SEMESTER 1
TOPIC: Asking about/identifying objects (colors)
LESSON 12
OBJECTIVES
At the end of this lesson you will be able to:
Ask about and identify more classroom and office objects
Ask about and describe an object in terms of color
た
ち
つ て
と
Write the hiragana:
ta
chi
tsu
te
to
だ
ぢ
づ
da
ji
zu
で
de
ど
do
VOCABULARY
Words
are
dore
kaban
hon
-no
akai
kuroi
aoi
that thin (over there), that (over there)
which thing, which one (of more than two)
bag, briefcase, suitcase
book
a particle indicating description, modification
red
black
blue
Phrases and expressions
nihongo-no hon
Are-wa nan desu-ka?
Eigo-no jisho-wa dore desu-ka?
akai enpitsu
a Japanese book
What is that (over there)?
Which one is the English dictionary?
a red pencil
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LESSON 12
SEMESTER 1
TOPIC: Asking about/identifying objects (colors)
KEY GRAMMAR POINTS
1. Kore, sore, are, dore
In Lesson 9 you learned that the word kore means this or this thing, referring to objects which
are close to the speaker. Sore means that or that thing and refers to things which are close to the
listener. This lesson introduces are and dore, the last two words in this set of ko-so-a-do words.
Are means that thing over there which is at a distance from both the speaker and the listener.
The thing may or may not be within sight. The word dore is the question word in this set and
means which thing or which one. Dore is used when the question concerns at least three items.
kore
sore
are
dore
this thing
that thing
that thing over there
which thing?
Let’s put kore, sore, are, and dore into a context. Imagine that Ueda-sensei and Noda-sensei are
in their new office at the university at the beginning of the school year and that they are
unpacking their boxes of books. Some of the books are piled on the floor, some are on shelves,
and some are still in the boxes. Ueda-sensei is trying to find her English dictionary which has a
university bookstore dust jacket on it as do her French and Japanese dictionaries.
Ueda: Eigo-no jisho-wa dore desu-ka? (gesturing to three books – one at her feet, one
near Noda, and one on a shelf across the room) [1]
Noda: Sore desu-ka? (pointing to the dictionary at Ueda’s feet) [2]
Ueda: Iie, kore-wa furansugo-no jisho desu. (picking up and checking the dictionary)
Sore-wa? (pointing to the dictionary near Noda)
Noda: Iie, kore-wa nihongo-no jisho desu. [3]
Ueda: Are desu-ne. (pointing to the one on the shelf across the room) [4]
Noda: Hai, are desu-ne.
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LESSON 12
SEMESTER 1
TOPIC: Asking about/identifying objects (colors)
2. –no (a particle indicating description or modification)
In Lesson 8 you learned that the particle –no could be used to express affiliation.
Tookyoo-Daigaku-no Ueda desu.
I’m Ueda from/of Tokyo University.
Nippondoo-no Satake-san desu.
He’s Mr. Satake from/of Nippondoo.
In these examples the first noun (the name of a university or company) together with the particle
–no modify the second noun (the name of a person). When we say modify, we mean that we are
being more specific, that we are restricting the number of possibilities. In Japan there are many
people with the family name Ueda, but in the above example, the noun Ueda is modified by
specifying the affiliation. In the second example, Nippondoo-no modifies Satake, thus
restricting the number of people to whom the speaker could be referring.
To modify = to restrict the meaning of, to qualify, to specify
In this lesson you will learn another common relationship expressed by the particle –no. Study
the following pairs of sentences.
Hon desu.
It’s a book.
Nihongo-no hon desu.
It’s a Japanese book.
Adding the Japanese noun nihongo (Japanese language) plus the particle –no greatly restricts the
meaning of the second noun hon. The noun nihongo + particle –no modifies the second noun
hon, thus specifying the kind of book being talked about. The Japanese NOUN + -no + NOUN
is expressed in the above English translation by ADJECTIVE + NOUN (Japanese + book).
The particle –no is used in a similar way to express other relationships between nouns. In
Lesson 15 you will learn how to use –no to express possession as in the following examples.
Sensei-no hon desu.
It’s the teacher’s book.
Gakkoo-no konpyuutaa desu-ka?
Is it the school’s computer?
Maeda-san-no kaban ja nai desu.
It isn’t Mrs. Maeda’s briefcase.
Watashi-no enpitsu desu-ne?
It’s my pencil, isn’t it?
3. Adjective + noun
Adjectives in Japanese, as in English, precede the nouns they modify. In the sentences below,
the adjectives akai and aoi modify the nouns which follow.
Akai hon desu.
It’s a red book.
Aoi kami desu-ka?
Is it a blue paper?
Do you know of any languages in which the adjectives usually immediately follow the nouns
they modify?
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LESSON 12
SEMESTER 1
TOPIC: Asking about/identifying objects (colors)
WRITING JAPANESE
In this lesson, you learn the write ten more hiragana. As with all of the hiragana you learned so
far, there is a correct stroke order which is important to follow. Refer back to this chart as
needed to make sure you are forming the hiragana correctly. The dakuten are always added last.
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LESSON 12
SEMESTER 1
TOPIC: Asking about/identifying objects (colors)
INTERACTIVE ACTIVITIES
PART 1
1.
Vocabulary check
Silently review the vocabulary in both Lessons 11 and 12. Then have your partner orally test
your knowledge of the new Japanese words, phrases, and expressions. Your kurasumeeto says
the words in eigo, and you give the equivalent in nihongo. Switch and test your partner.
2.
Hiragana reading practice
Partner A and Partner B look at their respective parts only. Partner A reads the words in Line 1
while Partner B looks at the words in his/her Line 1. If the words in Partner B’s Line 1 are the
same as what Partner A reads, Partner B says, “Hai.” If any of the words are different, Partner
B says, “Iie,” and then reads the words he/she has. For Line 2, Partner B reads for Partner A.
PARTNER A
PARTNER B
1. あし、たけ、せかい
1. あし、だけ、せかい
2. かぎ、さけ、げき
2. かげ、さけ、げき
3. できた、かじ、そこ
3. できた、かし、そこ
4. いちど、さがす、あおい
4. いちど、さがす、あおい
5. ちず、できて、たつ
5. ちず、できて、たつ
6. おそく、しき、すごい
6. おそく、せき、すごい
7. でぐち、かす、かぜ
7. でぐち、かず、かぜ
8. かぞく、あかい、あいだ
8. かぞく、あかい、あいた
9. ただ、つづけて、ときどき
9. ただ、つづけて、ときどき
3.
Practice reading hiragana
If you finish early, repeat Activity #2 (Practice reading hiragana) in Lesson 11.
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LESSON 12
SEMESTER 1
TOPIC: Asking about/identifying objects (colors)
PART 2
1.
Dialogue (with kore-sore-are-dore)
With a partner practice the following dialogue which you read earlier in the Key Grammar Points
section of this lesson. Follow the procedure for memorizing dialogues given in Lesson 1,
Activities, Part 2. As soon as you know the lines, stand up and act out the dialogue with your
partner, using actual books. Have a couple of pairs perform for the entire class.
The situation: Ueda-sensei and Noda-sensei are in their new office at the university at the
beginning of the school year and are unpacking boxes of books. Some of the books are piled on
the floor, some are on shelves, and some are still in the boxes. Ueda-sensei is trying to find the
English dictionary which has a university bookstore dust jacket on it as do the French and
Japanese dictionaries.
Ueda: Eigo-no jisho-wa dore desu-ka?
Noda:
Ueda:
Noda:
(gesturing to three books – one at Ueda’s feet, one
near Noda, and one on a shelf across the room)
Sore desu-ka?
(pointing to the dictionary at Ueda’s feet)
Iie, kore-wa furansugo-no jisho desu. (picking up and checking the dictionary)
Sore-wa?
(pointing to the dictionary near Noda)
Iie, kore-wa nihongo-no jisho desu.
Are desu-ne.
(pointing to the one on the shelf across the room)
Hai, are desu-ne.
2.
Generating questions
Noda:
Ueda:
Alternate with your partner, make an oral question using each word given below. Do not answer
the questions. Make as many questions as you can.
Example: o-namae
1. -sai (7)*
5. dore (12)
O-namae-wa nan desu-ka?
2. chotto (11)
6. denwa (9)
3. doko (5)
7. sore (9)
4. sumimasen (3)
8. –to iimasu (10)
*The numbers in parentheses indicate the lessons in which the words first appear. Examples of
questions can be found in these and subsequent lessons, especially in the Interactive Activities
sections.
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LESSON 12
SEMESTER 1
TOPIC: Asking about/identifying objects (colors)
ASSIGNMENTS
PART 1
1. Read all of the notes for Lesson 12.
2. Learn the new vocabulary.
3. Complete the Writing Practice section, Part 1 (both pages).
PART 2
1. Matching questions and answers
Match each question on the left to an appropriate answer on the right.
1. Are-wa gaidobukku desu-ka?
2. Nihongo-de nan-to iimasu-ka?
3. Are-wa nan desu-ka?
4. Kore-wa fakkusu desu-ka?
5. O-ikutsu desu-ka?
6. Nan-nen-sei desu-ka?
7. Kookoo-sei desu-ka?
8. Buraun-san desu-ne?
9. Gakkoo-wa diko desu-ka?
10. Eigo-de nan-to iimasu-ka?
11. Ii desu-ka?
12. Sumimasen, o-namae-wa?
___ Iie, chuugaku-sei desu.
___ Aa, chotto . . .
___ Sumisu desu.
1 Iie, jisho desu.
___ Go-nen-sei desu.
___ Iie, fakkusu ja nai desu. Denwa desu.
___ Yon-juu-go-sai desu.
___ Hai, soo desu.
___ Computer-to iimasu.
___ Kaban-to iimasu.
___ Atoranta desu.
___ Are-wa shitajiki desu.
2. Practice reading hiragana.
Repeat any of the reading activities in Lessons 10, 11, or 12.
3. Complete the remainder of the Writing Practice section.
4. Preview the vocabulary and notes for Lesson 13.
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LESSON 12
SEMESTER 1
TOPIC: Asking about/identifying objects (colors)
WRITING PRACTICE
1.
Study, trace, and write
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LESSON 12
SEMESTER 1
TOPIC: Asking about/identifying objects (colors)
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LESSON 12
SEMESTER 1
TOPIC: Asking about/identifying objects (colors)
2.
Read and copy the hiragana
Be sure to use the correct stroke order. Read each word before and after writing it.
3.
1. です
5. うで
9. たこ
2. だけ
6. どこ
10. つぎ
3. ときどき
7. だいがく
11. かた
4. てつだう
8. でぐち
12. つくえ
Write the hiragana
Write the following Romanized words in hiragana using the correct stroke order. Then
check your work by finding the answers in the section above.
4.
1. doko (where)
5. desu (am, are, is)
9. tsugi (next)
2. kata (shoulder)
6. daigaku (university)
10. dake (only)
3. deguchi (exit)
7. tsukue (desk)
11. tako (octopus)
4. tetsudau (help)
8. tokidoki (sometimes)
12. ude (arm)
Dekimasu-ka?
(Can you do it?)
You have now learned a total of thirty-five hiragana, including those which are written
with dakuten. How many can you find below? Circle the hiragana you have learned and
write the roomaji equivalent under each.
ま て あ ど は の ば し お せ む す じ か う り え ぞ ちん
だ そ ぐき ね に ろ た い ぎ み ぬ ら ざ こ ぱ ぜ く ゆつ
げ さ わ や で と け ぬ づ ず ん ぢ ご ひ ぺ が る を ぬや
5.
More writing practice
Retrace sample hiragana on the previous page and then use blank writing practice sheets.
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LESSON 12