§1811 2010>7U-S^I3ttO^£Bori^Ufc A. Report what the following people said, using ~£11foTrUj£U7c. @kos-i3 Example: / T 1 J —/ lift L V 'T"t* CXIfo v>«* — Q : yT'J-i li-pg' i: *§ r> X V ' i & A/ V' A : Iv'fc'f oTni L/co cA,:ro i' B. Pair Work—Ask your partner the following questions. Take notes and report to the class later, using ~d:lio‘ClA^ U7c. 1. l i-fd'o L U>-?£o fclw 2. [Z (iA, 3. b ih<n%Ltz t>/B^<n nmt yCL^KX-f tc (*A, kt tc ISA, 7)' -?< 0-fc 4. V-k +
202 • ^>£$1 ©JtWiTXfc'S-U A. What would you say when you want someone . . . 0ko8-m Example: not to look at your photo -* ^JL £ IL tc t ' T < tz’ $ V ' 0 L LA/ A not to speak English 7. not to forget not to call you 8. not to stare at you not to come to your house 9. not to start the class yet not to go 10. not to be late not to smoke 11. not to erase the blackboard yet not to sleep in class 12. not to throw away the magazine B. Pair Work—Make a request using the given cues. Example: £ M If £ if i> if * B tziS v' G * VH'Ti-Jto L 9 £"o 1. 7c If 3 £^f-r 2. -r U t'£olt^ 3. ^*£#£ L* LA/ fc 4. «a,£$iH- -CA/ $ It 5. ^°VZ/>£^t ot5' 6. (your partner s name) fA, ft 7. your own request ®®3aTSCD6W^t?T*' ^$*5 -r A. Tell what Mary is good/poor at, using or T?Tr^. RIkos-is Eio t 'v +- Example: tennis (good) - ST') -5 Alff--X7)<Jc^T-f« tti -f swimming (poor) Hi 1. French (poor) 2. cooking (good) 3. making sushi (poor) 4. eating with chopsticks (good) (HIT) 5. taking pictures (good) 6. driving a car (good) 7. speaking Japanese (good) 8. writing love letters (good) (77"l/7-)
SI8ISi; 203 B. Pair Work—Ask if your partner likes to do the following activities. Example: studying B : lit \ ir fiv' -f $ b'. 'T"f b'- 'tto 1. eating 2. sleeping 3. singing 4. doing shopping 5. playing sports 6. studying Japanese 7. doing cleaning 8. doing laundry 9. cooking 10. taking a bath 11. driving a car 12. washing a car sk If you neither like it nor dislike it, you can use $ T" ti $ V ' T & V ' T*^. L/Aj A. Use the table below and answer the questions. @kos-i6 Example: Q 1 tzXU)* 'i 4" '1 7A.Tt ^'o A : D/s- b i /UM *'J XATto 1. tJ'A/v! < ua, 2. tzftt'ft&iiriWX&Tiri'o Uio 'J f 3. 'o & i* jJ'o L J: < t' •? fc 4. tzil^'T — b tr L i L fzri'o 5. t'ik -f (j^ Robert British is good at cooking cooks often went to Okinawa last weekend doesn’t like cats (^^Mary American is good at skiing does not cook had a date last weekend likes dogs 0Sue Korean is good at singing cooks sometimes went to Tokyo last weekend likes cats Takeshi Japanese is good at swimming always eats at cafeteria had a date last weekend doesn’t like cats B. Pair Work—Use the table above and ask your partner questions with fcfltp.
204 A. You went to a party but did nothing there. Make sentences using the cues. @K08- Example: ' '°— x 4 — left $ £ l 7 ctJ'\ (eat) V' &U tz 1. t* >f — i L/c^\ (drink) 2. i7 7 t *r /)*&') t L tztiK (sing) 3. x U t' 7)^ ') i L t:l)\ (watch) 4. ^7/7^oTi'i (take) 5. L tz4\ (talk) <£> 6. x 4 — icff A £ L/btf*, (do) V' B. Answer the following questions. Example: Q : $ <7) 9 <7)H& ‘J £ l /c?J' 0 IfA, IfA, ftlz o< A : lit\ X^'°y''7X4 (spaghetti) £fjF*) £ L tzo/ &'U O < 1 . its, ^-&<£ L/^'0 fclC fc 2. A <7)9 , fatf'Rl'£ L/c^'o 4' ic t5 ' 3. $<7)9, x IxlfT(onTV) fatf'jLi L tzt'o 4. ' ') £ -f t' 0 v'i fcu 5. 2®^., L £ f ’J'o 1*9 £0 4'lc 6. l09£o ia*, 4'IC lith ^A/ $ J: 9 X\hj Ufil>5 A. Interview one of your classmates about any future plans and report to the class. Example: X — S /Cli4fc#-7 7hMf < LAr 0
B. Pair Work/Group Work—You are planning a party. Decide on the following points and fill in the chart. V 'Ottj)' ZL+i'S—r 4 -Tt^ i-f -f $ C. Class Activity—Find someone who . . . 1. likes to study Japanese 2. hates to do cleaning 3. likes to sing 4. is poor at driving 5. whose mother is good at cooking Then, report to the class: 3/Cli Itzo D. Pair Work—A and B are making plans for a one-day trip with two other friends C and D. A knows C’s schedule and B knows D’s schedule. Play the roles of Aand B. Discuss your own and your friend’s schedules using ~c!:bo'CI''^U/c, and find out which days all four of you are available. Example: A : +7^ B 11 U i t5' 0$ t i * 0 £"oT"ttf'o 75 ' i<n A : fcli, fat l £•£/,«, Tt, • btz l &U x.i' v> t'i Itzo B : * 1 TlTti'o
206 > eIS • X;£SS Student A A’s schedule 16 17 18 19 20 21 22 study quiz party 23 24 25 26 27 28 29 part-time job C told A that he would . . 18th: go to see a movie 24th: meet friends 26th: go to Osaka to have fun Pair Work ( ix ) D. Student B B’s schedule 16 17 18 19 20 21 22 shopping work tennis 23 24 25 26 27 28 29 work D told B that she would . . 19th: do a part-time job 27th: go to eat Japanese cuisine 28th: go to Kyoto to see temples
SIS* 207Culture Foods in Japan C tiA, i<D A traditional Japanese meal consists of a bowl of white rice (<T't£), a couple of dishes (i$£'"f), and soup (often fo •?:>+), (i A« ^ ^ and is called (set menu) in cafeterias. However, many Tl'U< Japanese don't eat traditional food or rice-based dishes for every meal. A great variety of food is served in restaurants and even at home because Japan has adopted and adapted many foreign dishes over time. Common dishes in Japan TcXJf 7 7 < -7 — * > Curry with rice Deep-fried shrimp Ramen noodles 9 if ^ Udon noodles XJ'S'fy t -f Spaghetti € 9 Dumplings Beef rice bowl Hamburger steak £ \jfo Raw seafood z<n ><? Savory pancake What did Michiko and Professor Yamashita eat for breakfast today? (20ft) (47ft) ittzt tn' h-xk x-7\ #•?•>+ (iA. ^ L5 Toast, soup and yogurt Rice, broiled fish, egg and miso soup
208 SB-gag f *9S I 1 E s S 0 N 9^| frljiti: Kabuki zs |St> Dialoque ^ Mary and Takeshi are talking. 0K09- 01/02 1 £ltl : 2 / r •) — : 34 7 c It L : 5 yr'j - : 6 tdt l : / T 'J — * Alt $ :)*# * t-T ‘Jfr'J i-tf/Co Ti, u/<— I'-^Altti&L^ L oTi'i L tzo b'ltzt'b. JLicff $ i-tf/U'o At., -tftAo ootfto iiBTto TTto t < i-9 (C t «fc 1C ® During intermission at a Kabuki theater. @K09- 03/04 1 /T'j- $*U'Tl/bfco 2 Alt L : 3 / T 'j - 4 Alt L : 5 / T ') — 6 7c It L : tBTv'£AliA/CAJ?<DATl-Jto f ok titz ok (i Lk o iio £c^t\ & L tzt>\ OZ> ItA tz i A^<T^i-tf A0 tz IT **>, R^lcffS iln, ®ii At a concession stand. l|®I K 09 - 05/06 1 tz It L 2 £<7) A Ait O-t 3 /bit L 4 ^<7)A A-a »t -fAi-tt/C 0 fc#=M£do< A *^0 -<A, t -9 o>!t It', 'o -ttU'it, —oto—t -£ 5 0 Ok Ok — n r-r o 'j 1C -tirAiio * < x.A
§1911 209Takeshi: Mary, do you like Kabuki? Mary: Kabuki? I don’t know it well. But Robert said it was interesting. Takeshi: I got two tickets for Kabuki, so would you like to go to see it? Mary: Sure. When is it? Takeshi: On Thursday. From twelve noon to four. 0 Mary: It was beautiful. Takeshi: The people who appear are all men. Mary: Really? Takeshi: Yes. By the way, did you already eat lunch? Mary: No, I haven’t eaten it yet. Takeshi: Then, shall we go to buy it? Takeshi: Vendor: Takeshi: Vendor: Excuse me. Two box lunches, please. Here they are. And then, one tea and one coffee. That is 2,800 yen. Thank you very much.
2io>^3® -seata mTchj V o cab Nouns V H ' Z V M. '-J- fe * £ 1 * *9- ?j-.tiL < -r u M < -r >j i<ntj MZfktJ o y*t— h * < .s:>c ft* 11 9tn tzt°T/ e-f I/J: T ? U - a d j e c t i v e s £> fc V ' <-2,0 L v. L^o S a d j e c t i v e mm U-verbs & £ ?> =E @ K09-07 u I a r y good child color boxed lunch Kabuki; traditional Japanese theatrical art guitar last year medicine to take medicine concert near future essay; composition exam ski last month word; vocabulary piano pizza illness; sickness blue red black lonely white young mean-spirited to dance (something) ends * Words that appear in the dialogue
£9g»>211to be popular i± i: i £ -5. (something) begins £/ < to play (a string instrument or piano) (~£) * ti b 1 to get (from somebody) (person IZ thing £) Ru-verbs to memorize (~£) * T-S tb -5) ( 1 ) to appear; to attend (~ U) ( 2) to exit (~£) 1 r r e g u 1 a r Verbs M-f £ to do physical exercises S /Cl $-f6 -5) to take a walk Adverbs and Other Expressions * ~tJ' c from . . . * -tf'CA by all means * £ Z >3 T" by the way * J+ L+£ all * ti 1 already Numbers (used to count small items) * £A£o — o one Jlo two <A o ~~> three X oO EHO four V 'OO io five i; oo six -to seven Ao eight Z Z <7)0 fL^> nine £ £ + ten
212 gag S: >S G r a m m a r tf/u 13:3 Ml Past Tense Short Forms We will now continue the discussion on short forms, which we started in the last lesson. Here we will learn the past tense paradigm of short forms. Past tense, affirmative compare with: verbs: mhjJL* bi-adjectives: ^-adjectives: mmc-Dtc 0 Lt Bfi'ru rc Lz-f noun + TrT: ¥*eTc-dTc c ¥KUfc fefl' Past tense, negative verbs: BE£&Jb':3fc d 17U ^ U ^ ll-adjectives: jb'tolKfctt'ofcW ^-adjectives: bT . Lt noun + TrlT: #<tti' Below is a brief discussion on the formation of past tense short forms. Verbs in the affirmative (a above) -*• replace ~C / 7: in te-forms with fc/fc Verbs in the negative (d above) -*• replace li in the present tense negative with £>'o/c IT-adjectives (both in the affirmative and negative) and ^-adjectives and noun+Zr'3' in the negative (b above) -*• drop the final ZrTT in the long forms ^-adjectives and noun+T:T in the affirmative (c above) -* replace 7! U7c in the long forms with TcoTc The two irregularities that we noted earlier are observed here once again. They are: ff < -*• ff ntz IH' - J <£ < tz 1 1 See ff o T in Lesson 6. See X ' o tz T'f', ot ( v ' T't', and «£ < tc o tz T'f in Lesson 5.
Short form predicates in the past tense can be used in the same way as the present tense forms, which we discussed in Lesson 8. IfA, liA. tz Have dinner yet? • In casual conversations — n /k<tz o tz Uh-huh, I did. • In represented, or quoted, speech ;•) t $ V' Sue said that she wore (had worn) glasses in high school. (frli) b A* b£l I think Tom did it. Note that in Japanese the tense of the original utterance is preserved when it is reported. If you are reporting somebody’s utterance in which the present tense is used, you must also use the present tense inside the quote. Thus, if your friend Sue said 4\ H L T v ' i L ' u (iA, r 1 ~ , using the present tense, your report will be: X — *5 LT^i^foT^iL/:o 1C (iA, r l' Sue said that she was studying Japanese. Mid Qualifying Nouns with Verbs and Adjectives The short forms of verbs can be used to qualify nouns, much like adjectives can. In the example below, the phrase #> •£ Z T'^ £f%/C T'. ' (reading a book over there) is used as a 2 a As qualifier for the noun ^4. 77ie student who is reading a hook over there is Michiko. The following table shows various forms of noun qualification. The phrases in the boxes qualify the noun A (person) to their right. Example 1 is a straightforward adjectival examV‘ b. pie. Example 2 contains a phrase describing a persons attribute (Lesson 7), example 3 has a verb in the short form (Lesson 8), and example 4 has a A-adjective, which is relational (Lesson 5). 2 A qualifying phrase like this, which has a sentence-like structure of its own, is technically known as a “relative clause.”
1.2 . 3. 4. Ifr'JIl'i totffcfcjb'W-n^ tac t adjectives and verbs used as qualifiers AX>£ Al>£ A AX>£ t noun a person who is interesting a person who has long hair a person who wears glasses a person who likes cats Here are more examples of verbs used in descriptions of people. A (litztiTi-ti'o) L* LA/ £ (Who is) the person taking pictures over there? A (iiTcHr-fo) X>b IfA, b People who do physical exercises every day (are healthy. ) 9 ^ n A(WT-To) t (I like) people who do not smoke. &tz% L/co) 1 1 T tf* b (A letter camefrom) a friend who got married last year. *### l tz b i faAtto ZA, tzlfZ ? AM Consider first the following pair of sentences in English. Zelda has lost her key. Zelda lost her key. These two sentences present the same fact, Zelda losing her key, in different ways. The first, “present perfect” example describes the event as something that is connected with the present: hearing the sentence, one will understand that Zelda is still without her key. On the other hand, the second “simple past” example describes the event as something that is in- dependent of the situation at the present moment; we do not know whether Zelda is still looking for her key or has later retrieved it.
11911 >215In Japanese, past tense forms do double duty on the affirmative end of polarity, but the past tense and the T v ' <5> construction share the work on the negative end. Thus in the affirmative, the past tense is used both with words like £ <D n (disconnected from the present) and ft •? (“already,” connected with the present). fcliS <r>n ?§SS£ l iltz o btl l *<«>.' I did the homework yesterday. and &|i t 1 feMt L i L tzo bt l l *<«l' I have already done the homework. With the negative, the past is used to talk about a finished time period like $ <F> , but Tv Z> is used if your intention is to talk about how things stand now (“not yet”). fcli* <nn L £-tf/CTl/c 0 and I did not do the homework yesterday. L T V ' I have not done the homework yet. have not . . . yet This use of T v ' £ can be found both with verbs describing changes and with verbs describing activities, as defined in Lesson 7. X — S Alii Tt'i-tJrAo (change) a Sue has not woken up yet. &l±£tz§z T t ' £ -1+ /C 0 (activity) btl X*Z> (iA, tz I haven t eaten lunch yet. MM —to' 5We learned in Lesson 6 that b added to a sentence means “because.” 'It U'o/cTttbo frfcl *3 liA. fc v-fi' I didn’t have breakfast. (Because) I was busy. In this lesson, we learn to incorporate the explanation clauses in the statements themselves, rather than adding them as separate sentences. You can simply transpose the “explanation +75' b ” sequence to the beginning of a sentence for which the explanation is offered. (explanation) ft' 5, (situation)o = (situation), because (explanation). = (explanation), therefore, (situation).
216 >£15 • L <tA. fcfcl I will study this evening, because we will have an exam tomorrow. (= We will have an exam tomorrow, therefore, I will study this evening.) it x We didn’t go out, because it was cold. (= It was cold, therefore, we didn’t go out.) Note that the resulting order of elements resembles that of a “therefore” sentence more closely than that of a “because” clause in English. Before the conjunction b, you find both the long and short forms. Thus the b clauses in the above examples can be rewritten as h L tzfKW.Vh ‘j thti'b and o tz T"-f b . The long form before b is more polite, and is frequently found in request and suggestion sentences. ‘j iln 0 5o o’ 1'oli <& l Let s go to see Kabuki. I have tickets. 3 The long form before is inappropriate when the entire sentence ends in a short form, however. Thus it is inappropriate to say: X 1^7 o /c Ti~ frb. fcb tf'lt +£ fr^tzo
217 e§ P r ° c t i c e X\hj Utto i Short Forms Past A. Verbs (a) Change the following verbs into the past affirmatives. @ko9-o8 Example: 7]' { —* i. lifr-f 5. V' < 9. * b 0 13. V'* <" 2. L *tl 6. 10. < * 14. ibi 3. <n£> 7 . < 6 11. IA < 15. to £ •?> 4. tf'lt* 8. T£ 12. to 16. < -T *(b) Change the following verbs into the past negatives. @ko9-o9 Example: 7)' < -*• Tj'Tj'ftXo tz 1. 5. li < 9. &h 1 13. to ( i x. •?> 2. -fT* 6. li i: £ 6 10. < * 14. itzn 3. L -S 7. o < 6 11. 15. it Ltz < -rs 4. tf'lt* 8. 12. 3M‘tJ 16. 9 /(, £' o -f £Adjectives and Nouns (a) Change the following into the past affirmatives. @ko9 -io Example: tz7)'\ s fz If A,* ft - IfX $ tz o 7c 7^' <-(+'•' -*• /c o 7c 1. r$ i v ' ft 4. u ' 7. 10. tJ'-o ZlH' 2. hub 5. U Ctf'V' 8. AjfU'ft 11. •5 If L v' 3. 6. l/C-tf-oft 9. 12. tattft
218 (b) Change the following into the past negatives. 0ko9-h Example: tz ' -* tz b < +£/)' o tz IfX * +£ - IfX * U * ' o -» 7$< < Hfv ' ^ tz 1. v. ' C b Z> tk' 4. b 2. tfj; 9 $ 5. t' 3. ' 6. ^ u 7. 8. l 'ffJ' A, ‘j * 9. oof 10. f'o Z\'0 ’i" li. ^ * i2. i l v @Informal Speech A. Using the cues below, make questions about yesterday in informal speech. How do you answer those questions? (4]ko9-i2 Example: f~ 1/ £' £ JL -S — Q : A - 9 li/:o / 9 9 JL ^ N O A o & 1. t°^f£|:^£ 2. fc^-r^ ir 3. ®#ttT*£te‘J £ LlfrAs (iA, ri' 4. 9 ££flH$-f * t 5. 9£>T$-*I1"£ yjti u 6. 1?Ltz% 12^- f tt * 7. #$&££** £a, r but 8. #o:i < A' -P< fX *> 10. 17 > tX - £ - £ jjH ox 11. «£T Ui 12. < *-t i' 13. £ 9 Asti 14. 7 7 y (club) TM 6 at-
fg91f 219B. Make questions about childhood in informal speech. How do you answer those questions? @K09-i3 Example: IfA $ - Q : tgHA'oA? Z tb IfA $ A : •? A. 7L%tz o tzo/l 1 A. U /; 0 IfX S IfA, i 1 . AA>v u 2 . 3. -£ Art' 4. ^AJ.t') -t 5. XA —A'Jl^ m-s -r 6. * # l v 7. $ L v s. xtf-xw*-r 9. cf b V 10. Met 11. L v -£A-£i' 12 . \. ' U ;b& (5) 7E^te"otei:lU/iSf IfA. e £fe A. Make a guess about what the following people were like when they were in high school. Example: TLXt T' L fz A0 IfA $ - Q : XT'J-i 7t%Tltzt' ZoZn hi IfA $ A : 11 ^ A TtlfiAo tz 'C ® *> ' £ 'to / IfA $ fc i oi'i, 7t^,U A^.H^'i'fo IfA $ (a) y^U-c^AlCOlir @ko9-i4 1 . AM ' Ao tzT-f Ac 2 . 0 WJ:^TU:i', ic iiA r Dn f 3. AHA&'J £ IAA0 1 C A $ 4. J: <M?£ L i L AA0 ^A 5 J: 9 5. B^lcfeAT\'i l A i: liA, -r (b) |JLlT7 lC^I'-'C5 l'l‘C I -1’)) K09- 1 5 1 . ^Ail&Ao fcTtfo 2. Jt < X— h £ Li l AA„ 3. J: < £ IAAC 4. j?|£AA.h^Tl AA„ tit- UH i* 5. Ao C Jt Ao AttA„
220 >»^I5 - gaai B. Talk about your classmates’ childhood using the following expressions. Example: -<• as<— |> * Mt* X tf'o tz t ' £ -f 0 1 . u ' 2. 7Cfl ifA, 5 3. POf 4. 2MM-<50)jW$ 0 A, i' 1? -f 5. J; < i&j: 6. '/1&V ' -£ t>< 7. t°T / £#<» tii -r 8 . |i}?|n/iu 9 . 4 < ^5 ija, «fc ®nJK—^cEhj\^'M^Tcz)rctm-DZl^L>Tc V*z> $ IA A. Report what the following people said, using ~<bSoriA^U7c. @K09-i6 Example: 5C ^5 (i . 'B|7f • -/t77> ^0* t£r>tzZ 'InTotori' •$- V' i L4o 8. :to^lcfr £ i -tfr /C T" L tz< *fl'ri*< l' 9. lS^TL/; 0 10. H£#:/0T\ #Tv'i l/;o < t 'J co fc
gf9!f >>>221 B. Pair Work—Ask your partner the following questions. Take notes and report to the class later, using Tc. 1. ftiH, nTl/J'0 -tirA, Ln» ^ 412 2 . K L tz 4\ J; < m L i l tzi'o z ft tZ z ft 412 3. 12 £"Z !JU: '« £" T T l 4 Ao 4. X < ^ £ l £ Itzti'o Z o Z 7 h 5 4' (2 A. Look at the picture below and answer the questions. Example: B3 4* * A tz &•!)> — Q : fflifS rt: 4rt' OX A : ^^^a^Tj'ttTv'^AT'To OX 1. A 4rt'L% 2 . lEo*/C *£<**> 3. If# $ A <0 C<b 4. #-5 A to 5 . *;i|*/C 6. -f-f 5 4"# ibn A 475' 4t5'LX **<**>
222»>£jg-35aB B. Pair Work—One of you looks at picture A below and the other looks at picture B (p. 225). Ask each other questions and identify all the people in the picture. Example: <£13 -*• A : £ l 3 ^ A li £"<7) AT'f^'o B : f- U t* b Ut C. Class Activity—Describe your classmates. The class is divided into two groups, A and B. Each member of group A acts out something and freezes in the middle of doing so. Members of group B answer the teacher’s questions, using ~'OA?>AT:T. Take turns when finished. X>t Example: Teacher: 7 * All £"<7)AT'f A0 V't Student: # £«l AT'-f 0 <Z>i oATA X>t It A. Answer the following questions using jf7c~‘OA^1i/u. 0ko917 Example: Q : »£ liX <£ LAA A : iA'fcATv'i-ttA, l. LAA $ o o'Hi 2 . £ o li LAA0 ln> < AV 3. t 9tt****i UJ'o $ < O' A 75' 4. til L <t'J o 5. i L tzti'o l±*A 14 A A 6. t $r L v '#?§ £ x. i L tz-h' *a& aa r air
§1911 223 B. Pair Work—Ask if your partner has done . . . yet. If the answer is no, ask your partner out, as in the example (1). If yes, ask your partner how it was, as in (2). Examples: the name of a newly released movie — f’ r7 > b° — X J (1) A: th * B : noi, $£Jg,Tt A*/Cli? A : t i fd'Mj T t ' i -tf Ao Xt'r>tzb, —ItUlLi 4+X^'o btzl I'oLi ^ B : X.X., tuN-f-ftao (2) A : t n [7 > t°-xj ^liL/oi'o B : X.X.. A : i T'i £" i T L fz B : -f 3' < fct L AtJ'o /cT'tio 1. the name of a newly released movie 2. the name of a new game 3. the name of a new restaurant/shop/place 4. the name of a newly released song/music <A .tri" £left < i' £M<r/u a- u A. Match up the phrases to make sense. 1. b t ' /c b 2. o/J'b L (tA, 3. o 7c 7$' b •J J: C ^ t 4. 17 y+f— f <7)-TO£— b o 7c7j'b o’ (2 it' 5. < +£/)' 'itz'h'b X A, $ 6. £tf'b lie yvii L Jt 9 MV'tzlf* i-tf/CTl tz< M V'
224 zslS • 3£/2a!1 B. Complete the following sentences adding reasons. 1. 2 . 3. 4. J'b. LT^ito (2 (5 A, C t'b. ft ifi <0^*11 ‘ft Itf'o /:Tt. -tir A/ U »J> *9 tf'b, L/Co c •) Af>-f n/ub«>5 A. Role Play—One of you is working at a fast-food restaurant. The other is a customer. Using Dialogue 1 as a model, order some food and drinks from the menu below. Be sure to say how many you want.
gg9!l>>>225 B. Answer the following questions. 1. t°T / tirt'o V- 2. U J f 3. T-M'o -r 4. ^^1<7)b#, Vtn b t b <tU <o 5. Jt <»Lii-75'0 tr 6. -£#-<73M£ H (birthday) Uf5f 7)' t b V ' £ L /ctf'o SifaA, fcA-UJt ^ 4-IC /=HlwjB[$ t b'.'i l/ctf'o 7. 4^0. 7xxMb#i:*££ ij j l/ctJ'o 4A, D liU 4A, U 8 . Z ft tb ti *>* 10. ^X^fe«Ty + 7 ^oT^it)i' 0 fi- t 11. ^<7)t^iiit ZA, ¥ L It A, L'1> fci 12. *> 4 4 <73 m ti±, x ,t:- y <j t -r 4 13. a^'fe^ntK i'x> "t - Pair Work (v) B. Example: =t L 3 — A-JtLC^ X^li £'<7) ATf40 Chi B : f HftlTi'^ATto A »i (— p. 222)
226 feS • Culture ] Japanese Traditional Culture t: tiA, T?A, t ? *» A' '$< # <#A6< Kabuki Puppet theater
K§9If 227Useful Expressions l/i3 Colors There are two kinds of words for colors. Group 1: l\-adjectives These words become nouns without the v \ Ttc -f Group 2: nouns red bag I like red the best. These words need <7) in order to make noun phrases. 7 1 J — > — 7 — green sweater Here are some words related to colors. Ti-tio tfc £> Lh <h L*LA, Yow look pale, black and white picture Mary has blonde hair.
228 (* 10 H L j s S 0 N 10^) Winter Vacation Plans ;3\Kt> V? <£ ID = 85 fc'U tD D i a I o g u ©Winter vacation is approaching, [^ki 0-01/02 1 XT'J — : 2 /bit l : 3 A T ') - : 4 /bit L : 5 / T 'J — : 6 /bit L : 7 8 / r 'J - : 9 tz It L : io/T'J-: 11 /bit l : £< +£') i l/cfc. 5 C X.X.0 A T 'J — A, L i -ft' mmt'&nn fi'AsZ < tci'toA/ ot'T-f *1 » £<*>nt /6'A/C < /cl'frA tJi. t-A, &%<niii T't> *-/5 Ali!ta<7) £v'fc>A tst 7)'A,Z< 1l£A#li£v ' U't:foT^i L/bJto tz ico tiTtt. k:^T, /bit L 3 Ali IT Crieff* t^A0 l J^TC 1C tfr-J- i-tirXyo 'Ab, ZZUv'ifo f Tttto C**>, /bitl$AKfcA^if£KoT*i-f .to & *J t o ©y At a travel agency. [3 <10-03/04 1 /T')— : i-fo BJIJtI' tf C-) S i «< tori' 2 #Mt<£4±</>A : liv \ 3/T')-: +-^f/LHtto i4> *7 I- < (ct> 4 #Mf#t±<7)A : ‘J if A o i; «t corin' l* c* -tfA r r #a sAT'J-: l £-f 0 r -tfA ut)< 6 7 k/7 H ij— KT&oT 7 $lfr#f±</>A : liv 'o •J a Z -9 ' L * 'Ob s / r 'J — : Vttit £"<7) <* b t ' 'J £ -f t'o 9 $jMf£*fctf)A : —b#W <" b ^'tto U JtCdjftU'L* t i't) U ri'AliA
fglOH 229 © Mary: It is getting cold. Takeshi: Yes. Mary, what will you do at winter break? Mary: I am planning to go to Korea or Taiwan, but I haven’t decided yet. Takeshi: That’s nice. Mary: Which do you think is better, Korea or Taiwan? Takeshi: Mm ... I think it is warmer in Taiwan. But Sue said that the food was delicious in Korea. Mary: I see. By the way, are you going somewhere, Takeshi? Takeshi: I won’t go anywhere. I don’t have money, so I will stay here. Mary: Is that so? Then I’ll buy some souvenir for you. Takeshi: Wow, thank you. Mary: I’d like to reserve a plane ticket from Osaka to Seoul. Travel agent: When is it? Mary: December 19. Travel agent: We have a morning flight and an afternoon flight. Mary: A morning flight, please. Can I use a credit card? Travel agent: Yes. Mary: How long does it take to Seoul? Travel agent: About one and a half hours.
230 £«•as* mTzhu §E PP @ K10-05 V o cab u 1 a r y Nouns hi fX fall v ' l b E# doctor iLi 1R station ht'fcth rich person IS face $ d+o season i' n> •? ic n> •? *?l milk * 7 l/'/7 h il — K credit card * — + cake Z £ L ** this year •fry #- soccer > + -y shirt l/U'/C-ti:C Shinkansen; “Bullet Train” -r l sushi d+V '#'-3 £5£ life; living d+tfn -e# world ±&Ti& subway r.r; < ^ gloves T AX' b R.J" b tempura £ z v M barbers li* spring ^°yy pants CA" Jt 1 v 'A beauty parlor * t/X « flight ship; boat »* •? baseball * ? d6v ' i: a. fSA celebrity * jt v < reservation £> V o $ next semester •j c r apple U a d j e c t i v e s * htztzti'\' warm * Words that appear in the dialogue
gnOj%>->>231 iJtV ' slow; late i"f U' L V ' cool (weather—not used for things) cold (things/people) *at;v' sleepy &-adjectiv em easy; simple U - v e r b s * to take (amount of time/money) (no particle) £ i 4 )6i h to stay (at a hotel, etc.) (~ 1 1 ) * &' -5> to become * 11 b -7 o T PfV R u - v e r b * -$V)6 5k.&> X> to decide (~ £) Irregular Verbs U Jt 3 9 i- 6 Wft-t % to travel ti/CLrpii-6 to practice (~ £) Adverbs a n d Other Expressions T fi'T on foot v. X liX best * ~ 7 or for . . . months in . . . time; after . . . z<r>zh these days ~lt}2 ~s)f Fb5 for . . . weeks * ~ "f" by (means of transportation); with (a tool) YliK'^X how; by what means '£% b which * Y. o which * ¥<n < " b v how much; how long ~ftX . . . years liV < •¥ < /si < (do something) early; fast
232 Mi 3C£IS )£ G r a m m a r M Comparison between Two Items In Japanese, adjectives have the same shape in noncomparative and comparative sentences; there is no alteration as in “great/greater” The idea of comparison is expressed by adding something to the nouns that are compared. A (D[£z) £p B cfcD 1 (property)o = A is more (property) than B. { )±*^TiTo ^o;’< IC I iA, China is larger than Japan. You can ask for another persons opinion on two things in comparative terms. A £ B t. 15 5 / if 2 1)' (property)o = Between A and B, w/izc/z zs more (property)? EH#*: iTo Which is cheaper; (going by) bus or (by) train? MEM Comparison among Three or More Items In comparison among three or more items, the degree qualifier v ' A |i% is used. [(class of items) OfoZ: 1 A (property)o = A is the most (property) [among (a class of items)]. tc (5 a, 4^ sc Between Russia, France, and Japan, which country has the coldest climate? 1 In real life, the phrases A<7) ( J 0 and B <£ U often appear in the reverse order, making it very easy to be misled into believing the opposite of what is actually said. Don’t rely on the word order, therefore, to decide which item is claimed to be superior. Listen carefully for the words <D ( J rt* and T U . 2 In place of A b <D 11 *9 and ^ you can also use b and %. Any one of these can be used in question sentences seeking comparisons between two items. £ o A and £' o A ( 1 1 are slightly more colloquial than £ A b and ¥ A b ( J *7 .
gflOH>->»233 0 ' % 1 1L%\ o if «fc Russia is the coldest, I think. g T'-f tJ'o J to 4tf' T W/zat season do you like best? £>$ 1" 1 like fall the most. Note that the words (Dill and £" o f> are not used in statements of comparison amongthree or more items. Normal question words like tzi'l, H'iX, 0, v 'o, and 3 are used instead. 3 adjective/noun + 0 When a noun follows an adjective, and when it is clear what you are referring to, you can re- place the noun with the pronoun <7), “one” You can use <D to avoid repetition. btzl <*> & t I /zave a fc/ac/c sweater. I have a red one, too. U i-tfCTl/co (<n=$MF) n c Li ^ ^ L,t I went to buy an inexpensive dictionary, but there were no good ones. IHadjective + noun -* U-adjective | + £p-adjective £P-adjective ] Similarly, a noun following another noun can be reduced. Here, a sequence of the form “noun, <D noun2 ” will be reduced to “noun, 60.” You simply omit the second noun. dHlix-3 L<n±ifLT-tt'o vu '*,-? *Ui /T')-*L<n ttoIs this Sue’s bag? No, that is Mary’s . 3 The tendency is to use £' tl when a list of items is presented, and to use M when a group is referred to collectively. Compare: ‘1 Lz’t M'Lti * < bLl$<n*x\ tci)' + Which do you like best, apples, tangerines, or cherries? f£ i)' ft U ? Whatfruit do you like best?
234>>>£gg-;%;i,ft5 ry ') t><n rj_ x? 'J -A ©(i o J: 'J feplotto 1C li^ American ice cream is more delicious than Japanese one. noun, © noun2 -*• noun, © Cl -ofcorc ° & *1 follows verbs in the present tense short forms to describe what a person is planning to do in the future. You can also use a verb in the negative plus o t> ‘j to describe what you are planning not to do, or what you do not intend to do. verb (present, short) + Ofc 0 Tc (I) intend to do . . . <) Tto btz l Liiioio I intend to play tennis with Takeshi this weekend. t i) T-fo Professor Yamashita does not intend to come to school tomorrow. < o t ‘1 TU:^. $ £ -tf/CT L /b„ T £ ^ l' TA, $ We were planning to visit a temple, but we didn't, because the weather was not good. M adjective + T&'%> The verb tc %> means “to become” indicating a change. tc follows nouns and both types of adjectives. ly-adjectives: &i-t- to become warm/warmer ^-adjectives: »*'(&) Lt' - IfDMZ&S to become quiet/quieter nouns: zlttM M'L'pl'A, to become a company employee t itzo tc (JA, r tz<n Studying the Japanese language is fun now (though it was like torture before). £ L/co (Z (5A, r -t I have grown fond ofstudying the Japanese language.
fill Oil 235With v '-adjectives, the final t ' is dropped and < is added, as in their negative conjugations. A common mistake is to expand the pattern of ^'-adjectives and nouns and use I- with '- adjectives. It is wrong to say, for example, x ' I - +£ -5> • When an adjective is used with +£ Z>, a question arises whether the sentence describes an absolute change (e.g., “it has become warm, hence it is not cold any longer”) or a relative change (e.g., “it has become warmer, but it is still cold”). *£ sentences are ambiguous in isolation. If you want to make clear that you are talking in relative terms, you can use the pattern for comparison together with A' . /T')-* /CliJUiLB $ L/co m u ux r uii t Mary has become better in Japanese than before. d azmz/eziz*. In Lesson 8 we learned the Japanese expressions for “something” and “not . . . anything,” Pj P s and . As you must have noticed, these expressions are made up of the question word for things, fsj, plus particles and t . Other expressions for “some” and “any” in Japanese 'd. 1- follow this pattern. Thus, something someone /:Tl^ somewhere Y 3 not anything ^ t * d not anyone tz & not anywhere Y Z & As we noted in Lesson 8, these words are used by themselves, where particles 11, or £would be expected. It is, then, interesting to observe how these expressions interact with other particles, such as 1C, 'v, and T. These particles appear in the places shown with underscores above. Let us look at some examples. Z'z $ t l tzti ' o t ' v, ' z ^ t fr * i -tt ^ T L tz o Did you go anywhere? No, I didn’t go anywhere. tztl-f)' ' i L tzti'o ' i -H/CT L /:» h Did you see anybody? No, I didn’t see anybody. £ Itzt'o v h i. , faili-tt/CTl/co Did you do anything? No, I didn’t do anything.
236 £15 • 3KSSI CH ^ You can use the particle T with nouns that describe the means of transportation and the instruments you use. I iA, tz B LHn c ic a a, r ti& i L/co X.£ V f L/co X.V' 7&'* We eat oar meals with chopsticks. Lets talk in Japanese. I went to the station by bus. I saw a move on TV. r 0^5 my-h 10 1 Expression Notes 10 ^FSU {!!£)' 3d 0 We sometimes use and it <b" (but) at the £2 tf/u £2 c2 UKj end of a sentence when we want our partners to treat what we have just said as a given, common ground to build upon. These words often indicate the speaker’s intention to give her partner a chance to react and speak up. By relegating the right to speak to one’s partner, they also contribute to the politeness of one’s utterance. In the dialogue, the travel agent lays out the relevant information on the table; there are two flights, one leaving in the morning and another in the afternoon. attached to her sentence indicates that she wants to build upon, and move for- ward with, these pieces of information. Instead of asking the obvious question, namely, /$\ the agent chooses not to finish her sentence, and lets her customer come forward with an answer immediately.
31101% 237 nA/ Utf>5 Practice ©; UOliOS'^cfcDiSlvCf -7iL I j* TZhj I*t> A. Look at the pictures below and answer the following questions. @kio-06 Example: Q : €# b '<7> £ % b <n II 1 ' Tf l±* -CA,L* !« (a) Picture (a) 1. e b<7)H 9 UA.75'A,-ti:A. I±^ 2. $frtfrtfe L €# £ £" % b <n (1 1 ' T*f '» LA,tJ'A/-£A/ rA,L* fc* L- A^T&'Ax-tirA. *1" 4. b<7)ll *5 J>'o fA,L<P *J>' Picture (b) 5. dti&jf L jM*1 £ £" o £> <7) 1 1 •? A $ v, ' T*f ' 5 »J> d L »#> d 6. tH'l L E3 H L L" o £> CO (1 9 * v ' T-f ©0 5: »J> "7 L »J> *7 L<1 < Picture (c) 7. /C£iliffl-5/Cb b"o £<W1 9 £ /: £ tzi>' 8. 0jEB*/Cb|£7K*/Lb l"o %<n[ln rt? tf 5 •£ £K 9. a»t»$ £'o £,<7)11 i tf«£v'T-f j>'o 10. daffi* /CL££tK* L'C b"o £ <7)11 9 'T-f 3>' — ¥ 14,000 (c u ±% m. -fcBfM ¥ 6,000 L^> D ri'A, /?n~mfl AjNfW ¥ 9,000 < t tf'A, pH ^ Pi | lP*l J M | Pm J M 1 iP M IT | *£ £i -r-r $
238 gate B. Pair Work—Make questions using the following cues and ask your partner. When you answer the questions, add reasons for your answers if possible. Example: 3E/4- (&$) i A : £'A b B : k<nii7 4*(*J; iJ)#$T-ro (orXt&tft* TiTo/Xt^t * b^Tto)4o A : £1 LTTfjJ'o B : Tt^bo 1. (fc^UO 2. 3R?5A U'A/tf'o Z v u 'A (#*) htzi X>t X>b t 3. (A?MX£) 4. + SM/BXM (*3X) ^9C'< IJ in U 1C J: -7 0 -t 5 . ib/wm (#*) o>fa £> C-? $ -f* 6. B ^-<73 ifL/ K -f V (Germany) <7) i]4 (v 'V 0 (C (SA. <ss <4J 7. ^/t9ii-r (J'LtzD 8. (#$) liS 3b 5 + 9. B^<7)^/#)^/c<7)a<734- (sI^hn) lc tiA, < IC .i.ij) htztz to. a &<n % tz<nm<n£.% (±g.or>Ml^) \z tiA -tfi'rt'O < (z Aii'^A A<7) LA/ flW -BA/ »•¥> A. Look at the pictures on the previous page and answer the questions below. I '"ft] K1 0-07 Example: Q : Z <D^T\ £'sft75A ' A liXlt'. 'T"t ti'o 4' 75' 14* A : ' A liXltv 'T'-f o U A.7&' A^-tir A, 14* Picture (a) 1. :«tT\ ' AliXilv 2 . ;«tt, £>UA'AiiX£oT-f ft* «+
g§10IS»»-239 Picture (b) 3. Z<D^T\ tfZ^A'Al 4t5 ' fcfc 4. Z (D^TZ £"Z j>A 'AliX'JX \.'TX 3>' 0 *7i' *>!.' Picture (c) 5. Z<A + T\ £'jMA'AliX1H^v'-ClX'0 *35 ' -£ 4t5 ' 6. :«t?, £XXT'A(iX£^-ciX'o ft 7>' foft 7. ' AUX^^'-iA 'T'-f ftjj> ** ft a' B. Pair Work—Make questions using the following cues and ask your partner. Example: tz in + - Q : fatfA'AliX#* T-ftf'o tz in ft* ftlc -r A : -f l T-fo 1. <F) i<D -f 2. «<ABT/« ti'1' i% t 3. ^tfH'UX I - 4. b^ iz U&I) ti I) 5. #&/#* tSA. **< t 6. 5 -tiro i* 7. 77X/ih^48. tir tzil' 9. 9 7 7,/tz < S C. Group Work—Make a group of three or four people. Ask each other questions and make as many superlative sentences as possible about the group. Example: Z (D'fyXZ A ^ ' A liX^ 'TX0 4' 75' M B H ' A IfX/INAKA 'T“f <> £ 4t5 ' C * /CXTXliXJ: <il< 7-7*iz&£-f 0 #5 -5 - 5 D. Class Activity—First form pairs and make comparative and superlative question sentences with your partner. (You should know the answers.) Then ask questions to the class. The rest of the class answer the questions. Example: 'SiiJj (Mt. Fuji) Zx-<px h (Mt. Everest) £ £"A 1 'T"tXo.5. C!A ft* ffl+S AXUjffl* XX £t> b<niin tz 475' tz t?^' 777 « + T^0 /= jMA A IfA t n O T V ' £ -r jK 475' $ i -9 75 'te & -&#<73 g(Ott £" Z 75A ' A l±XX * V ' T-f j5' 0 ti: 75'V' < tz 4^' AA'
240 isIS • 3t)£li t»rcu A. This is a refrigerator in a dormitory. Tell whose each thing is, using ©. @kio-os Example: C <7> U /C Z"fi U — ^5 L© TiT 0 B. Pair Work—Ask your partner the following questions. Example: A I £’%> b © 3 — t — u ' T"t* ti'o B : ^ '©tfA 'V 'Tto <s^j1 1 CoT/ ^ (1) £"£> h<D^^^\ u 'T"-f (2) £"£> T o*i<%
gjlOj|>»241 (5) )£% \o<T)tfA K7"-y 9 £ t -ft'o (6) £"£> u 'T-f tf'o Si 9 75' Li p/ >. V Guide Book Japan V K77^7 0$ B^f* x. v ' r (i ii/v r L'1> ®1 M( <- t t < ofe D7: it A. You are planning to do/not to do the following things next week. Tell what you will/will not do using ~OfcDT:‘3'. @kio-o9 Example: ^ fll B I - ^ £ %% 2j L 1 ) T"t~ 0 Xf (5 A, «t E«®B IfoJ; 9 Ex. to read books 1. to practice the piano J: i If 2. to do exercises 7jc^H +"Jti V 3. to do laundry tMSb t<J:i tf 4. to write letters to friends 5. not to go out ir^B i/iXi V 6. to eat dinner with friends 7. not to study Japanese ±«f B sr J: i if 8. to stay at a friends 9. not to go home BBfB i V 10. to clean a room 11. not to get up early
242 £!£ •£;£$! B. Answer the following questions. Example: Q : L tnio b- Aiii JUzft < ot ij Tto/ i' JLicfr ^'tL'v 'o t ‘J T"f 0 & i' 1. ^B<7)^NJL Mfil J <t 9 vl' cT 2. f 3. Jv'#£ l £ -fti'o 4. 3ftS*tt«J art' o L»J> *7 ^ !J J: 7 U o < 5. =*nl S/UaA, r ic (iA, 6. 4|^m B *!&£&& t it^'o $ (C (iA/ C* 7. L CA, fc' ^-t ij x c ? ©smumcsdsltc A. Describe the following pictures. @kio-io Example: -|fU' -*• **U'Ktt‘J £ lfZo Ex. A *u * ( 1 ) |Rv
f£10SH 243 (5) tA£ (6)4K (7) Jfc L V, i-r (8) L * (9)# I ±6 (10) & a>to t B. Fill in the blanks with appropriate forms. l.nmzi tzt'b. •t-3 U 2. O 1 .toi'/L t; « v> tS'A 3. 4\ >1 ft 1 5 * $V' 4. t°T/ £f*f 5. < S/Ufc/C t\ ii tj sit 6. H— 3 <nz*5 7. tit' ^ «t + *j n/:o *’•) il/;o tr-'j £ Ifc, tf ‘J £ l/c, ft ') £ 1 7 c •) r-r, *U £ L/co
244 u A. Takeshi was sick yesterday. Mary did a lot of things without him. Answer the questions based on the chart below. @kio-ii Mary Takeshi (Ex.) eat sushi and tempura nothing drink green tea and coffee nothing go Osaka nowhere meet Robert nobody do watch a movie nothing Example 1: Example 2: 1. 2. A <7) -7 , 3. *<nn^ 4. A (7) 9 , 5. *<7)0, 6 . *<7)t, 7. $ <7) 0 , 8 . *<7) 0 , Q:*<7)o, ST >J — * /Cli /fsft''&:'<£ I4t'c 4(2 4' A : lit', -f L b £'&<£ L 4o XL tz Q:*<7)o, /'-I'T L ^5 L 4' U 4 A : ^ tzo 4U tz S T >) - * L £14t>\ 4(2 <n 4lt l*/CI±0rf'#:^£ Itzt'o ST ] ) —* HiZ'Zf'izffi-* £ L tzt'o V' 7c ti" L ^5 /C (i £"3 t'llff * £ L /;K V' /T 'J — 4 /Cli4tlt'l2^-t ' £ I4t'„ 4 It L 3 '£ L/;t0 * /T'J-4 4(W'l£ I4t\, 4(2 4 It L 3 L £ 1 4to ilc B. Pair Work—Ask your partner the following questions. Example: Q ! /f5Jt'L£ L4t'o ln>o£o 4(2 A : lit \ $fe®£JL£ L 4o/^ "• tt t l £ £tLT L 4» x.i> ^ <A 4(2
fjj 10il 245 1 . £"Z * £ L tzfr -tirAx L»J> ^ Ifini'i <' 2. ^<77 ^5^ fc'jM'K^A'i ltd' -tAslftn U^io £> 3. ^B, l tzt ' o $ «fc 9 4'U fc 4. W'lfcAi L Tctf'o Jn *tc (7) 5. £"Z tf'lCff $ i -fjJ'o d A/ L »*> *7 L*j>9 £ -t> V' 6. ^<77^^ ^vj'-r^o t ij T-r^j' ZA,L*i>n Ldi^o 4*(z s;SiE»‘c?T^S'r u -ca, Uv i' A. Look at the pictures and answer each question as in the example below. Mj] K10. 12 Example: Q : 9 b IR. £ T £ 9 K* o Tft $ £ "t" #'o a: 9 ^'bIR£ Tgfe^Tif * £1% x.5 C T/LL* i' Ex. /\ 10 min. Ifl <®v ooU n n % (3) X.5 1 hour a a a DO ODD ffll 9 % £*fc 7H' L * (1) •7 % 75 * o C. -7 £ -9 5 *9 (2) 20 min. (M ER 9 *> /<X# Tl' .' 30 min. ; |rrrm| rrmj o o 0 D o o a o offi Cl L 3 t 9 J i9 tf'V'L* (7) (8) 15 min. Oio a o a o dJUd D xVn°— |- 1 week tC (i^ 4 > F^->TB. Use the same pictures and answer the questions as in the example below. @Example: Q : 9 £, t>' bIR.£ T £"<77 <" b <. ‘J £ i" t$' 0 A : 9 %4't,ik* ?+#M'U ito K 1 0 - 1 3
246 >£15 -gate C. Ask three classmates how they get from their houses to school and fill in the chart. Example: Q : ? £> -h" b £ T £' 1 A : tZ TA,L* $ Q : *r<n CbOTj^'ij £tt\ A : £-f 0 * tx. Z'l Y’oT t:"<7) <" b t ' ®^tib(DHH n/uUa>5 A. The chart below shows winter vacation plans for Mary and her friends. First, answer the following questions about Mary’s plan. Mary will go to Korea with Sue by plane 3 weeks will stay at Sues house will do shopping and eat Korean foods Robert will go back to London by plane 2 weeks will meet friends Ken will go to Tokyo with a friend by bullet train 3 days will stay at a hotel will play at Tokyo Disneyland Tom will go to the south pole (SH§) by boat 2 months doesn’t know yet will take pictures with penguins ('*•>¥>) Takeshi will go nowhere 1. S T ') - * £ Z ti'lzft < o^ij T-rtf'o : tL v' frA/C. < l' i' 3. rV) <%Wt* i-f t>'o i' 4. £"Z icj&i ‘J £ -tt'o t 5. mm £ -r 6 o t *j T-r jk i'/CCX *K How about the others’ plans? Make pairs and ask questions.
IfllOH 247 B. Pair Work—Talk about your plans for the upcoming vacation. C. Role Play—One of you works for a travel agency and the other is a customer. Using Dialogue n as a model, make reservations for the following tickets. 1. From Nagoya to Seoul ( V ^ >1) Jan. 1 1 person morning flight 2. From Tokyo to Paris {' N ° 'J ) Feb. 14 1 person window seat 3. From Osaka to Rome ( ° —v) Apr. 18 2 people aisle seats 4. From Tokyo to Bangkok i 9) Aug. 20 4 people afternoon flight window seat = JS fl'l <T> ^ aisle seat = iS. JS-ffl'l <T) C ultured^lQ H Public Transportation in Japan C HA, d 9 o ? £ to' A, Japan's public transportation system is highly developed, es- pecially within metropolitan areas and between major cities. The most common forms of public transportation are trains, buses, and, in major cities, subways. The Japan Railways Group (JR Group) has a train network covering almost all areas of the country. Travel by public transportation is enjoyable, safe, and efficient. Here are some tips for you. If you are in Japan on a "Temporary Visitor" entry permit and want to travel to different regions, consider getting a Japan Rail Pass, which offers unlimited travel on almost all JR lines (including bullet trains, except Nozomi) for a certain number of days. If you are planning a budget trip during vacation time, the Seishun 18 Kippu (*#18# may be the best option. This seasonal discount -ec'U** ticket gives you five days of unlimited rides on local and rapid-service JR trains for only 1 1 ,500 yen. Highway buses are another good way to travel between major cities. Compared with express rail services, highway bus travel usually takes longer hours but costs less. Also, if you travel on an overnight bus, you can save on accommodation costs. Highway bus Japan Rail Pass Shinkansen : JRjIC B$/yxJT-;w-*x
248>»»&B-gaai Useful Expressions IKT At the Station Types of Trains a O' o*) $ VO Z 9 t o $ *}> ? Destination ~ff$- '3f®- (3 -9 -local -express -super express -bound for . . . -serving . . . areas Types of Tickets and Seats Ui 9 L*tt/v tt/C TV' $ If A, $«- &<bV L TV'-£$ -(boarding) ticket -coupons -commuters pass -student discount -reserved seat $ A,x./v L* —-f-#- V'^)>1 -9 L * ^0'< general admission seat nonsmoking car Car No. 1 round trip one way Places in stations £ O O* ? If ri'V'So *-A— Ifl'TA -track number . . . -ticket vending area -gate -platform -shop; stand tBn r <•*> XDi'U <•*, PW& t N % ( i Aj h*ji - i x. v N £> ( 1'Xfie —last car; tail end 9 L exit entrance stairs first car; front end Miscellaneous Public Transportation Terms M U #1 X. transfer - <F> 7$' next (stop), . . . O 7fc^r departing first i; i±o &«- ln>-)T/v departing second last train
Announcements i i +£ < L i i-o t'A/ L * 4 w &I4~izjL 4 <J 4-f 0 o 5* fc KT^HJ i U 4 -To <ti*\ 'o L *>*•) We will be leaving soon. A train is arriving. Next (we 11 stop at) . . . The doors are closing. Please be careful. Expressions Z i U £ iT fro Does this train stop at Akihabara? -CA,L* 4>5 14 lf*b t What time is the last train? L*J> ~CA/ hk> M, ' L 4 i'o One reserved ticket to Tokyo, l Tl'^5 tori* please. ^#>] X. £ i' fro Can I get a student discount? 075' * * * ri'4 < £ i' Which one is the train boundfor Kamakura? B : —##T-fo (Z Trac/c number two.
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