There's
a%
inte~tional
student
oaer
there
Thwe
&/are .
.
.
person
fig
Ll
ZT
I
We
learned
in
Lesson
2
that'
to
ask
for
the
location
of
item
X,
you
can

IL
Y
la
{
]
MrDonoM9s
is
right
ihwg
near
you-
L
L
right
hen?.
In
this
lesson,
we
will
learn
to
describe
locations
in
more
detail.
More specifically,
we
learn

F~-ILF~~)
&QH*I~-
b
a%-cT0
a
a
It's
ifi
frolzf
of
that
department
store-
Other
useful
words
describing
locations
are
as
follows:
location
words
XktY03<
+
Y.
Xis
X
is
betwgn

-
as
'
Ut-2
!3
3%
5L5
&h'
5%
Clk
51%~
em5
TZl-0
sm3@@%?a
z
a
9
TT0
3A:i
rL~d-X.
The
baxk
is
next
to
the
library.
3
E3
T

can
use
any
of
the
above
location
words
together
with
a
verb
to
describe
an
event
that
occurs
in
the
place.
To
use
these
phrases
with
verbs
such
as
&-f

phce.
The
past
tense
foms
of
verbs
look
like
the
following,
where

stands
for
the
stem
of
a
verb.
affirmative
negative
present
tense
-3s
-2Wh
1
past
tense
%tk

tense
fonns
as
well.
4
Another
word
for
"near"
that
is
also
commonly
used
is
t;
ZY
<
.
*3oth
X
XY
~9
Z
fb
1)
T$
and
X
MY

Y
need
to
belong
to
the
same
category;
two
people,
two
buildings,
and
so
forth.
In
contrast,
an
item
can
be
1
E.
in
relation to
another
item
even
if
they

TT"
sentences
look
like
the following.
affirmative
negative
present
tense
-73
GSZE!~~@~
past
tense
-TLk
~+&!9$t%~tk~
LT*&~3*BA*a*3TLf *
+3
Lfi+b,LYt*
Y
%<
BC(
Xsx
IMP:
Yamtzshzta
was.
a
studmf
at Tozai
U~iversify.
atj#-~E;;ta~a@EL"e&

add
a
quantity
word
like
1":
i
3
to
the
direct
object
of
a
serrtmce,
rau
ean
either
pHce
it
befare
the
noun,
or
after
the
particle
2.
F32t:
{

noun,
like
-*
P4.
Such
a
noun
stands
U
5L.
alone
(that
is,
not
followed
by
any
particle)
and
usually
appears
immediately
before
the
verb.
%r1~-"r~ia+r~tzi~tsx/e-er~~~~a
tk,
r~b
L'
h-/,

present
tense
L'
s
&
1
3
%?A,
written
language
would
more
likely
have
TC;t
$5
'I
3*htLf=,
insteadofthecontractedfom
L'rh
!!3+ktLTLf=.
7
As
we
learned
in
Lesson
3,
for
"at

speak
Japanese
d
English.
1
went
to
Kyoto
g&
Osaka.
The
other
meaning
of
Z
is
"together
with";
it
describes
with
whom
you
do
something.'
%7'J-3X/E32-2&Y@~l=fi,3.aT,
-4-k:
<
I*
Mary

first.
You
can
also
use
$
when
two
or
more
people
perform
the
same
activity.
I
wmt
fo
Kyoto
yesterday.
%
*
%
3
c3
3
3%
i=?f
3
3

bought
a
bag,
too-
In
both
cases,
t
directly
marks
an
item
on
the
list
of
things
or
people
that
have
something
in
common.
Observe
that
$
replaces
the particles
12,

connect
nouns
only.
We
will
learn
about
connecting verbs
and
sentences
in
Lesson
6.
'"With"
as
in
"with
chopsticks"
requires
another
particle.
See
Lesson
10.
1
went
to
Kyoto
last week.
1

He
went
fu
a
party
on
Sunday,
foo.
We
put
$
after
the
particle
t=
in
these
sentences.
More
generally,
particles
other
than
d2,
55
and
??
are
used
together

may
also
hear
another
word
that
is
used
in
the
sense
of
across,
namely,
X
8
Q
fiht1.
If
something
is b&ind
X,
or
farther
away
from
a
street
and
cannot

3
)
In
the
dialogues,
we
observe
Mary's
host
father
saying
L
3,
and
her
host
mother
saying
21
3.
k
3
is
like
the incredulous "what?"
that
you
use
when
you

that
these
words,
when
pronounced,
are
very
short.
=eB*
b
%
(half)
appears
after
the
unit
word
like
@E.
Thus,
''two
hours
1Z
LfJhElu
@A2
E
*A
and
a
half"

people
use
&
t
%
L
when
they
place
a
calI.
Some
other
people
use
it
when they
receive
a
call.
1
Practice
nh,
L93
(T'A$2~&
'Ll'
9
ELI
iY<
A.

A
Pd:tz@%i=$3$f~\3
%&',
rtx
43:
3.
;fiQka~sIz~lsrh
3
3T&xo
Wg:
i
&i:
4.
$,
QfLul+&t~
E~+XC~F**~L~~
?hx,
3
I:
l3itU/v
5'(
ttL'
5.
7~\"-
icR;trr;til
3
3
p-**,
kll
6.

o?gt=m75r&
3
3
-?a>,
r>;i
Qr:
C.
Look
at
Takeshi's
schedule
for
the
week
and
answer
the following
questions.
@
club
activity
5'
-3
7"
party
~f-?
4
-
test
FX

><
,
'
-
-

Your
Schedule
Your
Partner's
Schedule
o
mr~igez~m
&
La
hX/v
A.
Look
at
the
picture
and
tell
where
the
following things
are.
@
Example:
E

the
following
things
are.
@
C.
Pair
Work-Ask
and
answer
questions
to
find where
the
buildings
are.
One
student
looks
at
map
A.
The
other
student
looks
at
map
B
(p.

following
A.
Look
at
the
information
about
Prof.
Yamashita
25
years
ago
and
answer
the
questions.
@
Twenty-five
years
ago,
Prof.
Yamashita
was
twenty-two
years
old
senior
at
a
college

the
prices
your
partner
has
chosen.
i
I.
Before
you
start,
both
of
you
will
choose
one
price
in
each
row
of
the
table
and
mark
it.
i
2.
In

two
questions
with
one
item.
If
you
have
guessed
col-rectly
the
price
your
partner
has
chosen,
you
score
a
point.
Your
partner
i
will
not
give
away
the
right
answer

score.
You
win
the
game
if
you
have
scored
higher
than
your
partner.
Example:
A
:
h~7511%tL1~~5pJTL?:&',
::
ZLXL
B
:
LlL\L,
-3flU+&r)
3~tLTLfz,
::
*XI,4,
A
:
ZH-FqTLfz&',
L>t,$A

Answer
your
partner's
questions.
Example:
B
:
7°t-k?2
bt$-hhlbh-il-Lkha,
A
:
22,
&llfATLft,
L\L\R,
hxt%X.
C
+
&
3
2
L
Lo
Qaaelrmzb%
bt=fix
[f3&3ZF
t6T
A.
Change
the
following

8.
hh'6
9-33
10.1:&
11.Wb
12.la6
1
14.hxL;5
15.Qlb;
B.
The
pictures
below
show
what
Mary
did
last
week.
Tell
what
she
did.
@
Example:
$7')
-$/v~dfiQ~
1=flg%t%S$L3
Lf=o
7

at
a
department
store
at
a
friend's
house
in
Kyoto
C.
Look
at
the
pictures
in
6
and
answer
the
questions.
@
D.
Look
at
the
pictures
above
and
answer

3
Lf=ah,
Ttbli
V'
Qit
2-
%
7')
3X/EAA%l3
I=@$
L3
Lt=&*o
d.+i
U:
01:
3.
$711
-s~,ta~h9vt~g4.~,3
t)~th>,
<L\
~
X
4.
%71) 3h/t2~\9R~\4@2
t3
L?:hXo
6.
he,
5.
$7

B
:~.=.xetaL~~~
Pair
Work-Using
the
expressions
below,
ask
your
partners
how
often
they
did
the
following
activities
when
they
were
a
child
or
in
high
school.
Example:
A
:
3j%~%/SEn+

+
x-k-&=XaTTo
1:
Vy42L
I:
i"~<i/~
1.
(a)
tzC-fL3X,t;j;%$l-t2R~\3
Leo
L
ITlr
fi.
(b)
f.1f
L
$hIih11Tk2E~\3
L?:";.
d.
2-
(a)
GYP-
b
3X,1J134+32%f&L3TO
:
3
<A,$ij
(b)
%P'I-Sk1dfl$-Z2%%L3T0
1:

-3AiiF%TB*%23L2fo
2's
:
i
i:
1iX
:.
:ic
5.
(a)
&L7"z,
%7'r)
3X/tif-=1~L3kt~+~~~~,
A
(b)
LLz.
97'1
-3L,iax-sx,i~4~\~~,
h
6-
(a)
%a,
LL
414T3
$-+?AT
L
f:,
*,LLq,-j
IrtllL.
i,

to
a
party
(5)
@)
&@Cl@g
(Review
Exercises)
hhr
Lw5
A. Answer
the
following
questions.
B.
Pair
Work-A
and
B
want
to
play
basketball
together.
The
following
is
A's
schedule
for

day
you
will
play
basketball.
Example:
A's
Schedule
Pair
Work
@
C.
Map
8
Ask
where
places
are.
the
following
Pair
work
@
B.
Example:
B's
Schedule
class="bi x0 y0 w2 h46"
Days
Months

hp9
(f-fi)dctober
:fit9
(&A>
May
@
j
L
$,
$29
(+
1
)-November
6
<
h29
(*I>
June
U
@
i
6~75~3
(-+s
fi
)-December
Time
Words
Day
Week
Month

Ie~~rpj
(%a)
-tfhIf-;,(%fl)
314%L(isF)
yesterday
last
week
last
month
last
year
'13
(+a)
~/,~ni
(+S)
.
r&tr7(+fl)
tZL
(WF)
I
today
I
this
week
this
month
I
this
year
I

the
month
after
next
the
year
after
next
'cp$%fiR?J
/
A
Trip
to
Okinawa
@
Robert
and
Ken
are
vacationing
in
Okinawa.
@
At
the
post
office.
@
On
Monday

Robert?
Robert:
I
Iike
surfing.
Shall
we
do
it
together
tomorrow?
Ken:
But
isn't it difficult?
Robert:
No.
Robert:
Excuse
me.
How
much
is
a
postcard
to
Britain?
Person
at
the
post

very
beautiful
in
Okinawa.
Takeski:
Good.
I
like
the
sea
very
much,
too.
Was
the
airline
ticket
expensive?
Robert:
No,
it
wasn't
so
expensive. How
was
your
date,
Takeshi?
Takeshi:
.

(objects)
busy
(people/days)
large
interesting
frightening
cold
(weather-not
used
for
objects)
fun
small
boring
old
(thing-not
used
for
people)
*
Words
that
appear
in
the
dialogue
easy
(problem);
kind
(person)

busy;
to
have
a
lot
of
free
time
to
swim
toask
(person
G-)
to
ride;
to
board
(
1:)
to
do;
to
perform
(-
2
to
go
out
Adverbs
and

of
.
.
.
[counter
for
flat
obi
ectsl
to
((a
place);
as
far
as
(a
place);
(a
time)
There
are
two
types
of
adjectives
in
Japanese.
One
type
is

3
L
.
1
saw
an
interesting
mode
yesterday.
21
*
k
Z
b
L
5k
?k
a
scary
teacher
Y&PI\
A
T
% 3
Z
b
%
T
Professor
Yamaskita

+f/vQ~~
7;
%
5
12
X
%
;Pd
3k
&
T
To
Professor
Yamaskita
ii
energetic
teacher.
C3
Lf:+?L+?i>
If&
3
.ttA,Qzr
Japanese
adjectives
conjugate
for
tense
(present
and
past),

be
very
careful
here,
because
the
pattern
is
rather
complicated.
S%b3L\
aff
ir
rnative
negative
present
8%
b3L+lT$
S%t5<&9dt?h,
It
ik
interesting-
It
is
~ot
interesting.
past
It
was
interesti7ag.

9
f=
TT
is
"past
+
af
firnative,
"
while
(i5
%
t
4)
{
&I
9
2
#A
T*L
R
is
"negative+past.l"
Unlike
verbs,
adjectives
conjugate
fairly
regularly.
The

form
and
the
long present
tense
affinna-
tive
form.'
L\L\
(irregular)
affirmative
negative
present
LILITT
&<&!I%eh,
past
&;b\=)ftTT
-
d;<bSm32hrTL,k
a-adjectives
The
conjugation
pattern
of
3-adjectives
is
much
more
straightforward.
It

Mlu
+!
She
is
healthy.
She
is
not
healfhy.
past
TI;%TI/f=
wfu
d-
n;ZE*;fS93tZhTLk
Wfu
3
She
was
healthy.
She
was
not
healthy.
The
final
syllable
3
is
dropped
in


31:rj
affimative
negative
-
%
present
-b
xTT
-{
2blT-T
past
T
{;'dh's,IF:T$
'There
actually
are
alternate
forms,
I
r\
and
d:
hT+,
but
they
are
much
less
frequently

we
learn
two
Q-adjectives
that
am
very
important
from
the
grammatical
point
of
view.
They
are
%I-
$
(
Q)
(to
be
fond
of;
to
like),
and
3
4
L

the
one
hand,
and
a
person
or
a
thing
on
the
other
hand
that
is
liked
or
disliked.
In
sentences,
these
two
terms
usually
appear
with
the
particles
43
and

specific
person,
Lowever,
because
7
3
TT
is
usually
taken
to
be
an
admission
of
one's
romantic
interest.5
Let
us
note
three
more
things
about
3r5
3
(
G)
and

3
TP
and
3
b
L
\T$,
namely,
A%
3
TT
and
A
3
h
6
\
TT.
These
forms
are
more
T
t
f:L>
common
than
the
combinations
of

to
say
that
they
neither
like
nor
dislike
something,
they
usually
say:
I
fieither
like nor
dislike
(it).
Three,
you
can
use
H
3
I'd:
and
3
L;
L\
Q
as

3 3
3
.
I
3
h
To
1
like
vegetables,
but
I
don't
like
meat.
5
r+r t
,:
<
In
the
expression
of
romant~c
or
familial
affection,
the
complex
particle