NCEA LEVEL 1 - RĀWIRI'S JOURNEY - UNIT 1 WHAKAWHANAUNGATANGA - CHAPTER 2: YAMATO'S JIKO SHOUKAI
Unit 1 Whakawhanaungatanga |
Chapters: 0. はじめに 1. Rāwiri's Pepeha 2. Yamato's Jiko Shoukai 3. Isabella's Family 4. Introducing Min-Ho 5. Meeting Aroha 6. Mele's Future |
Whakawhanaungatangabuilding relationships and establishing connections
だい二か:やまとさんの じこしょうかい
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Click on one of the three tabs below to view each section in this chapter:
2.2 Focus on Form |
Making Actions Out of Nouns
Japanese nouns for activities (e.g. べんきょう - study) are made into verbs simply by adding します, which means ‘do’ (e.g. べんきょうします). We don’t generally need to say the word ‘do’ in English when using these nouns as verbs in English, but in Japanese we need to add します to form the verb.
- します can be changed to できます and the meaning changes to ‘can ...’
べんきょう できます- can study
Similarities Across Languages
Yamato found that Māori vowel sounds were not too hard for him and similar in some ways to Japanese. He talked to Rāwiri and together they made a list of some words that seemed similar in meaning.
Te Reo Māori |
日本語 |
Te Reo Māori |
日本語 |
awa (river) |
川(かわ) (river) |
ika (fish/marine animal) |
いか (squid) |
kai (food/meal) |
かい (shellfish) |
ata (morning) |
あさ (morning) |
何語(なにご)ですか - Borrowing words
Yamato discovered that New Zealand English has borrowed some Māori words that have become common usage, for example, kiwi, pāua, mahi, whānau, hōhā (boring, annoying), taihoa (often said “tie ho”, meaning “wait”), etc.
Yamato thought about words in English that have been borrowed from Japanese; for example, kimono, sushi, etc.
Here is a complete list of “borrowed” words from the Level One vocabulary list for your reference. Use it for katakana practice!
- Work in groups and make a list of te reo Māori words that are commonly used in New Zealand English.
- 100 Māori words every New Zealander should know - https://nzhistory.govt.nz/culture/maori-language-week/100-maori-words.
Yamato thought about words in English that have been borrowed from Japanese; for example, kimono, sushi, etc.
- Make a list of some others.
- Do you think these things are part of Japan’s cultural identity?
Here is a complete list of “borrowed” words from the Level One vocabulary list for your reference. Use it for katakana practice!
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Katakana Words Borrowed from Other Languages |
英語(えいご)から |
アパート (apartment) カフェ (café) ギター (guitar) キャンプ (camping) グラウンド (sports grounds, sports field) クラス (class) クリケット (cricket) クリスマス (Christmas) ケーキ (cake) コンサート (concert) コンピューター (desk-top computer) サッカー (soccer) サンドイッチ (sandwich) シャツ (shirt) シャワー (shower) ジュース (juice) ショッピングモール (shopping mall) シリアル (cereal) スカート (skirt) スポーツ (sport) スリッパ (slipper) セーター (jersey) ソーシャルメディア/SNS (social media) チケット (ticket) チョコレート (chocolate) ニュージーランド (New Zealand) ネクタイ (neck tie) ネットボール (netball) パーティー (party) バス (bus) バスケットボール (basketball) ハンバーガー (hamburger) ピアノ (piano) ビーチ (beach) ピクニック (picnic) ピザ (pizza) プール (pool) プレゼント (present) ペット (pet) ヘルシー (healthy) ホームルーム (form/tutor time) マーオリ (Māori) ミルク (cow’s milk) モスク (mosque) ラグビー (rugby) |
ドイツ語(ご)から |
アルバイト (part-time job)‘arbeit’ |
フランス(ご)語 |
アンケート (questionnaire, survey) ‘enquête’ ズボン (trousers) ‘jupon’ メニュー(menu) レストラン (restaurant) |
ポルトガル(ご)語 |
イギリス (England/UK) ‘Inglez’or ‘Inglês’ パン (bread) ‘pão’ |
Beware of “False Friends” – Some Katakana Words Have Different Meanings from the Original |
マンション (multi-storey apartment building – from “mansion”); パンツ (underpants or trousers); ショーツ (women's underpants) カンニング (cheating in an exam – from “cunning”); トランプ (playing cards - from “trump” card); バイキング (buffet – from ‘Viking’, name of Japan’s first buffet restaurant); ワンピース (a dress – from “one-piece” garment)Value |
Katakana Words Shortened by Combining Key Elements |
パソコン (personal computer); スマホ (smart phone); アイス (icecream); スーパー (Supermarket); コンビニ (convenience store); アニメ (animation); デパート (department store); ネット (internet); メール (email, SMS text) |
Structure
Objectives:
Learn how to express:
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Learn how to use the ~て form of verbs to:
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The verb explaining where you live is すみます. However, it’s usually in the ~て form – すんで います.
Living somewhere is something that occurs over an extended period of time, rather than being a separate action. This is one of a group of verbs that are usually expressed in the ~て form. Some others are:
Living somewhere is something that occurs over an extended period of time, rather than being a separate action. This is one of a group of verbs that are usually expressed in the ~て form. Some others are:
- being crowded (こんで います)
- remembering (おぼえて います)
- being tired (つかれて います)
- verbs that say what you’re wearing (きて います (e.g. wearing a shirt), はいて います (e.g. wearing jeans), かぶって います (e.g. wearing a cap))
Consider:
- らいねん 日本に すみます。 I will live in Japan next year.
- らいねん 日本に すみたいです。 I want to live in Japan next year.
- 日本に すんでいます。 I live (am living) in Japan (now).
- 日本に すんでいました。 I lived in Japan.
Your Turn!【一】
Counters
There are many counters in Japanese that go after the numbers of Chinese origin (一、二、三 ...). These include counters for years of age and school year level. Depending on the counter, the numbers ending in ち(いち、しち、はち) sometimes require special attention, because of pronunciation changes.
Counter for Years of Age - さい
- Number + さい
- Refer to the vocabulary list for ‘tricky’ ones when using number +さい for age. (Be careful about 9 years old. It is pronounced きゅうさい not くさい which means ‘smelly!’)
- When ち changes to small っ and long う changes to small っ, one way to remember is to jump! For example, “いjumpっさい”, “じゅjumpっさい”. Try it and see!
Your Turn!【二】
Counter for School Year Level
- Number + 年生(ねんせい)
Words of quantity usually come after the noun and there is no particle before the counter and the verb.
A: 大和(やまと)くんは 何(なん)さい ですか。How old is Yamato?
B: 十五(じゅうご)さい です。15. A: 何年生(なんねんせい) ですか。What year is he? B: 高校一年生(こうこういちねんせい) です。Year 1 at senior high. |
Your Turn!【三】
パートナーにきいて、こたえてください。
Open the PDF for either "Aせいと" or "Bせいと".
(Open in a new tab - hold down Ctrl/Cmd and click the link.) Following the instructions, ask and answer questions to find out the students' school year levels. Ask: ~さんは 何年生 (なんねんせい) ですか。 |
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Expressing ‘also’/ ‘too’; ‘both’ - noun も; noun A も noun B も (both A and B)
Notes:
- も replaces the particles は、が、を
- も follows other particles (such as で、に).
- も must be placed directly after the word(s) that it refers to. English is not so precise.
れい:クラスの どうきゅうせいも じこしょうかいを しました。
His classmates gave self-introductions, too.
His classmates, also, gave self-introductions. - If you want to say ‘both’ (e.g. both A and B), you can put も after both of the words that you are referring to, and make one sentence.
れい:大和(やまと)くんも イザベラさんも 高校(こうこう)の せいとです。
Both Yamato and Isabella are high school students.
Yamato and Isabella are both high school students.
Your Turn!【四】
Expressing “Want” – “What I want to do”
The verb stem + たい ですis used:
おぼえていますか?
(Do you recall?) The verb stem is the part of the word left after removing ~ます. (e.g. たべます becomes たべ、 のみます becomes のみ). The verb endings in the verb stem tree attach to the verb stem to modify the meaning of the verb. When have you used the stem of a verb to make meaning? Look at the verb endings in the leaves of the tree. Which ones have already used. How did you use them? |
In his じこしょうかい, Yamato says 「えいごを はなしたいです。」 (I want to speak English).
In Japanese, we use ‘~たいです (want to)’ to say what we, ourselves, want to do – not what others want to do.
In Japanese, we use ‘~たいです (want to)’ to say what we, ourselves, want to do – not what others want to do.
- This is a bit different from English, but in Japanese you can’t say ‘My friend wants to learn Japanese,’ because you don’t really know for sure what another person wants.
- However, you can ask someone what they want to do. For example, 何(なに)を したいですか。 (What do you want to do?)
You can use either を or が as the object particle with ~たいです, but the choice of particle can slightly affect the nuance and meaning conveyed in the sentence.
Using を:
- を focuses on the action/activity (i.e. the verb).
- が focuses on the word before the particle (i.e. the thing you’re talking about/the object of your desire!), rather than the action.
Using を:
- 本(ほん)を 読(よ)みたいです。
I want to read a book.
This sentence emphasizes the specific action of reading a book.
- 本(ほん)が 読(よ)みたいです。
I want to read a book.
This sentence emphasizes your desire to read a book, as opposed a magazine, manga, etc.
Your Turn! 【五】
よみましょう
たかし:ねえ、さっちゃん、ぼくと いっしょに かんこく語(ご)を べんきょう して ください。
さちこ:えっ? かんこく語(ご) ですか。 たかし:そうですよ。K―ドラマを かんこく語(ご)で 見(み)たいです。そして、らいねん かんこくに すみたいです。 さちこ:私は フランス語(ご)を ならいたいです。 フランス語(ご)を 話(はな)したいです。 たかし:ぼくは フランス語(ご)を 話(はな)しますよ。Bonjour. Je m'appelle Takeshi. さちこ:わぁ、ほんとうですか。フランス語(ご)も 話(はな)しますか。いいですね。じゃあ、かんこく語(ご)の べんきょうも がんばってください。 たかし:はい、がんばります。さっちゃんも いっしょにね!!ははは。 |
The て Form
Making and using the て form of verbs.
Verb groups
Before we start working out the て form, we have to work out which verb group each verb belongs to.
There are three verb groups in Japanese. They can be referred to in a variety of ways (e.g. group 1, group 2 and irregular verbs).
In this workbook, the three verb groups are referred to as:
The verbs in the table are arranged into their 3 different groups. What patterns can you see?
Before we start working out the て form, we have to work out which verb group each verb belongs to.
There are three verb groups in Japanese. They can be referred to in a variety of ways (e.g. group 1, group 2 and irregular verbs).
In this workbook, the three verb groups are referred to as:
- 一(いち)だん (one step)
- 五(ご)だん (five steps)
- ふきそく (irregular)
The verbs in the table are arranged into their 3 different groups. What patterns can you see?
Which groups have:
- hiragana from the え line before ~ます?
- only one hiragana before ~ます?
- hiragana from い line before ~ます?
一だん Verbs
How to put 一 (いち) だん verbs into the ~て form.
- There is one step. Take off ~ます and replace it with て.
五だん Verbs
How to identify 五 (ご) だん verbs.
五 (ご) だん verbs have hiragana from the い line before ~ます. They are almost all the other verbs that are not 一 (いち) だんverbs or the three exceptions.
How to put 五 (ご) だん verbs into the ~てform.
五 (ご) だん verbs can be put into five groups, with five different endings – as illustrated on the 五 (ご) だん verb chart below. There are lots of songs and chants online that will help you learn the different verb endings. Sadly, this is one of those aspects of the language that simply must be memorised.
How to use the 五(ご)だん chart (and song).
Look at the hiragana before ~ます (the verb stem ending), and find it on the chart. Take off the verb stem ending and the ます and replace it with the correct~てform ending from the chart.
五 (ご) だん verbs have hiragana from the い line before ~ます. They are almost all the other verbs that are not 一 (いち) だんverbs or the three exceptions.
How to put 五 (ご) だん verbs into the ~てform.
五 (ご) だん verbs can be put into five groups, with five different endings – as illustrated on the 五 (ご) だん verb chart below. There are lots of songs and chants online that will help you learn the different verb endings. Sadly, this is one of those aspects of the language that simply must be memorised.
How to use the 五(ご)だん chart (and song).
Look at the hiragana before ~ます (the verb stem ending), and find it on the chart. Take off the verb stem ending and the ます and replace it with the correct~てform ending from the chart.
て Form Notes
いきます (go) is irregular in the て form. It doesn’t follow the pattern for the other 〇〇きますverbs. The て form of いきます is いって.
です (be – is/am/are) – the て form of です is で. It is useful to join a sentence that ends in です to another sentence, to make one sentence.
です (be – is/am/are) – the て form of です is で. It is useful to join a sentence that ends in です to another sentence, to make one sentence.
- ぼくは ボブです。 十五(じゅうご)さいで、 高校(こうこう)五年生(ごねんせい)です。
How to use the て Form
~て + います is/am/are ~ing (doing now):
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~て + います for an ongoing action or state:
- The て います form is used to an ongoing action or "state" (something that's always true).
- e.g. すんで います (lives)
〇〇さんは、ニューヨークに すんで います。
So-and-so lives in New York. - e.g. はたらいて います (works)
〇〇さんは、スーパーで はたらいて います。
So-and-so works at a supermarket.
~て + 、for joining sentences
- The て、form is used at the end of a sentence, to attach it to the sentence that follows (i.e. to make a compound sentence).
友(とも)だちを たくさん つくりたいです。えいごを べんきょう したいです。(I want to make lots of friends. I want to study English.)
becomes . . .
友(とも)だちを たくさん つくって、 えいごを べんきょう したいです。(I want to make lots of friends and study English.)
~て(ください)for giving instructions
- こたえて ください。(Please answer.)
Your Turn!【六】
Make Your Own て Form Chart
Make a chart showing how to remember the ~て form. You can use the patterns from here or make up your own way of remembering but you must show:
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あそびましょう
Play charades! What am I doing now?
ぼく/私(わたし)は 今(いま) 何(なに)を していますか。 Using the verbs ききます、はなします、よみます、見(み)ます、かきます、べんきょう します、ならいます and the words for languages, guess what your どうきゅうせい are doing and the language they are doing it in. Guessing what they are doing will be easier than guessing what language they are doing it in! How does Sachiko respond to what Takeshi can do? |
【一】 ききて ください。
【二】 なつやすみに ニュージーランドに ついって、今(いま) ラーウィリの かぞくと いっしょに すんでいます。 【三】 友(とも)だちを たくさん つくて、 えいごを はなしたいです。 【四】 りゅうがく しいて、 かんこく語(ご)を はなしたい です。 【五】 べんきょう しってください。 |