JAPANESE Associatio AjAILTINTRODUCTION Japanese for Busy People I was prepared for people who do not have a lot of time to study and thus need an efficient way of learning basic grammar and expressions appropriate to various situations. We felt, however, that addition- al material in the form of oral drills would be helpful in enabling students to speak Japanese at normal conversational speed. This is a skill that mere amassment of knowledge about a language cannot confer. ‘Asa result, we have developed this collection of drills to provide practice in the material in Japanese for Busy People I. This workbook can be used in class as a supplement for introducing or reviewing lessons, and outside the classroom for homework and review. In fact, it is recommended that drills be used both in the classroom, and then outside it for the purpose of reinforce- ment. When coordinated with the exercises and quizzes in the main textbook, the workbook should enable students to improve their command of basic Japanese in a relatively short time. This book has been prepared by Akiko Kajikawa and Junko Shinada, teachers at the Association for Japanese-Language Teaching (AJALT), with the advice of Shigeko Miyazaki, Miyako Iwami, and Haruko Matsui, and the assistance of Yoko Hattori, Hiroko Kuroda, and Harumi Mizuno, all of whom are AJALT teachers. ‘How to Use the Workbook ‘The workbook has not been prepared to ascertain whether students have mastered the lessons in the main text but to provide practice in various aspects of them: understanding sentence structure (sentence pattern drills), understanding the usage of sentences and expressions (situation drills), and Jearning vocabulary (vocabulary drills). Using cues in the form of pictures and charts—but without sample sen- tences—the drills will elicit Japanese words, sentences, and expressions from the student. In sentence pattern drills, this method of presentation should motivate students to construct and use realistic sentences on their own, rather than encourage the mindless substitution of words in a sample sen- tence. Practicing sentences in this way should thus foster a better under- standing of the sentence structure of Japanese. In situation drills, working without a sample sentence should enhance students’ ability to come up with 9sentences appropriate to the situation based on the Japanese they already know, and make it less likely that they will merely be memorizing sentences. The drills should be done orally and repeated until the words and sen- tences come smoothly. The blank right-hand pages are for any notes you may wish to make. Sentence Pattern Drills 16-1, 2, 3,4 Drill Lé is the first drill in the book for mastering the basic structure of sen- tences with verbs. Since such sentences can be complex, we begin with simple elements and build on them, as follows: . Destination . Subject + destination + verb |. Subject + destination + verb 4 time |. Subject + destination + verb 4 time a person accompanying the subject. eee The four segments of Drill L6 use the above sequence. Drill L6-1 has the student memorize destinations, with the instructor first giving the words “ginko,” “Fuji-san,” and “Furansu’ as examples. Students should repeat the words and phrases until they are mastered. Drill L6-2 provides practice with the pattern... wa... . ni ikimasw/kaeri- ‘masu, together with other tenses and interrogative patterns. The instructor should first briefly introduce Biji-san, the subject of the drill, and give as a model sentence “Ashita Biji-san wa ginko ni ikimasu,” based on Picture 1. Students should then begin making sentences, starting with Picture 2 and going all the way to Picture 9. Take note that students should switch to the past tense at Picture 5, to an interrogative sentence at Picture 8, and to the appropriate form of the verb kaeru at Picture 9. If a student makes a mistake, point this out and lead the student to the correct form, or give a grammatical explanation if necessary, before having the student repeat the sentence. Drill for fluency. Drills L6-3, 4 provide practice with the pattern... to... . ni ikimasu/kaeri- masu. The pattern of presentation is the same as that for the preceding drill. Once students can make up their own sentences using the pictures in this drill, it is safe to assume that they understand the basic structure of sen- tences that contain verbs. L72 This drill has students explain the schedule depicted using sentence patterns they have already learned. Instructors may wish to make a schedule in Japanese for students who have trouble memorizing vocabulary. The instruc- tor should begin by asking such questions as “Tanaka-san wa getsu-yobi ni doko ni ikimasu ka” to ascertain that students are following the presentation, and should then have the students explain the schedule in Japanese. Encour- age the students to make such long sentences as “Getsu-yobi no jani-ji ni takushi de Sumisu-san to Toky Hoteru ni ikimasu.” Listen for correct grammar and pronunciation and natural speed as the 10students say the sentences elicited by the drills. Natural rhythm can be rein- forced by making reference to the Answer Section at the back of the book (using the slashes that divide the sentences into segments and clapping or tapping lightly on the desk to emphasize the rhythm). If there is not enough time in class to complete the drills, they may be assigned for oral homework. ‘The drills may also be effectively used as review exercises. Situation Drills Situation drills provide practice in how certain expressions function in vari- ous situations. Once students have grasped the connection between the situa- tion and the expression in a given drill, they should practice the drill until they are fluent in the expressions. Instructors should enhance the reality of the situations by using appropriate props and encourage students to pro- nounce the phrases with the emotion appropriate to the situation. 113-2 The instructor should first have the students read the English background and instructions at the top of the page and then have them come up with expressions appropriate to the situations depicted. Drill for fluency. If possi- ble, such props as a picture or an old clock should be brought to the classroom to lend reality to the situations. This drill should be useful for homework, review, and testing as well. 116-1 This drill has students supply the appropriate expressions for the balloons of the cartoons. Such drills provide a means for practicing the flow of a conversa- tion; once the basic pattern is learned, conversations in real situations will be easier. First, have students read the background sentence at the top of the page, then ask them to think up appropriate expressions for each of the frames. Once correct expressions are selected, drill for fluency. Vocabulary Drills L13-1,2 The purpose of these drills is to learn adjectives. Although the drill may be used in various ways, the most effective places a minimal burden on the stu- dents and builds from there, as follows: 1. The instructor says “Okii,” and points to the appropriate picture. 2. The instructor says “Oki,” and the student points to the appropriate pic- ture. 3. The student says the adjective, and the instructor points to the appropri- ate picture. 4. The instructor points to the picture, and the student says the adjective. The drill can be expanded by dividing the words into groups of -i and -na adjectives, by having students recite the negative forms of the adjectives, and by having them say the adjectives with nouns. coeNotes 1. The numbers of the lessons in this workbook correspond to the numbers of lessons in Japanese for Busy People I. The vocabulary in the drills generally corresponds to that in the lessons, but additional words are included, which are shown in boxes. 2. As noted previously, no sample sentences are provided in the drills. People studying on their own should refer to the appropriate lesson in Japanese for Busy People Tif they are not sure of the basic sentence pattern or expression to use. 3. Answers to the drills are found at the back of the book. ‘Use of the Answer Section for Pronunciation Practice The sentences in the Answer Section are divided into segments using slash marks (/). Designed to provide a guide to natural pronunciation, this way of dividing sentences is known as the Verbo-Tonal Method, or VTM. It was devised in the 1950s by Dr. Pedal Gubrina, a professor at Sarajevo University in Yugoslavia. To make the most effective use of the method, first pronounce the word(s) between two slashes as a unit, without taking a breath or halting. Say each unit with the same average time. You may find it helpful to tap out the rhythm with your fingers. With practice, this method should enable you to speak Japanese with a natural rhythm, L1-1 1. “Nihon.” Say this word as a unit. 2. “Chivgoku.” Say Cha - goku with two-part time, as two separate units. If this word is pronounced as a single unit from the outset, the long vowel of the first element is likely to be too short. Once the two units are pronounced cor- rectly, practice saying the word as a single unit. 3. “Doi/tsu.” First say doi and tsu as two separate units to ensure that the tsu, which is liable to be pronounced too short, is given its natural length. Once the two units are pronounced correctly, practice saying the word as a single unit. L1-2 1. “Kochira wa/Tokyo/Denki no/Tanaka-san/desu.” Once the sentence can be pronounced with a natural rhythm using these divisions, the units can be expanded to “Kochira wa/Tokyé Denki no/Tanaka-san desu.”THE WORKBOOKCONTENTS Introduction The Workbook Lesson 1-1: Countries and Nationalities Lesson 1-2: Introducing Someone Lesson 2: Telephone Numbers Lesson 3-1: Telling the Time Lesson 3-2: Schedule (1) Lesson 3-3: Schedule (2) Lesson 4: How Much? Lesson 5: Shopping Lesson 6-1: Place Names Lesson 6-2: Going Somewhere Lesson 6-3: Going Somewhere with Someone (1) Lesson 6-4: Going Somewhere with Someone (2) Lesson 6-5: At a Bus Stop Lesson 7-1: Means of Transport Lesson 7-2: Mr. Tanaka’s Schedule (1) Lesson 8-1: Who and What Is Where (1) Lesson 8-2: A House Floor Plan Lesson 9-1; Who and What Is Where (2) Lesson 9-2: Where Is It? Lesson 10-1: Daily Activities (1) Lesson 10-2: Daily Activities (2) Lesson 10-3: Daily Activities (3) 14 16 18 20 22 BEER 30 32 32 36 38 40 sSeSESLesson 10-4: Mr. Tanaka’s Schedule (2) Lesson 11: Mr. Brown’s Life in Tokyo Lesson 12-1: Writing Letters and Telephoning Lesson 12-2: Frequency Lesson 12-3: Asking for Telephone Numbers Lesson 13-1: Adjectives Lesson 13-2: At a Friend’s House Lesson 13-3: Offering Tea Lesson 14: Antonyms Lesson 15-1: Giving and Receiving (1) Lesson 15-2: Giving and Receiving (2) Lesson 15-3: Giving and Receiving (3) Lesson 16-1: Invitation (1) Lesson 16-2: Invitation (2) Lesson 16-3: Refusing an Invitation Lesson 17: Offering to Do Something Lesson 18-1: Mr. Biji’s Possessions Lesson 18-2: Mr. Hoffman's Family Lesson 18-3: Time and Place Lesson 18-4: Mr. Tanaka’s Schedule (3) Lesson 19-1: A Day in Mr. Biji’s Life Lesson 19-2: The -te Form Lesson 19-3: Before and After Lesson 19-4: Itineraries Lesson 20-1: At a Restaurant (1) Lesson 20-2: At a Restaurant (2) Lesson 20-3: Having Things Delivered (1) Lesson 20-4: Having Things Delivered (2) Lesson 20-5: Having Things Delivered (3) Lesson 21-1: Giving Directions (1) Lesson 21-2: Giving Directions (2) Lesson 22-1: Transportation (1) Lesson 22-2: Transportation (2) Lesson 22-3: Transportation (3) Lesson 23-1: Asking Permission (1) Lesson 23-2: Asking Permission (2) 54 56 60 62 64 66 70 72 74 76 76 78 80 82 SSRELESSRERE u 102 104 106 106 108 110 110 112 14 116 8 120Lesson 23-3: Asking Permission (3) Lesson 23-4: Asking Permission (4) Lesson 24-1: Negative Requests (1) Lesson 24-2: Negative Requests (2) Lesson 24-3: Refusing a Request Lesson 25-1: Tenses (1) Lesson 25-2: Tenses (2) Lesson 26: At a Party Lesson 27-1: Tenses (3) Lesson 27-2: The Hoffmans Lesson 27-3: Various Schedules Lesson 27-4: People’s Profiles Lesson 28-1: Hobbies Lesson 28-2: Desires Lesson 28-3: Feeling Sick Lesson 29: Reading a Menu Lesson 30: On a Train Verbs Adjectives Answers Section 122 124 126 128 130 132 134 136, 138 140 142 144 146 148 148 150 152 155 159 161Lesson 1-1 Countries and Nationalities Look at the following map and give the names of all the countries, followed by the respective nationalities. United Kingdom, , BP I, p. 49 | France, Furansu, JBP I, p. 49Lesson 1-2 Introducing Someone Introduce each of the following acquaintances to your Japanese colleague, Mr. Hayashi. (4 \ aH Wy | ‘Tokyo Eleetrie Co., Ltd. Berlin Bank \ Haruo Tanaka a Hans Hoffman 5 Or hs Berlin Bank French Embassy “London Securities Secretary a Bruno Dupont ms Kate Brown.) Keiko Suzuki LJ B eo ABC "Tokyo University Lawyer Student David Smith Lin Shu-rei (London Securities, Rondon Shoken | ‘Tokyo University, Tokyo Daigaku 16Lesson 2 ‘Telephone Numbers Give the office telephone number, and then the home telephone number, shown on each person’s namecard. 1 | London Securities KATE BROWN Office (03)3444-4223 | Home (03)3445:5454 2 French Embassy | Bruno Dupont | ofce (03)3113-1112 Hore (03)3223-1113 3 _ ABC David Smith Office (03)3865-1166 Home (03)3862-2267 4 BERLIN BANK Keiko Suzuki Office (03)3494-1115, Home (03)3887-6868 5 Tokyo University Lin Shu-rei Home (03)3788-9898 [ — Tokyo Electric Co., Ltd. HARUO TANAKA (Ofie (03}3826-1995 Hone (03}3185-7297Lesson 3-1 Telling the Time Give the times shown in pictures 1 through 12, and then the opening hours or showing times in pictures 13 through 16. B6 & 13 4 15 16 depato, 9:00-7:00 ginko, 9:00-3:00 yabinkyoku, eiga, 4:00-6:30 9:00-5:00Lesson 3-2 Schedule (1) Describe the following schedule. 8:00 9:00 10:00 11:00 12:00 1:00 2:00 3:00 4:00 5:00 6:00 7:00 gq 11 1 (1) shigoto———_+—_—___$—_»' (2) hira-yasumi (3) kaigi | (4) pats | i } Lesson 3-3 Schedule (2) Describe the following schedule. “SUN MON| TUE WED THU FRI SAT 1 2 3 4 5 6 (1) tO 5 ag (9) nats 705 || Mr. Suzuki ~ eee 8 9 10 20 (4) tanjobi 14°15 16 #17 (18 (19 far a2 23324 25 26 '28 9 30 (31 | shutcho, business trip sgorafa, golf, JBP I, p. 106 2Lesson 4 How Much? Give the prices of the following items. ¥ 3,000 ¥5,300 ¥ 5,600 ¥ 35,600 ‘¥ 38,800 ¥ 3,900,000 ¥ 8,000,000 ¥ 133,000,000 24Lesson 5 Shopping Ask for the following items. ‘2068, sweater, JBP I, p. 171 |Lesson 6-1 Place Names Memorize the following words or names.Lesson 6-2 Going Somewhere Describe Mr. Biji’s actions in the pictures. BANK Mr. Biji —is a very busy business man. ooo —is an American. a ca —resides in Japan. —is thirty years old.Lesson 6-3 Going Somewhere with Someone (1) Describe Mr. Biji’s actions in the pictures. Lesson 6—4 Going Somewhere with Someone (2) Student A should ask Student B as many questions as possible regarding pictures 1 through 6, and Student B should answer. 1 ANKee alae fi orm fs er aeLesson 7-1 Means of Transport Describe the actions shown in the pictures, including the time and means of transport.Lesson 7-2 Mr. Tanaka’s Schedule (1) Describe Mr. Tanaka’s schedule for the coming week. 1 | Mon. 12:00 ] Tokyo Hotel (by taxi, with Mr. Smith) 4:00 | London Securities, Tokyo branch (by taxi) 2 | Tue. OFF Hakone (by car, with the *family) 7:00 | Return home 3 | Wed. Go to Osaka branch (by airplane, alone) 4 | Thu. Go to Kyoto branch (with someone from the Osaka branch) Return to Tokyo (by Shinkansen) 5 | Fri. 12:00 | Restaurant (with secretary) 4:00 | Go to ABC (with Mr. Hayashi) | 6:00 | American Embassy 6 | Sat. 1:00 | Department store (with Mrs. Tanaka) 7:00 | Friend’s house (with Mrs. Tanaka) 7 | Sun. 9:00 | *Park (with friends) 2:00 | Friends coming to my home 38 ———-—— family, kazoku, JBP I, p. 83 wrk, keen, JBP I, p. 95 SeLesson 8-1 Who and What Is Where (1) Describe who or what is where in the building below, starting from the fir: floor. 4F noone 40Lesson 8-2 A House Floor Plan Describe the position of the rooms in the floor plan, starting to the left of the dining room, then describe the items in the rooms. daidokoro *reizdko migi, right, JBP I, p. 138 hidari, left, JBP I, p. 159 ¢, picture, JBP I, p. 83 soft, sofa reizdko, refrigerator, furoba, bathroom kanstki, dryer sentakcuki, washing machine 42Lesson 9-1 Who and What Is Where (2) Name the items indicated, saying where and how many of them there are.Lesson 9-2 Where Is It? Describe where items 1 through 8 are, and then where the organizations/facil- ities 9 through 16 are. 2 megane 5 shimbun pal 1F Bl ji 12 13 14 15 16 aeiitre,,| BOOKS as 9 resutoran 10 hon-yaLesson 10-1 Daily Activities (1) Memorize the verbs for the following actions,Lesson 10-2 Daily Activities (2) Describe what Mr. Biji does and where he does it. 50Lesson 10-3 Daily Activities (3) 1, Describe what Mr. Biji is going to do and where he is going to do it. 2. Student A should ask Student B as many questions as possible regarding pictures 1 through 10, and Student B should answer. 8:00-10:00 tenisu kurabu 52Lesson 10-4 Mr. Tanaka’s Schedule (2) Describe Mr. Tanaka’s schedule for the coming week. 1 | Mon. | 8:00 |__| *Meeting (office) 12:00 | Lunch (Tokyo Hotel, with Mr. Smith) Meeting (London Securities, Tokyo branch) 2 | Tue. OFF Golf (with the family, Hakone) 7:00 | Return home 8:00 | Dinner (restaurant near home) | Meeting (Osaka branch) 7:00 | Dinner (Osaka Hotel) 4 | Thu. | 10:00 | Meeting (Kyoto branch) 12:00 | Lunch (restaurant in Kyoto) 5 | Fri. 12:00 | Lunch (with secretary) | Meeting (with Mr. Hayashi, at ABC) Z 8 6 | Sat. | 1:00 | Shopping (with Mrs. Tanaka, department store in Ginza) 7:00 _| Dinner (at friend’s house) |__| Tennis (at park, with friends) 2:00 | Tea (at home) 54