Shin kanzen master n3 choukai

ln this manner, attention wiil be focused on the words expressing what should be done, that is, on words that denote an instruction or request, and on whether or not the opposite party h

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@2012 by Nakamura Kaori, Fukushima Sachi, and Tomomatsu Etsuko

All rights reserved No part of this publication may be reproduced, stored in a

retrieval system or transmitted in any form or by any means, electronic, mechanical,

photocopying, recording, or otherwise, without the prior written permission of thePublisher

t* uotE

EA #HEtil,mi* l9B4 4r,:.95* : /c EA-#AEffi t L /r v.Ao EIA

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.r I-UOA i l:6( i,r tv.ix *tvt '>f't*tt">tI btLa j i i;.* t D/corr4grr

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fi

Bti r,r;L- L D Tt.t:L * t /Ji: i,l,ii 6i,tr,.

* t * q obA nfrh'6{&*HF+Har tBF*rs DAffi*HXD l1tr-6'\3h'&4Z6ffiE("rti,l:(LS/"lj1,.iiVn'Z{ijlj?8i

f" E+REti*ffiEHfiEi.#r'?r<t,,( ffiiril>A$oLX+fittOb Oh\b D *T" *Wa

ifr,$ffrl* PfiflEa;Etl:frHgnrb q *-r.

The problem is to listen carefully and pick up the requests, instructions and suggestions ofa coherent conversation or spoken

state-ment and to think u,hat should be done On the problem sheet, the choices are shou,n in written form or as illustrations In the actual

examination there rvill be an exercise before the problem is presented.

fr,+wtrilr,hfr-Fti6, ffiEffiffii44ii:,e-tstrt,riE>F +Ezr i3i!4^H,ruE!A+, yt)W*lff'fr\+fiJ{'HLttA"

^, tr |rlv UJ r I- *r& rf/wtr,\ ti?afr urel/ d i*/d &la ,t<t!r &E

E*:a* a I 7 Zf * q fr& *r'ff #fl)H{ffi l;.: r,,, f ffi L -C rr r * T " X O ry& [* * f,fEI t L

ts iJ ttci'/r q *.tLfi'"

ftffi##L LftI i it, 6E =(OffiH:e,tW,#.2 L:e 6 6!,,*f*.6_ HffiL(

tatrg *ila,& ? ("i;f ,<, Et( ( ffE vr"

i*r,., gxH,ro i* g t e>D t z b.fi[Jrr,, L)rf ,,"

Z.Z.- ? I*sE x -> L*t*,, i; ( l,rf)? 4) i qLH8 &!, L" igi,dl#{ffii*},Fffi

H firy*.W.* f.fEJA t & lf*tlf & b * t l"*'.

\,tLi->fctA rf ('i:S:( Etl'Ct LEo(\,r*r- ++i* ri*\.,rt tE:<f-n'zrl:m

HL t#Etrfa;i** t e>oLa4faii("r,,v, (i,)I tfE;18L(\,r6l)( zrt]J$i.<*f

aA X i i: tfimtrl&ffifsD-f A-\ts: t azl-{.fi*'p m+rrlE|c.:L <\!\At D i i'i:

E.c.* L * T.

Since the question says r * f' (first)1, one should think about what is done at the beginning The teacher has said rFfiHrJf E ( rr )

/3Lr (themanuscriptisnotreadyyet)1 and tf ('i:*-:(.-Eii< laoitfirstandletmeseeit)l.Asthestudentsays rtrj;r (yes).1, agreeing to the teacher's instructions, and then asks rE 3 Ef O i* * t e> A L a 5 fl il(" t, t, (i,) (ts it okay to only rewrite

the conclusion?)1, the correct answer is 2.

ln this manner, attention wiil be focused on the words expressing what should be done, that is, on words that denote an instruction or

request, and on whether or not the opposite party has given its consent to the instruction or request.

t€Fl+fiIlr"*f'(En^)", tfiUlfrWtullf{EgiIHf]ffi"Eft9.l&ttA? "Zl)frleiil,tt"F{Hrl<"8(!,/ar,,(ffi

+trit5fi)"ztr, ix,"-r ('r:P:( Eri(({6gtq, qfrTh+\E)", ++w$i{"iiv,({Tffi)", t,ri'ffl+*

*z,t)fr*1ffi-^,WtrI.H"gEtr, oii * Lba L zfa\-e\,,f , (7):) (ffi#tr,H.r6trt*[r]E5E[g? )" fr'rlTffi

* t * D ab6ifrrt'6 Hr',lJ?T-l: t i ,f,4 > lxff.o<H3Hx6FfiE("3-" H*So

,trfisElnt ;e"q- oa++t,/e Dl:-rv,,<HFfien* T" *Vi.o;=t,$fttl* FfiEEarBtl:frFH

fitb D *.'{ "

The problel-r is to listen carefully and to narrou.down the question asked to the key point(s) ofa coherent conversation or spoken statement The questions asketl are about the reasons and purpose ofthe event and the f-eelings ofthe speaker ln the actual examina- tion there will be an exercise before the problem is presented.

rrti4uEfitAH-tiEld, +tsl',Jn',J*,F,?ffirt+, AEI6EE+,lSrfrFI'r,HB1 HB!, eE-4FEEi-trifr-[B!4tr ffi

EE E! rf fE tr il.e.* 5 +E I',1 ru d ffi Je ffi 'H.A " E { A i{ F',J Bf 14' Et E A E- - E Fl flE "

l.3r.," ?abt FfitrHftfttF,< (/43\,,, FftfuE+

F',lEHf;Eo I h' 6 4 O+h,6 E6 I t,, { O &-2 z

@FEEfiElr

,,& 5rl';r':,,f,*4 tr'f,itt L" ffiffib,.:r?a"

ol':.::: :oi: i'}j::i1'.' i.

Ha^rt\ffi.ll*tcfttl trr,.EHa )E+FE{a+rrr,0 rc4a99" tT tvrs4 l- I ii tr,rr,,,

( : FdEE/r v, ) I t E ->'C r., r 6 O (')Et.,, * f " | 3l* t t | frh' -> ( iX L \,, : ( fE * ti- ( /c ) I t

:- a k i r,c 15rtri;H< ( AiEfllffi t ltr D.* * /c t*lEJ u^.e.*ffi4;E*l:i|e': L < ?

ttt:-> v,<,,=ETA2s;ivr/c v, : t (HEffir'AEHlr,) tZ Z*.-f "

Using the choices as hints for suggesting the reasons why the man cannot go to the drinking parfy should be considered His r 7 )V

u\4 F (part-timejob)t isnottheanswer,ashesays rr.r1,r 1:ffiffi/g\rrnoproblemlt.Hethensays tffii,-l-6i*Lr,r:(*E*

?t- ( t ) (t have been asked to look after)t | 7H @) (my elder sister's child)1 , thus the correct answer is 2 The person who tfi

i#alfiE{E>ti:l: ( (is going to a friend's wedding party)l is his elder sister and rt,.:6 /a 6lE*i1ff4 teLtit) t (always has the weekend off, bur [:4Ei*fFa-e i* /r t,, this weekend is not off])l is his elder brother.

ln this manner, attention will be focused on the same words being in the choices or the words that have the same meaning as the choices and one should consider what the person talking about this really wants to say (answering in the affirmative or negative).

B-W**4&frfifrd, tlffiffiH+H+T.ffi*EEiHBlHtr" frifr"7tv,s4 1- (+TI)"tr2{fiii,"v.v.(:FEFE

/r!)) (6#rlij)", trrttBUflFW frrn"T{*", trmifi,iE"Gi''r(itLr,,:<*F*?'t-(/c) U\X+t*ffi,VWIffi1', +)", BiHiiftrIzft.EffiE#-" )frrfr"tscEotrt''tBfri.fT < (*4JEflEX.ffirBnL)"E{HrLilfiih, "t,,-r{:/r6)E*

tJtt b ts L ti tt t ( : +E ii fF a <" i* & t ) (B+ E Z<rI,lE ) " EB + / fifl,<trtTt h, #[EJ U #F lh.

HLEJ-[,, {fii8+ffi8, xfTEH+UI[fr!5i&lI++ElEtrl+Er{4.c,*,8+EEH!**fia\9.ffirFBlEts.c.*, #H

.c.*ili i8 u\x{ [L F! AE ( E € E jI EA E )

iliil i €/-tLr lr iirr L\t L' L i,i,ii

* t * qobAifiXffitr,( A{6t L(E\,,/:\z,J ttr;fifLoffitrtZZAFfiE("9-.

Ii?Et' I, lJ/" +:l,ljt, *i lr/-Lt'.

t[Ao;-fr,$Ar i* FfiEEoBt i: fFBirA D * 9-.

The problem is to listen carefully to a coherent conversation or spoken statement and to consider il,hat the conversation or the

spo-ken statement as a whole is saying and u,hat the intentions ofthe persons speaking are In the actual examination there will be an

exercise before the problem is presented.

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firUrtl(oAfr#L<urtt*

*', :,ffiffiOffi& &'ic.,,,ffiffi <,,t *:,?Etr:,ft - L,i*6,0, *'-tt,i,*,", ?/-,/Jm:EfP.i'>,

.:.:i., ::.' ']::h'x't},,.r.0e'.*l-Lr

: :r,) (.,i*>CIF ry,fr,* d#BtrL.E L -x'i " .,fr>,* Xi*,, ffiffi ,{ Lr 6 & tr E r*iJl3 fu.

,,;,' S !'fr:: L i ", *i&S i, ,:.&'D *s L,,i -:' L i**:.CI:t-'a; ffitJt'o6<,8:i L; t?t

ffi$A-4 i:ff" H/e f6'E-E('.r LfitXtL<, ZO jJ*ffi.(,t, B6Ei/

ra'fiE/l L*L j i: tE:(zrL(v'6ffiFEi* rHFL<L* (i)r tEi:rftrT: u,

( "ri.C)P0fittsD<- 2rtli$Z<'f " rB=#ff&,L'O+("Eir a t & r{Ai:-E(': tt

t LtL< z oth)J t+R < I t iis D )|o[il'o-r.

aO l i l: AfA LL-Clal|,;_->v.<ffiL(t,,6i,F ;=f;T oHEIi:79,=.*L *f.

Sincethetopicthatisindicatedbysaying rafiEy'| L* L j, (letmeintroduce)1 isabout tt*i-t l)( ""i'OFDf (some

usetul methods)l that are useful when one is rH$F L ( L X ( i ) (ail tensed up)-l, the correct answer is 2 rRilff t,L'O +f= i

(expressinggatitudeinone'sheart)tandt{6i:-E(->L)lt)'-tt< ZA'fA)1Affi( (tensingyourbodyandthenrelaxing

it)t are examples of these methods.

In this manner, attention will be focused on what the conversation or the spoken statement as a whole is saying and what the tions ofthe persons speaking are.

inten-in&ifi+, ifi,ifiu\U":"#E/r L*L* i G\*h*.X+4-T)"+l\fiififfiE"RtFL<L*(i)(Fgtr)"EIBf{E

Eifi,Bi9t)"ff"{6r:*g \"'> Lht)'.tt<, ?o'&ht+k< G.lt+Hgr&tr*, *tr'frnl1nfi*)" Afftrtutfrr1+

ill*ffi'RlrtrtEtx"

H tE L, 4E.s.:+tsffi Hftifr B! ifr E&ifi,if; / ffi H tr .

Eil^z

Z A L\t tB iJ t: ll dt/ l)1,1t.r b l* b n,ii\ +jrtl\ f\ 6ur

[*& F,tsht 6 Z 0) )'.ot-wtbt:i->< IEffitr\tiEi:A a +#ifrt4 Z 6 F{Err- t&*EL

3 r n' {, t u:,tf }" :i: $ntr- *i tuLr,h,

The problem is to consider the utterances that flt the situations and circumstances from the standpoint ofthe person concerned rvhile

looking at the illustration The ansrvers will be expressions denoting a request or asking for permission There rvill be an exercise

belbre the problem is presented.

E.t 4ifr H! Etfiff Hiq A filEE

aOFfiE1" it 2-XF,tsh\rrH.WAffirr( ( fl4v FD 6

I h, t> 3 A+h,6 ffi 6 I r.,, do Are t Z t, L< ( /:.E r,,"

L ( ) A^t;lnl & Er,, * J i."

@-F1ffifiElr

{ jfi;EEBX<'t#t+a1i.Efl ( r tE:(\,,6o< #ffiaLt:FD 6 L (-) arA (;Ef

X) l:ggfit**.2*t 2 i*;f;T[h:i#.1< ix L\,, tfE{lEu,F<" {tifltSr,,*f I

i*#rXrr;+rla*o 6=.\, h, 3 i*ffirAriffi+f aA\,,fict "

: o k, l: {XifitrthffitWffiV< ztu.Aa *rni_)EC* T fitLaWlFttTtfr,

i.F b Alf'fi<[fr.bfuAW * = /ctIE i:il.a* L * f

Since the explanation of the situational context says r$ffiA)]:ffi ( (ast< the office clerk)1, the office clerk explains to the

per-sons marked with an arrow (the person speaking) the way in which the form should be completed Choice 2 fits the situation because

it gives the way of asking for an explanation to the person asking Choice 1 gives the way in which the person speaking asks for mission and choice 3 the way in which the person speaking makes a suggestion.

per-In this manner, the fltting expression is selected on a proper understanding ofthe circumstance and the situation Attention should be

given to the expression that explains whose action it is and the fixed expression used in the given circumstance.

ffiffi+fr*rtffiFEf , iil,il1 "4tr*a^i.ffi ( (iEl{fr@/.E)", HITBU+Uffiifi,ifr/\F! H B'lEiLr]4/\E&ffi

ffi*Flu\(i{ifiul)(ffi6-)EtaE, frifrztr,e#-fii6r&Blttsifr, EHTB-'IFrR" rtrIl+zriEifi,,lfrrF5[

,l' tr! lrl H, r&4 3 tzrii,ifi ,,l P!ei!, fl 6 i6 ffi tis '-.'ttrF.

Biggffi*mrfiBffiif,ififfiR, *frt+qzfEHE!*tsi;t 4iLc.*fUB[&frifrtl#-iLfrrt+' Arcffi+lfr.EtE'

HF"i #8 .feffi 6 \,, J -r /a ertdr,i iofu\,'r.i$ f (" i: < nrE" "t E zT {4 z

"

This problem is to think about the most suitable way of ansrvering immediately after hearing a shofi sentence which may be a

ques-tion, repoft, or greeting In the actual examination there will be an exercise belbre the problem is presented.

(1) ;=f;g,,trrtr 6tcd>i.;ftra* e>a*fr<, 3 rrzi'Li.ai E+rr-.

(2) | ts L? t t v i *eexw,*fF "2 < ItrH a H ! ) ( \/ ) a a < 2 b\RU oy.t: A i ESrT.

(1) The first sentence is an expression used to ask for permission to sit down So 3 is the reply best suited to the first sentence.

(2) Because the reason is asked by using a colloquial expression ls L-C t,2 is the answer best suited to the first sentence.

In this manner, attention is drawn to whose action the expression points to and to the colloquial expression or polite language.

( 1 ) fE l,l +zr ii ifi ,,\ [R 4 T, r+ M.:*th:tL'i+i+ HJ, tr rft ierf 3 Bi E A f[ ts E gd

(2) EE f tr i*+rtirt " /r tu<"" iEhl4 H' tr rltfr ,I 2 ffi E 6f[EEm.

4\+H y\W A ffE! + {+EiS, t 4 B, L'A ifr + lF HT tt tat*ffi*it f fi ' H WH l*- ffiffitr # "

D: D } (

*)JEEIffi

Be sure to listen carefully formisunderstood sounds expressed byraised t " I and small tt_.t andl *,/tg,/ X1 and tLl andthe

long sounds in t i-\,t a,/ ) - | )

b.c) b.c)

@ vrt> r-.P-r 2 ri.-2=2

*T.

Differences in meanhg are made easier to understand when listening by using accents and intonation as a clue.

'E E l# $ltr lfr ei# iE B! 6 lEl, trJ ll-{ A X}fl i4 lft *Jtffi "

ltLrs(a,*i b *ax lt$a*Lx).

?

bL(a 6a,rL r5*? b $aDLr.x*?-)j"

I 'Dt<uraEafu1lh'[J @

It may be hard to understand what the speaker is saying if counter suffixes, such as -o'c1ock and - minute(s), or expressions like r 4 .

5 El (4 or 5 days)l are used Pay attention to accent and intonation to help you conectly understand what is beinj said.

&?trmf*Eirl, in"-E*" "-'n" jiit+BltzrEftFJBlEif,, fi,t))" 4 5 E (4, 5X)"B!firfrHrlB{, A}grr

Efr h illxBE., Affi 'HA, T*tf 4 H.c.:triE&iEiE "

Llz 0 L il/6

,r+ i^ ++

i)\d)t) * 9 "

E i* EirAEfA fuf:0 Su,/c b o t i*E: /:El: tsofcD -f 6 : L

When talking with close iriends certain sounds may be omitted or sounds dif-ferent from written language may be used

I +it+ L'{V l\ | ) C o

l-&"

?}"

@- =nEFrfffi I EFot+1ffr.'HNLa

4 > | i-> a y rt-I -r ( frh'ir#gl.H,a* L'c\,t 6t t i r\iJbr, a Lir6 l] * i-.

ln some cases wheiher or not there is agreement with what the interlocutor says is indicated by intonation.

i# tr L' frl nl Dl f|J 5 U in il ,,\ E 6 lE c.* ffi ifi .I ffl l[.* "

The problem is to listen to the explanation ofthe situational context and to the question while looking at a picture and then to listen

to the three choices and select the one you think is best as an utterance ofthe person marked with an arro\v.

rtt+,?EHEdAffiE, trE++frJtr1+E*jHin4'lH-,n, *trlEfi-fl,lW, hfr-+frril,,1,1.+ltf+ft86+HEx{

* (Ft; 4i -).4 ft 1B -s T{E ffi ffi *8i -t .

2 ifi-f )" t ffi ( Ao Dt, t,h\-r atlilh,i.ii.e.*f 5

l:i:ji t" 3 a'riu/ t,i, 1,'

3 Zo{ iEr{E,iiX:/:*IEi:itffi:f A

l Understanding the explanation ofthe situational context

2 Focusing attention on rvhether it is the speaker's or the listener's expression

3 Iocusing attention on standard phrases used in the situation

1 +ElEfHX.tffiE4j'#_H

2 Ffi ifr Me)tll+ f4Eifi, ifr /.t5,Elnifr /.

3 {rir'HE FA-ffi HE'rtts)irtrltjffi {8ffi ,|fl ffi J+B} il

l;- ;; -1

' I EzaE,3i

l

F"zffifi7;rL^6 @

l,rli3ji.rirD,.\;1,1" E lr- b urr3li l! bL D ,'u,

{ iE#,HEXt H\ < #;fia{ iflef4m XvHfrTL *

c,htfihfft J 6:ftiflrs ort'Xfi zA L iJtt/ri-"

The point here is to listen to the explanation ofthe situational context and to comprehend the circumstances and situations ofthe

ut-terance lt is important to consider what the situation is in which the speaker (person marked with an arrow) and the listener are

w -#ElP,f&ffio#-rR

+;fioiE+RL*.ttil>a#-rflh\ if;3'/.nr? a L3o*ffih'ffi ( nif a L* a;*Itri.i:ilH

Ai #;64)E0'* 9- ({ in -fr,ffiXri* eL 6ht-f Ah'=b/s,v't*/i$bq * 9-")

The point here is to focus attention on u,hether the expression given in the choices ofthe utterances is the expression made by the speaker or the expression made by the listener The selection ofthe utterance best suited to the situation is made after it has first been

understood from the explanation ofthe situational context whether the situation is one brought about by the speaker or one brought about by the listener (In some instances it is not stated in the erplanation ofthe situational context which paty has brought about the situation by his action.)

ylBt-dtttrEfrifr.ifi/.*{fitrEmi$/.*,iffi (tuRtfr+eAnIAZxtt1,4'lfrt,ft), *Eit++HEm*8f il.

Askingforafaior | ( tL6?,/<fu*.r!Lh,,/ ( /jA\,\,/< flJr.,r*.tLh,,z'

{ ifl#,BEX L z -> aitifi&Efl t,,( ( /d E r,, :lztifi i:A i #ffi i:Ot ? i -e'tsu){: a; i: l* x

t'>ti-e ( /ja u'"

: 6oi

lE:l)| ;IHT6^8ffEd

riu146-6"iElglt";q*ffi.i : Lh\b D *f -afr-r^afillFtt'Tfihinltlfr.i t B $ftl: lE

0 a) L m ( )"0tfi)tffxt-rgte4tffr.a Le (rtl: H9-) <t* tAb l.tri ( #IErrE i a<

aaa \1

i+HL*T"

Different verbs may be used in the same situation It should be noted that when a verb expressing the action ofthe speaker (e.g., {tr

D 6 to borrowl is used, the expression that follows afterwards will be different from when a verb is used expressing the action of

the listener (e.g., Hf to lend).

BIT1EEH r'fE, Apf4&ffiy.i5ftiil,rt^fr\}flffii5Emifi/.Blt[,ft4{idm{Fffirldm;rif,, mE-rf{tffiBlAiiJ4iE,

^s tr r*trrr\ Ft -t):id d, A T lE, ffi *it.e.* .

{ ifi#,Hx L 32a'#ka#v,< ( fis u," ifiiHl }*iB,*rot z i?rfl,,6oi.,* x

t'>tl-e ( fdA u, ffi

itjE=-#EEt t "*iAXffi \2,( ( # 3 v, s 2o/#-nfrl)+i 6ffi 6 I \,) 6 o X |'t;e-L<" ( /a 3 1r {r}

(8)

3 F"ImA*EB t6 ilLJt#t,H6*rE[.)iH? 6 @

Uliil,rtrOl,.Jjl, i1!l{riilE-#EE5tCI{ru

BtiiEX,F"qH A V.{4, 6 g t\t ts/u !i) /Jrl

6,uwttzriTlrLB /eV.& i

r=:EffrfrLn6

After you have lislened to the short sentences consisting ofquestions, repofi statements, requests or greetings, you should think

im-mediately of the $,ay of answering them in a suitable manner.

[IV,+M H * Jih tt - f #2r1ts rbt itfE iF * 4 E4 tr BlxB tr, *iF +Rffi +EEJ t1 6fr1i+,B- E F! E 6.

l Pay attention to the expression that indicates who perlorms the action.

2 Pay attention to expressions that indicate honorifics.

3 Pay attention to expressions that are used in colloquial language and expressions for greeting.

4 Pay attention to rvays of answering in an indirect manner.

trkiqxffr.i a;firl* dti*a;Hffi LtitLagitFi.i:i*H L * 3-.

In conversalion using honorifics you should pay attention to the meaning ofhonoriflcs and to who performs the action

#lEri"]++ f6 @ t;++r,L*Lri /?:iELL*-d-.

- (3) r<r,./cfi ( @ ifxor<v./c/d Ir *.r!Lh' (ifuX:i-frtl

1 ti.tLa#r1+.r\t-)+H?5 @

Be careful as the following interrogative words may be used in polite conversation.

AL & iE {+ P! A ifi + Ff & E E! 4E I El {t id & A A Ff 6 IEI i6 i}.e.*

c) c) c) c) c) c)

c) c) c) c) c)

@- trEFrE rr rEEffitrfi€r a^ill,t+Bi

-a

Ug F'1E-ZPTI\*IE,

ffivr'trF LH/r Do*rEi* Xflffii:Abt( fld.Lofu(Fh,t4Z*-f "

In the case of expressions denoting invitation or offering, you should consider who performs the action according to the context.

1 titLo)ilrc75'r-)iHg-6 G)

@ H#rx <ffinnaxiil

a'1.\ b Llirlr( n, Lij illiild t, ,'li r.

A;fr<"1* 'ts'BFA D #( t F t i*l€,#rtrtlfr.i t th\bao("i*,e'*L *3."

ln conversation you need to be carelul because the expressions used may be different from q,ritten language and may contain

abbre-r iations, for example.

Aifr+a nIBEIEHTIEJT+EiEffi*itnfr , fi.+HAW, ffi4iIB."

LbL

t, x -:> t ffi E^x: <.

- (Lti.) oa. - tE:(\,r/eL] n'b6 lll 65 t /-, ,K/rt,, . Ltioa "

\? ( -t!\aolt lf!i 5'iE:E: ( D LtsKtr'*Y ?

(2) (

(5) (

(8) (

aaa

a' a.

a.

I

I

b) b) b)

(3) (

(6) (

(e) (

b) b) b)

= :€-{ [I -!]ffi[6 A7+)t2+,3\

trp ;**:fc$Zfi

Be sure to note that in some phrases such as greetings the form ofthe answer to the phrase spoken first is more or less a standard phrase.

+tr HLt+iE H' H nEG ffitrt N.Bi'fr , ffi 4iIH.

3rrt &

(1)(a

(4) ( a

b) b)

(2)(5)

HEiFffi L : i: If L < E Zt l* -> 3 D E?, /r t, rFfi f* fr\ r,:.6 a 6 L h\ b D * T < aE+

Sometimes questions and invitations may be answered in an indirect manner by giving a vague reply You should focus attention on

hou,the phrase given in ansrver relates to the content ofthe phrase spoken first.

l{tE lbl 4 BiE, A Bf A * H l'Hl E m E 6 f { rtt +'HiX T, *i).Hh tfi irts E Ffr t BillWF^ A y.

aoI i i ti*r,,r r!,L,ir AH+*Abler.A6 trLr,,ESOXl:/4 4 g*q-.

l.Thecomment (:OAiJ)fu1<,t([thisbook] seemstobeinteresting)l canbeinterpretedtomeanthatbecauseitlooks

interesting "I'll read it" - and so it can be a reply to the question "Will you read this book?".

2 The comment t(a7)+t*E+h:b";a) i+?t.r{tr1-1r ([this book contains a lot of Chinese characters (kanji) and] the many

kanjis make the reading difficult)t can be interpreted to mean "I n'on't read it and so it can be a reply to the question "Will you

read this book'1".

3 The comment I )EFfit: 2 3 fll-iftL(" r,r 6 (I read tu,o or three books a iveek)] does not refer to t; c){ (his [specific]

book) I but rel'ers to her reading habit, and so it cannot be a reply to the question "Will you read this book'J".

ln this manner, even phrases that do not directly say 11 t, r (yes).-1 or L r L r i (no)-1 can become true statements in reply.

(1) "( : 0)4t*)ttufr< a /: (B+fl{u+}i18 c,*,H,8!)", i{,Enin,ifrl"WA" , trJt)lffiTD6.

(2)"(:o4i*i++rJ6:()i*?nr*ELr,(ts4fl#[Eit?, rn?iRlE)", iH,Enifi,ifi,^'"6a", L'Jt]lHtDts"

( 3 ) " 1,EFfi i 2 3 flr1ffi L r a ( *,E rd6 W5I]

=+fl ) " +lEfiiil4fl Effi lBts, frift.it 4E d ffi ii(fl z,ffi , Brtr

_ ai(r.\(8

* /c r 1, r 17, f .L i* H EE! /* ES l: 6 AEE! /s ES i: $ lfr.b tL 6a; (if ,a* L * T"

You should also be mindful of the fact that r 1 : 1 r j (al1 right)l can be used both in affirmative and negative answers.

jlllF, "r,,v, I " ffiEJUH+€8tr6, eEUffiT6EFt6, ffiqBIEitH.

S: tzrt,,3" (l) Zfulri:K( /slzrfrf .

?tttA+o#at.l,.(frv * T" ?ai*H'EH!rsES:e r+E i I t v, i,E*ffirr.

<'ttth.+CIEAT|,l* 9- i,LiiAEP!/rESr r#i( v)r,A ( < 6 !,\,r1 t v, i H

4

ffirc'r.

In example 1, the last sound (syllable) of the answer is pronounced with a rising intonation This makes the reply an affirmative one,

meaning r*6 i (Yes, I'll help [you].)1.

In example 2, the last sound (syllable) ofthe answer is pronounced with a falling intonation This makes the reply a negative one,

meaning rE< L ) i, t ( ( 6 t,, V (I don't have to put on a coat.).]

(10)

]\-IC

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