7U-I-+vt7-j

H X, contents

To the user ofthis book Part l: Grammar fbrms by semantic function

Question examples

Practising gtammatical forms

llt t

The passive form

The causative form

Recapitulation questions (I -5)

Recapitulation questions ( I ^- I 0)
 Part 2: Ensuring correct use of grammar forms

Recapitulation questions ( l-20) ....

Recapitulation questions (1-5) ..

 Parts ofspeech

Recapitulation questions (I -l 5) ...........,............... 1 28

Transitive and intransitive verbs

Answers
To the user of this book

To the user of this book

 . Students learn to deal with grammar points where mistakes are easily made.

I Usage notes
When forming sentences, it is essential to ensure that grammatical forms agree, and take account of what
follows.

Gramr Example

14
-Page

-Page l4

-/ adjective

/ adjective

* ,t\ \ l- + t/ *?- (part l-20)

Noun

+At" +¤ (Part1-16)
-t: +<) T, (Part l-19)

a Llf + [- (Part l-10)

or JLnr<.
* In addition to the(, t: and ) ,/ t ) forms, please see pages 14-28 for information on forming
the plain, - l{,/ - tt ta, potential, passive, causative and causative passive forms.

To the user of this book

 * This textbook does not cover rarely used conjunctive forms

I Special symbols and terms used in explanatory text.

Meaning

Indicates a conjunctive or connecting form and usage directions

Notes on usage

Indicates other parts or sections of the book in which the same type of
grammar form is treated.

The following terms used in (f -marked material are important in the study of grammatical properties

Meaning

Statements expressing

intention of the speaker

Statements expressing Theseexpressions(suchas -( ( /jf t\, -* L t i and -*.tlLt')

inducement are used when the speaker is trying to induce another person to an action.

I Vocabulary
Vocabulary basically comprises that used in former level 3. However, this textbook does use some words
offoreign origin not covered by this standard.

I Notation
As a rule, kanji up to former level 3 are presented as Chinese characters, not in hiragana. However,
Chinese characters are used, withfurigana, for some phrases that do not come under former level 3.

To the user of this book

Story characters appearing in this textbook

Tom: An overseas student at a Japanese language school in Sarah: Al overseas student at a Japanese language school in
Japan, on a homestay Japan

The Yamadas: Father and mother ofhousehold where Tom is spending his homestay

Hana: The Yamadas' three-year-old daughter Ken: The Yamadas' nine-year-old son

John: Tom's brother, a company employee and resident ofJapan Lisa: Classmate ofTom and Sarah

Others: Teachers at the Japanese language school, Japanese friends, etc.

 Grammar in tre senbnce 1 (Deciding on ffie right grammaticalform)

You are asked to consider the intended meaning ofthe text and select the correct corresponding
grammatical form.

In Example 1, the reader is asked to choose the following word that best fits the context of the sentence,

inserting itaftertheword *- f . Here, thecorrect answeris 2l'(, becauseitrefers to whatyou take

with you when you go travelling.
Example 2 is a conversational question. The student is asked to consider what kind of answer should be
given. Combining the term with the interrogatlu" 1"4*, you need to indicate that any time in the aftemoon is
okay. The correct answer is 2 ? t .

With this tlpe of question, it is important to know the semantic function of the grammatical form and the
conjunctive form used with it.

Question examples
 Grammar in the sentence 2 (Sentence composition)

This question set requires you to arrarrge phrases, select the correct grammar forms and compose
meaningful sentences. You must choose the one of four options that fits the f position.

In this kind of question, it is important to know not only the meaning of the expression, but also
. The part of speech that goes with the grammatical form, and
. The phrases to be combined.

il Grammar in the sentence 2 (Sentence composition)

 Grammar in longer text

In this exercise, you choose the terms in the order required by the context, within a sequence of sentences
comprising a piece of prose or letter, etc. Questions include:
. Those in which the student decides what terms are needed from the context, and selects appropriately.

. Those in which the student selects words needed to form a grammatically correct sentence, and
. Those in which the student selects the words needed to ensure textual cohesion.

Example 5

Question examples
 of Example 5, you are required to insert the correct grammatical form with due consideration

, you must think about the particles. You combine the ?, which expresses place (relating to the

you must consider the foregoing context, and choose a conjunctive term. The second state-
ment arises from the preceding statement, so 4 t l'1- ? is the answer,
you must choose the correct term from the context. Here, because the cold may worsen, the

own thoughts based on what was learned above.

In this kind of question, you must have the ability to

' Pick the grammatical form that best suits the context

. And correctly comect sentences and phrases

III Grammar in longer text

 Verb groups

There are three groups of verbs. You work out which one a verb belongs to based on the sound
before the * -f or of the ending of the dictionary form. The rules are different in either case for the (
form and potential form, etc.

It ' '

{IIl(ExamPte)
 r7\ \ (J\ \

<ff, fcfr1
 tJt '
Polite form and Plain form

(-( adjective)

(Noun)

used in talking with intinrates. and also in literary sryles used when writing leports, essays arrd cliarics, ctc.
The potential form
(Dictionary form)

t
d\r'J\ \

/{rJ\ \
{r'grr
/.r'3r r

fr'grr

/;tr +

(Exception)
(Passive form)
The causative form
 The causative passive form

(Dictionary form)
ofexpressing a pret'erence, or conrparison ofextent r)ftlvo things (noun 2 > in negative
4" indicates a time point
seeking
llt '
llt '
the recent But it is oltcn used uith words
terms expressing long duration

Lr,:
1-Y-t

tr'(
t.atr,
ftv
\ \\ \r'J;F)o
1 ,htcr,Lt' ( ) l!Lt*-a
t,n'
,.'*-tr1.
a i)lz7lr b i)V/l-
& r\}i ty
2 (1 B. .F,(" fl.l: ( ).
a*.f:t'?f ^r. b*/:ir-a t'*f
3 *r. - ,t. )ot: Ltr if t'B ( )
*J,
DVD r-d-.
a R'f:rt'ot: b R't'/trot:
f,l -i af
l'T (
l:
4 EEB t:ll f,t- ) r-d'.
Used to express (J), as wetl as to make
W,Lr@l1
$l;
( )o) ,fia H*aEL ffuu,' #j,,. L(. #c,,( (/:-dur"
1 Jttt' CLLtr *>t)*.L/:.A./i/l/i ?)TLt:,(t:bfL4)
 yt{
@z¤-+t,
lJ$
Itt: v
flrut * +LTLt:" *LLLo
lit
)tr R-t)ttt'-t-t'i>Tt"
QA ,3'? )tr1,/< l,\ht\ff7 +r\5 ,3,))ff7 +75\5TE '

t
Q):a f E tt: J\'tiAT. ,i2.1\ll
""
5t"1't) t+!L"
hb
Cffif. .j,-( r't-a-f. +E{l f Llfl- 17t'tifi'-t-"
:tJ r

WS ,3.? -ft, {TM# - /a ' E+- /d) +or

.t.

(f Expresses cause and reason. It is a more polite lorm thxn -r'b. antl cannot-be used betbre phrases rvitli imperatives, (J ai,
.1, 4, : t', etc.), and polite everyday tbrrnulas such as'i- & ! +! L, b ) l' Y ), etc.
t

t t'l: f,\',i\' iL 'i n :

Nm .ry* t'*t" l-t'b) lr) dTF/r?r't" ^\lAt-{rft'+n{ (-#.vr'k4 ' ftt r*;r') f fit'lr
\:L|l- a O) ;ri: l',r'

*tn G s"t t L' fi, t) trY j 6 Y') llft*1r'"

:

and reasort
', it is often followed by
 such

(f Used to express one's

c '\{'d)
 -1.
1 t*.) Y

BuLri

-(. f:
1 *42--( 2 $'ffitl:

t; ia 6ot* ttt:cilh\, 1.2.3.4rt\6

UY
oiol{L
bad -2 1-6LT ( /idut"
\\\L. :A -ty l.'t Hnt-d-. n\

hl:t
\o trt-Y FFl* qr/-r,tL....'..
lr\ .

+ U. ( (E t, *) 8,2 )ffi + l,)

something. If - L is used only once, there is an other (unspoken)

 -< ltL -<
t |F*LA L b ,:'z *, {'tr 6 L. ldn d 4F*LA L
-<
4F*Lt:t)
1a \ \("J
)<
\\\\ c 4Fbf31rf
a ll'r'f: b
 * t; ia 6olt* ttLTTh\. 1.2.3.4h\b t\iol*L
t'Ad -2 Z\LT
LIY
U\U\ ( /idLt.
It is o{lcn used together
tlr--+J (
decision in some is also used when a decision is in
of the
 t,bl:
4 |Fa f:bt:. }i t tlll fr>t t)

5 ,i-7 4 -o *tktt
,'r'Iii
\\=Lll-
tL)i$
fr,+
Passive 1

Passive 2

Passive 3
 N3
11:Ir,rlL 6ai( t' )"
UY
2 frRA Al: [:]? /:tt'It ffursrtf-
6,ri i' 6oi r'
ari.E{il-*L/: bri¤Jt*L/: ciiHSlft*L*.Lt:
t \ \\ \f-f ,'.1

d>'t I
frtt(
) r,_:Ltl:
Y

rt*-r( \\
,'\'L r
{f Llsed t0 expr.ss a linritation.
1 rf3i r)o
 Used lrere 1o contrast or corrpare a topic with sor,rcthing.

(f Uscd to indicate a minimunr of some kind.

 alfirrning something

ri\ 'l r n.l

(f Spccifiesorpinpointsalbcus olattcntion ... a A*l6t f<i.
-l:-ru
lTappen or be fett (...). The negative form is usually 661 /gr,,
)<
4F-t:a? )
 Transitive and intransitive verbs

(Agent) (Object) (Transitive verb) (lntransitive verb)

r'gr r('
 n'/.
l\fr
\\*-tr"

\, * -d-.
c \\(?Lti
 )"
\t=(

\\-:(
I t/: (
\\*-d-.
Conjunctive terms
Adverbs
Parts of speech

these adjectives into

6 *r&.a
n, <<

ir\t:6
/s J< ht't)*L/:. fHill
74a aft [rr^.1,ilA. (idi)

t t Zrt, t ZrtS
f3
fr,-e-, f- l-,i4 A U :rr *>-f:rz L$f-fll

* t; ia t)aff tt.':ci,D"1.2.3.4h'b
UY
t\i',l*L
L\L\ $0)&. -2 ZdLT ( /c"ELr.
The passive form

causative passive form

verbs

Transitive verbs

106 _t:u5(t_)
 -r'1 rrll

-/gJrr

llI
-( fl,,

- f 1ri r('-f
 lr' '
J'ttrt

-lrl-tr
ZU-I-*vt-2-2
 ll iJ
6 et<)
q lltx4)
'

t
12 ++Y )
d:
15 ¤(f )
n'
,.',fi1;r3',.
.->a r',(l*f
 Atr.
8 ffir'