Every Grammar Form Needed to Pass the JLPT N5 Explained — Transcript

Don't panic before the JLPT. I'm Tara from Nihongorei, and this is an N5 grammar summary.

I love Yuka Sensei's videos. Wish they had N1 level. Wait, they have N1, 2, and 3 on the Nihongomori app and at Nihongorei.com for just 1,480 yen a month. I can see all of them.

I'm not here. Hey, no. No. I don't know how to answer the phone. I just can't. Huh? There are videos for that, too. Huh? There's even Concai. Ben, what have I been doing with my life?

First up, we have our trusty old wa, the topic marker, the sometimes contrast marker. When we use wa, we can show that whatever comes before wa is what we're going to talk about in the preceding sentence. Here we have

Yuka is a teacher. Here we can see that contrast usage. We have the summer is hot, but the winter is cold. So by using wa twice here, we are emphasizing the contrast of the difference between summer being hot and

winter being cold. Present and future tense in Japanese, these are one and the same. And the way we tell the difference is based on the context, right? So if we have times that indicate when something is happening, such as that's every day. If

something's happening every day, then it's habitual. That means it's present tense. If something is happening, let's say next week, we know that it's happening in the future.

Our endings for this, you know, if we want to talk about the long form, probably the first thing that you'll learn is for verbs, we have masu and masen, right? So positive is it starts, it does not start, it will not start.

And then for nouns and na adjectives, we have desu or ja nai, and then the negative is ja nai, same meaning not pretty or not clean.

And then for i adjectives, not listed here, but they will just become so like

if we have it is expensive, it is not expensive. Now let's look at our examples.

Our break starts now, right? So we're talking about something that is going to happen from now.

Here we have two different examples of the present/future tense being used. We have this is will not come or isn't coming.

Right? So the teacher isn't coming. And then right, so it is a day off. Class is canceled. The teacher isn't coming.

Therefore class is canceled. Two examples of the present/future tense being used. Past tense. This is how we talk about things that happened yesterday and the day before that and a thousand years ago and a billion years ago was, was not,

did, did not. We'll look at our examples and then talk a bit about the conjugation.

I went home at 4 yesterday, right? So here we have a verb conjugated in the past tense. Our present tense in the affirmative, right? I will go home. In the past tense it becomes I did go home. The negative form of this

in the present I will not go home. Past becomes right we add ta after to get past I did not go home. Next example last year's winter wasn't cold. It was not cold, right? So this is the negative form and then in

the past tense. So the negative form in the present tense we know is ja nai so that na became ja nai. So we're just changing that e into ka. So it goes from samui is not cold to samukunai was not cold. And then our present tense

of this we know that we have samui that's cold. And then if we want to say it was cold, we say samukatta, right? So again the samui that e is turning into ka, it was cold. And then na adjectives and

nouns are going to have the same conjugation as each other. So in the present tense we know we have, for example, kirei desu is beautiful. Now if we want to say in the past tense we would say was beautiful, right?

Kirei deshita was, and then if we want to put that in the negative, we know that we have janai or ja arimasen so if it's much like this, it will become janakatta, right? So it was not beautiful, but if we want to say, for example, the same exact thing except rather than saying it's kirei, we would say janai, right? Again same exact thing the i is being changed into ka janai is not clean was not clean. Short form, also known as the casual form,

is the opposite of our long form or polite form that we usually learn first.

Right? So our long form is masu, masen, these longer endings.

And now in order to get the short form, we're going to make those endings shorter. Now when it comes to conjugation, what we've dealt with so far was affirmative and negative, right?

So I do, I don't, right? And then what also plays a role is our past and present tenses, right? We did it or we do it, right? So when is it happening? Those two things play a role in the conjugation. Now the next thing

that we're adding on to this is the long and short form. So these two will also play a role in the conjugation of our verbs, our nouns, and our lovely adjectives.

Now all of these can be combined with each other, right? So you pick one from either side of the list and combine them with each other, right? So it can't be short and long. It can't be past and

present. It can't be positive and negative. But it can be negative, past, short negative past long, long present, positive. And we're going to go through those.

Our first example is cats are cute. Now, this is an i adjective. And i adjectives are probably the easiest to understand when it comes to short form versus long form because we're just going to drop this.

This kawaii in our long form it would be kawaii desu, right? This is an affirmative statement. It is cute. It's in the present. It is cute.

Right? And it's in the long form. In order to get the short form, we're just going to drop this desu.

Now let's say for example we want to look at the past affirmative. Past affirmative would be kawaiikatta desu and then we drop this desu to get kawaiikatta.

That's our long form. Cute. It was cute. Now we're going to drop desu again to get our short form.

It was cute. Same meaning, but now it's in the short form. Now let's look at our negative.

So before we were conjugating it as it is cute. Now we're going to say it isn't cute, right? It's not cute. Negative. So let's go back to the present. Negative present long form is this: it is not cute. Now to get the short

form of this we're just going to drop this desu again. It's not cute. And then in order to do the past, right, past long form is kawaiikunakatta desu, right? Because our kawaii becomes negative like we saw before in the present

tense. Before in the present tense it was kawaii, now that nai is again going to become nakatta, and then in order to get the short form say it with me we're going to drop the desu. It was not cute. Right? So I think the i

adjective is the easiest to understand because you're just dropping desu in every sense, in every single arrangement of conjugation whether it's past, past negative, past positive, present negative, present positive, they are all going to be you're just dropping this.

Now, for verbs, it gets a little complicated because remember how we have those groups, right? We have group one verbs. Those are the ones that end in u, yu, uh, yu.

Anything that ends in an u that doesn't conjugate regularly to masu like anything that has to be like yomu or kiku.

Those are our group one. So first I'll talk about group two because they're easier to get our heads around. We have this example.

I ate bread. Now, what's happening here is that this is our past. It's our past affirmative short form. Now, let's just take a second to look at our future/present affirmative short form. Taberu. This is the dictionary form. This is what we,

you know, memorize verbs as. This is what we see in the dictionary. This is the short form of, you know, tabemasu.

It's affirmative. I do eat and it's happening in the present tense, right? I do.

Now, the short form of this is just the dictionary form. Now, that is our present affirmative short.

Now, like we said before, this is our past affirmative short. Now, the way that we get this for group two verbs is we just drop the ru and add ta, right? We just add t to the end. We

drop the ru and add ta. Very simple. Now with group one verbs, things get a little stickier. For example, let's look at the verb yomu.

This is our dictionary form. In other words, our short present affirmative. Now if we want the short negative...

me it's negative m it's in the present m because it's not masa and it's the long form right our familiar long form. Now, in order to get the short form, what happens is that this ooh sound that comes on the end of

group one verbs is going to change into an a sound. Like how we see in this um long form, this ooh sound becomes an e sound. Yi, in the short form, it's going to become an a sound. So, this yumu is going to

become y. And then what comes after y is the negative y. So this is our present tense.

Present tense negative short form. Right? I do not read. Right? And so this applies to all of our group one verbs.

it'll become uh the u ending becomes a and then you add ni. Now let's talk about our past tense. So first we'll talk about past tense affirmative. So here is our past tense affirmative in a short form for group two. Right? Teta. Just add ta.

Super simple. Now what happens for group one verbs is we're going to use what's called the ta form. And the way that we get that is by we can reference the T form. Right? So we learned about the T

form. We learned that it would be like for group two verbs, it's just add T.

Um and then in the same sense that T just becomes transformed into T. Now for group one verbs, it's the same thing.

You take the T form. So like if it was like cow, you know, like buy something, cow becomes K.

So the ta form of that is going to become k ta right we preserve the same like shape and it just changes changes into a ta sound.

Now uh for example we also have um yu that we saw before when yu becomes in the t form it becomes y right now this is also going to become t and the way that it works is that

because here we have these diioritic marks that make it not yonte but y those marks are going to be carried over to the new form of the verb. So it's going to be yond ya.

So this is our affirmative past short form, right? Past short. So before we saw this is our affirmative future short yomu. In the past tense, it's y, right? So our long form equivalent yimash y.

And now we're going to look at the negative. So we had um yumu right?

So this yumu if we want to make it negative before we saw uh y nai, right? This was our present.

Present negative short yai. I do not read. Now, in order to make this into the past tense, we do the same thing that we've always done with this little e at the end. And we're going to make it

ya. I did not read it. Yay. present past. Okay. And then we have nouns and not adjectives, right?

So, in our long uh present affirmative, we would have uh this long present affirmative.

The short form of this is going to be da Yasumi da gi da that is our affirmative present short right.

Now staying in the present tense um if we make that negative then uh in the long form it would be uh yeah [Music] n this Similar to e adjectives, we're just going to drop the desk.

This is our pres uh sorry, present negative short form, right? So, Janis becomes jani.

And then for the past um similar to how with verbs um in our long form we had that for example.

[Music] So like this same that marked the past tense in our long form that we would have um right we have nouns we had in our long form.

Now the short form of this is yasumi dasumi yasumi da right is our present and then yasumi is our pastas dt it was a day Now going into the negative past we have in the present past it was yasu

me right and we just dropped that d this is going to be yasumi ja na ka Right. Again, if it was um for example, that's our long form. Again, we're dropping deumi.

It was not a day off. So, this is doing things like blank and blank. It's a way of listing examples of activities you do um without limiting yourself to just those two examples. For example, so like if we're saying here,

study. We didn't just study and we didn't just go shopping. We did those two things and then also some other things that we're just not mentioning here. Uh so the way that this works is that we need the past short form of the

verb. The past uh short affirmative is used here. So like that's our past uh short affirmative. I studied. Then we just add the at the end. Same thing happening here. Sudu, that's our dictionary form. We put it in

the past. I did the right we add the and then theu comes at the end holds the conjugation for the rest of the sentence. So we're talking about things that we already did. Therefore becomes I did today. I studied and went shopping and

such. Right? So we did this, we did this and then we also did some other things.

This is our question particle. It can also be used to mean or when you're giving options for something. First we have when is your birthday. So we can see here that ca comes at the end of the sentence to show that it's a question

and it's often paired with a question word. In this case we have itsu that means when. So we combine question word and our question particle to create a question. Here we have it being used to mean or let's go today or tomorrow. Right? So

this comes between our options today or tomorrow. This is our particle that can show the means by which we do something or the place at which we do an activity. In this case, we have an activity that we're doing at a place, right? We're

saying at this location. So here we have I study at the library, right? So here marks the location where we do an action. Here we have the means. So we have I'll go by bike. So the means by which

we're traveling, by which we're going is the bike. Oh, this is our object marking particle. Here it's used to do just that.

I dropped the ball. Right? So an action otosu drop is being performed on an object the ball right. So this object is therefore marked with o b the action is being done on the ball now here this is where the o particle is

being used to show movement through something. It can also be shown to move show movement around things. Right? It's not so much about getting from point A to point B. It's more about the nature of moving through or over or passing by.

So here we have I cross the bridge. Right? So going through over a bridge is a passing movement. Our final goal is not being on the bridge. It's about getting through it. Me. So this particle has lots of

different uses including time, location, movement, and interaction. First, let's look at our time and location.

So, here we have I wake up at 7. So, this marks the time at which an event occurs. Here we have I'm going to the US. This is showing our goal of movement, right? We are going from point A to our final destination,

point B. That is our destination. Continuing on, we can also use need to show the location where things exist, right?

People and things. So, here we have I live in Japan, right? So, here we're talking about my location where I exist.

Here we have I meet with my friends. So, this is our inter uh interaction use, right? So, we're doing something with and to our friends.

Ni can also be used to talk about getting on things or in things like I will go into the store or I will ride on a bike.

This particle is also used for movement to a goal. Here we have I'm going to Shinjuku. Here it has the same function as the goal of movement particle, right? Shinjuku. I'm going to Shinjuku. Shinjukuimos. I'm going to Shinjuku. In both cases, the goal of

your movement is marked with the particle tool. So, this particle can be used to create limited lists meaning and. So, this and that. And then it can also be used to indicate an action that is done with multiple people. Right? Both of you

do an action together. Here we have I like cats and dogs. Right? So these are the two things I like.

I speak with yuka sensei. So here both yuga sensei and I are speaking. So we can say that we are speaking together.

We speak with each other. G. So this particle also has two different uses. One is to mean is where it's marking the subject of a sentence similar to w which marks the topic and it can also be used

to mean but as in contrasting the thing that you just said and then go to say something different. So here we have that uh subject use where we have.

So here this ga marks that we want to know who is from the concai region right? We know that someone is from the concai region but we want to know who and then our answer to that question also responds with ga yuka sensei ga kai

shush yuka sensei is from kai. So what's happening here is that the particle g is drawing attention to what comes before it. When we use the particle w it'll be that we're trying to draw attention to what comes after w. Right? So we know

our topic our topic is the given information. For example in that sentence the new information is that yuga sensei is from kansai. Right?

That's our new information. But in this sentence when it's yuka sensei ga kai shushindes the new information is that yuka sensei is from the concai region we already know someone is from there but who is from there that's what we want to

know that's what we care about so now the information that comes before the particle ga is our new emphasized information here is an example of where ga is being used to show contrast kibish ga They might be strict but they're a good

person. Right? So here G is being used as but right it's showing the contrast between you know here's the negative of ohh they're strict but even though that's a thing they're also a good person right so we have like a negative

statement and a positive statement shrung together using the word but ga demo. Now this is similar to the function of ga that we just saw except unlike ga which can't come at the beginning of a sentence. Demo will be

used at the beginning of a sentence. Right? So we make one sentence and then to preface that we're about to say something contrasting to that sentence we say demo at the beginning of a sentence. Here we have work is busy but it's fun.

Even still, even though that is the case. Now, we're going to go over the meaning of so a little bit later on, but basically you can know that it means that in this case that which I just said, right? And demo means but as we

saw before. So essentially when you put them together it means the sentence that I just said even though that's true and then you say something contrasting just like you did when we used demo. Here we have so it's my siblings and I often argue

right so this is like we're saying like this is like a negative thing about our interactions. Then we have but you know even still despite that fact I love them even still right. So we can use to contrast the statement

that we just gave. No, this is another particle that has several different uses. It can be used to mean possessive as in this is mine or this is theirs. It can be used to show the origin of something where something comes from.

You know it comes from Japan. It is a Japanese something. And it can be also used to describe the type of something that you're talking about. You know like be like this is an English language book. What kind of book is it? It's an

English language book. So first let's look at possessive. So we have this is my pen right? So whatever comes before no that is the owner of the proceeding or the object that comes next. Right? So it's we know the object

is a pen. Whose pen is it? It's my pen. Next we have the origin marking uh usage. So we have this is this car is from Japan, right?

So we're showing where the car comes from. So where is marked with no it's a car from Japan.

Next we have the descriptive usage that we just talked about. It's an English book. We could also say for example kurum it's a book about cars right so we go noun no noun right to describe what kind of noun it is mo this means also in the

sense that you know for example here we have I am also a student this means that previously we listed somebody who is a student right so if it is a student. Then after that we say I am also a student. Right? It sort of

breaks up the repetitiveness of saying instead of saying that we would say is a student I am also a student. Here we have it used for places that we go.

Here we have I also went to Australia. So before this statement, I would have had to have said a different place that I went, right? So I went to America.

I also went to Australia. Right? So we add mo here to show that we went one place and we also went to another place.

Yeah. So this particle means and in the sense of a non-exclusive list. So before we saw the particle to right that means this and that. Now the implication of toll is that the two things you're listing are the only things in the list.

Yah in contrast gives two examples of things in a list but there are other examples that you're just not saying there. So here we have I bought milk and eggs and some other things, right? So the implication is

here that I didn't just buy milk and eggs. I also bought some other stuff.

So this means only this or just this. Here we have only students can use these computers.

Right here we're limiting the use of computers to only students. Here we have I'm not sick. I'm just tired. Right? So here we're saying I'm not sick. It is just that I'm tired. Right? We're saying it's not this other thing. It's only

this. It's not a big problem. It's just this. This is what we use to say around a certain time. Here we have there's a meeting at around 1:00. Right?

So the implication of this is that it's not exactly at 1, but it's around that time. We could also use it with more vague terms such as right afternoon, right? So around the afternoon could or this also means around and we

can use it a bit more widely. We can use it to talk about, you know, around this many people or around this many things.

Here we have around how many people are coming. In this case, it's being used to mean because right so it'll be short form or short form if it comes at the end of a sentence. So whatever comes before is a

reason. So here we have so I ate bread because I was hungry, right? So here we have what we did and this is us giving the reason for why we did it. Here we have the same thing except in a different order.

I ate bread because I was hungry. Right? So again the reason is coming before.

The only difference here is that rather than doing it in two sentences, we're able to combine it into one by putting as the first clause.

Because I was hungry, I ate bread again. But this ka is used to mean from. As you can see here um in the case of a noun for example nothing comes between the noun and ka it's just noun as opposed to

what would happen for ka to mean because which would be noun or here it's just noun which tells us that we're talking about from. So I came from the US.

I got a letter from my mom. Then or after that. This indicates sequence of events. First this happened, then after that this happened. Here we have I got up at 9, then I brushed my teeth.

Right? So indicates that whatever I just said this next thing happened after that. So this means until a certain time or a certain date for example and it can also mean until you reach a certain location.

Here we have class goes until 4, right? So maybe class starts at let's say 9 and it will go until this time.

So here we have that kada that we saw before. So what we're saying here is that from Shinjuku to Narita airport, right? So from this location until we get to this location, it takes 2 hours.

So this means that something is not much. there is not much of something or I don't do an action very much. Here we have or so this is there aren't many foods I like in Japan right not many and then in

order to make the sentence make sense the verb also becomes negative here we have I don't exercise much again so it's not very much and then in order to make that negative agreement we negate the verb uni I don't exercise much zen zen n. So

this means not at all. Just like means not very much. This is completely not at all. And in the same way that indicates that the sentence must then be negated, right? It must end with a negative verb or a negative noun or

whatever it is the sentence ends on. This will be the same. So here we have However you want to phrase it in the end it will be zen zen n zen zen negative I don't like fish at all

counters. So when we talk about um you know this many books, this many people, this many large objects, essentially anytime you're counting a noun like this, um each noun has its own specific counter, right? So it'll be like flat

things, binded things, electronics, big animals, small animals, people, they all have their own counters. And the way that the counter comes in the sentence is that it would be placed after the number. Right? Right. So here we have

I'm going to buy three books, right? So three followed by the counter. This that that over there and which. So first let's talk about this, right? This is the way that we talk about things that are near us. Maybe something we're

holding or wearing. This this is a pen. That is something that is near the hearer, the person we're talking to.

That is a book. Next, we have this is something that's not close to the speaker or the listener. It's far from both of us. So, we say a that over there.

What is that thing over there? And then we have that means which right? So, out of all the objects, which is it?

Which do you like? Next, we have konos and ano. This is similar to but it is always going to be attached to a noun. It's the English equivalent of saying this object, right? So, this pen, that hat, right? It always has to be

connected to a noun. Here we have this pen is blue, right? pen. This pen.

That hat is cute. That hat. Next, we have ano. Now, ano can have two different meanings depending on the context. Here we have that car is big. In this case, we're talking about something that's not near us or the listener, right? It's that car

over there. But we can also use an to talk about things that both the speaker and the listener are aware of. Right?

For example, here we have want to go to that shop. Now, this could either mean that shop over there. Maybe if I'm pointing, but let's say me and the listener have previously been to a certain shop and we're talking about

where we want to eat now. You know, it's a different day and I'm saying, "Oh, let's go to that shop that we've both been to before." That's another way that you can use ano.

Can I want to go to that shop that we've both been took here, there, over there, and where?

Right. So, similar to how we saw with and is going to be here, right? Right where the speaker is here.

Please come here. Come here to where I the speaker am. What are you doing there? Right? So this is a question directed at the hearer.

Right? It's like hearer the location where you are. What are you doing there? Continuing on took that is over there not near the speaker or the listener far from both of us.

We're not allowed to go over there. And then where? Right? It's the question version of place. So what place where do you live?

Ga ga something exists or I have something in my possession. So au is going to be used for inanimate objects, things that are not alive, such as things that are not animals, not people.

While will be used for things that are alive animals people there are many books. So here we're talking about the existence of many books in this place. And since we're talking about books, we use here we have I don't have a phone or I don't have my

phone right now. Right? My phone is not here. So right now we're talking about whether or not the phone is in my possession. We're talking about whether I have it or not. Now let's look at So we have there is a cat, right? So now

we're talking about the existence of a cat in this space. Here we have I don't have siblings. So now we're talking about whether I the speaker have siblings or don't have siblings.

So this is going to be talking about existence of objects and people in certain places right so we're denoting the location right and again like we saw before is for non-living things and idu is for living so here we have shinjuku

shinjuku is in Tokyo right so we're saying that shinjuku exists in Tokyo within Tokyo and then here we have my family is not in Japan, right? So in Japan, my family does not exist there, right? They exist somewhere else.

Describing position. So there's lots of different ways that we can talk about how objects relate to each other in a space, right? We could say something is next to. That would be right, it's next to. We could say it's

in front of it's in front of. We could say it's behind. Behind. We could say it's to the left or right or no that's then gonna be left and then um there's a couple other expressions but basically it'll go along the lines of um

something something right because we just saw how niu lets us talk about where things exist in space. Now when we want to get more specific we combine that niu with these other um directional words. So here we have

right so we're saying my house is to the right of the post office right so being the right of the post office my house exists there to the right of the post office here we have this one's a little more complex but

what's happening here is we're saying the location where she is doing an action which is why we have right. So she's doing the action of waiting. And where is she doing that action? She is doing it in front of the building next

door. That's the building next door. That is in front of right in front of.

So she's in front of the building next door. And what is she doing there? She's waiting there.

and no being used to turn verbs into nouns, right? So, it'll be the act of doing said verb. Here we have I like watching movies.

Is to watch a movie. When it becomes, we're saying the act of watching movies.

Therefore, we can say the act of watching movies. I like I like watching movies. Here we have swimming is difficult right is to swim becomes the act of swimming. So swimming is difficult. Now you can see here that ga is attached before ski just

like you would for other uh times that you would say noungi. Right? And for example, if you were going to use a different verb that requires a different particle, such as um to forget, so we could say um

like I forgot I was supposed to go meet with friends, right? So whatever particle you would usually have with the rest of the sentence, you would just put after or after no adjective expressions.

So this is a way of expressing specific set phrases um that use adjectives and nouns in relation to another noun. So you know we might say something like he's beautiful.

Now that is just a simple adjective phrase, right? But now let's say we wanted to talk about his height. If we're going to talk about his height, we need to be specifically referring to his height, which would be se is how we

refer to a person's body height. So it'll become my boyfriend is tall, right? So we don't say that because it doesn't really make sense. We need to point out what it is that is physically tall and what it is that is tall is his height.

Right? So here we have so means somebody is smart or clever. And the way that this is expressed in Japanese is you refer specifically to what part of them is clever. Well, what part of a human makes them smart? Their

head. Right? Someone's head is smart. So by saying head is good it means someone is smart. So is smart I like or I dislike. So this will often be used with regard to things like nouns. So it would be noun

but it can also be used in different ways. But so here we have I like singing.

I don't like fish. He dislikes studying. I don't dislike staying at home. So, what's happening here is that well, first of all, we have a double negative happening, right? So, it's I dislike. I don't I don't dislike. Therefore, you

know, I don't mind it. And then the other thing that's happening here is that rather than using ga we're saying no or you know and so the context of this is that you know out of you know certain actions you

know maybe I dislike this and I dislike that but this I don't mind right so it's sort of like we're out of several options we're picking out one to say well I don't really mind this thing skilled at bad at. So this is how we

describe what we're good at, what we're bad at. And it's similar to in the sense that they're also both n adjectives and they're often paired with the particle ga, right? So it would be is skilled at table tennis.

I'm bad at cooking. Now, when we want to talk about things that us, the speaker are good at, we won't use. We'll usually use. So, it'll be, for example, I'm good at cooking because tokui has more of a meaning of I'm confident in

doing this. So, it has more of a um it's less bragging and it's more a statement of confidence.

Adverbs. So we can use adjectives to describe verbs by modifying them in a certain way, right? And this is how we describe the way actions take place.

Here we have so this is a adjective. Now when we want to use it as an adverb, we change the n to a n. So it becomes I walked quietly through the hallway.

quietly walked. Here we have I'm going home early. This is an e adjective early. And since we are turning it into an adverb, the e changes to a coup. So it becomes I'm going home early.

Blank blank. So this is how we compare two things, right? So it's between this thing and this thing, which is this. And here will usually come some kind of descriptor, right? So it'll be which is tall or which do you like more? Usually

a adjective in Japanese will come here. So here we have would you prefer tea or water? So what's happening here is that which is good. It is what it literally means. But basically what the person is asking is which do you want? Which do

you prefer? you know between these two right and so the toe comes directly after the thing that you are comparing right so it's this thing and this thing which is better which do you want so continuing on from blank to blank to do

we can use this phrase and then an adjective to compare them and say which is more that adjective Right? Which is bigger? Which is smaller? Which is longer? Which is shorter? Here we have.

So again, the two things we're comparing both end with to So we're comparing Japan and America.

Between Japan and America. So which which is more is more. So think of it like if this is here and this is here imagine it like a scale right which is more adjective.

So it's which is bigger between the US and Japan which is bigger and then we could respond America noises the US is bigger right so the one that's bigger is a noun noa and then whatever adjective you're referring to right so

we make our comparison we say which is bigger this noun is bigger noun no adjective [Music] Yori more than this is another comparison word but in contrast to what we saw with no yori is going to be placed after the

thing that is less than. So if before we had no it's so it's noun and so it's that one is bigger that one is more than but in this case marks the one that is less than so here

we have the US is bigger than Japan. Soon indicates that Japan is the lesser adjective whereas America is more so that adjective blank blank blank. So like we saw before with comparisons this is where we have a category of things

and we're saying out of that category category this thing is the most blank. So this thing is the most delicious or the most good or I like it the most. Right? Again, usually in Japanese there's going to be an

adjective coming here. So here we have right. So category the category is foods out of that category of foods bread.

So bread is the most what is it the most delicious oid out of all foods bread is the most delicious to this means I think it's the way that we express uh uncertainty and we express our opinions right so just like in English you know

when we have an opinion about something we'll say I think this is better than that or I think this is a good idea right because it's not a statement of fact it's a statement of opinion we use that phrase I think we We can also use

it when we talk about things we're not sure about, right? Uncertainty. Like, I think it'll rain tomorrow, but obviously I can't say for sure. It's not yet a given fact. So, we could say, I think it will rain tomorrow.

I think blue is the prettiest color. This is the case of an opinion. And as you can see here before we're going to have um the sentence end in the plain form, right? So here we have a noun in the present tense.

Right? Here we have a verb in the plain present tense noun. So this is how we say a noun called blank and then we give the name of it. So here we have Have you heard of a convenience store

called Family Mart? Right? So this is how we say whatever comes here is the name and this is that noun. Right? So it's a store called Family Mart told you. So this means something is called is named or we could use it as a quoting

phrase. So it'll be somebody said this, right? Because this means to say or to call, right? to call somebody by their name or to say something. So here we have my name is Tara, right? So this is my

name. I'm saying that is what I'm called. Yuka sensei said, right? She won't be here tomorrow.

Just like this to phrase is going to have the plain form come before it. Right? So this is just a bit of a different case because here we're talking about my name. So just saying there's no need to do any kind of

special conjugation here. It's just name. So this is essentially a more polite um longer form of the word, right? You know how we would say like gi this is the long form of that. So here we have it being used to express

uncertainty or seek confirmation essentially meaning probably or isn't it? So here we have it will probably rain tomorrow. Right?

As you can see it comes at the end of a sentence and in this case we have a verb in the plain form. Right? So the short form verb followed by it will probably rain tomorrow. Here we have

it's quiet here isn't it? Right? Here we have a question mark. So we know that we're seeking confirmation. We're asking what the other person thinks. Now as we said dish is just a different form of the word des and because of that when we

have nouns and uh n adjectives they are going to conjugate the same way they would with des. this if it was it would just be therefore here it would be the same thing with nouns right if it would be

it would be so this can have two different meanings depending on what tense comes before the wordto if it's a present tense verb for example or a present tense phrase like here we have eacho right to say wrong to

misspeak. Sometimes I misspeak. In this case, when we're using a present tense phrase before kotto, it means that something happens sometimes. You know, this thing exists. It happens in the world sometimes. We can't say that it doesn't happen. Now, when we use a past tense

phrase in front of such as I have been to Kyoto. It then becomes a conversation about our experiences. What have we done before? In this case, I have been to Kyoto before, right?

Because it's so it's I have gone to Kyoto before. It's my experience. So, this can have two different meanings depending on context. first of all is something doesn't happen or something like isn't a thing. It doesn't exist.

Here we have he would never betray his friends. Now what's happening here is that according to the speaker they believe that the action of this person betraying their friends could not exist. It wouldn't happen you know not on this earth not in

this reality. That's why it's that thing does not exist. it would never happen. Um, another version of this you might see in casual speech people would say something like, you know, so that that's not true. That would never happen. Um, so for example,

like let's say two people are talking and one of them is like a I really messed up, you know, I really failed.

And then the friend tries to like make them feel better. They'd be like, right?

Like that's not true. That doesn't exist. You're wrong. That's not the reality. And then here we have the other case which is there's no need to you know there's no need to do that action you don't have to there's no reason here we

have there's no need to worry right there's no need to worry or something something this is to become right means to become and when we put for example a noun in front of it it will be to become that noun. We could

also put an adjective in front of it which would mean to become more like that adjective. Here we have I became an adult. Right? So noun I became noun. Here we have I think you will get taller. So what's

happening here is we have this means to get taller. So what we're saying is I think you will get taller.

Your height will become more high or this is how we talk about our plans and intentions to do things. So the way that it works is we take a verb in the short form and put it before. So it'll

be I'm planning to go to college. I was planning to get up early but I overslept. So what's happening here is by putting tumori in the past tense and adding ga we can say you know I planned to do this but it didn't work out that

way right I planned to get up early but it didn't work out sugu or sugimas it means it's too blank right so it's too much a certain way you know it's too loud it's too cold or we do an action

too much you know I ate too much I ran too much I slept too Here we have the city is too noisy. So what's happening here is we have an e adjective and then we just drop the e at the end

and add sugu. For n adjectives we would drop the n. So for example becomes genkiu too energetic.

Here we're using a verb. With verbs we use the stem form or the moss form which is when we drop the moss that comes at the end of the you know long form. So instead of we say and then addu here we

have I ate too many cookies or this is how we say I want blank you know I want a thing an object. Here we have I want money. So it's nouni.

Now this is what we can use when we talk about things that we the speaker want.

But when we want to talk about things that other people want, we have to apply a sense of distance. We have to say, you know, since we don't know what's going on in their head, we say from our

perspective, it appears that this is what they want. So in order to do that, this is how we phrase it.

So it's instead of and then instead of right so the child seems like they want a toy based on you know their actions perhaps another way that we could do this is by quoting people you know let's say the child said I want a

toy then it would be we use our quoting phrase right they said the child said they want a toy.

This is how we express our desire to do certain actions. So the way that this works is it gets connected to a verb in the stem form or the MOS form, right? We drop and then connect Tai. So here we

have I want to work for right. Here we have something we saw similarly with right before we said if we want to talk about you know somebody else wants something it becomes noun.

Similarly, this will be verb instead of becomes. Here we have grandpa seems like he wants to sleep probably because he looks like he's tired. You know, he's conking out. Going to do something or coming to do something. This is how we express a goal

of movement for a purpose, right? So like I'm going to buy something. I'm going to visit somebody. So, it's sort of a combination of two verbs. It's the action verb that you're doing and the movement that is happening in order to

do that action. Right? So, here we have I came to Japan to work. Right? So, here we're stating my purpose of the movement. Right? So, I came to Japan.

That's the movement I did. But why did I do that? What was my purpose? Hatakini.

Right? I came to work. So what's happening here is we're using the MOS form or s form of a verb connected to ni and then followed by our movement verb.

Here we have I go to my friend's house to hang out. Right? So I go to play.

Right? I go to play. So before ni we have the purpose of why we're going, what we're going to accomplish and then our method of going. Method of going or coming for example or this is how we invite people to do

things, right? Would you like to do blank? So what happens is that we use the negative of a verb and then add an interrogative particle. So if it's the long form, we would say and if it's the short form, we would say

with a question mark at the end. So here it's do you want to watch TV? Right? So we're making an invitation. Here we have want to play a game. Right? We're giving the invitation of oh wouldn't you want

to do this? Oh, let's this is how we say let's do something. So, what'll happen is we have a verb and then we're going to attach mul in the place that we would usually attach. So, for example, if we'd usually

say I will do a game, I will play a game. Instead, we'll say let's play a game. Right? We're saying let's go do this action. Same thing will happen for for example group two verbs.

We could say, "Let's eat." And then group one verbs would be the same thing where we replace with so let's read a book.

So this is how we say shall we or shall I do an action. So the way that this works is that it's different from masena which is how we make an invitation in that this is how we can suggest an

action to do right. So if we already made the invitation like oh do you want to go to the movies right? So, we made that invitation. That's done. But now, when we want to decide what movie should we see, what time should we see it,

where should we see it? This is when we can use macha cuz we're saying, you know, shall we meet at the theater at 9:00? Shall we see the Lego movie? Shall we get dinner after? This is how we make

those kinds of suggestions. So, here we have, shall we go to a cafe, right? We're making a suggestion for an action for us all to take. Now, the next other thing that we can do is we can offer people

help, right? We can offer to do an action um and then have, you know, the listener tell us whether they think we should or should not do it. So, for example, here we have, shall I help you? Right? You're making

an offer to do something for somebody. Uh, for example, um, somebody's carrying heavy books and you say, so what you're saying is, "Shall I carry your books for you?" This is how we request an object. You know, we say, "Blank, please. May I

please have blank?" In this case, water, please. May I please have water? Now, we're going to talk about some uses of the T form. But first, let's review the conjugation for group two verbs. You know, verbs that end with do and then

conjugate to just m such as m do. What you'll do here is drop the do and add t.

So, it will become tet. For group one verbs, the conjugation will vary based on the ending. For verbs that end with an u or sound, the ending will become t such as k or ku k.

For verbs that end with moo, bu or new, the ending will be such as y as verbs that end with c will become. For example, kiku becomes k.

Verbs that end with goo become e. So for example, o becomes o. And then for our special verbs here we have to go iu becomes sudu becomes kuru becomes k and verbs that end with sue also become.

Now for our nouns and not adjectives they are going to become de. So for example gak would be gay.

Genki would be gen and then e adjectives will become. So if it was originally it'll become.

Now when we use a verb in the tea form it can indicate a list of actions that we do. You know first we do this and then we do this. We do this and also we do this. Usually there is an implication

of um sequence right? So it's first we do this thing and then following that another thing happens right we do another action. So here we have I went home and took a shower. Here we have I greeted the teacher then sat down.

Right? So in both of these sentences there is a bit of that implication of first this action happened and then I did another action. Nouns and adjectives in the T form. So when we use nouns and adjectives in the T form, we can connect

them to the rest of the sentence. That way instead of splitting our ideas into two separate sentences, we can say them all at once. For example, I am a student and I live in Japan.

Right? So instead of having to say, we can say both in one sentence by using the T form. In this case, noun.

Here we have. So here we're listing two adjectives. We can say that this room is spacious and clean, right? So we're connecting to the rest of the sentence using the T form.

As we discussed before, nouns and not adjectives will change to de and e adjectives will become. So it'll be for example, please do. This is how we make a polite command, right? We're telling somebody do this action. So in this case, a verb

in the T form will come before. Please ask the teacher. This is the opposite of because we're telling people don't do something.

Please don't do a certain action. Now, the way that this works is we have a verb and we're going to put that verb into the negative short present form.

Right? So, for example, we have right. So, we take that negative form and then we add So here we have please don't forget your homework please don't speak or can be used to ask permission to do things you know is it all right if I do

this thing you can also use it to tell people that it's all right like yes it's all right to leave here we have the question version, may I go home? Is it all right if I do this verb? And then to respond to that,

right? Or it's all right to speak. This means you must not do something because it's prohibited, right? For example, here we have you must not hurt other people, right?

So the way that I like to think about this is here we have this phrase right in casual speech sometimes you'll hear people say right like oh this can't go like this is bad I shouldn't do this you

know and the reasoning behind that is that let's say we have the verbu right to go then if we have it in potential form ikeru can go then we put it in negative so it becomes it can't go

therefore it can't go on this way because it's wrong because it's bad. Things cannot proceed this way because it's wrong. It's bad. It's not good.

Therefore, we get this verb cannot be this way because it's wrong. This is how we express actions in progress or states of being. For example, I am eating breakfast right now. It's a progressive action, an action that's still in progress.

He is not married. Now, this is one of the verbs that we use to express a state of being, right? You are either married or you're not, right? And so, by using we can express that state. If we were to

say that means I am going to get married, right? But it doesn't tell us the state of whether we are or not married. Now if we say it tells us the state of not being married whereas something like

expresses our will of I will not get married. This is how we express that we haven't done an action yet. Something has not been completed. This ma means yet or still. And the tells us that it is in

the state of not being right. It is not complete. It has not happened. Here we have I haven't left the house yet. Right? Ma and then have not left the house. Therefore, we get haven't left the house yet. Mo.

This is the opposite of this is I already did, right? Mo is already. And then we use a past tense conjugation. So here we have he already went home.

This is how we can express events and how they've changed from the past to the present and how they will change from the present to the future.

First, if we look at teu, this is how we express something that has started changing now and will change even more in the future. So, it's like from now on it will go to be something different.

Right? Here we have so the earth's temperature will become hotter and hotter. Right? So, we're describing something that is happening now and will continue to happen into the future. Now in contrast, teuru describes something that started in the past and

ended now. So it started changing in the past, it changed, changed, change, change and now here we are in the present observing that change. So here we have the number of foreign residents in Japan has come to increase. Right? So we're

saying it started in the past and here we are now looking at how that change has come about.

This is how we seek confirmation about the facts. So here we have you know isn't it this way just like in English you add a negative to the end to see what the other person thinks right? So here we have

isn't juo Korean. So this is noun or noun. Same thing for n adjectives. Isn't it beautiful?

Isn't it beautiful? And then here we have an e adjective. So it's going to be negative.

Aren't you cold? Isn't it cold? I have to. Now, there's a lot of different forms of this same phrase.

There's if we put this in long form. We could also say we could also say, right? So, we're combining the word, right? don't do with either the word can't go or will not become to essentially form a double negative which

is to say if I don't do this action it won't be good it will be bad I cannot go on that way so here we have I have to do my homework if I don't do my homework it is unbecoming therefore I

have to do it and I have to go home. If I don't go home, it will be bad.

Therefore, I have to go home. Not this, but that. So, the thing that becomes before de is not the right thing. It's wrong. And the right thing comes afterward. We could also phrase this as because de and w can become combined.

We could also drop the and just say here we have I'll have tea, not coffee, not coffee, but tea, right? So imagine this scene is like you're at a cafe and you're trying to order a drink and you say, you know,

I'll have tea and the waiter's like, "Got it, one coffee." And you're like, "No no not coffee.

Tea please. Here we have is not a student. He's a teacher. Right? Now, we're going to talk a little bit about sudu verbs. So, we know that sudo verbs come from combining a noun with sudu, right? And we can use it just like

that. In this case, right, we use it as a verb on its own. What we can also do is treat it like a transitive verb and an object. So, we could say nounuru here.

These are both different ways of saying the same thing. But now, when we want to qualify as in describe the kind of studying we're doing, for example, before we said, I study Japanese, right?

because it was noun or verb. But in this case, we have two nouns happening here, right? We are doing this noun. This is the object of our action. I do studying.

Therefore, I study. Now, when we want to include what kind of studying we're doing, we're going to use the particle no. Like we saw before how no can describe the type of thing that you're doing, the type of object. We're going

to say I study Japanese the same meaning as but the grammar just becomes a little different.

This is how we express giving things giving objects. In this case it'll be things I give to people or things that somebody gives to somebody else. So here we have I will give juice to my friend. As you

can see the person who is receiving what we are giving is marked with ni. This is the person that we are giving to. I give to my friendu.

This is how we describe someone giving something to me the speaker. So when somebody gives things to me in order to show that appreciation we use the word kudu. Now we can also use it to describe when somebody gives something to

somebody who's closely related to us. you know, like a close friend or family because we also appreciate that somebody in our circle has been gifted with something. So, here we have my friend gave me juice. Again, the recipient, the person who has been given

the thing is marked with, right? She gave it to me. And the person who does the giving will often be marked with gaodachi.

My friend gave moral. This means to receive. It's like the opposite perspective of what we saw with to give. So this is about the person who is receiving the item from somebody else. Here we have I received juice from my friend. Now

something to note about moral versus agedu and kuru is the usage of particles. Now if we think about receiving the person who is doing the act of receiving in this sentence is watashi right I received because of that

wati should be marked with wa or ga not ni therefore the other person who we interact with in the sentence becomes marked with ni tomodachi I received from my friend it could also be marked with I received it from my friend. The nuance

is a little different in the sense that ni implies a direct interaction whereasqa implies that that is just the source from which something came.

Modifying nouns. This essentially means using a phrase to describe what noun we're talking about. So here we have the watch my mom gave me is old. So what's happening here is that this phrase describes the watch, right? It is the

watch that my mom gave me. Now, here you can see we're using the plain form of a verb. If we're using an e adjective, it'll be just e, right? So, it is a good watch. If we're using a n adjective,

it'll be na. So, it'll be if we're using a noun, it'll be no, right? So, a watch from the US. Kata the way of doing a verb or how to do a verb. Now the way that we make this form is that

we take the stem form or MOS form of a verb and attach kata. In this case we have yi drop the m to get yi and then yi the way of reading or how to read. So here we

have how do you read this kanji right? How to read question word mo. So we can add the particle mo after a question word and then finish the sentence with a negative in order to create the meaning of no

thing. Nowhere, no one depending on what question word we're using. So for example, if we had nani, nani is what, right? So what thing? If we say it becomes not anything, nothing. Here we have there is nothing in the fridge. Another

example would be there is no one here or I will not go anywhere. I will go nowhere. My before. So this is to do something before something else. In the case of a noun it's noun. Here we have

I'll study before the test. But we can also use a verb. And when we use that verb, it should be in the short form present tense. So for example, before I take the test, I will study.

After. So this is the opposite of my right. So before then this is after. So this is after something is over. After something happened. Here we have noun.

So after noun I went home after class. We could also use a verb and in that case we would use a verb in the past plain form, right? So for example, I went home after class had finished.

That's all we have for today. Good luck on the exam. [Music] Hi everyone. Welcome to lesson 26.

[Music] I Foreign [Music] speech. Foreign speech. [Music]