Japanese · Lesson 45
Lesson 45
Kanji and everyday Japanese
Teaching through student actions · Dialogue 1 of 4
Teaching through action
The speakers discuss how one teacher teaches Japanese and how long the teacher has done it.
*色々な 事を 生徒に させながら、 言葉や ぶんしょうを 教えます* means "I teach words and sentences, while having students perform various things."
Actions assigned to students
*教か書を 読ませたり、 かん字を 書かせたり するのですか* means "Do you have them read the textbook or write kanji?"
*読ませたり* and *書かせたり* present reading and writing as actions that the teacher has students perform.
Kanji: 教
New kanji in these lines. Read down: the kanji, its reading, then the words it makes.
- 1
あなたはもうながいあいだにほんごをおしえているのですか。
Have you been teaching Japanese for a long time?
あなたyouはtopicもうalready長いlong間time日本Japanese語Japaneseをobject教えhave been teachingてhave been teachingいるhave been teachingのthe caseですisか。question - 2
ええ、せんきゅうひゃくよんじゅうさんねんからずっとにほんごをおしえています。
Yes, I have been teaching continuously since 1943.
ええ、yes千one thousand九百nine hundred四十forty三three年yearからsinceずっとcontinuously日本Japanese語Japaneseをobject教えhave been teachingてhave been teachingいhave been teachingます。have been teaching - 3
どんなふうにおしえるのですか。
How do you teach it?
どんなwhat kind ofふうwayにin教えるteachのthe caseですisか。question - 4
いろいろなことをせいとにさせながら、ことばやぶんしょうをおしえます。
I teach words and sentences, while having students perform various things.
色々variousなkind of事thingsをobject生徒studentsにtoさhave them doせhave them doながら、while言葉wordsやand suchぶんしょうsentencesをobject教えteachます。polite - 5
きょうかしょをよませたり、かんじをかかせたりするのですか。
Do you have them read the textbook or write kanji?
教textbookかtextbook書textbookをobject読まreadせhave themたり、or things likeかん字kanjiをobject書かwriteせhave themたりor things likeするdoのthe caseですisか。question
SERU and SASERU:
1. SERU and SASERU:
The causative is formed by adding SERU to the negative base of the consonant verbs (regular verbs).
consonant verbs | | causative |
NARAU | (to learn) | NARAWASERU | (to make one learn)
HATARAKU | (to work) | HATARAKASERU | (to make one work)
ISOGU | (to hurry) | ISOGASERU | (to make one hurry)
SAGASU | (to search) | SAGASASERU | (to make one search)
MATSU | (to wait) | MATASERU | (to make one wait)
YOROKOBU | (to be happy) | YOROKOBASERU | (to make one happy)
YOMU | (to read) | YOMASERU | (to make one read)
WAKARU | (to understand) | WAKARASERU | (to make one understand)
In case of a vowel verb (semi-regular), the final ---RU is dropped and SASERU is added on.
| | |
ORIRU | (to get off) | ORISASERU | (to make one get off)
UERU | (to plant) | UESASERU | (to make one plant)
The causatives of the verbs KURU and SURU are KOSASERU and SASERU respectively. All the causative verbs formed in this manner belong to the ---ERU vowel-verb and follows its inflections.
For example:
consonant verb changed to the causative:
|
KAKASERU | to make one write
KAKASE NAI | (negative)
KAKASE MASU | (conjunctive)
KAKASERU | (conclusive)
KAKASERU TOKI | (attributive)
KAKASE REBA | (conditional)
KAKASE YO | (imperative)
KAKASE YOO | (future)
vowel verb changed to the causative:
|
TSUZUKESASERU | to make one continue
TSUZUKESASENAI | (negative)
TSUZUKESASE MASU | (conjunctive)
TSUZUKESASERU | (conclusive)
TSUZUKESASERU TOKI | (attributive)
TSUZUKESASEREBA | (conditional)
TSUZUKESASE YO | (imperative)
TSUZUKESASE YOO | (future)
The causative, as its term implies, is a verb form used, when one causes another to act.
WATAKUSHI WA YAMADA SAN NI HON O KAWASEMASHITA.
WATAKUSHI WA YAMADA SAN O (NI) IKASEMASU.
WATAKUSHI WA YAMADA SAN NI HON O KAI NI IKASEMASU.
In the above example, the one who causes another to act is I and the one who was made to act is YAMADA. YAMADA SAN in the above example is the agent, indicated by the particle NI, if the verb in the causative is transitive. If the verb in the causative is intransitive, the agent is indicated by the particle O. However, when the non-finite verb in the sentence is transitive and has its own direct object, as in the third example above, in order to lessen confusion and difficulty of understanding or the awkwardness of repeating the same sound, NI is used more commonly than O.
The causative is also commonly used when one asks for permission to do something or politely offers one's services to others. The English expressions 'allow one to --,' 'let one --,' or 'permit one to --' correspond to this use. In this usage, such post verbs as KUDASAI, YARU, AGERU, and MORAU are used.
WATAKUSHI NI TETSUDAWASETE KUDASAI. "Let me help." "Allow me to help."
KODOMO TACHI GA EIGA NI IKITAI TO IIMASU KARA IKASETE YARIMASHITA. "Because the children said that they wanted to go to a movie, I let them go."
KI O TSUKETE UNTEN SURU NO NARA JIDOOSHA O KAWASETE AGEYOO. "If you promise to drive carefully, I'll let you buy a car."
WATAKUSHI WA YAMADA SAN NO HON O YOMASETE MORAIMASU. "I'll have Mr. Yamada allow me to read his book."
Some verbs in Japanese are causative in themselves. Neither SERU nor SASERU is used. The verb YARU in the sense of 'to make one go' is a causative verb.
WATAKUSHI WA KAIMONO NI KANAI O YARIMASHITA. "I sent my wife shopping."
All regular verbs can become causative verbs by adding SU to the negative base.
Base form | Negative Form | Causative
NARAU | NARAWA | NARAWASU
IKU | IKA | IKASU
HANASU | HANASA | HANASASU
ISOGU | ISOGA | ISOGASU
MATSU | MATA | MATASU
etc.
With these causative verbs, the rules on the particle after the agent are the same as those of SERU or SASERU. It is interesting to note that the use of conjunctive bases of all these causatives is confounding to say the least. One may say IKASEMASU and IKASHIMASU in the same sentence.--YASUI and -- NIKUI
2. --YASUI and -- NIKUI
YASUI meaning 'easy' and NIKUI meaning 'difficult' are very commonly attached to the conjunctive form of a verb to form the compound 'easy to --' or 'difficult to --.' Since 'easiness' or 'difficultness' must be felt by the speaker, some intransitive verbs that take only the inanimate subject don't have these compound forms. Examples: FURU HAJIMARU, TERU, and KUMORU. Potential verbs also do not have these compounds:
| |
IKU -- | IKINIKUI | 'difficult to go'
| IKIYASUI | 'easy to go'
MIRU-- | MINIKUI | 'difficult to see'
| MIYASUI | 'easy to see'
KURU-- | KINIKUI | 'difficult to come'
| KIYASUI | 'easy to come'
SURU-- | SHINIKUI | 'difficult to do'
| SHIYASUI | 'easy to do'- は
- leaves
- もう
- already (See Gram. Notes)
- を
- particle denoting direct object (See Pattern Drill)
- いる
- to need (See Gram. Notes)
- の
- See Grammar Notes
- です
- to be (See Gram. Notes)
- か。
- either--or-- (See Gram. Notes)
- ええ、
- Yes
- 千
- 1,000
- 九百
- 900
- 四十
- 40
- 三
- three
- 年
- year (See Grammar Notes)
- から
- from (See Gram. Notes)
- ずっと
- by far; very much
- ます。
- trout
- どんな
- what kind of; what sort of
- に
- on (See Gram. Notes)
- ながら、
- while (See Grammar Notes)
- や
- and---among others (See Gram. Notes)
- ぶんしょう
- sentence
Classroom drills and examinations · Dialogue 2 of 4
Actions, drills, and tests
*ええ、 そして、 その外 まどを あけさせたり、 黒ばんの 所へ 行かせたりします* describes having students open windows or go to the blackboard.
The speakers move from actions assigned to students to examinations and question-and-answer drills.
*六週間に 一度、 こうとうしけんと ひっきしけんを やります* says that oral and written examinations occur once in six weeks.
Kanji: 取
New kanji in these lines. Read down: the kanji, its reading, then the words it makes.
Kanji: 黒
New kanji in these lines. Read down: the kanji, its reading, then the words it makes.
- 6
ええ、そして、そのほかまどをあけさせたり、こくばんのところへいかせたりします。
Both, and besides that, I have them open windows or go to the blackboard and so forth.
ええ、yesそして、andそのthat外besidesまどwindowsをobjectあけopenさせhave themたり、or things like黒ばんblackboardのof所placeへtoward行かgoせhave themたりand so forthしdoます。polite - 7
しけんは。
How about examinations?
しけexaminationsんexaminationsは。topic - 8
ろくしゅうかんにいちど、こうとうしけんとひっきしけんをやります。かきとりもやります。
We give oral examinations and written examinations once in six weeks. We also give dictation tests.
六six週間weeksにper一one度、timeこうoral examinationとoral examinationうしoral examinationけんoral examinationとandひっきwritten examinationしwritten examinationけんwritten examinationをobjectやりgiveます。polite書き取りdictationもalsoやりgiveます。polite - 9
もんどうのときには、せいとはきょうかしょをだしているのですか。
Do students have their textbooks out during question and answer drills?
もんどうquestion and answerのof時timeにatは、topic生徒studentsはtopic教textbooksかtextbooks書textbooksをobject出しhave outてhave outいるhave outのthe caseですisか。question - 10
いいえ、もんどうのときにはせいとはきょうかしょをしまっています。
No, during the question and answer period, students will have their textbooks put away.
いいえ、noもんどうquestion and answerのof時timeにatはtopic生徒studentsはtopic教textbooksかtextbooks書textbooksをobjectしまっhave put awayてhave put awayいhave put awayます。have put away
- 所
- address, place
- へ
- to (See Gram. Notes)
- し
- city
- は。
- leaves
- 六
- six
- 一
- one
- と
- and (See Gram. Notes)
- けん
- numerical counter for houses (See Gram. Notes)
- もんどう
- question and answer, dialogue
- 時
- time
- か
- either--or-- (See Gram. Notes)
Speaking speed and clarity · Dialogue 3 of 4
Normal speed and clear speech
*いいえ、 始は ゆっくり 言う 事が ありますが、 大抵 ふつうの 早さで 話します* says teachers sometimes speak slowly at first but usually speak at normal speed.
*しかし、 はっきり 話す 事が 大切ですね* says that speaking clearly is important.
The speakers then discuss six hours of daily instruction and whether students become tired.
Kanji: 声
New kanji in these lines. Read down: the kanji, its reading, then the words it makes.
Kanji: 大人
New kanji in these lines. Read down: the kanji, its reading, then the words it makes.
- 11
せんせいはいつもゆっくりおおきいこえでしつもんするのですね。
Do teachers always ask questions in a loud voice and slowly?
先生teachersはtopicいつwhenもalsoゆっくりslowly大きいloud声voiceでwithしつもんquestionsするaskのthe caseですisね。right? - 12
いいえ、はじめはゆっくりいうことがありますが、たいていふつうのはやさではなします。しかし、はっきりはなすことがたいせつですね。
No, sometimes we speak slowly at first, but usually we speak at normal speed. However, it is important to speak clearly.
いいえ、no始beginningはtopicゆっくりslowly言うspeak事timesがsubjectありthere areますpoliteが、but大抵usuallyふつうnormalのof早speedさspeedでat話しspeakます。politeしかし、howeverはっきりclearly話すspeak事thingがsubject大切importantですisね。right? - 13
じゅぎょうはいちにちになんじかんやりますか。
How many hours of instruction do you give in a day?
じゅぎょうinstructionはtopic一日one dayにin何how many時間hoursやりgiveますpoliteか。question - 14
ろくじかんやります。
We give six hours.
六six時間hoursやりgiveます。polite - 15
それでは、ごごにはつかれてねるせいとやなまけるせいとがでるでしょう。
Then, there will be some students who get tired and sleep or idle away their time, won't there?
それthatでbeingは、topic午後afternoonにinはtopicつかget tiredれget tiredてget tiredねるsleep生徒studentsやand suchなまけるbe lazy生徒studentsがsubject出るappearでしょう。probably
- いつ
- when?
- ゆっくり
- slowly; deliberately; leisurely
- 声
- voice
- で
- --is and -- (See Grammar Notes)
- しつもん
- question
- ね。
- isn't it (See Grammar Notes)
- 言う
- to say
- が
- but (See Gram. Notes)
- ます
- trout
- しかし、
- however, but
- はっきり
- clearly
- じゅぎょう
- classroom instruction
- 一日
- first day of the month (See Grammar Notes)
- 時間
- hour, time
- 午後
- p.m., afternoon
- ねる
- to sleep
- なまける
- to be lazy (v.i.)
- でしょう。
- probably (See Gram. Notes)
Discipline and classroom noise · Dialogue 4 of 4
Noise and discipline
*時には やかましい 組が あるでしょう* means "There are sometimes noisy classes, aren't there?"
The reply says a brief warning makes them quiet. The speakers then discuss soft voices, adult students, and discipline.
Difficult and easy actions
*静かにしていないと 聞きにくい 事が ありますから* says that hearing can be difficult unless people are quiet.
*生徒は 大人ばかりですから、 取りあつかいやすいでしょうね* says that the adult students are easy to handle. *にくい* marks difficulty, and *やすい* marks ease in these lines.
Kanji: 静, 組
New kanji in these lines. Read down: the kanji, its reading, then the words it makes.
- 16
いいえ、せいとはみないっしょうけんめいですから、しずかによくべんきょうします。じゅぎょうちゅうねるせいとはいません。
No, all students are serious. They study quietly and diligently. There is no student who sleeps during the instruction.
いいえ、no生徒studentsはtopic皆all一しょvery diligentlyうvery diligentlyけんめいvery diligentlyですareから、because静かquietにinよくdiligently勉強studyしdoます。politeじゅぎょうinstruction中duringねるsleep生徒studentsはtopic居there areませnotん。not - 17
ときにはやかましいくみがあるでしょう。
There are sometimes noisy classes, aren't there?
時timesにatはtopicやかましいnoisy組classesがsubjectあるthere areでしょう。probably - 18
ありますがね、ちょっとちゅういすると、よくなります。しずかにしていないとききにくいことがありますから。ことにちいさいこえのひとがいるとね。
Yes, there are, but they become quiet if you ask them to. There are times when it is difficult to hear, unless one is quiet, especially when there are persons with soft voices.
ありthere areますpoliteがbutね、you knowちょっとbrieflyちゅういwarnするdoと、whenよくbetterなりbecomeます。polite静かquietにinしbeてbeいbeないnotとif聞きhearにくいdifficult事timesがsubjectありthere areますpoliteから。becauseことespeciallyにespecially小さいsoft声voiceの's人peopleがsubject居るthere areとwhenね。you know - 19
せいとはおとなばかりですから、とりあつかいやすいでしょうね。
Since students are all adults, it is easy to handle them, isn't it?
生徒studentsはtopic大人adultsばかりallですareから、because取りあつかいhandleやすいeasy toでしょうprobablyね。right? - 20
ええ、きりつのもんだいはあまりありませんね。
Yes, there is not too much of a discipline problem.
ええ、yesきりdisciplineつdisciplineのofもんだいproblemはtopicあまりmuchありthere isませnotんnotね。right?
- から、
- from (See Gram. Notes)
- よく
- well, skillfully
- やかましい
- noisy
- 組
- class
- ある
- certain, some
- ね、
- isn't it (See Grammar Notes)
- ちょっと
- a little
- ちゅうい
- first lieutenant
- と、
- and (See Gram. Notes)
- 人
- people
- やすい
- cheap
- きり
- fog
- もんだい
- problem
Making others perform actions · Perception drill, Block 1
Making or letting someone act
*先生は 生徒に 本を 読ませます* means "The teacher will have students read a book." The causative says one person makes or lets another person act.
A consonant verb adds *SERU* to its negative base. A vowel verb drops final *RU* and adds *SASERU*.
A transitive verb marks the person made to act with *に*. An intransitive verb marks that person with *を*.
*今晩は 早く 夕はんを 食べさせてください* requests permission to have dinner early that night.
- 21
せんせいはせいとにほんをよませます。
The teacher will have students read a book.
先生teacherはtopic生徒studentsにto本bookをobject読まreadせhave themます。polite - 22
せんせいはせいとにほんをとじさせます。
The teacher will have students close a book.
先生teacherはtopic生徒studentsにto本bookをobjectとじcloseさせhave themます。polite - 23
わたくしはスミスさんにそれをさせました。
I had Mr. Smith do it.
私IはtopicスミスSmithさんMr.にtoそれthatをobjectさdoせhad himましpolite pastた。past - 24
わたくしはこどもにしごとをてつだわせました。
I had my child help me with the work.
私Iはtopic子供childにto仕事workをobject手つだわhelpせhad themましpolite pastた。past - 25
わたくしはせいとににほんごをはなさせます。
I have the students speak Japanese.
私Iはtopic生徒studentsにto日本Japanese語Japaneseをobject話さspeakせhave themます。polite - 26
わたくしはスミスさんをじむしょへこさせました。
I had Mr. Smith come to the office.
私IはtopicスミスSmithさんMr.をobjectじofficeむofficeしょofficeへtoward来comeさせhad himましpolite pastた。past - 27
わたくしはせいとをたたせました。
I had the students stand up.
私Iはtopic生徒studentsをobjectたたstand upせhad themましpolite pastた。past - 28
わたくしはかないにかみをからせます。
I have my wife cut my hair.
私Iはtopic家内wifeにtoかみhairをobjectからcutせhave herます。polite - 29
こんばんはやくゆうはんをたべさせてください。
Please let us have dinner early tonight.
今晩はtonight早くearly夕はんdinnerをobject食べeatさせlet usてplease let usください。please let us
- 本
- numerical counter for counting long slender objects (See Notes)
- じ
- character, word
- かみ
- hair
- ください。
- please give me (See Gram. Notes)
Ease and difficulty of actions · Perception drill, Block 2
Difficult to read
*この本は 字が 小さいから、 読みにくいです* means "This book is hard to read because the characters are small."
*にくい* means "difficult" and attaches to a verb's conjunctive form. *読みにくいです* describes reading as difficult.
Easy to read
*ひらがなは ローマ字より 読みやすいです* means "Hiragana is easier to read than Romaji."
*やすい* means "easy" and attaches in the same place. *読みやすいです* describes reading as easy.
- 30
このほんはじがちいさいから、よみにくいです。
This book is hard to read because the characters are small.
このthis本bookはtopic字charactersがsubject小さいsmallから、because読みreadにくいdifficultです。is - 31
ひらがなはローマじよりよみやすいです。
Hiragana is easier to read than Romaji.
ひらがなhiraganaはtopicローマRomaji字Romajiよりthan読みreadやすいeasy toです。is - 32
くすりはたいていのみにくいです。
Medicine is usually hard to take.
くすりmedicineはtopic大抵usually飲みtakeにくいhard toです。is - 33
げたをはいていると、あるきにくいです。
It is hard to walk when you are wearing geta.
げたwooden clogsをobjectはいare wearingてare wearingいるare wearingと、when歩きwalkにくいhard toです。is - 34
あんまりはやくはなすとわかりにくいです。
It is hard to understand when someone speaks too quickly.
あんまりtoo早くquickly話すspeaksとwhenわかりunderstandにくいhard toです。is - 35
ふゆにはかぜをひきやすいです。
It is easy to catch a cold in winter.
冬winterにinはtopicかぜa coldをobjectひきcatchやすいeasy toです。is - 36
ひらがなはかんじよりならいやすいです。
Hiragana is easier to learn than kanji.
ひらがなhiraganaはtopicかん字kanjiよりthan習いlearnやすいeasy toです。is - 37
あきのてんきはかわりやすいです。
The weather in autumn is changeable.
秋autumnの's天気weatherはtopicかわりchangeやすいeasilyです。is
- です。
- to be (See Gram. Notes)
- ひらがな
- HIRAGANA syllabary
- より
- than (See Gram. Notes)
- くすり
- medicine
- げた
- wooden clogs
- 冬
- winter
- かぜ
- wind
- 秋
- autumn, fall
- 天気
- weather
Having students follow instructions · Pattern 1 1 of 2
Directions through the causative
*先生は 生徒に まどを あけさせます* means "The teacher will have students open the window." The causative presents opening as the assigned action.
*スミスさんを ここへ 来させてください* means "Please have Mr. Smith come here." The same form appears in a request.
- 38
せんせいはせいとにダイアログをならわせます。
The teacher will have students learn the dialogue.
先生teacherはtopic生徒studentsにtoダイアログdialogueをobject習わせhave learnます。polite - 39
せんせいはせいとにまどをあけさせます。
The teacher will have students open the window.
先生teacherはtopic生徒studentsにtoまどwindowをobjectあけhave openさせhave openます。polite - 40
せんせいはせいとにしつもんさせます。
The teacher will have students ask questions.
先生teacherはtopic生徒studentsにtoしつもんquestionsさaskせhave themます。polite - 41
せんせいはせいとににほんごではなさせます。
The teacher has the students speak in Japanese.
先生teacherはtopic生徒studentsにto日本Japanese語Japaneseでin話さspeakせhave themます。polite - 42
わたくしはかないにこどものかみをからせます。
I have my wife cut the child’s hair.
私Iはtopic家内my wifeにto子供childの'sかみhairをobjectからcutせhave herます。polite - 43
わたくしにへやのそうじをさせてください。
Please let me clean the room.
私meにtoへやroomの'sそうじcleaningをobjectさdoせlet meてandください。please - 44
わたくしはそんなえいがをこどもにみせたくありません。
I do not want to show such a movie to children.
私Iはtopicそんなsuch a映画movieをobject子供childrenにto見せshowたくwant toありbeませnot, politeん。not - 45
スミスさんをここへこさせてください。
Please have Mr. Smith come here.
スミスSmithさんMr.をobjectここhereへtoward来comeさせhave himてandください。please - 46
せいとにおおきいこえでこたえさせてください。
Please have the students answer in a loud voice.
生徒studentsにto大きいloud声voiceでwithこたえanswerさせhave themてandください。please - 47
はい、おおきいこえでこたえさせます。
Yes, I will have them answer in a loud voice.
はい、yes大きいloud声voiceでwithこたえanswerさせhave themます。polite
- ダイアログ
- dialogue
- へや
- room
- そうじ
- cleaning
- 映画
- movie
- ここ
- here
Having children help at home · Pattern 1 2 of 2
Household work through the causative
*あなたは お子さんに 家の 仕事を 手つだわせますか* means "Do you have your children help with the housework?" The causative asks about an assigned action.
*ええ、 週末には にわの 仕事を 手つだわせます* means "Yes, I have them help with the yard work on weekends."
- 48
あなたはおこさんにいえのしごとをさせますか。
Do you have your children do housework?
あなたyouはtopicおchildren子childrenさんchildrenにto家houseの's仕事workをobjectさdoせhave themますpoliteか。question - 49
はい、させます。
Yes, I do.
はい、yesさdoせhave themます。polite - 50
あなたはおこさんにいえのしごとをてつだわせますか。
Do you have your children help with the housework?
あなたyouはtopicおchildren子childrenさんchildrenにto家houseの's仕事workをobject手つだわhelpせhave themますpoliteか。question - 51
ええ、しゅうまつにはにわのしごとをてつだわせます。
Yes, I have them help with the yard work on weekends.
ええ、yes週末weekendsにonはtopicにわyardの's仕事workをobject手つだわhelpせhave themます。polite - 52
こどもはビールをのみます。
The child drinks beer.
子供childはtopicビールbeerをobject飲みdrinkます。polite - 53
ことしはかぞくはヨーロッパにいきます。
This year the family is going to Europe.
今年this yearはtopic家ぞくfamilyはtopicヨーロッパEuropeにto行きgoます。polite - 54
スミスさんはにほんのことをはなします。
Mr. Smith talks about Japan.
スミスSmithさんMr.はtopic日本Japanのof事thingsをobject話しtalk aboutます。polite - 55
こんばんはたなかさんがうたいます。
Mr. Tanaka will sing tonight.
今晩はtonight田中TanakaさんMr.がsubjectうたいsingます。polite - 56
こどもはべいこくのがっこうにいきます。
The child goes to an American school.
子供childはtopic米国AmericanのAmerican学校schoolにto行きgoます。polite
- 家
- house, home
- にわ
- garden, yard
- ビール
- beer
- 今年
- this year
- 家ぞく
- family
Describing easy and difficult actions · Pattern 2 1 of 2
Easy and difficult actions
*ひらがなは 読みやすいです* means "Hiragana is easy to read." The *やすい* form describes reading as easy.
*かん字は 読みにくいです* means "Kanji is difficult to read." The *にくい* form describes the same action as difficult.
*店の 物が 古くなると、 売れにくくなります* means "When the goods in a store get old, they become harder to sell."
- 57
ひらがなはよみやすいです。
Hiragana is easy to read.
ひらがなhiraganaはtopic読みreadやすいeasy toです。is - 58
かんじはよみにくいです。
Kanji is difficult to read.
かん字kanjiはtopic読みreadにくいhard toです。is - 59
このくすりはのみにくいです。
This medicine is hard to take.
このthisくすりmedicineはtopic飲みtakeにくいhard toです。is - 60
このごろてんきはかわりやすいです。
The weather has been changeable lately.
この頃lately天気weatherはtopicかわりchangeやすいeasilyです。is - 61
よるおそくねるとあさおきにくいです。
If you go to bed late at night, it is hard to get up in the morning.
夜nightおそくlateねるgo to bedとif朝morningおきget upにくいhard toです。is - 62
おとなのせいとはとりあつかいやすいです。
Adult students are easy to handle.
大人adultのof生徒studentsはtopic取りあつかいhandleやすいeasy toです。are - 63
みせのものがふるくなると、うれにくくなります。
When the goods in a store get old, they become harder to sell.
店storeの's物goodsがsubject古くoldなるbecomeと、when売れsellにくくharder toなりbecomeます。polite
- この頃
- these days, nowadays
- 夜
- night, evening
- おそく
- late (adverbial form of OSOI, be late, be slow)
- 朝
- morning
- 店
- store, shop
Comparing reading and memorising difficulty · Pattern 2 2 of 2
Ease for a particular group
*この 学校の 生徒には ひらがなと かたかなでは、 どっちの 方が 読みやすいですか* asks which script is easier for this school's students to read.
The answer *ひらがなの 方が 読みやすいらしいです* says that hiragana seems easier to read.
*米国人には、 はしは 使いにくいですか* asks whether chopsticks are hard for Americans to use.
- 64
このがっこうのせいとにはひらがなとかたかなでは、どっちのほうがよみやすいですか。
For the students at this school, which is easier to read, hiragana or katakana?
このthis学校schoolの's生徒studentsにforはtopicひらがなhiraganaとandかたかなkatakanaでamongは、topicどっちwhichのof方the twoがsubject読みreadやすいeasy toですisか。question - 65
ひらがなのほうがよみやすいらしいです。
Hiragana seems to be easier to read.
ひらがなhiraganaのof方the twoがsubject読みreadやすいeasy toらしいseemsです。is - 66
べいこくじんには、はしはつかいにくいですか。
Are chopsticks hard for Americans to use?
米国Americans人Americansにforは、topicはしchopsticksはtopic使いuseにくいhard toですareか。question - 67
ええ、つかいにくいらしいです。
Yes, they seem to be hard to use.
ええ、yes使いuseにくいhard toらしいseemです。are - 68
ダイアログはおぼえにくいですか。
Are the dialogues hard to memorize?
ダイアログdialoguesはtopicおぼえmemorizeにくいhard toですareか。question - 69
はい、あるダイアログはたいへんおぼえにくいです。
Yes, some dialogues are very hard to memorize.
はい、yesあるsomeダイアログdialoguesはtopic大へんveryおぼえmemorizeにくいhard toです。are
- かたかな
- KATAKANA syllabary
- どっち
- which of two (See Grammar Notes)
- 大へん
- very
A day at language school · Questions 1 of 2
Actions and difficulty at school
The account describes a day of instruction, practice, examinations, and classroom responsibilities.
*あなた方の 先生は あなた方に 歩かせたり、 かん字を 書かせたり する 事が ありますか* means "Does your teacher ever have you walk or write kanji?"
An answer states whether the teacher assigns those actions. Other answers give durations or describe an action as easy or difficult.
- 70
にしやまさんはこくぼうしょうのごがっこうで、にほんごをおしえています。やまださんは、ちかくのあるがっこうのせんせいで、そこでいちにちにさんじかん、にほんごをおしえています。きょうやまださんはこくぼうしょうのごがっこうにきて、にしやまさんといろいろはなしています。にしやまさんはにじゅうねんちかくもこのがっこうでおしえています。こくぼうしょうごがっこうではいちにちにろくじかんじゅぎょうがあります。このがっこうでは、せんせいとせいとがおおきなこえでもんどうをします。せいとたちははじめはよくきいてはつおんをならいます。いいにくいことばは、なんどもいってみます。それから、ほんをよんだり、かんじをかいたりします。またあるときは
Mr. Nishiyama teaches Japanese at the Department of Defense Language School. Mr. Yamada is a teacher at a nearby school, where he teaches Japanese for three hours a day. Today Mr. Yamada has come to the Department of Defense Language School and is talking about various things with Mr. Nishiyama. Mr. Nishiyama has been teaching at this school for nearly twenty years. At the Department of Defense Language School, there are six hours of classes a day. At this school, the teachers and students conduct question-and-answer drills in loud voices. At first, the students listen carefully and learn pronunciation. They try saying difficult words many times. Then they read books and write kanji. At other times,
西山NishiyamaさんMr.はtopic国Defense DepartmentぼうDefense DepartmentしょうDefense Departmentのof語language school学校language schoolで、at日本Japanese語Japaneseをobject教えis teachingてis teachingいis teachingます。is teaching山田YamadaさんMr.は、topic近くnearbyのofあるa certain学校schoolの's先生teacherで、asそこthereでat一one日dayにper三three時間、hours日本Japanese語Japaneseをobject教えis teachingてis teachingいis teachingます。is teaching今日today山田YamadaさんMr.はtopic国Defense DepartmentぼうDefense DepartmentしょうDefense Departmentのof語language school学校language schoolにto来has comeて、has come西山NishiyamaさんMr.とwith色々various things話しis talkingてis talkingいis talkingます。is talking西山NishiyamaさんMr.はtopic二十twenty年years近くnearlyもas many asこのthis学校schoolでat教えhas been teachingてhas been teachingいhas been teachingます。has been teaching国Defense Language SchoolぼうDefense Language SchoolしょうDefense Language School語Defense Language School学校Defense Language Schoolでatはtopic一日each dayにper六six時間hoursじゅぎょうclassesがsubjectありexistます。politeこのthis学校schoolでatは、topic先生teachersとand生徒studentsがsubject大きなloud声voicesでwithもんどうdrillsをobjectしdoます。polite生徒studentsたちstudentsはtopic始めat firstはtopicよくcarefully聞いlistenてandはpronunciationつpronunciationおんpronunciationをobject習いlearnます。polite言いsayにくいhard to言葉wordsは、topic何many度timesもalso言っsayてand見tryます。politeそれthenから、from本booksをobject読んreadだり、and suchかん字kanjiをobject書いwriteたりand suchしdoます。polite又alsoあるsome時timesはtopic - 71
もんどうするばかりでなく、いろいろのことをしながらはなします。せんせいはせいとにいろいろのことをさせます。ほんをよませたり、こくばんにださせたり、まどをあけさせたり、しめさせたりすることもあります。このようにせいとはいちにちじゅうべんきょうするのですが、それでもなまけずに、いっしょうけんめいにべんきょうします。このがっこうでは、こうとうしけんとひっきしけんがろくしゅうかんにいちどあります。しけんのときには、みなしずかにしけんをうけます。なまけるせいとはひとりもいません。せいとはほとんどみなぐんじんですから、きりつのもんだいもすくないし、とりあつかいにくいせいとはいません。やまださんはせいとのならっているところをみたり、せいととはなしたりして、さんじごろかえっていきました。
Besides doing question-and-answer drills, they talk while doing various things. The teachers have the students do various things. Sometimes they have them read books, go up to the blackboard, and open and close the windows. In this way, the students study all day, but even so, they do not slack off and study very hard. At this school, there are oral and written examinations once every six weeks. During examinations, everyone takes the test quietly. There is not a single student who slacks off. Since almost all the students are military personnel, there are few discipline problems, and there are no students who are hard to handle. Mr. Yamada watched the students learning and talked with them, and then went home at around three o’clock.
もんどうdrillsするdoばかりonlyでnotなく、not色々various thingsのof事thingsをobjectしdoながらwhile話しtalkます。polite先生teachersはtopic生徒studentsにto色々various thingsのof事thingsをobjectさdoせhave themます。polite本booksをobject読まreadせhave themたり、and such黒ばんblackboardにto出さgo upせhave themたり、and suchまどwindowsをobjectあけopenさせhave themたり、and suchしめさcloseせhave themたりand suchするdo事timesもalsoありhappenます。politeこのthisようwayにin生徒studentsはtopic一all day日all day中all day勉強studyするdoのitですisが、butそれthatでevenもalsoなまけslack offずnotに、and一生very hardけんめいvery hardにwith勉強studyしdoます。politeこのthis学校schoolでatは、topicこうoral examinationとoral examinationうしoral examinationけんoral examinationとandひっきwritten examinationしwritten examinationけんwritten examinationがsubject六six週間weeksにper一one度timeありoccurます。politeしexaminationけんexaminationのof時timeにatは、topic皆everyone静かquietlyにquietlyしexaminationけんexaminationをobjectうけtakeます。politeなまけるslacking生徒studentsはtopic一人one personもeven居existsませnot, politeん。not生徒studentsはtopicほとんどalmost皆all軍人military personnelですareから、becauseきりdisciplineつdisciplineのofもんだいproblemsもalso少いfewし、and取りあつかいhandleにくいhard to生徒studentsはtopic居existませnot, politeん。not山田YamadaさんMr.はtopic生徒studentsのof習っare learningてare learningいるare learning所activityをobject見watchedたり、and such生徒studentsとwith話しtalkedたりand suchしdoて、and三three時o'clock頃around帰っwent homeてand行きwentましdid, politeた。past - 72
にしやまさんはなんねんぐらいおしえていますか。
About how many years has Mr. Nishiyama been teaching?
西山NishiyamaさんMr.はtopic何how many年yearsぐらいabout教えhas been teachingてhas been teachingいhas been teachingますhas been teachingか。question - 73
やまださんはいちにちじゅうにほんごばかりおしえていますか。
Does Mr. Yamada teach nothing but Japanese all day?
山田YamadaさんMr.はtopic一all day日all day中all day日本Japanese語Japaneseばかりnothing but教えis teachingてis teachingいis teachingますis teachingか。question - 74
あなたはまいにちなんじかんがっこうでべんきょうしますか。
How many hours do you study at school each day?
あなたyouはtopic毎日each day何how many時間hours学校schoolでat勉強studyしdoますpoliteか。question - 75
あなたがたのせんせいはあなたがたにあるかせたり、かんじをかかせたりすることがありますか。
Does your teacher ever have you walk or write kanji?
あなたyou all方you allの's先生teacherはtopicあなたyou all方you allにto歩かwalkせhave youたり、and suchかん字kanjiをobject書かwriteせhave youたりand suchするdo事timesがsubjectありexistますpoliteか。question - 76
にほんごのはつおんはむずかしいですか。
Is Japanese pronunciation difficult?
日本Japanese語Japaneseのofはpronunciationつpronunciationおんpronunciationはtopicむずかしいdifficultですisか。question - 77
かんじはおぼえにくいですか、おぼえやすいですか。
Are kanji hard to memorize, or are they easy to memorize?
かん字kanjiはtopicおぼえmemorizeにくいhard toですareか、questionおぼえmemorizeやすいeasy toですareか。question
- しょう
- award, reward
- で、
- --is and -- (See Grammar Notes)
- 近く
- vicinity
- そこ
- there
- 時間、
- hour, time
- 今日
- today
- 二十
- 20
- 大きな
- big, large (See Gram. Notes)
- ながら
- while (See Grammar Notes)
- 一人
- one person
- ほとんど
- almost (See Gram. Notes)
- 頃
- approximate point of time (See Gram. Notes)
- ぐらい
- about
- むずかしい
- difficult
Classroom routines and responsibilities · Questions 2 of 2
Routines and responsibilities
The questions concern hearing, study, tests, cleaning, noise, sleep, and assigned actions.
*先生は どんな ふうにして 言葉を 習わせますか* means "How does the teacher have you learn words?"
An answer describes the teacher's method. Other answers identify a person, give a duration, or state whether an action occurs.
Kanji: 室
New kanji in these lines. Read down: the kanji, its reading, then the words it makes.
- 78
きょうしつのうしろのほうにいると、ききにくいですか。
Is it hard to hear when you are at the back of the classroom?
教室classroomのof後backのof方partにat居るareと、when聞きhearにくいhard toですisか。question - 79
あなたがたはがっこうでなまけてべんきょうしませんか。
Do you slack off and not study at school?
あなたyou all方you allはtopic学校schoolでatなまけslack offてand勉強studyしdoませnot, politeんnotか。question - 80
せんせいはどんなふうにしてことばをならわせますか。
How does the teacher have you learn words?
先生teacherはtopicどんなwhat kind ofふうwayにinしdoてand言葉wordsをobject習わせhave learnますpoliteか。question - 81
かきとりのしけんのときには、ほんをしまわなくてもいいですか。
During a dictation test, is it all right not to put your books away?
書き取りdictationのofしtestけんtestのof時timeにatは、topic本bookをobjectしまわput awayなくnotてeven ifもalsoいいall rightですisか。question - 82
あなたがたのきょうしつのそうじをするのはだれですか。
Who cleans your classroom?
あなたyou all方you allの's教室classroomのofそうじcleaningをobjectするdoのoneはtopicだれwhoですisか。question - 83
じゅぎょうちゅうにきょうしつのそとがやかましいことがありますか。
Is it ever noisy outside the classroom during class?
じゅぎょうduring class中during classにin教室classroomのof外outsideがsubjectやかましいnoisy事occasionがsubjectありexistますpoliteか。question - 84
あなたはまいばんなんじかんぐらいねなければなりませんか。
About how many hours do you have to sleep every night?
あなたyouはtopic毎晩every night何how many hours時間how many hoursぐらいaboutねmust sleepなけれmust sleepばmust sleepなりhave toませpoliteんnotか。question - 85
あなたはじどうしゃをおくさんにあらわせますか。
Do you have your wife wash the car?
あなたyouはtopic自動car車carをobject奥wifeさんwifeにtoあらわせhave washますpoliteか。question
- いい
- good (See Gram. Notes)
- だれ
- who?
- ね
- isn't it (See Grammar Notes)
- 車
- vehicle, car
Tests, voices and classes · Word list 1 of 3
Oral and written examinations
*しけん* means "examination" or "test". *こうとうしけん* means "oral examination", and *ひっきしけん* means "written examination".
The remaining words name classroom instruction, classes, voices, speed, discipline, and problems.
- 86
ぶんしょう
sentence
ぶんしょうsentence - 87
しけん
examination, test
しけんtest - 88
こうとうしけん
oral examination
こうとうしけんoral examination - 89
ひっきしけん
written examination
ひっきしけんwritten examination - 90
かきとり
dictation
書取りdictation - 91
こえ
voice
声voice - 92
おおきいこえ
loud voice
大きい声loud voice - 93
はやさ
speed
早さspeed - 94
じゅぎょう
classroom instruction
じゅぎょうclassroom instruction - 95
くみ
class
組class - 96
きりつ
discipline
きりつdiscipline - 97
もんだい
problem
もんだいproblem
- しけん
- examination, test
- こうとうしけん
- oral examination
- ひっきしけん
- written examination
- 書取り
- dictation
- 大きい声
- loud voice
- 早さ
- speed
- きりつ
- discipline
Classroom actions and behaviour · Word list 2 of 3
Actions and behavior
These words cover classroom actions and behavior. *させる* means "to make one do".
*--にくい* means "difficult to", and *--やすい* means "easy to".
- 98
そうじ
cleaning
そうじcleaning - 99
させる
to make one do (See Grammar Notes)
させるmake someone do - 100
やらせる
to make one do
やらせるmake someone do - 101
しまう
to put away
しまうput away - 102
ねる
to sleep
ねるsleep - 103
なまける
to be lazy (v.i.)
なまけるbe lazy - 104
しずかにする
to be quiet
静かにするbe quiet - 105
けす
to erase, extinguish
けすerase or extinguish - 106
やかましい
noisy
やかましいnoisy - 107
--にくい
difficult to -- (See Grammar Notes)
--にくいdifficult to do - 108
--やすい
easy to -- (See Grammar Notes)
--やすいeasy to do - 109
ずっと
all the time, continuously
ずっとcontinuously
- させる
- to make one do (See Grammar Notes)
- やらせる
- to make one do
- しまう
- to put away
- 静かにする
- to be quiet
- けす
- to erase, extinguish
- --にくい
- difficult to -- (See Grammar Notes)
- --やすい
- easy to -- (See Grammar Notes)
Manner, effort and independence · Word list 3 of 3
How and when actions happen
These words describe manner, effort, independence, and time during class.
*はっきり* means "clearly". *自分で* means "by oneself". *じゅぎょう中* means "during the class instruction".
- 110
かわるがわる
alternately
かわるがわるalternately - 111
はっきり
clearly
はっきりclearly - 112
いっしょうけんめい
with all one's might
一しょうけんめいwith all one's might - 113
しずかに
quietly
静かにquietly - 114
じぶんで
by oneself
自分でby oneself - 115
じゅぎょうちゅう
during the class instruction
じゅぎょう中during class instruction - 116
どんなふうに
how, in what manner
どんなふうにin what manner - 117
にじゅうねんちかく
nearly 20 years
二十年近くnearly twenty years - 118
せいとはこくばんをけしたり、きょうしつのそうじをしたりしません。
Students don't do such things as erasing blackboards and cleaning classrooms.
生徒は黒ばんをけしたり、教室のそうじをしたりしません。no erasing or cleaning - 119
せいとはときどきじぶんでべんきょうします。
Students sometimes study by themselves.
生徒は時々自分で勉強します。students sometimes study alone - 120
ときどきせんせいはせいとにかわるがわるはなさせます。
Sometimes the teacher will have students talk alternately.
時々先生は生徒にかわるがわる話させます。students talk in turns
- かわるがわる
- alternately
- 一しょうけんめい
- with all one's might
- 静かに
- quietly
- 自分で
- by oneself
- じゅぎょう中
- during the class instruction
- どんなふうに
- how, in what manner
- 二十年近く
- nearly 20 years
- 生徒は黒ばんをけしたり、教室のそうじをしたりしません。
- "Students don't do such things as erasing blackboards and cleaning classrooms."
- 生徒は時々自分で勉強します。
- "Students sometimes study by themselves."
- 時々先生は生徒にかわるがわる話させます。
- "Sometimes the teacher will have students talk alternately."
The particulars
- The course
- Defense Language Institute, Japanese Basic Course, 1967 to 1971. Public domain. The teaching pages and the narration are ours.
- Reading aloud
- Digital narration, directed by 1732 Studios.
- The book
- Botchan, the work this course leads to, free to read here.
- Data
- JSON · Markdown · A guide for agents