second edition Annotated Instructor's edition yukiko Abe Hatasa Kazumi Hatasa seiichi Makino

608 Pages·2009·27.34 MB·English

NAK AMA 1
INtroductory JApANese: CommuniCation, Culture, Context
second edition
Annotated Instructor’s 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
Nakama 1: Introductory Japanese:
 2011, 1998 Heinle, Cengage Learning.
Communication, Culture, Context
Second Edition ALL RIGHTS RESERVED. No part of this work covered by the copyright
Yukiko Abe Hatasa, Kazumi Hatasa, Seiichi Makino herein may be reproduced, transmitted, stored or used in any form or by
any means graphic, electronic, or mechanical, including but not limited to
Publisher: Beth Kramer photocopying, recording, scanning, digitizing, taping, Web distribution,
Acquisitions Editor: Nicole Morinon information networks, or information storage and retrieval systems,
Development Editor: Kim Beuttler except as permitted under Section 107 or 108 of the 1976 United States
Editorial Assistant: Sara Dyer Copyright Act, without the prior written permission of the publisher.
Media Editor: Laurel Miller For product information and technology assistance, contact us at
Marketing Manager: Mary Jo Prinaris
Cengage Learning Customer & Sales Support, 1-800-354-9706
Marketing Coordinator: Janine Enos
For permission to use material from this text or product,
Senior Marketing Communications Manager:
submit all requests online at cengage.com/permissions
Stacey Purviance
Further permissions questions can be emailed to
Senior Content Project Manager: Margaret Park Bridges
[email protected]
Print Buyer: Betsy Donaghey
Production Service: Inari Information Services Library of Congress Control Number: 2007926500
Photo Manager: Jennifer Meyer Dare
Annotated Instructor's Edition
Cover Design Director: Tony Saizon
ISBN-13: 978-0-495-79821-7
Cover image: Harold Burch, New York City
ISBN-10: 0-495-79821-5
Compositor: Inari Information Services
Heinle
20 Channel Center
Boston, MA 02210
USA
Cengage Learning is a leading provider of customized learning solutions
with office locations around the globe, including Singapore, the United
Kingdom, Australia, Mexico, Brazil, and Japan. Locate your local office at:
international.cengage.com/region
Cengage Learning products are represented in Canada by Nelson
Education, Ltd.
For your course and learning solutions, visit www.cengage.com
Purchase any of our products at your local college store or at our
preferred online store www.ichapters.com
Photographs unless otherwise noted courtesy of the authors.
Page 31:  Kayte M. Deimoa/PhotoEdit; Page 45:  Christine Schneider/zefa/Corbis; Page 83:  Gary Conner/PhotoEdit; Page 134: 
Kenneth Hamm/Photo Japan; Page 176:  Teruyo Shimizu/Photo Japan; Page 177:  Kenneth Hamm/Photo Japan; Page 220:  Jeremy
Hoare/Alamy; Page 221:  Jeremy Hoare/Alamy; Page 263:  Hugh Threlfall/Alamy; Page 294:  D. Hurst/Alamy; Page 294:  Hugh
Threlfall/Alamy; Page 294:  Hugh Threlfall/Alamy; Page 294:  D. Hurst/Alamy; Page 294:  Bloomimage/Corbis; Page 294:  Lew
Robertson/Corbis; Page 295:  Kenneth Hamm/Photo Japan; Page 308:  Kenneth Hamm/Photo Japan; Page 308:  Kenneth Hamm/
Photo Japan; Page 350:  Kenneth Hamm/Photo Japan; Page 350:  Kenneth Hamm/Photo Japan; Page 381:  Kenneth Hamm/Photo Japan;
Page 396:  Joeri DeRocker/Photo Japan; Page 396:  Chad Ehlers/Alamy; Page 413:  Stefan Zaklin/epa/Corbis; Page 423: Handout/Getty
Images; Page 438:  Kenneth Hamm/Photo Japan; Page 438:  Kenneth Hamm/Photo Japan; Page 439:  Kenneth Hamm/Photo Japan;
Page 471:  Barry Lewis/Alamy; Page 487:  Kenneth Hamm/Photo Japan
Printed in the United States of America
1 2 3 4 5 6 7 13 12 11 10 09
scope ANd sequeNce
to the Instructor AIE-10
だいにか
About the Authors v
cHApter 2
contents vii
あいさつと　じこしょうかい
to the student xiii Greetings and Introductions 31
Acknowledgments xvi dIAlogue
はじめまして How do you do? 41
だいいっか
VocABulAry
cHApter 1
Countries, nationalities, languages, year in
tHe JApANese souNd systeM school and academic status, majors, time
ANd HIrAgANA expressions 32
I. Introduction JApANese culture
Meeting and greeting people 44
II. Hiragana あ～そ
Useful Expressions: Forms of address;
grAMMAr
Introducing yourself 4
I. Identifying someone or something, using
III. Hiragana た～ほ 〜は　〜です  46
Useful Expressions: Daily greetings 8
II. Asking はい／いいえ questions, using
IV. Hiragana ま～ん 〜は　〜ですか  50
Useful Expressions: Taking leave of friends III. Indicating relationships between nouns
and instructors 13 with の  53
IV. Asking for personal information, using
V. Hiragana が～ぽ: Voiced consonants
question words 56
Useful Expressions: Thanking,
apologizing, and getting attention 17 V. Using も to list and describe similarities 61
VI. Hiragana ああ～わあ: Long vowels
sKIlls
Useful Expressions: Understanding your
lIsteNINg
instructor’s requests 19
Listening for key words 65
VII. Hiragana Small っ: Double consonants coMMuNIcAtIoN
Useful Expressions: Confirming Using あいづち (attentive feedback) 1;
information and making requests 21 classroom Manners 66
VIII. Hiragana きゃ～ぴょ: Glides reAdINg
Using format as a clue 67
Useful Expressions: Asking for Japanese
words and English equivalents 24
cHApter 2.5
カタカナ
KAtAKANA 73
AIe-4 scope and sequence
だいさんか 第四課
cHApter 3 cHApter 4
まいにちの　せいかつ にほんの まち
Daily Routines 83 Japanese Cities 123
dIAlogue dIAlogue
じゅぎょうが　あります。 I have a class. 94 このへんに　ぎんこうが　ありますか。 Is there
a bank around here? 131
VocABulAry
Daily activities; numbers, minutes, relative VocABulAry
time, days of the week 84 Buildings, landmarks, adjectives 124
JApANese culture JApANese culture
College life (1) 96 Geography and demographics of Japan
134
grAMMAr
I. Talking about routines, future actions, grAMMAr
or events using the polite present form I. Referring to things using これ, それ, あれ,
of verbs and the particles に, へ, を, or どれ  136
で  98 II. Asking for and giving locations using 〜は 
II. Presenting objects or events using 〜に　あります／います and ここ,
〜が あります  103 そこ, あそこ  142
III. Telling time using the particle に  106
III. Describing people and things using
IV. Using adverbs to express frequency of
adjectives + noun, and polite present
actions 111
forms of adjectives 146
V. Expressing past actions and events using
IV. Describing people, things, and their
the polite past form of verbs 114
locations using 〜に　〜が　あります／ 
います  151
sKIlls
V. Using よ and ね  155
lIsteNINg
Listening for general ideas 117
sKIlls
coMMuNIcAtIoN
lIsteNINg
Using あいづち (2) 118
Using redundancy in speech 158
reAdINg
coMMuNIcAtIoN
Scanning 119
Getting someone’s attention (1) 159
KANJI
Introduction to kanji 大 学 校 先 生  160
reAdINg
Using script types as clues to word
boundaries 162
scope and sequence AIe-5
1
第五課 第六課
cHApter 5 cHApter 6
日本の　うち 165 休みの　日
Japanese Homes Leisure Time  209
dIAlogue dIAlogue
リーさんの アパート Mr. Li’s apartment 173 週末は どうでしたか。 What did you do over
the weekend?  217
VocABulAry
Campus facilities, objects in the room and VocABulAry
classroom, nature, more adjectives 166 Routine activities (2), leisure activities,
adjectives of emotion and condition  210
JApANese culture
Japanese houses 176 JApANese culture
Japanese Colleges and College life  220
grAMMAr
I. Referring to people, places, and things grAMMAr
using この, その, あの, どの  178 I. Using the particles と and に  222
II. Using location nouns: 中, そと, となり, II. Commenting about the past, using
よこ, ちかく, うしろ, まえ, 上, 下, みぎ, polite past adjectives and the copula
ひだり  179 verb です  227
III. Referring to things mentioned III. Connecting verb and adjective phrases
immediately before, using noun/ and sentences using the て-form of
adjective + の  188 verbs; making requests using the て-
form  230
IV. Expressing distance and duration
using the particles から, まで, and で IV. Connecting phrases, using the
and the suffix 〜ぐらい  190 て-forms of verbs and adjectives  234
V. More about the topic marker は V. Extending an invitation using
and the similarity marker も (double ませんか  237
particles and は vs. が) 193
sKIlls
sKIlls lIsteNINg
lIsteNINg Making sense of missing pronouns  241
Distinguishing sounds in words and coMMuNIcAtIoN
phrases 199 Using そうですか and そうですね  242
coMMuNIcAtIoN KANJI
Getting someone’s attention (2) 201 Kanji derived from pictures and symbols (2)
KANJI 今 私 月 火 水 木 金 土 曜 何 週 末 休  243
Kanji derived from pictures and symbols (1) reAdINg
山 川 田 人 上 中 下 小 日 本 203 Identifying missing nouns  245
reAdINg
Using visual clues 206
AIe-6 scope and sequence
第七課 第八課
cHApter 7 cHApter 8
好きなものと　好きなこと 買い物
Favorite Things and Activities  249 Shopping 295
dIAlogue dIAlogue
上田さんと　リーさんのしゅみ Ms. Ueda’s and デパートで At a department store  305
Mr. Li’s Hobbies  259
VocABulAry
VocABulAry Clothing, accessories and departments;
Food, beverages, sports, music, leisure numbers 100 and above; expressions related
activities  250 to merchandise, prices, other activities in a
store 296
JApANese culture
Popular leisure activities and consumer JApANese culture
goods in Japan  262 Shopping in Japan, Japanese department
stores, payment practices 308
grAMMAr
I. Expressing likes or dislikes using 好き or grAMMAr
きらい and the particle や  264
I. Requesting and giving explanations or
II. Forming noun phrases using の
additional information, and creating
and plain present affirmative verbs
harmony and shared atmosphere, using
(dictionary form)   267
〜んです  310
III. Making contrasts using the particle は,
II. Expressing desire using ほしい・ ほしがっ
and expressing but using が  271
ている and 〜たい・〜たがっている 313
IV. Making comparisons using 一番 and
III. Expressing quantities with numbers and
〜（の）方が　〜より, and 〜も〜も and
the counters まい, 本, ひき, さつ 319
expressing lack of preference  275
IV. Expressing quantities using Japanese-
V. Giving reasons using the plain form +
origin numbers 322
ので  281
V. Talking about prices using 円; indicating
floor levels with かい  325
sKIlls
lIsteNINg sKIlls
Identifying conversation fillers
lIsteNINg
(あいづち)  286
Recognizing the characteristics of speech
coMMuNIcAtIoN 330
Giving positive feedback with も; making
coMMuNIcAtIoN
contrasts with は  287
Asking for paraphrases and repetition 331
KANJI
KANJI
時 間 分 半 毎 年 好 語 高 番 方 新
Use kanji for numbers
古 安 友  288
一 二 三 四 五 六 七 八 九 十 百　
reAdINg 千 万 円 店 332
Understanding word formation  291
reAdINg
Scanning 335
scope and sequence AIe-7
第九課 第十課
cHApter 9 cHApter 10
レストランとしょうたい 私の家族
Restaurants and Invitations 339 My family 381
dIAlogue dIAlogue
レストランで At a restaurant 347 私の家族は　五人家族です。 There are five
people in my family. 394
VocABulAry
Dishes, types of cuisine, food expressions VocABulAry
340 Kinship; parts of the body; physical
appearance; personality, verbs of resultant
states; age, number of people, and order in a
JApANese culture
family 382
Eating habits in Japan, Japanese
restaurants 350
JApANese culture
The Japanese family 396
grAMMAr
I. Indicating choices using 〜にします; grAMMAr
making requests using 〜をおねがい 
します  352 I. Stating the order within a family using
番(目) 398
II. Eliciting and making proposals using
〜ましょうか and 〜ましょう  356 II. Describing a resultant state using verb
て- form ＋ いる  400
III. Using question word + か + (particle)
+ affirmative and question word + III. Describing physical appearance and skills
(particle) + も + negative  359 using 〜は〜が  403
IV. Giving reasons using から; expressing IV. Describing people and things using
opposition or hesitation using けど    nouns and modifying clauses 406
364 V. Expressing opinions using 〜とおもう   
V. Making inferences based on direct 409
observation using verb and adjective
stems + そうだ  369 sKIlls
lIsteNINg
sKIlls Using one’s background knowledge about a
lIsteNINg person 413
Using context 372 coMMuNIcAtIoN
coMMuNIcAtIoN Being modest about yourself and your
Introducing a new topic 373 family 415
KANJI KANJI
Creating inflectional endings with okurigana Kanji derived from pictures; kanji for kinship
行 来 帰 食 飲 見 聞 読 書 話 出　 terms and parts of the body
会 買 起 寝 作 入 375 男 女 目 口 耳 足 手 父 母 姉 兄
妹 弟 家 族 両 親 子 416
reAdINg
Understanding Japanese e-mail formats reAdINg
378 Creating charts and figures 419
AIe-8 scope and sequence
第十一課 第十二課
cHApter 11 cHApter 12
きせつ天気 年中行事
Seasons and weather 423 Annual Events 471
dIAlogue dIAlogue
寒いですね。 It’s cold. 435 子供の時の上田さん Ms. Ueda as a child 483
VocABulAry VocABulAry
Weather; climate; temperature; compass Dates, years, and other time expressions
directions 424 472
JApANese culture JApANese culture
Japan’s climate 438 National holidays and yearly events 486
grAMMAr grAMMAr
I. Talking about time, using noun/adjective
I. Expressing ongoing and repeated actions
+ 時, duration + 前 / 後  488
using the て- form of verbs + いる 440
II. Talking about past experiences using
II. Plain past forms and casual speech
〜たことがある; listing representative
444
activities using 〜たり〜たりする  492
III. Describing characteristics of places,
III. Expressing frequency using time-span に
objects, and time using 〜は〜が 450
with frequency / duration / amount   
IV. Expressing manner of action or outcome 497
of a change using the adverbial forms of
IV. Expressing hearsay using the plain form
adjectives and noun + に 453
+ そうだ 500
V. Expressing uncertainty using 〜でしょう,
V. Using noun modifying clauses in the past
〜かもしれない, and 〜かな  456
and present 503
sKIlls
sKIlls
lIsteNINg
lIsteNINg
Understanding the organization of prepared
Taking turns in a conversation 507
speech 462
coMMuNIcAtIoN
coMMuNIcAtIoN Phrases for filling in pauses 508
Expressing agreement and solidarity using ね
KANJI
and も  463
Which one should I use, kanji or kana?
KANJI
春 夏 秋 冬 朝 昼 晩 午 前 後 去 昨 
Component shapes of kanji 1 – Introduction
供 元 思 明 回  509
天 気 雨 雪 風 晴 温 度 東 西 南
reAdINg
北 寒 暑 多 少 冷 464 Understanding the format of a postcard
512
reAdINg
Getting used to vertical writing 467
scope and sequence AIe-9
refereNce sectIoN
AppeNdIces
A Pitch Accents 519
B Verb Conjugations 520
c Adjective and Copula Conjugations
522
d Counters and Time Expressions 523
e Demonstrative Words 526
f Kanji List 527
JApANese-eNglIsH glossAry 534
eNglIsH-JApANese glossAry 553
INdex 571
to tHe INstructor
oBJectIVes of tHe progrAM
Nakama 1 is a complete, flexible introductory program designed to present the
fundamentals of the Japanese language to college students. The program focuses on
proficiency-based language learning. The emphasis of the program is on the learner’s
level of proficiency in using Japanese for real-world communicative purposes. At
the end of Nakama 1, the successful learner will achieve basic proficiency that
corresponds roughly to the Novice High level of the proficiency guidelines of the
American Council on the Teaching of Foreign Languages.
Nakama 1 pioneered the approach of striking a balance between curricula
focused only on speaking and listening over the first two years of instruction and
curricula that emphasize equally all four skills from the very beginning. In the first
of these curricula, the sudden change from speaking and listening to reading and
writing at the third-year level (intermediate) is difficult for students. Students do not
have enough time to develop reading proficiency before graduation from a four-year
college system. On the other hand, in the second approach, equal emphasis on all
four skills from the beginning is overwhelming for most students of Japanese.
Speaking and listening are the foundation of language development in Nakama 1.
To promote initial vocabulary development crucial for communicative fluency at
the introductory level, the second edition also provides sound practice with kanji
and grammar to build solid reading and writing skills. Listening and reading
strategies are actively introduced from the beginning, because the ability to obtain
useful language input in a meaningful way is critical for language acquisition. Kana
is introduced within the first three chapters, and kanji is gradually introduced
beginning in Chapter 4, with stroke orders followed by reading practice at both the
sentence and paragraph level. Our purpose is to teach the basic concept of Chinese
characters and familiarize students with all three writing systems so that they are
better prepared for the second year, in which the focus shifts more heavily toward
kanji. Following are specific descriptions of the ways in which the four language
skills and culture are developed in Nakama 1.
speaking
At the beginning of each chapter, students learn new vocabulary through immediate
interactive use. A chapter dialogue following the new vocabulary section provides
a model conversation and motivates students in advance for active role-playing
activities at the end of the chapter that incorporate the new language structures
and functions they will have learned. Grammar explanations are streamlined so
that students may focus on speaking and using the language. Students apply new
languages structures and communication strategies through pair and group activities.
listening
Students practice their listening skills by doing the in-text audio activities and
collaborative work in class. Chapter dialogues are part of a lively story line and can
be used for macro-listening to familiarize students with the chapter themes. After
the grammar section, the dialogue can be used again for listening comprehension
and speaking activities. The listening section features useful strategies and additional