Genki II - Integrated Elementary Japanese Course (With Bookmarks)

i " (WAS AN INTEGRATED COURSE IN ye JAPANESECopyright © 1999 by Eri Banno, Yutaka Ohne, Yoko Sakane, Chikako Shinagawa, and Kyoko Tokoshiki All rights reserved. No port of this publication may be reproduced, stored ino fal system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of the publisher. First edition: October 1999 Editorial assistance: guild Illustrations: Noriko Udegawe and Reiko Maruyama Cover art ond Editorial design: Nekayama Design Office Cine Nokayone, Musue! Soh, and tototake Murarcie Published by The Jopan Times, Ltd. 5-4, Shibeure 4-chome, Minato-ku, Tokyo 108-0023, Japan Phone: 03-3453-2013 /bookclub.japantimes.co.ip! ISBN4-7890.0982-3 Printed in Jopan(LUHlE BANEPEAD = — AB MICHGE D. KORC < DIUM AE ahi PEM, BML T, MiBicbe SBT Bia TRL RL BBE C DEDRIETHIT SET AER EV FUME BLE LEA, ZOD 28 0) MUSOSHM IUD < CEATSEREBUCTOHRS, COBH LIT. SEREIRRD 7 — Lie 2 iL CEL > EFT A Trip to Nagano 30 7 aces - 816m > any Lost and Found 70 ate - 87 >> BLADES a Grumble and Gossip 92 B18 rr ay SADT VN b John’s Part-time Job 2 819m >> Ha Meeting the Boss 134 #20H >> RP YV—-SAD Bop Mary’s Shopping 154 #2 EBIZS Burglar 178 BQ22e >> HAD Ae Education in Japan 198. 23am >> Hila Good-bye 220sue) eS aia & w Ab 813m >> HAD Sb LA VRE Interesting Experiences in Japan 24 BA HAD Personal Advice Column 251 815 ue >> BDF & 22 Hi My Favorite Place 256 oF fe 2 a B16H >> KAW TRFABDA! The Manga Doraemon 203, 817847 -a-—3 Yoko Ono 269 18m >> REA College Life 276 B19 >> Fat Letters 283 20> >> iD IML A Cat's Plate 201 821» ESE Unlucky Ages 208 ec el - 7 8228 > KES AD AL Tomomi’s Diary son B23 >> STIs CARL? What Does This Face Mean? 310 > Bh #2 SCA Japanese-English 318 & — BSNS (mi-rareru) | u-verbs: Drop the final -u and add -eru. F< lku) > GS eon) = GD BTS > Bes RO} Res | #5 > Bzs Him ins RS > RUS BS > Wns Bo > NS iregular verbs: 7 <3 > zens 35 > «TRS You may note that the potential forms of ru-verbs are considerably longer than those of the w-verbs, which happen to end in the hiragana %. (Compare i and Hei in the above list.) There actually are shorter, alternative potential forms of ru-verbs and the irregular verb < 3, which are made by adding the suffix -rerw, instead of -rareru. These ra-less forms are gaining popularity, but are considered slightly substandard. potential forms alternative potential forms: | ru-verbs: Ho > Hens Hine | | RS > Bons Ene | irregular verb: <<} > zens rns | Potential verbs themselves conjugate as regular ru-verbs. ALAR BEET. T can speak Japanese.OD SB1SR<|( 11) PILRITEOA TH. (The truth is) I cannot swim, Mato kaw vat TIF HR, We could not go to the beach, because it rained. ‘The table below summarizes the conjugation pattern of potential verbs. short forms long forms | affirmative negative affirmative negative | present BSNS BSNL Bones Ronkth past Bonk Ronapok BoneLe BONEEATLE | te-form = BONT ‘Those verbs that take the particle # can take either @ or 4 when they have been made into the potential. ‘€ $4, the potential counterpart of the verb +4, is somewhat special, and takes 4° almost all the time. (The use of & with 4 is considered highly substandard.) All particles other than @ remain the same when the verb is turned into the potential. verbs with #: | aPERe > SS-THS: HBTS % (WATSS (4HETHS is considered substandard.) verbs with particles other than: | WIKBS > WICENS (No particle change involved.) To give the reason for something, we can use the conjunction #6. (reason) 5, (situation), QE LTNHF 4 HIREOA THON. Why aren't you coming to the party? A:bLE BROS BOY, SRLBBLE CH EOGROATH. T have to study today, because there will be an exam tomorrow.(22) pas + see When you want to mention not just one, but two (or more) reasons, you can use L in place of #5. L usually follows a predicate in the short form. (reason) Ly (reason.) Ly (situation), BABIAB E L40L, HEL, ALBA ORRYAG SCT. T really like my Japanese class, because Japanese language is interesting, and our teacher is good. BRD DEMURE L, MECBTHLEL. SOVAETEOWATL ES Yesterday was a great day—a letter came from my family, and I talked with my boyfriend on the phone. RIVE TH Py Do you want to go back home? ALOR, BAOEERLOL, WOREBMOSL. BIR SY EEA, No. Life here in Japan is good, and I have good friends here. So I don't want to go back. You can use just one L clause, implying that it is not the only reason for the situation. WHR L, COMORES. Life in this city is an easygoing one. Things are inexpensive, for one thing. Sometimes the L clauses follow the description of the situation explained. WT LEAVE TTS BA BOMESE PL. MMEL. Pantin SLE ua Professor Yamashita is @ great teacher. He is good at teaching, and he is hind. Note that L follows the short forms.’ In present tense sentences, this means that 7 appears with #-adjectives and nouns, but not with \»-adjectiv "In the very polite speech style, L can also follow the long forms, just like another reading connective 4°, which may follow long forms (as we learned in Lesson 6) as well as short forms (see Lesson 9). AURELORBEBMLET, BRAWSTHL, BRBLSELAOTTL. T will ‘Study Javanese next year, too. I like Japan, and what is more, the Japanese language is interesting.S1GER< (13 ) L\-adjectives: SSLSUL EEL BEL BM ~Z5TF (It looks like...) Weadd 2 3 C+ to \ and #-adjective bases to say that something “seemingly” has those properties. When we say ~@ 4 C+, we are guessing what something is like on the ba of our impressions. To form ~ € 3 CF sentences with \»-adjectives, you drop the final \»; with *-adjectives, you just drop %. The only exception is with the + -adjective (s+, which will be changed to £& before 3. LOVATIEBOLEI TH. — This apple looks delicious. LK ARR L 324TH. It looks like the weather will be fine tomorrow. ATY—SAMHAZIT LH. It looked like Mary was fine. Li-adjectives BULW > SULESTH exception: = LILY > &825ty wradjectives: = TERM) > RRESTS You can use @ C+ with negative adjectives too. The negative ending #4» is changed to %% before 44. CORIBL( REZITT. ap tte SS This book does not look difficult. EROSARFSAMEFU CHSEITS. It does not look like Tomoko is good at tennis. You can use the adjective + 24 combination to qualify a noun, #4 is a #-adjective, thus we say 24 % before a noun. *You can also use £4 -C4 with a verb stem to describe an OWI 29 CH. Ut looks like it will rain, ‘The negative of the verb stem + 29 C7 construction is somewhat irregular, ROME ZILHTSYL, It does not look like it will rain. imminent event.(14 ) mais » Set Bre we—-F BB TOET. She wears a warm-looking sweater. In many 23 C+ sentences, the guesswork is done on the basis of visual impressions. It is wrong, however, to assume that 7 is inalienably linked to the visual medium. We use 23 CF when we lack conclusive evidence. (For example, we say an apple is BW L497 before we have had the chance to taste it. Once we have tasted it, we say 54+ L¥».) With an adjective for which visual evidence is crucial, such as ¥#14»%, we do not use ¢ 4 and say that something is ¥ 414. 3 C7, if it looks pretty; we already have enough evidence to conclude that it is pretty. ~THS You can use the fe-form of a verb plus the helping verb 4. to express the idea of “doing something tentatively,” or “trying something.” You are not sure what the outcome of your action will be, but do it and see what effect it might have. REMbHbEMoEOT, BAAORE BIB TAL Lo T did wot know the kanji, so tried asking a Japanese friend of mine. REBREDEDT —FABULOEE 2 Cod LEMS. BERN THEFTS Mp friends say that the cake at the shop is good. I will have a piece one of these days (and see if it really lives up to its reputation). 4% comes from the verb #4, and conjugates as a regular ru-verb. Ge zs A statement of the form “noun A 4 5 predicate X’ says that the predicate X applies only to A and is not more generally valid. The main ideas of a % 5 sentence, in other words, are “limitation” and “contrast.” Situation 1 QF FYWITOKRCLMHV ETO. Have you ever been to Brazil? ALR VIB SHOR EHV ETA, FIM oC USN ERAS I've been to Mexico, but never been to Bravil. ®You can optionally keep the particle |= before * 4 in this example. Particles such as I=, “C, and 45 may, but do not have to, intervene between the noun and # , while (, 4, and @ never go with #5,Situation 2 Q BRB Abr) ETI. Do you understand Japanese? A: DoetRR bbe ET. If it is in hiragana, yes. 4b introduces a sentence that say something “positive” about the item that is contrasted. In the first situation above, % 5 puts Mexico in a positive light, and in contrast, with Brazil, which the question was originally about. In the second situation, a smaller part, namely Airagana, is brought up and contrasted with a larger area, namely, the language as a whole. —HBcSe You can describe the frequency of events over a period of time by using the following framework. (period) [Z (frequency) (frequency) per (period) | AMM ISEB EST. I shampoo three times a week. Alas AIST BRIE EAST. TL call my family once a month. Rls S=BMTE LET. My father goes on a trip twice a year.(20) as seca E37 eed Cee ¥9—KMC The playing of musical instruments requires different verbs. For stringed and keyboard instruments: IBS 1o play the guitar er? eM to play the piano For wind instruments: HyIA ei < to play the saxophone For percussion instruments: FIRERES to play the drum Referring to musical instruments in general, 44 and C8 (for potential) are usually used. AMC e ETM, Can you play any instruments? (laRese 0 zF%. Do vow play any instruments? EF/EFICD Both v-adjectives and *-adjectives can modify verbs as adverbs. With \s-adjectives, the final (> is dropped and ¢ is added. With Z-adjectives, Ic is added. HAO? > ARLETT. The Japanese class is fun. WL AMERUS MME TORT, — L enjoy studying Japanese . 7 - every day. HA LECT. I am good at cooking. LESH MCE ES. TF can cook well.Practice th led ORRBABCES See Be A. Change the verbs into the potential forms. [2] Example: ENS > kNSHS Lies 258 3. uy AOS 5.48 GAB 7. PHS 84S 9 OF WFD UBIO BR bo 13. RES a Describe the things that Mary can do. (:l] in Japanese early in the morning hot bath(28) ps» Sea C. Pair Work—Ask if your partner can do the above. : BRITS th Biliw, HS FJwwa’ay UIT EEA. Example: A D. Pair Work—You meet a person on a blind date. To get to know them, ask if they can do the following things and take notes. Add your own questions. After asking the questions, decide if you want to have a date again with them. Questions: ‘Your partner’s information speak foreign languages? | Yes/No (what language?) | drive a car? Yes/No (good?) cook? Yes/No (what dish?) 1 play tennis? Yes/No (good?) E. Answer the questions using the potential verb in the negative. @) Example: Q #RWELEM. — (too expensive) Aiwuort. BP ECHZZPATLEW Ay KFonv-® RNS Lika. — (too spicy) 2. Bee LELKA*. (too difficult) BREAD ELE 4 SOFMATE LEA. (too busy) RPE SOA ZLA*. (too many) 2 (too cold) rs (too hot) F. Group Activity—"What Is It?” Game The class will be divided into two or more groups. The instructor will show the name of a place to the representative of each group. The rest of the groupBla members ask their group representative whether one can do certain things there and guess what place it is. The representative can answer the questions only with [&L1 or L112. The first group that gets the correct answer gets a point. Change representatives. Sample Questions: Answers: ESTHNSHETE, > OUR. ANDES. > lth, SCT A > 89K. MGA BUL. ADE < EAS A. Answer the questions using ~L~L. Examine the ideas in the cues and decide @ whether you want to answer in the affirmative or in the negative Example: Q: BARIC BAT Wtta, OBB NT. AMIS BAOETS.) > MBHBOL, A SASL, EARL SV EA, 1 BSRIMEL WTI MD, - CRRA ET. MOC SASD EF.) RULE AIRE TIN ELOTH, MITT.) BRORRERI ETH, (BERL ITH, ROVE beers i Bevis ser.) |. HAT I, Lm ohtta. (RSH BOL CHVEVATLE. BRMHYYFHATLE.) 5. BB NOFA ITE ETH, MER DUCES, ROGER BRMONM IGE Sto, CREM ELA, TMH ELL.) SACHIN TRE TO, (a AUT st. 89 KATH.) EL.)20) mB + SC 8. BPS Ads CHA (FEEORET. MREFV ELA.) BLOT NA BOTTI (BRIER TH. HHTT.) B. Answer the following questions and add reasons for your answer. Example: Q: BRODER L THA A: OCT REBIE SANS LAA EIRME Le 1, COTA LOTH A. LA BETTIS 3. REMLDABORRERY ETO. 4. 3 a AB; J ORRIAR TO ‘0 BULESTST A. Desoribe the following pictures using ~25. (*)) Example: SOF LIABWLE 7 THHae Ex. FL MD 7-* Q) ave delicious sweet spicy ) RE (6) 3t eC lonely strict newBR @) ROA OM BUSA — G0) BESSA A) KOA glad energetic (2) FE (13) Be a) &-7 — 15) FR Gis oy smart warm sad . Look at the pictures in A and make sentences as in the example. Example: FL > BUOLZIRF LTH Pair Work—Talk about the picture taken at a party using ~Z5. Examples; BUWLE9 B27 —4 Cia, SOAIINLEI Chea2) SRB + SCRA D. Pair Work—Comment on your partner's belongings using ~=5%. Example: A? 6% L427 BHTT I Bi 3 Cte, RUDESEVATTS. ALURB. LI LTRATHSA THI, BRE ROT. Bae BE BOA TH. OBTHET A Respond to the following sentences using ~T#®. (1) ( Example: Q? COMIEFCE TTL. Area, BCALT. 1 BRORRUBS LSMORTT LS 2. bows ELTHS ELS 3. SOKBBHLE LI 4 5. | LOT HFEBOLICH Le RRB ELEM ORCT ES 6. COCPULmoRCTE. 1, SOMBRE LS B. Talk about what you went to try in the following places. Example: Qi 4 YK CHA L THRU TIM. ALA YE CEV ERS TARO TH. LT7IA UR B74 ATI GFN7h 8? aeebeRHeLE A. Answer the questions as in the example. Example: Q: 47) — SAIS ATE ERAT LEM. A: (tea * coffee) > HR RAL Lia, HE AIRALEATL he@ A sE1BR <|( 28 L APY SAIN TERME TO (bicycle motorbike) LAT YRAlES a TohlUKE VETO (© Australia x New Zealand) 3. ATY-SABINTZELETA (tennis x golf) A ASAE ROMIZ RRS ZITA. (Ohistory _X economies) BPA SA lds AE Fa, (Cfriend x girlfriend) GVASAMEMB Ic HE TH — (OSunday % Saturday) FE . Answer the following questions. Use ~#%5 whenever possible. Example: Qi 2R-YEL( LETH ALAR, WREDLET /OUR, LEMA MCRETI. TIA RELIES EME I STI - BROMBIERE TO. BEALS LUST HS BeCRET OD. 6. BEARER To, WABI BRBCTEES us WB Tuomee & . Look at the following pictures and make sentences as in the example. [/¥)] Example: BISMRNET. Ex. twice a day (1) three times a day (2) seven hours a day(5) twice a week (4) once a week a ile part-time job school B. Pair Work—Look at the pictures in A and ask your partner questions using the patterns below. - | ne fam )~ to a Example: ALB SALT BIMERNE TH RNS To HOMER ETA. . Class Activity—Ask two people how often they do the following things. Add your own questions. Example: go to a barber/beauty parlor > ABSA RB/RERIMTS ETH. Bi-bAl—BCoWTs Es.lam se18IR <|( Questions ( ) RA ¢ ) SA go to a supermarket Bo to concerts ECOORE Phew ‘A. Answer the following questions. 1. FROM MATS ELM. MTREVATLIED a faa LTAKWtTH. BICMTOR RL 5 RAB LE To. kT B. Pair Work—Talk about part-time jobs. LTS RELESEME I ETON 2wolLeELADM, 3. CART INS4 RTLED, 4. CAMICT AM S Ltt, MID BLEUE LIM 6. CARTMAN ALTAR THA, CILT CTH.¢ 26) >a Re C. Role Play—One of you is the manager of one of the following organizations, and the other is the student who is looking for a job. (a) Call the organizations and make an appointment for a job interview, as in Dialogue I. (b) Then, discuss experiences and qualifications, etc., as in Dialogue I. BPR TYT + ha~y BF b | be RST AY RRATIT 70 FRR EEE D. Pair Work—You have made a phone call to a friend, but your friend was not at home. Continue the conversation in the following situations using the additional expressions below. 1, Ask when your friend is coming home and say that you will call again around that time. 2 Leave the message that there is a vocabulary quiz tomorrow in the Japanese class. 3. Leave the message that you can’t make it to a party tomorrow. Start the conversation like this: Az:blel, LESADBETH Brie weet. AL ASALSLEFH LI LEAS OL ena TH, Bid BeOS TAL Additional Expressions: SREBLETF. will call again.) ] | | Bb CRA HH CHAT KH SV. (Pl STF 4 YTIATIT ENCE TOES, tell her that Smith called.) (Please tell her I can’t come to the meeting.) ROEBES ISAT 1-3 9.8 0-H. (My number is 471-3980.) LB UC BML ET. / RAUL EF. (Closing remark)Bla At the Bank | Useful Vocabulary b9N9—-AF 297 — traveler's check og — ——— account AF nterest | $88 ~ commission bank card passbook savings 100-yen coin amount personal identi EWA THC, ——— DELBREMIRAAVA CHA, TAY FIBRE LEWA TT AS BREBALET— TAIL ETL RECS ETH ication number I would like to open an account. T would like to close an account. Please change dollars into yen. I would like to cash this check. I would like to deposit money into the account. ~——~I would like to send the money to America. Can you change a 10,000-yen bill into ten 1,000-yen bills? I will withdraw money.2 SS - Rie @ 148) L E $s s 0 N- INLYA4Y/ F— Valentine’s Day BB ODialogue @ © A month before Valentine's Day. ATYHD RE YIALF-OTVEY BAMA LB ETH, Abot ZICH, KGLSALNOEAUE-I- BH TOB RS, BH AT Yi Shido h LMEHA AQ © o» valentine's Day. APY? KALA, ae, Che RLS RO UEC? SFEHVHL GI, MUG THO? APY Fhe . RULE bb, TCSER—I—, CABOML HORAK. XT) 98 AED? ATY AH FAL DEOL LABOD DB TAT. eGLS BLITVOS, HVHLIF.mie <|(29) @ tre nox dey. Vari Be Jue -—I—-TH A. RULE OM, AT Va MERTH. Vari EMG oT T Kh. EC RMAMIELOES. BN bh FAG AL heHMt bt bookATH LS RULE Yar Shi? Vari URC CBLEESWEPATLA AREAS. SELOBS, RULE Cb, DNR EARIA AF -MRECT ES Yai RIARFO? RGLT RA, BOAGSATBBECBRLELE BeVganatyys. oO Mary: What do you think is good for a Valentine's present? Michiko: Well, Takeshi always wears the same sweater, so why don’t you give him a sweater? Mary: That's a good idea. Mary: Takeshi, this is for you. ‘Takeshi: For me? Thank you. May I open it? Mary: Yes. ‘Takeshi: Wow, it's a nice sweater, I've wanted one like this. Did you knit it, Mary? Mary: Yes. It may be small, so please try it on. It fits perfectly. Thank you. John: Your sweater looks war ‘Takeshi: Mary gave me this. John: It looks good on you. I want a girlfriend, too, You know, Robert got as many as ten chocolates. ‘Takeshi: How about you, John? John: 1 only got one. From my landlord. How sad. ‘Takeshi: But, Robert will probably have a tough day on White Day. John: White Day? ‘Takeshi: Yes, boys have to return the favor on March Mth,FFT Yi Nouns Bt R + BBESA RRSA * BAL BEA REL BUFA BISA 297 DIR TLeLA CEA a7 35 m UbA ah + Faav-h TAL AAI SFA-0 UNC BA RIIA id 2 MRL IA YF R CFAAAG dad ae RTA RFR 27FR- BAR Ro wryay Birk WUD tee aur DrFILA mae nels BES + Words that appear in the dislogue (my) older brother landlord return (as a token of gratitude) (your/his) wife uncle; middle-aged man aunt; middle-aged woman club; student society Christmas (your/her) husband tumbler; glass plate: dish time chocolate email stuffed animal (e.g., teddy bear) necktie (my) mother St. Valentine's Day camcorder married couple; husband and wife ‘White Day” (yet another gift- ig day) winter searf comie book multistory apartment; condominium mandarin ring radio parents résuméWi-adjective * liLey a Ly t-adjective SC) U-verbs BLS RS eee mes Irregular Verbs ZIVEATS RTS FaK-AGS Adverbs and Other + BEL mL Saar ae . ~g hb Counters axe ~fa ~sO ~t ~H ~8 ~Us ~E ~1BA ~e to want (thing 2°) stingy; cheap to send to look good (on somebody) (person I=) to give up to give (to others) (thing & person 12) to give (me) (thing ® person 1) to come into existence; to be made (wa) to consult (person |=) to propose marriage (person 12) Expressions same last year Mr./Ms. . . . (casual) «+ like this; this kind of... [makes a noun plural] we exactly well [generic counter for smaller items] [counter for bound volumes] [counter for equipment] [counter for smaller animals] [counter for long objects](ELL 12 L¥y means “(1) want (something).” It is n ¥ adjective and conjugates as such. The object of desire is usually followed by the particle 4*, In negative sentences, the particle {2 is also used. veg RF ORBAEL OTH 0 I want a good kanji dictionary. FROR, TVIDBE BOM MoKTT. When I was young, I wanted a toy Godzilla. BEGSLVALC HV ERA, I don’t have much des ¢ for money. Guia) xB BLL I want X. (EL) is similar to #4 (I want to do . . . ), which we studied in L primarily limited to the first person, the speaker. TI These words are called “private predicates,” and they refer to the inner sensations which are known only to the person feeling them. Everyone else needs to rely on observations and gue: claim that “person X wants such and such.” sson Ll, in that its us when they want to Japanese grammar, ever demanding that everything be stated in explicit terms, therefore calls for an extra device for sentences with private predicates as applied to the second or third person. You can quote the people who say they are feeling these sensations. BN bh SAMY Ea-F HELE ToT T. Robert says he wants a computer. You can make clear that you are only making a guess. ‘Among the words we have learned so far, 4° L¥» (sad), 4 4UL4» (glad), and 0%: 6s (painful) are private predicates. The observations we make about (i L+» below apply to these words as well.BUR BEFCSAUT IY Y7ZOCD ANIL BOOTLEG. Probably Kyoko does not want a CD of classical music. Or you can use the special construction which says that you are making an observation of a person feeling a private-predicate sensation. In Lesson 11, we learned the verb #:2°%, which replaces CROSAURBE BORO THES. (1 understand that) Tomoko wants to study English, IZ.L¥s too has a special verb counterpart, (44°. It conjugates as an w-verb and is usually used in the form {4L4%2 1.4, to describe an observation that the speaker currently thinks holds true. Unlike |i L¥», the particle after the object of desire is @. ASAE BEULAH THET. a understand that) Tom wants a friend. GH ~veLnsen We have already learned the expression € L x 4 in Lesson 12, with which we can say that a given state of affairs is probable or likely. The new sentence-final expression 4 Lit #44, and its short form counterpart 4% L#%'s, are much like CL x9, and mean that something is a “possibility.” You can use #% Liv tA when you are not sure what is really the case but are willing to make a guess. +t Litt 4A is placed after the short forms of predicates, negative, in the present as well as the past tense. the affirmative and in the CM APR Sob Lnetr. Jt may rain tomorrow. BP SAL, BREA DIEI HH MH OL LAZEA, Suauki is perhaps taller than Tanaka, bLE (BRAM EC wOPELNELA, The weather may not be good tomorrow. PASAIL, FROM. OUbSKokPslLhsthe Tom may have been a bully when he was a kid.(30) pe» sont a, Justlike CL 5, #4 LWEA goes directly after a noun or a *-adjective in the present tense affirmative sentences. In other words, # is dropped in these sentences. bASALATI ARS i bASAATF Aw ES LHEvta, Tom is « Canadian. Tom might be a Canadian. THEA S SWE > UFHREUAA SR OVAELMEEA. Professor Yamashita is not It is possible that Professor Yamashita is: not fond of dogs. fond of dogs. Present tense, affirmative verbs: a< Li-adjectives: mu 7g-adjectives: ES noun+es: 4 pelnstn BIFS/Re ~kSESTID 54 CT» aller a verb conveys advice or recommendation. The initial fin #4 C+ stands for the same ending as in the past tense short form of a verb in the affirmative. In casual speech, #5 &9 ¢+# may be shortened to #5 &4 or bo eBBLED BLUCT NY Why don't you study harder? BRERA HEE ATTA How about taking some medicine? 54 te may sometimes have a critical tone, criticizing the person for not having performed the activity already. It is, therefore, safer not to use it unless you have been tapped for consultation. Also, the pattern is not to be used for extending inyitations. If, for example, you want to tell your friend to come visit, you do not want to use #5 & 49 C42, but should use atAD J BIRERAM, Compare Why don’t you come to my place? X FBERRE LI THY GB otumber+% / number+ UA'+ negative Let us recall what the basic structure for expr ing numbers is like in Japanese. ‘There are three cats in our house. BRRWELAL We a three umbrellas. You can add & to the number word, when you want to say “ MOBIMES MRE Mo ToEF, ‘My mother owns three, count them, three catsEDV ONK-F 4 -INLPEWSPADRE LIS As many as twenty students showed up at the party yesterday. You can add L#* to the number word, and turn the predicate into the negative when you want to say “as few as” or “only.” BRABRB ORS E—MLO HS COLEA, T have only one Japanese dictionary. Cope IY LaF HB LHS BL, There are only two computers in this company. E43, eed een The use of short forms in casual speech > The dialogues in this lesson contain many examples of short forms as they are used in informal, casual spoken Japanese, Let us examine some of the lines from the Dialogue section, FAISTHBULVP This is a question that simply asks for a yes or a no. ‘These types of questions hardly ever have the question particle # at the end. The rising intonation alone marks them as questions. FT&KL—F—. 7, the short form counterpart of +, is usually dropped after a noun or a #:-adjective, unless it is followed by 4a or &. TAKOMELM RAL. Az is the explanation modality, the short form counterpart of AC. Female speakers have the choice between the gender-neutral A and the more feminine © in closing an explanation sentence. XPU-DMBATED? Many question sentences in casual spoken Japanese end in ®, which is the short form counterpart of the explanation modality AC. As are questions ending in A-C42», most D questions are fishing for detailed explanations as a response, $8THT The fe-form of a verb is used as a request. More politely, you of course would want to say ~T¢ KEL,435) 7% at the end of a sentence, after a short form predicate, indicates exclamation of admiration, frustration, or some such strong emotion. #3 is mostly used when you are talking to yourself. HARHO RAPS LOT, Wow, isn’t my Japanese professor nice! OnE. Bert org. BOATS RH. Whoa, this is a great textbook! Gee, am I hungry! Darn, isn't that guy cheap! TSP 8S has a number of different meanings depending on the context. “can do/be good at/do well” HAIR ET, HIER —HTEREA, FARESEVTRRUATLE, “be completed/be finished” CHATTER Lied ETE RLED, “appear/come into existence/be made” PLO MTSE LAS BE DIS BATERLIS Jam capable in Japanese. He can't ski. J didn't do well on the exam. Dinner is ready. Js your homework done yet? A new store has opened. I have made many friends.| SBA (39 3 A. Items marked with O are what you want, and items marked with X are what you do not want. Make sentences using [&UL). [1] Examples: KAIELO TH. V7FI—MIEL SHV ERA, SO) s \a ww za B. Items marked with O are what you wanted when you were a child, and items marked with X are what you did not want. Make sentences using [#UL). (a) Examples: FROR, KIEL ORTH. Ex. Foom, V7A—MIELC HVE #ATLIEC go Ce) oO SS) > aie SR C. Pair Work—Ask if your partner wants/wanted the items above. Example: A: $088, ANVELM 2H THA Brvud, ELC SD ZRATLEL D. Pair Work—Ask your partner which of the two items in the list they want more of and why. Example: Sa yveEa-9— > Are ayea—7—e, ew EMLU STH. BiRk ay ta-7—EIHELOTT, ALG LT CHH B: FAHNIRBNE FO 5, 1 ay bom /CD DEOR/RE OT AY FUE / bis RR BN / Be E. Pair Work—Ask what your partner wants/does not want for their birthday. Report your finding to the class later. Examples: WA SAIL 92> Ea—-%—-E£lEL Ao THEFT. GA SAMO ZAREL (MOL FoTHELASwe (0) DEOAGFENS LNA A. Look at the picture and change the sentences using ~P6LNEEN. Examples: 5 DkOALBE TH. (maybe) > HOKOAREEHE LNA. SOXDKIAFE TF. (maybe not) + DOKDAWER US EOMELNETA, 1. HOXDAISERTT. (maybe) 2. BOZOAURETH. (maybe not) 3. BOKOAULF=ARLF TCT. (maybe) 4. DOBOAUA HIB CT, (maybe not) BL ROTTS (maybe not) » SOKOKUSAF=RAELEF. (maybe) 7. BOBOKLADALL BREET. (maybe not) 8. SOROA BIL TS Fo (maybe) 9. BOROKEKDALABETT. (maybe nod zy AIBA) EF. (maybe) RELELI. (maybe) i. BOKOKILEO? B. Complete the following sentences. 1. BLEDRAIL = wELNEHA. 2. AHLOMBA. US o - DEUAERA. UR BOBRBO REIS PeLASEA, I MOLENOKIL 805 PELAELA, 5. SEM OM, fea : 7 bRLAETA. C. Pair Work—Ask your partner what they think they will be doing in twenty years. When you answer, use ~D&LNEHA/~CBUET.> EG + SO 2. MEL TO TH, Ih/ TEAWELEA THIS ERE TO : 5 REMOTE 6. BEBE CTH. TARE MELE 8. BRBEMBL CET MELSTEAMK AAAI L-Y—-BSFELE A. You have just come back from a trip. Look at the picture and tell what you will give to the following people. (i) Example: BYeonmae ia) younger brother B. Pair Work—Ask what your partner would give the following people on their birthdays. When you answer, give reasons, too. Example: A? BRA OBREBIME SITS OLY CTD, Bi PERE SIS 2b CH RGAE TS OBS TTS. LBBSA 2. BIZSA 3B. BUSA A RES 5. 6. R/ teC. Look at the pictures and make sentences using MB ERASE I CTH Ex. check newspaper 1. consult with the teacher 2. 1 3. go to a party g on AEA BRM ORL: YA. join a club (7971208) wt) 5. give up résumé to compani Yar 6. propose marriage WA LIELEOA TT. | 7. give her a ring 8. meet her parents WA B. Pair Work—Give your partner some suggestions on the following comments ESTIM. using Example: RIM hb LITT L. BUOLYWZ-ABRAEOA TH. BONE IELOK TT. Brot RoRATH. SOLARA TOEATH. BRAS OVBATH. EC REMEOATH. LBMTRENATH. BEMEOLTH B/ RENE AEC AEOLTT,ais Sune ORR tb Mis LELE EU tH NWeaS A. Describe the picture using counters. (=) Example: fish > - cat . flower . necktie book radio cD - magazine 7 8. pencil 9. glass 10. plate B. Describe the following pictures using ~ or ~LA. () Example: 88 U3 U7: AT YEA Udon LBL E Lhe vay SASL S Late LEPATLEL Ex, BRLELA GRSELE omy ary-| @ | 11 hours va| @@ So @ 5 hoursRR C. Pair Work—Ask your partner the following questions. Respond to the answers using ~L# or ~% when appropriate. Examples: $A 2° AHF o CHS Ta > ALAS BTM COR TH. HH Todt. Pho, TH L PH TOBA THA Daa, RDS HVSRAMS. Ho CE TH MC GOH TORT. rho, BRLHO COSA TTD, HOEAUMRS SCH be a> o> o> LBC BHO TOES 507 FURR LE LT A Fea TAIELUTH A. |. EF — EMR Coa tH, DFCOORS ‘A. Special Days in Japan (a) Pick one of the special days in Japan listed below and ask a Japanese person about it. Explain what the event is about in class. UwEOD FROB (b) What kind of unique events do you have in your own country? Explain one of them in class.> SEE SURI B. Class Activity—Show and Tell Bring something that you have received from someone and talk about it. Example: SAREE CT. BEB IB AC AE Le BR MOTB oct. C. Role Play—Using actual items, engage in short conversations about giving and receiving things. Use Dialogue I as a model. Pair Work (11) E. Example: Ai KITL SAXTY SAME STE LED ATFY-SAMKWVL SAME BOVELED, Bi tear lr7bovelre Picture BBAIR < (49 BA5 a Counters = da) | => Ga) | os | aA @® | RO) | 2H GO | small items ‘bound volumes small animals long objects equipment | flat objects Hl | wos Wolk Hb | Wed | 2) so ry | cde 3.) aaa | BARD SAR | 4a EARS EAR 5 32 fey 6 Balke | 7 BRITA 8 itolkh 9 ERFGA Sed) Bw F RO 10 LmaliA, Und tis| Uw du How | @Az . . . . BAS) BAUR | BAIA BAR | BARE many) 69 he i ater exam) candy book cat a | paper es | tomato | magazine | dog | car cD " eraser | dictionary | snake ape |< Tshirt | bottle | _bieyele + Notes: 1. The pronunciation of numbers 1, 6, 8, and 10 changes before the counters =, 82, U8, and (EA, except for 4 ¢ 9. 2. The initial sound of the counters 8, and 124, changes to 0S and (A after numbers 1, 6, 8, and 10, and (o U8 and (£4 after number 3 and 4A, respectively.2 3 6 7 1 2 a 4 5 2 3 BE GRR (EMSS EPTRETIESS ESSE CTIN RST A Trip to Nagano ait OD De 2B = a Eperniicieess terse» Gere: © Before the vacation. APY HIT L CA, BROUA, FHS? tek FIA. Bi. CILT? APY OL BBOSAORSHOI BIL I OBO CEAKUL, RITE? REL: wo? : - ATY—2 Fhe ABIEAM TRUL AALS TI UBS THM, AVL? Ueb. Fk, EROMM, MXCBCL. ATY— 2 HVCFI, Ved, Hh. ABISAIEBLTH(. @ At Nagano Station. RULE ATYRA3 RLS AT YA RL: SILERNKIIL. @ At the Travel Information Office. a THERA, BRET ALENT, RAROAL BHFES, BEONATTS. BILGE HPL ICES FT, COME, booTEOW TH AY RARDA? fo SMS, CH, KMBOBMRNRTH A Looks‘ APY? CH, RAR OBA SAME TTA, LF oMbinee Powba LIRHIEG, RAMOAL RECT ln 7288 SRR eA NEEM Mary: Takeshi, do you have any plans for the holiday? ‘Takeshi: Not really. Why? Mary: Iam thinking of going to Mi ‘Takeshi: Is it okay? Mary: Yes, Michiko told me to invite you. ‘Takeshi: Then, I will go. I will check the train schedule, Mary: Thanks, I will call Michiko. © ‘Takeshi: Since we got here early, do you want to do a little sightseeing? Mary: Yes. Where shall we go? ‘Takeshi: Mary: Sounds good. What shall we eat for lunch? ‘Takeshi: Soba noodles in Nagano are deli iko's home in Nagano. Do you want to go? How about Zenkoji Temple? It’s a famous temple. ious, so let's eat soba. ® ‘Takeshi: Excuse me, which bus goes to Zenkoji Temple? Information agent: For Zenkoji, it’s bus number 5. ‘Takeshi: Thank you very much. Can I have this map? Information agent: Yes. And these are discount tickets for the museum. Please take them, if you like, Mary: ‘This is the museum that has paintings by Higashiyama Kaii, isn’t it? We are planning to go tomorrow. Thank you. Information agent: Have a sale trip. nt a = 4 Si2 elm Voo sc Nouns sk ® Raed Rat BS CUA BA ae RR © PALF RH ockLs FR ULA EE Los Ho) varok Leama ait HEEL Ra ZORLILE ERA aig By 4B TAB te Ido we lkoUs 9 eR ACH on gon ayh * kt Te Dae Ieee + DYURUA wale U-adjective + Werds thet oppear in the dialogue ary painting; picture; drawing movie theater foreigner furniture sightseeing wedding earthquake deadline jacket custom tax graduation ceremony soba; Japanese buckwheat noodle map battery garden presentation broadcast program swimming pool pet schedule n ‘ount coupon spacious; wide to sell to withdraw (money) to draw; to paint to look for to invite2sb7 HEF cond B¢ (AUP A IES ARBRISAS Ru-verbs + &eOHS RES + LbN8 NS tt CS BRS RS Irregular Verbs «te ZOELITFS RTS Less FTE Adverbs and Other Ces —aP Fok sot . ~é ~8 BIE bj-k (1) to date (someone) (person %) 2) to keep company (purpose (=) to arrive (place 1) to buy insurance to be cautious/eareful (~I=) to look into (a matter) (matter %) to throw away to be visible to decide on (an item) (thing t=) to graduate (from . . (school &) to reserve Expressions all day long + but; ..., so recently about ... ; concerning number... th one more timeMH Grammar GE Volitional Form The ve use it to suggest a plan to a close friend, for example. ru-verbs: Drop the final -ru and add -yoo. RNG (tabe-u) > — BANKS (tabe-yoo) u-verbs: Drop the final -u and add -o0. a< (ik-u) > ges (ik-00) Bs > BES BB > BBS | KS > ES Bx > Biss | irregular verbs: <é > zk 3S > UkS jonal form of a verb is a less formal, more casual equivalent of 2 Lx 4. You can vou SLE E AS, BR. COPIRENIT OF We don’t have any classes tomorrow. Let's 20 some place for dinner tonight. MeL IG L. Hey, let’s get married! You can use the volitional plus the question particle + to ask for an o1 or suggestion. FRBID Shall I lend you a hand? & Shall we see this film? My friends say it is good. ae. v 28b 7a When shall we meet again? ion in your offer BRELAVL SoCo S, CORB BELLI.We use the volitional + & 8> C4» F to talk about our determinations. RBS wef BAGS eMMLIG UBotws st. Tee decided tolT'm going to study Japanese for three hours every day. You can also use the volitional + &&\» +, which suggests that the decision to perform the activity is being made on the spot at the time of speaking. ¥ Bo ¢4+3 4, in contrast, tends to suggest that you have already decided to do something. | Situation 1 Q:-FMBVELL I. ictus ta, T will give you 10,000 yen. What will you use it for? TRF ORS ERB IUROTT. T will buy a kanji dictionary. (decision made on the spot) Situation 2 Q: Barb — BA b2ATH OY fate RIN TT ID. You got 10,000 ven from your parents? What are you going to use it for? FORB ERB ICBO CET. 1am going to buy a kanji dictionary, (decision already made) Ga ~ts< ‘The te-form of a verb plus the helping verb # ¢ describes an action performed in preparation for something. SLE Liab BOT, PROBL TB SET. Since there will be an exam tomorrow, I will study (for it) tonight. Ra pmb, Ab-FEDUTHEELK.L T turned the heater on by way of precaution, because it was going to get colder. DTWETML THEE BeViFEeA, I must make @ hotel reservation in advance.> UR 3 Using Sentences to Qualify Nouns In the phrase 5 & L4H, the ‘adjective B& LS» qualifies the noun 4 and tells us what kind of book it is. You can also use sentences to qualify nouns. The are used as qualifiers of nouns are shown in the boxes below. sntences that SOSRok| ® the book |that I bought yesterda; ea ae BANE K the book | the book the books |that you can’t buy in Japan| Qualifier sentences in these examples tell us what kind of book we are talking about, just like adjectives. The verbs used in such qualifier sentences are in their short forms, either in the present (as in examples 3 and 4) or the past tense (I and 2), and either in the affirmative (1-3) or in the negative (4). When the subject of the verb—that is to say, the person performing the activity—appears inside a qualifier sentence, as in example 2 above, it is accompanied by the particle 2, and not (3. You can use a noun with a qualifier sentence just like any other noun. In other words, a “qualifier sentence + noun” combination is just like one big noun phrase. You can put it anywhere in a sentence that you can have a noun. Sala RE OME BofA HEATH. (cl SHEATH.) This is a book that my girlfriend gave me on my birthday last year. Raed FUREEIRE MEL. (cf & (HELE) My father gave me a book that Amy Tan wrote. BUSES UE) BIE [RIS] CF. (of, Baim lk [4 3] CH) The movie I was touched by the most is To Live.asin |(57 ) in / —bh ferierey Somers The use of short forms in casual speechP Let us exa examples of short forms used in informal, casual spoken Japanese in the Dialogue. SOKA, FEBS? The verb 4% calls for the particle #5, as in Tre 45%. The particles tt, #5, and, & are frequently dropped in the eastal speech. Note also that this sentence is a yes/no question, and the particle dais dropped. (The question particle # is retained in special cases only, such as the pattern “the volitional + # (Shall we . . . ?)") 1 some more BoTSAKIFE. oT is the contraction of ho C124, where the Yowel 12 of the helping verb (3 is dropped. Such contractions do occur in the long form (C4 and *4) speech patterns too, but are more frequent in casual speech with short forms. BoTkMS. Fo Tcis the contraction of Fo Tt+#. Another example of the vowel 1» in the helping verb C1» dropping out. FBUHAEL. 7 is systematically dropped at the end of a sentence, but it is retained when it is followed by & or 4a. ALi. (AME? BREE KUETE While sentences ending with 7 are quite common in the casual speech of women today, until very recently, women were “supposed to” drop #2 when they ended a sentence with £. Short present + FETIP You can add [TF to a verb in the present tense short form when you want to say that Something is scheduled to take place. AEG Mo MAC MMIC. PETS. Tam scheduled to go to Korea this coming weekend. BORA ICHMT S PETS. ‘My big brother is scheduled to get married this September. You can also use PTF with verbs in the negative. DURE TET Tam not planning to come to school tomorrow.(38) pss BAS/BONSP 22 is different from 254, the regular potential form of 12%. J824 means “something or Someone is spontaneously visible”; Beira, on the other hand, means that the subject of the sentence can see something or someone actively rather than passively. BROKMS Mw HBART. I can see the ocean from the window of the room. ECCHOMM AOE TD, Where can I see that movie? The difference between [IZ 24 and BUN% is the same. I= 4 means “something is spontaneously audible.” On the other hand, HH 3, the potential form of mS, means that the subject of the sentence can hear the sound actively. US, Roane ze Li. This morning, I heard the voices of the birds. DARD RLM DEMS, BROW C HAO F— 7 AMT ET J bought a watkman, so I can Tisien to a Japanese tape on the train. ~E> The suffix [ tums a number into a reference to a positior B a series, like first, second, third, and fourth. first second third ~AH | GE Gist person) | —-/+H1 Gecond person) | =H (third person) ‘~HH| PRET Gist sheet) | HCE Gecond sheet) | =#(11 (third sheet) (Gecond year) SJEH (third year) ~HH | gE Girst day) HI Gecond day) | S11 (third day) t year)s5m<|(59)) 7 @ BPract tT FS @a EERE SD A. Change the verbs into the volitional forms. (™] Example: {0 > WG LENS 2.327 3.096 ALE (4 6.1ie 7. £9 BOSC ORF WAS Wee 12. LOTS B. Pair Work—Suggest your plans to your partner using the informal speech. Example: A :% SIE ERE IH). Bigd, FILEISINA, Beaver, drink coffee at a coffee shop read magazines in the library see a movie in Kyoto take pictures at school swim in a pool buy hamburgers at McDonald'sDBE SCR dance at a disco climb a mountain in Nagano have a barbecue at a park C. Pair Work—You and your partner are going on a trip for four days. Decide (1) where you are going, and (2) what you are going to do each day. Use the volitional forms as in the example. Example: At OMBLESEBOTHET ‘A. Describe what each person is planning to do. (1) Example: * 7 ')— (study all day) > ATI SAU APBMLED Bo THET, (do physical exercise) (quit smoking) (go on a diet) (get up early in the morning)BiR< 5. G75—h listen to the Japanese language tapes all day) 6B AL (eat more vegetables) TAR (make lots of Japanese friends) 8. A, (look for a job) . Ask three classmates what they are going to do this weekend and fill in the chart. Example: A? B#€LE9¢Bo CHET, Bier 7ELLILBo CORT. AL WUCH ia. ERT CACHE B: GASKET SI eBothet, ait me ] vet ERE . Pair Work—Practice the following dialogue with your partner. Then substitute the boxed part with the other occasions listed below and complete the rest of the underlined parts accordingly. Dialogue: A289 $¢, (SPoROMEBlC HA, Biaa, FEOF 4r-ELLEGUBO THEFT. ALZz7CTH. SMI, OWTHAa, RR LR b Of) REOBMR BRED7 7 2OKKDSS SR D. Let's sing the song BesoFerkes. D HUGOFERKSG = BRtSFE SUE OMECREIE (ED, AABCHERESI + ##hK (=clap your hands {@/€=attitude ART show What do you suggest doing when you are happy? Change the underlined parts into other verbs using the volitional forms. Example: BFEFS Ghake hands) + BFELLG DAYIFS (wink) > AVILES SHEE CHE ay A. A famous prophet said that there will be a big earthquake next week. Tell what the people below will do in advance. () AS be EVES. Example: 46 = (EwERI) > ABIEALEBE RO THEET. LAT YR CRE RN ERI) | LAR (BREBAD 3 (Beem 3) | 4 (bem) SEU LOBESA (RRIEAS) eres (AB ORREHTS) we Get SAX) | B. What do you need to do to prepare for the following situations? Make as many sentences as possible using ~T<. Example: WA, HTL ET. RESFHLTBIST. RETHNTHSET. EFAMAF EH) CHEAT T\SSR) Example: a friend who lives in Korea > SEE] /() a friend who can speak Spanish / /Q) a watch I got from my girlfriend —(3) a friend who went to China last year ——) a bag I use every day ) a coffee shop I sometimes go to / Oa Tshirt {bought in Hawaii @) a temple I saw last week (8) the house I live in now B. You are a collector of items associated with world-famous figures. Show your collection to your guest. (1) Example: S#lk= 7 +777 b vathoh¥I—CH. Ex, Q) a guitar Eric Clapton used a picture Picasso drew a piano Beethoven played> RES - SCH @) @ 6) A | WES a jacket Elvis Presley wore a car Kennedy rode in a letter Gandhi wrote 6) @) a cap Mao Tse-tung a photo Hitchcock took a telephone Bell made (BRR) wore . Make the following two sentences into one sentence. The underlined words will be modified. Example: BrETEKATAE Lk L (BP SAB oWELK) S BPSAI EG oRINE-ERATARLE. LABABOL (HERA, 7 RSE ELAS) 2. RABID ROT. — (BRNS IES) BR ALBELE (DY EEL. sere 8 8A) 4 BR RIO CHETHS (FAY 1 CHL RIUwBSVET) AERL COST. 4 OTE (Ho CHEF) SREVANCT. (FE ORROE LE)BSR < ( D. Pair Work—Ask your partner the following questions. Later, report your findings to the class, as in the example. Example: What did you buy recently? > AL RAE ER Od Lied. Beet. ASB SADE o AILS CT. What movie did you see recently? . What gifts have you received lately? - Which celebrity do you want to meet? . What country have you been to? . What kind of music did you listen to when you were in high school? Where did you have your first date? E. Pair Work—Ask which of the three alternatives your partner likes the most. Example: A? COEF AAREW TTA Bi RK BA MEF AARAVTT. (b) (o) my friend gave me I borrowed yesterday Jody Foster appears 1. LOW FONE S CHS. ©) © (a) I got from my mother I bought last year I bought in Hawaii+ SRR RZ EOVARAVIMATS ELE DH @) © © (ET 5 601.0 EERE wen 6A afi we went to last week our friend is working at part-time we have never been to BOROTH I, graduated from Tokyo University has a Porsche (4) =) CARETIEAEU TT A. (b) © | } (a) ! -< a ina) | ¢ baa ooo By EN BL =| BB EE BIT) there are many movie theaters there are nice restaurants tax is not high 5. CLERIAEAE NCH BY. there is a swimming pool _ garden is spacioussae 6 ABA PERLTHEF. POA THD, likes cooking doesn’t smoke has pets WECHORE Tales A. Pair Work—Guessing Game Write down what you do often in Column |. Write down what you think your partner does often in Column Il. Ask each other to find out if you have guessed right. If you have guessed your partner's answers correctly, you score a point. You win the game if you have scored higher than your partner. Example: Ald ¢ @#< S44. "yx N—W— THO, Bild, 29 TTS’, park CNB HI, BETH. 1. T think my partner] : ow: 2 1. I do often: ‘does chen: [Was I correct? ECRRBM LCC Bt EC RSF Ciel ERO X¢ FAADEE + SUKI | B. Class Activity—Find someone who . . lis \s to the Japanese language tape every day is thinking of breaking up with the partner has to write a paper this weekend - cannot swi n - can speak Spanish Later, report to the class as in the example. Example: (Mr. A can speak German.) > F474 [A)ILA SACHS Tell the class about your New Year's resolution (#=Os9&). Example: BRIRUS Shab, OA boCMMLIEFGUBotwsEs. eno, ABBE BOEWTT. Pair Work—Suppose you and your partner have just arrived at your travel destination. (You choose the place.) Using Dialogue Il as a model, decide to do something together with your partner. Use the informal speech.aKTIVO HSER) At the Hotel Useful Vocabulary AF EY RARE — A-AHAFW tet Western-style hotel business hotel youth hostel usually - +e nights (Fa / with... ———— with meals ‘one night with to meals 2A v(FB)—— checking in F2y7 FT b(FS)— checking out Useful Expressions BLADMCM IMS LT CHS 7v¥y bE CARS Fo Se CHEM CC RERAD, * 3 ze BEES EBROLEF. number, please. Japanese-style inn (Room prices include breakfast and dinner.) * TH. For one might with treo meals, 12,000 yen. Th single room double room twin room «+ person(s) 70 yb ——~ receptionist; front desk Please wake me up at 7:00 tomorrow morning. Can I pay by credit card? Could you keep my luggage until 2 o'clock? * How much is it for one night? How many people? Three. Well, I would like to make a reservation, How many nights, starting from what day? Three nights from next Friday. Alll right. Your name and phone a](20) mars + sea @16nt & sso mI Lost and Found or SD Dodges | O Gg Ue Gl} = a au © A+ Professor Yamashita’s office. LYart RULES. RA. PBRRIERSNE( CHAERATLAL CHELATE = \ Blt, ABA LC. ERICKRIRNEATH, FARA, BISBBTHI. BRILMHENOROLI CTA, BO. BO, RE BMED LER CHO COREE RAD, ME 6 ANETTA WHER ES. PwTAL? BFA, SEU HHA, @® At the station 1 Yart PREVA, TrAWERK LEA THA 2R Ai LARZTANTTH 2 Yari LOCHVORVITANTH, CREM) 3, Ent 4 Ta, ‘ - ‘ SR Ri RAE br oLHOT KS. EBL CMO TAET.sai6mn-<|(71) @ At school the next day. ribTHE? Yarsa, TrAMSSV ELEM, 2 (2, RA SARRL TC MEA TT. 3 L kbokcha, | 4 cay BACT. #< RoCFAEVATLE 5 We, KTH TOE FAL ‘ Pho TROVE LADS. John: Excuse me. Professor Yamashita, I am sorry that I couldn't come to the class today. Prof. Yamashita: What happened? John: Well, I got up late and I missed the train. I am sorry. Prof. Yamashita: This is the third time. Why don’t you buy an alarm clock? John: Yes . . . um, Professor Yamashita, as for the homework, could you please wait till tomorrow? I cannot find the file I put my homework in, Prof. Yamashita: That's a problem. I hope you will find it. John: Excuse me, I have lost my file, Station attendant: What is the file like? John: It's a blue file about this size. I think I left it when I got off the train, Station attendant: Please wait for @ minute, Twill call and ask. @ Prof. Yamashita: John, did you find the file? John: Yes, a station attendant found it for me. Prof. Yamashita: Good. i Prof. Yamashita: That’s OK. It’s well done, John: is the homework, I am sorry it is late. John: Yes, because the station attendant helped me,> Sia Suni B @ Eh | Vocab ary Nouns * ZEWA(SA) RE station attendant | Be a parent cA garbage seg te Lada sa RES hip LAS RS relatives FEAL ET EAR letter of recommendation we AP graduate school t s typhoon v a day | | “Tram file; portfolio ab it ways road: dir » DEELLTY BEE Lavet alarm clock U-adjective Ske can dirty U-verbs mot to wake (someone) up to treat (Someone) to a meal (person \= meal %) ebLL to get depressed . HS to have difficulty | at to take (something) out; to hand | in (something) DTG HATH to take (Someone) to (a place) | (person % place =) apy to correct; to fix ABILELI to become lost; to lose one’s way et to translate (source ® target |=) boa to laugh Ru-verbs TADYEDTS to iron (clothes) BOOS KOS to collect + Words thot eppear in the dialogueORS ANB to put (something) in (thing ® place = OVENS US to miss (a train, bus, ete.) (~) BRS RRS to show Irregular Verbs © HsaLITS HBGTS to oversleep BABOTS RATS to show (someone) around POOUTS RATS to explain BPRS BRISK to come to pick up (someone) Adverbs and Other Expressions + aRE well... ; let me see. . | BeoUwIK SEPIS by the end of today TDBWE TOM the other day | * 2O¢bW about this much ( cb W/IM¢ b/c bY) THA I'm sorry. (casual) * LomMLet RALLET — Excuse me.; Sorry to interrupt you. USAT Boe (do something) oneself CoF ribo jle wre in class; during the class do otherMB Grammar Sr ACh NS/BFS/BS5 We learned in Lesson 14 that the vi things. Here we will learn the use of these word: follow the ¢e-form of a verb, they describe the gi 8 <4, HS, an $57 describe transactions of helping verbs. When these verbs ig and receiving of services. | te-fom + BUS I do something for you. | ———_> You do something for others. I do something for others. Somebody does something for somebody else. ) You others | Somebody does something for me. Oe You do something for me. te-form ++ Meteo ChE Lhe help with his homework correct his paper - buy flowers . take him to the hospital . do laundry - clean his room - lend him your notebook ex . call his teacher |. go to a bank and withdraw money 10. do dishes . Pair Work—Your partner needs help. Tell what you would do for your partner in each situation using ~T&IS. Example: A? RBA. CHULA TT BihORKSEBPLTHS VET. WRAEOUG CL PMEOA TH. 2 ROU L, BHROATH. 3. PAPERS LEC BOUUTEOATH. 1. BRAROOT, BORERAGUBOA TH. 5. MRIAVATT. 6. SAR BEA TH.ER C. The following are what your host mother, your friend, and a stranger did for you. Describe them with ~T ALREL TNE TH. BIZALEAALTHIFET JOA, BTL TL ES name name (Swe le|\y cook clean the house wake me up do dishes take out the garbage buy present iron x fe) Jang \ QI E tit, Lb GEAW Answer the following questions. SROBOB/ROBIMELTHIFL I ERVS TH. Foe RRM Utne LEM / tek ELTLELRUTT AN 1. 2 3. 4. ROR me LTR EWE TH A, 5. 6. REBIEDRA CEM MeLTHITETA. BACER TUNA, & MEL TEHWEWTHAY DDD< OMLTUERIFE HAD A Ask these people the following favors, as in the example. (i) Example: 3 ¢ 086 > (RK) WoC DEL TC RE? (RAZ TE ) ~OBBEA) Wot DLT MERAY. (#2) Wes DBLTOAEIZ EAD,bash . RES u. t | MERE | B. Pair Work—Practice request sentences in the following situations, altering the level of speech (~ Bé £4 4S COW TH.SBIGR | 87 eS) BLEMSMTIMT CATT. 1. It is good weather. 2. It is not cold. 3. Tt is fun. a U XS x 4. You can get into a graduate school. 5. You can get a scholarship. 6. The yen becomes cheaper. BREEN TH. 3 7. Your teacher does not collect the homework. vay 8. Your teacher does not come to class. 9. A typhoon comes and there is no class today. B. You are in the following situations. Explain your situation and say what you hope for. Example: You want to live in Japan. > BRIEARVATT. Ee BEWWA THA, You have a test tomorrow. You are going to climb a mountain tomorrow. You want to get married. You will begin a homestay next week. You will study abroad.> (88 ) > is - SUR PEROURE ARICTEST ‘A. Describe each situation using ~88. (@) Example:seein <|(29) @ BULA Hy F 4 8 BNET, PAB LElnr. Restaurant a offje B. Connect the sentences using ~f§. Pay attention to the tense before ~#. (2) HIMES BRIA EN EMSat. FARSI LIAR EVE VIROBN BAER ROLY YTS EEO / RB 6. 7 8. C. Pair Work—Ask each other the following questions. Answer them with He. Example: A = CAURRERAL TO. Br MAINO, Re MAET CA BR ER E HK ETH. CL ERMIEB LETH, ama h LC ED ata . eeu: ate, | CABBIE E Lio. SABRI LE LABRoC zeA, N-F4 EVEL I. > REBIMARLET. Ay Rae eee RONECK TTBEHATLR A. Make sentences apologizing for the following things using ~TSHEVATL E/~TZOM. Fl) Example: #38 ROME > BRICKS NE TFALEA TLRS (to your professor) 1. REP EET % NFS Ae eo COR (Wo your friend) 5. RBC UTS 6. MREFL AU 7 Arka 8. Beran B. Make sentences to apologize for the following things and add excuses to it. Use ~TIHKEATLE or ~T Zi depending on whom you are talking to. Example: You came late to the class. (to your professor) > eC WoaTtFaZPATLEDWee eeee You couldn't come to the class. (to your professor) You woke your roommate up. (to your roommate) You forgot your friend’s birthday. (to your friend) You laughed at your friend. (to your friend) You told a lie. (to your friend) You lost the book that you borrowed from your host father. (to your host father) )ECODRE RaueS A. Talk about a good experience you had recently. Example: SOM, TACRMICBS ELIT oT, MEBORATH. FO RK OAIMEMAE Le. COLE TMI, BHAT WoT Lie ELC SOARUMOBFERAL TONE L ho ETRINLHOKTH. B. Role Play—Make a skit based on the following situations. 1. You were absent from class yesterday. Apologize to your teacher and explain why you were absent. - You stood up your date. Apologize to him/her. Then tell him/her that you are too busy to have a date next week, and ask him/her to wait till the week after next.» SR @\7alt bs so ON ARIE KERN T to make tea, coffee, ete. to put makeup on to get a full-time job (at... (company to wear small items (necktie, watch, etc.) to get a divorce Expressions Congratulations! I wonder . . . (casual) oneself very I see. (casual) moreover, . .. for example compared with . . . according to... before... after all BRDBE SUR GH ~Z5TF (hear) In Lesson 13, we discussed the sentence-final expression 24 €F which means ingly.” Here we will study another sentence-final #3 ¢+, which presents a “hearsay ” The two 24-4 differ not only in their semantics, but also in the forms of ‘seem repor predi tes they are attached to. You can add the 45 + of report to a sentence ending in the short form. if you heard someone say: You can report it as: [BABOBRARLUTT.] > BRBORRGELUTS TS. “Our Japanese class is fun.” T have heard that their Japanese class is fun. [PESETEMTT | > ReeeTHMMKESTS. “Our professor is very kind.” T have heard that their professor i very kind. | [SEBERASVSUATLto] > ZOBSRRAMMRESTT. | “We did not have a class today.” I've heard that they didn’t have a | class that day. When we use 3 C4, the reported speech retains the tense and the polarity of the original utterance. We simply turn the predicates into their short forms. (Thus <4 after a ®-adjective or a noun changes to #, while €4 after an \-adjective is left out.) Compare the paradigms of the two 3 ¢+. I hear that... It looks like... verbs: By o3 «gezocr = Uvadjectives: AULL > SULUESTS —- SULESTS ‘adjectives: HEE > BeESSTT Betocy noun+Ts: MERE > BREST - | nt. The only forms commonly used are 3 C7 and the more be 9 E4A, and the past tense version €4°CL ts. ‘The #4 CF of report is robustly i cas We do not use the negative = 9 *See the footnote on #3 CF in Lesson 13,You can also use @ 4 CF to report on things that you have read about in a book or in a newspaper, or have come to know via a broadcast. To specify the information source, you can preface a sentence with the phrase ~(<£ 4 ©, as in #BAic £4 © (according to the newspaper report), and RAF#U= £3 & (according to the weather forecast). G& -o< In informal speech, you can add 2 < at the end of a sentence, instead of @ 4 7, to quote what you have heard. > is the informal variant of the quotation particle & and follows the short forms in much the same way as $2 C$ L# and 23 C4. ‘Thus, when your friend Mary says, [FBI LOTT. BLA, MRA SSATH I you can report it as: ATV SA, FRI Lot. SLA, RRMHSAH IT Mary sa} s busy today. She says she has an exam tomorrow. You can also use > in place of the quotation particle & before verbs like = BESSA CE OCHS What did Akira say? FaaAv—-bheRnxt ¥kotFoTh. He said he ate too much chocolate, ~kbS one of the several words in Japanese that refer to conditional (if) dependence.” When we say “A #4 B,” we mean that “B is valid, contingent on the fulfillment of A.” ‘That is to say, the event, action, or situation in B is realized if and when the condition A is met. BAHORD. HMERVOET. I will buy kimono if and when I go to Japan. *5< and & can also follow the long forms, and indeed sentence final particles like #, 4a, and, if your intent is to quote verbatim, preserving the style and tone of the original utterance. 5 changes to T alter A. "We learned one use of this word in Lesson Ld: #5 4 C4" used in recommending an activity to the listener. #2 4 £9 C42 literally translates as “how is it if.”(08) pas - ses ‘The initial # in #% 5 comes from the short form past tense endings of predicates. verbs: mo > BARS U-adjectives: PELL > PELASKS | %-adjectives: Boe > frrors noun +@3: taste > thakokS > negative clauses: ~#rL\ ~BPoKS | Sometimes, the clause before #6 describes a possible condition and the clause after it the consequence which then follows. Whether or not the condition is actually met is largely an open issue with this set of sentences. It may be fairly likely, as in the first example, or very unlikely, as in the last. RAL Po ed We will go for a walk, if the weather WT ack oo SOICEM IIE BVST. T will ask about it, if 1 see Professor Vomethite s fine. BAAR ono. COR REMOTES Lido IF somebody is a Japanese person, then they will probably know this word. B¢vr Bhokb. TARAF 41 BERIT. T would send money to Amnesty International, if I should win the lottery. Note that when you say “A 75 B,” you cannot express a sequence of events in which B occurs before A; B can only take place at the time A comes true or later. You cannot therefore use #4 to describe an “if” sentence like the following. (“B”= this weekend, which comes before “A= next week.) X RBRRY bokb, SR OB RIB L F195 4° WUtp ds It will be better for you to study this weekend, if you have an exam next week. Sometimes, the #5 clause describes a very probable condition, and the second clause describes the event that will take place as soon as the situation is realized. With this type of sentence, 7:5 simply arranges future events and activities in a temporal sequence. SB. TSIM ohS. SBLEF. T will call you when I get home tonight.BR GG BRR of 6. s BUTS ELIF. Let's go out and have some fun once we are done with the homework. Note that the very same sentences could be interpreted in this way or in the way shown carlier. The difference lies not in the sentences themselves, but in the possibly different ways the real world could be like. If you expect to be home tonight in all likelihood, the first sentence here describes what you will do eohen you get home. If, on the other hand, you are not certain whether you will be home tonight, the same what you will do i you get home.” ‘= b sentence describes Finally, the #5 clause can describe a condition that is unreal and contrary to fact. With this type of sentence, you express a purely hypothetical condition and its probable result. faa Bkokb, BPRTOSTL AF. If I were a cat, I would be asleep all day lone. BEY bob. BERIATHIS, IT had money, I would buy a car. Ge ~e< cence To describe what you do not need to do, take a negative sentence in the short form, drop the final » of #4, and add ¢ C&4evCF. WT is the negative fe-form, which we studied in the last lesson. MERA CROUCH. You do not need to take off your 1068. TVEY hI CEC TEOUTH, The present does not need to be anything expensive | ~au > ~K 394 DERREITH. 1 SOURED oOKTT. » RBI Bug Lk. Rend es? BERCLA. CORE Rls FR EZLK. PRBEE IAA COE Lt, we lILHEVEELLAC HV EXATLA, 2D, HIME LE LAL ATE ROZPA TLE W. $97 BEAMARBEBLEBATLEL B. Pair Work—One person chooses one of the following topics and talks about it. The other takes notes about what the person says and reports it to the class using ~Z5TS. 1. Last weekend 2. My family (host fa 3. Plans for the holidayISAs LW9T Thus Ue A. Report on what Mary and Robert said using ~>T. [2] Example: 4 7 ') —/1 am busy this week. > QEATY-SAM CEO tH? PBR Lo T TY Ex. I am busy this week. 1. T have to study tonight. 2. Tom and Kyoko are dating. 3. Islept only three hours last night. wy. Mr. 5. I quit a part-time job. 6. I have to go back to England in June. ‘ato got divorced. B. Pair Work—First practice the following dialogue with your partner. Then change the underlined parts and make another dialogue with your partner. A fimo th? Yavdh, BCU 9A, MOkk, BPALDZS0%, TDOES, SEY ay ELe RST T thu hot. o>o @ SEPHOKS.SNUNTST A. Make sentences with ~#5,5¢UU\TF using the cues. Example: B&#SS > Bebo’. JHLITT. L REBAR, BATES 2. Rebar 3. BRATS 4 PRA TE 5. ABA 6. FLY bEtSA 7. afte 8. OW RRHE 9. FMS 10, REVS LeB. Change the cues 1 through 8 into #+5-clauses, choose the appropriate phrases to follow them from a through i, and make sentences. Example: #3 LG. MATRIC MIRT S289 TH. Bx. S44 ‘ +a BIRLET. L&S HU LEL, 2. FA RAAT THE tT. 3. BELA by : Sd. RRR EMRT 3289 CH. 4.8) : $e TALI PELE BOW EL, 5. AAO 6 UN 4 i Re ats THIEF. 6. ARE Bam RE : a BUET. 7. MEARS th. BREOAT 8. BESAMRS : +i APATITES L. C. Pair Work—Ask what your partner would do in the following situations, using ~hb. Example: 0B#RS > AL OREROAS, CILETH RERHS, BREOMMEP HET. 1. BES 2. Baas 7 2 4. AG 5. " 6. R/BDIEDOA SED : 3 8. Rowom, BAIR BO (W) RAB LEK TELUTS A. John doesn't have to do the following things. Make sentences using ~%< T% tat. (al) Example: need not study > 73 > SALBRRL EC TEUUTHOn Saturday: 1. need not memorize vocabulary 2. need not practice kanji 3. need not speak Japanese 4, need not get up early 5. need not go to school At his homestay: 6. need not wash dishes 7. need not do laundry 8. need not cook 9. need not clean his own room 10, need not come home early . Pair Work—Ask if your partner has to do the following things today. Add your ‘own questions. When you answer, describe why you have to/don't have to do it. Example: write a paper > Alea, bith BEDE belt EtaAm, Bila. Site ¢ BHeVvgzPA. LHS VLSLETIMS. WOR, BPA TEOUTH,. LOS BRB CTA 5. Questions Answers and Reasons go to bed early Ihe ed memorize Is Od hy ed do homework lh Wd go to the post office Wb We go shopping ey wdD> 06) pS + Scat C. Pair Work—You and your friend are doing research on companies. Student A has looked into SOMY and Student B has looked into Bamasonic (B's memo is ‘on p. 110). The things you must do are checked. Look at the memo and exchange the information using ~& 28 «seas KCODRS hued A. Gossip about people (e.g., a celebrity/your teacher/your classmate) by using ~€5TS/~3T. You can make up your own story. B. Talk about the things you have to or don't have to do in Japan, comparing them to similar situations in your country. Example; BAET AY AOMIROAUWA GBA IETS, HER, BR TIBOR CHEMIE (BOOUREA Th. TAY A CHAR BEC TEWOTTH. C. Find an interesting news item on TV or in newspapers or magazines and report on it using ~Z5TS. Example: TAIL BE. AVIAN AT CORI OEEICTS Pair Work (WW) C. Example: Ai 78VYSy7 TILER thd a (bee tAD, Brung, ral Thwuott, VEL 7tHH, Student B work on Saturdays beable touse a computer quit at the age of 60 work until late hours live ina dormitory wear a tie salaryRBS SARC éz & tw At the Barber/Beauty Salon Useful Expressions AYEOS—Z)BMOLEF. —I would like to have a hair cut (permanent). bE B (L&W TK — Please don’t make it too short. EOBOT ES, — Please don’t shave, BerF CoM TK —— Please cut off about 3 centimeters. BAEEBAT RSW — Please cut the back all the same length. MISO TC RY. —— Please dye my hair in red. RT + VV KBROGRBIS LEA THA ~~ I want my hair to be like Bob Marley’s. (showing the picture) Useful Vocabulary vary shampoo 94 ——— to cut arb cut ea- —to shave 7o-————blow-dry 1% to crop NZ permanent % 4 4———1o dye ey het SOR to make hair even; to trim 3 hair style. 78 & #14 4 ~ to have one’s hair permed $441) ———— sideburns aoe es x \~ ifs SS ACF es NZ 2#138! TESTI ETE SEITE SET a Dialogue © At Little Asia restaurant. VB RL Yay, PRURB CA, DE TROARVS IE, PHBBLML 2 Comb. MOE, : : s¥ari ld, ALD Et. CB RL RT RIRISPRM AS COS, BL TROT, ZAKS, MOE 5 RRO : 6Yarvi WWA, DUTHFHA, DELIA. 7 RL Fhe SIOAA VF ERT ED. Se a Yar: lit. ® A customer calls John. 1 ee FASTA, LEFMEBEL 2 BeokAtt, CHAS. 2YSY2 UR AKKTH. Bo, AA 4 bekHNTLEVSE LAE. 3B: Bako PILL. eYari BTS. DAME STREF. After closing time. 1B Rt PAYS OBITS, Brokh. 2Yayvi wr. TERS Lokttia, 38 R SURE SRSA. TINA bE LBA BRIT OIEK ‘oe ma 113) yi RR, ESES, BULBS IATTS KR: re EPR OMIAL RRS fork. LoCMRTNITL pont Be BURIED 2 CBC, 4 Yi UPd, BREALLET. BANS ECLA Rio bmnSS. Manager: John, I heard Mr. Morita a cold and is not able to come today. In the evening it will get busy, so Tam counting on you. John: Sure, 1 will do my best. Manager: First of all, vegetables are in the refrigerator, so, take them out. Then, is the outside light on? Sot Non. Shall 1 on? Manager: Yes. If you press the button there, the light will be on, Soh: es © Customer: Excuse me. I have dropped the soy sauce. I am sorry. John: Please don’t worry. Oh, your skirt has become dirty, hasn’t it? : Oh, no! What should 1 do? will bring a towel right away. ‘Manager: You were so helpful today, John: Don't mention it, But, it was such a busy day. ‘Manager: You have school tomorrow, right? It is tough to go to school working part-time, isn’t it? John: Yes. I am late for classes sometimes, Manager: When I was a student, I often cut classes, to0. I should have studied more, Well, I will take care of the rest then. Joh ‘use me for leaving early. Good-bye, ‘Manager: Thank you. Bye.S (011) pares + ses Voce KR aa Ledi > Bic Rit PR pune BPIEA TAD Gees MOR TS eRe BIR lUi-adjectives BBW WZ Ads BW ROBY Bee Le mC mS at Bet ees Bist ¢ Biba « cas a. tot at a¢ x * Words that eppear in the diclogue the rest air conditioner curtain milk shampoo soy ce tch skirt outside towel diary popcorn rent evening cassette player with a radio answering machine refrigerator candle bright to feel sick embarrassing; to feel embarrassed, (something) opens (~#*) to apologize o press; to push todrop (something) (~@) water boils to fall down to break (something) (~) to bloomLES MSS s ETeS Ps “kOe RL 136 key ay Ru-verbs BES %bS DARRS BAS &2B HAS cbns RAS + kone nse Irregular Verb bwItaAtS EXTS Adverbs and Other sate at 2 bet * BER LOMULET BRERLLET * BomMsa(TLA) BRARTL SCA)ESF * CFLS HAC II “ay ~E THE RSI (something) closes (~*) to be saved; to be helped to ask (a favor) (something) turnson — (~2*) (~@) to make dirty (something) drops (~#*) to think (about); to consider Gomething) goes off (omething) breaks to become dirty (~09) (~a9) to place an order Expressions right away (~a) See you. (it, I'm leaving ahead of you.) You must be tired after working ‘9 hard, (vitualistic expression) short form of ~(A) TL &F What should I/we do? really first of all by (time/date) thanks to...(ie) pass sre La XB Grammar Se GB transitivity Pairs Some verbs describe situations in which human beings act on things. For example, I oper the door, you turn on the TV, and they break the computer. Such verbs are called “transitive verbs.” Some other verbs describe changes that things or people undergo. For example, the door opens, the TV goes on, and the computer breaks down, These latter verbs are called “intransitive verbs.” While most verbs are loners and do not have a counterpart of the opposite transitivity, portant verbs come in pairs. Transitive: Intransitive. | Bas open something BB< something opens FAS close something BES something closes | ANS put something in Ae something goes inside a take something out ho something goes out DSS turn something on D< something goes on a turn something off: BRS something goes off extinguish something ae break something RNS something breaks BT —_- make somethingdirty BNS — something becomes dirty | | BES — drop something BBS something drovs | | bas boil water nD water boils ‘Transitive verbs call for both the subject (agent) and the object (the thing that is worked on). Intransitive verbs call only for the subject (the thing or the person that goes through the change). EFL SAMERME VTE LES EARKOSELE. Takeshi turned the light on. The light went on. RVI LEAMBBE DY LE LIE. BBMDSELK Takeshi boiled the water. The water boiled.swram<|(117) Transitive verbs describe activities, while intransitive verbs describe changes. They behave differently when they are followed by the helping verb ¢4»4. Let us first recall that activity verbs (36, for example) + Cs» refer {o actions in progress, while change verbs (#4644, for example) + 14 refer to the states resulting from the change. R-AK, THCHISACBLTOETF. (activity, action in progress) Sue is talking on the phone with hi mother right now. eT ISAM L THE Ts (Change, result state) Professor Yamashita is married. Similarly, when followed by <+»4, transitive verbs refer to actions in progress, intransitive verbs refer to states that hold after the change takes place. Bb EAR EMITS Fe FT ORO TORTS Robert is opening the windows. Doors are open./ There's an open door. LECSAMEREWL COST. FEMME TOET. Tomoko is turning the light off. The TV set is off. TI FHMERL TET. SOB v aH F IRATE TS There goes Godzilla, destroying the city. This computer is broken. @& ~cve5 ‘The te-form of a verb + L #4 has two senses, which at first might appear rather incongruous. In its first sense, L 2 4 indicates that one “carries out with determination” a plan described by the verb. It typically involves bringing something to a culmination point. You, in other words, do something completely, or finish doing something, or have something done. RERATLEVE LIS read the book completely./I finished reading the book. ‘The second sense of L # 3 is “lack of premeditation or control over how things turn out.” ‘This often comes with the sense of regret; something regrettable happens, or you do something which you did not intend to. it only gives us sentences meaning that inot express with L 4 4 negated ideas 'Since L #4 goes with the verbal fe-form, which is affirmativ something regrettable does or did happen. In other words, we ca such as “rearettably, x did not take place” or “unfortunately, I did not do x.’(ns) pam ccm EROPIMIARENTLEVSE LAL T inadvertently left my baz on the train. BHEENnhoe, REWROT LEW2ELe. To my horror and sorrow, my professor got angry, because I had forgotten my homework. Both senses focus on the discrepancy between what we intend and what the world is like when it is left on its own. A L 24 sentence may be ambiguous between the two senses. How a given L 24 sentence should be interpreted depends on the assumptions the speaker has when uttering it. For example, the “finished reading” sentence above can be read in the “regrettably” sense equally easily if you read the book although you had not planned to, or knowing that it was wrong but unable to resist the temptation. In speech, ~CL¥4 and ~CL 24 are often contracted to ~b* 9 and ~L 9, respectively. BREE Lbeok. T lost my homework! TLEUET F BABOLIET | RATLES > heck The present tense short form of a predicate + % means whenever the situation described by the predicate holds, another thing happens. In most © sentences, the first clause describes the cause, and the second the effect. AALEORE BS LAR ‘Whenever I talk with that person, I feet uplifted, BOSAL TW EMM Daa Bo Whenever the streets are crowded, it takes longer to get there. clause A & clause By Whenever A happens, B happens too. (short, present)(ase) Se < (11 Sometimes, a & sentence describes a cause-effect relationship between specific events. ATY-SAMBIMS CSU BEF. If Mary goes back home, we will be sad and lonely. While the clause that comes before & is always in the present tense, the second clause can be in the present or in the past tense. BF ROM, Z Ele wECHHEVSELA When I was young, whenever winter arrived, I caught a cold. ‘The event described by the second clause must follow the event described in the first half of the sentence. Thus it is wrong to say: X PRT OREBT ORBEA SET. Whenever I talk with that person, we go to a coffee shop. If you want an adjective idea in the second clause, it is usually expressed as a change. It is very common therefore to find in the second clause an ‘adjective base + ¢ #4, and a teadjective base + (244 (see Lesson 10 for adjective + #4). RIES EROHR BIE TS Whenever fall arrives, trees turn red. RIG PB EMT ABD I a0 ET. Whenever night comes, the town becomes quiet. AEBS You can connect two verbs with #4* 4 to say that the two actions are performed at the \¢. 424% follows a verb stem. The second verb, which goes after 426, can be in any form. Fld Ob BRE BIS SUAS BAM EBMLAT. 7 always study Japanese while listening to music. EGL FAIRER pat 5B Takeshi is doing laundry singing a sone. RHEL CORT V1 VR TSA BE LBS PRIA ( DIRECTS Ve 's 1 It is not easy to go to school working part time. aon 19) J(120) 120) | BB - SCR — Note that the two verbs that flank #2*4 must be two actions performed by the same person. 2%, in other words, cannot describe an action performed while another pe does something. son Gl ~itdrsecs ldkeo% CF means J wish I had done or I should have done something. You can use it to describe an alternative course of action you, to your great regret, did not take. Hom, TELCOS) LEAL OKTT. I wish I had told her that I loved her. RaCHMUINTL ok TT. T should not have broken up with her. All verbs can regularly be turned into a (£42 CF sentence with no exception or irregularity. You form the (2-form on the basis of the present tense short forms. Verbs in the affirmative: Drop the final -u and add -eba. BANG (iabe-u) > —-BNME (tabe-reba) 43S (ik-u) > FE (i-ebay 2 > ete | BS > Bae 38 > she <é > BNeRE fbi > Finelenis | hel > shen Boel > Bbmignis Liar > Liaise > crabs | ZaELY We will le:(ORE, rEMeEerens Rese se1BR<|(12 3 : «ES ieee Cee Oa ees _- BALFH Noun 0540'(C) is used to express gratitude to something or | someone when things turn out as desired. | KR BAYT AIO BAY CHM Rb emo ky | Thanks to the map my friend drew, I didn't get lost. : RED BRBWTES, Congratulations on your graduation. BIEL BORMUTH. — Lowe it to you, Professor, ‘The expression BUST (lit., Thanks to you) is the proper response when asked EAC 4%. ALERTTD, How are you? 2 Biza, BOUSET. — Yes, thanks to you = BU LET is also used to show appreciation for the addressee’s help/ 2 support/concern . AT IEUHCHTE Lita, 3 Have you gotten used to the job? s BIAa, BRUSRT Rosle LI, Yes, I have gotten used to it mostly. Thank you for your concernie Py aro i eS te Ge ORABUTHIST A. Describe the pictures using transitive and intransitive verbs. Example: (a) FT & FAW Et. (b) FT HME ET,sin (123) (@) (b) (a) (b) . Describe the condition using ~TL\S. [2] Example: S#M COS 4. Ex. B) ~~ TH [corer](20a suk Se C. Pair Work—One person looks at picture A below and the other looks at picture B (p. 183). The two pictures look similar but are not identical. Find out the difference by asking each other questions. Example: A 1 @ARUEIS) A SA. TOE TIS Bilt. ToAo THES. i | Picture A | @ (ie D. Pair Work—You and your partner are working part-time at Little Asia. The manager is sick, and you need to take care of the restaurant for the day. Look at the picture and discuss what needs to be done to open the place for business. Example: A? ZT AYA IT EHAM, Bizjttia, Ue. MoE TE. ALtRR¢A. BMOLET. < if"BGR BOREBNTLEUELE . You finished doing the following things. Express what you did with ~T UL 25.2 Example: finished eating lunch > $9 BOMERNTLEWE LAL finished doing homework hed writing a paper . finished reading a book finished listening to a Japanese language tape hed cleaning a room 6. finished seeing a video . The following things happened and you regret them. Express them with ~TL #3.) Example: BASE) ROA THAY (bought a lot) > BEVSEVEOA TIAL RC SABOCLEVELA REBUN EM ATTA (broke id) 2 BBE LG oRATTOS (nent all) AWCOROT, Cell down) 4, 3D 7 RMOKEOMT, (caught a cold) SOI HEV REMI LOT, (leptin class) 6. WAS ADRES RA THO 1 ABECERE EIDE (Beni emohACTAS (forgot id) 8. RD LED. (om (Yumi got married) sed a train)(120) aa 3c Nay C. You stayed at your friend's apartment while he/she was away. Now your friend is back; make an apology using ~5%3/U*5 for what you have done in the apartment. Example: Ai Sb Ac Bixejlrn? AL RIL RE ORNS ESBENB Oh. Bigot friend’s shampoo, answering machineBGR D. Pair Work—You did the following things. Explain the situations to your partner in informal speech. Continue the conversation. Example: You borrowed a camera from your friend but broke it. > At RESIS BiB DREAEWS, RL book. Bido, ATCMOREI HUE, Atizjkia, Z5F43L. 1. You borrowed a book from your friend but lost it. 2. You received a scholarship but you bought a car with that money. - You told a lie to your friend. 4. You had a fight with your boyfriend/girlfriend. 5. You didn’t want to go to class, so you cut cl: 6. You overslept and came late for clas BICBSCED< BOSS A. Change the cues in 1 through 6 into ¢ clauses and choose the correct phrase ‘on the right to complete each sentence. (2!) Lines. Example: #223 & Erachance! b. BORNE TS REE ET . 1 EREDWAT oN 2 BHERAT EST re Mae 0 at, 3. BRBSBLERA +d TORS ET. 1 RBG FRARE RL eo BLK DRT 5. Beye a7 —EIRV EF BRUCE ET. 6. ROUBLE IET.SE - SUKI B. Pair Work—Give advice to your partner who has the following problems, using ~e. Example: A DROBRATSEATT. B TRESS cheers ry. 1 ATRATOBATT. CARIEV ETE. 2A? BOBO TCT RH BMT EET LS 3. AL PREDOEA TH. er(en ass. LALADRDATH eAVETE. 5. AL ESNEOATT. eBonats. C. Pair Work—Talk with your partner using the cues below. Expand your conversation. Example: > RRB ATH. B/E I, BHERO CBDR CREAT. ALEC BARE MIRC EEA THI 1 eames 2 LGNLC HS 3. BLES 4. LE RRCES 5. LRN 6 RTS LHC RS FLERRAPSMBLET A. The pictures below show what Michiko does. Describe them using ~%A'6. © Example: ABOSAI, FLEER EHS BBLET.ss (129) (to walk | 6) B. Pair Work—Ask your partner the following questions. URERNEMND, MELETE, ME LEH. BBRLE TI 3. BRBLAD ENS, MELE 4 PREMR GO. MELE TE 5. ME LEMS, FRET C. Class Activity—Let's play charades. The teacher gives a sentence card to each student. One of the students mimes the sentence, All other students guess what the person is doing and raise their hands when they recognize the action. The person that gets the most points is the winner. Example: Fear, TAAPN-LERNTHESF. D. Talk about the following, using ~#A'S, 1. to things you often do at the same time when you are busy Example: TE LU, RAGA OBRLET. 2. two things it is better not to do at the same time Example: RL ED Wis CHS BNMEDAWWINTH,, 3. two things you like to do at the same time Example: #2 2M 3 44 4. two things you cannot do at the same time Example: BSsB(OR) VHS TTERN NSA,DBICMBINEKD ORTH A. Change the following verbs into [é-forms. (2) Example: (<> WTI kt 268 3. AS Aa 5. FS 6. mF 7. BES 8. BSS 9. Sty 0. C&W LSPs ROP bty Bo La B. The following pictures are what happened to you as a result of action you took or didn’t take (marked with x). Express your regret using ~I&k# ETS. (al) Example: 4** et at Mii keok tt. Rca ae wae N\ Si 6) make friends©) @ Cc. Make sentences in the following situations using ~l&kA sh. Example: You didn’t do well on your test. > bo eI! RT MLL Po CT. / BRERA SIF MIEL BohtT. 1. You were late for class. 2. You went to a restaurant but it was closed for a holiday. 3. You are on a trip. You forgot to bring a camera. 4. Your college life is miserable. 5. The hamburger you ordered doesn’t taste good. 6. You ate too much and you are not feeling well. - You haye just started working after graduation. You are too busy to have time for yourself. 8. You can’t help thinking about your ex-boyfriend/ex-girlfriend. (@ 9/9 te)DECHORE Ths .. Pair Work—Tell each other a story of a failure or a sad experience, which happened contrary to your wishes. Example: AlIP3. RS 5H%( CT, RRCBNTLE okATt. B. Pair Work—Ask your partner the following questions. Lad belt trs, RRO MAAS CET. Metnlrbrokttr, 8 BHEMELHEAULI EET.Pair Work (2) C= Example: A 2 2i8UHIZ) A Sao COE Th, Bild, ToAs THES. Picture B ® EX. faa & |1) as set #198! OPPS isis HA, Meeting the Boss a e = Dialogue Takeshi came to the airport to pick up the department manager who went to America on business. LRULE SR URES ECLA. 2B RE ARC AER CAC IML RMI T Ea a) HR LL Bhbeoth, SRULE Usd, BRAIROATL ED. 5 eB & KRKAKU LE, Brat bepesuteak.s CRULE Utd. MOB LEMS THO. BHD ETI pa Ri Fk, ZILLI : @ At a restaurant. 17EA—hA? 2k: 3 9E-hVLAIB oe KR: STL bVA?SEIS @ 1 tront of the department manager's house. 1 OR FERTROTC NTH ING. 2RUGLE wk, FASE TILT KS oTH VME FIVE sa Ri Wok NBM CE CLM ORL, BroCI SSS EW? CRGULE 02, BUHL, RRS BRAG COSTLE IHD. sm OR SOMME DS SABE THBUEFE L eR? Cb, FAUREL TESST. RHILAL BRAC EA. ‘Takeshi: Boss, welcome back. You must be tired after the business trip. Department manager: Thank you for coming here to pick me up, Mr. Kimura. Originally, I was supposed to leave Seattle at one o'clock, but it ran Tate, ‘Takeshi: You must be tired, then, Department manager: No, I am fine, but Iam a little hungry. ‘Takeshi: ‘Then, would you like to eat something and go home? Department manager: That sounds good to me. Waitress: Welcome. How many? Takeshi: Two. Waitress: Do you smoke? Department manager: No. Waitress: This way, please. When you decide, call me. i Department manager: Thank you for giving me a ride home, ‘Takeshi: Not at all. Thank you for paying for the dinner. Department manager: It was nice to have a good talk with you. Would you like to drop by my. house? ‘Takeshi: It’s okay. It’s late, and your wife is probably sleeping. Department manager: No. She must still be awake around this time, ‘Takeshi: But, I'd rather not today. Please give her my best regards,(136) Noe > SU Bi he Violre, o.25 Nouns *BCsE BR BISA BTSA BAY BL Wor ed obo » Leobrd HR Lwaw R eu ¢ tee be pati ate Pee ebb REED BPA ate Lane ate LOO 6 keL % se dbr9 Be hie sett, gba Bes UW-adjective Bato Ae AE W-adjective 2UB(%) U-verbs WhoLeS "BCS RS BoB RS Boles © BeTALES BRAILES * 833 RIS SEES TRS * Words that appecr in the diologue (your/his (your/their) child (polite) expression of gratitude honorific language this way (polite) business trip a kind; a sort personality junior high school student where (polite) lazy person worry shy person chat; talk department manager culture mistake be on good/close terms; to get along well serious; sober; diligent honorific expression for ¥¥ ¢, ( B, and 93 to walk/drive (someone) (person @ place XT) to get angry honorific expression for ‘9 honorific expression for #2 to be decided (~2*) honorific expression for ¢ #1TbABS THES L1bF Fo SF ~TbaL eS ESS Boot Fokt * OLBMS BLES * kay 3F 7 ks FS Ru-verbs * Bins nS ate (and HS bTS egular Verbs + 2ANEFS aETS + Cbt5tS Levkots BTS BwIoss BETS selLess BETS Adverbs and Other Bee tte EAC ABS E52 Ea + ak «woe E ~ BIR pce * L4L(BORA LAL ER (HEY RCH AY honorific expression for 2% to get acquainted with = (~&) for~ TB n for $4 to move (to another place to live) (wr) honorific expression for #~% and AG to call (one’s name); to invite honorific expressi honorific expressi to stop by to become late to sit down to become sunny to be popular (in terms of roman- tic interest) (people t=) to hold back for the time being; to refrain from to treat/invite (Someone) to a meal (person (= meal ®) to invite someone (to an event/a place) (nerson & event /place \=) to watch out; to give warning to have a talk Expressions the day before yesterday why (=29L0) in fact; originally every morning still party of ... people Welcome, Please wive my best regards (lo... (~(038) ssc RE a ee a) MH Grammar me gS aq Honorific Verbs We use special verbs to describe the actions of people whom you respect. These special verbs are called honorific verbs, because they bestow honor on, or exalt, the person performing the ac | honorific verbs irregular conjugations Tee: Zz a ; Ls | ZhLyure a< | US 2LeS USsLeves HLER) © eee | BOLYS SoLeves | BAS Bass | | BUEHS LOUsT, ( L4+, as seen in the example above, but forms like &Cirb > Lots F are also considered acceptable.(140)| 5 SoKte welt CUSBROI OTHE. (< Ro THY) Please (graciously) use it. Giving Respectful Advice You may hear the form “#5 + verb stem + ¢ and in the speech of store attendants. % 4." in public address announcements BHREBRI CES. (<4) Please take a voucher. BRE BAC ESO. (< RE) Please read the instruction. Although such sentences end with ¢ 7%), it is better to consider that they are (courteously phrased) commands, rather than requests. When somebody tells you B~ (#0, you are being encouraged to perform the actions for your own good. Thus if I want somebody to pass the salt for me it is wrong to say: X ME BRD CHEV, Please take the salt (and pass it to me). You may want to stick to what you have actually heard, rather than coming up with sentences of your own using this pattern, because the formation is full of irregularities. With most +% compound verbs, for example, the prefix =’ is used instead of #. Note also the examples with special honorific verbs below. TEE (HRS. (< BBS) Please watch out. THC RSH. (< SHEGS < RS) Please lok. BaLENG Please help yourself. (< BLESS < Bx) BRACES. (< BRAGS < HS) Please have a good rest.BER (141) ~TSNTHOHES When you want to express gratitude to someone and if you want to refer specifically to the action you are grateful for in doing so, you can use the fe-form + (HTH 148U 4. verb te-form + #:, you can use the negative mention sometl ie-form % ¢ T. ] ~THPOETH Tam glad that | BAMEBBL CLdor tt. T'm glad that I have studied Japanese. ATV -FAWRAI G2 TLO ORTH. I’m glad that Mary got well. SDION-F 41TH Th ORT. I'm glad that I did not go to the party yesterday. *You ean use this pattern to say “thank you for being such-and-such a person,” by using C¥4 instead of CF. rs ECT HTH INLD. Thank you for being a good friend.Ge ~scs You can say something is “supposed to be the case,” by adding ($4-C+ to a sentence ending in the short form. ~ases It is supposed to be the case SaILB BARS b BMTAM Eo COSI CT. Banks must be closed, because today is a Sunday. SOIAPV-SAMAL ISTH EM DEF TCT. I believe that Mary did not go anywhere yesterday. A I£4CF sentence is true or likely, though you lack conclusive evidence. It is used when situations surrounding the case and/or our common sense point naturally to such a belief. (27C cannot be used in a situation in which you are “supposed” to do something because of duty, responsibility, or law. statement about what you belie You can turn [4° into the past tense to describe something that was supposed to have been the case but which actually turned out otherwise. The part that precedes (24°C L7 is in the present tense. ABER E eb5753F hat, EES QE#ATLEL J was supposed to receive a phone call last week, but I did not. You can use (34-CF with adjectives and nouns as well as with verbs. Uradecthes: BELAUBTTS weadjectives: PRAETTH nouns; BRADSETSSR <| o E+) Expr eer Honorific forms of nouns and adjectives P Some nouns and adjectives are made into honorific forms by adding the prefixes 4 or . Genenally speaking, 3 is used with words that originated in Japanese and © with words borrowed from Chinese. Béill BED BIELY SHB Sa =H) Some other words are replaced by special vocabulary items. fe eat > ve > ESTIY > PATTY ‘These words and expressions cannot be used when you refer to yourself, your family, or the group you belong to. 2 SMI TIA How are your parents? B: BAUS a CECT. Thanks to you, they are fine. x BERTH) jonal i£6 in polite speech > We learned in Lesson 17 that the con: is based on the past tense short forms. In honorific speech, #6 also follows the long form. BER VCEVSLRE SMCS, of. WR OEMAT CRED, Please let us know when you are ready to order. PAOD RLS, BMPESOLET, Please call me when you are back.(11) > ae» sen a oP ot are ie ore Ue e “Nf a-e-eaL Ena A. Change the following verbs into honorific expressions. () (a) Special honorific verbs Example: 477( > W5oLeS 1. RNB 285 B.S 4 $B 5. BS 6. RS 7. RS BRE MEATS WW. RA TOR MN. CNS (b) B~(C*S Example: KF > BEML’ o Lobos 2MSS Ree 4 BI 6. ko 7. 8B B.A 9. HO B. Describe what Professor Yamashita does in a day using honorific expressions. (# Example: Te HIkA-E-ZBLEMV ET.C. Change the following questions into honorific expressions. [/#] Example: SC FRERI ETH. > LC FREBMICG ID ETH. BEML EOL TH, 2 2 ek (Msata. ABER OTR TH TRA/ BT SAAN E TO. 6 BR Li MEL Ste. RK. CHONECTRETH. 8. SO5MERNE LAM, SBT OROL HEIST. 10. CARMMBEBLE TH. SB BIMEA THETA 11. FR, BARE LAM, 12. 8B, MeO BRE TH 13. BROKREW CHE TI UM. Sy heMo THE TH 5. CABAR-YELE TO. 16. V7. BML THE SH. 18. 3 19. GEBARBEMRLT BATH. D. Pair Work—Ask your partner the questions above made with honorific expressions. Make sure that you don't use honorific forms when you answer. E. Role Play—Act the role of a reporter or a celebrity who you like. Reporter—Ask questions using honorific expressions. Celebrity—Answer the questions.(1) passe Oses HHA EBT TK TH NAL IG. WA SBI TK STH AL FOES Lhe to your teacher Your friend ‘Your teacher | PERE SS BOMB ET NF 4 ETS | BROXLMUEMZS Ww. BEER ‘ 1 7b ERES 2 FbSTRS Beets ~ . Role Play—In pairs, act the role of the following, expressing your appreciation to each other as much as possible. Example: Husband and Wife > Husband: 2S BW LOBE TESTO NTH ALI. Wife: WobRE BUT oT NTH INL G6 HERTS /RE HG / BARE CBS, etc.) 1. Husband and Wife 2. Be and Secretary 3. Roommates 4. Boyfriend and GirlfriendC. Tell the class who you want to express your gratitude to, and what you want to say to them, as in the example. Example: #1 Ab 7 7S) —OBRSABUMEOROTH, BESAIL MRIOLT RELA. Bere CRAB ORRIN L ERAT Un MEMRO LT ACHING] CE OROTH, WD ARIECRTEDOETH A. Express that you are glad that you did/didn't do the things below using ~T kbok. Example: BRICKS > BARICRTLH ORTH. 1. BESS 2. Sake B45 3. BARB OBE Pa 41. RBI nemo th 69 , 6. 8. ROR ESOT SG DWBWARAL BIBLES 10. LOTS BIB] ok B. Pair Work—Talk about the things you are glad you have done/you haven't done. Expand the conversation as in the example. Example; BY YW > ALBEE, PRRTMD EROS LAL KE bokeh. : conti Biegltcte, ALDOR E DRL. 5105 GAL OMDID 3 Le Bree eB Lea 7 tock 1.303 2. 38 3 ae 4 REIN TH 5. FRORGR OBAULUEEFTH Ba .. Read the information about Mr. Ishida and Ms. Sato and answer the questions using ~lé3°. @) Example: Q: BBS AIHW CH A, ALAR. RRAPERR LEMS, HH WWATCH, > graduated from the University of Tokyo works for a computer company lives in a big house vegetarian (S77) Tv) good personality diligent student studied in China for one year tennis club member lives alone BHAI CaF —HRL ETE BHEAIBREE CTI BHEAUNE RAE TO BMEAWEOLIE THETA, EMRE AIRE CORREA ETI, nea S(150)| ps3 (150) psRBB + Sct B. Complete the sentences using ~l¢3. 1 S27 SSAA ODD, ° LEPC ASE PRR EM S, a ° 3. DASARI SE. oy - ° 4. ABS SALT LOB Em by SIFLEA LAT Y SAIPAN. SAE LORD, ° C. The following are things you expected to happen but didn’t. Think about the reasons and make sentences as in the example. Example: APE ASF 4 (RS RE BANAF 4 IR BUT CLEA, MA CRONE HAT Le 1 SOFAS SDIVET LR bab S erp e D. Takeshi went to Nara with Mary, but things turned out differently from what he had expected. Talk about what he had expected and what really happened, using ~lt. Example: What he had expected What happened his father would lend his car his father left early to play golf using his car SF BRIAMRERL TC MSAT TL EM, MRC BCI IS FotTlivElnrWhat he had expected . the bus would come at 10:00 . they could . it would take only one hour to Nara mountains from the bus . they would go to a nice restaurant . the date would be fun What happened the bus came late it rained it took as long as three hours they lost the way Mary got angry :. Pair Work—Make a dialogue as in the example. Example: A? #38, DUA PIT FH ORAS, DEED BGO HRM OR: Bi25, elim who... - writes lots of letters ease plays tennis . often buys a lottery ticket . has an elder brother . has been to Okinawa . watches TV every day . drinks coffee every day . comes to school by bicycle hia, EMOIYH—b? Ar AFKORAKTES - Gy At Bizd. B: - 7 ECOODRA hues . Class Activity—Using honorific expressions, ask questions and find someoneB. A Japanese official from a sister city has come to your city. You came to the airport to pick him/her up. Using honorific expressions, ask questions in order to get to know the official. Example: A IL 452, AFT MH TKoLeOELEA. Role Play—Make a skit based on the following situations. 1. This is your last day in Japan. You had a great time because of your host family. Express your appreciation to the host family. 2. Japanese language was hard for you. You thought about quitting it many ise of your teacher's help. during the semester, but you could make it bee: Visit your teacher's office and express your appreciation to the teacher.spa (153 * BU £L3F is used only when you visit someone's resi example, Guest at the entrance of a house; Guest: SHA CHE. (To call attention) Host comes out; Host: (bo Le MELA. LIZ BHA | HE Welcome. Please come in. | Guest goes | Guest : puestst. Iam sorry to intrude on you. POR, RleAo THEE S LOOK THA Here, hope you will like it. Host: OF EFALRA, Thank you very much. Guest senses that Host is going to serve tea; | Guest: 9. BHO. FCRMLETHS. Guest leaves the house; Guest: BUeELELE” I've intruded on you. Host: $k, WboL SOT Please come again. ence; (0 visit a professor's office, for ALL 3 T is used, BL U2 L# is used when you leave someone's house. 7 L 4 Li: is used when you leave a professor's office.(@20| lL E 5 s 0 N 20) XPU—AAO EL WY Mary’s Shopping Dialogue @ ® At an electric appliance store. VeATY 2 FALBA, COMLOVA-T7VVEROKA THAN, 2 BOATH. a8 1a 5 PETIA? COS, BAOLET. eB Pt BURIOS SRA. + LMA OS ERADT. ° : cur akehn wAFY—2 SHI Beater. b n HH wB Pi 25TH HLIEVEL A. SIUIPLAROOEUATLAL © ona street. LAT YH 1 FAREL, EB SPRA COREY ER A Lin, REBSBLTTUL, DENIC OATH 2BUOEAL BPORCHA. ROMER MA ORORAETI. BFEMU (Atte ] SATYH2 2A, BASWERFERBI CBS COSA TH, CBUORAL OOBAEED ETE. BO MCT HS eH COR ta, PATYHL OUR, BOTAN, PEEMAEOT REGORATH WSOC CRdE:satin (153) BBUEWSA? Ure, MISES CTS AL EG a kAFY—? CILTFALYA, Meee ITH Ha. BRELET. wBUWSA: HYMLI. Mary: Excuse me. I bought this “Walkman” the other day, but I can't hear anything. Shop a ‘Tanaka: I'm sorry to have kept you waiting. My name is Tanaka, Could I see your “Walkman”? It seems to be broken. I am sorry. If you like, we will exchange it, istant: Please wait a moment. I will call the person in charge. Mary: Please. ‘Tanaka: | am very sorry. We don’t have the same one, so could you wait for a couple of weeks? Mary: Well... Lam going home soon. If possible, I want to return it, ‘Tanaka: That's fine. I am really sorry (a) Mary: Excuse me. Could you please tell me where Nishikiya is? Ihave a map, but I can’t make it out. Old man: It is a fan store, isn’t it? You can see it when you turn left at the next corner, Are you going to buy fans? Mary: Yes, I'll return to my country soon, so I'm thi ing of buying fans as a souvenir Old man: It is a good souvenir. Oh, rain, Do you have an umbrella? Mary: No. I was in a hurry, so I left without an umbrella. Old man: Then, let's go to the store together. Mary: Thank you so much. Your bag looks heavy. I'l earry it. Old man: Thank you.DER SUKI weto tt! Nouns bbb FbwIvA FRA + Be * + PRIDED RO® pe a PASE PR C955 ee u F LTA RE Lea MORK Leite bat LAL ee Raa PAT AT 2s A D4 EI Ae ~E wan W-adjective eBdY te U-verbs BSS ee HORE a ORES TAC TAK a9 * Words that appear in the dialogue that way (polite) space alien sound our person in charge comer God airport letter; character braneh office hobby; pastime novel traffic light sneakers fan ‘moon high heels . «shop last night heavy; serious (illness) to walk. extra-modest expression for $ extra-modest expression for ENS and OL humble expression for & 5 to humbly visit; to humbly ask extra-modest expression for 63 extra-modest expression for 4 3 extra-modest expression for ~ C4 extra-modest expression for CF20 <|(15 + EOS BS © ES make Bot et brs RS Ru-verbs « BO2S BIC2S SLbS BLES DHA RS + EkRS RES Irregular Verbs PATS EOPOTS *NAVATS Adverbs BY? wi swPLoeVELA 5 s Lomelalk ALLELE *Laglsd BR enTH + CHIT ease at AKBROEX + RILEUHVZEA PLRATELA + kalLwoks and Other ~e RIS extra-modest expression for + ¢ and ¢ % to turn (right/lef) (corner ® direction \=) extramodest expression for 899) to return; to come back to be audible (~#*) humble expression for 5 (7% to convey (message) to keep (someone) waiting to exchange to lead a life to return (merchandise) Expressions Oh! «+. th floor Certainly. Lam not sure, . . I'm very sorry a few seconds if that is the case, . . . if possible really (very polite) again X such as... You have my apologies. if it is okay (polite)aS (18) SEH > 55 - SRR MBE Grammar oy Extra-modest Expressions In the last lesson, we learned the special expressions to be used when we want to show respect to another person. Here, we will learn to talk modestly of our own actions. We use the verbs below when we want to sound modest and respectful in our speech, to show an extra amount of deference to the listener. These verbs are almost always used in long forms, because the purpose of using them is to be polite to the person you are talking to. Having one of these verbs is like ending a sentence with words like sir or ma'am extra-modest expressions Us B0at (83) < x | svar 3) aS BLES (as) 3S ukbat (Wed) RAS | . 7 : uete vet ac) REET (WERK) BS cess (2&S) ~THS ~tH0ET (~THS) ~cty ~teeuseT (~TCLS) You can use these verbs instead of the normal ones on very formal occasions, for example, when you introduce yourself at a job interview. (They are typically used with the more stilted first-person word 4h, rather than the normal 4.) AIERE EBACE IST. cf WEF ‘Twill be in Japan next year, too, sirma’am. ASR ORAIAPERROELEL ‘T graduated from college this Aalt BABE LTB S T'have been studying Japanese for a year. of RRLELK June, sir/ma'am. cf, HL TT A BARORICI MRA SS 3 T, cf SN ET ‘Tam interested in the Japanese culture.ROR <| oe You can also use these expressions to talk modestly about your own family or about the company you work for. Extra-modest expressions are frequently used by people in business when they talk to customers. Thus you hear many extra-modest sentences like the second and third examples below, in public address announcements, and in the speech of shop clerks. ADDRES COPOET. ef. OF My mother is a doctor. ERY) AT. of RET A train is pulling in. BFROUSM CO SOS TF, cf. CF The bathroom is on the second Noor. Because the effect of the extra-modest expressions is to put the subject in a modest light, you cannot use them to describe the actions performed by the person you are talking to or by somebody who is not in your group. Therefore, it is wrong to say: x REUSE Bue #) ate, Are you coming to school tomorrow, Professor? 2 Humble Expressions When you do something out of respect for somebody, you can sometimes describe your action using a verb in the humble pattern “# + verb stem + +4.” (Not all verbs are used this way, so you may want to use only the ones you have actually heard used.) You can speak of “humbly” meeting, lending to, or borrowing from, someone, for example. BH+stem+FS — I (humbly) do... | MILE DF KEM: BaULE Lke 7 (iumbly) met my professor yesterday. MUAEIREBRLTSZIEN TH T intend to (humbly) lend my professor a book. A RECHS EBS) LEL 1 borrowed a dictionary from my professor (and feel very oblized)(160) a eat +4 compound yerbs do not follow this pattern. Instead they simply have the prefix =’ or B, such as “BNF S, ORAGS, MAGS, and BESTS. $54 and (74 have special replacement verbs: bbi > ~ ALLTHIS SORE WES ELK. 1 (humbly) received this book from my professor. SELK, 1 (humbly) had my professor teach me kant. BUS > SLHUS BARAT EY hESLAUET. T will (humbly) give my teacher a sift the above examples are all sin The subjects "and “I” humbly performs these actio1 deference to the person that is underlined,’ The difference between this pattern and the extra-modest expressions that we studied earlier lies here: the extra-modest expressions show respect to the listeners you are talking to, while the humble pattern shows respect to someone that appears in the event you are describing. This of course does not preclude the possibility of you humbly performing an action for the person you are talking to. For example, (iLHSEE) METHRILET. Twill (humbly) walk you to the station. "We do not endorse the use of 2 L172 with the fe-form of a verb in the sense of “humbly doing something for somebody,” because many people object to this type of sentence. They argue that the idea that you are doing a service for somebody is ultimately an insolent belief and that trying to talk humbly about it is a rather unconvincing facade, Such speakers prefer instead to use the “#5 + stem + +4” pattern, Instead of: 412 jb EIB E RECS LBS Lt Use: PORECRAEERYLE LE. I (humbly) showed a map for my professor. *You can also talk about one of “your people,” such as a member of your family or another worker at the company you work for, humbly performing an action in deference to somebody outside the group. PORLBE SABRE BONE LIS My father (humbly) served the uest tea. BORER AER ES ELH My mother Giumbly) received a letter from the President. Sometimes, we can use a humble expression to describe a situation where we do something for the person we are talking to, meaning “for you,” “instead of you,” and “saving you trouble.” FLEEBOUL ALLA, Let me (humbly) turn on the TV (for xow)se20R< co) Let us summarize the three types of “respect language” we have learned in the last two lessons. The up arrow and the down arrow indicate the person whose profile is raised or lowered, respectively, by the use of the respect element in the sentence. 1. Honorific expressions exalt the subject of the sentence. RET WHOL EOE LA/BEMIICEI ELE. My professor has (graciously) arrived / left. 2. Extraemodest expressions talk modestly of what you do. Bldg ATY— NPL BLEF. (berson li My name is Mary Hart. ening to you) 3. Humble expressions demote the subject and raise the profile of another person. Hlty RHI? REBRLLELK. T (humbly) returned the book to my professor. G8 ~auc If you do something without doing something else, the missed action can be mentioned as ~ #24) (the short negative present) plus ©. Note that the present tense form ~ 74 is used for both the present and past actions. verb + BUT without doing x WIN BEOT, BRLELK. Last night, I studied without getting any sleep. SE ERD BOT, MBE RATT. J read a newspaper without using dictionaries. ZH auestions within Larger Sentences You can include a question as a part of a longer sentence and express ideas such as know when the test “Idon't * and “I don’t remember whether Mary came to the party.” Quoted question clauses are shown in the boxes in the examples below. Quoted questions are in short forms. Note (1) that the claus contains a question word like #41 and #:t< ends with the question particle 2 when it as in the first two examples, and (2) that itDSH SOK (02 @) ends with 4*% 34 when it does not contain such a question word, as in the third example.” LTE SOIMERNEA EA COSTA. Professor Yamashita does nol remember what he ale yesterday. ATV SABES IEA TOS Hf CHE TH Do you know where Mary lives? Pb LAPRIT (PEI dpe FEA. I do not know whether I will go to school tomorrow. { aueslonvers question *) CaN eRelaBIeES Yes/no question DE SA i ae ‘The present tense short form / which is used with a %-adjective or a noun at the end of the clause is usually dropped. ee nee LtE bP bP YEA. I do not know who is the best. BOK E we Ae be) tA, I do not know if that person is a student. We often use the particle 4° on the subject within a quoted sentence where ( is expected. ULEAWM ERNE Lio, we ‘Thus corresponding to the direct question: AE L SADT ERNE Oe) tA. I do not know what Takeshi ate. “Many people use 2" instead of 4°¥ 9 4 in their speech for questions of this second type as well. *Explanatory AC sentences can also be quoted. When a 4-2" question is quoted, ## (the short form counterpart of +) is dropped, and A is changed to D. Direct quest LFA LTATY SARE ORATION, Quoted question: LF LCATY-SAWAEH ROH EBA,name 115 item When you want to talk about a person or a thing that goes by a certain name, but i believe the person you are talking with is not familiar with it, you can use the following pattern. (name) ELS (item) (item) called “(ame)” | J RFLOGR (Zo CHE LK.) (used to have) a dog called “Pochi.” [iil Eg (2ROFLK) (She sang) a song called “Hana.” ~PTl/Ale
RAPT CORR ACT PTH. . This book was easy to read. If something is “hard-to-do,” you can use another ‘ -adjective-forming suffix (= ¢ ¥ with a verb stem. BSB RSI EO) MURS CCT. Fish are hard to eat, because they have many bones. Sometimes, the subject of a ~4?44/I< ¢ \y sentence is a place (where it is easy/difficult to do something in), a tool (easy/difficult to do something with), and so forth. SOMILE THEA TOTTH. This town is quite livable. CDAY TRAIL CTH. This glass is hard to drink from. "Note that P09 as a separa word means “cheap” and nat “easy.| (ot) pace - sc = ~#F¥. and ~t: ¢ \» focus on the psychological ease or difficulty of doing something. It is therefore odd to use 44 or (= ¢ $y when the difficulty is defined in terms of a physical or statistical success rate. Thus compare: SOWTIEE DISC Os This chair is hard to sit on. (=uncomfortable) TOWT IES OSH LY. It is hard to sit on this chair. (=too many people vying for one chair) SOMBRE CO. It is embarrassing to buy this magazine. (= you are unwilling) COMBER I OLY. This magazine is hard to buy: small circulation; hard to come by)= SOR <| (165 (2) = Poet Din pair Qoiteincpinejick Gita BRCRLEST = ae A. Change the following words into extra-modest expressions. Example: 77 ¢ > #9 EF LS 2.59 3 RS 1 FS 5S 6. 5S 7. fh 8. SHO B. Match the following sentences with the pictures. Put answers in the (__). @ @) eB) Le ” © eo SA (182 <9 * | a EAD ES, RIZEMTOSOET, | = SEF Saal |b. ERI ET(100) mss - sea C. Pair Work—You are at a very formal reception and have just met each other for the first time. Ask each other the following questions using honorific expressions. When you answer, use extra-modest expressions. 1. BaF TLE ETH. 2, WOBKIRE LAD 3. CBSA THR TO. 4 Eek ARTO ° 5. BM SAMOS TO. 6. MARY ELETH. 7 RBLOC SOBRE MLE TH. 8. BMI SROM ERE TH, 9. AMOBRGE INT SS LRA PRB) ETI D. Below on the left is Mr. Brown's speech of self-introduction at an informal party. Rephrase the speech for a very formal reception by filling in the blanks with extra-modest expressions. EM FI7rLEWET. EM Fa9vE b PART DRE LHe he RRTOS BRE By COST. POGUE b> C xe SELES. CUELAUCEI Now make your own formal speech supposing you were representing a company.—. Pair Work—Telephone Conversation OR <| (102) 67 wy Change the underlined parts and practice the dialogue with your partner. who ay BC OSE TS REAL REREPLEFH LISSAUOS Leet, om: BR broeb cB) ates RE ZI CTU PB AERP EHID oh UA TOK bh Bt RIARATH A, bOVELES A DSeelesy A. Change the verbs into humble expressions. Example: #4 > BROTS 1. 0S 2 Bt 3. RS 4. 2 : RL 8. RT 9.859 B. Look at the pictures and politely offer your help. (:i] Example: BHSLELI IA. 5. RS 10. SISon (i) p28 - ey C. Pair Work—One of you is a boss. The other is a subordinate. The boss asks the subordinate to do various things. The subordinate responds using humble expressions. Example: Bo: taxi. SAID YAIRI OAL, FAC HB? Bil BYULET. : uation : You want to take a taxi, Ask your subordinate to call a Boss's situations: 1. Your bag is very heavy. Ask to carry it. 2. You are thirsty. Ask to make some tea. 3. You want to go home. Ask to give you a ride. 4. You are going to move to a new house next week. ! k to help you. 5. You want to borrow your subordinate’s book. Ask to lend you the book. You want to know Tanaka-san’s telephone number. Ask to look up the number. 7. You want to eat rice balls (5 (2 ¥). Ask to make some. 8. You want to have your subordinate’s watch. Ask to gi ve it to you. D. Change the underlined parts into honorific, humble, or extra-modest expressions. LRU ULI BR, Moka d ta. B® RIGA. KUL Ce b, BReEONETAL2. AULT BBR, a7 ERAZ Lika, A. RAKE. ABUL E UES BY TEOTHD BLat. 3. RUL 5 BR METI CFA. BEET. BORIBVECI, : RULE EB BIE ATTA RE CHAR. 1Ued, BCMD ET, LRG LIT YT bINMOAME SST, SWITAZEL, DBL. BR ORR fio That. ‘ 9 Z5TtH WORDS Ey HE DLEOPACRSL RET. 240TH EAT EBLE ree @ OWFRE SEU TAPICTER LE A. Describe the pictures using ~#L\7. (ul) Example: AFL EAMUTE THRU, REMS ELE. LRU LEALREIAS FL ie a)= 170) pi ok 2 ATY— BARE LI. Complete the following sentences. 1 Boe atlLenElhe 2 BOt, YoY REMOCLEVELAL 8 7 BC, BROBEL IG MHOC LEME LH LR LPOhOT, ‘ BOT BELA 5 6. BEPEVOT Bow EGLO. feRa Leokie BOT PIELER. )PAUAAMESPDOPOV ETA A. You have been involved in a car accident and have lost all your memory. (For some reason you can speak Japanese.) You are at the hospital and your doctor will ask you the questions below. Answer them using ~A(€5#) DD SEA. (al) Example: Q352KIATXYAATH A, ALE. TRIAKPE) Pd Sth. L. HREIBRATT AY 2, FETCH, 3. BBL TOE TH FRE TO, BRET O. BRITTO.ROR <| (=) 7. RTT O. 8. EERE LTHSTH, 9. COIBA THE TO, 10. FAMERS LAD. M309 Me LELEA. 12. 64 PoTS FLEE, . You are interested in Hayashi, a friend of your friend. Ask your friend about Hayashi mple: Do you know if Hayashi likes tennis? > WPL SANE F HAD SEG DHDTWETM. Do you know . . . « if Hayashi is good at singing if Ha . what kind of music Hayashi likes - what time Hayashi goes to bed . if Hayashi can swim . where Hayashi lives . what Hayashi will do this weekend - what Hayashi’s hobby is ‘ashi is interested in politics . Pair Work—Using the questions in B, ask questions about your classmates or your teacher. When you talk about your teacher, use honorific expressions. Example: where the teacher lives > At RECS BINEA Tb Le Biro THEFT H. Hd. potagh. OZ BATH boLEMET SS or 3, Ab REM LbbI BATE> Leamm) ZA, . Pair Work—Ask your partner the following questions. Example: A : i810 Bish, Bie LE LAM, E LEMMA CEA / BBE LITE E Lhe SRL BAM MEL COST. ; BERET, FES co CLRBELE LID BMS EROS tH , ERAS EBS TO HA AMAR SU ROE TIS, BRR MELCOSESE + Sk @Mo-vyeéhsayve= A. Describe the pictures using ~£L15 (x) Example: D-YYEOF AVES Ex. a) Q) (3) MARUI co. coon oO B. Pair Work—Talk about the following topics, using ~¢1\5 as in the example. Example: movie SALTER M Ob ba) Lu 5 RRM E I CORT Biwwa, CARRBCT IO. ALBROEAMT, HADKDTA ED hOLRIBTH. BABLPELOL. BLEMOEL, BELAOTHL Bei CTH MCAT, EFT EHO TOE TH 1. person 2. restaurant 3. book: 4. shop 5. movie 6. singer 7. others C. Tell your classmates about your favorite places or people. Example: AOSTILIL7Y) —REVG LAL ILS VEG, RNY FE TEBOLS CT LM REBERNITS ET.‘FLOR | RAPSUTST A. Make sentences using SL) and [Z< Li. (al) Example: J! 4 FRAT OTT A, BEEF RE ILIER Ie ¢ wth. Ex. E24 () BN OM) @ 1 U] MES RE BENG RE DINAH ) #K @) #2 ATY-SLD RUILIAD ait with ©) 83SHB SCR (7) © BETS ORE BRA $ac% CHM? e att A-EKOF BN bELOF B. Class Activity—Show something to the class. Introduce it and talk about it using ~PTUZIE ALE LEPEOF ERE CE SORA TORE SHAM Bi SCR ORSE HMO ROAERLETE. Picture B You want to go to the following places: L. Ao Peat] RR 2 FM TRL ILS 5. 3. SE HY 94 ZI 6 | mS cinema Lae] BONS ru-verbs: Drop the final -ru and add -rare-ru. u-verbs: Drop the final -u and add -are-ru. | | | <9 sine By > Bene | 8 > eKns Fa > Keene | Be > Bens BS > mens RS > ne Hx > B5 > Rpns' itregular verbs: cHhS Bans tS > ans |BIRR | (109) You may have noticed that the passive forms of rw-verbs and the irregular ¢ 4 is the same as the potential verbs (see Lesson 13), but the passive form of an w-verb looks different from the potential verb: for the verb %:, the passive is 8244, while the potential is #44. Passive forms of verbs themselves conjugate as regular ru-verbs. BENS ] short forms long forms affirmative negative affirmative negative | present BENS SH sL BeNST BENS | past Ben Benepor BENELE BSNStATLE feform iNT Let us now turn to the ways in which these forms are used in sentences. In most pa sentences, the “victim” has been unfavorably affected by the “villain’s” "act, They may be unfavorably affected in various ways, such as being angry, embarrassed, sad, and hurt.” Bd CEIOA KIEL RHNELIKe T was annoyed with the person sitting next to me for smoking. KUL SAIL AP Y—SA EC RbHET. Takeshi is often laughed at by Mar HPI Kava is AIK EBS RE re ss T hear that Professor Yamashita had his password stolen by someone. Compare the inadvertent/unfavorable focus of a passive sentence with the intended/ favorable focus of a ¢& 4 4 sentence (see Lesson 16). ‘With the verbs that end with the /hiragana 4, we see a “20” intervening, just as in the negative short forms, *Since the passive only applies to a verb, you cannot express your suffering from an adiectival situation. hhus you can say #hia MISAFS4UE L#s (I was annoyed by the fact that it rained/I was rained on), because Fe is a ver, but you cannot use the passive to say something like “I was annoyed by the fact, that the weather was bad,” because \¥ (bad) is an adjective. You cannot express your suffering from somebody failing to do something, either, because you cannot add the passive suffix to an already negated verb. Therefore you cannot use the passive to say things like: Professor Yamashita was annoyed because students did not come to his class,(0) mas felt REBIC Be RINELK. Twas annoyed with a friend of mine for reading my diary. Pld RBI EME BATE OWELE. T had a friend of mine read the letter for me. inally, we note that some passive sentences are not perceptibly unfavorable. felt SDA —hibne lhe I was asked out by that person for a date. falt Ble RE Bier sang Lk Twas introduced by my big brother to a friend of his. Geld RBIS SOF 4 HIRE L I was wited by a friend to a party. EOAlE SABIE BRIN TOETS That person is looked up to by most everyone. When someone says these, they probably do not mean that they were inconvenienced by how things have turned out. There are relatively few verbs that come out neutral in their meaning when they are turned into the passive form. Gl ~cas You can use the /e-form of a verb + the helping verb 4 4 to characterize a situation that has been brought about on purpose by somebody who remains unnamed in the sentence. ROOT Ab-THONTHVET. The heater is on, because it is cold, (©The heater was turned on and has been kept that way). FOHTNODELAME NTH EFS A book is on the table. (The book was put on the table and it has remained there ever since.) There is another type of passive sentence, with non-human subjects, which naturally lacks the implica- tion that the inanimate, nonsentient subjects are inconvenienced. The passive sentences of this type are found more commonly in the written language than in the spoken languave. LORMAEBMES AS Lit, This park was buill ten years ago.

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