Genki II (Second Edition) (2011), With PDF Bookmarks!

A. “me A® ) BREA (WAZ) AN INTEGRATED COURSE IN ELEMENTARY JAPANESE ~~ SECOND EDITION Eri Banno SAH Yoko tkedr WHINE: Yutaka Ohno ASEH CChikoko Shinagawa saIASF Kyoko Tokashiki SEAS? QD) deipartineMBF 1 AVICOWT HBOF 4 AIC, MPS MROF SS VER 71 UREN TET. ALE a PFI E NAF 4 ABR CBE LT CER. CD FL—-V—-THEBETERUADT, TREC ESL. Note on the accompanying disk The disk that comes with this book contains digital audio files in MP3 format. ‘The files can be played on computers or digital audio players, but not on CD players. Copyright ©2011 by Eri Banno, Yoko Ikeda, Yutaka Ohno, Chikako Shinagawa, and Kyoko Tokashiki. All rights reserved. No part of this publication may be reproduced, stored in a retrieval 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 Second edition: October 2011 6th printing: November 2012 JASRAC Hi 1110931-204 Illustrations: Noriko Udagawa and Reiko Maruyama English translations and copyreading: 4M Associates, Inc., and Umes Corp. Narrators: Miho Nagahori, Yumiko Muro, Tomoki Kusumi, Tsuyoshi Yokoyama, and Kit Pancoast Nagamura Recordings: TBS Service, Inc. ‘Typesetting: guild Cover art and editorial design: Nakayama Design Office Gin-o Nakayama and Akihito Kaneko Printing: Tosho Printing Co, Lid. Published by The Japan ‘Times, Ltd 5-4, Shibaura 4-chome, Minato-ku, Tokyo 108-0023, Japan Phone: 03-3453-2013 ‘Website: http://bookclub japantimes.co,jp/ Genki-Online: http://genki,japantimes.co,jp/ ISBN978-4-7890-1443-4 Printed in Japan[kU Mle ABS 1999 EIST SA CMBR AME FAS) DEATH TT. WAIL RK. BK OREGRERB OHA IMAL TOES, Mie tac & EL RAL COM, MARENTT SOLE RV ELK FPA RS] 14 1999, AAAS LC MART OL PHBE OT 20S HAE ALC. PAROS AME SLICER L, ft HED AA LRA SMMC 7 SUA MALAIMMLELE. bEREA ACHAHE ERS S MEE EMRE LEB TLE, TOR, AA PET CHC HET OK MASNSLFICEVELA Thictky, [bo ESCEAAS Lv) (BPH 2 OU TELM BEL VAS ORM, CRM SNSLICKEV ELK. EK. MMM 5 10 PUEDES. TBRAEIC bORTODRAH TE TOELES COMAMTA. FAS] ORNTHS [HAPT S| UTOE EI, Bich OER? PRO HE RMS ET. MLOAFOBM, Mae Ty EL Keo WATTERICIL 2 FORMALBLELAAS FETLY OS HCHART KFVMPT EMI ZOREAMLTOET. UATMO PEMD deo TIL, FAR] EMH LTC RS 0 THSE LO LE PEAROG * OFM CRRA KEHOE L DE DRMAVELET. ER. SR MAS] ObL-F-FKRoTHST FREEMY TC ES ORFIMOV FRA, VARY IT AAOWER S LTRHE DB. DHEA bo LRREV TK RSE ORY VN IA AAW OMF TAS Alc, Mela EY RRM LET. COMLY [HAS] T VoTFIRLS HAMEFEATRRAUT SCE eMoTHET. 219A #e—wPreface ‘This is a revised edition of the textbook GENKI: An Integrated Course in Elementary Japanese, which was published in 1999. Since it first came out, GENKI has become widely used by teachers and students of Japanese and has gone through numerous reprintings. Such wide acceptance led to the decision to publish this revised edition. In 1999, our aim was to develop a textbook that teachers would find convenient and helpful, and one that students could easily use. We thus wrote the book based on a survey of students’ needs and refined it through many test-teaching situations, Originally meant as a text for foreign students studying in Japan, GENKI gained popularity among those studying in other countries as well. As use increased, we began to hear from those who wanted “more information on culture” and “audio aids appended to the text.” It’s also been more than ten years since GENKI was originally published, and the passage of time has required revisions to vocabulary and expressions. While retaining the ease-of-use quality for teachers, we have added new content and revisions that reflect our experiences and the voices of those who have used the text. The task of revision took two years to complete. We believe that this effort has resulted in a book that instructors and students will find even easier to use and learn from. ‘The opinions of the teachers and students who have used GENKI have been a major driving force in the preparation of this revised edition. We are truly grateful to those who have provided this input. The authors would also like to express their sincere appreciation to the following: Noriko Udagawa, our illustrator, whose work has become a GENKI trademark; the staff of The Japan Times; and particularly to Chiaki Sekido of the Publications Department of The Japan Times, who has worked tirelessly with us on this project since its inception. It is our hope that students of the language will find additional pleasure in learning Japanese by using this new edition of GENKI. ‘The Authors September 2011REA (FA) i) B NN 813" HADBELAL BE interesting Experiences in Japan 276 yeh RER ARK ER HA BB sl4e tBid+ D ABBE Personal Advice Column 283 RR BRRUDREKKRRKYGRE F 215% FDYFEIEHT My Favorte Place 288 RERERR+KRK HARRAH R A #16 KAD RDABAL The Manga Doraemon 295 | ReERS HH MRAM Ee MH HE 2178 A /7:—N Yoko Ono 301 RPS eeRRR RS SER SK H #188 ABA College Life 308 Bw FREER RRRE De KR Be “198 FcX—Ib Letters and E-mails : 315 RKA RRA H RRA LIAR AH 20” JOM A Cat's Piete : 323 mPekEK HRA OKR eH HRM 21% [BSE Unlucky Ages 330 e# GRRE DM SFREH BR HD HKS>> 13 ELA] O2ZCMRBI, AKOWMTE DV MHBSNTHS [~CHVTH/~Ceanty] [~RUIHIEUT ERAS ~ CE RUITERA] CRBLELE. [aMPEE) k, OCHRE SEIS. RMB OAS a sHF4 TEMES SOP LELK. EK, BABS MORAWICOW TE, NEAT K BoM PIER EMA, AROBKRICAHLE LK Tl F¥2bomn FRAPEKA ( [Sai eh) AMS) BAR) POMS NTO ET. UPS Me PIMA LET. Ab Sia Si ‘Sih ei] Tit, ARIE HELO, HEN Lead, PATOL I MC CEI KOwTER LED. [RM HM] OGRA T OM HM SH THET. O85 [Sf] 2. ARIK RBEL SORA + URE UIC, PRA EG CHER LEARSESECMMD So CVES. SMBLEMLT. PME [HOIb| EEG BP VEY (Hh, SMHOPTLE MMED EF VEATCH LOLI BI BGM SNY TS PREFS EMTCE ET. [AMI (1, TOMES LUE WAS PENTVDRY, ROMOFAHMC NEM LIP BICMELY EEC SMS L NEtA. CUSOMALMA EM LCHHAMSNZOT, MOIRLTHHEY LAL BVEFILTK RSV Er. (Ri) ARORA (MP3 IB) CHC CHASTE ET. PRBS, HR BEBO. BBA Y ROY AY RELMEOM EAS, CUBLTHIMAETSCE EMDET. On (MRR) ck, SOMO [aah] & MCI SMH L MAELO THYN ET. COW Cy [RL CUNT SMARTS MALT THY ET. HEL ARE HS 2 ECU RE AC Ni PERL, 3 MPSA MIHRL THIEF. EK, BRICILAMO MA EIMRLE [S KVAl MEV ET. [Hit)] OPORRATOROMTS ( DHLINTSED HS, PRRABALDL FORA BEFTLAEIMVWUTL SE Fo MRORHSA INEM L TORBRA A 0 TH ETH14 by ENEMERMOBASCLSTEET. PIMPS, MHICRES HILL THY ET WD, COMPILE A SLRS) EEA. BB. COFFARTLMOTZ EY b GAO) ERLTECA, AKHOT ZY RASAWIR EPMA RE CUCM AEE) AL EIS, RL MO Mae Esk BAL SBMETTo TIPS, MOT ZY hicks ¥Y MMIC SRI) ETA. OK SEAL, WEL TVS AD FAIMIRTE SEFC, MHOPBSELAUE LE £ 1 RECEA CHS FREES bd CO KERNS BA TH OPRICMA TK EB. BO [HH] CRYST SATOARALTAT [KI OF CRAL THO ET. ML LA SLAD LTE Me UEP RRRIZ OV TIS, [HE] OMRO [ZL — b | (BHR Ew THU EF. ene (HCE) 12, PE ECB LC AR ART a> LEEDS & BEPC RS LC ab ERE WONG OMA MBI CELTH CCE Lot. MHS HATDRET A S LF ICAL LTHVEF. BADD SNS LI LEAMA ROBE I SRE SN THY, FORA QUT. HARMLESS RE SNTV ETDS, PHRLEACART SC EAT fects. EX, (ME) OM [ELHOME! MHD EF. CHIMMOFAHAtMARH kM? [Ril SISAL CHORMEESRA SE, TOMOILLITL ROMATT. @Culture Note #iMIZ [Culture Note] EWI AFA EMIT, AROMLOHEMMG EO TRL T WET. [RROMOWS CACHE LES, THRO RR! te CARI aT LAME TC. MRED DA TED. PHA, COMMEMWBMILT. Fy 9— AY) CHARS LD, HERARAL LAD LC. MER TU CLAMS ET. @Useful Expressions MORRICLIICIBUT. TOV SE (CHAR KHL SW 7 [Useful Expressions] #iIt THVEF. HLROT EDA ELIDO EFI EORO b Ey 7 ICEL AAD, 10RD [RT] OLG TIC ENE DNSRHLEELDEL TE CHEOMBS BRO TSCA] (aR T HY ET.AMICDUT 15 BPRaOBee FRA SA) Th. HAHOMEL EO, MEERA VBA YTS CEC LOT. we MACE HEMELET. BLRTCOSA, BIRTH IAT EFALAER, 3 TDM CREE PFA LET. BIRUMO GML WFOLI CHMTT. @RFR BPR, TOMTESM NMED MSN TOES. Hie TH 15 DMFEEOE TA, HELIER BICILMMVH BOT. MUD LFOMR TW CEPI LTC ESV. HF RIEDL FOLGKEOTHETF. ORFORLES ORF ORFORHA OCORFESATEBE oir plex ARUBA) book FB ARCIEIEA) Japan pee BARB (Ic (SA) Japanese language LARS A (EES A) Mr/Ms. Yamamoto (books basis) f'5)— TOF OR OR ORFORK OsIR DERENKMEORAT, Wid (HRA) CEVFOPMMORHEMALLESOT SSCLEMLEF. Dik [MRA] ORV AAMUROMATH. Him d MmAS, HE MOM CHD, POEL SMAMHV ET. (EA (4) C5 HI 7 | LRAET AN [HH LOI MMO Tc [Ho] ERAET.) TOLIGREWERAD SCOMPICRMSN TVET. 2B, REOWMIES ( ORAG EH TOSLOLHV ETA, MERCI, MRLVAI KASD LOMAS HART TOES, DEOT VOM Ao THSRAHP MGS, TOMTHA SNE SOT. Tin Dv ADO OUBELLTHITEOOT, HAG TEPEVERA, ENENORFIL, I-77 7 ORAS BOWE Y — bY ETOT, THAR DRERICA S NIMS EAS ANE MEN LT KES. eae [PART] Cid, RE OR, BRAKE NAICOM TORE, SL THES HEA ET. BEOMM IL, EDL TCR 2 lh 6 ES ART 3 BLO REE a> MERE (EST Mee, SESEGMACMUTRECMNTH CEEAREL TOES. RRR,16 Ky MLAR TOROS PIM L TET. TEC [Ri SME) CHA EEE AGRO RMA TIE STH, SUNS TOME, MARE BIL TOES. MONE (ld, BME LCOPEK AE y 7 PRRENTHEF. TFA SW) (tk, RAKE AIO TORE, SL CHS MED DET. BAI td, Fa, Wi, Dyed, KEE. SESECPPONAMEMY LO TOES. TOR ETKBAE MPC, REORMATHEL SNTHY. MEMI TLIC, RSPRBES EDML TRE ET MMMM EL TOMSUMMIGMS TOES. MM ORBIT, PEK bey PARRENTHET. BB. SHORTS, HTB HSM ABE GBA TB ICMR LE Leto Lore TRS bOI, HROB MH (MP3) CHK CL ACE ET. Char BB PIBTNENOBKI [SC WAS CHMLELL. —OMBRS COAT. & MRO MGEH-? Useful Expressions BMS TS MMS MAS GR E LZ ([Culture Note] OiGHIEGA ETA), MICH SNARE, TOMMDRASNARORS ERL THEFT. RAS CUA TIL, BROMIDE TILT So bMUICERSNTHESS & BORSTAL, SHAS [ru] [4] fire] DREERARLT. EOF V-TIRI SHR PdDA BEAKLELES TOME, SRAV APRON RIE, BEVEEL ROTOR ELDRED WMOBMREMMLE LA W xeecsacout AEA, REMEDY CRELTHET. BE jt. AR AY IS eC HE WE LEA WHRECRENTOARECH, MROFAAIMUMETHS LI REO Ob Ae LTH VET. Eh, [AMM] OAS FAT SCL OMMESLI. [Aih-se] TMT ATHY MBAS THY ET. REL, [aii iw) AMO Tho Sol] LLM. HQ, SR HORMLSRLA WEBI BID, VOM AIATRREL, U-VETHMLELK. COU-VFE PHILS 17 KXLO WAIL, (EEA LD [AE] OMA TM EN THE TS BPS EMS CE HEV EACH YS. PRRLADMHK MEOEFVEFSOLEMTAEF. KEL, KR KEM S ALARM, SESEGHRERSCEMHV ET. MELTS, MRIS Lotte AREY ET. BICMNAIOORARIPUE ko TOK ORO AA HOC HERVYETH. fl BABS HA ayy att FREE x & e & ss & 4 9 gp 6b | b 6 BG c ces c : PP PP18 troduction I Aim and purpose GENKI: An Integrated Course in Elementary Japanese is a textbook for beginners in the study of the Japanese language. Students can complete the elementary-level study of Japanese in the 23 lessons of this text, which is divided into two volumes. The book is designed mainly for use in university courses, but is also effective for high school students and adults who are beginning to learn Japanese either at school or on their own. Hopefully, students will have at least a basic knowledge of English, because grammar explanations are given in English. GENKI: An Integrated Course in Elementary Japanese is a comprehensive approach to developing the four basic language skills (listening, speaking, reading, and writing), which aims to cultivate overall Japanese-language ability. Emphasis has been placed on balancing accuracy, fluency, and complexity so that students using the material will not end up speaking accurately yet in a stilted manner, or fluently but employing only simple grammatical structures. Il Revised edition The revised edition features changes in four major areas. 1. Addition of Culture Notes Each lesson now contains a “Culture Note,” which is designed to enhance students’ know!- edge of Japan through information on Japanese culture and daily life. 2. Audio material bundled with text and workbook Audio aids, which had previously been sold separately, have now been added to the textbook and workbook in MP3 format. The addition of audio material for the workbook’s “Listen- ing Comprehension” exercises is especially convenient. We have also recorded the readings from the Reading and Writing section of the book. 3. Vocabulary and expressions We rigorously reviewed the vocabulary and expressions to replace words, such as “cassettetape” and “LL” that are no longer in common use, with words and phrases that students will encounter more frequently. 4. Grammar, practice and readings While no changes were made to the grammatical topics introduced in each lesson, we sup- plemented the text and/or made the necessary corrections to make the material even easier to understand. In the revised edition, we have replaced the negative forms of adjective and noun phrases -ku arimasen/-ja arimasen and -nakucha ikemasen, meaning “must,” with the -ku nai desu/ -ja nai desu and -nakereba ikemasen/-nakya ikemasen forms, which are more commonly used in everyday life. We also increased communicative practice material—mainly dialogues—so that students would be given sufficient opportunity to practice the grammar that they learn. Moreover, we have updated the readings in the Reading and Writing section to make them more relevant to the Japan of today. I Structure of the textbook This textbook basically consists of three sections: Conversation and Grammar, Reading and Writing, and the Appendix. A detailed explanation of each part follows. A> Conversation and Grammar ‘The Conversation and Grammar section aims at improving students’ speaking and listening abilities by having them learn basic grammar and by increasing their vocabulary. The Con- versation and Grammar section of each lesson is organized as follows: @ Dialogue The dialogues revolve around the lives of foreign students living in Japan and their friends and families, presenting various scenes that students are likely to face in their daily lives. By practicing natural expressions and aizuchi (responses that make conversations go smoothly), students are able to understand how sentences are connected and how some phrases are shortened in daily conversation. Because the Dialogue section of each lesson covers a lot of new grammar and vocabulary, students may feel it is too difficult to understand at first. Don’t be overly concerned, however, because the grammar and vocabulary will gradually take root with practice. Students can listen to dialogues on the accompanying audio aids (in MP3 format). Students are encouraged to practice regularly by listening to the audio and carefully noting pronunciation and intonation.20 @ Vocabulary The Vocabulary section presents all the new words encountered in both the Dialogue and Practice sections of each lesson. Words that appear in the Dialogue are marked with an as- terisk ( * ). Words are listed according to their function in Lessons 1 and 2, and by parts of speech in Lesson 3 and all subsequent lessons. In addition, all words presented in the text are also found in the Index at the end of each volume. Words found in the Vocabulary section of each lesson appear frequently in subsequent lessons, thus encouraging students to learn little by little each day. The new words, along with their English translations, also appear in the audio material, which enables students to absorb through listening. Starting with Lesson 3, the Vocabulary section also gives the kanji rendering, but students are not required to memorize the kanji orthography. ‘This textbook does not indicate a word's accents. The accent of a Japanese word varies considerably, depending on region, the speaker’s age (including the generation gap between speakers), the word’s inflections, and its connection with other words in the sentence. Therefore, there is no need to be overly concerned about accent, but try to imitate as closely as possible the intonation heard on the accompanying audio aids. @Grammar Easy-to-understand grammar explanations are provided so that even those studying on their own can easily follow. Students at school should read the explanations before each class. All grammar items covered in the lesson’s Practice section are explained in the Grammar section, Grammar and vocabulary that require explanation but are not practiced are sum- marized in the Expression Notes section at the end of each Grammar section. @ Practice For each grammar point covered, Practice sections provide drills that advance in stages from basic practice to application. The intent is to enable students to gain a grasp of Japanese naturally by completing the drills in the order presented. Basic exercises that call for a single predetermined answer are marked with a [al] and recorded with their answers on the audio aids, thus allowing students to practice and learn on their own, ‘The last part of the Practice section contains Review Exercises that help summarize what has been learned. For example, some exercises combine various topics covered in the lesson, while others require students to create dialogues by applying what was learned in the Dia- logue section. @ Culture Note ‘We have integrated a Culture Note section into each lesson, where we explain aspects of the culture and everyday life of Japan. These notes cover a wide variety of topics, ranging from__ Introduction » matters closely linked to language, such as kinship terms, to information deeply ingrained in daily life, such as the Japanese climate. Our hope is that these comments will serve as a springboard for students to deepen their understanding of Japanese culture even further by taking steps of their own, such as by gathering information from the Internet or by discuss- ing the topics with their Japanese friends. © Useful Expressions ‘When necessary, we include sections on Useful Expressions at the end of the lessons in order to present supplementary vocabulary and phrases. These sections list expressions that are related to the lesson’s topic (as in “Time and Age” in Lesson 1) or to particular situations (as in “At the Station” in Lesson 10). The vocabulary introduced in Useful Expressions is also listed in the index of each volume. B> Reading and Writing ‘The Reading and Writing section aims to foster comprehension and writing ability through the study of Japanese characters and through practice in both reading and writing. After learning hiragana in Lesson 1 and katakana in Lesson 2, students begin studying kanji in Lesson 3. Each lesson after Lesson 3 is organized as follows: @ Kanjilist ‘The list contains the new Kanji introduced in each lesson. Students are exposed to about 15 new characters in each lesson. Since it is probably not feasible to learn all of these at once, we encourage students to tackle a few each day. We have formatted each kanji list as follows. (1) serial number 2) kanji @) reading (5) compounds that include the kanji AR vlEL FR(EA) book BAR(EIEA) Japan Dbe BARBE(IZ1EA.=) Japanese language WARS LEB ESA) Mr/Ms, Yamamoto o- tt kK oi7 (book; basis) (4) meaning (7) stroke order (6) stroke count ‘The mark appearing next to readings in item (3) indicates the on-yomi, or the reading of the character that was imported from China. The [> mark indicates the kun-yomi, or the native Japanese reading, The sound of on-yomi and kun-yomi may change when the kanji is used in certain words. For example, the ordinary pronunciation of # is gaku, but this becomes gak when the kanji is used in the word *#% (gakkoo). Such derivative readings are also included in the readings section.22 Although some kanji have many readings, we include principally those readings that are appropriate for an elementary level course. Readings and words that are shaded should be memorized. ‘The others are for reference, so students don’t need to memorize them. The Reading and Writing section of the workbook includes practice sheets for the kanji learned in each lesson. Students should practice writing the kanji repeatedly, following the stroke order shown on the kanji list in the textbook. @ Practice GENKI I consists of kanji practice, readings for comprehension, questions about the content of the readings, and writing practice. Kanji practice is aimed at getting students accustomed to kanji through practice in various forms, such as reconstructing kanji from their compo- nent parts or making new words by combining kanji. Readings for comprehension are generally short and deal with subjects familiar to the students. They assume knowledge of the vocabulary and grammar that the student has learned in the Conversation and Grammar. section. New words that appear in the readings are listed. At the end of each Practice section, we suggest topics for students to write on. GENKT II contains readings for comprehension, questions about the content of the readings, and writing practice. The readings introduce Japanese as it is used in a variety of areas, ranging from letters and fables to essays and advertisements. They assume knowledge of the vocabulary and grammar that the student has encountered in the lesson so far, and with each lesson the readings become longer and more difficult. New words in the readings are listed in the order in which they appear, At the end of each Practice section, we suggest topics for students to write on. We provide recordings of these readings in both Volumes I and II of the revised edition. ‘These are denoted by a [al] mark. Students can listen to them through the accompanying audio aids (in MP3 format). C Appendix ‘The Appendix of Volumes I and II contains an Index. The Japanese-English Index, in hira- ‘gana order, lists words and expressions from the Vocabulary and Useful Expression sections of each lesson (the index does not contain the vocabulary used in Culture Notes). The number next to a word indicates the lesson in which the word was introduced. In the English- Japanese Index, English equivalents to Japanese words are arranged in alphabetical order. In both indexes of this revised edition, verbs are indicated with [ru] [1] [irr], to show which verb group they belong to. Also included in the Appendix are a map of Japan with the names of all the prefectures, a table of changes in the sounds of numbers and counters, and a table of verb conjugations.Introduction »»» 23 IV Orthography and font The basic text is written in kanji and hiragana. In the case of kanji, we follow the official Joyo Kanji list. However, hiragana is used instead when the Joyo Kanji equivalent is deemed un- necessary for beginning students of Japanese. ‘The pronunciation of every kanji in the Conversation and Grammar section is indicated in hiragana so that this section can be studied alone. To lessen the burden on the students and allow them to study on their own, however, the “Greetings” unit and Lessons 1 and 2 are written in hiragana and katakana, alongside which the same statement is presented in romanization. ‘The romanizations are purely for supplemental purposes and students should avoid relying on them too much. Students study hiragana and katakana in Lessons 1 and 2, respectively, of the Reading and Writing section. Students begin studying kanji in Lesson 3 of the Reading and Writing section. To encourage students to maintain a firm grasp of the kanji they have learned, the Reading and Writ- ing section does not provide hiragana readings for kanji that have already been introduced. The Japanese in the basic text is set mainly in the Textbook font, which resembles handwriting and serves as a good model for students. Students will encounter a variety of fonts used for Japanese materials, however, and should be aware that the shape of some characters differs considerably, depending on the font used. Note especially that in certain fonts two separate strokes may merge into a single stroke because they mimic the characters produced by a writing brush. Example: Textbook font Mincho font Gothic font Handwriting a < * SS SMO Ch 1Sv S04 Te Se OX AY OY eS OeASEOAG DU b BA ES Conversation and Grammar Section 138 PILI MEL Looking fora Part-time Job mld (L941 F— Valentine's Day 15% REFHRAT A Trip to Nagano 816% HEAP) Lost anc Found — B1TR CBE SDE Grumble and Gossip S188 Ja YAADP ILIV b John's Part-time Job 19% HEA Meeting the Boss #208 XP U—Z hOB Marys Shopping w2le EDIES Burglar 8228 EAD ELAR Education in Japan ——— #8230 iJ 11 Good-bye 26 50 96 ns —140 164 184 208 230 —252se ae 13) 7 )LIN4 BPEL Looking for a Part-time Job m Dialogue me © John calls the restaurant Little Asia. [2] x13.01/02 5 li, [Yb 7 YTS CH. 2Jays Fay DLEWLEF. TSA bEROREEREL THA oh Rl FITCH. Ueb, Bol BLEL LIM. SBRCRENETH. s9ays PBB Loe TEOLTTA, LAL HAS Boat. sm OB: Z5tth PRD TH OD. Uv, BLADES ACITTH Fay: SRCTR, DEY ELIS ® At the restaurant. [il] x13.03/04 VR RS TY EMAL GL TL OTIS bIRRAHELTH OS 2Fay i BELAZI TIO, VWSUSGA SER: VARI CMVAC EME VETO Fay: 1 9LAIHEBLACEMBN ET. élLke DMO ONET I IO. EBL BEL ES. TR RS WASTES Professor Yamashita comes to Little Asia. [2] x13-05/08 Wbolevdt. & WT. Parrth. COTTA REL TOSLTHH. he SMMICSA BOT OET. SITHH. CM WULYTT A.OH» 27 Yar: LOML-AT SARS ETL WP 2: BULEITH HM. Veh, RNTHEF. ) Manager: Yes, this is Little Asia. John: My name is John Wang. I saw your classified ad. Manager: I see. Well, shall we meet and have a talk? Can you come to the store today? John: I cannot come today, but if it’s tomorrow, I think I can come. Manager: I see. Today is no good . .. All right. How about one o'clock tomorrow? John: One o'clock. Okay, I've got it. @) ‘Manager: Mr. Wang, why are you interested in this job? John: It seems interesting, I can meet various people; I can also use Japanese Manager: Have you worked at a restaurant before? John: Yes. Asa waiter, I have. Manager: Can you start tomorrow? John: Yes. 'l do my best. Manager: Good luck. @) John: Welcome. Oh, Professor Yamashita. Prof. Yamashita: John, do you work here? John: Yes. I work three days a week. Prof. Yamashita: I see. Which one is good? John: This curry is the most popular one. Prof. Yamashita: It looks good. Well, I will try this one5 PRAANY AD Sot SAAEF CATE (fLo9 * At PLE PEE Lith bRCL -adjectives FHLY wel aby zULW roN Bo BLY #0 RL a (someone's) house/home_ adult foreign language musical instrument karate curry kimono; Japanese traditional dress advertisement tea (black tea) language golf ‘sweater elephant violin motorcycle (consumer) prices grammar lawyer recruitment shop; store yakuza; gangster promise; appointment (term) paper 1 (formal) glad sad hot and spicy; salty strict incredible; awesome close; nearB-adjectives WBS (te) Ldbet (%) et * Ex (te) U-verbs ét eo ot et + BAILS RS we am AAs BX LEC EELS REFS Irregular Verb PLEITS BATS Adverbs and Other VWboLewEey ~o ~eo Colt th. ~ceglest ~o Rls ae ~erlet um bers (used to count days} WEG So Ao tot von bua “Od Lin >> BE SOR % GOrammar ae ee Potential Verbs We use the potential verb to say that someone “can.” or “has the ability to” do something, or that something is “possible” We make potential verbs using the rules listed below: | meverbs: Drop the final -ru and add -rareru. | B(mi-ru) + BSNS (mi-rareru) | u-verbs: Drop the final -u and add -eru. | F< (ku) + FIB(keen) HD HTH iy - co BS + Hea + Ht aK = BS + NS ani - irregular verbs: <% > 5 3B > tk You may note that the potential forms of ru-verbs are considerably longer than those of the u-verbs, which happen to end in the hiragana 4. (Compare RH % and IH 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 -reru, instead of -rareru. These ra-less forms are gaining popularity especially among young speakers, but are considered slightly substandard. potential forms _a-less potential forms ru-verbs: He + Ene HN] Re — Bns irregular verb: <3 = ins Potential verbs themselves conjugate as regular ru-verbs. ALAR BET. Tcan speak Japanese.B1SR et BE (The truth is) I cannot swim. RHR or: teEeATL AS 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 RoSNisL) BoNES BSNsth past Bene BSnebote Renee RSNEUATLI te-form RSNT ‘Those verbs that take the particle @ can take either & or #* when they have been made into the potential. € ¥ 4, the potential counterpart of the verb +, is somewhat special, and takes 4 almost all the time. All particles other than & remain the same when the verb is turned into the potential. verbs with % : RPARO + BPLHOS o BPERDS FS—-TES: HRESS + HHHD'TES (tHE TRS is considered substandard.) verbs with particles other than % : | WIEBS > LIENS — (No particle change involved.) e@- ‘To give the reason for something, we can use the conjunction 4°. (reason) 05, (situation). You can also express the idea of “can do” using a more complex construction: verb dictionary form + = & 4° CH &. This construction is found mostly in the written language. The negative version of the sentence will be dictionary form+ = EATS HV ATYASAIEEI-EMK EMH ET. (Compare: FF —AHIFET) Mary can play the guitar, . LOT b CRP EMI LEH TH ELL, (Compare: RVMHM ATUL) You cannot keep dogs and cats in this apartment32h) SiR SRR QELFUL THF 4 ERE ATED Why aren't you coming to the party? A: BLAARKH SOD > PAB LG OITEOA TT. Thave to study today, because there wil be an exam tomorrow. When you want to mention not just one but two (or more) reasons, you can use L in place of 4°. L usually follows a predicate in the short form, (reason,) L. (reason,) L. (situation). BAB ILS BL4AuL, REI wel, BILE RB ORR AAS CT. T really like my Japanese class, because Japanese language is interesting, and our teacher is good. RR BOBO RL he Bas CHL H. ne FOFNLE TE WOATL te Yesterday was a great aoa friend came by and I talked with my boyfriend on the phone. Q: Be!) KWCH Ho Do you want to go back home? ALMa, BAOSBIARLOL, woe BAW DL. m) AUTH. No. Life here in Japan i is good, and Ihave faa 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. iad DURE OF: ART. 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. WRAL M RETT BASOVEFEL, Rt Le Professor Yamashita is a great teacher. He is good at teaching, and he is kind. Note that L follows the short forms.” In present tense sentences, this means that f! appears with %-adjectives and nouns, but not with \ \-adjectives. Uvadjectives: B&HLBUL tS-adjectives: SFEEL noun +t eee ieSBSH» 33 ~43CFP (lt looks like . We add % 5 TF to +- and *2-adjective bases to say that something “seemingly” has those properties.’ When we say ~~ 7 C4, we are guessing what something is like on the basis of our impressions. To form ~% 5 TF sentences with \ -adjectives, you drop the final \; with *:-adjectives, you just drop *. The only exception is with the ‘ s-adjective \ ‘4s, which will be changed to £% before € 3. LONATLBULEI TH. ‘This apple looks delicious. Es [ZRRA LXt5TH. It looks like the weather will be fine tomorrow. ATY-EAIEHRAIT TL feo It looked like Mary was fine. \i-adjectives: BULLY + BULESTS (exception) LILY > &eESTT 1S adjectives: 7UR(tk) > TRESTH You can use 7 C4 with negative adjectives too. The negative ending *1\* is changed to 4 % before t 3.4 COR L UETITS. ‘This book does not look difficult. cece MAF aAKESE eEetITH. It does not look like Tomoko is good at tennis. ? In the very polite speech style, L can also follow the long forms, just like another reason connective 4°, ‘which may follow long forms (as we learned in Lesson 6) as well as short forms (see Lesson 9). PURELARECRBLET. BRAGS TIL, BABEL LZUTHL. 1 will study Japanese next year, too. [ike Japan, and what is more, the Japanese language is interesting. * You can also use % 7 CF with a verb stem to describe your impression or guess, LOL-I-ERTHAT I TH. (With HA 4, the potential form of HF.) It looks like this sweater is washable at home. “The impression you express may be an event about to happen. HAFEY TI TH. Me looks lke it will rain, “You can also put the negative on 4 CT instead of an adjective and say: LORML ZI LOeUOTT. CET ELUFAAHLSETIU OHBho BES SU You can use the adjective + ~ 3 combination to qualify a noun. € 4 isa *'-adjective, thus we say € 3 % before a noun. RPE IUE—-I-EBTOEF. She is wearing a warm-looking sweater. In many € 4 TF sentences, the guesswork is done on the basis of visual impressions. It is wrong, however, to assume that & 7 is linked only to the visual medium. We use 5 C+ when we lack conclusive evidence. (For example, we say an apple is \.L 4 before we have had the chance to taste it. Once we have tasted it, we say 8\" Lt.) With an adjective for which visual evidence is crucial, such as ¥ #1 %, we do not use £3 and say that something is % H\.% 4 TF, if it looks pretty; we already have enough evidence to con- clude that itis pretty. Ge ~c4s 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. REtbY babohOt% BRAORE BIBI THE LAS 1 did not know the kanji, so I tried asking a Japanese friend of mine. REBMEOEOT—FABVLUL Eo TOELADD, SERN THEFT. My friends say thatthe 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). 44% comes from the verb 3.4, and conjugates as a regular ru-verb. Unlike the main verb JLB, however, ~ T 4% is always written in hiragana. Gl 25 A statement of the form “noun A % 5 predicate X” says that the predicate X applies only to A and is not more generally valid. The main ideas of a 4 5 sentence, in other words, are contrast (as in Situation 1) and limitation (as in Situation 2).IGM 35 Situation 1 QF FIWIATo hl EK V ETH. Have you ever been to Brazil? ALFY BDA ORI CMH Y ETH, TF CHHY EL? I’ve been to Chile, but never to Brazil. Situation 2 QI BRED HN ETH. Do you understand Japanese? A: Obaee bores. If it is (written) in hiragana, yes. ts 5 introduces a sentence that says something “positive” about the item that is contrasted. In the first situation above, %& 5 puts Chile in a positive light, and in contrast with Brazil, which the question was originally about. In the second situation, a smaller part, namely hiragana, is brought up and contrasted with a larger area, namely, the language as a whole. Ge alae. vobesmh ea You can describe the frequency of events over a period of time by using the following frame- work. (period) IZ (frequency) (frequency) per (period) Ais BRET. I shampoo three times a week. tL Tolebhe Shaw Be Arld—p AIO RRC BBE DIET. Tall my family once a month. bel to Wo bee eC eA RAFI BIT LET. My father goes on a trip twice a year. Sh TERE eas * You can optionally keep the particle {= before #1 & in this example. Particles such as I=, , and 4% may, but do not have to, intervene between the noun and 4 5, while (4, #%, and & never go with % b.1h /—h- Note Da Gh Expression ¥.9—Z3¥< b Playing musical instruments requires different verbs. For stringed and keyboard instruments: ¥9—eILG to play the guitar ET EK to play the piano For wind instruments: HID AES to play the saxophone For percussion instruments: KFAEERS to play the drum Referring to musical instruments in general, 4 and ‘C & 4 (for potential) are usually used. fila HARB L VET — Do you play any instruments? RBDCEEF A. Can you play any instruments? EFIC Both \>-adjectives and %-adjectives can modify verbs as adverbs. With Ve-adjectives, the final v is dropped and < is added. With %-adjectives, (2 i added. TAK SAEN MN LECH Robert is good at caoking. UN BSA LE BE ise BTR ET. Robert cooks well. ae a ae DAFA (aa LYEtt. ‘The Japanese class is fun. SRLS MRL TET. Tenjoy studying Japanese a every day.SIGH 37 Practice Te oe OF ORES us) BP A. Change the verbs into the potential forms. [4] «13.08 Example: XZ + ANGHS Llkey 3.196 5.46 7.HS 9 OH WEL B. bv uF 40S 646 8B HNS 10 £9 12 EBS B. Describe the things that Mary can do. [#]xi3.09 Example: 4 T!) PATA RIFE to sweater in Japanese early in the morning hot bath38>) BR SRG CC. Pair Work—Ask if your partner can do the above. Example: A LT ORITE TH Bi ldu, RIFE TOA, RIFEtLS 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? | ves /'No (what dish?) : play tennis? Yes/No (good?) - a E. Pair Work—Ask if your partner could do the following things when they were children. Expand your conversation. Example: & < > A TRON. RUE Lit. Bild, wT E Lies Cn 2) COKE Lit. B:100 A—bU CbUTH. Aitiluttha. ae 100 Ab WIRIFE THe Bik SARIS EROS. 1 BRR 4 ET ERK 25 DOV ERNS 5. Peles EET 3 HyA-ETS 6 RTAThH A LICATS1B 39 F. Answer the questions using the potential verb in the negative. [1] xi3.10 Example: Q ae Lié@. (too expensive) ALMa, BOS CHAEELTLAL L AYF7M (Srilanka) O47 V-ERNE [fete (100 spicy) BMELELAS. (loodifficult) BRCAV ELAM. (toohot) FOF MHTE LAA. (too busy) RECSBRAE LAM. (too many) wat : CS ¥ELAA. (too cold) ae ke G. 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 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 [&U) or UU). The first group that gets the correct answer gets a point. Change representatives. Example: Sample Questions: Answers: ag BE eo tRNoHETH. = OR. 1 gaa E tH. = te agitcT®. = 25H. J OMHDBUL, AdiicceAWSL soo RD 62 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. [4] «13.11 Example: Q: BRIMEARVY THD. A: AGATE TH. ANAC ELOEF) HK XKANSL, teat: CETT.40>>> sas Se Salat LOTTA. (ARN NET. Bach ¢ ThbVETF.) BLOTS hE THD, GREROTH. HOTT.) 3. BRORR ERY ETH. REURLO TH. RULE bh EEHES OUIt ECL.) PATIAR Loh TT Ho BNMEBUL CED OKRTT. ERM SEL TLK) e 5. SR, AF 4 UATE ETDS HEEB TOET. FOF bS-F 4 “ITE ELK.) 6 BABOMBAGY £74. REAR EL, TGkM DH FHL.) TA CHTANT S ED. (ARBABUET. LIAATT.) 8. Eps hisee Cth. x YRET') tL.) B. Answer the following questions and add reasons for your answer. Example: Q BRO Af ld. TILE LOTT De LOUTH REBATE LOSL, AACIARILE Lo 1 SOTA LUOTHA 2 gettH, 3 APL ERE DORR ERY ETH. 4, BRIS HEARTH 5. BARE BH LA: CHM. gaatMABWLESTST ISH 41 A. Describe the following pictures using ~25. [al)xi3.12 Example: COFLILBVYLEITH. Ex FU delicious (4) AE aha © strict Oa energetic (13) Re Q) aAv— @) <> i = a spicy old scary lonely (10) BESTA (1) KOA (4) 4-9 — cD warmDove Scat B. Look at the pictures in A and make sentences as in the example. [al)x13.13 Example $L + BULEIKTLTH. C. Pair Work—Talk about the picture taken at a party using ~%5. Example A: BULEI2HBCHAL BI ti tt, Al lOAILINLEI TT. B:tjittn, D. Pair Work—Comment on your partner's belongings using ~2S 7s. Example: A: Be LZtIeRTTAL Bi ZITHH. RTE HWOATHLE. Pair Work—B acts out the following situations and A makes a guess. Continue the conversation like the example below. Example: 5 2 O0°##\ + Al bEOATITT RB, VULELTH I. BRAT YALTH. A: f3tth. BEKLKEI MOUTH L, oro Te aav ENS 2 Blo 3. ERY 4 HEL @ecHes A. Respond to the following sentences using ~T#%. [2 kia.14 Example: A: SOMES TETH LS Bi Urb, HTAET. BRORRUBL LAP OATHS 5 ORB ERTL ELA. . CORILBHMLEL LE. ae RES LOF—FEBULUTH LS | RRILBELSHO AHL. 6 COCDIkLPoATTL. LORPILRATLE LS ye en x B. Pair Work—You are at a shopping center. Ask store attendants whether you can try out the following, using appropriate verbs. Example: Customer: FAFA. HoT TEOUTT HS Store attendant: 84%. tho T&T HEV.Adv BHR SRR C. Talk about what you want to try in the following places. Example: 4 7 ¥ (India) > ALLY Eo ACE Mb ETH. Bia, BYEEL. TH. Ho THA TH. ALITA YE CHALE THA S BAY ECRIROAY, BH (oa) EM oAYLTALUTT. 1 2, 4 =F (Kenya) 3. 94 (Thailand) 5. Fy b (Tibet) RR 4. FFP (Brazil) 6. Your own “aD, OARS Ma ELC A. Answer the questions as in the example. [*]ki3.15 Example Q: ATV —SAILIT A, aE ERA Lit. A: (Otea x coffee) > MRE ORAS LAA, FERS ELATL Ro L ATV BA FIRM ETH (Obicycle motorbike) 2ATVY EAH a-V- Fy FRTorS CHEV ETH. (O Australia x New Zealand) 3. ATY-XAILTNVIELETH. (Otennis — golf) 4.4K 34148 ROK SHRI S Y£t¢4. (Ohistory x economics) 5. IFAS Ada \ETH. (O friend X girlfriend) 6. GA SAILEMB IRATE HET A (O Sunday — x Saturday)BSH 45 B. Answer the following questions. Use ~#5 whenever possible. Example: Q: 2#—- VEL RETH. Al RA, FRUORET SOA, Bethe MBAR ETH. TAA RELEIEMHYV ETH. . BRORBAEN ET. HEA" Bohlen b) Eth. s Bace th. BANGLE TO. ae pwn —AlcLaRNss wir me A. Look at the following pictures and make sentences as in the example. [i316 BNET. (1) three times a day (2) seven hours a day (4) once a week af 6A6>> > Bi SCs (6) three days a week (7) five days a week (8) once a month a (ae oils ces fis 7 j i Yq part-time job school 7 B. Pair Work—Look at the pictures in A and ask your partner the questions using the patterns below. Example: A: BSAM-BIKAERN ETH. Sab bie Bititta. AVWTO-E Bl > NEF. HOMERS EL. Ba Ge C. Class Activity—Ask two people how often they do the following things. Add your own questions. Example: RE / REPEAT < > A: BeAliL SRB/RERIMTE ETH. B +A COMTEET. Questions ¢ Ae ( ) 24_B13Be a7 @EEOORE A. Answer the following questions. FROM MITE ELAM. MITE ERL TL IA BACHORAetH. CIMT so THA TH He CILTCH A. FRO. MAL CARDO RTT ALTAR CTH AICO Cb hae LETH TAMCMBL Aha victaste. ieee ce AIS we bEBUROETH, SN AY se wH B. Pair Work—Talk about part-time jobs. TWA RELAL EMH ETH. . WILELAAYS CUT IWSA RTL AA HMA mee LAM BMI CGE BUE LEM. 6. CLET IA BRL THEW THM. CILTCHM. 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. (@) Call the organization and make an appointment for a job interview, as in Dialogue 1. (b) Then, discuss experiences and qualifications, etc., as in Dialogue I. ShIN RB F aie Gusem eres235 Son CursreQ N Bee FR Names of Years es 5S Japanese people use two systems of reference for years. One is the Gregorian calendar year, and the other is 8, Japanese imperial eras that, since the Mei the emperors’ tenures. Under the 2% system, the year 2000, for instance, was 5FA122, the ito's tenure), The four most recent 4 are: BA# (1868-1912), AJE (1912-1926), BB FM (1926-1989), and ER (1989- ). Japanese | people remember Meiji as, s the era of modemization, Taisho as the time the movement toward democracy was born, Showa as a period of war and economic ‘growth, and Heisei as an era marked by recession and big earthquakes. Te Japanese people associate their birth years with the 12 animals in the East Asian zodiac, which is referred to as $3 and -t. the zodiac, and the years they are associated with, People born in 2000, for example, are BELEN. ra, have coincided with . The table below lists the animal: Eto | Animal Years of birth | z ne rezumi 7 > 1984 1996 2008 B ushi ox = 1985 1997 2009 tora tiger Sm, 1986 1998 2010 Mu =usagi rabbit ee 19871999201 RR tatsu degen 2 1988 2000-2012 B eb snake _S 1989 2001 2013 = uma horse & 1990 2002 2014 ® hitsuji sheep {83 | 1991 20032015 «A saru monkey = 1992 2004 | 2016 B tori - chicken : & 1993 2005 2017 Ae inu dog Os 1994 2006 2018 x boar E& 1995 2007 2019WISH 49 Useful Expressions aRATC At the Bank Useful Vocabulary oz account ‘ commission 27—F bank card - —— passbook — —— savings 100-yen coin 28 amount aE #5 —_———— personal identification number Useful Expressions DB EM SAA CHA. would like to open an account. OREM LAA TH4 I would like to close an account. FVERICHA T 6 1S te—— Please change dollars into yen. DEBE ERY RARVA THN. I would like to deposit money into the account. SBPALEF PALL AIC HTS ¥FH.— Can you change a 10,000-yen OPAALES “aaah douns ee bill into ten 1,000-yen bills? BS = €64LEF.— I will withdraw money. ATM isto en AE acs D deposit CSITAN °SSlEHL ® withdrawal = S @® passbook update “SOREL A, aS @ bank transfer 7 : = ® credit card aUd9 ha-K "SRS © balance inquirySO ros gi - Sci (#14 [t E s s 0 MDYAA YF — Valentine’s Day Rd Dialogue @ Amonth before Valentine's Day. [)x14.0v02 rkFY— 2 SUYIALOFVEY AMAL BOET A. 2&bs: ZITT A. AIL TAM VEMUE-—F7—-EHBT SHH, 3 t-I7-EbUKESCITHA. seTY)—2 EMldvoHP$LNEtAN, ® On Valentine's Day. [24.03/04 VAFY— 2 AULA, ldvy, THe 2AItL: Ao. MEI? CIBSVALI. BAIT T ver? a*¢TY—: Fhe ahkitl: HHL WWM, LOX-I—, TAVOMEL MIELE 5 AT —ANBLTED ? 6kFY— 2 FA, WAVES LHD DHTAT. 7AITL BeTCvwd, HYMCIF.SELAH» 51 The next day. il) x14-05/08 Yavi Rpt ite-I—THh. RWC? Sh, AT Y—-OnELTT. Favi LMP oWET LS EK EMAMIEL UGH. ON b SALE bate FaTl—-hetwetsokrdtts. AGL: Aa, FlOMCHA. YaYedlt? Pav: (EI AMLPEDAEELT he ARELMS. TUL. AGL Th. BN bEAIRTST bF-HKECT Le Yay: RIA bFH? KWL: za, ROAWSRPBBIbRLELGS POUTEOAT HEL. Ee 2b5 Bob Mary: What do you think is good for a Valentines present? Michiko: Well, Takeshi always wears the same sweater, so why don't you give him a sweater? Mary: That might be a good idea. Mary: Takeshi ‘Takeshi: For me? Thank you. May I open it? is is for you. Mary: Yes. ‘Takeshi: Wow, this is 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, ‘Takeshi: It fits perfectly. Thank you. John: Your sweater looks warm. ‘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: Hah, that’s incredible. How about you, John? John: I only got one. From my landlady. 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 14th.She Bi Se LY) xi407 VOC a. cnmey Nouns BK KR (my) older brother + BBRAL AR*AL landlord; landlady + BHAL BAL return (as a token of gratitude) BCL REL (your/his) wife BUESL uncle; middle-aged man BIEL aunt; middle-aged woman TIR tumbler; glass DWAR Christmas TlLavta TEA (your/her) husband xB am plate; dish Cre ae time tryb ticket * FaI-b chocolate hL-+— sweat shirt DOCS stuffed animal (e.g,, teddy bear) RADIA necktie eRLYITY St. Valentine's Day EFANAD camcorder BIS Ki married couple; husband and wife + RTA RFR “White Day” (yet another gift- giving day) ZIFR winter scarf ELA RB comic book wyyay multistory apartment building; condominium AL mandarin orange ALXL wx everyone; all of you wud 188 ring oor radio Hegre me parents Ynele BEE résumé '* Words that appear inthe dialogueW-adjective + (EL B-adjective (6 Ce) U-verbs BLS + 1bF Ru-verbs HESS + BUS = MS Tas aL Irregular Verbs Adverbs and Other * BEL e~ih + thaw ah bELEB + B29e LILA i¢ Counters ~k9 ~K ~Ue ~IEL FU ~e AG ~Ael ~it ~e ~Ez ~* SBA 53 to want (thing 4°) stingy; cheap tosend (person (= thing ¥) to look good (on somebody) (thing 4°) togiveup (~#) to give (to others) (person (= thing ©) to give (me) (person I< thing &) to come into existence; to be made (~a9) to consult (person (=) to propose marriage (person (=) Expressions same Mr/Ms. . .. (casual) «like this; this kind of... [makes a noun plural] we exactly what should one do well [generic counter for smaller items] {counter for bound volumes} [counter for equipment] {counter for smaller animals) [counter for long objects](£L\» means “(I) want (something): It is an \\-adjective and conjugates as such. The object of desire is usually followed by the particle #*. In negative sentences, the particle [i is also used. OURFOBBNELL TH. I want a good kanji dictionary. TRON, TIIOBEBEMELPOKTH. When I was young, I wanted a toy Godzilla. beltss VIEL CaO TH. T don’t have much desire for money. Ghd) XDY (EL I want X. (ZL\» is similar to 7:4 (I want to do . . .), which we studied in Lesson 11, in that its use is primarily limited to the first person, the speaker. 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 guesses when they want to claim that “person X wants such and such.” 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. FSH R SAY I YANEL VE Fo TET. 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°4 L (sad), 9 #.L\» (glad), and \ + #:4» (painful) are private predicates. The observations we make about (4 L \ + below apply to these words as well.FBIABR >» 55 BeIITAlLIF YIDCD WELL BOTL EF. 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 (24° which replaces *'. ees SARB EBOOK WaTrEteo (Cunderstand that) Tomoko wants to study English. [EL4» too has a special verb counterpart, (J L 4°. It conjugates as an u-verb and is usually used in the form [4 L 4% T\4, to describe an observation that the speaker currently thinks holds true. Unlike (3 L \», the particle after the object of desire is ®. FAS A BELLA TET. (understand that) Tom wants a friend. ~DeLNEtA We have already learned the expression CL & 3 in Lesson 12, with which we can say that a given state of affairs is probable or likely. The new sentence-final expression 4% LH + A, and its short form counterpart 4 & L#%t., are much like TL 7, and mean that something is a “possibility” You can use 4° & L#£ 4A when you are not sure what is really the case but are willing to make a guess. 4% LH EA is placed after the short forms of predicates, in the affirmative and in the negative, in the present as well as the past tense. éL TLR OES DE LH Eth. It may rain tomorrow. EPIL). BRILOI HEH OME HELL. Suzuki is perhaps taller than Tanaka. AILRRAL Cod BLnsthd. ‘The weather may not be good tomorrow: KASAI FROM. WUDSKoKHELNEtL. Torn may have been a bully when he wns a kid>>> sei Se Just like TL t 3, #& LAE A goes directly after a noun or a *-adjective in the present tense affirmative sentences. In other words, /2 is dropped in these sentences. bASAILAF I AK. > FASAILAFIADELNEtA. Tom is a Canadian. Tom might be a Canadian. WTR It AAS bVKo ie URAHARA S bumps lLnetr. Bauneten Hata Professor Yamashita is not fond of Itis possible that Professor Yamashita is dogs. not fond of dogs. Present tense, affirmative verbs: U-adjectives: | t-adjectives: 7 ee nountes: Beh Gl a3/ % & at the end of a sentence, after a short form predicate, indicates excla- mation of admiration, frustration, or some such strong emotion. %% is mostly used when you are talking to yourself HAO Heed? S Leta. WOU BREE 0 do seer BEDDTVRG HS. SONA BI. Wow, isn’t my Japanese professor nice! Whoa, this isa great textbook! Gee, am hungry! Darn, isn’t that guy cheap! CES TS has a number of different meanings depending on the context. “can do/be good at/do well” HAMAS ET. PULA —BTE EtA. Tam capable in Japanese. He can't ski. FARTHEYTEERCATLE. —_ I didn’t do well on the exam. “be completed/finished” MOET & ELA. MISTS ELM. “appear/come into existence/be made” MLomarca Le. REBBIK ENCE ELI Dinner is ready. Is your homework done yet? A new store has opened. Thave made many friends.BA 61 ADIELUTS A. Items marked with © are what you want, and items marked with x are what you do not want. Make sentences using lZUL). [2] ki4.08 Example: Ex. O x RAE LUuUtt. ZIFMELL HOTT. = B. Items marked with © are what you wanted when you were a child, and items marked with x are what you did not want. Make sentences using |Z UL). [14.09 Example: Ex. O x TROB, AMELHoLTH. TROR L7F-MAEL Cb ohTH. eeOrr BS SKI C. Pair Work—Ask if your partner wants/wanted the items above. Example: A? THOR. AGE Lasktto. Biwwnra. (EL bo ktt. D. Pair Work—Ask your partner which of the two items in the list they want more of and why. Example: Besyay + ALE SY Ive, CEOMELUTT A. B BLY SVIOUI HEL TH. AL CULTCH A. B: BOETE Eth bo L IYH¥—bhOFT > b/RBODV D NEOR/KEWT YY ay 5. RBH) /WR Eb 2. 3 Me boce 4 F/R 5. BEM ABS Ce Oe E. Class Activity—Ask four people when their birthdays are and what they want on their birthdays. BEAL OTT HD ALO CTH Rain oeB14 >>> 63. Based on the findings, make a short dialogue by filling in the underlined parts. Example: Altidt, ATI— XKoOREATTL. Bi tittm Ur. MOTLEY PEROEL LIM. AOL Bet A:t7CTH. FF 4b vA (HelloKitty) OW CSA [LEITT A ATHY XAlE_ BWV CZA BIEL Ro TOELEM. (BIEL A 5 TET) Bivwut¢h, €ILELLI. MDROMSFEDELNECA A. Look at the picture and change the sentences using ~D'B LNA. [4 k14.10 Example: KOAUH#ATH. (maybe) + KOARPEDELHE HL. 1 KOALSER TH. (maybe) 2. BOA TT. (maybe not) 3. HOUT =ANLETH (maybe) LaF A46. TT. (maybe not) A. ROTH (maybe not) ; HOARSE FAaRELETF. (maybe) BOKEKOAIL, RIVET. (maybe not) . BOABHEL TORT. (maybe) DAILEDIF=ARELE LA. (maybe) faeGA ry BBB» Se B. Complete the following sentences. 1 bLAORREL PDELMEtA. 2; SHOBR fel DELMEtL. 3. BAK BO BRE BO Fe It DEL METL. 4 AOLEIOAL, 405 PELMEtA. 5. SEROR, wi we lneth. C.. Pair Work—Ask your partner what they think they will be doing in ten years. Example: LT Eta te. BRBCURL TOT H. B: BASS EMBL TSH ELHEtL./ » ARB EMBL TOS RET. iG CIIMEA TET Hr 5. HEIL TH hs 2 EL TOETH. 6. BBS TH 3. REL/ DEAELEATIO, 7. BRL HELETH 4. FRITH, D. Pair Work—Make a dialogue with your partner by filling out the blanks as in the example. Example: A: SRO BR, FH IRENY? B BRO BRILG £9 Cove TW hebSHELMMVD DS. A: tim. Urb, €t STK WR wo? | BRILG £3 Cove ; BDEULMEVDH.B14 65 MEkSTAAMTF 4 LAS AICHU-F 20S ELIE A. You have just come back from a trip. Look at the picture and tell what you will give to the following people. (2) k14.11 Example: RICBHESVET. friend ——— ame mother a @ . @ “a brother @ 4 3) WW ing QS WT 0@- teacher B. Pair Work—Ask what your partner would give the following people on their birthdays. When you answer, give reasons, too. Example: A: BREAORE ALM ESIFS>E THI. B: HHOREDISO4 I CF. RIL ET SOMES TH bbe 1 BATA 4 RKB 2 BIEXA 5. RR 3 BUEL 6.66 >>> IE» SOR C. Look at the pictures and make sentences using oy SER SCRA MRIMBORSESTTD A. Give advice to the people below. [4 k1a14 Example: 47!) —/check newspaper —+ #BE RAEI CH. 2. BAMIELO TH. TE. TEUVATT. = oe ‘ 2 ce hs * 5 A 5 amo using ~ESESTSD. Example, A: BASHA TT. Bi ed, RCM RELI THO. ae Ex. check newspaper THEO LAVATT. | 1. consult with the teacher send résumé to companies 3. go toa party join a club (¥—7 IVIEAS) give up . propose marriage . give her a ring . meet her parents jive your partner some suggestions on the following comments L BOLO FARAEVATH. 6 EC ROMEVLTH. 2. BOMAPMELVL TH. 7. ZERTHEVATH. 3 BLotRKATH. 8 BRILL TH. 4 COTBRNTOBLTH 9. R/ BRAC Ht 5. BAAR DUULTH HEL TH.B14 69 C. Group Work—You have a problem. Ask your classmates for advice. Example: A BAIELWA TIA, THEOL TT. CILEHWUTH A. Bititth. Urs, H-IMINoKEEI THM. Al Gmhe LO bb, F-TWEB to Corre Ci lea, BAO RE IHR L be THh. Ai bavtl te FILET. HYMLIOVOEF. (VSS MBBLELIC TES be A. Describe the picture using counters. [) ki4.15 Example: fish + GAHOUE+. 1. cat 6. DVD 2. flower 7. magazine 3. necktie 8. pencil 4. book 9. glass 5. radio 10. plate B. Describe the following pictures using ~% or ~ UD». )x14.16 Example: 188 L = Lf ATE LIAO ORLA LE L tee Pay EMtSt PAM LEELT Le 30 minutes Ex. WBRLELAOyo S58 - SCR (QRSELE | QHAELE (fo Tat mae Le G)REt e @ Br ba A hours 2262; 2 Shours | C. Pair Work—Ask your partner the following questions. Respond to the answers using ~ Li’ or ~& when appropriate. Example: £ Aa eT 3 THEFT DS > A: FAME o TUE TA HoT. HL Os TORU ATHY ‘o aA, RRND!) EtADS. A: ELE MAR COE TD Bi BmCb Ho TET. Ata, BRL COSLTIO. B: BARD E LOWS TT be LANG bio Coe tH, 205 MBAR LE LAD KP RIBERA DORETH, SER BREW (ORS TOETH RREMBIKY ELAM, » FROME LCT, EER COTO. oiemag A. Choose one of the special days celebrated in your country and talk about it. Example: At S LOBE la [ZEOBI BEV ETH. ROBT, 2A tAalt eeOB | ct. FEILER era keeires. B. Class ActivityShow and Tell Bring something that you have received from someone and talk about it. Example: = #1tdHRR TH. BE AIA HE LAS HR, MOTHS GAUTT. C. Role Play—Using actual items, engage in short conversations about giving and receiving things. Use Dialogue I as a model. Pair Work (Il) E. : (+ p.67) Example A: AIFLSAILATY SAME HITE LK. AT YEAR SATE BUS LAM Bie ere lh bbvelhe Picture B_ Ta i Sa errere(D Ye HAO4EFTAE Annual Events in Japan BA bASeSTIS U 8533 (Bean-throwing Festival) —— B=8 559} is a festival held on February 3, one day before the start of spring, according to the old Japanese lunar calendar. People hold a ceremony called 3 & € (bean-throwing) at shrines, temples, and their homes to chase away evil spirits at the start of spring. U7 (Doll Festival/Girls' Day —=A=A On the day of U%81), families with young daughters display 0% ATE, (hina dolls) inside the home to express their wish for their girls’ health and happiness. The dolls represent the emperor, empress, attendants, and musicians in traditional court dress of the Heian period (794-1185). TEBOH (children’s Day/Boys’ Day) —Z This festival was originally for boys but was renamed for both sexes since the aforementioned Girls’ Day is not a public holiday. Families with young sons wish for the healthy growth and happiness of their boys by flying SEIS) (carp streamers) and dis- playing decorations of samurai helmets and armor. Both carp and armor are symbols of strength and success. 468 (Tanabata Festival —4 8 “£3 is based on a Chinese legend in which (4 (the star Altair) and ‘06 (the star Vega) are two lovers who are separated by the Milky Way and can meet over it only once a year on this day (see Hawe Lesson 12). People write their wishes on 84% (paper strips) and hang them on bamboo branches. #@ (Obon Festiva —\A+BALS bai is a Buddhist event held on three days around August 15 (or July 15 in some regions). Many people believe that the spirits of deceased ancestors come home during this period. Around @, outdoor dance events called 248%! (Bon Dance) are held, and many take summer vacations to return to their hometown to see their family.Useful Expressions BAD SIAR» 73, - Counters <8) | SCH) | OSCE) | (EAC) | Eve) | EGO) small items | bound volumes small animals| long objects | equipment | flat objects 1 eto [us ge foots | obAY | Obau 2 ao | cos | cad | cae | cae 3 aL80 | shUR | xhEL | ALO | LEO 4 theo] thus] thar | rhe] bhdw 5 vs3 TOs TEA TAY Tew 6 | 402 | 4630 | Sous | cote | ack | a6d0 7 gesol eos [aed | wee | creo 8 | toc | oso] tows | ito ith | db | BED 9 | ands [4m5 57/405 OS [Sm FEL | Fmd HO] SF EO ip | Ee [Lest] Uns 28) two FL) Uw He] Ems Bes Loto | Us VR | Us lth low | #L 27 How | 4. thao | te Us| CAEL | whi | treo many | 195 pencil | computer candy book cat a a paper Ex. | tomato | magazine dog plate eraser | dictionary | — snake movie car T-shirt bottle bicycle Notes: 1. "The pronunciation of numbers 1, 6, 8, and 10 changes before the counters ©, >, U,and [ZA except for 4 < 7. 2, The initial sound of the counters U% and ZA, changes to U% and (FA after numbers 1, 6, and 10, and to U% and (ZA after number 3 and % A, respectivelyTap oe BiB» Scat SSBF he77 A Trip to Nagano wo OD De cd m Dialogue ® Before the vacation. [l}x15.01/02 LATIN: BULK A, SROKA, TRBS? 2KIFL: — FFhe Be LILT? SATYH ABROSLORMOFBIATE FCB CALE, SHRI 4 TENS? AIL: WUD? CATIA! Fhe ABLEAM [AULA EBT) CE THM, TRIL: Ce AR. BROBM, BNTHC Le PATI: HYHLI, UPd th, ABOTAIBBL THK. @ At Nagano Station. [I] x15.03/04 VAITL: ue Mb. Bk a CRHEL HV? 2xTN—: a AIFL: arzTi—: skIFL: RSE TIL BO Lom by 6 ZHERSL IL. At the Travel Information Office. [2)x15.05/06 TAEtK, BEF ATK NZAILEM TH ro £4. COMB, LH THOU TID. 4RAMROA: AA, CI. TMPH. IH, AMMBORINR TH A. darok 5 bj.__SISER»» 75 SAT Y= 2 LH, RL OHA SAME CT. HLA FREATH) SRAHOA: RET Ohezme ek twa 0 CIbHVHC I. [4.0 # (Forest with a White Horse), . eA /1972 eePHLRaR ORAL ea ®@ Mary: Takeshi, do you have any plans for the holiday? ‘Takeshi: Not really. Why? Mary: Lam thinking of going to Michiko's home in Nagano. Do you want to go? ‘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: How about Zenkoji Temple? It’ a famous temple. Mary: Sounds good. What shall we eat for lunch? ‘Takeshi: Soba noodles in Nagano are delicious, so let’ eat soba. ‘Takeshi: Excuse me, which bus goes to Zenkoji Temple? Information agent: For Zenkoji, its bus number 11 ‘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 of Higashiyama Kaii, isn't it? We are planning to go tomorrow. Thank you. Information agent: Have a safe trNouns AYI-hyb a AIL BOIL ne 297 POF Wolkls CLA Las YaTok Laime Hah Sasol a tlt +6T ThE Kb ($oU 29 EAC 7 Ayk IITA o£T Yamer * bYURTL U-adjective v0 U-verbs 44 Bat Internet painting; picture; drawing movie theater foreigner furniture night club experience wedding earthquake deadline jacket custom ‘tax, graduation ceremony soba; Japanese buckwheat noodle map battery garden presentation broadcast program swimming pool pet insurance schedule; plan Japanese inn discount coupon spacious; wide to sell (~€) to withdraw (money) (~ %)as w< to draw; to paint (~ €) THT Rt to look for (~ &) cea) 5 to invite (~#) Lene to chat 2%bI ESI (1) to date (someone) (person &) (2) to keep company (purpose (=) 24 BM to arrive (place (=) HEIFAIIL0S ARIRIZAS to buy insurance Ru-verbs + 8 EONS KETS — tobecautious/careful (~I) + LbNS BXS to look into (a matter) (matter €) 4AD RAS to be visible (~#*) Irregular Verbs 44% RTS to do sightseeing té to decide on (an item) (item (=) EOF LIFTS HETS to graduate (from...) (school #) LOECTS FHTS to reserve (~ %) Adverbs and Other Expressions VBE GF ay ate Wed Bot wlth ~e ~h ~e BIVbe bikBO Giga aa: se eS Volitional Form The volitional form of a verb is a less formal, more casual equivalent of # L & 4. You can use it to suggest a plan to a close friend, for example. ru-verbs: Drop the final -ru and add -yoo. BS (tabe-l) + — BXES (tabe-yoo) u-verbs: Drop the final -u and add -oo. I< (ik-u) > FT 5 (ik-o0) 2 ~ Be 2. as + tS BO + Hb5 BS + Bas Fe + FOS Ke > KES BRS - WSS Bai > 85 irregular verbs: <3 eS) 33 + US HUAI b ae. LOMERNISITS 90 We don’t have any classes tomorrow. Let's go some place for dinner tonight. feel tot. Hey, let’s get married! You can use the volitional plus the question particle 4° to ask for an opinion in your offer or suggestion bit Shall Ilend you a hand? REBUBELAVE Ro TOADS, COMBERL ID. Shall we see this film? My friends say itis good. ah. WOBBI jm. When shall we meet again?Volitional Form + ERD TET We use the volitional form + ce a9 T\» EF to talk about our determinations. SASRME RB CMRLIG CRO TET. I've decided to/I'm going to study Japanese for three hours every day. You can also use the volitional + & &\» £4, which suggests that the decision to perform the activity is being made on the spot at the time of speaking. & B> T\. #4, in contrast, tends to suggest that you have already decided to do something. Situation 1 Q BASEL 70 HAI WETA. Twill give you 10,000 yen. What will you use it for? A: RFORBEREIC RET. Twill buy a kanji dictionary. (decision made on the spot) Situation 2 Q: mR Somat bokhtth. fl RILKTHH. You. got 10, 000 » yen from your parents? What are you going to use it for? AS RFORBEMS ICBO TET. Tam going to buy a kanji dictionary. (decision already made) Note that verbs in volitional forms and verbs in the present tense convey different ideas when they are used with ¥ 01-4 or E> Thy dF. When you use volitionals, you are talking about your intention. When you use the present tense, you are talking about your prediction. BRODIE T HHS 4 CRvet. I ‘willintend to ork ‘for a Japanese company. BARODET HC CBvset. I think they/I will be working for a Japanese company.Son Ge ~ca< ‘The te-form of a verb plus the helping verb 4 ¢ describes an action performed in preparation for something. C & < is often shortened to & < in speech. SLARRAH SOT, SRBHLTHEET. Since there will be an exam tomorrow, I will study (for it) tonight. RESORS 1, BEML THOS POU EHL, Thave to clean the room, because my friends are coming. HF VEFRHLE < d I will make a hotel reservation in advance. Using Sentences to Qualify Nouns In the phrase 5 & LWA, the \ -adjective 6% L4\\ qualifies the noun 7 and tells us what kind of book it is. You can also use sentences to qualify nouns. The sentences that are used as qualifiers of nouns are shown in the boxes below. the book (that I bought yesterday the book | my boyfriend gave me’ the book | that is on the table the book { that you can’t buy in Japan | Sot StS 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 (1 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 4°, and not (d. 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 any- where in a sentence that has a noun.mise si Ht BEORE ALBA RCH. (of, SHATH.) Sa ets opts a This is a book that my girlfriend gave me on my birthday last year. Ras ESBS A AE (Western-style guest houses). Jb in Japan offer western-style facilities similar to those found in Europe and the United States. There are also inexpensive hotels called "7% AFL," which have only small rooms but suffice for those who just need a good night's rest. PIN ETAT Rf, which offer Japanese-style rooms with a & floor, are the best choice if you wish to experience the uniqueness of Japan— the architecture, lifestyle, traditions, and culture. Guests change into a i Uapanese cotton robe) and sleep on a 4H mattress. Most iif have gender-separated communal baths, which are sometimes fed by an j8 (hot spring). Some even have a smaller bath that can be reserved for private use, The accommodation fee is charged per person for each night, and includes dinner and breakfast. Usually both meals are Japa- nese style and feature regional and seasonal specialties. Your cheaper options are FE f@ and “<> 5 a >. These are usually owned and run by a family, and offer a homelike atmosphere. The overnight charge includes two meals. In FES, quests are expected to lay out their bedding (fl) at night. <2 3 » are furnished with beds.82>) BES SSK The use of short forms in casual speech Let us examine some more examples of short forms used in informal, casual spoken Japanese in the Dialogue. SHOR. FEBS? The verb 44% calls for the particle 2, as in FEA 4. the particles (2, 28, and & are frequently dropped in casual speech. Note also that this sentence is a yes/no question, and the particle # is dropped. (The question particle 4° is retained in special cases only, such as the pattern “the volitional + 2» (Shall we... ?)”) BOTSARUE, BoC is the contraction of oS, where the Yowel V* of the helping verb \% is dropped. Such contractions do occur in the long form (‘CF and ¥+) speech patterns, too, but are more frequent in casual speech with short forms. BOTS. Fo TH is the contraction of Ho TW%, and another example of the vowel \9 in the helping verb CW“ dropping out. HRUBHR. 7 is systematically dropped at the end of a sentence, but it is retained when followed by & or 4a. While sentences ending with #2 & are quite common in the casual speech of, women today, until very recently, women were “supposed to” drop 7 when they end a sentence with &. ~IE and ~b'> You can use (F ¥ and # not only in the sense of “but” (con- trasting two situations), but also to present the background to what you are about to say. In the Dialogue, —#IC4i2»%¥» ? alone would be too abrupt, and Takeshi would wonder what Macy is talking about. Mary could have used two separate sentences, as in ABC SAOHO 7 BIO I EB THAR. ‘The suffix H turns a number into a reference to a position in a series, like first, second, third, and fourth. first | ___second third ~AH | —AH first person) (second person)| =H (third person) ~KA — te (first sheet) (second sheet)| ~48H | —4FH (fist year) | =4F H (second year) | =4F H (third year) | ~HA | —HUl (first day) | <1 Hl (second day) (third day)@® Be Practice Th OBB OI-E-ERESD A. Change the verbs into the volitional forms. [2] k1s.08 Example: <0 55 LANDS 4it 7ALWS 10, &S 2 SEF 5. <3 BES lL. a 3. YS 6 £9 9. ld 12 £4 TS B. Pair Work—Suggest your plans to your partner using informal speech. [4}x15.09 Example: A : SE CI-E— ERE IF (4). Bigk, ZILLIAMI-A, Beare drink coffee at a coffee shop read magazines in the library _see a movie in town (4) LS ae take pictures at school swim ina pool buy hamburgers at McDonald’sSEIS» 85 dance at a club C. Pair Work—You and your partner are going on a trip together 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: A : Les (AT ETH. 2. Me Leth. oT SI sm smu D. Let's sing the song #t@5S Fee 5. D BUCOSERALI = -BULDSEHS SUCLBRORTIL (2b. AKU THERA oe * EEF: ¢ (clap your hands) (82K (attitude) at (show) What do you suggest doing when you are happy? Change the underlined parts into other verbs using the volitional forms. Example: #84 €4 4 (shakehands) —+ #4 @U 44 74 77% 4 (wink) > WAYILEID@BHLASEBOCIET A. Describe what each person is planning to do. [)xis.10 Example: % F !) — (have various experiences in Japan) > ATV SABRC AVA CBRE LEI ERS TOE T. uk x 3E OSs S oe oa eS ND FY DN g ! (do physical exercise) (quit smoking) (go on a diet) (get up early in the morning) (practice Japanese all day) (cat more vegetables) (make lots of Japanese friends) (look for a job) B. Ask three classmates what they are going to do this weekend and fill in the chart. Example: SMRAELLIE RO COETH. DERYFELEFE RUST. WUT HM. ENE ACTH. GLELECTI FIER TET. om! ea WE ask EMESBISH>> 87 C. 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: A: to, SE=RORE DICTA, BAR GRO T( ELLILB TORT A: 25TH. THE. OUTTA, | Aika Rik BUR Lik hows) Soe e iis ERA BEA REO BABO7 FADER cae MHS THERT A. A famous prophet said that there will be a big earthquake next week. Tell what the people below will do in advance. [2] kis.11 SOMES ET Example: AB = (BWERI) + AS CAAMEMEHo THIET. E LAT Y= CRE RAH ERI) Sos (BREBST) 3. ass—h (BR EY 3) 4 wre G BERS) SB AGLOBESL (RBIEAS) 6. tbs (REWER ETS) % mitt (HK SABNS)88 >>> i» SCE B. What do you need to do to prepare for the following situations? Make as many sentences as possible using ~3<. Example: HR. HITL ET. 1YI-Ay bTREETHL TEEET. MACHA TH SET. EFAMAD EH THIET. RMT ATE ET. : mae HET FoheLEt NF 4-EL ET. oe C. Pair Work—Talk with your partner about what you would need to do in preparation for the following events. Example: ERB F 4 - EFS > At SMB F 4 -ELEGD. FIoG Bid. Ue, RNwp kaye Ro THOS ee BuO OAD Vdd. ALFIE. EHH, BEEMRLTBUAII MOL. Biles, R/U Re HLTH : A: tea, BAEC (2H At 8 Ho TB : - RRORAICIATH & mee RIE ERY TETS Your own eoy or BRIE THSRES bee A. Look at the pictures and make noun phrases, as in the example. [a]x15.12 Example: a friend who lives in Korea > $1 7 HEA TO SREB 7 etSISH89 (1) a friend who can speak Spanish Q a watch I got from my girlfriend —(3) a friend who went to China last year _—(4) a bag I use every day ~——(5) a coffee shop I sometimes goto (6) 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. (2) xis.13 Example; ©ML7V—Z + YA h AVF HITT. Ex. (1) re 3 j anunchaku Bruce Lee used a picture Picasso drew _a piano Beethoven played (en) (X-b-“y) (3) (5) a jacket Michael Jackson wore a bike Che Guevara rode a letter Gandhi wrote (PAT FaPVY) (Fx +759) (ay Z-)0 >> Sei SC amovie Kurosawa made _a telephone Bell made (wr) C. Talk about something you have, as in the example. Example: A: 2 HARI $5 > ETT Bluetec t i. D. Make the following two sentences into one sentence. The underlined words will be modified. P]as.14 Example: 2I—-tE— ERATH ELA. (BP SLICE bWELA) > map SAC & bohkIrE— ERA THE Lie 1 Baelkbul CUOTH. t— G6 VELA) HERBS YAUCH. — agsayay ACRHLAC GOTT ‘(HEAT EEL) 3 » 4, BS EHOTUET HS Re Srey aca L Scab EF) AERL TET. 3 — Grog OTH foo TET)SBISHR>>> 91 BUKOTH. Eo FORA E Lé) 7. KEM-LA- BIN AL ETT. ae t—(Li lex et) Pair Work—Ask your partner the following questions. Later, report your findings to the class, as in the example. Example: What did you buy lately? = ALREREROE Lt B:88CT. A: BEAPREM 9 HALHETT . What movie did you see recently? .. What gift 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? Awe RN . Where did you have your first date? Pair Work—Ask which of the three alternatives your partner likes the most. Example: A: ¢O Pp yD ORAL TIM. SBA Hh DVD AELUTT © my friend gave me Iborrowed yesterday _good-looking men appearSD vy BHR» SCI L COVAAYIATEEL EIA. (a) (b) () 4 aa a4 BEEBE (Riminnaat) ss we went last week to our friend is working we have never been to part-time at 2. LOREMEBURUTH HS (@) has a Porsche (#7 x) can play the piano the University of Tokyo 3. CA CATISEA AW CH De @) 6) ex) (nan é peau Z a yi 65 eS Fle \ there are movie theaters _ there are nice restaurants 4 CKRRIAEALW THD. (a) there is a swimming pool with an ocean view (ea R25)5. VAAL bERL TET. COLAVUTH HM likes cooking doesn’t smoke MFCOORE te A. Pair Work—Guessing Game (o) SEISERD»> 93, Write down what you do often in Column I. 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: A LK RNS AE. DNYR-B—TT ho Bile, FITHO UA, BML RNS MIL, FILTH I. Ido often: IL. I think my partner does often: Was I correct? Li RNOH ECAC Lene as ena ii harlege km MER EC 4BaR-YSano aS SUE B. Class Activity—Find someone who . . . LRM. BRIDIET. eh 2. BRIE No TELS ak 3 ARIST oH ET. ak 4K SaeweT. ah BA. ARIAT OS POEL. Eze 6 REC BRBEMMLEILRS TET. 7. R/ PR ERL TET. xh Later, report to the class, as in the example. Example: Ai, BRKHSAIL ULhtF. C. Tell the class about your New Year's resolution (EOS). Example: ARIUS FAD. PHIL. bo CMBL LIER OTST. EHD, PABEBVAVTT. D. Pair Work—Suppose you and your partner have just arrived at your travel destination. (You choose the place.) Using Dialogue II as a model, decide to do something together with your partner. Use the informal speech.FISH 95, Useful Expressions MTIVCS At the Hotel Useful Vocabulary —...nights (38/38 ——————-with... Ee ——with meals one night with two meals 74 (4) checking in FxrvITIb(FS) checking out vv 7 ———single room ¥ 7 1v———-double room yayr receptionist; front desk 4» ————— twin room RE — 4— non-smoking room ~& —.... person(s) 38/1) — 4 —smoking room Useful Expressions 7UVZybA-KCAAEFH. ——— Can I pay by credit card? See Cay ene 2 TS MELA. — Could you keep my luggage until 2 o'clock? * * * ROTH Ac: rae < CTH. How much is it for one night? B How many people? A Three. B = TA TH. For one night with two meals, 12,000 yen. A: 0 Wel, would like to make a reservation. B AB ” DAO S STHTH How many nights, starting from what day? A: RE OSH ‘Three nights from next Friday. B [dv . o Uz z4 z ie feo HO All right. Your name and BRWCBEBES ESM LET. phone number please,96 >>> SRB» SOR ony Lost and Found ION nos ee B me © At Professor Yamashita’s Office. [2] k16.01/02 VYay: RALLET. RE SARRIRSHK TTARELTL AS 2st: CILALTIA. SRL, HALT, BRR UBMAL TH. TARHL ste: SISMBTHL, BES LHMERAGLITHD ava SYay: BM, BO, BE BMESLAE TH TORKELD, ‘ BMEMUT TANAEOL TH. TWEE: BYE LA, RoMSLOU TH, @ Atthe station. [4] x16.03/04 Pays FHRL, TAMER LELTTON OR Ws CATACH 9ay! RC TLOCHVOKESTH, BHEMY So, BHALBILT ‘ +H 5 BR: RAC BrothoT Kav. UTM THE TS BeY nee | ou wy E | ou 16 +97 At school the next day. [2] «16.05/06 BE: Yaveh, FrAnisavELAD. Yi (AO RES APREL TO HEL TH. Pk bbontt ha. Yi SH, BMT. Bh to TTAEELTL AS BED wd. LETH TORTS y AR, RASA Fo TE HUE LED. @ 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: Its blue and about this size. I think I left it when I got off the train. Station attendant: Please wait for a minute. I will call and ask. ® Prof. Yamashita: John, did you find the file? John: Yes, a station attendant found it for me. Prof. Yamashita: Good. John: This is the homework. I am sorry itis late. Prof. Yamashita: That's okay. Its well done, John: Yes, because the station attendant helped me.8b EE Onc Nouns * REVA (SA) * BEES BY SEDLIA FAE0F Ts BOF Lager LAtS TMA EF KVAaseud EVO u * 77th Ab + OxEL THY U-adjective BRU U-verbs Bot BIS bbrD 8B ee OMT “bt ABIELF + APS equk B a b RE KES R TARR AE Ot RES Rts BR ASB 6m a a Bsee Labet wu Rit BEAL AS Re ATG ay OS + Word thal oppesr inthe diclogue u =a oe [al xisor station attendant size parent final examination research garbage sugar scholarship relatives letter of recommendation graduate school typhoon day file; portfolio way; road; directions alarm clock dirty to wake (someone) up (~ #) to treat (someone) to a meal (person |= meal %) to get depressed to have difficulty to take (something) out; to hand in (something) (~ #) to take (someone) to (a place) (person & place |=) to correct; to fix (~ %) to become lost; to lose one’s way to be found (~#*)Brats MLA NSAT K et Rt boi RI Ru-verbs TABYEDNS BS ROS + OHS ANS + OY ECHS RYBNSD Atd LS Irregular Verbs + SsRFTITS ARTS SAGUTS RATS HOMUTS BATS DAIS AIRS Adverbs and Other + ARE Srjlorte Sale LObVK [OM * TOCbY LHL chr © LOnolLEet RALL ET USLTt Bat Cotes bod RRP [idO Se BI ie to go to pick up (place & TII= person &) totranslate (source & target |=) to laugh to iron (clothes) (~ 12) tocollect (~&) to put (something) in (thing © place \=) to miss (a train, bus, etc.) (~I<) toshow (~@) to oversleep to show (someone) around (place &) to explain to come to pick up (place € T/I< person €) Expressions well... jet me see... by the end of today the other day about this much (= 2H 45s [IO bVVTHS BY) I'm sorry. (casual) from now on Excuse me.; Sorry to interrupt you. (do something) by oneself in class; during the class other100>> Ses SUE HB Grammar ow B GB ~c 83 /<03/855 We learned in Lesson 14 that the verbs 41%, < #4, and & 5 7 describe transactions of things. Here we will learn the use of these words as helping verbs. When these verbs follow the fe-form of a verb, they describe the giving and receiving of services. te-torm + BFS I do something for you. ——>> You do something for others. I do something for others. Somebody does something for somebody else. Others Somebody does something for me. You do something for me. | | te-form + >> 101 Se7 leas bASLER BHT 0 THIS L Kyoko (kindly) took Tom to the station (because he would be lost if lft all by himself). of SE FITAIPASA ERICA TOFEL te [an objective statement] We use < #4 when somebody does something for us.” KRSM BME TR > TL MET. A friend helps me with my homework (for which I am grateful). BUEN 7 F— ER TMELL A relative sent me cookies. (I should be so lucky.) We use the fe-form + & 5 7 to say that we get, persuade, or arrange for, somebody to do something for us. In other words, we “receive” somebody's favor. The person performing the action for us is accompanied by the particle |<. BLA BI ESR OT BHvEL T got a friend of mine to help me with my homework. Compare the last sentence with the < #4 version below. They describe more or less the same event, but the subjects are different. In & 5 7 sentences, the subject is the beneficiary. In ¢ #4 sentences, the subject is the benefactor. Rb BME TAME. {A friend of mine helped me with my homework ? The beneficiary is almost always understood to be the speaker in < #4 sentences. Therefore it usually does not figure grammatically. If you have to explicitly state who received the benefit, you can follow the same strategies employed in (44 sentences. That is, if the main verb has the place for the person receiving the benefit, keep the particle that goes with it. The verb i84U C4 < calls for &, while #{% 4 calls for I<, for example. EL FC EAPPARIMAT > TALE Le (Compare: ERICH TW ) Kyoko took me to the station. AIPL SAAAIRE EBA TIME LL (Compare: 44 RF ERAS ) ‘Takeshi taught me that kanji. ~ Ifthe main verb does not have the place forthe person, use ~ 0 f:49 |=. HER is one such verb. AS AAALO IR ERIRL TNE LE Ken cleaned the room for me. * Sometimes, a $ & 4 sentence simply acknowledges a person’s goodwill in doing something for us. For example, you can say the following, even if you had not actively asked for any assistance. (The sentence is of course okay with the “get somebody to do” reading.) Alte WUOAIRE ERATE OVE LAS Tam glad that a stranger read the kanji for me.PM ~ CUES EtAD We will learn three new ways to make a request. They differ in the degrees of politeness shown to the person you are asking. | WREDEtAD (polite) ~T | >> 103 GH ~euws You can use the present tense short form + U\\sT-¥'4a (polite)/ U4 »4 (casual) to say that you hope something nice happens. When you say &\\ C444 or E44 +4, you are wishing for the good luck of somebody other than yourself. OUTIL PALO EO TH Thope you find a good part-time job. ROME wea, Thope it doesn’t rain. To say what you hope for, for your own good, you can use VA CF 4° (polite) or EY LEI L (casual). These endings show the speaker's attitude is more tentative and make the sentence sound more modest.* RIS Leer tras Tam hoping that the exam is easy. DNS OBEBPIRS COWLES Thope I can catch the eight o’clock train. | Wwedta/ leva. Thope.... (for you/them) (short, presen!) & | wera /UUAREse. | Thope... for myself Note that all these & \»\» sentences mean that you are hoping that something nice happens. This means that these patterns cannot be used in cases where you hope to do something nice, which is under your control. In such cases, you can usually turn the verb into the potential form. ABA SEW ATHA Compare: x APIA. LOW ATH AS Tam hoping to go to college. = I am hoping that I can go to college. If hope that you do something for me, that is, if | want to make an indirect request, we use T < 4.4 before & VOTH AS, as in: R-SABRTCMBENUATH AS Sue, hope you will come.We use the word 8% to describe when something happens or happened. sentence A_fij. sentence B. When A, B. roe t time reference main event ‘The sentence A always ends with a short form, either in the present tense or the past tense. You can decide which tense to use in A by doing a simple thought experiment. Place yourself at the time the main event B takes place, and imagine how you would describe the event in A. If A is current or yet to happen, use the present tense in A. If A has already taken place, use the past tense.” The present tense in A If, at the time the main event B takes place, A is current or is still “in the future,” use the present tense in A. xy bISAT T 4B does not that is, being in a faraway place after going describe an ongoing event but is a description of the result of “going (see Lesson 7). X PRISAT o TU BBR, ARATIRIS AR) SL Twvent by plane when I was going to Okinawa,106 >>> Se Sc en Bat jog in the park when Lfeel ft. RUMOR, FBEIMM TOE EL He T took the dog toa vet when it was sick. The past tense in A If, at the time of the main event B, A is already “in the past,” use the past tense in A. Note that we use the past tense even when the two events are yet to take place; it is the order of the two that matters. In the example below, you will have already arrived in China (=A) at the time you buy tea (=B). PBIToRR, T-OYRERVET. see Twill buy oolong tea when Igo to China. ~ SAT 3 4 SE T= TYRERUE Vie. Tbought oolong tea when I went to China. going to China A} Bi} $a gefoat moe lt buying oolong tea BAT. mos VERB IC AV EF. Ttakea fong bath when Thave gotten tired. (You get tired [=A], and then take a bath (=B].) BHtS SATE aT LEveleé. cried when I had forgotten to bring the homework (You found out about the homework [=A] and then cried (=B].) ~TTHEUATLE You use the fe-form of a verb to describe the things you have done that you want to apologize for. ReRhoT. THEUATLA. Tam sorry for using fou language. a hOMRERHT. THk. Sorry that I stood you up.SBE» 07 When you want to apologize for something you have failed to do, you use ~ 4 ¢ T, the short, negative fe-form of a verb. (To derive the form, first turn the verb into the short, negative ~ 4, and then replace the last with < 7.) BMtHo TLE KT. TAECATLEL Bnet Tam sorry for not bringing in the homework. bo cRS Bbus TT. THh. Sorry that I did not tell you earlier Expression Notes 4 TOL SUOKEE TS b You can turn an v»-adjective into a noun by replac-~ ing the last 1» with &. Thus from 2¢& U you ean get A & & (size). Similarly, * SLB (kindness), SOL & (loneliness), and so forth. Some 7%-adjectives too can be turned into nouns by replacing 4 with &, as in 484 & (convenience). BTSHr/BEA| is mainly used among friends. 755 ¥F4 is a polite alternative for BZ. Use 56 F54F% instead when the person who will treat, or treated, you to a meal is a superior, such as a teacher or a business associate. 29% refers to “invite for a meal” as well as “pay for a meal.” URES AAEM CETILT CNEL ‘Mr. Sato treated me to lunch. HARRY CIA CMOMES BEILELA Tinvited friends for dinner this weekend.108 >>> 25 SUA & Th @ U8 A. Yo WPpractice oe PUTO ET ur friend is sick, and you did the following for your friend. Describe them with ~THIFS. [A] ki6-08 Ex. een aye e nye ample: cookdinner —* BR MRE IE> THIFE LT help with his homework correct his paper buy flowers take him to the hospital do laundry clean his room lend him your notebook send an e-mail to his teacher go toa bank and withdraw money ). do dishes B. Pair Work—Your partner needs help. Tell what you would do for your partner in each situation using ~THIFS. Example: A ! ye ey no SHAW TEULUATHS B TCH. # DRS EBRL THE LEITH. AL HYMREIIXOEF, KSGOTRAKITE, HEMEL TT. MITE ATE, BOLL TH. BMELLE OOUEOLTH. BEMEOOT, BORIRNDNEVL TH. BESO. SAUCKY BUELTH. RMRATE RV, Mobo yweodeteSBIGH>»> 109 C. The following are what your host mother, your friend, and a stranger did for you. Describe them with ~T>> EB - S25 E. You visited a Japanese family last weekend. Describe what they did for you and what you did for them using ~T MILA LE LEMS BORO TH. AUG EAA RA Elo TK METH DS. name | name name ( | ¢ ) ) cook clean the house wake me up do dishes take out the garbage buy present iron G. Answer the following questions. - SROROB/ROBIMELTHIFLI CREO. THOR. RRM ELT HE LAD. BSBA EL TE SUR TH I. | RRIMELTEHUAUTH I. KEBAB EALTOET. MEL THIFET OD. KEL TE HULU THA.@ibo< OMBUC VCE AD A. Ask these people the following favors, as in the example. [“9) xis-11 Example: Do ¢ 88 > (KS) bok LT HEY? (RAKZ TE Y-OBBEA) Do VBL HELAM. (BE) WoC VBL TORE ERA Ms 5. BmEtns | 12. f B. Pair Work—Practice request sentences in the following situations, altering the level of speech (~< MEU / KNEAD LEE HAD) depending on whom you are asking. Expand the conversation. Example: You want to go somewhere. (to your boyfriend /girlfriend) > AL FAA TBAT 9 TOME? Biswas, Yo (PERU. . You are broke. (to your host mother) . You need one more day to finish the homework. (to your teacher) . You are expecting a guest, and you need help around the house. (to your child) . You love your host father’s tempura. (to your host father) . You want to meet more people. (to your friend) AWAYwN Ee . You want to have the letter that you wrote corrected. (to your boss)SIGH» 113 MKBSEITT IA A. Read each person's situation, and express what you hope for him/her. [2)k16.12 DHEEOWAKL TH. You get well soon, > RL eStowcra. SLAP ORITIAT. LTH. 1. It is good weather. Example: 2. It is not cold. 3. Itis fun. 4. You can get into a graduate school. 5. You can get a scholarship. 6. You can do good research. ERUEKTT. tice © be 7. Your teacher does not collect the homework. ZO 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. SH BRIMEAAV ATH. PEARSE ATT Ho 1. You have a test tomorrow. 3. You want to get married. 2. You are going to climb a mountain 4. You will begin a homestay next week. tomorrow. 5. You will study abroad.Ld 8 SCL CG. Pair Work—One of you is in the following situations. Make a short dialogue for each situation expressing what you hope for. Example: _ B is going to Disneyland this weekend. Teige AL EFe RAHUL 4, (hope for you) Bi jh. S7FKEERPRHSLOULEU LS beta (Lhope for myself.) 1. Bis going to go skiing this weekend. 4, B lost his/her wallet. 2. Bhas a final exam tomorrow. 5. Bhas caught a cold. 3. B is going to meet someone on a date 6. Your own tonight. WM DEEOW CH, BBICTERT A. Describe each situation using ~8%. [al]xie.13 Example: fn) j ES oO \ E 4 SKE eS < a aS > RANT FER. > JE EDR. REKAET. QREMET. (3) BRB THREPS ELA.BIG» 115, (7) SuLUe HAS BSHTHS mom Oi = O/ (0 ot KE BARS/BOMERNTS 6. FIRS—-FY RIT / 3 7% . SUL RKB BBETS PIROBW BAER oH 2 RAY y DESH 8. EEO / FARE AT ¢ ye eS na C. Pair Work—Ask each other the following questions. Answer them with ~R. Example: A: UA REKAET >. Bi RAH. REKAET. L CAGHERE TKI ETH 4 CA WHR LETH. 2. CA WHI BEE LET 0 3. CAGRIMLS EY ETH.116 >> SK SC D. Complete the following sentences. Ro Tht st he 2 AN—F4-ELELEF. 3. KK BIR LE Te 4 SUL, ° 5. MO TARE ED ° 6. Reba FF THIFET. 7. Sy hae EE, ORSNEC TITHE BA TLE AL Make sentences apologizing for the following things using ~TSHEHATLIE/ ~THOA. [all Kv6.15 Example: BAIR GSMUVY + PRICK SMA LC THAEUATL AL Bes = Broth. (to your professor) (to your friend) LR EET 5. RC BETS 2 REP CE 6 WREFLEV 3. BATS TNF 4 IAT EY 4 GABE TeU 8 MATEO B. Make sentences to apologize for the following things and add excuses. Use ~TSHEUATLE or ~TTHA, depending on whom you are talking to. Example: You came late to the class. (to your professor) > A HB. eK woCt eet dtl BivjléErTttTs. Al MRALKATT. B rear) ZICH O. CMPEREDTT ESO. 1. You couldn’t come to the class. (to your professor) 2. You woke your roommate up. (to your roommate)SIGH 117 3. You forgot your friend’s birthday. (to your friend) 4. You laughed at your friend. (to your friend) 5. You told a lie. (to your friend) 6. You lost the book that you borrowed from your host father. (to your host father) FLOORS Rab) A. Talk about a good experience you had recently. Example: IOP. TATRBICSS ERT OAR. BCBORATT. 208, AOACMEMS ELK. LOAULL CERT. be BATOO THE Lk. €LT, EMAILED ORS LEAL TOMELK. ETEINLHDKTT. 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. 2. You forgot your date. Apologize to him/her. Then tell him/her that you are too busy to have a date this week, and ask him/her to wait till next week. iter ED 8 WOR cit -giving in Japan 60 Led mn Gift-giving is an important part of Japanese culture, and takes place on various occasions. For example, in July (in some areas, August) and December, people give presents to their bosses, colleagues, and relatives to express their gratitude, These gifts are called 4ss7E and 43%, respectively. Japanese department stores offer a wide variety of BRE OME It items during the season. The most common gifts are liquor, sweets, coffee, tea, and various daily necessities, including soap and detergent. On average, the gifts cost somewhere between 3,000-5,000 yen. Another type of gift is 4-£8 (souvenirs). When Japanese people travel, they purchase local food products or small items to give to their friends, family, and co-workers. When visiting someone's house, Japanese people often take ti (lit, hand souvenir), such as sweets or fruits. If you are invited to a Japa- nese home, itis a good idea to take some EL with you, #25 Items ata department storeE s s 0 CHED DCE Grumble and Gossip (etEL mm Dialogue @© Sue and Takeshi have just run into each other at the station. [:)x17-01/02 DA=2 KUL EL, ALS CH, RASH MM LETITIA. bY 2 THI TOT, SAUL HYRLI CLOSET sR-2 SFM LAD. SHULD Rho TEFLON THO CIEL CEU ELAS BROMMA ‘ ELL ROL CHE : THA, £03 ‘ WE5TH ES ORIEL: FERELOTHL. EC ORRERALTUUL, BAR EBOL D RTT. na; atc AOMIECIL TEs CBN GH oLLTI OS Bus RAIL: RATER? Ne kb, HENCE BCR Both. reas BODUIMKADS ¢ 4q, BREE TEW ® Ken and Sue have arranged to meet at the coffee shop. ["l] 17.03/04 R=? UR RTA LAA Bok LS 21th: EV LS AAR L TH BELL TEL, RAK > Te? DAE FOSABM TOS AL. Sent EM LAE CORO EI Ke with: Poke RAR? sR SHC, LTE TAT er hm thVoT bith: £9. (EK Hokb, HEEL |) he ea ve HOLA, RRA 7 whe17H 119 I (2) Sue: Takeshi, long time no see. I've heard you got a job at a travel agency. Congratulations! ‘Takeshi: Thank you. Sue: Have you gotten used to the job yet? Takeshi: Yes. But compared to my college days, I have become very busy. I don’t have any time for myself. Sue: That's tough. At my friend's company, there are many holidays, and they don't have to work overtime, I heard. ‘Takeshi: I'm envious. At my company, there are few holidays and the salary is low . . . It can’t get worse, Sue: Why didn't you check more before you entered the company? ‘Takeshi: I thought that [ could travel around when I got in a travel agency. Sue: I happened to meet Takeshi at the station this morning, Ken: I haven't seen him since he graduated, How was he? Sue: He looked very tired. He said he sleeps only four or five hours every night. Ken: Company employees in Japan have a hard time, after all Sue: Besides that, he said he doesn't have time to go out with Mary. Ken: I see. If I were him, I would choose the girlfriend over the job. I hope they'll be okay.Rh ED xis Nouns Bel eh Bro bo BAe ae oU bh Seg 29 avI7k UT YIN- zy PAE LG Lobe Yayty7E-W RI RPoLE Ba CUSOWAL sa-k Aye b-7— wt U2 RE 7-7 Yad ® Yelaoule RATS -adjectives St FoPELY FC Dav jb BRAS fetes ‘guest; visitor; client; customer man hot water woman, lock; key, fire paper salary contact lenses the lowest; the worst salaryman; company employee overtime work prime minister shopping mall spoon lottery difference 200 news panda heater beard secret boots dormitory travel agency dangerous envious alittle; a few strongU-verbs ASS BdEDET DAECHT RECHT cb ao hi CUES ae UES 38S me Ru-verbs Irregular VHS FEMS DEEDS KEYS RS BENS Gnd WHS Verbs BRITS ACHES B RTS BVOVtTS WLLItS Loi liits tS YORTS REET S dverbs BOTCIOLVET ~ate (b) USA FUSL ae MIE KALE ~IK BAT wi ESE ea Pot!) aD BREROT RCUCHAS and Other to choose; to select (~ #) to boil water to comb one’s hair to get crowded (~#%) to win alottery to take off (clothes) (~ #) to shave one’s beard to make tea, coffee, etc. (~ %) tobe born (~4%) tolock (~I=) to be sufficient; to be enough (wa) to get used to... (~I5) to pray (~I<) 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! Iwonder ... (casual) oneself very Ise. (casual) moreover, ... for example compared with... according to... before... afterall1229» SS «SA #& Gra wa eS mmairer GH ~Z5TF Ithean In Lesson 13, we discussed the sentence-final expression € 3 CF", which means “seemingly? Here we will study another sentence-final 3 C4, which presents a “hearsay report? The two t 4 C4 differ not only in their semantics, but also in the forms of predicates they are attached to. You can add the % 4 C4 ofa report to a sentence ending in the short form." If you heard someone say: IEABORRERLUTS. | “Our Japanese class is fun.” [See TOMITS | “Our professor is very kind.” > ERBORRERLUZSTS. You can report it as: Thave heard that their Japanese class is fun. | + RESETORIRES TS. Thave heard that their professor is very kind, ZOE ED Te I’ve heard that they didn’t have a class that day. [SBIsBREDIEO SUATLI.] + “We did not have a class today.” When we use 4 T7, the reported speech retains the tense and the polarity of the original utterance. We simply turn the predicates into their short forms. (‘Ihus C4 after a #2 adjective or a noun changes to f:, while C+ after an \\-adjective is left out.) Compare the paradigms of the two 3 TF. Thear that It looks like. . . verbs: Ho + ytses al U-adjectives: ULL > eULUESTS eULESTT adjectives: WE + BeeTSTI wBeesey noun+TS: MIE BEES TH = You can also use € 7 TF to report on things that you have come to know via people, printed matter or a broadcast. To specify the information source, you can preface a sentence with "The £ 4 CF of report is robustly invariant. The only forms commonly used are € 4 TF and the more casual © 3 FE, Wedo not use the negative & 3 U# #24 TF, and the past tense version 25 TL fs *See the footnote on € 5 TF in Lesson 13.SEI7Bor 123 the phrase ~IZ.£ SU, asin kA SAIL SL (according to Tom), #BM Ic 4 & (according to the newspaper report), and RAFHEIC £ 4 & (according to the weather forecast). RATE Lae, BEURSE ITT. Ancording to the sonata: ‘forecast, a typhoon is approaching. GH ~sc In informal speech, you can add 7 at the end ofa sentence, instead of = 9 TF, to quote what you have heard. > T is the informal variant of the quotation particle & and follows the short forms in much the same way as Fo CWs# Lf and 9TH! ‘Thus, when your friend Mary says, [8 (att Lutth. SLAY RRS LCF.) you can report it as: ATY ZK, SAI LO aT. HLA, MRSA 2T ‘Mary says she’s busy today. She says she has an exam tomorrow. You can also use > T in place of the quotation particle & before verbs like & 4 HED TAUALE TH? What did Akira say? FaIV—-bERNT ESTE TH. He said he ate too much chocolate. fl ~45 7: is one of the several words in Japanese that refer to conditional (if) dependence.* When we say “A f: 5 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. BAIiTo® by HW EKOET. Iwill buy kimono ifand when I go to Japan. 3, T and & can also follow the long forms, and indeed sentence final particles like 4», #4, and £, if your intent is to quote verbatim, preserving the style and tone of the original utterance. 45 T changes to T after A. We learned one use of this word in Lesson 14: ¢: 5 & 3 T+ used in recommending an activity to the listener. 4: U5 C4 # literally translates as “how is it i”124 b> i SOA + comes from the short form past tense endings of predicates. ‘The initial * in affirmative negative verbs: BO BATES SEEDS | L)-adjectives: PELL + PELNSVES PeL 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. RAUL Dob. BRIATEET. We will go for a walk, if the weather is fine. WEAK Rob. FOI CEMCGCRat. Iwill ask | about it, if I see Professor Yamashita. RAK ob, COFRET TST EG. gate ee If somebody is a Japanese person, then they will probably know this word. & ~IESTHUWITS ~— does not need to © Throughout the uses of the #: J conditional clauses discussed here, one thing remains constant: A #: 5 B can only describe a conditional dependency that holds naturally between A and B. You cannot describe with #: 5 an “if” dependency of the “B even if A” type, where B holds in spite of A. X HEAD BHL Abo AD. BBM StL Iwill not marry you even if you want to. 7 You can omit & in # ¢ TV and say 4 ¢ TVs, which makes it slightly more casual126 >> Si - SCRA Ge ~anvcs At\*TF follows a noun and expresses the idea that something or somebody resembles the thing or the person described by the noun. The resemblance noted is usually in terms of external characteristics, but not necessarily so.” BORLA -ANVBUSLAAUTHS My dad looks/acts like Colonel Sanders, the KEC founder. (Has a portly figure? Has a white goatee? Stands on the street 24/72) BOAILTY FALNTH. That person over there is like a gorilla. (Sturdily built? Thumps his chest often? Good at climbing trees?) 4A TF can also follow a verb’ and expresses the idea that something “appears to be the case.” It can follow the short form of the present tense and the past tense, both in the affirmative and in the negative. ee KAKUOTT. It looks like it has rained. FOLLBLHATUOTBSLRUTTH. It looks lke that person is hungry. HOA aOF5 ORRY WotAatw et. It sake. like that person did not sleep last night. RES LAPRERGOARU TT. It Hooks like the professor is not coming to school tomorrow. verb + BIEICT It looks like ® You can use 47:1 CF about yourself, when you are not clear about the situation you are in. WHER ARUTT. It looks like I have left my wallet at home. ° BATH can in fact follow adjectives too, but it is far more common to use 7 TF with adjectives, See Lesson 13 for the adjective base + 3 CF construction.~BIlc/~THS You can use the present tense short form and Wf I> to describe the event before which something happens. “ verb A (short present) + BIZ verbB Before A. | BIMS MIC, 89 I will goto Tokyo one more time before I go back home. BARS MIC, SPB AR EBL ELH. eae I studied Japanese for one semester before I came to Japan. ‘The verb that precedes Wf1< is always in the present tense, whether the tense of the overall sentence is in the present tense (as in the first example above) or in the past tense (as in the second). To describe an event after which another thing happens, you can use the te-form of a verb + wb.” ————— - verb A + TRS verb B A, and then B./ B after A. 5 LTmb, RE Ble FREES ELK. I studied and then ‘wrote letters 10 my. friend, GLIADRTDD. RELIG. Why don’t we (start) eat(ing) after Ken has arrived. 1 An“A Tb B” sentence can also describe the state of B that has held true since the event A. BIFATOL, ETEEULOTT Thave been feeling very lonely since my cat died. >» 127128 >>> SiS SOR Corre (QED = BA tA dress. nese people use. » HAMNOY = AF + — Japanese Gestures Not me. / I don’t understand. Idon’t know. iN We use language to communicate with people. However, we send and receive more mes- sages through nonverbal communication than we do with words. Nonverbal communication includes gestures, facial expressions, eye contact, posture, touching, and even the way you The use of gestures varies around the world. Here are some examples of gestures that Japa-_ SIZE 129 BPrPpractice j Ke Eas ORS URBOESTS A. Listen to Sue’s story and report it using ~€ 3 C. (4) xiz.06 Example: 3OFR(UEMVELA, + FOI RC UERoKtITH. - FOLKD oT. £05 RABI: fot. REBELS z SUAS RORETT. SBURAT LE 55 CORB ER BREBUDL CHE Lt ABUSEV HEL GHoATH 208. SHER ELE LAS [*) =} MEROEELTLA. 4 10, FOF MUAH ARB EBL ELL TLL ew 6. 7. 8. 2 B. Pair Work—You have heard the following news. Tell your partner and discuss it. Example: Bea eng YSU. > AtS2—-Zic lox, ESTAS ENS of. CNG siak a Bitjzudtto. Bk E OBLTTH. ERROR TAY EL tee VY FORD © AMBENE Ute Barone Lt YavyEy7E-WVHCRETF. . Your own ae oe130» 3 Sonte C. 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 ~Z5 Ts. oN SF eet Soe baw a mH @OSBeCLUIT A. Report on what Mary and Robert said using ~3T. [*]x17.07 Example: 4!) —/ Lam busy this week. > QATY-SARATE STH? A: SMILE LAY T ATY— Ex. Lam busy this week. 1. [have to study tonight. 2. Tom and Kyoko are dating. . I slept only three hours last night. atop Mr: Sato got divorced. 4. 5. I quit a part-time job. 6. Thave to go back to England in June. 7. Japan is not dangerous. B. Pair Work—First practice the following dialogue with your partner. Then change the underlined parts and make another dialogue with your partner. Dialogue: A: 92S? Yavxh. A Birr, 740? A B [I4, BRAEbAS5T.17131 DHSMGIS, SNCS A. Make sentences with ~f5, S71UL)CF using the cues. [)x17.08 Example: BESS - BEV oD. JRLUTH. REBUK CSL TES BARI 6 FEY ELGG fa 7. BA 8. $, BARICATTS 7 PIAL Te 10. LEADS Lay usta ahs aoe 8 B. Change the cues 1 through 8 into f=5 clauses, choose the appropriate phrases to follow them from a through i, and make sentences. [I] xi7.09 Example: BR LAS. MTPECM RT SCF TH. Ex. ERTS at “a BRLET. +b CLEAVE 1 RBILBo TET. Nd TSH BMTSCLN TT. ve TAZ PELE ERNE Le “£ MER C2 CHET. “BNY THR ENE. ARASH ote: +h BREOKT CEA. BEULIRS HL Eo Bothag MOTT be eu ae ew wD13299 Soni C. Pair Work—Ask what your partner would do in the following situations, using ~te5. Example: QORERS + A: OR¢MoKb, LILETH >> 133, B. Pair Work—Tell your partner what you have to do this week and ask if he/she has to do it. You may choose from the following. Example: write a paper + ALR. UR bh EBOEE eOUITE HL. BEAL? Bi MLE HEC TEOUTH. AlvMuttiae memorize new kanji go to the hospital do homework go shopping return books to the library pay the rent ($0) read a book buya present cut classes work part-time go ona diet practice (something) withdraw money make a reservation 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. 188). The things you must do are checked. Look at the memo and ex- change the information using ~## pUISEtAD. After getting all the information, discuss which company would be better. AiN7yay 7 CALM E IS Bh tote % PUIFEtL AD. HULK TEMOTH. YI-lLEI TID. Example: Biwwa, Student A work on Saturdays v be able to use a computer quit at the age of 60 v work until late hours live ina dormitory weara tie salary13doo> is SUR WMA-N-VVSHKWetT ta A. Describe what the following things/people are like with ~ateLresza. fall aiz.11 Example: AOKRES CH. FIBA TH. + RON-PYAKUTT AW B47) TCT. } 7-7 (6) HOKKE TH. RORKS TT. LCROLTT. MBO TK bEKTT. (1) DY) (seaweed) TT o (2) HA % (carpick) TH 6 RI-Y ()NY ITH. CSA @) MORKSTH. ETePo TI Ltt. PAT FHT$178 135 B. Describe the following pictures with a verb + #f=L\TS. Example: BAITSAAV TT. . Pair Work—Ask your partner the following questions about the picture. When you answer, use ~a#IELTS. Example: A: ©OA DATT Ire Bina, BORSKUTI OS WAL BOA PEOALUTH. . LOALFETH DS LOA L TOE TI. PALA TH Do a BAH TUE TH LOAUFAAELET A. IES ERE TH. t >> 258 - SU D. Pair Work—Make a dialogue, as in the example. Example: It seems like you (=B) caught a cold. = ALYGLhO? BPE BURAAS A: £5. RL ECHELON, BABI, B: AUAES. ~ . Itseems like you lost your wallet. 2. You cannot find your homework. It seems like you forgot your homework at home. 3. You are driving a car. It seems like you got lost. 4, . You like (one of your classmates) very much. But it looks like he/she is dating someone. OBBEDIITHS, RESORIATEE a A. Look at the following pictures and make sentences using ~TD5. [al]ki7.12S817» 137 B. Look at the pictures above and make sentences using ~#fIC. [4l)xiz.13 Example: RESORT MIC, BBEOTE To C. Pair Work—Ask your partner the following questions. 1. ZRE REMI. MELETH. MELEE EEL 3, BLATT 4. £O3 3 BAH Ch, MELELKH. 5. PARRA Tb, METSobI CTH,138 aR @ECoOORE A. Gossip about people (e.g., a celebrity/your teacher/your classmate) by using ~23T /~2T. 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: BAYT X VAD MIIL B05 % OARHY ET. REAL ATLG BORCHERT UHL, Th. TL CltR AE CEO TH, Pair Work (IV) C. ~ (= p. 133) Example: A SVS 7 7 CAAAED I= HWE eVIt Eth ps Bia, Boe ThOUeH, Yili THA. Student B @ —_ Bamasonic work on Saturdays beable to use a computer quit at the age of 60 work until late hours live ina dormitory weara tie salaryUseful Expressions KE / RBC At the Barber/Beauty Salon Useful Expressions ay bOS-2)BROLET. I would like to have a hair cut (permanent). bE 8 ¢ Laevti Hav. —— Please don’t make it too short. SHUT CEI. —— Please don’t shave. BeYF CHWs TK EEN. —— Please cut off about 3 centimeters. BA EEZATSC EAN, ———— Please cut the back all the same length. TRISH T ¢ Ho. ———— Please dye my hair red. RT + PVH AAV RRB LAVA TIA. —— I want my hair to be like Bob Marley's. (showing the picture) Useful Vocabulary ver 7— shampoo — 4 4—to cut ay b ———cut %5—___—to shave Fa—-———blow-dry #1 ———_to crop nee permanent %H%3——__—+o dye ty kh ——— set %* 4% 4——— to make hair even; to trim H————hairstyle 7 $—-¥ & I+ 3 —to have one's hair permed 4 2b1F —— sideburns a ws bus140>>> 258 « SR Ct ee —8) Var byD7)L/ 4b Johr's Part-time Job #5 mm | a u e€ og @ At Little Asia restaurant. [2] xi8.01/02 VE Rl Fay, SRARE CL, PETRONGEI Ko PACTS EM 2 Liwerd, HDL. 2Yay: Wr. HAEV ET ABR SF. RRMISRI AS THUSHD, BLTHUT. HOD. J 5 DEBRIS? eFay WOR, DUTOEL. OE LETH VHRR: th, LOA FERTLD EL evar: (dh, : @ Acustomer calls John. [#9] x18-03/04 THEMtL. Lesmegel 2 Breath tt. [HLM Yay WAL RKATH. bo, AN- MTL EVEL EM. Se CILLI. oYay “IAM EH STR ET. After closing time. [2] 18.05/06 1B Ri PARTS YOBHUT, Boks. 27ayi Wrz, CERES Liokttn. oe R: HUARD SL Fo TINA bE LGA FRIST Old 4 Kn,Yi RAL BR. BALEPIATTL. BR EC ePRORIL RR EH Hort. bo tm T HIEL dot Whe KLE HANTS D5. Yar: Uveb, BAIALLET. BRUTETLA. ER: BRHTE. Manager: John, I heard Mr. Morita has a cold and is not able to come today. In the evening it will get busy, so I am counting on you, John: Sure, I will do my best. ‘Manager: First of all, vegetables are in the refrigerator, so take them out. Then, is the outside light on? John: No, it isnt, Shall I turn it on? Manager: Yes. Ifyou press the button there, the light will be on. John: Yes. 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? Customer: Oh, no! What should I do? John: | 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? Itis tough to go to school working part-time, isnt it? John: Yes. I am late for classes sometimes. Manager: When I was a student, I often cut classes, too. I should have studied more. Well, I wil tidy up the rest then. John: Excuse me for leaving early. Good-bye. ‘Manager: Thank you. Bye.142 >>> SES SCG Veror Nouns + be Rae A-Fyv Dyvay vev7— *Liso * AAW 2-7 * 2A-b + te er + Ie koe RHF Ry Fay ol PBL + OU BTNELChLbD MOET ZI W-adjectives HPS SAAS > 143 to drop (something) (~ #) water boils to fall down to break (something) (~ &) tobloom (~4*) (something) closes (~%*) to be saved; to be helped to ask (a favor) (person [= ®) (something) turns on (~#8) to make dirty (~€) (something) drops (~#%) totidy up (~ &) to think (about); to consider (something) goes off (~4%) (something) breaks (~#*) to become dirty (~4*) to place an order (~€) Other Expressions at? BRICARLET BRAUR(TLA) AY IS right away thanks to... (~) See you. (lit, I’m leaving ahead of you.) You must be tired afer working so hard. (ritualistic expression) short form of ~(A) TL £7 ‘What should I/we do? really first of all by (time/date)Lado 5B SCRA MBRHGrammar % % Transitivity Pairs Some verbs describe situations in which human beings act on things. For example, I open 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, some important verbs come in pairs. Transitive Intransitive BAIS — open something Bas something opens BIB —_ close something PAS something closes ANS put something in ABS something goes inside is take something out ia something goes out S19S turn something on S< something goes on HT —_ turn something off WARS something goes off extinguish something iS break something 353 make something dirty 3B£O drop something BOT boil water something breaks | something becomes dirty something drops 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). AUVLAABERE WE LA. BAKOFELK. Takeshi turned the light on. “he light went on AULELRBBERD LE Lhe BBAWSE Lhe ‘Takeshi boiled the water ‘The water boiled.BRIBE ry> 145, Transitive verbs describe activities, while intransitive verbs describe changes. They behave differently when they are followed by the helping verb Tt. Let us first recall that activity verbs (8§, for example) + T\»4 refer to actions in progress, while change verbs (fi 4, for example) + C14 refer to the states resulting from the change, as we learned in Lesson 7. A-SAIES, BETH TLLEBL COEF. (activity, action in progress) Sue is talking on the phone with her mother right now. URAL TET. (change, result state) fee Professor Yanashita is married. Similarly, when followed by €\*4, transitive verbs refer to actions in progress, while intransitive verbs refer to states that hold after the change takes place. ON b SALEEM TET. Robert is opening the windows. ee SABRE LTOET. Tomoko is turning the light off. TY FA ER LT Et. ‘There goes Godzilla, destroying the city. ~TLES ETA TOE TS Doors are open./ There's an open door. e VEILHA TORT. ‘The TV set is off, LONI TATRM TOE To This computer is broken ‘The te-form of a verb + L # 3 has two meanings, which at first might appear rather incon- gruous. In the first instance, L £ 7 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. REMATLEVEL KS Tread the book completely./ I finished reading the book.146 >>> SOR The second meaning 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.' BROPI MALE SNT LEvELA. T inadvertently left my bag on the train. WRCRNAOT, AEB TLEVELKS ‘To my horror and sorrow, my professor got angry, because I had forgotten my homework. Both nuanced meanings focus on the discrepancy between what we intend and what the world is like when it is left on its own. A L £3 sentence may be ambiguous between the two meanings. How a given L £ 7 sentence should be interpreted depends on the assump- tions the speaker has when uttering it. For example, the “finished reading” sentence above can be read as meaning “regrettably” just as 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, ~T LE 7 and ~TL # 3 are often contracted to ~4 » 7 and ~U » 3, respectively. BMtt Lbrot. Tost my homework! BATLEWELE + ATURE BATLEO - ea ~e ‘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. ‘Since L £7 goes with the verbal fe-form, which is affirmative, it only gives us sentences meaning that something regrettable does or did happen. In other words, we cannot express negated ideas with L # 7 suchas “regrettably, x did not take place” or “unfortunately, I did not do x”

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