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Rapid Reading Japanese
Improving Reading Skills of Intermediate and Advanced Students
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In order to read rapidly with accurate comprehension in another language, effective step-by-step training is indispensable.
This book is designed for intermediate and advanced students of Japanese to acquire natural reading skills which approximate that of native speakers, and to significantly improve reading ability by cumulatively practicing different techniques of reading best suited to the specific objectives or to the reading materials at hand.
In Section 1, Basic Techniques, students will practice step-by-step the basics of rapid reading: the techniques of scanning and skimming, and the skills of prediction, anticipation, and deduction.
In Section 2, Practical Exercises, students will employ skills learned in Section 1 to quickly "get the gist" or to efficiently obtain specific information from a variety of authentic readings such as magazine and newspaper articles.
Section 3, Challenging Texts, consists of six readings ranging from one page to a full-length mystery short story, and is designed so students consolidate what they have learned in prior sections.
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Preface
This textbook was compiled to initiate meaningful improvements in the reading abilities of intermediate and advanced students of Japanese by first enabling them to read rapidly and accurately, and, through the study of rapid reading, to accustom themselves to more natural methods of reading Japanese.
"Rapid reading," as meant by this textbook, entails methods of training students to read quickly and accurately through the adaptation of natural reading skills they already possess in their native languages to the particular challenges posed by Japanese. Though the prospects of speedy and accurate reading, or reading for the quick retrieval of required information, can, in a foreign language, seem quite daunting, in the native language these skills are employed on a daily basis without the need of any special effort. The careful analysis of line by line required by close reading pedagogy is, after all, artificial, and therefore more appropriate to beginning students. As a students' acquired Japanese ability rises, ideally there should be a natural transition from decoding to reading.
Recently in Japanese language education there have been moves away from classes based on close reading teaching styles toward a new awareness of the importance of training in rapid reading. However, for the most part teaching materials offered to that end have relied on a format of speed reading plus answering questions, without adequate attention to training students to read rapidly in the first place. Furthermore, in pursuing too zealously the goal of speed reading, there is danger of superficial apprehension of words that results in misguided interpretation of content. This textbook was developed to encourage students, through step-by-step practical training, to return to the origins of reading behavior in their own native language, and reconsider exactly what reading skills need to be honed to enable quick and accurate reading of Japanese.
The conception of this book goes back to my time at Columbia University, where I had already begun to realize the importance of rapid reading and had been experimenting a variety of techniques with limited success. Then seven years ago I was lucky enough to participate in an intensive summer course sponsored by the Columbia University Institute of Japanese Language Pedagogy. There I studied the theoretical basis of introducing rapid reading into classes that had hitherto been based upon close reading. This textbook grew out of the graduation paper I submitted for that course and is the result of repeated trial and error and practical experimentation since that time.
A number of people have offered support in the formation of this book. For three years Professor Akira Miura has graciously advised and supervised on matters of content and publication; Professor Seiichi Makino has kindly provided valuable advice and ideas and overlooked the project while on its way to publication. I am immensely grateful to them both.
Also, I must express my gratitude to my former colleague at Columbia University, Mari Mitsuhashi, who developed some of the exercises included in this book while conducting with me advanced classes in rapid reading; to my senior colleagues and co-workers, and Ms. Itsuko Nakamura at Columbia, who provided valuable feedback; and, to my present colleagues at Princeton University.
Mrs. Chiaki Sekido of the Japan Times has been especially helpful in moving this project to book form. I am grateful to her for having provided the opportunity for its publication.
Looking back at my rapid reading courses, I remember clearly the earnest faces of students reading intently while I stood before them holding a stopwatch. This textbook was inspired by the seriousness and enthusiasm of these students, who so fervently wanted to learn Japanese, who wanted to understand. I am grateful to them for having provided me with the joy of learning together.
In languages native and foreign, the experience of reading is at once interesting and profound. It is hoped that this textbook will assist students in discovering the pleasure of reading Japanese.
March 1998
Mayumi Oka
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11 <K. ♦ Table of Contents
♦...........................................................(3>
IXL/рй ♦Preface .........................................................(4)
♦ About This Textbook —To the Student—...........(8)
ifi I ft)! й+ШЙЙ C Basic Techniques ...................................... i
ч >'X ♦ On Scanning and Skimming Techniques ............................ 2
1- X ~V — У & □ Tasks for Scanning
STEP 1 ; i$E< 11 £$№'”1“' 1X2) ♦Quickly Running One's Eyes over a Text (1)(2) ............ 6
STEP 2 I b L CO"'© ♦Identifying the Topic (1)-(3)............................... 8
STEP3 I ♦Contextual Guessing .................................................. 11
STEP4 : 7 -r—> 0) <J ♦ Scanning (Extracting Specific Information) (1)-(16) .. 12
2- У VO Tasks for Skimming
STEPS Ж A" ♦Extended Sentential Units ....................................................... 36
STEPS ’ ♦ —7—НЖЬ ♦Identifying Keywords (1)-(7)............................................... 38
STEP 7 D~(6 ♦Restoring the Sequence Sentences (1)-(6)................. 42
STEP 8 lI’.itSIHJJfi ♦Answering True I False Questions (1 )-(4).............................. 45
STEPS FSl'l Ф~“(3' ♦ Predicting Follow-up Sentence (1)-(3)....................... 48
STEP 10 : Ш Xj® • ’ЖгёОЙ'й4 П~(§) ♦Getting the Gist (1)-(5) ............................... 53
3-OTasks for Scanning and Skimming (1)-(10) ..................................... 58
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Jp, IT KI! J®i <? Practical Exercises ......................................... 71
1. ‘i№t0 IB(D~(8 ♦ Extracting Specific Information (1 >-(8> ................................ 72
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4. #Xfec< |W£ FUMi'-S ♦Predicting Follow-up Content (19M21) ................................ 92
5. WUllOjif[J L ££2) ♦Reading Newspaper Headlines (22> ..................................... 97
6. ♦Reading the Personal-advice Column (23> ............................................... 105
7. { ХЛ-у >з У"?"24$>" ♦Having a Discussion (24>-(25>....................................... no
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ЖШ пК fffiUI <o>Challenging Texts................................................. ns
I. >a — bi/a — b ♦Abduction ............................................. lie
2. >э-b->3-b Г*'-> 3 ii ♦ Little Bokko ................................... 121
3. У 3- b>3“ b ГWlJ<QI$ii1‘J ♦ My Favorite Watch .......................... 12 6
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4. Ь/з“ b'У 3b J ♦Insomnia............................................ 129
5. УЗ—b X b-V— Г"^4 * V & 4 S ‘ J ♦My Valentine's Day .................... 134
6. wS'J'iid I )KiM J ♦Visitor ............................................ 144
®aoK«4Wl»5iiiir .................................... 169
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(12)
About This Textbook — To the Student —
1. The Purpose of This Textbook
This textbook has been written to assist intermediate and advanced students of Japanese in practicing rapid reading of a variety of Japanese texts. Reading rapidly with accurate comprehension in another language is not easy; however, with effective step-by-step training, such goals are not unattainable. In daily life, situations that require quick reading for the extraction of relevant information far outnumber those that demand more intensive reading. You already possess these skills in your native language, and with varying degrees of self-consciousness, employ them whenever you encounter texts. But learning another language, as you know, brings new challenges. These essential skills must be acquired through conscious practice. This textbook is designed to develop your ability to read quickly and accurately by practicing different ways of reading best suited to your specific objectives and to the reading material at hand. The exercises have been designed to sharpen your skills of scanning and skimming, together with practice in prediction, anticipation, and deduction. Mastery of these techniques will increase the speed at which you read and significantly improve your reading comprehension.
The ultimate goals of practicing rapid reading with this textbook can be summarized as follows :
1} To develop the ability to extract required information quickly.
In order to become able to obtain desired information efficiently, you must train your scanning [information extraction) and skimming (getting the gist) skills.
2} To raise reading comprehension closer to that of a native speaker by developing natural reading skills. A smooth change from "language-oriented" reading to "content-oriented" reading should take place as you alter your reading tactics from "decoding" to those of "reading."
3) To develop your ability to read material in larger quantity and from a variety of fields.
You will encounter authentic unsimplified material on wide variety of topics.
4} To strengthen reading comprehension by emphasizing skills of prediction, anticipation, and deduction.
By training skills crucial to rapid reading, such as prediction, anticipation, and deduction, your overall reading strategies and abilities of Japanese will begin to approach those of your native language.
5/ To learn to enjoy reading in Japanese
This textbook encourages reading not just for the purpose of Japanese language acquisition but also to remind students of the pleasure of reading Japanese that comes with higher reading ability.
2. The Structure and Features of This Textbook
This textbook consists of three sections: Basic Techniques, Practical Exercises, and Challenging Texts. Each section has been designed so that there is a step-by-step progression in the difficulty of the readings. For each of the practice segments, the task has been clearly outlined. Always bearing in mind the specific purpose of an exercise will enable you to read more efficiently. Also, with each exercise, a standard allotted time has been specified. It is recommended that you try to complete both the reading and the accompanying questions within this time. This requirement is in place to prevent students from lapsing into the "close-reading" mode permitted when given too much time. Beginning with the first section, all sample readings have been selected for their potential usefulness in daily life situations; mastering them should have immediate practical value.
Section 1, Basic Techniques, consists of four segments. The first segment, "On Scanning and Skimming Techniques," introduces fundamental principles. The next two segments invite the student to practice the skills of scanning and skimming separately through a wide variety of reading exercises. In the final segment, "Tasks for Scanning and Skimming," students encounter an array of documents that demand versatile reading skills and an integration of what they have learned in the first three segments.
Section 2, Practical Exercises, though not divided precisely into segments, consists conceptually of two major components. Exercises 1-21 of the first part enforce techniques that were studied in Section 1 by
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guiding students through a series of readings of newspaper and magazine articles. Exercises 22-25 train students to articulate what they have just read through role playing and discussion-oriented exercises.
Section 3, Challenging Texts, consists of six readings ranging from one page to a full-length mystery short story, and is designed to make students consolidate what they have learned in prior sections. Exercises that involve writing, discussing, and solving problems drill students in the four basic language skills. The seemingly fantastic mystery stories were included for two reasons: those require no specific knowledge of social, historical, or political issues, and, because they are especially appropriate to the goal of inducing students to imagine while reading what will happen next.
The following is a list of kinds of tasks required by exercises. The exercises have, in principle, been prepared to target a single task.
• finding information • contextual guessing • "getting the gist"
• making inferences • restoring the sequence of sentences/paragraphs
• predicting • filling in gaps of information • identifying the topic/theme
• thinking of a title for an article • locating keywords • answering true/false questions
• identifying modifiers • answering content questions • locating errors
3. The Target Levels of This Textbook
This book is largely intended for advanced level learners of Japanese (the equivalent of at least 300 hours of college-level instruction). However, it is also applicable to Japanese children with extended experience abroad who can speak Japanese but lack training in reading comprehension. There are many exercises which could, with additional coaching, be accomplished by intermediate or even beginning students. Self-learners of any level can use this book at their own pace.
Though it is ideal for students to complete the readings and tasks within the allotted time, language levels and individual work patterns can sometimes cause students to exceed the limit. Some flexibility is required, and in those cases we recommend short extensions or the establishment of independent study periods. The suggested allotted times are not absolute strictures, but rather suggestions for a timing standard that prevents students from lapsing into the mode of "close reading " As long as individual students show improvements in their own reading speeds, individually tailored allotment times are admissible.
4. New Vocabulary and Kan/i Use
Since this book is intended to familiarize advanced learners with a variety of unsimplified authentic reading material, except for Section 1, Basic Techniques, we have made no effort to regulate content, kanji, and vocabulary. In selected cases, however, short vocabulary lists and phonetic readings for a few kanji have been provided. Kanji and vocabulary items expected to have been acquired already by advanced-level learners have been left untouched. Additionally, kanji and vocabulary that appear in readings but are not relevant to the comprehension of content or accomplishment of tasks have been left unannotated.
5. Using This Textbook
Begin from the first section. We have made efforts to include exercises that students will find amusing while they improve their skills of scanning and skimming Japanese. It is designed to let students enjoy solving problems within a short time period while simultaneously facilitating a natural acquisition of skills. Please read the explanation of purpose, significance, and effect of the exercises of each step before proceeding. Try to complete the reading and solve the problems within the allotted time designated in < > brackets. It is a natural tendency, if given extra time, to "over-read." If possible, use a timer and perform exercises within the time limitations.
After getting the knack of reading Japanese rapidly, move on to the Practical Exercises section. Here you will practice quickly retrieving information and the comprehension of main points by reading charts, graphs, and articles from newspapers and magazines Though the Japanese of these items has not been modified for language students, we have made every effort to furnish a variety of topics in relatively short passages to avoid boring or overwhelming the reader. Readings have been arranged in order of difficulty, but in this section random reading dictated by student interest is permissible. Relax and enjoy reading these authentic materials.
(14)
In the final section. Challenging Texts, we have assembled vignettes and short stories that encourage free use of skills practiced previously. Reading short stories differs from reading newspaper articles in that a superficial grasp of information is not enough to guarantee full understanding of content. Though at first glance, the relatively small number of kanji and the preponderance of dialogue make these readings appear simple, because short stories proceed under the assumption that the reader can understand unstated nuances of place and characters' emotions, they actually can be quite demanding. Even if there is some reliance on the provided vocabulary list, an ability to read at a speed comparable to a native speaker's will demonstrate genuine improvement in the student's reading comprehension.
6. Specific Advice
Please read and understand the following points before beginning reading drills. If you follow these points while practicing, you will avoid a great many fruitless errors and achieve a higher level of efficiency in your study of Japanese.
(1) Do not practice too much at any one time. In order to acquire reading ability in a steady, progressive way, the recommended maximum range of time to spend on an activity is 5 to 20 minutes. Tasks should be mastered one at a time.
(2) Do not skip any exercises in the Basic Techniques section; follow the sequence provided. Especially with the skimming exercises, the importance of following the directions and proceeding in the given order cannot be overemphasized.
(3) Use a stopwatch, clock, etc., to ensure the completion of reading within the allotted time.
(4) Understand fully the purpose of rapid reading required by the task at hand. (Reading for "the gist" and reading to "obtain information" employ different strategies of reading.)
(5) Do not let places that you do not understand bring your reading to a halt. Forge ahead, relying on your skills of prediction, anticipation, and deduction to support your reading comprehension.
(6) Read phrase to phrase rather than word to word. Scanning is more like seeing than reading; try to understand the meaning visually.
(7) Quickly identify keywords. (Keywords most often are in kanji, katakana, or numeric figures.)
(8) Pay special attention to sentence endings (because in Japanese grammatical affirmation, negation, and tense are indicated by sentence-ending hiragana suffixes).
(9) With articles that are accompanied by a vocabulary list, look over the new words before reading, and then try to anticipate the content of the exercise. Furthermore, anticipating developments as you read is especially important with fiction: differences between your predictions and the actual unfolding of the story is part of the fun.
(10) Though prediction and inference are important skills, be careful not to overuse them. Making inferences based solely on the surface meaning of words without considering sentence structure can ultimately impede upon the accurate comprehension of reading material.
Through steady and incremental practice, there should be, by the time you complete this text, significant improvement in your reading rate and reading comprehension. It is crucial that you do not attempt large amounts of reading at one time; rather, commit yourself to the habit of mastering reading exercises each time, one step at a time. Also, remember that no matter how fast you can read, without proper comprehension of content you are not really reading at all. Your goal at all times should not be speed for the sake of speed, but rather, rapid reading with accurate comprehension.
Your ability to read rapidly will improve your reading comprehension, enable you to browse a wide variety of texts, and increase your knowledge about Japan and the Japanese language. Aim for reading skills comparable to that of a native speaker, and ganbatte kudasai.
й НА. S С ® о Л
Basic Techniques
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On Scanning and Skimming Techniques
1. Scanning (Extracting Information)
— Obtaining the necessary information from a text as fast as possible
— Passing over irrelevant parts in order to extract required information efficiently
— Absorbing words by viewing them as pictures or symbols
Scanning skills are a prerequisite to daily life anywhere, and can be of great use to you in Japan. For example, are you able, in Japanese, to quickly look up a number in the Yellow Pages, use a timetable to check the departure time of a train, read a map, or decide what to order from a menu? Although such tasks are relatively simple in one's own language, they can take quite a bit of getting used to in another language, especially Japanese. When you know explicitly what you are looking for, there is no need to read an entire text from beginning to end. However, confronted by a Japanese text, it can be difficult to determine immediately what is and is not relevant to your purpose. By practicing the scanning skills offered in this textbook, you will learn how to extract quickly only the necessary information. Mastery of these skills will make your daily life in Japan much more convenient.
2. Skimming (Getting the Gist)
— Reading an entire text rapidly to achieve an approximate understanding
— Identifying keywords and passing over less crucial places
— Reading while employing skills of prediction, anticipation, and deduction
When reading short notices or articles in newspapers and magazines, we often like to grasp the general meaning without delving into the particulars that would require a more thorough reading. For this kind of comprehension, it is not essential to understand every single word and grammatical element; rather, an accurate general comprehension is sufficient. Most students of Japanese learn to read by a process of a painstaking examination of each word and phrase and the consideration of each grammatical element, that finally results in the comprehension of what is written. While this sort of intensive reading should not be neglected in learning any language, it is not applicable when the reader needs merely to understand the gist of a text. Moreover, since intensive reading takes so much time, it does not permit students to enjoy looking at a wide variety of material in a relatively short period.
Practicing the skills of skimming outlined in this textbook will enable students to read faster and read a wide range of topics with confidence. And, because prediction, anticipation, and deduction are three skills essential to successful reading comprehension, practicing reading and "gisting" skills under conditions where students must read and comprehend under time constraints, can, in turn, help improve overall reading comprehension. The goal of developing skimming skills, then, is not just for the sake of fostering an ability to read rapidly. Rather, it can also be a significant factor in the enhancement of students' overall reading comprehension.
5
3. Scanning and Skimming Simultaneously
— One-step cursory reading to extract required information and "get the gist"
When looking up a word in a dictionary, for instance, or deciding which section to go to by consulting a guidebook, one needs simultaneously to "get the gist" and extract relevant information. These skills are essential whenever we gather information from textual sources, including those that are accompanied by charts, graphs, or other graphics. These are daily situations that require the integrated use of scanning and skimming skills, so it is clear that training advanced students in these skills is crucial to developing effective reading abilities.
*****************************************************************************************
With reference to the above introduction, think about which skills are closely associated with reading the following types of texts:
book title and name of author bulletin board "you-are-here" area map map/pubic transportation route map movie review real estate advertisement graph and chart questionnaire street or traffic sign movie subtitles [newspaper) ads office directory of building address register
How did you do? Try to come up with other text types besides those mentioned above.
In Section 1, "Basic Techniques," you will do a wide range of exercises designed to strengthen the skills outlined above in 1 and 2, and integrate them as described in 3. In order to ensure the progressive development of your reading abilities, be sure to proceed in given sequence, without omitting any exercises.
Tasks for Scanning
□ STEP 1 £
S< Quickly Running One's Eyes over a Text
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The chart below contains numbers 1 to 34. Locate each number in ascending order. You have 30 seconds.
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I In mburg, Deutschcr Buchcrbund (1970)
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How did you do? Which number did you reach? The more words within your sight at one time, the faster you can read. Managing to locate the numbers in the above chart quickly does not guarantee that you can also read quickly, but we do know that reading speed decreases when one reads word by word. So try to broaden your sight, and extract information.
1 - П'ТЕР 1 7
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Locate the following 10 words in the passage below. In the parentheses next to each word write the number of the line where the word appears in the text. You have two minutes. When you are finished, please check your answers and think about the meaning of each word.
(1) ( ) ( ) ffiW
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(7) ( (8) ( ) Х + l ГЛ. Z L Г-) ) rinuffifl'l
(9) ( ) ..'ilk
(10) ( )
[fJS]
1 W6*i'-j*>
2 U7 + £<7Wi<±m#rWrt'£
3 Sti’tgUibfeffl'CSStX-r-C, «&6ii>oTint Si 'MW
4 fcl'UJftoTiSKj’-.M'rXfcl» ЙЬ1'1Й®^Ж'|'-<-ЭЛ>Ь-Л:К>СД<ЗкЬ'. Г
5 U-7 l'*s*S
6 t-5
i :2т®г.
□ STEP 2 (
Identifying the Topic
- msi-------------------------------------
Ф 7 vХИИ'О.H Mito bt 7»i«lt<CSP < 3 'Л
Try to come up with the common theme or topic for the words in each box. <3 minutes>
ffj : т —X Sf'lJ Цуй- у у н ф'-л. X4r- |-
ЙМГО I- Е” У ( ЯФ--У )
(1) ill-У л — Е — л — 7 fe Е — Л- JL —
ЙЙО I- Е“ У ( )
(2) WM Фй ->>Л'Ф-;и 7 к - > 7 < I-
ЛЖ> J t’y ? ( )
(3) Jft КЙ )|Ш1Ж в? Яф Ф «
*М0 1- Е" 7 У ( )
(4) ? Л®^
ДЙО 1- Е” -> •? ( )
(5) Е* - > 1-' Е У ЬУ> й-ж .11) L «, L я > « ф®
Й-И0 1- Е" 7 ? ( )
(6) йо sftf ЖЕ* J&h «Е* ®Е£
Д-Й0 1- Е 7 У ( )
(7) ff» Й W 1№ >йя ив t
O0HM ( )
1 + ГЕР 2 9
- OS2--------------------------------------------------
тГ -7 •? E-jTA-jTl'S-t A t Bcr>y;v-
РЕ7<’Ь^лт</гг1>. <8»>
Each box contains two different types of words. Divide the words into two groups A and B, and write the specific topic for each group. <8 mimutes>
« : a. /Ч^УУ b. Я^-7 с. H77 d. — e. п у -+b — 1' £ 4^ ;b У g. x P h. U ib 4 Я >b
УГГ —У A : a, c, f, g (;Of) У7Г-УВ : b,d,c,h
(1) а. Й b.<У^'У c.A d. f У # e. M f.ife g.M и. i.^M j.
v>v--j a : ( ) У;г-УВ : ( )
(2) a. МФ b. 1 с. d. -ч "j К e. Ш1ьЙ £ T > tf g. У 7 7- h Jl i. T U Л" j. ФЙ
A : ( ) {ОГ-/В: ( )
(3) a. inLffi b. c. W. d. ЙЙ е.4ф f. V g. feliH b. i. Ус j. k. 1. IU
УГГ--/А : ( ) У;г-Ув : ( )
(4) a.!®tt b. с. ЛЙ d.SS'Cft Г.-ЁгЙ g.lifi ^ h. i.btt
У7Г-7А : I ) ^•;Г-УВ : ( )
io si as »«jme
--------------------------------------------------------
INiai'KL — ИМ*-7КД5й(Ч®а< -эй»* •>**• »L
t < f г i' <з 4»
tn each box, there is a word which does not belong. Please find it. <3 minutess
® ( )
(4) SHKtt ЕЙ -t M fffi й«тЫ
S ( )
(5) iwffi О J - I-
® < )
(6) лй'й Jiasi'’ Ййй' Jr У'кй’
(
)
1 DSTEP2/3 11
35TEP 3 (
Contextual Guessing
^0X«4353l6‘frT-tA\ ЙГ? ®'ZOfiK5>Etf£0jL. ^т|пТ<Ш
•t ИИОПМШИ <(1 301Ф. (2) 15» (3) 2 5» (4 25»
The following notices have had all the hiragana removed. Only kanji and katakana words and numerals remain. Try to anticipate what each notice is about. <(1) 30 seconds, (2) 1 minute, (3) 2 minutes, (4) 2 minutes>
(1) BBS LI 1ЙЯЙ fr
9H# № I'K ВЖ bi ж
(2)
ЮН 1 LI (±МН) RWf-fn>fX L
tf |ВД ^p»l: 00-3:30 1,Т|'}а£
И» 10 f, Ф-±® 15-?, tts
—ffi 11>4ний¥ L(vl V-7U К
КЙ»й<9 8 Л 31II MIIL Л
71 Я Ж?,
(3) «ЖИЛ ВДЕ Ж|'ЙФ Вн
Т-1& 'bi$i f'f пй Ж
fftWHii® шя Я Ж ®
if» L. Ж MS ®йй +5> iW;
(4) ЕФМтИЖ -п₽ Wlffl 1 Н 1011 r-WBs^H ЙЙ
20 Е ДИ R
RffSfffi ЗРЛ ё пещь 'Ойо
ймй -a-H-rtrf fr -Sft<+W «гйШЗ'й^
-и# Й'ж й ЧЛ-5СЖ' Т Ф
12 SI 8В *ф:Ш1в
□ STEP 4
Scanning (Extracting Specific Information)
-ЛТ'Е-9-^n^Lt-t fft'budtfet) (i 2 TTITT М&П: £ L fcUttA' (tfINtt 25h ^7TtfLftoTi“<t№>T<ESU,
You are going to order a pizza with a friend. The budget is 2,000 yen. Discuss in pairs what you would like. You have two minutes.
*'J7iHV-7XA’>t)V
¥1,300 ¥2,500 ¥3,300
¥1,300 ¥2,400 ¥3,200
¥1,100 ¥2,200 ¥3,000
¥1,000 ¥2,000 ¥2.800
AV-eifDRY
¥000 ¥1,500 ¥2,400
¥900 ¥1,500 ¥2,400
¥1,300 ¥2,500 ¥3,500
¥1,100 ¥2,000 ¥2.800
ЛУ7*Л-73У#
77X5
¥1,000 ¥2,000 ¥3,000
¥1,000 ¥1,800 ¥2,700
¥1,000 ¥1,600 ¥2,500
¥1,000 ¥2,000 ¥2,800
। и
1Вш@ШНММ*
SPECIAL MEAL
►?УЛи-В].000ЯЫ.ЬКХ*'Ж».
(l) irXLti'L V :
(2) 7--T x:
(3) ЙЙ:
1 □; ГЕР 4 13
------------------------------------------------------------
Ш11«Ж'ФЗ£ Lfc Г-Wli -A3 TI,K'5l'-e»*%tMA'K*fcl'T+ lil'6l'3*tO&?l:£LT, il> ll$IHIi5fl-C+ (/'- Ш'Сбо4ПТ«/Л< ZfSl> )
You and three friends are at a Japanese restaurant. The budget is 3.000 yen per person for food and drinks. You want to order different dishes and share them. Discuss and decide what to order. You have five minutes. (If you have no partner, order for yourself J
(1)
(2) йлй:
м SI SB «ФВЖ®
----
-л-з-здмиь?yffifst-r '1’,;г}Л4-е«-<:ь*^г,й11И1:??л*г1' (ихi-7yror,ijij^±lfS^tt l-эп кОШЛ-«,*50) <257:
The following is a list of Japanese restaurants in New York City. Refer to the vocabulary list and answer the following questions. Answer the questions by writing the restaurant name(s) in the brackets.
<2 minutes>
UPTOWN WEST
m($) 1* A на « я /< Ж Я л 1 К Г) IS » и 99
ikl'-ta. Akathana (212)724-8666 2164 Broadway (bet 76 & 77th Sts) must L 8.00-14.00 D 11.00-20.00 Ж 72 о © АЕ DC МС VS D - О - Я-А 12.00-14.30 Я-* 17:30-23:00 А ± 17:30-23:30 В 17:30-20.30
& г (212)923-9425 4197 Broadway (bet 177 & 176th Sts) D 15.00-20.00 я 30 - О МС VS - - - - Л-В 17:30 22:30
Я 75 Bon 75 (212)724-1414 2140 Broadway (at 75th St) L 8.00-12.00 D 9.00-15.00 ж 75 - © АЕ МС VS - - о - Я -А 12.00-14:30 Я-А 1700-23:30 ± 13.00-24:00 В 13.-00-23:00
D/iigaku (212)749-8446 2893 Broadway (bet 112 & 113th Sts) m L 5.00-9.25 D 5.00-43.00 ж 50 - О АЕ - - о о Я -± 12:00-14:30 Я -± 17:00-22:45 Е 17:00-21:45
Я Don Гтрт Hout (212)877-4969 2018 Broadway (at 69th St) L 6.50-12.00 D 7.50-16.00 ж 59 - о АЕ МС VS - - о - Я-± 12:00-14:30 Я - ± 17X0-23:00 В 1600-23:00
Fujiyama-Mama (212)769-1144 467 Columbus Ave (bet B2& 83rd Sts) D 10.50 - 23.00 в 90 о © АЕ D - о - Я-* 1800-24:00 А*±. 18.00- 1:00 В 17 00-23:00
Lenge (212)799-9188 200 Columbus Ave (at 69th St) *>-7— b‘ L 6.50-8.50 D 8.00-26.00 ж 80 - © АЕ DC D О о - Я-± 12 00-24:00 В 13:00-23:00
p§ (212)799-0117 325 Amsterdam Ave (bet 75 & 76th Sts) D 10.50-18.00 ж 75 - © - © - о - Я-± 18.00-24:00 В 17:00-23:00
к R Osaka (212)866-8900 2584 Broadway (bet 97 & 98th Sts) L 6.50-8.00 D 9.00-14.00 ж 56 - © АЕ МС VS D - о о Я-± 12:00-15:00 В-* 17:00-24:00 А • ±. 17:00- 100
fj к Rikyu (212)799-7922 210 Columbus Ave (bet 69 & 70th Sts) L 5.00-9.00 D 8.00-12.00 ж 150 о © АЕ DC МС VS D О о о Я-А 12:00-15:00 Я-±. 17:00-23:30 В 12:30-23:30
У~-О£.У (212)767-1110 2444 Broadway (bet go & 91st Sts) 5.00-14.00 ж 36 - В-* 12:00-22.00 А-± 12:00-2300
(1) [
(2) [
(3) L
(4) 7 и->.y I-Л-? [
(5) JwMffili? [
(6) [
(7) ? I
] ] ]
] ] ] ]
4 Ж as
ЦтЧ 77 уУ^Т-IJ
r-J-3-$4EflJHtvo|.6j JUD
Г| |4 ЙЙ1 house special
MH price
РкЬ holiday
capacity reservation
1’ИЙ room with tatami
M none
В
1 - □! ГЕР 4 15
•914
] 1г*«й1Я(И£Л«
Wftii> <55»
You are thinking of buying Tokyo Furii Kippu [Tokyo Free Ticket] to do some sightseeing in Tokyo. Jot down important information in each of the brackets. <5 minutes>
(1ST
IT,
я i а з 4 5 0
7 8 9 10 11 U
El 2 3 4 5 6 7
8 9 ID 11 (12 13 14
15 16 17 16 19 20 21
22 23 24 25 26 27 28
29 30 31 ""** ,>
яй1фм>т. 6
в £ В OJ и Ж О Т C?IJ £ < t'$ I'
ХЛ 1.580R
se< mS'«w. ,]\д 790P3
?l' (¥вгюадй1ВЙЙ)
(1) ГЖЖ7 V-ёо-Sd
[ ]
(2) АЛ -A. T-fJt AO«-feStl'< ₽>Л' [ ]
(3) Mlfl H 1 IIITgo^Ro'Cttofc₽>, 1 П 2
[ ]
(4) f?Ui±\ 1 П 1
£S*' [ ]
(5) ZOg-j-Sli. [ ]
St ft ж Й
и1)'Ж streetcar 1 .1 RW JR lines
Й5Ия city bus ; to use
Й’>Й№ТМ city subway ; Kl>" and
НЙ subways operated ' -FH-ЁЙО valid for one day by the Teito Rapid Transit to get on and off
Authority ! to purchase
И1! 0 Ik S to scratch off 'ёд ЯзЯТ sales office
®<7f: stations, etc.
S to purchase
16 SI SB
•05-------------------------
] <г*й*ТЛЖ4:Д
SJIXD*Si> <5 5»
You arrive at Narita Airport and you are thinking of taking the Rimujin Basu [limousine bus] to Tokyo. Jot down important information in each of the brackets. <5 minutes>
RESERVATIONS/INFORMATION
• -WWF.1 $*«* 9:00—1800
03(3665)7220 )
• YC AT t • c.c-T'l ffl It.045(459) 4800
• *JIIW*TA-jM^WIIIi..0425(49)8104
045(751)1111
To
erp®i-h--ci-s«iiSiirr*'Giii.Jii»&a!«iu3-i®''
T'e^'-r-S-tjtzrx-o-rfcBiTo
в 111 m 1-11 • -C t • 4i • * т л- J: В г- ffl 111 n Hi frit. JUJ rfc-rA'^fclllU-ftb-c h’^t-o
•ЙЯ$»Л>Ь<75-«Я14^П^ЯТТ,
7L-5-yl'*>'SS®l-*njT SiaiStOxi-<7Ж8йЖп&гНН1:йЛ4Т
•iMSSWWUJiUESiTSilS^bWaTiZi-cAtS
Pfc №>.
гЖй/is й
•ЖЖ^(ллга-8!а)(-1'Л-йи#й*я/1ои*«<п«яа1ои*ес-1й1шт)ЯСГ15(Жя1т>^'0'
Жй?-7-<Х—— ¥?.400 БО» Т С А Т (ЙЙ5) ¥2.000 55Я Л К й Е ¥3.000 90Я
W № ¥2.700 ВОЯ ¥3.000 БОЯ S JII й Е 85Я
7KT/b-f-Xb£1 70Я SB S Й Е БОЯ ® tt Й Е ПОЯ
Й&6П$ЙЙ7>1/Л>Ь 75Я ВОЯ S й Е БОЯ
3? Й 5S И № 80Я 53 Е $ Й 75Я УСАТОЯ^КЯС) ¥3.500 90Я
i£Ei БОЯ Wj IS Й Е Б5Я ММ(Мг^П)21ЙЕ 90Я
85Я Я 8 й Е Б5Я £ III Й Е поя
т JL В й К в 70Я Ф Jfi Й Е Б5Я Й^Хи>ЯЛ5ьЛ/ ¥з.аоо 150Я
• *Ж#и:ЛСТЛ'»-7-ТйЖЛ1-4Е'.4Т
ТСАТ(«!Л>-т4-^7<г--;7^)/ЖжКЛЖ»И Йо(Л«1Ш J й1[)/9гйкОл ЕГ'*- |-т)/ЙИ 2Й1 :iffiH«nt'-)Z
YCAT(tSiigi-TfJ.7#-;-h'v)
trit: haemciBWiSKfiftfSfirfe.'fi® iHniT.
5»>х«хЛ>»^—JZrUi.vaX-t'fc’TS' h'St-o
1 ^=t=v=>^rom*ffie>n3TEP4 n
(1) ? [ ]
( 2 ) T С A 'I' ЙЙО Z t ? L ]
(3) E> ? [ ]
? [ ]
(4) *тИ-Я l'21S-c’»g-3Z.‘(Sl'< E> ? [ ]
(5) ? [ ]
(6 ) и АУ 2AXi>f'ft-i?S 503(SMI®H ? М»ФЛ' 6МНФ£ T ? [ ]
(7) эХ11ЙйЕА'Е>9 [ ]
(8) i-л-FitHrrioMimmim?
[ ]
(У) Я Ъ > ? — тНЙ >и^й?,й Л S t Z 6 (SM^'Plf (how many places) ?
[ ]
do) tsu. гхтид ? [ ]
E £ 4 *
S
airport
reservation
Ж-l^ information
MUI use
41Л И-^ *«•
Ф M f£ available throughout the year
4'4* not required
ЙЙ fare
ЛЛ adult
Н )й one way tax included
£H‘£ ft disabled
T ftli half price
К? ЦР pJr'iVlLV^y average driving time ОЛ only
Центральная городская m библиотека имени B.B.M.ni
f’
1Э102.У t. .
18 3SI8B
] <3 4h;
The following is an advertisement for a day tour. Jot down important information in each of the brackets. <3 minutes>
?>лу*>ДЦВ/1ВИ№ [NY01/02]
3-^c.
&?JP>£U£0UL-t*£-tl7ba‘o
ЯЙШГ, Ь-э<и«©ЙЛ&ййигТЙС'в Jte $ В В SB
14 £ В ¥В8йт*е ЛА$40 7ffi$32 ЙЯЯШ
I ВЙЛ ЛА $75 ?m$65 №№
i в8йл ^иврезоя num етзга if Pfi в ~д.-а-^ • tJi/b>ipgct-
И&ЙИИ®] Йц (54ТВИЮ
тй№ в ааГСч
ft*. и/хт-гй&а^хи-т*, т>/\чл^л-h aUffiBSAW\ *Я£(*1ёИШ!М)
ЖгУа-И/
7Йц80ЙОЯ t Jh Г >^Л7РШЙо
□ у^-• t < AX • Д S’XP/-^U “ у
i> - tlzyrz/V-zK-Z^WA • ^e^Z^Ti—7LffiZ / т и- • > ^(ts)z е ftGwri в«йй©^лу-> д*н;-н>-#-Нтж^и»*эд*ля. *еня ^т. tjb ь- >7h-r;P'4)zsw?eixx h7>)zi>7 н РЛ-г-Ь-к^КТЯх
AZ/bC7ifJ5’>^ffiffiZ5Sig(*^0>JHi8fpTm ёТ^«4053ОЯЧй tJbb>*5JP£ijao
ФПМтАМ В 2%
(1) ГЛ'1; A®fct?O-IISB>toW4 [ ]
(2) ЛЛ -Л*Л0ГОГ-Н«ШОШг [ ]
(3) *ВП-^Ю;УГЩВД [ ]
(4) Eln-xoji)r®li$lii] [ ]
(5) '(МОТИ [ 1
(6) ШЙЖ/Гг [ ]
(7) иАгоадж [ ]
(8) у-ei п - го ft ь a t x 6 [ ]
M cost of sightseeing
&j!hl infant
ЖН free of charge
Ш rV meeting
Лг'ДчЦг1н| total time
Пу-'riA. 'U 1
W ^feP'IrA1 cost breakdown
Д'» 56 departure
и . <
I' 4i to get off a bus
T completed
jj й’’ arrival
1 - at ГЕР 4 19
I 5 V4^ V'*5&V — 9 Ji .1 R (Japan Railways) ОйНЭД^ (timetable) <Б h Й (C5JloT o 5 h III!Я * v - ? T -r < ft <’ft 0 v - ? li £К Ш £ ЖТТ L j: d Л' Л: <h Zi & №T& |AT'^iLj;d (iOFrWi, ^ОЖ^80^^^^<Я^^ЙОпй^^ТТо) <35>:
The following symbols (1)~(14) are used in the JR, or Japan Railways, timetables. Take a guess at what each symbol stands for. Connect each symbol with the correct word (a ~ n). (This is a pre-reading activity for Exercise 8 on the following page.) <3 minutes>
(1) tiU a. JOW i 9fi ji t b (8) ♦OfsBiiS)
(2) IS tri c, yy—>'ft fite d. V ') — У Ф- • )n/EB (9) <©,
(3) Й e. f. (10)
(4) g. h. Е"л.у7х (11)
(5) и i. j, гт-г’НМ (12)
(6) b к. 'и1Ч(3,ЁЙ; 1. (13) @
(7) Czj m. ВКОЗШЖ П. (14) iS:
* is. ML Si
ЭД & special express
ЭД'Н train
.*«•4 -j
,c?> Cf express
& ’) — У ‘|i. first class compartment
(ЙЧС private compartment reserved seat
I Sui 4' sleeping car
' a dining
[ 1йппЙЭДФ- seasonal special train
a double-decker train
1 Ж Ж pass a station
I platform
го 991вв ааджи
•»В8
. А Л-Zil*-/, L - <t> Л -1 И Г -5 е Л. t> J 5
<зя>
The following are a timetable and a price list for the Shinkansen [the Bullet Train). Fill in the requested information below. <3 minutes>
<рш?>
'№
Ш1
62101
01103
1Ж
619
1057
iB №,
1158
Й»
» * ЕЙ
ffl Ц1| tff fr ®« ta in a я s
та ” ш 305 ~ “
oihi
0*5
1027
io a
1114
В
146
1221
1242
1242
1259
1251
1228
1525
l<
12Я
Я 23
1106
1120
1112
1128
1206
1220
1114
1129
1554
1412
1422
1443
907
1300
1301
____14491613
1532 1441
1550 Г 16001504
1400
1401
<8-
1008
1010
1056
1 58
1046
1047
1355
1554
1412
1422
1445 J
1251
1252
1055
1056
1512
1313
1512
1515
1001
1004
1023j
1037 L
1054
1111
1124
1001
1015
1034
1052
1104
1106
112C
1136
1139
120211053
1101
1105
1146
1147
1204
<1£ 814|® В 50
ill Ж ig
MW ж жя »r № ift «
«** «мв» *
Ж
11059 1041 1057 c/tf
1049
1101
1113
1116
1130 .
11491157
1 1 1202 . 12151159 1225 12 1251 1304
107
0 |0Й
11011 11161
1129
1142
1 1156
12171
1200
12161201
1233 1
1247 1
1259
1311
1325
15371
1338 i
1353
1415
14311
14321
1450 , 15001404
1521'
1228
1300
1501
1340
134t
1425
1 04
1054
1149
1153
1015
1017
10211] ica
1053
1054 1110
11001107
1149
1153
1221
1222
10591106
1028
1029
1047
1101
1102
1122
1124
1159
1051
1052
1052
1054
1129 1110
1151
1147 1
1112
1126
1149
1141 L. „
1155 1205
1212
1220
1221
1256
1237
1244
a#
5 h'-
1228
1229
1318
1342
1339
1520
1321
5?
1424
1431
1550
1406
1406
1450
1159
1141
1157
и
bsil
1001
1012 10
1038
1039 1101 11131
1134 1152
1204
1206 1220 1238 1239
1302
1304
1135 1149
1203 1216
1216 1230
1249
1250 1302
1315
1335 1351 1405
1.-C1 1 12161 1229 1242
1243
1256 13171
ie i 1335
4 1 1400 1411
1425 1437 1
Plot 1455 1515 15311
&1Ж
1328
»
£ Д Ж"
4» »«
W _>»
•W
V
i - эдтер 4 2?
<m^>
’ЙЙИ «Ж я
28.8 Йг«Ш
83.9 6 ЕВ®
Ю4.6 йь m
120.7
146.2 8гЖ±
180.2 й? ГЙ
229.3 Ш «I
257.1 № К
293.6 Й Й
336.3
396.3 вдя
445.9 * ®
513.6
552.6 »гЛ1К
480
___840
1,450
2,190
1,890
2,190
2,210
2,190
2,520
2,920
3,260
2,920
3,890
3,760
4,310
3,760
4,940
3,760
5.460
4,490
6,090
4,490
6,300
4,490
7.140
4.920
7.980
5,240
8,510
5,240
S««
1,280
2,190
1,620
2,190
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rai-'itaj 4>я*1йй!& [ ] клгллйзо <эя->
The following is the table of contents of an encyclopedia called Chiezoo [Wisdom Storehouse]. Answer the questions below. <5 minutes>
(1) Й^С-зихМ^гЬИ fft'WT (afield) ? [ ]
(2) h' й‘< Л-эй» t ? [ ]
(3) [ ]
(4) ЕКт о Wfic-oi 'ТЯ^тЫ > inks-у ? [ ]
a g ж й e i Im > м i§ л на t - T' в I й я ё ?w t
£
J
1217
1282
£ я
1135 i
1216
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957
1134
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956
1218 958 474 70
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14--------------------------------------------------
il' £< -JIWS <k? U*SШ)ЙОоМЙГ. ЙЙЖ(±г, 0 £-ttA.)
The following is a chart of kanji radicals. Use it correctly to locate a kanji to fill in each blank square. (This is a pre-reading exercise for Exercise 16, and there is no time limit.)
1 - OUTER 4 33
ЙШJ X fj}
ЖМЯ^/т^Р^+P^’J
i
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6V3^m\ *> rt >» $~aW
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l »ЙГ?W№tО!(йt Г,Xl'6-4- жt ,'!ёII! L* г l' (ICgS'li, -ЙТЛ® 14 & t i
ti-C^€>t/-5ito) <54»
The following is part of kanji dictionary index organized by radicals. You are to look up kanji (1)~(12) in the dictionary. Referring to the chart given in Exercise 14, find the radical for each kanji, then check the index to look up the page number for each radical. (Complete Exercise 14 prior to Exercise 15.)
<5 minutes>
(fEWmOW X«3)
(1) in r ] -
(2) [ ] •
(3) tt Г ] - у
( 4 ) 'ц! [ ] -
(5) Й [ ] •
(6) Й [ ]
(7) ill! [ ]
(8) ® [ 1
( 9 ) y( [ ] •
(10) ® [ ] 'X —
(11) z [ ] у
(12) Я [ ] у
ТЕР 4 35
•3016
M5 < ОЛО -кит-Г atzо &*ч- У t trtfm 31 й III bfc
2И, <25»
The following is part of kanji dictionary index organized by on-kun readings of kanji. Select the page number for each word (1(6) and write the number in each of the brackets and the kanji for each word. <2 minutes>
Я«Е0В«йлТ ДЛ8ЙГОЯ?
S. $>
462 763 763 96 342 626 809 809 366 163 94 797 346 616 400 202 370 81
$> s> s>
$> $>
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M st f S < < Й Й
$>
&
$>
$>
$>
® ti ft fa Я ВЯ Й U ЗД ВЯ t# < -Ь ВЯ # ВЯ # И Вй Й
548 435 396 824 465 462 205 63S 462 462 426 426 60 462 763 462 763 339 466 824
$> $> $> зь & &
S>
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& & &>
W £.«? »; ла .Я. W Л № * -Ь И $ ВЯ ВЯ М $ ВЯ
S>
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S.
S>
&
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2
я в£ & & 4 а да м < ;т fl fi ts а
548 469 548 469 548 469 548 63 114 106 263 S66 527 495 816 816 20! 20! 459 201
$>$>$>&
&
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ж ш я. ж ж « м й » й w ж в. s si s м st >а
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i i t i t
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V V V
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Tasks for Skimming
I STEP 5 Й;*Х1Г Extended Sentential Units
а ЗТ-14й;ЛХй)С0фК>Г,и"1» (noun modifier) £Й< H-W48fl$ CX&t Lid
FteAMJ О о0й«1:й»ТЯ5йТВй<, flWWtA
ЯН"! A'C'T (ШТ iul#. A Dictionary of Basic Japanese Grammar, 1986) c В ^ifS k.
fI.Шv>ад9or. $<r^t?l&&$№к т z Wot®
гт
ШШЖ $< .ти/ьГ,
The purpose of Step 5 is to practice how to identify what modifies a noun within an extended sentential unit. An extended sentential unit is a cohesive unit of what modifies and what is modified (Makino & Tsutsui, A Dictionary of Basic Japanese Grammar, t986). Unlike English, in Japanese the modifier precedes the modified. Therefore, it is very easy to misread a sentence especially when rapid reading. Practicing to identify sentence structure quickly, then, is a must for rapid reading and accurate reading comprehension.
Example: Read the following sentences and underline, as in the example, the part of the sentence which modifies the noun in boldface.
i) goo HAoferozLjtc
2) II* о frit v Ж{ U ttMmiafti!) Adi: l fc <o z* £ i' Z',
3) to»: u 7 »i: & а в Ач >a e e* fc и d r, m~c A £ v H » l fc ft fc IM fc ?,'(ftn t-cti-ыч^я£. treв5i"iw<-&cfo-1 lai'a t&-ra° wii*i№mt.
аюйс fc-Z'if-ca r^La
1'»Л'|ЗД;Л-Л№^*а'<<®ъ&1'Т-. r.<o (3) tlrdup'i'rif^^LZcto-e-j-
Й0Й1»&1ИЙ L-C ^X < £ £ I'
In terms of content, the passage below is identical to passage (3); however, it is written as far as possible without modifier clauses. Compare and contrast how sentence structures differ in these passages.
3') Rro^LlitlWZH'a E'E’tHd^nrjT? ?|:*a E EliA£o|]<l'T, EtfliAOAd&S^-ra
t^at, <ь-с®>юАга^тйАт<а„ *
Z'lf-C E'ElJMTttA J: -jtwezi'e
2- = П^ТЕР 5 37
---------------------------------------
?»Л8 й г V >
(1) < 1 -Я->
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(2) <1-5»
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(3) <15»
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(4 ) < 1 5»
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(5) <25»
El*Otf МГ«АЙ11'7 B*i* « 6Ф.£tifcftAflst о ? iW. AWt
ЙГ Wtt'xia&Siftrfi <sST\ 11ф:А* WAT-i Г-«гор»:-Й№ AJSliS^ LT €
6 72>\ А^Ж/vTie-jZzZh^ssiiTZi AlWHroiwe.
KI*, |iWrhl:*«^-5T-", -S, «f!SLTA5ifctL5l>4'tLMp.
38 Slffi
□ STEP 6 (
Identifying Keywords
0ISftl:iS. WHEN=l>-9. WHERE=fZT. WH0=7£A*’/WHAT=*l=*<, WHAT= Й1-&, WHY=*-tf. HOW=fOItdi:L*0Zi>/*oZrra*\ ГОб-УИЙЖЛ’^г-^-I* t J; X.
The ability to identify keywords within a text is essential to rapid reading. Here are six key questions that will help you to identify keywords in newspaper articles: when, where, who, what, why, and how?
151: 1995» 1 Л17НТМ5И$465» 701йда ii„ 5ЕЛ 6 f-AW h. ®1ША
ОИЙгойЙГ, Л&рЙЙГСЖ*&< LfcAtt»7jAC©»4
(1) I'-Q ( 1995^1 М 1711'РЙП 5 Hi-46'» )
(2) азт- ( инт )
(3) *|ГХ>5*-э* ( №ЙЛ!Й^А )
(4) ( 5Е«6ТАИ И. и*Л1Ж77Л )
|------------------------------------------------------------------
KW-9-K£BS|l|L*3l' <35»
Read the following passage and jot down keywords. <3 minutes>
1 П й -yAL
(1) ( )
(2) rn ( )
(3) n^-x- ( )
(4) ( )
(5) *<?•? ( )
(6) £9teoitfr ( )
2-7+5>7'С6Й4-1ОП. ТЕР 6 39
•Ш12------------------------------------------------
^OXS-КЛТ, I'W-I- K^,l}glBL*Sl' <3»>
ел.:’ । is «а емо*<те я. илгзд*
WftX^OJUft LT, Wi:»<«$'LA№nun^» JjWU^«LT^Afr-«roAttB
К (59)#, 1994Ф-ЙО7-13В, X5x-T>7#f;-«L
fc. ЙПЛШгН 10117 I-•7 4'*ЛАТ?ТЪЛ5С W$tt7 О'Я«х-ГУ9П-| (й 9 Г 5 rfAfl'J). Н*Д(ФЖО7—sibX'WSWi, 1968«РО»Ш®ВЛК1гй^ ЛИ В *АГО 7 —иь-йзда, ЙЙ^ГОЙййШ ШД> 6®ЛТ 8 ЛНТ-* S,
(«НЯМ 1994^ 10 я 14 HI
(1) £Л# (
(2) 1>-9 (
(3) (
(4) г? L* (
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ЯСОХ^КЛЧ?, №Зг-7-E&iWK.lfeillL&SV' < 4 5»
7 7 >J Л ПТ I- 7 У #TM#nXl>«»26|ii|Hffi3t') к~^т 7 У У
гой₽тЯ7 7'1ь^?ййиАе з--д'д^го4 >? ftWtt rfi-STfi^^isax
О AI >J г ХЙПТ)£ L /г„ Ц&.П ЙИ1±*Й<* 4: < И «Ой d'TU-1 « Ъ* 0 ,
НФФ&ЙЯЙё-НАо
(1) /с'Л# ( )
(2) И-9 ( )
(з) гзт ( )
(4) *|Г^г5 L/C ( )
(5) *Ate-9* ( )
ttAw ।
(6) гл*юй#*-з* (
40 ЖI® ЯАШШ
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ЖлйЛйА-?. Т(сф-7-<5»>
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7-HHX. Y У КО^<0®Ы'А«йЧ НЖОАдК»,
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fco. ййгаит^$1+5<ь-э7^- T-v-v-^romobfl^iCwitxos
UraSRH/IWt.'f IIH27H -»]
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(3) 4|:£ (
) )
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A4J|O4'WU5 L*'/»oZ: п'ф'н/, t гй'6 к 14 < W#l, Ш iTeffifeuMt/L* '& ф', ЙН1ЙТШ/Л+4<Й:-эХ1'§7;И:‘> + УОВ|'|'|Й^А45«И, |5Л.ХЙ1₽.-й, AW№ KtSi^Lfc. 4flSA£ tWAfc*\
1* Y-УО»ГЙ1У 7 9 y»(i, 77>*X7di&1i-ftoji&ro£fMAoV£itiM;. гетйё-Л й < p; i k i.Kvt.sis - iv»4'. i л is п (-яад
(1) ( )
(2)
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(5) (
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ааюф-ч гтьтшяв, ог1'Ф1+г^'й1'*й'₽>;Л4-iftHroT-(«^DJji+/hlzc ^ш5ьz±?rflvjzb<xR>»i«-5^^«a®Mia5S<xKr-%iXA. ffl^*>i±ffl^№rosifesi+Ti>« r* 4-1,, I'J niOi£<S
£fc, 4.» -a>HtteroT-Bfc%€jWU^tt£&AoT0«S:№4®< . Sfili
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(5) 434-3* (
(2) го-э (
(4 ) £-5 L* (
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st. tp-sfcroiwr.ftS-ei- t35*s, ^tiuiiKS*s*oX.
л'1) иФ1Ш/ъ£?|£й0тй&&*'ить£и. u^sfc-3*:ro-e. Г**. tbs. tbs]
(SHIES’ ГЙЬ' Ei-’ETJ (Ji<iW)J:ti [raWfraten-IUHIfa-Г «• I- 5 5 I WKJ)
(1) it-Uxtf (
(2) I'-5 (
(3) (
(4) (
(5) *«Ж>**> (
) ) )
(6) 4гГ^,Т-з4:/|> (
(7) КЙ (ffiro^ft) T-li (
(8) й£ё'«.‘*зЙтвФг'Ж (
42 SI86 («Я
□STEP 7 Q 5Z. * Restoring the Sequence Sentences
-V-К&Й< W.-Plt, tA»D-miWWDDmtLD
In Step 7, practice placing sentences in correct order. The point of this exercise is to determine the I keywords which indicate the correct order of sentences.
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2- as ГЕР 7/8 45
2STEP &
Answering True/ False Questions
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Step 8 includes a reading passage and true/false questions about content. We will test whether or not rapid reading interferes with accuracy of comprehension.
When rapid reading, one tends to pay too much attention to the meaning of each word, and therefore achieves only an "idiosyncratic" understanding of the text. One might mistakenly feel that nothing more remains to be understood after comprehending the keywords. However, in order to comprehend the text with accuracy, it is crucial also to pay attention to inflectional endings and word relations within and between sentences. Such grammatical elements are often indicated in hiragana. So when performing the exercises in Step 8, pay close attention to both keywords and grammatical elements written in hiragana.
-•$®1-----------------------------------------------------------
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Contextual guessing is one of the most valuable strategies a student can master for rapid reading. By predicting content as you read, you can increase your reading speed as well as develop your reading comprehension skills. Step 9 includes practicing contextual anticipation on a simple sentence level. Since the point of the exercise is to predict what comes next in the text, it is important that you not return to | earlier parts of the text.
— •»--------------------------------------------------------------
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One reads something in order to broaden one's knowledge and understand: 1) the theme or topic of the text, 2) general ideas of the text, and 3) the "gist," or the main idea. In order to ascertain these three points quickly, one must take two things into consideration: 4) the background of the text, and 5) the author's ideological position. Although 4) and 5) are implicit, they are often not very difficult to identify. Accurate understanding of 4) and 5) can help broader comprehension in terms of 1), 2I and 3). The point of Step 10 is to practice ascertaining the five points listed above quickly and accurately. Be careful not to get tied down with details. Instead, focus on ascertaining only the five points.
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The following is a table of contents from a Japanese dictionary. Look up (1) through (8) in the dictionary. Determine the page numbers. Note: some of the listed topics can be looked up in different parts of the dictionary. <2 minutes>
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The following is a section of a Japanese dictionary. Fill in the requested information below. <5 minutes>
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Skim the following travel guide for Kanazawa in Ishikawa Prefecture and answer the questions. <5 minutes>
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Now you should be ready to read newspaper and magazine articles as well as essays, and extract from them important information. There are several kinds of tasks for each text that follows. Complete them in order. Some of the texts may be difficult, and even if you do not completely understand the text, use strategies learned in Section 1 to make inferences as you read. Pay attention to the suggested reading time for each text. Try to grasp only the main points as quickly as possible. Avoiding too much attention to trivial details that would prevent you from comprehending the text as a whole.
<1.
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3> tf a t I 0 l Й f t fr ft r 4 fr It !> fr *’ z' ffi -, * !> v fr fr 4 It L Ф 1? в i- 0 i- a » ® 0 S i L - Ё b< -C T И 'r ? c > vi Ъ r) и н йс г. 7 )V 4*
<7ZF/ia« ftVlii"§ to utilize 9 7JU Т Д real time |ЗД to play (a video) picture Hlfei" to show л' e>^ j®® screen 5 to be attached 5 to diversify
• s « ж fa Л:,1' while not at home Ш11 program ЙОЗ^Ь repeatedly 5 to record a TV program 5 to save subject ftbri'S to present V7U^-S)|t§ to circle Й S investigation НфПЯ45£ broadcast hour plural 9 з? > remote control Й|£Л' interesting littJlrix 5 to add Ж diffusion rate 5 to reach
(1) iW:Wi^«WS8Wii'<?bf) £-fr*>» -fnawc-r*’
(2) zWIifVtSWIiSWrt.
(3) Ж® t tOS®WWftt№, т u nmiiWJ; 5 ГЙЪ® £ ctzfr.
(4) ZOiEW^-f HV$O<rStL:t6, filft
a. ezJtttWI b. tft«EfrfP№0/j c. 44401^4081 -h
<4. ^кжл^&тауг^
Predicting Follow-up Content
:©Гч!181Q ‘ - —
Й^кйм-ий!йьй:<кэк.
I't. 5fcM!iAT<fcSl‘ <S5>>
*3M ЬЛ-й'б, £M£Z. SA'o (Гй?7'>!1. tfrSIMUffll-lift**
-е-Ло)
АиЮКНШЬТ. *6-?VER-effljK$-ffioT7X Ч
AOBtHalS-tslwHS-^oXo^ *<оф-г-, ВяЫн^ттМДОс, « x<iaiivc*6t.
(I'llV^i' master of ceremonie (emcee) й£Й-€д seems to be fluent)
(1) ЗСК1Жй‘Й^бПбггТ51ГР8 6#'
ь.
(Й quality)
MliiTt Ьвд*йЙ<ЙИТа®Ь-П'5ГО/с„ Н*Л(ЛЯ-№'!<=Йи-&1'>й',
J'HkKi/b L 3: T i &OZj tii'i'tii S LZi'L, bfl(±kA/T-t&l'Rfl®t'Z;.
^Tl'SWhTtt.
(Tuufc vutgarspeech bHi53)7-b to misunderstand awkward
to speak correctly *Р$й ; $t!3L4:V')
(2) г<Л₽>Л5*'
a. ttS/u, indfsiCL't^aaT/bzy J iAi:iii<bi'5
b. % £ Ь & < ®-ГЮ(±^/г<:1Й| Г Л LI'
c. Rji'ti>-r, eti-et&w
Ugt*‘V'k> agreeable needless to say)
4. S3
ZП Z t (iHEIАй' H Affi£ Lчt £ © ’ t Л h.(fX < bi'5. #1 'Я-И AtWtO*
t Ltl'SOar««t^A&< t*l'i5,
Tl>t, №Й t -?П* О Г Я Л 5 Ai!lnJ 0 31 S-i-frlf, (впСО&У1 unrefined ilr.fifr’о I ) proudly ©£4kcharm fiiA status)
(3) XCfom<i«i5M«'
а. H Z T-f Aft МЖ^ИСЛ *©*• t АЙ^ЙЬЛ S T* 5 d
b. -5 TWSЙ’* o-ClH7 c. ш>с^тгйШМ«э.
(Л1& dignity of character regarded suspiciously 1ЙЙ? misunderstanding)
Нй(±ЛГвЧОЙ*/£о aА*ИLMtS4’KJ;<t0A®-f tS>A(f.
йж<^кжчйеь^'ш-сг,. га*
J a L,, SfiOrtSOfiiWtU I’^Stl'd €©
(ЙА base ШЖМ reliability
(4) ;Arf©Xz>«< t#x.₽,ASZ>>„
a. -f O^UE’SOnJ^ii, n 5 n.-'r-v з >4t5®K®L*m5£57«
b. fO7LPEH0n)^<tt, £>£ Oftf£L<*l»H*0-f У-хё-ТУ U*A(r^A
с. -гю?иЕ'О0й^(±. гШ*«®0ййч<т-7У иЛА(:1ч>Й®^4Л*/£5
(fifi L < *t' : &< *v> flfil impression)
(5) Vi6A!Д1 'Al'Ssm (conclusion) (ifl/coitOA'
а. Й#1*Л1И0«**0Т\ »ДйЙй®№<:й«5-^1±АИй=
b. <Й1±ЛЩ0Д**ОТ, »JITAffl04x-->B»S-o-riut-5„
c. SJ6iiAffl0»**0T. <i. «*Т4<ТМч^б. 1 ;i;*
ЙЯ1 '-f й % A t L A S d in 4 >o
94 Ш110! ЖИЖ
:©Ft§SI 20- — - - =
й?.^<й'ф;-лй^4 i'T. 56^.)S/vT-<*'5l' <5»>
Г+^fSJ
(УЛ-УЕТ n-^ftj £ l> [яггоьига-ежий l /.hW-J (MS))
fcKtndt. йА/еШ&КЛЗ. Л-
future &ийс^» to be apt to think)
(i)
a. *£Т'12/с< S/u»tOAS«fco-rLSdil>d^t
с. л^й^ж-МгоЛБ,
(1®jn) tendency)
ШЙЪ₽>8ЫглП>< 5Т4*5. ;OffiC^h*Zi4'5*'t't9, Ж£Й><'6®Й12Ш,
т LZrtSiiW
IW(i I ^£б?Л!, 6WW
(Й Ь '&f J Geti unchanging ЙЬ) conflict t® C 6 : Ы)' b ft?- S 1W passion)
(2) #|гНО£>Ж<
a. t’A-ifA^fc^XV'So
b.
c.
(V>oi.nU I-ff/c-ff/c)
FM+5«^. t A'< НЛ‘<ЪгЛ'С1>т^1ЕИЛ1<1?г n й?СЙЪ6*
К t(ifnfZ>>, ^йФ:йтгЬ5„
(W Bi-4 : ян ь-ся-ь жк : иго
(з) л<=и<т'йой1е1±гпй'.
b. -fOiKIR. S
c. V(±0. <OtOZis«b-9fcZt^5§li-5Zi5do
4. SS
21 -г -....—
ЙПЧ«Л*Й1К <8»>
ГЙИ4:Й1 киш rwrw.1 («ins») х в i-«aj)
Й, A, g. t
(1) Г 0 >СШ<: <i t’ А* 3 h €> ПТ t'S t f'1'.jt й S Й>-
а. ЖЙ0ЙА#
Ь. тй0&ГЯ+5^.«Й
с. ^^ШЯФКЯЖй>Sй>t ид г h
(ЙЛЛ ability of comprehension)
ftiliootli, ;*0±?*fc£L3PaWi£>O£-f, «SkJ, Wri'TSM^It fcA^ibiLfc. *0n*i'®g=cffi^nx*tTt. »-u(±WHT>*tjtL*0 kt «ала, ?-)t -^oiwiRoг-этп-й£ufc„ ил>иж1:»^тйЛ:Ж<±. щоед л‘--эи*-,Т1^^Ь1:|±;>-7г:5йл!'->*'*1и;д^-тс/сс -fz-e-foAlii/c, А® ЙЧ=(=€ д г £ L/г
(.dfOM a bird's nest v*o^-9 :-ё'Л-й'Л)
(2) ь#ле>пгл>,
а. ,ВЛ’0Р®К^Ф*<
b. *(±WZ>i<S'*<&oTltS^tr, c. ^OA^A^ZzSI'lO#
ШГЯо/гйДй, 0РО®0Й^-Г1>ёЮиЯй!О1'Т, £П»<6А'&р£Ш&ЯТО!*%, A fcfctffW®:ttS-9T;ii>-9fc, tfdOT-t„ roia-MSAtd/^t-rnif,
(3) ^(:t'®scz)!fet< ь«Ае>пзл-<,
а. 30Д<±, FMt*|g>i’*Ptl'-5ZtT-i-
b. 0Н0&0МоХ1>30(=Яй!т>й,
с. ^0Д(±, 0ot--.o0K3J»-Ct*i>*’. ras>4; .-э®|хвц*втё a ti>d t T-tv
(l-Hl^lfe maternal instinct IX Bl! distinction)
96 ЯII об ЙЕЯЙ
(4) £К£Лй1Ш>ЗДК t^i^iLS*'.
а. Я-ИОЙ-f 6 Ы>Л»И
Ь. ЙйЧЙ^Ъй'^ИтЙсЭД
с. НЫХ-ЙйтЛДЮвРёВД-эйЛОЙ
((4)вхе; - кай®
K±Ofc&(±, fcZioizU'^ai-^t-tfAz*4 ДЧ>^££*£(гШ>'ЪЛ>§*>Ь6£1>9|Я
ЕВ(±*а>йй>tst> l 51 'MfBti-o-c, -miWfl/M'fc*n>бn5*Жй<Иг*-? xi>iT„
<Lx-to^oiKSSr-ftb-exsS^xAt-tt, ,U»ast . st-. st . rat -4 Wt .. l'4tS<'COiXOS«RW?XSS 4;тХТ От SXib*ttX'+*!, <#ll± fia’Affla’i’S =t ? a,
L .t/v И *
(K^ experiment #ult: result)
(5) t#^r,^§*>c.
a. SmSitW45tl^jjWtt.
b. & «• St #. 5 Д й« И X «. iKl < * I > t О т Ш X"i-„
с. tZ>'>Xg«»X(±*< . fcZ50XKX, fct^lfst LOBMA’T-g
51 о т jgttX-T.
fc-f*. A. K*t’afc0LX«,5t*t^Z;tt0^05&5S«4-?T*oX0ti- -?Л5О«Ж
S5I=, ^5t^>/«>-2-|:fcl'LXtT*fc^Zi«gSU±<9ti-t. £5(i -*>6S£T’<D St«r.
(ЭД®Г judgment)
(6) JithWit^G, ^Л'Жп*оКЙ1±Яй>о а. ^ак)^-у/«уу-а, ®$кт}ф-е—Жилину b eWa/h^oSt^raliBOA'X-g^^eoT, 8®ftgli8:Ptl>-5TJ:l>.
с. ЙЙ»й>*<Э Ago&^SX'StAS Й t«!X« S X t^*‘T^to
concept; general idea)
<5.
Reading Newspaper Headlines
ГгйЮИЩ L -7 E 7 < » «• ИТ, L tT-
FWffiLJ (±. ЯсЙЛ!И1а«ф!:*«Яда^л4гЛ'г7Л'ЖЙ«^г(:,
*+ □>Е»ЯтИюмл,|Ц; ЯЖьа’Я£й»+з*>«-а<Sec
WfrsmatLowefr, масл^йсдащюйшьючжс-э^ти'нс-^лт-*^
£ L «к d о
Practice anticipating the content of newspaper articles from their headlines. One usually determines whether or not to read a given article simply by looking at the headlines. Some training is required to appreciate the headline style of Japanese newspapers, so be sure to read newspaper headline characteristics before starting.
98 SIISB ЯЙШ
[ЙМГОЯЖЬГОЙЙ]
Bigger font sizes are used for more important news.
2. ды-^ййм, 'й’алйй
Particles, auxiliary verbs and predicates are generally omitted.
(ffl) ГНФ^Ф¥4: mWTSSltt'Si'J
\1ЕТУп'/7Л ЗЯАюЯЖЖ ffS'j
t-3 % lit ftt’irx »n L.
Word order is often inverted and verbs often omitted.
(1Я) Fft/fcffiAfe
ГЗЙ5Й’ HSMtJ
4.
Fixed expressions are often used.
(W)
L»Lt7 йГл 6-Й1»йЧМ>< I' fc< rwffl г»а»*йе>^1
'7f?7-+f'-
5.
Present tense is commonly used for past and future events.
«я) reMfewoj гИЫ&я>5Et>6-ri
6. F~^J Tl'ii’XJ ГИ<1
Г И 9
The particle e, end words such as iyo iyo and chikaku are used to indicate futurity.
(M)
5. 99
7. ^Л>£1>
Words describing conditions are often implicitly current situation.
l/ьК 4iu>-5iaA.t:A. *>
(»'!) ГЙ8Й JlWSMJ fA‘4?£
*р.97©МЙ«ЯЙЫг!±, 1 -7©e©1^jW‘H6tii+*'<
: 4>W«U* #ПШНИ1Ю
100 SIISB ЙЙМ
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+ ф; 5J Ы & йг + и у & Э ён^ з
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( ) -J. ( ) -Э ( ) ^р ( ) _э ( ) ^q ( ) ^В
<£ I > H£#4Y:1(
HITfW I Ч -й'24-!п8!': f q -s-6 ◄ fr4‘W
BS38g SBIIS zoi
5. 703
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d.
(»ЫЖИ/1996«₽ 11Я6В)
104
f< ettc straws rMS£l50<4gn--OEJ 9®Wfl?4> №«S азйз? ,ш-н о—aawssHsod» ^^нгй!
П^Э4ЖАЙ>111~>-ЕЭЙЕ
(Й?7с$гМ/1995<₽кЯ21 В)
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(M^fPS,'1995 $)0Л 10 H)
<6.
Reading the Personal-advice Column
: О KJ Я 23 1 ' =
► '«—bl : йВИ«Дя ^77ffiLfji'. ПИИ(г®Л.*51', <ft55b>
LTtZu*7 b''<-fX4tsmT«<fSll
Ф
f S m и i н f a
a ® 7 Й ° к i 1
$? Ж future
vocational school
to decide on taking an entrance exam
diploma society feel anxious or insecure *ft$5 medical paperwork
to make up one's mind it&JMiS to do one's best ЙШ academic grades 5ВЛ junior college
to act on impulse
|U|i"d society (HF
Ifw^T to encourage
IО
3 7 ®
л* ш ж Xa
a. WaJWoMfi1:
ъллп»
b. w : (Я/&)
c.
d. И?¥#!:Мй«г:^ :
e. К'И X .
106 SII8B М
IS
Е? И fe? 3 ' £
13 л?
0 & ПИ £
&
&
*: °
<И. 'Т Ь л 5 й»
& ® Лс йг ' X й? 5 ? и е> а & Ж Я П $Й Ж D
Й Ж Ъ ta It -Ут -Г £
И 2 Ж И5
= fg
И © Ж № г я 4 иг i ё
а. WWcoiR^:
ь. W: (^/&)
с. lz /г I' d Ь :
d. :
е. МЮТК/Чя:
й^д1Го retire
Ч‘-^. pension
ID ftiJ Фz^ junior high school under the old school system
^Prij academic career
M' culture
}S-£ £ Although it's late ~
KcJ^i politics
(iiiM economics
law
iViiN&MM readers'column fi'iW'f' S to respect
MlJtT1! without criticism 1W Л judgment
A PJtlf guidebook
Y
a.
IC3 >7"lz-y 7, it
23ЙЙЙЙ.« l < xtm Bza'
ft и
V' z> jex
b. W: (Я/jfc)
с. '1ЙЛТЧ >3 z. t :
d. :
e. S>ts.tc<D7 ЮИ 7. :
£
4-Ж =s
Йл’Ич 'Ziai * short/talI з У 7 U 7 Я inferiority complex
JL у if X appearance be good at
Я height
to be blessed with
to recognize people
H-ffi expression iE 1Й honesty ШЫ' vexing Л4 one's life
е. W7
religion
4? barrier
4 Alft
₽T £ to visit a shrine
Й.ЙЭ A pretending not to see
(§Ll' kind
fiat? to worry
'АЖ parents' home
* <<
whole family
to join the faith
believer
at the beginning
value
to aim for
0Й ^jAt? to become deeply involved in
to last
АЙ married couple
{tkA|dl4: unrelated individuals
to take a more resolute attitude
toward (it)
£:££>#<£££ to be unable to bear the situation any longer
a. :
b. W: (Я/Л)
й> «'<
с. :
d- 1йА/ТО5 t ’
е. 7. :
106 SII8B М
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Challenging Texts
Section 3 contains the final stage of rapid reading exercises. How have you done so far? Has it become easier to read quickly and to understand texts accurately? In this chapter, you will read a collection of short stories and a novella. With newspaper articles, magazine articles, and essays, the knowledge and common sense you bring to the texts help comprehension enormously. However, unlike newspaper articles, it is much more difficult to make inferences when reading fiction. Relative simplicity of diction and structures does not guarantee that the text is easily comprehensible. This section includes five short stories and a novella, each of which we hope you find entertaining and suspenseful.
The stories were chosen to provide the reader with excitement in anticipation of what will comes next. In the beginning, some help will be provided; however, you are expected to read independently as soon as possible, so it is very important to follow the order and the instructions given. You should feel you have improved your reading skills tremendously by the time you finish the final piece. Ganbatte kudasai!!
» 7 #1»
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The first reading is a short story entitled Yuukai [Abduction] by Shin'ichi Hoshi. The text is presented in four parts. Prior to reading, check each word in the vocabulary list and go through the content questions in order to anticipate what you are about to read. Then read the story, recording how long it took you to read each part. Answers to the content questions should be discussed with the rest of the class.
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2. —Ьу'З-Ь Г# "J № A J (Little Вокко)
ЖЖ- П r*'v3*,^AJ T"t <1«1|в> ~,i> LT,
яЛ«ЙК>Г< £Sl>. |ШИ1в!£^(:?ЕА.ГИ1'(}£1+А.. 4:Х»4-Э0Н-
/<- 1'Л!ЙЬёГЬСЙие®|:й>й>-з*ВЗД^*ёА^г, •?0ЙЦ-&0ЙКИИ(:+<*Л z.-C<££l'„ -е^гЛ>5, &Cgtf£A&*5KaATU<fr£*A*-effiL-frl>tLj:;5. Next, read Bokko-chan [My Sweet Вокко] by Shin'ichi Hoshi. This time, prior to reading, study the vocabulary list without looking at the content questions. The text is presented in four parts. After reading each part, record how long it took you to read it, and then answer the content questions. Before moving on to the next part, try to anticipate how the story will develop.
К s 4 Ш Й
Alffo# artificial
3=A a beautiful woman haughty
pastime; hobby
й 'jc й Д tools for one's business
№-5Й’ a drunk
hobby
UAt«>
<E2 very realistic
Z)‘f> olST empty
to reveal a defect
0^9 to get drunk
curt
frW signal
Zp £> Zn 9 to tease
to give a wry smile
L'jf’Zpfr to squat
~f 9 7 -j 7 plastic tube
ЕШ to collect
L-^Znl^LZr steady; solid; stable fc-tMi flattery
йЬКйИ not to lose control of oneself
young man
& If 5 to be infatuated with his bills have piled up
ВДР payment
UH" to kill < ro > > packet of medicine to treat
5 to drink a toast to
{S'!* to drink up
ЙЙЛ5 to cease
122 Ж III 8В
PART 1
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PARTS
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PART 4
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a. ^4:1'-зЬЛ;ВФ-зТЬ^-зг(:„
b. Wt l'-з L J: (=?EAt'L t„
с. -ЭЛИТ, ;AOA2i!S5LWC< Sra^ft-3-n'Zio
(16)
% SV' X?
3. УЭ-Ь'/а-Ь (Му Favorite Watch)
ж» жел^«#|;ь*й«б. Д1лл>б®»^т' MUift
Af> С4и. ЩПЧ^Л1:^тй1м+^-&л :i2i>
The next reading is Aiyoo no Tokei [My Favorite Watch] by Shin'ichi Hoshi. Refer to the vocabulary list as you read the text. Answer the content questions only after completing the reading. <12 minutes>
3. S/3-h$/3-b 727
в
&<? ЛИТ to wipe
i: t habit
ft » r g,Q L **tf 6
to whisper to
'*£Й1ЙК : 11 regularly
$iJt ’. t checkup
Ho to become inaccurate
nW! : НШ time
a time signal
§ to fall down
128 SIII8B WM
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(1) t'A£)®uW£Ot-n%
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b. Wai&AW^LX, tXfcgtXl'Stl'd^i&abXl'S,
с. ВДШ>В5*:В.
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b. tXt*W*#/EX\ *<Xtt*C*l»tO0 с. ЙйЯГй^всЩ-ГйОо
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a. KKCffiff ^'I'Jl’.^-ltS fctec
b. WLXLt^**'?>„
c. /'•XZisfi^TShl'-5-i-X^7y^xraH**>€>I,
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b. 9'>^-oj;9UE4-r5i»ah
с. йЯсо ЕЛв'^ймг г: t й’х-g а<к ? *^нй*в$ак
4. Ьуа— Ь FTURSzJ (Insomnia)
1Яг-о Г4«Й <ifj®*¥as>4-*#cL*Zi!e., a-b 1 «•йШ'бйй
m*Mbofc5i-<,<=rt«KrauSiX< fiio. 8itt, X
4 У bfc'fM< it. ШЙШЙЬобб, /«- I- 2^»ЛХ’< £214
The reading that follows is Fuminshoo [Insomnia] by Shin'ichi Hoshi. The text is divided into two parts. Refer to the vocabulary list as you read Part 1; after you have completed reading, answer the content questions. Your answers should be simple and cover only the important points. Move on to Part 2 only after completing the questions to Part 1.
£
tc Ж ss
Л.
ЗЖЙ? insomnia tiv fixiA worry
accident
%)) effort
*fc*
<* Л S to be wide awake МЯт restroom
UjE&Tc* to be unable to sleep at all
F. 7 to employ
our company if'lu circumstance Eft; one's own home a night guard
S to employ
fejRK 0 doze |гШ colleagues
4'® unnecessary 2 /•<
S to go home to lend
ТйШЙ financial
housing expense ЖЙ rent
ЖМЙ commuting expense —I/' a glass of liquor expenses
FHn monthly salary
S to be tardy ~at the time of to take into consideration
НТЛ <5 to save l'o 9 I- at all
'fctfe’t* S to recover completely W £ Л й i» cannot control
llhtiH treatment
effect
Л-Л Z
Ж1 & b S very stubborn hopeless
to'cfcS last resort
ЙЛ import
expensive
(ЖйЕ guarantee
payment t> ,-ci
to be equal to
Й Й injection
§ to turn upside down
iso ^iiias «ж
PARTI
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45
40
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4. J's—Ь 133
PART 2
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complaint
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ЧЯ for a while
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5. УЗ ЬХЬ—V—Г’74'7'крУ^?'Г>'-7-—J (Му Valentine's Day)
- ') -ёЙАЛ? At L Л 7 PTSItStb)
L < & ъ t -ал,л^, '-eattna®* lt at < t* s i >„
<iC»l:H- b 1 $3*. .*<:/<- b 2^.tJttA, £И*1\Ша5;Ьй-э
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ЕЙ6Л- Ь®№ИВД^ШДЙ^5Е13ЯТВ1'«^-еАо
This is a relatively long short story. The content is fairly easy, so try to read without consulting the vocabulary list. First read Part 1 and answer the content questions. Then move on to Part 2. Continue to read Part 2 as long as you understand the content fairly well. If you begin to have trouble, study the vocabulary list for Part 1, reread Parts 1 and 2 before continuing on to Part 3. If you do not understand Part 3 very well, go over the Part 2 vocabulary list and then reread Parts 2 and 3 before moving on to Part 4, etc. Please refrain from looking at the vocabulary list or questions for parts you have yet to read.
PART 1
<5#>
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I * CD fr
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h 1 - |*|^ЯИ>
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II- M :
fiii Pt fij shopping district г x—> r
Kyoko (a female name}
S walk at a quick pace Hj corner
ГШ a candy store
] IU|-A;' to shout
) Я
136 Slllffi ȣ
<л- h 2 •
(1) ПЖйО-экйЮЯЬ....J
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Я 4 * И
A- b2 :
Ю£ Natsue (a female name)
31Ъ <S proverb
fc 1Л и end
1ft £ to select
PARTS
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S to send о di"5 to confess Й Ж future $Mi~ 5 to expect
traffic lights
ЬЩ heart-shaped и» > ~ WBI ten pieces
£ A "young lady"
Ж cheek
ЖЙФЖ crosswalk
PART 4 =
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to shudder with cold
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tz bb%> to hung over the area
T^A. top
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PART 7
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to look for
6. fetezJ4Ei# (Visitor)
в&йМЛЙЙО 11>?Й&'й5£u>-> LW Li •?« 'tzVl-tr 6^>£M'
4JH-ЬЛ’ЙЬЙ ГЬ1:Й#Оедх.4<Л4>!Ц. «e0MtLTMW-7-C<£SI>. !>.t'«': />-ЬВ30Я«|А||:йЛ5 Sili, у < >ФЧ > ЬЙНЙИЦ1<:^< -t Л>*
«Я&^ЖКЯ&Яйй’&ая'АтХ Ш p.
This short story, Raihoosha [Visitor], was written by Takashi Atoda. The text is divided into six parts and each part is further divided into roughly five paragraphs. At the end of each part, answer the corresponding content questions and anticipate what follows. If all goes well, keep on reading. Each part is to be finished within 30 minutes. Your answers should be simple and cover only the important points. Since the text is rather demanding, you may refer to the vocabulary list while you read.
PART 1 - - - -. - - =...=.. =- - - =
<з«я-> f ® 15 10
6. Fx^J 745
Ф 4 A doorbell
n.feS to ring
ЯШ L headline
RWNHT- kidnapping
L ’pX'S to suck a thumb to doze
(2) ф S&Dic middle-aged woman (around 40's and 50's)
5 to observe
М» С.-П4
П a daughter from a wealthy family
(3) Ш ferl"5 to give birth to
SUB A
a maid; woman who engaged in odd jobs
A РлЛЙТ hospital patient
НЙ51' helper; attendant
ЙН&ФЩй progress after childbirth not good; not favorable
ЖсЕ < frank and openhearted personality
IftiijiJ particularly
to serve well pregnant woman to be dependable
T- bi16 fc-tt 5 to give trouble to; to be
bothersome
( ) ft
146 £||IS ш
(6) L izfiyjiD 5 to offer reluctantly to sleep bedroom
L -э Zn Z> to be steady; strong
£ t £ 6 especially Й
xlCO-trl' one's imagination
ZLZzfoS to adhere; to be particular about
2) |‘и1Й high fever
newborn
real mother; biological mother
Й1ЭД & Й, S to take care of
a sense of superiority
<C 'f’H <5 to be lodged deeply
the person concerned unconscious
not comfortable
М'ЛЙО to stoop deeply; to bend forward deeply
baby's sleeping face
Й,“ЭЙ5 to stare at
to be irritated
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uncanny
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Ы' pushy
IttdSftf £ person who likes to do things for others
AOl4 £ A good-natured middle-aged
woman
lower class
to show equal to
to happen again and again
to touch a nerve; to irritate
soon
6. 9йЭД'ЛйЙ M7
W d to employ
5 A to confide; to let someone know
3HO purpose; aim
to decline
ЯОШк. economically; financially
blessed
k’l1 maid fax = 4ЛПЛ.АТ «•
. A# AG A parents and a child
(without any outsiders)
4ШЙА5 to refuse
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Ъ 0 rate; frequency
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6. fciSU'lS rjH&SJ 149
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6. JWKSl ГЖ8б<1 153
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6. етичя гжтj 155
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privilege
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occupation as a house
maid
to change jobs
atmosphere
wage
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It l «1-0
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to dandle
156 £111В ЯЖЖ
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(1) Я£Ь±?гЬ*й>1>
(2) 4-frfcd t LTOSMCSSL-C,
(3) ^®0tltaS4-LTl'SRW^M*^5, Й?11±гЛ*«^Лс-7Л:й'о
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(6) KfflfwWlWijm: 11 ©ffliiwyffiiiH 7
(7) ЖИтРйгЗ Ь7ЙгГ.1г5Л'1'*®г*й>-рЛ©й
(8) t, ffiliHf L-ClVc*-.
6. r«!JSJ 157
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people's business
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О £ £ £ □ to hang around
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to look displeased
business
weird @ f. fi true character
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to feel uneasiness
Ь to overstay one's welcome to have chills
to fight against
158 Slllffi «Я
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<5'ЙТ-П back door; kitchen door
Й 6 ti-S to be broken
ИтЙ nap
£ if 3 ti' to doze
ЙЛ-S to fall asleep
fc*? -5 &•? £) fearfully; trembling in fear
ДО L & It to push open
6 feSlJlgj FSIfiej 159
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W'l question; doubt cannot be solved to visit someone's house
B=HiJ a point of time ffit o to employ
not to be able to understand
д^1й1ИФ kidnapping frij < 4
to become gloomy
£ 2 Л1 not possibly a . if _ >
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ltd c$ Я £ ft < to strain one's ears
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QL £ Ъ 6>fH!lOrr this bank (of a river)
clothes; costume
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opposite bank (of a river)
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noisy
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to throw г/> г
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trick
160 SIH® SM
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6. 161
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police detective
Й1Й A -6 to stare fixedly; to gaze at uneasiness x
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162 SII18B МЯ
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