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JLPT N5 Lesson 19: Counting and Counter Words

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Counting in Japanese In the above picture, it is shown how to count from 1 to 20 in Japanese. Now we will see how to count upto 10000 easily by following some pattern. 1st pattern is, ten (10) is じゅう (juu), twenty(20) is にじゅう (ni-juu), thirty(30) is さんじゅう (san-juu) and so on up to ninety (90). And the 2nd pattern is, for example, ten (10) is じゅう (juu), eleven (11) is じゅういち (juu-ichi), twelve (12) is じゅうに (juu-ni). Using the same pattern with Twenty which is にじゅう (ni-juu), we can make twenty one = にじゅういち (ni-juu-ichi), twenty two = にじゅうに (ni-juu-ni), twenty three = にじゅうさん (ni-juu-san) and so on. Now let us count 100 and above. 100 = 百 [ひゃく] 200 = 二百 [にひゃく] 300 = 三百 [さんびゃく] 400 = 四百 [よんひゃく] 500 = 五百 [ごひゃく] 600 = 六百 [ろっぴゃく] 700 = 七百 [ななひゃく] 800 = 八百 [はっぴゃく] 900 = 九百 [きゅうひゃく] 1000 = 千 [せん] 2000 = 二千 [にせん] 3000 = 三千 [さんぜん] 4000 = 四千 [よんせん] 5000 = 五千 [ごせん] 6000 = 六千 [ろくせん] 7000 = 七千 [ななせん] 8000 = 八千 [はっせん] 9000 = 九千 [きゅうせん] 10000 = 一万 [いちまん] Now let us count some...

JLPT N5 - Lesson 7 - Kanji Part 1

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Kanji introduction Kanji or the other name 'Chinese character' came to Japan around 4th or 5th century along with Chinese culture. It is believed, that time Japanese writing system was not developed and to represent Japanese spoken language, Chinese characters or Kanji was adopted. Over the period, many Chinese characters developed a Chinese reading and a Japanese reading. The Chinese reading is called Onyomi and the Japanese reading is called Kunyomi. One kanji can have multiple Chinese reading (Onyomi) and can have multiple Japanese reading (Kunyomi). Means a single Kanji can have multiple sound and multiple meanings. Now approximately more than 2000 kanjis are commonly used in Japan. For JLPT a student may need to prepare for about 2000 Kanji. As of 2010, the JLPT authority are no longer publishing any official vocabulary list. To prepare for N5 a learner may need to know about 80 to 100 Kanji which are frequently used in the beginners courses on Japanese Language. For N...

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