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A2 noun #2,500 सबसे आम 11 मिनट पढ़ने का समय

宿題

shukudai
When beginning the journey of learning the Japanese language, encountering the word for homework is an inevitable and crucial step. At the A1 level, which represents the absolute beginner stage of language acquisition according to the Common European Framework of Reference for Languages, the term 'shukudai' (宿題) is introduced as a foundational noun. This word is essential because it directly relates to the daily life and routine of a student, which is a primary context for early language learning. In typical beginner textbooks such as Genki or Minna no Nihongo, 'shukudai' appears early on, usually alongside basic action verbs. The most critical collocation for an A1 learner to master is 'shukudai o shimasu,' which translates to 'I do my homework.' Understanding the use of the object particle 'o' (を) in this context is a major milestone. Furthermore, learners are taught how to express the existence of homework using the verb 'arimasu,' resulting in the phrase 'shukudai ga arimasu,' meaning 'there is homework' or 'I have homework.' This introduces the subject particle 'ga' (が) and helps learners distinguish between actions they perform and states of existence. Pronunciation at this level focuses on the correct articulation of the syllables 'shu,' 'ku,' 'da,' and 'i,' paying attention to the pitch accent, which is typically flat (heiban) in standard Tokyo dialect. As A1 learners practice, they often engage in simple question-and-answer exercises, such as 'shukudai o shimashita ka?' (Did you do your homework?) and responding with 'hai, shimashita' (Yes, I did) or 'iie, shimasen deshita' (No, I didn't). This repetition not only solidifies the vocabulary word itself but also reinforces past tense verb conjugations and polite speech forms (masu-form). The concept of homework is universally understood, making it an excellent anchor for learning these grammatical structures. Teachers frequently use the word in classroom instructions, saying 'kore wa shukudai desu' (This is homework), which helps students immediately apply their listening comprehension skills in a real-world, practical environment. By mastering 'shukudai' at the A1 level, learners build a strong foundation for discussing their daily schedules, responsibilities, and academic lives, paving the way for more complex sentence structures and nuanced expressions in subsequent stages of their Japanese language education. The integration of this word into daily practice is a testament to its importance in the foundational vocabulary of any Japanese learner.
At the A2 level, learners move beyond simple existence and basic actions, expanding their usage of 宿題 (shukudai) to include more complex verb pairings and sentence structures that reflect a deeper engagement with daily routines. While A1 focused on 'doing' and 'having' homework, A2 introduces the vocabulary necessary to describe the entire lifecycle of an assignment. Learners are introduced to verbs like 出す (dasu - to submit/assign), 忘れる (wasureru - to forget), and 終わる (owaru - to finish). They learn to say 宿題を出します (I will submit my homework) or 宿題を忘れました (I forgot my homework). Crucially, A2 learners begin to use conjunctions and grammar points to provide reasons and excuses, which is highly practical in a classroom setting. For instance, using the explanatory 'kara' or 'node', a student might say, 'Kinou wa shukudai ga takusan atta node, asobemasen deshita' (Because I had a lot of homework yesterday, I couldn't play). This demonstrates an ability to link the concept of homework to other events and states of being. Furthermore, A2 introduces the grammar of obligation and prohibition. Learners practice phrases like 'shukudai o shinakereba narimasen' (I must do my homework) or 'shukudai o shite wa ikemasen' (You must not do your homework - though unlikely to be said!). They also learn to use adjectives to modify the noun more effectively, distinguishing between 難しい宿題 (difficult homework) and 簡単な宿題 (easy homework), or expressing quantity with たくさんの宿題 (a lot of homework). Reading comprehension at this level often features short diary entries or letters where characters discuss their school life, making the recognition of the kanji 宿題 essential. The A2 learner transitions from merely identifying the word to actively using it to negotiate their academic environment, explain their circumstances, and express their feelings about their workload. This stage solidifies the word as a versatile tool for everyday communication, allowing for much more expressive and detailed conversations about one's daily life and responsibilities.
As learners progress to the B1 level, their interaction with the word 宿題 (shukudai) becomes significantly more sophisticated, moving from simple daily routines to more complex narratives and nuanced expressions. At this intermediate stage, learners are expected to understand and produce longer, more cohesive texts, and 宿題 frequently appears in reading passages discussing the Japanese education system, cultural habits, or personal anecdotes. Grammatically, B1 learners begin to employ passive and causative verb forms. They might encounter or use sentences like 'Sensei ni shukudai o dasareta' (I was assigned homework by the teacher - expressing a sense of burden) or 'Haha ni shukudai o saseta' (My mother made me do my homework). These structures allow learners to express the psychological weight or external pressure associated with homework, a common theme in Japanese culture. Furthermore, B1 learners start to differentiate 宿題 from similar vocabulary, such as 課題 (kadai - assignment/task), understanding that 宿題 is typically for lower education while 課題 is for university or professional contexts. They also learn to express opinions and engage in basic debates about the value of homework using structures like '...to omoimasu' (I think that...). For example, 'Shukudai wa kodomo no seichou ni hitsuyou da to omoimasu' (I think homework is necessary for a child's growth). The ability to discuss the concept abstractly, rather than just stating whether they did it or not, marks a significant leap in proficiency. Additionally, learners at this level become comfortable with compound verbs and more complex temporal expressions, saying things like 'Shukudai o owarasete kara, terebi o mimasu' (After finishing my homework, I will watch TV). The word 宿題 serves as a familiar anchor while learners navigate these more advanced grammatical waters, allowing them to focus on mastering the new structures without struggling with the core vocabulary. By the end of B1, learners can fluently integrate the concept of homework into broader conversations about education, responsibility, and personal time management.
At the B2 level, the usage of 宿題 (shukudai) transcends the literal classroom environment and enters the realm of metaphor and abstract discourse. Upper-intermediate learners are exposed to authentic Japanese media, including news broadcasts, newspaper editorials, and business discussions, where 宿題 is frequently used to describe unresolved issues, pending tasks, or societal problems. In a corporate setting, a B2 learner will understand when a manager says, 'Kono mondai wa, jikai no kaigi made no shukudai to shimashou' (Let's make this problem our homework for the next meeting). Here, the word implies a professional obligation to research and resolve an issue outside of the current discussion. Similarly, in political contexts, journalists might refer to a delayed policy implementation as 'Seifu no shukudai' (The government's homework). Understanding this metaphorical extension is crucial for B2 learners, as it demonstrates a grasp of how Japanese speakers use familiar concepts to articulate complex, abstract situations. Grammatically, learners at this level use 宿題 with advanced collocations and idiomatic expressions. They can effortlessly weave the word into complex sentence structures, expressing hypothetical situations, regrets, or strong opinions. For instance, 'Motto hayaku shukudai ni torikakatte okeba yokatta' (I should have started working on my homework/pending issue earlier). The focus shifts from the physical act of doing schoolwork to the broader concept of taking responsibility for a task and seeing it through to completion. B2 learners are also capable of reading and writing detailed essays on the educational system, discussing the pros and cons of heavy homework loads, the pressure on Japanese students, and the role of cram schools (juku). They can articulate nuanced arguments using sophisticated vocabulary alongside 宿題. This level marks the transition from using the word as a simple descriptor of a daily chore to employing it as a powerful rhetorical device in professional and academic communication, reflecting a deep cultural understanding of duty and unresolved obligations.
Reaching the C1 level signifies an advanced, near-native command of the Japanese language, and the interaction with the word 宿題 (shukudai) reflects this high degree of sophistication. At this stage, learners are not merely using the word; they are manipulating it within complex socio-cultural and rhetorical contexts. C1 learners engage with high-level discourse, such as academic papers on pedagogy, debates on educational reform (like the historical 'yutori kyouiku' or relaxed education policy), and profound literary works. In these contexts, 宿題 represents more than just an assignment; it symbolizes the intense pressure of the Japanese educational meritocracy, the societal expectations placed on youth, and the psychological burden of conformity. A C1 learner can comfortably comprehend and participate in discussions about how the volume of 宿題 impacts a child's mental health or creativity. Furthermore, the metaphorical use of 宿題 becomes second nature. In high-level business negotiations or political debates, the term is used strategically to defer decisions or acknowledge complex, long-term challenges. For example, a politician might state, 'Kore wa wareware ga shourai sedai ni nokoshite wa naranai shukudai de aru' (This is a homework/unresolved issue that we must not leave to future generations). The learner understands the gravity and rhetorical weight of such statements. Idiomatic and highly contextualized uses are easily grasped, and the learner can employ subtle variations in tone, using the word sarcastically, formally, or colloquially as the situation demands. They are also fully aware of the historical and cultural evolution of the concept of homework in Japan, perhaps comparing modern practices with those of the Showa era. At the C1 level, the word 宿題 is a key that unlocks deep cultural insights, allowing the learner to navigate the intricate web of Japanese societal norms, expectations, and professional etiquette with absolute fluency and confidence.
At the C2 level, the pinnacle of language proficiency, the learner's understanding and application of 宿題 (shukudai) are indistinguishable from those of a highly educated native speaker. The word is wielded with complete mastery, encompassing all its literal, metaphorical, literary, and historical dimensions. A C2 user appreciates the subtle etymological roots of the kanji—the concept of 'lodging' (宿) combined with a 'problem' (題)—and can draw upon this imagery in creative writing or poetic discourse. They can effortlessly read classic and contemporary Japanese literature where 宿題 might serve as a central motif representing a character's unresolved past, karmic debt, or existential burden. In academic and professional spheres, the C2 user employs the term with surgical precision, utilizing it in highly specialized contexts, such as drafting corporate policy documents, analyzing socio-economic trends, or writing critical essays on the philosophy of education. They are adept at using the word in complex, multi-layered sentences that require a profound understanding of Japanese syntax and nuance. For instance, they might write, 'Kindaika ga motarashita hika kachi na shukudai ni taishi, wareware wa dō mukiau beki ka' (How should we face the unavoidable homework/unresolved consequences brought about by modernization?). Furthermore, the C2 learner intuitively understands the unwritten cultural scripts associated with 宿題. They grasp the collective anxiety of the 'August 31st syndrome' (the rush to finish summer homework) not just as a trope, but as a shared cultural memory that shapes Japanese identity. They can engage in the most sophisticated wordplay, irony, and rhetorical maneuvering using this seemingly simple noun. Ultimately, at the C2 level, 宿題 is no longer just a vocabulary word to be learned; it is a cultural artifact that the user fully possesses, allowing them to express the deepest and most complex facets of human experience and societal obligation within the Japanese linguistic framework.
इसका अभ्यास करें उदाहरण नोट्स और सुझाव

宿題 30 सेकंड में

  • Means 'homework' or 'assignment'.
  • Used with the verb 'suru' (to do).
  • Can mean 'unresolved issue' in business.
  • Deeply tied to Japanese school culture.

The Japanese word 宿題 (shukudai) is a fundamental vocabulary item that every learner encounters early in their studies, translating directly to 'homework' or 'assignment' in English. To truly understand this word, we must break down its kanji characters and explore its cultural significance within the Japanese educational system. The first character, 宿 (shuku), carries the meaning of 'inn,' 'lodging,' or 'home.' It is the same kanji used in words like 宿泊 (shukuhaku - lodging) and 宿屋 (yadoya - inn). In the context of 宿題, it implies something that is taken back to one's residence or completed at home outside of regular school hours. The second character, 題 (dai), means 'topic,' 'subject,' or 'problem.' It appears in common words like 問題 (mondai - problem) and 話題 (wadai - topic of conversation). Therefore, when combined, 宿題 literally translates to 'a problem or topic to be done at home.' This perfectly encapsulates the concept of homework given by teachers to students. In Japan, homework is not just an academic exercise; it is viewed as a vital tool for developing discipline, responsibility, and a strong work ethic from a very young age. Students are often given daily assignments, such as kanji practice drills (kanji doriru) or math worksheets (keisan doriru), which they must complete meticulously. During long holidays, particularly summer vacation, the volume of homework increases significantly. This 'summer vacation homework' (natsu yasumi no shukudai) is a major cultural touchstone in Japan, often including independent research projects (jiyuu kenkyuu), book reports (dokusho kansoubun), and daily diaries (enikki). The completion of these tasks is seen as a reflection of the student's dedication and the family's support. Understanding 宿題 goes beyond mere translation; it provides insight into the rigorous and structured nature of Japanese education. The word is deeply embedded in the daily lives of children and parents alike, making it a highly practical and frequently used term in everyday conversation.

Kanji Breakdown: 宿
Means 'inn' or 'home', indicating the location where the task is performed.
Kanji Breakdown: 題
Means 'topic' or 'problem', indicating the nature of the task assigned.
Cultural Significance
Represents discipline, routine, and academic responsibility in Japanese society.

毎日たくさんの宿題があります。

I have a lot of homework every day.

夏休みの宿題は終わりましたか。

Have you finished your summer vacation homework?

先生が宿題を出しました。

The teacher assigned homework.

宿題を忘れてしまいました。

I completely forgot my homework.

この問題は来週までの宿題とします。

We will make this issue a homework assignment for next week.

Mastering the usage of 宿題 (shukudai) requires understanding the specific verbs and particles that naturally collocate with it. Because 宿題 is a noun representing an action or task, it relies heavily on standard Japanese verbs to convey meaning. The most fundamental and frequently used combination is 宿題をする (shukudai o suru), which translates to 'to do homework.' This phrase uses the object particle を (o) to indicate that the homework is the direct object of the action 'to do.' It is crucial for learners to avoid the common mistake of using verbs like 作る (tsukuru - to make) or 書く (kaku - to write) when referring to the general act of completing homework, as 宿題をする is the most natural and universally accepted phrasing. Another essential verb pairing is 宿題が出る (shukudai ga deru), meaning 'homework is assigned.' Here, the intransitive verb 出る (deru - to come out) is used with the subject particle が (ga), conceptualizing the homework as something that emerges or is presented to the students. Conversely, from the teacher's perspective, the transitive form is used: 宿題を出す (shukudai o dasu), meaning 'to assign homework' or, from a student's perspective, 'to hand in homework.' The dual meaning of 宿題を出す can sometimes be confusing; context usually clarifies whether a teacher is giving the assignment or a student is submitting it. When a student fails to remember their assignment, the phrase 宿題を忘れる (shukudai o wasureru - to forget homework) is employed. If a student completes their tasks, they might say 宿題が終わる (shukudai ga owaru - homework is finished), using the intransitive verb 終わる. For those needing assistance, 宿題を手伝う (shukudai o tetsudau - to help with homework) is the appropriate expression. Furthermore, adjectives can be used to describe the homework, such as 多い (ooi - a lot/many) or 難しい (muzukashii - difficult). For example, 宿題が多い (shukudai ga ooi) means 'there is a lot of homework.' By mastering these specific verb and adjective pairings, learners can confidently and accurately discuss their academic responsibilities and daily routines in Japanese, ensuring their speech sounds natural and native-like.

Verb Pairing: する (suru)
Used to express the act of doing or completing the homework assignment.
Verb Pairing: 出す (dasu)
Used to mean either assigning homework (by a teacher) or submitting it (by a student).
Verb Pairing: 忘れる (wasureru)
Used to express the unfortunate event of forgetting to do or bring one's homework.

家に帰ってからすぐに宿題をします。

I will do my homework immediately after going home.

今日は数学の宿題が出ました。

Math homework was assigned today.

明日は宿題を提出する日です。

Tomorrow is the day to submit the homework.

弟の宿題を手伝ってあげました。

I helped my younger brother with his homework.

宿題が多すぎて、遊ぶ時間がありません。

There is so much homework that I have no time to play.

The word 宿題 (shukudai) is ubiquitous in Japanese society, permeating various environments from the classroom to the corporate boardroom. Naturally, the most common setting where you will hear this word is within educational institutions, ranging from elementary schools (shougakkou) to high schools (koukou) and universities (daigaku). Teachers frequently use it when concluding a lesson, announcing the tasks required for the next class. Students use it constantly among themselves, complaining about the volume of assignments, asking peers for help, or checking deadlines. Beyond regular schools, 宿題 is heavily used in the context of 'juku' (cram schools), which play a massive role in the Japanese education system. Juku instructors assign their own rigorous sets of 宿題, meaning students often juggle multiple streams of homework simultaneously. The home is another primary domain for this word. Parents, particularly mothers who are culturally often tasked with overseeing their children's education (sometimes referred to as kyouiku mama), will frequently ask, 'Shukudai wa owatta no?' (Have you finished your homework?). This daily inquiry is a staple of Japanese family life. Interestingly, the usage of 宿題 extends far beyond the academic sphere into the adult world of business and politics. In a corporate setting, if a meeting concludes without a resolution to a specific problem, a manager might say, 'Kore wa jikai made no shukudai to shimashou' (Let's make this our homework for next time). In this metaphorical sense, 宿題 refers to an unresolved issue, a pending task, or a problem that requires further research and consideration outside of the current meeting. Politicians and journalists also use this metaphor frequently in the news. A news anchor might describe a lingering economic issue as 'Seifu no shukudai' (The government's homework), implying an obligation that the administration has yet to fulfill. This metaphorical extension demonstrates the word's versatility and its deep connection to the Japanese concepts of duty, preparation, and unresolved obligations, making it a truly dynamic piece of vocabulary.

Context: Schools
The primary environment where teachers assign tasks and students discuss their academic workload.
Context: Home Life
Used by parents to monitor their children's educational progress and daily routines.
Context: Business
Used metaphorically to describe pending tasks, unresolved issues, or items requiring further research.

お母さん、宿題終わったよ。

Mom, I finished my homework.

塾の宿題が難しくて解けません。

The cram school homework is too difficult to solve.

この件については、私の宿題とさせてください。

Please let me take this matter back as my homework (to research).

少子化問題は、現代日本社会の大きな宿題です。

The declining birthrate is a major homework (unresolved issue) for modern Japanese society.

先生、今日の宿題は何ページから何ページまでですか。

Teacher, from what page to what page is today's homework?

While 宿題 (shukudai) is a relatively straightforward noun, learners frequently make specific grammatical and lexical errors when incorporating it into sentences. The most prevalent mistake among English speakers is directly translating the English phrase 'to make homework' or 'to write homework' into Japanese. Learners often say 宿題を作る (shukudai o tsukuru) or 宿題を書く (shukudai o kaku). While a teacher might technically 'create' a homework assignment, a student simply 'does' it. Therefore, the only universally correct and natural verb for a student completing their assignment is する (suru), making the phrase 宿題をする (shukudai o suru). Another common error involves the misuse of particles, particularly confusing を (o) and が (ga). When expressing the existence of homework, learners sometimes incorrectly say 宿題をあります (shukudai o arimasu). Because あります (arimasu) is an intransitive verb indicating existence, it must take the subject particle が (ga), resulting in the correct phrase 宿題があります (shukudai ga arimasu). Furthermore, learners often struggle with the dual meaning of the verb 出す (dasu) when paired with 宿題. As mentioned earlier, 宿題を出す can mean 'to assign homework' (done by the teacher) or 'to submit homework' (done by the student). A learner might incorrectly try to use a complex passive or causative form when the simple transitive 出す is perfectly sufficient and natural in context. Pronunciation also presents a minor hurdle; some learners mispronounce the first syllable, saying 'shikudai' instead of the correct 'shukudai' (with a clear 'u' sound). Additionally, learners sometimes confuse 宿題 with similar words like 課題 (kadai). While both can translate to 'assignment,' 宿題 specifically implies work taken home from school, whereas 課題 is a broader term for a task, project, or academic challenge, often used in university settings or professional environments. Using 宿題 to refer to a major university thesis or a complex corporate project sounds slightly juvenile or out of place. By being mindful of these specific verb pairings, particle rules, and contextual nuances, learners can easily avoid these common pitfalls and use 宿題 with confidence and accuracy.

Mistake: 宿題を作る
Incorrect for students. Use 宿題をする (to do homework) instead of 'to make homework'.
Mistake: 宿題をあります
Incorrect particle. Use が (ga) with the verb あります (arimasu) to indicate existence.
Mistake: Confusing with 課題
Do not use 宿題 for high-level university research projects or major corporate tasks; use 課題 (kadai) instead.

❌ 私は毎日宿題を作ります。
⭕ 私は毎日宿題をします。

Correction: Use suru instead of tsukuru.

❌ 今日は宿題をありません。
⭕ 今日は宿題がありません。

Correction: Use ga instead of o with arimasu.

❌ 大学の卒業宿題は大変です。
⭕ 大学の卒業論文（課題）は大変です。

Correction: Shukudai is not used for graduation theses.

❌ 先生が宿題をしました。
⭕ 先生が宿題を出しました。

Correction: Teachers 'assign' (dasu) homework, they don't 'do' (suru) it.

❌ 宿題を忘れたから、作ります。
⭕ 宿題を忘れたから、今からします。

Correction: Again, reinforcing the use of suru over tsukuru.

To fully grasp the nuances of 宿題 (shukudai), it is highly beneficial to compare it with similar vocabulary words related to studying and academic tasks. The most closely related term is 課題 (kadai). While both can be translated as 'assignment' or 'task,' their connotations differ significantly. 宿題 specifically refers to the routine homework given to primary, middle, and high school students to be completed at home. It has a slightly juvenile or routine feel to it. 課題, on the other hand, is a more formal and broader term. It is used for university-level assignments, research projects, essays, and professional tasks in the workplace. If a university professor assigns a 10-page essay, it is a 課題, not a 宿題. Another set of related words includes 予習 (yoshuu) and 復習 (fukushuu). 予習 means 'preparation for a lesson' (studying material before it is taught in class), while 復習 means 'review' (going over material that has already been taught). While teachers might assign 予習 or 復習 as part of the daily 宿題, they are specific types of study methods rather than the physical assignment itself. For example, a teacher might say, 'Today's homework is to review chapter 3' (Kyou no shukudai wa daisan-ka no fukushuu desu). Additionally, learners might encounter the loanword ワーク (waaku), derived from the English 'workbook.' In Japanese schools, students are often given specific workbooks for subjects like math or kanji, and completing pages in these workbooks constitutes their daily 宿題. Another related term is 自習 (jishuu), which means 'self-study.' Unlike 宿題, which is mandated by an authority figure, 自習 is independent study initiated by the student. Finally, in the context of long holidays, the term 自由研究 (jiyuu kenkyuu), meaning 'independent research project,' is a specific, major component of summer vacation 宿題. By understanding the distinctions between 宿題, 課題, 予習, and 復習, learners can articulate their academic activities with much greater precision and choose the most contextually appropriate word for their situation.

Similar Word: 課題 (kadai)
A more formal term for 'assignment' or 'task', used in universities and professional settings.
Similar Word: 復習 (fukushuu)
Means 'review'. Often assigned as a specific type of homework.
Similar Word: 予習 (yoshuu)
Means 'preparation'. Studying material in advance of the class.

大学の課題が多くて徹夜しました。

I stayed up all night because I had a lot of university assignments (kadai).

今日の宿題は、漢字の復習です。

Today's homework is a review of kanji.

明日の授業のために予習をします。

I will prepare (yoshuu) for tomorrow's class.

放課後、図書館で自習をしました。

After school, I did self-study (jishuu) in the library.

夏休みの自由研究のテーマを決めました。

I decided on the theme for my summer independent research (jiyuu kenkyuu).

How Formal Is It?

औपचारिक

""

कठिनाई स्तर

ज़रूरी व्याकरण

स्तर के अनुसार उदाहरण

1

宿題をします。

I do my homework.

Basic verb 'suru' (to do) with object particle 'o'.

2

宿題があります。

I have homework.

Verb 'arimasu' (to exist/have) with subject particle 'ga'.

3

これは宿題です。

This is homework.

Basic 'A wa B desu' sentence structure.

4

宿題はどこですか。

Where is the homework?

Asking for location using 'doko'.

5

毎日宿題をします。

I do homework every day.

Using the time word 'mainichi' (every day).

6

宿題をしましたか。

Did you do your homework?

Past tense question form 'shimashita ka'.

7

はい、宿題をしました。

Yes, I did my homework.

Answering affirmatively in the past tense.

8

いいえ、宿題をしませんでした。

No, I didn't do my homework.

Negative past tense 'shimasen deshita'.

1

宿題を忘れました。

I forgot my homework.

Using the verb 'wasureru' (to forget) in past tense.

2

今日の宿題は難しいです。

Today's homework is difficult.

Modifying the noun with an i-adjective 'muzukashii'.

3

宿題がたくさんあります。

There is a lot of homework.

Using the adverb 'takusan' (a lot).

4

先生が宿題を出しました。

The teacher assigned homework.

Using 'dasu' to mean 'assign'.

5

明日、宿題を出します。

I will submit the homework tomorrow.

Using 'dasu' to mean 'submit'.

6

宿題が終わりました。

The homework is finished.

Intransitive verb 'owaru' with particle 'ga'.

7

宿題を手伝ってください。

Please help me with my homework.

Using 'te-form + kudasai' for a request.

8

宿題があったので、遊びませんでした。

Because I had homework, I didn't play.

Using 'node' to express a reason.

1

宿題を終わらせてから、ゲームをします。

After I finish my homework, I will play a game.

Using causative 'owaraseru' and 'te kara' (after doing).

2

夏休みの宿題はもう全部終わりましたか。

Have you already finished all your summer vacation homework?

Using 'mou' (already) and 'zenbu' (all).

3

宿題を忘れないように、メモを書きました。

I wrote a memo so that I wouldn't forget my homework.

Using 'nai you ni' (so as not to).

4

先生に宿題をたくさん出されて、大変です。

I was assigned a lot of homework by the teacher, and it's tough.

Passive form 'dasareta' to show being adversely affected.

5

宿題は子供の成長に必要だと思います。

I think homework is necessary for a child's growth.

Expressing opinion with 'to omoimasu'.

6

宿題をやらなければならないのに、眠くなってきました。

Even though I have to do my homework, I've gotten sleepy.

Obligation 'nakereba naranai' and contrastive 'noni'.

7

友達と図書館で一緒に宿題をすることにしました。

I decided to do homework together with my friend at the library.

Using 'koto ni shita' (decided to).

8

この宿題の意味がよく分からないので、教えてくれませんか。

I don't really understand the meaning of this homework, so could you teach me?

Using 'te kuremasen ka' for a polite request.

1

この件については、次回までの宿題とさせてください。

Please let me take this matter as homework for next time.

Metaphorical use in business; causative 'sasete kudasai'.

2

少子化対策は、政府にとって大きな宿題である。

Measures against the declining birthrate are a major homework (unresolved issue) for the government.

Written style 'de aru' and metaphorical use.

3

宿題の量と学力の向上には、必ずしも相関関係があるとは言えない。

It cannot necessarily be said that there is a correlation between the amount of homework and the improvement of academic ability.

Academic phrasing 'kanarazushimo... to wa ienai'.

4

彼は夏休みの宿題を最終日まで放置するタイプだ。

He is the type to leave his summer homework untouched until the final day.

Using 'houchi suru' (to leave as is/neglect).

5

宿題を提出し遅れた場合、減点される可能性があります。

If you submit your homework late, there is a possibility of point deduction.

Conditional 'baai' and formal 'kanousei ga arimasu'.

6

日本の教育制度において、宿題の果たす役割は非常に大きい。

In the Japanese education system, the role that homework plays is extremely large.

Formal phrasing 'ni oite' (in/regarding).

7

ただ答えを写すだけの宿題なら、やらないほうがましだ。

If it's homework where you just copy the answers, it's better not to do it at all.

Using 'hou ga mashi da' (it is preferable/better).

8

その問題は、我々が社会全体で取り組むべき宿題だと言えるでしょう。

It can be said that this problem is a homework assignment that we should tackle as a whole society.

Metaphorical use with 'torikumu beki' (should tackle).

1

先送りされてきた年金問題は、現政権にとって重い宿題となっている。

The pension problem that has been postponed has become a heavy homework (burden) for the current administration.

Advanced metaphorical use with 'sakiokuri' (postponed).

2

ゆとり教育の見直しに伴い、宿題の質と量のバランスが改めて問われている。

With the review of 'relaxed education', the balance between the quality and quantity of homework is being questioned anew.

Formal 'ni tomonai' (along with) and passive 'towarete iru'.

3

彼は人生の宿題をやり残したかのように、突然旅に出た。

He suddenly set off on a journey, as if he had left the homework of his life unfinished.

Literary metaphor 'jinsei no shukudai' (homework of life).

4

単なる暗記作業に終始する宿題は、生徒の知的好奇心を削ぐ恐れがある。

Homework that begins and ends as mere memorization work risks diminishing students' intellectual curiosity.

Advanced vocabulary 'shuushi suru' and 'osore ga aru'.

5

前回の会議で持ち越しとなった宿題について、各部署からの報告を求めます。

I request reports from each department regarding the homework that was carried over from the previous meeting.

Business jargon 'mochikoshi' (carried over).

6

宿題という制度自体が、家庭環境による教育格差を助長しているという指摘もある。

There is also the pointing out that the homework system itself promotes educational disparity based on home environment.

Academic discourse using 'jochou shite iru' (promoting/exacerbating).

7

その作家は、新作を通じて現代社会に重い宿題を突きつけた。

Through his new work, the author thrust a heavy homework assignment (profound question) upon modern society.

Metaphorical use with 'tsukitsukeru' (to thrust before).

8

自発的な学習意欲を喚起するためには、画一的な宿題からの脱却が不可欠だ。

In order to arouse spontaneous motivation to learn, breaking away from standardized homework is essential.

Highly formal vocabulary 'kanki suru', 'kakuitsuteki', 'dakkyaku'.

1

近代化の過程で日本が置き去りにしてきた精神的価値の喪失こそが、我々に課せられた最大の宿題である。

The loss of spiritual values that Japan left behind in the process of modernization is precisely the greatest homework imposed upon us.

Philosophical discourse using 'okizari' and 'kaserareta'.

2

彼の遺作は、読者一人一人の内面に解き明かすべき宿題を残して完結した。

His posthumous work concluded by leaving a homework assignment to be unraveled within the inner mind of each and every reader.

Literary phrasing 'tokiakasu beki' and 'kanketsu shita'.

3

歴史の法廷において、この決断がどのような評価を受けるかは、後世の歴史家への宿題としよう。

Let us leave how this decision will be evaluated in the court of history as homework for historians of future generations.

Grand rhetorical style 'rekishi no houtei' and volitional 'shiyou'.

4

詰め込み教育の象徴としての宿題は、もはや形骸化しつつあると言わざるを得ない。

One cannot help but say that homework, as a symbol of cramming education, is already becoming a mere shell of its former self.

Critical analysis using 'keigaika' and 'iwa zaru o enai'.

5

企業統治の改革は、長年手つかずのまま放置されてきた日本経済の宿題であった。

Corporate governance reform was a homework assignment of the Japanese economy that had been left untouched for many years.

Economic analysis using 'kigyou touchi' and 'tetsukazu'.

6

あの夏の日の未了の宿題が、今もなお私の心の奥底で鈍い痛みを放っている。

The unfinished homework of that summer day still emits a dull pain in the depths of my heart.

Poetic and emotional use of 'miryou' (unfinished) and 'nibui itami'.

7

気候変動問題は、人類が地球という惑星から突きつけられた、待ったなしの宿題である。

The issue of climate change is a homework assignment with no time for delay, thrust upon humanity by the planet Earth.

Global discourse using 'matta nashi' (no waiting/urgent).

8

制度疲労を起こした官僚機構の再構築こそが、次期政権が真っ先に取り組むべき宿題に他ならない。

The reconstruction of the bureaucracy, which has caused systemic fatigue, is nothing other than the homework the next administration must tackle first and foremost.

Political commentary using 'seido hirou' and 'ni hoka naranai'.

सामान्य शब्द संयोजन

宿題をする (to do homework)
宿題が出る (homework is assigned)
宿題を出す (to assign/submit homework)
宿題を忘れる (to forget homework)
宿題が終わる (homework is finished)
宿題が多い (a lot of homework)
宿題を手伝う (to help with homework)
夏休みの宿題 (summer vacation homework)
宿題に追われる (to be pressed by homework)
宿題の山 (a mountain of homework)

सामान्य वाक्यांश

宿題終わった？ (Did you finish your homework?)

今日の宿題は何ですか？ (What is today's homework?)

宿題を忘れました。 (I forgot my homework.)

宿題がたくさんあります。 (I have a lot of homework.)

宿題をやりなさい！ (Do your homework!)

これは次回の宿題とします。 (Let's make this homework for next time.)

宿題を手伝って。 (Help me with my homework.)

宿題が終わらない。 (My homework won't end/I can't finish it.)

宿題を提出する。 (To submit homework.)

宿題を後回しにする。 (To put off homework.)

अक्सर इससे भ्रम होता है

宿題 vs 課題 (kadai - assignment/task)

宿題 vs 復習 (fukushuu - review)

宿題 vs 予習 (yoshuu - preparation)

मुहावरे और अभिव्यक्तियाँ

""

""

""

""

""

""

""

""

""

""

आसानी से भ्रमित होने वाले

宿題 vs

宿題 vs

宿題 vs

宿題 vs

宿題 vs

वाक्य संरचनाएँ

इसे कैसे इस्तेमाल करें

nuance

Carries a slight nuance of obligation or burden. It is rarely something one does purely for fun.

formality

Can be used in all levels of formality, from casual chats with children to formal business meetings (metaphorically).

regional differences

Universally understood across Japan. No major regional variations in meaning.

सामान्य गलतियाँ
  • Saying 宿題を作る (shukudai o tsukuru) instead of 宿題をする (shukudai o suru).
  • Using the particle を with あります (宿題をあります) instead of が (宿題があります).
  • Using 宿題 to refer to a university thesis or major corporate project (should use 課題).
  • Mispronouncing the word as 'shikudai' instead of 'shukudai'.
  • Confusing the meanings of 宿題を出す (can mean both assign and submit depending on context).

सुझाव

Use する, not 作る

Never translate 'make homework' directly. Always use 宿題をする (shukudai o suru) to mean 'do homework'. Using 作る (tsukuru) sounds like you are manufacturing the paper itself. This is the #1 mistake beginners make.

出す has two meanings

The phrase 宿題を出す (shukudai o dasu) can mean 'to assign homework' or 'to submit homework'. Context is key. If the teacher is the subject, they are assigning it. If the student is the subject, they are submitting it.

August 31st Panic

In Japan, summer vacation ends on August 31st. 'August 31st' is culturally synonymous with the frantic rush to finish a month's worth of 夏休みの宿題 (summer homework). Mentioning this will impress native speakers.

Mind the 'U' sound

Pronounce it 'shu-ku-dai', not 'shi-ku-dai'. The first syllable is a clear 'sh' followed by an 'u' sound. Also, keep the pitch flat (heiban) across the word without stressing the first syllable.

Business Homework

In a meeting, if someone says 'Kore wa shukudai desu' (This is homework), they aren't giving you a worksheet. They mean it's an unresolved issue that needs to be researched before the next meeting. It's a very common professional idiom.

Particles: が vs を

Use を (o) for actions: 宿題をする (do homework). Use が (ga) for existence or state: 宿題がある (have homework), 宿題が終わる (homework is finished). Mixing these up sounds unnatural.

Upgrade to 課題

If you are talking about a university essay or a major work project, stop using 宿題. Upgrade your vocabulary to 課題 (kadai). It sounds much more mature and appropriate for higher-level tasks.

Types of Homework

Japanese homework isn't just worksheets. It often includes 読書感想文 (dokusho kansoubun - book reports) and 自由研究 (jiyuu kenkyuu - independent research). Knowing these terms helps when discussing school life.

Expressing Completion

To emphasize that you completely finished your homework, use the grammar point 〜てしまう. 宿題をしてしまいました (shukudai o shite shimaimashita) means 'I completely finished doing my homework'.

Casual Contractions

In anime or casual speech, you will often hear 'shukudai yannakya' instead of 'shukudai o shinakereba narimasen'. It means 'I gotta do my homework'. Listen for this common contraction.

याद करें

स्मृति सहायक

Imagine you are staying at an INN (宿) and you have a big PROBLEM (題) to solve before tomorrow's class. That's your homework (宿題).

शब्द की उत्पत्ति

Sino-Japanese (On'yomi)

सांस्कृतिक संदर्भ

A massive cultural event involving independent research and book reports, often finished in a panic on August 31st.

Students often have double the homework: from their regular school and their after-school cram school.

Parents are often required to check and stamp their child's daily homework notebook.

असल ज़िंदगी में अभ्यास करें

वास्तविक संदर्भ

बातचीत की शुरुआत

"今日の宿題は終わりましたか？ (Have you finished today's homework?)"

"学生の頃、夏休みの宿題はいつやっていましたか？ (When you were a student, when did you do your summer homework?)"

"宿題は必要だと思いますか？ (Do you think homework is necessary?)"

"一番嫌いだった宿題は何ですか？ (What was your least favorite homework?)"

"この問題は、私たちの宿題ですね。 (This problem is our homework, isn't it? - Business context)"

डायरी विषय

Write about your typical homework routine when you were a child.

Do you think schools assign too much homework? Why or why not?

Describe a time you forgot your homework. What happened?

What is a 'homework' (unresolved issue) in your life right now?

Compare the homework culture in your country to that of Japan.

अक्सर पूछे जाने वाले सवाल

10 सवाल

宿題 (shukudai) specifically refers to homework assigned in primary and secondary schools. It has a routine, everyday feel to it. 課題 (kadai) is a broader and more formal term meaning 'assignment' or 'task'. It is used for university-level essays, research projects, and professional tasks in the workplace. Using 宿題 for a university thesis sounds unnatural. Stick to 課題 for higher education and business tasks.

The most natural way to say this is 宿題を忘れました (shukudai o wasuremashita). The verb 忘れる (wasureru) means 'to forget'. You use the object particle を (o) because the homework is the direct object of your forgetting. If you want to express regret, you can use the grammar point 〜てしまいました, saying 宿題を忘れてしまいました (shukudai o wasurete shimaimashita). This is very common when apologizing to a teacher.

Literally, yes, it refers to school homework. However, metaphorically, it is widely used in adult contexts. In business or politics, 宿題 refers to an unresolved issue, a pending task, or a problem that needs further research. For example, a manager might say 'This is our homework for the next meeting'. This means the team needs to take the problem away and work on it before reconvening.

The most common verb is する (suru - to do), as in 宿題をする (to do homework). To say homework is assigned, use 出る (deru - to come out): 宿題が出る. To say a teacher assigns it, or a student submits it, use 出す (dasu): 宿題を出す. To finish homework is 終わる (owaru): 宿題が終わる. To forget is 忘れる (wasureru): 宿題を忘れる.

You can say 宿題がたくさんあります (shukudai ga takusan arimasu). Here, たくさん (takusan) means 'a lot' and acts as an adverb. Alternatively, you can use the adjective 多い (ooi - many/much) and say 宿題が多いです (shukudai ga ooi desu). Both are perfectly natural and frequently used by students complaining about their workload.

No, this is a very common mistake made by English speakers translating 'to make homework'. In Japanese, you do not 'make' or 'create' homework unless you are the teacher designing the worksheet. As a student, you only 'do' the homework. Therefore, you must always use 宿題をします (shukudai o shimasu). Never use 作る (tsukuru) for completing assignments.

It is called 夏休みの宿題 (natsu yasumi no shukudai). This is a massive cultural phenomenon in Japan. It usually consists of a large volume of work, including math and kanji drills, a book report (dokusho kansoubun), and an independent research project (jiyuu kenkyuu). It is famous for causing students panic at the end of August when they haven't finished it.

In a polite context, you would ask 宿題は終わりましたか (shukudai wa owarimashita ka). If you are speaking casually to a friend or a child, you can simply ask 宿題終わった？ (shukudai owatta?). Another common way is to ask if they 'did' it: 宿題をやりましたか (shukudai o yarimashita ka) or casually 宿題やった？ (shukudai yatta?).

It literally translates to 'homework comes out', but it means 'homework is assigned'. It is an intransitive expression focusing on the fact that the homework now exists for the students. For example, 今日は数学の宿題が出ました (kyou wa suugaku no shukudai ga demashita) means 'Math homework was assigned today'. It is the most natural way to express getting homework.

You should use the verb 手伝う (tetsudau), which means 'to help' or 'to assist'. The phrase is 宿題を手伝う (shukudai o tetsudau). If you are asking someone to help you, you use the te-form request: 宿題を手伝ってください (shukudai o tetsudatte kudasai). Casually, to a friend or family member, you can just say 宿題手伝って (shukudai tetsudatte).

खुद को परखो 180 सवाल

/ 180 correct

Perfect score!

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