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Questions & Answers about sensei ha ii hito desu.
What is the function of the particle は in this sentence?
は is the topic marker. It tells us that 先生 (“teacher”) is the topic of the sentence—“as for the teacher.” The rest of the sentence comments on that topic.
Why do we use は instead of が with 先生 here?
Using は makes 先生 the topic and sets up a general statement about “the teacher.” If you switch to が (先生がいい人です), it emphasizes “it is the teacher (and not someone else) who is a good person,” focusing on identification rather than commentary.
How does the adjective いい modify the noun 人? Why isn’t there a particle like の in between?
いい is an い-adjective, and い-adjectives directly modify nouns in Japanese. So いい人 literally means “good person.” Only な-adjectives (e.g. きれいな) need a な before the noun.
Why is the copula です used at the end? Could we say だ or omit it entirely?
です is the polite copula, making the sentence polite. In casual/plain speech you could say 先生はいい人だ using だ. Omitting the copula entirely (先生はいい人) sounds incomplete or too casual—sometimes used by children but generally avoided by adults.
Why is it written いい instead of the dictionary form よい?
Classically, “good” is よい (良い), but in its positive (non-past) form, modern Japanese uses いい. You still write the kanji 良い, but pronounce it いい here.
Japanese doesn’t have “a” or “the.” How do we know if this means “a teacher” or “the teacher”?
Japanese omits articles. Context tells you if it’s definite (“the teacher”) or indefinite (“a teacher”). In isolation, 先生はいい人です can be either; in conversation you’d infer from what was already said.
Why include 人 at all? Couldn’t we just say 先生はいいです?
いい on its own can mean “good” in various senses (e.g. “skilled,” “OK”). Adding 人 clarifies you’re talking about the teacher’s character or personality—“a good person.”
How does the word order here compare to English?
This is a simple Topic–Comment structure:
- Topic (先生は)
- Comment (いい人です)
Within the comment, the adjective いい precedes the noun 人, and the copula です comes last—different from English’s Subject–Verb–Object order.