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日本 語

japanese

jp1001 off to japan ncea level 1

2011/3


japanese

ncea level 1 Expected time to complete work This work will take you about 10 hours to complete. You will work towards the following standards: Achievement Standard 90893 Japanese 1.1 Demonstrate understanding of a variety of spoken Japanese texts relating to areas of most immediate relevance Level 1, External 5 credits Achievement Standard 90894 Japanese 1.2 Give a spoken presentation in Japanese that communicates a personal response Level 1, Internal 4 credits Achievement Standard 90896 Japanese 1.4 Demonstrate understanding of a variety of Japanese written/visual texts relating to areas of most immediate relevance Level 1, External 5 credits Achievement Standard 90897 Japanese 1.5 Write a variety of text types in Japanese on areas of most immediate relevance Level 1, Internal 5 credits In this booklet you will focus on these learning outcomes: •• describing yourself and other people (including occupations) •• saying what you like/don't like •• saying what you are good at/poor at •• saying what you want to become in the future

•• reading and writing these kanji: 日  、 本、一、二、三、四、五、六、

七、八、九、and 十.

You will continue to work towards these standards in the rest of the JP1000 course.

Copyright © 2011 Board of Trustees of Te Aho o Te Kura Pounamu, Private Bag 39992, Wellington Mail Centre, Lower Hutt 5045, New Zealand. All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means without the written permission of Te Aho o Te Kura Pounamu.

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contents Day one 1日目

Angela introduces herself Counting people Existence Position in the family の does many jobs in Japanese Want to, would like to

Day two 2日目 Occupations Day three 3日目

Family members Asking questions How old are you?

Day four 4日目 Hiragana Katakana Day five 5日目 Kanji Day six 6日目

Letters from Japan Being good or poor at something; liking and disliking

Day seven 7日目 Day eight 8日目

Learn the parts of the body Describing physical characteristics Wearing glasses? Wearing contact lenses? Two reading activities

Day nine 9日目

Two listening activities

Day ten 10日目 Review 11

Answer guide

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how to do the work When you see:

Check your answers.

Your teacher will assess this work.

An exercise in your Workbook.

Use the CD.

Record your activity.

You will need: •• JP1001W •• JP1001D •• a pen or pencil •• an audio player.

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day one 1日目 learning intentions In this lesson you will learn:

•• about self-introductions •• to count people •• to use: –– –– ––

います and あります の たい

•• to describe position in family.

introduction

Welcome to the NCEA Level 1 Japanese programme. It follows the experiences of Angela Sutherland, a 16-year-old New Zealand student on a year-long exchange visit to Japan. To make your learning easier, you have been sent a vocabulary list, a grammar summary, and kanji cards. You can look things up in the vocabulary list and grammar summary. You can use the kanji cards to help you learn the kanji (Chinese characters).

angela introduces herself

Listen to track 1 ‘This is the audio for JP1001 . . .’

かぞくは ごにん います。 ははと ちちと あねと あにが  います。 わたしは さんにんの こどもの なかで いちばん  とししたです。 あにの トムは 19さいです。だいがくで けんちくがくを  べんきょうしています。あねの キャシーは 20さいです。 かんごふに なりたいと おもっています。ウエリントンの  マッセーだいがく1で べんきょうしています。 わたしは 1996 ねん12がつ とおかに イギリスで  うまれました。りょうしんは ニュージーランドじんです。 ちちの ジョンは かがくしゃです。IRL2で しごとを  しています。ははの スーは せんせいです。 ふたりは はなれて すんでいます。わたしは ははと  ローワーハット3に すんでいます。あにとあねは ウエリントンの  がくせいアパートに すんでいます。 1 Massey University campus in Wellington 2 New Zealand research organisation 3 Lower Hutt © te ah o o t e k ur a p o un a m u

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day one 1日目

North Island Lower Hutt Wellington

South Island

わたしは フルートを ふきます。 すいえいが すきです。ハットすいえいクラブに  はいっています。1 いしゅうかんに さんかい  あさの6じ30ぷんから 7じ30ぷんまで すいえいに いきます。

1 is a member of 4

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day one 1日目

せつめい vocabulary

いちばん the . . . est (biggest, smallest, etc.) いちばん としした youngest けんちくがく architecture かんごふ nurse なります、なる、なって become おもいます、おもう、おもって think うまれます、 うまれる、 うまれて be born りょうしん parents かがくしゃ scientist アパート flat, apartment はなれて separately フルート flute ふきます、ふく ふいて blow, play (of wind instrument) すいえい swimming さんかい three times と and; with (to link nouns) しょうかい introduction

counting people

To say the number of people involved you use the counter にん

さんにん よにん ごにん

three (people) four (people) five (people)

Note: The first two in the series do not follow this pattern. ひとり one (person) ふたり two (people)

existence

There are two verbs in Japanese which means ‘is/are’, in the sense of ‘exist’. They are います and あります.

います is used when living things – animals and people – exist, for example: ちちは にほんに います。 My father is in Japan.

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day one 1日目

いぬは がっこうの そとに います。 The dog is outside the school.

かぞくは ごにん います。

There are five people in my family/In my family there are five people.

あります is used for all other things; that is, for anything which is not an animal or a person. For example:

トムさんの にわに きが あります。 There are trees in Tom's garden.

トムさんの アパートは ウエリントンに あります。 Tom's flat is in Wellington.

Note: います/あります can also have the meaning ‘have, possess, own’. The things which are possessed are followed by the particle が, for example:

ジョンさん ふるい くるまが あります。 John has an old car.

わたしは こどもが さんにん あります or います。 I have three children. (Literally) As for me/in my case there are three children.

position in the family

わたしは いちばん とししたです。 I am the youngest.

としした younger としうえ older Put いちばん in front and you are saying:

いちばん としした youngest いちばん としうえ oldest You'll probably need other expressions when describing your position in the family.

いちばんめ first にばんめ second さんばんめ third まんなか middle した bottom うえ top ひとりっこ only child 6

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day one 1日目

わたしは いちばん としうえ です。

ごにんの きょうだいの にばんめ です。

19 years old

17 years old

ごにんの きょうだいの まんなか です。

16 years old

ごにんの きょうだいの したから にばんめ です。

いちばん としした です。

14 years old

10 years old

ひとりっこ です。

の does many jobs in japanese

You have already learnt that の shows who or what owns something and can often be translated as an apostrophe plus ‘s’ in English. For example:

ははの しごと

The work of my mother (my mother's work). But の can also be added to a noun to describe someone or something, for example:

ははの スー My mother, Sue.

あにの トム My brother, Tom.

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day one 1日目

want to, would like to

わたしは かんごふに なりたいです。 I want to be/become a nurse.

The たい form of a verb expresses desire and is translated as ‘want to, would like to’.

たい is added to the stem of the ます form. (The stem is the part before ます.) For example:

はなし ます   なはしたい です want to speak

わたしは にほんごを はなしたい です。 I want to speak Japanese.

なり ます   なりたい です want to become

わたしは かんごふに なりたい です。 I want to become a nurse.

You will notice that Angela doesn't say of her sister

かんごふに なりたい です。 She says:

かんごふに なりたい と おもって います。

(Literally) she thinks she wants to be a nurse. (This is more natural Japanese.) Now listen to Angela's self-introduction again, at least two times. 1A

Go to your Workbook to complete the details on Angela's application form to the Intercultural Exchange Programme.

1日目のおわり

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day two 2日目 learning intention

In this lesson you will learn to: •• say what someone does for a job. Yippee! Angela has been accepted on the exchange programme. Soon she receives a letter from her host family mother, Sachiko Suzuki. Read the letter aloud to yourself.

はいけい にほんは すこし はるらしくなりました。 わたしは アンジェラさんの ホスト ファミリーの1 すずき さちこです。わたしは、 アンジェラさんの 2 ホームステイを  たのしみに しています。 かぞくは うらわに すんでいます。 とうきょうえき から でんしゃで  40ぷんです。 では かぞくを しょうかいします。かぞくは 6にんいます。こどもは 3にんです。 ちずは はたちです。アメリカで えいごを べんきょうしています。 ひろこは 17さいです。 うらわこうこうに いっています。 フルートを ふきます。どうぶつが とても すきです。とくに ひろこの ペットの いぬの チーが すきです。かずは 14さいです。 うらわちゅうがくに いっています。よく パソコンで あそびます。

1 host family 2 home stay © te ah o o t e k ur a p o un a m u

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day two 2日目

しゅじんの ひろやすは サラリーマンです。 いま50さいで 27ねん NTTに1 つとめています。 やすひろの おかあさん (71さい)は かぞくと いっしょに すんでいます。はなが すきです。 まいにち はなの せわを しています。 そして テレビを みています。 わたしは かいしゃで パートタイムで はたらいて います。そして しょどうも おしえています。 けいぐ さちこ 3月10日

せつめい vocabulary

Here are the key words from Sachiko Suzuki's letter:

はるらしく spring-like たのしみに します、する、 して look forward to でんしゃ train こうこう senior high school とくに especially フルート flute ふきます、ふく ふいて blow, play (of wind instrument) どうぶつ animal ペット pet ちゅうがっこう junior high school あそびます、 あそぶ、 あそんで play つとめます、つとめる、つとめて be employed しゅじん one's own husband いっしょに together しょどう shodo, calligraphy はたらきます、はたらく、はたらいて work せわ care パソコン personal computer

1 NTT is a telephone company. 10

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day two 2日目

occupations

サラリーマン sarariiman This is the Japanese word, which comes from the English words ‘salary’ and ‘man’. In the early 1960s, it described white collar workers working in private companies. Today it describes all salary earners. The female equivalent is:

キャリア ウーマン

kyaria uuman

パートタイム comes straight from the English word ‘part-time’,

and has the same meaning; however, the part-time work of students is called アルバイト, arubaito, from the German word for work – Arbeit. Here are some other occupations that you may need to use:

せんせい teacher ひしょ secretary マネージャー manager べんごし lawyer いしゃ doctor はいしゃ dentist じむいん clerk てんいん shop assistant じじゅつしゃ engineer おまわりさん policeman タイピスト typist ヘアードレッサー/びようし hairdresser おんがくか musician 2A

Read Sachiko Suzuki’s letter to Angela as you listen. Listen to track 2. ‘二日目, Day two. Activity 2A . . .’

2B

Check your understanding by answering some questions in your Workbook.

2C

Do the crossword in your Workbook.

2日目のおわり

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day three 3日目 learning intentions In this lesson you will learn:

•• to ask questions in Japanese •• words for family members •• to ask how old someone is. Being able to ask questions is an important skill. At school, Angela excitedly tells her Japanese class about receiving Mrs Suzuki's letter. Her teacher suggests that the class ask Angela in Japanese about the letter. Follow the text as you listen. Listen to track 3. ‘三日目 Day three. At school Angela . . .’ Rachel

アンジェラ

だれが このてがみを かきましたか。 わたしの ホストファミリーの おかあさんの すずき  さちこさんです。

Garth

いつ このてがみを かきましたか。 3がつ とおかに かきました。

Robyn

ごかぞくは どこに すんでいますか。 うらわに すんでいます。

Robyn

うわらですか。 そこまで とうきょう から なんぷん かかりますか。 40ぷんです。

アンジェラ アンジェラ

アンジェラ Garth

ごかぞくは なんにん いますか。 6人です。おばあさんと ごしゅじんと こどもさんが  3人います。

Paul

こどもさんは なんさいですか。 おじょうさんの ちずさんは はたちです。 ひろこさんは 17さいです。 むすこさんの かずくんは 14さいです。

Paul

ごしゅじんは なんと いいますか。 やすひろさんと いいます。 サラリーマンです。

Max

ああ、そうですか。どこの かいしゃに つとめていますか。 すみませんが、 しりません。

アンジェラ

アンジェラ

アンジェラ

アンジェラ 12

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day three 3日目

Kate

アンジェラ

やすひろさんの おかあさんは なにを していますか。 まいにち はなの せわを して、 よく テレビを みています。

Ian

アンジェラ

さちこさんは はたらいていますか。 はい、はたらいています。 パートタイムで はたらいています。 そして しょどうを おしえています。

せつめい vocabulary

かきます、かく、かいて write, draw てがみ letter かかります、かかる、かかって take, last (time) しります、 しる、 しって know おしえます、おしえる、おしえて teach はたらきます、はたらく、はたらいて work

family members

In the classroom question and answer session, you will have heard words for members of the family that are slightly different from those used in earlier activities. That's because those answering and asking the questions are not talking about the members of their own family, but about someone else's family – in this case the Suzuki family. So, you heard Angela say:

「おばあさんと ごしゅじんと こどもさんが さんにん  います。 」and not「そぼと しゅじんと こどもが さんにん  います。 」

そふ おじいさん © te ah o o t e k ur a p o un a m u

そぼ おばあさん

ちち おとうさん

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day three 3日目

In Japanese, there is one set of names you use when speaking about your own family (to people outside your family) and another for someone else's family. Family members

My family (humble)

そぼ そふ はは ちち りょうしん おや こども older brother あに younger brother おとうと older sister あね younger sister いもうと brother and sisters きょうだい aunt おば uncle おじ grandchild まご wife かない/つま husband しゅじん daughter むすめ son むすこ niece おい nephew めい cousin いとこ grandmother grandfather mother father parents child(ren)

Other people’s family (polite)

おばあさん おじいさん おかあさん おとうさん ごりょうしん おやごさん おこさん こどもさん おにいさん おとうとさん おねえさん いもうとさん ごきょうだい おばさん おじさん おまごさん おくさん ごしゅじん おじょうさん むすこさん おいごさん めいごさん

Note: If you are talking to older people in your family use the more polite words to show respect.

asking questions

You can turn a statement into a question by adding か to the statement. For example: Statement:

さちこさんは はたらいています。

Sachiko works.

Question:

さちこさんは はたらいていますか。

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Does Sachiko work?

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day three 3日目

Usually, however, a question word – called an interrogative – is needed to make the question precise. Here are the interrogative words you heard today:

だれ dare who/whom? いつ itsu when? どこ doko where? なん/なに nan/nani what? なんぷん nanpun how many minutes? なんにん nannin how many people? なんさい nansai how old? Note: the interrogative word だれ is usually followed by the particle が. For example:

だれが このてがみを かきましたか。 Who wrote this letter?

です is never preceded by a particle. So you say: あの ひとは だれ ですか。

As for that person, who is it? In English we would say, Who is that person? Other interrogative words that you need to know are:

どれ which one? どんな what sort of? どの which? (must be followed by a noun) どのくらい about how long? どう how? なぜ why? どうして why? いくつ how many? いくら how much?

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day three 3日目

how old are you?

There are two possible ways of asking this question:

おいくつですか なんさいですか

polite way neutral way

•• From 1–10 years, either the Japanese numerals or the Chinese numerals can be used. •• 11 years onwards, Chinese numerals are used. The only exception is 20 years, which is はたち.

•• The counter さい means years of age.

Chinese numerals

Japanese numerals

1 2 3 4 5 6 7 8 9 10 11 20

いっさい にさい さんさい よんさい ごさい ろくさい ななさい はっさい きゅうさい じゅっさい じゅういっさい にじゅっさい

ひとつ ふたつ みっつ よっつ いつつ むっつ ななつ やっつ ここのつ とお はたち

3A

This is an exercise on questions in your Workbook. Remember to use the appropriate family names when asking about someone else's family.

3B

This is an exercise in your Workbook on asking ages.

3日目のおわり

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day four 4日目 learning intention In this lesson you will:

•• revise hiragana and katakana.

hiragana

In preparation for writing a letter to the Suzuki family, Angela practises writing the hiragana and katakana symbols. First she practises the hiragana symbols.

a

ka

sa

ta

na

ha

ma

i

ki

shi

chi

ni

hi

mi

ra

ku

su

tsu

nu

fu

mu

e

ke

se

te

ne

he

me

ya

u

ri

る ru

ko

so

to

no

ho

mo

yu

o

yo

れ re

ろ ro

ん n

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day four 4日目

long vowels in hiragana

Long vowels are made by adding the vowel letter あ、 い、 う、 え、or お. For example:

おかあさん ゆうがた

おねえさん おおきい

The extended 'oo' is in most cases expressed by adding う instead of お, for example, おとうさん otoosan.

writing combined sounds and double consonants

Combined sounds are made by using a small-sized vowel to change the sound of the symbol that comes before it. For example ki + yo = きょ(kyo), and chi + ya = ちゃ (cha). A small sized つ is used to make a double consonant of the following sound, as in words like Sapporo (さっぽろ). If you are writing on squared-paper, remember that the small-sized symbols have their own box. •• Small-sized symbols should be ⅓ of the size of the full-sized symbol. •• If you are writing horizontally, put small-sized symbols in the bottom left corner. •• If you are writing vertically, put small-sized symbols in the top right corner. Here is a formal letter to read. Notice the way it is laid out.

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day four 4日目

katakana

The Japanese mostly use katakana: •• to write words borrowed from other languages •• on signs or advertisements. Here are the symbols:

a

ka

sa

ta

na

ha

ma

i

ki

shi

chi

ni

hi

mi

ra

ku

su

tsu

nu

fu

mu

e

ke

se

te

ne

he

me

ya

u

ri

ワ wa

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ル ru

ヲ o

ko

so

to

no

ho

mo

yu

o

yo

レ re

ロ ro

ン n

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day four 4日目

Japanese can be written up and down the page as well as across. Read the letter below and note: •• where the punctuation and the small syllables of combined sounds, like the small よ in きょう, are positioned in the squares

•• that because it’s written to a friend the style is informal. The greeting ぜんりくand the ending そうそう are used in friendly letters.

The date is frequently written this way in Japanese. This letter was written in the third year of the reign of Emperor Heisei, that is in 1991. 4A

Spend the rest of today revising hiragana and katakana in your Workbook.

4日目のおわり

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day five 5日目 learning intention In this lesson you will learn:

•• what kanji are and how they were invented.

what are kanji?

Kanji were brought to Japan from China in about the 4th century. They consist of characters that may have evolved from a picture, or from a meaning or sound associated with certain symbols. Some are used to represent a whole word on their own, such as kuruma 車, and others are combined to form a word, such as gakkoo 学校. There are two different ways to pronounce most kanji. These ways are called readings. The ‘on’ reading, or Chinese reading, is used when two or more kanji are used in combination with each other. The ‘kun’ reading, or Japanese reading, is usually used when a kanji is used by itself in a word.

writing kanji

1. Make sure that each kanji is the same size. If using squared paper, make sure they are in the centre of the square and not touching the sides.

2. Follow this stoke order: •• Write from left to right.

•• Write from top to bottom.

•• Draw strokes from the top to bottom.

•• Draw strokes from the left to the right.

•• Draw a square in this order.

•• When there is a figure in the square, draw the line that closes the square last.

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day five 5日目

•• When a stroke passes through a square, draw that stroke last.

3. There are three basic ways to end a stroke: 1. Stop

2. Stretch

3. Hook

You need to learn these new kanji.

日 本 人 一 二 三 四 五 六 七 火 九 十

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This kanji signifies the sun, and is based on a picture of the sun, which has been simplified to four lines in this way:

Origin, or basis, is written with the kanji for tree, 木, with a line added across the base signifying the roots, 本. This kanji on its own means book (the origin of knowledge), and combined with the kanji for sun 日本 means Nihon, or Japan, ‘the land of the rising sun’.

The kanji for person or people is based on a picture of a person.

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day five 5日目

The kanji for numbers 1 to 10 are sometimes derived from the way fingers look when used for counting. Look at the following pictures:

One finger

Two fingers

Three fingers

Four fingers

Another good way to remember this is ‘a square has 4 corners’.

There is also a number 5 hidden in this kanji.

This looks a little like a person standing with their arms outstretched.

There is also a 7 hidden in this kanji.

Eight is the fingers on both hands held up.

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day five 5日目

A person with one arm out.

Ten is like both hands held up, and also like the Roman numeral for ten (X) turned on its side.

5A

Practise writing these kanji in your Workbook.

5B

This is a series of exercises to help you learn the new kanji.

5日目のおわり

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day six 6日目 learning intention

In this lesson you will learn to: •• say what you like and dislike, and what you are good and bad at.

letters from japan

Mail from Japan is arriving thick and fast. A few days after Sachiko Suzuki's letter, an email voice message arrives from Sachiko's 17-year-old daughter, Hiroko. Listen to part of it now. Listen to track 4. ‘六日目 Day six. Mail from Japan is arriving thick and fast . . .’ Here's the text of what you have just heard.

わたしはひろこです。げんきな おんなの こです。 せは ひくくて 152cmです。 ちゃいろいめで、みじかい かみのけです。 あまり やせていません。 わたしは せんだいで、1994ねんに うまれました。 ことし 十八さいに なります。 アンジェラさんに あうのを1 たのしみに しています。 わたしは えいごが へたです。 でも だんだん じょうずに なっています。 さかなこうじょうで アルバイトを しています。 いまは がっこうは やすみです。四月四日に がっこうは はじまります。 フルートを ふくのが2 すきです。 きいてください。 ペットの チーが すきです。 まいあさ 五じに おきて、チーを さんぽに つれていきます。

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day six 6日目

せつめい vocabulary

げんき (な) lively おんなのこ girl せ(い) height ひくい short, low たかい tall, expensive ちゃいろ (い) brown め eye みじかい short かみのけ hair ことし this year あうの meeting えいご English だんだん gradually さかな fish こうじょう factory やすみ holiday はじまります、はじまる、はじまって begin しけん examination いっしょうけんめい with all one’s effort, conscientiously おきます、おきる、おきて get up つれていきます、つれていく、 つれていって to take someone さんぽ walk やせています is slim あまり… ません not very ... ふとっています is fat

being good or poor at something; liking and disliking When you are talking about things you are good at (じょうず), bad at (へた), like (すき), and dislike (きらい), the following pattern is used: topic + thing liked/disliked, good at/bad at + が + verb For example:

わたしは えいごが へたです。 As for me, I am bad at English.

ひろこさんは ペットの いぬが すきです。 As for Hiroko, she likes her pet dog.

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day six 6日目

ひろこさんは スキーが じょうずです。 Hiroko is good at skiing.

If there is no topic, then the particle は marks the thing liked, good at, and so on. For example:

おかしが すきですか。 Do you like sweets?

6A

Do the exercises using the が

すき pattern in your Workbook. 6日目のおわり

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day seven 7日目 learning intentions In this lesson you will learn to:

•• describe physical characteristics •• name parts of the body •• say that you wear glasses or contacts. Angela got to know something about Hiroko from her email voice message. Hiroko has a brother, Kazu Suzuki. What is he like? Here is the rest of Hiroko’s message. Listen to track 5 ‘七日目 Day seven. Angela has got to know . . .’ Here is the text of what you have just heard.

おとうとの かずは 十四さいです。 おとなしくて ハンサムな おとこの こです。 あたまが いいです。 せが たかいです。160cmあります。 めがねを かけています。かみのけが みじかくて くろいです。 かれは 1997ねんの 七月二十五日に せんだいで うまれました。 ことし 十五さいに なります。 がっこうが きらいです。 じゅくも すきでは ありません。かれは えいごが へたです。 アンジェらと えいごの れんしゅうを します。 らいねん アメリカに いって あねの ちずを たずねます。 ちずは そこで えいごを べんきょう しています。かのじょは えいごが じょうずです。

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day seven 7日目

せつめい vocabulary

Remember to learn these thoroughly.

おとなしい quiet おとこの こ boy ハンサム handsome あたま head めがね glasses かれ he サッカー soccer ふゆ winter じゅく cram school れんしゅう practice たずねます、 たずねる、 たずねて visit かのじょ she まいしゅう every week らいねん next year かけます、かえる、かけて wear (glasses)

learn the parts of the body あたま

みみ

かみ の け め はな くち

おなか

あし

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day seven 7日目

describing physical characteristics eye colour

When describing eye colour in Japanese, you only need two colour words – black and blue. This is because black means ‘dark’, and blue ‘light’ or covers any other colour such as green and hazel as well as blue.

くろい black, dark あおい blue

hair colour and type みじかい short ながい long ちゃいろ (の)* or ちゃいろい brown きんぱつ(の)* blond(e) しらが(の)* grey hair, snow-white hair ちじれています、 ちじれている、 ちじれていて* curly まっすぐ(な)* straight *These words need な or の if they are followed by a noun. body type ふつう average やせて います thin ふとって います fat せが たかい tall せが ひくい short For example:

まっすぐな かみの け straight hair but

わたしは かみ の けが まっすぐ です。 As for me, my hair is straight.

Here are some more examples of these adjectives in action. ••

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わたしは せが ふつうです。 As for me, (my) height is average.

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day seven 7日目

••

アンジェラさんは めが あおいです。 As for Angela, (her) eyes are blue.

••(かれは)  かみの けが みじかい

As for him, (his) hair is short. / He has short hair. ••(かれは) せが たかい

です。

です。

As for him, (his) height is tall. / He is tall.

Note: Never use the word みじかい when saying someone is short. The word to use is ひくい. You will notice that the part of the body being described is followed by the particle が, then an adjective, then です. The pattern is the same as that used with, for example, じょうず、 すき、へた. Compare

わたしは あしが ながい です。

(As for me) my legs are long, meaning ‘I have long legs’. and

わたしは いぬが きらい です。

(As far as I am concerned) dogs are dislikeable, meaning ‘I dislike dogs’. In both cases が comes after the word that you want to describe.

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day seven 7日目

wearing glasses? wearing contact lenses? The verb ‘wear’ is different in each case:

わたしは めがねを かけています。 I am wearing glasses.

わたしは コンタクト レンズを しています。 I am wearing contact lenses.

ねがねを かけています。

ふとっています/やせています。

7A

In your Workbook, draw a self-portrait and describe yourself.

7B

This is an exercise on います and あります in your Workbook.

7日目のおわり

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day eight 8日目 learning intention In this lesson you will:

•• do reading comprehension activities. Today you will do some reading. These reading passages are followed by questions to allow you to check that you have correctly understood what you read. Here are the steps you need to follow when doing a reading comprehension: •• First, read the text to get an idea of what it's about. •• Read the questions or instructions. •• Keeping in mind when you’re reading what you have to do or answer and read the passage again. •• Answer the questions you can. •• Read the text again, looking for the parts that help you answer the questions. •• Complete your answers. Focus on providing as much detail possible, based what you’ve read. It is the detail that will give you more chance of achieving with merit or excellence. •• Check your answers.

two reading activities

Read the texts and then the questions that follow.

ひろしさんは かぞくが 四人います。 おとうさんと  おかあさんと ひろしさんと いもうとさん です。 とうきょうに すんで います。 アパートに すんでいます。 ひろしさんの おとうさんは かいしゃに つとめています。  サラリーマンです。 とても いそがしい です。 まいにち  はちじから ろくじ まで しごとを します。 おかあさんは しごとが ありません。 しゅふです。 まいにち  おいしい たべものを つくります。 ひろしさんの いもうとさんは 十一さいです。 とても  かわいいです。 しょうがっこうの 五ねんせいです。 なまえは  まりこさんです。 まりこさんは スポーツが だいすき です。 おじいさんと おばあさんが いますが、いっしょに  すんでいません。 おじいさんと おばあさんは いなかに  すんでいます。 でんしゃで にじかん かかります。 ひろしさんは  いぬが だいすき ですが、ペットは ねこ  です。ねこの なまえは みけです。 © te ah o o t e k ur a p o un a m u

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day eight 8日目

1. Who does Hiroshi live with? 2. Where do they live? Provide details. 3. What jobs do his parents do? Provide details. 4. Does Hiroshi have any siblings? Provide details. 5. Where do his grandparents live? 6. Who or what is みけ? What does Hiroshi think of みけ? 8A

Write the answers to these questions in English in your Workbook.

8B

Chikako and Michiko meet in the street. They haven't seen one another for a long time. Read their conversation, then read the questions that follow.

ちかこ

しばらくですね、みちこさん。 おこさんは なんいん  いますか。

みちこ

三にん います。 きょねん あかちゃんが  うまれました。 いま 九ヶ月です。 むすこは  十二さいに なりました。 しらはま1しょうがっこう  の六ねんせいです。 からてが じょうずです。 よく  れんしゅう します。 らいねん チームで  ニュージーランドに いきます。

むすめの はるこは ことし 十七さいに なります。  せんせいに なりたいと おもっています。 おんがくが  すきです。 だいがくへ はいるために2 しけんの  べんきょうを しています。 ちかこさん、 おこさんは なんにんに なりましたか。

ちかこ

こどもは いません。NECに つとめています。 しゅじんも おなじ かいしゃに つとめています。

みちこ

どちらに3 すんでいますか。

1 place name 2 in order to go to university 3 polite form of doko 34

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day eight 8日目

ちかこ

とうきょうで しゅじんと しゅじんの いもうとと すんで います。 いもうとは かんごふ です。  こんど うちへ きてください。 しょくじを  いっしょに しましょう。

Now read these questions before reading the conversation again. 1. Does Michiko have children? Give details. 2. When is her son coming to New Zealand? 3. Why is Haruko busy? 4. What job does she have in mind? 5. What does Chikako do? 6. Where does her husband work? 7. Who is the nurse in her family? 8. What does Chikako suggest they do? Read the conversation again. Write the answers to these questions in English in your Workbook.

8日目のおわり

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day nine 9日目 learning intention In this lesson you will:

•• do listening comprehension activities. Here's the technique for tackling listening exercises. Listen

Read the questions

Listen

Begin writing. Complete as much as you can.

Listen

Finish written work and check.

two listening activities

You will be led through the steps described above. •• You’ll hear Mike describing his parents. •• During a 30-second pause you’ll read the instructions in the Workbook. •• Then you’ll hear the description of Mike's father again. •• You’ll draw Mike's father. Listen again if you need to. •• You’ll hear the description of Mike's mother. •• You’ll draw Mike's mother. Listen again if you need to. •• You’ll complete the drawings. 9A

Listen to track 6. ‘九日目 Day nine. Activity 9A. You will hear . . .’

9B

Listen to track 7. ‘Activity 9B. This time you will hear . . .’

9日目のおわり

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day ten 10日目 learning intention In this lesson you will:

•• review what you have learnt. Today you test yourself to see if you can talk and write about your own family and other people’s families. You should be able to give and ask for the following information: •• how many family members there are •• what their relationship is to one another •• how old they are •• where they work •• what they want to become or what they have become •• where they were born •• what languages they speak •• what pets they have •• what things they are good at/not good at •• what things they like and do •• describe what they look like •• ask about someone else's family. Turn to your Workbook for the review, which has three parts:

reading 10A

Read a passage of text and check that you have understood it.

listening 10B

Listen to track 8. ‘十日目, Day ten. Activity 10B . . .’

speaking 10C

Record yourself.

10日目のおわり

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answer guide day one 1日目 1A

You wrote in the 12 missing details in English. INTERCULTURAL EXCHANGE PROGRAMME

Candidate information Please print

Family name

1. Sutherland

First names

2. Angela

Preferred name

Ange

Address – street

16A Waterloo Road

– town

3. Lower Hutt

– country

4. New Zealand

Telephone

(04) 566 5736

Birth date

5. 10 12 1996 date month year

Passport no.

B6573994

Country of birth

6. England

Country of residence

7. New Zealand

Information about my family

8. I live with Father; √ Mother; Stepfather; Stepmother; Guardian other than parent

Parent or guardian with whom you live

9. Sutherland (last name)

Sue (first name)

10. Occupation Schoolteacher Business no: (04) 473 6841 Names and ages of brothers/sisters

11. Kathy (20)

Major interests and how often you pursue them?

12. Swimming (three times a week)

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answer guide

day two 2日目 2B

Answering questions in English 1. What season is April in Japan? Spring 2. How far is the Suzuki home from the centre of Tokyo? Forty minutes by train 3. Why is the Suzuki’s oldest child, Chizu, in America? She’s studying English. 4. What school does 17-year-old Hiroko go to? Urawa Senior High School 5. What is the name of the family’s dog? Chi 6. Who spends a lot of time playing on the computer? Sachiko’s 14-year-old son, Kazu 7. Who is Yasuhiro? Sachiko’s husband 8. What are Yasuhiro’s mother’s two interests? Looking after her flowers and watching television. 9. What does Sachiko teach? Shodo/calligraphy

2C

Crossword

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answer guide

day three 3日目 3A

Asking questions in Japanese You provided the questions for ten answers. The suggested questions are labelled Q. 1. Q だれが きますか。 A さちこさんが きます。 2. Q ごかぞくは なんにんいますか。 A かぞくは ごにんいます。 3. Q よく テレビを みますか。 A はい、 よく テレビを みます。 4. Q どこに すんでいますか。 A ニュージーランドの ローワーハットに すんでいます。 5. Q おねえさんは なんと いいますか。 A あねは スーと いいます。 6. Q むすこさんは なんさいですか。 A むすこは じゅっさいです。 7. Q たんじょうびは いつですか。 A たんじょうびは 11がつ22にちです。 8. Q がっこうから うちまで なんぷん かかりますか。 A がっこうから うちまで 10ぷん かかります。 9. Q なにを していますか。 A はなの せわを しています。 10. Q どこに つとめていますか。 A ぼうえきがいしゃに つとめています。

3B

Asking ages i. ii.

クラークさん、おいくつですか。 わたしは よんじゅうごさいです。

i. ii.

スミスさん、おいくつですか。 わたしは ろくじゅうろくさいです。

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answer guide

i. ii.

ジルさん、なんさいですか。 わたしは じゅうよんさいです。

i. ii.

ブラウンさん、おいくつですか。 わたしは はたちです。

i. ii.

ピーターちゃん、なんさいですか。 ぼくは はっさいです。

day five 5日目 5B

Using the new kanji

Exercise 1: 1: i 2: b 3: k 4: g 5: f 6: a 7: e 8: j 9: l 10: d 11: c 12: h Exercise 2: Megumi: 13 Maki: 11 Jiroo: 15 Rie: 10 Nana: 3 Junko: 14 Hiroo: 9 Tetsuo: 12 Exercise 3:

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answer guide

Exercise 4:

Exercise 5: Write the kanji number next to each picture. a. f.

三人 二人

b. g.

九人 六人

c. h.

一人 八人

d. i.

五人 十人

e. j.

八人 四人

Exercise 6:

バスの なかに 八人 います。 Exercise 7: How many people are there in Junko and Makoto’s families? a. (じゅんこの かぞくは) ふたり います。 b. (まことの かぞくは) ごにん います。

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answer guide

Exercise 8: English translation. a. I am the eldest. I’m 16. b. I am the middle of three children. I’m 12. c. I’m the youngest. I’m 9. d. There are four people in my family. I have three children. I am 38 years old. Exercise 9: Writing kanji. 1: 一    2: 人 

  3: 日本    4: 日本人    5: 日本

day six 6日目 6A

What does Karen do? 1. 2. 3. 4.

カレンさんは フルートが じょうずです。 バスケットボールが すきです。 すうがくが きらいです。 or すきではありません。 たいいくが へたです。

day seven 7日目 7B

Is it あります or います ? In each of the following sentences there was a choice of two verbs. These are the correct verbs to have circled. 1. 2. 3. 4. 5. 6.

あります います あります いました いますか います/ありますか

day eight 8日目 8A

Hiroshi’s family

1. Who does Hiroshi’s live with? His dad, mum and younger sister. 2. Where do they live? Give details. In an apartment in Tokyo.

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answer guide

3. What jobs do his parents do? Give details. His dad is a company worker who is always busy. He works from eight until six every day. His mum is a housewife. She cooks delicious food every day. 4. Does Hiroshi have any siblings? Give details. He has a little sister, Mariko. She is 11 and in Year 5 at primary school. She is cute, and she likes sports. 5. Where do his grandparents live? In the countryside, two hours away by train. 6. Who or what is みけ? What does Hiroshi think of みけ? みけ is Hiroshi’s pet cat. He really likes dogs. 8B

Chikako and Michiko’s conversation 1. Does Michiko have children? How many and how old are they? Yes, three children. A baby aged nine months, who was born last year. A son who is 12 and a 17-year-old daughter. 2. What is her son doing next year? He is good at karate, and is going to New Zealand with his karate team. 3. Why is Haruko busy? She is studying for university entrance exams. 4. What job does she have in mind? She likes music and wants to be a teacher. 5. What does Chikako do? She works at NEC. 6. Where does her husband work? At NEC as well. 7. Who is the nurse in her family? Her husband’s younger sister who lives with them. 8. What does Chikako suggest they do? That Michiko comes to their house to have dinner soon.

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answer guide

day nine 9日目 9A

Descriptions

Mike’s father should be: •• tall •• slim •• wears glasses •• has a small amount of black hair. Mike’s mother should be: •• not very tall •• a bit on the plump side •• long, brown hair. 9B

Hiroshi’s description of Mike The following information should have been circled: Nationality: New Zealand Height: not very tall Build: slim Hair colour: blond Hairstyle: long Eye colour: blue Glasses: no

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