコ メキシコ N Mexico 6 1
めいし 名刺 N business card 6 4
+ めいじ 明治 N Meiji era (1868–1912 4 4
+ メール メール N email 6 4
メンバー メンバー N member 6 1
も 〜も Particle also, too 3 6
もう もう Sp. Exp. already 6 1
もういちどきいて PERSON にもう一 Inst. Exp Please ask PERSON again. 2 0
ください。 度聞いてください。

もういちまい もう一枚 Sp. Exp. one more sheet 6 3

もういっかいいっ もう一回言ってくだ Inst. Exp Please say it again. 0 0
てください。 さい。
もうしわけありま 申し訳ありません・な Sp. Exp. I’m sorry. 5 3
せん。 いです。
+ もうしわけありま 申し訳ありませんで Sp. Exp. I’m sorry (for what 5 3
せんでした。 した・なかったです。 happened).

もうしわけござい 申し訳ございませ Sp. Exp. I am terribly sorry. 6 4

ません↓。 ん↓。 (lit. ‘I have no excuse.’)

+ もうす 申す↓ V say (humble) 6 2

（-U; 申した）
+ もうちょっと もうちょっと Sp. Exp. a little more 6 3
+ もくよう
（び） 木曜（日） N Thursday 4 6
もちろん もちろん Sp. Exp. of course 5 1
もつ 持つ (-U) V hold, have, carry 5 3
+ もっていく 持っていく V take (a thing) 5 3
もってきていただ 持ってきていただけ Sp. Exp. Can I have you bring it? 5 3
けますか？ ますか？
もってくる 持ってくる V bring (a thing) 5 3
もっと もっと Sp. Exp. more 6 3
もっとおおきなこ もっと大きな声で話 Inst. Exp Please talk louder. 0 0
Appendix A

えではなしてくだ してください。
さい。
もの もの N thing (tangible) 6 6
+ モリス モリス Name Morris [family name] 1 1

313
 やぎ 八木 N Yagi [family name] (Ms. 1 11
Yagi is Sasha’s supervisor)
+ やきとり 焼き鳥 N yakitori 2 3
+ やさしい 易しい Adj easy 2 7
+ やすい 安い Adj inexpensive, cheap 2 7
やすみ （お）休み N day off, vacation 3 2
+ やすむ 休む (-U; 休んだ) V take a break, go on 6 5
vacation/holiday
やっぱり・やはり やっぱり・やはり Sp. Exp. as expected, sure enough 3 2
+ やまぐち 山口 N [family name] 3 9R
やましたさん 山下さん N Mr/s. Yamashita 4 3
+ やまだ 山田 N [family name] 3 9R
やまもと 山本 N [family name] 3 9R
やる （-U; やった）
やる V do (less formal than する) 5 2
+ ゆうびんきょく 郵便局 N post office 5 4
+ ゆき 雪 N snow 3 6
よ 〜よ S. Particle [sentence particle 2 2
indicating certainty]
よう
（び） 〜曜（日） Classifier days of the week 4 6
よかったら よかったら Sp. Exp. if it’s all right 2 3
よくわかりません よくわかりませんけ Sp. Exp. I’m not sure but . . . 3 6
けど∙ ∙ ∙ ∙ ∙ ∙ ど∙ ∙ ∙ ∙ ∙ ∙
よこがき 横書き N horizontal writing 1 BTL 3
+ よしだ 吉田 N [family name] 3 9R
よしだうんそう 吉田運送 N Yoshida Transport 6 4
+ よしゅう 予習（する） N prepare for a lesson 5 6
よね 〜よね S. Particle [sentence particle 3 6
indicating shared certainty]
+ よびすて 呼び捨て N calling someone without a 1 1
title (BTS 2)
Appendix A

よぶ 呼ぶ (-U; 呼んだ) V call, invite 5 5

+ よみ 読み N reading 5 6
よみかき 読み書き N reading and writing 5 6
+ よむ 読む（-U; 読んだ） V read 2 3
より より Particle compared to [comparison 6 6
particle]

314
 よる （-U; 寄った）
寄る V get close to, drop by, lean on 6 3
よろこぶ 喜ぶ（-U; 喜んだ） V be delighted, be pleased 5 5
よろこんで 喜んで Sp. Exp. delighted 5 5
+ よろしい よろしい Adj good (polite) 2 1
+ よろしかったら よろしかったら Sp. Exp. if it’s all right (polite) 2 3
よろしく よろしく Sp. Exp. thanks; please treat me 2 1
favorably
よろしくおねがい よろしくお願い Sp. Exp. Nice to meet you. 1 4
します。 します。
よろしければ よろしければ Sp. Exp. if you would like, if it 5 5
pleases you
よわい 弱い Adj weak 5 6
よんでください。 読んでください。 Inst. Exp Please read it. 2 0
+ ラーメン ラーメン N ramen (noodles) 2 3
+ らいがっき 来学期 N next semester 4 4
+ らいげつ 来月 N next month 4 4
+ らいしゅう 来週 N next week 4 4
+ らいねん 来年 N next year 4 4
ランチ ランチ N lunch, lunch special 6 6
ランチよりカレー ランチよりカレー Sp. Exp. curry rather than the special 6 6
のほうがおすすめ の方がお勧め lunch is the recommendation
+ リーダー リーダー N leader 6 2
+ りゅうがく 留学（する） N study abroad 6 1
+ りゅうがくせい 留学生 N study abroad student 6 1
りゅうがくせいセ 留学生センター N International Student 6 1
ンター Center
+ りょう 寮 N dormitory 2 5
りょうかい 了解（する） N understanding, consent, 5 1
agreement
+ ルームメート ルームメート N roommate 3 6
Appendix A

+ るす 留守 N away from home or work 6 5

ルビ ルビ N phonetic guide to reading 1 BTL 4
れいごうごうにい、 ０５５２、８９の Sp. Exp. (0552) 89-7720 6 4
はちきゅうのなな ７７２０
ななにいれい
れいじ 零時 Numbers midnight (0 oʼclock) 3 2
+ れいわ 令和 N Reiwa era (2019-present 4 4

315
 れきし 歴史 N history 4 2
+ レストラン レストラン N restaurant 4 4
レセプション レセプション N reception 5 5
+ レポート レポート N report 2 2
+ れんしゅう 練習（する） N practice, rehearse 5 6
れんらく （ご）連絡 N contact, communication 4 4
+ れんらくさき 連絡先 N contact information 6 4
ろく 六・６ Numbers 6 3 2
+ ロシアご ロシア語 N Russian (language) 3 1
+ ロシアじん ロシア人 N Russian (person) 3 1
+ ロビー ロビー N lobby 3 4
わあ わあ Sp. Exp. wow 2 3
わかりました。 わかりました。 Sp. Exp. Understood. 2 4
わかる わかる (-U; わか V understand 2 1
った)
+ わたし 私 N I (gentle) 1 7
+ わたなべ 渡辺 N [family name] 3 9R
わりと わりと Sp. Exp. relatively 4 5
Appendix A

316
 Appendix B: Japanese-English
glossary by Act and Scene

List of abbreviations
N = Noun
V = Verb
Adj = Adjective
Sp. Exp. = Special Expressions

はい、 はい、 Inst. Exp Okay, 0 0

はじめましょう。 始めましょう。 Inst. Exp Let’s begin. 0 0
きいてください。 聞いてください。 Inst. Exp Please listen. 0 0
いってください。 言ってください。 Inst. Exp Please say it. 0 0
こたえてください。 答えてください。 Inst. Exp Please answer. 0 0
もういっかいいっ もう一回言ってくだ Inst. Exp Please say it again. 0 0
てください。 さい。
みんなでいってく みんなで言ってくだ Inst. Exp Please say it all together. 0 0
ださい。 さい。
ひとりずついって 一人ずつ言ってくだ Inst. Exp Please say it one at a time. 0 0
ください。 さい。
もっとおおきなこ もっと大きな声で話 Inst. Exp Please talk louder. 0 0
えではなしてくだ してください。
さい。
ほんをみないでく 本を見ないでくだ Inst. Exp
Please donʼt look at the 0 0
ださい。 さい。 book.
けいたいをみない Inst. Exp
携帯を見ないでくだ Please donʼt look at your 0 0
でください。 さい。 phone.
かいてください。 Inst. Exp
書いてください。 Please write it. 0 0
おわります。 Inst. Exp
終わります。 That’s all for today (used 0 0
at the end of a class).
おはようございます。 おはようございます。 Day1 Phrase Good morning. (formal) 0 0
こんにちは。 こんにちは。 Day1 Phrase Hello. 0 0
こんばんは。 こんばんは。 Day1 Phrase Good evening. 0 0

317
 ありがとうござい ありがとうございま Day1 Phrase Thank you. (past, formal) 0 0
ました。 した。
いちごいちえ 一期一会 Kotowaza ‘Once in a lifetime’ or 1 0
‘carpe diem’ (seize the day).
ことわざ ことわざ N words of wisdom 1 0
さかもとせんせい 坂本先生 Name Prof./Dr. Sakamoto 1 1
ブライアン・ワン ブライアン・ワン Name Brian Wang 1 1
+ モリス モリス Name Morris [family name] 1 1
+ サーシャ サーシャ Name Sasha [given name] 1 1
+ かんだ 神田 Name Mr/s. Kanda 1 1
+ しらい 白井 Name Shirai [family name] 1 1
+ さかもと 坂本 Name Sakamoto [family name] 1 1
さん NAME 〜さん Title Mr/s. NAME 1 1
NAME 〜先生 Title Prof./Dr. NAME 1 1
はい。 はい。 Sp. Exp. Present. (in roll call); Scene 1 1
1-2 Here you are. (handing
something over); Scene 1-3
Got it. (accepting something)
+ ええ ええ Sp. Exp. yes (suggesting agreement 1 1
or indicating understanding;
less formal than hai)
+ よびすて 呼び捨て N calling someone without a 1 1
title (BTS 2)
はい、どうぞ。 はい、どうぞ。 Sp. Exp. Here you go (take it, do it). 1 2
どうぞ。 どうぞ。 Sp. Exp. Go ahead. 1 2
ありがとうござい ありがとうござい Sp. Exp. Thank you. (non-past, 1 2
ます。 ます。 formal)
+ ありがとう。 ありがとう。 Sp. Exp. Thank you. (non-past or 1 2
past, informal)
すみません。 すみません・すいま Sp. Exp. Excuse me. I’m sorry. 1 3
せん。 Thank you.
おねがいします。 お願いします。 Sp. Exp. please help me with this 1 3
しらいです。 NAMEです。 Sp. Exp. My name is NAME. 1 4
どうぞよろしく。 どうぞよろしく。 Sp. Exp. Nice to meet you. 1 4
よろしくおねがい よろしくお願いし Sp. Exp. Nice to meet you. 1 4
します。 ます。
+ どうぞよろしくお どうぞよろしくお願 Sp. Exp. Nice to meet you . 1 4
ねがいします。 いします。
では では Sp. Exp. Well then, 1 5
Appendix B

しつれいします 失礼します。 Sp. Exp. Excuse me. 1 5

+ さよ（う）なら さよ（う）なら Sp. Exp. goodbye (BTS 11) 1 5
おはよう。 おはよう。 Day1 Phrase Good morning. (informal) 1 6
いただきます。 いただきます。 Sp. Exp. I humbly receive. (eating 1 6
ritual)
ごちそうさま。 ごちそうさま。 Sp. Exp. Thank you. (lit. ‘It was a 1 6
feast.’)

318
+ ごちそうさまでし ごちそうさまでした。 Sp. Exp. Thank you. (lit. ‘It was a 1 6
た。 feast,’ formal)
ぼく 僕 N I (masculine) 1 7
+ わたし 私 N I (gentle) 1 7
+ あなた あなた N you 1 7
いちろう 一郎 N [given name] 1 7
ブライアン？ ブライアン？ Sp. Exp. (Is it/Are you) Brian? 1 7
どうも。 どうも。 Sp. Exp. Hello. 1 7
ぼく、いちろう 。 僕、一郎。 Sp. Exp. I’m Ichiro. (casual) 1 7
いちろうくん 一郎君 Sp. Exp. Ichiro (addressing or 1 7
referring to)
+ おれ 俺 N I (masculine, informal) 1 7
(BTS 15)
いっていらっし 行って（い）
らっし Sp. Exp. See you later. (lit. ‘Go and 1 8
ゃい。 ゃい。 come back.’)
いってきます 。 行ってきます。 Sp. Exp. See you later. (lit. ‘I’ll go 1 8
and come back.’)
じゃね。 じゃ（あ）ね。 Sp. Exp. See you later. (informal) 1 9
じゃ。 じゃ（あ） Sp. Exp. So. (informal) 1 9
バイバイ。 バイバイ。 Sp. Exp. Bye-bye. (informal) 1 9
バイ。 バイ。 Sp. Exp. Bye. (informal) 1 9
じゃまた。 じゃまた。 Sp. Exp. See you again. (informal) 1 9
じゃまたね。 じゃまたね。 Sp. Exp. See you again. (informal) 1 9
また また Sp. Exp. again 1 9
あ、 あ、 Sp. Exp. Oh 1 10
かんださんですか？ 神田さんですか？ Sp. Exp. Are you Mr./Ms. Kanda? 1 10
こちらこそ こちらこそ Sp. Exp. (the pleasure/fault/etc.) is 1 10
mine
やぎ 八木 N Yagi [family name] (Ms. 1 11
Yagi is Sasha’s supervisor)
おつれさまです。 お疲れ様です。 Sp. Exp. Good work. Hello. 1 11
おつれさま。 お疲れ様。 Sp. Exp. Good work. Hello. 1 11
(informal)
おさきにしつれい お先に失礼します。 Sp. Exp. I’ll be leaving (ahead of 1 12
します。 you).
+ おさきに お先に Sp. Exp. I’ll be x-ing (ahead of you) 1 12
おつれさまでした。 お疲れ様でした。 Sp. Exp. Good work. 1 12
えり 恵理 N Eri [female given name] 1 13
(Eri is Sasha’s house mate)
Appendix B

ただいま。 ただいま。 Sp. Exp. I’m home; I’m back. 1 13

おかえりなさい。 おかえりなさい。 Sp. Exp. Welcome back. 1 13
おやすみなさい。 おやすみなさい。 Sp. Exp. Good night. 1 14
かな かな N syllabary 1 BTL 1
ひらがな 平仮名・ひらがな N hiragana syllabary 1 BTL 1
カタカナ 片仮名・カタカナ N katakana syllabary 1 BTL 1
かんじ 漢字 N kanji 1 BTL 1

319
 くんよみ 訓読み N Japanese-based readings 1 BTL 2
of kanji
おんよみ 音読み N Chinese-based readings of 1 BTL 2
kanji
たてがき 縦書き N vertical writing 1 BTL 3
よこがき 横書き N horizontal writing 1 BTL 3
ふりがな 振り仮名 N phonetic guide to reading 1 BTL 4
ルビ ルビ N phonetic guide to reading 1 BTL 4
げんこうようし 原稿用紙 N Japanese writing paper 1 BTL 5
せんりのみちもい 千里の道も一歩 Kotowaza A journey of a thousand 2 0
っぽから から miles begins with a single
step.
いってください。 PERSON に言ってく Inst. Exp Please say it to PERSON. 2 0
ださい。
きいてください。 PERSON に聞いてく Inst. Exp Please ask PERSON. 2 0
ださい。
もういちどきいてく PERSON にもう一度 Inst. Exp Please ask PERSON again. 2 0
ださい。 聞いてください。
こたえてください。 PERSON に答えてく Inst. Exp Please answer PERSON. 2 0
ださい。
にほんごではなし 日本語で話しまし Inst. Exp Let’s speak in Japanese. 2 0
ましょう。 ょう。
よんでください。 読んでください。 Inst. Exp Please read it. 2 0
みてください。 見てください。 Inst. Exp Please look at it. 2 0
がんばりましょう。 頑張りましょう。 Inst. Exp Do your best. 2 0
それ それ N that (thing near you) 2 1
+ これ これ N this (thing) 2 1
+ あれ あれ N that (thing over there) 2 1
+ どれ どれ N which (thing) 2 1
だいじょうぶ 大丈夫 N fine, safe, all right 2 1
+ へいき 平気 N calm, unconcerned, all 2 1
right
わかる わかる (-U; わかった) V understand 2 1
+ できる できる (-RU; で V can do, become complete 2 1
きた)
+ する する (IRR; した) V do, play (a game or sport) 2 1
+ くる 来る (IRR; 来た) V come 2 1
がんばる 頑張る (-U; 頑張った) V will do my best 2 1
すごい すごい Adj amazing 2 1
Appendix B

+ いい いい Adj good 2 1
+ よろしい よろしい Adj good (polite) 2 1
ね 〜ね S. Particle [sentence particle 2 1
indicating agreement]
か？ 〜か？ S. Particle [question particle] 2 1
ね？ 〜ね？ Particle [particle checking on 2 1
whether the other person
is following]

320
 はい はい Sp. Exp. yes; here you are 2 1
ええ ええ Sp. Exp. yes (casual) 2 1
いえいえ いえいえ Sp. Exp. no, no 2 1
+ いえ いえ Sp. Exp. no 2 1
+ いいえ いいえ Sp. Exp. no 2 1
よろしく よろしく Sp. Exp. thanks; please treat me 2 1
favorably
いま 今 N now 2 2
+ きょう きょう・今日 N today 2 2
+ あした あした・明日 N tomorrow 2 2
+ これから これから N from now 2 2
でんわ 電話（する） N telephone 2 2
+ けいたい 携帯/ケータイ N cell phone, mobile phone 2 2
+ べんきょう 勉強（する） N study 2 2
+ しごと （お）仕事（する） N work, job 2 2
+ しゅくだい 宿題 N homework 2 2
+ テスト テスト N test 2 2
+ レポート レポート N report 2 2
+ きょうかしょ 教科書 N textbook 2 2
+ ミーティング ミーティング N meeting 2 2
+ いく 行く（-U; 行った） V go 2 2
+ いる いる（-RU; いた） V be, exist (animate) 2 2
+ かく 書く（-U; 書いた） V write 2 2
+ はじめる 始める（-RU; 始めた） V begin (something) 2 2
+ おわる 終わる（-U; 終わった） V end 2 2
よ 〜よ S. Particle [sentence particle 2 2
indicating certainty]
あのう あのう Sp. Exp. umm (hesitation noise) 2 2
ええと ええと Sp. Exp. uhh (hesitation noise) 2 2
+ すみませんでした。 すみませんでした・ Sp. Exp. Sorry/thank you (for what 2 2
すいませんでした。 has happened).
ちょっと ちょっと Sp. Exp. a little 2 2
あとで あとで Sp. Exp. later 2 2
すき （お）好き N liking, fondness, love 2 3
+ だいすき 大好き N very likeable, like very 2 3
much
なん、なに 何（なん） N what 2 3
クッキー クッキー N cookie 2 3
+ ケーキ ケーキ N cake 2 3
Appendix B

+ ごはん ご飯 N cooked rice or a meal 2 3

+ あさごはん 朝ごはん N breakfast 2 3
+ ひるごはん （お）昼ごはん N lunch 2 3
+ ばんごはん 晩ごはん N dinner 2 3
+ べんとう （お）弁当 N meal in a box 2 3
+ すし （お）すし・寿司 N sushi 2 3
+ やきとり 焼き鳥 N yakitori 2 3
+ うどん うどん N udon (wheat noodles) 2 3

321
 + そば そば N soba (buckwheat noodles) 2 3
+ カレーライス カレーライス N curry rice 2 3
+ ラーメン ラーメン N ramen (noodles) 2 3
+ おちゃ お茶 N tea 2 3
+ みず （お）水 N water 2 3
+ ビール ビール N beer 2 3
+ ウーロンちゃ ウーロン茶 N oolong tea 2 3
+ こうちゃ 紅茶 N black tea 2 3
+ コーヒー コーヒー N coffee 2 3
+ ミルク ミルク N milk 2 3
+ ジュース ジュース N juice 2 3
+ たべもの 食べ物 N food 2 3
+ のみもの 飲み物 N drink 2 3
+ くすり （お）薬 N medicine 2 3
おいしそう おいしそう N look(s) delicious 2 3
+ おもしろそう おもしろそう N look(s) interesting 2 3
+ きれい きれい（な） N pretty, clean 2 3
たべる 食べる（-RU; 食べた） V eat 2 3
+ のむ 飲む・呑む（-U; 飲・ V drink, swallow (i.e. 2 3
呑んだ） medicine)
いただく いただく↓（-U; いた V eat; receive (humble) 2 3
だいた）
+ よむ 読む（-U; 読んだ） V read 2 3
おいしい おいしい Adj delicious 2 3
おもしろい おもしろい Adj interesting 2 3
ねえ 〜ねえ S. Particle [sentence particle assuming 2 3
shared attitude/opinion]
わあ わあ Sp. Exp. wow 2 3
え？ え？ Sp. Exp. what? 2 3
よかったら よかったら Sp. Exp. if it’s all right 2 3
+ よろしかったら よろしかったら Sp. Exp. if it’s all right (polite) 2 3
こちら こちら N here, this, in this general 2 4
area, in this direction,
this alternative (of two),
the speaker’s side of a
telephone conversation,
this person (polite)
+ そちら そちら N there (near you), that (near 2 4
you), in that general area,
Appendix B

in that direction (in your

direction), that alternative (of
two near you), the other side
of a telephone conversation,
that person (polite)

322
+ あちら あちら N there (away from both 2 4
of us), that thing (away
from both of us), in that
direction (away from both
of us), that alternative (of
two away from both of us),
that place (that we both
know about), that person
over there (polite)
+ どちら どちら N where, which, which 2 4
direction, which (of two),
which person/who (polite)
いそがしい （お）忙しい Adj busy 2 4
けど 〜けど S. Particle but 2 4
+ が 〜が S. Particle but, and 2 4
+ けれど（も） 〜け（れ）
ど（も） S. Particle but 2 4
いや いや Sp. Exp. no (informal); uhh 2 4
(hesitation noise)
わかりました。 わかりました。 Sp. Exp. Understood. 2 4
かいしゃ 会社 N office, company 2 5
+ がっこう 学校 N school 2 5
+ うち うち N house, home 2 5
+ いえ いえ・家 N house, home 2 5
+ おたく お宅 N home (polite) 2 5
+ りょう 寮 N dormitory 2 5
+ アパート アパート N apartment 2 5
+ コンビニ コンビニ N convenience store 2 5
+ えき 駅 N train station 2 5
+ トイレ トイレ N toilet 2 5
そう そう N that way, so 2 5
どなた どなた N who (polite) 2 6
だれ だれ・誰 N who 2 6
かなあ 〜かなあ S. Particle [sentence particle 2 6
indicating a shared
question]
なあ 〜なあ S. Particle [sentence particle indicating 2 6
shared agreement]
は 〜は Particle [phrase particle indicating 2 6
contrast]
Appendix B

ここ ここ N here 2 7
+ そこ そこ N there (near you), that place 2 7
just mentioned
+ あそこ あそこ N over there, there (away 2 7
from both of us), that place
(that we both know about)
どこ どこ N Where 2 7

323
 どう どう N how 2 7
こっち こっち N here, in this general area, 2 7
in this direction, this
alternative (of two)
+ そっち そっち N there (near you), in 2 7
that general area, in
that direction (in your
direction), that alternative
(of two near you)
+ あっち あっち N there (away from both of 2 7
us), in that direction (away
from both of us), that
alternative (of two away
from both of us), that place
(that we both know about)
+ どっち どっち N where, which direction, 2 7
which (of two)
たかい 高い Adj expensive 2 7
+ やすい 安い Adj inexpensive, cheap 2 7
+ おおきい 大きい Adj big 2 7
+ ちいさい 小さい Adj small 2 7
+ とおい 遠い Adj far 2 7
+ ちかい 近い Adj close 2 7
+ むずかしい 難しい Adj hard, difficult 2 7
+ やさしい 易しい Adj easy 2 7
+ つまらない つまらない Adj boring 2 7
う〜ん う〜ん Sp. Exp. well (hesitation) 2 7
そうですね（え） そうですね（え） Sp. Exp. (hesitation) 2 7
ああ ああ Sp. Exp. ahh, oh 2 7
+ とても とても Sp. Exp. very 2 7
すること すること N something to do 2 8
ある ある（-U;あった;ない） V exist (inanimate) 2 8
なにか・なんか なにか・何か Sp. Exp. something 2 8
べつに 別に Sp. Exp. (not) particularly 2 8
じゃあ じゃあ Sp. Exp. well then, 2 8
+ せんぱい 先輩 N senior (BTS 30) 2 8
+ こうはい 後輩 N junior (BTS 30) 2 8
ごじゅうおんひょう 五十音表 N Chart of Fifty Sounds 2 BTL 1
くとうてん 句読点 N punctuation 2 BTL 2
Appendix B

くてん 句点 N phrase point, comma 2 BTL 2

とうてん 読点 N point, dot 2 BTL 2
てん 点（、） N point, dot 2 BTL 2
まる 丸（。） N circle, period 2 BTL 2
なかてん 中点（・） N raised period 2 BTL 2
だくてん 濁点 N [diacritical marks] 2 BTL 4
にごりてん 濁り点 N [diacritical marks] 2 BTL 4

324
 てんてん 点々 N [diacritical marks] 2 BTL 4
いそがばまわれ 急がば回れ Kotowaza More haste, less speed. 3 0
(lit. ‘If you are in a hurry,
go the long way.’)
ジェーエルシー JLC N JLC 3 1
ふくざわだいがく 福沢大学 N Fukuzawa University 3 1
+ だいがく 大学 N university, college 3 1
+ だいがく、X X大学 N X University, X College 3 1
+ こうこう 高校 N high school 3 1
+ だいがくいん 大学院 N graduate school 3 1
+ おおがきしょうか 大垣商会 N Ogaki Trading Company, 3 1
い Ltd.
+ アオイしゅっぱん アオイ出版 N Aoi Publishing 3 1
にほんご 日本語 N Japanese (language) 3 1
+ えいご 英語 N English (language) 3 1
+ ちゅうごくご 中国語 N Chinese (language) 3 1
+ かんこくご 韓国語 N Korean (language) 3 1
+ フランスご フランス語 N French (language) 3 1
+ スペインご スペイン語 N Spanish (language) 3 1
+ ロシアご ロシア語 N Russian (language) 3 1
+ なにご 何語 N which language 3 1
がくせい 学生 N student 3 1
サークル サークル N club 3 1
+ かい ~会 N organization, club, 3 1
association, group
クラブ クラブ N club 3 1
にほんごクラブ 日本語クラブ N Japanese Language Club 3 1
+ ちょう・ジャン 張 N Zhang (Japanese 3 1
pronunciation: Choo)
[Chinese family name]
+ にほんじん・にっ 日本人 N Japanese (person) 3 1
ぽんじん
+ アメリカじん アメリカ人 N American (person) 3 1
+ ちゅうごくじん 中国人 N Chinese (person) 3 1
+ かんこくじん 韓国人 N Korean (person) 3 1
+ フランスじん フランス人 N French (person) 3 1
+ スペインじん スペイン人 N Spanish (person) 3 1
+ ロシアじん ロシア人 N Russian (person) 3 1
+ なにじん 何人・なに人 N what nationality 3 1
Appendix B

+ にっけいじん 日系人 N person of Japanese 3 1

heritage
+ がいこくじん 外国人 N foreigner 3 1
+ がいじん 外人 N foreigner (can be 3 1
derogatory)
いう いう・言う（-U; 言った） V is called, say 3 1
って 〜って Particle [topic particle] 3 1
こと X のこと Sp. Exp. it’s a matter of X; it means X 3 1

325
 なるほど なるほど Sp. Exp. Oh, now I see. 3 1
まあ まあ Sp. Exp. I guess [Non-committal 3 1
opinion]
なんじ 何時 N what time 3 2
+ まえ 前 N before [time] 3 2
+ すぎ 過ぎ N after, past [time] 3 2
+ じゅぎょう 授業 N class 3 2
+ かいぎ 会議 N meeting 3 2
+ やすみ （お）休み N day off, vacation 3 2
+ びょうき 病気 N sick 3 2
+ かえる 帰る（-U; 帰った） V return [home] 3 2
+ まつ 待つ（-U; 待った） V wait 3 2
+ べんきょうする 勉強する V study 3 2
+ しごとする 仕事する V work 3 2
+ しゅくだいする 宿題する V do homework 3 2
+ じゅぎょうする 授業する V conduct a class 3 2
+ かいぎする 会議する V hold a meeting 3 2
れいじ 零時 Numbers midnight (0 oʼclock) 3 2
いち 一・１ Numbers 1 3 2
に 二・２ Numbers 2 3 2
さん 三・３ Numbers 3 3 2
し・よん 四・４ Numbers 4 3 2
ご 五・５ Numbers 5 3 2
ろく 六・６ Numbers 6 3 2
しち・なな 七・７ Numbers 7 3 2
はち 八・８ Numbers 8 3 2
きゅう・く 九・９ Numbers 9 3 2
じゅう 十・１０ Numbers 10 3 2
じゅういち 十一・１１ Numbers 11 3 2
じゅうに 十二・１２ Numbers 12 3 2
と 〜と（X とY) Particle X and Y 3 2
は Xは Particle as for X 3 2
じ 〜時 Classifier classifier for naming 3 2
hours on the clock
やっぱり・やはり やっぱり・やはり Sp. Exp. as expected, sure enough 3 2
ごろ TIME +ごろ Sp. Exp. about [time] 3 2
じはん X時半 Sp. Exp. half past (hour X) (2:30) 3 2
スマホ スマホ N smartphone 3 3
+ えんぴつ 鉛筆 N pencil 3 3
Appendix B

+ ペン ペン N pen 3 3
+ シャーペン シャーペン N mechanical pencil 3 3
+ アプリ アプリ N app, application 3 3
+ ニュース ニュース N news 3 3
そう、そう。 そう、そう。 Sp. Exp. Right, right; Yes, yes. 3 3
がいらいご 外来語 N loan words (BTS 14) 3 3
+ じかん 時間 N time 3 4
あさって あさって N day after tomorrow 3 4

326
+ こんど 今度 N this time, next time 3 4
+ つぎ 次 N next, following 3 4
+ しゅうまつ 週末 N weekend 3 4
ごぜん 午前 N morning, a.m. 3 4
+ ごご 午後 N afternoon, p.m. 3 4
+ あさ 朝 N morning 3 4
+ ばん 晩 N evening 3 4
+ だめ だめ （な） N bad, useless, problematic 3 4
いっしょ 一緒 N together 3 4
+ みんな みんな N everyone, all 3 4
テニス テニス N tennis 3 4
+ ゴルフ ゴルフ N golf 3 4
+ サッカー サッカー N soccer 3 4
げんち 現地 N the place, destination 3 4
+ としょかん 図書館 N library 3 4
+ ロビー ロビー N lobby 3 4
+ はなす 話す（-U; 話した） V talk 3 4
+ あう 会う（-U; 会った） V see, meet 3 4
+ みる 見る （-RU; 見た） V look, watch 3 4
はやい 早い Adj early 3 4
+ おそい 遅い Adj late 3 4
で PLACE で Particle [location of activity] 3 4
に TIME に Particle [point of time] 3 4
ふん・ぷん 〜分 (ふん・ぷん), 1 Classifier classifier for naming and 3 4
分〜60分, 何分 counting minute(s)
+ みんなで みんなで Sp. Exp. all together 3 4
+ またあとで またあとで Sp. Exp. again later 3 4
オッケー オッケー Sp. Exp. okay 3 4
おもいやり 思いやり N consideration 3 4
ゼロ・まる・れい ゼロ・まる・零 Numbers zero 3 5
じゅう 十 (10〜90) Numbers tens (10 through 90) 3 5
ひゃく・びゃく
・ぴゃく 百 (100〜900) Numbers hundreds (100 through 900) 3 5
の の N one(s) 3 5
+ サイフ サイフ （財布） N wallet 3 5
+ チケット チケット N ticket 3 5
+ ティーシャツ ティーシャツ N T-shirt 3 5
+ ほん 本 N book 3 5
+ ノート ノート N notebook 3 5
いくら いくら N how much 3 5
Appendix B

+ たくさん たくさん N a lot, many 3 5

あかい 赤い Adj red 3 5
+ あおい 青い Adj blue 3 5
+ くろい 黒い Adj black 3 5
+ しろい 白い Adj white 3 5
かわいい かわいい Adj cute 3 5
へえ へえ Sp. Exp. oh, yes? really? 3 5

327
 + ぜんぶで 全部でX Sp. Exp. X for everything; X all 3 5
together
あかいの 赤いの Sp. Exp. the red one 3 5
この この+ N Sp. Exp. this N 3 5
+ その その+ N Sp. Exp. that N 3 5
+ あの あの+ N Sp. Exp. that N over there 3 5
+ どの どの + N Sp. Exp. which N 3 5
えん 〜円 Classifier yen (Japanese currency) 3 5
+ ドル 〜ドル Classifier dollar(s) (U.S. currency) 3 5
+ セント 〜セント Classifier cent 3 5
+ こ 〜個 Classifier classifier for counting 3 5
small objects
+ まい 〜枚 Classifier classifier for counting thin, 3 5
flat things
+ ほん・ぼん・ぽん 〜本 Classifier classifier for counting long 3 5
objects
+ さつ 〜冊 Classifier classifier for counting 3 5
bound volumes
かさ 傘 N umbrella 3 6
+ かばん かばん N bag, briefcase 3 6
+ けしゴム 消しゴム N (pencil) eraser 3 6
+ パソコン パソコン N personal computer, laptop 3 6
+ かみ 紙 N paper 3 6
+ ともだち ともだち N friend 3 6
+ ぶちょう 部長 N division chief 3 6
+ どうりょう 同僚 N co-worker, colleague 3 6
+ クラスメート クラスメート N classmate 3 6
+ ルームメート ルームメート N roommate 3 6
あめ 雨 N rain 3 6
+ ゆき 雪 N snow 3 6
+ おなじ 同じ N same 3 6
ちがう 違う（-U; 違った） V different from X 3 6
に 〜に Particle [inanimate location 3 6
particle]
も 〜も Particle also, too 3 6
よね 〜よね S. Particle [sentence particle 3 6
indicating shared
certainty]
よくわかりません よくわかりません Sp. Exp. I’m not sure but . . . 3 6
Appendix B

けど∙ ∙ ∙ ∙ ∙ ∙ けど∙ ∙ ∙ ∙ ∙ ∙
ちがう・おなじ (Xと）違う・同じ Sp. Exp. different from/same as X 3 6
みなさん みなさん N everyone (out group) 3 7R
+ さとう 佐藤 N [family name] 3 9R
+ すずき 鈴木 N [family name] 3 9R
+ たかはし 高橋 N [family name] 3 9R
+ たなか 田中 N [family name] 3 9R

328
+ いとう 伊藤 N [family name] 3 9R
+ わたなべ 渡辺 N [family name] 3 9R
+ やまもと 山本 N [family name] 3 9R
+ なかむら 中村 N [family name] 3 9R
+ こばやし 小林 N [family name] 3 9R
+ かとう 加藤 N [family name] 3 9R
+ よしだ 吉田 N [family name] 3 9R
+ やまだ 山田 N [family name] 3 9R
+ ささき 佐々木 N [family name] 3 9R
+ やまぐち 山口 N [family name] 3 9R
+ まつもと 松本 N [family name] 3 9R
+ いのうえ 井上 N [family name] 3 9R
+ きむら 木村 N [family name] 3 9R
+ はやし 林 N [family name] 3 9R
+ さいとう 斎藤 N [family name] 3 9R
+ しみず 清水 N [family name] 3 9R
ときはかねなり 時は金なり Kotowaza Time is money. 4 0
+ ポスター ポスター N poster 4 1
せん・ぜん 千 (1000〜9000) Numbers thousands (1000 ~ 9000) 4 1
まん 万 Numbers 10,000s 4 1
+ つくる 作る （-U; 作った） V make 4 1
+ かう 買う（-U; 買った） V buy 4 1
+ あたらしい 新しい Adj new 4 1
+ ふるい 古い Adj old 4 1
それほど それほど Sp. Exp. that much; to that extent 4 1
まあまあ まあまあ Sp. Exp. so-so 4 1
ぐらい・くらい X ぐらい・くらい Sp. Exp. about X 4 1
+ おく 億 Numbers hundred millions (BTS 4) 4 1
+ ちょう 兆 Numbers trillions (BTS 4) 4 1
せんこう （ご）専攻（する） N major field of study 4 2
+ せんもん （ご）専門 N specialization, major 4 2
すうがく 数学 N mathematics 4 2
れきし 歴史 N history 4 2
にほんがく 日本学 N Japanese studies 4 2
しゅうきょう（がく） 宗教（学） N religion (religious studies) 4 2
+ しゃかいがく 社会学 N sociology 4 2
+ けいざい（がく） 経済（学） N economics 4 2
+ ぶんがく 文学 N literature 4 2
+ げんごがく 言語学 N linguistics 4 2
Appendix B

+ こうがく 工学 N engineering 4 2
+ ぶつり（がく） 物理（学） N physics 4 2
ぜんぜん 全然 N not at all, entirely 4 2
つかう 使う（-U; 使った） V use 4 2
とる 取る （-U; 取った） V take (a class) 4 2
とか 〜とか Particle (things) like, such as 4 2
とかも 〜とかも Particle also (things) like, such as 4 2

329
 だけ 〜だけ Particle just, only 4 2
ふうん ふうん Sp. Exp. hmm 4 2
けっこう けっこう Sp. Exp. a fair amount 4 2
+ あまり・あんまり あまり・あんまり + Sp. Exp. not very much 4 2
negative
+ あと あと Sp. Exp. lastly, remaining, and then 4 2
あいまい 曖昧（な） N ambiguity (BTS 12) 4 2
いつ いつ N when? 4 3
せんしゅう 先週 N last week 4 3
+ きのう きのう N yesterday 4 3
+ おととい おととい N the day before yesterday 4 3
+ せんげつ 先月 N last month 4 3
+ せんがっき 先学期 N last semester 4 3
+ せんじつ 先日 N the other day 4 3
+ きょねん 去年 N last year 4 3
+ さき （お）先 N ahead, previous 4 3
ほんとう 本当 N true 4 3
たいへん 大変（な） N tough (to do), awful, 4 3
terrible
やましたさん 山下さん N Mr/s. Yamashita 4 3
しました しました V did 4 3
+ かんがえる 考える (-RU; 考 V think about, consider 4 3
えた)
+ てつだう 手伝う (-U; 手伝 V helped 4 3
った)
が 〜が Particle [subject particle] 4 3
れんらく （ご）連絡 N contact, communication 4 4
+ イベント イベント N event 4 4
+ コンサート コンサート N concert 4 4
こと こと N matter 4 4
ばしょ 場所 N place 4 4
ところ ところ N place 4 4
いつも いつも N always, usual(ly) 4 4
かいぎしつ 会議室 N meeting room 4 4
+ きょうしつ 教室 N classroom 4 4
+ レストラン レストラン N restaurant 4 4
+ カフェ カフェ N café 4 4
+ ホテル ホテル N hotel 4 4
+ こうえん 公園 N park 4 4
Appendix B

+ らいげつ 来月 N next month 4 4

+ こんげつ 今月 N this month 4 4
+ こんしゅう 今週 N this week 4 4
+ らいしゅう 来週 N next week 4 4
+ ことし 今年 N this year 4 4
+ らいねん 来年 N next year 4 4
+ らいがっき 来学期 N next semester 4 4

330
+ めいじ 明治 N Meiji era (1868–1912) 4 4
+ たいしょう 大正 N Taisho era (1912–1926) 4 4
+ しょうわ 昭和 N Showa era (1926–1989) 4 4
+ へいせい 平成 N Heisei era (1989–2019) 4 4
+ れいわ 令和 N Reiwa era (2019-present) 4 4
けさ 今朝 N this morning 4 4
+ こんばん 今晩 N this evening 4 4
+ さっき さっき N a while ago 4 4
はつか ２０日 N the twentieth day of the 4 4
month
きく 聞く(-U; 聞いた) V hear; listen 4 4
から 〜から Particle from (starting point) 4 4
まで 〜まで Particle up to, until 4 4
にち・か 〜日 Classifier classifier for naming the day 4 4
of the month
ついたち〜さんじ ついたち〜三十一日 Numbers the first ~ the 31st 4 4
ゅういちにち
がつ 〜月
（がつ） Classifier classifier for naming the 4 4
months of the year
ばん 〜番 Classifier classifier for naming the 4 4
numbers (in a series)
ねん 〜年 Classifier classifier for naming the 4 4
years
そうか。 そうか。 Sp. Exp. Is that so? (expression of 4 4
awareness)
いつものN いつものN Sp. Exp. the usual N (e.g., basho 場 4 4
所 place, jikan 時間 time,
tokoro ところ place,
+ がんねん 元年 N first year (of a new era) 4 4
(BTS 18)
+ てんのうへいか 天皇陛下 N emperor (honorific) 4 4
(BTS 18)
+ がんじつ 元日 N New Yearʼs Day (BTS 18) 4 4
+ しょうがつ （お）正月 N New Year’s Day/Month 4 4
(BTS 18)
+ せいじんのひ 成人の日 N Coming of Age Day (BTS 18) 4 4
+ けんこくきねんび 建国記念日 N Foundation Day (BTS 18) 4 4
+ しゅんぶんのひ 春分の日 N Vernal Equinox (BTS 18) 4 4
+ しょうわのひ 昭和の日 N Showa Day (BTS 18) 4 4
Appendix B

+ けんぽうきねんび 憲法記念日 N Constitution Day (BTS 18) 4 4

+ みどりのひ 緑の日 N Green Day (BTS 18) 4 4
+ こどものひ こどもの日 N Children’s Day (BTS 18) 4 4
+ うみのひ 海の日 N Marine Day (BTS 18) 4 4
+ けいろうのひ 敬老の日 N Respect for the Aged Day 4 4
(BTS 18)
+ しゅうぶんのひ 秋分の日 N Autumnal Equinox 4 4
(BTS 18)

331
 + スポーツのひ スポーツの日 N Sports Day (BTS 18) 4 4
+ ぶんかのひ 文化の日 N Culture Day (BTS 18) 4 4
+ きんろうかんしゃ 勤労感謝の日 N Labor/Thanksgiving Day 4 4
のひ (BTS 18)
+ てんのうたんじょ 天皇誕生日 N Emperor’s Birthday (BTS 18) 4 4
うび
へや 部屋 N room 4 5
オフィス オフィス N office 4 5
フォント フォント N font 4 5
+ じてんしゃ 自転車 N bicycle 4 5
+ ちか 地下 N basement, underground 4 5
つかいやすい 使いやすい Adj easy to use 4 5
つかいにくい 使いにくい Adj hard to use 4 5
かい 〜階 Classifier classifier for naming and 4 5
counting floors
ばんきょうしつ 〜番教室 Classifier classifier for naming a 4 5
classroom number
+ ごうしつ 〜号室 Classifier classifier for naming room 4 5
numbers
そうしましょう そうしましょう Sp. Exp. Letʼs do it that way. 4 5
わりと わりと Sp. Exp. relatively 4 5
+ いちばん 一番 Sp. Exp. most, best 4 5
ほとんど ほとんど N almost; barely (plus 4 6
negative)
+ げつよう（び） 月曜（日） N Monday 4 6
+ かよう（び） 火曜（日） N Tuesday 4 6
+ すいよう（び） 水曜（日） N Wednesday 4 6
+ もくよう（び） 木曜（日） N Thursday 4 6
+ きんよう（び） 金曜（日） N Friday 4 6
+ どよう（び） 土曜（日） N Saturday 4 6
+ にちよう（び） 日曜（日） N Sunday 4 6
+ なんよう（び） 何曜（日） N what day (of the week)? 4 6
+ こんがっき 今学期 N this term 4 6
かかる かかる（-U; かかった） V take (time/money) 4 6
+ いる いる（-U; いった） V need 4 6
にち・か 〜日 Classifier classifier for naming and 4 6
counting days
よう
（び） 〜曜（日） Classifier days of the week 4 6
じかん 〜時間 Classifier classifier for counting 4 6
Appendix B

hours
+ しゅうかん 〜週間 Classifier classifier for counting 4 6
weeks
+ かげつ 〜ヶ月・〜カ月 Classifier classifier for counting 4 6
months
+ ねん 〜年 Classifier classifier for naming and 4 6
counting years

332
+ がっき 〜学期 Classifier school/academic term 4 6
では では Particle [written equivalent of じゃ] 4 7R
きくはいっときの 聞くは一時の恥、聞 Kotowaza To ask may lead to shame 5 0
はじ、きかぬはい かぬは一生の恥 for a moment, but not to
っしょうのはじ ask leads to shame for a
lifetime.
すぐ すぐ N soon, immediately, right 5 1
away
あす あす N tomorrow (slightly more 5 1
formal than あした)
すこし 少し N a little, a few 5 1
りょうかい 了解（する） N understanding, consent, 5 1
agreement
きめる 決める (-RU; 決 V decide (something) 5 1
めた)
+ いそぐ （-U; 急いだ）
急ぐ V hurry 5 1
かまう 構う (-U; 構った) V mind, care, be concerned 5 1
about (most commonly
occurs in the negative)
もちろん もちろん Sp. Exp. of course 5 1
なるべく なるべく Sp. Exp. As . . . as possible 5 1
でも でも Sp. Exp. but, however, and yet 5 1
でも でも X でもY でも Sp. Exp. whether it’s X or Y 5 1
でも じゃなくても X でも Xじゃなくても Sp. Exp. whether itʼs X or not X 5 1
しつもん 質問（する） N (ask a) question 5 2
やる やる （-U; やった） V do (less formal than する 5 2
だす 出す (-U; 出した) V submit, take out (of a 5 2
container), send out (mail)
ページ 〜ページ Classifier pages 5 2
きょうまでだったで 今日までだったでし Sp. Exp. It was until today, wasnʼt 5 2
しょう？ ょう？ it?
ぜんぶ 全部 N all, everything 5 3
いちおう 一応 N for the time being, 5 3
tentatively, more or less
もつ 持つ (-U) V hold, have, carry 5 3
もってくる 持ってくる V bring (a thing) 5 3
+ もっていく 持っていく V take (a thing) 5 3
+ かりる 借りる (-RU; 借りた) V borrow 5 3
おねがいできる お願いできる (-RU) V can request 5 3
Appendix B

いただける いただける (-RU; い V can/may have someone do 5 3

ただけた) X
まかせる 任せる（-RU; 任せ V leave it to someone else, 5 3
た） let someone else do it
つ 〜つ Classifier classifier for counting 5 3
items
いくつ （お）いくつ Classifier how many things/items 5 3

333
 もうしわけありま 申し訳ありません・ Sp. Exp. I’m sorry. 5 3
せん。 ないです。
+ もうしわけありま 申し訳ありませんで Sp. Exp. I’m sorry (for what 5 3
せんでした。 した・なかったです。 happened).
そうですねえ そうですねえ Sp. Exp. (to express consideration) 5 3
let’s see
なんでしょう。 何でしょう。 Sp. Exp. What? What could it be? 5 3
もってきていただ 持ってきていただけ Sp. Exp. Can I have you bring it? 5 3
けますか？ ますか？
まかせてください。 任せてください。 Sp. Exp. Leave it to me. Let 5 3
someone do it.
おねがいできます お願いできます Sp. Exp. Can I ask a favor of you? 5 3
か？ か？
ぎんこう 銀行 N bank 5 4
+ ほんや 本屋 N bookstore 5 4
+ スーパー スーパー N supermarket 5 4
+ ゆうびんきょく 郵便局 N post office 5 4
+ びょういん 病院 N hospital 5 4
+ こうじょう 工場 N factory, workshop 5 4
+ かいもの 買い物 N shopping 5 4
くるま 車 N car 5 4
+ バス バス N bus 5 4
ちかてつ 地下鉄 N subway 5 4
でんしゃ 電車 N train 5 4
つれていく 連れて行く V take (a person) along 5 4
+ つれてくる 連れて来る V bring (a person) along 5 4
でる 出る（-RU; 出た） V go out, leave, attend (an 5 4
event), appear, answer (the
phone)
たすかる 助かる （-U; 助か V be helped, be saved, be 5 4
った） rescued
あるく 歩く（-U; 歩いた） V walk 5 4
+ のる 乗る(-U; 乗った) V ride, get onboard 5 4
に 〜に Particle to, towards X 5 4
+ へ 〜へ Particle to, towards X 5 4
で 〜で Particle by means of X 5 4
あるいて 歩いて Sp. Exp. on foot 5 4
レセプション レセプション N reception 5 5
プレゼン プレゼン N presentation 5 5
Appendix B

+ はっぴょう 発表 N presentation 5 5
うち うち N our company 5 5
よぶ 呼ぶ (-U; 呼んだ) V call, invite 5 5
うかがう 伺う↓（-U; 伺った） V visit (humble) 5 5
よろこぶ 喜ぶ（-U; 喜んだ） V be delighted, be pleased 5 5

334
 ございます ございます (-ARU) V exists (polite form of あり 5 5
ます) The 〜て form and
the informal forms are
rarely used today.
+ おしえる 教える （-RU; 教えた） V tell, teach 5 5
+ みせる 見せる （-RU; 見せた） V show 5 5
まいる 参る↓（-U; 参った） V go, come (humble) 5 5
いらっしゃる↑ いらっしゃる↑／いら V go, come (honorific) 5 5
っしゃって↑ orいらし
て↑（-ARU; いらっし
ゃった or いらした）
みじかい 短い Adj short 5 5
+ ながい 長い Adj long 5 5
までに TIME〜までに Particle by TIME X 5 5
から REASON 〜から S. Particle because of REASON X 5 5
うち うちのX Sp. Exp. our company’s X 5 5
よろこんで 喜んで Sp. Exp. delighted 5 5
よろしければ よろしければ Sp. Exp. if you would like, if it 5 5
pleases you
+ ぜひ 是非 Sp. Exp. by all means 5 5
くださってありがと Xくださって↑ありが Sp. Exp. Thank you for doing X. 5 5
う
（ございます）。 とう（ございます）。
+ けいご 敬語 N politeness, polite language 5 5
(BTS 10)
+ そんけいご 尊敬語 N honorific language 5 5
(BTS 10)
+ けんじょうご 謙譲語 N humble language 5 5
(BTS 10)
+ ていねいご 丁寧語 N formal language (BTS 10) 5 5
おじかん お時間 N your time 5 6
+ アドバイス アドバイス N advice 5 6
よみかき 読み書き N reading and writing 5 6
+ よみ 読み N reading 5 6
+ かき 書き N writing 5 6
かいわ 会話 N conversation 5 6
+ ぶんぽう 文法 N grammar 5 6
+ ごい 語彙 N vocabulary 5 6
+ ききとり 聞き取り N listening 5 6
+ かきとり 書き取り N dictation 5 6
Appendix B

あと あと・後 N time after 5 6

+ れんしゅう 練習（する） N practice, rehearse 5 6
+ よしゅう 予習（する） N prepare for a lesson 5 6
ふくしゅう 復習（する） N review 5 6
なる なる（-U; なった） V become 5 6

335
 よわい 弱い Adj weak 5 6
+ つよい 強い Adj strong 5 6
め 〜目 Classifier classifier for naming 5 6
numbers in a series
むずかしくなりま 難しくなりました。 Sp. Exp. It became difficult. 5 6
した。
あとで あとで Sp. Exp. later, N のあとで = 5 6
‘after N’
そうしていただけ そうしていただけま Sp. Exp. Can I have you do that? 5 6
ますか？ すか？
ぼうせん 棒線 N long vowel symbol 5 BTL2
だくおん 濁音 N voiced consonant 5 BTL9
あすのひゃくよりき 明日の百より今日の Kotowaza A bird in the hand is worth 6 0
ょうのごじゅう 五十 two in the bush.
みなさん みなさん N everyone (used in 6 1
addressing a group)
メンバー メンバー N member 6 1
ひとこと ひとこと N something (to say) 6 1
じこしょうかい 自己紹介（する） N self-introduction 6 1
アメリカ アメリカ N America 6 1
+ にほん 日本（にほん・にっぽ N Japan 6 1
ん）
+ カナダ カナダ N Canada 6 1
+ メキシコ メキシコ N Mexico 6 1
+ ブラジル ブラジル N Brazil 6 1
+ ちゅうごく 中国 N China 6 1
+ かんこく 韓国 N Korea 6 1
+ イギリス イギリス N England, U. K. 6 1
+ ドイツ ドイツ N Germany 6 1
+ ケニア ケニア N Kenya 6 1
オレゴンしゅう オレゴン州 N Oregon 6 1
+ しゅうかん 州 N state, as in the U.S. 6 1
+ しょう 省 N provinces in China 6 1
+ かんとんしょう 広東省 N Guangdong Province 6 1
りゅうがくせいセ 留学生センター N International Student 6 1
ンター Center
+ りゅうがくせい 留学生 N study abroad student 6 1
+ りゅうがく 留学（する） N study abroad 6 1
+ がくぶ 学部 N academic division, college 6 1
Appendix B

+ ぶんがくぶ 文学部 N faculty of arts and 6 1

humanities
ホームステイ ホームステイ N homestay 6 1
あいきどう 合気道 N aikido (martial art) 6 1
へた 下手 N unskillful, bad at 6 1
+ じょうず 上手 N skillful, good at 6 1

336
+ ねんせい 〜年生 Classifier classifier for naming 6 1
grade, class in school
くん NAME 〜君 Sp. Exp. [informal title] 6 1
もう もう Sp. Exp. already 6 1
まだ まだ Sp. Exp. still, yet 6 1
みぎ 右 N right 6 2
+ ひだり 左 N left 6 2
しょだん 初段 N first or lowest rank black 6 2
belt in martial arts,
calligraphy, shōgi, igo, etc.
+ ちかく 近く N nearby, vicinity, 6 2
neighborhood
+ むこう 向こう N opposite side, other side, 6 2
over there
+ となり 隣 N next door, beside 6 2
+ うえ 上 N top, over 6 2
+ した 下 N bottom, under 6 2
+ なか 中 N inside 6 2
+ そと 外 N outside 6 2
+ みせ 店 N store, shop 6 2
せいぶつ 生物 N biology 6 2
きょうし 教師 N instructor, teacher 6 2
+ マネージャー マネージャー N manager 6 2
+ リーダー リーダー N leader 6 2
+ いしゃ 医者 N (medical) doctor 6 2
+ かいはつ 開発（する） N development 6 2
+ きかく 企画（する） N plan, project, design 6 2
+ デザイン デザイン（する） N design 6 2
+ マーケティング マーケティング N marketing 6 2
+ セールス セールス N sales 6 2
+ もうす 申す↓（-U; 申した） V say (humble) 6 2
+ おっしゃる おっしゃる（ ↑ -ARU; V say (honorific) 6 2
おっしゃった）
と 〜と(言います／申し Particle [quotation particle] 6 2
ます↓／おっしゃい
ます↑)
にん・り 〜人 Classifier classifier for counting 6 2
people
+ ふんかん・ぷんか 〜分間 Classifier classifier for counting 6 2
Appendix B

ん minutes
+ かかん・にちかん・ 〜日間 Classifier classifier for counting 6 2
にち days
+ ねんかん 〜年間 Classifier classifier for counting 6 2
years
ひとりずつ 一人ずつ Sp. Exp. one (person) at a time 6 2
みぎからでいい 右からでいい Sp. Exp. from the right is good 6 2

337
 あいだ Amount of time 〜間 Sp. Exp. number of hours, days, 6 2
weeks, years
しゃしん 写真 N photo 6 3
ほう 方 N way, alternative (of two) 6 3
せ 背 N back, spine, rear side 6 3
うしろ 後ろ N back, behind 6 3
+ まえ 前 N front 6 3
+ まんなか 真ん中 N middle 6 3
+ でぐち 出口 N exit 6 3
+ いりぐち 入り口／入口 N entrance 6 3
+ まど 窓 N window 6 3
ひと 人（ひと） N person 6 3
+ かた 方（かた） N person (honorific) 6 3
+ おんなのひと 女の人 N woman 6 3
+ おとこのひと 男の人 N man 6 3
チーズ チーズ N cheese 6 3
みどり 緑 N green 6 3
+ むらさき 紫 N purple 6 3
+ ちゃいろ 茶色 N brown 6 3
+ きいろ 黄色 N yellow 6 3
+ グレー グレー N gray 6 3
+ ピンク ピンク N pink 6 3
+ あか 赤 N red 6 3
しろ 白 N white 6 3
+ あお 青 N blue, green 6 3
+ くろ 黒 N black 6 3
+ いろ 色 N color 6 3
+ なにいろ 何色 N what color 6 3
+ とる 撮る（-U; 撮った） V take (a photo) 6 3
+ みえる 見える (-RU; 見えた) V appear, be visible 6 3
たつ 立つ（-U; 立った） V stand 6 3
+ すわる 座る（-U; 座った） V sit 6 3
よる 寄る（-U; 寄った） V get close to, drop by, lean 6 3
on
たかい（せが） （背が）高い Adj tall (in stature) 6 3
+ ひくい（せが） （背が）低い Adj short (in stature) 6 3
せがたかいひと 背が高い人 Sp. Exp. tall person/people 6 3
もっと もっと Sp. Exp. more 6 3
もういちまい もう一枚 Sp. Exp. one more sheet 6 3
Appendix B

+ もうちょっと もうちょっと Sp. Exp. a little more 6 3

みぎ、じゃなくひだ 右、じゃなく左 Sp. Exp. right, I mean left 6 3
り
いきますよ。 行きますよ。 Sp. Exp. Here we go! 6 3
いち、に、さん！ いち、に、さん！ Sp. Exp. One, two, three!
チーズ！ チーズ！ Sp. Exp. Cheese! 6 3
めいし 名刺 N business card 6 4

338
 こうかん 交換 N exchange 6 4
せわ （お）世話 N help, aid, assistance 6 4
よしだうんそう 吉田運送 N Yoshida Transport 6 4
ばんごう 番号 N number 6 4
+ でんわばんごう （お）電話番号 N telephone number (your 6 4
telephone number)
+ なまえ （お）名前 N name (your name) 6 4
+ メール メール N email 6 4
+ アドレス アドレス N (email) address 6 4
+ れんらくさき 連絡先 N contact information 6 4
おる おる↓（-U; おった） V be (humble form of いま 6 4
す ‘be’) The 〜て form is
rarely used today.
+ いらっしゃる いらっしゃる↑(- V be (honorific form of いま 6 4
ARU; いらっしゃ す ‘be’)
った）
はじめまして。 はじめまして。 Sp. Exp. How do you do. 6 4
いつもおせわにな いつもお世話になっ Sp. Exp. I/we are always in your 6 4
っておりま ておりま debt.
す↓。 す↓。
もうしわけござい 申し訳ございませ Sp. Exp. I am terribly sorry. (lit. ‘I 6 4
ません↓。 ん↓。 have no excuse.’)
れいごうごうにい、 ０５５２、８９の Sp. Exp. (0552) 89-7720 6 4
はちきゅうのなな ７７２０
ななにいれい
+ かちょう 課長 N section chief 6 5
+ しゃちょう 社長 N company president 6 5
+ しょちょう 所長 N head of a laboratory, 6 5
research center
+ がくちょう 学長 N school president 6 5
はなし （お）話 N talk 6 5
+ そうだん （ご）相談（する） N consultation 6 5
+ ほうこく （ご）報告（する） N report 6 5
+ アポ アポ N appointment 6 5
+ るす 留守 N away from home or work 6 5
おはなしする↓ お話しする↓ V talk (humble) 6 5
あく 空く・あく(-U; 空 V become free, empty 6 5
いた)
+ やすむ 休む (-U; 休んだ) V take a break, go on 6 5
Appendix B

vacation/holiday
+ いたす いたす(-U; いたし V do (humble) 6 5
た)
たい Verb〜たい Adj want to VERB 6 5
いつか いつか Sp. Exp. sometime 6 5
なにか 何か Sp. Exp. something 6 5
について N について Sp. Exp. with regard to N 6 5

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 いかが いかが Sp. Exp. how (polite) 6 5
ずっと ずっと Sp. Exp. continuously, by far, the 6 5
whole time
ランチ ランチ N lunch, lunch special 6 6
+ ていしょく 定食 N set meal 6 6
すすめ （お）勧め N recommendation, 6 6
suggestion
ほか 他・外 N other, else, besides 6 6
+ べつ 別 N different, separate, distinct 6 6
もの もの N thing (tangible) 6 6
グルメ グルメ N gourmet, connoisseur 6 6
たのむ 頼む (-U: 頼んだ) V order (at a restaurant, 6 6
online, etc.), request
まよう 迷う (-U; 迷った) V become confused, lost 6 6
+ こまる 困る (-U; 困った) V be troubled; be bothered; 6 6
be embarrassed
+ ぞんじる 存じる↓ (-U 存じた) V know, find out (humble) 6 6
+ しる 知る (-U; 知った) V find out, know 6 6
しっている 知っている V know 6 6
すすめる、Xに Xに勧める・薦める V recommend to X, advise 6 6
(-RU; 勧めた・薦 X, encourage X
めた)
より より Particle compared to, [comparison 6 6
particle]
ほど ほど Particle as much as, [comparison 6 6
particle]
おまたせしました。 お待たせしました。 Sp. Exp. Sorry to make you wait. 6 6
なにも 何も Sp. Exp. nothing 6 6
カレーかきょうの カレーか今日のラン Sp. Exp. curry or today’s lunch 6 6
ランチか チか special
ランチよりカレー ランチよりカレーの Sp. Exp. curry rather than the 6 6
のほうがおすすめ 方がお勧め lunch special is the
recommendation
カレーほどすご カレーほどすごくな Sp. Exp. not as awesome as curry 6 6
くない い
ちがわない Xと違わない Sp. Exp. not different from X 6 6
さすが さすが (Noun) Sp. Exp. true to (your reputation), 6 6
what I expected, etc.
ごぞんじだ↑ ご存知だ↑ Sp. Exp. know (honorific) 6 6
Appendix B

+ する、する Xにする Sp. Exp. decide on X 6 6

+ きく、Xに Xに聞く Sp. Exp. ask X 6 6
そうだんする Xに・と相談する Sp. Exp. consult with X 6 6
+ ほうこくする Xに報告する Sp. Exp. make a report to X 6 6

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 Index

academic major 4-2 BTS 6 borrowed words 5-7 BTL 3

accent アクセント Introduction bowing お辞儀 Introduction
adjective 2-1 BTS 1: formal affirmative non- business cards 名刺 6-4 BTS 14
past 〜いです 2-1 BTS 1; formal affirmative
past 〜かったです 4-1 BTS 1; formal calendar 4-4 BTS 18
negative non-past 〜くないです, 〜くあり classifier 3-2 BTS 9; multiple in a sentence 5-3
ません 2-1 BTS 1; formal negative past 〜 BTS 6; naming vs. counting 4-6 BTS 29
くなかったです, 〜くありませんでした 4-1 colors 6-3 BTS 11
BTS 1; informal affirmative non-past commands 5-1 BTS 2
〜い 2-3 BTS 15; informal affirmative past comparison, two items より, ほど 6-6 BTS 24
〜かった 4-1 BTS 1; informal negative non- compounds 4-5 BTS 25
past 〜くない 2-6 BTS 25; informal negative consonants, long 促音 Introduction; (hiragana)
past 〜くなかった 4-1 BTS 1; polite お〜 6-5 3-9 BTL 2; (katakana) 5-7 BTL 10
BTS 17; stem 〜く 2-1 BTS 1; stem 〜くなる
5-6 BTS 14 dependence 甘え 5-6 BTS 15
affirmative/negative: affirmative adjective deshoo でしょう 4-1 BTS 2, 4-2 BTS 12, 5-2
forms 〜いです, 〜かったです 2-1 BTS 1, BTS 3
2-3 BTS 15, 4-1 BTS 1; affirmative noun diacritics 濁点 2-9 BTL 4
desu forms です, でした 2-1 BTS 1, 4-1 double consonants (hiragana) 促音（っ）3-9 BTL
BTS 1, 2-5 BTS 18, 3-4 BTS 18, 4-3 BTS 14; 2
affirmative verb forms 〜ます, 〜ました double consonants (katakana) 促音（ッ）5-7 BTL
2-1 BTS 1, 4-1 BTS 1; negative adjective 10
forms 〜くないです, 〜くありません, 〜くな double-ga 〜が〜が 4-6 BTS 27
かったです, 〜くありませんでした 2-1
BTS 1, 4-1 BTS 1, 2-6 BTS 25; negative noun echo question 2-2 BTS 7
desu forms じゃないです, じゃありません, じ existence (inanimate) 2-8 BTS 29
ゃなかったです, じゃありませんでした 2-1
BTS 1, 4-1 BTS 1, 2-6 BTS 25; negative verb fonts フォント 3-9 BTL 5
forms 〜ないです, 〜ません, formal/informal 2-1 BTS 1; formal adjective
なかったです, 〜ませんでした 2-1 BTS 1, forms 2-1 BTS 1, 4-1-BTS 1; formal noun
4-1 BTS 1 desu forms 2-1 BTS 1, 4-1-BTS 1; formal
affirming 2-1 BTS 5 -te form 〜まして 6-4 BTS 16; formal verb
aimai 曖昧 4-2 BTS 12 forms 2-1 BTS 1, 4-1-BTS 1; informal
approximation 4-1 BTS 5 adjective forms 2-3 BTS 15, 2-6 BTS 25,

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 4-1 BTS 1; informal noun desu forms 2-1 affirmative non-past だ 2-5 BTS 18, 3-4
BTS 1, 2-5 BTS 18, 2-6 BTS 25, 3-4 BTS BTS 18; informal affirmative past だった 4-3
18, 4-3 BTS 14; informal verb forms 2-6 BTS 14; informal negative non-past じゃない
BTS 25 2-6 BTS 25; informal negative past じゃなか
furigana ふりがな 1-15 BTL 4 った 2-6 BTS 25

genkooyooshi 原稿用紙 1-15 BTL 5 omoiyari 思いやり 3-4 BTS 16

on-yomi 音読み 1-15 BTL 2
handaku-on (hiragana) 半濁音 3-9 BTL 4
handwritten characters 2-9 BTL 3 particle 3-1 BTS 4; dake だけ 4-2 BTS 9; de
hesitation noises 2-2 BTS 8 (means) で 5-4 BTS 9; de (place) で 3-4 BTS
hiragana 平仮名 2-9 BTL 1 15; ga が 4-3 BTS 13; ga (double ga) が 4-6
holidays 4-4 BTS 18 BTS 27; ga (sentence ga) が 2-4 BTS 16; ka
humble verb 謙譲語 6-5 BTS 21 (noun ka noun (ka)) か 6-6 BTS 23; kara から
4-4 BTS 22; kara (reason) から 5-5 BTS 12;
informal see formal/informal kedo, keredo, kedomo, keredomo けど,
inverted sentence 3-6 BTS 32 けれど, けども, けれども 2-4 BTS 16; made
invitations 招待 2-2 BTS 1 まで 4-4 BTS 22, 5-5 BTS 13; made ni までに
5-5- BTS 13; mo も 3-6 BTS 31; multiple 4-2
kanji readings 漢字 1-15 BTL 2 BTS 10; na (connecting nouns) な 3-1 BTS
katakana 片仮名 5-7 BTL 1 2; ni (decisions) に 6-6 BTS 28; ni (location)
keyboard input 4-7 BTL 3 に 3-6 BTS 30; ni (time) に 3-4 BTS 20; ni/
ko-so-a-do series こそあど 2-1 BTS 2, 2-4 BTS e (location) に, へ 5-4 BTS 8; no (connecting
17, 2-7 BTS 28, 3-5 BTS 22 nouns) の 3-1 BTS 2, 3-6 BTS 29; [noun +
koto こと: sono koto そのこと 4-4 BTS 16; X no particle] as question 4-2 BTS 7; o を 4-5 BTS
koto 〜のこと 3-1 BTS 5 24, 4-7 BTL 2; particle + desu 4-4 BTS 23,
kun-yomi 訓読み 1-15 BTL 2 6-2 BTS 5; question word + mo 6-6 BTS 22;
to と 3-2 BTS 10; to (noun to sentence) と 6-6
loanwords 外来語 3-3 BTS 14 BTS 25; to issho ni と一緒に 3-4 BTS 17;
toka とか 4-2 BTS 8; tte って 3-1 BTS 4; wa
manner expression 4-1 BTS 3, 5-1 BTS 2 は 2-6 BTS 22, 3-2 BTS 7
-mashoo form 〜ましょう 3-2 BTS 8 particle (sentence particle) 2-1 BTS 3; ka, ne
mora 拍 Introduction か, ね 2-1 BTS 3; multiple: ka naa, ka nee か
なあ, かねえ 2-6 BTS 24, 3-6 BTS 33; nee ね
names 名前 1-4 BTS 8, 1-7 BTS 14, 3-9 BTS 6 え 2-3 BTS 14; nee, naa ねえ, なあ 2-6 BTS
n desu んです 6-5 BTS 19 23; yo よ 2-2 BTS 6
negating 2-1 BTS 5 permission 〜て(も)いい 5-1 BTS 2
negative see affirmative/negative polite adjective see adjective
negative questions 3-2 BTS 12 politeness 敬語 5-5 BTS 10, 6-4 BTS 15
Index

noun 2-1 BTS 1 polite request 〜ていただけますか 5-3 BTS 5

noun desu: formal affirmative non-past punctuation 句読点 2-9 BTL 2
です 2-1 BTS 1; formal affirmative past
でした 4-1 BTS 1; formal negative non-past questions without ka 4-4 BTS 15
じゃないです, じゃありません 2-1 BTS 1;
formal negative past じゃなかったです, ritual language 1-4 BTS 7, 1-6 BTS 13
じゃありませんでした 4-1 BTS 1; informal romanization ローマ字 Introduction

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self, words for 1-7 BTS 15 〜ました 4-1 BTS 1; formal negative non-
self-introduction 自己紹介 1-4 BTS 7, 1-10 BTS past 〜ないです, 〜ません 2-1 BTS 1;
20, 6-1 BTS 4 formal negative past 〜なかったです, 〜ませ
spoken language (vs. written language) 話しこと んでした 4-1 BTS 1; informal negative non-
ば, 書きことば 4-7 BTL 1 past 〜ない 2-6 BTS 25; stem 3-2
BTS 8
tategaki (vertical writing) 縦書き 1-15 BTL 3 voiced consonants 濁音: (hiragana) 2-9 BTL 4;
-te form 〜て 5-1 BTS 1, 2, 5-2 BTS 4; informal (katakana) 5-7 BTL 9
command 6-3 BTS 10; manner expressions vowels, long 長音: (hiragana) Introduction, 2-9
5-1 BTS 2; -te (mo) ii 〜て(も)いい 5-1 BTL 5; (katakana) 5-7 BTL 2
BTS 2; -te imasu 〜ています 6-1 BTS 1; -te
kimasu/ikimasu 〜てきます・いきます 5-4 word order 4-6 BTS 28
BTS 7; -te mo 〜ても 5-1 BTS 2 written language (vs. spoken language) 書きこと
time, relative 4-4 BTS 18 ば, 話しことば 4-7 BTL 1
time expressions 3-2 BTS 9
titles 1-1 BTS 2, 1-7 BTS 14 yokogaki (horizontal writing) 横書き 1-15
BTL 3
verb 2-1 BTS 1; formal affirmative non-past yoo-on 拗音: (hiragana) ゃ, ゅ, ょ 3-9 BTL 3;
〜ます 2-1 BTS 1; formal affirmative past (katakana) ャ, ュ,ョ 6-7 BTL 5

Index

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