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Nakama 2 Japanese Communication Culture Context 2nd
Edition Yukiko Abe Hatasa Digital Instant Download
Author(s): Yukiko Abe Hatasa, Kazumi Hatasa, Seiichi Makino
ISBN(s): 9780547171647, 0547171641
Edition: 2
File Details: PDF, 22.51 MB
Year: 2010
Language: english
 1

2
1

3
5

Copyright 2011 Cengage Learning, Inc. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
NAKAMA 2
intermediate Japanese: Communic ation, Culture, Context

Second Edition

Yukiko Abe Hatasa

Hiroshima University

Kazumi Hatasa
Purdue University
The Japanese School, Middlebury College

Seiichi Makino
Princeton University

Australia • Brazil • Japan • Korea • Mexico • Singapore • Spain • United Kingdom • United States

Copyright 2011 Cengage Learning, Inc. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
 This is an electronic version of the print textbook. Due to electronic rights
restrictions, some third party may be suppressed. Edition
review has deemed that any suppressed content does not materially
affect the over all learning experience. The publisher reserves the
right to remove the contents from this title at any time if subsequent
rights restrictions require it. For valuable information on pricing, previous
editions, changes to current editions, and alternate format, please visit
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for materials in your areas of interest.

Copyright 2011 Cengage Learning, Inc. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
 Nakama 2: Introductory Japanese:  2011, 1998 Heinle, Cengage Learning.
Communication, Culture, Context
ALL RIGHTS RESERVED. No part of this work covered by the copyright herein
Second Edition
may be reproduced, transmitted, stored, or used in any form or by any means
Yukiko Abe Hatasa, Kazumi Hatasa, Seiichi
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Makino
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Publisher: Beth Kramer networks, or information storage and retrieval systems, except as permitted
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ABOUT THE AUTHORS

Professor Yukiko Abe Hatasa received her Ph.D. in linguistics in 1992 from the
University of Illinois at UrbanChampaign. She is known nationwide as one of
the premier Japanese methodologists in the United States and as an experienced
coordinator of large teacher training programs. She has served as the coordinator of
the Japanese language program at the University of Iowa and is currently a professor
at Hiroshima University, where her primary responsibilities are teacher training and
SLA research.

Professor Kazumi Hatasa received his Ph.D. in education in 1989 from the
University of Illinois at UrbanChampaign. He is currently a professor at Purdue
University and Director of the Japanese School at Middlebury College. He is
recognized internationally for his work in software development for the Japanese
language and distributes most of his work as freeware over the Internet.

Professor Seiichi Makino received his Ph.D. in linguistics in 1968 from the
University of Illinois at UrbanChampaign. He is an internationally prominent
Japanese linguist and scholar who is recognized throughout the world for his
scholarship and for his many publications. Before beginning his tenure at Princeton
University in 1991, he taught Japanese language, linguistics and culture at the
University of Illinois while training lower division language coordinators. He is
an experienced ACTFL oral proficiency trainer in Japanese and frequently trains
Japanese instructors internationally in proficiency-oriented instruction and in the
administration of the Oral Proficiency Interview. Professor Makino has been the
Academic Director of the Japanese Pedagogy M.A. Summer Program at Columbia
University since 1996. He also directs the Princeton-in-Ishikawa Summer Program.

Copyright 2011 Cengage Learning, Inc. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
 Contents

To the Student xii

Acknowledgments xiv

Preliminary Chapter: Review

I. Kanji review 2
II. Chapter 1: Greetings and useful expressions 4
III. Chapter 2: あいさつとじこしょうかい 6
IV. Chapter 3: 毎日の生活 8
V. Chapter 4: 日本のまち 10
VI. Chapter 5: 日本の家 13
VII. Chapter 6: 休みの日 15
VIII. Chapter 7: 好きなことと好きなもの 17
IX Chapter 8: 買い物 19
X Chapter 9: レストランとしょうたい 21
XI Chapter 10: 私の家族 25
XII Chapter 11: きせつと天気 27
X I I I Chapter 12: 年中行事 30

Chapter 1: Health

Vocabulary 34
Dialogue 熱があるんです。I have a fever. 43
ねつ
Japanese Culture: Longevity and Japanese hospitals 46
Grammar
I. Expressing capability using the potential form of verbs 48
II. Expressing excessiveness using 〜すぎる 51
III. Giving suggestions using 〜たらどうですか and 〜方がいいです 53
IV. Describing what efforts are being made to attain a specific goal using 〜ように 55
V. Making a negative request using 〜ないで下さい;
expressing unacceptable actions or situations using 〜てはいけない;
asking for and giving permission using 〜てもいい 58
Listening 63
Communication 65
Kanji 66
Reading: Using your knowledge of the real world, 父の病気 70

Copyright 2011 Cengage Learning, Inc. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
 Contents vii

Chapter 2: Travel Plans

Vocabulary 74
Dialogue 今度の休みの予定 Upcoming vacation plans 83
よ てい
Japanese Culture: Traveling in Japan 86
Grammar
I. Expressing occasion and time using 時 88
II. Expressing intention using the volitional form of the verb + と思う 91
III. Expressing intention and plans using the
plain present form of verb + つもり or 予 定 95
よ てい
IV. Using もうand まだ 100
V. Expressing conditions and sequence using 〜たら 103
Listening 108
Communication 111
Kanji 112
Reading: Using transition devices, ハワイ旅 行 116
りょ

Chapter 3: Preparing for the Future

Vocabulary 122
Dialogue 本田先生のけんきゅうしつで At Professor Honda’s office 133
Japanese Culture: Changes in family structure, Japanese economy and
employment practices 136
Grammar
I. Expressing chronological order using 前 and 後 138
II. Talking about preparations using 〜ておく; expressing completion, regret and
the realization that a mistake was made using 〜てしまう 141
III. Using transitive and intransitive verbs;
expressing results of intentional actions using〜てある 146
IV. Expressing purpose and reason using the plain form + ため 150
V. Expressing obligation using 〜なければ／なくては ならない／いけない;
expressing lack of obligation using 〜なくてもいい 154
Listening 160
Communication 162
Kanji: Top component shapes of kanji 165
Reading: Using prefixes and suffixes; 日本人と結 婚 168
けっこん

Copyright 2011 Cengage Learning, Inc. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
 viii Contents

Chapter 4: Asking for Favors

Vocabulary 174
Dialogue 銀行口座をひらく Opening a bank account 181
ぎんこうこう ざ
Japanese Culture: Japan Post and post offices, delivery services,
Japanese addresses, banks 184
Grammar
I. Expressing and inquiring about one’s factual knowledge
using the clause か（どうか） 186
II. Expressing movement away from or toward the speaker through space
using 〜ていく and 〜てくる 189
III. Expressing one’s desire for someone to do something
using 〜てほしい and 〜てもらう／いただく 192
IV. Expressing willingness using 〜ましょう／ましょうか 196
V. Expressing time limits using までに (by ~, by the time ~) 199
Listening 202
Communication 204
Kanji: Bottom and enclosing component shapes of kanji 206
Reading: Filling out forms, ホストファミリー 209

Chapter 5: Asking for and Giving Directions

Vocabulary 214
Dialogue ヒルトンホテルへの行き方 Directions to the Hilton Hotel 224
Japanese Culture: Streets and addresses in Japanese cities, the Japanese train system 228
Grammar
I. Expressing a route using the particle を; expressing a point of departure
using the particle を; expressing scope or limit using the particle で 230
II. Expressing conditions leading to set consequences using the plain form + と 232
III. Expressing chronology using the て-form of the verb + から 235
IV. Expressing presuppositions using the plain form + はず 238
V. Expressing conditions originated by others using ～(の)なら 241
Listening 244
Communication 247
Kanji: Importance of pronunciation in letter identification and kanji words 249
Reading: Reading maps, 東 京 大学へ行く 252
きょう

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 Contents ix

Chapter 6: Gifts

Vocabulary 258
Dialogue 上田さんの誕生日プレゼント 269
たん
Japanese Culture: Gift exchanges 272
Grammar
I. Using verbs of giving and receiving 274
II. Expressing the fact that something is easy or hard to do using the
stem of the verb + やすい／にくい 280
III. Listing actions and states, and implying a reason, using the plain form + し 283
IV. Trying something using 〜てみる 286
V. Quoting speech and words, using 〜という 289
Listening 294
Communication 296
Kanji: 送りがな okurigana 297
Reading: Making strategic inferences 301

Chapter 7: Cooking

Vocabulary 306
Dialogue まきずしの作り方 314
Japanese Culture: Food culture in Japan, convenience stores, vending machines 318
Grammar
I. Expressing the performance of two actions simultaneously using 〜ながら 320
II. Expressing the idea of without doing ~ using 〜ないで 322
III. Expressing an open hypothetical condition using the ば conditional form 324
IV. Expressing possibility and capability using
the dictionary form of the verb + ことが出来る 328
V. Using question word + でも～ affirmative form 330

Listening 333
Communication 334
Kanji: Statistical facts about kanji and learning tips 335
Reading: Understanding the characteristics of written instructions,
えびだんご shrimp dumplings 338

Copyright 2011 Cengage Learning, Inc. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
  Contents

Chapter 8: Rumors

Vocabulary 344
Dialogue 東 京 に地震が来るみたいです。 353
きょう じ しん
Japanese Culture: Natural disasters, earthquakes, and crimes 356
Grammar
I. Expressing problems and events using the passive form 358
II. Expressing conjecture based on indirect evidence using 〜らしい;
expressing conjecture based on direct evidence using 〜ようだ／みたいだ 363
III. Nのような／みたいな (like ~); NらしいN (typical) 367
IV. Expressing limited degree using だけ〜 affirmative and しか〜 negative 371
V. Expressing opinions indirectly using 〜んじゃない（かと思う） 374
Listening 376
Communication 377
Kanji: Using a kanji dictionary 378
Reading: Understanding the structure of narrative text; global warming 333

Chapter 9: Culture and Customs

Vocabulary 390
Dialogue 日本で困ったこと Problems Alice faced in Japan 398
Japanese Culture: An outline of Japanese history, religion and customs in Japan 400
Grammar
I. Expressing the performance of a favor using てあげる／くれる／もらう 402
II. Making or letting someone do something using the causative form 407
III. Requesting permission to do something using the causative て-form
and request expressions 410
IV. Expressing the immediate future using 〜る+ところ; the current situation
using 〜ている+ところ; and the immediate past using 〜た+ばかり／ところ 411
V. Expressing time durations using 間 and 間に; tense in subordinate clauses 415
Listening 421
Communication 424
Kanji: Guessing the meanings of unfamiliar kanji 426
Reading: Monitoring and evaluating your understanding, まんが 429

Copyright 2011 Cengage Learning, Inc. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
 Contents xi

Chapter 10: Complaints and Apologies

Vocabulary 436
Dialogue 静かにするように言って下さい。 443
Japanese Culture: Neighborhood relations, trash collection 446
Grammar
I. Expressing complaints using the causative-passive form 448
II. Expressing or requesting efforts to change behavior using the
plain present form of verbs + ようにする; describing what efforts
are being made to attain a specific goal using 〜ように、〜 451
III. Expressing unchanged conditions using 〜まま 454
IV. Using the conditional 〜ても and question word 〜ても 456
V. Using the plain form + のに, despite ~, although ~ 461
Listening 465
Communication 466
Kanji: Structure of kanji compounds 467
Reading: Understanding the characteristics of expository writing, いじめ 471

Chapter 11: Talking about Employment

Vocabulary 476
Dialogue: リーさんの相談 Mr. Li’s consultation with Professor Motoyama 485
そうだん
Japanese Culture: Job hunting, education 488
Grammar
I. Using honorific expressions to show respect 490
II. Using humble expressions to show respect 495
III. Expressing directionality in time using 〜ていく and 〜てくる 497
IV. Pronoun の, the noun こと, and 〜ことになる／〜ことにする 500
V. Using noun modifying clauses in the past and present 507
Listening 509
Communication 510
Kanji: Electronic tools for reading and writing Japanese 512
Reading: Job hunting, written requests and thank-you letters 516

Reference Section
Appendix A: List of Particles 525
Appendix B: Kanji List 529
Japanese-English Glossary 539
English-Japanese Glossary 556
Index 573

Copyright 2011 Cengage Learning, Inc. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
 TO THE STUDENT

Nakama 2 is based on the principle that learning another language means acquiring
new skills, not just facts and information—that we learn by doing. To further this
goal, the chapter materials continue the approach established in Nakama 1, and
systematically involve you in many activities that incorporate the language skills
of listening, speaking, reading, and writing. We believe that culture is an integral
component of language, too. To help you become familiar with Japanese culture,
your text includes high-interest culture notes and relevant communication strategies.
Chapter dialogues, each featuring the Japanese-American exchange student and her
friends introduced in Nakama 1, cover a range of real-world situations that you are
likely to encounter in Japan.

ORGANIZATION OF THE TEXTBOOK

Nakama 2 consists of a preliminary review chapter and eleven regular chapters. The
preliminary chapter reviews the vocabulary and grammar presented in Nakama 1.
Chapters 1–11 ceach focus on a common communicative situation and contain the
following features.
• Chapter Opener: Each chapter opens with a theme-setting photograph and
chapter contents by section. Keeping in mind the objectives listed at the top of the
opener will help you focus on achieving your learning goals.
• Vocabulary: The vocabulary is presented in thematic groups, each followed by
a variety of communicative activities and activities in context. Supplemental
vocabulary is also provided throughout the chapter, but you are not expected
to retain it. All active vocabulary is listed by function at the beginning of each
chapter.
• Dialogue: The lively dialogues center on Alice Ueda, a Japanese-American college
student, who is spending two years studying in Japan. Through the dialogue
and accompanying audio, you will get to know a series of characters and follow
them through typical events in their lives. Related activities will reinforce your
understanding of the content, discourse organization, and use of formal and
casual Japanese speech styles.
• Japanese Culture: Up-to-date culture notes in English explore social,
economic, and historical aspects of Japanese life that are essential to effective
communication.
• Grammar: Clear, easy-to-understand grammar explanations are accompanied by
sample sentences and notes that help you understand how to use the grammar
appropriately. In-class pair and group activities let you practice immediately what
you’ve learned. As there is a high correlation between successful communication
and grammar accuracy, this section is especially important.
• Listening: Useful strategies and pre-listening activities for general comprehension
precede the section’s main listening practice. Post-listening activities concentrate
on more detailed comprehension and apply what you have learned to other
communicative purposes.

Copyright 2011 Cengage Learning, Inc. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
 To the Student xiii

• Communication: This section will provide you with knowledge and practice of
basic strategies to accelerate your ability to communicate in Japanese.
• Kanji: Chapters 1 through 11 introduce a total of 241 kanji. The section begins
with useful information such as the composition of individual characters, word
formation, and how to use Japanese dictionaries. The presentation of each
character includes stroke order to help you master correct stroke orders when
writing in Japanese and to prepare you for the reading section.
• Reading: Each reading passage begins with a reading strategy, and includes
pre- and post-reading activities designed to help you become a successful reader
of Japanese. Hiragana subscripts (furigana) are provided unfamiliar kanji
throughout the textbook. The readings include a small number of unknown
words to help you develop strategies for understanding authentic texts.
• Integration: Integrated practice wraps up every chapter using discussion,
interviewing, and role-play activities that interweave all the skills you’ve learned
in the current and previous chapters.

STUDENT COMPONENTS

• Student Text: Your Student Text contains all the information and activities you
need for in-class use. Each regular chapter contains vocabulary presentations
and activities, a thematic dialogue and practice, grammar presentations and
activities, cultural information, reading selections, writing practice, and ample
communicative practice. Valuable reference sections at the back of the book
include a list of particles, a kanji list, and Japanese-English and English-Japanese
glossaries.
• In-Text Audio CD: The In-Text Audio CD contains recordings of all the listening
activities in the text as well as all active chapter vocabulary. The audio activity
clips are also available as MP3 files and the vocabulary pronunciations can be
found in the flashcards on the student companion site. These audio materials are
designed to maximize your exposure to the sounds of natural spoken Japanese
and to help you practice pronunciation.
• Student Activities Manual (SAM): The Student Activities Manual (SAM) includes
out-of-class practice of the material presented in the Student Text. Each chapter
of the SAM includes a workbook section, which focuses on written vocabulary,
grammar, kanji and writing practice, and a lab section, which focuses on
pronunciation and listening comprehension, including Dict-a-Conversation
dictation activities.
• SAM Audio Program: The SAM Audio Program corresponds to the audio
portion of the SAM and reinforces your pronunciation and listening skills. You
may listen to this material in the lab or on CD. The audio is also available as
MP3 files from the passkey-protected area of the student website.
• Student Companion Site: You will find a variety of resources on the student
companion site at www.cengage.com/japanese/nakama2. Web quizzes give you
further practice with chapter vocabulary and grammar. Audio flashcards for
vocabulary, and kanji and pronunciation review help you monitor and assess your
progress. Web links encourage further exploration of chapter themes. MP3 files
for the text listening activities can also be downloaded from the site.

Copyright 2011 Cengage Learning, Inc. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
 ACKNOWLEDGMENTS
The authors and publisher would like to thank all those who reviewed Nakama
and contributed comments and suggestions that were instrumental in shaping the
second edition of Nakama 2. Their recommendations were invaluable during the
development of this publication.
The authors are also grateful to the following people at Cengage Learning for
their valuable assistance during the development of this project: Beth Kramer, Nicole
Morinon, Mary Jo Prinaris, Kim Beuttler, Catherine Mooney, Sara Dyer, Harold
Swearingen, Lauren MacLachlan, and Lianne Ames.
They are especially grateful to Atsushi Honda and Colleen Shiels for copyediting,
to Toru Ishizawa for proofreading, and to Michael Kelsey of Inari Information
Services, Inc. Finally, profound thanks go to Satoru Shinagawa for his work on the
Student Activities Manual and to Kazuko Yokoi for her work on the illustrations in
this edition.

Copyright 2011 Cengage Learning, Inc. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
Preliminar y
Chapter

序
章 Image Source / Alamy

復習
ふ くしゅう
Review
Kanji Review 大学校先生山川田人上中下小日本今私月火水木金土曜何
週末休時間分半毎年好語高番方新古安友一二三四五六七
八九十百千万円店行来帰食飲見聞読書話出会買起寝作入
男女目口耳足手父母姉兄妹弟家族両親子天気雨雪風晴温
度東西南北寒暑多少冷春夏秋冬朝昼晩午前後去昨供元思
明回
Chapter 1 Greetings and useful expressions
Chapter 2 あいさつとじこしょうかい
Chapter 3 毎日の生活
かつ

Chapter 4 日本のまち
Chapter 5 日本の家
Chapter 6 休みの日
Chapter 7 好きなことと好きなもの
Chapter 8 買い物
もの

Chapter 9 レストランとしょうたい
Chapter 10 私の家族
Chapter 11 きせつと天気
Chapter 12 年中 行事
ねんじゅうぎょう じ

Copyright 2011 Cengage Learning, Inc. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
   Preliminary Chapter

かんじのふくしゅう

Kanji Review

Activity 1 Circle the character that does not belong in the group.

1. 山 川 木 水 上
2. 五 八 円 千 百
3. 父 男 弟 母 妹
4. 曜 週 年 分 何
5. 買 好 話 食 見
6. 行 出 読 来 帰
7. 休 手 目 足 耳
8. 金 月 土 上 火
9. 入 寝 度 聞 書

Activity 2 How are the kanji in each pair different?

1. 木 休 6. 上 土
2. 男 田 7. 三 川
3. 読 話 8. 姉 妹
4. 耳 目 9. 母 毎
5. 入 八 10. 回 口

Activity 3 下のことばを読んで下さい。
1. 山川 田中 中田 小川 大川 川中 中川 山中 上田 本田 小田
下田 中本 山本 金田 高田 高山 古川 古山 古田 安田 川口
2. 大きい 小さい 高い 一番 新しい 古い 安い 大変（な）大丈 夫（な）
へん じょう ぶ

好き（な） 大好き（な） 親切（な） 寒い 暑い多い 少ない 明るい

せつ

元気（な）上手（な）
3. 時 今 三十分 何時 一時 二時 三時 四時 五時 六時 七時
八時半 九時 十時 三時間 朝 毎朝 今朝 毎晩 今晩 午前 午後
毎日 今日 明日 昨日 二日前 三日後 何曜日 日曜日 月曜日
火曜日 水曜日 木曜日 金曜日 土曜日 週末 毎週 今週 来週
先週 二週間 毎月 今月 来月先月 春 夏 秋 冬 毎年 今年
来年 去年 昨年 今度 休みの日 誕生日
たんじょう

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 Review 

4. 一本 二本 三本 四本 五本 六本 七本 八本 九本 十本 一つ
二つ 三つ 四つ 五つ 六つ 七つ 八つ 九つ 十 一人 二人
三人 何人 百円 千円 一万円 一回 二回 三回

5. 行く 来る 帰る 食べる 飲む 見る 聞く 読む 書く 話す出る
会う 買う 起きる 寝る 作る 入る 晴れる 冷える 上がる 下がる
分かる 思う 上がって下さい 何をしますか 何ですか 一緒に
しょ

6. 私 友達 先生 学生 留 学生 大学院生 一年生 日本人 いい方

だち りゅう いん

男の人 女の人 男の子 女の子 子供 家族 両親 兄弟 お子さん

父 お父さん 母 お母さん 姉 お姉さん 兄 お兄さん 妹弟
ご主人 ～番目
しゅ

7. 目 口 耳 足 手 人

8. 天気 雨 雪 風 温度 何度 東 西 南 北 南東 北東 北西
南西

9. 山 川 水 木 上 下 中 本 本棚 家 大学 学校 中学 高校
だな

大学院 中国 ～学 学生会館 銀行 本屋 新聞 店 飲み物 和食

いん ごく かん ぎん や もの わ

洋食 朝ご飯 昼ご飯 晩ご飯 電話 会話 日本語 生活 思い出

よう はん はん はん でん かつ

図書館
と かん

Activity 4 下のひらがなの文を 漢 字とひらがなで書いて下さい。

かん じ

1. やすだ : こんにちは。
おがわ : こんにちは。あついですね。
やすだ : ええ、そうですね。きょうはどこかへいくんですか。
おがわ : ええ、いまからぎんこうにいって、そのあと、
デパートにかいものにいくんです。
やすだ : そうですか。

2. こども : ねえ、おかあさん。
おかあさん : なに？
こども : きょうのばんごはん、なに？
おかあさん : そうね、こんばんはカレーよ。
こども : え、またカレー？カレーよりおすしがいいな。
おかあさん : そうねえ。おすしもたべたいねえ。でも、きょうは、
もうカレーつくったから、あしたおすしでどう？
こども : うん、いいよ。

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   Preliminary Chapter

3. わたしは ふるた たかこです。こうこうさんねんせいです。わたしの

かぞくは ごにんかぞくです。ちちと ははと あにと おとうとがいます。
ちちは だいがくの せんせいで ははは ほんやに つとめています。
ちちは にほんじん ですが、ははは ちゅうごくじんです。あにはだいが
くいん せいで、てとあしが ながいです。おとうとは ちゅうがくせいです。
げんきで こなんですが、いちばんしたなので、 あまえんぼう (spoiled)
です。あにも おとうとも だいすき ですが、おんなの きょうだいが
いないので、おねえさんか (or) いもうとが ほしいです。

4. やまもと : おそいね。
なかがわ : ごめん。きのうのばん、じゅうにじまで、バイトだったから。
やまもと : え、じゃあ、なんじごろうちにかえったの？
なかがわ : いちじごろだったとおもう。そのあと、しゅくだいして、
さんじごろねたんだ。
やまもと : じゃあ、あまりねてないの？
なかがわ : そうだね。はちじはんにおきたから、ごじかんはん
ぐらいかな。
やまもと : そうだったんだ。それは、たいへんだね。

Chapter 1
Greetings and useful expressions

Activity 1 Work with a partner. Role-play the following situations.

1. It is a cold morning. You meet your teacher on your way to school.

2. Your class is over. Say goodbye to your teacher.
3. You are going out in the evening. You meet a neighbor.
4. Your neighbor gives you a Japanese fruit. Thank him/her and ask him/her the name
of the fruit in Japanese.
5. Your neighbor tells you that he/she has just bought a デジカメ. You don’t know
what it is. Ask him/her what デジカメ means.
6. You are attending an orientation for international students at Joto University in
Tokyo. You don’t know the attendees sitting near you and would like to get to know
them.
7. It is a sunny Sunday afternoon. You are walking in a park and run into your friend’s
mother.
8. You are in a teacher’s office, and are about to leave.

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 Review 

Activity 2 What kind of requests would you make in the following situations?

1. You didn’t understand what your teacher just said.

2. You are talking with a salesperson on the phone, but you can’t hear her/him well.
3. You are talking with a friend on the phone who speaks too fast.
4. You want to know how your name is written in かな.
5. You are about to make an announcement to your class, so you need everybody’s
attention.
6. You want to know the reading of an unknown かんじ.
7. You want to know the meaning of an unknown かんじ.
8. You want your teacher to check the shape of かんじ that you have written.
9. You want to know the Japanese word for numbers.

Activity 3 Convert the following polite expressions to their casual forms.

1. あれは日本語で何といいますか。
2. ゆっくり話してください。
3. このかんじのいみは何ですか。
4. このかんじを読んでください。
5. もう一度言ってください。
6. Library は日本語で何といいますか。
7. このしゃしんを見てください。
8. 「らくご」って何ですか。

Activity 4 Go back to situations 1 through 5 in Activity 1. You are now talking

with a friend. Change what you would say accordingly.

Activity 5 Read the following titles and figure out what they say. Ask your teacher
or a classmate about any unfamiliar words or kanji. Ask questions in
both polite and casual forms.

2
3
1

5 6

4 7

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   Preliminary Chapter

Chapter 2
あいさつとじこしょうかい

Activity 1 You are at a party and trying to get to know the other people there.
First create a name card by selecting one of the words from each of the
following categories.

名前： スミス キム チョー シュミット 山中

な

大学： ニューヨーク大学 シカゴ大学 シドニー大学 東京 大学

きょう

学年： 大学院 一年生 二年生 三年生 四年生

いん

せんこう： アジアけんきゅう 文学 れきし 英語

ぶん えい

くに： アメリカ 日本 かんこく 中国 オーストラリア カナダ

ごく

Activity 2 Using the identity you have just created in Activity 1, greet and talk with
as many people as you can. Remember them as you will later be asked to
introduce them to others.

Example: A: はじめまして。私はスミスです。どうぞよろしく。
B: はじめまして。シュミットです。どうぞよろしく。
A: シュミットさんのせんこうは何ですか。
B: れきしです。

Activity 3 Using the names in Activity 1, ask others about the people across the
room at the party. Find out their names, what they study, where they are
from, etc. Remember that you are across the room from the people you
are asking about.

Example: A: あの男の人はだれですか？
B: ああ、あの人はキムさんですよ。
A: キムさんの大学はどこですか？
B: 東京 大学です。
きょう

A: そうですか。キムさんはどこから来ましたか。
B: カナダから来ました。

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 Review 

Activity 4 You have just joined the Japan Student Association. Introduce yourself,
providing appropriate information from the categories below.

名前：___________________________________________________________________
な
〜年生：_________________________________________________________________
大学の名前：____________________________________________________________
な
せんこう：_ ______________________________________________________________
くに：___________________________________________________________________
しゅみ：_________________________________________________________________

Activity 5 Work with a partner. Write the names of the cities in the appropriate
box. Then create a conversation in which one person asks the other what
time it is in each city. Write the answer.

Example: A: 東 京 は今何時ですか。
きょう
B: 午前十一時ですよ。
A: そうですか。どうも。
B: いいえ。

東京 、ニューヨーク、ロンドン、ホノルル、バンコク、シドニー、
きょう

デリー、モスクワ、カイロ、バンクーバー

Moscow Vancouver
London
6:00 a.m. 7:00 p.m.
3:00 a.m.
Tokyo
11:00 a.m.

Cairo New York

Bangkok
5:00 a.m. Honolulu 10:00 p.m.
9:00 a.m.
Delhi 4:00 p.m.
7:30 a.m.

Sydney
12:00 p.m.

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   Preliminary Chapter

Chapter 3
毎日の生活
かつ

Activity 1 しつもんに日本語でこたえて下さい。
1. 毎朝何時ごろ起きますか。
2. 毎日何時ごろ寝ますか。
3. 朝ごはんを食べますか。何を食べますか。
4. 日本語のじゅぎょうは何曜日にありますか。
5. たいてい何時ごろ家へ帰りますか。
6. 毎日何時間ぐらいべんきょうしますか。
7. 毎日何時間ぐらい日本語のべんきょうをしますか。
8. テレビやえいがをよく見ますか。
9. おふろに入りますか。シャワーをあびますか。
10. 週末よく何をしますか。

Activity 2 Ask your classmates the questions in Activity 1, and find out what the
most common answers are for each question.

Activity 3 Form groups of four. Find out what your classmates do each day of the
week. What classes do they have, do they do some kind of part-time
work, etc.? Who has the most classes in a single day? What do they do
over the weekend?

Example: A: 〜さんは月曜日に何をしますか。
B: 私は九時と十時と三時にじゅぎょうがありますから、
大学に行きます。
A: そうですか。大変ですねえ。C さんはどうですか。
へん

C: 私は月曜日にはじゅぎょうはありません。
D: そうですか。じゃあ、月曜日には、いつも何をしていますか。
C: そうですね。家でゆっくりしています。

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 Review 

なまえ 月曜日 火曜日 水曜日 木曜日 金曜日 土曜日 日曜日

私

Activity 4 Look at the train schedule and tell when the following trains depart
from Shin-Osaka and arrive at Tokyo.

Example: ひかり２００ごうは六時に新大 阪 を出て、八時五十六分に

さか
東 京 につきます。
きょう

1. のぞみ 300
2. こだま 404
3. ひかり126
4. のぞみ 006
5. ひかり 086
6. ひかり 232

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 10 Preliminary Chapter

Activity 5 Change the following into casual speech.

1. A: よくおふろに入りますか。
B: いいえ、あまり入りません。
2. A: 朝ごはんを食べますか。
B: いいえ、食べません。
3. A: 何を飲みますか。
B: コーヒーを飲みます。
4. A: 今晩何をしますか。
B: そうですね。テレビを見ます。
5. A: どこに行きますか。
B: 図書館に行きます。
と かん

Activity 6 Work with a partner. Role-play the following situations.

1. You run into a friend you have not seen for a while. Greet him/her and ask what he/
she is doing these days.
2. A Japanese student who has recently arrived in your country wants to know what
college life is like. Explain what college students in the U.S. typically do in a day.

Chapter 4
日本のまち

Activity 1 Fill in the blanks with the appropriate words for buildings and places.

1. コーヒーを飲みに行くところは です。
2. 手紙を出しに行くところは です。
がみ

3. お金がたくさんあるところは です。
4. 日本のえきのちかくにある小さいたてものは です。
5. 本やざっしを買うところは です。
6. 本やざっしや新聞を読みに行くところは です。

Activity 2 Define the following words in Japanese, using the type of descriptive
phrases that were used in Activity 1.

Example: カフェはコーヒーを飲みに行くところです。
1. こうえん 5. 図書館
と かん

2. デパート 6. コンビニ

3. えき 7. りょう

4. アパート

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 Review 11

Activity 3 Work with a partner. You and your partner are at the police box. You
are unfamiliar with this area, so you ask your partner, a police officer,
for directions to go to the following places. Create a conversation using
こそあど、 〜は〜にあります・います and 〜に〜があります・います .

Example: A: あのう、すみません。
B: はい、何ですか。
A: 本屋はどこですか。
や

B: 本屋ですか。そこに銀行がありますね。
や ぎん

A: ええ。そのしろいたてものですね。
B: そうです。本屋はその左がわですよ。
や

A: そうですか。どうも。

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 12 Preliminary Chapter

Activity 4 Work with a partner. Complete the following dialogue using こそあど
words. The first one is done for you as an example.

スミス： 木村さん、 それ は何の辞書？

むら じ

木村： 英語の辞書よ。
むら えい じ

スミス： そうなんだ。
木村： けしゴムは、どうしたの。
むら

スミス： ？さっき、つくえの下で見つけた (found) んだよ。

だれのかな。
木村： さあ、わからない。あ、じゃあ、 ノートも見つけたの？
むら

スミス： ううん。 は ぼくのだよ。

木村： あ、そう。
むら

スミス： じゃ、 そばのえんぴつは 木村さんの？

むら

木村： いいえ、 は 私のじゃないけど。

むら

スミス： そうなんだ。じゃ、 ハンドバッグは？

木村： あ、 は 私のよ。
むら

スミス 木村
むら

Activity 5 Work with a partner. Think of food or items found at school or in a

home that can be described in terms of object type, color, shape, or size.
Your partner will ask questions about the object type, color, shape, size,
etc., and try to figure out what the item is. Try to use the expressions in
the box.

あかい きいろい あおい ちゃいろい しろい くろい

大きい 小さい 古い 新しい 高い ひくい かたい やわらかい
まるい しかくい ながい ほそながい みじかい あまい にがい

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 Review 13

Example: A: それは食べ 物 ですか。

もの

B: ええ、そうです。
A: それはしろいですか。
B: いいえ、しろくありませんね。
A: じゃあ、あかいですか。
B: ええ、あかいです。
A: 大きいですか。
B: いいえ、大きくありません。
A: じゃあ、それは、トマトですか。
B: はい、そうです。

Activity 6 Work with a partner. Role-play the following situations. Use casual
speech.

1. You are visiting your friend’s college. Ask him/her about various facilities and their
locations.

Chapter 5
日本の家

Activity 1 Which of the following items might you find in the rooms or buildings
listed in 1–4 below? Use casual speech.

ベッド いす つくえ 本棚 電話 時計 テレビ コンピュータ

だな でん けい

たんす おしいれ まど ドア いぬ ねこ ソファ テーブル ふとん

こくばん ビデオ しゃしん え

Example: A: りょうのへやにはどんなものある？
B: そう（だ）ね。ベッドがあるよ。つくえもあるね。

1. りょうのへや
2. きょうしつ
3. 日本の家
4. 子供のへや

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 14 Preliminary Chapter

Activity 2 Work with a partner. Choose one of the pictures without telling your
partner, and describe the objects in the picture. Your partner is supposed
to find which picture was selected.

1 2 3

4 5 6

7 8 9

Activity 3 Work with a partner. You are moving into a new room with your
belongings and your partner is helping you. Draw where you want to put
your belongings in the following picture. Then tell your partner where
to put each item in the room. Use <location> に <object> をおいて下さ
い . Your partner will draw the objects in his own picture as you tell him
where to put them. Compare your picture with your partner’s to see if
they are identical.

ベッド つくえ ランプ ソファ テレビ たんす 本棚 腕時 計

だな うで ど けい

Example: 大きいまどの前に、つくえをおいて下さい。

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 Review 15

Activity 4 Change the following dialogues or statements into casual speech.

1. A: このへやのとなりに何がありますか。
B: お手洗いがあります。
あら

2. A: つくえの下に何がいますか。
B: ねこがいます。かわいいですよ
3. A: そこにだれがいますか。
B: スミスさんがいます。インターネットをしていますね。
4. あ、あそこにきれいなさかながいますよ。見て下さい。

Activity 5 Work with a partner. Role play the following situations.

1. You are visiting a Japanese friend’s house, and you have just arrived at the door.
Greet your friend.
2. You are looking for an apartment. First, fill out the types of features of the
apartment you want. Your friend knows a person who wants to sublet an apartment.
Ask your friend about the apartment.

Number of rooms _____________ Surrounding area _____________

Size of apartment _____________ Types of rooms _____________
Old or new apartment _____________

Chapter 6
休みの日
Activity 1 Work with a partner. Ask what your partner did last weekend and circle
the activities that he/she did. Use て -form to connect activities.

Example: A: 週末は何をしましたか。
B: そうですね。土曜日は朝せんたくとそうじをして、午後
出かけました。日曜日は友達を家によんで、ゲームを
だち

しました。

りょうりを作る せんたくをする そうじをする しごとをする 新聞・ざっしを読む

買い物 に行く 手紙 ・メールを書く 日本語で話す 電 話をかける おんがくを聞く

もの がみ でん

出かける コンサートに行く ピクニックに行く うんどうする テニスをする

プールでおよぐ ジョギングをする 友達 に会う さんぽをする あそびに行く

だち

ゲームをする 家でゆっくりする おふろに入る 友達 をよぶ パーティをする

だち

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 16 Preliminary Chapter

Activity 2 Work with a partner. Use the expressions below to ask your partner
about his/her childhood classes and teachers. Find out why your partner
thought that these classes or teachers were or were not good (interesting,
difficult, etc).

Example: A: 高校の時、どのじゅぎょうがよかったですか／
よくなかったですか。
B: そうですね。アメリカのれきしのじゅぎょうがよかったです。
A: どうしてですか。
A: 先生がやさしくて、おもしろかったからです。

どうして
はい
いい／じゅぎょう
いいえ
はい
好き／先生
いいえ
はい
大変 ／クラス
へん いいえ

Activity 3 Change the style of the following exchanges into casual speech.

1. A: 昨日どこに行きましたか。
B: 友達とデパートに行って、えいがを見ました。
だち

2. A: 今日は文学のテストでしたね。テストはどうでしたか。
ぶん

B: とてもながくて、むずかしかったんです。
3. A: 昨日のジョンソンさんのパーティーにはだれが来ましたか。
B: 田中さんや山本さんやリーさんが来ました。
4. A: 今日、えきまで何で行きますか。
B: くるまで行って、それから、でんしゃにのります。
5. A: 明日天気がいいですから、一緒にテニスをしませんか。
しょ

B: すみません。したいんですけど、明日はちょっとつごうが
わるくて。
6. A: あ、あそこに古川さんがいますよ。
B: そうですね。あ、中山さんもいますよ。何をしているん
でしょうか。
7. A: ちょっと図書館に行きますから、ここでまっていて下さい。
と かん

B: はい、わかりました。

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 Review 17

Activity 4 Work with a partner. Ask your partner about his/her most memorable
trip (good or bad). Use the following items to learn what your partner
did on the trip and whether he/she enjoyed the activities. Use casual
speech.

1. When, where, and with whom you went

2. What you did
3. How the trip was (why it was good/bad)

Activity 5 Work with a partner. You are giving a speech about the lifestyle of U.S.
college students to a group of visiting Japanese students. With your
partner, create a questionnaire asking about your classmates’ lifestyles.
Write questions about their daily lives, workload, how they spend
weekends, etc. Then interview your classmates and write a speech draft
with your partner based on the draft.

Chapter 7
好きなことと好きなもの
Activity 1 Work with a partner. First, write as many words as you can that belong
to and/or are associated with each category. Then ask your partner what
he/she has written and circle the items that both you and your partner
have. Then write the words from your partner’s list that you don’t have.

Example: A: どんなやさいの名前を書きましたか。
な
B: 私はレタスとにんじんを書きました。
A: 私もレタスとにんじんを書きました。そして、トマトも
書きました。

1. やさい ＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿
2. にく ＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿
3. くだもの ＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿
4. 飲みもの ＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿
5. スポーツ ＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿
6. おんがく ＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿
7. レジャー ＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿

Copyright 2011 Cengage Learning, Inc. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
 18 Preliminary Chapter

Activity 2 Work as a class. Ask your classmates what kind of food and drinks they
like or dislike. Determine which foods and drinks are the most and least
popular in your class.

Example: A: どんな食べものが好きですか。
B: 〜や〜が好きです。
A: 〜はどうですか。
B: そうですね。〜は〜（な）ので、あまり好きじゃありません。

Activity 3 Work with a partner. Ask your partner what kind of sports or music
he/she likes or dislikes and why. Use casual speech.

Example: A: どんなスポーツが好き？
B: 〜が好きだよ。／〜が好き。
A: 〜は、どう？
B: 〜（だ）から、あまり好きじゃないんだ。

Activity 4 A very rich person wants to give away a large cash prize, but only to the
person who best matches his ideal. Select one person to be the donor, ask
him/her about his/her favorite things. Then interview your classmates,
and select the person who best matches the ideal.

Example: A: 〜さんはどんなスポーツが好きですか。
B: やきゅうが好きです。
A: そうですか。テニスはどうですか。
B: テニスも好きですよ。でも、あまり上手じゃないんです。
A: そうですか。じゃあ、おんがくは何が好きですか。

Activity 5 Work with a partner. Ask your partner what he/she likes best and least
among these items in each of the following categories. Rank them.

やさい にく くだもの 飲みもの スポーツ おんがく レジャー

Example: A: やさいの中で何が一番好きですか。
B: トマトが一番好きですね。
A: にんじんとレタスはどうですか。
B: にんじんもレタスも好きですが、にんじんの方がレタス
より好きです／
にんじんもレタスも好きじゃないですが、にんじんの方が
レタスよりまし (tolerable) ですね。

Copyright 2011 Cengage Learning, Inc. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
 Review 19

Chapter 8
買い物
もの

Activity 1 Work with a partner. First, write the appropriate counter for each of the
following objects. Then, your partner should write a number (not larger
than 100) and call out one of the objects on the list. Say the correct
number-counter expression for the number of that item. You get one
point for each correct answer.

Example: Your partner writes 24 and says 「T シャツ」 You say

「にじゅうよんまい」

セーター ベルト えんぴつ ネックレス かばん

____________ ___________ _ __________ _______________ _________
さかな いぬ 本 ざっし りんご
____________ __________ _____________ _ _____________ _ ________
ねこ パンツ けしゴム シャツ ノート
____________ __________ ____________ _______________ _ ________

Activity 2 Work in groups of four. First, guess how much the following items cost
in Japan (in yen). Then ask the other group members for their guesses.
Your instructor will provide actual prices. The person who makes the
most accurate guesses is the winner.

Example: A: たまごはいくらだと思いますか。
B: １００円ぐらいだと思います。〜さんはいくらぐらいだと
思いますか。
A: ２００円だと思います。

たまご（12）

テレビ（32 インチ )

ガソリン (gasoline) １リットル

おんがくの CD

ジーンズ

＊ 1 リットル＝ 0.264 ガロン

Copyright 2011 Cengage Learning, Inc. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
 20 Preliminary Chapter

Activity 3 Work with a partner. Ask your partner what he/she wants to do under
the following circumstances. A list of verbs is provided to assist you. 〜
としたら means suppose (that) ~ or if ~.

行く 帰る 飲む 入る 読む 書く 聞く 買う 作る 話す あそぶ
うたう およぐ とる 出す つつむ あびる 起きる 食べる 寝る
見る かける 出かける 入れる 見せる 来る

Example: A: 大金持ち (rich person) だったとしたら、どんなことが

おおがね も
したいですか。

B: そうですね。くるまをたくさん買いたいですね。

1. 大 金 持ちだったとしたら、
おおがね も

2. あと二か月でしぬ (die in two months) としたら、

3. 男・女になったとしたら、

4. 今よりかっこよくなったとしたら、

Activity 4 Work with the class. Ask your classmates what they want most right
now, and find out the most interesting thing and report it to class. Use
casual speech.

Example: A: 〜さん、今、何が一番ほしい？
B: 日本に行くお金がほしいかな。
A: どうして日本に行きたいの？
B: 日本にかれし (boyfriend) がいるから会いたいの。
A: ああ、そうなんだ。

〜さんは、かれしに会いたいから、日本に行くお金を
ほしがっています。

Copyright 2011 Cengage Learning, Inc. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
 Review 21

名前 ほしいもの
な

Activity 5 Work with a partner. Role-play the following situations.

1. You are at a department store. You want to know on which floor kimonos are sold.
Ask the person at the information desk.
2. You are in the accessories department, and want to see a scarf in the case. Get the
attention of a sales clerk and ask him/her to take it out for you.
3. You are in the woman’s clothing department. You want to buy a present for your
mother, but cannot decide what to get. Your budget is 10,000 yen. Get the attention
of a sales clerk and explain what you need help with. Respond to questions about the
size, color preference, etc. Have the clerk show you some items.
4. A sales clerk has shown you a sweater. Ask the clerk how much it is. If it is too
expensive, ask for a more affordable one. Ask for ones with different colors. Ask for
a bigger (or smaller) size.
5. Select the items that you want. Ask the sales clerk to put them in the box and put a
ribbon on the box.

Chapter 9
レストランとしょうたい

Activity 1 しつもんに日本語でこたえて下さい。
1. 「和食」って何ですか。
わ

2. 和食にはどんな食べ物がありますか。
わ もの

3. ラーメンは何りょうりですか。

4. アメリカにはどんなりょうりがありますか。

5. メキシコりょうりにはどんなものがありますか。

6. どんな飲み物が好きですか。どんな飲み物がきらいですか。
もの もの

Copyright 2011 Cengage Learning, Inc. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
 22 Preliminary Chapter

Activity 2 Work in groups of four. You are at a diner. Ask each other what you
would like to have and fill out the chart. Use both formal and casual
speech.

Example: A: 〜さんは何にしますか。
B: 私は〜にします。

A: 〜さん、何にする？
B: えっと、〜にする。

名前 飲み物 と食べ物
な もの もの

Activity 3 Work with a partner who was not in your group in Activity 2. You
are still in the restaurant and your partner is the server. Using the
information from Activity 2, order for your group.

Example: Server: ごちゅうもんは？

A: ビールを三本おねがいします。
Server: はい、ビールを三本ですね。
A: それから、〜

Activity 4 You are conducting a survey on breakfast habits. Ask your classmates if
they have had anything to eat or drink today. If they have, find out what.
Then determine how many people didn’t have anything in the morning
and what the most popular breakfast was for the class.

Example: A: キムさん、今朝、何か食べましたか。
B: いいえ、何も食べませんでした。
A: 何か飲みましたか。
B: ええ、コーヒーとオレンジジュースを飲みました。

Copyright 2011 Cengage Learning, Inc. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
 Review 23

名前 食べ物 飲み物
な もの もの

キム ------- コーヒー、オレンジジュース

Activity 5 Work as a class. Look at the event calendar below. Choose three things
you would like to see or do and invite your classmates to go with you.

Example: A: 〜さん、来週の水曜日に大学のスタジアムでコンサートが
あるんだけど、一 緒 に行きませんか。
しょ

B: 水曜日ですか、いいですね。／
すみません、木曜日にテストがあるから、水曜日はちょっと。

月曜日 ジャズコンサート（Jay’s Cafe、 十時）

火曜日 「Cats」ミュージカル（大学のコンサートホール、七時半）
水曜日 ロックコンサート（大学のスタジアム、九時）
木曜日 バスケットボールのしあい (game)（大学のスタジアム、六時）
金曜日 クラシックのコンサート（大学のコンサートホール、八時）
土曜日 ブックセール（まちの図書館、十二時）
と かん

日本のえいが（スミスホール、四時と七時）
日曜日 バザー (bazaar)（キャンパス、一時〜五時）

Copyright 2011 Cengage Learning, Inc. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
 24 Preliminary Chapter

Activity 6 Look at the following pictures and give your visual impression using 〜
そうです .

1 2 3

4 5 6

Activity 7 Work with a partner. Role-play the following situations, inviting your
partner to join you, then discover the details of what you will do with
your partner. Use question word + か／〜ませんか／〜ましょうか／〜
ましょう .

Example: You are with your partner and you are thirsty.
A: 〜さん、何か飲みませんか。
B: ええ、いいですよ。じゃあ、どこかカフェに行きましょうか。
A: ああ、いいですね。あそこはどうでしょうか。
B: いいですね。あそこにしましょう。

1. You and your friend are walking on the street. You feel hungry.
2. You are free this weekend and want to go somewhere fun.
3. You are at your friend’s house. You think you would like to see a movie. Check the
newspaper to see what is playing, and discuss which movie you would like to see,
and when, with your partner.

Copyright 2011 Cengage Learning, Inc. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
 Review 25

Chapter 10
私の家族
Activity 1 Look at the figures labeled in the family tree below. You are Chris.
Identify each person using an appropriate kinship term and ordinal
number.

Example: キャシーは私の姉です。上から二番目の兄弟です。

Activity 2 しつもんに日本語でこたえて下さい。
1. 〜さんのクラスには学生が何人いますか。
2. 〜さんの大学には学生が何人ぐらいいますか。先生は何人ぐらい
いますか。
3. 日本語の学生は何人いますか。
4. このクラスで年が一番下の人は何さいですか。
5. 〜さんは兄弟が何人いますか。〜さんの家族は何人家族ですか。
6. 〜さんは何さいですか。〜さんは上から何番目ですか。下から何番目ですか。

Copyright 2011 Cengage Learning, Inc. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
 26 Preliminary Chapter

Activity 3 Work with a partner. Ask your partner about his/her family members
(their physical characteristics, occupations, residences, etc.). Use 〜てい
る and 〜は〜が .

Example: A: 〜さんのご家族は何人家族ですか。
B: 五人家族です。
A: そうですか。お父さんはどんな方ですか。
B: 目が大きくて、せが高いです。
A: めがねをかけていますか。
B: ええ、かけています。
A: どんなしごとをしていますか。
B: 大学の先生です。
A: そうですか。どこにすんでいますか。
B: ロサンゼルスにすんでいます。

Activity 4 Work with a new partner. Discuss with each other what you consider to
be your instructor’s dream partner in terms of physical characteristics,
personality, skills, occupation, etc. Take notes. Use 〜ている , 〜は〜が ,
and the て -form of verbs.

Example: A: 先生はどんな人が好きだと思いますか。
B: そうですね。先生はせが高いから、せが高い人が好きだ
と思います。
A: そうですか。かおはどんなかおがいいと思いますか。
B: 目が大きくて、はなが高い人がいいと思います。
A: じゃあ、せいかく (personality) はどうですか。
B: そうですね。明るくて、やさしい人がいいと思います。
A: どんなことが出来る人がいいですか。
B: 先生はテニスが好きだから、テニスが上手な人がいいです。

Copyright 2011 Cengage Learning, Inc. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
 Review 27

Activity 5 Restate the following exchanges in casual speech using this type of
abbreviation.

Example: A: リンダさんはいつもきれいなふくをきていますね。
B: あの人はモデルなんですよ。

A: リンダさん、いつもきれいなふく、きてるね。
B: あの人、モデルなんだ／のよ。

1. A: お父さんはニューヨークにすんでいるんですか。
B: いいえ、フィラデルフィアにすんでいます。
2. A: あの人はとてもやせていますね。
B: ええ、それにとても足がながくて、かっこいいですね。
3. A: あそこで日本人の学生が話していますね。山本さんはどの人ですか。
B: めがねをかけていて、かみがみじかい人ですよ。
4. A: 食堂 (restaurant) の前でスミスさんと話している人はだれですか。
どう

B: ああ、あれは高田さんの妹さんだと思いますよ。

Activity 6 Work with a partner. Your partner will select a celebrity. Quiz your
partner about physical characteristics, job, place of residence, clothing,
etc., to figure out who the celebrity is.

Example A: その人、かみながい？
B: うん。
A: じゃあ、何をするのが上手？
B: うた、うたうの。
A: どこにすんでるの？
B: ハリウッドにすんでると思う。
A: ビヨンセ？
B: うん、そう／ううん、ちがう。

Chapter 11
きせつと天気
Activity 1 Give the readings of the following weather symbols

1 2 3 4 5 6

________ _____________ __________ ________ _________________ ______________________

Copyright 2011 Cengage Learning, Inc. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
 28 Preliminary Chapter

Activity 2 Work in groups of four. Each person should choose five different verbs
and write a sentence using them. Then take turns acting out the verb
phrase. The group will try to guess what he/she is doing.

飲む 読む 書く 聞く 買う 作る 話す あそぶ べんきょうする
およぐ とる 出す あびる 起きる 食べる 寝る する あるく
まつ うたう 入れる 見せる 見る

Example: You are doing laundry:

せんたくをしていますか。
はい、そうです。

Activity 3 Describe the following weather conditions using adverbial forms of

adjectives and ている .

Example: 風がつよくふいています。

Example 1 2

3 4 5

Copyright 2011 Cengage Learning, Inc. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
 Review 29

Activity 4 The following chart shows the weather forecast for five locations around
the world. Describe the weather.

Example: 東 京 は明日はくもりでしょう。気温は１５度ぐらいで、あたた
きょう

かくなるでしょう。雨はふるかもしれませんが、ふらないかも

しれません。

東京 アラスカ ニューヨーク シドニー ロサンゼルス

天気 くもり 雪 くもりのち雨 晴れ くもり時々晴れ

気温 59° F -4° F 41° F 91.4° F 77° F
15° C -20° C 5° C 33° C 25° C
雨 50% 0% 80% 0% 30%

雪 0% 100% 15% 0% 0%

Activity 5 Describe the seasons in your area, using 〜は〜が and other appropriate
phrases.

Example: 春はとてもあたたかくて、天気がいいです。六月と七月は
とても雨が多いです。夏は天気がいい日が多いですが、
とてもむし暑くなります。秋はすずしくて、雨は少ないです。
でも、朝と晩は寒いです。冬は雪がたくさんふって、とても
寒くなります。

Activity 6 Change the following conversations into casual speech.

Example: A: おはようございます。
B: おはようございます。

A: おはよう。
B: おはよう。

1. A: 今日は、朝からちょっと寒いですね。

B: ええ、本当に寒いですね。北からふいている風もつよいですから。
とう

A: そうですね。くもっていますが、今晩、雪になるでしょうか。

B: そうですね。この天気は、雪になるかもしれませんね。

Copyright 2011 Cengage Learning, Inc. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
 30 Preliminary Chapter

2. A: だれか、ちょっと、ここに来てくれませんか。

B: いいですよ。今、行きますよ。

3. A: 学生会館の前で電話で話している人はだれですか。
かいかん でん

B: 小川さんですよ。金田さんをまっているんだと思います。

4. A: 今日は朝からいそがしそうですね。

B: ええ、明日から出かけますから、今日はすることがたくさん
あったんですよ。

Chapter 12
年中行事
ねんじゅうぎょう じ

Activity 1 しつもんに日本語でこたえて下さい。
1. 夏休みは何月何日から何月何日までありますか。冬休みはどうですか。春休
みは？

2. 今学期 (this semester) は何月何日にはじまって、何月何日におわりますか。来

き

学期はどうですか。
き

3. 今日は何月何日ですか。昨日は何月何日でしたか。おとといは何月何日でした
か。

4. 明日は何月何日ですか。あさっては何月何日ですか。

5. ご家族の誕 生 日は何月何日ですか。
たんじょう

6. 一か月前は何月何日でしたか。半年前は何月何日でしたか。

7. 一学期 (one semester) は何か月ありますか。夏休みは何か月ありますか。

き

Activity 2 Work in groups of four. Make a guess about how often or how long
students in Japan do the following activities and tell your group. Then
check with your instructor to find out who made the most accurate
guesses. Use plain form +
〜と思います (I think that . . .).

Example: A: 日本の高校生は一日に何時間ぐらいテレビを見ると思いますか。
B: 一時間ぐらい見ると思います。
C: 私は二時間ぐらい見ると思います。
D: 三時間ぐらい見ると思います。

Copyright 2011 Cengage Learning, Inc. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
Discovering Diverse Content Through
Random Scribd Documents
 General Ferguson’s staff here occupy an old fellow’s house, where
we are comfortable enough, from Mrs Wm. Archer of Figueira’s
attention in sending us out everything we can want. Otherwise I
know not what we should have done, as Figueira is 4½ miles off, and
not a thing eatable or drinkable (besides the rations) nearer. We are
up in the morning at 3 a.m., and, what with visiting the outposts, or
line, and guards, 7 or 8 hours a day on horse or mule back, so that
we are quite ready to lie down 3 in a small room (for which luxury we
are not a little envied), at nine o’clock, and sleep as sound as on the
finest down beds in the world, but for turning out now and then in the
night, to interpret or some other trifle (from nobody speaking the
language but me in the Brigade), which now consists of the 66th,
40th, 71st Highlanders, all tried Regiments on service, and longing to
meet these so much vaunted Frenchmen....
From your ever most affectionate son,
Wm. Warre.
The General desires kindest remembrances. He is the best man
almost I ever met.

Lourinhao, 12 miles from Peniche (South), August 19, 1808.

I have just time to tell you I am well and quite safe. We had a very
sharp action the day before yesterday, at a strong position at Roliça,
near Obidos. The French were strongly posted at first in the plain,
and then retired to a mountain almost inaccessible. But what could
resist the gallantry of our brave fellows? They clambered up exposed
to a tremendous fire, and drove them for several miles, killing a great
many and taking two pieces of cannon. Our army lost about 500 men
in killed and wounded, and a very large proportion of Officers. The
29th Regt. suffered most, and lost 19 Officers killed and wounded,
the Col. (Lake) among the former. The 9th also suffered, and my
poor friend Stuart badly, I fear mortally, wounded. Capt. Bradford of
3rd Guards, and a Lieut. R. Dawson[7] killed, a fine gallant fellow.
Our Brigade having been sent to turn the right, arrived rather late,
and were scarcely engaged. We lost a few men—5 or 6—and poor
Capt. Geary of the Artillery, after firing 4 shots at the enemy in most
masterly style.
The French fought most gallantly, and their retreat does honour to
their military character. They were inferior to us greatly in numbers.
First commanded by Laborde, who it is said is badly wounded, and
then by Junot, who arrived from Lisbon, though his column did not
get up in time. Their loss from every account is nearly 1000. General
orders to-day thank 9th, 29th, 5th, and Rifle corps for noble conduct.
Though obliged at times to climb on hands and feet, nothing could
restrain their impetuosity. Poor Stuart fell calling to his officers to see
that his young Regt. did their duty, and not to mind him. Poor, dear
friend, I fear he cannot live. We marched to this place yesterday to
cover the landing of the troops under Genl. Anstruther, and have just
received orders to advance towards Lisbon.
The French retreated, all night of the action, by the new road. I
wish we had pursued them, but feel every confidence in Sir A. W.
Hitherto we have had a most harassing march in the sun, and
suffered much from the heat, though all healthy and in high spirits.
We shall give the French a good dressing wherever we meet them,
and in 3 or 4 days shall be in Lisbon victorious....

[7] 45th Reg., carrying the King’s colours.

Vimiero, August 22nd, 1808.

My Beloved Parents,
Since I wrote to you a few days ago by Col. Brown we have had a
most glorious and memorable day for England. The French attacked
us yesterday in our position with their whole force, near 15,000 men.
The attack was expected at daybreak, and would have been so, had
they not been delayed by the roads. We had laid by our arms about
2 hours, after turning out before daybreak as usual, when the 40th,
part of General Ferguson’s Brigade, had their picquet driven in, and
beat to arms.
Our noble General, of whose gallantry and conduct it is almost
impossible to give an idea, was soon on the mountain, our quarters
being about ½ mile off in a small town, Vimiero. From thence we
could perceive the enemy advancing to attack the centre of the army,
and a strong column marching to turn the hill on which the General’s
Brigade was, with Cavalry and Artillery; but as they had to make a
considerable round, we had full time to prepare.
Sir A. W. (who commanded, Sir H. Burrard not having landed)
ordered up several Brigades, and made the most masterly
disposition. The centre of the army, from which we were divided by a
deep valley, was soon attacked with great vigour, but they received
such a check, that we had soon the glory of seeing the French
staggered and then relax in their attack. At this time General
Ferguson’s Brigade, and those under General Spencer, who
commanded this wing, were briskly attacked, but our noble General
in about ½ hour after the fire commenced ordered his Brigade to
charge, leading himself in a manner beyond all praise (it is enough,
too, that the Commander-in-Chief considers him to have most
contributed to the completest victory that could be obtained without
cavalry to follow it up). The French gave way, and were followed with
three cheers by the whole Brigade. A part rallied, but the 36th and
71st charged them with an irresistible impetuosity, led on by our
brave General, and drove them from their guns, of which they took
four, with as many tumbrils. The victory was now certain, though they
again rallied once more, and were again dispersed by the 71st. Our
Artillery completed the triumph of this glorious day. To speak of the
conduct of any body would in me seem presumptuous. Every soldier
seemed a hero. The fire for some time was tremendous, and the
field strewed with our brave fellows in charging the guns. My horse,
a beautiful, nice creature, I had received but a few days before from
Porto, which cost me 38 Moidores, was shot in several places and
fell dead. I got on another belonging to a Dragoon, but so tired he
could not move; and when I had the cloak shot away from before
me, I thought it high time to dismount and join the 36th, who were
advancing, and with them I had the honour to remain during the rest
of the action. The loss of the French is very great, upward of 1200
killed and wounded left on the field, besides prisoners. Our army lost
about 500 in killed and wounded, and a good many Officers. The
only one you know is little Ewart, shot through the leg, not
dangerously I hope. The French army was commanded by Junot,
Laborde, Loison, Charlot, Brennier. The two latter were taken with a
great many Officers, and thirteen pieces of cannon.
We could adore Ferguson for his bravery and skill and coolness in
a fire like hail about him. His orderly, a very fine trooper of the 20th
Drns., was shot close to me, and I fear cannot live. My poor friend
Stuart of the 9th died two days ago, after the fight at Roliça,
universally lamented—to me a loss I have not yet recovered. I was
much attached to him. I have not time to write any more particulars. I
am very much fatigued, having been yesterday till past 5 p.m.
collecting the wounded English and French, and conducting them to
a place of safety from the Portuguese cowards, who won’t fight a ⅟₁₆
of a Frenchman with arms, but plunder and murder the wounded,
poor wretches. Had I time I could tell you such things of these
countrymen of mine,[8] that you would not wonder at my despising
them and having unpleasantly changed my opinion of their character.
I am very happy to tell you none of our Staff were killed. I have
suffered a good deal all night and to-day from a bowel complaint, but
am better. I wish we had advanced to-day and followed up our
victory, without giving them time to rally from a check they are so
little used to.
Adieu; God bless you all. Kindest love to them, from your most
affectionate son,
Wm. Warre.

[8] William Warre was born in Portugal.

 Buenos Ayres, Lisbon, 17 Sept. 1808.
My Dearest Friends,
I should be most ungrateful did I let another opportunity pass of
thanking you for your very kind letters of 25 July, 1st Aug., 3 Sept.,
which latter I received yesterday, and am, believe me, most sensible
to the praise and approbation of friends so infinitely dear to me.
You will long before this have heard of the dreadful illness and
narrow escape I have had since the action, the extreme weakness
occasioned by which alone prevented my writing to you and my
uncle William by the Donegal, who went home as one of the escort
to the Russian Fleet. I never suffered so much in my life as during
those 14 days I was at the worst, though the fever left me on the 4th
or 5th day for a time. I had very slender hopes I should ever again
see my beloved family and friends. I have now been on shore a
week, and so much recovered and gaining so much strength that I
am able to take a walk every day a short way, and am getting my
flesh again, though still very thin, the disorder having left me a
perfect skeleton. I even yesterday paid a visit to some friends of the
Barnardo Bettrão’s, and sat there a considerable time. To the Friar
(Frè Barnardo), one of the family, I am indebted for the most friendly
attention and kindness. He has been most anxious to procure me
every comfort and supply every want I could have in my situation.
I think of going to Cintra next week for a few days, for change of
air and quiet. As soon as I am able to undertake the journey, I shall
go to Porto, as Genl. Ferguson is going to England for a short time
on particular family business. I have determined to remain behind, as
I consider myself bound to join my Regt. should I return to England,
and have great doubts whether they would allow me to return, which
would be provoking, if there was anything to be done, and I am the
more inclined to do this, as from the Government of this country
having written to beg my worthy kind friend in the Albany to come
over, I have great hopes of embracing him once more at Maçarellos.
I feel great “Saudades,”[9] notwithstanding, at being obliged to
postpone the happiness of seeing you all, after such a narrow
escape, but trust the time is at all events not very far distant, and that
we shall yet talk over dangers past with additional accounts to tell
and battles to fight over, for I hope they will not leave so fine an army
idle at such a time....
You ask me for some account of the battle. I will give it you nearly
in the same words as I have written to my friends and Uncle William.
After having had all the fag and labor, it is hard not to have been able
to partake in the least of the exultation and joy of the victory, or enter
into the rejoicings of this place, for eight days illuminated, and every
heart elated at the French having left it. The last division embarked
two days ago, but have not sailed. The 1st and 2nd, I believe, have.
The Natives have murdered every straggler or unfortunate
Frenchman they met behind the column, and, but for very strong
English guards and patrols, would destroy every person who
supported them, and their houses. It is cowardly in them now, but
when we hear of the ferocious cruelties and insolence, of the system
of robbery and plunder and murder, almost incredible had we not
seen such proofs of it, we cannot wonder at the fury of this naturally
passionate and revengeful people.
Now to the battle. We had received information on the evening of
the 20th that the enemy intended to attack us next morning, but this
was generally discredited. We were as usual every morning under
arms an hour before daybreak, and remained after daybreak longer
than usual, when, not perceiving anything of the enemy, the troops
were dismissed, and Genl. Ferguson and his Staff again retired to
our straw at a house about ½ a mile from Camp at the town of
Vimiero. About 8 I was woke by a Serjeant, who told me our picquets
of the 40th on the left were driven in and the enemy advancing. I ran
to tell Genl. Ferguson, and we were soon on horseback and on the
hill on the left, from whence we had a full view of the French Army,
on its march to attack us in two strong columns. The strongest and
principal attack was on our centre, and the other against the hill, and
left of our position, which was separated from the centre by a deep
valley covered with vineyards, occupied by our light troops, and to
the top of which Genl. Ferguson ordered his Brigade to advance to
await their attack.
 Sir A. Wellesley arrived soon after, as I had been sent to tell him of
the attack, and perceiving the intention of the Enemy, ordered Genl.
Bowes’ and Genl. Ackland’s brigades to support Genl. Ferguson’s;
and made his dispositions in the most cool and masterly style, as
from our commanding situation we could see all the movements of
the French and of our own army. Our light troops in the centre,
consisting of the 60th 5th Batt. (Riflemen) and 95 Rifle Corps,
supported by the 50th, were by this warmly engaged and with
various success, though they behaved most nobly; but were at last
forced to retire before the French column, who advanced with the
utmost confidence to the attack, expecting, as we have since heard,
that we should have given way immediately, but were so warmly
received that they retired.
They made several attacks, and endeavoured to turn both flanks
of the centre, but were received on their left by the 97th, who
charged them and drove them through a wood, and on their right by
the 52nd 2nd Batt. and 50th, and 43rd 2 Batt., who defeated them
also, though very unequal in numbers, and very hard pressed by the
French columns.
The enemy suffered so much that they soon retired in confusion.
Our Artillery was excellently well served, and they were pursued by
our handful of Cavalry of the 20 Dgns. and some Portuguese Dgns.,
but who, venturing too eagerly in pursuit, the French rallied, and our
people extricated themselves with great difficulty, losing a great
many Officers and men, among the rest Col. Taylor killed.
While part of this was going on, we were spectators of the fight
from the hill, and the account I gave of the rest of what passed in the
centre is from what I can collect. The column that was to attack us
had a round to make, and did not arrive till long after the centre was
engaged. They advanced in column—cavalry, infantry, artillery—with
great confidence, and were well received by our light troops. As soon
as they were within reach Genl. Ferguson ordered his Brigade to
charge them, which was done with all the intrepidity and courage of
British soldiers, and the enemy retired before us, keeping up a sharp
fire. A part of them rallied, but Genl. Ferguson hurraed the 36th, a
very weak though fine Regt. to charge, which was done in great style
three successive times, till, as they were very much thinned, and in
some disorder from the rapid advance, I was sent back to hasten the
support which was far behind, the gallant little Regiment forming to
rally again under cover of a hedge of American aloes though much
pressed. I just returned in time to join the 71st, who were charging 6
pieces of the enemy’s cannon that were retiring, and the fire at this
time from the enemy was really tremendous.
The enemy attempted to rally and advanced with drums beating,
but the 71st charged them so manfully that they retired in confusion,
and the retreat became general.
Thus ended this glorious day, in which the valor and intrepidity of
our gallant fellows was most conspicuous. Their appearance would
have made a stone feel in such a cause. As to Genl. Ferguson, all I
could say would not be half what he deserved in praise. His gallantry
and judgement decided the day on the left. My only astonishment
and that of everybody else is how he escaped. He was always in
advance in the hottest fire animating everybody by his noble
example. I have not seen any return of the killed and wounded.
The general idea is that we lost about 5 or 600 men, about as
many as in the affairs of the 16th and 17th, when we lost a great
many officers, our fellows storming an almost perpendicular rock in
face of the enemy, who own they were never more astonished. I
there lost my dear friend Stuart of the 9th, one of my oldest and
greatest friends. It appears odd to weep in the midst of an action, but
I was so shocked by the sudden change of a friendly shake of the
hand about two hours before, (when our Brigade parted from them
with Genl. Bowes to turn the enemy’s flank), and his dying in great
pain, exclaiming to his officers to see that his young Regt. did their
duty, that the tears ran down my face like a child’s. The 29th had 15
officers killed, wounded, and prisoners in that affair.
The loss of the French in the first affairs must have been from 800
to 1000 in killed and wounded, on the 21st near 4000 in killed,
wounded, and prisoners. Our Artillery, which was extremely well
served, did great execution, particularly the new shells filled with
Musquet Balls invented by Major Shrapnell. The action was over
before 2 p.m., and I was left the whole evening to collect the
wounded French, and save them from being massacred by the
natives, who plundered everyone they could. I remained till evening
on this harassing and affecting duty, contemplating all the miseries
and tortures war can inflict on human nature in all shapes. To this,
added to the anxiety and fatigue I had previously undergone in the
sun, and being very unwell before, I attribute the severe illness,
which has prevented my partaking in the general joy and exultation
at our success, but from which I am recovering very fast.
I was much surprised to see D’Aeth, who is a charming fellow. He
is going to Porto in the Eclipse, to which he is appointed Acting
Commander. I have given him some letters, which I hope will make it
pleasant to him; but I was much more astonished to see Wm.
Archibald, whom I thought in the Warrior with Spranger. He came
and dined with me, and comes to-morrow to breakfast to take this
and some other letters on board a ship that is to sail for England. He
is very well, he says, and very happy in his ship and Captn., but I
think he looks very pale and thin. He is very much grown. It is some
years since I saw him and I should scarcely have known him again.
I must mention to you two instances of noble conduct in and
among many others I had an opportunity of observing. These are of
the two cousins M’Kayes of the 71st. One of them was Piper to the
Regt., a remarkably handsome fine fellow, and was playing to the
men while advancing to charge, when he was wounded badly in the
lower part of the belly and fell. He recovered himself almost
immediately and continued to play on the ground till quite exhausted.
I afterwards saw him in a hovel, where we collected the wounded,
surrounded by them, both French and English. I shook him by the
hand and told him I was very sorry to see so fine a fellow so badly
hurt; he answered, “Indeed, Captain, I fear I am done for, but there
are some of these poor fellows, pointing to the French, who are very
bad indeed.” The other a Corporal had taken the French General
Brennier prisoner, who offered him his watch and money, but M’Kay
told him to keep his money, he would have need of it, and took
neither. A rare instance of forbearance in any soldier in action.
 I have written till I am so tired, I fear I cannot write more. I will if
possible in the morning, but I wish at all events you would send my
dearest Mother this letter as it gives so much detail, and, having
written so long a one to my uncle William, I cannot write another
account and know she will like to hear all these particulars. If I do not
write to-morrow I will by the very first ship that goes.
Sept. 18th.—I am very much better to-day, so much that I intend
going into Lisbon in a carriage.
Yrs. affecly.,
W. Warre.
Direct to me, care of any resident here to forward it by enquiry
where I am. I know none but Portuguese.

[9] Regrets.

Lisbon, Sept. 29, 1808.

My Dear Father,
I wrote a few lines by General Ferguson who went home in the
Plover, and by the same ship were also, I believe, forwarded two
long letters with some details of the action, which you will of course
see.
The indignation expressed in all the English Papers at the
Capitulation made subsequent to that is scarce equal to what has
been felt by every individual of the Army, whose glory and the
gratitude of their countrymen (their best reward) has been so
completely frittered away. This in a political point of view is the least
of its evils. The consequences of sending to France 25,000 to join
Buonaparte in his reconquering Spain and Portugal, men who have
marched, and countermarched all over the country, may still be most
disastrous, for I never can imagine that the struggle of these
countries, (I should rather say Spain, for this country is not in a state
to do anything for itself), is more than begun. The Tyrant will not so
easily give up his point, but will march all his disposable force, and
best Generals against her, unless indeed some unforeseen diversion
in the north, or on the Continent, put some weight in the balance, in
favour of Spain.
As the French retreat and approach France, they come nearer
their supplies, etc., properly their base of operation. While in
separate armies the gallant Spaniards could by numbers surround
and cut off their supplies and communications, and by enthusiasm
and impetuosity overcome them. But the case is far different, when a
regular army is collected and within reach of its supplies, nor have
we of late heard of any material success of the Spaniards. I do not
mean by this, that a nation like Spain urged by such motives for
enthusiasm and revenge is not able, if unanimous, to gain at last and
maintain its independence, but that it must be at the expense of
many thousand lives, of proofs of the greatest fortitude and
constancy, not, if, as they are doing in this country, they totally
neglect their army, who instead of learning the very elements of their
duty, of which they are totally ignorant, are employed in rejoicings
and illuminations, or talking big of actions and valour, who never saw
a shot fired.
I live almost constantly with Portuguese, and have had a great
deal of conversation with them. Some of the most enlightened
foresee the consequences of the Government as now established,
and the utter ruin of the Country. They speak sensibly on the subject,
and affect to feel its situation, but no one steps forward to point out
the defects.
The Regency as appointed by the Prince in the midst of hurry and
confusion, was as lame a Government as could well be, mostly all
old superannuated Generals, who had never seen an enemy, or
lawyers, who if they knew anything of the jurisprudence of their
country, are entirely ignorant of Politics and Finance. Pedro de Mello
is supposed to understand the interior regulation of the country, its
police, and resources in men, etc., but little of finance. He has been
very properly removed for his conduct during the stay of the French,
as were Principe al Castro, Conde de St Payo, and the Marquez de
Abrantes, the latter being a prisoner in France. To supply these they
have chosen the Bishop of Porto, and the Marquez das Minas, a
very young man, of whom I hear that he has no other merit than that
he wears a very gay uniform and a very long feather. Thus in a
country, whose finances are in such a deplorable condition that they
have been obliged to pay the Police Guard out of the funds
voluntarily raised for the support of the Army on its march, they have
not chosen one man who has the least practice or knowledge in that
branch, nor have they attempted to improve the state of their army.
Their decrees since they came into power are as puerile and weak
as might be expected. In short, all classes call out against the want
of vigour and (the) ignorance of their rulers, though themselves
wrapped up in the most unaccountable apathy and egotism.
I am getting my strength and health very fast. I removed last week
from the lodgings I was in to the house of a Senhor Manoel Maçedo,
who married Lucas Siabra’s daughter. Nothing can exceed his
kindness and attention. We were going for billets in the town, but
having been introduced to us by Frè Bernardo Bettrão (by us I mean
also Major Wilson 97th, who was wounded on the 21st, and we have
been ever since together) he called and insisted upon our coming to
his house, and would take no apology, assuring us that we should go
and dine and live where we pleased. But since we have been in his
house he not only feeds us but any friend who comes to see us. He
is a man of very large property, but only lately married. He is very
much attached to everything that is English. He has lived a great
deal in Brazil and shewed me some curious accounts of the natives
of the interior, and a plan he proposed for their civilization, very well
written and with wonderful liberality and tolerance for a Portuguese.
Frè Bernardo Bettrão has been most friendly and constant in his
attention, and introduced me to several of my Uncle’s friends, who
have been very attentive, particularly Lucas Siabra, the Lieutenant-
General of the Police, to whose house we are at all times welcome.
Society in Lisbon, or amusements, there are none. The opera is
closed for want of funds, and in private families, that is the few that
are in Lisbon, people meet of an evening, sometimes with great
formality, but the change, and distrust of difference of opinion, while
the French were here, and petty intrigues, evidently cast a gloom
over every Portuguese.
In the town, but for the strong English Guards and Picquets, the
mob would have murdered, and destroyed the houses of everybody
connected with the French, and even now, if a French deserter, or
spy (for I am informed many have been detected) is found, the cry of
“Hè Francez” is enough, unless some English are near, to have him
murdered without mercy, and many have been murdered.
I intend setting out from this for Porto about the end of next week,
with Frè Bernardo. We shall travel slow as I wish to see Coimbra,
and am not yet equal to long journeys, though quite wonderfully
recovered, considering how ill I was. I will write as soon as I arrive
there and have seen how things are going on. I am very anxious to
hear from some of my dear friends. Except a letter of the 3rd from
Hardy I have not a line from home, though all my friends have heard
since, and therefore suppose my letters are wandering about Lisbon.
I have made every enquiry for them. Having been so little out,
nobody knows where I am to be found, and I fear they are lost, if any
came. In future pray direct to the care of Senhor Carlos Oniel or any
of your correspondents, who will easily find me out. I called
yesterday on Madame Mantzoro. She received me with great
politeness and attention, and desired me to remember her most
kindly to you and my Uncle. She and all the family are well.
If the 23rd have sailed, or are to sail, and that Genl. Ferguson
should not return, or be employed elsewhere, pray send me out the
things I wrote for, and also in addition a white Dragoon sword-belt
which is in George Street; and from Hoby, who had my measure, two
pairs of long Regent boots, but these only if 23rd should embark,
and the General not be employed, as if he is, I should hope he would
wish to have me with him anywhere. I long to see him back here. In
his absence I am quite desamparado.[10] Adieu, my dear Father.
Daily in my own quiet hermitage, ...

When I think of my own native land,

In a moment I seem to be there;
But alas! recollection at hand,
 Soon hurries me back to despair;

“to despair” is too strong, but certainly to great Saudades. Pray

remember me to all my friends also in the village, and believe me
ever, Yr. most affectionate and dutiful Son,
Wm. Warre.
P.S.—Lane the tailor having sent me a coat I cannot wear, it is so
tight, and with Buff lining, I have written to him for the last he shall
ever make for me, though he alone has my measure, and I will thank
you to send it to me to this place, as soon as possible, as I have not
a coat to wear of an evening, owing to this disappointment. Pray
direct your next to Porto, as I shall most probably be there for the
next month or 6 weeks, unless something unexpected happens. We
have sent 8000 men to Elvas and several Regiments into
Cantonments at Abrantes, Santarem, Almeida, etc., etc., which does
not look like the armies moving at present into Spain—to re-embark,
there are but few Transports. 4000 Dons were to sail to-day for
Barcelona.

[10] “Unsupported.”
 1808-9
CHAPTER III
INTRODUCTION
Between the 29th of September and the 23rd of December 1808
no letters have been preserved in this collection. But in the interval
much had happened.
After the Convention of Cintra, the French evacuated Portugal,
though slowly. It was not until the second week of October that the
last of them were embarked. The exasperation of the Portuguese
against them, as well as against the Convention, was great, and it
was with difficulty in some cases that they were protected from the
fury of the populace in Lisbon and in Oporto.
In the month of October, Sir John Moore took over the command
of the British army. He found to his hand a fine body of troops, but an
absolute want of organisation as regards transport and
commissariat. It was a full month before he was able to move, and
even then want of knowledge of the roads led to the sending round
of the Artillery with Sir John Hope by a circuitous route, causing
many days’ delay. During the whole of this time, great pressure was
brought to bear on him, urging him to advance towards Madrid to the
support of the patriot armies in Spain. On 11th November he entered
Spain, and reached Salamanca on the 13th, but it was not till 23rd
November that his army was concentrated. A force under Sir David
Baird, which had been landed at Corunna, was ordered to move
through Galicia and to effect a junction with him, which, however,
owing to counter orders which were in turn countermanded, did not
take place till nearly a month later.
Meanwhile, Napoleon, set free for the moment from complications
in Central Europe by the Treaty of Erfurth, was pouring
reinforcements amounting to 200,000 men into the Peninsula.
The Spaniards, defeated utterly at Burgos (10th November), at
Espinosa (11th November), and at Tudela (23rd November), were
now practically without any organised force in the field, and it
seemed as if Sir John Moore would find himself in the presence of
overwhelming French forces.
Fortunately for the British army, Napoleon, who arrived at Madrid
on 4th December, was unaware of the position of Moore at
Salamanca, and believed that the English were in full retreat for
Lisbon.
On 13th December, an intercepted dispatch revealed to Moore the
distribution of the French forces, and more especially the isolated
position of Soult with 16,000 men at Saldaña. Accordingly, he
determined to move north to Mayorga, where on 20th December he
was joined by Baird. On 21st December, the combat of Sahagun
occurred, the most brilliant exploit on the part of the British cavalry
during the whole war.[11]
On the evening of 23rd December, when the army was just
starting to attack Soult at Saldaña, Moore received the news that
Napoleon had turned north from Madrid and was hastening with all
his forces to overwhelm him.
The letter of William Warre dated 23rd December, 5.30 p.m., is
singular in noting the exact time at which the orders were given to
march against Soult at Saldaña. Among the letters it is unique in its
tone, as if the writer was oppressed with a presentiment that he was
marching to his death. It reflects in some measure the feeling which
had been current in the army owing to the period of uncertainty and
disappointment through which it had been passing. Within half an
hour of the time at which the letter was written, Moore had received
the news of Napoleon’s advance. The columns which had marched
to attack Soult were ordered to return to Sahagun, and within twelve
hours the celebrated retreat on Corunna had begun. The next letter
belongs to 1809.
 The new year saw the army of Sir John Moore toiling through the
snows of the highlands of Galicia on its disastrous retreat to
Corunna, of the miseries of which a glimpse is given in Letter of 4th
January 1809 from near Lugo.
Then came the battle of Corunna, and the tragic death of the
Commander of the army in the moment of victory. General
Beresford’s Brigade covered the embarkation. The General and his
A.D.C. were the last men to get into the boats.
They arrived safely at Plymouth in H.M.S. Barfleur on 23rd
January. But the stay at home was not to be for long.
Before the end of February, Beresford, who understood and spoke
Portuguese, was appointed Commander-in-Chief of the Portuguese
army. He retained the services of Captain Warre as his A.D.C. They
arrived in Lisbon early in March.
The work before him was the organisation of the Portuguese
forces, a task of no little magnitude and difficulty, to which there is
abundant reference in the letters.
Sir A. Wellesley arrived in Lisbon towards the end of April, and
within a short time important movements were on foot. The French
under Marshal Soult had moved southwards from Galicia, and in
March had taken Oporto.
Before the end of May, Sir A. Wellesley had retaken Oporto, and
Soult had been driven northward, leaving his baggage and artillery
and his sick behind him, into the wilds of Galicia.
There followed, after an interval, the summer campaign, which
ended with the battle of Talavera. After this, owing to the behaviour
of the Spaniards, the British army retired on Badajos, and went into
cantonments.
The Portuguese army, which had not taken any part in the
Talavera campaign, was meantime growing steadily in numbers and
discipline.
In October the Spaniards gained a victory at Tamames, but in
November suffered two disastrous defeats at Ocaña and Alba de
Tormes.
Peace had now been made between France and Austria, and the
French paused while awaiting the reinforcements which were
pouring into the Peninsula preparatory to an attack on Portugal, and
the attempt to drive the British army to the sea.
During this year Captain Warre was fully occupied with the work of
organising the Portuguese forces, translating drill books, visiting and
inspecting various corps, and other necessary work. His time was
much disturbed by two anxieties. His servant Rankin, of whom he
had thought well (see Letter of 23rd December 1808), turned out to
be a rogue and a thief. He was tried by Court Martial and shot, in
accordance with the severity of martial law which was prevalent at
the time.
His elder sister, Clara, who was a Roman Catholic, had taken the
veil and was a nun in the convent at Lamego. On the invasion of
Portugal by the French from the north, the question of how she could
be removed into a place of safety exercised her brother’s mind
greatly. The French were notorious for their ill-treatment of convents
and other ecclesiastical establishments. But the difficulties in the way
of her removal, added to her own desire to stay with the rest of the
nuns, were insuperable.
Fortunately, after Soult retired from Oporto, they were not
molested, and the good lady lived on to a good old age in the
convent at Lamego.
The letters to his father with regard to expenses, which the latter
deemed excessive, illustrate the financial difficulties with which a
good many officers serving in the field and their families must have
been troubled during those years of strife and bad business.
A note on the back of the last Letter of the year seems to indicate
the nature of a reply to application for clothing for the Portuguese
troops made to some English firm.

[11] Vide Oman, vol. i., sec. viii., chap. iv.

 LETTERS
Avanilla, Nr. Sahagun (5½ leagues from
Saldanha), Dec. 23, 1808, ½-past 5 p.m.
Though, as you will suppose, my beloved Parents, not a little
hurried, I cannot leave this place to march towards the enemy at
Saldanha, without a few lines, which although I am sure not
necessary to convince you how much I feel, or how grateful for all
the affection, love, and kindness I have ever received, will I am sure
be a gratification in case of the worst. Should I fall, my dearest
friends, do not grieve for me. It has been the fate of many and much
finer fellows than I am, and I fall in a just and glorious cause, trusting
to my God and my Saviour to forgive me and have mercy on my
soul. I do not know of any crime that I have committed, that should
make me fear death, but we are all liable to err. At all events I have
not disgraced myself or my family. That would be worse than a
hundred deaths, or to lose your affection.
The French are at Saldanha, 5¾ leagues from this. We march at 6
this evening to arrive at daybreak, not much over-matched in
numbers. I have not a doubt of the issue of the contest. Our cavalry
have hitherto behaved most gallantly and taken in all from 500 to
800 men, great booty, and 26 officers....
Rankin has served me very faithfully and honestly, particularly
during my severe illness. I would like him to have his discharge
bought, and 10£ to take him home. We shall have a cold march to-
night, but shall be warm when we see these so vaunted robbers. The
Last Bugle sounds. Adieu, may every happiness attend my dearest
Parents. Do not regret, I conjure you, the loss of an individual in so
glorious a cause. Your ever attached and affecte. son,
Wm. Warre.
My heavy baggage is at Lisbon at Senhor Manoel de Maçedos, 68
Rua das Tunas.
 Sobrado, between Lugo and St Jago, Jany. 4, 1809.
My Dearest Father,
I have only time to say I am quite well, thank God. We have been
rather harassed lately, having retreated from Sahagun to this place
sometimes by night and forced marches, which have nearly knocked
up all our men. We have not halted for 22 days, and marched in that
time near 70 leagues. For myself I have fared very well compared to
officers not on the Staff and men. I suppose no men ever did more,
or any army, some even officers barefoot.
We are now ordered this instant to return to Lugo, which has
disappointed our hopes of returning home. For this country we can
do nothing. They will do nothing for themselves. Never have a nation
been more infamously deceived than the English about this country.
The people are willing, I believe, but neither army, officers, clothes or
anything necessary; and I fear many traitors. We have not seen,
since we have been in the country, a symptom of organisation, or, till
lately, even a Recruit. Nothing can be more really despicable than
their army, and in want of everything; though in abundance—Such
miserable arrangement! In short, I have no hopes of any success,
and am not a little annoyed at our return.
I had intended to go to Porto, and had leave if we quitted the
country. I might be of use to my family, particularly my dear Uncle, in
getting his things away. My name would, I know, and some firmness
be required. Clara could not remain in Portugal. From some French
officers, Prisoners to us, I know Priests, Nuns, and Friars, would not
be spared. Write to me implicitly your wishes on this head. I dare any
trouble or risk, you know, for any of my Family. Also send your
instructions as to my conduct at Porto, and if your letter is likely to
reach me in time, whether I shall go there or no. I can get leave, I
know, and intended going from St Jago.
Kindest love to my beloved Mother, Brothers and Sisters, and to
my Uncles. I have never had an opportunity even of writing to say I
am well, and am uncertain whether you will ever receive this. Pray
write to me. I have no greater happiness than your letters. I have
only received yrs. of 24th Dec. in postscript to my Uncle’s, and one
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