Bos Pair Work (1) B. ® (p.73) Example: Customer : LOA OETA Kono hom wa tkura desu a Storeattendant Htthtr te Cts [Nisen hyaku en desu, Customer $b 5, 2038 CB po Jaa, sono kaso dass Card B Q) lor. "= Ex. ¥2,100 = (8) [ie Part I. You are a customer. Ask for the prices of items (1)-(5). Part II. You are a store attendant. Tell the customer how much each item is.Sao I Se Pair Work (V) Gp)Useful Expressions *FKSLD In the Classroom _ bts!) #L kay, Do you understand? Wkorimashta ka bry elt Tunderstand./I understood. Watarimahia oe ) £44, —————————— I don't understand I don’t know. Watarimasen Do 6 WoT < Kats, Please say it slowly. Yukari ite Rudasa $5OKL 9 4 KEN, Please say it again Moo ichido ite kudasl = rat da Ca ————$— Please wait Grato mare kiss a(x, —_________ Please listen./Please ask. ite kus WAS E ATK HAV. Please look at page 10. Juppeejio” rite kudasat__ eas son (melt. osikask oo F—KD#)ER Making a Date + # Dio logue == @© Mary and Takeshi are talking. [4l}ko3-01/02 TAIL ATV—-BA, PRUE TOME LETH. PATI AGTH, AVTGH CMB LET. TH, LEC URBER 3 at. ARIEL: 29 CP am, Cob, EMBO E RELI, SATY— 2 EMBILE bo ore eettl Ued. BBE THM, ®@ ‘On Sunday morning, at Mary's host family's. [1] xo3-03/04 VATY-: Blk Weto 2beeL: BULI. Bett. aATY— 2 aa FARA sit. RACRBERET. ABRIL: OUTTA, ARCMIN ETA, sATy— ABO TH. CBESL: ROME? PAT YR: NEL PBESL: ZICH Cod, VoTholers ekTY =: Votsete‘Takeshi: Then, how about Sunday? ® ‘Takeshi: Mary, what do you usually do on the weekend? Mary: Let’ see. I usually study at home. But I sometimes see movies. ‘Takeshi: I see... Then, would you like to see a movie on Saturday? Mary: Saturday is not a good day. (lit, Saturday isa litle bit inconvenient] Mary: That’ fine. a5 @® Mary: Good morning Host mother: Good morning. You are early, arent you? ‘Mary: Yes, 'm going to Kyoto today. Iwill see a movie in Kyoto. Host mother: Good. Around what time will you come back? Mary: Around nine. Host mother: How about dinner? Mary: Iwill not eat. Host mother: I see, Well,have a nice day. ) Mary: Good-bye.ros0s EE Ea Vio c abu ary Nouns Eniedainment and Sports i CS BL, BR music Fol at magazine sports date (romantic, not calendar) tennis v Foods and Drinks TARIYAB ice cream HECWL wt breakfast be ba sake; alcohol BH Breen Tea coffee dinner hamburger Junch water x home; house home; house; my place FR school # morning me tomorrow when Eee 58 “today atabout CAEL am tonight +Leite aR weekend +eLae ima Saturday * Words thet appear inthe diclgueom 37 +bLIE age Sunday Fw #8 every day 0K Be every night U-verbs ng ate to-go (destination 12/~) et a _ to go back to return __ (destination (21S) a¢ BK tolisten; tohear (~ #) OL KE todrink (~ &) het et to speak; to talk (language €/°€) ie RE toread (~€) Ru-verbs 44 RIS toget up + ENS RAB tocat (~#) he RS to sleep; to go to sleep +h RO to see; to look at; to watch (~ #) Trregutar verbs a RS tocome (destination 2/~) tS todo (~#) +NLELITS = BTS —tostudy (~F) Adjectives ey good HERE Be early Adverbs E+ negative not much ELE negative 2% not at all eRe usually Brot alittle CeCe ae sometimes re often; much Expressions +t5tTA That's right, Let me see. *Ttt but © Catth How about .. . 2; Howis...?‘Verbs in Japanese conjugate, or take various shapes. In this lesson, we learn three forms: (1) the “dictionary forms” (2) the present tense affirmative forms, and (3) the present tense neg- ative forms." There are two kinds of verbs that follow regular conjugation patterns, and an example of each is below. ru-verb u-verb: verb bases tabe ik dictionary forms BRS (toeat) F< (to-go) present, affirmative Bet peas present, negative BSED Feat’ stems aX fe 4£~4 belongs to the group of verbs called the “ru-verbs” Ru-verbs are so called, because you add the suffix ru to the verb base (tabe, in the above example) to form the dictionary form. For the two long forms we learn in this lesson, you simply add the suffixes masw and masen, instead of ru, to the bases. We learn four ru-verbs in this lesson: RNS So aS RS BNET eat meat Rat Another major group of verbs is called the “u-verbs” The dictionary form of an w-verb like 47 < can be broken down into the base (ik in the above example) and the suffix u. The long forms like fF % #4 and 17% #4, then, ae formed with the base plus suffixes imasu and imasen. In u-verb conjugations you find letters shifting in the same row of the hiragana chart (see inside front cover). In 47 < , for example, you see < and %, both in the * row of the hiragana chart, #4 has and 4s, both in the # row, and so forth. We learn six u-verbs inthislesson: "The use of the term “dictionary form” is by no means restricted to listings in a dictionary. They aso appear in ‘arious constructions in actual sentences We wil ear their uses in later chapters, Dobe misled by the nares given to the long forms too; the "present tense” in Japanese can indicate both the “present” and the “future” We ‘ill return to this issue in Section 2 below. For the moment, we will concentrate on the forms, not the meaning these verbs * tn adition tothe standard negative forms lke ~<# 44 and calog ‘€4£.A, you may also hear the much more 3 sub-standard negative forms like ~ 80° T4 and FTA.» TH used by Japanese speakers. We will briefly come back to these increasingly popular new negative forms in Lesson 8,OR 89 which come before # + and £444. in the long forms, For the sake of ease of reference, we will call these parts (same as bases with ru-verbs, and bases plus i with u-verbs) “stems” In addition to ru-verbs and u-verbs, there are two “irregular verbs” Note that the vowels in. their bases are different in the short (dictionary) forms and the long forms. irregular verbs dictionary forms 3 (to do) <% (to come) present, affirmative lat eas present, negative Latn, eath stems, L = ‘These two verbs are also used to form compound verbs. In this lesson, we learn the verb ft 2244, which conjugates just like verb F 4 It is important to remember which verb belongs to which conjugation class. Itis a good idea, therefore, to memorize each verb as a set: instead of memorizing just the dictionary form, try to memorize the dictionary form and the present tense affirmative, like 4% <—4¥ 3 £4. ‘This is especially important with verbs that end with the hiragana 4, because they may be irregular verbs like 4 and ¢ , or ru-verbs, or u-verbs whose bases just happen to end with the consonant r. If you know the verb classes and the rules that apply to them, you know why itis wrong to say X.Y 4 and x She + BS (-an-verd) YRS (= an u-verb that ends with 3 ) verb bases = mi kaer long forms RET/ RECA MOET /MDECH stems g a0 Look at the second from the last syllable in the dictionary form; 4 and 2 in 2% and ## 4, for example; The irregular verbs set-aside; if you see the vowels a, 1;or o right before the — final, you can be absolutely sure that they are u-verbs. (We have not learned any such verbs yet.) If you see the vowels i and ¢ before the final Z, in most cases, the verbs are ru-verbs. £4 is such a ru-verb, There are exceptions, however; there are also u-verbs that have the vowels ‘and e before the final 4. #4 is such an exceptional u-verb.BB Verb Types and the “Present Tense” Tn this lesson we learn about a dozen verbs that describe basic human actions. These are often called “action verbs? and the “present tense” of these verbs either means (1) that a peison habitually or regulaly engages in these activities, or (2) that person will oF Is plan- ning to, perform these activities in the future. Habitual actions: PUL FLeeRet, often wateh TV. ATV BALC SCS SMES EAL, — Marysometimes does eat breakfast Future actions: Bid LARD A-SAFAG BUM EL. Sue will not return home today. el Particies Iwill go to Kyoto tomorrow. Nouns used in sentences generally must be followed by particles, which indicate the rela- tions that the nouns bear to the verbs.” In this lesson, we learn four particles: €, T, (2, and ~. 7% The particle € indicates “direct objects? the kind of things that are directly involved in, or affected by, the event. Note that this particle is pronounced “o” Je EAT. Idrink coffee. Exemsi¢. listen to music. FVEERET. I watch TV. © The particle T indicates where the event described by the verb takes place. MBRCRERAZT. Iwill read books in the library. JBEFVEERET. Iwill watch TV at home. * In spoken language, particles are often “dropped” We will earn more about euch cases in Lesson 15, “Im later lessons, we willbe introduced to verbs that require particles other than to express location,amr 91 (The particle (2 has many meanings, but here we will learn two: (1) the goal toward which things move, and (2) the time at which an event takes place. (1) goal of movement Twill not go to school today. Twill return home. (2) time Twill go to Kyoto on Sunday. Iwill go to bed at eleven, (Some time words stand alone, without the particle |= tagging along, which will be dis- cussed in Section 4 below.) Approximate time references can be made by substituting <4 or <4 [= for |=. Thus, ome wat. Twill go to bed at about eleven. ‘\ The particle ~, too, indicates the goal of movement. ‘The sentences in (1) above there- fore can be rewritten using ~ instead of (2. Note that this particle is pronounced “e. Baas MATS ath. I will not go to school today. Ae FEAMI ET Twill return home. Note that ~ may replace the particle {2 only in the goal-of- movement sense. ‘The particle {= for time references and other uses, which we will learn about in later lessons, cannot be so replaced. 2 Time Reference You need the particle {2 with (1) the days of the week like “on Sunday,” and (2) numerical time expressions, like “at 10:45" and “in September.” Iwill go on Sunday. I get up at 10:45. AAI ET. Iwill go back in September. CasOD poe Sek Se You do not use the particle [= with (1) time expressions defined relative to the present mo- ‘ment, such as “today,” and “tomorrow” (2) expressions describing regular intervals, such as, “every day.” and (3) the word for “when.” BUERET. Twill comie tomorrow. BRT LERLET. watch TV every evening. DOWFETH. When will you go? You normally do not use {= with (1) the parts of a day, like “in the morning” and “at night?” and (2) the word for “weekend” Unlike words like & L f: and 488 above, however, these words can be followed by |=, depending on styles, emphases, and personal preferences. ACC) ERAET. Tread the newspaper in the morning. BR)HELETH. What will you do on weekends? ine GE ~stAD You can use EEL (= the present tense negative verb, plus the question particle) to ex- tend an invitation. It should be noted that its affirmative counterpart, #4, cannot be so used. Thus a sentence like 4B —'# €&~ £ ¥ 4 can only be construed as a question, not as an invitation. ous BOMERNECAD. What do you say to having lunch with me? Meet. Sounds great. FaRELEULD. Will you play tennis with me? j-h, beak. Um, it’s slightly (inconvenient for me at this moment). Word Order Japanese sentences are fairly flexible in the arrangement of elements that appear in them, Generally, sentences are made up of several noun-particle sequences followed by a verb or an adjective, which in turn is often followed by a sentence-final particle such as 4, #4, or Among the noun-particle sequences, their relative orders are to a large extent free. A typical sentence, therefore, looks like the following, but several other arrangements of noun-particle sequences are also possible.Sot 95 Alt aA Behe ax BBLET. topic time place verb will study Japanese in the library today. Alt re Ea IBN RU ET. topic frequency time _— goal. verb often go back home at around seven. GE Frequency Adverbs You can add a frequency adverb such as 4 8 (everyday), £ < (often), and & % ¥% (some- times) to a sentence to describe how often you do something. PILES CARR ATE ET. I sometimes go to a coffee shop. In this lesson, we also learn two adverbs which describe how infrequent an activity or an event is; FAAEA (never; not at all) and 4 £ ¥) (not often; not very much), These adverbs anticipate the negative at the end of the sentence. If you use # AEA or bz ¥), in other words, you need to conclude the sentence with # +A. BEHALF VEE REL. Ido not watch TV at all KEWL ASE 1) $i BH LEE Le Takeshi does not study much. GE The Topic Particle Is ‘As we saw in Lesson 1, the particle (2 presents the topic of one’s utterance (“As for item X, it is such that... ?), It puts forward the item that you want to talk about and comment on. You may have noted that the topic phrases in sentences such as 47) —S A1L=EA CH (Mary is a sophomore), and $.0 #9412 8 888TF (My major is the Japanese “anguage), are the subjects of those sentences. A topic phrase, however, need not be the subject of a sentence, We see three sentences in the dialogue of this lesson where nonsubject phrases are made topics with the help of the particle (3. ATR SA, BRUTE LETH ‘Mary, what do you usually do on the weekend? PAL MBITEET. Tew Tim going to Kyoto today.In the above two examples, (d promotes time expressions as the topic of each sentence. Its effects can be paraphrased like these: “Let's talk about weekends; what do you do on week- ends?” “Let me say what I will do todays I will go to Kyoto” t How about dinner? Twill not eat. Inthi le, 14 is used in directing the listener’ id thereby inviting a c ment or completion of a sentence. You may also note that the broached topic, BEE does not stand in subject relation to the verb, but is rather its direct object. Ri) — he re peeeneelwerea)s Ded Bh 475 /3Srwhen you move to a place where the hearer is, you say “I'm com- nese. 2 is a movement toward the place where the speaker is, while 47 isa movement in a direction away from the speaker. Gpeaker’s viewpo! BaDeh} 2 literally means alittle” “a bit,” “a small amount,” asin & ¥ ELAS (Please give me alittle) and } & > L4F-o TC HEU (Please wait for a moment). It is commonly used for a polite refusal. In this case, it means “in- convenient,” “impossible,” and so on. Japanese people don’t normally reject re- ‘quests, suggestions, or invitations with L410 2. (No},because it sounds too direct Ad B: Saturday is not convenient. (lit, Saturday isa litle bit)