i " (WAS AN INTEGRATED COURSE IN ye JAPANESECopyright © 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 220sue) 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 substan- dard.) 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 con- trasted. 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 groupBla 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 newBR @) 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 Chea2) 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 résuméWi-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 catsEDV 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 FoTHELASwe (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/ teC. 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 hoursRR 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 BBAIR < (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 Si2 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 invite2sb7 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 timeMH 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 vis- ible”; 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'sDBE 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 2OKKDSS 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 spacioussae 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¢ FAADEE + 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 dialogueORS 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 otherMB 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 LABRoC 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 WoaTtFaZPATLEDWee 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 BRDBE 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 holidayISAs 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 LeB. 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 TEUUTHOn 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 wdD> 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 salaryRBS 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