u-verbs with final < m< - WUZ fr ft There is an important exception in this class: fr<. — fr -oZ i,' t' u-verbs with final <' )3 <<' -*• :Ml^Z fej: u-verbs with final IT — isut: lift (ifc The irregular verbs -5> and < and compound verbs built with them, conjugate as follows. irregular verbs - ur <3 - zz Note that fe-forms and stems (the forms you find before £ ~t) are totally different constructs in the w-verb camp. A common mistake is to assume that the simple paradigm provided by the ru-verbs T and £ i~) covers the u-verbs also, thus coming up with unwarranted forms such as x ' T (see ^ ' £ i~) and X £. T (see ifcA- £ i"). It is probably * * J: t easier, at this stage of learning, to memorize each verb as a set, as in if < —if b £ 't —ft ft T, than to apply the conjugation rules on the spot. Refer to the verb conjugation table at the end of this volume (p. 382). d ~r<rcsu Use a verbal te- form together with < tz *5 v x to make a polite request to another person “please do . . . for me. 2 ” bin ft Lx l Please read the textbook. Excuse me. Please teach me a little. (= Tell me, I need your advice.) 2 If you are talking to a very close friend or a member of your family, a te-form, by itself, can be used as a request. |£ £ Ml It T ° Open the window, will you
152 £jg -gas a A verbal te-form plus & v u * T'i' means “you may do . . . ,” which describes an activity that is permitted. 3 To ask for permission, you can turn it into a question sentence, ~ T t i~ \ If somebody asks for permission and if you want to grant it, you can either repeat the whole verb te-form plus t v u 'T'f construction, or just say v u 'Tt. XT t ih and X t ' v ' T i~ do not stand alone. 5 J: 1 L J: h May I see the textbook ? -liv \ JIT t v. n'T'tto & —Yes, you may. You may. 3" i Please. Q A verbal te- form plus ( i ' t i -ti: means “you must not do ...” a strong prohibition statement, as in rules and regulations. 3 3 X'^Mr £ $i o T li v ' It £ -t+ /(,<> You must not take pictures here. e?LA, t 1 If somebody asks you for permission and if you want to deny it, you can use T li ^ ' It £ -if A,, but the sentence may sound too harsh unless you are in a place of authority. We will learn a softer way to say “please don’t” in Lesson 8. WSW Describing Two Activities You can use a te-form if you want to combine two or more verbs, as in describing a sequence of events or actions (“I did this and then I did that”). In other words, the te-form does the work of “and” with verbs. (Note that two verbs cannot be joined by £ , which only connects nouns.) This te-form conjunction can be used for present and future, as in the first and third examples below, and for the past, as in the second example. The tense of the verb at the end of each sentence determines when these events take place. 3 In casual speech, you can drop and say TooT*T as well as T too X't . In contrast, (1 in the construction T (1 v 'Id i -if A, which is discussed in the next section, cannot be dropped.
§f56P»"-153 I will borrow her notebook and photocopy it. 4011, ^NflC&AT, liUl/:0 5 ± n b < £ is ^4$ i ) Today I got up at six and studied. U<£$ V' O'* ( 1 /v fc Let's go to the cafeteria and have lunch. The te- form of a verb can also be used to connect a verb more “loosely” with the rest of a sentence. In the first example below, the verb in the te-form describes the manner in which the action described by the second verb is performed. In the second example, the te-form describes the situation for which the apology is made. $ i-fo co tS'I'L* V' I go to work by bus. (I take a bus to work.) $ J: n i)' li fo't I am sorryfor not bringing in the textbook. (I left the book at home, and I am sorry. )A sentence that ends with ' b (because) explains the reason or the cause of a situation, a proposal, and so forth. (situation)o (explanation) ft' S0 4 Lite fcl tlrt'bo btzL t n I will study this evening. (Because) we will have an exam tomorrow. <?0 fctf' Let's go by bus. (Because) taxis are expensive. 4 The explanation clause may also precede the situation clause. Thus the first example above can also be para- phrased as: We will discuss this further in Lesson 9.
154 £!£ -£>£11 nIn Lesson 5 we learned i L J: 1 meaning “Lets . . . L 1 1 tJms also used in the sense of “let me do . . . in offering assistance. If you see somebody having a hard time opening the lid of a bottle, for example, you can offer help by saying: t L Jt 1 YU do it. btzl Or to a person who is carrying a heavy bag: £> £ L Jt 9 Shall I carry your bag? C ulture (£)EXD 0^0 ( 1 ) Japan’s Educational System (1) C iJA, h7l'< tfl' t' Most children in Japan attend kindergartens or nursery schools before entering elementary school. Compulsory education comprises six years of elementary school and three years of junior high school. Although not compulsory, over 95% of junior high students go on to high school for three years. About half of high school graduates attend a university or junior col- lege. Admission to high schools and universities is usually based on an entrance exam. The Japanese school year starts in April and ends in March, with a long vacation in summer and two shorter breaks in winter and spring. Age 1 -22—1 -18- —15- -12 — -6 - Sfc H Compulsory Education m±) tzA. 2 JtVtfK tzAtzl' Junior College
§§6P 155 Expression Notes 7 \iS /3SU^ Although both ®V' and ® < mean “late,” they have different usagft? % ° b* % b* es, since ®l' is an adjective and ® < is an adverb. ®V^ modifies nouns or works k* b* b* as a predicate, and @ modifies verbs. A* L/: 0 I went to bed at one o'clock yesterday. <.'*> c ta B : av^"Ci"feo It's late. b* UiJo ton t b b* *s l±^ tc On weekends, 7 get up around 10:00 and eat late breakfast. 7 went to bed late yesterday. You can also apply rr this rule to ?* <C 7 li* (i* if 5 if O & is normally used with /J* h 9 , as in if 9 & S) *9 t 9 (Thank you very much), or with i~ & ^ dT A/, as in <h'' 9 & i dt: A/ (I am very sorry/Thank you very much). When used alone, it is an abbreviation of if 7 i> &> b 9 or t" 9 & i~ S -fir Ay. Therefore, when you want to show your gratitude or regret, you can just say if 9 £> instead of saying a long sentence, if 9 & functions in many ways, depending on the situation. Some people use if 9 i> as “hello” or “good-bye.” 33 Many words that begin with Td can also be used without it. & in such words simply adds smoothness and nuance of social refinement, without changing the meaning of the words. Example: fcM ioMB (festival) r Sit Tb'ti *> £o ms-h lf/v 7} j
156 £!£ -Sajis ft/u L/tf>Z) ££ 3d A. Change the following verbs into fe-forms. @ko6 08 Example: jo $ -6 —* ib' $ T 1. tz<%> 4. A< 7. 10. <* 13. LA 2. At 5. < * 8. L £ 11. V ' < 14. tiAT 3. X A 6. Jn 9. TA 12. Hi 15. A A <5 B. Let’s sing a te-form song! (Battle Hymn of the Republic) @KO6-09 Pi. X>1 ihr> T in io T £ <5 Jt i; tAT *>*.>: &*at la iat A< Av'T ItT It IT v'*<* o-tv'T AAA' u-verb te-form P 2. in% oT t.i'A AT < V'T <" v'T (repeat twice) T L T u-verb te-form C. Make polite requests. @ko6 -io Example: B ^b§- £ %& L T < A A v ' 0 (Z (5 A C* (±* Ex. Please speak Japanese. 1. Please stand up. 2. Please listen. 3. Please read the book. 4. Please look at me. 5. Please bring the textbook. V
r 6. Please teach me kanji. 7. Please return my book. 8. Please speak slowly. 9. Please come with me. 10. Please call me tomorrow. 11. Please bring your friend. V "\ J D. What are they saying in the following situations? Example: % £ ffl It T < tz 1 1 ' G it- * Ex. (1) (2) E. Pair Work—Make your own request, such as “Please stand up” and “Please take a picture,” and ask your partner to act it out. Example: A : 3 — h — £ T < tz t co B pretends to drink coffee.
158 -gals A. You are staying with a host family. Ask your host family for permission to do the following things. @ko6-ii Example: f -*• f b- b1 . tzliz t vAi t 2 . if L 3. hi m. y + 7-?W h 4. •( 'Jflr £ 5. j?Lti A trilL^T ^ A t A O 6. < 7. £& X 8. ^°7 g y $j|-) 9. g&jfLtm 1 )* IZ XLL* i)' B. What would you say in the following situations? Make sentences with ~TfctA l/VCT*)'. 1. You are in class. You realize you need to go to the bathroom as soon as possible. 2. You are in class. You feel sick and want to return home. 3. You have forgotten to do the homework. You are sure you can bring it in tomorrow. 4. You want to ask your teacher something, but you cannot phrase it in Japanese. 5. You have run into a celebrity. Conveniently, you have a camera with you. 6. You and your friend are in a dark room, and you feel somewhat uncomfortable. C. Pair Work—Ask your partner if it is all right to do the following things. Example: tzifZ tr 9 - A : tz\t Z £«2ioT * B:4A vhn T-fJlo 1. XL t> 2. ozmt) 6 75' 3. if h 4. t \y If £ o It 6 5. (your partner’s name) $ L<T> £ -fj£ *5 CA/ 075' 6. (your partner’s name) $ A<7)-o|3M I^Jt 4
Ig 6jg >>>159 A. You are a strict parent. Tell your child not to do the following things using the cues in n-A. @K06-i2 Example: — fl/ t' £ JLT If ''It f -t+A 0 B. Tell the class what we can and can’t do at school and at a place you live. Example: fz If 3 £ o T If v, ' It f -If Lo t5'*o C -9 -t fXh 7 r;'J -«9 (host family) i,i * C. Pair Work—Ask your partner if it is all right to do the following things. Example: El £!T ' 1 1 £ t Li 7i'A, "C A/ ;b — A : EI#£tTf;f££?HtT t nntt*', t L <t 7{nA/ "C/v B : lit', £AltT t ^H'Tto/ fA to v'V'x. €t££ 7HtTli'.dti-lf/Co -ta £^.9 * 1. mnmrtz if 2 . fa 3. z z t — £<):£ 4. El^tlTS^'f i: Li*A, l± 4' 5 . t i 7^'A/ 4 6. < 6 7. fctt/btf>BTH->\ifc<OAIi < (2 l>9 If oifi' Chi: £> >11 £ ffc ij' Sit » A. Look at the pictures below and combine the pictures using fe-forms. @KO6-13 Example: 3 — t — £f^<& i ~t 0 fc <D (1)
1 60 •:£;£& B. Change the following into te-forms and make the rest of the sentences. Example: 6 - fc' fc' LA,o^ «fc 1. t> left < 2. t5'x. 3. £ 4. tt, & 5. m< § I ^ y\. -?> O' h 6. < C. Pair Work—Make questions using the following cues. When you answer, use ~r. Example: 1b l tz<nfc — A : 1b l tz<n&. l $irt'0 B : L T, ^iclt'j £-f 0 t Litf'A, V'x. 7&'X. 1. <nfc Sin iJ 2. 1b l tz<ni$ 3. $ <7) 0 i>? 4. $ <75 •? <7)^. x& 5. d Ax L ^ In* -? io 6. 2j[ ^ ^
161 A. Add reasons to the following sentences. Example: L lt0 -* M'j&Lii'o & L /:f X b /)*& ') £ t)' b 0 1. -t±- L >> •) fcV'^A, 2. ^ ^ i -tt/Lo X. I ' <A 3. £ < £><7) l/X h -7 ito 4. A <7) 9 L/co 5. (name of a friend) A ~C'~f 0 6. £ L/eo it iii t>' Li A' B. Pair Work—Ask each other why you think the following. Example: t V-h tiA, tz — A : frfcl £>£ (iA, fc B : if 9 UWo A : £>£ ‘J <J £4t/^'b 0 B ^5 /Cli ? B : & -tf /C D 7 i) ttt'bo btzl T>Z> liA, tz 1. C. L ^ Azi'^A/ 2. (name of a place) $ T't” o •r 3. 2l|^> (name of a movie) £ Jf, ^ 'f'o LiH <& 4. (name of a celebrity) * A b v ' T"f 0 5. ‘) ± 4±/Co 6. l £-t+/C 0 ^I'fciA, tz (JA, C.’ 7. ^23L (name of a place) iZff^ i't'o PjV'Ld)^ i' 8. 1: ta,l* fr
162 £!£ -SSia A. Pair Work—Propose to do the following things, using @K06 i4 Example: A : f 1/ t ? L J l J: 9 it B : -fAi -tf/Co L i -f 0 /\ u ' C Jt *5 .>'T-fo fart* (6) (7) (8)
163 B. Pair Work—Make a conversation in the following situations. Example: You and your partner are in a room. Your partner looks hot. -*• A : ^ £ M It £ L x n if * B : & ‘J o 'Lit0 1. You and your partner are in a room. Your partner looks cold. 2. Your partner is going to have a party. 3. Your partner has trouble with Japanese homework. 4. You are talking with a Japanese (= your partner) in English, but he doesn’t seem to understand English. 5. You come into a room. The room is dark and your partner is studying there. 6. Your partner forgot to bring glasses and cannot read the menu on the wall of a restaurant. (Review Exercises) A. Role Play—Play the roles of A and B with your partner. Example: Example-A Example-B You are short of money and want to You don’t have money to lend to borrow some money from your your friend because you went on a friend. trip last week. B : L To A : £ B V*f h o B :T£. ^ U i -t±/0o fltff left $ i L frfcl -tir/C L ^ ^ »J <t .1 i' (i) 1-A 1-B You have a date tomorrow and want You just bought a car ( < i ) and to borrow a car ( < i ) from your don’t want anyone to use it. friend.
164 -sail (2) 2- A 2-B You lost your Japanese textbook, You have a big test in Japanese and but you need to study for a test need your textbook to prepare for tomorrow. the test. (3) 3-A 3-B You are now in your friend’s house. You just baked a cake (y — +) for You see a cake (Y — +) that looks your mother’s birthday. very delicious. You love cakes. Your friend is in your house now. B. Answer the following questions. 1. 'fcl £ l i (Answer with “~T, ~0 ”) CAIfA, 41c 2. LTlit 'It t L <t ^'A/ 4lc 3. tvu'T'-t^'o tXL* 4*' t 4. A^lCjef^^o T $ £ -f tJ'o 4 1 C l 5. Jt < f;#l:^'j i-f tJ' 0 -CA/L* CO 6. t^sSL i Ltc^'o -ti: A, L »*» -? fr-f 7. ir z # i l tz tJ' 0 :M is *{• 8 . «<0 B#, J: < ^^-^5 L /--^' 0 C ift t $ ?$'£> T o£ 9. 0#ttTJ: < i-ftf'o fc L-fcrt'A ISA 7)' 10. Jt < *+
gl6!^>-H65 Useful Expressions m&n</&zz> df5 au Directions zizm** MU) t (turn left) i o "f Cff < (go straight) *¥ t (turn right) (cross the street) •5>fc ft 7)vf Mil) i (turn left at the second corner) 1*001 1*001 1 @ (D\%^ £ V't Sb LA/C.**) £ CUSP'S bS i (turn right at the first traffic light) b*> &<n±m Mil) / (left side of the street) 8 \ it ft*(II x h 3>*=b (right side of the street) B - (CL (west) it $tc (north) - %. (east) htih (south) A W'f liL’CT-ftf'o Excuse me, where is a post office? B : ifttdfoT, < t£*^o n\M\\±j5\m& u i -t i o AS'*'* Go straight and turn right at the third corner. The post office is on the right. A : £" n i & ‘J L n c'-S'v ' i -f o Thank you very much.
166 sIS s s Family Picture 6'U t> Dialoque ^ Sue is showing a picture of her family to her roommate, Michiko. J K07- 01/02 1 A . 2 x - : 3 u . 4 x — : 5 X* '£> •— . 6 x — : / : s x — : 9 i o X* s_ . u 12 x — : z iUi x - * ^<7) Tir 1)' •?< Ls>LA, X. io x — -5 xqiE'HT-f tf'o Cfltto '± L tzo <1 •? C -9 t $ u 'T'-f fa 0 3 jKI±5CTi" o TX *>^> 7H'L* ofc iJ'oCvH'Ttfco 3 Hi: tzi)' fcx. itoZ^ i~ f-^-Av'i-To =|tto *a 0 laz T" & > o><h x. J; < irti'bo
g§7!f 167 Michiko’s phone rings. @K07- 03/04 1 C7 /N— h 2 Ji. i~) ^ 3 C7 / \ — k 4 5 • 6 D/<— h 7 : fclil, L Tv'i-fjJ'o *<o &(C L*LA, *• 7* 4 ~~7 4 7* i ~~ 1)' & *£ h±X^^'o $ hoLi t' t> 1~> X>o u**, -r<*ff$i-to ® Michiko: Is this your family picture, Sue? Sue: Yes. Michiko: Which is you? Sue: This. I was wearing glasses when I was in high school. Michiko: You are cute. Sue: This is my father. He works for an American company. Michiko: He is tall and good-looking. Is this your elder sister? Sue: Yes. My sister is married. She lives in Seoul now. She has one child. He is three years old. Michiko: I see. Oh, there is a cat. But he is a little fat. Sue: Yes, because he eats a lot. Robert: Hello, Michiko, what are you doing now? Michiko: I’m not doing anything especially. I am looking at Sues pictures. Robert: I see. I have borrowed a funny DVD, so if you like, won’t you come to see it? Michiko: That sounds good. Is it all right if Sue comes with me? Robert: Of course. Michiko: We’ll come right now.
i68»»»6B-aaai \a rc/u eE PP @ K07-05 V o cab u 1 a r y o u n s (my) older sister T'<— Y apartment V'i n z * younger sister 1 tz song to If V ' A grandfather; old man younger brother ££ z<nu)i ^<7)A man to 1 - V ' "5 A older brother *5 ft £ $ L older sister fcl grandmother; old woman teL+mUY: k<r>A woman ' L Af company d'*'< family AA # hair ill /c v ' brothers and sisters < £ a mouth < 1C m country; place of origin < car y-A game C7 > If — convenience store y— 7/1/ club activity L J: < £ 9 cafeteria; dining commons %% 5C (my) father DVD (x-f-y^fxV-) DVD l±l± (my) mother 46 S eye 46 7$ “ft glasses - a d j e c t i v e s #>/i £ tf*v, u ' H ' bright; smart; clever (conjugates like V H ') jJ'ihv n cute -If jJ'Yc^h ' tall (stature) -tf^'CA < ^ ' IW&v short (stature) -ft'’ long * Words that appear in the dialogue
H7li 169 ^-adjectives m\ (/verbs ifzl t\l*6 16 fo 6 L L >) i-tt/C fc»‘J i-tf/C * -ft iit li < * .i' Y. 6 zf6 o T'.'i'f R u - v e r b s * t'\i6 *6 %6 * o t tb 6 W]&6 <'#6 V-t+T \'$ir Irregular Verb * Ito C /C "t* %) Jl£*gr-f * Adverbs a n d O t h e * A 1 C & + negative fat ~I-A ~A * cm: »j -A AA'J -A * o | C •+- negative * t L t L * & f> 6 A * Xti'^tzb fast short (length) kind convenient to sing (~£) to put on (a hat) (~ £ ) to get to know $ ) I know I do not know to live (~ I c ir L Tv ' i i") to put on (items below your waist) (~ £) to gain weight to be on the heavy side to put on (glasses) to put on (clothes above your waist) (~$) to work for I C o £ <s6 T Or) to lose weight to be thin to get married (~£) Expressions . . . , but not . . anything [counter for people] one person two people nothing in particular Hello? (used on the phone) of course if you like
i7o>»£jg-3[%ag >S G r a m m a r i3\f» 85 CT -rus A verbal “te- form” when followed by the helping verb v ' £ , means either of the following: 1 (a) an action in progress, or (b) a past event that is connected with the present. Which of these two senses a given verb is used in is to a large extent determined by the se- mantic characteristics of the verb. The verbs we have learned so far can be roughly divided into three groups based on their semantics. (1) verbs that describe continuous states (2) verbs that describe activities that last for some time (3) verbs that describe changes that are more or less instantaneous We have not seen many Group 1 verbs. So far we only have & %> and p-S. The te-forms of these verbs are never used together with the helping verb ^^>,sowe will have nothing to say about them in this section. Many verbs belong to Group 2. They include verbs such as Sfefc, and When the te-form of a verb in this group is followed by the helping verb v ' , we have a sentence describing an action in progress. X — is L 56 L T v ' i i'o Sue is studying right now. tz It L ^ ( 1 ^ T'v ' i 0 Takeshi is reading a book in English. X-V* r KA, J: ° You can also use a ~ T v ' £ ir sentence to describe what a person does by occupation or by habit. The first example below therefore has two interpretations: 1. you are teaching English right at this moment; and 2. you are an English-language teacher (but are not necessarily in class right now.) The second example means that Mary is in the habit of studying Japanese (but of course she does not spend 24 hours a day doing so). btz l c. fcL I teach English. 1 1 am teaching English (right now). 1 The distinction between v ' and #> & that we learned in Lesson 4 does not apply to this helping verb ~ T V ' : you can use ~ T v ' h both for living things and for inanimate objects.
S7S»H71/ T 'j — "5 /Cli# S iTi'ito Si'ict. (; ISA, C ^A-Si-j Mary studies Japanese every day. Verbs in Group 3 describe changes from one state to another. If you get married, or It if , for example, your status changes from being single to being married. With these verbs, 2 T ' h indicates a past occurrence of a change which has retained its significance until the present moment. In other words, T t ' -5 describes the result ofa change. 3 L T'-'ii'o Professor Yamashita is married 4 'fiLMA*' ItoCA, P+fZ. Michiko is seated near the window. Zt 1~t> Here are some more examples of verbs that are commonly used in the ~ X \ ' -5> framework. ft'? i ^ o T (has) * — * /Cli£&£/c < 3 /UtoToi-fo j)'#a i, Sue has a lot of money. L — L (knows) V'i-fo i±(± L Professor Yamashita knows my mother. -*• (is overweight) Tom zs a Z/ff/e overweight. -*• ^-UrT v (is thin) Myyounger brother is very thin. $ — TiT V x %> $ (wears) liTS' + 'y f -f - $ Mary zs wearing/wears a T-shirt. 2 Among the verbs we have learned so far, verbs such as ?>, It (. , ^-5, If sk-5, &Z, fltb, JH-f, j6jK 4, ft 'J 4, 1^*1 <i. isKT <T>, S, *&*>, kitb L It hi" ti l -o It o CIA .5. i 5 belong to Group 3. In most cases you can determine whether a verb belongs to Group 2 or 3 by checking if the verb allows for a phrase describing duration, such as —B# fs\. Compare, for example, O (i ? <7) 1 — ^ i l Zc o I read a bookfor an hour yesterday. btzl t'b C tJ'AIJA t. X ( i — I C J L /c o (Ungrammatical, much as the English translation btzl U A'A L “I died for an hour” which is also odd.) ij thus belongs to Group 2, and to Group 3. 3 In Lesson 9, we will observe that this result of a change reading is actually not restricted to verbs in Group 3, but can be associated with those in Group 2 in certain contexts. 4 Note that the sentence does not mean Professor Yamashita is getting married. 5 The negation of o T v ' i i~ is fo { J i -tf L, without the T t formation.
172 sis • xms « (is awake) &5C^/Cli^£Tv'£-f 0 to Dad is up and awake. iitJ t ir(lives in) t5 ' -?< ^ 3*9 1 - Myfamily lives in Tokyo. Wi#)T\'Z Ot (works for) (c liA, rt'i'L* ot My o/der sister worksfor a Japanese company. Note that verbs like fj < and belong to this group. Thus ff o T v ' £ and in- dicate the current states that result from prior movements, not movements that are currently in progress. You may want to be careful with what the following sentences mean. 4*JS Uff o T ^ x i iT o Somebody has gone to/is in China. Not: She is going to China. 1 t>\Z$iT\'iir 0 Somebody has come over to visit. Not: Somebody is coming over. Finally, a note on conjugation. The helping verb v ' %> conjugates as a ru-verb. Thus we have long forms as in the following example. * affirmative negative present tz tz He is eating. He is not eating. past tz He was eating. He was not eating. 0^7U-SA/IJ8m^r b'd* m To describe somebody who has long hair, one could say: F Toms hair is long. But in fact it would be far more natural in Japanese to say: Tom has long hair. (= Asfor Tom, he has long hair. )
ai73»M73 This applies not only to discussion of the length of one’s hair, but to descriptions of a person’s physical attributes in general. See the Parts of the Body section at the end of this lesson for the name of body parts. AiLli s tb an &X 7^>bv H ' A$> L Person A has a body part which is . In idiomatic collocations, we also have: TSJ -a- td' is tall a ek is short hki is bright/smart W Te-forms for Joining Sentences In the last lesson, we discussed the use of verbal te-forms to join sentences, v '- and adjectives and Ti~ after nouns also have te-forms, which can be used to combine two elements to form longer sentences. The te-form of an v '-adjective is formed by substituting < T for the final t '. The te-form of a ^'-adjective and a noun+ T't sequence is formed by adding T to the base or the noun. bVadjectives: — irregular: -*• &<z ^-adjectives: 7Z% (M) lIK* — AMZIfA. t noun + 7:3' : b*az? K {5^U^ -*• H*A7r (I (SAUA < T , fct'lt'T-fo tz ij<D ^-t Thefood at that restaurant is inexpensive and delicious. The hotel was clean, and we were happy. Professor Yamashita is a Japanese and he is aboutfifty years old.
174 eIS • 3££li verb stem + Mj< If a person moves to another place in order to do something, we can describe their move- ment and its purpose this way: destination of movement 'N the purpose of movement ti< iS'%. The purpose of movement is a phrase consisting of a verb, its object, and so forth. 6 Verbs describing the purpose of a movement must be in their stem forms. Stems, as we learned in Lesson 3, are the part you get by removing i i" from the verbs’ present tense long forms. stems: (%-$) -* etc. tz tz <fc cfc -f'N— b k AlfAtrlA 'I kff it/; I went to a department store to buy a bag. AT'J-* AliB^I U (iA 0 L l tz iz (j/v r Mary has come to Japan to study Japanese. WSW Counting People The “counter” for people is A, but -A. o.fc u “one person” and “two people” are irregular: —Aand Ut ') (—A) A A 1 ] (—A) *AkA ( = A) JJ-A (raA) z'kA (iA) h < CA OAA) L^i:A/m:A HAkA (/va) HiLA (tuA) U?i:A (+A) one person two people three people four people five people six people (AA) seven people eight people nine people ten people b You can also use some nouns like JC i ^ F't-blzXK'tolZfTiit Ifzl ' (shopping) for the purpose phrase, as in I went to a department store for shopping.
175 To count people in a class, for example, you can add ~A after the noun and the particle A,(C A and say: person t)' X A frfcl i:A thfc IJ TTzere zs one Swedish student in our class . The place expressions are often followed by I - 11 instead of I- in this type of sentence. IjEA-b 8 \ Expression Notes 8 msitm& means “to play,” “to spend time pleasantly,” or “to pay a social call.” *>* C t'i it *>* WTzen I was a child, I often played with friends. Tfe® c* i Lfco I went to Tokyo to have fun •ftrAl.rt’O Imoio &-?• t' last weekend. ft©? < rt£$v\, P/ease come and see us. Note that “to play” as used below requires different words. Sports: to play tennis T — X & Games: to play games ^ A h to play cards b y "s 7° £ Music instruments: to play the guitar 9 — & W <C O' If you don’t know the answer to a question but should have thought about it, you should say h i'tirA/ instead of ft] h S-drA, (see Les- son 4 Dialogue 2, for example), ft] h S 4LA/ in such a context would sound rude, implying that your ignorance on that matter is none of the inquirer’s business.
i76»»sE-xaai A. Look at the pictures below and answer the questions. @koz-06 Example: Q : / T 'J — 3 ^ li'jSf £ L T ' £ ~f ti' 0 A : JT')-* /ClixHf £fLT^t1r0 B. Pair Work—What were you doing at the following times yesterday? Be as specific as possible (where, with whom, and so on). Example: 2 p.m. — A : B# Z" h £ L T V ' £ L fzti'o r c* \z u. B : &/-£'£, L LTuil/:o ti ^ ^ i •) 1. 6 a.m. 3. 10 a.m. 5. 6 pm. 7. 11rm. 2. 8 a.m. 4. 12:30 pm. 6. 8 pm.
JB7g »”177 C. Class Activity—Let’s play charades. The teacher gives a sentence card to each student. One of the students mimes the sentence. All other students guess what the person is doing and raise their hands when they recognize the action. The person that gets the most points is the winner. Example: ffl'f - ^ li$tTi^.v 'Tv ' i To tz 4t5' nfr XX A. This is Sue’s family. Answer the following questions. @K07-07 Example: Q : A,li L' Z MiXTv ' i TT0 t -5 -r A : XXi A,li-a.- 3-;7 lcfe/CTv'£To bn -f 1. 2. 3.4. 5. XM* /C(i Ufe/CTv'i TT0 taT I - ') 4 icfe/CTv'£-fT fcHi * 35'* 4' ic ITwi-f j5 \, tax. 4lc tax. (t o c. A/ 6. LTv'ii" 7j ' 0 ££-}£ ito c A, 7. /Clift^T-fTo £ -) 4A/$i' 8 . H^/Llifa^TTTo fit at 4A,$i' i: 9 (c (iA, t&H' L* ot v ' it^'o Father lives in N.Y. works for an American company 48 years old Mother high school teacher 45 years old Sister lives in Seoul workd for a bank; married 27 years old Brother lives in London student; not married 18 years old B. Pair Work—Ask your partner’s family and fill in the blanks below. ttMT-ft' 4A/$i' M£lTv'iTT 4(c L'ClC'fi/CTv T LTV 'i-fTIto C A/ XX* L bn X^*X XJL*L (Cl' Xtif>*X tax. %*L Kbit i 'ink
178 £!£ -jess (Describing People) a<b h'd> t&tf x ^ A. Describe the physical characteristics of the following people. @ko7-c>8 Example: 3 <D Al± @ $ v ' T't 0 x>t *6 titi B. Look at the picture below and answer the questions. @ko7-o9 Example: Q : JjB3 * (i JC’-t± X v ' t "f fi' 0 *i ti A : l±v\ OjB* 'tlTo tz 1. Ojffi* Hi±r> Tv'£ -f )K tz O.t 2. jbo^in -> + 'y 3. -5 >ct±isr«-^-rx 'i-rsj'o XLfrfr 4' (2 $ 4. Jjffl* /div — >X'£ -M'o 5. WHIS MiMtiti'HXi'tirfro t LA'te 7. djffl* 'T'-t’Tj'o s. Xlfrt) £ CK 9. -T^'o * C d>* *«' io. w;ii ^5 /Cii a ^5 v'T-fjj'o <t Lrt'Jb 46
m7m»>i79 C. Look at the picture below and describe each person. Example: ^ ( i (I *9 L £ o T t ' t -f <> *-r <7) lEt D. Class Activity—One student describes another student without mentioning the name. The rest of the class guesses who the student is. Example: 'Ti~ 0 T 7 :/ — > X’ £ It ' T n £ -tf A0 frfr f'f- $ rcu w< mz. 5 A. Make sentences using two adjectives. Qkoz-io Example: — 0ft L t '/ A tU s t£ htzb t^li$r L < T, * jKv'T-fo fil'd* < 1. 2. 3. 4. 5. 6. 7. i •) 3 i t A V- f: It l ^5 /C T'*- k — ' '/I7 it it — £ in L v — '/d'o Zoo — A y, \ L-r tt^ (Bullet Train) — j|u '/ A U>C75 'A.-ti:A. X--5 L ^A U — BI H '/Wfl+X htzi LAito fcfcL <(C tkt IfA $
B. Looking back on your childhood, make sentences using the given cues. @koz-i i Example: next-door neighbor —tall & kind V-i £ tzH' LXitc father — quiet & good-looking teacher — big & scary house — old & not clean classes — long & not interesting friends — kind & interesting school — lively & fun homework — difficult & tough myself — small & cute C. Describe the following items using two or more adjectives. Example: my mother — #11* It'T-fo till #11 a Zb^Tbo 1111 1. my hometown 4. one of my family members 2. my country 5. Japanese people 3. my Japanese class 6. people of my country D. Pair Work—Answer the following questions using two or more adjectives. Example: 1 b / fcf/C'&'A T'i~ -*• A : IcIcA^A B : lit ' 0 A : B : /bis < T, bb^^Tir0 fpi' A : i T-fbo
£7g”H81 1. L'ZTH^i Itzt'o/VLW (S) T-TtJ'o 5 i*> < 1 - 2. ' ? V 3 > £*# o T v ' i -f / £'XX' '° V ^ > T'-f j&\, 3. #$ XA^A x i -f tJ' 0 / ^XfAT't t x>t ut 4. jt5fcfa£ Li L tzti' Ltf? io&U 5. ^Ai:^:i:^ftLi L Xtf'o/ifXX'BTT L tzti'o 0 a z n i*> A. Sue is going to the following places to do the things below. Make sentenceslike the example. @<07-12 Example: ^ (Kabuki) 5 1 9 t x-i XUfcfpicd'.S 5i i i 1 . k Ltti'A, 2. U<fi « 3.4. *1 *5 XX 5. %Ltit><nn % ti 6. BT i*. 7. x' N°— h 8 . 9. SoJU UX 7)' (iX X9 $0 T 75 ' L* LX L* ^XJ i *5 < "5 X 1 ' CT & L 3 — t — £f£t; (D <& v B. For what purpose would you go to the following places? 1 . oy L— ic 2. ic t -9 $ i 9 3. 0#tli: t L±t5'X 4. |U: i'X 5. Xi't5'*< izfr i -fo i' \zn* i iXo i' icjf'j i-r,, t5'X ic^i L Xo
i82»*£B-xaai C. Pair Work—Look at the pictures below and practice the dialogue with your partner. Example: A: b A * AHAA %<D n % \Z^^: l Mf-J i -f t$' 0 &(Z B : MU' izftHto M v> (3) to buy souvenir (4) (5) department store Maria ^ •<? as ot a/u ca, Pair Work—Ask your partner the following questions. Example: A : Z <7)£|3J[U A <F) A^'fSfAt ' i U ti'o ^ * fcAft X>t &AIZA B : —Av'i-fo .5 »fc U 1 . 2. 3.4. Z <7)^PM Z<7)£|3M fcfcZ Cbt 4'AIZA : A^fsiA'. ' i *f ^' 0 . . IZA 4'AtZA (nationality) ^ X>b &A(ZA W^PMUTt^AA^^At ' £ -f tf'o ^ * IfA $ Oil &AIZA
nhj warn i83 A. Answer the following questions. 1. £"C iC'fi/CT'.'ii'TK 1 - 2. pit LTv'J -T tJ'o 3. i; ta, l (hi h 4. 0;£<7)fc££Po Tv ' t i-j' e IZ (i^ 9 /c L 5. t-7/U:XoTv'tt>)'o liu 6. B*t§<7)$fc£li^Hf5[£#Tv'£ -f 7i'/|iv'Tv'J -f ic liA r bad &tc $ 7. ^Av'i-f^'o SiortfV' &AICA, 8. fc5CS /C/fc^/Clit'C ict^^Tv'i-r^'o to 75 '* oh 9. * CoS z ic-i&ATA'i-f tK + 10 . L/ci)' 0 Z ft tb U- TA L* t 11 . iTctf'o ;i:i tS t= l*A- w t B. Class Activity—Show a picture of your family to the class and describe it.
184>»£S-:g3Sg r u 1 1 u ro mmoBfCW Kins]hip Terms ** ?'< X fi'tz 1. Referring to other families 2. Referring to yours 3. Addressing A. formal B. informal yours Father is *>*> i'ftSA, t-5 &$££ A,//'V\“ to Mother 4bf3 £ A/ mlilt i>'8£ A, ti'fo A'* Older brother 4b 52, £ A, (CL' ft <&> (c 4b 52, £ / b (CL' 4b52,£> ^ /b (CL' Older sister A fax ffi tbia i>»$A, fax 4b £$ ^ /b fax Younger brother % Zh, tstot £ —Younger sister £ /b L 'iot L'^,-5 1 —Husband Z iA0 *0 0 A* bttUA. iot 1ZhH/o*><r>K x>t etc. ti Wife A fb'< *' &L' i>< =fc«> etc. 4bS £ /b Grandfather 4b 15 C x £ /b ffiSt * A 4b 15 1 x £ /b 43 U t ^ A/ Grandmother *>(£££ A, *18 * « &(£&£/<, 4b £j ^ /b Child 4b £ /b O —There are many other kinship terms in addition to those listed in the table above. Equal or younger members of your family can be addressed by their given name instead of the kin- ship term. As the table indicates, the term used for a particular type of family member varies according to the following situations: 1 . Speaking about somebody else's family 2-A. Speaking about your own family in a formal situation, such as a job interview 2-B. Speaking about your own family in a casual situation 3. Speaking to your family A ' E343 £ As(D$5 yyl £ A, How old is yourfather, Mr. Tanaka? B : [formal] Myfather is 50 years old. [informal] t$ (T U*?<*L' You can also address members of your family with the terms that the youngest member would use. For example, a wife can call her husband 4b' £ A, or / \V\°, and a mother can call her oldest son 4b 52, A,. ICC' Mother: £ A,As'f#o TL'S f <£<, (CL' to £ Son (literally, older brother), yourfather is waiting.
185 Useful Expressions £>"5tc i?\ tthj ti'tzto) vnm u l >j *>l(£) ^»/;i (SO
186 »>£gg- gate f mQm | l e s s o J ^ ^\^rIL— Barbecue N 8 noij At school. L3K08-01/02 1 At,Z 2 tz It L 3 A t, 4 /clt L 5 ^ 6 fclfl 7 Z tzii L * /U £> l/c^/C^T'' — LittU', j}' 0 $ x-$x,Eo/*-h */U^i-r0 s < at (t/C ^5 /C(± ? t-tX^-5 ££ oTv'i L/co ^Tt*a erA,*^ 0 fshH#oT^*£ *(= t Lnh 4'tc fc't Robert is cooking at the barbecue. 0K08 - 03/04 1 At, Z : 2 O 4 \ — (> 3 <£t <w . 4 XJ s < — |" -t^r-ffco h -s x^ti3i4s-r -r-r^-0 ti -5 -f ui 9 »; t J: < tfcrflMJ £ 1*0 t'X. o < j5! ' £ L =t i tJ'o 4'U f o/i 5 0 4 \ — ^ 6 A t> <— 7 8 y T 'J — 9 A/C^‘ : t&iA £ L Jt *5 lit&-o, £ /=tfc££*v'T< tziS 0) < i> at < «-e
^811 187Michiko: Takeshi, would you like to have a barbecue party tomorrow? Takeshi: That’s nice. Who will come? Michiko: Sue and Robert will come. I think Mary will come, too. Takeshi: How about Ken? Michiko: Ken said he had a part-time job. Takeshi: Too bad. Shall I bring something? Michiko: I think nothing is needed. ® Michiko: You are good (at cooking). Do you like cooking, Robert? Robert: Yes, I often cook at home. Michiko: Shall I help you with something? Robert: Well then, cut the tomatoes, please. * * * Robert: Shall we start? Michiko: Don’t drink yet. Mary said that she would come. Mary: I’m sorry for being late. Everyone: Well then . . . Cheers! V 1 i \ 1 1 V I I
188 £*•XSSI mfchu V o c a b Nouns **> ffii Xtil il / -7 < *7 $ It * 3 < ItX MM 3 XJfo L 3'X ftv < -l+v XL* Xlln * h h fto * ft 13 7$' X 4 — * / \ — a. — lit .MD 4. t' t i \ ' L it t b V ' |fO )J - a d j e c 1 i v e s * IT Jt *? -f (ft) ^ft(ft) If 1 it>\ '(ft) 1/ - v e r b s * v ' *7 § t * O -S §E _@ K08-05 u I a r y the day after tomorrow rain office worker camera karaoke air this morning blackboard this month job; work; occupation college student weather forecast place tomato summer something party barbecue chopsticks winter homestay; living with a local family every week next month skillful; good at . . clumsy; poor at . . famous it rains to wash (~£) to say to need * Words that appear in the dialogue
St8R»»H89 * fc* < +L'Z m<bi> to be late * £ & 1 to think to cut (~£) * o < 6 flF -5> to make (~£) * t ^ { to take (a thing) (~ £ ) Ru-verbs C6C6A6 1:3 to stare (at ... ) (~ £) t T6 f#T€» to throw away (~ £ ) * li C -5) to begin (~£) Irregular Verbs l LXLiri sSfei" £ to drive (~£) -t±Ltz < -tz -5) to do laundry £ ) •t*? u-f -5 flHfc-r* to clean (~£) TX^i" «#-** to call (~|c) * <J jt 9 ') ir £ to cook Adverbs a n d Other Expressions V 'O t always lib uh-uh; no 1 L uh-huh; yes * jJXIf'. fc*F Cheers! (a toast) * *'X,fcX(T-tfc) That’s too bad. ~|co\ 'T about . . . ; concerning . . . * i /; + negative not ... yet * bbbT all (of the people) together
190 »>» 3B-gadi )2a G r a m m a r /3^ l?3 MW Short Forms In this and the next lesson, we will learn a new paradigm of conjugation, which we will call “short forms.' ” Before we start worrying about their meaning and how they are used, let us first see what they look like. It should be obvious why they are called short forms. We will list the already familiar “long forms” to the right in the table below. Present tense, affirmative verbs: short forms long forms m^tt 1 1-adjectives: tl'tolMA a frtDlt^TIt ^-adjectives: Bfttc b Bh'TIt noun + 7It : It .b it A'X-tfT' Present tense, negative short forms verbs: c h *>•<» I* long forms li-adjectives: £)';blK&li d tk)lA<&lATrr £f-adjectives: noun + Trlf : bi d ax-tet' The following rules summarize how short forms are constructed. Verbs and bi-adjectives in the affirmative (a above) -*• same as their dictionary forms ^-adjectives and noun + in the affirmative (b above) -* replace Tit with Tc IT- and ^-adjectives and noun + in the negative (d above) -*• drop Tit after &IA 1 Various names have been given to this paradigm. They include “plain forms,” “informal forms,” and “direct style ” Long forms, on the other hand, are often called “polite forms,” “formal forms,” and “distal style”
As noted in Lesson 5, the adjective t 't ' is irregular. Its negative short form is d < A" ^ . Verbs in the negative need to be analyzed in more detail, because ru-, u-, and irregular verbs conjugate differently Negative short forms of verbs (c above) ru-verbs: Take the final S off and add &IA £^5 — It tz tz u-verbs: Take the final -u off and add -anai. ®<A' — A' (£5 — 1ST (J& lik >7TC fed; fed: mo£ rntcts ia £ d «fc m cfc Ac L pTC ^ ^ d: WoA' A' irregular verbs: exception: 353 U&IA (3) <3 — With verbs in the negative, the following three points are worth noting. ( 1 ) The negative short forms of verbs that end with the hiragana 1 are ~ fa +£ t ' instead of \ 2 (2) The vowel changes with the irregular verbs i" £ and < . (3) The verb fe -£> in the negative is 1j.‘ t \ as in A' i? v ' (there is no umbrella). We now turn to discussion of how we utilize short forms. In this lesson, we will learn to use the short forms in the following four contexts: • In casual conversations, as signs of intimacy (See 2.) • In represented, or quoted, speech (“I think . . . ,” “She said . . . .”) (See 3.) • In making negative requests (“Please don’t . . .”) (See 4.) • In expressing ideas like “I like doing . . .” or “I am good at doing . . .” (See 5.) 2 This suggests that the bases of verbs like M 1 and & 3 actually end with the consonant w. This consonant <$) remains dormant when the base is followed by the vowel i, thus we have J| ' i -f , where w is lacking, but it surfaces with the vowel a following, fa tc \ \ This mystery consonant also explains why the te-form of such a verb has a small o, just like verbs whose bases obviously end with a consonant, such as £ £ and
WaW Informal Speech Two people who are close friends or family members speak with short forms at the end of sentences, using them as a sign of intimacy. The use of long forms, in contrast, tends to imply the speakers intention to “keep a proper distance” from the listener. Short forms, then, are like talking on a first name basis, while long forms are like using “Mr.” and “Ms.” It may not be easy to decide when it is appropriate to switch to short forms. First of all, Japa- nese speakers are often very conscious of seniority. A years difference in age may in many cases totally preclude the possibility of establishing a truly “equal” relationship. Second, license to use short forms is not mutual; senior partners may feel perfectly justified in using short forms while expecting their junior partners to continue addressing them with long forms. Thus if somebody who is older, say, your Japanese language professor, talks to you using short forms, they would be greatly surprised if you should return the favor. Here are a few observations on the grammar of short forms as they are used in casual conversations. • In the casual conversational use of short forms, question sentences do not end with the question particle but with rising intonation alone. £M < ? (X £ M < J*' ? ) What kind of music do you listen to? • The tz ending of tc- adjectives and noun + T'i~ constructions (b in the previous sec- tion) is usually dropped at the very end of a sentence, or is followed by sentence-final fa or «Jt . or /T'J — X>(±— <Jt o IZ (C (Rather than: / T 1 ) — L 11— tc Mary is a sophomore. In casual conversations, l±v and ooi are usually replaced by the less formal 1 L and 1 1 L.
H8il 193 urc 35 fc U To quote a persons utterances or thoughts, you use a clause ending with a predicate in the short form, plus £ ®t ' £ -f (I think that . . . ), £ f o T t ' i L fz 3 (They said . .”), and so #5 i) l' forth. H is a quotation particle, which does the job of both the English word “that” in indirect quotation and of quotation marks (“ ”) in direct quotation. L ItA, i' Sue said that there would be an exam tomorrow. (& li) /c It L A l± y T 'J — /U*#* /= fefcL -t fc't I think Takeshi likes Mary. 3 The action in progress expression in l fz indicates that you were there when somebody said that, as in “I heard them saying . . .” If you were not there when the utterance was made, as in “(the long dead) Napoleon said . . . £ sT v i L fz sounds more appropriate. 4 Note that the present tense in Sue’s original utterance is preserved in Mary’s report. 5 To say that you don’t think something is the case, it is more common in Japanese to say it like * i i~ (I think that something is not the case) than ~ £ Jg v ' t -if ^ (I don’t think). Therefore: (fcli) / T >J - 5 /Cli/zl+ L i IT ' ± +0 I don't think Mary likes Takeshi. (= I think Mary doesn't like Takeshi.)
194 £!£• 2^1 Cl ~&lV£<7c£U To request that someone refrain from doing something, one can use a negative verbal short form plus T < tz t w Z Z £# b 'T <tzH\'o L* LA/ t Please don’t take pictures here. negative short form + Tr</ccTl'' P/ease don't . . verb Short forms are used in constructions where verbs and adjectives are to be treated as nouns. Thus Ti~ /? M 'Ti~ can, besides describing your preference for items defcfcL t noted by nouns, such as IS, also describe your preference for activities, such as swimming, drinking coffee, and studying Japanese. Add <T> to a verbal short form to express the idea of “doing x.” (&l±) bkl U (i/C r ^3n t I like studying the Japanese language. b t 'Tto fotz l ^ ^ L I don’t like cleaning my room. “To be good/bad at doing something” is ~ (is good at ... ) and (is bad at . . . ). 6 J: "9 0 O < C J: 9 -f Robert is good at cooking meals. l * ^T^T-r0 x.v' r i±& ^ fc Takeshi is not a good speaker ofEnglish. 6 To describe one’s skills or lack thereof, we also often use a different set of expressions, namely, ^ ' T(is comfortable with . . . )and T'f (is uncomfortable with . . . ). jfAli 0 < V'T'fo I am good at/comfortable with speaking Japanese. btcl U ISA- w 14*
gl8fS>”195 ] t likes doing . . . doesnt like doing . . . person IS activity (verb) ©£>' UJ:? "f is good at doing . . . I 'x tz is poor at doing . . . It is a common mistake to use the te-form of a verb in such contexts, misled by the association between ~ T ^ ' Z> and the verb in the -ing form in English. x felt L 5 /Cli£3S S teL x.i' C* l±& ^ tz Consider what & / \ — b $ i 1 7c means. This sentence of course is about Robert and describes what he did. It is likely to be uttered when the topic of Robert has already been breached. Grammatically speaking, (1) the noun & ' b stands as the subject in relation to the verb ff ( (he was the person who performed the going), and (2) the nounis, per the function of the particle (i, presented as the topic of the sentence (as for Robert, he went to Okinawa). What if we both know that somebody went to Okinawa recently, and I know that it was Robert, but you don’t. I will say: a / n— f ** 1* i L tzo ROBERT went to Okinawa. i' This sentence means that Robert went to Okinawa, which in English would be uttered with an extra emphasis on the name Robert. His identity is the new piece of information provided by this sentence. It is one of the functions of the particle ^ to (1) present the subject of a sentence in a way such that (2) the noun will “fill in the blank on the information sheet.” The “blank on the information sheet” is a question word like tzil and The above sen- tence will fill in the blank left out by: t L tzfro Compare: X £*l(i5 £ L Who went to Okinawa? As we learned in Lesson 2, a question word that is the subject of a sentence is never followed by the particle 11, but always by the particle As we have seen, a noun that will provide the answer to such a question is also followed by the particle
Which class is (the most) interesting? L h ^ 'T*fo ic tife r Japanese class is. (:«77X T) £jHttV'£-f t>' 0 W7to wears glasses (in this class)? £ >J'lt T ^ ' i -to Professor Yamashita does. a fflt)' and fqjfc rs\z mz The word for “something” is fij and the word for “anything” in negative sentences is ft] t . “Some” and “any” in: positive statements MX)' *(- something questions MX)' anything? negative statements Mfe + negative not . . . anything These two words are used in places where the particles (i, and £ are expected. In these contexts, they are used on their own, without the help of particles. We will learn in Lesson 10 what to do in cases where particles other than these are expected. itzo The cat has brought something. Itzt'o fee * t: fz Did the cat eat anything? -tf/CT L tzo fee *K tz No, the cat did not eat anything.
fiy-b Expression Notes 9 1 -fh 9)\ —IT 2> Most irregular verbs are compounds of nouns and the verb i" fa . If you have learned an irregular verb, therefore, you have also learned a noun. verbs nouns M®tZ to study mm1 9 study ex. H^^^>j®3l{±SgLV'-ei*o C 12 A, r -<A^2 9 Japanese language study is fun. nm-tz 9 i 0 U to cook •Ji9 MU cooking ex. b 9x9 9 Robert's cooking is good. Some of these nouns can be used as the “object” of the verb fa 4A ti 0 L i L Ar 0 I studied Japanese. btzl [c liA, CT <A,5i9 x Compare: 4A (± H L i L/to L (c (2A, r L $ ^t±pBMC)|§^^L i Lfco Takeshi cleaned his room. Compare: fctt L $ (i S15JS ^^#1^ L i LAr 0 ^ * *-5 u You can use both these nouns and their fa verbs in sentences with fir § "Or •f and § £> for example. You need to add <D to the verbs, as we discussed in Section 5. Pay attention to the particles before these words, too. 0 uJDWi ^fiF § tto / 0 & M ir fa <d ^'fif § vlTo IZ 12 A/ C* t IZ 1 2A, r ^A,Si9 t 1 like studying Japanese. J
198>»£15-35$iiB n/u Lmo ®Short Forms Change the affirmatives into negatives. @kos-06 Example: t s ( —* t't'tk''- 1. A -5 5. li < 9. hbl 13. fct 9 2. *>|f£ 6. li C #5 -5> 10. < £ 14. t o To { 3. -ft; 7. O < £ 11. bir K6 15. liv'S 4. tf'lt* 8. -tf/CA < -f * 12. £>& 16. Change the affirmatives into negatives. Qkos-oz Example: tz ' - tzt'<+£\ \ IfA * A < 4+ v A' - l k> A'v 1. 11>n 4. 7j'f)V U ' 7. ffo 10. UP 2. £>*5 A' 5. Atfo 8. 11 . 3. L V 6. L/C *kr>tz 9. tz^'^Ltz 12. -fltz n; Informal Speech A. Answer the following questions in informal speech, first in the affirmative, then in the negative. @ko8-o8/o9 Example: Q : f < ,#, ? tz A : i ^<60/1 1 A, ' D tz tz 1. Mm-rz ? $ ± f i •? 2. ^B, ? th & 3. J; < ££££££,'? 4. Jt < Mli** ? CA/L* <0 5. #B. ? ioic-t, u UA, r ii* 6. #B, fl/t'U 4 ? lz% <A
199 7. 1b L tz, ? 8. ^0, J i *7 l»J> < £:V' 9. ? C "C A/ L J{ j t» 10. 9MIL ? 11. «. sips*#bh-* ? ii.' lh> 9 ^ u 12. ^0, 'A'Mi~Z ? ii'ic*> £/,£< B. Answer the following questions in informal speech, first in the affirmative, then in the negative. Qkos-io/ii Example: Q I 7G7t ? IfA. 3 A : i /C, 7fc?L /7 •? A, TfcfiL If A, $ If A $ 1. ut ? 2. 'ft l v ' ? 3. 5 if J)' ll 4. 5. U J: 9 'J L J: 9 1* 6. fiasw? ? O' A "t* 7. X,+°— '77$'** bV'? 8. 4^0 li^Hf 0 ? 5ii IfoJ: -5 if 9. 0^f£<7)7 ^Xllfc t U liA, d' LA'-'? 10. 0^|£<7)7 7X|i|it L i: (iA. r ffiV ' ? ®S$A)£fcilST 1C 1 3A, U/u at) A. Make a guess about Mary, using @kos-i2 Example: good at Japanese - AT'J-* AI±0*f&jJ<±^/£*:©o£-fo ic IIA. r Ct-S -f to, 1 . often cooks 2. drives a car 3. doesn’t smoke 4. speaks Japanese every day 5. doesn’t go home late at night 6. doesn’t drink coffee much 7. often goes to see movies 8. not married 9. likes Takeshi 10. busy 11. a good student 12. not tall 13. not quiet 14. not a freshman B. Make a guess about the person or place below and answer the following questions. Example: Q : C <D Ali 0 ^ATt7)'o V't u (5 /u;a, A:*?L 0*A££ils'i-f„/ 1C (JALA ''"i, 0tAC (C liADA til
200 sIS • Picture A LA-£A-£i.' 2. ^T-fA0 vp 'j a6i' 3. UiXl-t'o 4. si At "• 'T1"A0 btzi 5. ^^«v'T-r^o •a- fci' 6. 'It L v 'T-f tf'o 7. j£$ L Tt'£-fA0 8. Ate t 9. Jt < A0 10 . X < XrK-'y £ L £ -f-h'o 11. 77>xi^i £irti\ r it* Picture B 1. :; lia^T-f jJ'o U (JA 2. ^Af/rT'f A0 3. <o 5 4. #V'T"f A0 5. A„ 6. AAA < t AteATwit A<, v-t -r 7. z c <7) Ali. J; < fa* £ -f A0 fc«fc 8. XicJ: < fllAi^'J itto &o *#> o* A C. Discuss the following topics in pairs or groups. Example: university cafeteria -*• A : i Cov to Jgt ^ -f Aa Aiv^'*< If < to fo't B : £< T, < fcAKfi1 * i-f. *+ Jit fcfcl, fc I' A t All to ' £ -f A0 A • ( i o btz l 1. this town 3. Japanese language 5. your own topic 2. this class 4. Mary and Takeshi