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JAPANESE FOR BUSY PEOPLE

PANESE FOR BUSY PEOPLE Kana Version Association for Japanese-Language Teaching -.

KODANSHA INTERNATIONAL Tokyo = New York

London

*-

The Authors: The Association for Japanese-Language Teaching (AJALT) was recognized as a nonprofit organization by the Ministry of Education in 1977. It was established to meet the practical needs of people who are not necessarily specialists on Japan but who wish to communicate effectively in Japanese. In 1992 the Association was awarded the Japan Foundation Special Prize. The Association maintains a web site on the Internet at www.ajalt.org and can be contacted over the Internet via [email protected] by teachers and students who have questions about this textbook or any of the Association's other publications.

Distributed in the United States by Kodansha America, Inc., and in the United Kingdom and continental Europe by Kodansha Europe Ltd. Published by Kodansha International Ltd., 17-14 Otowa I-chome, Bunkyo-ku, Tokyo 112-8652, and Kodansha America, Inc. Copyright O 1996 by the Association for Japanese-Language Teaching. Al1 rights reserved. Printed in Japan. ISBN- 13: 978-4-7700-205 1-2 ISBN- IO: 4-7700-205 1-1 First edition, 1990 Revised edition, 1994 Kana version, 1996 100908070605 15 14 13 1211 10

CONTENTS

Preface

vii

About the Kana Version of Japanese for Busy People 11 Introducing the Characters

Lesson

1: Rush Hour

Lesson 2: Lost and Found Lesson 3: The Health Club Lesson 4: A Business Trip Lesson 5: A New Word Processor Lesson 6: A Pale Face Lesson 7: Mr. Johnson's Arriva1 Lesson 8: The O-Bon Festiva1 Lesson 9: Prep School Lesson 10: Letter from Kyushu Lesson 11: Job Interview Lesson 12: Hotel Reservations Lesson 13: A Gift of Chocolate Lesson 14: The Referee's Role Lesson 15: A Forgotten Umbreila Lesson 16: The New Showroom Design Lesson 17: Brown's Diary Lesson 18: Birthday Flowers Lesson 19: The Public Library

...

V111

Lesson 20: Cherry Blossoms Appendices A. Plain Forms and Connective Patterns

B. Verb Conjugations C. Grammatica1 Patterns and Common Constructions Quiz Answers Japanese-English Glossary English-Japanese Glossary Index Fu11 Text with Kanji

Preface for the Kana Version of Japanese for Busy People

When Japanese for Busy People I was first published in 1984, rnany non-native learners, particularly frorn non-kanji cultures, considered Japanese one of the world's rnost difficult languages because of its seerningly inaccessible writing systern. Japanese for Busy People was designed especially for such learners-be they businessrnen frorn English-speaking countries or learners of Japanese-as-a-second-language frorn other parts of the worldpeople wished to learn natural, spoken Japanese as effectively as possible in a limited arnount of time. To this end, rornanized Japanese was included in the Japanese for Busy People series so that learners both incide and outside Japan, as well as non-native instructors, could use the textbook to its fu11 extent without the need to read Japanese script. As a rneasure, however, kana and kanji were progressively introduced through volurnes I to 111. But in the decade since Japanese for Busy PeopleS first publication, there has been a growing increase in the number of people learning Japanese-as-a-second-language throughout the world. Many of thern are now interested in studying Japanese in a more comprehensive way, and wish to learn to read and write as well as speak and understand what is said to thern. Educationalists have pointed out the problerns of teaching and learning accurate and natural pronunciation through rornanization, as well as the inconvenience of not being able to read and write at an early stage. AJALT has received rnany requests to drop rornanization and include more exercises in kana and kanji. In this, the Kana Version of Japanese for Busy People, al1 rornanization has been omitted so that the learner can now learn Japanese directly through native script frorn Book I. We sincerely hope that the book will be of much use for the rnany people interested in Japan and the Japanese language. Septernber 1995 Association for Japanese-Language Teaching (AJALT)

vii

W

About the Kana Version of Japanese for Busy People 11

How can Japanese for Busy People help you learn Japanese? The aim of Japanese for Busy People is to help you learn essential Japanese quickly as possible, so that you can actually comunicate with native speakers in their own language. It has been prepared under the guidance of a working group of AJALT's experienced and specially-trained language instmctors who have tested and revised the material in a classroom environment. Japanese for Busy People ZZ aims to help you learn Japanese by increasing your awareness of just what kind of language Japanese actually is through basic conversation patterns. The Kana Version is a basic textbook for students who intend to master the native kana and kanji scripts early on in their studies. This edition is designed so that it can be used by those attending a course in Japanese and for self-study in combination with either the cassette tapes or compact discs (and indeed al1 other components in the Japanese for Busy People series). What does Japanese for Busy People II cover? Japanese for Busy People ZI carries on from where Book I leaves off, and as in the first volume, covers "survival Japanese." This means al1 the language that you leam--conversation patterns, sentence structures, grammatica1 principles, and vocabulary-can be put to immediate use in conversational situations with native speakers. Unlike many other textbooks that overwhelm the beginner with an excessive and allto-often irrelevant amount of information, Japanese for Busy People 11 limits vocabulary and grammar patterns to what is essential for the most common situations in which nonnative speakers need to comunicate in Japanese. Simplistic or even juvenile ways of expression that abound in most introductory texts have been abandoned in favor of uncomplicated adult speech. Much more than simple grammatical accuracy, emphasis has been placed on natura1 and authentic linguistic patterns actuaily used in Japanese communication. These then are the specifications that we believe make Japanese for Busy People I1 the essential textbook not only for busy, working people who want to learn basic Japanese, but also for people who already know some Japanese but wish to review the phrases they know and reconfirm that they are using them in the correct situation. What Japanese for Busy People II does not include The Kana Version assurnes that you are thoroughly farniliar with hiragana, katakana, and the twenty kanji introduced in Appendk M of Book I. Learners should also be confident with the grammar and vocabulary in Book I. We recommend that anyone who has difficulty with the first lessons in this book should review that text before proceeding to the more advanced material.

viii

The strutture of Japanese for Busy People II Each lesson is based on one distinct conversational situation, and in a total of twenty lessons are included two reading reviews in Lessons 10 and 20. At the back of the book you will find three appendices covering among other things, particles and verb conjugations. We have also included suggested answers to the Quiz sections, two glossaries, and a fu11 index of the main grammatical items introduced in this book. The Opening Dialogues are presented in the standard vertical form of Japanese writing in the Supplement. The map of Japan printed on the front endpapers and the list of new kanji used in this textbook printed on the back endpapers should also prove useful to your studies. Typically the lessons evolve around a practical topic or a cultural theme such as reserving hotel rooms and discussion of the d e s of sumo wrestling. The title of the lesson and the English topic sentence at the beginning of the lesson should give you a f i m idea of the content of the dialogue or reading passage. A new feature in Book I1 is the use of kanji throughout this textbook. On its first occurrence on a page, a kanji is accompanied by hrigana (the contextual reading of the character in hiragana printed below the kanji.) An exception to this rule is made in the sections about Grammar & Lesson Objectives and Notes where furigana is added to al1 the kanji. An idiomatic English translation of the dialogue or reading passage appears immediately after the Japanese text. New vocabulary and new usages of previously learned vocabulary are introduced in a list with their English equivalents. Note that new vocabulary is treated in exactly the same way when it appears for the first tirne in the Practice section. New sentence patterns are explained in Grammar & Lesson Objectives. Since the same constmctions may appear at earlier and advanced levels, grammatical explanations are not always treated comprehensively in one place and may to some extent be repeated. When appropriate, explanations include related constructions and patterns. More detailed analysis of important words and phrases is included in the Notes section of each lesson. Here, we aim to explain, as accurately and briefly as possible, points that many non-native learners commonly find difficult to grasp. Although we have concentrated chiefly on offering linguistic information, in some cases we thought it necessary to add some social or cultural references. The Practice section reinforces the main points of the topic. Key Sentences are given in both Japanese and English to provide further examples of language patterns and vocabulary usage. Many non-native learners will find these examples useful for reference even after completing al1 twenty lessons. Exercises encourage you to learn new vocabulary, to practice conjugating verbs, and to acquire many other communication skills. Short Dialogues summarize aii new points introduced in the lesson through variations on the main situation. Finally we have included a selection of problems in the Quiz section to enable you to check how weii you have acquired the new language skills. The two reading review lessons (Lessons 10 and 20) are somewhat different from other lessons in that they are presented in the form of written Japanese. In our experience, students leam Japanese most effectively when studying both conversational and written Japanese from the very beginning. The underlying rationale being that the two modes of communication, ora1 and written, are different, and it is thought best to highlight the difference at an early stage. When simply talking, speaker and listener share much STRUCTURE

information that could be ornitted from the conversation without detriment to comunication. In a story, report, or letter, however, it is essential to be more organized, structured, and explicit in order to comunicate effectively.

The kanji in Books I1 and III Modern Japanese is written primariiy with three scripts: kanji, hiragana, and katakana. Arabic numerals and the English alphabet are also used when needed. Japanese is typically written as a rnixture of kanji and hiragana, although the number of words written in katakana is increasing. Katakana is used for words borrowed from other languages, the names of foreign people and places, the names of plants and animals, and so on. The Opening Dialogues in Book I are written only in hiragana. A few kanji are introduced in Appendix M of Book I, but from Lesson 1of Book I1 they are introduced systematically. While hiragana is a phonetic writing system in that each symbol represents a specific sound, kanji are ideographic, that is, the characters represent ideas. Each one has its own meaning, and a glance at the kanji in a printed text will often reveal the content of the piece. Learning kanji is an essential element in learning the Japanese language. In total, there are over 50,000 kanji, but the number used in daily life is between about 2,500 and 3,000. Many newspapers, magazines, and textbooks restrict themselves to the 1,945 kanji (called j6y6 kanji) designated by the Japanese government in 1981 for writing Japanese. Japanese kanji have two types of readings: the on and the kun. On readings are the Japanese versions of the Chinese pronunciations that were introduced into Japan from China together with characters themselves. The origina1 Chinese pronunciations varied depending on the era and the region they originated from, so some kanji have two or more on readings. In most cases, though, only one on reading is used. Kun readings are Japanese words with meanings similar or identica1 to those of their associated kanji. Some kanji have severa1 kun readings, while others have none. There are also a few kanji called kokuji that were created in Japan, and some of these lack on readings. In ordinary kanji dictionaries, when furigana is attached to kanji, the on readings are generally written in katakana and the kun readings in hiragana. Combinations of kanji, called jukugo, usually consist of only on readings or only kun readings. Some jukugo, however, include mixtures of on and kun readings. The new kanji that appear at the end of each lesson are presented in the following form: l. *i,+

x

I

Both kai and ;i't sha are the on readings, so the furigana are written in katakana as 4 -ì i-. Since ;i't has no kun reading, no furigana are given next to the boxes showing the stroke order. The kanji also has the kun reading au, which is given under the kanji in hiragana. Since a u is a verb, the verbal suffix appears in parentheses. The complete stroke order for every kanji is shown progressively in the boxes, with the total number of strokes appearing in parentheses to the right. The stroke order is KANJI

important both for miting and in order to know the number of strokes in a kanji. When looking up a word in a dictionary, even if you do not know the meaning or reacimg of a kanji, you can find it in the index listing characters by the number of strokes. Some 220 kanjz are introduced in Book I1 which together with the 120 new kanji in Book I11 makes a total of 340 characters. Additional kanjz are also used throughout the text to m i t e persona1 and place names as well as to refer to everyday words such as ?%k"No Parking." These characters are only provided for recognition and the learner need not remember how to m i t e them, only to read them. The kanji chosen focus on the core requirements of Levels 3 and 4 of the Japanese Language Proficiency examination, augmented with a few characters that are widely used in business and everyday life. This means that learners who have mastered the 340 kanji covered in Books I1 and 111, are well prepared to pass Level 3 of this internationally recognized Japanese language qualification. This Kana Verszon has been designed so that learners are required to master an average of eleven kanji per lesson in Book I1 and six kanji per lesson in Book 111. Furzgana (pronunciation guides in the phonetic hiragana) are printed below a kanji the first time that it appears on a page. An exception to this rule is made in the Vocabulary, Grammar & Lesson Objectives, and Notes sections where furigana has been added to all kanjz regardless of how many times that a kanji is repeated. Al1 220 kanji introduced in Book I1 are used indiscriminately throughout the textbook. For example, a total of 31 kanji are used in Lesson 1. There is, however, no need for the learner to try and master al1 these characters at once. At the end of Lesson 1, we have selected the eleven new kanji that we recommend to be studied at this stage. When selecting kanji, priority has been given to those characters appearing in the Opening Dialogue. Severa1 kanji required for Levels 3 and 4 do not appear in any of the dialogues in either Book I1 or 111. In such cases, the kanji was identified and picked up from the Key Sentences, Short Dialogues, or Exercise sections. The important Level 4 kanji 5 "west" has been presented as a new kanji in Lesson 20 of this volume, even though it does not appear anywhere in Books I1 and 111.

Abbreviations aff. neg. ex. Aa An i\

adj. adj.

affirmative negative example answer, affirmative answer, negative i \ adjective 6'adjective

Other publications in the Japanese for Busy People series Teachers and learners alike will find the following publications useful supplementary materials. The opening dialogues, reading reviews, key sentences, and short dialogues for al1 twenty lessons in Japanese for Busy People 11 have been recorded in authentic, natura1 Japanese on four audio cassette tapes and three compact discs. A workbook for Japanese for Busy People 11 provides drills, tasks, and activities to KANJI

xi

irnprove ora1 and written fluency. Learners may also find the two sixty-minute audio cassette tapes of the workbook particularly helpful to self-study. The Kana Version of Japanese for Busy People 111 is currently being prepared by an experienced group of instructors at AJALT. This title will focus on further speech levels and styles.

xii

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SERIES

ACKNOWLEDGMENTS for Japanese for Busy People 11 Four AJALT teachers have written this textbook. They are Ms. Miyako Iwami, Ms. Shigeko Miyazaki, Ms. Masako Nagai, and Ms. Kimiko Yamamoto. They were assisted by two other teachers, Ms. Kumiko Endo and Ms. Chikako Ogura. For background information, many sources were consulted. The authors would particularly like to thank the Japan Sumo Association for making it possible to write Lesson 14, and the Meterological Agency for materia1 included in Lesson 20. They also wish to express their appreciation to the editors at Kodansha International for assistance with translating and rewriting, as well as the usual editoria1 tasks. ACKNOWLEDGMENTS for the Revised Edition of Japanese for Busy People 11 We would like to express our gratitude to the following people for preparing the new editions of Books I1 and 111: Mss. Miyako Iwami, Shigeko Miyazaki, Masako Nagai, and Kimiko Yamamoto. They were assisted by Ms. Mikiko Ochiai. ACKNOWLEDGMENTS for the Kana Version of Japanese for Busy People 11 We would like to express our gratitude to the following people: Mss. Kimiko Yamamoto, Mikako Nakayama, Kyoko Tsurumi, and Toshiko Takarada.

ACKNOWLEDGMENTS

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^t: 4, "people (who are) not coming tomorrow"

a> i &t: At: %, "people (who) came yesterday" 7 L'L

ti Af: ti,"people (who) didn't come yesterday" L'L

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"the book (which) I bought in the Ginza yesterday" Note the changes in word order, the verb forms and the particles. Particle by fiiJ or when a clause is very short, it often becomes a>. ex. 1. T

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-Ei tF3 "a man who haslhaving long legs." Alternatively, "a man with long ;r: \

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legs" or "a long-legged man." Clauses ending i and 5.' adjectives and noun plus T t in the plain form, either past or negative, cari modify nouns. (See Appendix A for the patterns.) These plain forms, shown in the foilowing three examples, are also discussed in the next lesson. (See the table, p. 87.) \

ex. 1. ;d;4%7 t: t: i).

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+ «a book which was expensive"

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"a person 7

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last summern Take careful note of five sentences in the dialogue in which this type of modification pattern occurs.

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'Won't you please come?"

Some other interrogatives of the same type as tifi+ are iijld', "something," i \Td., +.

"sometime," and Y* Z ex.

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1. tiktd.

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"Give me (any kind o 0 cold drink." 2. V Z j C i t

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In addition to the information given in Lesson 4, you should observe that Z Y is a noun meaning "thing," "happening," "experience" and the pattern Z Y 6 $5 1) 2 t conveys the idea "it sometimes happens that . . . ," "there arelhave been cases of . . ." ex.

t:i\7i\ %#,%T 6f-T $-t d C . V Z ? 3 T

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"Ousually go to Osaka on the Shinkansen, but sometimes (D go by plane." 2 . 5r eL ia0r. a -fI+ra d \ i \ r % -fa Z Y ~h l ~ t , L:r ?t "Saturday is a day off, but sometimes meetings are held."

"Japanese rniddle schools teach English to (their) students, but there are some schools which teach French."

Li KEY SENTENCES

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1. Mr. Smith is a lawyer who works for ABC. 2. Kyushu is a warm region, but in winter it sometirnes snows.

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it snows (lit. "snow falls")

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EXERCISES

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