Japanese for Busy People II (Revised 3rd Edition)

!,

IL, .A\ 1 ii 1:) H'il

Regular 1

,>^^±^

ft

is

ft

A V

n< * i J : /N°-X^-iC

JOINING A CIVIC ORCHESTRA

+T't

^fz

II. Nomlnalizing Sentences

A 136

GRAMMAR

ASKING FOR TIME OFF 1 5 0

I. Giving a Reason (1)

152

II. Expressing Potentiality

154

Expressing Volition: "I Am Thinking about. . ."

166

at SELECTING A VACATION PLAN 1 6 4 . Giving a Reason (2)

I. Forming Indirect Questions

Expressing Uncertainty RESERVING A ROOM AT AN INN

168

170

182

180 . Talking about Future Events Coming into Being

184

Q U I Z 4 (Lessons 10-12) 1 9 6

''-)

TALKING A B O U T PRODUCTIVITY. 2 0 0

GRAMMAR I. Describing a Change in State (2)

202

II. Making Hypothetical Statements

204

^

COMPUTER TROUBLE 2 1 7

Q U I Z 5 (Lessons 13-15) 2 5 0

h

I. Stating the Result of an Action or Event

219

II. Indicating That an Action or Event Has Been Completed

220

III. Making Conditional Statements

222

^

G I V I N G DIRECTIONS 2 3 4

~7c

-If

I. Speaking of Natural or Habitual Results

236

II. Expressing Necessity

238

^ Talking about Traveling in Japan and Japanese Cultural Experiences s Reporting the Time and Pressing Someone to Do Something e Gathering Information about What You Want to Do or Where You Want to Go o Inviting a Colleague to Go Somewhere with You

Reading Task: $ $

7 y T — (A Balloon Tour)

79

• Kanji Practice

w

o Complaining about Your Health » Showing Concern for the Health of Others B Stating or Confirming the Progress of Preperations

^

80

:^

m

^

^±

^

^

Reading Task: C'-^ 9 TcX (Consultation)

93

Kanji Practice

94

^

li:

m

MiiiMiaw i ï ^ i M a g

READING 81 WRITING

» Talking about Someone's Personal History » Giving a Detailed Self-introduction

Reading T a s k : A ( 7 ? J i S

m

^

Ifv^H^

(Ms. Sasaki's Personal History) Kanji Practice

i

- Talking about Changes that Have Come Over a Town

«

Reading Task 1:

« Talking about an Old Aquaintance and How They Have Changed

:^

?± If- I t

^

^

^

- A X 7" ^ CO fe t v ^ T

127

(Reminiscences of a Homestay) Reading Task 2: ^

?g # !§• (The Story of Harajuku)

Kanji Practice ^

Describing a Building's Facilities Describing Your Personal Effects Describing Someone's Personality

^

128 330

B

1"

Reading Task 1: v y l / ^ >- ^ 1,i.

^T3^•^^^.

iii-xj V.'e JiistfaEfe, oH

rt-^-Zdl lr7Tt'^^•••Ö•^4^ Aft-)' i j

2-5-¥t=t;l)ll It, Usl ill!

fait

i:=t

v,,?

fi-(o)Si-ttA.

Kj.™ ti Cl d JïturJ. b-.i JitoI'M

., -

WJI ^ - I ... ? • ttet I A KÖO 0 nling. -V-tul Itou* ycJ. h'l. 1.^J' Ha irpïid .!. IS lull jTHv.-a hï.iïv-g p j

t-Ss VQ. V.r^il iv-M b! [oad? K3» Ban jitKl a is-'b!!? ïi.-liu j

Key sentences illustrating the lesson's grammar are underlined.

New vocabulary items are defined as they make their appearances.

Notes guide you through the Target Dialogue.

2 . Grammar & Pattern Practice. This section takes up the lesson's grammatical points and sentence patterns one by one, explaining forms and meanings and offering exercises for trying out the patterns. After reading the explanations, turn to the exercises to see whether you can construct sentences following the rules described. The important thing is not only to say the answers out loud but to practice actually writing them down. Answers are given in the back of the book.

I GRAMMAR & PATTERN PRACTICE

f staling mi AiUna tnleitnu and SuGiliIng Suggtitioni

I R«l(nfng (o IndsMle HSCEI, Hibisi, ct Feopl. (U Be CCHM. Ci. -Al to ccffH

bt s Q : A : 13 Compare the countries in the table and make up questions and answers based on the information given, as in the example. Consumption of wine by country (liters per capita per annum) y y y y

58.2

ifs]\^ \ i f i l

49.1

A9')T

52.7

y Q

h^^'

i^^^'

hiö^'

-r Q

:

A :

(\y

" D o i n g S o m e t h i n g to See H o w !t G o e s " You use the -fe form followed by I»

wide

9 -t'v ^

t h i n (of c l o t h , paper, etc.)

75^^900

cute

li'^-v*

thin, narrow

7}^-SIN

light, lightweight

-> y 7 V U (^1')

simple

plain, s u b d u e d

T

SPEAKING PRACTICE ^ ^

I. Trying on clotPies in a store:

customer: May I try this on? salesperson: Yes, the fitting room is over there. salesperson: How is it? customer: Do you have a slightly smaller one? salesperson: I'm very sorry, but this is the smallest size, customer: Oh. Never mind, then. ^ 1^ II. Asking for the same garment in another size: $ ^ < :

ZKH

fe^/i:

M-y-^xii

*iJi-ti-^'^\

•.

customer: Do you have the same color as this in a medium? salesperson: I'm very sorry. The mediums are sold out. They'll be coming in next week, customer: Well then, I'll come back next week. ^

III. Buying a computer:

:

' Til

J^^:.

zt:yh\t \1L^LX-f-h\9V'yyyti-^-X:"f-t)\

feLI±i^vN!±

$ ^ < :

i l - KT

fe/la^nNLi-to

customer: Do you have one with a slightly larger display? salesperson: In that case, how about this one? customer: Oh, this one is fine. I'll take this one. salesperson: Will you be paying in cash or with a credit card? customer: With a credit card. L*,^



fitting room

sold o u t

;

ov^T-f

nevermind

ll^vUÉ'f

g o / c o m e in, ë n t e r

fc'i'C

same

-f'-f X 7 ' U ^

display

m e d i u m (size)

( f e ) L l i fc o

payment

U ^ A

X

\fLi/L 9\/'y'vVil—Y

cash creditcard

25

WORD POWER I. Family:

®

o

®

@

:you

® ®

= male ®

:

®

®

I

®

I O

V

: female

®

®

• ®

® ® 'J J: 7 L ^ (C-ij J: 7 L A ) ®5C (fe5'3y

5C

X

9

fe5

from the modifying form and add T .

convenient and . . .

Examples: Z(D

^^^o: V ^

document

l± C iLZ

t i '

shirt

8)^ is the plain, present-affirmative form (to be discussed shortly)

i " . Here ^X^^i

of^Xh-oX^^t

denotes a habitual action.

(3) By using ^ X'iT, Ms. Nakamura is offering an explanation of why she is doing yoga at the company. (For the basic usages of /CX"'t, see p. 57.) •4. ^ X - o Mr. Mills is showing an interest in his colleague's unexpected answer. This is one of those expressions that comes out almost unconsciously. If you say it either with too much emphasis or indifferently, it sounds sarcastic, so be careful. 5. i : ^ . ^ X l f o T o Ti'A.il'o X is a shortened, less formal form of 5^^X(±X T < ^ V \ f r o m t h e verb ^ X i f ' J È •f", "to do one's best." Traditionally you used this expression to wish people good luck or encourage them. Nowadays, though, you use it more broadly to mean "take it easy" or "enjoy yourself."

Ü / : PLAIN F O R M S OF V E R B S ~ \ In Book I you learned the -masu form with its variations -masen, -mashita, -masendeshita, and -mashó. The -masu form represents a standard polite speech style, one that anyone can use in almost any situation without sounding rude. In this lesson you will learn about plain forms, which express another, more casual speech style known as the plain style. As the table below shows, there are plain-form equivalents for the -masu form and each of its variations. tense present aff.

plain-form equivalent

-masu form ^X

dictionary form

present neg.

-na\ form

past aff.

-ta form

past neg.

-nakatta form

Plain forms have two functions. One, as already noted, is to express the plain style, which is used In conversations among intimates (to be discussed in Unit 5) as well as In certain forms of writing (to be discussed in Unit 4). The other is to modify elements in a sentence to create a variety of semantic constructions, among them ^ T ' f presented in this lesson. As the table shows, plain forms have two tenses, present and past. However, when a plain form is used to modify another word, its tense does not indicate the tense of the entire sentence, nor does it show the politeness level of the utterance, both of which are determined by the form at the end of the sentence. There are also plain forms for adjectives and nouns H - T t . You will learn about these in Unit 3, Lesson 8 (p. 121).

52

{ O

Plain Forms of Verbs (1): Present-affirmative a n d Present-negative Tenses The conjugation table below will help you to understand how to make some of the plain forms from the -masu form. Verbs have basic conjugated forms that are useful to remember (the -na/form, the -masu form, the dictionary form, the conditional form, and the volitional form). The plain form corresponding to the present-affirmative -masu form is the dictionary form, called that because it is the form in which verbs are listed in dictionaries. The plain form of the -masen form is the -na; form. In this lesson, you will review the verb forms you learned in Book I and also learn how to make the dictionary form. You will learn about the volitional form in Unit 4, Lesson 11, and the conditional form in Unit 5, Lesson 14. As you learned in Book I, Japanese verbs are divided into three groups based on their patterns of conjugation. The following table shows how Regular I verbs change their stem vowels (a-i-u-e-o) in the various conjugations, while the stems of Regular II verbs do not change. There are two verbs that fit into neither the Regular I nor the Regular II group: ^ ( ( ) i> (dictionary form of ( i t ) and t i> (dictionary form of L i t ) . These are the Irregular verbs.

-nai form

-masu form

dictionary form conditional form volitional form

h 1

*fe9

T^Mtlf feJ; C

Regular 1

feJ:iflf

fei:r-r

l-j-Lit

lit

It-tirif

t-t9

tt,t-r

i o

iTIf

i

Licit

Ltó

L^lf

Lt>t-t 6) h ^ t / i i -

^

7) XUtir

:

8) ^ ' j i - f

->

9)

10) ^ ^ ^ U i t 11) - ^ n v i t 12) ^ i ^ v ^ i t Regular II (NOTE: R2 indicates a Regular II verb in the vocabulary below.)

13) V N i t 14)

$ i t

• (wear)

15) * > r / i t 16) T i t

-*

17) L b - < i t 18) ^ ^ i t i t 19) . ^ - t i r i t 20)

feLxit

21) ^ 9 t a i t

^

^

Irregular

22) * i t 23)

L i t

t a k e o f f (clothes, shoes)

VOCARULAIY

54

Ittcli-f

t a l k , speak

*>ytt(R2)

take (a s h o w e r )

Ti-t(R2)

c o m e o u t , leave

L t ' < i -f" (R2)

investigate, l o o k Into

[fl

A s k i n g f o r a n d Offering Explanations (1) You use L T t "f}^ to ask about another person's circumstances, and kj T t to make someone else better understand your own. To get a feel for how these constructions are used, let's take a look at the Target Dialogue again. D l X :

li^v^Ttil^o

«

Z(n

Bff,aic

* é ^ T t 7 J ^

Mills: You're early, aren't you? Do you come at this time every morning? Nakamura: No. Today I'm going to do yoga, starting right now. Here the question ending in / C T t ^ ^ ^ shows that Mn Mills wants to know the reason why Ms. Nakamura has come to the office so early. ( t ^ ' h i ) Z (7) B ^ f a ^ L T J X ) IC ($) i t 7)^ and^$n ( i ^ ^ * ^ ) ZA

<

^Hs$- A : C !>-A

A :

d o preparations

Oi^lf

guidance

teleconference

tji^X.\z \^i±itji''i. i -f (R2)

meet, welcome

customer, visitor (polite f o r m )

- t ^ T ^ ^ J - t

be e m p t y

preparation

market s h o w (someone) a r o u n d , g u i d e

"f $ É i "

go to meet

become empty

In - ' . U l ' l

/ U S A G E NOTE \ Here we summarize tlie usages of ^ T t introduced in Units 1 and 2. More detailed explanations can be found in the Notes and Grammar & Pattern Practice sections. (1) as a prelude to a request or an invitation (see pp. 18, 69) ^^^/zt

^HN/::VN^T-r^M^X|C

h')tirb^)o

(LessonZ)

I'd like to buy a yukata, but. . . (where can I find one? / will you show me where they are?) h l f z

fe^•d:^lC

^t< ^ T • t ^ ^

L J: (c

VN7^^7^

write

•• —I»

>»

>«

J:

if

Si

Li read

I'

1^ ifi PI

country

y; •

•ttALci-j ^!•^lf-:> ahead

Fill in the blanks with the appropriate particle. 1) «

BfJJ (

2)

$ iVXv

f

3)

ti-tC

5fi*(

4)

^^-tf-Tt^^ ( W <

5) ^ 0

(II

Z(D

ZÏ

3)

*ovN

4)

(fX$

5) htztf}'

^'fz^

.

n

t

41=

*)7)^^^Ï7

baby

~

(, \

years o l d (counter f o r a person's age)

L i

•?

I ^ X.

3 •) fJ) •)

~ U rt) •)

106

elementary/primary school t h e entire house, t h r o u g h o u t t h e t i o u s e t h r o u g h o u t (suffix)

liv'

L/c

<

' j . - V N T t c

PRACTICE 1 WORD POWER I. Life:

• •00 p 00 0 p

a

D

•

0

D D D

Q

•

D

•

P

D D

D

tj

•

a

D

D

m M

rr-rm

rm

^

7 É ^-5 (R2) \Z\t, n-h^ {-f i |Crt)'7'5'^<

LItA* Lit A

D O O D

O a a a

•7lt'i>(R2)

9lt-S(R2)

Ltji-) LJ: {-th

be born L 9 L J: < getting a job enterschool T A L j : < - f - 6 changejobs entrance into school X LV. t { changing jobs takeanexam t z ^ ^ L l i - f i retire test, exam /cV^LJ:< retiring receive CA^ih6LT-t.

t o

^

ZLK'^tl>l

K^

If*

flower

m xhW

rice field

'

s,^

^

Fill in the blanks with the appropriate particle.

1)

(

2)

-tic. # ^ ± ^ (

3) ^Ai±

)

i'f^jiLtzo

-t^TLfco

A :^ (

)

4) i y i / . r : T (

)

5) X ^ X ^ ^ (

)

^ i ^ i L^^co ^j^-'j/c^^Tto ^i^/c

jtx;Kl

^b/btLr^

'([DO/ 'Change the form of the word given in parentheses to complete the sentence in a way that makes sense.

1) 9 ^ ^

(

2) fern, r-^'t 3) C C i c

)

Uit

/-Jit

I fzr'% 1

(

(

) ^$.^^T

4) - 7 ; ^ ^ y ^ ^ ( ±

^fpic

^ x y ^ Lite

(Tit)

) 4- 'J i L /co (V H N T t ) ^^v^^

(

U6^'tlfzo ) Y

( f t t )

toTvNiL/co

(^T^it)

5) 4mi mz:iiLt H i * *

146

(

)

m^r l: i-h

h^)t^Lxi/z.

i-k^tir) f:

[^[I^

Choose the most appropriate word or phrase from among the alternatives (1-4) given.

^) hfzhl^'Xiy^'

(

l.êLtfiX

)

hfz^)li

Z 1 L c i ;

b e g i n n i n g level

w a y of

i-fz

apply

i n g (suffix)

humor

visit f o r e d u c a t i o n a l purposes, field t r i p

It A'S'<

*

(A^f:) -;i L ^

go/come out put out

LVf

J:

^ ^ ^ ^

T

- 4' in advance

J: Tv>

fix

R

r

»

—>

n>

.i.ft

eye

7

tl-oi-z,

last part

i-u

1

)

r 7 '

TO

TO

u

VV \

think

TO

/'

' • >

TO

-I

It is lunchtime. Ms. Martin is looking at travel brochures.

H

' ' ' '

•7;iy

y :

i^M^

m i t

L J ; ? ^

m-oX^^h/iri-o

- . p . 168

T i c

l^7|v:

X^^->tzh.

VN^NL.

^ i f z L K

^ f ^ / i V N l

O

(T^'jitcto

Work has finished, and Mr Suzuki and Ms. Martin are at a cyber café, looking at the website of a traditional Japanese inn. z z \ t

-7)19

y

:

^"-7 T - r ^ \

^PM^^b

vN^NT-r^o - f l ^ T ^ - S ^ ^ ^ ^<

^

<

Yli-^-

^ x i t J l o Mv^TAÉi-Q «

- p . 170

Suzuki: Marie, are you going on a trip? Martin: Yes, I'm thinking of traveling with my parents. Suzuki: Where are you going? Martin: That's just it. There are so many places I want to go, I'm at a loss. Kyoto would be nice, but I also want to go to Kobe . . . Suzuki: If you'd like, I'll give you advice. Martin: Really? That would be a great help. . . . . . .

J

Suzuki: How about this place? You can see cherry blossoms from the rooms. Martin: Very nice. I'll ask if I can make reservations. 164

VOCABULARV

LJ; 7

~ L

~ L

^ 7

/cXic



2)

Hfp^^<

3)

i-tirAo

tv^TV^ito

A) h - 3 If-P

9 : 3 0

fe#^

Aiht f;\

T

1 0 : 3 0 1 1 : 0 0

A

U to-^-h-'h%f < ( 1 Bff^^) 4 , used in place o f t h e -fe f o r m in w r i t i n g )

UNESCO

iy-X'y

season

called . . .

mountain climbing

movement

challenge

however

Edo p e r i o d ( 1 6 0 3 - 1 8 6 7 )

be realized

age, period

t h e reason w h y is because.. .

IC

far a w a y

Ti-

m\

material, subject m a t t e r many (of people)

«« •7

— T

certainly

IC

z:^

regrettably trash

mania

people V-Zlft

beautiful

•7 0< - > +

y

9

y

x

chance at a p e r f e c t p h o t o m o r n i n g sun

how

m # X i1Xt»<

m

take back

-2) (R2)

think about

cover ( w i t h )

environment T i X S i •)

change '^X,

Ti-

WM

problem

/ S T Y L E NOTE \ Up to this point you have seen plain forms used in a variety of sentence structures where they have acted as modifiers. Used in this way, plain forms have no effect on sentence tense or polite¬ , ness level. Another usage of plain forms is in the sentence-final position. In both spoken and written Japanese, plain forms appear frequently at the ends of sentences, where they indicate tense and, in the case of spoken Japanese, add an air of casualness.to what is said. The sentences in the reading task at left, you might have noticed, all end in the plain style. This is typical of written Japanese, which with the exception of letters and essays usually requires plain forms.

KANJI PRA mt

i

public buUding

it

1 r If If If 1

f

i

1 'i :

^ 7 fl

)0t y

y

stay overnight

r

>

yen

tn

mind meaning

194

v>

11

y p

^5f^

li

electricity

1. •

lit

speak teU

P

PU

Ü

pi

p ^

p n

P

—>

v>iSliX

5 ^

^ # L/c(7)

3. T l ±

^Iftlc

ttib^i-f'J^

B:(

) Li*V:t,j;9T

A : (

)

1.

(±

^HTJ^I;,"'

3) A : t t t O j l c A : (

4. i - f

Hi btL^j-nNATto

^if-^Tlc

LiLj:9o

2.^H^j.^b (;)(fo/c

)

3.

IJi^^"

4. TcL/^Mc *)'ji-t^\

L iic

^.^M-h^^''2.^^X-\t

'ijitliio 3. i f

4. i / c

l ^ P ' Change the form of the word given in parentheses to complete the sentence in a way that makes sense.

1) - 7 ; ^ ^ y ^ ^ ( ±

BM^-b'

(

) ^\

ic liA r

2)

/:^LJ;9BlC

3)

(

4) ^ L / c I l ( 5) 1 OHfIC ( U

196

lit

7:7-F^(

). J^i^Hi-tf-Ao ) )

(l§Lit) ) ^

o T o i - f c (fe < 'J i t )

(7^^vNTt)

L>}ti-tf^o (^JóT-t) ^ l i ^ iê*^ito (tt'Ui-t) -iH^ S'

liC

•ij^'i

Choose the most appropriate word or phrase from among the alternatives (1-4) given. fi tx

2)

3)

A:

Z