なまえ：_________________________________________________________

Japanese4Schools

Japanese GCSE Course

2017 Syllabus
Higher Tier

Unit 4
Out and About

Anne Rajakumar

©Anne Rajakumar

First Published 2007, revised in 2011, 2018

Cover design by Brenda McIntosh
The author wishes to thank the Japan Foundation for their generous support of this project and
Airi Miyagawa and Rie Suzuki for their help and advice, and Sakai-sensei for his wonderful font
(tasakai_lig).
 GCSE Japanese – Edexcel Examina3on Board
Overview
• GCSE Japanese is available at Higher or Founda9on Tier.
• This workbook is aimed at students taking the Higher Tier, however it can be
modi!ed for students working towards the Founda9on Tier quali!ca9on.
• All four primary language skills are developed and assessed
• Five prescribed themes are to be covered:
Identity and culture Local area, holiday, travel School
Future aspirations, study and work International and global dimension

Assessment Higher Tier

External Assessment to take place at the end of the !nal year of the course.
45 minutes is given for the assessment, including 5 minutes’ reading time.
The question paper contains 10 questions set in English. Question types comprise both 50
A01 multiple-response and short-answer open-response questions. The instructions to students are marks
Listening in English.
25%
There is no requirement for students to produce written responses in Japanese.
The use of dictionaries is not permitted.
The total assessment for the three tasks is 10 to 12 minutes plus 12 minutes’ preparation time,
and the assessment is conducted completely in Japanese.
The assessment consists of the following three tasks, which must be conducted in the following 70
A02
order: marks
Speaking Task 1 – one role play recommended to last between 2 to 2.5 minutes for 10 marks 25%
Task 2 – one picture-based task recommended to last between 3 to 3.5 minutes for 24 marks
Task 3 – a conversation recommended to last between 5 to 6 minutes for 36 marks.
The assessment time is 1hour 5 minutes in length. The assessment consists of 10 questions.
Section A has nine questions set in English. Question types comprise both multiple response 50
A03
and short-answer open response questions. The instructions to students are in English. marks
Reading Section B contains one translation passage from Japanese into English. The instructions to 25%
students are in English. The use of dictionaries is not permitted.
The assessment time is 1 hour and 25 minutes in length. 60
A04 The paper consists of two questions and one translation from English into Japanese. marks
Wri9ng The instructions to students are in English. The use of dictionaries is not permitted. 25%

Assessment Founda3on Tier

35 minutes is given for the assessment, including 5 minutes’ reading time.
The question paper contains 14 questions set in English. Question types comprise both 50
A01
multiple-response and short-answer open-response questions. The instructions to students are marks
Listening in English. There is no requirement for students to produce written responses in Japanese. 25%
The use of dictionaries is not permitted.
The total assessment for the three tasks is 7 to 9 minutes plus 12 minutes’ preparation time,
and the assessment is conducted completely in Japanese.
The assessment consists of the following three tasks, which must be conducted in the following 70
A02
order: marks
Speaking Task 1 – one role play recommended to last between 1 to 1.5 minutes for 10 marks 25%
Task 2 – one picture-based task recommended to last between 2.5 to 3 minutes for 24 marks
Task 3 – a conversation recommended to last between 3.5 to 4.5 minutes for 36 marks.
The assessment time is 50 minutes in length. The assessment consists of 10 questions.
Section A has nine questions set in English. Question types comprise both multiple response 50
A03
and short-answer open response questions. The instructions to students are in English. marks
Reading Section B contains one translation passage from Japanese into English. The instructions to 25%
students are in English. The use of dictionaries is not permitted.
The assessment time is 1 hour and 15 minutes in length. 60
A04 The paper consists of three open questions and one translation from English into Japanese. marks
Wri9ng The instructions to students are in English. The use of dictionaries is not permitted. 25%
Contents
Going Places - Places in town……………..……………………......... 1
Grammar: Asking where something is…...……….………..…........... 1
Grammar: The ‘te’ Form………………………………………..........… 8
Traffic Features & Directions……………….……………….............… 11
Relative Location ……………………………..………………...........… 15
Japanese Houses….…………….…………………….........……….… 19
Which location particle: ‘de’ or ‘ni’? ……………............................… 23
Let’s go on Holiday! Places in Japan……......................................... 24
Verb stem & Making Suggestions and Invitations........................... 27
Planning Your Trip! Connecting Words…………………………........ 29
Linking Sentences using the ‘te’ form………………......................... 29
Travel Words…………………………………………………….........… 30
‘i’ Adjectives & ‘na’ Adjectives ………………….…........................... 35
Joining two adjectives together.………………….............................. 37
How Long Does it Take?.................................................................. 41
Adding a purpose to a verb of motion…………................................ 42
Using a reason to make a complex sentence….............................. 44
At the Hospital………………………………………………………….. 45
Asking and Giving Permission……………..…………........………… 47
More complex sentences using ‘while (verb)ing’.….......................... 49
Asking this or that?…………………………………............................ 50
Making a booking/reservation……………………..……........…….….. 51
The continuous tense (te form verb + imasu).……........................... 53
Using (but) to make a complex sentence…….............................. 55
Using the 'te' form plus ⇥⇤ to indicate 'after verbing' .....................56
Visiting a Friend in Japan.................................................................. 57
The plain form of verbs..................................................................... 57
The plain form of verbs with ⌅⇧ (like doing/ can do)........................61
Giving and Receiving Presents......................................................... 64
The plain past form of verbs with ⌅⇧ ⌃⌥ and ⌦↵............. 65
Talking about the Weather................................................................ 67
The ' ⌥' Form of Verbs .................................................................. 71
The Plain Negative Form of Verbs ..................................….............. 73
Using Question Words with ⇥ ↵ …………………………….. 75
Making Adjectives into Adverbs…..................................................... 77
Giving opinions using ⇧✏⇣ ……………………………..……… 79
My Friends – describing people………………………………………. 82
Comparisons using ⌘⌥ and ✓◆ ………………………………. 85
To ‘try VERB-ing’ (VERB - )……………………………………88
Using the Verb Stem to begin, end and continue……………………..89
Reading comprehension: School cleaning…………………………… 90
Two ways to say ‘only’: ⌫⇠ and ⇡⇥ ………………..……..………..91
The ‘.......⇡⇢......’ Pattern for Listing Reasons………………………..92
Rules for writing vertically using genkouyoushi……………………….93
Genkouyoushi writing exam practice sheets…………………………..94
Unit 4 New Kanji
p.1 店 屋 駅 公 園 病 院 銀 寺 神
p11 道 右 左
p15 上 真 近
p19 部 室 庭 p24 南 北 東 西 京 都 海 州
p30 花 山 写 田 川 有 名 旅
p45 口 気
p51 部 室 p57 元 住 所 県 市 村
p67 春 秋 冬 少 雨 雪 風 天 同
p79 思 漢 字 p83 男 子 女
Total: 60 kanji

Unit 1 , 2 & 3 Kanji

1: 一 二 三 四 五 六 七 八 九 十 才 人 先 生 学
小 年 中 高 校 大 父 母 兄 姉 弟 妹 犬 好 電
話 番 何

2: 見 食 飲 聞 来 行 入 出 働 泳 書 読 買 帰 勉
強 終 会 日 本 語 国 外 英 地 理 体 化 社 物
音 楽 家 庭 休 昼 夏 時 間 友 半 分 午 前 後
曜 月 火 水 木 金 土 今 週 毎 車 自 動 下 鉄
目 図 館 映 画 私 町 手 紙 新 朝 晩 飯 事 式
文 祭

3: 円 切 百 千 万 黒 白 赤 青 古 安 長 教 肉 牛
和 料 魚 茶
Unit 1, 2, 3 & 4 total: 189 kanji
 Going Places
Town -
station park
bus stop hospital
super-market ( ) convenience store
***shop hotel
bakery bank
sweet shop department store
butcher post office
pharmacy police box
shop policeman
café/coffee shop castle
cinema temple
church shrine
zoo museum

Key Sentences
Excuse me, where is the station?

Excuse me, where is the station?

I would like to go the station .

Grammar Asking where something is

Alternative 1: A B ):

A B A B
Place is where ? Place

Station is where ? (Where is the station?)

Ask where the following places are :

bus stop

bakery

department store

police box

hospital

©ARajakumar 1
Now we are going to look at a sentence pattern we learnt in Unit 1 and 3:

There is a thing thing

Remember that if the thing is animate (like an animal or a person) then you must
use instead of . The core meaning of these two verbs is to exist .

We can add a location to this sentence pattern, using particle to indicate the
location. When the location is the focus of attention, it must be inserted directly
before the verb at the end of the sentence. This is where important, new information

cle , and
move it to the beginning of the sentence:

The thing is in a location

thing location

We can make this a question by adding question particle to the end of the
sentence:
Is the thing in a location ?

thing location

F the place to make the question,

or in other words,

Where is the thing ?

thing

Write the two ways that you can ask where the station is:
1.

2.

Write the two ways that you can ask where the bus stop is:
1.

2.

©ARajakumar 2
Kanji
train station
station
To
make

FORM
with
Group
2
verbs:

1. bread store (bakery)

Remove
the
shop, store
2.
Replace
with

shop

roof, house, shop

©ARajakumar 3
 public

= park

yard

=
zoo (moving thing park)

sickness

=
hospital
institution

©ARajakumar 4
Complete the table (some of the words are from previous workbooks):

Japanese word English translation

school

park

teacher

church

station

mother

chemistry

society

butcher

chemist

Wednesday

©ARajakumar 5
 silver
= bank

go

=
police box

numeral, order

= Buddhist temple

temple

©ARajakumar 6
 God

= Shinto
shrine

shrine

Label the following pictures:

©ARajakumar 7
Grammar The

The Form of verbs is used in a number of grammatical patterns, the most

important of which is its use with (please). In order to ask someone to do

something for you, simply use the Form of the verb you wish them to do for you,
followed by (please). These are the phrases you will need in this unit:

please go
please turn (right or left)
please cross (the bridge etc)
please write or draw (a map etc)

:
1. Remove the
2. Substitute the remaining hiragana in the following way

/ / changes to
/ / changes to
/ changes to /
changes to
Exceptions:

These are some of the Group 1 verbs you already know:

to begin to understand

to end to drink

to play/ muck about to listen/ask

to return home to read

to go to write

to buy to speak

©ARajakumar 8
 Change the Group 1 v
English

with Group 2 verbs:

1. Remove the
2. Replace with

These are some of the Group 2 verbs you already know:

to exist (animate object)
to eat
to see
to teach
to be able to
to have a shower
to go out
to put in
to sleep
to give
to show
to get up

©ARajakumar 9
 English

3 verbs:
There are only two Group 3 verbs they are the exceptions to the Group 1 and
Group 2 rules. They are:

to do and (to come)

Match the kanji with their correct hiragana readings and English
meanings. Draw a line connecting them:

Buddhist temple
teacher
Shinto shrine
station
butcher
©ARajakumar 10
 Traffic Features
intersection corner
traffic lights bridge
road

Directions
here next
there to turn (a corner)
to cross
over there
(a bridge etc)
~ side 1st etc
left (hand side) ( ) ( 1st etc
right (hand side) ( ) ( and then

Key Sentences
Please go straight ahead.
And then, please turn right.
Please cross the bridge.
Please turn right at the next corner.
The post office is on the left.
Please turn left at the 2nd crossroads.
Please turn left at the third corner.

Indicate on the maps with an arrow which direction to go. Start from the black dot:

©ARajakumar 11
 road

road

right

right

left

left

+ + = 1st

+ + =
eye
1st

©ARajakumar 12
Remember the following rhyme (insert your own location!):

Why is the in brackets in the rhyme above?

What does it mean in English? Write your translation below:

Now translate the following English into Japanese:

Where is the Post Office? Go straight ahead, then turn left at the traffic lights. Then cross
over the bridge, and turn right at the 2nd corner. It is on the left.

©ARajakumar 13
 Additional Vocabulary some of which you already know

library restaurant
department
museum
store
school art gallery
toilet home
toilet where
pool map

Look at the map, then read the instructions and fill in the name of the place where
you have been directed to:

Directions Destination

©ARajakumar 14
 Relative Location
above beside
underneath beside
in front of next to
behind left
in the middle right
right in the middle nearby
outside between

Giving more information about the location of something:

Step 1: Revise
links two or more nouns together to give more information about
the final noun in the group. In other words: the final noun is of the one before it.

the book of my mother /

the name of the school /
Step 2:
in front of my mother
beside the school
Step 3: Insert the detailed location into the location sentence pattern we
have learned.

The thing is in a detailed location thing detailed location

The book is in front of my mother.
The hospital is beside the school.
The station is between the school and the park.

Shortcut: Instead of at the end of your sentence, you can simply use :
The book is in front of my mother.

Circle the sentences which match the picture ( tree):

©ARajakumar 15
Kanji
up
above

down below

下下下下下下下下

in front of
before

behind

after, back

in the middle

middle

©ARajakumar 16
Kanji
true right in the middle

outside outside

near
nearby

between
in between

©ARajakumar 17
Draw the tree ( ) where it should be according to the sentence, or add the sentence
according to where the tree is:

©ARajakumar 18
Japanese Houses
house entrance Japanese-style
(place to remove shoes) mattress
living room first floor
room table
bedroom bed
Western-style room chair
Japanese-style room shelf
kitchen window
Japanese bath ( ) door
bathroom ( ) air-con
toilet heater
toilet fridge
stairs garden

Grammar an alternative way to describe the location of something

whether we are talking

about something for the first time, or whether we are talking about something that
we both already know about:

information about it will follow.

ny chair, and it is new information in the sentence.
In Japanese we use a different system to do the same thing. When we make
something the topic of our sentence by adding particle to it, then we and our
listener are already familiar with that thing, and the new information will follow.
When we add particle to something, it is new information and it must go where new
information always goes - just before the verb at the end of the sentence:

The chair is in the room.

There is a chair in the room.

The new, important information in the sentence is underlined. Notice that in a

Japanese sentence, this important information is always placed at the end of the
sentence.

©ARajakumar 19
Kanji
room

Japanese-style room

に garden

©ARajakumar 20
 Look at the floor plan of a typical Japanese apartment. On the floor plan to the right,
label the rooms in Japanese, and draw the following items in the correct location.

1.
2.
3.
4.
5.

Japanese-
style room

Now answer the questions about the apartment you have labelled and drawn in:

1.

2.

3.

©ARajakumar 21
Draw the objects in the bedroom below according to the following information:

1.
2.
3.
4.
5.
6.
7.
8.
9.
10.

Circle the objects in the box which are not in the room above:

©ARajakumar 22
 Grammar - Which location particle: or ?

particle :
I study at school.

In this unit we have learnt about location particle , which follows the location of
something which simply exists:
At school there is a teacher.

Location particle is
or However, it is occasionally used with other verbs where there is no
action, such as:

to live in a place. I live in Tokyo.

to stay in a place. I will stay in a hotel.

Insert the correct particle in the box, and then translate your sentence:

1. ___________________________

2. ___________________________

3. ________________________________

4. __________________________

5. ________________________________
Complete the following sentences with an ending of your own:

1. __________________________________________________

2. ________________________________________________

3. _________________________________________________

©ARajakumar 23
 s go on Holiday!
Places in Japan
Osaka Shikoku
Kyoto Kyushu
Tokyo Okinawa
Hokkaido Tokyo Tower
Honshu Mt Fuji

Points on the Compass:

North East
South West

Label the places on the map:

©ARajakumar 24
Kanji
north
North

South
south

east East

west West

©ARajakumar 25
Kanji capital
Tokyo

capital, metropolis
Kyoto

sea
Hokkaido

state Kyushu

©ARajakumar 26
True or False?
In the box after each sentence, place a ( ) if it is false, and a ( ) if it is
true.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Now write 5 true (new) statements of your own about Japan:
1.

2.

3.

4.

5.

Grammar Verb stem and Making Suggestions and Invitations

from the end of the verb.

You have already learned how to say you want to do something by adding to

Verb stem Let's [verb]

state
go!

Verb stem Shall we [verb]?

Shall we go?
©ARajakumar 27
Your teacher is planning a school trip to Japan. Using the
map of Japan for inspiration, make 5 suggestions using
(verb) + and 5 more using (verb) +
Then translate each sentence into English:

1.

2.

3.

4.

5.

Shall we do shopping in Kyoto?

1.

2.

3.

4.

5.

©ARajakumar 28
Planning Your Trip!
Connecting Words

but therefore
however (and) then, after that
(well) then, in that case / / moreover
firstly of course

Grammar Linking Sentences

To make a complex sentence where one action is followed by another:

Step 1. Write the sentence with the first action.

I go to Japan

Step 2.
Japanese comma

I go to Japan,

Step 3. Write the sentence with the second action

I eat sushi

Step 4. Add the second sentence to the first

I go to Japan and eat sushi.

THE TENSE OF YOUR COMPLEX SENTENCE IS

DETERMINED BY THE FINAL VERB

I go/will go to Japan and eat sushi.

I went to Japan and ate sushi.

©ARajakumar 29
Travel Words
festival gift/ souvenir
a trip cherry blossom
to travel flower viewing
to go sight-seeing before
to take a
after
photo
volcano on the way
river famous (
rice paddy pretty
mountain fun/enjoyable
scenery from
fireworks until/as far as

Rearrange the words to make a sentence, and then translate it into English:

1.

Please take a photo.

2.

3.

4.

5.

6.

©ARajakumar 30
Kanji
to copy photo

true

flower viewing

flower
volcano

mountain fireworks

©ARajakumar 31
Kanji
rice field
rice field

river

river

Honda (Japanese surname)

Yamada (Japanese surname)

celebrate

(Japanese traditional) festival

©ARajakumar 32
Kanji
name famous

exist

trip, travel

trip/ journey

go

©ARajakumar 33
The following kanji are made up of the right elements, but they are not put together
properly. Rearrange the bits to make a proper kanji, and then use it to make a word.

Mixed-up Proper Your Japanese word using the The English translation
Kanji Kanji kanji with furigana above of your word.

The following kanji have large holes in them. Can you fill in the missing bits, and then
complete the table like the one above?
Kanji with Proper Your Japanese word using the The English translation
holes Kanji kanji with furigana above of your word.

©ARajakumar 34
Grammar - Adjectives & Adjectives
Adjectives
You have already met some Japanese adjectives. You will have noticed that
they all ended in the hiragana
They are quite difficult, because to change their tense etc, you must change
the adjective themselves:
is interesting
was interesting
is not interesting

That book was interesting.

The good news:

to add or change anything at all!
I read an interesting book.

But there is another kind of adjective

adjectives are a cross between a noun and an adjective.

adjectives, adjectives do not change their form at all.

is famous
was famous
/ is not famous
/ famous

That book was interesting.

The bad news: The reason we call these adjectives, is that you must
add before using them in front of a noun.
I read a famous book.

Here are some important adjectives for you to learn:

( ) ( ) likeable
favourite
( ) various
( ) ( ) famous
pretty/ clean
convenient

©ARajakumar 35
Insert an appropriate . Think
carefully whether you need to add a after the adjective or not:

1.

2.

3.

4.

past/negative tense
1.

2.

3.

4.

Fill the two bubbles below:

adjectives adjectives

©ARajakumar 36
Grammar Joining two adjectives together
Adjectives
To join an to either another , or a adjective,
this is what you do:
Step 1: Remove the from the end of the adjective.
Step 2: Replace it with
Step 3: Add the second adjective
Step 4: Use the two adjectives in a sentence according to the rules of the
2nd adjective in the sequence.
(interesting) to (good)
Step 1:
Step 2:
Step 3:
Step 4
That book was interesting and good.

(interesting) to (famous)
Step 1:
Step 2:
Step 3:
Step 4
That book was interesting and famous.

To join a to either another , or an adjective,

this is what you do:
Step 1: Add (this stands for )
Step 2: Add the second adjective
Step 3: Use the two adjectives in a sentence according to the rules of the
2nd adjective in the sequence.
(famous) to (interesting)
Step 1:
Step 2:
Step 3:
That book was famous and interesting.
(famous) to (likeable)
Step 1:
Step 2:
Step 3:
That book was famous and I liked it.

©ARajakumar 37
Make a sentence about the things below, using the two adjectives given. Use the first
box sentence as your guide ( this):

(interesting) (expensive)

(old) (likeable)

(small) (brown)

(cheap)

(blue)

(pretty)

(delicious) (famous)

(convenient)

(white)

©ARajakumar 38
Here is the plan for our school trip to Japan. Plot the trip on the map below:

Complete the table using the information above.

~
day of the week place activity transport

©ARajakumar 39
Answer the following questions about the school trip in English:

1. Why will we do sightseeing in Tokyo?

2. Where is Aomori located?

3. According to the school trip plan, what is famous about Hokkaido?

4. What will we do with Japanese friends on the school trip?

5. What kind of temple will we see?

6. What will we not do in Hiroshima?

Now use the genkouyoushi grid below to write about your trip to Japan. If you are not
sure how to use genkouyoushi, look at the instructions at the back of the workbook.
Use the plan on page 34 as your model:

©ARajakumar 40
 How Long Does it Take?
how long car
to take (time) bus
from Bullet train
to by (train etc)
train hours
plane minutes
on foot approximately

Key Sentences:
How long does it take?
How long does it take from Kyoto to Tokyo?
How long does it take by car?
It takes 5 hours.
It takes 30 minutes.
It takes 30 minutes by car.
It takes approximately 30 minutes by car.

Look at the timetable for the Shinkansen, then answer the questions below in
Japanese:

09:40 09:47 09:59 11:25 12:03 12:16

©ARajakumar 41
Grammar Adding a purpose to a verb of motion
Verbs of motion are:

to go
to come
to return (home etc)

To add a purpose to going/coming/returning home, this is what you do:

1. Make the core sentence with your verb of motion.

I will go to a restaurant.

2. Say what you will be doing there (your purpose) but change the
verb at the end of your statement into the verb stem:
I will eat sushi

3. to your purpose statement:

in order to eat sushi

4. Add your core sentence (where you are going) to what you will do
there (your purpose):
I will go to the
restaurant (in order) to eat sushi.

Remember: Because the destination ( or ), the object ( ), and the

purpose ( ),
as long as the
core verb is always at the end of your sentence:

The general rule in putting the blocks of a Japanese sentence together is

that the least important and most general information goes at the beginning
of your sentence, and the most important and most specific information goes
towards the end of your sentence
and the verb goes last!
©ARajakumar 42
Change the verbs so that they match the English translation:
in order to muck
about (play)
in order to drink

in order to eat

in order to read

in order to write

in order to speak

in order to buy

Now add an object to the verb:

in order to drink
coffee
in order to eat
bread
in order to read
books
in order to write a
letter ( )
in order to speak
Japanese
in order to buy a
present

Now add a verb of motion and a destination to your purpose:

I go to a cafe in
order to drink
coffee.
I go home in
order to eat
bread.
I go to a library
in order to read
books.
I go to Japan in
order to speak
Japanese.

©ARajakumar 43
Grammar Using a reason to make a complex sentence

To make your sentences more interesting, add a reason:

Step 1. Make your reason sentence.

Tokyo is interesting.

Step 2. Add (therefore) to the end of your reason sentence.

Tokyo is interesting, therefore

Step 3. Add your consequence sentence.

Tokyo is interesting, therefore I want to go to Tokyo.

Remember: Although

reason part of the sentence at the end. The reason must always come at the
BEGINNING
Add de used to of
linkthe sentence in
2 sentences Japanese.
ending in desu.

Add a consequence to the following sentences and translate your new complex
sentence into English.

1.

2.

3.

4.

5.

6.

©ARajakumar 44
 At the Hospital
doctor (hum) eye
doctor (hon) nose
Dr. X X ear
hospital medicine
dentist (hon) ( ) 2 times 2
stomach painful
head fever
throat ill
leg/foot a cold
arm/hand an injury
mouth to be injured

Key Sentences:
What happened?
My hurts.
.
Please take the medicine.
I have a fever.
spirit
ill, unwell

sickness

mouth

mouth

©ARajakumar 45
Read Raffi s diary from his Japan trip, then answer the questions in English.

Complete the statements below using the words in the box, so that they match the
information in Raffi

©ARajakumar 46
 Asking and Giving Permission
to wear (over feet)
mobile phone
I m sorry
fine, alright
to run
voice
in a big voice (loudly)

To ask permission:
Step 1. Make your base sentence.

go to the shop

Step 2.

go to the shop

Step 3. Make your base sentence into a request by adding This

May I go to the shop?

To permission:
To give permission you can say,

May I go to the shop?

Yes, you may go to the shop.

Yes, go ahead. Yes,

To deny permission:
Step 1. Make your base sentence.

go to the shop

Step 2.

go to the shop

Step 3. Make your base sentence into refusal by adding This

May I go to the shop?

No, you may not go to the shop

©ARajakumar 47
You are staying with a family in Japan. You ask permission to do the following things.
Give an appropriate answer to your requests:

1.

2.

3.

4.

5.

6.

Now imagine that your Japanese exchange comes to the UK and asks you permission
to do the same things. Answer appropriately:

1.

2.

3.

4.

5.

6.

©ARajakumar 48
Grammar

Step 1. Make your core sentence which is the main activity you are/were doing
while doing something else:
I eat toast

Step 2. Change the verb at the end of your sentence into the verb stem by
removing the from the end of your verb:

Step 3. Add to the verb stem

while eating toast

Step 4. Add what you did/ will do, while doing the main activity:
I talked while eating toast.

Add a minor activity to the major activity given below, and translate your sentence
into English:

While watching TV I did my homework.

1.

2.

3.

©ARajakumar 49
Quick Grammar Asking this or that?
To ask someone which of two things they would rather - simply ask each
question, one following the other:

Will you eat toast or bread?

Will you go to Tokyo or Kyoto?

Do you like Japanese or French?

Make a question asking this or that, using the pictures given as hints:

Will you go by bicycle or by car?

©ARajakumar 50
 Making a booking/reservation
booking/reservation room
to make a Japanese
reservation room
Western
adult
room
child dining room
counter for nights breakfast
counter for floors lunch
ordinal counter dinner
bath price/cost
to stay overnight (at) ( ) guest/visitor
and/ furthermore reception
alright, OK Japanese inn

Kanji
part
room

roof

Japanese room

room

©ARajakumar 51
Read the following telephone conversation and complete the table below:

Fill in the missing bits of information , in Japanese:

©ARajakumar 52
 When she returns home, Susan Black writes about her stay in Tokyo. Fill in the
missing gaps using the information in the telephone conversation.

Grammar The continuous tense

Step 1. Make your core sentence which is the activity you are doing:
I eat toast

Step 2 form:

Step 3. Add
I am eating toast.

NOTE: To make this tense, you add the word The

core meaning of
form verb is still acting upon you. This is slightly different to the English continuous
tense. Look at following sentence to see how this works:

©ARajakumar 53
 What are you doing?

Look at the picture clues and make up a continuous tense sentence to answer the
question, then translate your sentence into English:

I am reading a book.

Next, change the topic from yourself to someone else. Insert the person doing the
action and make sure that you add the topic particle , then continue the sentence as
above.
boy or the children .

The teacher teaches kanji.

©ARajakumar 54
Grammar Using (but) to make a complex sentence

To make your sentences more interesting, contrast two halves of your

sentence using the particle (but):

Step 1. Make your first sentence.

Tokyo is interesting.

Step 2. Add (but)

Tokyo is interesting, but

Step 3. Add your contrasting sentence.

Tokyo is interesting, want to go to Tokyo.

Complete the sentences below using the most appropriate sentence ending from the
grey box underneath, then translate your complex sentence into English.

1.

2.

3.

4.

5.

Now make your own complex sentence using

©ARajakumar 55
Grammar Another way of making a complex sentences linking time-
related sequences

To say that something happened after something else, use the 'te' form
verb followed by

Step 1. Make your first sentence

I booked a hotel.

Step 2. Change the verb at the end of the sentence into the 'te' form

Step . Add (from)

after booking the hotel

Step 3. Write what happened after that

I sent an email to my friend.

Step 4. Join your two time-sequenced sentences together.

After
booking a hotel, I sent an email to my friend.

Read Emma's diary, then fill in the gaps in the passage below so that it matches the
information given in the diary. The words you need are in the box at the bottom of
the page - but be careful, as there are more words in the box than you need.

に
に

10

©ARajakumar 56
 Visiting a Friend in Japan
Dear * (to start a letter) *
How are you?
free time

to meet
( - plain form) ( - plain form)
together (with) ( )
a plan
I plan to* (plain form verb)
address
from * (at the end of letter)
please teach me (please tell me)
e-mail
Thank you (for something that has already happened)
I am looking forward to it.

prefecture city village

Grammar The Plain Form of Verbs

To make the PLAIN FORM of Group 1 verbs:
1. Remove the

; ; ; etc
This is the plain form of a Group 1 verb!

to go to drink to read

To make the PLAIN FORM of Group 2 verbs:

1. Remove the
2. Replace it with .
This is the plain form of a Group 2 verb!

to eat to wake up to see

To make the PLAIN FORM of Group 3 verbs:

(to do) (to come)

The plain form of verbs is used when talking with close friends and family; in certain
grammatical patterns; and when looking verbs up in the dictionary. It is also known as

©ARajakumar 57
Kanji
origin
How are
you?

。
spirit

address

place

to
reside
Yamaguchi
Prefecture

prefecture

©ARajakumar 58
Kanji
Yamaguchi City
mouth

city

Minami Village

village

I am looking forward to it.

に
pleasure

©ARajakumar 59
On the school trip to Japan, Tim would like to visit his friend who lives in Yamaguchi,
Japan. Look at the emails between them, then answer the questions below in English:

10 3

10
3
753-0088

083-923-3613

1. Shade the correct answer:

Minami-mura 3-10, Minami-mura 3-10, Japan 753-0088

Yamaguchi-City, Japan 753-0088 Yamaguchi-Prefecture,
Yamaguchi-Prefecture, Yamaguchi-City, Yamaguchi-City,
Japan 753-0088 Yamaguchi-Prefecture, Minami-mura 3-10,

2. On what date does Tim want to meet up with Shota?__________________

3. Who is Tim going to Japan with?_________________________
4. Where will Tim and Shota meet?__________________________
5.

©ARajakumar 60
 Grammar Using the Plain Form of Verbs with
We can use the plain form of a verb followed by (which means a non-tangible
thing ) to change any verb into a noun.

We can now use this new noun (which we have made from a verb) in any sentence
pattern which includes a noun.

You probably remember the following two sentence patterns from Unit 1:

NOUN I like NOUN

NOUN I can do NOUN

I like sushi.
I can do (make) sushi.

In sentences like these, we can now use PLAIN FORM + as a NOUN, like this:

I like eating.
I can do eating. I can eat.

We can even include an object, or any other information such as time, place, etc.

I like eating sushi.

I can eat sushi.

I like eating sushi at a restaurant.

I can eat sushi at home.

A note on Japanese word order:

Provided that the main verb of the sentence always goes last, it is possible to mix the
order of the other components (with their particles firmly attached). The parts
closest to the end of the sentence will generally be the more important bits.

I like eating sushi at a restaurant.

I like eating sushi at a restaurant.

©ARajakumar 61
Choose which of the following statements are true for you:

Making longer sentences:

Step 1 - Choose a verb which can take an object (eg. ):

Step 2 Add an object (followed by object particle ) before the verb

(eg. ):

Step 3 Add a time word to your sentence (using specific time particle if

necessary) (eg. . ):

Step 4 Add someone to do the activity with (followed by particle )

(eg. . ):

©ARajakumar 62
Step 5 Add the location where the activity is taking place (followed by particle )

(eg. . ):

Step 6 Add an adjective to any one of the nouns.

(eg. ):

Kanji Revision
Put the following kanji words in size order from the largest to the smallest:

1. ________2. ________ 3. _______ 4. ________ 5. ________

6. _______ 7. ________ 8. ________ 9. ______

Grammar Using the Plain Form of Verbs with , and

There are two more very handy endings you can use after the plain form of a verb.
1. Plain form verb + I intend to [verb]
I intend to go to Japan.
2. Plain form verb + I plan to [verb]
I plan to go to Japan.
3. Plain form verb + ..... Before [verbing].......
Before going to Japan I will study
Japanese.

Write something you intend to do, and what you will do before that, like the
examples above:

©ARajakumar 63
 Giving and Receiving Presents
London
famous
sweet, snack, cake
Here you are
splendid
together
Let's eat/ Shall we eat?
evening meal
after eating
to receive (particle indicates who you receive
something from)
to give to someone else (particle indicates who
you are giving to)
someone else gives to me
money

In Japan, it is very important to give a present whenever you receive hospitality from
someone. Read the dialogue below which is between an English student and his
Japanese host family on the first evening of his visit.

True or False? Circle either true ( ) or false ( )

Write two sentences below, stating what you received for your last birthday, and
what you gave someone for their birthday. [for (my/your) birthday に]

©ARajakumar 64
 Grammar The Plain Past Form of Verbs

To make the PLAIN PAST FORM of any verb:

1. Change the verb into the 'te' form using the rules on page 8.
2. Change the ' ' at the end of the verb into a ' '

is the plain past form of the verb 'to eat'.

Uses of the Plain Past form:

1. You can add the phrase to the plain past form of any verb to indicate
that you have done that verb at some stage in your life. In question form, it is very
similar to the English expression, 'Have you ever....'

Have you ever eaten sushi?

Yes, I have eaten sushi.
No, I have never eaten sushi.

2. You can add the phrase give advice. It is similar to the English

You should eat sushi.

3. If you add to the plain past of any verb, it means 'after [verbing]...........'.
After eating sushi, I did my homework.

This is an alternative form to using the 'te' form of a verb followed by , which also
means, 'after [verb]ing.......' (See page 52)

Answer the following questions about yourself:

1.

2.

3.

4.

©ARajakumar 65
 Choose which of the following statements are true for you:

Fill in the squares to make the following sentences make sense:

1. 。
2. 。
3. 。
4.
5. 。

If you add to the plain past of any verb, it means 'after

[verbing]...........'.
Add an ending or a beginning to each of the following sentences, using the pattern
above.
1.

2. に 。
3.

4.

©ARajakumar 66
Talking about the Weather
hot weather
warm forecast
cold fine weather
cool cloudy
summer the same as.. .. ..
autumn many/ a lot
winter a little
spring a little
rain very
snow very
to fall sometimes ( )
wind strong

Read about the weather in Japan:

Answer the following questions about the text in English:

1. How many islands does Japan have?_________________________

2. Which island is the most northerly?_________________________

3. What happens in winter in Hokkaido? ________________________

4. What is the biggest island in Japan?__________________________

5. What two pieces of information is given about Shikoku?

__________________________ ___________________________

6. How much rain does Japan have?______________________________

7. What do Japanese people do everyday?_________________________

©ARajakumar 67
 Kanji

spring spring

summer
summer

autumn
autumn

winter

winter

©ARajakumar 68
Kanji

a little
few

rain

rain

snow

snow

©ARajakumar 69
Kanji
wind
wind

heaven

weather

spirit

.... the same as...

same

©ARajakumar 70
Grammar The ' ' Form of Verbs

The ' ' form of verbs is used to link two or more activities, when they are part of a
list which includes others - a bit like an English list with etcetera. This is how you
make a ' ' sentence:

1. Make a phrase with one of the activities you wish to list (out of a number of
activities):
eating sushi

2 Change the verb at the end of the phrase into the ' ' form, then replace the ' '
with :
eating sushi

3. Make a second phrase indicating another activity you wish to list (out of a number
of activities):

drinking green tea

4. Again, change the final verb into the ' ' form; then replace the ' ' with :

drinking green tea

(NB: When the 'te' form is actually , then the 'tari' form becomes )

4. Now put the two phrases together and finish your sentence with some form of the
verb (to do). You can use any tense, or form of the verb but you
MUST end a ' ' sentence with some form of the verb . The tense or form
of the verb gives you information about whether the list of activies is in the
past or the present/future.

I do things like eating sushi

and drinking tea.

I did things like eating

sushi and drinking tea.

In your GCSE writing and oral exams you should be sure to include a' ' pattern
sentence to achieve a top grade.

Translate the following sentences:

1.

2.

©ARajakumar 71
Change the following verbs into the form, then translate them:

Group 1 verbs
English

Group 2 verbs
rm English

Now put two of your 'tari' form verbs together, add a form of the verb , and
translate your sentence into English, like the example:

1. 。 I did things like sleeping and reading.

2.

3.

©ARajakumar 72
 Giving Advice
to intend to (verb) (verb in the plain form)
(plain negative verb)
You should not (verb) (plain negative verb)
(on) the weekend ( )
this evening
a.m.
supermarket
speech
Roman letters

Grammar The Plain Negative Form of Verbs

To make the PLAIN NEGATIVE FORM of Group 1 verbs:
1. Remove the

; ; ; etc
3. Add
This is the plain negative form of a Group 1 verb!

go drink read
To make the PLAIN FORM of Group 2 verbs:
1. Remove the
2. Replace it with .
This is the plain form of a Group 2 verb!

eat wake up see

To make the PLAIN FORM of Group 3 verbs:

The plain negative form of the verb is used in many patterns, but for the GCSE exam,
we only have to use it with:
1. (Plain negative verb)

2. (Plain negative verb) You should (verb).

For your information

To change the plain negative form into the past tense, the method is the same as for
adjectives:
eat eat
©ARajakumar 73
 Group 1 verbs
plain negative form English

Group 2 verbs
plain negative form English

Fill in the table by giving some advice about what not to do. Use the hints in brackets
to give you inspiration.

Intention Advice - What not to do

1 に
に 。 。
2
。
に
3 に
に
。
4
に 。
5
。

©ARajakumar 74
 Using Question Words
when what
where how
who how(formal)
who (formal) how long
why how many
what kind of how do you go about doing..
which how much
which (formal) how many people
which (with noun) how many flat things

Grammar Patterns using questions words

Question word plus (no following particle necessary except sometimes for ):
This pattern can be understood if you translate it first as: 'no matter + question word'.
The following two questions words with are only used with negative verbs:
(no matter who) nobody
Nobody went to the party.
(no matter what + negative very) not anything

The next group can be used with positive or negative verbs:

(no matter when) always
I always play baseball on Saturday.
(no matter where) everywhere
I like everywhere in Japan.
(no matter which) all
I eat all (kinds of) sushi.

Question word plus (no following particle necessary except for ):

This pattern is similar to the English pattern where we add 'some' to a question word.
someone Is someone there?
something Will you eat something?
sometime
somewhere

Question word plus (no following particle necessary except for):

This pattern is similar to the English pattern where we add 'any' to a question word.
anybody Anybody can do it.
anything Anything is OK.
anytime Please speak anytime.
anywhere You may eat anywhere.

©ARajakumar 75
 Read the following advice about travelling in Japan, then complete the memo below in
English to help you remember what to do:

に に

full

When I meet someone I must say:

When I want to buy something I must say:

When I want to go somewhere I must say:

Quick Challenge: What do you think the following expression means

1. What did you say? 2. But, what is good?
3. Anything is OK. 4. What should I do it with?

©ARajakumar 76
Grammar Making Adjectives into Adverbs
Adjectives Review

remember to
remove the final before you add the tense ending:
is interesting
was interesting
is not interesting

a book which was interesting

join an to , and then
attaching the second adjective
The temple is old and interesting.

Adjectives into Adverbs

Adverbs work with verbs to describe how the verb is done (in English
they often
To , and
replace it with .
(fast) (quickly)
Eg. Tom walked quickly.
It has become cold.
Well done!
s Review
adjectives are a cross between a noun and an adjective.
adjectives, adjectives do not change their form at all.
is famous
was famous
is not famous
famous
you must add before using a adjective in front of a noun:
a famous temple

adjective and then attaching the second adjective.

That temple is famous and old
Making s into Adverbs
nto an adverb, add to the .
(pretty) (prettily)
Eg. Tom wrote prettily.
It has become famous.

©ARajakumar 77
Complete the table:
adj English adj English
skilful (ly) well/often

quiet (ly) quick (ly)

kind (ly) big (ly)

easy (ly) cheap (ly)

strange (ly) bad (ly)

Change the adjectives into adverbs; rewrite the Japanese sentences; then translate
your new sentence into English. An example has been done for you:

Topic/object adjective adverb verb

Corrected
Sentence
English The weather has become cold.
( )
Corrected
Sentence
English

Corrected
Sentence
English

Corrected
Sentence
English

Corrected
Sentence
English

Extra vocab you may need to complete the task above:

kanji hiragana English kanji hiragana English
weather to become
younger brother friend

©ARajakumar 78
 What do you think of Japan?
quotation particle interesting
What do you think
easy

I think ( ) ( ) difficult
green tea boring
hot springs tasty
baseball horrible tasting
judo dangerous
karate bustling
kanji weird
Tokyo wonderful
bath famous

Grammar - Giving Opinions using

To express what you think:

after your thought.
means to think
is the quotation particle, which tells the listener what it is that you think.
Quotation particle works like a spoken quotation mark and can be used to quote
what someone says, asks or thinks etc.
You must remember the following rules when using :
After an adjective, you simply add
I think it's interesting.

After a verb, you must put the verb in the plain form
I think I will write it in hiragana.

After a noun, you must add , before adding

I think that person is a teacher.

After a ' 'adjective, you must add , before adding

I think that person is pretty.

Translate the following sentences into Japanese or English:

I think hot springs are wonderful.

I think green tea is not delicious.

I think London is bustling.

©ARajakumar 79
Kanji
think

Chinese
Chinese characters/ kanji

letter Roman letters

©ARajakumar 80
Answer the following questions using the pattern on p.7 :

©ARajakumar 81
 My Friends
name wears glasses
boy clever (good head)
girl handsome
man quiet
woman weird
friend serious
he (boyfriend) rich ( ) ( )
she (girlfriend) eyes are blue/green
gentle/kind eyes are brown
busy hair is black
cute hair is brown
young hair is blonde /

Grammar Describing
To say someone has green eyes or brown hair you need to use a special type of
sentence in Japanese.

Step 1: Firstly you say who you are talking about: this is the topic of your sentence
and takes topic particle .

As for my friend

Step 2: Next you add the feature you are describing. This is the sub-topic of your
sentence and takes .

As for my friend

Step 3: Finally add the word which describes that feature, then finish your
sentence with (it is).

As for my friend, (his/her) hair is brown.

Complete the picture using the information given:

©ARajakumar 82
Kanji
girl
female

woman

male

boy

child

man

©ARajakumar 83
True or False?

or

On the following page, give as much information as you can about Yuki s friend in
English.

©ARajakumar 84
Comparisons with reference to an adjective using and

The Question: Between A and B: which is the MOST ADJ?

A B ADJ

and amongst which is?

Between cake and chocolate: which is the most delicious?

ADJ

©ARajakumar 85
The Answer:

THING compared to THING

goes after the thing which is more of the adjective that you are using.

A B ADJ Compared to A; B is more ADJ.

Compared to cake, chocolate is more delicious.

Chocolate is more delicious than cake.

Make your own sentences using the hints, then translate your sentence into English:

©ARajakumar 86
 Compared to cake, I like chocolate. (Compared to cake, chocolate is more likeable)

I like chocolate compared to cake. (Chocolate is more likeable, compared to cake.)

Make your own sentences saying which of the two things you prefer, then translate
your sentence into English:

English translation:

English translation:

English translation:

English translation:

English translation:

English translation:

©ARajakumar 87
Verb in the Form + to try (to see what the experience is like)
I will try reading
I will try eating
I will try going by train/ I will try getting on the train.

Write three things that you will try doing in Japan:

Verb in the Form + to want to try (to see what the

experience is like)
I want to try reading
I want to try eating
I want to try going by train/ I want to try getting on the
train.

Now write three sentences saying what you would like to try doing in Japan:

Verb in the Form + to think you want to try (to see

what the experience is like)
I think I want to try reading
I think I want to try eating
I want to try going by train/ I want to try getting
on the train.

Now write three sentences saying what think you would like to try doing in Japan
(this is the most elegant way of saying what you would like to try doing something):

©ARajakumar 88
 Additional things that you can do with the verb stem:
Verb Stem What remains of a very when you remove the
REVISION

Conjunctions:
Verb stem + in order to verb
I will go to the restaurant in order to eat sushi.

Verb stem + whilst verbing

While I ate sushi I talked with my friend.

:
Verb stem + want to verb
( ) I want to eat sushi.

Verb stem + wanted to verb

( ) I wanted to eat sushi.

Verb stem + do not want to verb

( ) I do not want to eat sushi.

Verb stem + did not want to verb

( ) I did not want to eat sushi.

ADDITIONAL PATTERNS: TO START, FINISH and CONTINUE DOING

Verb stem + to begin verbing

I will start eating sushi.

Verb stem + to finish verbing

I finished eating sushi.

Verb stem + to continue verbing

I continued eating sushi.

Note that the three verbs used in the new pattern can also be used on their own:
to begin to finish to continue

89
 Read the fake news!
イギリスの学校でそうじをします!
イギリスの学校でせいとは、そうじをしはじめます。そうじを
日本の学校で見ました。そして、イギリスのせいとは、そうじを
したいと言いました。なぜなら、学校のかんきょうをきれいに
したいですから。きゅう食を食べおわってから、ごみひろいを
します。小さいグループでごみをごみばこにすてたり、リサイクル
をしたりします。せいとは、そうじが好きですから、しょうらい
このけいかくをつづけたいと思います。せいとだけ学校をそうじ
するよていです。先生は、しません。

Complete the table with the missing words, then translate the passage below:
イギリス rubbish picking
学校 ひろいます
students small
cleaning group
しはじめます ごみ
見ました rubbish bin
Also,.. things like throwing away etc
want to do リサイクルしたり
spoken quota:on par:cle 好き
言いました in the future
And the reason why is.. この
かんきょう a plan
きれいに つづけたい
want to do 思います
school dinner よてい
食べおわって だけ
から

90
 Grammar: Two ways to say ‘only’: one is easy and the other is hard!

Easy ‘Only’: だけ
す
I only like tennis: 'テニスだけ好きです 。
いっぽん
'
I only ate one banana : バナナを一本 だけたべました。

Hard ‘Only’: しか

When you use this word for ‘only’ you must use it with a negative verb
– although the meaning is still positive. Think of it as a mathematical
equation where a ‘minus’ word (しか), plus another ‘minus’ verb,
equals a ‘positive’ meaning.

す
I only like tennis : テニスしか好きではありません。
いっぽん た
I only ate one banana : バナナを 一本 しか食べませんでした。

Translate the sentences into English, then rewrite them using the
alternative ‘only’ word:
日本語 using だけ えいご はな
英語だけ 話 します。
日本語 using しか
英語
日本語 using だけ アイスクリームだけ食べます。
日本語 using しか
英語
日本語 using だけ フランス語だけ好きです。
日本語 using しか
英語

91
 Grammar: The ‘……. ⇥……’ Pattern for Listing Reasons

When you are persuading someone to agree with you, you may wish to list one or more
reasons to support your argument. You can do this with the ….し pattern. Think of this し
as meaning ‘and, what’s more……’:
Topic は、 Statement 1 し、Final Statement. 
As forTopic, Statement 1, and what’s more Final Statement.
Topic は、 Statement し、Statement 2 し、Final Statement. 
As forTopic, Statement 1, Statement 2, and what’s more Final Statement.
If you want to use a し、 sentence in your writing exam, this is the easiest way to use
this pattern:
Topic は、 Statement 1 (ending in です/ます- formal form) し、Final Statement.
にほんご たの
たとえば: ⇥⌧は、おもしろいですし、 $ しいです。
For example: Japanese is interesting, and what’s more it’s fun!
Statement 1 (ending in です/ます- formal form) し、Statement 2 (ending in です/ます-
formal form) し Final Statement.
にほんご たの
たとえば: ⇥⌧は、おもしろいですし、 $ しいですし, むずかしくないです。
Japanese is interesting, fun, and what’s more - it isn’t difficult!
HOWEVER, it is very formal to use the です/ます form, and in our reading exam, it will
appear with the plain form according to the following rule (the same rule as when you use
おも
と % います ‘I think’) :

‘I’ ADJECTIVE し、  おもしろいし、.... It is interesting, and what’s more…

‘NA’ ADJECTIVE だし、 きれいだ し、.... It is clean/pretty, and what’s more..
NOUN だ し、  せんせいだ し、.... He/she is a teacher, and what’s more…
VERB (plain form) し、 テニスをするし、..... I will play tennis, and what’s more…

Translate the following sentences into the opposite language:

なが にんき
⇥⇤⌅⇧⌃⌥ ⌦↵ ✏⇣⌘ ✓◆ ⌫✏⇣⇠⇡⇢

English is easy, and what’s more you can speak it in America.

じょうず
⇥⌧⇤ ⌥ ⇥⌧✏ ! "# ↵⇢

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