Maharashtra HSC Japanese (MSBSHSE) key terms

The default sentence style for HSC Japanese writing and formal speech, ending verbs with ます and adjectives or nouns with です. Candidates must sustain it across a whole composition without drifting into plain form.

The casual dictionary-style ending used in conversation with close friends, in quoted clauses before と, and before patterns such as と思う and から. Recognising it inside a polite passage is a common reading task.

The connective verb form used for sequencing actions, making requests with ください, describing ongoing states with いる, and linking reasons or contrasts. Mastery of its sound changes is assumed in every grammar section.

Attaches to the te-form to show an action in progress or a state resulting from a past action, as in 住んでいる or 結婚している. Distinguishing these two readings in context appears frequently in reading passages.

Verb pairs such as 開く／開ける and 入る／入れる, where one describes a change happening by itself and the other describes someone causing it. Choosing the correct member with the right particle が or を is regularly tested.

Two subject-marking particles with different functions: は marks known or contrasted topics, while が introduces new or focused information. Passage questions often ask why a particular sentence uses one rather than the other.

Particles that both follow places but differ in meaning: に marks destination or existence, で marks where an action occurs or the means used. Fill-in-the-blank items rely on this distinction constantly.

The four conditional patterns と、ば、たら、なら, each with its own nuance of natural consequence, general condition, sequence, or response to a suggestion. Choosing the appropriate one in a dialogue is a standard grammar item.

Formed from the ない-stem plus れる／られる, used for neutral passives, adversative passives where the speaker is harmed, and honorifics. Reading passages about being scolded or inconvenienced depend on recognising it.

Formed with せる／させる, expressing that someone makes or lets another person do something, often paired with てあげる or てもらう. The distinction between forcing and permitting is a frequent comprehension point.

The three-part system of 尊敬語 for others' actions, 謙譲語 for one's own actions toward a superior, and 丁寧語 for polite wording. Candidates should recognise common forms such as いらっしゃる, おっしゃる and 伺う in dialogues.

The choice among casual, polite, and honorific registers according to the listener's age, status, and social distance. Questions about which reply suits a shop clerk, teacher, or friend test this awareness.

Fixed phrases used at set moments, such as おはようございます, いただきます, お疲れさまです and お世話になりました. Listening and dialogue items expect recognition of when each greeting is appropriate.

Politeness-sensitive patterns for asking favours, such as ～ていただけませんか, and for declining, such as ～はちょっと… or せっかくですが. Dialogue questions often ask what the listener will actually do after a soft refusal.

Forms for suggesting an activity, including ～ませんか, ～ましょう, and casual ～ない？, plus acceptances like ぜひ and refusals with reasons. Recognising the implied answer is a recurring listening task.

The ability to supply the correct on-yomi or kun-yomi for a kanji in a word and to write it from memory. HSC papers test prescribed school-level characters in context rather than in isolation.

The two reading systems for kanji: the Chinese-derived on-yomi heard in compounds like 電車, and the native kun-yomi heard in words like 車（くるま）. Choosing the right reading depends on the surrounding word.

Words built by combining two or more kanji, such as 図書館, 旅行 or 説明, whose meaning can often be inferred from the parts. Understanding compounds speeds up vocabulary recall in reading passages.

Working out what a word means from the sentences around it, especially for homophones written with different kanji or for katakana loanwords. This is the core skill for vocabulary items embedded in passages.

Words borrowed from other languages and written in katakana, such as アルバイト, パソコン or レポート, sometimes with a meaning narrowed in Japanese. Passages about student life frequently use them.

Katakana words coined in Japan that native English speakers would not recognise, such as サラリーマン, バイキング or ノートパソコン. Confusing them with genuine English is a known trap in vocabulary questions.

Words like これ, それ, あれ, この and その, plus the pronoun の, whose actual referent must be traced back through a passage. Questions asking what それ points to are standard in reading comprehension.

Words such as しかし, だから, つまり and また that signal how sentences relate logically. Noticing them helps candidates follow an argument and answer questions about the writer's conclusion.

The central claim of a paragraph, usually carried by its first or last sentence and supported by examples. Summarising it in one clause is a common short-answer requirement.

The author's own view as distinct from reported facts or other people's claims, often marked by と思う, べきだ or のではないだろうか. Questions ask candidates to separate opinion from description.

The distinction between verifiable statements, such as dates and numbers, and evaluative statements expressing judgement. Examination items ask which sentence in a passage states an opinion rather than a fact.

Short practical texts such as class notices, event posters, and reminder notes, read for specific details like time, place, and what the reader must bring. These are frequent sources in the reading section.

Scanning a text or table for one requested detail without reading every word, for example finding a train time or a shop's closing day. Skimming for keywords is the intended strategy.

Formal informative texts such as school trip schedules, library rules, or event invitations, usually written in polite style with dates and instructions. Candidates must extract obligations and deadlines accurately.

The three-part plan of introduction, body with supporting reasons or examples, and conclusion, expected in the writing task. A clear structure with correct paragraphing earns marks beyond grammatical accuracy.

Conventions for Japanese manuscript paper: one character per box, indenting the first line of each paragraph, starting new paragraphs clearly, and placing small っ or ゃ in the upper part of a box. Marks are lost for ignoring these.

The comma 読点 (、) and full stop 句点 (。), placed to mark natural pauses and sentence ends. Overusing commas or omitting the final full stop are common errors in guided writing.

Patterns such as なぜなら～からだ, ～ので, and そのため that introduce and justify a claim in a composition. Examiners look for at least one supported reason rather than bare assertions.

A short piece stating a position on a topic such as school uniforms or social media, then supporting it with reasons and examples before restating the view. It differs from narration in its argumentative purpose.

Catching the overall purpose of a spoken passage, such as a announcement or a conversation, before worrying about every word. Identifying the speaker's main point is usually the first listening question.

Accurately noting prices, dates, durations, and clock times spoken at natural speed, including forms like ～時半 and ～分前. Distractors often include a corrected or revised number.

Following who says what and how a dialogue develops, including turn-taking cues and back-channels like そうですね or ええ. Questions often ask what the second speaker decided after hearing the first.

Correctly producing long vowels, double consonants, syllabic ん, and the pitch pattern that distinguishes words like 箸 and 橋. Oral tasks reward clear rhythm and vowel length as much as individual sounds.

Reading a prepared passage with accurate pronunciation, appropriate pauses at punctuation, and natural intonation. It is assessed separately from free conversation in oral examinations.