Escolar Documentos
Profissional Documentos
Cultura Documentos
afrmative Non-past N
negative N
BASIC
Examples
3. I am Nakayama.
4. Nakayama-san is a Japanese.
Grammar Notes
A. N is afrmative. N negative. is N is interrogative. (Examples 1,2,6) B. You can state N1's name, grade/form, nationality, or age using the patternN1 N2 . (Examples 3~5) C. The Answer to the question N1 N2 can have variations. (Examples 6~10) D. In cases when it is understood what N1 is,N1 is sometimes omitted. (Examples 6~10) E. inN1 andis pronounced as "wa".
EXPANSION
1
Examples
11. A: I am Kimura.
13. A: What did you have to eat this morning? B: I had bread and fruit.
B: 4 Until 4 o'clock.
Grammar Notes
F. You can conrm what the speaker said by partly repeating what s/he said by saying N . (Example 11) G. When the answers being sought is N and the answers to the question are in the forms , you can reply with N . (Examples 12~14) To the Teacher is a particle. N1 represents the topic, and N2 the explanation about N1. is In the spoken form, N often becomes N . N andN are polite expressions.
Activities 1-4 What is the time? 1-5 What is your favourite thing? 1-6 Introducing Myself
S-02
BASIC
Examples
4. A: Do you like swimming? B: 2. No, I don't. I don't like sports. 5. A: 3. A: What do you like? Tanaka-san, do you like tennis? B: B: I like apples. Yes, I do. 6. A: Which subject do you like? 1. I like music.
B: I like mathematics.
Grammar Notes
A. This pattern is used for stating N1's likes and dislikes. (Examples 1~6) B. In the cases when it is understood what N1 and N2 are, N1 N2 are and sometimes omitted. (Examples 3~6) To the Teacher a adjective. is In the spoken form, often becomes. is another way of asking.
Activities 1-3 What is your favourite number? 1-5 What is your favourite thing? 1-6 Introducing Myself
P-01 ( and )
BASIC
Examples
Grammar Notes
A. used for connecting nouns. (Examples 1~4) is B. Nouns combined with can be used as a single noun in the sentence. (Examples 1~4) To the Teacher a particle. is When connecting sentences, or V form are used.
Activities 1-3 What is your favourite number? 1-5 1-6 What is your favourite thing? Introducing Myself
P-02
( point of time )
N: hour, time
BASIC
Examples
2. 11 I go to bed at 11 o'clock.
B: 7 I get up at 7 o'clock.
Grammar Notes
A. indicates the time an action takes place at N. (Examples 1~4) B. N indicating the time could be in terms of hours, days or dates. (Examples 1~4)
EXPANSION
Examples
5. 6 15 We had a soccer match on the 15th of June. 6. A : When will you play tennis? B: I will play tennis tomorrow.
B: I watched a movie.
Grammar Notes
C. indicates the time an event takes place. (Example 5)
D. Such words as or can be followed by. (Examples 8,9) E. cannot be preceded by words like or the interrogatives. (Example 6) F. There are cases when the days of the week are sometimes not followed by. (Example 7) To the Teacher a particle. is
Related items P-07 P-15 P-18 P-21 P-26 (location) (purpose) (frequency per unit) (goal) (indirect object marker)
P-03
BASIC
Examples
1. 3 3 I am a third-year student. Tanaka-san is a third-year student, too. 2. I like bread. I like rice, too.
Grammar Notes
A. indicates that there is the similar object beside N1. (Example 1,2) B. N andare replaced by. (Example 1,2)
EXPANSION
Examples
5.
I play tennis with Tanaka-san every week. Sometimes, I also play with Kimura-san.
Grammar Notes
C. N is replaced by . (Example 3) D. can be attached to the particles . (Examples 4~8) To the Teacher a particle. is In the case that the assumption is shared by common sense or culture, it is not revealed.
P-04
BASIC
Examples
3. A: 1. A: Is Nakayama-san a university student? Is studying interesting to you? B: B: Yes, it is. Yes, s/he is. 4. A: 2. A : What time do you get up? Do you like fruits? B: B: 8 No, I don't. I get up at 8.
Grammar Notes
A. Placingat the end of the sentence creates interrogative sentences. (Examples 1~4) To the Teacher a particle. is Intonation of interrogative sentences is a rising tone.
Activities 1-4 1-5 1-7 What is the time? What is your favourite thing? What time do you get up?
10
V-01
Time
BASIC
Examples
B: 7 I get up at 7.
B: 4 30 It's 4:30.
Grammar Notes
A. Number + indicates the time. (Examples 1,3) B. The ways of reading :30are . and (Examples 2,4)
12
EXPANSION
1
Grammar Notes
D. How to say
Ex. 10 15
7 3 1 To the Teacher Pay attention to the pronunciation for 4:00( ), 7:00( ), and 9:00( ).
Activities 1-2 Numbers 1-4 What is the time? 1-7 What time do you get up?
13
S-03
afrmative Non-past V
negative V
BASIC
Examples
Grammar Notes
A. V is afrmative, negative, and is interrogative. is (Examples 1,4) B. This pattern indicates a present habitual action. (Examples 1,2) C. This pattern indicates the current status/condition. (Examples 3,4) D. In cases when it is understood what N is, N is sometimes omitted. (Examples 2)
14
EXPANSION
Examples
Grammar Notes
E. This sentence pattern indicates a future plan or intention. (Examples 5~7)
Activities 2-2 2-4 2-7 2-8 2-9 Do you have a pen? Beside Me. Where is it? Is the book on the desk? There is a bag on the desk.
15
S-04
N N
: living creatures
BASIC
Examples
1. 1 2 The classrooms for the rst year students are in the second oor.
B: It is on the table.
B: It is in the box.
Example 6
16
Grammar Notes
A. indicates the existence of inanimate things. (Examples 1,4,6) B. indicates the existence of living creatures. (Examples 2,3,5,7) C. This pattern is used for asking or explaining location of inanimate things or living creatures. (Examples 4~7) D. When asking about the location, used. (Examples 6,7) is E. In cases where it is understood what N1 is, is sometimes omitted. (Examples 4~7)
Activities 2-7 2-8 2-10 Where is it? Is the book on the desk? My School
17
S-05
N N
: living creatures
BASIC
Examples
4. There is Tanaka-san.
9. (When you want to borrow something) A: Do you have a pen? B: Here you are.
10. (When you want to take a look at an item or want to buy one at a shop)
Example 7
18
Grammar Notes
A. indicates the existence of inanimate things. (Examples 1,2,5,7) B. indicates the existence of living creatures. (Examples 3,4,6,8) C. This pattern is used for asking or explaining the existing place of inanimate things or living creatures. (Examples 5~8)
D. When asking about an inanimate thing or living creatures,is used whileis used for people. (Examples 7,8) E. A request can be indicated with the pattern .(Examples 9,10) F. In cases when it is understood what N1 is, 1 is sometimes omitted. (Examples 5~8)
EXPANSION
Examples
Grammar Notes
G.N indicates the possession. (Examples 11~13) H. N indicates that events or incidents took place. In this case, is used for indicating the place of the event or the incident instead of . ( Examples 14~16) To the Teacher In the sentenceN that expresses a request,is often omitted as in N.
Activities 2-2 2-4 2-9 Do you have a pen? Beside Me There is a bag on the desk
19
P-05
BASIC
Examples
7. 9 Tomorrow's exam will be from 9:30. 8. A: Whose bag is this? B: That's mine.
10. 100 Can I have three of the one's for 100 yen?
Grammar Notes
A. connects a noun with another noun. (Examples 1~9) B. modies N2. (Examples 1~9) C. indicates that N1 is the owner of N2. (Examples 1,8) D. indicates the location. (Examples 2~4) E. indicates that N1 is specic kind of N2. (Examples 5,6,7,9) F. In the cases of C and E, if N2 is identied and understood in context, N2 can be omitted. (Examples 8~10)
20
EXPANSION
Examples
12. In Japan, we have four seasons: spring, summer, autumn and winter.
Grammar Notes
G.indicates that N1 is afliated with N2. (Example 11) H. This sentence pattern indicates that N1 is an attribute of N2. (Examples 12,13) To the Teacher a particle. is
Activities 2-4 2-6 2-7 2-8 2-9 2-10 Beside me Whose is it? Where is it? Is the book on the desk? There is a bag on the desk. My School.
21
P-06
N: destination, direction
BASIC
Examples
B: 8 I'll go at 8.
B: No, I won't.
Grammar Notes
A. indicates that N is the destination or towards what direction one is moving. (Examples 1~4) B. pronounced as "e". is
To the Teacher a particle. is You can use (point of return) instead of . The following are verbs in the syllabus of the Japanese Language Prociency Test (JLPT) Level 4 that can be used with .
(to go) (to come) (to return) (to go out) (to go/come
22
P-07
(location)
2
BASIC
Examples
Grammar Notes
A. is used with the verbs or and indicates the place where N2 is located. (Examples 1~4) B. used in the pattern, N1 N2 , also indicates location. (Example 4) To the Teacher a particle. is When N1 is an incident or an event, the particle for the location used for is indicating the place of the incident/event. (cf.P19)
Related items P-02 P-15 P-18 P-21 P-26 P-11 ( point of time ) ( purpose ) ( frequency per unit ) ( goal ) ( indirect object marker ) ( location )
Activities 2-4 2-7 2-8 2-9 2-10 4-5 Beside Me Where is it? Is the book on the desk? There is a bag on the desk. My School Where?
23
V-02
= the speaker
= the listener
[gure 1]
[gure 2]
BASIC
Examples
What is that?
Example 4
24
8. A: What is this poster for? B: This one? This is a poster for a concert.
Example 8
Grammar Notes
A. refers to the specied objects. (Examples 1~8) B. When you ask for unidentied things, used. (Examples 7) is C. When the speaker is in a different domain from the listener, are categorized as in gure 1. (Examples 4~7) D. When the speaker is in the same domain as the listener is, are categorized as in gure 2. (Example 8) To the Teacher are demonstratives. Please see Appendix-2 Demonstratives (p.259) for a summary of demonstratives.
25
V-03
= the speaker
N
= the listener
N N
[gure 1]
[gure 2]
BASIC
Examples
6. (Looking at a photo)
A: Sensei, is that kanji read as "go" B: This one? Yes, it is. 5. A: Whose bag is that? B: Which bag?
Example 6
26
Example 7
Grammar Notes
A. refers the specied objects. (Examples 1~7) B. N is used when asking which one is the specied objects. (Example 5) C. When the speaker is in a different domain from the listener, is categorized as in gure 1. (Examples 4,6) D. When the speaker is in the same domain as the listener is, is categorized as in gure 2. (Example 7) To the Teacher are demonstratives. (Examples 1~7) Please see Appendix-2 Demonstratives (p.259) for a summary of demonstratives. Take note of the word order in cases when N is modied with adjectives.
27
V-04
[gure 1]
[gure 2]
BASIC
Examples
Example 7
28
?
2
Example 8
Grammar Notes
A. refer an specied places. (Examples 1~8) B. is used when you ask about unknown places. (Example 6~8) C. When the speaker is in a different domain from the listener, is categorized as in [gure 1]. (Examples 1,2,3,6,7) D. When the speaker is in the same domain as the listener is, is categorized as in [gure 2]. (Example 8) To the Teacher are demonstratives. Please see Appendix-2 Demonstratives (p.259) for a summary of demonstratives.
29
S-06
A AN
negative A AN
BASIC
Examples
B: No, it isn't.
3. A: Is supermarket big?
B: Yes, it is.
Grammar Notes
A. You can describe the nature, characteristics (colour, shape, size, etc) and the condition of N using this sentence pattern. (Examples 3~5) B. You can express the opinion and the impression of the speaker about N. (Examples 1,2,6) C. When you ask for the opinion or the impression about something, the question could be . (Example 6) D. When it is understood in context what N is, can be omitted. (Examples 1~6) E. adjectivehas an exceptional conjugation. afrmative negative
30
To the Teacher Japanese adjectives fall into two categories. The ones ending with for modifying nouns are called -adjectives(A), and the ones ended with are called -adjectives (AN). Negative forms areA andAN . In the spoken form,AN often changes intoAN . Please note that -adjectives (in the syllabus of the Japanese Language Prociency Test Level 4) are not -adjectives. When asking about the state of things, such as shape or colour, N is used. is never used. So, be sure not give the following example:
A: B: .
Activities 3-5 3-7 3-8 Adjective Bingo Is it new? What kind of shop is it?
31
S-07
A AN N
BASIC
Examples
Grammar Notes
A. A AN modies N. (Examples 1~8) B. A AN denes N by showing N's nature or characteristics such as colour, shape, size and so on. (Examples 1~8) C. When asking about N's nature or characteristics, you can ask with N. (Examples 5,6,7,8,10) D. In cases when it is understood what N, modied byA AN is, can be used instead of N. (Examples 9,10)
32
To the Teacher Japanese adjectives fall into two categories. The ones ending with modifying nouns for are called -adjectives(A), and the ones ended with are called -adjectives (AN). In cases when two or more words are used to modify a noun, take note of the words in relation to the modications.
modiesC D .
Activities 3-5 3-6 3-9 Adjective Bingo What sort of bag is it? What do you want?
33
S-08
BASIC
Examples
B: 1200 Here you are. That will be 1200 yen. 3. A: Can I have a hamburger and a salad, please? B: Sure.
Excuse me, could I have a map of this town? B: Sure, here you are.
Grammar Notes
A. N is used for shopping. (Examples 1,2) B. N is used for ordering something in a restaurant. (Examples 3,4) C. N is used when the speaker politely asks the listener for something which is for the benet of the speaker. (Examples 5,6)
34
EXPANSION
Examples
Grammar Notes
D. N is used to ask for something that the speaker wants to get and which the speaker has a right to request. (Examples 7,8)
To the Teacher When shopping or ordering in a restaurant, is sometimes omitted. N indicates the object. (See p.38) N is used in a situation or in the context or the relationship in which someone obviously has right to ask for something. So, be careful when choosing the situation or the context for practice. For conversations between the students and the teacher in the classroom, it would be advisable to use only N in order to avoid confusion.
Activities 3-2 3-4 How many do you want? At the Hamburger Shop
35
S-09
BASIC
Examples
3. (Looking at a catalogue) A: Which one do you want? B: I want this one and that one.
Grammar Notes
A. is treated like an adjective. The conjugation is the same as other adjectives. B. This sentence pattern expresses the speaker's desire to have something. (Examples 1~4)
C. You can ask the listener's wish with the form N . (Examples 2~4) D. In cases when it is understood what N is, N can be omitted. (Example 4)
36
To the Teacher This sentence pattern cannot express the wishes of the listener and the third person. It is rude to ask N to elders and one's superiors. You can express what you want and can ask for something with the formN . In this case, what you want should not be something special, and the person whom you ask it from is someone who is expected to be able to provide what you want.
A:
B:
2 A:
B:
When what you want is an object,N is used, and if what you seek is a form of action, V is used.
37
P-08
BASIC
Examples
1. I eat a hamburger.
3. C D I buy a CD.
B: No, I won't.
Grammar Notes
A. is used with verbs that express action such as and indicates that N is the object of the action.Examples 1~6 B. is pronounced as "o".
38
To the Teacher is a particle. In the case ofN ( verbs), N is also acceptable unless the noun accompanied by is not in the same sentence. verbs in the syllabus of the Japanese Language Prociency Test Level 4 are as follows:
Correct usage
Incorrect usage
Activities 3-2 3-3 3-4 How many do you want? I'll have a hamburger, please At the Hamburger Shop
39
P-09
BASIC
Examples
1. While shopping
2. (While shopping)
A:
A: How much?
Grammar Notes
A. in the structure chart1indicates that N is the number or the quantity that serves as the measure for calculating an amount. (Examples 1,2)
40
EXPANSION
Examples
Grammar Notes
B. in the structure chart (2) shows that N1 is limited to the situation or range. (Examples 3~5)
If the number that serves as the unit of measure is1such as 100 , is not used.
Related items P-11 P-17 P-27 V-06 (location) (means/ingredients) (cause/reason) Counters
41
P-10
BASIC
Examples
4. (At a restaurant) A: A sandwich and a juice please? B: A sandwich and a juice, right?
2. A: 5. A: Did you use a new computer? This is Tanaka-san's wallet, right? B: B: No. No, it's not. A: 6. A: It's handy. This is a Japanese newspaper, isn't it? 3. A: B:
Grammar Notes
A. andare attached to the end of a sentence.Examples 1~6 B. is used when the speaker provides the listener with information that s/he does not know about. Examples 1,2,3,5,6 C. is used for conrming whether the information or awareness of the speaker is the same as the listener's one.Examples 4~6
42
EXPANSION
Examples
7. A: Donuts of that shop are delicious, aren't they? B: Yes, they are.
Grammar Notes
D. is used to show the speaker agrees with the listener, or is for asking for the assent of the listener. (Examples 7,8) To the Teacher andare particles.
Activities 3-3 3-4 3-8 5-4 Ill have a hamburger, please. At the Hamburger Shop What sort of shop is it? It was delicious.
43
V-05
Number
10 20 30 40 50 60 70 80 90 100
100 200 300 400 500 600 700 800 900 1000
1000 2000 3000 4000 5000 6000 7000 8000 9000 10000
44
To the Teacher Units more than 10,000 are as follows. 100,000 1,000,000 10,000,000 100,000,000
10,000 10,000,000 100,000,000are read as respectively. 1,000is calledas well. The numbers4 7and9have two different ways of reading. Deciding which reading to be use depends on what kind of object is to be counted. Please see V-01 Time (p.12), V-06 counters (p.46), Appendix-5 Counters (P.268). Please note that the pronunciation of some numbers change (printed in oblique letters in the chart) Take note of common mistakes such as: 10 100
Activities 3-1 3-2 3-3 3-4 How much is it? How many do you want? Ill have a hamburger, please At the Hamburger Shop
45
V-06
Counters
: number
: counters
BASIC
Examples
3. ( When ordeing )
4. (When ordering)
46
Grammar Notes
A. number countersindicates quantity. B. Deciding which counter to use depends on the shape or the qualities of the objects to be counted.
C. Things to be counted and the number are placed in the following order. (Examples 1~10)
D. The way of countingis different from other counters. Numbers greater than 10 are counted as .Examples 3,4,11 To the Teacher When asking the amount of quantity,can be used instead of
the interrogatives , etc. Please note that particles should not be placed after counters. Be careful of the word order when expressing the number and the object to be counted. For example, be aware avoid saying . 3 Pay attention to the changes in pronunciation of some numbers and counters. See Appendix-5 Countersp.268. Teachers are advised to teach only the necessary counters.
Activities 3-2 3-3 3-4 How many do you want? Ill have a hamburger, please At the Hamburger Shop
47
S-10
negative
BASIC
Examples
2. A: Do you watch the news on TV every morning? B: No, I don't watch it very often.
Grammar Notes
A. V indicates that an action is not done frequently. (Examples 1, 2) B. A and AN indicates that the level or quality is not very high. (Examples 3, 4)
48
EXPANSION
Examples
7. A: Did you understand the lesson? B: No, I didn't understand it very well.
8. B: We don't have many tall buildings in the town where I live. No, not so much.
Grammar Notes
C. V indicates that an action is not done frequently. (Examples 5~8) To the Teacher In spoken form, sometimes becomes. Take note of the conjugation of adjectives as in A .
49
P-11
( location )
BASIC
Examples
1.
Grammar Notes
A. is used with verbs indicating action such as , and indicates that N is where the action takes place. (Examples 1~3) B. is used with verbs such as, and indicates that N is the place where an event or an incident occurs. (Examples 4,5)
50
EXPANSION
Examples
Grammar Notes
C. indicates the time when an action is carried out. (Examples 6,7) To the Teacher is a particle.
Activities 4-5 4-6 4-7 4-9 7-5 Where? Tanaka's day A Typical Week in Ito's week Crossword Puzzles Where?
51
P-12
BASIC
Examples
Grammar Notes
A. indicates that N1 is the starting point if N1 is a word that expresses time. (Examples 1~5) B. indicates that N2 is the ending if N2 is a word that expresses time. (Examples 1,2,4,5) C. It is not necessary to use bothN andN . (Example 3)
52
EXPANSION
Examples
4
Example 6
Grammar Notes
D. indicates that N1 is the beginning of the range if N1 is a word that expresses location. (Examples 6~8) E. indicates that N2 is the end of the range if N2 is a word that expresses location. (Examples 6~8) To the Teacher andare particles.
Activities 4-7 7-5 7-6 7-8 A Typical Week in Ito's Life Where? From home to school What is the best tour to take?
53
P-13
( and )
BASIC
Examples
Grammar Notes
A. This sentence pattern can connect several nouns together. (Examples 1~5) B. is used for showing a number of relevant items as examples, and implies that other relevant items exist. (Examples 1~5) C. The nouns joined bycan be used as a single noun in the sentence. (Examples 1~5) D. This sentence pattern can be used in the formN1 N2 . (Examples 2,3)
To the Teacher is a particle. The difference of withis in whether all of the relevant items are to be mentioned or not. Be aware thatis used for people, not.
54
V-07
Duration
1 2 3 4 5 6 7 8 9 10 ?
BASIC
Examples
3. 7 1 I have supper around 7 o'clock everyday. Then, I watch TV for about half an hour.
56
Grammar Notes
A. andexpresses the duration of time. (Examples 1~7) B. When asking for the duration of time, can be used in place of
andare counters.
Please note that the pronunciation of some numbers change (printed in oblique letters in the chart)
Activities 4-3 I have about seven hour's sleep 4-6 4-7 Tanaka's Day A Typical Week in Ito's Life
57
V-08
: Duration
: Hour
: Amount of money
: Quantity
BASIC
Examples
B: 30 About 30.
Grammar Notes
A. indicates an approximate duration, price and amount. (Examples 1~3) B. indicates an approximate time. (Examples 4,5) C. is attached after the time. However, it can be omitted in the case of the time (Examples 5) D. Interrogatives asking for the duration, amount of money or quantity can be followed by , and interrogatives asking for the time can be followed by. (Examples 1~4)
58
EXPANSION
Examples
Grammar Notes
They cannot be used with time expressions such as . The numbers followed byorare normally numbers that do not include
Activities 4-2 4-3 My Day I have about seven hour's sleep 4-6 4-7 Tanaka's Day A Typical Week in Ito's Life
59
S-11
negative V V
BASIC
Examples
B: I cleaned my room.
B: Yes, I did.
Grammar Notes
A. This sentence pattern expresses a past action. (Examples 1~3) B. This sentence pattern expresses that an action has been completed. (Examples 4,5) C. In cases when it is understood what N1 is,N1 is sometimes omitted. (Examples 2~5)
60
EXPANSION
Examples
6. There was a big tree near the gate of the school long time ago.
Grammar Notes
D. This sentence pattern indicates a condition or the state of things in the past. (Examples 6,7)
To the Teacher As V often indicates that the action has been completed with, it should be taught before teaching .
Activities 5-2 5-4 5-5 5-6 Did you watch television? It was delicious The Holidays Letters
61
S-12
A AN
BASIC
Examples
3. I met Tanaka-san the day before yesterday. S/he wasn't looking very good.
62
Grammar Notes
A. The sentence pattern is used to express the nature or the characteristics of N. (Example 1) B. This sentence pattern indicates a condition or the state of things in the past. (Examples 2,3,6) C. We can state the speaker's opinion or impression about an event or an incident in the past. (Examples 4,5,7) D. We can ask the about a condition or a state of things in the past with the pattern N . (Example 6) E. We can ask for opinions or impressions about the past asking with the patternN . (Example 7) F. The conjugation of the the adjectiveis exceptional. afrmative Non-past Past negative
To the Teacher Japanese adjectives are categorized into two kinds. Those ending with are called adjectives(A), and those ending withare called adjectives (AN). In the spoken form,AN often becomesAN . For the negative forms, there are alsoA andAN . Be sure not to confuse the adjectives (in the syllabus of the Japanese Language Prociency Test Level 4) as adjectives.
Activities 5-3 5-4 5-5 5-6 Was it fun? It was delicious The Holidays Letters
63
S-13
negative AN AN
BASIC
Examples
1. It was ne yesterday.
B: No, I didn't.
Grammar Notes
A. N2 provides a description about the past of N1. (Examples 1~5) B. When it is understood in context what N is, can be omitted. (Example 5) To the Teacher In the spoken form,N often takes the formN . N andN are polite expressions.
64
S-14
BASIC
Examples
Grammar Notes
A. V can be made by taking outfromV like. B. This sentence pattern is used for inviting someone to do something together. (Examples 1,2) C. This sentence pattern is used when accepting an invitation. (Examples 3,4) To the Teacher This sentence pattern is used for expressing the speaker's wish. V might sound slightly pushy as it only makes the speaker's intention known without asking the sentiments of the listener. Therefore, this is best asked if the possibility of the listener's acceptance of the invitation is high. By comparison,V and,V is more polite than because the speaker is asking the listener's feelings. V can be used for instructions.
(When the teacher begins the lesson) Let's begin. It is best to teach the formV as an answer to an invitation, together with the teaching ofV .
65
S-15
BASIC
Examples
4. A: Do you want to come to my house tomorrow? B: Thanks for the invitation, but I won't be available tomorrow.
5. A: Do you want to go see a movie? B: Sorry but I will have a part-time job.
Grammar Notes
A. V can be made by taking outfromV like . B. This sentence pattern is used for inviting someone to do something together. (Examples 1~5) C. When accepting invitations, the answers are as follows: (Examples 1,2) V V Yes. Let's V Yeah. Let's V
V That's a good idea. Let's V D. When declining invitations, the answers are as follows:
66
To the Teacher V is used to ask the listener whether s/he intends to perform an action which the speaker mentions. This is more polite than the expressionV which reveals only the speaker's feeling. The expression for acceptance and refusal is not fixed. Therefore, teachers should introduce a variety of patterns.
Activities 5-7 Would you like to go to the movies? 5-8 5-9 Invitations Posters
67
P-14
( with )
BASIC
Examples
4. I talked with a friend of mine over the phone. 5. A: With whom did you play tennis?
Grammar Notes
A. indicates that N is the partner in doing something. (Examples 1~5) B. When asking who the partner is,is used. (Example 5) To the Teacher is a particle. can be replaced with . However, it is not applicable to cases that
I fought junior high school students with friends of mine. (= My friends and I fought with junior high school students.)
68
Activities 5-5 5-6 5-7 The Holidays Letters Would you like to go to the movies? 5-9 Posters
69
P-15
( purpose )
: Hour N: purpose of movement V1: an action which serves as the purpose of movement V
BASIC
Examples
1. 5. A: My father will go shopping at a department Where are you going? store tomorrow. B: I'm going to the park. 2.
B: To play basketball.
Grammar Notes
A. V1 can be made by taking out fromV as in . B. indicates that N and V1 are movements with purposes. (Examples 1~5) C. If N or the place where the action indicated by V1 is taken, i.e. the destination of movement is expressed, the particle used. (Examples 1,2,4) is
70
To the Teacher is a particle. N should be nouns related to the action. List of nouns in the syllabus of the Japanese Language Proficiency Test Level 4:
name of sports etc. V2 should be a verb which expresses movement. List of verbs in the syllabus of the Japanese Language Prociency Test Level 4:
The destination is also the place where the action is taken. However, be sure not to use the particle .
5
Related items P-02 P-07 P-18 P-21 P-26 (point of time) (location) (frequency per unit) (goal) ( indirect object marker) 5-8 5-9 Activities 5-5 5-6 5-7 The Holidays Letters Would you like to go to the movies? Invitations Posters
71
P-16
(conjunctive)
BASIC
Examples
4. 1. A: How do you nd Japanese? B: Whereas I drink cola, Tanaka-san drinks It is difcult, but interesting. juice.
2. Although Hayashi-san often talks with his/her friends on the phone, s/he doesn't really do so with his/her family members.
Grammar Notes
A. connects S1 and S2. B. InS1 S2, indicates that S1 and S2 are in contrast to each other. (Examples 1~5)
72
EXPANSION
Examples
6. A: Sensei, I would like to use the gymnasium next Saturday. May I? B: Sure.
A: This is Kobayashi of Tokyo senior high school. May I please speak to Kenji-san? B: Certainly.
10. (On the phone) A: Is Kenji-san in? B: Kenji is not here now. A: Well, I'll call him later.
Grammar Notes
C. S1 is a supplementary explanation to S2, and it can be introductory remarks . (Examples 6~9) D. You can give a turn to the listener by omitting S2. (Example 10) To the Teacher is a particle. In cases when N1 and N2 are the same,N1 may be omitted. Also, in cases when it is understood what N1 is,N1 is sometimes omitted. In the spoken form, oris used for connecting sentences instead of
73
S-16
BASIC
Examples
Grammar Notes
A. V is used for politely giving instructions or orders. (Examples 1~3) B. V is used for requesting something to be benecial to the speaker in a polite manner. (Examples 4,5)
To the Teacher When you want to limit the agents of the action, this can be indicated by adding.
Second year students, please come to school at 8 tomorrow. V is a form of question whether the listener accepts a request or not.
74
Activities 6-2 6-3 6-4 9-2 9-5 I am the teacher Please could you? Please write your name Please do not use a pen Take care of yourself
75
S-17
BASIC
Examples
B: Yes, go ahead.
4. A: Can I borrow a word processor? B: I'm sorry, but (I don't think that's possible).
Grammar Notes
A. V is used for asking permission from the listener. (Examples 1~5) B. When you allow something to be done after being asked, the replies are as follows. (Examples 1~3) Yes. Yes, you can/may. Yes, go ahead.
C. When you don't allow something to be done, the replies are as follows. (Examples 4,5) No. I'm sorry, but.
76
To the Teacher stronglyare worded refusals and are often used in cases where something is not allowed based on rules or laws.
B: No. Please don't . V is an item in the syllabus of the Japanese Prociency Test Level 3. V is an expression for giving permission.
77
S-18
A AN V
BASIC
Examples
Grammar Notes
A. A andAN modify V. (Examples 1~6) For modifying nouns adjectives(A) adjectives(AN) N N For modifying verbs V V
B. Adverbs express the appearance of an action. (Examples 1~3) C. Adverbs express the appearance as a result of an action. (Examples 4~6)
To the Teacher A AN inA AN V is the adverbial usage of an adjective. Take note of the conjunction of the adjective in A V .
78
S-19
BASIC
Examples
B: Yes, I have.
Grammar Notes
A. indicates that an action has been completed. (Examples 1,2) B. indicates that an action was not completed. (Examples 2)
80
EXPANSION
Examples
5. A: Is it still hot?
Grammar Notes
C. indicates that the expected change did not happen and the condition is same as it was. (Examples 3~6) D. indicates that a change has occurred and the condition has changed. (Examples 3,5,6)
To the Teacher is used as an answer in cases where an action has not been completed yet. This can be replaced with V . (Example 2) Sometimes, it is used for stating whether someone has experienced something based on an assumption. Be careful not to show examples that make the students confused with the usage for the completion of an action.
A: Have you already tried the new computer game? B: Yes, I have. For practicing the use ofindicating completion/incompletion, it is recommended to use V as in example 2.
81
C-01
Group 1
V form (V )
V form V form
Group 2
Group 3
Group 3
82
To the Teacher V form (V )is one form of verb conjugation. V form (V )is treated as follows.
Please stand up. Could you say it again? May I be absent from school tomorrow?
The verbs that become are only . It is difcult to distinguish verbs in group 1 and "-imasu/-iru" verbs in group 2 based on this form. As the number of the verbs in group 2 is limited, it is recommended to have students memorize the verbs in group 2 to avoid confusion. Verbs in the syllabus of the Japanese Language Prociency Test Level 4:
Activities 6-1 6-2 6-3 6-4 6-5 form Bingo I am the teacher Please could you? Please write your name Where is it?
83
P-17
(means/ingredients)
N: means, ingredients
BASIC
Examples
1. 4. Sensei wrote the answer with red chalk. We can draw pictures using the computer.
2. A: 5. A: How do you come to school, Mari-san? Do you eat onigiri with chopsticks?
B: I come by train.
3. A: 6. A: Sensei, what does this word mean? How will you send that luggage?
Grammar Notes
A. indicates that N is a means or an instrument for doing V. (Examples 1~6)
B. When asking what means or instruments were used to do something, is used. (Examples 2,6)
84
EXPANSION
Examples
Grammar Notes
C. indicates that N are the ingredients used for making something. (Examples 7~9)
D. When asking what the ingredients are, is used. (Example 9) To the Teacher is a particle.
. is sometimes replaced by
Related items P-09 P-11 P-27 (price per unit) (location) (cause/reason)
Activities 6-2 6-3 6-4 7-5 7-6 7-8 9-8 I am the teacher Please could you? Please write your name Where? From home to school What is the best tour to take? Let's Cook
85
P-18
N: duration
: frequency
: duration
BASIC
Examples
2. 1 1 6. 1 2 We have a medical check-up once a year. I practice the piano two hours a day.
Grammar Notes
A. indicates that N is the duration that serves as basis for measuring frequency or duration. (Examples 1~6) B. N timesindicates the frequency within a certain period. (Examples 1~4) C. N durationindicates the duration of an action or an event over a certain period. (Examples 5,6) To the Teacher is a particle.
86
Related items P-02 P-07 P-15 P-21 P-26 (point of time) (location) (purpose) (goal) ( indirect object marker)
87
S-20
BASIC
Examples
Grammar Notes
A. We can state whether someone has experienced doing V by using this sentence pattern. (Examples 1~5) B. In cases when it is understood what V is, V is sometimes omitted. (Examples 3,4)
88
To the Teacher The difference between andV . V Objective description of an action in the past An action in the past as an experience An action being non-habitual Uniqueness of an action
no no
I have had tea. In the sentence patternV , the following words are not applicable. Words indicating immediate past: yesterday, the day before yesterday etc. Words indicating the exact time which do not show the range of time: ~ o'clock, year 19XX etc. V is an item in the syllabus of the Japanese Language Prociency Test Level 3. Attention to the limitation of use should be paid for the practice.
89
S-21
V V
BASIC
Examples
3. 1. I played tennis and went swimming during I often watch movies and go swimming pool my summer vacation. together with friends.
Grammar Notes
A. The form ofV can be made by adding toV form in as . B. This sentence pattern is used for showing examples of actions. This implies that there are another relevant actions. (Examples 1~3)
90
EXPANSION
Examples
Grammar Notes
C. This sentence pattern indicates that two conditions or actions are interchangeably repeated. (Examples 4,5)
91
S-22
Interrogatives + positive
: interrogatives
BASIC
Examples
B: Noticing someone
Grammar Notes
A. interrogatives + indicates an unspecied object, time or location. (Examples 1~4) B. Particles are preceded by interrogatives + . (Example 1) C. Wheninterrogatives + is used as a word accompanied by (subject)(See p.104) or (object)(See p.38), (subject)and (object)may be omitted. (Examples 2~4) To the Teacher The object forinterrogatives + can be narrowed down by addingN + N A AN + Nafter interrogatives + .
2 Let's go to see a movie some time whenever you're free. The usage ofinis different. In some cases, and are not omitted. However, to keep the students from getting confused, it is best not to teach this at this point.
92
S-23
Interrogatives + negative
BASIC
Examples
Grammar Notes
A. This sentence pattern is used when totally negating the target, time or place. (Examples 1~4) B. Particles are placed between interrogatives and. (Examples 3,4) C. Wheninterrogatives + is used as a word accompanied by (subject)(See p.104) or (object)(See p.38), (subject)and (object)are omitted. (Examples 1,2) To the Teacher is introduced as an adverb that expresses frequency in this book, so it will not be introduced here.
93
C-02
Group 1
V form (V )
V form V form
Group 2
Group 3
Group 3
94
V form V form
Group 1 Group 2
Group 3
To the Teacher V form (V )is one form of verb conjugation. V form (V )is used as follows.
5 Tanaka-san might have gone home. V form (V )is placed at the end of the sentence and is used as plain form. It is difcult to distinguish verbs in group 1 and "-imasu/-iru" verbs in group 2 based on this form. As the number of the verbs in group 2 is limited, it is recommended to have students memorize the verbs in group 2 to avoid confusion. Verbs in the syllabus of the Japanese Language Prociency Test Level 4:
Activities 7-1 If you can tell me what it is, I'll give it to you 7-2 Unusual Experiences 7-3 Travel Memories 7-4 Let's go on a trip
95
P-19
(point of detachment)
BASIC
Examples
3. I got off the plane at Narita Airport and went to the hotel by taxi.
Example 2
Grammar Notes
A. indicates that N is the starting point. (Examples 1~3) To the Teacher is a particle. The verbs indicating in the syllabus of the Japanese Language Prociency Test Level 4
96
P-20
(route)
BASIC
Examples
1. This bus passes in front of Tokyo University and goes to Tokyo Station.
Grammar Notes
A. indicates that N is a passing point when expressing movement. (Example 1) B. indicates that N is a route when expressing movement. (Examples 2~4) To the Teacher is a particle. The verbs indicating movement in the syllabus of the Japanese Language Proficiency Test Level 4 which can be used with are as follows:
Activities 7-5 7-6 7-7 7-8 Where? From home to school Where is the station? What is the best tour to take?
97
P-21
(goal )
BASIC
Examples
4. A: JAL001 What time does JAL ight number 001 arrive at the airport?
Example 1
Grammar Notes
A. indicates that N is the goal of the action. (Examples 1~6)
98
I go to school. The verbs which can be used with in the syllabus of the Japanese Language Prociency Test Level 4 are as follows;
Related items P-02 P-07 P-15 P-18 P-26 P-06 (point of time) (location) (purpose) (frequency per unit) (indirect object marker)
Activities 7-2 7-5 7-6 7-8 Unusual Experiences Where? From home to school What is the best tour to take?
99
S-24
BASIC
Examples
Tanaka-san!
B: No, I don't.
Grammar Notes
A. This sentence pattern indicates continuity of an action. (Examples 1~3) B. This sentence pattern indicates a present habitual practice. (Examples 4,5) C. This sentence pattern indicates that the result of an action that has been continued. (Examples 6~9)
100
EXPANSION
Examples
Grammar Notes
D. You can usefor turning something down. For example, example 10 implies that s/he has a dictionary, but s/he can't lend it because s/he is using it while example 11 relays the meaning that Kimura-san cannot come to the phone. (Examples 10,11)
To the Teacher
also conveys the meaning of being in a destination or as a result of the subject's movement.
101
S-25
V: dictionary form
BASIC
Examples
Grammar Notes
A. attaches to the dictionary form of verbs and transforms it into a nominal form. B. V , like nouns, can become a component of a sentence. (Examples 1~3) C. V inV can accompany N N N . (Examples 1~3)
to make cakes
I make cakes
Activities 8-2 8-3 What is your hobby? What do you do with your friends?
102
C-03
Group 1
V dictionary form (V )
Group 2
Group 3
To the Teacher V dictionary formis one form of verb conjugation . V dictionary formis used as follows:
7 It will be ne tomorrow. As this form is used for indexing dictionaries, this is called the dictionary form. TheV dictionary formis located at the end of the sentence and may be used as a plain form. It is difcult to distinguish verbs in group 1 and "-imasu/-iru" verbs in group 2 based on this form. As the number of the verbs in group 2 is limited, it is recommended to have students memorize the verbs in group 2 to avoid confusion Verbs in the syllabus of the Japanese Language Prociency Test Level 4:
Related items C-05 Plain form ( ) Activities 8-1 8-2 8-3 Dictionary form practice What is your hobby? What do you do with your friends?
103
P-22
(subject)
BASIC
Examples
8. A: Who is Tanaka-san?
Grammar Notes
A. indicates that N1 is the subject of the sentence. (Examples 1~8) B. shows the subject of an action, existence or condition. (Examples 1~8) C. is used for expressing phenomena, incidents and conditions. (Examples 1~5) D. When the subject part is the information being sought, is used for the answer. (Examples 6~8)
104
To the Teacher is a particle. In cases where the part of the subject is subject to comparison and when the subject becomes the topic, is used instead of . is used for giving information which the speaker thinks the listener does not know.
Activities 8-5 8-6 8-7 A part-time job Telephoning The Japanese School System
105
P-23
BASIC
Examples
1. My home is in Tokyo.
106
Grammar Notes
A. indicates that N1 is the topic of the sentence. (Examples 1~6, 10,11,12) B. is used for stating N in comparison to other things. (Examples 7~9) C. cannot be used with interrogatives. D. can be used with other particles. (Examples 9~12) N N N N E. is pronounced as "wa". To the Teacher is a particle. can be used a number of times in a sentence.
used for expressing the subject cannot be used in subordinate clauses etcand noun modifying clauses, AN NV N A . expressed as the topic can be attributed to information already shared by the speaker and the listener.
107
P-24
BASIC
Examples
Grammar Notes
A. is preceded by N indicating the object, degree, range and/or quantity, and limits and emphasizes these qualities. (Examples 1~7) B. The ending of the sentence can be both positive and negative. (Examples 3,4) C. When is used with particles , it is followed by these particles. andmay be omitted. (Examples 5~7)
108
To the Teacher is a particle. When is used with particles , it can be preceded or followed by the particle.
109
P-25
(reason)
BASIC
Examples
110
Grammar Notes
A. connects S1, which ends with the conjugationto S2. (Examples 1~7) B. indicates that S1 is the reason for what S2 expresses. (Examples 1~7) C. When asking the reason, S2 is used.Example 8 D. In cases when it is understood what S2 expresses, S2 is sometimes omitted. Example 8 E. N2 can be placed at the beginning of a sentence.Example 3
To the Teacher is a particle. In answer to questions which seek a reason or explanation,plain form can also be used.
B: Because s/he is ill. The sentence ending of S1 can also take on the plain form In cases when N1and N2 are the same,N1 may be omitted. Also, in cases when it is understood what N1 and N2 are,N1 and/orN2 may be omitted. Compared towhich is also used for stating a reason, is used for presenting the reason based on the speaker's subjective judgement. If you want to state the reason indirectly or with (more) respect, is recommended. Please note that is in the syllabus of the Japanese Language Prociency Test Level 3.
111
S-26
V N
BASIC
Examples
6. A: Can Nakayama-san drive? 3. A: B: No, s/he can't. Can I make an overseas phone call with that phone? B: Yes, you can.
Grammar Notes
A.V is an action which N1 can perform. (Examples 1,2,4,5) B. N is the noun which appears in "N" as inN verb.Examples 3,6 C. This sentence pattern indicates that it is possible to do N orV . Examples 1~3 D. This sentence pattern indicates that the speaker has the ability to do N orV . Examples 4~6 E. In cases when it is understood what N andV are, N andV may be omitted. (Examples 3,6
112
To the Teacher is the potential form of. In this pattern only volitional verbs can be used. The following non-volitional verbs cannot be used.
(These verbs are in the syllabus of the Japanese Language Prociency Test Level 4) Apart from verb, it is also possible to use the formN . The following are examples in the syllabus of the Japanese Language Prociency Test Level 4.
Please note that the expressions andhave a different usage. Be careful during drills as not many verbs can be used with this pattern.
113
S-27
N A AN
BASIC
Examples
2. Tanaka-san is tall.
B: No, I don't.
3. Nakayama-san is strong.
Grammar Notes
A. N2 A AN is a description of N1. B. This sentence pattern is used for stating the qualities or characteristics of human beings or living things.Examples 1~4. C. This sentence pattern is used for stating the physical condition of human beings or living things.Examples 5~7 D. In cases when it is understood what N1 is,N1 may be omitted.Examples 6,7
114
EXPANSION
Examples
Grammar Notes
E. This sentence pattern is used for stating the qualities, condition and characteristics of things or places. Examples 8~11 F. This sentence pattern is used for expressing one's strong point or if one is "good" or "poor" at something. However, the speaker cannot useto refer to him/herself.
In place of, it is better to use .Examples 12~14 To the Teacher In cases when the qualities, characteristics and physical condition are mentioned, N2 should be a part of N1. For example, this would include parts of body, distinct attributes and so on. The difference betweenN1 N2 A AN andN1 N2 A AN . N1 N2 A AN subject usage
N1 N2 A AN N1 N2 Description of characteristics of N2
Tanaka-san has long hair. In cases when N1is a person, be careful when using adjectives which may carry negative
meaning such as (dirty)or (dark). Also, take note of nuances in the meaning of adjectives within different cultures.
Activities 9-4 9-5 10-2 The Alian Take care of yourself Who is it?
115
S-28
N A AN + N
BASIC
Examples
Grammar Notes
A. The patternN1 A ANmodies N2.Examples 1~5 B. This pattern becomes a component of a sentence as a noun.Examples 1~5 To the Teacher is sometimes used instead ofinN1 .
InA AN N, AAN can take the negative or past plain form. However, it is advisable to not use these together during drills.
116
S-29
V : V form +
BASIC
Examples
Grammar Notes
A. V can be made by addingtoV formas in . B. This is used when instructing someone not to do something.Examples 1~4
To the Teacher In the case of giving instructions, it should be in the context of a relationship where it is expected that the listener will follow or obey the instructions of the speaker. For example, a doctor and a patient, the teacher and students in the classroom, a receptionist and a customer. It can express a speaker's firm request. In this case, there are no limitations to its application in terms of relationships such as the one mentioned above.
Please don't turn off the switch as we are using the computers. During role play drills, take careful note of the relationship between characters.
Activities 9-2 9-5 Please do not use a pen Take care of yourself
117
C-04
Group 1
V form (V )
V form V form
Group 2
Group 3
Group 3
118
To the Teacher V formis one form of verb conjugation. V formis used as follows.
Please turn the lights off whenever you are not using the classroom.
5 It won't rain tomorrow. This may be placed at the end of a sentence, and used in the plain form. Take note of the conjugations of the verbs in group 1, that becomein the formandinV dictionary form.
It is difcult to distinguish verbs in group 1 and "-imasu/-iru" verbs in group 2 based on this form. As the number of the verbs in group 2 is limited, it is advisable to have students memorize the verbs in group 2 to avoid confusion. Verbs in the syllabus of the Japanese Language Prociency Test Level 4:
119
S-30
(1)
A AN N
(2)
BASIC
Examples
(1)
13.
(2)
120
Grammar Notes
A. You can connect two or more nouns/ adjectives to modify N. (Examples 1~6)
B. You can connect two or more sentences with the formA AN N . (Examples 7~13)
To the Teacher Words with negative connotations cannot be connected to the ones with positive connotations. For connecting negative ones and positive ones, (conjunctive)is used.
These socks are strong, but expensive. The following is also a type of connection used.
A AN N
A AN N
A AN N indicates the cause or the reason for the followingA AN N Vin some cases.
10
Activities 10-1 10-2 10-5 What is round and red? Who is it? Please write to me
121
S-31
VV
BASIC
Examples
1. I'll meet a friend of mine at the station and go to the concert together with him/her tomorrow.
Grammar Notes
A. V can connect two or more sentences.Examples 1~7
B. Regardless the form of V etc formcan be made.Examples 1~7 V C. This sentence pattern is used for stating the sequence of actions. In this case, the agent of the two actions should be the same person. Examples 1~4 D. This sentence pattern is used for stating the condition when an action is taken. In this case, the agent of the two actions should be the same person.Example 5 E. This sentence pattern expresses methods or means used to carry out the action. In this case, the agent of the two actions should be the same person.Examples 6,7
122
EXPANSION
Examples
9. During the summer vacation, Nakayama-san dived in the sea and Yamamoto-san climbed a mountain.
10.
Grammar Notes
F. This sentence pattern is used for stating actions taken by more than two people, for stating a condition or two or more incidents.Examples 9,10 G.V1 expresses the cause and V2 shows the effect inV1 V2 . Examples 11,12 To the Teacher Difference between V and V V actions in sequence parallel actions a number of successive sentences clarity of context
V up to 2 sentences
several
After Tanaka-san came, Kimura-san left. Difference betweenV andreason expressing cause and effect. V clarity of context objectivity
10
I don't want to get in the bus because it's crowded. Be careful not to useto connect sentences. Related items C-01 V form (V ) S-30 A AN N S-33 V S-32 V Activities 10-4 Plans for Sunday 10-7 How do you do things?
123
S-32
BASIC
Examples
1. 3. I went to school without taking bringing my Tanaka-san didn't go to school and stayed lunchbox. at home. 4. Please answer without looking at the book. 2.
Grammar Notes
A. V can be made by addingtoV formas in B. V1 indicates that the action V1 is not taken but V2 is taken instead. Examples 1,2 C. V1 indicates the condition when the action V2 is takenExamples 3,4 To the Teacher V is form ofV form. Whether a sentence will indicate a condition or not depends on the semantic relationship between V1 and V2.
124
S-33
BASIC
Examples
4.
Example 5
Grammar Notes
A. This sentence pattern indicates that V1 happens before V2.Examples 1~6 B. This sentence pattern is used for clearly stating sequential relation of two actions or incidents.Examples 1~6 C. N2 can be placed at the beginning of the sentence.Examples 2,5,6
126
To the Teacher The subject N1 in V clause always takes. The difference betweenV andV : V sequence of actions clarity of context objectivity
V several
up to 2 sentences
After Tanaka-san sang a song, Yamamoto-san played the piano. or Tanaka-san sang a song and Yamamoto-san played the piano. In cases where N1 and N2 are the same, the sentence takes the formN V1 V2 . This form is not difcult to remember so it is advisable to introduce this rst.
Activities 10-3 10-4 10-5 10-6 Which one do you do rst? Plans for Sunday Please write to me My Friend
10
127
S-34
BASIC
Examples
Grammar Notes
A. V can be made by taking outfromV as in . B. is conjugated in the same way as adjectives. C. This sentence pattern indicates the speaker's wish or desire.Examples 1~4 D. V is used for asking the listener's wish or desire.Examples 3,4
128
To the Teacher In the cases of explicitly expressing desire or physiological drive, the object marker is sometimes replaced by.
2 A:
B:
1 A:
B:
2 A:
B:
Sure. Go ahead.
is not appropriate for making a request to someone unfamiliar or someone to whom one must show respect. N is used in cases where the object one desires or wishes for is a thing. V cannot be used for expressing the desire in the second person or third person. Also, as this is a direct expression of desire, it could be inappropriate depending on the situation or the listener. Take note of this during drills.
10
Related items S-09 N Activities 10-5 10-8 Please write to me My Future
129
P-26
BASIC
Examples
Grammar Notes
A. indicates that N is the object of the action.Examples 1~4 To the Teacher is a particle. Verbs in the syllabus of the Japanese Language Prociency Test Level 4 which are used withindirect object marker are as follows.
I met a friend of mine at the station. (indicates the partner whom one is to meet)
I met a friend of mine at the station. (indicates the partner whom one shares with the action of meeting.)
130
Related items P-02 P-07 P-15 P-18 P-21 (point of time) (location) (purpose) (frequency per unit ) (goal)
10
131
S-35
N3:nouns which are associated with actions or nouns which indicate incidents
BASIC
Examples
Example 3
132
Grammar Notes
A. indicates that the event N2 takes place before V1 or N3. (Examples 1~9) B. The subject N1 ofclause takes. (Examples 5,6) C. Regardless tense of V2, V1 should be in the dictionary form. D. N2 can be placed at the beginning of a sentence. (Examples 1,4,5)
Nouns which can act as N3 are as follows (in the syllabus of the Japanese Language Prociency Test Level 4):
It is not possible to sayV . This form is expressed asV . In cases when N1 is the same as N2, N1 is omitted. Also, in cases when it is understood what N1 and N2 are,N1 andN2 are sometimes omitted.
11
133
S-36
N3: Nouns which are associated with actions or nouns which indicate incidents
BASIC
Examples
Example 2
134
Grammar Notes
A. indicates that V2 happens after V1 and N3. (Examples 1~7) B. The subject N1 ofclause takes. (Examples 1,2,4) C. Regardless the tense of V2, V1 should be in form. D. N2 can be placed at the beginning of the sentence.Example 1
To the Teacher N1 sometimes takes. We tidied up the room after the party was over. Nouns which can act as N3 are as follows (in the syllabus of the Japanese Language Prociency Test Level 4):
In cases when N1 and N2 are the same object,N1 can be omitted. Also, in cases when it is understood what N1 or N2 are, N1 andN2 can be omitted. The difference betweenV andV Clear relation between what happens before and after Indicator of procedure (order) Indicator of time (when)
11
135
S-37
V+N
V: plain form
BASIC
Examples
9. A: What is the town where Tanaka-san lives like? B: It's a lively town.
10. A: Please raise your hands if you haven't been to museum. B: ( ) Me!
5. A: Who wrote this essay? There's no name on it. B: I'm sorry. I wrote it.
12. A:
Excuse me. Could you pass me the book there? B: Here you are.
13. Please hand in the paper that you wrote the answer on.
14. The day we went to the beach last week was hot.
15. The restaurant where we had the graduation party last month is here.
136
Grammar Notes
A. N1 Vmodies N2.Examples 1~15 B. N1 takes.Examples 3,4,6,9,11 C. V Nbecomes a component of a sentence as a noun.Examples 1~15
I met Yamamoto-san at the restaurant where we went to yesterday. To the Teacher N1 Vis a noun modifying clause. N1 sometimes takes instead of. However, if the sentence is ambiguous, should not be used.
2 Yamamoto-san, whose father is working for a hospital. (His/her father is working for a hospital is )
Yamamoto-san, who is working for his/her father's hospital. (Yamamoto-san is working for a hospital) In a noun-modifying clause, which is used for comparison can be used.
The V in a noun-modifying clause is not inuenced by the tense of the whole sentence. In a noun-modifying clause,V (continuing state of the result of an action) and V (completion) can be used interchangeably.
11
137
S-38
S: contents of the story or thought the end of the sentence of S: plain form
BASIC
Examples
7. A: Do you think the dishes in the restaurant where we went are good? B:
3. A:
Do you think Tanaka-san also went to the party yesterday? B: No. I think s/he didn't.
10. 40 I think Tanaka-san's father is around 40 years old. 11. A: Whose bag is this?
138
Grammar Notes
A. This sentence pattern is used for stating the speaker's impression or opinion. Examples 4,5,7,8 B. This sentence pattern is used for stating the speaker's conjecture or judgement. Examples 1,2,3,6,9,10,11,12 C. You can ask the listener's impression, opinion, and/or judgement by usingS .Examples 12 To the Teacher is a particle. Please see P30 quotation p.208. is an item in the syllabus of the Japanese Language Prociency Test Level 3. The negative forms ofareand . However, it is better to practice only withwhich is more commonly used. Be sure that you cannot express the second or the third person's impression or opinion using.
Activities 11-4 11-5 What do you think? A town in the past, present and the future 11-6 What do you think is going to happen?
11
139
S-39
A AN N
BASIC
Examples
Grammar Notes
A. A AN N indicates the condition that results after a change in N1.Examples 1~7 B. This sentence pattern is used for indicating changes in a situation.Examples 1~7 To the Teacher A AN N places emphasis on the result of any changes that occur, and should be distinguished fromA AN N which places emphasis on the action that brought about the change. sometimes implies that the condition remains as a result of change even up to the point when the conversation takes place. It's become manageable since they set up a convenience store nearby.
Activities 11-5 A town in the past, present and future 11-7 The Four Seasons
140
C-05
Plain form ( )
To the Teacher Plain form which comes at the end of the sentence expresses informal style. Plain form is used as follows:
11
Activities 11-4 What do you think? 11-5 A town in the past, present and the future 11-6 What do you think is going to happen?
141
S-40
BASIC
Examples
Example 5,6
12. Lee-san came to Japan when the cherry blossoms were beautiful.
142
Grammar Notes
A. clause indicates when S2 takes place.Examples 1~14 B. The subject N1ofclause takes.Examples 2,3,12 C. S2 indicates the tense.Examples 1~14 D. clause sometimes indicates the chronological relation between the actions expressed by V1 and V2.Examples 5~8
V1 V2
V1past fromV2
V1 V2
E. A1 AN1 N3 are not inuenced by the tense of S2.Examples 10~14 F. N2 can come at the beginning of a sentence.Examples 10,12 V1 (Plain form) N1 A1 AN1 N3 V2 A2 AN2 N4
N2
To the Teacher (time)may be attached toclause. When V1 is a static verb etcand V2 is a past form, V1 can be either in the past or non-past form.
When V2 is past form, plain-past form ofA AN Ncan be used inclause. When you want to emphasise that the condition expressed in theclause is different from the present , the tense should be past.
If cases where N1 and N2 refer to the same object, N1 can be omitted. Also, in cases where it is understood what N1 and N2 are,N1 andN2 are sometimes omitted.
Activities 12-2 12-3 12-4 12-6 12-9 When did it happen? What do you say at such times? Useful signs Quiz about Japan Famous people
12
143
S-41
BASIC
Examples
B: Yes, it is.
Example 6
Grammar Notes
A. This sentence pattern is used for showing N's condition as a result of a deliberate action. Examples1~6 B. V should be verbs which takedirect object marker .
144
To the Teacher InV , the person who made the action is not important, and the attention is paid only to the resulting condition. N is the actor of the condition expressed inV . The difference betweenV andV V Description of an action Description of a condition Suggestion of a sense of purpose
The difference betweenV andV . V Kind of verb Description of the present condition Deliberate action
V In-transitive verbs +
Transitive verbs +
Someone opened the window and as a result, it is now open. The window is open.
The window is open. (present condition of the window) V can be used for stating that something has been completed for a purpose. In this case, the object takes.
1 A: B: 2 A: B:
Have you talked about next week's schedule with Kobayashi-san? No, not yet.
Yes, I have. Be careful about the usage of particles as some verbs express both "present condition" and "completion". During drills and exercises, it is better to limit the verbs with consideration to their the meaning. It is advisable to use the verbs below (in the syllabus of the Japanese Language Prociency Test Level 4) for practice.
Related items C-01 S-24 S-72 V form (V ) V V Activities 12-8 How to put out the rubbish
12
145
S-42
BASIC
Examples
1. A: Where is Tanaka-san?
B:
No. But, they have been training very hard so they probably won.
Grammar Notes
A. This sentence pattern is used when making inferences about past and present events. Examples 1~3 B. This sentence pattern is used for expressing predictions about future events. Example 4
146
To the Teacher Plain form ofis. Inferences expressed withare not clearly justiable and are subjective. is sometimes used for asking questions in a courteous manner.
12
147
S-43
negative
BASIC
Examples
Grammar Notes
A. is used together with a negative form. B. limits and puts an emphasis on N and follows N that indicates quantity, degree, range and/or objects.Examples1~6 C. can be used together with other articles.Examples 4~6 N N direct object marker N
148
To the Teacher is a particle. is used for emphasizing and highlighting a particular thing.Examples 1,4,5 is used for stating something within limited terms that is against the speaker's expectations and assumptions. This suggests what the speaker feels about these expectations and assumptions.Examples 2,3,6 For example, in example 2, the speaker thought it would take longer. In example 3, the speaker thought there was more money in the wallet. In example 6, the speaker thought that people other than Tanaka-san would come. If replaced with the form positive, it would be hard to convey the speaker's emotions.
12
149
S-44
BASIC
Examples
Grammar Notes
A. V is made by taking outfromV formas in . B. V1 and V2 have the same agent. C. indicates that V1 and V2 are done at the same time.Examples 1~4 To the Teacher sometimes indicates that V2 happens within the period when situation V1 takes place.
150
P-27
(cause/reason)
BASIC
Examples
Grammar Notes
A. indicates that N is the cause/reason of action or incident V.Examples 1~3 To the Teacher is a particle. is often something which brings about negative consequences. For example, a disease, a cold, or natural phenomena (rain, snow, wind) etc.
Related items P-09 P-11 P-17 P-25 P-29 S-30 S-31 price per unit location methods/ingredients reason A AN N VV
152
S-45
BASIC
Examples
B: I bought a yukata.
5. Excuse me. I don't know how to use this. Could you show me how to use it?
6. I'm going shopping with a friend of mine tomorrow. Do you want join us?
3. A: How about going shing together on Sunday? B: Where are you going?
4. A:
You're going home soon, aren't you? Have you already bought some souvenirs?
B: Yes, I have.
Example 2
154
Grammar Notes
A. This sentence pattern is used for asking or stating a condition.Examples 1,2 B. This sentence pattern is used for asking or stating further in detail.Examples 3,4 C. This sentence pattern is used as introductory remarks for a request, an invitation or for asking information.Examples 5~8
13
To the Teacher In the written form,is sometimes used in place of. Please be careful as there are many instances of the incorrect usage ofand sentences.
It is my rst time to come to Japan Stating a fact It is my rst time to come to Japan. ( So, I'm a little anxious.)
2 Do I eat this?
Do I eat this? Conrming that something is different from the speaker's knowledge or from information s/he has received
Related items C-05 S-01 S-03 S-06 S-11 S-12 S-13 Plain form ( ) A AN A AN
Activities 13-1 Guidance counselling for an exchange student 16-4 16-7 Diary of a policeman Kabuki
155
S-46
BASIC
Examples
6. A: Is it better not to throw plastic waste together with the other waste?
Example 1
156
Grammar Notes
A. is used for giving advice to do action V, or for asking advice. Examples 1~3 B. is used for giving advice not to do action V, or for asking advice. Examples 4~6
13
C. It is common to attachorat the end of the sentence to tone down the harshness of a statement.Examples 1,2,4,5 To the Teacher V is not used. Vdictionary formandV are not introduced in this book as their usage is different.
Activities 13-1 Guidance counselling for an exchange student 13-6 Homestaying in Japan
157
S-47
BASIC
Examples
3. You must not use a mobile phone in the hospital. 4. You mustn't tell a lie. 5. You can't smoke here.
B: Because all of the family members use the hot water in the bath tub.
Example 3
158
Grammar Notes
A. This sentence pattern indicates prohibition of the action V.Examples 1~6 B. This sentence pattern is used for stating something which is not allowed or tolerated by social rules or rules in a family. (Examples 1~6)
13
To the Teacher This sentence pattern is sometimes used by parents, doctors or teachers to give advice. In this case, is often attached.
1 You've caught a cold. I'll give you an injection so you mustn't take a bath today.
2 A:
B:
Difference betweenV and p.117 Expression of strong prohibition V This implies that the listener cannot turn down what the speaker says. This implies that the speaker is asking for the listener's V cooperation not to do something. As an expression of prohibition, this is not as harsh as V . There are other patterns such asA andAN N . However, these are not introduced in this book as the usage is different. Make the students practice using volitional verbs. (Please see P.278 Appendix-12 Volitional Verbs and Non-Volitional Verbs.)
Activities 13-2 13-6 14-5 You are not allowed to.. Homestaying in Japan Playing Port Ball
159
S-48
BASIC
Examples
3. I tried to make norimaki by myself, as I learned how to make it. However, it was unsuccessful.
6. A new game centre will open today. Would you like to go with me? 7. A: This is a present for you.
Grammar Notes
A. This sentence pattern indicates that the speaker actually tries something in order to nd out the result outcome of the action V.Examples 1~5 B. This sentence pattern may be used as an expression that conveys a more politeness than does.Examples 6,7 C. This sentence pattern cannot be used to express an action in the third person.
160
To the Teacher is volitional verbs. (Please see P.278 Appendix-12 Volitional Verbs and Non-Volitional Verbs.) We do not sayas a negative form. However,is used for invitation as shown in example 5. cannot be used if the speaker did not actually take the action V.
13
Activities 13-1 Guidance counselling for an exchange student 13-6 13-7 Homestaying in Japan I want to try climbing Mt Fuji
161
S-49
BASIC
Examples
3. Instructions on throwing garbage is written in this paper has the so please read it when you're not sure.
B: Yes. But, I only know how to make a crane. A: Well, let's try making a rabbit together.
7. I don't know how to study kanji. Could you teach me how to do it?
Grammar Notes
A. This pattern expresses method/procedure.Examples 1~7 B. V becomes a component of a sentence as a noun.Examples 1~7
162
13
to write kanji
N V
N V
to get a bus
N N N N N V
to study Japanese
to go to the airport
N V
N V N V
to go to school
how to go to school
N V
Related items
Activities 13-6 13-7 16-3 16-7 Homestaying in Japan I want to try climbing Mt Fuji Japanese History Kabuki
163
S-50
N1: person who gives something N2: person who receives something N3: an object
BASIC
Examples
2. A: What are you going to give your mother on Mother's day? B: It's a secret.
3. A: What do you think is best thing to give Mari-san as a souvenir? B: How about chopsticks? A: That's a good idea. I'll give it to her.
Example 1
164
Giving away Japanese conversation tapes. Please contact me if you are interested.
13
B: At Tokyo Disneyland. I'll give you this as I've still got another one. A: Oh, is it OK with you? Thank you very much.
Grammar Notes
A. This sentence pattern indicates that N1gives something to N2.Examples 1~6 B. N2 can never be the speaker. C. In cases when N1 is the speaker or it is understood who N1 and N2 are,N1 and/or N2 are sometimes omitted.Examples 2~5 To the Teacher In a case where N2 is an animal or a plant, is used in place of.
2 I feed the dog. In a case where N2 is the speaker or a family member of the speaker, is used. (Please see P.277 Appendix-11 Giving and Receiving.)
2 Tanaka-san gave my mother Japanese cakes. Regarding expressions of giving and receiving, it is easier to understand these expressions beginning with the practice of the use of . It is essential to understand the relationship between "inner group" and "outer group" in order to use properly. (Please see P.276 Appendix-11 Giving and Receiving.)
Activities 13-3 13-5 16-5 Giving and Receiving Presents Lodgings for a sparrow
165
S-52
V (potential)
BASIC
Examples
1. A: I'd like to ask someone to accompany a song. Can anyone play a musical instrument?
6. Last year's uniform has gotten too small for me, I can't t into it.
Example 6
168
Grammar Notes
A. This structure is used to state having the ability or technique to do something expressed by V. (Examples 1~3) B. This structure is used to state the possibility of an action expressed by V under certain conditions (Examples 4~7) To the Teacher is a volitional verb. (Please see P.278 Appendix-12 Volitional Verbs and Non-Volitional Verbs.) The pattern(S26V N ) is used to express the meaning that something is possible to do as the conditions are met. It has a much limited usage than V.
14
1000 18 Tanaka-san can swim 1000 meters in 18 minutes. In cases when N is the channel or means of access for (a verb of) movement or the place where an action is taken, the structure should be.
can be used for stating the nature or the function of something. However, this usage is not covered in this book.
A:
B:
Activities 14-2 14-3 14-5 14-8 15-3 Can you swim? School Quiz Playing Port Ball A terrible day How about here?
169
S-53
BASIC
Examples
3. A: In Japanese senior high schools, do all the students have to wear uniforms?
Grammar Notes
A. This structure is used for stating that someone is required or obligated to do V. (Examples 1~4) B. V sometimes used for rejecting something such as an is invitation when someone needs to do something else. (Example 5)
170
A:
14
B:
General things About the speaker him/herself Specic things About the interlocutor him/herself
(A teacher receiving a report without a name, to the students) In your reports, you must absolutely write down your names.
Activities 14-4 14-5 14-6 18-6 Various School Uniforms Playing Port Ball Turning down invitations Club Activities
171
S-54
BASIC
Examples
2. You don't have to bring training wear everyday. Please bring it only on the day of P.E.
B: You don't have to do the questions you don't understand. Just do the ones you know.
5. A: Senpai, can I be absent from the afternoon training? I've got a cold and a fever.
Grammar Notes
A. This sentence pattern is used when the listener does not need to do V. (Examples 1~4) B. is used when asking a permission not to do V. (Example 5)
172
To the Teacher V is used in the same way asV .V is more formal expression and is an item in the syllabus of the Japanese Language Prociency Test Level 3.
14
Activities 14-4 Various School Uniforms
173
S-55
BASIC
Examples
2. A: Have you done your homework? B: No, I haven't. A: Well, why don't we do together?
3. 8 Tomorrow, we're planning to nish preparations for the sports day, so please come to the play ground at 8 o'clock.
Example 5
174
Grammar Notes
A. This sentence pattern is used especially when rmly stating that an action or conditions expressed by V is about to be or has been completed. (Examples 1~4) B. is used for stating the feelings such as regret or disappointment caused by actions or conditions that are against the speaker's will. (Examples 5~8) To the Teacher In the spoke form sometimes becomes
14
1 A:
B:
I forgot to do my homework,
2 A:
B:
Make your students understand that (non-past tense) also has the meaning of completion. In the case of B, drill your students with non-volitional verbs (p. 279) such as
175
S-56
A AN V
BASIC
Examples
4. This game isn't very fun because the rules are too complicated.
6. I ate too much. I've got a full stomach. 7. B (B yawning) A: What's the matter? Do you lack sleep?
Example 2
176
Grammar Notes
A. This sentence pattern conveys that the speaker thinks that something expressed by A/AN/V is excessive and thus, not very good. (Examples 1~7)
14
To the Teacher Take note of the differences in meaning between the two negative forms of A AN V . The Form of Negation A/AN/V Conjugation A:A V:V A:A A/AN/V AN:AN V:V
Meaning It indicates that A/AN/V is not excessive. It means that something is too "not A/AN/V".
My brother should clean the room more often. He does it only once a month.
, do not use these for practice as the nuance is different from normal usage.
Related items
177
C-06
Group 1
Potential form ( )
Group 2
Group 3
To the Teacher Potential form is one form of verb conjugation. form, form, form, formof the potential form have the same conjugation of verbs as group 2.
In the spoken form, the verbs in the group 2 may take the short form.
Some verbs do not have a potential form. Verbs which carry the meaning of possibility or spontaneity: etc
Others: etc
178
To the Teacher
example
14
2 1000 I practice at the pool every day, and have become capable of swimming 1000 meters.
Activities 14-1 14-2 14-3 Relay Can you swim? School Quiz
179
P-28
BASIC
Examples
3. We have to review the kanji taught this week by examination time next week.
Grammar Notes
A. indicates that the action of V is completed before the time shown in N. (Examples 1~5) B. This sentence pattern is used for stating the due date or the deadline. (Examples 1~5)
180
14
8 I'll nish my homework by the time the 8 o'clock drama begins. is a combination of particleand .
181
S-57
BASIC
Examples
Example 6
182
15
B: Why don't you go to street? There are a lot of fashionable shops there, you know.
Grammar Notes
A. This pattern is used for stating that S2 will be carried out in the case that S1 presumed by the speaker to happen takes place. S2 should be in a non-past tense form. (Examples 1~6) B. This pattern is used for stating that S2 will happen after S1 which will inevitably happen takes place. S2 should be in a non-past tense form. (Examples 7~9) C. In the forminterrogatives + V , this pattern is used when asking for advice. (Examples 10~12) D. In the form of, this pattern is used when giving advice or suggestions. (Example 12) E. In the case of A, this can be used together with. (Example 6)
183
EXPANSION
Examples
13. I found that the library was closed when I went there to return a book.
14. I found myself in the neighbouring town when I woke up after falling asleep in a bus.
15. I saw a drama being shot in front of the cinema when I went to see a movie there on Sunday.
Grammar Notes
F. This pattern shows that as a result of an event, something that was unexpected or was noticed occurs.S2 should be in the past form. (Examples 13~15)
To the Teacher A similar expression tointerrogatives V as a way of asking for advise isV . V is an expression which specically shows that advice is being sought about something. In usage F, can be replaced with condition .
I found the department store was closed when I got there. Take note of the differences in usage betweenand conditionp.230.
Activities 15-1 15-2 15-3 15-4 15-5 Posters Japan Survival (song) How about here? If I were Mayor, .... Recycling
184
S-58
BASIC
Examples
3. Even though you don't like vegetables, you'd better eat them.
B: Yeah, but this building will be all right even if an earthquake occurs.
6. Please don't forget this town even after going back to Japan.
7. 10 The store hasn't opened yet, although it's already 10, which is the time it's supposed to open. It's strange, isn't it?
9. A: My fever didn't go down even though I took the medicine I was given yesterday.
186
Grammar Notes
A. This pattern is used for stating what is contrary to the presumed condition expressed by S1. Examples 1~6 B. This pattern is used for stating an unexpected incident that occurs after S1 has taken place.Examples 7~9 C. In the case of A, it can be used together with .Example 4
15
To the Teacher Two or more conditions can be expressed using this pattern.
This plate can't be broken even if you hit it or drop it. The difference between and (connective). S1 S2 S1=the speaker's assumption S1=what actually happened or was done S1 S2
If more than half of the people in town oppose, the construction will be cancelled.
Even if more than half of the people in town oppose, the construction won't be cancelled. It will be easier to understand if the usage of A is practiced rst. Take note of the differences in usage between p.242 and.
187
S-59
A AN N
BASIC
Examples
A: Shall we make the letters of the poster bigger? B: Year, that's a good idea. Let's do that.
Example 3,4
188
Grammar Notes
A. This structure shows that someone intentionally alters the state of N1. Examples 1~6 B. What changes occur as a result in N1 is expressed by A/ AN/ N2. (Examples 1~6)
To the Teacher The difference betweenA AN N andA AN N S39 A AN N . A /AN /N What the speaker focuses on Something changes
15
My younger brother and I cleaned and cleared up the road in front of our house. also has a function usage for stating preferencesP.228 S74 V , so take note of this difference.
189
S-60
V : dictionary or V form
BASIC
Examples
1. This road is dangerous as it has heavy trafc. So please make sure to use the pedestrian crossings when you cross the road.
A: Sensei, how's my speech? B: It's very good. But, you'd better make sure to speak more slowly and clearly at the speech contest.
Example 4
190
Grammar Notes
A. This sentence pattern is used for expressing a decision to do something or not. Examples 1~3 B. is used for stating habitual routines.Examples 4~6 To the Teacher is a volitional verb.See p.278 insometimes indicates a purpose. Thisis not introduced in this book, as this is an item in the syllabus of the Japanese Language Prociency Test Level 2. Take note of this during drills. Take note of the difference between V and p.228.
15
We have decided to clean the park together next Sunday as the result of a discussion with the neighbours. (decision)
Excuse me. Owners please make sure you clean up after your dog (mind-set)
Related items C-03 C-04 S-59 S-79 S-74 V dictionary form (V ) V form (V ) N N
191
S-61
BASIC
Examples
Example 1
6. The commuter train is more crowded in the morning than in the evening.
192
Grammar Notes
A. This sentence pattern is used to express a comparison betweenN1with N2. Examples 1~7 B. N1 is sometimes omitted.Examples 4,5 C. indicates that N1 is the measure for comparison.Examples 1,2,3,6,7 D. A AN V at the end of the sentence has the following variations: A AN : A ANExample 2 V:stative verbV Example 6 A AN adverb+ VExample 7 E. When asking about a comparison of issues between two things,N1 N2 A AN V is used.Example 5 To the Teacher It is possible to follow a different word order such asN2 N1 A AN V.
15
Hokkaido is larger than Kyushu. When making comparisons among three or more things,N1 N2 A AN Vis used.N2 is the range for comparing N1 with other items
Tokyo is the has the largest population in Japan. is a particle. is a formal noun. Other expressions for making comparisons between two things areV1 V2 A AN VandN1 N2 N3 N3 is a noun expressing degree. However, these are not introduced in this book.
Yamamoto-san works harder than Nakayama-san does. It is easier for students to understand if the teacher uses familiar examples that are related to one's own country or town.
Activities 15-6 15-7 15-8 Geography Quiz Putting things in order Which shop is the better shop?
193
S-62
(1)
N N
(2)
BASIC
Examples
Example 4
194
Between supermarket and supermarket, supermarket is cheaper. But, supermarket is even cheaper, you know.
15
Grammar Notes
A. For the sentence pattern in structure chart (1) , it is used when asking the outcome after comparing N1 and N2. Examples 1~5 B. indicates that N1 and N2 are the objects for comparison with each other.Examples 1~6 C. N1 N2 sometimes becomesN1 N2 .Example 6 D. in is sometimes omitted.Examples 3~4
E. A AN V A AN V A AN V are used when one answers that both the objects are of the same degree.Example 2
EXPANSION
Examples
9. A:
8. A: Which would you like to have, coffee or tea? B: Either will do.
B: By cash, please.
Grammar Notes
F. The sentence pattern in structure chart (2) is used when asking which of the two objects has been selected.Examples 7~9 G. indicates that N1 and N2 are the objects for selection.Examples 7~9 H. When you do not make a selection and nds either to be acceptable, is used.Example 8
195
To the Teacher For three or more items, is not used. The interrogative word is chosen depending on the object of comparison and selection. Person Place time things when there are no clear options When there is a clear option
N N
etc
A: B:
2 A:
B:
is a particle. When asking about an action or condition,V1 V2 A AN V is used. However, this is not introduced here.
B: I prefer watching. It is easier for students to understand if the teacher uses familiar examples that are related to one's own country or town.
Activities 15-6 15-8 Geography Quiz Which shop is the better shop?
196
S-63
N N
BASIC
Examples
B: Yes, but during the New Year, there are much more people than there is now.
B: It is much more convenient than a normal camera because you can instantly view the pictures you take over the monitor.
5. A: Is this temple older than the one we saw a little while ago?
6. Today, the road was less busy than usual so we got here earlier.
198
Grammar Notes
A. This sentence pattern is used for explaining N1 in comparison to N2. (Examples 1~7) B. indicates that N2 is the standard for comparison. (Examples 1~7) C. A/AN/V in the end of the sentence has a variation such as the following: A/AN: N A/AN (Example 2) V: static verbsV (Example 6) A AN adverb + V (Example 7) D. When asking about N1, N1 orN1 A/AN/V are expressions used. To the Teacher In describing N1 which stands out the most in when comparing three or more items, the sentence should beN1 N2 A/AN/V(N2 is the eld where N1 is the object of comparison)
16
The sentence patternN1 N2 N3(N3 is a noun showing a degree of something) is not introduced in this book.
is a particle. In order to clarify its difference with the pattern(p.192), it is advisable to practice using sentences that present situations where it is clearly understood that N1 is the topic.
Activities 16-1 Comparing your own country with Japan 16-7 Kabuki
199
S-64
interrogatives
BASIC
Examples
2. Excuse me. Please ask him/ her in (language) whether s/he likes Japanese dishes or not.
3. Please decide by tomorrow whether you will join this tour or not.
B: Let me see, go straight here It's bit complicated to explain. I'll go with you.
9. Let's check the map on how to go to the museum from our hotel.
200
Grammar Notes
A. nominalizes interrogative sentences which do not include interrogatives. (Examples 1~3)
I don't know whether Tanaka-san will go on a trip Will Tanaka-san go on a trip? B. interrogativesnominalizes interrogative sentences which contain interrogatives such as (what) (when) (who) (where) (why). (Examples 4~10)
I asked over the phone where advance tickets are sold. Where are advance tickets sold? C. S andinterrogativescan be components of a sentence. (Examples 1~10) To the Teacher andinterrogativesare sometimes followed by particles or.
16
Please let me know by 2 o'clock whether you will join the castle tour tomorrow.
I was at a loss because I didn't know which platform the train I need to get on comes.
Please write here how many nights you will stay. In cases when interrogative sentencesS andinterrogative questions are nominalized, they change intoS andinterrogative respectively.
Please explain why the schedule was suddenly changed. Why was the schedule suddenly changed? S N andinterrogatives N are another expressions. However, these expressions are not introduced in this book.
It is advisable to use verbs such as V for V2. Related items C-05 Plain form ( ) S-25 V S-69 (nominalization) Activities 16-2 An interviewing with a famous person 16-4 Diary of a policeman 17-2 Popular Jobs
201
S-65
(1)
N N
N1: N2's specic name N2: N1's kind (person, place, things, matters etc) (2)
BASIC
Examples
3. A: What is this?
B: Oh, really? This is a vehicle called jinrikisha which was used during the Meiji period.
Grammar Notes
A. The pattern in structure chart (1) is used for indicating N2's name. (Examples 1~6) B. The pattern in structure chart (1) is used for indicating with N2 what N1 is and is easily understandable when informing the listener. (Examples 1~6) C. In the written form, N1 is sometimes put in to make it stand out. (Examples 1,5,6)
202
EXPANSION
Examples
16
B: We call it "ryokan".
11. 6 7 The Japanese rainy season is called "tsuyu", and is from mid-June to around mid-July.
Grammar Notes
D. The pattern in structure chart (2) is used when introducing N1's name. (Examples 7~11) E. In the written form, N2 is sometimes put in to make it stand out. (Example 11)
To the Teacher The usage A is used when the speaker or the listener is not very familiar with N1. In the spoken form, sometimes changes into.
Activities 16-3 16-5 16-6 16-7 Japanese History Lodging for a sparrow Please come to visit my town Kabuki
203
S-66
Interrogatives + positive
N/A/AN/V: positive
BASIC
Examples
3. Anyone who can swim can join this free diving course. 4. (At a restaurant) A: Excuse me. is written over there. What does that mean?
5. The one day sight-seeing tours all are the same price.
6. A: Regarding the day trip for the weekend, do you want to go Hakone or Nikko? B: Either is okay with me. 7. ( A message received from the front desk in a hotel)
8. In this restaurant you can have a beautiful night view from any seat.
204
Grammar Notes
A. This sentence pattern indicates that there is no limitation for things, people, time, location, numbers and so on. (Examples 1~8).
B. Interrogatives that could be used are N N countersand so on. (Examples 1~8) C. When particles are necessary following the interrogatives, the word order should be " interrogatives + particle + ". ( Example 8 )
To the Teacher Among the particles that follow interrogatives, expressing location is sometimes omitted.
16
Related items
205
P-29
BASIC
Examples
It's noisy around here so I can't hear you well. Could you speak up please?
4. The autumn leaves were really beautiful in Nikko so I took a lot of pictures.
B:
Yes. A long time ago, Mt.Fuji could be seen very well from here so this place was named "Fujimigaoka". Now, we can hardly see it because of the buildings. Example 5
206
Grammar Notes
A. indicates that S1 is the reason for what is expressed in S2.(Examples 1~6) To the Teacher is not used following . The differences betweenand other expressions stating the reason. S2 is an actual action or situation In cases when S2 is a volitional expression, conveys S1 S2 a respectful tone as it tones down expression of the speaker's thought or intention. S1 S2 S2 is the speaker's thought or intention. S1 takes place before than S2. S1(A/AN/V) S2 S2 is an expected result to S1. S2 should not be the speaker's volitional expression. N often takes nouns which have a negative outcome. N S2 S2 is an expected result to N. S2 should not be the speaker's volitional expression. The speaker's volitional expressions refer to request etc intention V etc V wish etc V invitation V etc prohibition etc. V As the park was crowded, we waited for an hour to ride a roller coaster. Please hurry up as we'll leave soon. The picnic was cancelled due to rain. The highway was jammed due to an accident. polite form + is also used. However, since the situations where it is used is limited and it is considered a very polite expression, it is advisable to practise using only theplain form + form. A: Excuse me. I'd like to have a map of the city. B: It is on the desk over there. Please feel free to take one. *
16
Related items C-05 S-31 P-25 P-27 Plain form ( ) VV (reason) (reason/cause)
Activities 16-5 16-6 Lodging for a sparrow Please come to visit my town
207
P-30
(quotation)
BASIC
Examples
208
Grammar Notes
A. indicates that S is what someone said. (Examples 1~10) B. conveys as is what someone said. (Examples 1,3,5,6,10) C. Conveys a rewording or interpretation of what someone has said. S should be in plain form. (Examples 2,4,7,8,9) D. In the case of B, S is put in in the written form. (Examples 1,3,5,6,10) To the Teacher
16
B: 1 Yes, s/he said she would come at one. In the case of rewording or interpreting what someone said, there may be changes in the use of personal pronouns or verbs.
4 Yamamoto-san told me that s/he would come to my place at 4. It is not necessary to coordinate the ending of the tenses of S and V. In case the information to be given is an interrogative sentence, it becomesS V interrogatives Vso do not include quotations of interrogative sentences for practice in this chapter. In the case of conveying a request, the pattern to be used isV Vso do not include quotations of the request form (V ) for practice in this chapter.
Activities 16-4 16-5 19-6 Diary of a policeman Lodging for a sparrow A thank-you letter
209
V-09
BASIC
Examples
1. 12 7 I came to Japan on the 7th of December last year. It was a very cold day.
2. I went to Sapporo in Hokkaido last month. I saw the snow festival there.
B: No, they didn't have electricity yet. They used lamps and candles at that time.
210
Grammar Notes
A. is used to refer to topics mentioned in a conversation or a passage. (Example 1~6) B. The usages of,andare different depending on whether the speaker and the listener know the topic in the conversation or not. When to use The speaker knows the topic, but s/he thinks that the listener does not know it. (Example 1,2) The speaker does not know the topic mentioned by the listener. (Examples 3,4) Both of the speaker and the listener know the topic. (Example 5) The speaker knows the topic. (Example 6)
group
16
group group
: this: like this, in this way : like this: this much, in this way : in this way: like this, in this way, this way group can be used only by the person who mentions a topic for the rst time. also has a direct usage. During a conversation, it can be used to refer to something visible. (See p.24-29) The usage in A is seen in model conversations or reading passages for beginners. However, since distinguishing the use ofis difcult, it is advisable to offer enough guidance such that the students will not misunderstand what is written in the conversation or passage.
211
S-67
V :volitional form
BASIC
Examples
A: 10 Congratulations on your winning. How are you going to use the 100,000 yen of prize money?
2. (On the way home) A: I'm thinking of popping by McDonald's for a while as I'm hungry. Why don't you come with me?
3. I thought I would go abroad to study, as I heard a story about a senpai who graduated from a university in Japan.
5. I've been thinking I will give my parents a big house if I'm rich when I grow up.
Example 6
212
Grammar Notes
A. This sentence pattern is used for expressing that the speaker has the will to do something at the point of the utterance. (Examples 1~3) B. Vis used for stating that the speaker has a continued will to do something. (Examples 4~6)
To the Teacher V is a volitional verb. (See P.278) V( ) expresses a strong will to not do something. When expressing will in the third person,V + expressions of conjecture/hearsayis used.
17
Yamamoto-san is practicing everyday until late. S/he might be thinking s/he will win the next match.
Yamamoto-san seems to think s/he will go meet his/her pen pal during the summer break.
Activities 17-2 17-3 17-4 17-5 17-6 Popular Jobs Why are you doing it? It might be expensive What do you think you will be? What do you do in the weekend? 17-7 Dreams for the future
213
S-68
BASIC
Examples
2. It's better to bring a jumper as it might be cold at the top of the mountain in the morning.
3. Although you might feel a bit nervous going abroad by yourself, it will be a good experience, you know.
4. A: Since I was a child, I've been wanting to be a doctor, but, I might not be able to be. B: Why not?
A: I don't have the condence to pass the exam for medical school. Besides, I feel the sight of blood.
A: No, not yet. My parents might be against it. But, I won't change my mind.
214
Grammar Notes
A. This sentence pattern is used for expressing the speaker's conjecture about the possibility of a situation or incident to occur. (Examples 1~6) B. may be used together with . (Examples 1,6) To the Teacher is not usually used in interrogative sentences. The past tense ofis not introduced here.
17
215
S-69
(nominalization)
V: plain form
BASIC
Examples
3. Do you know that we can forecast our own future using the computer?
8. The reason why I save my allowance every month is that I want to buy a new skateboard.
Example 1
216
Grammar Notes
A. nominalizes V. (Examples 1~8) B. Just like a noun,V becomes a component of a sentence. (Examples 1~8) C. V X may be used for emphasising on X. (Examples 7,8) To the Teacher The nominalization of S takes the formsV andV . Although they could be used interchangeably in several instances, there are times when this is not possible. Those that cannot be used interchangeably are as follows: S+ S+
Following verbs
Verbs that express sense: (can see) (can hear) (to smell) (to feel) (to hear) (to see) etc Verbs that express approach towards the normative of a the noun
17
(to stop) (to quit) etc Sentence structure that express emphasis
(to speak) (to convey) (to decide) (to think) (to think) (to promise) (to pray) etc
My hobby is stargazing.
Activities 17-5 17-7 What do you think you will be? Dreams for the future
217
S-70
BASIC
Examples
5. We held a farewell for a teacher who is going back home next month.
B: For myself.
Example 3
218
Grammar Notes
A.indicates that N/V1 is the purpose of the action expressed by V2.(Examples 1~4) B. In cases when N is a person or a group, it indicates that N is the recipient of the benet. (Examples 5~7) C. In cases when the action of V2 is obvious,can be used instead of V .(Example 7) To the Teacher V1 is a volitional verb. (See p.278) For the N which expresses the purpose of an action, the following nouns may be used.
N in N verbs: (survey) (research) (study) etc also shows that N/ V1 is the reason/cause of the action expressed by V2.
17
Activities 17-3 17-5 17-7 Why are you doing it? What do you think you will be? Dreams for the future
219
C-07
Group 1
Volitional form ( )
Group 2
Group 3
To the Teacher The volitional form is one of the forms of verb conjugation. Volitional forms are also used in the plain form ofV .
Let's do our best! Non-volitional verbs are not used in volitional forms. (See p.279) Volitional forms do not have negative or past forms. Volitional forms are used as follows:
Activities 17-1 17-2 17-3 17-4 17-5 17-6 17-7 Volitional Form Card Game Popular Jobs Why are you doing it? It might be expensive What do you think you will be? What do you do in the weekend? Dreams for the future
220
S-71
( look )
BASIC
Examples
1. We gave roses to our teacher on graduation day. S/he looked very happy.
3. (Looking at the Bon Festival dance) A: Everyone seems to be enjoying the dancing, aren't they? B: Yeah. Let's join.
4. A: Your wallet is about to drop from the pocket. B: Oh. Thank you.
Example 4
Let's collect and store the balls quickly. (Because) It looks like it's going to rain.
7. This year's cultural festival is going to be done together with the neighbouring school so a lot of people may come.
8. A: The teacher said that the number of the subjects for the entrance exam of university will be reduced from next year on.
B: So, it looks like the number of applicants is on the rise, isn't it?
222
Grammar Notes
A. This sentence pattern is used when expressing the condition/nature of something by conjecture based on its appearance. (Examples 1~3) B. This sentence pattern is used when describing the condition just before the incident expressed by V takes place. (Examples 4,5) C. This sentence pattern is used to express prediction based on the speaker's assessment of a present situation and what V it will turn out to be, and its likelihood to occur (Examples 6~8) D. When nouns or verbs are modied, becomes and . (Examples 2,3) To the Teacher In the case of B, the speaker's intentional action cannot be expressed. The negative form ofis as follows. The negative form is used for describing conditions with no possibility of A/ AN/ V to happen. A AN V
A AN V
18
A: B:
We'll be late.
2 It seems like the teacher won't let me off the hook. What should I do? The formdoes not exist. However, the formcan be used. That person doesn't look like a student. Take note that the adjectivebecomes . In the case of A, the sentence pattern cannot be used for something visibly noticeable so
be careful not to use adjectives and verbs such as for practice. Take note that for adjectives, adjective nouns, and verbs, this sentence pattern has a different conjugation from(hearsay) (S78 (hearsay)).
Activities 18-4 Gesture Game 18-6 Club Activities 18-7 Busy Term Two
223
S-72
BASIC
Examples
1. I'll read the text book once more before the exam.
2. Please ask the teacher's schedule before the meeting next week.
3. As soon as the class is over, let's clean the blackboard for the next class.
B: I asked Yamamoto-san to take care of it. They'll probably be on the desk in the classroom.
5. You don't have to put away the chairs in the hall. Let's leave them as they are until the end of the cultural festival.
6. A: Where shall I carry this desk? B: Oh, please leave it as it was. I'll carry it later.
7. Please don't throw away the empty cans and boxes here, as we might use them later.
Grammar Notes
A. This sentence pattern is used to express that for a certain purpose, something has to be prepared beforehand. (Examples 1~4) B. This sentence pattern is used for telling someone to leave something temporarily as it is when expressing temporarily leaving a condition of V as is. (Examples 5~7)
224
To the Teacher V is a volitional verb. (See p278) In the spoken form, sometimes changes into.
Sentence pattern N V N V
To express the action "to prepare" To express the condition "to be ready"
A: Have you made a reservation of the venue for the party? B: No, I haven't.
A: So, please be sure to make it by tomorrow, okay? There are cases when V is an intransitive verb. However, to make it easier for the students to understand, it is better to practice using only transitive verbs.
18
225
S-73
V N
BASIC
Examples
1. 3 It was decided that students in this school will study English from the third grade.
2. Nakayama-san is going to be change schools because of her/his father's transfer. Let's all have a farewell party for him/ her.
3. As a result of the ballot vote, Yamamoto-san was elected as this year's student body president.
4. 2000 10 2 10 10 Since 2000 Sports Day was changed from the 10th of October to the second Monday of October.
5. Starting this year it was decided that the results of the exam would not be announced.
B: I wanted to do a haunted mansion, but it's been decided by majority vote that we would do a presentation about environmental issues.
Grammar Notes
A. This sentence pattern is used for stating thatV orNhas been decided. (Examples 1~6)
226
2 We are not allowed to take photos in the museum. AsN also has a usage expressing change or transformation (P.140 S39 A A N ), take note of this during drills.
Activities 18-3 18-7 18-8 Volunteering Busy Term Two School Events in Japan
18
227
S-74
V N
BASIC
Examples
2. Our group has decided to do research about folk tales during summer vacation.
3. I've decided not to stop by anywhere as I have an exam tomorrow. 4. (In homeroom) A: With the variety of views that cropped up, it's going to take us some time to decide.
A: What will you have? B: I'll have ramen. A: Okay, I'll have curry.
228
Grammar Notes
A. This sentence pattern is used when the speaker expresses a decision to do or . (Examples 1~6) To the Teacher is used when expressing one has decided to do something routinely or as a habit.
As also has a usage expressing change or transformation(p.188), take note of this during drills.
I make vegetables into juice, and then drink it. (change/ transformation)
A:
B:
18
Activities 18-3 18-5 Volunteering What we plan to do on Culture Day 18-6 18-7 Club Activities Busy Term Two
229
P-31
(condition)
BASIC
Examples
1. If you put money in and press the button, a ticket will come out.
2. A: Where is the staff room? B: Go straight down the corridor, and then turn left at the end. You'll nd it on your right hand side.
3. 40 1 If you take the train, it'll take 40 minutes, but if you take the bus, it'll take an hour.
4. When I win a match, I'm happy, but when I lose, I can't stand it.
7. When our principal comes to school every morning, s/he waters the owers in the owerbed.
9. When it turns into spring, the cherry blossoms near the tennis court come into ower.
10. 1 10 55 If you add all the numbers from 1 to 10, the sum will be 55.
Example 8
230
Grammar Notes
A. S1 S2indicates that whenever S1 is achieved, S2 comes into effect. S2 should be in a non-past tense form. (Examples 1~10) B. This sentence pattern is used for explaining things such as the way to do something or directions to get somewhere. (Examples 1,2) C. This sentence pattern is used for explaining a common or conventional fact. (Examples 3~7) D. This sentence pattern is used when describing natural phenomena. (Examples 8,9) E. This sentence pattern is used for stating something logical. (Examples 10) To the Teacher For S2, volitional verbs such as the following cannot be used: Request: V V etc Volition: V V etc Wish: V etc Invitation: V V etc Prohibition: V etc This sentence pattern cannot be used for stating events or actions which take place only once. The difference between (condition) and S1 What the speaker assumed S2(non-past form)
18
When it turns into spring, the cherry blossoms come into ower.
Volitional expression
In cases when S2 is in the past tense, the relation between S1 and S2 is as follows. In this case, can be replaced by . Relationship between S1 and S2
Examples
Activities 18-1 When its Spring 18-6 Club Activities 18-8 School Events in Japan
231
S-75
V ( passive )
N1: the recipient of the action V N2: the agent of the action V V : passive form
BASIC
Examples
2. My elder sister was scolded by our father as she came home late.
Example 4
3. When I went to the police box because I dropped my wallet, I was asked a lot of questions by the police ofcer.
4. I had been bitten by a dog when I was a child. 5. A: What's up with you? You look happy.
232
Grammar Notes
A. This sentence pattern is used for stating the action V from the point of view of the recipient (N1) of the action. (Examples 1~5) B. In cases when N1 is the speaker or it is understood who N is, N1 is sometimes omitted. (Examples 3~5)
EXPANSION
Examples
Grammar Notes
C. This sentence pattern is used for stating facts in society matters. In this case, the agent (N2) is not identied. (Examples 6,7 ) To the Teacher V is a transitive verb. (See p.280) The usage for expressing actions that cause trouble and inconvenience and things that take place regardless of the speaker's intention are not covered here.
19
2 0 I was embarrassed because a friend of mine happened to see my test with 0 mark.
Activities 19-3 Why there is no cat among the twelve animals of the Zodiac 19-6 19-7 20-6 A thank-you letter A report about a homestay What will the future be like?
233
S-76
BASIC
Examples
1. Yesterday, I had Nakata-san teach me how to write a nengajoo (Japanese New Year's card).
Example 5
7. TOKIO The TOKIO poster which I asked Yamanaka-san to send me from Japan is my treasure.
234
Grammar Notes
A. This sentence pattern indicates that N2 takes the action of V in response to N1's request. (Examples 1~7) B. N2 cannot become the speaker. C. If N1 is the speaker or the group which includes the speaker, N1 is sometimes omitted. (Examples 2~7) To the Teacher V is a volitional verb. (See p.278) is used for asking whether someone would do the action V.
B: Let me see. Let's ask Nakata-san. is sometimes replaced byin cases when V is a verb expressing the transfer of
things or knowledge such as. However, it is better not to introduce here as it might confuse the students.
19
For stating actions which are benecial to the speaker, learners make the common mistake of not using and end up using which is used to express an objective fact. Take note that there are times whenV shows disrespect to the person who performed the action.
Nakata-san helped me out with my homework. (containing a feeling of gratitude) In order to useV correctly, an understanding of (inner group/outer group)is essential. (See p.276) Please see p.277 for the information ofV that states the action which has a directional movement opposite toV .
235
S-77
BASIC
Examples
2. When I was absent because of a cold, Nakata-san was nice enough to show me his/her notebook the next day.
3. Nakayama-san kindly lent me an umbrella when I was got in a x because I didn't have an umbrella.
5. When I was in a x because the computer wouldn't work, Nakayama-san xed it for me.
Example 5
6. A: Yamamoto-san, have you read the e-mail which I sent the other day?
B: What e-mail? When did you send it? I haven't received it.
236
Grammar Notes
A. This sentence pattern indicates that N1 performs an action which is benecial to N2. (Examples 1~9) B. N1 cannot become the speaker. C. In most cases, since N2 is the speaker or a group which includes the speaker, N2 is often omitted. (Examples 2,3,5,7,9) D. N2 sometimes becomes N2 orN2 . N1 N2 N3 V Examples 4,6,7 (N3 is a part of N2's body or his/ her belongings) N1 N2 V Example 8 (N2 is the object of V) To the Teacher In the case of N2 , V should be verbs such as
N2 can be someone in the inner group of the speaker (See p.276). However, it is better to have the students practice only the case of the speaker or the group including the speaker in order to avoid confusion.
Yamada-san was nice enough to teach my younger sister Japanese. V can be non-volitional verbs. However, it is easier to understand if drills are done only with volitional verbs. It's been raining the whole time and it's taking forever for the skies to clear. When we express actions benecial to the speaker, learners make the common mistake of not using and end up usingwhich is used to express an objective fact. Take note that there are times whenV shows disrespect to the person who performed the action.
19
Yamada-san made a variety of dishes for us. (containing gratitude) SinceV is used for expressing requests which have the nuance of a command, it would be advisable not to practiceV andV together. In order to useV correctly, an understanding of (inner group/outer group)is essential. (See p.276) Related items C-01 V form (V ) S-76 V Activities 19-5 A thank-you card 19-6 A thank-you letter 19-7 A report about a homestay
237
S-78
(hearsay)
S: plain form
BASIC
Examples
Example 5
6. A: I heard that Nakata-san can do sign language. Do you know that? B: Really? Well, let's get her/him to teach us some time.
238
Grammar Notes
A. This sentence pattern is used for relaying information that the speaker read or heard. (Examples 1~7) B. This sentence pattern is used in cases when the source of the information is clear. The source can be indicated with .(Examples 2~5) C. cannot be used in the past, negative or interrogative forms.
To the Teacher cannot be used after Take note that the conjugation to A, AN and V ofhere is different from the (look) (p.222).
19
Activities 19-1 19-2 19-3 Next Thursday's examination Reading the newspaper Why there is not cat in the twelve animals of the zodiac
239
S-52
V (potential)
BASIC
Examples
1. A: I'd like to ask someone to accompany a song. Can anyone play a musical instrument?
6. Last year's uniform has gotten too small for me, I can't t into it.
Example 6
168
Grammar Notes
A. This structure is used to state having the ability or technique to do something expressed by V. (Examples 1~3) B. This structure is used to state the possibility of an action expressed by V under certain conditions (Examples 4~7) To the Teacher is a volitional verb. (Please see P.278 Appendix-12 Volitional Verbs and Non-Volitional Verbs.) The pattern(S26V N ) is used to express the meaning that something is possible to do as the conditions are met. It has a much limited usage than V.
14
1000 18 Tanaka-san can swim 1000 meters in 18 minutes. In cases when N is the channel or means of access for (a verb of) movement or the place where an action is taken, the structure should be.
can be used for stating the nature or the function of something. However, this usage is not covered in this book.
A:
B:
Activities 14-2 14-3 14-5 14-8 15-3 Can you swim? School Quiz Playing Port Ball A terrible day How about here?
169
P-32
BASIC
Examples
3. There's someone surng although it's dangerous because the waves are high.
4. Nakayama-san didn't miss school although she has a fever because of her cold.
6. A: Where is Tanaka-san?
7. A:
Yesterday we waited the whole time for you. How come you didn't show up? B: I'm sorry. I suddenly got a stomach ache.
8. I put it in the refrigerator because I thought I could have it later. Who took it?
Example 8
242
Grammar Notes
A. S1 S2indicates that S2 differs from the condition or the result which was naturally expected to follow S1. (Examples 1~8) B. In the case when N1 is the speaker, this sentence pattern shows a feeling of dissatisfaction or regret. (Examples 5~8) C. In cases when what is indicated by S2 is obvious, S2 is sometimes omitted. (Example 6) D. The interrogative form isS1 S2 . (Examples 7,8) To the Teacher S1 and S2 should be facts (things that already happened or is the current condition) or is a judgement by the speaker. The following volitional expressions cannot be used for S2: Request: etc Volition: etc Wish: etc Invitation: etc Prohibition: etc The differences of,and (conjunctive) S1 S S1 = the speaker's assumption S1 = actual happening/ event or action Regret Dissatisfaction Disappointment S1 S S1 S2
19
Expressions used at the end of a sentence such as request, wish, desire or invitation
243
S-79
BASIC
Examples
1. E E Since I started using e-mail, I've come to use it instead of the telephone.
2. Since my mother got sick, my brother has been helping us with the cleaning and the laundry.
3. With the start of satellite broadcasting, we can view news from around the world anytime.
4. 21 It is said that coming into the 21st century, anyone will be able to take a trip to outer space.
5. Even if one is unable to play a musical instrument, we can now compose or play music using the computer.
6. By studying foreign languages, I want to be able to talk with people from different countries.
7. As many people have started to use mobile phones, public phones have come not to be used so much.
8. A: I heard that a new model of PC was going to be on sale. B: So, the current model is going to be less popular, isn't it?
Example 7
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Grammar Notes
A. This sentence pattern is used to state that something expressed by V is going to become or has become a common practice or custom. (Examples 1,2) B. This sentence pattern is used to state that circumstances or capability expressed by V will change or has changed. (Examples 3~6) C. In cases when the previous circumstances or habit/ custom or practice is no longer continued,is used. (Examples 7,8) To the Teacher
This sentence pattern cannot be used with verbs indicating change such as
Related items C-03 C-04 C-06 S-39 S-60 S-81 V dictionary form (V ) form (V ) Potential form ( ) A AN N V V V
Activities 20-1 20-6 20-7 20-8 20-9 Since I started to use e-mail, What will the future be like? The news in the future The Future? A Survey Our Future
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S-80
BASIC
Examples
2. A: The dog is barking. S/he looks like s/he wants to go for a walk. B: No. That's because s/he is hungry.
3. Tomoko-san seems to like Nakata-san. She looks less happy when he's not around.
5. Nakayama-san doesn't seem to know that we have a party today because s/he was getting ready to go home a while ago.
7. It looks like I've gained a little weight recently. The pants I bought last year feel tight.
Grammar Notes
A. This sentence pattern is used to state the speaker's conjecture based on objective facts such as the circumstances on the spot and/or known facts. (Examples 1~5) B. This sentence pattern is used to state the speaker's conjecture based on the speaker's impression, feeling or symptom. (Examples 6,7) C. This sentence pattern is not used in the negative form. D. In cases when it is understood what N is, N1 sometimes omitted. (Examples 1,2,6,7) is
246
EXPANSION
Examples
8. Looking at the survey conducted last month, the commodity prices seem to have gone down compared to last year. 9. (A newscaster on TV)
This news just came in. It seems there was a plane accident near island. We will give further updates as soon as we have the details.
Grammar Notes
E. has the same function as, and is used mainly for the written form or the formal spoken form. (Examples 8~10) To the Teacher This sentence pattern is not used for conjecture of the speaker's intentional action. is mainly used for the spoken form andis mainly used for the written form. However, distinguishing its use for formal conversation, letters and/or e-mail is ambiguous. The differences between and (look) (See p.222) The speaker's conjecture based on objective facts such as the circumstances on the spot. You can make conjectures about incidents in the past (look)
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The speaker's impression or conjecture by looking at the object itself. A prediction by the speaker based on the present situation
2 ( ) (Looking at a room with the lights off) S/he seems to have gone to bed.
(Looking at a baby yawning) S/he looks like she's about to sleep. The comparativethat is used for explaining something as compared to other objects is not introduced here.
2 S/he speaks Japanese uently as if s/he were a native Japanese. It is better to have the students understand the usage by initially using only.
247
Activities 20-2 20-3 A haunted apartment Japan through the eyes of an exchange student 20-6 20-7 20-9 What will the future be like? The news in the future Our Future
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S-81
V V
BASIC
Examples
1. Recently, the number of people who don't buy books and just borrow at the library has been growing.
3. Since the new station was built, the town has been getting lively.
4. 1980 20 1 5
In Japan, the population under fteen years old has been decreasing for about twenty years since 1980. It will continue to decrease in the years to come.
5. CO2 If carbon dioxide continues to increase, the temperature of the earth will rise more and more.
Grammar Notes
A. V is used for stating the continuous change of action V from the past to the present or until the point in time the speaker is thinking of. (Examples 1~4) B. V is used for stating how the condition of the action V that expresses the conditions/ circumstances at the present or the point the speaker is thinking of, will be changing. (Examples 4,5)
250
EXPANSION
Examples
Grammar Notes
C. This sentence pattern indicates movement after V. (Examples 6,7)
Action
Destination
In the usage of A and B, the verbs should indicate a change such as A AN In the usage of C, the verbs should be volitional verbs. (See p.278) The difference between V and V Example (In an explanation using a graph )
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are the usage expressing the status of movement. However these are easier to understand if used as vocabulary. It is easier to understand if the time standard used in drills is the present time. Related items C-01 form (V ) Activities 20-5 20-7 Interpreting a graph The news in the future
251
S-82
BASIC
Examples
1. This pen writes smoothly, doesn't it? Where did you buy it?
2. A: What is your room number? B: 1234 It's 1234. A: 1234 Oh, 1234.That's easy to remember, isn't it?
3. Since a lot of search sites were created, it has become easier to look for information on the Internet.
4. In this book, the birth of the universe was written in a way that's easy to understand.
5. This institute is developing products which are easy to use for elderly people and handicapped people.
7. I think the reason why accidents often take place in this intersection is that there are no trafc lights.
Grammar Notes
A. This structure shows the condition that an action is easily carried out. (Examples 1~5) B. This structure shows that such a possibility or frequency is high. (Examples 6,7) C. is conjugated in the same way as adjectives.
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To the Teacher In the usage of A, V is a volitional verb. (See p.278) In the usage of B, V is a non-volitional verb. (See p.279) The expression which has the opposite meaning is V .
Activities 20-4 A pen which is easy to write with 20-6 20-7 20-9 What will the future be like? The news in the future Our Future
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253
S-83
BASIC
Examples
2. 1 The dictionary which I used when I was in rst year has small letters so it was hard to read.
4. Thanks to satellite broadcasting, we can watch TV even in places where it's hard to get a signal.
5. During the rainy season, I have a hard time as the laundry doesn't dry easily.
6. The newly developed glasses are said to be light and hard to be brake.
7. Materials which are hard to burn were used for this building.
Example 1
254
Grammar Notes
A. This structure shows the condition that it is difcult to carry out an action. (Examples 1~4) B. This structure shows that the condition cannot be easily changed (Examples 5~7) C. is conjugated in the same way as adjectives. To the Teacher In the usage of A, V is a volitional verb. (See p.278) In the usage of B, V is a non-volitional verb. (See p.279) The expression which has the opposite meaning isV .
Activities 20-4 A pen which is easy to write with 20-6 What will the future be like?
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