Lesson Dialogues
PDF version is 
MP3 version is Situation 1: Naoto is asking Yuri for a favor.
ナオト：これやってくれる？
ユリ：えー自分でやって。
ナオト：やってよ！いいじゃん！
ユリ：自分でできるでしょ。
ナオト：できない！
ユリ：子供みたい…。
ナオト：これやってくれる？
ユリ：えー自分(じぶん)でやって。
ナオト：やってよ！いいじゃん！
ユリ：自分(じぶん)でできるでしょ。
ナオト：できない！
ユリ：子供(こども)みたい…。
Naoto: Can you do this for me?
Yuri: What? Do it yourself.
Naoto: Do it! Come on!
Yuri: You can do it yourself, can't you?
Naoto: No, I can't.
Yuri: You're acting like a child…
これ this
やる to do; to make; to give
てくれる to do something as a favor
えー、ええ eh?; what?; well; yes
自分 じぶん oneself
で in; at; from; by
自分で じぶんで by oneself; on one's own
よ ASSERTION; REMINDING (colloquial); Announcing new information; emphasises a sentence
いい good
じゃん common way of ending a sentence mainly in Kanto region; a colloquial form of じゃない; isn't it
できる to be able to do; to be ready; to be made; to be good at
でしょ a colloquial form of でしょう; it seems; I think; I guess; isn't it?
ない not; nonexistent; not being (there)
子供 こども child
みたい like
Situation 2: Satoshi and Shinji are talking about work.
サトシ：仕事好き？
シンジ：ええ？そう見える？
サトシ：一に仕事、二に仕事って感じ。
シンジ：まあ、会社においてはね。
サトシ：家では？
シンジ：子供一番！
サトシ：仕事(しごと)好(す)き？
シンジ：ええ？そう見(み)える？
サトシ：一(いち)に仕事(しごと)、二(に)に仕事(しごと)って感(かん)じ。
シンジ：まあ、会社(かいしゃ)においてはね。
サトシ：家(いえ)では？
シンジ：子供(こども)一番(いちばん)！
Satoshi: Do you like working?
Shinji: Huh? Do I look like I do?
Satoshi: It seems like work is everything to you.
Shinji: Well, when I'm at my company that's true.
Satoshi: And when you're at home?
Shinji: My kids come first!
仕事(する) しごと(する) n. work; job v. to work
好き すき favorite; to like; to love
そう so; such; that is so
見える みえる to be seen, to be in sight; to look, to seem, to appear
一 いち one
に at; on; in; to; for; by; from
二 に two
って a colloquial form of という; to indicate explanations or conclusions
感じ かんじ feeling; impression; atmosphere
会社 かいしゃ company; firm
において at; in; on
ね shares information or experiences; softens a sentence; expects an agreement
家 いえ house; home
一番 いちばん number one; first; most
Situation 3: Mina gave Sachi some food.
ミナ：これ食べる？
サチ：あー私食べれない。これ。
ミナ：食べれない？
サチ：気持ち悪くて。見た感じが。
ミナ：あーわかるかも。
ミナ：これ食(た)べる？
サチ：あー私(わたし)食(た)べれない。これ。
ミナ：食(た)べれない？
サチ：気持(きも)ち悪(わる)くて。見(み)た感(かん)じが。
ミナ：あーわかるかも。
Mina: Do you eat this?
Sachi: Oh, I can't eat this.
Mina: You can't eat it?
Sachi: It looks gross.
Mina: Oh, I think I understand.
食べる たべる to eat
れない a colloquial form of られない; textbooks often teach られない form but Japanese people often use れない form
気持ち きもち feeling; sensation; mood
悪い わるい bad
気持ち悪い きもちわるい bad feeling; feeling bad; disagreeable; unpleasant; gross; disgusting
見る みる to see; to look at; to watch; to check
見た感じ みたかんじ the impression that I saw
わかる to understand; to see
かも a colloquial form of かもしれない; perhaps; maybe
Situation 4: Yukari brought Eri some snacks.
ユカリ：見て！クッキー作ってみた！
エリ：おー！…これ何の形？
ユカリ：…何に見える？
エリ：ええ？何…。
ユカリ：ハートでした！
エリ：ええ…見えない…。
ユカリ：見(み)て！クッキー作(つく)ってみた！
エリ：おー！…これ何(なん)の形(かたち)？
ユカリ：…何(なに)に見(み)える？
エリ：ええ？何(なに)…。
ユカリ：ハートでした！
エリ：ええ…見(み)えない…。
Yukari: Look! I tried making cookies!
Eri: Wow! …what shape is this?
Yukari: …what does it look like?
Eri: …hmm, what could it be?
Yukari: It's a heart!
Eri: Really? …I can't see it…
クッキー cookie
作る つくる to make; to create; to cook
てみる to try something out; to attempt to do something
何 なに、なん what
形 かたち form; shape; figure
ハート heart
でした *you may use the past tense when you reveal the answer
Step 2 - Take the Quiz
Let's see how many words you remember.
Take the quiz here.
Step 3 - Writing Exercises (Optional)
Let's practice what you learned here.
“ナオト：これやってくれる？”
If he was asking for a favor, why didn’t he use “もらう”?
~くれる？ is a common way to ask for a favour.
if you want to use もらう you need to say これやってもらえる？
If you say これやってもらう？ you are asking someone if you and them want someone else to do something. You can not asking that person to do something.
あー私食べれない。これ。 And 気持悪くて。見た感じが. Just wanted to ask, so in casual conversation, does the subject that the person is refering to always comes after or in this case the feeling towards the subject? like これ. coming afther mentioning 食べれない?
I think what you meant was “object”.
> does the subject that the person is refering to always comes after or in this case the feeling towards the subject?
No, not always.
This is just an inverted version of あー、私、これ食べれない which is also fine in casual conversation.
You can even say: あー、これ食べれない、私。Japanese is not very strict about the order.
Can your further explain the situation of when to use 感じ and 気持ち。The meaning is very similar.
感じ can be something other than emotions such as impression or something external:
このお店暗い感じ。This shop looks dark. <- this is not about your emotions. You can't use 気持ち.
わかります～先生
よかったです。
において << can you explain more about this expression? The definition give is "in; at; on" which doesn't provide much sense when using in a sentence.
What other situation would you use this expression? other what's given in the lesson.
We actually changed the definition:
in terms of; 大きさにおいては一番だ。 It’s number one in terms of size.
Thanks Yuta. It now make more sense to me.
Speed of level 2 is better than some of level 1. Its just slow enough to where is sounds like its for learners, without being so slow that you are more focused on the speed rather than what is said.
OK, thanks for letting me know. I’ll speed up level 1 then.
I also think the slow speed is kinda jarring. I think maybe both slow speed and either somewhat close to natural or maybe textbook speed would work well too! Just so people have more options.
How about the speed of Level 2? I think maybe that’s a good “teaching” speed?
I like the colloquialisms as well!
For me personally, the super slowed down audio is more jarring than normal conversation speed, or at least “normal” conversation speed like the audio lessons from the Basic Premium courses, or what I guess you could call teaching speed. It made it harder for me to focus than if the sentences were read more naturally. I realize this could be hard to adjust at this stage though!
Hmmm, that’s interesting. Let see what other people think of the speed. It’s easy to make it faster.
How about the speed of Level 2? I think maybe that’s a good “teaching” speed?
I will let others weigh in, but I think the speed of Level 2 is much better for listening. Even 3 is good, 1 is too slow.
I agree it is a bit slow. I turn the speed to 1.5x within 2 minutes of starting.
I like how colloquialisms are included. Textbooks almost never explain these. An example is って which I had seen in manga so many times but never one encountered a precise explanation from a textbook.
Glad to hear that! That’s something I really wanted to cover with our lessons.
Sometimes the explanation for some vocabulary is insufficient. (excamples: れねい、or です)
With the given excplanation, the purpose of the word in this sentence is not always clear. Maybe a further explanation is following later, but I think it would not hurt to introduce it here already. Or maybe it can be indicated, that it will be explained later on.
Ah, this one. We decided not to include basic grammar words like this one because it can be confusing. Especially with these words that really are basic because we’d expect people to know them already.