JLPT N4 — Structured Lessons

Ten structured lessons to guide you through N4 content. Each lesson has learning objectives, key vocabulary, grammar focus, two dialogues with full translations, and practice exercises. Work through them in order — each builds on the previous.

Lesson 1: From N5 to N4 — Plain Form and Politeness Levels

Objectives

Understand the difference between plain (dictionary) form and polite (〜ます/〜です) form
Know when to use each register
Recognize plain form in reading texts (novels, blogs, news)
Use plain form in subordinate clauses even in polite speech

Key Vocabulary

Japanese	Reading	English
普通体	ふつうたい	plain form style
丁寧体	ていねいたい	polite form style
敬語	けいご	honorific language
タメ語	ためご	casual speech (equals/friends)
目上	めうえ	superior; person of higher status
目下	めした	subordinate; person of lower status
同僚	どうりょう	colleague
初対面	しょたいめん	first meeting; meeting for the first time

Grammar Review

Plain affirmative: 食べる / 食べた / 食べている
Plain negative: 食べない / 食べなかった / 食べていない
Polite affirmative: 食べます / 食べました / 食べています
Polite negative: 食べません / 食べませんでした / 食べていません

When to Use Plain Form

Conversations with close friends and family (同い年や友達)
Subordinate clauses — even in polite speech: 食べると思います (I think he eats — plain 食べる inside polite 思います)
Written Japanese: novels, diaries, essays, news articles
Internal monologue in stories

Dialogue 1: First Day at a New School (formal → plain transition)

Scene: Keiko (new student) meets Yuki (classmate) and they become friends.

Meeting (formal)

先生: 皆さん、今日から一緒に勉強する田中恵子さんです。
Sensei: Minnasan, kyou kara issho ni benkyou suru Tanaka Keiko-san desu.
Teacher: Everyone, this is Tanaka Keiko, who will study with us from today.

恵子: はじめまして。田中恵子です。よろしくお願いします。
Keiko: Hajimemashite. Tanaka Keiko desu. Yoroshiku onegaishimasu.
Keiko: Nice to meet you. I'm Tanaka Keiko. I look forward to being with everyone.

After class (casual)

由紀: ねえ、恵子、どこから来たの？
Yuki: Nee, Keiko, doko kara kita no?
Yuki: Hey, Keiko, where did you come from?

恵子: 東京から。由紀はずっとここ？
Keiko: Toukyou kara. Yuki wa zutto koko?
Keiko: From Tokyo. Have you always been here, Yuki?

由紀: うん。じゃあ、一緒に帰ろうよ！
Yuki: Un. Jaa, issho ni kaerouyo!
Yuki: Yeah. Well then, let's go home together!

恵子: いいね！ありがとう。
Keiko: Ii ne! Arigatou.
Keiko: Sounds good! Thanks.

Dialogue 2: Explaining Politeness to a Friend

Scene: Alex (foreign learner) asks his teacher about when to use plain form.

アレックス: 先生、友達と話すとき、タメ語を使ってもいいですか。
Alex: Sensei, tomodachi to hanasu toki, tamego o tsukatte mo ii desu ka.
Alex: Teacher, is it okay to use casual speech when talking with friends?

先生: もちろんです。でも、最初は丁寧に話したほうがいいですよ。相手が「タメ語でいいよ」と言ったら、変えてください。
Sensei: Mochiron desu. Demo, saisho wa teinei ni hanashita hou ga ii desu yo. Aite ga "tamego de ii yo" to ittara, kaete kudasai.
Teacher: Of course. But it's better to be polite at first. When the other person says "casual is fine," please change.

アレックス: わかりました。でも、文章を読むと、タメ語ばかりで難しいです。
Alex: Wakarimashita. Demo, bunshou o yomu to, tamego bakari de muzukashii desu.
Alex: I understand. But when I read texts, it's all casual form and difficult.

先生: それは普通です。小説や日記はほぼ全部タメ語で書きます。読めばすぐ慣れますよ。
Sensei: Sore wa futsuu desu. Shousetsu ya nikki wa hobo zenbu tamego de kakimasu. Yomeba sugu naremasu yo.
Teacher: That's normal. Novels and diaries are written almost entirely in plain form. You'll get used to it quickly once you read.

Exercises

Change these polite sentences to plain form: (a) 食べません　(b) 行きました　(c) 静かです　(d) 学生です
Change these plain sentences to polite form: (a) 見ない　(b) 寝た　(c) 暑い　(d) 日本語だ
Identify whether you'd use plain or polite form in each situation: (a) talking to your boss (b) writing in your diary (c) talking to a 5-year-old child (d) in a subordinate clause inside a polite sentence

Lesson 2: Te-form Compound Actions

Objectives

Master the four key te-form compound patterns: 〜てから、〜てしまう、〜ておく、〜てみる
Understand the nuance differences between them
Use the casual contractions 〜ちゃう、〜じゃう、〜とく naturally

Key Vocabulary

Japanese	Reading	English
準備	じゅんび	preparation
後悔	こうかい	regret
うっかり	うっかり	carelessly; accidentally
せっかく	せっかく	with great effort; specially
失敗	しっぱい	failure; mistake
念のため	ねんのため	just to be safe; just in case

Grammar Focus

〜てから: strict sequence (must complete A first)
〜てしまう: full completion OR accidental/regretted action
〜ておく: deliberate preparation; leaving a state in place
〜てみる: experimental attempt

Dialogue 1: Making Plans for a Trip

Scene: Ryo and Hana are planning a trip to Kyoto.

涼: 京都に行く前に、ホテルを予約しておいたほうがいいよ。
Ryou: Kyouto ni iku mae ni, hoteru o yoyaku shite oita hou ga ii yo.
Ryo: We'd better reserve the hotel before going to Kyoto.

花: そうだね。でも、行き先を決めてから予約しようよ。
Hana: Sou da ne. Demo, ikisaki o kimete kara yoyaku shiyou yo.
Hana: Good point. But let's decide where we're going before booking.

涼: 念のため、観光地も調べておこう。去年、予約しないで行って、全部満員でがっかりしてしまったんだよ。
Ryou: Nen no tame, kankouchi mo shirabete okou. Kyonen, yoyaku shinaide itte, zenbu man'in de gakkari shite shimattan da yo.
Ryo: Let's research the tourist spots just in case. Last year I went without reserving and everything was full — I ended up really disappointed.

花: そうか。じゃあ、まず地図を見てみよう。
Hana: Sou ka. Jaa, mazu chizu o mite miyou.
Hana: I see. Well then, let's try looking at a map first.

Dialogue 2: A Mistake at the Office

Scene: Kenji forgot to send an important email.

健二: しまった！大事なメールを送り忘れてしまった！
Kenji: Shimatta! Daiji na meeru o okuri wasurete shimatta!
Kenji: Oh no! I forgot to send an important email!

同僚: え、大丈夫？
Douryou: E, daijoubu?
Colleague: Oh, are you okay?

健二: うっかりしてた。今すぐ送ります。あと、謝りのメールも書いておかないと。
Kenji: Ukkari shiteta. Ima sugu okurimasu. Ato, ayamari no meeru mo kaite okanai to.
Kenji: I was careless. I'll send it right now. Also, I have to write an apology email in advance.

同僚: 電話もしてみたら？メールより早いかも。
Douryou: Denwa mo shite mitara? Meeru yori hayai kamo.
Colleague: How about trying a phone call too? It might be faster than email.

健二: そうだね。電話してから、メールも送ってみる。
Kenji: Sou da ne. Denwa shite kara, meeru mo okutte miru.
Kenji: Good idea. I'll call first, then try sending an email too.

Exercises

Fill in the blank with the correct te-form compound (てから/てしまう/ておく/てみる):
- 夕食を___、映画を見ましょう。(eat, then watch)
- 財布を家に___。今日は現金がない。(accidentally left behind)
- 旅行の前に地図を___。(prepare in advance)
- この新しいカフェに___ませんか。(want to try going)
Convert to casual speech: てしまった → ＿; てしまう → ＿; ておく → ＿
Write two sentences of your own using each pattern.

Lesson 3: Giving and Receiving

Objectives

Master the three verbs: あげる、もらう、くれる
Apply them to te-form compound actions
Understand why Japanese has three separate verbs for this concept
Avoid common errors (mixing up direction of benefit)

Key Vocabulary

Japanese	Reading	English
恩	おん	favor; grace
親切	しんせつ	kindness
お礼	おれい	expression of gratitude
迷惑	めいわく	trouble; inconvenience
申し訳ない	もうしわけない	I'm truly sorry; no excuse
遠慮する	えんりょする	to refrain; to hold back
お互い	おたがい	each other; mutual

Grammar Focus

Direction of benefit:

あげる: I/we give → others (or: others give → others)
くれる: others give → ME (or my in-group)
もらう: I receive ← from others

Te-form versions:

〜てあげる: I do X FOR someone
〜てくれる: Someone does X FOR me
〜てもらう: I have someone do X for me / I receive the action

The "In-Group" Concept

Japanese has a concept of uchi (in-group) and soto (out-group). The speaker and the speaker's close family/group are "in-group." Benefit flowing INTO the in-group = くれる/もらう. Benefit flowing OUT = あげる.

Dialogue 1: Birthday Surprise

Scene: Maya receives a present and help from her friend.

マヤ: 誕生日なのに、来てくれてありがとう！
Maya: Tanjoubi na no ni, kite kurete arigatou!
Maya: Thank you for coming even though it's my birthday!

友人: もちろんだよ。これ、プレゼント。作ってきたよ。
Yuujin: Mochiron da yo. Kore, purezento. Tsukutte kita yo.
Friend: Of course! Here's a present. I made it and brought it.

マヤ: 手作り！うれしい。ケーキも作ってくれたの？
Maya: Tezukuri! Ureshii. Keeki mo tsukutte kureta no?
Maya: Handmade! I'm so happy. Did you make a cake for me too?

友人: うん。それと、準備も手伝ってあげるよ。何かある？
Yuujin: Un. Sore to, junbi mo tetsudatte ageru yo. Nanika aru?
Friend: Yeah. And I'll help you with the preparations too. Is there anything to do?

マヤ: じゃあ、飾りを飾るのを手伝ってもらえる？
Maya: Jaa, kazari o kazaru no o tetsudatte moraeru?
Maya: Then, could I have your help putting up the decorations?

友人: いいよ！一緒にやろう。
Yuujin: Ii yo! Issho ni yarou.
Friend: Sure! Let's do it together.

Dialogue 2: Asking for and Giving Help

Scene: At school, a student asks a teacher for help.

生徒: 先生、この問題が分からないので、説明していただけますか。
Seito: Sensei, kono mondai ga wakaranai node, setsumei shite itadakemasu ka.
Student: Teacher, I don't understand this problem. Could you please explain it to me?

先生: いいですよ。まず、この公式を見てください。私が説明してあげます。
Sensei: Ii desu yo. Mazu, kono koushiki o mite kudasai. Watashi ga setsumei shite agemasu.
Teacher: Sure. First, look at this formula. I'll explain it for you.

生徒: ありがとうございます。先生に教えてもらって、助かりました。
Seito: Arigatou gozaimasu. Sensei ni oshiete moratte, tasukarimashita.
Student: Thank you very much. Having you teach me was a great help.

先生: 分からないことがあったら、いつでも聞いてください。
Sensei: Wakaranai koto ga attara, itsudemo kiite kudasai.
Teacher: If you have anything you don't understand, please ask at any time.

Exercises

Choose the correct verb (あげる/くれる/もらう):
- 友達が私に本を貸して＿＿＿た。(my friend → me)
- 私は妹に本を読んで＿＿＿た。(me → my sister)
- 私は先生に推薦状を書いて＿＿＿た。(I received from teacher)
Translate: "My mother made dinner for me." / "I explained the way for a tourist." / "The doctor prescribed me medicine."
Why does Japanese have three separate giving/receiving verbs? Write a short explanation in English based on what you learned.

Lesson 4: Expressing Possibility and Probability

Objectives

Use 〜かもしれない、〜はずだ、〜でしょう/だろう correctly
Understand the scale of certainty from 0% to 100%
Distinguish inference patterns: かもしれない vs. はずだ vs. そうだ vs. ようだ vs. らしい

Key Vocabulary

Japanese	Reading	English
可能性	かのうせい	possibility
確実	かくじつ	certain; definite
不確か	ふたしか	uncertain
予測	よそく	prediction; forecast
証拠	しょうこ	evidence; proof
推測	すいそく	inference; guess

Certainty Scale

Expression	Confidence Level	Basis
〜に違いない	~95%	very confident deduction
〜はずだ	~80%	logic/expectation
〜でしょう/だろう	~70%	speaker's judgment
〜ようだ	~60%	own observation
〜らしい	~60%	hearsay/indirect evidence
〜そうだ (appearance)	~60%	direct visual cue
〜かもしれない	~50%	uncertainty

Dialogue 1: Weather Guessing Game

Scene: Two friends look out the window and predict tomorrow's weather.

田中: 空が暗いね。明日は雨が降るかもしれないね。
Tanaka: Sora ga kurai ne. Ashita wa ame ga furu kamo shirenai ne.
Tanaka: The sky is dark. It might rain tomorrow.

林: 天気予報によると、晴れるらしいよ。
Hayashi: Tenki yohou ni yoru to, hareru rashii yo.
Hayashi: According to the weather forecast, it apparently will be clear.

田中: えっ、本当？でも、今夜は曇ってるから、朝には変わるかもしれない。
Tanaka: E, hontou? Demo, konya wa kumotte ru kara, asa ni wa kawaru kamo shirenai.
Tanaka: Really? But it's cloudy tonight, so it might change by morning.

林: まあ、朝になればわかるでしょう。でも、念のため傘を持って行くべきじゃないかな。
Hayashi: Maa, asa ni nareba wakaru deshou. Demo, nen no tame kasa o motte iku beki ja nai kana.
Hayashi: Well, we'll probably know by morning. But shouldn't we take an umbrella just in case?

田中: そうだね。持って行くとくよ。
Tanaka: Sou da ne. Motte iku to ku yo.
Tanaka: Good point. I'll take one in advance.

Dialogue 2: Where is Kenji?

Scene: Office workers wonder why Kenji is late.

同僚A: 田中さん、まだ来てないね。もう10時なのに。
Douryou A: Tanaka-san, mada kite nai ne. Mou juuji na no ni.
Colleague A: Tanaka hasn't come yet. It's already 10 o'clock.

同僚B: 今日、会議があるはずだよね。遅刻するはずはないのに。
Douryou B: Kyou, kaigi ga aru hazu da yo ne. Chikoku suru hazu wa nai no ni.
Colleague B: He should have a meeting today. There's no way he'd be late.

同僚A: 電車が遅れているかもしれない。台風があったから。
Douryou A: Densha ga okurete iru kamo shirenai. Taifuu ga atta kara.
Colleague A: The train might be delayed. There was a typhoon.

同僚B: あ、そうか。連絡が来てないから、大丈夫だろうけど、心配だね。
Douryou B: A, sou ka. Renraku ga kite nai kara, daijoubu darou kedo, shinpai da ne.
Colleague B: Oh, right. He hasn't contacted us, so he's probably fine, but it's worrying.

同僚A: ちょっと電話してみようか。
Douryou A: Chotto denwa shite miyou ka.
Colleague A: Should we try calling him?

Exercises

Translate using the appropriate expression: (a) "She's probably at home." (b) "It might snow tomorrow." (c) "He should be finished by now." (d) "It looks like she is happy."
Which expression fits best? (More than one may work — explain your choice.)
- You see someone in a uniform. You say: "He __ be a police officer."
- You read in a newspaper: "It __ rain tomorrow."
- You know your friend was studying all week: "She __ pass the exam."
Write 3 sentences using 3 different probability expressions about the same situation.

Lesson 5: Reported Speech and Quoting

Objectives

Use と言う、と思う、と聞く for reporting speech and thoughts
Understand that quoted content is always in plain form
Use 〜によると (according to) to cite a source
Use 〜という (called; named; the idea that) to define terms

Key Vocabulary

Japanese	Reading	English
情報	じょうほう	information
噂	うわさ	rumor; gossip
主張	しゅちょう	assertion; claim
報道	ほうどう	news report
誤解	ごかい	misunderstanding
引用	いんよう	quotation; citation
伝言	でんごん	message

Grammar Focus

All quotation patterns use と as the quotation marker. The content before と is always in plain form — regardless of whether the overall sentence is polite.

Pattern	Use
〜と言う	direct/indirect speech
〜と思う	speaker's opinion/belief
〜と聞く	hearsay from others
〜と聞いた	heard from someone
〜によると	according to (source)
〜という	called; known as; the concept of

Dialogue 1: Passing on a Message

Scene: Yuki received a message from a friend and passes it on.

由紀: ねえ、マヤちゃんから伝言があるよ。今日は来られないって言ってた。
Yuki: Nee, Maya-chan kara dengon ga aru yo. Kyou wa korarenai tte itteta.
Yuki: Hey, there's a message from Maya. She said she can't come today.

涼: え、どうして？
Ryou: E, doushite?
Ryo: Really? Why?

由紀: 風邪を引いたらしいよ。熱があるって言ってた。
Yuki: Kaze o hiita rashii yo. Netsu ga aru tte itteta.
Yuki: She apparently caught a cold. She said she has a fever.

涼: それは大変だ。早く良くなるといいね、と伝えておいてくれる？
Ryou: Sore wa taihen da. Hayaku yoku naru to ii ne, to tsutaete oite kureru?
Ryo: That's tough. Can you tell her I hope she gets well soon?

由紀: うん、もちろん！メールしておくよ。
Yuki: Un, mochiron! Meeru shite oku yo.
Yuki: Yes, of course! I'll send her a message in advance.

Dialogue 2: Discussing News

Scene: Two people discuss something they read.

健二: ニュースによると、来年から電車の料金が上がるらしいよ。
Kenji: Nyuusu ni yoru to, rainen kara densha no ryoukin ga agaru rashii yo.
Kenji: According to the news, train fares will apparently go up from next year.

恵子: 本当に？それは困るな。毎日使っているから。
Keiko: Hontou ni? Sore wa komaru na. Mainichi tsukatte iru kara.
Keiko: Really? That's a problem. I use it every day.

健二: そうだよね。定期代が高くなると思うよ。
Kenji: Sou da yo ne. Teikidai ga takaku naru to omou yo.
Kenji: Right. I think commuter pass prices will go up.

恵子: 「値上げ」っていう言葉、本当によく聞くね。
Keiko: "Neage" tte iu kotoba, hontou ni yoku kiku ne.
Keiko: The word "price hike" — you really hear it often, don't you.

健二: ほんとに。物価が上がっているって感じるよね。
Kenji: Hontoni. Bukka ga agatte iru tte kanjiru yo ne.
Kenji: Truly. You can feel that prices are rising, can't you.

Exercises

Convert to reported speech using と言いました: "I am tired." → He said __. "Please come tomorrow." → She said __. "I don't know." → He said __.
Translate: "I heard that she quit her job." / "According to the teacher, tomorrow's exam is easy." / "Do you know the word called 'honne'?"
What is the difference between 〜と思う and 〜らしい? When would you use each?

Lesson 6: The Four Conditional Forms

Objectives

Understand the nuance of all four conditionals: 〜たら、〜ば、〜なら、〜と
Know which result-clause types each conditional can and cannot take
Recognize typical exam questions distinguishing these forms

Key Vocabulary

Japanese	Reading	English
仮定	かてい	hypothesis; condition
条件	じょうけん	condition; requirement
結果	けっか	result; consequence
当然	とうぜん	natural; of course
逆	ぎゃく	reverse; opposite
前提	ぜんてい	premise; prerequisite

Conditional Summary

Form	Formation	Primary nuance	Result clause limits
たら	V-た+ら	sequence; after A	none (flexible)
ば	V-conditional	logical if; "if only"	no imperative/request
なら	plain + なら	given premise/topic	none
と	V-dict	automatic/natural	no imperative/volitional

Dialogue 1: Planning Conditionally

Scene: A mother and son discuss contingency plans.

息子: もし明日晴れたら、海に行きたいな。
Musuko: Moshi ashita haretara, umi ni ikitai na.
Son: If it's sunny tomorrow, I'd like to go to the sea.

母: 晴れればいいけど、天気予報では曇りって言ってたわよ。
Haha: Harerebaii kedo, tenki yohou dewa kumori tte itteta wa yo.
Mother: It would be great if it were sunny, but the weather forecast said cloudy.

息子: そうか。海に行くなら、早起きしないといけないから、天気が悪いなら行かなくていいか。
Musuko: Sou ka. Umi ni iku nara, hayaoki shinai to ikenai kara, tenki ga warui nara ikanakute ii ka.
Son: I see. If we're going to the sea, we'd have to get up early, so if the weather is bad, I guess we don't have to go.

母: 雨が降ると電車も遅れることがあるし、次の機会にしましょう。
Haha: Ame ga furu to densha mo okureru koto ga aru shi, tsugi no kikai ni shimashou.
Mother: When it rains, the trains sometimes get delayed too, so let's do it next time.

Dialogue 2: Directions (〜と for automatic result)

Scene: Tourist asking for directions.

観光客: すみません、駅はどう行けばいいですか。
Kankoukyaku: Sumimasen, eki wa dou ikeba ii desu ka.
Tourist: Excuse me, how do I get to the station?

地元の人: まっすぐ行くと、交差点があります。そこを右に曲がると、すぐ駅が見えますよ。
Jimoto no hito: Massugu iku to, kousaten ga arimasu. Soko o migi ni magaru to, sugu eki ga miemasu yo.
Local: If you go straight, there's an intersection. If you turn right there, you can see the station right away.

観光客: ありがとうございます。歩いて行けばどのくらいかかりますか。
Kankoukyaku: Arigatou gozaimasu. Aruite ikeba dono kurai kakarimasu ka.
Tourist: Thank you. If I go on foot, about how long will it take?

地元の人: 5分ぐらいです。
Jimoto no hito: Go-fun gurai desu.
Local: About 5 minutes.

Exercises

Choose the best conditional and explain why:
- "(If you are hungry), there's a convenience store nearby." (なら/たら)
- "Press this button (and) the machine starts." (と/たら)
- "(If I have more time), I'll read more books." (ば/と)
- "(When I got home), my mother was cooking." (たら/と)
Which conditional CANNOT be used with a request (〜てください)? Give an example.
Create two sentences for each conditional form using the given situation: "It's cold outside."

Lesson 7: Passive and Causative

Objectives

Form and use the passive voice correctly (direct and indirect/suffering passive)
Form and use the causative voice (make do / let do)
Understand the causative-passive (be made to do — often with resentment)
Distinguish passive from potential (same form for group 1 verbs)

Key Vocabulary

Japanese	Reading	English
被害	ひがい	damage; harm
加害者	かがいしゃ	perpetrator
被害者	ひがいしゃ	victim
命令	めいれい	order; command
強制	きょうせい	coercion; compulsion
許可	きょか	permission; approval
自発的	じはつてき	voluntary; spontaneous

Dialogue 1: Complaining About Being Made to Do Things

Scene: Two coworkers complain about their boss.

田中: 昨日、上司に3時間も残業させられたよ。
Tanaka: Kinou, joushi ni sanjikan mo zangyou saserareta yo.
Tanaka: Yesterday, my boss made me work overtime for 3 whole hours.

山田: それは大変だったね。私も先週、つまらない会議に参加させられた。
Yamada: Sore wa taihen datta ne. Watashi mo senshuu, tsumaranai kaigi ni sanka saserareta.
Yamada: That was rough. I was also made to attend a boring meeting last week.

田中: しかも、会議の資料を全部私が作らされたんだよ。
Tanaka: Shikamo, kaigi no shiryou o zenbu watashi ga tsukurasareta n da yo.
Tanaka: And on top of that, I was made to create all the meeting materials.

山田: それは不公平だね。でも、言えないよね、上司に。
Yamada: Sore wa fukouhei da ne. Demo, ienai yo ne, joushi ni.
Yamada: That's unfair. But you can't say anything to your boss, can you.

田中: そうなんだよ。転職したいなあ。
Tanaka: Sou nan da yo. Tenshoku shitai naa.
Tanaka: That's how it is. I want to change jobs...

Dialogue 2: Passive in Formal Context

Scene: Museum guide explaining an exhibit.

ガイド: この絵は18世紀に有名な画家によって描かれました。
Gaido: Kono e wa juuhachi seiki ni yuumei na gaka ni yotte egakaremashita.
Guide: This painting was painted by a famous artist in the 18th century.

観光客: この絵は何年間ここに展示されているんですか。
Kankoukyaku: Kono e wa nannenkan koko ni tenji sarete iru n desu ka.
Tourist: How many years has this painting been displayed here?

ガイド: 約50年間、ここに置かれています。毎年100万人以上の人に見られています。
Gaido: Yaku gojuunenkan, koko ni okarete imasu. Maitoshi hyakumannin ijou no hito ni mirarete imasu.
Guide: It has been placed here for about 50 years. It is seen by more than one million people every year.

Exercises

Convert to passive: (a) 先生が学生を叱った。(b) 誰かが窓を壊した。(c) 猫が私の魚を食べた。
Convert to causative (forced): (a) 子どもが野菜を食べる。(b) 生徒が問題を100回解く。
Convert to causative-passive: (a) 上司が私に書類を書かせた。(b) 親が私に早く起きさせた。
Is 食べられた passive or potential in these contexts? (a) 虫に腕を食べられた。(b) ご飯が食べられた。

Lesson 8: Purpose and Reason

Objectives

Use 〜ために and 〜ように correctly for purpose
Distinguish ために from ように (action vs. state goal)
Use から and ので for reason (casual vs. formal)
Use 〜て as a reason connector (light reason)

Key Vocabulary

Japanese	Reading	English
目的	もくてき	purpose; objective
動機	どうき	motivation; motive
根拠	こんきょ	basis; grounds
おかげで	おかげで	thanks to; owing to
せいで	せいで	because of (negative)
結果的に	けっかてきに	as a result; consequently

Reason vs. Purpose Distinction

Pattern	Use case	Subject change?	Example
〜ために	purpose (volitional action)	same subject	働くために、毎日勉強する
〜ように	purpose (state/potential goal)	can differ	聞こえるように話す
〜から	reason (subjective/casual)	any	眠いから帰る
〜ので	reason (objective/formal)	any	風邪なので休む
〜て	light reason/means	any	電車に乗って行く

Dialogue 1: Discussing Life Goals

Scene: Interview for a language school.

面接官: 日本語を学んでいる理由は何ですか。
Mensetsusha: Nihongo o manande iru riyuu wa nan desu ka.
Interviewer: What is your reason for learning Japanese?

学生: 日本に留学するために、日本語を勉強しています。将来、日本の会社で働きたいと思っています。
Gakusei: Nihon ni ryuugaku suru tame ni, nihongo o benkyou shite imasu. Shourai, Nihon no kaisha de hatarakitai to omotte imasu.
Student: I am studying Japanese in order to study abroad in Japan. In the future, I want to work at a Japanese company.

面接官: 日本語を使えるようになるために、普段どんな練習をしていますか。
Mensetsusha: Nihongo o tsukaeru you ni naru tame ni, fudan donna renshuu o shite imasu ka.
Interviewer: What kind of practice do you usually do in order to be able to use Japanese?

学生: 毎日、NHKのニュースを聞いて、分からない言葉があれば調べるようにしています。また、日本人の友人と話す機会も大切にしています。
Gakusei: Mainichi, NHK no nyuusu o kiite, wakaranai kotoba ga areba shiraberu you ni shite imasu. Mata, Nihonjin no yuujin to hanasu kikai mo taisetsu ni shite imasu.
Student: Every day I listen to NHK news, and I try to look up any words I don't understand. I also value opportunities to talk with Japanese friends.

Dialogue 2: Apologizing with Reason

Scene: A student explains why they are late.

生徒: 遅れて、すみません。電車が遅延したので、遅くなってしまいました。
Seito: Okurete, sumimasen. Densha ga chien shita node, osoku natte shimaimashita.
Student: I'm sorry for being late. Because the train was delayed, I ended up being late.

先生: それはしかたがないね。でも、遅延があるかもしれないから、早めに出発したほうがいいよ。
Sensei: Sore wa shikata ga nai ne. Demo, chien ga aru kamo shirenai kara, hayame ni shuppatsu shita hou ga ii yo.
Teacher: That can't be helped. But since there might be delays, it's better to depart earlier.

生徒: はい、おっしゃる通りです。次からは余裕を持って行動するようにします。
Seito: Hai, ossharu toori desu. Tsugi kara wa yoyuu o motte koudou suru you ni shimasu.
Student: Yes, you're right. From now on, I'll try to act with some extra time to spare.

Exercises

Complete with ために or ように:
- 試験に合格する＿＿、毎日勉強します。(personal action goal)
- 遅刻しない＿＿、目覚まし時計をセットした。(state: don't be late)
- 体を丈夫にする＿＿、毎朝走っています。(action goal)
Choose から or ので (both may work — explain your preference):
- 今日は___休みます。(疲れた) (to a friend)
- 今日は___休みます。(疲れた) (to your boss)
Translate: "I exercise every day so that I can stay healthy." / "Because I was sleepy, I made a mistake." / "Thanks to the teacher's help, I passed the exam."

Lesson 9: Complex Noun Modification

Objectives

Modify nouns with full clauses using plain form + noun
Use 〜という to define, name, or introduce concepts
Use 〜の to nominalize verbs in a personal/sensory context
Use 〜こと to nominalize for abstract/formal purposes

Key Vocabulary

Japanese	Reading	English
修飾語	しゅうしょくご	modifier; qualifier
先行詞	せんこうし	antecedent (grammatical)
関係節	かんけいせつ	relative clause
抽象	ちゅうしょう	abstraction
具体例	ぐたいれい	concrete example
定義	ていぎ	definition
概念	がいねん	concept

How Japanese Noun Modification Works

In Japanese, modifiers come BEFORE the noun (opposite of English relative clauses):

English: "The book that I bought yesterday"
Japanese: 昨日買った本 (kinou katta hon — "yesterday-bought book")

The modifying clause is always in plain form, regardless of the politeness of the main clause.

Dialogue 1: Discussing Books

Scene: Two people at a bookstore.

客: すみません、先週テレビで紹介されていた本を探しているんですが。
Kyaku: Sumimasen, senshuu terebi de shoukai sarete ita hon o sagashite iru n desu ga.
Customer: Excuse me, I'm looking for the book that was introduced on TV last week.

店員: 「百年の孤独」という本でしょうか。
Ten'in: "Hyakunen no kodoku" to iu hon deshou ka.
Staff: Would that be the book called "One Hundred Years of Solitude"?

客: そうです！その本は読んだことがある人がよく薦めているんですよね。
Kyaku: Sou desu! Sono hon wa yonda koto ga aru hito ga yoku susumete iru n desu yo ne.
Customer: That's it! People who have read it often recommend it, don't they.

店員: こちらです。翻訳が素晴らしいことで有名な本です。
Ten'in: Kochira desu. Honyaku ga subarashii koto de yuumei na hon desu.
Staff: Here it is. It's a book famous for its wonderful translation.

Dialogue 2: Explaining a Concept

Scene: A student explains a Japanese cultural concept to a foreign friend.

友人: 「お世話になります」っていう言葉、どういう意味？
Yuujin: "Osewa ni narimasu" tte iu kotoba, dou iu imi?
Friend: What does the phrase "osewa ni narimasu" mean?

学生: 「よろしくお願いします」と似ているんだけど、もっとビジネスな感じ。世話になる、つまり「お世話になっている」という意味で、よく仕事のメールとか電話の最初に使う言葉だよ。
Gakusei: "Yoroshiku onegaishimasu" to nite iru n dakedo, motto bijinesu na kanji. Sewa ni naru, tsumari "osewa ni natte iru" to iu imi de, yoku shigoto no meeru toka denwa no saisho ni tsukau kotoba da yo.
Student: It's similar to "yoroshiku onegaishimasu," but more business-like. It means being in someone's care, in other words "I am in your care," and it's often a phrase used at the beginning of business emails and phone calls.

友人: なるほど！日本語には外国人が理解しにくい言葉がたくさんあるね。
Yuujin: Naruhodo! Nihongo ni wa gaikokujin ga rikai shinikui kotoba ga takusan aru ne.
Friend: I see! Japanese has many words that are hard for foreigners to understand.

Exercises

Combine into one sentence using noun modification:
- 本を買った / その本は面白い → The book I bought is interesting.
- 先生が教えてくれた / その方法は正しい → The method the teacher taught me is correct.
Translate: "The person who came yesterday is my friend's colleague." / "The restaurant we always go to was closed." / "The news that he quit surprised everyone."
When do you use こと vs. の as nominalizers? Give one example each where only one is appropriate.

Lesson 10: Reading and Writing N4 — Practical Application

Objectives

Read a short N4-level text and answer comprehension questions
Understand narrative structure in plain form
Write a short paragraph using N4 grammar patterns
Practice common N4 writing tasks: emails, diary entries, short essays

Key Vocabulary

Japanese	Reading	English
段落	だんらく	paragraph
要約	ようやく	summary
感想	かんそう	impressions; thoughts
主題	しゅだい	main theme; topic
結論	けつろん	conclusion
読解	どっかい	reading comprehension
作文	さくぶん	composition; writing

Reading Text 1: A Personal Blog Entry (Diary Style)

今日はとても忙しい一日だった。朝早く起きて、まず洗濯をしてから、仕事に行った。電車の中で、財布をバッグに入れ忘れてしまったことに気がついた。コンビニで払えないかもしれないと思って、少し心配した。

でも、結局ランチは会社の近くにある定食屋で食べることができた。そこのご主人が気前よく、「初めてのお客さんだから」と言って、デザートをサービスしてくれた。とてもうれしかった。

夜は友達と電話で話した。友達によると、来月から新しい仕事を始めることになったらしい。転職するのは大変そうだと思ったけど、友達がうれしそうに話していたので、私もうれしくなった。

Translation:
Today was a very busy day. I woke up early, did the laundry, and then went to work. On the train, I noticed that I had forgotten to put my wallet in my bag. I thought I might not be able to pay at the convenience store, and felt a bit worried.

But in the end, I was able to eat lunch at a set-meal restaurant near my office. The owner was generous, and saying "it's your first visit," gave me a dessert as a service (freebie). I was very happy.

In the evening, I talked on the phone with a friend. According to my friend, it had apparently been decided that they would start a new job from next month. I thought changing jobs must be hard, but since my friend was talking happily about it, I became happy too.

Comprehension Questions:

なぜ筆者は電車の中で心配しましたか。
(Why did the writer worry on the train?)
定食屋のご主人はなぜデザートをサービスしてくれましたか。
(Why did the restaurant owner give them a free dessert?)
友達は来月何をすることになりましたか。
(What has it been decided the friend will do from next month?)
この文章で使われているN4の文法パターンを3つ見つけてください。
(Find 3 N4 grammar patterns used in this text.)

Reading Text 2: Short Informational Text

日本では毎年約1万人がJLPTを受けると言われています。その中でN4を受ける人は最も多く、日本語学習者の中で「中間レベル」と考えられています。

N4に合格するためには、約700の新しい単語を覚えなければならないと言われています。また、文法も増えるため、テ形の使い方をしっかりマスターすることが大切です。

試験に合格することができたら、自信を持って日本語で日常会話ができるようになるでしょう。日本に行ったとき、困ったことがあれば、助けを求めることもできるはずです。

Translation:
In Japan, it is said that about 10,000 people take the JLPT every year. Among them, the number taking N4 is the greatest, and among Japanese language learners, it is considered the "intermediate level."

To pass N4, it is said that you must memorize about 700 new vocabulary words. Also, since grammar increases, mastering how to use the te-form thoroughly is important.

If you are able to pass the exam, you should be able to have daily conversations in Japanese with confidence. When you go to Japan, if there is something troubling you, you should be able to ask for help.

Comprehension Questions:

N4を受ける人はどれくらいいると言われていますか。
N4合格のためには何が大切と書いてありますか。
N4に合格した後、何ができるようになると書いてありますか。

Writing Practice: Guided Composition

Task 1 (Email)
Write a short email (5-8 sentences) in Japanese to a friend. Include:

What you did recently (use 〜てしまった or 〜てみた)
A plan you're making in advance (〜ておく)
A reason for something (〜から or 〜ので)

Task 2 (Diary Entry)
Write a 3-paragraph diary entry about yesterday (use plain form throughout). Include:

Something that happened that you didn't expect (〜かもしれない used in retrospect / 〜はずだった)
A comparison (〜より、〜ほうが)
Your feelings or opinion (〜と思う)

Task 3 (Short Essay Prompt)
"What do you think is more important: working hard or having fun?" (仕事と楽しみ、どちらが大切だと思いますか。)
Write 3-4 sentences giving your opinion and a reason. Use: 〜と思います、〜から/〜ので、〜より〜のほうが.

Key Grammar Patterns in This Lesson

This final lesson brings together all the major N4 patterns. In the reading texts, identify examples of:

て-form compounds (〜てから、〜てしまう、〜ておく)
Quoted speech (〜と言われている、〜によると、〜らしい)
Ability and state (〜ことができる、〜ようになる)
Decisions (〜ことになる)
Conditionals (〜たら、〜ば)
Obligation (〜なければならない)
Purpose (〜ために、〜ように)
Probability (〜はずだ、〜でしょう)

Lesson 10 Summary

You have now worked through all 10 N4 lessons. Here is what you should be able to do:

Skill	Target
Vocabulary	Recognize ~700 new N4 words in context
Kanji	Read and understand 181 new N4 kanji
Plain form	Read plain-form texts and switch registers naturally
Te-form compounds	Use てから、てしまう、ておく、てみる、てくる、ていく
Giving/receiving	Use あげる/もらう/くれる and て-form versions
Probability	Express degrees of certainty: かもしれない、はずだ、でしょう、らしい
Reported speech	Quote using と言う、と思う、と聞く、によると
Conditionals	Use all four: たら、ば、なら、と with correct nuance
Passive/causative	Form and use passive, causative, and causative-passive
Purpose/reason	Use ために、ように、から、ので appropriately
Noun modification	Modify nouns with full plain-form clauses
Nominalizers	Use こと vs. の correctly
Reading	Understand short N4-level Japanese texts
Writing	Compose short paragraphs using N4 grammar